It is one thing to impart the knowledge one may possess of correct execution; the obtaining of results is quite another. Many a teacher has been greatly discouraged when a view of the results was obtained because close observation revealed that pupils had not comprehended the idea which the teacher intended to convey. Let us adopt new methods or modify old ones until desirable results are obtained. The pupils are placed under our care that they may have an opportunity to gain some of the knowledge and skill of which we, as teachers, are supposed to be in possession.
The best proof that the imparting has been clear, logical, and effective is in the quality of the results so easily observed in the penmanship class. Every lesson is a new record of what has already been grasped by the pupils or a presentation of something new, or better still, a combination of both. Enthusiasm is one of the most essential points to be gained by the class. It must actually be experienced before it can be imparted to the pupil. If it is not felt by the teacher the next duty is to induce it by look and act.
The unconscious influence of the teacher cannot be measured. With pupils, teachers are more than ideals; they are realities. The personal influence is more lasting than the particular system that is taught. A competent teacher must be the master of the situation. Little inspiration can be created by the timid teacher. Originality, individuality, attractive personality, courage, confidence, ease of manner, firmness, tact, initiative—these are desirable assets for the penmanship leader. Such a leader has a ready following.
A penmanship teacher must balance enthusiasm with tact, system, and resourcefulness, and be ever on the alert to discover the individual needs. Tact plays a very important part in penmanship instruction for by the exercise of it we are led to say and do the right thing at the right time.
True, we get no more out of this subject than we put into it. Let us be more pedagogical in imparting this subject. Let us outline a penmanship lesson as carefully as we would other lessons. The result will justify the labor.
THE PENMANSHIP PERSPECTIVE
Penmanship is entirely too isolated, and the value of cooperation and correlation are not sufficiently recognized. Young America demonstrated this perfectly when at the beginning of a written spelling test he asked if he should write it with muscular movement or with his “real writin’.” To him the drill that was supposed to make for the correct writing habit had not taken hold. He failed to associate the practice method with practical work. Again, great tact must be exercised in the attempt to correlate the penmanship with other subjects, lest in an unguarded moment a teacher may tire the pupils and thus defeat the much sought-for end.
Colonel Parker says: “The present trend of study, investigation, and discovery in the science of education is toward the correlation and unification of educative subjects and their concentration upon human development. All subjects, means and modes of study are concentrated under this doctrine upon the economization of educative effort.”
Persistence on the part of the teacher is absolutely essential, for pupils will forget and must be constantly reminded. If on all occasions the teacher of English or other subjects will bring a due amount of pressure to bear upon the class during all written recitations and take the proper share of responsibility, good results will be rapidly noted. On the other hand, we should have scant respect for the penmanship teacher who habitually uses poor English and who is not pedagogical in the presentation of the subject.
Since it is common to evaluate subjects in terms of credits, would not a system of daily credits in writing tend to dignify the subject? Would not this react upon the pupil in a desirable way? As the matter now stands in many schools no credit is given to encourage; only complaints are heard when the work is not up to standard.