Z Group: This group proceeds at a slower rate of speed than other groups and attains at the end of the 2 A a speed of thirty or more letters per minute instead of forty. Demonstrate more frequently. Use as many two-letter words as possible. Select words from the reading as far as practicable. More blackboard work, tracing and rhythmic drill are necessary than in other classes.
Distribution of time to subject matter: During the first month give the greater part of the writing period to movement drills. For the following months spend one-half to one-third of the period on movement drills, the remainder being divided between capital letters and words and sentences.
Headings: Use the following heading daily, placing it on the second blue line. Write on every line except the first below the heading. Model:
John Brown, 2 A, Sept. 15, 1924.
THIRD GRADE
We will assume that all pupils so far advanced as the third grade are able to make all the letter forms easily and can write words and sentences upon the board. They should also be able to make straight strokes and ovals, write words, sentences, and the most necessary capitals with the right movement, at the seats. In both cases they should observe correct posture, slant, speed, uniformity, and spacing between words. They should recognize the difference between connective lines, and observe the following rule for spacing between letters and words: The space between letters should be the width of the distance between the down strokes in small u, the space between words should be the entire width of small i.
Doctor Ayres has proved by comparing many specimens that one of the greatest drawbacks to legibility rests in the fact that the letters are crowded together. It would be better to allow extreme spacing rather than to permit the pupils to huddle the letters together using barely half as much space between letters as they should. The space around the letters relieves the eye of the reader, and makes even irregular and crudely formed words fairly legible. The pupils who have been well trained in movement can slide easily from one letter to another with the right-length connective stroke.
Pupils at the beginning of the third year in school will often appear to have forgotten much that they have been taught in penmanship, as in other subjects. During the vacation the muscles have become somewhat tense, therefore relaxing exercises should be given frequently in order to regain what has been lost. (See directions under [physical training phase], Chapter Two.) It will be well to give at least one week’s practice at the board, two short lessons daily. Review the letter forms, ending each lesson with a word. The second week have pupils take pens a few minutes daily and review ovals and strokes, preliminary to writing the exercises that will lead directly to word and sentence building.
Aim: To develop relaxation, correct posture, easy movement, sufficient speed to prevent finger movement, and to apply these fundamental principles to all writing lessons, spelling and copy work. The grade is to be based upon whether or not the pupil uses the arm movement during penmanship, copy work and spelling. Grade “Failure” if movement is not used as above directed. Attain a speed of fifty letters per minute in words and sentences.
Material: Compendium, white paper half sheets, coarse pen, penholder, ink, penwiper, blotter, manila envelope for sample, folio, seven by nine inches, in which penmanship material only is to be kept. Teachers should write pupils’ names on folios. On Mondays pass enough paper for the week.