Penmanship: Teaching and Supervision

by Leta Severance Hiles

SEGREGATION

(Explained in detail in [Chapter Two].) The teaching of penmanship is less laborious and more effective when the poor writers are separated from the good writers. Many pupils need no individual help, but follow oral instructions easily. They should be allowed to do so, since independent effort will develop judgment, initiative, industry, and an appreciation of how to “play the game square.” The segregation of the poor writers in rows economizes the teacher’s time and energy in passing about the room, and ultimately allows each pupil to practice upon the drill he most needs. While the poor writers should never be considered in disgrace, a legitimate aim should be to get into the good division on the regular promotion day, preferably Friday.

Segregation is especially desirable for board work, since it economizes the time and energy of the teacher to a marked degree.

LINE QUALITY

At the seat: Make not less than 200 solid two-space ovals or strokes with one dip of ink. This will make for neatness. Allow no strike-overs, i. e., patched lines. Correct position of the hand, correct speed, a limited amount of ink, and a good movement are the surest remedies for neatness and good line quality. Always use two sheets of paper in order to obtain the best line quality and save the pen. Hold pen with hole on top so that both nibs touch the paper, in order to secure even quality. Hold pen or pencil lightly enough that it may be slipped out easily from the hand.

SAMPLES

Monthly samples have a place in and above the third grade. Make two or more samples on the 15th of each month, during the writing period. Select the best one and place in the manila envelope provided for this purpose only. Place name of pupil on envelope. Collect at the close of the period. Place rubber band around them and file in your desk.

Object: Teachers may judge the effectiveness of their instruction; pupils may observe their own improvement; the grade of the pupil is to be partially based on this work; the supervisor may be able to advise constructively; the pupil has an opportunity to compete with himself.

Procedure: Have paper cut, and sample on board, memorized. Give warming up exercises of ovals, capital, name, and small o exercise. Consume five or more minutes in this way. Use your watch, time the class. Record the speed on the sample. After each sample, relax. Make two or three, as time permits. Select the best. Discard others. Open sample envelopes, compare with sample of month before. Give a check of honor to all who have improved to a marked degree. The first month, check for better movement, neatness and light line; second month, size, etc. Always hold for all points before considered. Tell class at end of checking what in general you see they need, and keep that in mind during the month. Count the pupils who have two samples and those who receive checks, ascertain your per cent of improvement and record it for reference next month. Collect sample envelopes and file in your desk.

Caution: There is no objection to the giving of a day of practice to the matter contained in the sample during the month if the time permits; in fact, this would be helpful. However, on the 15th, the allotted time only should be allowed for writing the sample, which should proceed in general as above outlined.