Penmanship: Teaching and Supervision

by Leta Severance Hiles

Pupils must know that the direction of movement is one of the chief essentials, and that before they can possess ability to produce properly proportioned forms they must develop their movement in the proper direction. They must be led to understand that the mere free and easy action of the arm in any direction is not necessarily a movement that can be used in writing.

To insure against too slow a movement it will be necessary to use some measure for time. Counting is a good means of regulating the movement; it keeps the class working enthusiastically together, and gives an idea of how fast to practice. One count should be given for each down stroke. The count, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10; 1, 2, 3, 4, 5, 6, 7, 8, 9, 20; 1, 2, 3, 4, 5, 6, 7, 8, 9, 30, etc., to one hundred is advised for straight strokes and ovals. All pupils counting in concert with the teacher at the rate of about two hundred down strokes per minute is effective, as the oral count relieves the muscular tension that is apt to prevail at this time. Insist that every arm move from the shoulder and that each pupil feel correct movement and observe his own arm. It is advisable to use the watch, and time pupils daily on a part of all drill work. If the count be too rapid, nervous spasmodic movements will result; if too slow, the fingers or wrist joint will be apt to act, and finger movement will be the result. A steady rhythmic beat is essential, to tone down the speed of the nervous and erratic and inspire the slow ones into more rapid response.

There is a subtle influence in the sprightly musical count as well as in the conversational count, such as “round, round, round,” or “light, light, light,” to induce proper width to a narrow oval, or lightness to a heavy line. A mistake that is fatal to early progress is frequently made by allowing pupils to take the pen in hand to write before automatic movement is gained. Much drill on relaxation and study of the writing machine and attention to rhythm work at the correct speed is necessary at the beginning of each lesson, to make for automatism. Sufficient speed to discourage finger and induce muscular movement must be insisted upon at all times.

At this point it will be observed that pupils vary in regard to their ability in the use of free movement. The group plan meets this difficulty very successfully. Some allowance must be made for new pupils, those habitually irregular, and for the slow pupils in rooms where children have not been segregated for ability.

When all is done that can be done by the class plan to make pupils understand relaxation, posture, and motive power, we find that there will still be some who have not made sufficient progress to advance. The important question is, when are these pupils going to have an opportunity to learn? How can encouragement be offered to those who have done well, and at the same time continue repetition of what is necessary with those who have accomplished but little?

The group plan is advised by many successful teachers. Assign pupils who have done well and who can practice in the right way to seats at the left of the room (“A” group) as the teacher faces the class, it being understood that those who prove themselves unworthy of being in the “A” group will have a place in the “B” group. After the segregation is complete and the plan under way it will be well to keep a check on the “A” group; some pupils forget quickly when left to themselves, while it develops independence and pride in others. The “B” group will occupy the rows to the right of the teacher as she faces the pupils, and by stepping to the extreme right side for the survey every hand may be seen while at work. The members of the “B” group understand that they are there because they need special help, and will be promoted as soon as they learn the lessons already mastered by the “A” group. At the beginning of every lesson a careful but brief review will be necessary of the points that the “B” group is expected to learn. The entire class should give attention at this time.

The “B” group is still preparing with the handle end of the pen while the “A” group will be actually making lines. Economy of time should be studied, or the period will be wasted; both groups must be kept busy all the time. The same count will answer for both divisions. Occasionally it will be well to give the “A” group a certain amount of work to accomplish and to note if it is done within the right time limit. They are to compare carefully with their models and also to work for improvement in the product without special instruction. The “B” group will not make so many exercises but their posture and movement will be growing stronger every lesson. In order that they may not become discouraged, it is well to let them make some of the exercises each day but the greater part of the time should be given over to rapid changes of relaxation, posture and movement until these essentials are thoroughly ingrained. The “B” group will be greatly helped by working at the board, to the same count that the “A” group uses at the seats. Once during the lesson allow the “B” group to rest and watch the “A” group work. The pupils in the “B” group will not cover as much subject matter as will the “A” since it is composed of the new pupils and those who have the greatest difficulties. No pupil should be promoted to the “A” group until he assumes correct posture in all written work and can make ovals, straight strokes and short words with correct movement. He must prove his ability as an independent worker and show reasonably good results in order to be considered an “A” pupil.

VISUALIZATION OF LETTER FORMS

It has been said, “The three arts of education are seeing, reading, thinking. The boy who learns to see is awakened; the boy who learns to read is enriched; the boy who learns to think is emancipated.” Why does not an artist always make a desirable and pleasing picture? Perhaps it is because he does not see the subject correctly or to advantage, or perhaps he has not mastered all the mechanical difficulties. It is for the teacher to decide whether all has been done that can be done to assist the pupils to see the model letter form correctly. Perhaps there exist mechanical difficulties in posture and movement that prevent a free execution of the letter form that may exist in the mind.

Pupils should understand that they are to educate the head and hand together. Concentration on correct forms goes hand in hand with practice. Some pupils have greater aptitude than others toward perception of form; it is certain that the hand will not learn to reproduce constantly a form that has not been fully and entirely idealized by the mind. It has been discovered that human beings vary greatly in the completeness, definiteness, and extent of their visual images. Pupils should be impressed through as many sense channels as possible. Some learn through explanations, others through demonstrations at the board, still others by working at the board themselves. Out of this variety of impressions each pupil will find the one that is most lasting for himself. Every penmanship teacher should recognize this principle of multiple impression.