distract the eye, and so impair this essential quality; which embarrass the pupil; which can be imitated only after long practice; and which, when imitated, are not a grace, but rather a blemish, simply from being ornaments out of place.

Rapidity, though obviously also an essential element of good penmanship, must be subordinate to legibility. The open, angular system reverses the order of these qualities, placing rapidity first, and the handwriting is thus, in most cases, irreparably injured. A thin, inelegant and illegible style takes the place of a compact and legible one, and the pupil rarely acquires a thorough knowledge of correct form and elements, because a careful and labored imitation of them is no part of the system. This is strikingly apparent if the writer is ever requiried to head a ledger, for here he must utterly fail.

The difference of speed with which different penmen execute their writing, is owing partly to physical differences; some persons being by nature quick and nervous in their movements, and others dull and slow. But it is very seldom that we see a business man who is obliged to write much, who is not a rapid penman; for habit secures facility and readiness. But unfortunately the same cannot be said of grace and legibility. To make good writers, then, those who shall combine legibility and speed in their penmanship, some other physical training is needed besides that which accompanies the careful imitation of well-executed copies. All kinds of manipulation with the fingers are wonderfully facilitated by repetition. The movements of the hand on the piano, or any other musical instrument, are an illustration of this; but these are very varied in comparison with those employed in writing, which are simple and easily practised under judicious training. Let any one who has not given attention to the subject, satisfy himself on this point, by watching the motions of his own hand in writing. However accomplished he may be as a penman, he will find two movements only; that of the arm, and that of the thumb and first two fingers. Facility in executing these two movements should be aimed at, at the same time that the imitation of the elementary forms is rigidly insisted on.

The finger movement is the first to be taught, and, of course, as preparatory to this, some directions about holding the pen must be given. Teachers should not be too rigid in their requirements on this point, since equally good penmen differ in opinion with regard to it, and it cannot be said that there is absolutely but one correct method. Besides, the teacher will find in many of his youngest pupils physical habits already formed, which it is better to humor somewhat, than to attempt entirely to eradicate. The following directions may be of use, in the absence of any universally established method of holding the

pen.

Let the middle finger rest on the side of the pen, about threefourths of an inch from the end of it, and let the thumb and forefinger be opposite each other, a little above the middle finger. Grasp the pen lightly, and let the penholder rest upon the upper part of the fore-finger, and not in the hollow between this finger and the thumb. Always turn the pen in such a way that it shall bear upon the paper equally, with both nibs. Let the pupil be required to hold the pen so loosely, or with so little compression of the muscles, as almost to let it slip from his fingers. He will then be readily made to see how much more freely he can execute the finger movement, or the contraction of the thumb and first two fingers, when they are in this state, than when the pen is grasped tightly and the muscles are rigid. Indeed, he should be made to see that it is not possible to move the fingers freely except when the muscles are relaxed. When he has learned this, he may be required to move the pen up and down on an oblique line, by this movement of the fingers. This practice will soon enable him to execute a looped line, and he may then go over m's or n's, or any other elementary forms. Let him do this some hundred times before beginning to write the copy for the day; and any teacher who has not tried the experiment, will be astonished at the facility which will soon take the place of the labored movement so often observed in beginners. It is no uncommon thing to see young scholars move the whole hand in executing their school copies, without any finger movement whatever, when that of the fingers is the only one required.

The other movement consists of a greater or less movement of the arm and forearm; the ball-and-socket joint of the shoulder allowing the partial rotation of the whole arm, with a slight resting upon the wrist or the whole of the forearm. This movement is very perceptible when one is writing upon the black-board. Here the hand moves in easy curves and sweeps, which alone can give grace to the execution. It will be secured on paper, by requiring the pupil to write a word and then connect the last letter with the first by a circular sweep of the pen above the word, and then, after retracing the word with the pen, with or without ink, again and again to repeat the movement.

Let these two movements, then, constantly accompany the practice necessary in going through this series of writing books, and teachers may be assured that whatever is done in the way of instruction, be it more or less, will be done in the right direction.

This system aims to teach one thing at a time. For this reason, the first book of the series contains little more than those elements which enter most frequently into the small letters of the alphabet. These elements are, in some writing books which

we have tested, too large; they are beyond the physical power of the child; and it is as unreasonable to require him to execute them, as it would be to insist upon his spanning an octave on the key-board, before his hand is large enough. In this book they are within the compass of his ability, and more nearly of the size of the writing practically useful in after life. Yet they do not run into the other extreme, in being so small as to give no scope for criticism when they have been copied. Much care has been taken that these elements, and all the letters to be met with in this series of writing books, should conform to a correct standard of taste; which is not, as is sometimes supposed, a thing altogether arbitrary. There is a natural fitness in the form, proportions and finish of a letter, which should never be violated; and an important part of a pupil's training consists in teaching him to understand and appreciate this fitness, without which writing cannot be graceful or beautiful. This knowledge is gained slowly, by repeated observation and comparison; for after the pupil has learned to discriminate between good and bad letters, he has often still to learn how to reproduce that which satisfies his eye and his taste.

Let the learner, then, after a few simple directions with regard to position, holding the pen, &c., begin with the first book. We recommend, after having faithfully tried the experiment, the use of a pencil instead of a pen, at starting; especially with very young scholars. It spares them the embarrassment of ink, which is often a serious one, and leaves the mind to be occupied solely with the imitation of the letters and elementary forms, and of course secures a more perfect result. The pencils should always be longer than the forefinger, by at least an inch; the use of a short pencil often endangering the correct habit of the hand in holding it. The use of short pencils on the slate should be rigidly prohibited for the same reason.

The pupil may go through one or more books of the first number in the series, at the discretion of the teacher. The writer of this has been in the habit of carrying his most advanced pupils carefully through the elements from time to time, generally at the beginning of the school year, and he is satisfied that no time is lost in so doing. It serves to inculcate anew the essential elements introduced in writing, and gives an opportunity for practice on the elementary principles, to those who, for any reason, are behind the rest of the class in their proficiency.

No. 2 gives the small letters, one at a time, besides affording practice in writing figures. In No. 3 the capitals are introduced singly; and practice in writing figures is continued through this book and the next. No. 4 contains exercises in single words, with a view to the accurate joining of the letters together, and

continued practice in the close imitation of forms. In this book the pupil is not expected to write rapidly, though he should by this time have learned to move the pen freely, employing the finger movement, and, to some extent, that of the arm, the physical exercises above alluded to being constantly kept up. No. 5 completes the series by furnishing practice in writing sentences. These should be carefully, and, if necessary, slowly imitated, as well as the copies of the preceding books.

It is not expected, by this method of teaching, to make whole classes write after one model; but it is believed that, while certain standard forms will invariably be impressed upon the mind of the pupil by a thorough course of training, so that the essential characteristics of the style which he acquires may be readily traced back to the system, he will still be allowed sufficient freedom for the expression of his own individuality,- that he will not write as a writing-master, a copy-book hand,— but that, with the freedom and grace which practice will secure to him, he will unite a habit of exact and thorough execution.

W.

[From the R. I. Schoolmaster.]

SCHOOL JURISPRUDENCE.

IN governing a school, cases will often arise in which the thoughtful teacher will feel much embarrassment. He will desire to know how others have acted in similar circumstances, and what consequences have resulted. But above all, he will be especially anxious to learn what are the great principles of justice and truth, which should guide him in the midst of such difficulties. He will need reading, reflection, consultation, as well as observation and experience. To aid him in making decisions in cases of emergency, we propose to keep a column or two for the report and discussion of such topics and questions as may arise in the practical government of a school. We shall extend our remarks and observations, sometimes, to the relations subsisting between parents and teachers; and to the whole economy of the school system.

In every Medical Journal, a large space is devoted to accounts of difficult or remarkable cases which have occurred in the practice of different physicians; and these accounts embrace all the symptoms and manifestations of the disease, the methods of treatment in its different stages, and the result, whether favorable or unfavorable. Is a remarkable surgical operation performed, not only is the fact stated, but the full particulars of it are given. Does a new disease make its appearance, not only are its characteristics and all that is known of methods of treating it care

fully stated, but physicians who have had to deal with it describe the cases of particular patients, and show as far as possible, in each, the manner of the attack, the progress of the disease, the precise remedies applied, and the effect of the treatment.

So in Legal Journals, reports of questions raised, arguments adduced, decisions made in trying important cases, occupy a very prominent place. And who that is conversant with the medical and legal journals of the day, but will acknowledge that their most interesting and valuable articles, especially to the young practitioner, are those containing such reports?

And why would not reports of cases which have actually occurred in the school-room be of equal value to teachers? It cannot be that they are the only persons who cannot profit by the experience of each other; yet we do not know of a single Educational Journal in which any space is devoted to such reports; and it would be difficult to select from all the books which have been written on the subject of education, or on the teacher's life and duties, materials enough for a single volume. This great deficiency in educational literature can easily be supplied, if practical teachers, those who are actually engaged in the business of instruction, will interest themselves in it.

These reports should come from teachers in all grades of schools, both in city and country, so as to include a variety of cases, and illustrate the various methods of instruction, discipline, and management, which different teachers adopt. Moreover, they should include cases of unsuccessful, as well as successful treatment.

It may be objected to such reports, that as no two teachers will ever find themselves in precisely the same situation, the course taken by one will not in every respect be the proper course to be taken by another. This is very true, and it is also true that no man can work in the harness of another. No man can exert an influence intellectually or morally, except in his own way. One may do by a look, what another must do by a word, and what still another can never do, however great an effort he may make; and yet something may be learned even from the experience of the last. It is scarcely less important to know the causes of failure, than of success. But were a young teacher to consider any report as indicating precisely the course which he ought, or ought not, to take, he would be injured rather than benefited by it. If, however, he should consider that each report illustrates some principle, and should examine it carefully to see what that principle is, and what are the elements of the success, or the want of success in the case described, he could not be otherwise than benefited by it.

We hope teachers of Rhode Island will contribute freely to this department of the Schoolmaster, and thus give to others the