Holding the Pen. seats and desks. It is sometimes the case that the seat is so far from the desk, or the desk so high, as to render it impossible to sit erect, or hold the pen in a proper position. Effort should be made to have these right. If you find that any of your pupils have formed bad habits in holding the pen, give attention to the subject, and not lose sight of it until all is right. Sit at your table in view of your school, with your body and pen in proper position. Require them to observe how you sit and hold your pen, and then require them to imitate your example. It may seem awkward to them at first. If so, repeat the operation frequently, requiring them to imitate you in movements similar to those made in actual writing. The following cuts will show the correct position of the hand and pen. III. A correct Taste and quick Perception.-These are very important points. It is very essential that we know precisely what is to be done before we attempt to do it. A farmer once sent an ignorant man to work in his field, who spent most of the day in plying the hoe, but doing little good and much harm, simply because he knew not the difference between the weeds to be cut up and the corn to be cultured. Illustrations. So, often, it is with pupils in writing, they have no clear idea of what they should do, and the longer they use the pen, the more paper they waste, and the more bad habits they confirm. After devoting the requisite time and attention to the two particulars previously named, position and holding the pen, spend a little time in an effort to cultivate a correct taste and judgment. I will tell you how this may be done, and would suggest that a few minutes be given daily to this point, - the main thing being to lead the pupils to see that the same letter may be made in several different ways, and at the same time cause them to feel that one way is the best, and that they should always aim to secure the best way. Let us go to the blackboard, in imagination, with the following: --- Teacher. "Scholars, can you tell me what let ters these are?" Scholars. "Yes, Sir; they are m's." Teacher. 66 'What, all m's? Are they all alike?" Scholars. "No, Sir; some are made better than others, but they are all m's." Teacher. "Which do you think is made best?' Scholars. "The fourth one.' 99 Teacher. "Those who think the fourth is the best, may raise their hands." (All hands up.) "Very well; I think so too. Now let us see what fault there is with the others. George, what do you think of No. 1?" A Lesson. George. "The different parts are not of the same height, and the turns are not good." Teacher. "Very well; but is that all? Thomas, can you name any other faults?" Thomas. "I should think they all ought to have the same slope and be better spaced." Teacher. "Very good. I am glad you understand so well about these letters. Now if you were going to make one, which should you try to imitate?" Scholars. "The fourth." This might be extended, but the idea will be readily seen. Each of the other m's may be treated in the same manner, the particular defects in each being pointed out. A similar course may be pursued with more advanced classes. A line like the following may be presented for criticism: A good name is better than viches A course of questioning on this line would lead pupils to see the prominent faults, and induce them to study to avoid them. Such a plan will afford an opportunity for explaining the difference between the looped and unlooped letters; the effects of unequal spacing; want of uniformity in height; and of evenness in the down marks, etc. In examining the writing-books of one day, you will find a sufficient number of errors to afford you material How to secure the Object. for a lesson the next. Two particulars should be kept constantly and prominently before the mind of the pupils. 1st. That they should strive to imitate a good model. 2d. That the writing of each day should indicate an improvement upon that of the preceding day. Towards securing the first of these, the blackboard exercises above alluded to will do much. To promote the second, I would recommend the two following plans. 1. At the beginning of the term let each pupil write a few lines upon a page of a blank-book, provided for the purpose, and say to him that at the close of the term he will be required to write a few more lines on the same page, and that, if he is faithful and attentive, the lines last written will appear much better than those written at the commencement of the term. This will give you in one book and a common writing-book will answer specimen of the handwriting of each pupil at the beginning and also at the close of the term. It will have a stimulating effect upon your pupils. - 2. Let the pupils go through the book, writing one half of a page at a lesson, — and one half of a page well written will be better than ten pages carelessly written. After writing one half of each page in the book, let them re-commence and write the remaining half of each page. There will be two advantages in this, one that it will relieve pupils of the monotony of writing the same copy, and the other, that Classification in Writing. the time elapsing between writing the first and last half of each page will be sufficient to afford a criterion of improvement. IV. If possible, classify your Pupils in Writing, as well as in other Exercises.-The pupils in most schools may be arranged in from two to four classes in writing. This classification may be governed by qualification, as in other branches. One of the prominent advantages of such an arrangement will be the opportunity of giving instruction to a number, at the same time, on the same copy. For this purpose the blackboard may be used with excellent effect. We will suppose that your first class is just commencing the book, and that the first copy is to be written. Go to the blackboard and write the copy, and call their attention to the particulars to which they should give special effort, and point out some of the errors which pupils most frequently make. To a class of ten or twenty members, more or less, you can make a brief exercise of this kind very profitable. After listening to your instruction and hints, they will commence writing with some definite object in view. In a late report to the School Committee of Boston, Superintendent Philbrick thus testifies in favor of the use of the blackboard for illustration in this branch: "Where the best results were produced, the blackboard was in constant use, and a whole section of pupils wrote the same copy at the same time." Perhaps you will say that your pupils are so irregular in their attendance, that |