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Volume  XXXIII 


SEPTEMBER,  1927 


dumber  I 


cThe 

BUSINESS  EDUCATOR 

PENMANSHIP  ENGROSSING 
BUSINESS  EDUCATION 


ZANER-BLOSER  COMPANY 

COLUMBUS,  OHIO 


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best  as  well  as  when  it  feels  best  as  you  write. 

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scratchy.  You  have  to  throw  it 
away.    Cheap  pen— false  economy. 


You  know  that  Esterbrooks  smooth  the 
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Esterbrook 
School  Pens 


:  popular  of  all  school  pens 


Metropolitan 

Business 

Speller 


New  Edition 
By  U.  G.  Potter 
McKinley  High  School 
Chicago 


Over  fiflno  words, 
to  Aeroplanes,    Radii 
pages,  attractive  bin 


containing  words  pi  rtaining 
Automobiles,  etc.  Complete  Index.  244 
ing.  50  cents. 


A  Superior  Speller 


Twofold  Design.  In  the  preparation  of  the  Metropolitan 
Business  Speller  we  had  constantly  in  mind  two  objects: 
first,  to  teach  the  pupil  to  spell,  and  second  to  enlarge  his 
vocabulary,  especially  of  words  in   general  use. 

Classification  of  Words.  As  an  aid  to  the  memory  we  have 
classified  words,  as  regards  sounds,  syllabication,  accents  and 
meaning.  We  have  grouped  the  words  relating  to  each  par- 
ticular kind  of  business  into  lessons,  by  which  the  student  is 
enabled  to  familiarize  himself  with  the  vocabulary  of  that 
business.  We  have  Interspersed  miscellaneous  exercises  in  the 
nature  of  reviews.  We  have  grouped  words  that  can  best  he 
learned  by  comparisons,  such  as  Stationery  and  Stationary. 

Abbreviations  of  states,  months,  railways  and  commercial 
terms  are  given  in  regular  lesson  form,  and  grouped  alpha- 
bet ically.  We  regard  abbreviating  of  almost  equal  importance 
with  spelling. 

Syllabication  and  pronunciation  are  shown  by  the  proper 
division  of  words,  and  the  use-  of  the  diacritical  marks.  The 
words  are  printed  in  bold  type,  and  the  definitions  in  lighter 
face,  so  as  to  bring  out  the  appearance  of  the  word.—  an  aid 

in   sight  spelling. 


Metropolitan 
System  of 
Bookkeeping 


New  Edition 

By 

W.  A.  Sheaffer 


You  Will  Like  It.  The  text  emphasizes  the  thought 
the  subject.  It  stimulates  and  encourages  the 
power  of  the  pupil.  Pupils  acquire  a  knowledge  of  the  sub- 
ject as  well  aa  facility  in  the  making  of  entries.  It  is  a 
thoroughly  seasoned,  therefore  accurate,  text  supported  by 
complete  Teachers*   Reference  Books,   and   Teachers'   Manual. 


Parts  I  and  II  text  is  an  elementary  course  suitable  for 
any  school  in  which  the  subject  is  taught.  Two  semester! 
are  required  in  High  Schools  and  a  correspondingly  shorter 
time  in  more  intensified  courses. 

Parts   III   and   IV   text   is  suitable   for  an   advanced   course 
following    any    modern    elementary    text.    We    make   the   state- 
ment    without     hesitation,     that     this     in     the     most     teachable, 
most   up-to-date,   and    strongest   text    published    for   advanced 
bookkeeping  and  elementary  accounting  use. 
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speed  and  accuracy,  correct  posture,  shorthand  penmanship,  the  elimination  of  false  movements,  copious 
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MANUAL  is  completed,  the  theory  as  a  whole  is  only  vaguely  remembered  and  the  student  becomes  con- 
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RATIONAL  DICTATION,  new  in  both  content  and  method,  contains  480  pages  of  classified  busi- 
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All  letters  and  articles  are  printed  in  type  and  are  accompanied  by  a  shorthand  vocabulary  of  the  impor- 
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THE 
Study  of  Pitman 

Shorthand 

The  study  of  Pitman 
Shorthand  provides  material 
assistance  in  the  mastery  of 
English.  Isaac  Pitman,  emi- 
nent student  of  the  funda- 
mentals of  English  speech, 
invented  shorthand  princi- 
ples that  were  simple,  scien- 
tific and  precise,  and  based 
them  upon  the  structure  of 
the  English  language. 

As  a  result  of  this,  Pit- 
man Shorthand,  unlike 
other  systems,  is  a  direct  aid 
in  the  elimination  of  incor- 
rect syllabication,  poor  pro- 
nunciation, and  general  mis- 
use of  English. 

The  practicability  of  Pit- 
man Shorthand  for  the  ver- 
b  a  t  i  m  reproduction  o  f 
spoken  English  has  resulted 
in  its  being  almost  the  sole 
means  of  recording  the  pro- 
ceeding of  Congresses,  Par- 
liments,  Courts  —  wherever 
accurate  recording  of  speech 
is  necessary  —  throughout 
the  English  speaking  world. 

Isaac  Pitman  &  Sons 

2  West  Forty-fifth  St.,  New  York  City 


Volume  33 


COLUMBUS,  OHIO,  SEPTEMBER,  1927 


Number  1 


THE  COVER  PAGE 


The  beautiful  cover  page  was  drawn 
by  J.  D.  Hague,  engrosser  with  the 
J.  V.  Herring  Engrossing  Studio,  New 
York  City.  This  is  one  of  the  best 
drawings  we  have  seen  from  Mr. 
Hague.  Mr.  Hague  is  a  comparatively 
young  man  and  we  may  expect  great 
things  from  him  in  the  future. 

WRITE    YOUR    NAME    CLEARLY 


"Graphologist"  has  an  important 
sound;  so  much  so  that  the  public 
cannot  be  blamed  for  regarding  any 
pronouncement  from  such  a  source 
with  respect.  When  the  word  is  re- 
duced to  its  simplest,  handwriting  ex- 
pert, some  of  the  lustre  may  be  lost. 
But  the  "thou  shalts"  and  the  "thou 
shalt  nots"  of  authority  in  any  field 
are  worthy  of  examination  and  when 
a  recognized  graphologist  rises  to 
proclaim  that  no  one  should  marry 
until  the  penmanship  of  the  other 
party  to  the  intended  contract  is  ex- 
amined, dissected  and  pronounced 
satisfactory  or  otherwise,  it  is  time 
to  look  more  closely  into  the  whole 
handwriting  argument. 

At  any  rate,  clearness,  ease  and 
force  remain  the  cardinal  virtues  of 
all  writing  and  of  these  clearness 
stands  first  in  importance.  Dot  your 
i's  and  form  your  q's  properly.  Do 
this  and  the  experts  may  read  your 
character  all  they  desire  with  small 
likelihood  of  finding  anything  to  your 
disadvantage. 

Handwriting  will  never  be  a  lost 
art  no  matter  how  greatly  mechanical 
means  of  communication  develop. 
The  name  must  be  written  many 
times  daily  by  every  person  active  in 
life  and  for  general  convenience 
should  be  so  clearly  inscribed  that 
possibility  of  error  is  reduced  to  a 
minimum.  The  typewriter  will  never 
come  into  use  so  general  that  pen- 
manship can  be  neglected  in  the 
schools,  where  the  first  impulse  to 
good  and  indifferent  handwriting  is 
given.  As  character  develops,  the 
handwriting  is  said  to  grow  and  take 
on  peculiarities  which  attach  them- 
selves to  the  individual  for  life.   This 


has  been  advanced  so  often  that  it 
is  now  accepted  as  demonstrated  fact. 
But  if  the  basic  principle  of  clearness 
is  kept  steadily  before  each  writer, 
if  he  determines  that  each  letter  he 
forms  shall  be  legible  to  any  reader, 
his  duty  to  himself  and  to  others  nas 
been  performed,  experts  or  no  ex- 
perts. 

The  above  recently  appeared  as  an  editorial 
in  the  Pittsburgh  Post.  We  present  it  be- 
cause it  gives  the  views  of  the  editor  of  one 
of  the  large  daily  newspapers  on  some  phases 
of  handwriting,  and  because  it  shows,  in  our 
judgment,   some  very   good  sense. 

There  is  a  tendency  on  the  part  of  some 
persons  to  think  that  the  typewriter  and 
other  machines  will  soon  make  handwriting 
unnecessary,  and  that  it  is.  therefore,  a  sub- 
ject that  is  unimportant  and  should  be  given 
little  or  no  attention  in  our  schools.  With" 
that  thought  the  Post  Editor  does  not  agree. 
Neither  do  we.  But  even  if  it  were  pos- 
sible to  have  a  typewriter  and  an  adding  ma- 
chine within  reach  at  all  times,  where  is  the 
parent  who  would  not  desire  his  child  to  at 
least  learn  to  write  his  own  name  and  the 
names  of  others?  And  in  learning  to  write 
names  the  pupil  necessarily  learns  handwrit- 
ing. 

As  a  rule  we  learn  to  figure  with  a  pencil 
before  we  use  an  adding  machine,  and  to 
write  with  pencil  and  pen  before  making 
use  of  a  typewriter.  The  machines  relieve 
the  drudgery  when  much  work  is  to  be  done, 
but  even  if  we  could  carry  one  of  each  with 
us  in  our  pocket,  not  one  of  us  would  _  be 
willing  to  try  to  get  along  without  learning 
how  to  use  pen  and  pencil. 

If  the  time  ever  comes  when  we  can  flash 
our  thoughts  on  paper  or  some  other  material 
without  physical  effort  required  to  write  with 
a  pen  or  with  a  typewriter,  then  it  may  be 
time  to  think  of  discontinuing  the  study  and 
practice  of  penmanship.  Until  that  time 
comes,  it  is  our  duty  to  endeavor  to  improve 
our  handwriting  and  the  teaching  of  it  along 
the  lines  of  modern  demand,  so  that  it  can 
be  most  easily  learned,  written  and  read.  And 
to  accomplish  these  results  teachers  still  have 
before  them  a  task  that  requires  their  great- 
est efforts. 

Regarding  Graphologists,  we  believe  that 
some  of  them  are  making  themselves  ridiculous 
by  claiming  to  be  able  to  tell  too  much  from 
handwriting.  That  one  reveals  himself  to 
some  extent  in  his  handwriting,  or  in  almost 
everything  else  he  does,  is  undoubtedly  true ; 
but  to  claim  that  handwriting  reveals  almost 
everything  regarding  the  writer  is  far  from 
being  the  truth.  On  this  subject  we  may 
have  more  to  say  at  another  time. 

We  trust  that  more  newspaper  editors  will 
express  themselves  on  handwriting  subjects, 
for  much  is  appearing  in  their  papers  today 
prepared  by  Graphologists  that  undoubtedly 
has  a  tendency  to  do  the  cause  of  good,  serv- 
iceable   handwriting    no    credit. 


MRS  £L/ZA  A/A/^ae ZAV&Z. 


It  is  with  deep  regret  that  we  record 
the  death  on  August  9,  1927,  of  Mrs. 
Eliza  Ainslie  Zaner,  71  South  Ohio 
Ave.,  widow  of  the  late  C.  P.  Zaner, 
who  was  one  of  the  founders  and  for- 
mer editors  of  The  Business  Educator. 

The  cause  of  her  death  was  pneu- 
monia, but  injuries  sustained  in  an 
automobile  accident  nine  years  ago 
and  grief  over  the  loss  of  her  husband 
and  sister,  who  were  killed  in  that  ac- 
cident, were  contributory  factors. 

Born  in  Liverpool,  England,  Mrs. 
Zaner  came  to  Columbus  when  she 
was  a  child.  She  was  a  devoted  wife 
and  a  great  help  and  inspiration  to 
Mr.  Zaner. 

Just  before  her  last  severe  illness 
Mrs.  Zaner  expressed  a  desire  that  her 
pains  and  burdens  might  be  ended  so 
that  she  might  be  privileged  to  catch 
the  broken  thread  again  and  join  the 
spirit  of  her  departed  husband.  Her 
prayer  was  answered  and  Mrs.  Zaner's 
remains  were  laid  beside  those  of  her 
beloved  husband  in  Green  Lawn  Ceme- 
tery, Columbus,  Ohio. 


THE     BUSINESS     EDUCATOR 

Published   monthly    (except  July  and   August) 
By  THE  ZANER-BLOSER  CO., 
612  N.  Park  St.,  Columbus.  O. 

K.  W.  Bloser Editor 

E.   A.   LUPFER     -----     Managing   Editor 


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(To  Canada,  10c  more;  foreign,  20c  more) 

Single  copy,  15c. 

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old  as  well  as  the  new  address. 

Advertising  rates  furnished  upon  request. 


The  Business  Educator  is  the  best  medium 
through  which  to  reach  business  college  pro- 
prietors and  managers,  commercial  teachers 
and  students,  and  lovers  of  penmanship.  Copj 
must  reach  our  office  by  the  10th  of  the  month 
for  the  issue  of  the  following  month. 


&/i4?&a<i/neM/&d£u&&r       & 


Showy  Business  Writing 

in  Ten  Acts  and  Fifty  Scenes 

Written,  Produced  and  Directed  by  C.  SPENCER  CHAMBERS,  LI.  B.,  Supervisor  of  Penmanship, 
Syracuse,  New  York,  Public  Schools. 


ACT  VI 

SCENE  I 

No.  1.  By  mastering:  the  o  joinings  in  this  scene,  the  v  and  \v  combinations  may  be  eliminated.  Hook  the  o  over  at  the  top 
as  if  making;  a  c  closing  with  a  short  right  curve.  By  doing  so  a  pear-shaped  letter  will  be  avoided.  The  alter- 
nating turn  and  point  make  a  beautiful  combination  exercise.  Do  not  offend  the  eye  by  pointing  o's  or  looping  i's. 
Count  1-2-3-1-2-3-1  to  complete  the  group. 

No.  2.  Bear  in  mind  that  the  s  is  a  trifle  higher  than  the  o.  After  all  vowels  the  s  is  closed  at  the  bottom  except  when 
preceded  by  an  o.    Count  1-2-3-4  for  each  o  s  combination. 

No.  3.  Count  four  for  each  combination.  If  your  pen-scope  is  not  long  enough  to  pass  over  the  six  letters,  reduce  the 
number  to  four  in  a  group.  The  hand  should  not  be  lifted  before  completing  a  group. 

No.  4.  There  is  as  much  rotundity  in  the  top  of  the  first  turn  of  the  n  as  there  is  in  the  second  turn  when  the  n  is  pre- 
ceded by  the  o.  Angularity  at  the  top  must  be  eliminated  to  bring  about  a  perfect  exercise.  Count  four  for  each 
combination. 

No.  5.  The  connecting  stroke  is  horizontal  until  the  crossing  point  is  reached  in  making  the  loop.  Have  the  slant  of 
both  letters  the  same.    Count  1-2-3. 

No.  6.  Close  the  p  on  the  line,  joining  it  to  the  o  with  a  compound  curve.  Count  four  for  the  combination. 

The  sentence  for  practice  containing  all  the  combinations  in  this  scene  is:    Philosophers  point  out  monstrosities. 


^^A^^^^ 


6  /z^<^^^^^^^^^^^^^^^^7^^^^y 

SCENE  II 

No.  1.  As  all  connecting  strokes  are  the  same  length  in  the  o  v  group  you  can  easily  judge  your  ability  to  space.    Count 

four  for  the  combination.  In  making  the  o  r  combination  keep  the  point  of  r  higher  than  the  top  of  the  o. 
No.  2.  As  w  width  letter  write  five  letters  to  a  group.    Keep  all  terminal  strokes  horizontal.    Count  1-2-3-4-5 

a  complete  group. 
No. .'',.   No!  ii  o  and  the  a  part  of  the  <1  are  at  different  slants.    Keep  loops  out  of  d.   Count  four  for  each  com- 

binal  ion. 
No.  4.   If  you  made  No.  5  in  the  preceding  scene  well  this  o  b   combination   will   be   easily   written.   Watch    spacing   and 

slant    in   this  exercise.     Count    1    2-3-4-1-2-3-4-1-2-3. 
No.  !>.  'I  ii.    ii  o      d  fl  cul  i  nation  involving  the  ois  the  o  f.    Cross  the  loop  as  high  as  the  i  and  close  lower 

loop  on  the  line.    Count  four  for  the  first  two  combinations  and  five  for  the  last  one  in  each  group. 
Review  the  combinations  by   writing:    Moreover,  women  object  to  offering  odds. 


4    /o-v-v-iy^r?-^  /tHs-trts-z?-'  /^7-iy-77~£^&-y  /^^-i^cM^px^?--^ 


"tW 


<W¥ 


^     &*&ud/n£M&Jiuxi&r       & 


SCENE  III 

No.  1.  After  making  a  line  of  these  groups,  hide  the  lower  loops  with  a  blotter  and  see  if  you  have  five  good  l's  to  a 
group. 

No.  2.  The  longest  compound  curve  in  writing  is  from  the  bottom  of  a  lower  loop  to  the  top  of  an  upper  loop.  There- 
fore, practice  the  g  h  combination  until  you  can  make  several  lines  without  making  points  on  the  loops.  Count 
four  for  each  combination. 

No.  3.  Make  the  turn  part  of  the  h  as  high  as  the  crossing  of  the  loop,  keeping  down  strokes  in  all  the  letters  uniform 
in  slant. 

No.  4.  After  writing  a  line  invert  your  paper  so  as  to  readily  detect  defects,  as  the  h  is  the  y  inverted. 
Review  all  combinations  in  this  scene  by  writing:    The  flight  of  the  hypocrite  was  a  glaring  fraud. 


SCENE  IV 


^lUA^ZlllJ, 


^is^M^y 


No.  1.  After  the  last  scene  this  one  should  prove  a  pleasure.    All  the  vowels  have  been  repeated  in  the  previous  scenes 

so  often  your  attention  can  now  be  given  chiefly  to  the  b.    Care  should  be  taken  to  curve  the  upstroke  slightly. 

An  excess  of  curvature  causes  too  much  width  in  the  loop.    Count  1-2-3-4-1-2-3-4-1-2-3  for  a  group. 
No.  2.  Place  the  top  of  o  exactly  half  way  between  the  loops.    Count  1-2-3-4-1-2-3-4-1-2-3. 
No.  3.  After  making  a  group  of  this  exercise  draw  a  straight  line  from  the  dot  of  the  i  to  the  point  of  the  i.    If  this 

produces  a  body  of  a  perfect  t  the  dotting  is  correctly  done.    Only  those  poor  in  spelling  dot  a  loop,  so  strive  for 

sharpness  in  i's.    Count  1-2-3  three  times,  dot,  dot,  dot. 
No.  4.  This  is  probably  the  most  common  combination  in  this  scene.    Count  four  for  each  combination  and  three  for  the 

extra  b. 
No.  5.  Practice  until  you  can  make  all  loops  the  same  width. 

The  sentence  for  practice  in  this  scene  is:    The  barber  imbibed  bubbles  from  a  bottle. 


SCENE  V 

No.  1.  If  the  initial  stroke  in  the  p  is  straightened  the  letter  will  have  an  ungraceful  appearance,  therefore,  start  the 
first  group  with  a  direct  oval  for  ten  counts  and  give  three  counts  to  each  letter  except  the  last,  which  has  an 
extra  count  for  the  finish. 


3  -^^^-^^^ 

4  -^L^-fc^zy ^i^^h^c^ ^^^+^-^i^h^^ 


>/f^' 


'-/^^/^  '/Ly^^A^ 


10 


,  y/u  -y^//j/;ujj  tW//t*//</-     & 


No.  2.     Close  each  letter  on  the  third  count.    No  loops  at  the  top.    Count  three  for  each  letter. 

No.  3.  The  dot  of  the  i  is  as  high  as  the  top  of  the  p.   A  fine  combination  on  which  to  practice  spacing.   Count  three  for 

the  p  and  two  for  the  i. 
No.  4.  The  p  is  the  odd  letter  in  length  of  the  alphabet.   Therefore,  give  it  much  attention.    Count  three  for  the  p  and 

two  for  the  u. 
No.  5.  See  that  the  loops  of  the  e's  are  left  open.    Count  the  same  as  No.  3  above. 
No.  6.  The  second  part  of  the  p  is  as  high  as  the  o.   Count  three  for  the  p  and  two  for  the  o. 
Review  combinations  by  writing:    The  pup  peeped  at  the  popper  and  pippin. 

(CURTAIN) 


Lessons  in  Business  Penmanship 

Send  15  cents  in  postage  with  specimens  of  your  best  work  for  criticism.    This  course  will  be  conducted 
from  the  office  of  The  Business  Educator. 

The  copies  for  this  course  were  written  by  E.  A.  Lupfer. 


LESSON  128 


(3*(9&£^^ 


Now  we  have  reached  signature  writing.  This  is  the 
kind  of  work  that  most  pupils  would  rather  practice  at 
the  beginning  than  the  simpler  forms;  but  unless  they 
have  mastered  the  simpler  work  previously  presented,  it 


would  not  be  worth  while  to  attempt  to  master  signa- 
tures. Follow  the  signature  through  with  a  dry  pen  while 
getting  the  mental  picture.  The  middle  letter  is  so  named 
on  account  cf  the  position  it  occupies  in  the  signature. 


LESSON   129 


^z^y?^i^o^  Aly^y^^ /yZ^i^t^^j^- 


The  spaces  between  the  capitals  should  appear  the  same 
in  width.  A  firm,  strong,  continuous  movement  is  necessary 
to  join  the  three  capitals,  but  after  control  and  confidence 
are  secured  it  is  not  much  more  difficult  to  join  them  than 
it  is  to  make  them  separately. 


Good  writing  is  the  result  of  a  combination  of  clear 
thinking  and  careful  practice.  Are  you  thinking  clearly  ? 
Are  you  practicing  carefully?  Join  the  capitals  with  the 
same  ease  and  freedom  that  you  use  in  making  them 
separately. 


9MiB^ 


LESSON   130 


yQJJ7, 


Accurate  writing  is  too  slow  for  business  purposes. 
Free,  forceful  arm-movement  writing  is  attractive  on  ac- 
count of  its  speed  and  graceful  lines.  The  production  of 
good  writing  on  paper  is  a  matter  of  getting  a  clear  men- 


tal picture  of  the  copy,  followed  by  the  proper  practice  of 
the  copy.  Try  joining  the  first  two.  then  the  last 
two,  and  finally  all  three.  Try  to  make  the  signatures 
look  businesslike  in  strength  and  boldness. 


LESSON    131 


If  you  find  it  difficult  to  join  the  capitals  as  here  given, 
practice  them  for  a  time  by  uniting  three  of  the  same  let- 
ter.    Start  with  three  A's,  and  go  through  the  alphabet. 


<^5^W^ 


This  will  help    you  to  acquire    the  free-swinging    move- 
ment necessary  to  produce  strong  signatures. 


^      >  S/u  >X>itj/siUJ  Ct//ua/</^ 


11 


LESSON   132 


(^fe^    -42^QL^<  ^^C^^ 


Depend  on  the  arm-movement  swing  to  carry  you 
through  the  signatures.  Some  teachers  advocate  a  slight 
action  of  the  fingers  in  making  some  of  the  loop  letters 
but  this  is  not  absolutely  necessary,  neitheT  is  it  objec- 
tionable. 

Review  exercises  occasionally.    Keep  the  capitals  com- 


pact to  avoid  a  sprawling,  scribbled  appearance.     Make 
them  businesslike  rather  than  fancy. 

Spacing  between  letters  should  be  uniform,  and  the 
capitals  should  be  the  same  in  height.  Be  careful  about 
punctuation  marks;  they  count  for  so  much  in  business 
life. 


LESSON    133 


Be  careful  about  the  use  of  pens,  ink  and  paper.  A 
workman  is  known  by  the  condition  of  his  tools.  Care  in 
one  thing    presupposes  care    in  other    things.     He  who 


would  write  well  must  practice  systematically,  carefully, 
perseveringly  and  optimistically. 


79 


LESSON   134 


02W^^  "Tf/lM^^ 


If  you  have  mastered  the  signatures  in  this  book,  you 
have  laid  the  foundation  for  a  good  signature  of  your  own. 
A  good  signature  should  be  perfectly  legible;  it  should 
be  neat;  and  it  should  be  attractive  on  account  of  the 


ease  and  force  with  which  it  was  written.  The  mastering 
of  a  good  signature  is  worth  while  because  it  is  written 
so  many  times  during  one's  life  and,  like  the  face,  it  be- 
comes an  important  matter  in  transactions.     This  is  due 


LESSON   135 


to  the  individuality  shown  in  handwriting,  and  more  of  it 
is  shown  in  a  signature  than  in  almost  anything  else. 
Evolve  a  signature  of  your  own,  combining  legibility  and 
utility.  The  stranger  must  depend  upon  the  legibility  of 
the  signature  and  since  there  is  no  rule  for  the  spelling 


of  proper  names,  each  letter  should  be  unmistakably  plain. 
The  banker  depends  upon  the  individuality  of  the  signa- 
ture. Your  signature  should,  therefore,  be  personal  and 
characteristic. 


80 


APPLIED  BUSINESS  WRITING 

The  following  pages  of  applied  work  present  numerous  commercial  papers,  including  envelope  superscriptions,  salu- 
tations, complimentary  close,  receipt,  check,  commercial  abbreviations,  promissory  note,  draft,  trade  acceptance,  indorse- 
ments, journal  and  ledger  pages,  cash  receipts,  cash  payments,  balance  sheet  and  a  business  letter.  Students  will  find  this 
material  just  what  they  need  for  advanced  penmanship  practice.  Master  the  work  on  each  page  as  thoroughly  as  you 
mastered  that  on  each  preceding  page. 


Watch  for  the  New  course  of  Lessons  in  the  next  issue 


12 


f^Z/u ^tjBudateM  (Zt/uta/tr*       *§* 


81 
ENVELOPE  SUPERSCRIPTION,  SALUTATION,  AND  COMPLIMENTARY  CLOSE 


/^h^^zJ^y 


c/St^c^u/^ZA^y/T^rT^^  oCe^^^d-^)^^ 


82 
ENVELOPE  SUPERSCRIPTION  AND   COMPLIMENTARY   CLOSE 


83 


f^M^&ud/n&LA'iaduta&r'       & 


13 


RECEIPT 


^^Jf^-i^zt^?^/  (-*>J^<z=2-<-^c*^^^*^--*zi^7^s 


CHECK  AND  BUSINESS  ABBREVIATIONS 


^z/^-fh 


/^ci^<^c^-^t^^^cy  /t=r-zz^rLsf£y 


r-^r/f- 


85 


Miss  Katherine  Kapp,  Supervisor  of  Pen- 
manship in  the  Muskegon,  Michigan,  public 
schools,  held  a  very  interesting  and  attractive 
penmanship  exhibit  in  the  Hackley  Art  Gal- 
lery. 

Much  of  the  work  was  done  on  colored 
paper  and  embellished  with  cut>outs.  This  part 
of  the  work  was  done  in  cooperation  with  the 
art  teachers. 

Surely  every  Supervisor  of  Writing  can 
profitably  hold  penmanship  exhibits  of  this 
nature.  It  helps  to  arouse  interest  on  this  sub- 
ject among  the  students,  parents  and  other 
teachers. 


L.  S.  Dismuke,  Supervis 
awing  in  both  the  Centr 
ie   Grammar  Schools,   Mo 


ltr 


Ca., 


curing  excellent  resul 
A  newspaper  clippins 
escribing  an  exhibit  r< 
ismuke.  The  exhibit  . 
ie  pupils  in  both  per 
lg  and  created  consic 
lany    favorable    commei 

We  had  the  pleasure 
tuke  in  the  1926  Zanei 
he  is  a   very   talented, 


in  both  subjects, 
as  been  received 
ntly  held  by  Mrs. 
tained  work  from 
inship  and  draw- 
able  interest  and 
from  the  public, 
meeting  Mrs.  Dis- 
l  Summer  School, 
tic   teacher. 


Mr.  William  F.  Frischkorn  of  Cleve- 
land, Ohio,  is  a  new  commercial  teach- 
er in  the  McCann  School  of  Business, 
Reading,  Pa. 


-ithu 


Miss  Frances  L.  Helgesen,  for  sev- 
eral years  a  shorthand  teacher  in  the 
Steward  School,  Washington,  D.  C, 
has  recently  accepted  a  similar  posi- 
tion    with     Bryant-Stratton     College, 


14 


>y/u>3tiuj//iijjCt6u«6r       & 


/£-/  ( /yr>-usLf^<z^zs  Lstt'&ZZ' 


^U^ 


e^-cCc  . 


W  —    ^ ■■  *■ -     -     f/..  ,...,.  .^ 


Thi 


excellent    business   writing  was  written  by   Margaret   Varga. 
Benbow   is   the   supervisor  of  writing.      This  writing  i 


i   student  in  the  Jr.   High  School  of  Trenton.  N.  J.      Mi 
good  in  movement,  in  form  and  reading  quality 


Miss  Leona  Schimel,  for  the  last 
few  years  a  commercial  teacher  in  the 
Sheboygan,  Wisconsin,  High  School, 
has  recently  been  elected  to  teach  in 
the  High  School  at  North  Tonawanda, 
N.  Y.,  for  the  coming  year. 

Mr.  Milton  B.  Styer,  last  year  com- 
mercial teacher  in  the  Meriden,  Conn., 
FF'-'i  Sc1  ool    i      <   new  teacher  in  the 


Miss  Aletha  Parks,  recently  with 
the  Washington  Senior  High  School, 
Cedar  Rapids,  Iowa,  will  teach  com- 
mercial work  the  coming  year  in  the 
Port  Jervis,  N.  Y.,  High  School. 


Mr.  Stanley  Boomer,  for  several 
years  with  the  High  School  at  Detroit, 
Minn.,  is  a  new  commercial  teacher  in 

■   i    "  i '.  :t.  j..  h";  !i  school. 


Mr.  Earl  Sharpe  of  New  York  City 
has  recently  been  appointed  Assistant 
Professor  of  Business  Administration 
in  Drexel  Institute,  Philadelphia. 


Mrs.  Eva  Larson  Connelly  is  a  new 
(shorthand  teacher  in  the  Mankato 
Coi  tmerclal  College,  Mankato,  Minn. 


^     M^&u<ti?uM&&u*i&r      & 


15 


The  above  specimen  was  written  by  Dolores  Depree,  a  student   in   the   Latrobe,   Pa.,   High   School.      This   girl  won   second   pla 
in    penmanship    in    the    Westmoreland    County    Commercial    Contest.      TKe    penmanship    teacher    of    this    school    is    Miss    Lau 

Shallenberger 


PRIZE  WINNING  SPECIMENS  IN  THE  NATIONAL  ASSOCIATION  OF  PENMANSHIP 
Supervisor's  Contest — Philadelphia — April  27th,  28th,  29th,  1927 

Contest  No.  1— SIXTH  GRADE  GIRLS— Specimen  written  by  Ruth  Wilhelm,  St.  Paul,  Minnesota.     First  Prize. 


^_^^^£AJ, 


C^-7^!^^^-^^^i^>^^i 


^>^<2^^<:^e^^^>^Z^^. 


Contest  No.  1— SIXTH  GRADE  BOYS— Specimen  written  by  Wong  Sim,  Walla  Walla,  Washington.     First  Prize. 


Miss  Christine  Evans,  a  recent 
graduate  of  Bay  Path  Institute, 
Springfield,  Mass.,  is  a  new  teacher  in 
the  Brooklyn,  N.  Y.,  Secretarial 
School. 


An  Ptt^ctive  well  printed  catalog  has  beer 
received  from  Draughon's  Business  and  Com 
me.cial  Teachers  Institute  of  Atlanta.  Ceor-'- 
The  catalog  is  b?autifully  illustrated  will 
photographs.  Mr.  H.  R.  Todd  is  President  am 
Clark  E.  Harrison  is  Vice-President  of  thi: 
wide-awake  institution. 


Mrs.  E.  J.  McClellan  has  recently 
been  elected  to  teach  in  the  Depart- 
ment of  Secretarial  Science  of  Syra- 
cuse University. 


16 


^     <5^&u4MteM&6uxz£r       & 


Supplementary  Business  Writing 

By  C.   C.  LISTER,  Maxwell  Training  School  for  Teacher*,  New  York  City 


(st^l^Z^ZZ^/^ 


'-^tLe/c 


NEWS  NOTES 

Mr.  H.  Chandler  Hunt,  recently  with 
the  Rochester,  N.  H.,  High  School,  will 
teach  commercial  work  the  coming 
year  in  the  High  School  at  Walling- 
ford,  Conn. 


Miss  Katherine  M.  Mason,  a  mem- 
ber of  the  1927  graduating  class  of 
the  Plattsburg,  N.  Y.,  State  Normal 
School,  has  accepted  a  position  to 
teach  in  the  Ilion,  N.  Y.,  High  School. 

Miss  Marea  Todd  of  Cobleskill,  N. 
Y.,  will  be  a  new  commercial  teacher 
in  the  Manhasset,  Long  Island,  High 
School,  the  coming  year. 


Mr.  Jeffrey  J.  Bowe  of  Worcester, 
Mass.,  is  a  new  commercial  teacher  in 
the  Merrill  Business  College,  Stam- 
ford, Conn. 


Miss  Pauline  M.  Hartshorn,  last 
year  with  Kent's  Hill,  Maine,  Sem- 
inary, is  to  be  a  new  teacher  of  type- 
writing in  the  Bn'scoe  School,  Beverly, 
Mass. 


The  many  friends  and  acquaintances  of  H. 
A.  Rencau,  2292  Myrtle  Ave.,  Long  Beach. 
Calif.,  will  be  pleased  to  learn  that  his  daugh- 
ter. Miss  Zanera.  named  after  the  founder  of 
the  Zanerian  College,  and  a  recent  graduate  of 
the  Polytechnic  High  School,  won  in  a  schol- 
arship contest  conducted  by  the  Otis  Art  Insti- 
tute of  Los  Angeles.  Her  drawings  and  other 
art  work  which  she  submitted  entitle  her  to 
attend  the  Otis  Art  Institute  during  the  year 
1927-1928.  The  contest  was  open  to  all  of  the 
high  schools  of  California,  so  that  the  award 
means  that  the  young  lady  has  unusual  ability 
in  that  line  of  work. 

Another  of  Mr.  Reneau's  daughters  gradu- 
ated  from  the  Bible  Institute  of  Los  Angeles. 

Mr.  Reneau.  outside  of  his  regular  work,  en- 
grossed more  than  six  hundred  diplomas  and 
forty-one  athletic  certificates  which  add  con- 
siderably to  bin  Income.  The  fact  that  such 
work  can  be  done  in  connection  with  0  bi 
work  means  that  persons  who  are  qualified  in 
[i  -  can  often  greatly  ineri 98 
lings  during  the  year 


Mr.    Ret 

a    little   boy,    I.elanr 

David  by  name, 

»ho  thr. 

c  months  a 

nil   ••■  <  i  the  n. 

neau  hoi 

ehold.    Mi.  Reneaa' 

blessing  .    

ny  and  v 

*e  offer  our  congrntu 

lations. 

Miss  Ruth  Stacey,  last  year  com- 
mercial teacher  in  the  High  School  at 
Falmouth,  Mass.,  is  to  be  with  the 
Commercial  High  School,  Providence, 
R.  I.,  the  coming  year. 

Mr.  S.  Blake  Dean  is  a  recent  addi- 
tion to  the  commercial  department  of 
the  School  of  Commercial  Sciences, 
Woonsocket,  R.  I. 


Mr.  A.  E.  Caskey,  last  year  with  the 
Troy,  N.  Y.,  Business  College,  will  re- 
turn to  his  former  position  as  com- 
mercial teacher  in  the  Wood  School, 
5th  Avenue  and  125th  Street,  New 
York  City. 


Miss  Mary  Belig  is  a  new  commer- 
cial teacher  in  the  Bloomsburg,  Pa., 
High  School. 


Mr.  Clarence  Bol/.e,  for  the  last  few 
years  commercial  teacher  in  the 
Eureka,  Kansas,  High  School,  will 
teach  the  coming  year  in  the  High 
School  at  Kansas  City,  Kansas. 


&#&u4//t^&&u&&r       & 


17 


MENTAL  MEANDERINGS 

By  CARL  MARSHALL,  Route  1,  Box  32,  Tujunga,  Calif. 


The   disposition   to   be   in    rebellion 
against  all  forms  of  law  is  extending 
itself  to  language.     Certain  university 
professors    who    yearn 
Language  to    be    considered    "ad- 

Lawlessness  vanced,"  and  a  few 
"litterary"  (note  the 
two  t's)  magazines,  agitated  by  the 
same  sacred  ambition,  have  been  re- 
cently voicing  their  general  independ- 
ence of,  and  contumely  for  the  ruLes 
of  grammar.  They  announce  with 
confidence  that  it  is  perfectly  all  right 
and  commendable  for  us  to  say  "It  is 
me",  "He  don't",  "I  ain't",  and  so  on. 
These  "liberated"  ones  demand  to  be 
told  WHY  "He  doesn't"  is  any  better 
than  "He  don't"  or  why  they  should 
not  flout  the  dictum  of  the  grammati- 
cal oppressor  who  insists  that  nomi- 
native pronouns  should  be  used  in  the 
attribute.  DoubtLess,  it  would  be  hard 
to  make  them  under- 
stand, just  as  it  would 
he  hard  to  make  Bill 
Bunker  of  Podunk  see 
why  he  should  not  eat 
pie  with  his  knife  or 
wipe  his  nose  on  his 
napkin.  Civilized  man 
has  adopted  a  goodly 
number  of  regulations, 
social  or  linguistic,  for 
which  there  is  no  "why"  sufficient  or 
convincing  to  the  understanding  of 
those  lofty  souls  who  take  joy  in 
scoffing  at  conventions.  By  all  means 
let  them  go  on  saying  "It's  me",  "He 
ain't",  and  so  on,  if  it  adds  to  their 
happiness.  They  may  also  say, 
"Hadn't  ort",  "He's  done  et  'is  grub", 
"I  seen  'im  when  he  done  it",  and 
similar  barbarisms,  ad  libitum,  if  the 
practice  gives  delight  to  their  liberty- 
loving  souls.  The  offense  is  not  jail- 
able.  But  let  no  anarchistically  in- 
clined young  person  imagine  that  he 
can  follow  the  lead  of  these  malcon- 
tents, without  being  taken  either  for 
a  boor  or  a  nincompoop.  People  of 
sense  and  cultivation  are  likely  to  go 
on  using  English  in  accordance  with 
its  best  usage,  and  as  it  has  come 
down  to  us  from  its  masters.  The 
English  language,  in  the  future  as  in 
the  past,  will  continue  to  grow  whole- 
somely, and  to  adapt  itself  to  newer 
needs  and  conveniences,  but  not  until 
the  English  speaking  peoples  have  de- 
generated into  Yahoos,  will  our 
speech  become  the  plaything  of  silly 
and  irresponsible  faddists. 


One  of  the  greatest  of  the  ancient 
philosophers  plumbed  the  educational 
depths  to  the  bottom,  when  he  said: 

"Man!  KNOW  THY- 
MasterYour  SELF!"  He  might 
Environment    have    added    a    hardly 

less  important    slogan: 


Man!  KNOW  THE  THINGS  THAT 
ARE  ABOUT  YOU!  The  traditional 
idea  in  education  has  been  that  of 
knowledge  absorption,  and,  though  the 
inadequacy  of  this  idea  has  been 
pointed  out  by  most  modern  pedagog- 
ists,  it  still  persists  all  too  promi- 
nently in  most  courses  of  study.  Mere 
knowledge  has  value  only  as  the 
things  learned  CAN  BE  USED.  It 
follows  that  the  course  of  study  fol- 
lowed in  the  schoolroom  should  be 
adapted,  as  far  as  possible,  to  the  en- 
vironment of  the  learner.  For  the 
learner  who  is  to  make  his  living 
among  the  shops,  offices  and  factor- 
ies of  a  city,  school  work  should  have 
a  very  different  content  and  direction 
from  what  it  has  for  the  youth  of  a 
sea-faring  community  or  for  those 
who  are  to  draw  their  living  from  the 
soil.  Yet  those  who  are  responsible 
for  our  state-wide  "uniform"  school 
curricula  seem  not  to  have  learned 
this  self-evident  thing. 

There  is  in  this  principle,  both  an 
explanation  and  a  justification  for  the 
modern  commercial  school.  The  pub- 
lic found  out  long  before  the  educa- 
tors did,  that  efficient  clerks,  book- 
keepers, and  stenographers,  require 
special  preparatory  school  training. 
And  so  it  came  about  that  for  more 
than  a  generation  the  private  com- 
mercial school  had  to  fight  its  way  to 
recognition  in  spite  of  the  frank  and 
often  bitterly  hostile  opposition  of 
those  who  had  public  education  in 
charge.  It  has  hardly  been  twenty 
years  since  I  heard  the  head  of  the 
Department  of  Pedagogy  of  the  Uni- 
versity at  Ann  Arbor  declare  roundly, 
in  a  public  address,  that  there  is  "no 
such  thing  as  commercial  education." 
Fervently,  he  shouted,  "What  can 
there  be  that  is  educative  in  teaching 
people  to  keep  books,  or  write  short- 
hand?" 

Anything  is  educative  that  fits  one 
for  a  definite  environment.  It  is  al- 
most true,  that  nothing  is  educative 
that  does  not  do  this.  Culturally 
speaking,  it  does  not  so  much  matter 
WHAT  we  learn,  so  long  as  it  is 
something  we  can  USE,  and  which 
makes  us  THINK  while  learning  it. 
You  cannot  train  youth  for  even  the 
material  efficiencies  of  life,  without  at 
the  same  time  broadening  their  minds 
and  souls.  There  is  both  soul  and 
mind  culture  in  learning  to  do  any 
kind  of  work  WELL. 

There  is  a  lesson  in  this  principle 
for  you  thousands  of  young  EDU- 
CATOR readers,  who  are  beginning 
this  new  year  of  school  work,  in  get- 
ting yourselves  ready  to  win  success 
in  the  business  world.  I  would  coun- 
sel you  to  "surround  your  job"  educa- 
tionally  speaking.     It  is  not  enough 


to  become  merely,  a  good  penman,  an 
accurate  bookkeeper,  or  a  clever  and 
quick  stenographer.  These  things 
will  only  settle  you  well  among  the 
rank  and  file,  —  make  you  but  a  good 
cog  in  the  machine,  —  but  give  you 
no  seat  at  the  table  where  sit  those 
who  direct  the  business,  and  where 
salaries  run  into  five  figures.  To  land 
here,  you  must  know  all  the  why  and 
wherefores  of  the  governing  business 
policy;  know  where  and  how  the  busi- 
ness touches  the  outside  world  at 
every  point  of  contact.  This  means 
that  when  you  land  the  job,  your  real 
studies  have  JUST  BEGUN! 

It  will  be  well  for  you  to  take  this 
thought  home  with  you  and  think  it 
over. 


Was  it  some  old  classic  enthusiast 
who  said  "See  Athens  and  Die!"? 
Let  me  pass  on  an  amended  version 
of  the  invitation;  "See 
A  Land  That  California  and— LIVE ! " 
Is  "Different"  I  get  so  many  letters 
from  dear  old  friends 
in  the  East  whom  I  first  learned  to 
know  and  like,  when  all  of  us  had 
glossy  locks  and  could  skip  up  stairs 
two  steps  at  a  time,  who  mention  that 
they  have  never  yet  seen  California, 
but  0,  how  they  would  like  to!  Only 
the  other  day,  one  of  them  wound  up 
his  letter  something  like  this:  "How 
I  wish  the  mills  of  the  gods  would 
let  up  long  enough  for  me  to  go  out 
there  and  see  that  wonderful  country 
that  you  write  about  so  temptingly!" 

Well,  why  doesn't  he?  Why  not 
come  on  out,  even  if  he  has  to  chuck 
a  temporary  monkey  wrench  into  the 
bearings  of  that  same  machinery? 
"Haven't  time";  "can't  afford  it";  "no 
one  to  take  my  place",  and  so  on,  I 
suppose,  —  moss-grown  and  be-whis- 
kered  excuses  that  for  the  past  thou- 
sand years  or  so,  have  made  people 
lose  the  best  part  of  their  sixty  or 
seventy  year  allowance  of  life. 

Seriously,  old  pals,  you  ought  not 
to  let  yourselves  die  before  you  see 
California,  even  if  you  are  fairly  sure 
of  ultimately  landing  in  Paradise. 
Something  may  go  wrong,  you 
know,  besides,  you  will  be  likely  to 
appreciate  Paradise  better,  after  a 
little  foretaste  in  the  way  of  a  trip 
through  California,  and  especially, 
through  Northern  California.  Don't 
forget  that!  You  haven't  really  seen 
California  at  all,  till  you  have  feasted 
your  eyes  on  this  glorious  North- 
land, with  its  limitless  forest  green- 
ery, its  teeming  rivers,  and  its  cool- 
ness and  sylvan  beauty  of  glade  and 
glen.  Down  in  the  Southland,  you 
can  see  what  man  has  done  to  the 
desert,  —  and  they  are  wonderful 
things  he  has  done,  —  but  up  here, 
you  will  see  what  God  has  done  with 
the  mountains. 

No  wonder  I  am  writing  this  way.  I 
am  just  back  from  a  two-weeks,  wan- 
dering, by  auto  stage  through  the  three 

(Continued    on    Page    27) 


18 


jf     >j//urjtiuj//itj^  C ~<6m</cr       & 


Opportunities 


By  C.  R.  McCANN,  McCann  School  of  Bus 


Hazleton,  Pa. 


"Well!  How  did  you  enjoy  your 
summer  vacation?"  is  a  common  ex- 
pression heard  in  the  schoolroom  at 
this  time  of  the  year.  With  some  it 
was  just  another  summer  that  passed, 
while  others  said  that  it  was  the 
greatest  summer  that  they  had  ever 
enjoyed. 

The  same  thing  holds  true  in  life. 
Some  persons  have  a  good  time  and 
succeed;  others  just  exist  from  day  to 
day.  Have  no  outlook  in  life — glad- 
when-the-whistle-blows  sort  of  people. 
In  order  to  succeed  in  life,  we  must 
be  alive  to  the  opportunities  that  are 
before  us  and  then  go  out  and  grab 
them. 

Let  us  look  at  some  of  these  oppor- 
tunities that  come  to  us.  Take  the 
school  for  instance.  Most  any  teacher 
will  tell  you  that  the  hardest  thing  to 
do  in  the  classroom  is  to  get  the  boys 
and  girls  to  be  workers  in  the  school. 
To  grasp  the  opportunities  that  lie  be- 
fore them;  to  see  the  wonderful  vista 
that  lies  in  the  not  too  far  distance. 
In  other  words,  to  have  a  definite  goal 
to  reach  in  life.  With  some,  the  end 
is  never  reached  because  their  day 
ends  when  the  factory  whistle  blows. 

Then,  too,  some  boys  and  girls  can- 
not wait  until  they  are  old  enough  to 
get  their  "workin'  papers"  and  enter 
the  sweat  shops  of  life  and  its  stern  l 
realities.  Stay  in  school  as  long  as 
possible  because  in  this  age,  if  one 
does  not  have  an  education,  he  will 
not  get  very  far  in  life.  Everyone  can 
afford  a  common  school  education  and 
the  more  "teen"  age  days  spent  in 
school,  the  better  one  is  in  later  life. 

One  may  ask,  "How  will  I  know 
when  my  opportunity  comes  along?" 
This  may  be  answered  just  as  easily 
as  asked,  "Do  your  work  thoroughly 
each  day  and  leave  nothing  undone." 
The  habit  of  procrastination  or  put- 
ting things  off  that  should  be  done  is 
one  of  the  greatest  evils  that  we  have 
today.  Many  boys  and  girls  leave  their 
school  lessons  and  go  out  at  night 
neglecting  them  until  the  morrow  and 
then  give  them  a  "hit  or  miss"  the  next 
morning  and  when  the  recitation 
comes  along  it  is  usually  a  miss.  The 
parent  does  not  know  this  until  the 
end  of  the  month  when  the  report  card 
arrives.  Then  the  old  saintly  mother 
usually  shields  Willie  from  the  wrath- 
ful Pa  so  that  the  first  time  Pa  knows 
about  it  is  when  he  happens  to  see 
the  teacher  by  accident  on  the  street. 
One  must  not  neglect  the  little  things 
from  day  to  day  but  keep  the  slate 
clean  each  day  as  he  goes  along  the 
highway  of  life. 

About  this  time  of  the  year,  class 
officers  are  usually  elected  in  school 
and  it  is  the  concensus  of  opinion 
that  the  most  popular  boy  in  the  class 
is  awarded  that  honor.  How  did  this 
boy  get  this  honor?    What  made  him 


the  most  popular  boy  in  his  class  ? 
There  are  many  reasons  for  this  pop- 
ularity. Among  them  one  might  men- 
tion honesty,  integrity,  self-reliance, 
initiative,  courtesy,  and  personality. 

Personality  is  the  outward  expres- 
sion of  the  inner  self.  The  inner 
thoughts  are  expressed  outwardly.  If 
a  person  has  a  mean  disposition,  this 
is  easily  discerned  by  just  looking  at 
him  for  a  short  time.  We  can  culti- 
vate a  personality  by  practicing  the 
good  qualities  of  life  in  our  daily 
walks  of  life.  In  other  words,  we  can 
be  what  we  want  to  be  if  we  will  but 
think  and  practice  this  idea  each  day. 
Just  say  to  yourself  over  and  over, 
"I  want  such  and  such  a  thing"  and  if 
you  work  hard  to  attain  that  goal, 
success  is  bound  to  be  reached.  How- 
ever, do  not  think  that  all  you  have  to 
do  is  to  say  it  once  or  twice;  some- 
times it  takes  years  and  years  to  ac- 
complish and  reach  the  end  of  the 
rainbow. 

To  be  the  leader  of  anything  re- 
quires much  work  and  brings  with  it 
the  usual  criticism,  opposition,  jeal- 
ousy, and  backbiting.  So  many  quit 
school  just  because  they  think  school 
work  is  hard,  and  laboring  in  the 
sweat  factory  is  easy.  Nothing  is  ac- 
complished easily  in  life.  Everything 
is  a  battle  from  beginning  to  end.  The 
human  race  is  no  different  today  than 
it  was  centuries  ago. 

"What  a  man  does  not  understand, 
he  tends  to  oppose"  is  a  truth  if  there 
ever  was  one.  The  world  is  full  of 
pessimists.  The  optimists  look  upon 
the  bright  side  of  life  and  usually 
wear  the  wreath  of  victory. 

Leadership  is  not  an  apple  that  is 
given  away;  one  must  demonstrate  his 
appetite  for  it  and  then  show  his 
neighbors  that  he  is  prepared  to  as- 
sume the  responsibilities  of  leader- 
ship. The  opportunity  to  become  a 
leader  might  have  come  to  Abe  Lin- 
coln when  he  was  about  worn  out  at 
the  end  of  the  day,  splitting  rails; 
when  Babe  Ruth  was  wiWiout  parents 
and  doing  his  daily  tasks  in  an  Or- 
phan School;  when  Lindbergh  was  lis- 
tening to  lectures  in  the  University  of 
Wisconsin  on  some  dry  subject  that 
was  out  of  date;  when  Noah  was  a 
boy;  and  by  some  one  who  was  talk- 
ing and  thinking  of  two  things  at  the 
same  time — one  must  be  of  a  dual 
mind  in  order  to  become  a  College 
Professor;  and  when  our  dear,  la- 
mented friend  Zaner  was  following  a 
plow  over  the  hills  of  Pennsylvania. 
Opportunity  comes  at  odd  times  and 
moments  in  everyone's  life.  Opportun- 
ity does  not  take  Broadway  for  its 
spots,  in  order  to  knock  at  the  portals 
of  success.  We  never  know  when  she 
is  going  to  give  us  a  slap.  A  great 
many  of  us   are  always   looking   and 


hoping  that  she  will  strike  and  if  we 
are  on  the  lookout,  we  will  know  when 
she  does  strike. 

But  to  get  back  to  the  story.  We 
are  told  that  Thomas  A.  Edison,  the 
electrical  wizard,  was  sent  home  one 
time  by  his  teacher  with  a  note  to  his 
mother  to  the  effect  that  Tom  was  a 
blockhead  and  that  there  wasn't  much 
use  in  sending  him  to  school  any 
longer.  I  wonder  how  that  teacher 
would  feel  now,  if  he  were  living.  We 
are  too  eages  to  condemn  those  wiio 
are  slow  sometimes  in  our  endeavir 
to  push  the  class  along.  But  Tom  had 
a  mother  who  did  not  believe  the 
teacher  and  that  is  a  wonderful  thing 
in  itself.  Every  mother  knows  her 
son  better  than  anyone  else.  If  more 
boys  and  girls  would  listen  to  the 
kindly  advice  that  mother  hands  ou:, 
there  would  be  less  weeping  and  wail- 
ing later  on  in  life  with  some  of  those 
who  think  mother  is  old  and  a  back 
number  until  they  get  into  trouble. 

Life  is  just  as  romantic  as  any  book 
ever  written.  All  through  history,  we 
see  the  wonderful  things  of  greatest 
value  being  done  by  the  leadership  of 
men  and  women  who  were  unnoticed 
or  thought  very  little  of  in  their 
youth.  If  any  teacher  has  ever  told  a 
pupil  that  he  will  never  amount  to 
anything  in  life,  just  let  him  ponder 
and  think  of  what  happened  to  Edison. 
But  teachers  of  this  kind  are  few  and 
far  between  and  thank  the  Lord  they 
do  not  stay  long  in  the  profession.  A 
real  teacher  has  a  wonderful  oppor- 
tunity before  him  and  yet  there  are 
some  who  look  at  their  dwii  glory  first 
and  these  boys  and  girls  are  martyrs 
to  the  cause.  However,  that  is  another 
story. 

When  the  teacher  puts  on  the  board 
something  that  is  new,  the  class  usu- 
ally puts  up  its  hands  in  horror  and 
cries,  "Oh!  we  can  never  do  that  prob- 
lem." We  must  learn  to  think  of  re- 
sponsibility as  a  chance  to  show  the 
kind  of  stuff  we  are  made  of  and  an 
opportunity  to  be  self-reliant. 

How  do  you  like  to  accept  responsi- 
bility? Did  you  ever  look  at  yourself 
in  the  mirror?  Were  you  satisfied  with 
yourself?  Do  you  wait  for  others  to 
take  the  lead  or  are  you  a  self- 
starter?  Conditions  have  been  made 
so  easy  for  us  today  that  we  are  in 
great  danger  of  becoming  soft.  We 
have  nearly  everything  done  for  us  so 
that  we  have  come  to  expect  comfort 
and  ease  as  a  natural  right.  With  the 
result,  the  moment  anything  goes 
against  us,  we  start  to  whine  and 
complain  that  we  have  been  wronged. 
We  should  buckle  up  and  wade  right 
in  and  get  the  task  accomplished  and 
not  whine  and  complain  to  our  neigh- 
bors. Just  as  we  exercise  our  muscles 
to  develop  them  so  we  should  exercise 
our  minds  in  order  to  develop  our  will 
power.  Wise  people  look  upon  disap- 
pointment as  a  lesson  from  which 
some  valuable  tilings  can  be  learned. 
It  is  a  great  battle,  this  game  of  life, 
and  it  is  the  survival  of  the  fittest  and 
those  who  can  stand  the  gaff  when  the 
winds  blow  strongest. 


<^ffi^&U&M^&&/£U&fir         & 


19 


DR.  FRANK  N.  FREEMAN, 

Professor  of  Educational  Psychology, 
University  of  Chicago 

A   COURSE  OF  STUDY  IN 

HANDWRITING 

Bv  Frank  N.  Freeman 


Purpose  and  Plan 

A  request  has  come  to  the  writer 
for  a  brief  outline  of  the  course  in 
writing  to  serve  as  a  syllabus  for  the 
use  of  superintendents,  supervisors, 
principals  or  teachers.  This  article 
and  the  following  will  give  such  a 
syllabus.  A  detailed  outline-for  the 
first  three  grades  covering  the  first 
three  months  of  the  year  is  given.  In 
this  article  the  outline  for  the  first 
three  months  will  be  preceded  by  a 
statement  of  the  aims,  material,  con- 
tents and  mode  of  treatment  for  the 
grade  in  question.  This  will  be  fol- 
lowed by  the  detailed  schedule  for  the 
first  part  of  the  year.  In  the  second 
article  the  detailed  schedule  for  the 
remainder  of  the  grades  will  be  given. 


OUTLINE    BY    GRADES    FOR   THE 

FIRST  THREE  MONTHS 

Grade  I 

Aims  and  outcomes. — The  ability  to 
write  all  the  small  letters  and  the 
more  common  capitals  with  ease.  The 
ability  to  write  the  more  common 
words  without  hesitation.  Such  words 
are:  a,  an,  and,  am,  boy,  hand,  cat, 
dog,  etc.  The  ability  to  write  simple 
sentences  containing  vocabulary 
suited  to  this  grade,  either  spontane- 
ously or  from  copy.  The  ability  to 
write  the  numbers  from  one  to  fifty 
from  copy  or  dictation.  The  attain- 
ment of  a  fairly  smooth  coordinated 
movement,  first  of  the  arm  as  a  whole 
and  later  with  the  arm  combined  with 
slight  finger  movement. 

Material  s. —  In  the  first  three 
months  or  more  mainly  blackboards 
with  good  crayon.  Later  sheets  of 
paper  of  about  eight  by  ten  inches, 
ruled  with  lines  an  inch  or  a  half  inch 
apart.  Pencil  with  soft  lead  or 
crayon  for  writing  on  the  paper. 

Size  and  style. — In  blackboard  writ- 
ing the    small    letters    should    be   at 


zjf  Qourse  of  Study  in 
Handwriting 

For  Grades  One,  Two  and  Three 

By  FRANK  N.  FREEMAN, 
Author  of  Correlated  Handwriting 

Weekly  Outlines  for 
September,  October  and  November,  1927 


least  one  and  one-half  inches  high.  In 
writing  at  the  desk  small  letters 
should  be  nearly  one-half  inch  high  at 
the  beginning.  Letters  should  be 
made  in  a  cimple  rounded  style  with 
a  moderate  slant.  The  alphabet  writ- 
ten in  this  style  should  be  placed 
permanently  where  the  child  can  see 
it  and  refer  to  it  in  his  own  writing. 

Subject  matter. — The  words  in- 
cluded should  be  confined  almost  en- 
tirely to  very  commonly  used  words 
in  the  child's  vocabulary.  The  sen- 
tences should  deal  with  subjects 
within  the  child's  interests  and  un- 
derstanding. The  home,  the  school, 
the  play,  the  pets,  and  so  on,  are  suit- 
able subjects.  Sentences  in  the  Com- 
pendium may  be  supplemented  by 
suitable  sentences  growing  out  of  the 
experiences  of  the  children  in  the 
class.  There  should  be  practically  no 
formal  exercises.  A  few  letter  forms 
should  be  practiced  as  the  child  recog- 
nizes the  need  for  improvement. 

Emphasis  in  method. — Emphasis  is 
not  on  technical  skill  or  its  acquisi- 
tion. The  child's  aim  should  be 
chiefly  directed  to  improving  the 
form  of  his  words  and  letters.  Aside 
from  good  form  he  should  learn  to 
maintain  a  reasonably  good  position 
and  to  write  with  fair  fluency  of  move- 
ment. 


OUTLINE    OF   EXERCISES 
Grade  I 
First  Month 
First  week.— Back  and  forth  retrac- 
ing exercises  over  drawing  of  candle, 
dramatized    by   means    of   the   rhyme 
"Jack  be  nimble,  etc." 

Second  week. — Oval  exercises  dram- 
atized as  rolling  hoops  to  the  rhyme 
"Roll,  roll,  roll  your  hoops,  etc." 
Straight  up  and  down  retracing  exer- 
cise to  the  rhyme  "Up  and  down,  up 
and  down,  this  is  the  way  to  London 
Town."  Element  of  the  m  retraced 
and  dramatized  and  written  to  a  de- 
scriptive count  such  as  "over  down" 
—  "over  down"  and  so  on.     The  ele- 


ment of  the  u  or  w  dramatized  as  a 
skipping  rope.  The  letter  m  and  two 
letter  u's  written  without  space  be- 
tween. 

Third  week. — The  production  of 
three  letter  e's  dramatized  as  looping 
the  loop.  Combination  of  previous  ex- 
ercises to  make  the  word  me. 

Fourth  week — Review  of  the  prev- 
ious exercises  with  special  attention 
to  backward  children. 

Second  Month 

Introduce  the  word  "it".  Write  on 
blackboard  to  make  sure  children  can 
read  it.  Write  it  again.  Have  the 
children  trace  it  in  the  air.  Have  a 
few  children  write  the  word  on  the 
board  one  at  a  time  while  the  others 
comment.  Have  the  rest  of  the  class 
write  the  word.  In  the  same  way  in- 
troduce the  word  "in". 

Sixth  week. — Introduce  the  writing 
of  the  words  "on"  and  "one"  on  the 
blackboard.  Write  the  word  "Thanks- 
giving" on  the  blackboard  in  prepara- 
tion for  the  Thanksgiving  festival. 

Seventh  week. — Introduce  the  words 
"at",  "am",  and  "man"  on  the  black- 
board. 

Eighth  week. — Spend  in  review, 
practicing  on  individual  letters  which 
have  been  introduced  in  the  preceding 
week.  Introduce  the  words  "cat"  and 
"cow"  to  be  written  on  the  black- 
board. Demonstrate  the  letter  c  by 
giving  a  full  rounded  swing.  Illus- 
trate pauses  at  top  of  c,  top  of  o,  and 
preceding  last  stroke  of  w. 
Picture  Word  Books 

At  this  time  introduce  as  a  project 
the  Picture  Word  Books.  Each  child 
makes  a  booklet  in  which  he  pastes 
pictures  of  common  objects.  Under- 
neath each  object  he  writes  its  name. 
Third  Month 

Tenth  week. — Introduce  at  black- 
board words  "dog"  and  "hen".  In 
demonstrating  the  words  slightly  ex- 
aggerate the  pauses. 

Eleventh  week. — Introduce  similarly 
the  words  "Cup",  "cap"  and  "box"  at 
the  blackboard. 


20 


<5#&&u4//i^£(&u&&r      & 


Twelfth  week. — Introduce  the  words 
"cape",  "boy",  and  "bed"  at  black- 
board. 

Thirteenth  wee  k. — Introduce  the 
words  "doll",  "girl",  "book",  "tree", 
"rat",  "ball"  and  "bat"  at  blackboard. 
In  this  word  writing  make  use  of  a 
picture  word  book  to  give  the  writ- 
ing of  words  a  meaning. 

Outline  for  Grade  II 

Aims  and  outcomes. — The  ability  to 
write  all  the  small  letters,  all  the 
capitals  and  all  the  digits  with  ease. 
The  ability  to  write  the  words  which 
are  suitable  for  the  second  grade. 
These  should  be  very  carefully  se- 
lected by  consulting  standard  lists 
based  on  extensive  investigation  of 
usage  by  children  and  adults.  Such 
words  as  the  following  are  suitable: 
"after",  "ask",  "any",  "as",  "away", 
"back",  "baby",  "ball",  "bear", 
"been",  "be",  "big",  etc.  Some  com- 
mon names  of  persons  and  the  days  of 
the  week  may  be  included.  Numbers 
one  to  two  hundred  should  be  prac- 
ticed. The  child  should  learn  to  ob- 
serve margins.  His  writing  movement 
should  attain  greater  fluency  and 
smoothness. 

Writing  m  a  te  r  i  a  1  s. — Pencil  and 
paper  with  the  blackboard  for  sup- 
plementary use.  Paper  should  be 
ruled  with  lines  about  three-quarters 
or  three-eights  of  an  inch  apart. 

Size  and  style. — One  spaced  letters 
should  be  about  three-eights  of  an 
inch  or  a  little  less  in  height.  Style 
about  the  same  as  in  the  first  grade. 

Content  or  subject  matter. — See 
section  on  "aims  and  outcomes"  for 
vocabulary.  The  subject  matter  may 
deal  with  objects  and  events  outside 
the  child's  immediate  environment. 
The  farm  and  farm-life  give  a  good 
subject  matter.  The  class  may  make 
up  its  own  sentences  if  care  is  taken 
that  the  vocabulary  and  the  subject 
are  suitable. 

Correlatio  n. — Material  may  be 
drawn  from  the  reading  which  the 
children  do  in  the  reading  lesson,  or 
their  other  lessons.  The  number 
combinations  used  in  their  number 
work  should  be  practiced  in  handwrit- 
ing periods.  Words  used  in  the  spell- 
ing periods  should  be  practiced  in  the 
writing  periods. 

Emphasis  in  method. — The  emphasis 
should  be  largely  on  writing  words, 
but  a  few  letters  and  difficult  com- 
binations should  be  isolated  for  spe- 
cial practice.  Such  combinations  are 
"we",  "de",  "do",  "oi",  and  "oe".  A 
few  exercises  consisting  of  the  same 
letter  repeated  at  intervals  of  about 
one-half  inch  and  joined  by  connect- 
ing lines  should  be  given  to  develop 
the  ideward  movement  of  the  hand. 
!  hould  be  little  formal  drill  and 

ion  should  be  chiefly  upon  the 
form  of  the  letter.  Fluency  of  move- 
ment, however,  should  he  maintained 
by  keeping  up  good  position,  by  ac- 
quiring reasonable  speed,  and  by  de- 


veloping  a  free   swinging  movement 
through  imitation. 


DETAILED  EXERCISES   FOR  THE 
FIRST  THREE  MONTHS 

Grade  II 

First  week. — Spend  this  week  re- 
viewing the  early  exrecises  of  Grade 
I,  in  order  to  recover  part  of  the 
skill  lost  during  the  summer.  Use  the 
horizontal  and  curve  swinging  exer- 
cises, the  ovals,  the  m  element  and  u 
element,  the  m  and  the  repeated  u, 
the  e,  and  the  letter  b.  These  are  all 
retraced  exercises.  Count  with  num- 
bers or  with  descriptive  count.  Have 
part  of  the  words  done  on  the  black- 
board and  part  at  the  seat. 

Second  week. —  Continue  the  re- 
view, first  at  the  blackboard  and  then 
at  the  seat.  Begin  with  the  simple 
words  "it",  "in",  "on",  and  "one".  As 
individuals  write  these  words  fairly 
well  let  them  go  on  to  the  words 
"went",  "give",  "put",  "bat",  "milk", 
"dig",  'see",  "her",  "like",  "may", 
"make",  "fly",  "your",  "kite",  "doll", 
"bed",  and  "let".  These  words  may 
also  be  written  in  sentences.  Watch 
the  position  and  encourage  an  easy 
fluent  movement. 

Third  week. — Begin  to  practice  on 
connected  material.  Use  the  sentences 
which  are  suggested  below  on  make 
up  sentences  equally  within  the  child's 
experience  from  suitable  vocabulary. 
A  suitable  sentense  to  introduce  a 
story  about  food  on  the  farm  is:  "We 
have  good  things  to  eat."  After  prac- 
tice upon  the  words  and  the  sentences 
as  a  whole,  intensive  practice  may  be 
given  to  individual  letters  such  as  the 
capital  W  and  the  small  e,  i,  u,  t 
and  d. 

Fourth  week. — A  suitable  sentence 
to  continue  the  same  general  subject 
is  "We  eat  bread  and  butter."  Such 
a  sentence  should  be  introduced  by 
appropriate  conversation.  Have  two 
or  three  children  write  the  sentence 
at  the  board.  Have  the  others  criti- 
cize, then  let  the  rest  of  the  class 
write  at  the  board  and  finally  at  their 
seats.  Single  out  the  difficult  words 
and  give  special  practice  on  letters 
and  easy  combinations  such  as  a,  b, 
and.  m,  and  d. 

Fifth  week. — A  suitable  sentence  is 
"We  eat  apples  and  pears."  Special 
practice  may  be  given  to  1,  le,  ee, 
and  ea. 

Sixth  week. — A  sentence  for  prac- 
tice is  "We  drink  milk  and  eat  eggs." 
For  special  practice  single  out  such 
letters  and  combinations  as  i,  j,  k,  g, 
f,  s.  and  gg. 

Seventh  week. — The  sentence  for 
this  week  la  "Paul  likes  good  things 
to  eat,"  and  the  letters  for  special 
practice  are  P,  li,  h,  hi,  and  he. 

Eighth  week. — This  week  may  be 
used  for  an  informal  review,  and  for 
working  on  special  projects.  Give  at- 
tention to  position  and  individual  dif- 


ficulties. A  suitable  special  project  is 
a  health  booklet.  The  children  may 
gather  pictures  of  objects  which  rep- 
resent or  suggest  healthful  activities, 
such  as  toothbrushes,  milk,  vegetables 
fruit,  sleeping  with  open  windows  and 
so  on.  These  pictures  may  be  pasted 
on  the  leaves  of  the  booklet  and  ap- 
propriate slogans  or  sentences  writ- 
ten, such  as  "Brush  your  teeth  daily." 

Ninth  week. — Continuing  the  story 
of  the  farm,  the  following  sentence 
may  be  used,  "Tom  said,  'Father, 
where  do  we  get  our  food'?"  Special 
practice  may  be  given  to  the  capital 
letters  T  and  F,  and  to  any  words 
which  give  special  difficulty.  Such 
difficulty  may  be  the  joining  of  the  w 
and  e  in  the  word  "we." 

Tenth  week. — This  week  is  devoted 
to  practicing  letter  combinations 
which  are  difficult,  the  word  "Thanks- 
giving" and  the  nine  digits  and  the 
zero.  Combinations  which  may  be 
practiced  are  ou,  as  found  in  the  word 
"our",  wh  as  in  "where"  and  similar 
combinations. 

Eleventh  week. — The  sentence  may 
be  used  "It  comes  from  the  farm." 
After  practicing  individual  letters 
such  as  the  capital  I  and  the  letter  r 
and  difficult  words,  practice  may  be 
devoted  to  the  word  "Christmas." 
Special  practice  may  be  given  to  the 
capital  C. 

Twelfth  week. — This  week  may  be 
used  for  review  or  for  supplementary 
practice  on  exercises  which  were  not 
completed. 


OUTLINE  FOR  GRADE  III 

Aims  and  outcomes. — The  chief  new 
aim  of  the  third  grade  is  to  learn  to 
master  the  pen.  Give  special  atten- 
tion to  the  method  of  holding  the  pen 
and  the  difference  between  the  use  of 
the  pen  and  the  pencil.  Give  instruc- 
tions in  care  of  the  pen,  method  of 
taking  the  ink,  preventing  blotting 
and  lightness  of  touch.  Further  aims 
are  moderate  increase  in  speed,  the 
habituation  to  a  free,  rhythmic  move- 
ment, enlargement  of  the  content  and 
the  vocabulary  and  some  further  de- 
velopment of  self  criticism. 

Writing  materials. — Ordinary  steel 
pens,  not  too  fine. 

The  penholder  should  be  of  good  size 
and  the  grip  should  be  made  of  wood 
or  cork.  Pen  holders  shaped  to  the 
fingers  may  be  used.  Paper  with 
good  surface.  About  half  inch  ruling 
is  desirable. 

Size  and  style. — The  height  of  the 
Single  spaced  letters  should  be  about 
three-sixteenths  of  an  inch.  Letters 
may  become  somewhat  more  angular 
ami  may  have  slightly  more  slope. 
Style  should  remain  here  and  in  all 
grades  fairly  compact. 

Content. — Suitable  subject  matter 
for  this  grade  is  material  drawn  from 
the  other  subjects  such  as  spelling, 
language,  and  numbers.     As  spelling 


^M^&gAi/n€M&&uwfir      & 


21 


becomes  prominent  close  correlation 
can  be  made  between  the  spelling  and 
the  writing.  Vocabulary  should  be 
very  carefully  selected.  Such  words 
as  the  following  are  suitable:  "al- 
most", "could",  "done",  "hat",  "here", 
"know",  "some",  and  "once."  Atten- 
tion should  be  given  to  proper  ar- 
rangement of  material  on  the  paper. 
Compositions  written  in  the  English 
period  may  be  practiced  in  the  writ- 
ing period.  The  ordinary  form  of 
written  correspondence  makes  a  good 
subject  of  practice  as  well.  The  ar- 
rangement of  examples  in  arithmetic 
merits  special  care  and  practice. 

Correlation. — Examples  which  were 
cited  under  "Content"  illustrate  types 
of  correlation  which  may  be  used  in 
this  grade.  The  value  of  correlation 
cannot  be  overemphasized.  Teachers 
should  be  continually  on  the  lookout 
to  find  writing  difficulties  in  other 
subjects  which  may  be  practiced  in 
the  writing  period.  The  child  should 
also  be  held  up  to  a  fair  writing 
standard  in  the  other  periods  besides 
the  writing  periods. 

Emphasis  in  method. — There  is  no 
radical  change  in  method  in  this 
grade.  The  chief  new  difficulty  is  the 
mastery  of  the  pen.  Emphasis  should 
be  upon  good  form  with  somewhat 
larger  amount  of  analysis  and  self- 
criticism  than  in  grade  II.  Somewhat 
further  practice  on  details  of  letter 
forms  may  be  given.  Few  formal  ex- 
ercises should  be  used.  Attention 
should  continue  to  be  given  to  good 
position  and  to  an  easy  fluent  move- 
ment. The  child  should  not  be  al- 
lowed to  relax  in  these  particulars. 


OUTLINE  OF  EXERCISES  FOR 
GRADE  III 

First  week. — Devote  this  week  to 
review  and  to  practice  on  the  simple 
exercises  to  enable  the  pupil  to  re- 
cover his  command  of  the  pencil.  Give 
some  of  the  exercises  on  the  black- 
board and  some  at  the  seat.  Such  a 
sentence  as  "They  stayed  at  the  farm 
all  day"  may  be  used  for  practice. 
Such  exercises  as  the  oval,  the  re- 
peated 1,  n.  or  u,  or  widely  spaced  o's 
or  n's  may  be  used.  Watch  posture 
and  position.  After  a  day  or  two  of 
this  sort  of  practice,  introduce  the  pen. 

Second  week. — The  writing  exer- 
cises suggested  for  the  first  few 
weeks  are  centered  in  a  correspond- 
ence letter.  The  text  of  a  suitable 
letter  is  suggested.  If  strict  care  is 
taken  in  the  direction  of  the  subject 
matter  and  the  vocabulary  the  chil- 
dren may  be  allowed  to  write  their 
own  letters  and  select  materials  for 
practice  from  them.  Write  first  the 
name  of  the  month  "September." 
Practice  the  capital  S  and  the  abbrev- 
iation, "Sept.".  Then  use  the  sentence, 
"We  had  a  fine  time  in  the  country 
this  summer."  Select  for  supplement- 
ary practice  the  simple  letters,  i,  n, 
and  u  and  the  word  "in."  Have  sev- 
eral i's  and  several  u's  written  joined 
and  in  succession. 


Third  week. — Continue  the  practice 
on  letters  and  words  which  are  de- 
veloped from  the  exercise  of  the  pre- 
ceding week.  Following  develop- 
ments may  be  used:  e,  n,  m,  me,  t, 
it,  and  time.  This  constitutes  one 
series.  Another  series  may  be  built 
up  as  follows:  1,  b,  be,  n,  h,  he,  th, 
the.  A  fourth  series  is  as  follows:  a, 
b,  three  a's  joined,  add,  h,  had.  A 
fourth  development  is  f,  three  s's 
joined,  is,  this,  We. 

Fourth  week. — The  word  "October", 
several  capital  letter  O's,  and  the  ab- 
breviation "Oct."  Use  the  sentence, 
"I  hope  you  will  come  to  the  city  to 
see  us  sometime."  Use  for  supple- 
mentary practice  see,  s,  three  s's 
joined,  is  and  us. 

Fifth  week. — A  series  of  letters  and 
words  may  be  developed  from  the  ex- 
ercises of  the  fourth  week  as  follows: 
First,  o,  three  o's  joined,  to,  too  and 
hop.  Second,  u,  three  u's  joined,  w, 
three  l's  joined,  will.  Third,  c,  three 
c's  joined,  come,  me,  and  some. 
Fourth,  three  o's  joined,  three  u's 
joined  and  three  w's  joined.  The 
fourth  series  of  joined  letters  should 
be  written  with  a  wide  space  between 
the  letters.  Space  may  be  half  an 
inch  or  more. 

Sixth  week. — This  week  may  be  de- 
voted to  the  superscription  of  the  let- 
ter and  to  exercises  developed  from 
it.  The  following  serves  as  an  ex- 
ample. At  the  top  and  to  the  right 
is  written  the  words  "Evanston,,  111." 
(abbreviation  of  the  name  Illinois). 
Underneath  abbreviation  for  Septem- 
ber, "Sept.  5,  1928."  Underneath 
and  to  the  left  are  written  the  words 
"Dear  Bob."  These  are  to  be  spaced 
as  in  an  ordinary  letter.  Exercises 
may  be  developed  as  follows:  Capital 
letter  P  retraced,  capital  letter  P 
written  in  the  usual  manner,  the  word 
"Bob",  capital  letter  S,  the  abbrevia- 
tion "Sept.",  capital  letter  D  with  the 
main  body  retraced,  D  written  as  or- 
dinaryily,  capital  O  retraced,  capital 
E,  capital  I.  The  capital  letters  B,  D, 
and  E  may  be  written  to  the  count. 
D  is  written  to  the  court  "one,  two, 
three,  four",  E  to  the  count  "one, 
two,  three". 

Seventh  and  eighth  weeks. — These 
weeks  may  be  devoted  to  the  sub- 
scription and  signature  of  a  letter 
and  to  the  words  "November"  and 
"Thanksgiving"  and  exercises  de- 
veloped from  them.  The  subscription 
which  is  suggested  is  "Sincerely  your 
which  is  suggested  is  "Sincerely 
yours",  to  be  followed  by  the  name 
of  the  individual  child.  Following 
the  practice  on  the  words  "November" 
and  "Thanksgiving"  special  practice 
may  be  given  to  the  capital  N,  capital 
T,  the  letters  b  and  r  and  the  abbrevi- 
ation for  November  "Nov."  After 
these  exercises  have  been  practiced 
the  pupils  who  write  at  a  satisfactory 
quality  and  rate  may  devote  them- 
selves to  some  special  project.  They 
may  write  one  or  more  letters  or  they 
may  practice  on  the  writing  of  some 


other  school  exercise.  The  pupils 
whose  standard  is  still  below  standard 
may  spend  their  time  on  the  review 
of  any  of  the  exercises  of  the  preced- 
ing weeks. 

(Continued  on  Page  26.) 


PROMINENT  COMMERCIAL 
EDUCATOR  DIES 


WILLIAM  HENRY  DUFF 
President  Emeritus  of  Duffs-Iron 
City  College,  Pittsburgh,  Pa.,  for 
forty-eight  years  President  of  Duff's 
College,  and  son  of  the  founder  of  the 
institution,  was  actively  associated 
with  Business  Education  for  sixty- 
nine  years.  Also  President  of  P.  Duff 
&  Sons,  Inc.,  and  of  the  Massillon 
Stone  &  Fire  Brick  Co.  Mr.  Duff  was 
born  in  St.  John,  New  Brunswick,  on 
October  8,  1838,  and  died  in  Pitts- 
burgh, Pa.,  May  21,  1927.  His  father 
founded  Duff's  College  in  1840.  Mr. 
Duff  became  interested  in  his  father's 
school  when  a  young  man.  In  1858 
became  principal  of  the  school  and 
continued  in  that  position  until  1906 
when  he  retired. 

In  his  day  he  was  one  of  the  fa- 
mous penman  of  the  country.  For 
sixty-nine  years  he  was  associated  in 
the  work  of  the  college  which  his 
father  founded.  He  helped  to  build 
up  one  of  the  most  prosperous  busi- 
ness colleges  in  the  country  and  has 
helped  to  train  thousands  of  young 
men  and  women.  He  was  scrupulously 
precise  and  accurate  in  all  money 
matters  and  taught  these  principles 
to  others.  He  never  enjoyed  spend- 
ing money  on  himself  but  loved  to 
help  others.  In  his  manners,  he  was 
a  gentleman  of  the  old  school,  never 
forgetting  and  never  relaxing  his 
standards.  He  was  kind  and  gentle 
and  loved  by  all  who  came  in  contact 
with  him.  He  was  a  devout  Chris- 
tian. In  his  death  the  profession  has 
lost  one  of  the  pioneers  who  has 
helped  to  bring  commercial  education 
to  the  high  standard  it  is  today. 


22 


^     <!iiffi^&u&ned&&&u*zJb~      & 


y 


--  x 


/ 


/     ,;  ,; 


/ 


A 


/      / 


J         .    / 


/ 


'  ■ 


.   .    -    '  -  / 


- 


i  .,. 


t      t      '  -  s 


/ 


/ 


,     ■  - 


.  ■ 


A 


t  a  -, 


^ 


This    masterpiece    was    written    by    Mr.    Zaner    37    years   ago    to    D.   W.   Hoff.   MeadvlUf),   I'.i  .   who   kindly   loaned   it    to  us   for  reproduction. 


c//u  '36uj//it^i  (5Wuizi/{r       & 


23 


The  Present  Status  of 

Handwriting' 

Part  of  an  address  delivered  before  the 

Indiana  State  Teachers'  Association  by 

Joseph  S.  Taylor, 

District  Superintendent  of  f'hooh, 

New  York  City. 

No.  6 
CONCLUSION 

Such  in  outline,  is  the  present  status 
of  handwriting  in  our  country.  What 
about  the  future  ?  As  to  supervision, 
the  probability  is  that  all  the  cities 
will  ultimately  follow  the  example  of 
those  communities  which  are  now  em- 
ploying technical  directors  of  penman- 
ship. I  am  recommending  that  in  New 
York  a  handwriting  expert  be  at- 
tached to  the  office  of  each  district 
superintendent  for  assignment,  at  his 
discretion,  to  schools  and  classes  that 
are  below  standard.  This  would  insure 
satisfactory  supervision  at  a  nominal 
cost.  Only  twenty-four  experts  would 
be  required  to  supervise  the  handwrit- 
ing of  a  million  children. 

What  changes  the  future  may  bring 
forth  in  the  form  or  style  of  hand- 
writing, I  would  not  care  to  prophesy. 
Our  present  system  is  pretty  well  but- 
tressed by  scientific  warrant;  but 
Science  itself  changes  its  mind  from 
time  to  time.  I  was  vividly  reminded 
of  this  fact  during  the  past  summer, 
while  revising  one  of  my  books  pub- 
lished twenty-three  years  ago.  In  the 
course  of  my  investigations  it  was 
necessary  to  look  up  the  present 
status  of  psychology.  I  was  amazed 
to  find  that  this  science  has  been  com- 
pletely revolutionized  while  I  was 
asleep.  If  you  haven't  studied  psy- 
chology for  twenty-five  years  you 
won't  know  how  to  talk.  You  have  to 
acquire  a  new  vocabulary  before  you 
can  even  comprehend  the  new  psychol- 
ogy of  behaviorism.  I  remarked  the 
other  day  to  a  psychological  friend  of 
mine: 

"I  see  we  still  have  a  psychology 
without  a  soul." 

"Oh,  yes,"  he  replied,  "that  is  an  old 
story.  Psychology  lost  its  soul  years 
ago.   Now  it  is  losing  its  mind!" 

"We  used  to  have  a  mind,"  says 
Will  Durant,  "now  we  are  lucky  if  we 
retain  a  few  instincts  and  one  or  two 
conditioned  reflexes." 

In  Aristotle's  day  science  taught 
that  the  function  of  the  brain  is  to 
cool  the  blood;  that  man  has  only 
eight  ribs;  and  that  a  woman  has 
fewer  teeth  than  man.  You  know  what 
a  time  Columbus  had  to  convince  the 
wise  men  of  his  day  that  the  earth  is 
round.  In  my  boyhood  days  typhoid 
fever  was  regarded  as  a  visitation  of 
Providence;  now  it  is  a  matter  of  sani- 
tation. Yellow  fever  was  a  mysterious 
plague;  now  it  is  a  question  of  mos- 
quitos.  When  I  was  professor  of 
physics  in  Juinata  College  I  taught 
the  students  that  the  atom  is  the  ulti- 
mate division  of  matter.  Today  we  are 
assured   that   the   atom   consists   of  a 


nucleus  called  proton,  and  of  elec- 
tron revolving  around  this  nucleus 
with  inconceivable  speed. 

After  contemplating  these  con- 
stantly changing  views  of  scientific 
men,  Mr.  Lee  Wilson  Dodd  recently 
recorded  his  bewilderment  in  verse. 
Addressing  Science,  he  says: 

"I  try  to  look  sane  and  be  humble, 
I  try  to  accept  all  you  say; 
But    the    things    I    knew    yesterday 
crumble, 
And  I  know  I  know  nothing  today. 
"You  tell  me  my  mind  is  my  body, 
As  my  viscera  are  so  am  I; 


When  I  comfort  my  vitals  with  toddy 
I  drink  I  am  thinking  of  rye! 

"For  it  seems  I  am  simply  behaving 
And    my    consciousness    is    but    a 
sham ; 
Thus  it  isn't  yours  truly  who's  raving 
Like  this — it's  my  Thyroid.  O ! 

"If  you'd  only  sit  down  for  a  minute! 
If  your  Truths  didn't  flow   like   a 
stream! 
Well,  I  don't  think  there's  anything 
in  it! 
I'm    a    dumbell   —    and    life    is    a 
dream." 


24 


<^Me&uJ//uM&&uxifir      & 


R.  C.  Rudd,  53  Russett  Ave.,  Tor- 
onto, Canada,  whose  portrait  and 
signature  appear  above,  is  a  native 
of  Canada.  He  is  a  professional  pen- 
man and  card  writer  with  a  wide  ex- 
perience, having  written  cards  for 
many  years  in  Canada  and  in  over 
half  of  the  States  in  the  Union. 

Many  people  ask  him  if  writing  is 
a  gift  and  if  they  can  learn  to  write 
as  he  writes.  To  these  questions  he 
answers  that  any  normal,  intelligent 
person  can  acquire  a  neat,  plain,  leg- 
ible handwriting,  provided  he  devotes 
to  the  work  the  necessary  time  and 
study.  He  emphasises  the  fact  that 
one  should  get  the  correct  image  in 
the  mind  before  he  can  hope  to  pro- 
duce it  on  paper.  He  states  that  writ- 
ing is  an  equal  mixture  of  brains  and 
muscle,  plus  nerve  energy.  To  the 
beginner  he  advises;  "Let  nothing 
daunt  you.  Be  faithful  and  earnest 
in  your  study.  Keep  your  ambition 
keen-edged.  When  you  make  mis- 
takes criticise  and  rectify  them  be- 
fore proceeding.     If  you  are  not  pro- 


gressing as  you  expected  on  starting, 
don't  despair  for  it  will  come  in  due 
time.  All  beginners  make  mistakes, 
no  exceptions.  The  price  of  success 
is  perserverance  and  rightly  directed 
effort." 

"I  do  not  think  I  would  have  ob- 
tained the  confidence  and  skill  in  dem- 
onstrating before  the  public  I  have, 
had  I  not  been  fortunate  in  securing 
that  remarkable  and  wonderful  self- 
instructing  course  entitled  Lessons  in 
Ornamental  Penmanship  by  the  late 
C.  P.  Zaner.  I  would  advise  any  one 
not  having  the  means  of  attending  a 
school  of  penmanship  to  follow  the 
work  given  in  this  book." 

Mr.  Rudd  took  up  penmanship  first 
because  he  liked  penmanship  and  sec- 
ond because  it  afforded  him  a  means 
of  making  a  livelihood.  He  states 
that  he  has  never  regretted  taking  up 
penmanship  for  it  has  been  both  a 
source  of  pleasure,  as  well  as  remun- 
erative. 

His  advice  is  to  live  a  clean  life 
and  abstain  from  the  use  of  tobacco. 

Mr.  Rudd  is  undoubtedly  one  of  the 
most  skillful  penmen  in  Canada. 


Miss  Ella  M.  Howe,  a  recent  gradu- 
ate of  Boston  University,  has  been 
elected  to  teach  commercial  subjects 
in  the  Randolph,  Vt,  High  School. 

Miss  Ruth  Johns  of  Cedar  Falls, 
Iowa,  is  a  new  commercial  teacher  in 
the  High  School  at  Brighton,  Iowa. 


Miss  Doris  Raisty  of  Iowa  City, 
Iowa,  has  recently  accepted  a  position 
to  teach  commercial  subjects  in  the 
High  School  at  Coleraine,  Minn. 


Miss  Mary  P.  Johnson,  last  year 
commercial  teacher  in  the  Manning 
High  School,  Ipswich,  Mass.,  will  teach 
in  the  Leominster,  Mass.,  High  School 
the  coming  year. 


CORNELIUS  BAYLESS 

On  June  4th  in  the  city  of  Dubuque, 
Iowa,  at  the  home  of  his  daughter, 
Mrs.  Dr.  Heisey,  occurred  the  death 
of  a  Veteran  Business  School  Man, 
Cornelius  Bayless. 

Mr.  Bayless  became  manager  of 
The  Bayless  Commercial  College  of 
Dubuque  in  1862.  He  was  actively 
connected  with  its  work,  as  proprietor 
and  president,  for  more  than  fifty 
years,  withdrawing  from  school  ac- 
tivities in  December,  1914. 

At  the  time  of  his  death,  Mr.  Bay- 
less was  in  his  88th  year.  Few,  if 
any,  of  the  commercial  Educators  of 
his  day  remain  with  us. 

Professor  Bayless  was  truly  an 
educator:  always  endeavoring  to  lead 
his   pupils  into   right  ways  of  living. 

He  was  a  great  admirer  of  pen 
work  of  all  kinds.  While  not  being 
what  would  be  classed  as  a  profes- 
sional penman,  he  wrote  a  fine,  plain 
hand  and  was  an  excellent  teacher 
of  business  writing. 

His  counsel  and  advice  will  be 
missed  by  many.  He  was  quite  ac- 
tive in  business  affairs  up  to  within 
a  short  time  of  his  passing  away. 

His  beloved  wife  and  companion 
preceded  him  only  a  few  months.  He 
was  very  lonely  without  her,  and 
seemed  to  wish  to  go  also.  Truly, 
each  heard  the  kindly  call  of  The 
Master,  "Well  done  thou  good  and 
faithful  servant,  enter  thou  into  the 
joy  of  thy  Lord."  


AN  ORNAMENTAL  STYLE.  My  course  in 
Ornamental  Penmanship  has  helped  hun- 
dreds become  PROFESSIONALS.  Send  for 
proof.  Your  name  on  cards,  (six  styles)  if 
you  send  10c.  A.  P.  MEUB,  Expert  Penman. 
452   N.   Hill   Ave.,   Pasadena.  Calif. 


The  above   work   deserves   more   than   a   passing   glance.    It   is  one  of  the  r 
have   received   for  months.    The   inking   in  of  the   light,   graceful    hair    lines, 
itulate  F.  S.  Stanley.  Akron,  Ohio,  on  his  knowledge  and  skill  in  lettering 


skillfully  executed  specimens  of  lettering 
nost    skillfully    done.     We   want    to    con- 


<5ffl&&ud*M^&du£a&r*       & 


25 


LESSONS  IN  ORNAMENTAL  PENMANSHIP  FOR  BEGINNERS 


POSITION 

Ornamental  Penmanship  is  written  in  about  the  same  position  of  the  hand,  arm,  and  body  as  in  business  writing. 

SUPPLIES 

Use  good  paper,  ink,  a  flat  top  table  (a  kitchen  table  will  do)  and  a  properly  adjusted  oblique  penholder.  The 
Business  Educator  will  be  glad  to  furnish  you  with  proper  supplies  or  give  you  any  advice  in  regard  to  supplies  for 
this  course. 

Limber  up  the  arm  by  working  on  a  light  line  running  oval  one  or  two  spaces  high.  Then  try  exercise  No.  1. 
Get  a  bold  shade  and  a  light  hair-line.  Swing  this  exercise  off  freely  so  that  there  are  no  wobbles  in  the  lines.  Keep 
the  shades  high.  Make  page  after  page  of  each  exercise  until  you  have  mastered  the  forms  of  the  letters  and  a  light, 
free  touch  and  movement. 

Study  the  D  before  attempting  to  make  it.  Notice  that  the  first  oval  is  horizontal  and  no  higher  than  the  sec- 
ond part  of  the  D.  The  two  parts  in  the  body  of  the  D  should  rest  on  the  base  line.  Try  not  to  shade  the  finishing 
oval,  and  keep  the  main  shade  above  the  crossing  on  the  base  line. 

The  H  is  practically  the  same  as  the  D,  with  the  exception  of  the  light  hair-line  connecting  the  two  parts.  The 
beginning  and  final  ovals  are  about  the  same  in  size  and  shape.  Aim  for  grace  and  beauty.  Exercises  4,  5,  and  6 
should  be  thrown  off  with  a  continuous  free  flowing  motion.  Keep  the  combinations  compact.  Frequently  compare 
your  work  with  the  copy  so  that  you  can  discover  wherein  your  writing  may  be  improved. 

No.  7.  The  shade  on  the  A  is  similar  to  the  shade  in  D.  Be  careful  not  to  make  the  A  too  wide  and  see  that 
the  final  oval  is  divided  equally  by  the  base  line. 

No.  8  is  a  good  exercise  to  develop  the  stem  used  in  a  number  of  letters.  Try  it  over  and  over  again  with 
the  idea  of  acquiring  a  skillful  up  and  down  motion.  It  is  necessary  to  spread  and  release  the  pen  quickly  to  get 
snappy  shades.  Notice  the  location  of  the  shade  in  exercise  9.  It  is  low  down  near  the  base  line.  No.  10  is  the 
same  as  No.  9,  with  the  exception  of  the  beginning  loop.  Work  for  parallel  effects,  and  keep  the  down  stroke  of  the 
shade  straight  or  nearly  so. 

Before  working  on  the  W  study  it.  Notice  the  space  in  the  inside  of  the  letter,  the  slant,  and  the  formation 
of  the  letter  in  general.     Don't  stop  practicing  until  you  can  make  the  letter  skillfully. 

No.  13  is  an  excellent  exercise  to  develop  freedom  and  quality  of  line.  See  how  regular  you  can  make  this  ex- 
ercise. Notice  the  uniformity  of  beginning  ovals  and  final  ovals.  Notice  the  even  spacing  of  shades  and  parallel 
lines. 

You  can  master  a  beautiful  ornamental  style  by  following  these  lessons  faithfully,  doing  plenty  of  work. 


Qf{Jf  Of  Qf.  Q/:  5^5^ 


26 


(5+ 


Miss  Olive  Schilling,  recently  with 
the  Park  Falls,  Wis.,  High  School,  has 
accepted  a  position  to  teach  the  com- 
ing year  in  the  High  School  at  Free- 
port,  Illinois. 


Miss  Dorothy  I.  Rice,  last  year  com- 
mercial teacher  in  the  Manasquan,  N. 
J.,  High  School,  has  recently  been 
elected  to  teach  in  the  Valley  Stream, 
Long  Island,  High  School. 


Mannington,     W.     Va..     public     schools     is     developing     good     business     writers 

in   nil    grades.      The   above  was   written   by   Roberta    Rvnd.   a    sixth    grade   pupil. 

Miss    Certrude    E.    Burge    is    her    supervisor 


(Continued   from  page  21) 

Ninth  and  tenth  weeks.  —  These 
weeks  are  devoted  to  writing  the  en- 
tire letter  which  has  been  introduced 
piecemeal  in  the  preceding  exercises. 
This  letter  is  as  follows: 

Evanston,  Illinois 
November  5,   1927. 
Dear  Bob: 

We  had  a  fine  time  in  the  country 
this   summer.     I   hope   you  will  come 
to  the  city  to  see  us  sometime. 
Sincerely  yours, 

Raymond. 

The  special  feature  which  is  new  in 
this  exercise  is  the  arrangement  of 
the  entire  letter  upon  the  page.  Pay 
attention  to  margins,  position  on  the 
lines,  position  toward  the  middle  of 
the  page  and  general  regularity  and 
uniformity  of  appearance.  In  the 
tenth  week  give  practice  on  writing 
the  digits.  They  may  be  first  written 
in  a  line  one  after  the  other  and  then 
in  various  combinations,  according  to 
the  types  of  examples  which  the  pu- 
pils are  using  in  their  arithmetic 
work.  Let  each  pupil  pick  out  digits 
with  which  he  has  particular  trouble 
and  practice  writing  them  over  and 
over  again. 

Eleventh  week. — This  week  may  be 
devoted  to  writing  the  names  and  ab- 
breviations of  the  first  three  days  of 
the  week.  A  heading  of  the  page  may 
be  the  words  "Days  of  the  Week" 
with  day  and  week  capitalized.  Then 
on  successive  days  practice  may  be 
given  to  the  words  "Sunday",  "Mon- 
daj ".  and  "Tuesday." 


^     <?M^&u<iS?uM£<£uxi£r'       §> 


27 


MENTAL  MEANDERINGS 

(Continued  from  Page   17) 

hundred  mile  stretch  running  from 
the  Humboldt  redwoods  on  the  north 
to  the  prune  and  apricot  orchards  of 
San  Jose  on  the  south.  There  were 
also  divers  meanderings  along  the 
new  boulevards  that  skirt  San  Fran- 
cisco Bay,  from  Twin  Peaks,  Golden 
Gate  Park,  the  Cliff  House  and  the 
Golden  Gate  on  through  the  Presidio, 
to  Telegraph  Hill.  And  it  was  some 
lovely  friends  in  'Frisco  who  gave  me 
this  treat;  I  did  not  have  to  travel 
"under  the  raucuc  tutelage  of  the  man 
•who  runs  the  rubber-neck  wagon. 

But  the  really  sublime,  the  inde- 
scribable part  of  my  faring,  was  the 
part  of  it,  that  carried  me  through  the 
depths  of  the  mighty  redwoods  that 
have  at  last  been  happily  penetrated 
by  that  new  auto  thoroughfare,  the 
Redwood  Highway.  Thanks  to  this 
several  million  dollar  State  enter- 
prise,  all    of   you    may   now   see   this 


wonderland,  more  comfortably  and 
cheaply  than  you  are  likely  to  im- 
agine. My  own  summer  home  here  in 
Ettersburg,  is  but  two  hours  ride 
from  this  Highway,  where  it  enters 
Humboldt  County  from  the  south. 
How  I  hope  some  of  you  might  find 
your  way  to  our  hospitable  ranch! 
My  friends,  this  little  strip  of  the 
Tropics  that  runs  up  the  Pacific 
coast  of  North  America  is  worth  see- 
ing. You  will  believe  me  when  you 
do  see  it. 


F.  W.  Tamblyn  of  the  Tamblyn 
School  of  Penmanship,  Kansas  City, 
Mo.,  paid  us  a  visit  during  August. 
He  reports  much  interest  in  his  hand- 
writing courses. 

GREATEST     PENMAN     find     both     pleasure 
and   profit    in    my    book. 
The    Real    Bargain 


D  L.  Stoddard 


Penmanship: 


t 


PRACTICAL  COURSES  for  beginners 
and  advanced  students.  Preparatory  train- 
ing for  teaching,  and  ENGROSSING 
SCRIPTS  taught  in  the  shortest  possible 
time,  at  the  least  expense.  MASTER  POSITIONS  of  SCIENTIFIC  PENHOLDING 
for  producing  ADVANCED  SCRIPTS  C;  AnPTQTrAf^TTO  "\J 
a  SPECIALTY.  The  Watchword  is:  C> /TL  1  lOfriLi  I  IWiM. 
Persona!  Instruction  and  Lessons  by  Mai!.    Write  today.    TERMS  reasonable.    Address 

Francis  L.  Tower,  Artist  Penman 

501  PLEASANT  STREET,  HAMMONTON,  NEW  JERSEY 

Watch  for  advertisement  in  the  October  issue  of  the  Business  Educator 


28 


i^MJ&ud/n^&diu&fir       & 


I.  W.  SIMS 

Was  born  on  a  farm  in  Franklin 
County.  111.,  in  August,  1885,  and  re- 
ceived his  early  education  in  the  com- 
mon schools.  His  parents  sold  their 
old  homestead  and  moved  to  Missouri, 
where  he  continued  common  school 
and  High. 

While  still  in  his  teens  he  entered  a 
Military  School  in  California,  and 
graduated  with  a  perfect  record.  He 
is  also  a  graduate  of  Gem  City  Col- 
lege, and  received  his  penmanship  in- 
structions from  Prof.  H.  P.  Behrens- 
meyer.     Studied  la  in  Chic- 

ago' University,  and  during  the  World 
War,  entered  the  O.  U.  C.  Ft.  Sher- 
idan, 111.,  and  was  sent  to  the  Artil- 
lery School,  at  Fortress  Monroe.  Va. 
In  1919  he  married  Miss  Ethel  Cham- 
berlain, <>f  Murphysboro,  and  has 
three  children. 

In  1915  he  organized  the  Simerian 
Business  Training  School,  at  Marion, 
111.,   hut   this   school    was   discontinued, 

when  he  became  President  of  the 
Southwestern  Business  College, 
Murphysboro,  111.-  which  position  he 
■  ars. 
In  192:;,  Mr.  Sim-  became  Principal 
of  Browns   Busine  of  East 

St.  I  o  i       ' ne  till  remaining 

■  ool.  This 
school  occupied  its  own  buildings  up 
UI1til  the  Tornado  of  March  t8,  L925, 
but  was  put  oul  "i  business  for  nine 
A  hen  the  building  were  sold, 
and    i  :ind   is 

now  km 

of    which    he    is    h  occupies 

in   the  center 
of  the  City  of  Murphysboro. 


THE  BISHOP  BRENNAN 

ILLUMINATED  TESTIMONIAL 


H.   J.   WALTER,    Penman 

222   Portage   Ave..    Winnipeg.   Can. 
i   mmans  hip  Samples, 
including  your  name  in  gold 
filigi  ei    -■  '  hi  50c 

lire  Combinations, 
and  Business  Capitals,  etc.       50c 


PENMANSHIP   BY    MAIL 

Modern,  scientific  course  in  Business  Writ- 
ins  by  a  graduate  of  E.  C.  Mills.  Pen-written 
copies,   red-ink  criticisms,  typewritten    instruc- 

"An  examination  disclo  ei    thai   thes  are  far 

bettei   than   i    had  anticipated     P icl 

Bed   and   happilj ntent."    (Signed)    Frank  J. 

,    Mass. 
Folder  sent  free  on  request. 
J.  J.  BAILEY,    74  Barton  Ave.,  Toronto,  4  Can. 


HIGH  CPADE 

DIPLOMAS*^ 
CERTIFICATES. 


Catalog  and   Samples  Free 

HOWARD  &  BROWN 

ROCKLAND.  MAINE. 


As  an  educator  and  all  round  pen- 
man, Mr.  Sims'  work  speaks  for  itself, 
and  he  believes  that  the  Business 
Educator  has  been  one  of  the  chief 
inspirations  in  his  educational  career. 


text  books  pro- 
duce good  sten- 
ographers and 
bookkeepers  in 
half  the  time  of  others.  Examine 
Byrne  rig,    dictation. 

booklet'  i   h        lulling     and 

penmanship.      Descriptive    price    list 
mailed  upon  request. 

BYRNE    PUBLISHING    CO., 

Dallas.  Texas 


DIPLOMAS     AND     CERTIFICATES 

,\ ,  a  Ei 
■\,i    Uph  'i-      Print,  II    L4     for  Ihe  illum- 

60c 

Illumine  $1.00 

Illuminal 

Btudj     $10.00 

lUli  price. 
GOOD  WORK   ASSURED 
J.  D.  CARTER.  740  Rush  St.,  Chicago 


LEARN  ENGROSSING 


in  your  spare  time  at  home 

Thirty  Lesson  Plates  anc 
Printed  Instructions  mailec 
to  any  address  on  receipt  ol 
two  dollars.  Cash  or  P.  C 
Money  Order. 

P.  W.  COSTELLO 

Engrosser,    Illuminator    anc 

Designer 

Scranton    Real    Estate    Bldg 

SCRANTON,  PA. 


Description 

Size  of  original  22x28  inches  on 
vellum.  Illuminated  throughout  in 
purple,  red,  blue,  green  and  gold.  The 
background  of  the  entire  border  in 
burnished  gold.  The  ornamental  por- 
tions  o  n    several   shades   of 

purple  and  dotted  with  Chinese  white. 
Backgrounds  of  all  the  larger,  initial 
letters  in  gold  and  the  initials  in  pur- 
ple, red  and  blue.  The  line  fillers  in 
same  coloi  3. 

The  portrait  rendered  in  natural 
flesh  color  for  the  face,  cassock  or 
robe,  in  purple  inclining  toward  red, 
and  chain  in  gold.  Just  a  few  touches 
of  color  produces  the  fine  crop  of  gray 
hair  as  most  of  the  hair  is  really  the 
stock  upon  which  the  work  is  done 
aided  by  touches  of  Chinese  white. 
The  coat  of  aims  at  center  of  base 
rendered  in  gold,  green,  red,  blue  and 
purple  and  represents  the  actual  her- 
aldic design  of  the  subject's  coat  of 
arms  as  bishop.  The  medallion  in 
lower  right  hand  corner  is  the  insig- 
nia of  the  society  and  is  rendered  in 
gold.  Decorative  lines  on  the  outer  and 
inner  edges  of  the  border  design  in 
brown. 


EW  ONE-WAY 


MEMOSCRIPT  Secures  many  good  positions. 
Why  not  learn  it  and  other 

and  Business 
booklet  sent  free. 
MEMOSCRIPT  INSTITUTE,  Roanoke,  Va. 


s-t  —t£,*     ri>i:  w     w,ir>nf\i  i_-_    i_  ■  ■ 

^U^-lsMOOTH-L.NEfe^i 
-,.'-  — 3/SHORT  H  A  N  Dll  Classes.'  Abookle 


EDWARD  C.  MILLS 

Script  Specialist  for  Enffraving  Purposes 
P.  O.  Drawer  982  Rochester,  N.  Y. 

tor  bookkeeping  illustrations. 


..i  i 


unexce Mai.    Perfection 



Mm       iinii.ii    Pen    v      "      •. 

•' 'mi     point,    l    nr.iss    si  ,  .  . 

SVrl  .'I 

i      i  daft, 
bj  ni.nl  for  im 


Tour  Visit  to  J^[cw  Torl{ 

may  be  anticipated  with  more 
enjoyment  it  you  secure 
accommodations  .it  the 

Maryland 

HOTEL 
104   WEST   49th   STREET 
itimulc  from   Broadway" 

REDUCED  RATES 
(Pre  \\'..r  Prices) 

S 1 1 1 1 n n  Room,  Sitting  Rimm. 

I'"  li i  -  ii li  2  Double  Bedrooms 

Pi  r  ate  Bath  with  Private  Bath 

( 2  persona  I  ( 2-4  Persons) 

$5  per  day  $7  per  day 

HAROLD  E.  REYNOLDS 
Proprietor 


^MI&udSntM&Jtuxi&r       & 


29 


OfiCRjqlrt 


EN 


ajiiJjflQicnibius  ni  the 

wish  to  renew  to  you  our  tokens  or  friendship  and  to  attempt  some  expression  of  the  respect,  the  a! 
lection  anil  the  rcuercuce  in  which  you  ore  regarded  by  the  TiOill, IlaniC  llll'II  of  litis  OiUu'-.U'  , 
f  he  .tidings  of your  donation  to  the  episcopacy  of  T  irhuuinu"  caused  mingled  feelings  of  sorrou 
andjou.  Sadness  to  realize  that  the  bctoued  uxih'ary  3  ishop  of  -crouton  was  lo  leauo  our  midst,  ha 
pinessto  comprehend  that  our  ply  father  the  -ope  hod  chosen  you  for  administering  :i  ioccsc 
so  sacred  to  cucry  student  ot  American  Bistory,  as  (lie  ?ee  of     irlinioud  *  >.--.*_ -^  _— --  __. 

ftzSjRS  our  first  and  during  these  years,  our  only  .bpiriftltll  Dil'l'CfUI'  you  liaue  initiated  lh 
inception,  you  baue-auideo  the  growth  and  the  expansion  61  the  oolu    tame  7  ttioti  -.tsuif. 
jSL^U^i  iiy  has  been  animated  by  your  oum  pulsation  and  its  steady  progress  lias  been  aduance 
at  the  sacrifice  of  your  time  ano  uour  energy.  9  our  prudence  tins  tempered  Hie  extravagant  en- 
;.  thusiasm  of  some  of  our  Societies.  Wouv  counsel  merited  the  unanimous  assent  of  ail  and 
L  your  uu'sdom  brought  about  a  healthful  growth  of  ideas  in  the  spiritual  nutriment  of  the 
\  cjoly  Qamc  tyro.  Jig*  §t  Washington,  at Qcrantoir at  iOilhesSarre, al  '  .ittston.ai- 
:  Qarbondale,  at  eueru  conucntion  city,  oou  haue  been  ourlX'dftCI*  whether  parading  to  man 
kind  at  large  our  belief  in  JtejlUJ  CIWU?Ttis  (sOiWid  ([fall  or  in  the  more  quiet  chamberof 
our  meeting  halls,  planninq  andadoisiuo  the  line  ofeudeoooi"  fbFjjreafer jrowHi  of  the  char 
acter  and  soul  ofeactt  indiuidual    .  c\v  fame  ■;■  ember.  cS^^B—i^- ■■- 

VT^OV  a  recollection  of  you  and  your  ideals  we -haue  indented  these  resolutions  by  three  pi 
WtlVr  ifl  standards-  three  emblems  which  me  hope  always  to  carry  with  lis.  FlfSt".  yourowu  por- 
\'i  >?■'  trait  as  an  aid  tor  remembrance  and  as  a  visualisation  of  the  hind  and  pruOentDirector of  the 
larqcst  Society  of  CJatholiciQen  in  thejScrantnuDiocesc.  J^tHttJiVour  own  Qoat  ofSrms  and  es- 
pecially your  chosen  (Hotto-QJ  5im.Hdelis,'-Ouit  Jt  (IJayjSe  Kiithful^a  sentence  that  we shaH  striae 
euertiT  remember  as  a  quiding  principle  of  our  own  lines.  Igini't),  81  e  haue  chosen  the  Oational 
Smblcm  of  the  Solu  Qamc  Societies  of  the  morld,  the  representation  of  the  Mouthful  hiist, 
whom  you  have  inculcated  should  be  our  first  and  last  thouqht  mid  our  exemplar.  tM : 
WJfflf  understand  that  if  me  are  faithful  to  the  teachings  of  CJhrisf.  mho  mas  truly  thciDcssins,  we 
id  (ID  -shall  haue  done  tor  uou  the  greatest  tai'orand  compensate  in  some  small  degree  for  the  labor  and 
i'jiJ&uB  sacrifice  you  haue  shown  inourbehnlf  :^-^^^^^-^i-<^^x^^aa;iia^sss^asts^^^^^^^ 
it)  $'{tUjiu  f  is  tender  mercu  measure  to  you  many  years  of  fruitful  seruice  in  §>is  iiincynrd.  ay 
all  creeds  learn  to  looe  aiiS  rcucrence  you  in  the  capital  city  of  '  irgiu  in  and  may  you  reflect  much 

■  qloru  and  prestige  on  the  dhurrh  which  is  euer  ancient  but  always  new.  the  oldest  Church  iii.i^. 

wmssgi  @\\nsttn$om, the. Otic- ooiji-  Jarttplif •  anib -  ppostolic- § hui(hAm*m5m>m 
The  §  cmutoit  0  i occtson  ~ 


^pP 


preceding  page. ) 


30 


>y/u?<^u&/ie^d?diMa&r       & 


^ 

yf^~ 

vSs 

In  / 

m 

'  /    7                 \ 

v  Lusfc? 

W   '    1 

\     xr  •.  x^giiltigs^ 

Wy  J 

d3^^^P 

y  v 

%*-'\L<r 

This   bird   doss   not   have  a   name 

but   it   i 

s   from   the  pen 

of   Lupfer. 

J.  F.  Barnhart,  a  former  student  in 
the  Zanerian,  now  with  the  Board  of 
Education,  Akron,  O.,  paid  us  a  visit 
during  July  and  made  a  very  inspir- 
ing address  to  our  students.  Mr. 
Barnhart  dsecribed  a  plan  of  stimu- 
lating interest  in  handwriting  which 
he  inaugurated  in  the  Akron  Schools. 

We  all  enjoyed  Mr.  Barnhart's  visit 
very  much. 


Mr.  J.  A.  Rushing,  Pen  Art  instructor  in 
the  Tyler  Commercial  College.  Tyler,  Texas, 
sent  us  a  specimen  of  engrossing  executed  by 
one  of  the  students,  J.  R.  Burns.  The  speci- 
men is  quite  a  creditable  piece  of  work  espe- 
cially considering  the  fact  that  the  young  man 
has  lost  all  of  the  fingers  on  his  right  hand 
with  the  exception  of  the  index  finger  and 
thumb.  We  wish  that  we  could  have  passed 
this  specimen  on  to  the  readers  for  it  is  in- 
deed a  big  encouragement  to  see  this  excellent 
work  from  one  who  is  so  handicapped. 


A    PROFITABLE    VOCATION 

Tickets  and  Show  Cards.  It  l!  easy  to  do  RAPID.  CLEAN  CUT  LETTERING  with  our 
.  MANY  STUDENTS  ARE  ENABLED  To  CONTINUE  THEIR  STUDIES  THROUGH 
THE  COMPENSATION  RECEIVED  RY  LETTERING  PRICE  TICKETS  AND  SHOW  CARDS.  FOR  THE 
SMALLKR  MERCHANT  OUTSIDE  OF  SCHOOL  HOURS.  Practical  lettering  outfit  conslstlne  of  3  Marking  and 
3  Shadine  Pens  1  color  of  Lettering  Ink.  FStnpte  Shmv  Card  In  colors.  Instructions,  figures  and  alphabet! 
nald  11  00  PRACTICAL  COMPENDIUM  OK  COMMERCIAL  PEN  LETTERING  AND  DESIGNS 
100  Pages  Sill,  containing  122  plates  of  Commercial  Pen 
alphabet!  finished  show  Cards  In  colors,  etc. — a  complete 
Instructor  for  the  Marking  and  Shading  Pen.  prepaid.  SI. 
THE  NEWTON  AUTOMATIC  SHADING  PEN  CO. 
Dept     B  PONTIAC.    MICH..    U.S.A. 


jj     en£o|V)  t3 


It    epaax 


Try  the  NEW  AND  IMPROVED  MAGNUSSON  PROFESSIONAL  PEN- 
HOLDERS. These  new  penholders  are  being  made  in  both  the  straight  and 
oblique  styles.  They  are  hand  made  of  beautiful  straight  grained  rosewood  and  are  given  a 
polish  which  is  second  to  none.  Each  penholder  has  a  beautiful  ivory  knob  on  end  of  stem  and 
they  are  far  more  useful  and  beautiful  than  many  penholders  selling  for  nearly  twice  the  price 
we  ask.  Buy  direct  from  factory  at  factory  prices.  Made  by  3  generations  of  penholder  manu- 
facturers and  used  by  the  world's  greatest  penmen.    Established  1874. 


OSCAR  MAGNUSSON 


8- 


ch    pla 


h 50c 

nlaid,   each  75c 


208  N.  Sth   St., 
Quincy.  III. 
cheaper  grade  sold  in  quantities  to  teachers  and  dealers.  Write  for  prices. 


Teachers  — 

The   SOUTHERN    SCHOOL  JOl'RNAL   is  an   exponent   of   the  best   in 
Education.    Each  issue  contains  articles  under  the  following  headings: 

SCHOOL  ADMINISTRATION. 

SCHOOL  SUPERVISION. 

SCHOOL  TECHNIQUE  AND  CLASS  WORK. 

SCHOOL  SPORTS  ANT)  GAMES. 
One  dollar  a  year  Published  at  Lexington,  Ky. 


LEARN  AT  H0..1E.  u^KlNG  SPARE  TIME 
Write  for  book,  "How  to  Become  a  Good  Pen- 
man." and  beautiful  specimens.  Free.  Yuur 
name  on  card  if  you  enclose  stamp.  F.  W. 
TAMBLYN.  406  Ridge  Bldg..  Kansas  City.  Mo. 


IT    IS    A    FACT    -That    you 

can  set  and  adjust  your 
holder  better  than  anyone  else.  Holder  and 
3  clips  $2.50.  R.  C.  KING,  823  Met.  Life 
Bldg..    Minneapolis.    Minn. 


tauCSi 

m 

J        ^&\r^$£jjfi^£$^>J* 

An  Educational  Journal 

of 

Real  Merit 

Regular  Departments 

p 

nmanship                Arithmetic                Civics 

Geography               Nature-Study 

Pedagogy              Primary  Construction 

History           Many   others 

p 

ice   $1.50   per  year.     Sample   on 

request 

PARKER  PUBLISHING  CO., 

Taylorville,  111. 

THE  AMERICAN  PENMAN 

America's  Handwriting  Magazine 
Devoted  to  Penmanship  and 
Commercial  Education 
Contains    Lessons    in 
Business  Writing 
Accounting 
Ornamental   Writing 
Lettering 
Engrossing 

Articles   on    the   Teaching    and 
Supervision   of   Penmanship. 
rly    subscription    price    $1.25.     Special 
i  tea      to      schools      and      teachers. 


club 


npl. 


req  n 


THE  AMERICAN  PENMAN 

55  Fifth  Avenue  NEW  YORK 


The 

American 

Art  Student 

AND  COMMERCIAL  ARTIST 

A  monthly  magazine  of  instruction  for 
artists,  photographers,  ceramic  workers, 
designers,  teachers,  figure-painters,  illus- 
trators and  retouchers.  The  largest  circula- 
tion   in    America    of    any    exclusively    art- 


nthth 


SUBSCRIPTION 


Established   1916 


Sample  Copy.  26c 


21    Park   Row,   NEW  YORK   CITY 


<!MJ38t*U/uM&6uxi&r      & 


31 


WANTED 

A  good  road  man  ;  one  who  can  enroll  st 
dents  for  a  good  School  in  a  prog 
city.  Do  not  want  a  Job  Hunter.  If  you 
know  you  can  make  good  will  pay  salary 
or  commission  or  both.  Will  furnish  car. 
If  you  are  not  a  producer  and  do  not  ex- 
pect to  work  do  not  answer  this  ad. 

T.  M.  PARISH,  President 
Draughon's  Business  College 

HOUSTON.     TEXAS 


Home  Study:  High  School,  Bookkeeping. 
Shorthand.  Typewriting,  Normal.  Engneer- 
ing.  Higher  Accountancy,  Civil  Service, 
Law,  and  other  courses  thoroughly  taught 
by  mail.  Now  is  the  time  to  enroll.  Bul- 
letin free.  Address.  Carnegie  College. 
Rogers,    Ohio. 


rustic  jfinrjnmmnri 


'.Resolutions,  (Demorials, 
t  <9C5timDiiiala.  }rr2rJ£"£-Ji 

'J    Jllumirr.atirwj    a  -£>pccialty^fe 
'-^J  itllomaa  ]>?itri<xrrapficJ>  arte.  311'fcb 

f      EHMCGHEE 


M3  East  Slate  Street 


3raiW«E«B  Oc 


BIRDIE,  BIRDIE,   OH  LOOK 

1  am  engrossing  stanzas  from  popular 
authors  and  each  is  decorated  with  the  pic- 
ture of  a  native  bird,  an  owl,  heron  or 
meadowlark  in  natural  colors.  Artistic  let- 
tering. Colored  decorations.  A  beautiful 
gift.  A  superb  specimen  of  pen  art,  suit- 
able for  framing,  size  6x8  inches.  Some- 
thing new  and  very  special.  Choose  your 
bird— owl.  heron,  or  meadowlark,  and  en- 
close $1.50.  Satisfaction  or  your  money 
back.  A.   L.    HICKMAN 

Route    1  Wichita,    Kansas 


Gillott's  Pens 

The  Most  Perfect  of  Pens 


No.  601    E.   F.   Magnum   Quill  Pen 


Gillott's   Pens 
regards  Tempe 


land   in   the   front 
Elasticity  and  Du 


ability 


JOSEPH   GILLOTT  &  SONS 

SOLD  BY  ALL  STATIONERS 

Alfred  Field  &  Co.,  Inc.,  Sole  Agents 

93   Chambers   St.  NEW   YORK   CITY 


Last  month  we  sj 
accounting.  The  appli 
plicant  accepted.    And 

The    spring    fresne 


HE  ACCEPTED   $4500 

that  one  of  our  clients  offered  one  of  c 
nt  hesitated,  then  suggested  $4500.  The 
iafs  that! 
in    Position   Ri 


help 


s  now  rising.  Shakespeare  says:  "Tl 
tide  in  the  affairs  of  men,  which,  taken  at  the  flood,  leads  on  to  fortune."  May 
you   launch   your  boat> 

THE    NATIONAL   COMMERCIAL   TEACHERS'   AGENCY 

E.   E.  Gaylord,  Mgr.        (A   Specialty   by   a    Specialist) Prospect   Hill,    Beverly,   Mas 


of   high 
desired. 


ed    te 


PROFESSIONAL  SERVICE 

dered  by  THE  OHIO  TEACHER'S  BUREAU  in  finding  for  trained  and 
i  or  those  just  out  of  college  or  normal  school  the  kind  of  positions 
:ome  direct  from  school  officials  and  we  recommend  direct.  Thousands 
of  school  officials  all  over  the  country  can  testify  to  the  value  of  our  direct  method  of 
presenting  credentials  of  candidates  for  their  study  prior  to  sending  anv  notices  to  the 
candidates.  The  superintendent  thus  eliminates  all  candidates  who  do  not  fully  meet  his 
requirements.      Write   for   booklet  at   once.      We   operate   in   every  state. 

THE    OHIO    TEACHER'S    BUREAU 

71   EAST  STATE  STREET  COLUMBUS,  OHIO 

TEACHERS,  We  Place  You  in  the  BETTER    POSITIONS 

ROCKY  MT.  TEACHERS'  AGENCY — Wm.  Ruffer,  Ph.  D.,  Mgr.,  410  U.  S.  Nat'l  Bank  Bldg., 
Denver,  Colo.  Branch  Agencies:  Portland.  Ore.;  Minneapolis,  Minn.:  Kansas  City.  Mo. 
Largest    Teachers'    Agency    in    the    West.     We    Enroll    Only    Normal    and    College    Graduates. 

Photo  copies  made  from  original.  25  for  $1.50.  Booklet,  "How  To  Apply  and  Secure  Promo- 
tion, with  Laws  of  Certification  of  Western  States,  etc..  etc.,  etc.,"  free  to  members,  50c 
to   non-members.    Every   teacher  needs  it.    Write  today  for  enrollment  card  and  information. 


ALBERT  TEACHERS'  AGENCY 

25  E.  Jackson  Blvd.,  Chicago,   111.  Symes   Bldg.,  Denver,  Colo. 

535    Fifth   Ave.,    New  York  City  Peyton  Bldg.,  Spokane,  Wash. 

Forty-second  year.  We  have  secured  PROMOTION  for  many  thousands  of 
teachers.  A  large  percentage  of  these  were  men  and  women  in  COMMERCIAL 
BRANCHES.  We  need  well  prepared  teachers  for  good  position  in  high 
grade  schools.    Our  booklet  contains  a  message  for  you.    Send  for  it. 


POSITIONS  FOR  TEACHERS  — 

BUSINESS  COLLEGES  FOR  SALE 


Splendid   salaries,   choice   pos 
Write    for    free    literature;    st 
colleges   for  sale.    Write   for  particulars — i 
Address   M.   S.   COLE,   Sec'y. 


beginning   and   experienced   teachers   w 
alifications    briefly.     Money    making    bu 


CO-OPERATIVE  INSTRUCTORS  ASSN.     41  Cole  Bldg.,    MARION, 


High -Class  Business  College 
Instructors  in  Demand 

We  have  on  file  some  very  attractive  business  college  openings,  calling 
for  high-type  men  and  women  with  teaching  experience.  If  you  are 
interested  in  a  change,  write  us  for  a  registration  blank. 

CONTINENTAL  TEACHERS'  AGENCY 

BOWLING  GREEN,  KENTUCKY 


QUALITY  POSITIONS 

A  trained  organization  and  contact  with  school 
officials  in  every  part  of  the  country  enables  us  to 
place  commercial  teachers  in  the  finest  positions.  If 
you  want  a  better  place  now,  or  for  the  coming 
school  year,  write  for  full  details. 


Specialists'  Educational  Bureau 


Robert  A.  Grant,  President, 


Shubert  Realto  Bldg.,  St.  Louis,  Mo. 


32 


>y/u--jtiuM'/ujjC</tKa/<r*       *§* 


ok   "The  Courtney   Contest" 


By  F.  B.  C 

ill   be 


.   the  wizard  of   Detroit,   Michigan 
the   Oc  tober   issue.    We   have  a   si 


COMMERCIAL  TEACHER 

Where  the  Ability  of  an    Expert 

PENMAN  and  ENGROSSER 

Will    Be    Appreciated. 

Address    Box    6115.   care    Business    Educator 

Columbus,   Ohio. 


Meub's  Professional 

Black  Ink 

The  Ink  Supreme  for  Ornamental 
Writing  and  all  fine  Penmanship 

Made    expressly    for    the    Professional    Penmen    of    America. 
Nothing  like  it  has  ever  been  on  the  market.    An  entirely  new 
ready-to-use  ink  that  will  not  smudge.     Writes  black  and  stays 
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■152  NORTH  HILL  AVKN'l'K 


I'ASADKXA.  CALIF. 


Mr.  Brunet,  446  St.  Jean  Baptiste 
St.,  Saint  Boniface,  Man.,  whose  sig- 
nature appears  above  is  considered  by 
us  to  be  one  of  the  finest  penmen  in 
Canada.  He  was  formerly  inspector  in 
the  schools  at  Winnipeg,  but  now  has 
charge  of  French  classes  in  the  Mani- 
toba Summer  School. 

(',.  K.  has  a  brother  J.  O.  whom  he 
acknowledges  as  being  the  better  pen- 
man. The  Brunet  "boys"  are  enthusi- 
astic penmen. 


HAVE  YOU  SEEN   THE 

Journal  of 
Commercial  Education? 

>h«  & 


(formerly    the   St 

Phonograph! 

A    monthly    magazine    < 

departments    of   Commerc 





il   Education. 
lided    over    by 


business 
,nd  eourl 
The   Only  Magaz 
Single  coj>y  15c. 


mmercial   educ 

nistratior, 

c[    irtin 


Journal    of    Commercial    Kducation 

44   N.   4th   St.  Philadelphia.   Pa. 


<J/u>j(JfSj//ujjCW/s<:a/tr       & 


33 


BOOK  REVIEWS 

Our  readers  are  interested  in  books  of  merit, 
but  especially  in  books  of  interest  and  value 
to  commercial  teachers,  including  books  of 
special  educational  value  and  books  on  busi- 
ness subjects.  AH  such  books  will  be  briefly 
reviewed  in  these  columns,  the  object  being  to 
give  sufficient  description  of  each  to  enable 
our  readers  to  determine  its  value. 


Principles  of  Effective  Letter  Writing;, 

by  Lawrence  C.  Lockley.  Published 
by  McGraw-Hill  Book  Co.,  Inc.,  New 
York.    Cloth  cover,  344  pages. 

"My  own  experience  has  given  me  a  glimpse 
both  of  the  letter  as  it  is  used  in  business,  and 
of  the  problems  that  must  be  met  in  teaching 
letter  craftsmanship  both  to  students  and  to 
people  already  in  business.  I  have  taught  stu- 
dents what  they  can  learn  about  business  and 
letters  in  the  classroom.  I  have,  as  a  corre- 
spondence counselor,  tried  to  teach  busy  dicta- 
tors how  to  write  better  letters.  I  have  worked 
as  direct-advertising  specialist  in  designing 
and  executing  direct-mail  campaigns,  and  in 
directing  sharpshooting  campaigns.  Then,  too, 
I  have  faced  the  daily  grind  of  routine  corre- 
spondence. 

If,  from  this  experience.  I  have  been  able  to 
extract  the  essence  and  put  it  before  my  read- 
ers in  this  book,  then  the  book  will  supply  its 
readers  with  a  background  of  information 
about  letters  as  they  are  used  in  business,  and 
will  encourage  and  direct  their  own  construct- 
ive thinking  about  letter  writing  and  its  prob- 
lems. If  I  have  been  able  to  do  this,  the  book 
will  be  equally  helpful  in  the  business  office 
and  in  the  classroom." 

(Signed)    LAWRENCE  C.  LOCKLEY. 


Principles  of  Education,  by  Philip  R. 
V.  Curoe,  Ph.  D.,  Assistant  Pro- 
fessor of  Education,  Hunter  College. 
Published  by  the  Globe  Book  Com- 
pany, New  York.  Cloth  cover,  160 
pages. 

This  compact  treatment  of  the  principles  of 
education  is  designed  to  make  accessible  to 
prospective  teachers,  teachers  in  service,  and 
supervisors,  the  theoretical  basis  of  progressive 
educational  practice.  The  material  included 
here  is  usually  found  scattered  over  texts  in 
philosophy  of  education,  technique  of  teaching, 
school  hygiene,  educational  measurements,  and 
class  management.  The  basis  of  selection  and 
organization  might  be  called  pragmatic,  i.  v., 
such  as  will  adjust  theoretical  considerations 
to  the  stern  demands  of  actual  teaching,  sup- 
ervision,  and  administration. 

References  for  substantiation  of  statements 
made  and  for  further  study  have  been  inter- 
spersed in  the  body  of  the  text  by  mentioning 
the  names  of  the  authors.  In  all  such  cases, 
the  exact  title  and  section  are  given  at  the  end 
of  the  chapter.  For  self-testing,  and  to  vitalize 
the  recitation,  questions  have  been  given  for 
each  chapter,  some  requiring  topical  reports 
on  assigned  reading.  In  addition,  a  false-true 
test  is  given  at  the  end  of  the  book. 


Selections     from     American     Authors, 

printed  in  the  advanced  state  of  Pit- 
man's Shorthand.  Published  by  Sir 
Isaac  Pitman  &  Sons,  Ltd.,  New 
York,  N.  Y. 

The  contents  of  this  book  are  as  follows : 

The  Buccaneer's  Treasure  (Washington  Ir- 
ving). 

My  Editing    (Mark  Twain). 

A    Venerable    Impostor    (Bret    Harte). 

The  Autocrat  of  the  Breakfast  Table  (Oli- 
ver Wendell  Holmes). 

The  Way  to  Wealth    (Benjamin   Franklin). 

The  Tell-Tale  Heart    (Edgar  Allan   Poe  I . 

Greatness  in  Common  Life  (W.  E.  Chan- 
ning) . 

The  Story  of  a  Drum    (Bret  Harte). 

The  Procession  of  Life  (Nathaniel  Haw- 
thorne) . 

A  Melting  Story    (Mark   Twain). 

The  Professor  at  the  Breakfast  Table  (Oli- 
ver Wendell   Holmes). 


Guide  to  Educational  and  General 
Psychology,  by  John  P.  Wynne, 
Head  of  Department  of  Education 
and  Director  of  Teacher  Training-, 
State  Teachers  College,  Farmville, 
Va.  Published  by  the  Globe  Book 
Company,  New  York.  Cloth  cover, 
85  pages. 

The  present  work  is  the  outgrowth  of  the 
employment,  foi  several  years,  of  questions  as 
a  basis  of  si  udj  in  high  school  and 
work.  The  idea  of  combining  such  material  in 
a  pei  niainiii  form,  oi  asking  questions  and 
stilting  problems  I  hat.  are  the  students'  very 
own,  and  of  arranging  a  basis  for  direction 
of  study  and  democratic  discussion  as  a  con- 
scious procedure,  was  suggested  by  the  meth- 
ods em p loy ed  in  t h ■  ■  Ph i lose >p h v  < > I  Education 
by  Dr.  William  H.  Kilpatrick.  Professor  of 
Education.  Teachers  College,  Columbia  Univer- 
sity. THE  GUIDE  TO  EDUCATIONAL  AND 
GENERAL  PSYCHOLOGY  was  first  published 
early  in  1922  as  a  syllabus.  Every  topic  and 
every  question  has  been  revised  many  times. 
Such  an  organization  of  material  has  been 
made  possible  by  the  continued  repetition,  two 
or  three  times  a  year,  of  two  courses— one  in 
educational  and  the  other  in  general  psychol- 
ogy, at  the  Mississippi  Agricultural  and  Me- 
chanical College.  Especially  helpful  has  been 
the  work  of  the  students  in  these  classes  in 
raising  questions  and  formulating  problems. 
In  fact,  many  of  the  questions  are  those  asked 
by  the  students  themselves.  All  of  them  em- 
body an  effort  to  approach  the  subject  from 
the  standpoint  of  the  student  who  is  taking 
his  first  courses  in  psychology.  The  main  ob- 
jective has  been  1-/  lead  the  student  to  appre- 
ciate the  scientific  methods  of  investigation. 
However,  the  work  outlined  has  been  found 
sufficiently  comprehensive  to  leave  him  with  a 
much  better  perspective  than  any  course  con- 
fined to  a  3ingle  text-book.  It  is  flexible 
enough  to  offer  room  for  the  more  extensive 
investigation  of  advanced  classes  and  the  ma- 
turer  individuals  of  any  class. 


How  and  Why  Practice  Makes  Perfect, 

by  Arthur  G.  Skeeles,  Supervisor  of 
Writing  in  Columbus,  Ohio,  Public 
Schools,  formerly  Editor,  The  Busi- 
ness Educator.  Paper  covers,  114 
pages.  One  of  the  Gregg  Educa- 
tional Monographs.  The  Gregg  Pub- 
lishing Co.,  New  York  and  Chicago. 

The  author  attempts  to  analyze  the  factors 
which  make  for  improvement  as  a  result  of 
practice.  ''Repetition  makes  proficient,"  he  sug- 
gests, rather  than  "Practice  Makes  Perfect." 
Among  the  points  stressed  as  being  necessary 
in  order  that  improvement  shall  result  from 
practice  are  these  : 

1.  Practice  should  be  consciously  directed 
during  all  the  time  that  improvement  is  de- 
sired ;  because  whenever  execution  is  allowed 
to  become  automatic,   improvement  ceases. 

2.  The  practice  required  to  break  habits  is 
very  different  from  the  practice  required  to 
form  new  habits.  This  points  to  a  different 
method  in  teaching  writing  to  little  children 
from  the  method  used  in  improving  the  writ- 
ing of  adults. 

3.  The  states  of  mind  of  the  learner  while 
practicing  are  very  important.  The  author 
analyzes  these  states  at  some  length,  pointing 
out   the  conditions   making   for   improvement. 

This  book  should  be  of  special  interest  to 
teachers  of  handwriting,  shorthand,  and  type- 
writing, from  which  most  of  the  illustrations 
are  drawn  ;  but  as  the  author  points  out  in  the 
preface,  the  principles  discussed  are  applicable 
"in  a  large  measure  to  such  'intellectual'  learn- 
ing as  committing  the  multiplication  table  to 
memory,  learning  to  solve  problems  in  algebra, 
or  acquiring  skill   in   literary  composition." 


Motion  Picture  Writing  in  Kindergar- 
ten and  First  Grade,  by  Corinne  E. 
Martin,  Teacher  of  Handwriting, 
Public  Schools,  Washington,  D.  C. 

0  i  torial    department    has    just    received 

a  nine-page   pamphlet   written   by  Miss  Corinne 
result   of   a    visit    made   to 
JTork   and  Columbia  University  schools 
u     for    id*'    purpose   of   making    a    first- 
hand   study    of       How    may    the    department    of 
penmanship     contribute    to    the    unification    of 
Kindergarten  and   Firsl   Grade."  Any  one  inter- 
ested in   this  phase  of  the  work   will   find  much 
worth-while    material    in    this    pamphlet.     Miss 
Martin    maj    bi     reached   at  the   Mvrtilla  Miner 
Normal  School,   Washington,  V.  C. 


Applied  Punctuation,  by  Charles  G. 
Keigner,  A.B.,  LL.B.  Published  by 
the  H.  M.  Rowe  Company,  Balti- 
more, Maryland.  Paper  cover,  72 
pages. 

This  book  is  based  on  an  extensive  quantita- 
tive study  of  the  punctuation  marks  as  used  in 
modern  writing.  The  punctuation  marks  are 
taught  in  the  order  of  their  frequency  of  oc- 
currence and  difficulty  of  use,  as  determined 
by  that  study.  Since  the  comma  is  tin-  most 
frequently  used  mark  of  punctuation  and  the 
one  which  occasions  the  greatest  difficulty. 
nearly    one-half   the    lessons  are   devoted   to   tne 


AM  ihe  uses  of  the  comma  are  taught  first— 
i"  tilt  i. 'i  n  lessons— and  the  other  marks  are 
then  taught  in  the  order  of  their  frequency 
and  difficulty,  apostrophe,  quotation  marks. 
on,  colon,  question  mark,  exclamation 
mark,  period,  hyphen,  dash,  parentheses,  'two 
lessons  are  devoted  to  the  proper  use  of  capital 
letters. 

Applied  Punctuation  is  a  pad  of  72  pages— 
7 '-j  inches  by  11  inches.  There  are  35  lessons 
in  the  pad.  Each  lesson  consists  of  a  single 
perforated  sheet.  The  explanatory  matter  is 
given  on  the  upper  part  of  the  sheet.  The  il- 
lustrative sentences  are  printed  on  the  lower 
part  of  the  sheet  below  the  perforation,  and 
the  Test  sentences,  to  which  the  pupil  applies 
the  results  of  his  study  and  observation,  are 
printed  on  the  reverse  side  of  the  sheet. 

The  student  simply  inserts  punctuation 
marks  in  the  sentences  in  the  Test,  writes  his 
name  in  the  space  provided,  detaches  the  sheet 
at  the  perforation,  and  hands  in  his  work  for 
inspection.    No  longhand  writing  is  required. 


Thankful  Blossom,  A  Romance  of  the 
Jerseys,  1779,  by  Bret  Harte.  Print- 
ed in  the  Advanced  Stage  of  Pitman 
Shorthand.  Published  by  Isaac  Pit- 
man &  Sons,  New  York,  N.  Y. 


New  Dictation  Course  by  Charles  G. 
Reigner.  Copyright  1927.  Published 
by  The  H.  M.  Rowe  Company,  Balti- 
more, Maryland. 

NEW  DICTATION  COURSE  is  a  practice 
book  for  students.  It  contains  a  wide  variety 
of  letters  representative  of  the  literature  of 
modern  business  ;  in  addition,  there  are  many 
original  articles  which  discuss  in  easy,  narra- 
tive fashion  matters  of  English,  punctuation, 
and    letter   writing. 

The  Introduction  of  the  book  contains  The 
Thousand  Commonest  Words  in  shorthand  and 
in  print,  followed  by  letters  in  which  are  used 
only  words  that  are  among  the  thousand  com- 
monest. 

One  of  the  important  features  of  the  book  is 
the  careful  grading  of  its  material.  The  stu- 
dent is  led  by  easy  steps  from  short  and  easy 
letters  to  longer  and  more  difficult  dictation. 
Among  the  features  of  the  book  that  are  par- 
ticularly helpful  are  the  plans  for  teaching 
punctuation  and  developing  a  business  vocabu- 
lary, the  informative  footnotes,  and  the  short- 
hand dictionary.  The  Style  Letters  in  Parts 
One  and  Two  illustrate  all  forms  of  letter 
arrangement. 

Part  Three  of  the  book  consists  of  letters 
and  articles  which  are  written  entirely  in 
shorthand.  Appendix  A,  Punctuation,  and  Ap- 
pendix B.  the  Glossary,  are  an  integral  part  of 
the  working  apparatus  of  the  book.  Through 
his  study  and  practice  of  the  material  in  NEW 
DICTATION  COURSE,  the  pupil  is  taught  to 
apply  his  knowledge  of  the  "theory"  of  short- 
hand to  the  writing  of  connected  matter  ;  and 
at  the  same  time  specific  training  is  given  in 
those  phases  of  English  that  are  directly  ap- 
plicable to  the  transcribing  of  shorthand. 


34 


^MJ&u4//i^&&KO&r       & 


our  removal,  on  Cllav  1st,  to 


corner     v_^  of  Montague  St.  " 

anb  to  mark  another  step  in  the  aroroth  of  a 
business  *bcvoteo  to  the  practical  art  of  engross 
ino,  anb  illuminating  as  required  bo^many^  of 
the  leafcino,  organizations  of  our  Cito^, 

(Expert  craftsmanship  anb  intimteb  $twitt" 

the  principles  on  rohich  this  establishment  was 
fbuubcb  have  resulteo  in  oner  fbrtr^  y^cars  of 
consistent  progress  anb  roc  bclicuc  that  the h 
coutinueb  application  of  this  maxim  voill  re^ 
suit  in  still  greater  advancement 

Qi3c  take  this  occasion  to  thank  our  custom 
crs  for  past  favors  anb  trust  that  roc  mav^ con- 
tinue to  serve  them  at  our  nciv  stubio  where 
improveb  facilities  voill  enable  us  to  meet  tire 
most  exacting  requirements. 


3Umm*£lBatri> 


of    change    of    lo 


Jt    by    the    Dennis    &    Baird    Studio.    Brooklyn,    N.    Y. 


^     <^Me&uJS/t&i^&/£UMfcr 


35 


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1_  dii}>   tr.ironiul    roaurV  hi   vrliicli  S&rrtijcr" 

SliinwsMiuntrr 

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This  Testimonial 

?f  its    appreciation   or-Jiij  efiorts    in   rlie     causey 

of  ?lL.isoiivv  is  ^aiittehillv    uwur>cO.  an>  our  r>esr- 

voislics  for    liis    coittiimcci 

(l5miDlif.ilrl|.ii]appinrs«5  .iitti  yrnajirrity. 

t1iicaao,cMlhtois.?Io\vmber  S1925 

fe>/w.  /'////:>/<■/■    I 

^y  Soorotaxr 


Miss    Gladys    Christensen    of    Des 

Moines  is  a  new   commercial   teacher 
in  the  Guttenberg,  Iowa,  High  School. 

Miss  Helen  Ringold,  for  several 
years  head  of  the  Secretarial  Depart- 
ment of  Nasson  Institute,  Springvale, 
Maine,  has  recently  accepted  a  posi- 
tion as  head  of  the  Commercial  De- 
partment of  the  Sanford,  Maine,  High 
School. 


Miss  Marion  Jacka,  for  several  years 
commercial  teacher  in  the  High  School 
at  Freeport,  111.,  and  Miss  Laura  Ab- 
bott, last  year  with  the  High  School 
at  Hyannis,  Mass.,  are  two  new  com- 
mercial teachers  in  the  Lansingburgh 
High  School,  Troy,  N.  Y. 

Miss  R.  T.  Slack  of  Hatboro,  Pa.,  is 
a  new  commercial  teacher  in  the  Mor- 
risville,  Pa.,  High  School. 


NEVER 

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Here  concentrated  between  two  coven 
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geforyou.    It  will  bringyou  BIG  RESULTS. 


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WHAT  TEACHERS  SAY  ABOUT 

NEW  DICTATION  COURSE 

A  Practice  Book  for  Students 

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olume  XXXIII 


OCTOBER,  1927 


Number  II 


The 

BUSINESS  EDUCATOR 

PENMANSHIP  ENGROSSING 
BUSINESS  EDUCATION 


ZANER-BLOSER  COMPANY 

COLUMBUS,  OHIO 


Published  monthly   except  July   and    August  at   612    N.    Park   St.,    Columbus,   O..  by  The  Zaner-Bloser  Company.     Entered  as   second-class  matter 
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Handwriting  Publishers  Since  1895 
COLUMBUS,  OHIO 


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Book  Reviews 

Descriptive  Economics,  by  R.  A.  Leh- 
feldt,  D.Sc.,  Professor  of  Economics 
in  the  University  of  the  Witwaters- 
rand,  Johannesburg.  Published  by 
the  Oxford  University  Press,  Amer- 
ican Branch,  New  York.  Cloth 
cover,  112  pages. 

This  is  a  new  series  of  introductory  vol- 
umes, designed  not  only  to  give  the  student 
who  is  undertaking  a  special  study  some 
idea  of  the  landmarks  which  will  guide  him. 
but  also  to  make  provision  for  the  great 
body  of  genera!  readers  who  are  sufficiently 
alive  to  the  value  of  reading  to  welcome 
authoritative  and  scholarly  work,  if  it  is 
presented  to  them  in  terms  of  its  human 
interest  and  in  a  simple  style  and  moderate 
compass. 


How  to  Read  a  Profit  and  Loss  State- 
ment, by  Herbert  G.  Stockwell,  Cer- 
tified Public  Accountant  (Pa.  and  N. 
Y.):  member  of  the  firm  of  Stock- 
well,  Wilson  and  Linvill,  member  of 
the  Philadelphia  Bar.  Published  by 
the  Ronald  Press  Company,  New 
York.     Cloth  cover,  411  pages. 

This  work  is  a  companion  volume  to  the 
author's  previous  work,  entitled  "How  to 
Read  a  Financial  Statement."  In  that  vol- 
ume the  main  purpose  is  to  explain  the 
meaning  of  the  different  kinds  of  asset. 
liability,  capital  stock  and  surplus  items, 
just  as  they  appear  in  balance  sheets  of 
business  concerns,  and  to  show  how  to  an- 
alyze the  financial  condition  of  merchants 
and  manufacturers  from  their  own  state- 
ments  as  of   given  dates. 

But  a  balance  sheet  at  a  particular  date 
does  not  show  what  the  flow  of  income  and 
outgo  has  been  in  the  business,  and  whether 


the  result  was  profitable  or  unprofitable, 
excepting  so  far  as  the  gains  and  losses 
have  brought  about  changes  in  the  asset 
and  liability  items  from  the  date  of  the 
previous  statement.  To  show  the  flow  it- 
self is  the  peculiar  function  of  the  profit 
and  loss  statement,  discussed  and  analyzed 
in    these    pages. 

While  a  few  of  the  larger  corporations 
have  for  years  published  profit  and  loss 
statements  in  more  or  less  complete  detail, 
this  has  not  been  the  general  practice,  but 
the  complexity  of  modern  business  methods, 
entirely  unknown  until  within  recent  years. 
and  also  the  increasing  number  of  classes 
of  ownership  through  mergers,  consolida- 
tions and  affiliations  of  corporations,  have 
brought  about  a  growing  desire  on  the  part 
of  shareholders,  bondholders,  bankers,  cred- 
it grantors  and  others,  as  well  as  the  man- 
agements themselves,  to  know  more  about 
the  earning  power  of  the  business  in  which 
they  are  interested.  More  and  more  it  is 
being  realized  that  a  study  of  the  accounts 
of  the  operations  of  a  business  is  very  nec- 
essary in  the  analysis  of  its  present  condi- 
tion and  its  outlook  for  the  future,  and 
with  that  realization  much  more  attention 
is  being  given  on  the  part  of  concerns  to 
the  preparation  of  profit  and  loss,  earnings 
and    income    statements    for    publication. 

It  is  the  purpose  of  this  volume  to  ex- 
plain the  meaning  of  those  statements: 
what  is  or  should  be  found  in  them:  how 
many  things  not  usually  associated  with 
the  profit  and  loss  statement  bear  directly 
upon  it;  how  it  acts  and  reacts  u-on  the 
balance  sheet:  and  how  to  analyze  the 
many  various  kinds  of  profit  and  loss  state- 
ments now  issued,  privately  or  publicly,  by 
concerns  of  various  sizes  and  operating  in 
different  lines  of  industry. 


Half    Hours    With    Popular    Authors. 

Printed  in  the  Advanced  Stage  of 
Pitman's  Shorthand,  Compiled  by 
A.   Jeffrey    Munro.        Published   by 


Isaac    Pitman    &    Sons,   New   York. 
Paper  cover,  64  pages. 

The  Table  of  Contents  is  as  follows:  On 
Books.  Life  of  a  Happy  Man,  Micawber's 
Advice,  Happy  Go  Lucky.  Ignorant.  Won- 
ders of  Science,  After  the  Battle  of  Trafalgar. 
The  Quiet  of  Country  Life.  The  Centipede, 
The  Sweet  Things  of  This  World,  Life  is 
Sweet.  For  Services  Rendered,  A  Queen 
Passes  By,  The  Orphan  Quotation,  A  Won- 
derful Morning.  Oh.  For  A  Book,  A  Clever 
Retort.  Making  Up  Time.  Farewell  to  Lon- 
don. Harris  As  a  Singer,  Lochinvar.  Peter. 
A  Task.  Going  a  Journey.  Ships  That  Pass, 
Mrs.  Partington,  Wasted  Day,  A  Walk  in 
Westminister  Abbey.  The  Irish  Cob,  The 
Death  of  Nelson,  A  Townsman's  Letter  to  a 
Country  Poet.  Mr.  Jingle  on  Dogs,  Account 
of  the  Great  Fire  of  London,  Time,  The 
Malignant  Coin.  Johnsoniana.  A  "Mental 
Test."  A  Story  About  Coleridge.  An  Even- 
ing Wind.  Winter,  A  Great  Teacher.  The 
Knight  Without  Fear.  What  Happened 
Down    the    Rabbit-Hole,    and     the     Songs     of 


(See  page  33.) 


Miss 

Bussey 
positioi 


Early! 


A.    Haahr.    re 

High    School, 
the 


:itly    with    the 


to    tea 

in,    N.    J.,    the 
J.    Currie    of 

1    teacher    in    the 
Ark..    Business    College. 

Mrs.    Stella    Billups    of    Keckul 
now    teaching    in    the    Wausau    B 


High    School 
g    year. 
In.    Neb.,    is    a 
he    Pine    Bluff. 


Wa 


Wi 


Mi: 


Ma 


Ruth    O.   Davenport   of   Ne 


al    teacher 


ln- 

Bedford. 
the 


Hele 


McKi: 


High    School. 
,.    Warren,    recently   with    the 
High   School,    Honolulu,    is    a    new 
al  teacher  in  the  Bridgeport,  Conn- 
High  School. 

Miss  Ethel  Smith  of  Kenton,  Ohio,  has 
recently  been  engaged  to  teach  the  coming 
year  in  the  Pottsville.  Pa.,  Business  Col- 
lege. 


t^^&u&ned^&diMa&r       & 


Zaner  &  Bloser  Method  Writing  Manual  96 

THE     BOOK     FOR     YOUR     CLASSES 


Zaner  and  Bloser  Method  Writing 
Manual  96.  Size  4%x8%,  96  pages. 
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The  penmanship  examples  are  some  smaller 
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work  —  Manual  144. 

The  first  ten  pages  contain  numerous  illus- 
trations, and  fully  explain  the  essentials  of 


success  in  learning  to  write,  such  as  correct 
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Then  follows  a  very  complete  course  of  pen- 
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Metropolitan 

Business 

Speller 


New  Edition 
By  U.  G.  Potter 
McKinley  High  School 
Chicago 


Over  6000  w 
to  Aeroplanes 
pages,  attracti 


containing  words  pertaining 
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Twofold  Design.  In  the  preparation  of  the  Metropolitan 
Business  Speller  we  had  constantly  in  mind  two  objects: 
first,  to  teach  the  pupil  to  spell,  and  second  to  enlarge  hie 
vocabulary,   especially  of  words   in  general  use. 

Classification  of  Words.  As  an  aid  to  the  memory  we  have 
classified  words,  as  regards  sounds,  syllabication,  accents  and 
meaning.  We  have  grouped  the  words  relating  to  each  par- 
ticular kind  of  business  into  lessons,  by  which  the  student  is 
enabled  to  familiarize  himself  with  the  vocabulary  of  that 
business.  We  have  interspersed  miscellaneous  exercises  in  the 
nature  of  reviews.  We  have  grouped  words  that  can  best  be 
learned  by  comparisons,  such  as  Stationery  and  Stationary. 

Abbreviations  of  states,  months,  railways  and  commercial 
terms  are  given  in  regular  lesson  form,  and  grouped  alpha- 
bet Icftlly,  We  regard  abbreviating  of  almost  equal  importance 
with  spelling. 

Syllabication  and  pronunciation  are  shown  by  the  proper 
division  of  words,  and  the  use  of  the  diacritical  marks.  The 
words  are  printed  in  bold  type,  and  the  definitions  in  lighter 
face,  so  as  to  bring  out  the  appearance  of  the  word. —  an  aid 
in  sight  spelling. 


Metropolitan 
System  of 
Bookkeeping 


New  Edition 

By 

W.  A.  Sheaffer 


You  Will  Like  It.  The  text  emphasizes  the  thought 
the  subject.  It  stimulates  and  encourages  the 
power  of  the  pupil.  Pupils  acquire  a  knowledge  of  the  sub- 
ject as  well  as  facility  in  the  making  of  entries.  It  is  a 
thoroughly  seasoned,  therefore  accurate,  text  supported  by 
complete  Teachers'   Reference  Books,  and  Teachers'   Manual. 

Parts  I  and  II  text  is  an  elementary  course  suitable  for 
any  school  in  which  the  subject  is  taught.  Two  semesters 
are  required  in  High  Schools  and  a  correspondingly  shorter 
time  in  more  intensified  courses. 


Parts  III  and  IV  text  is  suitable  for  an  advanced 
following  any  modern  elementary  text.  We  make  the  state- 
ment without  hesitation,  that  this  is  the  most  teachable, 
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?her  unit  is  bound  in  heavy 
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in  Corporation  accounting,  including  instructions,  set  of 
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METROPOLITAN  TEXT  BOOK  COMPANY 


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Gregg  Shorthand 

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won  permanent  possession  of  the  World's 
Championship  Trophy,  by  winning  the  con- 
test for  the  third  successive  time. 

Tabulation  of  Results 


Errors  at 
220  Words 
a  Minute 

Errors  at 

260  Words 

a  Minute 

Errors  at 

280  Words 

a  Minute 

Martin  J.  Dupraw 

7 

40 

12 

Charles  Lee  Swem 

20 

* 

10 

Nathan  Behrin 

34 

* 

22 

*Did  not  qualify  on  this  test. 
MARTIN    J.   DUPRAW 

The  World's  Highest  Shorthand  Speed 
Records  Are  Held  by  Writers  of  Gregg  Shorthand 

282  Words  a  Minute   (Court  Testimony) 

Charles  Lee  Swem — accuracy  99.29% 
260  Words  a  Minute   (Jury  Charge) 

Martin  J.  Dupraw — accuracy  99.69% 
220  Words  a  Minute  (Literary  Matter) 

Martin  J.  Dupraw — accuracy  99.81% 

(held  jointly  with  two  others) 
215  Words  a  Minute  (Literary  Matter) 

Albert  Schneider — accuracy  98.32% 
200  Words  a  Minute  (Literary  Matter) 

Charles  Lee  Swem — accuracy  99.50% 

(Tied  with  one  other) 

Average  accuracy — 99.29  % 

All  records  were  made  in  the  Championship  Contests  of  the  National  Shorthand 
Reporters'  Association. 

The  World's  Shorthand  Championship  has  been  won  five  times  in  succession  by 
Gregg  writers. 

Six  of  the  last  seven  World's  Championship  Contests  have  been  won  by  writers  of 
Gregg  Shorthand. 

For  Speed — Accuracy — Simplicity — Gregg  leads  the  world. 

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THE 
Study  of  Pitman 

Shorthand 

The  study  of  Pitman 
Shorthand  provides  material 
assistance  in  the  mastery  of 
English.  Isaac  Pitman,  emi- 
nent student  of  the  funda- 
mentals of  English  speech, 
invented  shorthand  princi- 
ples that  were  simple,  scien- 
tific and  precise,  and  based 
them  upon  the  structure  of 
the  English  language. 

As  a  result  of  this,  Pit- 
man Shorthand,  unlike 
other  systems,  is  a  direct  aid 
in  the  elimination  of  incor- 
rect syllabication,  poor  pro- 
nunciation, and  general  mis- 
use of  English. 

The  practicability  of  Pit- 
man Shorthand  for  the  ver- 
b  a  t  i  m  reproduction  o  f 
spoken  English  has  resulted 
in  its  being  almost  the  sole 
means  of  recording  the  pro- 
ceeding of  Congresses,  Par- 
liments,  Courts  —  wherever 
accurate  recording  of  speech 
is  necessary  —  throughout 
the  English  speaking  world. 

Isaac  Pitman  &  Sons 

2  West  Forty-fifth  St.,  New  York  City 


/ta^t 


Volume  33 


COLUMBUS,  OHIO,  OCTOBER,  1927 


No.  II 


A  SUGGESTION  TO  YOUNG 
PEOPLE 

I  have  frequently  said  in  speaking 
to  my  classes  here,  that  if  I  had  my 
life  to  live  over  again,  I  don't  know 
what  I  could  do  that  would  afford 
me  more  pleasure,  and  at  the  same 
time  a  living,  which,  by  the  way,  is 
about  all  we  get  out  of  this  life — than 
the  study  of  nice,  fine  penmanship;  I 
enjoy  it — I  love  it,  and  while  I  am  a 
very  busy  man,  looking  after  my  vari- 
ous interests,  yet  I  always  find  time 
to  do  a  little  lettering,  practicing  a 
little  ornamental  writing  and  teach- 
ing others  as  best  I  can  "to  push  the 
pen"  with  ease  and  skill. 

(Signed)  L.  C.  McCann, 
McCann  School  of  Business, 
Reading,  Pa. 

Mr.  McCann  is  a  successful  commercial 
school  man  having  conducted  a  number  of 
very  successful  schools.  Possibly  very  few 
school  presidents  write  as  well  as  Mr.  Mc- 
Cann. Had  he  selected  penmanship  as  his 
profession  he  would  have  made  a  success  of 
it.  financially  and  otherwise.  Young  men 
and  women  who  are  interested  in  penman- 
ship need  not  hesitate  to  become  skillful  in 
penmanship. 


A   PRAYER   FOR  TEACHERS 

By  GLENN  FRANK,  President  Uni- 
versity  of   Wisconsin 


997c  FOR  WIATT! 

R.  E.  Wiatt,  the  widely  known  su- 
pervisor of  handwriting  in  the  Los 
Angeles  city  schools,  has  proved  time 
and  again  that  he  is  one  of  the  most 
efficient  men  in  this  work,  judging 
from  the  results  he  secures  from  his 
pupils. 

At  the  close  of  Miss  Swope's  1927 
summer  school,  Long  Beach,  Cali- 
fornia, Mr.  Wiatt  sent  us  212  papers 
to  be  examined  for  penmanship  certi- 
ficates and  out  of  that  number,  the 
work  of  210  was  found  up  to  stand- 
ard. That  is  very  nearly  100%  and 
we  congratulate  Mr.  Wiatt  on  the 
good  work  he  accomplished.  His  pu- 
pils are  also  to  be  congratulated  for 
what  they  have  accomplished  under 
his  instruction. 

Mr.  Wiatt  reported  that  his  classes 
were  the  largest  he  ever  had. 


0  LORD  of  Learning  and  of  Learn- 
ers, we  are  at  best  but  blunderers  in 
this  Godlike  business  of  teaching. 

Our  shortcomings  shame  us,  for  we 
are  not  alone  in  paying  the  penalty 
for  them;  they  have  a  sorry  immoral- 
ity in  the  maimed  minds  of  those 
whom  we,  in  our  blundering,  mislead. 

We  have  been  content  to  be  mer- 
chants of  dead  yesterdays,  when  we 
should  have  been  guides  into  unborn 
tomorrows. 

We  have  put  conformity  to  old  cus- 
toms above  curiosity  about  new  ideas. 

We  have  thought  more  about  our 
subject  than  our  object. 

We  have  been  peddlers  of  petty  ac- 
curacies, when  we  should  have  been 
priests  and  prophets  of  abundant  liv- 
ing. 

We  have  schooled  our  students  to 
be  clever  competitors  in  the  world  as 
it  is,  when  we  should  have  been  help- 
ing them  to  become  creative  co-oper- 
ators in  the  making  of  the  world  as 
it  is  to  be. 

We  have  regarded  our  schools  as 
training  camps  for  an  existing  society 
to  the  exclusion  of  making  them 
working  models  of  an  evolving  so- 
ciety. 

We  have  counted  knowledge  more 
precious  than  wisdom. 

We  have   tried   to  teach  our   stu- 
dents what  to  think  instead  of  how 
to  think. 

We  have  thought  it  our  business  to 
furnish  the  minds  of  our  students, 
when  we  should  have  been  laboring 
to  free  their  minds. 

And  we  confess  that  we  have  fallen 
into  these  sins  of  the  school  room  be- 
cause it  has  been  the  easiest  way.  It 
has  been  easier  to  tell  our  students 
about  the  motionless  past  that  we  can 
learn  once  for  all  than  to  join  with 
them  in  trying  to  understead  the  mov- 


ing present  that  must  be  studied 
afresh  eaeh  morning. 

From  these  sins  of  sloth  may  we  be 
freed. 

May  we  realize  that  it  is  important 
to  know  the  past  only  that  we  may 
live  wisely  in  the  present. 

Help  us  to  be  more  interested  in 
stimulating  the  builders  of  modern 
cathedrals  than  in  retailing  to  stu- 
dents the  glories  of  ancient  temples. 

Give  us  to  see  that  a  student's  mem- 
ory should  be  a  tool  as  well  as  a 
treasure  chest. 

Help  us  to  say  "do"  oftener  than 
we  say  "don't  ". 

May  we  so  awaken  interest  that 
discipline  will  be  less  and  less  neces- 
sary. 

Help  us  to  realize  that,  in  the  deep- 
est sense,  we  cannot  teach  anybody 
anything;  that  the  best  we  can  do  is 
to  help  them  to  learn  for  themselves. 

Save  us  from  the  blight  of  special- 
ism; give  us  reverance  for  our  mate- 
rials, that  we  may  master  the  facts 
of  our  particular  fields,  but  help  us 
to  see  that  all  facts  are  dead  until 
they  are  related  to  the  rest  of  know- 
ledge and  to  the  rest  of  life. 

May  we  know  how  to  "relate  the 
coal  scuttle  to  the  universe." 

Help  us  to  see  that  education  is, 
after  all,  but  the  adventure  of  trying 
to  make  ourselves  at  home  in  the 
modern  world. 

May  we  be  shepherds  of  the  spirit 
as  well  as  masters  of  the  mind. 

Give  us,  O  Lord  of  Learners,  a 
sense  of  the  divinity  of  our  undertak- 
ing. 


NOTED  PENMAN  WEDS 

Mrs.  Jurgen  Renken  announces  the 
marriage  of  her  daughter,  Ruth,  to 
Mr.  Rene  Guillard,  Wednesday,  the 
20th  of  July,  1927,  in  the  city  of  Chi- 
cago. 


A  new  course  of  lessons  begins  in 
this  issue.  Have  your  pupils  all  work 
on  it. 


THE     BUSINESS     EDUCATOR 

Published  monthly    (except   July  and   August) 
By  THE  ZANER-BLOSER  CO., 
612  N.  Park  St.,  Columbus.  O. 

E.  W.  Bloser       -- Editor 

B.  A.  LUPFER     .....     Managing  Editor 


YEAR 


SUBSCRIPTION     PRICE,     $1.26      A 

(To  Canada,  10c  more;  foreign,  20c  more) 

Single  copy,  15c. 

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old  as  well  as  the  new  address. 

Advertising  rates  furnished  upon  request. 


The  Business  Educator  is  the  best  medium 
through  which  to  reach  business  college  pro- 
prietors and  managers,  commercial  teachers 
and  students,  and  lovers  of  penmanship.  Copy 
must  reach  our  office  by  the  10th  ot  the  montk 
for  the  issue  of  the  following  month. 


^     *!ffie&u<te'7ie^&/iMa&r%       & 


Lessons  in  Business  Writing 

By  E.  A.  LUPFER,  Columbus,  Ohio  >. 

Send  15  cents  in  postage  with  specimens  of  your  best  work  for  criticism. 


TO  THE  STUDENT 

By  faithfully  following  this  course 
you  can   acquire  a  good  handwriting. 

One  is  considered  ignorant  who 
cannot  use  good  English  and  everyone 
is  expected  to  talk  distinctly  enough 
to  be  understood.  It  is  also  important 
to  be  able  to  write  well  enough  so  that 
the  average  person  can  read  it.  What 
a  pleasure  it  is  to  listen  to  some  per- 
sons talk  and  to  see  the  writing  of 
skilled  penmen. 

You  can  get  into  the  class  of  per- 
sons who  speak  and  write  above  the 
average. 

This  course  is  planned  to  help  you 
to  write  better.  You  will  find  work- 
ing on  this  course  a  real  pleasure  and 
very  profitable.  Any  person  who  will 
try,  can  learn  to  write  well. 


To  The  Teacher 

You  can  make  the  writing  lesson  so 
much  more  interesting  by  improving 
your  own  handwriting.  You  need  to 
be  filled  with  the  subject  and  have  a 
reasonable  supply  of  penmanship 
knowledge  prepared  for  the  lesson 
each  day  by  practicing  upon  these 
copies. 

Supplies 

You  need  good  but  not  expensive 
supplies.  Working  with  poor  supplies 
is  a  waste  of  time. 

Penholder:  An  all  wood,  finger  fit- 
ting penholder  is  best,  but  a  cork 
tipped  holder  will  do.  Avoid  metal, 
heavy  and  freakish  holders.  Don't 
use  a  fountain  pen  in  this  course  for 
if  you  learn  to  write  with  a  steel  pen 
you  will  be  able  to  use  the  fountain 
pen. 


Pens:  Use  a  medium  pointed  stiff 
pen.  Avoid  fine  pointed  and  stub  pens. 
Change  your  pen  whenever  necessary. 
You  may  have  to  change  each  day  if 
you  do  a  lot  of  writing. 

Paper:  Use  a  smooth,  hard  surface 
paper  with  %-inch  rule.  Avoid  the 
cheap  newspaper-like  kind. 

Ink:  Get  the  best  free  flowing,  black 
ink  you  can  secure.  Black  is  better 
than  blue  ink  since  you  can  see  your 
work  better. 

Blotter:  It  is  well  to  hold  a  blotter 
underneath  the  hand,  letting  the  little 
finger  slide  on  it.  This  will  help,  to 
keep  the  paper  clean.  Of  course  do 
not  blot  your  work. 

The  Business  Educator  will  be  glad 
to  furnish  you  any  supplies  you  need. 


STUDY  THE  POSITIONS  OF  THESE  THREE  PENMANSHIP  TEACHERS.   ALL   1927   ZANERIAN   SUMMER 

SCHOOL  PUPILS 


of  Handwriting  in  the  Latrobe.  Pa..  Public 
Schools,  and  who  attended  the  Zanerian 
Summer  School  in  1927.  here  shows  how  to 
sit  back  in  the  chair  with  the  back  straight 
and  the  point  of  the  elbows  just  off  the  edge 
of    the   desk. 


GOOD    POSITION    IS    IMPORTANT 

Sit  up,  shoulders  back. 

First  lean  clear  back  in  the  chair, 
then  lean  forward  until  your  body  is 
about  half-way  between  the  back  of 
the  chair  and  the  edge  of  the  desk. 
Place  the  arms  on  the  desk  so  that 
the  elbows  extend  about  one-half  inch 
off  the  edge  of  the  desk.  Do  not 
cross  the  feet. 

First  finger  should  curve  gracefully 
and  rest  on  the  top  of  the  holder  di- 
rectly back  of  the  eye  of  the  pen  and 


Miss    Lelia 

Withers,    who    is    Supervis 

Handwriting 

in     Fairmont,     W.     Va„     F 

Schools,  wher 

in   the    1927   Zanerian  Su 

School   posed 

for    the    above    to    illustrat 

proper    positi 

an    of    the    hand    and    pen 

penholdei    i>" 

nts  to  the  right   shoulder. 

Ne 


ss 

Zel 

ma 

Nesb 

tt, 

a      1927      2 

•s. 

lool 

stud 

:nt, 

enjoys    pr 

.dicing 

an 

ship 

In 

iitate 

her 

nd     her 

ma 

(•hi 

nile." 

Mi 

••    Nesbitt 

teaches 

.in 

Ihip 

in 

he   new   J 

unior   High 

School. 

i  ., 

stle. 

Pa. 

about  one-fourth  inch  from  where  the 
pen  goes  into  the  holder.  Second 
finger  should  curve  slightly  and  rest 
underneath  the  penholder  so  that  the 
penholder  crosses  at  the  base  of  the 
nail.  The  thumb  should  be  placed 
against  the  left  side  of  the  penholder, 
and  the  end  of  the  thumb  should  al- 
ways be  back  of  the  end  of  the  first 
finger.  The  third  and  fourth  fingers 
should  be  doubled  under  in  a  natural 
position. 

You  may  glide  on  the  nails  or  on 
the  flesh  but  not  on  the  side  of  the 
hand.     The  knuckles  should  point  up- 


ward and  not  to  the  right.  The 
holder  should  point  toward  the 
shoulder  and  cross  at  the  knuckles  at 
about  45  degrees.  The  arm  should 
roll  on  the  muscle  below  the  elbow. 
The  wrist  need  not  be  flat  but  should 
not  be  turned  to  the  right  throwing 
the  hand  out  of  proper  position.  The 
paper  should  be  placed  directly  in 
front  of  the  body  so  that  if  an  imagi- 
nary line  was  drawn  from  the  left 
nary  line  were  drawn  from  the  left 
corner  of  the  desk  the  line  would  be 
parallel  to  the  lines  on  which  you  are 
writing. 


Copy  1.  The  direct  compact  or  running  oval  is  good  to  develop  movement  and  freedom  for  beginners.  A 
little  of  this  work  is  good  for  professionals  as  well.  As  soon  as  you  can  make  this  exercise  with  a  free  motion  and 
a  light  touch  you  are  ready  to  go  ahead  with  the  next  one.  The  teacher  should  count  1-2-3-4-5-6-7-8-9-10-20  to  100. 
Let  the  count  be  regular  and  soft  at  about  the  rate  of  200  down  strokes  to  the  minute. 

Copy  2.  Push-pull  exercise  develops  movement  especially  for  loop  letters.  Let  the  arm  glide  in  and  out  of 
the  sleeve.  The  teacher  should  count  the  same  for  this  exercise  as  for  No.  1.  Do  not  make  a  machine  out  of  your- 
self in  counting.     The  students  should  learn  to  write  without  the  count  as  soon  as  possible. 

Copy  3.  The  indirect  running  oval  exercise  is  similar  to  No.  1.  Be  sure  that  you  maintain  a  uniform  slant 
through  out.     Try  it  again  and  again. 

Copy  4.  A  little  more  skill  is  required  in  retracing  an  oval  than  in  making  the  running  oval.  You  should 
now  pay  more  attention  to  the  shape  of  the  oval,  getting  it  2/3  as  wide  as  long.  Get  10  exercises  on  the  line.  The 
teacher  should  count  1-2-3-4-5-6  for  each  exercise.  Be  sure  that  you  keep  on  the  track  and  that  each  exercise  rests 
on  the  base  line. 

Copy  5.  Students  who  have  trouble  with  slant  will  find  it  an  excellent  practice  to  make  the  straight  line  ex- 
ercise first  and  then  surround  it  with  the  oval.  You  may  also  try  making  the  oval  first,  placing  the  straight  line 
exercise  in  the  center  of  the  oval.     Let  this  exercise  be  a  drill  on  slant,  keeping  in  mind  freedom  of  movement. 

Copies  6,  7,  and  8.  These  exercises  are  the  same  as  Nos.  1,  2,  and  3,  with  the  exception  that  it  requires 
more  skill  to  make  them  one  space  high.  Watch  quality  of  line  and  movement.  Do  not  go  too  fast.  Time  yourself 
with  a  watch  making  about  200  down  strokes  to  the  minute.  Learn  to  criticize  your  work.  After  making  a  line 
compare  it  carefully  with  the  copy.     Find  wherein  it  differs  from  the  copy  and  try  to  correct  the  mistake. 


10 


f^//u^6uj//icjj  &/u<ra/sr-       & 


Copy  9.  Do  not  spend  more  time  on  this  exercise  than  is  necessary  to  acquire  control  of  the  exercise  one 
space  high.  See  if  you  can  rest  each  exercise  on  the  base  line  and  touch  the  head  line  also.  Let  each  exercise 
touch  the  preceding  exercise.     Is  your  final  exercise  the  same  width  as  the  beginning  one — 2/3  as  wide  as  long? 

Copy  10.  Our  object  now  is  to  learn  to  make  letters.  So  far  the  work  has  been  a  preparation  for  making 
letters.  This  exercise  is  made  the  same  as  No.  9  except  that  it  finishes  the  same  as  the  0.  This  connects  the  move- 
ment exercises  with  the  letter.   Count  1-2-3-4-5-6-finish. 

Copy  11.  It  is  presumed  that  by  this  time  you  have  mastered  a  free,  easy,  swinging  motion.  Our  object 
now  is  to  carry  this  motion  over  into  the  letters.  Make  the  exercise  the  same  as  in  No.  9.  Follow  it  immediately 
with  the  letter  O,  then  repeat.  This  exercise  can  also  be  practiced  by  making  one  exercise  and  two  or  three  Letters 
before  repeating  the  exercise  again.  Sprinkle  the  exercise  in  between  the  letters,  always  keeping  in  mind  that  the 
letter  must  be  made  with  the  same  speed  and  freedom  as  the  exercise.  It  is  not  correct  to  make  the  exercise 
freely  and  draw  the  letter.  Both  must  be  made  with  the  same  easy  swing.  Let  the  teacher  count:  1-2-3-4-5-6,  cap- 
ital-O,  etc. 

Copies  12  and  13.  First  make  the  letter  a  full  space  high.  This  will  aid  you  in  making  uniform  sized  let- 
ters. After  you  have  acquired  a  good  letter  one  space  high,  reduce  it  to  about  %  of  a  space  high,  the  size  of  actual 
writing.  In  practicing  this  letter  take  up  various  things  one  at  a  time.  You  might  work  on  the  following  points: 
Curve  both  sides  evenly,  curve  top  and  bottom  the  same,  end  upward,  rest  each  one  on  the  base  line,  slant  evenly. 
We  would  suggest  that  the  teacher  pick  out  various  weak  points  from  the  student's  work  and  discuss  them  one  at 
a  time.    Count:  1-2,  1-2,  etc. 


nnwcrn. 


VI 


13 


MS5MM^^"fia'.(2.5(2'^^ 


Copies  14  and  15.  Much  good  can  be  gained  by  making  exercises  various  sizes.  Too  little  attention  is  given 
to  small  exercises.  Make  these  two  exercises  Vz  space  high.  It  would  be  well  to  try  them  hi  space  high  also.  The 
speed  on  these  exercises  should  be  the  same  as  the  speed  in  the  preceding  exercises,  200  down  strokes  to  the  minute, 
and  the  count  is  therefore  the  same  as  Copy  1. 

Copy  16.  Begin  this  exercise  with  the  oval  gradually  running  into  an  i.  In  the  first  exercise  stress  the  roll- 
ing motion,  producing  a  rounding  turn.  In  the  second  exercise  stress  the  down  stroke.  The  count  should  be  the 
same  as  copies  1  and  2.  In  counting  it  is  well  to  change  from  a  numerical  count  to  a  descriptive  count.  If  you  want 
to  stress  light  line,  substitute  the  word  light  or  light  line. 


14 


i  mm&  i  ■wmmmii0^Wi 


15 
16 
17 
18 
19 


:^c&C4^^ 


20 


21 


22  :,^Z22^^ 


^     ^MJ&uJ/tieM&dtuw&r 


11 


Copy  17.  This  exercise  is  similar  to  16.  Stress  movement  in  these  exercises.  Of  course,  be  sure  to  get  the 
tops  sharp  and  the  bottoms  rounding. 

Copy  18  should  be  easy  after  mastering  16  and  17. 

Copies  19,  20,  21,  and  22  are  intended  to  develop  the  over  turn.  They  should  be  worked  the  same  as  exercises 
14,  16,  17  and  18,  excepting  that  we  stress  the  over-motion.  See  what  nice  rounding  turns  you  can  secure  at  the 
top  and  be  sure  to  make  points  at  the  bottom.  The  teacher  can  help  the  class  by  using  a  rhythmical  count.  There 
are   special   penmanship   records   which   are  helpful   to   both  teacher  and  pupil. 

Copy  23.  We  are  now  ready  to  take  up  the  letter  A.  If  the  student  can  make  the  letter  well,  it  is  not  neces- 
sary to  work  on  the  preliminary  exercises  since  these  exorcises  are  given  only  to  help  develop  the  A.  Copy  23  should 
be  made  without  raising  the  pen  excepting  where  it  is  necessary  to  dip  ink  or  where  you  are  getting  out  of  posi- 
tion.    Count:  oval  1-2-3-4,  down  1-2-3-4,  etc. 

Copy  24.     Make  the  oval  and  finishin  same  as  the  letter  A.     Count:   1-2-3-4-5,  finish. 

Copy  25.  This  is  one  of  the  best  exercises  for  the  A.  Count  oval,  1-2-3-4-5-finish.  This  emphasizes  the  re- 
trace.    It  is  especially  good  for  those  who  have  trouble  in  making  a  loop  in  place  of  a  retrace. 

Copies  26  and  27.  First  of  all  make  a  legible  A  in  a  free,  easy  manner.  The  first  letter  is  shown  in  a 
square.  This  gives  you  an  idea  of  width.  In  the  second  letter  we  call  attention  to  the  retrace.  In  the  third  letter 
study  the  shape  of  the  body.  It  is  as  wide  practically  at  the  top  as  at  the  bottom.  Always  have  a  definite  goal  in 
mind.  The  teacher  can  help  the  class  much  in  directing  the  attention  to  various  parts  of  letters.  First  explain  to  the 
class  how  the  letter  or  part  should  be  made.  Then  have  each  student  try  to  master  that  one  point.  One  thing  at  a 
time  and  you  will  make  progress.     Count:   1-2,  1-2,  etc. 

Copy  28.  In  this  exercise  the  overturn  movement  predominates.  Glide  along  with  an  easy  rolling  motion. 
You  will  notice  a  uniformity  of  size  of  turns.  Even  the  turns  in  the  Capital  A  are  about  the  same  as  in  the  small 
letter  exercise.     Follow  the  count:  capital- A,  1-2-3-4-etc. 


23 


25 


Showy  Business  Writing 

in  Ten  Acts  and  Fifty  Scenes 

Written,  Produced  and  Directed  by  C.  SPENCER  CHAMBERS,  LI.  B.,  Supervisor  of  Penmanship, 
Syracuse,  New  York,  Public  Schools. 


ACT  VII 

SCENE  I 

This  scene  is  an   application   of  the  combinations  used  in  the  last  scene  of  the  previous  act. 

Pronounce  each  letter  in  the  word  as  it  is  being  written,  avoiding  an  abrupt  pause  after  each  letter. 

This  scene  was  written  at  the  rate  of  eighty  letters  a  minute.     Keep  well  in  mind  that  movement  without  form 
is  of  but  little  value.    . 

After  the  required  number  of  good  letters  is  accomplished,  write  a  page  of  the  sentence  given  in  the  last  scene. 
(September  issue  of  the  Business  Educator.) 


12 


2    ^L^ts^^jb<4/  ^&*>l^)^L<£S  ^^tyi^y^i^p^dy    ^i-^c^<y^£i^iy 
4  ^A^&^z^l^  ^2^^k^^y  ^h^h^^yu  ^^T^^Leyu 


ACT  VII 

SCENE   II 
No.  1.     To  lift  or  not  to  lift,  that  is  the  question,  in  making  t's.    For  the  student  it  is  advisable  to  keep  the  pen  on 

the  paper  until  the  letter  is  completed.     For  the  highly  skilled  a  lifting  can  be  made  which  produces  a  much 

clearer  cut  letter. 

In  this  line  the  pen  was  lifted  after  the  right  curve  was   made   and   caught  with   the   down   straight  stroke, 

while  in  the  second  the  pen  remained  on  the  paper  until  the  letter  was  completed. 

Count  ten  for  the  "push  and  pull"  and  ten  for  the  five  uncrossed  t's. 
No.  2.     Count  two  for  each  uncrossed  t  and  three  for  the   terminal   t.     In   every   t   there   is   an   eye   except  in   a 

terminal  t. 
No.  3.     The  horizontal  crossing  of  the  t  is  cut  into   equal  parts  by  the   down  stroke.     Umbrella   crossings   are   the 

earmarks  of  a  novice,  therefore,  make  short  crossings. 

If  you  have  twenty  minutes  to  practice  put  ten  of  it  on  this  copy.     Count  seven  slowly  for  the  six  incom- 
pleted letters;  then  cross  and  dot. 

Count  eight  for  the  incompleted  letter  group.     Uniform  slant  is  necessary  here  to  put  one  in  a  professional 

class. 

Close  the  a  so  as  not  to  give  it  an  u  appearance.     Count  three  for  each  combination. 

Straighten  the  back  of  the  e  or  there  will  be  a  failure  in  the  slant,  when  compared  with  the  t.    This  is  an 

excellent  group  for  spacing.     Count  two  for  each  combination. 

The  o  must  be  joined  to  the  t  with  a  lateral  curve,   to    get   a   "clear   cut"   combination.      Count   three   for 

each  combination. 

Write:  Toto  tittered  and  stuttered  at  tea. 

2  JUMJJ^  ^LU^UJ-  ^UU^UJ^-  ^LLLLU-  -JUMJJ- 

3  _^£^£>tj£*y  ^^t^jt^y  ^u^£^£sls  ^^tU^t^(^_^t^c^L^cy 

4  ^^t^tk^cy^-  ^C^L^t-L^f-  -^C^ttyL^~  -ktlsL^A^-yt^A-sL^LA^~ 

5  ^C^L^€Z^~  ^t^ZZ^>CZ^~  ^t^Z^&CZ^-  ^A^L^O-^^  _^>ZZ^- 


No.  4. 


No.  5. 
No.  6. 


No.  7. 


ACT  VII 

SCENE    III 
Not  only  is  this  scene  given  that  the  combinations  of  the  previous  scene  may  be  applied  in  words,  but  that 
the  s  may  be  practiced  as  a  terminal  letter. 
Eighty  letters  a  minute  is  required  in  this  scene. 
Do  not  sacrifice  form  for  speed. 
Review  sentence  in  Scene  II,  Act  VII. 


4  s^^&JtzyLdy  ^^czJUyLdy  /^d^a^t-e^dSs&t^&LSLAs 


>5ftt  <^uj//i£jj  Ct/utaAr*       & 


13 


ACT  VII 

SCENE  IV 
This  is  the  last  scene  of  small  letter  combinations. 

Entertaining  penmanship  is  not  always  profitable,  therefore,  the  muscular  movement  exercises,  the  quack's 
panacea  for  all  ills,  have  not  been  given  to  you.  Muscular  movement  fans,  windmills  and  birds  have  been 
"given  the  air",  and  in  their  places  have  been  given  the  difficult  combinations  which  must  be  mastered  to 
become  a  penman. 

The  day  for  red  fire  and  noise  is  over  in  the  penmanship  world,  and  the  high  pressure  vendor  of  penman- 
ship has  written  his  own  obituary  in  the  words  "they  found  me  out." 
Count  ten  for  the  exercise  and  seven  for  the  three  d's. 

From  time  to  time  test  your  d's  by  placing  a  blotter  over  the  top  of  the  letters,  striving  to  make  a  perfect 
group  of  a  when  so  treated.     Close  the  a  part  of  the  d. 
Count  three  for  each  letter. 

Pull  all  down  strokes  toward  the  center  of  your  body  to  avoid  a  round  joining.  Count  four  for  each  com- 
bination. 

The  second  point  of  the  u  is  as  high  as  the  first.  Count  nine  for  the  group. 

This  is  the  most  important  line  in  the  scene.     Siae   the  work,  using  the  blotter  to   test  the  groups.     If  a 
test,  as  mentioned  above,  shows  a  group  of  four  a's,  pass  on  to  the  next  group. 
Count  seven  for  the  group.    All  the  e  loops  must  be  open. 
Count  nine  for  the  group.     The  sentence  for  practice  is:    He  did  daring  deeds  during  the  day. 


2   /s^C^z^&t<?£y  /izL^L^z^oL/  ^€^c^^cC^  ^C^i^aL^tp^  c^^cO 
4  s^c&c^tzL'tst^'  y^Ct^t^cOtycy  y^OtA^c^t^c^  ^^t^t^c^t^cy  ^tsLtsc^c&LsLs' 


,^t<7-~cL^7^/izCi?-izLy 


ACT  VII 

SCENE  V 
This  review  has  in  it  many  terminal  t's,  the  closing  strokes  of  which  are  curved.    Make  the  t  and  d  the  same 
height. 

After  practicing  these  six  words,  write  the  sentence  in  Scene  IV,  Act  VII  several  times,  comparing  it  with 
your  previous  work. 

-^C-c^z^-  ^cOt^n^-  y^^Ct^yz^  ^r^u^uf-  /C^uj^ufi-  s^Ot^n^-  /&£/ 


6    ^Oc^nU-  ^^U^rzJ^-  /^^^-^2^ /€^t-?^^ /^^^^::-   /tl^yzU- 


CURTAIN 


vith    the    Hack. 


arkman,     for     several     years 
nsack,    N.    J..    High    School, 
ercial    teacher    in    the    State 
hers,    Albany.    N.   Y. 
St.    Germain    of    Fitchburg, 


Mass.,    is    a    new    commercial    teacher    ir 
Lunenburg,   Mass..   High  School. 

Mr.    Erwin    M.    Keithley    of    Palmyra, 
consin,    will    teach    the    coming    year    ir 
Racine.    Wisconsin,    Vocational    School. 

Mr.  Charles  F.  Schoffstnll  is  a  new 
mercial  teacher  in  the  Shamokin,  Pa., 
School. 


the 


Miss  Marion  E.  Smith,  last  year 
cial  teacher  in  the  Port  Jervis,  N.  Y..  High 
School,  is  to  teach  in  the  Waltham.  Mass., 
High    School    the    coming   year. 

Mr.  L.  S.  Sorbo  of  Norfolk,  Va.,  and  Miss 
Edith  Rodgers  of  Adamsville.  Pa.,  are  two 
new  teacher  in  the  Troy  Business  College, 
Troy.  N.  Y. 


Mr 


Illinois,    is    a    new    teacher 
lege,   Huntington,  W.  Va. 


ith    the 
sity   of 
Marshall    Col- 


Miss  Emolyn  Gross  of  New  London,  Conn., 
will  teach  the  coming  year  in  the  Allen 
School  of  Commerce,  Troy,  N.  Y. 

Miss  Annie  M.  Wiley  of  Bowling  Green, 
Ky.,  has  recently  accepted  a  position  to 
teach  in  the  Commercial  Department  of  the 
Portsmouth,  Va..   High  School. 


Mi! 


vis  of   Gloucester,   Mass., 
al  teacher  in  the  Collins- 
...  High  School. 


14 


^     <5^&uJ/7uM&6u*f&r      & 


PRIZE  WINNING  SPECIMENS  IN  THE  NATIONAL  ASSOCIATION  OF  PENMANSHIP 
SUPERVISOR'S   CONTEST  —  Philadelphia  —  April  27th,  28th,  29th,  1927 

Contest  No.  2 — EIGHTH  GRADE  GIRLS — Specimen  written  by  Louise  Browne,  Binghamton,  New  York.    First  Prize. 


T 


^ci 


y \^r  ^L>P7s  ^  ^  y '  ^/^?  ^~^^  ^^7^T^  yi 


^-t^ 


T^X  J  ^^Jn  ^-^7  J  \^f-Jj^  ^J^-  ^—^v  ^/: 


^ 


^c^->^J  ^1^-7  sC^zr -^--^-r  ^  sfsrA-' 


J 


-*fi  . 


'-Pr^d-J  ^^-^jJd  ^Ls^?  ztfZ^, 


Contest  No.  2— EIGHTH  GRADE  BOYS— Specimen   written   by    Attilio    Monoca,    Newark,   New   Jersey.     First    Prize. 


<z> 


Contest    No.   3— HIGH    SCHOOL  GIRLS— Specimen   writttn  by  Helen   Shriner,   Columbia   City,   Indiana.    First   Prize. 


-st^-^fcA^ 


Contest    No.    3 — HIGH    SCHOOL    BOYS — Specimen    written   by   Swanhild   Iverson,   St.   Paul,   Minnesota,   First   Prize. 


SUBSCRIPTIONS 

Now  is  the  time  to  secure  clubs 
for  the  Business  Educator.  The 
more  subscriptions  you  send,  the 
better  we  can  make  the  magazine. 


cial  teac 
N.  Y..  h 
ith  t  he 
Buffalo 


rd    A.    Shilt,     for 


High  School  at 
accepted  a  posi- 
i     Central      High 


Zaner  Pen  and  Ink  Club.  Red  Lion.  Pa..  High  School.  Mi: 
and  sponsor,  is  in  the  middle  front  row.  Mr.  J.  K.  Grimes, 
developed  and  printed  the  photograph  from  which  the  above 
the  young  people  won  Zaner  Method   Penmanship  Certificates. 


s  Carrie  C.  Smithgall,  t 
Supervising  Principal, 
-vas    reproduced.     Each 


A.  E.  Fuller  of  Holley.  N.  Y.,  is  a 
immercial  teacher  in  the  Academic 
chool.  Auburn.  N.  Y. 

Rex  Westen,  recently  head  of  the 
rcial  work  of  the  High  School  at 
,   Minn.,   is   now   teaching   in   the   Lan- 


The  above  happy  Zane 
Jessie  McCurdy,  the  teache 
good   handwriting. 


Method  Certificate  winners 
,   is  shown  at  the   right.    Mis 


re   8A    pupils    in    t] 
McCurdy  and   Mi; 


Rozelle    School.    East    Cleveland,    Ohio. 
Delia   Freeborn,   the  principal,  both  belii 


16 


<5^&u4/n^<s<&u&£r       & 


Supplementary  Business  Writing 

By  C.   C.  LISTER,  Maxwell   Training  School   for  Teacher*,  New  York  City 


T^Ck/ 


^^Z^<l-<^-^ez^--z-T5c^3i-< 


•^-^L-sZ--z£-£--Z-^Z-eZ-^-<l^^^ 


A  SUGGESTION  TO  SUPERVISORS 
AND  TEACHERS 

The  Syracuse  Sunday  Herald  has 
been  received  in  which  a  large  photo- 
graph of  a  penmanship  class  under 
the  instruction  of  Miss  Ethel  Wise 
was  published.  The  occasion  for  pub- 
lishing the  photograph  was  that  a 
large  number  of  students  had  been 
awarded  penmanship  certificates.  Mr. 
C.  S.  Chambers,  Supervisor  of  Writ- 
ing takes  advantage  of  opportunities 
of  this  kind  to  bring  penmanship  be- 
fore the  public. 

It  is  a  good  idea  for  all  teachers 
and  supervisors  to  advertise  penman- 
ship. 


ANOTHER   ZANER-BLOSER 
REPRESENTATIVE 

We  recently  received  a  card  from 
Mr.  and  Mrs.  J.  Huntly  Sinclair, 
Goshen,  Gysboro  County,  Nova  Scotia, 
announcing  the  birth  of  Alice  Louise 
Sinclair,  July  22,  1927. 

Mrs.  Sinclair  was  formerly  Miss 
Florence  Koehler  who  attended  the 
Zanerian  in  1924,  and  who  later  repre- 
sented the  Zaner-Bloser  Company  in 
New  Mexico  and  Arizona  for  a  couple 
of  years,  previous  to  her  marriage  to 
Mr.  Sinclair. 

THE  BUSINESS  EDUCATOR  join 
in  with  the  many  friends  of  Mr.  and 
Mrs.  Sinclair  in  hearty  congratula- 
tions and  best  wishes. 


COOPERATION 

The  Findlay,  Ohio,  Morning  Paper 
contained  a  fourteen  inch  write-up  re- 
garding the  penmanship  work 
achieved  in  the  Findlay  Public 
Schools  under  the  supervision  of  Mrs. 
Mina  Lucas.  Mrs.  Lucas  is  fortunate 
in  being  able  to  secure  the  coopera- 
tion of  the  newspaper.  For  this  co- 
operation is  indeed  a  big  help  in  get- 
ting the  public  interested  in  penman- 
ship work. 

Over  one  thousand  penmanship  cer- 
tificates were  issued  to  the  pupils  of 
the  Findlay  schools.  We  congratulate 
Mrs.  Lucas  and  her  corps  of  teachers. 


i^^&u&tie^&diuxi&r       & 


MENTAL  MEANDERINGS 

By  CARL  MARSHALL,  Route  1.  Box  32,  Tujunga,  Calif. 


Does  The  It  has  been  somewhat 

Boy  Prophesmore  than  a  half  cen- 
The  Man?  tury  since  I  began  to 
know  boys  and  girls  as  a 
teacher.  I  have  kept 
track  of  a  good  many  of  them  after 
they  grew  up.  The  boys  who  were 
from  twelve  to  sixteen  when  they 
went  to  school  to  me  in  the  seventies, 
are  now  in  their  middle  sixties.  And 
the  aspiring  young  folk  with  college 
or  teaching  ambitions,  who  attended 
_  my  academic  or  nor- 
mal classes  in  the 
eighties  and  nineties, 
are  hardly  less  elderly. 
In  knowing  so  consid- 
erable a  number  o  f 
these  pupils  a  s  chil- 
dren, youths  and 
grown-ups,  I  feel  that 
I  have  had  a  rather  un- 
usual opportunity,  of  observing  how 
for  boys  and  girls  are  prophetic  of 
what  they  will  be  as  men  and  women. 
It  has  been  around  seventy-five  years 
since  J.  G.  Holland,  writing  under  the 
pen-name  of  Timothy  Witcomb,  wrote 
his  meaty  and  helpful  book,  "Letters 
to  Young  Men."  A  thoughtful  mother 
made  me  a  present  of  this  book  on  my 
sixteenth  birthday.  In  dutifully  read- 
ing it,  I  came  across  this  startling 
statement:  "What  a  boy  is  at  six- 
teen, he  is  very  likely  to  be  at  forty." 
At  first,  I  was  inclined  to  doubt  it. 
Although  I  was  at  an  age  when  my 
self-complacency  had  as  yet,  received 
but  a  few  jars,  I  knew  enough  about 
myself  to  realize  that  I  was  very  far 
from  being  what  I  would  like  to  be 
and  hoped  to  be  as  a  man.  But  Tim- 
othy backed  up  his  statement  with  so 
many  cititions  from  biography,  in- 
cluding men  both  famous  and  infam- 
ous, that  I  began  to  fear  that  there 
might  be  more  truth  in  it  than  I  had 
thought  for,  and  seriously  decided  to 
mend  my  ways  before  it  was  ever- 
lastingly too  late. 

My  later  and  extended  observation 
of  boys  and  girls,  and  the  men  and 
women  they  grew  up  to  be,  have  con- 
vinced me  beyond  question,  that  the 
wise  Timothy  was  mainly  right.  So 
true  is  it,  that  I  cannot  at  present  re- 
call a  single  case  of  a  lazy,  sneaking 
rapscallion  of  a  boy,  who  did  not 
grow  up  to  be  a  rotter  or  a  nincom- 
poop, or  both.  Of  course,  I  have  en- 
countered many  prankish  and  irres- 
ponsible boys  who  turned  out  to  be 
pretty  fair  fellows,  though  boys  and 
girls  of  this  type  seldom  rose  above 
mediocrity.  It  has  not  been  my  ex- 
perience, that  mere  mental  or  schol- 
astic brilliancy  is  reliably  prophetic 
of  future  success  or  eminence.  I  can 
recall   a  number  of  such   pupils   who 


afterward,  "w  e  n  t  all  to  pieces" 
through  lack  of  dependable  character 
and  winning  personality.  It  is  high 
and  enduring  integrity  of  soul  and  in- 
flexible pride  of  character,  rather 
than  brilliancy  of  mind,  that  make  for 
great  manhood  and  womanhood.  One 
of  the  most  brilliant  young  fellows 
who  ever  faced  me  in  a  classroom.  I 
came  across  years  afterward,  as  a 
"barker"  for  a  side-show  in  a  cheap 
circus.  A  pretty  girl  of  thirteen  was 
the  star  pupil  of  a  country  school  t...  ' 
I  taught  back  in  the  seventies.  We 
all  predicted  great  things  for  her. 
But  she  was  vain,  frivolous  and  cold- 
hearted.  She  drifted  to  town,  became 
a  popular  milliner,  acquired  a  shady 
reputation,  was  a  correspondent  in  a 
divorce  case,  later,  became  a  street- 
walker, and  died  in  the  Bridewell.  No 
mere  scholarship  can  avert  such  tra- 
gedies. The  causes  lie  deeper,  but  I 
should  know  better  now,  than  to  pre- 
dict success  for  such  a  girl. 

But  while  mere  schoolroom  bril- 
liancy alone  does  not  assure  future 
safety  or  success,  it  is  true  that  the 
greater  proportion  of  "good  scholars" 
get  their  rating  through  the  posses- 
sion of  a  strong  will  power,  and  self- 
control,  that  not  only  bring  them 
schoolroom  success,  but  keep  them  on 
an  even  keel  afterward. 

The  chief  concern  of  every  home 
and  every  school,  should  be  the  eleva- 
tion of  the  ideals  of  conscience,  man- 
liness and  decency  in  the  soul  of 
every  boy,  and  making  the  heart  of 
every  girl  fragrant  with  the  heavenly 
essence  of  gentleness,  modesty  and 
purity.  It  is  the  warped  sapling  that 
makes  the  crooked  tree. 


The  Tragedy     A  group  of  social  sur- 
Of  The  veyors  in  Chicago,  have 

Wrecks  been  trying  to    find    out 

the  reason  for  the  many 
martial  shipwrecks  that 
keep  the  divorce  courts  of  that  strenu- 
ous city  so  busy  trying  to  salvage 
them.  They  have  arrived  at  the  same 
conclusion  that  was  reached  some 
twenty  years  ago  by  the  Department 
of  Sociology  of  the  Chicago  Univer- 
sity, which  tackled  the  same  problem. 
About  nine  tenths  of  the  young  mar- 
tial adventurers  go  on  the  financial 
rocks. 

Most  of  you,  may  recall  the  answer 
of  the  thrifty  and  hopeful  Widow 
Bardell,  when  the  innocent  Mr.  Pick- 
wick asked  her  if  she  thought  it  was 
more  expensive  to  keep  two  people 
than  to  keep  one.      "That    depends," 


17 


said  the  widow,  "on  the  persons,  Mr. 
Pickwick,  and  whether  they  are  care- 
ful and  prudent  persons,  Sir." 

Doubtless,  that  answer  still  holds 
true.  If  the  folk  who  set  out  to  re- 
duce expenses  by  a  matrimonial  co- 
partnership are  really  "careful  and 
prudent"  and,  perhaps  somewhat  un- 
selfish, as  well,  they  are  quite  likely 
to  make  a  go  of  it.  The  trouble  is, 
that  as  the  report  shows,  at  least  nine 
out  of  ten  of  the  adventurers,  are  not 
in  the  least,  that  kind  of  folks.  They 
belong  to  the  class  who  "want  what 
they  want  when  they  want  it"  and  are 
just  going  to  have  it,  regardless  of 
consequences.  In  truth,  that  is  mostly 
why  they  marry  at  all.  Neither  sta- 
tistics, nor  survey  reports,  nor  any  or 
all  of  the  several  varieties  of  common 
sense,  are  likely  to  have  any  restrain- 
ing effect  on  such  people.  When  they 
are  "hell-bent  to  get  married"  to 
quote  one  of  Joe  Lincoln's  characters, 
they  are  not  to  be  held  back  by  any 
such  silly  devices  as  addition  and  sub- 
traction. They  embark  on  a  shoe- 
string capital,  cheerfully  counting  on 
the  installment  plan  sharks  to  give 
them  the  comforts  of  bungalow  life 
on  a  shanty  income.  With  the  quickly 
waning  honeymoon,  comes  Old  Man 
Trouble  with  his  unpaid  bills,  and  the 
turtle  dove  flies  through  the  window 
and  hies  him  for  a  more  congenial 
clime. 

And  so  the  divorce  mills  grind  mer- 
rily on,  and  neither  the  outgoing  nor 
the  incoming  grist  of  nitwits  that 
come  to  the  hoppers  either  learn  or 
care  anything  about  the  great  prin- 
ciple of  THRIFT  that  might  have 
provided  a  safe  ballast  for  their 
wrecked  crafts. 


WORLD'S    SHORTHAND    CHAM- 
PIONSHIP RESULTS 


Cup  Permanently  Awarded  To  Mr.  Dupraw 
The  World's  Shorthand  Championship  re- 
sults were  announced  last  night  at  San  An- 
tonio. Tex.,  where  the  contest  was  held  un- 
der the  auspices  of  the  National  Shorthand 
Reporters'  Association.  The  winner,  a  grad- 
uate of  the  High  School  of  Commerce,  New 
York  City,  where  he  learned  Gregg  Short- 
hand, was  first  on  the  220  words  a  minute 
literary  matter  test  making  but  7  errors.  Mr. 
Martin  J.  Dupraw  was  the  only  one  to  qual- 
ify at  the  260  words  a  minute  test  Jury 
Charge  making  forty  errors  and  on  the  280 
words  a  minute  test  he  was  second  with 
twelve   errors. 

Mr.  Charles  Lee  Swem,  twice  world's 
shorthand  champion,  and  formerly  Official 
Reporter  and  Stenographer  to  President 
Wilson,  was  first  on  the  280  words  a  min- 
ute test  making  but  ten  errors  and  was  sec- 
ond on  the  220  words  a  minute  test  making- 
twenty  errors.  Mr.  Nathan  Behrin  was  third 
making  thirty  errors  on  the  220  words  a 
minute  and  twentv-two  on  the  280  words  a 
minute  test.  The  chamoionship  therefore 
went  to  Mr.  Dupraw  who  becomes  the  per- 
manent owner  of  the  trophy.  Mr.  Dupraw 
has  won  the  contest  three  times,  is  the 
present  New  York  State  Champion  and  fast 
year  won  the  Open  Southwestern  Shorthand 
Championship.  The  only  other  Contestant 
to  qualify  on  anv  of  the  tests  in  San  An- 
tonio was  Miss  Helen  Evans  of  The  Cregg 
School.  Chicago.  Miss  Evans  qualified  on 
the    (75   words  a   minute   test  with   but   nine- 


18 


^     <!^^&g&>uM£4&uw&r      & 


JOHNNY  the  HOOKEY  PLAYER 


By  C.  R.  McCANN,  McCann  School  of  Bu 


His  father  could  no  nothing  with 
him;  his  mother  could  do  nothing  with 
him;  but  the  teacher  was  expected  to 
make  a  man  out  of  him  when  he  went 
to  school. 

A  great  many  parents  today  think 
that  all  the  correction  of  the  boy 
should  be  in  school.  "Just  wait  un- 
til you  go  to  school.  Your  teacher 
will  take  care  of  you,"  is  the  common 
expression  heard  in  many  homes 
when  Johnny  takes  it  into  his  head 
to  become  obstreperous. 

The  subject  of  this  little  sketch  is 
just  like  hundreds  that  are  found  in 
the  homes  today.  Johnny  Simko 
"Ruled  the  roost"  when  he  was  home 
and  the  older  he  became  the  more 
persistent  he  became  in  the  Grade 
School.  He  was  bright  enough  but  he 
would  not  study  and  all  the  coaxing 
in  the  world  would  not  change  him  if 
he  wanted  to  be  "bullish."  Johnny 
learned  that  his  teacher  in  the  Sixth 
Grade  was  an  easy  mark.  She  had 
been  teaching  for  about  twenty-five 
years  and  learned  that  the  easiest 
way  was  the  best  way  with  boys  of 
this  nature.  Johnny  soon  found  out 
that  he  could  skip  an  hour  or  so  and 
not  be  found  out.  In  a  short  time  he 
was  the  champion  "hookey-player"  in 
the  entire  school.  He  was  the  talk  of 
the  town  and  the  Truant  Officer  —  as 
he  was  known  in  the  days  when  it 
meant  something  —  had  his  troubles. 
Johnny  averaged  three  days  a  week — 
playing  truant. 

It  was  a  rainy  afternoon  in  Aug- 
ust —  for  there  are  rainy  afternoons 
in  this  month,  especially  if  "Mary 
went  over  the  mountain."  Johnny 
and  his  mother  came  into  the  office 
of  the  Principal  of  this  little,  lowly, 
oft-despised  Business  College  —  a 
name  that  has  vanished  like  a  good 
many  other  things  in  educational  cir- 
cles; but  that  is  not  what  I  started 
out  to  tell  you  —  and  asked  if  the 
teacher  could  do  anything  with  this 
boy,  reciting  his  history  amid  sobs  and 
tears,  much  to  the  chagrin  of  Johnny. 
After  listening  to  the  story,  the  Prin- 
cipal said  that  Johnny  should  come  to 
school  but  that  he  should  not  treat 
his  teacher  as  a  teacher  but  as  a  big 
brother. 

In  due  time  Johnny  arrived  and  it 
was  to  be  seen  that  he  did  not  like 
it;  but  as  there  was  a  careful  check 
on  the  time  he  left  home  and  the  time 
he  arrived  in  the  school  room,  Johnny 
had  a  pretty  hard  time  of  it.  The 
teacher  was  a  sort  of  an  actor,  as 
most  of  them  are  in  the  school  room, 
and  Johnny  soon  began  to  like  him  be- 
cause he  was  a  big  brother  to  him. 
Soon  he  was  telling  the  teacher  all 
about  his  hobby  of  trapping  animals. 
It   seems    that   the    mentor   had   been 


born  in  the  country  and  as  a  result 
of  this  could  tell  some  mighty  inter- 
esting stories  of  how  this  rabbit  got 
away  from  his  traps  and  how  he 
found  a  skunk  in  his  box-trap  one 
morning  when  he  thought  he  had  a 
rabbit;  and  the  consequence  was  that 
the  teacher's  mother  did  not  let  him 
come  in  the  house  to  eat  or  sleep  for 
a  week.  All  these  stories  fired  Johnny 
with  determination  to  be  the  best 
trapper  in  the  region  and  before  the 
winter  was  over  he  had  the  reputa- 
tion of  being  as  good  as  old  Pete 
Berry,  the  champion  trapper  of  the 
county. 

During  the  class  in  Penmanship  one 
morning  the  teacher  noticed  that 
Johnny  was  paying  particular  atten- 
tion and  doing  very  good  work.  The 
teacher  was  walking  among  the  stu- 
dents to  see  just  what  they  were  do- 
ing —  there  are  still  some  teachers 
who  take  an  interest  in  the  student's 
work  —  but  to  the  consternation  of 
Johnny,  the  teacher  held  his  specimen 
up  so  all  could  see  the  beautiful  move- 
ment. From  that  day,  the  teacher 
never  had  a  speck  of  trouble  from 
Johnny.  Shortly  afterward,  the  class 
took  up  Show-Card  Writing  and 
Johnny  was  soon  the  best  —  he  took 
to  it  like  a  duck  takes  to  water.  In 
a  few  weeks,  he  was  bringing  work 
in  from  the  outside  and  doing  it  dur- 
ing school  hours.  The  teacher  sent 
away  and  got  courses  for  him  and 
helped  him  in  every  way  possible.  It 
is  true  that  he  did  not  do  so  much 
with  his  Bookkeeping  Course  but  he 
found  something  that  he  liked. 

One  clay  the  teacher  asked  Johnny 
how  many  days  he  had  played  hookey 
since  he  had  been  attending  the  Blank 
Business  College.  In  checking  up  it 
was  found  that  only  one  day  had  been 
missed  in  ten  months  and  that  day, 
he  helped  his  father  do  some  neces- 
sary work.  One  morning,  however, 
he  was  among  the  missing  and  when 
ten  o'clock  arrived,  the  teacher  was 
beginning  to  think  "the  jig  was  up" 
and  that  Johnny  had  broken  out 
again.  Soon  who  should  come  in  the 
room  but  Johnny — all  smiles.  The 
teacher  greeted  him  with  "Good  Eve- 
ning, Johnny,"  asked  him  where  he 
had  been  all  morning. 

"I  changed  to  my  other  clothes  and 
forgot  my  car-fare,"  replied  Johnny 
with  a  grin. 

Here  was  a  champion  hookey  player 
who  walked  FIVE  MILES  to  school. 
He  did  not  turn  back  and  stay  at 
home  the  whole  day  just  because  he 
forgot  his  money  for  car  fare.  There 
are  other  Johnnies  in  school  today 
who  take  an  interest  in  these  men  of 
action. 

Johnny  could  draw  a  picture  of  a 


person  fairly  well  and  he  asked  his 
teacher  if  he  could  go  to  an  Art 
School.  Here  was  another  problem, 
Johnny  did  not  have  any  money — 
neither  did  his  father.  If  one  is 
really  in  earnest,  however,  to  get 
something,  he'll  get  it  if  he  has  "to 
move  Heaven  and  Earth."  Johnny 
finally  landed  in  one  of  the  Art 
Schools  in  New  York  City  and  found 
that  he  could  help  pay  his  way  with 
his  Business  College  course  by  work- 
ing during  his  spare  time  in  the  office 
of  the  college. 

After  three  years  in  school,  the 
old  teacher  was  surprised  one  day  to 
find  Johnny  and  another  young  fellow 
with  him  in  his  office. 

"Hello,  Professor,"  said  Johnny 
with  his  usual  smile.  Why  boys  and 
girls  call  the  teacher  Professor  is 
beyond  the  ken  of  the  old  teacher  but 
some  like  it  and  let  it  go  at  that. 
Every  person  who  doctors  corns,  bun- 
ions, dances  the  "light  fantastic  toe," 
hair  dresser  and  what-not  is  called 
Professor  but  that  is  neither  here  nor 
there  which  means  that  the  bigger 
the  teacher  is  the  more  common  he 
is  and  the  less  he  desires  to  be  called 
Professor. 

"Bless  my  heart  if  it  isn't  my  old 
friend  Johnny  Simko,"  replied  the  old 
knight  of  the  school  room.  "Tell 
me,"  he  continued,  "how  you  made 
out  at  the  Art  School  in  New  York 
and  all  about  yourself." 

"Well,  after  I  graduated  from  the 
Art  School,  I  got  a  job  on  a  newspaper 
as  a  cartoonist  and  then  I  drifted 
into  the  magazine  work  and  am 
making  a  big  thing  of  it  but  that  is 
not  what  I  came  here  for,"  was  the 
answer  from  "Johnny  the  Dauber"  as 
he  was  called  bv  his  pals. 

"Well!  Well!  Well!"  meditated  the 
old  teacher  audibly. 

"Yes,  and  I'll  never  forget  what  you 
did  for  me,"  continued  Johnny,  "when 
I  used  to  play  hookey  in  the  Public 
Schools  and  you  had  faith  in  me, 
stopped  my  hookey  playing  and  made 
a  man  out  of  me  and  put  me  on  the 
road  to  success." 

The  old  teacher's  eyes  filled  with 
tears  for  even  teachers  have  soften- 
ing of  the  heart  once  in  a  while;  it  is 
so  seldom  that  they  ever  get  any 
praise  not  even  from  the  school- 
boards  but  that  is  to  be  expected. 

"Good  for  you  Johnny,"  said  the 
teacher,  "we-  teachers  very  seldom 
get  a  pat  on  the  back  that  when  we 
see  you  boys  making  good  after 
everybody  had  said  that  you  were  on 
the  road  to  ruin,  my  heart  overflows 
with  goodness  and  mercy  toward 
those  who  have  been  under  my  in- 
struction." 

"One  of  the  reasons  why  I  came 
here  today,"  replied  our  young  friend, 
"was  that  while  I  was  home  on  my 
vacation.  I  found  this  young  lad  with 
me  in  the  same  pickle  as  I  was  in 
several  years  ago.  I  was  the  cham- 
pion hookey  player  of  the  town  then, 
but  they  tell  me  this  young  lad  here 

(Continued  on   page   31.) 


^MJ&ud/neM'&£u&fi>r      & 


19 


DR.  FRANK  N.  FREEMAN, 

Professor  of  Educational  Psychology, 
University  of  Chicago 


(Outlir 
Oct. 
Sept 


5    for    Grades    I.    2    and    3    for    Sept., 
and     Nov.     were     published     in     the 


OUTLINE  OF  GRADE  IV 

Aims  and  outcomes. — Grade  IV  repre- 
sents a  turning  point  in  the  child's 
training.  As  a  result  of  his  general 
physical  and  mental  maturity  and  of 
the  training  which  he  has  previously 
received  he  is  now  ready  for  rather 
intensive  drill.  The  object  of  this 
drill  is  to  refine  and  perfect  his  writ- 
ing habits.  All  of  the  fundamental 
features  of  writing  have  been  intro- 
duced. Writing  as  a  means  of  expres- 
sion has  been  established.  It  is  now 
safe  to  carry  on  a  certain  amount  of 
intensive  drill  which  is  not  closely  re- 
lated to  the  subject  matter  or  mean- 
ing. There  must  not  be  a  complete 
separation,  however,  between  mean- 
ing and  drill.  Self-criticism  should 
be  increased  and  the  child  should  give 
more  attention  than  before  to  the  ex- 
act measurement  of  the  quality  of  his 
writing. 

Writing  materials. — The  same  type 
of  pen  and  paper  should  be  used  as 
in  the  third  grade.  The  paper  may  be 
ruled  with  lines  three-eights  of  an 
inch  apart. 

Size  and  style. — The  size  of  the 
writing  may  be  somewhat  reduced 
and  the  style  may  somewhat  approach 
that   of   more   mature   writing. 

Content. — The  necessity  for  inten- 
sive practice  and  the  characteristics 
of  good  writing  may  be  brought  home 
to  the  child  by  making  these  matters 
the  subject  of  the  text  material  which 
he  writes.  Such  sentences  as  the  fol- 
lowing are  appropriate:  "The  pen  is 
grasped  lightly."  "The  pen  moves 
freely  and  easily."  "The  wrist  is  held 
nearly  level."  "The  paper  is  tilted 
somewhat  to  the  left."  If  the  class  is 
sufficiently  independent  the  pupils 
may  investigate  the  subject  and  form- 
ulate sentences  of  their  own  which 
deal  with  characteristics  of  good 
handwriting.  As  the  child  grows  older 
the  necessity  of  selecting  vocabulary 


iA  Qourse  of  Study  in 
Handwriting 

For  Grades  Four,  Five  and  Six 

By  FRANK  N.  FREEMAN, 
Author  of  Correlated  Handwriting 

Weekly  Outlines  for 
September  and  October,  1927 


which  is  within  his  experience  is  not 
so  great,  but  still  the  words  which  he 
practices  should  be  chiefly  the  most 
common  words  and  the  ones  which  are 
appropriate  to  his  stage  of  maturity. 
The  exercises  may  consist,  to  a 
limited  extent,  of  the  customary  ovals 
and  "push  and  pull"  exercises  but 
they  should  include  also  individual 
letters  and  many  examples  of  spaced 
letter  exercises.  Such  an  exercise 
consists  of  writing  the  same  letter 
with  a  connecting  stroke  but  spaced 
two  or  three  times  wider  than  is 
usual.  A  good  deal  of  special  prac- 
tice may  be  given  to  capitals. 

Correlation. — Emphasis  should  con- 
tinue to  be  given  to  correlation  of 
both  types,  namely,  using  material 
from  other  subjects  in  the  writing 
periods  and  supervising  and  checking 
up  on  the  pupils'  writing  in  the  other 
subjects. 

Emphasis  in  method. — As  already 
indicated  there  should  be  considerable 
increase  in  the  emphasis  upon  drill 
in  this  grade.  This  should  include  ex- 
ercises for  the  development  of  free 
rhythmic  movement.  This  movement 
may  be  developed  in  part  by  the  use 
of  counting  and  in  part  by  formal 
drills.  Counting  should  be  done  not 
only  on  the  formal  drills  but  also  on 
the  simpler  letters  and  letter  combi- 
nations. Counting  may  be  by  num- 
bers or  descriptive  count.  Writing  in- 
struction should  be  individualized 
either  by  grouping  according  to  abil- 
ity or  by  some  form  of  individual  at- 
tention or  individual  instruction. 


OUTLINE  OF  EXERCISES  FOR 
THE  FIRST  THREE  MONTHS 
First  week. — The  sentences  which 
are  given  for  practice  in  this  and  the 
following  weeks  summarize  the  im- 
portant facts  and  principles  concern- 
ing the  methods  of  good  writing.  The 
sentences  for  this  week  bring  out  the 
need  for  training  in  the  development 
of  any  act  of  skill.  Two  sentences 
are  "The  ball  player  needs  training" 


and  "The  pianist  is  given  training." 
Give  these  sentences  to  the  pupils 
first  and  let  them  write  them  without 
comment.  After  the  summer  vacation 
their  writing  will  have  deteriorated 
somewhat  and  they  will  recognize  the 
need  for  improvement.  They  will  then 
be  prepared  to  discuss  the  need  for 
training  in  the  development  of  acts  of 
skill  in  general  and  in  particular  in 
the  case  of  handwriting.  Use  the 
sentences  as  a  basis  for  a  review  ex- 
ercise. 

Second  week. — The  sentences  for 
this  week  are  "You  should  write  well 
in  school"  and  "The  writer  must  have 
training."  These  sentences  are  to  be 
used  in  the  same  way  as  those  for  the 
first  week.  After  the  class  discussion 
about  the  need  of  training  the  pupils 
may  summarize  the  conclusions  in  a 
sentence  and  use  it  also  for  practice. 

Third  and  fourth  weeks.  —  The 
pupil's  attention  is  now  directed  in 
each  week  to  some  specific  aspect  of 
writing  which  should  be  improved  by 
training.  For  these  two  weeks  the  as- 
pect is  position.  The  paper  may  be 
headed  by  the  word  "Position"  and 
the  sentence  for  practice  is  as  follows 
"One  must  always  take  the  right  posi- 
tion by  sitting  well  back  in  his  seat." 
This  and  each  of  the  other  principles 
should  be  discussed  so  that  its  im- 
portance and  reason  is  appreciated  by 
the  pupils.  After  practice  upon  the 
sentence  particular  letters  should  be 
singled  out  for  special  drill.  Begin 
with  the  o  and  use  the  retraced  oval 
drill  and  then  the  capital  O.  This 
may  be  followed  by  retraced  drill 
with  the  small  o's  connected  and 
spaced  widely  apart  and  then  with  a 
series  of  o's  without  retracing.  This 
practice  is  to  be  followed  by  a  few 
letter  combinations  and  words,  as  fol- 
lows: os,  on,  th,  ak,  ba,  ri,  ack,  and 
eat. 

Fifth  and  sixth  weeks. — The  sen- 
tences for  these  weeks  also  deal  with 
position.  They  are  as  follows:  "All 
backs    should   be    straight"    and    "Al- 


20  m 

ways  hold  your  head  up."  These  sen- 
tences give  opportunity  after  prac- 
tice on  the  sentences  themselves  and 
for  practice  on  the  capital  and  small 
letter  a.  Following  this  practice  may 
be  given  on  the  combinations  ac,  ar, 
ai,  ad,  al,  and  ea. 

Seventh  and  eighth  weeks. — The 
sentences  for  these  weeks  are:  "Can 
you  keep  both  arms  on  the  desk"  and 
'"'The  left  hand  holds  the  paper."  In- 
troduce the  special  practice  by  the  re- 
traced oval  and  then  develop  the  cap- 
ital C.  Follow  this  by  a  succession 
of  small  c's  and  then  by  the  letter 
combinations  ic,  ec,  bi,  bu,  be,  ca,  co, 
cr,  cl,  ch  and  ck.  Finally,  practice 
should  be  given  to  the  digits,  both  in 
ordinary  sequence,  and  in  column 
formation,  and  to  the  word  "Thanks- 
giving." The  digits  should  be  prac- 
ticed from  time  to  time  not  only  in 
this  lesson  but  in  the  following  ones. 
The  examples  which  are  used  in  the 
number  periods  should  be  practiced  in 
the  writing  periods. 

OUTLINE    FOR   GRADE   V 

The  aim  of  the  practice  in  Grade  V 
is  a  refinement  of  the  skill  the  foun- 
dation for  which  has  been  laid  in 
Grade  IV.  The  pupil's  style  should 
become  matured,  his  writing  may  well 
be  somewhat  more  compact  and  he 
should  develop  an  appreciation  of  the 
general  value  and  uses  of  writing  in 
the  school  and  outside  the  _  school. 
This  appreciation  may  be  gained  by 
a  study  of  the  uses  of  writing  inside 
and  outside  the  school. 

Writing  materials.  —  The  writing 
materials  are  the  same  as  in  Grade 
IV. 

Size  and  style — The  writing  may  be 
a  little  smaller  than  in  Grade  IV  and 
perhaps  a  little  more  compact.  It 
should  begin  to  take  on  some  individ- 
uality and  maturity  in  appearance. 

Content. — Two  types  of  content  are 
suitable  for  Grade  V.  In  addition  to 
the  subject  matter  drawn  from  the 
other  subjects,  as  in  the  case  of  each 
grade,  it  is  appropriate  for  the  pu- 
pils in  Grade  V  to  gather  together 
specimens  of  forms  and  examples  of 
writing  which  are  used  outside  of 
school.  Such  uses  as  appear  in  ad- 
dressing envelopes,  writing  checks, 
making  out  money  orders  and  deposit 
slips  will  be  found  useful.  Examples 
will  be  given  in  the  exercises.  They 
may  be  supplemented  by  special  pro- 
jects carried  on  by  indiviuals  or  by 
the  class  as  a  whole. 

Correlation.  —  Specimen  forms  of 
correlation  will  be  illustrated  in  the 
exercises.  These  should  be  supple- 
mented by  examples  drawn  from  the 
work  of  the  particular  grade. 

Emphasis  in  method. — The  method 
which  is  pursued  in  Grade  IV  is  to  be 
continued.  There  is  some  emphasis 
upon  formal  drill.  Formal  drill 
should  be  introduced  as  the  occasion 
is  presented  by  the  recognition  of  the 
need  for  improvement  on  the  part  of 
the  pupil.     There   should   be  an  em- 


<!M^38u4/mM&&UMfcr      & 


phasis  upon  the  development  of 
rhythmic  fluent  movement  and  style 
of  writing.  Emphasis  should  further 
be  given  upon  the  analysis  and  self- 
criticism  directed  by  the  pupil  toward 
his  own  writing. 

OUTLINE  OF  EXERCISES  FOR 
GRADE  V 

First  week. — This  week  should  be 
devoted  to  a  review  and  to  practice  on 
some  of  the  drills  such  as  were  used 
at  the  beginning  of  Grade  III.  Re- 
view sentences  from  Grade  IV  may 
also  be  used.  Such  a  sentence  is  "We 
learn  by  trying  over  and  over  again" 
or  "Each  time  we  try  we  try  to  do  a 
little  better." 

Second  week. — The  text  for  this 
week  introduces  the  general  subject 
of  a  series  of  exercises  in  this  grade. 
It  is  as  follows: 

HOW  WE  USE  WRITING 
During    September    Miss    Ellis 
(the   teacher's   actual   name   may 
be  substituted  for  this),  the  fifth 
grade  teacher,  asked  the  class  to 
find  out  ways  in  which  people  use 
writing  and   report  them  to  her. 
Here  are  some  of  the  reports. 
This  is  a  continuous  text  which  of- 
fers opportunity  for  the  study  of  par- 
ticular words   or   letters   and  for  the 
study   of   arrangement   on   the   page. 
The  arrangement  includes  the  spacing 
from   the    top,    spacing    between   the 
heading  and  the  text  and  the  margins. 
Special  types  of  errors  may  be  ana- 
lyzed, such  as  faulty  position,  move- 
ment or  form.     Particular  days  may 
be  taken  to  concentrate  on  particular 
faults. 

Third  week— The  text  for  this  week 
may  be  as  follows:  "Handwriting  is 
used  in  school  in  learning  many 
school  subjects,  such  as  spelling, 
language,  arithmetic,  history,  geog- 
raphy, and  science.  Reported  by 
James  Wilke."  An  actual  report  of 
a  somewhat  similar  nature  may  be 
made  by  one  of  the  members  of  the 
class  and  substituted  for  this  text. 
Special  practice  may  be  given  to  dif- 
ficult parts  or  to  certain  aspects  of 
the  writing.  Capital  letters  may  be 
practiced  by  using  a  descriptive  count. 
Formal  exercises  such  as  ovals  may 
be  introduced  to  develop  lightness  and 
freedom  of  movement. 

Fourth  and  fifth  weeks.— The  text 
for  these  weeks  illustrate  the  use  of 
writing  in  language.    It  is  as  follows: 

LANGUAGE 
James  Will  Grade  V 

This  is  the  correct  way  to  use  words 
"saw",  "who",  "did",  "sit",  "teaches", 
"learn." 

I  saw  the  runner  win  the  race  but 
did  not  know  who  he  was. 

Give  practice  in  the  correct  use  of 
these  words  by  having  children  com- 
pose sentences  in  which  they  are  cor- 
rectly used.  Have  all  the  sentences 
and  the  headings  written  to  give 
practice   in   general   arrangement  and 


spacing.  Spend  a  day  practicing  the 
new  capitals  L,  G,  T,  and  I.  Find  ap- 
propriate formal  exercises  to  go  with 
these  letters.  To  develop  free  move- 
ment have  the  words  "use"  and  "win" 
written  to  count. 

Sixth  and  seventh  weeks. — Use  the 
following  sentences  illustrating  cor- 
rect usage.  "Mary  did  as  she  was  told 
to  do",  "Sit  in  a  good  writing  posi- 
tion", "Mother  teaches  me  to  be  po- 
lite", "I  am  trying  to  learn  to  write". 
Emphasize  the  correct  usage  and 
form.  Give  some  practice  upon  the 
straight  writing  of  the  sentences  call- 
ing attention  to  the  general  faults. 
Give  special  practice  on  the  capitals 
M  and  S.  Make  as  an  object  of  spe- 
cial study  the  evenness  of  alignment 
of  the  tops  and  bottoms  of  the  one 
space  letters.  Have  the  pupils  draw 
a  pencil  line  to  see  how  many  letters 
are  not  the  right  height. 

Eighth  week. — The  following  pass- 
age may  be  used  to  represent  a  pu- 
pil's report.  "I  found  a  sign  in  the 
post  office  which  tells  how  important 
good  writing  is  in  addressing  letters. 
The  sign  directed  'write  legibly  the 
complete  name,  post  office,  street,  and 
number.  The  sender  should  write  his 
name  and  address  in  the  upper  left 
corner'  ".  Let  pupils  try  to  find  and 
bring  to  the  class  signs  or  forms 
which  emphasize  good  writing.  This 
continuous  writing  gives  opportunity 
for  the  study  of  general  qualities 
such  as  neatness,  spacing,  evenness 
and  size  of  letters,  uniformity  of 
slant.  Uniformity  of  slant  may  be 
tested  by  drawing  straight  lines 
through  the  tall  letters  and  then 
counting  the  number  of  letters  which 
differ  noticeably  in  slant  from  the 
majority.  Let  the  pupils  practice  for 
a  time  giving  specitl  attention  to  this 
one  item.  Give  some  special  practice 
also  to  the  capital  letters. 

OUTLINE  FOR  GRADE  VI 

Aims  and  outcomes. — The  aim  in 
Grade  VI  should  be  the  completion  of 
the  general  elementary  school  ac- 
quirement in  writing.  With  the  com- 
ing of  the  junior  high  school,  hand- 
writing is  no  longer  required  of  pu- 
pils beyond  the  sixth  grade.  The  aim 
should  therefore  be  to  reach  a  rea- 
sonable standard  for  general  use  by 
the  end  of  this  grade.  During  the 
course  of  the  year  the  pupil's  efforts 
should  be  stimulated  by  a  recognition 
of  the  use  of  writing  not  only  in  the 
every  day  life  of  all  persons  but  also 
in  particular  vocations.  The  work  of 
the  grade  may  then  center  in  a  study 
of  the  use  of  writing  in  various  oc- 
cupations. These  occupations,  of 
course,  are  mainly  the  clerical  occupa- 
tions. The  child  should  in  this  grade 
develop  sufficient  self-criticism  and 
watchfulness  of  his  own  writing  to 
enable  him  to  maintain  a  satisfactory 
quality  of  writing  after  he  completes 
the  grade,  even  though  he  does  not 
continue  formal  practice. 


&&&uJ/ned^<2diu&&r'       & 


21 


Writing  Materials.  —  Writing  ma- 
terials are  the  same  as  Grade  V. 

Size  and  style. — The  writing  may 
become  a  little  smaller  and  possibly 
a  little  more  compact. 

Content. — The  content  includes  the 
material  drawn  from  the  other  sub- 
jects which  are  studied  and  also  ma- 
terials drawn  from  various  vocations, 
particularly  the  clerical  occupations. 
The  texts  which  are  suggested  may 
be  supplemented  by  materials 
gathered  by  members  or  committees 
of  the  class  from  the  community  in 
which  they  live.  Practice  in  ordinary 
script  may  be  supplemented  by  prac- 
tice in  lettering. 

Correlation. — Correlation  is  to  be 
continued  as  before. 

Emphasis  in  method. — There  is  no 
new  emphasis  in  method. 

OUTLINE  OF  EXERCISES  FOR 
GRADE  VI 

First  week. — This  week  may  be 
spent  in  review.  Review  may  begin 
by  writing  a  sentence  drawn  from  the 
fifth  grade  such  as  the  following: 
"Can  you  write  this  sentence  in  two 
minutes  with  an  easy  movement  and 
with  a  quality  of  handwriting  which 
is  equal  to  the  standard  for  the  fifth 
grade?"  Each  pupil  should  examine 
his  writing  from  the  point  of  view  of 
speed  and  of  quality.  The  text 
should  be  written  in  two  minutes.  The 
quality  should  be  upto  the  standard 
of  Grade  V.  The  pupil's  position 
should  be  inspected  to  see  whether  it 
is  satisfactory.  Each  pupil  should  re- 
mind himself  of  the  chief  character- 
istics of  good  writing  and  should  ex- 
amine his  own  writing  to  see  whether 
they  are  to  be  found  there. 

Second  and  third  weeks. — The  text 
which  is  suggested  for  these  weeks  is 
the  familiar  one  entitled  "Salute  the 
Flag." 


SALUTE  THE  FLAG 

"I  pledge  allegiance  to  the  flag 
of  the  United  States  of  America 
and  to  the  Republic  for  which  it 
stands,  one  Nation  indivisible, 
with  liberty  and  justice  for  all." 

Be  sure  that  the  pupils  understand 
the  meaning  of  the  words  in  this 
pledge  and  of  the  sentence  as  a  whole. 
As  this  text  is  written  on  successive 
days  attention  may  be  given  each  day 
to  some  one  characteristic.  For  ex- 
ample, the  following  may  be  studied. 
Smoothness  and  lightness  of  line,  reg- 
ularity of  slant  and  alignment,  proper 
spacing  between  lines,  words  and  let- 
ters and  letter  formation.  Appropri- 
ate exercises  should  be  suggested  to 
correct  the  faults  which  are  found. 

Fourth  week. — This  week  is  de- 
voted to  practice  on  the  first  progress 
exercise  for  the  year.  This  exercise 
is  devoted  to  writing  letters  and 
words.  The  words  are  chosen  largely 
because  of  the  commonness  of  their 
use  and  because  they  represent  most 
frequent  writing  problems.  The  let- 
ters and  words  are  as  follows:  i,  t,  it, 
o,  to,  a,  at,  n,  in,  on,  not,  d,  and,  e, 
h,  he,  the,  that,  r,  or,  f,  of,  for,  and 
are.  Each  child  should  write  this 
progress  exercise  at  satisfactory 
quality  and  speed  before  going  on  to 
the  next  progress  exercise.  If  all  of 
the  progress  exercises  are  completed 
the  child  will  have  satisfactorily  com- 
pleted the  course.  If  the  individual 
method  is  used  pupils  may  be  allowed 
to  do  the  exercises  each  at  his  own 
rate  of  speed. 

Fifth  and  sixth  weeks. — The  text 
for  these  weeks  illustrates  the  right 
use  of  words.  The  heading  should  be 
"The  Right  Use  of  Words."  The  fol- 
lowing sentences  contain  examples  of 
words  which  are  most  commonly  mis- 
used: "There  were  some  lilies  on  the 
pond."  "Our  baby  has  no  teeth." 
"There  was  no  room  for  us."     "Will 


you  teach  me  how  to  write?"  "Tom 
said  he  saw  William  and  me."  "She 
and  I  went  to  the  store."  "I  wish  I 
had  one  of  those  apples."  The  use  of 
these  words  should  further  be  illus- 
trated by  sentences  produced  by  the 
pupils.  Many  opportunities  for  spe- 
cial practice  are  offered  by  these  sen- 
tences. They  contain  a  number  of 
capitals.  They  illustrate  arrange- 
ment on  the  page.  They  may  be  used 
as  the  basis  for  the  study  of  regu- 
larity of  slant  or  of  alignment  or  of 
letter  formation.  In  each  of  the  ex- 
ercises to  be  given  special  practice 
should  be  given  to  the  features  which 
appear  to  need  it. 

Seventh  week. — The  text  for  this 
week  consists  of  a  series  of  state- 
ments about  habit.  These  statements 
apply  both  to  handwriting  and  to 
other  activities.  The  following  is  a 
specimen  text.  It  may  be  supple- 
mented byT  sentences  formulated  by 
the  children  from  their  own  experi- 
ence or  observation. 

HABIT 
What  we  do  over  and  over 
again  becomes  a  habit.  Our 
habits  make  up  a  great  part  of 
what  we  are.  Good  and  bad 
habits  are  made  in  the  same  way. 
We  may  have  good  habits  of 
writing,  speaking  and  acting  by 
doing  these  things  as  well  as  we 
can  all  the  time. 

Pick  out  special  features  for  prac- 
tice. Notice  the  pupil's  position  and 
correct  it  if  it  is  at  fault. 

Eighth  week. — This  week  is  devoted 
to  progress  exercise  Number  2.  It 
consists  of  letters  and  words  as  fol- 
lows: s,  as,  w,  we,  1,  well,  u,  our,  y, 
way,  k,  make,  b,  bad,  c,  can,  o,  over, 
p,  part,  q,  quiet,  j,  joy,  z,  lazy,  x,  fox. 
This  exercise  should  be  practiced  in 
the  same  manner  as  progress  exercise 
Number  1. 

(Continued   in   November   issue.) 


-   .      / 

J> 

This  skillful  ornament 

al   writing  is   from   the   pen  of   F.   B.  Courtney. 

22 


<5ffiJ&u4//uM>&&u&fir%       & 


REPORT   OF   MANUSCRIPT 
WRITING 

By   H.  C.   WALKER 
January.    1927 

(H.  C.  Walker.  Supervisor  of  Handwriting 
in  the  St.  Louis  Schools,  is  well  known  for 
his  thoroughness  and  progressiveness.  He 
is  also  esteemed  highly  by  all  in  the  pen- 
manship fraternity  and  we  are  confident 
that  in  making  the  following  report  to  his 
Superintendent  on  Manuscript  Writing, 
nothing    but    fair    mindedness    prevailed. 

All  interested  in  this  subject  will  find  this 
report  worthy  of  careful  reading  and  re- 
flection. It  seems  to  us  the  best  considera- 
tion of  the  subject  we  have  had  the  priv- 
ilege of  reading  and  we  were,  therefore, 
pleased  to  have  the  privelege  of  publish- 
ing  it.) 

This  report,  made  in  response  to  Superin- 
tendent   Maddox's    recent    request,    is   in    four 

Part    One — 

(a)  Conditions  and  purpose  of  the  St. 
Louis  experiment  in  manuscript  wnt- 

(b)  Sources  from  which  information  has 
been  secured— In  St.  Louis;  else- 
where. 

Part   Two- 
Manuscript    writing    from 

(a)  The    historical   standpoint 

(b)  The    pictorial    standpoint 

(c)  The    mechanical    standpoint 

(d)  The    business    standpoint 

(e)  The    school    standpoint. 
Part    Three — 

Exhibits. 
Part     Four- 
la)    Conclusions, 
(b)    Recommendations. 

PART  ONE 
(a)  Conditions  and  Purpose  of  the  St.  Louis 
Experiment. 
The  so-called  MANUSCRIPT,  or  print 
writing,  for  educational  purposes,  made  its 
appearance  a  few  years  ago  in  the  schools 
of  England.  Subsequently  it  was  introduced 
into  a  few  private  schools  in  the  United 
States. 

Because  of  the  purported  advantages  of 
the  manuscript  writing,  the  primary  super- 
visors of  our  schools,  and  others,  requested 
permission  to  introduce  it  into  six  St.  Louis 
schools. 

The  purpose  of  this  experiment  was  to 
study  at  close  range  the  operation  of  the 
manuscript    writing. 

Conditions     Under     Which      the      Experiment 
Was    Conducted 

1.  The  schools  selected  were  those  in 
which  the  principals   favored   the  experiment. 

2.  The  period  of  experimentation  was  to 
be  of  such  duration  as  would  permit  of 
sufficient  study  of  the  advantages,  or  dis- 
advantages   of    manuscript    writing. 

3.  The  children  to  whom  the  manuscript 
writing  was  to  be  taught  were  to  use  it  to 
the    exclusion    of    other    forms    of    writing 

4.  The  experiment  was  to  include  both 
blackboard  and  seat  writing,  and  the  usual 
penmanship    materials   were    to   be   used. 

5.  At  the  beginning  of  the  experiment  the 
teachers  of  the  manuscript  classes  were 
given  the  necessary  alphabets  and  directions 
for    instructing    their   pupils. 

It  is  now  two  years  since  the  beginning 
of  the  manuscript  experiment.  While  most 
of  the  manuscri  t  pupils  of  the  experimental 
schools  are  now  in  the  first  and  second 
grades,  some  (rapid  promotion  pupils)  of 
them  »re  to  be  found  mixed  with  cursive 
writers   in   the   third    grade. 

During  this  experimental  period  of  two 
years    I    have    endeavored    to 


the 


attitude 


rd    the 


ml. 


IbU 


script    writing. 

(b)    Sources     from     Which     Information     Has 
Been    Secured. 

In    St.    Louis: 

My  observations  of  the  St.  Louia  exper- 
iment have  consisted  in  occasional  visits  to 
the  experimental  schools  to  witness  the  use 
of  manuscript  writing  by  the  pupils,  and 
in  conferences  with  the  principals  and 
teachers  of  these  schools  concerning  their 
opinions  of  the  advantages  and  disadvan- 
tages of  this  form  of  writing.  In  addition 
to  conferring  with  the  principals  and  teach- 
ers of  the  manuscript  experimental  schools. 
I  have  talked  with  principals  and  teachers 
of    other    schools    about    it.    ao    that    I    might 


Elsewhere: 

About  two  years  ago  the  members  of  the 
Writing  Division  asked  for  and  were  granted 
permission  to  visit  the  Community  School 
in  St.  Louis  County.  At  that  time  the  man- 
uscript writing  had  been  in  use  in  the  first, 
second    and    third    grades,    to    the    exclusion 

In  February,  1926,  1  attended  the  N.  E.  A.. 
Superintendent  Meeting  in  Washington,  and 
after  the  meeting  spent  a  day  in  visiting 
the  Lincoln  and  Horace  Mann  Schools  in 
New  York  City.  These  schools  have  been 
the  chief  manuscript  writing  experimental 
schools  in  this  country  and  pupils  who 
started  with  manuscript  writing  in  the  first 
grade  were,  at  the  time  of  my  visit,  in  the 
fourth    and    fifth    grades. 

Before  leaving  St.  Louis  for  Washington, 
I  prepared  two  specimens,  one  representing 
good  manuscript  writing  and  the  other  good, 
present  day  cursive  writing,  and  submitted 
them  to  twenty- five  business  men.  who  em- 
ploy office  help.  While  in  Washington  and 
in  New  York  I  showed  these  specimens  to 
thirty-five  more  business  men.  In  each  of 
the  sixty-five  instances  I  asked  the  person 
a  number  of  questions,  and  recorded  the 
answers.  The  purpose  of  this  series  of  visits 
was  to  learn  whether  manuscript  writing,  if 
used  as  a  substitute  for  cursiev  writing  in 
our  public  schools,  would  be  acceptable  in 
business.  Later  in  this  report  the  opinions 
of  these  business  men  are  given. 
PART   TWO 

(a)  Manuscript   Writing   from   the   Historical 
Standpoint. 

Handwriting,  like  every  other  art,  has  its 
cycles  of  growth,  perfection,  and  decay.  A 
peculiar  style  of  penmanship  is  gradually 
developed,  becomes  the  hand  of  the  period, 
then  breaks  up  and  disappears,  being  su- 
perseded   by    another    and    better    system. 

From  the  time  of  the  development  of  al- 
phabetical characters  to  the  time  of  the  in- 
vention of  printing,  handwriting  ran  in  two 
lines — the  manuscript  hand,  and  the  cursive 
hand.  The  manuscript  hand,  vertical,  reg- 
ular,   evenly    ruled,    and    provided    with    uni- 

only.     The   cursive    or    running    hand,   written 

dinary  business  purposes.  The  manuscript 
hand   was   finally   superseded   by   printing. 

The  cursive  hand.  having  undergone 
many  changes  through  the  years,  is  still  in 
use.  in  the  form  of  our  present  muscular 
movement  system. 

(b)  Manuscript    Writing    from    the    Pictorial 
Standpoint. 

Manuscript  writing,  from  the  pictorial 
standpoint,  makes  a  strong  appeal  to  the 
eye.  The  simplicity  of  letters,  absence  of 
joining  strokes,  vertical  position  of  the  let- 
ters, bold  wide  pen  strokes  and  pronounced 
legibility  are  likely  to  obscure  other  impor- 
tant   phases    of    penmanship. 

It  appears  that  those  who  favor  manu- 
script writing  in  the  primary  grades  have 
had  too  fully  in  mind  the  pictorial  side,  and 
have  given  insufficient  consideration  to  the 
mechanical    side. 

(c)  Manuscript    Writing    from    the    Mechan- 
ical  Standpoint. 

It  is  in  connection  with  this  phase  of 
manuscript  writing  lhat  its  most  pro- 
nounced disadvantages  appear.  Manuscript 
writing  is  vertical.  To  produce  this  effect, 
its  advocate  direct  that  the  paper  be  placed 
in  a  vertical  position  on  the  desk,  and  that 
the  wriler  make  all  of  the  downward  strokes 
of  the  letters  toward  the  body  (the  same 
as  in  the  system  of  vertical  writing  which 
was   used   for  many   years,  and   abandoned). 

This    position    precludes    the    possibility   of 

lli.it  tin-  willing  .mil  must  constantly  be 
raised  and  lowered  in  willing  across  the 
paper. 

Manuscript  writing,  or  any  other  form  of 
printing,  which  requires  that  the  pen.  or 
pencil  be  lifted  for  each  letter,  or  for  parts 
of  letters,  is  much  more  fatiguing  than  the 
curaive  writing,  which  permits  of  keeping 
the  writing  arm  in  restful  [  osition  on  the 
desk,  and  of  writing  whole  words  without 
raising    the    pen    or    pencil     from    the    paper. 

While  vertical  writing  or  printing  favora 
legibility,  slanting  characters  are  nccesaary 
for  comfort  and  facility  in  handwriting. 
Experience    of    the    centuriea    haa.    therefore. 


developed  a  handwriting,  which,  in  the  form 
of  our  present  day  muscular  movement  sys- 
tem, takes  into  consideration  and  embraces 
as  fully  as  possible  all  of  the  necessary 
elements,  such  as  legibility,  facility,  com- 
fort,   and   conservation   of   health. 

Manuscript    Writing    from    the    Business 
Standpoint. 

Mr.  Cocking,  chairman  of  our  Revision 
Committee,  recently  sent  to  St.  Louis  busi- 
ness men  aquestionnaire  relating  to  pen- 
manship. One  of  the  questions  contained  in 
this  questionnaire  was:  "Is  the  present 
cursive  writing  functioning  satisfactorily." 
Thirty-six  of  the  torty  persons  who  returned 
the  questionnaire  said  "Yes."  This  inves- 
tigation together  with  my  personal  visits  to 
sixty-five  business  men  of  St.  Louis.  Wash- 
ington, and  New  York  have  revealed  a  de- 
cided preference  for  cursive  writing.  Eighty- 
five  of  the  one  hundred  and  five  persons 
interviewed  chose  the  cursive  writing.  The 
reasons  given  for  favoring  the  cursive  writ- 
ing were:  Meets  business  needs;  more  leg- 
ible; more  rapid;  easy  to  read  easy  to 
write  more  conventional;  more  practical; 
more  individual;  neat;  more  natural,  and 
more  customary.  Some  of  the  tellers  of 
banks  and  trust  companies  said  they  would 
not    accept    printed    signatures. 

From  the  above  statements  it  will  be 
seen  that  at  present  there  is  a  demand,  in 
the  business  world,  for  good  cursive  writ- 
ing, and  little,  if  any  demand  for  the  man- 
uscript writing.  Would  it  not,  therefore,  be 
unwise  to  consider  manuscript  writing  from 
the  standpoint  of  replacing  the  cursive 
writing    in    all    grades   of    our    schools. 

Manuscript    Writing    from    the    School 
Standpoint. 

My  visits  to  the  manuscript  schools  here 
and  elsewhere  have  enabled  me  to  make  a 
closa  study  of  the  value  of  manuscript 
writing  as  a  tool  of  expression  and  to  com- 
pare these  results  with  those  of  the  cursive 
writing.  Whatever  may  be  said  of  the  ex- 
tent to  which  penmanship  is  used  today  in 
the  business  world,  the  fact  remains  that 
the  need  for  writing  in  the  school  has  in- 
creased, rather  than  decreased  during  re- 
causes,  among  which  are  a  crowded  curri- 
culum, and  an  increase  in  the  number  of 
subjects  requiring  written  expression.  No 
longer  is  penmanship  taught  merely  for 
handwriting  skill,  but  rather  as  a  vehicle 
to  carry  forward  the  other  subjects.  A 
handwriting  that  meets  the  needs  of  the 
school  doubtless  will  be  satisfactory  for  any 
other    life    situation    in   which    penmanship    is 

Below  are  given  the  advantages  and  dis- 
advantages of  the  manuscript  writing  as  I 
have  been  able  to  gather  them.  The  so- 
called  "advantages"  are  from  books  on 
manuscript  writing  and  statements  made  by 
some    principals    and    teachers. 

(Continued  in  November) 


Miss    Edith    L.    Forry    is   a    new    teacher    of 
typewriting   in    the   Actual    Business   College. 


Car 


Ohi( 


Mr.  G.  C.  Sherman,  recently  with  the 
Richmond,  V'a.,  Business  College,  is  now 
teaching  in  the  Fort  Union  Military  Acad- 
emy at   Richmond. 

Mr.  Ralph  W.  Parmcnter  and  Mr.  Milton 
L.  Stahl  are  two  new  commercial  teachera 
in    the    Steubenville.    Ohio.    Business    College. 

Mr.  J.  W.  McAlone  of  Raven  Rock,  N.  J., 
for  many  years  Head  of  the  Commercial 
Department  of  the  Vicksburg.  Miss.,  High 
School,  has  accepted  a  position  to  teach  in 
the  High  School  at  Shreveport,  La.,  the 
coming    year. 

Mr.  Jesse  L.  Pellcrin.  a  recent  graduate 
of  the  University  of  New  Hampshire,  will 
teach  the  coming  year  in  the  Newmarket, 
N.    H.,    High   School. 

Miss  Lucy  L.  Bell,  recently  with  The 
Castle  School.  Tarrytown,  N.  Y..  ia  now 
teaching  in  the  Atlantic  City,  N.  J..  Buai- 
neaa   College. 

Mias  Margaret  Dailey  of  Lexington, 
Mass..  wil  teach  the  coming  year  In  the 
High   School  at  Rockland,  Maaa. 

Misa  Irene  E.  Hale,  a  member  of  the  1927 
graduating  class  of  the  Salem.  Maaa..  State 
Normal  School,  ia  to  be  a  new  commercial 
teacher  in  the  llion.  N.  Y..  High  School, 
the   coming  year. 


'y/u?3i>uj//uJJ&//ua6r       $> 


23 


C.  P.  Zaner  —  A  Portrait 

By  LETTIE  J.  STROBELL.  Pres.  National 
Association  of  Penmanship  Supervisors. 
and  Supervisor  of  Penmanship.  Pitts- 
burgh.   Pa. 

Mrs.  Strobell  became  acquainted  with  Mr. 
Zaner  when  ten  of  the  Pittsburgh  Super- 
visors attended  the  Zanerian  Summer 
School  in  1916.  Mr.  Zaner  was  an  active 
member  of  the  National  Association  of  Pen- 
manship Supervisors  for  many  years.  It  is 
indeed  a  pleasure  to  have  former  students 
of  the  Zanerian,  who  are  now  occupying 
prominent  penmanship  positions,  speak  and 
write  so  complimentary  about  Mr.  Zaner 
and   the   Zanerian   College  where   60'/,    of    the 

National    Association    of    Penmanship    Super- 
visors    received     their    penmanship     training. 


In  the  portrait  which  I  am  going  to 
draw  I  mean  to  illustrate  character 
rather  than  to  record  personality. 
Life  is  glorified  by  a  conscious  aim, 
no  matter  how  simple  this  aim  may 
be.  And  the  measure  of  the  divine  in 
each  of  us  is  a  purpose  formed  and 
gripped  —  modified,  perhaps,  or  en- 
larged. 

I  shall  use  the  microscope  in  pre- 
ference to  the  telescope.  The  soul 
can  be  awed  and  thrilled  as  deeply  by 
the  wonder  of  the  arbutus  as  it  re- 
sponds to  the  call  of  Spring  as  by  the 
drift  of  suns  that  powder  the  floor 
or  night. 

It  is  hopeless  insincerity,  untruth- 
fulness, and  folly  if  we  accord  indis- 
criminate praise  to  those  clear- 
visioned,  great-hearted  souls  who 
have  upon  the  whole  played  a  noble 
part  in  life.  You  and  I  desire  to  see 
in  the  lives  of  others  some  sort  of 
transformation,  some  evidence  of 
patient  combat  with  faults,  some  gain 
of  stamina,  courage,  and  charity.  A 
human  being  loses  his  humanity  and 
lovableness  and  becomes  a  statue 
when  we  portray  his  character  as 
flawless.  We  love  the  saints  of  great 
virtues  and  great  faults,  not  those  icy 
super-beings  who  picked  their  steps 
daintly  through  the  mud.  St.  Paul's 
persecution  of  the  Christians  and  his 
thorn  in  the  flesh  make  his  sermon  on 
charity  an  imperishable  gen;  St. 
Augustine's  Confessions  inspire  cour- 
age to  every  weary  but  onward-press- 
ing soul;  and  the  humanity  of  the 
Master  Christian  is  made  manifest  by 
his  pointed  rebukes  to  hypocrites,  his 
turning  of  the  money-changers  out  of 
the  temple,  and  his  weeping  at  the 
tomb  of  Lazarus.  So  in  this  portrait 
I  shall  draw  C.  P.  Zaner  as  he  ap- 
peared to  me. 

1  can  see  a  figure  in  a  light  Palm 
Be^ch  suit,  a  black  bow  tie,  walking 


with  measured  steps,  the  head  a  little 
bowed,  some  manuscripts  held  firmly 
in  the  right  hand,  the  face  serious, 
sad.  and  in  contemplation,  the  hair 
and  whiskers  brown,  straight,  and 
strong.  Again  I  can  see  him  seated 
in  his  Paige  car  guiding  it  with  steady 
hand  as  he  escorted  his  students  on 
a  tour  of  Columbus  and  its  environs. 
A  witi-i  lemark  and  then  a  twinkle 
as  we  passed  the  Hartman  farm. 


MRS.   LETTIE  J.   STROBELL. 

"Why  are  these  fences  painted 
white?"  he  asked. 

"So  that  the  blue  ribbon  horses  will 
see  the  fences  and  not  the  tin  Lizzies 
on  the  road,"  was  his  answer. 

Or  I  can  see  him  again  at  the  desk 
in  the  large  classroom,  the  whole 
figure  exhibiting  a  strange  mixture  of 
unaffected  dignity  and  an  almost 
shrinking  shyness.  The  impression 
was  of  a  man  who  looked  at  life  from 
many  points  of  view,  and  whose 
energies  had  been  repressed  rather 
than  dissipated.  Occasionally  the 
sense  of  humor  which  lay  at  the  back 
of  his  mind  found  a  quiet  vent. 

To  no  other  man  of  my  acquaint- 
ance can  these  words  of  Gibbon  be 
more  appropriately  applied,  "The  best 
and  most  important  part  of  every 
man's  education  is  that  which  he  gives 
himself."  He  mastered  his  art  by  let- 
ting it  master  him.  C.  P.  Zaner's 
success  was  attained  by  treading  the 
stony  path.  The  financial  struggles 
of  his  early  life  and  the  illness  of  his 
wife  during  his  closing  years  left 
their  impress  upon  him.  Yet  through 
it  all,  he  found  time  to  acquire  a 
knowledge  of  literature  and  philos- 
ophy such  as  few  specialists  possess. 
He  was  the  one  penman  who  could 
converse  as  fluently  on  Schopenhauer, 


Kant,  and  Spinoza  as  on  the  technique 
of  handwriting.  He  told  me  that  the 
life  of  Spinoza  had  helped  him  more 
than  anything  else  in  teaching  him 
patience"  and  fortitude.  Those  who 
knew  him  during  the  anxious  summer 
of  1916  when  Mrs.  Zaner  lay  desper- 
ately ill,  could  not  help  marvelling  at 
his   courage,  his   calmness,   his   poise. 

One  instinctively  felt  that  no  mer- 
cenary motive  ever  actuated  a  single 
act  in  his  life.  He  placed  honor  and 
his  art  before  money. 

Fortunate  indeed  are  those  who  had 
the  opportunity  of  receiving  black- 
board instruction  from  the  master — C. 
P.  Zaner.  His  blackboard  classes 
seemed  to  be  his  one  restful  activity. 
It  was  then  that  he  alienated  himself 
from  the  responsibility  of  micro- 
scopic critic  and  adviser.  Here 
again  his  wit  came  to  the  fore,  and 
this  together  with  his  friendly  com- 
ments drew  all  students  to  him.  One 
felt  that  his  "Well  done"  was  sincere, 
and  even  when  he  did  not  voice  an 
opinion,  his  face  mirrored  his 
thoughts.  , 

When  a  student  left  the  College,  he 
could  not  help  knowing  that  it  was 
good  for  him  to  have  been  there.  The 
dominant  character  of  this  quiet,  un- 
assuming man  permeated  the  institu- 
tion. 

"Kings  and  queens  are  but  acci- 
dents of  time  and  chance;"  statesmen 
and  priests  and  writers  are  often  to 
be  congratulated  upon  their  success 
just  as  we  congratulate  the  worm  in 
a  six-ounce  apple,  not  on  its  energy 
but  on  the  size  of  the  apple  which  it 
has  the  opportunity  of  devouring. 
But  a  man  immured  in  a  common 
round  of  duty,  beset  by  obstacles,  yet 
having  a  beauty  and  singleness  of  aim 
and  succeeding  in  achieving  this  air 
is  not  the  accident  of  wealth  or  the 
incident  of  social  impressiveness.  Of 
such  as  these  is  the  world  made  bet- 
ter, and  Charles  Paxton  Zaner  has  an 
honored  place  in  this  goodly  com- 
pany. 

Miss  Christine  Heffernan,  for  sev- 
eral years  a  visiting  instructor  for  the 
A.  N.  Palmer  Co.,  New  York  City,  has 
accepted  a  position  as  teacher  of  pen- 
manship in  the  Bryant-Stratton  Col- 
lege, Providence,  R.  I. 


Mr.  Hiram  Groff  of  Enola,  Pa.,  is  a 
new  commercial  teacher  in  the  Spring- 
dale,  Pa.,  High  School. 

Mr.  T.  W.  Wauchope,  recently  with 
Drake's  Business  School,  Paterson,  N. 
J.,  is  a  new  commercial  teacher  in  The 
Business  Institute,  Detroit. 


Miss  E.  Pauline  Conrad,  a  member 
of  this  year's  graduating  class  of  the 
Salem,  Mass.,  State  Normal  School, 
will  teach  the  coming  year  in  the  High 
School  at  Ludlow,  Mass. 

Miss  Mabel  Morton  of  Detroit  is  a  new 
teacher  of  shorthand  in  the  University  In- 
stitute.   Fort    Wayne.    Indiana. 


24 


RESULTS  OF  THE  "COURTNEY  SIGNATURE  CONTEST" 


ith.  Concord.  N.  H..  who  v 
rd.  Evanston,  111.,  was  aw: 
lent   on  page    7. 


nd   pr 


n   "The  Courtney  Signature  Contest." 

rk  on  page   24.     Mr.   Guillard  also   won  a   priz 


MISS  FLORENCE  FLETCHER 

Winner  of  the  Silver  Trophy,  the 
highest  award  in  this  year's  Gregg 
Writer  contest  in  shorthand  penman- 
ship, in  which  more  than  12,000  short- 
hand  writers  competed. 

Mis?  Fletcher,  19  years  of  age,  is  a 
graduate  of  Roosevelt  High  School, 
Wyandotte,  Michigan,  one  of  the  lead- 
ing high   schools  of  the   state. 

She  received  all  of  her  training  in 
shorthand  from  Miss  Lola  Maclean, 
director  of  secretarial  science,  Detroit 
Commercial    College. 

Recently  she  won  the  "Gregg  Ex- 
pert Medal"  for  writing  150  words  a 
minute  on  the  five  minute  Gregg 
Writer  transcription  test.  


€^jZ&%^ 


-y^^^^i^ 


-    ~*   -"        Vi/li        1-lYruiij 


s/g.^tt**  <Z4L~~f 


Written    by    D.    Beauchamp.    Frost    Bldg.,    Los 

Angeles,    who    will    contribute    more    of    his 

work   throughout   the  year. 


MISS    FLORENCE    FLETCHER 


trj 


//^^c^t«<n/«>^^ 


C^A^o-^ 


Written  by  E.   A.  Lupfer 


<5//ie>y3uj//i£jJ  (S'duca&T"       & 


25 


LESSONS  IN  ORNAMENTAL  PENMANSHIP  FOR  BEGINNERS 


Nos.  22  and  23  are  to  be  made  with  a  very  light  uniform  touch.  Retrace  about  8  times.  Aim  for  quality  of 
line. 

No.  24.  After  retracing  the  upright  oval  8  times  without  lifting  the  pen  swing  to  the  horizontal  oval.  This  will 
prepare  you  for  making  horizontal  ovals. 

No.  25  is  also  an  important  exercise.     See  that  both  ends  are  even  and  that  the  top  is  no  heavier  than  the  bottom. 

Nos.  26  and  27.  These  exercises  will  require  considerable  effort  to  space  properly.  Get  down  strokes  an  even 
distance  apart  and  as  light  as  possible. 

No.  28.  Again  keep  the  downward  strokes  evenly  spaced,  the  thickest  part  of  the  shade  should  be  above  the 
center,  and  the  turn  at  the  bottom  should  be  a  hair  line.     Develop  a  snappy  up  and  down  pressure  on  the  shades. 

No.  29  is  the  reverse  of  28.  Study  the  copy  and  see  if  you  can  make  each  as  uniform  in  spacing.  Roll  them 
off  freely. 

No.  30  is  intended  to  prepare  you  to  get  the  general  shape  of  the  stroke  used  in  so  many  of  the  letters  like 
M  and  N.     Get  the  shape  of  the  stroke  without  shading  heavily. 

No.  31  is  the  same  as  30  with  the  exception  of  the  shade  which  should  be  low  and  snappy.  Keep  the  right 
side  of  the  shade  fairly  straight.     Snap  the  shade  off  at  the  base  line. 

No.  32  has  a  different  beginning.  The  first  oval  should  be  horizontal.  Start  a  little  above  the  base  line.  Watch 
slant. 

No.  33  is  used  quite  frequently  by  penmen.     You  should  master  it.     Get  full  graceful  beginning  loops. 

Make  hundreds  of  these  exercises  if  necessary  to  make  them  well. 

Nos.  34  and  35  show  different  styles  and  are  easy  to  master.  Watch  the  parallel  effect  and  the  placing  of 
shades. 

Nos.  36-37-38  and  39.  These  beginning  strokes  when  thrown  together  so  that  they  overlap  systematically  make 
a  very  beautiful  exercise.  Some  of  the  important  things  to  watch  are  spacing  and  parallel  lines.  See  that  all  cross- 
ings are  at  right  angles  or  nearly  so. 

If  you  do  not  have  a  good  penholder  write  to  the  Business  Educator  regarding  a  good  holder.  Possibly  your 
holder  can  be  adjusted  so  that  it  will  work  better. 


Mr.  M.  A.  Albin.  the  well  known  penman 
and  commercial  educator  will  be  connected 
with  the  Texas  Business  Institute,  Houston. 
Texas,    this    coming    year. 

Mr.  Jacob  Stratman.  last  year  commercial 
teacher  in  the  Winterset,  Iowa,  High  School 
will  teach  the  coming  year  in  the  High 
School  at   Fort   Dodge,   Iowa. 

Mr,  Arthur  J.  Sullivan  of  Danvers.  Mass.. 
a  member  of  the  1927  graduating  class  of 
the  Salem,  Mass.,  State  Normal  School,  will 
teach  the  coming  year  in  the  Cumberland. 
Md„    High   School. 

Mr.  J.  L.  Baker,  last  year  with  the  Actual 
Business  College.  Akron,  Ohio,  is  a  new 
commercial  teacher  in  the  Atlantic  City,  N. 
J.    High   School. 


High 


Mr.  John  J.  Sexton,  recently  with  the 
Drake.  Business  College,  Jersey  City.  N.  J. 
is  a  new  commercial  teacher  in  the  Me- 
chanicsville,    N.    Y..    High    School. 

Miss    Irene   L.    Hapgood,    for    several   years 
a    commercial    teacher    in    Wrenthar 
will     teach     the     coming    year    in     1 
School  at  Billerica,  Mass. 

Miss    Frances    Emmert   of   Winon 
has    accepted    a    position    to    teach 
coming    year    in    the    High    School 
City,    Iowa. 

Mr.   Henry   M.   Garvey,   a   membe 
year's  graduating  class  of  the  Sale] 
State     Normal     School,    will     teach 
cial  work  the  coming  year  in  the  Glo 
Mass.,    High   School. 


Miss  Flora  Moeckel  of  Greeley,  Colo.,  is 
a  new  commercial  teacher  in  the  Holden, 
Mo..   High   School. 

Miss  Maude  E.  Goodhue  of  Chicago  has 
recently  accepted  a  position  to  teach  com- 
mercial work  in  the  Munhall.  Pa.,  High 
School. 

Miss  Gladys  Bahr,  last  year  with  the 
Marinette,  Wis.,  High  School,  will  teach  the 
coming  year  in  the  Withrow  High  School. 
Cincinnati. 

Mr.  Harold  S.  Pray  of  Sheboygan  Falls, 
Wis.,  is  a  new  commercial  teacher  in  the 
High   School  at   Medina,   N.  Y. 

Miss  Page  Fry  of  Washington.  D.  C,  ia 
a  new  teacher  of  typewriting  in  Rider  Col- 
lege,  Trenton,   N.   J. 


26 


*f     £^&u&niM&&uxi&r      ®> 


MIDNIGHT  IN   THE  CLASS   ROOM 

By    Susie   Hathaway   And    Her   Fifth 

Grade  Pupils,  Laurel  Ave.  School 

Binghamton,  N.  Y. 

One  night  as  the  moon  looked 
through  the  window  of  the  5  B  Class 
Room  she  was  amazed  to  see  tiny  fig- 
ures running  about  the  room  and 
jumping  upon  the  desks.  After  she 
had  polished  her  spectacles  and  had 
looked  a  little  more  closely  she  found 
that  these  figures  were  the  letters 
from  the  perception  strips  on  the  wall. 
In  one  corner  of  the  room  papers 
were  being  snatched  from  a  boy's 
desk  and  scattered  about.  Then  a  tiny 
voice  said,  "I  think  it's  quite  dreadful 
the  way  John  makes  me  look.  I  am 
not  round  shouldered.  If  he's  going 
to  use  me  at  all,  he  ought  to  treat  me 
fairly  and  let  me  stand  up  in  the  way 
that  a  real  live  letter  should." 

Looking  over  the  shoulder  of  the 
indignant  little  figure  the  moon  saw 
the  Capital  A  made  like  this: 


But  A  wanted  to  look  like  this: 


of  my  head  and  sometimes  down  on 
my  ears.  I  don't  want  to  look  like 
Ch*ai'He  Chaplin  or  Charlie  Puffy 
either."     This  is  what  the  moon  saw: 


But  it  wanted  to  look  like  this: 


Capital  0,  standing  in  the  chalk 
tray,  was  rapping  on  the  board  with 
the  pointer.  He  was  calling  the  at- 
tention of  his  friends  L,  D  and  E  to 
the  way  Mary  had  made  him  when 
she  wrote  October  and  Owen. 

I  want  my  hair  neatly  parted  on 
the  side  and  not  allowed  to  stand 
straight  up  on  my  head.  I  don't  want 
to  be  over-weight  or  under-weight 
either."    This  is  how  he  looked: 


10'   under 
weight 


20''   over 
weight 


But  he  wanted  to  look  like  this: 


The  moon  felt  like  hiding  her  face 
because  she  was  so  ashamed  of  John 
but  her  attention  just  then  was  drawn 
to  another  part  of  the  room  by  a  voice 
louder  than  the  rest. 

"I  just  can't  endure  the  way  these 
boys  and  girls  use  my  hat.  Some- 
times it  is  placed  away  up  on  the  top 


The  confusion  was  becoming  so 
great  that  the  moon  glanced  about 
the  sky  for  a  cloud  behind  which  she 


could  hide.  Then  suddenly  Capital  J 
jumped  to  the  top  of  the  teacher's 
desk  and  called  all  the  letters  to  or- 
der. He  said  that  instead  of  scolding, 
they'd  better  decide  what  to  do  to  im- 
prove the  situation.  The  plan  was 
made  to  project  some  animated  lines 
into  the  air.  Whenever  a  pupil  be- 
came careless  in  his  use  of  a  letter, 
these  lines  should  be  caused  to  circle 
about  before  him  attracting  his  at- 
tention. Then  these  lines,  one  follow- 
ing another,  should  go  straight  to  the 
perception  strip  on  the  wall  and  take 
their  place  there  upon  the  misused 
letter.  This  process  should  be  re- 
peated until  the  pupil  showed  greater 
care. 

When  the  5  B  class  came  to  the 
room  in  the  morning  everything  was 
in  order  and  the  boys  and  girls  never 
knew  just  how  it  happened  that  they 
were  really  trying  to  improve  their 
writing. 


A  catalog  with  many  specimens  of 
penmanship  has  been  received  from 
that  enthusiastic  penman  and  com- 
mercial teacher,  Frank  A.  Krupp,  In- 
terstate Business  College,  Fargo,  N. 
Dak. 


Mr 


Larson 


Mo.,    and    Miss    Lenora 
Mo.,    are    two    new    con 
The    Mankato    Commerc 
Minn. 

Miss   Gladys    Dyer,    fc 
a     commercial      teacher 


nelly  of  Springfield, 
(rown  of  Chillicothe. 
mercial  teachers  in 
al    College.    Mankato. 


II, 


last  few  years 
the  Gloucester, 
cepted  a  similar 
High    School    at 


ly. 


Mass..  High  School,  h 
position  to  teach  in 
West  Haven.  Conn. 

Miss     Ellen     Rosnell     of     East       ■ 
Mass..    and    Miss    Dorothy    Ellis    of 
Mass..     members     of     the      1927      g 
class    of     the    State    Normal     School.    Sal 
Mass..    will    teach    the    coming    year    in    the 
High    School    at    Westport.    Mass. 

Miss  Elsie  J.  Kunze  of  Easton.  Md..  is  a 
new  commercial  teacher  in  the  High  School 
at  St.  Michaels.  Md. 

Mr.  W.  Guy  Roseberry,  for  several  years 
Secretary  for  the  Sun  Light  Power  Co.. 
Wilmington,  Del.,  has  recently  accepted  a 
rosition  to  teach  in  the  Commercial  De- 
partment of  the  Universal  Institute,  Fort 
Wayne.    Ind. 

Mr.  O.  H.  Schraaf  of  Shreve.  Ohio,  is  a 
new  commercial  teacher  in  the  Arnold.  Pa- 
High    School. 

Miss  C.  Aileen  Snyder,  recently  with  the 
Clairton.  Pa..  High  School,  has  accepted  a 
position  to  teach  commercial  work  in  the 
High  School  at  Hanover,  Pa. 
.  Mr.  Charles  D.  Newbegin,  for  the  last 
few  years  head  of  the  commercial  work  in 
East  Creenw.ch.  R.  I  .  Academy,  is  a  new 
comm-rcial  teacher  in  the  Rogers  High 
School.    R.    I. 

Miss  Mildred  K.  Gardner,  recently  a  com- 
mercial teacher  in  the  Mapleton,  Maine. 
High  School,  has  been  chosen  or  similar 
the    new    High    School    nt    Swansea. 


Ma 


Mil 


Helen   Higgins  of  South  Pa 
new       commercial       teachei 


Ma 


the 


Wealhersfield,    Conn..    High    School. 

Miss  Mary  O.  Andrews  of  Oxford,  Pa.. 
will  teach  the  coming  year  in  the  Commer- 
cial Department  of  the  Spring  City.  Pa- 
High    School. 

Miss  Gladys  A.  Cunningham  of  Castine. 
Maine,  is  a  new  commercial  teacher  in 
Maine     I  rntr.il      Institute.      Pittsfield.      Maine. 

Mr.  Joseph  J.  Maney,  for  the  last  few 
years  a  commercial  teacher  in  the  Fitch- 
hurg.  Mass..  High  School,  has  recently  ac- 
cepted a  position  to  teach  in  the  High 
School   at   Grantwood.   N.    J. 


>s//u  'Jtiuj/zitjj C<6ua/rr       $> 


21 


THE  LETTER  OF  APPLICATION 
By  Roland   F.   Eberhart,   Commer- 
cial   Department,    Monrovia 
(Calif.)    High    School 
For  Use  in  Salesmanship,  Business 
Correspondence,    and    Office 
Training   Classes 


Nearly  every  one  is  required  sometime  to 
write  one  or  more  letters  of  application  for 
a  position.  Young  persons  especially  are 
confronted  with  this  task  after  leaving 
school.  If  such  a  letter  is  written  to  the 
point  and  in  accordance  with  the  best  us- 
age the  applicant  is  much  more  likely  to 
receive  proper  consideration  than  if  the 
letter  is  unbusinesslike. 

Mr.  Eberhart  is  here  generously  giving 
the  readers  of  The  Business  Educator  th» 
benefit  of  the  instruction  he  gives  his  stu- 
dents   in    his    high    school   classes. 

Young  persons  should  give  this  subject 
some  attention  before  being  called  upon  to 
act.  To  know  how  to  write  such  letters 
may    save    embarrassment   later. 

To  say  what  should  be  said,  and  not 
more;  to  arrange  it  properly  on  the  page, 
spell  and  punctuate  correctly,  are  some  of 
the  points  in  the  letters  explained  by  Mr. 
Eberhart. 

Then,  as  all  are  well  aware,  rapid.  leg- 
ible business  penmanship  is  one  of  the  chief 
points  of  merit  in  such  a  letter. 


A  Suggestive  Outline  for  a  Letter 
of  Application: 

I.  Introduction,  naming  the  posi- 
tion for  which  you  are  applying. 
Mention  how  you  heard  of  the  open- 
ing. 

II.  Education,  experience,  age, 
and  other  data  of  interest  to  the 
employer.  State  your  qualifica- 
tions. 

III.  References  and  credentials. 

IV.  Conclusion. 

The  following  suggestions  will  be 
of  assistance.  Observe  them  care- 
fully. 

1.  Use  plain  paper,  of  a  good  qual- 
ity. Business  size  is  8%  x  11  inches. 
The  envelope  should  match. 

2.  Write  on  one  side  of  the  paper 
only. 

3.  The  letter  should  be  typewrit- 
ten, if  possible,  in  order  to  give  the 
appearance  of  brevity.  Single  space 
the  letter,  with  double  spaces  between 
paragraphs.  If  you  are  applying  for 
a  position  as  a  clerk  or  a  bookkeeper, 
inclose  a  specimen  of  your  writing. 

4.  If  your  letter  is  typewritten, 
try  to  limit  it  to  one  page. 

5.  Be  sure  to  cover  all  items  men- 
tioned in  the  advertisement.  Be  frank 
but  modest.  Express  confidence  in 
your  ability  to  fill  the  position. 

6.  Never  refer  to  a  former  em- 
ployer or  instructor,  unless  he  has 
given  you  permission  to  do  so. 

7.  When  mentioning  salary,  con- 
sider carefully  your  ability  and  ex- 
perience. Also  try  to  find  out  what 
salaries  are  paid  for  such  positions, 
in  the  neighborhood  where  you  wish 
to  work. 

8.  When  answering  a  "blind"  ad- 
vertisement, such  as  "B  121,  Monrovia 
News,"  this  address  should  have  the 


number  of  the  advertisement  on  the 
first  line,  the  name  of  the  publication 
on  the  next  line,  and  the  name  of  the 
city  and  state  on  the  third  line.  Use 
"Gentlemen:"  or  "Dear  Sir"  as  a 
salutation. 

9.  It  is  very  important  that  you  do 
not  crowd  all  your  information  into 
one  paragraph.  Facts  stand  out  more 
clearly  in  short  paragraphs  than  they 
do  when  packed  together  into  long 
ones.  Follow  this  advice  in  the  writ- 
ing of  most  business  letters. 

The  opening  paragraph  of  the  letter 
of  application  is  very  important.  The 
following  paragraphs  will  suggest 
ways  of  beginning  your  letter  of  ap- 
plication: 

Please  consider  me  an  applicant  for 
the  position  of  salesman,  which  was 
advertised  in  this  evening's  "Mes- 
senger." 

You  advertised  this  evening  in  the 
"Times"  for  a  bookkeeper  who  is  neat 
in  his  work,  accurate,  and  dependable. 
I  have  these  qualifications,  and  am  ap- 
plying for  the  position. 

I  have  the  qualifications  which  fit 
me  to  fill  satisfactorily  the  position 
of  stenographer  in  your  office,  adver- 
tised in  the  "Tribune"  of  February  8. 

Mrs.  Elizabeth  B.  Snell,  Appoint- 
ment Secretary,  Stanford  University, 
has  just  informed  me  that  you  are  in 
need  of  an  instructor  in  the  Commer- 
cial Department  of  Monrovia  High 
School,  and  I  am  applying  for  the 
position. 

The  Employment  Department  of 
the  Remington  Typewriter  Company, 
Pasadena,  has  informed  me  that  you 
are  in  need  of  a  typist  who  can  take 
dictation  on  the  machine.  Please  con- 
sider me  an  applicant  for  the  position. 

If  there  is  a  vacancy  open  in  your 
filing  department,  I  wish  to  be  con- 
sidered an  applicant. 


A  few  suggestions  in  regard  to  refer- 
ences: 

Give  complete  titles  of  persons  to 
whom  you  refer.  Indicate  the  position 
of  each  person. 

Tabulate  the  names  of  the  people 
to  whom  you  wish  to  have  your  future 
employer  refer. 

Give  complete  addresses,  and  if  pos- 
sible, the  telephone  number  of  each 
name  you  have  listed. 

Select  about  three  persons  best 
qualified  to  write  concerning  your 
work,  and   ability  to  fill  the  position. 


Suggestions    concerning    the    Conclu- 
sion: 

The  conclusion,  like  the  introduc- 
tion, should  be  brief. 

Ask  for  a  personal  interview,  and 
tell  how  you  may  be  reached  by  tele- 
phone, as  well  as  by  letter;  for  ex- 
ample: 

"May  I  have  an  interview  with 
you,  in  regard  to  this  position,  at 
your  office?  My  telephone  number 
is  Black  445.  My  address  is  given 
on  the  stamped  envelope,  which  is 
inclosed  for  reply." 


205    West    Palm    Av 

Monrovia.    California 
SX    634  December    20.    1927 

Chronicle    Office. 
Menrovia.    California 
Gentlemen: 

You  advertised  in  this  morning's  Chron- 
icle for  a  stenographer  who  has  had  at 
least  four  years'  experience.  You  require 
that  the  applicant  turn  our  transcripts  rap- 
idly, and  with  accuracy.  I  have  the  quali- 
fications which  fit  me  to  fill  this  position 
satisfactorily. 

I  am  twenty-four  years  of  age.  and  am 
a  graduate  of  Monrovia  High  School,  and 
also  of  the  Efficiency  Business  College  of 
Pasadena.  1  have  had  four  years'  exper- 
ience as  a  stenographer  for  Smith.  Brown 
and  Company,  hardware  dealers  of  this  city, 
and  am  at  present  the  stenographer  for  Mr! 
James  V  Tuttle,  a  Monrovia  attorney.  1 
can  take  dictation  at  140  words  a  minute, 
and  am  able  to  typewrite  at  the  rate  of  80 
words  a  minute.  A  special  course  in  Filing 
and    Office    Training    has    made    me    efficient 

If  you  desire  information  concerning  my 
character,  and  ability  as  a  stenographer.  1 
am  permitted  to  refer  you  to  my  former 
teachers   and   employers   below: 

Mr.     A.     R.     Clifton.     Superintendent    of 

Schools.    Monrovia.   California 
Mr.    Phillip    Roberts.    Manager    of    Rob- 
erts   Business    College.    Pasadena    Cal- 
ifornia. 
Mr.   P.  A.   Smith,  c/o  Smith.   Brown  and 

Company.    Monrovia.    California. 
Mr    James   V.   Tuttle.    112    South    Myrtle 
Avenue.    Monrovia.    California. 

orh  Wll'ngJ,Ve  me  P'easure  to  «f«  y°u  to 
other  well-known  business  men  of  this  city, 
who  can  give  you  further  information  con- 
cerning my  character,  and  ability  as  an  ac- 
curate  and   efficient   shorthand  writer. 

May   1    have  an    interview  with    you,   in   re- 
gard to   this   position,  at  your  office   to-mor- 
B°:e??3rr8?       My     tele"h°-     n«»ber     is 
Yours   very  truly, 

Albert    R.    Davidson 

P.    S. 

The  Efficiency  Business  College,  from 
which  I  was  graduated,  is  now  under  a  dif- 
ferent management,  the  name  now  being  the 
Roberts  Business  College.  Mr.  Roberts,  the 
manager,  was  my  shorthand  instructor  at 
the   first-mentioned   school. 

A.  R.   D. 


1020    North    Sutter    Street 
Stockton.    California. 
February    10,    1927 
The   J.    N.    Brown   Company 
542    North    Fourteenth   Street 
Sacramento,   California 
Attention    Mr.    Seth    Brodd. 
Gentlemen: 

The  Employment  Deoartment  of  the  Pas- 
adena branch  of  the  Underwood  Typewriter 
Company  has  informed  me  that  you  are  in 
need  of  another  stenographer  in  your  Sac- 
ramento office.  Please  consider  me  an  ap- 
plicant   for    the   position. 

My  educational  qualifications,  briefly,  are 
as    follows: 

I  was  graduated  from  the  Commer- 
cial Department  of  Monrovia  High 
school   in   June.    1925. 

In  1926  1  was  graduated  from  the 
Bookkeeping  and  Shorthand  Depart- 
ments of  Heald's  San  Jose  Business 
College. 

The    thorough    training    received    at    these 
schools    gives    me    confidence    that    1    can: 
Take    dictation     accurately    and     rap- 
idly,   as    well    as    transcribe    it    in    the 

Keep  office  affairs  to   myself. 

Spell  correctly,  punctuate  and  cap- 
italize   properly. 

Arrange  letters  in  the  right  manner 
on  your  letterheads. 

Fold    a    letter    in    the    right   way. 
File    letters — and    find    them. 

Make  out  the  business  forms  used  in 
your    office. 

Meet  callers  courteously. 

Operate  your  Mimeographs.  Ad- 
dressograph,  calculating  machines,  and 
other    office    devices. 

(Continued  on  page  32.) 


28 


^MJ&u4/n4M&&ua£r       & 


SUPERVISOR? 

By  MILDRED  MOFFETT 

Miss  Moffett  has  had  wide  e: 
educational  work;  first  as  a  grade  teacher, 
then  as  a  handwriting  supervisor,  and 
later  as  a  field  supervisor.  As  a  result  of 
this  experience  she  has  acquired  many  ideas 
relating  to  handwriting  some  of  which  she 
presents  in  the  following  article.  We  hope 
to  publish  articles  from  her  pen  quite  fre- 
quently in   the   future. 

During  the  past  six  years,  serving 
as  field  Supervisor  of  Handwriting,  I 
have  been  frequently  called  upon  to 
talk  with  the  large  groups  of  elemen- 
tary teachers  about  improved  meth- 
ods of  teaching  the  subject. 

Many  times  I  have  been  introcdued 
as  the  Writing  Inspector.  Naturally 
after  such  an  introduction,  it  takes 
some  time  to  live  down  the  false  title, 
and  get  to  the  real  business  of  the 
hour:  A  lively  discussion  of  modern 
methods  of  teaching,  applied  to  hand- 
writing. 

Having  been  dubbed  Inspector  so 
many  times,  I  began  to  wonder  if 
Writing  Supervisors  in  general  were 
looked  upon  as  mere  Inspectors. 

Observation  leads  me  to  believe  it 
is  only  too  true  in  many  instances. 

Many  so  called  Supervisors  send  out 
elaborate  outlines  yearly,  stressing 
one  "Fetish"  after  another  merely  to 
keep  teachers  and  pupils  busy  and 
stirred  up  to  show  results  in  the  An- 
nual Exhibit. 

Each  year  teachers  and  pupils  are 
called  to  account  for  certain  "bad 
spots"  in  the  writing  and  are  in- 
formed forcefully,  that  something 
must  be  done  about  it.  Naturally  the 
teachers  stress  the  "Fetish"  desig- 
nated in  the  new  outline. 

Of  course  the  Inspector  sees  won- 
derful improvement  in  class  rooms 
where  teachers  faithfully  follow  the 
Big  Idea  during  that  term. 

However,  I  dare  say  if  the  research 
department  made  a  true  survey  of 
conditions  ,that  the  Supervisors  only 
defense  would  be  the  old  excuse,  "the 
teachers  can't  write  and  the  Superin- 
tendent won't  make  them  get  a  writ- 
ing certificate."  Teachers  don't  have 
to  be  forced  to  attend  the  Supervisors 
classes  when  they  know  they  will  re- 


ceive help  rather  than  caustic  criti- 
cism. 

It  seems  to  me  that  a  general  sur- 
vey of  handwriting  as  to  speed  and 
accuracy  of  performance  and  applica- 
tion in  all  daily  work,  is  the  only  sane 
basis  for  planning  ways  and  means  of 
improvement. 

Supervisors  would  do  well  to  inter- 
est the  indifferent  teachers  by  calling 
upon  them  for  some  little  assistance 
in  tabulating  results  of  the  survey 
and  soliciting  some  ideas  from  them. 

I  find  that  all  teachers  are  not  only 
willing  but  eager  to  attend  meetings 
or  classes  if  there  is  the  faintest  pros- 
pect of  getting  real  help. 

Remember  though!  She  wants  to 
know  how  to  get  Bobbie  Evans  down 
to  business  with  a  pen,  and  why  he 
can't  write  legibly  when,  really  he 
reads  beautifully  and  is  a  nice  child. 

It's  our  business  fellow  Supervisors 
to  recognize  her  problem  and  be  able 
to  help  her  get  Bobbie  on  the  job; 
rather  than  to  put  her  off  with  the 
statement  that  none  of  that  Evans 
tribe  can  write  —  they  are  all  freaks, 
etc.,  and  she  needn't  expect  much  of 
Bobby.  Face  facts  squarely  —  Are 
they  freaks  or  just  victims  of  neglect 
and  poor  teaching? 

The  time  is  past  when  Supervisors 
can  get  by  with  a  snappy,  showy  les- 


R.  C.  Rudd,  Canada's 
Wiz:ard  Card  Writer. 
Your  name  beautifully 
written  in  various  de- 
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including  colored  cards, 
inks,  comics,  etc. 
Set  of  eighteen,   50c. 

Orders  Promptly  Mailed 


9  Ryerson  Ave.,    Toronto,  Ont.,  Canada 


son  now  and  then;  using  the  old  time 
formula: 

Attention! 

Feet  flat. 

Back  straight. 

Everybody  ready. 

Roll  on  your  muscle. 

Show  me  where  your  muscle  is. 

Ready,  ready  roll,  roll. 

Roll  with  me  —  count  with  me; 

One,  two,  three,  four,  etc. 

She  or  he  must  be  an  able  teacher 
and  leader  rather  than  a  driver  or 
military  officer.  ffcer. 

ENGROSSER 

Wanted,  good  letterer  and  illuminator,  won- 
derful proposition  to  right  man.  also  a  be- 
ginner, good  chance  to  learn  the  business 
and  advancement. 

The  Harris  Studio 

Engrossers-Illuminators 

Designers 

Engrossers        Supplies 
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140    S.    Dearhorn     St. Chicago 

DIPLOMAS     AND     CERTIFICATES 

Neatly  Engrossed 
An  Alphabet  Print.  11x14,  for  the  ilium- 

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Illuminated    Border   Design $1.00 

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study    $10.00 

This  offer  is  special  and  less   than  usual  price. 

GOOD  WORK  ASSURED 

J     D.    CARTER,    740    Rush    St..    Chicago 

EDWARD  C.  MILLS 

Script  Specialist  for  Engraving  Purpose* 
P.  O.  Drawer  982  Rochester.   N.  Y. 

The  driest  script  obtainable  for  bookkeeping  illustrations. 

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No.  1 — For  fine  business  writing,  l  gross  $l.r,0;  %  gross 
40r.  postpaid.  Mills'  Medial  Pen  No.  2— A  splendid 
pen  of  medium  fine  point.  1  gross  $1.25;  K  gross  3".c. 
postpaid  Mills'  Business  Writer  No  8— The  best  for 
business,  1  gross  (1.25;  '*   cross  3>.  postpaid.     1  dor. 

of  cn-h  nf  the  ah'Vfr  three  slvlpt  of  pens  by  mail   for  4f)c. 


LEARN  AT  HuML  DURING  SPARE  TIME 
Write  for  book.  "How  to  Become  a  Good  Pen- 
man." and  beautiful  specimens.  Free.  Your 
name  on  card  if  you  enclose  stamp.  F.  W. 
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By   Arthur    P.    Myers.   York.   Penna. 


^     <5MJ&uJ/n^&&uafir 


29 


I9,  ^BvtV^*^ 


(T1 


It 

CliarlnfC 

riitrrJjinsiii! 


r-  -s"" 


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it 


M* 


trivir 


in  rccomtirtori  of 
tp,e  tuitrjnil  am) 
cjjGetiralury  sconces 

of-  tbvOtnCV' 


lullrn 


,'i         cliairnian   SooarS    of~ 


Wraith  fcrraimncvs. 
tittb  tu  token  of- 
nic  l)tu,n,  personal 
esteem  aitb  frafen. 
nal  roquro  in  which 
no  is  nole<  bv^  tne 
members  of- 


i^ll     clll     tO    W>boiU   triCSC 

^9rcsoiits  shall    come 


g^ing- 


liiiOxTrnTrlitiiir 

jq  was   unanimously 

olocroo   an 

of-  mis  £obge  ano 
}'ts  name  nas  i>ecu 
iccorboo  as  Sucr)  t\-)iS 
sixteenth  \ty  or  (Pcto- 
Ivi;  AQ.  1^24.  .-!.£.  59C4: 

fnBinir®]PI[ruTif 

/f  ho  nave  hereunto 

[/  |  Sot"  our    Ratios    aito 

euusoo   me    soul  of 

the  iioae  to -ho  afhxcb. 


Album   pages   engr 


Studio,    Chicago. 


30 


4?     <5^&ud/n^&/iuxifir      & 


A   gem  by   the  late   W.   E.    De 


'Penmanship: 


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PRACTICAL  COURSES  for  beginners 
and  advanced  students.  Preparatory  train- 
ing for  teaching,  and  ENGROSSING 
SCRIPTS  taught  in  the  shortest  possible 
time,  at  the  least  expense.  MASTER  POSITIONS  of  SCIENTIFIC  PENHOLDING 
for  producing  ADVANCED  SCRIPTS  C  A  T  T  <i  I?  A  PT  T  O  M 
a  SPECIALTY.  The  Watchword  is:  C5 /A.  1  IOTjUj  i  IV^IX. 
Persona!  Instruction  and  Lessons  by  Mai!.    Write  today.    TERMS  reasonable.    Address 

Francis  L.  Tower,   Artist  Penman 
501  PLEASANT  STREET,  HAMMONTON,  NEW  JERSEY 

Watch  for  advertisement  in  the  November  issue  of  the  Business  Educator. 

A    PROFITABLE    VOCATION 

Learn  to  letter  Price  Ticket!  and  Show  Card».  It  1)  easy  to  do  RAPID.  CLEAN  CUT  LETTERING  with  our 
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prepaid  tl  00  PRACTICAL  COMPENDIUM  OF  COMMERCIAL  PEN  LETTERING  AND  DESIGNS 
100  Pages  8x11.  containing  122  platei  of  Commercial  Pen 
alphabets  finished  Show  Cards  In  colors,  etc. — a  complete 
Instructor  for  the  Marking  and  Shading  Pen.  prepaid.  $1. 
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Dept.    B  PONTIAC.    MICH..    USA. 


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Try  the  NEW  AND  IMPROVED  MAGNUSSON  PROFESSIONAL  PEN- 
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they  are  far  more  useful  and  beautiful  than  many  penholders  selling  for  nearly  twice  the  price 
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OSCAR  MAGNUSSON 

208  N.  5th  St., 
Quincy,  III. 


Established  1874. 

8-1 
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12- 
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grade 


untitles  to  teachers  and  dealers.  Write  for  prices. 


Teachers  — 

The  SOUTHERN   SCHOOL  JOURNAL   is 

an  exponent 

of   the  best   in 

Education.    Each  issue 

contains  articles  undei 

the  following 

headings: 

SCHOOL 

ADMINISTRATION. 

SCHOOL 

SITKRVISION. 

SCHOOL 

TECHNIQUE  AND 

CLASS   WORh 

SCHOOL 

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Published  at 

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BLANK  CARDS 

We  can  furnish  almost  any  kind  of  blank 
cards  that  may  be  desired.      When  ordering 

ff"™?  ■SmpIeQ°fJthae  Si2e  and  kind   d«i«d. 
./possible.       Send    5     cents    for    sample,    o 
hlte,    black    and    colored    cards    listed 


ith. 


100    by    mail,   postpaid $   J0 

500    by    express ,  w 

1000    by    express "'    2  on 

Colored  Cards    6  criers    at  ssme  price 
PANELED  CARDS 
Paneled     cards     are     something     that     are 

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will     find    that    persons    are    willing    to    oav   I 
cTrcf    f°DKa    P?ne'Led    "rd    tha"    f"'   -    pUta 

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50°u    byy    e^resT^  ** 

1000    by   express  H% 

BLACK    CARDS 
testing     many     different     makes    of 
.rdboard.    we    believe    that    the    cards 
offering    for    sale    possess    the    best 
surface   that   can   be    found. 

ards    by   mail,   post.-aid $  .30 

500    cards    by    express 1.00 

1000    cards    by    express 2  00 

Try  our  white  ink  and  black  cards.     They 
are   positively    the    best    that    can    be   had. 

Write     for    complete    catalog    of    penman- 
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DALLAS.  TEXAS 


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A  monthly  magazine  of  instruction  for 
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SUBSCRIPTION 

U.   S.  and  possessions $2.50,  12  issues 

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jf      k?/u  rj6uj//i<:jj  C</fua6r       & 


31 


JOHNNY,   THE   HOOKEY   PLAYER 

(Continued   from   page    18.) 

with  me  has  me  stopped  a  dozen  ways 
in  playing  truant.  I  remember  what 
you  had  done  for  me  and  I  thought 
that  perhaps  you  would  do  the  same 
for  this  lad." 

And  it  came  to  pass  that  Joe  Pol- 
okie  was  made  acquainted  with  the 
old  teacher. 

All  three  clasped  hands  and  the  old 
mentor  said,  fervently: 

'May  the  Good  Lord  add  his  bless- 
ing to  "the  young  brother  as  he  has  to 
the  older  brother." 

BUSINESS  COLLEGE  FOR  SALE— Doing 
>rofitable  business,  in  the  fastest  growing 
y  in  the  Ozarks.  Splendid  opportunity  for 
iband  and  wife  or  two  young  men.  Address 
t  6O6,  c/o  Business  Educator,  Columbus,  O. 


Tour  Visit  to  New  Yorl^ 

may  be   anticipated  with  more 
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Proprietor 


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Gillott's  Pens  stand  in  the  front  rank  as 
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here    are    s 


this 
e   of 


year.   July  an 
the    places    fo 


AUGUST  BUSINESS 

ght 


Wiich 


a   sub 

DOI 

mal    dema 

nd 

for 

teache 

s,   b 

it 

nees    w 

're 

taken:    H 

gh 

Sr.h 

sols    in 

Mn 

J.;       Me 

dina.     N.    Y.- 

Glouc 

ester. 

Mas 

Philadelph 

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rma 

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32 


^     <5^&utin<M&&u*i&r      & 


THE  LETTER  OF  APPLICATION 

(Continued   from   page   2  7.) 
Act    with    initiative    and    tact    at    all 
times. 

My   age   is   nineteen.      I    live   with    my    par- 
^ts,   at   the  address    given  above. 


J.  N.   B.  Co.— 2. 

My  training  at  Monrovia  High  School, 
and  at  Heald's  Business  College  has  been 
thorough,  the  Commercial  Department  o  f 
the  last-named  school  duplicating  actual 
business   work. 

In  regard  to  my  character  and  ability.  I 
am   given   permission   to    refer   you    to: 

Mr.   A.    R.    Clifton.    Superintendent    of 

Schools,   Monrovia.   Calif. 

Miss    M.    B.    Thorne.    c/o    Commercial 

Department.     Monrovia     High     School. 

Monrovia.   California. 

Mr.    J.    W.    Nixon.      Manager     of      the 

Heald's      Business      College.      San      Jose. 

California. 

It  will  be  greatly  appreciated  if  I  may 
have  an  interview  with  you.  at  any  time 
most  convenient  to  you.  The  matter  of 
salary  can  be  decided  after  you  have  had 
the  opportunity  of  seeing  for  yourself  what 
quality  of  work   I    turn  out. 

Janet    MacLean. 

P.    S. 

Stamped    envelope    is     inclosed     for    reply. 
If    more    convenient,    you    may    reach    me    by 
telephone,   my    number    being   Black    445. 
J.    McL. 


Open  punctuation  of  the  block  form 
was  used  in  the  headings  and  com- 
plimentary addresses. 

The  indented  style  of  headings  and 
complimentary  addresses,  as  well  as 
of  paragraphs  may  be  preferred  by 
other  applicants. 


The  following  list  of  words  will  be 
of  assistance  to  the  student  who  is 
writing  a  letter  of  application.  A 
study  of  the  syllabication  of  these, 
and  of  all  words  used  in  writing  let- 
ters, is  extremely  important,  and  well 
worth  the  writer's  time. 

accurate  applicant 

application 


A  good  suggestion  to  the  applicant: 

If,  after  ten  days,  you  have  not  re- 
ceived an  answer  to  your  letter,  send 
a  courteous  "follow-up  letter." 

The  following  letter  will  offer  sug- 
gestions: 

(Heading      and      complimentary      address 
omitted'. 
Centlemen: 

On  February  10,  1  wrote  you  a  letter,  in 
regard  to  the  stenographic  position,  which 
you   advertised   in   the   Sacramento   Bee. 

An  interview  will  be  greatly  anpreciated. 
I  am  certain  that  I  can  convince  you  of 
my  ability  to  fill  the  position  with  absolute 
satisfaction. 

A  reply,  at  your  earliest  convenience  will 
be   greatly   appreciated. 

Yours  very  truly, 

P.  s. 

A   stamped   envelope   is 'inclosed    for    reply. 
J.    McL. 


W.  G. 

Roseberry   has   accepted    the  princi- 

palship 

of      the      Universal      Institute,      Fort 

Wayne, 

Ind.    Mr.  Roseberry  is  a  very  skillfu 

penman. 

The    above    cards    were    written    by 

him. 

Miss    Letha    Bogart    of    Millville, 

Pa.,    is    a 

new     commercial     teacher     in     the 

Watson 

town.    Pa..    High    School. 

Meub's  Professional 

Black  Ink 

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refer 

reference 

res   ectfully 

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salary 


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superintendent 
vacancy 

If  you  have  difficulty  in  spelling 
other  words,  or  in  dividing  them  into 
syllables,  add  them  to  this  list.  This 
list  of  words  can  be  practiced  in  the 
penmanship  class. 


Mr.  J.  C  Evans  is  tht 
rommercial  Department  i 
at   Haddon   Heights.    N.    J. 

Miss  Marian  S.  Good" 
Mass.,  a  recent  gradua 
Mass.,   State   Normbal    School, 


the    Plainville,    Ma 


new   head    of    the 
i    the    High    School 

in    of    Gloucester. 

e     of     the     Salem, 

ill    teach   the 


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Illuminated    Books    of    Middle    Ages 

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Regular  Departments 

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Geography  Nature-Study 

Pedagogy  Primary   Construction 

History  Many   others 

rice   $1.50   per   year.     Sample   on   request 

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HAVE  YOU  SEEN   THE 

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Commercial  Education? 

(formerly    the   Stenographer   6t 
Phonographic  World) 
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The  Only  Magazine  of  It.  Kind  Published 
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BOOK  REVIEWS 

Our  readers  are  interested  in  books  of  merit, 
but  especially  in  books  of  interest  and  value 
to  commercial  teachers,  including  books  of 
special  educational  value  and  books  on  busi- 
ness subjects.  All  such  books  will  be  briefly 
reviewed  in  these  columns,  the  object  being  to 
give  sufficient  description  of  each  to  enable 
our  readers  to  determine  its  value. 

Problems  in  Marketing,  by  Melvin 
Thomas  Copeland,  Ph.  D.  Published 
by  the  A.  W.  Shaw  Company,  Chi- 
cago, 111.     Cloth  cover,  819  pages. 

The  fundamental  plan  of  this  book  re- 
mains essentially  the  same  as  that  of  the 
first  and  second  editions.  The  section  on 
sales  correspondence  introduced  in  the  sec- 
ond edition  has  been  dropped,  to  make  room 
for  material  of  more  fundamental  signifi- 
cance in  the  theory  of  marketing.  The  sec- 
tion on  the  consumer's  point  of  view  has 
been  discontinued  as  a  separate  section, 
but  without  lessening  the  emphasis  on  that 
basic  concept;  that  point  of  view  is  devel- 
oped throughout  the  present  volume  by 
cases  placed  at  strategic  points.  Aside 
from  those  changes  in  plan,  which  are  not 
material,  the  differences  between  this  edi- 
tion   and    the    second    edition    appear    in    the 


the 


In  this  edition  many  new  cases  have  taken 
the  place  of  cases  in  the  preceding  edition. 
These  changes  reflect  developments  in 
theory  and  developments  in  business  prac- 
tice. The  theory  of  marketing  is  still 
in  the  early  stages  of  formulation.  Hence 
continued  study  is  bringing  to  light  new  as- 
pects of  the  subject  which  deserves  a  place 
in  such  a  volume  as  this.  Business  methods 
are  undergoing  particularly  rapid  modifica- 
tions in  marketing.  Experiments  abound. 
New  cases  of  significance,  therefore,  are 
continually  arising.  Under  these  circum- 
stances frequent  revision  of  teaching  ma- 
terial 


Nearly  all  the  cases  in  this  volume  ha 
been  recorded  by  the  research  organizati 
of  the  Harvard  Graduate  School  of  Busin, 
Administration.  Although  the  cases  ; 
based  on  actual  business  experience, 
most  instances  they  have  been  stated  un< 
disguised  names,  in  order  to  avoid  reve 
ing  the  identity  of  confidential  informati 
with    its    sources. 


This  Believing  World,  A  Simple  Ac- 
count of  the  Great  Religions  of 
.Mankind,  by  Lewis  Browne,  Author 
of  "Stranger  Than  Fiction:  A  Short 
History  of  the  Jews."  Published  by 
The  Macmillan  Company,  New 
York.     Cloth  cover,  347  pages. 

Here  is  a  really  authenic  and  attractive 
populaization  of  the  whole  subject  of  Com- 
jarative  Religion.  The  same  narrative  gift 
and  dramatic  quality  are  in  evidence  that 
won  so  swift  and  favorable  a  verdict  from 
a  large  public  for  Dr.  Browne's  "Short 
History   of   the   Jews." 

Again,  he  makes  a  story  where  the  prac- 
tice is  to  make  a  dry  treatise.  He  tells 
what  savages  believed  and  makes  a  tale 
also  of  what  their  religious  beliefs  meant 
and  did  to  them.  He  does  the  same  for  the 
primitive  Celts,  the  Babylonians,  the  Egypt- 
ians, the  Hebrews,  the  peoples  of  Europe 
and  the  Arabs.  Incidentally,  he  covers  the 
founding  of  all  the  great  living  religions, 
relates    their    history     and      describes      their 

Comparative  Religion  is  a  relatively  new 
field  of  study.  Not  so  long  ago  its  com- 
parisons between  Christianity  and  the  other 
great  religions  of  the  world  were  read  with 
suspicion  and  a  hostile  eye,  even  when  done 
by  a  Christian  scholar  in  good  standing 
who  did  his  best  to  show  that  Christianity 
could  stand  these  tests  and  come  out  on 
top.  But  a  Christian  scholar  who  writes 
a    work    today    on    Comparative    Religion    is 


;ted 


be    quite 


33 


ely   par- 


Something  of  the  old  shock  of  novelty  will 
be  experienced  in  reading  Lewis  Browne's 
history  of  the  world's  religions.  For  it  is 
done  by  a  writer  who  has  had  no  Christian 
axe    to    grind   at   all. 

"This  Believing  World"  is  copiously  illus- 
trated with  block  drawings  and  animated 
maps  done  by  the  author  on  his  travels  in 
the  Orient  in  search  of  first  hand  witnesss 
through  conversation  with  learned  represen- 
tatives of   the   various    religions   of   the   East. 


The  One  Thousand  Commonest  Words, 

written  in  Isaac  Pitman  Shorthand, 
adapted  for  use  with  "Commercial 
Course."  Published  by  Isaac  Pit- 
man &  Sons,  New  York.  Paper 
cover,  30  pages. 

The  list  of  the  One  Thousand  Common- 
est Words  which  appears  in  this  book  was 
compiled  by  Dr.  Leonard  P.  Ayres,  and  is 
the  result  of  careful  and  extensive  investi- 
gation. It  is  published  by  the  Russell  Sage 
Foundation  of  New  York  City.  In  the  first 
section  of  the  book  the  words — in  short- 
hand and  letterpress — have  been  arranged 
in  groups  graded  according  to  the  intro- 
duction of  the  principles  in  the  New  Era 
Edition  of  the  "Commercial  Course."  This 
arrangement  enables  the  shorthand  teacher 
and  student  to  make  use  of  this  very  val- 
uable list  from  the  beginning  of  the  course. 
It  is  suggested  that,  after  the  completion  of 
the  study  of  the  rules  in  each  Chapter,  stu- 
dents   should    be    drilled    in    the    formation   of 


outlines    for   the    words    in 

:he   appropri- 

section.      Practice  of  this  r 

ature   will   be 

nd    of    the    greatest   assistan 

ce   in   the  ac- 

rement    of    speed. 

n    the    second    section    the    w 

ords   are   ar- 

ged    alphabetically,    with    nu 

mbers   to   in- 

ate    the    Chapter    containing 

the    explana- 

n   of   the   rules   involved. 

(See   Book   Reviews   on  p 

age   3.) 

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34 


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35 


iliemis 


the  i««OH  »f  ,-ur   bolV;-c>    rr.au.-r  an>   f«ff«n>- 

tlinau 

Ray  R.  Glark 

en  tlic  6th  >di|  ot"  *lllai|,  1S:6.  has  Rsult.*  in  an  inestimable 
fott  Mil  to  tl«  rerf&nB  if  car  ctlu  an>  to  the  fejUlatuw 
bv^q  ever  which  he  so  abln   pre*#eO;  an^. 

VyV'llttWS.  Ike  ttficicnt  struitc  which  <\M  TJ..«fUtrk  has  a  loilliacjo 

111  rtnUcrtti  for  the  public,  hu  gmul  (irrsornlitu.  Iu«  {train  simpli ri7u. 

£**  his  lout  for  hi?  t'clloiu-nini  :mo  lus  sincere  UcuiltiOR  Jitsl  adherence  ts 

the  hithegl  slauiuriis  ct  morality  ana  justice  haue  written   his  mimr  immor- 

hi  u?nn  mat  immemorial  scroll  establishes  anil  perpetually  mainlainrb  ia 

the  mrinoru  of  rani; 

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THE 
Study  of  Pitman 

Shorthand 

The  study  of  Pitman 
Shorthand  provides  material 
assistance  in  the  mastery  of 
English.  Isaac  Pitman,  emi- 
nent student  of  the  funda- 
mentals of  English  speech, 
invented  shorthand  princi- 
ples that  were  simple,  scien- 
tific and  precise,  and  based 
them  upon  the  structure  of 
the  English  language. 

As  a  result  of  this,  Pit- 
man Shorthand,  unlike 
other  systems,  is  a  direct  aid 
in  the  elimination  of  incor- 
rect syllabication,  poor  pro- 
nunciation, and  general  mis- 
use of  English. 

The  practicability  of  Pit- 
man Shorthand  for  the  ver- 
b  a  t  i  m  reproduction  o  f 
spoken  English  has  resulted 
in  its  being  almost  the  sole 
means  of  recording  the  pro- 
ceeding of  Congresses,  Par- 
liments,  Courts  —  wherever 
accurate  recording  of  speech 
is  necessary  —  throughout 
the  English  speaking  world. 

<^> 

Isaac  Pitman  &  Sons 

2  West  Forty-fifth  St.,  New  York  City 


m^>t 


Volume  XXXIII 


COLUMBUS,  OHIO,  NOVEMBER,  1927 


No.  Ill 


THE   TREND  IN   PENMANSHIP 

METHODS 

By  E.  A.  Lupfer 

Analytical  Method 

Over  a  quarter  of  a  century  ago, 
the  Analytical  Method  was  used.  It 
consisted  of  analyzing  the  letters  into 
elements  and  principles.  A  student 
who  could  analyse  a  letter  in  class  by 
giving  the  principles  and  elements  of 
which  it  was  composed  was  considered 
a  good  penmanship  student.  In  those 
days  the  Analytical  Method  was  used 
not  only  in  penmanship  but  in  gram- 
mar and  other  subjects.  This  method 
had  considerable  merit.  The  strong 
point  was  in  teaching  a  thorough 
knowledge  of  form,  but  the  weak 
point  was  that  it  produced  slow, 
labored  writing,  and  finally  was  dis- 
carded. An  interesting  argument  in 
favor  of  this  method  appears  in  an 
old  penmanship  book  which  states 
that  you  should  no  more  think  of 
writing  a  letter  before  tearing  it 
apart  into  its  principles  and  elements, 
or  of  writing  a  word  before  practic- 
ing upon  the  individual  letters,  than 
you  would  think  of  learning  to  read 
before  learning  the  alphabet.  The 
author  of  that  book,  today  would  no 
doubt  smile  to  see  how  these  things 
have  been  reversed.  This  method  was 
better  suited  to  professional  schools 
of  penmanship  than  to  grade  schools. 
Fads  and  One-Sided  Extremes 
Following  this  we  had  various  fads 
and  one-sided  extremes,  all  of  which 
had  some  good  points  but  were  weak 
in  others,  and  were  finally  abandoned. 
One  of  the  biggest  things  we  learned 
from  some  of  these  extremes  was  how 
not  to  teach  penmanship. 
Slant 
At  one  time  slant  was  considered 
the  principal  requisite  of  good  writ- 
ing by  some.  So,  we  had  "52  de- 
grees," "vertical"  and  other  slant  ad- 
vocates. Some  teachers  passed  around 
among  their  classes  with  a  cardboard 
triangle,  cut  at  the  exact  slant  de- 
sired. If  the  writing  of  the  pupils 
did  not  measure  up  to  the  slant  on 
this  triangle,  no  matter  if  he  main- 
tained a  uniform  but  different  slant, 
his  work  was  marked  incorrect.  These 
advocates  of  some  one  particular 
slant  secured  individuality.     You  can 


ATTEND   THE  N.  C.  T.  F. 

See  the  program  on  page  15. 


usually  recognize  a  student  of  the 
vertical  system.  It  was  discovered, 
however,  that  slant  is  not  one  of  the 
main  requisites  of  good  handwriting. 
It  was  discovered  that  writing  may 
be  good  at  almost  any  slant,  provid- 
ing it  is  uniform  throughout. 
Position 

Position  enthusiasts  reigned  for  a 
time.  They  seemed  to  think  that  a 
good  position  was  the  only  thing  they 
had  to  work  for,  and  that  if  a  good 
position  was  mastered,  the  battle  was 
won.  They  overlooked  individual  dif- 
ferences and  peculiarities  in  the 
shapes  and  construction  of  the  stu- 
dents' writing  machinery.  They  tried 
to  force  all  to  write  in  a  machine  like 
position.  They  learned,  however, 
that  good  position  is  only  one  of  the 
many  things  a  penmanship  teacher 
must  secure.  As  a  rule  pupils  took 
good  position  in  the  writing  class  but 
did  not  in  the  other  classes.  Too  much 
emphasis  was  placed  on  position  at  a 
sacrifice  to  other  essentials. 
Movement 

Writing  to  be  speedy,  graceful  and 
accurate,  must  be  written  with  the 
proper  kind  of  movement.  There  are 
those  teachers,  however,  who  teach 
movement  to  the  exclusion  of  other  es- 
sentials. They  believe  that  if  one 
gets  speedy  muscular  movement,  they 
have  everything  in  penmanship.  These 
teachers  fail  because  movement  with- 
out a  knowledge  of  form  cannot  pro- 
duce good  writing.  They  secure  speedy 
movement  but  not  controlled  move- 
ment. At  places  where  it  is  necessary 
to  take  more  time  and  to  check  the 
motion  they  speed  on,  getting  scrawly 
forms.  In  reality  they  spend  most  of 
their  time  on  ovals  and  push-pull  ex- 
ercises. 

Counting  Machines 

You  have  no  doubt  heard  some  of 
the  poor  souls  who  burned  up  a  lot  of 
unnecessary  energy  continuously 
counting  in  an  effort  to  get  every  pu- 
pil in  the  room  to  make  a  stroke 
every  time  she  counted.  These 
teachers  seemed  to  think  that  pupils 


I 

could  not  write  without  counting  a 
continuous  tiresome  count  and  over- 
looked the  fact  that  pupils  after  leav- 
ing school  have  no  one  to  count  for 
them.  One  teacher  counted  for  the 
word  penmanship  in  this  fashion:  All 
ready,  together,  everybody  keep  up 
with  the  count,  1-2-3-1-1-2-1-2-3-1-2-1- 
2-1-2-1-2-3-1-2-1-2-3.  It  would  take 
more  than  an  expert  to  keep  up  with 
that  count.  You  have  no  doubt  seen 
teachers  try  to  count  for  complex 
words  which  no  one  under  the  sun 
could  follow,  and  if  they  could  they 
would  not  be  writing  with  a  good  uni- 
form movement. 

Counting  is  one  of  the  best  tools  of 
the  writing  teacher  when  properly 
used,  but  has  been  greatly  abused  by 
many.  Speed  Demons 

We  have  had  our  speed  demons  in 
writing  the  same  as  in  autos.  The 
speed  demon  in  writing  is  as  destruc- 
tive to  readable  writing  as  the  speed 
demon  in  an  auto  is  to  human  life. 
A  common  expression  was,  "Get  the 
movement  and  you  will  master  form," 
but  they  never  did. 

Music 

While  music  is  very  closely  related 
to  penmanship  and  will  create  inter- 
est and  help  to  secure  a  rythmical 
movement,  some  teachers  have  used 
music  to  excess,  believing  evidently 
that  a  good  writing  lesson  could  not 
be  taught  unless  accompanied  by  jazz 
music.  Yes,  jazz  is  the  word,  for 
some  of  the  music  used  in  writing 
lessons  is  as  out  of  the  place  in  the 
writing  lesson  as  a  bulldog  is  in  a 
bumblebee's  nest.  Did  students  enjoy 
the  writing  lesson?  They  enjoyed  the 
music  even  if  they  didn't  get  much 
penmanship. 

Next  month  we  shall  try  to  explain 
how  the  modern  good  teacher  teaches. 


SAVE  10% 

Carl  Marshall  offers  some  good  ad- 
vice on  thrift  in  his  article  this 
month.  You  are  missing  something 
good  if  you  don't  read  his  articles 
eiich  month. 


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irough  which  to  reach  business  college  pro- 
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y/u  &u*i//i&M  C  W/ua/tr       & 


Lessons  in  Business  Writing 

By  E.  A.  LUPFER,  Columbus,  Ohio 
Send  15  cents  in  postage  with  specimens  of  your  best  work  for  criticism. 


Copy  29.  Here  we  have  the  underturn  exercise  M  of  a  space  between  two  blue  lines.  In  speaking  of  the 
small  letters  we  call  the  letter  u  one  space  high.  The  better  you  get  this  exercise,  the  easier  the  following  letters 
will  be.     You  can  work  for  uniformity,  slant,  even  spacing,  light  line,  rounding  turns,  sharp  angles. 

Copy  30.  The  letter  i  is  one  of  the  easiest  in  the  alphabet  but  one  of  the  most  abused.  There  is  no  one  so 
lacking  in  skill  who  cannot  dot  the  i  correctly,  but  it  is  safe  to  say  that  nine  out  of  ten  do  not  dot  the  i  correctly. 
Are  you  going  to  be  guilty  of  this  unnecessary  mistake  ?  Study  the  location  of  the  dot  as  shown  in  the  first  i.  Make 
the  beginning  and  ending  strokes  the  same  length  and  shape.     Count:  1-2,  dot. 

Copy  31.  If  you  can  make  an  i  you  can  make  a  u.  The  important  thing  in  making  the  u  is  to  get  turns  at 
the  bottom  and  angles  at  the  top.     Count:   1-2-3. 

Copy  32.  In  the  w  we  take  up  a  new  point.  The  retrace  or  blind  loop.  To  make  this  well,  check  the  motion 
on  the  retrace.  Study  the  shape  carefully.  You  will  see  that  it  finishes  up  and  does  not  come  down  to  the  base  line. 
Unless  you  get  the  right  motion  you  are  not  likely  to  get  a  good  w.  Swing  the  w  along  freely,  checking  on  the  re- 
trace.    Count:  1-2-3,  finish. 

Copy  33.     This  exercise  prepares  you  for  the  m  and  n. 

Copies  34  and  35.  It  is  absolutely  necessary  to  get  rounding  turns  where  they  belong  and  sharp  angles 
where  they  belong  in  order  to  have  readable  writing.  Let  us  see  if  we  can  make  all  the  turns  correctly.  You  will 
need  to  give  special  attention  to  the  last  top  turn  and  also  not  to  get  too  much  speed  in  making  the  bottom  turn. 
The  second  n  shows  that  the  letter  is  three  spaces  wide.  Watch  your  beginning  and  ending  strokes  and  study  the  spac- 
ing.    For  the  n  count:  1-2-3,  and  for  m,  1-2-3-4.     For  connected  n's  you  can  count:  1-2,  1-2,  etc.,  or  1,  2,  3,  4,  5. 

Copies  36  and  37  are  combinations  of  letters  drilling  especially  on  turns  and  angles.  If  you  would  write 
legibly,  learn  to  make  distinct  turns  and  angles.  In  copy  37  your  attention  is  especially  called  to  the  uniform  spac- 
ing as  indicated  by  the  small  x  marks. 


We  shall  endeavor  to  master  the  capital  C.  Those  who  have  trouble  in  making  good,  legible,  easy  ("s  will  find 
Copy  38  helpful.  The  first  exercise  in  Copy  38  is  the  oval  finished  like  the  C  The  second  exercise  is  especially  help- 
ful to  break  up  the  habit  of  starting  with  a  straight  line  in  place  of  a  curve.  The  teacher  may  count  1-2-3-4-5-G 
for  the  first  exercise  and  1-2-3-4-5-capital-C  for  the  second  exercise.  The  first  exercise  shows  the  pupil  the  similarity 
of  the  C  to  the  oval  and  the  similarity  of  motion  used  in  making  the  exercise  and  the  letter. 

Copy  39.  The  teacher  can  spend  a  few  minutes  profitably  with  the  pupils  studying  the  formation  and  move- 
ment of  the  letter.  We  (ring  mi.,  the  letter  with  a  curve  motion  and  swing  round  the  oval,  rolling  on  the  muscle 
the  same  as  we  do  in  exercises.  We  glide  out  of  the  letter  freely,  raising  the  pen  while  the  pen  is  in  motion  at  the 
height  of  minimum  letters.  Notice  the  parallel  effect  between  the  downward  strokes.  Place  an  oval  over  the  ('. 
Notice  that  the  top  and  bottom  are  about  the  same  in  roundness.  Notice  the  size  of  the  loop,  and  that  the  loop  is 
in  the  center  of  the  letter.  After  making  several  lines  of  C,  one  full  space  high,  reduce  them  to  %  of  a  space.  After 
you  have  mastered  the  letter  try  Copy   11. 

It  is  suggested  that  you  use  appropriate  words  in  addition  to  the  exercise  given.  Words  like  Cincinnati  and 
Columbys  are  good  practice  words,  even  though  you  may  not  have  worked  on  all  of  the  letters.  In  practicing  these 
exercises  and   words,   watch   spacing,  slant  and   movement. 


39 


41 


&:&.&.&.&..&...&.&. 


&&..£>..&..&„ 


Copy  42.  The  idea  of  giving  the  two  .exercises  in  Copy  42  is  to  teach  form  and  movement  together.  First 
make  the  letter,  then  continue  to  retrace  it  with  a  free  swinging  motion.  In  the  last  exercise,  make  the  E  and  without 
raising  the  pen,  swing  the  oval  on  top  of  the  E.  If  you  can  make  a  good  letter  E,  do  not  spend  time  on  the  exer- 
cise. 

Copies  43  and  44.  Before  practicing  the  E,  draw  a  line  down  its  back  to  see  the  slant.  Notice  that  the  top 
and  bottom  appear  to  be  about  even,  and  that  both  the  top  and  bottom  parts  from  parts  of  good  ovals.  Practice 
the  E  in  both  sizes. 

Copy  45.  After  mastering  the  E,  it  is  well  to  write  some  interesting  words  as  well  as  the  Eu  exercise.  The 
idea  in  giving  this  exercise  is  to  present  something  which  is  easy  and  fits  in  nicely  in  motion. 


44  ...&..&..&. 


Copy  46.  Let  us  see  how  easy  w.e  can  run  this  exercise  along  and  see  how  uniform  we  can  make  the  grace- 
ful turns.     Draw  slanting  lines  on  the  downward  strokes  to  see  that  they  are  all  of  the  same  slant  and  evenly  spaced. 

Copy  47.  You  will  see  that  the  v  has  a  round  turn  at  the  top.  A  sharp  top  makes  it  resemble  an  open  o  or 
ci.  Keep  the  finish  high.  Your  teacher  can  help  by  counting  1-2,  3,  pausing  slightly  between  2  and  3  to  encourage 
a  check  in  the  motion  on  the  retrace.  The  joined  letters  should  be  written  freely  with  a  slight  check  in  the  motion  on 
the  retrace.     Do  not  be  guilty  of  making  an  illegible  v. 

Copy  48  and  49.  Two  styles  of  x's  are  given.  You  may  master  only  one.  In  the  first  x,  make  the  crossing 
upward.    In  the  second  x,  make  the  two  parts  touch. 

Copy  50.  Some  like  this  style  of  r  while  others  prefer  the  other  style  which  will  be  given  later  on.  This 
style  of  r  can  resemble  an  x,  n,  u,  or  v.  You  must  therefore  be  careful  to  get  a  rounding  turn  at  the  top,  a  sharp 
angle  at  the  bottom,  carefully  retrace  the  downward  stroke  and  keep  the  finish  high.  Check  the  motion  on  the  re- 
trace. 


10 


'j//u  'JtiitjS/it  jJ  C~<6ua/sr       & 


Copies  51,  52,  53,  and  54.  Here  we  have  some  simple,  easy  words  reviewing  the  letters  which  we  have  had. 
See  how  graceful  and  easy  you  can  write  them.  Remember  your  writing  is  of  no  value  if  it  can't  be  read.  Therefore 
see  that  every  letter  is  readable. 

Copy  55.  We  are  now  taking  up  the  D.  Let  us  first  make  a  line  of  D's  to  see  if  we  can  make  a  good  D. 
The  teacher  may  then  help  you  to  pick  out  some  of  the  weak  points  and  to  strengthen  them.  Those  who  curve  the 
downward  strokes  will  find  the  first  exercise  in  Copy  55  execellent.  It  is  also  well  to  make  one  straight  line,  then  a 
letter  D  and  another  straight  line  and  so  forth.  This  is  to  break  up  curving  the  beginning  down  stroke  too  much. 
In  Copy  56,  you  will  notice  that  the  two  parts  of  the  letter  rest  on  the  base  line.  Look  at  the  copy  and  pick  out  the 
letter  you  like  best.     Study  the  last  letter  on  the  line.    It  is  probably  the  best  one. 

Copy  57.  There  is  so  much  similarity  between  the  O  and  the  D  that  we  find  it  good  practice  to  work  them 
together.     Notice  that  both  letters  finish  the  same,  upward  freely  but  carefully. 

Copies  58,  59  and  60.  Here  we  have  some  nice  words  for  review.  Be  sure  that  you  are  swinging  along 
freely  and  that  you  are  getting  all  letters  readable.  Keep  in  mind  slant,  round  turns,  sharp  angles,  spacing,  and 
above  all,  compare  your  work  frequently  with  the  copy.  Have  your  teacher  point  out  your  mistakes.  Always  have 
something  definite  to  work  for. 


56 


57 


58       .,s?^^£4>?C?^-4?6^-^^ 


60 


Copy  61.  These  exercises  will  be  found  helpful  in  getting  free,  graceful  swings  in  the  letter  c.  Make  them 
about  half  a  space  high. 

Copy  62.  Many  have  the  trouble  of  making  the  c  look  like  u.  To  avoid  this,  get  a  wide  clean  loop  at  the 
top,  come  down  fairly  straight  and  make  the  beginning  and  end  strokes  the  same  in  length.  Notice  the  check  in  the 
motion  at  the  top.  If  you  would  make  a  good  c,  take  more  time  at  the  top  of  the  letter  than  on  any  other  part  of 
the  letter. 

Copy  63.  The  essential  part  of  the  letter  is  the  loop.  Unless  you  get  a  loop  in  the  e  it  will  be  mistaken  for  i. 
The  e  begins  and  ends  the  same  as  the  i. 

6i  ...s&x2^^'<ossX2/^i&.^a/^&  coo 


62 

63 

64 

65 
66 

67 


,^2^gZ^zZ^^Z^^^^Z^^ 


^     *!?M^&u4/n^&&uzi&r       & 


11 


Copies  64  and  65.     Practice  these  words  until  you  can  make  good  readable  c's  and  es. 

Copy  66.     This  exercise  is  given  to  prepare  you  to  make  the  letter  o.     Make  it  freely  and  neatly. 

Copy  67.  The  o  must  be  closed  at  the  top  and  must  be  finished  high  in  order  to  get  a  distinct  readable 
letter.  No  letters  give  us  more  trouble  than  the  o  and  the  a.  Therefore  finish  the  o  high.  Make  the  oval  using  a 
quick  rolling  motion  and  checking  on  the  retrace  at  the  top  of  the  letter.  # 

Copy  70.  The  a  is  so  similar  to  the  o  that  a  comparison  of  the  two  letters  is  necessary.  They  begin  the  same 
and  both  have  a  check  in  the  motion  at  the  first  retrace.  The  ovals  are  similar  but  slightly  different.  The  main  differ- 
ence is  in  the  finishing  strokes.  Bring  the  last  part  of  a  down  to  the  base  line  before  you  finish.  Be  sure  that  the 
a  contains  a  good  i.  Copies  68  and  69  will  be  fine  to  work  upon  if  you  have  trouble  in  making  the  a.  The  first  exercise 
is  especially  good  in  developing  the  finishing  stroke. 

Copy  71.     In  these  words  be  sure  that  you  get  a  distinction  between  the  o  and  the  a. 


Showy  Business  Writing 

in  Ten  Acts  and  Fifty  Scenes 

Written,  Produced  and  Directed  by  C.  SPENCER  CHAMBERS,  LI.  B.,  Supervisor  of  Penmanship, 
Syracuse,  New  York,  Public  Schools. 


ACT  VIII 

SCENE  I 

This  scene  of  signs  is  the  most  common  in  the  drama  of  business.     These   signs   are  not  for  the  spot  light, 

but  the  flood  and  foot  lights  combined. 
No.  1.     There  is  not  another  character  in   penmanship   requiring   the    same   test   of   your   ability    to    write    parallel 

lines.     Count  1-2-3-4. 
No.  2.     Curve  the  second  stroke  of  the  check  mark  to  give  it  grace.     Many  make  the  up  stroke  straight  causing  it 

to  have  a  stiff  appearance.     Count  1-2. 

This  is  an  excellent  sign  to  teach  spacing  between  characters.     Test  your  ability  to  space  by  measuring  the 

distance  between  the  checks. 
No.  3.     Make  a  above  the  line  and  the  ellipse  on  the  line.     Count  1-2-3  for  the  first  part  and  one  for  the  ellipse. 

Same  count  for  all  three  signs  on  line  3. 
No.  4.     The  slanting  down  stroke  goes  through  the  beginning  of  the  c  at  the  top  and  cuts  the  letter  on  the  line. 

Count  1-2. 
No.  5.     The  nerve  wrecking  sign  is  made  1-2  for  the  s  and  3-4  for  the  parallel  lines. 

!     #^^#^#^##^#####^###     #    #-  #  #  #j/- 
2     ^  S-   ^  y^  ^  ^S^S   ^  ^  y^  ^   ^  ^^v^  ^  ^^  , 


3    <zs/„    clS„    aj„    a-J„    oi0    rf0   rf0   v/0   c^/0  oy0  c^/ 0     ^v  0     c^v  0 


-/<?    "Jo    ^/o    —/o    v/o      /o   7 
4  fififi&pfifipfififitf&fifittfptfpfipfifi 


ACT  VIII 

SCENE    II 

As  the  great  American  pastime  seems  to  be  the  improvement  of  figures,  the  ensemble  is  presented  with  the 

curve  lines  down  stage  and  those  along  straight  lines   up   stage  for  your  study  with  apologies  to   the  "Tired 

Business  Man." 

The  curve  line  figures  are  wide  spaced  and  the  straight  line  figures  are  normally  spaced. 
No.  1.     The  2  may  start  with  a  loop  or  check  mark.     Strive  for  uniform  slant  and  size.     Count  1-2. 
No.  2.     To  give  the  3  a  business  like  appearance  finish  it  high.   Count  1-2. 
No.  3.     The  5  is  a  two  part  figure  as  it  is  necessary  to  raise  the  pen  before  completing  the  figure.     Count  1-2-3. 

The  horizontal  stroke  should  touch  the  slanting  straight   line.      Fnish   the   same  as  the  three   is   completed. 
No.  4.     Make  the  s  part  of  the  figure  first  closing  with  the  up  stroke.    Close  the  8  at  the  top.    Count  1-2. 

The  zero  should  be  a  perfect  ellipse.     See  that  it  has  the  same  amount  of  curvature  on  both  sides.     No  flat 

sided  zero.     Count  1-2  rapidly.     Avoid  a  pear  shaped  zero. 
No.  5.     Keep  the  figure  uniformally  slanted  making  the  7  longer  than  the  1.     Both  figures  are  the  same  height  above 

the  line.     Count  1  for  the  one,  and  1-2  for  the  seven. 
No.  6.     The  4  requires  both  down  strokes  to  be  the  same  slant.     The  longer  down  stroke  must  cut  through  the  hori- 
zontal stroke.     This  being  a  two  part  figure  it  is  necessary  to  count  1-2-3.     No  part  of  the  4  comes  below 

the  line. 

The  9  is  closed  at  the  top.     The  finishing  stroke  is  closed  below  the  line  as  in  the  figure  7.     Count  1-2. 
No.  7.     The    6    is    the    highest    figure    above    the    line.     Start   it   with   a    straight   line   closing   with   a    small  loop. 

Count  1-2. 

Legibility  is  the  first  essential  in  making  figures. 


12 


y/u'3ti/ij//ujjC(6ua6r*       & 


i    2  2-  2-  2-  2-  %  2    2-  Z   2  <£    2    2  2-222   2    ^  %    2   2  2  2% 
t333^33^3    3333^3333J3ji33^33 
3  ^-^S-^3T^^^S^JJ  J  SJ  S  S  S  S  S  S^~  ^S  S^ 
*    ff  ///f  f /f /f  /f  /^?^7^   67    O  O  O  0    0  0   O 


No.  2. 
No.  3. 
No.  4. 


6  ^4j^4frf4j4-frf474<?4-J4q4f4f*f*t<7*ppjf4fu7*/f'ft7*J'?>/<7t* 

ACT  VIII 

SCENE    III 
In  writing  the  common  abbreviations  use  the  same  care  as  in  the  writing  of  words. 

The  small  letters  i  and  s  appear  more  than  any  other  letters  in  the  copy.     Review  these  letters  before  at- 
tempting to  write  the  abbreviations. 

The  a  being  the  most  used  in  this  line  pursue  the  same  method  of  practice  as  used  in  the  copy  above. 
This  is  a   practice  review  of  the   direct  oval   letters,  all  of  which  appear  except  the  E. 

Review  the  nine  exercises  leading  up  to  the  making  of  the  nine  letters  in  this  copy  before  writing  the  ab- 
breviations. 
This  may  well  be  called  a  review  scene. 


/c^L^Tr  /Cstst^T-  /tt^c^c^r  /tt^zC^-'  ^^^t^t^^o^za 


ACT  VIII 

SCENE    IV 
As  ledger  headings  can  ruin  or  beautify  the  appearance  of  a  ledger  page  practice  these  common   headings 
until  you  are  satisfied  they  would  leave  a  favorable  impression  on  a  prospective  employer. 
Do  not  be  satisfied  with  an  ordinary  product,  it  is  the  superior  product  that  receives  the  "above  the  aver- 
age" salary. 
The  best  written  letter  gets  the  first  interview. 

-^-aJLLdy    k=^cZylL^<dy    tZ^^^^  L^T^^^^^-i^k^^T^^ 


ACT  VIII 

SCENE    V 
This  is  just  a  little  "snappy  stuff"  given  for  punctuation. 

After  writing  this  a  few  times,  practice  using  your  address,  and  the  name  of  a  firm  you  would  like  to  be 
employed  by  in  your  city. 

Write  and  rewrite  until  you  feel  your  letter  of  application  (in  your  own  handwriting)  would  cause  the  pro- 
prietor to  reach  for  the  telephone.  Mix  a  few  day  dreams  with  your  ink.  Probably  your  penmanship  will 
make  those  "dreams  come  true." 


13 


<+,  /f2-J, 


>  '-"■,  t-e*-£--?'!-c^. 


ar,  <£?.  ,  .---,•  .=  -<   •■  _.-, 


Mr.  Stoddard,  who  received  this  beautiful  letter  in  reply  to  his  ad  in  the 
B.  E.,  states  that  he  received  letters  from  many  foreign  countries.  He  is  an 
ardent  admirer  and   follower  of  the  B.  E. 

"Life  will  hardly  be  worth  the  effort  when  the  day  comes  I 
cannot  afford  to  read  THE  BUSINESS  EDUCATOR." 

D.  L.  STODDARD. 


PITMAN    CHAIN    SCHOOL    PRIN- 
CIPAL OF  ENGLAND  TO 
VISIT  U.  S. 

Dr.  Robert  W.  Holland,  O.B.E., 
M.A.,  M.SC,  LL.D.,  Principal  of  the 
Isaac  Pitman  Chain  of  Schools  in 
England  is  to  leave  Liverpool  on  the 
S.  S.  "Aurania"  October  8  to  visit 
some  of  the  leading  institutions  of 
learning  in  this  country. 

Dr.  Holland's  address  during  his 
stay  in  New  York  City  will  be  Sey- 
mour Hotel,  50  West  45th  St. 


THE    LE    MASTER    INSTITUTE 
The    192  7   Summer  School   of  The   Le   Mas- 
ter    Institute.     Asburv     Park.     N.     J.,    was    a 
pronounced    success.   There   were   nearly    fifty 
registrants.       Twelve    colleges    and    univi 
ties    were    represented    in    the    student    body 
The    faculty    consisted    of    eight    professors 
Work    was     given     in     high     school,     college 
business       administration,       and       secreta 
science   subjects.   Dr.   Walter   P.   Steinhaeu 
is   president   of   this   institution. 


J.  D.  Rice,  the  skillful  penman  of  the 
Chillicothe,  Mo..  Business  College,  in  send- 
ing in  a  list  of  two  hundred  and  sixty  sub- 
scriptions to  the  Business  Educator,  states 
that  their  school  is  extra  large.  We  antici- 
pate  some  fine   penmanship   from   this   school 


J.  A.  Eubanks  has  been  elected  Super- 
visor of  Writing  in  the  Public  Schools  of 
Barberton.  Ohio.  Mr.  Eubanks  is  a  pen- 
man of  considerable  skill  and  is  an  excel- 
lent   teacher. 


Thomas  Wallace,  Traveling  Penman 

Mr.  Wallace  is  termed  "Rambler 
Penman."  He  has  been  teaching  pen- 
manship for  the  past  thirty  years,  and 
has  traveled  in  the  four  quarters  of 
the  globe,  visiting  nineteen  nations 
and  ten  seas  and  oceans.  Mr.  Wallace 
has  probably  taught  penmanship  in 
more  different  foreign  countries  than 
any  other  penman  we  know  of.  He 
states  that  the  pen  is  a  very  depend- 
able source  of  income  for  those  who 
are  skilled  with  it. 


14 


^     3^&u&'ned&&/u&z&rt      & 


\  \ 


.  X    ,\  \  V 


\  N    X 


V      \  \       \  X    X        \\\VV.X        X.  x    -v       \   \   X. 

x     \x.  Ox  xx    Q\\X^\-sx!iN^^nvx\<i^NNQNN<QVN\QNXv.Qx    x.  \^ 


S  N  N 

xi\  N  N  ^  v 


SSh 


V  X  \ 

N    X   S         \   ^  N 

\\A  I  s  <a  <a 


\  v  v     \  v  \ 

1  *)  "l 

XXX. 


I      I 


■  X.  X 


\N      \x  \   <x    \\ 


v    X  v, 


t\t\N    AAh 

x.  x.    O    \  X.   X. 


^"O  I  S  'o  ^  l  ^^    *  *  ^  \-)  ■-)•>> 


Neat    figures   by    R.    E.    McElv 


/  2  //  ^^r^^-T^tzy  {%lHis 


2J/7J-7 


The  above  letter  was  written  by  Jeanne 
c  School..  Miss  Ella  M.  Hendrickson  is 
r  for  a  sixth  grade  pupil  to  write,  since  it 
cription  to  THE  BUSINESS  EDUCATOR. 


Young,    i 
the    Supe 


icth  grade  pupil  in  the  Lake 
3r  of  Writing.  It  is  quite  a 
not  as  a    specimen,   but   as   an 


3fc*^uJ//i&tt&d(U'a&r%       & 


15 


THE    NATIONAL     COMMERCIAL    TEACHERS'    FEDERATION    WILL    HOLD 
ITS  30th  ANNUAL  CONVENTION  AT  HOTEL    BALTIMORE,    KANSAS    CITY 

DECEMBER  27,  28,  29,  30 


This  convention  promises  to  be  one 
of  the  best  ever  held  in  the  history 
of  the  Federation.  For  years  it  has 
been  the  hope  of  Mr.  Chas.  T.  Smith 
of  Kansas  City  that  the  Federation 
would  one  day  come  to  his  home  city. 
Now  that  he  has  this  opportunity  he 
is  doing  everything  to  make  it  an 
event  of  unusual  merit  and  interest. 
Mr.  F.  J.  Kirker  assures  all  members 
of  the  Federation  that  he  has  pre- 
pared a  Federation  program  of  which 
he  is  extremely  proud.  No  commer- 
cial teacher  will  be  disappointed  with 
the  program  or  with  the  entertain- 
ment. 

The  following  speakers  are  already 
secured  to  take  part  in  the  program: 

Mr.  Henry  J.  Allen,  Ex-Governor 
of  Kansas  and  one  of  the  best  orators 
in  the  Middle- West. 

Mrs.  Emily  Newell  Blair,  who  is 
known  nationally  as  the  leading  force 
in  Women's  Clubs  in  the  United 
States. 

Mr.  J.  C.  Swift,  President,  Smith- 
Hemy  Commission  Company,  a  busi- 
ness man  with  a  real  message  for 
commercial  educators. 

Rev.  Roy  Rutherford,  pastor  of  the 
First  Christian  Church,  and  recog- 
nized as  one  of  the  most  brilliant  pul- 
pit orators  in  the  Middle-West. 

Dr.  Paul  S.  Lomax,  Director  of 
Commercial  Education,  University  of 
New  York,  and  President  of  the  East- 
ern Commercial  Teachers'  Associa- 
tion. 

Professor  F.  C.  Nichols,  Graduate 
School  of  Education,  Harvard  Uni- 
versity, author  of  a  recent  study  of 
Office  Practice. 

There  is  to  be  organized  a  special 
department  to  look  after  the  inter- 
ests of  the  women  of  the  convention. 
Miss  Nettie  Huff  of  the  Huff's  School 
of  Expert  Business  Training  is  Chair- 
man of  the  Women's  Auxiliary.  Those 
who  know  Miss  Huff  will  realize  fully 
that  she  will  do  everything  possible 
to  make  the  visit  of  every  woman  to 
the  convention  one  long  to  be  remem- 
bered. 

The  Baltimore  Hotel  is  well  adapted 
for  convention  uses.  The  rates  are 
reasonable  and  it  is  well  located  in 
the  very  heart  of  Kansas  City.  There 
are  a  number  of  very  excellent  hotels 
right  in  the  surrounding  blocks  for 
those  who  do  not  wish  to  stay  at  the 
Convention  headquarters. 

The  plan  started  by  Mr.  Willard 
Wheeler  of  the  Wheeler  Business 
College  of  Birmingham  of  awarding 
a  Certificate  to  all  schools  where 
every  commercial  teacher  becomes  a 
member  of  the  Federation  will  be 
continued.     Schools  wishing  to  secure 


such  awards  should  send  in  their 
membership  as  early  as  possible  to 
Mr.  C.  M.  Yoder,  Secretary  National 
Commercial  Teachers'  Federation, 
Whitewater,  Wisconsin.  There  were 
a  much  larger  number  of  awards 
made  last  year  than  the  officers  of  the 


Federation  anticipated.  If  every  com- 
mercial teacher  could  realize  the 
value  of  becoming  a  member  of  the 
Federation  the  number  of  awards  this 
year  would  be  doubled. 

The  following  is  a  brief  outline  of 
the  programs  of  the  Convention: 


(b) 
(c) 
(d) 
(e) 
(f) 


NATIONAL  COMMERCIAL  TEACHERS'  FEDERATION 

Hotel  Baltimore,  Kansas,  Mo. 

December  27,  28,  29,  30 

TUESDAY,  DECEMBER  27 

9:00  to     4:00  P.  M.     Registration. 

8:00  to  11:30  P.  M.     Musical  Program — Reception  and  Dance. 

WEDNESDAY,  DECEMBER  28 

9:00  to     4:00  P.  M.     Registration. 

9:00  to  12:00  Federation  Meeting. 

(a)      Community  Singing. 

Invocation. 

Address  of  Welcome. 

Response 

President's  Address. 

Address Dr.  Paul  Lomex 

Director  of  Commercial  Education,  University  of  New  York  : 
President  Eastern  Commercial  Teachers'  Association 

Public  School  Section. 
Private  Schools  Section. 
Business  Round  Table. 
Shorthand  Round  Table. 
Penmanship  Round  Table. 
Group  and  Private  Dinners. 
Theaters  and  Special  Parties. 

THURSDAY,  DECEMBER  29 
9:00  to  12:00     Registration. 

Federation  Meeting. 

(a)      Community  Singing. 

Address Mrs.  Emily  Newell  Blair 

National  Club  Woman 

Business  Meeting  and  election  of  officers. 
Announcements. 
Federation  Luncehon. 

Address — "Selling  Me  to  Myself 

Rev.   Roy  Rutherford 

Pastor  First  Christian  Church 

Free  to  do  as  you  please. 
Group  and  Private  Dinners. 
Theater  or  Special  Parties. 


1:45  P.  M. 
1:45  P.  M. 
3:30  P.  M. 
3:30  P.  M. 
3:30  P.  M. 
6:00  P.  M. 
8:00  P.  M. 


9:30  to  12:00 


12:00  to  1:30 


(b) 

(c) 
(d) 


2:00  to 

6:00 

8:00 


5:30 


FRIDAY,  DECEMBER  30 

9:00  to  12:00     Registration. 

9:30  to  12:00     Federation  Meeting. 

(a)  Community  Singing. 

(b)  Address Mr.  J.  C.  Swift 

President  Swift  Henry  Commission  Company 

Public  School  Section. 
Private  Schools  Section. 

Business  Round  Table. 

Shorthand  Round  Table. 

Penmanship  Round  Table. 

Federation  Banquet. 

(a)  Music — Entertainment. 

(b)  Address   Mr.  Henry  J.  Allen 

Ex-Governor  of  Kansas 

(c)  Awarding  of  100^  Certificates. 

(d)  Inauguration  of  Officers. 

(e)  Adjournment. 

(f)  Dancing. 


1:45  P. 

M. 

1:45  P. 

M. 

3:30  P. 

M. 

3:30  P. 

M. 

3:30  P. 

M. 

6:30  P. 

M. 

16 


,^//u>36uM/i£j J  Cs/u+a/sr       & 


Supplementary  Business  Writing 

By  C.  C.  LISTER,  Maxwell  Training  School  for  Teacher*,  New  York  City 


The   above   was    written    by    Miss    Rhea    M.    Phillips.    Penmanship    Teacher    in    the    North    Scranton    Junior    High    School, 
Scranton,    Pa.      Miss    Phillips    is    a    Zanerian    Correspondence    pupil. 


jf      ^/u>j$t*j//itj<>(5~t6ua/tr*       & 


17 


MENTAL  MEANDERINGS 

By  CARL  MARSHALL,  Route  1.  Box  32,  Tujunga,  Calif. 


The 

Prosperity 

Sunshine 


I  have  forgotten,  if  I  ever  knew, 
who  it  was  who  first  sounded  the 
slogan,  "Make  hay  while  the  sun 
shines".  Neither  do  I 
know  when  it  was  that 
the  slogan  was  first  put 
on  the  air.  But  when- 
ever, or  whoever  it  was, 
this  slogan  leader,  uttered  a  mouth- 
ful of  wisdom  that  should  make  the 
author  immortal.  The  only  other 
thing  that  compares  with  it  in  wis- 
dom, is  the  equally  vivid  command, 
"Strike  while  the  iron  is  hot."  The 
one  group  of  men  who 
are  sure  of  success,  are 
those  who  know  how 
to,  and  do,  take  advan- 
tage of  fortuitous  op- 
portunity, whether  it 
comes  in  the  form  of 
sunshine,  hot  piastic 
iron,  or  that  "tide 
which  taken  at  the 
flood,  leads  on  to  victory." 

Ever  since  1914,  when  our  potent 
trade  and  industrial  competitors  in 
Europe  threw  down  their  tools  and 
took  up  their  swords  and  guns,  and 
exchanged  the  roar  of  their  mills  and 
factories  for  the  booming  of  cannon 
and  the  rattle  of  machine  guns,  this 
young  nation  of  ours  across  the  seas, 
has  been  pre-eminent  in  the  econmics 
of  the  world.  Never  before  in  the  his- 
tory of  the  earth,  has  any  nation, 
from  the  humblest  to  the  highest  of 
its  citizenry  enjoyed  such  a  lavish 
and  prolonged  season  of  prosperity. 
The  wave  of  wealth  that  has  poured 
in  upon  us  from  all  shores  has  made 
of  our  rich  men  such  nabobs  of  afflu- 
ence as  to  make  the  traditional  heroes 
of  opulence  like  Croesus  and  Midas 
seem  like  penny-in-the-slot  pikers.  It 
has  brought  to  our  merely  well-to-do 
and  middle  classes,  a  status  of  luxury 
that  could  hardly  have  been  dared  by 
millionaires  a  generation  ago.  It  has 
brought  to  the  dinner-tables  and  fire- 
sides of  hod-carriers  and  ditch-dig- 
gers luxuries  and  comforts  unknown 
to  the  palaces  of  kings,  no  longer  ago 
than  the  times  of  Queen  Elizabeth. 
We  are  told  authoritatively  that  more 
than  eighty  per  cent  of  all  the  auto- 
mobiles on  the  earth  are  owned  in 
America.  That  statement  alone, 
blocks  out  the  strange  situation  in 
which  we  Americans  find  ourselves, 
that  of  the  richest  single  body  of  peo- 
ple the  world  has  ever  known. 

But  can  we  count  on  it  always  be- 
ing so?  Not  if  we  read  the  pages  of 
history  with  the  slightest  wisdom. 
Assyria,  Babylonia,  Egypt,  Greece, 
Carthage  and  Rome  were  all  fabul- 
ously   rich    in    their    day.      And    the 


power  and  greatness  of  each  of  them 
in  turn  promised  to  outlast  twenty 
centuries.  But  today,  poverty  and 
weakness  haunt  what  is  left  of  their 
proudest  cities.  And  of  many  of  them, 
there  is  not  enough  left  to  re-echo 
the  nighty  yelp  of  the  jackal.  Al- 
ready, signs  are  not  lacking  that  the 
late  war-stricken  peoples  of  Europe 
are  getting  back  upon  their  feet. 
Within  even  the  next  ten  years  we 
may  find  ourselves  scratching  for 
dimes  where  we  are  now  shoveling  in 
the  dollars. 

As  to  what,  in  view  of  this  very 
imminent  possibility,  should  be  our 
National  policy,  in  the  matter  of  tar- 
iffs, immigration  and  so  forth,  I  know 
no  more  than  the  next  man,  but  I  am 
very  sure  that  I  see  in  the  situation 
a  guide  post  of  admonition  for  the 
common  man  who  has  only  his  own 
affairs  to  direct.  The  signal  might 
read:  "GET  IN  THE  HAY  BEFORE 
THE  RAIN!"  It  will  not  always  be 
picnic  weather.  Neither  will  it  be 
safe  to  count  on  an  uninterrupted 
menu  of  chicken  salad,  oyster  pates, 
layer  cake  and  ice  cream.  Better  di- 
vert some  of  the  glad  pay-check  over- 
flow to  provision  against  the  day 
when  the  pay-check  forgets  to  come. 
Nothing  is  so  likely  to  discourage  the 
gaunt  fanged  wolf,  when  he  stands 
upon  his  hind  legs  and  peers  through 
the  lace-curtained  front  door,  as  to 
see  a  fat  bank-book  hanging  over  the 
mantel. 

It  would  be  interesting,  though  pos- 
sibly depressing,  to  know  just  what 
proportion  of  America's  well-paid 
workers  are  still  gayly  picking  the 
bones  of  each  salary  check,  just  as 
the  next  one  arrives.  And  how  many 
(or  how  few)  of  them  will  be  snugly 
resting  in  a  cozy  nook  up  in  Easy 
Street,  when  the  next  bread-line 
forms  ?  Worth  taking  a  thought  about, 
isn't  it? 

It  has  been  just  ten  years  ago  since 
the  writer  of  this  Meandering  drop- 
ped his  business  as  a  school-book 
writer  and  publisher,  and  started  out 
on  a  crusade  to  pursuade  young 
American  wage  earners,  that  they 
ought  to  regard  the  job  as  a  BUSI- 
NESS; that  the  PROFITS  of  this 
business  are  what  they  SAVE,  and 
that  if  the  business  of  the  wage-earn- 
ing is  in  a  healthy  state,  they  should 
each  month  or  week,  put  at  least  ten 
percent  of  the  gross  income  in  the 
bank.  Well,  I  succeeded  in  persuad- 
ing a  lot  of  them,  but  there  were 
many  more  who  gave  the  thrift  idea 
the  merry  ha  ha,  saying,  "We  should 


worry!     Let's  keep  on  spending  while 
the  spending  is  good." 

But  quite  frequently  I  hear  from 
the  others.  Not  long  ago,  I  got  a  let- 
ter from  a  man  who  lives  way  up 
north  in  a  Canadian  city.  He  wrote 
that  he  had  listened  to  one  of  my 
thrift  talks,  that  I  gave  to  a  lot  of 
Y.  M.  C.  A.  students  in  Chicago,  in 
the  winter  of  1918.  Although  not 
earning  very  much  at  the  time,  he 
decided  to  try  the  "ten  per  cent"  plan. 
He  said  it  had  worked  so  well,  that 
it  was  but  a  few  years  till  he  had  a 
couple  of  thousand  dollars  in  the 
bank.  About  that  time,  a  chance 
came  to  him  to  buy  into  a  modest 
little  business.  He  had  continued  to 
prosper,  and  now  he  could  draw  his 
check,  (and  have  it  honored  too!)  for 
six  figures.  He  had  learned  in  some 
way,  where  I  was,  and  wanted  to 
thank  me  for  the  idea  I  had  given 
him,  and  to  which  he  owed  all  his  suc- 
cess. I  happen  to  know  of  a  lot  of 
other  men  who  can  tell  the  same 
story,  or  one  quite  like  it.  One  of 
these,  I  may  mention,  is  no  less  a  per- 
son than  John  D.  Rockefeller.  Of 
course,  in  these  days  when  it  is  al- 
most raining  money,  you  don't  hear 
much  about  thrift,  and  if  you  were  to 
try  to  talk  it,  a  lot  of  people  woufd 
hoot  you  down  before  you  could  get 
started,  but,  —  well,  the  fellows  with 
brains  and  self-control  enough  to  put 
thrift  into  their  affairs,  will  not  be 
the  ones  to  stand  in  the  bread-line 
when  the  next  industrial  slump  comes, 
as  COME  IT  MUST. 


President  Wilson  once  intimated  in 
a  state  paper  that  high-minded  Amer- 
icans might  be  "too  proud  to  fight." 

I  doubt  if  it  has  ever 
Are  We  been     or     ever     will     be 

Too  Proud  demonstrated  that  any 
To  Learn?     considerable     body     of 

Americans  are  either  too 
proud  or  too  timid  to  fight,  provided- 
the  cause  is  just.  But  Americans,  as 
well  as  other  peoples,  have  often 
shown,  apparently,  that  they  are 
"too  proud  to  learn."  This  Yankee 
nation  has,  from  the  beginning  of  its 
history  shown  the  world  newer  and 
better  ways  of  doing  many  things. 
And  we  are  still  showing  them, 
though  few  of  them  have  noticeably 
followed  our  example.  For  instance, 
in  1789,  we  showed  them  a  working 
model  of  a  democratic  form  of  gov- 
ernment that  was  far  ahead  of  any- 
thing the  world  had  known  up  to  that 
time,  and  one  that  has  stood  the  test 
of  time  fairly  well  since.  Later,  the 
little  "Yankee  cheese-box"  at  Hamp- 
ton Roads,  revolutionized  sea  warfare, 
and  sent  the  crack  navies  of  the 
world  to  the  scrap-heap.  Morse  and 
Field  had  already  eliminated  distance 
as  a  factor  in  world  communication. 
Still  later,  a  pair  of  Ohio  boys,  ma- 

(Continued  on   Page  20.) 


18 


^      .j//ur36uj//ujj  C'dsuvt/sr       & 


PUPPY   LOVE 

By  C.  R.  McCANN, 

McCann  School  of  Business 

Hazleton,  Penna. 


It  comes  "Once  to  every  boy  or 
girl",  is  the  common  expression  heard 
among  the  older  persons  when  con- 
versing about  the  greatest  of  all 
games  —  love.  With  some  it  comes 
earlier  than  it  does  with  others  but 
it  is  bound  to  come  sometime  or  other. 
The  greatest  age  is  about  fifteen  and 
it  is  a  great  game  while  it  lasts.  After 
it  is  outgrown,  one  often  wonders 
what  it  was  all  about  but  he  usually 
smiles  while  he  reminisces  and  yet  if 
one  has  never  been  struck  by  this 
form  of  mental  disturbance,  he  does 
not  know  what  it  is  all  about.  It  has 
been  known  to  strike  some  old  fools 
after  they  should  know  better  but 
that  is  for  another  story. 

Mary  McCarthy  was  one  of  the 
prettiest,  cutest  little  pieces  of  hu- 
manity that  ever  paraded  the  side- 
walks of  the  little  "patch"  —  a  small 
town  —  in  the  hard  coal  fields  of  that 
great  and  glorious  state  that  Billy 
Penn  bought  from  the  Indians.  She 
was  about  as  thin  as  a  razor  blade,  a 
trifle  under  the  five  foot  mark  and 
very  active  upon  her  feet.  Her  black 
eyes  sparkled  like  diamonds  when  she 
spoke  —  fairly  hypnotized  her  on- 
lookers especially  when  she  spoke  in 
that  low,  well  modulated  voice  that  is 
known  to  so  many  who  have  been 
"over  the  ropes." 

Now,  in  every  city,  hamlet,  "patch" 
of  whatever  you  desire  to  call  it,  there 
are  women  and  the  smaller  the  popu- 
lation the  more  they  have  to  say  about 
things  in  general  —  especially  about 
other  people  —  never  of  their  own 
kith  and  kin.  Some  of  these  "nose- 
pokers"  worried  more  about  Mary 
than  her  mother  herself  because  she 
had  seven  children  to  look  after  and 
when  a  mother  has  that  many,  she 
usually  has  her  hands  full  and  does 
not  have  much  time  on  her  hands  to 
gossip  with  the  "back-yard,  news 
mongrels." 

"I  think  Mary  McCarthy  is  too  nice 
to  work,"  said  Mrs.  Brogan. 

"Hum,  hum,"  spoke  up  Patrick,  her 
husband,  who  happened  to  be  sitting 
on  the  back  porch  with  his  Audio  Re- 
ceivers tuned  in. 

"And  I'm  thinkin'  so  meself,"  tuned 
in  Mrs.  O'Gaffney. 

"There  you  women  go,"  chirped  up 
Patrick.  "You  women,"  he  continued 
"can  certainly  get  news  around 
quicker  than  old  man  Bell  of  the  tele- 
phone himself." 

"You  men  are  not  so  slow  either," 
tuned  in  Mrs.  Brogan  who  was  known 
to  have  never  lost  a  battle  with  her 
husband,  Patrick  Brogan. 

This  last  remark  got  under  the  skin 
of  Patricius  and  with  his  usual  Irish 
wit   replied,   "People   in   glass   houses 


should  not  throw  brick-bats"  and  Mrs. 
Brogan  knew  what  Pat  meant  when 
he  said  it  for  she  had  a  daughter  her- 
self who  did  not  amount  to  so  very 
much  just  because  the  mother  thought 
she  was  too  nice  to  work. 

After  having  finished  the  usual 
"patch"  school,  Mary  was  sent  to  a 
Business  College  to  get  a  Business 
Education  so  that  she  could  secure  a 
position  and  earn  her  own  way  in  this 
cruel  wide  world  of  ours.  This  is  a 
mighty  good  thing  for  any  parent  to 
do  because  he  does  not  know  just 
when  his  child  will  be  called  upon  to 
earn  her  living  and  if  the  child  never 
uses  it,  it  is  very  useful  when  she 
gets  a  home  of  her  own. 

However,  with  some  parents,  this  is 
not  needed  but  they  think  that  their 
daughter  should  know  all  about  how 
to  greet  guests  —  a  great  many  are 
"jests"  —  about  all  they  come  to  a 
home  for  is  to  see  what  kind  of  fur- 
niture, what  make  of  silver  she  has 
and  a  million  other  little  petty  things 
that  belong  to  women  alone;  how  to 
talk  nonsense  and  what  knife  to  use 
at  the  table  that  is  usually  learned  at 
the  "finishing  school"  —  a  good  name 
for  such  an  institution.  Yet  there  are 
those  who  fall  for  that  sort  of  thing 
notwithstanding  to  the  contrary  and 
suppose  there  will  always  be  a  de- 
mand for  such  fountains  of  learning. 
In  this  day  and  age,  some  have  made 
money  "so  fast"  since  Andy  Volstead 
wrote  that  little  law  for  our  dear, 
Uncle  Sam  that  those  who  never  had 
anything  before  this  time  and  now 
have  all  this  money,  and  want  to 
know  how  to  act  when  they  come  in 
the  presence  of  those  who  have  had 
it  passed  down  through  the  ages  to 
them  and  hence,  there  is  a  demand 
for  such  schools.  During  the  last  few 
years  books  on  Etiquette  have  had  a 
large  sale  from  just  such  classes  of 
people. 

These  fancy  things  do  not  help  so- 
ciety very  much  in  the  long  run  and 
after  they  have  run  their  course 
usually  fall  back  in  the  regular  mode 
of  living.  People  soon  tire  of  the 
"Shieks"  and  "Shebas"  and  it  is  part 
of  their  education  —  they  soon  learn 
but  I  am  getting  away  from  my 
pretty,  little  maid,  Mary. 

When  the  Fall  Term  began,  it  was 
found  in  looking  over  their  faces  that 
there  were  others  in  the  assembly 
room  who  had  just  as  pretty  faces  as 
Mary.  The  beauty  pageant  at  the 
well-known  sea-shore  resort  brings 
this  out  very  forcibly  and  one  should 
not  think  too  much  of  her  beauty  be- 
cause some  one  has  said,  "Beauty  is 
only  skin-deep  after  all."  Beauty 
may  got  us  by  in  the  world  for  a 
while  but  one  thinks  that  beauty  does 
not  get  us  by  when  we  get  older  and 
over  the  puppy  stage  —  brains  after 
all  is  the  judge  when  the  final  test 
comes  when  we  take  our  place  in  the 
world. 

But  to  get  back  to  my  story.     Mary 


was  not  the  "Dumb  Dora"  that  some 
would  lead  you  to  believe.  She  had  a 
vast  amount  of  nervous  energy  and 
if  this  is  rightfully  exercised,  it  leads 
to  much  good  in  the  average  boy  or 
girl  —  right  direction  by  those  in 
command  of  the  army  found  in  the 
School  System. 

At  first,  Mary  had  signed  up  for  a 
stenographic  course  but  since  so  many 
of  her  friends  began  the  bookkeeping 
course  first,  she  changed  her  mind 
which  is  not  uncommon  for  girls  and 
women  to  do  —  change  their  minds 
but  since  there  is  a  halo  around  every 
woman's  head,  suppose  it  will  always 
be  thus. 

Then,  too,  there  was  another  rea- 
son as  we  shall  see  later  on  in  this 
little  story.  She  was  very  quick  and 
accurate  at  figures.  The  teacher 
would  often  have  class  drills  in  addi- 
tion —  there  are  still  a  few  of  these 
teachers  left  in  the  ranks  who  use 
old-time  methods  but  their  ranks  are 
thinning  rapidly,  possibly  because 
they  are  afraid  of  the  criticism  that 
is  pointed  in  their  direction  and  not 
wanting  to  appear  old  and  antiquated 
in  the  eyes  of  those  who  are  in  the 
"know." 

In  Penmanship,  Mary  soon  broke 
off  the  habit  of  using  the  thumb  like 
an  old  man  who  has  lost  all  his  teeth 
when  he  eats  and  before  long  was 
writing  a  very  legible  hand.  Every- 
one will  not  become  a  Zaner  in  the 
Penmanship  Field,  yet  we  all  can  be- 
come at  least  legible  penmen.  It 
seems  that  in  this  day  and  age  that 
the  subject  of  Penmanship  is  woe- 
fully weak  in  most  of  our  schools. 
"The  poorer  one  writes,  the  more  ed- 
ucation he  is  supposed  to  possess"  is 
the  common  acceptation  of  the  term 
today.  However,  this  is  another  story 
and  deserves  attention  from  those 
who  sit  high  up  in  the  educational 
field  of  endeavor.  Not  so  very  long 
ago  a  certain  man  who  possessed  a 
very  good  education  signed  a  letter 
and  sent  it  to  a  person  who  was  a 
very  good  penman.  The  receiver  of 
the  letter  could  not  fathom  the 
signature  so  he  turned  around  and 
sent  it  back  to  the  owner  with  this 
little  inscription,  "Please  have  this 
signature  translated." 

Mary  did  make  some  mistakes.  She 
told  the  Principal  of  the  school  that 
she  had  had  English  in  the  "Patch" 
school  which  was  only  what  is  known 
today  as  the  Eighth  Grade.  She 
further  told  him  that  she  made  100r^ 
of  an  average  during  the  last  year  in 
school  and  she  thought  she  knew 
about  all  there  was  to  be  known  about 
it  and  did  not  think  it  advisable  to 
"take  it  over." 

"But,  my  dear  Mary,"  replied  the 
Principal,  "there  are  English  Books 
and  there  are  higher  English  Books." 

The  Principal  was  an  old  hand  at 
the    business    and    had    heard    these 

(Continued  on   Page  20.) 


.y/u,36/tj//itjj (5dtua/sr*       & 


19 


DR.  FRANK  N.  FREEMAN, 

Professor  of  Educational  Psychology, 
University  of  Chicago 


^A  Qourse  of  Study  in 
Handwriting 

For  Grades  Four,  Five  and  Six 

By  FRANK  N.  FREEMAN, 
Author  of  Correlated  Handwriting 

Weekly  Outlines  for 
November,  1927 


(See  outlines   in  September  and  October 

OUTLINE  FOR  GRADE  IV 

Ninth  week. — The  sentences  for  this 
week  deal  also  with  position  and  are 
as  follows:  "Each  pupil  should  keep 
his  paper  in  front  of  him"  and  "The 
paper  is  tilted  to  the  left."  Explain 
the  reasons  for  these  rules.  Develop 
the  capital  E  by  beginning  with  the 
direct  oval.  Then  practice  the  small 
e  singly  and  in  a  series  of  letters 
joined.  Introduce  the  1  by  the  "push 
and  pull"  exercise  and  follow  this  by 
a  succession  of  l's,  then  a  succession 
of  le's.  Then  write  the  words  "let" 
and  "tilt." 

Tenth  week. — The  next  exercises 
deal  with  pen  holding  and  hand  posi- 
tion. Head  the  page  "Pen  Holding" 
and  then  give  the  sentence  "Do  you 
hold  your  penholder  lightly?"  This 
introduces  the  capital  D  which  may  be 
practiced  first  by  retracing  the  oval 
part  of  the  letter,  then  by  writing  the 
letter  separately.  This  may  be  fol- 
lowed by  practice  on  the  small  letter 
d.  Test  looseness  of  grasp  by  pulling 
the  pen  holder  upward  and  seeing 
whether  it  may  be  withdrawn  from 
the  pupil's  hand  without  too  much  re- 
sistance. 

Eleventh  week. — The  sentences  are 
"Place  the  hand  so  that  it  rests  on 
the  nails  of  the  last  two  fingers"  and 
"Please  do  not  let  the  hand  turn  over 
on  its  side."  The  capital  letter  for 
special  practice  is  P.  It  may  be  intro- 
duced first  by  retracing  the  straight 
upward  and  downward  stroke  and  by 
writing  separately.  The  small  letter 
p  may  also  be  practiced.  In  each  of 
these  exercises  pay  particular  atten- 
tion to  the  feature  of  writing  which 
is  referred  to  in  the  rule.  In  this  ex- 
ercise make  a  drive  on  hand  position. 

Twelfth  week. — We  now  begin  a 
series  of  exercises  in  which  attention 
is  directed  to  movement.  Head  the 
page  by  the  word  "Movement"  and 
then  give  the  sentence  "Be  sure  that 


the  hand  slides  along  the  line  easily." 
Introduce  practice  on  the  capital  B 
carried  on  in  a  similar  way  as  prac- 
tice on  the  capital  P.  Follow  this  by 
practice  on  the  1  and  the  b.  Then  give 
the  combinations  b,  bad,  aaa  joined,  j, 
g,  "ag",  "bag",  and  j.  Alternate  prac- 
tice on  the  sentences  and  on  the  let- 
ter exercises.  Give  some  time  to 
practice  on  the  digits. 

OUTLINE  FOR  GRADE  V 

Ninth  week. — The  subject  for  this 
week  is  the  address  on  an  envelope. 
Any  suitable  address  will  do.  The 
following  may  be  used.  The  address 
of  the  letter  is  "Mr.  William  P. 
Blackstone,  462  West  Fortieth  Street, 
Kansas  City,  Missouri."  The  return 
address  to  be  written  in  the  upper 
left  hand  corner  is  "James  P.  Wil- 
kins,  598  East  Ninth  Street,  Memphis, 
Tennessee."  Ask  the  pupils  to  make 
a  list  of  the  important  items  in  a  cor- 
rectly addressed  envelope.  Have  them 
rule  off  spaces  on  their  paper,  sized 
three  and  one-half  by  six  inches,  and 
write  the  above  addresses  or  other  ad- 
dresses in  this  space.  Make  the  re- 
turn address  in  smalLer  letters  than 
the  sending  address.  Give  special 
practice  to  the  capital  letters,  since  an 
address  gives  abundant  opportunity 
writing  such  letters.  Give  special  at- 
tention also  to  the  arrangement  of 
the  material. 

Tenth  week. — The  following  text 
may  be  used:  "Yesterday  I  sent  some 
money  and  found  that  good  writing  is 
necessary  in  making  out  a  money 
order.  One  must  be  very  careful  to 
write  names  and  numbers  legibly." 
Special  attention  in  the  practice  of 
this  week  may  be  given  to  the  form 
of  individual  letters.  Form  of  the  let- 
ters may  be  tested  by  making  a 
small  hole  in  a  card  and  placing  the 
card  so  that  it  shows  one  letter  at  a 
time.  If  the  letter  can  be  read  it  is 
legible.  If  not  it  should  be  improved. 
Part  of  the  time  this  week  should  be 


spent  on  the  practice  of  digits.  Digits 
should  be  written  in  columns  and  in 
various  types  of  arrangement  accord- 
ing to  the  form  of  examples  which 
are  used  in  the  number  work  of  the 
grade. 

Eleventh  week. — This  week  may  be 
spent  on  practice  in  writing  money 
orders.  Have  the  pupils  secure  speci- 
mens of  money  order  blanks  or  rule 
their  paper  in  the  form  of  a  money 
order  blank.  Let  them  then  fill  out  the 
blank,  each  one  with  the  name  of  his 
own  choosing.  It  is  to  be  noted  that 
the  writing  on  these  blanks  is  smaller 
than  is  ordinarily  used.  Writing 
should  therefore  be  especially  neat 
and  the  numbers  should  be  especially 
legible.  The  pupils  may  be  divided 
into  pairs  and  one  member  of  the 
pair  may  fill  in  part  of  the  order  and 
the  other  the  other  part.  They  may 
then  exchange  their  slips  and  criticize 
each   other's  writing. 

Twelfth  week. — A  suggested  text 
for  this  week  is  as  follows:  "One  of 
the  directions  given  by  the  Post  of- 
fice department  is  this.  'Avoid  abbrev- 
iations which  may  be  confusing  or 
misleading.'  I  wrote  to  the  Postmas- 
ter General's  office  and  asked  what 
abbreviations  should  be  used."  This 
text  anticipates  the  lesson  for  the 
next  week.  In  the  meantime  the  pu- 
pils may  look  up  a  few  abbreviations 
and  then  compare  them  with  the  ones 
which  are  given  to  them  the  following 
week.  In  practicing  this  text  special 
attention  may  be  given  to  fluency  and 
ease  of  movement.  Ease  of  move- 
ment is  indicated  by  speed,  lightness 
of  grasp  of  the  penholder,  the  ease 
with  which  the  hand  slides  along  the 
lines  and  lightness  and  smoothness  of 
the  pen  stroke.  Let  the  pupils  meas- 
ure the  speed  of  their  writing  by 
counting  the  number  of  letters  writ- 
ten per  minute.  Ease  and  fluency 
may  also  be  developed  by  using  suit- 
able formal  drill  exercises  to  supple- 
ment the  writing  of  the  text. 


20 


K%fe&u&n&tt>&£u&&r      & 


OUTLINES  FOR  GRADE  6 

Ninth  and  tenth  weeks. — These 
weeks  are  devoted  to  a  series  of 
health  rules.  The  paper  should  be 
headed  "Health  Rules."  The  follow- 
ing rules  are  suggested.  They  may 
be  supplemented  by  other  rules 
gathered  together  by  the  class. 
"Have  fresh  air  when  you  work. 
Sleep  with  the  windows  open. 
Be  out  of  doors  much  every  day. 
Eat  plenty  of  vegetables,  cereals  and 

fruit. 
Drink  much  water  and  milk. 
Take  vigorous  exercise  very  day. 
Sleep  about  ten  hours  each  night. 
Be  cheerful  and  do  not  worry." 

Each  of  these  sentences  gives  op- 
portunity for  a  good  deal  of  class  dis- 
cussion. The  main  objective,  of 
course,  is  improvement  of  handwrit- 
ing and  a  discussion  of  the  principles 
involved  in  the  sentences  should  not 
put  the  writing  problem  in  the  back- 
ground. Writing  which  deals  with 
significant  subject  matter  may  give 
the  child  opportunity  to  keep  up  the 
quality  of  his  writing  while  his  at- 
tention is  partly  directed  toward  the 
meaning.  This,  of  course,  is  the  sit- 
uation which  commonly  meets  the 
adult  writer.  Various  important  as- 
pects of  writing  may  be  concentrated 
upon  in  turn. 

Eleventh  week. — The  example  for 
practice  in  this  week  is  a  tlegram. 
Members  of  the  class  may  collect 
telegraph  blanks  in  order  to  show  the 
general  arrangement  of  a  telegram. 
The  following  message  may  be  used 
for  practice. 

December  24,  1927. 

To 

Mrs.  W.  J.  Hollister, 
Washington,  D.  C. 
4673  McKinley  St., 

Arrived    safely    with    scout    troop. 

Start  for  home   Saturday  morning. 
Fred. 

Make  some  study  of  brevity  and 
clearness  in  writing  telegrams.  Let 
pupils  compete  in  writing  the  brief- 
est and  clearest  telegram  to  send 
some  message  agreed  upon.  Test  the 
legibility  of  each  word  by  exposing 
it  separately. 

Twelfth  week. — We  shall  use  here 
progress  exercise  Number  3.  This 
contains  very  common  words  contain- 
ing all  the  letters  and  chief  combina- 
tions. The  list  should  be  written  in 
standard  form  in  one  and  one-half 
minutes. 

About  joy  should 

before  like  than 

box  not  they 

can  old  very 

first  over  was 

great  people  which 

had  quiet  your 

have  say  zone 


MENTAL  MEANDERINGS 


(Continued   fr 


Page    17.) 


terialized  the  ancient  dream  of  Daed- 
alus, and  showed  men  how  to  sail 
through  the  air  at  double  the  speed 
of  the  swiftest  bird.  Another  Ameri- 
can, Elias  Howe,  trebled  the  leisure 
hours  of  women  by  inventing  the  sew- 
ing machine.  Indeed,  before  the  his- 
tory of  the  young  nation  had  spanned 
its  first  century,  the  magic  and  won- 
der of  American  inventions  had 
revolutionized  the  whole  scheme  of  so- 
cial and  industrial  human  life. 

In  view  of  such  a  record,  it  was 
inevitable  that  Americans,  as  a  nation 
should  become  rather  cocky,  and,  in 
their  self-sufficiency,  ignore  many 
great  and  important  matters  of  prog- 
ress that  were  going  on  in  the  rest  of 
the  world.  While  we  were  forging 
ahead  in  mechanical  and  political  ac- 
complishment, France  apd  Italy  were 
outstripping  us  in  art,  Germany  and 
Central  Europe  were  excelling  us  in 
agriculture,  and  Great  Britain  had 
far  surpassed  us  in  the  field  of  juris- 
prudence, and  efficient  government. 

In  the  domain  of  education,  while 
we  had  originated  the  democratic  idea 
of  free  schools  for  the  common  man, 
we  have  allowed  Germany,  Scandi- 
navia, and  several  other  European  na- 
tions to  forge  far  ahead  of  us  in  the 
thoroughness  and  efficiency  of  their 
school  systems.  Intelligence  and  ed- 
ucational tests  incident  to  our  World 
War  enlistments  showed  that  we  were 
lagging  painfully  in  the  matter  of 
literacy,  —  considerably  behind  the 
other  enlightened  nations,  to  which,  in 
this  particular,  we  had  been  consid- 
ering ourselves  vastly  superior.  We 
also  lead  the  world  in  divorces  and 
other  forms  of  social  vice,  and  we 
have  around  ten  times  as  much  crime 
as  any  other  civilized  land.  The 
Chief  Justice  of  our  own  highest 
court,  has  lately  said  that  our  system 
of  criminal  jurisprudence  is  nothing 
less  than  a  national  disgrace. 

Unpalatable  as  it  may  be,  the  plain 
truth  is  that  we  Americans,  as  a  na- 
tion, need  nothing  so  much  as  to  curb 
our  pride  and  try  to  mend  our  ways 
by  trying  to  find  out  how  a  number 
of  important  matters  are  managed  in 
some  of  the  older  and  really  wiser  na- 
tions whom  we  have  been  in  the  habit 
of  looking  down  upon.  In  the  matter 
of  industrial  and  commercial  effi- 
ciency, we  have  but  little  to  learn 
from  the  rest  of  the  world,  but  in  af- 
fairs vastly  more  important  than 
these  in  their  relation  to  human  hap- 
piness and  social  stability,  we  have 
much  to  learn.  Are  we  too  proud  to 
learn  it? 


PUPPY  LOVE 

(Continued  from  Page   18.) 

stories  before  the  time  of  Mary. 

"I'm  just  after  passing  it  off,"  con- 
tinued Mary,  "and  I  do  not  think  I 
should  bother  with  it  when  I  made 
100'  c  of  an  average  last  year." 

"Listen  and  I  shall  tell,  went  on  the 
old,  gray-thatched  teacher. 

"I  did  not  make  quite  100%  of  an 
average  when  I  finished  High  School 
but  I  was  up  with  the  best  ones.  I 
went  away  to  school  and  had  one  of 
the  best  teachers  in  the  country  as  my 
instructor  ■ —  thanks  to  my  lucky 
stars  —  and  after  the  examination 
held  at  the  end  of  the  first  semester, 
he  called  me  into  his  room  and  said, 
'You  have  made  56^;  and  I  think  you 
do  not  know  very  much  about  our  En- 
glish Language.'  He  made  me  start 
all  over  and  foget  everything  1  had 
learned  and  I  found  out  that  I  did  not 
know  it  all  and  there  were  other 
books  on  English  that  I  had  never 
heard  of  before  that  he  advised  me  to 
study.  I  thank  my  lucky  stars  for 
having  met  a  man  and  my  old  teacher 
is  meeting  you,  Mary,  through  me.  I 
do  not  know  it  all  about  English  and 
the  more  I  study  and  learn  about  it 
the  less  I  find  out  that  I  do  know." 

Needless  to  say,  Mary  never  both- 
ered any  more  about  omitting  the 
study  of  English  and  before  long  saw 
the  error  of  her  way.  Mary  had  lived 
in  a  small  world  and  really  did  not 
know  there  was  such  a  thing  as  ad- 
vanced English  —  she  was  not  really 
to  blame  as  her  surroundings  had  not 
been  the  most  advantageous  and  she 
had  not  seen  much  of  this  old  world 
of  ours. 

(To  be  continued.) 


Norman  Tower,  the  engrosser  of 
Denver,  displayed  over  GO  pieces  of 
his  fine  engrossing  at  the  County 
Fairs  in  Eastern  Colorado,  where  he 
was  representing  the  Barnes  Com- 
mercial School.  Tower  is  turning  out 
some  very  high  class  penwork  and  is 
gradually  going  higher  in  the  pro- 
fession. 


U.  A.  Goodman,  formerly  of  Brown's 
Business  College,  Peoria,  111.,  is  to 
teach  accounting  in  the  Universal  In- 
stitute, Fort  Wayne,  fad. 


Rene  Guillard  sent  us  a  club  of  140 
subscriptions.  That  means  "The  Evan- 
ston  Township  High  School  pupils, 
Evanston,  111.,"  are  going  to  study 
penmanship  this  winter  in  real  ear- 
nest. We  hope  some  members  of  the 
class  may  become  in  time,  as  skillful 
as  their  teacher. 


Mr.  Elton  M.  Allen,  for  several 
years  manager  of  The  Bristol  School, 
Taunton,  Mass.,  is  now  with  the 
Main  School  of  Commerce,  Auburn. 


Mr.  James  J.  Toner,  recently  with 
the  Merrill  Business  College,  Stam- 
ford, Conn.,  is  a  new  commercial 
teacher  in  the  Gloucester,  Mass.,  High 
School. 


Mrs.  Katheryn  D.  Chapman,  re- 
cently with  the  Hackensack,  N.  J., 
Business  School,  is  now  teaching  com- 
mercial subjects  in  the  High  School 
at  Hackensack. 


tti^^&ud/n^Mi&diu&fir      & 


21 


Of  a]]   the   letters  published 


'FAMOUS  LETTERS" 

me   is  probably    the    most    distinguished.     It    was    prepared    by    Lyman    P.    Spe 


22 


J/u ?*5&uJ/"/iM  &&i£a/sr       & 


REPORT  OF  MANUSCRIPT 
WRITING 

By  H.  C.  WALKER 

Supervisor  of  Handwriting  in  the 

St.   Louis  Schools. 

(Continued  from  October.) 

ADVANTAGES   AND    DISADVANTAGES   OF 

THE   MANUSCRIPT  WRITING 

Advantages 

1.  Manuscript  writing  is  easy  to  learn 
and    easy    to    teach. 

2.  Beginners  need  familiarize  themselves 
with   only  one   alphabet. 

3.  It  is  beautiful,  accurate,  and  legible. 

4.  There    are    no    difficult    letter    joinings. 

5.  It    is    an    aid    to    reading. 

6.  It    is    an    aid    to    language. 

7.  It    improves    the    spelling. 

8.  It    correlates    reading    and    spelling. 

9.  It    cuts    down    fatigue. 

10.  It    economizes    space. 

11.  There    are    no    failures. 

Disadvantages 

1.  Manuscript  writing  does  not  represent 
a   life   situation;   therefore,  has   no  permanent 

2.  it  has  no  features  that  carry  over  to 
the  cursive.  Wherever  the  change  from 
manuscript  is  made,  the  child  starts  cursive 
writing   as    a    beginner. 

3.  Pupils  acquire  habits  which  later  must 
be    changed. 

4.  Manuscript  writing,  because  of  its 
heavy  strokes,  fosters  tenseness  of  muscles 
and  excessive  pressure  (directly  opposite  the 
principles    taught    in    cursive). 

5.  Tenseness  of  muscles  and  heavy  lino 
cause    poor   body    position. 

6.  The    straight    position    of    the    paper    is 

7.  Continuity  of  movement,  which  aids 
continuity  of  thought,  is  absent  in  manu- 
script   writing. 

8.  Manuscript  writing  is  not  conducive  to 
ease  and  fluency,  because  of  the  vertical 
position,  of  the  letters  and  the  straight  lines 
which    compose    them. 

9.  It   is  labored  and   slow. 

10.  It  does  not  meet  needs,  where  both 
speed  and    legibility  are    required. 

11.  It  loses  its  legibility  unless  it  is  well- 
spaced    and    written    with    deliberation. 

12.  Manuscript  writing  in  its  advanced 
form    (letters   joined)    is    vertical   writing. 

13.  It  delays  study  and  practice  in  writ- 
ing   the    cursive    penmanship. 

14.  It  deprives  the  pupils  of  practice  and 
progress    in    reading    cursive    writing. 

15.  Pupils  who  have  started  the  cursive 
elsewhere  (outside  the  school  system)  must 
change  their  writing  when  assigned  to 
rooms  where  manuscript  is  taught. 

PART  THREE 
Exhibits. 

A  few  sets  of  specimens,  with  explana- 
tions accompanying  them,  were  submitted 
with   this   report. 

PART   FOUR 
Conclusions. 

In  presenting  this  report  to  which  I  have 
given  very  serious  thought  and  study,  I 
have  considered  the  advantages  and  disad- 
vantages of  the  manuscript  writing,  not 
only  as  it  affects  the  child's  progress  in 
the  primary  grades,  but  also,  as  it  has  a 
bearing  on  his  general  progress  throughout 
the  grade  school,  intermediate  school  and 
high  school,  and  on  his  success  in  life  be- 
yond   the    school. 

While  some  of  the  claims  for  manuscript 
writing  appear  to  have  foundation,  it  is 
generally  conceded  that  its  benefits  are  real- 
ized to  the  greatest  extent  in  the  first  grade, 
diminish  in  the  second,  and  disappear  al- 
most entirely  in  the  third  grade.  This  is 
an  admission  that  the  advantages  of  man- 
uscript   writing   are   only    temporary. 

Chief  among  the  claims  for  the  manu- 
script writing  are  that  it  is  easy  for  the 
primary  child  to  learn,  and  that  it  makes 
easy  the  learning  of  reading  and  spelling. 
Care  should  be  used  to  guard  against  in- 
troducing methods  purely  on  the  around 
that  they  are  easy.  It  behooves  us  to  look 
ahead  to  determine  whether  or  not  these 
methods,  easy  at  the  beginning,  do  not  pile 
up    mountains   of    difficulty    later   on. 

Nothing  has  been  more  noticeable  in  con- 
nection with  the  St.  Louis  manuscript  ex- 
periment, than  the  plight  of  second  and 
third     grade      pupils      transferred      from    our 


manuscript  schools  to  our  cursive  schools. 
Wherever  found,  these  pupils  are  retarded 
in  three  ways:  (I)  In  ability  to  write  the 
cursive  not  having  had  instruction  in  it); 
(2)  in  written  expression  (because  of  hav- 
ing to  discard  the  manuscript);  and  (3) 
in  reading  the  cursive  writing,  (not  having 
had  experience  with  it  in  the  manuscript 
school). 

Those  who  are  enthusiastic  about  the 
manuscript  writing  claim  that  the  change 
to  cursive  writing  may  readily  be  made. 
It  will  be  recalled  that,  when  the  change 
from  vertical  to  slanting  writing  was  made 
twenty  years  ago.  considerable  time  was 
required  and  much  difficulty  experienced. 
To  effect  the  transition  from  manuscript  to 
cursive  writing  would  involve  the  following 
changes: 

(a)  Vertical    to    slanting   writing. 

(b)  Straight  position  of  paper  to  slanting 
position. 

(c)  Heavy   strokes   to   light   strokes. 

(d)  Tenseness    of     muscles     to     relaxation 

(e)  Disconnected  strokes  to  connected 
strokes. 

While  under  the  cursive  plan  the  begin- 
ning child  learns  the  forms  of  the  capitals, 
small  letters  and  figures  gradually  as  he 
needs  them,  the  case  is  different  with  the 
child  who  has  had  manuscript  up  to  the 
end  of  the  second  or  third  grade.  Besides 
having  to  make  the  changes  above  men- 
tioned, he  must  also  learn  the  fifty-two 
forms  (capitals  and  small  letters)  of  the 
cursive  alphabets  before  he  can  give  written 
expression  to  his  thoughts.  In  addition  to 
these  difficult  problems  he  is  confronted 
by  the  even  greater  problem  of  being  called 
upon  to  produce  a  considerable  amount  of 
written  work  in  connection  with  his  other 
subjects  without  an  adequate  tool  with 
which  to  do  it.  Why  teach  a  form  of  writ- 
ing in  the  first  and  second  grades  which 
within  a  short  while  must  undergo  a  com- 
plete change?  Should  we  not  consider  from 
the  beginning  the  kind  of  fundamental  train- 
ing that  will  carry  the  child  through  with 
the  least  waste  of  time?  Is  there  not  some 
question  as  to  whether  the  gains  made  in 
the  early  primary  by  using  manuscript 
writing  are  not  offset  later  by  the  com- 
plications and  disadvantages  incident  to  the 
transition  from  manuscript  writing  to  cur- 
sive   writing? 

It  is  claimed  by  the  supporters  of  man- 
uscript writing  that  it  represents  progres- 
sive education.  Does  not  progressive  edu- 
cation require  a  more  substantial  founda- 
tion than  is  represented  by  this  temporary 
form  of  the  manuscript  writing?  Should 
not  progressive  education  look  forward  and 
not  backward?  Manuscript  writing  is  very 
decidedly  a  form  of  writing  which  has  all 
the  ear  marks  of  the  former  vertical  sys- 
tem. The  statement  was  recently  made  by 
a  visiting  educator  from  England  that  when 
pupils  had  advanced  to  the  sixth  or  seventh 
grade  they  were  permitted  to  join  the 
strokes  of  their  manuscript  letters.  The  re- 
sult, of  course,  is  vertical  writing.  Expe- 
rience has  shown  that  handwriting  develop- 
ment is  a  process  of  elimination.  Our  pres- 
ent system  of  cursive  writing  represents 
handwriting  that  has  survived,  and  benefits 
that  have  accrued,  through  centuries  of 
experience  and  study.  This  surviving  hand- 
writing embraces  certain  elements  which  are 
essential    to    efficiency    in    penmanship. 

The  cumulative  results  in  penmanship  de- 
veloped in  the  first,  second,  and  third  grades 
upon  which  we  have  relied  in  the  past  as 
the  preparation  for  the  development  and 
use  of  muscular  movement  writing  in  the 
fourth,  fifth,  and  sixth  grades,  would,  under 
the  manuscript  plan,  be  absent.  If  it  were 
decided  to  give  over  to  the  manuscript 
writing  the  penmanship  periods  of  the  first, 
second,  and  third  grades,  and  reserve  only 
the  fourth,  fifth,  and  sixth  grades  for  prac- 
tice in  cursive  writing,  it  would  be  neces- 
sary to  teach  in  the  fourth  and  fifth  grades 
the  fundamentals  of  cursive  writing  for- 
merly taught  in  the  primary  grades.  This 
would  result  in  a  very  decided  retardation 
in  penmanship  throughout  the  intermediate 
grades  and  the  high  school,  especially  since 
the  new  course  of  study  gives  no  place  to 
penmanship   on    its   intermediate    school   pro- 


The  extra  training  of  first,  and  second 
grade  teachers  in  how  to  write  and  how  to 
teach  the  manuscript  writing,  and  the  train- 
ing of  third  grade  teachers  in  how  to  make 
the  transition  from  manuscript  writing  to 
cursive  writing  are  phases  of  the  manuscript 
question  which  would  involve  much  addi- 
tional  labor. 

This  comparatively  recent  revival  of 
manuscript  writing  is  only  one  of  many 
attempts  to  develop  a  more  simple  and  leg- 
ible form  of  handwriting  by  making  use  of 
vertical  characters  and  simplified  letter 
forms,  but  each  attempt  has  met  with  fail- 
ure; because  of  the  fact  that  other  impor- 
tant features,  as  well  as  legibility,  must  be 
taken  into  consideration  in  the  teaching  of 
handwriting.  The  recent  attempt  along  this 
line  differs  from  former  attempts  in  that 
this  simplified  writing  is  limited  to  the  pri- 
mary   grades. 

It  is  now  about  seven  years  since  manu- 
script writing  was  brought  to  this  country. 
It  has  gained  foothold  in  a  very  limited 
number  of  private  schools,  outside  of  the 
two  original  experimental  schools,  the  Hor- 
ace Mann  and  Lincoln  schools  of  New  York. 
To  my  knowledge  no  public  school  system 
has  adopted  it  during  this  time.  Is  it  wise 
for  us  to  lead  in  the  adoption  of  a  form 
of  writing,  the  permanent  value  of  which  is 
questionable? 

The  question  arises,  also,  as  to  whether 
we  can  afford  in  our  primary  grades,  any 
more  than  in  other  grades,  to  introduce  a 
form  of  writing  which  has  repeatedly  met 
with    failure. 

Can  we  afford  to  start  pupils  with  writ- 
ing habits,  all  of  which  will  have  to  be  cor- 
rected before  substantial  progress  in  pen- 
manship can  be  made,  and  a  satisfactory 
tool  of  expression  developed? 
Recommendation. 

After  careful  consideration  of  both  the 
advantages  and  the  disadvantages  of  man- 
uscript writing,  1  respectfuly  recommend 
that  it  be  discontinued  in  the  experimental 
schools,  and  that  the  cursive  writing  bo 
taught  throughout  the  St.  Louis  Public 
School    System. 

I  further  recommend  that  the  Penmanship 
Division  cooperate  further  with  the  Primary 
Division  to  devise  means  for  making  the 
cursive  writing  as  simple  and  as  serviceable 
as  possible  for  primary  pupils;  also  that 
manila  paper  9  x  12  inches  in  size,  ruled 
the  long  way  with  lines  an  inch  or  more 
apart,  be  provided  for  use  with  Crayola  in 
the    first    grade. 

Note:  Since  the  preparation  of  this  ar- 
ticle, manuscript  writing  has  been  adopted 
by  the  St.  Louis  Public  Schools  for  use  in 
the  first  grade  (at  the  blackboard).  The 
above  report  is  one  of  nine  reports  sub- 
mitted to  our  Superintendent  on  this  sub- 
ject. The  remainder  were  pre  ared  by  pri- 
mary supervisors,  and  by  principals  of 
schools  in  which  the  manuscript  writing  was 
used   as   an   experiment.— H.   C.   W. 


HAZEL   DEPLER   LEAVES   FOR 
MALAY  PENINSULA 

Miss  Hazel  Depler,  a  former  stu- 
dent of  the  Zanerian  College  and  who 
has  supervised  penmanship  in  Struth- 
ers,  Ohio,  and  who  for  the  past  year 
has  been  completing  her  college  work 
in  Morningside  College,  Sioux  City, 
Iowa,  will  sail  about  November  1  for 
the  Malay  Peninsula,  where  she  will 
teach  in  one  of  the  English  schools. 


THE  CENTURY  CLUB 

R.  R.  Reed,  the  energetic  penman 
of  Ferris  Institute,  Big  Rapids,  Mich., 
sent  a  club  of  20  subscriptions,  which 
is  the  first  installment  on  what  he 
terms  his  century  club  for  this  coming 
year.  We  are  quite  sure  that  Mr. 
Reed  will  go  over  the  mark  this  year 
as  he  did  last. 


^      &/u'.j$uJ/;uJJ<5</ut-a/<r       & 


23 


A  Lesson  in  Business  Writing 

Presened  at    the    N.    C.    T.    F.,    by   JOHN    S.    GRIFFITH, 
Penman    and    Commercial    Teacher,    Englewood    Business    College,    Chicago,    111. 


I    believe    1 


nt    this    lesson    to    you    better    if    1 


utlin 


ny   proble 


and    my   objecti' 


Student  Material — Graduates  of   2nd  year   high  and  high   school   graduates.    Some  university. 

Enrolled   for — Business  course — 12   months.     Secretarial — 6   months.    Academic  sec.  Admin.   High  school  graduates  and  special  admin,  course. 

Penmanship    accomplishments    of    students    entering    classes — Average. 

Classes   begin 

In    addition    to    the    usual    opening    dates    students    may    enter  any  week  of   year.      This   then,   necessitates  a   method  of  presenta- 
tion   best    suited    to    the    needs    of    beginner,    intermediate    and   advanced   pupils. 

Enrolled   in   Class— Average   class,    150. 

Methods    of    presenting    lessons    and    obtaining    results 

Blackboard     copies,     blackboard     criticism,     use     of     copies     In    manual.       My    fresh-frompen     (business    and    ornate)     Home    work 
(See   Specimen   No.    1). 


6  o  O  O  OO  G  o  oooo 


o    o 


o     ooooaoooo 

O  &  .         O  O         C !         C        CL        G.     O 


JZ-  ^L^     ^       Z/      ^    ^y  _^  ^  ^ 


C7^y<5z^zj-~c^^s/ 


SPECIMEN  No.  I.  Mr.  Griffith  in  giving  his  talk  to  the  N.  C.  T.  F. 
his  method  of  presenting  lessons.  Study  the  development  of  this  lesson, 
page   24. 


24  ^      -S/u--XitM'sujjC'<//u-a/<r       & 

Time   of   period     40    min.    5    days   a   week. 

Completion   of   course        20    weeks.       Hope    they    are    certificate    winners    at    about    2  0   weeks.    85<"r    pass   certification. 

Styles  of  penmanship         Set    of   Capitals— set    of    small    letters — set   of    figures.      (See  Specimen   No.   2. 

kj  a  %  =s  >  ?/  cr^ 


T  T 


SPECIMEN    No 
Englewood    Busmes! 


ege.    Chi. 


111. 


used    by    Mr.    Griffith,    penmanship 


Quantitative    results 

Students  are  required  to  complete  30  rages  of  cla 
student    in    special    penmanship    envelopes    which 
on    envelope,    papers    kept    or    destroyed   as    results 
g    week.      Special    awards:     1    doz.    calling    car 


Objecti 
What  v 


rk  and     10    pages    of    home 

lected   each   week   on    Friday 

Summary   of   class   prodi 

•n    holders,   etc.,    to   the  one 


papers    retained    by 


«>rk    each    week.      CUs 

checked   to   ascertain    re 

:  or  errors  to   govern  the  lessons  of  the  fol- 

laking    most   improvement,   neatest   paper  etc. 


sy    style    of    pla 


writing    and    the    ability    to    apply    it    on    any    type    of 


cord.      The  ability    to    rule 


A  good 
neatly. 
eek  of  term  was  this  lesson  given?  (See  Specimen  No.  3  Home  work 
5th  or  6th  week.  I  have  selected  Wednesday,  having  noticed  the  necessity  of  presenting  the  least  exacting  lessons  to  my 
classes  during  the  first  of  the  week,  and  the  more  difficult  lessons  on  Wednesday.  Thursday  and  Friday.  The  first  of  the  week, 
due  to  outside  activities  much  time  can  be  profitably  spent  in  helping  students  to  maintain  correct  posture,  acquire  freedom 
and  in  arousing  interest  in  the  subject  in  general.  In  this  your  skill  at  the  blackboard  or  with  the  pen  plays  no  small  part. 
Forepart  of  the  week:  movement;  exercises,  capital  letters  joining  (easy  signatures)  and  short  words.  Last  of  week:  Small 
letters,    words,    sentences    and    paragraph    writing. 

Letters    presented    prior    to    this    lesson.     O-C-A-E  -D-P-B-R.    o-c-a-iu-w-r-nm-x-v-r-s  t  d. 

Assume  the  correct  position  of  the  body,  arms,  feet  and  pa  er.  Is  your  hand  going  to  glide  along  on  the  nails  of  the  last 
two  fingers.  Is  the  fleshy  part  of  your  hand  rubbing  on  the  paper  or  is  it  poised  well  off  the  surface  of  the  paper>  Position  and  ready 
for  Exercise  No.  I.  Direct  exercise  I  space,  retrace  6  times.  1-2-34-5-6.  1-2-3-45-6.  1-234-5-6  change  the  paper.  Exercise  No. 
2  faster.  (  V.  as  large  as  No.  I)  1-23-4-5-6.  three  times,  change  the  paper  about  12  to  a  line.  Exercise  No.  3.  Nos.  I  and  2 
(smaller)  1-2-3-4  three  times  and  change  twelve  to  a  line.  Board  criticism  of  letters  and  letter  construction.  Exercise  No.  4.  push 
pull.  1  s  ace  and  note  the  finishing  line,  round  turn  at  the  base  line,  1-2-3-4-5-6-7-  three  times,  change  the  paper.  Exercise  No.  5  half 
size  of  No.  4.  Exercise  Nos.  6  and  7.  practice  small  a  and  t  later  combining  them  in  forming  d.  Exercise  No.  8,  a  »i  space  d  1-2-3 
three    times    and    change.       Check    vour    slant,    change    paper    after    each    3rd   word. 

9    |. 2-3-4-5-6.  Exercise    No.    II     1-2-3-45-6-7-8. 

10    1-2-3-4-5-6-7-    dot.  Exercise   No.    13    and    14    for    advance    students. 

15    and    16   write     two     lines    of    each    word. 

17    and    18     for    advanced    students    endeavor    to  cut   down   the  pacing  of   your  writing, 
seats     106- 109- I  12-2  10-245-3  16-414-5  18    have    maintained    the    correct    position    and    maintained   a    good    writing    speed 


ward    I 
Eight 


lijnat 


ng    to    write    the 
es.      See    Specim 


No 


amenta!    writing. 


t     /.      -    - 

-'  .  (! 

y    t     '    .  .     ■    ,  ■  */*   ■       '    ' 

/  .  .  / .  ,  .-  a.   , 


Semi-ornamental   penmanship   by    F.    B.   Courtney. 


.  //u  ■  S^/^/;/(jj  C~<//u<s/</-        &> 


25 


LESSONS  IN  ORNAMENTAL  PENMANSHIP  FOR  BEGINNERS 


We  now  take  up  the  study  of  small  letters. 

Nos.  40  and  53  should  be  studied  very  carefully.  Take  one  letter  or  word  at  a  time  until  you  get  it  up  to  a 
high  professional  standard.  It  is  well  to  shade  about  every  other  letter.  Use  a  free  movement,  but  more  penlift- 
ings  are  permissible  than  in  business  writing. 


«C2 


^e^c-<f^y^z^t^^?^^tz^^yf7^^^ 


Nos.  54  to  58  are  devoted  to  the  M  and  N.  Study  the  different  beginning  strokes,  the  nice  parallel  effects 
and  the  snappy  shades.  See  how  much  beauty  you  can  get  into  your  work.  Do  not  shade  on  lines  which  are  in- 
tended to  be  light.     Cultivate  a  light  even  pressure. 


osV 


No.  59.  The  X  is  a  beautiful  letter  when  properly  balanced.  See  that  the  beginning  oval  is  like  the  final 
oval.  Be  sure  to  swing  freely  enough  to  avoid  a  kinky  line.  Refer  to  the  copy  frequently.  See  that  your  ink  is 
thin  enough  to  make  fine  hair  lines.  Reload  your  shadee.  This  is  done  by  setting  the  pen  in  the  shade  before  it 
is  dry,  running  more  ink  into  it. 


26 


'j//u-*3tiuj//ujs  C'<//u*i/<r       & 


SPECIMEN  No.  I.  This  specimen  was  used  by  Mr.  Criffith  in  his  talk  before  the  Notional  Com- 
mercial Teachers"  Federation  to  illustrate  the  kind  ol  specimens  he  expected  his  penmanship  students 
to  hand  in  each  day.  Where  students  prepare  a  specimen  similar  to  the  above  every  day  they  are 
bound    to   improve. 


<5MJ33ud/ned^<24/(uzi&r*       & 


2/ 


a/ 


;ed    by    Mr.    J.    S.    Griffith    to    illustrate    his    talk 
used  by  him  to  create  interest. 


28 


fSffie&uJ/'/u-JJ  Cdu^a/trr       & 


New  Philadelphia  School,  New  Phila- 
delphia, Ohio.  During  the  past  six 
years  he  has  been  connected  with  the 
Oil  City  Public  Schools  as  Director  of 
Commercial  Education  and  Super- 
visor of  Penmanship.  When  Mr.  Nel- 
son's resignation  was  acted  upon  by 
the  Board  of  Education  of  the  Oil 
City  Public  Schools,  a  vote  of  Apprec- 
iation was  extended  him  for  his  ex- 
cellent record  of  service. 

On  July  1st  this  year  Mr.  Nelson 
with  two  other  associates  from  Oil 
City,  P.  H.  Sellers,  and  L.  C.  Dodson, 
took  over  the  active  management  of 
the  Jamestown  Business  College.  The 
three  men  are  planning  to  give  their 
entire  time  and  attention  to  the 
school.  The  following  constitute  the 
new  organization  of  the  board  of  di- 
rectors of  the  Jamestown  Business 
College: 

Thomas  M.  Nelson,  Pres. 
H.  E.  V.  Porter,  Vice  Pres. 
L.  C.  Dodson,  Secretary. 
P.  H.  Sellers,  Treas. 


THOMAS  M.  NELSON, 

President  and  Principal  of  the  James- 
town Business  College. 

Thomas  M.  Nelson  was  born  near 
Rochester,  Minn.,  May  25,  1893.  He 
comes  from  sturdy  Norwegian  stock. 
Mr.  Nelson  points  with  considerable 
pride  to  his  grandparents  that  braved 
the  dangers,  and  hardships  of 
pioneer  life  in  Southern  Minnesota. 

Besides  a  number  of  years  in  school 
experience,  Mr.  Nelson  has  had  a  va- 
riety of  experiences  in  other  lines  of 
business. 

Mr.  Nelson  has  completed  courses 
in  the  following  schools: 

Tobin  College,  Normal  and  Busi- 
ness. 

Zanerian  College  of  Penmanship, 
Professional. 

(Red  seal  and  teachers  certificate). 
Office    Training    School,    Teachers' 
Training  Course. 

He  took  a  course  in  Mechanical  En- 
gineering and  Manual  Training  at 
the  University  of  Southern  Minne- 
sota. This  work  has  lead  him  to  make 
woodworking  one  of  his  avocations. 
He  also  spent  several  summers  at  Val- 
paraiso University,  and  Bowling 
Green,  Ky.  Business  University. 

Mr.  Nelson  served  for  some  time 
under  General  Wood's  command  at 
Fort  Riley  and  Camp  Funston  as  a 
Sergeant.  He  was  connected  with  the 
Educational  Department  where  he  or- 
ganized classes  in  business  subjects 
for  soldiers.  After  the  Armistice  he 
was  transferred  to  the  United  States 
Army  Reconstruction  School,  Fort 
Sheridan,  where  he  taught  classes  for 
wounded  soldiers.  For  this  work  he 
has  been  greatly  praised  by  officers 
and  men. 

In  1920  and  1921  he  served  as  the 
head  of  the  Commercial  Department 
and  Supervisor  of  Penmanship  of  the 


WANTED 

Position  as  Commercia 
by     middle     aged     man. 
engaged    in     commercial 
Was     for     several    years 
school    work. 

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erly 
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blic 

Can 

branches 

teach        all        cc 
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Gillott's  Pens 

The  Most  Perfect  of  Pens 


MAGNUM  OUILLrEK 

No.   601    E.   F.   Magnum   Quill  Pen 

Gillotf,   Pens   stand   in   the   front   rank   ne 
regards  Temper,  Elasticity  and  Durability 

JOSEPH   GILLOTT  &  SONS 

SOLD  BY  ALL  STATIONERS 

Alfred   Field  A   Co.,  Inc.,  Sole  Agents 

93   Chambers   St.  NEW   YORK   CITY 


OLD    ENGLISH    FOR    BEGINNERS 

By  E.  L.  Brown,  Rockland,  Me. 

Old  English  lettering  is  used  by 
the  engrosser  for  headings,  start- 
words,  filling  diplomas,  etc.  Many  of 
our  lessons  are  prepared  for  the  ad- 
vanced student,  but  this  one  is  for 
the  beginner  who  has  had  little  ex- 
perience in  handling  the  broad  pen. 
The  alphabet  was  written  with  a  No. 
2  broad  pen  with  little  retouching 
outside  of  the  thin  lines,  therefore, 
the  lettering  is  shown  with  all  the 
inaccuracies  that  might  occur  and  are 
often  present  in  rapid,  free  hand  work. 
Many  penmen  will  not  show  their 
every  day  free  hand  work  owing  to 
a  fear  that  their  established  reputa- 
tion might  be  effected  unfavorably. 
Possibilities  instead  of  impossibilities 
for  the  beginner  will  no  doubt  pro- 
duce the  best  results  in  the  end. 
Outfit 

Assorted  sizes  of  broad  pointed  let- 
tering pens,  especially  sizes  1,  2  and 
3,  Zanerian  ink,  heavy  unruled  paper 
and  some  lead  pencils,  3  and  4  H  in 
hardness. 

First  rule  head  and  base  lines  for 
height  of  letters,  following  with  prac- 
tice on  the  strokes  in  their  given 
order.  The  first  strokes  taper  at 
either  end  and  are  used  in  ten  O.  E. 
capitals.  Use  a  No.  2  pen  and  finger 
movement.  In  order  to  make  these 
strokes  pointed  it  will  be  necessary 
to  start  the  pen  to  the  left  then  down- 
ward, again  to  the  left.  Practice  on 
these  strokes  until  you  can  make 
them  with  accuracy,  following  with 
each  of  the  other  principles.  Skill- 
ful handling  of  the  broad  pen  will 
come  with  careful  thoughtful  prac- 
tice. 

Next  follow  with  the  capitals — tak- 
ing up  each  letter  separately  —  note 
carefully  its  form,  character  and  pro- 
portions, make  each  stroke  in  order 
indicated.  Uniform  size  and  spacing 
are  most  important  in  all  styles  of 
lettering.  Send  us  your  work  for 
criticism. 


Mrs.  Helene  Reiser  is  a  new  com- 
mercial teacher  in  the  Union  Institute 
of  Business,  Cleveland,  Ohio. 

Mr.  Lewis  B.  Clark,  last  year  As- 
sistant Superintendent  of  Schools  in 
Manchester,  N.  H.,  is  now  teaching 
commercial  work  in  the  Plattsburg,  N. 
Y.,  State  Normal  School. 

A.  W.  Cooper,  formerly  of  the 
Capital  Business  College,  Salem,  Ore- 
gon, is  now  teaching  bookkeeping, 
penmanship  ami  arithmetic  in  the 
Wilson  Modern  Business  College, 
Seattle,  Wash. 

EDWARD  C.  MILLS 

Script  Specialist  for  Engravino  Purpose* 
P.  O.  Drawer  SS2  Rochester,  N.  Y. 

The  finest  script  nhtnlnahle  fur  bookkeeping   Illustration!, 
It!        Hi.-    Mill,    Pent   are   unexcelled       Mills-    Perfection 

V,     1      I     r  tine  Imslness  ivrltlns.   1   cross  81.. '.n 

DOe,   postpaid      vim,-   m ii   iv,,   -,  \     pinutta 

■.Hum   line    point,    1    cross   (1.35:    '..    , 
postpaid      Villi'    Business  Writer  No.   3— The   hest   tor 
business.  1   cross  $1.85;   '*   gross  88c,  postpaid.      1   doc. 
of  each  of  the  atmre  three  styles  of  pens  by  mall  for  40c. 


*F     <?MJ&u&n^&&ua&r       & 


29 


iiimHUi(iivWoi|iniP! 


HIGH  GRADE 


Diplomas^ 
certificates. 


Catalog  and  Samples   Free 

HOWARD  &  BROWN 

ROCKLAND,  MAINE. 


Mr.  C.  A.  Bowes,  for  several  years 
with  the  Bryant  &  Stratton  School, 
Boston,  and  Mrs.  Hazel  Gonder,  re- 
cently with  the  Cambria-Rowe  Busi- 
ness College,  Johnstown,  Pa.,  are  two 
new  teachers  in  the  Bliss  Business 
College,  North  Adams,  Mass. 

FRANCIS  L.  TOWER 

Studeyit  of  Famous  Penmen 
501  Pleasant  St.,  Boston  Heights,  Hammonton,  N.  J. 
Newly  written  copies  with  compiiMe  instructions  accom- 
panied by  CHART.  Let  me  tell  you  the  secret  now 
how  scientific  penhoklins  should  lie  used  successfully 
for  the  product  inn  of  graceful  large,  hold,  dashy  and 
rapidly  shaded  writing,  and  gracefully  medium,  fine. 
and  delicately  tinted  styles  offhand,  all  of  which  types 
embrace  the  practical  and  most  skillful,  intricate  lines 
of  professional  .-xrcutimi  and  control.  Personal  instruc- 
tion and  lessons  by  mail.  Circular  FREE.  Send  stamp 
for  fancy  signatures.  Watch  for  adv.  in  the  Business 
Educator.    December  issue. 

X mas  Cards 

Art  written,  with  your 
name,  assorted  Xmas 
seals  and  greetings,  and 
gold  shaded. 

Per  set,  one  dozen  55c 


R. 

9  Ryerson   Ave. 


C.  RUDD 


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EHMCGHEE 

US  East  State  Street  g~r*mW£cu>  Jersey 


PENMANSHIP   BY   MAIL 

Modern,  scientific  course  in  Business  Writ- 
ing by  a  graduate  of  E.  C.  Mills.  Pen-written 
copies,   red-ink   criticisms,  typewritten   instruc- 

"An  examination  discloses  that  they  are  far 
better  than  I  had  anticipated.  Perfectly  satis- 
fied and  happily  content."  (Signed)  Frank  J. 
Smith,  Holyoke,  Mass. 

Folder  sent  free  on  request. 
J.  J.  BAILEY,    74  Barton  Ave.,  Toronto,  4  Can. 


DIPLOMAS     AND     CERTIFICATES 

Neatly  Engrossed 
An  Alphabet  Print.  11x14,  for  the  illum- 
inator         50c 

Illuminated  Border  Design $1.00 

Illuminated  Alphabet,  complete  for 

study    $10.00 

This  offer  is  special  and  less  than  usual  price. 

GOOD  WORK  ASSURED 

J.  D.  CARTER,  740  Rush  St.,  Chicago 


LEARN  AT  HUME  DURING  SPARE  TIME 
Write  for  book,  "How  to  Become  a  Good  Pen- 
man." and  beautiful  specimens.  Free.  Your 
name  on  card  if  you  enclose  stamp.  F.  W. 
TAMBLYN.  406  Ridge  Bldg..  Kansas  City.  Mo. 


H.    J.    WALTER,    Penman 

222  Portage  Ave.,   Winnipeg,   Can. 

Variety  of  Penmanship  Samples, 
including  your  name  in  gold 
filigree  script  _ 50c 

Superb  Signature  Combinations, 
and  Business  Capitals,  etc ...50c 


^ispl^dVerjisicm  Designs 

t"' or  Rare  Beauty  ANb^PKOPRiAlFNESS. 

Ttie^irJ^ers^dio 

(^Espectfully  Seeks  your  FarranagE. 
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1  $ffJ  &Srfi\AKK£7Sf.  f 


A    PROFITABLE    VOCATION 

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30 


^     <5^&ud*n^&&ua&r      & 


The  following  are  new  commercial 
teachers  in  the  High  Schools  of  Des 
Moines:  William  Clark,  Eugene 
Beyatt,  Helen  Halbersleben,  Ruth  Till- 
mont,  Norman  B.  Curtiss,  and  Mary 
McCully. 


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HAVE   YOU   SEEN   THE 

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(formerly   the   Stenographer   & 
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A    monthly    magazine    covering    all 
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Journal    of    Commercial    Education 

44  N.  4th   St.  Philadelphia,  Pa. 


Meub's  Professional 
BLACK  INK 

The  Ink  Supreme  for  Ornamental 
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Made    expressly    for    the    Professional    Penmen    of    America. 
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penholder.     50c  per  bottle.     Mailing  charge  10c  extra 

SPECIAL— One  Bottle  of  Ink  and  !4  Gross  Meub's  Professional 

Shading  Pens  sent  postpaid  $1.00 


A.  P.  Meub 


452  NORTH  HILL  AVENUE 


PENMANSHIP  SPECIALIST 


PASADENA,  CALIF. 


Send  In 


•orite  Motto,  Poem  or  Quol 
engrossed.  You  will  admit 
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A.  L.  HICKMAN 


WICHITA,   KANS. 


AN  ORNAMENTAL  STYLE.  My  course  in 
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F     -ARTHUR  RAIYERS 
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America's  Handwriting  Magazino 
Devoted  to  Penmanship  and 


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Articles   on    the   Teaching   and 
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Yearly    subscription    price    »  1.25.     Special 
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Sample  copies   sent   on   request. 

THE  AMERICAN  PENMAN 

55  Fifth   Avenue  NEW   YORK 


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31 


POSITION  WANTED 

By   Experienced 

COMMERCIAL  TEACHER 

Where  the  Ability  of  an  Expert 

PENMAN  and  ENGROSSER 

Will   Be  Appreciated. 

Address  Box  605.  care  Business   Educate 

Columbus,   Ohio. 


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During  the  recent  season,  the  highest 
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Colleges.  September  brought  numerous  calls, 
various   salary   levels.     May  we   help  you? 

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Our  readers  are  interested  in  books  of  merit. 
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give  sufficient  description  of  each  to  enable 
our  readers  to  determine  its  value. 

The  Oxford  Desk  Set,  comprising 
"Modern  English  Usage"  and  "Con- 
cise Oxford  Dictionary",  published 
by  the  Oxford  University  Press, 
New  York  City,  N.  Y. 

Speaking  of  the  Modern  English  Usage, 
Christopher  Morley  said  in  his  review  en- 
titled "On  Minding  our  Manners  in  Speech." 
"This  ie  a  book  that  really  could  do  for 
one's  speech  or  writing  what  the  fabled 
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the    manners    of    the    table." 

The  New  York  Sun  in  reviewing  the  Con- 
cise Oxford  Dictionary  exclaimed,  "There 
is  not  another  cheap  dictionary  that  will 
bear  comparison  with  this  admirable  adap- 
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do  we  hesitate  to  include  among  cheap 
dictionaries  certain  much  advertised  works, 
many  times  larger  and  a  great  deal  more 
expensive.  The  authors  have  done  the  work 
of  compression  most  admirably  and  lay  be- 
fore us  a  review  of  the  English  language 
the  like  of  which  has  not  been  attempted 
before." 

The  Oxford  Desk  Set  is  as  attractive  as 
it  is  practical.  The  two  volumes,  each 
5x7%  inches,  are  printed  in  large  clear  type 
on  fine  white  paper  and  durably  bound  in 
dark  blue  buckram  with   case   to   match. 


Accounting,  by  Paul-Joseph  Esquerre. 
Published  by  the  Ronald  Press  Com- 
pany, New  York.  Cloth  cover,  369 
pages. 

A  challenging,  thought-provoking  contribu- 
tion from  one  of  the  best  known  figures  in 
American  accounting.  Everyone  who  works 
with  accounts  will  want  its  keen,  virile  sug- 
gestions and  recommendations  on  live,  practi- 
cal questions  of  today. 

Paul-Joseph  Esquerre  needs  no  introduction. 
A  pioneer  in  the  field,  he  has  fought  unceas- 
ingly to  prevent  the  shackling  and  stunting  of 
accounting  by  rigid,  artificial  rules  and  cus- 
toms. 

In  this  new  book,  he  has  pushed  far  ahead 
of  the  old  conventions.  For  major  problems 
such  as  statement  preparation  and  valuation 
procedure — problems  where  the  methods  of 
handling  the  facts  involved  vitally  affect  the 
validity  of  the  information  for  purposes  of 
management — he  shows  where,  in  his  judg- 
ment, existing  practice  falls  short  and  ad- 
vances new,  clear-cut  decisive  ways  of  attain- 
ing the  objective. 

But  his  book  does  vastly  more  than  search 
out  weak  or  controversial  points.  It  helps  you 
to  do  your  own  thinking — to  chart  out  a  course 
where  really  constructive  work  is  required.  It 
gives  you  confidence  and  support  in  situations 
where  you  yourself  have  felt  that  the  orthodox 
methods  were  inadequate  or  inconsistent. 


Plainer  Penmanship,  by  John  Oswell 
Peterson,  Supervisor  of  Penman- 
ship, Tacoma,  Wash.  Published  by 
the  Bruce  Publishing  Company,  Mil- 
waukee, Wis.    Paper  cover,  128  pages. 

This  book  contains  selections  from  the  more 
complete  textbook  entitled  "Plainer  Penman- 
ship for  High  Schools  and  Junior  High 
Schools,"  which  book  may  well  be  used  as  a 
teachers'  guide  in  connection  with  the  lessons 
here  offered.  For  charts  and  scales  to  which 
diagnostic,  analytical,  and  corrective  lessons 
are  keyed,  the  teacher  or  student  may  refer  to 
the  parent  book.  In  the  selection  of  this  use- 
ful material  for  practice,  together  with  its 
effective  organization  and  presentation,  a  num- 
ber of  advantages  have  been   retained. 

The  directions  are  explicit  and  are  given  in 
simple  language  which  pupils  can  read  and 
understand. 


The  clear  and  ample  illustrations  cover  many 
important    points    which    usually    escape    notice. 

The  movement  drills — according  to  types  such 
as  rolling,  pushing,  gliding— are  grouped  with 
the  types  of  letters  in  which  they  are  used. 

The  letters  are  grouped  according  to  like- 
nesses. The  drill  on  each  letter  is  followed  by 
word  drill,  and,  finally,  by  a  practice  sentence 
in  which  that  letter  is  repeated  from  six  to 
ten  times. 

Practice  of  each  capital  letter  is  followed  by 
applying  it  to  the  more  important  cities,  whose 
locations  are  also  given.  Capitals  also  are  ap- 
plied to  the  states  and  their  abbreviations.  The 
abbreviation  have  been  revised  to  conform  with 
the  recommendations  of  the  United  States  pos- 
tal authorities. 

Those  letters  which  are  not  thoroughly 
standardized  are  given  in  all  current  forms, 
with  preferences  stated. 

The  selections  for  applied  writing  contain 
worth-while  historical  and  literary  content. 


New  Business  Speller,  by  Charles  M. 

Miller,  Principal  of  the  Miller 
School,  New  York  City.  Published 
by  Lyons  &  Carnahan,  Chicago,  111. 
Cloth  cover,  227  pages. 

Not  a  few  new  words  have  come  into  the 
language  of  recent  years.  Some  old  words, 
little  used  in  past  years,  have  come  into  gen- 
eral use.  The  latest  edition  of  Webster's  un- 
abridged makes  use  of  some  new  diacritical 
characters,  and  makes  some  changes  in  pro- 
nunciation and  definition  that  should  be  noted. 
These  are  the  technical  reasons  for  the  ap- 
pearance of  a  new  business  speller. 

The  technical  reasons  above  enumerated  are 
alone  sufficient  to  justify  the  bringing  out  of 
a  new  book.  There  are  other  reasons,  however, 
that  have  made  the  NEW  BUSINESS 
SPELLER  a  practical  necessity.  Commercial 
education  has  developed.  Courses  are  more  ad- 
vanced than  they  were,  and  students  are  of  a 
higher  grade.  Business  men  are  yearly  becom- 
ing more  critical. 

The  commercial  education  wave  has  brought 
the  teaching  of  spelling  into  the  high  schools 
and  academies.  The  whole  field  of  business  edu- 
cation is  broader  and  more  is  required  in  spell- 
ing, as  well  as  in  the  other  branches. 

For  these  reasons  the  tendency  has  been  to 
increase  the  number  of  words  in  the  spelling 
books.  NEW  BUSINESS  SPELLER  has  6.000 
words,  or  about  1,000  words  more  than  any 
other.  So  carefully  have  these  words  been 
selected,  however,  that  every  word  in  the 
book  will  be  seen  to  be  a  useful  one.  The  repe- 
tition of  words  has  been  worked  out  in  such 
painstaking  detail  that,  while  all  needed  repe- 
tition for  review  has  been  given,  the  book  is 
not  bulky,  nor  is  there  any  wasteful,  useless 
repetition. 


The  Administration  of  Industrial  En- 
terprises, by  Edward  D.  Jones.  Pub- 
lished by  Longmans,  Green  &  Co., 
New  York.    Cloth  cover,  618  pages. 

The  present  revision  of  this  text  has  been  a 
thorough  one.  As  an  illustration  of  the  evolu- 
tion of  the  subjects  dealt  with,  it  may  be  said 
that  the  new  material  now  presented  exceeds 
in  quantity  the  subject  matter  of  the  first 
edition. 

The  purpose  of  this  book  is  to  present  in 
compact  outline  a  survey  of  the  state  of  the 
art  of  business  management  as  it  exists  in  the 
United  States,  at  this  time. 

The  treatment  aims  to  present  practice  with 
reasonable  fullness  of  detail  but,  wherever  pos- 
sible, to  deduce  and  formulate  the  general 
principles,  or  the  philosophy,  controlling  ac- 
tion. 

The  chief  outstanding  characteristic  of  this 
book  is  the  inclusion,  for  the  first  time  in 
such  a  treatise,  of  a  full  discussion  of  the  un- 
derlying general  principles  of  administration, 
which  govern  all  efficient  joint  enterprises 
whether  of  a  business  nature  or  otherwise. 
The  reader  is  earnestly  advised  to  ground  him- 
self thoroughly  in  these  principles,  for  upon 
them  rests  the  larger  part  of  the  executive 
policies  and  practical  rules  employed  in  busi- 
ness enterprise.  This  material  is  to  be  found 
in  Chapters  VII— The  Administrative  Organi- 
zation, VIII— Administration:  Orders  and  Re- 
wards, IX — Rules  of  Administration,  and  X — 
Morale  and   Leadership. 


A  Manual  of  English,  by  George  B. 
Woods,  Dean  and  Professor  of  Eng- 
lish, American  University,  and  Clar- 
ence Stratton,  Director  of  English 
in  High  Schools.  Cleveland,  Ohio. 
Published  by  Doubleday,  Page  & 
Company,  Garden  City,  N.  Y.  Cloth 
cover,  282  pages. 

This  book  is  concerned  primarily  with  the 
means  of  communicating  ideas  or  information. 
It  is  to  be  taken  for  granted  that  the  body  is 
more  than  raiment,  that  the  content  of  a  com- 
position—whether written  or  spoken — is  more 
important  than  its  language  or  its  style.  The 
book  does  not  aim  to  supply  training  in  think- 
ing, or  to  present  material  for  discussion.  Nor 
is  it  meant  to  be  a  complete  treatise  on  the 
art  of  writing  and  speaking.  It  does  aim, 
however,  to  stress  those  principles  which  are 
necessary  to  the  clear  and  effective  presenta- 
tion of  ideas  and  to  make  practical  the  clear 
and  correct  use  of  ordinary  English. 

This  text  is  built  upon  the  assumption  that 
improvement  in  English  comes  from  the  con- 
sciousness of  error,  from  a  knowledge  of  what 
is  right,  and  from  practice  in  the  application 
of  the  rules  of  good  usage.  By  pointing  out 
the  errors  most  common  in  student  English,  it 
teaches  the  student  to  discover  his  own  errors  : 
by  presenting  brief  positive  statements  and 
concrete  illustrations  of  reasonable  usage,  it 
aims  to  help  the  student  to  avoid  errors  and  to 
form  correct  habits. 


Latin  America — Men  and  Markets,  by 

Clayton  Sedgwick  Cooper.  Pub- 
lished by  Ginn  &  Company,  Boston, 
Mass. 

The  purpose  of  this  book  is  to  promote 
a  clearer  understanding  of  Latin-American 
business  men,  and  a  better  knowledge  of  the 
trade  relationship  existing  between  the 
United  States  and  the  various  countries  of 
Latin     America.  It     gives^  a     concise    and 

readable  account  of  each  of  these  countries, 
covering  geography,  government,  currency, 
products  and  industries,  exports  and  im- 
ports, transportation  and  communication. 
It  also  makes  a  special  point  of  develop- 
ing a  sympathetic  understanding  of  the  peo- 
ple, their  history  and  traditions,  their 
temperament,  their  ways  of  doing  business. 
Those  familiar  with  the  countries  in  ques- 
tion agree  that  such  an  understanding  is 
not  only  most  important  in  the  interests  of 
international  good-feeling,  but  essential  for 
successful  commercial  relations  with  them. 
For,  if  the  United  States  is  to  maintain  a 
dominant  position  in  Latin -American  trade, 
our  business  men  must  learn  to  adapt  their 
methods    to    Latin    customers,    manners,    and 

The  author  has  long  been  in  close  contact 
with  the  countries  of  which  he  writes,  and 
has  made  an  extended  study  of  conditions 
in  them.  He  has  arranged  his  book  with  a 
view  to  its  use  in  schools  of  business  ad- 
ministration and  in  college  courses  in  eco- 
nomics, marketing,  and  trade  relationships. 
It  will  also  be  of  special  value  to  consular 
officers,  foreign-trade  executives,  and  all 
others  who  wish  to  be  well  informed  about 
trade    conditions    in    Latin    America. 


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34 


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McKinley  High  School 
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mind    two    objects: 

econd  to  enlarge   his 


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STANDARD 
Typewriting  Texts 

A  Practical  Course  in  Touch  Typewriting 

Published   in   three  editions:     Stiff   paper   cover, 

120   page,   $1.00.    Cloth   cover,   120   pages,   $1.35. 

High  School  Edition,  208  pages,  $1.60. 
By  Chales  E.  Smith. 

Adopted  bv  the  l^ew  Tor\,  Boston.  Baltimore   fMdJ, 

Milwaukee' (Wis.),  Hewar\  (H-  ]■)■  Trenton  (K  ]■). 

Boards    of   Education.     Also    by    the    California   Stale 

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The  Sixteenth  edition,  greatly  enlarged  and  completely 
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Pitman's  Loose-Leaf 
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Revised    Edition    including    Regents'    Tests.     On 
cardboard,  50  cards,  $1.50  a  set. 

By  Louise  McKee. 
Adopted   by   the   Klew   Yor\,   Philadelphia.    Rochester 
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never  been  seen  by  the  pupils. 

(2)  To  furnish  models  for  both  of  thsc  types  of  work 
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Advance  Typewriting  and  Office  Training 

New  Enlarged  Edition,  155  pages,  60c. 

Practice  book  for  advanced  students.  Teachers  will  find 
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business  world.  This  work  has  been  placed  upon  the  Auth- 
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High  Speed  in  Typewriting 

108  pages,  cloth,  $1.25. 

By  A   M   Ki  nnihy  and  Fred  Jarrett. 

Adopted   bv   the  Nt'ic   Tor\  Board   of  Education,   Call- 

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sons  i-  graded  in  such  a  way  that  the  operator  commences 

lln    wink  .it   .i  speed  of  4  7  strokes  per  second,  or  10  words 

in  the  minute;  and  finishes  the  fiftieth  lesson  with  a  speed 

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The  use  of  "High  Speed  in  Typewriting"  will  develop 
an  unusual  degree  ol  typewriting  --kill. 

Isaac  Pitman  &  Sons 

2  West  Forty-fifth  St.,  New  York  City 


^^ 


Volume  XXXIII 


COLUMBUS,  OHIO,  DECEMBER,   1927 


No.  IV 


IN   WHAT   MONTH   WERE 
YOU  BORN? 


A.    N.    PALMER  IS  DEAD 

As  we  were  going  to  press  with  this 
issue,  news  reached  us  that  A.  N.  Pal- 
mer, president  of  the  A.  N.  Palmer 
Company,  author  of  the  Palmer 
Method  and  editor  of  the  American 
Penman,  died  on  November  16  at  his 
home  in  New  York  City,  after  a  short 
illness. 

Mr.  Palmer  has  been  one  of  the 
outstanding  characters  of  the  pen- 
manship profession  for  many  years. 
His  passing  will  be  mourned  by  a 
host  of  friends.  The  Business  Edu- 
cator extends  sincere  sympathy  to  his 
family  and  business  associates. 


GENUINE   SERVICE 

Will    you    kindly    send    me    a    few 
sample   copies   of  the   B.   E.   for   dis- 
tribution among  my  students?     I  am 
teaching    the    penmanship    this    year 
myself   and   know   from   past   experi- 
ences that  I  can  stir  up  a  great  deal 
of  interest  and  really  render  the  stu- 
dents   a    genuine    service    by    putting 
this  valuable  publication  into  as  many 
students'  hands  as  p6ssible. 
W.  R.  Hamilton,  Pres., 
The  Hamilton  University, 
Mason   City,  Iowa. 


The  following  well  known  Penmen 
were  born  in  December,  at  the  place 
following  their  names: 

1.— S.  E.  Bartow,  Cadiz,  Ohio,  Dec. 
25,  1868. 

2.— T.  Courtney,  Snyder  Co.,  Pa., 
Dec.  24,  1873. 

3. — A.  B.  Garman,  Elkhart,  Ind., 
Dec.  4,  1866. 

4.— J.  S.  Griffith,  Pocatello,  Idaho, 
Dec.  30,  1892. 

5. — L.  M.  Kelchner,  Light  Street, 
Pa.,  Dec.  8,  1862. 

6. — E.  J.  O'Sullivan,  Loretto,  Que- 
bec, Canada,  Dec.  2,  1869. 

7. — A.  N.  Palmer,  Fort  Jackson, 
N.  Y.,  Dec.  22,  18.  .. 

8. — J.  K.  Renshaw,  Carmi,  Illinois, 
Dec.  15,  1869. 

9.— J.  H.  Smith,  Durham,  N.  C, 
Dec.  23,  1866. 

10.— J.  E.  Soule,  Palmyra,  Me., 
Dec.  20,  1844. 

11.— H.  W.  Strickland,  Windsor, 
Conn.,  Dec.  3,  1880. 

12. — Glenn  E.  Sprague,  Middleton, 
Mich.,  Dec.  18,  1891. 

We  want  the  place  and  date  of 
birth  of  every  Engrosser,  Supervisor 
and  teacher  of  penmanship.  The  year 
may  be  omitted  if  preferred.  Please 
send  to  R.  S.  Collins,  Pierce  School  of 
Business  Administration,  Philadelphia, 
Pa. 


TEXT  LETTERING 

Every  student  of  penmanship 
should  master  broad  pen  lettering.  He 
should  be  able  to  do  at  least  several 
styles  well.  So  much  of  the  engross- 
ing work  is  done  in  text  lettering  that 
it  is  absolutely  necessary  to  become 
proficient  in  it  if  he  would  succeed  as 
an  engrosser.  In  engrossing  studios 
the  beginner  is  started  in  on  text  let- 
tering. It  is  therefore  a  mistake  to 
try  to  master  some  of  the  higher 
branches  of  engrossing  before  having 
mastered  text  lettering.  Study  Mr. 
Brown's  lesson  in  this  issue. 


THE   TREND  IN   PENMANSHIP 
METHODS 

By  E.  A.  Lupfer 

(Continued   from   Nov.) 

Meaningless  Exercises 
During  the  past  15  or  20  years, 
many  various  exercises  have  been 
used,  wisely  and  unwisely,  in  develop- 
ing a  good  handwriting.  In  many 
cases  these  exercises  have  been  poorly- 
associated  and  applied  to  letters.  To 
the  student  who  did  not  see  the  im- 
portance of  exercises  they  were  just 
so  much  work.  In  many  cases  where 
exercises  were  over-emphasized,  the 
students  never  really  got  beyond  the 
exercise  stage.  Frequently,  they  made 
beautiful  exercises  with  excessive 
speed  but  wrote  miserably  with  a 
slow,  labored  movement.  The  exer- 
cises and  the  letters  were  not  made 
with  the  same  speed  and  therefore 
the  benefit  that  should  have  been  de- 
rived from  the  exercises  was  prac- 
tically lost. 

Good  Teaching 

After  seeing  these  various  experi- 
ences, teachers  generally  have  bene- 
fitted by  their  short-comings,  and  to- 
day the  teacher  who  is  wide  awake 
uses  a  moderate  amount  of  this  and 
that  device  or  help.  By  studying 
schoolroom  needs  and  using  good 
judgment,  she  meets  the  situation 
sensibly  with  whatever  device  or 
method  is  at  her  command.  If  she 
has  ability  in  music,  drawing,  story 
telling  or  anything  else,  she  can  of- 
ten use  it  to  advantage  in  the  writ- 
ing lesson,  but  she  must  be  careful 
not  to  overdo,  or  ride  a  hobby  to 
death.     She  is  not  an  extremist. 

The  good  penmanship  teacher  shows 
the  pupils  the  essentials  of  form  but 
does  not  confuse  them  with  non-es- 
sentials. She  explains  and  shows 
why  letters  are  legible  or  illegible. 

She  encourages  good  position,  but 
does  not  try  to  force  the  acquiring  of 
an  unnatural  position.  She  shows 
why  a  pupil  can  write  well  in  a  good 
position  and  why  a  poor  position  is 
detrimental  to  writing  and  health. 

(Continued   on   page    15) 


THE     BUSINESS     EDUCATOR 

Published   monthly    (except   July  and   August) 

By  THE  ZANER-BLOSER  CO.. 

612  N.  Park  St.,  Columbus.  O. 

E.   W.   Bloser       --------      Editor 

E.  A.  Lupfer Managing  Editor 


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The  Business  Educator  is  the  beat  medium 
through  which  to  reach  business  college  pro 
prietors  and  managers,  commercial  teacher* 
and  students,  and  lovers  of  penmanship.  Copy 
must  reach  our  office  by  the  10th  of  the  month 
for  the  issue  of  the  following  month. 


^     i^^&u&n&M&Jsuxi&r       & 


Lessons  in  Business  Writing 

By  E.  A.  LUPFER,  Columbus,  Ohio 
Send  15  cents  in  postage  with  specimens  of  your  best   work  for  criticism. 


A  SUGGESTION  FROM  R.  S.  COLLINS 

"To  loosen  the  muscles,  strengthen  the  movement,  give  confidence  and  lighten  the  touch,  your  readers  might  use 
my  plan  'to  take  out  the  kinks.'  I  drill  on  copies  4  and  5,  page  9,  (Oct.  B.  E.)  several  times  daily,  making  them  as 
high  as  possible,  without  sleeve  sliding  or  thumb  working.  Begin  directly  in  front  of  your  nose,  about  9  inches  from 
the  edge  of  the  desk  (as  far  as  you  can  span),  and  make  the  strokes  to  and  from  the  eyes,  or  the  center  of  the  body. 
Use  a  hard  pencil  (No.  2%  or  3)  on  an  ordinary  newspaper,  and  see  how  many  minutes  you  can  work  in  the  same 
drill  without  wearing  through  the  paper.  Keep  the  muscles  relaxed  and  the  touch  very  light.  Count  mentally  on  the 
down  strokes,  listen  to  the  pencal  say  'an'  on  every  up  stroke.  About  8  to  10  counts  very  five  seconds  is  fast  enough  for 
these  muscle  stretching  drills.  A  good  plan  is  to  count  six,  over  and  over,  three  times  on  the  straight  line,  and  bring 
the  hand  to  a  full  stop  at  the  bottom  on  the  third  6;  then  make  the  direct  oval  same  number  of  counts,  following  with 
indirect  oval,  then  straight  line  again,  etc.  Also  learn  to  get  control  of  the  hand  by  bringing  it  to  a  full  stop  at  the  top 
after  every  third  6  'an'.    If  this  helps  you,  tell  Mr.  Lupfer." 

Mr.  Collins  enclosed  a  sample  of  his  practice  in  which  he  had  covered  over  eight  spaces.  Students  should  cover 
about  3  spaces  the  first  week,  4  the  second  week,  5  the  third  and  6  the  fourth,  etc. 

Copy  72.    Loosen  up  the  muscles  by  reviewing  this  exercise.    See  how  easily  and  accurately  you  can  make  it. 

Copy  73.  A  combination  of  push-pull  and  oval  exercises,  leading  up  to  the  letter  P.  I  would  suggest  that  you 
do  not  spend  more  time  on  exercises  than  necessary  in  order  to  Learn  to  make  real  good  letters. 

Copy  74.  This  is  intended  to  develop  the  straight  line  retrace.  See  that  you  end  this  exercise  carefully.  Unless 
you  do  you  will  get  a  wild  oval. 

Copies  75  and  76.  Before  practicing  the  P  be  sure  that  you  have  analyzed  it  carefully.  Study  the  copy  until 
you  have  a  mental  picture  and  then  put  your  best  effort  into  your  practice.  It  is  not  how  much  practice,  but  how  much 
effort  you  put  into  it.    After  you  have  made  them  one  space  high,  bring  them  down  to  three-fourths  of  a  space. 

Copy  77.  You  are  becoming  skillful  with  the  pen  by  this  time  and  can  therefore  call  yourself  a  penman.  Don't 
do  so,  however,  until  you  can  write  the  word  Penman  well. 


76 


77 


Copy  78.  The  difficult  part  of  the  B  for  many  is  the  retrace.  You  can  profitably  spend  some  time  on  this 
exercise. 

Copies  79  and  80.  The  B  should  not  be  made  too  wide.  Try  to  get  fourteen  to  sixteen  letters  on  a  line  seven 
inches  long.  The  B  is  very  similar  to  R.  Get  the  little  loop  properly  placed  and  shaped.  The  two  large  ovals  are  the 
same  in  size.  Compare  your  work  with  the  copy.  Are  you  swinging  these  letters  off  freely?  Wobbly  lines  indicate  slow 
motion. 

Copy  81.  This  copy  is  easy  but  you  should  be  very  careful  with  the  spacing,  and  see  that  all  the  turns  are 
rounding  and  angles  sharp.   The  little  o  and  a  should  be  made  distinct. 

Copy  82.  Remember  exercises  are  given  for  a  definite  purpose.  They  are  only  a  means  to  an  end,  therefore 
use  them  intelligently.  They  should  be  made  with  the  same  speed  as  letters. 

Copies  83  and  84.  Start  the  R  with  a  curve.  The  large  oval  is  the  same  as  on  the  P.  Watch  the  size  and  loca- 
tion of  the  loop  and  see  that  the  final  stroke  is  swung  out  gracefully.  The  teacher  can  count:  1-2-3-4.  Don't  hesitate 
on  the  loop. 


^      <y/it'3(luj//iiJjC~<6ua6/-       & 


Copy  85.    Run  this  copy  along  freely.    Let  the  arm  roll  on  the  muscles.    Don't  let  the  thumb  "chew  gum." 

Copy  86.  The  r  begins  and  ends  like  i,  but  has  a  decided  shoulder.  Unless  you  get  width  to  it  and  a  distinct 
shoulder,  your  r  will  be  mistaken  for  i.  Notice  that  the  r  is  made  higher  than  the  u  or  n.  Check  the  motion  as  indi- 
cated by  the  check  mark  in  the  copy.  The  down  stroke  should  be  made  straight  and  with  considerable  care.  The  r  is 
one  letter  that  requires  care. 

Copy  87.  This  is  a  good  word  for  movement.  You  will  notice  that  there  are  two  decided  pauses  in  the  motion. 
These  pauses  are  at  the  shoulders  of  the  r.   The  other  letters  glide  along  freely. 

Copy  88.  The  s  and  the  r  are  very  similar,  and  if  not  made  well  are  sometimes  illegible.  Close  the  s  at  the 
bottom.    Use  a  rocking,  rolling  motion.    Curve  the  upper  stroke  and  glide  out  of  the  letter  gracefully  the  same  as  in  i. 

Copies  89,  90  and  91.  In  these  words  pay  particular  attention  to  the  s  and  r.  If  you  can  make  them  well,  give 
your  attention  to  some  other  letter  which  you  cannot  make  so  well.  Write  other  similar  words.  Compare  your  work 
with  the  copy  often.    The  more  you  study  the  better  your  writing  will  become. 


ULAsL<3<1?3?Z-JLA</.. 


Copies  92  and  93.  So  many  letters  begin  the  same  as  H  that  it  is  very  important  that  vou  master  these  exer- 
cises and  the  stroke  itself.     Get  plenty  of  freedom  and  study  the  form. 

Copies  94,  95  and  96.  The  K  H  and  X  have  practi  cally  the  same  beginning  stroke.  The  second  part  of  these 
letters  begin  the  same,  that  is  with  left  curves.  Be  sure  t  hat  you  get  two  nice  compound  curves  in  the  K  and  that  the 
second  part  loops  around  the  stem.  Check  the  motion  at  th  e  bottom  of  the  second  part  of  H.  Be  sure  that  the  X 
closes. 


10 


92 


93 


96 


'%. 


'%.. 


Q...AP. 


^te38aJ*/t*M&&u*i&r       &  n 


Showy  Business  Writing 

in  Ten  Acts  and  Fifty  Scenes 

Written,  Produced  and  Directed  by  C.  SPENCER  CHAMBERS,  LI.  B.,  Supervisor  of  Penmanship, 
Syracuse,  New  York,  Public  Schools. 


ACT  IX 

SCENE  I 

Try  writing  this  entire  scene  in  one  minute  and  15  seconds.    Do  not  sacrifice  accuracy  for  speed.    Strive  to  keep 
those  two  essentials  hand  in  hand. 

After  practicing  this  many  times  write  a  letter  using  the  copy  to  open  and  close. 

JO*/ 

//IjuUsU/ 'C^l^uPk  U^JU^T 


ACT  IX 

SCENE  II 

Memorize  this  form,  then  substitute  one  line  each  time  starting  with  the  first  line.  Each  time  you  will  write  four 
lines  of  the  scene.  That  is  a  method  used  to  relieve  monotony  where  there  is  a  requirement  of  a  large  number  of 
copies. 

Do  not  use  the  name  of  an  existing  bank. 


/ 


^i^Ayy^^u-C^ 


',   <=^C^  i/sZZ^ls(L£~s 


Take  pride  in  making  legible  figures. 

Practice   this   receipt  in   sections,  substitute  names  and  amounts. 

There  are  one  hundred  signs,  figures  and  letters  in  this  form,  making  it  a  good  copy  for  timing. 


12  ^      <S#fe&u&neU><adiu&firt       & 


ACT  IX 

SCENE  IV 

If  you  practiced  the  combination  exercises  in  the  early  acts,  you  will  have  but  little  trouble  in  the  capital  com- 
binations used  in  this  act. 

Use  only  fictitious  names  in  substituting  in  this  form.  Change  amounts  and  dates  so  as  to  practice  on  all  the  fig- 
ures after  memorizing  this  form. 


x^s  3wr^w 


ACT  IX 

SCENE  V 

Do  not  depend  on  printed  forms  with  blank  spaces  as  they  are  not  always  at  hand.   By  committing  to  memory  the 
forms  given  in  this  course  you  will  have  made  an  appreciable  step  in  Commercial  Law. 
Write,  rewrite,  then  write  again. 


//( 7a^Uyi4xn^7  -~y^K^t^LS  OLc^&^/o,  /jlj. 


Jj^rLScL^LJy 


CURTAIN. 


&&&uA*n*dfr<£(&uxi£r*      & 


13 


Zo,  /?Zf. 


_^^^^j?-r?t^<i^^^-7C(C-^>^^ 


Miss  Olive  M.  Adams,  Super 
supervisors  and  teachers  who  c; 
those  teachers  who  follows  direc 
Correspondence    Course    she    was 


sor  of  Writing,   Beverly,   Mass.,    is    a    real    student    of    penmanship.    There    are    very    few 
write    a    better    and    more    fluent    style    of    writing    than    Miss    Adams.      She    is    one    of 
Dns    faithfully   and  works   systematically.      Upon    the    completion    of    the    Zaner    Method 
warded    a    Professional    Certificate. 


.-  ■'. >^ 

~f/Z/z, 

Fred  Tomsits,   a   student  in   the   South   Bend,    lnd..   Business   Colleg 
cards.     Anybody  would   be    glad   to   get   name   cards  and   Christmas 
Burt   Kelley   is   Mr.    Tomsits'    instructor. 


:,   should   be  able   to   make   some  pin   money   this   Chr 
:ards  written  as  beautifully  as  the  above. 


^     &J&u&n^&&u&6r      & 


'/Cts?>2^<2/ 


X^ 


The   three   girls  who  wrote   the  above  are   Junior  high   school   pupils    in   Parkersburg.   W.   Va, 


The  above  group  of  students  from  the  Parkersburg.  W.  Va..  Junior  High  School  won  Zaner  Method  High  School 
Certificates.  Few  schools  in  the  country  are  getting  better  results  in  penmanship  than  Parkersburg.  R.  W.  Carr  is  the 
supervisor   who    is   putting   the   penmanship   across   in    that   city. 


<5J^&u4/n&U/<2dtuxi&r*       & 


15 


THE   TREND  IN   PENMANSHIP 
METHODS 

(Continued   from   Page    7) 

She  secures  good  appearing  work 
by  insisting  upon  uniform  slant  and 
spacing,  and  that  faulty  forms  are 
improved. 

Her  counting  is  in  such  a  way  as 
to  encourage  rhythm  and  proper 
speed.  By  her  counting  she  is  able  to 
direct  attention  to  parts  of  the  let- 
ters to  be  watched  and  improved,  but 
she  does  not  tire  herself  and  her  pu- 
pils by  "whirlwind"  counting,  and 
continuing  counting  when  not  neces- 
sary. 

Every  exercise  she  gives  has  a  defi- 
nite purpose.  The  pupil  is  shown  that 
purpose  and  as  soon  as  it  is  accom- 
plished is  given  something  else. 

A  good  teacher  today  gives  consid- 
erable thought  to  the  material  on 
which  the  pupils  practice  and  her  in- 
structions are  guided  by  the  results 
or  needs  of  the  class.  She  endeavors 
to  correlate  her  subject  with  the 
other  school  subjects.  She  is  fami- 
liar with  the  work  the  children  are  do- 
ing in  the  other  subjects  and  plans 
her  work  accordingly. 

Above  all,  she  must  be  as  well  pre- 
pared to  teach  writing  as  well  as 
arithmetic  or  any  other  subjects  and 
she  must  give  as  much  thought  and 
time  in  preparing  for  the  writing  les- 
son as  for  any  other  lesson.  The 
more  preparation  she  gives  to  the 
teaching  of  handwriting,  the  better 
the  results  are  and  the  more  she  en- 
joys teaching  it. 

The  most  recent  and  probably  the 
most  valuable  line  of  attacking  the 
writing  situation  is  through  interest. 
Experiences  of  all  previous  methods 
used  show  that  there  has  been  a  lack 
of  real  interest  in  writing  itself.  The 
material  which  was  presented  had 
very  little  meaning  to  the  students. 
Of  course,  some  good  teachers  were 
able  to  create  interest  even  in  lessons 
containing  meaningless  subject  mat- 
ter, but  this  interest  was  probably 
created  more  on  account  of  the  per- 
sonality of  the  teacher  than  the  ma- 
terial which  was  presented  itself. 

Today,  we  endeavor  to  correlate 
handwriting  with  the  other  school  sub- 
jects. Writing  lessons  are  associated 
with  language  lessons  in  such  a  way 
that  pupils  do  considerably  more  ac- 
tual writing  and  less  work  on  formal 
and  meaningless  drills.  Under  the  su- 
pervision of  a  conscientious  teacher 
the  student  today  learns  to  apply  his 
knowledge  acquired  in  the  writing  les- 
son and  sees  a  real  need  for  acquir- 
ing skill  in  writing.  As  a  result  the 
work  carries  over  into  the  other  sub- 
jects better,  and  in  the  future  we  shall 
no  doubt  hear  less  about  the  writing 
lesson  not  "carrying  over." 


I 


of  Uu  rcrrnt  iuslaUmrnts  A  JhWeoliuialit  of  ifvnnainj  uv  reprotiucet.  a  future  of  Hie  l.oini  of  aTtSrihsu 
u.l.e  hue  been  shot  O.uon  iti  aerial  rami'  •'  '■  ■ 
Jt  was  a  srmplmt ..[  a  neu.|„  fall.-. 


hat  by  Ike  ffwmau  «».  urn  ttkUlu&t 

ko  »..•*  rijl.hnn.  For  the  allies:  not  new  ten  iMe  bo  look  _n  than  nun. 
-  ««■»-  W»*  io  eumoaranre  ill  lubertu  hen  bn.11.1hl  us  maim  letters  oF  protest. 
lW.ro  uirr.tr  to  us  thai  Hir ,,  mil*  shark.*  nil  Hit  picture.  5'omo  rrfrrrr*  bo  uou'Uirrdhofm  a<  aTutifc'  ©Ibre 
srnurk  Ilairifirb  that  wr  sb.mll.  make  a  l.<r..  ,.f  a  lt(  Her  lib.'  uon  UiAHiota.  \»,  oo  not  uuibe  a  lux.,  oF%rhch.>Ern  We  tell 
tbe  Hue  stnrn  of  his  Uf«,  .is  amrraMu  as  En-am  Jet  it. 

€hc  pirturr  of  Hl«  slain  initeli  officer  is.  aftr  i  ull.oiilu  a  picture  of  war  as  it  is.  HW  is  Hir  uuuilrsale  Uilliuc  of 
uauiu,  uicn.  Jlut  Is  tiu  object  of  max.  Uictorics  aw  luoasurcr.  hi,  slanoWw.  (This  isolates  snapshot  of  a  oca*  ...an  illustrates 
uillat  it  utraus  la  be  a  hero  anil  the  uirtirn  of  a  hero. 

jfmr  nuilb  si..,,  war  I'll  taking  a  note  about  it.ru,  «t  peon  waulo  llcsilatc  a  mornc 
HuFiUTaaalcju,  u.c  cant.  War  is  a  rrrurtvnt  planur  iiv  Hit  histnru  of  nations,  Ikere  lumo  brou  ibrnlisl 
couie.  best.umco.JtUasntbeeu.  tfhatis  afa.-l  ..'hub  must  be  arecplco. 

is  oic  lib.  men.  usually  lln.uah  not  aUuaq*,  a*  fke  resuH  of  ilefoat  in  ui. 
luftll  to  see  that. if  possible.  u>r  bo  nob  become  inoi.lwo  i 


s  to  his 


'<!!„ 


JtisHicburuatHirral 
hiaWourut..  sec  thai  if  »ai  com 

(Ihc  slain  iKmUshn^m 

yhi'  photojuaph 
JanamJ^flinMto.V  We 
the  mhia  porteauel.  ^g*ur  fuchi 

jUnrhuaircf.'Hi, 
a  million  anb  a  kalf  lj>.riuan«. 

"tf>Kllf**i*hi«u,tsaKi  rf  .»,  .mm  b'.-TH  mere  killec.  I 
the  iwr  ha!,  kisteb  aue.wlono.H-.  Si»t)l  HioiisanS  balp  ear* 

TPe  respect  Hie  FersUlas of  fhosv  Bill.'  uncle  bo  t?arn c 
hi  point  out  to  them.  ltmon.er.Hiat  beak  Mm  are  Hie  I  rift  .,a.- 
of  a  luarHat  hero  Ls  meiisnreti  bijhi^  abilihj  to«U^i  hisenea^. 

We  all  remember  lt.no  at  the  train,  nq  tvui+.s  the  u.ntnq 
Ki.wm»t»  ink    ' 


ruseshallbeuietori, 

^irhire»  m  Viberfu  mas  .mbj  one  of  fea  million  rlaimeo  fj)  .Vark  in  the  late  UK11-. 

boon  shntks  ueistms  noin  uitlo  reab  a'iHi  eoital.LMKtnbs  of  Hie  slaughter  at  Ver>uu 
.aity  list?  without  reolUtaa  rb.ii  eaeb aom* of  asialn  soltner  meant  e*a.f In 
;ton  u»ho  inent  uieot.  .  ^H 

^uniiaiinien  unioe  Hiesumewu'  saeirfirctaunlliouan&aqnarcrr ^Tenrluneu  ana 


the  fume*  BwulMiao,-. 
■libeHiatsruuisUof. 
.■,balH.e".HorihVabion' 
rn.u-.lb.U-  the  business, 

J  taiuilit  to 


:.>;!. 


>l! 


i'l  a*  tarn  plunaea 


i en.Jt  istruet. blosog  nni  .uiu[u(.  .lii.-. Llal . 


The  above  beautiful  piece  of  engrossing  was  executed  in  colors  by  Irwin  Ogden,  who 
is  at  present  attending  the  Zanerian  College  of  Penmanship.  Columbus.  Ohio,  preparing 
himself  as  a   professional   penman  and   engrosser.     Keep   your  eye  on   this   young   man. 

The    above    wording    was    taken    from    the    August    2  7. 
Liberty    Weekly,    Inc. 


of    Liberty,    by    courtesy    of 


9^^-^  f. 


re  specimen  was  written  by  Johnny  Yoshimoto,  Penticton,  B.  C.  Canada,  who 
;ss  Educator  Students'  Ornamental  Penmanship  Certificate.  You  can  look  for 
rk   from    this    young   man    in    the   future.     He    has    the   ability    to    become   a    real 


16 


y/u  rjtiuM/itJJ  C</fua/sr       & 


Suplementary  Business  Writing 

By  C  C.  LISTER,  Maxwell  Training  School  for  Teacher..  Now  York  City 


^ 


u£ 


^£^4/-?£~c-*^^'^ 


This    specimen    of    business    writing    is    the    product    of    our    good    friend    up    in    Minnipeg,    Man 
C.    R.    Brunet,    instructor    in    Lord   Selkirk    School. 


^     <54fe<!38u<i/n&M/(2diu*z&r       & 


17 


MENTAL  MEANDERINGS 

By  CARL  MARSHALL,  Route   1,  Box  32,  Tujunga,  Calif. 


The 

Importance 
of  Skill 


Skill  is  the  power  to  do  things  well. 
Perhaps  the  most  important  life 
guide  ever  put  into  language  is  the 
little  three-word  rule, 
DO  IT  WELL.  When 
I  first  began  to  observe 
people  attentively,  I 
noticed  how  startlingly 
different  folks  are  in  their  ways  of 
doing  things.  Not  merely  work,  or 
play,  but  in  doing  the  things  people 
do  from  babyhood,  such  as  breathing, 
eating,  walking,  running,  and  the  ex- 
ercise of  the  senses,  seeing,  hearing, 
feeling,  and  so  on.  Apparently,  some 
people  seem  to  be  just 
natural  born  dubs  in 
about  everything  they 
try  to  do.  I  often  won- 
dered why  it  was,  and 
after  a  while,  I  worked 
out  a  sort  of  philos- 
ophy to  account  for  it. 
It  appears  that  hu- 
man beings,  unlike  the 
lower  animals  are  mostly  born  with- 
out any  of  the  protective  instincts. 
The  young  of  most  of  the  wild  things 
carry  on  from  the  start  with  practic- 
ally nothing  in  the  way  of  either 
teaching  or  even  conscious  effort. 
Most  of  them  are  able  to  make  a  liv- 
ing for  themselves,  almost  from  the 
time  they  leave  the  shell.  They  can 
fly,  swim,  catch  their  prey  or  build 
their  nests  without  ever  taking  so 
much  as  one  preliminary  lesson.  Not 
so  with  us  humans.  It  is  doubtful  if 
a  baby  could  even  learn  to  walk  with- 
out being  shown.  And  the  lower  ani- 
mals seem  to  improve  very  little  with 
practice.  The  first  nest  a  pair  of 
robins  build  is  as  good  a  piece  of 
architecture  as  their  tenth  one.  One 
thrust  or  mocking-bird  sings  as  well 
as  another,  and  all  without  taking 
vocal  lessons.  A  young  rooster  may 
not  crow  quite  so  satisfactorily  as  his 
grandfather,  but  that  is  not  because 
he  doesn't  know  how.  It  is  probably 
owing  to  an  undeveloped  glottis.  A 
young  hawk  can  soar  as  swiftly  and 
dart  upon  its  prey  as  unerringly  as 
an  old  one.  There  are  no  Pattis  or 
Paganninis  or  Lindberghs,  or 
Michaelangelos  or  Babe  Ruths  or 
Helen  Wills  or  Gene  Tunneys  in  the 
animal  woi'ld. 

But  we  poor  higher-ups  have  to 
work  under  a  comparative  handicap. 
We  can  do  little  or  nothing  without 
being  TAUGHT  HOW,  and  we  can  do 
nothing  WELL,  without  a  lot  of 
wearying  practice.  Our  nervous  sys- 
tems are  simply  organized  that  way, 
and  that  is  all  there  is  to  it.  When- 
ever, in  our  easy-going  laziness,  we 
think  to  "get  by"  through  an  easier 
route,  we  are  due  for  a  flop  into  the 


mud-hole  of  failure.  Leai-ning  and 
training  are  the  price  of  the  game, 
and  there  is  no  winning  without  them. 
The  barren  shores  of  the  Land  of 
Futility,  are  littered  with  the  wreck- 
age of  those  who  did  not  learn  this 
fundamental  truth  in  time. 

There  is  not  so  much  difference  in 
the  make-up  of  these  physical  and 
mental  machines  of  ours,  but  there  is 
a  lot  of  difference  in  the  voltage  of 
the  electric  battery  of  WILL  POWER 
by  which  we  make  them  go.  It  is 
pretty  nearly  true  that  a  person  can 
do  anything  that  he  tries  hard  enough 
to  do.  The  story  of  most  of  our  gen- 
iuses shows  that.  In  fact,  one  wise 
thinker  has  said  that  genius,  itself, 
is  but  "an  infinite  capacity  for  taking 
pains."  It  is  mostly  mere  laziness 
that  causes  so  many  folks  to  go 
through  the  world  as  dubs  and  medi- 
ocres. 

And  if  all  of  us  could  only  learn 
IN  TIME,  to  do  things  well  what  a 
lot  of  difference  it  would  make  in  our 
happiness!  And  we  have  to  learn  the 
difference  between  a  thing  that  is 
done  well,  and  one  that  is  only  half 
done.  The  Devil  never  invented  a 
subtler  formula  for  ruining  a  man 
than  that  easy-going  label  with  which 
so  many  people  tag  their  work:  I 
GUESS  IT  WILL  DO. 

Nothing  should  "do",  unless  you 
have  put  into  it  every  ounce  of  skill 
that  you  have.  And  this  applies  to  a 
lot  of  very  simple  things,  that  most 
people  would  not  even  think  of  learn- 
ing HOW  to  do.  It  would  appear  that 
there  is  a  chance  for  skill  even  in 
such  an  instinctive  matter  as  kissing. 
I  read  the  other  day  of  a  movie  di- 
rector, who  required  a  pair  of  actors 
to  kiss  in  a  certain  emotional  scene 
for  more  than  forty  times  before  the 
camera  registered  just  what  he 
wanted.  The  actress,  Olga  Nether- 
sole,  perfected  a  stage  kiss  that  filled 
the  theatre  with  erotics  for  a  hundred 
nights.  That  perfected  osculation 
brought  her  scads  of  money  and  also 
much  marketable  fame,  such  as  it 
was. 

Aside  from  the  prosperity  that  only 
skill  is  likely  to  bring,  there  is  even 
a  greater  reward  in  the  joy  and  pride 
that  all  of  us  feel  in  doing  almost 
anything  WELL.  It  is  this  joy,  I 
think,  rather  than  any  mere  money 
reward,  that  keeps  the  world  climb- 
ing the  tracks  of  progress.  It  is  this 
innate  "pride  of  accomplishment", 
whether  the  performers  know  it  or 
not,  that  is  the  motive  force  in  all 
the  fields,  whether  of  art  or  sport  or 
business  or  industry.  It  is  this  joy- 
ful exhileration  that  skill  gives,  that 


mostly  makes  life  really  worth  while. 
If  you  will  read  that  new  and  won- 
derful book,  of  Edna  Ferber's,  "So 
Big",  you  may  get  a  better  under- 
standing of  this.  But  if  you  should 
elect  to  allow  yourself  to  go  through 
the  world  as  a  dub,  you  will  forfeit 
your  own  SELF  RESPECT,  which  is 
about  the  worst  form  of  failure  and 
misery  that  anybody  can  have.  Adopt 
the  rule,  "DO  IT  WELL"  and  see  if 
it  doesn't  work  out  as  I  have  said. 


Long  ago,   certain   fairly  close   ob- 
servers of  human  affairs,  reached  the 
conclusion   that    a   lot   of   youngsters 
are   being    sent    to    college, 
The  who  really  have  no  business 

College  there.  Some  of  us  recall 
Misfits  the  old  story  of  a  college 
faculty  who  signed  a  certi- 
ficate to  the  effect  that  a  certain 
graduate  had  "completed,  with  honor 
the  course  of  study  required  by  this 
Institution",  and  then  thoughtfully 
added,  "and  we  know  no  reason  why 
he  should  not  complete  the  same 
course  again."  But  these  ribald 
scoffers  were  mostly  of  the  laity.  In 
pro-college  circles,  it  has  generally 
been  assumed,  as  a  matter  of  course, 
that  everyone,  regardless  of  his 
mental  or  temperamental  limitations, 
should  "get  a  college  education",  and 
that  if  he  failed  to  do  it,  he  was  just 
that  much  out  of  luck. 

But  now  comes  no  less  an  authority 
than  Dean  Christian  Gauss  of  Prince- 
ton University,  who,  in  the  October 
Scribners,  pronounces  a  very  different 
opinion.  In  fact,  Dean  Gauss,  bluntly 
declares  that  at  least  one  sixth  of  the 
American  college  population  should 
be  "fired"  and  sent  home  to  find  some- 
thing they  are  better  fitted  for,  than 
trying  to  get  a  higher  education.  He 
says  in  effect  that  trying  to  make  ed- 
ucational silk  purses  out  of  these 
sows'  ears,  costs  their  parents  and 
the  college  endowment  fund  from 
$8,000  to  $10,000,  and  that  it  would 
be  better  to  save  this  money  and  put 
the  misfits  to  other  work. 

"Some  of  the  Princeton  Dean's  ob- 
servations are  so  piquant  as  to 
deserve  quoting.     For  instance: 

"I  would  examine  the  parents  as 
to  their  fitness  to  have  a  son  in  col- 
lege, and  most  certainly,  upon  their 
qualifications  to  decide  whether  he 
should    go    there.      Where    parents 
fail  to  "pass",  the  matter  should  be 
decided   by  the  headmaster  or  the 
high-school  principal." 
Dean     Gauss    explains    that    many 
parents  who  do  not  really  know  their 
own  sons,  unthinkingly  send  them  to 
college,   through   their   acceptance   of 
the  popular  tradition  that  everybody 
who  can  afford  it,  should  have  a  col- 
lege   education,    whereas,    many   boys 
are  better  off  without  it. 

"If",  he  continues,  "  a  boy  does  not 
enjoy  study  at  school,  he  is  not  and 


(Co 


Page   22) 


18 


&&&u&/i^(»4&u&&r       & 


PUPPY  LOVE 

By  C.  R.  McCANN, 

McCann  School  of  Business 

Hazleton,  Penna. 


But  Mary  isn't  the  only  one  who 
thinks  she  knows  all  about  English. 
Many  years  ago  this  writer  wrote  a 
little  article  for  a  magazine  about  the 
origin  of  the  English  Language  and 
among  other  things  said,  "An  Irish 
Missionary  did  more  to  Christianize 
the  British  Isles  than  any  other  per- 
son." This  brought  forth  much  com- 
ment from  some  of  the  laymen,  espe- 
cially one  who  thought  that  some  pro- 
paganda was  bein  used  but  history  is 
history  and  it  is  rather  hard  to  re- 
fute arguments  when  it  is  recorded  in 
many  histories  and  accepted  as  a 
truth  by  the  learned  men.  So  we  see 
that  some  older  persons  do  not  know 
as  much  as  they  think  they  do  about 
some  things.  There  is  an  old  saying, 
"Where  ignorance  is  bliss,  it  is  folly 
to  be  wise,"  and  this  applies  to  some 
of  us  who  have  passed  the  school  age. 
Some  of  us  have  heard  about  the  old 
owl  who  lived  high  up  in  the  hollow 
of  a  giant  oak — with  age  came  wis- 
dom but  what  has  all  this  to  do  with 
Puppy  Love? 

It  was  not  long  before  the  entire 
class  was  wise  to  the  fact  that  Mary 
had  a  terrible  case  on  a  lad  who  was 
as  ugly  as  a  mud  fence  and  his  face 
would  have  stopped  an  eight-day 
clock  had  he  looked  at  it — the  lad  not 
the  clock,  my  dear  readers.  It  is  very 
pocr  business  to  have  ugly  looking 
candidates  running  for  office  these 
days.  Girls  will  not  vote  for  ugly 
men.  What  would  poor  "Honest  Abe" 
have  done  if  women  had  voted  in  his 
day?  But  when  a  woman  becomes  at- 
tached to  an  ugly-looking  man,  there 
is  nothing  in  the  world  to  stop  her 
and  then  again  what  chance  has  an 
ugly  looking  man  anyway  when  a 
woman  gets  her  mind  made  up  to  have 
him. 

Robert  Eggleston  was  about  the 
same  age  as  Mary  but  large  for  his 
age,  being  very  thin  and  nearly  six 
feet.  It  was  soon  "nosed"  about  the 
little  school  that  Bob  and  Mary  had 
a  "case  on"  each  other.  It  is  very 
hard  to  fool  the  members  of  the  class 
about  such  things.  Many  teachers 
have  the  opinion  that  they  can  easily 
fool  the  youngsters  in  the  class  but 
take  a  little  tip — one  has  to  get  up 
early  in  the  "marnin"  if  he  is  to  suc- 
ceed. Then,  too,  young  folks  resent 
the  fact  that  the  teacher  thinks  he  is 
"slipping  something  over  'em".  How- 
ever, it  was  love  at  first  sight  with 
our  two  little  Turtle  Doves.  Neither 
one  had  ever  kept  company  with  the 
opposite  sex  but  as  is  the  usual  case, 
"love  will  find  a  way"  and  so  the 
world  moves.  What  did  these  two 
lovers  care  what  the  other  members 
of  their  class  said  about  them,  any- 
way? 


Peggy  O'Harra,  a  neighbor  of 
Mary's  went  home  and  told  her 
mother  and  her  mother  in  turn  told 
Mrs.  O'Gaffney  and  before  long  it 
was  news  over  the  backyard  fence. 

"I'll  break  every  bone  in  his  body," 
said  "Jigger"  McCarthy,  Mary's 
father,  when  he  heard  the  "news  mon- 
grels blabbing  away." 

"Oh!  no,  ye  won't,"  piped  up  Pat- 
rick Brogan  who  had  a  similar  ex- 
perience when  he  was  a  young  lad. 

"Just  let  him  try  to  bring  our  Mary 
home,  and  ye'll  see  if  I  don't,"  re- 
torted "Jigger." 

It  is  to  be  remembered  that  "Jig- 
ger" McCarthy  was  a  great  full  back 
on  the  "Patch"  football  team  several 
years  ago  and  was  noted  for  his 
prowess  and  since  his  football  days 
had  grown  fatter  and  larger  than 
ever.  He  was  what  men  would  say, 
"He  was  a  big  man." 

The  School  had  its  Annual  Hallowe- 
'en Dance  and  since  Mary  lived  al- 
most half-mile  from  the  trolley,  it 
was  Bob's  duty  to  "see  Mary  home." 
This  is  especially  true  if  the  young 
man  in  question  is  near  the  age  of 
sixteen.  He  does  not  need  to  ask  her, 
that  will  all  be  taken  care  of  by  the 
young  lady  who  is  near  the  age  of 
fifteen.  At  the  dance,  Bob  danced 
every  dance  with  Mary  and  every- 
body laughted  and  thought  they  were 
having  a  good  time  at  their  expense 
— doubtful  —  because  sometimes  we 
think  we  are  "kidding"  the  other  fel- 
low, when  in  reality  "kidding"  our- 
selves. The  oi'chestra  leader  said  af- 
terwards that  he  had  never  seen  so 
many  encores  in  all  his  playing  ex- 
perience. Mary  won  the  prize  for  be- 
ing the  best  dressed  while  Bob  won 
the  prize  among  the  boys.  They  must 
hurry  for  the  trolley  that  ran  to  the 
"patch"  because  "Jigger"  had  told 
Mary  NOT  to  miss  the  last  car  and  if 
she  did,  he  would  know  the  reason 
why. 

"No,  Bob,  dear,  this  is  the  last  car," 
spoke  Mary  softly  as  Bob  was  assist- 
ing her  to  the  car. 

"I  don't  care  if  it  is,  I  can  walk 
back"  came  the  quick  answer  from 
Bob.  No  one  will  ever  be  able  to  tell 
why  boys  do  such  things  but  they  do 
them  regardless  of  dangers. 

The  McCarthy  home  was  elevated 
more  than  the  other  houses  in  the 
neighborhood  thus  affording  a  better 
view  of  the  trolley  station.  And  when 
Mary  and  Bob  alighted,  two  keen  eyes 
perceived  the  pair  of  youths  and  these 
eyes  were  none  other  than  those  of 
the  great  "Jigger"  himself.  Slowly 
they  wound  their  way  toward  the  Mc- 
Carthy home  as  is  usual  among  young 
folks. 

"Who  is  this  young  lad  ye  have  wid 
yez?"  spoke  up  Jigger  angrily  as  they 
met  at  the  gate. 

"Why,  why,  why — Daddy,  this  is 
the  fellow  I  was  telling  you  about  — 
Robert  Eggleston — this  is  my  father," 
replied  Mary  falteringly. 


"What  in  the  divil  do  yez  mean 
coming  home  with  our  Mary  at  this 
hour  when  yez  know  that  the  last  car 
has  gone.  Ye  can't  stay  here  in  my 
house.  Don't  ye  know  that  I  don't 
allow  her  to  have  company."  It  was 
some  speech  for  "Jigger". 

And  "Jigger"  was  getting  hotter 
and  hotter  under  the  colar  with  the 
result  that  poor  Bob  did  not  know 
what  to  do. 

"I  was  just  bringing  Mary  home 
from  the  dance.  I  did  not  mean  any- 
thing wrong,  Mr.  McCarthy,"  came 
the  reply  from  Bob. 

"Jigger's"  Irish  temper  got  the  bet- 
ter of  him  at  this  point  and  without 
further  ceremony  promptly  gave  the 
young  Enoch  Arden  a  few  nice 
healthy  clouts  with  his  fist. 

"I'll  teach  ye  to  bring  me  Mary 
home  when  we  do  not  allow  it,"  was 
all   "Jigger"  would  say. 

And  poor  Bob  plod  his  way  wearily 
homeward  with  his  face  and  jaw 
swelling  at  each  step  of  the  way. 

The  next  morning  in  school  Bob 
was  the  laughing  stock  of  the  class 
as  the  noise  of  the  disturbance  caused 
Mrs.  Brogan  to  stick  her  head  out  the 
window  and  tune  in  on  the  wave 
length.  News  flew  quickly  but  Bob 
did  not  care  since  he  loved  Mary — he 
never  could  love  that  big  brute  of  a 
father,  "Jigger"  McCarthy,  now. 

Days  and  weeks  moved  along 
rapidly  during  the  Winter  Term  in 
the  school  and  soon  Spring  came  with 
all  her  balmy  weather.  Our  two 
"lambs"  now  took  nice  walks  during 
the  noon  hour  and  throughout  the  lit- 
tle city,  the  people  would  glance 
around  and  look  at  this  pair  as  they 
passed  on  the  street.  The  older  per- 
sons smiled  but  the  younger  ones 
laughted  outright  and  in  derision  lit- 
tle thinking  that  mayhap  they  would 
be  doing  the  same  some  day  them- 
selves. 

"Do  you  teach  love  making  in  your 
school?"  spoke  the  cashier  of  the  bank 
as  he  met  the  Principal  one  day. 

"Oh,  yes,"  replied  the  mentor  with 
a  little  smile  upon  his  face.  The  old 
Principal  was  used  to  such  things 
among  young  people  while  the 
Cashier  might  know  something  about 
notes,  drafts,  money,  etc.,  he  did  not 
know  humanity  and  especially  the 
younger  generation.  He  had  forgot- 
ten his  earlier  days  when  he  was  a 
boy.  So  many  of  us  forget  that  we 
were  once  just  as  bad  and  possibly 
worse  than  the  young  boy  when  we 
were  young. 

"I  hear  ye  are  still  running  around 
with  that  young  "Egg" — he  is  a  bad 
egg,  I'm  thingin,'  "  spoke  the  head  of 
the  McCarthy  elan  one  night  at  the 
supper  table. 

"Well,  I  can't  refuse  to  talk  to  him, 
can  I  when  I  am  in  the  same  class 
with  him,"  replied  Mary  quickly. 

"If  from  what  I  am  hearin'  yez 
had  better  watch  yer  step,  little  girl, 

(Continued   on    Page    )3) 


^     <52fa&u4/MeM<sdtu*z&r       & 


19 


The    Point    of    View    of    the 
Principal  On  Hand  Writ- 
ing Problems 


By    MRS.    GEORGIA    LACEY,    Prin. 

John  McCormick  School, 

Indianapolis,  hid. 


Address  Delivered  at  the  Indiana 
State  Teachers'  Association  Meet- 
ing, held  in  Indianapolis,  Indiana, 
October  20,  1927. 


There  is  a  growing  movement  in 
America  which  puts  the  burden  of  su- 
pervision on  the  principal.  A  num- 
ber of  reasons  may  be  given  for  such 
investment  of  supervisory  authority. 
We  will  all  agree  that  child  growth 
is  the  measure  of  supervision.  In  the 
parlance  of  the  business  world  the 
principal's  work  may  be  called  "pro- 
ducing on  the  job."  He  is  free  to 
change  certain  factors  in  environment 
and  to  set  up  social  situations  which 
permit  growth.  When  he  serves  as 
production  manager  waste  is  elimin- 
ated in  the  matter  of  travelling  about 
from  one  building  to  another.  He  is 
closer  to  the  parents  than  the  spe- 
cial supervisor.  The  principals  time 
may  be  scheduled  to  do  that  very  nec- 
essary type  of  thing  called  follow-up. 

His  supervisory  program  can  be 
based  on  the  needs  of  his  teachers  as 
he  finds  them  at  widely  differing 
levels  of  proficiency.  His  must  be  a 
program  directing  their  growth  and 
analyzing  their  errors.  It  is  possible 
for  the  principal  to  have  daily  con- 
ference with  his  teachers.  We  must 
certainly  look  to  him  as  the  chief 
agent  in  building  up  morale.  With 
such  a  prospectus  of  the  principal's 
responsibilities  before  us  it  is  evident 
that  he  must  have  a  real  vision  of 
the  possibilities  that  lie  in  the  field  of 
every  school  activity,  and  know  inti- 
mately every  line  of  work  within  his 
school. 

It  is  our  purpose  to  consider  at  this 
time  the  principal's  point  of  view  as 
regards  handwriting. 

Penmanship  must  be  recognized  as 
a  fine  and  practical  art.  Only  with 
such  an  understanding  of  its  true 
status  will  the  teacher  enthusiastically 
"carry  on."  For  the  grade  school 
child  there  are  but  two  methods  of 
transmitting  thought,  by  telling  or  by 
writing.  It  is  essential  for  him  to 
master  these  two  language  vehicles 
so  that  he  uses  them  automatically 
without  hindrance   to   self-expression. 

On  the  other  hand  his  style  of 
speaking  or  writing  should  not  be  so 
individual  that  it  becomes  a  hindrance 
to  thought.  We  teach  the  children  to 
speak  correctlv.  Stammering  and 
lisping  are  evidences  of  individuality. 
The  "newsie"  is  individual  in  his 
slang.  Provincialism  is  also  individ- 
ual, but  certainly  undesirable.  Voices 
differ  but  inflection,  emphasis,  phras- 
ing as   means   of   expression   are   the 


same.  We  are  attempting  to  train 
voices  to  be  clear  and  smooth  so  as 
not  to  mar  thought.  That  speaker  is 
best  whose  thought  stands  alone,  the 
speaker  forgotten. 

Written  expression  should  be  as  un- 
obtrusive as  print.  The  newspaper 
does  not  use  fantastic  tyDe.  Hand- 
writing should  be  read  quickly  and 
easily.  It  must  not  hamper  the  ac- 
quiring or  exiiression  of  thought.  No 
one  deserves  to  take  the  time  of  a 
friend  to  decipher  hieroglyphics  which 
a  person  develops  to  be  eccentric  and 
individualistic.  This  is  only  an  evi- 
dence of  egoism.  The  lost  art  of  let- 
ter writing  is  in  large  measure  due  to 
clumsy  writing.  In  this  connection  it 
might  be  said  that  fortunately  cus- 
tom is  making  it  a  matter  of  courtesy 
to  use  pen  instead  of  pencil.  Much  of 
our  so-called  scratch  work  done  on  a 
low  grade  of  paper  with  a  pencil  is 
pernicious.  No  banker  will  permit  the 
use  of  pencil.  One  Boston  banker  dis- 
misses anyone  who  uses  an  eraser. 

It  is  reported  that  Marshall  Field 
losses  six  million  dollars  yearly  due 
to  illegibility.  Large  sums  have  been 
lost  through  failure  to  receive  tele- 
grams and  cablegrams  because  of  il- 
legible signatures.  I  am  told  that 
the  Hotel  Pennsylvania  in  New  York 
has  attempted  to  safeguard  its  guests 
from  their  own  illiteracy.  When  the 
guest  registers,  the  clerk  spells  the 
name  to  a  tyist  who  prints  vh'3  name 
on  a  card  which  is  pasted  below  the 
signature. 

Of  course  no  two  people  can  talk 
or  write  alike  any  more  than  they 
can  look  alike.  Physiology  will  neces- 
sitate a  certain  degree  of  variation. 
But  beauty  will  always  consist  in  line, 
spacing,  proportion,  symplicity  of 
form  and  color.  This  viewpoint 
places  writing  definitely  as  a  fine  art. 
In  the  grade  school  there  is  no  doubt 
of  its  practical  use  as  it  must  be  a 
vehicle  to  carry  all  school  subjects. 

As  regards  handwriting,  then,  the 
principal  has  a  clearly  defined  func- 
tion: 

To  give  his  teaching  corps  a  clear 
cut  vision  of  the  status  quo  of  pen- 
manship in  the  elementary  school 
because  of  the  demands  life  will 
make  of  it. 

To  be,  himself,  a  good  penman. 
To  be  as  expert  a  teacher  of  writ- 
ing as  of  reading,  English,  or  any 
other  school  subject. 
To  coordinate  the  work  of  his  build- 
ing with  the  plans  of  the  super- 
visory staff  in  this  subject. 

To  hold  himself  responsible  for 
progressive  development  throughout 
the  grades  as  measured  by  accepted 
standards  of  achievement. 

To  accomplish  such  a  program  de- 
mands a  two-fold  plan,  the  first  from 
the  viewpoint  of  the  needs  of  the 
building  as  a  whole,  the  second,  the 
needs  of  the  individual  teachers  that 
make  up  the  building  personnel.  This 
must    include    every    teacher    in    the 


building,  no  matter  what  her  special 
subject,  as  each  teacher  must  become 
penmanship  conscious.  We  have  long 
heard  the  slogan,  "Every  teacher  a 
teacher  of  English."  It  is  time  that 
some  such  emphasis  be  placed  upon 
the  teaching  of  writing.  Personally, 
I  am  sold  to  the  idea  that  the  teach- 
ing of  handwriting  is  three  quarters 
follow  up  on  the  daily  routine  work 
in  all  other  subjects  and  one  quarter 
actual  practice  during  the  writing 
lesson. 

To  write  with  legibility,  uniformity, 
and  speed  is  the  aim  m  teaching  pen- 
manship to  elementary  grade  pupils. 
The  method  is  not  as  essential  as  the 
daily  devices  used  to  make  the  lessons 
interesting  enough  to  secure  the  ut- 
most progress  possible.  Writing  is  an 
activity  which  must  be  well  motivated 
to  produce  the  best  results.  Because 
it  is  not  a  subject,  but  an  art,  a  tool 
of  education  without  intrinsic  thought, 
it  has  been  taught  mechanically  with- 
out relation  to  the  child's  experi- 
ences, needs,  and  desires.  Since  the 
interest  is  not  fundamentally  cen- 
tered in  penmanship  itself,  but  is  ac- 
tually in  the  devices  and  incentives 
used,  it  is  necessary  to  show  consid- 
erable ingenuity  and  variety  to  sus- 
tain interest. 

These  may  be  divided  into  the 
larger  aims  toward  which  children 
work  for  the  greater  part  of  the 
school  year,  and  the  smaller,  though 
no  less  important  ones,  which  tend  to 
arouse  daily  interest.  Examples  of 
the  former  as  used  in  our  school  have 
been:  to  win  a  writing  certificate;  to 
make  a  good  showing  at  the  open 
house  night  meeting  of  the  Parent- 
Teacher  Club,  when  each  child's  regu- 
lar, daily  work  is  displayed  on  his 
own  desk  as  well  as  posted  on  bulle- 
tins and  arranged  as  special  exhibits; 
to  be  excused  from  the  writing  class 
because  of  proficiency;  to  be  ap- 
pointed to  take  care  of  secretarial 
duties  pertaining  to  room  or  office; 
to  win  a  place  on  the  room  honor 
roll.  Some  daily  incentives  which 
have  been  found  helpful  have  been : 
the  use  of  a  ribbon  on  the  pen  if  cor- 
rect process  is  used,  the  giving  of  col- 
ored stars  or  seals,  the  winning  of  the 
coveted  school  stamp  affixed  by  the 
principal  herself,  a  paper  exhibited  on 
the  room  or  corridor  bulletin  boarcr. 
Cumulative  collections  of  regular, 
daily  papers  prepared  by  each  pupil 
in  any  subject  pasted  on  the  black- 
boards or  on  individual  writing 
charts  have  been  most  effective. 

Socializing  the  work  through  class 
criticism  has  done  much  to  place  the 
writing  lesson  on  a  higher  plane  of 
endeavor.  Certain  objectives,  defin- 
itely established  in  the  minds  of  the 
children  will  enable  them  to  become 
efficient  critics  of  their  own  and  each 
other's  work.  Each  child  must  learn 
to  judge  of  his  own  proceedure,  see 
his  own  fault,  and  correct  It. 

(Continued   on    Page   22) 


20 


ft^^&ttd/neM&diua&r      *§* 


t^^^r 


o u-^ 


Christmas   Greetings    from    Angelo    M.    Rassu.    penman   and 
^grosser  of   Greenwich,  Conn. 


CONTENTMENT 

ontentmcntKcB 
not  in  tbc  enjov 
man  of  case  ■ 
alifcofluxuiTMbut 
coincsonlvtobimthit 
latons  and  overcomes- 
tobimtbat  performs 
tbc  task  in  band  and 
rape  tbc  satisfaction 
of  work  well  done  ■ 

***-~*nriiW  tl>8car\ViLic 


This  beautiful  piece  o 
and  skillful  hand  of  W. 
Baird   Studio.   Brooklyn. 


ii    the    fertile   br 
ith    the    Dennis 


<*T     <5^&uUn<M&&u*i&r      & 


FAMOUS  LETTERS 

By  FAMOUS  PENMEN 
In  this  series  we  have  some  of  the  most  skillful  letters  ever  written. 


*U€l/ . 


'L^e^cdsr-     //.   /SftfJ; 


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^^^yLt^rz^zz^yLsr 


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This  we  believe  is  the  best  letter  ever  written   by  C.  C.   Canan.     It  was  originally  prepared   lor  the  Zanerian  College   catalog. 


22 


THE  POINT  OF  MEW 

OF  THE  PRINCIPLE  ON 

HANDWRITING   PROBLEMS 

(Continued    from   page    19) 

It  is  practible  in  penmanship 
classes  as  well  as  various  other  school 
activities  to  group  children  in  a  given 
grade  according  to  their  ability. 
There  are  the  usual  well-known  divi- 
sions, the  over-average  who  merely 
needs  direction,  the  average,  the 
group  to  which  we  teach,  and  the  be- 
low-average, made  up  of  the  tense 
phlegmatic,  absent,  disciplinary  cases. 
The  test  of  a  teacher  is  the  manage- 
ment of  all  three  groups.  It  is  also 
a  test  of  supervisorship.  The  teacher 
must  evaluate  the  efforts  of  her  class 
and  form  her  groups.  No  group  is 
stable.  Such  a  proceedure  socializes 
and  vitalizes  the  school.  If  the  lower 
group  is  over-large,  the  teacher  is 
stimulated.  A  penmanship  seating 
plan  is  necessary.  At  the  beginning 
of  the  year  the  children  are  grouped 
according  to  correct  process.  By  the 
middle  of  the  year  every  one  should 
have  the  right  process  so  that  almost 
the  entire  emphasis  may  be  placed 
upon  product. 

The  principal  needs  a  plan,  pre- 
ferably a  printed  form,  to  guide  her 
observations  during  visits,  and  to 
serve  as  a  record.  This  should  in- 
clude at  least  the  following  items: 

Blackboards 

Evidences  of  motivation 

Management  of  materials 

Teacher's  voice  and  manner 

Her  preparation 

Administration  of  her  plan 
Distribution  of  time 
Ability  to  demonstrate 
Speed  in  counting 
Rhythm 
Class  criticism 

Class  achievement. 

The  principal  must  then  be  able  to 
follow  up  with  a  demonstration  les- 
son where  it  .may  be  necessary.  In 
conference  with  the  teacher  he  must 
find  something  to  commend  to  get  the 
teacher's  mind  in  attune  with  his  own. 
Only  as  many  or  as  few  points  as  will 
not  jeopardize  the  teaching  between 
this  and  the  next  visit  should  be  dis- 
cussed. 

With  such  an  understanding  of  the 
needs  of  his  teachers,  the  principal 
welcomes  the  all  too  infrequent  visits 
of  the  special  supervisor.  A  brief  con- 
ference before  she  visits  the  teachers 
should  serve  as  a  valuable  guide  in 
her  work  in  the  building  on  that  par- 
ticular visit. 

Even  more  important  to  the  build- 
ing is  the  conference  of  the  principal 
with  the  handwriting  expert  at  the 
conclusion  of  her  visit.  Here  should 
take  place  a  perfectly  frank  and  open 
discussion  of  the  success  and  weak- 
ness of  the  work  jn  penmanship  in 
all  the  departments  of  the  school, 
concluding  with  a  formulation  of  new 
aims  and  plans. 


&^&ud//uM<24&uxz&r       & 


In  a  brief  and  cursory  way  I  tried 
to  show: 

The  new  viewpoint  of  the  im- 
portance of  the  principal  as  chief 
supervisory  agent. 

The  place  of  penmanship  as  a 
fine  and  practical  art. 

The  function  of  the  principal  as 
regards  penmanship. 

The  motivation  of  penmanship. 
As  a  building  problem. 
In  its  application  to  individual 
schools. 
The  need  for  expertness  on  the 
part  of  the  principal  in  observation 
and  criticism  of  classroom  teaching 
followed  by  demonstration  teaching. 
The  coordination   of  the  work  of 
the  principal  with  that  of  the  spe- 
cial supervisor  of  writing. 
In  the  words  of  Frank  P.  Whitney, 
"There  must  be  singleness  of  purpose 
throughout  to  make  education  count. 
There  must  be  substantial  agreement 
on,    and    adequate    comprehension    of, 
the  general  aims  and  objectives  of  the 
school  and  of  each  course.    With  thor- 
ough   understanding   and    mutual    re- 
spect established   there   must  be  cor- 
dial    cooperation     in     achieving     the 
common    purpose.     As    a    cooperative 
enterprise  designed  to  discover  capac- 
ities,   to    release    powers,    and   to    de- 
velop  resources,  to  help  each  teacher 
make  the  most  of  himself,  to  gear  up 
the  group  so  that  each  may  help  the 
other,  to  discover  and  make  attractive 
and    effective    the    best    practice,    as 
such  an  enterprise  it  is  possible  that 
cooperative  supervision  may  win  joy- 
ful  assent  and  the  right  to  the  best 
thought  of  the  school  principal." 


MENTAL  MEANDERINGS 

(Continued  from  Page    17) 

never  will  be  qualified  for  college,  or 
be  happy  there.  If  a  boy  does  not 
care  for  study,  a  college  course  will 
not  educate  him,  and  will  give  him 
nothing  worth  while." 

The  common  sense  of  this  should 
be  obvious,  and  it  is  refreshing,  and 
may  be  helpful  to  have  it  stated  so 
frankly  by  one  who  has  had  Dean 
Gauss's  opportunity  for  knowing 
about  college  undergraduates.  If  a 
boy  or  girl  is  a  natural  and  enthusi- 
astic student,  nothing  finer  could  hap- 
pen to  him  or  her  than  to  spend  four 
years  in  a  good  college.  But  for 
those  who  are  not,  and  never  will  be 
students,  a  college  education  is  about 
as  useful  as  spectacles  to  a  blind 
man. 

The  Princeton  dean's  suggestion 
that  parents  might  bo  required  to 
pass  an  examination  as  to  their  fit- 
ness to  decide  whether  their  son 
should  go  to  college,  is  doubtless  more 
unique  than  practical.  All  the  same, 
it  would  be  interesting  to  be  present 
at  such  an  "exam".  I  have  an  idea 
that  a  lot  of  the  daddies  would  flunk 
worse  than  the  boys.  The  question  as 
to  whether  his  boy  is  really  fitted  to 
take  a  college  course,  is  about  the  last 


thing  that  the  ambitious  parent  would 
consider,  or  would  be  able  to  decide 
rightly,  even  if  he  should  consider  it. 
But  there  is  nothing  to  grieve  over, 
even  if  "Junior"  is  not  of  the  type  to 
make  a  success  at  college.  High 
scholarship  is  very  far  from  offering 
the  only  way  to  honorable  success  and 
usefulness.  If  this  were  not  true, 
what  shall  we  say  of  our  Washing- 
tons,  Franklins,  Lincolns,  Edisons, 
Burbanks,  and  a  long  list  of  the 
world's  greatest  men  and  women  who 
were  never  near  a  college?  Let  no 
young  man  bemoan  his  fate,  if  it  is 
not  practicable  for  him  to  go  to  col- 
lege. It  may  be,  as  Dean  Gauss  sug- 
gests, that  a  college  education  is  not 
at  all  what  he  wants.  Besides,  if  he 
is  a  genuine  student,  with  the  love  of 
knowledge  deep  down  in  his  soul,  he 
will  be  pretty  likely  to  get  a  "college 
education"  without  ever  going  to  any 
college.  Plenty  of  such  students  have 
done  so.  You  can  no  more  keep  down 
a  natural  student  than  you  can  re- 
strain a  born  artist,  a  musician  or  a 
poet.  And  none  of  these  is  ever  bene- 
fitted by  decking  him  out  in  an  arti- 
ficial tag. 


Is  Commercial  Education 

Vocational?     qDn°^'e; 

leet   the   re 
s      of      the 

modern    office)      Has    it    kept 

pace    with 

progress    in    education    and    ir 

business) 

Office    managers    think    not. 

See   Bulletin   No.   XII- 

A   New  Conception  of   Office 

Practice 

HARVARD    UNIVERSITY 

PRESS. 

Cambridge   Massachus* 

;tts           SOc 

ENGROSSING  AND 
ILLUMINATING 

By  P.  W.   Costello,  Scanton,   Pa. 

The  following  is  a  brief  description 
of  the  accompanying  set  of  resolu- 
tions executed  in  colors  and  gold. 

The  work  was  done  on  a  sheet  of 
three  ply  Kid  finish  bristol  board  to 
fit  within  a  frame  15Msxl9%  inches. 
The  large  initial  T  was  executed  in 
burnished  gold  outlined  in  black  with 
a  background  of  green  and  red,  the 
letter  colors  mixed  with  Chinese 
White.  The  lines  in  the  gold  were 
made  with  an  agate  point  and  the 
gold  burnished  with  an  agate  claw. 

Both  of  these  tools  may  be  pur- 
chased in  any  up-to-date  art  store. 
The  border  was  done  in  a  wash  of 
French  blue  and  outlined  with  a 
darker  shade  of  the  same  color.  The 
outer  and  inner  lines  are  of  Vermil- 
lion. A  thin  line  of  gold  was  drawn 
through  the  border  with  a  ruling  pen 
and  then  burnished  as  the  final  touch 
on  that  part  of  the  work.  All  but- 
tons or  dots  in  the  display  lines  arc 
of  burnished  gold  and  the  indenta- 
tions in  same,  made  by  the  aforemen- 
tioned agate  point. 

All  initials  throughout  the  work 
were  red  or  blue  using  one  of  the 
colors  for  the  letter  and  the  other  for 
the  interior. 


<!!MJ&u&n^&/iu*z&r       & 


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24  <S± 

BEACOM   COLLEGE 

A  recent  number  of  "Wilmington," 
the  Official  Publication  of  the  Wil- 
mington, Delaware,  Chamber  of  Com- 
merce, contains  a  two-page  article  on 
Beacom  College.  We  have  condensed 
the  articles  and  are  pleased  to  pre- 
sent it  in  our  columns  for  we  know 
that  it  will  prove  of  interest  to  others 
engaged  in  school  work. 

Mr.  Beacom  has  again  demon 
strated  the  fact  that  successful  com- 
mercial school  men  in  general  are  also 
successful  as  business  men.  Surely, 
Mr.  Beacom  has  reason  to  feel  proud 
of  his  fine  building,  and  we  congratu- 
late him. 

Beacom  College  was  established  by 
Mr.  Beacom  more  than  a  quarter  of  a 
century  ago.  It  opened  with  an  en- 
rollment of  seven  students  and  oc- 
cupied two  small  rooms.  Now,  the 
school  occupies  more  than  ten  thou- 
sand square  feet  of  floor  space,  and 
nearly  a  thousand  students  are  in  an- 
nual attendance. 

The  fine  substantial  building  in  the 
picture  is  the  home  of  Beacom  Col- 
lege, which  is  situated  in  the  heart  of 
the  business  district. 

It  is  easily  accessible  from  every 
point  in  the  city  and  yet  it  is  outside 
all  noise  and  confusion. 

The  building  stands  by  itself.  The 
rooms  are  flooded  with  light  and  air 
on  all  sides  and  fitted  throughout  with 
modern  office  equipment.  No  trouble 
or  expense  has  been  spared  to  make 
it  an  altogether  pleasant,  business- 
like place,  and  much  thought  and  ef- 
fort have  gone  toward  insuring  com- 
fortable and  congenial  surroundings. 
The  whole  atmosphere  of  Beacom  Col- 
lege is  one  of  efficiency  and  complete- 
ness. 

It  is  a  veritable  hive  of  industry. 

Touch  typewriting  is  a  required 
subject  in  every  course.     Beacom  Col- 


y/u  >5t>UJ//ltJJ  CWiUYl/t/-         & 


W.  H.  BEACOM 


lege  has  equipped  its  typewriting  de- 
partment with  the  latest  models  of 
standard  typewriters,  representing  a 
value  of  more  than  twelve  thousand 
dollars. 

The  Office  Practice  section  of  the 
stenographic  and  secretarial  courses 
includes  definite  and  well-organized 
instruction  in  all  of  the  activities  of 
a  well  conducted  business. 

In  the  equipment  of  the  school, 
there  is  included  adding  machines, 
comptometers,  billing  machines,  bank 
bookkeeping  machines,  calculating 
machines,  ledged-posting  machines, 
check  writers,  a  multigraph  machine 
and  others. 


HF  A<  OM    COLLEGE 


The  school  has  twelve  roomy  and 
convenient  classrooms  exclusive  of  the 
executive  offices  and  reception  room. 

It  is  worthy  of  particular  mention 
that  Beacom  College  has  been  offering 
for  several  years  a  Course  in  Ac- 
countancy, which  leads  to  the  C.  P.  A. 
degree. 

In  addition  to  the  regular  so-called 
business  courses,  which  are  compar- 
atively short  to  meet  the  demands  of 
those  who  must  prepare  quickly  for 
employment,  there  are  now  two-year 
degree  courses  of  university  grade. 
These  special  courses  are  broad  and 
comprehensive,  yet  with  all  superflui- 
ties omitted. 

Last  year  700  calls  for  sten- 
ographers, secretaries,  teachers,  book- 
keepers, accountants,  or  auditors 
were  received,  but  there  were  not 
nearly  enough  graduates  to  go 
around. 

Admission  is  based  upon  a  selective 
plan  which  insures  a  student  person- 
nel of  more  than  average  mental  and 
social  attainment — not  that  it  isn't  a 
thoroughly  democratic  institution,  as 
business  itself  is  democratic.  Distinc- 
tion comes  only  as  a  reward  for 
scholarship. 

Many  of  the  students  every  year 
come  fmm  Wilmington  and  its  sub- 
urbs, which  goes  to  prove  that  while 
a  prophel  may  hi'  wit  limit  glory  in  its 
own  land,  an  honest  workman  isn't — 
but  gradually  tin'  fame  of  Beacom 
College  has  spread  abroad  and,  more 
and  more,  students  are  coming  from 
a  distance  also  —  from  neighboring 
and  from  far-off  states  and  from  for- 
eign countries.  This  year  they  came 
from  six  universities,  sixteen  colleges 
and  normal  schools,  numerous  acad- 
emies and  preparatory  schools,  as 
well  as  from  nearly  a  hundred  high 
schools. 


^     <5ffi*38utin<M£<&uxifa       & 


25 


LESSONS  IN  ORNAMENTAL  PENMANSHIP  FOR  BEGINNERS 


No.  60.  Let  us  limber  us  the  arm  first  by  making  a  line  of  unshaded  ovals.  Study  the  location  of  shade 
on  Q.   End  with  a  graceful  oval.  The  loop  is  fiat  on  the  liae.    Don't  get  loop  too  large. 

Nos.  61,  62  and  63.  Excellent  exercises  if  you  swing  them  off  freely  and  lightly.  Every  shade  should  be  low 
and  snappy  on  X,  and  higher  on  Q.   Avoid  congested  places.    Get  shade  spaced  evenly. 

No.  64.    Use  a  rolling  motion.    Close  s  at  bottom  with  pressure,  forming  neat  dot.    Study  copy  in  detail. 

No.  65.    Write  freely  but  not  as  fast  necessarily  as  in  business  writing.    Shade  the  a  and  m. 

No.  66.    Watch  the  shoulder.    Get  the  shade  high  and  clean.    Come  down  straight. 

Nos.  67,  68,  69  and  70.  In  these  review  exercises  see  how  daintily  you  can  write.  Contrast  in  shades  and  hair 
lines  are  necessary.    Get  generalities  first,  such  as  slant,  height  and  spacing. 

No.  71.  You  need  to  be  able  to  write  figures  well  to  do  any  writing  for  commercial  purposes.  Figures  are 
used  on  the  date  line  on  diplomas,  etc. 

Cultivate  the  habit  of  regular  practice.    Let  us  see  some  of  your  work. 


7'y/  Z  -2JJ     /   /   &  &  df  J    */  */  lTJ-  6  6  f  /   f  f  <?  f   O  O  S  £3  4^<jT  6  y  f 


^  ^    ..... 

.-  2  ,..,,. 

/ 

By   F.   B.   Courtney,    Detroit.    Mich. 


26 


^     3fc&u&'ned£<2deuzi&r*       & 


Mr.    Walter 
engraved   fr 


^^^t^t^^-^t^-^^-^^^OOy 


This    letter    was    received    fr 
student   of   the  Business   Educato 


W.    M.    Childe 


GEORGIA    NORMAL    COLLEGE 

A  bulletin  received  from  Georgia  Normal 
College,  Douglas,  Ga.,  indicates  that  the 
college  is  in  a  healthy  growing  condition. 
Our  old  friend  and  former  student  in  the 
Zanerian  College.  A.  A.  Kuhl.  is  President 
and  Proprietor  of  the  institution.  After 
completing  the  work  here,  Mr.  Kuhl  went 
South  and  by  close  application  has  suc- 
ceeded in  building  up  a  school  that  is 
known    far   and   wide   for   its   good   work. 

In  the  bulletin  is  a  letter  by  Governor 
Martin,  who  has  employed  students  of  the 
school,  highly  commending  the  school. 


Miss  Fcrrol  Roberta  Huyck  of  Cedar 
Falls.  Iowa,  is  a  new  commercial  teacher 
in    the    Aplington.    Iowa.    High    School. 


CLUBS 

Large  clubs  have  been  coming  in 
fast  during  the  past  month.  We  have 
received  many  clubs  which  we  appre- 
ciate very  much.  We  have  received  so 
many  that  it  is  impossible  to  mention 
the  various  schools  in  our  columns. 
We,  however,  wish  to  express  our 
sincere  thanks  to  the  club  raisers, 
and  we  believe  that  each  one  will  be 
happily  repaid  for  the  effort  spent  in 
getting  up  the  elubs  by  the  increased 
results  secured  from  the  penmanship 
classes. 


The  above  is  C.  R.  McCann,  McCann 
School  of  Business,  Hazleton,  Pa.  To 
find  out  what  kind  of  a  fellow  he  is 
you  should  read  his  stories  appearing 
regularly  in  the  Business  Educator. 
We  are  getting  a  great  many  very 
nice  compliments  regarding  these 
stories.  Mr.  McCann  has  had  consid- 
erable experience  in  business  college 
work  and  is,  therefore,  in  a  position 
to  write  very  interesting  stories  for 
young  people  entering  business.  If 
you  have  not  been  reading  his  stories 
begin  now. 


The     Messrs.     Walter     Pust 


Willa   M.    Dush 


.hint 


ille.     N.     Y..     High 


Ohio,    is    now 
i    the    Chester, 


s  of  Lawrence.  Kansas,  is 
a  new  commercial  teacher  in  the  State 
Teachers   College   at   Nacogdoches.   Texas. 

Miss  Margaret  Leet  has  been  engaged  to 
teach  commercial  work  in  the  Lead.  S.  D.. 
Hieh   school. 

Mr.  Glenn  Borough  of  Cincinnati  is  a  new 
teacher    in    the    High    School    of    Commerce. 


Mr 


Edn 


Dole 

charge    of    the    shorthi 

lege    of    Commerce.    Ke 

Miss   Mary   A.   AJ 


The 


Ja 

Mass.. 
and    M 

lyn.   N. 

Miss   r 
the    lohn   Ada 
is    this 
School 


itei 

al 
Minn..    Hieh    schc 

Misses      Marion 
Norma    Sheinfine. 
iriel    Smith.    Den. 
ichers    in    the    Heffl 

Y 

Nell    Ryland,    fo 


Wisconsin. 
Mazep-a,  Minn., 
her     in     the     St. 

field. 

lass.. 

School.    Brook- 


ol. 

Hebert.      Gr 

Springfield 


al    years    with 

High   School.  Cleveland.  O.. 

-    teaching    in    the    Peabody    High 

Pittsburgh. 

Mr.    Walter    G.    Hicks,    a     recent    graduate 

f    the    State    Normal    School.    Salem.    Mass.. 

.     now     t.aching     in     the     Maine     School     of 


(  ,,,, 


Isle 


Mi 


<  .. 


Castle.    Pa.. 


ege 


Miss  Ruth  E.  Comctz  of  Wethersfield. 
Conn.,  a  member  of  this  year's  graduating 
class  of  Bay  Path  Institute.  Springfield, 
Mass.,  is  now  teaching  in  the  High  School 
at    Springfield.    Vermont. 

Miss  Mary  Armstrong  and  Mr.  C.  L. 
Higgs  ore  new  commercial  teachers  in  the 
Central     California     Commercial     College-     at 


Miss 

Be 

mice    Jones 

s   a 

new    ,  .in 

mercial 

1.    ,     !,•   , 

lr 

the     Ea 

sth 

ink 

W.     Va 

.     High 

School. 

Miss 

K. 

th   M.   Fr 
the    Orle. 

-l 

M.'.s 

new  corr 
s..    High 

mercial 

teacher 

School. 

Mr.  . 

,.-, 

ph  J.   Bev 

Ins 

rece 

ntlv  head  of   the 

comme 

cia 

1      wo.k 

in 

the 

State 

Normal 

School. 

PIvm 

N 

11 

will     tec 

ch      the 

.   ..mill;: 

ve 

ar   in    the 

A 

lingt 

on.    Mas; 

.   High 

School. 

Miss 

Rl 

th    Bortz. 

a 

grndv 

ate   of   S 

yracuse 

Univers 

ity 

will      b 

teacher 

the   Tarentt 

m.    Pa..    High 

School 

&/u?38u<i*n^&&uxi&r'       &> 


11 


MEET   MISS   LELAH   BLACK 

Supervisor  of  Penmanship, 
Mendota,  111. 

While  preparing  as  a  teacher  in  the 
Western  Illinois  State  Teachers'  Col- 
lege, Macomb,  111.,  Miss  Black  came 
under  the  instruction  of  D.  C.  Beighey, 
the  widely  known  teacher  and  skillful 
penman  who  is  now  director  of  hand- 
writing in  the  Indianapolis,  Ind.,  Pub- 
lic Schools.  His  remarkable  skill  and 
way  of  presenting  the  subject  ap- 
pealed to  her  and  had  much  to  do  in 
influencing  her  to  take  up  penman- 
ship as  a  life  work.  She  saw  in  it  a 
splendid  future  and  after  completing 


her  normal  work  attended  the  Zaner- 
ian  College  Summer  Schools  in  1924- 
25-26. 

Miss  Black  taught  in  Keokuk,  Iowa, 
and  because  of  her  excellent  success 
as  a  teacher  and  her  skill  and  train- 
ing as  a  penman  she  was  able  to  se- 
cure her  present  position  as  super- 
visor of  writing  in  the  public  schools 
of  Oregon,  III.  Here  she  is  rendering 
faithful  service  and  getting  good  re- 
sults. 

Miss  Black  is  a  quiet,  well  educated 
young  woman,  full  of  penmanship  en- 
thusiasm and  ambition.  As  the  speci- 
men of  her  work  in  this  issue  will 
testify,  she  swings  a  very  skillful  pen. 


^2^L-^iL^^e/l--6'£t/z^s^^ 


^l<^C^-^>z^   /U-^Czz^c^VE^' 


PRIZE  WINNING  SPECIMENS  IN  THE  NATIONAL  ASSOCIATION  OF  PENMANSHIP 

Supervisor's  Contest — Philadelphia — April  27th,  28th,  29th,    1927 
Contest  No.  4 — FOR  TEACHERS— Specimen  written  by  Mrs.  I.  F.  Haffler,  Paterson,  New  Jersey,  First  Prize. 


C-^r 


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28 


<5M<?>J6>ujs/ujj  Cs/uta/sr*       & 


BALTIMORE  BUSINESS  COLLEGE 
An  announcement  recently  received  from 
the  Baltimore  Business  College.  Baltimore. 
Maryland,  of  which  the  prominent  commer- 
cial educator.  E.  H.  Norman  is  President, 
is  about  as  modern,  and  we  believe  effective 
school  advertising  literature  as  one  could 
well  imagine.  It  contains  thirty-two  pages. 
6'jx9'4.  of  the  finest  grade  of  enamel 
paper,  faultlessly  printed  and  illustrated. 
The   cover  is    richly   embossed  in   gold. 

We  like  to  receive  such  high-grade  ad- 
vertising matter,  both  in  content  and  in 
physical  make-up.  and  it  is  a  pleasure  for 
us   to   commend    it. 

The  Baltimore  Business  College  is  a  mem- 
ber of  the  National  Association  of  Ac- 
credited Commercial  Schools,  an  associa- 
tion of  able  and  conscientious  commercial 
school  men  who  are  raising  the  standard 
of  the  private  commercial  schools  to  such 
an  extent  that  educators  and  the  public 
generally  are  recognizing  such  schools  in 
their  special  field  with  equal  respect  and 
confidence  to  that  bestowed  upon  the  col- 
leges and  universities.  As  an  onlooker  and 
an  acquaintance  with  many  of  their  mem- 
bers, we  unhesitatingly  say:  More  Power  to 
the  N.  A.  A.  C.  S. 


A. 


BARNETT'S   ADVERTISING   CARD 

One   of    the    handsomest   advertising    c 
we    have    ever    received    recently    came 
the     well-known     handwriting     superviso 
the     Cleveland.     Ohio,     schools.     Mr.     C 
Barnett. 

In  addition  to  supervising  handwriting  in 
that  large  school  system.  Mr.  Barnett  finds 
the  time  to  do  much  work  as  a  penman,  en- 
grosser,   illuminator    and    binder. 

The  card  referred  to  is  about  4%  by  7 
and  a  large  initial  the  height  of  the  type 
matter  is  illuminated  in  red.  green,  blue  and 
gold  most  attractively.  In  fact,  the  card 
is  such  a  beautiful  specimen  of  the  illumin- 
ator's and  engrosser's  art  that  anyone  who 
appreciates  artistic  work  of  this  kind  would 
not  wish   to  part   with   it. 


Well   balanced   and   skillfully  written  addresses  by   Rene   Cuillard.   Evanston.   111. 


PORT  HURON  BUSINESS  UNIVERSITY 
The  catalog  of  the  Port  Huron  Business 
University.  Port  Huron.  Mich.,  is  hereby 
acknowledged.  The  catalog  is  printed  on 
buff  colored  paper  and  well  illustrated  with 
schoolroom   scenes.      All   in   all   it   shows   that 


the 


nditi( 


der    th 

ent 

of 

C. 

H. 

dent. 

Mr 

N 

ha 

h 

ad 

over 

expene 

in 

bu 

sine 

ss 

col 

ege 

MEREDITH     COLLEGE 

An  attractive  catalog  has  been  received 
from  The  Meredith  College.  Zanesville.  Ohio. 
The  cover  page  is  beautifully  designed  and 
printed  in  colors.  The  work  of  the  school 
is    well    described.  It    is    printed    on    fine 

enamel  stock  and  all  in  all  is  a  very  neat 
and  attractive  catalog.  This  Institution  is 
prospering  under  the  management  of  D.  P. 
McDonald,   the   president. 


WANTED 

A  pood  engrosser,  good  at  script 
and  lettering.  Splendid  opportuni- 
ties for  advancement. 

Address,  Engrosser, 

Care  Business  Educator, 

Columbus,  Ohio. 


By   Parker  Zaner   Bloser.   younger    son   of   E.    W. 


r/,'       ^/y//  • 


Is  the  ideal  ink  for  penmen.    Nothing  finer  for  cardwriting  and  contest  specimens. 

50c  per  bottle.    Mailing  charge  10c  extra. 
A.  P.  MEUB,  Penmanship  Specialist,   152  North  Hill  Avenue,  Pasadena.  Calif. 


^     <!^Me&u&neM'&&uxi&r       & 


29 


DESIGNING    & 
ENGROSSING 


By  E.  L.  Brown 
Rockland,  Me. 


Send      self-addressed     postal      for 
and   stamps    for   return   specii 


All  students  in  pen  art  should  as- 
pire to  write  the  various  styles  of 
texts  with  rapidity  and  accuracy.  The 
styles  given  for  study  and  practice 
this  month  are  most  useful  ones  for 
the  practical  engrosser  and  can  be  ex- 
ecuted with  speed  and  uniformity  fol- 
lowing conscientious  effort. 

Use  Zanerian  ink  for  all  kinds  of 
lettering  and  pens  Nos.  2,  2%   and  3, 


retouching  and  correcting  inaccura- 
cies here  and  there  with  a  common 
pen.  Rule  lines  to  govern  height  of 
letters  and  aim  for  uniform  size  and 
spacing. 

Send  us  samples  of  your  work  for 
criticism  and  suggestions.  State  at 
the  same  time  some  of  your  problems 
and  we  will  endeavor  to  solve  them 
for  you. 


c^Cmer/can J?ff/uwrap6io DjZanufaeturina  Company^ 

tzA>p&i(a/iisfopray;  fop/an f/s to propftesq ;  anb  tfo/fiaifeffz 

answers  mxb  fzdfrfc. ^^\^^^^^d\^K^\^<\^. 


«r> 


rustic  jffngmsmttij 

«f  .Resolutions,  {Di>mcrials. 


j^llurrcinatimj   a  -Specialty  ■■& 


! JHplorrta&  iJTitfieqrapfWc.  ano  5iffcS> 

f      E.H.MGGHEE 


V43  East  Stoic  Street 


Gillott's  Pens 

The  Most  Perfect  of  Pens 


No.  1 

Principality 

Pen 


No.  601   E.  F.  Magnum   Quill  Pen 

Gillotfs   Pens   stand  in   the   front   rank   as 
regards  Temper,  Elasticity  and  Durability 


JOSEPH   GILLOTT  &  SONS 

SOLD  BY  ALL  STATIONERS 

Alfred  Field  A  Co.,  Inc.,  Sole  Agents 

93  Chambers   St.  NEW   YORK   CITY 


J.  HAROLD  SHORT 

J.  Harold  Short,  President  of  the 
Short  Secretarial  School  of  Stamford, 
Conn.,  is  building  up  a  school  with  a 
good  reputation  in  that  community. 
This  school  opened  up  this  fall  with 
an  enrollment  of  more  than  200  stu- 
dents. 

Mr.  Short  prepared  for  commercial 
teaching  in  Goldey  College,  Wilming- 
ton, Del.,  Capital  College  of  Oratory 
and  Music,  and  Zanerian  College,  Co- 
lumbus, Ohio.  He  then  had  11  years 
experience  as  a  teacher. 

We  well  remember  Mr.  Short  when 
in  Columbus.     He  came  to  the  Zaner- 


ian from  Milton,  Del.,  a  tall  youth 
full  of  enthusiasm  and  determination. 
He  was  a  young  man  with  an  ideal 
and  purpose  and  worked  hard  and 
long  toward  the  accomplishment  of 
that  ideal.  It  is  indeed  a  pleasure  to 
see  the  school  which  he  is  conducting 
prosper  so  nicely. 

Mr.  Short  takes  an  active  part  in 
the  social  and  business  life  of  his 
community.  He  is  a  member  of  the 
Board  of  Directors  of  the  Y.  M.  C. 
A.,  a  member  of  the  First  Presby- 
terian Church  and  president  of  its 
Mens'  Club.  He  is  also  a  member  of 
Lockwood  Chapter  No.  52  of  Green- 
wich, where  he  resides. 

Mr.  Short  has  figured  prominently 
in  all  of  the  membership  drives  for 
the  Y.  M.  C.  A.,  and  other  campaigns. 
During  the  World  War  he  served  with 
the  United  States  Army  being  sta- 
tioned at  Fort  Slocum. 

In  Stanford,  he  is  president  of  the 
Lions'  Club,  vice-president  of  the  Con- 
necticut Business  Education  Associa- 
tion, secretary  of  the  Stamford  Retail 
Merchants  Bureau  of  the  Chamber  of 
Commerce  and  secretary  of  the  Big 
Brother  and  Big  Sister  "organization. 
He  is  recorder  of  Stamford  Com- 
mandery,  No.  12,  Knights  Templar, 
and  a  member  of  Pyramid  Temple, 
Mystic  Shrine  of  Bridgeport. 

Send  In 


th 


urite  Motto.  Poet 
ngrossed.     You   l 
r.     Superb    letter 
ations.    Up  to  35  words 
dd   5c  per  word  for  each 


lg.  Artistic 
or  $1.50.  If 
additional  w< 


A.  L.  HICKMAN 

ROUTE    1  WICHITA,   KANS. 


30 


^     £^&u4Sn^&£u&&r       & 


^c*4 


sT^xy  ^^^^^/z^^-^^^^  *^ 


yto  ^yyi^y. 


Mr.   Beighey.   Di 


Indianapolis    Public    Schools 


THE  AMERICAN  PENMAN 

America's  Handwriting  Magazine 
Devoted  to  Penmanship  and 
Commercial  Education 
Contains    Lessons    in 
Business  Writing 
Accounting 
Ornamental   Writing 
Lettering 
Engrossing 

Articles   on   the   Teaching   and 
Supervision    of   Penmanship. 
Yearly    subscription    price    $1.25.     Special 
club      rates     to      schools     and      teachers. 
Sample   copies   sent   on   request. 

THE  AMERICAN  PENMAN 

SS   Fifth    Avenue  NEW    YORK 


HAVE   YOU   SEEN    THE 

Journal  of 
Commercial  Education? 

(formerly    the   Stenographer   & 
Phonographic  World  I 
A    monthly    magazine    covering    all 
departments   of   Commercial    Education. 
Strong    departments    presided    over    by 
well  known   teachers   for   those  who   teach 
any   branch  of   commercial  education,   in- 
cluding  business  administration,  account- 
ancy, und  court   reporting. 
The  Only  Magazine  of  Its  Kind  Published 
Single  copy  I  5c.    Annual  subscription  $1.50 
Send    for   Sample   Copy. 

Journal   »f   Commercial    Education 

44   N.   4th   St.  Philadelphia.   Pa. 


13011 

1 

The 

Texts    you    will     eventually     teach. 

Almost    one  half    million    sold  —  Short - 

1  ypewrlting,    Dii  tation.,    English. 

Spelling,    Writing,   and    Bookkeeping. 

Write    for    descriptive    price    list 

Byrne  Publishing  Co. 

DALLAS,  TEXAS 

RIDER  TEACHERS 
AGENCY 

RIDER  BLDG.,  TRENTON,  N.  J. 

Commercial  Teachers  for 

Public  and  Private  Schools, 

Normal  Schools  and 

Colleges 

Free  Registration  Bel!  Phone  8159 

All  Dealings  Confidential 

W.   R.  Murphy,  Mgr. 

Distinctive  Service 


THE  YEAR'S   HIGH   SCHOOL  HIGH   SPOTS 


31 


WANTED 

Experienced  commercial  school  man, 
with  college  education,  to  manage 
well-established  school  with  faculty  of 
12  members  and  enrollment  of  500. 
Applicant  must  have  $10,000  to  invest 
in  business  not  because  school  needs 
additional  capital,  but  proprietor  de- 
sires man  to  become  associated  with 
him  in  ownership.  This  splendid  op- 
portunity is  available  only  because  of 
poor  health  of  owner.  Address 
Box  607,  care  The  Business  Educator, 
Columbus,  Ohio. 


WELCH'S   MOONLIGHT   SCHOOL 

A  recent  letter  received  from  Mr. 
R.  B.  Bankson,  assistant  instructor  in 
Welch's  Business  College,  Oil  City, 
Pa.,  contains  some  very  interesting- 
information  regarding  their  "Moon- 
light School."  We  are  very  sure  that 
it  will  prove  of  interest  to  those  en- 
gaged in  commercial  education.  We, 
therefore,  take  pleasure  in  quoting 
part  of  the  letter,  as  follows: 

"Here  at  Welch's,  we  are  conduct- 
ing 'MOONLIGHT  SCHOOL'  two 
evenings  a  week.  This  is  for  adults 
who  wish  to  learn  how  to  read  and 
write  the  English  language.  Some  of 
them  have  been  in  United  States  five 
years,  some  one  year,  and  some  but  a 
few  days.  From  this,  you  can  see 
that  it  is  best  to  have  the  simplest 
style  of  letter  possible.  Your  style  as 
shown  in  the  writing  books  is  all 
right  for  American  youths  learning 
arm  movement,  but  these  'Moonlight' 
folks  are  grown-ups  who  work  hard 
all  day  long,  their  hands  are  by  no 
means  nimble,  and  writing  is  labori- 
ous with  them.  It  is  most  gratifying 
to  see  how  eager  these  folks  from 
across  the  Atlantic  are  for  a  bit  of 
American  education.  Just  reading, 
writing,  and  spelling.  Some  of  our 
loyal  dav  students  volunteered  to  do 
the  teaching,  and  all  together,  this 
'Moonlight  School'  is  the  most  en- 
thusiastic organization  I  ever  saw." 

The  spirit  which  promnts  the  day 
students  to  volunteer  to  do  the  even- 
ing teaching  is  surelv  commendable 
and  we  will  wager  that  these  stu- 
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their  efforts.  The  task  is  no  doubt 
difficult,  but  for  that  reason  the 
teachers  will  learn  with  the  students. 


Among  the  best  high  school  positions  filled  bv  our  nominees  during  192  7  are  Peek- 
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port. R.  I.;  Manchester.  N.  H.;  llion,  N.  Y.;  Medina,  N.  Y.;  Gloucester,  Mass.;  Olean,  N.  Y. 
May  we   help   you? 

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they  are  far  more  useful  and  beautiful  than  many  penholders  selling  for  nearly  twice  the  price 
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Write  us  your  needs,  ask  for  our  free  booklet. 

Co-op.  Instructors  Ass'n,  Marion,  Ind. 


Do  You  Want  a  Better  Commercial 
Teaching  Position? 

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have  some  good  openings  on  file  now.  Write  for  a  registration 
blank. 

CONTINENTAL  TEACHERS'  AGENCY 

BOWLING  GREEN,  KENTUCKY 


Meet  Us  In  Kansas  City! 


Robert  A.  Grant  and 
L.  R.  Smith,  managers 
of  the  "Bureau  for  Specialists,"  will  be  at  National  Commercial  Teachers' 
Federation  Headquarters,  Baltimore  Hotel,  Kansas  City,  Missouri,  Decem- 
ber 28,  29,  30.  Employers  seeking  teachers,  and  teachers  available  for  posi' 
tions  in  January  or  in  September,  should  get  in  touch  with  us. 


aSHME 


EDUCATONAL  BUREAU 


Shubert  Rialto  Bldg., 
St.  Louis,  Mo. 


This    interesting   pencil    sketch   of    "The   Cabin"    was   made   by   A.   Lee  Rothwell,   California,   Pa 


3y   J.    D.   Todd,   Salt   Lake   City 


Cf/w*36uJ//u-Jl£''dui-a6r       & 


33 


BOOK  REVIEWS 

Our  readers  are  interested  in  books  of  merit, 
but  especially  in  books  of  interest  and  value 
to  commercial  teachers,  including  books  of 
special  educational  value  and  books  on  busi- 
ness subjects.  All  such  books  will  be  briefly 
reviewed  in  these  columns,  the  object  being  to 
give  sufficient  description  of  each  to  enable 
our  readers  to  determine  its  value. 

New  Intensive  Typing,  by  J.  Walter 
Ross  and  Charles  G.  Reigner.  Copy- 
right, 1927.  Published  by  The  H. 
M.  Rowe  Company,  Baltimore, 
Maryland.     162  pages. 

This  text  offers  a  comolete  and  well-bal- 
anced course.  The  principle  on  which  the 
keyboard  exercises  have  been  constructed  is 
•Repetition  with  attention."  The  line  has 
been  made  the  unit  of  practice,  and  the  stu- 
dent is  never  called  on  to  write  a  single 
word  over  and  over  again. 

The  One  Thousand  Commonest  Words 
have  been  analyzed  to  find  out  what  are  the 

tions;  the  special  drills  are  given  on  those 
frequent  combinations.  A  very  simple 
method  of  correcting  errors  is  set  up.  The 
student,  after  he  has  analyzed  his  own  er- 
rors, does  certain  drills  given  in  the  text. 
Those      drills      correct     his      own      individual 

Part  Three  of  the  book  represents  some- 
thing quite  new.  Here  there  is  a  series  of 
"Jobs"  in  Typewriting  Office  Practice.  The 
student  is  employed  in  an  automobile  office 
and  does  various  kinds  of  typewriting  jobs 
typical  of  actual  work.  The  instructions 
are    given   in   narrative    form. 

The  original  Typewriting  Projects,  with 
which  the  book  concludes,  develop  the  pu- 
pil's initiative  and  resourcefulness.  With 
the  text,  the  publishers  provide  an  envelope 
containing  letterheads,  billheads,  checks, 
and  other  working  papers  to  be  used  by  the 
pupils    in   preparing   the   Jobs   in    Part   Three. 


Descriptive  Economics,  by  R.  A.  Leh- 
feldt,  D.Sc,  Professor  of  Economics 
in  the  University  of  the  Witwaters- 
rand,  Johannesburg.  Published  by 
the  Oxford  University  Press,  Lon- 
don, England.  Cloth  cover,  112 
pages. 


A  new  series  of  introductory  volumes, 
designed  not  only  to  give  the  student  who 
is  undertaking  a  special  study  some  idea  of 
the  landmarks  which  will  guide  him.  but 
also  to  make  provision  for  the  great  body 
of  general  readers  who  are  sufficiently  alive 
to  the  value  of  reading  to  welcome  authori- 
tative and  scholarly  work,  if  it  is  presented 
to  them  in  terms  of  its  human  interest  and 
in    a    simple     style    and    moderate    compass. 


Minimum  Essentials  of  Mathematics, 

by  Daniel  W.  Werremeyer,  Head  of 
Department  of  Mathematics,  West 
Technical  High  School,  Cleveland, 
Ohio,  and  Charles  H.  Lake,  First 
Assistant  Superintendent,  Cleve- 
land Public  Echools,  Cleveland,  0. 
Published  by  Silver,  Burdett  & 
Company,  New  York  City,  N.  Y. 
Cloth  cover,  244  pages. 

The,  authors  of  MINIMUM  ESSENTIALS 
OF  MATHEMATICS  have  endeavored  to  de- 
termine what  mathematics  is  of  most  value 
to  pupils  in  the  ninth  and  tenth  years,  prac- 
tically to  those  who  are  not  planning  to  go 
to      college 


ithe 


for 


rooms  of  Cleveland  high  schools;  it  has 
been  carefully  revised  and  is  now  presented 
in  its  present  form.  These  books,  there- 
fore, are  the  outcome  of  everyday  class- 
room needs  and  experiences. 

There  is  an  abundance  of  material  for 
those  pupils  who  may  desire  to  become  pro- 
ficient in  those  elementary  principles  of 
mathematics  most  useful  to  them  after  they 
leave  school.  Moreover,  its  selection  has 
been  made  so  that  it  is  possible  for  the  in- 
dividual to  prepare  for  college  with  a  small 
amount  of  additional  work  in  case  his  edu- 
cational   objectives    change. 


othe 


uited.  Fo 


a  period  of  thr 
ial  selected  for  this  seri 
ughly    tested     in     the    clas 


PUPPY  LOVE 

(Continued  from  page    18) 

and  if  yer  thinkin'  of  marryin'  that 
young  snip,  I'll  break  every  bone  in 
both  of  yer  bodies,"  sermonized  "Jig- 
ger." 

"I'll  marry  him  if  I  want  to,"  came 
the  quick  Irish  retort  from  Mary  who 
had  inherited  much  of  her  father's 
temper.  We  usually  spout  out  when 
angry. 

"Ye  will,  will  ye?"  and  with  that 
Jigger  started  in  to  give  Mary  a  lit- 
tle of  the  same  medicine  that  he  had 
given  Bob  some  months  previous. 

Just  then  the  mother  stopped  the 
affair  as  mothers  usually  have  a 
habit  of  doing  when  father  starts  to 
correct  the  child.  Which  is  or  which 
is  not  a  good  thing  in  some  cases.  A 
little  corporal  punishment  is  a  fine 
tonic  once  in  a  while  for  the  youth 
who  is  getting  a  trifle  gay  in  this 
world.  No  doubt,  many  of  the  older 
readers  will  recall  the  trimmings  they 
received  in  the  old  school  when  the 
rod  was  a  part  of  the  instruction. 

When  Mary  told  Bob  of  what  had 
happened  with  her  father,  he  wanted 
to  go  and  lick  him  but  "discretion  >s 
the  better  part  of  valor"  sometimes 
but  Bob's  teeth  just  gritted  as  Mary 
recited  how  she  came  to  have  a  nice 
black  eye. 

That  noon  hour  these  two  lovers 
did  not  take  their  accustomed  stroll — 
possibly  due  to  the  scenery  on  Mary's 
countenance  so  instead  they  sat  and 
talked  and  talked  and  talked.  They 
must  have  decided  something  in 
earnest. 

(To  Be  Continued) 

TEACHER-AUTHOR 

desires  half- day  or  evening  position  begin- 
ning January  I.  Strong  in  all  commercial 
subjects,  including  shorthand  and  typing. 
A- I    penman.    Salary   not  important.  Address 

MACK  COLLEGE, 


EDWARD  C.  MILLS 

Script  Specialist  for  Engraving  Purposes 
P.  O.  Drawer  982  Rochester.  N.  Y. 

The  finest  script  obtainable  for  bookkeeping  illustrations, 
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Weight  9  lbs.  Mr.  and  Mrs.  Lyda  are 
both  skillful,  penmen  and  teachers  of 
penmanship.  They  both  attended  the 
Zanerian  summer  school. 

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Student  of  Famous  Penmen 
501  Pleasant  St..  Boston  Heights,  Hammonton.  N.  J. 
Newly  written  copies  with  complete  instructions  accom- 
panied by  CHART.  Let  me  tell  you  the  secret  now 
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AN  ORNAMENTAL  STYLE.  My  course  in 
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LEARN 


I  x-*^    T7     / 


34 


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IT  IS  A  FACT  That  you 
can  set  and  adjust  your 
holder  better  than  anyone  else.  Holder  and 
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Home  Study:  High  School.  Bookkeeping. 
Shorthand,  Typewriting,  Normal.  Engneer- 
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w  is  the  time  to  enroll,  Bui- 
Address.      Carnegie      College, 


LEARN    AT    HOME    DURING    SPARE    TIME 

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222   Portage  Ave.,   Winnipeg,   Can. 

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A      fine      Heavy     Ornamental     Shaded     Script 

Specimen    25c 

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Real  Merit 

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enmanship  Arithmetic  Civics 

Geography  Nature-Study 

Pedagogy  Primary  Construction 

History  Many   others 

rice   $1.50   per   year.     Sample   on   request 

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Taylorville,  III. 


jf     <5ffie&u&'/i&M/&/u&i<fcr'       4* 


35 


^| 


There's  a  thrill  of  satisfaction 
when  you  buy  Christmas  Seals 


♦"THERE'S  a  thrill  because  you 
•*•  know  that  you  are  doing 
good  for  others.  More  than 
that,  each  seal  you  buy  is  also 
a  direct  aid  to  the  health  of  your 
family  and  yourself. 
The  Tuberculosis 
al- 


ready helped  to 
the  tuberculosis  death 


rate  by  more  than  half.  During 
1928  they  will  conduct  a  cam- 
paign on  the  early  diagnosis 
of  tuberculosis. 
Buy  your  Christmas  Seals  to- 
day. Put  them  on  your 


Chi 


help  spread  their  joy- 
ous message  of  health 
on  earth. 


THE    NATIONAL,   STATE,   AND    LOCAL  TUBERCU- 
LOSIS ASSOCIATIONS  OF  THE  UNITED  STATES 


Announcing 
A  Powerful  NEW 
Educational  Course 

BOOKKEEPING  and 
BUSINESS  METHODS 

By  Reuel  I.  Lund,  AB.,  MA.,  C.P.A. 
No  Other 
Textbook 

hi  the  Field  Even  Approaches  It 
Bookkeeping  and  Business  Methods  gives 
you  the  latest  American  business  practice 
offered  in  a  bookkeeping  text. 
The  student  is  taught  the  importance  of 
the  Balance  Sheet  at  the  outset.  This  ap- 
proach emphasizes  the  business  man's 
point  of  view. 

Bookkeeping  and  Business  Methods  is  eco- 
nomical and  effective.  The  text  contains  36 
chapters — 12  on  the  Single  Proprietorship — 
12  on  the  Partnership,  and  12  on  Corpora- 
tions. 

Motivated  questions,  problems  and  a  mini- 
mum of  practice  sets  make  this  course  an 
ideal  force  in  the  classroom. 

Send  for  30  day  free  examination  outfit. 

ELLIS  PUBLISHING   COMPANY 

Battle  Creek,  Mich. 


STATEMENT  OF  THE  OWNERSHIP,  MAN- 
AGEMENT, CIRCULATION,   ETC..  RE- 
QUIRED BY  THE  ACT  OF  CON- 
GRESS OF  AUGUST  24,   1912, 


Of    THE    BUSINESS    EDUCATOR,   published 

monthly  except   July  and   August,   at   Colum- 

but.    Ohio,    for   October,    1927. 

State  of  Ohio, 

County    of    Franklin,    ss 

Before  me,  a  Notary  Public,  in  and  for  the 
State  and  county  aforesaid,  personally  ap- 
peared  E.   W.   Bloser.  who.   having  been   duly 

that  he  is  the  Editor  of  THE  BUSINESS 
EDUCATOR,  and  that  the  following  is.  to 
the  best  of  his  knowledge  and  belief,  a  true 
statement  of  the  ownership,  management 
(and  if  a  daily  paper,  the  circulation),  etc.. 
of  the  aforesaid  publication  for  the  da,te 
shown  in  the  above  caption,  required  by  the 
Act  of  August  24,  1912,  embodied  in  sec- 
tion No.  43,  Postal  Laws  and  Regulations, 
printed   on   the   reverse   of   this    form,   to   wit: 

I.  That  the  names  and  addresses  of  the 
publisher,  editor,  managing  editor,  and 
business    managers    are: 

Publisher.  The  Zaner-BIoser  Company. 
Columbus,  Ohio.   612   N.  Park  St. 

Editor.  E.  W.  Bloser,  Columbus,  Ohio. 
612    N.   Park   St. 

Managing  Editor,  E.  A.  Lupfer,  Colum- 
bus, Ohio.  612  N.  Park  St. 


Ma 


Fi'„'.-i 


No 


Df    the    total 


2.  That     the     owners     are:      (Give 
and   addresses   of   individual   owners,  c 

and     addresses    of     stockholders     own 

holding    1     per    cent,    or    more 

amount  of   stock). 

E.   W.   Bloser  Parker   Bloser 

R.   E.    Bloser  E.    A.   Lupfer 

Rebecca    Bloser  R     B.    Moore 

3.  That  the  known  bondholders,  mort? 
agees.  and  other  security  holders  owning  c 
holding  1  per  cent  or  more  of  total  amour 
of  bonds,  mortgages,  or  other  securities  an 
(If   there  are  none,   so   state.)      None. 

4.  That    the    two   paragraphs   next   abov 


giving  the  names  of  the  owners,  stock 
holders,  and  security  holders,  if  any,  con 
tain  not  only  the  list  of  stockholders  ant 
security  holders  as  they  appear  upon  th. 
books  of  the  company  but  also,  in  case 
where  the  stockholder  or  security  holder  ap 
pears  upon  the  books  of  the  company  a 
trustee  or  in  any  other  fiduciary  relation 
the    name    of    the    person    or    corporation    fo 

that  the  said  two  paragraphs  contain  state 
ments  embracing  affiant's  full  knowledge 
and  belief  as  to  the  circumstances  and  i 
ditions  under  which  stockholders  and 
curity  holders  who  do  not  aopear  upon  the 
books  of  the  company  as  trustees,  hold 
stock  and  securities  in  a  capacity  other 
than  that  of  a  bona  fide  owner;  and  this 
affiant  has  no  reason  to  believe  that  any 
other  person,  association,  or  corporation 
has  any  interest  or  indirect  in  the  said 
stock,  bonds,  or  other  securities  than  as  so 
stated   by  him. 

5.  That  the  average  number  of  copies  of 
each  issue  of  this  publication  sold  or  dis- 
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<^MJ&u4/nfM(2diKa&r       & 


What  Are  You  Good  For? 

— Your  Handwriting  Tells 


r   finger 
tter 


vhat    happen 


its    identify    you 


you 


that 


YOU.  In  exactly  the  same  way  your  hand 
writing  identifies  your  inner  self  —  youi 
character,  your  natural  traits,  and  talents. 
For  more  than  four  hundred  years  this 
science  has  been  developing  until  in  a  re- 
cent issue  of  The  Magazine  of  Business  — 
System — the  President  of  the  Simmons 
Hardware  Company  says  that  he  never  l 
hires  a  man  for  a  position  of  responsibility 
having       his       handwriting 


alyzed. 


Because  sucl 
the  natural  al 
proves  wheth< 
be  depended  t 
portrait"  of  r 
ability  for  the 
shows  that  ev 
seem    to    have 


she 


tale 


WHY? 

i  an  analysis  not  only  shows 
>ility  of  the  writer,  but  also 
■r  he  is  honest  — if  he  can 
ipon.  It  gives  a  "full  length 
iim.  It  determines  his  suit- 
particular  job.  It  frequently 
en  though  a  writer  may  not 
talent   or  ability,   that   it   is 

be  developed.  Handwriting 
-your  suitability  for  certain 
,  and   your  chances   for   suc- 

you  an  opportunity  to  see 
^ou     really     are,     and     so     is 


h^^O 


father  founded  the  famous  Dr.  Nichols 
Sanatorium  for  Cancer,  at  Savannah,  Mo, 
•Helen  Nichols  has  chosen  to  be  a  secre- 
tary— a  stenographer — in  the  office  of  the 
Sanatorium- — and  is  doing  excellent  work. 
How  do  1  know?  By  her  handwriting, 
which   tells  me  this: 

That  no  matter  what  she  does  she  is 
capable  of  concentrating  —  giving  her 
work  her  whole  attention ;  that  she 
thinks  quickly  and  keenly  ;  that  she  has 
a  sense  of  humor  and  a  great  deal  of  de- 
termination ;  that  she  is  something  of  a 
diplomat,  and  has  business  ability  which 
is  developing.  So  on  and  on  through 
what  would  be  three  or  four  typewritten 
pages,  if  we  analyzed  her  handwriting 
fully. 

Here  is  another  letter  from  a  woman 
who  has  "never  had  a  chance."  Her  writ- 
ing was  very  poor,  but  I  found  unmistak- 
able evidence  of  musical  talent.  Here  is 
what  she  says: 

"I  have  just  received  my  analysis  re- 
port from  you.  What  you  told  me  cer- 
tainly was  exactly  right.  I  have  always 
thought  and  hoped  that  I  had  some  mu- 
sical talent,  but  never  felt  sure  enough 
to  start  out  and  study  ;  and  I  never  had 


Last  spring  1  l 
E.  Stewart  of  the 
Shop  of   Lansing, 


id- 


port  for  Mary 
ry  E.  Stewart  Sweet 
higan.  At  that  time 
erful   letter,   and   this 


vhat   she 


ays 


''You,  indeed,  have  my  permission  to 
quote  from  my  letter.  I  am  pleased  to 
think  you  find  something  in  it  worth 
using.  I  am  more  than  interested  in 
your  work." 


vhether  they   "fit"   into  hi; 


ng   thi: 
le    is     leai 

arganizatii 


state 

n    you 

al    speci- 


ery    en 


ation; 


Where  Do  YOU  Fit? 

ie  place,  that  is  certain.  But  where? 
illy  charge  $5.00  for  a  report  of  this 
but — not  this  time.  1  spent  years  in 
il  school  work.  1  have  taught 
hundreds  of  young  men 
shorthand  and  bookkeeping.  1  bel 
every  young  man  or  woman  who 
get  ahead  should  be  given 
agement  possible.  For  this 
make  a  complete  character  a 
report  for  you,  absolutely  f 
vertisement  costs  money — a  good  deal  o 
it — so  if  you  will  send  me  a  dozen  lines  o 
your  ordinary  handwriting  in  ink,  and 
send  along  25c  to  help  out  on  the  adver- 
tising, 1  will  make  you  a  complete  report 
without  a  cent  of  profit  for  me.  I'll  do 
this — but  you  must  act  now. 

What  is  more,  if  you  don't  feel  that  the 
report  is  worth  the  "two  bits"  all  you  will 
have  to  do  is  say  so — and  I'll  return  it. 

M.  N.  BUNKER 

Box  503  Kansas  City,  Mo. 

•A  copy  of  "Cancer.  Its  Proper  Treatment 
and  Cure" — the  most  complete  book  on  can- 
cer available  to  the  public,  will  be  sent  to 
anyone  interested  in  cancer  and  its  cure.  An 
exceedingly  interesting  book.  Address,  Dr. 
Nichols  Sanatorium,  Savannah,  Mo. 


Metropolitan 

Business 

Speller 


Over  6000  words.  New  lessons  contaii 
to  Aeroplanes,  Radio,  Automobiles,  etc. 
pages,  attractive  binding,  60  cents. 

A  Superior  Speller 


New  Edition 
By  U.  G.  Potter 
McKinley  High  School 
Chicago 


of  the  Metropolitan 
i  mind  two  objects : 
lecond  to  enlarge  hia 


Twofold  Design.  In  the  preparatic 
Business  Speller  we  had  constantly 
first,  to  teach  the  pupil  to  spell,  and 
vocabulary,  especially  of  words  in  general  use 

of  Words.    As  an  aid  to  the  m 
as  regards  sounds,  syllabicate 

ave  grouped  the  words  relating  to  each  par- 
ness  into  lessons,  by  which  the  student  is 
lze  himself  with  the  vocabulary  of  that 
interspersed  miscellaneous  exercises  in  the 
We  have  grouped  words  that  can  best  be 
ons,  such  as  Stationery  and  Stationary. 


Classificati 
classified  words,  ; 
meaning.  We  ha 
ticular  kind  of  b' 
enabled  to  famil 
business.  We  ha^ 
nature  of  review 
learned  by  compa 

Abbreviations  of  states,  months,  railways 
terms  are  given  in  regular  lesson  form,  and  grouped  alpha- 
betically. We  regard  abbreviating  of  almost  equal  importance 
with  spelling. 

Syllabication  and  pronunciation  are  shown  by  the  proper 
division  of  words,  and  the  use  of  the  diacritical  marks.  The 
words  are  printed  in  bold  type,  and  the  definitions  in  lighter 
face,  bo  as  to  bring  out  the  appearance  of  the  word, —  an  aid 
in  sight  spelling. 


Metropolitan  New  Edition 

System  of  By 

nil  •  W.  A.  Sheaffer 

Bookkeeping 


You  Will  Like  It.  The  text  emphasizes  the  thought  side  of 
the  subject.  It  stimulates  and  encourages  the  reasoning 
power  of  the  pupil.  Pupils  acquire  a  knowledge  of  the  sub- 
ject as  well  as  facility  in  the  making  of  entries.  It  is  a 
thoroughly  seasoned,  therefore  accurate,  text  supported  by 
complete  Teachers*   Reference  Books,  and  Teachers'   Manual. 

Parts  I  and  II  text  is  an  elementary  course  suitable  for 
any  school  in  which  the  subject  is  taught.  Two  semesters 
are  required  in  High  Schools  and  a  correspondingly  shorter 
time  in  more  intensified  courses. 


Parts  III  and  IV  text  is  suitable  for  an  advanced 
following  any  modern  elementary  text.  We  make  the  state- 
ment without  hesitation,  that  this  is  the  most  teachable. 
most  up-to-date,  and  strongest  text  published  for  advanced 
bookkeeping  and  elementary  accounting  use. 
i  oi  1  <  i  ttinn-Mfg.-Vouchcr  unit  is  bound  in  heavy  paper 
covers  and  contains  all  of  Part  IV.  It  is  a  complete  course 
in  Corporation  accounting,  including  instructions,  set  of 
inns,  exercises,  problems,  etc.  It  is  without  doubt 
the  best  text  for  this  part  of  your  accounting  course.  List 
prices.  Text,  120  pages,  40  cents.  Supplies,  including  Blank 
Books  and  Papers.  95  cents. 


EXAMINATION  COPIES  will  be  submitted  upon  request. 


METROPOLITAN  TEXT  BOOK  COMPANY 


37   SOUTH   WABASH   AVENUE 


^     -y/u -3iluM/uM  C </<««/, r       * 


What  Is  More  Convincing 
Than  Achievement  ? 


The  results  obtained  by  teachers  with  a  typing  book  prove  more  than  all 
the  theories  that  have  been  expounded  since  Sholes  invented  the  "Typewriter/'' 
When  these  results  are  obtained  by  teachers  scattered  throughout  the  country, 
with  students  of  varying  capacities,  and  under  varying  conditions,  the  achieve 
ments  are  all  the  more  significant. 

In  the  State,  County,  and  School  Typewriting  Contests  of  the  last  dozen 
years,  Rational  trained  students  have  won  twice  as  many  events  as  all  the  other 
methods  collectively.  The  last  World's  School  Championship  Contest  is  typical. 

Proof  of  Outstanding  Superiority 

1.  The  World's  School  Novice  Typewriting  Championship  Contest,  New 
York  City,  October,  1927,  was  won  by  Mr.  Chester  Soucek,  a  Rational  trained 
student,  who  began  the  study  of  typewriting  in  the  Corapolis,  Pennsylvania, 
High  School  in  September,  1926.  Mr.  Soucek's  net  speed  was  81  words  a 
minute  —  RATIONAL  TRAINING  PRODUCES  SPEED. 

2.  Second  place  was  won  by  a  Rational  trained  student,  Miss  Lucille 
Coulombe,  of  the  Berlin,  New  Hampshire,  High  School,  with  a  net  speed  of 
80  words  a  minute,  and  with  but  5  errors  —  THE  MOST  ACCURATE 
RECORD  MADE  IN  THE  CONTEST. 

3.  The  four  most  accurate  records  were  made  by  Rational  trained 
students.    RATIONAL  TYPISTS  WRITE  ACCURATELY. 

4.  Sixteen  of  the  first  22  places  were  won  by  Rational  trained  students. 
RATIONAL  TRAINING  INSURES  THE  MAXIMUM  PERCENTAGE  OF 
SUCCESSES. 

5.  Twenty-nine,  or  76.3  %  of  the  38  competing  State  Champions  were 
Rational  trained. 

The  strength  of  a  typing  method  is  shown  by  mass  results.  A  few  isolated 
successes  mean  little.  The  test  of  a  method  is  its  achievement  in  open  compe- 
tition with  other  methods.  By  this,  or  any  other  test  of  efficiency.  Rational 
Typewriting  is  away  out  in  front  of  the  procession. 

Rational  Training  Means — Accuracy — Speed — Success 
THE  GREGG  PUBLISHING  COMPANY 

NEW  YORK  CHICAGO  BOSTON  SAN  FRANCISCO  TORONTO  LONDON 


^     <5^&u&n<M&&Ma&r       & 


Makes  Friends  Wherever  Known 

The  Educators  Beneficial 
Association 

WOOLWORTH   BUILDING, 

Lancaster,  Pennsylvania 

A    Mutual    Sickness    and   Accident   Association    which 

ACCEPTS  TEACHERS  ONLY 

ORGANIZED    1910 

BENEFITS  PAID, 

More  Than  $500,000.00 

ASSETS, 

For  the  Protection  of  Members, 

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hip    is  absolutely   prof< 


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:ompIete  story 
prised  at  the  v 
11  dues  we  char 

No  Obligations  on  Your  Part 


of    this 
ry  lib- 


THE   EDUCATORS    BENEFICIAL  ASSOCIATION 
Woolworth   Building,    Lancaster,   Pennsylvania. 
Please   mail    me  at   once    full    information   about   your 
tection   for  TEACHERS  ONLY.    1   understand   that   thi: 
quest  will   not  put  me  under  the  slightest  obligation. 

Name 

Address 


New  Times— New  Ways 

Progress  is  inexorable.  There  is  no 
standing  still. 

The  Gregg  Normal  Session  will  ac- 
quaint you  with  the  most  up-to-the- 
minute,  result-producing  methods  of 
teaching  Shorthand,  Typewriting, 
Bookkeeping,  Secretarial  Duties,  and 
related  business  subjects. 

The  twentieth  annual  Summer  Nor- 
mal Session  of  Gregg  School  will  be- 
gin July  2  and  close  August  10,  1928. 
Plan  to  be  in  attendance.  It  will  prove 
six  happy  weeks  of  inspiration  and 
increased  knowledge  and  skill. 

It  is  not  too  early  to  write  for  in- 
formation today. 

GREGG  SCHOOL 

225  North  Wabash  Avenue 
Chicago,  Illinois 


STANDARD 
Typewriting  Texts 

A  Practical  Course  in  Touch  Typewriting 

Published  in  three  editions:  Stiff  paper  cover, 
120  page,  $1.00.  Cloth  cover,  120  pages,  $1.35. 
High  School  Edition,  208  pages,  $1.60. 

By  Chales  E.  Smith. 
Adopted  by  the  K[ew  York,,  Boston,  Baltimore  (Md.), 
Milwaukee  (Wis.),  Hewark.  (H-  ]■),  Trenton  (}{.  ].), 
Boards    of   Education.     Also    by    the    California   State 
Board  of  Education. 

The  Sixteenth  edition,  greatly  enlarged  and  completely 
re-written,  is  more  than  an  enlargement  or  a  revision.  It  is 
a  new  book.  The  work  is  presented  in  the  most  instructive 
and  teachable  manner,  and  has  won  the  commendation  of 
the  World's  Greatest  Typists  and  typewriting  teachers 
everywhere.  All  world's  typing  records  for  both  speed  and 
accuracy  are  held  by  typists  who  studied  from  "A  Prac- 
tical Course  in  Touch  Typewriting."  It  has  justly  been 
called  the  typewriting  method  of  the  Champions.  A  special 
edition  of  the  complete  volume  has  been  issued,  using  the 
method  of  fingering  in  which  "B"  is  struck  with  the  left 
hand. 

Pitman's  Loose-Leaf 
Typewriting  Exercises 

Revised    Edition    including    Regents'    Tests.     On 

cardboard,  50  cards,  $1.50  a  set. 
By  Louise  McKee. 

Adopted    by   the   Mew   York.    Philadelphia,    Rochester 

(M-    T.J,    Mxlwauk.ee    (Wis.)    Boards    of    Education, 

Temple  University,  Philadelphia,  etc. 

The  unique  form  for  these  Supplementary  Typewriting 
Exercises  was  chosen  with  two  ends  in  view — 

(  1 )  To  provide  new  material  for  the  teaching  of  Tran- 
scription and  Tabulation  which  the  teacher  knows  has 
never  been  seen  by  the  pupil*. 

(2)  To  furnish  models  for  both  of  thse  types  of  work 
to  be  studied  by  the  pupils  after  they  have  completed  their 
work — models  by  which  they  can  correct  their  own  errors. 

Advance  Typewriting  and  Office  Training 

New  Enlarged  Edition,  155  pages,  60c. 

Practice  book  for  advanced  students.  Teachers  will  find 
this  book  an  excellent  aid  in  preparing  pupils  not  only  for 
the  Regent's  Examinations,  but  for  a  better  understanding 
of  what  a  stenographer  and  typist  should  know  in  the 
business  world.  This  work  has  been  placed  upon  the  Auth- 
orized List  by  the  Board  of  Regents,  Albany,  N.  Y.,  for 
use  in  all  schools  conducting  commercial  classes. 

High  Speed  in  Typewriting 

108  pages,  cloth,  $1.25. 

By  A.  M.  Kennedy  and  Fred  Jarrett. 

Adopted  by  the  M.ew  Tor^  Board  of  Education,  Cali- 
fornia State  Board  of  Education,  Pittsburg  (Pa.)  Board 
of  Education,  and  Indiana  State  Norma!  School. 
Complete  in  Fifty  Lessons.    Each  lesson  is  divided  into 
four  exercises.  The  fourth  exercise  oi   each  of  the  fifty  les- 
sons is  graded  in  such  a  way  that  the  operator  commences 
[he  work  at  a  speed  of  4.7  strokes  per  second,  or  50  words 
in  the  minute;  and  finishes  the  fiftieth  lesson  with  a  speed 
of  9.  J  strokes  per  second,  or  102  words  a  minute, 

The  use  of  "High  Speed  in  Typewriting"  will  develop 
an  unusual  degree  of  typewriting  skill. 

Isaac  Pitman  &  Sons 

2  West  Forty-fifth  St.,  New  York  City 


Volume  XXXIII 


COLUMBUS,  OHIO,  JANUARY,  1928 


No.V 


MAKING    GOOD    WRITING 
HABITUAL 

One's  real  writing  is  that  which  he 
writes  while  he  is  thinking  of  what 
he  is  writing  and  not  of  how  he  is 
writing. 

To  make  good  writing  as  nearly 
habitual  as  is  possible  is  one  of  the 
big  problems  for  supervisors  and 
teachers. 

Undoubtedly,  one  of  the  most  com- 
mon mistakes  in  teaching  this  branch 
is  to  expect  the  work  done  during  the 
usual  formal  writing  period  alone  to 
accomplish  this  result.  After  pupils 
have  gone  over  a  course  in  writing 
frequently  all  instruction  is  abruptly 
dropped,  and  much  of  the  good  ac- 
complished in  the  writing  lesson  is 
also  dropped  by  the  pupil.  Here  is 
where  the  teacher  needs  to  help  the 
pupil  bridge  over  his  work  from  that 
writing  which  is  done  while  he  is  giv- 
ing his  whole  thought  to  learning  how 
to  write  to  that  done  while  giving  his 
whole  thought  to  what  he  is  writing. 
The  mistake  is  made  by  giving  no  in- 
struction after  the  formal  writing 
lessons  are  ended.  Undoubtedly,  in- 
struction should  continue  until  the  pu- 
pil leaves  school,  whether  that  be  at 
the  end  of  his  work  in  the  elementary 
schools  or  in  the  high  school,  but  it 
should  differ  from  the  instruction 
given  previously  during  the  formal 
writing  period.  The  pupils'  manu- 
scripts prepared  in  language  work, 
theme  writing,  letter  writing,  mathe- 
matics, or  in  any  other  kind  of  writ- 
ten work  should  be  examined  and  sug- 
gestions offered  for  improvement. 

The  transition  from  work  done  with 
the  entire  thought  on  how  to  write  to 
that  done  with  the  entire  thought  oc- 
cupied on  the  subject  matter  being 
written  should  be  accomplished  grad- 
ually. For  a  time  before  his  formal 
writing  lessons  are  ended  the  pupil 
should  be  given  work  requiring  part 
of  his  thought  and  effort  on  how  he 
is  writing  and  part  to  what  he  is 
writing.  Later  on  work  can  be  given 
requiring  practically  all  of  his 
thought  and  effort  on  the  subject 
matter  being  written.  If  this  plan  is 
followed  it  can  be  made  without  dis- 


couraging results  but  with  improve- 
ment instead. 

Here  pupils  should  be  required  to 
write  letters  of  their  own  composi- 
tion and  the  teacher  should  dictate 
matter  to  them  to  write  much  the 
same  as  the  shorthand  teacher  dic- 
tates to  those  who  are  learning  short- 
hand. Appropriate  material  can  be 
dictated,  including  sentences,  para- 
graphs, short  articles,  and  some 
problems  in  arithmetic  to  thoroughly 
establish  the  habit  of  making  good 
figures.  A  resourceful  teacher  can 
think  of  many  kinds  of  work  to  be 
done  which  will  require  the  thought 
of  the  pupil  on  what  he  is  writing  in- 
stead of  how  he  is  writing.  Brief 
notes  or  letters  on  subjects  suggested 
by  the  teacher  but  to  be  composed  by 
the  pupil  as  he  writes  and  to  be  writ- 
ten in  a  reasonable  length  of  time  will 
aid  in  securing  the  desired  results.  So 
will  the  working  of  problems  in  arith- 
metic in  a  certain  length  of  time. 

Instead  of  drilling  on  movement  ex- 
ercises, repetition  of  letters,  rhythmic 
counting  for  letters  and  words,  and 
handling  the  work  as  it  is  usually 
handled  in  the  formal  writing  period 
in  giving  elementary  instruction,  it 
will  now  consist  of  bringing  up  the 
speed  of  each  pupil  to  the  required 
standard,  improving  arrangement  on 
the  page,  the  legibility,  the  neatness, 
developing  a  good  signature  for  the 
pupil,  seeing  that  a  good  position  is 
also  made  habitual,  and  giving  at- 
tention to  many  other  things  that  be- 
long only  to  the  advanced  stages  of 
applied  writing. 

The  instruction  given  will  be  differ- 
ent from  that  given  in  the  usual  writ- 
ing lesson,  but  it  will  be  instruction 
in  penmanship  nevertheless,  differing 
only  in  kind.  Such  instruction  is  very 
necessary  if  penmanship  work  is  to 
be  made"  to  carry  over  with  the  best 
results.  If  supervision  is  continued 
until  the  pupil  leaves  school,  we  shall 
no  longer  hear  pupils  remark  that 
they  wrote  well  while  in  the  fifth 
or  sixth  grade  but  that  while  in  the 
eighth  grade  or  in  high  school  their 
writing  went  to  pieces. 

Even  the  work  of  those  who  habitu- 
ally maintain  a  good  writing  position, 


whose  speed  and  every-day  manu- 
scripts meet  the  required  penmanship 
standard,  and  who  may  have  been  re- 
leased from  further  work  in  penman- 
ship, should  be  examined  occasionally 
to  maintain  interest  and  for  the  pur- 
pose of  suggesting  further  improve- 
ment. Then  it  is  not  an  uncommon 
thing  for  some  to  "let  down"  in  their 
efforts  and  surely  it  should  be  the 
duty  of  some  one  to  detect  and  help 
the  pupil  overcome  this  weakness. 

Give  the  kind  of  penmanship  in- 
struction required  in  each  grade  until 
the  pupil  is  through  school.  Then  we 
shall  have  a  real  penmanship  renais- 
sance and  pupils  will  receive  the  full 
value  due  them  from  this  fundamental 
educational  subject  —  one  of  the 
three   R's. 


IN  WHAT  MONTH  WERE 
YOU  BORN? 

The  following  well-known  penmen 
were  born  in  November,  at  the  place 
following  their  names. 

W.  A.  Baird,  Santa  Cruz,  Calif., 
Nov.  14,  1882. 

E.  W.  Bloser,  Plainfield,  Pa.,  Nov. 
6,  1865. 

T.  B.  Bridges,  Albany,  Oregon,  Nov. 
1,  1878. 

C.  E.  Doner,  Plainfield,  Pa.,  Nov.  10, 
1875. 

A.  F.  Jaksha,  The  Dalles,  Oregon, 
Nov.  26,  1884. 

C.  W.  Jones,  Batesville,  Ohio,  Nov. 
20,  1863. 

H.  B.  Lehman,  Nappanee,  Ind.,  Nov. 
18,  1867. 

I.  W.  Pierson,  Mecca,  Ohio,  Nov.  6, 
1859. 

O.    M.    Powers,    Table    Grove,    111., 

Nov.  2,  1852. 

C.  G.  Price,  Johnson  City,  Tenn., 
Nov.  30,  1868. 

J.  D.  Rice,  Cameron,  Mo.,  Nov.  28, 
1876. 

J.  E.  Sawyer,  Mt.  Ayr,  Iowa,  Nov. 
4,  1883. 

We  want  to  hear  from  every  en- 
grosser as  well  as  from  every  super- 
visor and  teacher  of  penmanship. 
The  year  will  be  omitted,  if  preferred. 
Send'  to  R.  S.  Collins,  Pierce  School 
of  Business  Administration,  Philadel- 
phia, Pa. 


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The  Business  Educator  is  the  best  medium 
through  which  to  reach  business  college  pro- 
prietors and  managers,  commercial  teacher* 
and  students,  and  lovers  of  penmanship.  Copy 
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^tJ&uJ/ntM&fata&r       & 


Lessons  in  Business  Writing 

By  E.  A.  LUPFER,  Columbus,  Ohio 
Send  15  cents  in  postage  with  specimens  of  your  best  work  for  criticism. 


Copy  97.  If  you  can  not  make  the  first  part  well,  review  Copies  92  and  93  in  last  Month's  Business  Educator. 
Come  down  to  the  base  line  with  a  firm  motion  and  stop  before  picking  up  the  pen.  See  that  the  second  part  touches 
the  first.    Do  not  stop  on  the  loop. 

Copy  98.  This  is  a  beautiful  word  to  write,  but  watch  the  movement  at  the  bottom  of  K,  the  shoulder  of  the 
r's  and  the  top  of  a.    See  how  gracefully  you  can  write  this  word.   Get  the  turns  in  m  rounding. 

Copy  99.  The  first  part  of  H  is  exactly  the  same  as  the  first  part  of  K.  Curve  the  top  of  the  second  part.  The 
beginning  of"  the  second  part  of  the  H  is  very  similar  to  the  beginning  of  the  second  part  of  K.  See  that  your  H  is 
not  too  wide.    In  making  the  second  part,  check  the  motion  at  the  base  line  to  avoid  an  undesirable  loop. 

Copy  100.  You  should  be  able  to  swing  this  word  right  along.  Be  sure  that  your  a's  do  not  look  like  o's.  The 
second  part  of  a  should  come  clear  down  to  the  base  line  before  making  n. 

Copy  101.  See  that  the  beginning  and  ending  parts  of  the  X  balance  in  size  and  slope.  Be  sure  that  the  two 
parts  touch. 

Copy  102.  Be  sure  that  you  get  turns  where  they  belong  and  angles  where  they  belong.  There  is  an  angle  in 
the  a.     Unless  you  have  a  good  i  in  the  a,  it  is  likely  to  resemble  0. 


98   .A^Asi&>^k3~£^y..A^ 


100 


101 
102 


Oy  ay  ay  ay  ay   ay  ay  ay  ay  ay  ay  ay  Oy  ay  ay 


Copy  103.  It  is  not  necessary  to  work  upon  this  copy  if  you  can  make  a  good  letter  t.  It  is  however  an  ex- 
cellent exercise  for  developing  the  t,  especially  if  you  have  trouble  in  looping  the  top  of  t. 

Copy  104.  The  t  is  like  the  i,  extended  two  spaces.  The  important  part  of  the  t  is  the  crossing.  Nine  out  of  ten 
can  cross  the  t  correctly,  but  not  one  in  ten  take  time  and  care  to  properly  cross  it.  If  you  do  not  cross  the  t  well, 
the  chances  are  it  is  because  of  carelessness. 

Copies  105  and  106.  These  words  are  given  primarily  for  practice  on  the  t,  but  you  also  need  to  watch  the 
other  letters.  In  writing  words,  be  sure  that  every  letter  is  legible.  When  all  the  letters  in  the  word  are  covered  up 
except  one,  that  letter  should  be  readable  without  the  others. 

Copy  107.  This  exercise  is  given  for  those  who  have  difficulty  in  retracing  the  d,  and  it  is  not  necessary  to 
work  upon  it  if  you  can  make  a  good  d. 

Copy  108.  If  you  can  make  a  good  a,  you  should  have  very  little  trouble  with  the  d,  for  it  is  the  same  as  a  and 
t  combined,  without  the  crossing.   Be  sure  that  the  d  is  closed.   Do  not  go  too  fast  on  the  retraces. 

Copies  109  and  110.  Draw  a  few  slant  lines  through  your  words  to  see  that  your  letters  are  all  on  the  same 
slant.  Check  your  spacing  and  size,  and  see  that  every  letter  is  legible.  Pick  out  the  weakest  part  of  your  work  and 
endeavor  to  strengthen  it. 


Now  is  the  time  to  work  for  a  Penmanship  Certificate.  Write  for  illustrated  circular  showing  various 
penmanship  certificates  and  requirements  to  earn  each. 


103 


106 


..^z^£z^i^_^^^  . 


109      _ 


110 


Copy  111.  This  exercise  will  round  out  the  top  of  the  N  and  M.  Do  not  make  it  any  wider  than  the  N  or  M. 
Make  about  three  groups  to  the  line. 

Copies  112  and  113.  Start  the  N  with  a  curve  stroke.  Be  sure  that  the  two  top  parts  are  rounding.  You  need 
master  only  one  style  of  finish.    I  would  suggest  the  last  one. 

Copy  114.  This  sentence  is  an  easy  one  to  write  because  it  contains  so  many  short  letters.  Let  your  main 
object  be  to  write  this  sentence  easily  and  to  have  every  letter  readable.  It  is  important  in  writing  to  make  a  distinc- 
tion between  turns  and  angles.  After  you  have  written  this  sentence,  pick  out  some  of  the  more  difficult  combinations 
like  ow,  ov,  on,  and  practice  upon  them  separately. 


Copy  115.  Be  sure  that  you  make  this  exercise  no  faster  than  you  make  the  M.  See  how  neat  you  can  make 
the  entire  page.    This  means  equal  margins,  uniform  height  and  slant. 

Copies  116  and  117.  The  M  is  the  same  as  the  N  with  an  extra  turn.  Roll  them  along  with  nice  rounding  turns 
and  two  angles  or  retraces  at  the  bottom.  Don't  fail  to  compare  your  work  with  the  copy.  The  average  student  can  do 
more  studying  of  the  copy  to  advantage. 

Copy  IIS.  Without  movement,  writing  is  of  very  little  value,  therefore  see  that  your  movement  is  free  and 
graceful.    Have  your  teacher  assist  you  in  finding  your  weak  places  and  improve  them  by  studying  and  practicing. 


115 


116 


^^^^O^Z^^^^^S^m^Z. 


yA 


<?^+<<Zrt<L£^<7r2^-L 


10 


<!ffie&u&n&tt'&fa£afirt      & 


Copies  119  and  120.  These  exercises  are  a  little  more  difficult  than  the  previous  exercises  but  are  good  in 
helping  to  develop  the  1.  It  might  be  well  to  try  the  1  before  the  exercises,  for  if  you  can  make  an  1  with  a  good  free 
motion,  it  is  not  necessary  for  you  to  be  able  to  make  the  exercises.  However,  most  good  writers  are  able  to  make 
many  kinds  of  exercises  as  well  as  letters.   One  helps  the  othjer. 

Copy  121.  The  1  should  usually  be  three  spaces  high.  The  principal  thing  is  to  have  the  loop  long  enough  to 
be  distinguishable  from  the  e.  Do  not  get  too  much  curve  at  the  beginning.  Notice  that  the  turn  at  the  top  of  the  loop 
is  similar  to  the  turn  at  the  bottom  in  size. 


119 


120 


121 


At  this  time  of  the  year  you  will  be  thinking  of  Christmas,  and  a  little  practice  on  a  Christmas  greeting  will 
be  an  excellent  drill.  Make  a  copy  of  the  accompanying  greeting  and  send  it  to  The  Business  Educator.  We  may  pub- 
lish one  of  the  best  on  the  Students'  Page. 


£?C-J^-ez-4/  CT^Lt^T^c^i/ ; 


^  ^C*4^c<4-S^t&-e~s. 


c^JT^^z-i-Z^^^-^iS^^-i^***^-^^^ 


Dec.  /fzj. 


INNI.'NORIYM 


A   good  writing  position.    Study   it. 


A   beautiful   title  page  by   H.   W.   Strickland.   Philadelphia.   Pa 


^     <5^&uJ£n&&&6un&r      &  " 


Showy  Business  Writing 

in  Ten  Acts  and  Fifty  Scenes 

Written,  Produced  and  Directed  by  C.  SPENCER  CHAMBERS,  LI.  B.,  Supervisor  of  Penmanship, 
Syracuse,  New  York,  Public  Schools. 


ACT  X 

SCENE  I 

Make  your  work  clear  cut  by  keeping  the  letters  uniform  in  slant  and  size. 

Practice  each  word  separately,  then  write  the  whole  Cashier's  Check. 

Write  this  form  until  you  would  be  willing  to  submit  it  as  your  best  specimen  of  this  course. 


L^CC&AsUA^ 


ACT  X 

SCENE  II 

In  paragraph  writing  the  true  test  of  your  penmanship  comes.    Letter,  word  and  sentence  practice  are  the  stepping 
stones  to  the  finished  product  —  the  paragraph. 

This  is  a  thought  from  a  great  thinker,  which  commends  itself  to  penmen. 

ACT  X 
SCENE  III. 

Practice  each  capital  many  times  before  writing  the  whole  paragraph. 

Extra  practice  will  be  necessary  to  write  the  words  "papyrus"  and  "applied,"  as  the  loops  should  all  be  the  same 
in  width  and  length. 


12  ^     <5ffiJ38u<i//M!dA>(2d[u&&r'       *§* 


'y^L^iy, 


ACT  X 

SCENE  IV 


This  is  the  last  scene  in  the  final  act. 


If  you  have  followed  "Showy  Business  Writing"  through  the  entire  show,  your  penmanship  is  better  than  when  the 
curtain  ascended  in  February,  1927. 

Write  the  H.  G.  Wells  paragraph  and  compare  it  with  your  early  work  in  the  course. 

Thanks,  I  knew  it  would  be. 


v^-  yy^<l^A^  ^dAyU^A^ty  ^Lj£<iy-szs  ^CJi^y 


^y^a^riycO  yrTi^z^^ 


CURTAIN. 


^MJ^tttinMiadiumfcr      *§* 


13 


The  above  specimen  was  written  by  Mr.  Crume,  a  student  in  the  Findlay.  Ohio.  Business  College. 
While  his  work  is  not  quite  up  to  the  professional  standard,  he  is  to  be  complimented  on  his  pen- 
manship ability  and  will  win  that  coveted  certificate  in  time.  Few  business  college  students  write  a 
better   hand   than   Mr.   Crume. 

Mr.    E.    E.   Magoon   is   his   penmanship   instructor. 


rd   writing   at    the    Ferris    Institute.    Big   Rapids,   Mich.     R.   R.   Reed,   in  the  center,   is  the  instructor 


14  A 

HOW   TO    GET    BETTER    RE- 
SULTS IN  ALL  WRITTEN 
WORK 

By  Mildred  Moffett 

In  my  many  classroom  visits  I  have 
observed  one  reason  in  particular 
why  children  hand  in  such  poorly 
written  papers  in  spelling,  arithmetic, 
history,  and  English. 

Except  in  a  very  few  instances, 
teachers  have  had  little  or  no  train- 
ing in  blackboard  writing.  What  is 
the  result?  The  quality  of  written 
work  which  is  constantly  before  the 
children  is  so  poor  that  the  teachers 
themselves  admit  it  is  disgraceful. 

Not  onlv  is  it  poor  in  quality,  but 
usually  it  is  so  small  that  pupils  who 
sit  in  the  back  part  of  the  room  can- 
not read  it.  In  fact,  to  read  it  with- 
out eye  strain  they  should  exchange 
seats  with  some  of  the  more  fortunat" 
pupils  who  sit  within  twelve  feet  of 
th°  board. 

In  most  instances  where  writing  is 
offered  in  Teacher  Training  Schools 
practically  no  time  is  given  to  black- 
board writing.  Giving  a  young,  pros- 
pective teacher  training  in  makinn- 
acres  of  formal  drills  on  paper  will 
never  prepare  her  to  put  her  work  on 
the  board  before  the  pupils  success- 
fully. A  certain  amount  of  black- 
board training  is  verv  important. 

Not  only  is  blackboard  training 
necessary  for  her.  if  she  is  to  be  suc- 
cessful in  teaching  writing,  but 
equally  npcessarv  when  teaching  read- 
ing, spelling,  arithmetic,  or  any  other 
school  subject.  Her  writing  should 
surelv  carrv  over  if  the  work  of  her 
punils  can  be  expected  to  do  so. 

It  is  almost  useless  to  emnloy  a 
writing  teacher  or  supervisor  for  anv 
school  svstem  unless  the  necessity  of 
the  closest  kind  of  cooperatin  is  re- 
ouired  by  the  Superintendent  and 
Board  of  Education.  The  best  wav 
to  help  the  supervisor  or  spec'a! 
teacher  is  for  every  teacher  in  the 
school  system  to  place  a  pood,  leeibl" 
duality  of  writing  before  all  classes  at 
all  times. 

In  so  many  instances  where  really 
good  writing  supervisors  are  en- 
deavoring to  help  children  to  learn  to 
write  legibly  only  those  teachers  who 
teach  writing  are  required  to  attend 
the  supervisor's  meetings,  while  the 
real  offenders,  the  ones  who  persist- 
ently put  illegible  scrawls  on  the 
board,  so  scot-free  and  continue  to  re- 
mind the  writinrr  teachers  that  tlw 
are  not  successful  in  seeurinsr  results 
wh"n  it  comes  to  written  work  in  gen- 
eral. 

Careful  examination  of  papers  in 
various  subjects  many  times  revea's 
tin  fact  that  the  results  are  poor  not 
onlv  in  writing  alone. 

It  would  seem  that  we  would  get 
bett(  >  results  through  hearty  coopera- 
tion, rather  than  to  be  forever  pass- 
ing the  buck.  Isn't  it  time  to  wake 
u  1 1  and  fare  our  responsibility  on  this 
score?  Particularly  now  that  hand- 
writing specialists  have  made  every 
effort  to  make  handwriting  function 
through     correlation    with    the    other 


<3fe&u&neAA/&6uxi&r'      & 


school  subjects. 

The  remedy  would  be  easy  if  every 
teacher  in  the  public  schools  should 
feel  the  necessity  of  preparing  her- 
self to  teach  handwriting  with  the 
same  understanding  that  she  has  pre- 
pared herself  in  other  branches. 

The  time  has  come  when  school  offi- 
cials are  demanding  such  training  on 
the  part  of  teachers.  In  fact,  in  some 
states  they  are  now  penalizing 
teachers  who  have  not  prepared  them- 
selves to  teach  writing.  This  is  done 
by  paying  them  a  lower  salary  than 
is  paid  those  who  have  prepared. 
When  a  teacher  presents  the  neces- 
sary credentials  showing  that  she  has 
properly  prepared  in  this  work  she  is 
advanced  $5.00  a  month  on  her 
salary. 

Teachers  should  not  wait  until  com- 
pelled to  act,  but  to  begin  the  work 
now.  A  short  summer  term  spent  in 
the  Zanerian   College  of  Penmanship, 


Columbus,  Ohio,  during  vacation  will 
change  indifference  and  apathy  for 
the  teaching  of  this  branch  into  a 
positive  joy. 

If  a  summer  course  cannot  be  taken 
now,  then  it  would  be  well  to  enroll 
in  the  Correspondence  Course  given 
by  the  same  institution,  with  a  view 
of  obtaining  their  Teachers'  Certifi- 
cate, which  is  awarded  for  efficiency 
in  both  pedagogy  and  practice  of 
business  writing. 

Systematic  study  and  practice  of 
handwriting  as  presented  in  their 
Correspondence  Course  will  not  re- 
quire much  time  but  will  prepare  the 
teacher  to  do  efficient  work  in  this 
branch. 

Then  the  crippled  handwriting  so 
prevalent  in  many  places  would  dis- 
appear and  free,  legible  writing  would 
take  its  place,  the  value  of  which  to 
the  boys  and  girls  could  scarcely  be 
estimated. 


A  CHALLENGE 


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\X  .   II.   Ronish  believes  that   Miss   Dorothv  Blair  can  prepare  the  ac 

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Skillful    signatures    by    John    S.    Griffith.    Englewood    Business    College,    Chicago.     You   will    do   well 
to    study   these   signatures. 


&u?&uMn*M&&ua&r      & 


Supplementary  Business  Writing 

By  C.  C.  LISTER,  Maxwell  Training  School   for  Teachers,  New  York  City 


By   F.  B.  Courtney,  Detroit,  Mich. 


^     f5#^&u4/M*M<2dtuxi&r       & 


17 


MENTAL  MEANDERINGS 

By  CARL  MARSHALL,  Route   1,  Box  32,  Tujunga,  Calif. 


Again,  I  am  moved  to  pen  a  mean- 
dering   with    a   personal    note    in    it. 
Another    year    has    come    gamboling 
into     the     Garden     of 
Greetings  Time,  and  then  limped 

Tempered  deerepitly    away.     Just 

With  Regrets  as  this  new  and  hopeful 
year  was  in  the  offing, 
a  goodly  group  of  old-time  friends  of 
the  present  scribe,  and  long-time 
members  of  the  Federation  of  Com- 
mercial Educators,  wished  upon  him 
a  surprising  and  delightful  Christmas 
present,  in  the  form  of  an  invitation 
to  be  their  honored 
guest,  at  the  Nineteen- 
twenty-six  meeting  at 
Chicago.  I  had  barely 
accepted  the  generous 
invitation,  with  glori- 
ous anticipations  of  a 
wonderful  time  with 
the  dear  old  boys  and 
girls,  when  suddenly 
there  came  upon  me  an  attack  of  ill- 
ness that,  for  some  weeks,  threatened 
to  put  a  taboo,  on  my  ever  again  see- 
ing any  of  the  blessed  old-timers.  But 
the  shadow  partly  passed,  and  I  be- 
gan to  indulge  the  joyous  hope  that 
I  should  be  able  to  meet  all  of  you  at 
Kansas  City,  and  make  up  for  lost 
time.  But,  alack,  and  alas!  the  doc- 
tors refused  to  OK  my  hopes.  When 
a  fellow  arrives  at  seventy-five,  with 
his  internal  machinery  in  none  too 
good  repair,  among  certain  other  dis- 
advantages, is  the  annoying  fact  that 
he  is  no  longer  his  own  boss.  All  the 
dope  was  to  the  effect,  that,  even  in 
my  improved  health,  a  sudden  jump 
from  these  balmy  California  skies  into 
the  sort  of  weather  that  is  likely  to  be 
on  duty  at  Kansas  City  in  December, 
would,  in  my  unrugged  state,  be  all 
too  hazardous.  It  would  not  only  be 
recklessly  risky  but  selfishly  inconsid- 
erate, as  well,  to  take  the  chance  of 
dampening  the  jolity  of  my  old  friends 
at  Kansas  City,  by  putting  upon  them 
the  burden  of  sending  their  old  guest 
home  in  a  box. 

And  thus  it  befell,  that  I  am  sending 
my  greetings  to  you  through  the  Jan- 
uary Educator,  instead  of  doing  what 
I  had  so  fondly  hoped  to  do:  deliver 
them  personally  at  Kansas  City.  There 
is  also  a  special  regret  connected  with 
the  meeting-place  itself.  There  is  no 
other  big  town  in  this  country  that 
has  been  quite  so  intimately  associ- 
ated with  my  own  varied  career  as  has 
this  old  town  at  the  mouth  of  the 
Kaw.  It  was  during  the  "Border  War" 
of  1856  that  my  Abolishionist  father, 
reformer,  and  idealist,  cast  his  lot  in 
"Bleeding  Kansas"  to  help  rescue  the 
future  Jayhawker  State  from  the 
curse  of  slavery.  Early  in  the  spring 
of  1858,  he  brought  my  mother  and  us 
children  to  share  his  lot  in  his  little 


prairie  cabin  some  sixty  miles  south 
of  Kansas  City.  At  that  time  the 
terminus  of  the  Hannibal  &  St.  Jos- 
eph Railroad  just  across  the  Missouri, 
at  Kansas  City,  marked  the  "farthest 
west"  by  rail  in  the  United  States. 
Father  met  us  with  his  ox-team,  cross- 
ing the  big  muddy  river  by  steam 
ferry.  That  night  we  camped  down  in 
the  brushy  flats  of  the  "Kaw  Bottom," 
to  the  west,  and  quite  out  of  sight  of 
the  straggling  little  town  of  perhaps 
a  thousand  or  so,  up  on  the  lull,  which 
at  that  time  was  all  there  was  of  the 
present  big  twin  metropolis  of  Mis- 
souri and  Kansas.  During  the  decades 
that  followed,  Kansas  City  was  the 
one  big  town  and  entrepot  of  our  part 
of  the  country,  and  each  year  of  the 
past  three  score,  I  have  watched  it 
grow  from  its  humble  beginnings.  Its 
career  is  an  epitome  of  the  history  of 
the  great  prairie  West,  where  I  was 
bred  from  childhood.  Every  man  who 
is  really  human  has  in  him  some  sen- 
timent for  merely  material  things,  so 
maybe  you  can  imagine  how  I  should 
like  to  see  our  old  "home  town" 
again. 

As  I  write  this,  the  Kansas  City 
meeting  of  the  Federation  is  still  a 
month  away.  I  know  what  a  corking 
good  time  all  of  you  are  going  to 
have,  and  when  the  days  come  that 
shall  bring  you  all  together,  I  shall 
be  waiting  your  telepathic  greetings, 
from  the  cozy  little  den  of  my  com- 
fortable ranch  home  up  here  in  the 
perpetual  greenery  of  these  fir-cov- 
ered mountains.  More  definite  greet- 
ing messages  are  denied  me,  since  I 
am  nearly  a  hundred  miles  from  the 
nearst  town  where  telegrams  or  even 
Christmas  cards  are  available,  but, 
just  the  same,  my  earnest  wishes  for 
a  joyous  Holiday  season  go  out  to  all 
of  you,  whether  of  "The  Old  Guard" 
or  not. 


In  the  September  Educator,  I  had 
occasion  to  express  myself  rather 
tartly,  regarding  certain  alleged 
Intelligentia,"  who  have 
Social  and  manifested  their  anar- 
Moral  Values  chistic  leanings  in  an 
of  Language  assault  upon  the  estab- 
lished rules  of  good 
English.  I  have  been  gratified  by  re- 
ceiving a  number  of  letters  from  Edu- 
cator readers,  who  write  in  strong  ap- 
proval of  the  articLe  referred  to.  One 
of  these  comes  from  a  high  school 
principal  in  Kansas,  who  states  that 
he  has  read  the  article  to  his  pupils, 
by  way  of  an  argument  in  favor  of 
right  English.  He  further  says  that 
he  has  noticed  a  tendency  among  his 
students,  to  adopt  certain  "liberal" 
ideas  in  the  matter  of  both  spelling, 
and  writing.  They  seem  to  be  imbib- 
ing this  lately  hatched  flapperish  no- 


tion, that  unrestrained  slovenliness 
in  the  matter  of  writing  and  speak- 
ing, is  a  mark  of  up-to-date  smart- 
ness. 

This  sort  of  reaction  on  young  folks 
who  are  acquiring  an  education,  is  the 
chief  harm  wrought  by  these  "ad- 
vanced" scofflaws  of  the  newspaper 
and  magazine  world.  As  an  antitode 
to  their  poison  all  of  us  who  have  a 
chance,  should  try  to  get  our  boys 
and  girls  to  see  the  utter  silliness  of 
allowing  their  speech  to  degenerate 
into  the  gabble  of  vulgar  nitwits.  We 
should  help  them  to  see  that  language 
is  important,  for  the  reason  that  it  is 
the  clothing  of  the  mind.  Nobody  who 
does  not  want  to  be  taken  for  a  hobo 
or  a  street  drab,  would  dress  like  one. 
If  you  have  enough  self-respect  to 
want  your  dress  to  show  your  re- 
spectability, all  the  more  should  you 
want  to  clothe  your  mind  respectably 
by  the  correct  habit  of  speech.  You 
should  be  as  particular  with  your 
verbs  and  pronouns  as  you  are  with 
your  teeth,  your  finger-nails,  or  your 
collars  and  ties. 

There  is  no  doubt  that  speech  may 
be  either  a  refiner  or  a  coarsener  of 
the  soul.  When  we  let  our  tongue  re- 
lapse into  vileness,  our  hearts  are 
likely  to  follow  suit.  It  is  one  of  the 
perverse  and  unaccountable  tendencies 
of  our  human  nature,  that  so  many 
of  us  develop  a  sort  of  itch  to  say 
daring  and  naughty  things,  whether 
swear-words  or  worse.  It  is  not  a 
tendency  that  is  confined  to  the  ig- 
norant, the  stupid  or  the  innately  vul- 
gar. Some  of  the  most  offensive 
blackguards  I  have  known,  have  been 
men  of  education,  and,  with  the  ex- 
ception of  their  unclean  speech,  men 
of  refinement.  For  several  years,  I 
was  a  member  of  the  Chicago  Press 
Club,  and  nightly,  in  that  foregather- 
ing of  presumed  gentlemen,  I  heard 
more  profanity  and  vile  talk,  than  one 
would  hear  in  the  lowest  dive  in  South- 
Clark  Street.  One  of  these  dirty- 
mouths  was  a  distinguished  novelist, 
another  was  a  great  editor,  another  a 
prominent  orator,  and  all,  or  nearly 
all,  were  collegians.  A  great  many  of 
the  world's  most  worth-while  books, 
from  Shakespeare  down,  are  littered 
with  filth,  a  vestige  of  savagery  in 
the  minds  of  these  literary  genuises. 

And  yet,  all  down  the  centuries, 
there  have  been  men  with  too  much 
innate  self-respect  to  make  pigsties 
of  their  mouths  or  garbage  forks  of 
their  pens.  There  are  many  such  in 
the  world  today,  and  I  believe  that 
their  proportion  is  increasing,  despite 
surface  indications.  Otherwise,  we 
should  be  backsliding  toward  the  cave 
man. 

Young  people  sometimes  imbibe  the 
notion,  that  their  speech  has  to  be 
more  or  less  profane,  or  what  they 
call  "spicy,"  to  be  forcible.  There 
could  be  no  greater  langauge  blunder. 
Expletives  and  slang,  weaken  lan- 
guage    rather     than     strengthen     it. 


(Contii 


Page   24) 


<^/ie&u>i//i&M/(5*/iuw&r       & 


PUPPY  LOVE 

By  C.  R.  McCANN, 

McCann  School  of  Business 

Hazleton,  Penna. 


They  must  have  decided  to  get 
married  for  they  both  had  "that  far 
away"  look  on  their  faces  for  several 
days.  Those  who  have  been  "through 
the  mill"  know  full  well  what  it 
means.  The  work  of  both  seemed  to 
improve  very  much  —  so  much  so 
that  the  old  Principal  began  to  won- 
der what  was  the  cause  of  all  this 
sudden  improvement  in  each  of  their 
work  in  school. 

However,  be  that  as  it  may  the 
thousand-and-one  things  that  an  older 
person  would  ponder  over  carefully 
really  never  entered  the  minds  of  the 
two  children.  Bob  had  never  worked 
real  hard  one  day  of  his  whole  life 
because  his  father  had  supplied  him 
with  spending  money  liberally.  The 
supply  of  ready  cash  by  the  parent 
is  a  bad  thing  sometimes.  Boys 
should  be  made  to  know  the  value  of 
money  no  matter  how  much  "mazoo- 
ma"  the  "old  lad"  is  supposed  to  pos- 
sess. One  may  look  into  the  lives  of 
our  wealthy  parents  today  and  if  they 
are  of  the  vintage  older  than  the 
eighteenth  amendment  which  trans- 
lated means  plain  bootleggers,  we  find 
the  parent  exercising  much  care  over 
the  funds.  Too  many  parents  give 
their  boys  entirely  too  much  spend- 
ing money  and  soon  the  "young  lads" 
learn  how  to  turn  over  the  paste- 
boards, roll  the  African  Golf  Balls, 
spotting  the  Yellow  Ball  in  the  side 
pocket  and  what-not  in  games  of 
chance. 

Speaking  of  chance,  these  young 
lads  have  a  streak  of  luck  and  soon 
have  a  real  roll  in  their  pocket.  He 
soon  THINKS  he  can  trim  the  whole 
gang  and  decides  to  quit  his  job  and 
make  his  living  "The  easy  way."  The 
professional  gambler  lets  him  ride  for 
a  while  on  easy  street  and  soon  takes 
him  on  and  the  professional  one  loses 
for  a  small  amount  but  the  next  time 
they  play  the  "innocent"  barely  beats 
the  "pro."  It  does  not  take  them  long 
to  clean  the  lambs  and  what  is  worse 
now  the  lamb  turns  to  hold-ups  in 
order  to  recoup  his  losses.  It  does 
not  take  long  now  for  the  "wise 
lamb"  to  appear  before  the  Judge  for 
his  lecture  and  if  the  boy  has  a  father 
with  political  pull,  he  gets  free  but 
this  is  where  many  parents  go  and 
"get  their  foot  into  it"  because  the 
little  angel  that  Mom  thinks  him  to 
be  is  soon  up  to  his  old  tricks  again 
and  it  is  the  same  thing  over  again. 
Among  some  foreign  parents,  the 
idea  is  prevalent  that  their  son  should 
have  plenty  of  money  to  spend  be- 
cause that  is  the  American  Way  of 
doing  things  especially  if  the  boy  is 
the  Crown  Prince  or  first  horn, 
wootsies.     Bob  was  a  little  inclined  to 

But    to    get    back    to    our    tootsie- 


all  of  these  tricks  and  had  the  reputa- 
tion while  in  school  of  being  the  best 
artist  in  the  Academy — no,  not  Arts — 
billiards — he  was  a  cueist.  The  old 
Principal  had  told  the  students  about 
the  tricks  employed  by  those  who 
bleed  the  lambs  and  all  the  boys 
turned  toward  Bob  and  then  the  Prin- 
cipal knew  that  he  was  right  in  his 
summary  of  Bob's  plans.  Among 
other  things  the  old  teacher  said  that 
if  he  were  a  girl,  he  would  not  think 
of  marrying  a  fellow  if  he  were  a 
gambler  "because  she  would  have  many 
lean  years  and  very  few  fat  ones  but 
that  "was  just  like  pounding  sand  in 
a  rat  hold — it  made  no  impression. 

One  day  after  class  Bob  accosted 
his  teacher  and  said  that  he  would 
speak  with  him  privately.  The  old 
gray  hah-ed  mentor's  "think-tank"  be- 
gan to  work  and  before  they  were  in 
the  little  private  office,  he  smelled 
what  it  was  all  about.  So  many 
young  folks  telegraph  ahead  their 
thoughts  to  the  older  persons. 

"I  think  I'll  stop  school,  now"  be- 
gan Bob. 

"Why  stop  now  when  you  are  al- 
most through  with  your  course  and 
have  an  excellent  chance  in  the  Bed- 
ford Manufacturing  Company's  of- 
fice?" replied  the  Principal. 

"Yes,  I  know  that  because  the  Pres- 
ident of  the  company  was  asking  dad 
about  how  soon  I  would  be  through 
with  my  course  and  that  he  was  wait- 
ing for  me  as  he  had  an  opening  in 
his  office,"  spoke  up  Bob. 

The  principal  thought  he  would  quiz 
Bob  a  little  but  after  a  moments 
pause  said,  "Well,  then,  why  quit 
school  until  you  are  through  with  your 
course  and  have  your  diploma?" 

"I  might  as  well  tell  you  because 
you  already  know  that  Mary  and  1 
are  getting  married,"  spoke  Bob 
rather  sheepishly. 

"How  are  you  going  to  keep  her  as 
well  as  yourself?"  asked  the  Prin- 
cipal. 

"I  have  been  looking  for  a  job  but 
have  not  been  able  to  find  anything 
worth  while  as  most  of  the  employers 
say,  'Have  you  a  diploma?'  and  I  am 
licked  before  I  start,"  replied  Bob 

"Where  are  you  going  to  live?" 
queried  the  teacher. 

"Oh!  you  know  it  has  been  pretty 
hard  for  Dad  and  me  since  Mom  died 
a  year  ago,  as  we  batch  it  together 
and  have  a  woman  come  in  to  clean 
the  house  once  a  week.  I  thought  that 
Mary  could  fill  the  bill  because  I  have 
heard  of  step-mothers  being  rather 
hard  on  step-children  and  in  this  way 
Dad  would  not  have  to  get  married 
again,"  replied  Bob  eagerly. 

"I  wish  you  luck,  Bob,  but  from 
what  I  can  see  about  your  condition, 
I  think  you  would  be  better  off  un- 
married for  a  few  years  and  first  be 
able  to  support  her  in  fail  I 
manner  before  thinking  of  getting 
hooked  up  for  life,"  answered  the  old 
teacher  slowly. 

"Mary  says  she  wants  to  go  through 


with  it  so  I  guess  it  will  have  to  take 
place,"  mused  Bob  eagerly. 

The  Old  Principal' 8  Advice 

"There  are  a  few  things  that  I 
think  will  come  in  handy  if  you  will 
listen  to  them.  No  young  person 
should  get  married  until  he  especially 
is  at  least  25  years  of  age  and  has  a 
position  that  has  the  assurance  of 
permanency.  Their  minds  are  imma- 
ture and  they  do  not  know  what  they 
want.  Then,  too,  the  ideals  that  we 
see  when  we  are  16  are  vastly  differ- 
ent when  we  get  to  be  25  and  still 
different  when  we  reach  35  years  of 
age.  This  idea  of  boy-and-girl- ro- 
mance is  all  wrong.  The  girl  these 
days  does  not  have  to  get  married  as 
she  did  many  years  ago  because  busi- 
ness opened  up  for  her  a  wonderful 
means  of  a  livelihood.  A  girl  does  not 
need  to  take  the  first  fellow  who 
comes  along  because  she  is  independ- 
ent and  knows  it.  Years  ago  when 
women  wore  long  dresses  and  put  up 
their  hair,  it  was  time  to  get  a  hus- 
band. If  she  did  not  have  "a  man" 
by  the  time  she  was  18,  she  was 
doomed  to  be  an  old  maid  or  using 
the  present  day  parlance  —  ladies  in 
waiting.  Then,  too,  Bob,  both  of  you 
will  have  to  curb  your  tempers  con- 
siderably. You  know  the  Irish  "fly 
off  the  handle"  quickly  and  your 
"Johnny  Bull  ancestors"  were  noted 
for  their  bull-headedness.  It  will 
never  be  a  bed  of  roses  but  when  she 
is  not  feeling  just  right,  you  give  in 
to  her  and  the  same  should  be  true 
of  you  but  I  am  afraid  she  is  too  high 
strung  to  give  in  to  you.  It  is  a  bat- 
tle of  give  and  take  and  the  one  who 
overlooks  the  mistakes  of  the  other 
is  the  bigger  of  the  two.  If  you  ever 
need  a  friend,  just  come  around  to 
your  old  teacher  here  in  school  and 
I'll  do  all  I  can  for  you.  May  God 
bless  and  keep  you  under  His  tender 
care,"  soliloquized  the  old  school- 
master. 

And  so  Bob  and  Mary  were  mar- 
ried quietly  by  Father  Burns  much 
against  the  wishes  of  both  parents. 
She  did  not  dare  to  go  home  and  as 
Bob's  father  knew  that  his  son  could 
not  pay  even  board  for  himself,  let 
alone  a  young  wife,  let  them  come  and 
live  with  him. 

I*  was  the  joke  of  the  neighborhood 
because  Jigger  McCarthy  got  boiling 
mad  every  time  he  was  being  con- 
gratulated by  his  friends.  It  seemed 
that  everybody  took  a  delight  in  con- 
gratulating Jigger  —  just  to  see  how 
mad  he  would  get. 

"Where  are  they  living,  Jigger?" 
asked  Pat  Brogan. 

"Over  with  his  people.  I'll  break 
every  bone  in  both  their  bodies  if 
they  ever  come  here,"  replied  Jigger 
who  was  getting  hot  under  the  collar. 

"I  would  like  to  have  them  over  for 
dinner  this  Sunday,"  spoke  up  Mrs. 
McCarthy,  "hut  Pop  put  his  fool  down 
upon  it  and  you  know  how  hard- 
continued  on   Page   24) 


^ie<38uJ*'/i*J^<3diu*i&r%       *§* 


19 


TEACHING    THE    ALPHABET w 


[The  following  article  is  reprinted 
from  the  Educational  Research  Bulle- 
tin of  November  23,  1927.  It  was 
written  by  the  editor  of  that  publica- 
tion, Dr.B.  R.  Buckingham,  Head  of 
the  Bureau  of  Educational  Research, 
Ohio  State  University.  We  suppose 
that  others,  like  ourselves,  have  had 
experience  with  pupils  who  have  been 
taught  according  to  the  latest  meth- 
ods and  are  not  able  to  find  words  in 
the  dictionary,  due  to  not  knowing 
the  order  of  the  alphabet.  We  reprint 
the  article  here  because  we  believe 
that  it  will  not  be  well  to  get  away 
too  far  from  that  old  standby,  which 
is  also  true,  regarding  some  other 
good  old  things  our  grandparents 
learned. 

Dr.  Buckingham  has  emphasized 
something  regarding  which  we  all 
need  to  be  cautioned  —  in  acquiring 
the  new  don't  overlook  holding-  on  to 
that  which  is  good  in  the  old.] 


"When  we  have  no  difficulty  in  do- 
ing- a  thing  we  say,  "Its  as  easy  as 
ABC."  The  alphabet  for  a  long  time 
represented  the  irreducible  rudiments 
of  learning.  The  greater  part  of  the 
surface  of  the  old  hornbook  was  de- 
voted to  the  letters  from  A  to  Z.  The 
children  learned  these  letters  by  trac- 
ing them,  copying  them,  reciting  them, 
and  chanting  them  in  unison.  They 
learned  the  alphabet  as  a  thing  itself. 

No  hint  of  the  use  of  these  letters  in 
words  entered  to  disturb  the  single- 
ness of  this  purpose.  When  profiici- 
ency  in  this  meaningless  task  was  as- 
sured, the  children  might  take  up 
such  inspiring  combinations  as  .a-b, 
ab;  i-b  ib;  o-b,  ob;  u-b,  ub.  Were 
not  letters  the  simplest  of  all  lingu- 
istic elements,  and  did  not  syllables 
rightly  follow  upon  letters  as  the 
simplest  compounds?  Words  were 
clearly  too  hard  for  children  to  learn 
until  they  had  been  led  step  by  step 
from  the  alphabet  through  two-letter 
symbols  to  longer  patterns. 

Today  we  do  things  much  better. 
It  is  certain,  for  example,  that  we  are 
teaching;  reading  better.  But,  do  we 
teach  the  alphabet  better?  One  can't 
be  sure  about  this.  One  can  be  quite 
certain,  however,  that  a  functional 
knowledge  of  the  ABC's  is  even  more 
important  today  than  it  used  to  be 
when  so  much  time  was  spent  upon 
the  letters  themselves. 

It  is  doubtful  whether  the  full 
meaning  of  this  is  realized.  We  ought 
to  be  spending  somewhat  the  same 
amount  of  school  time  on  the  alpha- 
bet as  was  snent  on  it  in  the  days  of 
our  grandfathers.  We  ought,  how- 
ever, to  spend  this  time  in  a  very 
different  way. 

Not  many  schools  teach  the  alpha- 
bet in  use.  Quite  commonly  children 
fail  to  use  the  dictionary  because  they 
cannot  find  words  in  it.  We  talk 
about  the  dictionary  habit  as  a  thing 
our  students  should  acquire,  yet  many 
of  them  do  not  really  learn  to  locate 


ords  until  they  study  a  foreign 
language  and  become  industrious  in 
thumbing  a  "vocabulary."  Times 
without  number,  children  will  declare 
a  word  is  not  in  the  dictionary  when 
the  real  trouble  is  that  they  cannot 
use  the  alphabet. 

The  telephone  directory  is  the  book 
now  most  frequently  found  in  our 
homes.  It  is  crowded  with  names  in 
alphabetical  arrangement.  Children 
as  well  as  adults  have  use  for  it,  yet 
one  is  utterly  unable  to  find  a  tele- 
phone number  unless  one  has  a  prac- 
tical knowledge  of  the  alphabet. 

We  want  our  pupils  to  learn  to  use 
lists  of  cities  in  their  geography 
books,  lists  of  streets  in  a  city  direc- 
tory, and,  most  of  all,  the  indexes  in 
books.  They  can  never  do  this  as  long 
as  —  like  some  children  —  they  have 
to  find  Boston  by  looking  through  all 
the  B's  or  William  Randolph  by  scan- 
ning the  R's. 

The  learning  of  the  alphabet  in  a 
functional  way  is  not  easy.  It  means 
far  more  than  learning  one's  ABC's. 


It  means  the  ability  to  tell  the  loca- 
tion of  each  letter  in  the  conventional 
series  in  relation  to  any  other  letter. 
It  means,  in  the  case  of  a  list,  the  ap- 
prehension of  the  place  value  of  the 
second  letter  among  items  which  have 
the  same  first  letter,  a  similar  appre- 
hension of  the  value  of  the  third  let- 
ter when  the  first  two  are  constant, 
and  so  on.  It  means  exercises  in  lo- 
cating words,  names  of  people,  and 
other  verbal  material,  and  inverse  ex- 
ercises in  arranging  the  items  pre- 
sented in  irregular  order. 

The  teachers  of  our  grandfathers 
were  right.  The  alphabet  is  import- 
ant. To  be  sure,  it  is  not  a  necessary 
or  even  an  effective  approach  to  read- 
ing, but,  as  an  instrument  of  high  so- 
cial utility  —  as  an  organizing  and 
binding  device  —  it  has  greater  and 
greater  value  as  men  depend  more 
and  more  upon  extensive  verbal  ma- 
terial. In  our  judgment,  the  alphabet 
should  be  restored  to  something  of  its 
pristine  glory  as  a  subject  in  the 
school  curriculum." 


Criticism  Department 

Conducted  by  E.  A.  LUPFER 

The  aim   of   this   Dapartment   is   to   encourage   students    by   helping    them    to   see   and 

to   correct   their   faults.    Send  us  material   and   suggestions. 


The  one  who  wrote  the  accompanying  specimen  has  considerable  skill 
with  the  pen.  However,  a  study  of  the  formation  of  the  letters  would  greatly 
improve  this  person's  ornamental  penmanship.  We  trust  that  our  suggestions 
will  help  beginners. 

Notice  the  "G"  is  greatly  improved  by  enlarging  the  top.  The  ovals  and 
parallel  effect  in  the  "G"  are  excellent.  Notice  the  exaggerated  "g"  loop  in 
"Gaining."  This  loop  and  the  nourish  are  all  out  of  proportion.  Every  flourish 
should  have  a  meaning;  that  is,  there  should  be  some  excuse  or  reason  for 
the  flourish.  If  a  flourish  does  not  help,  leave  it  off.  As  vou  read  the  word 
"Gaining,"  the  eye  should  immediately  travel  from  the  "g"  to  the  "in."  With 
the  large  loop  and  flourish,  the  eye  is  carried  down  to  the  "F"  in  "Forms," 
on  the  line  below,  making  it  difficult  to  read.  Usually  avoid  long  flourishes 
on  the  end  of  words  in  a  sentence.  Such  flourishes  serve  better  at  the  end 
of   the   line. 

This  pupil  should  watch  alignment.  Note  the  irregular  height  in  the 
word  "movement." 

The  body  part  of  the  "D"  should  be  cut  down  considerable 

It  is  well  for  the  beginner  to  study  the  location  of  shades.  There  should 
usually  be  no  shade  on  the  finishing  stroke  of  the  "g"  when  swung  under  as 
in  "Downright." 

More  study  will  help  the  average  pupil  to  become  a  better  writer. 


20 


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■    . 


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V 


This   envelope   was    received    from    Fred   S.    Heath.   Concord,    N.    H. 


R.   R.   Reed,   the   good   hearted,    enthusiastic   penman  of  Ferris  Instilutc. 
above   signatures.    The   design  is  by   Parker  Zaner  Bloser. 


tip  top   shape  when  he  wrote  the 


FAMOUS  LETTERS 

By  FAMOUS  PENMEN 
In   this  series  we  have  some  of  the  most  skillful   letters   ever  written 


X 


/ 


/ 


y 


y 


y 


/ 


y 


S  / 


S 


/ 


y 


22 


>!iffiJ^uJ//teM(2d£Kafir'       & 


By    H.    C.    Rice,   Engr 


r.    95    Milk    St..    Boston.    Mas 


Mr.    H 
in     the 
College 


it    Flagstaff. 


Mi 


State 


J.  M.  Trytten,  recer 
1  at  Sioux  City,  low: 
ommcrcial  Departmc 
ing  Unit  affiliated  ' 
Teachers   College.    Pa 

Luke  Ross  of  Cam. 
Ruth  I  letrick  of  Ur 
.ew  commercial  teac 
lia    Business    College 


tly 


ith  the  High 
,  is  now  Head  of 
t  of  the  Teacher 
ith  the  Western 
v   Paw.   Michigan. 

on,  W.  Va.,  and 
ontown.  Pa.,  are 
as  in  the  West 
it   Clarksburg. 

Miss  Clara  Hobbs  of  West  Branch,  Iowa, 
is  a  new  commercial  teacher  in  the  Central 
Hik.-h   School.   Detroit. 

Miss  Esther  Legge  is  a  new  teacher  in  '.he 
Commercial  Department  of  the  Lockport,  N. 
Y.,    High    School. 

Iowa  M.  Book  of  Mexico.  Pa.,  is  teaching 
this  year  in  the  High  School  at  Meyers- 
dale,    Pa. 


Miss  Florence  L.  Field  of  Auburn.  Maine, 
is  a  new  commercial  teacher  in  Straight 
College,    New   Orleans. 

Mrs.  Helen  W.  Kalen  is  a  new  commercial 
teacher  in  the  Crown  Point,  Ind..  High 
School. 

Miss  Velna  Carroll  of  Plymouth.  N.  H.  has 
recently  been  engaged  to  teach  in  the  Rut- 
land.   Vt.,    Business   College. 

Mr.  L.  L.  Kerney  of  Port  Huron.  Michi- 
gan, has  been  engaged  to  teach  accounting 
in   the  Actual   BusineBS  College.   Akron,  Ohio. 

Miss  May  V.  Powell,  recently  with  the 
State  Teachers  College  at  Fredericksburg, 
Va..  is  now  teaching  in  the  William..;>ort. 
Pa.,    High    School. 

Miss  Mary  Winston  Jones  is  a  new  teacher 
in  the  Department  of  Commercial  Education 
of  the  Colorado  Teachers  College  at 
Greeley, 


CYRUS  W.  FIELD 

We  have  just  heard  from  our  old 
friend  and  former  pupil,  Cyrus  W. 
Field,  who  is  now  in  Detroit.  He  was 
at  the  head  of  the  Shorthand  and  Pen- 
manship Department  of  a  Detroit 
Commercial  College  for  ten  years. 
After  leaving  that  school,  he  did  noth- 
ing but  write  for  two  years  and  then 
went  into  the  Policy  Department  of 
an  insurance  company,  writing  up  re- 
ports. He  states  that  since  last  Aug- 
ust he  has  been  working  up  on  his 
Ornamental  Penmanship  and  if  he  had 
his  choice,  he  would  do  nothing  but 
write  for  the  next  ten  years.  He  also 
states,  "I  have  been  offered  a  very 
attractive  position  with  a  large  real 
estate  firm,  but  somehow  it  doesn't 
appeal  to  me  as  does  the  penman- 
ship." Mr.  Field  attended  the  Zane- 
rian  Penmanship  College  away  back 
in  1898. 


Michigan      Handwriting      Supervisors 
Meet  At  Detroit 

The  Handwriting  Supervisors  of  the 
Ninth  District  met  in  the  Banquet 
Room  of  the  Book-Cadillac  Hotel,  De- 
troit, Mich.,  Nov.  1,  1927. 

Miss  Olive  MacDonald,  penmanship 
instructor  in  the  Garfield  Junior  High 
School,  Port  Huron,  Mich.,  arranged  a 
very  interesting  program  as  follows: 

9:30  a.m.    Banquet  Room.    Book-Cadillac    Hotel 
"Correlation     of     Handwriting     with     Other 
School   Subjects," 

Miss   Marsruerite    Llewellyn    of  the    Zaner- 
Bloscr  Company,  Columbus,  Ohio. 
••Penmanship   Methods" 

Archie    Lee    Dickson.    Visiting    Sup 
A.   N.  Palmer  Company,  Chicago, 
Exhibit 

Election  of  Officers 

Third   Grade   Demonstration   Lesson   Followed 
by   Hound  Table  Discussion. 


Mr.  Charles  D.  Newbegin  this  com- 
ing year  will  be  with  the  Rogers  High 
School,  Newport,  R.  I.  He  will  be 
succeeded  at  the  East  Greenwich,  R. 
I.  Academy  by  Parker  Williams,  a 
graduate  of  the  Normal  Department 
of  the  Bay  Path  Institute  of  Spring- 
field, Mass. 


The    Southwestern    Private    Com- 
mercial Schools  Association 

This  is  an  association  of  business 
colleges  whose  aim  is  to  promote  a 
better  feeling  among  business  colleges 
in  the  Southwest,  by  bringing  them 
together  occasionally  and  to  discuss 
their  mutual  problems  with  the  view 
of  trying  to  raise  the  standard  of 
commercial  education  in  their  section. 
Their  meeting  of  November  lifl  was 
well  attended  and  from  the  minutes 
which  we  received  we  can  see  that 
they  had  a  very  interesting  and  help- 
ful program. 

Their  next  meeting  will  be  held  in 
San  Antonio,  Texas,  in  April.  The 
school  men  of  this  section  are  to  be 
complimented  on  this  get  together 
movement. 


^     <^Me&u&/KM&&uv&r       & 


23 


1928  CONVENTION  OF  THE  EASTERN 

COMMERCIAL  TEACHERS'  ASSOCIATION 


Hotel   Pennsylvania,   New   York   City, 
April  5,  6,  and  7 


Basic    Studies    Series    in    Commercial 
Education 

The  Executive  Board  of  the  E.  C. 
T.  A.  at  its  meeting-  in  New  York  City 
on  June  4,  1927,  planned  and  adopted 
a  professional  program  of  great  im- 
portance to  American  commercial 
education. 

This  professional  program  is  plan- 
ned over  a  period  of  three  years  to  re- 
sult in  the  preparation  and  printing 
of  three  yearbooks  in  commercial  edu- 
cation, as  follows: 

1928  Yearbook,  Foundation  of  Com- 

mercial Education. 

1929  Yearbook,    Curriculum-making 

In  Commercial  Edu- 
cation. 

1930  Yearbook,  Admistration     and 

Supervision  of  Com- 
mercial    Education. 

These  yearbooks  are  to  be  known  as 
the  Basic  Studies  series  in  Commercial 
Education.  The  Executive  Committee 
of  the  E.  C.  T.  A.  is  to  serve  as  the 
yearbook  commission. 

These  yearbooks  will  grow  out  of 
the  1928,  1929,  and  1930  annual  con- 
ventions. The  1928  program,  for  ex- 
ample, will  have  for  its  general  topic 
Where  Are  We  Going  In  Commercial 
Education?  To  answer  this  question 
we  must  determine  at  the  outset  from 
where  are  we  starting  in  commercial 
education.  This  suggests  four  main 
phases  of  the  program: 

1.  A  philosophy  of  commercial 
education  to  answer  the  ques- 
tion, what  kind  of  business  life, 
as  an  embodiment  of  best  Amer- 
ican social  life,  should  we  seek 
to  build? 

2.  A  technique  of  research  in  com- 
mercial education  to  answer  the 
question,  what  method  of  work 
should  we  use  to  build  a  com- 
mercial education  that  fits  the 
desired  kind  of  American  Busi- 
ness Life  ? 

3.  Research  cases  in  commercial 
education  to  answer  the  ques- 
tion: What  scientific  data  have 
we  now  available  upon  which  to 
base  a  reconstruction  of  com- 
mercial education  in  keeping 
with  the  desired  kind  of  Ameri- 
can Business  Life? 

4.  Problem  in  commercial  teacher- 
training  to  answer  the  ques- 
tions: 

(a)  How  do  the  qualifications  of 
the  commercial  teacher  compare 
with  those  of  other  teacher 
groups,  (b)  What  should  be  the 

nature  of  the  commercial 
teacher-training  curriculum  that 
will  prepare  the  kind  of  com- 
mercial teacher  who  can  realize 
the  social  mission  of  commer- 
cial education  in  American 
Business  Life  ? 


All  these  questions  will  be  dealt  with 
at  the  1928  convention  in  the  general 
and  departmental  meetings.  Every 
part  of  the  program  is  planned  so 
that  it  will  result  in  a  unified  year- 
book of  basic  importance  not  only  to 
commercial  education  but  to  the  whole 
field  of  American  education.  The  De- 
partment of  Superintendence  of  the 
National  Education  Association  dur- 
ing the  past  year  produced  a  Fifth 
Yearbook  that  concerns  the  junior 
high  school  curriculum.  Its  Sixth 
Yearbook  for  1928  will  discuss  the 
senior  high  school  curriculum.  Both 
yearbooks  attempt  to  present  the  best 
theory  and  practice  of  commercial 
education.  These  yearbooks  are  of 
major  importance  to  commercial  edu- 
cators of  private  and  public  schools, 
secondary  and  collegiate. 

Should  the  commercial  teachers  of 
the  E.  C.  T.  A.  stand  by  and  leave 
outstanding  leadership  of  commercial 
education  to  the  Department  of  Su- 
perintendence who  are  more  or  less  in- 
adequately prepared  to  accomplish 
alone  this  great  task  ?  Should  we  not 
cooperate  with  the  Department  by 
having  the  E.  C.  T.  A.  assert  its  lead- 
ership through  the  planning  of  a 
series  of  yearbooks  that  will  serve  as 
needed   supplementary  material? 

The  Modern  Philosophy  of  Ameri- 
can education  may  be  fittingly  ex- 
pressed in  the  sentence,  "The  things 
boys  and  girls  do  are  the  things  they 
learn."  Commercial  education  is  a 
doing  education.  Furthermore,  it  is 
basically  an  economic  education  and 
as  such  penetrates  to  the  heart  of 
life's  activities  and  consequently 
American  education.  "The  economic 
life  is  the  warp  of  the  social  order.'' 
"The  object  of  an  adequate  program 
of  education  must  be  an  economic  ef- 
ficiency, balanced  by  a  recognition  of 
the  broader  and  more  permanent  in- 
terests of  society  and  tempered  by  an 
unequivocal  exaltation  of  human  over 
material  values." 

Thus  we  have  in  commercial  educa- 
tion one  of  the  most  potent  forces  for 
the  socialization  of  American  educa- 
tion in  keeping  with  a  philosophy  that 
will  lead  human  achievement  to  a 
highest  type  of  civilization.  Commer- 
cial education  should  be  at  the  heart 
of  American  Education,  even  as  busi- 
ness (economic)  life  is  at  the  heart 
of  American  life.  May  the  commer- 
cial teachers  of  the  E.  C.  T.  A.  co- 
operate to  help  realize  this  noble  mis- 
sion of  commercial  education  as  an 
integral  part  of  American  education, 
by  helping  to  build  1928,  1929,  and 
1930  yearbooks  of  outstanding  merit. 

Every  commercial  teacher  may  ob- 
tain a  copy  of  each  yearbook  simplv 
by  enrolling  as  a  member  of  the  E. 
C.  T.  A.  and  paying  the  $2.00  mem- 
bership dues.  One  thousand  paid 
members  is  the  goal  of  the  1928  Con- 


vention that  will  be  held  at  the  Hotel 
Pennsylvania,  New  York  City,  April 
5,  6,  and  7.  You  are  appointed  as  a 
member  of  the  Membership  Com- 
mittee to  help  get  new  members.  Use 
the  enclosed  membership  blanks  for 
this  purpose.  The  professional  pro- 
gram that  the  Executive  Board  has 
planned  should  win  the  interest  and 
cooperation  of  every  commercial 
teacher. 

Members  of  the  Executive  Board 

Seth  B.  Carkin,  Secretary 

Harry  I.  Good 

Mabel   S.  Hastings,  Vice-President 

George  L.  Hoffacker 

Irvin  L.   Lindabury 

Arnold  M.  Lloyd,  Treasurer 

Paul  S.  Lomax,  President 

John  A.  Luman 

Alexander  Pugh 

Milton  F.  Stauffer 

Eastern  Commercial  Teachers'  Assoc- 
iation 1928  Yearbook.  Founda- 
tions of  Commercial 
Education 
Part  I 

1.  Purpose  and  Nature  of  the  1928 
Yearbook  of  the  E.  C.  T.  A. 

Dr.  Paul  S.  Lomax,  New  York 
University,  New  York  City. 

2.  A  Philosophy  of  Commercial 
Education. 

Dr.     John     Dewey,    Columbia 
University,  New  York  City. 
Dr.    W.    H.    Kilpatrick,    Co- 
lumbia, University,  New  York 
City. 

3.  Commercial  Education  and  the 
Scientific  Spirit. 

Dr.  Wesley  C.  Mitchell,  Co- 
lumbia University,  New  York 
City. 

4.  Research  as  Applied  to  Busi- 
ness: Advantages  and  Limita- 
tions. 

Dean  Edmund  E.  Day,  Uni- 
versity of  Michigan,  Ann 
Arbor. 

5.  Research  as  Applied  to  Educa- 
tion: Advantages  and  Limita- 
tions. 

Dean  John  W.  Withers,  New 
York  University,  New  York 
City. 

Part  II 

6.  Commercial  Section — 

a.  Research  as  Applied  to  Ac- 
counting Practice. 

b.  New  Materials  for  the  Com- 
mercial Teacher. 

(1)  In   Bookkeeping   and   Ac- 
counting. 

(2)  In  Arithmetic. 

(3)  In  Junior  Business  Train- 
ing. 

(4)  In  Business  Practice. 

c.  Summary  of  conference  on 
classroom  Teaching  Problems. 

7.  Economics  and  Social  Studies 
Section — 

a.  Research  as  Applied  to 
Commercial  and  Industrial  Re- 
lations. 

b.  New  Materials  for  the  Com- 


(Continued 


26) 


24 


^      c^&utin^&&JiuMfor      & 


BROWNE'S  BUSINESS  COLLEGE  IN  NEW  BUILDING 

In  the  past  half  century,  Browne's  Business  College,  Brooklyn,  N.  Y.,  has 
been  compelled  to  change  location  three  different  times  in  order  to  accommo- 
date the  increased  enrollment.  In  1913  they  moved  into  their  present  quarters, 
occupying  the  four  upper  floors  at  the  corner  of  Flatbush  and  Lafayette  Ave- 
nues. Their  growth  far  exceeded  their  expectations,  and  are  again  compelled 
to  seek  larger  quarters. 

In  their  new  home,  they  will  occupy  the  entire  building  over  the  City  Sav- 
ings Bank. 

The  building  is  of  steel  and  concrete  construction,  with  white  terra  cotta 
finish,  one  hundred  per  cent  fire-proof. 

No  expense  has  been  spared  to  make  this  the  very  finest  private  school 
building  in  Greater  New  York.  All  the  furnishings  and  equipment  will  be  new 
and  up-to-date  and  nothing  that  would  add  to  the  comfort,  safety  and  con- 
venience of  the  student,  has  been  overlooked. 

The  same  high  standard  of  instruction  and  management  that  has  merited 
the  confidence  and  good  will  of  their  patrons  for  more  than  half  a  century  will 
be  maintained. 

They  extend  to  you  a  cordial  invitation  to  visit  the  College  in  its  new 
home,  No.  3  Lafayette  Avenue. 


MENTAL  MEANDERINGS 

(Continued  from  Page   17) 

Mostly,  men  swear  or  indulge  in  other 
language  coarseness  because  they  lack 
the  wit  or  skill  to  express  themselves 
with  purity.  Theodore  Roosevelt  and 
Woodrow  Wilson  were  masters  of 
forcible  speech,  but  nothing  but  clean 
English  ever  passed  the  lips  of  either, 
whether  in  public  or  private.  Perhaps 
there  is  no  greater  developer  of  brain 
power,  than  the  cultivation  of  accur- 
ate, refined  and  meaningful  speech. 
Lincoln's  marvelous  mental  growth  is 
an  example  of  this.  He  was  ever 
broadening  and  deepening  his  mind 
through  the  study  of  books  written  in 
masterly  English.  His  matchless 
Gettysburg  Address  shows  the  result. 
On  the  other  hand,  the  habitual  in- 
dulgence in  coarse,  impure  or  sloppy 
English,  is  both  mentally  and  morally 
degenerative.  Not  all  the  "evil  com- 
munications" that  "corrupt  good  mor- 
als" come  from  without.  They  can 
and  do  "bore  from  within."  Some 
clever  and  fairly  decent  people  are 
coarse  and  blackguardly  in  their 
speech,  but  blackguardism  itself,  is 
never  either  clever  nor  decent.  The 
rule  is  that  people  with  keen  and 
clean  minds  use  keen  and  clean  Eng- 
lish. That  is  why  language  is,  on  the 
whole,  a  pretty  fair  index  of  a  man's 
or  woman's  mind  and  character.  No 
young  person  who  is  starting  out  to 
win  a  successful  way  in  the  world 
can  do  a  better  turn  for  himself  or 
herself  than  to  lay  hold  of  this  truth 
and  apply  it. 


PUPPY  LOVE 


ed  (r 


Page   18) 


penman 
College    has   long    been    noted    fo 
oi    the    finest    penmen    have    taught    in    that    institute 
to   hold  up   the   high   standards   set   by  these  pioneer   edi 
s    happy    because    he    has    been    granted    a    Zaner-Bloser 


headed  he  is  when  he  gets  his  mind 
set  upon  things,"  continued  the  Mrs. 
rather  sorrowfully. 

Bob  got  a  job  driving  a  truck  and 
seemed  to  be  making  good  but  after  a 
married  life  of  about  a  year,  started 
to  spend  his  idle  time  in  and  about 
the  pool-room  and  soon  the  job  suf- 
fered and  Bob  was  out  of  a  job  as  is 
the  usual  run  of  affairs — one  cannot 
burn  th<  candle  at  both  ends  for  an 
indefinite  time — it  just  does  not  go 
that  is  all  there  is  to  it.  He  began 
to  get  a  streak  of  luck  in  gambling 
and  was  the  talk  of  the  little  town 
but  some  of  the  old  wise  ones  nodded 
knowingly  and  said  "It  is  a  long  road 
that  does  not  have  a  turn."  He  was 
such  a  nice  young  follow  and  no  one 
COUld  do  anything  with  him.  Finally 
Bob's  father  threatened  to  put  him 
out  of  the  house  unless  he  mended  his 
ways  but  after  a  short  time  Bob  was 
up  to  his  old  tricks. 

Jigger  McCarthy  finally  listened  to 
the  pleadings  of  his  wife  who  had  a 
mother's  love  in  her  breast  for  her 
child  with  the  result  that  Mary  re- 
turned to  the  parental  home.  "Bob 
could  not  come  though"  was  all  .Tiggcr 
would  say. 

To  Be  Continued 


^^&ud£nM&&uxzfir'       & 


25 


LESSONS  IN  ORNAMENTAL  PENMANSHIP  FOR  BEGINNERS 


Copy  71.  This  shows  the  proper  pen  liftings.  Make  the  shade  with  a  quick,  snappy  movement.  It  is  necessary 
to  retouch  the  top  to  get  it  sharp  and  straight. 

Copy  72.  Aim  for  snappy  shades  on  the  t's.  Study  contrast  between  shades  and  light  lines.  Swing  the  flour- 
ishes off  freely.   As  a  rule  only  words  at  the  end  of  a  line  have  a  large  oval  finish. 

Copy"  73.     Make  the  letter  in  sections  as  indicated.    The  shade  in  d  is  made  the  same  as  in  t. 

Copy  74.     Get  a  free,  graceful  line,  but  take  all  the  time  necessary  between  word  and  pen  liftings. 

Copy  75.     Come  down  firm  on  the  shade  in  p.    It  is  best  to  shade  the  q  at  only  one  place. 

Copy  77.  Here  are  some  beautifully  written  words  for  you  to  imitate.  See  how  regular  and  dainty  you  can 
get  them. 

Copies  78  to  82.  Here  are  a  number  of  simple  styles  and  exercises  for  W.  Master  them.  Get  the  shade  low 
and  the  back  of  shade  straight.    In  the  exercises  watch  spacing  and  get  right  angle  crossings. 

Copies  83  to  87.  Try  the  first  line  of  exercises  to  get  a  snappy,  bulging  shade.  In  making  the  V  do  not  raise 
pen  at  base  line. 


26 


^     <5#fe<36uJSn€M&/iu&&r       & 


1928  CONVENTION   OF  E.  C.  T.  A. 

(Continued  from  Page  23) 

mercial  Teacher. 

(1)  In  Economics. 

(2)  In  Commercial  Law. 

(3)  In  Commercial  Geogra- 
phy. 

(4)  In  Advertising. 

c.  Summary  of  Conference  on 
Classroom  Teaching  Problems. 

8.  Retail  Education  Section — 

a.  Research  as  Applied  to  the 
Retailing  Business. 

b.  New  Materials  for  the  Com- 
mercial Teacher. 

c.  Summary  of  Conference  on 
Classroom  Teaching  Problems. 

9.  Secretarial  Section — 

a.  Research  as  Applied  to  Of- 
fice Practice. 

b.  Materials  for  the  Commer- 
cial Teacher. 

(1)  In  Shorthand. 

(2)  In  Transcription. 

(3)  In  Typewriting. 

(4)  In  Secretarial  Practice. 

c.  Summary  of  Conference  on 
Classroom  Teaching  Problems. 

10.  Penmanship  Section — 

a.  Research  as  Applied  to  Pen- 
manship in  Business  Practice. 

b.  New  Materials  for  the  Com- 
mercial Teacher. 

c.  Summary  of  Conference  on 
Classroom  Teaching  Problems. 

11.  Administration   Section — 

a.  Research  as  Applied  to  Cur- 
riculum Building  in  Teacher 
Training. 

b.  New  Materials  for  Commer- 
cial Teacher  Training  Institu- 
tions. 

( 1 )  In  Studies  of  State  Cer- 
tification Requirements. 

(2)  In  Studies  of  Qualifica- 
t  i  o  n  s  of  Commercial 
Teachers. 


12. 


13. 


(3)  In  Studies  of  Commercial 
Teacher  Training  Cur- 
ricula. 

(4)  In  Studies  of  Supply  and 
Demand  of  Commercial 
Teachers. 

c.  Summary  of  Conference  on 
Research  and  Other  Commercial 
Teacher  Training  Problems. 

Part  III 
Business    Building  for   Civiliza- 
tion. 

Dr.  Lee  Galloway,  formerly 
Director  of  Department  of 
Management  and  Professor  of 
Commerce  and  Industry,  New 
York  University,  New  York 
City. 
The  Future  of  Commercial  Edu- 
cation. 

President  Frederick  H.  Robin- 
son, College  of  the  City  of 
New  York,  New  York  City. 


N.  A.  P.  T.  S.  NOTES 

By   Mrs.  Lettie  J.  Strobell,  President. 

Convention  Hotel 

The  New  Congress,  Michigan  Ave- 
nut  and  Congress  Street,  Chicago. 
Reservations  should  be  made  through 
Miss  Gertrude  Cummings,  Assistant 
Manager. 

Speaker 

The  Executive  Committee  is  to  be 
congratulated  upon  having  secured 
Dr.  Franklin  Bobbitt,  of  the  Univer- 
sity of  Chicago,  as  one  of  the  Con- 
vention speakers.  Dr.  Bobbitt  is 
widely  known  in  the  field  of  education, 
and  always  brings  a  real  message  to 
his  audience. 

Exhibits 

Our  former  President,  Mr.  F.  J. 
Duffy,  and  the  father  of  our  Associa- 
tion, Mr.  J.  H.  Bachtenkricher,,  to- 
gether with  the  members  of  the  Ad- 


visory    Committee,     have     been     ap- 
pointed to  take  charge  of  the  exhibits. 

Since  there  will  be  no  contest,  more 
effort  can  be  given  to  the  preparation 
of  exhibits.  These  will  interest  not 
only  the  delegates  to  our  Convention 
but  also  the  teachers  of  Oak  Park  and 
Chicago. 

Are  You  A  Member  of  the 
N.  A.  P.  T.  S.? 

You  should  be  in  order  to  keep  pace 
with  the  latest  developments  in  the 
teaching  of  handwriting.  For  an- 
other reason,  your  membership  will 
help  to  raise  the  teaching  of  hand- 
writing to  a  higher  point  of  efficiency. 
New  developments  in  teaching  are 
coming  rapidly  and  what  was  good 
enough  for  1925  may  not  be  good 
enough  for  1928. 

For  ?1. 00  you  can  become  a  member 
of  the  Association,  and  will  receive  a 
copy  of  the  report  of  the  1928  meet- 
ing. Reports  have  been  published  of 
.the  last  three  meetings  and  these  pub- 
lished reports  are  splendid  contribu- 
tions to  the  literature  of  handwriting. 
The  report  of  the  1928  meeting  will 
be  something  you  will  not  want  to 
miss. 

Send  your  name  and  your  $1.00  to 
Miss  Myrta  Ely,  Treasurer,  Madison 
School,  10th  and  Minnesota  Sts.,  St. 
Paul,  Minn. 


THE  COVER 

Arthur  P.  Myers,  the  young  en- 
grosser of  York,  Pa.,  has  moved  his 
studio  to  1415  Locust  St.,  Philadel- 
phia, Pa.  We  predict  a  very  success- 
ful future  for  this  progressive  young 
engrosser  in  the  city  of  brotherly 
love. 

His  work  on  the  cover  this  month 
speaks  highly  of  his  ability  as  a  de- 
signer and  of  his  patience  in  handling 
details. 


<?3^&u4//t€M£dtuxz&r*       & 


11 


THE  ABILITY  OF  ADULTS  TO 

LEARN 
Theory  of  William  James  Proved 

Incorrect 

[Extensive  experiments  made  by 
Professor  E.  L.  Thorndike,  Teachers 
College,  Columbia  University,  support 
the  conclusion  that  ability  to  learn 
rises  until  about  the  age  of  twenty. 
After  that  it  remains  stationary  for 
some  years — not  a  great  many — and 
then  gradually  declines. 

Probably  those  of  us  who  endeavor 
to  instruct  the  young  cannot  do  a  bet- 
ter thing  than  to  get  that  informa- 
tion across  to  our  pupils. 

The  experiments  were  concluded 
just  recently  and  the  result  should 
now  be  made  known.  They  are  de- 
cidedly quickening.  While  persons  of 
fifty,  sixty,  or  even  seventy  may  have 
the  ability  to  learn,  the  opportunity 
or  desire  is  often  lacking.  As  we  see 
it,  the  conclusion  to  be  drawn  from 
the  experiments  is — Learn  While 
Young.  An  article  on  this  subject  re- 
cently appeared  in  "Adult  Education 
and   the   Library,"  as   follows:] 


"No  less  an  authority  than  William 
James  has  said,  "Outside  their  own 
business,  the  ideas  gained  by  men  be- 
fore they  are  twenty-five  are  practic- 
ally the  only  ideas  they  shall  have  in 
their  lives.  They  cannot  get  anything 
new." 


If  this  be  true,  what  of  the  cry 
abroad  in  the  land  for  adult  educa- 
tion? Happily,  the  conclusions  of 
James  are  not  supported  by  the  re- 
sults of  a  genuinely  scientific  study 
which  will  be  published  in  the  near 
future  by  the  American  Association 
for  Adult  Education. 

Professor  T.  L.  Thorndike  of 
Teachers  College,  Columbia  Univer- 
sity, has  been  engaged  for  the  past 
two  years  in  a  study  of  the  psychology 
of  adult  education,  and  at  the  Cleve- 
land meeting  of  the  American  Assoc- 
iation for  Adult  Education  he  pre- 
sented the  results  of  this  study. 

Professor  Thorndike  conducted  ex- 
periments in  which  persons  twenty- 
five  years  old  and  over,  averaging 
forty-two,  were  compared  with  per- 
sons twenty  to  twenty-four,  averag- 
ing twenty-two,  in  their  ability  to 
learn  acts  of  skill  and  acquire  various 
forms  of  knowledge. 

In  learning  to  write  with  the  wrung 
hand,  the  old  and  the  young  made 
equal  improvement  in  the  quality  or 
legibility,  but  the  old  gained  less  in 
speed,  eighteen  letters  per  minute 
from  fifteen  hours  of  practice  as  com- 
pared with  thirty-five  letters  per  min- 
ute for  the  young.  On  the  whole  the 
old  gained  about  three-fourths  as 
much  as  the  young.  In  learning 
Esperanto,  an  artificial  laguage  con- 
structed on  logical  principles,  the  old 
learned    about   five-sixths   as   fast   as 


the  young.  Both  groups  learned  more 
rapidly  than  children.  In  learning 
reading,  spelling,  arithmetic  and  other 
elementary  school  subjects,  adults  of 
forty-two  progressed  about  five-sixths 
as  fast  as  adults  of  twenty-two.  Both 
groups  probably  learned  faster  than 
they  would  have  learned  the  same 
things  as  children  at  the  age  of 
twelve,  for  they  learned  more  per 
hour  of  study  than  do  children  who 
are  comparable  to  them  in  brightness. 
Extensive  experiments  with  adults 
learning  algebra,  science,  foreign  lan- 
guages and  the  like  in  evening  classes, 
and  with  adults  learning  typewriting 
and  shorthand  in  secretarial  schools, 
support  the  general  conclusion  that 
ability  to  learn  rises  till  about  twenty, 
and  then,  perhaps  after  a  stationary 
period  of  some  years,  slowly  declines. 
The  decline  is  so  low  (it  may  roughly 
be  thought  of  as  one  per  cent  per 
year)  that  persons  under  fifty  should 
seldom  be  deterred  from  trying  to 
learn  anything  which  they  really  need 
to  learn  by  the  fear  that  they  are  too 
old.  And  to  a  lesser  degree  this  is 
true  after  fifty  also. 

Professor  Thorndike  concluded  that 
the  chief  reason  why  adults  so  seldom 
learn  a  new  language  or  a  new  trade 
or  any  extensive  achievement  of 
knowledge  or  skill,  is  not  the  lack  of 
ability,  but  the  lack  of  opportunity  or 
desire  to  learn." 


No.  1 


ORNAMENTAL   GEMS 

By  A.  D.  TAYLOR 


C\\\cahyv 


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28 


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H.O.GElungbr, 

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congratulations  over  the  completion  of  rite 
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venir  institution,  aito  earnestly  hope  tnat-  tbc. 
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oportionately  ^  utcrcasc  the  significant  contri- 
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bequeathed  to  tbe  world. 

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NEW   ZANERIAN   COLLEGE  CATALOG 

iins  32  pages  filled   with  specimens  of  penmanship   and  information   regarding   the   institution.     Worth 

$1.00  as  a  specimen  book,  but  free  to  interested  persons.    May  be  worth  hundreds  of  dollars  to  you. 
Address  ZANERIAN   COLLEGE,  Columbus,  Ohio. 


^SiT      >  y/u  ■*3C/u/'/ujj  Ct//ua/<r 


29 


DESIGNING    & 
ENGROSSING 


By  E.  L.  Brown 
Rockland,  Me. 


self-addressed 
n.d  stamps   for 


■A      for 


PRACTICAL  FREE-HAND 
LETTERING 

The  styles  shown  herewith  are  most 
suitable  for  purposes  requiring  a  rapid 
legible  style  and  will  be  found  useful 


for  titles  on  diplomas.  These  letters 
may  appropriately  be  called  single- 
stroke  letters  and  will  require  little 
if  any  retouching.  First  rule  lines  to 
govern  height,  but  do  not  outline  let- 
ters in  pencil.  Use  Gillott  No.  170 
pen  and  Zanerian  ink,  good  quality  of 
cardboard  or  heavy  unruled  paper. 
Study  the  character  of  these  letters 
before  you  attempt  to  copy  them. 
Regularity  of  size  and  spacing  are  es- 
sential to  the  most  satisfactory  re- 
sults. The  second  alphabet  was  made 
with  a  No.  3  broad  pen  retouched  with 
a  common  pen.   The  relief  line  on  cap- 


itals is  not  necessary  but  adds  greatly 
to  the  finish  and  effect. 

The  floral  decoration  speaks  for  it- 
self and  may  be  studied  as  a  part  of 
this  lesson.  The  spray  should  be  pen- 
ciled very  carefully  first,  and  begin- 
ners will  find  it  a  help  to  suggest  color 
values,  and  the  arrangement  and  spac- 
ing of  the  lines  to  produce  the  same. 
Add  strongest  color  with  a  No.  3 
broad  pen,  spotting  in  solid  black  here 
and  there  to  give  your  drawing  char- 
acter and  vitality. 

All  honest  efforts  will  be  criticised. 
Let  us  see  some  of  your  best  work 
from  this  lesson. 


rM~ 


ms 


\     > 


)  ZETTEJiwe  Pf/r/rms  v 


aaqe  cffcae  said  m  a  in  mure  ta^tt 


30  Jk. 

Information  Concerning  the  April, 

1928  Meeting  of  the 

NATIONAL    ASSOCIATION 

of 

PENMANSHIP  TEACHERS  and 

SUPERVISORS 


The  1928  meeting  will  be  held  in 
Oak  Park,  Illinois.  Oak  Park  is  a 
residential  suburb  nine  miles  directly 
west  from  the  Chicago  Loop  District. 
It  is  reached  by  taking  trains  on  the 
Omaha  Division  of  the  Chicago  and 
Northwestern  Railroad,  by  the  sur- 
face lines  running  west  on  Madison 
Street,  Lake  Street  and  Chicago  Ave- 
nue, from  the  downtown  centers  of 
Chicago,  or  using  the  Lake  Street 
trains  of  the  Chicago  Rapid  Transit 
from  any  station  in  the  loop.  The  lat- 
ter, or  Elevated,  is  the  best  and  most 
convenient  service  as  it  takes  but 
thirty  to  forty  minutes  to  reach  Oak 
Park  from  the  Loop. 

Oak  Park  is  a  select  and  residential 
suburb  of  homes,  schools,  and 
churches,  there  being  but  few  busi- 
ness centers  and  no  manufacturing  of 
any  kind.  The  population  is  63,000 
people,  distributed  over  an  area  of 
four  and  one-half  square  miles.  The 
City  of  Chicago  joins  Oak  Park  on  the 
east  and  north  boundaries.  The  sub- 
urb, however,  is  an  entirely  independ- 
ent political  unit  under  the  old  New 
England  village  form  of  government 
for  the  past  quarter  of  a  century.  It 
is  the  largest  village  in  the  United 
States. 

Oak  Park  is  noted  for  its  fine  build- 
ings and  church  edifices.  There  are 
thirty  churches  representing  all  de- 
nominations. The  Oak  Park  Club, 
costing  one  million  dollars,  has  just 
been  completed  and  the  new  Woman's 
Club  in  process  of  erection  will  be 
completed  within  a  few  months. 
Splendid  auditorium  facilities  will  be 
available  in  many  of  these  public 
buildings. 

The  educational  system  of  Oak 
Park  consists  of  elementary  and  sec- 
ondary schools  organized  upon  the  6- 
2-4  plan,  the  Oak  Park-River  Forest 
Township  High  School  operating  un- 
der the  Illinois  Township  High  School 
Law.  There  are  eleven  elementary 
schools  very  conveniently  located  and 
wholly  at  the  disposal  of  the  visiting 
delegates  for  purposes  of  observing 
the  teaching  of  penmanship  and  other 
subjects.  The  Oak  Park  Elementary 
Schools  are  organized  upon  the  basis 
of  the  socialized  curriculum,  offering 
four  defined  courses,  viz.,  academic 
training,  the  resulting  abilities  being 


expressed  in  the  use  of  the  academic 
knowledge,  use  of  the  rules  of  learn- 
ing, and  the  establishment  of  right  at- 
titudes. 

A  unique  feature  of  the  Oak  Park 
schools  is  the  fact  that  the  first  su- 
perintendent of  schools,  Mr.  B.  L. 
Dodge,  was  appointed  in  1876.  The 
second  superintendent,  Mr.  Wm.  H. 
Hatch,  was  appointed  in  1892.  The 
present  superintendent,  Mr.  Wm.  J. 
Hamilton,  was  appointed  in  1917.  It 
will  thus  be  seen  that  the  community 
has  had  but  three  superintendents 
since  1876  and  the  excellence  of  the 
school  system  is  largely  due  to  the 
continuity  of  policy  and  objectives 
thus  established. 

Miss  Alma  E.  Dorst  is  the  Super- 
visor of  Penmanship,  having  held  the 
position  since  1923.  She  has  taken 
work  in  both  Zanerian  and  the  Pal- 
mer Schools  of  Penmanship  and  has 
supervised  both  systems.  During  the 
first  years  of  her  training  she  had 
the  privilege  of  being  a  pupil  of  Mr. 
C.  P.  Zaner.  Miss  Dorst  has  had  wide 
experience  in  her  chosen  line  of  work 
and  is  well  qualified  as  a  supervisor. 
Her  success  is  demonstrated  by  the 
fact  that  during  her  four  years  of 
supervision  in  Oak  Park  the  work  in 
Penmanship  has  been  greatly  im- 
proved. Miss  Dorst's  experience  in 
supervision  of  Penmanship  covers  a 
total  period  of  ten  years,  six  being 
outside  of  the  State  of  Illinois. 

The  method  of  supervision  in  Oak 
Park  is  termed  "Call  System"  where- 
by a  teacher  calls  a  supervisor  by 
card.  This  card  is  filed  in  the  office 
of  the  Principal  and  is  inspected  by 
the  Supervisor  as  soon  as  she  enters 
the  building.  The  work  of  the  Super- 
visor of  Handwriting  is  carried  on 
without  the  aid  of  assistants  directly 
under  Supervisor.  Each  teacher  is  an 
assistant,  having  been  trained  for  the 
work  thru  a  teacher's  training  class, 
and  is  held  responsible  for  the  results 
of  her  class  work.  This  method  en- 
courages a  splendid  spirit  of  cooper- 
ation. 

Various  methods  of  improving 
handwriting  are  used.  Each  room 
has  a  handwriting  scale  placed  within 
easy  access  nf  pupils.  Three  tests  are 
given  thruout  the  year  and  the  results 
written  on  a  chart  which  is  placed 
where  pupils  may  see  how  they  rank 
with  others  in  the  class.  Once  a  ye.T 
all  notebooks,  spelling  blanks,  etc.  are 
inspected  by  the  Supervisor.  Such 
procedure  helps  to  bring  the  "Cany 
Over"  work  up  to  a  desired  stand- 
ard and  encourages  the  class-room 
teacher  in  her  effort  to  maintain  a 
high  level  of  work. 


The  Congress  Hotel  of  Chicago  has 
been  selected  as  headquarters  and  the 
meetings  will  be  held  there.  One  day 
will  be  spent  visiting  the  Oak  Park 
Schools.  H.  C.  Walker. 


AIMS  IN  EDUCATION 

In  his  inaugural  address,  Dr.  Arthur 
S.  Pease,  newly  elected  president  of 
Amherst  College,  Amherst,  Mass., 
stated  his  views  on  the  aims  of  edu- 
cation as  follows: 

"Education,  like  religion,  poli- 
tics and  the  weather,  seems  to  be 
a  subject  upon  which  anyone,  re- 
gardless of  age,  sex  or  previous 
condition  of  ignorance,  is  per- 
mitted to  speak  without  let  or 
hindrance.  Some  of  us  theorize 
at  large  with  a  vague  yet  none 
the  less  insistent  dogmatism, 
while  others,  especially  the  pro- 
fessors of  education,  intrench 
themselves  within  a  barbed-wire 
entanglement  of  pedagogical  ter- 
minology." 

The  Threefold  Aims 
"Let   me,   then,"   he   continued, 
announce    my    conviction    that   in 
education  the  aims  are  threefold; 
first,  to  fit  us  for  the  more  suc- 
cessful practice  of  our  respective 
callings;  second,  to  enrich  and  re- 
fresh our  lives  with  more  intelli- 
gent  and   varied  avocations;   and 
third,  to   render  us  more  helpful 
in   our  manifold   relations   to   the 
community  at  large." 
Doubtless  the  aims  of  education  in 
the    past   have    shifted    from    goal   to 
goal,  and  they  are  likely  to   so  shift 
in  the  future,  but  to  state  the  aims 
from    time    to    time    is     a    thought- 
provoking     exercise     and     no     doubt 
highly  beneficial  to  anyone,  no  matter 
how  well  or  poorly  educated  he  may 
be.   It  is  well  for  us  to  think  of  what 
we  are  trying  to  do.  What  is  our  edu- 
cational aim  ?    If  we  haven't  any  we 
ought   to    find    it    out.     Do    our    aims 
agree  with  those  of  Dr.  Pease  ? 


rtistir     (luuiissiiuj 
ana  lluminatingof 

^morials^i'^iiliilitin'.v^i'rtlimoniajft 

K||iarler§  *!f-ii\  forjFrniiiiini  lir-Mumi  Jinnn. 

©ipliiiiuiSjintfrrtilirnlpSinaiifjiioJRllriiL 

22  JOftSl  3Hlhi>iriTl       Uliliuiiiiilmi.  iMuuarp 


Is  the  ideal  ink  for  penmen.    Nothing  finer  for  cardwriting  and  contest  specimens. 

f>0c  per  bottle.    Mailing  charge  10c  extra. 
A.  P.  MEUB,  Penmanship  Specialist,    152  North  Hill  Avenue,  Pasadena,  Calif. 


*f     <<MJ&uJi/KM&&uMfcr       & 


SINCE   WE   LEFT   THE  FARM 
3y   E.   L.   Blystone,   The   Penman-Poet 


Arda 

When    I    was    young 
1    left    my    father's    fa 
Things    seemed   dull   ; 
And    held    for    me    no 


nd    fo 
rid' lor 


Oh!  boy  thi: 


To  dr 
You  r 
Like  c 


the  life. 

thing    doing    her 


always  so 
e  away  yo 
rer  will    get   loneso 

the   farm   Til  swea 


But   now   I've   had   my   fill  of   it, 
1    wish    that    I    could    go. 
Back    to    dear    old    father's    farn 
Where    things   once    seemed   so 


the 


Oh  I  how  mv  poor  heart  aches 
For  that  jood  old  ham  and  gr 
And    those    good   old    buckwhea 


Things  have  changed  sir 
My  dear  old  father's  far 
The  things  I  thought  wi 
Now  hold  for  me  some  c 

Especially  that  old  swim 
Along  the  meadow  creek 
Where  all  the  boys  went 
At  least  one  day  a  week 

How  I'd  like  to  crawl  the 
At   cherry   picking   time, 
For   things    1    hated   when 
Just  now  I'd  think  were 

Hunting    for    those   chesti 
Would   fill   my   life  with 
And    with    a    great    long   \ 
Knock  them  off   the  tree. 


I    have   left, 
dreary    then, 


trees, 
kid. 


The  thing  that  I   hav, 
I    repeat,    my    poor    heart    acl 
Is    that    good    old    country    sa 
And   those    good   old    buckwhe 

And   then  around   at    Hallowe 
Say    did    we    have    the    fun. 
Nuts   we'd   crack    most   every 
When  all  our  work  was   done 

And  at  those  country  dances 
We  country  lads  would  shine 
We'd  swing  those  country  la 
To   music    that  was   fine. 


ddle, 
!ed   the 


And    the 


ad   at   Chr 


But  I  was  yo 
1  said  to  farmer  Brov 
The  country  is  too  lc 
I'm   going  off   to   town 


mother    stuffed, 
d   foolish  then. 


Mv   heart    it   almost   breaks, 
When   I    think  of  that    good   gra' 
And    those    good    old    buckwheat 


RIDER  TEACHERS 
AGENCY 

RIDER  BLDG.,  TRENTON,  N.  J. 

Commercial  Teachers  for 

Public  and  Private  Schools, 

Normal  Schools  and 

Colleges 

Free  Registration  Bell  Phone  8159 

All  Dealings  Confidential 
W.  R.  MURPHY,  Mgr. 

Distinctive  Service 


31 


POSITIONS  FILLED  OUTSIDE  THE  HIGH  SCHOOL  FIELD 

Besides   high   school   positions   filled   in    192  7.   these  are  some  of  the  more   imoortant   insti. 


high   school   p 
tutions    that    engaged    our 
School   of    Forestry,    Bottine 
tute,    Philadelphia;    State   N 
Adams,    Mass.;    Maine    Schc 
help    you? 


filled  in  1927.  these  are  some  of  the 
linees;  Bryant  St  Stratton  College,  Pro\ 
N.  D.;  Universal  Institute.  Fort  Wayne 
al  School.  Plattsburgh,  N.  Y.;  Bliss  Bus 
of    Commerce,    Auburn.     Midyear    calls    a 


ant  insti- 
dence,  R.  I.;  State 
Ind.;  Drexel  Insti- 
ness  College,  North 
May    we 


THE   NATIONAL   COMMERCIAL    TEACHERS'    AGENCY 

Prospect  Hill,  Beverly,  Mass.  (A  Specialty  by  a  Specialist)  E.  E.  Gaylord,  Mgr. 

Westward  Ho!    Alaska  to  New  Mexico 


Enroll  early   for  best  vacancies,  free  e 

E.  L.  HUFF  TEACHERS  AGENCY 


ment   for   . 

Dept.  7 


ial    and   colleg'e   graduates. 

MISSOULA,  MONTANA 


oblique    styl 
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Try  the  NEW  AND  IMPROVED  MAGNUSSON  PROFESSIONAL  PEN- 
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far  more  useful  and  beautiful  than  many  penholders  selling  for  nearly  twice  the  price 
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OSCAR  MAGNUSSON 


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quantities  to  teachers  and  dealers.  Write  for  prices. 


A    PROFITABLE    VOCATION 

lettei 
tterlnL 

THE    COMPENSATION    RECEIVED    BY    LETTERING    PRICE    TICKETS     AND     SHOW    CARDS      FOR    THE 
SMALLER  MERCHANT,   OUTSIDE  OF  SCHOOL  HOURS.      Practical  lettering  outfit  consisting  of  3  Marking  and 
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POSITIONS  FOR  TEACHERS   AND   BUSINESS 
COLLEGES  FOR  SALE 

offered  for  a  man,  others  at  $4000,  $3000  and  $2500. 
Write  us  your  needs,  ask  for  our  free  booklet. 

Co-op.  Instructors  Ass'n,  Marion,  Ind. 


GOOD  OPENINGS 


SPECIALISTS' 

%/ EDUCATIONAL  BUREAU 


Good  openings  are  always  reported 
to  us  in  January.  September  vacan- 
cies will  soon  be  on  file.  If  avail' 
able,  write  us  for  quality"  service. 

Robert  A.  Grant,  President 
Shubert-Rialto    Bldg.,    St.    Louis,    Mo. 


Do  You  Want  a  Better  Commercial 
Teaching  Position? 

Let  us  help  you  secure  it.  During  the  past  few  months  we  have 
sent  commercial  teachers  to  26  different  states  to  fill  attractive 
positions  in  colleges,  high  schools  and  commercial  schools.  We 
have  some  good  openings  on  file  now.  Write  for  a  registration 
blank. 

CONTINENTAL  TEACHERS'  AGENCY 

BOWLING  GREEN,  KENTUCKY 


32 


^     <!fflJ&iid/n4M&&u&&r      & 


Story  of  the 

ASSOCIATED  SCHOOLS  AND 

COLLEGES  OF  DENVER 

Including   the 
Denver    College    of    Music,    The 

Chappell   School    of   Art,    The 

Barnes  Commercial  School,  and 

the  Central  Vocational  College, 

Inc. 

[Combinations  seem  to  be  the  order 
of  the  day,  not  only  among  business 
concerns,  but  among  schools  and  even 
churches. 

One  of  the  largest  combinations 
among  private  schools  that  we  have 
heard  of  is  the  association  recently 
formed  in  Denver,  Colo.,  of  four  of 
the  leading  institutions  of  that  city. 
The  Barnes  Commercial  College  has 
long  been  known  as  one  of  the  high- 
est grade  commercial  schools  in  the 
country  and  we  understand  that  each 
of  the  other  schools  is  a  leader  in  its 
line. 

No  doubt,  private  commercial  school 
men  will  watch  with  interest  the  re- 
sults of  this  new  association  of 
schools,  for  if  it  proves  a  success,  as 
we  have  every  reason  to  believe  that 
it  will,  it  may  mean  similar  combina- 
tions in  other  cities. 

We  are  well  acquainted  with  H.  E. 
and  R.  P.  Barnes,  of  the  Barnes 
School.  They  are  energetic  men  of  the 
best  type  and  we  congratulate  them 
on  their  large  undertaking.  An  an- 
nouncement of  the  plans  and  purposes 
follows.] 

Denver  has  acquired  what  is  in 
effect  a  large  down-town  college 
through  a  cooperative  alliance  be- 
tween the  Central  Vocational  Col- 
lege, The  Denver  College  of  Music, 
The  Chappell  School  of  Art,  and  the 
Barnes  Commercial  School,  four 
highly  specialized  schools  which  are 
already  well  established.  These  in- 
stitutions will  function  in  their  co- 
operative plan  under  the  title  of  The 


Associated  Schools  and  Colleges  of 
Denver.  Officers  elected  for  the  first 
year  are  Dr.  Rolland  M.  Shreves, 
President;  Dr.  Edwin  J.  Stringham, 
vice-president:  H.  A.  W.  Manard, 
Secretary-Treasurer.  The  Board  of 
Directors  includes,  besides  the  officers 
named,  H.  E.  and  R.  P.  Barnes, 
George  O.  Marrs  and  John  C.  Wilcox. 

The  magnitude  of  this  educational 
organization  is  sensed  when  one 
learns  that  it  brings  into  cooperative 
service  a  faculty  of  100  teachers,  an 
annual  student  enrollment  of  about 
3,000,  and  buildings  and  equipment  to 
a  total  value  of  about  $500,000. 

The  objects  of  this  Association  are 
primarily  to  secure  a  higher  degree 
of  cooperation  between  the  Institu- 
tions included  in  its  membership,  to 
more  fully  utilize  their  respective 
facilities  and  equipment  and  to  avoid 
unnecessary  competition  and  duplica- 
tion of  study  subjects  and  courses.  It 
is  also  expected  that  new  courses, 
made  possible  through  this  alliance, 
will  attract  to  Denver  a  large  num- 
ber of  students  who  have  heretofore 
been  obliged  to  go  elsewhere  for  cer- 
tain lines  of  specialized  training. 
Combined  courses  for  public  school 
teachers  who  in  addition  to  academic 
subjects  must  include  music,  art  and 
commercial  training,  will  be  offered 
in  the  summer  school,  for  which  an 
extraordinary  large  enrollment  is 
anticipated. 

A  committee  on  joint  schedules, 
credits  and  credentials  will  supervise 
the  scholastic  programs  of  the  schools 
in  the  Association  to  avoid  conflicts 
and  duplications,  and  to  see  that  the 
standards  and  credit  requirements  are 
maintained  at  the  highest  possible 
level.  An  Advisory  Committee,  rep- 
resenting the  leading  Universities, 
Colleges  and  Educational  Bodies  of 
this  part  of  the  country,  has  been  in- 
vited to  supervise  the  credit  stand- 
ards of  the   Associated   Schools. 

The  first  joint  activity  of  the  newly- 
formed   Association   will   be   a   dinner 


meeting  of  the  combined  faculties  at 
the  Colburn  Hotel.  Leading  educa- 
tors of  the  city  and  state  will  be 
guests,  and  the  principal  speaker  will 
be  C.  C.  Brown,  Western  representa- 
tive of  the  North-Central  Association 
of  Schools  and  Colleges  and  high 
school  visitor  for  the  University  of 
Colorado. 

The  Central  Vocational  College  be- 
gan its  new  Scientific  Grade  School  on 
December  5,  1927. 


Englewood  Business  College 

A  choicy,  rich  looking  catalog  has 
been  received  from  Englewood  Busi- 
ness College,  Chicago,  Illinois.  Few 
catalogs  are  received  which  are  more 
convincing. 

F.  B.  Bellis  a  former  Zanerian  pu- 
pil is  the  president  of  this  thriving  in- 
stitution and  our  friend  and  former 
pupil,  John  S.  Griffith  heads  the  pen- 
manship department. 


A  Suggestion  to  Business  Colleges 

R.  C.  Bishop,  Concord,  N.  H.,  sug- 
gests that  business  colleges  mail 
monthly  records  of  each  pupil's  ac- 
complishments and  progress  to  a  sel- 
ected list  of  prospective  employers.  A 
plan  of  this  kind  would  be  good  ad- 
vertising for  the  business  college  and 
would  be  the  means  of  locating  many 
students.  After  all  the  success  of  the 
business  college  depends  to  a  large  ex- 
tent upon  being  properly  located. 

Miss  Eva  M.  Langdon  of  Huntington.  W. 
Va..  has  recently  accepted  a  position  to 
teach  in  Wasatch  Academy,  Mt.  Pleasant. 
Utah. 


CONGRATULATIONS 
Mary  Ada  was  born  at  the  home  of 
Mr  and  Mrs.  Thomas  M.  Nelson, 
Jamestown,  N.  Y.,  Dec.  11,  1927.  Mr. 
Nelson,  "Zanerian  1920,  '21,  '22,  '23," 
is  President  of  the  Jamestown  Busi- 
ness College.  


OLD    PENMEN'S   CONTEST 

We  are  pleased  to  present  some 
nourishing  and  business  writing  from 
1'.  A.  Westrope,  2215  Vine  Street, 
Denver,  Col.,  who  is  sixty-nine  and 
one-half  years  of  age.  Mr.  Westrope 
IS  a  well  preserved  man.  He  believes 
thoroughly  in  exercising  and  guards 
his  health  in  every  way. 

While  Mr.  Westrope  does  not  fol- 
low penmanship  professionally  he 
finds  great  pleasure  in  working  at 
penmanship  as  a  pastime. 


_J<^2^^^>£-<Z<Z-Z<^^ 


^     ttffie&ti&MtM&diuzi&r       & 


33 


BOOK  REVIEWS 

Our  readers  are  interested  in  books  of  merit. 
but  especially  in  books  of  interest  and  value 
to  commercial  teachers,  including  books  of 
special  educational  value  and  books  on  busi- 
ness subjects.  All  such  books  will  be  briefly 
reviewed  in  these  columns,  the  object  being  to 
give  sufficient  description  of  each  to  enable 
our  readers  to  determine  its  value. 

A  Practical  Text  on  Bookkeeping,  Ac- 
counting, Financing  and  Business 
Management,  by  the  Benjamin 
Franklin  Business  Institute.  The 
text  book  plus  lesson  material  is 
$10.65  F.  0.  B.  Chicago. 


ths 


This  material  is  published  in  loose  leaf  fo 
adjustable    to    a    3,    6.    10.    12    or    18    m 
training.     Lesson    charts    to    enable    tuto 
properly  direct  and  correct  each  lesson  ai 
ranged  to  simplify  training. 

Lesson  material  comprising  mode 
ing  forms,  the  text  setting  forth  advantage 
and  disadvantages  of  each,  detailing  wht 
and  when  not  to  use  them.  Student  works  c 
five  different  sets  of  books  exactly  like  tho: 
used  by  business  houses. 


By-Products  in  the  Packing  Industry, 

by  Rudolf  A.  Clemen,  Assistant  Di- 
rector, Armour's  Livestock  Bureau 
Published  by  the  University  of  Chi- 
cago Press,  Chicago,  Illinois.  Cloth 
cover,  410  pages. 

In  no  branch  of  American  Industry  has  a 
more  significant  and  fascinating  development 
taken  place  than  is  offered  by  the  amazing 
ramifications  of  by-product  manufacture  in  the 
packing  industry.  In  his  new  book.  Dr. 
Clemen  describes  and  evaluates  the  entire  field, 
discussing  in  detail  products  which  are  close 
to  the  everyday  life  of  the  American  people, 
but  about  which  the  public  has  little  accurate 
information.  Through  association  with  Ar- 
mour's Livestock  Bureau,  Dr.  Clemen  pos- 
sesses a  vast  amount  of  technical  knowledge 
concerning  the  processes  of  manufacture,  as 
well  as  the  economic  aspects  of  the  by-pro- 
ducts of  meat  packing,  and  he  has  here  pre- 
sented the  economic  and  technical  phases  of 
the  subject  more  thoroughly  than  has  ever 
been  done  before. 

Hides  and  skin,  wool  and  hair,  soap,  phar- 
maceuticals, fats  and  oils,  glue,  gelatin,  and 
the  whole  range  of  by-products  from  thyroid 
glands  to  tennis  strings  have  been  traced 
through  the  stages  of  their  manufacture  and 
discussed  from  the  economic  point  of  view. 


"Changing  Practice  in  Handwriting 
Instruction'*,  Paul  V.  West,  Ph.D., 
School  of  Education,  New  York 
University,  by  the  Public  School 
Publishing  Company,  Bloomington, 
Illinois. 

Contains  suggestions  and  discussions  based 
upon  a  survey  of  present  practices  and  prob- 
lems in  teaching  handwriting.  The  discussions 
in  the  book  are  based  upon  the  results  of  a 
very  comprehensive  questionnaire  which  was 
answered  by  194  teachers,  135  writing  super- 
visors and  51  special  teachers  of  handwriting. 


Interpretation  of  Educational  Meas- 
urements, by  Truman  Lee  Kelley, 
Ph.D.,  Professor  of  Education  and 
Psychology,  Stanford  University. 
Published  by  the  World  Book  Com- 
pany, Yonkers-on-H  u  d  s  o  n,  New 
York.     Cloth  cover,  363  pages. 

The  correct  interpretation  of  scores  deter- 
mines the  real  value  of  testing — its  benefits  to 
the  individual  child  and  its  influence  for  good 
in  education.  Test  users  should  know  all  there 
is  to  be  known  about  it. 

In  Interpretation  of  Educational  Measure- 
ments. Professor  Kelley  throws  new  light  upon 
the  recurrent  questions  of  the  reliability,  of 
the  validity,  and  of  the  practical  significance 
of  standard  test  scores.  His  treatment  is 
thorough,  sane,  and  penetrating,  as  would  be 
expected    of    one    whose    expert    knowledge    of 


statistics  and  wide  experipence  in  testing  have 
fitted  him  ideally  to  handle  the  subject.  He 
goes  beyond  earlier  descriptive  and  statistical 
works  on  mental  measurement.  He  explains 
and  illustrates  the  correct  interpretation  of  test 
scores  for  pupil  classification  and  guidance  in 
view  of  the  universality  of  error  in  measure- 
ment and  the  reliability  and  validity  of  avail- 
able tests. 


Problems  in  Business  Correspondence, 
by  Carl  A.  Naether,  Assistant  Pro- 
fessor of  English,  University  of 
Southern  California.  Published  by 
the  McGray-Hill  Book  Co.,  Inc., 
New  York.     Cloth  cover,  194  pages. 

There  is  an  urgent  need  on  the  part  of 
teachers  of  business  letter  writing  for 
thoroughly  practical  and  up-to-date  case 
material,  a  need  which  this  book  of  prob- 
lems   is    meant   to    supply. 

Wherever  possible,  the  problems  have 
been  based  on  actual  and  important  busi- 
ness transactions  as  they  were  handled  sue- 
cessfully  by  means  of  letters.  In  most 
cases  data  were  secured  fresh  from  the 
letter  files  of  numerous  large,  well-known 
firms  with  whose  successful  correspondence 
policies  any  earnest  student  of  the  subject 
should  be  eager  to  become  familiar.  In 
other  words,  the  exercise  material  contained 
in  the  following  pages  will  acquaint  the  stu- 
dent with  the  conditions  under  which  firms 
enjoying  a  national  reputation  and  engaged 
in  varied  lines  of  business  transact  busi- 
ness by  letter,  and  it  will  thus  afford  him 
an  intimate  knowledge  of  the  correspon- 
dence  policies   and    practices    of    these    firms. 


GREAT  OR  GOOD 


ABNER   E.   J.  REESER. 
1503  N.  George  St.,  York,  Pa. 

"Oh.  how  I  wish  I  were  a  man. 
What  wondrous  things  I'd  do, 
I'd  write  such  books  that  all  the  world 
Would  read  them  through  and  through.' 

The  fire  flashed  from  his  eyes  as  if 

He  thought  it  hard  to  wait ; 
His  mother  whispered.  "'First  be  good; 

Then,  if  you  will,  be  great." 

The  boy  sprang  from  his  mother's  side 

With  footsteps  light  and  gay  ; 
But  dreams  of  fame  were  with   him   still 
Amid  his  childish  play. 

Years  passed  away,  and  he  had  grown 

At  length  to  man's  estate ; 
Alas !    he  cared  not  to  be  good. 

But  only  to  be  great. 

"He  wrote  :  men  read  ;  the  world  around 
Was  rinsing  with  his  name  ; 
His  early  dreams  had  never  reached 
To  such  a  height  of  fame. 


Yet 


would  he  sigh,  as  if  withii 
is  heart  felt  desolate  — 
f  it  were  a  weary  thing 
)  walk  amongst  the  great. 


"Ye  humble  ones."  he  cried,  "who  tr 
The  path  of  duty  well. 
The  peace  of  mind  I  may  not  find 
Stoops  down  with  you  to  dwell. 

"I  would  that  I  had  lived,  like  you. 
Content  in  low  estate  ; 
Oh  !    could  I  have  my  life  again, 
I  would  be  good,  not  great." 


Home  Study:  High  School,  Bookkeep- 
ing, Shorthand,  Typewriting,  Normal, 
Engineering,  Higher.  Accountancy, 
Civil  Service,  Law,  and  other  courses 
thoroughly  taught  by  mail.  Now  is  the 
time  to  enroll.  Bulletin  free.  Address, 
CARNEGIE  COLLEGE,  Rogers,  Ohio. 


HIGH  GRADE 


Diplomas^ 

CERTIflCATES. 


Catalog  and  Samples  Free 

HOWARD  &  BROWN 

ROCKLAND,  MAINE. 


FRANCIS  L.  TOWER 

501    Pleasant    St..    Boston    Heights.    Hammonton,    H.    1. 

Newly  written  copies  with  complete  instructions  accom- 
panied by  CHART.  Let  me  tell  you  the  secret  now 
how  scientific  penholdins  should  he  used  successfully 
for  the  production  of  gracefully  large,  bold,  dashy  and 
rapidly  shaded  writing,  and  gracefully  medium,  fine 
and  delicately  tinted  styles  offhand,  all  of  which  types 
embrace  the  practical  and  most  skillful,  intricate  lines 
of  professional  execution  and  control.  Personal  instruc- 
tion and  lessons  by  mail.  Circular  FREE.  Send  stamp 
for  fancy  signatures. 


AN  ORNAMENTAL  STYLE.  My  course  in 
Ornamental  Penmanship  has  helped  hun- 
dreds become  PROFESSIONALS.  Send  for 
proof.  Your  name  on  cards,  (six  styles)  if 
you  send  I  Oc.  A.  P.  MEUB,  Expert  Penman, 
452   N.   Hill   Ave.,  Pasadena.  Calif. 


LEARN   AT   HOME  DURING   SPARE  TIME 

Write  for  book,  "How  to  Become  a  Good  Pen- 
man." and  beautiful  specimens.  Free.  Your 
name  on  card  if  you  encloBe  stamp.  F.  W. 
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rtistic&grogaiitij 

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An  Educational  Journal  of 

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Regular  Departments 

ship  Arithmetic  Civics 

Geography  Nature-Study 

Pedagogy  Primary  Construction 

History  Many   others 

rice   $1.50  per  year.    Sample   on   request 

PARKER  PUBLISHING  CO., 
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34 


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N.  Y.  GREGG  SHORTHAND 

TEACHERS'  ASSOCIATION 

"Writing  shorthand  at  220,  260,  and  280 
words  a  minute.  Martin  J.  Dupraw  provided  a 
sensation  for  the  teachers  of  the  New  York 
City  Gregg  Shorthand  Teachers'  Association 
who  met  at  the  Hotel  Pennsylvania  on  De- 
cember :j.  Mr.  Dupraw  also  addressed  the 
conference  on  speed  development  in  shorthand 
as  it  can  be  applied  through  the  school  course. 
Easy  flowing  writing  with  little  attention  to 
actual  speed,  he  advocated,  as  speed  naturally 
follows. 

Harold  H.  Smith,  assisted  by  student-  from 
the  Haaren  High  School,  gave  a  most  interest- 
ing demonstration  of  the  possibilities  of  music 
in  the  teaching  of  typewriting.  Various 
rhythms — slow,  medium,  and  fast— were  dem- 
onstrated, and  he  showed  how  drills  in  type- 
writing must  be  practiced  to  strict  rhythm  in 
order  to  establish  finger  control. 

The  Question  Box  brought  forth  much  dis- 
cussion and  it  has  been  decided  to  carry  this 
as  a  regular  event  at  each  meeting  of  the 
Association. 

The  meeting  was  presided  over  bv  Thomas 
G.  O'Brien,  proprietor  of  Drake's  Business 
Schools. 

The  next  meeting  of  the  New  York  City 
Gregg  Shorthand  Teachers'  Association  will  be 
held  February  18,  1928. 


PENMANSHIP  IN  MINNESOTA 

The  Minnesota  State  Penmanship 
Association  held  an  interesting  meet- 
ing on  Nov.  11  at  Minneapolis.  The 
following  subjects  were  discussed  with 
much  interest. 

Penmanship 
Mabel   Cottingham,   presiding 
Modern  Trends  in   Handwriting— 15  minutes — 
Lily   Maddux.    Supervisor  of  Writing.   Teach- 
ers College,  St.  Cloud. 
Professional  Gleanings  from  the  N.A.P.S.  Con- 
vention   in    Philadelphia-  MO    minutes — F.    J. 
Duffy.   Supervisor  of  Writing,  Duluth  Public 
Schools. 
Correlation  of  Spelling  and  Penmanship  in  the 
Primary    Grades— 20    minutes— Jessie    E.    Al- 
drich.    Supervisor    of    Writing,    Sioux    Falls. 
South   Dakota. 
American  Mail  Service  and  Legibility — 20  min- 
utes—Chas.   J.  Moos.   Postmaster,   St.   Paul. 
Handwriting  in   Business  and  Professional  Life 


0 

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The 

Texts    you    will    eventually    teach. 

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Your  name  will  be  elegantly  written  on  a 
card  if  you  enclose  stamp  to  pay  postage. 
SEND  TODAY   before   you    forg.t    it 

T.  M.  TK\  IS. 

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—15  minutes— H.  M.  Temple,  Certified  Pub- 
lie  Accountant.  Temple  Webb  Co.,  St.   Paul. 

Business. 

Measurinj;  the  Results  of  Penmanship  Instruc- 
tion—Paul A.  Carlson,  State  Normal  School. 
Whitewater,  Wisconsin. 


THE  N.  A.  P.  T.  S.  CONVENTION 

HEADQUARTERS,  CONGRESS 

HOTEL,  CHICAGO 

The  members  of  the  N.  A.  P.  T.  S. 
will  be  pleased  to  learn  that  the  Ex- 
ecutive Committee  has  chosen  the 
Congress  Hotel  as  the  headquarters 
for  our  1928  Convention,  April  25,  26, 
27.  After  having  given  careful  con- 
sideration to  the  accommodations  of- 
fered by  numerous  Chicago  hotels,  it 
was  decided  that  the  Congress  is 
more  nearly  ideal  in  every  respect. 
The  quiet,  refined  and  exclusive  at- 
mosphere of  this  hotel  meets  the 
needs  of  educational  and  professional 
groups. 

Because  of  Chicago's  central  loca- 
tion, it  will  draw  a  large  delegation 
from  all  parts  of  our  country.  Every 
supervisor  and  teacher  of  handwriting 
should  plan  to  attend  the  1928  Con- 
vention. A  splendid  program  is  be- 
ing prepared  by  the  Executive  Com- 
mittee. 

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METHODS 

By  Reuel   I.   Lund,   A.B.,  M.A.,  C.P.A. 

Here  is  a  new  text  just  from  the 
press  which  gives  you  the 
latest  standards  and  require- 
ments in  bookkeeping  instruc- 
tion. 

Throughout  the  book  the  pri- 
mary aim  has  been  to  lay  a 
solid  foundation  for  advanced 
business  study. 

There  are  36  chapters,  each  of 
which  covers  one  major  topic. 
These  major  topics  are  then 
divided  into  331  sub-topics. 

All  topics  are  grouped  into  three 
parts  of  12  chapters  each; 
each  part  concerns  itself  with 
the  Single  Proprietorship, 
Partnership  and  Corporation. 

Carefully  graded  thought  ques- 
tions and  short  building  prob- 
lems follow  each  chapter  for 
practice  and  class  discussion. 

Six  laboratory  sets  are  used, 
three  of  which  require  busi- 
ness papers.  The  transactions 
of  these  are  illustrative  of 
the  latest  American  Business 
Practice. 

Sent  (to  teachers  only)  for  30  days 
free  examination  on  memorandum  at 
a   special  introductory   price   of   $1.25 

ELLIS  PUBLISHING  CO. 

Educational  Publishers 
BATTLE  CREEK,  MICHIGAN 


BEGIN     THE    NEW     YEAR 

by  familiarizing  yourself  with  these  NEW  BOOKS: 

NEW  DICTATION  COURSE 
NEW  INTENSIVE  TYPING 
ESSENTIALS  OF  TYPING 
APPLIED    PUNCTUATION 

NEW  DICTATION  COURSE  is  a  practice  book  to  be  used  by  students.  The  Introduction  con- 
tains The  Thousand  Commonest  Words  with  the  shorthand  outlines  and  fifty  letters  made  up  exclusively 
of  those  words.  The  text  gives  real  English  training  through  the  dictation  work.  It  is  published  in  different 
editions  for  various  shorthand  systems.       List  price,  $1.40. 

NEW  INTENSIVE  TYPING  is  a  complete  and  well-balanced  course.  Actual  words  are  practiced 
—  not  letters  in  meaningless  order.  Particularly  helpful  are  the  sections  on  Typewriting  Office  Practice 
and  the  Original  Typewriting  Projects.     List  price,  $1.36. 

ESSENTIALS  OF  TYPING  is  a  book  for  briefer  courses.  The  lessons  are  based  on  what  students 
can  actually  accomplish.  Each  lesson  provides  work  for  one  period.  The  Model  Letters  are  very  attractive. 
List  price,  88c. 

APPLIED  PUNCTUATION  contains  the  minimum  of  talk  and  the  maximum  of  effective  doing. 
It  is  a  practice  pad  which  can  be  used  to  supplement  any  English  book.     List  price    44c. 

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Watkins  &  Eierman 

PRINTERS  AND  BINDERS 
42  North  Front  St.        : :        Columbus,  Ohio 


A  Monthly  Magazine  for 

Bookkeepers  and 

Auditors 

The  BOOKKEEPER  and  AUDITOR,  a  regular 
magazine,  pages  size  of  this  magazine.  January 
issme  contains  "Is  Mechanical  Accounting  a  Suc- 
cess?"; Collections  as  a  Basis  for  Computing 
Profit;  Questions  and  Answers;  STUDENTS'  DE- 
PARTMENT. February  issue  has  all  of  these  and 
"Are  Business  College  Graduates  a  Success?" 
INCOME  TAX  article  and  others.  Use  coupon 
below. 

FREE    TRIAL    OFFER 

The  BOOKKEEPER  und  AUDITOR. 
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Cleveland.  Ohio. 

Gentlemen:    Send   me  a  copy  of  your  current  issue.    Send 

Invoice  Tot  (2.00  fi>r  one  year's  lubscrlptlon  und  if  I  am  not 

will  return  your  Invoice  and  OWE  YOU  NOTHING. 

/  am  a  Name 

|    |  Bookkeeper  Address 

□  Auditor  City 

□  Office  Worker  State 


The  Business  Educator 

Penmanship  and  Commercial  Education 
Volume  XXXIII      FEBRUARY,  1928  Number  VI 


Published   monthly   except  July   and   Aueust  at  612   N.   Park   St.,   Columbus,   O..  by  The  Zaner-Bloser  Company.     Entered   as   second-class  matter 
Sent.  5.   1923.  at  the  post  office  at  Columbus.  O..  under  the  Act  of  March  3.  1879.    Subscription  $1.26  a  year. 


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FASCINATING 

Pen  Flouris 


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The  Press 


Containing  a  Complete  Course  and  a  Collection  of 

Masterpieces  Produced  by  Leading  Penmen  of  the 

Penmanship  Profession 


The  most  pretentious  work  ever  published  which 
is  devoted  exclusively  to  the  beautiful  fascinating- 
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It  starts  at  the  beginning  showing  the  student 
how  to  make  the  simplest  strokes  and  exercises 
and  finishes  with  a  great  variety  of  designs  dis- 
playing the  highest  degree  of  skill  attained  in 
this  art. 

Work  representing  the  highest  skill  of  the  fol- 


lowing penmen  of  national  fame  appears  in  this 
book:  C.  P.  Zaner,  E.  L.  Brown,  C.  C.  Canan, 
H.  B.  Lehman,  W.  E.  Dennis,  H.  S.  Blanchard, 
H.  W.  Flickinger,  L.  M.  Kelchner,  E.  L.  Glick, 
H.  L.  Darner,  L.  Madarasz,  R.  S.  Collins,  H.  P. 
Behrensmeyer,  M.  B.  Moore,  L.  Faretra,  Lyman 
P.  Spencer,  E.  A.  Lupfer,  F.  B.  Courtney,  Fielding 
Schofield,  G.  A.  Gaskell,  Clinton  Skillman,  A.  W. 
Dakin,  J.  A.  Wesco. 


SIZE  8y2xll  in., 


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Bookkeeping  and  Accounting 

The  new  course  for 
Resident  and  Extension  Wor\ 

Complete    Correspondence    Course    furnished    every 
teacher  or  prospective  teacher  at  a  very  nominal  charge. 

Now  is  the  time  to  investigate  for  next  year. 

BLISS  PUBLISHING  CO. 

SAGINAW,  MICH. 


The  expert  penman  is  the  most  exacting  critic  of 
the  precise  performance  of  his  pen.  In  addition 
to  the  point,  shape,  flexibility  and  finish  of  a  pen 
he  is  quick  to  note  the  difference  in  the  ink  flow. 
A  pen  is  the  perfect  pen  for  you  when  it  feeds 
best  as  well  as  when  it  feels  best  as  you  write. 
The  great  number  of  experts  who  insist  upon 
Spencerians  testifies  to  the  success  of  our  policy 
since  1858  of  producing  the  best,  regardless  of 
manufacturing  cost. 

For  a  splendid  assortment  of  10  fine  Spencerians 
and  a  complimentary  penholder  send  10  cents. 


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349   Broadway 
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Metropolitan 

Business 

Speller 


New  Edition 
By  U.  G.  Potter 
McKinley  High  School 
Chicago 


Over  6000  words.  New  lessons  containing  words  pertaining 
to  Aeroplanes,  Radio.  Automobiles,  etc.  Complete  Index,  244 
pages,  attractive  binding,  50  cents. 


A  Superior  Speller 


Twofold  Design.  In  the  preparation  of  the  Metropolitan 
Business  Speller  we  had  constantly  in  mind  two  objects : 
first,  to  teach  the  pupil  to  spell,  and  second  to  enlarge  hia 
vocabulary,  especially  of  words  in  general  use. 

Classification  of  Words.  As  an  aid  to  the  memory  we  have 
classified  words,  as  regards  sounds,  syllabication,  accents  and 
meaning.  We  have  grouped  the  words  relating  to  each  par- 
ticular kind  of  business  into  lessons,  by  which  the  student  is 
enabled  to  familiarize  himself  with  the  vocabulary  of  that 
business.  We  have  interspersed  miscellaneous  exercises  in  the 
nature  of  reviews.  We  have  grouped  words  that  can  best  be 
learned  by  comparisons,  such  as  Stationery  and  Stationary. 

Abbreviations  of  states,  months,  railways  and  commercial 
terms  are  given  in  regular  lesson  form,  and  grouped  alpha- 
betically. We  regard  abbreviating  of  almost  equal  importance 
with  spelling. 

Syllabication  and  pronunciation  are  shown  by  the  proper 
division  of  words,  and  the  use  of  the  diacritical  marks.  The 
words  are  printed  in  bold  type,  and  the  definitions  in  lighter 
face,  so  as  to  bring  out  the  appearance  of  the  word, —  an  aid 
in  sight  spelling. 


Metropolitan 
System  of 
Bookkeeping 


New  Edition 

By 

W.  A.  Sheaffer 


You  Will  Like  It.  The  text  emphasizes  the  thought  side  of 
the  subject.  It  stimulates  and  encourages  the  reasoning 
power  of  the  pupil.  Pupils  acquire  a  knowledge  of  the  sub- 
ject as  well  as  facility  in  the  making  of  entries.  It  is  a 
thoroughly  seasoned,  therefore  accurate,  text  supported  by 
complete  Teachers'   Reference  Books,  and  Teachers'   Manual. 


Parts  I  and  II  text  is  an  elementary  course  suitable  for 
any  school  in  which  the  subject  is  taught.  Two  semesters 
are  required  in  High  Schools  and  a  correspondingly  shorter 
time  in  more  intensified  courses. 


Parts  III  and  IV  text  is  suitable  for  an  advanced 
following  any  modern  elementary  text.  We  make  the  state- 
ment without  hesitation,  that  this  is  the  most  teachable, 
most  up-to-date,  and  strongest  text  published  for  advanced 
bookkeeping  and  elementary  accounting  use. 
Corporation-Mfg.- Voucher  unit  is  bound  in  heavy  paper 
covers  and  contains  all  of  Part  IV.  It  is  a  complete  course 
in  Corporation  accounting,  including  instructions,  set  of 
transactions,  exercises,  problems,  etc.  It  is  without  doubt 
the  best  text  for  this  part  of  your  accounting  course.  List 
prices.  Text,  120  pages,  40  cents.  Supplies,  including  Blank 
Books  and  Papers,  95  cents. 


EXAMINATION  COPIES  will  be  submitted  upon  request. 


METROPOLITAN  TEXT  BOOK  COMPANY 


37   SOUTH   WABASH   AVENUE 


<5^&u&/uM&&ua&r       % 


Zanerian  Summer  School 


For  Supervisors,  Teachers,  Penmen  and  Students 

Each  year  during  the  summer  a  special  intensive  six  weeks'  course  (usually  from  July  5  to  August  13),  is  given  in 
Modem  Handwriting  Methods  for  Supervisors,  Teachers,  Penmen  and  Students.  This  course  gives  teachers  and  those 
with  limited  time  a  chance  to  prepare  during  vacation  period  to  teach  handwriting  and  to  improve  their  skill  in  plain 
business  handwriting  or  in  any  of  the  other  branches  of  penmanship  anil  Lettering.  Many  teachers  have  attended  as 
high  as  five  or  six  summer  terms.  A  number  of  nationally  known  instructors  are  employed  each  summer  to  present 
latest  in  methods  to  our  summer  school  pupils. 


The  following  are  some  of  the  men  and  women  who  have  been  instructors  in  Zanerian  Summer  Schools: 

A.  G.  Skeeles,  Supervisor  of  Writing,  Columbus,  Ohio. 


C.  E.  Doner,  .Massachusetts  State  Normal  Schools. 

D.  C.  Beighey,   Supr.  of  Writing,   Indianapolis,   Ind. 
H.  L.  Darner,  Stanton  Motor  Company,  Pittsburgh,  Pa. 
C.  Spencer  Chambers,  Supervisor  of  Writing,  Syracuse, 

N.  Y. 
Alma  E.  Dorst,  Supervisor  of  Writing,  Oak  Park,  111. 
Elizabeth    Landon,   Supervisor  of   Writing,    Binghamton, 

N.  Y. 
J.  A.  Savage,  Supervisor  of  Writing,  Omaha,  Nebr. 
Frank  H.  Arnold,  Supervisor  of  Writing,  Spokane,  Wash. 
Dr.    Frank   N.    Freeman,   Prof.    Educational   Pcychology, 

University  of  Chicago. 
C.    C.    Lister,    Maxwell    Training    School    for    Teachers, 

Brooklyn. 


Helen  E.  Cotton,  Supervisor  of  Writing,  Schenectadv, 
N.  Y. 

Adelaide  Snow,  Teacher,  Riverside  High  School,  Mil- 
waukee. 

Harriett  Graham,  Supervisor  of  Writing,  Springfield,  O. 

A.  M.  Hinds,  Supervisor  of  Writing,  Louisville,  Ky. 

Agnes  E.  Wetherow,  formerly  Representative  of  the 
Zaner-Bloser  Company. 

Tom  Sawyier,  formerly  Director  of  Writing  in  Indian- 
apolis and  Milwaukee. 

Dr.  W.  O.  Doescher,  Prof.  Psychology  and  Philosophy, 
Capital  University,  Columbus,  Ohio. 


iNJXdVi 


SCHEDULE  AND  COURSE  OF  STUDY  FOR  ZANERIAN  SUMMER  SCHOOL 

July  5  to  August  13.    Students  may  enroll  earlier  to  take  additional  work. 

METHODS   OF  TEACHING   PENMANSHIP 


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'en  with  a   two- fold  purpose.    One  i 
lashy.  graceful  handwriting,  and  th 
ictice  it,   teaching. 
Model    lessons   are    given   and    criticisms 
ith  the  view  of  training  pupils  to  p 


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BUSINESS  PENMANSHIP.  ANALYSIS 
AND  THEORY 

We  inspect  each  pu-ril's 
offered  and  suggestions  ant 
ment.    and    when    needed    fr 

which    give    pupils    the    best    working    models   and    show    the 
actly    how   to   proceed.     C 

give    each    pupil    the    help    which    is    best    suited    to    him    i 
particular  needs. 

This  personal  interest  in  pupils  is  one  of  the  things 
has  helped  to  make  the  Zanerian  the  unique  scho< 
Students  come  to  the  Zanerian  from  all  parts  of  the  cou 
get  our  personal  criticisms  and  Instructions.  They  hav 
the  means  of  developing  America's  finest  penmen.  It  in- 
spiration to  see  the  instructors  dash  off  beautiful  cop 
the  common  remark  by  students.  Seeing  work  execute* 
fully  creates  in  students  a  desire  to  improve  as  nothi: 
will.  A  feature  of  the  Zanerian  Summer  School  is  the  pi 
helpful   interest   shown  by  our  teachers  in  every   student. 


rin 


and  supervisors.  Discuss 
manship  for  all  grades.  I 
manship;  Methods  of  Pi 
Specimens  According  to 
Small  Children,  and  vari< 
Writing  and   the   new  Cor 


sting  and  helpful 


Lies;  Outli 
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for  teachers 
School  Pen- 
nd  Private  School  Pen- 
it  in g  Surveys;  Grading 
es;  Large  Writing  for 
lems  of  Arm  Movement 
ting. 


The    blackb. 


BLACKBOARD  WRITING 

aid    is   one   of    the    best    tools    and    every    teacher 


PSYCHOLOGY 


Psychology,  five  hou 
mental  principles  of  the 
scientific  and  philosophic 
behavior.  The  course  w 
in..l./..tion  and  the  mot, 
writing. 

NOTE:  This  course 
direction  of  Capital  In.' 
Hours  credit  for  the  sat 
be    given   by   Capital   Uni' 

PREREQUISITE:     Cr. 


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A     study    of    the 


study    of    habitati 
the    psychology 


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Will    be    given    in    o 

v,..lv.    Columbus. 

sfactorv   completion   of   this   course   will 

•ers.ty.  This  credit  will   be  transferable. 

.duation    from    first    grade    High    School 


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skillful     teache 


isors.  The  oppor- 
at  the  round  table 
tures  of   the   Sum- 


A  pa«e  from  the  new  Zanerian  Catalog.    Write  for  free   copy    if   you    arc   interested    in   either   residence   or  corre- 
spondence work  in  the  Zanerian  College  of  Penmanship,  Columbus,  Ohio. 


^      >y/u>3ti/Aj//ujjC't6ua/<r*       & 


^An  Improved  Approach  to 
Bookkeeping 

Rational  Bookeeping  and  Accounting  introduces  the  subject  of  bookkeep- 
ing  by  means  of  an  arithmetical  treatment  and  logical  correlation  of  ( 1 )  the 
fundamental  accounting  equation,  (2)  account  construction  and  closing,  and 
(3)  statement  preparation. 

The  Fundamental  Accounting  Equation:  This  is  elaborated  into  a  quantitative  sum' 
mary  of  assets,  liabilities,  and  capital  at  the  beginning  of  an  accounting  period  and  of 
increases  and  decreases  in  each  of  these  three  elements  during  the  period.  Horizontal 
addition  and  subtraction  are  required  to  calculate  the  amount  of  each  asset  and  liability 
at  the  end  of  the  period. 

Vertical  addition  reveals  total  assets,  total  liabilities,  and  capital,  both  at  the  begin- 
ning and  at  the  end  of  the  period,  as  well  as  total  increases  and  decreases  in  each  during 
the  period.  When  completed,  the  summary  or  formula  provides  a  complete  picture  of  the 
causes  and  effects  of  changes  in  assets,  liabilities,  and  capital  during  an  entire  accounting 
period. 

Account  Construction  and  Closing:  Using  the  same  transactions  that  are  summi- 
rized  in  the  accounting  equation,  the  student  is  next  taken  through  a  thorough  drill  in 
the  construction  and  closing  of  asset,  liability,  and  capital  accounts.  For  purposes  of 
gradation,  only  asset  and  proprietorship  items  are  introduced  at  first.  The  quantitative 
summary  required  in  the  first  step  not  only  visualizes  and  motivates  this  drill  in  account 
construction  and  closing  but  also  serves  as  a  complete  check  on  each  account  so  con- 
structed and  closed. 

Statement  Preparation:  From  the  account  constructed  in  the  second  step  statements  are  next  pre- 
pared and  the  quantitative  summary  again  serves  as  a  complete  check  on  them.  For  purposes  of 
gradation,  only  the  Balance  Sheet  is  introduced  at  first  but  very  soon  the  element  of  profit  and  loss 
is  included  and  the  preparation  of  a  Statement  of  Profit  and  Loss  is  required. 

A  critical  examination  and  thoughtful  consideration  of  the  method  of  approach  and  of  the  whole 
underlying  teaching  plan  will  convince  you  that  an  adoption  of  Rational  Bookkeeping  and  Account- 
ing will  provide  you  with  an  indispensable  tool  in  your  bookkeeping  classroom. 

Are  you  fully  satisfied  ivith  the  text  you  are  now  using?  Are  you  convinced  that  it  is  the  most 
efficient  tool  available  for  your  own  and  your  students'  use?  If  not,  you  are  cordially  invited  to  ex- 
amine Rational  Bookkeeping  and  Accounting. 

THE  GREGG  PUBLISHING  COMPANY 

NEW  YORK  CHICAGO  BOSTON  SAN  FRANCISCO  TORONTO  LONDON 


^     *!i2^&u&n€M<2du£a&r%       & 


Makes  Friends  Wherever  Known 

The  Educators  Beneficial 
Association 

WOOLWORTH   BUILDING, 

Lancaster,  Pennsylvania 

A  Mutual   Sickness   and   Accident   Association   which 

ACCEPTS  TEACHERS  ONLY 

ORGANIZED    1910 

BENEFITS  PAID, 

More  Than  $500,000.00 

ASSETS, 

For  the  Protection  of  Members, 

$150,000.00 

olutely    professional. 


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tender 

ts, 

no 

mill 

1   prin 

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s, 

and 

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n    today 

O 

t    th 

n.     Yo 

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ill 

be    ■ 

of    this 
ery  lib- 


No  Obligations  on  Your  Part 


THE   EDUCATORS   BENEFICIAL  ASSOCIATION 
Woolworth    Building.    Lancaster.    Pennsylvania. 
Please   mail    me  at   once   full    information   about   your 
tection  for  TEACHERS  ONLY.    1  understand  that  thi 
quest  will  not  put  me  under  the  slightest  obligation. 


Addres 


New  Times— New  Ways 

Progress  is  inexorable.  There  is  no 
standing  still. 

The  Gregg  Normal  Session  will  ac- 
quaint you  with  the  most  up-to-the- 
minute,  result-producing  methods  of 
teaching  Shorthand,  Typewriting, 
Bookkeeping,  Secretarial  Duties,  and 
related  business  subjects. 

The  twentieth  annual  Summer  Nor- 
mal Session  of  Gregg  School  will  be- 
gin July  2  and  close  August  10,  1928. 
Plan  to  be  in  attendance.  It  will  prove 
six  happy  weeks  of  inspiration  and 
increased  knowledge  and  skill. 

It  is  not  too  early  to  write  for  in- 
formation today. 

GREGG  SCHOOL 

225  North  Wabash  Avenue 
Chicago,  Illinois 


STANDARD 
Typewriting  Texts 

A  Practical  Course  in  Touch  Typewriting 

Published  in   three  editions:    Stiff   paper  cover, 
120   page,   $1.00.    Cloth   cover,   120   pages,   $1.35. 
High  School  Edition,  208  pages,  $1.60. 
By  Chales  E.  Smith. 

Adopted  bv  the  J^ew  Tor\,  Boston,  Baltimore   (Md.), 

Milwaukee  (Wis. J,  Hewar{  (H-  ]■).  Trenton  (H-  ]■). 

Boards    of   Education.     Also    by   the    California   State 

Board  of  Education. 

The  Sixteenth  edition,  greatly  enlarged  and  completely 
re-written,  is  more  than  an  enlargement  or  a  revision.  It  is 
a  new  book.  The  work  is  presented  in  the  most  instructive 
and  teachable  manner,  and  has  won  the  commendation  of 
the  World's  Greatest  Typists  and  typewriting  teachers 
everywhere.  All  world's  typing  records  for  both  speed  and 
accuracy  are  held  by  typists  who  studied  from  "A  Prac- 
tical Course  in  Touch  Typewriting."  It  has  justly  been 
called  the  typewriting  method  of  the  Champions.  A  special 
edition  of  the  complete  volume  has  been  issued,  using  the 
method  of  fingering  in  which  "B"  is  struck  with  the  left 
hand. 

Pitman's  Loose-Leaf 
Typewriting  Exercises 

Revised    Edition    including    Regents'    Tests.     On 
cardboard,  50  cards,  $1.50  a  set. 

By  Louise  McKee. 
Adopted   by   the   Tsjeu/   Tor!;.   Philadelphia,    Rochester 
(7v(.    TJ,    Milwaukee    (Wis.)    Boards    of    Education, 
Temple  University,  Philadelphia,  etc. 
The  unique  form  for  these  Supplementary  Typewriting 
Exercises  was  chosen  with  two  ends  in  view — 

(1)  To  provide  new  materia!  for  the  teaching  of  Tran- 
scription and  Tabulation  which  the  teacher  knows  has 
never  been  seen  by  the  pupils. 

(2)  To  furnish  models  for  both  of  thse  types  of  work 
to  be  studied  by  the  pupils  after  they  have  completed  their 
work — models  by  which  they  can  correct  their  own  errors. 

Advance  Typewriting  and  Office  Training 

New  Enlarged  Edition,  155  pages,  60c. 

Practice  book  for  advanced  students.  Teachers  will  find 
this  book  an  excellent  aid  in  preparing  pupils  not  only  for 
the  Regent's  Examinations,  but  for  a  better  understanding 
of  what  a  stenographer  and  typist  should  know  in  the 
business  world.  This  work  has  been  placed  upon  the  Auth- 
orized List  by  the  Board  of  Regents,  Albany,  N.  Y.,  for 
use  in  all  schools  conducting  commercial  classes. 

High  Speed  in  Typewriting 

108  pages,  cloth,  $1.25. 

By  A.  M.  Kennedy  and  Fred  Jarrett. 
Adopted  by  the  N.eu'  fork  Board  of  Education,  Cali- 
fornia State  Board  of  Education,  Pittsburg  (Taj  Board 
of  Education,  and  Indiana  State  Tvjormal  School. 
Complete  in  Fifty  Lessons.    Each  lesson  is  divided  into 
four  exercises.  The  fourth  exercise  of  each  of  the  fifty  les- 
sons is  graded  in  such  a  way  that  the  operator  commences 
the  work  at  a  speed  of  4.7  strokes  per  second,  or  50  words 
in  the  minute;  and  finishes  the  fiftieth  lesson  with  a  speed 
of  9.3  strokes  pet  second,  "r  102  words  a  minute. 

The  use  of  "High  Speed  in  Typewriting"  will  develop 
an  unusual  degree  of  typewriting  skill 

Isaac  Pitman  &  Sons 

2  West  Forty-fifth  St.,  New  York  City 


^^m^mmr-\ 


Volume  XXXIII 


COLUMBUS,  OHIO,  FEBRUARY,  1928 


No.  VI 


THE    IMPORTANCE    OF 
PENMANSHIP 

Handwriting  will  long  remain  one 
of  the  fundamental  educational 
branches  in  our  schools  and  colleges; 
and  especially  in  the  ele- 
In  the  mentary    schools,    where 

Educational  pupils'  advancement  de- 
World  pends  to  a  considerable 
extent  upon  their  written 
work.  In  fact,  all  through  school  from 
IB  to  A.B.  or  LL.D.,  the  one  who  can 
write  freely,  easily,  legibly  and  rap- 
idly has  a  great  advantage  over  one 
who  is  handicapped  with  poor  or  slow 
penmanship.  A  good  handwriting  un- 
mistakably is  of  great  value  and  of 
much  importance  in  the  educational 
world. 

But  it  need  not  analyze  according 
to  the  standards  set  by  the  old  time 
penman  or  copy  books.  If  it  is  written 
with  freedom  and  ease,  is  neat,  and 
unmistakably  plain  in  form  it  is  good 
writing. 

It  is  readily  seen  that  in  the  busi- 
ness world  it  is  also  very  necessary 
and  of  great  importance  to  be  able  to 
write  freely,  legibly  and 
In  the  rapidly.  We  believe  all  will 
Business  admit  that  every  person 
World  should  at  least  learn  to 
write  his  signature  neatly, 
possibly  with  a  touch  of  individuality, 
and  in  a  way  that  leaves  no  doubt  as 
to  what  each  letter  in  it  is;  that  is,  it 
should  be  perfectly  legible.  Now  the 
importance  of  being  able  to  write 
one's  signature  is  not  questioned  by 
anyone,  because  signatures  are  re- 
quired in  practically  all  kinds  of  busi- 
ness transactions;  but  to  learn  to 
write  a  signature  requires  a  certain 
amount  of  penmanship  study  and 
training. 

Writing  machines  relieve  the  drudg- 
ery when  much  written  work  is  to  be 
done.  Yet  one  cannot  have  a  machine 
with  him  at  all  times  and  it  is  there- 
fore readily  seen  that  to  be  unable  to 
write  with  a  pen  or  pencil  would  be  a 
serious  inconvenience  and  prove  of  no 
small  loss  financially.  In  fact,  writing 
with  pen  or  pencil  is  the  best  training 
for  one  preparing  to  properly  dictate 
to  a  stenographer  or  to  a  dictation 
machine,  just  as  the  ability  to  figure 
with  a  pencil  is  the  best  possible  pre- 
liminary training  for  one  who  intends 


using  an  adding  machine. 

In  the  social  world  the  importance 
of  penmanship  is  also  readily  seen. 
How  cold  a  social  letter  would  seem 

if  written  on  the  typewriter, 
In  the  including  the  signature.  Here 
Social  is  where  individuality,  the 
World  characteristics  of  the  personal 

touch  of  the  writer,  possibly 
counts  most.  The  value  of  the  numer- 
ous manuscripts  written  by  the  great 
personages  in  the  various  fields  of  en- 
deavor in  the  past  would  be  practi- 
cally worthless  if  they  were  not  hand 
written.  In  fact,  it  would  be  difficult 
to  state  in  which  sphere  penmanship 
is  of  most  importance  —  The  Educa- 
tional, The  Business  or  The  Social — 
for  in  the  first  and  second  it  would  be 
impossible  to  get  along  without  it  and 
in  the  third  we  believe  no  one  would 
be  willing  to  give  up  at  least  the  per- 
sonal signature  to  a  social  letter  for 
a  cold  typewritten  one. 

It  is  stated  that  many  good  things 
must  pass  away,  but  at  present  hand- 
writing has  such  a  firm  hold  that  no 
one  can  predict  its  passing.  It  should 
be  better  today  than  ever  before,  since 
machines  relieve  the  strain  of  too 
much  writing,  and  all  should  take 
suffcient  pride  to  do  the  writing  that 
is  necessary  in  an  efficient  and  effect- 
ive maimer. 


When  thinking  of  trying  to  make 
something  beautiful  we  should  not 
overlook  the  wonderful  possibilities  of 
the  ready  and  willing  good  old  steel 
pen. 


BEAUTY 

The  yearning  for  it,  the  desire  to 
express  and  possess  it,  are  some  of 
the  greatest  civilizers  of  mankind.  For 
who  can  make  beautiful  things  and 
cultivate  beauty  in  any  of  the  various 
arts  or  in  literature  and  not  be  en- 
nobled by  it? 

AH  of  us  should  endeavor  to  ex- 
press or  create  beauty  to  the  extent 
of  our  ability,  some  in  one  field  and 
some  in  another. 

He  who  fills  a  page  with  well  ar- 
ranged free,  legible  business  script  or 
figures,  has  created  a  beautiful  page. 

The  beauty  that  can  be  expressed 
with  the  pen  alone  has  as  yet  only 
been  hinted.  Think  of  the  designs  in 
engrossing,  pen  flourishing,  fine  pen- 
manship and  of  the  various  kinds  of 
pen  drawings  that  can  be  executed  if 
we  but  had  the  ability  to  do  this  work 
as  it  is  bound  to  be  done  by  others  in 
the  future. 


FAMILIARIZING    PUPILS    WITH 

THE  HISTORY   OF  FAMOUS 

PENMEN 

"In  our  Junior  High  School,  only 
those  pupils  of  average  or  low  grade 
penmanship  are  obliged  to  study  the 
subject.  As  you  can  imagine,  inter- 
esting such  a  group  is  not  an  easy 
matter.  I  have  formed  a  Penmanship 
Club  where  all  those  who  are  inter- 
ested are  learning  lettering  and  an 
appreciation  of  good  handwriting  and 
famous  writers.  I  am  also  planning 
to  use  the  Business  Educator  to  in- 
spire my  students  to  win  more  cer- 
tificates later  in  the  year." 

The  above  is  quoted  from  a  letter 
received  from  Miss  Evelyn  E.  Faulds, 
Supervisor  of  Penmanship  in  the  Pub- 
lic Schools  of  Lexington,  Mass. 

Teachers  can  create  interest  in  good 
handwriting  by  familiarizing  pupils 
with  the  lives  and  work  of  America's 
best  penmen.  Penmen  have  had  much 
to  do  with  the  development  of  com- 
mercial education  in  this  country. 
Much  material  can  be  gathered  from 
the  Business  Educator  for  such  a 
project.  The  series,  "Famous  Letters 
by  Famous  Penmen,"  now  running  in 
the  B.  E.  contains  work  from  many  of 
the  finest  penmen. 


COURTESY 

"Courtesy  is  the  one  medium  of  ex- 
change which  is  accepted  at  par  by 
the  best  people  of  every  country  on 
the  globe.  It  is  sentiment  cloaked  in 
reasonable  and  businesslike  expression 
— the  embellishment  that  adds  tone 
and  harmony  to  matter-of-fact  routine 
— the  oil  which  lubricates  the  machin- 
ery of  commercial  good-fellowship 
and  promotes  the  smooth  running  of 
the  many  units  of  an  organization. 

Courtesy  radiates  a  spirit  of  good 
feeling  that  we  are  not  working  en- 
tirely for  what  we  get  out  of  work  in 
a  material  way,  but  for  the  pleasure 
of  polite  transaction  and  friendly  as- 
sociation as  well.  Life  is  not  too  short 
and  we  are  never  too  busy  to  be 
courteous." 


THE     BUSINESS     EDUCATOR 

Published   monthly    (except   July   and   August) 

By  THE  ZANER-BLOSER  CO., 

612  N.  Park  St..  Columbus.  O. 

E.   W.   Bloser       --------      Editor 

E.  A.  Luffbr     -----     Managing  Editor 


SUBSCRIPTION     PRICE,      $1.25     A      YEAR 

(To  Canada.  10c  more;  foreign,  20c  more) 

Single  copy,  15c. 

Change  of  address  should  be  requested 
promptly  in  advance,  if  possible,  giving  the 
old  as  well  as  the  new  address. 

Advertising  rates  furnished  upon  request. 


The  Business  Educator  is  the  best  medium 
through  which  to  reach  business  college  pro- 
prietors and  managers,  commercial  teachers 
and  students,  and  lovers  of  penmanship.  Copy 
must  reach  our  office  by  the  10th  of  the  montfc 
for  the  issue  of  the  following  month. 


^^&u&/i^&&uu£r      & 


Lessons  in  Business  Writing 

By  E.  A.  LUPFER,  Columbus,  Ohio 
Send  15  cents  in  postage  with  specimens  of  your  best  work  for  criticism. 


122 

123  .^J!t^??zJLf.^cL&7^ 

124  -^l^^gd^ 

To  the  Teacher:    Practice  each  lesson  before  class  if  only  for  a  few  minutes  and  you  will  secure  better  results. 

Copy  122.  Make  the  b  same  as  the  1  except  the  finish  which  is  like  v.  Avoid  making  it  too  wide  at  bottom. 
Be  sure  that  b  does  not  look  like  li  or  le.    Check  the  motion  on  the  retrace.    Count:    1-2,  finish. 

Copies  123-124.  See  what  part  of  your  work  is  weak  by  studying  the  copy;  then  drill  on  that  part.  If  it  is 
loops,  you  need  more  work  on  loops  and  loop  exercises.  Two  important  things  to  consider  in  writing  are  ease  of  exe- 
cution and  the  ease  with  which  your  product  can  be  read. 


126 


127 


Copy  125.  Every  exercise  should  have  a  definite  purpose.  This  exercise  helps  to  round  out  the  bottom  turn. 
It  also  helps  on  the  retrace.    Count:    loop-1-2-3-4-5-6-7-8,  finish.    The  comma  after  8  denotes  a  pause. 

Copies  126-127.  The  V  is  about  the  same  as  small  v  except  that  it  starts  like  capital  H.  It  is  very  important 
that  the  letter  be  finished  high  or  it  will  look  like  U.  A  common  tendency  is  to  make  it  too  wide.  See  that  the  bottom 
is  rounding. 

Copy  128.  Some  like  this  finish  on  the  V.  One  way  of  finishing  a  letter  may  be  a  little  more  beautiful  than 
another,  but  the  finishing  stroke  is  not  an  essential  and  does  not  affect  the  reading  qualities.  Count:  1-2-3.  Swing  off 
freely  with  arm  movement.    Don't  let  the  fingers  "chew  gum." 


129 
130 
131 
132 


^ 


a^lA^a^t/../. 


Copies  129-130.  The  beginning  and  ending  strokes  are  the  same  as  in  V.  The  W  also  is  much  like  U.  Keep 
it  narrow,  free  and  graceful.  Get  two  turns  at  the  bottom,  and  a  turn,  angle  and  a  retraced  finish  at  the  top.  Keep  the 
finish  high.  Count:  1-2-3-4,  finish.  Keep  the  down  strokes  on  the  same  slant  and  avoid  twisting  the  compound  curve  too 
much. 

Copy  131.  This  style  contains  three  angles.  The  beginning  stroke  is  exactly  the  same  as  in  H.  The  spaces  in 
the  letter  should  be  uniform.    Finish  about  two-thirds  as  high  as  first  part.    Count:  1-2-3-4. 

Copy  132.     Heads  up,  and  shoulders  back.    Study  the  copy  carefully  and  don't  be  afraid  to  do  plenty  of  work. 


Now  is  the  time  to  work  for  a  Penmanship  Certificate.    Write  for  illustrated  circular 
showing  various  penmanship  certificates  and  requirements  to  earn  each. 


Copy  133.  It  is  well  to  dissect  letters  and  work  on  the  parts.  Curve  the  up  stroke  well  and  make  the  down 
stroke  straight.  Try  it  with  the  arm,  but  if  you  can  make  it  easier  and  better  by  using  a  little  finger  movement,  do  so. 
Some  are  more  successful  one  way  than  another.    Much  depends  on  the  individual. 

Copy  134.  The  h  is  a  combination  of  1  and  n.  Get  the  loop  full,  an  angle  at  the  bottom  and  two  turns  on  the 
finishing  part  if  you  want  to  make  a  plain  letter.    Count:  1-2,  3-4  or  1,  2  giving  a  very  slight  pause  at  the  angle. 

Copy  135.  The  k  and  h  are  very  similar;  in  fact,  many  k's  resemble  poor  h's  because  the  break  in  the  back 
of  the  last  part  is  not  definite  enough.  In  the  k  make  the  second  part  taller  than  minimum  letters  and  close  the  little 
loop.    Count:  1-2,  3,  4.   Notice  the  pauses  at  the  angles. 

Copies  136-137.  Shift  the  paper  a  number  of  times  so  that  all  down  strokes  can  be  pulled  straight  towards 
the  center  of  the  body,  thus  maintaining  a  uniform  slant.   Frequently  review  the  things  you  are  weakest  in. 


Copy  138.     Get  a  nice,  graceful  loop.    Review  copies  92  and  93.    Be  sure  that  the  angles  at  the  top  are  sharp 
and  the  turns  at  the  bottom  rounding.    Keep  the  exercise  rather  compact.    Count:    loop-1-2-3-4-5-6-7-8. 

Copies  139-140.     Make  the  U  as  fast  as  you  made  the  exercise.    Cure  the  last  part  gracefully  to  the  right.  The 
U  begins  like  M  and  N  and  ends  like  A.    Count:    1-2-3  or  loop-down-finish. 

Copy  141.     Are  you  in  the  correct  position?    You  can  not  get  a  good  movement  unless  you  are.    See  how  easily 
you  can  learn  to  write  this  sentence.   Pay  special  attention  to  turns  and  angles.    Study  the  v  in  movement. 


138  ' 

139  "^T)")'"  .  —  .~........ 


Copies  142-143.   The  Y  begins  like  U  and  finishes  like  j.    Bring  the  second  part  up  high  and  don't  let  it  get  too 
far  from  the  first  part.    Count:    1-2-3-4.    No  finger  movement  is  advisable  on  capitals. 

Copy  144.     Study  the  w's.    Study  each  word  separately  before  writing  the  sentence. 

Review  copies  given  in  previous  lessons.    Back  numbers  containing  all  lessons  so  far  published  can  be  secured. 


10 


t^MJ&ud/m^&faaz&r      & 


SUPPLEMENTARY  COPIES  for 
PENMANSHIP  PRACTICE 

Copies  were  written  by  Francis  B.  Courtney,  Detroit,   Mich.    Instructions  were  written  in  the  office  of 

the  B.  E. 


INTRODUCTION 

The  copies  and  instructions  in  this  course  were  prepared  with  the  view  of  stimulating  interest  in  good  writing,  to 
present  pupils  with  accurate  inspiring  copies,  and  to  help  pupils  rightly  estimate  the  value  of  good  penmanship.  In 
connection  with  these  copies  pupils  should  study  and  practice  on  the  lessons  in  business  writing  now  appearing  in  this 
magazine  and  which  were  begun  in  the  October  issue.  You  can  still  secure  back  numbers  containing  all  the  lessons 
of  that  course. 

Spend  a  few  minutes  each  day  on  improving  your  penmanship. 


Good  penmanship  is  a  recommendation,  not  alone  because  it  is  good  in  itself,  but  because  its  by-products  or  qualities  — 
application,  neatness,  perseverance,  system,  attention  to  details,  etc.,  one  or  all  invariably  accompany  it.  Business  men  have 
noted  this  fact  and  therefore  consider  a  good  hand  a  guarantee  of  other  desirable  qualities.  The  thinking,  the  writing,  the  engrav- 
ing the  printing,  and  the  distributing  of  these  little,  skillful,  graceful,  truthful  sermonettes  have  cost  no  small  amount  of  money. 
They  were  gotten  out  for  your  benefit,  and  for  the  general  good  and  improvement  of  penmanship.  Opportunity,  it  is 
aid,  knocks  at  every  one's  door  once.  This  is  your  opportunity  to  recognize  the  importance  and  ^need  of  better  penman- 
ship.    Will  you  pass  it  by,  or  take  advantage  of  it?     In  the  language  of  the  day,   "It  is  up  to  you." 


c^^Lcst^S* 


-^Z^z^^^ef^i/^L-f^Cc 


£-^z-^-r 


And  there  is  no  other  so  little  or  poorly  taught  as  writing  in  our  public  and  high  schools,   colleges  and   universities.        After 
all,   reading,   writing,   and  arithmetic  are  the  things  which  should    be   taught    more  thoroughly    than  any  other  studies.       Spelling, 
lential,   as  good    penmanship  makes    bad    spelling  conspicuous.       Writing  is  not    secondary  to  any  other,   and  should  not 
receive  secondary  attention.        Less  written  work  in  the  public  schools  and  more  teaching  of  writing  should  be  our  war  crv. 


^      ^^&u4//i^(2diuxi&r 


11 


Masters  of  some  one  thing  are  in  demand  ;  not  "jack  of  all  trades  and  masters  of  none."  People  who  can  do  something  well 
ire  educated  more  practically  than  are  those  who  know  a  little  of  everything  and  who  are  unable  to  do  much  of  anything.  Education 
nowadays  means  able  to  do,  as  well  as  able  to  know.  Knowledge  applied  is  true  worth.  Head  and  hand  co-operation  accomplishes 
that  which  is  impossible  by  either  alone.     Writing  is  a  mental  and  manual  art,  therefore  doubly  valuable  and  desirable. 


These  same  young  men  wonder  "why  "  others  get  the  plums  they  have  been  desirous  of  picking  without  seriously  questioning 
their  own  abilities,  either  mental  or  physical,  and  endeavoring  thereby  to  find  the  real  reason.  Poor  penmanship  itself  is  not  alone 
in  the  way,  but  it  stands  sponsor  for  other  weaknesses  as  well,  such  as  carelessness,  inattention  to  details,  lack  or  loss  of  nerve  (not 
sand),  inability  to  concentrate  mind  and  muscle  to  the  task  at  hand,  and  other  evils  or  neutralizing  forces  which  defeat  progress  and 
plum  getting.       Get  a  good  handwriting  and  advancement  will  follow.     Try  it  and  see. 


2-Z--^<^£--Z5e---l^-i^/<S^-2^<£<i''*2-<^-^ 


Writing  and  money  are  two  mighty  factors  in  modern  civilization.  Newspapers  give  great  headlines  to  the  latter,  and  people 
misinterpret  its  true  value.  The  former  is  rarely  mentioned,  but  it  is  used  to  chronicle  the  world's  events,  to  measure  its  forces,  and 
to  compute  its  wealth.  The  time  is  past  when  one  may  succeed  without  the  former,  and  the  time  is  near  at  hand  when  one  must 
write  well  to  succeed  well.  The  great  mass  of  humanity  strives  too  much  for  the  one  and  too  little  for  the  other.  Do  you  see  the 
point  —  grasp  the  situation  ? 


12 


^     <?ffiJ&uJ/'/utiS&6u*z&r'       & 


Positive,  not  negative,  qualities  force  things  to  the  front.  Winsome,  not  whinesome,  characteristics  characterize  those  who 
achieve  things  Put  more  push  in  your  writing,  and  less  doubt  in  your  ability  to  learn,  and  you  will  have  half  acquired  the  art  of 
writing  well.  Hesitation  defeats  when  confidence  achieves.  Writing  is  an  acquired  rather  than  a  natural  art.  Therefore  work  with 
a  vim  and  lines  will  strengthen  and  pulsate  with  gracefulness.     See  those  above. 


PRIZE  WINNING  SPECIMENS  IN  THE  NATIONAL  ASSOCIATION  OF  PENMANSHIP 
SUPERVISOR'S  CONTEST  —  Philadelphia  —  April  27th,  28th,  29,  1927 

Specimen  written  by  Miss  Mary  Smoleroff,  Newark,  New  Jersey.     Second  Prize. 


Contest  No.  5 — FOR  MEMBERS — Specimen  written  by  Mrs.  Emma  G.  Myers,  Brid^eton,  New  Jersey.     First  Prize. 
ft 


^     <!^&u4*n4M&&UMfor      & 


13 


%mtmMsrt 


The  above  cards  were  written  by 
F.  J.  Smith,  10  Parker  St.,  Holyoke, 
Mass. 

Mr.  Smith  is  a  graduate  of  New 
York  University  School  of  Accounts 
and  Finance  and  has  taken  post  grad- 
uate course  in  the  College  of  the  City 
of  New  York  and  in  Columbia  Uni- 
versity. Previous  to  that  he  attended 
the  College  of  Pennsylvania.  At  the 
present  time  he  is  an  accountant.  Mr. 
Smith  not  only  enjoys  penmanship, 
but  finds  it  a  help  in  his  accounting 
work. 


Send  wor\  in  blac\  in\  for  the 
Students'  Page. 


i  *.  it  cm   ."  ■  f>»\ 


-_-Dn    was    prepared    by    Madge 
ke  College,   Perth  Amboy,   N.  J., 
ihip    teacher. 


The  above  was  written  by  Miss  Felishe  Saroiberry.  an  eighth  grade  pupil  in  Washing- 
ton School.  Bakersfield.  Calif.  This  work  was  taken  from  an  80-page  regular  class  note- 
book which  was  filled  with  problems  of  arithmetic,  arithmetical  rules  and  drawings,  all 
equal  to  this  reproduction.  The  work  was  therefore  prepared  with  no  thought  of  having  it 
engraved.  Her  teacher  in  arithmetic.  Miss  Myrtle  Weaver,  states  that  the  arithmetic  is  as 
good  as   the  writing. 

Miss  Joyce  Massey  has  been  her  writing  teacher  for  the  past  two  years  and  Miss 
Neva  C.  Fessenden  is  Supervisor  of  Handwriting  in  the  Bakersfield  Schools.  Miss  Saroi- 
berry's   work  plainly  tells  the   story  of  her  previous    good   instruction. 

It  is  a  positive  delight  to  receive  a  notebook  like  it,  for  the  results  it  shows  approach 
our  ideal  objectives  in  this  work.  Turn  where  vou  will  in  the  book,  the  work  is  neat,  per- 
fectly legible,  and  shows  that  it  was  written  rapidly.  Miss  Saroiberry  writes  a  somewhat 
smaller  hand  than  most  persons  write,  but  considering  that  she  maintains  a  high  degree  of 
legibility,  no  criticism  can  be  offered  as  regards  its  size.  In  fact,  if  one  can  write  a  small 
hand  and   maintain   legibility   such   as   she   maintains,   it   is   to   be   preferred   to  a    larger   hand. 

We    congratulate    Miss    Saroiberry,    her    teachers,    and    her    supervisor    on    the    results 


14 


y/u  ^Jt£j//ujj  C</uiu6r*       & 


The  above  easy  graceful  specimen  of  business  writing  was  written  by  Alyce  Vetter.  a  student  in 
the  Grand  Island,  Nebr.,  Business  College.  A.  L.  Dunn.  President.  We  have  had  the  pleasure  of  be- 
coming well  acquainted  with  the  penmanship  teacher  of  that  institution,  Mr.  McDonough,  for  he 
spent  about  a   year   in   the  Zanerian   College  of   Penmanship. 


6Au^^^^  ^U^A^y 


■c^y 


//^^j^  ^^<^^4y 


CJ&S-C4S&ZS      'W^L^A^lS 


Here  we  have  signatures  of  Junior  High  School  pupils  of  Mannington.  W.  Va.  They  are  better  signatures  than 
the   average   Junior   High    School    student   writes. 

Miss  Certrude  Burge.  who  sent  us  the  signatures,  is  a  very  enthusiastic  supervisor  and  teacher  of  handwriting. 
When  she  attended  the  Zanerian  Summer  School  last  year  she  brought  a  number  of  other  teachers  with  her.  In  fact 
there    were    seven    teachers    from    West    Virginia    at    the    Zanerian    last    summer    specializing    in    handwriting. 


The  above  was  written  by  Shigehiro  J.  Gotch  in  far  away  Tokicho-Tokigun.  Gifu,  Japan.  The 
entire  package  of  specimens  which  we  received  from  him  was  equally  as  well  written.  He  is  headed 
for  the  top   in  penmanship. 


^      <:y/w*j£uJ//ujj  &6uu/</-       & 


15 


Report  of  The  National  Commercial 
Teachers'  Federation 


The  30th  annual^  convention  of  the 
National  Commercial  Teachers'  Fed- 
eration held  in  the  Hotel  Baltimore, 
Kansas  City,  Missouri,  Dec.  28- 
29-30,  1927,  proved  to  be  one  of  the 
largest,  from  the  standpoints  of  mem- 
bership and  attendance,  and  one  of 
the  most  successful,  from  the  stand- 
points of  social  and  educational 
value,  the  Federation  has  ever  held. 
A  total  of  764  members  were  enrolled 
of  whom  350  paid  their  membership 
due;-  in  advance  of  the  convention.  Of 
the  764  members,  583  were  in  attend- 
ance at  the  convention.  Forty-one 
states  were  represented.  Missouri  led 
in  the  number  of  members  enrolled, 
with  136,  but  Kansas  was  first  in  the 
number  of  members  present,  with  114. 

It  was  truly  a  meeting  of  the  east 
and  the  west,  the  north  and  the  south. 
Kansas  City  lived  up  to  its  slogan, 
"The  Heart  of  America,  The  City 
That  Welcomes  the  Visitor."  The  As- 
sociation of  Commerce  cooperated  in 
every  way  possible  in  making  the  con- 
vention at  Kansas  City  a  genuine 
success. 

The  officers  of  the  Federation  and 
of  the  departments  and  round  tables 
together  with  the  local  committee  ar- 
ranged some  of  the  strongest  pro- 
grams of  social  and  educational  con- 
tent which  have  even  been  prepared 
by  any  previous  set  of  officers  and 
committees.  The  general  program  in- 
cluded addresses  from  many  promi- 
nent business  and  professional  men 
and  women  of  the  country.  A  full  re- 
port of  these  addresses  will  be  pub- 
lished later.  The  department  pro- 
grams proved  to  be  most  interesting 
and  instructive.  The  session  rooms 
were  crowded  at  each  meeting.  The 
Round  Table  programs  were  full  of 
thought  provoking  problems  which 
created  lively  and  valuable  discussion. 

The  Federation  took  action  on  sev- 
eral items  of  importance  indicating 
growth  and  progress.  In  the  regular 
session  of  the  Federation,  they  auth- 
orized the  publication  of  a  quarterly 
bulletin  to  carry  its  proceedings  and 
news  to  the  members.  From  the  above 
figures  it  will  be  noted  that  approxi- 
mately one-sixth  of  the  members  find 
it  impossible  to  attend  the  sessions. 
This  bulletin  will  reach  these  mem- 
bers as  well  as  others  who  care  to  re- 
view and  preserve  the  excellent  ad- 
dresses delivered  at  the  sessions. 
This  bulletin  will  reach  them,  and 
is  designated  also  to  serve  many  more 
commercial  educators  who  may  be- 
come interested  if  it  is  known  they 
can  keep  in  touch  with  the  new  things 


in  commercial  education  through  such 
a  bulletin. 

The  whole  meeting  seemed  to  be 
permeated  with  the  idea  of  research 
and  service  in  the  field  of  education. 
Through  the  acceptance  of  the  gen- 
erous offer  of  Mr.  Willard  J.  Wheeler 
of  a  prize  of  $50.00  to  the  person  do- 
ing the  most  effective  piece  of  re- 
search work  during  the  year,  the 
Federation  has  indicated  its  desire  to 
serve   in    a   very    definite    manner. 

The  executive  committee  received 
invitations  from  many  cities  to  en- 
tertain the  1928  annual  convention. 
After  carefully  considering  the  many 
invitations,  the  committee  voted  to 
hold  the  1928  convention  in  Detroit, 
Michigan.  The  exact  days  were  not 
fixed,  but  the  meeting  will  be  held  as 
usual  during  the  last  week  in  Decem- 
ber. The  new  officers  and  committees 
are  planning  to  make  the  1928  con- 
vention even  larger  and  more  success- 
ful than  the  1927  convention.  The 
following  is  a  list  of  the  new  officers 
for  the  ensuing  year: 


CHARLES  T.  SMITH 

Kansas  City  Business  College,  the 

New  President  of  the  N.C.T.F. 


Officers    of    the    Federation    Depart- 
ments   and    Round    Tables 
For  1928 


Federation  Officers 

Chas.  T.  Smith,  President 

Kansas  City  Business  College,  Kan- 
sas City,  Mo. 
J.   Walter  Ross,  First  Vice   President 
South     Hills     High     School,     Pitts- 
burgh, Pa. 
Nettie  Huff,  Second  Vice  President 


Huff's    School   of   Expert    Business, 
Kansas  City,  Mo. 
Charles  A.  Faust,  Treasurer 

1024     N.     Robey     Street,     Chicago, 
Illinois. 
C.  M.  Yoder,  Secretary 
State  Teachers  College,  Whitewater, 
Wisconsin. 

Public    Schools    Department 
Lloyd  L.  Jones,  President 

Bureau    of    Child    Accounting    and 
Statistics,    Board    of    Education, 
Cleveland,  Ohio. 
E.  O.  Zelliot,  Vice  President 

Roosevelt  High  School,  Des  Moines, 
Iowa. 
Elizabeth  Smellage,  Secretary 

Brown  High  School,  Dallas,  Texas. 
Private  Schools  Department 
Mr.   S.  J.   Shook,  President 

Topeka    Business    College,    Topeka, 
Kansas. 
Miss  Cunningham,  Vice  President 

Huntington,  West  Virginia. 
Anne  Durbin,   Secretary 

Brown's  Business  College,  Decatur, 
Illinois,   1295   West   Main   Street. 
Shorthand-Typewriting    Round    Table 
C.   A.  McKinnev,   Chairman 

Winfield     High     School,     Winfield, 
Kansas. 
W.  C.  Maxwell,  Vice  Chairman 

Champaign     High     School,     Cham- 
paign, Illinois. 
Miss  Laura  Hubbell,  Secretary 
South  High  School,  Omaha,  Neb. 
Business  Round  Table 
C.  D.  Moore,  Chairman 

Langley    High    School,    Pittsburgh, 
Pa. 
Florence  Wingert,  Vice  Chairman 
East  Side  High  School,  Kansas  City, 
Kansas. 
Adelaide  Hakes,  Secretary 

Gregg  School,  Chicago,  Illinois. 
Penmanship   Round    Table 
R.  R.  Reed,  Chairman 

Ferris  Institute,  Big  Rapids,  Mich- 
igan. 
M.  E.  Tennis,  Secretary 

Illinois    Business    College,    Chicago, 

Illinois. 
College  Instructors'  Round  Table 
Catherine  F.  Nulty,  Chairman 

University  of  Vermont,  Burlington, 
Vermont. 
Gertrude  Bers,  Vice  Chairman 

University     of    Nebraska,    Lincoln, 
Nebraska. 
Jane  E.  Clem,  Secretary 

State    Teachers    College,    White- 
water, Wisconsin. 


Have  your  pupils  work  on  the  two 
courses  in  business  writing  in  the  B.E. 
and  see  the  results. 


16 


j//u  'JGum/ujj  C t/tuu/sr       & 


Supplementary  Business  Writing 

Br  C  C  LISTER,  Maxwell  Training  School   for  Teachers,  New  York  City 


'c^tzzsL^-{^-d-<£^  <x^L^^s^i4-^>--i^^  <x^fr-^--^^--^£<^ 


a-zLs  <!Z~-&CS 'c 


J  ** 


s&rLs '<&^w^- t?-<^t^OcZ<7-t?-^£/^£4st^c~sL 


■^-^laJ^- 


Simple   signatures  for   the  beginners  in  ornate   to  imitate.    Study  proportion  and   shapes  of   letters. 


^     <5^&u4/M*M6<&ua&r       & 


MENTAL  MEANDERINGS 

By  CARL  MARSHALL,  Route   1,  Box  32,  Tujunga,  Calif. 


The  past  century  has  known  three 
outstanding   figures    in    the   cause   of 
good     writing,  ■ —  Piatt     R.     Spencer, 
Charles     Paxon 
A.  N.  Palmer,  Zaner,   and  Austin 

An  Appreciation  N.  Palmer.  There 
have  been  other 
great  penmen,  of  course,  but  measured 
by  their  influence  on  the  penmanship 
of  their  generation,  there  will  be  few 
to  dispute  the  supremacy  of  these 
great  names.  Even  were  I  competent 
to  the  task,  I  should  not  feel  like  mak- 
ing the  sudden  passing  of  Mr.  Palmer 
the  occasion  for  any 
comparison  of  the  pro- 
fessional merits  of 
these  great  leaders. 
What  I  would  do,  is  to 
offer  some  intimate 
personal  impressions  of 
the  interesting  man 
who  has  left  us,  gath- 
ered during  my  nearly  thirty  years  of 
association  with  him. 

Mr.  Palmer's  career  from  boyhood 
up  is  an  interesting  story,  even  to 
those  who  might  not  care  particularly 
about  his  achievements  as  a  penman 
and  teacher.  And  the  story  carries 
in  it  a  fine  lesson  for  every  youth  of 
character  who  would  learn  the  value 
of  steady,  tireless  and  enthusiastic  de- 
votion to  a  working  ideal.  It  is  the 
story  of  a  life,  dedicated  with  un- 
changing persistence  to  a  single  earn- 
est purpose.  Such  lives  have  a  high 
value,  quite  apart  from  the  relative 
importance  of  the  purpose  itself. 

Some  time  ago  I  had  occasion  in  a 
reminiscent  Meandering  to  refer  to  a 
rather  picturesque  but  important  pen- 
man and  school-man  named  G.  A. 
Gaskell,  who,  back  in  the  seventies, 
held  forth  at  Concord,  New  Hamp- 
shire. This  fine  penman  and  teacher 
became  known  to  practically  every 
teacher  of  writing  in  the  country,  and 
to  many  students  of  writing,  as  well, 
through  the  dissemination  of  an  out- 
fit of  beautifully  written  copies,  with 
an  accompanying  Manual  of  Instruc- 
tions, which  the  author  called  "Gas- 
kell's  Compendium,"  and  which  he  ad- 
vertised widely  through  the  "Youth's 
Companion,"  and  other  popular  per- 
iodicals. At  that  time,  I  was  an  en- 
thusiastic young  Kansas  public  school 
teacher,  and  I  got  hold  of  one  of  these 
"Compendiums",  and  at  once  became 
a  devoted  disciple  of  Mr.  Gaskell,  and 
his  method.  I  promptly  "junked"  the 
old-time  copy-books  I  had  been  using, 
and  for  a  number  of  succeeding 
years,  used  the  "Compendiums"  ex- 
clusively in  my  work. 

Well,  to  this  Concord  school  of  Mr. 
Gaskell,  about  that  time,  came  Austin 
Palmer,  a  bright-faced,  canny  Yankee 


boy,  with  a  burning  ambition  to  be  a 
penman.  Probably  the  boy  was  not 
over-endowed  with  this  world's  goods. 
At  any  rate,  he  found  it  convenient  to 
pay  his  thrifty  way  through  the 
school  as  Mr.  Gaskell's  janitor  and 
chore  boy.  He  appears  to  have  been  a 
good  and  steady  student,  leaving  the 
school,  not  only  a  good  penman,  but 
deeply  bitten  with  Gaskell's  own  en- 
thusiasm in  the  cause  of  good  writ- 
ing. Later  on,  I  do  not  remember 
just  when,  he  became  the  penmanship 
teacher  in  the  late  Samuel  A.  Good- 
year's  business  school  at  Cedar 
Rapids,  Iowa.  Here,  young  Palmer 
held  his  own  so  well,  that  later,  when 
Mr.  Goodyear  embarked  in  the  busi- 
ness of  publishing  commercial  school 
books  in  Chicago,  the  young  writing 
mastc  r  was  enabled  to  purchase  the 
school  at  Cedar  Rapids,  and  conduct 
it  thereafter,   as  his  own   enterprise. 

When  I  came  east  in  1895,  to  take 
my  place  in  the  ranks  with  the  late 
Charles  Ellis,  author  and  publisher, 
at  Battle  Creek,  Mich.,  I  began  meet- 
ing at  the  conventions,  the  popular 
young  penman  of  Cedar  Rapids.  He 
was  already  publishing  his  "Western 
Penman",  but  I  think,  was  not  yet 
publishing  penmanship  texts.  I  found 
him,  from  the  start,  an  interesting 
fellow  and  we  became  good  friends. 
In  1900,  my  good  friend  and  co- 
worker, Charley  Ellis,  having  passed 
away,  I  severed  my  connection  with 
the  Ellis  Company,  and  formed  a  co- 
partnership with  Mr.  Goodyear,  Mr. 
Palmer,  and  T.  S.  Metcalf,  (a  Cedar 
Rapids  printer) ,  under  the  name  of 
the  "Goodyear-Marshall  Publishing 
Company."  Until  the  retirement  of 
Mr.  Palmer,  from  this  company  some 
two  years  later,  to  give  himself 
wholly  to  his  penmanship  publications 
I  was  in  almost  daily  association  with 
him,  and  thereafter,  for  several  years, 
was  a  regular  contributor  to  his 
monthly,  the  name  of  which  had  been 
changed  to  the  "American   Penman." 

I  soon  found  that  Mr.  Palmer  was 
a  most  unusual  man,  with  a  number 
of  diverging,  but  vivid  and  outstand- 
ing personal  characteristics.  He  had 
a  keenly  alert,  and  quickly  absorbent 
mind,  learning  little  from  books,  but 
much  from  men  and  observation.  No 
student  in  the  ordinary  sense,  he 
leaped  rather  than  plodded,  but 
looked  where  he  leaped  and  made  few 
mistakes.  He  was  a  ready  and  accur- 
ate judge  of  men,  and  had  a  keen  nose 
for  efficiency  and  loyalty  in  choosing 
his  lieutenants.  He  was  thrifty  and 
acquisitive,  as  are  most  Yankees,  and 
drove  good  bargains,  but  was  person- 
ally generous,  and  with  no  hint  of  the 
miser  in  him.  He  was  no  puritan,  but 
clean-minded  as  a  child,  and  without 


17 


the  least  tendency  to  be  a  sport  or  a 
bounder,  which  was  more  than  could 
be  said  of  some  others  in  our  ranks 
in  those  days.  I  recall  that  once,  dur- 
ing one  one  of  our  Chicago  meetings, 
a  select  squad  of  prurient-minded  ones 
made  up  a  party  to  go  on  an  obser- 
cation  tour  by  night  down  among  the 
slums  of  South  Clark  Street.  That 
was  during  the  mayorality  regime  of 
the  elder  Carter  Harrison,  and  things 
were  about  as  vile  and  "open"  in  that 
plague-spot  of  vice  as  they  well  could 
be.  The  next  day,  W.  N.  Ferris,  C.  P. 
Zaner,  Mr.  Palmer  and  I  were  lunch- 
ing together,  and  I  think  that  L.  L. 
Williams  of  Rochester,  was  also  pres- 
ent. It  transpired  that  none  of  us 
had  been  invited  to  join  the  night 
party.  I  felt  rather  proud  of  the  com- 
pany I  was  in. 

I  shall  probably  meet  with  some  dis- 
agreement, when  I  go  on  record  here 
with  the  opinion  that  Mr.  Palmer  was, 
fundamentally,  an  artist.  I  do  not 
mean,  of  course,  that  he  was  a  creat- 
ive artist,  in  the  sense  of  artistic  ac- 
complishment. He  never  aspired,  or 
even  cared  to  be  a  "pen  artist",  and 
none  would  think  of  ranking  him  as  a 
penman,  with  men  like  Zaner,  or 
Madaraz,  or  Courtney,  or  Spencer. 
But  there  are  many  men  in  this  world 
who  are  artists  at  heart,  though  they 
may  never  have  wielded  a  brush  or 
drawn  a  line.  It  is  not  technical  ac- 
complishment, but  a  deep  and  abiding 
sense  of  the  beautiful,  whether  in 
nature  or  art,  that  makes  the  real  art- 
ist. It  was  instinctive  with  Mr.  Pal- 
mer to  like  and  enjoy  with  the  en- 
thusiasm of  a  child,  the  things  that 
are  fit  and  charming  in  form  and 
color.  It  was  this  in  him  that,  as  a 
boy,  drew  him  to  Mr.  Gaskell's  beauti- 
ful writing.  It  was  shown  in  his  in- 
stinctive good  taste  in  respect  to 
every  material  thing  about  him, 
whether  it  might  be  the  arrangements 
of  a  dinner-table,  the  correct  details 
of  his  wardrobe,  or  the  appointments 
of  a  school  room  or  a  business  office. 
I  once  visited  him  shortly  after  he  had 
bought  his  new  home  in  Pasadena.  I 
found  him  deeply  absorbed  in  rear- 
ranging the  shrubbery,  and  other  fea- 
tures of  the  place  in  order  to  bring 
them  into  harmony  with  his  sense  of 
artistic  fitness.  At  first,  I  thought 
that  Mr.  Palmer's  penchant  for  "nice 
things"  in  the  way  of  dress,  was  in- 
spired by  a  mere  love  of  display,  but 
I  soon  found  that  this  was  not  it  at 
all.  He  basked  in  the  genial  and  ar- 
tistic sense  of  having  nice  things 
about  him  for  their  own  sake,  and 
quite  regardless  of  what  other  peo- 
ple might  think  about  them. 

Mr.  Palmer  liked  to  talk  about  his 
accomplishments  and  his  material  pos- 
sessions, but  he  did  it  with  the  naive 
enjoyment  of  a  child,  although,  to 
those  who  did  not  know  him,  it  often 
seemed  snobbishness.  As  a  matter  of 
fact,  there  was  nothing  whatever  of 
the  snob  in  him.  He  did  not  know 
how  to  "freeze"  inferiors,  which  is  the 
unmistakable  ear-mark  of  a  snob,  but 

(Continued  on  Page    18) 


18 


tM4?<Sou&/it£4A  &6/atifcr'       & 


PUPPY  LOVE 

By  C.  R.  MeCANN, 

McCann  School  of  Business 

Hazleton,  Penna. 


"Come  on  and  have  one  on  me,  I'm 
just  after  celebratin'  fer  me  daughter 
Mary  has  a  little  lady  at  me  house," 
spoke  up  Jigger  in  the  little  speak- 
easy at  it  was  known  in  those  days. 

"Sure  and  I  will,"  came  the  quick 
retort  from  each  of  the  'guests'  as- 
sembled in  the  little  shack  run  by 
Widow  Hogan  whose  husband  had 
been  killed  several  years  before  by  a 
fall  of  top  rock.  She  was  trying  to 
make  ends  meet  and  the  distillers 
dropped  a  few  gallons  of  their  good 
"liker"  and  her  friends  came  and  sat 
around  the  old  stove  and  had  a  "wee 
nip  now  and  then."  The  authorities 
knew  of  her  place  but  nothing  was 
ever  said  or  done  by  them  because  the 
coal  company  owned  the  authorities 
and  Mrs.  Hogan  behaved  herself  bet- 
ter than  a  great  many  who  had  license 
to  sell  spirituous  liquors.  Very  sel- 
dom did  anyone  ever  leave  her  home 
"worse  for  the  wear"  because  she  was 
a  woman  of  few  words  and  usually 
the  men  knew  when  she  said  NO 
MORE  — they  knew  she  meant  what 
she  said  —  and  she  needed  the  money 
worse  than  several  saloon  keepers 
who  had  pianos,  diamonds  and  jew- 
elry for  their  wives.  If  all  saloon 
keepers  would  have  run  their  business 
as  Widow  Hogan  ran  her  speak-easy, 
little  harm  might  have  been  done. 
But  then  what  would  the  bootlegger 
have  done  to  make  his  pile  today  if 
everybody  had  tried  to  be  honest  and 
not  try  to  "hog  the  works." 

Jigger  was  proud  as  a  peacock  and 
his  chest  was  swelling  at  each  drink. 
Even  Widow  Hogan  "took  one"  on  the 
new  arrival  which  was  against  her 
usual  wish  but  this  was  the  first  time 
Jigger  had  been  a  grandfather  and 
as  grandfathers  are  not  made  every 
day,  it  was  right  and  fitting  that 
proper  ceremonies  should  take  place 
as  was  the  custom  in  the  "  'ould 
countree." 

Everything  went  along  swimmingly 
until  some  one  asked  Jigger  if  he  had 
seen  his  son-in-law  lately  and  then  he 
lost  his  temper  completely.  This  was 
just  what  was  wanted  by  the  different 
fellows  —  to  get  Jigger  going  and 
have  some  fun  at  his  expense. 

"No,  and  I  don't  want  to  sec  him 
either,"  came  the  quick  as  well  as 
heated  reply  from  Jigger. 

"How  would  you  feel,  if  you  were 
in  his  boots  and  you  were  his  son-in- 
law,"  laconically  asked  Dennis 
Brogan. 

The  crowd  laughed  at  this  question 
in  order  to  get  Jigger  going  for  he 
was  a  terror  when  he  lost  his  temper 
and  especially  so  when  he  had  a  few 
"under  his  belt." 

"I'll  break  every  bone  in  his  body," 
was  all  he  would  say. 


Widow  Hogan  "smelled  a  rat"  that 
a  fight  would  be  brewing  if  it  kept 
up  much  longer  and  she  pulled  down 
the  curtain  which  meant  that  she  ad- 
dressed them  in  this  manner: 

"Ye  can  all  go  home  now  because 
there  is  work  at  the  mines  tomorrow 
and  if  ye  stay  here  much  longer  some 
of  yez  will  not  be  able  to  get  up  in 
the  mornin'  and  then  yez  will  be 
blamin'  me  and  then  I'll  get  chased 
and  what  will  ye  do  without  Widow 
Hogan's  speakesy?" 

And  they  all  knew  she  meant  every 
word  she  said  because  she  was  able 
to  back  up  her  arguments  with  a 
healthy  clout  over  the  head  and  she 
was  known  to  have  held  her  own  with 
several  men  who  got  fresh. 

It  had  been  a  rather  strenuous  day 
for  Jigger  as  he  "wound  himself  over 
the  lea"  but  with  the  help  of  his 
friends  he  was  able  to  navigate  over 
the  rough  sea.  He  did  not  cause  any 
trouble  at  the  house  as  he  knew  he 
must  get  up  in  the  morning  and  his 
wife  never  called  more  than  once  ■ — 
especially  if  he  had  been  out  a  little 
late  the  night  before. 

"I  came  to  see  my  wife  and  little 
daughter,"  spoke  Bob  at  the  door  the 
next  morning,  "and  I  wish  Jigger 
would  be  a  little  easy  on  me,"  he  con- 
tinued rather  dolefully. 

"He  said  that  you  should  never  step 
a  foot  on  his  doorstep  again  and  you 
know  what  he  means  when  he  says 
that,"  came  the  reply  from  his 
mother-in-law  who  had  a  mother's 
heart  and  knew  how  badly  Bob 
wanted  to  see  his  little  baby. 

Jigger  was  reading  the  evening 
paper  and  heard  Bob's  voice  or  at 
least  he  thought  he  recognized  the 
voice. 

"Didn't  I  tell  ye  I  would  break 
every  bone  in  yer  body  if  ye  ever 
came  around  her  again?"  interrupted 
Jigger  at  this  point  as  he  looked  out 
the  door  over  his  wife's  head. 

At  this  point  Bob  turned  away  rap- 
idly because  he  knew  from  experience 
that  Jigger  carried  a  healthy  clout  in 
each  fist  and  he  wasn't  afraid  to  use 
the  fists  either.  His  heart  was  broken 
for  he  loved  his  wife  dearly  and  tears 
were  streaming  down  his  cheeks  when 
he  thought  of  the  new  baby  that  was 
his  and  could  not  see.  No  one  will 
ever  know  what  went  thru  his  mind, 
only  Bob  and  his  God  above  him  but 
it  was  the  turning  point  in  his  life. 

"Well,  have  you  seen  your  baby 
yet?"  spoke  up  the  crowd  as  Bob  en- 
tered a  saloon  after  leaving  Jigger's 
home. 

Bob  went  on  to  reiterate  what  had 
taken  place  to  which  the  crowd 
laughed  and  said  that  if  Jigger  was 
their  father-in-law,  they  would  show 
him  who  was  boss  especially  if  a  little 
baby  had  come  to  greet  them. 

"It's  all  right  to  talk  but  go  and 
do  it,"  came  the  answer  from   Hob. 

In  a  short  time  they  all  had  quite 
a    few    drinks    which    came    fast    and 


furious  and   Bob  seemed  the   "Worse 
for  the  wear". 

In  due  time  Mary  was  up  and 
around  and  as  usual  some  of  the 
neighbors  were  anxious  to  tell  her  all 
they  knew  about  her  father  refusing 
Bob's  admittance  to  the  house  while 
she  was  in  bed.  How  Bob  had  wanted 
to  see  the  baby  and  how  he  had 
started  to  drink  and  had  drifted  away, 
telling  those  about  him  that  he  would 
never  come  back  again. 

This  got  Mary's  Irish  temper 
aroused  and  she  wanted  to  get  the 
gossip  straight. 

"Dad,  is  it  true  that  you  refused 
Bob  to  come  in  the  house  while  I  was 
sick  in  bed?"  asked  Mary. 

"Sure,  and  I  told  him  I  would  break 
every  bone  in  his  body  if  he  ever  came 
around  here  again,"  came  the  reply 
from  the  irate  father. 

This  broke  Mary's  heart  and  she 
got  into  a  careless,  haphazard  way  of 
doing  things  in  life  and  the  bulldog 
personality  of  the  father  was  the 
means  of  iuining  two  lives  as  we  shall 
see  later  on  in  the  story. 

(To   Be  Continued) 


MENTAL    MEANDERINGS 

(Continued   from    Page    17) 

was  always  kindly  and  democratic  to 
everybody  about  him,  from  the  janitor 
up.  He  could  put  up  a  good  fight  for 
his  convictions,  and  could  be  resent- 
ful, and  mildly  vindictive,  where  he 
thought  wrong  had  been  done  him,  but 
there  was  not  a  taint  of'  cruelty  in 
him,  and  he  was  physically  gentle,  al- 
most to  the  point  of  effeminacy.  I 
never  knew  him  to  display  anger  or 
be  threatening  or  violent,  no  matter 
what  the  provocation.  When  imposed 
on,  he  was  more  likely  to  register 
sadness  than  indignation.  His  sense 
of  fitness  never  allowed  him  to  forget 
that  he  was  a  gentleman. 

Such,  I  think,  is  a  just  estimate  of 
the  qualities  that  marked  this  inter- 
esting co-worker  who  has  left  us  sud- 
denly, and  who  was  known  to  so  many 
of  us  for  such  a  length  of  years.  He 
led  a  blameless  life,  as  men's  lives  go, 
and  through  his  useful  work,  left  the 
world  better  than  he  found  it.  He 
was  a  very  human  man,  and  unique  in 
many  ways.  It  will  be  many  moons  be- 
fore we  shall  look  upon  his  like  again. 


Mr.  T.  M.  Watson  of  Providence  is  a 
new  commercial  teacher  in  the  High 
School  at  Leominster,  Mass. 

Mrs.  Fritz  Heil  of  Amsterdam,  N. 
Y.,  has  recently  been  elected  to  teach 
commercial  subjects  in  the  Glovers- 
ville,  N.  Y.,  High  School. 

Mr.  Ralph  Goss  of  Montague,  Mass., 
IS  a  new  commercial  teacher  in  the 
Nicholas  County  High  School,  Sum- 
mersville,  W.  Va. 

Miss  Lydia  M.  Landis,  recently  with 
the  Lebanon,  Pa.,  High  School,  is  now 
teaching  in  the  Westmont-Upper 
Voder  Higli  School,  Johnstown,  Pa. 


^     <5^&uJi/i^&/iuxi&r 


19 


Aims  and  Possibilities  of  The  N.  A.  P.  T.  S. 

By  F.  J.   Duffy,  Supervisor  of  Handwriting,  Duluth,   Minn. 


The  fable  of  the  bundle  of  sticks 
is  often  employed  to  drive  home  the 
advantage  of  united  effort  as  con- 
trasted with  the  weakness  of  dissoc- 
iated endeavor. 

Taken  singly,  the  fagots  were 
easily  snapped  asunder;  but  when  the 
several  pieces  were  gathered  into  one 
compact  group,  they  resisted  the 
greatest  efforts  put  forth  to  break 
them.  By  this  object  lesson  the  dying 
father  sought  to  teach  his  sons  that 
by  standing  together  they  would  be 
invulnerable  against  all  attempts  to 
create  disaffection  among  them. 

However,  were  each  to  go  his  own 
way,  indifferent  to  the  fate  of  his 
kinsmen,  all  would  easily  fall  prey  to 
the  wiles  of  designing  persons;  and 
the  small  patrimony,  accumulated  by 
dint  of  great  toil  and  sacrifice,  would 
soon  be  dissipated. 

We  might  apply  this  fable  of  the 
sticks  to  our  own  profession,  consid- 
ering the  benefits  which  accrue  from 
an  organization  comprising  practic- 
ally every  penmanship  teacher  and 
supervisor,  with  conditions  prevalent 
where  no  such  comprehensive  assoc- 
iation is  in  existence. 

It  is  quite  natural  for  a  person  to 
regard  his  wage-earning  position  as 
the  object  of  his  most  serious  atten- 
tion, and  the  sphere  of  his  greatest 
achievement.  Such  an  attitude  is  im- 
perative and  entirely  creditable;  but 
to  stop  here  is  to  fail  to  fulfill  the 
highest  obligation  to  one's  profession, 
and  to  deprive  oneself  of  opportuni- 
ties to  render  valuable  services  to 
one's  fellow  workers,  at  the  same  time 
receiving  inestimable  help  and  en- 
couragement in  turn. 

In  all  ages  there  have  lived  those 
who  have  insisted  upon  the  right  to 
work  out  their  own  destinies,  oblivi- 
ous to  the  fate  that  might  befall 
those  appearing  contemporaneously 
with  them  in  life's  great  arena.  Hap- 
pily, the  outstanding  personages  in 
all  history  have  not  included  many 
such  selfish  characters. 

The  events  that  have  determined 
the  progress  of  the  world,  changing 
it  from  a  place  of  almost  impossible 
living  conditions  to  the  present  mar- 
velous theater  of  human  activity,  owe 
their  origin  to  the  supreme  efforts  of 
myriad  numbers,  working  in  concert 
for  the  amelioration  of  .evils  to  which 
the  human  race  has  been  exposed. 

The  stricture  has  been  laid  upon 
specialists  as  a  class  that  they  know 
or  care  comparatively  little  about 
matters  beyond  the  limits  of  their 
own  particular  calling.  That  they 
are  inclined  to  neglect  opportunities 
to  exchange  ideas  with  workers  in 
other  subjects,  content  to  revolve  in 
their  own  narrow  orbits,  complacently 


unconcerned  as  to  the  investigations 
and  discoveries  being  made  in  other 
fields.  Such  a  state  of  mind  is  sub- 
versive of  the  highest  service  which  a 
person  can  render,  and  proves  a  bar- 
rier to  the  widest  publicity  which 
should  be  accorded  the  professional 
achievements  of  the  best  authorities 
in  any  subject. 

The  unity  that  ought  to  character- 
ize all  educational  effort  should  never 
be  lost  sight  of  by  those  engaged  in 
the  various  departments  of  instruc- 
tion. Beyond  the  limits  of  our  own 
particular  activities,  we  should  view 
our  contribution  to  the  development 
of  the  child's  latent  abilities  as  an  es- 
sential part  of  the  entire  scheme  of 
cultural  growth,  a  contribution  which 
has  value  only  as  it  works  in  harmony 
with  the  labors  of  others  likewise  em- 
ployed. 

Granted  that  our  theories  are  in  ac- 
cord with  the  accepted  tenets  of  cur- 
rent educational  practice,  there  must 
be  more  than  sporadic,  isolated  at- 
tempts to  make  effective  what  we  be- 
lieve to  be  right.  Here  is  where  a 
strong  organization,  comprising  vir- 
tually the  total  number  of  those  en- 
gaged in  any  one  profession,  per- 
forms an  office  impossible  for  true 
members  to  accomplish  separately. 

We  are  all  necessary  to  the  estab- 
lishment of  such  a  body,  fellow- 
workers.  We  must  affiliate  with  the 
Association,  we  must  follow  its  de- 
velopment, and  must  contribute  the 
best  of  which  we  are  capable  in  or- 
der to  render  it  a  forceful  agent  for 
the  promulgation  of  correct  views  con- 
cerning our  own  subject. 

Participation  in  the  activities  of  a 
live  organization  proves  a  decided 
benefit  to  one.  The  necessity  of  de- 
fining one's  views  in  terms  that  ad- 
mit of  no  confusion  or  misinterpreta- 
tion is  excellent  discipline.  It  leads  to 
clearer  thinking,  more  orderly  presen- 
tation of  one's  views,  and  a  deeper  in- 
sight into  the  technical  details  of  on'e 
craft. 

Instead  of  shunning  opportunities 
to  be  heard  on  any  issue,  we  should 
welcome  such  occasions;  for  the  ex- 
perience we  undergo  in  selecting 
from  our  stock  of  ideas  those  which 
most  fully  express  what  we  wish  to 
convey,  gives  us  a  degree  of  versatil- 
ity and  confidence  not  possible  of  ac- 
quisition by  any  less  vigorous  means. 

The  knowledge  which  years  of  ex- 
perience have  given  supervisors  and 
special  teachers  of  penmanship  should 
prove  adequate  to  enable  them  to 
formulate  the  most  feasible  and  suc- 
cessful methods  of  teaching  the  sub- 
ject. 

The  ill-advised  remarks  of  some  un- 
informed person  have  often  been  re- 


peated until  the  quotation  has  been 
given  prominence  out  of  all  propor- 
tion to  the  standing  of  the  author,  or 
the  significance  of  the  statement.  It 
is  easier  to  echo  the  sentiments  of 
someone  else  than  to  take  the  trouble 
to  think  out  one's  own  opinions  con- 
cerning any  topic. 

It  is  one  function  of  an  organiza- 
tion created  with  a  view  of  furthering 
the  interests  of  its  founders  to  com- 
bat expressions  and  propaganda  inim- 
ical to  the  profession  which  they  rep- 
resent. It  is  an  additional  obligation 
to  adduce  all  available  evidence  show- 
ing the  validity  of  such  profession,  in 
a  manner  which  will  carry  convic- 
tion. 

The  possibilities  of  the  N.  A.  P.  T. 
S.  have  been  barely  demonstrated  as 
yet.  Just  enough  has  been  accom- 
plished to  indicate  what  may  be  done 
by  continuing  the  rate  of  progress 
made  during  the  past  year.  Let  us 
not  be  too  easily  satisfied.  Let  not  the 
encouraging  reports  given  out  at  the 
Philadelphia  convention  lull  us  into  a 
false  sense  of  well  being. 

The  estimate  which  "outsiders" 
place  upon  our  work  will  be  no 
greater  than  the  value  at  which 
teachers  and  supervisors  themselves 
appraise  it.  We  must  persuade  the 
world  of  the  genuineness  of  our  con- 
victions concerning  the  importance  of 
good  penmanship,  omitting  no  oppor- 
tunity to  raise  our  voices  in  its  be- 
half. 

The  example  of  other  zealous  mem- 
bers will  prove  infectious;  the  desire 
to  add  your  bit  in  elevating  our  pro- 
fession to  a  higher  level  will  take 
root;  and  before  you  realize  the  fact, 
you  will  be  eager  to  emulate  the  ex- 
ample of  the  most  ardent  members 
in  their  efforts  to  secure  the  largest 
returns  from  our  calling.  Wherefore, 
do  not  hesitate  to  join  the  N.  A.  P. 
T.  S.  By  so  doing  you  signify  your 
approval  of  what  the  organization  is 
trying  to  achieve,  thus  giving  encour- 
agement to  those  already  enlisted  to 
carry  on. 

The  present  is  a  time  of  great  ac- 
tivity in  educational  circles.  The 
eligibility  of  current  methods  and 
subject  matter  is  being  considered 
carefully  to  discover  what  may  be  re- 
jected, what  may  be  added.  In  the 
zeal  for  elimination  of  all  material 
held  obsolete,  some  essential  things 
may  also  be  included  in  the  matter 
discarded. 

It  is  necessary  to  safeguard  the  in- 
terests of  our  own  subject,  to  see  that 
too  great  inroads  are  not  made  by 
educational  iconoclasts.  Some  as- 
sults  have  already  been  launched,  and 
if  we  allow  these  to  go  unchallenged, 
it  will  be  assumed  that  the  attacks 
were  justifiable,  and  more  will  follow. 

The  need  for  a  strong,  efficient  or- 
ganization in  our  ranks  was  never 
more  imperative  than  now.  We  are 
strong  enough  numerically  to  con- 
serve the  interests  of  our  subject,  if 


20 


*f     <5^&u&niM&&uxi&r      & 


we  take  proper  measures.  Disor- 
ganized strength,  however,  will  never 
answer.  We  must  unite,  presenting 
a  solid  front  to  maet  whatever  issues 
may  arise. 

If  the  membership  last  year  in- 
creased from  two  hundred  to  eight 
hundred,  or  four  fold,  there  is  no  rea- 
son why  at  least  a  two-fold  growth 
should  not  be  made,  giving  us  six- 
teen hundred  registered  members  by 
the  time  of  the  next  convention. 

This  will  necessitate  the  best  exer- 
tions of  every  one  enlisted  under  the 
penmanship  association  banner,  vigor- 
ous, continuous  effort  from  now  until 
the  later  part  of  April.  Are  you  will- 
ing to  do  this  ?  Do  you  regard  your 
occupation  highly  enough  to  make  the 
sacrifice  asked  in  the  name  of  higher 
professional  standards  and  accom- 
plishments? 

Then  to  the  work,  all  true  cham- 
pions of  good  handwriting!  Bend 
your  energies  right  manfully  to  the 
task,  and  let  the  results  show  with 
what  degree  of  zeal  you  have  labored. 
When  the  roll  is  called  next  spring  at 
Oak  Park,  let  there  be  a  response 
which  will  waken  the  echoes  of  the 
assembly  hall,  proclaiming  in  no  un- 
certain tones  the  earnestness  of  our 
purpose  and  the  loftiness  of  our 
ideals. 


NATIONAL  ASSOCIATION 

OF 

PENMANSHIP     TEACHERS     AND 

SUPERVISORS 


Arthur  G.  Skeeles,  Secretary 
Columbus,     Ohio 


"How  about  members?" 

Well,  when  this  was  written,  Jan- 
uary 10,  1928,  membership  cards  had 
been   issued    to   only   60   persons   for 


1928.  This  is  fewer  than  were  mem- 
bers at  this  time  last  year.  But  the 
campaign  for  members  is  being  hand- 
led differently  this  year,  and  reports 
are  coming  to  the  Secretary  more 
slowly.  To  offset  this,  the  teachers 
of  each  state  will  be  canvassed  more 
thoroughly  than  was  possible  last 
year.  The  final  result  should  be  far 
ahead  of  that  of  last  year. 

Several  states  have  already  done 
well.  South  Carolina,  Utah,  Vermont 
and  Wyoming  have  each  enrolled  as 
many  members  for  1928  as  in  1927. 
We  expect  each  of  these  states  to 
have  several  times  as  many  members 
this  year  as  last.  Oklahoma  and 
Georgia  already  have  half  as  many 
members  as  last  year;  Delaware,  two- 
thirds  as  many;  Missouri,  four-fifths 
as  many. 

To  date,  the  prize  for  increase  in 
membership  must  go  to  Montana, 
from  which  state  Miss  Nell  Somers, 
Great  Falls,  reports  three  members 
for  1928,  besides  herself.  This  makes 
four  times  as  many  as  were  mem- 
bers from  Montana  in  1927.  What 
state  will  break  that  record. 

"How  about  the  leaders  of  last 
year?"  New  Jersey  is  leading  at 
present,  as  she  did  at  this  time  last 
year,  with  sixteen  members;  Indiana 
four;  New  York,  five;  Ohio,  two; 
Pennsylvania,  five. 

There  are  indications  that  several 
state  committeemen  are  working 
busily  but  are  saying  nothing;  pre- 
paring to  put  it  all  over  other  states 
in  the  final  count. 

If  your  state  committeman  hasn't 
invited  you  to  become  a  member,  or 
doesn't  know  you  are  interested, 
send  your  dollar  to  Miss  Myrta  L. 
Ely,  Treasurer,  Madison  School,  St. 
Paul,  Minn. 


CONVENTION  ITEMS 
H.  C.  Walker,  St.  Louis 

The  Program  of  the  1928  meeting 
of  the  National  Association  of  Pen- 
manship Teachers  and  Supervisors 
will  be  one  of  the  best  our  Associa- 
tion has  had. 

Mrs.  Strobell  writes:  "Now  that  we 
have  a  live  constitution,  we  can,  in 
our  large  conventions,  be  assured  of 
reduced  rates,  if  we  have  a  sufficient 
number  of  delegates." 

April  25,  26.  and  27  are  the  dates 
of  the  192S  meeting.  Oak  Park,  111., 
is  the  place  of  the  meeting,  and  Con- 
gress Hotel,  Chicago,  111.,  is  to  be 
headquarters.  Reservations  should  be 
made  early. 

There  never  was  a  time  when 
teachers  and  supervisors  of  Penman- 
ship needed  to  rally  and  give  their 
support  to  penmanship  more  than 
now.  The  April  meeting  should  be  by 
far  the  largest  and  best  in  the  Asso- 
ciation's history. 


WEST    VIRGINIA    PENMANSHIP 

TEACHER  SUCCEEDS  AS 

AN  AUTHOR 

We  received  a  newspaper  clipping 
from  Clarksburg,  which  comments 
very  highly  upon  a  Christmas  Story 
written  bv  Miss  Elizabeth  D.  Wolf, 
118  Ridenbur  St.,  Clarksburg,  W.  Va., 
who  for  some  years  has  taught  in 
West  Virginia  schools  as  a  grade 
teacher  and  as  a  special  teacher  of 
Penmanship.  Miss  Wolf  is  now  taking 
work  for  a  degree  in  the  Salem  Col- 
lege, where  she  has  become  inter- 
ested in  literary  work.  She  is  editor 
in  chief  of  the  college  paper,  Green 
and  White,  and  is  a  member  of  al- 
most all  the  journalistic  clubs  and  or- 
ganizations. 

Miss  Wolf  began  to  specialize  by 
attending  the  Zanerian  College  of 
Penmanship  Summer  School.  As  a 
teacher  she  has  met  with  more  than 
ordinary  success. 


^L^^-^i 


Specimens   and   a    letter   written    i 

i   his  dashy, 

rapid   business  writing  as   shown 

above    have    been 

received    from    R.    S.    Miller,    Penman    i 

i   Albany,   N. 

Y.,   Business  ColleKe.     Mr.    Mill-, 

will    be    surprised 

when    he    sees    this    letter    reproduced. 

S/if^u^/uxidduat/sr       & 


21 


FAMOUS  LETTERS 

By  FAMOUS  PENMEN 
In   this  series  we  have  some  of  the  most  skillful  letters   ever  written. 


^^^^<%?^>^fe^^^^^ 


'i-fe^n^ia^Lj 


/  ' 


it   High   School,   St.   Louis.   Mo.    This  cut 


ade  about   20   ye 


WANTED  Mr.    Ralph    S.    Rowland,    last    year 

Young  men  or  women  to  learn  lettering.    Good  chance  to  become  fine  penmen.      fl\^i™™^\^J^ 

Address  Box  609 


Care  Business  Educator,  Columbus,  Ohio. 


head   of  the   Commercial   Department 
of  the  Charleroi,  Pa.,  High  School. 


22 


^^&uJ/?ieM&&uxi&r       & 


"How  Can  We  Get  More  High  School  Pupils 
to  Use  Arm  Movement  In  all  Their  Writing?" 

By  Virgil  C.  Graham,  High   School    Winfield,   Kansas 

Address  delivered  at  the  N.  C.  T.  F. 


Mr.  Chairman  and  Fellow  Teachers — 

As  a  young  penman,  I  have  looked 
forward  to  this  privilege  of  getting 
acquainted  with  the  pioneers  and  en- 
thusiastic teachers  in  the  field  of  pen- 
manship. 

I  feel  a  bit  out  of  place  just  now, 
however,  trying  to  bring  something 
before  a  group  of  teachers,  many  of 
whom  are  more  experienced  in  the 
field  of  handwriting  than  myself. 

Let  me  state  to  begin  with  that  my 
choice  of  this  subject  was  not  because 
I  felt  so  able  to  discuss  it,  but  simply 
because  I  felt  the  problem  was  one  of 
the  big  problems  confronting  all 
teachers  of  penmanship.  Most  of  all 
I  am  wishing  to  get  some  expression 
from  some  of  you  older  teachers 
along  this  line. 

According  to  psychologists,  habits 
are  formed  as  a  result  of  repeated 
acts.  Since  this  is  true  it  seems  to 
me  that  somehow,  we  should  work  out 
a  penmanship  program  that  will 
cause  pupils  to  use  arm  movement 
enough  to  develop  the  habit  of  doing 
so.  I  feel  sure  that  not  a  very  large 
per  cent  of  pupils  will  use  arm  move- 
ment all  together  unless  the  penman- 
ship program  is  tied  up  with  all  of 
the  other  subjects.  If  tre  pupils  are 
permitted  to  use  arm  movements  in 
class  drill  work  and  the  teacher 
knows  what  not  in  other  subjects,  we 
can  not  get  satisfactory  results  in 
arm  movement  writing.  In  other  words 
work  out  a  scheme  whereby  the 
pupils,  writing  in  other  subjects  can 
be  graded  by  the  teacher,  and  the 
grade  to  be  averaged  into  the  regular 
class  work  grades.  Then,  you  will  find 
pupils  exercising  care  in  the  writing 
of  themes  and  note-books,  letters  and 
so  on. 

It  is  true  and  very  encouraging 
that  many  pupils  break  over  into  the 
arm  movement  habit  without  any 
special  insistence  on  the  part  of  the 
teacher.  Some  see  the  advantage 
clearly  and  want  to  use  arm  move- 
ment as  soon  as  possible.  Others, 
however,  do  not  care  as  to  how  they 
write  for  other  teachers  as  long  as 
they  make  copies  which  satisfy  the 
teacher  in  the  writing  class,  and  they 
are  able  to  get  by  in  their  other  writ- 
ing. Many  of  these  pupils  make  ex- 
cellent arm  movement  copies  in  class, 
but  for  some  reason  or  combination  of 
reasons  use  finger  or  wrist  movement 
outside. 

I  sometimes  say  to  pupils  who  are 
writing  their  drill  copies  in  class  with 
a  good  movement:  Do  you  use  arm 
movement  when  writing  your  English 
themes?  Or, — Do  you  write  your 
note-book    outlines    with    arm    move- 


ment? The  replies  sometimes  are 
like  these:  Oh!  No,  I  couldn't,  they 
would  look  not  good  enough.  Or,  I  can't. 
Pupils  seem  to  work  only  for  the 
present  result,  and  do  not  want  to 
write,  possibly  a  little  poorer  form 
for  a  short  time,  in  order  to  do  the 
thing  correctly  and  in  the  end  be  far 
ahead  in  quality  and  speed  along  with 
the   other  advantages. 

Another  hindrance  along  this  line 
is  the  idea  of  penmanship  as  a  sep- 
arate subject,  a  failure  to  realize  that 
it  is  the  basis  of  expression  in  all 
written  work  in  other  subjects.  'Tis 
true  that  many  pupils  are  able  to 
change  this  attitude  as  a  result  of 
their  own  thought  or  the  teacher's  ex- 
planations. 

Whether  it  should  be  or  not,  the 
fact  remains,  that  a  high  per  cent  of 
work  done  in  school  by  pupils  is  for 
a  grade.  It  is  a  deciding  factor  for 
many. 

My  idea  is  not  to  make  the  grade 
the  big  idea,  but  to  use  where  neces- 
sary the  leverage  to  be  obtained 
through  a  plan  of  grading  whereby 
the  pupils'  penmanship  grade  will  be 
an  all  inclusive  grade,  thereby  caus- 
ing a  much  greater  number  to  use 
arm  movement  in  all  their  writing. 

At  present  I  am  using  a  plan  of 
grading  as  follows: 

1.  Outside  of  regular  class  drill 
copies,  each  pupil  is  given  a  grade  on 
his  writing  in  other  classes.  Of 
course  this  cannot  be  very  accurate, 
but  it  brings  about  the  results  desired, 
which  are,  more  arm  movement, 
neater  themes  and  notebooks,  pride 
in  writing,  a  feeling  of  its  importance 
and  eventually  a  movement  habit. 

To  do  this  I  secure  from  some 
teacher  of  other  subjects,  the  note- 
books handed  in  to  the  other  teacher. 
A  grade  is  given  for  the  quality  of 
writing,  and  entered  in  my  grade  book 
to  be  averaged  in  with  other  grades. 
When  the  pupils  return  to  my  classes 
I  read  the  grades  of  all  and  tell  them 
which  notebooks  I  graded.  Under- 
stand that  the  pupils  do  not  know  to 
which  teacher  I  may  go  for  their  note 
books,  which  causes  them  to  be  care- 
ful in  all   of  the  work. 

I  cannot  forget  the  first  day  of  my 
instituting  this  plan.  I  announced  in 
the  classes  that  near  the  end  of  the 
six  weeks  period  1  was  going  to  ar- 
range with  one  of  their  teachers  to 
secure  and  grade  one  of  their  note- 
books. That  announcement  caused 
great  excitement  and  dozens  of  ques- 
tions. Some  pupils  asked  if  they 
might  he  permitted  to  recopy  their 
notebooks.     Some  said   that   the  ones 


they  were  keeping  were  entirely  too 
poor  for  me  to  see.  Eyes  bulged  and 
there  was  a  considerable  squirming. 
This  plan  pleased  the  teachers  very 
much,  and  the  co-operation  has  been 
100<;.  The  teachers  have  remarked 
to  me  many  times  as  to  the  great  im- 
provement in  the  neatness  and  quality 
of  writing  on  papers  and  notebooks 
received. 

2.  I  go  a  bit  further,  and  do  not 
give  a  grade  of  more  than  a  C.  to 
anyone  who  does  not  use  arm  move- 
ment at  all  times  where  possible  to  do 
so,  no  matter  how  good  the  form  or 
how  legible  the  writing.  In  other 
words,  i  put  a  price  on  arm  move- 
ment writing  and  cause  the  pupils  to 
consider  it  a  worth  while  and  neces- 
sary attainment.  In  the  past  two 
years  I  have  had  four  classes  which 
were  100%  in  the  use  of  arm  move- 
ment. 

My  conclusion  is  that  most  high 
school  penmanship  pupils  can  and  will 
use  arm  movement — if  we  fan  scheme 
somehow  to  get  the  results. 

As  a  matter  of  reward  and  honor 
to  those  using  arm  movement  regu- 
larly I  issue  arm  movement  certifi- 
cates, and  have  arm  movement  writ- 
ers' rows  in  each  class.  At  the  first  of 
each  grading  period  the  arm  move- 
ment writers  try  for  seats  in  their 
rows,  the  best  writer  taking  No.  1, 
etc.  The  pupil  in  No.  1.,  serves  as 
class  secretary,  checks  the  roll,  re- 
ports absences,  etc.  These  may  be 
considered  as  just  incentives,  but  I 
mention  them  because  they  help  to 
bring  about  the  results  desired. 


RIDER  COLLEGE  TO  ERECT  FINE 
NEW  BUILDING 


Rider  College  is  to  be  enlarged  by 
the  addition  of  a  new  wing  to  their 
already  large,  fine  school  building. 
Arrangements  are  also  being  made 
for  the  establishment  of  a  University 
Place  including  dormitories  and  other 
buildings.  Initial  outlay  for  the  new 
building  will  be  approximately  $350,- 
000.  Work  will  be  started  as  soon  as 
possible.  The  building  will  he  named 
after  Thomas  J.  Stewart,  founder  of 
the  Stewart  Business  School,  now 
called  Rider  College. 

While  the  officers  of  Rider  College 
have  for  some  time  felt  the  n< 
additional  space,  the  53  per  cent  in- 
crease in  the  freshman  class  this  year 
necessitated  prompt  action.  The  col- 
lege enrollment  is  now  more  than 
2,000.  Students  come  not  only  from 
New,  Jersey,  but  also  from  many 
other  states  and  foreign  countries. 
Thirty-one  states  and  12  foreign 
countries  are  now  represented.  The 
students  of  this  school  spend  about 
.$305,000  to  $405,000  for  lodging, 
clothing  and  other  necessities. 

This  remarkable  growth  speaks  well 
for  their  instruction  and  the  conscien- 
tious efforts  of  the  proprietors  and 
teachers  of  this  most  prosperous  in- 
stitution. 


&/i^&u4//i€d£&du&z&7~       & 


23 


Interesting  Facts  About  the  Field  of 
Penmanship  and  Engrossing 


A    Paper   Read   Before   The   National 

Commercial  Teachers'  Federation 

Penmanship  Round  Table 


Kansas  City,  Mo.,  Dec.  30,  1927 


By    Norman    Tower,    Engrosser    and 

Penman,    Barnes   Commercial 

School,  Denver,  Colorado 


The  importance  of  the  national  con- 
vention which  we  are  attending  here 
this  week  cannot  be  over-estimated, 
because  its  principle  purpose  is  the 
betterment  of  commercial  education 
by  means  of  cooperation. 

The  commercial  courses  taught  in 
commercial  schools  today  are  doubt- 
less of  great  value  to  young  people. 
The  commercial  teacher  is  persuaded 
from  a  wide  practical  experience  that 
if  all  parents  fully  realized  the  actual 
investment  value  in  a  strong  commer- 
cial course  for  their  children,  many 
more  young  people  would  take  advan- 
tage of  commercial  education. 

It  is  of  course  evident  that  hand- 
writing is  used  almost  as  universally 
for  expressing  thought  as  is  speech. 
The  usefulness  of  handwriting  to 
every  man,  woman  and  child  in  the 
home,  in  school,  and  in  business  ranks 
it  first  in  importance  among  subjects 
taught.  It  also  plays  an  essential  part 
in  almost  every  subject  taught  in  pub- 
lic and  commercial  schools. 

Penmanship  is,  therefore,  of  greater 
importance  than  it  seems  to  be  and 
deserves  a  great  deal  of  consideration. 
Its  field  of  application  is  wide  and 
profitable.  Its  use  is  not  restricted  to 
business  writing  only,  but  includes 
several  special  branches,  as  well  as 
many  useful  styles  of  lettering.  A  few 
of  these  styles  are  in  quite  general 
use. 

American  business  writing,  based 
upon  arm  movement,  is  the  most  prac- 
tical system,  embodying  legibility, 
speed,  gracefulness  of  line,  ease  in  ex- 
ecution. It  is  artistic  and  beautiful 
in  appearance.  It  can  be  easily 
taught,  analyzed,  studied,  practiced 
and  executed,  as  shown  by  the  many 
excellent  specimens  by  leading  pen- 
men, as  well  as  the  splendid  results 
attained  by  teachers  and  lovers  of  this 
fine  art. 

The  individual  who  becomes  a  pen- 
man is  usually  the  penmanship  stu- 
dent who  studies  and  practices  more, 
works  harder,  and  keeps  forging 
ahead  until  he  attains  a  high  degree 
of  excellence.  Penmanship  schools 
have  standards  of  attainment  for  their 
pupils,  and  credits  are  given  only 
when  such  standards  are  attained. 

We  cannot  but  compliment  the 
earnestness  of  students,  the  whole- 
hearted efforts  of  teachers,  and  the 
marvelous    results    attained    bv    stu- 


dents of  penmanship  in  the  compar- 
atively limited  period  devoted  to  pen- 
manship in  the  schools. 

By  reason  of  the  enormous  volume 
of  business  transacted  daily,  the  com- 
mercial world  would  be  seriously 
handicapped  without  the  use  of  the 
typew-riter  and  the  printing  press. 
While  the  press  has  its  place  for  vol- 
ume printing  and  the  typewriter  is  in- 
dispensable for  its  speed,  still  hand- 
writing has  its  supreme  distinction  in- 
asmuch as  it  is  used  by  nearly  every- 
body, anywhere,  at  any  time  with  pen 
or  pencil. 

Many  young  people  study  shorthand 
and  become  stenographers.  Competi- 
tion is  less  in  the  penmanship  field 
than  it  is  in  other  commercial  fields. 
The  demand  for  people  who  write  a 
plain,  legible  hand  is  increasing,  and 
the  applicant  who  writes  a  better  hand 
usually  secures  the  better  position. 

But  why  is  the  average  person  to- 
day a  poor  writer?  Is  it  lack  of  tal- 
ent in  the  nation  that  is  responsible 
for  the  poor  quality  of  writing  notice- 
able in  business  everywhere?  It  is 
reported  that  Marshall  Field  and  Com- 
pany lose  a  large  volume  of  business 
annually  due  to  illegibility.  Likewise, 
some  business  enterprises,  large  de- 
partment stores,  institutions  and 
others,  have  found  it  necessary  to  sub- 
stitute for  penmanship  the  use  of 
light-line  lettering;  even  some  of  the 
schools  are  experimenting  with  manu- 
script writing  in  search  of  improve- 
ment. 

Reports  and  articLes  about  manu- 
script writing  often  remind  me  of 
Pollvanna's  answer,  in  the  famous 
story,  "The  Glad  Game."  She  was 
asked  if  she  were  glad  that  she  had 
received  crutches  as  a  Christmas  pres- 
ent. She  replied,  "Of  course,  I  am 
SO  GLAD,  because  my  legs  are  all 
right  and  I  do  not  need  them."  It  is 
a  once  meritorious  style  but  like  Polly- 
anna's  crutches,  is  not  needed  under 
modern  conditions. 

The  average  person  in  business  is 
in  the  same  situation  as  the  average 
pupil  in  a  class.  In  public  schools 
penmanship  is  taught  in  certain 
grades,  or  a  certain  length  of  time 
and  then  discontinued.  In  commer- 
cial schools  the  subject  is  taught  to 
students  who  take  it  about  one  period 
a  day  for,  generally,  an  uncertain 
length  of  time. 

It  is  evident  that  lack  of  talent  is 
not  responsible  for  poor  handwriting. 
The  ability  of  students  varies  consid- 
erably, some  are  quick  and  others  are 
slow.  They  cannot  all  learn  the  same 
thing  to  advantage  in  the  same  length 
of  time.  By  comparison  we  find  that 
the  difference  between  success  and 
failure  in   penmanship  is,  to   a   great 


extent,  staying  with  the  subject  un- 
til it  is  mastered.  Doesn't  this  fact 
lead  us  to  conclude  logically  that  the 
average  student  should  attain  a  cer- 
tain degree  of  excellence  rather  than 
w-ork  on  a  schedule  of  time? 

Having  devoted  several  years  to 
study,  analysis,  execution  and  instruc- 
tion in  penmanship  and  several  styles 
of  lettering,  I  believe,  it  is  possible  to 
have  most  of  the  students,  if  not  all, 
excel  in  penmanship  and  thus  increase 
the  quantity  of  good-quality  penman- 
ship by  means  of  cooperation.  This 
desirable  result  can  be  achieved  only 
by  setting  a  definite  standard  of  at- 
tainment for  all  students  alike,  just 
as  standards  are  required  in  arith- 
metic, spelling,  bookkeeping,  short- 
hand, etc.,  instead  of  only  a  daily 
period  for  a  certain  length  of  time. 
This  will,  no  doubt,  ultimately  culmin- 
ate in  satisfaction  for  the  school,  and 
the  teacher  who  can  inspire  students 
to  success.  Thereby  the  commercial 
student  will  become  properly  equipped 
to  better  meet  the  needs  of  the  mod- 
ern business  world. 

Mr.  Tower  exhibited  at  the  conven- 
tion a  collection  of  eighty  copies  of 
his  engrossing  —  Resolutions,  Memo- 
rials, Testimonials,  etc.,  prepared  for 
framing  and  in  album  form;  also, 
copies  of  Diplomas,  Certificates,  Mot- 
toes, Poems,  and  other  specimens. 


PROGRAM    OF   THE   INDIANA 

COMMERCIAL  TEACHERS' 

CONFERENCE 

Ball  Teachers  College,  Muncie,  Ind. 

February  25,  1928 

9:15  A.  M. 

Auditorium  (New) 

"Some  Problems  of  the  Teacher  in 
Getting  Results  in  Typing" — D.  D. 
Lessenberry,  Vice-Principal  Busi- 
ness High  School,  Pittsburgh,  Pa. 

Special  Music. 

Pre-Bookkeeping  Courses  —  Their 
Scope  and  Content. 

"Junior  Business  Training" — Elvin  S. 
Eyster,  North  Side  High  School, 
Fort  Wayne. 

"Business  Arithmetic"  —  John  Don- 
nelly, Shelbyville  High  School. 

Informal  Discussion  led  by  Speakers 
and  Teachers. 

12:00  M. 

Luncheon  in  College  Cafeteria,  Lucina 
Hall. 

1:15  P.  M. 
Auditorium. 

"Bookkeeping:  Why,  When,  What, 
How?" — Walter  B.  Minnich,  Muncie 
High  School. 

"Eliminating  the  Non-Essentials  in 
the  Teaching  of  Shorthand" — D.  D. 
Lessenberry,  Vice-Principal  Busi- 
ness High  School,  Pittsburgh,  Pa. 

Round  Table  Discussion. 

Note:   Mr.  Lessenberry  will  give  dem- 
onstrations following  each  lecture. 
Vernal  H.  Carmichael,  Muncie, 

President. 
C.  A.  Murray,  Bloomington, 

Vice-President. 
Kreszentia  Siegwart,  Muncie, 

Secretary. 


24 


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FORMAL  OPENING  OF  THE  CHIL- 

LICOTHE  BUSINESS  COLLEGE'S 

GYMNASIUM-AUDITORIUM 


The  Chillicothe  Business  College 
formally  opened  its  new  Gymnasium- 
Auditorium  with  a  big  school  party 
the  evening  of  December  6,  followed 
two  evenings  later  by  a  big  house- 
warming  and  reception  for  the  towns- 
people, many  of  whom  contributed 
financially  to  the  building.  This  new 
recreational  unit  of  the  school's  six 
buildings  is  one  of  the  best  and  most 
complete  in  the  state  of  Missouri.  It 
is  built  of  velour  mat  brick  with  white 
mortar  joints  and  artificial  stone  trim. 
The  dimensions  are  82x140  feet.  The 


first  floor  contains  a  large  library  and 
study  hall,  a  banquet  room,  three 
large  rooms  for  boys  and  girls  and 
for  visiting  teams.  The  upper  or  main 
floor  contains  a  large  cloak  room, 
offices  for  both  the  coach  and  athletic 
manager  and  the  gymnasium  proper. 
Permanent  built-in  bLeachers  and 
a  mezzanine  floor  give  a  seating  ca- 
pacity of  1800.  The  gym  floor  pro- 
vides for  a  basketball  court  50x90 
with  a  22-foot  ceiling.  A  stage  30x20 
with  a  complete  stage  equipment  en- 
ables the  large  room  to  readily  be 
converted  into  an  auditorium,  1200  re- 
movable seats  being  provided  for  the 
gym  floor.  These  seats  together  with 
the  bleachers  and  balcony  make  pos- 


sible a  seating  capacitv  of  3000.  The 
cost  was  $60,000.00,  a  third  of  which 
was  financed  by  the  business  interests 
of  Chillicothe,  Mo.,  in  an  intensive 
campaign  sponsored  by  its  local 
Chamber  of  Commerce  early  last 
spring.  The  college  although  inde- 
pendently or  privately  owned  has  been 
admitted  in  its  athletic  activities  to 
the  Missouri  State  Conference  and 
competes  for  championship  honors  in 
all  major  sports.  The  necessity  of 
such  a  building  to  keep  up  its  athletic 
standing  together  with  the  encourage- 
ment and  help  given  by  its  citizens 
caused  the  school's  management  to 
decide  upon  and  carry  through  such 
an  elaborate  and  very  unusual  build- 
ing undertaking  for  an  exclusive  busi- 
ness school.  The  institution  was  es- 
tablished in  1890  by  Allen  Moore,  Sr., 
as  a  private  Normal  and  conducted  as 
such  until  his  death  in  1907,  since 
which  time  his  sons,  Allen,  Jr.,  and 
Roy,  have  conducted  it.  In  1908  the 
sons  dropped  the  teachers'  training 
courses  and  made  the  institution  a 
boarding  business  school.  Three  years 
ago  the  Main  College  Building  burned, 
but  the  management  met  the  crisis  by 
converting  a  building  erected  a  few 
months  before  into  a  school  building 
and  named  it  Commerce  Hall.  A  dor- 
mitory was  also  converted  into  a 
school  building.  The  support  given  the 
college  in  Chillicothe,  a  city  with  a 
population  of  only  6772,  is  remarkable 
but  the  school  with  a  yearly  enroll- 
ment of  over  2500  drawn  from  thirty 
states  is  unquestionably  the  big  indus- 
try of  the  city. 


sad 


$h\$  Certifies  3fat  /«,  ~  w/-/~///// 

''////■>/  '/ .    'f/rs/l/  "J  ///■?  jrrr/r,/ /////// J.  ///j////r//r/i 
'///// A'////'r/  //r/Jjrs/ r/   J"// j/'u/r///  /  i'///w //'///< /I  /j  fttfrrrr//f/  //"t 


A   diploma    prepared    in    the   engrossing   department   of   the   Zancrian   College  of   Pen- 
•  lumbus,   Ohio,   by   W.    L.    Newark. 


^     £^<!38u4/n4M^<2dtuxi&r       & 


25 


LESSONS  IN  ORNAMENTAL  PENMANSHIP  FOR  BEGINNERS 

By  L.  M.  KELCHNER,  Seattle,  Wash. 


Copy  87.  Notice  how  the  up  stroke  is  curved  and  about  where  it  changes  from  the  connective  slant  to  almost 
the  main  slant.  A  common  fault  is  slanting  the  up  stroke  too  much.  Make  the  loops  rather  long  at  first.  You  will  find 
mine  about  four  times  the  height  of  the  small  letters.  Make  the  down  stroke  faster  than  the  up  stroke  and  as  near 
straight  as  possible.  For  careful  and  accurate  work  I  advise  raising  the  pen  on  the  down  stroke.  Some  prefer  raising 
it  at  about  the  crossing,  others  raise  it  just  before  making  the  narrow  turn  at  the  base  line.  You  will  notice  I  have  made 
a  swell  in  the  line  just  below  the  crossing.  This  gives  strength  and  force  to  the  down  stroke.  Keep  the  loops  uniform  in 
height  and  slant.  Look  carefully  after  the  slant,  for  the  down  strokes  are  long.  If  you  master  this  copy,  you  have 
practically  mastered  all  the  loop  letters  above  the  line. 

Copy  88.  Use  same  number  of  words  on  a  line  as  in  copy.  See  that  the  loops  correspond  in  slant  with  the  small 
letters.  Do  not  be  in  a  hurry  to  change  to  another  copy  too  soon;  in  other  words,  do  not  scatter  your  practice  too 
much.   This  applies  to  all  the  copies.    One  copy  thoroughly  learned  and  mastered  is  worth  a  dozen  poorly  begun. 

Copy  89.  The  loop  is  made  the  same  as  for  the  "1."  Last  part  is  finished  like  "v."  Make  the  down  strokes 
quick  and  straight. 

Copy  90.     Uniform  height,  slant  and  spacing  for  the  loops. 

Copy  91.  Pause  at  the  bottom  of  the  down  stroke  and  finish  the  "h"  the  same  as  small  "m"  or  "n."  Avoid 
shading  the  loop.    Notice  the  small  oval  for  the  last  part  of  the  "k"  at  top. 

Copy  92.  Place  the  same  number  of  words  on  a  line  as  copy.  Use  a  free  movement  in  making  the  flourish  for 
last  part  of  the  words. 


^>^t^^-^{^ ^-tTT-^^ 


Copy  93.  Use  a  good,  free  movement.  Remember  the  heaviest  part  of  shade  should  come  in  center  of  down 
stroke.  A  common  fault  is  shading  it  too  low  at  first.  Some  prefer  raising  the  pen  on  the  down  stroke  right  at  the 
base  line  at  the  bottom  of  the  shade.  I  would  not  advise  you  to  do  so,  unless  you  can  make  them  much  better.  Retrace 
angle  at  top  a  trifle  on  last  part.    All  oval  round  and  full. 

Copy  94.  Make  capital,  then  write  small  letters.  Rather  close  spacing  between  small  letters.  See  that  your 
small  letters  correspond  in  slant  with  the  capital.    Smooth  and  fine  hair  lines. 

Copy  95.  This  exercise  can  be  made  without  raising  the  pen.  Study  the  copies  carefully  and  write  at  least 
fifteen  lines  of  the  exercise  before  you  change. 

Copy  96.  Make  the  last  oval  large,  and  I  w-ould  advise  you  to  raise  the  pen  as  you  finish  the  oval.  Place  pen 
back  at  the  end  and  make  small  oval  to  come  as  near  in  center  of  large  oval  as  possible. 

Use  a  good  movement,  short,  dashy  shades  and  fine  hair  lines. 

Copy  97.  Study  this  exercise  carefully  before  you  attempt  to  make  it.  If  you  get  tangled  up  in  making  the 
exercise  at  first,  take  a  dry  pen  and  trace  over  lines  of  copy  a  few  times.  This  will  help  you  to  learn  the  exercise.  It 
may  be  new  to  quite  a  number  of  you.    Notice  the  shape  of  last  oval  in  each  letter,  also  the  parallel  liaes  at  top. 

Inject  some  life,  vigor  and  dash  in  your  movement  and  work  without  losing  that  ease  and  grace  which  are 
necessary  to  secure  fine,  even,  smooth  hair  lines  and  smooth,  dashy  shades. 


26 


^      <S2fe&u4/*i€M&&uxi&r       & 


DATES  IN  DOCUMENTS 

By  Elbridge  W.  Stein 

Examiner  of  Questioned  Documents 
15  Park  Row,  New  York  City 


IThe  examiner  of  questioned  documents  in  demand  to- 
day  does  not  rely  on  guesshtg,  but  on  scientific  tests  and 
investigations,  including  mechanical,  chemical,  historical, 
etc.  He  possesses  the  bent  of  mind  of  a  sleuth,  the  sjiirit 
and  will  of  a  painstaking,  scintific  approach  of  his  sub- 
ject, and  the  ethics  of  one  who  supports  only  the  truth 
revealed  by  his  examination.  The  work  is  highly  techni- 
cal, and  very  interesting  and  profitable  for  those  ivho  are 
adapted  to  it  and  are  properly  equipped  and  prepared 
for  it. 

One  of  the  younger  men  in  this  field  whose  ability  and 
success  have  already  won  for  him  an  eriable  reputation  is 
Elbridge  W.  Stein,  the  author  of  the  following  interesting 
article. 

Some  years  ago  Mr.  Stein  prepared  himself  as  a  profes- 
sional penman  by  taking  a  course  in  the  Zanerian  Col- 
lege of  Penmanship,  Columbus,  the  value  of  ivhich  he  re- 
fers to  in  his  letter  that  follows.  After  teaching  and  ex- 
ecuting penwork  for  some  years  he  took  up  the  detection 
of  forgery  and  devoted  only  part  of  his  time  to  it.  Now 
his  services  are  in  such  demand  that  lie  finds  it  difficidt 
to  satisfy  all  who  wish  to  engage  him. 

Note  the  following  interesting  news  and  words  of  wis- 
dom for  those  who  think  of  preparing  in  his  line  of  ivork 
which  we  quote  from  a  recent  letter  from  him: 

"I  have  just  returned  from  Neiv  Orleans  where  I  had 
been  on  an  important  engagement.  This  accounts  for  my 
delay  in  answering  your  letter. 

I  have  been  very  busy  this  year  and  many  important 
matters  have  come  my  ivay.  It  is  a  fact,  however,  that  1 
could  never  have  gone  so  far  in  this  direction  without  my 
knowledge  and  study  of  the  actual  execution  of  handwrit- 
ing. I  am  sure  that  in  many  ways  the  practice  and  teach- 
ing of  handwriting  is  one  of  the  very  valuable  founda- 
tions for  this  work.  The  mistake  that  has  been  made  by 
quite  a  few  teachers  of  handwriting  is  that  they  treat  tin 
foundation  as  tlie  finished  structure."] 

A  written  or  typewritten  date  in  a  document  may  of 
itself  mean  nothing  as  indicating  the  actual  period  of 
time  that  the  document  has  been  in  existence.1  It  is  well 
known  that  fraudulent  documents  are  not  usually  prepared 
until  the  necessity  for  their  use  arises,  and  that  time  is 
often  many  years  after  their  date.  Forged  wills  are  writ- 
ten after  the  testator's  death  and  after  one  who  hoped 
to  be  the  "chief  beneficiary"  learns  that  he  is  not  to  share 
in  the  distribution  of  the  estate.-  Suspicious  deeds  sud- 
denly appear  when  oil  has  been  discovered  on  the  prop- 
erty. Spurious  confirmatory  letters  and  other  written 
documents  of  doubtful  origin  are  thrust  into  the  trial  of  a 
lawsuit  at  the  last  minute  to  bolster  up  a  losing  fight. 
Manifestly  the  interests  of  justice  would  be  greatly  ad- 
vanced if  the  date  of  preparation  of  documents  of  a  sus- 
picious character  could  be  positively  shown.  It  would  also 
defeat  many  high-banded  attempts  to  legalize  a  fraud  and 
would  send  some  dishonest  claimants  scurrying  to  keep 
out  of  the  penitentiary.  Fortunately  there  are  cases  in 
which  the  weird  and  unnatural  birth  of  fraudulent  docu- 
ments can  be  discovered  and  exposed. 

It  is  not  always  possible  to  determine  the  exact  date 
when  a  document  was  written,  but  it  can  sometimes  be 
positively  proven  that  it  could  not  have  been  in  existence 
on  the  date  it  bears.  This  proof,  while  not  fixing  a  definite 
age,  conclusively  demonstrates  that  the  document  cannot 
be  genuine. 


L 


^his  AGREEMENT  between  Jos 

February  8th,  1885  for  a  p 

sale  of  FARM  LANDS  and  th 

■Via      ^oy»+TT     <-vf      -l-V^o,      f<»mt qjuj 


La^jv  Bl^nfe: 

[treefc,  New 


uncertai 


■hs 


uncertai 


Ireet 


4 


^Mnlt: 


New  Yi 


uncertai 


The  position  ol  the  tail  of  a  comma  on 
a  will  exactly  above  the  space  between 
the  "n"  and  "c"  in  the  printed  word 
"uncertainty"  helped  to  prove  that  the 
will    could    not    be    genuine. 


Documents  pur- 
porting to  be  old, 
but  which  in  fact 
are  young,  usually 
exhibit  some  physi- 
cal traces  of  their 
youth.  This  is  true 
because  the  forger 
finds  it  difficult  to 
reconstruct  condi- 
tions and  find  ma- 
terials that  will 
conform  in  every 
detail  with  those  or 
five,  seven  or  ten 
years  ago.  As  Em- 
erson s  a  i  d,  "A 
rogue  can  find  no 
den  in  the  world  to 
hide  him.  Some 
damning  circum- 
stance always 
transpires."  So  it 
is  with  the  making 
of  a  fraudulent 
document  for  which 
a  fictitious  age  is 
claimed.  Some  slip 
i\  en  though  slight, 
is  usually  made 
and  it'  it  is  found 
and  properly  inter- 
preted, it  will  strip 
the  false  thing  of 
neer  of  sin- 
cerity. ■ 

In  the  Oliver  Will 
C  B  s  e,  214  New 
York      Supplement 


1  Rowe   vs.    Henderson    Naval   Stores  Co..    143    Ca.    746;    85    So.    97; 
roussard   vs.    Cuidry.    127    La.    708;    53    So.    964. 
I     In    re   Olivers    Will.    2  14    New    York   Supplement    154. 


:i  Tucker    Co.    vs.     Cahagan.     6    Fed.     (2nd)     407     (Del);     State    vs. 
ummer.   200   N.   W.    20    <N.   D). 


<!^MJ&u4/nM&&uzifir%       & 


21 


154  (1926),  the  tail  of  a  printed  comma  which  the  forgers 
failed  to  cut  off  when  they  cut  a  strip  from  the  top  of  the 
will  form  helped  to  establish  that  the  form  was  not 
printed  for  more  than  a  month  after  the  date  of  the  will. 
This  damaging  fact  assisted  in  setting  aside  the  will  as  a 
forgery  and  was  also  instrumental  in  causing  the  chief 
beneficiary  and  the  two  witnesses  to  fall  into  the  toils  of 
the  criminal  law. 

As  the  naturalist  can  reconstruct  the  entire  skeleton  of 
a  prehistoric  animal  from  one  bone,  so  can  a  complete 
fraudulent  operation  be  sometimes  determined  from  a 
small  yet  significant  factor,  provided  it  is  discovered  and 
understood.  A  small  particle  of  black  typewriter  ink  on 
the  top  of  two  purple  typewritten  characters  in  the  codicil 
to  a  will  uncovered  the  fact  that  a  large  bequest  to  the 
writer  of  the  codicil  had  been  inserted  quite  a  period  of 
time  after  the  main  part  of  the  codicil  had  been  written. 
It  also  disclosed  that  a  black  ribbon  had  been  taken  off 
the  typewriter  and  an  old,  worn,  purple  ribbon  put  on  im- 
mediately before  the  addition  to  the  codicil  was  made. 
The  history  of  the  work  done  on  this  particular  typewriter 
established  the  fact  that  no  black  ribbon  had  been  used  on 
it  before  the  date  of  the  execution  of  the  codicil. 

(To  be   continued) 


ELBRIDGE  W.  STEIN 


A   Dennis   specimen. 


The  cover  page  this  month  is  by  H.  S.  Blanchard,  Los 
Angeles.  This  is  one  of  the  pages  in  Fascinating  Pen 
Flourishing. 


ELLIS 


kvkkeping  (Bourses 
3  QommerciafOexts 

Ellis  Publishing  Co 

I  Educational  ^Publishers  J 

I  BATTLE  CREEK.  MICHIGAN  _  I 


PIONEER  TEACHER  DEAD 

George  Hampton  Mohler,  69,  for 
the  last  nine  years,  professor  of  Eng- 
lish and  Penmanship  at  Midland  Col- 
lege, Fremont,  Nebr.,  died  December 
8  from  a  major  operation.  Mr.  Moh- 
ler was  one  of  Nebraska's  pioneer 
teachers,  having  taught  44  years. 

J.  A.  Savage,  who  informed  us  of 
his  death,  writes:  "Another  old  pen- 
man is  gone.  Was  fine  penman  and 
expert  at  filling  diplomas.  Has 
trained  thousands  of  Nebraska  teach- 
ers to  teach  writing." 


SOUTHERN  ACCREDITED  BUSI- 
NESS COLLEGE  ASSOCIATION 

This  Association  recently  met  in 
Chattanooga  and  held  a  very  interest- 
ing meeting.  The  next  meeting  will  be 
held  at  Jacksonville,  Florida.  H.  E. 
Byrne  of  the  Byrne  Commercial  Col- 
lege, Dallas,  Texas,  was  re-elected 
President,  W.  H.  Haddock  of  Jackson- 
ville, Florida,  was  elected  Vice  Presi- 
dent, and  Mr.  J.  L.  Gilbert  of  John- 
son City,  Tennessee,  was  re-elected 
Secretary  and  Treasurer.  From  the 
program  we  received  they  had  a  very 
lively  and  instructive  meeting. 


FRANCIS  L.  TOWER 

501    Pleasant    Street,    Hammonton,    N.    J. 


Spare  Moments,  by  Char 
"vertising  department  of  the 
with  Mr.  Hill's  high  class  en; 
sponsibilities  in  his  present 
to  do  a  little  pen  work.  The 
preparing   various    advertisem 


.  Hill,  a  1908  Zaneriar 
Publishing  Company, 
ing.  While  Mr.  Hill's  t 
:    with    the    Ellis    Publi: 


hip    a 
Mail. 


isiness  Writing.  Oman 
id  Copper  Plate  Script. 
Write   for   information. 


28 


<^^&uM*uM&6ua&r      & 


milwX  txas  hivms$LQb 
to  tfic  u>orfo  tlie  duimdep 
of  ^a$fimdtoa,an$  ihour 
Amorican  inalftatfonr ' 
fiad  done  noHimo  cl$c ,  tliat~ 
alone  woufo  fiavg  entities 
tficm  totfio  vc5pcct  of  man- 
Ihnb.         ^doTu^S^k 


*'j'//:y--< 


§jlf    tkej^£j\+Jd  per^dfasli't; 
§&    tkd.t  nwfe  u$. 


f  i 


Rend    Mr.    Brown's    instructions   on    following   page. 


^     <!%fe&uJ/ti€M&fa&rih~       & 


29 


DESIGNING    & 
ENGROSSING 


By  E.  L.  Brown 
Rockland,  Me. 


Send      self-addres 


ed     postal      for     criticism, 
for  return  specimens 


This  lesson  as  a  whole  is  a  little 
more  advanced  than  those  given  in 
the  past  few  months,  comprising  ex- 
amples of  lettering,  pen  drawing  and 
designing.  We  feel  quite  sure,  how- 
ever, the  beginner  as  well  as  the  more 
advanced  students  will  find  something 
helpful  and  interesting  in  the  lesson. 
For  instance  the  portrait  is  a  study  in 
expression  and  tone  values — the  eagle 
wreath  and  ribbon  may  be  studied  as 
an  exampLe  of  pictorial  designing  and 
the  lettering  furnishes  a  variety  of 
simple  useful  styles  for  various  en- 
grossing purposes. 

In  designing  a  page,  balance  of 
masses  is  the  first  matter  for  atten- 
tion— for  instance  the  most  important 
and  interesting  parts  are:  the  portrait, 
wreaths  and  eagle,  and  these  must  be 
properly  placed  for  a  pleasing  effect. 

Make  your  drawing  from  one-third 
to  one-half  larger  than  the  copy,  and 
devote  careful  attention  to  portrait 
study.  Aim  for  strong,  characteristic 
features,  which  are  as  important  in 
any  portrait  as  a  good  likeness.  Sug- 
gest all  color  values  and  as  far  as 
possible,  the  quality  and  spacing  of 
the  lines  necessary  for  the  proper 
effect  of  light  and  shade.  Use  a  fine 
pen  on  the  face  varying  the  direction, 
spacing  and  thickness  of  the  lines.  Be- 
gin on  the  shadow  side  of  the  face 
first.  Use  Zanerian  ink  and  cardboard 
or  heavy  unruled  paper. 

Washington  was  a  most  command- 
ing personality  of  American  history 
and  his  memory  will  be  honored  and 
respected  for  all  time,  and  it  is  alto- 
gether fitting  on  the  anniversary  of 
his  birth  to  recall  the  character  and 
ideals  of  this  great  national  character, 
affectionately  referred  to  by  every  boy 
and  girl  as  the  "Father  of  his 
Country." 

The  eagle  as  the  national  bird  gives 
the  design  a  patriotic  flavor,  and  with 
the  wreath  and  ribbon  makes  a  deco- 
rative bit  of  study.  Pencil  very  care- 
fully using  4H  hard  pencil.  Study  the 
pen  technique  with  care.  Notice  the 
graceful,  airy  effect  of  the  ribbon.  Use 
thickened  lines  more  closely  spaced  for 
darkest  shadows,  and  sometimes  cross- 
hatched  lines  as  shown  on  body  and 
wing  of  eagle;  fine  openly  spaced 
lines  for  high  lights  and  half-tones. 
Another  style  of  wreath  is  shown  at 
top  of  design.  The  lettering  aside 
from  the  word  "America"  was  first 
laid  in  roughly  for  the  spacing,  with 
lines  ruled  to  regulate  height.  Fig- 
ures and  word  "America"  were  first 
penciled,  then  "ruled"  with  T  square 
on  drawing  board,  and  finally  finished 
with  a  common  pen. 


The  engrossing  text  was  written 
with  a  No.  2J2  lettering  pen  and  also 
the  two  lines  over  portrait.  Regu- 
larity in  the  size  and  spacing  of  the 
lettering  must  be  observed.  The  four 
lines  at  right  of  eagle  design  were 
written  with  a  common  pen.  Study 
character  of  this  style  with  critical 
care. 

Send  us  some  of  your  work  for 
criticism,  and  remember  that  good 
materials  are  absolutely  necessary  if 
you  would  attain  the  best  results. 


The  following  is  a  brief  but  inter- 
esting account  of  the  life  and  work 
of  John  R.  Eye,  Vice-President  and 
Secretary  of  the  Dunsmore  Business 
College,  Stanton,  Virginia. 

We  always  delight  in  examining 
penmanship  specimens  Mr.  Eye  sends 
us  for  certificates  for  they  run  uni- 
formly high  in  grade. 

Mr.  Eye  is  greatly  interested  in 
good  penmanship  and  his  enthusiasm 
for  the  work  is  contagious.  He  sees 
to  it  that  each  pupil  has  a  good  pen- 
manship text. 

We  quote  from  a  recent  letter: 

"The  writer  was  born  and  raised  in 
West  Virginia,  became  interested  in 
penmanship  when  about  14  years  of 
age,  wanted  to  attend  the  Zanerian 
Art  College  (I  believe  it  was  called 
then)  at  that  time  but  was  unable, 
financially,  to  do  so.  Attended  nor- 
mal schools  in  West  Virginia  and  Vir- 
ginia, and  taught  in  public  and  high 
schools  in  the  two  states  for  several 
years.  Graduated  from  Dunsmore 
Business  College  in  1916  with  degree 


of  Master  of  Accounts.  Served  in  the 
Infantry  in  the  World  War,  and  start- 
ed teaching,  as  Principal  of  the  Com- 
mercial Department  in  Dunsmore 
after  the  close  of  the  war  in  1919. 
Have  been  officially  connected  (part 
owner,  part  manager)  with  Dunsmore 
Business  College  for  seven  years,  and 
during  that  time  have  had  charge  of 
the  penmanship  department.  Do  pen- 
manship and  engrossing  work  in  this 
community  and  have  learned  almost 
all  I  know  about  it  from  Zanerian 
books^ 

At  the  beginning  of  the  session  of 
1921-22,  we  decided  to  change  the  sys- 
tem of  penmanship  we  were  teaching 
in  Dunsmore.  The  manual  we  were 
using  was  excellently  written,  but  we 
realized  that  we  needed  more  than 
just  a  'manual.'  We  wanted  a  system 
that  had  back  of  it  some  awards  that 
would  inspire  the  student  to  keep  go- 
ing. This  was  perhaps  the  biggest 
factor  that  induced  us  to  select  the 
Zaner  Method.  Six  years  of  experi- 
ence has  taught  us  that  you  have  an 
excellent  system,  and  we  never  hesi- 
tate to  recommend  it  to  anyone  who 
asks  us  about  penmanship.  We  like 
it  and  intend  to  continue  it. 

During  these  six  years  that  we 
have  used  the  Zaner  system,  our  stu- 
dents have  won  892  certificates  of  the 
various  grades,  ranging  from  Business 
Educator  to  Teachers'  Certificates. 
During  the  present  session  (1926-27) 
that  is,  since  last  September,  our  stu- 
dents have  won  138  Certificates  of  the 
following  grades:  65  Business  School; 
51  Advanced;  17  Business  Educator, 
and  5  Teachers'.  This  has  been  done 
out  of  a  total  enrollment  of  about  145 
students. 

This  year  we  will  run  considerably 
above  the  thousandth  certificate  of  the 
Zaner  Method.  Our  students  learn  to 
write  a  nice,  legible  business  hand, 
that  is  very  often  the  passport  to  a 
good  position  or  substantial  promo- 
tion, and  we  hear  lots  of  nice  com- 
ment about  this  good  writing." 


Earn  $1  to  $2  an 
Eam  while  you 
entitk-.  thorough 
in  learn  by  Botts 
2o  leading  card  writers 
rs.     Catalog  B  Free. 

S01TS COLLEGE ?r£T?  QMRIIOM 


HIGH  GRADE 


DIPLOMAS*™ 
CERTIHCATES. 


Catalog  and  Samples  Free 

HOWARD  &  BROWN 

ROCKLAND,  MAINE. 


30 


<5^&i£j//uM&&u&6r      & 


CAIN  SYSTEM  OF  SCHOOLS 
OPENS  A  NEW  SCHOOL 


This  organization,  which  has  been 
conducting  the  well  known  educa- 
tional institutions:  West  Virginia 
Business  College,  Clarksburg,  W.  Va.; 
West  Virginia  Business  College,  Fair- 
mont, W.  Va.;  Office  Training  School, 
Greensburg,  Pa.;  Office  Training 
School,  Jeannette,  Pa.;  announces  the 
opening  of  a  new  school,  Office  Train- 
School,  in  Uniontown,  Pa.  The  new 
school  is  to  have  M.  M.  Flemming  as 
its  Manager  and  Principal.  Mr.  Flem- 
ming has  had  excellent  training  and 
experience  for  this  work.  He  attended 
both  the  Marion,  Ind.,  Normal  and 
Business  College.  He  taught  Short- 
hand in  the  Ogden,  Utah,  Business 
College  and  Shorthand  and  Bookkeep- 
ing in  the  Ohio  Military  Institute, 
Cincinnati,  Ohio.  Was  Manager  of  the 
Vincennes,  Ind.,  Business  College,  and 
the  Kokomo,  Ind.,  Business  College. 
Taught  Bookkeeping  and  Shorthand 
in  the  Miller  School  of  Business,  Cin- 
cinnati, Ohio,  and  was  Principal  of 
the  Office  Training  School,  Greens- 
burg, Pa.  He  has  also  had  practical 
experience  in  office  work.  Mr.  Flem- 
ming states  that  they  have  started 
the  school  with  an  enrollment  of  about 
sixty  students. 

This  chain  of  schools  is  backed  by 
T.  B.  Cain,  C.  G.  Shafer  and  a  very 
well  selected  corps  of  assistants.  J.  W. 
Kliewer,  a  former  Zanerian,  is  Princi- 
pal of  their  school  in  Fairmont,  West 
Virginia. 

The  new  school,  like  the  other 
schools  in  this  organization,  will  use 
Zaner  Method  Penmanship. 

WANTED:  Young  man  of  ability  and 
character  in  an  Engrossing  Studio. 
Fine  opening  with  a  future  to  a  first- 
class  penman.  Give  desired  informa- 
tion as  to  qualifications,  etc.,  sending 
samples.  Address  Artist,  care  The 
Business  Educator,  Columbus,  Ohio. 


AGENTS  WANTED 

to  take  orders  for  Visiting  Cards. 
Big  commission  given.  Agent's 
Outfit  sent  postpaid  for  50c  (worth 
$1.50).  With  this  outfit  it  is  easy  to 
secure  orders. 

T.  M.  TEVIS, 
Bos   25-C,  i  hillicothe,  Mo.,  U.S.A. 


ART   SKETCH 

A  stanza  of  poetry  in  superb  pen  lettering 
illustrated  with  a  nature  sketch,  drawn  with 
a  pen  and  tinted  in  natural  colors.  Some- 
thing new,  original,  unique.  Size  6x8  inches, 
suitable  for  framing.  Just  say  "Send  sketch" 
and  enclose  a  dollar  bill. 

A.  L.  Hickman,  Route  1,  Wichita,  Kas. 


in  rlistic  3£nanTitfiimt 

U  *f  JRe9olutfon9.{Di'rnorial<f. 


;'    Jlluiuinating   a  -Specialty *l» 


P 


RACTICAL^  1 

AYING  vJP   I 

WORK  4th  editic 
=  rintedSamples 
(kf.o  Catalog  IOc 


*f\ 


j^j  iulomao  3?it&o_arapfk-&  <mo  SUUb 

t      E.H.MCGHEE 

143  East  State  .Street  ^Jrecton.'Hcui  Jersey 


H.    J.    WALTER,    Penman 

222   Portage  Ave,,   Winnipeg,   Can. 

Variety  of  Penmanship  Samples, 
including  your  name  in  gold 
filigree  script  - 50c 

Superb  Signature  Combinations, 
and  Business  Capitals,  etc -50c 


LEARN  AT  HOME  DURING  SPARE  TIME 
Write  for  book,  "How  to  Become  a  Good  Pen- 
man," and  beautiful  specimens.  Free.  Your 
name  on  card  if  you  enclose  stamp.  F.  W. 
TAMBLYN.  406  Ridge  Bldg..  Kansas  City.  Mo. 


LEARN  ENGROSSING 

in  your  spare  time  at  home. 
Thirty  Lesson  Plates  and 
Printed  Instructions  mailed 
to  any  address  on  receipt  of 
two  dollars.  Cash  or  P.  O. 
Money  Order. 

P.  W.  COSTELLO 

Engrosser,    Illuminator    and 

Designer 

Scranton    Real    Estate    Bldg. 

SCRANTON,  PA. 


DIPLOMAS    AND    CERTIFICATES 
NEATLY  ENGROSSED 
Ten  Lesson  Course  in  Diploma  Script. 

Lettering   and    Designing $10.00 

Ten  Lesson  Course  in   Illuminating  and 

Border    Designing $10.00 

A  beautiful    Illuminated  Design  for 

your  Scrap   Book $    1.00 

A   fine   Ornamental   Script   Specimen....       25c 
J.   D.   CARTER.   Deerfield,   111. 


AN  ORNAMENTAL  STYLE.  My  course  in 
Ornamental  Penmanship  has  helped  hun- 
dreds  become  PROFESSIONALS.  Send  for 
proof.  Your  name  on  cards,  (six  styles)  if 
you  send  IOc.  A.  P.  MEUB,  Expert  Penman. 
*S2  N.   Hill   Ave.,  Pasadena.  Calif. 


rlistir     [upswing 

•mil  IliiiuiimtiiuK    - 

n|tMnoriale^Sfe>olulion'jj»fe-tirnonialii 
Eparlera  jglr.forJjaming  m  -Mmm  Jotm. 

'  Uiliiiiii!S.1,mCprlilifnli,5n,.uir.1,uiJnllrii. 

f.it.|l'arlv5iin 

22  West  m  ih&lrari      jBHIminglori,  iMiuuirr 


RICHARDSON,    Buffalo.   Ky. 


lam  Lincoln's 
book  for  sale 
during   the  last 


Chambers'  "Funnygraphic"  Writing 


Budget  No.  1 

by  Leota  Domigan  Chambers  and  C.  Spencer  Chambers  will  bo  oil"  of  the 
March  1,  Vx>s.  It  is  intended  for  use  by  teachers  of  writing  in  High 
Schools,  Business  Colleges,  Parochial  Schools,  Commercial  Departments  and 
Grammar  Grades,  who  are  desirous  of  vitalizing  their  lessons.  A  million 
smiles  for  $1.00  in  the  U.  S.  and  $1.50  in  Canada.    Limited  edition. 

C.  Spencer  Chambers 

Department  of  Education  Bldn-.  Syracuse)  N.  v. 


'j  n^= 


Is  the  ideal  ink  for  penmen.    Nothing  finer  for  cardwriting  and  contest  specimens. 

50c  per  bottle.    Hailing  charge  10c  extra. 
A.  P.  MEUB,  Penmanship  Specialist,   152  North  Hill  Avenue,  Pasadena,  Calif. 


^     £^&uJ/n<M&&uxi&r       & 


31 


PENMAN? 

I  AM  open  for  immediate  em- 
ployment by  high-class  Busi- 
ness College.  Unusual  teach- 
ing skill  and  experience.  All- 
round  commercial  man  and  suc- 
cessful solicitor.  Even  tempered 
and  congenial.  Address  "FZ2" 
Care  Business  Educator 
Columbus,  Ohio 


IN  NEW  ENGLAND  STATE  CAPITALS 


Experienced 

Busi 

less    School 

Ma 

nager 

de- 

sires    positio 

n,     Fi 

lly    understa 

ids 

helc 

and 

schoolroom 

work 

and     schoo 

dvert 

Would  buy  or   lea 

se  a  school. 

Addr 

ess  Box   60S 

Care  The  Business 

Educator,  Colun 

ibus, 

Ohio 

WANTED :  Penman,  good  at  engross- 
ing resolutions,  filling  diplomas,  etc. 
Send  samples,  stating  age,  experience 
and  salary  wanted.  Will  return  sam- 
ples. Fine  opening  for  one  who  is 
looking  for  a  future. 

C.  L.  RICKETTS 
First  National  Bank  Bldg.,  Chicago. 


An  Educational  Journal  of 

Real  Merit 

Regular  Departments 

Penmanship  Arithmetic  Civic 

Geography  Nature-Study 

Pedagogy  Primary  Construction 

History  Many  others 

Price  $1.50   per  year.    Sample   on   reques 

PARKER  PUBLISHING  CO., 
Taylorville,  111. 


Your  Visit  to  T^ew  Yor\ 

may  he  anticipated  with  more 
enjoyment  if  you  secure 
accommodations  at  the 

Maryland 

HOTEL 

104   WEST   49th   STREET 

"One  minute  from  Broadway" 

REDUCED  RATES 
(Pre-War  Prices) 

Sitting  Room.  Sitting  Room, 

Bedroom  with       2  Double  Bedrooms 
Private  Bath  with  Private  Bath 

(2  persons)  (2-4  Persons) 

$5  per  day  $7  per  day 

HAROLD  E.  REYNOLDS 
Proprietor 


teaching 


folio 


schools   indicated   ii 

hool;    Burdett    Coll 

Business    College.      Concord:     High    School.      Montpelier: 

ercial    High   School;    Bryant-Stratton   College.     Hartford:     Morse   College 

nployed    in    dozens    of    other    New    England    cities,    and    in    hundreds    of 

of  our  great   country.    May  we   help  you?     Cood   gardeners  prepare  earl 


High 


Clerical    School; 
1.      Providence: 


THE   NATIONAL    COMMERCIAL   TEACHERS'    AGENCY 

Prospect  Hill,  Beverly,  Mass.       (A  Specialty  by  a  Specialist)  E.  E.  Gaylord,  Mgr. 

Westward  Ho!    Alaska  to  New  Mexico 


Enroll  early  for  best  vacancies,  free  e 

E.  L.  HUFF  TEACHERS  AGENCY 


Dept.  7 


lal   and   college    graduates. 

MISSOULA,  MONTANA 


^Sj^^B  Magnusson  Professional  Pen  Holders  are  used  by  the  world'*  great,  -i  p,  n 
^^aw  men  and  teachers  of  penmanship.  They  are  hand-made  of  the  finest  rose- 
>od  and  tulipwood  and  given  a  beautiful  French  polish.  The  inlaid  holder  with  the  ivorv 
ob  on  stem,  is  the  most  beautiful  as  well  as  the  most  useful  holder  made.  The  light 
ight.  correct  balance  and  Behrensmeyer  adjustment,  make  Magnusson  Holders  superior. 
ide  by  3  generations  of  penholder  manufacturers  and  used  by  the  world's  leading  pen- 
:n.     Straight   or   Oblique — state  which. 


Made    by    3    gen 

c*— light   or   Oblique — i 

(SCAR  MAGNUSSON 

208  N.  5th  St., 
Quincy,  111. 

Discounts  in  quantiti. 


h  plain   grip,  each 75c 

h  inlaid   grip,  each  75c 

h   plain   grip,   each 75c 

h  inlaid   grip,  each $1.35 


nd  dealers. 


A    PROFITABLE    VOCATION 

er  Price  Tickets  and  Show  Card!.  It  Is  easy  to  do  RAPID,  CLEAN  CUT  LETTERING  with  our 
IB  Pens.  MANY  STUDENTS  ARE  ENABLED  TO  CONTINUE  THEIR  STUDIES  THROUGH 
THE  COMPENSATION  RECEIVED  BY  LETTERING  PRICE  TICKETS  AND  SHOW  CARDS.  FOR  THE 
SMALLER  MERCHANT.  OUTSIDE  OF  SCHOOL  HOURS.  Practical  lettering  outfit  consisting  of  3  Marking  and 
3  Shading  Pens,  1  color  of  Lettering  Ink,  sample  Show  Card  In  colors,  Instructions,  figures  and  alphabets 
prepaid  $1.00.  PRACTICAL  COMPENDIUM  OF  COMMERCIAL  PEN  LETTERING  AND  DESIGNS 
100  Pages  8x11.  containing  122  plates  of  Commercial  Pen 
alphabets  finished  Show  Cards  In  colors,  etc. — a  complete 
Instructor  for  the  Marking  and  Shading  Pen,  prepaid.  SI. 
THE  NEWTON  AUTOMATIC  SHADING  PEN  CO. 
logue    free  Dept.    B  PONTIAC.    MICH..    U.S.A. 


Trad 


POSITIONS  FOR  TEACHERS  AND  BUSINESS 
COLLEGES  FOR  SALE 

$6000  offered  for  a  man,  others  at  $4000,  $3000  and  $2500. 
Write  us  your  needs,  ask  for  our  free  booklet. 

Co-op.  Instructors  Ass'n,  Marion,  Ind. 


You  Want 


a  satisfactory  position.  Let  the  "Bureau  for  Special- 
ists" help  you  get  it.  Employers  and  teachers,  get 
our  quality  service. 


Robert  A.  Grant,  President 
Shubert-Rialto    Bldg.,    St.    Louis, 


Do  You  Want  a  Better  Commercial 
Teaching  Position? 

Let  us  help  you  secure  it.  During  the  past  few  months  we  have 
sent  commercial  teachers  to  26  different  states  to  fill  attractive 
positions  in  colleges,  high  schools  and  commercial  schools.  We 
have  some  good  openings  on  file  now.  Write  for  a  registration 
blank. 

CONTINENTAL  TEACHERS  AGENCY 

BOWLING  GREEN,  KENTUCKY 


32 


^/i^&ad//t^&&u*z&r      & 


^T     <!M*&irt/n<M&/iuxi6r       & 


33 


BOOK   REVIEWS 


but   especially 
to    commercial 
special    educati 
ness    subjects. 
reviewed  in  th< 
give    sufficient 


our  readers  to  determi: 


re  interested  in  books  of  merit, 
n  books  of  interest  and  value 
teachers,  including  books  of 
inal  value  and  books  on  busi- 
All  such  books  will  be  briefly 
se  columns,  the  object  being  to 
ption    of    each    to    enable 


its 


silue. 


General  Business  Training,  by  Ernest 
H.  Crabbe  and  Clay  D.  Slinker. 
Published  by  South-Western  Pub- 
lishing Company,  Cincinnati,  Ohio. 
Cloth  cover,  314  pages. 

This  book  is  designed  for  all  pupils  be- 
ginning the  study  of  business.  As  the  future 
experience  of  these  students  will  vary  greatly, 
particular  care  was  taken  to  select,  from  the 
great  field  of  business,  information  which  will 
be  most  valuable  to  the  group  as  a  whole.  No 
subject  was  included  until  after  it  was  meas- 
ured by  the  question:  "Will  this  information 
be  valuable  to  all  or  a  great  majority  of  the 
class?"  This  basis  of  selection  resulted  in  the 
including  of  material  that  is  useful  alike  to 
the  pupil  who  continues  the  study  of  business, 
the  pupil  who  continues  in  school  but  studies 
other  than  business  subjects,  and  the  pupil 
who  takes  a  job  at  once.  It  resulted  in  the  ex- 
cluding of  a  detailed  study  of  highly  special- 
ized positions  in  large  organizations  since  each 
of  them  will  be  occupied  by  only  a  small  per 
cent  of  the  entire  class. 

Business  forms  and  methods  common  to  all 
types  of  businesses  and  to  the  affairs  of  in- 
dividuals are  described,  illustrated  and  used  in 
exercises.  Business  communications,  including 
the  writing  of  letters,  the  use  of  the  tele- 
phone, telegraph,  and  filing  devices,  are  fully 
discussed.  A  training  in  thrift  and  an  intro- 
duction to  bookkeeping  are  given  through  a 
study  of  the  budgets  and  records  of  individ- 
uals, families  and  organizations.  In  several 
chapters  discussions  of  different  business  or- 
ganizations give  pupils  an  understanding  of 
the  services  they  render  to  society  and  how  an 
individual  or  business  may  most  profitably  use 
them.  Finally,  there  is  a  discussion  of  busi- 
ness vocations,  the  securing  of  a  position  and 
the  securing  of  promotion.  These  chapters  are 
valuable  to  all  pupils  but  particularly  to  those 
who  will  seek  employment  and  promotion  in 
the  future. 


Twentieth  Century  Touch  Typewrit- 
ing, by  D.  D.  Lessenberry,  B.C.S., 
and  Elizabeth  A.  Jevon.  Published 
by  the  South-Western  Publishing 
Company,  Cincinnati,  Ohio.  Cloth 
cover,  239  pages. 

This  book   is  the  product  of  a  long  and  in- 
tensive   study    of    the    processes    involved    in 


learning  to  typewrite.  The  materials  for  in- 
struction have  been  thoroughly  tested  in  the 
classroom  of  the  author  and  of  many  other 
teachers  interested  in  the  elimination  of  waste 
effort  in  the  teaching  and  the  learning  of 
typewriting. 

A  definite  lesson  plan  has  been  clearly  indi- 
cated, and  the  materials  of  instruction  ar- 
ranged in  accordance  with  the  methods 
evolved  through  recent  pedagogical  and  psy- 
chological studies.  The  thought  content  of  the 
sentences  and  the  paragraphs  used  for  prac- 
tice material  will  commend  the  text  to  all 
teachers  and  pupils  who  appreciate  the  broad 
educational  possibilities  of  a  course  in  type- 
writing. All  the  words  of  tbe  Ay  res  "One 
Thousand  Most  Frequently  Used  Words"  are 
used  in  the  practice  material  given  in  Part  I. 

Part  II.  which  is  devoted  chiefly  to  the 
study  of  the  correct  forms  of  business  letters, 
has  the  entirely  new  feature  of  presenting 
budgets  of  letters  which  show  all  correspond- 
ence relatine  to  a  complete  business  transac- 
tion. In  this  way,  something  of  the  actual 
office  atmosphere  may  be  sensed,  and  office 
procedure  may  be  definitely  traced  and  clearly 
understood. 

Speed  drills  based  upon  a  scientific  analysis 
of  the  Ayres  "One  Thousand  Most  Frequently 
Used  Words"  are  given.  These  drills,  based 
upon  the  actual  letter  sequences,  give  added 
facility  and  speed  in  the  automatic  grouping 
of  letters  and  the  automatic  writing  of  words. 

Parts  III  and  IV  continue  the  use  of 
budgets  of  related  letters  and  provide  a  con- 
tinuous drill  on  letter  writing.  Each  budget  is 
based  on  the  correspondence  of  an  actual  busi- 
ness or  professional  office  and  shows  the 
method  used  in  solving  a  real  business  prob- 
lem. Since  business  and  legal  forms  are  intro- 
duced as  parts  of  budgets,  their  purpose  is 
fully  indicated  by  the  accompanying  letters. 
Thus  pupils  are  taught  not  only  how  to  fill 
out  these  special  forms,  but  also  how  to  use 
them  in  completing  business  transactions. 


Laughter,  by  Theodore  R.  Ernst,  New 
York  City.  It  is  pocket  size,  con- 
tains 300  pages,  and  costs  but  $2.00. 

In  this  book  you  will  find  a  wide  variety  of 
funny  stories — proven  laugh-producers  suited 
for  any  function.  They  have  been  taken  from 
many  magazines,  hundreds  of  periodicals,  and 
clipped  from  thousands  of  stories. 

With  your  experience  you  know  that  nothing 
pleases  any  audience  more  than  a  good  story 
or  a  clever  anecdote.  The  chances  are  a  hun- 
dred to  one  that  the  man  who  is  greeted  with 
the  most  applause  the  moment  he  gets  on  his 
feet  owes  his  popularity  to  his  stock  of  laugh- 
producing  stories. 

If  you  are  called  upon  unexpectedly  to  say  a 
few  remarks  you  are  never  at  a  loss  for  an 
appropriate  story  to  win  your  audience.  Or 
in  preparing  speeches  you  will  find  it  invalu- 
able. 


for  FREE  BOOK,  "How  To  Become  an  Ex- 
pert Penman,"  which  explains  my  Method  of 
Teaching  Penmanship  by  Mail  and  what  stu- 
dents have  done  by  taking  my  courses. 
Your  name  will  be  elegantly  written  on  a 
card  if  vou  enclose  stamp  to  pay  postage. 
SEND  TODAY   before  you   forget   it. 

T.  M.  TEVIS, 

BOX  25C  CHILLICOTHE,  MO.,  U.S.A 


uvmiiMaa^ 


<? 


TEACHERS 

The  fifth  edition  of  Byrne  Type- 
writer Shorthand  is  just  off  the  press. 
This  system  is  the  stenographic  mar- 
vel of  the  age.  Printed  notes  from 
any  standard  or  portable  typewriter. 
Also  written  with  pencil.  Most  rapid, 
legible  shorthand  in  use.  Easy  to 
learn,  more  and  better  letters  per  day 
and  less  fatigue.    Write  for  particulars. 

Byrne  Publishing  Co. 

DALLAS,  TEXAS 


HAVE  YOU  SEEN  THE 

Journal  of 
Commercial  Education? 

(formerly    the  Stenographer   & 

Phonographic  World) 

A    monthly    magazine    covering    all 

departments   of    Commercial    Education. 

Strong    departments    presided    over    by 

well-known   teachers   for   those  who   teach 

any   branch   of   commercial  education,  bl- 


ind 


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The  Only  Magazine  of  Its  Kind  Published 

Single  copy  15c.    Annual  subscription  $  1 .50 
Send  for  Sample  Copy. 

Journal    of   Commercial    Education 

44  N.  4th  St.  Philadelphia,  Pa. 


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35 


LINCOLN'S  GETTYSBURG 

ADDRESS 

Illuminated  by  P.  W.  Costello, 

Scranton,  Pa. 


A  short  description  of  the  accom- 
panying specimen  of  illumination  will 
be  helpful  to  the  student  in  assisting 
him  to  a  better  understanding  of  what 
the  original  looks  like.  Photography 
has  its  limitations,  and  as  the  repro- 
duction of  a  piece  of  color  work  by 
this  process  can  only  be  given  in 
black  and  white,  most  of  the  beauty 
of  an  illuminated  scroll  is  lost.  This 
piece  of  work  was  executed  on  a  sheet 
14x18  inches.  The  center  of  the  outer 
edge  of  border  is  in  gold,  flanked  on 
either  side  by  a  pale  wash  of  crimson 
and  the  inner  edge  of  border  is  also 
in  gold.  The  backgrounds  or  rather 
the  interiors  of  the  spirals  throughout 
the  border  are  also  in  gold.  The  capi- 
tals "A"  and  "L"  in  the  line  "Abra- 
ham Lincoln"  are  gold  with  a  pink  in- 
terior, and  the  lower  case  letters  in 
two  shades  of  French  Ultramarine 
shaded  with  green.  The  line  "Address 
at  Gettysburg"  in  two  shades  of  ver- 
million  mixed  with  Chinese  white. 
Capital  "F"  in  word  "Four"  in  gold 
with  pink  interior.  All  of  the  other 
capital  letters  in  the  body  work  of 
the  address  are  alternately  red  and 
blue  in  two  shades  with  red  interior. 
The  word  "God"  is  in  two  shades  of 
blue  with  gold  interior,  also  the  caps 
in  the  last  two  lines.  The  lower  case 
letters  in  the  same  two  lines  are  in 
two  shades  of  vermillion  mixed  with 
Chinese  white.  The  lower  case  letters 
in  the  second  paragraph  are  in  blue. 

The  colors  used  in  the  leafy  border 
design  are  various  shades  of  red,  blue 
and  green.  They  are  distributed  in 
rotation  throughout  the  entire  design. 
Wherever  the  leaves  turn  over  the 
color  changes.  The  trailing  branches 
from  which  the  leaves  spring  is  in 
two  shades  of  green  and  the  dots 
sprinkled  throughout  the  border  are 
of  burnished  gold. 

A  line  was  ruled  through  the  gold 
bands  on  the  inner  and  outer  edges 
of  the  border  with  an  agate  point  and 
the  dots  along  this  line  were  made 
with  the  same  tool. 

The  whole  illumination  is  provided 
with  a  buff  back  ground  washed  over 
the  waterproof  ink  layout,  and  before 
any  of  the  colors  or  gold  were  ap- 
plied. This  treatment  adds  a  beauty 
and  richness  to  the  work,  which  must 
be  seen  to  be  appreciated. 

EDWARD  C.  MILLS 

Script  Specialist  for  Engraving  Purpose* 
P.  O.  Drawer  982  Rochester,  N.  Y. 

The  finest  scriDt  obtainable  for  bookkeeping  illustrations, 
etc.  The  Mills  Pens  are  unexcelled.  Mills-  Perfection 
No.  1— Fur  fine  business  writing,  1  gross  $1.50;  %  gross 
40c,  postpaid.  Mills'  Medial  Pen  No.  2 — A  splendid 
pen  of  medium  fine  point,  1  gross  J1.25;  >4  gross  35c, 
postpaid  Mills"  Business  Writer  No.  3— The  best  for 
business,  1  gross  $1.25;  H  gross  35c.  postpaid.  1  doz. 
of  each  of  the  above  three  styles  of  pens  by  mail  for  40c. 


Gillott's  Pens 

The  Most  Perfect  of  Pens 


-v*  m  jy.      No.  604  E.  F. 
t?Z0+Y.Tsxs%)   Double  Elastic 


No.  601   E.  F.   Magnum   Quill  Pen 

Gillott's  Pens  stand  in  the   front  rank  as 
regards  Temper,  Elasticity  and  Durability 

JOSEPH   GILLOTT  &  SONS 

SOLD  BY  ALL  STATIONERS 

Alfred  Field  A  Co.,  Inc.,  Sole   Agent. 

93  Chambers   St.  NEW  YORK   CITY 


THE  AMERICAN  PENMAN 

America's  Handwriting  Magazine 
Devoted  to  Penmanship  arid 
Commercial  Education 
Contains  Lessons   in 
Business  Writing 
Accounting 
Ornamental  Writing 
Lettering 
Engrossing 

Articles   on   the   Teaching  and 
Supervision   of  Penmanship. 
Yearly   subscription   price   $1.25.     Special 
club      rates      to      schools      and      teachers. 
Sample  copies   sent  on   request. 

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divided  into  331  sub-topics. 

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parts  of  12  chapters  each; 
each  part  concerns  itself  with 
the  Single  Proprietorship, 
Partnership  and  Corporation. 

Carefully  graded  thought  ques- 
tions and  short  building  prob- 
lems follow  each  chapter  for 
practice  and  class  discussion. 

Six  laboratory  sets  are  used, 
three  of  which  require  busi- 
ness papers.  The  transactions 
of  these  are  illustrative  of 
the  latest  American  Business 
Practice. 

Sent  (to  teachers  only)  for  30  days 
free  examination  on  memorandum  at 
a   special  introductory  price  of   $1.25 

ELLIS  PUBLISHING  CO. 

Educational  Publishers 
BATTLE  CREEK,  MICHIGAN 


Don't  knock-Don't  boast-Don't  use  big  words 


Tell  the  story  clearly,  sincerely,  modestly,  in  a  homely,  neighborly  fashion — 
that's  our  idea  of  advertising 


Seven  times  during  the  school  year  we  publish  our  vis- 
itor, THE  ROWE  BUDGET.  Each  issue  contains  up-to- 
the-minute  news  about  commercial  education;  a  selection 
from  the  chapters  in  our  forthcoming  book,  "The  History 
of  Commercial  Education";  papers  and  discussions  by  suc- 
cessful teachers;  and  announcements  of  new  ROWE 
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Does  THE  ROWE  BUDGET  come  to  your  desk?  If 
not,  just  send  us  your  name  and  address;  then  you'll  get 
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ROWE  BOOKS  ARE  GOOD  BOOKS 

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NEW    DICTATION    COURSE 

A   Practice  Book  for  Your  Students 
CONTAINS 

1.  The  Thousand  Commonest  Words  with 
shorthand  outlines  and  50  letters  made  up 
entirely  of  those  words. 

2.  Real  letters  for  practice — no  "beg  to  ac- 
knowledge receipt  of"  stuff. 

3.  Practice  articles  that  stress  English,  punc- 
tuation, and  letter  arrangement. 

4.  An  effective  plan  for  broadening  the  stu- 
dent's business  vocabulary. 

5.  A  Shorthand  Dictionary  of  nearly  5000 
outlines. 

Net  price,  $1.05.  Let  us  tell  you  how  you 
can  inspect  the  book  at  our  expense. 

^o ^r 

HARLEM  SQUARE 
BALTIMORE  MARYLAND 


Columbus,  Ohio 

Geograph  ically 
A  Distributing  Center 

Centrally  located  —  East  to  West  to 
T^orth  to  South.  Transportation  lines 
radiate  to  all  points  of  the  compass. 


Picture  in  your  mind  the  advantages  to 

YOU  to  use  this  city  as  your  PRINTING 

and  DISTRIBUTING  CENTER 


Watkins  &  Eierman 

PRINTERS  AND  BINDERS 
42  North  Front  St.        : :        Columbus,  Ohio 


A  Monthly  Magazine  for 

Bookkeepers  and 

Auditors 

The  BOOKKEEPER  and  AUDITOR,  a  regular 
magazine,  pages  size  of  this  magazine.  Recent 
issue  contains  "Is  Mechanical  Accounting  a  Suc- 
cess?"; Collections  as  a  Basis  for  Computing 
Profit;  Questions  and  Answers;  STUDENTS'  DE- 
PARTMENT. February  issue  has  all  of  these  and 
"Are  Business  College  Graduates  a  Success?" 
INCOME  TAX  article  and  others.  Use  coupon 
below. 

FREE    TRIAL    OFFER 

The  BOOKKEEPER  and  AUDITOR. 
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Invoice  for  $2.00  for  one  year's  subscription  and  if  I  am  not 
satisfied  will  return  your  invoice  and  OWE  YOU  NOTHING. 

/  am  a  Name 

|~*|  Bookkeeper         Address 

□  Auditor  City 

□  Office  Worker    State 


Volume  XXXIII 


Penmanship  and  Commercial  Education 
MARCH,  1928 


Number  VII 


Published   monthly    except   July   and   August  at   612    N.   Park   St.,    Columbus.   0..  by  The  Zaner-Bloser  Company.     Entered 
Sevt.  5.  1923.  at  the  post  office  at  Columbus.  O..  under  the  Act  of  March  3.  1879.    Subscription  $1.25  a  year. 


d-class   matter 


«af      <5ffi^&u&ned&(£>°du£a&r% 


Zanerian  Summer  School 


For  Supervisors,  Teachers,  Penmen  and  Students 

A  special  intensive  six  weeks'  course  beginning  July  5  will  be  given  in  Modern  Handwriting  methods  for 
Supervisors,  Teachers,  Penmen  and  Students.  This  course  gives  teachers  and  those  with  limited  time  a  chance  to  pre- 
pare during  vacation  period  to  teach  handwriting  and  to  improve  their  skill  in  plain  business  handwriting  or  in  any  of 
the  other  branches  of  penmanship  and  lettering.  Many  teachers  have  attended  as  high  as  five  or  six  summer  terms. 
A  number  of  nationally  known  instructors  are  employed  each  summer  to  present  latest  in  methods  to  our  summer 
school  pupils. 

The  following  are  some  of  the  men  and  women  who  have  been  instructors  in  Zanerian  Summer  Schools: 


C.  E.  Doner,  Massachusetts  State  Normal  Schools. 

D.  C.  Beighey,   Supr.  of  Writing.   Indianapolis,   Ind. 
H.  L.  Darner,  Stanton  Motor  Company,  Pittsburgh,  Pa. 
C.  Spencer  Chambers,  Supervisor  of  Writing,   Syracuse, 

N.  Y. 
Alma  E.  Dorst,  Supervisor  of  Writing,  Oak  Park,  111. 
Elizabeth    Landon,   Supervisor   of   Writing,    Binghamton, 

N.  Y. 
J.  A.  Savage,  Supervisor  of  Writing,  Umaha,  Nebr. 
Frank  H.  Arnold,  Supervisor  of  Writing,  Spokane,  Wash. 
Dr.    Frank   N.    Freeman,    Prof.    Educational   Pcychology, 

University  of  Chicago. 
C.    C.    Lister,    Maxwell    Training    School    for    Teachers, 

Brooklyn. 


A.  G.  Skeeles,  Supervisor  of  Writing,  Columbus,  Ohio. 

Helen  E.  Cotton,  Supervisor  of  Writing,  Schenectady, 
N.  Y. 

Adelaide  Snow,  Teacher,  Riverside  High  School,  Mil- 
waukee. 

Harriett  Graham,  Supervisor  of  Writing,  Springfield,  O. 
A.  M.  Hinds,  Supervisor  of  Writing,  Louisville,  Ky. 
Agnes    E.    Wetherow,    formerly    Representative    of    the 
Zaner-Bloser  Company. 

Tom  Sawyier,  formerly  Director  of  Writing  in  Indian- 
apolis and  Milwaukee. 

Dr.  W.  0.  Doescher,  Prof.  Psychology  and  Philosophy, 
Capital  University,  Columbus,  Ohio. 


ijsyjjg^Jl 


SCHEDULE  AND  COURSE  OF  STUDY  FOR  ZANERIAN  SUMMER  SCHOOL 


July  5  to  August  13.    Students  may  enroll  earlier  to  take  additional  work. 

METHODS    OF   TEACHING    PENMANSHIP 

tensely 


8:00  to     9:00 — Practice   of   Teaching    Penmanship. 
9:00  to  10:00 — Business  of   Penmanship,  Analysis  and  Th 
10:00  to  11:00 — Methods   of   Teaching    Penmanship. 
1:00  to     2:00— Blackboard   Writing. 
2:00  to     3:00 — Business    Penmanship,   Analysis   and    Theo 
3:00  to     4:00 — Psychology. 
4:00  to     4:30 — Roundtable    Discussion. 


PRACTICE  OK  TEACHING  PENMANSHIP 
rap 


Th 


is  is  quite  interesting  t 
given  with  a  two-fold  purpose.  One  i 
a  dashy.  graceful  handwriting,  and  th 
practice  in   teaching. 

Model    lessons   are    given   and    criticisms 
ith  the  view  of   training  pupils  to  p 


Drills    are 

i   executing 

s  to  give  the  pupils 


the 


Teache 


adez 


any    pr 


il    ide 


tions  in  this  clat_. 

Many  problems  will  be  worked  out  in  these  classes.  They  are 
just  the  drills  you  need  to  put  life  into  your  writing  and  your 
teaching.     You  will   find   them   interesting  and  a   real   help. 

BUSINESS  PENMANSHIP,  ANALYSIS 
WD  THEORY 


W  >■  inspect  each  pupil's  work  tw 
offered  and  suggestions  and  insiruc 
ment,  and  when  needed  fresh  frorr 
which  give  pupils  the  best  workint 
actly  how  to  proceed.  Our  method 
give  each  pupil  the  help  which  is 
particular  needs. 

This  personal  interest  in  pupiU 
has  helped  to  make  the  Zanerian  I 
Students  come  to  the  Zanerian  fror 
get  our  persona)  criticinms  and  i 
the   means   of   developing   America's 

ation    to    see    the    instructors    d 

common    remark    by    students. 

desire 


h  day.  Criti 
tions  are  given  for 
-the -pen  copies  ar 
models  and  show 
of  instru. 
beat    suited    to   hin 


.nd    hi; 


r 


fully 

eates    ii 

1 

ud< 

in-. 

will 

\ 

feature 

ol 

the 

Ai 

helpf 

il 

nterest 

-h. 

by 

is  one  of  the  things  which 
e  unique  school  it  is  today, 
all  parts  of  the  country  to 
e  been 
finest  penmen.  "It  is  an  in- 
sh  off  beautiful  copies. "  is 
Seeing  work  executed  skill- 
to  improve  as  nothing  else 
>ol  is  the  personal, 
y   student. 


impr 
er  Sc! 


This  is  a 
and  supervi 
manship  for  all  g 
manship;  Method 
Specimens  Accor 
Small  Children,  a 
Writing  and  the 


sting  and  helpful  class  for  teachers 

scussions   are    given   on    Public    School    Pen- 

les.    Normal.    Rural   and   Private   School    Pcn- 

3f    Presentation:     Writing    Surveys;    Grading 

ding    to    Scales;    Outlines;     Large    Writing    for 

nd  various   timely   problems  of  Arm   Movement 

new  Correlated   Handwriting. 


BLACKBOARD  WRITING 

The  blackboard  is  one  of  the  best  tools  and  e\ 
should  be  a   good  blackboard  writer. 

Instructions  and  drills  are  given,  and  pupils  are 
to  practice  as  much  as  possible  on  the  board.  The 
ation. 


nspi 


PSYCHOLOGY 


Psychology,    five    houi 
mental  principles  of  the  s 


nd    the 


ubject 
1  princ 


ator    factor 


study    of    the     funda- 


IB 


NOTE:  This  course  will  be  giv« 
direction  of  Capital  University,  Coin 
Hours  credit  for  the  satisfactory  CO 
be   given  by  Capital   Universitv.  This 

PREREQUISITE:  Graduation  fro 
or  its  equivalent. 


study   of   habitation,   auto- 
l    the    psychology    of    hand- 


the 


SemMter 


our  school 
,  Ohio.  Two 
on  of  this  course  will 
It  will  be  transferable. 
st    grade    High    School 


Among  the  si 
experienced  and 
tunity  of  knowing 
is  one  of  the  most 
mer  School. 


ZANER1  \\  Kin  ND  I  \i:i.l 

students  in  the  Za 
killful    teacher 


»n  College  are  always  many 
d    supervisors.    The    oppor- 
th  them  at  the   round  table 
ble  and  'enjoyable    features  of   the   Sum- 


A  page  from  the  new  Zanerian  Catalog.   Write  for  free  copy  if  you  are  interested  in  either  residence  or  corre- 
spondence work  in  thr  Zanerian  <  oliege  of  Penmanship.  Columbus.  Ohm. 


^     ^fflj&u&/i&y&&&uw&r       & 


Bookkeeping  and  Accounting 

The  new  course  for 
Resident  and  Extension  Wor\ 

Complete    Correspondence    Course    furnished    every 
teacher  or  prospective  teacher  at  a  very  nominal  charge. 

Now  is  the  time  to  investigate  for  next  year. 

BLISS  PUBLISHING  CO. 

SAGINAW,  MICH. 


For  70  years  Spencerians  have  been  the  stand- 
ard tor  school  pens  because  they  outwrite  and 
outlast  ordinary  pens.  Spencerians  retain  their 
shape,  and  withstand  the  hard  use  of  children. 

Teachers  recommend  Spencerians  because  they 
can  depend  upon  real  service  and  fine  quality. 
With  the  best  tools  and  materials  children 
learn  faster;  better  work  is  done. 

There  is  a  perfect  point  for  every  person.  Our 
card  of  10  pens  will  help  you  find  yours.  It 
includes  fine  writing  points.  Send  10c  for  10 
fine  Spencerians  and  a  complimentary  cork- 
tipped  penholder. 


Spencerian   Pen    Company 


349   Broadway 
New  York  City 


Metropolitan 

Business 

Speller 


New  Edition 
By  U.  G.  Potter 
McKinley  High  School 
Chicago 


Over  6000  words.  New  lessons  containing  words  pertaining 
to  Aeroplanes,  Radio,  Automobiles,  etc.  Complete  Index.  244 
pages,  attractive  binding,  50  cents. 


A  Superior  Speller 


Twofold  Design.  In  the  preparation  of  the  Metropolitan 
Business  Speller  we  had  constantly  in  mind  two  objects: 
first,  to  teach  the  pupil  to  spell,  and  second  to  enlarge  hie 
vocabulary,  especially  of  words  in  general  use. 

Classification  of  Words.  As  an  aid  to  the  memory  we  have 
classified  words,  as  regards  sounds,  syllabication,  accents  and 
meaning.  We  have  grouped  the  words  relating  to  each  par- 
ticular kind  of  business  into  lessons,  by  which  the  student  is 
enabled  to  familiarize  himself  with  the  vocabulary  of  that 
business.  We  have  interspersed  miscellaneous  exercises  in  the 
nature  of  reviews.  We  have  grouped  words  that  can  best  be 
learned  by  comparisons,  such  as  Stationery  and  Stationary. 

Abbreviations  of  states,  months,  railways  and  commercial 
terms  are  given  in  regular  lesson  form,  and  grouped  alpha- 
betically. We  regard  abbreviating  of  almost  equal  importance 
with  spelling. 

Syllabication  and  pronunciation  are  shown  by  the  proper 
division  of  words,  and  the  use  of  the  diacritical  marks.  The 
words  are  printed  in  bold  type,  and  the  definitions  in  lighter 
face,  so  as  to  bring  out  the  appearance  of  the  word, —  an  aid 
in  Bight  spelling. 


Metropolitan 
System  of 
Bookkeeping 


New  Edition 

By 

W.  A.  Sheaffer 


You  Will  Like  It.  The  text  emphasizes  the  thought 
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2  West  Forty-fifth  St.,  New  York  City 


Volume  XXXIII 


COLUMBUS,  OHIO,  MARCH,  1928 


No.  VII 


Eastern      Commercial      Teachers' 
Association 
PROGRAM 

April  5,  6,  and  7,  1928 

Hotel   Pennsylvania,   New  York   City 

GENERAL  SESSION 

1.  Purpose    of    Nature    of    the    1928 
Yearbook  of  the  E.  C.  T.  A. 

Dr.    Paul    S.    Lomax,   New  York 
University,  New  York  City. 

2.  A  Philosophy  of  Commercial  Edu- 
cation. 

Dr.   John   Dewey,    Columbia   Uni- 
versity, New  York  City. 
Dr.    W.    H.    Kilpatrick,    Columbia 
University,  New  York  City. 

3.  Commercial     Education     and    the 
Scientific  Spirit. 

Dr.  Wesley  C.  Mitchell,  Columbia 
Uuniversity,  New  York  City. 

4.  Research  as  Applied  to  Business; 
Advantages  and   Limitation. 
Dean  Edmund  E.  Day,  University 
of  Michigan,  Ann  Arbor. 

5.  Research    as    Applied    to    Educa- 
tion;  Advantages  and  Limitation. 

Dean  John  W.  Withers,  New  York 
University,  New  York  City. 
Business  Building  of  Civilization. 
Dr.  Lee  Galloway,  formerly  Di- 
rector of  Department  of  Manage- 
ment and 

Professor    of    Commerce    and    In- 
dustry, New  York  University,  N. 
Y.  City. 
7.     The   future   of   Commercial    Edu- 
cation. 

President  Frederick  H.   Robinson, 
College  of  the  City  of  New  York, 
N.  Y.  City. 
SECTIONAL  MEETINGS 
Commercial    Section:       Chairman 
Simon  J.  Jason,  Administrative  As- 
sistant,  Walton   High   School,   New 
York. 

ADDRESSES 
1.     Research  as  Applied  to  Account- 
ing Practice^ — 2:15-2:45. 
Prof.    Roy    B.    Kester,    Columbia 
University,   N.  Y.   C. 
New  Developments   for  the   Com- 
mercial Teacher — 2:45-3:00. 

(a)  In  Bookkeeping  and  Ac- 
counting. Mr.  Lloyd  L.  Jones, 
Cleveland,  Ohio. 

(b)  In  Arithmetic  3:00-3:15 
Prof.  G.  M.  Wilson,  Boston 
University. 


6. 


2. 


3. 


(c)  In  Junior  Business  Train- 
ing 3:15-3:30 
Mr.  S.  B.  Carkin,  Principal, 
Packard  School,  New  York 
City. 

(d)  In    Office   Practice. 

Mr.  Norman  C.  Wolff,  In- 
structor in  Charge  of  Office 
Appliances,  Central  Commer- 
cial Continuation  School,  New 
York  City. 

Conference  Hours  on  Research 
And  Other  Classroom  Problems. — 
3:45-4:45. 

(a)  Should  we  expect  classroom 
teachers  to  be  research  workers? 

(See    Chap.    X    of    Buckingham, 
Research     of     Teachers,     Silver, 
Burdette  and  Company,  1926). 
Mr.   C.   A.   Speer,   Bay   Path   Insti- 
tute, Springfield,  Mass. 

(b)  What  are  some  important  re- 
search problems  that  such  teachers 
may  help  to  solve? 

Mr.  John  F.  Robinson,  Burdett  Col- 
lege, Boston,  Mass. 

(c)  Should  business  documents  and 
practice  be  taught  separate  and 
distinct  from  accounting  or  as  part 
thereof? 

Miss  Mildred  Bentley,  Chairman 
Dept.  of  Accounting  and  Commer- 
cial Law,  Girls'  Commercial  High 
School,  Brooklyn,  New     York. 

(d)  Should  business  arithmetic  be 
taught  separate  and  distinct  from 
Accounting  or  as  part  thereof? 
Mr.  Harry  Kessler,  Chairman,  De- 
partment of  Accounting  and  Com- 
mercial Law,  Textile  High  School, 
New  York  City. 

(e)  How  much  accounting  should  be 
taught  in  secondary  schools? 

Mr.  Edward  Kanzer,  Chairman,  De- 
partment of  Accounting  and  Com- 
mercitl  Law,  James  Monroe  Hgih 
School,  New  York  City. 

(f)  How  much  of  the  teaching  of  ac- 
counting should  be  practical  and 
vocational  and  how  much  of  it 
should  be  cultural  and  theoretical? 
Mr.  S.  B.  Koopman,  Chairman,  De- 
partment of  Accounting  and  Com- 
mercial Law,  Theodore  Roosevelt 
High  School,  N.  Y.  C. 

(g)  What  place  has  mathematics  in 
the  Commercial  Curriculum? 

Mr.  Harry  M.  Schlauch,  Chairman. 


Department   of  Mathematics,   High 

School    of    Commerce,    New    York 

City. 
Secretarial  Section:    Chairman  Ethel 

A.  Rollinson,  Columbia  University, 

New  York  City. 
Address:       Research    as    Applied    to 

Office   Practice  2:15-2:45 

Mr.    W.    H.    Leffingwell,    President 

Leffingwell-Ream     Company,     New 

York  City. 
Addresses :     Research     Materials    for 

the   Commercial   Teacher  2:45-3:00 

1.  In  Shorthand. 

Mrs.   Earl   W.   Barnhart,   Washing- 
ton, D.  C. 

2.  In  Transcription  3:00-3:15 
Mr.  Clay  D.  Slinker,  Director  of 
Business  Education,  Des  Moines, 
Iowa. 

3.  In  Typewriting  3:15-3:30 
Dr.  Frances  Moon  Butts,  Director 
of  Placement,  Business  High  School 
Washington,  D.  C,  and  National 
Secretary,  The  Department  of  Busi- 
ness Education,  National  Education 
Association. 

4.  In  Secretarial  Practice  3:30-3:45 
Miss  Dorothy  C.  Briggs,  Head  of 
Secretarial  Courses,  Temple  Uni- 
versity, Philadelphia,  Pa. 

Conference  Hour: 

1.  Commercial     Education     Associa- 
tion of  New  York  and  Vicinity. 
Dr.    Edward   J.   McNamara,   Presi- 
dent. 

(a)  Should  we  expect  our  class- 
teachers  to  be  research  workers? 
Mr.  John  V.  Walsh,  Morris  High 
School,  New  York  City — 15  min. 

(b)  What  are  some  of  the  import- 
ant research  problems  such 
teachers  are  helping  or  may  help 
to  solve? 

Speaker  to  be  announced. 

(c)  What  bibliography  —  books, 
magazines,  articles,  research  ser- 
vice of  business  and  schools  — 
is  available  for  commercial 
teachers  and  stenographic  and 
secretarial  training? 

Mr.    Conrad    Saphier,    Chairman 
of  Committee. 

2.  What  results  have  been  obtain- 
able from  the  measurement  of  sec- 
retarial prospect  along  intelligence, 
social,  economic,  and  interest  lines? 


(Co 


Page    21.) 


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Lessons  in  Business  Writing 

By  E.  A.  LUPFER,  Columbus,  Ohio 
Send  15  cents  in  postage  with  specimens  of  your  best  work  for  criticism. 


Study    and 


ite    this    position.     Notice    the    slant    of    the    holder,  the 


id  light  grip  on  the  holder. 


Copy  145.  Use  the  push-and-pull  movement.  Count:  start-l-2-3-4-5-6-finish.  For  the  second  exercise  count: 
swing-down-l-2-3-4-5-6-finish.    Watch   the  size  of  oval.    Get  it  rounding  and  graceful. 

Copy  146.  Turn  the  copy  up-side-down  and  you  will  see  that  the  last  part  resembles  small  d.  Count:  1-2-3. 
Retrace  up  to  the  base  line.    Close  p  at  base  line. 

Copy  147.  This  style  is  used  by  many  because  it  is  easy  and  speedy.  Study  it  carefully;  then  use  it  if  you 
desire.  The  loop  should  be  about  the  same  size  as  other  lower  loops.  Are  you  sure  your  penholding  is  correct?  Bet- 
ter compare  your  position  with  the  illustrations  presented  at  the  beginning  of  this  course. 

Copy  148.  Close  the  p's,  and  watch  the  spacing  before  p's.  Test  your  slant  by  drawing  lines  through  the  down 
strokes. 


145 


14C 


2  -    p 


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^^^^^L. 


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147 


■■■i^^i^-  ■^--^^-■^W^- 


148 


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4^2?^.. 


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Copy  149.  Here  is  a  new  exercise  and  a  good  one.  Master  it.  Count:  round  1-2-3-4-5  down  1-2-3-4-5  finish. 
For  the  second  one  count:  round-l-2-3-4-5-capital-J.  After  making  the  oval  swing  into  the  straight  line  exercise  with- 
out raising  the  pen. 

Copies  150-151-152.  Start  at  base  line  and  swing  to  the  head  line  with  a  left  curve;  then  finish  like  Y. 
The  top  part  of  J  should  be  larger  than  the  bottom.  Come  down  straight  and  avoid  too  much  curve  on  up  strokes. 
Get  freedom  and  ease  into  your  work. 


149 

150 
151 
152 


Copy  153.  This  exercise  develops  the  bottom  part  of  I.  Count  l-2-round-l-2-3-4-5-finish.  By  this  time  you 
should  have  acquired  a  free  arm  movement.     Use  the  fingers  very  little. 

Copies  154-155.  The  I  begins  like  J  and  ends  with  a  leftward  swing,  finished  with  a  dot  or  a  connective 
stroke.  The  upward  stroke  should  be  well  curved  and  the  downward  stroke  or  back  should  be  rather  straight.  Count 
1-2.     Some  pupils  make  the  I  backwards  which  is  incorrect. 

Copy  156.  Study  and  practice  are  the  only  things  which  will  make  you  a  good  writer.  Watch  slant  and  be- 
ginning and  ending  strokes.    Are  you  careful  with  punctuation  marks? 


153 


Copy  157.  Notice  the  direction  of  arrows.  Keep  this  exercise  compact  and  narrow.  Do  not  raise  the  pen 
in  going  from  straight  line  to  oval  exercise:     Count  down-l-2-3-4-5-round-l-2,  etc. 

Copy  158.  The  top  of  A  is  the  same  as  i  and  the  bottom  is  like  J  and  Y.  Note  carefully  the  size  above  the 
base  line.     Count:  1-2-dot. 

Copy  159.  Turn  the  copy  up-side-down  and  see  what  the  y  looks  like.  Some  make  the  y  too  wide.  How  are 
yours?     Count:   1-2-3.     Penholder  points  towards  shoulder.     Hand  glides  over  paper. 


157 


158 


159 


160 


6rZ7r£sC<£/. 


10 


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SUPPLEMENTARY  COPIES  for 
PENMANSHIP  PRACTICE 

Copies  were  written  by  Francis  B.  Courtney,  Detroit,   Mich.    Instructions  were  written  in  the   office  of 
Number  2.  the  B.  E. 


^^T'T^Z^P—^C^^Z 


That's  it  •  it's  the  effort  that  counts  rather  than  the  practice.  The  latter  only  shows  the  quality  of  the  former.  The  effort  to 
secure  precision  in  form  makes  precise  forms  possible.  Accurate  forms  are  objectifications  of  inward  efforts— projected  impulses- 
materialized  visions  or  mental  images  See  clearly,  think  definitely,  will  firmly,  act  quickly,  and  the  result  will  be  high  grade  and 
graceful.  Mere  practice  squanders  time,  ink,  pens,  and  paper.  Right  practice  invests  these  things  in  a  good  handwriting  which 
bears  dividends  for  life. 


The  business  world  is  needing,  and  consequently  demanding,  more  and  better  writing  than  ever  before  in  the  world's 
history.  As  a  consequence,  more  young  men  and  women  are  today  learning  to  write  well  than  in  any  time  in  the  past. 
Writing  is  therefore  something  more  than  an  accomplishment;  it  is  a  modern'  business  necessity.  Incentive  seems  to  be  a 
necessary  part  of  effort;  the  price  or  worth  of  an  article  is  measured  bv  the  effort  required  to  secure  it.  Writing  is  not 
lightly  won  or  cheaply  sold. 


And  no  other  art  so  schools  the  eye  and  hand  to  accurate  details  as  dors  the  art  of  writing  well.  This  is  doubtless  the 
secret  why  business  men  desire  good  penmen.  They  know  they  are  masters  of  technical  details  and  therefore  hold  within 
themselves  the  key  to  the  mastery  of  other  details  in  office  routine.  Begin  today  to  be  a  genius— the  kind  that  is  made, 
not  born. 


<5^&uJ/n*M&&uv&r      & 


11 


<^-z?-^  tZ^-t>C^i> 


-?<-yi^/z^t-£di^^L^?/z^r 


t%y/z^^z?--zsc^-i 


-Z~Z7^C-^Z^Z^7^- 


■C^^t^Cy^h^&^t^^Z- 


' —  ^-^J^eZ^C-e^C- 


Everybody  admires  good  penmanship.  It  is  an  art  that  the  humblest  citizen  as  well  as  the  most  learned  can  and  does 
appreciate.  It  is  perhaps  the  most  beautiful,  when  well  executed,  of  any  of  our  useful  arts.  It  serves  the  double  purpose  of 
pleasing  and  earning.  It  is  thereby  doubly  valuable,  being  at  one  and  the  same  time  accomplishment  and  necessity.  Its  cost 
is  a  few  months'  time  and  effort,   its  value  is  a  life's  service  in  beauty  and    business. 


Think  less  of  labor  as  such,  and  more  of  it  as  a  means  of  expression  and  accomplishment,  and  labor  will  then  become 
"dignified"  and  pleasant.  Think  of  it  as  being  a  mental,  moral,  and  physical  necessity  for  true  living  and  manhood,  and  it  will  then 
be  a  delight  and  benediction.  Never  consider  "practice"  drudgery,  else  the  above  graceful,  skillful,  serviceable  lines  will  never  be 
possible.  Become  enthusiastic  over  your  practice,  or  be  content  to  be  a  poor  penman,  a  poor  excuse,  and  perhaps  a  pauper.  The 
skill  displayed,  the  point  made,  and  the  moral  penned  should  spur  you  on  and  forbid  the  fatal  end. 


To  confine  one's  attention  to  the  task  at  hand,  to  stick  to  detail,  and  to  be  thorough,  means  sometime  to  be  master.  Such 
qualities  are  in  demand.  Coupled  with  the  ability  to  "compare"  and  to  "combine"  means  sometime  to  be  the  head  of  some 
one  or  more  vast  enterprises.  Today  is  the  time  to  begin  that  preparation.  In  writing,  in  mathematics,  in  grammar,  in  spelling 
be  accurate,  be  particular,  be  sure.  See  how  precise  the  writer  has  been  with  height  and  slant  of  letters,  how  regular  with 
the  spacing  between  words,  and  how  particular  about  the  dotting  of  ;"s  and  crossing  of  t's  And  he  has  been  neither  slow  nor 
cramped  with  execution,   showing  that  dispatch  and  care  are  not  inconsistent. 


12 


^     <!^J&u&/uM&&uafi?~      & 


^Z^-z^^i-^ 


^^t^C^z^tP- 


-z*~^- — o-zz~ 


Deception  will  sooner  or  later  cause  not  only  friendship,  but  business  confidence  as  well,  to  founder.  People  do  not  likv 
j.-umblers,  nor  will  they  tolerate  for  any  considerable  length  of  time  "sorry  mouthed  "  people.  No  one  has  a  moral  right  to  be 
gloomy,  for  by  so  being  they  cast  gloom  over  others.  Cheerfulness  is  success,  m  People  by  their  poor  penmanship  cast  gloom 
over  the  faces  and  souls  of  those  who  have  to  read  it.      Shall  I  go  on  or  have  I  said  enough  ? 

PRIZE  WINNING  SPECIMENS  IN  THE  NATIONAL  ASSOCIATION  OF  PENMANSHIP 
SUPERVISOR'S    CONTEST  —  Philadelphia  —  April  27th,  28th,  29th,  1927 

Specimen  written  by  Mr.  Clarence  Lyon  McKelvie,  Philadelphia,  Pennsylvania.    Second  Prize. 


Specimen  written  by  Mr.  Thaddeus  Emblem,  Elmira,  New  York.    Third  Prize. 


Vi 


a^ 


<~^Z-<-^--C4*sC^— 


'^L-£_^Cs~^2~^*>-jb-r 


tC^  7Zr^^/lJL^J, 


<^z?--^~rs^ ,     ^y7 


€^ 


By   A.   M.    Wonnell.   Cincinnati,   O..    the    skillful,    wall    known    sup* 


>y/u>36tsj//ujjc~</ui«/</^     & 


13 


The   above   was   made    by    Irwin    Ogd' 
letters,    the   different   panels   and   leaves   \ 

Mr.    Ogdei 


tudent    in    the   Za 
very   painstaking,    careful    student. 


College    of    Penmanship,    Columbus.    Ohio.     The    background,    initial 


14 


. y/u  .jGuuS/ujj  C  W/ua/sr       & 


Cff/ftn///r/t  amvmtmjC&i  «t  //>< vmom&rh  /run.  amd  eve/u 

/ 


//osea  BaJ/ou 


Written    by    Miss   Velmah    Lynn,    who    is   attending    the    Zanerian   College   of   Pe 
write   this   style  as  well  as   Miss   Lynn. 


anship.   Columbus.   Ohio.     Fe 


The   above   specimen   was   written  by  A.    E.   Reeser,    1503    N.   Ceorge   Street.   York.   Pa. 


THE 


Tcbruartj  192.8 


Zancr-$\o$cY  Company, 
Columbus,  Ohio. 


The  above  sketch  was  made  by  T.  C.  Patterson,  an  in- 
structor in  the  Chillicothe,  Mo..  Business  College.  Mr.  Pat- 
terson states  that  he  finds  a  very  large  demand  for  engross- 
ing and  drawing  and  advises  persons  interested  in  this  work 
to  prepare   in   it. 


S  / 


r 


■ 


■nse^CslusCt/ 


■ 


The  above   beautiful   letter  « 
gan.  who   is  a   skillful   penman. 


d   from  W.    H.   Mor- 


Lord    Selkirk    School.    Winnipeg.    Man..    Can. 


y/it  rjtiuj//ujj C'duiw/tr*       & 


15 


ight    til 


The 

*tly 
Both   alphabets 


By  PARKER  ZANER  BLOSER 
round    retraced    alphabet    above   was    made    with    a    vigorous,    continuou: 
g   the   companion   alphabet   below  it. 

re   purposely   made   quite   large   in    order   to   cultivate   considerable   scope 
amount  of   practice   on   large   forms   like   these  with  a   free,    forceful    movement 
pid.   legible   handwriting. 

many  penmanship   teachers   in   the  past  have  made  a   mistake  by   drilling  too   mu 
t  practically   all  will   agree   that  a   proper   attempt   to   make    these    alphabets    at    I 
se,    cannot    prove    otherwise    than    highly   beneficial. 

The    same    may    be    true    of    the    numerous    other    exercises:     all    are   good   if   not  overdone  a 
Then   letters   of  both   medium  and   very   small   sizes   can  also  be  practiced   with   splendid   re 
There   are    some    teachers   who   believe   in   making   exercises   of   words   and   sentences   by   writing   th 
1   and    then   without    retracing.    Try   this   plan    also.     Each   no    doubt   has   its   merits. 
P.    Z.    had   never   before    tried   the    retraced   alphabet   and   was    surprised    at    the    control 


No  dc 
believe 


vement,    and    if   properly    practiced    will 


ach  of   movement. 

y    helpful    to    penmanship    students 


certain   movement  exercises.    Ho 
ght    time    in    the    students'    penmanship 


f  properly  pract 


fid.- 


t  the  right  time. 
and  over  again  by   retracing 
movement    its    practice    gave 


Ne 


nth   look   for  the 


all  letters  and  figures  retraced  and  othe 


16 


^MJ&u&n^&&ua£r      & 


Supplementary  Business  Writing 

By  C  C.  LISTER,  Maxwell  Training  School   for  Teacher*.  Nevr  YoTk  City 


^^^^^^tl^^^^^-i^C^C-^Z-  1^^<^l4^-z-<^l^^ZsL^?--z^C^^ 


^     ^^38u&n^&&u&&r       & 


MENTAL  MEANDERINGS 

By  CARL  MARSHALL,  Route   1,  Box  32,  Tujunga,  Calif. 


If  you  could  examine  the  result, 
when  the  present  meanderer  ex- 
presses himself  through  the  medium- 
ship  of  a  pen  (which, 
Why  Be  a  happily,  is  but  seldom) 
Penman?  you  would  decide  that  he 
must  have  his  nerve  with 
him,  when  he  sets  out  to  write  an  ar- 
ticle on  writing.  The  folks  who  had 
the  job  of  teaching  me  to  write  my 
mother  tongue,  made  at  least  two  mis- 
takes: first,  they  did  not  teach  me 
young  enough,  and,  second,  they  did 
not  go  about  the  job  in 
the  right  way.  But  the 
fact  that  I  was  thus 
"spoiled  in  the  making"  " 
although  it  effectually 
kept  me  from  becoming 
a  real  penman,  does  not 
keep  me  from  being 
tremendously  interested 
in  the  cause  of  good 
writing,  and  the  fact  that  I  never 
succeeded  in  becoming  even  a  fair 
penman  myself,  has  not  kept  me  from 
scoring  a  fairly  good  half-century  rec- 
ord as  a  teacher  in  boosting  said 
cause,  whenever  opportunity  offered. 
Even  now,  as  I  am  enlivening  my  de- 
clining years  teaching  this  little  coun- 
try school  out  here  in  the  California 
mountains,  every  one  of  my  kiddies 
from  the  youngest  up,  has  daily  prac- 
tice with  the  beautiful  Zanerian 
script,  which  is  officially  adopted  in 
this  state.  Furthermore,  the  older 
ones  all  have  back  numbers  of  the 
EDUCATOR  in  their  desks,  and 
whenever  there  is  a  slack  time  be- 
tween lessons,  with  nothing  more  ur- 
gent in  hand,  these  magazines  are 
brought  out,  and  the  youngsters  have 
fun  practicing  some  of  the  beautiful 
forms  that  have  been  put  on  the 
pages  by  such  pen  wizards  as  Lupfer, 
Doner,  Mills,  and  others  of  the  gal- 
axy of  stars. 

I  began  doing  this  sort  of  thing 
away  back  in  the  seventies,  and  I 
mention  it  here  just  to  show  you 
where  my  heart  is,  and  make  it  clear 
to  you,  perhaps,  that  I  have  done 
some  thinking  myself  on  the  educa- 
tional and  social  value  of  good  writ- 
ing, and  how  to  learn  to  do  it,  even 
though  my  own  personal  penmanship 
is  chiefly  useful  as  a  "horrible  ex- 
ample" to  show  my  pupils  vividly  how 
not  to  do  it.  I  never  taught  a  school 
yet,  in  which  I  did  not  feel  that  I  had 
failed  unless  I  had  turned  out  at 
least  a  dozen  pupils  who  could  write 
better  than  the  teacher. 

In  most  schools,  I  have  found  a 
group  of  young  folk,  who  had  begun 
to  do  a  little  thinking  for  themselves, 
who  were  asking  such  questions  as 
these:  "Why  bother  so  much  about 
mere  writing?  If  a  person's  writing 
can  be  read,  what   difference   does   it 


make,  whether  it  is  pretty  or  not? 
Isn't  the  time  spent  in  doing  these 
movement  exercises,  'Spiral  spring' 
stuff,  and  other  crlycues,  mostly 
wasted?  Are  they  any  good  except 
to  people  who  are  going  to  be  profes- 
sional penmen"?  And,  then  they  gen- 
erally wound  up  with  this  clincher: 
"There  was  Ben  Franklin  and  Wash- 
ington, and  Lincoln  and  Horace 
Greeley  and  Teddy  Roosevelt ;  none  of 
them  could  write  much,  but  they  all 
seem  to  have  rung  the  bell." 

It  was  not  always  easy  to  answer 
these  hecklers  effectively,  especially, 
as  there  are  a  lot  of  people  outside 
the  school  circle  who  have  pretty 
much  the  same  attitude  toward  good 
writing.  There  ARE  a  lot  of  great 
names  in  the  world  whose  owners 
could  not  even  write  the  names  them- 
selves so  they  could  be  read  by  any- 
one unfamiliar  with  them.  Get  hold 
of  any  collection  of  famous  poems  and 
other  literary  gems,  that  have  been 
printed  in  facsimile,  and  see  how 
many  of  them  you  can  read  without  a 
typed  translation.  As  penmanship, 
most  of  the  stuff  does  not  score  much 
above  the  Third  Grade.  Obviously, 
you  can't  prove  the  efficacy  of  good 
writing  from  the  great  names  in  lit- 
erature ,  or  politics  or  the  profes- 
sions. Even  lawyers,  doctors  and  edi- 
tors, whose  writing,  one  might  think, 
would  have  to  be  accurate,  as  a  rule, 
write  abominably.  If  the  case  had 
to  rest  here,  the  advocates  of  good 
writing  would  lose  their  cause.  But 
it  does  not  rest  here. 

To  begin  with,  the  great  men  who 
could  not  write  decently  were  not  fa- 
mous or  successful  BECAUSE  they 
could  not  write,  but  in  spite  of  the 
fact.  Nobody  but  a  hopeless  notwit 
would  argue  that  it  is  an  advantage 
for  a  man  to  be  unable  to  write  well ! 
On  the  other  hand,  history  is  full  of 
instances  in  which  the  ability  of  a 
man  to  write  well  has  been  the  mak- 
ing of  him.  There  was  Alcuin,  the 
great  teacher  at  the  court  of  Charle- 
magne, who  would  never  have  been 
heard  of  by  the  great  emperor,  but 
for  the  beautifully  illuminated  manu- 
scripts that  the  young  monk  had 
turned  out  at  the  monastery  at  York. 
A  more  recent  instance,  is  that  of 
Jefferson.  He  was  the  youngest  and 
least  important  of  the  five  men  ap- 
pointed to  draft  the  Declaration  of 
Independence,  and  he  was  given  the 
job  of  making  the  first  and  subse- 
quent drafts  of  the  immortal  docu- 
ment, because  he  was  the  only  mem- 
ber of  the  committee  who  was  a  good 
penman.  It  was  because  young  Jef- 
ferson was  handy  with  the  pen,  that 
his  name  has  come  down  to  us  as  the 
"author"  of  our  great  liberty  charter. 

But    the     cause    of    good    writing 


17 


rests  on  a  broader  basis  yet.  It  is 
agreed  among  mankind,  and  has  been 
so  agreed  since  the  dawn  of  civiliza- 
tion, that  all  things  that  are  to  be 
done  at  all  should  be  done  WELL. 
Why  should  so  important  a  matter  as 
writing  be  an  exception  to  this  law? 
What  would  be  thought  of  an  artist 
or  a  draughtsman  or  an  architect, 
who  should  ignore  technic,  and  do  his 
work  "any  old  way"  so  long  as  it  was 
done?  Or  how  far  would  a  musician 
get,  who  should  conclude  that  it  does 
not  matter  whether  he  sings  or  plays 
in  tune  or  out  of  tune?  The  argu- 
ment for  good  writing  is  the  same  as 
that  for  any  other  good  work.  There 
waaa  time  when  the  world's  art  and 
music  and  literature  was  crude  and 
poor,  but  that  time  went  by.  The 
coming  of  men  like  Raphael  and 
Michelangelo  and  Drurer  and  Rubens 
changed  all  that.  The  love  of  beauty 
and  harmony  is  inate  in  the  human 
soul,  and  the  exquisite  penmanship  of 
men  like  Spencer,  and  Zaner  and 
Madaraz,  is  already  influencing  the 
writing  of  this  generation,  just  as 
the  unprecedented  beauty  of  the 
brush  work  of  the  great  artists  of  the 
Renaissance  revolutionized  the  art  of 
Europe,  in  the  Fifteenth  Century. 
People  are  coming  to  appreciate  the 
beauty  and  elegance  of  good  writing, 
just  as  they  are  acquiring  a  better 
taste  in  dress,  home  decoration,  and 
mannerly  conduct.  We  are  likely,  to 
reach  a  period  before  very  long  when 
one  will  be  as  ashamed  of  crooked, 
crabbed,  ugly  "hen-track"  writing,  as 
he  is  of  bad  English,  boorish  man- 
ners, slouchy  dress  or  any  other 
badge  of  social  inferiority. 

Despite  the  advent  of  the  typewriter, 
and  the  stenographer  and  the  dicto- 
phone,  all  of  us  will  have  to  go  on  do 
ing  more  or  less  writing  with  the  pen. 
It  will  be  some  time,  before  such  inti 
mate  matters  as  love  letters,  messages 
of  condolence,  inscriptions  in  gift 
books,  and  signatures  will  be  type- 
written or  dictated  to  a  stenographer. 
And  the  better  that  people  learn  to 
write,  the  more  beautiful  penmanship 
there  will  be,  and  the  more  our  hearts 
will  be  gladdened  by  the  writing  of 
our  friends  that  we  are  proud  to  keep 
because  of  its  being  a  thing  of  beauty. 

There  are  other  and  more  important 
considerations,  of  course.  The  ability 
to  handle  a  pen  deftly  in  the  matter 
of  drafting  important  and  private 
documents,  making  headings  and  in- 
terlineations, and  drawing  up  legible, 
pen-written  statistical  summaries  for 
the  Chief  will  continue  to  be  the  best 
recommendation  for  an  efficient 
clerk  or  under-secretary.  Every  big 
business  administrator  knows  that 
the  man  who  is  careful  and  accurate 
with  a  pen,  is  likely  to  be  careful  and 
dependable  in  other  matters. 

There  is  a  wide  and  still  broaden- 
ing field,  also  for  good  teachers  of 
penmanship,  who  are,  themselves  good 
penmen.  The  American  people  are  al- 
ready "sold"  on  the  idea  of  good 
writing  in  the  schools,  and  it  is  more 
and  more   being  keenly   demanded   in 

(Continued    on    Page    32) 


*!3^&u&/ieM'&&u+?&r      & 


PUPPY  LOVE 

By  C.  R.  McCANN, 

McCann  School  of  Business 

Hazleton,  Penna. 


"Did  yez  hear  that  Mary  Mc- 
Carthy's bahy  died  this  morning?" 
spoke  up  Mrs.  Brogan  to  Widow 
Hogan  in  the  village  store. 

"Some  one  said  the  other  day  that 
the  little  creature  did  not  receive  the 
same  attention  as  it  did  before  Bob 
went  away,"  came  the  quiet  answer 
from  Widow  Hogan  of  Speak-easy 
fame. 

"I'm  thinkin'  that  Jigger  is  to  blame 
for  a  whole  lot  of  this  trouble.  He  is 
a  regular  divil  when  he  gits  goin'. 
Just  imagine  him  preventin'  Bob  from 
seein'  his  own  little  child.  If  more 
parents  would  invite  their  girls  to 
have  their  fellows 
home  and  treat  them 
better,  there  would  be 
less  weepin'  and  wail- 
in'  and  gnashin'  of 
teeth  later  on  when 
it  is  too  late.  In- 
stead many  drive 
their  children  to  do 
the  very  thing  the 
parents  don't  want 
them  to  do  by  telling  them  the  oppo- 
site. I  told  my  girls  to  bring  their 
fellows  home  all  they  wanted  to  and 
I  think  they  turned  out  about  as  fine 
as  the  next  ones.  They  all  got  men 
with  good  jobs  around  the  mines  and 
I  told  them  that  if  they  couldn't  get 
along  with  their  husbands  that  they 
should  not  come  back  home  and  pester 
me  about  their  little  scraps.  The  idea 
of  Jigger  always  yellin'  so  everybody 
could  hear  him,  'I'll  break  every  bonc 
in  yer  body.'  then  makin'  poor  Bob 
the  laughin'  stock  of  the  town.  This 
would  drive  anybody  to  drink.  They 
say  he  has  gone  completely  on  the 
rocks  since  he  left  the  town.  No  one 
knows  where  he  is." 

This  was  a  long  speech  for  Mrs. 
Brogan  to  make,  but  she  had  been  a 
close  neighbor  and  knew  that  Widow 
Hogan  had  heard  the  other  side  of  the 
story  in  her  speakeasy,  from  the  lips 
of  Jigger. 

Time  went  on  swiftly  and  weeks 
passed  into  months  and  it  was  whisp- 
ered about  the  little  town  that  Mary 
was  not  the  girl  she  had  been.  She 
seemed  to  have  lost  hold  of  herself 
completely.  In  other  words  she  had 
started  to  drink  and  carouse  around. 
This  was  soon  aired  by  the  women 
folks  and  when  the  village  gossips 
gather  the  scandal  —  not  much  left 
for  those  who  are  in  the  frying  pan  — 
they  are  doomed  whether  innocent  or 
guilty.  And  women  have  the  reputa- 
tion of  being  catty.  The  nature  of  n 
woman  seems  to  thrive  upon  go  LB 
Old  Jigger  had  been  hearing  some 
things  and  one  night  as  Mary  came  in 
a  little  later  than  usual,  was  down 
stairs  to  meet  her. 

"Where    have    yez    been     so    late 


Mary?"    inquired     the     paternal     an- 
cestor. 

"I  was  at  the  dance  and  we  missed 
the  last  car,  so  one  of  the  boys 
brought  me  home,"  quickly  replied 
Mary. 

This  was  an  old  one  for  Jigger  and 
has  been  used  thousands  of  times  be- 
fore and  no  doubt  will  be  used  thou- 
sands of  times  after  this  affair  has 
ceased. 

"Mary,  I'm  hearin'  things  about 
yez,"  interrupted  Jigger. 

"Now  what  have  I  done?  Are  you 
listening  to  all  those  old  clucks  in  the 
Patch  about  this  and  that?  If  I  am, 
you  have  driven  me  to  it,"  replied 
Mary  hotly  as  she  had  her  father's 
temper. 

She  had  hardly  spoken  the  last 
word  when  Jigger  "opened  up"  on  her 
with  a  right  and  crossed  it  quickly 
with  his  left  and  Mary  was  listening 
to  the  birdies  that  sing  so  sweetly 
for  the  defeated  prize  fighters. 

"I'll  never  have  a  daughter  of  me 
own  speaking  to  me  that  way,"  was 
all  Jigger  would  say  when  Mon  heard 
the  racket  and  hurried  down  the 
stairs. 

The  next  morning  Jigger  went  to 
work  at  the  mines  and  Mary  did  not 
get  up  until  nearly  noon.  Her  mother 
thought  she  needed  a  little  rest  after 
the  night  before. 

Mary  had  not  been  sleeping  after 
those  terrible  blows  but  was  busy 
packing  her  few  belongings  and  came 
down  all  dressed  and  ready  to  take 
the  train  for  a  large  city. 

"Now  where  are  ye  goin'  me 
pretty  lady?"  inquired  the  mother. 

"Mother,  I  can  stand  some  things 
but  I  can't  stand  this  treatment  that 
I  get  off  Pop  any  longer.  I  am  go- 
ing to  the  City  and  I'll  always  think 
kindly  of  you,  Mother  dear,  but  that 
old  scamp  will  drive  any  child  to 
drink  if  she  listens  to  him,"  was  the 
reply  from  Mary. 

With  that  she  was  off  and  caught 
the  train  and  in  a  few  hours  was  in 
a  large  city  where  many  other  girls 
have  gone  —  some  never  to  return  — 
but  one  wonders  sometimes  why  a 
girl  takes  this  attitude. 

When  a  girl  gets  down  and  out,  it 
is  very  hard  for  her  to  stage  a  come- 
back. There  is  an  old  saying,  "They 
Never  Come  Back."  It  is  a  trite  ex- 
pression if  there  ever  was  one.  If  a 
boy  tries  to  make  a  comeback,  he  is 
received  with  open  arms  and  every- 
thing is  done  to  help  him  succeed  but 
just  let  a  girl  try  it  and  women  espe- 
cially delight  in  stepping  on  her  and 
driving  her  still  deeper  in  the  mire. 
This  is  one  of  Life's  problems  and 
will  always  be  the  same. 

Manx-  fathers  drive  their  children  to 
the  very  thing  this  old  Jigger  has 
done,  little  thinking  of  the  harm  they 
air  <  1  < >i ii l--  at  thf  time.  It  is  true  that 
children  need  'li  cipline  but  there  are 
many  ways  in  which  this  may  be  ac- 
complished. Sometimes  fathers  do 
more  harm  than  cood.  Every  child 
i-  a  ilinVivnt  problem  —  no  two  i  u 
be     treated     alike.       Old     Jigger     had 


driven  Bob  to  drink  and  ruin  and  his 
own  daughter  was  fast  stepping  in 
that  direction  —  all  because  he  was 
too  bull-headed  to  think  of  other  per- 
son's likes  and  dislikes. 

After  two  years  of  the  "pace  that 
kills"  life,  Mary  accidently  ran  into 
Bob.  Neither  recognized  the  other  at 
first  for  they  both  had  changed  so 
much  and  had  seen  so  much  of  the 
bitter  life  that  saps  the  life  blood. 

"Mary,  why  don't  you  quit  this  life 
and  straighten  up?"  spoke  Bob  rather 
feelingly. 

"You  are  a  fine  example  to  preach 
to  me!"  came  the  fiery  answer. 

"I  know  it,  but,  I  have  seen  more 
than  you  and  I  love  you  too  much  to 
see  you  go  on  the  rocks  as  I  have 
done.  There  is  no  hope  for  me.  I  hav 
suffered  the  ravages  of  disease  and 
booze  all  because  your  old  man 
couldn't  see  me.  Maybe  I  was  wrong 
but  he  could  have  helped  me  right  my- 
self," sermonized  Bob. 

"Maybe  you  are  right,  Bob,  I'll  turn 
over  a  new  leaf  and  start  life  all  over 
again  —  all  for  you,"  answered  Mary 
thoughtfully. 

With  that  Bob  took  her  to  Sisters 
of  Mercy  where  she  was  to  start  all 
over  again.  Bob  kissed  her  cheek 
tenderly  as  he  left  her.  Little  did  she 
know  that  would  be  the  last  time  she 
would  ever  see  him  again.  The  next 
morning  he  was  found  floating  in  the 
muddy  waters  below  the  falls. 

Mary  soon  reclaimed  herself  be- 
cause she  became  associated  with 
persons  who  were  of  the  finer  caliber 
morally  and  she  soon  secured  a  posi- 
tion as  a  stenographer  in  a  large  In- 
surance Company's  Office.  She  had 
brushed  up  for  about  six  months  in 
a  Night  School  the  work  she  had  al- 
most completed  in  the  little  Business 
College  back  home.  Promotion  came 
fast  because  she  still  remembered 
what  the  old  teacher  had  told  them 
one  day  in  Salesmanship  —  "Hard 
work  never  hurts  anyone  —  especially 
if  he  wants  to  succeed." 

Later  Mary  married  one  of  the  ex- 
ecutives of  the  office  in  which  she 
worked  and  today  she  is  a  respectable 
married  woman,  living  in  a  city  far 
distant  from  her  birthplace.  She 
never  went  back  home  and  long  ago 
her  parents  gave  her  up  as  dead.  Pos- 
sibly the  reason  was  the  dreaded 
words.  "I'll  break  everv  bone  in  ver 
body."  The  End 


R.  R.  REED 

The  new  chairman  of  the  Penman- 
ship Department  of  the  National 
Commercial   Teachers'    Federation. 

Mr.  Reed  is  the  penmanship 
teacher  in  the  Ferris  Institute.  Big 
Rapids,  Mich.  Our  readers  arc  famil- 
iar with  Mr.  Heed's  skill  with  the  pen. 

Mr.  Reed  is  already  working  on 
nc\t    year's    meeting    and    desires    the 

cooperation  of  all.  Mr.  Reed  is  a 
mighty  fine  man  for  the  position,  and 
the  nexl  meeting  will  go  across  with  a 
bang  if  everyone  gives  him  their  sup- 
port. 


^     ttMJ&udS/i^&Jiu&fir*      & 


19 


The  Growth  of  the  National  Asso- 
ciation   of    Penmanship 
Supervisors    And 
Teachers 

CLARA  RedeCKER,  Supervisor  of  Pen- 
manship,  Rock   Island,   Illinois 


The  National  Association  of  Pen- 
manship Supervisors  was  organized 
in  Chicago,  December,  1913,  by  a 
group  of  leading  supervisors,  and  the 
first  meeting  following  the  organiza- 
tion was  held  in  St.  Louis,  May  4-6, 
1914,  with  Mr.  J.  H.  Backtenkircher 
of  Lafayette,  Indiana,  acting  as  presi- 
dent. From  the  standpoint  of  its 
present  size,  the  meeting  was  not 
large,  with  only  sixty  delegates  from 
various  sections  of  the  country  in  at- 
tendance. But  to  those  who  had  but 
recently  entered  the  field,  it  filled  a 
great  need  in  all  its  varied  features 
—  social,  discussions,  lectures  ex- 
hibits, and  the  great  privilege  of  vis- 
iting the  school  rooms  to  see  work  in 
progress  among  the  children. 

This  meeting  "set  the  pace"  for 
succeeding  ones,  which  have  all  fol- 
lowed its  general  plan  of  organiza- 
tion, that  of  aiding  teachers  to  secure 
practical  help  in  everyday  work.  Sub- 
sequent meetings  were  held  in  Cleve- 
land, 0.,  (1915),  Ft.  Wayne,  Ind., 
(1916),  Chicago,  111.,  (1917),  Benton 
Harbor,  Mich.,  (1922),  St.  Louis,  Mo, 
(1924),  Cleveland,  0.,  (1926),  and 
Philadelphia,  Pa.,  (1927).  Leaders 
of  the  Association  have  included  the 
following  well-known  persons  in  the 
penmanship  field:  T.  W.  Emblen  El- 
mira  N.  Y.;  C.  A.  Barnett,  Cleveland, 
0  ;  Elmer  G.  Miller,  Pittsburgh,  Pa.; 
Laura  J.  Breckenridge,  Lafayette, 
Ind  •  H.  C.  Walker,  St.  Louis,  Mo.; 
F.  O.  Rogers,  Ft.  Wayne,  Ind.;  Ella 
M  Hendrickson,  Lakewood,  O.;  Frank 
J  Duffy,  Duluth,  Minn.  Mrs.  Lettie 
J.  Stro'bell,  Pittsburgh,  Pa.,  is  the 
present  incumbent. 

During  the  World  War,  meetings 
were  discontinued,  and  at  the  Benton 
Harbor  meeting  (1922)  the  plan  of 
holding  biennial  conventions  was 
adopted.  This  plan  was  followed  un- 
til the  Cleveland  meeting  (1926) 
when  it  was  deemed  advisable  to  re- 
turn to  the  former  plan  of  annual 
meetings. 

Among  the  several  conventions  of 
the  Association,  all  of  which  have  had 
very  helpful  features,  th  eTenth  An- 
niversary meeting  held  in  St.  Louis 
in  1924  has  outstanding  character- 
istics. It  will  be  remembered  as  hav- 
ing featured  debates  by  advocates  of 
various  methods  of  teaching  primary 
writing,  followed  by  free  and  kindly 
discussions.  Dr.  Frank  Freeman  of 
Chicago  University,  who  has  done  a 
great  deal  of  investigating  in  the  sub- 
ject of  handwriting  was  present  and 
gave  the  principal  address. 

At  all  of  the  conventions  a  promi- 
nent feature  of  the  program  has  been 
an  address  by  the  Superintendent  of 
Schools  or  his  assistant.     The  music 


departments  of  the  several  cities  have 
graciously  entertained  at  the  ses- 
sions. Teachers  whose  rooms  we  have 
visited  have  given  us  a  hearty  wel- 
come, and  the  spirit  among  delegates 
has  been  one  of  complete  harmony 
and  good  feeling.  This  seems  to  me 
to  be  the  influence  that  will  live  long- 
est and  yield  the  greatest  returns  in 
the  entire  organization. 

The  main  purpose  of  the  organiza- 
tion has  been  the  inter-change  of 
ideas  relating  to  the  teaching  of  pen- 
manship. The  N.  A.  P.  T.  S.  repre- 
sents all  methods  but  exploits  none; 
anyone  may  freely  express  his  views, 
and  his  listeners  may  reserve  for 
their  own  use  such  ideas  and  devices 
as  they  consider  helpful.  The  pur- 
poses of  the  Association  can  be  listed 
under  four  heads: 

1.  The  establishment  and  main- 
tenance of  efficient  and  respon- 
sible supervision. 

2.  The  improvement  of  educational 
conditions. 

3.  The  advancing  of  correct  pro- 
cedure for  teaching  hand- 
writing. 

4.  Conducting  discussions  of  the 
problems  of  organization,  ad- 
ministration, and  supervision. 

During  the  fourteen  years  of  its  ex- 
istence, the  Association  has  grown 
from  a  membership  of  sixty  in  1914 
to  seven  hundred  ninety-three  in  1927. 
At  the  Philadelphia  meeting  in  April, 
1927,  a  new  Constitution  was  adopted. 
In  order  to  include  all  teachers  of 
penmanship,  as  well  as  supervisors, 
the  name  of  the  Association  was 
changed  to  National  Association  of 
Penmanship  Teachers  and  Super- 
visors. 


The  1928  convention  will  be  held  in 
Oak  Park,  Illinois,  April  25-27.  Meet- 
ings will  be  held  at  the  New  Con- 
gress Hotel,  Chicago;  a  day  will  be 
spent  visiting  the  schools  of  the  larg- 
est village  in  the  United  States — Oak 
Park,  where  Miss  Alma  E.  Dorst,  is 
Supervisor  of  Handwriting.  Those 
who  are  following  the  affairs  of  the 
Association  predict  a  profitable 
meeting. 


National    Association    of    Penmanship 
Teachers  and  Supervisors 

Several  of  the  outstanding  speakers 
and  their  subjects  for  the  April  meet- 
ing N.  A.  P.  S.  are: 

Dr.  Paul  V.  West— New  York  Uni- 
versity— "The  Supervisor  as  a  Leader 
of  Research." 

Dr.  A.  S.  Barr— University  of  Wis- 
consin— "The  Development  of  Ob- 
jective Procedures  in  Classroom  Su- 
pervision." 

Professor  Franklin  Bobbitt — Uni- 
versity of  Chicago — "General  Prin- 
ciples of  Supervision  as  Applied  to 
the  Work  of  Supervisor  of  Penman- 
ship." 

Mr.  Glen  Hoffhines— of  Harris 
Trust  and  Savings  Bank,  Chicago — 
"Practical  Penmanship  from  a  Prac- 
tical Point  of  View." 

Miss  Luella  Chapman  —  Buffalo 
State  Teachers'  College,  Buffalo,  N. 
Y. — "The  Responsibility  of  the  Pen- 
manship Instructor  in  Teacher  Train- 
ing Institutions." 

There  will  be  interesting  discus- 
sions by  some  of  the  most  outstand- 
ing penmanship  supervisors  in  the 
United  States  on  Prevalent  Penman- 
ship Problems. 

A.   Lucilla   McCalmont, 
Chr.  of  Executive  Com. 


<^£<*>ftl>/ 


ove  letter  was  wr 
prings,  Garfield  C< 
writing,  but  is  quite  skillful 
had   Superintendents  with  as  i 


:n  by  Mr.  S.  B.  Potter,  who  is  Supt. 
Colo.  Mr.  Potter  is  not  only  skillful 
ornamental,  as  well.  We  wish  that 
ch  penmanship   skill  as  Glenwood   Sprii 


20 


^     <!3^&u&'/uM&&u*i£r%      4§* 


Why  Arm  Movement  Writing 


[This  article  which  appeared  in  the 
Latrole  Bulletin  was  written  by 
Laura  Shallenberger,  Supervisor  of 
g  in  the  public  schools  of  Lat- 
robe,  Pa.  This  article  is  one  of  a 
series  of  articles  prepared  by  the 
teachers  of  the  public  schools  of  Lat- 
robe  with  tlie  view  of  familiarising 
with  the  work  being  done  in 
the  various  subjects  in  the  public 
schools. 

Supi  rvisors  of  handwriting  over  the 
country  could  do  much  toward  in- 
creasing interest  in  handwriting  by 
informing  the  public  of  the  work  they 
are  doing. 

Miss  Shallenberger  is  an  enthusiastic 
Zanerian  Jiaving  received  her  penman- 
ship  training  in  the  Zanerian  Col- 
lege.} 

Is  writing  essential?  You  may  fre- 
quently hear  it  said  that  since  the 
advent  of  the  typewriter  and  its  very 
general  use,  handwriting  has  lost  its 
significance.  But  the  makers  of  steel 
pens  tell  us  that  they  manufacture 
and  sell  more  steel  pens  than  ever  be- 
fore. Because  the  writing  machine 
has  become  so  common,  handwriting 
must  be  done  more  acceptably  than 
before. 

Not  only  is  good  writing  needed  in 
the  commercial  and  social  life,  but  it 
is  needed  in  the  school  life.  Writing 
is  one  of  the  most  important  studies 
in  school  life  because  it  is  used  in  the 
recording  of  all  other  subjects.  To  be 
educational,  it  must  be  free  and  rapid. 
The  hand  must  keep  pace  with  the 
thought  movement,  or  it  is  not  real 
writing.  The  need  of  good  writing 
in  the  first  eight  years  of  school  life 
is  well  worth  the  effort  it  takes  to 
master  it;  afterwards,  it  is  a  business 
and  social  asset — it  is  never  a  liabil- 
ity. The  hygenic  position  acquired 
while  practicing  arm  movement  writ- 
ing, alone  pays  for  the  time  spent  in 


teaching  this  subject. 

Arm  movement  writing  means  good 
healthful  posture,  straight  spinal  col- 
umns, eyes  far  enough  away  from  the 
paper  for  safety,  and  both  shoulders 
of  equal  height.  It  is  impossible  to 
do  good  arm  movement  in  twisted,  un- 
healthful  positions,  or  with  stiff  and 
rigid  muscles.  But  poor  body  posi- 
tion and  cramped  muscles  usually  ac- 
company finger  movement  writing. 

In  finger  movement  the  letters  are 
formed  by  the  action  of  the  thumb 
and  first  two  fingers,  while  the  hand 
is  moved  forwards  in  a  series  of  jerks 
after  the  formation  of  every  three  or 
four  letters.  This  cramped  position  of 
the  hand,  which  is  caused  by  holding 
the  pen  or  pencil  too  lightly  and  by 
the  desire  of  the  writer  to  make  as 
many  letters  as  possible  before  mov- 
ing the  hand,  is  very  tiresome  to  the 
writer  and  usually  results  in  uneven, 
unsymetrical,  and  often  illegible 
writing. 

Arm  movement  writing  is  writing 
in  which  the  power  to  write  comes 
from  the  muscles  above  the  elbow.  The 
movement  is  controlled  by  resting  the 
arm  on  the  muscle  pad  in  front  of  the 
elbow  and  on  the  tips  of  the  third  and 
fourth  fingers. 

Why  teach  arm  movement  writing? 
What  are  its  advantages  ?  Two  of 
these  have  already  been  mentioned: 
(1)  a  healthful  body  posture  with  re- 
laxed muscles  (2)  conservation  of 
eyesight.  Other  advantages  are,  ease 
in  writing  and  beauty  of  form.  The 
muscles  above  the  elbow  are  large  and 
strong,  with  abundant  power  to  move 
the  pen  without  being  tired.  Because 
of  this  abundant  power,  the  handwrit- 
ing is  (1)  smooth  and  graceful;  (2) 
swiftly  executed;  (3)  uniform  in 
slant:  (4)  easy  to  read.  The  aver- 
age person  who  has  not  been  taught 
arm  movement  writing,  writes  at  only 


a  fraction  of  the  speed  which  is  pos- 
sible to  most  of  those  who  have  been 
taught  arm  movement. 

Most  persons  who  are  cited  as 
rapid  finger-movement  writers,  are 
those  who  were  once  trained  in  arm 
movement  and  who  acquired  through 
this  training  the  position  of  the  hand 
and  arm  which  makes  possible  the 
speed  they  attain.  They  use,  also,  a 
considerable  amount  of  arm  move- 
ment. Arm  movement  writing  does 
not  mean  that  the  fingers  have  no 
part  in  forming  the  letters.  Few 
teachers  of  writing  would  insist  that 
*the  fingers  should  do  nothing  but  hold 
the  pen.  A  method  of  writing  by 
which  the  arm  muscles  are  used  for 
the  fundamental  movements,  with  the 
fingers  slightly  assisting  in  the  form- 
ation of  letters,  is  productive  of  bet- 
ter results  than  a  method  that  makes 
use  of  the  fingers  alone;  a  little  finger 
movement  is  used  by  most  arm  move- 
ment writers. 

It  has  been  clearly  demonstrated 
that  w-hile  high  school  students  and 
many  eighth  grade  students  can  learn 
readily  from  the  same  methods  of  in- 
struction as  used  in  teaching  penman- 
ship in  business  schools,  these  same 
copies,  instruction,  and  method  do  not 
secure  such  good  results  when  ap- 
plied to  the  lower  grades.  Just  as  in 
other  subjects  it  is  a  mistake  to  try 
to  teach  all  ages  of  children  from  the 
same  text,  so  it  is  a  mistake  in  teach- 
ing writing.  Nearly  all  psychologists, 
primary  supervisors  and  students  of 
primary  education,  are  agreed  that 
large  writing  for  little  children  is 
best  for  health   and  easiest   to  learn. 

Some  people  seem  to  think  writing 
is  a  gift.  It  is  no  more  a  gift  than  any 
other  branch  of  study.  Anyone  under 
normal  conditions  can  acquire  a  free, 
easy  and  legible  handwriting,  if  he  is 
willing  to  devote  a  little  of  his  spare 
time  to  practice.  The  way  one  writes 
is  largely  determined  by  how  he 
wishes  to  write.  If  the  desire  is 
strong  enough  the  writing  will  im- 
prove. 


By   H.   J.   Walter. 


3te&trt/n^&6Ka6r      & 


Eastern      Commercial      Teachers' 
Association 

iContinued   from   Page   7.) 

Dick  Carolson,  La  Salle  Extension 
University,  Chicago,  111. — 5  min. 

3.  What  is  the  technique  employed 
for  measuring  stenographic  output 
in  the  classroom? 

Speaker  to  be  announced. 

4.  What  is  the  technique  employed 
for  measuring  stenographic  output 
in  business? — 10  min. 

Mr.  William  Harned,  Head  of  the 
Shorthand  and  Typewriting  depart- 
ment, Columbia  University,  New 
York  City. 

5.  What  is  being  done  or  might  be 
done  to  stimulate  a  closer  relation- 
shin  between  the  classroom  and  the 
office  in  the  matter  of  such  stand- 
ards and  measures  of  efficiency? 
Miss  Maude  Smith.  Chairman  of 
Shorthand  Department,  Yonkers 
School  of   Commerce.   New   York. 

6.  Just  where  is  the  line  of  demark- 
ation      between      secretaries      and 
stenographei-s?  What  shou'd  be  the 
essential  difference  in  training? 
??? 

7.  Dr.  E.  G.  Coover,  Author  of 
Wiese-Coover  Tynewritinq-  Text, 
and  Prof,  of  Psychology.  Standard 
University,  will  speak  on  a  subject 
which  he  will  select. 

Economics,    and    Social    Studies    Sec- 
tion:    Chairman,     Lewis     A.     Rice. 
Commercial     Education,     State     of 
New  Jersey. 
Address:       Research    as    Applied    to 
Commercial   and  Industrial   Rela- 
tions. 
Martin  Dodge,  Manager,  Industrial 
Bureau    Merchants'    Association    of 
New  York  City.  2:15-2:45 

Addresses:     Research    Materials    for 
the   Commercial   Teacher. 

1.  Economics  and  Research. 
Willford  I.  King,  Ph.  D..  Research 
Staff    of    the    National    Bureau    of 
Economics     Research,     New     York 
City  2:45-3:00 

2.  Marketing  and  Research. 
William  G.  Schneider,  Research  De- 
partment,   Copper    and    Brass    Re- 
search     Association,      New      York 
City  3:00-3:15 

3.  New  Materials  in  Commercial 
Law. 

William  R.  Curtis,  Atlantic  City 
High  School,  Atlantic  City,  New 
Jersey  3:15-3:3- 

4.  Development  of  the  Port  of  New 
York — An  Example  of  Geographi- 
cal  Research. 

Billings,  Wilson,  Deputy  Manager 
in  Charge  of  Port  Development, 
New  York  Port  Authority  3 :30-3 :45 
Conference  Hour  on  Research  and 
Other  Classroom  Problems — 3:34- 
4:45 — Five  Minutes  Presentation 
by  Murray  L.  Gross,  West  Phila- 
delphia H.  S.,  Administration, 
Philadelphia,  Pa.;  W.  L.  Kreibel, 
Pierce  School  of  Business  Adminis- 
tration, Philadelphia,  Pa.;  Dr.  Lo- 
label  Hall,  Bay  Ridge  High  School, 
New  York  City;   Arnon  W.  Welch, 


Esq.,  New  York  City;  William  0. 
Taylor,  High  School  of  Commerce, 
New  York  City;  Mathew  A. 
Lynaigh,  White  Plains  High  School, 
White  Plains,  New  York,  and 
Others. 

Administration  Section:  Chairman, 
Dr.  E.  G.  Blackstone,  University  of 
Iowa,  Iowa  City. 

Address:  Research  as  Applied  to  Cur- 
riculm  Building  in  Teacher  Train- 
ing. 

Dr.  Ambrose  L.  Suhrie,  New  York 
Univ.,  New  York  City       2:15-2:45 

Addresses:  Research  Materials  for 
Commercial  Teacher  Training  In- 
stitutions. 

1.  In  Studies  of  State  Certification 
Requirements  2:45-3:00 
Mr.  J.  O.  Malott,  Specialist  in  Com- 
mercial Education,  Bureau  of  Edu- 
cation, Department  of  Interior. 

2.  In  Studies  of  Supply  and  Demand 
of  Commercial  Teachers  3:00-3:15 
Mr.  John  J.  W.  Neunew,  Theodore 
Roosevelt  High  School,  New  York 
City. 

3.  In  Studies  of  Commercial  Teacher 
Training  Curricula  3il5-3:30 
Mr.  Herbert  Tonne,  Lafayette  Jun- 
ior High  School,  Elizabeth,  New 
Jersey. 

4.  In  Studies  of  Comparative  Quali- 
fications of  Commercial  Teachers 
and  other  Teacher   Groups. 

Miss   Elizabeth   Baker,   Commercial 
High  School,  Atlanta,  Georgia. 
Conference     Hour     on     Problems     of 
Commercial  Teacher  Training: 

1.  What  are  the  steps  in  the  process 
of  determining  occupational  oppor- 
tunities in  a  given  city?  3:45-4:00 
Prof.  F.  G.  Nichols,  Graduate 
School  of  Education,  Harvard  Uni- 
versity,  Cambridge,  Mass. 

2.  What  steps  should  be  taken  to  se- 
cure recognition  for  commercial 
teacher  training  courses  in  colleges 
and  universities?  4:00-4:15 
Dr.  Edward  J.  McNamara,  Princi- 
pal, High  School  of  Commerce,  N. 
Y.  C. 

3.  How  many  years  of  training  be 
required  for  the  adequate  training 
of  commercial  teachers? 

Mr.  Clinton  A.  Reed,  Supervisor  of 
Commercial  Education  State  De- 
partment of  Education,  Albany, 
New  York. 

4.  What  books,  magazines,  and  re- 
search services  of  business  and 
schools  are  available  for  commer- 
cial teacher  training  research 
workers?  4:25-4:35 

5.  What  are  some  important  research 
problems    that   need   first    attention 
in  commercial  teacher  training? 
Mr.   John   V.    Walsh,   Morris    High 
School,  New  York  City. 

Retail  Education  Section:  Chairman, 
Dr.  Norris  A.  Brisco,  New  York 
University  School  of  Retailing. 

Address:    1.  Research    as   Applied   to 
the  Retail  Business. 
Miss  B.  Eugenia  Lies,  Director  of 
the    Planning    Department,    R.    H. 
Macy  &  Company. 


21 


Addresses 

1.  Research  Materials  the  Retail  Ed- 
ucation. 

Dr.  David  Rankin  Craig,  Assistant 
Professor,  The  Research  Bureau  for 
Retail  Training,  University  of 
Pittsburgh. 

2.  Symposium   on   Retail   Education. 
"Making  Store  Contracts" 

Miss  Margaret  Jacobson,  West 
High  School,  Rochester,  New 
York. 

"Placement  of  Students" 
Miss     Maude      McCain,      Theodore 
Roosevelt  H?  S.,  New  York  City. 
"How    the    Teachers    of    Retailing 
May  Assist  the  Merchant  in  Train- 
ing His  Employees" 
Miss    Grace    Griffith,    Elmira    Free 
Academy,   N.   Y. 

"Progress  of  Retailing  Education  in 
High  Schools  in  1926" 
Miss  Isabel  Graig  Bacon,  Special 
Agent,  Retail  Store  Education,  Fed- 
eral Board  for  Vocational  Educa- 
tion. 

PENMANSHIP    SECTION:       Chair- 
man,   John    G.    Kirk,    Director    of 
Commercial    Education,    Philadelphia 

Public   Schools,   Philadelphia,  Pa. 
Address:     Needed     Research     in     the 
Teaching  of  Penmanship  in  Commer- 
cial  Schools    2:15-2:45 

Dr.  Paul  V.  West,  School  of  Edu- 
cation,    New     York     University, 
New  York  City. 
Addresses:       Research    Materials   for 
the  Commercial  Teacher. 

1.  In    Penmanship    2:45-3:00 

Clarence  S.  McKelvie,  Director 
of  Handwriting,  State  Teachers 
College,  West  Chester,  Pa. 

2.  In  Handwriting  Scales  3:00-3:15 
Speaker  to  be  announced  later. 

3.  In  Teaching  of  Penmanship 

3:15-3:45 

Dr.  Frank  N.  Freeman,  Profes- 
sor of  Educational  Psychology, 
University  of  Chicago,  Chicago, 
Illinois. 
Conference  Hour  on  Research  and 
Other  Teaching  Problems  3:45-4:45 

1.  Should  we  expect  classroom 
teachers  to  be  research  workers? 

Dr.  Joseph  S.  Taylor,  President, 
New  York  Society  for  the  Ex- 
perimental Study  of  Education, 
formerly  District  Superintendent 
of  Schools,  New  York  Public 
Schools,  New  York  City. 

2.  What  are  some  important  re- 
search problems  that  teachers  may 
help  to  solve? 

M.  A.  Travers,  Director  of  Hand- 
writing, Elizabeth  Public  Schools, 
Elizabeth,  New  Jersey. 

3.  What  books,  magazines,  and  re- 
search services  of  business  and 
schools  are  available  for  teachers  of 
handwriting? 

Michael  J.  Ryan,  Instructor  in 
Penmanship,  The  Peirce  School 
of  Business  Administration, 
Philadelphia,  Pa. 

4.  Problems  for  Discussion. 

a.  What  standards  of  form  in 
penmanship  are  practical  and 
(Continued  on  Page  22) 


22 


<5/fe&uA/?uM  &&&&&?*       & 


Primary  Writing 
By  Mildred  Moffett 


IMiss  Uoffet's  plea  that  the  child 
should  be  given  as  fair  a  start  in 
handwriting  as  he  is  given  in  read- 
ing, he  being  entitled  to  the  latest  re- 
sults of  scientific  research  in  this 
branch  as  well  as  in  other  branches, 
is  to  the  point  and  should  receive  con- 
sideration. Why  discriminate  against 
one  branch  in  favor  of  another? 
Where  handwriting  is  given  similar 
attention  to  that  given  other  branches 
similar  results  are  secured]. 


Primary  Writing  the  country  over 
is  such  a  variable  quantity,  uncertain 
in  fact,  that  I  question  seriously 
whether  most  Primary  Teachers  cor- 
rectly view  the  purpose  of  the  daily 
writing  performance. 

As  near  as  I  have  been  able  to  de- 
termine by  casual  conversation  and 
class  room  visits  with  Primary 
Teachers  many  of  them  have  the  er- 
roneous idea  that  it  is  impossible  for 
a  child  to  learn  to  write  freely  dur- 
ing the  first  two  years.  The  various 
school  exercises  which  our  crowded 
curriculum  forces  them  to  have  the 
children  write. 

Recently  through  scientific  study  of 
the  Child's  Way  of  learning  to  write, 
we  find  that  if  the  same  care  and  at- 
tention to  individual  instruction  is 
employed  in  the  teaching  of  Writing 
that  is  now  almost  universally  true 
in  teaching  Primary  Reading,  there 
need  be  no  doubt  in  the  mind  of  any 
teacher  about  her  pupils  being  able  to 
learn  to  write  fluently  enough  to 
serve  the  daily  lesson  needs  after  the 
first  three  or  four  months  in  school. 

Where  children  are  encouraged  to 
believe  they  can  learn  to  write  "real 
words"  and  later  use  them  in  writing 
stories  we  are  securing  results  that 
would  to  some  folks  be  almost  unbe- 
lievable. 


Where  the  beginning  lessons  are 
properly  handled  during  the  first  two 
or  three  months,  the  average  and 
above  average  child,  as  well  as  some 
of  the  weaker  ones,  will  be  able  to 
greatly  increase  their  writing  vocabu- 
lary through  the  use  of  vocabulary 
cards  now  available  for  associate  use 
with  the  text. 

Many  pupils  whose  interest  in  some 
types  of  "Busy  Work"  lags  percept- 
ibly after  the  first  few  days  will  play 
with  their  vocabulary  cards  profit- 
ably day  after  day  with  increased  in- 
terest, thereby  adding  to  their  writing 
vocabulary  and  strengthening  their 
reading  and  spelling  vocabularies. 

If  the  writing  is  properly  pre- 
sented during  the  first  two  months  in 
the  first  and  second  grades  you  are 
safe  in  presenting  to  your  pupils,  the 
vocabulary  or  dictionary  box,  which 
ever  you  may  choose  to  call  it,  ex- 
plaining the  use  of  the  cards  care- 
fully. Some  may  need  and  want  your 
help  occasionally  but  many  will  in 
their  play  time  master  the  new  words 
independently  for  most  part.  The 
writing  period  may  be  used  to  help 
them  overcome  any  little  difficulties 
encountered. 

Here  is  one  message  I  should  like  to 
broadcast  so  that  every  teacher  and 
superintendent  might  hear  and  profit 
thereby : 

Until  the  act  of  writing  has  been 
fixed  through  the  establishment  of 
correct  habits  of  visualization  and 
motor  control  it  is  unwise  to  ask  chil- 
dren to  COPY  selections  from  the 
blackboard  or  text,  particularly  when 
words  entirely  out  of  the  child's  range 
of  vocabulary  are  included. 

Since  we  do  not  expect  children  to 
read  fluently,  selections  which  contain 
words  of  which  they  have  no  knowl- 
edge is  it  reasonable  to  expect  more 
of  them  in  writing? 

Let  us  teach  the  act  of  writing 
words  as  thoroughly  as  we  do  reading 
and  the  results  of  the  right  kind  will 
surely  follow. 


Getting  Form 


By   J.   H.   BACHTENKIRCHER. 
Lafayette,    lnd. 

I  have  observed  that  many  pupils 
do  not  make  the  standard  r  well,  not 
because  they  do  not  konw  the  correct 
form,  but  because  they  do  not  put  in 
the  necessary  strokes  and  checks  of 
the  pen  to  give  it  the  correct  form. 
Not  enough  attention  is  given  to  the 
strokes  and  the  time  and  blend  neces- 
sary to  make  it. 

As  a  device  for  overcoming  these 
defects  I  have  the  pupils  "block  out" 
the  letter  showing  the  number  of 
moves  the  pen  must  make.  (See  first 
and  second  letters  in  above  illustra- 
tion). 

I  find  pupils  making  excellent  im- 
provement in  the  form  of  this  letter 
and  it  is  carrying  over.  I  should  like 
to  know  what  the  reader  of  the  B.  E. 
thinks  about  such  "doins" 


Miss  Catherine  E.  Giles,  of  LeRoy, 
N.  Y.,  has  recently  been  appointed  to 
teach  commercial  work  in  the  Strath- 
moor  High  School,  Detroit. 

Dorothy  Mae  Fordyce  of  Parkers- 
burg,  Iowa,  is  a  new  commercial 
teacher  in  the  Atlantic,  Iowa,  High 
School. 

Mr.  Gilbert  S.  Harold  of  New  York 
has  recently  been  appointed  commer- 
cial instructor  in  The  Drexel  Institute, 
Philadelphia. 

Mr.  E.  H.  Gunther  of  Columbus,  O., 
is  a  new  commercial  teacher  in  the 
High  School  at  Lockport,  N.  Y. 

T.  M.  Tevis,  Chillicothe,  Mo.,  fav- 
ored as  with  some  of  his  beautifully 
written  cards.  The  cards  are  mounted 
in  a  folder  and  have  a  very  Veautiful 
appearance.  The  cards  are  well 
worth  a  place  in  any  one's  scrapbook. 


Eastern      Commercial      Teachers' 
Association 

(Continued  from  Page  21) 

attainable? 

Raymond  C.  Goodfellow.  Di- 
rector of  Penmanship,  New- 
ark Public  Schools,  New 
Jersey. 

b.  What  are  the  measurable 
elements  that  determine  leg- 
ibility in  writing? 

Elizabeth  Langdon,  Super- 
visor of  Handwriting,  Bing- 
hamton  Public  Schools, 
Binghamton,  New  York. 

C.    What  standards  of  position 


in  writing  are  practical  ami 
measurable? 

Speaker    to    be    announced 

later. 

d.  What  are  the  standards  of 
movement  that  are  practical 
and  attainable? 

C.  C.  Lister,  Director  of 
Penmanship,  Maxwell 
Training  School,  Brooklyn, 
New  York. 

e.  How  can  good  results  be  se- 

in    quality,  speed,  and 

movement  without   the  use  of 

formal     drills     in     developing 

movement. 

Harry  Houston,  Supervisor 


of  Penmanship,  New  Haven 
Public  Schools,  New  Haven, 
Conn. 

f.  Can  pupils  effectively  grade 
their  own  handwriting  prod- 
uct? 

Ethel  M.  Weatherby,  Super- 
visor of  Handwriting,  Cam- 
den Public  Schools  Camden, 
Mew  Jersey,  and  Instructor 
in  Methods  of  Teaching 
Handwriting,  Palmer  School 
of  Business,  Philadelphia, 
Pa. 

g.  How  can  teachers  be  eco- 
nomically trained  to  use  a 
Handwriting  Scale? 

Lucille  A.  McCalmont,  Su- 
pervisor of  Handwriting, 
Utica  Public  Schools,  Utica, 
New  York. 


^T     <^38u&n^&&ua&r      & 


23 


Ancient  Systems  of  Writing 

By  A.  C.  EVANS,  Pasedena,  Calif. 


"The  invention  of  writing  and  of  a 
convenient  system  of  records  on  paper 
has  had  a  greater  influence  in  uplift- 
ing the  human  race  than  any  other 
intellectual  achievement  in  the  career 
of  man.  It  was  more  important  than 
all  of  the  battles  ever  fought  and  all 
the  constitutions  ever  devised." 

Breasted's  Ancient  Times, 
Ginn  &  Co. 

Had  you  been  in  the  train  of  "King 
Tut"  as  he  journeyed  through  his 
realm  some  3300  years  ago,  you 
would  have  noticed  two  men  ,  carry- 
ing between  them  a  small  box  with 
leather  handles,  and  perhaps  another, 
who  carried  ink  wells  or  a  small  desk 
with  ink  pots  inserted  in  the  top. 
Each  would  probably  be  carrying, 
slung  over  his  shoulder  a  pot  of  water 
and  a  palette,  in  the  cavities  of  which 
he  kept  his  black  and  red  ink.  Along 
with  the  rest  of  his  outfit  would  be 
the  reed  pens  which  he  carried  in  a 
holder.  These  were  the  Egyptian 
scribes,  for  the  Egyptians  had 
learned  to  write  long  before  King 
Tut  -ankh-Amen  was  laid  in  his  tomb. 
A.  H.  Sayce,  the  noted  authority  on 
ancient  civilizations  says, — "The  most 
remote  antiquity  to  which  we  can  go 
back  was  already  acquainted  with  a 
perfected  system  of  writing.  It  was 
used  for  literary  purposes  before 
Abraham  was  born  in  Ur  o  f  the 
Chaldees." 


While  there  were  no  schools,  such  as 
we  have  today,  in  which  young  men 
might  learn  to  be  scribes,  they  could 
enter  the  offices  of  their  fathers  and, 
by  imitating  the  work  done  there, 
learn  to  handle  business  forms  cor- 
rectly, for,  as  Wells  points  out  in 
his  Outline  of  History,  writing  was 
at  first  chiefly  business  writing.  A 
father  would  be  pleased  to  have  his 
son  become  a  scribe  after  him,  for, 
while  they  were  badly  paid,  they 
were  free  from  military  service  and 
forced  labor.  Their  lives  were  safe 
and  they  no  doubt  enjoyed  some  dis- 
tinction as  they  were  placed  in  a 
class  with  the  nobles  and  priests. 
So,  after  some  old  pedagogue  had 
taught  a  boy  the  alphabet,  he  would 
take  up  his  practice  in  the  office  of 
his  father  or  of  some  friend.  Some 
of  these  exercises  are  still  preserved 
and  show  the  corrections  written  on 
the  margin  in  a  bold  dashy  handwrit- 
ing. 

Flinders  Petrie  calls  the  Egyptian 
writing  the  most  beautiful  in  the 
world.  You  would  expect  to  find  a 
high  civilization  reflected  in  the 
handwriting  of  the  people  and  Egypt 
was  no  exception.  Considerable 
skill  could  be  developed  in  the  Egypt- 
ian writing  as  it  was  done  with  ink 
upon  the  pressed  papyrus  plant,  which 
permitted  freely  flowing  strokes, 
quite  in  contrast  with  the  stone  or 
clay  of  the  Babylonians.      (See  illus- 


i,  ■ .    $&&& 

■  .  -tfswztnrr  ^Wff&l 

N-    {*^,p^*0. 

1  !*&5w&tBMlttB3 

Babylonian    Clay   Tablets 
Society,   Washington,   D. 


Reproduced    by   per 


an   of   Records   of    the    Past    Explor 


trations.)  The  papyrus  plant  grew 
abundantly  along  the  swampy  water 
of  the  Nile  and  in  other  Mediter- 
ranean countries  as  well.  Egypt 
was  the  chief  source  of  supply. 
This  plant  grows  to  a  height  of  ten 
or  twelve  feet  and  is  several  inches 
thick.  The  inner  layers  were  used 
for  the  finer  paper.  Strips  were  cut 
lengthwise  and  laid  side  by  side,  with 
overlapping  edges,  upon  a  moistened 
table.  Then  another  layer  was  placed 
crosswise  of  this  and  the  whole 
pressed  together,  after  which  it  was 
exposed  to  dry.  After  this  it  was 
beaten  and  then  polished  with  a  shell 
or  ivory.  Ten  or  twenty  of  these  long 
sections  were  joined  to  make  a  roll. 
Upon  this  smooth  surface  the  Egyp- 
tian scribe  wrote  with  ink  made  prob- 
ably from  some  vegetable  gum  mixed 
with  soot.  His  pen  was  a  reed  cut  so 
as  to  make  a  blunt  point.  "The  Egyp- 
tian had  thus  made  the  discovery 
that  a  thin  vegetable  membrane  of- 
fers the  most  practical  surface  on 
which  to  write,  and  the  world  has 
since  discovered  nothing  better.  In 
this  way  arose  pen,  ink,  and  paper. 
All  three  of  these  devices  have  de- 
scended to  us  from  the  Egyptians, 
and  paper  still  bears  its  ancient  name 
'papyros'  but  slightly  changed." 
Breasted. 

Babylonian  writing  developed  in 
a  quite  different  manner  from  that 
of  the  Egyptians  because  the  Baby- 
lonians wrote  upon  clay  or  stone  with 
a  stylus.  "On  papyrus  or  parchment 
it  is  easy  to  make  curved  forms,  but 
on  clay,  which  was  the  all  available 
material  in  the  Babylonian  plain,  im- 
pressing lines  is  far  neater  than 
scratching  them  up,  and  the  handy 
tool  for  making  such  impressions  was 
a  slip  of  wood  with  a  square  end. 
Hence  all  the  curves  tended  to  become 
four  or  five  sided  outlines  and  all  the 
detail  became  built  up  of  little  lines 
tapering  off  to  one  end  or  digs  with 
the  corner  of  the  stylus."  (Flinders 
Petrie). 

Maspero  (Illustration  1)  tells  us 
that  the  Babylonians  scribe  was  edu- 
cated in  somewhat  the  same  manneT 
as  the  Egyptian.  "He  learned  the 
routine  of  administrative  or  judicial 
affairs,  the  forms  for  correspondence 
either  with  nobles  or  ordinary  people, 
the  art  of  writing,  of  calculating  and 
of  making  out  bills  correctly.  The 
scribes  were  always  provided  with 
slabs  of  a  fine,  plastic  clay,  carefully 
mixed  and  kept  sufficiently  moist  to 
take  easily  the  impression  of  an  ob- 
ject, but  at  the  same  time  sufficiently 
firm  to  prevent  the  marks  once  made 
from  becoming  either  blurred  or 
effaced.  When  a  scribe  had  a  text  to 
copy  or  a  document  to  draw  up,  he 
chose  out  one  of  his  stabs,  which  he 
placed  flat  upon  his  left  palm,  and, 
taking  in  the  right  hand  the  triangu- 
lar stylus  of  flint,  copper,  bronze  or 
bone,  he  at  once  set  to  work.  The 
instrument  in  early  times  terminated 
in  a  fine  point,  and  the  marks  made 

(Continued  on  Page  32.) 


24 


^     3fe38u4/n^<2diuxzfir       & 


LESSONS  IN  ORNAMENTAL  PENMANSHIP  FOR  BEGINNERS 

By  L.  M.  KELCHNER,  Seattle,  Wash. 


Nothing  will  help  you  so  much  in  the  way  of  improvement  in  penmanship  as  the  ability  to  practice  and  con- 
fine yourself  to  one  thing  at  a  time.  Do  not  scatter  your  practice  too  much,  and  do  no  careless,  indifferent,  hap- 
hazard practice,  for  every  minute  of  such  work  makes  you  a  poorer  penman  instead  of  a  better  one.  From  my 
personal  observation  I  have  found  the  above  to  be  a  serious  drawback  to  nearly  all  beginners  at  first.  You  cannot 
afford  to  squander  your  time  and  energy  in  this  way.  If  you  cannot  give  it  the  critical  study  and  painstaking,  sys- 
tematic practice,  you  had  better  devote  your  time  and  energy  to  something  else.  You  must  like  the  work  and  delight 
in  the  practice  of  it  to  realize  the  best  results. 

You  can  recall  now  one  thing  that  you  are  quite  skillful  or  adept  in,  one  thing  in  which  you  are  superior  to  the 
rest  of  your  friends  or  chums,  I  care  not  what  it  may  be,  in  athletics  or  games  of  any  kind,  which  requires  dexterity 
or  skill?  That  will  be  what  you  like  and  love  in  doing.  Inject  the  same  life,  snap,  vim,  vigor,  dash,  energy  and  spirit 
as  you  do  in  your  games.  If  you  will  do  this  I  am  confident  you  will  be  delighted  with  your  progress  and  improve- 
ment from  time  to  time. 

INSTRUCTIONS 

Do  not  use  quite  so  much  finger  movement  in  making  loops  that  extend  below  the  base  line.  Some  prefer 
making  them  entirely  with  the  muscular  movement.  See  to  it  that  you  make  them  full,  as  it  will  help  to  make  them 
plain  and  legible,  and  in  no  way  does  it  detract  from  the  grace  and  beauty  of  the  form. 

Copy  98.  Keep  the  down  stroke  as  near  straight  as  possible.  Have  the  crossing  come  on  base  line.  If  you 
raise  the  pen  in  making  the  loop  below  the  base  line,  do  so  just  as  you  complete  the  letter. 

Make  as  wide  spacing  as  in  the  copy.  There  is  a  tendency  to  make  the  loops  too  long  below  the  line.  Go 
fast  enough  to  secure  delicate  but  firm,  smooth  lines. 

Copy  99.  Place  the  same  number  of  words  on  a  line  as  in  the  copy.  Uniform  slant  and  spacing.  Take  pains 
in  dotting  your  i's  and  crossing  the  t's.     Study,  compare,  and  criticise. 

Copy  100.  Make  first  part  same  as  the  small  "a".  Loop  same  as  the  "j."  If  you  shade  the  down  stroke  for 
the  loop,  let  it  be  a  very  light  shade.  You  can  make  it  without,  if  you  prefer.  I  occasionally  shade  mine,  as  it  adds 
strength  and  force  to  the  down  stroke.     The  down  strokes  must  be  made  rapidly. 

Copy  101.     Look  well  to  your  spacing  in  all  words.     They  will  not  look  well  unless  uniform. 

Copy  102.  Make  the  first  part  of  the  "y"  round  at  the  top.  See  that  both  down  strokes  are  on  the  same 
stant.     Good,  free  movement  and  fine  hair  lines. 

Copy  103.  Make  the  first  down  stroke  straight,  and  form  an  angle  at  the  base  line.  Curve  the  down  stroke 
for  the  loop.    Use  a  free  movement.    Don't  slight  any  of  these  loop  letters. 

Copies  104  and  105.  Same  matter  on  a  line,  as  in  copy.  Where  words  are  ended  with  a  flourish,  make  the 
flourish  with  a  free  movement. 


Copy  106.  The  swell  for  the  shade  in  first  down  .stroke  should  come  at  the  center.  Make  the  turn  rather 
narrow  but  round  at  base  line.  Have  the  crossing  for  the  loop  come  on  the  base  line.  Make  the  angle  for  the  last 
part  at  the  top.     Free  and  graceful  rotary  movement.  .  . 

Copy  107.  Curve  the  down  strokes.  Notice  how  the  loop  is  made  at  the  base  line.  Some  prefer  raising 
the  pen  at  the  base  line  in  making  this  letter.  I  would  not  do  so  unless  it  will  help  you  to  make  the  letter  better. 
Write  from   fifteen  to  twenty   lines  of  each  copy  before  you  change.     Make  the  letter  about  the  same  size  as  copy, 

Copj  ION.  You  ran  raise  the  pen  at  the  bottom  of  shaded  stroke  if  you  wish  on  this  exercise.  See  to  it 
that  you  get  the  lines  joined  if  you  do  raise  the  pen.  Good,  free  movement.  Mine  were  made  purely  with  the  mus- 
cular movement. 

Copy  109.  Raise  the  pen  at  the  bottom  of  the  last  down  stroke,  and  make  it  as  nearly  square  at  bottom  as 
possible.  Don't  shade  the  second  down  stroke  too  heavily.  You  must  use  a  good,  free  movement  for  this  exercise. 
Don't  give  it  up  if  vou  do  not  get  it  just  right  at  first.     It  may  be  new  to  some  of  you. 

Copy  110.  You  can  raise  the  pen  at  the  bottom  of  shade  if  you  like.  Do  not  have  the  swell  in  shade  to  come 
too  low.    Smooth  shades  and  fine  hair  lines.    Free,  rotary  movement. 


<^Me&uJ/n^&&uwfcr      & 


25 


The  Harris  Studio 

Slrnuuialft 
"■  (j^timunial** 

$run*osseo  anb  Jllmumafco 

on  £Paper;  Sbccpskin  orVclIum 

for  fJramhuj  or  jAikum  Sh?rnt 

^Desigixeb,  $iujravcb 

Phone  CENtral  5105-5122 
1403  Marquette  Building 

CHICAGO,  ILLINOIS 


ing   Studio.   Chii 


Reduced  Railroad  Rates 

To  Supervisors'   Meeting,    Chicago 

When  this  is  written,  February  14, 
reduced  fares  have  been  granted  on 
railroads  covering  practically  the  en- 
tire United  States.  The  reduction  is 
on  the  Certificate  Plan,  which  pro- 
vides that  if  250  railroad  Certificates 
are  presented  at  Chicago,  we  shall 
ride  home  for  half  fare. 

We  can  do  it,  if  members  will  do 
these  three  things: 

First,  urge  a  large  attendance  at 
the  Chicago  meeting.  You  could  well 
afford  to  go  and  pay  full  fare;  but 
the  reduced  fare  means  that  much 
more  money  in  your  pocket. 

Second,  go  by  train.  Even  though 
you  might  prefer  to  go  by  automobile, 
will  you  not  consider  those  of  us  who 
live  too  far  away  to  drive,  and  go  by 
railroad?  Every  Certificate  counts, 
provided  the  going  fare  is  not  less 
than  67c.  You  people  in  Illinois  and 
Indiana  and  Wisconsin  please  remem- 
ber this. 

Third,  ask  for  a  Certificate  when 
biii/ing  your  ticket.  It  would  be  well 
to  ask  your  ticket  agent  about  rates 
and  Certificates  ten  days  before  the 
date  for  the  meeting.  (He  may  not 
have  notice  of  the  reduction  for  a 
short  time  yet.)  Ask  for  a  Certifi- 
cate even  though  you  expect  to  re- 
turn by  another  route  and  will  not 
use  it. 

If  any  questions  come  up,  write 
or  wire  the  Secretary,  Arthur  G. 
Skeeles,  270  E.  State  St.,  Columbus, 
Ohio. 

Boost  the  Convention. 

Come  to  Chicago. 

Ask  for  a  Certificate. 


A  circular  has  been  received  from 
Howard  and  Brown,  Rockland,  Me., 
illustrating  the  beautiful  diplomas 
which  this  company  makes.  Mr. 
Brown's  work  is  always  very  beau- 
tiful. 


26 


>J/u  '3tiuj//iijj  (^Vdua/sr*       & 


DATES  IN  DOCUMENTS 

By  Elbridge  W.  Stein 

Examiner  of  Questioned  Documents 
15  Park  Row,  New  York  City 


[Mr.  Stein's  first  article  appeared  in  our  February  issue.     IV c 
have  a  limited  number  of  copies  of  that  issue  on  hand.] 
ARTICLE  No.  2 

No  definite  and  exact  rule  can  be  laid  down  by  means 
of  which  all  the  age-telling  things  in  a  document  can  be 


of  twenty-: 


■•1924"    dated    water    mark    in    the    paper    of   a    contract    dated 
1917 

found.  Occasionally  there  are  perfectly  obvious  things 
that  can  be  discovered  by  any  one  who  will  look  for  them. 
A  dated  water-mark-'  in  the  paper  on  which  a  document  is 
written,  of  a  later  year  than  the  date  in  the  document,  re- 
quires merely  a  proper  inspection  of  the  document  by- 
transmitted  light  to  discover  it.  However,  many  of  the 
things  which  point  the  way  to  the  detection  of  tlie  actual 
age  of  a  fraudulent  document  are  not  easily  found  and 
must  be  searched  for  with  painstaking  diligence.  It  should 
be  understood  that  the  age-indications  in  a  genuine  docu- 
ment are  consistent  with  the  time  it  was  written,  and  the 
same  searching  examination  of  it  will  reveal  that  the  ma- 
terials used  in  its  preparation  and  the  physical  traces  of 
conditions  at  that  time  will  point  to  the  actual  date  it 
bears. 

Signatures  often  have  a  date  significance.  A  signature 
on  a  document  may  not  belong  to  the  year  in  which  the 
document  is  dated.  There  are  many  writers  whose  signa- 
tures go  through  an  evolution,  and  while  the  main  char- 
acteristcs  of  the  writing  remain  permanent,  there  will  be 
perceptible,  fixed  changes  in  superficial  parts  of  it.  Five 
years  may  show  unmistakable  modifications  in  a  signa- 
ture. These  changes  are  the  result  of  various  causes;  oc- 
cupation, necessity  for  more  rapid  writing,  physical  de- 
bility from  disease,  accident  or  old  age,  or  an  intentional 
change  made  by  the  writer.  The  date  on  a  United  States 
warrant  for  the  payment  of  monev  had  been  fraudulentlv 
changed  from  1879  to  lSSfi,  but  during  this  interim  the  at 
testing  official  had  so  changed  his  signature  that  it  was 
unmistakable  that  he  had  not  signed  the  warrant  in   1886. 

The  date  of  a  document  may  also  be  shown  by  tin 
tern  or  style  of  the  handwriting  or  by  the  nationality 
which  the  writing  discloses.  When  the  writing  in  a  document 
shows  the  nib  marks  of  a  steel  pen  and  also  shows  the 
effects  of  the  use  of  a  blotter  and  it  is  dated  in  the  era 
of  the  goose-quill  pen  and  the  sand  shaker,  there  can  be 


but  one  conclusion  as  to  the  genuineness  of  its  date. 

The  age  of  a  part  of  a  document5  is  frequently  a  vital 
question.  Alleged  alterations,6  interlineations  or  addi- 
tions7 make  it  desirable  to  know  when  certain  parts  of  a 
document  were  written  in  relation  to  the  time  when  other 
parts  were  written.  Some  of  these  inquiries  relate  to  the 
folding8  or  creasing  of  the  paper,  erasures9  of  all  kinds, 
rubber  and  other  stamp  impressions,  seals,  punch  holes, 
typewriting,  and  other  writing  with  a  pen.  A  microscopic 
examination  of  ink  writing  over  a  fold  in  the  paper  will 
reveal  which  was  there  first,  especially  if  the  folding  has 
broken  the  paper  fiber.1"  It  can  sometimes  be  determined 
which  of  two  ink  lines  was  put  on  the  paper  last;11  also 


Paper 


:,til 


7  Bass   vs.   Sebastian.    160    HI.   602. 
»-  Bacon    vs.    Williams.    79    Mass.    525. 

H  Ward    vs     Wilcox.    6t     N.    J.    Eq.    303;     51     Atl.     1094;    Swan    vs. 
OTallon.    7    Mo     231;    People    vs.    Dole.     122    Calif.    486 

whether  an  ink  line  is  on  top  of  typewriting  or  the  type- 
writing  is  on  top  of  the  ink;  whether  an  erasure  preceded 
or  followed  ink  writing;'-  or  whether  ink  writing  was 
added  to  a  document  before  or  after  a  rubber  stamp  im- 
pression was  put  on  it.  These  important  facts  are  some- 
times the  cardinal  points  in  a  case.  The  sequence  of  ink 
writing  and  pin  or  punch  holes,  or  a  seal  impression  may 
tell  the  comparative  ages  of  two  parts  of  a  document.  In- 
dentations  in  the  paper  or  ink  off-sets  from  other  writing, 
as  well  as  the  identification  of  the  writer  may  be  im- 
portant  elements  in  fixing  the  date  when  a  document  was 


teath.  23  N.  H.  410. 
Ahlers.     189    Pa.    138;    Otey   vs.    Hoyt,    47    N. 
215    New    York    Supplement    230; 


White.    77    Pa.    26. 
..    Draper.    88    Ma 
I.    Blanchard.    I  I; 


a.  434;   Sharon  vs.   Mill.   26   Fed.   337. 
Mich.    37;    In   re    Ho   kins.    172    N.    Y. 


360;    Wenchell 

19  Hawkins    % 
355;    Bridtfman 


vens.    30    Pa     Superior    527. 

nes.    52    Ky.    257;    Dubois    v..    Baker.    3 

jrey.    52    Vt.     I;    20    All     273. 

82   So.    758    (Flor.l. 

71     Iowa     442;     32     N.     W.     420;     Willii 

90    Atl.    500. 


^     ^fe&u&n^&dtuw&r       & 


2> 


prepared.  Some  of  the  investigations  regarding  the  se- 
quence of  writing  give  an  inconclusive  and  unsatisfactory 
result  but  there  are  many  instances  in  which  the  facts  can 
be  determined  with  positiveness13  and  shown  to  a  jury  in 
a  way  that  the  least  qualified  member  can  understand 
them. 

"How  old  is  the  ink  in  a  signature  or  other  writing?"14 
is  a  frequent  question.  In  fact,  it  seems  as  though  ink- 
is  generally  considered  as  the  chief  source  of  information 
concerning  the  age  of  a  document,  and  in  some  cases  it 
does  tell  the  story.15  The  chief  basis  for  determining  the 
age  of  an  ink  line  is  its  change  in  color  after  it  is  put 
on  the  paper.111  It  is  common  knowledge  that  ordinary 
commercial  ink  is  blue  when  first  written  and  it  gradually 
becomes  darker  until  its  final  depth  of  color  is  reached. 
This  darkening  process  is  rapid  for  the  first  few  weeks 
and  then  continues  more  slowly  for  several  years.  The 
color  of  an  ink  line  can  now  be  definitely  measured  by  ac- 
curate scientific  instruments  and  even  slight  changes  in 
color  can  be  detected,  so  that  if  a  document  purporting 
to  be  ten  or  fifteen  years  old  contains  ink  writing  that  is 
still  changing  to  a  darker  color  during  a  period  of  a  few- 


Natural    changes    in    a    business    signature    between    1912    and    1926 

months,  it  is  positive  proof  that  the  document  is  not  as  old 
as  it  purports  to  be.  It  will  be  seen  that  if  anything  defin- 
ite concerning  the  age  of  a  document  is  to  be  derived 
from  the  ink  alone,  there  must  be  an  opportunity  to  ex- 
amine the  ink  early  in  its  actual  life  on  the  paper,  and 
also  to  make  later  inspections  at   regular  intervals. 

Dilute  hydrochloric  acid,  chloride  of  lime  or  other  bleach- 
ing liquids  will  remove  the  color  from  an  ink  line,  and 
upon  the  theory  that  an  old  writing  will  react  to  a  bleach- 
ing chemical  more  slowly  than  a  recent  writing,  there 
are  those  who  claim  to  be  able  to  determine  the  age  of 
any  writing.  It  would  be  a  most  valuable  achievement 
if  this  could  be  done,  but  a  thorough  investigation  of  the 
methods  shows  that  the  results  are  not  sufficiently  ac- 
curate to  be  of  value.  A  few  zealous  advocates  of  this 
chemical  bleaching  process  make  the  extravagant  claim 
that   they   are   able   to   distinguish   between,   and   actually 


tell,  the  age  of  a  writing  three  years  old  and  one  written 
three  years  and  four  months  ago.  Such  a  claim  is  pre- 
posterous and  when  testimony  of  this  character  is  pro- 
posed, the  witness  should  be  given  some  actual  problems 
that  are  parallel  with  the  question  in  the  case  on  trial. 
There  is  about  every  court  house  abundant  writing  the 
exact  age  of  which  is  known  and  which  would  make  a  fair 
test  for  the  witness  who  assumes  to  determine  the  age 
of  an  ink  line  by  bleaching  it  with  chemical  solution.  If 
the  tests  are  properly  submitted  to  him,  the  unreliability 
of  his  methods  can  be  demonstrated.  The  best  evidence 
of  the  lack  of  confidence  in 
this  method  by  the  witness 
himself  is  the  fact  that  on 
some  flimsy  pretext  or  other 
he  will  refuse  to  make  the 
test  in  court.  There  is  no 
way  to  determine  the  age  of 
typewriting  or  of  a  pencil 
mark  by  chemical   tests. 

Typewriting  opens  up  an 
entirely  new  field  from  which 
to  determine  the  age  of  a 
document.17  It  is  not  gen- 
erally understood  how  signi- 
ficant and  positive  this  infor- 
mation may  be.  A  Civil  War 
contract  written  on  a  type- 
writer could  not  be  genuine 
because  no  practical  type- 
writer was  in  use  until  many 
years  after  the  war  was 
over.  In  like  manner  there 
is  a  date  before  which  no 
document  could  have  been 
written  on  any  of  the  various 
kinds  of  machines  that  have 
been  put  on  the  market.  A 
document  can  be  dated  too 
early  to  have  been  written  on 
an  L.  C.  Smith,  a  Royal,  an 
Underwood,  a  Woodstock  or 
any  other  typewriting  ma- 
chine.1 s  It  is  obvious  that  a 
machine  could  not  be  used  be- 
fore it  was  made. 

None  of  the  typewriters  of  the  present  day  came  into 
use  as  a  perfect  unit  but,  like  automobiles,  have  been  de- 
veloped through  the  years  by  a  series  of  progressive 
changes  and  improvements.  A  larger  number  of  these 
improvements  affected  the  work  done  by  the  machine  in 
a  pronounced  way,  so  that  when  the  effect  caused  by  the 
change  is  understood  it  can  be  determined  definitely 
whether  a  document  was  written  on  a  typewriter  before 
or  after   certain   significant   factory   changes   were   made. 


gage" 

added     to    a    re< 

after 

the      signature 

written 

and     after     it 

folded. 

1.    Shows    the 

in     the 

fold    of    the    pa 

2.  Shtn 

re  the   fold  broke 

ink 

in    the    signatur 

(To    be 


ed) 


15  In   re   Gordon's   Will.    50    N.    J.    Eq.    397;    26    Atl.    266. 
IB  In   re    Caitland.    112    N.    Y.    Supplement    718;    Savage 
103    Va.   540;    State  vs.   Smails.    63    Wash.    172. 


i    vs.    Walsh,    19  1    Mich. 
2nd    Natl.    Bank.    Mich. 


252. 
State 


Zanerian  College  of  Penmanship 

SUMMER  SCHOOL 

For  Teachers,  Supervisors,  Penmen  and  those  who  desire  to  improve  their  Handwriting  or  Methods  of  Teaching. 

Write  for  illustrated  catalog. 

Zanerian  College,  Columbus,  Ohio. 


28 


^     <Me&trtt/t^&6uv&r       & 


DESIGNING    & 
ENGROSSING 

By  E.  L.  Brown 
Rockland,  Me. 

Send      self-addressed     postal      for      criticism, 
and  stamps   for   return   specimens 


We  present  this  month  another  les- 
son for  both  the  beginner  and  the 
advanced  student,  including  pen  draw- 
ing and  some  very  practical  free- 
hand alphabets,  suitable  for  marking, 
titles  for  diplomas,  showcards,  etc. 

A  thorough  knowledge  of  the  form 
and  character  of  the  letters  is  abso- 


lutely necessary  in  order  to  make 
clean,  snappy  letters  without  tracing 
a  pencil  drawing,  in  other  words, 
free-hand.  The  first  two  alphabets 
were  written  with  a  Gillott  No.  170 
pen,  after  ruling  lines  to  govern  the 
height.  The  shade  or  color  on  first 
alphabet  gives  it  a  certain  degree  of 


V 


JUL   master  Pen  J&ttcrmq 


TojEDve/iniwrKaTjiBVLi  Fj6NTwesiv  ffemevmrne. 


^     <!!MJ&uJ/neM'(2diuxi&r%       & 


29 


character,  while  the  lines  of  second 
are  generally  uniform  in  thickness 
giving  added  speed  in  execution. 

Always  use  Zanerian  or  other  black 
ink  and  avoid  writing  fluids  for  fine 
lettering.  The  word  "Resolved"  was 
first  carefully  pencilled,  including  the 
spray  of  oak,  the  latter  giving  a  fine 
decorative  effect,  desirable  for  many 
purposes.  The  third  alphabet  was 
made  with  a  No.  2Y2  lettering  pen. 
Finish  this  style  with  a  common  pen, 
including  relief  line.  Make  a  hun- 
dred copies  if  necessary  to  note  im- 
provement. Continued  practice  will 
lead  to  speed  and  accuracy,  when 
close  attention  is  given  to  the  form 
and  character  of  the  letters.  We  will 
repeat  what  we  have  said  many  times 
before,  that  uniform  size  and  spacing 
are  most  important  factors  in  letter- 
ing. Avoid  carelessness — do  your 
best  at  all  times.  Be  critical — write 
— compare  with  copy — rewrite  until 
improvement  is  made. 

Spray  of  Oak 

This  is  an  interesting  study  and  de- 
serves close  attention.  Make  a  pen- 
cil drawing  first,  aiming  for  har- 
mony, balance,  and  color  values.  A 
Gilott  170  pen  was  used  for  color 
values  in  leaves  and  branch,  and  a 
courser  pen  for  panel  background. 
Observe  the  thickness  and  direction 
of  lines  used  in  the  different  tone 
values.  Use  solid  black  where  neces- 
sary for  the  proper  effect,  and  added 
strength  and  character. 

This  same  design  would  be  effective 
in  wash  and  those  advanced  in  brush 
and   color   work  might   use  wash   in- 


stead of  lines  for  developing  light  and 
shade  values.  Soft,  delicate  tones  are 
more  desirable  for  engrossed  resolu- 
tions, but  line  drawings  make  better 
printing  plates  for  general  purposes. 
Send  us  some  of  your  best  efforts 
for  criticisms  and  suggestions — either 
the  pen  drawing  or  the  lettering,  or 
both. 


Emblem  of  the  National  Commercial 
eachers'_Federation  submitted  by  the  Pen- 
lanship 


The    above    breezy,    speedy    letter   was    received    from    Mr.    H.    W 
ship    teacher    in    Rider    College,    Trenton,    N.    J.,    and    gives    a    fail 
style  which   he  uses   in   his  every  day   correspondence  work. 


CRITICISM   DEPARTMENT 

J.  A.  Francis — Your  ornamental 
penmanship  is  beautiful.  We  appreci- 
ate your  compliment  regarding  our 
ornamental  course.  You  can  become 
a  high  class  professional  penman. 
Some  of  your  capitals  are  really  pro- 
fessional. 

Use  ruled  paper.  Penmen  use  reg- 
ular ruLed  paper  or  rule  pencil  lines 
which  can  be  erased.  This  will  enable 
you  to  write  straight  and  to  center 
your  attention  on  other  details. 

See  if  you  can  snap  the  tops  of  t's 
and  d's  off  straight,  making  the  letter 
neater.  Open  up  the  small  e's  and 
get  a  little  more  hook  on  your  c's. 

We  hope  to  see  more  specimens 
from  you. 


MISS   HARRIS'  FLORIDA  SCHOOL 


One  of  the 


H 


d     Id 


a  1 1 1 


atalo 
;s    fr 


which 
l     Miss 


Florida  School.  Miami, 
chool  conducted  by  Miss  Julia  Fill- 
larris  for  girls.  The  school  is  limited 
which  permits  a  close  contact  of  the 
with  the  faculty.  Miss  Harris  is 
conducting  a  school  of  high  standing  and 
caters  especially  to  people  who  spend  their 
winters  in  Florida.  The  delightful  climate 
and  beautiful  scenery  are  skillfully  pre- 
sented. 


pupils 


NEWS  NOTES 


Miss  Willa  M.  Dush,  recently  with 
the  Gloversville,  N.  Y.,  High  School, 
is  now  teaching  in  the  Kansas  State 
Teachers  College  at  Pittsburgh. 

Miss  Adeline  Shemwell  of  Washing- 
ton, D.  C,  is  a  new  commercial 
teacher  in  the  Union  High  School, 
Turtle  Creek,  Pa. 


THE  HAUSAM  SYSTEM  OF  PLAIN 
PENMANSHIP,  COMPLETE,  is  the 

most  thorough  treatise  on  the  Ped- 
agogy of  Plain  Penmanship  pub- 
lished. It  is  cloth  bound,  6x9 
inches;  contains  more  than  300 
pages;  nearly  400  illustrations; 
more  than  200  questions  and  ans- 
wers on  Pedagogy,  Position,  Move- 
ment, Capitals,  Small  Letters,  Num- 
erals, and  a  complete  course  of  140 
lessons  in  Plain  Penmanship.  All 
copies  ordered  by  April  1,  1928  will 
be  beautifully  inscribed  with  the 
names  of  the  purchaser  and  author. 
Price  $3.50 

THE  HAUSAM  SYSTEM  OF  PEN- 
MANSHIP has  been  re-adopted  the 
third  time  for  all  the  schools  of 
Kansas.  Beautifully  illustrated. 
Catalog  free. 


Box  558A 


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30 


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The    above    specimen    was    written    by    Mrs.    Lettie    Page    Trefz.    Assistant    Supervisor    of    Hand- 
king,    Indianapolis,    lnd..   Public   Schools.     Mrs.   Trefz  attended   the    1927   Zanerian   Summer  School. 


FRANCIS  L.  TOWER 

SOI    Pleasant    Street,    Hammonton,    N.    J. 


ship    and   Copper    Plate    Script.     Per- 
r  Mail.    Write  for  information. 


$1  to  $2 

while  i 

■.    thorough        (No    check 
irn  by  Holts 
card  writ. 
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Funnygraphic"    Writing.     Budget 
In     the     U.S.A.     $1.00,     in     Can 


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Is  the  ideal  ink  for  penmen.    Nothing  finer  for  cardwriting  and  contest  specimens. 

50c  per  bottle.    'Mailing  charge  10c  extra. 
A.  P.  MEUB,  Penmanship  Specialist,   152  North  Hill  Avenue,  Pasadena,  Calif. 


HAVE  YOU   SEEN   THE 

Journal  of 
Commercial  Education? 

(formerly   the  Stenographer   & 
Phonographic   World) 


A    monthly    _. 
departments    of   Com 
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ided    over    by 

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Send   for  Sample  Copy. 

Journal    of    Commercial    Education 

44   N.   4th   St.  Philadelphia,   Pa. 


THE  AMERICAN  PENMAN 

America's  Handv 

writing   Magazine 

Devoted  to  Pe 
Commercia 

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Education 

Contain!    Lessons    in 

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Teaching   and 
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Yearly    subscription 
club     rates     to      sch 
Sample   copies   sent   t 

price    $1.25.     Special 
ools      and      teachers. 
>n   request. 

THE  A.MERH 

AN  PENMAN 

55  Fifth   Avenue 

NEW  YORK 

An  Educational  Journal  of 

Real  Merit 

Regular  Departments 

enmanship  Arithmetic  Civics 

Geography  Nature-Study 

Pedagogy  Primary  Construction 

History  Many   others 

rice   $1.50  per  year.     Sample   on   request 

PAREEB  PUBLISHING  CO., 
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SOLICITOR  WANTED— Capable,  experienced 
field  man  wanted  by  large,  prosperous  com- 
mercial  school  located   in   large   Middle   West 

fall  or  could  use  really  capable  man  the 
year  round.  Address  x.  y,  z,  care  Business 
Educator,   Columbus,   Ohio. 

POSITION    WANTED 

Thoroughly  experienced  Commercial  Instruc- 
tor  and  School  Manager  desires  a  position. 
Good  penman  and  highly  successful  penman- 
ship instructor.  Experienced  in  field  work 
and  school  advertising.  Would  buy  or  lease 
school.  Address  Box  610.  Care  Business 
Educator,    Columbus.    Ohio. 

WANTED 

Young  men  or  women  to  learn  letter- 
ing. Good  chance  to  become  fine 
penmen. 

Address  Box  609 

Care  Business  Educator, 

Columbus,  Ohio. 


A     NEW     PENMANSHIP 
ASSOCIATION 

At  Christmas  time  in  Oakland, 
California,  there  was  a  new  organiza- 
tion formed  under  the  name  of  "West- 
ern Supervisors'  Penmanship  Associa- 
tion" which  includes  the  following- 
states:  California,  Oregon,  Washing- 
ton, Montana,  Nevada,  Idaho,  Utah, 
New   Mexico,   Arizona  and   Wyoming. 

The  officers  of  the  association  are : 

R.  E.  Wiatt,  President,  Supervisor, 
Los  Angeles,  Cal. 

Helen  M.  Roberts,  Vice  President, 
Deputy  Supt,  San  Francisco,  Calif. 

Myrtle  Palmer,  Secretary-Treasurer, 
Supervisor,  Oakland,  Calif. 

The  first  meeting  will  be  held  in 
Oakland,  Saturday,  April  21,  in  the 
Ethel  Moore  Memorial  Building,  121 
East  Eleventh  St. 

The  Business  Educator  offers  hearty 
congratulations  on  the  birth  of  this 
promising  young  Westerner  and  not 
only  hopes  for  its  health  and  success 
but  predicts  that  it  will  grow  strong 
and  powerful,  and  accomplish  great 
good  in  the  cause  of  handwriting. 

The  Westerners  are  noted  for  their 
progressiveness  and  it  is  not  surpris- 
ing that  the  handwriting  teachers  and 
supervisors  of  that  Great  Western 
Empire  should  desire  an  organization 
through  which  they  can  exchange 
their  experiences  and  work  out  their 
problems. 

We  hope  to  be  able  to  keep  our 
readers  informed  regarding  its  prog- 
ress and  the  work  it  accomplishes. 


NEW  ZANERIAN  COLLEGE 
CATALOG 

Contains  information  regarding  the 

REGULAR  WINTER  TERM 

SUMMER  TERM 

CORRESPONDENCE  COURSES 

It's  free  to  interested  persons. 

ZANERIAN   COLLEGE 
Columbus,  Ohio 


SIGNS  OF  SPRING 


Written  Februi 
Detroit;  Lockport, 
Atlanta.  Philadelph 
Oregon.  By  the  tir 
receiving  $1800  whi 
positio 


Within  the  last  f 
Springfield,  Mass 
West     Virgi 


lin  two  weeks  calls  have 
ew  York,  Pennsylvania.  C 
ad  this,  calls  will  be  coming  fast.  Today  a  mai 
ailed  with  us  writes  that  he  is  now  getting  $3900 
g  $3000  when  he  enrolled  in  1925,  ■ 
r   him.     May  we  help   you? 


i   the    las 
ites    tha 


aid   $4300.     We   got   the  place   fo 

THE   NATIONAL   COMMERCIAL    TEACHERS*    AGENCY 

Prospect  Hill.  Beverly,  Mass.         (A  Specialty  by  a  Specialist)  E.  E.  Gaylord,  Mgr. 

Westward  Ho!    Alaska  to  New  Mexico 

Normal    and    College    graduates    needed.      Splendid    calls    all    departments.      Free    enrollment 

E.  L.  HUFF  TEACHERS  AGENCY  Dept.  7  MISSOULA,  MONTANA 


lagnusson  Professional  Pen  Holders  are  used  by  the  world's  greate 
nen  and  teachers  of  penmanship.  They  are  hand-made  of  the  fines 
and  tuhpwood  and  given  a  beautiful  French  polish.  The  inlaid  holder  with  the 
Knob  on  stem,  is  the  most  beautiful  as  well  as  the  most  useful  holder  made  Th 
weight,  correct  balance  and  expert  adjustment,  make  Magnusson  Holders  si. 
Made  by  3  generations  of  penholder  manufacturers  and  used  by  the  world's  leadin 
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Q 

Discounts 


8-inch   plain    girip,   each 50c 

8-inch  inlaid   grip,  each  75c 

12-inch   plain   grip,   each 75c 

12-inch  inlaid  grip,  each  $1.35 


two   dollars,   Cash  or   P.   G 
Money  Order. 

P.  W.  COSTELLO 

Engrosser,    Illuminator    ant 

Designer 

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SCRANTON,  PA. 


LEARN  AT  HOME  DURING  SPARE  TIME 
Write  for  book,  "How  to  Become  a  Good  Pen- 
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TAMBLYN.  406  Ridge  Bldg.,  Kansas  City.  Mo. 


POSITIONS  FOR  TEACHERS  AND  BUSINESS 
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offered  for  a  man,  others  at  $4000,  $3000  and  $2500. 
Write  us  your  needs,  ask  for  our  free  booklet. 

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Get  a  choice  position  through  us  —  any  part  of  the 
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Do  You  Want  a  Better  Commercial 
Teaching  Position? 

Let  us  help  you  secure  it.  During  the  past  few  months  we  have 
sent  commercial  teachers  to  26  different  states  to  fill  attractive 
positions  in  colleges,  high  schools  and  commercial  schools.  We 
have  some  good  openings  on  file  now.  Write  for  a  registration 
blank. 

CONTINENTAL  TEACHERS'  AGENCY 

BOWLING  GREEN,  KENTUCKY 


32 


^      <y/u>36t<j//ujjC"t6u«/</-       $> 


ANCIENT   SYSTEMS   OF 
PENMANSHIP 

(Continued   from   Page  23.) 

by  it  when  it  was  gently  pressed  upon 
the  clay  were  slender  and  of  uniform 
thickness;  in  later  times  the  extrem- 
ity of  this  stylus  was  cut  with  a 
bevel,  and  the  impression  then  took 
the  shape  of  a  metal  nail  or  wedge." 
They  wrote  from  left  to  right  along 
the  upper  part  of  the  tablet,  and  cov- 
ered both  sides  of  it  with  closely  writ- 
ten lines,  which  sometimes  ran  over 
on  to  the  edges.  When  the  writing 
was  finished  the  scribe  sent  his  work 
to  the  potter,  who  put  it  in  a  kiln 
and  baked  it,  or  the  writer  may  have 
had  a  small  oven  at  his  own  disposi- 
tion, as  a  clerk  with  us  would  have 
his  table  or  desk.  The  shape  of  these 
documents  varied  and  sometimes 
strike  us  as  being  peculiar:  besides 
the  tablets  and  bricks  we  find  small 
solid  cones,  or  hollow  cylinders  of 
considerable  size,  on  which  the  kings 
related  their  exploits  or  recorded  the 
history  of  their  wars  or  the  dedica- 
tion of  their  buildings.  This  method 
had  a  few  inconveniences  but  many 
advantages.  These  clay  books  were 
heavy  to  hold  and  clumsy  to  handle, 
while  the  characters  did  not  stand 
out  well  from  the  brown,  yellow,  and 
whitish  background  of  the  material; 
but  on  the  other  hand,  a  poem,  baked 
and  incorporated  into  the  page  itself, 
ran  less  danger  of  destruction  than 
if  scribbled  in  ink  on  sheets  of  papy- 
rus. Fire  could  make  no  impression 
on  it;  it  could  withstand  water  for 
a  considerable  length  of  time;  even 
if  broken  the  pieces  were  still  of  use; 
as  long  as  it  was  not  pulverized,  the 
entire  document  could  be  restored, 
with  the  exception,  perhaps,  of  a  few 


signs  or  some  scraps  of  a  sentence." 
"The  inscriptions  which  have  been 
saved  from  the  foundations  of  the 
most  ancient  temples,  several  of  which 
date  back  forty  or  fifty  centuries  are 
for  the  most  part  as  clear  and  legible 
as  when  they  left  the  hands  of  the 
writer  who  engraved  them  or  the 
workmen  who  baked  them.  It  is  ow- 
ing to  the  material  to  which  they 
were  committed  that  we  possess  the 
principal  works  of  Chaldean  litera- 
ture which  have  come  down  to  us. 
Poems,  annals,  hymns,  magical  incan- 
tations; how  few  fragments  of  these 
would  ever  have  reached  us  had  their 
authors  confided  them  to  parchment 
or  paper,  after  the  manner  of  the 
Egyptian  scribes!  The  greatest  dan- 
ger that  they  ran  was  that  of  being 
left  forgotten  in  the  corner  of  the 
chamber  in  which  they  had  been  kept, 
or  buried  under  the  rubbish  of  a 
building  after  a  fire  or  some  violent 
catastrophe;  even  then  the  debris 
were  the  means  of  preserving  them, 
by  falling  over  them  and  covering 
them  up.  Protected  under  the  ruins 
they  would  lie  there  for  centuries,  till 
the  fortunate  explorer  should  bring 
them  to  light  and  deliver  them  over 
to  the  patient  study  of  the  learned." 
Maspero's  Dawn  of  Civilization 
(Reprinted  by  special  permission  of 
the  Society  for  Promoting  Christian 
Knowledge  and  The  Sheldon  Press — 
London). 

Great  numbers  of  these  Babylonian 
tablets  have  been  found  and  are  now 
kept  in  our  museums.  At  the  Univer- 
sity of  Pennsylvania  is  the  oldest, 
dating  back  to  4500  B.  C.  The  library 
of  Assurbanipal  is  estimated  to  have 
had  30,000  tablets  or  books,  varying 
from  an  inch  to  a  foot  in  length. 


felttttjt  \vu  rtlwogs  an 
,alnut><mcc  of  ?$$c<t(tl> 

loa^s  of   *prospcrtt\\ 


\ 


Just  three  years  and  two  months  ago,  Lawrence  F.  Klarquist  was  a 
i  in  the  Zanerian  College  of  Penmanship.  Columbus.  Ohio,  battling 
with  turns  and  angles  and  all  the  other  details  which  confront  students  try- 
ing to  master  penmanship. 

The  above  specimen  of  lettering  and  color  work  shows  that  Mr.  Kl«r 
quist  is  today  one  of  the  finest  engrossers  in  America.  He  is  with  th«  B.  C. 
Kassell  Studio  of  Chicago. 

We  hope  that  we  may  have  the  pleasure  of  presenting  more  of  his  high 
class  work  to  our  readers. 


The  Second  Chicago 

Summer  School 

of  Correlated 

Handwriting 

will  be  held  at 

LEWIS  INSTITUTE 
Chicago,  111. 

JUNE  25  to  JULY  27 

The  instructors  will  be 

FRANK  N.  FREEMAN 

and 

A.  M.  HINDS 

For  further  information   address, 

THE   ZANER-BLOSER   COMPANY, 

Columbus,  Ohio 


MENTAL  MEANDERINGS 

(Continued  from  Page    17.) 

every  up-to-date  community.  Study 
the  careers  of  the  young  supervisors 
of  writing  who  in  recent  years  have 
taken  important  positions  in  hundreds 
of  our  cities,  and  see  if  the  profession 
they  have  chosen  has  not  been  worth 
while. 

So,  you  busy  boy  or  girl  anywhere 
from  Vancouver  to  Florida,  or  from 
Maine  to  Arizona,  who  are  using  up 
quires  of  paper  weekly,  making  your- 
self a  better  writer,  don't  get  discour- 
aged, or  let  anybody  tell  you  that  you 
are  wasting  your  time.  Have  you 
ever  noticed  how  many  birds  there 
are  whose  chief  mission  in  life  seems 
tobe  to  stick  around  and  tell  hard 
workers  that  their  work  is  not  likely 
to  amount  to  anything?  Of  course, 
we  go  ahead  and  pay  no  heed  to  them, 
but,  just  the  same,  we  would  like  to 
chuck  them  through  the  window.  So, 
keep  at  it.  For  anything  you  know, 
there  may  be  the  making  of  a  super 
penman  in  you.  At  your  age,  neither 
Spencer  nor  Zaner  nor  Doner  could 
have  guessed  what  he  was  to  accom- 
plish. But  even  though  you  don't  get 
to  t  lu-  top,  you  are  still  mastering  an 
accomplishment,  that  is  sure  to  bring 
pleasure  and  satisfaction,  and  may 
bring   success   and  fortune. 

Make  'Em  Laugh! 

A  course  of  lessons  for  pub-  j 
lie  speakers,  writers,  teachers.  V 
students.  By  Jack  Pansy. 
Nothing  like  it  ever  before 
offered.  Surprisingly  helpful. 
Complete  course.  10  lessons, 
$2 .00;    sample   lesson   25c. 

YARBROUGH     SALES    SERVICE 
Distributors  Adona,    Ark. 

DIPLOMAS    AND    CERTIFICATES 
NEATLY  ENGROSSED 

T»n   Lesson   Course   in   Diploma   Script. 

Lettering    and    Designing $10.00 

Ten  Lesson  Course  in  Illuminating  and 

Bord.r    Designing $10.00 

A  beautiful   Illuminated  Design  for 

your  Scrap   Book $    100 

A    fine   Ornamental    Script   Specimen....       25c 
J.   D     CARTER,   Deerfield,   III. 


dtiT     ty/urj£>tAJ//i{Jj&/uta6r       & 


33 


BOOK  REVIEWS 

Our  readers  are  interested  in  books  of  merit, 
but  especially  in  books  of  interest  and  value 
to  commercial  teachers,  including  books  of 
special  educational  value  and  books  on  busi- 
ness subjects.  All  such  books  will  be  briefly 
reviewed  in  these  columns,  the  object  being  to 
give  sufficient  description  of  each  to  enable 
our  readers  to  determine  its  value. 

The  Yellow   Book  of  The  Macy   Con- 
troversy  and   The   Credit   Question, 

by  E.  C.  Riegel.  Published  by  the 
Riegel  Corporation  of  New  York, 
225  West  34th  St.,  New  York  City, 
N.  Y.     Cloth  cover,  220  pages. 

The  Table  of  Contents  of  this  book  is  as 
follows:  Author's  Preface,  The  Ethieal  Bird 
of  Advertising — a  Poem,  The  Better  Business 
Bureau  Challenges  Macy's,  Macy's  Make  Re- 
joinder and  Resign,  Survey  Shows  Macy's 
Prices  14(»(},  Higher,  Newspapers  Suppress 
the  Facts.  The  Evil  of  the  Cash  Fallacy. 
Crafty  "Store  of  the  Thrifty,"  Macy's  Cute 
Prices  and  Private  Brand  Trick,  The  Venalitv 
of  the  Press.  The  Fallacy  Bund.  The  Effort  to 
Smoke  Out  Macy's,  Macy's  Sidestep.  The  Ap- 
peal to  the  Press,  The  N.  Y.  Advertising 
Club  Tested.  Stores  Prove  Mute  Defenders  of 
"Truth  in  Advertising."  The  Better  Business 
Bureau  Turns  Tail,  National  B.  B.  B.  Ap- 
prised, The  Better  Business  Bureau  Indicted, 
Harmonious  Conclusion,  From  Coin  to  Credit, 
Commercial  and  Consumer  Credit,  What  Is  a 
Cash  Business?  Cash  is  Credit,  What  is  Cost? 
A  New  Factor  in  Cost  Accounting,  What  is 
Credit  Cost?  What  is  it  That  Passes  for 
Credit  Cost,  Net  Credit  Cost,  What  is  the 
Cost  of  Discredit?  Consolidating  Past  Para- 
graphs, Comparative  Economy  of  Cash  and 
Credit.  The  Installment  System,  True  Install- 
ment Credit,  Comparative  Expenses  of  Open 
Account  and  Lease  Plan  Installment  Sales, 
Why  the  Credit  Dollar  is  Worth  More  than 
the  Cash  Dollar,  The  Consumer,  the  True 
Credit  Grantor.  The  Consumer,  the  True 
Debtor  and  Creditor,  Will  the  Worm  Turn? 
The  War  Between  Cash  and  Credit,  Credit- 
Craft.  The  Liberation  from  Capitalism.  A  New 
Retail  Credit  Practice,  A  New  Wholesale 
Credit  Practice,  Consumer  Bank  Credit.  The 
Wage  Draft  System.  Address  to  the  Associ- 
ated Retail  Credit  Men  of  New  York,  Cash 
and  Carry  Costs  More  Than  Credit  and  Deliv- 
ery, Harvard  Research  Vindicates  Credit. 


Bookkeeping  and  Business  Methods  by 

Reuel  I.  Lund,  A.B.,  M.A.,  C.P.A. 
Published  by  Ellis  Publishing  Com- 
pany, Battle  Creek,  Mich. 

This  book  is  designated  for  High  Schools 
and  Junior  Colleges.  Throughout  the  work 
a  basis  has  been  laid  out  for  uniting  the 
efforts  of  our  leading  commercial  educa- 
tional thinkers  toward  a  common  under- 
standing of  what  American  Business  Prac- 
tice  means   to  economics   and   business. 

Both  the  text  and  laboratory  material 
cover  a  wide  range  of  theoretical  prin- 
ciples; in  order,  first  to  provide  the  stu- 
dent with  a  complete  set  of  guide  posts  for 
every  need;  and  second,  to  train  the  stu- 
dent in  the  correct  analysis  of  new  situa- 
tions. 

Each  chapter  of  the  book  covers  one 
major  topic  which  is  divided  into  sub- 
topics. The  major  topics  are  then  grouped 
into  three  parts  of  twelve  chapters  each, 
which  deal  with  the  three  types  of  business 
organization.  Following    each    chapter,    a 

series  of  thorough  questions  and  building 
problems  have  been  provided  for  class  dis- 
cussion. 

In  addition  to  this,  there  are  six  practice 
sets,  two  with  each  section.  Incoming  and 
outgoing  business  papers  are  used  so  that 
the  pupil  will  understand  the  use  of  credit 
forms,  but  this  is  discontinued  at  a  point 
where  the  student  senses  a  need  for  the 
knowledge   of  accounting  principles. 

In  organizing  the  framework  of  this 
course,  three  objectives  were  keot  in  mind; 
first,  to  stress  organization  rather  than 
practice  sets  and  to  improve  the  modified 
balance  sheet  approach  by  simplification; 
second,  on  the  one  hand,  to  provide  voca- 
tional  training  which  would   be   immediately 


applicable  in  business,  while  on  the  other, 
to  correlate  the  theory  and  practcie  with 
what     is     now     taught     in     universities     and 

Although  the  text  has  been  prepared 
primarily  for  group  instruction,  it  is  be- 
lieved that  the  material  is  easily  adaptable 
to  the  tutorial  method  used  in  private 
schools.  Standardized  tests  are  being  pre- 
pared for  each  of  the  three  sections  of  the 
book. 

This  notable  contribution  is  printed  in 
two  colors.  The  first  practice  set  includ- 
ing books  of  original  entry.  incoming 
papers  and  outgoing  forms,  together  with 
filing    envelopes,    etc. 

Teachers  of  bookkeeping  will  find  this 
course  right  up  to  the  minute  for  a  solid 
foundation  for  beginnings  and  advanced 
bookkeeping    instruction. 


ely. 


Practical  Compendium  Pen  Lettering 
and  Designs,  by  F.  H.  Newton,  Pon- 
tiac,  Mich.  Published  by  the  New- 
ton Automatic  Lettering  Pen  Co., 
Pontiac,  Michigan.  Paper  cover, 
100  pages. 

All  the  alphabets  and  designs  are  accom- 
panied with  complete  instructions,  giving 
in  detail  the  steps  necessary  in  building  up 
the  particular  alphabet  or  design  illus- 
trated. 

This  volume  contains  148  plates  of 
Alphabets.  Designs.  Show  Card  Layouts, 
etc.,  some  of  which  are  printed  in  colors, 
showing    a    variety    of    color    effects. 

The  arrangement  of  copies  and  exercises 
are  especially  graded  for  Schools  and  for 
the  home  student,  and  will  be  found  invalu- 
able   for    the    experienced    card    writer. 


Beauty  and  Health,  by  Lois  Leeds  & 
Hilda  Kaji.  Published  by  J.  B.  Lip- 
pincott  Company,  Philadelphia,  Pa. 
Cloth  cover,  397  pages. 

There  is  beauty  in  every  woman — but  all 
too  often  it  is  greatly  marred,  or  entirely 
hidden  by  easily  remediable  defects.  Yet 
every  woman  knows  it  is  there — if  she  can 
only  bring  it  out.  And  here,  at  last,  is  an 
opportunity  to  become  that  ideal.  Every 
woman  has  a  different  beauty  problem — no 
one  solution  is  a  panacea  for  all.  Each 
must  study  her  own  problem  and  find  her 
own  remedy.  This  book  was  written  for 
just  that  purpose,  to  help  find  that  remedy. 
It  takes  up  so  many  points,  and  each  so 
minutely — that  every  beauty-seeker  will 
feel  that  it  is  speaking  directly  to  her  and 
discussing  her  own  individual  problems. 
The  book  is  complete,  u-J-to-the-minute  and. 
all  in  all,  a  really  indespensable  book  for 
every  woman's  boudoir.  Diet,  weight  con- 
trol, posture,  exercise — all  determine  wheth 
trol,  posture,  exercise  —  all  determine 
whether  or  not  a  woman  deserves  to  be 
called  beautiful.  Each  of  these  factors  en- 
ters into  the  common-sense,  helpful  dis- 
cussion. And  many  others  just  as  import- 
ant, too — massages,  the  daily  beauty  pro- 
gram, summer  beauty  problems,  make-up. 
special  complexion  problems  ,care  of  the 
hair,  the  hands,  problems  of  personal  ap- 
pearance, etc.  Lois  Leeds  has  had  so  much 
experience  and  has  had  so  many  oppor- 
tunities to  learn  that  her  book  covers  more 
points — and  each  point  more  thoroughly — 
that   do    most    "beauty"    books. 

Management   of  Personal   Income,   by 

L.  J.  Chassee,  Secretary,  Student 
Loan  Information  Bureau,  under 
the  auspices  of  the  Association  of 
University  and  College  Business 
Officers  of  the  Eastern  States,  as- 
sisted by  Ethel  C.  O'Neill.  Pub- 
lished by  the  A.  W.  Shaw  Company, 
Chicago,  111.  Cloth  cover,  154 
pages. 

Many  budget  books  have  been  issued  in 
an  attempt  to  induce  individuals  to  save, 
but  little  has  been  published  to  point  out 
definitely,  specifically,  the  ways  of  con- 
trolling personal  income,  and  of  apportion- 
ing   it    to    the    various    expenditures — in    a 


word,   of   spending   your 

Here  in  this  useful  manual,  he... 
laid  down  specific  rules  to  follow  in  plan- 
ning your  financial  life.  There  are  budget 
programs  outlined  for  every  one — the  busi- 
ness  man,  the  professional  man,  the  sal- 
aried man.  the  business  woman,  the  profes- 
sional woman,  and  the  student.  To  mere 
record-keeping  this  book  devotes  little  at- 
tention, but  in  the  strategy  of  getting 
ahead  financially — in  managing  your  dol- 
lars for  best  results— it  will  be  found  in- 
valuable. 

Byrne   Typewriter   Shorthand,  by 

Harry  Edward  Byrne.  Published  by 
the  Byrne  Publishing  Co.,  Dallas, 
Texas.     Paper  cover,  45  pages. 

One  can  see  by  beginning  with  the  first 
lesson  and  glancing  through  the  text  that 
Typewriter   Shorthand    is   very   easy    to   learn 


print,    be 


iter   Shorthand 


r 

nsta 

rice. 

line     of 

tha 

id   n 

-.ill 

transscr 

be   intc 

ot 

type 

-vritin 

S- 

A    studer 

t   writ 

ds 

a    n 

linute 

l    the    tyr 

ewrite 

able 

to 

take 

dii 

tation    in 

Type 

be  same  number  of  strokes  per  minute, 
e  rate  of  1 80  words  per  minute.  A 
3rd  operator  would   take    120   words  per 


AN  ORNAMENTAL  STYLE.  My  course  in 
Ornamental  Penmanship  has  helped  hun- 
dreds become  PROFESSIONALS.  Send  for 
proof.  Your  name  on  cards,  (six  styles)  if 
you  send  I  Oc.  A.  P.  MEUB,  Expert  Penman, 
4S2   N.    Hill   Ave.,   Pasadena,   Calif. 


-u  [NKTPEO.S! 


rtifiticj£nijnmsing 

°f Resolutions.  {Bvmurials. 


jplumiuatinij   a  Specialty  ■£* 
^y  iplomua  Vith\,_q-rap!Wt.  ant.  5ilYcS> 


I 


E.H.MCGHEE 


143  "East  Siatc  .Street 


for  FREE  BOOK,  "How  To  Become  an  Ex- 
pert  Penman,"  which  explains  my  Method  of 
Teaching  Penmanship  by  Mail  and  what  stu- 
dents have  done  by  taking  my  courses. 
Your  name  will  be  elegantly  written  on  a 
card  if  you  enclose  stamp  to  pay  postage. 
SEND   TODAY   before  you   forget  it. 

T.  M.  TEVIS, 

BOX  2SC  CHILLICOTHE,  MO.,  U.S.A 


34 


fjffi^&uJSn&U'&t&uu&r       & 


NEW    BUILDING    FOR    BURDETT 
COLLEGE 

About  July  1.  1928,  Burdett  College 

will  move  into  its  new  home,  156 
Stuart  Street,  Boston.  It  will  be  the 
fourth  time  since  it  was  founded  in 
1879  that  progressive  methods  and 
growth  in  attendance  have  compelled 
the  institution  to  move. 

A  new  five-story  building  of  .steel 
and  cement  construction  and  Tudor 
style  of  architecture,  specially  de- 
signed for  school  purposes,  with  many 
artistic  exterior  features,  provides  the 
institution  with  unusual  facilities  for 
many  years  to  come.  The  location 
was  chosen  with  a  view  of  being  near 
transportation  facilities,  in  a  growing 
section  and  having  a  maximum 
amount  of  open  space  surrounding  the 
building.  This  new  Burdett  College 
Building  is  the  consummation  of  both 
our  ideas  and  ideals.  Nearly  two 
years  of  study  and  planning-  have  been 
given  to  building  details  and  facilities 
in  order  that  Burdett  students  may 
have  every  modern  convenience  con- 
ducive to  their  physical  well-being  and 
have  an  educational  environment  that 
will  arouse  their  best  mental  effort. 

An  outstanding  feature  will  be  the 
large    area    of    window    space.      Many 

indows  assure  every  classroom 
of  a  maximum  amount  of  light.  The 
new  college  building  is  bounded  on 
three    side.  and    on    the 

fourth    side    has    large    light    and    air 

An  important  feature  in  any 
well-regulated  school  is  the  color 
effects.  Classroom  walls  will  be  tinted 
and  seats  located  with  a   view    of  h&\ 

Student  get  natural  light   from 
the  proper  direction  with" 
thus  avoiding  eye  strain. 

Acoustic  properties  are  also  being 
given  special  attention,  Pictures  and 
statuary  will  be  placed  throughout 
the  school  where  thej  besl  -'<\i\  an 
artistic  touch;  in  fact,  Burdett  Col- 
as aimed  to  have  the 
body     surrounded     with     a     wholi 

and    inspirational    envii  oi 


will  aid  each  student  in  obtaining  the 
highest  degree  of  efficiency.  Safety 
factors  have  been  studied  and  will  be 
installed,  such  as  welled-in  steel 
stairways  with  abrasive  treads,  roomy 
steel  electric  elevators  of  the  latest 
design,  drinking  bubblers,  sanitary 
appliances,   and  checkroom  facilities. 

An  innovation,  and  perhaps  the  first 
used  in  any  school,  will  be  a  radio 
loud-speaker  in  eve  r  y  classroom. 
I  e  loud-speakers  will  be  connected 
with  a  radio  and  microphone  in  the 
executive  offices.  The  cellege  believes 
that  in  having  such  facilities  it  can 
supplement  the  work  of  the  institu- 
tion with  addresses  of  speakers  of  na- 
tional reputation  and  educational  pro- 
grams of  value.  Then,  too,  the  same 
radio  facilities  may  lie  used  by- 
speakers  from  the  college  office  «  tier 
a   full   assembly    is   inconvenient. 

Burdett  College  is  proud  of  its  new 
home  and  extends  a  most  cordial  wel- 
come to  present  students,  alumni,  par- 
ents and  friends  to  come  and  see  the 
now  school  to  be  located  on  the  third, 
fourth  and  fifth  floors  of  the  new- 
building,  which,  by  the  way,  will  be 
known  as  the  Burdett  College  Build- 
ing. 


TEACHERS 

The  fifth  edition  of  Byrne  Type- 
writer Shorthand  is  just  off  the  press. 
This  system  i-  the  stenographic  mar- 
vel of  the  age.  Printed  notes  from 
anda  i  d  or  poi  table  I  j  pew  riter. 
ai  o  .'■  i  iiten  v,  it ii  pencil.  Most  rapid, 
k;  ii  e.  Easy  to 
learn,  more  and  better  letters  per  day 
and  less  fatigue.    Write  for  particulars. 

Byrne  Publishing  Co. 

DALLAS.  TEXAS 


100  Page 

TEXT    BOOK 
COMMERCIAL 

Pen  Lettering 

20,000   NOW    IN    USE 

SPECIALLY    GRADED    FOR    SCHOOL    AND 

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IS3 


VXVXVWVCOCaeVClUM 


A- 


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II,,,    bo  >k    i-   .,  on   commercial 

II    tains    100  pages  71..   x    101... 

illustrating  148  plates  of  Commercial  Pen 
Alphabets.  Designs,  Show  Card  Layouts. 
Corners,  Borders.  Scroll  Designs,  etc.,  with 
instructions  for  each — also  large 
list  of  about  2000  Advertising  Phrases, 
invaluable  to  card  writers  and  suitable  for 
Show  Cards.  Posters,  etc.  (Some  of  the 
Alphabets  and  Show  Cards  are  printed  with 
,,,!,,,    |,1, ,!,-•.    showing    .1    variety   of   attractive 

Price     i  IV     Bid  i  $100 

(Special   rate  in  dozen  quantities  to   schools) 
Send    for   our    Lettering   Supply   Catalog    lists 

'11      •.,,■  -     It,     V., II. Mis     slvl's     ,,|      I    .■tl.TMIg     IVlls. 

19    shades  ol    Lettering    Ink   and  many  other 
Items    vital    In    teaching   Commercial    Letter- 

inn.        f!ii«    catalog    will    be    mailed    free    upon 

n  quesl 

Newton  Lettering  Pen  Co., 

Dopt.  27.  Pontine.  Mich..  I  .  s.    \. 


^     <^&u&/iM&Jiu*i&r       & 


35 


Orders  -  Inquiries 


Can  be 

?cured 


Polk's  Reference  Book 

and  Mailing  List  Catalog 


different  lin. 
what  vour  b 
will   find    the 


for 


produe 


Write    for    Your    FREE    Cony 

R.  L.  POLK  &  CO.,  Detroit,  Mich. 

Largest   Cllv   Directory   Publishers  in   the  World 

Hailing:  List  Compilers— Business  Stalisties 

Producers   of   Direct    Mail    Advertising 


Tour  Visit  to  J-{eivY or\ 

may  be   anticipated  with  more 
enjoyment  if  you  secure 
accommodations  at  the 

Maryland 

HOTEL 

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(2  persons)  (2-4  Persons) 

$5  per  day  $7  per  day 

HAROLD  E.  REYNOLDS 
Proprietor 


HIGH  GRADE 


EDWARD  C.  MILLS 


Script  Specialist  fo 
.  O.  Drawer  982 


Engraving  Purposes 

Rochester,  N.  Y. 


Diplomas^ 

CERTiriCATES. 


Gillott's  Pens 

The  Most  Perfect  of  Pens 


No.  601   E.   F.  Magnum  Quill  Pen 

Gillott's  Pens  stand  in  the  front  rank  as 
regards  Temper.  Elasticity  and  Durability 


JOSEPH   GILLOTT  &  SONS 

SOLD   BY  ALL  STATIONERS 

Alfred  Field  &  Co.,  Inc.,  Sole  Agents 

93   Chambers   St.  NEW   YORK    CITY 


—<.£$&+— 


The  finest  script  obtainable  for  bookkeeping  Illustrations, 
etc.  The  Mills  Pens  are  unexcelled.  Mills'  Perfection 
No.  1 — Fur  fine  business  writing,  1  gross  $1.30;  *4  gross 
40c,  postpaid.  Mills'  Medial  Pen  No.  2 — A  splendid 
pen  of  medium  fine  point,  1  gross  $1.23;  •£  gross  33c, 
postpaid  Mills'  Business  Writer  No.  3— The  best  for 
business,  I  gross  $1.23;  M  gross  33c,  postpaid.  1  doz. 
of  each  of  the  above  three  styles  of  pens  by  mail  for  40c. 


Catalog)  and  Samples  Free 

HOWARD  &  BROWN 

ROCKLAND,  MAINE. 


ART   SKETCH 

A  stanza  of  poetry  in  superb  pen  lettering 
illustrated  with  a  nature  sketch,  drawn  with 
a  pen  and  tinted  in  natural  colors.  Some- 
thing new,  original,  unique.  Size  6x8  inches, 
suitable  for  framing.  Just  say  "Send  sketch" 
and  enclose  a  dollar  bill. 

A.  L.  Hickman,  Route  1,  Wichita,  Kas. 


Columbus,  Ohio 

Geograph  ically 
A  Distributing  Center 

Centrally  located  —  East  to  West  to 
7\{ortri  to  South.  Transportation  lines 
radiate  to  all  points  of  the  compass. 


Picture  in  your  mind  the  advantages  to 

YOU  to  use  this  city  as  your  PRINTING 

and  DISTRIBUTING  CENTER 


Watkins  &  Eierman 

PRINTERS  AND  BINDERS 
42  North  Front  St.        : :        Columbus,  Ohio 


A  Monthly  Magazine  for 

Bookkeepers  and 

Auditors 

The  BOOKKEEPER  and  AUDITOR,  a  regular 
magazine,  pages  size  of  this  magazine.  Recent 
issue  contains  "Is  Mechanical  Accounting  a  Suc- 
cess?"; Collections  as  a  Basis  for  Computing 
Profit;  Questions  and  Answers;  STUDENTS'  DE- 
PARTMENT. February  issue  has  all  of  these  and 
"Are  Business  College  Graduates  a  Success?" 
INCOME  TAX  article  and  others.  Use  coupon 
below. 

FREE    TRIAL    OFFER 

The  BOOKKEEPER  and  AUDITOR. 
1240  Engineers  Bank  Bldg.. 
Cleveland,  Ohio. 

Gentlemen :  Send  me  a  copy  of  your  current  issue.  Send 
invoice  for  $2.00  for  one  year's  subscription  and  if  I  am  not 
satisfied  will  return  your  invoice  and  OWE  YOU  NOTHING. 

/  am  a  Name 

I    1  Bookkeeper  Address 

□  Auditor  City 

□  Office  Worker  State 


"The  Ample  Speech!  The  Subtle  Speech! 
Apt  for  the  Need  of  All  and  Each." 


The  BIG  PROBLEM  in  business  training  is  ^S^ 
ENGLISH.  Shorthand  and  typing,  for  instance, 
are  tools.  Those  tools  are  used  on  language. 

Pupils  can  be  taught  to  use  correct  English 
through  drill  of  the  proper  kind.  Discussions  on 
technical  grammar  don't  help  a  bit. 


We're  glad  to  tell  you  this  month  about  a 
w  book  just  off  the  press,  which  will  solve 


e  ic  gidu  iu  ieii  yuu  ui 
new  book  just  off  the  press, 
four  English  problem 


*\, 


APPLIED  ENGLISH 
ESSENTIALS 

By  CHARLES  G.  REIGNER 

This  is  not  a  grammar,  remember,  neither  is  it 
a  book  on  composition  or  rhetoric.  Its  modest 
aim  is  to  teach  youngsters  to  speak  and  write 
English  correctly. 

There  are  fifty  lessons.  The  student  under- 
scores or  fills  in  words  in  the  exercises.  Those 
exercises  represent  the  plain,  everyday  language 
of  speaking  and  writing. 


*\* 


■^T 


APPLIED  ENGLISH  ESSENTIALS  and  APPLIED  PUNCTUATION  go  together. 
They  contain  the  minimum  of  tal\  and  the  maximum  of  effective  doing. 


T/fce?  f-f.'yn/./TdouLrzy&o. 


HARLEM  SQUARE 
BALTIMORE  MARYLAND 


Correlated  Handwriting  Penmanship  Records 

Make  Writing  Lesson  Interesting 


No.  1 


flA  (top).    How  to  Become  a  Good  Writer.    A  lecture  by  Dr.  Frank  N. 

Freeman. 
[IB  (reverse  side).    Oval  and  Push-Pull  Exercises 

f2A   (top).    Count   1-2,  a,  c,  d,   e,  g,  i,  1,  o.  A,  C,  O.    Count   1-2  3  4, 
k,  m,  r,  w,  B,  F,  G,  H,  K,  M,  R,  W,  X. 


>B   (reverse  side).    Count   1-2-3,  b,  f,  h,  j, 
E,  J,  I,  L,  N,  P,  Q,  S,  T,  U,  V,  Y,  Z. 


P.  q. 


y,  z,  D, 


Set  of  two  double  faced  records,  postpaid,  net.  $3.00 

Either  record  1  or  2  will  be  sent  singly  for,  net,  postpaid  $1.75 


Correlated  Handwriting;  Records  are  convenient 
to  handle.  These  two  records  provide  vocal  and 
musical  counts  for  making  all  the  capitals,  small 
letters  and  exercises  and  are  therefore  adapted 
to  any  method  of  writing.  The  label  on  each 
record  indicates  the  letters  or  exercises  for  which 
it  is  intended. 

The  use  of  these  fine  Penmanship  Records  in 
your  classes  will  help  to  develop  ease,  speed  and 


relaxation,  and  make  the  writing  class  a  source 
of  great  interest  and  enthusiasm  for  both  teach- 
ers and  pupils. 

A  TYPICAL  TESTIMONIAL 

"The    n  coi  d      Ived    and    !    Rnd    that    they 

stimulate  much   Interest,     Thi    children   elap   for  joy 
when    tin-  i    tells   around.     Some   who 

never  cared   for  writing,  now   crave  t.»  write." 

ton,  K>  Miss  Eunice  Simpson. 


Get  a  set  of  these  records  and  see  the  change  which  takes  place  in   your 
writing  classes. 

Write  for  complete  catalog  of  penmanship  supplie 

Zaner  &  Bloser  Company 

COLUMBUS,  OHIO 


Volume  XXXIII  Number  VIII 

APRIL.  1928 


Published   monthly   except   July   and    August  at   612    N.    Park    St..    Columbus.    O..   by   The  Zaner-Bloser   Company.     Entered   as   second-class  matter 
Sept.  5.   1923,  at  the  post  office  at  Columbus.  O..  under  the  Act  of  March  3.   1879.    Subscription  $1.25  a  year. 


* 


1928  Zanerian  Summer  School 


MISS    MILDRED    MOFFETT, 

Representative  and  Traveling  in- 
structor of  The  Zaner-Bloser  Com- 
pany,   will    give    work    in    Methods. 


diss  Moffett.  She  has 
/riling  in  the  schools  of 
and  Springfield.  Ohio, 
ing  instructor  she  has 
istrations  in  thousands 
throughout  the  United 
has  appeared  before 
>s      of      teachers      at      in- 


\\.  o.  DOESCHER,  I'h.D., 

Professor  of  Psychology  and  Phil- 
osophy. Capital  University.  Colum- 
bus.   Ohio. 

Dr.  Doescher  will  again  teach 
Psychology  in  the  Zanerian  Sum- 
mer     School.        Two      hours      college 


scholar    and    an    exti 
sympathetic    teacher. 


Six  Weeks  Beginning  July  5 
INSTRUCTORS 


ting.  Spokan.-. 
throughout  the 
f     the     foremost 


FRANK    H.   ARNOLD. 

Supervisor  of  Hand 
Washington,  is  know 
United     States    as     one 

of  the  most  entn 
speakers    in    the    penm 

It    is    with    pleasure 
thai    Mr     Arnold 


bly  he  is  one 
nthusiastic.  forceful 
•nmanship    profession. 

II   be   with   us    for    two 


,11 


beginning  July  16.  and 
tt  least  ten  lectures.  It  will 
i    trip   across    the    continent    to 


FLOSSIE  C.  CAIN, 

Supervisor  of  Writing.  Rocky  River. 
Ohio,  is  a  penman  and  teacher  of  un- 
usu.il  skill  She  has  a  pleasing  person- 
ality and  has  had  splendid  training  and 
experience.  She  will  be  one  of  the  ta- 
in the  Zanerian  Summer  School. 


R.   B.   MOORE 

Secretary  of  The  Zaner-Bloser  Com- 
pany, a  man  who  has  traveled  ex- 
tensively in  the  interest  of  penman- 
ship and  who  has  appeared  before 
many  thousands  of  teachers,  will 
give  work  in  Methods  of  Teaching 
the   Zanerian    Summer    School. 


Mi 


M. 


spei 


ikes 


especially  well  qualified  to 
:  to  the  Zanerian  students  the 
latesl     in    penmanshi  >. 


MR.   K.   A.   LUPFER, 

cipal.  Zanerian  College,  wll 
I  be  one  of  the  regular 
:tors     in     the     coming     Sun 


MRS.  MINA  1. 1  i   IS, 

Supervisor  of  Writing.  Findlay. 
will  aid  pupils  in  securing 
room  and  board  and  assist  in  any 
way  possible  to  make  pupils  com- 
fortable. 


Write  for  Catalog. 

Zanerian  College  of  Penmanship 


Columbus,  Ohio 


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349   Broadway 
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Metropolitan 

Business 

Speller 


New  Edition 
By  U.  G.  Potter 
McKinley  High  School 
Chicago 


Over  6000  words.  New  lessons  containing  words  pertaining 
to  Aeroplanes.  Radio.  Automobiles,  etc.  Complete  Index.  244 
pages,  attractive  binding,  50  cents. 


A  Superior  Speller 


Twofold  Design.  In  the  preparation  of  the  Metropolitan 
Business  Speller  we  had  constantly  in  mind  two  objects : 
first,  to  teach  the  pupil  to  spell,  and  second  to  enlarge  his 
vocabulary,   especially  of  words  in  general  use. 

Classification  of  Words.  As  an  aid  to  the  memory  we  have 
classified  words,  as  regards  sounds,  syllabication,  accents  and 
meaning.  We  have  grouped  the  words  relating  to  each  par- 
ticular kind  of  business  into  lessons,  by  which  the  student  is 
enabled  to  familiarize  himself  with  the  vocabulary  of  that 
business.  We  have  interspersed  miscellaneous  exercises  in  the 
nature  of  reviews.  We  have  grouped  words  that  can  best  be 
learned  by  comparisons,  such  as  Stationery  and  Stationary. 


te 


Abbreviations  of  states, 
in  regula 
ard  abb re 


months,    railways  a 
lesson   form,  and  grouped  alpha- 
iating  of  almost  equal  importance 


betically.  We  r 
with  spelling. 

Syllabication  and  pronunciation  are  shown  by  the  proper 
division  of  words,  and  the  use  of  the  diacritical  marks.  The 
words  are  printed  in  bold  type,  and  the  definitions  in  lighter 
face,  so  as  to  bring  out  the  appearance  of  the  word. —  an  aid 
in  sight  spelling. 


Metropolitan 
System  of 
Bookkeeping 


New  Edition 

By 

\V.  A.  Sheaffer 


You  Will  Like  It.  The  text  emphasizes  the  thought  side  of 
the  subject.  It  stimulates  and  encourages  the  reasoning 
power  of  the  pupil.  Pupils  acquire  a  knowledge  of  the  sub- 
ject as  well  as  facility  in  the  making  of  entries.  It  is  a 
thoroughly  seasoned,  therefore  accurate,  text  supported  by 
complete  Teachers'   Reference  Books,  and  Teachers'   Manual. 


elementary   course   suitable   for 
bject    is    taught.    Two   semesters 
are  required  in   High  Schools  and  a  correspondingly  shorter 
time  in  more  intensified  courses. 


Parts   I   and   II   text   is 
any   school    in    which    th 


Parts  III  and  IV  text  is  suitable  for  an  advanced  course 
following  any  modern  elementary  text.  We  make  the  state- 
ment without  hesitation,  that  this  is  the  most  teachable, 
most  up-to-date,  and  strongest  text  published  for  advanced 
bookkeeping  and  elementary  accounting  use. 
Corporation-Mfg.-Voucher  unit  is  bound  in  heavy  paper 
covers  and  contains  all  of  Part  IV.  It  is  a  complete  course 
in  Corporation  accounting,  including  instructions,  set  of 
transactions,  exercises,  problems,  etc.  It  is  without  doubt 
the  best  text  for  this  part  of  your  accounting  course.  List 
prices.  Text.  120  pages.  40  cents.  Supplies,  including  Blank 
Books  and  Papers.  95  cents. 


EXAMINATION  COPIES  will  be  submitted  upon  request. 


METROPOLITAN  TEXT  BOOK  COMPANY 


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Here  is  a  new  text  just  from  the  press 
which  gives  you  the  latest  standards 
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Educational  Publishers 
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More  than  1,400  reporters 
were  members  of  the  National 
Shorthand  Reporters'  Associ- 
ation in  1926. 

Nearly  1,300  of  this  number 
write  Pitman. 

Less  than  150  use  one  of  11 
different  systems. 

Almost  a  year  was  required  to 
complete  this  survey. 


Pitman  Shorthand  was  invoitcd  by  Isaac 
Pitman  in  1837.  The  dftellence  of  tiie 
Pitman  System  is  indicated  by  the  fact 
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every  10  reporters  are  Pitman  writers. 


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PROGRESS   IN   PENMANSHIP 

Great  stridi  made  in  the  teaching  oi  handwriting,   New 

methods  and  new  devices  are  being  used.   New  interest  is  being  cre- 
ated .i'  >ie  being  securd. 

Attend  the  1928  Zanerian  Sumnn  :  nd  join  in  thi 

gressive  movement  tor  better  handwriting. 


Volume  XXXIII 


COLUMBUS,  OHIO,  APRIL,  1928 


Number  VIII 


NATIONAL   ASSOCIATION   OF    PENMANSHIP 
SUPERVISORS  AND  TEACHERS 

ALL   MEETINGS    AT   CONGRESS   HOTEL,   CHICAGO,   ILL. 


Wednesday,  April  25,  9:00  A.  M. 


Music 

Boy's  Glee  Club,  Lindblom  High  School,  Chicago 
Address  of  Welcome 

Mr.  William  J.  Bogan,  Acting  Superintendent 
Schools,  Chicago 
Response 

Mr.  Elmer  G.  Miller,  Director  of  Commercial 
Education,  Pittsburgh 
President's  Address 

Mrs.  Lettie  J.  Strobell,  Pittsburgh,  Pa. 
General  Principles  of  Supervision  as  Applied  to  the 
work  of  Supervisor  of  Penmanship 
Mr.  Franklin  Bobbitt,  The  University  of  Chicago 
Moment  of  Silence  in  Memory  of  the  late  Austin 

Norman  Palmer 
Violin  Solo  —  Memories  —  Cadman 
Miss  Lillian  Bushman,  Supervisor  of  Penman- 
ship, Burlington,  Wisconsin 
1:30  P.  M/ 
Violin  Solo — Fr.  Seitz's  Concerto  No.  1  in  D  Major 

Miss  Lillian  Bushman,  Burlington,  Wisconsin 
The    Development    of    Objective    Procedures    in 
Classroom   Supervision 
Dr.  A.  S.  Barr,  University  of  Wisconsin,  Madison 
The  Responsibility  of  the  Penmanship  Instructor 
in  the  Teacher  Training  Institution 
Miss  Luella  Chapman,  Director  of  Penmanship, 
State  Teachers  College,  Buffalo 
Practical  Penmanship  from  a  Practical  Point  of 
View 
Mr.  Glen  Hoffhines,  Harris  Trust  and  Savings 
Bank,  Chicago 


Thursday.  April  26,  8:45  A.  M. 

Visiting  Oak  Park  Schools  at  Work,  under  the  di- 
rection of  Miss  Alma  E.  Dorst,  Supervisor  of 
Handwriting,  Oak  Park,  Illinois 
6:30  P.  M. 
Banquet 

Mrs.  Lettie  J.  Strobell,  Toastmaster,  Pittsburgh 
Friday,  April  27,  9:00  A.  M. 
Applied  Writing  in  Junior  High  Schools 

Miss  Mamie  Eppler,  Supervisor  of  Penmanship, 
Fort  Worth,  Texas 
The  Supervisor  as  a  Leader  of  Research 

Dr.  Paul  V.  West,  New  York  University,  New 
York  City 
Problems  for  Discussion: 

The  Service  of  Good  Penmanship 

Miss   Ema   Virginia   Prusha,    Supervisor   of 
Penmanship,  Virginia,  Minnesota 
What  books,  magazines  and  research  services 
are  available  for  teachers  and  supervisors 
of  penmanship? 
Miss  Olive  A.  Mellon,  Supervisor  of  Writing, 
Atlantic  City 
How  can  the  cooperation  of  teachers  of  other 
subjects  in  platoon  schools  be  secured  by 
the  supervisor  of  handwriting? 
Miss  Myrta  L.  Ely,  Supervisor  of  Handwrit- 
ing, St.  Paul,  Minnesota 
Existing  Handwriting  Scales 
Dr.  Paul  V.  West,  New  York  City 
Business  Meeting 

Mrs.  Lettie  J.  Strobell,  President 
Reports  of  Chairmen  of  Committees.    Election 
of  Officers 


ANNOUNCEMENT 

Mr.  W.  J.  Hamilton,  Superintendent 
of  Public  Instruction,  and  Miss  Alma 
E.  Dorst,  Supervisor  of  Handwriting, 
extend  a  cordial  invitation  to  members 
of  the  National  Penmanship  Associ- 
ation, to  visit  the  Public  Schools  of 
Oak  Park,  Thursday,  April  26. 


All  written  subjects  will  be  pre- 
sented in  order  to  show  the  visitors 
how  our  penmanship  work  is  being- 
carried  over.  Visitors  will  be  inter- 
ested in  seeing  the  individual  teaching 
methods  employed;  in  noting  the  posi- 
tion of  pencil  holding  in  First  and 
Second  Grades;  the  Star  System  and 


the    various    incentives    employed    to 
encourage  good  penmanship. 

All  schools  will  be  open  and  vistors 
will  be  divided  into  groups.  Each 
group  may  visit  two  schools,  one  in 
the  morning  and  one  in  the  after- 
noon. 

(Continued  on   Page    19.) 


THE     BUSINESS     EDUCATOR 

Published   monthly    (except  July   and   August) 

By  THE   ZANER-BLOSER  CO., 

612  N.  Park  St.,  Columbus.  O. 

E.    W.   Bloser       --------      Editor 

E.  A.  Lupfek     -----     Managing  Editor 


SUBSCRIPTION     PRICE,     $1.25      A     YEAR 

(To  Canada,  10c  more;  foreign,  20c  more) 

Single  copy,  15c. 

Change  of  address  should  be  requested 
promptly  in  advance,  if  possible,  giving  the 
old  as  well  as  the  new  address. 

Advertising  rates  furnished  upon  request. 


The  Business  Educator  is  the  best  medium 
through  which  to  reach  business  college  pro- 
prietors and  managers,  commercial  teachera 
and  students,  and  lovers  of  penmanship.  Copy 
must  reach  our  office  by  the  10th  of  the  month 
for  the  issue  of  the  following  month. 


<^&&i^'/i^  &&£*&&?*       & 


Lessons  in  Business  Writing 

By  E.  A.  LUPFER,  Columbus,  Ohio 
Send  15  cents  in  postage  with  specimens  of  your  best  work  for  criticism. 


Copy  161.  This  will  test  your  ability  to  use  a  rolling  movement.  No  finger  acting.  Crossing  comes  in  cen- 
ter.    Both  ends  are  even.     Count:  down-up  or  1-2. 

Copy  162.  The  Q  begins  like  M  and  N  and  ends  with  a  graceful  swing  to  the  right.  The  loop  at  the  bottom 
should  be  horizontal,  narrow  and  smaller  than  top  loop.  Count  1-2-3.  Watch  the  beginning  stroke.  It  curves  produc- 
ing a  parallel  effect. 

Copy  163.  The  Z  begins  like  Q  but  has  a  finish  like  small  z,  and  the  loop  on  the  base  line  is  smaller  and  is 
not  horizontal  like  in  Q.  Count:  1-2-3.  Back  is  fairly  straight.  Draw  slant  lines  down  the  back  of  copy  of  your 
letters  for  comparison. 

Copy   164-165-166   should   be   thoroughly  mastered.    Do  not  be  afraid  to  review  frequently. 


162 


163 


164 


165 


166 


C?)        <57)        ^      (7~\        (?)        <^\  6h 


Copy  167.  This  first  part  of  z  is  the  same  as  n,  so  it  is  well  to  practice  on  the  top  turn  or  n  exercise,  finish- 
ing with  a  loop.    Count:    one  for  each  turn  and  one  for  the  loop. 

Too  much  counting  is  not  good.  Give  most  of  your  time  and  attention  to  penmanship  and  not  to  counting. 
Counting  is  only  one  of  the  many  helps  we  can  employ  and  should  be  used  only  when  it  will  assist  in  getting  better 
writing. 

Copy  168.     Notice  the  full  loop  and  the  crossing.    The  count  is:    1-2. 

Copy  169.   The  g  is  a  combination  of  a  and  j.    Study  a  and  j  and  g  will  be  easy  to  make.   Close  it  at  the  top. 

Copy  170.  The  slant  of  your  writing  will  be  determined  greatly  by  thfi  slant  of  your  loops;  therefore,  be  care- 
ful that  you  get  the  proper  slant  to  them.    Give  attention  to  the  connective  stroke  between  z  and  e. 


168  •' 

169  ■ 


Copy  171.    See  how  much  grace  you  can  get  into  this  drill.   If  you  can  make  S,  G  and  L  well  you  need  not  work 
on  this  exercise.    Count:    1-2-1-2. 

Copy  172.    You  will  learn  much  about  this  letter  by  studying  it  carefully  before  practicing  it.    Trace  over  the 
copy  with  a  dry  pen. 

Copy  173.    The  G  begins  and  ends  the  same  as  S.    Notice   the    parallel    effect    between   beginning   and   ending 
strokes.    Keep  the  second  part  high,  about  two-thirds  as  high  as  first  part.   Count:    1-2-3. 

Copy  174.    This  is  the  most  beautiful  letter.    Study  the  graceful  compound  curves.    The  loops  should  be  long 
and  narrow.  The  top  one  larger  than  the  bottom  one.   You  should  work  only  on  the  style  you  like  best. 

Copy  175.   These  words  are  easy.    See  how  much  vim  you  can  put  into  the  work,  and  don't  become  discouraged. 
Winning  a  good  hand  may  mean  a  better  position  for  you. 


172 


173 


174 


\...c^L?LjLs<C<£sCS/-- 


Copy  176.    These  exercises  are  to  strengthen  the  down  strokes  of  q  and  f. 

Copy  177.     Be  sure  that  every  q  you  make  contains  a  good  a  closed  at  the  top.   How  about  your  movement? 

Copy  178.     Get  upper  and  lower  loop  the  same  in  size.    Keep  the  crossing  high.    Close  the  lower  loop  on  the 
line  and  not  above.    Comparison  of  your  work  with  the  copy  will  frequently  help  you  to  locate  your  mistakes. 

Copies  179-180.   These  words  will  test  your  ability  to  maintain  a  uniform  slant.  They  are  not  beautiful  words 
but  are  excellent  for  drill. 


176 


10 


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Figures.    Neglect  of  figures  may  mean  many  expensive  mistakes.    The  copy  given  is  only  a  suggestion  as  to 
arrangement  and  combinations.    Make  pages  of  figures. 


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/..-Z../..2../..*         -        2...y..2~.t.2.../...l2,.S..2.../.JL./..2../.3L.y._+ 

./.J.7J./.l./'J.J/.i../J7.J../J../.J../j./.1i../J./.J.yj./J../i./J./.- 

y..sjry^_/.^j_j^y.jry..jr.y.-jr-y.jzu^/--^-t-^..y^ 
y..?..y...7.u?.j.7.-s.7..y7../^^ 

j..o.y.-Qy-.o.y..Q..y..a.y.ay..o.y.ny-jo.y..a.y..ay..a./My.ay..a.y..a./..o.y.a./.j2./..a.   . 
y.r.y'T./ ^j..£:y.^y..sr.j..^.y..r..y..^.y..r./.jr../..^./..sr:/..gr./..i:/..r.y..sr.y sr./.sr.i  . 


Copy  181.   The  capital  stem  is  important.   It  is  a  compound  curve  made  with  a  bold  sweep  of  the  arm  and  not 
the  fingers.  It  ends  with  a  dot  above  the  line. 

Copies  182-183.   You  can  have  your  choice,  but  be  sure  to  master  one  style.    Remember  the  one  who  can  write 
better  than  the  other  fellow  is  likely  to  get  the  job. 

Copy  184.    If  you  have  mastered  all  copies  this  far  you  should  be  able  to  win  a  Certificate  of  Proficiency. 
Write  a  specimen  containing  the  following  material  and  send  to  Zaner  &  Bloser,  Columbus,  Ohio: 

ABCDEFGHIJKLMNOP-QRSTU  VWXYZ 

abcdefghijklmnojqrstuvwxyz 

This  is  a  specimen  of  my  plain  business  penmanship  such  as  I  acquired  by  following  the  lessons  given  in  The 
Business  Educator  and  as  a  student  in  the  (School),  (City). 

(Present  date) 
(Student's  Name) 


181 


182 


183 


^z£..tefL....C^? tot. 


184 


i^cd^^s^y. 


<^^38uJ//mi^&6u*i6r      & 


11 


SUPPLEMENTARY  COPIES  for 
PENMANSHIP  PRACTICE 

Copies  were  written  by  Francis  B.  Courtney,  Detroit,   Mich.    Instructions  were  written  in  the   office  of 
Number   3.  the  B.  E. 


Business  education  is  needed  by  the  preacher  and  poet  in  order  to  get  along  without  petty  financial  annoyances.  The 
painter  as  well  as  the  novelist  needs  a  knowledge  of  business  because  both  must  live  and  possess  at  least  the  common 
necessities  of  life  without  which  there  is  not  much  joy.  Business  education  enables  its  possessor  to  earn  a  living  without 
unnecessary  effort  and  worry,  and  to  devote  extra  time  and  energy  to  one's  desires,  be  it  in  poetry,  painting,  preaching, 
plowing,   politics,   or  penmanship. 


JK§« 

^^^2 

BSaBsBi 

si^P" 

r^w 

RPPJJ 

SI 

fJfipfMg 

Is  there  any  other  acquisition  within  the  reach  of  everyone  as  highly  appreciated  by  not  only  its  possessor  but  by  all,  as 
the  art  of  writing  well?  Is  there  any  other  art  as  valuable  and  as  long  serving  as  the  art  of  writing  well,  time  to  learn  it  con- 
sidered ?  More  time  is  now  wasted  in  the  public  schools  in  premature  and  inefficient  teaching  than  is  necessary  to  write  legibly, 
rapidly,   and  well.      Inefficient  teaching  is  not  now  an  excuse  for  your  failing  to  learn  to  write  well  in  a  reasonable  length  of  time. 


m 


va 


VA 


TWA 


VA 


VA 


Economy  is  not  the  only  mother  of  wealth,  important  and  true  as  it  is,  but  it  is  also  the  mother  of  just  appreciation  and 
relative  value  of  essentials  and  non-essentials,  of  wants  and  needs,  of  gloss  and  gold,  of  true  or  false  living.  Economy  leads  to 
careful  discrimination  between  good  and  poor,  true  and  apparent  worth,  character  and  reputation,  water  and  whiskey,  food, 
stimulants,   luxury  and  dissipation. 


12 


<^J*38utituM/&6ua&r      & 


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^^^^-^^zJ^^^^^l^^^>4^<^ 


£>'^>^ 


'^Zstst^^Z** 


Energy,  general  qualification,  and  skill  in  penmanship  are  the  three  safe,  sure  stepping  stones  to  prosperous  positions.  Not 
energy  alone,  not  intelligence  alone,  not  skill  alone,  but  all  combined  make  for  success.  Skill  in  writing  is  the  product  of  in- 
telligent energy,   therefore  good  writing  means  intelligence,   energy,   and  skill,   the  three    factors  so  necessary  to  advancement. 


And  cheerfulness  radiates  from  acts  as  well  as  from  the  countenance.  Good  penmanship  radiates  sunshine  and  therefore 
cheerfulness  because  it  throws  off  waves  of  gracefulness  and  harmony;  poor  penmanship  annoys.  Annoyances  shorten  life  and 
rob  it  of  many  delights.  Does  your  penmanship  gladden  or  becloud  the  countenance  and  spirit  of  the  reader?  Radiate  sun- 
shine in  act  as  well  as  in  words  ;     in  writing  as  well  as  in  talking. 


It's  simply  a  matter  of  even  exchange;  a  matter  of  balance  as  it  were.  Is  your  account  square,  or  is  it  on  the  debit  Bide? 
Begin  early  to  place  something  to  your  credit.  A  good  handwriting  is  a  valuable  asset  which  no  young  man  or  woman  can  well 
omit  placing  to  his  or  her  credit  in  the  account  of  life.  It  brings  dollars  to  its  possessor  and  radiates  joy  to  all  who  read  it, 
for  good  writing  gives  pleasure  to  both  writer  and  reader. 


<y/u  '*  5stiuJ//i4  "JJ C ~<6ua/</-       & 


13 


West   of 
i.  Arnold 
i  sketchi 

the  R 
Hartm 
ng  sho 

lucator  a 

a  prof* 
nd  be 

lphabet 
J. 

was    m 

College.  Trenton.  N.  J.,  has  five  star  students  in  John  L.  Cadwalader. 
C.  Sirak,  and  John  P.  Wildmann.  Their  specimens  of  lettering,  flourish- 
arked  ability.  It  would  pay  these  young  people  to  take  up  penmanship 
n.  We  hope  some  day  that  they  may  be  regular  contributors  to  the 
>nally  known, 
by    Arnold    Hartman.    a    student    of    H.     W.     West,    in    Rider    College, 


mpft 

<^s 

W//' 

^m 

One  of  the  best  means  of  securing  a  free 
arm   movement   and  a   strong   quality   of   line 

B 

Bj 

V^rflSiS 

is      to     make      movement      exercise      designs. 

k   i^!' 

^^V-J" 

jpRl 

These     designs    are     enjoyed     by     pupils.      If 

gg>. 

^9w/"^~~ 

f  %p 

you   want    to   strengthen   your  movement   try 

ss*- 

ISeS 

—*e   wggak. 

making   a    movement  exercise   design. 

iBr^S" 

w 

"^UPtI 

When  making  a  design  do  not  copy  some- 

Ms& 

(ia 

,                 one    else's    design,    but    creat    your   own.    This 

Sr^'ii'" 

'  7 

a             will    make    the    work    more    interesting    and 

&tf$hfft[ 

MMM 

fit 

Wmmm 

gk          has   a   tendency   to   get  you   to   swing   the  ex- 
BSk      ercises  off  with  a  little  more   freedom. 

WmS        The  desiSn  to  the  left  was  made  by  Mar- 

jafliy       £aret   Colquitt.    Mountain   City   Business   Col- 

P»wyH 

\ 

wFSssI 

fflwBDBt 

93W        lege,     Chattanooga,    Tenn.,    Frank    McKenzie 
K'            Secretary,     where     Zaner     Method     is     being 

"^^SH 

s 

f             used. 

We     will     be     pleased     to     receive     designs 
from    other    pupils    in    other    schools.    We    do 
not   advise    spending   any   more    time   on   this 
kind  of  work  than  is  necessary  to  establish 
a    free   swing.     Actual  writing  is  preferred  to 
exercises,    after   a    good    swing    has    been    es- 
tablished. 

WmL 

m 

vffltMwffl 

t'Mft'ffiffl^ 

14 


M^     <!!fflJ&u&/KM&&uxi&rt 


^^>^ .• 


The  above  was  written  b 
Method  Correspondence  Cou 


CORRELATING  WRITING  AND 
SPELLING 

Without  doubt  the  best  package  of 
spelling  papers  received  by  us  during 
the  past  few  months  has  been  re- 
ceived from  John  S.  Griffith,  penman 
in  the  Englewood  Business  College, 
Chicago,  Illinois. 

The  entire  package  of  about  one 
hundred  ami  fifty  specimens  shows  re- 
markable high  standard  in  spelling 
and  in  penmanship.  This  school  is 
correlating  penmanship  and  spelling 
in  an  ideal  way. 

The  specimen  to  the  left  by  Louise 
Johnson  shows  the  high  average  this 
class  maintains  in  writing  the  regular 
spelling  lesson.  We  congratulate  this 
school  on  its  fine  spellers  and  writers. 


We  have  just  received  some  fine 
sepcimens  from  L.  A.  Platz,  l"(i  East 
Brighton  Ave.,  Syracuse,  N.  Y.  We 
hope  to  be  able  to  publish  some  of 
his  work  in  the  Business  Educator 
before  long. 


MIDNIGHT  OIL 


Students'    Prints    is    the    title   of   a 
school  paper  prepared  and  printed  by 
the   students    of    The    Busine        I"   ti 
id  Institute  Conservatory,  5040 
•Joy  1M.,  Del 

The  paper  is  gotten  up  in  a  very 
ting  way.  It  contains  an  honor 
roll  of  students  who  have  won  Zaner- 
1'enmanship  (Yrtiiieatcs.  At 
the  bottom  of  the  list  of  names  is  this 
question:  "Who  will  be  the  next  to 
receive  these  awards?" 

We  surmise  that  many  of  the  In- 
stitute pupils  are  burning  midnight 
oil  to  get  their  names  on  that  list. 


LEFT-HANDED     QUESTIONNAIRE 

Atlantic  City  Public  Schools 

1927  -  1928 

The  following  is   the   report   from 

the  questionnaire  sent  out  to  the  first 

grade  teachers  of  this  city,  including 

thirty-two  rooms,  concerning  the  left 

handed  problem. 

1.  Total  first  grade  enrollment 
—1,173. 

2.  Number  of  children  showing 
left  handed  tendencies  at  beginning 
of  year — 85. 

3.  Number  of  children  who  changed 
from  left  hand  to  the  right  hand — 73. 

4.  Number  remaining  left-handed 
—12. 

5.  Numbers  of  cases  where  chang- 
ing from  left  to  right  hand  proved 
injurious  to  child. — None. 

G.  Number  of  cases  where  the 
writing  of  the  changed  writers  does 
not  compare  favorably  with  the  right- 
hand  writers — 9  cases. 

7.  Number  of  poor  writers  among 
those  remaining  left-handed — 8 

8.  Number  of  teachers  who  think 
it  wise  to  change  the  left-handed 
child  except  in  most  extreme  cases — 
28  out  of  82  teachers. 

9.  Number  of  teachers.  who 
through  their  previous  experience  as 
teachers,  have  noticed  that  changing 
to  the  right  hand  proved  injurious  t" 
the  child — None. 

10.  Numbi  of  the  left- 
handed  children,   win.   an 

— 9  cases. 

This,  in  my  i  stimation  is  a  very  in- 
teresting reporl  of  the  left-handed 
situation  in  our  first  grades.  I  know 
it  will  not  only  be  of  interest  to  the 
of  this  city, 
but  to  those  of  other  cities  as  well. 
OLIVE  A.  MELLON 

Supvr.  Handwriting, 
Atlantic  City  Schools. 


7fflJ&u4//ieM/<2drKO&r       & 


15 


&  7^7  0 


By  Parker  Zaner  Bloser. 

The  value  of  fairly  large  letter  forms  like  these,  first  retraced  and  then  not,  is  in  the  strength  or  force  and  control 
of  movement  their  practice  gives.  Making  them  large  requires  a  strong  arm  movement,  and  to  be  able  to  swing  the 
pen  in  retracing  to  follow  closely  the  same  path  each  of  the  eight  retraces  requires  considerable  control. 

Give  the  retraced  letters  a  good  trial  and  then  try  the  others. 

Sets  of  the  capital  letters  appeared  in  a  previous  number  of  the  B.  E. 

If  one  could  follow  exactly  the  same  path  in  making  the  retraced  letters,  he  would  have  a  control  of  the  movement 
of  the  pen  similar  no  doubt  to  that  which  Babe  Ruth  has  in  handling  his  bat. 


10 


y/u  X>uj//t£jj  C  ~<6u<//</-       & 


Supplementary  Business  Writing 

By  C.  C  LISTER,  Maxwell  Training  School   for  Teachers.  New  York  City 


_-^z3^^7^>^f^^<^/^^-<^e2-/< 


^     MJ38t*i;ti*M&&uxi6r      & 


17 


MENTAL  MEANDERINGS 

By  CARL  MARSHALL,  Route   1,  Box  32,  Tujunga,  Calif. 


I  have  received  a  letter  from  one  of 
the  best  known  and  most  successful 
teachers  of  penmanship  in  this  coun- 
try, a  man,  too  who  is 
Penmanship  a  pen  artist  of  high 
is  Changing  ability.  The  letter  is  so 
interesting  and  its 
points  so  significantly  important,  that 
I  give  a  few  excrepts  from  it.  As 
it  is  a  private  letter,  its  author  shall 
be  unnamed.     He  says: 

"It  seems  to  me  that  people  value 
some  lines  of  penmanship  less  and 
less.  Really,  for  many  lines  of  pen 
work,  there  is  more  demand  today 
than  ever  before.  Un- 
questionably, there  is 
more  pen  work  in  the 
nature  of  resolutions 
and  fine  work  done 
than  ever  before,  and 
there  is  no  reason  why 
this  demand  should  not 
constantly  increase 
Any  young  man  who 
wishes  to  follow  pen  work,  has  a  bet- 
ter opportunity  today  than  years  ago. 
But  the  styles  have  changed.  There 
is  less  of  the  flourishing,  and  more  of 
the  lettering  and  engrossing. 

"But  the  point  I  am  getting  at  is 
this:  Some  penmen,  express  the  idea 
that  penmanship  is  going.  This  is  a 
wrong  mental  attitude,  psychology,  or 
whatever  you  want  to  call  it.  Of 
course,  we  do  not  want  to  fool  our- 
selves, but  I  can  see  no  reason  for 
any  of  us  getting  in  that  frame  of 
mind.  What  penmen  should  do,  is  to 
wake  up  and  modernize  their  work, 
getting  away  from  the  impractical. 
Look  at  the  immense  amount  of  com- 
mercial art  in  the  high  class  maga- 
zines. Very  much  of  this  work  might 
be  classed  as  engrossing.  Anyway, 
these  fellows  who  are  howling  about 
there  being  'no  money  in  penmanship' 
might  greatly  increase  their  income 
by  learning  a  few  different  styles  of 
commercial  lettering,  and  being  able 
to  do  a  little  drawing  in  connection 
with  their  penmanship." 

Of  course,  in  this  letter,  my  friend 
has  in  mind  the  outlook  of  the  person 
who  makes  fine  pen  work  a  business, 
but  the  points  he  makes  are  of  equal 
interest  to  the  rest  of  us.  It  may  be 
all  right  for  the  man  who  is  merely  a 
pen  artist,  and  not  a  teacher,  to  find 
out  that  he  can  make  more  money  by 
devoting  himself  to  the  art  side  of 
pen  work,  engrossing,  commercial  art 
lettering  and  so  on,  but  it  will  be  dis- 
tinctly a  bad  thing  for  teachers  of 
general  writing  to  get  it  into  their 
heads  that  good  writing  is  "going", 
and  that  the  writing  teacher's  profes- 
sion does  not  pay.  No  doubt  it  is 
true  that  there  is  a  constantly  lessen- 
ing demand  for  the  services  of  the 
old-time     "writing     master",     whose 


chief  distinction  was  the  ability  to 
"flourish"  curlycued  capitals  or  swans 
and  deer  with  spiral  spring  "in- 
ards",  and  who  knew  little  else  about 
teaching  writing.  For  one,  I  am 
rather  glad  that  this  type  of  alleged 
"penmen"  are  finding  the  pickings 
rather  more  meagre  than  they  used 
to  be.  They  never  did  render  much 
service  to  the  cause  of  either  educa- 
tion or  art,  and  the  "passing"  of 
their  stuff  will  not  hurt  anybody 
much. 

The  truth  seems  to  be  that  there 
are  two  entirely  distinct  fields  of 
work  for  the  people  who  are  known 
broadly  as  "penmen".  The  one  is  the 
field  of  art,  the  other  is  the  field  of 
education.  The  pen  artist  will  nat- 
urally find  that  the  scope  and  char- 
acter of  his  work  will  have  to  vary 
with  the  changing  fashions  in  pen 
art.  Yesterday  it  was  scroll-work 
and  flourishing;  today,  it  may  be  en- 
grossing and  ornate  lettering,  that 
call  for  artistic  taste  and  draughts- 
manship. Fashions  in  art  have  al- 
ways been  capricious.  Ten  centuries 
ago,  the  illuminated  manuscripts  of 
the  monks,  were  regarded  as  the 
height  of  art.  The  recent  demand 
for  engrossing  and  fancy  and  elab- 
orate lettering  for  advertisements 
and  so  on,  referred  to  in  my  friend's 
letter,  might  be  considered  as  a  sort 
of  reversion  to  the  old  art  of  the 
monks,  some  of  whom  were  known  to 
have  given  a  whole  week  to  the  draw- 
ing and  coloring  of  a  single  initial 
letter.  Some  of  these  might  almost 
be  considered  miniature  paintings. 

But  the  teaching  and  popularizing 
of  good  writing  in  our  schools,  is  an 
"artistic  temperament"  does  not  al- 
ways go  well  with  the  teacher's  work, 
altogether  different  job.  The  teacher 
who  does  this,  does  not  need  to  be  an 
"artist",  in  fact,  it  may  be  a  disad- 
vantage to  him.  It  seems  that  the 
"artistic  temperament"  does  not  al- 
ways go  well  with  the  teachers'  work. 
We  all  know  that  some  of  our  finest 
penmen  have  been  but  indifferent 
teachers  of  writing.  One  of  the  very 
best  teachers  of  writing  that  I  ever 
saw  in  a  classroom,  was,  himself,  but 
a  very  ordinary  penman.  What  the 
good  teacher  of  writing  needs  is  the 
knack  of  getting  his  pupils  to  appre- 
ciate good  writing,  to  want  to  learn 
to  do  it,  and  how  to  do  it. 

Very  possibly,  this  work  will  not 
"pay"  as  well  as  the  work  of  an  artis- 
tic engrosser.  No  teacher  wins  the 
reward  either  in  money  or  fame  that 
is  accorded  to  genius.  But  it  is  prob- 
able that  penmanship  teachers  today, 
draw  rather  better  salaries,  both  ac- 
tually and  relatively,  than  they  ever 
did.  Piatt  R.  Spencer,  the  elder,  who 
was  not  only  a  great  pen  artist,  but 


a  great  teacher  as  well,  did  not  make 
much  money  out  of  his  little  writing- 
schools  in  eastern  Ohio.  I  can  find 
no  falling  away  from  the  interest  in, 
and  the  demand  for  good  writing 
teachers  in  our  public  and  private 
schools.  Surely,  there  is  no  discover- 
able "passing"  of  interest  in  efficient 
writing  among  our  business  schools, 
either  public  or  private.  And,  after 
all,  this  is  of  vastly  more  importance 
than  the  needs  of  the  comparatively 
few  who  are  qualified  to  be  artistic 
penmen. 

On  the  whole,  I  think  the  general 
situation  holds  nothing  to  discourage 
the  young  man  or  woman,  who  has 
the  ambition  to  become  a  good 
teacher  of  writing.  And  there  is  and 
will  likely  continue  to  be  a  demand 
for  thousands  of  these,  and  at  fair 
compensation,  as  teachers'  wages  go, 
where  there  is  employment  for  one 
super  pen  artist. 

The  people  of  southern  California 
and  those  of  Texas,  and  Arizona,  are 
very  much  stirred  up  at  this  writing, 

over  the  Congressional 
Education  proposal  to  put  Mexican 
and  Labor    immigration  on  the  quota 

basis,  the  same  as  it  is 
applied  in  the  case  of  immigrants 
from  Europe.  The  farmers  say,  and 
with  apparent  truth,  that  the  sudden 
cutting  off  of  the  Mexican  labor  sup- 
ply, which  will  result  from  the  pro- 
posed law,  will  seriously  cripple  the 
farming  industry  throughout  the 
whole  Southwest.  They  say,  and  with 
equal  truth,  that  the  footloose  young 
Americans  in  their  communities  will 
not  do  the  low  class  work  that  the 
farmers  require  of  the  Mexicans,  and 
which  the  latter  are  quite  willing  to 
do.  It  is  a  big  question  and  with 
many  angles,  industrial,  social  and 
diplomatic.  But  the  situation  also 
raises  an  educational  question.  Is  our 
American  school  system,  of  which  we 
have  been  so  justly  proud,  working  to 
disqualify  our  student  output  from 
doing  the  so-called  "low"  work  of  put- 
ting in  crops  and  cultivating  and 
marketing  them?  Are  we  Americans 
ready  to  adopt  the  policy  of  import- 
ing foreign  labor  to  do  all  our  rough 
work,  while  we  allow  our  soft-handed 
young  fellows  from  the  high  schools 
and  colleges,  who  feel  themselves  to 
good  for  this  "low"  work,  to  confine 
themselves  to  the  few  white-collar 
jobs  that  are  to  be  had?  All  the 
maxims  of  political  economy  are 
against  such  a  policy.  And  the  les- 
sons of  history  are  also  against  it. 
That  was  what  brought  the  downfall 
of  Greece  and  Rome.  All  solid  and 
prosperous  nations  have  always  had 
to  do  their  own  work,  and  are  doing 
it  still.  We  do  not  hear  of  England 
or  France  or  Germany,  or  any  other 
modern  European  country,  importing 
their  labor  from  abroad.  It  is  only 
through  exceptional  conditions,  and 
conditions  that  cannot  be  expected  to 
persist,  that  the  idea  of  labor  impor- 

( Continued  on  Page    18.) 


18 


d^     *!%^&t&'/i£M&/fa'i&r%      & 


PRIDE 

By  C.  R.  McCANN, 

McCann  School  of  Business 

Hazleton,  Penna. 


0  wad  some  Power  the  giftie  gie  us 

To  see  oursels  as  ithers  see  us! 

It  wad  frae  monie  a  blunder  free  us, 

An'  foolish   notion: 
What    airs    in    dress    an'    gait    wad 
Lea'e  us, 

An'  ev'n  devotion! — Burns. 

Many  who  have  read  this  little 
verse  of  poetry  by  that  canny  Scot, 
Bobby  Burns,  know  nothing  of  its  in- 
ception and  origin. 

It  seems  that  there  was  a  lady  in 
the  village  who  thought  that  because 
her  father  had  a  little  more  of  this 
worldly  lucre  than  some  of  her  neigh- 
bors, she  was  just  a  trifle  better  than 
they  were.  Possibly  her  mother  had 
told  her  that  she  should  not  play  with 
the  other  children  because  their 
fathers  were  day  laborers. 

The  older  she  grew,  the  more  her 
nose  pointed  toward  the  celestrial  fir- 
mament. Finally  it  became  common 
gossip  around  the  village  that  she  was 
"stuck-up"  and  there  was  good  rea- 
son, too.  When  she  walked,  she 
looked  as  if  she  were  walking  upon 
eggs.  In  her  own  mind,  she  did  not 
belong  down  here  on  earth  with  all 
the  sinners  —  her  home  was  among 
the  angels  in  Heaven. 

On  this  particular  splendid,  sunny, 
Sunday  morning,  she  was  in  church 
communing  with  her  God.  Bobby 
Burns  knew  her  well  and  knew  all 
about  what  the  other  women  of  the 
village  said  and  thought,  for  he  was 
a  "hale  fellow  well  met"  and  as  a  re- 
sult found  out  many  things  that  other 
fellows  did  not  know.  He  sat  in  the 
seat  just  back  of  her.  The  sermon 
was  not  particularly  interesting  and 
as  the  Parson  raised  his  voice  to  a 
high  pitch  in  order  to  warn  his  sleep- 
ing parishioners  that  his  sermon  was 
coming  to  a  close,  Bobby  opened  his 
eyes  and  "for  the  life  of  him,"  could 
not  believe  what  he  saw.  There  was 
a  large  louse  crawling  leisurely  over 
the  lady's  hair  and  hat.  Now,  Bobby 
was  a  Scot  and  it  is  alleged  that  he 
engaged  in  a  "wee  nip  now  and  then" 
but  he  assured  himself  that  he  was  in 
his  right  senses.  He  then  went  home 
and  wrote  his  famous  little  ode,  "To 
a  Louse." 

It  is  reputed  that  there  are  several 
«>f  Miss  Pride's  relatives  living  today 
but  Hiey  have  learned — some  of  them 
— to  cover  up  their  defects  to  a 
greater  degree  than  their  ancient  rel- 
ative. 

Don't  stalk  along  the  streets  as  if 
you  are  superfine,  distilled  wonder  of 
imeprial  Idueblood — Cod  fish  artisto- 
cracy.  There  are  others  who  are  just 
as  fine  as  you;  others  just  as  good 
as  you;  others  just  a  little  finer  than 
you;  others  a  little  better  than  you. 
The  writer  of  this  once  knew  a  lit- 


tle girl  whose  mother  had  come  from 
Continental  Europe  and  wishing  to 
keep  up  the  custom  of  her  native  land, 
wore  a  colored  shawl  over  her  head 
in  place  of  a  hat.  The  little  girl 
grew  up  and  when  she  became  older 
did  not  wish  to  go  to  Church  with  her 
own  mother  because  of  this  shawl. 
One  should  never  be  ashamed  of  one's 
own  mother  because  she  is  the  best 
friend  that  lives.  The  girl  after- 
wards saw  the  mistake  when  she  grew 
older.  "With  age  comes  wisdom," 
but  it  is  hard  to  swallow  our  pride 
when  we  are  young;  and  sometimes 
when  we  get  older,  too. 

"Well,  the  Cahill's  have  a  new 
automobile  and  I  don't  see  why  we 
can't  have  one.  Pop  makes  as  much 
around  the  mines  as  Mr.  Cahill  and  if 
they  can  buy  one,  we  can  have  one, 
too."  This  is  the  usual  speech  used 
by  the  female  specie  of  the  home  — 
especially  when  she  is  in  a  coaxing 
mood. 

The  husband  is  accustomed  to  the 
wiles  of  women  and  rather  than  of- 
fend her,  goes  down  to  the  automobile 
agency  and  inquires  about  the  prices, 


self  much  like  the  fly  about  which 
Aesop  wrote.  It  seems  that  this  fl\ 
was  a  proud  fellow.  Feeling  tired  and 
not  caring  to  exercise,  he  found  a  seat 
upon  the  axle-tree  of  the  chariot 
wheel.  As  they  galloped  along  rather 
briskly,  he  puffed  up  and  said,  "What 
a  dust  do  I  raise!" 

Pride   is   a   good   thing   to   have  — 
provided    one   does   not   go    to    excess 
with  it. 
"0  wad  some  Power  the  giftie  gie  us 
To  see  oursels  as  ithers  see  us!" 


C.  R.  McCANN. 

etc.,  but  mind  you  the  lady  of  the 
house  has  had  the  "tree  planted"  long- 
before  "hubby"  arrives.  It  does  not 
take  the  automobile  salesman  long  to 
discover  this  good  prospect  with  the 
result  that  a  car  is  sold.  The  Finance 
Company  is  brought  into  play  and  a 
mortgage  is  put  upon  the  property. 
"The  Cahill's  car  is  not  so  nice  as 
the  new  car  that  Mike  Flynn  just 
bought,"  pipes  up  a  distant  relative  of 
Mike's  wife,  and  the  Flynns  are  all 
happy  —  for  the  time  being. 

We  all  have  a  certain  amount  of 
pride  but  most  of  us  learn  before  we 
get  very  far  in  life. 

We  all  make  mistakes  ami  none  of 
as  should  think  we  are  better  than 
anyone  else  because  there  will  surely 
be  another  person  to  take  our  place. 
We  see  this  every  day  in  all  lines  of 
sport.  Sometimes  we  think  we  know 
abject  very  well  but  soon  someone 
ask;  us  a  question  and  for  the  life  of 
us,  we  are  unable  to  give  an  answer. 
Then  we  start  to  rave  and  rant  over 
the  affair.  Why?  Because  our  pride 
«en  hurt.  The  writer  of  this 
article  lias  been  exposed  to  the  teach- 
ings of  some  of  the  best  teachers  of 
English  in  this  land  yet  he  makes 
mistakes. 

It  takes  criticism  to  put  us  in  our 
place  but  always  be  sure  when  critic- 
ising that  you  yourself  do  not  make 
mistakes.  Because  if  you  do,  you 
may  stir  up  much  dust  and  find  your- 


MENTAL  MEANDERINGS 

(Continued  from  Page   17.) 

tation  got  its  start  in  our  country. 
The  idea  cannot  endure.  We  cannot 
go  on  indefinitely  bringing  in  ignorant 
undesirable  outsiders  to  do  our  rough 
work,  without  serious  danger  to  the 
political  ideals  upon  which  this  Re- 
public was  founded.  There  is  no  kind 
of  honest,  useful  work,  however 
rough,  that  should  be  too  "low"  for 
any  red-blooded,  decent  American 
boy.  If  our  schools  are  sending  our 
young  people  out  with  the  notion  that 
their  education  makes  it  a  disgrace 
to  do  rough  work,  the  method  and 
teaching  of  the  schools  will  have  to  be 
changed.  Such  an  education  will 
prove  a  curse   rather  than   a  benefit. 

If  the  rough  work  is  not  adequately 
paid  for,  raise  the  pay,  even  if  the 
rest  of  us  have  to  pay  more  for  the 
labor  product.  We  cannot  afford  to 
have  an  under-paid  labor  peonage  in 
this  country  whether  in  the  mines, 
tin1  shops  or  the  farm.  Nor  can  we 
afford  to  educate  any  boy  to  the  idea 
that  any  sort  of  useful  work 
neath  him,  merely  because  he  lias  had 
given  to  him  something  in  the  way  of 
an  education.  We  still  have  a  few 
silly  parents  who  send  their  children 
to  school  in  order  that  they  "won't 
have  to  work"  when  they  grow  up. 
These  parents  have  a  lot  to  learn 
about  human  life  and  the  human  soul. 
Work,  —  useful  work  —  is  the  finest 
thing  we  have,  and  it  is  equally  fine, 
whether  done  with  the  hand  or  the 
brain. 

Let  every  school  help  the  boys,  and 
the  girls  too,  to  get  rid  of  the  snob- 
bish idea  that  any  work  is  beneath 
them  because  it  is  "low".  When  this 
is  done,  and  the  farmers  and  other 
employers  learn  to  give  their 
workers  decent  and  pleasant  working 
conditions,  and  good  pay,  they  will 
not  need  to  howl  for  the  privilege  of 
bringing  in  undesirable  aliens  to  do 
their  work,  whether  they  come  from 
Mexico  or  elsewhere.  There  will  be 
plenty  of  young  Americans  to  do  it. 


Ira  T.  Ellis,  a  graduate  of  the  Uni- 
versity of  Delaware,  and  a  former 
student  of  Beacom  College,  has  been 
employed  to  teach  in  the  Beacom  Col- 
lege,  Wilmington,   Delaware. 


A.  P.  Myers,  with  whose  work  our 
readers  are  familiar,  is  now  located 
at  516  N.  Charles  Street,  Baltimore, 
Mil.,  where  he  has  established  an  En- 
grossing  Studio. 


^     <!ffie>3&u&/t^£'diuzz&r      & 


19 


THE  NATIONAL  ASSOCIATION  OF 

PENMANSHIP  SUPERVISORS 

AND  TEACHERS 

(Continued  from  Page  7.) 

Arrangements  have  been  made  with 
a  motor  bus  company  to  call  at  the 
Congress  Hotel  for  visitors,  Thursday 
morning,  8  o'clock.  This  arrangement 
will  enable  the  delegates  to  have  a  de- 
lightful sightseeing  trip  enroute  to 
Oak  Park. 

ALMA  E.  DORST,  Supervisor. 


The  rates  at  the  Congress  Hotel 
are  as  follows: 

Single  room  with  detached  bath 
$3.00  per  day  up. 

Mr.  Franklin  Bobbitt  of  The  Uni- 
versity of  Chicago  is  well  known  for 
his  outstanding  arguments  supporting 
supervision.  "The  Supervision  of 
City  Schools"  though  one  of  the  erli- 
est  discussions,  advances  sound  prin- 
ciples which  are  valuable  to  super- 
visors at  present.  The  members  of 
the  Association  may  expect  a  schol- 
arly treatment  of  the  problem  of  Su- 
pervision. 

Dr.  Barr  of  The  University  of  Wis- 
consin is  well  known  for  the  contribu- 
tions he  has  made  to  the  educational 
world  especially  in  "Visiting  the 
Teacher  at  Work"  by  Barr,  Ander- 
son and  Bush.  His  treatment  of 
"Objective  Procedures  in  Classroom 
Supervision"  will  be  thorough  and 
comprehensive. 

Miss  Luella  Chapman  is  thoroughly 
equipped  to  give  an  interesting  and 
understanding  discussion  of  the 
teaching  of  penmanship  in  Normal 
Schools  and  Teachers  Colleges.  For 
several  years  past  she  has  done  ex- 
cellent work  in  the  Buffalo  State 
Teachers  College,  Buffalo,  New  York. 

The  Association  is  particularly 
fortunate  in  securing  the  services  of 
Mr.  Glenn  Hoffhines  of  The  Harris 
Trust  and  Savings  Bank,  Chicago.  It 
will  be  most  inspiring  to  have  a 
banker's  point  of  view  of  the  present 
day  need  for  good  handwriting  in  the 
business  world.  Mr.  Hoffhines  is 
especially  well  prepared  to  bring  us 
a  practical  message. 

Miss  Mamie  Eppler  of  Fort  Worth, 
Texas  will  make  a  valuable  contribu- 
tion in  the  discussion  of  "Applied 
Writing  in  Junior  High  Schools." 
This  is  one  of  the  biggest  problems 
confronting  supervisors  of  Handwrit- 
ing today.  Miss  Eppler  is  especially 
well  qualified  to  discuss  this  topic  dis- 
cerningly and  will  bring  to  us  the 
heritage  of  a  successful  experience  in 
Fort  Worth. 

Dr.  Paul  V.  West  has  approached 
the  subject  of  Handwriting  from  the 
angle  of  research.  His  address,  "The 
Supervisor  as  a  Leader  of  Research," 
will  be  of  unusual  interest,  for  mor-e 
and  more,  educators  are  receiving 
much  benefit  from  investigation.  His 
address  will  be  one  of  the  high  spots 
of  the  convention.  He  has  also 
kindly  consented  to  briefly  discuss, 
"Existing  Handwriting  Scales." 


Three  superior  supervisors,  Miss 
Myrta  Ely  of  St.  Paul,  Minnesota, 
Miss  Olive  A.  Mellon,  Atlantic  City, 
N.  J.,  and  Miss  Emma  V.  Prusha  of 
Virginia,  Minnesota  will  each  give  a 
ten  minute  discussion  of  important 
problems  in  handwriting. 

Mr.  William  J.  Bogan,  Acting  Su- 
perintendent of  Chicago  Public 
Schools,  sounds  the  keynote  of  the 
convention  by  giving  us  a  cordial  wel- 
come. 

Because  of  the  exceptional  ability 
of  Mr.  Elmer  G.  Miller,  Director  of 
Commercial  Education  in  Pittsburgh, 
to  make  a  splendid  speech,  he  has 
been  assigned  the  response. 

Mrs.  Lettie  J.  Strobell  as  President 
has  devoted  herself  unreservedly  to 
the  best  interests  of  the  organization. 
We  shall  look  forward  with  keen  in- 
terest to  her  message. 

Our  Secretary,  Mr.  Skeeles,  in- 
forms us  that  all  railroad  associa- 
tions, except  the  New  England  group, 
have  granted  reduced  fares  to  our 
delegates,  provided  250  attend  the 
convention.  You  can  help  to  meet 
this   condition   by  your  presence. 

A.  LUCILLA  McCALMONT. 


WHAT     ABOUT     A     CONVENTION- 
THEATER  PARTY? 

Several  requests  have  come  to  the 
President  of  the  N.  A.  P.  T.  S.  ask- 
ing that  a  theater  party  be  planned 
for  the  evening  of  Wednesday,  April 
25th.  The  Assistant  Mnaager  of  the 
Congress  Hotel  will  be  pleased  to  ar- 
range for  such  a  party.  If  more  than 
sixty  should  decide  to  attend  the 
theater,  a  special  rate  will  be  given. 
Those  desiring  to  attend  please  notify 
Miss  Laura  Jane  Breckenridge,  212 
Tinkler  Street,  Lafayette,  Indiana. 


NATIONAL  PENMANSHIP  ASSO- 
CIATION MEETING  EXHIBITS 


Specification 

All  mounts  should  be  22"x28"  in 
size  and  approximately  a  uniform 
gray  tone.  All  mounts  are  to  be  hung 
three  deep  vertically  and  should  be 
tied  together  (before  sending)  in 
three  places  with  gray  tape  approxi- 
mately the  same  tone  as  mounts  used. 

Labeling 

Label  each  mount  on  the  back,  up- 
per right-hand  corner.  Name  of 
Supervisor,  City  and  State. 

Notification 

To  prevent  loss  when  the  exhibits 
are  sent,  please  notifv  Miss  Alma 
Dorst,  960  North  Blvd.,  Board  of  Edu- 
cation, Oak  Park,  111.,  how  many  boxes 
or  packages  are  sent,  how  shipped,  by 
mail  or  express,  and  date  of  ship- 
ment. State  whether  you  wish  your 
exhibit  returned. 

Shipping  Directions 

All  exhibits  must  be  sent  prepaid. 
Boxes  should  have  the  top  screwed 
down  and,  if  possible,  hinged. 

Each     box     or    package     must    be 


clearly  labeled  with  shipping  and  re- 
turn address.  RETURN  LABELS 
carefully  filled  out,  should  be  placed 
in  an  .envelope  and  fastened  to  the  in- 
side of  the  box  cover,  to  be  used  in 
marking  the  box  fastened  to  the  inside 
of  the  box  cover,  to  be  used  in  mark- 
ing the  box  for  return  shipment  at 
close  of  exhibition. 

A  list  of  number  of  rows  sent 
should  be  placed  inside  the  box  in  the 
envelope  with  the  return  label.  This 
will  be  used  for  checking  with  the 
list  previously  sent  to  Miss  Dorst. 

All  exhibits  should  be  in  Chicago  at 
the  Congress  Hotel  on  or  before  April 
17,  1928.  Congress  Hotel,  S.  Michigan 
Blvd.  and  E.  Congress,  Chicago,  111. 

Return  of  Exhibits 

No  exhibits  will  be  returned  unless 
such  a  request  is  made  by  the  super- 
visor at  the  time  of  notification. 

All  exhibits  returned  will  be  sent 
collect  by  the  Exhibit  Committee. 

Help  of  exhibitors  in  taking  down 
the  exhibits  will  be  greatly  appre- 
ciated. 

ALMA  DORST,  Oak  Park,  111. 


The  Profession  Loses  a  Strong 
Supervisor 


Gertrude  E.  Burge,  Supervisor  of 
Writing  in  the  Mannington,  W.  Va., 
Public  Schools,  died  February  22,  fol- 
lowing a  brief  illness. 

She  was  a  graduate  of  the  Mounds- 
ville,  W.  Va.,  High  School,  West  Lib- 
erty Normal  and  the  Zanerian  Col- 
lege of  Penmanship,  Columbus,  Ohio. 

Miss  Burge  was  considered  one  of 
the  best  penmanship  supervisors  in 
the  United  States.  She  was  an  en- 
thusiastic supporter  of  all  movements 
for  the  betterment  of  handwriting  in 
the  public  schools,  and  she  was  con- 
tinually endeavoring  to  perfect  her 
own  execution,  having  attended  the 
Zanerian  College  of  Penmanship  at  8 
different  times. 

The  instructors  in  the  Zanerian  and 
all  connected  with  the  office  of  the 
Business  Educator  have  lost  a  very 
close  friend  and  co-worker. 


20 


diT     ^^&u^/i<M&Ju£a&r       & 


Side  Lights  on  Penmanship 
History 


By  ARTHUR  G.  SKEELES.  Supe 


of   Handwriting.  Coli 


Marvelous  Method   Brings  Rapid 
Improvement 

"To  all  who  are  anxious  to  accom- 
plish in  a  few  weeks,  what  is  now, 
according  to  the  old  systems  of  pen- 
manship, imperfectly  acquired  in  two 
or  three  years,  the  method  here  laid 
down  will  be  found  a  valuable  and 
useful  acquisition. 

"To  produce  the  command  of  the 
arm,  so  necessary  to  free  writing,  I 
find  it  expedient  in  the  beginning  to 
tie  up  the  fingers,  in  order  to  prevent 
the  motion  of  the  joints — I  tie  a  piece 
of  tape,  about  eight  inches  long, 
round  the  first  and  second  fingers, 
and  the  first  joint  of  the  thumb,  with 
the  pen  held  betwixt  them,  the  pupil 
in  consequence  is  compelled  to  move 
the  arm  to  form  the  letters. 


hand,  the  consequence  would  be  that 
the  pupil  would  seldom  or  ever  obtain 
any  one  of  the  movements  completely 
from  the  natural  tendency  every  one 
has,  (especially  those  who  have 
learnt  the  old  methods  of  writing),  of 
using  the  thumb  and  first  and  second 
fingers." 

Sounds  modern,  doesn't  it?  Save 
for  the  punctuation,  it  might  be  an 
announcement  from  some  present-day 
supervisor,  announcing  how  to  secure 
"one  hundred  percent  arm  movement 
in  a  week." 

But  the  paragraphs  quoted  were 
written  and  published  more  than  a 
hundred  years  ago.  They  are  taken 
from  "Lectures  on  the  Art  of  Writ- 
ing," by  J.   Carstairs.     The  copy  be- 


This    is    a    halftone   of   an    illi 
on   the   Art   of   Writing,   published 


which    appeared 


"In  like  manner,  the  third  and 
fourth  fingers  are  tied  up,  that  they 
may  be  kept  in  their  position.  I  tie 
tape  to  them  also,  so  as  to  bring 
them  sufficiently  under  the  hand,  that 
the  surface  of  the  nails  may  run  on 
the  paper;  —  this  is  done  by  taking  a 
piece  of  tape  and  tying  the  middle  of 
it  just  immediately  between  the  nails, 
and  the  first  joints  of  the  third  and 
fourth  fingers,  then  with  the  two 
ends  of  tape,  bring  the  fingers  under 
the  hand,  so  as  to  admit  the  tape  to 
hi  fastened  round  the  wrist.  The 
chief  intention  of  tying  the  Upper 
fingers  and  thumb,  is  to  hinder  the  too 
i  motion  of  them  when  the  pu- 
pil is  endeavoring  to  learn  the  larger 
movements.  Each  movement  our  lit  to 
be  acquired  distinctly  and  correctly. 
Now  if  the  fingers  were  allowed  to 
move,  while  the  learner  is  acquiring 
the  larger  movements  of  the  arm  and 


fore  me  is  the  Fifth  Edition,  dated 
1822.  There  had  been  other  editions 
before  1815,  for  this  testimonial  is 
from  the  Antijacobin  Review,  October 
1815:  "Mr.  Carstairs  is  very  different 
from  our  modern  quacks,  who  kill 
where  they  profess  to  cure,  inasmuch, 
that  he  'not  only  promises,  hut  pen 
fur  in  a  wonders.  He  professes  to  teach 
men  who  write  a  bad  hand,  to  write 
a  good  hand  in  six  lessons;  and,  we 
are  assured,  he  had  fully  succeeded 
in  accomplishing  his  object." 

Of  his  own  system  he  says  (page 
38):  "Notwithstanding  the  reforma- 
tion that  I  have  affected  in  the  Art 
of  Writing,  and  the  facilities  I  hav< 
afforded  in  its  tuition,  I  indulge  in  no 
chimerical  views,  uncertain  specula 
tions,  or  fanciful  experiments:  my 
improvements  will  stand  the  ti  I  ■ 
the  most  rigid  examinations,  and  re- 
quire only  to  be  exhibited  to  the  ob- 


server,   to    be    admitted    and    under- 
stood." 

From  which  we  learn  that  J.  Car- 
stairs had  a  good  opinion  of  himself, 
and  that  the  exercise  known  as 
"blowing  your  own  horn"  is  at  least 
a  hundred  years  old. 


A.  D.  Wilt,  Senior,  veteran  Business 
Educator  now  living  in  New  Canaan, 
Conn.,  hopes  to  attend  the  Eastern 
Commercial  Teachers'  Association  in 
New  York  City,  April  C,  7,  and  8. 

For  many  years  Mr.  Wilt  has  been 
very  active  in  both  commercial  school 
and  a.-sociation  work  and  we  know  it 
will  be  a  real  pleasure  for  the  mem- 
bers in  attendance  to  welcome  this 
pioneer  among  them. 

Mr.  Wilt  writes  under  date  of 
March  8: 

"I  am  now  eighty-six  and  am  in 
excellent  physicial  condition  but  in 
consequence  of  a  capital  operation 
several  years  ago  my  'radius'  is 
somewhat  limited  but  I  hope  to  have 
the  great  pleasure  of  attending  the 
convention  and  meeting  the  younger 
men  and  women  who  have  succeeded 
us  pioneers  and  who  have  so  splen- 
didly maintained  the  high  standards 
of  our  profession. 

I  think  I  am  the  oldest  Business 
Educator  in  the  country.  I  was  for 
fifty-four  years  at  the  head  of  the 
Miami  Commercial  College  of  Day- 
ton, Ohio,  now  successfully  con- 
tinued bv  Mr.  W.  E.  HarbottLe." 


Miss  Pearl  Abbott,  last  year  with 
the  Emmerton  School,  Swansboro,  N. 
C,  is  now  teaching  in  the  Merrill 
Business  College,  Stanford,  Conn. 

Mr.  ().  T.  Swanson,  recently  with 
the  Connellsville,  Pa.,  Business  Col- 
lege, is  a  new  teacher  in  Strayer's 
Business  College,  Philadelphia. 


Massachusetts'  second  State  Short- 
hand and  Typewriting  Contest  will  be 
held  on  May  26  at  the  College  of 
Practical  Arts  and  Letters,  Boston 
University.  Dr.  Eldridge  of  Simmons 
College  will  be  in  charge  of  the  short- 
hand section.  Full  particulars  as  to 
rules  and  regulations  will  he  gladly 
furnished  to  any  one  who  will  write  to 
Mrs.  Marion  F.  Woodruff,  Glouchester 
High.  School,  Glouchester. 
Slate  Contest  Chairman:  Miss  Mary 
deSloovere,  Bartlett  High  School, 
Webster,  Mass.,  Assistant  Chairman 
or  Orton  E.  Beach,  Lowell  High 
School,  Lowell,  Mass..  Publicity  M 
ager. 

It  is  hoped  that  every  school  in  the 
of  Massachusetts  «ill  enter  at 

I  WO   contestants. 


RIDER  COLLEGE   IU  LLETIN 

A  profusely   illustrated  bulletin  has 
been     received     from     Rider     Ci 

on,  N.  J.  This  institution  is  do- 
ing a  wonderful  work  in  the  East  for 
commercial  education. 


<£"     &/&&uJ/niM&&Ka&r      & 


21 


Mistranscribing  Shorthand  Notes 


Mr.  Matthew  A.  Moosbrugger,  Na- 
tional City  Bank,  New  York  City,  in 
addressing  the  New  York  City  Gregg 
Shorthand  Teachers'  Association  said 
that  mistranscribing  of  shorthand 
notes  by  stenographers  was  among 
the  most  costly  of  errors  perpetrated 
in  the  business  world  —  costly  be- 
cause of  the  stenographer's  time  in 
making  corrections,  the  time  of  dicta- 
tor in  supervising  and  catching  the 
errors,  and  very  often  the  time  of  the 
executive  who  has  to  sign  the  letter. 
To  this  must  be  added  the  cost  of 
stationery  "consumed  by  errors" — the 
wasted  letterheads,  carbon  copies,  en- 
velopes, etc.  For  these  reasons,  any 
contribution  that  can  be  made  to  elim- 
inate errors  is  highly  important. 

"While  the  general  type  of  young 
people  entering  business  is  constantly 
higher  yet  there  is  room  for  improve- 
ment", he  said,  "and  to  develop  ex- 
perienced stenographers  and  secre- 
taries should  be  the  goal." 

To  eliminate  errors  on  the  part  of 
stenographers,  correlation  of  short- 
hand and  typewriting  should  begin 
early  in  the  course  and  continue  all 
through  it  instead  of  learning  the  var- 
ious subjects  (shorthand,  typewriting, 
English,  etc.)  as  separate  units  and 
correlating  them  when  a  complete 
knowledge  of  each  is  arrived  at. 

While  the  business  man  is  not  in- 
terested in  what  system  of  shorthand 
is  employed  or  what  typewriter  is 
used,  he  is  vitally  interested  in  know- 
ing how  long  the  matter  dictated  is 
going  to  take  before  the  finished  prod- 
uct is  laid  before  him.  The  typewriter 
carriage  must  be  constantly  on  the 
move,  turning  out  the  letters,  reports, 
statements,  etc.  Four  things  are 
needed  to  accomplish  this:  (1)  Short- 
hand speed  plus  readable  notes  (2) 
Typewriting  speed  plus  ability  to  read 
notes  (3)  Knowledge  of  English,  and 
(4)  Judgment. 

Judgment  is  important.  It  is  doing 
the  right  thing  at  the  right  time. 
While   teachers   cannot   supply  brains 


they  can  develop  judgment,  he 
thought. 

The  speaker  raised  the  question  as 
to  whether  or  not  it  would  be  better 
to  begin  typewriting  several  months 
before  shorthand  is  taught  so  that 
typewritten  transcription  can  begin 
with  the  very  first  lesson  of  short- 
hand. 

No  doubt,  smooth,  even  dictation  is 
necessary  to  develop  shorthand  writ- 
ing, but  he  insisted  that  students  or- 
dinarily go  into  the  business  world 
with  that  sort  of  preparation  only  and 
he  rocommended  what  may  be  termed 
a  "business  laboratory,"  where  actual 
business  conditions  are  simulated  as 
closely  as  possible.  While  he  left  the 
pedagogical  technique  to  be  deter- 
mined by  the  teachers,  he  suggested 
that  exercises  should  be  established 
to  develop  every  phase  of  the  work 
from  the  simplest  operation  to  the 
most  complicated  and  varying  condi- 
tions. He  deprecated  such  things  as 
the  use  of  blank  sheets  of  paper  for 
transcribing  business  letters  and  sug- 
gested that  the  smooth,  lullying, 
sleep-producing,  monotonous  drone  so 
often  practiced  in  classrooms  should 
give  way  to  bright,  business-like,  even 
erratic,  dictation  as  the  student  gets 
in  the  business  world. 

In  the  imaginery  business  labora- 
tory, or  finishing  class,  students 
should  be  dictated  to  separately,  in- 
terrupted in  their  work  by  further 
dictati  on,  their  judgment  developed 
by  being  given  cablegrams,  telegrams, 
and  things  of  that  sort  so  that  they 
can  determine  relative  values  of  these 
various  items  and  know  which  one  to 
complete  first,  second,  etc.  "This  fin- 
ishing class  should  not  be  a  forty-five 
minute  period.  Business  does  not  work 
in  forty-five  minute  periods!  It  should 
be  a  whole-day  affair." 

With  closer  unity  throughout  the 
course  and  the  establishment  of  such 
a  secretarial  training  course  as  has 
been  suggested,  he  believed  boys  and 
girls  will  be  better  fitted  to  assume 
the  responsibilities  of  their  calling. 


LITTLE  BROWN  HANDS 

Abner  E.  J.  Reeser 
They  drive  home  the  cows  from  the 
pasture, 
Up  through  the  long  shady  lane, 
When  the  quail  whistles  loud  in  the 
wheatfields 
That     are     yellow     with     ripening 
grain. 
They     find     in     the     thick,     waving 
grasses, 
Where     the     scarlet-lipped     straw- 
berry grows; 
They  gather  the  earliest  snowdrops, 
And  the  first  crimson  buds  of  the 
rose. 

They     toss     the     new     hay     in     the 
meadow ; 
They  gather  the  elder-bloom  white; 
They    find    where    the    dusky   grapes 
purple 
In  the  soft-tinted  October  light. 
They  know  where  the  apples  hang 
rippest 
And  are  sweeter  than  Italy's  wines; 
They  know  where  the  fruit  hang  the 
thickest 
On     the     long,     thorny     blackberry 
vines. 

They  gather  the  delicate  sea-weeds, 

And  build  tiny  castles  of  sand; 
They     pick     up     the     beautiful     sea- 
shells, 
Fairy   barks   that   have   drifted   to 
land. 
They    wave    from    the    tall,    rocking 
tree-tops, 
Where    the    oriole's    hammock-nest 
swings  ; 
And    at    night-time    are    folded    in 
slumber 
By   the    song   that    a    fond    mother 
sings. 

Those  who  toil  bravely  are  strongest ; 
The  humble  and  poor  become  great; 
And  so  from  these  brown-handed  chil- 
dren 
Shall  grow  mighty  rulers  of  state. 
The  pen  of  the  author  and  statesman, 

The  noble  and  wise  of  the  land, 
And    the    palette    and    brush    of    the 
artist 
Shall    be   held    in    the   little   brown 
hand. 


y  '        \  ^^-c^c^^^c^t-^-, 


The 

We    doubt 


Df  handwriting 

ndents   generally  took  more 

Mr.    Potter   attended    the 

edited  to  the   start  he   recei 


the  pen  of  S.   B.   Potter.  Supt.   of   Schools.   Garfield   County, 
another    superintendent    in   the  United  States  who  can  eqt 
ly   the   penmanship    work    would    be    better 


superintendents,   f< 
in  their  own  handwriting, 
rian   College   of    Penmanship 


pd  Springs,  Colo. 

bove.  We  are  always  glad  to 

bout    the    country    if    superin- 


22 


>5?fe&giJ/n£U/&&uxifir       & 


Ancient  Systems  of  Writing 

By  A.  C.  EVANS,  Pasedena,  Calif. 


INSTALLMENT   II 

Ancient  Writings — Continued 

Like  the  Egyptian  and  the  Baby- 
lonian the  Chinese  writing  is  very 
ancient.  About  4,600  years  ago  the 
Chine.^e  discovered  the  process  of 
making  India  ink,  which  should  prop- 
erly called  Chinese  ink.  Nothing  bet- 
ter has  ever  been  made,  in  a  writing 
fluid,  and  for  centuries  no  European 
succeeded  in  making  anything  so  good. 
This  india  ink  is  now  prepared  in 
beautifully  decorated  cakes  or  sticks. 


clouds  and  as  forceful  as  a  startled 
snake."  (Ferguson).  Chang  Chi  is 
in  the  humblest  places,  there  were  no 
writing  schools  in  which  they  might 
learn.  Perhaps  they  followed  an  ap- 
prenticeship similar  to  that  of  the 
scribe  in  Egypt  or  Babylonia.  That 
they  learned  is  well  attested  by  many 
splendid  specimens  which  are  pre- 
served to  our  time.  The  writer  was 
judged  by  the  quality  of  his  stroke. 
The  stroke  of  one  writer  "is  described 
as   having   been    as    light   as    fleeting 


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VA  if  if.i'*', 

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)«-  H*k 

h  n\m\  •': 

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<•  ft 


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TWO  EXAMPLES  OF  "KEUl'LAK"  WK1T1M. 


Reprinted    with    permission     from    "Outli; 
published   by   the   University  of  Chicago   Press 


se    Art"    by    John    Fe 


The  writing  fluid  is  made  by  grind- 
ing off  a  portion  and  mixing  with 
water.  The  Chinese  were  also  the 
first  to  invent  paper,  123  B.  C, 
but  originally  they  wrote  upon  bam- 
boo with  a  stylus.  Inscriptions 
were  also  made  upon  bronze  ves- 
sels. The  brush  came  into  use 
about  200  B.  C.  and  has  been  used 
continually  since  that  time,  paper 
and  silk  being  the  two  materials 
for  receiving  the  ink.  The  two  arts, 
writing  and  drawing,  have  ever 
been  as  one  in  China;  the  writer  and 
the  painter  using  the  same  brush  and 
ink. 

H.  S.  Blanchard,  that  wonderful 
flourisher  and  illuminator  of  Los 
Angeles,  when  asked  where  he  had 
acquired  his  remarkable  skill,  replied, 
"I  learned  most  of  it  upstairs  in  my 
room  with  the  door  shut."  It  must 
have  been  in  some  such  manner  that 
the  Chinese  learned  to  ply  the  brush. 
While  it  is  true  that  reproductions  of 
the  script  of  the  masters  were  made 
and  scattered  over  the  country  to  be 
Used  as  copybooks  by  beginners  SO 
nscription  was  not  wanting  even 


said  to  have  turned  the  waters  of  a 
pond  black  by  frequent  dipping  of  the 
pen.  Styles  were  named  after  leading 
writers  as  we  speak  of  the  Mills  style 
or  the  Courtney  style.  The  Chinese 
have  had  their  A.  D.  Taylor  and  L. 
Madarasz,  whom  succeeding  genera- 
tions have  tried  in  vain  to  imitate. 
"However,  lacking  in  appreciation  of 
the  delicate  intricacies  of  writing,  we 
westerners  may  be,  it  is  well  for  us 
to  remember  not  only  that  this  branch 
of  art  is  more  highly  honored  in 
China  than  any  other,  but  that  its  in- 
fluence has  been  more  widespread." 
"A  great  idea  well  expressed  is  most 
valuable  to  the  world,  but  in  China 
its  influence  is  enormously  increased 
when  it  is  transmitted  to  others  by 
means  of  artistically  written  char- 
acters. Thus  writing,  by  the  wide  in- 
fluence which  it  exerts,  Justine  for 
itself  its  rank  as  the  crown  of  art  in 
China." 

Reprinted  with  permission  from 
Outlines  of  Chinese  Art  by  John  Fer- 
guson, published  by  the  University  of 

:o  Press. 
Besides  the  papyrus  of  the   Egyp- 


tians, the  clay  of  the  Babylonians,  and 
the  bamboo,  paper  and  silk  of  the 
Chinese  and  Japanese,  many  other 
kinds  of  writing  material  have  been 
used  at  various  times  and  in  different 
countries.  The  wood  and  bark  of 
trees  were  used  very  early  but  natur- 
ally no  very  ancient  specimens  are 
preserved.  We  know  that  the  Romans 
occasionally  used  the  inner  bark  of 
the  lime  tree,  because  our  word  li- 
brary comes  from  the  Latin  "liber", 
the  inner  bark  of  a  tree.  In  India 
palm  leaves  have  been  the  most  com- 
mon writing  material  for  centuries. 
Stone  was  used  by  the  Egyptians  for 
their  hieroglyhics  and  by  the  Chinese 
possibly  earlier  even.  Ten  stones  have 
been  preserved  in  China,  dating  back 
to  about  2351  B.  C.  Stones  are  still 
used  for  inscriptions  in  our  modern 
cemeteries.  The  Hebrew  scriptures 
were  written  on  prepared  goat  skins. 
The  Koran  was  first  written  on 
shoulder  bones  of  sheep  and  kept  in 
a  chest  belonging  to  one  of  Moham- 
med's wives.  The  Greeks  used  oyster 
shells  and  pottery  for  some  of  their 
records.  In  Pliny's  time  some  Ro- 
mans used  lead  but  as  lead  could  be 
easily  changed,  brass  took  its  place. 
Gold,  silver,  and  copper  have  been 
used  for  ceremonial  writings  in 'India 
and  China.  The  Eskimos  used  wal- 
rus ivory.  Mexican  manuscripts  have 
been  found  which  are  done  in  bright 
and  varied  colors  with  a  feather  pen- 
cil on  prepared  skins  or  fibrous  paper 
made  from  the  maguey  plant.  The 
Spanish  bishops  made  bonfires  of 
carvings,  statues,  wood  paintings,  and 
of  priceless  pictures  on  native  paper 
and  deer  skin.  So,  writing,  being  a 
universal  art,  man  has  found  the  ma- 
terial in  his  natural  surroundings  and 
at  different  times  and  places  he  has 
used  various  substances  to  perpetuate 
his  ideas. 

Papyrus  was  the  most  practical  of 
these,  being  relatively  inexpensive 
and  easy  to  prepare.  Remember, 
however,  that  papyrus  is  not  paper. 
Neither  does  it  afford  the  splendid 
smooth  writing  surface  which  vellum 
has.  In  addition  it  is  brittle  so  that 
some  of  the  old  books  have  been  pre- 
served only  by  placing  leaves  of  vel- 
lum (prepared  calf-skin)  at  intervals 
between  the  sheets  of  papyrus.  Vel- 
lum was  rather  expensive,  however, 
so  we  are  especially  fortunate  today 
to  have  for  writing  purposes  a  suh- 
stance  which  is  inexpensive  and  which 
at  the  same  time  gives  an  ideal  writ- 
ing surface. 

Although  the  Chinese  invented 
paper  many  centuries  ago  it  did  not 
come  into  use  in  Europe  until  about 
fhe  time  of  the  Crusades.  When  the 
Arabs  conquered  Samarcand  in  Turk- 
early  in  the  8th  century,  A.  D. 
paper  was  being  made  there  and  the 
Arabs  spread  the  art  throughout 
the  eastern  Mediterranean  countries, 
which  were  then  under  their  emit  ml. 
The  Mohammedans  captured  Byzan- 
tium, Jerusalem,  Alexanderia,  Car- 
thage, Spain,  and  were  finally  checked 
at  Tours   in   France.     Saracenic  cult- 


df     M^&u4intM&&uvtir       & 


23 


ure  was  introduced  throughout  this 
vast  conquered  territory  and  the 
manufacture  of  paper  was  encour- 
aged. It  was  carried  to  Greece  and  to 
Sicily  and  in  1276  paper  mills  were 
set  up  in  Italy.  During  the  two  fol- 
lowing centuries  the  cities  of  Italy 
furnished  the  paper  for  southern 
Germany.     Paper  was  introduced  into 


can  waste  baskets  every  day,  their 
spirits  would  be  greatly  troubled. 
When  you  'sit  down  to  write  your  next 
letter,  think  of  your  pen,  ink  and  pa- 
per, as  well  as  the  letters  which  you 
use,  as  part  of  your  great  heritage 
if  the  ancient  Egyptians  or  later 
Greeks  could  see  the  amount  unused 
or  half-used  which   goes  into   Ameri- 


ched   leathe 


of    Pentateuch    in    Sama 
By   permission  of   Smith 


Spain  by  the  Mohammedans  a  full 
century  earlier  than  that  and  France, 
for  some  time  received  her  paper 
from  there.  Later  the  Spaniards  car- 
ried the  art  of  paper  making  to 
France.  "In  the  second  half  of  the 
14th  century  the  use  of  paper  for  all 
literary  purposes  had  become  well  es- 
tablished in  all  western  Europe;  and 
in  the  course  of  the  15th  century  it 
gradually  superseded  Vellum." (  En- 
cyclopedia Britannica).  By  the  time 
the  first  printing  press  was  put  into 
operation  a  supply  of  paper  was 
available. 

Neither  papyrus  nor  vellum  would 
have  answered  the  purpose  and  you 
may  easily  imagine  how  much  room 
the  Boston  Library  would  occupy  if 
the  books  were  printed  on  the  Baby- 
lonian clay  tablets.  The  first  paper 
manufactured  in  England  was  in  1685 
and  the  first  paper  mill  in  the  United 
States  was  built  in  1690  near  the 
city  of  Philadelphia.  High  grade 
papers  for  writing  purposes  are  made 
from  linen  rags.  Cheaper  grades  are 
for  the  most  part  of  wood  pulp.  The 
finest  paper  and  vellum  in  the  world 
is  now  manufactured  in  Japan,  and 
mav  be  obtained  from  the  Japan 
Paper  Co.,  109  East  31st  St.  New 
York.  They  are  importers  of  high 
grade  papers  from  China,  Japan, 
Korea,  France,  Italy,  England,  Bel- 
gium, Spain  and  Sweden.  Paper  can 
be  obtained  today  to  meet  the  most 
exact  requirements.  The  ancient 
scribes  would  marvel  at  the  choice  of 
fine  writing  paper,  which  is  on  display 
in  the  modern  stationery  store.  Paper 
is   now   such   a   common   article   that. 


from    the    past.      Of   that   alphabet    I 
shall    speak   in    the   next   installment. 


GOLDEY  COLLEGE 

Goldey  College  was  established  in 
1886  by  H.  S.  Goldey.  Five  students 
attended  the  opening  session.  A 
single  room  was  used  which  served 
for  both  schoolroom  and  office.  The 
rapid  growth  soon  made  it  necessary 
to  secure  additional  rooms,  and  in 
1890  the  office  and  commercial  de- 
partment were  removed  to  the  sec- 
ond floor  and  the  old  quarters  were 
fitted    for    instruction    in    shorthand 


and  typewriting,  which  subjects  were 
then  becoming  popular. 

During  the  next  few  years,  in- 
creased attendance  brought  about 
more  development  and  other  expan- 
sions, among  them  being  the  incor- 
poration of  the  school  in  1895.  In 
1913,  all  the  additional  available 
space  in  the  Institute  Building  was 
engaged,  but  this  again  proved  in- 
adequate. Finally,  in  1914,  the  pro- 
vision of  quarters  especially  planned 
for  business  school  work  was  under- 
taken, and  in  1916,  the  new  Goldey 
College  Building,  shown  herewith  at 
Ninth  Street  at  Tatnall,  was  com- 
pleted and  occupied. 

This  institution  enjoys  a  national 
reputation  for  thoroughness  and  re- 
liability. Its  large  student  body  an- 
nually represents  several  states  and 
frequently  includes  young  people 
from  the  West  Indies,  Central  and 
South  America.  Since  its  founding, 
between  30,000  and  35,000  students 
have  attended  Goldey  College. 

The  college  is  ever  on  the  alert  for 
new  and  improved  methods  and  has 
become  one  of  the  leaders  in  business 
college  teaching. 

It  is  the  mission  of  Goldey  College 
to  train  young  people  as  stenogra- 
phers and  bookkeepers,  and  to  train 
them  to  make  the  knowledge  of  busi- 
ness principles  so  thorough  that  grad- 
uates will  succeed  rapidly  and  be 
fitted  to  be  the  business  leaders  of 
tomorrow;  to  advise,  guide  and  help 
its  graduates  in  entering  upon  suc- 
cessful careers;  to  encourage  integ- 
rity, industry  and  ambition;  to  aid 
in 'character  building  and  developing 
self-reliance;  to  upbuild  manhood  and 
womanhood;  to  train  its  students  to 
be  punctual,  and  to  form  proper 
habits  and  associations,  as  well  as  to 
observe  the  rights  of  others. 

These  things  have  placed  the  name 
of  Goldey  College  in  high  esteem 
among  the  people  of  Wilmington, 
Delaware,  and  all  who  have  become 
acquainted  with  this  institution. 


Goldey    College,    Wilmington,     Del., 
lilding.     "A   building   which   has   been   pla 


ed   especially   for   bu 


24 


f^MJ&u&M^&diuMfrr       & 


LESSONS  IN  ORNAMENTAL  PENMANSHIP  FOR  BEGINNERS 

By  L.  M.  KELCHNER,  Seattle,  Wash. 


INSTRUCTIONS 

A  certain  indefinable  clash  and  vigor  is  essential  in  the  ornamental  style.  A  slow  cramped  movement  will  produce 
stiff,  heavy,  clumsy  and  awkward  forms.  A  free,  easy  and  elastic  movement  will  produce  graceful  and  harmonious 
forms. 

Study  your  movement,  try  to  secure  as  perfect  control  of  the  hand  and  arm  as  possible,  and  by  so  doing  you  will 
secure  more  perfect  and  graceful  letters. 

You  should  spend  from  ten  to  twenty  minutes'  time  on  some  easy  preliminary  movement  exercises  in  starting 
vour  practice  in  order  to  limber  up  the  writing  muscles. 

Copy  111.  All  the  shade  should  come  below  the  base  line.  Keep  the  down  stroke  about  straight  and  have 
the  up  stroke  for  loop  cross  at  base  line.     Notice  how  lound  and  full  the  turn  is  at  the  top. 

Copy  112.  Don't  make  the  part  for  the  top  too  wide;  horizontal  oval  at  base  line.  The  heaviest  part  of  the 
shade  should  come  down  near  the  line.  Tip  the  oblique  part  up  a  little  if  you  have  trouble  in  getting  the  shade  too 
high. 

Copy  113.  Make  the  capital,  then  write  the  small  letters  for  each  word.  I  advise  raising  the  pen  after 
making  the  capital. 

Copy  114.  Make  this  exercise  without  raising  the  pen.  This  will  test  your  movement.  It  must  be  free  m 
order  to  secure  the  fine,  smooth  lines. 

Copy  115.  You  have  a  chance  to  raise  the  pen  after  making  each  letter,  and  I  would  advise  you  to  do  so. 
You  have  some  parallel  lines  to  watch  in  this  exercise. 

Copy  116.  Start  to  the  right  and  swing  back  to  the  left  in  making  this  exercise,  and  join  three  without 
raising  the  pen.    This  is  the  most  difficult  exercise  on  the  page.     Free,  rotary  movement. 

"There  is  no  substitute  for  thoroughgoing,  ardent,  sincere  earnestness." 


Copy  117.  This  letter  is  considered  the  most  difficult  of  the  loop  letters.  Use  the  combined  movement.  Make 
the  down  stroke  rapidly,  as  it  will  help  you  to  keep  it  straight.  If  shaded  at  all  the  shade  should  come  on  the  lower 
loop.  I  raise  the  pen  in  making  the  last  up  stroke  for  the  loop  just  at  the  base  line.  Uniform  slant  and  spacing.  Don't 
slight  this  letter.   Master  it. 

Copy  118.  These  words  are  given  to  follow  the  preceding  line  of  the  f  exercise.  In  most  of  the  long  winds  I 
would  advise  you  to  raise  the  pen.   Watch  spacing. 


t&Wr? 


'y/u,*3&uJ*/u&i,&&un&?~       & 


25 


Copies  119  and  120.  Same  number  of  words  on  a  line  as  copy.  Go  fast  enough  to  secure  fine,  smooth  hair  lines. 
Uniform  slant  and  spacing.  Try  and  arrange  your  spacing  so  that  the  loops  will  not  touch.  I  would  advise  you  to 
write  fifteen  to  twenty  lines  before  you  change  to  another  copy.  Hold  yourself  down  to  your  best  efforts  all  the  time. 
No  careless  or  indifferent  practice. 

Copy  121.  This  line  is  given  to  alternate  with  copy  line  122.  I  would  advise  you  to  raise  the  pen  every  three 
or  four  letters.  Most  of  our  fine  penmen  for  accurate  work  raise  the  pen  often  in  writing  words,  and  some  go  so  far 
as  to  raise  the  pen  on  nearly  every  down  stroke,  but  I  do  not  think  this  advisable. 

Copy  122.  In  writing  these  words  see  how  near  you  can  make  the  loops  correspond  in  height  and  slant. 
Write  about  "the  same  size  as  copy. 

Copy  123.  Make  this  principle  entirely  with  the  muscular  movement.  You  must  have  freedom  and  dash  to 
your  movement.  The  heaviest  part  of  the  shade  should  come  at  turn  just  as  it  touches  the  base  line.  Tip  the  oblique 
part  of  the  hokLer  up  a  little.  This  will  help  you  to  get  the  shade  low.  Make  short  shade.  Oval  should  be  rather  large 
and  horizontal.  Drop  and  raise  the  pen  while  the  arm  is  in  motion.  Master  this  stem  and  you  will  have  very  littLe 
trouble  with  the  letters  that  are  to  follow. 

Copy  124.  Let  them  lap  like  copy.  Make  the  same  number  as  in  copy  and  see  how  near  you  can  keep  them 
to  the  same  height  and  slant. 

Copy  125.  Make  the  stem  first.  See  to  it  that  you  use  a  free  movement  in  making  the  stroke  over  the  top. 
Shade  about  as  heavy  as  copy  and  make  the  shade  quickly.    No  finger  movement. 

Copy  126.  Free  movement  in  making  the  capital.  Make  the  small  letters  fast  enough  to  secure  smooth  lines. 
Uniform  spacing.  There  is  a  tendency  to  make  too  close  spacing  in  such  words  as  "receive,"  words  where  the  letters 
are  narrow  at  top. 


Copy  127.  Just  like  copy  125,  except  the  horizontal  cross  stroke,  which  should  come  at  one-half  the  height  of 
the  letter. 

Copy  128.    Uniform  slant  and  spacing.    Retouch  the  t's  and  d's  at  top. 

Copy  129.  You  have  two  exercises  for  this  letter.  Make  the  stem  exercise  first.  Then  the  cap  for  exercise 
over  the  top.  Place  as  many  in  group  as  copy.  You  have  a  chance  to  pause  at  each  angle.  Stop  long  enough  to  catch 
your  balance  in  order  to  make  the  following  stroke  well. 

Copy  130.   Make  this  exercise  without  raising  the  pen. 

Copy  131.  Make  stem  part  first.  Notice  double  horizontal  oval  at  bottom,  also  parallel  compound  curve  at  top. 
Do  not  be  in  too  much  of  a  hurry  to  change  on  these  exercises,  as  it  sometimes  takes  a  page  or  two  in  order  to  learn 
the  combination.  All  capitals  must  be  made  with  a  free  movement.  Small  letters  only  fast  enough  to  insure  smooth 
lines. 


26 


^     &J&tt&n<M&&uxi£r      & 


DATES  IN  DOCUMENTS 

By  Elbridge  W.  Stein 

Examiner  of  Questioned  Documents 
15  Park  Row,  New  York  City 


(Mr.  Stein's  first  article  appeared  in  our  Februarx  issue.    We 
have  a  limited  number  of  copies  of  that  issue  on  hand.) 

ARTICLE  No.  3 

So  simple  a  thing  as  the  number  of  characters  on  a  line 
of  written  matter  may  determine  that  the  document  could 
not  have  been  written  at  the  time  alleged  in  it.  The  dis- 
covery of  these  significant  facts  in  a  document  is  the  diffi- 
cult task,  their  proof  is  a  matter  of  demonstration. 

A  document  under  investigation  may  admittedly  have 
been  written  on  a  particular  machine  and  the  problem  is  to 
determine    whether    it    was    written    at    the    time    it    was 


iSK  UK  /fr  "    ** ^    '     ' 


tol  National  Bani 


An   addition    to  a   check   after   it   had   been   cancelled 

and    returned      from      the      bank.        Note    where    the 

ink     ran    around    the    cancellation    punch    hole    and 

through    the    hole    to    the    back    of    the    check 


J 


Fraudulent      date     of     cancelled      check      shown      by 
change    from    an    old    to    a    new   Cumminga    cancella- 
tion   punch 


H' State   v».   Swank,   99   Ore.    571. 

20  Grant    vs.    Jack.    116    Me.    342;    102    All. 

18' 

Stat 

iter.    30    Utah    442. 

21  Kerr  vs.  U.  S..    1  1    Fed.    (2nd)    227. 

2S  In    re    Hamlin's   Will,    208    N.    Y.   Supplei 

lenl 

799. 

claimed  to  have  been  written.  The  truth  or  falsity  of  such 
a  claim  can  be  proved  provided  sufficient  typewriting  writ- 
ten on  the  identical  machine  alleged  to  have  been  used  can 
be  procured.  A  typewriter  actually  writes  its  own  history 
from  day  to  day  in  the  work  it  does.  The  condition  of 
the  ribbon;  new  or  old;  heavy  or  light;  blue,  black,  purple 
or  red  with  all  of  the  intermediate  conditions  make  up 
many  pages  of  this  history.  Broken,  battered  or  worn 
type;  imperfect  alignment;  uneven  type  impressions;  typo 
"off  its  feet";  faults  in  the  shifting  or  ribbon  mechanism; 
individuality  of  the  operator;1''  rebounds;  and  repairs  add 
to  the  volume  and  all  point  back  to  accidents,  misuse 
and  the  gradual  approach  of  old  age.-"  From  this  his- 
tory, it  can  be  determined  whether  a  document  was  writ- 
ten on  the  particular  typewriter  at  the  time  alleged.-1 

Natural  wear  of  the  type  alone  has  been  found  suffi- 
cient to  fix  the  period  during  which  a  disputed  document 
was  written,  ami  when  all  of  the  other  qualities  in  type- 
writing, which  help  to  establish  the  date  of  a  typewritten 
paper,  are  found  and  properly  interpreted,  these  facts 
often  constitute  the  most  positive  and  conclusive  evidence. 
The  contents  of  a  document  often  has  a  bearing  on  the 
question  of  its  age.  Original  receipted  bills  for  jewelry 
purchased  were  produced  by  a  claimant  in  order  to  estab- 
lish the  amount  of  an  insurance  loss.  One  of  these  bills, 
dated  in  1917.  contained  a  printed  telephone  number  not 
assigned  to  the  dealer  until  1920.  This  slight  prophetic 
activity  made  an  embarrassing  situation  for  the  claimant. 
Street  locations;--  names  of  states,28  towns,  persons  or 
organizations;  births;  deaths;  marriages;  divorces;  inci- 
dents; events  or  accidents  to  which  reference  is  made  in 
any  way  alone  may  reveal  the  actual  age  of  a  suspecteil 
document. 

Highly  significant  age  indications  may  be  shown  by  eye- 
lets, stamps,  seals 
or  bindings  and 
these  parts  of  a 
suspected  <1  o  c  u- 
ment  should  never 
be  overlooked  in  an 
investigation  of  its 
genuineness.  Ap- 
parently insignifi- 
cant and  irrelevant 
enclosure  in  letters 
somel  imes  have  the 
most  \  ital  bearing 
on  the  solution  of 
t  h  e  question  of 
their  date  of  pre- 
paration. A  news- 
paper clipping  en- 
closed    in    a    letter 

which  was  intended 
to  show  blood  rela- 
tion  to  a   .lead  man 

heirship  to  his  estate,  had  printed  on  th<  de  of 

i  lipping    an   advertisement    of   the   opening   night 
Music  Master  w  i th  David  Warfield  playing  the  lead- 
ing role.     The  all'     i  if  the   letter  was   man) 
net'., re  this  play  was  ever  produced.    Anarchronisms  like 
.  when 'exposed  in  court,  render  yeoman  service  to 

confound   the  instigators  of   fraud. 


tf 


rks  a  definite 
hanged  letters 
any    genuine    di 


wandall   (N    V  i 
ite,     155    Pa.    456;    Allen 


State.    3     Humphrey 


Strickland.    129   S.   W.   801    (Ark). 

49   Ml    mi  7   <V    l  i. 


^/w^uJi'/u^&/iu&fcr       & 


27 


Anything  that  enters  into  the  material  construction-1 
of  a  document  or  of  its  alleged  history  after  being  pre- 
pared may  in  some  way  become  a  factor  in  determining 
its  age.  Printing,2''  lithographing,  ruling,  numbering,  per- 
forations, cutting  or  trimming,  tearing,  burning,  crump- 
ling, discolorations,-'1  revenue  stamps,  postage  stamps,-7 
or  code  letters  may  contain  the  additional  evidence  which 
confirms  a  suspicion  that  a  document  is  not  genuine  be- 
cause it  is  not  as  old  as  its  date  seems  to  declare.  The 
detailed  story  regarding  the  preparation,  execution,  dis- 
covery, custody,  or  care  of  a  document  may,  when  properly 
analyzed,  disclose  some  inherent  and  ridiculous  improb- 
ability28 as  to  the  time  these  various  things  occurred. 

All  crooks  do  not  carry  guns  and  black  jacks,  some  of 
them  assume  an  air  of  respectability  and  by  means  of 
fraudulent  documents  as- 
sisted by  perjury,  at- 
tempt through  the  courts 
to  steal  on  a  wholesale 
plan,  even  entire  estates. 
The  age  of  these  fraudu- 
lent documents  is  often 
their  most  vulnerable 
point;29  this  is  where 
they  expose  their  heel. 
Lawyers,  executors  and 
trustees  who  have  the 
duty  of  passing  upon 
claims  represented  by 
documents  should  exam- 
ine them  with  the  ut- 
most thoroughness  for 
all  these  evidences  of  im- 
maturity. Fortunately, 
scientific  methods  of  ex- 
amination30 do  much  to 
rend  the  veil  of  obscur- 


BATE   SHOWN  Br  W£An 


a 

a 

g 

§ 

Smith    type    whic! 

signific 


ity  which  hangs  over  spurious  documents  and  compels 
them  to  stand  forth  emblazoned  with  the  scarlet  letter  of 
fraud.31 


27  Lyon  vs. 

2S  Martson 


r,    147   N.  E.  251    (III.), 
ckwick.  248  Pac.  930    (Calif). 


JOTally  vs.  Cross,  124  Ala.  567;  26  So.  912;  Lafrentz  vs. 
anaugh.  166  111.  App.  306;  Putnam  vs.  McCormick,  159  Iowa 
140  N.  W.  880. 

30Moye  vs.   Herndon,  30  Miss.    10. 

31  Hirshfield  vs.   Dana,   223    Pac.   451    (Calif);    Borkhein  vs. 
hein,    223    Pac.    (Calif);    Baird    vs.    Shaffer.    168    Pac.    836    (Ka 
In  re   O'Connor's   Estate.    179   N.   W.   401     (Neb.). 


A/etv 
Machine. 


Same 
Machine 
■Jkn.Z,'/3. 


cPcime 
Machine 
Feby.'zZ. 


Same. 
Machine 

Mty/z'zs\ 


From 
Disputed 
Contraci 


Dated 
M4K0E 


THE  C.  C.  T.  ASSOCIATION 


The  Central  Commercial  Teachers' 
Association  will  be  held  in  Cedar 
Rapids,  la.,  May  3,  4,  5,  1928.  An  in- 
spiring program  is  already  in  process 
of  formation  and  those  interested  in 
business  education  are  assured  a 
profitable  session. 

The  officers  for  the  ensuing  year 
are: 

President,  T.  A.  Blakeslee,  Lincoln 
School  of  Commerce,  Lincoln, 
Nebr. 
Vice  President,  P.  L.  Greenwood, 
Roosevelt  High  School,  Minneap- 
olis. 


Secretary,    W.    F.    McDaniel,    Fort 
Dodge     Business     College,     Fort 
Dodge,  la. 
Treasurer,    R.    M.    Phillips,    Capital 
City     Commercial     ColLege,     Des 
Moines,  la. 
The  executive  committee  consists  of 
the    president,    together    with    G.    W. 
Puffer,    Fountain    City    Business    Col- 
lege, Fond  du  Lac,  Wis.;  W.  D.  Wig- 
ent,    Gregg   Publishing   Co.,    Chicago; 
and    W.    C.    Henning,    Cedar    Rapids 
Business  College,  Cedar  Rapids,  la. 

The  Central  District  comprises  the 
states  of  Wisconsin,  Illinois,  Minne- 
sota, Iowa,  Missouri,  North  Dakota, 
South  Dakota,  Nebraska,  and  Kansas. 


GEORGE  C.  FINLEY  PASSES 
AWAY 


George  C.  Finley,  49,  Clarksburg, 
W.  Va.,  was  a  public  school  teacher 
and  later  connected  with  the  Elliott 
Commercial  College  of  Wheeling.  In 
1902  when  the  Clarksburg,  West  Vir- 
ginia, Business  College  opened,  Mr. 
Finley  was  engaged  to  conduct  the 
school.  In  1905,  he  purchased  the  es- 
tablishment. The  Clarksburg  school 
was  the  foundation  of  the  present 
West  Virginia  Business  College  now 
under  the  management  of  T.  B.  Cain 
and  his  associates. 


28 


*f     <<MJ&u<l/n*M&&uxz&r       & 


DESIGNING    & 
ENGROSSING 


By  E.  L.  Brown 
Rockland,  Me. 

elf-addressed     postal      for 


nd   stamps    fc 


spe 


LETTERING    AND    FLOURISHING 

(See  Cover  Page.) 
First  of  all  this  will  be  classed  as  a 
decorative  design,  embracing  a  style 
of  pen  art  much  in  vogue  thirty  years 
ago,  but  one  that  has  now  fallen  into 
disfavor  among  modern  pen  artists 
and  engrossers.  We  present  off-hand 
flourishing  from  time  to  time  feeling 
that  it  is  a  most  valuable  exercise  for 
developing  grace,  harmony,  balance 
and  color  values  in  decorative  pen 
art.  All  these  principles  must  be  de- 
veloped and  perfected  and  are  always 
present  in  the  best  and  most  pleasing 
examples  of  engrossing  and  design- 
ing. Analyze  a  specimen  of  flourish- 
ing and  you  will  find  that  it  is  far 
from  being  a  "hit  or  miss"  piece  of 
work,  but  instead  a  combination  of 
thoughtfully  arranged  light  and 
shaded  lines,  where  the  factors  of 
symmetry,  balance  and  color  have  re- 
ceived close  attention.     A  most  inter- 


exercise  and  a  highly  valuable 
one  for  those  who  would  excel  in  off- 
hand  pen  work  as  applied  to  engros- 
sing, especially  the  flourished  texts 
on  diplomas  and  resolutions. 

Size  of  original  drawing  12 'j  x  17. 
The  heavily  shaded  lines  of  the  oval 
must  be  properly  placed  first  ■ —  pen- 
cil one,  trace  and  reverse  for  other 
side.  Lay  off  in  pencil  the  most  im- 
portant lines  remembering  that  those 
lines  are  to  be  followed  only  in  a  gen- 
eral way  in  the  off-hand  pen  work. 
Very  few  of  the  lines  should  be  drawn 
with  a  slow  finger  movement.  Use 
free  flowing  black  ink  and  the  whole 
arm  movement.  Study  arrangement 
of  strokes  very  carefully.  A  few 
ornaments  on  some  of  the  strokes  will 
enhance  the  effect  of  the  design.  The 
Old  English  words  "Business  Educa- 
tor" must  be  pencilled  with  care,  as 
the  line  must  be  centered  and  the 
spacing  and  size  of  lettering  must  be 
uniform.  Broad  lettering  pens  Nos. 
2  and  2|/2  were  used  on  the  rest  of 
the  lettering  which  may  be  written 
free  hand  and  re-touched  with  a  com- 
mon pen. 

Now  we  are  anxious  to  know  how 
many  of  you  in  the  younger  genera- 
tion of  penmen,  if  any,  are  interested 


in  artistic  pen  flourishing.  Let  us  see 
some  of  your  work  —  our  suggestions 
are  freely  and  gladly  given  to  all  who 
will  take  the  time  and  pains  to  send 
us  samples  of  their  very  best  work. 


Mr.  Paul  D.  Schenck,  formerly 
Principal  of  the  Erie  Business  Col- 
lege, is  now  Manager  and  Principal 
of  the  Youngstown  Business  College, 
Youngstown,   Ohio. 

Mr.  Schenck  is  a  graduate  of  West- 
minster College,  New  Wilmington, 
Pa.,  and  also  attended  Zanciian  Col- 
lege of  Penmanship,  Columbus,  Ohio. 


Allen  C.  Spangler,  teacher  in  the 
Penna.  Business  College,  Lancaster, 
has  recently  been  awarded  a  Profes- 
sional Penmanship  Certificate.  We 
are  in  hopes  of  publishing  some  of  his 
work  later. 


School  for  Sale  or  Lease 

iusiness  college  in  a  splendid  location  in 
sconsin.  Well  advertised.  Cood  reputa- 
1.       Well     equipped.      Excellent     territory. 


,t..r.   i  slumbu 


Signatures  by  John  S.  Griffith.   Penman  in  Englewood   Bus 
ornamental   penmanship,   for   they  are   some   of   the   best   we 


rth   studying   by 


<5(fc*3Bu4Stie4A/(2diuM/h~       & 


29 


•  y  y 


s^z-^zzz-y^/ 


The  above  was  written  by  W.  N.  Ferris  to  D.  T.  Ames,  which  evidently  went  with  one  of  his  contributions  to  the  old 
Penman's    Art    Journal   away   back   in   the    80's. 

We  regret  to  learn  from  the  newspaper  dispatches  that  Senator  Ferris  is  now  confined  to  his  hotel  in  Washington  with 
an  attack  of  pneumonia.  We  hope  that  his  vigorous  health  will  enable  him  to  speedily  recover.  He  is  now  75  years  of  age. 
Senator  Ferris  was  recognized  as  one  of  the  fine  penman  some  years  ago  and  he  is  one  of  the  few  penmen  to  be  elected 
to    the    United   States   Senate. 

The    heading,    famous    Letters,"    was    prepared    by    R.    R.    Reed   of   the    Ferris    Institute,    Big    Rapids,    Michigan. 

Just   as   we   were    going    to   press   we    received   word    that    Senator   Ferris   passed   away. 


y^W3^^/fs^s6M  'Mm^L 


W.    W.    Karlen,    Vilas,   S.    D.,    is    a    brother   of   A.    J.    and    L.  W.,   who   are   both   Zanerians 


30 


^      ^v^i/^Jcf^s^r 


4 


tvery  year  about  this  time  Mr. 
and  he  always  gets  out  his  oblique 
lost   over   the  previous  year. 

Taking  inventory  of  our  ability 
practice,  and,  judging  from  the  resu 
of   trim.     He  writes   remarkably  well   1 


Heath  of   Concord 
pen    to    see    how 

as   well   as    our 
Its   above.    Mr.    H* 
or  a  man  62  year 


?f  age. 


ry    good 
he    pink 


GOOD  MATERIALS 

When  you  see  pen  work  of  any  de- 
scription done  by  first-class  penmen 
or  engrossers,  examine  the  quality  of 
the  material  used.  You  will  find  that 
they  use  the  best.  They  could  not  do 
a  good  job  with  poor  materials, 
neither  can  a  beginner.  Our  advice 
is  to  secure  the  best  possible  mater- 
ials for  they  are  the  cheapest  in  the 
long  run. 

Much  work  which  reaches  our  desk 
from  those  who  are  practicing  from 
work  presented  in  The  Business  Edu- 
cator is  on  poor  quality  of  paper  and 
the  results  are  unsatisfactory.  Our, 
cry  is,  Use  Better  Matt  rial. 


A  school  paper  has  been  received 
from  Miss  Lena  Scally,  Penmanship 
and  Science  teacher  in  the  Central 
High  School,  Elkhart,  Ind.  Miss 
Scally  organized  a  writing  club  which 
meets  regularly  every  Tuesday  and 
Thursday  after  school. 

Thirty-six  of  the  members  have  won 
penmanship  certificates  and  the  class 
as  a  whole  is  very  enthusiastic  over 
the  club  and  penmanship. 


AUTHOR  OF  SHORTHAND  DIES 

Isaac  S.  Dement,  72,  nationally 
known  inventor  and  shorthand  writer, 
died  January  11th,  at  Dayton.  Mr. 
Dement  became  famous  as  a  writer  of 
Pitman  shorthand,  having  once  held 
the  speed  record. 

Later  he  invented  his  own  system 
of  shorthand  and  became  the  author 
of  a  series  of  text  books. 

As  he  grew  older,  he  became  an  in- 
ventor of  mechanical  devices.  At  one 
time  he  was  in  charge  of  the  inven- 
tion department  of  the  National  Cash 
Register.  He  also  had  a  similar  posi- 
tion with  another  company  in  Chi- 
cago. 

For  the  past  ten  years  he  has  been 
dividing  his  time  between  teaching 
shorthand  and  experimentation. 


A  letter  has  been  received  from  O. 
A.  Hoffman,  President  of  Hoff- 
mann's Milwaukee  Business  College, 
stating  that  they  have  opened  up  a 
new  school  in  Memphis,  Tenn.,  and 
that  they  are  quartered  in  what  is 
considered  to  be  the  finest  office 
building  in  the  South. 


WINKTFBO.1! 

calling  cards   si. no. 


Miss  (  hristine  Howell,  last  year 
with  the  Donovan  Business  School, 
Hackensack,  N.  J.,  has  recently  ac- 
cepted a  position  in  the  High  School 
at  Castine,  Maine. 


PROFESSIONAL  COURSES  IN 
COMMERCIAL  EDUCATION 

One  course  deals  with  the  High  School  Comme 
considers  methods  of  teaching  junior  business  trai 
and    business    writing. 


At  Harvard  University, 
July2-Aug.  11 


ial    Curriculum 
rig.  bookkeeping,  b 


F.  G.  NICHOLS,  Lawrence  Hall,  Cambridge,  Massachusetts 


■J        ^/„6  — 


Is  the  ideal  ink  for  penmen.    Nothing  finer  for  cardwriting  and  contest  specimens. 

50c  per  bottle.    Mailing  charge  10c  extra. 
A.  P.  MEUB,  Penmanship  Specialist,  452  North  Hill  Avenue,  Pasadena,  Calif. 


HAVE  YOU  SEEN  THE 

Journal  of 
Commercial  Education? 


(for 


Pho 


rly   the  Sic 


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ill 


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monthly    magazine    co\ 

rtments    of    Commercial    Education. 

3ng  departments  presided  over  by 
well-known  teachers  for  those  who  teach 
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The  Only  Magazine  of  Its  Kind  Published 

Single  copy  15c.   Annual  subscription  $  1 .50 

Send   for   Sample  Copy. 

Journal   of   Commercial    Education 

44  N.   4th   St.  Philadelphia,   Pa. 


THE  AMERICAN  PENMAN 

America's  Handwriting  Magazine 
Devoted  to  Penmanship  and 


Business  Writing 

Accounting 

Ornamental    Writing 

Lettering 

Engrossing 

Articles   on    the   Teaching    and 
Supervision  of  Penmanship. 
Yearly    subscription   price   $1.25.     Special 
club      rates     to      schools     and      teachers. 
Sample  copies   sent   on    request. 

THE  AMERICAN  PENMAN 

55  Fifth  Avenue  NEW   YORK 


An   Educational  Journal  of 

Real  Merit 

Regular  Departments 

enmanship       .         Arithmetic  Civic* 

Geography  Nature-Study 

Pedagogy  Primary  Construction 

History  Many    others 

rice  $1.50  per  year.    Sample  on  request 

PARKER  PUBLISHING  CO., 
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31 


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Prominent  Specialists  Coming 

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Full   information  on   request. 

RIDER  COLLEGE,  Trenton,  N.  J. 


Orders-Inquiries 


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REGULAR  WINTER  TERM 

CORRESPONDENCE  COURSES 

It's  free  to  interested  persons. 

ZANERIAN   COLLEGE 
Columbus,  Ohio 


SEPTEMBER    OPENINGS 


rted. 


ha\ 


from  Massachusetts, 
>f  rising  sap.  We'll 
Write  today. 


Already    September    positions    are    bein 
New  York,  Rhode  Island,  Ohio,  Iowa,  and  Oregon  —  just  the  first  s 
be  "sugared"  before  you  realize  that  you  are  not  in  line  for  your  sh; 

THE   NATIONAL   COMMERCIAL    TEACHERS'   AGENCY 

Prospect  Hill,   Beverly,  Mass.      (A   Specialty  by  a   Specialist)  E.  E.  Gaylord,  Mgr. 

Westward  Ho!    Alaska  to  New  Mexico 

Normal    and    College .  graduates    needed.     Splendid    calls    all    departments.     Free    enrollment. 

E.  L.  HUFF  TEACHERS  AGENCY  Dept.  7  MISSOULA,  MONTANA 


1    Pe 


n  Holders  are  used  by  the  world's  greatest  pen- 
and  teachers  of  penmanship.  They  are  hand-made  of  the  finest  rose- 
wood and  tulipwood  and  given  a  beautiful  French  polish.  The  inlaid  holder  with  the  ivory 
knob  on  stem,  is  the  most  beautiful  as  well  as  the  most  useful  holder  made.  The  light 
weight,  correct  balance  and  expert  adjustment,  make  Magnusson  Holders  superior. 
Made  by  3  generations  of  penholder  manufacturers  and  used  by  the  world's  leading  pen- 
men.    Straight   or   Oblique — state  which. 


OSCAR  MAGNUSSON 


208  N.   5th  St., 
Quincy,  111. 

Discounts 


S-i 

ch 

SOc 

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nch  inlaid   grip,  e 

ich 

75c 

lZ-i 

nch   plain   grip,   ea 

ch 

75c 

12- 

nch  inlaid  grip,  e 

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$1.35 

quantities  to  teachers  and  dealers. 


two 

Money  Order. 

P.  W.  COSTELLO 

Engrosser,    Illuminator    ant 

Designer 

Scranton    Real    Estate   Bldg 

SCRANTON,  PA. 


LEARN  AT  HOME  DURING  SPARE  TIME 
Write  for  book,  "How  to  Become  a  Good  Pen- 
man." and  beautiful  specimens.  Free-  Your 
name  on  card  if  you  enclose  stamp.  F.  W. 
TAMBLYN.  406  Ridge  Bldg..  Kansas  City.  Mo. 


POSITIONS  FOR  TEACHERS  AND  BUSINESS 
COLLEGES  FOR  SALE 

$6000  offered  for  a  man,  others  at  $4000,  $3000  and  $2500. 
Write  us  your  needs,  ask  for  our  free  booklet. 

Co-op.  Instructors  Ass'n,  Marion,  Ind. 


Teachers 


Get  a  choice  position  through  us  —  any  part  of  the  country. 
Openings  in  business  schools,  high  schools,  colleges  —  now  or 
for  September.  Half  of  the  state  universities  have  selected 
~~  our  candidates.  Highest  type  of  service. 
Employers  report  your  vacancies.  Write  us 
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Do  You  Want  a  Better  Commercial 
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Let  us  help  you  secure  it.  During  the  past  few  months  we  have 
sent  commercial  teachers  to  26  different  states  to  fill  attractive 
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have  some  good  openings  on  file  now.  Write  for  a  registration 
blank. 

CONTINENTAL  TEACHERS'  AGENCY 

BOWLING  GREEN,  KENTUCKY 


52 


<^^&uJ/m*M  &&&&&'       & 


NOTICE 

The  second  printing  of  Chambers' 
"Funnygraphic"  Writing  is  off  the 
press.  Order  today.  Keep  the  kid- 
die? smiling. 

In  the  U.S.A.,  $1.00;  in  Canada, 
$1.50.  (No  checks.) 

C.  SPENCER  CHAMBERS, 

Supervisor  of  Writing, 

1121  E.  Genesee  St.,  Syracuse.  N.Y. 


/or  FREE  BOOK.  "How  To  Become  „„ 
pert  Penman."  which  explains  my  Method  of 
Teaching  Penmanship  by  Mail  and  what  stu- 
dents have  done  by  taking  my  courses. 
Your  name  will  be  elegantly  written  on  a 
card  if  you  enclose  stamp  to  pay  nostaee 
SEND  TODAY  before  you  forge?  it.     °9tage- 

T.  M.  TEVIS, 

BOX  2SC  CHILUCOTHE,  MO..  US.A 


FRANCIS  L.  TOWER 

501    Pleasant   Street,    Hammonton,    N.    J. 
Lessons     in    Business     Writing,     Ornamental 
Penmanship    and   Copper    Plate    Script.     Per- 
sonal or  Mail.    Write  for  information. 


DIPLOMAS    AND    CERTIFICATES 
NEATLY  ENGROSSED 

Ten  Lesson  Course  in  Diploma  Script, 

Lettering    and    Designing $10.00 

Ten  Lesson  Course  in  Illuminating  and 

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A  beautiful   Illuminated   Design  for 

your  Scrap  Book $    )-00 

A    fine    Ornamental    Script    Specimen....        25c 
J.  D.  CARTER.  Deerfield,  III. 

THE  HAUSAM  SYSTEM  OF  PLAIN 
PENMANSHIP,  COMPLETE,  is  the 

most  thorough  treatise  on  the  Ped- 
agogy of  Plain  Penmanship  pub- 
lished. It  is  cloth  bound,  6x9 
inches;  contains  more  than  300 
pages;  nearly  400  illustrations; 
more  than  200  questions  and  ans- 
wers on  Pedagogy,  Position,  Move- 
ment, Capitals,  Small  Letters,  Num- 
erals, and  a  complete  course  of  140 
lessons  in  Plain  Penmanship.  All 
copies  ordered  by  April  1,  1928  will 
be  beautifully  inscribed  with  the 
names  of  the  purchaser  and  author. 
Price  $3.50 

THE  HAUSAM  SYSTEM  OF  PEN- 
M  WSHIP  has  been  re-adopted  the 
third  time  for  all  the  schools  of 
Kansas.  Beautifully  illustrated. 
Catalog  free. 


jfifjliuufslllfinii 


Jksistant  $ccrctoq>  of  the  Ijkrarir, 
toliteh  occurred  en  ttye  tenth  instant. 
Jty:  committee  presented  ttje  following: 

Jit  amusterious  anfc  nrooiDentwlwmj, 
our  esteemed  frienu, 

lateitesistanf  Secretary  of  the  (Dhio 
State  <$oar&  of3%riculture,  has  been 
remoneo  from  our  miDst  therefore^ 

be  it KftMtetife; (Tltar, 

itisroith  profound  sorrow  that  me 


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1|B||  rustic  Xngnmsimj 

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lie  speakers,  writer 
students.  By  Jack  Pansy. 
Nothing  like  it  ever  before 
offered.  Surprisingly  helpful. 
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$2.00;   sample  lesson  25c. 

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Distributors  Adona.  Ark. 


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The   i  on    <>f   Byrne   Type- 

writer  Shorthand  is  just  off  the  press. 
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any  standard  or  portable  typewriter. 
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33 


BOOK  REVIEWS 

Our  readers  are  interested  in  books  of  merit, 
but  especially  in  books  of  interest  and  value 
to  commercial  teachers,  including  books  of 
special  educational  value  and  books  on  busi- 
ness subjects.  All  such  books  will  be  briefly 
reviewed  in  these  columns,  the  object  being  to 
give  sufficient  description  of  each  to  enable 
our  readers  to  determine  its  value. 

1928  Tax  Diary  and  Manual,  by  Pren- 
tice-Hall, Inc.,  70  Fifth  Avenue, 
New  York  City,  N.Y.  Flexible  bind- 
ing, 212  pages. 

The  Tax  Diary  and  Manual  is  the  simplest 
tax  handbook  on  State  taxes  yet  devised.  It 
provides  a  daily  tax  reminder  for  all  dates 
upon  which  tax  reports,  returns  and  pay- 
In  addition  to  the  daily  tax  calendar  the 
Manual  contains  an  outline  of  all  State  Cor- 
poration. Inheritance  and  Income  Taxes. 

Corporation  Taxes.  States  require  corpor- 
ations to  pay  an  income,  capital  stock, 
sales,  franchise  or  other  special  taxes  and 
fees.  Initial  taxes  last  year  varied  from  $3 
to-  $10,  which  taxes  on  capital  increases 
were  as  low  as  one-tenth  of  \pfn  on  $1,000 
up  to  $50.  The  Manual  gives  an  outline  of 
taxes  imposed  on  corporations  by  each 
state. 

Penalties.  Corporations  doin^  business  in 
states  without  qualifying  may  be  denied  the 
right  to  maintain  or  defend  suits  in  courts. 
In  1927  many  fines  of  $10  to  $1,000  were 
imposed  for  every  transaction  made.  The 
Manual  tells  what  penalties  are  imposed  by 
each    State    upon    unqualified    corporations. 

Inheritance  Taxes.  Approximately  45 
States  exact  taxes  on  inheritance  and  of 
that  number  the  majority  impose  a  tax  upon 
transfers  of  corporate  stock  and  upon  bonds 
and  mortgages.  Some  states  allow  deduc- 
tions to  be  made  for  taxes  paid  other  states 
from  gross  estates.  The  Manual  includes 
tax  rates  for  each  state  and  for  each  class 
of  beneficiary. 

Exemptions.  Inheritance  taxes  permit 
various  classes  of  beneficiaries  exemptions 
ranging  from  $100  to  $75,000  and  asses  the 
taxable  properties  at  rates  varying  from  \c'r, 
to  40^.  The  Manual  makes  clear  what  ex- 
emptions are  allowed  residents  and  non- 
residents. 

come  taxes  varying  from  \cr  on  $1,000  to 
<y<~r  on  excess  over  $12,000.  The  Manual 
contains  a  digest  of  all  personal  income 
taxes   for  all  states. 

The  Diary  pages  have  been  revised,  and 
include  approximately  700  changes  in  tax 
dates  relative  to  returns,  reports  and  pay- 
ments. This  Diarv  will  prove  even  of  greater 
value  than  the  popular  editions  of  1926  and 
1927. 


Fascinating  Pen  Flourishing,  edited 
by  E.  A.  Lupfer,  Principal,  Zaner- 
ian  College  of  Penmanship.  Pub- 
lished by  the  Zaner-Bloser  Com- 
pany, Columbus,  Ohio. 

This  book  contains  masterpieces  from  the 
pen  of  the  world's  greatest  masters  in  the 
art  of  flourishing.  These  reproductions 
typify  their  conception  of  beauty,  their 
ideals  and   their  imagination. 

In  presenting  this  work  the  aim  of  the 
publishers  has  been  to  hand  down  to  pos- 
terity the  best  that  these  masters  have  pro- 
duced and  also  to  present  their  work  in 
such  a. way  that  the  ambitious  youth  who 
desires  can  by  careful  study  acquire  a 
knowledge   of,  and   skill   in.  this  art. 

The  work  reproduced  in  this  book  comes 
from  the  pens  of  the  following:  C.  P.  Zaner. 
W.  E.  Dennis,  H.  S.  Blanchard.  H.  B.  Leh 
man.  H  W.  Flickinger,  L.  M.  Kelchner.  E.  A 
Lupfer,  C.  C.  Canan.  E.  K.  Isaacs.  H.  P 
Behrensmeyer,  H.  L.  Darner.  E.  L.  Click.  R 
S.  Collins.  L.  Madarasz,  M.  B.  Moore.  L 
Faretra.  E.  L.  Brown.  F.  B.  Courtney,  Field 
ing  Schofield,  G.  A.  Gaskell.  A.  W.  Dakin, 
Clinton  Skillman.  Lyman  P.  Spencer.  J.  A. 
Wesco. 

If  you  are  a  teacher  of  penmanship,  you 
can  increase  your  penmanship  skill,  your 
standing  in  the  eyes  of  your  pupils,  and 
your  ability  to  waken  ambition  in  students 
by  learning  to  flourish   skillfully.  c 


How    To    Apply    For    a    Position,    by 

Maurice  H.  Weseen,  Associate  Pro- 
fessor of  Business  English,  The 
University  of  Nebraska.  Paper 
cover,  75  pages. 

Sooner  or  later  nearly  every  worker  faces 
the  task  of  writing  a  letter  of  application. 
Numerous  people  have  found  this  to  be  their 
first  practical  job  of  writing.  When  you  face 
that  job  what  are  you  going  to  do  about  it> 
The  purpose  of  this  book  is  to  help  you  to 
answer  this  question. 


How    To    Make    Linoleum    Blocks,    by 

Curtiss  Sprague.  Published  by 
Bridgman  Publishers,  Pelham,  N.Y. 
Stiff  binding,  64  pages. 

This  is  the  most  complete  and  instructive 
book  on  this  interesting  subject  ever  pub- 
lished. A  Handbook  of  great  value  to  every 
Teacher.  Art  Student.  Letterer  and  Engrav- 
er. Not  onlv  are  the  mechanical  essentials 
of  Linoleum  Block  Printing  explained,  but 
the  beautiful  illustrations  by  well  known 
artists  make  this  a  worthy  addition  to  any 
library. 


Applied   Business   Correspondence,  by 

Herbert  Watson.  Published  by  the 
A.  W.  Shaw  Company,  Chicago,  111. 
Cloth  cover,  599  pages. 

In  the  Course  Mr.  Watson  brought  to- 
gether the  results  of  many  years  of  experi- 
ence of  the  correspondence  experts  of  the 
Shaw  organization  and  several  years  of 
work  which  had  been  undertaken  prepara- 
tory to  publishing  a  course  in  business  cor- 
respondence which  would  adequately  reflect 
this  experience.  To  this  unique  background 
he  added  the  lessons  crystallized  during  the 
years  he  had  himself  specialized  in  selling 
and  business  correspondence.  Mr.  Watson 
was  formerly  in  charge  of  the  mail  sales  de- 
partments of  the  A.  W.  Shaw  Company,  has 
been  similarly  connected  with  other  con- 
cerns, and  has  for  a  number  of  years  main- 
tained, in  New  York,  offices  as  an  advertis- 
ing  and    sales    specialist. 

The  Course  in  Business  Correspondence 
amply  justified  the  expectations  which  this 
unusual  background  warranted.  Its  s 
uncovered  a  demand  for  a  similarly  com- 
prehensive    treatment     of     the     subject,     but 

the  detailed  developments  only  possible  in 
an  extended  course.  The  publishers  decided 
to  supply  this  demand  by  drawing  together 
into  this  book  the  necessary  text  from  the 
Course  itself. 

To  the  reader  not  interested  in  undertak- 
ing a  supervised  course  in  business  corre- 
spondence, this  book  therefore  supplies  sev- 
eral of  those  distinctive  characteristics  of  a 
course  of  study  ordinarily  not  to  be  ex- 
pected of  a  book.  It  contains  complete  ma- 
chinery for  the  application,  step  by  step,  of 
its  exposition.  The  division  in  the  treatment 
is  in  fact  so  marked  that  the  portion  of  the 
text  providing  specific  application  can  be 
skipped,  and  the  exposition  alone  —  in  itself 
a  complete  book  on  business  correspondence 
in  the  usual  sense  of  the,  expression  —  read 
for  purposes  of  review  or  coverage  of  the 
subject  in  the  usual  way. 

ARTHUR  P.  MYERS 

Gives  correspondence  instruction  in  Business 
Writing.  Artistic  Writing,  Card  Writing.  Bird 
Flourishing,  Engrossing,  Illuminating.  Draw- 
ing and  an  eminently  comprehensive  course 
in  Commercial  Designing,  consisting  of  Head 
and  Figure,  Fashion  Illustrating.  Perspective. 
Composition.  Historic  Ornament,  etc.  No 
printed  copies  —  all   hand  work. 

Address    ARTHUR    P.    MYERS. 

Studio.   516  N.   Charles   St..   Baltimore.  Md. 


EDWARD  C.  MILLS 

Script  Specialist  for  Engraving  Purposes 
P.  O.  Drawer  982  Rochester,  N.  Y. 

The  finest  srrinl  obtainable  for  bookkeeping  illustrations, 
etc.  The  Mills  Pens  are  unexcelled.  Mills  Perfection 
No.  1 — For  fine  business  writing,  1  gross  $1.50;  *4  gross 
40c.  postpaid  Mills'  Medial  Pen  No.  2 — A  splendid 
pen  i.i  medium  fine  pnint.  1  gross  $1.25;  V*  gross  3"»c, 
postpaid  Mills'  Business  Writer  No,  3 — The  best  for 
hiisjnes«.  1  emss  $1.25:  %  gross  35c,  postpaid.  1  doz. 
each  of  the  above  three  styles  of  pens  by  mail  for  40c. 


Gillott's  Pens 

The  Most  Perfect  of  Pens 


■■■  e»  «a  »■.«.      No.  604  E.  F. 
«»6_04  EF  V?  1  Double  Elastic 
'~"^?£*~JC  Pen 


No.  601   E.   F.  Magnum   Quill  Pen 

Gillott's  Pens  stand  in  the  front  rank  as 
regards  Temper,  Elasticity  and  Durability 

JOSEPH   GILLOTT  &  SONS 

SOLD  BY  ALL  STATIONERS 

Alfred  Field  &  Co.,  Inc.,  Sole  Agents 

93   Chambers   St.  NEW   YORK   CITY 


e  by  mail.  Earn  $1  to  $2  an 
are  lime.  Earn  while  you 
Easy,  scientifil-.  thorough 
Anyone  can  learn  by  Botts 
Method.  25  leading  card  writers 
ributors.     Catalog  B  Free. 

BOTTS  COUffiEIXS  GUfflRIEOKlA 


AN  ORNAMENTAL  STYLE.  My  course  in 
Ornamental  Penmanship  has  helped  hun- 
dreds become  PROFESSIONALS.  Send  for 
proof.  Your  name  on  cards,  (six  styles)  if 
you  send  10c.  A.  P.  MEUB,  Expert  P< 
452   N.    Hill    Ave..   Pasadena.    Calif. 


Tour  Visit  to  l^[ew  Tor\ 

may  be   anticipated  with  more 
enjoyment  if  you  secure 
accommodations  at  the 

Maryland 

HOTEL 

104  WEST   49th   STREET 

"One  minute  from  Broadway" 

REDUCED  RATES 
(Pre-War  Prices) 

Sitting  Room,  Sitting  Room, 

Bedroom  with       2  Double  Bedrooms 
Private  Bath  with  Private  Bath 

(2  persons)  (2-4  Persons) 

!jo  per  day  $7  per  day 

HAROLD  E.  REYNOLDS 
Proprietor 


34 


d*T     <!ffi<?*3&uJ//i€JS  'dMharih* 


■  ■ 


\V.    11     Morgan,   the   penman   of  Avondale,   W.   Va.,   wrote    the  above 


2?  %&£ 


DlliuOtS 


lirnrimlriiranti  ^mrrrtinr  (pitirr  nf  && 

Outr  of  Thanks'  tmnmi  to.Hmtl|rr 

Ijjrnru  Mnntrr 

Ihtftgr  of  tlir  pvitltah-^innt-iit"  iTiutk  vCniinty.'illlinnis 


c'Uo   officers    uno     montrcrs   oP 

hi  nut  it  ¥ntujf  1Kb.  4.  GwwW) 

'.Protective  Ovber  oP   fcllis,    hcrer-v 
iks    imi» 


ress       «=j 


>  rrjanks  caw  yrohjMtjfc  .♦<x 
;  masterful  aiiv  kyntirul  yfj)) 
at  rlic  TUcmerial  Services.   ■■ 


to   von    tlvMr    sincere     Hi 
aryrrecijrion   for  rn< 
n-OItttioil  von^clivcrev 
vPecemter  tlPCS  of  tKose -rvUo  t\tssc>_  on.  Jt"  will   ever  be 
tin  inspiration   ttriO  gutba    to  flie    rorhmaro  ones  rrescnrr 

ThieTrstinuiuial  is  tenw>  to  v™  U  (fijtyauM 

ll'lll>lir    aa  a  sliaUt-  token  or-  its   fraternal    tagaxb    artf 

pcrSOTUtl  esteem  for  von. 

(iil'flt  intocr  rlie  seal  op  th?  £ocMc  anb  rl->c  ngnaiura. 

pf-  the  fecalttto  Anlcr  jii>  everetarv 
tr>«  seventeenth  \tv  or"  'JVconibcr: 
nineteen  l-unte-roc*  twenty-five . 


({ccA^iJ 


&JL,0- 


97 


VARIETIES 
LETTERING 
PENS 

Shading  Pens 


Shading  Pens  Make  a  Mark  of  Two  Shades 
at  a  Single  Stroke  of  the  Pen,  From  One 
Color  of  Ink        (Sizes  00  to  8) 


Marking  Pens 


i 00  cfc 

Marking    Pens    Make    a    Solid,    Plain    Mark, 

strong.    Full    Strength    of    Color    of    Ink    used 

(Sizes   00   to   8 1 


19 


SHADES 
LETTERING 
INKS 


An  Ideal  Lettering  Ink 
for  the  Marking,  Shad- 
ing, Soennecken  and 
Speed  Ball  Lettering 
Pens  —  Flows  f  reel  v. 
gives  a  clear-cut  shade 
:idedly 


the 


The 


Inks 


This   beautiful   resoluti. 


prepared  in   th<-   Harrif  Studio.  Chicago,  by  C.  L.  Cook. 


ict  of  48 
years'  experimenting 
with  Lettering  Inks, 
and  they  are  to  be  re- 
lied upon.  The  Ink  is 
put  up  in  wide-mouthed 
I  -oz.  screw-capped  bot- 
tles— 19    shades. 


lOO  PAGE  TEXT  BOOK 

COMMERCIAL  PEN  LETTERING  AND 
DESIGNS.  (FIFTH  EDITION)  100  pages 
8x11.  containing  148  plates  of  Commercial 
Pen  alphabets,  finished  Show  Cards  in 
colors,    etc..   prepaid.   One    Dollar. 

A  Profitable  Vocation 

in     letter     Price      Tickets    and     Show 
Cards.      It    is    easy    to    do    RAPID.    CLEAN- 
CUT   LETTERING   with   our    improved   Leter- 
\1  \\Y    STUD1  NTS    ARE     I  \ 
UE    THEIR    STUDIES 
THROUGH      THE      COMPENSATION      RE- 
CEIVED   BY    LETTERINC    PRICE    Tit  kl    rS 
\\l)     SHOW      (    VRDS,     FOR     MERIIIWIS 
OUTSIDE   OF   SCHOOL    HOURS.      Practical 
outfit    consists    of    3    Marking    and 
i,;:   Pens,   Lettering   Ink.   sample   Let- 
tering   in    colors,    instructions,    figures    and 
alphabets  prepaid  $1.00. 
(Special     rate    to     schools)        Send     for    our 

Supply    i  ataiog    which     II 
si/'-s    iii    various    styles    "I    Lettering    Pens, 
19    shades   of    Lettering    Ink   and    man 
items    Vll  •      This 

catalog  will  be  mailed  free  upon  request. 

Newton  Lettering  Pen  Co., 

Dept,    27-D.    Pontiac,    Mich..    U.    S.    A. 


^     <^MJ,38uJ//ieM&&u*i£r      & 


35 


PENMANSHIP  SUPPLIES 


Prices  subject  to  change  without  notice.    Cash  should  accompany  all  orders. 

All  goods  go  postpaid  except  those  listed  to  go  by  express,  you  to  pay  express 

charges.    Of  course,  when  cheaper,  good  listed  to  go  by  express  will  be  sent  by  parcel 
post,  if  you  pay  charges. 


Pens 

Zanerian  Fine  Writer  Pen  No.   1. 
1   gr.__$1.75  %    gr.__*  .50 


1  doz 


#    .20 


Zanerian  Ideal  Pen  No.  2,  Zanerian  Medial  Pen 
No.  3,  Zanerian  Standard  Pen  No.  4,  Zanerian 
Falcon  Pen  No.  5,  Zanerian  Business  Pen  No.  6. 

1  gr.    ..#1.25  U    gr...  .    .#    .40  1  doz. .. ...  #    .15 

Special  prices  in  quantities.  We  also  handle  Gil- 
lott's,  Hunt's,  Spencerian  and  Esterbrook's  pens. 
Write  for  prices. 

Broad  Pointed  Lettering  Pens. 

1    Complete  set    (12  pens) #0.35 

z     doz.  single  pointed  pens .15 

2  doz.  double  pointed  pens .30 

1    doz.  single  pointed,  any  No 25 

1    doz.  double  pointed,  any  No 60 


Pen  Holders 


Zanerian  F 

1  1  ; :    inches 

Zanerian  Fine 


ine  Art  Oblique  Holder,  Rosewood: 

__jfl.25  8   ... inches#1.00 

Art  Straight  Holder,  8  inches  ...   #1.00 

Zanerian  Oblique  Holder,  Rosewood: 

IVA    inches #    .75  8  inches   ?    .65 

Zanerian  Expert  Oblique  Holder,  7%    inches: 
1  only...   #0.20         1  doz #1.25         <'z    gr......  #6.50 


doz. 


!:    doz. 


....      .75  <A    gr 3.50  1      gr. 

Excelsior  Oblique  Holder,  6  inches: 

_.  #    .15  1  doz..._.   #1.20 


.70 


gr- 


3.00 


1      gr 


12.00 


#5.50 
10.00 


Zaner  Method  Straight  Holder,  7'2    inches: 

1  only  ....  #    .15  1  doz .#    .60  !:    gr. ....   #2.65 

'■    doz.    _      .40  %    gr _    1.50  1      gr 4.80 

1    Triangular  Straight  Holder,   714     inches... #0.25 

1    Correct  Holder,  hard  rubber,  6  J4    inches .25 

1    Hard  Rubber  Inkstand .70 

1    Good   Grip    Penpuller  .10 

1    Inkholder  for  Lettering .10 

Cards 

White,  and  six  different  colors: 

100  postpaid,  30c;  500  express  (shipping  weight  2 
lbs.),  #1.00;  1000  express  (shipping  weight  4  lbs.), 
#2.00. 

Flourished  Design  Cards: 
With  space  for  name.  Two  different  sets  of    12  each. 
Every  one  different. 
1  set,  12  cards  #   .15         6  sets,  72  cards #   .40 

Joker  or  Comic  Cards 
1  set,   12  cards #    .15  6  sets,  72  cards...    .      .40 

Write  for  complete   Pe 


Papers 

Zanerian  5-Ib.  Paper   (wide  and  narrow  rule): 
1    pkg.  of  240  skeets  by  express #1.50 

Zanerian  6-lb.  Paper  (narrow  rule)  : 
1    pkg.  of  240  sheets  by  express #2.00 


Zanerian  Azure    (Blue)   Paper: 
1    pkg.  of  240  sheets  by  express 


#2.00 

Zaner  Method  No.  9  Paper  (%-in.  rule,  8xl0'/2  ) 

1    pkg.  of  500  sheets,  not  prepaid #    .85 

100   sheets  by  mail   postpaid .      .50 

Zaner  Method   No.    15    Paper    (!8-'n-   rule,   8x10',): 
1    pkg.  of   500  sheets,  not  prepaid #1.50 

Inks 

Zanerian  India  Ink: 

1    bottle #    .40  1  doz.  bottles  express   #4.00 

1    bottle  Zanerian  Gold  Ink .25 

1    bottle  Zanerian  White  Ink 30 


Arnold's  Japan  Ink: 

1    bottle,  4  oz.  postpaid 

1    pint   by   express    

1    quart  by  express 


#    .50 

.      .75 
.    1.15 


Zanerian  Ink  Powder: 
1    quart   package   #    .30 

6   packages  or  more,  per  pkg.,  net — #   .22 '/i 

Zanerian   Ink  Tablets    (both   red  and  black): 

1    quart  box,  32  tablets #    .30 

6   boxes  or  more,  per  box .25 


Fine  White  Cardboard 

White  Wedding  Bristol:    Size  22Y2x28'/2: 

6   sheets,  postpaid   #    .90 

12   sheets,   postpaid  1.65 

2   sheets  by   mail,   postpaid  .50 


Large  Sheets  of  Paper 

Ledger,   16x21 — 28!2-'b.  stock    (smooth  surface): 

6   sheets  by  mail,  postpaid — #    .65 

12   sheets  by  mail,  postpaid 1.10 

hip   Supply  Catalog 


THE  ZANER-BLOSER  CO.,  Penmanship  Specialists  Columbus,  Ohio 


Zanerian  Summer  School 


For  Supervisors,  Teachers,  Penmen  and  Students 


A  ,-pecial  intensive  six  weeks'  course  beginning  Jul 
Supervisors,  Teachers,  Penmen  and  Students.  This  course  g 
pare  during  vacation  period  to  teach  handwriting  and  to  im 
the  other  branches  of  penmanship  and  lettering.  Many  teac 
A  number  of  nationally  known  instructors  are  employed 
school  pupils. 

The  following  are  some  of  the  men  and  women  who  hav 

C.  E.  Doner,  Massachusetts  State  Normal  Schools. 

D.  C.  Beighey,   Supr.  of  Writing,   Indianapolis,   Ind. 
H.  L.  Darner,  Stanton  .Motor  Company.  Pittsburgh,  Pa. 
C.  Spencer  Chambers,  Supervisor  of  Writing,  Syracuse, 

N.  Y. 
Alma  E.  Dorst,  Supervisor  of  Writing,  Oak  Park,  111. 
Elizabeth    Landon,   Supervisor  of   Writing,    Binghamton, 

N.  V. 
J.  A.  Savage,  Supervisor  of  Writing,  Omaha,  Nebr. 
Frank  H.  Arnold,  Supervisor  of  Writing,  Spokane,  Wash. 
Dr.   Frank   N.   Freeman,   Prof.   Educational    Pcychology, 

University  of  Chicago. 
C.    (  .    Lister,    Maxwell    Training    School    for    Teachers, 

Brooklyn. 


y  5  will  be  given  in  Modern  Handwriting  methods  for 
ives  teachers  and  those  with  limited  time  a  chance  to  pre- 
prove  their  skill  in  plain  business  handwriting  or  in  any  of 
hers  have  attended  as  high  as  five  or  six  summer  terms, 
each  summer  to  present  latest  in  methods  to  our  summer 


e  been  instructors  in  Zanerian  Summer  Schools: 

A.  G.  Skeeles,  Supervisor  of  Writing,  Columbus,  Ohio. 

Helen  E.  Cotton,  Supervisor  of  Writing,  Schenectadv, 
N.  Y. 

Adelaide  Snow,  Teacher,  Riverside  High  School,  .Mil- 
waukee. 

Harriett  Graham,  Supervisor  of  Writing,  Springfield.  O. 

A.  M.  Hinds,  Supervisor  of  Writing,  Louisville,  Ky. 

Agnes  E.  Wetherow,  formerly  Representative  of  the 
Zaner-Bloser  Company. 

Tom  Sawyier,  formerly  Director  of  Writing  in  Indian- 
apolis and  Milwaukee. 

Dr.  W.  O.  Doescher,  Prof.  Psychology  and  Philosophy, 
Capital  University,  Columbus,  Ohio. 


i^APIGVM 


SCHEDULE  AND  COURSE  OF  STUDY  FOR  ZANERIAN  SUMMER  SCHOOL 

July  5  to  August  13.    Students  may  enroll  earlier  to  take  additional  work. 

METHODS   OF  TEACHING    PENMANSHIP 

ely 


8:00  to 

9:00— Practice   of   Teaching    Per 

■manship. 

9:00  to 

10:00 — Business  of  Penmanship. 

Analysis   and  Th 

10:00  to 

1  1  :00— Methods   of   Teaching    Pe 

rmanship. 

1  :00  to 

2:00— Blackboard   Writing. 

2:00  to 

3:00 — Business    Penmanship.   A 

lalysis  and  Theo 

3:00  to 

4:00 — Psychology. 

A  00  to 

4:30— Roundtable    Discussion. 

rv 


PRACTICE  OF  TEACHING   PENMANSHIP 


Thii 


two-fold  purpose.  One  is  improi 
dashy,  graceful  handwriting,  and  the  other  i 
ractice  in   teaching. 

Model    lessons   are    given    and    criticisms    a 
ffered  with   the  view  of  training  pupils  to  pr 


active.      Drills    are 
to  give  the  pupils 


receive   many  practical   ideas 


Many  pi 
just  the  dr: 
teaching.    \ 


able 


ns  will  be  worked  out  in  thest 
3U  need  to  put  life  into  your 
ill   find   them   interesting  and   i 


They  ar 
and   you 


BUSINESS  PENMANSHIP,  ANALYSIS 
AND  THEOR1 


nd 


We  inspect  each  pupil' 
offered  and  suggestions  ar 
ment,  and  when  needed  fr 
which  give  pupils  the  best 
actly  how  to  proceed.  Our 
give  each  pupil  the  help  \ 
particular  needs. 

This  personal  interest  i 
has  helped  to  make  the  Za 
Students    come    to    the    Zanei 

of   developing    Ai 


ach  day. 
are   give 


s  one  of  the  thing; 
unique  school  it  is 
ill  parts  of  the  cou 
auctions.    They    hav 


itry   to 


the 


iftl 


the 


fully    creates    in    students    a    desire    to    improve 
Mil        \    feature   of    the   Zanerian   Summer    Schoo 


:uted     skill- 

^thing    else 


iting  and  helpful  class  for  teachers 
and  supervisors.  Discussions  are  given  on  Public  School  Pen- 
manship for  all  grades.  Normal.  Rural  and  Private  School  Pen- 
manship; Methods  of  Presentation;  Writing  Surveys;  Grading 
Specimens  According  to  Scales;  Outlines;  Large  Writing  for 
Small  Children,  and  various  timely  problems  of  Arm  Movement 
Writing  and   the   new  Correlated   Handwriting. 

BLACKBOARD  WRITING 

The  blackboard  is  one  of  the  best  tools  and  every  teacher 
should  be  a  good  blackboard  writer. 

Instructions  and  drills  are  given,  and  pupils  are  encouraged 
to   practice   as   much   as   possible   on    the   board.   The   blackboard 


PSYCHOLOGY 


study    of    the     fu 


Psychology,    five    hours    per    wee 
mental  principles  of  the  subject  incli 
scientific  and  philosophical  principles  of  mind,  consciousness  a 
behavior.     The    course   will    include    a    study    of    habitation,    aul 
matization    and    the    motor    factors    in    the   psychology    of    har 


■  ting. 

NOTE:  This  course 
ection  of  Capii.l  I  m 
iurs    credit    foi 

given  by  Capital   Cm 

PREREQUISITE:     Cn 

its  equivalent 


vill  be  given  in 
ersity.  Columbus 
afactorv    complet 


d- 

school  under  the 
to.  Two  Semester 
,f  this  com--  will 
II  be  transferable, 
first    grade    High    School 


/.  \NIKI  \\    KOI    Nil   TABLE 

Among  the  students  in  the  Zanerian  College  are  I 
Kperienced    and    skillful    teachers    and    aupai 
unity  of   knowing  and  associating   with    them   at   the 
i   one   of    the   most    valuable  and   enjovable    leatures 
rer  School. 


\  page  from  the  new  Zanerian  Catalog.    Write  for  free  copj    if  you   are  interested   in  either  residence 
spondence  work  in  the  Zanerian  <  ollege  of  Penmanship,  Columbus,  Ohio. 


m 


r£$ 


Vol.  XXXIII      MAY,  1928      Number  IX 


fFkfatnr 


penmanship 

(Enmntewial  (Biwralinn 
Cngrussftnj 


&rnesi  S.Dackson,  C$ 


Published  monthly   except   July   and   August  at   612    N.   Park   St..   Columbus.   O..   by  The  Zaner-Bloser  Company.     Entered  as  second-class  matter 
Sept.  5.  1923,  at  the  post  office  at  Columbus.  O..  under  the  Act  of  March  3,  1879.    Subscription  $1.25  a  year. 


j£"     £ffi*.?%uJ;/xM&6uxt&r      * 


1928  Zanerian  Summer  School 

Six  Weeks  Beginning  July  5 
INSTRUCTORS 


MISS    MILDRED    MOFFETT, 

Representative  and  Traveling  in- 
structor of  The  Zaner-Bloser  Com- 
pany,  will    give   work    in    Methods. 

Miss  Moffett  has  had  experience 
as  an  elementary  teacher  in  the 
Springfield.  Ohio.  Public  Schools; 
Supervisor  of  Writing.  Parkersburg. 
W.  Va..  and  Middletown.  Ohio; 
Field  Supervisor  for  Zaner-Bloser 
Company;  Instructor  of  Penman- 
ship, Asheville.  N.  C,  Normal 
School,  two  summers;  Instructor  of 
and    Methods  of   Super- 


ns.on     in     Handv 
Df  Southern  Califor 


Un 


Angele 


W.  0.  DOESCHER,  Ph.D., 

Professor  of  Psychology  and  Phil- 
osophy. Capital  University,  Colum- 
bus,   Ohio. 

Dr.  Doeacher  will  again  teach 
Psychology  in  the  Zanerian  Sum- 
mer     School.        Two     hours     college 


Dr.  Doescher  is 
scholar  and  an  ext 
sympathetic    teacher 


very      able 
ely    patient. 


FRANK   H.   ARNOLD, 

Supervisor      of       Handwriting.      Spoka 
Washington,     is     known     throughout 
United     States    as    one    of     the     forem 
Unquestionably    he    is    . 


of        the 

speaker: 

It    is 


in    the 
ith    pie 


st  i. 

penmanship  p 
isure  that  we 
w,ll  be  with  u 
beginning  July 
it  ten  lectures 
across   the   cor 


Dies 


ality  ar 
experiei 
structoi 


FLOSSIE  G.  CAIN, 

ior  of  Writing.  Rocky  River, 
a  penman  and  teacher  of  un- 
dlL  She  has  a  pleasing  person- 
d  has  had  splendid  training  and 
ce.  She  will  be  one  of  the  in- 
s  in  the  Zanerian  Summer  School. 


R.  B.   MOORE 

Secretary  of  The  Zaner-Bloser  Com- 
pany, a  man  who  has  traveled  ex- 
tensively in  the  interest  of  penman- 
ship and  who  has  appeared  before 
many  thousands  of  teachers,  will 
give  work  in  Methods  of  Teaching 
in    the   Zanerian    Summer   School. 

Mr.  Moore's  experience  makes 
him  especially  well  qualified  to 
bring  to  the  Zanerian  students  the 
very    latest    in    penmanship. 


MRS.  MINA  LUCAS, 

supervisor  of  Writing.  Findlay. 
Ohio,  will  aid  pupils  in  securing 
room  and  board  and  assist  in  any 
way  possible  to  make  pupils  com- 
fortable. 


Write  for  Catalog. 

Zanerian  College  of  Penmanship 


Columbus,  Ohio 


<?ffle&uJ//ie^<2diuw/fr'      & 


Bookkeeping   and  Accounting 

The  new  course  for 
Resident  and  Extension  Wor\ 

Complete    Correspondence    Course    furnished    every 
teacher  or  prospective  teacher  at  a  very  nominal  charge. 

Now  is  the  time  to  investigate  for  next  year. 

BLISS  PUBLISHING  CO. 

SAGINAW,  MICH. 


To  Expert  Penmen 

To  the  average  layman  one  pen  appears  to 
be  very  like  another,  except  upon  closest  exam- 
ination. But  pen  experts  can  check  our  claims 
for  the  superiority  of  Spencerian  Pens.  To  the 
expert  the  good  points  of  a  pen  are  immedi- 
ately manifest, — elasticity;  smooth  action;  care- 
ful  grinding;  better  polishing  and  finer  finishing. 

To  you  experts,  we  confidently  repeat  our 
old  slogan,  "Spencerian  Pens  are  Best,"  and  we 
believe  that  you  know  it  is  true. 

For  an  interesting  assortment,  send  10c  for 
10  fine  Spencerians  and  a  complimentary  cork- 
tipped  penholder. 


Spencerian   Pen    Company 


J49   Broadway 
New  York  City 


Metropolitan 

Business 

Speller 


Over  6000  words, 
to  Aeroplanes.  Radit 
pages,  attractive  bin 


New  Edition 
By  U.  G.  Potter 
McKinley  High  School 
Chicago 

s  containing  words  pertaining 


A  Superior  Speller 


Twofold  Design.  In  the  preparation  of  the  Metropolitan 
Business  Speller  we  had  constantly  in  mind  two  objects : 
first,  to  teach  the  pupil  to  spell,  and  second  to  enlarge  hia 
vocabulary,  especially  of  words  in  general  use. 

Classification  of  Words.  As  an  aid  to  the  memory  we  have 
classified  words,  as  regards  sounds,  syllabication,  accents  and 
meaning.  We  have  grouped  the  words  relating  to  each  par- 
ticular kind  of  business  into  lessons,  by  which  the  student  is 
enabled  to  familiarize  himself  with  the  vocabulary  of  that 
business.  We  have  interspersed  miscellaneous  exercises  in  the 
nature  of  reviews.  We  have  grouped  words  that  can  best  be 
learned  by  comparisons,  such  as  Stationery  and  Stationary. 


Abbr 


ntha 


IS     Of     States,     muuuia.      lauwnjB     <imi     tunimcujia 

terms  are  given  in  regular  lesson  form,  and  grouped  alpha- 
betically. We  regard  abbreviating  of  almost  equal  importance 
with  spelling. 

Syllabication  and  pronunciation  are  shown  by  the  proper 
division  of  words,  and  the  use  of  the  diacritical  marks.  The 
words  are  printed  in  bold  type,  and  the  definitions  in  lighte 
face,  so  as  to  bring  out  the  appear 
in   sight   spelling. 


of  the 


Metropolitan 
System  of 
Bookkeeping 


New  Edition 

By 

W.  A.  Sheaffer 


You  Will  Like  It.    The  text  emphasizes  the  thought  side  of 
the    subject,      it    stimulates    and    encourages    the    reasoning 
power  of  the  pupil.    Pupils  acquire  a  knowledge  of  the  sub- 
facility   in    the   making    of    entries.     It    is    a 
ighly    seasoned,    therefore   accurate,    text    supported    by 


ject 
thoi 
complet 


chei 


Refer, 


Books. 


nd   Te 


Mi 


arts   I    and   II   text   is   an   elementary   course   suitable   for 
school    in    which    the    subject    is    taught.    Two    semesteri 
required   in    High  Schools   and  a  correspondingly   shorter 
j  in  more  intensified  courses. 


Parts 


and  IV  text  is  suitable  for  an  advanc 
following  any  modern  elementary  text.  We  make  the  state- 
ment without  hesitation,  that  this  is  the  most  teachable, 
most  up-to-date,  and  strongest  text  published  for  advanced 
bookkeeping  and  elementary  accounting  use. 
Corporation-Mfg.- Voucher  unit  is  bound  in  heavy  paper 
covers  and  contains  all  of  Part  IV.  It  is  a  complete  course 
in  Corporation  accounting,  including  instructions,  set  of 
transactions,  exercises,  problems,  etc.  It  is  without  doubt 
the  best  text  for  this  part  of  your  accounting  course.  List 
prices.  Text.  120  pages.  40  cents.  Supplies,  including  Blank 
Books  and  Papers.  95  cents. 


EXAMINATION  COPIES  will  be  submitted  upon  reque»t. 


METROPOLITAN  TEXT  BOOK  COMPANY 


Texts   for   Commercial   Subjects  fUlT  ATf\ 

37   SOUTH   WABASH   AVENUE         LnlLAtlU 


^     <5^&u4*n^&&u&6r       & 


The   two-way   economy 

of  Perfect  pens! 

PERFECT  pens  mean  lessons  more  quickly  learned, 
work  more  easily  accomplished.  They  give  your 
instruction    its    maximum    effect.    That's    economy. 

And  school  pens  made  by  Esterbrook  are  perfect. 
They  are  designed  specifically  for  your  system  of 
handwriting,  and  so  carefully  made  that  each  indi- 
vidual pen  writes  fluently  from  its  first  dip  into  the 
ink  to  the  end  of  its  long,  useful  life.  You  use  less 
pens    with    Esterbrooks!    That's   a   second   economy. 

Send  for  further  information  on  Esterbrook  school 
pens — prove,  for  yourself,  these  two  economies!  Please 
give  your  school  connection  as  well  as  name  and 
address    when    you    write    to    our    department    B-3 

ESTERBROOK    PEN    COMPANY,    Camden,  N.  J. 


'fUMMMm'ww0:^ ! :  • '«' ' '  jm  '■*<  ■  mMWMM 


The  Gregg  Normal  Session 
Gives  Expression  to  the 
Ultimate  in  Teacher- 
Training 

Progress  is  the  process  of  adjusting  ourselves  to 
changing  conditions.  We  are  living  in  a  changed  world 
demanding  new  ways  for  doing  old  things.  The  Gregg 
Normal  is  the  recognized  leader  in  resultful  methods  of 
teaching   commercial   subjects. 

At  the  Gregg  Normal  you  will  com''  in  contact  with 
outstanding  personalities  in  the  teaching  profession  and 
you  will  be  inspired  by  new  ideas.  You  may  be  pulled 
out  of  the  rut  that  shackles  many  teachers.  Your  im- 
agination will  be  revived.  Your  mental  faculties  will  be 
stimulated  to  greater  activity  with  the  result  that  your 
everyday  routine  will  lose  its   i  roding    sameness. 

Every  summer  the  attendance  represents  practically 
every  state  in  the  Union  and  many  Canadian  provinces. 
Courses  are  arranged  for  the  exp<  rienced  teachi  t  as  well 
as  the  one  about    to   i  nti  c   thi 

An  unexcelled  Placement  Service  is  at  your  comn 
Gregg  graduates  are  teaching  successfully  in  public 
privati  re.     G  I  raining  makes   go*  d 

teacher:-    bettei     teachers,    and    add     dolls  i      to    tn 
check. 

The   Gn  Ion    begins   July    -   and   cli 

August     10,     1928.        Plan     im.w     for     six     wondi 

..  nd    profit.      Special    bulletin    U  Us    mi 

■ 

Gregg  School 

225  North  Wabash  Avenue 
Chicago,  Illinois 


Columbus,  Ohio 

Geograph  ically 
A  Distributing  Center 

Centrally  located  —  East  to  West  to 
Tsforth  to  South.  Transportation  lines 
radiate  to  all  points  of  the  compass. 


Picture  in  your  mind  the  advantages  to 

YOU  to  use  this  city  as  your  PRINTING 

and  DISTRIBUTING  CENTER 


Watkins  &  Eierman 

PRINTERS  AND  BINDERS 
42  North  Front  St.        ::        Columbus,  Ohio 


<5^&ud*neM£f&uxi&r       & 


psps    fff   gaiiri.  £13  k*i&   33-2  133;  25S  jfttti 
i  I   i  i    U      =  ^  ®   jap.w  N  BJii  s  9  3  '"'^Stfi^i  li  8  » ji  s 
sj  ra  ::,'  ;-::  g    fcg  fess  to  to   I     | 


The  Tsjew/  Home  of  The  Gregg  Publishing  Company 
2500  Prairie  Avenue,  Chicago 


The  Gregg  Publishing  Company  announces  the  removal  of  its 
Chicago  Office  from  623  South  Wabash  Avenue  to  the  new  office 
building  located  at  the  southwest  corner  of  Twenty-fifth  Street  and 
Prairie  Avenue. 

The  new  and  larger  quarters  will  comprise  the  entire  top  floor  of 
this  modern  building,  in  the  heart  of  a  rapidly  growing  publishing 
district,  seven  minutes  from  the  Loop,  and  conveniently  reached  by 
all  transportation  lines. 

This  removal  reflects  the  steady  and  sure  growth  of  the  Com- 
pany, and  is  in  harmony  with  its  steadfast  policy  of  sparing  no 
expense  in  equipping  itself  to  be  of  worth-while  service  to  schools, 
commercial  teachers,  and  students. 


Other  Offices 
New  York 
Boston 
San  Francisco 
Toronto.  Canada 
London,  England 


^     <5#^&u&?ied&&6u*i&r%       & 


Do  You  Know? 


More  than  1,400  reporters  were  members  of  the  National  Shorthand 

Reporters'  Association  in  1926. 
Nearly  1,300  of  this  number  write  Pitman. 
Less  than  150  use  one  of  1  1  different  systems. 
Almost  a  year  was  required  to  complete  this  survey. 

Pitman  Shorthand  was  invented  by  Isaac  Pitman  in  1837.  The  excel- 
lence of  the  Pitman  System  is  indicated  by  the  fact  that  today  —  90 
\ears  after  —  9  out  of  every  10  reporters  are  Pitman  writers. 


Isaac  Pitman  &  Sons 

2  WEST  45th  STREET,  NEW  YORK 

and  at 
LONDON  BATH  MELBOURNE  TORONTO 


SUMMER  SCHOOLS 

June- August,  1928 


Zanerian  Summer  School 

Zanenan  College,  Columbus,  Ohio, 
July  5— August  16,  1928 

Asheville  Normal  and  Associated  Schools, 
Ashcville,  N.  C. 

Colorado  State  Teachers'  College, 
Greeley,  Colorado 

McCann  School  of  Business, 
Reading,  Pa. 


Chicago  Summer  School 

Lewis  Institute,  Chicago,  111., 
June  25— July  27,  1928 


Georgia  State  College  for  Women, 
Milledgeville,  Ga. 


North  Carolina  College  for  Women, 
Greensboro,  N.  C. 


Catalog  on  request 

Zaner  &  Bloser  Company 


COLUMBUS,  OHIO 


zmMwcw 


Volume  XXXIII 


COLUMBUS,  OHIO,  MAY,  1928 


No.  IX 


COMMERCIAL  EDUCATION  LOSES 
AN  ABLE  WORKER 


WOODRIDGE  N.  FERRIS 
Educator,    Ex-Governor    and    Senator 

WHY      I      LOVED      WOODBRIDGE 

NATHAN   FERRIS,  THE 

GREAT  TEACHER 


A   Tribute   to  Michigan's   Great   Edu- 
cator by  R.  R.  Reed  of  the 
Ferris  Institute  Faculty 


He  loved  hard  work — it  was  his  re- 
ligion, his  philosophy,  his  life.  He 
had  an  indomitable  will  and  powerful 
physical,  mental,  and  moral  courage. 
He  was  a  fighter  and  loved  a  fighter 
— that's  why  I  loved  him. 

His  life's  work  was  that  of  a 
teacher.  Whatever  his  title  in  the 
public  offices  which  he  held — Gover- 
nor, Senator,  or  what  not  —  he  was, 
essentially  and  in  fact,  always  a 
teacher.  He  held  as  fine  and  lofty 
ideals  as  any  man  I  ever  knew,  and 
his  whole  life  was  given  to  the  task 
of  inspiring  his  fellow  human  beings 
with  the  same  high  ideals  —  that's 
why  I  loved  him. 

Through  his  reading  of  biographies 
during  the  morning  exercises  at  Fer- 
ris Institute,  he  brought  to  my  atten- 
tion the  lives  and  accomplishments  of 
great  men  who  rose  from  the  lowly 
environments  of  early  life  to  places 
of  influence   and   honor — not   through 


the  rosy  paths  of  ease,  but  by  meet- 
ing, mastering,  and  surmounting 
many  obstacles  along  the  way.  He 
taught  me  to  face  the  difficult  prob- 
lems of  life  with  greater  courage  and 
confidence — that's  why  I  loved  him. 

He  was  kind,  and  absolutely  un- 
selfish; and  while  his  demands  upon 
his  students  were  quite  exacting,  yet 
I  have  never  known  a  teacher  who 
was  more  kind,  considerate,  and  sym- 
pathetically helpful  to  his  students 
when  in  need  of  fatherly  advice  or  of 
assistance  in  getting  over  some  of  the 
difficult  points  in  their  studies. 

I  have  known  him  to  give  his  time 
and  assistance  to  students  many  times 
when  he  was  tired  and  wornout  and 
sometimes  even  ill  and  should  have 
been  at  home  in  bed.  He  loved  the 
human  family  of  which  I  am  a  part, 
and  I  could  not  but  reciprocate  — 
that's  why  I  loved  him. 

He  was  always  on  time.  I  have 
never  known  a  man  who  was  more 
punctual  in  meeting  all  engagements. 
He  always  remembered,  acknowledged 
and  returned  even  the  slightest 
favors.  He  never  dealt  in  flattery. 
He  was  little  inclined  even  to  compli- 
ment one  for  work  well  done.  Owing 
to  the  high  ideals  he  set  for  himself 
and  others,  he  simply  accepted  worthy 
accomplishments  as  things  to  be  ex- 
pected. Nevertheless,  he  loved  the  man 
or  woman  who  did  things  worth  while. 
He  was  a  lover  who  loved  the  things 
I  love — that's  why  I  loved  him. 

He  strengthened  my  desire  for  a 
greater  knowledge  of  human  nature 
and  taught  me  much  in  this  greatest 
study.  It  has  been  truly  said  that  the 
greatest  study  of  mankind  is  man,  for 
it  is  only  with  a  better  understanding 
of  our  fellowmen  that  we  are  able  to 
adjust  and  bring  our  lives  into  har- 
mony with  those  about  us  and  with 
whom  we  have  to  live,  learn  and 
labor — that's  why  I  loved  him. 


THE    PENMANSHIP    PROFESSION 

HAS  LOST  ONE  OF  ITS 

LEADERS 


(Continued 


Page    13.) 


James      Washington       Westervelt, 

founder  and  principal  of  the  Wester- 
velt School,  London,  Ont.,  Canada, 
died  on  March  21. 

Mr.  Westervelt  was  widely  known 
as  a  commercial  educator,  having 
given  about  forty-three  years  of  his 
life  to  commercial  education. 


J.  E.  SOULE 

Veteran    Penman    and    Engrosser    of 

Philadelphia 

Mr.  J.  E.  Soule  was  born  in  Pal- 
myra, Maine,  December  20,  1844  and 
after  acquiring  some  skill  with  the 
pen  became  associated  with  teaching 
of  penmanship  in  Business  College 
work.  At  one  time  he  roomed  with 
John  D.  Williams  the  famous  flour- 
isher  and  after  coming  to  Phila- 
delphia became  instructor  in  the  old 
Bryant  &  Stratton  Business  College 
and  later  proprietor  of  this  college. 
In  my  office  there  is  a  testimonial 
which  was  engrossed  by  H.  W.  Flick- 
inger  in  1869  and  presented  to  him 
while  he  was  a  teacher  in  this  col- 
lege. 

After  disposing  of  Business  College 
he  became  a  broker  of  stocks  and 
bonds  and  he  always  claimed  that  this 
venture  was  unprofitable  to  him,  but 
the  writer  is  of  the  opinion  that  some 
of  his  stocks  and  bonds  turned  out 
very  nicely  later.  At  any  rate  be  was 
fortunate  in  later  years  in  mining  and 
oil  stocks. 

About  the  time  of  the  Centennial 
he  became  interested  in  Engrossing 
and  during  the  balance  of  his  life,  up 
to  the  age  of  75  years  when  he  re- 
tired, had  followed  that  line  of  work. 

(Continued  on   Page    13.) 


THE     BUSINESS     EDUCATOR 

Published   monthly    (except   July  and   August) 
By  THE  ZANER-BLOSER  CO., 
612  N.  Park  St..  Columbus.  O. 

E.   W.   Bloser Editor 

E.  A.  Lupfer     -----     Managing  Editor 


SUBSCRIPTION      PRICE,      $1 .25      A      YEAR 

(To  Canada,  10c  more;  foreign,  20c  more) 

Single  copy,  15c. 

Change  of  address  should  be  requested 
promptly  in  advance,  if  possible,  giving  the 
old  as  well  as  the  new  address. 

Advertising  rates  furnished  upon   request. 


The  Business  Educator  is  the  best  medium 
through  which  to  reach  business  college  pro- 
prietors and  managers,  commercial  teachen 
and  students,  and  lovers  of  penmanship.  Copy 
must  reach  our  office  by  the  10th  of  the  month 
for  the  issue  of  the  following  month. 


^     <!ffi£&uJ//i€M(£<6ua/h"       & 


Lessons  in  Business  Writing 

By  E.  A.  LUPFER,  Columbus,  Ohio 
Send  15  cents  in  postage  with  specimens  of  your  best  work  for  criticism. 


In  examining  specimens  from  time  to  time  I  find  that  so  many  students  do  not  get  a  free  arm  movement  in  writ- 
ing.      I,  therefore,  am  presenting  some  exercises  which  should  be  used  preceding  the  practice  on  this  lesson  . 

One  important  thing  to  watch  in  making  letters  is  that  the  arm  movement  is  employed  the  same  as  in  making  ex- 
ercises. That  is,  a  free  easy  swing.  Too  many  go  back  to  finger  movement  in  actual  writing.  You  will  never  suc- 
ceed as  a  penman  if  you  rely  on  the  fingers  in  making  capitals  when  you  you  should  use  free  arm  movement. 

Take  the  exercise  at  the  beginning  of  this  lesson  and  work  upon  them  until  you  get  the  arm  tired.  First  make 
the  exercises  even  larger  than  the  first  one  which  is  two  spaces  high.  It  is  well  to  make  the  ovals  as  large  as  you 
can.  See  how  many  spaces  you  can  cover, — three,  four  or  more.  After  you  have  made  a  page  of  ovals  this  size 
your  arm  will  begin  to  tire.  Then  bring  your  exercises  down  in  size  to  Y2  space  and  then  !4  space.  After  you  have 
thoroughly  limbered  up  the  muscles  then  begin  to  quiet  them  down  by  making  exercises  like  the  under  turn  exer- 
cise and  the  i  exercise.  It  is  also  well  to  make  some  letters  like  the  capital  O  or  any  letters  which  you  may  have 
trouble  with  to  tame  down  the  muscles. 

On  this  lesson  see  how  graceful  you  can  make  the  letters  and  at  a  fair  rate  of  speed.  By  going  through  a  prac- 
tice of  this  kind,  getting  your  arm  thoroughly  limbered  u  p  and  then  quieted  down  you  will  be  ready  to  make  the 
following  part  of  this  lesson.     Your  arm  should  then  be  ready  to  do  the  things  you  desire  it  to  do. 

The  arm  I  think  is  not  unlike  a  team  of  horses.  After  they  have  stood  in  the  barn  all  winter  they  are  unman- 
agable  in  the  spring.  After  hooking  them  to  a  plow  it  will  only  be  a  few  days  until  they  will  be  quited  down  ready 
for  any  kind  of  serious  work. 


First  of  all  write  the  entire  copy  on  the  following  page,  then  select  the  parts  which  you  cannot  do  so  well.  Work 
on  the  weak  individual  letters  and  words.  Then  try  the  entire  copy  again  to  see  if  you  have  improved  it.  Work 
intelligently  and  faithfully,  making  sure  that  you  are  using  a  free  arm  movement.  Capital  litters  cannot  be  made 
graceful   with  finger  movement. 


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ENDING    STROKES 

We  have  tried  here  to  show  some  of  the  striking  similarities  of  letters.  If  you  learn  to  make  one  letter  well  you 
have  learned  to  make  parts  of  other  letters.  It  is,  therefore,  time  well  spent  to  study  each  letter  until  you  have 
mastered  it. 

Notice  the  ending  strokes  of  the  letters  of  the  first  line  and  the  first  six  letters  of  the  second  line.  They  are 
practically  the  same  in  curve.  They  all  end  upward  like  the  letter  i.  While  the  P  is  made  in  the  opposite  direction 
yet  it  uses  the  same  form  as  the  other  ending  strokes.  Study  each  letter  and  see  how  similar  you  can  make  the 
ending  strokes  of  all  of  these  letters.  Place  a  small  letter  i  on  each  of  these  ending  strokes,  and  the  ending  strokes 
of  the  i  and  of  each  of  these  letters  should  be  the  same. 

The  V,  W,  Y,  Z  and  J  in  the  second  line  end  with  the  over  stroke.  The  curve  is  the  same  on  all  five  letters. 
Study  the  location  and  curve  of  each  ending  stroke.  Learn  to  make  one  letter  well  then  try  to  get  each  of  the  other 
letters  to  match  it  as  far  as  he  ending  stroke  is  concerned.  The  ending  stroke  of  the  Q  and  L  is  the  same.  Even 
though  it  is  a  compound  curve  and  upward  it  is  similar  to   the  small   letter  i. 


BEGINNING     STROKES 

On  the  third  line  we  have  thirteen  letters  all  beginning  with  a  loop,  which  is  about  one-third  as  tall  as  the  entire 
letter.  You  can  readily  see  how  important  it  is  to  master  this  beginning  loop.  Spend  hours  practicing  and  studying 
this  part  and  you  will  have  mastered  the  most  difficult  part  of  the  thirteen  letters.  The  I  and  J  begin  the  same. 
Start  upward  rather  than  out  along  the  base  line. 

The  C,  E,  O  and  A  begin  with  a  curve  to  the  left.  Swing  into  all  four  letters  with  the  pen  in  motion  before 
hitting  the  paper.  Notice  the  similarity  of  the  under  swing  used  in  the  beginning  of  S,  G,  L.  P.  B  and  R.  This  is 
a  part  of  an  oval  and  should  be  curved  well  and  graceful. 

SIMILAR     LOOPS,     OVALS,     ETC. 

On  the  fifth  line  we  have  pointed  out  just  a  few  similarities.  Notice  the  loop  on  the  J,  Y,  and  Z  is  the  same  in 
size,  slant  and  proportion.  The  top  of  J  and  the  loop  of  Y  if  put  together  should  make  an  excellent  capital  J.  Notice 
the  similarity  of  the  loop  of  S,  G  and  L.     This  loop  is  about  one-half  the  size  of  the  letter. 

The  oval  in  P,  B  and  R  should  be  the  same  in  size  and  slant.  Pause  at  the  base  line  before  retracing  the  up 
stroke  in  order  to  get  the  necessary  grace.  Notice  the  loop  at  the  top  of  the  O  and  D  are  the  same  in  size  and 
slant.     The  H  and  K  begin  the  same  way. 

These  are  only  a  few  similarities  which  might  be  pointed  out.  The  similarities  should  be  studied  very  carefully, 
and  you  should  aim  to  make  your  letters  conform  to  these  copies  by  knowing  more  about  the  formation  of  the  let- 
ters. You  cannot  hope  to  make  better  letters  without  being  able  to  analyze  letters.  Therefore,  study  the  above 
plate  very  carefully. 


J:.- 


^     <!^Me&u&/t^&&u&fir 


11 


SUPPLEMENTARY  COPIES  for 
PENMANSHIP  PRACTICE 

Copies  were  written  by  Francis  B.  Courtney,  Detroit,   Mich.    Instructions  were  written  in  the   office  of 
Number  4.  the  B.  E. 


-i£2^-2Z-2j£-  --£*Z/  6>~?Z-€^Z. 


■Z^€zC/l^^C£-4^£-^^£*^ — 17%Z^? 


i^Aa^€^£<4^t^- 


■ZZ^L^7^£-&SZ. 


-^^-T^t^^—S^C'C^- 


_  Certain  things  must  be  taken  for  granted  and  acted  upon  at  the  moment  without  the  delay  which  accompanies  detail  investi- 
gation. Certain  other  things  need  to  be  investigated — probed  to  the  bottom,  before  being  acted  upon,  no  matter  how  long  it 
takes.  The  necessary  thing  is  to  know,  in  an  instant,  which  of  these  two  courses  to  pursue.  This  discrimination  marks  the 
difference  between  success  or  failure.  Some  call  it  intuition,  others  call  it  business  judgment,  and  many  consider  it  nothing 
other  than  good  horse  or  common  sense.  Do  you  possess  it  ?  Then  you'll  not  stop  to  argue  the  necessity  of  acquiring  a  good 
handwriting.  & 


"Apply  in  your  own  handwriting"  is  only  a  clever,  business-like  way  of  finding  what  you  can  do  without  the  bother  of  reading. 
The  writing  shows  at  a  glance  whether  you  care  more  for  your  time  or  his,  and  whether  you  are  as  competent  as  you  pretend.  If  the 
clothes  bespeak  the  man,  surely  a  handwriting  does  also.  The  former  any  one  can  have  who  has  the  price  or  an  indulgent,  well-to-do 
parent',  the  latter  belongs  only  to  those  who  earn  it  by  their  own  efforts.     The  former  soon  wears  out,  the  latter  lasts  during  life. 


2^>-2^-Z^^C^^2-^ 


ftt^&fees'. 


Now  is  the  only  time  that  is  real.  Now  is  the  time  to  do  things.  Now  is  the  time  to  begin  right.  Now  is  the  time  to  form 
the  habit  of  doing  things  well.  Now  is  the  day  of  salvation  in  material  as  well  as  in  spiritual  matters.  Tomorrow  never  arrives. 
Do  your  best  today  and  it  will  become  a  habit  and  second  nature.  Write  well  or  at  least  make  an  honest,  careful  effort  to  do  so  in 
all  your  writing,  and  good  writing  is  yours  ere  you  are  aware  of  it. 


12 


>J?/u?^uJ//i^4<£y£U&&r'       & 


You  cannot  think  or  do  evil  and  escape  punishment.  Your  acts  will  tell  in  time  for  good  or  evil.  Your  writing,  too,  will 
tell.  If  it  is  good  it  will  grow  grace  lines  in  the  countenance  from  beholding  the  grace  lines  on  paper.  Good  writing  is  a  delight 
while  poor  writing  is  a  displeasure.  Poor  writing  adds  burdens  to  the  reader  and  thereby  shortens  life.  Do  you  wish  to  rob 
mortals  of  life  ?     Then  write  well  and  you'll   lengthen  rather  than  shorten  same.     Trv  it. 


Well  put!  "A  friend  in  need  is  a  friend  indeed,"  is  the  little  leather-covered  book.  All  praise  to  the  bank  book.  It  is  a 
modern  product  and  a  modern  need. 

In  the  bank  book  of  life  we  enter  deeds,  energies,  and  thoughts  as  deposits  instead  of  money.  A  good  handwriting,  or  a 
poor  one,   is  recorded  there.     A  good  one  goes  on  the  credit  side  ;    a  poor  one  on  the  debit.     Need  I  say  more  ? 


,y/u,^JtA*//ujjC</(ua/</-       &> 


13 


' 


■ 


- 


?   >! 


The  above  specimen  was  written  by  Virginia  Sendelbeck,  Williams  Avenue 
School,  Norwood,  Ohio.  Mr.  O.  C.  Martz  is  the  Supervisor  of  Writing  in  the 
Norwood    Public    Schools. 


top  specimen  was  written  by  Hilda  B 
.lack.  Both  are  students  of  T.  W.  Oates, 
:ial  High  School,  London,  Ont.,  Canada.  V 
c  penmanship  class.  The  class  is  enthusiai 
stic — and  they  are  producing  some  very  n 


M.   A.   B.   Co 


WHY  I  LOVED  W.  N.  FERRIS 

(Continued  from  Page   7.) 

By  example  he  taught  me  to  realize 
and  shoulder  the  greater  responsibil- 
ities of  a  teacher  and  inspired  me  to 
become  a  better  one — not  by  compar- 
ing my  work  with  what  others  were 
doing,  but  by  comparing  it  with  what 
my  capabilities  would  allow  me  to  do, 
and  seeking  to  improve  upon  my  past 
efforts.  In  other  words,  I  was  taught 
to  understand  my  responsibilities  to 
my  students  in  that  nothing  short  of 
the  best  of  which  I  was  capable,  was 
good  enough  for  them.  He  taught  me 
that  the  best  way  to  serve  my  Ged, 
my  country  and  myself    is    to    serve 


my   fellow-man  —  that's  why   I   loved 
him. 

And  finally,  wh.en  it  became  his  lot 
to  pass  on  to  the  Great  Unknown,  he 
approached  it  in  the  same  courageous 
and  confident  spirit  in  which  he  had 
approached  all  his  earthly  undertak- 
ings— that's  why  I  loved  him. 


Mr.  Fred  R.  Roebuck  of  Mendon, 
Ohio,  is  a  new  commercial  teacher  in 
the  Woodward  High  School,  Cincin- 
nati. 


Miss  Elsie  Barrett  of  Palmyra,  N. 
Y.,  will  teach  commercial  work  the 
coming  year  in  the  Lyons,  N.  Y.  High 
School. 


J.  E.  SOULE 

(Continued  from  Page  7.) 

Here  in  Philadelphia  he  was  consid- 
ered the  pioneer  Engrosser  and  built 
up  one  of  the  most  select  lines  of  En- 
grossing in  the  United  States.  He 
was  a  large  man  in  more  than  one 
way, — physically,  6  ft.  1  in.  in  height, 
235  pounds  in  weight,  and  mentally 
qualified  to  become  an  Ambassador  or 
Representative  of  the  United  States. 
In  his  activities  in  the  Engrossing  line 
he  served  many  countries  of  the 
world  as  well  as  all  of  the  United 
States  and,  at  one  time  was  commis- 
sioned to  do  very  important  work  for 
the  United  States  Government. 

He  was  a  member  of  many  clubs 
and  did  business  largely  with  his 
friends,  of  which  he  had  many,  and 
the  writer  has  experienced  meeting 
many  heads  of  banking  institutions 
and  firms  who  have  reported  receiv- 
ing their  penmanship  instruction  un- 
der the  direction  of  Mr.  Soule.  To 
the  Engrossing  profession  he  brought 
the  highest  ideals  and  was  forceful 
and  energetic  in  carrying  them  out. 
Promptness  in  delivery  of  work  was 
one  of  his  cardinal  virtues.  He  al- 
ways believed  in  doing  good  work  and 
charging  accordingly,  having  no  pati- 
ence with  ordinary  penmen  who  were 
not  business  men  and  trained  En- 
grossers attempting  to  do  this  line  of 
work.  For  many  years  he  employed 
Mr.  C.  V.  Howe  of  this  city  to  do  his 
script  work  but  in  the  mam  he  en- 
grossed large  numbers  of  Albums  in 
his  (Soule)  text. 

He  was  a  great  believer  in  out- 
door sports  and  recreation  and 
usually  left  his  office  at  4  o'clock  in 
the  afternoon  to  take  up  some  of 
these  recreations.  For  many  years 
he  kept  iron  dumbbells  and  a  wall  ex- 
ercising machine  in  the  office  and 
when  the  circulation  became  a  bit 
sluggish  from  long  sittings  he  would 
get  up  and  exercise  to  relieve  this 
condition. 

Professionally  he  had  no  immita- 
tors  as  he  developed  a  style  of  his 
own  and  employed  only  the  most 
skillful  artists  to  assist  him  In  certain 
branches  of  this  work.  He  out-lived 
many  of  his  so-called  competitors  and 
died  March  27,  192S  at  the  age  of  83, 
about  three  months  after  a  very  ser- 
ious operation. 

In  the  mind  of  the  writer  ne  is  con- 
sidered one  of  the  greatest  men  to  de- 
vote time  to  the  business  of  Engross- 
ing, and  many  of  his  principles  are 
upheld  and  maintained  by  the  writer, 
as  being  best  for  the  interests  of  the 
profession. 

H.  W.  Strickland, 
Soule-Strickland  Engrossing  Studio, 

221  Land  Title  Bldg.,  Philadelphia. 


14 


^     <5^&uJ//uM&&uv&r      & 


A.   W.   DAKIN 

One  of  America's  Finest  Living 
Penmen 


One  of  the  finest  penmen  in  Amer- 
ica, and  who  has  possibly  received 
less  publicity  than  any  other  penman 
of  such  high  standards  is  A.  W. 
Dakin. 

Mr.  Dakin  has  been  working  along 
quietly  in  Syracuse,  N.  Y.,  for  many 
years  turning  out  high  class  work. 

Mr.  Dakin  is  now  sixty-nine  years 
of  age,  and  is  the  youngest  of  seven 


children.  His  father  died  when  he 
was  six  years  of  age,  while  they  were 
living  on  a  farm  in  Tully,  N.  Y. 

Regarding  his  penmanship  experi- 
ence, Mr.  Dakin  writes  as  follows: 
"When  I  was  eighteen  I  got  hold  of  a 
copy  of  Gaskell's  Compendium  of 
Penmanship  and  from  it  I  got  my  de- 
sire to  become  a  fine  penman.  The 
Penman's  Gazette  published  by  Gas- 
kell,  and  the  Penman's  Art  journal 
pubished  by  D.  T.  Ames  had  much  to 
do  with  my  success  as  a  penman.  L. 
Madarasz,  the  great  master  inspired 
me  most  of  all  and  I  secured  a  very 


lh>»    Hour, si  new   hook.   Fa; 

shing.   publishing   by  Zaner   &    Bloscr   Co. 


inating    Pen    Flo 


large  collection  of  specimens  of  his 
wonderful  skill.  But  W.  E.  Dennis. 
the  master  of  offhand  flourishing;  E. 
W.  Bloser,  the  peer  of  them  all  in  let- 
ter writing;  C.  P.  Zaner,  who  was  In 
my  opinion  the  greatest  all-round 
penman  that  ever  lived;  H.  W.  Kibbe; 
I..  M.  Kelchner;  Fielding  Schofield;  D. 
L.  Musselman;  H.  W.  Flickinger;  H. 
C.  Spencer;  and  many  others,  all  stars 
of  the  first  magnitude,  had  much  to 
do  with  what  I  achieved  in  the  pen- 
manship art.  These  names  call  up 
memories  of  the  good  old  times  when 
we  were  all  striving  for  one  objective, 
to  become  the  best.  Poor  health  has 
followed  me  through  life  and  I  an. 
sure  prevented  me  from  becoming  the 
great  penman  that  I  aspired  to  be." 
Mr.  Dakin  has  a  daughter,  Carmen, 
what  attended  the  Zanerian  College  of 


A.  W.  DAKIN 


Penmanship  some  years  ago.  She, 
like  her  father,  has  ability  in  penman- 
ship. 

We  are  presenting  in  this  issue  a 
flourish  by  Mr.  Dakin  as  well  as  sev- 
eral other  specimens.  The  envelope 
was   written  in  April. 

Surely  these  specimens  entitle  Mr. 
Dakin  to  rank  very  high  in  our  Old 
Time   Penmen's   Contest. 


A    SUGGESTION    TO    HANDWRIT- 
ING SUPERVISORS 

Mr.  Luther  J.  Kuhns.  gonial  and  ef- 
ficient handwriting  supervisor  of  Nor- 
ristown,  l'a..  recently  favored  us  with 
a  form  which  he  evolved,  which  is  a 
business-like  systematic  way  of  leav- 
ing notes  when  observing  teachers 
.mdwriting.  This  device  con- 
sists of  a  list  of  68  different  sugges- 
tions which  a  supervisor  might  give 
when  visiting  the  classroom.  A  car- 
bor  sheet  is  used  thus  leaving  a  com- 

■  i!  ■  i  he  upi  i 
all  rooms  visited.  Mr.  Kuhns  has 
used  this  scheme  for  several 
in  his  supervision  work.  Supervisors 
who  are  interested  may  receive  a 
sample  of  one  of  these  forms  by  ad- 
dressing the  Business  Educator  or  by 
writing  direct  to  Mr.  Kuhns. 


il^fe&UiU'n&^iadtuvzfir       & 


15 


r 


on   April    4,    1928. 
age  of  sixty-nine. 


Dakin,    604    W.    Calvin 
I  control  of  the  pen   Mr 


NEW  OFFICERS  of  the  N.  E.  P.  A. 

The  New  England  Penmanship  As- 
sociation elected  the  following  officers 
for  the  coming  year. 

Mr.  Robert  Bitzer,  Boston  High 
School  of   Commerce,  President. 

Mr.  A.  W.  S.  Turner,  Bryant  and 
Stratton  College,  Boston,  Mass., 
Vice-President. 

Mr.  R.  D.  Horton,  Supervisor  of 
Handwriting,  Revere,  Mass.,  Sec- 
retary-Treasurer. 

This  association  meets  each  year 
and  holds  some  very  interesting  and 
helpful  meetings.  Mr.  Norman  J. 
Thompson,  c/o  J.  L.  Hammett  Com- 
pany, Newark,  N.  J.,  gave  a  very  in- 
teresting address  on  Correlated  Hand- 
writing which  was  illustrated  by  the 
use  of  Picturol  films  containing  a 
brief  history  of  penmanship.  Anyone 
living  in  the  New  England  States  and 
vicinity  should  get  in  touch  with  the 
above  officers  and  attend  the  meet- 
ing next  year. 


Written   by    J.    S.    Griffith 


16 


>^//u  'J£uj//h:jj  C'<//ua/</-       & 


Supplementary  Business  Writing 

Br  C  C  LISTER,  Maxwell  Training  School  lor  Teacher*.  New  York  City 


-;<SZ'<- 


■Z>7^^Z^--Jt^<T-z^-~£<£*^>-. 


_^??  - 


.^^^^V  3^T$/ ' p-  ^^^JsJ-. 


7/^L^y  fy.?&&£~^.        ^^^p 


A  simple  alphabet  for  study  and  imitation. 


^     <^fflJ&gttf/i&iA&&u&£r 


17 


HAS  MADE  GOOD  IN  COLUMBIA,   SOUTH  CAROLINA 


CITY   PUBLIC   SCHOOLS 


March  7,  1928. 


Mr.  H.  M.  Hill, 
Supervisor  of  Writing, 
Columbia  City  Schools, 
Columbia,  S.  C. 

Dear  Mr.  Hill: 

I  wish  to  express  my  genuine  appreciation  of  the  high  degree  to  which  you  have 
raised  the  standard  of  handwriting  in  our  schools.  Many  of  the  pupils  write  legibly 
and  with  a  speed  that  is  altogether  satisfactory.  Moreover,  you  have  succeeded  in  im- 
planting in  the  pupils  a  desire  to  write  well,  a  genuine  taste  for  good  handwriting. 
I  feel  that  you  have  made  no  mistake  in  adopting  the  Zaner-Bloser  Correlated 
Handwriting. 

Cordially, 


Uh/fjtou^JL 


Freeman  Correlated  Handwriting  Books  were  placed  upon  the 
"May  be  used  list"  in  South  Carolina  in  1927.  The  most  progressive 
schools  adopted  these  new  Freeman  Correlated  Books  at  once  and  this 
list  of  adoptions  has  gradually  increased  ever  since. 

The  Columbus  Public  Schools  have  shown  so  much  improvement 
with  the  use  of  our  Correlated  Handwriting  Books  that  it  seemed  ad- 
visable to  publish  and  broadcast  the  results  in  the  interests  of  better 
handwriting. 


H.  M.  HILL 

Director  of  Handwriting 
Columbia,   S.  Car. 

Mr.  H.  M.  Hill,  the  genial 
and  efficient  handwriting  su- 
pervisor of  Columbia,  S.  Car., 
is  securing  such  good  results 
with  the  use  of  Freeman's 
New  Correlated  Handwriting 
Books  that  we  feel  that  both 
Mr.  Hill  and  the  school  system 
which  he  represents  should 
receive  the  kind  of  recogni- 
tion which  we  are  attempting 
to  give  in  this  issue. 

Mr.  Hill  has  always  been  a 
firm  believer  in  large,  free 
writing  for  primary  children, 
and  has  always  been  quite 
successful  in  correlating 
handwriting  with  the  other 
school  work.  In  addition  to 
his  accomplishments  as  a 
handwriting  supervisor,  he 
also  is  the  author  of  "Guide 
to  Better  Teaching  of  Hand- 
writing." 


The  Columbia  Schools  are  securing  excellent  results  in  handwriting  in  the  first  grade  by  having  the  pupils  write 
interesting,  meaningful  material  and  by  having  them  use  1  arger  letter  forms  and  free  movements.  This  is  in  accord 
with  child  growth  and  development  as  advocated  in  the  Correlated  Handwriting  Plan.     (See  Page  18). 


Specimens  of   Correlated  Handwriting  from 


a 


Please  notice  that  this  second  grade  handwriting  is  a  little  smaller  and  a  little  faster  than  the  first  grade  work, 
and  that  the  words  used  in  this  sentence  are  typical  seco  nd  grade  words.  Isn't  this  much  better  than  to  have  the 
pupils   practice   upon   movement  exercises   and  words  which  have  no  meaning  to  them? 


^>^^L<s^^^k.^ 


This  looks  like  a  language  or  history  lesson  rather  than  a  writing  specimen,  doesn't  it?  These  splendid  third 
grade  results  are  possible  because  Sam  practiced  Large  Writing  in  grades  one  and  two,  and  because  he  and  his  teacher 
see  some  reason  for  writing  material  of  this  kind.  This  i  s  in  accord  with  the  Correlated  Plan  of  teaching  hand- 
writing. 


H.  H.  Hill,  Director  of  Handwriting,  Columbia,  S.  Car.,  is  standing  at  the  extreme  left,  next  to  him  is  Ml 
reached  the  standard  for  a  High  School  Certificate  in  Handwriting.     This  standard  is  ten  points  higher  than  the  si 


ipils   in   the   Columbia,   S.   C,   Public  Schools 


^W^  ^^t/j^j^ 


This  typical  fourth  grade  specimen  from  the  Colum'o  ia  schools  shows  how  to  test  the  speed  and  quality  of  hand- 
writing at  frequent  intervals.  The  teachers  and  pupils  have  a  right  to  know  what  the  standards  for  each  grade  are 
and  when  they  have  reached  them.     This  information  is  shown  in  Correlated  Teachers'  Manuals. 


o^-A^w 


{ZK^p^^LS 


When  Miss  Lucille  wrote  this  specimen  she  also  learn  ed  something  about  the  sending  of  a  money  order,  which 
makes  her  handwriting  of  practical  value  to  her.  This  points  out  another  of  the  advantages  of  the  Correlated  Plan 
of  Teaching  Handwriting. 


■■■  hi  in 


® :::  ssi 


on  MacCormac,  Principal  of  Wardlaw   Junior   High    School.       Nearly   three   hundred   Junior   High    School    Students 
le  specimen  on  the  next  page. 


20 


^      :^>3BuJ/;uU<?</uai&r       & 


SPECIMENS    OF    CORRELATED    HANDWRITING 

(Continued    from    Page    19) 


c 


MjL^ 


-.  ^6 


If  handwriting  is  properly  taught  in  the  lower  grades,  by  the  use  of  large  free  letter  forms,  the  fundamentals 
of  handwriting  can  easily  be  fixed  by  the  end  of  the  sixth  grade  as  is  shown  by  this  specimen.  When  Miss  Mar- 
garet wrote  this  specimen  it  was  necessary  for  her  to  think  about  the  subject  matter  as  well  as  the  position  of  her 
pen,  hand,  and  arm.  This  is  exactly  the  kind  of  training  which  is  advocated  in  the  plan  of  teaching  Correlated 
Handwriting. 

Miss  Matte-Conn  Baldon 
who  was  instrumental  In  in- 
troducing our  Freeman  Cor- 
related Handwriting  Boom 
in  South  Carolina,  probably 
needs  no  introduction  to  the 
readers  of  The  Educator, 
since  she  has  a  host  of 
friends  and  acquaintances 
among  the  school  people  in 
the  Southern  States. 

Miss  Baldon  has  done  con- 
siderable Institute  work  in 
the    counties    and    cities    of 

South    Carolina    which    have      matte-conn    baldon 
adopted  the  New  Correlated   .  B°x  ,6,_8-  Atlanta.  Ga 

ti        j        -i.-  r>       i  Southern    Representative    for 

Handwriting    Books.  The     Zaner-Bloser     Company 


Guide 

to  Bett 

IT 

Teaching  of  Handwriting 

By    H.    M.    Hill 

Size    5x8 

This 

32    pages.       paper    cover, 
35c    each 
jnique     little    book     contai 

1 

M     in 

convenie 

it      form      an      unusually 

large 

number 

ol     worthwhile     suggestion 

s     for 

the    clas 

room    teacher.       It    is    intended 

to     supp 

ement     the     regular    penma 

nship 

text    and 

is    replete    with    valuable 

sug- 

and    instructions. 

Cuide 

to     Better     Teaching     of     Hand- 

writing 

is     equally     helpful     to     Su 

perm- 

tendent. 

Principal.         Supervisor 

and 

Teacher. 

because    it    not   only    serv 

es    as 

an   aid    t 

o    supervision,    but    it    also 

con- 

tains    a 

-veil   organized   and   compact   or- 

ganizatic 

which 

makes     i 

most     helpful     to     the     av 

erage 

teacher. 

The    book    has    been    enth 

usias- 

tically    e 
leading 

ndorsed    by     more     than     t 
handwriting    supervisors    o 

wenty 

country 

as   being   worth    many    tim 

e.s    its 

cost. 

Send    ordt 

rs    to    T 

hi 

Zaner-Bloser    Co.,    Columbus,    Ohio 

-     - 

-  -       ' 

/ 

By   F.   B.  Courtney.    Detr 

>ii  ,    Mi.  liii'.in 

£?/if'3&uJ//ieM&du'£atrr       & 


21 


MENTAL  MEANDERINGS 

By  CARL  MARSHALL,  Route   1,  Box  32,  Tujunga,  Calif. 


JOHN  ALFRED  WHITE 

Only  a  day  or  two  before  the  pres- 
ent Meanderings  had  to  be  forwarded 
to  the  Editor,  there  came  to  me  a 
pathetic  letter  from  the  grief-stricken 
daugher  of  the  man  whose  name  is  at 
the  head  of  this  page.  Her  loved 
father  had  succumbed  to  a  painful 
and  quite  incurable  illness  that  had 
come  upon  him  but  a  few  days  before 
last  Christmass.  The  shock  of  this 
sad  and  entirely  unexpected  news  is 
too  recent  for  my  thoughts  to  have 
gathered  the  needed  coherency  for  me 
to  write  fittingly  of 
this  fine  life  that  has 
gone  out  so  suddenly. 
All  that  I  can  do  is  to 
send  from  my  sad- 
dened heart  a  few  ap- 
preciative words  that 
may  be  of  interest  to 
some  of  you  who  have 
had  the  privilege  of 
knowing  John  White  as  I  knew  him. 
There  are  a  few  rare  ones  who 
move  across  the  World's  firmament, 
whose  souls  ring  with  so  fine  a 
timbre  that  they  win  the  instinctive 
love  and  admiration  of  all  who  come 
to  know  them.  When  we  think  of 
souls  like  these,  there  come  to  us  un- 
bidden, such  modern  names  as  Lin- 
coln, Emerson,  Clara  Barton,  or  the 
southern  gentleman  and  hero,  General 
Lee.  And  going  further  back,  such 
serene  souls  as  Socrates,  Cincinnatus, 
Charlemagne,  Alfred  the  Great  and 
Saint  Francis.  It  is  from  such  lives 
that  humanity  gains  a  deathless  dig- 
nity. They  are  the  crowning  jewels 
of  human  life.  They  require  no  pan- 
egyric; the  world  senses  them  in- 
tuitively. 

But  luckily  for  us  all,  there  are 
humbler  ones  who  really  belong  to 
this  galaxy  of  worth,  even  though 
their  fame  goes  not  much  beyond 
their  own  firesides.  And  we  know 
these  lesser  ones  just  as  surely  when 
we  come  within  their  orbits.  Such  a 
man  was  John  Alfred  White,  and  I 
am  writing  of  him  from  the  sureness 
of  an  intimacy  that  ran  through  a 
quarter  of  a  century.  Many  of  you 
knew  him  as  the  genial,  tactful,  but 
busy  and  efficient  Secretary  for  many 
years,  of  the  Commercial  Teachers' 
Federation.  A  lesser  number  of  us 
have  pleasant  memories  of  him  as  the 
man  who  was  so  helpful  to  us  as- 
sociated school-book  publishers,  as 
the  Secretary  of  the  Commercial 
Schools  Credit  Association,  an  organ- 
ization which  has  ceased  to  function, 
but  which,  in  its  day,  a  decade  or  two 
ago,  did  so  much  for  the  morale  of 
the  men  who  made  commercial  text- 
books, as  well  as  for  those  who  use 


them.  Some  of  you  met  Mr.  White 
for  the  first  time,  when,  during  a 
brief  period  when  a  throat  trouble 
compelled  him  to  forego  his  work  as 
a  teacher,  he  was  a  representative, 
"on  the  road,"  of  the  Gregg  Publish- 
ing Company.  But  whenever  or 
wherever  you  met  this  rare  man,  you 
will  remember  him  for  a  certain 
kindly  sincerity,  and  a  gentle  genial 
blend  of  humor  and  common  sense 
that  won  your  heart  as  well  as  your 
respect.  He  was  a  man  who  made 
few  mistakes  of  the  head,  and  none 
of  the  heart.  Not  in  his  whole  life, 
from  the  days  when  hardly  more  than 
a    boy,    he    began    teaching    country 


JOHN    ALFRED    WHITE 

school  way  up  in  the  upper  peninsula 
of  Michigan,  (I  think  it  was)  till  he 
dropped  from  the  ranks  the  other 
day,  after  fifteen  years  service  as  the 
Principal  of  the  Commercial  Depart- 
ment of  the  Gary  Indiana  High 
School,  did  John  White  have  an 
enemy.  You  have  heard  it  said  that 
every  man  who  amounts  to  anything, 
has  enemies.  Like  a  lot  of  other  glib 
generalities,  it  isn't  so.  John  White 
could  no  more  have  enemies  than  our 
mountain  streams  could  have  stag- 
nant pools. 

But  this  fine  friend  of  mine  will  be 
longest  and  most  deeply  remembered 
by  the  fortunate  young  people  who 
knew  him  as  a  teacher.  Once  I 
called  to  see  him  at  his  schoolroom. 
He  had  not  yet  come  in  from  lunch- 
eon, and  a  group  of  his  pupils  were 
waiting  about  the  door  till  he  should 
return.  "Well,  how  do  you  folks  like 
Mr.  White?"  I  inquired.  There  were 
instant  smiles  all  around,  and  one 
bright-looking  young  lady   answered: 

"0,  he  makes  us  come  to  time  with 
our  work,  but  all  the  same,  we  just 
fairly  adore  him." 

It  was  through  his  devotion  to 
learning,  especially,    to    the    learning 


that  is  practical,  and  his  fine  sense 
of  educational  values  that  I  was  first 
drawn  to  him.  Almost  always,  when 
we  met,  unless  there  were  philistines 
present,  we  talked  "shop".  Our  com- 
mon bond  of  interest  was  schoolmas- 
terdom.  We  both  held  that  educa- 
tion is  the  greatest  human  interest. 
But  you  are  not  to  gather  from  this 
that  John  White  was  mere  peda- 
gogue. He  was  a  broad  and  under- 
standing teacher,  and  though  he  was 
not  a  collegian,  I  have  known  no  other 
man  who  was  more  thoroughly  and 
effectively  intelligent. 

But  it  was  in  his  beautiful  home 
life  perhaps,  that  this  rare  man  was 
most  lovable.  It  was  my  privilege 
for  many  years  to  be  almost  as  a 
brother  at  his  fireside.  There  was  a 
cultured  and  charming  mother,  three 
most  winning  little  girls  and  a  bright 
boy,  all  beautifully  trained,  and  all, 
now  doing  well  as  near  grown-ups. 
It  was  one  of  those  rare  homes  where 
all  members  were  pals;  and  where 
one  could  learn  more  in  a  week  as  to 
what  a  home  can  be,  than  he  could 
from  all  the  books  that  all  the  old- 
maid  experts  on  child-rearing  could 
write  in  a  century. 

But  perhaps,  I  am  writing  more  in- 
timately of  our  friend  and  his  life 
than  I  ought  to,  or  is  in  strictly  good 
taste,  but  it  seems  the  only  way  I 
have  of  making  you  see  the  full  sig- 
nificance of  his  fine  life  and  the  im- 
pression it  has  left  on  me.  If  the 
world  were  peopled  with  men  like 
John  White,  we  should  need  neither 
laws  nor  preachers  nor  moralists  to 
keen  us  in  order. 

The  Joys  of  Sometimes  I  wonder 
the  Senses  if  I  am  really  a  sensu- 
alist. When  this  dread- 
ful thought  first  came  to  me,  it  was 
awfully  humilating,  for,  like  almost 
everybody  else  who  sets  out  early  in 
life  to  have  a  superior  ana  well-or- 
dered soul,  I  had  absorbed  the  edify- 
ing doctrine  that  it  is  only  the  imma- 
terial things  of  this  world  that  are 
worthy  the  attention  of  would-be 
spiritual  Brahmins.  The  really  high 
soul  should  take  no  thought  as  to 
what  he  may  eat  or  what  he  may 
drink  or  wherewithal  he  may  be 
clothed.  All  that  should  be  left  for 
lower  animals.  O,  of  course,  there 
are  a  few  things  of  conceded  worth- 
whileness  that  may  be  permitted  to 
come  through  the  senses  rather  than 
from  musty  libraries,  —  such  things, 
for  instance,  as  sunsets,  and  starry 
skies,  and  pictures  by  the  old  mas- 
ters, and  even  flowers,  and  trees,  pro- 
vided one  does  not  make  too  much  of 
a  hobby  of  them.  But  no  devotee 
of  high  thinking  can,  without  losing 
caste,  concern  himself  with  such  gross 
matters  as  the  flavor  of  a  broiled 
fish,  or  the  cut  of  a  coat  or  the  lure 
of  a  soft  mattress.  Can  you  imagine 
such  great  souls  as  Plato  or  Aristotle, 
or  Savonarola,  or  Santa  Teressa,  or 
Buddha  concerning  themselves  with 
(Continued  on  Page  26) 


22 


^     *SffiJ&uJ/fte^&/iu*i&r 


Ancient  Systems  of  Writing 

By  A.  C.  EVANS,  Pasedena,  Calif. 


INSTALLMENT  III 
OUR  ALPHABET 

"Writing  is  the  complement  of 
speech.  Letters  are  signs  or  sym- 
bols of  sounds.  In  speech  sounds  are 
uttered,  in  writing  they  are  recorded. 
Writing  is  the  art  of  expressing  and 
recording  thought  by  means  of  char- 
acters called  letters." 
C.  P.  Zaners'  Progress  of  Penmanship. 

As  you  know,  the  word  alphabet 
has  been  formed  from  the  names  of 
the  first  two  letters  of  the  Greek  al- 
phabet, Alpha  and  Beta,  but  we  trace 
our  alphabet  back  directly  to  the  Ro- 
man which  in  turn  was  derived  from 
the  Greek,  which  was  a  development 
of  the  Phoenician.  Before  the  time  of 
Christ  this  alphabet  of  Roman  or 
Latin  capitals  consisted  of  twenty-one 
characters  practically  the  same  as 
those  of  today.  You  may  easily  rec- 
ognize our  printed  alphabet  in  the  in- 
scriptions which  are  to  be  seen  today 
in  the  Roman  forum.  The  letters  Y 
and  Z  were  borrowed  later,  directly 
from  the  Greek;  W  came  from  the 
Gothic,  while  U  and  J  were  offshoots 
of  the  letters  V  and  I.  The  small 
letters  were  of  course  derived  from 
the  capitals.  While  we  received  our 
alphabet  from  the  Romans,  they  did 
not  invent  it.  Its  origin  dates  back 
many  centuries  and  is  veiled  in  ob- 
scurity. It  began  with  picture  writ- 
ing. 

That  prehistoric  man  was  a  sign 
maker  is  evidenced  by  the  many  carv- 
ings which  have  come  down  to  us. 
"On  the  fragments  of  bone,  horn, 
schist  and  other  materials,  the  sav- 
age of  the  Reindeer  period  using  a 
pointed  flint  flake,  depicted  alike  him- 
self and  the  wild  animals  which  he 
pursued."  (Clodd  Story  of  the  Alpha- 
bet). The  stones  of  Australia  are 
carved  with  these  rude  picture  draw- 
ings and  you  have  seen  in  your  his- 
tories pictures  made  by  the  American 
Indians  on  the  stones  and  trees  be- 
fore the  white  man  set  foot  on  this 
continent.  A  very  complete  discus- 
sion of  this  is  given  in  Mason's  His- 
tory of  the  Art  of  Writing,  Macmil- 
lan  Co.  At  first  drawings  were  made 
on  rough  stones,  as  in  the  drawings 
made  by  the  Indians  on  the  cliffs  of 
the  Yuba  River  in  the  state  of  New 
Mexico.  Later,  the  surfaces  were 
prepared  for  the  cutting  tools  as  in 
the  Behistun  Rock  of  Persia,  where 
the  rock  was  carefully  polished  and 
coated  with  varnish.  The  highest  de- 
velopment of  the  art  of  picture  writ- 
ing is  to  be  found  among  the  ancient 
Mexicans.  We  are  more  familiar 
with  the  hierogyphics  of  the  Egypt- 
ians. 

Only  the  rudest  tribes,  however, 
fail  to  pass  beyond  the  pictographic 
stage  where  the  picture  suggests  the 
idea  as  that  of  a  penholder  and  pen 
might  stand   for  writing. 

There  are  four  stages  in  the  de- 
velopment    of     an     alphabet:      (See 


Clodd's  Story  of  the  Alphabet).  First, 
the  Mnemonic,  where  some  real  ob- 
ject like  wampum  or  knotted  cords  is 
used  to  convey  a  message,  as  when 
the  snake  skin  full  of  arrows  was  sent 
to  the  colonists  by  the  Indians;  Sec- 
ond, the  Pictographic  which  we  have 
just  discussed,  where  a  sign  tells  the 
story  as  a  totem  pole,  a  printer's 
sign,  a  cattle  brand,  etc.;  Third,  the 
Ideagraphic,  in  which  the  picture  sug- 
gests or  is  a  symbol  of  a  word  as  i>. 
a  modern  picture  puzzle;  and.  Fourth, 
the  Phonetic,  in  which  the  symbol  rep- 
resents a  sound,  whether  of  a  word,  a 
syllable,  or  at  last  a  single  sound  ot 


A.  C.  EVANS 

the  human  voice.  Many  peoples  may 
possibly  have  reached  the  earliest 
stages  of  the  phonetic  writing  where 
the  sign  would  represent  a  sound  of 
a  word  or  syllable.  The  printer's 
index  may  be  considered  a  pic- 
tograph  but  if  it  were  regularly 
to  stand  for  the  sound  'there' 
or  'their'  it  would  be  phonetic  and  we 
would  approach  more  closely  to  a  true 
alphabet.  Only  a  few  peoples  have 
reached  the  final  stage,  and  because 
of  failure  to  do  this  many  nations, 
notably  the  Chinese,  have  been  de- 
layed for  centuries  in  their  national 
development.  The  Chinese  writing 
stopped  with  the  ideagraphs  so  that 
there  are  almost  as  many  signs  as 
there  were  ideas.  This  made  reading 
and  writing  such  difficult  arts  that 
only  a  comparative  few  could  hope  to 
become  educated.  As  a  result  learn 
ing  became  stagnant  in  the  hands  of 
a  "sacerdotal  caste."  Although  the 
Japanese  managed  to  cast  off  many 
of  the  Chinese  forms,  they  are  still 
aware  of  the  tremendous  handicap  of 
their  oriental  language  and  air 
adopting  the  English  or  modifying 
their  own  greatly.  Japane  e  leadei 
have  recently  said  that  Japan  needs 
only  the  English  Alphabet  to  make 
her  within  one  generation  of  the 
"America  of  the  Orient." 

The  Babylonians  did  not  succeed  in 
carrying  the  cuneiform  or  wedge 
shaped  characters  to  the  final  or  al- 
phabetic stage  where  each  letter  rep- 


resents a  single  sound.  However,  the 
inscription  on  the  Behistun  Rock 
shows  a  marked  improvement.  Early 
cuneiform  shows  five  hundred  forms. 
Medic  shows  only  ninety-six  syllabic 
signs,  and  at  last  the  Persians  suc- 
ceeded in  developing  a  true  alphabet 
from  the  cuneiform  ideagrams.  "Ear- 
liest known  examples  of  Egyptian 
hieroglyphs  contain  alphabetic  char- 
acters but  the  Egyptians  never 
reached  their  independent  use." 
Flinders  Petrie  attributes  this  to  the 
Egyptians'  love  of  form  and  draw- 
ing which  made  them  retain  their 
hieroglyphics.  There  were  about  sev- 
enteen hundred  of  these.  The  bee 
signified  industry,  the  papyrus  roll, 
knowledge,  etc.  The  ideagraphic  sys- 
tem was  shown  to  be  too  narrow  and 
pictures  were  used  to  represent 
sounds  of  syllables  but  it  seems  that 
it  did  not  dawn  upon  any  Egyptian 
mind  to  use  one  symbol  for  each  sep- 
arate sound  of  the  human  voice,  or, 
as  Petrie  suggests,  the  love  of  the 
scribes  for  their  pictures  may  have 
been  too  strong  a  tradition  to  over- 
come. Who  first  conceived  this  idea 
we  do  not  know  but  that  was  "the 
birth  of  the  alphabet,  one  of  the 
greatest  and  most  momentous  tri- 
umphs of  the  human  mind." 

What  we  do  know  is  that  about 
1100  B.  C.  the  Phoenician  trades  were 
using  a  true  alphabet  of  twenty-two 
letters  which  they  had  probably  bor- 
rowed from  some  earlier  forms.  For 
a  long  time  it  was  supposed  that  it 
came  directly  from  the  Egyptian 
hieroglyphics  or  hieratic.  Sir  E. 
Maunde  Thompson  says,  "The  ingen- 
ious theory  set  forth  in  1859  by  the 
French  Egyptologist,  De  Rouge,  of 
its  descent  from  the  ancient  cursive 
form  of  Egyptian  hieratic  writing, 
which  had  much  to  recommend  it, 
and  which  for  a  time  received  ac- 
ceptance, must  now  be  put  aside  in  ac- 
cordance with  recent  research.  (E. 
M.  Thompson,  Introduction  to  Greek 
and  Latin  Paleography  —  Oxford 
Press).  "Recent  discoveries  prove 
the  existence,  in  very  remote  times, 
in  all  quarters  of  the  Mediterranean 
and  in  Egypt,  of  symbols  resembling 
certain  alphabetical  signs  and  pre- 
ceding even  the  Egyptian  hierogly- 
phics. The  alphabet,  therefore,  still 
remains  to  be  worked  out."  But,  in 
any  event,  the  Phoenicians  passed  it 
on  to  the  Hebrews  and  Greeks. 

Connection  between  the  Greek  and 
the  Phoenician  alphabets  is  very  eas- 
ily traced  as  in  aleph  the  first  letter. 
"From  picture  writing  to  ideograms. 
then  to  phonograms  representing 
words  then  to  phonograms  represent- 
ing syllables,  and  at  last  to  char- 
acters representing  single  sounds, — 
this  has  been  the  Evolution  of  the 
Alphabet."  Taylor's  History  of  the 
Alphabet.  This  alphabet  is  not  a  per- 
fect one  where  there  is  a  single  sign 
for  every  single  sound  of  the  human 
voice  but  it  is  superior  to  othei 
has  Income  the  alphabet  of  Western 
Europe  and  fhe  Americans  as  well  as 
that  of  Australia  and  other  parts  of 
tin'  British   Kmpire. 


*T     ^MJ&ud*n*M&&ua&r       & 


23 


IT'S  UP  TO  YOU 
By  C.  R.  McCann, 

McCann   School  of  Business, 
Hazelton,  Pa. 


"I  just  hate  school  and  I  am  going 
to  quit,"  is  the  common  expression 
heard  from  those  who  think  that  they 
have  enough  schooling  and  are  pre- 
pared to  go  out  and  work  like  their 
big  brothers  and  sisters. 

The  truth  of  the  matter  in  a  great 
many  cases  is  that  these  boys  and 
girls,  too,  have  some  personal  griev- 
ance against  their  teacher  and  that 
is  the  reason  so  many  want  to  quit 
school.  The  teacher  is  always  wrong, 
to  hear  the  boy's  story,  but  in  ninety- 
nine  cases  out  of  a  hundred  it  is  the 
boy  himself.  Most  teachers  are  try- 
ing to  help  him  because  the  older 
persons  have  gone  through  this  period 
in  life;  he  does  not  understand  the 
older  head  and  thinks  he  is  being  op- 
pressed. 

As  he  grows  older,  he  will  under- 
stand and  appreciate  what  has  been 
done  for  him,  but  he  does  not  appreci- 
ate at  the  time. 

We  all  owe  a  wonderful  debt  of 
gratitude  to  the  dear  teacher  who  has 
spent  the  best  years  of  her  life  in  self 
sacrifice.  Many  of  us  do  not  realize 
it  at  the  time.  Did  we  try  to  help 
our  teacher  with  the  teaching  from 
day  to  day  in  the  schoolroom  ? 

In  some  schools  discipline  seems  to 
be  the  hardest  part  of  the  teacher's 
life.  Some  boys  are  naturally  bad, 
others  do  not  intend  to  offend  but  are 
fearfully  trying  on  the  teacher's 
nerves — if  she  has  any  at  all.  How 
much  easier  it  would  be  if  we  were 
to  think  for  a  few  minutes — "How 
would  I  like  to  trade  places  with  her 
for  even  a  day?" 

In  some  localities  the  fatner  of  the 
family  cannot  rest  until  the  children 
of  working  age  are  "put  to  the  fac- 
tories." Then  he  can  rest  his  shin 
bones  against  the  hearth  and  smoke 
his  pipe  of  ease.  Not  all  fathers  are 
like  this  but  there  are  some.  If  he 
has  five  or  six  children  and  each 
brings  in,  let  us  say  ten  dollars  each 
week,  the  father  soon  feels  that  he  is 
making  money  rapidly. 

But  is  he  ?  Every  day  spent  at 
school  has  been  found  to  be  worth  ten 
dollars  later  on  in  life — not  alone  the 
money  itself  but  in  that  SELF  AS- 
SURANCE when  in  company.  How 
contented  one  feels  to  know  that  he 
has  just  as  much  higher  education  as 
those  with  whom  he  is  speaking! 

There  are  some  who  go  to  college, 
however,  who  do  not  realize  the  value 
of  it.  The  truth  of  the  matter  is  that 
the  fathers  of  these  boys  are  only 
too  glad  to  get  them  off  their  hands 
and  let  the  college  authorities  be  the 
guardians  during  the  scholastic  year. 
Yet,  there  are  thousands  and  thou- 
sands of  young  people  who  do  real- 
ize the  worth  of  an  education.  These 
people  toil  day  and  night  to  reach 
their  goal. 


Not  so  long  ago,  the  writer  hap- 
pened to  be  connected  with  a  basket- 
ball team  that  played  at  a  college 
and  stayed  overnight  at  a  fraternity 
house.  These  High  School  boys  saw 
the  college  boys  studying  at  night 
and  early  in  the  morning.  Some  of 
the  younger  boys  remarked  that  the 
college  boys  always  studied.  The 
writer  reminded  them  that  it  was  a 
great  grind,  just  like  the  joy  of  living 
in  college.  One  must  study  in  order 
to  get  the  coveted   goal — diploma. 

Things  do  not  just  happen.  Every- 
thing has  been  thought  out  long  be- 
fore it  happens.  The  boy  or  girl  who 
graduated  from  High  School  or  even 
the  Grammar  School  —  the  name  has 
been  changed  since  father  was  a  boy 
to  Junior  High  School — does  not  hap- 
pen to  be  graduated.  He  must  study 
and  study  hard  if  he  wants  to  get 
anywhere  in  life.  For  a  time  some 
with  brilliant  minds  do  get  by  but 
that  soon  wears  off  and  these  boys 
and  girls  are  left  by  the  wayside  to 
grieve   at   their  faults   and   mistakes. 

It  has  been  said  by  some  that  a 
"workin'  man"  makes  more  than  the 
fellow  with  the  "white  collar."  That 
is  true  in  some  cases  but  in  the  end, 
brain  subdues  brawn.  The  average 
artisan  receives  about  $1800.00  a  year 
for  his  services.  That  makes  only 
$150.00  per  month  and  there  are  thou- 
sands upon  thousands  of  white  col- 
lared men  who  receive  more  than  this. 
The  writer  has  seen  hundreds  of 
fathers  who  have  come  to  him  with 
their  sons,  telling,  "I  don't  want  my 
boy  to  work  around  the  mines  like  I 
have  had  to  do  all  my  life."  These 
fathers  have  seen  what  hard  labor  is 
and  want  their  sons  and  daughters  to 
have  it  easier  than  they  themselves 
have  had  it. 

What  father  is  there  who  does  not 
want  his  children  to  have  conditions 
and  surroundings  better  than  he  had 
them  when  he  was  a  child  ?  How- 
ever, I  did  hear  of  a  father  who  said 
one  time,  "You  have  more  money  and 
a  better  education  than  I  had  at  your 
age."  However,  these  fathers  are 
few  and  far  between.  My  hat  is  off 
to  the  boy  or  girl  who  makes  a  suc- 
cess of  himself  or  herself  in  spite  of 
these  difficulties. 

Just  recently  the  writer  read  of  a 
young  man  who  was  compelled  to  quit 
school  and  go  to  work  at  an  early 
age.  Later  on  in  life  he  became  quite 
wealthy,  retired  from  the  firm,  and 
started  in  school  at  the  same  place 
where  he  had  stopped  years  ago.  He 
said  that  when  he  was  in  college 
graduate's  company,  he  always  felt 
ill  at  ease.  These  college  graduates 
had  something  that  money  could  not 
buy — poise  and  composure  with  the 
world. 

If  you  cannot  get  a  College 
Diploma,  then  by  all  means  a  High 
School  Diploma.  In  this  day  and  age 
one  must  have  an  education  if  he  is 
to  succeed  in  life.  At  its  sessions 
during  the  evening,  the  Business  Col- 
lege  offers   a  medium   for  those  who 


must  work  during  the  day.  Many 
have  saved  their  pennies  during  the 
day  and  later  on  finished  the  Busi- 
ness College  Courses  and  are  today 
occupying  positions  of  trust  and  re- 
sponsibility. Some  of  the  biggest 
Business  Men  are  graduates  of  Busi- 
ness Colleges. 

It  is  all  up  to  YOU. 


Robinson's  Business  Colleges  Are 
Thriving 

It  is  indeed  a  pleasure  to  learn  that 
the  six  schools  conducted  by  Mr.  O. 
U.  Robinson,  Waterford,  Ont.,  are  en- 
joying a  prosperous  year.  Clubs  of 
subscriptions  are  received  from  these 
schools  from  time  tt  oime. 

Mr.  Robinson  states  that  the  at- 
tendance in  all  six  schools  is  much 
larger  than  it  was  last  year.  He  also 
states:  "We  are  particularly  enthus- 
iastic about  penmanship  in  our  schools 
because  I,  myself,  have  always 
stressed  it  and  the  students  seem  to 
catch  the  germ." 

Mr.  Robinson  is  a  very  skillful  pen- 
man. 


Draughon's  Practical  Business  Col- 
lege, Atlanta,  Ga.,  will  conduct  a  six 
weeks  summer  school  for  the  training 
of  commercial  teachers  beginning 
July  2nd. 

The  courses  have  been  approved  by 
the  Ga.  State  Board  of  Education  and 
the  Atlanta  Board  of  Education,  both 
of  which  will  give  credit  on  Teachers' 
Certificates  for  work  done  in  this 
school. 

The  courses  will  be  conducted  by 
Charles  F.  Hainfeld  of  New  York 
University,  O.  J.  Dickey,  head  of 
Commercial  Department,  Benson 
High  School,  Omaha,  Nebr.,  and  W. 
C.  Lowe,  Principal,  Commercial  High 
School,  Atlanta,  Ga. 


HARVARD    SUMMER    SCHOOL 

Harvard  University  Summer-  Ses- 
sion begins  July  2  and  ends  August 
11.  More  than  fifty  courses  in  edu- 
cation are  offered. 


(^?nym^U^f 


TEACHERS 

The  fifth  edition  of  Byrne  Type- 
writer Shorthand  is  just  off  the  press. 
This  system  is  the  stenographic  mar- 
vel of  the  age.  Printed  notes  from 
any  standard  or  portable  typewriter. 
Also  written  with  pencil.  Most  rapid, 
legible  shorthand  in  use.  Easy  to 
learn,  more  and  better  letters  per  day 
and  less  fatigue.    Write  for  particulars. 

Byrne  Publishing  Co. 

DALLAS,  TEXAS 


24 


*!%^&u&'/i£M<&diu&fir'       & 


LESSONS  IN  ORNAMENTAL  PENMANSHIP  FOR  BEGINNERS 

By  L.  M.  KELCHNER,  Seattle,  Wash. 


INSTRUCTIONS 

Real  graceful  and  finished  forms  can  only  be  secured  by  graceful  and  elastic  movements. 

Copy  132.  These  principles  are  given  as  preliminary  movement  exercises  for  study,  as  well  as  practice  ana 
they  should  be  thoroughly  mastered  before  taking  up  the  letters.  The  object  of  these  principles  is  to  present  a  single 
point  or  part  to  the  mind  that  it  may  be  more  easily  seen  and  more  accurately  known  and  less  complex  and  easier 
to  execute. 

Forming  as  they  do  the  first  and  usually  the  main  part  of  the  letters  you  will  readily  see  how  necessary  it  is 
that  they  should  be  mastered.  Unless  the  first  part  of  these  letters  are  made  well  you  cannot  get  the  letter  to  look 
well,  no  matter  how  accurately  the  last  part  of  the  letter  is  made.  This  principle  is  usually  called  the  capital  stem. 
Notice  how  the  oval  is  made  in  starting.  The  heaviest  part  of  the  shade  should  come  down  close  to  the  base  line. 
Make  the  shaded  stroke  quick  and  raise  the  pen  while  the  arm  is  in  motion  where  the  principle  ends  at  base  line  . 

Copy  133.  Same  as  copy  132,  only  allowing  them  to  lap  or  fold  over.  Watch  your  spacing  between  the  shaded 
strokes.  Don't  shade  them  any  heavier  than  the  copy  at  first  and  make  the  shaded  stroke  quick  and  entirely  with  the 
arm  movement. 

Copy  134.  You  have  a  chance  to  raise  the  pen  in  all  except  the  last  two  styles.  The  last  part  of  the  H  should 
extend  a  little  above  the  first  part  and  in  the  styles  where  you  raise  the  pen  the  last  part  can  be  made  with  an  up- 
ward or  a  downward  motion.     Mine  were  made  with  an  upward  motion. 

Copy  135.  Use  a  good  free  movement  in  making  the  capital.  Don't  use  more  than  one  line  in  writing  the 
sentence.  Watch  your  slant  and  spacing  closely  in  writing  the  words.  See  how  fine  you  can  make  the  lines  in  writ- 
ing the  small  letters.  Write  at  least  twelve  lines  of  this  sentence  before  you  change,  and  let  it  represent  your  best 
efforts.     It  should  take  you  from  45  to  60  seconds  to  write  the  sentence. 


/JZ 


Copy  136.  The  first  part  of  this  letter  is  made  the  same  as  first  part  of  the  H.  Notice  how  last  part  is  curved 
at  top.  Have  little  loop  lap  around  stem.  If  you  shade  last  part  at  top  have  the  shade  to  come  well  out  on  shoulder. 
Make  last  oval  nice  and  round.     Use  a  good  free  movement.     This  is  considered  a  difficult  letter. 

Copy   137.     Same  instructions  as  given  for   Copy   135. 

Copy  138.  You  must  use  a  good  movement.  I  made  these  exercises  entirely  with  the  arm  movement.  Watch 
the  parallel  lines  closely.     Spend  at  least  15  minutes  time  on  each  exercise. 


<^^&utin^&&un&r      & 


25 


Copy  139.  Study  these  exercises  before  you  attempt  to  make  them.  Notice  how  large  oval  laps  around  little 
loop.  Have  last  part  at  top  to  extend  a  little  above  first  part.  See  how  the  shade  is  cut  off  at  base  line  for  first 
part  of  capital. 

Copy  140.  Make  this  exercise  without  raising  the  pen.  A  very  light  shade  for  the  first  down  stroke  and  the 
shade  should  come  near  the  top  for  the  last  part.  If  you  cover  the  first  part  of  the  letter,  the  last  part  will  make 
a  good  capital  C. 

Copy  141.  The  heaviest  part  of  the  shade  should  come  at  turn  at  base  line.  The  shade  is  the  same  in  all  the 
styles.     Make  oval  large  at  bottom  and  it  should  be  horizontal. 

Avoid  slanting  the  loop  at  top  too  much,  a  common  fault  at  first.  Notice  the  parallel  lines  made  from  the  large 
preliminary  oval  with  the  ending  oval  for  letter.  Make  the  shaded  strokes  quick  and  if  you  have  trouble  in  getting 
the  shade  low,  tip  up  the  oblique  part  of  your  holder. 

Copy  142.  Arrange  the  spacing  between  letters  so  that  this  sentence  will  take  up  just  one  line.  Uniform  slant 
and  spacing. 

Copy   143.     Join   these   letters   without   raising  the   pen.     Curve  connective  down  as  much  as  possible. 

Copy  144.  Raise  the  pen  after  making  each  letter.  Notice  how  the  letters  lap.  Make  all  ovals  round  and  full. 
Good  movement. 

Copy  145.     Raise  the  pen  on  each  letter  as  in  former  exercise.     Swing  well  back  to  left  in  making  turn  for  top 


of  letter.  Try  to  get  uniform  spacing  between  letters.  Don't  make  the  small  letters  too  large  and  make  rather  close 
spacing. 

Copy  146.  Do  not  make  the  turn  at  bottom  of  loop  too  wide.  The  shade  and  oval  at  bottom  is  made  like  the  S. 
Make  the  turn  at  top  broad  for  the  last  four  styles.     All  capitals  take  a  free  movement. 

Copy  147.  Only  one  line  for  the  sentence.  Notice  the  small  letters  I  have  shaded.  Do  not  shade  them  any 
heavier  than  copy.    See  how  fine  and  smooth  you  can  get  the  hair  lines.     Give  close  attention  to  your  spacing. 

Copy  148.     Notice  how  the  connective  strokes  are  curved.     Place  three  in  a  group.     Good  free  movement. 

Copy   149.     Raise   the   pen   after   each   letter.     Uniform  height,  slant  and  spacing. 

Copy  150.  You  should  raise  the  pen  here  after  each  letter.  Do  your  best.  Use  a  good  movement  and  keep  at  it. 
Whatever  you  begin  to  do,  carry  it  through  until  you  have  thoroughly  tested  its  merit  and  usefulness. 


■A^&y^z^^^ri^^^^?^/ 


26 


<5#fe&u&/uM<2diuxi&r      & 


Freedom  In  Writing  a  Hundred 
Years  Ago— ^aL^A^£^A^ 


Arm  movement  writing  is  more 
than  a  hundred  years  old.  Not,  it  is 
true,  the  "muscular  movement"  writ- 
ing now  taught,  but  a  free,  swinging 
movement  of  the  whole  arm.  J.  Car- 
stairs,  whose  method  of  teaching  the 
correct  manner  of  holding  the  pen  was 
noticed  last  month,  says  in  his  Lec- 
tures on  the  Art  of  Writing  (Fifth 
Edition,  1S22): 

"To  render  the  writing  free,  ex- 
peditious, elegant,  and  well  formed, 
several  requisites  are  indispensable: 
First,  That  the  pupil  should  be  able 
to  move  to  every  corner  of  the  paper, 
and  in  all  directions,  with  equal  facil- 
ity." (Page  32.)  On  another  page 
Mr.  Carstairs  advises  large  sheets  of 
paper,  as  large  as  two  feet  square! 
And  for  advanced  students  he  pro- 
vides copies  showing  a  word,  "com- 
prehend," for  example,  written  eight 
times  without  raising  the  pen;  the 
first  time  in  the  upper  left-hand  cor- 
ner, then  a  long  sweeping  line  half 
way  down  the  page,  then  another  line 
to  the  upper  right-hand  corner,  and 
so  on.  Other  copies  show  long  verti- 
cal rows  of  words  connected,  and 
many  other  ingenious  copies  for  se- 
curing freedom  of  movement.  Of 
such  practice  he  says:  "The  method 
made  use  of  in  running  from  one  let- 
ter to  another,  or  from  one  word  to 
another,  by  a  continuation  by  means 
of  curved  or  straight  lines,  must  evi- 
dently and  decidedly  give  a  free  and 
easy  motion  or  movement  to  the  pen, 
and  will,  if  persevered  in,  eventually 
give  great  command  in  writing." 
(Page  164.) 

But  Mr.  Carstairs  did  not  expect 
the  learner  to  do  all  his  writing  with 
whole-arm  movement;  for  on  page 
134  he  says,  "When  the  movement  of 
the  whole  arm  is  well  accomplished, 
and  the  position  of  the  hand  is  com- 
pletely acquired  by  the  learner,  the 
next  step  will  be  to  acquire  the  move- 
ment of  the  hand,  an.i  the  parr  of  the 
arm  from  the  elbow  to  the  hand.  The 
learner  must  commence  this  move- 
ment by  making  characters  in  the 
form  of  ovals,  or  similar  to  the  let- 
ter o;  continuing  the  pen  on  the  paper, 
and  going  round  repeatedly  on  the 
same  out-line  as  quick  as  possible. 
When  the  pen  has  Rone  round  one  of 
these  ovals,  or  o's,  for  about  twenty 
or  thirty  times,  the  learner  must  ap- 
ply the  same  facility  of  movement  to 
the  writing  of  easy  letters  and  short 
words,  then  to  return  to  the  same 
process  of  making  o  as  before,  until 
he  has  confirmed  this  movement  by 
being  able  to  write  quick  and  easy." 
The  copies  show  ovals  about  1  >  in. 
high   and    94   wide. 

Many  of  the  directions  given  by 
Mr.   Carstairs  have  a  curiously  mod- 


ern sound  —  at  least  they  are  much 
like  directions  given  the  writer  when 
he  was  in  business  college.  "As  the 
pen  moves  on  the  paper,  the  under 
fingers  must  move  just  as  much  at 
the  same  movement,  so  that  if  a  pen 
were  fixed  to  the  fingers,  it  would 
produce  the  same  word  at  the  same 
time,  that  the  pen  which  is  held  with 
the  upper  fingers  is  made  to  produce." 
(Page  136.) 

"Do  not  squeeze  the  pen  too  much 
between  the  fingers;  keep  it  quite 
easy,  without  pressing  too  hard  on 
the  paper."     (Page  119.) 

"The  pen  ought  to  point  exactly  to 
the  shoulder,  and  to  be  held  so  as  to 
come  between  the  second  and  third 
joints  of  the  forefinger,  the  extremity 
of  the  thumb  to  be  directly  opposite 
the  first  joint  of  the  forefinger.  Those 
who  find  it  difficult  to  keep  the  pen 
pointing  to  the  shoulder,  may  take  a 
small  cane  about  a  yard  long,  and 
fix  it  in  the  barrel  of  a  short  pen,  and 
hold  it  so  as  to  let  the  upper  end  of 
the  cane  rest  on  the  shoulder." 
(Pages  42-43.) 

Mr.  Carstairs  believed  in  plenty  of 
practice.  "The  pupil  ought  to  prac- 
tice from  twenty  to  one  hundred 
pages  at  each  lesson."  But  his  entire 
series  consists  of  only  six  lessons,  so 
the  paper  used  —  even  if  the  learner 
followed  his  suggestion  to  write  on 
sheets  two  feet  square — would  not  be 
more  than  many  a  modern  boy  or 
girl  uses  in  the  course  of  his  school- 
ing. And  what  boy  or  girl  has  made 
more  rapid  improvement  than  is  here 
described:  "The  improvement  of  many 
who  have  had  two  or  three  lessons  in 
this  system,  and  had  occasion  to  cor- 
respond, after  receiving  these  lessons, 
appeared  so  rapid,  that  their  friends 
conceived  it  could  not  be  the  writing 
of  the  persons  themselves  but  that 
they  had  employed  some  one  else  to 
write   for   them."      (Pages   35-36.) 

Perhaps  your  reaction  to  this  is  the 
same  as  that  of  a  former  owner  of  the 
book,  who  has  written  in  the  margin 
opposite  the  paragraph  quoted  above, 
in  ink  that  time  has  faded  until  it  can 
hardly  be  read,  the  words,  "puff, 
puff." 


Mi:\  I  \l.    MEANDERINGS 

(Continued  from  Page  21.) 

such   fleshly   trivialities?      Perish   the 
thought! 

And  yet,  —  and  yet  —  there  are 
such  a  lot  of  these  miserable  earthy 
things  that  I  really  care  for.  no  mat- 
ter how  much  1  pretend  that  I  don't! 
For  instance,  there  is  little  pig  saus- 
age and  hot  buckwheat  cakes!  When 
the  doctor  said  I  couldn't  have  'em 
any  more,  1  just  couldn't  help  being 
grieved.      And    I    was    most    awfully 


ashamed  of  this,  till  I  read  in  the 
papers,  that  it  was  only  through  these 
gross  but  toothsome  dainties  that  Mr. 
Coolidge  could  toll  the  eminent  U.  S. 
senators  to  him  to  talk  over  affairs  of 
state. 

And  I  actually  like  to  snuggle  down 
under  warm  soft  blankets  of  a  cold 
night  with  a  fifty-layer  Ostermoor 
under  me  and  a  hot  water  bottle  at 
my  feet.  Of  course,  I  ought  to  be 
highminded  enough  to  be  just  as  com- 
fortable on  a  two-dollar  excelsior 
mattress  with  patchwork  quilts  over 
me,  and  with  some  spiritually  im- 
proving rats  galloping  over  a  rugless 
floor,  but  —  I  AM  NOT!  And  I  am 
far  happier,  —  even  spiritually  hap- 
pier, I  fear,  —  laying  myself  in  a 
seven-foot  porcelain  bathtub,  with 
fresh  pure  water  running  from  both 
taps,  than  I  would  be  getting  ray 
daily  scrubbing  from  a  washtub.  And 
what  a  soulful  joy  is  soft  flannel  un- 
derwear, or  downy  pajamas,  or  silken 
hose  that  make  me  feel  that  my 
tootsies  are  housed  in  ermine,  or 
tasty  shirts,  shot  with  a  shiny  stripe 
of  Rayon  in  it! 

Then  there  is  getting  up  on  one  of 
these  balmy  spring  mornings,  just  as 
the  sun  is  peeping  over  the  moun- 
tains, and  slipping  out  in  the  fresh 
air  to  the  strawberry  patch,  and  pick- 
ing a  half  pint  or  so  of  big  juicy  red 
ones,  with  the  dew  still  on  'em,  and 
later  swathing  them  in  a  thick  layer 
of  goat  cream! 

And  I  like  smooth  morocco  bindings 
for  books,  (better  than  I  like  the  con- 
tents of  some  of  them!);  and,  O,  how 
I  like  open  grate  fires,  throwing  out 
a  barage  of  hot  coals! 

And  I  am  even  gro?s  enough  to  en- 
joy lolling  in  a  hammock  out  under 
the  wisteria  vine,  and  chuckling  over 
tlie  latest  doings  of  Mutt  and  Jeff  or 
Jiggs  and  Maggie.  And  I  like  the 
sensuous  music  that  comes  to  us  over 
the  radio,  from  places  three  thousand 
miles  away,  even  though  my  Quaker 
forebearers  thought  all  music  the 
most  sensual  wickedness,  and  "made 
to  please  the  carnal  ear." 

Ah,  what  a  long  list  of  disreput- 
able things  and  thoughts  and  sights 
and  sounds  there  are,  all  of  which 
have  to  come  to  me  through  the 
gross  mediumship  of  my  purely  ani- 
mal senses,  —  roads  to  the  joy  cen- 
ters of  my  alleged  soul,  that  are  not 
so  very  different  from  those  of  my 
dog  or  my  horse. 

V.I  guess  1  am  really  a  sensu- 
alist. 


THE    NEW    COVER    PAG1 

The   cover   page    this    month    is    by 
Ernest    E.    Jackson,    penman    and    en- 
of  22  West  30th  Street.  Wil- 
mington, Del. 

Students  studying  initial  letters  and 
will  find  this  an   Interesting 
to  study.    This  is  one  of  the  best 
pieces  of  work  we  have  Been  Mr.  Jack- 
son produce  and  we  hope  that  we  may 
see  many,  many  more. 


<!M^&u&'/i^&&Ka£7"       & 


27 


WASHINGTON  AWARD 


RECOGNITION  OF  PREEMINENT  SERVICE  IN 
ADVANCING  HUMAN  PROGRESS  THROUGH 

ENGINEERING 
IS  CONFERRED  IN  THE  YEAR  1928  UPON 

MICHAEL  IDVORSKY  PUPIN 

FOR  DEVOTION  TO  SCIENTIFIC  RESEARCH 
LEADING  TO  HIS  INVENTIONS  WHICH  HAVE 
MATERIALLY  AIDED  THE  DEVELOPMENT  OF  LONG 
DISTANCE  TELEPHONY  AND  RADIO  BROADCASTING 
AWARDED  BY  THE 
WESTERN  SOCIETY  OF  ENGINEERS 

ON   THE    RECOMMENDATION  OF 

COMMISSION  OF  AWARD  REPRESENTING 

AMERICAN  SOCIETY  OF  CIVIL  ENGINEERS 

AMERICAN  INSTITUTE  OF  MINING  AND  METALLURGICAL  ENGINEERS 

AMERICAN  SOCIETY  OF  MECHANICAL  ENGINEERS 

AMERICAN  INSTITUTE  OF  ELECTRICAL  ENGINEERS 

WESTERN  SOCIETY  OF  ENGINEERS 


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Studio.   Chicago,  by  Tom   Pound. 


28 


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By    J.    M.    Wade    of    the    Pennsylvania    Business    College.    Lancaster.    Pa 


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The    snappy   looking  alphabet   was  written  by   L.   A.    1'lntz.   the   coming   penman   of   Syracuse.   N.  Y. 
Mr.  Leipholz.  who  wrote  the  lower  specimen,  is  connected  with  the  penmanship  department  of  the 
Baltimore  Public  Schools. 


&/u?&u&ned&d>46u&/£9"       & 


29 


DESIGNING    & 
ENGROSSING 

By  E.  L.  Brown 
Rockland,  Me. 

Send      self-addressed      postal      for     criticism, 
and  stamps   for  return  specimens 

Engrossing  text  for  beginners.  The 
importance  of  good  materials  is  un- 
derestimated by  many  of  those  send- 
ing us  specimens  for  criticism.  You 
cannot  do  your  best  work  handicapped 
by  poor  materials.  We  frequently  re- 
ceive work  carelessly  done.  Let  us 
impress   upon    all   the    importance    of 


careful,  painstaking  work  as  a  means 
of  the  highest  attainment  in  any  vo- 
cation. Be  critical  —  in  other  words, 
criticise  your  own  efforts  severely, 
and  be  willing  to  accept  the  criticism 
of  others  when  offered  in  a  spirit  of 
helpfulness. 

The  copy  given  in  this  connection  is 
primarily  for  beginners  needing  prac- 
tice in  writing  engrossing  text  with 
uniformity  of  height,  slope  and  spac- 
ing, the  essential  factors  of  good  let- 
tering. Use  Zanerian  ink  (common 
writing  fluids  are  unfit  for  nice  let- 
tering), lettering  pens  No.  1%  for 
words  "Engrossing  and  Diplomas", 
and  No.  3  for  smaller  lettering.  First 


rule  head  and  base  lines,  and  rule 
guide  lines  if  necessary  to  make  your 
letters  uniformally  vertical.  Finish 
letters  with  common  pen.  Write  many 
pages  in  a  careful,  thoughtful  man- 
ner, and  note  the  improvement  in  pen 
handling  and  accuracy  in  form  and 
spacing. 

Try  your  hand  on  the  scroll.  Pen- 
cil first  and  follow  with  the  pen  draw- 
ing, giving  special  attention  to  the 
form  and  finish.  This  simple,  grace- 
ful ornament  is  well  adapted  for 
borders.     Use  a  fine  pen  for  tinting. 

Your  efforts  will  be  criticised  with 
pleasure,  free  of  charge  outside  of  re- 
turn postage. 


^   Simple  or  elaborate  nv 

5h/fc  a>*  the  occasion  xn*xv 


itfo  ^  isilnctivc  Wi^u*  vxadc  and 
fitftoarapfo&toot&tt:  Stocil 


.    lithoaraph 


&ipfomo5  JuilaUc  forafTJun&rofeclioofc.  i?ct 
at  figure  onyour  ivauuvmcnt/ 


STATEMENT  OF  THE  OWNERSHIP,   MAN- 
AGEMENT,   CIRCULATION,    ETC.,    RE- 
QUIRED   BY    THE    ACT    OF    CON- 
GRESS   OF   AUGUST   24,    1912, 

Of   THE    BUSINESS    EDUCATOR,    published 
monthly  except   July  and  August,   at   Colum- 
bus.  Ohio,    for   April,    1928. 
State  of  Ohio. 
County    of    Franklin,    ss 

Before  me,  a  Notary  Public,  in  and  for  the 
State  and  county  aforesaid,  personally  ap- 
peared E.  W.   Bloser,  who,  having  been  duly 

that  he  is  the  Editor  of  THE  BUSINESS 
EDUCATOR,  and  that  the  following  is,  to 
the  best  of  his  knowledge  and  belief,  a  true 
statement  of  the  ownership,  management 
(and  if  a  daily  pa^er,  the  circulation),  etc., 
of  the  aforesaid  publication  for  the  date 
shown  in  the  above  caption,  required  by  the 
Act  of  August  24,  1912.  embodied  in  sec- 
tion No.  43,  Postal  Laws  and  Regulations, 
printed  on  the  reverse  of  this  form,  to  wit: 
I.  That  the  names  and  addresses  of  the 
publisher,      editor,      managing      editor,      and 


Publishe 


agers   are: 
The      Zaner-Blo 


Company, 


Columbus,  Ohio,  612  N.  Park  St. 

Editor.  E.  W.  Bloser,  Columbus,  Ohio, 
612    N.    Park    St. 

Managing  Editor,  E.  A.  Lupfer,  Colum- 
bus, Ohio,  612   N.  Park  St. 

Business   Managers,   None. 

2.  That  the  owners  are:  (Give  names 
and   addresses   of   individual   owners,  or.  if  a 

and  addresses  of  stockholders  owning  or 
holding  1  per  cent,  or  more  of  the  total 
amount  of   stock). 

E.   W.   Bloser  Parker   Bloser 

R.   E.    Bloser  E.   A.    Lupfer 

Rebecca    Bloser  R.    B.    Moore 

3.  That  the  known  bondholders,  mortg- 
agees, and  other  security  holders  owning  or 
holding  1  per  cent  or  more  of  total  amount 
of  bonds,  mortgages,  or  other  securities  are: 
(If   there  are  none,  so  state.)      None. 

4.  That  the  two  paragraphs  next  above, 
giving  the  names  of  the  owners,  stock- 
holders, and  security  holders,  tf  any,  con- 
tain not  only  the  list  of  stockholders  and 
security  holders  as  they  appear  upon  the 
books  of  the  company  but  also,  in  cases 
where  the  stockholder  or  security  holder  ap- 
pears   upon    the    books    of    the    company    as 


trustee  or  in  any  other  fiduciary  relation, 
the  name  of  the  person  or  corporation  for 
whom  such  trustee  is  acting,  is  given:  also 
that  the  said  two  paragraphs  contain  state- 
ments embracing  affiant's  full  knowledge 
and  belief  as  to  the  circumstances  and  con- 
ditions under  which  stockholders  and  se- 
curity holders  who  do  not  appear  upon  the 
books  of  the  company  as  trustees,  hold 
stock  and  securities  in  a  capacity  other 
than  that  of  a  bona  fide  owner;  and  this 
affiant  has  no  reason  to  believe  that  any 
other     person,     association,     or     corporation 


any 


the 


stock,   bonds,  or   other   securities    than  as   s 
stated   by  him. 

5.  That  the  average  number  of  copies  c 
each  issue  of  this  publication  sold  or  dis 
tributed,  through  the  mails  or  otherwise,  t 
paid  subscribers  during  the  six  months  pre 
ceding  the  date  shown  above  is — (This  in 
formation  is  required  from  daily  publica 
tions  only.) 

E.  W.   BLOSER  (Signature  of  editor) 

Sworn    to    and    subscribed    before    me   thi 
2  1st  day  of  March,    1928. 
(Seal)  EARL  A.   LUPFER. 

(My  commission  expires  Jan.    II.    1929) 


30 


dflT     <<Me&uJ*/uM&&u*tfir      & 


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•^^>-g^.gjg^*g.-j  rfWF: — '  i>^*'^-  i^A-fft  .<^Mr>  °  j 


ide    by    P.    W.    Costello.    penn 


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AN  ORNAMENTAL  STYLE.  My  course  in 
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Discounts  in  quantities  to  teachers  and  dealers 


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31 


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RIDER  TEACHERS 
AGENCY 

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Commercial  Teachers  for 

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Free  Registration         Bell  Phone  8159 

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Distinctive  Service 


WANTED 

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portunity in  large  middle  west  city.  Age 
about     thirty     years     preferred.      Address 

Box  614, 
Care   Business   Educator,    Columbus,   Ohio 


for  FREE  BOOK,  "How  To  Become  an  Ex- 
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Your  name  will  be  elegantly  written  on  a 
card  if  you  enclose  stamp  to  pay  postage. 
SEND  TODAY  before  you  forget  it. 

T.  M.  TEVIS, 
BOX  2SC  CHILLICOTHE,  MO.,  U.S.A 


Orders  -  Inquiries 


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Wanted:  In  the  East,  accounting  man.  $3000;  principal,  $3500  to  $6000;  bookkeeping 
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keeping man  or  woman,  $2000;  all-round  young  commercial  man,  $1800,  nine  months; 
woman,  shorthand  and  typewriting.  $1800;  woman  with  Master's  degree,  for  college,  secre- 
tarial work,   $1900, — and  lots  of  less  attractive  places.      Written  April  2.  May  we   help  you? 

THE   NATIONAL    COMMERCIAL    TEACHERS'    AGENCY 

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POSITIONS  FOR  TEACHERS  AND  BUSINESS 
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32 


^       ^^&U&'7l£tt&&UMfcr         & 


Famous  Letters  By  Famous  Penmen 


teO-u. 


<  OMMERCIAL  TEACHERS  ASSOC- 
IATION   OF   OHIO 

President    Irving    R.    Garbutt,    Di- 
rector of  Commercial   Education, 
Cincinnati,   Ohio. 
Vice-President,  Lloyd  L.  Jones,  As- 
sistant   Commissioner,    Board    of 
Education,   Cleveland,   Ohio. 
Secretary-Treasurer,    Mr.    F.  J.  Mil- 
ler,   Tiffin    Business    University, 
Tiffin,  Ohio. 
At  the  meeting  of  the  Commercial 
Educational   Association    of   the    Ohio 
State    Educational    Conference,    April 
L3,    1928,   Mr.   Garbutt  presented   the 
matter      of      a      State      Commercial 
Teachers'  Organization.     His  address 
was   the  outgrowth  of  a  discussion  at 
last  year's  conference  by   Mr.  Jones. 
His  conclusions  were  based   upon   re- 


plies to  a  questionnaire  sent  to  about 
three  hundred  commercial  teachers  in 
Ohio. 

The  commercial  teachers  attending 
thi  E  conference  voted  unanimously  to 
form  such  an  organization  which  is  to 
be  affiliated  with  the  Ohio  Educa- 
tional Association  and  is  to  meet  each 
year  on  the  day  preceding  the  Ohio 
State  Educational  Conference. 

It  was  the  opinion  of  Mr.  Garbutt 
and  of  several  other  teachers  who  dis- 
cussed the  movement  that  such  an  or- 
ganization could  do  much  to  advance 
commercial  education  in  Ohio.  Two 
points  mentioned  were:  First,  Secur- 
ing a  director  of  commercial  educa- 
tion in  the  office  of  the  State  Director 
of  Education.  Second,  Raising  the 
standard  for  commercial  teachers. 


Miss  Sadie  Berkenhaugh  of  Cum- 
berland, Mil.,  is  a  new  teacher  of 
shorthand  in  Catherman's  Business 
School  at  Cumberland. 


Mr.  Alton  W.  Tozicr  of  Litchfield, 
Maine,  is  now  teaching  in  the  Chicago 
Business  College,  Chicago,  111. 


LEARN    AT    HOME    DURING    SPARE    TIME 

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33 


BOOK  REVIEWS 

Our  readers  are  interested  in  books  of  merit, 
but  especially  in  books  of  interest  and  value 
to  commercial  teachers,  including  books  of 
special  educational  value  and  books  on  busi- 
ness subjects.  All  such  books  will  be  briefly 
reviewed  in  these  columns,  the  object  being  to 
give  sufficient  description  of  each  to  enable 
our  readers  to  determine  its  value. 

Applied  English  Essentials,  by  Charles 
G.  Reigner,  Copywright  1928.  104 
pages — 8  x  11  in  size.  Published 
by  The  H.  M.  Rowe  Company, 
Baltimore,  Maryland. 

This  book  is  intended  to  teach  students 
to  write  and  speak  English  correctly.  It 
is  not  a  grammar;  neither  is  it  a  book  on 
composition. 

Each  lesson  consists  of  a  single  sheet. 
The  instruction  matter  is  printed  on  the 
upper  half  of  the  sheet.  The  test,  consist- 
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lesson,  takes  up  the  lower  half  of  the  sheet 
and    is    continued   on    the    reverse    side. 

Grammatical  terms  have  been  avoided 
whenever  possible.  The  phase  of  English 
which  a  particular  lesson  teaches  it  dis- 
cussed and  explained  in  very  simple  lang- 
uage. 

The  tests  have  been  organized  to  save 
time  and  to  focus  attention  directly  on  the 
subject-matter  of  the  lesson.  The  student 
underscores    words    or    fills    in    blanks. 

Below  the  perforation  on  the  reverse  side 
of  each  sheet  is  a  spelling  lesson.  The 
words  given  for  study  are  in  typewritten 
form  for  the  sake  of  visual  impression. 
They  are  grouped  so  that  the  association 
factor  may  be  brought  into  play.  Each 
word  is  reprinted  to  show  the  syllable  divi- 
sion  and   the   correct   accent. 

APPLIED  ENGLISH  ESSENTIALS  is  a 
companion  book  to  APPLIED  PUNCTUA- 
TION, also  published  by  The  H.  M.  Rowe 
Company. 


The  Smedley  &  Olsen  New  Second 
Reader,  by  Eva  A.  Smedley,  Teacher 
of  Literature  and  Dramatics,  Evan- 
ston,  Illinois,  and  Martha  C.  Olsen, 
Primary  Supervisor,  Evanston,  Ill- 
inois, illustrated  by  Matilda  Breuer. 
Published  by  Hall  &  McCreary 
Company,  430-432  South  Wabash 
Ave.,  Chicago.  Cloth  cover,  192 
pages. 

The  material  in  this  book  is  prepared 
with    definite    objectives    in   mind. 

First:  To  furnish  rich  and  varied  ma- 
terial both  fanciful  and  factual  that  will 
broaden  the  experiences  of  the  children  and 
stimulate   their   thinking. 

Second:  To  help  establish  a  permanent 
interest  in  reading,  by  meeting  the  chil- 
dren's varied  needs,  by  more  purposeful 
reading,  and  by  the  habit  of  success  in 
reading. 

While  each  lesson  has  a  content  worth 
the  necessary  effort  to  master  it,  it  is  so 
•  imply  written  that  the  slowest  child  need 
not   be   discouraged. 

Third:  To  encourage,  through  the  form 
of  the  material  and  the  silent  reading  de- 
vice, the  following  desirable  habits  and 
skill*   in   reading: 

1.  Purposeful    reading. 

2.  Habit  of  reading  with  intelligent  in- 
terpretation. 

3.  Accurate    recognition    through    definite 

4.  Rapid  eye  movement  as  the  result  of 
phrasing. 

5.  Accurate  return  eye  sweeps  to  the 
beginning   of   lines. 

As  appropriate  pictures  are  essential  to 
primary  readers,  the  authors  are  happy  to 
acknowledge  the  successful  cooperation  of 
the  artist.  Miss  Matilda  Breuer,  who  has  in 
her  interpretations  expressed  the  spirit  and 
purpose  of  the  text  and  whose  illustrations 
are  a  worthwhile  contribution  to  the  edu- 
cation  and   joy   of   the   children. 


American  Economic  History,  by  Wal- 
ter W.  Jennings,  Ph.D.,  University 
of  Kentucky.  Published  by  the 
Thomas  Y.  Crowell  Company,  New- 
York.  544  pages,  100  graphs  and 
4  maps. 

This  well-considered  treatise  follows  logi- 
cally upon  the  heels  of  Professor  Jennings- 
former  work,  which,  in  over  eight  hundred 
pages,  traced  the  whole  course  of  our  eco- 
nomic progress.  It  has  been  widely  ac- 
cepted among  educators,  but  the  further  de- 
mand has  arisen  for  a  survey  of  a  more 
introductory   character. 

In  the  present  volume  the  author  has 
covered  the  same  ground,  but  from  a  differ- 
ent method  of  approach.  In  a  series  of 
seventeen  chapters  he  takes  up,  first,  ex- 
ploration and  settlement,  then  territorial 
expansion,  population  growth,  and  immigra- 
tion; and  finally,  an  analysis  of  industry. 
There  are  separate  chapters  on  agriculture, 
animal  life  on  the  farm,  manufactures, 
labor,  the  tariff,  lumbering  and  mining,  fish- 
ing and  trapping,  transportation,  commerce, 
finance,  etc.  By  this  means  the  student 
can  b«  led  along  topical  lines  rather  than 
chronological.  Suggestive       readings       are 

given  at  the  end  of  each  chapter.  The 
reader  is  further  aided  by  the  inclusion  of 
100  grapjis,  which  show  at  a  glance  the 
progressive  development  of  industries;  and 
four  maps. 

This  new  method  of  approach  is  calcu- 
lated to  interest  the  beginner.  It  is  pre- 
sented in  a  systematic,  clear-cut  manner, 
which  will  commend  it  as  an  excellent  ap- 
proach to  this  important  subject  for  junior 
colleges,  general  readers  and  those  who  de- 
sire a  less  expensive  book  than  Prof.  Jen- 
nings' earlier  and  more  comprehensive 
volume. 


How  to  Make  Lampshades,  by  Ruth 
Collins  Allen  and  Curtiss  Sprague. 
Published  by  Bridgman  Publishers, 
Pelham,  New  York.  Stiff  binding, 
64  pages. 

This  book  is  a  delightful  inspiration  for 
those  artistically  inclined  and  paricularly 
interesting  and  instructive  to  art  students 
and  teachers.  Not  only  is  the  mechanical 
direction  explained  in  detail,  but  this  book 
is  actually  crowded  with  designs,  motifs  and 
decorative  suggestions,  all  of  which  com- 
pletes the  picture  of  the  finished  artistic 
Lampshade    especially    in    vogue    today. 


Effective    Business    Letters,     Revised 
and    Enlarged    (1928)    Edition,    by 

Edward  Hall  Gardner,  A.M.,  Pro- 
fessor of  Business  Administration, 
University  of  Wisconsin,  and  Rob- 
ert Ray  Aurner,  Ph.D.,  Assistant 
Professor  of  Business  Administra- 
tion, University  of  Wisconsin.  Pub- 
lished by  the  Ronald  Press  Com- 
pany, New  York  City.  Cloth  cover, 
385  pages. 

The  purpose  of  this  book  is  to  help  the 
writer  of  business  letters  to  develop  his  own 
powers  of  expression,  through  principle  and 
practice.  This  is  the  thing  that  is  required 
of   the   successful   correspondent   today. 

The  present  volume  seeks  to  give  in 
usable  form  the  developments  of  practice 
which  the  years  have  brought.  It  is  neither 
an  encyclopedia  nor  a  book  of  models;  it 
embodies  a  teaching  method  which  has 
grown  out  of  the  course  in  Business  Letter 
Writing  conducted  at  the  University  of 
Wisconsin  for  the  past  eighteen  years,  and 
out  of  active  correspondence  supervision  for 
business  houses.  From  the  whole  body  of 
possible  material  have  been  selected,  by 
strict  limitation,  those  principles  which 
have  been  found  by  experience  with  gener- 
ations of  students  to  be  most  effective  in 
developing  power  of  expression  in  business 
letter   writing. 


Rudiments  of  Economics,  by  William 
Wallace  Hewett,  Ph.D.,  Assistant 
Professor  of  Economics,  University 
of  Pennsylvania.  Published  my 
Thomas  Y.  Crowell  Company,  New 
York.     256  pages.     12mo. 

The  subject  of  economics  is  usually  re- 
garded by  the  prospective  student  as  some- 
thing remote  and  difficult.  It  is  often 
treated  by  lecturers,  also,  from  this  same 
viewpoint.  As  a  matter  of  fact — as  the 
present  author  points  out — its  fundamentals 
are  clear  and  understandable.  He  then 
proceeds  to  prove  his  point  by  presenting 
a  textbook  which  will  be  of  practical  serv- 
ice to  students  approaching  the  subject  for 
the  first   time. 

The  book  is,  in  fact,  the  direct  result 
of  special  work  on  his  part  as  a  lecturer 
before  groups  of  students  and  adults  out- 
side the  University.  Their  first  question 
was:  "What  is  it  all  about>"  He  found 
in  answering  this  question  that  elementary 
books  available  did  not  clarify  discussions 
of  such  topics  as  Value  Theory.  Price  Level 
Changes,  Income.  Credit,  Waste,  etc.  Nor 
did  they  give  any  adequate  conception  of 
what  economists  of  today  really  believe  and 
teach.  He  therefore  prepared  his  own 
courses  to  meet  this  obvious  need.  He 
says:  "I  have  always  thought  that  it  would 
be  possible  to  express  in  brief,  simple, 
semi-popular  form  the  real  spirit  of  eco- 
nomic science  without  dodging  the  more 
fundamental  of  economic  principles.  This 
book  is   the    result  of   such  an  attempt." 

Dr.  Hewett  has  succeeded  in  giving  not 
only  a  good  elementary  course,  but  a  book 
which  should  be  of  interest  to  the  matured 
general  reader.  The  relation  between  gov- 
ernment and  industry  is  especially  well 
handled,  and  each  step  in  the  discussion 
leads  logically  on  to   the  next. 


Elements     of     Machine     Design,     by 

James  D.  Hoffman,  M.  E.,  Head  of 
the  Department  of  Practical  Me- 
chanics and  Director  of  the  Practi- 
cal Mechanics  Laboratories,  Pur- 
due University,  Lafayette,  Indiana, 
and  Lynn  A.  Scipio,  M.  E.,  Dean  of 
Robert  College  School  of  Engi- 
neering and  Professor  of  Mechani- 
cal Engineering,  Robert  College, 
Constantinople,  Turkey.  Published 
by  Ginn  &  Company,  Boston,  Mass. 
Cloth  cover,  327  pages. 

In  the  experience  of  the  authors,  much 
of  the  elementary  applications  in  machine 
design  mav  be  made  withoat  the  aid  of  the 
higher  mathematical  forms.  A  thorough 
knowledge  of  the  calculus  and  mechanics 
on  the  part  of  the  student  is  in  all  cases 
very  desirable  and  in  some  cases  impera- 
tive. In  general,  however,  students  hav- 
ing the  ability  to  arjply  a  few  simple  fund- 
amental formulas,  the  derivation  of  which 
they  need  not  know,  should  have  no  diffi- 
culty in  learning  the  principles  of  machine 
design. 

In  preparing  this  book  it  has  been  the 
aim  of  the  authors  to  illustrate,  by  the  use 
of  typical  examples  of  design,  methods  of 
attack  whereby  the  student  may  get  the 
greatest  amount  of  information  in  the 
least  possible  time;  also,  it  has  been  their 
desire  to  place  before  the  student  a  text 
that  may  be  of  the  greatest  usefulness  in 
self-help. 

The  book  is  planned  in  two  main  divi- 
sions. In  the  first  division,  fundamental 
principles  of  machine  design  are  laid  down. 
The  second  division  is  devoted  to  design 
amplications  based  upon  the  information  in 
Division   1. 

Standard  equations  and  developments 
have  been  quoted  from  standard  texts  upon 
this  subject,  for  which  the  authors  wish  to 
express  their  sincere  thanks.  It  is  probably 
too  much  to  expect  that  the  text  is  free 
from  errors.  Wherever  such  are  found  the 
authors  would  be  very  grateful  for  an 
early  notification.  In  addition  they  earn- 
estly   solicit    frank    criticisms    and    construe- 


34 


^^&u&/i<^&&uxi&r       & 


This   Old    English   Alphabet   was   prepared   by   J.   A.    LaRoche.    105    Rice  St.,  Cambridge   40,   Boston.   Mass.     Mr.   LaRoche   is  one  of  the 
rossers    in    the    New    England    Mutual    Life    Insurance   Company. 


Robert  Schaefer,  fifty,  of  Belgrade, 
Mont.,  favored  us  with  some  very 
beautiful  specimens  of  his  lettering, 
flourishing,  and  penmanship.  The 
work  is  very  painstakingly  prepared 
and  considering  that  Mr.  Schaefer 
never  had  an  opportunity  to  attend 
a  penmanship  school  and  also  has 
done  a  lot  of  hard  work,  the  speci- 
mens are  among  the  finest  we  have 
ever  seen  of  the  kind. 

Mr.  Schaefer  is  skillful  as  a  wood 
carver,  having  done  considerable  of 
that  kind  of  work. 


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(Temple).  E.  H.  Crabbe  (Harvard), 
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RIDER  COLLEGE.  Trenton,  N.  J. 


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20th  Century 
Bookkeeping  and  Accounting 

16th  Ed.    Pub.  April,   1928 

I  A  logical  approach  to  the  subject. 

II  An  intelligent  presentation  of  subject  mat- 
ter. 

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adapted  to  modern  methods  of  teach- 
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General  Business  Training 

Crabbe  and  Slin\er 
Published  September,  1927 

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20th  Century 
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I  The  Fundamentals  of  typewriting. 

II  Fundamentals  of   the   business   letter   and 
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III  Business  letters  with  office  practice. 

IV  Secretarial  projects.    Material  arranged  in 

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Factors  of  Economic  Geography 

Staples  and  Yor\ 
Ready  June,  1928 

I  Organized    to   meet   the    requirements  of 
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II  Social-economic  material  and  regional  fac- 
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Vol.  XXXIII       JUNE,  1928       Number  X 


k  ffaurints* 

penmanship 
(Eommmfal  (Etmralion 

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Published    monthly    except    July    and    August   at    612    N.    Park    St..    Columius.    O.     by    The    Zaner-Bloser    Company.     Entered    as   second-class   matter 
Sept.  5.  1923.  at  the  post  office  at  Columbus.  O..  under  the  Act  of  March  3.   1879.    Subscription  $1.25  a  year. 


1928  Zanerian  Summer  School 


Six  Weeks  Beginning  July  5 
INSTRUCTORS 


MISS    MILDRED    MOFFETT, 

Representative  and  Traveling  in- 
structor of  The  Zaner-BIoser  Com- 
pany,  will    give   work    in    Methods. 

Miss  Moffett  has  had  experience 
as  an  elementary  teacher  in  the 
Springfield.  Ohio.  Public  Schools; 
Supervisor  of  Writing.  Parkersburg. 
W.  Va..  and  Middletown.  Ohio; 
Field  Supervisor  for  Zaner-BIoser 
Company;  Instructor  of  Penman- 
ship. Asheville.  N.  C.  Normal 
School,  two  summers;  Instructor  of 
Penmanship  and  Methods  of  Super- 
vision in  Handwriting.  University 
of  Southern   California.  Los  Angeles. 


R.   B.    MOORE 

Secretary  of  The  Zaner-BIos 


ship    and    wl 
many     thous 


appeared    befor 


Methods    of    Teaching 


FRANK   H.   ARNOLD, 

Supervisor  of  Handwriting,  Spokane. 
Washington,  is  known  throughout  the 
United  States  as  one  of  the  foremost 
Unquestionably    he 


m      especially 

ing    to    the    Zai 

ry    latest    in    penmanship 


students    the 


of        the 
speakers 


the 


nthu 


ship    profes 


forceful 


\V.  O.  DOESCHER,  Ph.D., 

Professor  of  Psychology  and  Phil- 
osophy. Capital  University,  Colum- 
bus.   Ohio. 

Dr.  Doescher  will  again  teach 
Psychology  in  the  Zanerian  Sum- 
mer School.  Two  hours  college 
credit    can    be    earned    in    his    class. 

Dr.  Doescher  is  a  very  able 
scholar  and  an  extremely  patient, 
sympathetic    teacher. 


FLOSSIE  G.  CAIN, 

Supervisor  of  Writing.  Rocky  River. 
Ohio,  is  a  penman  and  teacher  of  un- 
usual skill.  She  has  a  pleasing  person- 
ality and  has  had  splendid  training  and 
experience.  She  will  be  one  of  the  in- 
structors in  the  Zanerian  Summer  School. 


MR.    E.   A.   LLPFER, 

:ipal.    Zanerian    College,    wi 
1     be    one     of     the     regulai 


MRS.   MINA   LUCAS, 

Supervisor      of      Writing.      Fin 
Ohio,    will     aid    pupils    in    sect 
room   and   board   and   assist    in 
way   possible    to    make   pupils 
fortable. 


Write  for  Catalog. 

Zanerian  College  of  Penmanship 


Columbus,  Ohio 


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10  popular  Spencerians  and  a  complimentary 

Penholdcr-  RF_U» 


_,  t->  /"■  J49    Broadway 

Spencerian    Pen    Company       New  York  City 


Metropolitan 

Business 

Speller 


New  Edition 
By  U.  G.  Potter 
McKinley  High  School 
Chicago 


Over  6000  wi 
to  Aeroplanes, 
pages,  attract!' 


few  lessons  containing  words  pertaining 
Automobiles,  etc.  Complete  Index,  244 
ing,  50  cents. 


A  Superior  Speller 


of  the   Metropolitan 
mind    two    objects: 
econd  to  enlarge   his 
al  use. 


Twofold  Design.  In  the  preparatk 
Business  Speller  we  had  constantly 
first,  to  teach  the  pupil  to  spell,  and 
vocabulary,  especially  of  words  in  gen 

Classification  of  Words.  As  an  aid  to  the  memory  we  have 
classified  words,  as  regards  sounds,  syllabication,  accents  and 
meaning.  We  have  grouped  the  words  relating  to  each  par- 
ticular kind  of  business  into  lessons,  by  which  the  student  is 
enabled  to  familiarize  himself  with  the  vocabulary  of  that 
business.  We  have  interspersed  miscellaneous  exercises  in  the 
nature  of  reviews.  We  have  grouped  words  that  can  best  be 
learned  by  comparisons,  such  as  Stationery  and  Stationary. 

Abbreviations  of  states,  months,  railways  and  commercial 
terms  are  given  in  regular  lesson  form,  and  grouped  alpha- 
betically. We  regard  abbreviating  of  almost  equal  importance 
with  spelling. 

Syllabication  and  pronunciation  are  shown  by  the  proper 
division  of  words,  and  the  use  of  the  diacritical  marks.  The 
words  are  printed  in  bold  type,  and  the  definitions  in  lighter 
face,  so  as  to  bring  out  the  appearance  of  the  word. —  an  aid 
in  sight  spelling. 


Metropolitan 
System  of 
Bookkeeping 


New  Edition 

By 

W.  A.  Sheaffer 


You  Will  Like  It.  The  text  emphasizes  the  thought  side  of 
the  subject.  It  stimulates  and  encourages  the  reasoning 
power  of  the  pupil.  Pupils  acquire  a  knowledge  of  the  sub- 
ject as  well  as  facility  in  the  making  of  entries.  It  is  a 
thoroughly  seasoned,  therefore  accurate,  text  supported  by 
complete  Teachers*  Reference   Books,  and  Teachers'   Manual. 

Parts  I  and  II  text  is  an  elementary  course  suitable  for 
any  school  in  which  the  subject  is  taught.  Two  semesters 
are  required  in  High  Schools  and  a  correspondingly  shorter 
time  in  more  intensified  courses. 


Parts  III  and  IV  text  is  suitable  for  an  advanc 
following  any  modern  elementary  text.  We  make  the  state- 
ment without  hesitation,  that  this  is  the  most  teachable, 
most  up-to-date,  and  strongest  text  published  for  advanced 
bookkeeping  and  elementary  accounting  use. 
Corporation-Mfg. -Voucher  unit  is  bound  in  heavy  paper 
covers  and  contains  all  of  Part  IV.  It  is  a  complete  course 
in  Corporation  accounting,  including  instructions,  set  of 
transactions,  exercises,  problems,  etc.  It  is  without  doubt 
the  best  text  for  this  part  of  your  accounting  course.  List 
prices.  Text,  120  pages.  40  cents.  Supplies,  including  Blank 
Books  and  Papers,  95  cents. 


EXAMINATION  COPIES  will  be  submitted  upon  request. 


METROPOLITAN  TEXT  BOOK  COMPANY 


37   SOUTH   WABASH   AVENUE 


CHICAGO 


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For  each  writing  system: 

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Esterbrook  school  pens? 

ESTERBROOK  PEN  COMPANY,  Camden,  S.J. 


The  Gregg  Normal  Session 
Gives  Expression  to  the 
Ultimate  in  Teacher- 
Training 

Progress  is  the  process  of  adjusting  ourselves  to 
changing  conditions.  We  are  living  in  a  changed  world 
demanding  new  ways  for  doing  old  things.  The  Gregg 
Normal  is  the  recognized  leader  in  resnltful  methods  of 
teaching  commercial  subjects. 

At  the  Gregg  Normal  you  will  come  in  contact  with 
outstanding  personalities  in  the  teaching  profession  and 
you  will  he  Inspired  hy  new  ideas.  You  may  be  pulled 
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everyday   routine  will   lose  its  eroding  sameness. 

Every    summi-r    the    attend) i ients    practically 

every  state  in  the  Union  and  many  Canadian  provinces. 
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An  unexcelled  Placement  Service  is  at  your  command. 
Gregg  teaching   successfully   in   public  and 

private  schools  everywhere.  Gregg  training  makes  good 
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The   Gregg    Normal    Session    begins    July    2    and    closes 
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of    pleasure    and    profit.      Special    bulletin    tells    more — 
write    for    your   copy    today. 

Gregg  School 

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House 

i  yiriHERE  are  many  styles  of  teachers'  agencies,  for 
I  f"\  there  are  many  notions  concerning  the  func- 
V-^'  tion  of  an  agency.  Ours  is  somewhat  different. 

The  Ohio  Teacher's  Bureau  is  not  merely  an 
agency  for  placing  teachers,  although  that  is  its  chief 
business.  Members  of  this  Bureau  have  the  right  at 
all  times  to  submit  to  us  questions  of  a  professional 
nature  and  feel  assured  of  prompt  and  courteous  re- 
plies  —  and  without  charge.  The  Director  of  this 
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We  can  secure  for  you  just  the  kind  of  position 
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THE  OHIO  TEACHER'S  BUREAU 

Suite  303,   M.irtlin  Building,   Columbus,  Ohio 

Henry  G.  Williams,  Director 


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Why  Research? 

Research  in  education  is  made  for  the  purpose  of  determining  correct  edu' 
cational  theories,  subject  matter  and  methods  of  procedure. 

In  all  research  work,  conclusions  are  based  on  the  results  of  certain  pre 
scribed  tests,  measurements,  and  experiments. 

No  educational  theory  can  be  accepted  that  is  not  supported  by  achieve 
ment.   Merit  must  be  determined  by  re  suits.  That's  why 

Rational  Typewriting 

continues  —  year  after  year  —  to  lead  in  the  field  of  typewriting  instruction. 

The  severest  test  to  which  a  method  can  be  put  is  the  test  of  the  classroom  teacher. 
The  results  that  teachers  obtain  with  a  typewriting  book  prove  more  than  all  the  theories 
that  have  been  expounded  since  Sholes  invented  the  "type-writer." 

In  the  State,  Provincial,  and  School  Typewriting  Contests  of  the  last  dosen  years, 
Rational-trained  students  have  won  twice  as  many  events  as  all  the  other  methods  col- 
lectively.  The  last  World's  School  Championship  Contest  is  typical. 

1.  The  World's  School  Novice  Typewriting  Championship  Contest,  New  York  City, 
October,  1927,  was  won  by  Mr.  Chester  Soucek,  a  Rational  typist,  who  began  the 
study  of  typewriting  in  the  Coraopolis,  Pennsylvania,  High  School  in  September, 
1926.   Mr.  Soucek's  net  speed  was  81  words  a  minute. 

2.  Second  place  was  won  by  a  Rational  typist,  Miss  Lucille  Coulombe,  of  the  Berlin, 
New  Hampshire,  High  School,  with  a  net  speed  of  80  words  a  minute,  and  with 
but  5  errors— THE  MOST  ACCURATE  RECORD  MADE  IN  THE  CONTEST. 

3.  The  four  most  accurate  records  were  made  by  Rational  typists. 

4.  Sixteen  of  the  first  22  places  were  won  by  Rational  typists. 

5.  Twenty-nine,  or  76.3%  of  the  38  competing  State  Champions  were  Rational- 
trained. 

The  strength  of  a  typing  method  is  shown  by  mass  results.  A  few  isolated  successes 
mean  little.  The  test  of  a  method  is  its  achievement  in  open  competition  with  other  meth- 
ods. By  this,  or  any  other  test  of  efficiency,  Rational  Typewriting  is  away  out  in  front  of 
the  procession. 

A  brand  new  series  of  six  new  books  —  a  text  for  every  need  ■ —  all  published  in  1927 
and  1928. 

Send  for  free  descriptive  boo\let  or  sample  texts 

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Do  You  Know? 


More  than  1,400  reporters  were  members  of  the  National  Shorthand 

Reporters'  Association  in  1926. 
Nearly  1,300  of  this  number  write  Pitman. 
Less  than  150  use  one  of  1  1  different  systems. 
Almost  a  year  was  required  to  complete  this  survey. 

Pitman  Shorthand  was  invented  by  Isaac  Pitman  in  1837.  The  excel- 
lence of  the  Pitman  System  is  indicated  by  the  fact  that  today  —  90 
years  after  —  9  out  of  every  10  reporters  are  Pitman  writers. 


Isaac  Pitman  &  Sons 

2  WEST  45th  STREET,  NEW  YORK 

and  at 
LONDON  BATH  MELBOURNE  TORONTO 


I5PWPI^15P0BJBI 

SUMMER   SCHOOLS 

June- August 

1928 

Zanerian  Summer  School 

Zancrian  College,  Columbus,  Ohio, 
July  5— August  16,  1928 

Chicago  Summer  School 

Lewis  Institute,  Chicago,  111., 
June  25— July  27,  1928 

Asheville  Normal  and  Associated  Schools, 

Asheville,  N.  C. 

Colorado  State  Teachers'  College, 
Greeley,  Colorado 

Georgia  State  College  for  Women, 
Milledgeville,  Ga. 

McCann  School  of  Business, 
Reading,  Pa. 

North  Carolina  College  for  Women, 
Greensboro,  N.  C. 

George  Peabody  College  fur  Teachers 

June    12     -July   20 
Nashville,  Tcnn. 

University  ol   Southern  C.ilit 

I   t  Angeles. 
Virginia  Anna  Purcell,  Instructor 

Zaner  &  Bloser  Company 

COLUMBUS, 

OHIO 

Volume  XXXIII 


COLUMBUS,   OHIO,   JUNE,    1928 


No.  X 


THE   NEW   PENMANSHIP   ASSOC- 
IATION A  GREAT  SUCCESS 


In  our  March  number  we  announced 
the  formation  of  a  new  penmanship 
association  on  the  Pacific  Coast.  The 
first  meeting  was  held  in  Oakland, 
California,  on  April  21st,  which  was 
well  attended,  and  an  organization 
was  affected.  If  we  may  judge,  it 
promises  to  be  an  association  from 
which  we  may  expect  much  in  the 
way  of  accomplishment  for  the  cause 
of  better  writing. 

R.  E.  Wiatt,  Supervisor  of  Hand- 
writing in  the  Los  Angeles  Public 
Schools,  and  President  of  the  new  as- 
sociation, writes  as  follows  regarding 
the  first  meeting: 

"The  first  meeting  of  the  West- 
ern Supervisors'  Penmanship  As- 
sociation was-  a  great  success 
considering  the  fact  that  within 
three  months  after  it  was  sug- 
gested, we  had  our  first  meeting 
with   a  membership   of  about  60. 

The  members  of  the  associa- 
tion voted  the  meeting  to  be  the 
best  penmanship  association 
meeting   they   ever   attended. 

Miss  Bertha  E.  Roberts,  Deputy 
Superintendent  of  the  San  Fran- 
cisco Schools,  gave  a  most  won- 
derful address  on,  "How  we 
teach  penmanship  in  the  San 
Francisco  Schools." 

Miss  Lois  T.  Jones,  supervisor 
of  writing  of  Fresno,  Calif.,  gave 
a  most  excellent  talk  on,  "How 
we  socialize  and  motivate  writ- 
ing." Her  address  was  excep- 
tionally fine. 

The  meeting  place  for  next 
year  has  not  been  decided  upon 
as  yet;  however,  it  is  likely  to  be 
held  in  San  Francisco,  as  it  is 
quite  central.  The  same  officers 
hold  over  until  the  next  meeting. 
We  hope  to  have  a  membership 
of  at  least  500  by  the  time  the 
next  meeting  convenes." 

We  hope  to  be  able  to  present  in 
our  columns,  from  time  to  time,  some 
of  the  addresses  delivered  before  the 
first  meeting. 


THE  NATIONAL  ASSOCIATION  OF 

PENMANSHIP  TEACHERS 

AND  SUPERVISORS 

Report      of      the     Chicago      Meeting, 

April  25,  26,  27,  1928 

OFFICERS,  1929 

President,  Miss  A.  Lucilla  McCal- 
mont,  Utica,  N.  Y. 

First  Vice  Pres.,  George  A.  Race, 
Bay  City,  Michigan. 

Second  Vice  Pres.,  Miss  Alma  E. 
Dorst,  Oak  Park,  111. 

Secretary,  Arthur  G.  Skeeles,  Co- 
lumbus, Ohio. 

Treasurer,  Miss  Luella  Chapman, 
Buffalo,  N.  Y. 

(Mr.  Skeeles  was  elected  secretary 
in  spite  of  his  statement  that  he 
would  be  unable  to  serve  longer.  He 
has  since  forwarded  his  resignation 
to  the  president.) 


MISS   A.   LUCILLA   McCALMONT 

Director  of  Handwriting,  Utica,  N.  Y. 

The   New   President 


Place  of  Meeting  for  1929, 
Buffalo,  N.  Y. 

"The  best  program  ever  presented 
at  any  meeting  of  the  Association" 
was  the  comment  heard  from  many 
persons  at  the  Chicago  meeting.  Only 
a  brief  summary  can  be  given  here; 
but  arrangements  have  been  made  to 
publish  the  papers  and  addresses  in 
full.  If  you  are  not  a  member  you 
should  send  your  fee  at  once  in  order 
to  secure  this  report. 

Wednesday 

The  Boys'  Glee  Club  of  Lindbloom 


High  School  provided  most  excellent 
music  for  the  opening  session. 

We  were  welcomed  to  Chicago  by 
District  Superintendent  Conley  of  the 
Chicago  Public  Schools. 

Elmer  G.  Miller,  Director  of  Com- 
mercial Education,  Pittsburgh,  re- 
sponded gracefully,  expressing  the 
respect  and  admiration  felt  by  the  vis- 
itors for  the  great  accomplishments 
of  Chicago.  He  was  willing  to  con- 
cede that  Chicagoans  had  made  every- 
thing in  the  County  of  Cook,  but  drew 
the  line  at  Lake  Michigan. 

President  Lettie  J.  Strobell  in  her 
Presidents's  Address  said  that  besides 
skill  in  handwriting  the  supervisor 
needed  three  things — stamina,  schol- 
arship, sympathy.  "Stamina  is  power. 
Scholarship  is  evidence  of  a  sound 
mind.  Sympathy  is  the  expression  of 
love."  For  this  equipment  "there  is 
no  standard  of  measurement,"  but 
"we  are  enriching  the  nation  and  the 
world  by  harmonizing  the  major  and 
minor  keys  of  life  into  one  great 
symphony. 

Dr.  Franklin  Bobbitt  of  the  Univer- 
sity of  Chicago  spoke  of  the  "General 
Principles  of  Supervision  as  Applied 
to  the  work  of  Supervisor  of  Penman- 
ship." He  contrasted  "the  old  con- 
ception of  management  by  overhead 
personal  authority"  with  "the  more 
recent  conception  of  scientific  manage- 
ment, or  management  under  the  di- 
rection of  educational  science."  "By 
educational  science  we  mean  the  best 
vision  of  the  educational  realities 
which  mankind — particularly  our  pro- 
fession— has  yet  been  able  to  achieve." 
"It  resides  in  those  who  have  the 
clearest  professional  vision.  It  is 
voiced  by  those  who  most  clearly  dis- 
cern the  educational  realities." 

Dr.  Bobbitt's  conception  of  a  super- 
visor of  penmanship  who  should  di- 
rect by  "spreading  enlightenment"  in- 
stead of  "setting  up  standards  and 
outlining  methods"  is  a  good  thing  for 
every  supervisor  to  think  about — 
especially  those  who  may  not  agree 
with  him.  The  address  will  be  read 
with  interest  by  all  educators. 

The  morning  session  concluded  with 
a  moment  of  silence  in  memory  of  the 
late  Austin  Norman  Palmer,  after 
which  Miss  Lillian  Bushman,  Burling- 
ton,   Wisconsin,    played    a    beautiful 

(Continued   from   Page    19.) 


THE     BUSINESS     EDUCATOR 

Published   monthly    (except   July  and   August) 

By  THE   ZANER-BLOSER  CO., 

612  N.  Park  St..  Columbus.  O. 

E.  W.  Bloser       --------      Editor 

E.  A.  Lupfer    -----    Managing  Editor 


SUBSCRIPTION     PRICE,     $1 .25     A      YEAR 

(To  Canada,  10c  more;  foreign,  20c  more) 

Single  copy.  15c. 

Change  of  address  should  be  requested 
promptly  in  advance,  if  possible,  giving  the 
old  as  well  as  the  new  address. 

Advertising  rates  furnished  upon  request. 


The  Business  Educator  is  the  best  medium 
through  which  to  reach  business  college  pre* 
prietors  and  managers,  commercial  teachen 
and  students,  and  lovers  of  penmanship.  Copy 
must  reach  our  office  by  the  10th  of  the  month 
for  the  issue  of  the  following  month. 


,y/u .Jtiuj/sujJ  cV/uia/sr       & 


Lessons  in  Business  Writing 

By  E.  A.  LUPFER,  Columbus,  Ohio 
Send  15  cents  in  postage  with  specimens  of  your  best  work  for  criticism. 


Some  warming  up  exercises  which  are  good  for  each  one  of  us  to  try  occasionally.  They  are  especially  good  for 
beginning  students  and  for  persons  who  have  trouble  in  getting  a  free  motion.  If  your  capitals  contain  shaky  lines 
do  more  work  on  these  exercises. 


All  students  should  learn  to  make  figures  legibly  and  quickly.     They  should  be  small,  neat  and  compact.     Below 
are  some  exercises  and  figures  for  you  to  study  and  imitate. 


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The  writing  of  paragraphs  and  pages  should  be  given  close  atten- 
tion, for  such  writing  is  the  final  test  of  your  handwriting.  The 
teacher  or  pupil  should  select  paragraphs,  business  letters,  memory 
gems  and  other  material  to  be  written  in  addition  to  that  presented 
in   this   book.     It   is   a   good   plan   to  have   the   teacher  or  someone  else 


dictate  matter  to  be  written,  as  the  shorthand  teacher  dictates  to  his 
class,  to  encourage  free-flowing  movement  and  speed.  That  which  is 
written  from  dictation  will  more  nearly  represent  the  pupil's  real 
writing.     Try  it. 


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After  practicing  the  alphabet  and  sentence  above  send  your  best  copy,  together  with  a  sentence  stating  that  you 
are  working  for  a  certificate,  to  the  office  of  the  Business  Educator,  Columbus,  Ohio.  See  how  regular  you  can 
make  this  page  appear  in  slant,  size  and  spacing.  Be  sure  that  you  use  arm  movement  on  the  sapitals  as  well  as  on 
the   small    letters. 


Supplementary  Copies  for  Penmanship  Practice 


Copies  were  written  by  Francis  B 
Number  5. 


Courtney,  Detroit,   Mich, 
the  B.  E. 


Instructions  were  written  in  the  office  of 


i^SZ-^E-ZPr^> 


Nature  has  her  way  of  doing  things  which  no  one  can  permanently  conceal.  Her  laws  are  inflexible  and  fixed.  They  may 
be  studied  and  read,  but  not  understood.  You  can  learn  to  read  character,  but  you  cannot  know  character.  Like  mind  and 
electricity,  it  is  a  subtile  force  not  understood.  You  can  know,  however,  how  to  develop  character  and  nothing  will  aid  you  so 
much  as  the  learning  to  read  character  in  the  face  as  in  an  open  book.     Begin  today.     Start  with  the  mirror. 


j^     *!3fa&uJ//i€J££diu*i&r       $ 


11 


SUPPLEMENTARY  COPIES  FROM  A  TO  Z 

B\<  S.  M.  Blue,  Portland,  Oregon. 


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PBpBM 

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13 


This    speedy    specimen    of   business    writing    is    by    Dorothy   M.   Street,  a   pupil    in   the   Brown's   Business   College,   Pe 
111.    C.  J.   Harvey  is  the  penmanship   teacher. 


Weller, 
Leiphob 


photographed    from 

i    public    school    teacl 

Baltimore    recently 

their  penmanship   up 


Correlated  Handwriting  Practice  Book  No.  4.  filled 
er  in  Baltimore,  Md.  She  has  taken  thirty  lessons 
idopted  Correlated  Handwriting,  and  the  teachers  a 
to  a  high  standard. 


A   RECIPE 

Take  a  little  drop  of  wisdom 
With  understanding  fraught 
Take  a  pinch  of  careful  plan- 
ning 
With     a     generous     bit     of 

thought. 
Then   mix   them   all   togethei 
With     Correlated     Method 

sound, 
And    you'll    have    the    fines' 

handwriting 
That  can  anywhere  be  found 
By  the  B.  E.  Poet. 


This   la 


This   specimen   is  typical  of 
production    was    10%    inches 
second   grade  pupils  find   thi: 
as    the    laborious,    small    adu 
Hygiene   of    School    Child," 


by  Evelyn  Turner,  a  second  grade  pupil  in 
the  first  and  second  grade  pupils  in  that 
were  %  inch  high.  Miss  Flossie  G.  Cain  i 
d  easy  to  perform.  It  does  not  cramp  their  hand 
rman."  Professor  of  Education.  Stamford  Un 
auld    be    large  and  oval   in   the   first  grades." 


>ckv  Rive 
1.    The    o 

r.  Ohi 
iginal 

d.  Publ 
of   the 

superviso 
Is   nor   in 
y,  in  his 

r  of   w 
ure   th 
417   p 

riting. 
age  vol 

M 


i5%fe&uA*ned&&&Ma&r      & 


•      .  ■        '' 

4 


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/"  t     .       >', 


.,   /    t 


•     I  _•£*  ,    t 


v'     /     <f    ft  £ 


y  -    (  i 


• 


t  '   i  '    •■    2!  i 


The    above    specimen   was    written    by    Helen    Fetz,    a    ninth    grade    pupil    in    the    public    schools.    Port 
rvis,    N.    Y.     Cleo    Rayl.    teacher.       Notice    the    free    swing    this    writing    contains. 


rid  R.   C 

:.   G.    teaches 


.    who    wrote    the    first    two    lii 
vrote    the   last    two.  are    very    skillful 

Lord  Selkirk  School.   Winnipeg,  Can 


J.   S.   GRIFFITH 

Mr.  John  S.  Griffith  who  has  charge 
of  the  penmanship  department  of  the 
F.nglewood  Business  College,  Chicago, 
111.,  will  contribute  a  series  of  lessons 
in  practical  business  writing  to  the 
Business    Kducator. 

Mr.  Griffith  is  one  of  the  outstand- 
ing penmen  of  today.  We,  therefore, 
feel  fortunate  in  securing  work  from 
him. 


Miss  Mary  Winston  Jones  is  a  new 
teacher  in  the  Department  of  Com- 
mercial Education  of  the  Colorado 
State  Teachers  College  at  Greeley. 

Miss  Kva  M.  Langdon  of  Hunting- 
ton, W.  Va.,  has  recently  accepted  a 
position  to  teach  in  Wasatch  Acad- 
emy, Mt.  Pleasant,  Utah. 


&/i££%t*i/?iGi±&/l[uzt&r       & 


15 


%%W^|^ 


Marking  Alphabet  by   A.    H.    Ross,   penman   in   the   Eastman 
ss  College.   Poughkeepsie,   N.   Y. 


GRAND  RAPIDS  COMMERCIAL 
COLLEGE 


The  above  college  is  now  under  the 
personal  management  of  Mr.  and  Mrs. 
H.  M.  Heaney,  whose  photographs  we 
take  pleasure  in  presenting  herewith. 

Mr.  Heaney  is  well  fitted  by  educa- 
tion, experience  and  ability  to  conduct 
a  school  of  unusual  excellence.  He 
has  had  more  than  a  score  of  years  of 
experience  in  training  young  men  and 
women  for  the  business  office.  He 
has  been  teacher,  manager,  and  owner 
in  business  schools  and  knows  the 
business  college  work  from  A  to  Z. 
Senator  Ferris  wrote  of  him:  "He  is 
the  best  teacher  in  the  class  room  I 
ever  saw."  This  is  a  very  high  trib- 
ute since  it  comes  from  a  man  like 
Senator  Ferris. 

He  is  a  public  speaker,  whose  serv- 
ices are  greatly  in  demand.  He  is  a 
member  of  the  Association  of  Com- 
merce, Kiawanis  Club,  and  Westmin- 
ster Church. 

Mrs.  Heaney  is  well  adapted  both 
by  training  and  temperament  to  the 
business  college  work.  She  is  a 
graduate  of  the  Ferris  Institute,  and 
is  well  liked  by  the  students. 

This  school  gives  sufficient  time  to 
the  subject  of  penmanship  to  enable 
each  student  to  acquire  a  good  plain 
style  of  business  writing.  The  school 
realizes  the  importance  of  good  writ- 
ing in  offices.  It  believes  that  a  let- 
ter of  application  well  written,  gives 
the  impression  that  all  other  work  is 
well  done  too,  and  hence  good  writ- 
ing becomes  a  key  that  unlocks  many 
office  doors. 

Mr.  Heaney  is  a  penman  of  national 
reputation,  and  we  are  pleased  indeed 
that  we  can  present  his  signature 
herewith. 

The  Business  Educator  wishes  these 
two  charming,  progressive,  commer- 
cial educators  continued  success  and 
prosperity. 


I  ill  —\  _i;l  i-i ' 


M.     A.    Albin,    teacher    in    the    Draughon's    Business    College,    San    Antonio, 
Texas,   wrote    the   above   signature. 


16 


s//u  rKjujS/iejj  C<6u*i6r       & 


Supplementary  Business  Writing 

Br  C  C.  LISTER.  Maxwell  Training  School  for  Teacher*,  Now  York  City 


i  y  fy  C. 


.- 


The  above  specimen  was  submitted  for  a  certificate  by  Mark  S.  Loewy,  a  stu- 
dent in  the  Business  Institute,  Detroit,  Mich.  T.  \V.  Wauchope  is  the  penmanship 
teacher. 


J.   A.    Harper 
couver,  B.  C. 


signatures 
213    Hasting. 
Canada. 


.ere     written     by 
street,   E.,   Van- 


^     £^&u4in^&&u&&r       & 


17 


The  Handwriting  Expert,  or  Some  Observations 

Upon  the  Detection  of  Fraud  and  Forgery 


Lloyd    L.    Jones,    Assistant    Commis- 
sioner Board  of  Education, 
Cleveland,  Ohio 


f  The  outhor  of  this  article  has  been 
an  examiner  of  questioned  documents 
for  the  past  ticelve  years.  As  a 
teacher  of  commercial  subjects,  in- 
cluding penmanship,  he  became  inter- 
ested in  the  scientific  detection  of 
forged  handwriting.  Examining  ques- 
tioned documents  has  become  a  most 
interesting  and  very  profitable  side 
line  for  Mr.  Lloyd  Jones. 

There  has  been  so  little  written 
upon  this  subject  that  we  felt  a  brief 
survey  of  this  unusual  field  would  be 
of  some  benefit  to  penmen,  engrossers 
and  teachers  of  pemnanship.~\ 

Undoubtedly  the  greatest  handwrit- 
ing experts  the  world  has  ever  seen 
are  or  have  been  penmen,  engrossers 
or  teachers  of  penmanship.  Without 
a  doubt  the  qualified  examiner  of  un- 
questioned documents  is  in  the  high- 
est     paid      branch      of      penmanship 


science.  It  is  a  fine  thing  for  penman 
ship  experts  to  render  a  social  serv- 
ice in  examining  disputed  documents 
and  in  helping  to  see  that  justice  is 
furthered  by  giving  expert  testimony 
in  court. 

There  is  hardly  a  teacher  of  pen- 
manship who  is  not  called  upon  ai 
one  time  or  another  to  give  his  opin- 
ion upon  some  specimens  of  penman- 
ship. It  may  be  the  local  banker  who 
has  a  suspicious  looking  check;  or  it 
may  be  the  principal  of  the  school 
who  holds  an  unexplained  written  ex- 
cuse for  absence;  or  it  may  be  some 
attorney  who  is  about  to  probate  a 
questioned  will;  or  it  may  be  that  the 
county  prosecutor  seeks  advice  upon  a 
matter  which  jeopardizes  the  liberty 
of  some  individual. 

The  reason  for  an  article  of  this 
sort  is  not  the  passing  interest  it 
holds  for  half  an  hour;  its  value  lies 
in  the  fact  that  the  cases  shown  illus- 
trate some  phases  of  forgery  and  may 
assist  the  reader  by  giving  him  a  few 
principles  as  bases  for  the  examina- 
tion of  some  of  the  documents  which 
come  to  his  attention. 


A   Great  Cost 

Crime  costs  the  United  States  over 
$10,000,000,000  each  year.  This  figure 
includes  not  only  the  direct  financial 
loss,  but  also  the  cost  of  jails,  prisons, 
courts  and  police  officials.  Forgery 
represents  the  most  intellectual  crime 
— if  there  be  such — because  forgeries 
are  usually  committed  by  people  in 
legitimate  business  who  are  continu- 
ally handling  fairly  large  sums  of 
money.  If  a  forgery  is  good  enough 
to  cause  intelligent  people  to  part 
with  their  money,  it  is  a  scientific 
achievement.  That  is  what  makes  it 
such  a  menace. 

Modern   Business   Wants  Speed 

Business  wants  speed  today.  Com- 
petition often  compells  the  hurried 
closing  of  contracts.  Customers  are 
eargerly  sought  and  prompt  accom- 
modation of  them  is  an  earmark  of 
service.  But  in  the  speed  and  rush  of 
affairs  someone  must  retire  to  his 
study  and  take  a  quiet  view  of  the 
field.  In  the  light  of  his  experience 
and  education  the  scientific  examiner 
must  render  his  opinion.  It  is  just  as 
important  that  laboratory  methods  of 
research  be  employed  in  the  examina- 
tion of  valuable  documents  as  in  de- 
veloping new  industrial  processes. 

The  scientific  investigator  is  simply 
one  of  the  tools  used  today  in  seek- 
ing newer  and  better  ways  of  doing 
things.    The  days  of  opinion  evidence 


M._ 


5)1 


cJjStJ?//£6U^  '   * 


cx-w-tcz^ju 


The  above  is  a  reproduction  of  a  note  for  the  sum  of  $5,000,000,  said  by  Cassie  L.  Chadwick  to  have  been  given 
her  by  Andrew  Carnegie,  and  used  by  her  to  defraud  the  bankers  of  her  day  of  tremendous  sums  of  money. 

The  naked  eye  will  discover  that  the  signature  on  the  note  does  not  attempt  to  duplicate  the  correct  signature  of 
the  multi-millionaire  in  any  respect.  Cassie  Chadwick  simply  wrote  the  note  out,  signed  the  name  of  the  maker  to  it, 
and  passed  it  largely  by  reason  of  her  personality. 


18 


**        >j//i*>3$tAu/ujj  fidut'o/sr       & 


in  the  field  of  handwriting  testimony 
are  passed.  To  be  sure  the  courts 
have  been  slow  to  admit  the  testi- 
mony of  handwriting  experts,  because 
the  opinion  was  not  supported  by 
demonstrative  evidence.  In  other 
words,  the  mere  statement  that  this 
disputed  signature  "looks"  like  that 
admitted  specimen  does  not  get  the 
witness  very  far  in  court.  Whenever 
the  handwriting  expert  testifies  in 
court,  he  should  demonstrate  the 
methods  and  processes  he  used  in  ar- 
riving at  his  decision.  His  demonstra- 
tion should  be  so  convincing  that  the 
listeners  will  all  be  compelled  to  come 
to  the  same  decision  he  did. 

The  law  has  made  such  strides  in 
the  last  few  years  that  practically 
every  court  in  the  United  States  ad- 
mits data  produced  by  the  scientist  in 
arriving  at  an  opinion  in  cases  of 
questioned  documents. 


uments  are  several  years  old  and  have 
already  been  handled  considerable, 
the  responsibility  for  their  preserva- 
tion is  placed  upon  the  handwriting 
expert.  He  must  not  harm  or  deface 
or  disturb  the  document  in  any  way, 
but  keep  it  in  good  condition.  Then 
when  a  document  is  brought  into 
court  and  it  passes  through  the  hands 
of  witnesses,  attorneys  and  jurors  it 
is  liable  to  become  so  worn  and  torn 
that  it  is  really  worthless  as  evidence. 
Double  glass  covers  or  celluloid  en- 
velopes should  be  provided  for  the 
care  of  the  documents. 

The  Document  Cemera 

The  first  thing  the  handwriting  ex- 
pert should  do  after  he  is  handed  a 
disputed  document  is  either  to  photo- 
graph it  himself  or  have  some  reliable 
photographer  do  it.  Then  he  has  de- 
finite proof  of  the  condition  in  which 


which  to  compare  it.  Side  by  side  ex- 
amination of  the  photograpns  is  the 
only  safe  way. 

The  microscope  and  the  camera 
must  be  combined.  Furthermore  the 
apparatus  must  be  portable  and 
adapted  for  use  under  many  different 
conditions.  In  order  to  get  sharp  and 
clearly  defined  enlargements,  the 
author  attached  two  cameras  together 
in  order  to  get  exceptional  bellows 
length.  Such  an  apparatus  must  be 
sturdy  and  strong,  quickly  assembled, 
adapted  to  all  sizes  of  pictures  up  to 
8  inches  by  10  inches,  usable  under 
all  sorts  of  conditions,  and  when 
knocked  down  take  up  very  little 
room. 

By  using  different  lenses,  the  small 
letter  "o"  can  be  magnified  so  that 
it  is  eight  inches  across.  By  using 
one  camera  or  the  other,  different 
lenses   and   different   bellows   lengths, 


The  cases  submitted  here  are  fairly 
representative  of  what  comes  to  the 
office  of  the  examiner  of  questioned 
documents.  Anyone  who  attempts  to 
give  an  opinion  upon  handwriting 
avail  himself  of  the  proper  simple  ap- 
paratus described.  The  individual 
who  is  worthy  of  qualifying  as  a 
handwriting  expert  must  have  a  thor- 
ough knowledge  of  the  subject  of  pen- 
manship, must  possess  analytical 
ability,  must  use  laboratory  methods, 
must  have  some  apparatus  and  must 
call  photography  to  his  assistance.  Of 
course  the  process  of  examination  is 
slow,  but  where  a  case  involves,  as 
they  do  many  times,  thousands  of  dol- 
lars, the  expert's  fee  is  usually  in  pro- 
portion to  the  total  sum  involved. 
A  Large  Case  in  Point 

The  author  of  this  article  was  the 
partner  of  Mr.  H.  D.  Gould,  penman, 
scientist  and  teacher,  who  had  a  re- 
markable career  as  a  handwriting  ex- 
pert for  forty-three  years.  The  larg- 
est case  Mr.  Gould  ever  had  was  that 
of  Cassie  L.  Chadwick  who  disturbed 
the  Cleveland  financial  district  twenty 
or  more  years  ago.  The  accompany- 
ing illustration  gives  three  of  the  ad- 
mitted signatures  of  Andrew  Carnegie 
which  can  be  compared  with  the 
forged  signatures  of  Cassie  L.  Chad- 
wick is  also  shown  on  next  page. 

Care  of  Documents 

Inasmuch   as  many  questioned  doc- 


he  received  the  paper  and  also  has 
considerable  protection  if  said  docu- 
ment became  lost.  One  of  the  author's 
early  cases  was  won  because  he  was 
able  to  prove  by  photography  that 
the  document  had  been  altered  or 
tampered  with  by  the  opposing  side 
after  he  had  made  an  examination 
and,  of  course,  made  photographs 
of  it. 

Anarticle  of  this  kind  cannot  at- 
tempt to  describe  cameras.  The  only 
word  of  advice  is  this:  buy  a  good 
document  camera  and  some  adequate 
lighting  apparatus.  Or  have  your 
work  done  by  the  best  commercial 
photographer  you  can  find. 
The  Misroscope 

The  microscope  is  indispensable  in 
getting  at  the  facts  in  examining 
questioned  documents  and  in  any  dis- 
puted handwriting.  The  expert  must 
get  close  enough  to  the  handwriting 
"to  see  the  freckles."  But  even  after 
the  facts  have  been  ascertained,  their 
demonstration  depends  upon  photo- 
graphy. Comparison  must  be  made 
by  pictures. 

The  Microscope-Camera 
To  make  a  long  explanation  short, 
the  details  of  the  handwriting  must 
be  "bound"  permanently  and  brought 
together  by  the  camera.  The  human 
memory  is  too  fickle  in  any  attempt 
to  look  at  one  field  in  the  microscope 
while      remembering     another      with 


pictures  can  be  made  natural  (exact) 
size  or  even  considerably  smaller. 
Photo- Micrographs 
In  order  to  give  the  reader  an  idea 
of  what  magnified  objects  look  like, 
two  capital  "B's"  are  shown.  These 
pictures  (photo-micrographs)  were 
taken  directly  with  the  microscope- 
camera.  They  are  not  enlargements 
made  from  small  pictures,  Dut  actual 
reproductions  of  what  the  eye  sees  in 
the  microscope. 


/& 


Although  these  letters  are  not  the 
same  size  (no  person  has  ever  been 
able  to  write  letters  which  are  copper 


f^^&u&n^&dtu&fir'      & 


19 


plate  facsimilies  of  each  other),  a  few 
minutes  study  will  show  that  they 
were  made  by  the  same  person.  Note 


strokes.  But  how  the  quavering 
strokes  and  "stuttering"  of  the  pen 
show  in  the  enlargement. 


Sometimes  the  unaided  eye  cannot 
detect  any  irregularities  but  the  de- 
tection of  a  series  of  recent  payroll 
irregularities  depended  upon  the  join- 
ing of  the  letters  "ies."  The  enlarge- 
ment shows  the  initial  stroke  of  the 


the  thin,  light,  rapid  rising  strokes 
and  the  sharp  beginning  of  the  down- 
ward stroke  at  the  curve. 

Conclusive  Evidence 
Sometimes  the  naked  eye  cannot  de- 
tect piecing,  patching  or  overwriting. 
The  microscope  camera  does  bring  up 
the  details  so  that  the  court  and  the 
jury  have  demonstration  evidence  be- 
fore them.  This  photo-micrograph 
was  evidenced  enough  to  convince  the 
most  skeptical  that  this  capital  let- 
ter "R"  was  not  writing  at  all.  It 
was  a  wrawing,  full  of  pen  lifts  and 
patches.  The  original  looked  like  a 
clever  job,  but  what  a  mess  the  photo- 
microsgraph  proved  it  to  be! 


Age  and  infirmity  can  be  plainly  de- 
tected by  the  use  of  photo-micro- 
graphs. It  would  be  well  nigh  im- 
possible for  a  forger  to  imitate  the 
quavering  lines  in  the  signature  of 
Leonard  Fish.  The  naked  eye  recog- 
nizes  some   irregularities   in   the   pen 


"e"  does  not  form  any  part  of  the 
loop.  The  forger  simply  slipped  and 
a  habit  of  making  a  small  "e"  like 
this  cropped  out  at  the  time  he  was 
trying  to  imitate  the  signature  of  an- 
other person. 

THE  N.  A.  P.  T.  S. 

(Continued  from  Page  7.) 

violin  solo.  The  president  appointed 
a  committee  to  present  resolutions  on 
the  death  of  Mr.  Palmer. 

Wednesday  Afternoon  Session 

Dr.  A.  S.  Barr,  University  of  Wis- 
consin, presented  a  stimulating  paper 
on  "The  Development  of  Objective 
Procedures  in  Classroom  Supervision." 
He  believes  that  the  work  of  the  su- 
pervisor should  be  subject  to  the  same 
kind  of  tests  and  measurements  that 
we  are  learning  to  apply  to  the  work 
of  the  pupils. 

Miss  Luella  Chapman,  Director  of 
Penmanship,  State  Teachers  College, 
Buffalo,  presented  a  splendid  paper. 
"The  direct  responsibility  of  the  in- 
structor in  the  teacher-training  in- 
stitution is  to  the  students  who  are 
attending  the  school  for  the  purpose 
of  obtaining  the  preparation  and  the 
equipment  necessary  to  enable  them 
to  teach  in  the  elementary  schools." 
And  this  responsibility  is  to  be  dis- 
charged by  being  "so  thoroughly  pre- 
pared for  her  work,  so  untiring  in  her 
efforts   to   guide   her  students,  so   in- 


terested in  their  accomplishments,  so 
sincere  of  purpose,  so  alive  and  so 
awake  to  the  cause  of  Good  Writing 
that  she  inspires  her  students  to  'go 
and  do  likewise.'  " 

Mr.  Glen  Hoffhines,  Harris  Trust 
and  Savings  Bank,  Chicago,  presented 
"Practical  Penmanship  from  a  Prac- 
tical Point  of  View."  "All  of  the  men 
in  our  organization  filling  responsible 
positions  have  to  do  a  certain  amount 
of  writing."  "Between  twelve  and 
fifteen  per  cent  of  those  who  apply 
for  positions  are  rejected  because 
they  cannot  write  legibly.  Between 
fifteen  and  twenty  per  cent  of  the 
people  that  we  employ  are  good  pen- 
men." 

Thursday 

Thursday  was  spent  in  visiting  the 
schools  in  Oak  Park,  a  beautiful  sub- 
urb of  Chicago,  where  Miss  Alma  E. 
Dorst  is  supervisor.  Miss  Dorst  had 
planned  every  detail  for  the  conveni- 
ence of  those  who  visited  the  schools, 
busses  taking  them  to  the  schools,  and 
lunch  being  served  at  the  school 
buildings.  The  classes  were  carrying 
on  their  usual  work,  so  that  visitors 
saw  how  the  pupils  were  applying 
writing  in  other  subjects,  as  well  as 
how  the  formal  writing  lesson  was 
taught. 

The  Banquet 

The  teachers  of  Pittsburgh  had 
written  splendid  songs,  which  were 
sung  under  the  direction  of  Mr.  Tom 
Sawyier.  Then  President  Strobell  as 
Toastmaster  called  on  various  shrink- 
ing violets  to  parade  the  "treasures 
of  their  minds"  for  the  edification  of 
the  diners.  From  the  samples  dis- 
played we  would  conclude  that  super- 
visors have  minds  quite  as  capable  as 
those  of  any  other  group. 
Friday 

Miss  Mamie  Eppler,  Supervisor  of 
Penmanship,  Fort  Worth,  Texas,  dis- 
cussed "Applied  Writing  in  Junior 
High  Schools."  Miss  Eppler  has  de- 
veloped several  devices  which  make 
the  pupils  want  to  improve  their  writ- 
ing, and  which  therefore  make  it  pos- 
sible for  the  teachers  and  supervisors 
to  secure  good  results.  (Some  of  us 
in  less  fortunate  cities  would  think 
we  were  happy  if  we  could  have  any 
attention  at  all  paid  to  writing  in 
Junior  High   Schools.) 

Dr.  Paul  V.  West,  of  the  School  of 
Education,  New  York  University,  dis- 
cussed "The  Penmanship  Supervisor 
as  a  Leader  of  Research."  His  ad- 
dress was  eminently  practical,  first 
outlining  the  information  which  a  su- 
pervisor who  is  to  engage  in  research 
should  possess,  then  the  attitudes 
which  are  especially  pertinent  to  the 
research  worker,  and  then  suggesting 
some  of  the  more  significant  prob- 
lems which  penmanship  supervisors 
are  especially  equipped  to  solve.  It  is 
to  be  hoped  that  the  Association  will 
proceed  in  accordance  with  his  last 
suggestion:  "A  thorough-going  execu- 
tion of  a  research  program  such  as  is 
here  suggested  in  which  at  least  a 
majority  of  handwriting  supervisors 
are  engaged  would  call  for  the  estab- 
lishment of  a  central  bureau  of  rec- 

(Continued  on  Page  29.) 


20 


^     &^38uJ*/t^&/iuxi&r       & 


C.  A.  FAUST 


[In  reply  to  a  letter  asking  for  pen  wor\ 
and  information  regarding  himself  for  our 
Old-Time  Penmen's  Contest,  we  received 
the  following  interesting  material  from 
C.  A.  Faust:] 

"I  was  born  on  a  farm,  3  miles 
from  Meadville,  Pa.,  Oct.  8,  1860.  At 
the  age  of  13  I  moved  to  Spring  Val- 
ley, Minn.  Began  the  practice  of  Mus- 
cular Movement  in  a  hardware  store, 
blacking  stoves  and  sorting  rags, 
where  I  found  a  Gaskell  Magazine 
and  seeing  the  "before  and  after  tak- 
ing lessons"  of  Madarasz,  Dennis  and 
others,  I  decided  to  try  my  hand.  Or- 
dering a  copy  of  Gaskell's  Compen- 
dium I  began  my  "ink  slinging" 
career.  1  soon  had  a  craving  to  ex- 
ecute the  "Spreading  Eagle,  Bounding 
Stag"  etc.,  and  I  did  "execute"  them. 
I  surely  "killed  them."  Have  won- 
dered many  times  how  the  ragman, 
who  sold  this  magazine  would  feel  if 
he  knew  what  a  store  of  knowledge 
he  sold  for  a  penny  a  pound. 


C.  A.  FAUST 

Knowles  &  Maxim's  Book  of  Flour- 
ishing was  next.  This  book  did  more 
to  make  me  "renowned"?  than  any- 
thing, for  I  believe  every  inhabitant 
in  our  little  "berg"  had  one  of 
Charles  Faust's  wonderful  drawings. 
"Drawings,"  you  will  notice,  they 
were  called.  They  surely  were 
"drawn"  and  in  colors.  These  colored 
inks  were  given  as  a  premium  with 
the  book. 

The  hardware  business  did  not  of- 
fer me  an  opportunity  to  get  the 
schooling  that  up  to  this  time  I  had 
not  been  able  to  get.  I  had  only  one 
term  when  on  the  farm.  Evidently 
I  was  not  a  success  as  a  student  for 
one  of  the  neighbor  boys  wrote: 

"The  moment  1  saw  my  name  written 
in  your  unimitabie  style,  my  mind  won- 
dered back  to  the  days  over  half  a  cen- 
tury ago  when  we  attended  Brawley 
School.  Randolph  Township.  Crawford 
County,  Pa.  Well  do  I  remember  when 
you  used  to  take  your  place  at  the  foot 
of  the  spelling  class,  evidently  know- 
ing that  you   were  sure   to  get   there." 

I  engaged  in  the  printing  profes- 
sion, serving  as  "devil".    While  in  the 

printing  office  a  neighbor  boy  and   I 


put  up  a  telegraph  line  and  learned 
to  telegraph.  I  accepted  a  position  as 
night  operator  for  C.  M.  &  P.  at  $50 
per. 

While  putting  in  the  weary  nights 
in  the  Telegraph  Office,  I  kept  Gas- 
kell's Compendium  "humming"  to  the 
extent  that  the  Company  refused  to 
honor  the  agent's  requisition  for  an 
increased  supply  of  stationery. 

In  1883  I  became  head  assistant 
bookkeeper  in  the  Treasurer's  Office 
of  the  C.  R.  I.  &  P.  Ry.  at  Chicago, 
on  account  of  my  lettering. 

I  soon  learned  that  my  one  term 
schooling  at  a  rural  school  and  one 
term  at  Spring  Valley  (by  the  way 
my  seat  mate  during  this  term,  was 
none  other  than  Richard  W.  Sears,  of 
Sears  Roebuck  &  Company)  were  not 
sufficient.  The  Business  College 
"Bee"  got  into  my  bonnet  after  I  had 
received  one  of  those  wonderful  cata- 
logs addressed  in  the  "Bounding 
Stag"  style.     In   October,  18SS,  I  en- 


tered the  Brown's  Peoria  Business 
College,  where  I  addressed  catalogs 
for  tuition.  I  soon  learned  that  my 
style  of  writing  was  not  suitable  for 
business,  so  I  began  the  practice  of  a 
style  advocated  by  Mr.  Brown.  I 
must  have  made  progress  for  he  made 
me  an  offer  to  take  charge  of  the 
Penmanship  Class  in  his  Jacksonville 
School,  being  vacated  by  \V.  D.  Sho- 
walter.  The  wonderful  possibilities 
in  the  Business  College  field  were  too 
great  to  be  ignored,  so  I  consented 
to  tackle  the  job.  In  order  to  prepare 
for  the  position,  I  was  assigned  the 
teaching  of  night  class  in  the  Peoria 
School,  G.  E.  Nettleton,  then  prin- 
cipal, to  be  my  critic. 

At  this  time  the  God  of  Fate 
stepped  in.  I  received  an  announce- 
ment of  the  meeting  of  the  Western 
Penmen's  Association  to  be  held  in 
Davenport,  Iowa.  Such  men  as  J.  M. 
Mehan,  Chandler  H.  Peirce,  "the  elec- 

(Continued  on  Page   32.) 


.vt-re    written    by    C.    A.    Faust,    the    veteran    pen- 
ill  agree   that    Mr.    Faust    swings   a    very    skillful 


3fcr36u^/i&tt£<6uxi6r       & 


21 


MENTAL  MEANDERINGS 

By  CARL  MARSHALL,  Route   1,  Box  32,  Tujunga,  Calif. 


Again  we  note  the  passing  of  a 
brilliant  star  from  the  educational 
skies.  During  the  two  decades  fol- 
lowing the  organization 
Woodbridge  of  the  Federation  of 
N.  Ferris  Commercial  Educators 
at  Chicago  in  December, 
1895,  no  program  of  its  meetings  was 
complete  that  did  not  bear  the  name 
of  W.  N.  Ferris  of  Ferris  Institute  at 
Big  Rapids,  Michigan.  And  no  one 
of  all  the  many  bright  men  and 
women  who  entertained  and  instructed 
us  during  these  years,  was  surer  of  a 
packed  auditorium  than  was  this  vivid 
man  from  the  Wolverine  State. 

There  were  many  salient  angles  to 
the  mental  make-up  of  this  rare  man 
who  has  just  left  us.  He  was  a  thor- 
ough man  in  all  educational  essen- 
tials and  a  ready,  witty 
and  convincing  speaker, 
but  he  was  neither  a 
scholar  nor  an  orator 
in  the  pre-eminent 
sense.  Neither  was  he 
a  great  educator  and 
he  would  not  want  me 
to  write  that  he  was. 
But  he  was  more  than 
any  of  these;  he  was  a  great  teacher, 
and  I  think  it  was  because  he  was 
so  saturated  with  sense  and  truth  in 
the  things  of  the  schoolroom,  that  he 
drew  all  of  us  to  him  as  he  did. 

But  interesting  and  convincing  as 
he  was  on  the  convention  platform,  he 
was  even  more  interesting  in  the 
class-room.  I  would  rather  hear  Mr. 
Ferris  conduct  a  class  in  arithmetic 
than  to  be  present  at  any  theater  or 
concert  or  lecture  that  I  ever  at- 
tended. Those  of  you  who  have  been 
his  pupils  or  have  seen  him  in  action 
before  a  class  will  understand  this. 
Others  hardly  can. 

It  was  about  thirty  years  ago  that 
I  first  met  him.  Unknown  to  me,  he 
had  been  complimenting  me  by  read- 
ing some  of  the  things  I  had  been 
writing  for  a  little  periodical  that  I 
was  conducting  at  the  time  in  Battle 
Creek,  Michigan.  "Learning  by  Do- 
ing" it  was  called;  a  few  of  you  may 
remember  it.  One  day  the  mail 
brought  me  an  invitation  from  Mr. 
Ferris  to  come  up  to  Big  Rapids  and 
give  a  few  talks  on  education  to  his 
students,  at  that  time  numbering 
some  five  or  six  hundred.  During  my 
stay,  I  was  entertained  in  the  Ferris 
home.  At  that  time,  Mrs.  Ferris,  who 
had  been  a  classmate  of  her  future 
husband  at  Dr.  Sheldon's  famous  Nor- 
mal School  at  Oswego,  N.  Y.,  was  also 
teaching  in  their  Institute  at  Big 
Rapids.  I  remember  that  there  was  a 
portrait  of  Dr.  Sheldon  hanging  over 
Mr.  Ferris'  desk  at  the  school,  and 
he  told  me  that  he  never  entered  his 


office  in  the  morning  without  glanc- 
ing up  at  the  portrait  and  greeting  it 
audibly:   "Good  morning,  Dr.  Sheldon." 

During  that  interesting  week,  I  had 
a  fair  opportunity  of  studying  Mr. 
Ferris  as  a  teacher,  and  seeing  for 
myself,  just  how  it  happens  that  the 
little  private  school  of  a  dozen  or  so 
of  pupils  that  he  had  started  in  a  va- 
cant room  over  a  local  grocery  store 
a  dozen  years  before,  had,  without 
financial  aid  or  other  "pull",  become 
the  largest  private  school  in  Michigan, 
adequately  housed  on  a  beautiful  and 
ample  site,  and  the  pride  of  every- 
body in  the  town. 

Before  retiring  on  the  first  night 
of  my  stay,  my  host  said,  as  he 
showed  me  to  my  room:  "Mr.  Mar- 
shall, I  shall  be  up  and  away  in  the 
morning,  long  before  you  will  want 
to  leave  your  roost,  but  Mrs.  Ferris 
will  entertain  you  at  breakfast,  and 
then  you  can  come  on  up  to  the  school 
whenever  you  feel  like  it." 

"But,  where  will  you  be?"  I 
answered,  "Are  you  to  be  out  of  town 
for  the  day?" 

"0,  no,  I  have  a  class  in  debating, 
that  I  have  to  meet  at  seven  o'clock 
in  the  morning,  as  that  is  the  only 
hour  we  could  find  for  it." 

"But  why  can't  I  go  along,  or  per- 
haps, the  function  is  strictly  private," 
I  added. 

"O,  not  in  the  least,  but  you  would 
hardly  want  to  be  routed  out  at  six, 
and  then  walk  a  half-mile  through  the 
snow,  with  mighty  little  in  the  way 
of  breakfast.  You  are  not  up  here  for 
punishment,  you  know." 

"Bother  the  punishment.  Call  me 
at  six  and  never  mind  the  breakfast. 
I've  been  a  duck-hunter  in  my  time, 
and  I  want  to  see  how  you  stalk  the 
game." 

And  so,  after  a  cup  of  coffee,  toast 
and  an  egg,  which  the  two  of  us  pre- 
pared in  the  deserted  kitchen,  I  found 
myself  up  in  the  school  building  be- 
fore sunrise,  and  watching  the  arrival 
of  the  young  debaters,  a  dozen  or  so 
of  them,  who  were  trudging  through 
the  snow  from  various  quarters  of  the 
town.  That  class  in  debating,  which 
Mr.  Ferris  conducted  in  his  own  in- 
imitable way,  was  the  beginning  of  a 
school  program  that  lasted  till  around 
five  P.  M.,  and  drew  him  to  the  class- 
room to  hear  at  least  a  dozen  recita- 
tions. I  regret  the  lack  of  space  that 
prevents  me  from  telling  you  in  de- 
tail more  about  that  wonderful  week, 
and  the  brilliant  methods  of  the  won- 
derful teacher.  I  have  heard  many 
platform  educators  talk  in  edifying 
fashion  of  the  fine  things  that  may  be 
done  in  the  schoolroom,  only  to  learn 
later,  that  these  fine  talkers  were  very 
far    from     putting     into     their     own 


schoolroom  work  the  lovely  things 
they  talked  about.  That  was  not  W. 
N.  Ferris.  He  actually  did  the  things 
he  talked  of  and  did  them  better  than 
he  described  them. 

We  have  not  heard  very  much  from 
this  fine  friend  of  ours,  (for  that  was 
what  he  really  was),  since  he  went 
into  politics  a  dozen  or  so  years  ago. 
He  had  the  distinction  of  being  the 
only  democrat  that  the  rock-ribbed 
Republican  state  of  Michigan  has 
chosen  to  the  governorship  in  sixty- 
eight  years,  the  two  terms  of  which 
followed  by  his  election  to  the  U.  S. 
Senatorship  on  the  same  ticket  later, 
sufficiently  shows  what  the  citizenry 
of  his  state  thought  of  this  school- 
master. With  them  his  fine  personal- 
ity was  beyond  parisanship.  But  I 
do  not  think  that  anything  he  did  or 
could  do  as  a  political  leader  or  office- 
holder, could  equal  his  value  as  a 
teacher  and  exemplar  of  education.  I 
once  told  him  this,  and  he  admitted 
that  I  might  be  right.  Among  the 
self-seeking  and  mediocre  politicians 
of  the  present  Senate,  his  fine  and 
honest  mentality  would  be,  and  was, 
about  as  much  out  of  place  as  it  would 
be  in  the  Teamsters  Union. 

But  Mr.  Ferris'  memory  will  con- 
tinue to  be  fresh  and  vivid  among 
those  of  us  who  knew  him  as  a 
teacher  and  as  a  speaker  at  our  con- 
ventions from  which  the  dullest  of  us 
have  drawn  a  heritage  of  ideas  that, 
whether  we  realize  it  or  not,  will  be 
a  part  of  us  so  long  as  we  shall  live. 


It  is  early  evening  on  Easter  Day, 
which  comes,  this  year,  at  mid-April. 
I  am  looking  through  the  open  win- 
dow of  my  cozy  den  on  the  second 
floor  of  my  comfort- 
Easter  in  the  able  ranch  home.  Be- 
Coast  Range  fore  me,  to  north  and 
eastward,  spreads  a 
far-flung  panorama  of  verdured 
mountain  and  bosky  canon,  with  jut- 
ting peaks  higher  in  the  sky,  and  in 
the  lower  foreground,  a  riot  of  pink 
and  white  orchard  more  or  less  shut 
in  by  a  tangle  of  blossoming  shrub- 
bery, native  and  exotic. 

The  scene  and  the  warm,  dreamy 
air,  hold  a  temptation  to  give  you  yet 
ice-bound  denizens  of  the  East  some 
"easy  reading"  about  some  of  the 
things  that  make  life  so  joyous  out 
here. 

It  isn't  all  climate,  let  me  assure 
you.  Thanks  to  the  unbalanced  one- 
idealists,  among  us,  the  very  inade- 
quate and  inaccurate  impression  has 
got  abroad,  that  California  is  mostly 
climate.  California  would  still  be 
California,  even  were  the  climate  as 
abominable  as  it  is  in  Massachusetts 
or  Michigan.  There  is  something 
mystic  in  the  land  itself,  just  as  there 
is  in  the  amethyst  fiords  of  Norway, 
the  oasis  spotted  sands  of  Araby,  the 
South  Sea  Islands  of  Stevenson,  the 
Arizona  mesas,  or  the  strange  lure  of 
the  Arctic.  It  has  been  so  from  the 
beginning.      The    very    name    of    our 


(Cont 


Page  32.) 


22 


>y/u  ~<38uA/neA J £t/u<ra/rr       & 


A   specimen  of   snappy   business   writing   by  A.   P.   Meub,   Pasadena,   Calif 


<z,  -^  &/>  &  jtJs  %  <j 


_3^^  T  %-  ^C  f~  ^ 


^     <^&u4/nM&&uatir       & 


23 


OUR  OLD  LAD 
By  C.  R.  McCann, 

McCann   School  of  Business 
Hazelton,  Pa. 


The  topic  of  this  little  article  is  a 
common  expression  heard  in  the  An- 
thracite Coal  Fields  of  Pennsylvania, 
when  young  persons  refer  to  the 
paternal  members  of  the  family.  No 
doubt,  the  expression  came  along 
from  Ireland  many  years  ago  with  the 
immigrant.  To  one  who  is  not  ac- 
customed to  the  expression,  it  sounds 
most  disrespectful  but  to  others  who 
hear  it  every  day  —  nothing  is  ever 
said  concerning  it.  Persons  from  the 
hard  coal  fields  who  may  perchance 
read  this  little  article,  very  little  will 
be  thought  of  it.  The  mother  is 
called  "old  lady"  and  the  daughter  is 
just  "our  little  lady"  if  she  is  younger 
and  "our  lady"  if  older  than  the 
speaker.  The  same  is  true  of  the 
boys. 

One  often  wonders  at  the  attitude 
of  some  of  these  old  lads.  They  are 
of  the  same  flesh  and  blood  as  the 
children  and  think  what  is  good 
enough  for  the  father  is  certainly 
good  enough  for  the  son.  It  is  to  be 
regretted  so  often  that  the  father  does 
not  care  a  "tinker's  continental" 
whether  the  boy  amounts  to  anything 
in  life  just  as  long  as  the  old  lad  has 
it  soft  and  easy.  The  children  run 
wild  just  like  so  many  animals  with- 
out supervision  or  training.  Many  of 
these  old  lads  expect  the  teacher  to 
train  the  children  when  they  get  old 
enough  to  go  to  school.  Woe  unto 
the  teacher  who  tries  to  chastise  the 
child  for  some  infraction  of  the  rules 
in  school.  Then  it  is  a  different  story. 
The  result  is  easily  seen — the  teacher 
just  lets  the  child  do  as  he  pleases 
and  soon  we  have  a  "young  criminal" 
on  our  hands.  Can  you  blame  the 
teacher?  Why  should  she  be  the 
"goat"  for  the  entire  "bringin'  up" 
of  the  children  ?  However,  it  is  to  be 
regretted  that  so  many  parents  think 
that  that  is  what  the  teachers  are 
hired  to  do  —  train  the  child  both  in 
school  and  at  home. 

Then  there  are  old  lads  who  work 
while  they  are  young  and  after  the 
family  has  gotten  to  the  "workin' 
papers"  age  decide  to  retire.  This  is 
the  way  they  do  it:  Johnny  gets  a 
job  in  the  great  mill  and  soon  Mary 
does  the  same.  Before  long  there  are 
four  or  five  children  working,  having 
been  taken  out  of  school  before  they 
have  finished  the  high  school.  "The 
old  lad  sits  around  all  day  smoking 
his  pipe  of  clay  and  everybody  works 
in  our  house  but  our  old  lad."  There 
was  one  father  who  said  that  he  did 
not  intend  to  work  so  long  as  he  had 
children  to  provide  a  living  for  him. 
He  had  quite  a  nice  income  and  would 
not  permit  his  children  to  even  get 
an  education  in  the  Evening  School. 
He  had  never  had  a  Business  Educa- 
tion himself  and  had  gotten  along  all 
right,  "raised"  five  children  who  were 
able   to   bring  home  every   Saturday 


night  quite  a  nice  sum  of  money,  he 
could  not  see  the  idea  of  an  education. 
Certainly  he  could  not  see  it  himself 
— he  was  only  looking  at  his  side  of 
the  question — the  children  could  get 
along  the  best  they  knew  how  after 
he  was  dead  and  gone. 

Soon  the  boys  rebelled  as  they  be- 
gan to  "step  out  with  the  girls"  since 
ready  cash  is  needed  to  "tote  their 
gals"  to  the  dance.  If  they  cannot 
get  it  one  way,  there  is  the  dishonest 
way  of  getting  it  and  before  long 
they  were  on  the  road  to  crime  and 
disaster.  Most  of  the  boys  left  home 
at  the  first  opportunity  and  forgot  the 
old  lad  but  very  few  forgot  the  old 
lady.  To  the  boy  who  starts  out  in 
life  with  this  handicap,  my  hat  is  off 
to  him  if  he  makes  good.  They  can  if 
they  will  only  take  the  straight  and 
true  path  of  honestness  and  upright- 
ness. The  road  will  be  hard  and 
rough  but,  boys,  it  will  save  thousands 
of  tears  and  broken  hearts'. 

Once  it  came  to  my  hearing  of  a 
man  who  had  not  worked  in  nineteen 
years.  He  had  lived  off  the  labors  of 
his  children.  All  he  did  was  to  help 
around  the  house  until  it  was  "nosed" 
about  the  village  that  he  was  too  lazy 
to  even  hunt  for  a  job.  His  wife  had 
spoiled  him  by  waiting  upon  his  every 
whim  and  fancy  until  he  thought  it 
just  had  to  be  done  for  him.  Some 
women  do  spoil  their  husbands  in 
spite  of  themselves.  It  is  not  the  old 
lad's  fault  sometimes.  Well,  the  chil- 
dren all  finally  left  the  parental  roof 
for  just  one  reason  and  never  did  they 
go  back.  Some  got  as  far  from  home 
as  possible.  The  old  lady  finally  died 
and  the  old  man  was  taken  to  the 
Poor  House  as  a  guest  of  the  County. 
He  had  not  the  slightest  indication  of 
the  responsibilities  of  a  father.  He 
thought  the  silver  dollar  was  all  there 
was  in  this  world.  No,  there  are  other 
things  in  this  world  besides  money, 
yet  we  all  need  it  to  carry  on  busi- 
ness. 

Here  is  another  conception  of  the 
old  lad.  When  the  little  lad  is  old 
enough  to  walk,  he  takes  him  out  for 
a  stroll  explaining  the  beauties  of  na- 
ture and  things  of  interest  to  the 
young  mind.  Soon  questions  by  the 
score  will  be  asked  by  the  youthful 
prodigy  but  it  does  the  old  lad  good 
to  get  a  brushing  up  on  some  of  the 
things  that  are  a  "wee  bit  dark"  in 
his  mind.  In  a  few  years  the  little 
lad  is  ready  for  Public  School.  One  of 
the  best  things  that  we  have  in  the 
great  and  grand  old  Union  of  ours, 
if  things  are  not  abused  and  the  chil- 
dren used  as  martyrs  to  the  cause  of 
those  in  authority,  is  our  Public 
School  System.  Nevertheless,  we  still 
have  a  few  who  think  in  terms  of 
dollars  and  cents  but  they  are  gradu- 
ally dying  out  and  in  a  few  years  we 
will  have  peace  and  quiet  in  the  Pub- 
lic Schools.  The  old  lady  bemoans 
the  fact  that  Johnny  is  no  longer  a 
baby  since  he  is  going  to  school.  The 
old  lad  sees  to  it  that  Johnny  brings 
his  books  home  from  school  and  he 
himelf    helps    him    with    the    arduous 


problems  that  confront  Johnny.  It  is 
quite  natural  that  the  young  lad 
plays  games  in  the  alley  and  before 
long  is  old  enough  to  join  the  Boy 
Scouts  or  some  other  worthy  organiz- 
ation where  older  heads  control  the 
emotions  of  the  youth.  The  old  lad 
plays  baseball  with  them  all  and  as 
he  was  a  "has  been"  he  could  give 
plenty  of  coaching  to  the  boys.  Soon 
rivalry  springs  up  and  another  organ- 
ization is  played  and  the  spirit  of  con- 
quest enters  into  the  boy's  mind  and 
heart.  Here  is  where  the  boy  may  be 
made  or  unmade  so  far  as  character 
is  concerned.  If  the  conquest  is  made 
in  fair  play  all  well  and  good  but  if 
the  victory  is  made  in  unfairness  then 
it  is  a  hindrance  to  the  boy.  This  is 
one  of  the  good  features  of  organized 
play  and  supervision.  The  boy  is 
graduated  from  the  High  School  and 
the  old  lad  takes  him  to  a  good  Busi- 
ness College  to  continue  his  education 
because  he  feels  that  he  cannot  afford 
a  College  Education  and,  too,  he  has 
seen  so  many  who  have  gone  to  col- 
lege and  "graduated"  utter  failures. 
The  boy  goes  through  the  different 
courses  in  Business  School  and  in  the 
meantime  becomes  an  official  in  Boy 
Scouts,  training  other  boys  in  the 
ways  and  methods  he  had  received  in- 
struction. Later  on  he  secures  a  posi- 
tion in  a  bank  and  all  the  time  had 
stayed  at  home  with  his  parents  and 
he  had  plenty  of  girl  friends  whom 
he  took  home  to  his  mother.  The  boy 
was  promoted  and  when  the  "right 
girl  came  along"  married,  "built  a 
nest  for  two"  and  settled  down.  The 
old  lady  died  shortly  thereafter  and 
the  old  lad  went  to  live  with  the 
"young  lad." 

There   are   old   lads   and   there   are 
old  lads. 


Miss  Dorothy  Ellis,  this  year  com- 
mercial teacher  in  the  Westport, 
Mass.,  High  School,  will  teach  the 
coming  year  in  the  High  School  at 
Everett,  Mass. 

Mr.  Frank  J.  Smith,  of  Holyoke, 
Mass.,  is  a  new  commercial  teacher 
in  the  Worcester,  Mass.,  Business  In- 
stitute. 

Mr.  Russell  Merritt,  of  Missoula, 
Mont.,  is  to  be  a  new  commercial 
teacher  in  the  Troy,  Mont.,  High 
School,  the  coming  year. 

Miss  N.  Ruth  Leader,  for  the  last 
few  years  with  the  High  School  at 
Clarion,  Iowa,  will  teach  next  year  in 
the  Waterloo,  Iowa  High  School. 

Miss  Ruth  Naish,  now  teaching  in 
the  Lyndonville,  N.  Y.,  High  School, 
will  teach  the  coming  year  in  the  Lan- 
singburgh  High  School  at  Troy,  N.  Y. 

Miss  Margaret  Carney  of  Cedar 
Rapids,  Iowa,  has  recently  been 
chosen  to  teach  commercial  work  in 
the  Carroll,  Iowa,  High  School. 

Miss  Elizabeth  Walton,  now  with 
the  Lexington,  Mass.,  High  School, 
has  been  engaged  for  the  coming  year 
to  teach  secretarial  subjects  in  Sim- 
mcm  College,  Boston. 


24 


<5ffiJ38it4/ned&&&u&&rt      & 


LESSONS  IN  ORNAMENTAL  PENMANSHIP  FOR  BEGINNERS 

By  L.  M.  KELCHNER,  Seattle,  Wash. 


INSTITUTIONS 

Copy  151.  Make  initial  oval  horizontal  and  bring  lower  turn  of  oval  down  close  to  base  line  so  as  to  secure  the 
proper  length  for  the  loop.  Make  oval  round  and  full.  Notice  how  the  down  stroke  is  curved  for  the  stem.  The 
heaviest  part  of  shade  should  come  just  above  crossing  for  the  loop  at  base  line.  Make  loop  long  and  narrow.  In 
order  to  make  a  narrow  turn  for  loop  it  will  be  necessary  to  slacken  your  movement  at  extreme  left  of  loop.  In  mak- 
ing the  last  two  styles  make  a  wide  turn  at  top  in  starting  the  stem.  Notice  the  different  finishing  strokes  for  the 
letters.     Use  a  good  free  and  easy  movement  with  lots  of  stress  on  true  word  "easy".     Don't  make  hard  work  of  it. 

Copy  152.  Make  the  capital  with  a  free  movement.  Watch  spacing  closely  for  the  small  letters.  This  is  a  good 
sentence'  to  give  you  practice  on  the  small  "o",  as  it  is  used  a  number  of  times.  Don't  use  more  than  one  line  for 
the  sentence,  and  if  you  write  a  line  a  minute  for  your  practice  work,  you  are  writing  the  ornamental  style  fast 
enough. 

Write  from  twelve  to  fifteen  lines  before  you  change  to  another  copy.  Your  best  at  all  times.  Remember  care- 
less and  indifferent  practice  will  make  you  a  poorer  penman  instead  of  a  better  one. 


iS-4 


Copy  153.  Make  the  capitals  before  raising  the  pen.  Don't  let  them  lap.  Make  rather  close  spacing  between 
small  letters  for  the  names. 

Copy  154.  Start  with  oval  below  the  base  line  and  see  that  the  large  connective  ovals  lap  around  loop.  You 
should   have   no   trouble   in   joining   the   three  capitals. 

Copy  155.  Finish  the  initial  oval  with  a  compound  curve  and  pause  at  angle  at  top.  Notice  the  parallel  lines 
that  the" large  oval  forms  with  top  of  letter.     Make  them  fully  as  large  as  copy. 

Copv  156.  Onlv  shade  the  stem  stroke  and  have  the  heaviest  part  of  shade  to  come  down  close  to  base  line  in  all 
except  the  last  style.  You  will  notice  that  the  stem  is  made  for  these  letters.  Entirely  with  the  arm  movement, 
ment. 


^Me&utin<M&&u*i&r      & 


25 


Copy  157.  Arrange  the  spacing  so  that  the  sentence  will  just  fill  the  line.  Notice  the  small  letters  that  I  have 
shaded  and  avoid  shading  them  heavier  than  copy. 

Copy  15S.  Raise  the  pen  after  making  first  part.  You  can  also  raise  it,  if  you  wish,  just  as  you  finish  each  let- 
ter.    Make  oval  small  for  starting  last  part  at  top.     Don't  write  the  small  letter  too  large. 

Copy  159.  Finish  each  letter  before  raising  the  pen  for  this  styLe.  This  is  a  difficult  style  for  beginners  at  first. 
Watch  parallel  lines  and  use  a  free  movement. 


4t/ 


Copy  160.     Work  on  the  "L"  in  combination  until  you  can  make  it  the  way  it  appears  in  copy.     Then  add  the  "P". 

Work  on  these  two  letters  until  you  can  get  them  both  before  you;  add  the  "S".  This  is  the  secret  in  learn- 
ing to  make  combinations  well.  No  one  will  get  them  just  right  the  first  time.  You  must  study  and  watch  the  para- 
llel lines  closely;  also  that  the  letters  balance  nicely  in  shaded  strokes  and  that  you  get  as  uniform  spacing  between 
shaded  strokes  as  possible.  Don't  scatter  your  practice  by  working  on  too  many  combinations  at  first.  Stick  to  one 
until  you  have  thoroughly  learned  the  combination  and  that  you  can  make  it  quite  well.  Better  spend  one  hour  in 
learning  and  doing  one,  well,  than  to  try  a  dozen  without  mastering  any  of  them. 


Copy  161.  We  have  shaded  two  strokes  in  each  letter.  Notice  how  and  where  they  are  shaded.  Make  all  ovals 
nice  and  round  and  use  a  good  free  movement.  Do  not  use  any  finger  movement  in  making  the  shaded  strokes,  a 
common  fault  with  beginners  at  first. 

Copy  162.  If  you  wish  to  get  your  small  letters  well  look  closely  after  your  spacing  and  slant.  Fine  smooth  hair 
lines. 

Copy  163.  Make  the  three  "stems.  Then  start  with  letter  at  right  and  swing  back  to  left  in  making  the  last  part 
of  the  letters. 

Copy  164.     Raise  the  pen  on  first  part  of  each  letter.     Notice  how  the  loop  laps  on  top  part  of  letter. 

Copy  165.  Follow  instructions  given  for  Copy  160  in  all  combination  work.  See  how  near  you  can  keep  them  the 
same  in  height  and  slant. 

Copy  166.     Have  the  little  loop  lap  around  the  stem  in  all  the  different  styles. 

Copy  167.     Just  one  line  for  the  sentence.     Just  fast  enough  on  the  small  letter  to  insure  smooth,  fine  hair  lines. 

Copy  16S.     Notice  how  large  oval  laps  around  small  oval. 

Copy  169.  Study  these  exercises  carefully  and  critically  before  you  attempt  to  make  them.  Then  strike  out  with 
a  good  free  movement. 

Copy  170.     Former  instructions  for  combinations  is  all  that  is  necessary. 


26 


^^^^uUn^U'^iu^r*      & 


Side  Lights  of  Penmanship  History 


Supervisor  of  Handwriting,  Columbus,  Ohio. 


CARSTAIRS  AND  LEWIS 


Mr.  J.  Carstairs  may  have  a  good 
opinion  of  himself,  as  indicated  by  a 
quotation  in  a  previous  article;  but 
at  least  one  of  his  contemporaries  did 
not  share  it. 

"With  what  pity  and  contempt  have 
I  witnessed  the  proceedings  of  un- 
principled upstarts;  and,  especially,  of 
one  who  has  pilfered  from  my  works 
more  extensively  than  any  other  of 
his  fraternity.  The  delusion  and 
falsehood  which  practice  has  made 
familiar  in  his  'school  for  scandal'  will 
show  to  what  absurd  and  paltry  sub- 
terfuges this  'teacher',  who,  by  a  sort 
of  centrifugal  impetus,  has  leaped 
from  the  'shop-board'  into  the  'teach- 
ing-room,' is  reduced!"  Thus  James 
Henry  Lewis,  in  "The  Royal  Lewisian 
System  of  Penmanship,  or  New  Meth- 
od of  Rapid  Writing."  That  he  means 
Mr.  Carstairs,  although  he  does  not 
mention  his  name  on  the  page  from 
which  the  above  is  quoted,  is  clear 
from  the  reference,  "has  leaped  from 
the  'shop-board'  into  the  'teaching- 
room.'  "  For  in  an  affidavit  pub- 
lished in  the  same  book,  sworn  to  be- 
fore Matthew  Wood,  Mayor  of  Lon- 
don, April  29,  1816,  Mr.  Lewis  makes 
the  assertion  that  at  the  time  Mr. 
Carstairs  first  took  lessons  from  a  pu- 
pil of  Mr.  Lewis',  Mr.  Carstairs  was 
"carrying  on  the  business  of  a  tailor." 
In  this  affidavit,  and  in  two  others 
which  are  also  published,  all  dated 
1816,  the  name  of  Joseph  Carstairs 
frequently  appears.  Mr.  Hewson 
Clarke  says  that  he  wrote  for  Mr. 
Carstairs  his  text,  first  calLed  "A  New 
System  of  Teaching  the  Art  of  Writ- 
ing," and  later  published  under  the 
name,  "Lectures  on  the  Art  of  Writ- 
ing." Mr.  Clarke  says  that  in  the 
first  edition  of  the  work  Mr.  Car- 
stairs printed  on  the  back  of  the  title- 
page  these  words:  "J.  Carstairs  feels 
it  his  duty  to  acknowledge  his  obliga- 
tions for  the  remarks  and  assistance 
of  Mr.  Clarke."  On  the  publication  of 
the  second  and  following  editions,  this 
acknowledgment  was  omitted. 

Mr.  James  Mowat  in  his  affidavit 
affirms  that  it  was  from  him  that  Mr. 
Carstairs  secured  his  first  knoweldge 
of  the  "new  method  of  teaching  writ- 
ing." Mr.  Mowat  says  that  he  him- 
self was  formerly  a  writing-master  in 
Edinburgh,  and  there  became  ac- 
quainted with  a  person  named  Charles 
Lister,  who  was  an  itinerant  teacher 
of  a  system  of  writing,  which  he  pro- 
fessed to  be  entirely  new,  and  super- 
ior to  the  common  method,  which 
method  I  was  then  in  the  habit  of 
teaching."  Mr.  Lister  acknowledged 
his  indebtedness  to  Mr.  Lewis — which 
is  the  purpose  of  the  affidavit;  to 
prove   that   Lewis,  and    not   Carstairs 


was    the    originator    of    the    free-arm 
movement  in  writing. 

This  point  seems  to  have  been  a 
sore  one  with  Mr.  Lewis.  His  book 
contains  110  folio  pages  (plates  not 
numbered)  and  of  these  78  are  taken 
up  by  the  Preface,  the  affidavits  men- 
tioned above,  "An  Historical  Sketch 
of  The  Invention  and  Progress  of 
Writing,  and  "A  Brief  Account  of  the 
New  Method  of  Writing."  Other 
pages  are  devoted  to  directions 
for  making  and  mending  quill 
pens  (with  interesting  illustrations), 
and  other  matters,  leaving  only 
23  pages  (plus  16  pages  of  script 
cuts)   of  instructions  in  writing. 

From  the  evidence  of  the  two  books 
before  me,  it  would  seem  that  Mr. 
Carstairs  probably  did  borrow  many 
of  his  ideas  from  Mr.  Lewis.  Mr. 
Lewis  says,  "To  attain  a  good  mer- 
cantile style  of  writing,  it  will,  there- 
fore, be  necessary  that  the  right  arm 
be  perfectly  at  liberty,  so  that  the 
writer  may  be  enabled  to  move  the 
pen  in  every  direction  with  equal  ease 
and  facility."  He  also  says  "that  the 
tip  of  the  holder  may  always  point 
to  the  right  shoulder."  Mr.  Lewis 
states  that  be  began  to  use  the  meth- 
od of  writing  by  moving  the  whole 
arm  in  1801;  that  the  first  public  an- 
nouncement was  made  by  him  on  Feb- 
ruary 2,  1803;  and  that  it  was  first 
published  in  1806,  under  the  title, 
"The  Flying  Pen,  or  New  and  Univer- 
sal Method  of  Teaching  the  Art  of 
Writing  by  a  System  of  Lines  and 
Angles." 

Carstairs  seems  to  have  added  to 
the  copies  three  new  elements — the 
retraced  oval  exercises,  the  writing  of 
words  in  vertical  columns,  joining 
each  word  to  that  following,  and  the 
writing  of  a  word  a  number  of  times 
in  various  positions  on  the  page,  with- 
out raising  the  pen. 

Neither  Lewis  nor  Carstairs  gave 
much  attention  to  the  capital  letters. 
Lewis  says,  "In  making  the  capitals, 
due  regard  must  be  had  to  the  pres- 
sure on  the  pen,  in  order  to  produce 
those  rapid  transitions  from  fine  to 
thick  strokes,  and  that  beautiful  off- 
hand plumpness,  which  gives  a  more 
masterly  grace  to  a  piece  of  writing 
than  all  the  precise  daubing  and  pat- 
ching within  the  compass  of  inven- 
tion." But  on  the  next  page  he  says, 
"It  must  be  particularly  observed  that 
all  capital  letters,  and  every  part  or 
section  thereof,  must  be  formed  by 
the  action  of  the  thumb  and  fingers, 
without  any  motion  whatever  of  the 
hand  or  arm."  But  if  the  capital  let- 
ters are  to  be  formed  by  the  action 
of  the  thumb  and  fingers,  how  is  that 
"beautiful  off-hand  plumpness"  to  be 
secured  ? 

It  is  dangerous  to  make  ourselves 


out  too  skillful,  or  our  competitors 
too  base  and  brainless.  Lewis  does 
not  help  his  case  by  the  following 
paragraph,  which  is  typical  of  whole 
pages  in  his  "preface."  "Though  I 
am  well  aware  of  the  various  strate- 
gems  which  persons  of  the  lowest  in- 
tellect, from  the  most  selfish  motives, 
have,  for  many  years,  practiced 
against  me,  yet  I  have  endeavoured 
to  return  them  'good  for  evil'  by  ex- 
emplary patience  and  forbearance; 
hoping  that  truth  and  equity  would, 
at  length,  convince  them  of  the  base- 
ness of  their  conduct;  but,  finding  that 
my  forbearance  is  of  no  avail,  I  am 
determined  to  act  a  more  decided 
part;  and,  in  the  future,  I  will  take 
every  opportunity  of  exposing  those 
tricks  by  which  the  unsuspicious  are 
too  frequently  allured;  and  I  will 
avail  myself  of  all  just  and  honour- 
able means  of  protecting  my  own 
property  from  the  deprations  of  those 
pretenders  of  literature  —  the  puffing 
'professors!  !  !"  (The  three  exclama- 
tion points  are  in  the  original.) 

It  must  have  been  a  friend  of  Mr. 
Lewis'  —  it  is  too  much  to  suppose 
that  it  could  have  been  Lewis  him- 
self —  who  wrote  in  Carstairs  book, 
besides  a  paragraph  telling  of  the 
great  results  of  his  method  (as  told 
last   month)    the   words,   "puff,   puff." 


The  Chicago  office  of  the  Gregg 
Publishing  Company  has  moved  into 
the  new  building  located  at  the  south- 
west corner  of  Twenty-fifth  street  and 
Prairie  Avenue,  where  they  have 
larger  quarters,  well  located,  and 
where  they  have  facilities  to  serve  the 
public  still  more  efficiently  than  in 
the  past. 

Miss  Anne  Corcoran  is  a  new  com- 
mercial teacher  in  the  High  School  at 
Omak,  Wash. 

THE  HAUSAM  SYSTEM  OF  PLAIN 
PENMANSHIP,  COMPLETE,  is  the 

most  thorough  treatise  on  the  Ped- 
agogy of  Plain  Penmanship  pub- 
lished. It  is  cloth  bound,  6x9 
inches;  contains  more  than  300 
pages;  nearly  400  illustrations; 
more  than  200  questions  and  ans- 
wers on  Pedagogy,  Position,  Move- 
ment, Capitals,  Small  Letters,  Num- 
erals, and  a  complete  course  of  140 
lessons  in  Plain  Penmanship.  All 
copies  ordered  by  April  1,  1928  will 
be  beautifully  inscribed  with  the 
names  of  the  purchaser  and  author. 
Price $3.50 

THE  HAUSAM  SYSTEM  OF  PEN- 
MANSHIP has  been  re-adopted  the 
third  time  for  all  the  schools  of 
Kansas.  Beautifully  illustrated. 
Catalog  free. 


Box  558A 


Emporia,  Kansas 


<!^fe?<!3Bu<i/M&M &/u&z&r%       & 


21 


Is  Your  Mail  In  The  Dead  Letter  Office 


(This  is  a  summary  of  an  address  before  the  Handwriting  Section  of  the  Wisconsin  State  Teachers'  Convention  last  fall,  made 
by  Mr.  Joseph  L.  Riley  of  the  Educational  Bureau  of  Postal  Service  at  Milwaukee.  We  are  reprinting  the  article  by  permission  of 
the  Wisconsin  Journal  of  Education.  The  illustrations  were  prepared  by  the  well-l{nown  penman  and  teacher,  Mr.  Thomas  C.  Sawyier 
of  Madison.  In  connection  with  the  article  Mr.  Sawyier  has  pointed  out  to  the  teachers  of  Wisconsin  that  the  findings  of  the  post- 
master of  a  large  city  ought  to  serve  to  impress  the  fact  that  more  diagnostic  and  remedial  wor\  should  be  given  to  pupils  in  order 
to  prevent  a  continuance  of  careless,  illegible  writing  m  addressing  mail  or  in  doing  any  written  wor\  intended  to  be  read  and 
understood  by  others.) 


Are  we  really  conscious  of  how  dependent  our  present 
form  of  society  is  on  the  mails?  Imagine  a  sudden  ces- 
sation of  the  postal  functions — a  sudden  lack  of  material 
communication — no  letters,  bills,  checks,  orders — to  keep 
our  far-reaching  and  complicated  business  and  social  ma- 
chinations alive.  There  would  be  the  telephone,  telegraph 
and  radio,  but  nothing  material.  The  written  form  of 
communication  is  part  of  the  very  lifeblood  of  civiliza- 
tion. But  our  socalled  higher  civilization  often  becomes 
indifferent  and  neglectful  of  this  fact.  As  a  student  of 
handwriting,  one  is  moved  to  wonder  at  times  what  really 
enables  the  Postal  Service  to  make  correct  delivery.  Our 
forefathers  were  content  to  wait  hours  for  the  next  horse- 
car.  Some  now  swear  angrily  at  the  delay  if  they  hap- 
pen to  miss  the  next  compartment  of  a  revolving  door! 
We  often  strip  our  mail-addressing  activities  down  to  bar- 
est necessities.  Without  realizing  it,  our  efforts  for  brev- 
ity err  on  the  side  of  incompleteness,  and  our  letters 
"gang  aft  astray." 

Sorting  of  mail  is  done  in  the  Milwaukee  post  office  at 
a  speed  rate  of  about  40  letters  a  minute.  About  50  per 
cent  of  addresses  are  typewritten.  To  scan  20  or  more 
different  handwritings  each  minute  means  1200  per  hour 
— 9600  per  day.  Postal  service  people  cannot  qualify  as 
handwriting  experts,  but  they  can  tell  you  from  a  hand- 
writing standpoint,  why  over  25,000,000  letters  go  to  the 
dead  letter  office  each  year! 

The  names  of  states  suffer  most.  A  few  illustrations 
follow: 

Note  the  similarity  in  "a"  and  "o" — both  look  practic- 
ally alike.  This  one  instance  alone  has  become  such  a 
serious   matter   that   the    Post    Office    Department   insists 

'Col.  CU.  '7?l,.  7H.. 


that  ' 
"Colo 


California"  be  abbreviated 


■"■)       (/V'SSOUr/J 


Calif."  and  "Colorado," 
if  abbreviations  are  resorted  to  at  all. 


A  final  "e",  made  hurriedly  with  a  faulty  upward  stroke, 
looks  too  much  like  an  "o". 

Consider  the  similarity  of  "Ind."  for  Indiana,  and  "Md." 
for  Maryland.  Over  50  per  cent  of  our  business  people 
would,  and  do,  write  these  abbreviations  in  this  confusing 
style. 


/no/, 
(/nc/iaiaj 


Mc/ 

(rtary/andj 


"Va."  for  Virginia,  "Pa."  for  Pennsylvania,  "la."  for 
Iowa,  "Ga."  for  Georgia,  and  "La."  for  Louisiana.  One 
guess  is  as  good  as  another  in  sorting  mail. 


''%u  %*£*:£*<& 


a^ 


"Minn."  for  Minnesota,  "Miss."  for  Mississippi,  and 
"Mass."  for  Massachusetts.  Malformation  of  these  is 
probably  not  encountered  as  often  as  some  of  the  others, 
but  nevertheless  often  enough  to  make  trouble. 

//&•*<* —   //It*^-  /7l<Ls*2. — 

.       "'""  ,      ffiss.  ,         Mass 

(l,„r,rsofcrJ  (f.ss.ss^p'J      (""JSarhusrh-Sj 

"Why  is  a  state  name  so  important?  Everybody  ought 
to  know,  for  instance  that  Chicago  is  in  Illinois.""  True, 
but  unfortunately  the  names  of  the  various  cities  are  not 
copyrighted.  There  is  actually  another  Chicago  in  Ken- 
tucky. There  are  four  Milwaukees,  32  Franklins,  26  Mad- 
isons,  26  Manchesters,  27  Marions,  14  Montgomerys,  13 
Newarks,  11  New  Havens,  14  Nashvilles  in  the  United 
States  Postal  Guide.  Even  Oshkosh  and  Green  Bay  are 
duplicated.  In  fact,  of  the  52,000  post  offices  in  the  United 
States,  less  than  half  own  their  own  names.  You  can 
readily  see  how  important  it  is  to  write  plainly  if  you 
want  your  letter  to  go  to  Oxford,  Maryland,  instead  of 
Oxford,  Indiana. 

Care  should  be  taken  to  avoid  careless  finishing  strokes 
in  writing  city  names.  Endings  like  "ton,"  "son,"  "town," 
"bush,"  briar,"  'ville,"  "wick,"  "fort,"  "port,"  "burg,"  etc. 
are  hard  to  tell  apart,  when  not  distinctly  formed,  and  yet 
how  much  they  mean  to  postal  employees  in  sending  let- 
ters to  correct  destinations!     Notice: 

Mail  sorters,  working  at  the  rate  of  40  a  minute,  could 
really  be  excused  for  mistaking  one  for  the  other. 

These  two  names  occur  in  our  own  state,  and  are  fre- 
quently confused,  especially  if  an  automatically  crossed 
"t"  is  used  in  the  latter. 

In  addressing  mail,  the  safe  rule  is  to  take  nothing  for 
granted,  either  in  detail  or  position.  Here  is  a  model  ad- 
dress: 


'  :-r  S^u.  ' 


"J  (Geory.aJ   f/-C 


Include  all  these  details:  (1)  Full  return  address  in 
the  upper  left  hand  corner,  (2)  the  complete  name  of  the 
addressee  at  least  1%  inches  from  the  top  of  the  letter 
and  near  the  middle,  (3)  then  the  correct  street  and  num- 
ber— don't  guess,  and  (4)  finally,  the  state.  Keep  them 
in  this  relative  standard  position,  because  no  postal  em- 
ployee has  time  to  read  all  of  an  address;  make  it  as  easy 
as  possible  for  him  to  find  the  part  he  is  looking  for. 


28 


k2Pu?>JGujs/i£js  Cdxta/sr       $> 


3339 -JoutLSt.  Tntuu&./Z&fy. 


All  instructors  should  help  pupils  realize  the  need  of 
careful,  deliberate  addressing  of  mail.  It  will  help  the 
Postal  Service  in  its  efficiency,  and  put  the  Dead  Letter 
Office  out  of  business. 


a  /etter  frcTi  /faty 


'T^^zSjPz^^sts^Zc^T^^^-'rzS  -^£irz*sL 


To  the  old  timers  in  the  penmanship  profession 
entlv.  for  Isaacs  was  one  of  the  most  active  men  in 
al  School  in  Valparaiso,   Ind.,  and  edited  a  creditable 

Mr.    Isaacs   was    a    very    familiar   figure   at    conventi 
well   as  a   very   skillful  penman. 

On  account  of  ill  health  he  went  to  California,  wfc 
e  school  which  is  known  as  the  Woodbury  College, 
aacs  died  about  a  year  ago. 


penmanship. 
a  prominent  speaker 


shrewd,  brainy 


he   got    into    the   Business   College   work.     He   conducted 
Angeles,  Calif.,  now  conducted  by  R.   H.   Whitten.     Mr. 


^     f^ffiJ&u&n^&dutafir      & 


29 


DESIGNING    & 
ENGROSSING 

By  E.  L.  Brown 
Rockland,  Me. 

Send     self-addressed     postal     for     criticism, 

and   stamps    for   return   specimens 

Rustic  style  of  Lettering  is  quite 
effective  and  not  difficult,  although 
uniform  size  and  spacing  must  be  ob- 
served; outlines  should  be  irregular 
and  broken.  Penwork  for  reproduc- 
tion should  be  made  on  a  scale  from, 
one-third  to  one-half  larger  than  the 


desired  printing  plate  for  best  re- 
sults. The  original  of  the  design 
herewith  measures  12  x  20  inches.  The 
flourishing  is  given  as  an  exercise  to 
attain  command  of  the  pen  in  offhand 
work,  and  it  will  serve,  we  believe,  as 
an  interesting  study  in  line  and  color. 
However,  we  shall  not  attempt  to  say 
that  "bird"  flourishing  means  much 
to  the  engrosser  of  today  beyond  its 
value  as  an  exercise  for  developing 
proficiency  in  offhand  penwork  for 
diplomas  and  engrossed  resolutions. 

First  make  a  rough  sketch  of  rustic 
lettering  giving  special  attention  to 
the  spacing.  This  is  a  simple  and  ef- 
fective style  in  line  and  stipple,  and 


can  be  used  with  good  effect  for 
prominent  words  on  resolutions,  like 
"Resolved,"  "Whereas",  etc. 

Use  Zanerian  ink.  Outline  with  a 
No.  2%  lettering  pen  and  finish  with 
a  Gillott  No.  170  pen.  Make  the  out- 
line heavy,  branches  irregular  and 
broken.  Rule  lines  to  govern  height 
of  letters,  (Engrossing  Text),  and 
"block  in"  the  lines  very  roughly  to 
find  approximate  space  the  lettering 
will  occupy.  Letter  free-hand  with  a 
No.  2%  pen,  aiming  for  regularity  of 
size  and  spacing.  Finish  with  a  com- 
mon pen. 

Send  us  some  of  your  work  for  crit- 
icism and  suggestions. 


r  £v«ry  man  jftart  in«j  e-ut  in  busincs*- 
>o*rilT  liave  tc^oovera  iuxrfc  wa> ,     i 
an>  trmo  ife  i&rttina*  ivrhiui5cil\  C33ut 
lie  nee2>  nor  jc-  over  His  tva^  in  tko  Claris- . 
if  nc  c-xn  taftc  witn  Aim  the  (Voht  el*- other  " 


men*  experience 


THE  N.  A.  P.  T.  S. 

(Continued  from  Page    19.) 


ord  *  *  *  to  supervise  research  *  *  * 
and  collect  and  distribute  the  results 
of  research  that  has  been  carried  on, 
either  by  the  supervisors  themselves 
or  by  other  agencies." 

Miss  Ema  Virginia  Prusha,  Super- 
visor of  Penmanship,  Virginia,  Min- 
nesota, illustrated  her  topic,  "The 
Service  of  Good  Penmanship,"  with 
this  quotation  from  President  John 
Quincy  Adams:  "Good  penmanship  is 
to  business  what  fragrance  is  to 
flowers,  or  what  courtesy  is  to  man- 
hood. Some  flowers  bloom  without 
fragrance;  some  people  exist  without 
courtesy.  Good  Penmanship  is  a  ten- 
dency toward  perfection." 

Miss  Olive  A.  Mellon,  Supervisor  of 
Writing,  Atlantic  City,  N.  J.,  in  ans- 
wer to  the  question,  "What  books, 
magazines  and  research  services  are 
available  for  teachers  and  supervisors 
of  penmanship?"  presented  a  ten- 
page  bibliography  which  had  been 
mimeographed  so  that  each  member 
present  could  have  a  copy.     Miss  Mel- 


lon did  a  splendid  piece  of  research 
work  herself  in  preparing  this  list.  It 
is  to  be  hoped  that  it  will  be  pub- 
lished in  the  annual  report. 

Miss  Myrta  L.  Ely,  Supervisor  of 
Handwriting,  St.  Paul,  Minnesota, 
told  "How  the  Co-operation  of  Teach- 
ers of  Other  Subjects  in  Platoon 
Schools  can  be  secured  by  the  Super- 
visor of  Handwriting."  She  uses  four 
avenues:  1.  By  providing  means  for 
enlightening  these  teachers.  (She 
could  not  have  known  what  Dr.  Bob- 
bitt  was  going  to  say,  but  this  fits  in 
exactly  with  his  view  of  the  work  of 
the  scientific  supervisor.)  2.  By 
seeking  correlation  of  all  subjects 
through  the  cooperation  of  the  Super- 
visors of  other  departments.  3.  By 
helping  the  Superintendent  to  supply 
each  school  with  a  well-prepared, 
wide-awake  special  teacher  of  Hand- 
writing, who,  because  of  her  personal- 
ity and  efficiency  commands  the  re- 
spect of  both  teachers  and  pupils  in 
her  work.  4.  By  encouraging  prin- 
cipals and  special  teachers  to  work 
out  schemes  for  "carry-over"  which 
may    be    especially    adapted    to    the 


needs  of  their  school. 

Under  the  fourth  heading  Miss  Ely 
presented  for  inspection  a  number  of 
samples  of  pupils'  work,  showing 
plans  worked  out  by  the  various  prin- 
cipals to  improve  the  writing  in  their 
schools. 

The  session  closed  with  a  business 
meeting. 


Mr.  Joseph  P.  Matthews,  of  New  York 
City,  has  been  added  to  the  faculty  of  The 
Le  Master  Institute,  Asbury  Park.  N.  J. 
He  is  an  alumnus  of  New  York  University 
and  holds  the  degree  of  Bachelor  or  Com- 
mercial Science.  He  will  teach  in  both  the 
Schools  of  Business  Administration  and 
Secretarial    Science. 


A  NEW  BUILDING 

Beacom  College,  Wilmington,  Dela- 
ware, is  to  erect  a  new  building,  at  a 
cost  of  $125,000,  to  be  used  entirely 
by  the  college.  The  proprietors  are 
planning  to  have  the  building  com- 
plete by  the  time  of  the  mid-winter 
term  in  January. 

We  congratulate  the  proprietors  of 
this  school  in  this  forward  movement 
and  wish  them  continued  success. 


30 


&i^&u&M^&dtu&fir      & 


JOfS.  Set 0 'the  Sails 

it^^^JthttMp  ftriws  iu$t,an0thcr  west, 
^^Sffly     With  the  #tf*nw  urinto  thai  frl<mi; 
'Cis  the  id  of  Htr  sails, 
'%    ?lni>  not  the  aaies, 
c  llfhlrh  foritos  the  max;  me  30 

Ulkf  the  uiittd^  of  the  sea, 
Jl7  ;  flrr  the  luin^  <rt  fair,    . 
il ft*  we  umyi$r  alaimJhru  tite 
'£!$  toe  Wilt  of  the  soul 
Ebal  oerioes  the  iuat,  ^  ■  " 

Jinii  not  the  calm  or  thr  strifes 


By    Parker   Zaner    Blc 


Written   by  Velma   Lynn,  a   student   in  the  Zanerian   College  of   Penmanship.   Columbus.  Ohio 


Miss  Nellie  M.  Convy,  recently  with 
the  High  School  at  Duluth,  Minn.,  is 
now  teaching  in  the  County  High 
School,  Casper,  Wyo. 

Miss  Lucy  M.  Bartholomew,  for  sev- 
eral years  commercial  teacher  in  the 
Medina,  N.  Y.,  High  School,  will 
teach,  the  coming  year,  in  the  High 
School  at  Hempstead,  Long  Island. 

The  Misses  Marion  Hebert,  Green- 
field, Mass.,  Norma  Sheinfine,  Spring- 
field, Mass.,  and  Muriel  Smith,  Den- 
nvsville,  Maine,  are  new  teachers  in 
the  Heffley  School,  Brooklyn,  N.  Y. 


SETS  HIGH  GOAL 

Becker  College,  Worcester,  Mass., 
last  year  awarded  29  Zaner-Bloser 
Penmanship  Certificates  to  their  pu- 
pils at  their  Commencement  Exer- 
cises before  an  audience  of  about 
2,000  people.  This  so  aroused  the  stu- 
dents that  they  are  now  working  to 
secure  100. 

Competition  and  interest  runs  high 
in  the  penmanship  classes  of  this  in- 
stitution. 


THE   FAUST  MAGIC  LETTER   BUILDER 

A  free  sample  copy  to  any  teacher  or  supervisor  of  writing,  for  the  asking.     Pupils 
establish  correct  forms  at  once.     Everything  to  gain,  nothing  to  lose.     SEND  NOW. 

Address  C.  A.  FAUST,  1024  Robey  Street,  Chicago,  III. 


Special  Summer  Sessions 

EIGHT    WEEKS    BEGINNING   JUNE    25 

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(Temple).  E.  H.  Crabbe  (Harvard) 
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^T     <%fc&uJ//ieM/&6Ma/fr~       & 


31 


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Address  Box  615,  care  Business  Educator 
Columbus,   Ohio. 


John  Robert  Gregg,  author  of  the 
shorthand  system  bearing  his  name, 
sailed  for  Europe,  Saturday,  April  28, 
on  the  Olympic  to  be  in  England  for 
the  Fortieth  Anniversary  celebration 
of  the  first  publication  of  the  system. 
The  National  Gregg  Association  of 
Great  Britain  is  planning  a  big  con- 
vention and  demonstration  at  Liver- 
pool where  a  fitting  tribute  will  be 
paid  to  the  author.  Mr.  Gregg  will 
visit  some  of  his  33  schools  through- 
out the  British  Isles  and  is  scheduled 
to  speak  before  several  commercial 
education  associations. 


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OPPORTUNITIES  MAY  1 


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al  school,  $3600  to  $4500;  accounting  man, 
t  and  penman,  private  school,  $3000;  woman, 
n,  bookkeeping,  high  school,  $2200;  woman, 
rse.  $2500.  Many  less  attractive  positions, 
help    you? 

THE   NATIONAL   COMMERCIAL    TEACHERS'    AGENCY 

E.  E.  Gaylord,  Mgr.       (A  Specialty  by  a  Specialist)  Prospect  Hill,  Beverly,  Mass. 


samples:         Principal.       co: 
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typewriting,    private    school,    $2000; 

M.    A.    degree,    for    college    secretari 

May 


Westward  Ho!    Alaska  to  New  Mexico 

Normal    and    College    graduates    needed.     Splendid    calls    all    departments.     Free    enrollment. 

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32 


*?     <5^&utfn<M&&uxi&r      & 


MENTAL   MEAXDERINGS 

(Continued  from  Page  21.) 

state,  (which  has  no  discoverable 
etymology)  was  born  in  Romance. 
Cabrillo  felt  the  mystic  pull  of  it 
when  he  pointed  his  prows  along;  our 
beautiful  coast  in  1542.  So  felt  the 
Spanish  Fras  and  the  plumed  cava- 
liers when  they  came  later  to  occupy 
the  sun-bathed  valleys.  And  it  was 
probably  the  tang  of  strange  adven- 
ture quite  as  much  as  the  gross  lure 
of  gold  that  brought  the  Argonauts. 
If  you  would  under  stand  it,  read 
"The  Luck  of  Roaring  Camp",  or  buy 
a  copy  of  our  good  grey  poet  of  the 
Sierras,  Joaquin  Miller.  Listen  to  him 
describe  one  of  our  mountain  brooks, 
any  of  them  that  babble  down  the 
slope  right  under  my  window  would 
do: 

"It  curved,  it  bent  like  Indian  bow, 
Then,  like  an  arrow  darted  through; 
Its  waters  ran  so  cool,  so  sweet, 
It  wound  its  way  about  your  heart 
At  through  the  grasses  at  your  feet." 

Yet  climate  does  contribute  its 
share  to  the  mystery  of  California. 
Especially,  to  those  of  us  who  grew 
up  where  Nature's  beauty  season  is 
barely  a  half  dozen  fortnights  long, 
with  dour  or  brazen  skies  the  rest  of 
the  time.  In  Kansas,  where  I  was 
bred,  the  mid-April  skies  were  yet 
overcast,  and  the  prairies  sere  and 
dull.  Only  the  sheltered  wild  goose- 
berries, down  along  the  creek  bottoms 
showed  a  touch  of  green,  and  we  kids 
were  lucky  if  we  could  find  an  early 
white  adder  tongue,  or  a  wild  flower. 
But  here!  The  youngsters  in  my  lit- 
tle school  have  already  listed  on  this 
year's  floral  calendar,  more  than  a 
hundred  different  kinds  of  blossoms. 
I  could  gather  at  least  three  dozen 
kind.;  each  morning  as  I  cover  the 
mile  of  trail  between  the  Ranch  and 
my  sthoolhouse.  For  two  weeks  or 
more,  the  little  school  gardeners  have 
been  eating  radishes  anil  young 
onions  from  their  private  tracts,  and 
the  strawberries  they  will  be  eating 
around  May  1,  are  already  as  big  as 
filberts. 

Today,  the  whole  neighborhood, 
sixty  or  more,  foregathered  at  the 
schoolhou.se,  and  staged  a  picnic  out 
in  the  open,  in  the  shade  of  the  big 
firs,  with  the  thermometer  above  sev- 
enty in  the  shade.  And  doubtless 
Bro.  Gaylord,  in  Beverly,  is  still  feed- 
ing costly  hard  coal  to  his  furnace 
and  wondering  if  it  will  get  warm 
enough  for  the  icicles  to  drop  from 
his  eaves. 


Do  you  wonder  that  I  choose  to  stay 
up  here  in  these  northland  mountains, 
where  the  Tropics  linger  all  the  year 
above  the  fortieth  parallel  ?  Of 
course,  my  official  home,  as  you  can 
see  from  the  heading  of  this  page,  is 
down  in  Tujunga,  in  the  warm,  and, 
to  me,  rather  vapid  Orange  Belt,  but 
it  is  now  five  years  since  I  began 
teaching  in  these  alluring  mountains, 
going  south  only  often  enough  to  hold 
my  residence,  and  preserve  member- 
ship in  my  Tribe.  I  am  not  knocking 
the  Southland,  with  its  palms  and 
oranges  and  movie  flappers,  but  if  you 
should  ever  come  up  here,  I  think  you 
will  agree  with  me  that  the  real  soul 
of  California,  is  among  these  sea-girt 
mountains  of  the  North  Coast.  Don't 
let  yourselves  die,  please,  without 
seeing  them. 


LEARN  AT  HOME  DURING  SPARE  TIME 
Write  for  book.  "How  to  Become  a  Good  Pen- 
man." and .  beautiful  specimens.  Free.  Your 
name  on  card  if  you  enclose  stamp.  F.  W. 
TAMBLYN.  406  Ridfte  Bldu..  Kansas  City.  Mo. 


C.  A.  FAUST 

(Continued  from  Page  20.) 

trie  light  of  the  West"  Kinsley,  Cur- 
tiss,  Behrensmeyer,  Palmer  and  many 
others,  none  of  whom  I  had  ever 
heard  of  before,  were  to  be  there  and 
tell  how  writing  should  be  taught.  I 
figured  it  would  be  an  opportunity  o'i 
a  life  time  to  get  the  finishing  touches 
needed  to  tackle  my  new  job  and  be- 
lieve me,  I  did  get  pointers. 

Many  pointers  received  at  that 
meeting,  I  use  to  this  day.  This  first 
meeting  was  a  wonderful  help  to  me 
and  I  have  not  missed  a  meeting  since 
1888. 

I  guess  I  made  good  at  Jacksonville 
for  Mr.  Brown  purchased  the  Decatur 
Business  College,  forming  the  "tri- 
angle" and  sent  me  there  to  take 
charge  of  Penmanship  and  Bookkeep- 
ing. That  year  be  bought  the  Gales- 
burg  School  and  maned  it  with  Mr.  C. 
C.  Gilliland,,  Principal;  Mrs.  C.  A. 
Faust,  Principal  of  Shorthand  Depart- 
ment; Miss  Jennie  Patton  and  Yours 
truly.  By  the  way,  while  in  Peoria, 
the  teacher  of  Shorthand,  Miss  Mary 
E.  Reynolds,  the  best  woman  and 
teacher  ever  known,  took  a  liking  to 
me  and  in  1890,  August  14,  we  were 
married  in  Philadelphia. 

In  1893  I  accepted  a  position  at  the 
Columbian  Exposition  to  engross  cer- 
tificates. Continued  at  the  Fair 
Grounds,  lettering  cards  placed  upon 
the  exhibits  until  the  Fall  of  1894, 
when  I  engaged  with  Chicago  Busi- 
ness College.  That  year  the  Western 
Penmen's  Association  held  their  meet- 
ing in  Lincoln,  Nebr.  I  attended  and 
succeeded  in  bringing  the  1895  meet- 
ing to  Chicago.  At  the  1895  meeting 
the  National  Commercial  Teachers' 
Federation  was  formed. 

I  remained  with  the  Chicago  Busi- 
ness College  until  1899  when  W.  I. 
Tinus  and  I  formed  the  Auto  Pen  and 
Ink  Mfg.  Co. 

While  traveling  on  the  road  in  the 
interests  of  our  Company,  Mr.  Pal- 
mer arranged  for  me  to  handle  his 
method,  with  whom  I  remained  until 
1906,  traveling  from  Missouri  to 
Maine. 

After   my   experience    in    the    Busi- 


ness College  field  where  good  writing 
has  been  taught  successfully,  I  decided 
to  get  out  a  system  of  writing,  such 
as  is  generally  used  in  the  Business 
Colleges,  and  in  190G,  compiled  the 
Faust  Method  of  Muscular  Movement 
Writing.  The  system  proved  a  suc- 
cess from  the  start. 

In  1907,  I  purchased  Mr.  Tinus'  in- 
terest in  the  Auto  Pen  &  Ink  Mfg. 
Company.  I  have  not  made  any  spe- 
cial effort  to  expand  for  employing  a 
large  force  of  help,  would  mean  more 
work    and    worry. 

Fifteen  years  ago  I  accepted  a  posi- 
tion as  teacher  of  writing  in  the  Lane 
Technical  Evening  High  School  and 
have  held  that  position  continuously 
since. 

My  system  is  listed  for  use  in  the 
Junior  High  Schools  of  Chicago  and 
is  adopted  in  several.  I  look  after  the 
supervision  of  the  writing  in  them, 
during  my  spare  time. 

Have  kept  up  my  interest  in  the  Na- 
tional Commercial  Teachers'  Federa- 
tion and  the  1927  meeting  at  Kansas 
City,  marked  my  38th  consecutive  at- 
tendance and  31   years   as  Treasurer. 

Was  elected  President  of  the  Pen- 
manship Section  of  the  Federation  for 
1900. 

During  my  penmanship  career,  I 
have  invented  aids  to  assist  in  secur- 
ing correct  position  and  movement, 
namely:  Myograph,  Adjuster,  Ad- 
justograph,  Stencilgraph,  Position 
Desk  Chart,  Alphabet  Cards  and 
Stencils,  Guide  Sheets,  Practice 
Paper,  Special  and  Border  Auto- 
matic Pens  and  Automatic  Pen  Foun- 
tain Attachment.  Am  author  of  the 
Faust's  Compendium  of  Automatic 
Shading  Pen  Lettering  and  Designs, 
Faust's  Complete  Cardwriter,  Faust's 
75  Alphabets  and  the  Faust  Method 
of  Muscular  Movement  Writing. 


Mr.  Dewey  S.  Herrold,  Teacher  in 
the  Selinsgrove,  Pa.,  Public  Schools 
has  been  awarded  a  Zaner  Profes- 
sional Certificate  in  business  penman- 
ship. 

Mr.  Herrold  attended  the  Zanerian 
six  weeks  summer  school  in  1927.  Mr. 
Herrold  is  a  young  man  of  consider- 
able skill  and  we  predict  a  very  good 
penmanship    future   for   him. 

Helen  F.  Lamb,  a  prominent  woman 
in  commercial  education  and  who  is 
President  of  the  Lamb  Business 
Training  School  in  Brooklyn,  New 
York,  lias  sailed  for  Italy  with  a  copy 
of  Gregg  Shorthand  adapted  to  the 
Italian  language  to  present  to  Benito 
Mussolini.  Miss  Lamb  will  make  in- 
i lions  of  commercial  education 
while  in   Italy. 


n    snappy   calling   enrds   $1.00. 


f!^^&u4/n*M&&uxt&r       & 


33 


BOOK  REVIEWS 

Our  readers  are  interested  in  books  of  merit, 
but  especially  in  books  of  interest  and  value 
to  commercial  teachers,  including  books  of 
special  educational  value  and  books  on  busi- 
ness subjects.  All  such  books  will  be  briefly 
reviewed  in  these  columns,  the  object  being  to 
live  sufficient  description  of  each  to  enable 
our  readers  to  determine  its  value. 

Practical  Selling,  by  0.  J.  McClure, 
Founder  of  the  McClure  Method  of 
Salesmanship  Education.  Published 
by  O.  J.  McClure,  400  Deming 
Place,  Chicago,  111.  Cloth  cover, 
319  pages. 

Practical  experience  is  the  basis  for  this 
book.  That  there  should  be  need  for  a 
volume  in  which  Salesmanship  experience 
is  set  forth  in  orderly  sequence,  and  the 
fundamentals  clearly  expounded,  is  not 
strange. 

The  purpose  of  this  book  is  to  be  of 
actual  practical  aid  to  salesmen  and  the 
firms  by  which  they  are  employed,  by 
bringing  about  more  comprehensive  think- 
ing on  the  subject.  This  is  done  when  the 
lessons  hidden  in  experience  are  revealed 
and  explained,  but  these  lessons  need  to  be 
presented  in  systematic  order.  How  the 
sequence  of  the  book  has  been  arranged, 
and  the  reasons  therefore,  are  explained  in 
the  chapter  entitled.  "Organizing  the  Sub- 
ject   for    Practical   Thinking." 

What  this  book  contains  is  as  applicable 
to  women  as  to  men,  and  its  appeal  to 
the  feminine  worker  need  not  be  lessened 
by  its  masculine  nouns  and  pronouns.  As 
a  salesperson,  a  woman  has  precisely  the 
same  fundamental  problems  as  a  man,  and 
she  will  find  herein  the  same  food  for 
thought   as   her  masculine    contemporary. 

A  mere  reading  of  this  book  will  be  help- 
ful. A  careful  study  of  it  will  yield  greater 
results.  But    the    maximum    benefits    will 

come  to  those  who  not  only  study  it  thor- 
oughly but  write  out  the  answers  to  the 
questions  to  be  found  at  the  close  of  each 
chapter,  then  re- study  the  book  and  re- 
answer  the  questions  at  least  once  a  year. 
These  questions  have  been  arranged  for 
the  intelligent  and  orderly  unfoldment  of 
the    subject. 


Selling  Politics,  by  Paul  D.  Converse, 
Associate  Professor  of  Business 
Organization  and  Operation,  Col- 
lege of  Commerce  and  Business  Ad- 
ministration, University  of  Illinois. 
Published  bv  Prentice-Hall,  Inc.,  70 
Fifth  Ave.,  New  York  City,  N.  Y. 
Cloth  cover,  706  pages. 

This  book  presents  a  broad,  detailed  dis- 
cussion of  selling  policies  based  upon 
presentdav  practices.  It  outlines  sound 
business  policies  that  relate  to — sale  of  the 
product — market  research,  production  and 
consumer  demand — price — advertising  and 
distribution — purchasing — credit  and  in- 
stallment merchandising — the  use  of  sales- 
men,   and   other   subjects. 

Examples  of  business  policies  as  are  to- 
day actually  employed  in  the  successful 
organizations  founded  by  Henry  Ford.  John 
H.  Patterson,  Andrew  Carnegie.  John  Wana- 
maker.    and    others    are    included. 


courses  in  composition  practical  and  par- 
ticularly effective.  It  will  also  meet  the 
needs  of  those  commercial  high  schools 
that  train  exclusively  for  a  business  career. 
It  should  prove  useful  in  all  continuation 
and  corporation  schools  that  give  training 
to  those  who  have  gone  to  work  before  se- 
curing a  high  school  diploma.  In  short,  it 
is  designed  to  meet  the  needs  of  all  second- 
ary schools  that  pursue  the  larger  aims  of 
business   education. 

The  language  is  directed  to  the  pupil 
rather  than  the  teacher.  Its  diction  is 
simple.  Its  explanations  of  rules  and  prin- 
ciples are  easily  understood.  The  exercises 
not  only  represent  the  problems  arising  in 
actual  business  but  have  been  adapted  to 
arouse  the  interest  of  high  school  pupils. 
It  will  be  found  an  unusually  teachable 
book. 


'aluable  in  sketching  animals.  This  book 
"itended  to  create  interest  and  stimulate 
art    student    o    make   a    serious    effort    to 


English  in  Business,  by  Dudley  Miles, 
Ph.D.,  Vice  -  Principal,  Evander 
Childs  High  School,  New  York 
City,  Instructor  in  Business  Eng- 
lish, New  York  Chapter,  American 
Institute  of  Banking.  Published  by 
the  Ronald  Press  Company,  New 
York.    Cloth  cover,  441  pages. 

This  book  is  for  students  who  are  going 
out  into  active  life.  It  contains  the  funda- 
mentals of  good  writing  for  any  purpose 
whatever.  It  will  meet  the  needs  of  gen- 
eral   high    schools    that    wish    to    make    their 


Analysis  of  Financial  Statements,  by 
H.  G.  Guthmann,  M.  B.  A.,  C.  P.  A. 
Published  by  Prentice-Hall,  Inc., 
New  York.  466  pages,  6x9  inches 
gold  stamped  binding. 

The  literature  on  analyzing  and  interpret- 
ing statements  consists  chiefly  of  scattered 
articles,  while  accounting  has  a  well- 
developed  complement  of  texts  and  material. 
So  the  business  man  is  usually  invited  to 
study  accounting  to  appreciate  the  use  of 
statements.  As  a  result,  many  learn  con- 
siderable about  constructions,  but  little 
about  interpretation  of  accounts. 

H.  C.  Guthmann  in  "Analysis  of  Financial 
Statements"  lays  emphasis  on  how  state- 
ments are  to  be  read.  The  needs  of  the 
banker,  the  credit  man,  the  investor,  and 
the  business  executives  are  served.  The  ac- 
countant, however,  will  also  be  interested 
in  a  knowledge  of  what  is  required  in 
analysis. 

The  first  part  of  this  book  is  devoted  to 
the  general  principles  of  the  work  of  an- 
alysis. Here  are  explained  the  true  sig- 
nificance of  funds  and  reserves,  extraor- 
dinary adjustments,  secured  creditors,  value 
of  good-will,   investments   and  other  topics. 

The  second  part  of  the  book  treats  of 
particular   types  of   statements  under: 

Railroads.  Cas  Manufacturing  Corpora- 
tions, Power  Com-anies.  Individuals,  Mer- 
cantile Companies,  Mines.  Banks.  Insurance 
Companies   and    Holding  Corporations. 

The  work  is  simply  worded,  and  is  illus- 
trated with  actual  statements  taken  from 
practically  every  line  of  business — grocery, 
truck,  oil.  furniture,  chemical,  clothing, 
rubber,  fuel,  public  utilities,  industrial  and 
moneyed   corporations. 

Some  of  the  chapter  headings  are: 

Place  of  Financial  Statements  in  Business, 
Construction  of  the  Balance  Sheet.  Profit 
and  Loss  Statement.  Analysis  of  Working 
Capital.  Railroad  Statements.  Cas  Manufac- 
turing Corporations.  Hydro-Electric  Power 
Companies.  Mercantile  and  Manufacturing 
Corporation.  Mining  Statements.  Bank  State- 
ments. Insurance  Companies,  Holding  Com- 
panies'  Reports. 

Alphabets,  by  Douglas  C.  McMurtrie. 
Published  by  Bridgman  Publishers, 
Pelham,  New  York.  Stiff  binding, 
64  pages. 

In  this  handbook  Mr.  McMurtrie.  one  of 
America's  most  scholarly  typographers,  has 
produced  a  most  valuable  volume  for  self 
instruction  and  ready  reference,  for  all  stu- 
dents interested  in  hand  lettering,  layout 
and  arrangement. 

Design,  by  Charles  H.  Howard.  Pub- 
lished by  Bridgman  Publishers,  Pel- 
ham,  New  York.  Stiff  binding,  61 
pages. 

This  book  contains  25  chapters  profusely 
illustrated,  embodying  the  underlying  re- 
quirements of  abstract  design.  A  practical 
and  useful  book  for  the  teacher  and  art 
student. 

Animal  Sketching,  by  Alexander  Cal- 
der.  Published  by  Bridgman  Pub- 
lishers, Pelham,  New  York.  Stiff 
binding,   62   pages. 

Mr.    Calder   has    endeavored    to   portr 


Bridgman's  Life  Drawing,  by  George 
B.  Bridgman,  Instructor,  Lecturer, 
Art  Students'  League,  New  York 
City;  author,  The  Book  of  a  Hun- 
dred Hands,  Constructive  Anatomy. 
Published  by  Edward  Bridgman, 
Pelham,  New  York.  Stiff  binding, 
169  pages. 

This  is  the  story  of  the  blocked  human 
form  where  the  bending,  twisting  or  turning 
of  volume  gives  the  sensation  of  movement 
held  together  by  rhythm.  The  different 
stages  are  arranged  in  their  sequence  from 
How  to  Draw  the  Figure  to  the  Balance  of 
Light  and  Shade.  Its  purpose  is  to  awaken 
the  sense  of  research  and  analysis  of  the 
structure  hidden  beneath.  It  is  hoped  that 
the  ideas  conveyed  in  the  drawing  and  text 
of  this  book  may  enable  the  reader  to  carry 
on  to  independent  and  better  ideas. 

Business     Correspondence     Handbook, 

by  James  H.  Picken,  M.  A.,  Lectur- 
er in  Advertising,  School  of  Com- 
merce, Northwestern  University, 
Counselor  in  Direct  Mail  Advertis- 
ing. Published  by  A.  W.  Shaw 
Company,  Chicago,  111.  Cloth  cover, 
836  pages. 

This  volume  is  a  discussion  of  business 
correspondence  from  two  points  of  view.  On 
the  one  hand  the  effort  is  to  give  a  true 
picture  of  the  various  ways  in  which  busi- 
ness letters  are  used  by  modern  business 
organizations.  On  the  other  hand  an  attempt 
is  made  to  set  up  rules  or  standards  of 
practice  by  which  those  who  do  business  by 
mail  should  proceed  in  order  to  realize  the 
best  results. 

As  a  reference  work  for  business  men 
who  write  and  use  letters,  and  as  a  source 
from  which  the  student  may  glean  letter- 
writing  information,  this  volume  should 
prove   of   practical   value,  whatever   the   line 

In  general,  the  volume  has  been  published 
to  replace  the  original  Business  Corre- 
spondence Library,  published  by  the  A.  W. 
Shaw  Company  in  1911.  of  which  there 
were  sold  approximately  75.000  sets:  but 
fully  95%  of  the  material  is  new  and  all 
conclusions  have  been  mada  authoritative 
through  wide  research  among  experienced 
business    firms. 

The  plan   followed   has  been   first,    to   show 
the   development   of   business 
and    the    types    of    lette 
lay  down  poli<  ' 


cond.    t. 

and   rules  for  writing   bus 

letters,      for     analyzing     proposition 

ind  so   forth;    third,   ' 


chniqu 


the 


building  lists,  and  so  forth;  third,  to  outline 
methods  by  which  letters  and  other  direct- 
mail  forms  must  be  used  in  various  lines  of 
trade  and  industry  if  the  best  results  are 
to   be  obtained.  , 

There  are  careful  analyses  of  such  prob- 
lems as  handling  routine  correspondence, 
making  tests,  keeping  records,  building 
mailing  lists,  correspondence  supervision, 
and  the  like,  in  addition  to  the  presentation 
of  new  and  workable  rules  for  letter- 
writing.  

Basic  Assignments    in    Chemistry,  by 

Milton  B.  Brundage  and  Jacob 
Leiberman,  Stuyvesant  High  School 
New  York  City.  Published  by  the 
Globe  Book  Company,  New  York 
City.     Paper  cover,  59  pages. 

This  booklet  consists  of  complete  lists  of 
those  items  that  constitute  the  backbone  of 
a  vear's  course  in  secondary  school  chem- 
istry. The  table  on  pages  3  to  6  apportions 
the  appropriate  items  to  a  given  topic 
(textbook  chapter).  Each  topic  (textbook 
chapter)  with  its  accompanying  items  has 
been  termed  a  Basic  Assignment  and  desig- 
nated by  an   Assignment  Number. 

Placing  this  booklet  in  the  hands  of  a 
student  obligates  him  to  master  those 
equations,  tests,  laws,  etc..  that  constitue 
the  subject-matter  of  the  variously  assigned 
topics.  An  oral  contract  so  to  speak,  is 
entered  into,   between  pupil  and   teacher. 


34 


&i^&u&/i^&diU¥i&r       & 


ABCDEFGHIJ 

KLMNOPQRS 

TUVWXYZ 

The  above  alphabet  was  made  by  J.  A.  LaRoche,  105  Ric;  St.,  Cambridge  40,  Boston.  Mass.,  policy  engrosser  in  the 
New   England   Mutual   Life   Insurance   Company. 

Rule  head  and  base  lines  and  sketch  the  lettering  in  hastily  for  position,  spacing  and  proportion.  After  you  have 
done  this,  go  back  over  it  and  pencil  the  lettering  carefully.  Keep  looking  back  at  the  letters  which  you  have  com- 
pleted.    In    this    way   you    can    get    them    uniform.    Try    to    make  these  letters   free  and  with  a   lot  of  character. 


OttlUB  anft 


B!?J. 


y^prtifiratm 


Catalog  and  Samples  Free 

Howard  8C  Brown 

Rockland,  Maine 


AN  ORNAMENTAL  STYLE.  My  course  in 
Ornamental  Penmanship  has  helped  hun- 
dreds become  PROFESSIONALS.  Send  for 
proof.  Your  name  on  cards,  (six  styles)  if 
you  send  I  Oc.  A.  P.  MEUB,  Expert  Penman, 
452   N.    Hill    Ave.,   Pasadena.   Calif. 


THE  AMERICAN  PENMAN 

America's  Handwriting  Magazine 
Devoted  to  Penmanship  and 


nercial  Education 


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s>  Writing 

Accounting 

Ornamental   Writing 

Lettering 

Engrossing 

Articles   on    the   Teaching   and 
Supervision   of   Penmanship. 
Yearly    subscription   price    $1.2  5.     Special 
club      rates     to      schools     and      teachers. 
Sample   copies   sent   on    request. 

THE  AMERICAN  PENMAN 

SS  Fifth   Avenue  NEW  YORK 


s  rti5ttc£ngror.r.ntg 

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Ma 

'.,'      Jlluiuiuatiny    a  -Specialty <jtt 
1 1  iplomaS  SitfiograprWo  <m&  Sltt<&> 

¥      EHM^GHEE 

143  East  Stale  Street  tlreiilon.lieu.  Jersey 

LEARN  ENGROSSING 


ed    Instruction 


iddi 


Cash 


two   dollars, 
Money  Order. 

P.  W.  COSTELLO 

Engrosser,    Illuminator    and 

Designer 

Scranton    Real    Estate    Bldg. 

SCRANTON,  PA. 


An  Educational  Journal  of 

Real  Merit 

Regular  Departments 

enmanship 

Geography 
Pedagogy 

History 
rice   $1.50  per   year.     Sample   on   requ 

PARKER  PUBLISHING  CO., 
Taylorville,  111. 


Nature-Study 
ary  Construction 
any   others 


New  Lightline  Shorthand 


Simple,  brief,  legible.  B 
all  systems.  Inexpensive 
course.  Text-book.  $2.00; 
schools.   $1.00.     Sample   le 


DAILY   PUBLISHING   CO., 
Box  833  Kansas   City,  Mo. 


66   lines   of   pen-written   co 
Rapid    Business    Writing,    highly 
illustrated,  given  in  24 

lessons    $8.00 

65    tinea  "I   pen-written  copies  In 
Ornamental       Writing,       highly       illustrated. 

given    in    15    lessons $6.00 

Also  c-iurses  in  Card  Writing.  Script.  Pen 
I  ettering,  and  Flourishing.  Write  for  my 
I-RI  I      nook.    "Hi.*     I.  hi    I  M"  i' 

Penman,"  which  explains  my   method. 
rOD  \Y  before  you  forget  it. 
T.  M.  TEVIS 

Chillicothe.  Mo 


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25-C 


.  U.S.A. 


HAVE   YOU   SEEN   THE 

Journal  of 
Commercial  Education? 

I  formerly    the   Stenographer   U. 
Phonographic  World! 
A    monthly    magazine    covering    all 
departments   of   Commercial    Education. 
Strong    departments    presided    over    by 
well  known   teachers   for   those  who  teach 
any   branch  of  commercial  education,   in- 
cluding business  administration,  account- 
ancy, and  court  reporting. 
The  Only  Magazine  of  Its  Kind  Published 
Single  copy  1  5c.   Annual  subscription  $1.50 

Send   for   Sample   Copy. 
Journal    of    Commercial    Education 
44  N.  4th   St.  Philadelphia,  Pa. 


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B  P  O  ELKS 

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EhiiiSrlRniUwts 


From  the  Harris  Engrossing  Studio,  Chicago,  III. 


EASTERN    COMMERCIAL    TEACHERS'    ASSOCIATION 

1928  YEARBOOK  — 

Foundations  of  Commercial 
Education 

AVAILABLE  JULY   1,  1928 

The  yearbook  is  divided  into  two  main  parts: 
Part  I.    Principles  of  Commercial  Education. 

A.  Standpoint  of  Business. 

B.  Standpoint  of  Education. 

Part  II.    Classroom  Research  Materials  and  Problems. 

Some  of  the  principal  contributors  to  Part  I  are: 
Dr.  John  Dewey.  Columbia  University,  New  York  City. 
Dr.  Lee  Galloway,  Ronald  Press  Company.  New  York  City. 
Dr.  W.  H.  Kilpatrick.  Columbia  University.  New  York  City. 
Mr.  W.  H.  Leffingwell.  Leffingwell-Ream  Co..  New  York  City. 
Dr    Paul  S    Lomax,  New  York  University.  New  York  City. 
Dr.  Wesley  C.  Mitchell.  Columbia  University,  New  York  City. 
President  Frederick  Robinson.  College  of  the  City  of  New  York. 
Dean  John  W.  Withers.  New  York  University,  New  York  City. 

In  Part  II,  the  following  groups  of  classroom  problems 
are  included: 

Bookkeeping  and  Accounting,  Arithmetic,  Junior  Business 
Training,  Business  Practice.  Economics.  Commercial  Law, 
Commercial  Geography.  Advertising.  Retail  Education.  Short- 
hand. Transcription,  Typewriting,  Secretarial  Practice,  Pen- 
manship, and  Commercial  Teacher-Training. 
Copies  free  to  members  who  have  paid  1928  dues  of 
$2.00.  If  you  desire  a  copy  and  have  not  paid  dues, 
send  $2.00  to: 

PRESIDENT  SETH  B.  CARKIN, 

Packard   Commercial   School, 
253  Lexington  Avenue,   New   York,   N.  Y. 


EDWARD  C.  MILLS 


Engraving  Purposes 

Rochester,  N.  Y. 


Script  Specialist  f> 
P.  O.  Drawer  982 

Tile  fines!  script  obtainable  for  bookkeeping  illustration:,, 
etc.  The  Mills  Pens  are  unexcelled.  Mills'  Perfection 
No.  1— For  fine  business  writing.  1  gross  J1...0;  ',  gross 
40c.  postpaid.  Mills'  Medial  Pen  No.  2 — A  splendid 
pen  of  medium  fine  point,  1  gross  $1.25;  hi  gross  3oc, 
postpaid  Mills'  Business  Writer  No.  3— The  best  for 
business.  1  gross  $1.2o;  hi  gross  3Jc.  postpaid.  1  doi 
of  each  of  the  above  three  styles  of  pens  by  mail  for  40c 


tributors.      Catalog  B  Free 

Bans  COLLEGER  GUTHRIE  0K1A 


Gillott's  Pens 

The  Most  Perfect  of  Pens 


No.  601   E.   F.   Magnum   Quill  Pen 

Gillotfs  Pens  stand  in  the   front  rank  as 
regards  Temper,  Elasticity  and  Durability 

JOSEPH   GILLOTT  &  SONS 

SOLD   BY  ALL  STATIONERS 

Alfred  Field  &  Co.,  Inc.,  Sole  Agents 

93  Chambers   St.  NEW   YORK   CITY 


Summer  School  For 
Commercial  Teachers 

Beginning  June  4,  divided  into  two 
terms  of  five  weeks  each.  Will  offer 
work  for  experienced  and  inexperi- 
enced teachers  who  may  want  to 
improve  their  professional  standing  or  increase  their  salary  or  secure  a 
position  or  get  a  better  one  than  they  have  or  add  to  their  educational 
status  or  earn  more  college  credits.  Twelve  hours  of  credit  offered,  ac 
cepted  by  the  University  of  Kentucky  hour  for  hour.  Probably  more 
teachers  will  be  in  training  here  this  coming  summer  than  will  be  as- 
sembled in  one  place  in  America.  Rates  for  board  and  tuition  very  reas- 
onable. Write  for  particulars. 

COLLEGE  OF  COMMERCE  OF  THE 
BOWLING  GREEN  BUSINESS  UNIVERSITY 

BOWLING  GREEN,  KY. 
Excursions  to  Mammoth  Cave  and  Lookout  Mountain.    Each  inexpensive 


"It  is  with  boo\s  as  with  men:  a  very  small  number  play  a  great  part:  the  rest  are  confounded  with 
the  multitude." — Voltaire. 

These  New  Books  Play  a  Real  Part  in  Business  Education 


New  Dictation  Course 

A  practice  book  for  students.  Already  adopted  for 
the  high  schools  in  Pittsburgh,  Cleveland,  Philadelphia, 
Washington,  Toledo,  and    1250  other  individual  schools. 

New  Intensive  Typing 

Built  on  the  principle  of  "repetition  with  attention." 
Published  in  October,  1927.  Just  adopted  as  the  basic 
text  for  the  29  senior  high  schools  of  Los  Angeles. 

Rowe's  New  Cost  Accounting 

Thoroughly  revised  and  completely  rewritten.  A  real 
cost  course  that  may  be  used  to  follow  any  bookkeeping. 


Applied  English  Essentials 

A  drill  pad  that  will  solve  the  English  problem  in  your 
school.  Gives  thorough  drill  on  the  minimum  essentials 
of  correct  speaking  and  writing. 

Applied  Punctuation 

Contains  3  5  lessons.  The  instruction  is  clear  and  con- 
cise. A  great  variety  of  fine  illustrative  and  practice 
matter  taken  from  real  business  writing. 

Typewriting  Office  Practice 

A  series  of  50  typing  jobs  taken  from  an  automobile 
office.  For  supplementary  use  by  pupils  in  advanced 
typewriting. 


We'll  gladlv  send  YOU  an  inspection  copy  of  any  boo\  you  want  to  examine  to  see  whether  it  can  be 

adopted  in  YOUR  school. 

The  H.  M.  Row  e  Company 

BALTIMORE.    MARYLAND         —         HARLEM  SQUARE 


Zaner  Method  Penmanship 
Summer  School 


Conducted  by  the 

McCann  School  of  Business 


McCann  Building 


Reading,  Pa. 


Six  Weeks,  July  9  to  August  17 

Courses  will  be  given  in  Zaner  Method  Penman- 
ship, Blackboard  Writing,  Methods  of  Teaching  and 
Ornamental  Penmanship. 

All  teachers  who  desire  to  improve  their  hand- 
writing <md  methods  of  teaching  modern  handwnt 
ing  should  not  miss  this  rare  opportunity. 

High-Class  Teacher's  Course 

The  McCann  School  is  a  d  scl I,  and 

has  a   National   Re] 

special  training  in  Business  and  Secretarial  I 

Write  for  special  circular  de  |  this 

.:"  Summei  <  out 

McCANN  SCHOOL  OF   BUSINESS 


K)l   South  5th  St. 


I..  C.  McCann,  Prcs. 


Reading,  Pennsylvania 


June  4th 

Watkins  &  Eierman 

PRINTERS    ...    BINDERS    ...    BLANK    BOOK    MFRS. 
will  be  located  at 

240  North  Fourth  Street 
Columbus,  Ohio 

FLOOR  SPACE  WILL  BE  INCREASED 

The  last  word  in  modern  type  casting  and 
press  equipment  will  be  installed 


One  block  to  the  Pennsylvania  and 
Big  Four;  five  blocks  to  the  Hock- 
ing Valley  and  Norfolk  8C  Western 
freight  stations,  whose  lines  radiate 
to  all  points  of  the  compass,  mak- 
ing this  .in  ideal  shipping  center. 


A  COMPLETE  PLANT  with  a  COMPLETE  SERVICE