The Position. The Pen.

week the pupils sit in the same improper position, holding the pen wrong, making and remaking very imperfect letters, both teacher and pupils attaching more consideration to the quantity written than to the quality.

I will now, in a familiar way, proceed to give a few hints and directions on specific points.

I. The Position. - Pupils are very apt to sit in an awkward and bent position. They should be required to sit nearly erect, and with the right or left side towards the table. If you find that your pupils have acquired a bad position, it may require considerable effort for you to cause a change; but it should be effected, whatever amount of labor and time it may cost. It is not uncommon to find pupils in schools who bend over so much as to bring their eyes very near the paper. Though this is really an unhealthy and uncomfortable position, it will be no easy matter to cause a change, especially if the improper position has been long allowed.

II. Holding the Pen. -You cannot be too particular in your efforts on this point. Very bad habits are often formed, and become so established that the most patient and decided effort will be necessary in order to eradicate the old habit and introduce a new and correct one. But you must do it, if you would hope to be a successful teacher in this department. Bad habits in pen-holding are frequently the result of the improper construction of

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 letters these are?"

Scholars. "Yes, Sir; they are m's."

Teacher. "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.”

Teacher.

"Those who think the fourth is the

best, may raise their hands." (All hands up.)

66

Very well; I think so too.

fault there is with the others. you think of No. 1?"

Now let us see what

George, what do

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 letter.

name is better than riches

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.

a

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