The Educator (Volume 45) - IAMPETH

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One of Americans Finest One of the outstanding penmen of today is E. M. Coulter, Pi'esident of the Roanoke National Business College, Roanoke, Virginia. While Mr. Coulter is a very busy Business College Executive, he finds time to address his catalog and other envelopes in his inimitable skill of ornamental penmanship. We question whether any Business College executive today can excell the work which Mr. Coulter is doing in ornamental penmanship. (:7-(-'
Suggestions for Teaching Handwriting Primary Grades. The best authorities on child training tell us that the first aim is to keep the children busy doing interesting things. Interest and attention are derived from doing many things, each requiring from five to fifteen minutes. It is far better for young children to be doing things with their hands than to be learning things with their heads. Send the children to the blackboard to practice ihythmic drills, trace large letters and words. Introduce some music or sing for the children as they write for rhythm and general good form. Beware of exacting too accurate writing from primary children, especially in grades one and two. It is better to train easily and slowly for just plain writing than it ^.'^7-tyCA^^y-'1>J7^^t:ZyL'i:?^^^ is to strain for accui'ate letter forms. The teacher must guide the eager interests of children in a variety of things done in a variety of ways. Get the children to talk about their own eff'orts in writing, comparing one letter or word with another, and deciding who writes the best size, the best foi-m, the best slant, and the lightest yet clearest line. Make the blackboard the playground, especially in grades one and two. Praise the children often. Give simple awards for trying. Help strengthen the child's sensory-motor control and his will to learn. Junior High Grades. Here the teacher and pupils begin to weigh different interests, one as compared with another. Give the pupils a sense of freedom in choosing for their own achievement through competitive interests. The teacher must tiy to stimulate a certain joy and satisfaction in achievement. Encourage efl'ort through artificial awards, advantages, attractions, etc. Make up many kinds of charts to show individual progress, also achievements between groups. To divide the class into two groups. Blue and Red, appointing a captain or leader to head By C. E. Doner Director of Handwriting, State Teachers Colleges, Bridgewater, Framingham, Salem, Massachusetts. An ideal plan would be to have every school provide handwriting instruction for each pupil from the first through the twelfth grade. The teachers in every department should be re- sponsible for all the written work handed in to them. each group for stimulating effort and to get most names on the Honor Roll, is a good procedure. Also have one grade compete with another or similar grade. Outstanding progress by individual pupils should be put up on the bulletin board. As each pupil produces a better paper in any written subject, have him put it on the bulletin board or in his portfolio in place of his last effort, thus encouraging him to improve his own record. A splendid incentive is to award different colored penholders in grades five, six, seven and eight. For example, use green for grade five; yellow for grade six; blue for grade seven; and red for grade eight. Special variegated penholders could be awarded to pupils who do especially good work in all written subjects. Letter writing between pupils and between gi-ades stimulates effort, and for such work offer appropriate awards for correct spelling, composition and the best written letters. In this way place responsibility for improvement and progress on the pupil himself. It develops eagerness instead of listlessness; ambition and responsibility instead of irresponsibility. The resourceful teacher will hold* up ideals and inducements which glow with ardor of delight in things accomplished in all written papers. High School Grades. Those of us in the teaching profession who wish to serve more intelligently and effec- 23 tively say that at the dawn of adolescence the pupil's individuality appears. The teacher must take into account capacities, tastes, aptitudes, preferences, etc., and cai'eer. This being true, the teacher of handwriting would do well to help her pupils in an individual capacity; and also, help them to develop some individuality in their handwriting through individual and remedial channels. Give pupils some freedom in choosing what to practice for the greatest individual gains. Let the pupils work out projects of their own in the various subjects correlating good handwriting with all written work in the schools. The wise teacher will help to reveal to her pupils an appealing and compelling purpose in developing a business-like handwriting. In formal practice for tlie purpose of developing higher motor skill, it is well to have various plans of charting the practice so that each pupil may see individual progress. Progress sheets and honor rolls for improvement in quality and speed always appeal to the pupils. When teacher and pupils share together a progressive purpose, practical results in handwriting are sure to follow. Skill in using one's muscles is a sustained effort in thinking things through and establishing their connections with related subjects. What counts most is to undei'stand the subject and know how to use what one understands. In the larger sense, education means ability to comprehend, together with power and skill to apply. I suggest that teachers use Correlate-^ Handwriting Manuals and Compendiums ag the best and most stimulating guides for teaching handwriting in all the grades. ^::^-y'7^,^-
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Vol. 4S SEPTEMBER. 1939 No. 1 The E
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The POPULAR PLACE TO STAY IN TOLEDO
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New Standard Typewriting by Nathani
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THIS DUCATOR (DEVOTED TO FENMAKTSII
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Th^ Educator Get the arm rolling in
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The Educator 11 (f (3 {3- e (S. (3
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The Educator 13 The capital letter
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The Educator 15 C_.^-'^-^^^-^2^fl-
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Doing all the photographic work you
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fi rurtirYl *i"^ (f liialirtii ohCb
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eading and writing, but to overcome
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^ >' ,\ ^ r*i The Educator 23 iwov^
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The Educator A LOST DESTINY or KILL
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STRENGTH Be grateful in the morning
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— BOOK REVIEWS Our readers are in
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y / ^^
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The Place of Handwriting in the Com
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New Standard Typewriting Nathaniel
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America's Only Handwriting Magazine
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The Educator / /r / /r/ /r Use a pu
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The Educator LEGIBLE FIGURES //////
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The Place of Handwriting in the Com
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Opportunities Today Greater Than Ev
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Keep the body and arm flexible and
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756 ^. The Educator 19 ttThi-sr rer
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The Educator A COMING YOUNG PENMAN
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THE EDUCATOR Many years ago, in a M
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DESIGNING AND ENGROSSING By E. L. B
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GETTING WHAT YOU PAY FOR If you wer
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BOOK REVIEWS ^ Our readers are inte
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y^ X X ^. X / X X ,X_ X, X . _ ^. .
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Vol. 45 NOVEMBER, 1939 No. 3 I, V.1
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THE ROAD TO SKETCHING FROM NATURE s
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Business Writing By E. A. Lupfer No
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10 The Educator -^ :^-/B^^ These ai
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12 A Course in Ornamental Penmanshi
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14 — Some Recent Experiments in H
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16 The Educator paper). It groes ve
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18 J. D. WILLIAMS . . The Pioneer P
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iruutnTirinrr#' .AND tr^'unnriiinn
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22 A New Procedure in Teaching Hand
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24 By F. W. Martin. Boston, Mass. C
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26 The Educator TOOLS THAT ARE BUIL
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Primary pupils will enjoy the handw
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30 The Educator Importance of Handw
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For Students of Engrossing ZANERIAN
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The Educator 25 Cards for 50c, post
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^ Courteous Service )f Genuine Hosp
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The Educator TWO ASSETS FOR YOUR CO
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This illustration shows the back of
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lU The Educator MaKe curved siroKe
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14 What is your most difficult penm
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16 In Other Subjects "The children
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18 — Handwriting Lesson By JAMES
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20 HANDWRITING IN BOSTON SCHOOLS In
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22 The Educator When Mr. Barringer
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24 S'f The Educator lutJtk Ôb ev*2
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26 The Educator ! INK THAT LIVES Hi
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28 Primary Writing {'("his copy was
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The Educator ''^ jcranton oiuci m f
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Christmas Ctvin^ to Your Pupi/s You
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The Educator PENMANSHIP SUPPLIES Su
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V 5 OUR / i- BUSINESS/ The Educator
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This shows the proper way to hold t
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10 The Educator The t is an extende
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14 DID'JA KNOW, DID'JA? W. A. Larim
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16 The Part Instruction In Handwrit
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clicfifodcru n l)iTutitn unidi I bc
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20 The Educator KNIFEMANSHIP By Fra
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22 The Educator OK i!*r uf Itummt i
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24 The Educator The Part Instructio
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26 The Educator INK THAT LIVES Higg
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28 The Educator Children like to wr
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30 The Educator mij^t rxtii nmi û^
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For Students of Engrossing ZANERIAN
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The Educator For Students of Engros
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ilR COllTIOli IN LOUISVILLE KENTUCK
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A close-up of the right hand. Study
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10 The Educator The S begins on the
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12 i A Course in Ornamental Penmans
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14 ^^Should Handwriting Training Be
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16 Left-Handed Pupils' Club At Fore
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18 The Educator _. 'Ip^ tl)C ^ unii
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20 4jf56on6 By F. W. Martin, Boston
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22 I CONVENTION ANNOUNCEMENTS N. C.
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24 1 !u' Educator THOS. GEO. LITTLE
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26 The Educator INK THAT LIVES Higg
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28 WHAT TO IMPROVE Poor quality of
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30 The Educator A skillful page of
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Â,£y w IS PENMANSHIP SUPPLIES Sug
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The Educator ZANERIAN July 5 to Aug
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HOTEL 'ALPIN agteatHoteC FROM S3.00
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The Educator KANSAS ADOPTS GREGG TY
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I The Educator -.^^^>t^-^^^-77-i,î
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The Educator ////9ly / ^^/-^3^Z^^^^
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What Would You Do With This Pupil ?
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1. Do you have a philosophy of educ
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Grades 3-4. Begin the use of pen an
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I with I of I ILLUMINATED LETTER Th
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INSTRUCTIONS FOR ENGROSSING THE JOH
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STRENGTHEN THY STAKES (Continued fr
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OMX ELITrL.^ ITTLE HINGS. pup on a
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DESIGNING AND ENGROSSING By E. L. B
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BOOK REVIEWS Our readers are intere
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f£^# /i me A LAn The Educator 31 H
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Vol. 45 APRIL,1940 No. Published mo
Page 231 and 232: ¥hM§U a^ m^^me HOTEL MARK TWAIN T
Page 233 and 234: SUCCESS DRILLS IN TOUCH TYPEWRITING
Page 235 and 236: America's Only Handwriting Magazine
Page 237 and 238: M ^^^^^y ( .-t^^'ry-Tj-^ TF.HXyfS l
Page 239 and 240: The Educator / 7 77 .5' oo 2. o o o
Page 241 and 242: I of I I modern ' ing places. In on
Page 243 and 244: Our Lesson in Manuscript Writing By
Page 245 and 246: "Children's interests are what we m
Page 247 and 248: CHARMING FLOURISHES This flourish w
Page 249 and 250: — Ornamental Signatures These sig
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Page 253 and 254: The Educator 25 Whtn thf young chil
Page 255 and 256: A SCHOOL ADMINISTRATION CLINIC The
Page 257 and 258: BOOK REVIEWS Our readers are intere
Page 259 and 260: The Educator 31 Soscball for a 0cnt
Page 261 and 262: Vol. 45 MAY, 1940 No. 9 JZaner - Bl
Page 263 and 264: [ ¥hM§U a
Page 265 and 266: SUCCESS DRILLS IN TOUCH TYPEWRITING
Page 267 and 268: America's Only Handwriting Magazine
Page 269 and 270: The Educator 9 (iood writing is the
Page 271 and 272: The Educator 11 It is not how much
Page 273 and 274: Perceptual Learning Test Each small
Page 275 and 276: What Would You Do With This Pupil?
Page 277 and 278: ^-^ /^ The Educator 17 By G. C. Gre
Page 279 and 280: was able to produce some of the fin
Page 281: The accompanying: piece of work was
Page 285 and 286: The Educator 25 This unique bird wa
Page 287 and 288: A PLEA FOR MORE HANDWRIT- ING INSTR
Page 289 and 290: BOOK REVIEWS Our readers are intere
Page 291 and 292: This specimen by Fielding: Schofiel
Page 293 and 294: U ~] JUNE. 1940 No. 10 M TJ? D E !R
Page 295 and 296: I I 1 ! HOTEL agteatHoteC FROM S3.0
Page 297 and 298: THE "HOME" OF Gmteiu a^ G^loit liOT
Page 300 and 301: Business Writing By E. A. Lupfer Ch
Page 302 and 303: 10 The Educator // V 1 Do you use a
Page 304 and 305: 12 "Handwriting--Its Relation to Ph
Page 306 and 307: 14 The earliest known records in th
Page 308 and 309: 16 A Course in Ornamental Penmanshi
Page 310 and 311: 18 Our Lesson in Manuscript Writing
Page 312 and 313: 20 Causes of Good and Poor Left-han
Page 314 and 315: 22 Successful Penman and Educator T
Page 316 and 317: 24 For many years we have been rece
Page 318 and 319: 28 The Educator These signatures we
Page 320 and 321: 30 The Educator hat* tauCfUt no tha
Page 322: Supplies for Ornamental Penmanship
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