« i' IMAGE EVALUATION TEST TARGET (MT-S) 1.0 I.I 12.8 ■|5g m tim 12.2 11:25 i 1.4 10 1.6 _,Scieoces Corpiopation . -c^ V ^. ^ V> ^.. .4 „ .^,',> jAaii J.:>lil'lk'»ijffl,w'.llS;iiiiJ».Jt«Ji «>j.«l!.«iXStti'6'i;iutt»4ii/aS^'.l <" •■<'iijiit1£»*„ » .4 Technical and Bibliographic Notes / Notes techniques et bibliographiques The Institute has attempted to obtain the best original copy available for filming, features of this copy which/' may be bibliographicaliy unique, wrhich may alter any of the images in the reproduction, or which may significantly change the usual method of filming, are checked below. L'Institut a microfilm^ le meilleur exemplaire qu'il lui a iti possible de se procurer. Les dMails de cet exemplaire qui sont peut4tre uniques du poOit de vue bibliographique, qui peuvent modifier une image . , reproduite. ou qui peuvent exiger iihe modification dans la mAthode normale de f ilmage sont indiqufe ci-dessous. 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Original copiaa in printad papar covara ara filmad ' baginning With tha front eovar ind and|ing on . tha iaat paga with a printad or illuatratpd impraa- aion, or tha back covdr whan appropriata. All othar original copiaa ara filmad baginning on tha f irat paga with a printad or^uatratad impraa- aion. andanding on tha Iaat paga with a printad - or illuatiratad impraapion. Tha Iaat racordad frama on aach microfiibha ahall contain tha symbol «^ (moaning "CON- TINUEO"). o^a symbol V (moaning "END"), whichavar appiiia:' - Mapa. platj^. eharta. ate., may ba filmad at diffarant rMuction ratios. Thosa too larga to ba ontiraly i <<»»"<* ~ . ' -■ , ■—' II I i mi i w jn ii , i^j >Cijii| i.iir T-. THE VOLPENNA VERTICAL WRITING LESSONS. A COMPLETE MANUAL FOR LEARNING AND TEACHING THIS 6RIGINAL SYSTEM. BY R. K. ROW, ■■"V "< Principal Training School, KINGSTON, ONT. A. F. NEWLANDS, Supervisor of Penmansip, ^ KINGSTON PUBLIC SCHOOLS. *4|[^-'<-^*ii^-,> /. ^- / '^ United Statei. Copyright. ,894, by Nexvlan.ls & Row, " * ...i;.l »,,.,:: '■ ^" ^., / \ TO OUR PATRONS. * A ▲ ▲ ▲ *| H|£ PHENOMENAL success that followed the introdudlion of -*- Vertical Writing in the schools of our city, brought us from educators all over America many urgent requests for aids and sugges- tions for its adoption in other places. This work has been prepared in response to these demands. It is, therefore, essentially a teacher's book, designed to promote the reform through the schools. We hope, however, business and professional men will find in it all necessary guidance to changing and .improving their bgnidwriting. The lessons are not submitted as the^Pjpnatum in the niatter of penmanship. Nearly all our work is based on recent experiments, and deeper study and further experienfce n^ay show the desirability of still further changes. To this end we shaft be glad if teachers, or others, :rwiU send u&-crit4cisms or suggestions gfoiring out of th ei i* Observations^ and experience. r« ' r V \ ^ U i. \ ^ * - INTRODUCTION. No subjedt in the curriculum of elementary schools has all along occupied more attention than writing Able men have devoted their lives to its improve- ment, normal schools and teachers' institutes have laid spectial stress iipon it, educational papers have given it an honored place, special teachers and super- visors have been eftyiloyed, and regular teachers have devoted to it a large share o* attention. Notwithstanding all this the writing of the masses has degenerated and there has been no real satisfac- tion with the results even in the schools. Everywhere a feeling of unrest seems to prevail ||iusiness men have been forced to acquire a hand ver^l deferent from that taught in the schools, and have had to insist upon their young assistan t s lear ning a new^tyle, Jt has been ob- served that the hand' acquired under the demands for speed and legibility is in the great majority of cases en- tirely different from the standard of our schools and business colleges. The style of writing now known as the vertical, originated as a system in Europe, and strange to say, was at first a produdt of hygienic rather thM of pedagogical investigation. Eminent medical specialists seeking long and carefully the causes «f the increasing prevalence of d^Spn became « When, sympathy er black - ideas the ■nabled to ildren. and dis- ideed we , ng'found lie wrong idea an ' legible, ' . N jJ' easy writing could not be developed from what the penmen thought it xhould he, but from what hundreds of the most rapid, legible business writers said by their practice it mmt be. Writing has but one main gurpose, tiie communica- tion of thoughts. This has two important relations. To the reader, that is the best writing from which he can get thought most rapidly and with least strain upiin the eyes. These conditions prevail in round, upright letters without hair hues, i. e. as much like roman type as i« consistent with graee and ease. , To the writer tjjAt is the best style that admits of the most hygienie position, the easiest movement, and the greatest rapidity. We have, therefore, endeavored to develop a system that is easy to read, easy to write and easy to learn. T si|§gesti6ns. - ' TIME NECESSARY TO LEARN WRITING. O teachers we would sjjy, there seems no reason why it should take children so many years to learn io "m^ke plainly and rapidly" the fifty-two charadlers used in writing. We l;)elieve much time has in the past been wasted, but that with simpler forms, easipr movements, and more rational methods, this work can be well done during the first three or i four years of school life, that thereafter no special lessons need bp-given in writing. It will, of course, be necessary to see that pupils do iW their written »work with care! and here lies the great secret 'of teaching writing. In careless or hurried sci^ibbHng a child , may undo a dozen times a day all that he gained in the 'brief special lesson. -5— ivihe H After that ti.e his writin/ hou H^ "'' "^'"'^ bility and «hou,d gain tL, "°''"^ " '«^- viduality Twon "^ '" '^' '^^ ^"d indi- udiity. Two precautions are necessarv tk should give plenty of tin,e for al.r„r ' '^'^^ -cept no careless work. " '''''"''''■ ^"'^ "V* A USE ONLY PENS, LL written work, even in ♦», c bednn« -.u J ^ ^'■^* y^ar. should be done with the pen. Because - I Marking with a slate or lead oenHl ment This k..^ 6"PP'ng the instru- inis becomes a fixed haH.w u .. overcome in a short srv. .7 ''^'*''' '*""°t ^e short specal lesson with a different tool. only by'Cartd":'^" ^""""'^"^ ^^" ^ -^"^^-i y y regular and contmued handling .no::jr;-::r» --' --^ -- -- •->- POSITION •h« the arms aw ,„„ „ T^ ""' P"^'"" » ' ./ entirely due to th< fad that in most l!!l^-rooms the desks are too high for the wHters. Undue height of t ^Hfes-] -n9r-Tr FIG. 2. -7— desks d.d not appear to be such a serious objedion for ob^ue writing^ j^„3^ it tendsioj^ut ih. handaad^arn^ in the unnatural position approved for that style Ob- -\. ..3 servations and experiments made more recently have shown that an easier and freer position especially at the high desks is that represented in Fig. g. The paper is placed near the edge of the desk and the arm rests lightly upon the upper part of the wrist, the elbows hanging easily at the side, the weight of the arm being principally supported from the shoulder. It does not seem wise to prescribe any exaft position, or require all pupils to sit in precisely the same way ; nor should they he expefted to keep one position very long at a time. It is better to allow some latitude within the limits of ease, grace and hygiene. The best position is the most healthful one. The writer should sit well back in the seat, -the feet resting upon the floor, the spine in a normal position, the Ixidy ly tncttncd forward, shonldsrK even. The hefl,<^^ may indine a little forward, but not to one side, though wit^ high desks there will be tendency to do this unless pupils occupy the position shown in Fig. g. The arms rest equally upon the desk anywhere between the wrist and the middle of the fore arm, but the weight of the body should not be thrown upon these. Any unevenness of the shoulders or unnatural curv- ing of the spine may be best seen from behind the writer, and will usually show itself in the irregular drawing of the clothing. POSITION DRILL. SOME teachers experience more or less difficulty in getting the members of a class to assume promptly, or retain for even a few minutes, anything like a uniform position. This difficulty will be especially felt in th&adoptign of sT new system of writing, there l»ing a coir^- -8— side, though this unless The arms ;n the wrist light of the atural curv- I the writ6r, drawing of difficulty in le promptly, thing like a daily felt in beingacon?= \ tinual tendency to settle into old positions. The older the pupils the more marked this tendency. An effective way of training into rijiht habits or correcting wrong ones, '/ JOG.- 4^ FIG. 4. is to have pupils practice the following drill at the begin- ning of the lesson and during its progress as often as seems necessary or desirable. ,' ^*l Position i.— The pupil sitting well back in the seat, feet level on the floor and hands folded in lap. Fig. 3. Position 2.— Reaches forward and clasps the pen with his right hand. Fig. 4. ■'•-'S!^ FIG. 6. Position 3.— Holding the pen extends both arms straight in front on a level with the shoulders. Fig. 5. Position 4.— B rings both arms down on the desk in Mrriting position. "Fig. 6: — " — — lO K / / . ■;» both arms Fig. 5- the desk in PENHOLDING. IN teaching vertical writing penholding presents but little difficulty. The best position is the easiest, and the orte that is taken naturally by at least seventy-five per cent of the little children whose hand-position has not been previously spoiled by the use of short pencils. Figs. 2, 7 and 8 show a natural position of the hand when the desk is of the proper height. The pen is held easily between the thumb and second finger and steadied by the first finger nearly straight resting upon it, the end about one inch from the point. Some children have a tendency to grip the pen or from the use of pencils have formed the habit of doing so, as in Fig. 11. This may be corrected by simply requiring the pupils to extend the first finger till it is nearly straight. _y^^? J*^" P^" is. he l d in aa easy position the handle FIG, 7. -II — !t!w! •' -'.' .■?^'^f^^ faints out to the right or along the fore arn,. and the back of the hand ,s turned from the body more than in' the approved position for sloping %^riting. FOR LEFT HAND WRITERS. T \ »^- -'ways been thought by many teachers that left I hand pup,ls should be trained to write with the right hand and a great deal of time has been wasted in this d,rea.on. We think it better to give such pupils the same careful instruction suited to their case as is given -nght and pupils and the same degree of encourage ment. It ,s quUe probablethat when theease with which vertical wntmg may be acquired is generaUy recognised ^n the psychological value of the equal deve'lopemlt c^ll .fj'' ^^-"- -- generally known, children wall be taught to write with both hands. the^'rwith'tT',"' '''^ "'"^ '''' '^^"^ Writers place he paper w.th the hnes at right angles to the edge of the trt'edT"""" ^^'^ "^'^ '-''' ''"P"^ ^^^^ '^^ ^n tramed to wnte with the paper in the usual position In RS. achers that left ■' with the right wasted in this ich pupils the ■se as is given of encourage- ise with which Uy recognized velopement of srally known, inds. writers place e edge of the 'ho had been position. In almoist every case it was found that, ffom the first, with the lines at right angles to the edge of the desk they could write better and with more ease than in the old way. As will be seen in the illustration, Fig. lo the position of the body is the same as that for right hand^writers. The hand is turn^^jrriore toward the back, and the handle of the pen points farther from the body than when held in the right hand. MOVEMENT. WRITERS of the dblique systems have always rivalled one another in movement. To get a free arm movement has been the aim of Miievery ambitious teacher. This was necessary. A finger movement in sloping writing always tends to _. cramping. When tfes arm is used it niay tire^^JbuL ,^ there is no cramping. In vertical writing it is quite different. ^ The hand occupies such a natural position that the tingecs might be used exclusively by the hour without -weariness. This is one of the reasons that vertical writing can be done with so much greater ease than the old style. Gijiding a pen over the surface of paper requires but little ewort, and it is a waste of energy • to use more arm than is necessary fgr work that can lie done with the utmost ease almost exclusively by the thumb and fingers. From this it must not be inferred that there is no arm movement iu vertical writing. .-MI use it more or less. With many persons, especially chil- dren, it is almost imperceptible, except as the arm slides from left to right. Some persons naturally use it a great deal. It is very important to know and bear in mind that the movement Is quite unlike that for sloping writing . 13- .-..4AJ--, .UlTH-HSff" HH i ! I A sort of rolling „,otion. mainly down and right, which is aione capable of producing the bold, round fo J t tW h : °"^ '''''""■ ""^ "- ^^« ^^^^^ '^^^^o^ tWwhohavehadmostcarefuUrainingintheot^ To .imply cha„g. ,he p»,i,|„„ „( ,h, ^.k,, ,„,, „, .^^ **.«, Uar„.„ of ,his das, m„„ |>„„ ,h, ^^ ■ ■ I At first it may be necessary to lift the arm from time o .me as .t moves to the right, but soon it will be found o shde along without conscious effort. It also seems necessary to lift the pen more freqently than is approv" -■<- ■n *pmg writing, and onr copie, i.^„id, ,„ ,^^ t" '" ""'""' """■• •» •» »'"■<>". /onndaHon 7. -".nv case. ,h. .kip, .., „„„ ^^^.^ ,^__ ^__^ .^.^.^^ THE COPIES OUR copie, are no, perfefl. a Ie„er „i|, „„, t, found ,o be made ,he «„e ever, tiJie, To have tliem «, i. poj^ue ^^ ^ ^ iabo„„n.,y d^awn on, and ,he p,a,e, hand engrav^ " The» however do no, mal,e good copie, from which o iearn w„„„g^ Even yonngchildren fee, ,H. i„« J, o ,he,r exac,, rigid, mechanic., appearance and .hey a once d,g,„ ,„ arawon, „, ,«„„ ,„ , , "« XToi'd °' *' °"^"'' "-^ "»'"■ °-« -H-- a single letter. Who would call such work writing? What the learner needs and wants is a good copy that he is conscious was freely written and can be written again if only he can acquire the skill. Already a large num- ber of places have discontinued the use of copy books with engraved headlines. In some cases the teachers scarcely knew why except that they could not get satisfac- tory results. All the copies in this work are photo-engraved from freely written originals. They combine all that ,was valu- able in the engraved work with the great advantage of a copy coming as from the living hand, produced with just such tools and materials as the pupil has and under sim- ilar con<)itions. Note. — To our professional friends we would say, all the copies in :r*hi» work w«r« writwn a half larg«r than vh«y app«ar and wiih » very coarse pen. The same grade of pen was not used throughout, hcnc* some of the copies appear stronger than others. No attempt ha* b««n made to fill in, as we believe that copies in the rough are vastly super- ior for the learner to those of the most perfect finish. The necessity for large, bold type in children's bgokH has long been recognized. The value of large forifts in children's copies is even greater. Every effort of the eye to read, to observe likenesses an(^ differences in the forma and to obtain clear, accurate concepts, as well as of the hand to reproduce the mental picture formed, is much eaiset than with copies of the ordinary size. Little children never take kindly to fine work. Their sewing, knittii^g, drawing or paper cutting is always coarse. There is behind this a natural law that applies with equal force tG writing. Moreover, no practice is better than writingl these large forms for developing confidence and ease in), writinj g —15— fcs.;, iV ;l 1 1 NOTES ON THE COPIES. recommend for all '""""epen, conduce .0 ,igCl^ jrT""' ""^ «™i'». -Ctl ""'""" "■* '»^' »'«" first dea'IpH ^„i . ^ *"^ ^t effedis ti, - ^ narrow page wh^fj,„ /• """aturaJ while 1 ' "" P"" '^^^^'"^ *nd not to W • " ^'^° """^h easier to read th '"'"' "'^ P""*- ^^ — 16— '/ --'^J minted pen, capable for use on even the ■s are short. This >und that all per- their best within The attfempt to d and unnatural script or print, is ' Most persons do us^ narrow opting a size of BLACKBOARD TRACING^^ BLACKBOARD copies should be large and bold. When new forms are first presented pupils will be so eager to try them that they will not give\ good attention to explanations. • It is therefore well to allow the pupils to try their hand at these fori^s before making a^y comments. They will then be prepared to listen to instrudlion and to see in the form what they could not have seen before the trial was made. A valuable aid to getting clear concepts of forms is what is known as blackboard tracin«"<1 to i,. demand, ' n'^ed in the teaching of alos ' " ^""'"^ '"^°^- '^" 'his respea copy-bcorarl"^'';"" '^^^^^^ ""''"^ *^a^^n.thepupU3onLt :;Lr"^ '-y ^«^-^ive. Pe'-feaiy ehe work is done ' ^ "° '"^*^^- -- -i8 movement exercise ni . . *^ *" '"e matter of by so„e s..re,ch of" ' I ' "' """*'«<" ""ich tenr. Absurd as all , ST. "*"=''""'" ""helel- ea The best way to ret a Ho, "^ '«"ers to be learn- the form with care The^" """''' °^ ^ f°™ « to make make a form easily almo.. . ""^^ '° ^'^"'"^ the power to ^^- ^-o„owrtti:trsL?""""^T^ ■ are those letters that may be ll T^«ment exerc ses these attention will bTil^ ^ J " *^^-'°'-'"" -' «= tailed m the notes on 8, and to '^ p ISES, e found many fads ve they developed as in the matter of abound in all sorts epradlice of which agination, are sup- ?certainof thelet- ^tful teacher.there in all. We believe letterstobelearn- a form is to make uire the power to stomake^tp^any " v6ment exercises Pe-fori^. and'to } on I '' THE BEGINNING. / T has been usual to- begin with the letters " u " and " w," but experiments have shown that little children more readily obtain a concept of, and more accurately reproduce, the circle than any other complete form. We have, accordingly, taken the letter most like the circle, the letter " o" for our first lesson, followed by similar forms. Plates I to 13 inclusive are -^ecially deigned for thfe work of the first year at school, but when vertical writing is introduced we strongly advise that pupjkls of all grades, in fact all learners, should practice these exercises at first. They supply the • * ^ ^ ' - -^ ..-^ ~ —^ — . — \ best possible training in freedom and strength, be sides having direft bearing on adtual writing. Tfce letter "o," especially when written thje si^e of ccJL in Plate I, is the best movement exercise for acquir- ing the broad round turn so charaiSteristic of thi system. In joining the letters "o** and "c* it is not necessary to! form the top of the letter with the up- stroke but lift the pen and begin as with the initial letter. The " e " movement is so easy that many learn- ers have a tendency to run it across ^e page without lifting the pen. This is likely to be at the -19- X- r expense of accuracy of for.,., and to lead to an .nproper move.nent. It is better to .nake three or four with care and then lift the pen. The teacher can regulate the number by counting. Teachers are strongly urged to have blank b^oks^,ade and ruled to conespond with the ruling m the several grades pf these ^essons. DEVICES Most primary t«aHWs know the value of im'-' aginary representation aid story-naking i„ intro- ducing new forms, e^c, to Ule children. This idea ..'*'' can be used to good advantage in the writing lessons. For example, in making the letter "o" they may be asked to n.ake a pidlure of a pumpkin with the stem on it. When they can make one well, they may make three on one vine. For the letter "c" suppose a little boy was .oiling his hoop, it ran down a steep hill, struck a big stone and broke. Draw Willie's broken hoop. The letter "e" and the figures •«;i" and " y- may be taken to represent what different boys made of their b r oken hnnp n -20- ■I- 5 in the wiiting ? the letter " o " ire of a pumpkin an make one well, a little boy was teep hill, struck Willie's broken s "2'' and "3"^ erent boys made For the "a" suggest that Johnny went out to roll a snowball. He made such a big one and worked so hard that he tired himself out and sat down with his back against it to rest. Draw the ball with Johnny against it. A teacher was about to give a- si6ries of lessons on "i," "u," "w," "h," "m," etc. Knowing that some children are apt to make the down lines crooked or slope a little to left or right, she asked the pupils if they would not like to learn to be carpenters, build houses and earn money. She ex- plained they would alt have to begin on some easy. sides of the pens must be made straight and upright so they will not fall over. When they could do this well, they would be allowed to go and build double pens for Mr. U. who paid better wages. Mr. W. wanted a house with two rooms and an awning, but the children need not put on the roof. Mr. N. was a still better man to work for. He v^anted a double house with a garden at the side, and the children should now be good enough carpenters to put on the roof and finish the house. This idea awakened so much interest and en< work, make sheep-pens for example for Mr. i. The tHusTasm, and produced such good results, fliat it -21- "^M.^^ ^:^:v,.i^'R*li4iSi'..:'. ' was carried along for some time, each change renew- ing the interest. To teachers who have not used such devices with little children, and to those who do not under- stand thai magic mirror, the child's imagination, these suggestians put into «/old type will seem silly. They need the artless spirit of the primary class- room, and the loving sympathy of the teacher who lives to help, to set them in their proper light. They are not proposed as empiric methods that every one can use, but rather as suggestions that in many ways may be adopted to varying circum- stances, or as mere hints to diredt the thought of the ingenious teacher along certain lines, where she may find for herself even better devices in infinite variety. \i their proper light, iric methods that Juggestions that in > varying circum- ft the thought of n lines, vhere she levices in infinite ■-W Plate I. .* CofYRIGHTED. CT cr cr cTcrrrvr 3:c7cj ^^ c^ crr-y o 23 :^' 07 01 oj oj 0) ooui m i ! M .*'-* iM N i Ji : ! i . ..I . PLATE II «.d end. "'""'' ''''"'■■ ''>™^ ""«" 'h'y have a deflni.e place ,„ begin The ,.. par. „, .He ,e..e, ..... u f„™ed Hke .he beginning „, ,be .. c... .he agnre •. , ■• .be „b,i<,„e and beHzon.al iines.are .ade befo. .be .eHicai. .iy —24- turn broad Plate II. Copyrighted. a n rni rn 1 1 1 ri j i 71 upper line, ce to begin ,71 rrniT nr rx n rn J :al. .bi ■ ■ ■ ■ : a7a7.(i7n7n nni I • 1 ,- .-. -25- " , ^; * PLATE III. The letters "m •' "n" and ''x" have the unnecessary full length initial and final strokes to guide the children as to beginning and Ending the letters, \he8e, it will be observed, are shortened in later copies. -TS- -26— Plate III. rn al and final e, it will be ) (T[jm I X m 717 ni m —27— COPYRIGHTBD. -tr I . PLATE IV. The pen ma^ be lifted in joining the " i " and " c " and the •• w " and " a A higher stajidard of skill should be exacted in these'* copies than in those preceding. -28— Plate IV. e preceding. LAI Copyrighted. nnrgyrXjg; vtvj \roj irrnni i rmnjur \ '3:\ rm oiui rm p/tt j « — 29 — ' PLATE V. ' . Nearly all rapid writers use two forms of small "r" for difierent combirillbns. The first form given is usually used as the final " r," and after sugh letters as "o,"' '^'W^' "v," • •• b " and frequently after lower loop letters. Some teachers may prefer to teach only one form during the first year. Make the opening of the '• v " a lull space in width. -30- ibidiP>n$. The ) teach only one r V : ;>■ '.•Tij^TfCfS^ ■ ^ Plate V. '"■»'f Copyrighted, .■( 'V ;^i TTrnrnrnr i— .. zirrTrrrrrTr 'm n rn i ni nnnn i -31- j.i^;v fTrr" -,■''- .m Observe that the second part of the PLATE VL half space. ' w," is a full space in width instead of the usual ,,°:z :: ,t;r::;;; =xr-, : ■ -r: - s:s really gaioed by joining the s" to al preceeding letter, or even one following. —32— k\:.-;/..:„--\iJ^\:-. ■^■-■. ■"^• itead of the usual with easy joining, lether anything is ing. Plate VI. 51 SJl J Copyrighted. I J ; J^ J) Js / JS VS Js JS Js Js i\ -33- .v:-;i'4".'r.''"..-..'v?'a'>^"?Ji'- -r: I: .4k '..__ y-> ' PLATE VII. Obsorv, that' , he " , •■ and •• i- are only „n. and a half .pace. high. This i, in cordancew,.,, ,he principal „.»,v„d .hronghon. our sys.e., of making all ax „I from the main body of the letters short. extensions It is well to lift the pen in joining the " d's " and the " i " to the " d." —34— ;s high. This is in aking all extensions 1" Plate VII. Copyrighted. ?rityt7tTt7t/t7t7ttt7- ni rii d 7,dir i7nl i —35— , :-i^d''-< PLATE VIII. The extension of the " p " and " q " is made only half the length of the oval. Pro- bably the " q " will look more harmonious with the loop somewhat longer than in the pfl^y, but it should not exceed one space. Turning the upstroke in as it comes to the line is necessary, especially fqr children, to give dcfiniteness of form. The pen may be lifted in joining the "p's," the " q's," and the " i" to the " t." The second part of the "p" is turned round to the stem in accordance with the usage of many rapid writers. This is, moreover, the print form and is most easily learned. We have adopted this style of the figure " 3 " because it is easy to make well, is not likely to be mistaken for 8, and is used by many of the most careful accountants. -36- t >>' ;h of the oval. Pro- longer than in the as it comes to the " to the "t." ccordance with the most easily learned, to make well, is not ccountants. PLATE VIII, Copyrighted. wwwwn^^^ ■^-rr n rxX; qii rtrg/ 3: p p P pip —37- ° ' '■"^ D and " *> " oV. ij '°op.n,h,..e... '"°""' •=""'»■«" "ow-ward .o f„™ , -„^ We have adopted the tvpe "\. " h„ appearance is „„gai„,y and ilUgibt ZZ 7"" """' '"' ""^''-^ ^o »Me ,ha, ,he -38- i.'' f . Plate IX. ird to form a good- ng so wide that the rapid work a slight 7 7f 7:^7/1' 7;) Copyrighted. '^r}:r^r\r\ \Ai^'-> jf PLATE X Lift the pen in joining " h " to " a " and " a " to " c " -Teach the figure "8" with rarp m a a . ' ' Begin the circle of the ^ • , ^ Xht "h ."" '^^™ *° "^^^^ '' ''-^-^^- 9 at the fight a«d make the up curve first. . i\ — 40 — \ We give a simple make it backwards. Plate X, Copyrighted. '^'/hT/n J -J. 9 9 9 11 ■ ',j',. IN [Mr : i ; 1 ■ ' r ■ 1 . . 1 : PLATE XI. Owini to the rolling movement in th;. u- loop. sloL a litHe as i„ backhana Thi T'' " " " '^""'"^^ '» "^"^ 'owor correa th. lende-cy as Ihey gain skill 7 u """'" °° ''°'""^- "°" '"^""^ »"' th. general direaion of the LJwll". "•"" '^^ <'-"--o^o does slope a ii.tle Po^os Jnoues. .0 direaion o, lr:r :ra ::.". :^^^^^^^ Lift the pen m joining "j" to" • square. Commience figure "o" of ♦»,-, * "gure at the top and make left curve first. -42— /Copyrighted. indency to make lower y. Most learners will 3ke does slope a little 1. Moreover, sensible —43— .■.■;C6.-.^'#ki^r>il.9.iit'! ■i-"*.' ;j.'n?-i^. ! ' IH : : Mi II li il PLATE XII. ^ , „ jj(j the " g " to the " a." T.e pen n,ay be ^^^ ^J,,,: .o .a.ance .he U.te. a„a .o preserve The down Stroke in the z .nuchas possible of the type form. ■) as i u —44- ^. iiir'Si^siii'iMdii 0717771 9>r 3zizm£Zj ^ —51— !•■■■ 7 « ^V' «> f", . PLATE XVI . -T" and "F" must be shtter than the bottom to giv? an The top part of the ^'TnThr..! ■"•P" *"d " R •• the ,.e„',na; be Hfted after .he down strode. b„. .hi, i. . ,„ere n,a..er of' .a,.e or (ancy. The.e cpUat, ,„av be n.ade rapidly in ei.her way. -52- to giv§ an but this is a way. UJ -I) USMZ r: lb A ■ ' ' J —53— ' .PLATE XVII Tlie capital " I " begins on the line with the up left curve ; one loop is vertical and the other horizontal. The first part of the capital " A " is made with one continuous stroke, a round turn at the top. ■ The down stroke of the " L " is only slightly curved. The " S " is the type form. Note that the bottom is larger than the top. In the " Z " the down stroke slopes to preserve balance. The lower part should come directly under the left point of the upper. —54— *4-»r :^ %. s vertical and a round turn r" part should Plate XVII. ■';"■!<•■" ..;'>■ COPYRrOHTED. n p i y jmn anr] 4 -55- / ■£ i,i(...- ..tia.-',..,-! ...»t&K ■H \ PLATES XVIII. M'- Observe that the width of the ruling has been still further reduced. To many, how- ever, the writing will appear large even yet. This is essentially a part of our system. We believe the best results can be secured by continuing the fairly large, bold forms during at least a part of the third year. ... .^^IliHl! -56- w^g^^5S^t-!;AV-B5/'/;>j-'4S'"*M"' " Plate XVIII many, how- system. We ms during at Copyrighted. k.^m,..A. .^. ,nU.A ^a-A ^rt/ ^^^^^^^^^^^""^'"^^^^111 ■■ » ■■■V , — Plate XIX. . • ! , \ Copyrighted. "^ %-Tir: JT i,r\ /\ f\ /\ / \ fj^ , — r^ft €-y< t rVL, *r-J m \ ^} CJ kJ -"'">"^a--ta--ta.^ — i^^dic ■ \ • / t A A. A rf\ <1 / VJ^\ ^■+ ■*-!- ^-f- / . ■ / ■ ^^SjxiixtDdiiza^ ' ' ■ - '■ r— -'-——'-■■ ^ „. (^ ^ ^ _ . , _ „.^^ — / -59- "'\ M '^feui. It ^..^^ f MAKE YOUR LETTERS PLAIN AS PRINT. —60— / ! ,. .' .U'x's^. ,. ■;,::U. r^^wi-TRi'-^p^ . — 5i- \:.,'ii AM I > ^i* I . I J '■■/'•.■■'■ , >"^J MAKE YOUR LETTERS PLAIN AS PRINT. 62- } Copyrighted, i o.rr i: z -63- ■^A > PLATE XXII. Here the double ruling has been dispensed with. While the young learner still needs the base line to keep his work neat and straight, he^hould early learn to exercise his judg- g ment as to the height of the letters. - During the first two or three y^ars children should use ruled paper for all tlieir writing. tier still needs ercisehisjudg- S Utlieir writing. m Plate XXII. Copyrighted. *. 4 f -65- ■k, ■^d e/se before speed. Pi Hi -66— ''^ Plate XXIII Copyrighted. 'JipXmrdye/r- c^xK.. OctoWr aotlf S3 ^v 3 1 st, l9j2Xje>Tni>C^iL'^lA.. / > KM # ^ Kf^ », r,-% M<^* \ . Plate XXIV. \'iy . "V.,- -i Copyrighted -69- K - > • .' ^..«- ** ',9- < ♦ fill V ■<;?' 1 r LEGIBILITY AND E.ASE BEFORE SPEED. \ •J ♦ . ., » ■* . ^ m m ■ • « ' • y ( • • 1 • . s .*/ "• ■ y — ^6— ■' ■■ ■ — ^ ^ — — -*- — i ■ u \ f \ 41 1 • \ L \ \ A •^"'"I' / / / > Plate XXV. \ COPYRIGHTBO. iwu^n^ d-AxiA/rb Port < ' . -71— , . *-" . .»■- ^x ^ m ^T ^. LEGIBILITY AND % '^ ' $0' •■f Plate XX YI. • WW \ Copyrighted. wAjxt nnrugJt..: /' •- I I , M f ''I ra I I ' I 'I If: ' ' v/' ' i tf Plate XXVIL '' ' . ' ■' ' I ■ ■ ' - Copyrighted. / // . / \TLoJ pnlrrJi \ ^ 3 45. ci/vxjcL -cxx-^je^ s>pjejexL Ip'^grc^o /! ,/ '' //■ ! ' 'I V" . ' 'f —75— ^^ \^ ^T^' # kitj: with an KASy, KOLLIN (' Motion. > '. **■ #, « mr - 76-- ■ T" ■ ■^ ' b — ^ .^m /v — ^ -, — p— ^ . '^ W" i» « ■ ■■ ;> • ; 1 : ' ♦ _ • •„ 4 ■ .^ / 1 k • .r ' • ■ V tp- 4j » PLAxk ;4XVIII. Copyrighted. ^*" ;:•* n| Hxx^o^ Axx9 cc pjtLOyLfuX s/nxMAr-|Xa^ ft #. » 4 7 ; -77- i i ■■ «■ , • SXuJtL- CX Xoiij^. b^Vnud^ SAXxJx. GL TlOAim- ^s "t^ ^t/^ hfyxy^xL mjnujus, GrruLrM' tx?- X»^ s^cxna, . •t vl -79— .^- ■■•■1 ?»' J '- J .WRITE WITH AN KA '^^'. KOLJ^ING MOTION. 1 • -%1 - 'r . ■ ■' m" : 1 • / .' »• , •! , Plate XXX. Copyrighted. 'XalKyv- ujMjDk uA-oX -^^0! ^^^ iamXL, 8«- ■* ," .■ i / • ^* «■ ^ . /^ L-" ^i V WB^ VVKITJ.: WIT W AN EASY. KOLLINC, MOTK )\. -&U * '. <«■ PLATE xxxr V COPYIJIGHTED. / Ka/toxIIa^ pxx/x^'to' RMj^^nZ 6 LA/vo/ruLn.. err ch-cU^ -83- \ ^KITi: WITH AN i:asv, KOMjx^. Mono: ^ ^ \ > ^ V "\^j:^' \ ^ . • fefc.. <• ■*» COPVRK.HTKlt Plate XXXII c3 Lm^ hxx/y^xinjuX. cxrnjcL Exa/x. d.xMxu\2> una. |axII ;, g^ 13 ,^ZjjrY\jirYX(Lnr ^5- I ! . *, V '•^ r I 4 /'■• f /: WHITE W,T„ ,, EASV. K,;u.m TION. ■ / =?#= vV -~m^ ■..) ■<,».%. Plate XXXIII. 3^ (y^JUT- F" Col'yRUillTEl) ^ \ —87- j* * F » f-'"-\,.,- ■■■I 1 ■ ■ ■ ^^H ^^^^^^H ■ ■ ^^^^^^^^^^^^^^^^^^^^^^^H^ ' '■/.'.'■■' 1 ■ ■ ■ ^^^1 ^^^^^^^H ■ ■ ^^^^^^^^^r ■ ' "ft ■- ; "; 1 ■ ■ m HH IHHMIH! ■ 1 ^^^^^^^^^HPr ' , • * ' " .' ■• ''' ^' ^ ' . f 1 W^.- *■ ■■ ; • . , . I ^r- ■ ;■/' --^ ' ' ' •. ' . '' " ._ • . « # ... , i •;* - , , • , ' F ^' ' , V V , '..<' y IV # *■ ■'_ ! ■ • , « ■, t ,1 "*'.,; ' . . ^ ■ A i. ■ ^. ^ • -ki 1 1 1 ■:'^' ■ '•"'f, . ^) ] " . • / ■ 1 ' ' " ' ( "'■ / - fl * II ' ■ " ~ :' ■ "' ■ . ' ■■ . 1 . Vi ' ■ ^ , . • • 'l • f ■ „'■•» 1 'V' ' '" ' ' . ., '■"■■' " <■■ ' ' ,.f' / ■; 9 'r 1' (::-■■ ^ ■ " ' , ' . I'M ■j^m~??m%- -v^ ^ IMAGE EVAiUATION TEST TARGET (MT-3) , r ^~. .. .,,. ,,,an, -^-...f . k ,.% // /. ^ ,^ %' %. 1.0 ^^ l££ I.I u 1^ u 2.0 IL25 i u ILLS. 1.6 - 6" :^' I. ■^ T»- -Photograpte .i^SoHices \ M V" '•«,., as WKT MAM STRnT wnsTm,N.Y. Msao (71«)«73<450a ^3^:/ ».-f ,1. ^ f iSw . »■■ <». ^**i^ r .1 '/I /*^' > 1 , , Sw i If' y:.' ' AfflWr! , _l ^ ' f**^ ," ^ii 'ist X • *■ -.-^ .> **> :^' ' »,. . *» ». EL.S W if*. ' .ir -==8g^ I/.,. 'M s ^f *IaA { ». 4 *r Copyrighted. Plate XXXIV. fbo.oo -^" TU>url|<^,®ct.qlA,,i9<^4. ....j.— —- ^ .., ..- ^ — - .-. .— — ^— ^ — :■— -. — A^!*' ■J. :Ai!li,,iinAi^M-iSitkh , V . , * PLATE XXXV. A full set of the small letters arranged according to similarity of form. The digits require and merit more care than the alphabetic characters, and vet it isa forms, then allow t.me for care, and try to see that all figures are „.ade plain and neat. -.•'>■ V 1 ■ / -,90- *,^ .v.^'J^•)^Lllk^t*^A i i ■' . i^ J^, ^itf----*\- .» Copyrighted. Plate XX^V. ' i\- » ^ •X cy ^ -^ ,c '-L^ 1^ "^ ^YTL X -ir JL nr s: ^ : , V ■ '^: :±:z±zp^^^^^ P ^' ^ • 1 i •' . * .. % „9,_ \ V; .:*. ,:*..'. T •■ ' ' ' ■' »'■',; /'■■■^:f: i?' '*■■■■" / PLATE XXXVI. Capital letters arranged according to similirity of form, Note the few simple principles involved in these letters. ^.J. \ .^. .,.Is*K«B- »■ -=^giT=.- 'Mtiij^^',.^1 I Copyrighted. Plate XXXVI. •Q Q e 3 Ti 1*:^ Tyt u li w ffi- P B k; * .^ s^ —93— 'ti" ''>■# .^ . ^-» ' < f ,r ,',1 > ■' •if \ \ \ PLATE XXXVII. This plate presents a number of capital and small letters in use by some of the most rapid business writers in the world. y » ^ oi ine most 94 U: , i^-thi^ ,^. 'f, V COPYRIGHTED. Plate XXXVII. B \ji/D^Lnr\Jiy:y^ Hexx/t-S'^ YoxxA^t/v^^ y — g —95— f .li ,.v.,> .VK. . . ,?.. ..,^:.,.,^i^^!... '^Sli,:iJ^a£ •-r \ ' PLATE XXXVIII. charadteristic development x>f our system. '^'''' ''"^ _1 --96- r • /' ,',. jf, |/. <1, .■%^. .i.i COPVRIGHTED. Plate XXXVIII. -xj^^.......,^^^ e JLXDlW^ S o^^ e/...cXo-s.>-c\ v^oj^c^s^ -ff<^--^ cc du>cj< 4-n^ 4^-^^ dLo-ULcx^-v^ -Co X-oJ.oo^rx-c_i^ WX/^V-jL^ o^^,>,A^CJL/vJlA^ K^^^^^^ML^xi^r Gu>oLJ<-a^»^c^ —97— / ..:.,i^' ^ COPYR IGHTBD. Fig. q. >n the,r proper position to iJlustrlte fh suggestions. By means nfth^ *^® will be easy to refer t'lheL °""'^" •^. Fig. lO. ~^~- \ ' • N J it .VA*f / tfc_ ! f ^4 ^ ^ , ^l«f*^'l 'm • - K, « » - « •V. ^/■ ■ ^"1 • ■ . "■ • --•/•• ' • 1 A • "»^ * . / ::% i; > - , ' '*■' * t » *' # » » t*iMW J,^ i>.«^»Se<* <^^ te^l^mik- i _ i^» >A jf._jLii».u . .w* • ' *sL /*■ I Vr '>j^} "- .''./ _i