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READER. PRICE 7 CENTS *J^ /Jl£dtaiy Jxmit V-Jwa^ A. C. CASSELMAN TEACHER OF DRAWING AND WRIllNG, NORMAL SCHOOL, TORONTO 3'P C^'^ W. J. GAGE & CO. LIMITED Toronto Kntenid •onirdilMT to Act of Fuli Ida, in the Office «rf the Minister of Asricultnre, V( - TonmtA, te tbe year 1808. ft r • Unrit« - POSITION FOR » RIJINQ. / Poiitlon of Pupil.— ^t facing the desk, with the body leaning elighily forward, the back •traiglit, and the feet placed Eat on the floor. A little more than half of the fore-armB should rest lightly on the desk. (P.* Fige. 1 and 2.) This position is the easie^it, the most natural and healthful, and is tho one that the pupil is usually required to take if he enters upon a oommeroial life. Position of Book.— Place the paper or book on the desk so t}iat its edges tre parallel to the edges of the desk . but a little more to the right, than in the position for reading. The left hand Fio. 1. holds the paper or book in position, either at the left margin or below the line which is being written. Should the desk be too high for the pupil, the body and book may be turned slightly to the left. Positionof Pen.— Hold the pen lightly be- tween the end of the thumb and the first two fingers, the thumb being bent slightly outward at the first joint. The end of the thumb should tpoch the pen a short distance (about half an Tia. 2. inch) above the point where the fingers touch it. The handle of the pen rests in the angle between the first two fingers and against the first finger, about opposite the third joint. The pen should lie in the direction of the fore-arm, with both points of the nib pressing equally on the paper. The hand sliould rest on the comers of the nails of the third and fourth fingers, which sliould be closed more than the others ; it should not bo turned too far over to the right so as to rest on its fleshy part, or too far to the left so as to cramp the wrist and arm. (See Fig. 3.) ^0.3. ^^mmm'^^m mmmm ^^ xi^pAu- id m i ! - H i : 1 SoaMj^ AAjAylcUCly, i ■• — -^ h ■'■ — i ■fq OcjxLm.^ ^^A^oMit ^-xyidjj^ crl uj-atM^ OAxiZvcy, GyrXco'lcZucy , Cittoyi'ittCy. U. llxLnmJ^. tAj^ -iuMy c^onnJbunnjmal^. S. ' . • :i drruAAxycu, SuAxyp^, Qjuxiy. Oc-t/:boi., ^^UjMit -iroxiMf' of iM^tiyV laAA l6 t\x2ynaJip^ciAj^/nly. Ct. C u. OjocZocy, OyntxiAcZixy , OXixznaJjyCy. (J. A unoy Oy dycuj t '^ Pax:uMx:y, S^rodyuayrv. TTLoju- 2 U, Iq Ol. al^-m^riMtifJij^^ (^ Ax?.. cv L£/ Ll> 67. UL -%— Qyi-rz^A/.ocL, SuAxrp^^, CIaocl. (J ixycu. /• (J) Oy <}xij^-? o^ g4.M^ Ud ij) t/uinnJipyCL^V' -yiZ. CI. C a. v^'o. CO Atlm- nv of -fAjtiJv Ltm.t£.^-^. T 3 LLyorut,ii^-4^J^''i Ao-ijJiA tn^X' a. doj^^ (I i Tl cLajJjj^.^ -U- 772^ ijyru.aj.^TV, cu L/^eAAi^ C^y cj/UxixiAjj^j^-dy ^va^ ^uyV ia^. <=J. ♦i. ZUud. Qo-ocL UTh-L urhm^^h [.mili/ru^. Sajyto U) thjiy ooxoAt LLhjtujJy ^m^ta f? UMotLK '{"-iLtc- a/7'ZCL -^teoL, cmc^J) > dJij2^ ScyiA^td. Txm^ Ld tA^y uj^aA^rnjtdit. I? l6 y Aj£MJuyn^ dAJMyUcL 7fitual. Wlion children are learning to fonn any word, supervisH all writing, whether written in the copy-honk or on the slat.'. By jiroper <\\w*- tions load the pupil to sue his mistakes, and have him to correct thi'iii. Kncouragi- the pupils, and show thorn as often as requiiod how to form any letter or word. Pay particular attontion to, and make a study of tliosH who write badly, and those with any physical deft'i't of the hand or oy<'. Use tho Idtti-khoanl, and illustrate each head- line so as to inipn-sH on tlie class the modi' of fortnatiou of the words. 'J'ea( h the use of the pi'n and Ink from the beginniiiir, as to pcn-holilini,', amount of ink !o take on the pen to avuid hlottint,' the book and inking the fin;^ers, |Mii-wipini? and care of tho pen. Practioi. in the copy-books is tho vifanii by which w riting is learned .iw\ not the . ml, there- fore supplettient tho writing in tho aopy-book by Transckii'tion, Dktation, and Compohition. The writing in these subjects ami in tho others of the program should show the general writing of the pupil. Teach writing in connection with reading at first. (.See Landon's I'rinciplos of Teaching, p. 3-.'U.) "Children should not write too nmch at a time, especially in the early stages." — Lnndon, p. ;!t»i.) "Slow and aciuirate work in the bo<;innlng Is tho sure way to s.-cure rapid projjross in tho end." I Landon, p. iiiHi. ) Teach each lesson as well as you can and keep up tho interest by varying; llio I'Xerclse in as manj- wajs as you can. by eni-ouraf;emont. and hv tlie coVri'ction of prevailing' faults. If tho lower lines are written poorly it Is the teai her's fault, except in tho casl^ of beginners who will tire easily. To obtain the best results, the teacher should be a good writei, and should write w ith the name free and easy movinient that he is endeavoring til teach. The teacher's writing 'U the bUick- bM;inl '«. 2. — Tho guide' lines are fewer. Tho sys- tem of review is coiititiMod. Tho matter of ftio head-linos is easy definitions iu (ieography, namcw of the continents, oceans, '..'a zones, and otlier useful information. small letters, one-sixth inch. Xo. 3.— The head-lines are the definitions of terms used In aritlimetic. and other useful infor- mation. The head-lines are reviewed. Hei; of small letters, one-sixth inch. ms, and Height of ,'ht >"o. 4. — .Miundant practice is given in this book, iu the writing of proper nami's, as the head-lines are statotnoiits about, the imi'ortant cities, towns, rivers, ami provinces of the Do- iiiinlwii of Canada that are of interest to an Oiitirio pupil. Height of small letters, une- seveiith inch. ><». .».— The head-lines aie a statement or suirgestiou of some imp(U'taiit historical event in connection with the histiu-y ofCanada, arranged ehrouologieally. Height of small letters, one- seventh inch. ><>. (>.— The head-lines area statetiient or sug- gestion of Slime fact In the history of (!roat liritaln. Height of small letters, ouo-uinth inc i. >'o, 7. — This number contains all the com- mon business and social forms. It explains Letter Writing, Bills, Receipts, Orders, etc. I OKM Ol- LKTTUkS. OIHECT OVALS. CAPITAL LET'I'ERS. REVERSED OVALS- O'C (,(i UL II In II III "''^^ ' , CAPITAL STEM AND OTHERS, )/ cl ■'■ Z u>0^ V // /;■ i:--*' z L LOOP LETTERS. SMALL LETTERS. ftHOBT LETTERS. r 4 J SEMI-EXTENDED lETTEHS. / -Ir /i ic /. J (/ 'J 7 ^ I '-J I > POSITION OP HAND IN WRITING. X ^^-^J- ^^^