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2. getting published
3. freelance writing

TO
HOW
TEACH
WRITING
A
OF
MANUAL
PENMANSHIP
STANDARD
APPLETONS'
LYMAN
NEW
AMERICAN
YORK
DESIGNED
":"
D.
CINCINNATI
BOOK
TO
ACCOMPANY
COPY-BOOKS
SMITH
-:"
CHICAGO
COMPANY
D,=.i,:sa^,
BOOK
AMERICAN
B,
Bppleton
COMPANT.
9
D,=.i,:sac,
CONTENTS.
5
Introduction
of
A
Standard
Good
Natural
The
9
Writing
Blackboard
of
Position
Writing
11
13
Ink
How
to
nianage
How
to
proceed
Pen-holding
.7
Lesson
Writing-
the
Jlethod
with
14
Beginners
Blackboard
and
Drill
of
Class
a
Talk
18
"
.
.
.
.
20
Moveniunt
Mo
Practice
Telnent-
Movement
Natural
Preliminary
Pens
and
Books
Distributing
"
Drill
25
Class-Drill
28
Lesson
Model
Articulation,
The
23
Movement"
Muscular
A
20
28
of
Joining
or
the
Letters
3S
Writing-Evil
Crying
39
Writing-Drill
Calisthenic
standing
"
40
.......
Writing-Drill
Calisthenie
Analysis
Natural
Theory
Hints
Marks
Practice
iierBus
about
of
ill
Charts
with
"
sitting
"
45
Charts
48
"
and
Turns
Criticism
how
"
Curves
to
51
.53
use
,
The
Slant
Word-Spacing
Card
53
54
CONTENTS.
4
The
Metronome
Exercises and
Timed
The
how
"
Small
to
Drills to accompany
PreparatoryMovement-Drills
The
CapitalLetters
The
Business
Treatment
OfE-hand
for Class- Work
"
Music
100
and
Current
101
Styles
103
Capitals
104
Exercises
105
Abbreviations
Exercises
and
for Music-
.66
77
Specimens of Pupils'Work
Figures
.
75
Capitals
Letters
"
"
Class-Work
99
Capitals Standard
"
for
"
Course
ot Small
Chart
"
55
Independent Writing
and
Letters
54
use
105
Drills
100
Writing
D,=.i,:sa^,
HOW
TO
The
teaciiable
school
should
in the
from
drill
the
individual
and
arm
the
natural
written
writing
practice
process
give
of
to
freedom
form
individualize
the
pupils' copy-book practice
and
influence
language,
and
the
all the
their
and
way
other
along
their
the
up
No
is thus
in
from
school
In
of
the
low
;
bining
com-
practiced
of
amount
of
words
up
into
writing
ment,
move-
restricting
while
in
the
the
pany
accom-
the
on
close
study
rapid writing.
to bear
writing
exercises
and
instinctive
an
brought
moment
and
down,
it becomes
the
a
arm.
pupils
even
the
movement
movement,
and
be
combined
unity
until
letters
hence
combined
last,is
should
Breaking
execution
daily work
studies
first to
their
and
and
practice, reacting
of
kept
is
the
hand
meet
given
language.
words.
drawing
regular copy-book
to
from
give
up
through
years,
articulation
will
all
seven
are
of
into
schools.
writing quite early.
part
a
of the
Movement-numbers
the
as
the
writing gamut
or
Writing,
breaks
to
six
penmanship
put
children
themselves
fingers in writing
tends
to
pnbHc
to actual
letters
single-letterpractice
and
of
age
letters
pupils
youngest
on
in the
lessons.
and
process,
is
necessity to
a
the
the
first
very
Manual
introduced
be
method,
by the
ia
langu^e
career,
natural
this
for teachers
form
Written
they
of
purpose
WRITING.
TEACH
The
directlyupon
in
they
course.
":,
spelling,
take
a
peil,
HOW
We
have
thirteen
from
work
of writingby.pupila in
slips
grades,written some
years
paid to penmanship. The
grammar
attention was
varied
hundred
a
WRITING.
TEACH
TO
by pupila from
to
We
seveuteeo-
the
est
high-
but
ago, when
agea of the
little
now
see
much
pupils
better
years of age in primary
third year with ink.
trations
{See illus-
eight to
ten
grades,wiitingthe second and
this to show that pupils,
at end of book.) We mention
with good instruction,can acquirea good handwritingwhile in
them
the lower primary grades. We
even
see
writinga good,
and of tlieir
hand at the end of their firstyear's
practice,
legible
All this has been brought about by faiihthird year in school.
tion
ful work on the part of the teachers,carryingout the instructeacher given in a short lesson weekly. And
of the special
of children
this has alBO been aecomplishedunder the disadvantitge
practicein cramped a late-writing.
coming from two years'
We concur
fullywith the principalof a first-claasschool,who
I firstlooked upon slate-writingwith complacency ; later
said :
with toleration ; and, finally,
with disgust." He saw
that it
on
work.
had DO good influence on pen-and-ink
Pupilsare often
sent to as to show their beautiful slate-writing; but when
we
meet them in the next grade above, where they are introduced
"
find that their
paper or pen-and-inkwork, we
has been detrimental ; that they are incapableof
slate-writing
to
penciland
of the pen
to have vanished.
and that all their ideas of form
pencil,
Grinding on a slate with the slate-pencil
If
for pupilsin the publicschoola.
prove profitable
proper angle,the pencilcreaks on the slate,and the
into wiiting.
substances ave not adapted for initiating
takinghold
seem
will
never
held at
a
two
hard
We
would
paper
or
sooner
take
or
pupilsand
prepare
without
their
work,
pen-and-ink
practiceto
writingthe
overcome.
them
for
pencil aod
having two years'bad
Our
better for the
experienceis,that the less slatefor children
pupil. It is practicable
):,GoogIc
IN
RESULTS
in the lowest
paper;
and
"
sooner
have
7
the children
sooner
will
pencilson
slate,when
into possession
come
handwriting.
RESULTS
We
GRADES.
"
learning to write,the
of their
PRIMARSf
sis years old
to write with
this is substituted for the
grades
the
HIGHER
IN
hundreds
HIGHER
PRIMARY
GBADES.
of
pupils,from nine to twelve years of
age, in the higher primarygrades,who write a good standard
ness
hand, good enough for teachen;' blackboard work and for busitaken out of school,they
purposes; and if the pupilswere
would be in possession
of a good handwriting. (Seeiliuetrations
whole classes,and you will find the
at end of book.) Take
majorityof the pupilswritinga good hand. These pupilshave
been usingpen and ink four years, and have had two half-hour
weekly. They ought to have had three or four
writing-lessons
lessons weekly,which would have made them stillbetter writers.
Time
enough for the pupils to acquire still in rapidwriting
should be giveu to penmanship in the publicschools.
METHOD
OF
Preparationshould
Have
the lesson well
WBITING-LEBSON.
THE
precede
laid out, and
instruction
make
in
penmanship.
definite aim.
A
ful
care-
practicing
study by the teacher of eacTi lesson,and even
some
portionof the lesson,gets the matter well shaped in the
mind
for presentation
to the class for blackboai-d illustration,
and
for comments,
criticism,and
THE
NATURAL
correction,
ORDER.
up the muscles.
Blackboard- talk about the copy" waking up the mind.
to form.
Writing illthe copy-book applyingmovement
Movement-drill"
waking
"
Handwriting requiresthat you free
by educatingthe muscles in movement;
the mind
in the form.
The
the
writinginstrument
also that you educate
first even
idea comes
concept or
in executingmovement-drills.
Therefore, when
small
letters
):,GoogIc
HOW
8
are
TO
TEACH
into the sta"E for
woven
letters or
movement-exercise
Next
comes
good
letters aa
move
td
men
wherever
or
rill,
associated with movement,
are
capitals
talk about them
a
WRITING.
and illustrate on
small
givea preliminary
the blackboard.
A
pure
illustration
of
the
movement.
requiresonly
the close
writingof the copy-book,to reproduceas
and carry the movement
possible,
alongwith the
The
combination.
child's copieshelp him
to
form
in every
create ideals of the
letters ; from
these he
passes to reals,or
child will recognizea beautiful
badlyexecuted letters. The
letter long before his hand
is trained to make ona
Writing is
ferent
acquiredby the doing executingover and over again,in difcombinations, the real letter;tryingeach time to get
This is what we call learning
to the ideal form.
to write
nearer
his
"
"
for ideal forms
reachingout
A
1. The
TALK
with correct
ABOUT
THE
movement.
COPT.
whole
3. The
letter,
or
mind-pictnre.
or
analysis.
parts of the whole letter,
3. The
relation of the parts to the whole
4. The
relation of the
Much
is
.
about
parts to each other,or combining.
gained by having
the lesson.
Present
a
thorough preliminarytalk
the letters
to
destroythe appealto the eye or break
Make
the pupilacquaintedwith
to
see
as
wholes, in order
not
ment.
up the unity of movehis copy; helpinghim
ing
for children often look without seeing teach-
the copy
them
to look and
"
letter,
or
synthesis.
"
brighteningnp the mind-pictnre,
the child to form good ideals of the letters. We do
assisting
this by callingattention to the letter as a whole.
Next, by
and by knowing the lines that
findingthe parts of the letters,
buil J up the parts ; this is analysis.Next, by seeing how the
see;
lines build up the parts,and
this is synthesis.Next, by
each other ; this is the
Note.
It arouses
"
The
how
the
parts build np the letters ;
learningthe relation of the parts
combining process of handwriting.
colloquialmethod
their attentioti,
excites
makes
an
to
the strongest appeal to the class.
concentrates
interest,
their thoug:bt
D.=.i,:sa^,
GOOD
A
OF
BLACKBOARD
dealing
with
the
letters.
the
that
reach
and
think
line oC
line.
establish
just what
be
Work
The
further
the
pupils
idea is not
on
Have
the
irritates and
a
We
A
pupils,or
a
philosophy
the
working
are
confident
GOOD
in
of
this
teaching
to the ages
out
of the
STANDARD
OP
on
but
blackboard
the
grades,since
hand.
Can
standard
this works
not
the
every
aim
to
when
you
yourself,
being accomplished
half-pageof the copybook,
is
or
their best effort,and
lesson.
every
They
writing, to do their best.
the
about
more
does
not
branch
of
the letters.
A
voice
that
encourage
and
lead
instruction
be carried
teacher
oil the
into
pupils whom
who
in every
as
you
are
works
on
grades,
ing.
instructthis line.
WRITING.
NECESSARY.
small
letters shoald
teacher, below
agaiusC the
teacher
the
higher
pupil acqtiiriaga
acquire the mastery
of
be
put
grammar
standard
fifty-two
possibleto penmanship are daily presented
carried by
boards, and idiosyncrasiesin writing are
the
errors
pupils from
An
by
for
endearor
to do
that
and
capitals
the
trations
illus-
letters?
All
on
standard
Just what
BLACKBOARD
QUALIFICATIOS
None
in
lies right
thera
the class.
can
pupil.
hence, always
handling
of any
success
;
hold
to
engaging
of the
the
to think
"
lime, and
a
feeling to know
manner
in
at
page
spiritof
possible
as
best work
work, each and
in the
the
The
easy
a
since
(or themselves
minds
just what
period, but
hungry
great hindrance
same
adapting
a
rasps
out, is
This
of
do, and
individual
own
know
writing of
get Into
kind
little friction
as
points
work,
illustratiagon
the
development
It will be
to
little further
a
inio
up
few
clearlya
tbair
lesson.
and
9
in the blackboard
can
you
use
every
pupil'sgrowth
interested,and
them
them
them
ot the class.
want
carrying them
must
have
fillingthe penmanship
or
all that
and
up
something
see
good working basis,and
a
you
lesson.
each
out
to
individual
reach
to
fure
pupils
them
lo
Illustrate
member
every
once
the
the
trom
out
bringing
all, is
to
teach
to
Draw
themselves,
whole, and
a
always trying
;
for
as
common
endearor
Always
along
olas"
faults
blackboard
WRITING.
dcalof
specialpoints.Bavingtheteacberagreut
upon
the
STANDARD
room
example
to
of this may
of the small
curve
leavingthe
oval open
it
on
Look
These
room.
the
a
at
in small
be
given
top,
a,
blackboards
as
survivals
are
in
of bad
dropping
the introductory
though writing small
d, g, and
and
q
see
\ or,
if
types.
c, thus
ing
closed,blunt-
plenty of examples
HOW
10
vhere
be
this
between
the
originof
that
this
Look
space.
small
s
word
"
the
word
lettera,
showing that
the top.
begun at
Again, you
was
will
jump
the blackboards
and
the
dated," there
"
This
find, in
the
a
probably
ing,
pupil's writby
such
is to sacrifice form
writing.
But
letter should
violations
fair
a
be
always
the
of
letters when
you
to take
approximation
written
write
for children
Nothing
angular
ANGtLAR
angular styleought
conducive
is
the
direct
We
must
see
desirable
so
and
to
outgrowth
have
Sharp angles
the
tend
in the
form
correct
in every
blackboards, and
be
all gross
Think
good
avoided.
"
or
your
letters will
into
room
the school-
practice. It ia
for business
hand, between
modern
our
to
to
to make
separate the
writing.
the sharp
business
lines and
lines coincide
the
not
semi-angular writing,
rapid style among
a
turns
carried
is unsuitable
the medium
as
of
to be
the board,
on
hand
the round
was,"
STYLE.
not
and
legibility,
to
"
speed in rapid
to
blackboard, and
the
a
form.
THE
The
the
on
characters
on
good
on
given
to
half
esamplea
"
general tendency
pen
is
base-line
just
see
will
the
for instance, in the word
pupils'eyes
sittingup like a squirrelon a higher limb ; or, as
the last two letters jumping the base-line.
first,"
The
begin
in
as
the final letters
over
rightbefore
a
type.
of
some
WRITING.
the first two
small
lifted,and
was
TEACH
Often,
occurs.
break
a
TO
or
writers.
the
run
letters.
together.
Writing is of no value that has to be pored over and studied to
be deciphered.
When
ia required
to teach penmanship correctly
qualification
by law, as
in
the rule and
this
day
is not
other
not
branches, good blackboard
the
exception
in
writingwill
the school-room.
We
be
trust
far distant.
INDIVIDtJALITY.
"
Will
hand?"
individualitybe
So
much
of the
sacrificed
by acquiring a standard
into idiosynindividualityas runs
THE
will be and
cratic form
is
NATURAL
and
persistent,
WRITING
had
better
will work
POSITION.
H
be sacrificed.
into
its way
But
ality
individu-
standard
a
hand.
pronunciation is taught, although we all speak
of our
individuality
differently,on account
flowing into our
Standard
speech ;
we
will
Sowing
so
standard
all
into
form
in
writing should
on
differently,
write
account
of
taught, although
individuality
our
writing.
our
thought could be carried
characters
or
good spoken forms.
"iuirepurity of the spoken forma
without
The
characters?
be
which
That
bears
But
; and
your
either
good written
educational
why
not
canons
of
re-
the written
individualityis worthy
of
good presentation,
NATUKAL
THE
The
desk
natural
with
or
weight of
one
position,when
side partly
the chest
when
the
WHITIN"
or
upper
left hand
writing, is either
turned
part
or
POSITION.
of the
toward
body
the forearm
fronting
the
i^more
furnishes
desk.
the
The
easilysupported
a
fulcrum
HOW
12
for the
side
left
being
the
side
right
to
shoulders
the
or
writing
circulation
arm,
normal
left shoulder
the
body
; instead
acts
of the
In
"
easier to hold
the
the school-rooms,
oftentimes, that
there
is
the
to
room
especiallyin
over
view
class
the
aisle.
Fi-om
other.
to
hand
the
and
pupil'sposition,and
the
Another
has
edge
the
forearm
reason
desk, is diminished.
vated
ele-
that natural
writing.
the
desk
is such,
forearm
from
front
of the room,
in
the
to back.
the
pupil
the desk, in order
teacher's
a
of
We
; she
better
aa
a
chance
whole
is,that
the
is
not
or
should
use
position is best suited to the
the way the light comes
into the
teaching and claes-work,keeping
pupils.
When
the class sit
have
unobstructed
an
line
with
every
the
working
by simply walking
to
see
tendency
to
settle down
to
advise
not, however,
judgment, and
the
position in
rightin
the
desk,
would
gets
positionfor a long writing-lesson; but, for
minutes'
writing-drill,pupils get along very
of the
being
the
rest
blackboard, she
individually and
body against the
teacher
Both
lesson,and
light. But for a short writingtages
movement-drills, the right-sidepositionhas advan-
every
of every
peded
im-
own
aiale,next
outer
kss
the
reason
of
position,the desks being too narrow
from
the rear
Also, when the light comes
is obliged to sit with the right side to
get in his
shoulder
its
right
unit.
a
for co^nuous
construction
no
for
body out
penmen's, book-lieepera',
front
to
as
more
the
vitalized,
being
arm
depressed throwing
the
Hence, these are
harmony.
accountants', and writere' positions,for
much
is better
right
of
positionsare
left free
inertia of the
less
right
the
feel that
can
you
inatrument
of
The
weight.
own
are
and
left hand
The
of
its
"
is less friction and
there
overcome.
by
writing the dynamic or moving
right arm
acting aa a lever. As the
correapondingly lightened and
ia
account
on
the
on
WRITING.
ia
right,the
work, because
arm
TEACH
static side
or
sinks
weight
TO
well
the
class-room
room,
in mind
twenty
a
and
with
of
up
press
the
upon
the
the
side
or
.thirty
it.
The
ever
pupils take whichto the desks, to
"
to
the
convenience
of
physical welfare
fronting their desks, or
with
HOW
the side
partlyinclined
to the side
Uake
the
alwaysheld
TO
to the
in the
same
HOW
relative
TO
INK.
desk, they must
positionfor blackboard
class positionuniform.
beingat rightanglesto
srm
MANAGE
illustration on
The
book
to
position
the lines of
MANAGE
change around
the side walls.
or
the paper
is
the writer,the fore-
writing.
INK.
good method for replenishingthe wells is to have each
room
suppliedwith a bottle holding about a quart of good thin
ink.
ed,
Through the stopper of the bottle a metal tube is insertlike a hawk's
the part outside of the bottle being curved
that the ink may flow freel;,
bill. To secure
a vent, in order
in the stopper on the oppositeside from
cut a V-shaped groove
the curve
This brings the vent on the upper side
of the tube.
of the stopper as the ink is being turned from
the bottlo,and
A
.,
HOW
14
TO
preTeots any sporting. The
full.
thirds
two
school
with
wells
thin
Keep
Good
pen.
shonld
is the
Writing-fluid
purposea.
your
WRITING.
TEACH
and
pens
will
you
ink
good
kind
best
ink, and
be
never
than
more
ink
of
for
find
not
fault
to
prerequisites
are
good writing.
Give
the
should
pen
To
his
thumb
little drill
which
the
he
nibs
This
learns
seem
holding the pen
the right or left,unless
start them
right.
easiest way
is to
once
the
use
HOW
TRAINING
to
PROCEED
THE
HAND
in earnest
do
your
here
attendingto
what
to grasp
you
must
hard
as
the
you
the
make
work.
must
have
side
CLASS
OF
about
pupils are often
upward, or toward
at the outset
given
opening
first writing term.
at
np
SENSE
MUSCULAR
THE
to
BE0INKER8.
OF
CVLTIVATINQ
GRASP
is underneath.
difficulties
the
in
young
drill is
A
By
the pen
side
concave
but
many
WITH
thumb-nail.
only positionof
concave
so
the
his
on
the
such
avoid
IN
PEN.
rect
corwriting,you will secure
incidentallyquite a degree of movement,
the
book, and
must
pencil or
up
must
show
the
pen,
not
be
come
mind
your
You
teachers
many
and
in
"
fail.
first in
manipulate
them
allow
not
class-work
it.
;
the
how
the
to
little,untrained
pen-fingers,the sliding fiagera,and
namely,
To
patience and
be afraid to touch
their
Do
making letters,"prevent
to exercise
majority of
pencil by placing it
the
the
some
is where
the
how
side of
much, if any, writing.
get into
desire to
the
is when
BY
pen-holding,and
beforeyou
Right
nibs
lead-peucilfor
TO
are
that
with
THE
If you
the
unnecessary,
found
The
hollow
writing.
downward,
presses
will open
may
the
that
pupil form a
of his left thumb-nail, shutting the hand
in the
support ; then, holding his pen
writing position,he
this
when
side
concave
writing tablet
give
to
be underneath
the
teach
little
little drill to show
pupilsa
the
this,
do
do
some
pupils'hands,
seize and
hold
fingers;
thumb,
to
justing
adthe
TO
HOW
s
WITH
PROCEED
A
CLASS
they should
positions
occnpj.
work.
in this
OP
Yea
BEGINNERS.
ar"
15
layingthe
ner-stone
cor-
primary
Now, imagine yourselfintrusted to givefifty
young pupils,
and all
from sis to eightyears of age, their firstwriting-lesson,
the lessons they will get in writingwhile in your department.
hold
Proceed in this way ; Standing before the class,
between
up your right hand, spreadingthe fingers
second
and
third,so
as
to show
the firstand
second
touchingeach other,and third and
fourth similarly
closed,as in illustration. Show that
the first and second
fingersare the "pen-fingers,"
that the third and fourth are the
slidingfingers ;
with the help of the thumb,
that the pen-fingers,
hold the pen and do the "writing,"the sliding fingersbeing
and
to the
Bsed to slide the hand
on
prevent it fallingover
right. Holding your hand thus, let the sliding
tration.
fingersdrop into the palm of the hand, as in illusThis teaches the separation
of the fingers
into the two positionsthey occupy
when
writing.
Next, place your thumb
againstthe first fingera
little iehw
ward.
outfirstjoint,bending the thumb
You
are
now
ready to practicethe fingerStill holding the slidingfingersin
movement.
fingersclosed
or
"
"
the
hollow
of the
hand,
the
move
pen-fingersup
making loops; showing the pupils that the
are
bent, and straightens
thumb-jointbends as the pen-fingers
the pen-fingers
as
straighten.
drill with you.
Now
let the children go through this same
the desk, as in illustration
Each pDpil restingthe rightelbow on
forearm
vertical,palms outward
on
give the
page 16
signal"one," and all open their fingers yon doing it with
them, resting your right elbow on a largegeography or other
thin book, which
serves
Opening the fingers
you as a desk.
and
down
as
if
"
"
"
will
puzzle them
to assist in
at
and
first,
you
will have
to go among
opening or separating the fingersinto
two
";,
them
groups
;
HOW
16
but
they
will
the tliiiiland
soon
TO
TEACH
WRITING.
get it. At the count
fourth
fingersinto
"
"two
the hollow
first and
of the
second
At
they all drop
hand, the
remainingupright.
the
"
count
"
three
they place end of thumb against
first fingerjust below first joint,
bendingthnmb outward.
They are now
ready to
the
finger-movement,
bending
and
fingera
"
one,"
"
down
"
thumb
while you count
"
two
"
repeat up,"
bend,"
en."
straight-
; or
"
"
; or,
"
All this time
"
fingers are
of
the
tice
prac-
the
"sliding
closed in the hollow
hand,
separatedfrom
or
the pen- fingers.
Pencils of good
in the groove
lengtharo lying
their
on
desks,
right. Before the pupils
take theirs,
take your own
and adjust it properly
in your
movement
hand, and go through the
fingeragain yourself.
all
take pencils(blunt end down), and try to put
Now, let
first fingeron
the pencil,second fingera little under and at
side of pencil,
thumb
ing
againstand a little under the side,slidpoints
to
"
"
fingersseparated; and go through
in the
the
same
drill with
you
the
positionof arm, namely: elbows restingon
desk, forearm vertical,
palms outward, all facingyou.
You will discover at this point that the pupilsdo not know
how to hold their pencils. Some
will be seen
with two fingers
with the
the pencilinstead of the first finger only ; some
on
thumb
oppositesecond jointof firstfinger,pullingthe pencil
down
below
the knuckle-joint;others with first and second
fingersopen ; in fact, very few will have everythingright.
same
,
Now,
work
pupilsand
must
be
done
by the teacher
adjustingthe fingersand
thumb
the
going among
to the pencil
"
b,
HOW
18
TO
TKACH
WRITING.
disks the size of a nickel,is kept
square, filled with pasteboard
ready for the lesson. The disks are distributed by a monitor,
who
puts
each
on
one
pens,"the pupil sets
cover,
We
the
order, " Take
the
the book-
given point on
placesthe disk on
his wrist.
the disks
their
through a whole drill of five minutes
When
pupilsget to the actual work
books, and pen-holdingis brought to a test,
most
needed.
a
writingin
In
at
At
class go
dropping a disk.
seen
without
of
his hand
then with his left hand
and
have
pupil'sdesk.
are
class,while teachingpen-holdingfor
a
starting
the first
weeks, divide the time between
pen-holdingand talking
about the copy that is to come, gettingthe pupilsreadyfor their
books.
when
they take their
They recognizethe same
copies,
on
books, that you have been talking about and illustrating
the board,and they have already
learned about column-lines,
head and base line,and understand
what is meant
by tracing.
In this way they get well acquaintedwith the copy before opening
their books.
This relieves the monotony of drilling
on
pen-holdingtoo long,and enlivens the lesson. First,draw the
few
illustration of the hand
board, and have the class watch
while drawing it,call
After, or even
on
you while drawing it.
their attention
to the
the
the
the sliding-flngers,
-fingers,
knuckle, the thumb, the wrist, and point out how you keep
the pen a littlein front of the knuckle-joint
by the aid of the
thumb
bent outward.
Note,
"
Bvory teacher should make
(See illustration on
for
drawing
Spend
ten
or
to
it,and put in
Then
have
covers
of
"
drawing of
Appletons' Exercise
the hand
on
the board.
Boohs, with directions
the same.)
the class how
of
pen
them
fifteen minutes
put the pen
a
on
teachingpen-holding,
telling
the desk and
good deal of work on the
lay down their pens while
how
to take
hold
grasp of the pen.
you talk to them
):,GoogIc
PEN-HOLDING
about
the
copy,
out
of
and
which
hold
Now
Then
go
copy
the
to
are
in
the
First draw
is,and
copy
Next
spaces.
Now
trace
colored
small
to make
a
i
Tell
part.
is
Next
with
colored
write
ui, and
trace
repeat lower
and
"
call up
Bessie
thus
the
pupil to
trace
the
Often
make
they get
lesson
Talk
about
upon
the
volunteers
write,
as
writing
lemonor
the two
same
little
right,and
Then
them.
Now,
in the
copy
parts with colored
with
small
ruling,
crayons.
lemon-
i with
light-greencrayon,"
part of
necessary
grades get
the lower
while
over
into relief.
a
are
a
waves.
talk about
the
*
wave.
trace
to
gaining the
the
grasp
writingpupilshungry
any
of
the
pen.
letters before
acquainted with all the short
writing in the book, taking up a half-pagemodel
No. 1 or
No. 2, New
Tracing Course, each time.
in combination, illustrating
the letters singlyand
them
to
from
it bends
first tine of
brought
grade. In
book-writing
their
ing
spac-
crayon.
part
and
the
bringing out, by tracing
and
the
over
talks
in any
lesson
w,
of small
wave
parts are
small
board
the
over
blackboard
These
for
the
crayon,
; that
right cnrve
on
ti'ace
may
colored
and
a
the
the second
the parts, and
over
down
with
part
write
the
crayons,
what
see
ruling with white
introductoryline, with
or
the
board.
the class that this first part is like
to the second
a
the
on
between
space
pens."
three-inch
light-green
crayon
or
ladder
leadingup
right curve.
a
class,
books."
your
and
Make
the
the hoard
take
look
them
your
on
letters
Then
tered,
mas-
for
the
contrast
orange-colored
the second
the
ruling.
in
put
you
four-inch
a
19
the copybooks
Tell
lay down
may
I will
say,
the first part,
crayon,
take
Then
write
over
you
ruling.
leave
trim.
writing
"
the vertical
in, and
Keep
on.
inducement
an
going to write when
ruling along with
draw
to write
as
in
pens
the horizontal
TALK.
pen-holding is prettywell
tired,and
are
later
see
out
board, and
that you
Bring
the
books
and
BLACKBOARD
will
they
their
hands
your
AND
until
sight
get their hands
to
"
DRILL
board, and
in
the
the
case
calling on
class to
may
be.
come
different
up
They
to
pupils,or asking for
the
learn
to
board
and
concentrate
trace
or
their
now
20
minds
the letters,and
on
writing on
the
writing out
of
"Now
with
going upward
observant
of
the
pupil too
well
left
curve
When
writing
This
right curve."
blackboardwriting. Yon
Knowing
aim
Ho
does
not
makes
Bmall
he
pupil then
hap-hazard.
has
:
while
keenly
make
not
the
writes
it
something
to
before
copy
rect
cor-
t, say
them
can
The
write
then
movement,
the
his
other's
while, by
a
flying,and
downward
on
with
in
once
up,
pupils.
acquainted
precedes doing.
for.
them
criticise each
get all the hands
of the
the
able to
soon
Spur
line,and
with
start
are
board.
dictation
from
WRITING.
TEACH
TO
MOVEMENT,
The
combined
while
arm
is taken
movement
Itovement
exercises
drill may
book
reversed
with
the elbow
of
kind
some
This
movement.
the
page,
If pens
poise
are
the fourth
of
the
of
This
tracing with dry
have
to
in
the
them
over
gain
control
lateral
Muscular
tJie
over
of the
be
the closed
from
arm
unit
arm
given
all of
lesson
the
in the
the
across
of
with
the
pen.
reversed
in
primary
classes
tracing over
these
hundreds
them
of times
out
with-
lightlydo
cultivates
exercises
of the
a
right grasp
can
of each
pens
acting as
swing
Have
so
part of every
the first book, this
a
pen-point, tracing the exercises
cover.
the paper.
book, tliese
to
the
the
go
be
with
forearm
drill
same
should
used
hand, and
also with
page
letters.
simply sliding aci-oss
get the swing of the
helps to get
spend the first five minutes
primary exercises.
They
scratching the cover,
skim
of
pencils,to
used, this
pen-holders,and
on
consist
hand, wrist, and
; the
the
in
PRACTICE.
writing-lesson.If lead-pencilsare
movement-
consists
fingersshape the
its proper
place.
MOVEMENT-
is the
primary grades
the
in
up
the
which
writing-movement,
of the
sweep
for
practicalmovement
most
No
what
matter
wake
pen.
they hold their pens.
lightnessof touch, as they
up
If
a
the
ten
they are
writing
muscles, and
minutes'
help
movement-
MOVEMENT-PRACTICE.
D,=.i,:sa^,
HOW
22
TO
drill
tracingwith dry
every
lesson
"
WRITING.
pena, then writingod slips is given
lower grades,this will answer
until the
in the
"
These tracingexercises
up.
close at hand, ready to be used for every lesson. The first
are
on
exercise,page 31, may be practiced
plainslips4 by 8 inches,
Primary
making
do
this
Movement
TEACH
two
squares
Book
is taken
each side of the
on
fairlywell, lot
them
slip. When
on
practice the exorcises,
from the fourth page of cover.
The
slips,
for highergrades. Gettingthe swing of the
of the hand
in the
the main
are
pupilscan
"
"
is intended
rug
and
arm
similar
the
poise
objectsin these lowest classes. Work
copy-bookwill emphasizetheir ideas
of the
form-pictnreB.
of new
(See the Illustration of exercises,
page 29, from cover
Primary Tracing Books, with the counts below.)
exercise by the
Example 9 (page 39, Manual) is an original
be
author, and all of the short letters,
stems, and loops,can
into it. In the lower loopsthe last curve
to the rightis
woven
swung up
This is an
the
that the
80
a
part of g would
come
excellent exercise in
pupilhas
When
the
in the upper spaoe.
since
well as writing,
drawing as
lines for weaving
parallel
to make
pupils have
reached
in the letters.
the foui-th number
of the
Courses,
Tracing Course, or Book II of the Short or Grammar
Book, and
they are ready to take up the Primary Movement
There
is also closehave it react on
the copy-book work.
numbers.
spaced work in this,as in all of the movement
NATURAL
MOVEMENT.
the
In the
movement
fingerto
and retracting
supported
on
describe
the hand-rest, but
in
are
pen-fingers
has
the
a
letters.
short
action,extending
The
hand
is
gamut, owing
to
the short lever.
In
the
combined
movement
the lateral
swing of the
arm
good gamut
The
in action, describingthe
of movement.
are
pen-fingers
is steadily
letters at the same
time that the arm
swingingout
the flexible cushion
the page.
The arm
is supportedon
across
from
the elbow-conter
is fullydeveloped,
giving a
):,GoogIc
NATURAL
of muscles
below
the
and
fingersis easy
fingerssomewhat,
a
When
23
the action
natural,thej
and
track of the
elbow.
MOVEMENT.
of the
sympathize with
describe miniature
slidingfingersacross
letters,
though
the page
is
sliding
the
penthe invisible
practically
line.
straight
In the muscular
aized letters,the
movement
pen-fingersnot
Combined
Mvscular
the
forearm and
movement, ghmidng
the
slidingfingersdescribe fullbeing in aetion
apparently
"
Jinger-mowtmnt.
action
of slidingJinyers,
throwing all the shapingpower from the muscular rest righton
Where
the pen-fingers
to the point of the pen.
not held
are
but naturally,
with
inflexibly,
they sympathize imperceptibly
.,CioogIc
HOW
2i
TEACH
TO
WRITING.
of the muscular
this rotary movement
describingextended
letters.
This
so in
rest,and perceptibly
is the
rapid business
raove-
rtient.
In the whole-arm
only by
the
the whole
movement
is free,steadied
arm
the adtiou
and
slidingfingers,
proceedsdirectly
movement
from
gives the largest
for strikinglarge
gamut of the arm, and is used by penmen
and flourishing.
for envelope superscriptions,
It has a
capitals,
schools in blackboard
place in the class-rooms of our common
when
the vk'hole arm
of neceseity
be free,and is
must
writing,
the whole
used to advantage iis a movement-drill, liberating
instrument, and overcoming the tendency to drop the wrist. It
the shoulder-center.
This
but is more
strongestmovement,
working force,except for the blackboard and
is the freest and
a
a
than
reserve
for
movement
drill.
MOVEMENT
DBVELOP
Time
would
but
BY
be
must
force
not
would
given for growth
muscular
LAW
NATURAL
THE
OF
GROWTH.
development.
and
We
upon the lowest grades,
pupilsstarted along the line of
movement
get the youngest
drills
growth,by abundant practicein the combined-movement
be
Books.
Muscular
movement
can
given in the Exercise
begun in the fifth or sixth year'swork with pen and ink. It is
quitea step,but
not
know
that he
pupilshave
have been
swing of
the class
is
so
glideinto
to
near
it
it
as
readily. The pupil does
he
reallyis.
well drilled in the combined
been
on
givenplentyof practice
the arm,
they will
rotary movement
be
the
movement,
and
the lateral movement
or
ready for
of the
Where
forearm
the
on
and
projecting
its muscular
tracting
re-
rest.
and
attention may be called to the muscular
movement,
specialexercises given on capitals.They will graduallycarry
Their
into their small-letter
this movement
circumscribe
for
The
or
reduce
beginners,these
movement
are
will not
the motion
more
show
practice.You
for the small
to
letters; hence,
difficult to write than
itself to them.
have
It needs
capitals.
a
wide
):,GoogIc
HOW
26
The
(or
movement
Other
TEACH
TO
is the direct
0, D, C, E
have
capitals
WRITING.
modificaoval,and tions.
adapted to their forms,
movements
J, /, L, M, N, W, V, K, etc.,found
as,
this Manual.
or
in the Movement
pupilsmay
the
Although
the
in the books with muscular movement
capitals
,or two, they will make them freer and easier,with
finger,semi- muscular movement, for having had
To
have
learned what
the muscular
not execute
the firstyeaia rapidsemitheae drills.
is,and
movement
bers,
Num-
to have
partiallymastered it before leavingschool,is a great step,and
leaves them in a position
to developit outside of school.
DISTRIBITTINC)
Have
the
B00S3
for
pens
with
AND
each
FENS
"
CLASS-DBILL.
row
"
,^
",
""^
rubber band.
a
claspedaround
eight
Allowingfor six rows of pupils,
in a row, counting backward, adopt
this plan : First, number
each row
the
across
alphabetically.
(See
room
diagram.)
The
pen of firstpupilin the first
will then be A-1; that of the
row
first in the
second
firstof the third row,
through the
six
rows.
row
will be marked
row
B-2; and
so
on
row,
A-2
\
AS,
and
so
the
on
The
pen of the second pupil in first
B-1 ; that of the second pupil in second
across
the
for this and
room
the
following
letters.
The
ends of tho
side,leavinga fiat
with
a
ink
a
different
to
pen-holdersare chipped out on
surface an inch long,on
which
different letter for each
figurefor
each
pupilin
a
the under
is written
going backward, and
given row going from left
row
right.
):,GoogIc
first
PENS
AND
PAS8IN0
PENS
A.SD
BWMES-
BOOKS.
stand," addressed 'to the first
Monitors
"
PASSING
"
right-handrow.
books
Get
and
monitors
distributes the books, which
each row,
placingsix
A's ; six books
books
the
on
pupils"^
two
pens." One of these
are
piled crosswise for
the firstdesk of firstrow
on
second
desk
the
for the
for the B's ;
of first row
going rightup the aisle and supplyingeach of the eightdesks
of the first right-handrow
witli a pileof sis books, the bottom
the
pilegoing to
The
second
monitor, for the pena,
-monitor,and laysthe correct bunch
of six pens
At the
each of the eightdesks in the firstright-handrow.
follows the book
on
desk.
rear
One," the pilesof books
passed across to right,
each pupilleavingthe lowest book of the pileon his desk, and
passingthe others,with one hand, to the right-handpupil. At
"
count,
the count,
"
Three," the pens
his
pupilselecting
others
two
the next
to
ahead
counts
right-handrow
bunches.
a
Count
her pen
or
pupil on
front
and
from
the
the
back),read
"B-2"
thus all
THE
passedhack
the
orders the
At
the
passingthe
sends
the books
First row
readingof the pens.
{from
your pens,"and "A-1," "B-1,^' "C-/,"
"
books
rows
end
to left
two
each
right,
PENS,
are
through the
not.
bunch, and
right. This
the responses.
Second
and
"C-.S," follow successively,
on,
so
to
slowly,in order to givetime to select pens.
call for the
to
passedacross
are
of the pens, and allows the pupilsin the first
full count to select their own
pens from the
READING
Next
are
the
monitors
the
"A-^"
reading proceeds
if necessary to correct errors, otherwise
of the lesson tbe books and pens are
on
consecutively
on
read, and
row
count
rise and
"
the counts
Two
"
; and
collect and
"
the pens following
the given
at
depositthe
place the
books
book-monitor
books
The
is careful to
pens.
crosswise for each row, in inverse order of distribution,
the A
and
pilecoming to the top.
D,=.i,:sa^,
TO
HOW
TEACH
OTBE
ADVANTAGES
WRITING.
PBOMISCUOUS
DI8TKIB
L'lION.
pupilwrites with the same
pen from week to week,
for its nse, thus insuringthe same
and is responsible
ance
appearof line in his copy-book; otherwise, a pnpil might get a
pen which had been injuredby improper handling,and have to
finish a page which had been half written with a good pen, in a
unequal appearance to the
; thus giving an
coarse, heavy style
page, and causingdiscouragementto the pupil.
Each
A
TO
THE
SUGGEST
(Aj^toni"
-Neie
MODEL
LESSON.
METHOD
HANDLIHG
FOK
Th-aeingCourse
"
A
Development Method
CLASS.
"
Book I. )
Pupilshaving learned the grasp of the pen, and how to rest
the arm, a simple movementdrill can be given for gettingthe
swing of the arm from the elbow as a pivot. If pencilsare used,
direct the pupilsto reverse
the first page
them, and slide across
of book-cover from left-hand to right-handfigure,
the teacher
givingthe signals Eight," left." This drill can be kept up
the pupils carrying
for several minutes every time they write
without
their pencilsvery lightly,
scratchingor denting the
ing
paper, the idea being to get the swing from the elbow while hold"
"
"
"
the pen in the proper
position.
Bighthere
is where
the disks
alluded to in the
oxiTiKo
TB"
aw."
OF
iHi
ro"*BM.
^^
chapter
peu-holdiug can
be
^
leK
~^
"Z"
^^~
If
the basis of the exercise
here
"
fourth
page
of
covers.
The
take up
giveu are
exercise may then
shown
on
page 31,
plain slips4 by 8 inches, as
writingin the book with either pencilor
in these drills,
five or ten minutes
laydown
on
and
service.
used,exercises
pens are
for these movements
on
cm
on
broughtinto
pen.
the
provided
be written
previousto
Having spent
or
pencils
pens
the lesson in the book.
):,GoogIc
MOVEMENT
MOVEUENT
ir
of New
FOR
EXERCISES
FOfi
LOW
LOW
GRADES.
QBADES.
Tracing Cnnrse.)
"At
at end
EXERCISES
the
of first line ; at
Ready," pupils take peus and plaue point
signal Begin," pupils repeat Eight," left,"three
signal
"
"
"
"
times, which
carries
unit,
times,
as
letter.
for Kz.
The
less in
the
from
swung
thera
swing
from
movement
There
degree.
Slide
"
Slide
for each
1, a" 1, 3, 8, 4"1,
1, 2, 8, 4."
7.
"
Lift pen
Ex.
at
Anj
small
u,
to
made
Ex.
6.""
can
be
replace
at
in making
into
woven
center
at
Go
tor
1. 2. 3"1,
"
Ex.
each
Count
and
these
3.
"
Slide
G.
"
2, 3, 4"
spacing.
open
space.
over
Es.
d, or
count.
of stem.
lower
a
long strokes, but
for each
Slide
as
left,"three
"
wrial-j'oM.
that
ten
or
raoving
1, 3, 3,"
parallellines
the
for k, in this exercise.
G
the
1, 3, 3,"
of d
eight
Right,"
in the
as
name
it
wrist
saying, "Slide
Slide
part
"
gire practice in close and
of ^, and
letter
and
tmisting from
uo
to the
Trace
Bepeat
"
is the
u
Ex. 4.""
practice,both
A, 1, 2, 3, 4,
minutes
into the
2, 3, 4," etc.
exercises
bottom
is excellent
9
4 for
These
2.
be
o.
1, 2,"
the
word
stem,"
suiting
1,2,
Say,
"
Ex.
u
should
eierciae.
the desk, hand
elbow-joiot
1, and
WMTINQ.
the
through
cleat of
wrist
times, keeping the
TEACH
TO
HOW
30
Ex.
1,3, 3,4.
making
Coant
ters.
let-
1, 2, 3,
e
daily with dry pens.
A
The
books
Have
the
them
that the
6H0BT
are
now
pupils read
small
TALK
ABOUT
open
the
THE
at page
hints
above
figuresthey
see
LEBSON.
1, the first half-pagelesson.
and
near
below
the copy.
the lines of small
Tell
i, u.
SHORT
A
and
vf,
The
teacher
chalk
the
are
the
now
each
the
to
goes
THE
letter
board
MBSON.
31
they trace or write it.
reproduces with white
as
aud
tracing,including the ruling,both vertical
horizontal,making the letters at least three inches
for
the
head
more
pupilsare
of
Produce
height.
allow
ABOUT
for
coants
first lino
and
in
TALK
vertical
and
base
called to the
lines down
lines,which
board, and
will be needed
the
as
the blackboard
teacher
to
the
aa
further
trates
illus-
the copy.
What
"
"How
is the
thing
"A
little
tall is it?"
class
to
"Where
"
class will
them
"How
turns
Caution
the class
the
Point
the
"
What
"Where
Who
"
see
can
see
is the
does
a
these
natural
a
turn
narrow
base?"
at
"How
to allow
not
the
the nest
angles
at
The
ing
hear-
letter."
points at top?"
many
down-strokes
the
keep
angle between
Name
"
way.
first
it end?"
sharp point or angle at top ?
from
descriptivenames
simply
a
1."
Figure
a
Ask,
begin?"
"
"
apace." Help the
it begins light,and grows
that
;
"
?
copy
than
more
base-line.
it
up-strokes, but
to the
in
"
of in
spoken
many
on
can
learn
soon
the
like it?
Who
"
over
does
more
many
base ?
it leans
it reaches
as
letter?"
How
that
see
stronger
"
first
to travel back
clear
open
to
top.
the
and straightline of
right curve
small I on the board, and ask them
if a fiycould crawl clear to
the top. Generally the pupils start out
to make
a small
t
by
carrying up the first stroke nearly vertical. If the slant of the
down-stroke
is wrong,
the slant of the up-stroke before it is
You
start right.
must
wrong.
What
Small
and small i joined." Explain
next ?
comes
u
"
"
that
letter
plain,and
only have
copy,
that
connects
Now
have
All these
turn
the
small
to
a
u
t
them
look
of
u
lines.
and
little from
a
lines that
connecting
are
your
a
not
off the
to slant last stroke
little farther.
from
throw
you
"
small
like three
little more
a
slant more,
They
i
is
to make
small
to
as
i's.
you
rightcurve,
each
You
it oS
carry
upward.
run
a
"
can
The
and
a
in
see
line
runs
point.
teacher
asks,
"
What
color
are
these
letters
below
TO
HOW
33
"
space ?
the broad
TEACH
Blue."
"
Answer,
WRITING.
Taking a pieceof
orange
she
the
to
pnpils: I
pleaaing colors
yellowcrayon
says
going to trace my white letters,just as you will trace your
"
or
am
"
bine
and
You
ones.
where
see
"
I go.
Where
I
did
top of
"At
you said,'Beady'"?
"
the order, ' Trace.'
The
teacher
chalk, repeatingthe count, "one."
beginning of
the
while I
trace
three letters.
M
while
"
*
next?"
What
this
next?"
comes
all count,
And
Then
traces
combination
the
the
tracing,
; one,
teacher
her
they
as
liue with white
did
when
This familiarizes them
one
letter into
following
or
pencil.
and
chalk, the children countingfor
she
used
with
the
another
m
two, one."
the crayon aa the children do with pen
makes
horizontal space,
teacher
another
now
writes second
;
the next
traces
the lines with
The
"
the teacher traces
One, two, three,four
"
the idea of
they get
One, two, one, dot
"
One, two, three, four, one."
"
the teacher
pupilscount,
while the
"
the teacher
while
count
same
the children
"What
From
and
'
say to the
the small i ; and they count,
repeat the
and
give the order Ready,'
put the yellowchalk when
figure1." "Now, all give
traces figure1 with yellow
Then
place the chalk at
class, AH count together
teacher,and
be
may
the
the colored chalk
counting.
count
is
Aa
in
tracing.
they pass
from
One."
The
"
always
^ain takes the colored chalk and traces second line
while pupilscount.
Now
draw the lines for the third space,
and call some
pupil to the board, who takes white chalk and
teacher
fillsthe spaces with the different letters while the others count.
He will be apt to slant his letters wrong ; to make anglesinstead
of
narrow
hia down-strokes
turns
at
base,or else
crooked
; and
to
come
the angles. This givesthe
cloaiiig
show
these faults to the
he has done
Either
Then
rub
wrong,
out the
and
class,or
to
work,
or
too broad
back
on
teacher
an
turns ; to make
his
up-atrokes,
opportunityto
find out from
pointout
else draw
the
the class what
for each fault.
remedy
lines for
a
fourth space.
learned something
call up another pupil to write. He
has
from the firstpupil's
and the class are
effort,
all watching
):,GoogIc
HOW
34
touch
head-line
in
line with
which
slant
written
are
the
is the mgde
lower
of
Courses, adapting it
the copy
asks
or
over
Blackboard
along.
Use
a
to establish
times
Grammai-
always reproduces
pupils to the board
spaces
the
;
callingothers
class count.
be worked
bring out
the form.
the
The
first lesson, after the movement
the
and
will
blackboard
movement-drill.
have
able to write
At
be.
the
They
half-way down
exercises
be
moment
exercises,the half-
written
class have
shortly
ing
Trac-
lines,you draw
grade it may
every pupil,in whatever
in the form unconsciously.
when
through
helps the pnpils in any grade.
to good advantageall the way
to illustrate
Pupils
be
while
crayon
ten-minute
should
blank
all
teacher
calls
colored
be up
the time.
The
grade.
to fillin the
several
Illustration
page.
the
to
the
abote, right
proceeding for every lesson
the
Tracing, Short, and
crayons
of
wiU
the
colored
drinking
For
"
stages all
pupil'swork
over
base-line
Call attention
Tracing-lines
come
tracing-lineaand blank
independent work taking
through these books.
blackboard,and
tracingcan
take
yon
attention
a
on
some
the letter
hour
the
for volnnteers
to trace
are
to
the apace.
line.
before
as
easy
of
numbers
middle
the page,
placeof tracing by
This
WEITING.
half-way across
is nearly up to
of
alternatingdown
spaces
the
dot
main
which
next,
TEACH
than
more
the
to
TO
least four
also taken
half
a
the
page
haif-hour
up
after
lessons
given weekly, to afford sufficient practice"enough
become
second
good writing habits before bad ones
nature.
Note.
seeing
trace
one
with
pupils get
line follow
model
the
is noticed
more
The
"
where
white
Srst written
the
colored
orer
white.
"
of
traciDg, of
if the teacher
with
white
crayon
is
Another
chalk.
used,
uses
Any
when
the
meaning
colored
running
it would
advantage ia,that
o( it
"
crayons
to
off the line
not
be noticeable
the
colors
are
attractive.
USINO
In
have
another
over
idea
clearer
a
COMPARISONS.
the younger
pupils,if you find that
at
careless, and have left the small "^s open
passing among
been
fAHlLIAK
they
top,
LINES.
HEAVY
Why 1 they
for something
"
say
:
bills
at this one,
effective
talk
as
class
were
going
have
been
tired."
as
the
often
that it did not have
TAe
When
"
and
all
day, they
WHEK
a
ink
blotter.
to
the
be
cramped
because
the
fault
out
of the
ink
is not
the
carried
in
seen
lazy;
it will affect
be slow
count
should
be
a
or
Pupils
rapid.
provided with
about
care
a
wiper
pen-
taking
too
pen.
LINB8.
The
lighteningthe
movement
to
to the head-line.
up
to be tolerated.
is taken, have
to All the eye of the
so
fall of life,inspiresthe
never
pupil
seem.
letter looks
pupils'voices, else
ought
is used, each
When
and
causes
the
good
lines.
effect of
The
the
pupils have to skim over
writing rapidly. Hence, movement-drill
the
ment
move-
slow-writing
lines.
heavy
class
In the
the
page
ment
move-
lightly,
is the antidote
heavy writing.
The
the
Book
Primary Movement
higher numbers
the
five
a
over
to climb
Appleton Copy-Books.
exercises
of
than
start, the
of the
will
for
letters ! "
writing is nearly all heavy. Get the
writinglightly,
by tracing over the exercises providedon
covers
and
bend
COUNTING,
HEAVY
At
Ijook
soldierlylook,
in motion, as though they
heavy-looking loops mast
these
strength enough
c/asa drajc/
just enough
"
reach
have
loops
almost
seem
life in the tone, whether
keep
much
You
copy.
finishingstroke of a letter
happens, tell them that the
inertia
Drive
NoTB.
?
on
h
the
see
; while
TONE
BUOYANT
writing.
can
and
hard
working
head-line,
the
the
I like to
"
:
somewhere
When
hand.
them
child's
straightbacks,
A
feed
"
to the
with
opening their
neat
a
angry-looking
seeuring good letters
in
about
in
do you
What
!
one
birds
times
imagination. Allude to the letters somelooking tired,as looking lazy bent loops,for instance.
the
through
Say
What
to eat.
more
formal
minutes'
like young
at that
and
Thifl id often
look
35
Short
of the New
Course.
writing scheme
designed to
Tracing Coarse,
Movement
of this
is
system,
plays
as
the
and
accompany
lower
the
numbers
important part in
basis of alt good rapid
an
HOW
36
writing,and
t"acher
TO
WEITINQ.
TEACH
its earljintroduction
introduce
can
the exercises with
is made
moveraent-drilU
confidence.
The
so
simplethat
into the class,
and
Movement
Book
any
handle
will teach
directions accompanying the different esercises.
itself,
explicit
Form-teachingalone
must
and
will
ment
giveanythingbut form. Movethe form to gainpractical
rapidity
never
be associated with
easy execution.
Written
JOINING
OB
AKTICULAIION,
OF
THE
LETTEE8.
ing
articulation,
or
joiningof letters,consists in blend-
of lines.
WOHD-BUILmNQ.
E^^
-^
The
in
^fe
Wy
y^j^Ayfj^^^/yWJ^/y^MJ^^
above
illustration shows
System.
Appletons'
This
the
method
practiceteaches
of
word-building
the letters as
they
This copy starts oft with
alwaysseen
namely, in words.
small c, ending with a rightcurve.
If the pupilpractices
it in
this way only,he has not fullylearned the letter. In the combination
that follows,this line of the c has undergone change,
being now a double curve, to adjust itself to the left side of a.
This is only one
example to prove that letters should be practiced
little
much
ia
and as
aa
as
as
possiblesingly,
possiblein
combination.
This principle
holds in running from n to o and
are
0
"
to
0
in the word
with the
"
canoe
beginningline of
"
"
the final line of
the
one
letter blends
next.
PHRAaE-BDILDING.
^",^f7:^-7^m^\-^X-
^^/--/y^-^y
Supposethe pupilhad
0
singly. He
learns
that
been
the
given the practiceof
final
curve
is
the letter
nearlyhorizontal.
.l,:sa:,G00
WORD-SPACING.
Now
ask
him
result ?
know
how
loop run
The
how
he koowa
to
above
the
head-line,or
is found
peculiarity
final
of small
in
and
canoe,
what
write the small
it adapts itself to the next
same
The
the word
to write
While
37
will be
o, he does not
and will make
letter,
make
the
the
scarcelyany loop at all.
b, v, and
w, when
followed
by
has to
dip for a, d, g, q, r, and s,
and for all upper-loopletters,
in of,oh ; and for the stemas
letters t and p.
Illustrations of this peculiararticulation or
all through the series.
dip of the lines occur
0.
curve
o
Spacingrequiresattention,but
ficial
ought not to impose artirules to restrict the natural rhythm of writing. The
spacingof letters in words depends upon the slant of the upstroke.
Too opeu
spacing results from giving up-strokestoo
slant ; too close spacing results from giving up-strokes
much
too littleslant.
as
Relate the
to pleasethe eye and
letters to each
make
AXD
PHRASE
we
the words
SENTENCE
other
in such
a
way
legible.
SPACINQ.
should be set at proper distances
"Words,as well as letters,
effect and promote legifrom each other,to produce a pleasing
bility.
word-spacing,each word in a phrase or sentence
in preceding
under the end of final curve
maybe begun directly
word, taking care that the final line in every instance is carried
that terminate
up to the head-line properly exceptingwords
In
"
with
b, V,
w,
littleunder
or
o, where
precedinghorizontal
\.^y
y^y/^^^^
way
curve,
word
falls a
(Seeillustration.)
yi^i^/^r//-7^'.
the purposes of drill,
and
bnt is not absolute,and gives
corrective to careless spacing,
Word-spacingin
is a
the first line of the next
in free-hand
vertical line
serves
writing.
.iizsa^,
TO
HOW
Another
corrective
letter conld
We
vital and
Here
is
not
machine
a
hyphen
a
another
therefore
and
procees.
write
the
word.
If
It is
back
to go
he
and
snare,
no
is almost
drum,
then
begin
trouble
cross
^
a
word
to go
dot
or
get the
to
sure
word
finishingthe
more
and
hyphen. We have in the
the pnpil writes the word
the
throws
of the e,
last.
hyphen, than
the
hyphen,
the word
endiog
hyphen
about
the
makes
long, which
too
should
under
point
compound
then
and
snare
little
a
phrase above
the
that
80
Jxi^/^jy;yy-^Vy)y/^yyy/A T
y^y
He
final letters
end
(See illuBtration.)
forget that writing Ib a language,
not
a
"
is to
be added.
must
flexible
WRITING.
TEACH
too far away.
his word
and
back
drum
putting
and
in
put in
a
i after the word
an
ia written.
LETTEE-SPACIHO.
''TTT
-^
The
and
final and
depend
to set up
a
connecting
the
upon
theory of
combination.
final
pupil
writes
the
liuea
of
letters
the
small
themselves,
upon
cise,where
the
the
widths
exact
introductoryand
tinie
lines of
lines,which
word.
a
letters
and
main
letters
do
lines.
are
It is of
half
an
practicalvalue
cursive
small
inch
additions
the
u
in
final
and
commencing
control
See
no
variable,
are
singleletters,inclusive of
will have
to give way
every
The
not
letter
for
only
are
every
the
to
width, which
a
movement
apart, and
then
pends
deexer-
look
at
WRITING
the
lettera. The
close-spaced
is wholly independentof
and
MUSIC.
TO
width
39
is the
in either case,
This ia true of all
same
cursive lines.
the letters.
Theoretical
spacingwill
combination
practical
in
of the lettera,
to
This becomes
writing as
All of the small
movement-drill
be
can
and
given
of
and
the
waltz upon
process after
set to music.
piano
the
the
blackboard
Then
concert.
give
and
the
play
the
signal to
again the
and
be
for another
"All
ready" the pupilswrite
ready
THE
The
from
CRTING
immediate
the shoulder
the whole
vital
deformed.
The
march
be
or
a
movement
to count
cise
exer-
it in
by counting,
commence
in time with the music.
"One, two"ready,''''
exercise count
a
First,write the
class how
a
in movement
pupilspracticethe
teach
into
can
folding-doors
exercises,
keeping time with the music.
on
of the next.
be worked
Concert-drills
of the teachers
while
hand
while.
a
can
grades,where
back, having one
thrown
articulation,or joining
speaking,requiresthe
capitalletters
several
to
in
The
erery time to the
letter into the form
one
unconscious
an
give way
to
of the letters.
the form
glidefrom
have
At
the end
of the
way, to allow time to take ink
"
trial. At the signal,
Ready," or
same
in concert
WBITING-BTIL
"
writinginstrument
center.
But
To
we
wake
to the music.
BAD
POSITION.
is the
ought to
hand
and
arm
take into account
the
writinginstrument,
wake
In stoopingover
their
must
we
up the writer himself.
desks to write,pupilsbreak at the sides,teleBcoping
the chest
and body, and the head and chest,depressing the base of the
the cervical vertebrae of the spinalcolumn.
brain, and distorting
The majorityof pupils,
when writing,
set out to become
up for
a
minute
organism.
up
teacher says, "Sit up, John," and John comes
perhaps,but settles right back. The teachers
";,
HOW
40
find
that
TO
it is next
TEACH
WRITING.
impossible to hold a class to a
effective than talk is
writing position. Something more
The
remedy ia to physicallyeducate
pupils to command
rather
body
others.
than
He
is
hold
learn
to
We
himself
agreeable for
him
to be
pleasurealong
of
a
class of
to
see
writing
The
class must
be
the
that
chest
they
nobly
have
their
the
much
so
more
that
over,
he will
of force.
Instead
teacher, we
her
wish
element
true
educated
be
to
body
of
up
brace
to
to*
the
ing
liftself-poised,
When
pupils learn
they
easier
for it,they will
desks.
physical drill
draw
which
and
their
over
teacli him
erect and
movement;
the
of
has
The
can
to
class will be
taken
once
use
hold
of
organism.
Be
that
sure
outside
air.
air is fresh
the
Lift
of
of
Yonr
and
calistbeuic
and
almost
can
will react
active.
Arm
writing drill ia
Rest
on
in
to
Tune
in
pure
to full
weight
height,as
your
to full
lift a dull, heavy class with
; that
your
is,take
on
life
"
ate.
radi-
pupils.
WBmHa-DRa.L
CALISTHENIC
GHting the Body
head
animation
assume
attitude
the
the feet, lift the chest
you
"
"
the writing-lesson.
the
height, with the crown
lightlyon the balls
grandly as possible
chest
invigorating for
and
pupils stand and exercise, let
yourself,to lift the class. Draw up
While
your
be
feel freer
themselves
when
transformed
it
radiating life.
with, and
to double
cease
and
stand
must
springs in
some
lift themselves
in
pupil and
"
nagging pupilsinto position.
to
grandest height. They
amount
han'owed
of
many
greatest
at^op
in
the
economy
economy
a
one
educated
sides,but still be sinuous
to
needed.
of force
make
teacher
a
false
a
this
correct
of
example
an
the
; to
and
self-upheldclass,and
than
with
take
to
pupils
is
seeking out
upright than
right line of
the
enslaved
teaching,rather
their
is
now
when
up
John
to write
wish
find
a
enslaved.
be
growing, and
trying his best
physical ease.
to
to
BTASDING.
for Wrvtiag.
develop grace
and
"
The
design
strength
in
of the
writing,
HOW
42
TO
the whole
passive.Botate
TEACH
from
arm
outward, alternatelyand slowly
the
"
depresBit,lettingit float
paaaive,using only the power
forearm.
of the
center
will rise and
the rays of
the
The
light.
palm inward; descrihe
and
the
turn
Nest, bring
"
an
arc
of
outward
palm
at
When
with
then
with
and
normal
the
dominant
in three
gle
an-
feather,
a
point
going up,
"
the
around
arm
from
the
and
fingersbeing
describe
positionof
the
chest, the
the chest; then
again describe
turn,
re-
the
arc
out
from
the
arc
out
from
to aide.
arm
and supplenessto
head, flexibility
to
an
be
through
gone
This promotes free circulation,
^vos poise to
minutes.
fingersnot
like
when
good working order, the body-drillcan
in
the chest and
the
return
down
at
gain
movement.
practical
the
chest; then return, and with palm downward
chest; and
and
droop
circle oat
a
writiog.
rightarm
coming down,
beautiful and
very
Saing of the Arm.
up
will
radiate when
palm
A
hand
liberate and
raise the
of 4S" and
hand
joint inward, then
times, to
used in
Now
Tuning the Arm, for lAghtneii.
the
shoulder-
for several
large joint or big wheel
of the
commaiid
WRITING.
try and
do the work
of the
the
when
arm
and
arm,
teaches
writing.
Here
with the whole
writing-drill^
body. This
eiercise is of great value to each pupil in the public schools,
physical
preventingtheir drooping over their desks and distortingthe body.
is the
The
place to begin
the
drill is serviceable
time, and
will prevent
pleasure.
When
jou
to
one
any
writes for
who
bodUy fatigueand
draw
up
your
long
the eiercise
make
chest
a
and
have
your
a
short
or
physical
head
well
running freely,you will enjoy
poised,and the instrument of the arm
writing.
An accompaniment of music is deUghtful with the drill. Counting
of the drill
should be used, the teacher giving the counts.
The spirit
will be carried right iata the movement
come
exercises,which
next,
and also into the close writing.
Guarding
writing any
the MiKellnneoui
of the
pupUs doubled
the
up
school
over
Wori
"
exercises,the teacher
a
bad
bring
them
their desks
and
calisthenic writing-drill,
writing position.
of Writing.
It will be
an
in
economy
of
If at any time, when
observes
of the
call for
writingposition,
all up
into
nervous
of the teacher, and, well carried out, is worth
many
the
energy on
hours of talk.
D.=.i,:sa^,
normal
the part
CALISTHBNIC
PaiitMn.
Front
order
Best
foot
the
hody
heel of either
foot
poised, with
the
to full
shoulder,
chin
but
It Is not
"
have
body by
order
direct
the
exercise
"
A
Rest."
bringing right
Eyes
this
Head
at rest.
tall
the
to
well
Draw
possible.
aa
inflexible
an
position
head,
The
front
the
steadily
"
of
for
rest
help
positionvery long;
a
them
certain
to
number
command
the
the muscles.
side,holding
to the
slightly,and
right arms
singing
arms
the
on
Incline
the
the
of
the
Swing
"
hand
be in
and
an
will
count
movement,
fingersin
natural
a
positionto grasp
easy
shoulder
all the
to
until
get rhythmic^
the
back, forward
the
given
the
swing.
circle,
a
upward
back
arms
from
of
arc
graceful sweep
a
forward
action
movement
describe
in
orders, "Forward,
on
to
ously.
simultane-
rest," leaving the
"
the desk.
for
body slightly forward,
uplifted from
the
desk
below
the level of vision"
the
forearm
square.
Now
write
with
to
an
and
the
to the
count
"
One,"
and
greater
easy
ease
of
movement.
writing height
upper
hand
wrist, the index-finger leading, making
slant
the
carrying right
arras
a
help
Cirele."'Sovi
a
Right
of
of
speed
the
simultaneously
the
from
arm
getting
passive,-
arm
increasing
Reverse
desk.
Give
the
left
writing; the
well lift"d.
directed
will-power on
of
De"eribing the Are
sides
Chest
their attention, and
holding
joint, and
shoulder-
the
in.
maintain
to
fingerswill bend
backward,
order
fix
Pendtdum-mcing.
The
and
the
pencil.
or
pen
to
tlie
the floor.
yourselres as
to take
right arm
the
Drop
poise;
desirable
pupils drilled
of counts, in
of
around.
poised,not wandering
Note.
when
projecting,hands
line.
easily
edge
positioD, with
would
jou
touch
not
make
all in
bip
right, as
should
the
Sit
supported.
natural
a
slightlydrawn
height, or
and
the
ptaeed.
well
carelessljon
not
be well
may
elbows
normal,
Head
the floor in
of
SITTING.
Dormal.
seat, and
advance
Shoulders
body up
the
fairl;on
the feet
ball and
in
that
little id
a
Shoulders
"
upright, well back,
chftir,in
WEITING-DRILL"
in the
downward
a
little
forming adjacent
arm
upward
"
air, not
movements
movements
bending
on
on
necting
con-
main
HOW
44
elftnt to the
Observe
the
hand
slant,and descends
moves
one
to
wave
REFLUBHT
the
for small
movemeDt
and tell which
the
Describe
Givethc
comit.
of
and
n
COHBINBD
WATtS"
OVER
Arms
count
with
AND
AT
for each
double
Make
each
a
letter for
make
Give
AT
TXIBNB
TOP.
band, making
wave
one
form.
The
to
a
last part
WAVBB-
ROIXISG
TOP
of horizontal
small
band,
AND
BABE.
with
waves
the
the hand,
for *;
movement
and
waves,
return
givingone
for
Next,
ing
leftward,windo.
ovals.
letters,or write words
in the
air,repeating
count.
a
the
capitalstem
in the air,blending the movement
connecting slant.
into nests in the air,b; repeatingthe
capitals
into
elongated figureeight on
Weave
for each
the
in the
same
DBBCaiBB
It is not
at
nest
of the
any
Next,
an
with
my
wave.
combined
wave.
Watch
w.
the movement
UNDER
write in the air a series of combined
around
the
double
BOTH
uplifted,describe
for small
SAJftKOW
or
for small t; the
movement
indicates.
for n;
movement
the
movement
WATKB
is th^ combined
m
Give
waves
over-rolling
with the hand,
under-rollingwaves
letter the movement
OYEr-BOLLINCI
cun
MfKTION-
count.
u;
a
a
slant.
again uplifted. Describe
AmiB
in
naturaUy
up
the main
on
WRITING.
"Rest," dropping the
WAVES"
making
TEACH
"Two."
count
that
TO
a
movement
track.
THB
expected that
single lesson; but the
PIOURBB
VF
man;
of these
work
TO
TEN
IN
movements
is outlined,and
THE
AIR.
will be
teachers
taken
up
will select at
option. Writing in the air is a recreation practicefor the lower
writing,freeingthe wriat
primary grades,and prepares for blackboard
their
and bringing the whole
arm
into action.
):,GoogIc
ANALYSIS
NATURAL
Thb
of the
capitals
ann.
from
come
The
hand
fifteenof those shown
curve,
namely
on
:
the
P, B. R"L,
are
written
and ovals
naturallyseeks
chart
LBTTEK8.
moyements,
It is as natural to write stems
and consonants.
and
natural
OP
as
to
for uiiitv in
each
a
S"I, J"O,
unit of
in the
organism
articulate vowels
the
and
capitals,
movement
or
tinuous
con-
D, E, C"(C, both styles).
Z, Q, V.
The
standard
capitalsare
more
teachable
than
current
where
styles,
):,GoogIc
HOW
46
TO
latitude is given to the
more
adapted
CapilalStem, baaed
The
The
movement
compound
4-stem
is the
the
J stem
The
Capital0 shows
the
is
arm
brought
"/ have
rest,the
to
Direct-oval
on
blends
into
a
These
"
ovals
are
or
big
the shoulder
oped
develcenter.
precedes the oval
of D
stem
rotary
looped sUm,
loop. Both
lower
greaterrotary motion.
the
with
of
The
lesser and
a
Movement.
movement
rotary
loses the left curve
inverse
an
the typicalstem.
widelydivergentfrom
are
combines
line,and
cursive
a
letters / and
simple rotation.
looped C
of the
the outward
developedfrom
are
of J blends with the stem
inward
the
E
H
and
Variations work
it is widely dissimilar to
groups
When
begins with
Direct Ovals, based
from
risingcurve
finishing
of
develops fleiibilitj
stem
same,
curve
finishing
the /and
P, B,
tum
momen-
A
cursive line
only working out lower down.
L
and S, and forms the looped stem.
The
capitalstem in
with the
group of 0, B, and K
of the capital stem.
and
of
natural
in the first group.
of the
some
of the shoulder.
rotary movement
blends
is better
movement
of the
of the
curve
only holds
winding-stemovals
movement
seeks the
capitalstem
right into the stem, until in
the typicalstem.
The
muscular
Capital-stemJ((twinen(." The
on
in the
oval.
base
or
The
lines.
styles.
to current
ol the hand
WRITING.
TEACH
Oval
movement.
ment.
move-
line
cursive
The
C
is
simple
a
rotation.
Ovals, based
InveTte
from
outward
the
letter differentiates.
at bottom
are
muscularThe
applieshere.
motion
oval,
as
used
of diart o, is much
good letters for
of the
rotation
inverse
The
Movement.
Inverse-oval
on
by
is
a
These
movement
ovals
veloped
de-
are
Each
center.
the Ijasis of the firsttour letters
penjnen
movement
shading
big
"
and
business writers.
practice; the outward
matter
of taste,some
They
rolling
the
preferring
stump ending,others the decreasingshade.
The
tendency of making
Semi-angvliw Farts, or Waves of Motion.
and using these multipliedprinciples
for-analysis,
principlesof simple lines,
"
distinguishingfeatures of a targeclass of
letters. Putting elementary lines in place of'the natural parts of the
in writing, and makes
machine
letters kills expression or individuality
is to reduce
to
a
dead
level the
seeks for units.
writers.
The
We
analyze it into three
nest
eye
obvious parts. We
the
then
look
elementarylines,which
grow
out of the
wave
movement
natural
wave
waves,
are
movement
is written
in
evolution of these
waves
at
We
or
each
first
see
the small
as
m
whole.
a
secondary units,which are the moat
or
secondary unit,to find out
wave,
the least obvious parts. These
which produces this cla.ssnf
We
the organism of the arm.
of motion, both
direct and
D,=.i,:sa^,
wave-units
letters.
can
see
inverse.
The
the
The
NATURAL
momeiit
we
cut small
ANALYSIS
to
into
appeal
LETTERS.
liaes,or analyzeit by lines,we
seven
the unity o( tbe wuTe-morement
OP
"
the
natural
and
rhj'thm
"
deatroy,
destroy the
to the eye.
Small
OvaU,bated
obriouB
on
part of the letter.
the unity of the o"a!,and
beginningand
Oval Movement
An
The
oval
of
small
analysisinto simple strokes would
reduce
final strokes.
"
Tbe
its
curves
to the
pointed oral
same
dead
ia the obvious
o
is the
break up
level
as
the
part of small
D,=.i,:saVG0
HOW
48
a
; if
the
the letter be redaced
pointedor
a
on
pointed oval
Loops, based
produces upper
TEACH
to five
WRITING.
elementaiylines,ve
Stem Movemtni."
and
on
and
The
stem; ot small
Loop
Movement.
lower
looped-stemand combined
"
loops. The
The
wave.
secondary nnits
ji, the
extended
Direct and
natutaL
Small
k
has
three
looped stem, the small loop,and
join in angles. The movement
Note."
^inormaJ
of small d
stem
inverse
and
loop
the
natural
always
wave.
breaks
Atu"ly"i""SyUabU" of
the
at
parts
are
obvious
secondary units the
These three sylhibles
an
on
a
angle,never
"
Letters." Tha
indicate the parts or syllables
of Ihe letter. To cut
destroysthe unity of the parts,and is like the wrong
VERSUS
are
or
syllables,
secondary
These
parts, or
the combined
are
com-
movement
secondary nnits of small h
letterhas two
units,joinedat the point ot the angle at base.
and
nnity ot
lose the
oval.
Sterna,based
the
TO
a
angular joinings
letter
on
a
curve
of
syllabication
a
PRACTICE.
:2z::jZZZz:22:::zzz.
These
No.
2,
the
seven
a
basic parts of the small
oval.
letters
are
No. 8, the semi-angular form
:
or
No. 1. the
direct
o
ovat.
semi-aiigle.
No.
semi-angle. No, 6,
4, the inverse semi-angle. No. 5, the combined
It
No.
lower
is
show
and
call by name
the
to
7,
hop.
lipper loop.
easy
and
parts of any small letter;thus, small i consists of the ri^hl airve
direct semi-angle joined in a point. Small
"i.tipper loop and combined
semi-anglejoined in a point at base. Small g, left curve, the a oiytland
Imver loop. Small m, the inverse semi-angle (made twice) and combtTitd
semi-angle. Tt is much simplerto explainsmall m thus than to cut it into
seven
parts. The eye naturallysees three parts in m, two in n and h, y,
and
other letters.
D.=.i,:sa^,
HOW
TEACH
TO
Cottnectinglinta
changes
which
Line
The
character
linked
are
the
to
small letters.
about
All,except
and
them
these
name
line shown
in
shown
as
proper
to teach
left curve,
or
linked in
a
line used
every
c
way
lines
as
4 is
Diagram
only when
in
a
word,
the letters
the lines is to call the
double
a
curra,
or
any
word.
in
making
and
connectinglines,and
e.j,are
seen
lines.
truly seen
till practiced in imrds.
learned and underetood
out
The
in letters when
4 shows
Diagram
lines is
connecting
related lellera.
t"
expreeaionoj
true
right curve
a
letters,
eonnecling lines undergo
together.
seen
in wnrdaled
^en
aa
related,vr the
of
pupil'sattention
other line,aa
these
WHITING.
as
and
represented,
The
in
are
teacher
joining th"
never
fnlly
should point
"yeraion,"where
every
the pupilsto see
For example : Small
accustom
in their true relation to other lines.
(line/);related
standing alone,ends with n level or nearly level curve
be changed to line g to adapt itself to e.
to e, this connecting line must
Small i, standingalone,ends with the rightcurve
; related to o, this right
V,
curve
Small
give way to the double
standing alone, ends with
must
0,
to n, this line must
Thus
it will be
seen
seen
that lef/ers and
their joining tinea
and learned only in combinalion.
letters finish with
ending
(lined),to adapt itself to the o.
line /, or nearly level right curve
lated
; regive place to line k, a horizontal double curvecurve
the
right eurve.
lines all give way
to the
a
"
dovilt
a
"
In
a.
eanie,
In
are
truly and
rectly
cor-
Diagram 3, the separate
the word
d"d
"
d.
"scan," these
Teaching long
):,GoogIc
be avoided.
of isolated letters should
rows
bj such pruotice,and
pupil is put
to
AND
TDKNS
ABOUT
HINTS
things
many
CURVES.
Letters
have
Ui
be
51
correctly learned
not
are
unieamed
the moment
the
eombininff letters.
HINTS
ABOUT
AND
TURNS
CURVES,
WL
-n
*"
"liir'^sf^'''^y
"""""'"
:..:^i:222^:
The
as
semi-angular turns
be
may
Given
stroke
in above
seen
the
rule
integral parts of
are
to
turn
short
as
already been
The
When
if observed.
lines,
illustrations.
as
afte/r
strikingbase-line,would
instance
the main
distort the letters in every
reach
you
the down-
possibleon
base-line,the
made.
{See illustrations.)
at base
is
turn
has
left of point of contiiet with
base-line ; the turn at top is always at right of point of contact
head-line.
with
{See a
", illustration 4.) This is due to the
inclination or slant of the ellipse,
which
swings the ends of the
turn
always
to
"
long diameter
from
away
the
head
and
base
lines.
trations
(See illus-
1 and
These
3.)
turns
play
separate the
more
cross
be
letters
beautiful.
of t and
a
and
twofold
render
part in writing: they
writing legible; they make
Every straight line, except
x, is modified
rightlycalled
by
serve
one
or
more
in stem
turns.
to
it
of ^, and
They might
principleof semi-angular writing,since
they give to it the semi-angular character.
Although these
little turns
in
play so important a part, they can
only be seen
the
52
HOW
TO
the letters,
where
they are
WBITING.
TEACH
related to the lines. The
is working all the time in the
in the
and
letters,
in the
spoken language,to
from
in
as
6 show
that
connective
"
from
and
introductory
slant
final curves
proportional
"
on
rightand left sides of an ellipse
main slant
and proportional
1 to 2
illustration 3. The
as
as
aides of an ellipse
main lines as in o, c, e
and all the oval
are
has long been taught. It should be corrected.
capitals.This error
as
1 to 5, and
words, all tending,in written
ellipseon
narrow
a
lines,and in the parts,and
organicwhole.
an
Illustrations 5 and
come
law of relations
not
the
"
"
"
these
In
makes
full oval
a
completethe
Given
in
oval
and
In
top.
touches
curve
0
the turn
is
base-line.
mad.
theory run
there
Fortunately,
letters,
except o,
c, e, may
half-ovalturns (seeillustration 3), where
either upper
lower,is embraced
or
is
a
the muscles.
in the small
turns
be called
or
base
curve
the rule,afterpassingpointof contact at base to unite
higherlaw working in
The
at
the
oval turn, is
an
letters,as 0, D, etc., the main
turn
moment
"
within
one
properly
the
half the
turn,
ellipse
oval.
UARE8
Form,
X
t"
'
or
imperfectform.
Illegible
"
// Slant.
"
Spacing.
Slant incorrect
"
Letters
"
not uniform.
or
close
Spacing too
Alignment.
=
CfilTICISM.
OP
or
too open.
not written
in line
with
or
form
uni-
height.
General
terms
The
the
letters.
by
A
Mark
"
slant-mark
by descriptive
used
proof-marks,
are
signs,to
therefore of
alone
system of credits from
with these
this
credits.
signsare standard
and
in print,
errors
pupil. The
connection
in each
or
above
similar
to
Appearance.
one
is coined
to
indicate the
ten
for correcting
value
practical
for the script
can
be used
degreeof
particular.
D,=.i,:sa^,
in
excellence
THE
TO
HOW
Teachers
SLANT
USE
CARD.
MAEKS
THE
illustrate the
should
63
OF
CRITICISM.
of these marks
use
hy writing
showhig errors of form, slant,spacing,
and alignment,and placethese marks under the different faults
The pupilswill recognizetheir faults in their books,
shown.
when the teacher passes among
them, placingthe marks under
sentences
their
on
the board
errors.
followingis a
point:
The
this
To
them
good
in
time, marking each page
on
scale from
a
It has a good effect. You
credits to each page.
pupils to be enthusiastic in their work without
yourself.
Put
the close of the book,
the
to illusti-ate
serve
encourage, pupilsin their work, take the books and mark
at the end of every sii pages written,givingcredits for
effort and good work.
You
books
can
run
through fifty
short
a
short sentence, but will
names
of those
the
on
a
of those
names
roll of honor
to six
one
not
can
espect
showing
standing
"
144
the board.
on
standing six for each page
the board
on
be
testingthe slant of
suppliedwith these
After
slide it along to each
the
edge of the card
"
at
correct
and
cut
"
and
as
well in
strokes.
"
slant
"
card
Pupils may
learn to test the slant themselves.
the side
letter,
noting
off where
correct
of the
use
down
relation of the forearm
right angles
be far
or
writinga line,set
and
With
make
the main
cards
at
CARD.
and teachers
Many penmen
in
SLANT
"
Keep
they pass over the six-pageperiods. This plan works
in the work.
any grade. Keep up enthusiasm
THE
thusiasm
en-
a
on
the
base-line,
if the slant agrees with
the dotted
to the
line appears.
linewritten upon
the
pen-holding,
slant
astray.
D,=.i,:sa^,
can
not
HOW
TO
TEACH
WRITING.
WORD-SPACING.
'^^^
if^"^fc^^"^xy^
Papilemust
J^^y/r
prompted from time to time about the
Let each succeeding
spacingof words in phraaesand sentences.
word here,as in the phrasesin firatpart of book, beginvertically
under the end of the precedingword properlyfinished.
This separates the words enough to enable the eye to catch
each word easily.Drop dotted lines down
between the words
after you have written a phrase or sentence on the board, and
illustratethis
be
point.
Where
the final letter of any preceding
word is o, v, w, or 6,
the succeedingword
should begin a little under to left,
as in
"
new
skates,"page 19, Book
THE
This
II,Tracing Course.
MBTRONOME
instrument
is of
"
than
that obtained
TO
USE
IT.
class,espegreat value in the writingcially
As these drillsshould
in the movement-drills.
some
quiterapidly,
HOW
standard
of
speed should
which
by counting,
may
be written
be followed other
vary
accordingto
the ideas of diilerent teachers.
,i,:sa^,
TIMED
The
INDEPENDENT
EXERCISES"
set at 130, is
metronome,
a
good
exercises for young
pupils. This
and is too
the formation of the letters,
lines.
rate of
the
rate for
ment
ordinarymove-
gives time
quickto
55
to attend
to
allow of tremulous
same
speed should be kept
regularbooks as in
in the
the
About
WRITING.
drills.
The
drills
establish
given to
are
practical
a
of
speed in the close
should
writing.The capitals
rate
be written at about
the
speed
as
There
is no
other
same
letters.
for drawing
reason
these
out
the
letters with
slow movement.
In all oases
first trace every copy with
dry pen several times ; then
try to vrrite about the same
speed. With lower classes
the
metronome
at lees than
"
for
be set
say 80, 90
In muscular
120"
time.
a
drills it should
movement
200,
may
If
more.
or
a
be set mnch
higher rate
than
higher
"
this is
at
160, 184,
desired,let each
down-stroke
of the pen be made at each stroke of the machine.
be bought at any first-classmusic-store
This instrument
can
for from
One
three to five dollars.
instrument
of
make
Remember
BXBRCI3E3"
to
serve
INDEPENDENT
perfectlyformed
writing is
sought for as
that
is to be
and
be made
in several
ments
depart-
school.
one
TIMED
To
may
fluencyare
the three
letters is not
the art
WRITINfl.
the end of
writing.
of
ency
combining letters. Fluwell as form.
Iiegibility,
rapidity,
in penmanship. Speed and
requisites
):,GoogIc
HOW
56
TO
TEACH
WRITING.
fluencycan not be obtained by eonstant copying. There must
the part of the pupil to secure
this ;
be independentwork on
and this independentwork should be brought into immediate
comparison with his copying,that the pupil'sreal progress may
be seen, and his faults in writing noted and criticised. The
ure
copy is a model for study and comparison something to meashis own
efforts by. But he should be lifted away from it
in order to gain confidence.
In the higher grades the pupils
should be
timed
both in the copy-book and on
frequently,
should be well
separateslips.A page in the highernumbers
written in fifteen minutes.
A note or receiptof four lines
should be written handsomely in five minutes.
Plentyof pupils
write a stanza
of
can
Gray's Elegy in five minutes.
Slipsof paper containingten ruled lines is a good size. Let
the writingbegin,on
third or fourth line,one
inch or so from
the left edge.
"
"
"
"
"
Devote
time
the last part of
a
page,
now
and
thus offering
exercise,
a stimulus
then,to
to
more
an
ent
independ-
careful work
in
followingthe copy.
The pupil's
miscellaneous writingis not going to take the
drill. His penmanshipmust of necessity
be
placeof practical
subordinated
when he is writing his various school exercises ;
and this is a practical
come
outcome, for eventually
writingwill beunconscious process, like speech.
an
THE
SMALL
LEITBRS
AND
"
These
three
ACCOMPANYING
MOVEMBNT-D
RILLS
CLASS-WORK.
letters group
the
naturally,
essential
part in
each
being the semi-angleor wave form.
In i this semi-angular
form ia precededby the rightcurve
touchingit at top likewise in u and iv. In u and w the semitwice.
angularform occurs
Pupilsreadilyrecognizetwo forma
"
):,GoogIc
HOW
58
TO
No. 5 sbovrs last port of
TEACH
WRITING.
broad, and connecting line to e not
dropped,to allow e its proper length of loop. This instance shows the
letters in combination
as soon
as possible,
importanceof practicing
writing
Let a pupil write 300 singlew'a,o'e,b's,or ti'a on a
uwrffl at the outset.
page, leaving the last line horizontal,and he learns to think they are
always made so. Write we, bee,ntver, rose, and hundreds of other words,
and this final line must
be changed. His aingU-letter
practicehas not
and has taught a
taught him alt there is to be known about these letters,
broken
besides.
movemettt
These
four letters
are
verted and reversed,made
n
too
w
based
semi-angularform, iumovement.
The
by the over-rolling
on
the
presentsnaturallytwo parts to the eye,
three,x and
two
or
; the
waves
'
m
letters separate themselves into their
that
at the anglesat base. It is a false analysis
parts naturally
The
one.
these letters in the turns
cuts
To
or
v
illustrate x, show
crossed
m,
line.
main
upward
Erase
on
top or base.
at
that it is exactlylike the last part of
connectingslant through center
first part of
n
and
show
this.
To
n
of the
illustrate
take the last part of n,.and throw the third line up a little
line ; add dot and final connecting line.
to the main
nearer
V,
nothing difficultabout doingor seeingthis.
thingsare to get easy pen^koldingand movement.
There
is
HOW
In
TO
tracingor writingany given exercise,or when
set the metronome
the movement
a
at ISO,
few seconds
cult
diffi-
METRONOME.
THE
08E
The
more,
or
to
writingcapitals,
and let the class listen to
accustom
the
ear
to the
speed.
Then, stopping the sound a moment, all put pens to paper, and
Eeady," letting
start at the fifth stroke,as yon give the order
"
the tongue
must
of the metronome
stop to get ink from time
the pen
returns
free at the
to
time,but
same
must
time.
ke^
to the paper.
D,=.i,:sa^,
Pupils
the time
as
SOME
Cbiticishs.
"
the down-line with
of
Third
A
line of
V, w,
Main
or
lines
No. 4. Main
point.
u
its dot
line vertical.
No. S.
enough.
at base
resembles
bouse without
a
line is
No. 8. Main
a
double
Retracing
of firstpart instead
at
No. 6. Point at base and
tar.
59
COMBINATION.
unequal!?spaced,and angle
carried otE too
without
r
No. 3. Turn
third stroke.
COMBINATION.
AND
lines not slantsd
1. Main
Na
AND
EOSM
OF
EBHOES
COMMON
FORM
OP
ERRORS
COMMON
SOME
S.
dot
lacking.
chimney. No. 7.
a
and
curve,
top. No.
the
cross
too
Nos. 9 and 10 show what
from
conies
low,running through the turn.
""
z's
He learns
a
drill. The pupil may write 300
or
on
sijtgle-hiter
page.
end
with
at
and
base-line
that
and
t
x
right curve.
begin
by so doing
thinks they are always made thus, so that when he is asked to
He naturally
write in,he carries the last line o( i rightup to top of n as in No. 9, making
lie ha.'i
as
a point. In x be thinks it must
always seen
begin at base-line,
the
at
and
in
to
of
the
down
from
ox
0
it,
jumps
get
proper beginning
top
for his X.
been told that letters related necessitate changes
He has never
ai the ovtiel.
in the beginningand ending line". Lei pupih lerite wobds
four
These
The
0
is a
top and
letters
pure
level
a
are
based
with the left curve
ellipse,
curve
leadingaway from
Other letter. This is the way
it has but
one
mainly on
away it would still stand as
Its width at center is about
ellipse.
taken
pnpilsthat
its sides
up to the top like
always
the
a
are
curved
ladder.
oval.
elliptical
leadingup to tlie
it to
join
to
some
to describe it.
form, for if
part,or
the
spealting,
Strictly
both connectinglines were
The idea of an 0 is an
0.
third its length. Show
one
equally
; that
Show
the left curve
that the final curve
right curve, by writing on,
over,
etc., where
D,=.i,:sa^,
runs
is not
this
HOW
60
connectingline
is a double
it,this line
"
roe, canoe."
each
course.
covers
and
TO
Show, also,that when
allow
have
to
e
exercises for
movement
lows
fol-
e
any loop,as
in all the lower numbers
is shown
coant
Various
WRITING.
curve.
dip, to
must
The
TEACH
in the movement-book
o
of
given on
gain correct
are
Pupils will
a.
in
ideas of any of these letters long before they can
execute them.
should take up a largepart of the time in a
Movement-drills
will come
correct form
of the hand.
control
to gain
writing-lesson
Smooth
lines and
in due time.
S,
ERRORS
COMHON
OF
FOBU.
bepns well,but the ellipseis spoiledby niDning
the left curre, breaking its bock. Ko. 2 shows do
back on
in upcurve
stroke;
left
side
of
side
No.
in
3
too curving.
none
ellipse;right
begins
and
is
followed
the
i
nstead
the
with wrong
of
by
egg-ovftl
curve,
narrow,
No.
is
all
the
dot
small
close
4
must
at
o
right
ellipse.
except
;
top,
and the connecting line run away quickly,
before the ink runs
down
and
CiUTiciSMa.
makes
a
Note.
No. 1
"
dot.
Many
"
teachers
egg. The comparison is
smaller at one
end than at the other.
is generally
compare
hardlycorrect. An egg
Of natural forms,the Malaga
small 0 proportionately.
Small
a
the direct
may
o
to
an
comes
consists of the left
pointedoval,and
You
grape
the
though
Dearer,
wider
than
carried well over,
curve
a
a
form.
semi-angular
show that the left curve
must
be carried well
over
rightby writingthe u on the board, and writing the a in
The left curve
be carried over
must
to
it with yellowcrayon.
second point of u, or three spaces. Caution pupilsto let this
the head-line gradually,
and not to let it drop
meet
left curve
is
aftertouchingthe head-liue. Show that if the left curve
to
carried
will
over
run
stroke must
but
down
spaces the fourth
two
on
return
the
a
pointed oval.
littleon
line will not slant, and
Show
that
the first stroke,and
.iizsa^,
the second
draw
away
COMMON
ERRORS
OF
FORM.
61
"
from it gradually,to get the pretty"apple-aeed oval. Shade
but not too low or too high. Beautifnl
second line lightly,
movement-drills
for
given on
are
a
and
covers
in movement-
books.
Where
pnpilaare
from
nine
lowing
years old, the fol; it developslateral movement,
drill ia recommended
teaches
twelve
to
ot lines,
and lightness
of
parallelism
Set the metronome
140, 160, 180,
at
keeping time
130, and
touch
trace,then
to the strokes
:
write; then
at
:
:^
The
of
simpler drills for a should precede this exercise,
which several examples-are given. Talk about the farm of a,
these drills,
while practicing
as
jnstas earnestly
though writing
Teach movement
and form
an
a-copy in the regularnumber.
every time you givea lesson.
COUMOK
ERRORS
a,
Criticisms.
"
No. 1 shows
OP
FORK.
J
j-
*-
first line not csrried tmU
over,
throwmg
the
how
pupils drop the firststrolie
they will do this in d, g,
curve
andj, ifallowed to here. NaSshowsthelett
running up to head-line
too abruptly,mailing top ot a coincide with it,and giving the letter the
camel's back.
No. 4 beginswell,but the second stroke leaves the up-sCroke
too suddenlj'
it returns, making a break in the back of the letter and
as
the
throwing
pointedoval out of slant. No. 5 is shaded too low.
fourth
line out
of slant.
No. 3 shows
aflertouching the liead-line. clippingthe letter ;
Small
c.
"
right section
board
and
with the upper
This letter is essentially
the ellipse
omitted.
write
c
over
part of the ellipse.To
Draw
the
ellipseof good
it,as shown
in chart b, page
enforce the idea of
size
on
the
17, erasing
gettingthe dot
D,=.i,:sa^,
on
main
slant,write small
and
yellowcrayon
side and lower
for
curve
the
end
curve
left
WRITING.
the board, and then take
on
ligbtly
"
turn
the
of
and upper turn, stopping
is passed,and retracing,
form left
leficurve
the double
ellipse.By substituting
third line of
"
the last part of
on
TEACH
trace the
short the moment
c
TO
HOW
62
n, or
cc
on
n
the
n.
form
can
you
Rub
"
a
second
the two main
ont
lines,
leavingenough of each to show slant of the dot. You
can
ing
say to the class, Small c beginslike small n, the dot point"
down
down
main
on
with
the
dot is made
and
the count
will show
one
second
line of n."
this to be
two, three,four,"would
made.
all,too
"Two"
the
group of c's by any
of the hand.
movement
the natural
way
of
at
a
doing
Let
be stilted".
it.
To
One, dot, three,"suitingthe
plan works well.
"
One,
count
this
count
pupilsoften
"
:
This
Look
At
A littlepractice
on
Pupils readilyacquirethis
letter thus
going clear
you were
the count
retraced,so that the pen is ready to descend
Three."
"
though
slant,just as
word
to
the part
straight backs,dots off the slant,no dots at
rors
erlong dots, first stroke retraced too far,as common
out
for
in this letter.
Small
e.
in
"
back,
as
main
slant two
giveroom
c
The
c.
to
CBiTiciaas."
crossingtoo
aims
Show
and show
that e has a curved
ellipse,
slant of the up-strokelessens or tabes on
enough between the two letters.
e.
(Seeillustration.)
COMMOK
is,based
the
thirds the way up.
Loop about two thirds of a
In going from one
e to another, swing low, then up, to
space.
from
Draw
on
ERRORS
The
low.
and
OF
faults in 1 and
sagging
at dot S all the way
the ", and
not
on
the
pupils that, although c
turn.
up.
FORM
2
are
No.
AND
The
do
No. 5 has
going
No. 4 shows
loop-
SLANT.
obvious.
3,
in
same
change
no
bend
in slant of upstroke;
in down-stroke,
ellipse.
ends
with
rightcurve,
when
D.=.i,:sa^,
other letters
ERRORS
COMMON
are
related to it,this
double
curve.
letters must
is true
be learned
FORM
AND
changes. In going from
curve
What
OP
as
of
seen
c
SLANT.
c
to
a
63
must
we
have
is true of other letters. This shows
when
joined U)
a
tbat
other letters.
ry^-pp'-?pThese two
The
r
lettersusuallygivepupils
some
is based
small i.
on
To
trouble.
illustrate it,write small i
on
the board ; then, with yellow crayon, run
up on the rightcurve
half-way;at thia point diverge,carryingthe line up a little
above head-line on decreased slant,retrace a littlefor dot, and
descend
with slightdouble
curve
vei-tieally
joining to the
like i. Pupilsare
straightline justbelow head-line,finishing
apt to givethe up-stroketoo little slant,throwingthe vertical
line
or
neck
eidewise to the
"Two."
at the count
There
right. The
dot and
is a littleknack
neck
are
in this that
made
pupils
acquire as in countingfor c.
Sinall s beginslike r, and has decreasing
slant in firststroke
which
At top,let this
joinsangularlywith the double curve.
double curve
bend slightly
firstline,to give the
to lefttoward
lettera sharp appearance ; then graduallyswell outward, swinging
the
lower
under and forming
end of the ellipse.After the
is passed,rise slightly
to touch the up-stroke; a slight
turn
the dot on main slant ; retrace
pressure of first fingermakes
the turn lightly,
ending with right curve.
Pupilsare apt to
retrace firstline as in r ; also to giveto the upper part of right
side too much
left curve
before givingthe outward swell,which
soon
"
makes
the letter " hollow-
mse.
At
the turn
the
to the
then
up-stroke,
by slightdownward
The
Movement
left
"
;
"
Dot
at head of page
Simplerones
Numbers.
"
say
"
the
as
dot is made
movement.
exercise shown
movement-drill.
"
"
count
backed," and to throw the dot sideTwo," carry the pen clear down round
1, a, 3, 4
Count
"
"
;
64
is
preceding this
for this :
1, 2, dot
"
"
;
"
a
are
good one
for
shown
in the
a
Right," left," right,"
"
1, 3, dot," etc.
D,=.i,:sa^,
"
HOW
TO
COHMON
Csmctans.
EBROBS
Teacher
"
TEACH
says
"
WRlTINa.
OF
FORM
"
8LAMT.
I
passed down the aisle I saw
it on the board).
Who
(illustrating
:
Aa
"
severaJ
can
tell
pupilsmaking r like No. 1
why it is wrong, and how to correct itT" John : "The neck is not Ter^
tical; the up-etroke should hare slanted more, allowing the nock to
when
is all above head-line,
it should be half
drop Tertically
; the neck
above, half below ; it joinsthe main line in a point also."
Very good,"
Now
look out
and
slant the up-strokemore.
Who
says the teacher.
"
"
"
"
criticise Nos.
CM)
dot;
and
bent."
4
has
"
2 and
8f"
Susie:
No. 3 retraced too much,
Who
find fault with
can
"No.
making
Nos.
3 did not
a
retrace,and has
big dot; and
the main
"
B of the "'s I
4 and
Willie
no
line is
:
"
No.
up-stroke;retraces at top,and littledot is off the
line. No. 5 has a hollow back, caused by making the left ourre
down
run
far
dot
The
too
before changing to rightcurve.
is made
sidewise also."
I
think
it
61"
What
about
No.
Mary:
"Very good.
very good, except
that the iinalline is "frat^U,and clingstoo near
to the lower side of the
no
in the
eurre
"
"
letter."
The
above
taken up and
or
talk would
written.
group came
up iu
the lower numbers.
be
these letters were
developed as
Similar talks would
occur
ae
each letter
passingthrough any givenbook, especially
li \Jyv::Syr/A^%'/^^.r::^7^7;
The
"stem"
letters are
t,d,p, q.
with main line extended upward
with
or
rightcurve
take
on
main
on
one
The
space
connectingslant, and
slant ; spread
t is
simplysmall
and
crossed.
at
the nibs of
head-line
pen
",
Start
change
gentlybefore
D,=.i,:sa^,
HOW
Small p consists of
angle,or last part of n,
The
TO
TEACH
WRITING.
right curve, stem,
combined
Bemi-
ni.
line does
introductory
not
slant
for the first space upward, as the stem
this from
the very top; while in t the
IJ at
tangential
and
much
quiteas
must
be
rightcurve
as
in t,
kept clear of
joinsstem
center.
Shade
gentlyfrom base-line to lower end, where the pen is
to give a clean-cut ending.
raised,beforethe nibs close together,
Beplacepen at base-line,and add the last part of small n.
The
up," written in groups "n inch apart, is a gooil
movement-drill.
As
handling the pen is acquired,let the pupila
circle around each group with a lighthair-line,waltzing on the thirti
and fourth flnger-nails
invisible form on
; the finger-tips
making the same
This
is a
the paper that is lett above b; the ink.
waltzing movement
Small d, or the word do.
good introduction to the muscular raovement.
and
be
Exercises
14
18 (coverof Grammar
can
Course).
similarljtreated.
and Exercises 7,8, 13 (coverof Short Course),are excellent for practicein
acquiringthe muscular movement.
Note.
"
word
'"
skill iu
"
"
"
"
):,Googlc
ERRORS
Ask
d, in
"
FORM,
SHADR
AND
SLANT,
from
pupilswhat kind of line runs
pond," and why these lines are
not
67
^ to o,
o
to ",
rightcurves,
n
to
they
as
these lettersstand alone.
when
are
OF
^
:^y ^yUr/yfry/y
.^y^^^^yjy/--/
oval and stem fold.
q consists of left cnrve-pointed
directions for making small a apply to q. Let the tarn at
Small
The
of the fold be narrow,
hottom
and
the
long ap-strokecarried up
it must
to the stem until base-line is reached, when
parallel
swing to righton increased slant,to adapt itself to the small u,
which alwaysfollows y in a word.
Suitable exercises in movement
for q are given in the movement-books.
Circlingaround qu in groups an inch apart is
good practice.
ERRORS
Criticibhb,
jlnswer
.'
for I."
"
all the way
is
"
"
"
down."
up-Rtrokebends
graduated well
What
SHADE.
in No, 1 blend with the
and
slants
as
in t.
in this letter ! "
other fault do you
the
notice 1
and stem both slanted
iip-stroke
joiningstem at hase-iine. The shade
semi-anglenot
bunchy, and begun
In second
"
AND
SLANT,
'"
"
"
"
I
upi-stroke
It is justright
No, it is
The
shaded
semi-angle
top."
No. 2 shows
will
the
Is tlie shade
FORM,
does the stem
Why
Because
pointedat
Biem
OP
too
not
much, and the
graduated,hut
too low.
g the first line
is
not carried well over, so that the
straight,
down
not slant,unless it runs
can
on
rightside of pointedoval, which
to rightat base-tine ; parallel
choke the letter. Last line not swun^
all the way
up.
D,=.i,:sa^,
d8
HOW
Third
too broad
line.
The
TO
TEACH
WE1TIN".
g has firstline bent
down, attei touchEoghead-line;pointedoval
to stem ; and the u mnning back on this
; np-strokenot parallel
be
must
angles
kept open to top,as in last angle of u.
UPPER
LOOPS.
importantpart in the writingecheme,
third of the alphabet. Excepting /, they are
one
coQBtituting
all three spaces in length.
idea of small I is small % with a loop above it
Small I. The
The
key to good upper loopsia,
(seechart of small letters).
Pp with a curve, down with a straightline." This states the
is a slightbwoII in left side of the loop,
rule broadly. There
blendinginto the straightline justabove head-line. Pupilsare
this rule,and go up with a straight
inclined to reverse
line and
down
with a curve, making bow-backed
loops. A point to be
in t
watched is to change the slant of upstroke at Aead-Kne
as
Loop-letters
playan
"
"
"
"
that the loopmay
line of
on
main
slant,or in line with the main
i,the base of the letter. Cover up the loopor
and show
at
be
this small i.
head-line.
In second
of / be cut oft?
loopsbe
Care
be taken to
must
U
space
In lilieshow many
"
"
what would
t's would
the
cross
it,
erase
loops
be left If
loop
there be if both
cut off ?
Small h finishes like
v,
lieingabout
to dot.
I,from loop-crossing
half
one
aa
wide
as
the
zontal
going from 5 to I,let the horithan in h standing alone,or in hi,bu, to
curve
sag more
giveI sufQcient loop, In going from b to e, sag one half space
for
same
In
reason.
"Wliat
kind
of line
runs
from
I to
in 'bloom'"?
o
"
Tracing Book, No. I, page 11.) Double
have it a right curve, as in /, in bl7"
into itand
spoilthe
"
curve."
"
The
o
Why
would
letter."
,i,:sa^,
{See
not
blend
COMMON
Practice
BKBOKS
OP
FORM
this moyemeBt-drill
AND
fifteen
SLAKT.
minutes, frequently,
and
the forearm
always before writing in the regnlarhook
movement
for long strokes,rapid finger-movementfor loops,
In extended letters the fingers
must assist in shaping the letters.
{These loop-movements are taken from Appletons'Primary
Movement
Book.) They are such exercises as should be given
to pupilsin the fifth and sixth primary grades,and higher.
"
COMMON
Na
ER"OBS
OF
"goes up with
FOBH
AND
SLANT.
straightline,down with a curve,"
of i retraces final right curve
of l\
reversingthe rule. The down-stroke
No. 3 forgetsto chnnge slant of up-strokeat head-line,
dot too low in t.
besides being straight
all the m"j.
These bow-backed
loopsgive fidloval
of
instead
half-oval
The
turns
turns.
at base,
narrow,
coonecting line
ing
to e does not xag to give e its loop. No. 8 shows no dot in b, and connectline not dropped,thus shorteningthe loop of tile followingI,
CRiTwiaMB.
/rf
Small
"
1
a
I^I.^L/^L//iv/7/7"k^l
k and
base-line,and
h.
make
"
The
long down-stroke
angular joining with
must
the
descend
left curve,
np-stroke. Write small n on tlieboard, and
the loop mn
firstpart of A over
down
and
it,letting
second
the firstdown-stroke
of
n.
lo
or
make
the
blend
into
This shows the last part of h and
to be similar.
D.=.i,:sa^,
n
HOW
"JO
TO
TEACH
WRITING.
In
k, let tlie third stroke hug the down-etroke closer than in
A, bend over to rightat head- line,and form a small oval-shaped
loop,partlyahove,partlybelow, head-linf;.
that this little loop has the
Show
the
right.
the k
make
than h.
Let its lower side
between
narrow
This
larger end of the oval
swing well under
its main
lines. It is narrower
be attended
pointmust
to
to in order to
ward
to-
left,to
there
get a graceful
letter.
forgetthe
lino."
with straight
Do
not
rule
A
given for
slightshade
I:
"
Up
with
a
curve,
in second down-stroke
down
puts
sunshine into these letters.
Notice
that
the finish of k
height. In going from
make
r
In
narrow.
S to
r
goingfrom
and
in
"
small
r
and
s
are
equal in
brooks," let the line sag
k to s, slant the line mora
to
than
in k alone.
drill helps the drawing and
accompanying movementin drawing, to get
as
writing. The hand must be held lightly,
be given
may
lightlines in which to put these letters. Words
thicket," etc.
knuckles,"
bubbles,"
containing loops
work
in connection with
This gives practicein close-spaced
The
"
"
"
"
movement.
Ceiticismb."
a
bow-back."
No. 1. The
Two
turns
down with
old stJjfy, Up with a, straightline,
in third
No. 3 shows no left curve
at base.
"
angle at top of thp semi-angularpart. Looks almost
like li. No. 3." Failure to swing lower side of the small loop well under
ill shape. The rest of the letter is good.
caused this great width and
does not "hng the down-stroke,"causing
No. 4. Third stroke straight,
strolte,making
an
"
D,=.i,:sa^,
ERRORS
COMMON
the littleloop to soujewhat
or
the
FORM
resemble
small
AND
s.
SLANT.
71
to the minor
Attend
parta,
largerpartsaulfer.
Small
Cover
OF
The
f.
"
idea of
stem-fold
the
or
/
I,with
is mwil
it,and
erase
a
stem-fold
it.
below
small I remains.
Up
"
to
right carve, down with straightline,"appliesforcibly
Kiie
the manner
of making a good/, as there is as much straight
While this rule is only approximatelycorrect, it
in /as mp.
helps to get a good idea of all upper-loopletters. Penmen
ing
blendin left side of upper loops,
recognizea slightcurvature
into the straightline Iielow. Pupils may be shown that as
it naturally
the pen swings to left at top of all these loops,
makes a slightcurve
to left of an
line,and
imaginarystraight
line at head-line,or a little
blends into this imaginarystraight
that beginsthese loops,
and
above.
It is a
whip-laah curve
In rapidwritingthe delicate
a
whip-stock for down-stroke.
not be taken into account, and only a slow,
curves
can
For pupils,
it is better to get
drawing stylecan catch them.
them
approximatelycorrect with rapid movement.
Writing
inch apart,is a good drill for the
of," linked in groups one
and finger movements.
combined- forearm
(See Appletona'
Book.) In making the fold or lower loop,
Primary Movement
be sure
not to turn too soon, as the pen approachesthe end of
the loop. Most penmen
close the fold at base-line,
this gives
as
the final line the normal slant for the followingletter,
to which
this line partlybelongs. (See combinations
given.) A slight
with
"
"
"
"
"
shade
in the
letter,as
to
below
stem
any
other.
base-line adds
This
shadingputs brightnessand
What
"
compound
carried out
the
kind
line
of
curve."
more
from
Why not
slanting?"
a
"
thii
but
paradoxical,
writing,
life into
"
to
is
statement
runs
"annshine"
/ to
a
in
rightcurve,
That
would
as
"
flake
seen
"
?
the
"
A
in_^,but
flatten the side of
pointedoval."
A
compound
or
double
to the left side of a,
Narrow
curve
from
I is required,
to conform
d, or g.
the stem-fold
in
going
up, after
risingone
";,
space.
TO
HOW
Commence
loop
/
little to
a
to the
to go
CuTicrsMS.
crooked
3
both
Wliat
too
fanlta
common
and
3
tnmed
being
is
stem
Nos.
to baae-HDe.
No.
The
bock.
begins
1
"
3
soon.
of line from
kind
IZ
slanted
and
the slant is assured.
with
straight
right,
followed
line ; of course,
by
e,
"
/
fold closed
to
a
and
"
high.
too
t
why
LOOPS.
LOWBB
Z^
loop be
upper
troui center
good, but the fold does not narrow
beg'inwell, but are spoiled bj the lower parts,
too
No. 3, ahaded
low, right iu the bend
the
and
line,to allow lower
vertical
If the
corner,
No,
"
right of
corner.
ior the lower
aim
WRITING,
TEACH
:^
^^^
E
z
TT^
parts of small ; are right curve, lower loop,and dot
of small y, combined
semi-angle and lower loop. Write mj on
The
the board,
this
that
and
two
i/, and
right,and
helps them
In
to
see
going
spaces
from
mis
or
they
see
with
the true
a
slightswell
to the
firsi p"rtottf.
Take
h
y to a the
point ofj.
Just
apt
The
reverse
below
right of
an
to the
/*. This
an
from
straight line."
method.
Pupils
show
that y and
In these letters,pupils are
up
y remains.
and
waves,
n
handsome
a
left to
inform.
over
part of
last
slate ; write
from
first two
erase
left
to
"
of
the
and
large
the slat"
this
is
base-line,except
carried
be
with
down
letter
same
must
curve
go
a
by
pleasesthe children,
one
are
class ; turn
see
;
a
curve,
approximately
in
z,
there
is
imaginary straight line, giving
HOW
74
You
write
can
"
TO
on
into
WRITING.
board, however, and
the
adjust the littleshoulder
the
TEACH
show
how
to
to the firstpart of n,
having erased
that it must be a slightcurve, bending round
last pai't
:
the modified loop. This loop is curved
equallyon each
side.
What
z
kind o( line runs
alwaysbeginat
in
breeze
"
"
?
from
base-line ?
)/ to
What
kind
of line
Teachers
pupilsto
small
from
ztoe
for g and z are given.
of the best to accustom
accompanying exercise is one
pupils to keep the pen moving when
work.
runs
Does
Suitable movement-drills
The
the
h, and why?
should
drill upon.
writingcloBe-spaced
it,and put
practice
A
it on
the board for
good preliminarydrill is shown
on
"
after which the lettera may
the " rug
page 21 of this book
into the staff. The true test of movement
is to keepthe
be woven
"
hand
in motion
"
in
close-spaced
writing. This is the end aimed
at in the open-spacedwork.
Pupils will writ* the latter very
and fail in the former.
In close-apaced
work
there is
fluently,
chance to raise the pen in going from letter to letter. In
a
open-spaced work, where letters are an inch or more
apart,
there is no such chance. The open-spacedwork, or movementshould be practiced
drills,
so
thoroughlythat the hand keepsin
motion from force of habit when writinglettersclose together.
D.=.i,:sa^,
MOVEMENT-DRILLS
PRBPARATOKY
FOR
CAPITALS.
76
beginsas small o begins,first line carried over two
ellipseis seen, instead of the pointed oval of a, d, q,
spaces only ; an
the rightside. This ellipse,
which is nearlystraight
on
being curved, will
without retracing
its side. Loop
not allow the loop-stem to pass down
line
short.
No. 2 looks
too
bent under,and up-stroke a straifrht
; loop
blunting the pointed
lazy and drooping. First line lalU trora head-line,
to head-line;loop less than two
to travel up
oval. Last line too weak
first part resembkng a blunted small a, instead of
No. 3 shows
spaces.
No, 4 has a clumsy,high shoulder, very comfirst part of a perFectn.
der
monly made by pupils. No. 5 has no shoulder at all. This little shoulbase-line to allow pen-point to be put
t"e just enough above
must
CRiTtciauB.
between
it and
"
No. 1
hase-line.
LETTERS.
CAPITAL
PEEPAHATORY
Teachers
to the
copy.
more
For
DRILLS
MOVEMENT-
should
give frequent
FOR
CAPITALS.
movement-drills
adapted
capitalto be written previous to tatting
up the regular
Movement
eserciaes react upon
the regularwork, making
fluent
writingin
A, N, M,
PrimaryMovement
or
outside the booka.
found
T, F, the followingexercise,
Book
shonld be
given.
in the
Set the metronome
the forms with dry pens. Write them
184, and trace lightly
at same
is
lightly
speed,counting One, two," if no metronome
at
"
used.
For
higherprimarygradesa quick finger-movementmay
be used ; for grammar
movement, in which
grades,the muscular
there is no
fingeraction,the hand being propelledback and
forth laterally
from the bed of muscles below the elbow.
D,=.i,:sa^,
'
HOW
16
TO
WRITING.
TEACH
Chart F, ia well
For P, B, R, the first exercise,
limber the muscles
metronome
For
L
Movement
very
and
teach
at 140 for this at
and
S
a
Numbers
the form
same
time.
Set the
the speedlater.
Srst,increasing
suitable movement
exercise is found
and
Let the form
on
Chart
F.
thirtyto forty times,as
lightly
takingup
at
adapted to
seen
the letters in the book.
SPECIMEN
OF
PCPILS'
WORK.
on
Chart
in the
be written
F, before
CAPITALS,
CAPITALS,
AND
ACCOMPANYING
MOVEMENT-DRILLS.
DRILLS
77
"
The
0LA88-
capitalletters in the Tracing Course are shown in
gronps, being the natural division of the alphabet. Points of
thus brought out, and errors
of formation
are
similarity
b,
HOW
78
TO
TEACH
to all the letters in
common
a
WRITING.
given gronp
be
can
explained
readily.
^^rk="^^A^^^If.
Let
the
a
begin wiih the firat group,
pnpilsto writingthia gronp, or
A, N, M.
UB
thoroughtalk
and drill
ry^^^'J.
on
lines in
as
Make
book.
These
crayon
and
inches
seconds, two
many
long.
white
setting
follows,give
any group that
the letters at the board.
minutes thus spent will tell in the book.
Selectinga spa"e at the blackboard
good advantage,take
Before
where
draw
all
Fifteen
caji
see
to
twelve horizontal
apart, three
to
four feet
plain
every fourth line brighterthan the rest,and exthat this bright line is the base-line.,
the same
in the
as
them
to
lines may
be
ruled, if desired.
free-hand,rapidly. A littlepracticewill
draw
them
straightand
parallel.Draw
a
I
soon
always draw
enable
one
vertical line at
left,cutting the ends of the horizontal lines ; draw a second
the figures,
vertical,and write "18," explaining
showing that
figure-column.At a distance of
about five spaces from the second angle at top begin and write
the A ; five spaces from top of A begin the N, and then the M,
and the word
half the model
at top of
Alice,"making one
As you write these letters,
explainthat the leadingpart
page.
in A, N, M only. Show that this
is the capitalstem, as seen
stem
begins with a slightlycurved left curve, and continues
down to the head-line before it changesto or blends into the right
This vpperparl of stem must slant well,to give the base
curve.
the base-line. This
oval good shape and allow it to rest lightly
on
stem.
is true of all the letters containingthis capital
Pupilsare
too far before swinging
apt to continue the left curve downward
and passinginto the oval. Nest, place pointson the
to left
under the topsof the capitals
ten,
fifth line,vertically
alreadywritthey are
in the middle
of the
"
and
write
a
second
group
; now
take chrome
D.=.i,:sa^,
or
orange
.
AND
CAPITAIA
craj;oii,and,
the chalk at
"
ACCOMPANYING
lettingthe
MOVEMENT-DBILLS.
class
give the
order
"Ready," place
the pupils'
order
At
top of firstA, firstgroup.
T9
Trace," trace the three capitals,
counting as shown
Next, call
volunteers
the
each
Trace
letter.
"
letter in the
pupil to
a
and
let him
givingthe
pupils
board
"
trace the second
order
"
Beady,"
This familiarizes the
several times.
shows
the
group
there
the mode
three
times.
always plenty of
group alreadywritten,
Let it be traced
pupilswith the/omt, and
procedurefor them to follow
tracing. Kow, placepointsor short left curves
in firsttwo
under the tops of capitals
vertically
of
with pens when
ninth line
on
and
gronps,
let
pupilwrite
another
the third group, justas they have to write in
in the book.
Now, look out for the slant of
the blank
spaces
the firsthalf of the
stem.
under to left as
head-line is reached,and
left to
four
are
Trace."
"
or
for each
the
the
secure
slant,etc.
he
Let
him
swing
the upper
down-stroke.
Take
as
egg-shape,
the
nearlyover to
guide it round,
Have
holdingthe
errors.
right curve
swing
it well to
side of ovsilia brought
hold
of his hand
doing
crayon, you
pupilspoint out
the
Call
more
and
shaping,
the
and
pupils,
let this third
dozen
be written,criticised,
and erased a halfgroup
times, by which time they will have a good idea of these
letters.
All this may
have
consumed
fifteen minutes'
time.
It has
work
used.
The pupilswill now
underatandprofitably
inglyin their books. With dry pens the pupilstrace the copy,
all counting,the teacher givingthe orders, Ready," Trace."
Requirepromptness in gettingready. Let the entire group
been
"
and
word
be
traced
three
or
four
times
;
"
then, taking
ink
enough to fillthe eye of the pen, trace the group and word, all
countingas before. When third line of writingia reached,the
pupils find only a part of the letters made ; they trace the
These partially
beginningsand develop the rest themselves.
are
a feature of Appletons'
developedletters and starting-points
Tracing Course,and are very helpfulto beginners.
Counting may be dispensedwith in the blank spaces, if
D,=.i,:sa^,
HOW
80
desired,
ft
ib
TO
best
TEACH
continue
to
keep the clasa together. The
each
half
In the Short
"
a
in words
of
Whether
you
write and
scholars
then
write
always
prove
is taken
up
Where
B
on
any
non-tracing
before the
drag
on
very
not
swung
too
much
and
over
set
the
aC
each
to what
lesson, to
for
of
the
and
Call out
done
with
pupils. The;
board
in the work.
the conclusion
No.
shows
at
the
the
let the
four
better
The
folir
boys,
work.
above
board-work,
plana
the book
of No.
right
curve
was
making the
No.
3,
making
the
a
in
movement-drill
regular book-work.
writing should
times
with
common
dry
be
Book
A
Tracing
kept up at
pens.
faults found
in
More could
capitalstem.
sulting
1, and the pinched oval re-
2, showing the
fault.
cnrvatnre,
the
the most
making
slant
the base-line,and
to
precede
several
it.
to
used,
are
the head-line
the
enongh
the board
attention
has
shown
sentences.
closer
specimen.
before
Notice
common
best
numbers
non-tracing
change
a
interest
numbers
diagram below
from
showing
and
lines,giving room
given capitalor word,
to which
given capitalshould
in the
given.
for the
At
phrases
interest
the
to
and
"
carefully.
pupils'first attempts
a
aa
is pursued
capitalsare
tracing on
pay
plan
horizontal
draw
as
in
and
to
apt
are
"
vote
written
lesson, going
The
"
form
pupils come
"vote"
very effective.
the
the
out
enthusiasm
arouse
and
models
every
"
pursued
same
used
the
courses
not, the
the board, in concert,
on
girls,and
to
have
Frequently
the desks
at
tour
Anything
be
leBS,to
or
is
the
particular book
or
lines,and
fail to
not
trace.
pupils to
Course
In these
copy.
helps to bring
colored
Do
do.
the
Numbers
Tracing
use
admire
always
Grammar
gradually'increasiug length, and
yellow chalk
the
plan here described
and
ruling of
least,of the
at
page,
Course
the
reproducing
"
or
counting, more
capitalsis taken up, the pupils finishingthe
by writing name, address, and date at the bottom.
Note.
you
the
of
group
page
the
WRITING.
left
curve
carried
too low
made, causing the oval to
letter too
narrow
at base
showing a clipped oval,or oval
left,triangular in shape. No. 4, showing
letter too wide
at
top, and
an
HOW
82
The
cap
be made, and
can
and
Grammar
a
"
"
"
styleof
that
loop
TO
NoTB.
shown
here for T and
adapted to the lower
Courses
is made
the cap
elegantstyle,but
more
The
WRITING.
TEACH
more
F
ia the
simplest
grades. In the Short
with
the
introdnctorj
difficult.
stump" stem and flyingcap are not conducive to legibility,
giving tbe writing a stringy look,and breaking up the unity of
P.
These stump stems have no placein the school-room.
"
"
"
"
T and
Show
that the first line of the cap
that the double
is
on
main
slant,and
joiuait,or, rather,leaves it tangentially
and then drops a trifle,
at center, rises to head-line
ending at
head-line.
Up oyer a little hill,down into a slightvalley,"
describes the movement
and also where the oval for
nicely,
here_
curve
"
F
runs
are
the stem.
across
shown
below
stroke of cap
and
of
side of oval
on
main
We
too hw
again
seen
F
straightliite,
a
First line of cap on
wrong
the stem, and leaving the first
1.
side,as No. 9.
upper
stem
capital
The
before
in the F.
error
of F too
of
heavy,
carryingthe
swinging into
Loop
in cap
the
right
{No. 3) not
Before
board-drill
rulingon the board for the black6 X 12 inches, lightly
talk,strike a largeellipse,
twelve
and
the
No.
to T and
common
touching
line
rightangles; the finishing
at
ia
most
stem.
slant,or in harmony with capital
take np the trio of stem-ovals,P, B, R.
next
puttingthe
on
in
carve
oval flat on
left curve
errors
making the down-stroke
"
clippingthe oval,as
slant, double
The
board, on
lines of
the
"
Siiy to tbe class, Now
P, B, or R."
Beginninga
writing slant,and
into a
ellipse
add the P-stem, blending
littleto rightof the top of the ellipse,
to left of point of contact with
it into the base of the ellipse
base-line. {See Chart of Capitals,
page 45.) Then, starting
see
how
1 convert
this
,;,
ERRORS
COMMON
at;the
stem
intersecting
point
Make
at cent"r.
a
at
OF
top, add
slightloop
FORM.
lobe,lettingit
crosa
add
lobe,
the
and
the second
then risingto height of
lettingit drop a little below base-line,
and
small loop,and B
is developed. Draw
another
ellipse
in form,
developR, showing that all these letters are elliptical
and
must
be flattened at sides
never
or
top and base.
till head-line is reached,
Holding the left curve
and giving it pronounced curvatnre
and slant. Keeping the
fullnessof the letters "" the upward left curve winds up over
the stem.
and without shade.
Inclining
Making lobes narrow
the connecting loop upward a little,
at rightanglesto the
or
and not circular in form.
stem, making it elliptical
Making
Points.
"
the last downward
stroke of R
COMMON
How
TO
the letters
be
sought
CBmcisB
are
and
ODt
the
decreased
Form.
of
shape.
remedy
The
for
slant.
OF
ERRORS
Faults
faultyin
on
"
eauae
It is not
of the
enough
errors
its removal
to
know
of formation
that
must
For
applied.
example:
here,No. 1 1 ATimper : The left
is carried too Ioid before merging or swinging into the rightcurve,
curve
in the stem.
The upward curve
is slanted
causingan angle or "etbow"
than the stem, pinching the t"p of the letter. No. 2 shows the left
more
of the stem
too soon, givinga weak or
curve
changed into tlie rightcurve
look
the
It
to
letter.
needs
tonic.
The
lobe is too wide ; the
a
dejected
pointof contact with top-lineis to the rightof the beginningof the ttem
instead of at the left,
it must
in the correct model
as
be, and as ie shown
at the left. Lobesbaded; should always be light. In",thestem
is not
so bad, but the body part or
elliptical
lackingfullness
part is too narrow,
and development. The connectingloop is inclined downward
to left;the
flnishinglobe not carried high enough. This finishinglobe in .B is a
small ellipse.lD.",the stem
has no
curvature.
Curveg are
beautiful;
they are the liftof the letters,
especiallythe capitals.The connecting
Last down-stroke
loop not tied about the stem, and is circular in form.
What
nn
same
is the matter
slant
as
with the second
the stem
;
should
letter
have less slant.
):,GoogIc
TO
HOW
84
Next
come
F.
The
and
S^ which
L and
item, in these
page 45.)
Put the
the
rnling on
these letters. You
WRITING.
almost
are
lettershas
of the fifteen stem
any others
about
TEACH
alike
capitals.(SeeChart
do
give
at
more
a
of
Stems,
thorough
the board
T
as
than in
curvature
more
board, and
can
much
as
talk
in fifteen
minutes, in discussingthe points about any given group of
letters,
callingpupils to the board to write,tracingyour work
than can
be
yellowcrayon, showing the slant and spacing,
done in hours of individual teachingfrom desk to desk.
must
show good
K^otlce the slant of the upstroke,which
in these two letters. The line starts on connecting
curvature
slant,but at the heightof one
space changes to main slant,to
Hold to the
give the loop its proper positionand curvature.
left curve
in coming down, and welt curved, till head-Une
is
reached, then swing sharplyunder to left with a decided right
with
This
curve.
is the
letters.
these two
key to
in i, drop to base-line,
and
foot-loop
double
curve,
letter may
as
occasion
It must
curve.
a
slender
finish with rightcurve
requires. When
end with either
Make
or
standingalone this
end with rightcurve
by t, u, e, etc. It must end with double curve
when followed by o, a, y. Examples are shown for both endings,
letter.
to the following
or
joinings
exercise previousto going
In your ruling for blackboard
into the book, put six pointson the top-line
one
space apart,and
when
run
followed
np toward
the fourth, as
is done, as
point tillhead-line is reached,then toward
lettingthe class see how it
you write the capitals,
sixth
theydo
the
thing in
same
the book.
These
pointsdo
make
not appear in the Short Course Books, but teachers can
of them
there if they wish, when
use
putting the board-work
and show that
top-line,
then graduallyswing
you aim at Ko. 6 tillyou get to head-line,
toward
No. 4.
To the littleones
you may liken the points to
birds on a telegraph-wire,
saying, I will aim at the sixth bird
before the class.
Make
six
points on
"
"
at first ; then conclude
that bird No. 4 is the
one
):,
to
get.
Points.
OF
ERRORS
COMMON
FORM.
Gettingthe peculiarslant
"
the down-stroke
decided
of the
ing
up-8troke.Giv-
in both
curvature
rightcurves, which constitute
capitals."Shading lightlyin
gg
the
sletn
the
lower
the
left and
in all these
right cnrve
or
"stem
and
consequentlybelow the point of loop-crossing.Slender footIf i is well
loop in L without turning it upward too much.
understood,the S will give littletrouble.
CO."MON
Cbiticisms.
has
"
What
EBE0B9
is the matt"r
of
with
OF
FOBM.
No, 1 1
slant,throwing
Answer
the
:
The
curvature,
nor
loop out
of
np-atroke
position,
change
Left curve
continued down
too low,
giving one side of it no curvature.
before swinging under to left ; foot-loop
dumsj
started
3
the
out
No,
nicely;
up-strokeis about right,but the downstroke changed to rfghtcurvetoo early,
too high i
makjug the loop-crossing
foot-looptoo far to right,in eonsequenee,
but too much
left curve
No. 8 started offwell,
before swinging under to
this letter. The loop-crossing
too low, making the letter
left stranded
appear top-heav^
No, 4 starts off prettywell,but the right curve
forgetsto aim at dot 2
(dot 4 in the L) when it gets up about t^ bead-line. It keeps right on
toward dot 1, and throws the loop out of main slant in consequence.
No.
but does not
4, lower halt of stem, does prettywell to redeem the letter,
is shaded
in the right
quitesucceed. The oval rests lightlyon base-line,
well
is
carried
with
over
Nos. 1
a
place,and upper aide
good curve.
and 3 are shaded too high. All this goes to show that,although we begin
letter well,the finishingpart may
a
spoilit ; and il the letter is badly
and perfect. All the parts
begun, a good finish can not make it handsome
made and related. Study the parts as geen in the whole.
must
be enTTeclly
no
.
.
For
G, if,K, and S, the best movement-drill
is to link these
lettersinto groups of three to eight in a group, without raising
the pen, as the followinggroups were
written,except in
H
and
K.
The
best movement
is the muscular, althoughit
b,
HOW
86
may
TO
TEACH
WRITING.
well with the comhined
fairly
by young pupiU. Pupilswho
be done
movement
muscular
without
in this
movement
rai^g
make
the pen.
a
dozen
Almost
forearm
have
and
been
finger
drilled in
of these O's, S's,/"s, easily
all the
can
capitals
be linked
manner.
:,GoogIc
COMMON
EEEORS
For / and J, eserciaea in
are
shown
77)this
FORM.
A
87
letters
adapted to these
movement
Books
in Movement
OP
B and
and
on
Chart F
(page
Manual.
Let these exercises be written in the Exercise
Books
ment
(Move-
Books) before givingthe blackboard-drill and talk for the
regularbooks.
O, H, and K are classed togetheron account of pointsof
The firstparts of 5" and iTare exactlyalike,while
similarity.
all three contain the peculiarintroductorycurve
explainedin
The stem in these three letters is peculiar,
L and S.
having no
in upper part. (SeeChart of Sterna,Nos. 5 and 6.)
leftcurve
reducing the analysisof letters to a small
of
the stem
number
principles,"
peculiarto A, N, M has been made by
eUl
letters.
This
idea has no ground of fact to
stem
to do duty for
some
The stem is not absolute in style,
but variable in height,curvature,
rest upoa
For example,prefixthe left curve
and slant.
to the capitalstem
peculiarto L, S, A, N, M, and notice the styleof "/" that would resultNote."
For
sake
the
oi
"
Put the 13-line
rulingon
the
board,as for previous
groups,
and write the group and word, trace with
pupilswrite,etc.
right enrve,
Gf. The
a
Show
as
the
in Z
distance from
change of
and S, and
chrome
slant
crayon, have
of the
tory
introduc-
the short
top of this short, stem
stem of
capital
from the loop is
littlewider than the
the
the
the
Call attention to
loop,properlymade.
of left side of the loop. Pupilsare apt to make
curvature
left side of this loopstraight. It is the left side of an ellipse.
In ff and JT show how closely
the stem comes
down
beside
up-stroke,as in small p, making this part very pointed.
Show
right,like
how
a
the
long curve of M
stalk of
or
tulip-stem
of If is similar to the
stroke of ^,
Points.
"
same
round
wheat
part in A.
bends
; how
to
over
the
Loop, and
"
the
finish
"
last down-
in J?.
Crossingthe loopin
it a little,
and
to middle
as
same
and K
turningwide
as
G at
low
head-line,dropping be-
the short
up-strokeascends
joinsit,and is swung
of space where the short at"m
to left to finish the letter. Make
the space
D,=.i,:sa^,
between
HOW
the ateni and
width
TEACH
long left curve
of email
WRITING.
of H, at naiTowest
part,abont the
o.
COMMON
CninciaHS.
TO
What
ERRORS
OP
is the matter
FORM
with
AND
SLANT.
No. 1 1
Anauitr : No change of
dot
all
the
5
at
rfaftl
up'Stroke
ID
1 keepsaiming
way up, causing the loop
too much.
to bow over
An awkward-looking letter,
but very polite.Top
ri[ stem too near
the loop. What
caused it t Has
a
clippedoval,or not
under
but the left
enough to letl. No. 2 has a good up-stroke,
swung
side of loop is straight,
where
the
an
short
curve
causing
angle
swings np
the s\.em.
to meet
This litllecurve
off
t"o
swings
much, making a wide
This letter has a good oval finish,
but this
loop and stem.
space hetweon
not fullyatone
can
for the other two
No. 3 has a good up-stroke,
errors.
biit the stem
drew
it as it came
from
down, leavinga wide space.
away
the
in
side
of
oval
No
curvature
Upper
straight.
long line. No. 4 shows
the stem
drawn
clear to bage-line before swinging to left,
strandingthe
oval. Think about swinging under as you approach the head-line,
and do
it. The oval will then rest lightly
base-line. No double curve
in last
on
and
and
ward
inclined downlarge,
part of top. Connectine lonp too low,
"
to left.
trouble,
on
count
acchiefly
of the np-8troke.If the correct slant be given this line,
the rest of the letter cornea
naturally.Make the rulingon the
These
two
capitals
give pupilssome
board, includingthe vertical line
line mark
o3./onrspaces
equalto
spaces
on
from
the
left,and
the vertical line
the distance between
the base-line.
at
head
Startingat
and
on
the
top
each
ing
apace bebase lines and two
the second
"
"
dot
on
:v
baee-line.
Cookie
HOW
BKE0E8
COMMON
Cbiticisiis."
the
stem
Just
the
but
oval.
No.
should
be
can
the
"
the
In
such
"
back
by carrying left
in
The,
the
dot
down
curve
the
these
numbers
of
higher
illustrationa
Book.
then
Set
the
written
160, and
finger
let
movements
letters
the
THE
in
at
light
second
page
from
are
metronome
a
A,
and
exercise
(combined
be
back
the
right
providing
give
"
Book
1
;
"
this
awa;
and
h
too
has
a
is caused
curve.
the
let the
the
yon
ovale
use
pupils
B, page
a.
30.
Movement
be
traced,
metronome
written, using
movement).
oooooo
or
Set
movement.
the
No.
Appletons' Primary
300,
far
too
1
OVAL.
book
18,
"
to
DIHBCT
the
but
watched
in
hollow
changing
non-tracing books
Book
below
with
the
ON
The
"
drill from
movement-
The
BASED
The
high
in No.
make
to
apt
are
sideways.
far, before
be
should
T-his.
"
stem,
too
seen
small
high
the
nearlj correct,
aud
pnpils
This,
is made
too
writing
This,
and
is
shows
1
is common,
The,
as
error
for
too
to
is
the
space
Shade
that
up.
shows
Shade
curvature
loop
No.
3
msufficient
elegance.
same
lower
part.
spacing
T-he"
CAPITALS
Before
The
No.
long.
too
wa;
right, atmiD^
to
orer
No
and
grace
2 all the
base-line.
loop
throws
up-stroke
dot
ruling, allowing
shows
flr^
in
words
and
4
the
al
swung
the
on
beginning.
up-stroke.
fault
1
lacks
No.
error
making
awa^,
hollow
at the
clipped
of
have
SPACING.
ol
aims
under, making
consequently
This
corrected.
far
is
carre
should
dot
AND
slant
upward
vertical
swung
of slant
/.
from
SLANT,
incorrect
at
rest
base-line.
redeem
not
from
3
0 ;
below
change
DO
not
how
carve
oval
space
one
in No.
seen
as
base
Stem
st"(n.
on
this
WRITINO.
FOBM,
The
position.
Let
TEACH
OP
1 shows
head-line
4
/begun
No,
of
out
below
dot
at
TO
lateral
at
and
CAPITALS
BASED
DIRECT
OVAL.
will help k" giveamoother
practice
This
each of the letters is taken
ready to
write any D
in the
up
givea
copy,
exercises ; also for any
same
THE
ON
Movements
Cot
should be
adapted to ", C, D
freer lines,as
book.
When
S
As
page.
alao shown
using
all these letters
developtheir oval
are
get
you
similar movement-drill,
the oval,this drill helpsto
embrace
and
gj
on
character.
Chart
E, and
each of these letters ia taken
as
practiced
up.
in
When
the 0 is taken up for regulardrill
the book,
the rulingof the book you use, and write the group,
half-pagecopy,
as
the
case
produce
reor
or
may be, and trace with chrome
ceed
ProCall pupilsto write and trace.
orange crayoD, as before.
the same
with D, C, E.
To illustrate 0
which yon can do before puttingthe
clearly,
the writing
slant,
on
rulingon the board, strike a largeellipse
six by twelve inches,showing the class that it
.has equal curvature
is symmetricalon
an
on
each side,and
both its diameters.
oval close to the
smaller
ellipse,
that it
Strike
end
ward,
upthat the 0 is based
length. Show
the ellipse,
and not on the pure egg-oval,
which is symmeton
rical
its
diameter
Call
familiar
on
bling
long
only.
objectsresemup
the ellipse
in outline,
the watermelon, plum, or Malaga
as
these objects,
making some one of them on the
grape. Draw
same
main
slant; and
left curve,
them
then, opening the top,run
completingan
at the sam"time
0.
in
It
down
inside with
and
pleasesthe pupils,
drawing,to put
a
instructs
drawingof
large
position
; then draw a smaller
one
leaningagainst left end of the largerone in the writing
slant,erasingthat part of the largerone hidden by the smaller,
into an
the smaller one
and
convert
0, by running
finally
melon
on
the board in horizontal
a
D.=.i,:sa^,
\
HOW
92
down
TO
TEACH
WRITISG.
adding the
inside with left curve,
shade to the outer left
these letters.
is not theproper skape/or
egg-tyval
For D, draw the ellipse
in 0, but ahghtlynarrower, and
as
connected by a slender loop,
prefixinga slightdouble curve
blend iuto the base of the ellipse,
ing
erasShow
that the
littleoi lower left section of the
a
lipse.
See that the
main
on
A.
and
slant.
for E
good movement-drill
is narrow
foot-loop
is given in Movement
Book
Chart E.) Let it be traced with
(Seeillustration,
dry pens, then written twenty or thirtytimes. The band gains
the
and the form of the letter impressesitself upon
facility,
B, page
mind
21.
in all tliese exercises.
write very ligltly. The
on
Set the metronome
at
teacher should write the exercise lightly
the lines ten
the board, going over
or
twenty times,as the
pupilswill do with
the blackboard
160, and
This drill prepares the
pens.
illustrationand talk which follow.
illustrateE, draw
pupilsfor
sntaller and above
one
ellipses,
slant. Opening the smaller one
the other,both on the same
the rightlower aide,the larger
one
on
on
the right
necting
upper side,leavingthe littleconshown
as
loop,and finishing
by
To
two
the dotted lines.
Like other
arises from
not
the trouble with E
capitals,
beginningcorrectly.Make
the board, and
show
that the
sm^l
/"^
^jW
0.
To
must
or
so
these lines.
in
Pupilsmay
be the
main
do
o, where
the star
in illustration on
show
length on
on
.ffis a
beginningof the capital
Pupilsare apt to leave no space
to the left of this small
is shown
inches
three small o'a
same
page 93.
that the slant of both
same,
draw
parts
twelve
lightlines,
slant,and put the letters on
thingon
paper.
Show
that
):,GoogIc
COMMON
the little tie
the two
loop must
or
icelosed
both the
BKROES
balance
that the tie at center
must
ETC.
FORM,
the slant
on
iu order
ellipses,
must
ellipses
to the main
be
OP
line,and
between
get correct slant,aud
to
that
this slant line. Show
equallyon
tend downward,
or
be at
rightangles
slant line.
A movement-drill
for C is shown
in Movement
Book
B ; also
Chart E, Maaaal.
on
For
the
the
C, either the looped C
and show
ellipse
backs
to
to each
of all must
give fullness
current
each is based upon
how
all the letters of this group (0, D,
E, C) there are no straightlines.
The
the
or
ward,
swell out-
and
rotundity
it
draw
style,
Show
tliat in
^(^
letter; the left side of the
begin
ellipsemust
passing the
center
to
swing under
to the
of the downward
COMUON
curve,
OF
ERROBS
right just after
to get good turns-
ETC.
FORM,
y:i^""^
Osrncisus.
base.
"
The line should
portion;width
too
No. 1 shnwa
low, upper
leaving too
baaed
on
0 and
small
to
turn
no
swell outward
length as 1 to 3.
too high,inner
equal spaces across
egg-orat instead
r.
(SeeOr.)
the
curvature
on
from
the start.
Should
be
left curve
center.
of the
side,causing an angle at
left
as
No. 3 is out of pro1 to 3.
No. S ii shaded
too far from
There
should
be
the outer curve,
five. No. 4 is
ellipse.Bad spacing between
D,=.i,:sa^,
the
HOW
TO
I shows
TEACH
WRITING.
stem, shade too high,and a clumsjr
straight
elliptical
part restingon base-line too far from the loop,
and its left fide straight. No. 2 shows a flat foot-loop
and narrow
ellipse.
but the short line from
No. 3 beginswell, and has a good foot-loop,
the
drops too suddenly,causing an angle. In
loopto the base of the ellipse
line
does
1
this
not
No.
drop soon enough. No. 8 shows too much room
I.
H
foot-loop.The
between
stem
CBinciaMS.
and
"
oval part.
No. 1 shows
no
space
to
left of
the
beginning loop,and
otherwise
the upper ellipse
good letter,
spoilsan
being flattened on left
side. No. 3 beginswith vertical line; small loop thrown
upward, which
helpsto
loop too
flatten the left side of lower
small
;
swell outward
tioth ellipses
flattened. The
to
left,to allow the inclosed
lower
or
the
beginning
should
largerellipse
3 shows
ellipae.No,
tlltpseto fallunder
the little
tie at center.
ohange-ofslant in the up-atroke. Ainu at
than the otrL
ber
Rememdot i all the way up, making the loop slant more
Slant must
in L, S. O.
this line is made
how
change at head-line.
A good I makes a
No. 3 b a better I than C, having a straightback.
be made
into a good t'.
bad C, while a bad I.curved in the back, can
the
board.
No.
3
trails
along at the start;
Always show this point on
should start directly
upward, changing slant at head-line. Shade too low
fault. Inclosed oval too narrow, leavingthe space to
a very
common
Cbiticismb.
"
No. 1 shows
no
"
the left of it too broad.
;v
Cookie
OVAL
INVERSE
LETTERS.
the oommou
error
ellipse,
pupila
fall into with all these letters. The
introductorfloop too wide,shade
with
No. 3 begins
a
too low.
straightline,and sbowa the circular turn
be tangential,
ing,
touchat base or top ol letters should
All curreg
at base.
with baae-line or head-liue.
No, 8 shows
but not blending too mach
too slanting
the ellipse
as 1 to 3, and
loop too
; introductory
proportioned
Ckiticisms.
"
No. 1 shows
the flattened
INVERSE
OVAL
LETTERS.
Before these lettersare written,n
movement
Yolling
should be
thoroughdrill in the orergiven,as Bhowii herewith,and on
Chart F, Manual.
ooDooo
Set the metronome
traced in the Movement
Movement
at 184,
or
even
300, and let the ovals be
Book
A, page 19, or the smaller Primary
Book, for ten minutes,then written lightly.Also
D,=.i,:sa^,
HOW
96
TO
Fig.1, page 22, Book B.
into
pupilsunconsciously
TEACH
WRITING.
These
well practiced,lead
exercises,
the muscular
While
moyement.
they
the moment
freely,
theyattempt to
may execute these movements
make individual capitalsthey are apt to revert to a slow,drawing
the idea of form
predominating in their minds.
To counteract
this alow movement,
have pupilsmake
dred
hunone
hundred
at a rapidcount, the metronome
or two
capitals
This instrument is invaluable in helpingto acquire
Bet at 130.
Without
it,each pupilwill fall into a movement
mpid execution.
correspondingto his temperament.
Although the forma shown for the movementpracticeare
these four letters are based on the pure egg-ovalform.
elliptical,
hold only in the previousgroup
forms
The elliptical
0, D, E,
To illuatrate this,strike a large ellipseon
C.
the board, and
and show the difference in
oval the same
an
heightat the right,
form, thus ; Show that,by cuttingout a littleof the lower end
movement,
"
on:izjz.
of the oval,this form is all ready to be made into X, IV, Q, Z.
the board,as before
Put the ruling of the book you use on
"
three staves, includingthe vertical
near
left vertical line;
erase
justgrazingthe oval
curve
a
at
crayon.
pupils to
watching
trace.
for
Write
Let
errors
a
center,
letter of the group
form
will be made;
part the
only the
errors
and
strike
the
slant,etc.
it is taken
most
shown
in
common
W
end, add
at base
oval
an
a
left
ending with
the rest of the
may
line
pupil write
as
turn
add
second
of form,
each
In the aval
a
"
bit at the small
rightcurve, and X is developed;
or
following words, as the caae
chrome
ruling
be, and
group
with
trace
underneath, and
third'
line,the class
Proceed
thus with
Many
up.
ones
apply
call
are
errors
of
shown.
to all the other
lettersof this group.
D,=.i,:sa^,
CarncisMS,
HOW
TO
1.
Up-stroke
No.
"
slanting, thus making
without
blending into side of
No. 3 shows
a
good oval, but
TEACH
part, makes
on
right side.
the oval
much.
clumsy foot-loop,and
land
down
enough,
dot
toward
No.
slant.
much
in
too
A
This
shows
the
turn
too
small and
Books
the
whole
as
clashing.
a
in
turn
narrow.
letters
"clash"
down
stroke
with
it easy
the
instead
of
narrow
turn
is not
ed
shift-
of
down
oval
oval
down-line
In these
;
broader
at
No.
one.
wave
right
to
with
good
right side of
resulting; and
first
ing
writ-
over
ewing
come
slanted
a
A
when
thefirsiline.
Co
of
top
flattened
base-line.
reached, then
at
io
passed.
was
insufficient slant
making
loo
of
base
than
3 shows
tort
curvature
no
Loop
fi.
oval
at
bass
in form.
suitable
and
is the
B.
turn
same
at
movement-
The
very
as
Care
drills
be
Just
previous group.
top is made, the pen
must
given
are
in
be cautioned
to
pupils must
ductory
nearly straight. The intro-
in the
nearly straighttine.
W.
broad
the
resembling
down-stroke
the broad
as
with
curve,
a
up-stri"ke,
A
main
the
seen
of oval
shows
3
to
ascending
narrow
down-stroke
the oval
This
is
Top
the
these
makes
errors
fool-loop is
curve
aoon
two
thiB final group
Exercise
make
the
circular
left.
second
No.
books
head-line
3.
in first
why
the
being strMght
dropped
not
in
add
oval
the
down-slroke,
before
little slant in
1 until
down-stroke,
For
to
dot
flat
slant
the
columns,
under
too
under;
second
4 show
2, then
3
swung
top.
by
tor dot
aim
letters,
at
carried
or
caused
is often
not
vertical
too
like K.
final curve
CBrnciSM8,"Nos,
them
the
high, or
too
enougli; prevents
to
the letter look
Shading
slanled
not
it difficult
from
upper
WttlTlMG.
End
F
taken
to
must
with
keep
a
move
ward
down-
graceful
the
T'"
as
left
from
THE
Cbiticishs.
"
line
thus
No. 1 has
No.
right curve.
smaller
making the
a
curved main line.
3 shows
a
THE
double
Look
cuive,
at the
SerioB conaiBta of three numbers
in Nos. 1 and 3 ia
Buaineas
"
Course of
1,2, aud 3. The
No.
follow.
the best penmen
name
linkinginitial capitalletters in a person'a
cursive,such
more
the start,
pointsat base.
In
practicai.
and
plMD
with final
COURSE.
The
"
sanie,
The
top;
curved. In No,
though sJightlj'
and see this.
letters eitduiays,
at the
BUSINESS
Using.
about
No. 3 the
up-stroketoo slantingat
the
end of the oval
long down-stroke in T is a
1 thia line is a rightcurve.
Hints
COURSK
BUSINESS
as
abbreviated small letters. Those
Appletona'
ing
styleof writ3 the style
is
Practice in
is given,
and
wbo
prefera perfectlyplain
stylewill find Nos. 1 and 3 justwhat they wish.
In filling
the vignettesfor the notes, receipts,
out
checks,
and drafts,the teacher ia advised to have the pupilssubstitute
the
of payee, maker, and the amount
in the cheeks ; the
of the maker, holder, and
in the notes; names
amount
names
names
of debtor and
shown
creditor in
in the full forms, which
vignettesare
filled out.
where "John
A. Martin"
"
for
receipts,
For
some
other
and
parties,
the amount.
work, and is more
the names,
a
This adds
page in the
amounts
alwayswritten before the
example: In the bank-check
pupils substitute
the
payee,
nam
ea
different amount.
for the drawer,
names
a
drawee,payee,
flavor of business
than
interesting
amounts,
and
are
let the
In the drafts,substitute
and
names
is maker," Albert H. Horton"
$1,076.50" the amount,
of
the
to the
pi-actice
reproducingin the vignettes
etc.,written in the full form
copy-book. Names
of
pupilsmay
the site
oppobe used.
on
):,GoogIc
HOW
^r
TO
^/yy^/y
y}y
y!"/y^jy
yjy
^/v/r/j^
rp^
y^/jyi^c^
^j^jy
v=
Uikf
/I
WRITING.
^^
-fy^Jy
Sirm
TEACH
//
/I
//
//
^y/yy^y^^/y
/ y
/I /I
,/T
^^yy/yyy/,^
7 7
Y
;f
7
Z~2I
""/y
/J). A
/jyy/
^yyyyf'/yyyyy
y/yyy/y
i/.-Tif, 7 r-i?
/y
//
y/
y^
f?
^"^yy-
//y /h
y/y
^'^''/y'
-^y
/uyy/y/ /-/y-jy/y
yyy/J- ^jJ- z^
D,=,t,:sa:,G0
jFte?rt^
Cafi*etU^
"
y
r,-^
//
,"r,fr,"-"~y
c
c "/7 r y/X/y
c y%^
c y
y
r.--^/3.-
c j";^
iy^h^r"--j:x^
:^^
fuj^.6
Jh
tvntf Org/
^^
Ca/Ugai:^.
i'j:ijfaa(nifm
:z:
Stj/Iss.
^ij^rsrzt
^^^;;
CiJ/y?"^/Mf!
'n^fTf:^^^
y-7"^^
jr
jy/r^
102
HOW
TO
OPF-HAND
TBACH
WRITING.
CAPITALS.
.Cioo^lc
OFF-HAND
CAPITALS.
):,GoogIc
HOW
o*,
c^
TO
TEACH
WRITING.
HOW
106
desk
"
the
ing the
WRITING.
sliding
fingers,
only,touchingthe
downward
The
notes.
going from
level
light,
downward
movements
downward
where
exercises,
the
TEACH
paper, and
etendr-
hand.
Make
also in
TO
one
the
oval.
motion
of
moTemetit
letter
downward
to
the
occurs
hand
on
the accented
in the main
lines,and
another, as in the IF,M, and
motion
In Exercises
is to the
Y
right,round
10, 11, 13, 16, 22, 2^, 26 this
is to the
leftaround the hair-line level oval.
The riiusicshown
is well adapted to the exercises. Exercise
13 also writes nicelyto
Yankee
Doodle
to
; 20, SS, 24, 26
St. Patrick's Day," and several other Irish airs. I4, ^5, 24,
18, 19 are not well adapted
25, 26, 27 go well to march-time.
to music, but afford excellent practicefor ambitious
students
who wish to gaia the mastery of the hand and arm.
"
"
"
D,s.i,:.db,
MUSIC
DRILLS.
D,=.i,:sa^,
108
HOW
TO
TEACH
WRITING.
.l,:sa:,G00g
EXBBCISES
FOB
MUSIC.
EXERCISES.
TO
BE
WRIITBN
JVaA-t
.^aJtt
tach
TO
J/iiatJ
MU8IC.
^Meut
i^CraAv. 'M^t^/er
WEBE
MODELS
THESE
r^ut'njeitpm
Te/i^ jZere.
ti-
.
^0/VOO
tr^m-itat.
WRITTEN,
SO
Jf/6. /.
^^O/^JtO.^/J
J^OMJlof/)
D,=.i,:sa^,
HOW
TO
TEACH
WRITING.
D,=.i,:sa^,
EXERCISES
FOR
Ill
MUSIC.
D,=.i,:sa^,
112
HOW
TO
TEACH
WElTlNa.
OCT'^n
19t9
D,=.i,:sa^,
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