UC-NRLF $B 3Db 71E GIFT or lU (.f.«.-. Hcpt Methods of Teaching Typewriting (With Keys to Rational Typewriting) By RUPERT P. SoRELLE Author of "Rational Typewriting," "Office Training for Stenographers," etc. .3 ■1/ '3 THE GREGG PUBLISHING COMPANY NEW YORK BOSTON CHICAGO SAN FRANCISCO AND 21 HARRINGTON STREET, LIVERPOOL, ENGLAND 35? COPTBIOBT, 1919, TH3 GREGG PUBU3HING COMP.VNY G8« PREFACE Typewriting is a subject that necessarily must be taught, i if the quickest and most lasting results are to be obtained. This fact has not been commonly appreciated by either the teachers themselves or the schools. As a natural result comparatively little constructive thought has been given to the development of teaching methods in typewriting until very recently, and no attempt heretofore has been made to prepare a manual for the use of teachers of the subject.^; The Teaching of Typewriting does not pretend to exhaust the possibilities of the subject; but it will assist the teacher in organizing and making more effective his work, and is a step in the direction of encouraging a' deeper and more scien- tific study of the teaching of a subject that is daily growing in greater importance in the commercial education fieldj While the present volume has been prepared primarily for users of the Rational Typewriting textbooks, it will be found to contain methods and suggestions that will be of practical value to all teachers of the subject, no matter what text is used. For convenience, the subjects of the book have been dis- cussed under four general heads: Factors of Interest Value; Teaching Methods; The Technique of Typewriting; and Detailed Outlines and Suggestions for handling the various editions of the book. A number of plans for handling the different editions are submitted, which are flexible enough to meet the needs of both public and private schools. In addition, the book contains the answers to the construc- tive and "arrangement" problems of both the Revised and the Medal of Honor Editions. It is the hope of the author that the book will stimulate teachers of typewriting everywhere to strive to develop meth- ods of teaching to the highest possible point of efficiency. He will be glad to discuss with teachers any problems that arise in their work. Rupert P. SoRelle 460957 CONTENTS The Teaching of Typewriting 7 Motive in Studying Typewriting 7 FACTORS OF INTEREST VALUE The Machine Itself a Factor of Interest 9 Interest That Comes from Physical Expression 9 Acquirement of Technique 10 Speed and Its Development 11 The Appeal of Overcoming DiflBculties ,.. 12 Accuracy, Its Interest li Artistic Features of Typewriting IS Letter Forms, Business and Social — Business Correspondence . IS Business Forms — Law Forms IS Friendly Competitions — Desire to Excel — Sportsmanship ... 14 Mental Practice away from the Machine 14 Typewritten Designs 14 Exhibits of Students' Work 15 Exhibits of Experts' Work 15 Collateral Aids 15 TEACHING METHODS Working with the Student 18 Programs 18 Importance of Constant Supervision 20 Value of Demonstration and Illustration 21 Blank Keys — Shields — Aprons 22 Charts 22 Class Groups — Classi6cation for Instruction ii Classification 24 Broadening the Work of Instruction Period 24 Individual Work 25 Dictation Direct to the Machine 25 Speed Drills — Team Competition 26 Speeding Up Slow Students 26 Speed of Progress 27 Music and Rhythm 28 Habits to Be Prevented 28 Correcting Papers 29 Records SI Progress Graphs 81 Record Cards; Method of Handling Record Cards S4 1 11 ustnitions of Record Cards SG-37 Constructive Work 88 4 CONTENTS 5 PAQE Stereopticon 38 Analysis of Rational Theory of Presentation 39 Presentation of Lessons 40 The First Lesson 41 Method of Handling Succeeding Lessons 41 THE TECHNIQUE OF TYPEWRITING Mechanics of the Machine 42 Methods of Approach 42 Position at the Machine 43 The Guide Keys: "Home Position" 45 Getting Back to Home Position 45 Touch 46 Learning the Keyboard 48 Letter-making — The Five Steps 59 The " Warming-up " Process 51 The Formation of Habits 52 Deliberation — Certainty 53 Accelerating Finger Action 53 Practice away from the Machine 53 Gymnastics 55 The Remington Self-starter 57-58 The Underwood Tabulator 59 Ecpnomy of Movement in Typewriting GO OUTLINE AND SUGGESTIONS FOR REVISED EDITION Detailed Suggestions for Handling the Revised Edition ... 63 Resume of Schedule 63 The Fingering Technique 63 Speed Studies 63 Business Correspondence 64 Schedule for Revised Edition — Part I 64 Details of Lessons One to Eighteen (Inclusive) 64-71 The Speed Studies 71 Introduction to Business Correspondence — Part II .... 72 Model Letters 72 Details of Lessons Nineteen to Thirty-seven (Inclusive) . . . 73-74 Introduction to Studies in the Acquirement of Speed — Part III . 75 Introduction to the Preparation of Manuscripts ..... 75 Details of Lessons Forty-six to Fifty-four (Inclusive) .... 75-76 Introduction to Tabulation and Billing — Part IV 76 Decimal Tabulator 76 Billing 76 Details of Lessons Fifty-five to Sixty-six (Inclusive) .... 77 Introduction to Law and Business Papers 78 Details of Lessons Sixty-seven to Seventy-two (Inclusive) ... 78 KEYS TO CONSTRUCTIVE EXERCISES Keys to Constructive Exercises 79 6 CONTENTS PAGB Illustrations of Types of Letters 80-93 Keys to Rough Drafts 94-97 Illustrations of Forms of Arrangement of Addresses .... 98 Suggestions for Title Page 99 Suggestions for Form of Constitution 100 Key to Rough Draft (Civil Service) 101 Keys to Itemized Bills 102-103 Key to Tabulation 104 Forms of Bank Statements 105-1 H Totals on Bills and Statements 113-114 OUTLLXE FOR MEDAL OF HONOR EDITION— SHORT COLTISE 115 116 IK) 110 117 Detailed Suggestions for Handling Medal of Honor Edition Details of Lessons One to Seventeen (Inelusive) Speed Studies Introduction to Business Correspondence Details of Lessons Eighteen to Thirty-six (Inclusive) OUTLINE AND SUGGESTIONS FOR HANDLING MKDAL OF HONOR EDITION Detailed Outline of a One-Hundred-Fifty-Period Course. 118 Suggested Courses 118 Outline of Course, First Unit 119 Outline of Course, Second Unit IH Outline of Program 1 24 Methods of Handling the Speed Studies lio Outline of Cour.se, Third Unit lio Outline of Course, Fourth Unit H6 Outline of Course, Fifth Unit 1^7 OUTLINE AND SUGGESTIONS FOR HANDLING THE SINGLE KEYBOARD EDITION— TWENTY-Ier supervision. The teaching of typewriting is a neglected art. The apparent simplicity of typewriting — and the fact that teachers themselves have forgotten their own exj)eriences in learning, perhaps — accounts for much of the lack of empha- sis given to supervision. JTo operate a typewriter correctly and successfully' is not an easily acquired accomplishment: It involves highly complex processes. The more clearly the teacher inider- stands the problems involved, the more quickly he will appreciate the difficulties and discouragements the student is meeting. The student becomes a good or a bad typist in the first few weeks in school. Consequently, this period in his ex- TEACHING METHODS 21 perience should be the subject for much thought on the part of the teacher. Each student presents a different prob- lem. The reaction of different individuals differs widely. Habits of thought or action previously acquired influence progress. These are matters for analysis on the part of the teacher. He can discover them and correct them only by close personal observation of each student, and sympathetic assistance. Value of Demonstration, and Illustration: I llust ration of any point in learning typewriting is far more effective than any amount of explanation. The teacher should never lose an opportunity to use this method wherever possible. As has been stated, students of the age of those studying type- writing are naturally imitative. For the purpose of making all demonstrations clear, the teacher should have for his own use a machine mounted on a swivel table, or stand provided with casters so that it can be moved from place to place. He can gather around him a small group of students and explain the working parts of the machine or points in tech- nique with a clearness that would otherwise be difficult. The stand should bring the machine high enough to make it possible for the teacher to operate it while standing, so that a large group of students may watch the demonstra- tion at one time. In explaining the proper position while sitting, another machine can be used. The features that lend themselves most readily to demonstration are: 1. Position at machiue^ 2. Position of hands and arms; 3. Touch: a. Getting hand in position after carriage return; b. Making the reaches; c. Economy of movement; d. Rhythm; e. Even impressions. 22 TEACHERS' MANUAL OF RATIONAL TYPEWRITLNG 4. The meebanlcal operations of the machine: a. Spacing; b. Carriage return; c. Mechanical features; d. The scales; e. Printing point; f. Adjusting paper; g. Adjusting marginal stops. Blank Keys — Shields — Aprons: Such mechanical devices have a value in teaching with certain classes of students. Their principal value is to be found in the following: Blank Keys — are valuable only in forcing the student to memorize the keyboard. They have no value beyond that, and can not be considered as a substitute for teaching typewriting. Shields — are a better device than the blank keys, but they have many disadvantages. They force the stu- dent to write by "touch" but do not offer the teacher an opportunity to observe the method of operation used by the student. Aprons — serve the same purpose as shields, and have the same disadvantage. They have the advantage of giving the student free play in handling the machine. All these devices, if used at all, should be dispensed with as soon as possible. They should not be used with all stu- dents. With the more mature students, who have stronger will power, such devices will not be necessary at all, perhaps. If the teacher has the power to control the methods of oper- ation of his |)upils, more rapid progress can bo made without the devices mentioned, but only teachers of unusual person- ality and control of their students can achieve this. Charts: Every typewriting r(x>m should be provided with a sot of wall charts of the koyl)oard of the machine. Pref- erably theso should Ik? in harmony with the koylM>ard charts TEACHING METHODS 23 given in the Rational Typewriting text, beginning with the first lesson. The following are suggested: Full keyboard of the Remington; Full keyboard of the Underwood (see page 4, Revised Edition); Full keyboard of the other machines used. The foregoing charts should be ruled off into finger divi- sions to enable the teacher to give preliminary explanation of the keyboard as a whole. Divisional charts should be provided as follows: First finger divisions (see page 9, Revised Edition) ; Second finger divisions (see page 11, Revised Edition); Third finger divisions (see page 13, Revised Edition); Fourth finger divisions (see page 15, Revised Edition). The divisional charts also should be ruled off for the fin- ger divisions, and no other keys than the ones under discus- sion should be shown; but the whole keyboard, blank ex- cept for the keys of the division, should be illustrated so as to enable the student to visualize the locations. The guide keys should be included on all charts. Figure and special character divisional charts should be provided as follows: One showing the figures with the upper characters obliterated to focus attention on the figures (see page 21, Revised Edition). One showing the figures and characters in combination, (see page 23, Revised Edition). In addition to the foregoing it would facilitate instruction on the various parts of the machine if charts could be pro- vided showing an enlargement of the machine from various angles, such as the illustrations in the book of directions provided by the typewriter makers. The stereopticon is used in some schools for this purpose. Charts drawn on the blackboard by the teacher usually are not accurate enough to be of value. t;4 ri<:A( HKUS MAM AL OF llAliO.NAl. 1 \ i'KWili liM. Class Groups — Classification for Instruction: The best work ill teaching typewriting can be done where a close classification of students is possible. In the first place such a classification stimulates competition, and since all the students in a group properly classified can work at about the same speed, or nearly so, the competition becomes more productive of results. Exact classification also affords the opportunity for more intensive methods of instruction. It enables the teacher to concentrate his efforts on a few essen- tials in each recitation or practice period and leaves a wide margin of time for intensive drill. Classification is one of the hardest problems to solve — if it ever is solved. It can be measurably improved in most schools by a careful analysis of the situation. Owing to the number of electives in most high school courses nowadays, the always present "special student," the student repeating a term's work, or the student who has l>een absent and is trying "to make it up," there are a host of influences that interfere. In the private schools, students enter at any time. The method of promotion makes reclassification a continuous problem. The problems may be discussed brief- ly under three heads: 1. Classification: This should be carried out as far and as fully as possible, even to the extent of frequently splitting up the groups into smaller groups. It will necessarily mean re- ducing the amount of instruction to any one group if several groups are working in the tyi)ewriting- room at the same time, but it should be remembered that a few minutes of intensive effort is to be preferred to a much Icviger period of scattered effort- 2. Broadening the Work of Tnstrnrtion Period: Often a large number of students that are within a reasonal)le distance of each other, so far as the matter of typewriting skill is con- cerned, may be assembled for instruction in one group and TEACHING METHODS 25 the instruction made to cover several of the textbook les- sons. This may be supplemented by whatever drill the teacher has decided upon being given to the entire group. 3. Individual Work: The actual work of practice is a purely individual matter. When the instruction part of the period has been completed, students may be assigned in- dividual practice work under the supervision of the teacher. Dictation Direct to the Machine: This is a valuable device to use from the very beginning in typewriting and can be continued throughout the course with advantage. The particular advantages of dictation direct to the machine are; 1. It forces the student to keep up with the pace of the teacher rather than to rely upon his own voHtion. 2. It prevents him from falling into sluggish habits of manipulation. 3. It cultivates his hearing — which is a very valuable training for both shorthand and typewriting. 4. It assists in acquiring rhythm. 5. In giving dictation the teacher can require the students to look directly at him, thus keeping their eyes off the keyboard. At the beginning of the work the best method of giving dictation is to dictate one letter of a word at a time — not pro- nouncing the word. This is a valuable exercise in testing the student's ability in finding keys quickly. The words can be written on the board a letter at a time as they are dictated. The object of this is to let the student see the let- ter as well as hear it and to prevent confusion. By not pro- nouncing the word the student is kept alert to catch each letter, otherwise he would proceed with the word as soon as he anticipated what it was. Dictation on the machine has a very great attraction for most students. 26 TEACHERS' MANUAL OF RATIONAL TYPEWRITLXC; Speed Drills — ^Team Competition: As has been men- tioned in the foregoing the word "speed" either in shorthand or typewriting has a magic attraction for students of these arts. It can be made an inexhaustible capital by the teacher. The following suggestions will serve to open up the possibilities of the subject: In the early stage: 1. Speed drills in writing certain frequently recurring combinations or sequences of letters; 2. Speed drills in writing the alphabet; 3. Speed drills in writing alphabetic sentences; 4. Speed drills on any repeated practice material from the textbook. In the advanced stage: 1. Speed drills on practice material, connected matter; 2. Speed drills on new matter; at first, on matter of low stroke-inten- sity. In the early stage the matter can be given to the entire class group. In the later stage, the .«tudents should be grouped according to ability — those in each group working in competition with one another. Teams can be organized in each group to stimulate competition. The teacher can make the most effective use of these competitions by the employment of a bulletin board with the names of compet- ing teams, students, etc., with the records of their achieve- ments. Many of these diagrams can be in the form of graphs. See illustrations on pages 32 and 33. Speeding Up Slow Students: The slow student, like poor relations, is ever with us. One of the l)est devices for "speed- ing up" such a student is to place him by the side of a student who has greater speed, but not so much greater sj>eed that he discourages the slow one. Preferably the student used as a pacemaker should be one who started at the same time as the other. TEACHING METHODS 27 The competition mentioned in another paragraph is also useful for this purpose. A slow student can often be stimu- lated to greater effort by merely putting him in competition with time. Speed sentences and devices of that kind may also be used to advantage. Speed of Progress : As every teacher knows, the progress of the students is almost as varied as the students them- selves. Speed of progress, therefore, is an individual prob- lem, and is one that needs the special attention of the teacher. In many schools the problem can be simplified by classi- fication. Proper classification is not always possible, owing to the difficulties of program-making in most schools. The following suggestions may help teachers to overcome the difficulty to some extent: 1. Classification wherever possible and reclassification at frequent inter- vals. 2. Arranging the program so that the work of instruction can cover pos- sibly two or three lessons of the typewriting Manual. 3. Limiting and intensifying the instruction part of the recitation. 4. Allowing students in their practice periods to progress as rapidly as their individual abilities permit. 5. Careful supervision. 6. Arousing slow and unambitious students to greater effort. 7. Assigning extra periods for students whose progress is slow. An explanation of the second suggestion seems necessary. The recitation period can be divided into several subdivi- sions. For example, the teacher may take the first ten minutes of the period for instruction covering general tech- nique, memorization of the keyboard, or whatever it may be. The second subdivision may be devoted to drill in con- cert, and the third may be devoted to individual practice under the supervision of the teacher. In this way the in- struction may cover points on several lessons and the teach- er is not held down to a lesson-by-lesson program so far as 28 TEACHEFtS' MANUAL OF RATIONAL TYPEWRITING instruction is concerned. This matter is discussed also un- der the head of "Class Groups — Classification for Instruc- tion." Music and Rh3rthm: The importance of rhythm in typewriting cannot be overemphasized. Rhythm simply means tapping the keys in even time. Rhythm enables the typist to finger each key properly and to deliver the same amount of energy on each stroke. The result is clean-cut impressions and greater speed. Rhythm can be taught in several ways. By tapping the desk at regular intervals as the class practices a given exer- cise; by dictating a list of words in even time or by the use of a Victrola or other phonograph. Much success ha.s been acquired by the use of the Victrola. The stimulating effect of music itself is well recognized. The chief difficulty about this method is to secure the proper records. At the liegin- ning of the work in typewriting the teacher should demon- strate the correct method of acquiring rhythm and explain the reasons for the emphasis that is placed upon it. As most students have a natural conception of "time" as ap- plied to music, there will be little difficulty in driving the idea home. The theme should be constantly iterated, how- ever, until each member of the group has acquired a rhyth- mic touch. Habits to Be Prevented: There are certain habits that are not mentioned in the textbook which the student is sure to acquire if the teacher's attention is not constantly given to preventing them. Some of the most important of these are: looking at what has been written; looking at the keys while operating; performing any of the mechanical operations without regard to economy of movement, :is for example, returning the carriage with both hands; holding the hands too high: moving the ell^ows in and out from the TEACHING METHODS 29 body; using the guide keys as pivots; and swinging the hands around in a semicircle in jfinding certain key s ; .s^iacing with the first finger instead of with the thumb; pushing the keys down instead of striking with a staccato touch, and so on. One of the above-mentioned habits; namely, looking at the fingers while operating, may be condoned on the ground that it enables the student to watch the movement of his fingers. This may be permissible for a brief period each day in the early stages of the work, for the purpose of letting the student see for himself that he is performing the opera- tion correctly. The antidote for bad habits is the substitu- tion of good ones. jCorrecting Papers: There is a wide difference of opinion among teachers as to the value of extensive and detailed correction of the typewriting produced by the student. To correct the work of even a small group of students is a prodi- gious task, and the teacher who attempts it soon finds him- self so burdened with the quantity that there is little time left for anything else. Unquestionably some papers should be corrected, or at least inspected, by the teacher, and this should be done thoroughly. In the early stages of type- writing the teacher should be more concerned with the accuracy of the method than with the accuracy of the copy. Logically, it might seem that if the method were correct, the product would be correct; but this would be disregarding the human element. Proper technique should be stressed from the beginning, and until this has been acquired, and the student is able to execute the movements with a reasonable degree of accuracy, the correction of the papers is an unim- portant detail. In determining what papers are to be cor- rected it would be well to consider three points: 1. The objective. 2. What will the student get out of it? 3. What corrections should be made.' 30 TEACHERS' MANUAL OF RATIONAL TYPEWRITING In considering the first point: The objective in the be- ginning work is to train the student in the correct manipu- lation of the machine so far as finger technique is concerned. The copy produced is not always a reflection of accuracy in that respect. If the ideal is a "perfect" copy, the student may produce it at the expense of technique, and he has thus failed in his objective. Correct technique should produce correct results — but it does not always do so, simply be- cause a perfect nervous system is practically nonexistent or at least so rare as to be negligible. Correct technique will eventually produce better and more accurate results than can be secured in any other way, but the result as revealed in the student's copy may indicate the reverse. As an ex- ample: The student of typewriting could unquestionably produce more accurate copy at the beginning by looking at the keyboard while operating; but in a very short time he would be hopelessly left behind by the "touch" writer, j What will the student get out of the corrections? He will generally get out of them just what he puts into them him- selt. He should, therefore, bejtrained from the very start to make his own corrections. That is what he will have to do in business. He will be exj)ected to turn copy back that needs nothing but the dictator's signature. He should understand from the start that the teacher is a constructive force and not a prcx)f reader. Before papers are presented to the teacher, the student should go over them himself tuid discover, if i)ossible, any errors he has made; and .any correc- tions that he can make himself should be made by him with- out assistance. From a lack of knowledge or carelessness some errors are certain to remain undiscovered. The teacher should cither put him in the way of securing the information to help him to analyze his difficulties, or in some instances supply him with information that it is clear he does not possess. TEACHING METHODS 31 In the Revised Edition of Rational Typewriting, pages 141-143, the method of rating adopted by the United States Civil Service Commission is given. A tabulation of the points deducted for errors should be prepared and posted in the typewriting room, or furnished to students when they enter the class. Students should be required to make cor- rections on their own papers in accordance with these. It will then be an easy matter for the teacher to inspect the papers and detect which are errors due to a lack of knowl- edge and which are the result of pure carelessness. In the correction of transcripts of the student's notes later in the course a different method is necessary. First, all typographical errors should be eliminated by the student himself. Points in punctuation, capitalization, and so on, can be discussed at the dictation period and these matters usually cleared up. The teacher from experience knows the kinds of errors that are generally made. He can spot these as he dictates, and discuss them at the end of the dictation period. It is better to prevent errors than to correct them. Records: A great deal of ingenuity can be exercised by the teacher in preparing records of the work of the various students which will appeal to the class group. These may be in the form of progress cards on the formal lessons of the textbook used. Progress Graphs: The use of this device has been found to be of value in stimulating interest in the subject and of bringing to the student's notice the features of his work that need attention. The graphs may include such in- formation as "speed development" as outlined in a previous paragraph, graphs of errors, graphs of progress on lessons, graphs on speed studies, etc. Graphs showing the relation between accuracy and speed disclose many sources of weak- ness that would not otherwise be located. 32 TEACHERS' MANUAL OP RATIONAL TYPEWHITING ALPHABET SPEED NUMBER OF TIMES WRITTEN IN FIVE MINUTES 2S NAME 5 7 9 11 13 15 17 19 £:1 2;t 25 -' 7 JS HORTENSE ALLEN FRANCES RAYMOND ALICE RINn£ FRANCES PORTER ALICE HUNTER 269 338 596 379 520 ILLUSTRATION 1. GRAPH SHOWING METHOD OF INDICAT- ING SPEED ON ALPHABET The graphs on this and the following page are merely suggestive. Illustrations 1, 2, and 3 are very well adapted for the blackboard or bulletin board. Graph 4 is an indi- vidual record, and may be kept by the student himself under the direction of the teacher. Many of the forms for the graphs may be prepared in quantity on the mimeograph by students. Suitable cro.ss section paper for preparing many graphs can be purchased at stationers. The graph shown in illustration 2 could be made a permanent one by having the permanent features, such as, title, the figures indicating speeds in words a min- ute, and the ruling painted on a suitable blackboard in the typewriting room. The names and other changeable data could be written in by hand. SPEED CHART TEST JANUARY l 1919 5PEEO IN NET WROS PER MINUTE 1 M !27 2? ?^ ?5 ?7 Vi (i| (? *i J7 *? GENEVIEVE JONtS VADA HAMILTON •ILL SHAW ANNA MURPHY MAROLO OEPUT AMY CUSHI)«C r 1 ILLUSTRATION «. GRAPH SHOWING INTERESTING SPEED CHART TEACHING METHODS 33 CO CO CO UJ UJ UJ t- 1- t- 3 3 3 z z z UJ MM ^ WB 2 2 2 2 »- in lO ID soaoM o o O O tH On IViOi iH H CO (£ O QC (V OO a H- UJ z o: UJ < »- I »- o «- a: o iH ON o » 1-1 t-t UJ UJ CO a. UJ CO 2 UJ I- o z 1— on z UJ u 03 CO S Z3 o Z «» t- UJ UJ o CM CM C\J tD z < UJ X ►- Q. z ^ UJ •« CO K ■ ■ UJ C3 z UJ < X _J »- o CO >- o ^ CO CD ^ O UJ -J u. o -J •» >- o » X o t- OC UJ z o < 1 X 2 =3 o - Q z -3 ►- UJ AOVdnooVocTNO) iN30 a3dS ^°^ p~vo in >«■ rr\ CM tH o CJnOnCJnOnCJNOnOnCJn a3~~^ oinoinoinoin VOinin^l-NfKNKNCU CO z < o >- 5^ UJ UJ 2 o o Ul en < Ul > O «o UJ a: o O a: a o Ul Ul a en _i < a > a 2 UJ 03 s o UJ o QC Ul ffi 2 UJ > o z q: Ul 00 o o 2 O 1- (O < Ul — q: q: UJ < OD Ul UJ t— 5 c). < Ul cy c^ cv in CO CM »-( CM / / ^ V I \ . \ 1 ^ k f 1 V 1 \ 1 1 1 ] V f >, 1 S N \ V > k ^ i\ \ \ \ CM r- o ■ '•O CM in \ \ \ V _ > ^J V \ \ L \ V i ' 1 i \ \ , I \ f \ > o < O o < o Ui Ul CL to 34 TEACHERS' MANUAL OF RATIONAL TYPEWRITLNG Record Cards: Record Cards for the Revised Edition, Medal of Honor Edition and Single Keyboard Edition (Underwood and Remington), are furnished to teachers by the publishers at a nominal price. (See illustrations.) Method of Handling Record Cards: The cards are 3x5 inches in size and fit the ordinary card index drawer. RECORD CARD for use with RATIONAL TYPEWRITING 1 NAME CNTCREO NUMBU 1 Inuo Cwnr IHtit ICMM Cm, tutt Umm Cm«. tn*t lawn Cm« dltit UtIM C-v Snf Umm Cmw. toM 14 37 40 S3 M IS 3» 41 M «7 le TO 43 U M 17 30 43 u m IS 31 44 »7 70 19 S3 45 68 71 20 S3 4« M 73 31 M 4T eo %t «S 48 CI r.>ii irttt 10 33 30 43 C! >4 37 M C3 *»f^ tT- , M 36 it tl M 13 30 39 K «3 ILLrSTllATlUN OF REVISED EDITION RECORD C ARD— FACE A card should be provided for each student, and as the work of the lesson or a section of the lesson is com- ])leted, it should be entered on the card so that by refer- ring to the card the teacher can ascertain the progress of the student. Revised and Medal of Honor Editions: On the face of the card place the student's name and file numlxT and the date he entered the class. Space is also provided for entering the date when each lesson is completed and the grade. The date should be entered in figures; as, 3 115. With the date of entrance and date of com})letion of the first lesson the TEACHING METHODS 35 teacher can quickly ascertain how much time the student consumed in completing the first lesson. Thereafter the time which lapses between the dates of completing one lesson and the following lesson shows the time required for com- pleting each lesson. On the back of the cards, space is provided for the grades and dates of completing "Supple- mentary Exercises," "Words of High Frequency" and Siri'lEMEST.VBJ ESS. WORDS OF HIGH FREQUENCY r.. SPEED STUDIES r date and speed in space provided, thus ^^^-50) [.. Ic.J.iei 03i,f f<. CraJc Date El. Grade Dale Les Ei Ue, Les. r. Lci.E.i Isprcial 1 1 1 u 37. 1 3S-3 o9-5 1 ^ 1 2 2 t2 2 4 e 42-1 ■i 3 13 3 5 40-1 2 4 4 H 4 6 9 ■> 1 5 5 15 o| 7 a BUDGETS CJ>c(k •■ Completed I V n VI III VII IV VIII 6 IG c ! «i 1 4 2i 7 17 7 1 3'J.l 1 1 5 3 8 1 IS S 1 2! 41-1 44-! ,, 38-1 3i 2 ,j 10 2 4|, 1 3 1 3| OFFICE TRAINING SUBJECTS featuics 01 Mjchme Posu! Cards Bu^inesj Ttleo'jmj tnvclojcs Corieiponacnce (Check each item as completed) OilIin T 3 IS 27 11 4 16 2 LE<.I«. .P«0 L».fK. •"«o i.f«.t>. •«« L.^ Ct«l« « Es.l «S 7 15-1 5 7 DlTKtlai Ctii^lovOT 70 8 2 17-1 7 8 TataUwn 42 14-1 3 2 8 9 T«WlMlMM4aiiaM 73 3 « 3 e 10 MacMMltsltaa 7S SPECIAL ARTICLES S«4< 11 M««.iQri»li«MCoy»r 85 Nuownli ( 2 1 12 8< Spacins Alter Puncniatiqii Mark* ( | > LawPa»«n 86 Thlnm Too Oo«ht lo Know < j > A4dllkHMl CK>rMMn 72 ILLUSTRATION OF MEDAL OF HONOR RECORD CAUD-KACK TEACHING METHODS 37' RATIONAL TYPEWRITING-STUDENT'S RECORD NUMBER: name: ^^■^^"^■'^ LESSON 6T.»T n«s. ORAOE LEStOX sr«T r,..SH CPADE LE580N ST.RT r,VSH .«0E LESSON ST.«T FINISH GRACE 1 10 19 28 2 11 20 29 3 12 21 30 4 13 22 31 5 14 23 32 6 15 24 33 7 16 25 FiNAC Grade: 8 17 26 Aver \GE T ME 9 18 27 (over) ILLUSTRATION OF SINGLE KEYBOARD EDITION RECORD CARD— FACE FINGERING EXERCISES SUPPLEMEN- TARY EXS. SPECIAL Note: Check each item as completed 1 DATE ORAD 1 OATt CRAO Capitals Manlfoldlng(Carbon) 2 2 Characters not on Keyboard Mineograph 3 3 Numerals Folding letters 4 4 3pacin| sfler Punclualicn Directing Envelopes 5 5 Things You Oujht to Kno*" Finished Utter 6 6 Business Cor.; Artistic Arrangement Telegrams 7 — Sugiestions for the Typist Centering 8 Enclosures Covering i Indorsing 9 Correction and Erfsiirts Tabulator 10 Postal Cards Ruling 1 ~1»BT~ ILLUSTRATION OF SINGLE KEYBOARD EDITION RECORD CARD— BACK 33 TEACHERS' MANUAL OF RATIONAL TYPEWRITLNG accompanying the lessons may be introduced. Important features of the course are listed under the subject of "Special." The object of this record is .simply to show that the work under each of these has been satisfactorily completed. The record has an interest as well as practical value. Constructive Work ; In any , well planned course of in- struction provision is made for constructive work — working up tabulations or other data from material furnished. This may be supplemented by original ])roblems, the data for which the student can collect himself, and assemble, at first, with the aid of the teacher. The collecting and ar- ranging of data in this way is a feature that will arouse the student to do his best. It prepares him for practical work in the office because, as the teacher knows, the typist is con- stantly encountering new problems, and his ability to solve these will depend entirely upon his training in meeting con- ditions in the schoolroom. In prcj)aring this work, the stu- dent should be left as far as possible to his own devices so as to cultivate self-reliance and judgment. Stereopticon: The use of the stereopticon in explain- ing various features of the machine, the various forms of business letters and other material is almost indispensable in teaching the subject of typewriting. Aside from its value in saving the time of the teacher and of the student himself it has an interest value that is important. Slides showing the position at the machine, the position of the hands, arms, and body, the method of striking the keys, the divisions of the keyboard, etc. — all make a very vivid impression if thrown on the screen. They are even to be preferred to charts in the text, for they offer the teacher the opi)ortunity of |X)int- ing out the various features under dirx^ussion with definite- ness. TEACHING METHODS 39 Analysis of Rational Theory of Presentation: The early lessons, except the first, are divided into three parts. The preliminary exercise is designed to familiarize the student with the letters in the finger division under consideration, to assist him in memorizing the location of each letter, and to give practice in making the reaches. This is a very im- portant feature of the work of learning and should 'not be neglected. The first exercise is designed to give the student practice in making the reaches and to cultivate rhythm by repetition on words that have been selected, after careful study, to secure the greatest amount of practice with the minimum of effort and time. These exercises are intensive in a high degree and accomplish the ends not so much by quantity of practice as by quality. The second exercise is designed to give the student prac- tice in concentration — and concentration is one of the foundation stones upon which accurate and swift typewriting is based. In this exercise the student encounters a succession of new words; they hold his attention and he gets the neces- £r:y amount of practice in dealing with new combinations of characters. The new words besides holding his attention inc"?ase his command of the keyboard by giving him a variety of practice in making the reaches. The third exercise is designed to give the student facility in execution on connected matter, to accelerate finger action, and to create the habit of continuous operation. Thus it will be seen tha t each fingering lesson conta ins three steps. The first is designed to assist the student in getting a mental picture of the keyboard and sufficient repe- tition practice to secure correct rhythm, to aid the habit- forming process, and to insure a more complete command of the k:?yboard. The second furnishes practice on purely constructive work of writing "new matter," which is neces- 40 TEACHERS* MANUAL OF RATIONAL TYPEWRITING sary to increase the ability to handle new problems and to enforce concentration. The third step is designed to secure speed in execution. Presentation of Lessons: The individual presentation of lessons naturally will be governed largely by the methods of teachers. Rational Typewriting lends itself readily to a variety of methods of handling. Its flexibility is one of its strong points. The teacher is advised to study the sug- gestions to the teacher given on page one of the Revised Edition, and also the suggestions to students on page two. A very complete statement of the procedure in teaching the first keyboard lesson is given on pages six and seven. While this latter instruction is directed primarily to the student, it will be of very great value to the teacher in suggesting a method of beginning. The First Lesson: The method of conducting the first lesson is covered quite completely in the outline for the Re- vised Edition and will make clear the general plan of instruc- tion. The student naturally begins his work with a great deal of initial enthusiasm. It should be the aim of the teacher to preserve this enthusiasm and this he can do by making the first lesson interesting and to make sure that nothing is undertaken that cannot be successfully accom- plished in the first lesson. The student must leave the typewriting room with the feeling that he had made a decided step forward in his work. . The lesson should 1k' i)lanned with the utmost care. It will be necessary to make a program outlining just what he hopes to accomplish in the period, and to be cautious in not being too ambitious. The lesson should start with a general explanation of the aims of the typewriting course. This should be followed by an adequate doscriptioii of the machine and its mechanical functions with plenty of illustration. If the teacbcr is pro- TEACHING METHODS 41 vided with suitable charts showing the different parts of the machine, or a stereopticon with slides to show these parts, the work can be accomplished much more easily and effec- tively. Care must be taken not to ihclude more than the student can absorb. It will be well to remember that the student is primarily interested in "working" the machine. Consequently, all instruction regarding the mechanical operation of the necessary parts should be reduced to the minimum. So far as mechanical operation is concerned, the first lesson should include instruction only on inserting and removing paper, the space bar, line spacing, returning the carriage, releasing the carriage, and inspecting the writing. This naturally should precede any work on operating the keyboard, and the work should be carried on sufficiently to give the student considerable skill in performing the opera- tions. An outline of the work on the keyboard should be then taken up by the teacher — explanation of the divisions of the keyboard, the importance of invariable fingering, touch, method of striking keys, position at machine, and so on. As much time as possible of the period should be devoted to actually operating the machine. But the periods of operation should be split up in many sections, giving the student a little at a time. Methods of Handling Succeeding Lessons: The best methods of handling the succeeding lessons are explained in the outlines for the various editions. These are, of course, susceptible to variation according to the preferences of the teacher. The teacher should make a careful study of the outlines, however, before planning the work of any lesson and do whatever adaptation work is necessary beforehand. He should leave nothing to the spur of the moment. The author will be glad to give any possible assistance in handling special problems. THE TECHNIQUE OF TYPEWRITING Mechanics of the Machine: This question has al- ready been discussed under the head of "The Typewriter from the Mechanical Viewpoint." As a teaching device it will be of value in this respect — students at times tire of the purely manipulative part of typewriting. The int'-oduclion of studies about the mechanism of the machine will be wt ' - comed as a pleasing and valuable diversion. A =*udy of the complete instruction books issued by the makers of the vari- ous machines, diagrams on the board, or a personal demon- stration of the functions of the various parts of the machine, will prove a valuable aid in teaching. Methods of Approach: The accompanying illustrations will make clear the proper method of approach in locating or finding the keys in the early stages of learning. As has ILU'STllATION 1 The dotted linos show tho nu-thtMl of appronch in fimlinp keys in the first lesson. The same method is to Ik* piirsiietl in the second, hnt in the third and fourth lessons the ^iiide keys "F" and "J" shonhl lx> ustxl, as shown l)y the solid lines. It will Ik* noted that the stndent proceeilsalway.s from the known position to the unknown by accurate means. 42 THE TECHNIQUE OF TYPEWRITING 43 been explained, this method gives way later to a more ad- vanced type of execution. ILLUSTRATION 2 The (lotted lines show the method of approach in finding the figure keys. Attention is called to the use of the guide keys "F" and "J." A similar approach is made from "F" and "J" in finding the keys "Q" and "W," "Z" and "X," and the corresponding keys in the right-hand division. See "Learning the Keyboard," page 48. Position at the Machine : The position at the machine has an important influence on efficient operation. It can best be illustrated by the teacher. There has been much dis- cussion among both teachers and expert writers as to the best position; but a study of the matter, and a careful obser- vation of the positions assumed by various expert operators, shows that there is a wide diversity of practice in this respect, due to individual preference in some instances and to bad early habits in others. Faulty position is due in most cases to the failure of teachers to check students up on these matters early in their typewriting experience. The majority of the best typists agree on the following points : Considered as a general proposition the typist should sit in a position that gives him the greatest amount of comfort, 44 TEACHERS' MANUAL OF RATIONAL TYPEWRITLNG taking into consideration the structure of the machine itself and the position in which he can do the greatest amount of work with the least effort, and, consequently, with the smallest amount of fatigue. He should sit in a natural upright position, directly in front of the machine with his feet in front of him on the floor. The height of the seat should be such that the elbows are on a level with the table; the forearms parallel with the slant of the keyboard; and the upper arms hanging natural- ly at the side. Rigidity of body, arms, and hands is to be avoided. The back should be straight from the hips up, and there should be no slouching down over the machine. Any bending of the body, backward or forward, should be from the hips. The typist should acquire the habit of sitting as nearly as possible in the same position always. This does not mean that his position should be stiff and unyielding. On the contrary there must be a complete sense of freedom. But it can readily be seen that as soon as the position of the typist changes the reaches to the keyboard necessarily change. Initially the hands should be placed over the keyboard with the fingers residing lightly on the letter "a" and the semicolon. The wrists should be lowered a trifle, but they should not touch the frame of the machine. The hands should be kept quite close together and the elbows should never be stuck out. During the first few weeks of the instruction the teacher should maintain daily drills in position, until the correct position has become a habit. During the practice periods, the teacher should move around the room and watch care- fully for bad position, and, when necessary, illustrate the correct position to students that are not maintaining it. THE TECHNIQUE OF TYPEWRITING 45 Chairs should be provided that have adjustable backs, as a back rest is necessary to provide against undue fatigue. It is well to remember that a student who is physically tired cannot do himself justice, and every effort should be made to make his working conditions as comfortable as pos- sible. The Guide Keys — "Home Position" : The work in finger- ing begins in the middle of the keyboard for the obvious reason that these fingers are more easily controlled than any of the others, and also because the use of the first or index fingers does not interfere with the proper use of the guide keys. In the beginning of the work in fingering, both the technique of operation and hand position are of the utmost importance. The location of each key in the initial stage of learning is determined or measured from the guide keys "a" and " ;." As the student becomes more accus- tomed to the reaches, he depends less and less upon the guide keys, or the "home row"; but these continue to play an important part in the work of keeping the hands in proper position for effective work, even in the most expert stages of typing. Another important function of the guide keys is in keeping the fingers close to the keyboard. The guide keys should be used to help the student locate the home row. The normal position of the fingers for the left hand, for example, is to have the little finger on "a," the third finger on "s," the second finger on "d" and the first finger on "f." The right hand should be placed in like position by starting with the little finger on ";", and the other fingers following along in order, the first resting on "j." The fingers should be trained to fall back into this position quickly after strik- ing a letter. Getting Back to Home Position: The normal position of the hands and fingers has been discussed under another 46 TEACHERS' MANUAL OF RATIONAL TYPEWRITLN'G head. In all practice work, the student should be trained to let his fingers fall back into this position immediately after striking a key, for it will enable him to locate the following key much more quickly and accurately. This is extremely important in word practice, for the reason that students will locate the sequence of letters in a word and let the fingers remain on the keys involved as far as possible, and consequently lose the practice of finding the keys and acquiring the sense of location. Getting back to position is an important part of the tech- nique of operation, and the teacher should provide ample practice in this. Individual work with each student is es- sential to secure the best and most lasting results. Frequent tests of the student's ability in this direction are necessary to insure his progress. As an illustration of how this may be carried on: With the hands in the proper position, ask the student to pick out different letters as you dictate them. Watch his method of finding and returning. The approach of the key should be along the most direct line; there should be no waste movement. This, of course, should be done with a great deal of delil)eration at first, until the student has got the "feel" of letter location. One of the most important problems in getting back to "home" position is involved at the time of spacing and re- turning the carriage for a new line, because it necessitates taking one hand away from the keyboard. A study should be made of the movements necessarj' in returning the car- riage and returning the hand to position, and students drilled particularly in accurately replacing the hand. Touch: Touch, in this present connection, will be con- sidered merely as one activ'ity and apart from the process involved in finding the keys, which will be discussed else- where. Touch primarily means striking the key with a SuflBcient amount of force to drive it home, timing it corrn, all the rest of the passage was simplified. This theory I have applied in my teaching with excellent results. An- alyze the passage that setMUs to bristle with difficulties, pick out the most difficult spot — there is always r- THE TECHNIQUE OF TYPEWRITING 59 rect reach is firmly established. There should be no neces- sity for looking to find the Self-starter keys any more than there is for finding the figure keys. The Underwood Tabulator : The tabulator on the Under- wood Typewriter performs the same function as the Self- starter on the Remington, except that there is but one key and it is necessary to depress this for each stop. The opera- tion of this device is covered on page 44 of the Revised Edition and page 43 of the Medal of Honor Edition. The teacher is referred to these for further information. ECONOMY OF MOVEMENT IN TYPEWRITING By Rupert P. SoRelie in the " Gregg Writer " Have you ever made a scientific study of your eflSciency as a typist? Pro})ably not. But it is worth your serious consideration. The measure of your efficiency is not determined by the amount of effort you actually use in writing a given number of words, but by the effort actually required. All that is used above the actual requirement is absolute waste — not only waste of effort, but waste of time. "To Mr. Frank B. Gilbreth, distinguished for his 'motion studies,' when he was in England, was pK>inted out a girl putting labels on boxes with what looked like marvelous speed. He took out his stop-watch and timed her. She was supposed to be the fastest known girl at this work. He noticed that, although all of her motions were fast, about half of them were needless. He suggested a different method, and the second time she tried it she did twice as many boxes in a given length of time, to her surprise, as she thought she was not going as fast." When I read this paragraph in Collier^ s recently it brought to my mind some studies I had made, a year or so ago, of the movements used in typewriting. What is true of this girl in her work of pasting labels on boxes, is equally true of thousands of typists who cannot get speed. Some time ago a typist complained to me that he couldn't get speed, no matter how hard he tried. I asked him to write for me. He consented. I gave him fiftetMi minutes' copying to do, and promptly went about my business. He thought I was going to "time" him to sec how rapidly he 60 THE TECHNIQUE OF TYPEWRITING 61 could write; what I wanted was to see him write without his being actually conscious of it. In a few minutes he settled down to business, and I then surreptitiously kept my weather eye open for his troubles. Here are some of the things he did : In returning the carriage he used both hands, thus making it necessary to return both to the keyboard every time. At the end of a sentence he would depress the shift-key, strike the period, release the shift-key, strike the space bar twice, then depress the shift-key again and strike the capi- tal. In shifting he drew his whole hand down to the lower bank of keys, instead of merely dropping the little finger to the shift-key and maintaining correct hand position. To indent for paragraphs he would return the carriage and space five times with the thumb, instead of using the Self-starter or tabulator key. He had so little independent finger control that practically all the fingers did the work on each stroke. That is, when he would strike "b," for example, the second, third and fourth fingers of that hand would fly up into the air, and naturally had to be brought down again. He also raised his fingers about twice as high above the keys as was actually necessary. He kept continually glancing at the machine instead of keeping his eyes glued on the copy. He kept changing his position in the chair. On coming to any infrequent character he had to shift his gaze to the machine to find the character. In making the reach from "c" to "t," or from "m" to "y>" or in other combinations where the finger had to travel over one bank of keys, his finger took a roundabout, rather uncertain direction instead of going in a direct line. But this is sufficient to make clear the point I wish to emphasize. A large number of the movements he used in writing were absolutely wasted. They accomplished nothing 02 TEACHERS' MANUAL OF RATIONAL TYPEWRITLNG and they consumed time. ' When I pointed out these defects he could hardly believe it, but I asked him to write slowly and watch for himself. The force of habit was so strong that he soon acknowledged that what I said was perfectly true. By following the obvious course he was immediately able to increase both his speed and his accuracy. He could not, of course, double his speed, but he made so appreciable a gain that he was encouraged to set about eliminating all false movements in his writing. In another test, after a few weeks' drill, he had increased his speed to a marvelous degree. Analyze your own style of writing. Get someone to watch you for a time each day — someone who is competent to do it — and to record the false moves you make in writing. You will be astonished at the result. Then do some slow, deliberate work to overcome your bad habits — and you will l>e astonished again. Reducing the number of movements necessarily increases the speed. DETAILED SUGGESTIONS FOR HANDLING THE REVISED EDITION The revised edition is designed primarily for a high school course of from one and a half to two years^ It is used, how- ever, in a large number of private businesis schools, and owing to the longer periods and the advantage of two periods a day with the resulting gain that comes from intensified work, the work can be completed in from six to eight months. The suggestions given here apply more particularly to the one-and-a-half-year course — fifty-four weeks in a high school which devotes one period a day to typewriting. In private schools where two periods a day are given to the subject, there will be no change in the schedule, but it can be carried out in half the time indicated. Resume of Schedule : The usual schedule in high schools covers a period of forty weeks in the school year, but since this includes the Christmas holidays, the Easter vacation, and other holidays there are, under ordinary circumstances, but thirty-six weeks that can be devoted to school work. In a general way the schedule is planned on the following basis : The Fingering Technique, embracing lessons one to eighteen, inclusive, will require eighty periods. In addi- tion to this, eight reviews of one period each and four month- ly tests of one period each should be added, making a total of nineteen weeks devoted to the subject. Speed Studies: It is recommended that "Speed Studies" be introduced at this time instead of "Business Correspond- ence," and that six weeks be devoted to this work. It will 63 64 TEACHERS' MANUAL OF RATION.\L TYPEWRITING not be possible to finish all the "Speed Studies" in this time, but provision is made later on for completing this work in the bcf^inning of the third semester in high schools. Business Correspondence : Forty-seven periods will be re- quired to complete the work on the "Business Correspond- ence" section. In addition to this eight periods will be devoted to reviews and tests. A review or test should be given at the end of the first two weeks and one each week thereafter. The total time required for this section will be eleven weeks, making a total for all three sections of thirty- six weeks. SCHEDULE FOR REVISED EDITION PART I (The general reviews and tests provided in the r^sum4 are to be introduced at regular intervals. The reviews indi- cated in the schedule are to be conducted quickly, not more than five minutes being devoted to the subject.) FIRST LESSON First Period The first period should begin with a general explanation of the typewriter and an outline of the method of oper- ation including the mechanical features that are neces- sary at the start. The steps in the presentation are: (a) Position at the machine (see page 5). (b) Method of inserting and removing the pai>er. (c) Spacing for a new line and returning the carriage. (d) Releasing the carriage. (e) The position of the hands and arms. (f) General explanation of the keyboard (see charts on page 4 Rev. Ed.). (g) Touch and fingering (see page 6 Rev. Ed.). OUTLINE FOR REVISED EDITION 65 (h) The central division of the keyboard. (i) "How to Begin" (see pages 6 and 7). (j) Enough preliminary work should be given to satisfy the student's desire to write something, as he would feel that he had made no progress unless he had done so. This work will include the first exercise on page 9. Second Period (a) Review previous lesson. Drill on the central division of the keyboard, particular attention being given to making reaches, the general method of opera- tion, and memorizing the keys in the central divi- sion with relation to the guide keys. (b) Drill on locating individual keys in the central divi- sion. (c) Second exercise. The teacher should supervise the practice work closely. Third Period (a) Review previous lesson, as outlined, devoting some time to keyboard drills and memorizing location and reaches, (b) Third exercise. The teacher should supervise the practice work closely. Fourth Period (a) (b) (e) Review previous work. Test student's knowledge of the keyboard and give a drill in locating the keys and making reaches. Drill on writing such sentences as the following, omit- ting capitals and periods, filling up one line of each sentence: (d) 1. Try my gun. 5. Hunt my funny jug. 2. Buy my ruby rug. 6. Thy untruth hurt. 3. Try my hymn. 7. Hug truth but bury 4. Hugh burnt my untruth. fur muff. 8. Hugh burnt my mummy. Concentration exercise on writing the individual words as dictated. 68 TEACHERS' MANUAL OF RATIONAL TYPEVVRITLNG First Period, Second Period Third Period Fourth Period Fifth Period (a) (b) (e) (a) (b) (c) (b) (a) (b) (a) (b) SECOND LESSON Review mechanical features of the machine and ex- plain the new ones, securing sufficient drill to l)e sure that the student fully understands their opera- tion. Explanation of the new section of the keyboard with memory drills on new letter locations. First exercise. Review first period's work. Assign second exercise. Concentration exercises. Review and tlrills. Third exercise. Review and drills. "Supplementary Exercise" (page 10). Review and drills. "Words of High Frequency" (pagi* 10). THIRD LESSON First Period (a) Explanation of features of machine. (b) Drill on new section of keyboard, and drill on mem:. rizing. Second Period (a) Review and keyboard drill. (b) Second exercise. Third Period (a) Review and keyboard drill, (b) Third exercise. Fourth Period (a) Review and kcylK)ard drill. (b) "Special Third Finger Practice" (page 12). Fifth Period (a) Review and drill. (b) "Supplementary Exercise" (page 18). Sixth Period (a) Review and drill. (b) " W«)rds of High Frequency" (page 1«). OUTLINE FOR REVISED EDITION 67 First Period Second Period Third Period Fourth Period Fifth Period FOURTH LESSON (a) Review mechanical features of machine; take up new ones. (b) Explain new section of keyboard and drill on memo- rizing and locating letters. (c) First exercise. (a) Review. (b) Second exercise. (a) Review. (b) Third exercise. (a) Review. (b) "Supplementary Exercise" (page 14). (a) Review and drill. (b) "Words of High Frequency" (page 14). (c) Concentration drill. FIFTH LESSON First Period (a) Review and drill. The keyboard should be thorough- ly memorized by this time. It v.ould be well for the teacher to test the students" knowledge of the keyboard and assign special practice for those not able to locate the keys quickly and accurately. (b) Explain capital letters, and drill (page 16). (c) First exercise. Second Period (a) Review and drill. (b) Second exercise. Third Period (a) Review and drill. (b) Third exercise. Fourth Period (a) Review. (b) "Supplementary Exercise" (page 16). Fifth Period (a) Review. (b) "Words of High Frequency" (page 16). 68 TEACHERS' MANUAL OF RATIONAL TYPEWRITING SIZTH LESSON First Period (a) Review keyboard, (b) First exercise. Second Period (a) Review and concentration drill. (b) Second exercise. Third Period (a) Review. (b) Third exercise. Fourth Period (a) Review. (1>) "Supplementary Exercise" (page 13). Fifth Period (i) Review. (I)) "Words of High Frequency" (page 18). SEVENTH LESSON First Period (a) Explanation of finf;cring on fiirurf k'-y eating and memorizing. (b) First exercise. Second Period (a) Review and drill on figures. (b) Second exercise. Third Period (a) Re\new. (b) Third exercise. Fourth Period (a) Review and drill on figures. (b) "Words of High Frequency" (page 20). Fifth Period (a) Review of first exercise. (b) Study "Numerals" (page 20). dri!I< in lo- EIGHTH LESSON First Period (a) Review figure keyboard and making reaches. (b) Take up new characters, drill on memorizing loca- tions with relation to figures and other keys. (c) First exercise. Second Period (a) Review of first exercise. (b) Sivond exorcise. Third Period (a) Review of second exercise and characters. (b) Third exorcise. Fourth Period Fifth Period OUTLINE FOR REVISED EDITION (a) Review. (b) "Words of High Frequency" (page 22). (a) Review of entire lesson. (b) Study "Numerals." 69 NINTH LESSON First Period (a) Review. (b) First exercise. Second Period (a) Review. (b) Second exercise. Third Period (a) Review. (b) Third exercise. Fourth Period (a) Review. (b) "Words of High Frequency" (page 24). Fifth Period (a) Review of entire lesson. (b) Study "Spacing after Punctuation Marks" (page 24). First Period Second Period TENTH LESSON (a) Review of figures and special characters. (b) First exercise. (a) Review. (b) Second exercise. Third Period (a) Review. (b) Third exercise. Fourth Period (a) Review. (b) Fourth exercise. Fifth Period (a) Review of entire lesson. (b) "Words of High Frequency" (page 26). (c) "Things You Ought to Know. " * * It is not expected that all students will write this; it is assigned for study and quiz. 70 TEACHERS' MANUAL OF RATIONAL TYPEWRITING First Period Second Period Third Period Fourth Period Fifth Period ELEVENTH LESSON 'a) Review figures and characters, b) First exercise. a) Review. b) Second exercise. a) Review. b) Third exercise. a) Review. b) Fourth exercise. a) Review of entire lesson. b) "Words of High Frequency" (page 28). c) "Things You Ought to Know." TWELFTH LESSON (See instructions for twelfth and thirteenth lessons, page 30.) First Period (a) Review. (b) First exercise. Second Period (a) Review. (b) Second exercise. Third Period (a) Review. (b) Third exercise. Fourth Period (a) Review. (b) Fourth exercise. Fifth Period (a) Review. (b) "Words of High Frequency" (first group, page 30). (c) "Things You Ought to Know" (page 30). THIRTEENTH LESSON Same plan ns twelfth lesson. Five |KTi«Hls required. Include second group of "Words of High Frotiuoncy" (page 30). OUTLINE FOR REVISED EDITION 71 FOURTEENTH LESSON (One period is to be devoted to each exercise except the fourth, which may be utilized in part for acceleration drills.) First Period First exercise. Second Period Second exercise. Third Period Third exercise. Fourth Period Fourth exercise. Fifth Period First group of " Words of High Frequency" (page 33) . FIFTEENTH LESSON (Three periods required.) Follow the same plan as outlined for fourteenth lesson except that the "Words of High Frequency" on page 33 will be assigned for the lesson indicated. It is planned that each exercise will consume the time of one period. That is, one period should be devoted to repeating the exercise as many times as possible. SIXTEENTH LESSON (Three periods required.) SEVENTEENTH LESSON (Two periods required; there will be sufficient time left for a thorough re- view.) EIGHTEENTH LESSON (Two periods required; there will be sufficient time left for a thorough re- view.) The Speed Studies: It is recommended that the "Speed Studies," beginning on page 101, be introduced at this time rather than to plunge the student into the arrangement of business letters. The "Speed Studies" are intended to give the student a good working speed in typing. Under ordi- nary circumstances the student has not acquired .sufficient speed on the typewriter at this time to undertake the business 72 TEACHERS' MANUAL OF RATIONAL TYPEWRITLNG correspondence section. By changing the plan of the book and introducing "S[)eed Studies," the foundations for corre- spondence work will be more firmly laid. See introduction to and " Method of Preparing Speed Studies " given on page 100 of the Revised Edition. The first thirty-five minutes of the period should be de- voted to practicing the "Speed Studies" and the last ten minutes to testing the student's ability in writing. Six weeks are to be devoted to the subject at this time. This will not be sufficient time to complete the work but provision is made to complete this work at the beginning of the second year's work. PART n INTRODUCTION TO BUSINESS CORRESPONDENCE The points discussed in this section should be carefully gone over with the class groups and the introduction as- signed for home study. This should be followed by a dis- cussion of the points. The teacher can add very greatly to his explanation by utilizing illustrations placed on the black- board, or specimens of actual letters that conform to good usage. The subjects of "Manifolding," "Making Inclosures," "Corrections and Erasures," should be discussed with the class several times during the progress of the work on busi- ness correspondence. Model Letters: Model letters .showing the various ar- rangements are presented to impress upon the student the correct arrangement of these forms before each .section is undertaken. This is followed by constructive work to de- velop the student's ability to arrange matter correctly. Those points should be brought out clearly by the teacher before the work on "Business Correspondence" begins. OUTLINE FOR REVISED EDITION 73 The model letters should be copied before beginning the constructive work. Two forms of each are given to deepen the impression. It is not thought necessary to present, in correct form, all of the letters given in the constructive exercises, as the teacher from studying the models and the illustrations given in the following outline will have already gained a correct impression of the arrangement of these forms. One exercise only is shown in the illustrations to give the correct idea of the type of letters occurring in the constructive exercises. Particular attention is called to "Directions for Lessons Nineteen to Thirty-four," on page 46. NINETEENTH LESSON (Five periods) Require copies Models I and II and one each of the five exercises. TWENTIETH LESSON (Three periods) On this and lessons 21-31 inclusive, follow plan for Lesson 19. TWENTY-FIRST LESSON TWENTY-SIXTH LESSON (Three periods) (Four periods) TWENTY-SECOND LESSON TWENTY-SEVENTH LESSON (Three periods^ (Three periods) TWENTY-THIRD LESSON TWENTY-EIGHTH LESSON (Three periods) (Two periods) TWENTY-FOURTH LESSON TWENTY-NINTH LESSON (Four periods) (Two periods) TWENTY-FIFTH LESSON THIRTIETH LESSON (Two periods) (Two periods) THIRTY-FIRST LESSON (Two periods) THIRTY-SECOND LESSON (Three periods) Discuss telegrams and cablegrams and illustrate with forms which you have already prepared on regular telegraphic blanks. These should be handed around to the class for inspection. If possible, use regular telegraphic blanks for all telegrams and cablegrams. 74 TEACHERS' MANUAL OF RATIONAL TYPEWRITLNCi THIRTY-THIRD LESSON (Two periods; Discuss the points brought out in the instructions on page 88. THIRTY-FOURTH LESSON (Two periods) It is important that clear and comprehensive instructions be given in connection with rough drafts. There is hardly any more important or compHcated work that the typist is caUed upon to do. Business men in revising matter that they have written do not always indi- cate where insertions shouUl go, and it is oftentimes difficult to understand just what their interlineations mean. A study of these forms will show the student some of the difficulties he may expect to encounter. The student should first read the document he is to copy very carefully, and, if necessary, indicate the punctuation and make any corrections neces.sary on the rough draft before beginning to copy it. He .shfMild understand that all neces- sary corrections are to be made whether they are incorporated in the rough draft or not. He must be encouraged to use his judgment constantly. THIRTY-FIFTH LESSON (Two periods) Follow the suggestions given for the thirty-fourth lesson. THIRTY-SIXTH LESSON (Two periods) It is important that the necessary facts in connection with addressing envelopes should be thoroughly understood by the student. It will be well for the teacher to review the "Self-starter" and "Tabulator," at this time, as the use of these devices in addressing enveli)pes will save a vast amount of time, especially if the "stair step" mt^thod of indentation is used — and that is the most common form. Much time can be saved if the method of addressing indicate-.ia immense business, but no one could anticipate such a great and continued demand Our factories simply could not get perfectly rubberized material fast enough. Of course we accept only perfect, tested garments, and if you wait the one you gat Will be thoroughly satisfactory, we faal surs If you cannot wait about ten days longer, and wish your money returned, please write ua on the back of this letter and wa will be (I'd to send It to you at once Tours truly. ILLUSTRATION OF AVERAC.E LENGTH SINGLE-SPACED LETTER REVISED EDITION M OF H EDITION LESSON il LESSON 20 EXERCISE i EXERCISE « KEYS TO CONSTRUCTIVE EXERCISES 83 Uarch 26. 1919 Lynn Motor Car Company Lynn , Maesachusetts Gentlemen: Since writing you under date of yesterday, we have been informed by Mr. James Lanley that the vibration caused by your haramere is notice- ably more violent than heretofore. He also in- forms us that several residents of the neighbor- hood have complained of this; others allege that the plaster in their houses is beginning to crack and peel off because of the hammering. Mr. Lanley's neighbors are willing to join with him in taking steps to force the cessation of what they claim is becoming an unbearable nui- sance. Mr. Lanley does not wish to be unreason- able in this matter, and only assumed the burden of taJcing the matter up with you because possibly the damage to his house is greater than to any other, but he does not wish you to think that he is the only one who is annoyed, and he ie willing to settle the matter with you upon any reasonable basis. ¥e must, however, at this time, respectfully notify you that unless something definite in this matter is done on or before next Monday we shall be compelled to take further proceedings. Very truly yours. ILLUSTRATION OF AVERAGE LENGTH SINGLE-SPACED LETTER REVISED EDITION M OF H EDITION LESSON 22 LESSON 21 EXERCISE 2 EXERCISE 2 84 TEACHERS' MANUAL OF RATIONAL TYPE^^^lITING Karch 26 , 1919 Ifeasrs. Victor & Hods** 321 Chaatnut Straat Philadalphia, Pannsylvania Gent Leman' Your latter of the 12th mat. to John S. Stron,i of thta city, relating to the claim of George Brown regurdlng the conuclsslon. haa teen referred to ua for reply. An we unUcrctand thia Batter, the relation of the two parties to each other in thia deal was never that of owner ana real es- tate afent , and there was never any acrea- ment between the parties for any particu- lar conuri^o ion. Vt. Strong's understanding was that he promised to give L'r. Brown a bonus for Baking this sale, the aize of the bonus to bo oetcrmined by l!r. Strong- Frorthe letter written by v.r- Brown, we anould Judcc '.hat he accepted the $'>:>. 00 on thia understanding, thereby waiving ^ny claim for any coeailssion. Under the otrcuc- stances, we do not see how Ur. Strong is liable. Very truly yours. ILLUSTRATION OF BLOCK FORM LETTER REVISED EDITION M OF H EDITION LESSON 23 LESSON 2« EXERCISE 4 EXERCISE 4 KEYS TO CONSTRUCTIVE EXERCISES 85 Uarch 26, 1919 Mr. C. II. Glass 261 Prospect Street Brooklyn Hew York Dear Ur Glass : Please straighten me out on the Summers order. We have received for some months past let- ters from Mr. Evans stating that he had been persuaded to buy a new oar; and yet I find Mr. Evans's original order 5138 sched- uled September 8, was changed on September 2 to Mr. Albert Henderson, Erie, Pennsyl- vania, and received a supplementary on the 18th of October changing your demonstrator, S. 6722 scheduled October 29, to Mr. Evans This has not yet been returned to you. I note that it is stamped, however, at the new price. There seems to be some possibility that this sales order was advanced to Octo- ber 8, but it does not appear on your sup- plementary. Did you aubstitute Mr. Evans's oar for Mr. Henderson's and then put Mr. ■ Evans on this demonstrator at a later date? So far as the billing at the new price is ooncerned, will Mr. Evans be expected to pay the new prioe? If not, will you take the old oar on which you changed ownership at the new prioe? I cannot answer Mr. Evan's inquiry (and am telling him so per copy attached) until I get further word from you. Yours very truly. ILLUSTRATION OF HANGING INDENTION LETTER REVISED EDITION M OF H EDITION LESSON 24 LESSON 23 EXERCISE 2 EXERCISE 2 86 TEACHERS' MANUAL OF RATIONAL TYPEWRITING Uarch 2? . 1919 D««r Mr Flnddl: Your latter does credit to your delicate aenee of proprie- ty and aervee to Increaae, If that *ere poaelble, my admiration for you and ny confidence In your aisi- nent fltneaa for the mleaion whloh you now decline. I can but yield to your Judgment In the matter, be- cauae It la clear to me that, feel- ing aa you do, whether you are fully Juatlfied In that feeling or not. you would not be oomfortabla or happy In the poet. I therefore cannot Inalat. You will allow me. however, I hop*, to exprcaa my deep regret. I know your quality ao well and waa ao anxloua to eee you at St. Peteraburg that I feel a keen dlaap- polntment. It la only a very loper- feot conaolatlon that I may now a^aln axpreaa my unqualified confldenoe In your ability, your character, your dlacrctlon, and your entire aultablllty for Buoh a poet . Cordially and alnearaly youre. Mr. Hanry U- Plndall Paorla, IlllnoU ILLUSTRATION OF FORMAL STYLE LEITKR REVISED EDITION M OF H EDITION LESSON 25 LF^SSON 24 EXERCISE 1 EXERCISE 1 KEYS TO CONSTRUCTIVE EXERCISES 87 Uarcli 27, 1919 Mr. C. J. Roblnaon 26 Oliver Streat St. Louie, HO. Dear Sir: We appreciate your reply to our letter, and we have carefully checked through the various iteme on your list and the prices quoted. Every price on the list has been out to bed rock figures, with the exception of the one , item, Weather Proof Wire number 8. Since this quotation was made, changes in the market have enabled us to make a lower price on the wire, and we are, therefore, chang- ing the price of $28.50 to $24.00 for the 1600 feet. Thie is the only reduction in price we can offer in conneotion with the entire liet. We note what you eay about our price on the washing machine being $5.00 higher than other prices you have ee- cured. We do not doubt for a moment that you can secure prices on washing machines, not only $6.00 lower than ours, but possibly JIO.OO lower. However, our machine is a standard make, absolutely guaranteed in every particular, and we know positively that it is the equal of any machine which is selling on the open market to-day for $90.00. You are a business man, and you realize that we could not afford to make such a statement unless we were prepared to back It up. Our price on the electric lighting plant is the lowest we can possibly make. You remember, when you were figuring on both the inclosed and the open plant eyeteme , and you remember also that we were able to quote you figures practically 0100.00 bslow the quotation which you had from another concern. If you are in the market for a really efficient elec- tric lighting eystem, you cannot save money by paying less than the price we have quoted, and we are confident that you cannot secure elsewhere a system that Is as efficient as ours, without paying a considerably higher price than we ask. The prices on the entire line of electric fixtures listed in your inquiry are our current catalog prlcee. These prices, also, ILLUSTRATION OF TWO-PAGE LETTER REVISED EDITION M OF H EDITION LESSON 26 LESSON 25 EXERCISE 3 EXERCISE 3 88 TEACHERS* MANUAL OF RATIONAL TYPEWRITLNG Mr. C. J. R. #2 ar« fta low as mt can psailbly make thco, and thay ara tha aaoa wha-.har a ouatonar la buying only a asall quantity or la buying thouaands of dollara worth. «a ara oonfldant that, quality conaldarad, you cannot aqual thaaa prloaa alaewharc Aa you hara raquastad, wa ara raturning tha antlra Hat to you. Wa ballava that you ara raally aaaklog. not a cheap plant but an afflclant plant at a low prlca. and that la what wa ara offering you. Wa feel confident, alao. that after you haya carefully considered the whole aatter and have coapared our prlcea with thoae which othera ara aaklng, you will place thla order with ua. Youra truly. SECOND PAGE OF TWO-PAGE LEITKR REVISED EDITION M OF H EDITION LESSON 26 LESSON 25 EXERCISE 3 EXERCISE S KEYS TO CONSTRI CTIVE EXERCISES 80 March 27. 1919 D. K6ith c/o Ford Automobile Company Chicago, IllinoiB the city of Oglesby as oorpo- The city of Oglesby Is five milea from La Salle and there are several of your cars being used by different people In carrying passengers to and from LaSalle and Oglesby. Some of the cars carry aa many as six. seven, and eight peo- ple at a time and the aldermen at Oglesby are of the opinion that the cars are being overloaded and that there Is great danger of a serious ac- cident happening if they are permitted to carry this number of people. They wanted me to pre- pare an ordinance limiting the number of people to be carried, but, of course, not being an en- gineer and not knowing the carrying capacity of any of the cars, either yours or others, I want- ed to find out, if I could, where I could get some information as to the carrying capacity of the different kinds of cars. I presume that, so far as your cars are con- cerned, you have this at hand. Would it be ask- ing too much of you to send me a statement show- ing what the carrying capacity of your machi.ieB is, that is. the maximum capacity? Yours very truly, ILLUSTRATION OF AVERAGE LENGTH SINGLE-SPACED LETTER REVISED EDITION LESSON 27 EXERCISE 3 90 TEACHKRS' MANIAL OF RATIONAL TYPEWRITING March 27, !«:• Vr. Jaac* C ucReynold* Attorney-Ganaral Wnahlngton. D. C. Dear Mr. MoReynoldc Th* rapid and unvarrantad Incraaa* In tha prlca of foodstuffa In thla coun- try upon tht pretext of the condition ax* Istlng In Europe la ao aerloua and vital a matter that I take tha liberty of call- Ing your attention to it. I would be rery ouch obliged If you would inform me whether there la under ex- ieting law any action which the department of Juatioa oould take either by way of in- Teatlgatlon or legal process, and what fed- eral legislation, if any, would in your JudgBient be Justifiable and warrantable in the circumstances. I feel that thle ie a natter which ■• cannot let pass by without trying to serT* the country. Certainly the country ought to be defended, if poaelble, against men who would take advantage of auch circua- stanoes to Increaae the pries of food and tha difficulties of living. ralthfully yours, ILLUSTRATION OF AVP:RAGE LENGTH LETTER REVISED EDITION LESSON 28 EXERCISE 4 KEYS TO CONSTRUCTIVE EXERCISES 91 Varoh 27, 1919 Uarx & Haas Company St. Louia, Ua. Gentlemen: We have your letter of the 13th inst . . acknowledging our order $3693 . and are very much surprised to note that you state that you have no such number as 873. If you will refer to your letter of the let inst., you will find that you submitted same, and we are inclosing a part of the ewatoh sent us with your own ticket attached. We will certainly appreciate it very much if you will give this order your Immediate attention, as we have taken this special order and have prom- ised delivery according to your commu- nication of October 1. Yours very truly. ILLUSTRATION OF DOUBLE-SPACED SHORT LETTER REVISED EDITIOfl LESSON 29 EXERCISE 5 92 tp:achers' manual of rational typewriting Karcb 27, 191* Ur. Pondray Wllllaaaon 1239 Sunnyild* Aranu* Lof Ang«l««, Cal. Dcur Sir: Incloaad >r* (aise eunpl** of 1b- portad (hlrtlngi that will haraonlz* with th* suit wbioh you ••lactad in our Custom Tailoring Sactlon. If you arc Intarestad. but do not find It conTanlant to call at our Cus- tom Shirt Ssctlon on th* sscond floor of the St or* for Msn. v* shall b* glad to bar* our r*pr*s*ntatiT* call upon you with a full lln* of samplss froa which you can oak* a salsction. V*ry truly yours. ILLUSTRATION OF SHORT. DOUHLE-SPACED LKI^M REVISED EDITION LESSON 30 EXERCISE 1 KEYS TO CONSTRUCTIVE EXERCISES HOTEL D.rPSRIAL Hew York City March 27 1919 Mr. John C. Harding Member Board of Education Chicago. Illinola Dear Sir: To avoid possible misunderstandings in the future, I would be greatly obliged If any time a suggestion 18 made to you that the oity ad- ministration desires a certain line of conduct on your part in reference to the Board of Educa- tion, you would confer with me to learn whether the suggestion ema- nates from this office or not. I have tried to interfere as little as possible in matters coming under the Jurisdiction of the Board of Education. I have also made it a rule, when I have had anything to say, to coVifer directly with the members rather than by word or message. Hereafter, whenever I have occasion in any way to communicate with the Board, either individually or col- lectively, I shall do so directly, and all suggestions purporting to oome from me may be regarded as un- authorized. Yours very truly, ILLUSTRATION OF BLOCK FORM LETTER REVISED EDITION LESSON 31 EXERCISE 1 94 TKA( HERS' MANUAL OF RATIONAL TYPEWRITING Pblladaliihlk. Pa. March 27, 1919 CantlcBtn: Your latter to tha Secretary of State, dated, If I reoollect rightly, tha 9th Inetant, intimating, anong other thlnga, that you had failed in an attempt which had been made to !■• port vorkaen from Scotland, equally with that for obtaining them from Hol» land, fllle me with real concern: for I am very apprehenelre , if your next campaign In the Federal City la not marked with vigor, it will caat euch a cloud over thla buelneea, and will so arm the enemiea of the measure , a* to enable them to give It, If not Its death blow, a wound fron whloh It will not easily rocover. Everything, in a manner, depends upon the celerity with which the publlo buildings are then carried on; eale of lots, private buildings, good or evil reports, all will be regulated thereby. Hothlng, therefore, short of ths abso- lute want of money ought to retard the work. With great and alncere regard and •stsem, I am, Csntlemen, Reepeotfully yours. KEY TO ROKiH DRAFT REVISED EDITION M OF H EDITION LESSON 34 LESSON 27 EXERCISE 1 EXERCISE 1 KEYS TO CONSTRl CTIVE EXERCISES 95 SPECIFICATIOM All roofs to be tiled will be filled with concrete by the mason, graded to the leaders and finished with a floated coat of Portland oement mortar. On this s^rface, this oontractor shall apply a ooat of as- phaltlo oement. oonslstlng of 90^ of straight- run ooal tar pitch and 10^ of refined Trini- dad asphalt, applied hot, and on same water- proof In five thicknesses, using the best quality of saturated roofing felt, to weigh not les^ than 15 lbs. per 100 square feet of Bingle ply The felt to be laid with a lap of one-fifth width of the sheets, and each layer and all laps must be solidly cemented together with hot asphaltic ceanent There snail be used not less than 76 lbs of roof- ing felt and 2o gallons of asphalt oement coal tar pitch for each 100 square feet of roof surface Base-flash the Junction of the roofa with all walls and vertical surfaces, us- ing 16 oz soft copper, carried out 4" on the waterproofing and at least 12" on the vertical surfaces. Cap-flash all flashing, using 16 oz . cold rolled copper carried down into the hub of the pipes. Cement all flashing to the waterproofing by laying two thicknesses of felt over sajne , coated as specified above. Provide for all leader outlet scuppera 10 X 10 X 2" deep of 20 oz . cold rolled cop- per with a Shoulder to receive the tile and carry eame 4" out on the waterproofing and oement as specified for flashing. KEY TO ROUGH DRAFT— SPECIFICATION REVISED EDITION M OF H EDITION LESSON 34 LESSON 27 EXERCISE 2 EXERCISE 2 90 TEACHERS' MANUAL OF RATIONAL rVPEWRITINO TRtASURY nSPAKnOR •Izth Auditor'* Offlea Waahlnston, S. C. Mareb S9, 1919 I hare tlu honor to lubalt tit* follovlnc report of tna bualnaai oparatlona of thla offlea during tba flaoal year ending Auguat 30. 1918: It aff orda ma plaaaur* to infoni you that tha work of the aeverai brancnae of thla Bureau la In a very eatlafactory condition, and fully up to the ra- quiremente of the Department In fact, in many Im- portant partioulara, It 1* In a mora advanced etaga at tnia period of the year than haa hitherto been th* oaae Thla eatlafactory reeult haa bean aooompllahed, however only by tha most aystamatlo and unremitting efforts on tha part of the officere and amployeea throughout the entire Bureau. The work of thle offloa la aXwaye on tha inoreaae by reaaon of the growth of the postal service, while a oorreapondlng incraaaa of force haa not been mada The want of additional olerloal force baa been aeriouBxy felt in several dlviaione. but moet eevere- ly in that branch of tna office in charge of aaaort- Ing and numbering the money osdera and poatal notaa. Raapaotfully aubmlttad. Hon Charles Foster Secretary of tha Treaaury KEY TO ROUGH DRAl-T REVISED EDITION M OF H EDITION LESSON 35 LESSON «8 EXERCISE 1 EXERCISE 1 KEYS TO CONSTRUCTIVE EXERCISES 97 Washington, D. C. Marfih 31 . 1919 liT. Charlae Brandon Boston, Ilaasachusstts Dear Sir: The entire propriety and even the necessity of an examination before appointment to Government clerk- ehips oan hardly be questioned; for, otherwise, there certainly would be an occasional appointment of a very illiterate person. Few, indeed, argue against exami- nation. The management and the subjects of the Civil Service examination are more particularly assallsd. Whenever feaelbls, a special and technical exami- nation is held. The number of applicants who have any special training in, or knowledge of, the work In the department is small. Examinations to test speolal fit- ness for every class of olerical work, therefore, would not be practical. These examinations must be general In their character and conducted to ascertain the appli- cant's general education and Intelligence. The Government pays its clerks the best salaries, and it is entitled to the best service. All else being equal, a common school education must be a requirement in the selection of competent clerks. The need of Civil Service reform originated In the great necessity of mak- ing all appointments free from control or interference of politicians. With great esteem, I am Yours truly, KEY TO ROUGH DRAFT REVISED EDITION M OF H EDITION UESSON 35 LESSON 28 EXERCISE 9. EXERCISE 2 98 TEACHERS* MANUAL OF RATIONAL TYPEWRITING Vc8*r*. Row* II Wooil 2Z''6 Ab«rdee.i Str***. rontr**: . ouebae lfusachu(*tti Cotton ttlll* Lowall Uaasaohutc'.tt Ur. John Wknamkkar Broadway, Fourth Av»nu» ninth t Tenth 8t» . l!ew York City Vlss U. C. Callaghtr 99 Rleebrldga Road Cldea Park, Esiax County EIliLAl.T) Ur. Janee Cugganalookar Atlantic Transportation Co. 328 Rlalto Bldg. Chicago, Illlnola Sargaant John A. Uorrla unitary Koapltal Barrow- in-Fumaaa ESGLAin) Ur. Yard C. McCloskay, Frinolpal Cantral High School Santuroe, San Juan PORTO RIC: 8. V. Craenbarg, Eaq. lOS Chaatnut Avanu* Foraat Gata, London B. C. ZHGLACT Ur. Franola K. 8aR«U« o/o Caep Odall Oranga LaJia, nr. Kawburgh Vm Tork Praaldar.t. Laland* Stanford Jr. Unlrtralty. Palo Alto, California Ur. J. r. Spauldlng. Canaral Agant «. y . H. H fc H. R R Co. Boaton. Uaaaaohuaatta Ur. Grahaa Lloyd, Trafflo Agent Ulohlgan Cantral Ry. Buffalo, mm York Honolulu Iron Worka Conpargr Honolulu Hawaii J.- J. 8outhwlck Avanlda da Uayo, 136S Buanoa Alraa, Argantlr.a Ur. Caorga H. Kanklnaon Hotal Uatropola, Haw Vaitatnatar Brltlah Columbia, Canada Ur. Loula li. Jlmar.az o/o collaotor Ganaral of Cuatc Uanagua, Nicaragua, C. A. Ur. Wa. R. Foatar KerchAnta Daapatch Tranaportatlon Coaipany Eaat Roohaatar, Uaw York ILLUSTRATIONS OF FORMS OF ARRANGEMENT OF ADDRESSES REVISED EDITION LESSON 36 PAGE 96 M OF H EDITION LESSON ^9 PAGE 7« KEYS TO CONSTRUCTIVE EXERCISES 99 COIISTITUTIOH CITY CLUB 0? irEW TORK A3 amendsd January 6, 1913 SUGGESTION FOR TITLE PAGE REVISED EDITION LESSON 51 PAGE 130 100 TEACHERS' MANUAL OF RATIONAL T\1'EWK1TING COUSIITUTIOH Artlolt 1 PUHPOSB OF TKB CLDB Zh» purpoa* of th« City Club of ll«w York •ball t« to aid In eaourlng paroanont good goTernisant for tb« City of E«« York by: 1. Tha dlvoroa of tha olty'a affair* from national party politics 2. Tha aatabllahmant and aalntananoa of an •ffiolant and rasponalbla form of city gOTarnmant. 3. Honaat and fair sathoda of nominating and •laotlng munlolpal offloara 4. Tha laprovemant of aconomle and aoelal con- dltlona In tha city 5. Conducting diaeusalona of tha affalra and problams of tha olty. 6. Providing, through tha faollltlaa of a ao- olal olub, maana of Intaroouraa and oo-oparatlon among oltlzane, officials, and organlzatlona In- tsrasted In tha city's walfara Tha City Club of Maw York pladgaa Itaalf not to part la 1- pata In tha nomination, alaotlon, or appolntmant of oandl- datas to any offlca, nor to conduct any political actlTltlaa axcapt auoh as ara Involvad In laglalatlon affaotlng tha olty or tha adoption or rajaotlon by tha olty govarnaant of av*uraa of pu'^llo policy Thla ahall not praoluda prooaadlnga for tha ramoval of public offlcars on daflnlta ohargas. No cltlzan of tha City of Haw York ahall bs dabarrad froa mambarahlp In tha Club by raaaon of hla party aff illation*- SUGGESTION FOR FORM OF CONSTITUTION RKVISED KDITION LESSON ;U PACiE 130 K?:YS to constructive exercises 101 UERCHAirr UARIIIK Cne of the great needs of the United States is an ooear.-carrylng marine. In one year we paid to foreign oonpanles $169,000,000 for freightage, and $46,000,000 for passenger fares and marine insurance- In the sane year the country sent to foreign lands over $600,000,000 worth more of goods than it bought from them; and some writers call this sum the balance of trade in our faYor. Hew York, the second largest oity in the world, is the port of the regular steamship lines between Europe and the United States. It is the outlet for over one-third of our domestic exports, receiving even a larger pro- portion of our imports. Breadstuff e . provisions, cot- ton, and petroleum form about one-half of its exports. AS the oity has 353 miles of water front . half of which may be improved for shipping, and as the piers of Jersey City and Hoboken. in New Jersey, are practically a part of the same port, its ninety miles of pier line, already surpassing all other ports, may be largely extended. The foreign movement of the port, or the capacity of vessels in the foreign trade entering or leaving, is Kore than three times the tonnage of Boston, its nearest'com- petitor. About fifty steamers in the foreign trade leave the port every week., half of which sail under the British and one-eighth under the American flag. KEY TO ROUGH DRAFT REVISED EDITION LESSON 54 PAGE 140 102 TEACHERS' MANUAL OF RATIONAL TYPEWRITING Tia imvrasAL distribotiwc covpas-/ 77 uAcisou AVKirax 1.2V YORK ORDER HO 73812 roLD TO UI33 r-TLiA o Bsinnri IJ C^-ZU, STRZIT GUAHA KI2RASKA 1 WCIIAH'S SUIT 1 RIDING HABI- 1 SPORT SKIRT 4 BLOUSSS 1 SILK STEATEa |SS 00 45 CO 21 00 40 00 2« SO ,.fl»' 30 KEY TO ITEMIZED BILL REVISED EDITION M OF H EDITION LESSON 55 LESSON 30 EXERCISE 8 EXERCISE 3 {See pages 113 and IH for Malx of oiher bills of these lessoHt.) KEYS TO CONSTRUCTIVE EXERCISES 103 1 -}IE mnVERSAL DISTRIBUTIIJG COLtPAIP' • ''1 MADISOH AVEinjE IfEW YORK CRD3S l.'O 3524 1JB7 \'OEK IIARCH 31 1919 SOLD TO WALTERS & AKDRETS :.W YO^K CITY l.Z-S YOM 1 #20 SFCTIOli $ 3 50 1 #2006i REVDLVIIIG CHAIR OAK 11 75 1 #106-60" FLAT TOP DESK OAK 37 50 11 #107^- P REVOLVING CHAIRS OAf: 8 25 90 75 2 !?193-60" TYPEWRITER DESK OAK WITH ATTACiOIEUT lU LEFT PEDESTAL 67 00 f- Ub TYPEWRITER STAIODS OAK 13 50 108 00 1 #606-60" FLAT TOP DESK H OAK 37 50 1 i^4-39"TYPE'*P,ITER DESK OAK 30 75 2 #i07|p STOOLS OAK 18 00 1 #37-8' STAHDIKG DESK WITH CASH TILL S3 0/>K 42 00 1 #44i-4' SETEE 12 75 1 #201 W Sirs C}IAIR OAK 6 75 1 #107iP S & S CHAIR OAK 8 25 1 193-60"TYPEWRITER DESK OAK 43 5 1 #107^P' REVOLVING CHAIR OAK 6 25 ■i GALLON FURIIITUHE POLISH 2 60 1 #3003 C0STU13R OAK G 50 £ #4 TOPS 4 #20 SECTIONS 2 #22 SECTIONS 2 #24 SECTIONS 2 #490 BASES ALL OAK 40 00 1 #2005i S & S CHAIR OAK 1 #2005i RE\'OLVING CHAIR ? L SEAT OAK 11 75 11 75 1 #165 TABLE oar. 17 50 1 4700-42" TABLE 14 25 2 #700-60" TAf;LE OAK 21 00 42 00 1 #7CJ-60'' TA3LE OAK 21 00 1 #300iP S & S CKAIR OAK 14 75 1 jflOfi-eOoFLAT TOP DESK OAK 37 50 1 #£006i REVCIVIHG CHAtRS OAK 11 75 1 #4 TCP 2 #20 SECTIONS 1 #22 SECTIONS 1 #24 SECTIONS 1 #490 BASE ALL OAK 20 00 3-9'' 50 KEY TO ITEMIZED BILL REVISED EDITION M OF H EDITION LESSON 56 LESSON 31 EXERCISE 2 EXERCISE 2 {See pages 107 and 108 for totals of other exercises of these lessons.) 104 TEACHERS' MANUAL OF RATIONAL TV1'EWRITIX(. STATBS Aim WHH1T0BII8 0» THI OTITIB 3TATB3 NAUS ASBRZVIATIOH CAPITAL Al*b«iu Ala. Montgossry AIaak» Alaska Sitka Arizona Ariz. Phoanlx Arkanaaa Ark. Little Rock California Cal. Sacramento Colorado Colo. Denver Connecticut Conn. Hartford Cclawara Del. Dover Diatrict of Columbia D. C. Washington Florida Fla. Tallahassee Georgia Ca. Atlanta CuaiD Cusffl Guam Hawaii Hawaii Honolulu Idaho Idaho Boise Illinois 111. Sprlncf leld Indiana Ind. Indianapolis Iowa lowa Oes Moines Kansas Kans. Topeks Kentucky Ky. Frankfort Louieiana La. Baton R^uee Maine Uaina Augusta Maryland Kd. Annapolis Maseachusetts Mass. Boston Michigan liloh. Lansing Minnesota Mln.u St. Paul ViBSisslppi Miss. Jackson Missouri MO. Jefferson City Vcntana Mont. Helena IlebrEiBka Hebr. Lincoln Nevada Hev. Carson City Hew Hampshire K. H. Concord New Jersey N. J. Trenton New Mexico N. Max. Santa Fe Hew York II. Y. Albany North Carolina N. C. Raleigh North Dakota U. Dak. Blsmarok Ohio Ohio Columbus Oklahoma Okla. Oklahoma City Oregon Or eg. Salem Pennsylvania Pa. Harrlaburg Philippine Islands P. I. Manila Porto Rico P. H. San Juan Rhode Island R. I. Providence Saaoa Samoa (not given) South Carolina S. C. Columbia South Dakota S. Dak. Pierre Tennessss Term. Uashvllls Texas Tex. Austin Utah Utah Salt Lake City Vermont Vt . Montpelisr Virginia Va. Richmond Washington Wash. Olympla West Virginia W. Va. Charleeton Wisconsin Wis. Madison Wyoming Wyo. Cheyenne KEY TO TABULATION REVISED EDITION LESSON 59 EXERCISE 2 KEYS TO CONSTRUCTIVE EXERCISES lOo THE POYAL BAKK OP CAKABA. IlICORPORATED 1869 Statemert to *ho Dominion Government, June 30, 1914 LIABILITIES Capital paid up. . . . $11 ,5 60, 000. OC Reaerve fund 12 ,660 ,000. OC Undivided proflta 1,015,119.56 Notes in oiroulation 12,124 ,045.09 Depoaita 140,324,230.55 Due to other banka 4.335,393.36 Aoceptanoea by London Branch 4,864,902.19 Aooeptancea under letters of credit 1.141.995.07 $187,916 ,685.84 Caeh on hand and In banks $38,204,008.23 Depooit in Central Gold Reserves 1,000,000.00 Go-zernicent and municipal aeouritieB 3,678,997.43 Railway and other bonds, debentures and etook 12,803.257.98 Call loans on etooka and bonde 17,997,290.72 Depoait with Dominion Government for.... security of note circulation 595 .340.00 $74,178,894.36 Loans and discounts $105,944,030.04 Liabilities of ouatomers under letters. of credit ae per contra 1,141,995.07 Bank premises 6 ,050 ,766.37 Real estate other than bank premises... 600.000.00 $187,916,685.84 FORM OF BANK STATEMENT REVISED EDITION M OF H EDITION LE .SON 64 LESSON 33 EXERCISE 1 EXERCISE 1 106 TEACHERS' MANUAL OF RATIONAL TYPEWRITLNG THZ CIRAHD IIATIOUAL EAIOC Joaeph Wayne, Jr. Frtaident Sran Randolph, Vice Praaldcnt Charlea K. Aahton, Caahier A. w. Plckford, Aaa't. Caaniar Alfred Barra'.t, Aaa't. Caahler Phlladelifcia, Pennaylvania June 30. 1916 tSSOURCES Loana and Investmenta $46,929,810.16 Custoners' liability under lettera of credit 93,618.76 Cuatomers' liability acoounl of acceptancea £16,066.00 Due froo banlca e,2i9,991.26 Exchange for clearing house 2 .b6t ,8C6.~2 Cash and reserve 11 .eii !9«2 "a »69,9&3,2e£.eS LIA£ILITIZS Capital $2,000,000.00 Surplua and profits 4,96? ,t 45 .40 Circulation 1 ,0'?8,000.00 Letters of credit issued to custosera 93,6ie.''6 Acceptances baaed on loporta and exporta £18,0&6.00 Deposita 61 .396.06t.S2 »69,983,2et.68 FORM OF BANK STATEMENT REVISED EDITION M OF H EDITION LEvSSON 64 LESSON SS EXERCISE 2 EXERCISE 2 KEYS TO CONSTRUCTIVE EXERCISES 107 FOURTH STREET NATIONAL BANK Philadslphia, Pennsylvania June 30, 1916 R3S0URCES Loans and discounts 540,651,841.32 Customers* liability under letters of credit 2 ,097 ,345 .51 Due from baria 8,259,419.33 Exchanges for clearing house 1,348,5 49.1'' Cash and reserve 14 ,^-62 ,660.83 c3S,920.016.16 LIABILITIES Capital Btook s 3,000,000.00 Surplus and net profits 6 ,660 ,443.73 Reserved for taxes 10 ,000.00 Circulation 491,6 00.00 Letters of credit i33M = 1 t. r,i-, t --ers . . . 2,098.828.86 Deposits 5 4 ,659 .243.57 £66,920,016.16 FORM OF BANK STATEMENT REVISED EDITIOiX LESSON 64 EXERCISE S M OF H EDITION LESSON 33 • EXERCISE 3 108 TEACHERS' MANUAL OF RATIONAL TYPEWRITING IIZLLOM HATIOHAL BaHX Pittsburgh. PanniylTanl* Jun* 30. 1916 RESOURCKS Loan, bonds, and Investment sscurltles . . .(£6 ,e''4,''44.l4 Orsrdrsfts 13.01 CMh ■.696.696.1"> Sue f ro« banks . 17 .362 .•'22.33 t91 9i4 1''4 66 LIABILITIES Capital 16,000,000.00 Surplus and undivided profits 3,609,602.32 RsBsrTSd for depreciation ato 316, 766.66 Circulating notes 3, 41'', 99'. 60 Deposits '76.T09.eO6. 9"' |»i!«.4!i'?4.& FORM OF BANK STATtMl.NT REVISED EDITION M OF H EDITION LESSON 64 LESSON 83 EXERCISE 4 EXERCISE 4 KEYS TO CONSTRUCTIVE EXERCISES 109 THE MARINE NATIOUAL BAIJK OF BUFFALO Buffalo, Hew York June 30, 1916 240th Statement RE30URCSS Demand loane S 9,594,458.15 Time loans 26 ,389 ,''04.88 United States Bonda 5 ,101,000.00 Bonds and aeouritiee 18,505 ,381.98 Banking house and lot 1 ,5 00,000.00 Cash on hand and with banks 14 ,963.578.46 $76,074,123.47 LIABILITIES Capital $5 ,000,000.00 Surplus *. 4 , 000 , 000 . 00 Undivided profits (Dividend $200,000.00 paid June 30).. 471,496.62 Reserve for taxes 61 ,635 .29 Circulation 4,987,012.50 Deposits 61 .553.980.06 $76,074,133.47 Deposits Juns 30, 1916. . .$61 ,553,980.06 .. . Deposits June 30, 1915... 44,619,321.21... Increase $16,934 ,65 6.85 FORM OF BANK STATEMENT REVISED EDITION M OF H EDITION LESSON 65 LESSON 33 EXERCISE 1 EXERCISE 5 110 TEACHERS' MANUAL OF RATIONAL TYPEWRITLNG FIRST WATKKU. EAKK Cl«v«ikn*«zent Of Condition, June 20. 19^6 Loam end irvcitDtnts <5S ,046,066.10 Overdraft* 7,864.99 United Stateo Bonda. 471 ,000.00 B«nJi building .... "'60,000.00 Caeh and due f ron tania . . . . 19,102.657.44 Conimercial and travollare' letter*;. .... of credit teaued 434,436.20 Ikie from Federal Raaerv* BarJt. 1 .699 06.-<.g3 »i7,6ll,0(>0.iV LIABILITIES Capital Block * .f 2,S0O.0OO 00 Surplue and profita... 2,289,911 66 Circulation J''!, 000 00 DepOBite t. 269.730 4t United Statea Bond Account. 4'') ,000 Or Vnueeo lettera of credit.. 434 4S8.2S Provident Reeerve Fund 00,000 Jf Reaerve for dividend due Ju.ly 1 l<.•.. ii (b) First exercise, page 14 Thirteenth Period (a) Location and rhythm drills (b) Second exercise, page 14 (c) High frequency wonls, page 13 Fourteenth Period (a) Features of machine, page 1') (b) Third exercise, page 14 (c) Supplementary exercise, page 13, one line of each word only MEDAL OF HOx\OR EDITION Ul Fifteenth Period Sixteenth Period Seventeenth Period Eighteenth Period Nineteenth Period Twentieth Period Twenty-first Period Twenty-second Period Twenty-third Period (a) Instructions and suggestions, page 15 (b) Capital letters, page 15 (c) First exercise, page 16 (a) Rhythm drills (b) Words of high frequency, page 15 (c) Second exercise, page 16 (a) Features of machine, page 15 (b) Third exercise, page 16 (c) Supplementary exercise, page 15, one line of each word only (a) Instructions and suggestions, page 17 (b) First exercise, page 18 (c) Words of high frequency page 17 (a) Supplementary exercise, page 17 (b) Second exercise, page 18 (a) Parts of machine, page 17 (b) Third exercise, page 18 (a) Study Instructions and suggestions, page 19 (b) First exercise, page 20 Second exercise, page 20 ^, (a) Location and rhythm drills (b) Third exercise, first two sentences, page 20 (Note: Beginning with this exercise, an effort should be made to increase speed. Each of the sentences should be written at least ten times. The exercise can be completed in the forty-five-minute period if the student can average 10 words a minute. The first group of figures in the parenthe- sis indicates the number of words in the sentence; the figures following the hyphen, the average number of strokes in a word. The sentences may be used for speed drills. It would be well for the student to practice each of the long words in each sentence a few times before writing the complete sentence.) (c) Assign for study "Numerals," page 19. The class group should be questioned on this at the next recitation 122 TEACHERS' MANLAL OF KATIONAL TYPKUUITING Twenty-fourth Period Twenty-fifth Period Twenty-sixth Period (a) (b) (c) (•) a)) (a) (b) Twenty-seventh Period (a) (b) Twenty-eighth Period Twenty -n-nth Period Thirtieth Period Thirty-first Period Thirty-second Period Thirty-third Period Thirty-fourth Period Thirty-fifth Period Thirty-sixth Period Thirty-seventh Period Thirty-eighth Period (a) (b) (a) (b) (a) (b) (a) (b) (a) (b) (a) (b) (a) (b) (a) (b) (a) (b) Quiz on "Numerals," page 19 Words of high frequency, page 19 Third exercise, third sentence, page £0 Study Eighth Lesson, page 21 First exercise, page 22 Words of high frequency, page 21 Diftafion drills on words of high frequency, page 21 Second exercise, page 22. Repeat as many times as the time permits Study "Numerals," page 21 Quiz on "Numerals," page 21 Speed drills on third exercise, page 22 Instructions and suggestions, page 23 Words of high frequency, page 23 Dictation drills on words of high frequency, page 23 First exercise, page 24 Second exercise, page 24 Study of "Spacing after Pimctuation Marks," page 23 Quiz on "Spacing after Punctuation Maries," page 23 Speed drills on third exercise, page 24 Instructions and suggestions, page 23 Words of high frequency, page 2.5 Dictation drills on words of high frequency, page 25 First exercise, page 26 Second exercise, page 26 Third exercise, page 2G Study "Things You Ought to Know," page 25 Speed drills on fourth exercise, page 26 Instructions and suggestions, page 27 Words of high frequency, page 2T Thirty-ninth Period Fortieth Period Forty-first Period Forty-second Period Forty-third Period Forty-fourth Period Forty-fifth Period Forty-sixth Period Forty-seventh Period Forty-eighth Period MEDAL OF HONOR EDITION First exercise, page 28 123 Forty-ninth Period Fiftieth Period (a) (b) Fifty-first Period (a) (b) Fifty-second Period (a) (b) (a) Dictation drills on words of high frequency, page 27 (b) Second exercise, page 28 Third exercise, page 28 (a) Study "Things You Ought to Know," page 27 (b) Speed drills on fourth exercise, page 28 (a) Instructions, page 29 (b) First section, words of high frequency, page 29 First exercise, page 30 Second exercise, page 30 Third exercise, page 30 (a) Second section, words of high frequency, page 29 (b) Fourth exercise, page 30 One correct copy of "Spacing after Punctua- tion Marks," page 23 One copy of "Things You Ought to Know," page 25 Copy the following from "Things You Ought to Know," page 27, paragraphs 1, 2, 7, 8, 10 Make copy of "Things You Ought to Know," page 29 Study "Introduction to Business Correspond- ence," page 41 Study and make one correct copy of letter on page 45 Study "Folding Letters," page 42 Using Style Study I, page 45, as a model, copy letters given in first and second exer- cises, page 46 Repeat, if necessary, until well arranged, cor- rect copies are produced 124 TEACHERS' MANUAL OF RATIONAL TYPEWRITLNG Fifty-third Period (a) (b) Fifty-fourth Period (a) (b) Fifty-fifth Period Fifty-sixth Period Fifty-seventh Period Fifty-eighth Period Fifty -ninth Period Study Self-starter and Tabulator keys, and uses, pages 42, 43 Using Style Study I as a guide, rearrange ex- ercises three, four, and five, page 40 Study "Manifolding," page 43 Study Style Study II, page 47, and make one copy. Make one carbon copy Using Style Study II as a guide, rearrange exercises one and two, page 48. Make one carbon of each Prepare exercises three and four, page 48, in accordance with instructions for Fifty-fifth peri(xl (a) The teacher will instruct the class group as to the proper form for a personal letter (b) Write a personal letter of your own composi- tion to a friend (a) Study "Directing Envelopes," pages 7u, 71 (b) Direct envelopes according to addresses given, page 72 (a) Study "Illustration of the Finished Letter," page 63 (b) Write a personal letter, making one c\rb:>n copy Second Unit: Speed Drills. Practice from simple mat- ter until a speed of at least 125 strokes a minute is attained, with a margin of error of one stroke. Time: Indefinite, as the personal equation varies. (Note: Probably a majority of the students who intelligently have gone over the part of the textbook outlined in the fore- going, will have acquired a speed approximating the stand- ard established. The following speed drills will be valuable chiefly in greatly increasing that speed.) OutUne of Program: The student should make a study of the points covered in "Introduction to Speed Studies," beginning page 31. This will prepare the student for MEDAL OF HONOR EDITION 125 the problem before him. The work for speed drills is pre- sented fully in Lessons 13-17 inclusive, of Rational Type- writing, Medal of Honor Edition. Method of Handling the Speed Studies: Beginning with the first exercise on page 34, the work should be assigned for practice, and the exercise repeated until the indicated speed is reached. On this section the teacher will have an opportunity to put into operation the competitive speed drills mentioned in the Teachers' Manual. Thirty to forty periods profitably can be put on this sec- tion of Rational Typewriting. The value of emphasis on this part of the technique of typewriting is not altogether appreciated by teachers. The object of introducing the "Speed Studies" at this time is to develop a smooth, flow- ing style of operation of the keyboard — to transfer this oper- ation, in fact, to the reflex — before the student's attention is diverted to the matter of arrangement of business letters and various documents. The tendency, when the student reaches letters and matter requiring judgment in arrange- ment, is to slow down. If he has already acquired autom- atism — or approximate automatism — in operating the key- board, the problem of arrangement is greatly simplified. Third Unit: Practice on various letter forms, addressing envelopes, and copying simple literary articles. Time required: Two forty -five-minute periods for ten days — 20 periods. OUTLINE First Period (a) Review the "Introduction to Business Corre- spondence," page 41 (b) Copy Style Study II, page 47 (c) First and second exercises, page 48 Second Period Third and fourth exercises, page 48 126 TEACHERS' MANUAL OF RATIONAL TYPEWRITLN'G Third Period Fourth Period Fifth Period Sixth Period Seventh Period Eighth Period Ninth Period Tenth Period Eleventh Period Twelfth Period Thirteenth Period Fourteenth Period Fifteenth Period Sixteenth Period Seventeenth Period Eighteenth Period Nineteenth Period Twentieth Period (a) Style Study IH, page 49 (b) First exercise, page 50 Second and Third exercises, page 50 Style Study IV, page 51 First and second exercises, page 52 Style Study V, page 53 First, second, third, and fourth exercises, page 54 (a) Style Study VI, page 55 (b) First exercise, page 56 Second and third exercises, page 56 (a) Style Study VII, page 57 (b) Second exercise, page 58 First and third exercises, page 58 Style Study VIII, pages 59, 00 First exercise, page 61 Second exercise, page 01 Third exercise, page 62 Telegraphic Messages, pages 64, 65 (a) Review "Folding Letters," "Postal Cards," page 42 (b) Original letters (a) Review "Tabulator" and "Self-starter," page 42 (b) Review "Directing Envelopes," pages 70, 71 (c) Direct envelopes, page 72 (a) Study "Characters Not on the Keyboard," page 72 (b) Write the following letters, making one carbon of each; prepare envelope, get them signed by the teacher; fold properly, ready for mailing: pages 47, 49, 51 Fourth Unit: Practice on business and legal documents. Time: Two forty-five-minute periods for ten days — 20 periods. OUTLINE (Note: In order to avoid tlie slowing up of speed on this kind of mat- ter, it is recommended that alternate periods be devoted to speed work. MEDAL OF HONOR EDITION 127 Magazine articles or any suitable material may be used. "Shorthand Dic- tation Drills" contains specially selected material for this purpose. It is printed in large type to make copying easy.) First Period (a) Study pages 85, 86 Eleventh Period Page 92 (b) Copy page 87 Twelfth Period Speed drills Second Period Speed drills Thirteenth Period Page 93 Third Period Page 88 Fourteenth Period Speed drills Fourth Period Speed drills Fifteenth Period Page 94 Fifth Period Page 89 Sixteenth Period Speed drills Sixth Period Speed drills Seventeenth Period Pages 95, 96 Seventh Period Page 90 Eighteenth Period Speed drills Eighth Period Speed drills Nineteenth Period Speed drills Ninth Period Page 91 Twentieth Period Speed drills Tenth Period Speed drills Fifth Unit: Time: Two forty-five-minute periods for 10 days — 20 periods. TABULATING AND ROUGH DRAFT OUTLINE First Period Page 66 Second Period Page 67 Third Period Page 68 Fourth Period Page 69 Fifth Period (a) Study and discuss pages 73, 74, 75 (b) Copy illustration No. 3, page 74 Sixth Period First exercise, pages 81, 82 Seventh Period (a) Second exercise, page 82 (b) First exercise, page 83 Eighth Period Second, third, and fourth exercises, page 83 Ninth Period Fifth and sixth exercises, page 84 Tenth Period Seventh and eighth exercises, page 84. Eleventh Period (a) Study "Tabulation Studies," "Bills and State- ments," "Methods of Billing," page 76 (b) Copy page 77 128 TEACHERS* MANUAL OF RATIONAL TYPEWRITLNG Twelfth Period Exercises i, 3, page 78 Thirteenth Period Exercises 4, 5, page 78 Fourteenth Period Exercises 6, 7, page 78 Fifteenth Period Exercises 8, 9, 10, page 78 Sixteenth Period Exercises 11. 12, 13, page 78 Seventeenth Period (a) Page 79 (b) Exercise 9, page 80 Eighteenth Period Exercises 6, 7, 8, page 80 Nineteenth Period Exercises 3, 4, 5, page 80 Twentieth Period Exercise 2, page 80 (Xote: 10 minutes of each of the periods to be devoted to "Speed Drills.") OUTLINE FOR A TWENTY-FOUR WEEKS' COURSE RATIONAL TYPEWRITING METHOD SINGLE KEYBOARD EDITION One period daily of forty-five minutes 1. The first twelve lessons are intended to give a thorough command of the keyboard. 2. The next six lessons cover the subject of business cor- respondence, furnishing an ample drill in forms and arrange- ments and also giving the practice necessary for developing speed. 3. The next six lessons deal with law forms and can b» assigned at the discretion of the teacher. 4. The next six lessons deal with tabulation. This should be made compulsory. First Week: (a) An explanation of the typewriter — its various parts, with illustra- tions and demonstrations. (b) The writing position at the machine with a demonstration of the proper posture of the body; the correct position of the hands and arms (see illustrations 1 and 2 on page 11). Practice on the following features : Inserting and removing the paper Spacing and beginning a new line Releasing the carriage Operating the space bar The importance of the guide keys Particular attention should be paid to an explanation of the way the matter is arranged on the page. In the first lessons, half sheets should be used instead of full size. 129 130 TEACHERS' MANUAL OF RATIONAL TYPEWRITING (c) An explanation of the "touch" with demonstrations. A demon- stration of the proper finger action (see illustrations S and 4, page 12). (d) An explanation of the keyboard charts and how they are to be used by the student. Drill on memorizing. Practice in making the various reaches. (e) "How to Begin," as explained on page 13. (f) Practice on the regular exercises of the lesson, page 14. Five copies of each exercise. (g) Practice the fingering exercises for Lesson One given on page 101; two lines of each combination. (h) The following sentences may be introduced: Buy my rug. Try my gun. Bum my furry mu£f. Tr>' my hymn. Hu hurt my thumb. Bury my ruby rug. Hunt my gum. In practicing the sentences capitals and punctuation may be omitted. Second Week: (a) Review drill on the first keyboard division in order that the student may be sure he knows the exact location of each letter. (b) New features of machine to be learned (see page 1.5). (Note: If the periods are short, this lesson may be dinded up into as many sections as are necessarj-.) (c) An explanation of the new section of the keyboard to be learned. Practice on memorizing. Practice on making the reaches. (d) Practice on Exercises 1 and 2, page 16 — five copies. (e) Reviews on touch and the features of the machine learned in Lesson One. (f) Practice on the words given in the supplementary exercise — two lines of each word. Third Week: (a) Review first and second finger keyboard sections of Lessons One and Two. (b) New features of machine (page 17), and review fe«ture« learned in previous lessons. OUTLINES FOR SINGLE KEYBOARD EDITION) 131 (c) Memorizing of the new section of the keyboard (see exercise on page 17 — two Hnes of each word; half sheets to be used; one column will fill a half-page) . (d) Practice in making the reaches to the new keys. (e) Practice on the regular exercises of the lesson; each exercise to be written five times; half sheets to be used. (f) Special practice on third finger exercise (page 17); arrange and prac- tice as outlined for supplementary exercise in Lesson Two. (g) Practice on Supplementary Exercise (page 17). Fourth Week: (a) New features of machine to be learned (page 19); and review parts learned in previous lessons. (b) Memorize the new section of the keyboard. (c) Explanation and illustration of proper method of keeping first fin- ger touching the keys "f" and "j" while operating the fourth finger keys. (Demonstrate.) (d) Practice on Exercises 1 and 2, page 20; five copies of each exercise; use half sheets. (e) Practice on the supplementary exercises as outlined in previous les- sons. (f) Practice the fourth lesson fingering exercise on page 102. Fifth Week: (a) New features of machine to be learned (page 21) with a thorough review of previous features. (b) Explanation and demonstration of method of making capital letters. Practice in striking various capitals as outlined on page 21. (c) Practice on Exercises 1 and 2, page 22; five copies of each on half sheets. (d) Practice on Supplementary Exercises, page 21, as outlined in the book. (e) Practice the fingering exercise on page 102. 134 TKACHERs MANUAL OF RATIONAL T'i I'KW Kl I LNXJ Sixth Week: (a) Practice on new features of machine to Ix* learned. (b) Practice on characters not on the keyboard. (c) Urill on maiiing reaches to various letters. (d) Practice on Exercises I and 2, page 44; five copies of each on half sheets. (c) Practice on Supplementary Exercise, page iS, as previously out- lined. (Note: It will be nec-essary to review thoroughly "a" and "b" later in the course.) (f) Practice the fingering exercise given on page lOS. (g) Make up a budget of the first six lessons. (See page 9 for instructions.) Seventh Week: (a) Explanation of new method of preparing the lessons. (See instruc- tions on page 25.) Full sht^ets arc now to be employed. (b) A.ssign for study "Numerals." A quiz should be given in this at the next lesson. (c) Practice on Exercises 1, 2, and 3, page 26. (d) A copy of "Numerals," page 25, should be assigned. (e) Practice fingering drills given on page 103. Eighth Week: Follow the outline given for the seventh week, using the material in the eighth lesson, page 28. Practice fingering drills given on page 104. Ninth Week: (a) Memorizing upper bank of keys. (b) Practice on Exercises 1 , 2, and 3, page 30, as outlined for seventh lesson. (c) Drill on "Numerals," page 27 (d) Assign for study "Spacing after Punctuation Marks," page -iiK (e) Make one copy of "Spacing after Punctuation Marks." pagi* 2l>. (f ) Practice on fingering drills given on page 104. OUTLINES FOR SINGLE KEYBOARD EDITION 133 Tenth Week: (a) Memorize new characters on upper bank of keys. (b) Practice Exercises 1, 2, and 3, page 32, as outlined in Lesson Seven. (c) One copy of "Things You Ought to Know," page 31. A quiz on this should be given in the following lesson. (d) Practice on fingering exercises given on page 104. Eleventh Week: (a) Explanation of method of preparing the lesson. (b) Drill on Exercises 1 and 2, page 34; five copies of each exercise. (c) One copy of "Things You Ought to Know," page 33. Drill on this exercise should be given in the following lesson. (d) Make up a budget of the second six lessons. (See page 9 "Budgets.") Twelfth Week: Follow the same plan as outlined for the eleventh week, using the material of the twelfth lesson. Thirteenth and Fourteenth Weeks: By the time the student has reached this point his operation of the keyboard should be fairly automatic, but he will not be able to write at a rapid speed. It is desirable to introduce some continuous matter for repetition practice beginning with short paragraphs and finally working into long articles. The material for this purpose can be obtained from "Shorthand Dictation Drills" using some of the first letters or short articles which have already been gone over in the shorthand work. The teacher can also utilize much of the material presented in "Speed Studies" of either the Revised Edition or the Medal of Honor Edition of Rational Typewriting. The object of this practice is to give the stu- dent a good working speed before he encounters the work of business correspondence. When the work on business correspondence is begun the student's attention will be focused on features of arrangement and there will be a noticeable slowing up- in speed if work of the character outlined above is not introduced here. In other words, the student should not be allowed to take up the problem of arrangement until the operation of the keyboard has been transferred to the reflex; it should not be necessary for him to give any conscious attention to the fingering of words, the location of keys, or any of the details of actual writing. If he has not reached this facility in operation, he should be sent back over finger board practice until he has acquired it. 134 TEACHERS' MANUAL OF RATIONAL TYPEWRITLNG Fifteenth Week: (a) A study of the various parts of a business letter. (b) A study of "How to Arrange a Business Letter Artistically" — pages 38. 39, 40. (c) Exercises 1 and 2, page 41; five copies of each. (d) Some copies of " How to Arrange a Business Letter Artistically." Sixteenth Week: (a) A study of the directions for preparing the fourteenth lesson — page 42. (b) Exercises 1, 2, 3, 4, 5, C, 7, pages 43-5 L (c) A study of manifolding. The mimeograph. Folding letters (with demonstration). Copies of each of the following articles : " Suggestions for the^Typisl " ; "Making Enclosures"; "Corrections and F^rasures"; "Postal Cards"; "Manifolding"; "The Mimeograph"; "Folding Letters." Seventeenth Week: (The lessons in Rational Typewriting from the fifteenth lesson on are designed for a more comprehensive course. The following outline for les- sons 15 to 24, inclusive, should therefore be substituted in a 24-week course.) (a) Constructive work to develop the student's knowledge of form and arrangement and to give him additional typing sjjeed on business correspondence. The material given in a.ssignments Nos. i and 8 of "Office Training for Stenographers" is especially adapted to such an exercise. This can be supplemented by other letters which the teacher can previously prepare. These letters may, if desired, be taken from "Gregg Speed Studies" previously studied in the shorthand class. They should l)e written on a duplicating ma- chine so that each student can be furnished with a copy, or the students may prepare their own copies, tran.scribing from the shorthand notes. In preparing the exerci.se the matter should be written straight along without any attempt at arrangement or paragraphing. This should Ik* left to the student. After the ex- ercises have been prepared and inspected, such exercises as have not been arranged in accordance with the principles laid down in "How tc Arrange a Business Letter .\rtistically," .should l>e re- turned to the student with criticism and new copies lie required. The preparation of these letters will afford a valuable drill to the OUTLINES FOR SINGLE KEYBOARD EDITION 135 advanced students. The teacher may use with advantage some of the material of the Revised Edition of Rational Typewriting for this purpose. As many exercises as the time will permit should be provided for the fifteenth lesson. Eighteenth Week: (a) A study of directing envelopes; study illustrations on page 53. (b) Working out the first exercise which consists of directing twenty- five envelopes from the addresses given in the book. (c) A study of the finished letter described on page 54 and illustrated on page 55. All of the letters previously written should then have envelopes addressed and the letters prepared for the dictator's desk by arranging them as shown on page 55. (d) Third exercise: The students should be given an oral examination to ascertain their knowledge of this subject. Exercises should be provided for writing telegrams and blanks furnished. For material for this exercise see "Office Training for Stenographers," pages 151 and 152. (e) A study of the best methods of transcribing (see page 8 "Suggestions for Handling Office Training for Stenographers"). (f) Transcribing letters from shorthand notes. This matter at first may be put on the blackboard by the teacher. This practice will tend to keep the students' eyes fixed on the blackboard. Nineteenth Week: (a) A study of the method of preparing this lesson, page 58. (b) Prepare Exercises 1 and 2, page 59. (c) A study of "Rough Draft," page 58. (d) Prepare exercises 3, 4, and 5, pages 60, 61, 62. (e) Transcripts from shorthand plates in "Gregg Speed Studies" or work on the board written by the teacher. Twentieth Week: (a) Study "Centering," page 58 of Rational Typewritirg. The exer- cises should be provided for practice on centering. This should be composed of titles of books with subtitles (see page 625, July, 1912, Gregg Writer), titles of various business papers, wills, speci- 136 TEACHERS' MANUAL OF RATIONAL TYPEWRITLNG fications. contracts, etc. (see section 10 "Office Training for Ste- nographers"). See also exercises on pages 84 and 85 ot Rational Typewriting, (b) Transcribing from shorthand notes, as in the foregoing. Twenty-flrst Week: This is a "speed" lesson, pure and simple. The object is to regain speed in straightaway copying. (a) Provide a number of general magazine articles to be written for the purpose of gaining speed in copying from straight matter. Many of the articles given in "Shorthand Dictation Drills" (the CJregg Publishing Company) or "Speed Studies" from the Revised Edi- tion of Iliitional Typewriting will afford excellent practice of this kin (b) Concentration exercise. (c) "Numerals," page 25, to be studied but not written; follow by quiz the following day. Fifth Period Seventh exercise, page 103. EIGHTH LESSON (Note: Follow seventh lesson instruction for assignment.) First Period (a) Acceleration drills on alphabet and alphabetic sen- tences, third exercise, seventh lesson. (b) Review numeral keys. (c) First assignment. Second Period (a) Drill on new characters. (b) Second assignment. Third Period (a) Review new characters with drill— s»cond group, sec- ond exercise. (b) Third assignment. Fourth Period (a) Concentration and acceleration drills. (b) Fwurth assignment. (c) "Numerals" treated as in seventh lesson. * Fifth Period Eighth exercise, page 104. NINTH LESSON , Treat as the seventh and eighth lessons — four periods. The fifth period will be devoted to the ninth exercise, page 10-t. "Spacing after Punctuation Marks" discussed. TENTH LESSON (a) Treat as ninth lesson, after reading the instructions. (b) "Things You Ought to Know" — study and quiz. (Note: Four periods required. The fifth period will be used on the tenth exercise, page 104.) 142 TEACHERS' MANUAL OF RATIONAL PM'KWRITING ELEVENTH LESSON First Period (a) Speeessons seventeen to twenty-eight. Ten peritnls n-cjnirtMl. RETURN EDUCATION-PSYCHOLOGY LIBRARY TO^^ 2600 Tolman Hall 642-4209 LOAN PERIOD 1 2 QUARTER LQAf NO TE[1PH0NE RENEWALS^ ALL BOOKS MAY BE RECALLED AFTER 7 DAYS 2- hour books must be renewed in person Return to desk from which borrowed DUE AS STAMPED BELOW QUfiRTW im D^' - ^m jun 1 3 i^!^* ^/Z /fr. AUGQ9REC'D-£ AM r/~\r>*i Ki/^ nrM /-I UNIVERSITY OF CALIFORNIA. BERKELE> o /nn YB 36195 fSHaS5?M>-i' 46095? O^fi UNIVERSITY OF CALIFORNIA LIBRARY _-^iSS3aiMBSik