■137 
 
I 
 
1 
 
 SCHOOL DOCUMENT NO. 6-1916 
 
 BOSTON PUBLIC SCHOOLS 
 
 PENMANSHIP 
 
 DETERMINING THE ACHIEVEMENT OF ELEMENTARY 
 SCHOOL GRADUATES IN HANDWRITING 
 
 Bulletin No. IX. of the Department of 
 Educational Investigation and Measurement 
 
 BOSTON 
 
 printing department 
 I 9 I 6 
 
In School Committee, Boston, February 7, 1916. 
 
 Ordered, That five thousand (5,000) copies of a 
 bulletin relative to a study of the quality of penman- 
 ship, to be prepared by the Department of Educational 
 Investigation and Measurement, be printed as a school 
 document. 
 
 Attest : 
 
 Thornton D. Apollonio, 
 
 Secretary. 
 
 0. of D- 
 
C INTEODUCTION. 
 
 It is probable that there are more differences of 
 opinion among teachers concerning the teaching of 
 penmanship in the elementary schools and the quality 
 of the results than there are concerning any other sub- 
 ject in the course of study. In view of this and as a 
 means of contributing to the improvement of results in 
 handwriting, the department has considered it desirable 
 to find out, in a systematic way, the character of the 
 present achievement of elementary school graduates in 
 penmanship ; this was the purpose of the study reported 
 in this bulletin. The department believes that one of 
 the best methods of securing improved results is by 
 bringing to the attention of teachers an analysis of the 
 merits and defects of the present handwriting of children. 
 
 In consultation with the late Assistant Superin- 
 tendent White, who had charge of penmanship, plans for 
 this study were made. On his advice and that of Miss 
 Ellen S. Bloomfield the following committee was selected 
 to assist the department: 
 
 HoNORA T. O'DowD, Master's Assistant, Hancock Dis- 
 trict, Chairman. 
 
 Thomas J. Baery, Submaster, Thomas N. Hart Dis- 
 trict. 
 
 Matilda F. Bibbey, Assistant, Hancock District. 
 
 Emma J. Irving, First Assistant in Charge, Emerson 
 District. 
 
 Edward J. Muldoon, Submaster, Francis Parkman 
 District. 
 
 Edgar L. Raub, Submaster, John A. Andrew. District. 
 
 In its work the committee has profited by the counsel 
 of Miss Bloomfield, and also of Assistant Superin- 
 tendent A. L. Rafter, who now has charge of penman- 
 ship in the public schools. 
 
4 SCHOOL DOCUMENT NO. 6. 
 
 This committee was appointed March 24, 1915, and 
 in the course of its work has held eight meetings. Sev- 
 eral of these meetings were wholly devoted to the irk- 
 some task of rating and classifying papers, and defining 
 their merits and defects. Whatever value this report 
 has is due largely to the work of this committee of 
 enthusiastic, capable and effective teachers of penman- 
 ship. 
 
 This bulletin is divided into three rather distinct 
 parts: Part I. is a description of the organization of this 
 study and of the methods of carrying it on, prepared by 
 Mr. Ballon; Part II. consists of a critical analysis of 
 the merits and defects of the handwriting studied, 
 written by Miss O'Dowd, chairman of the committee, 
 assisted by the committee and particularly by Mr. 
 Raub, who prepared Tables 7, 8, 9 and 10; and Part 
 III. is a statement of the present status of penmanship 
 in the city from the administrative point of view, pre- 
 pared by Assistant Superintendent Rafter. 
 
 Frank W. Ballou, 
 
 Director. 
 
RESULTS OF STUDY IN PENMANSHIP. 
 
 DETERMINING THE ACHIEVEMENT OF 
 
 ELEMENTARY SCHOOL GRADUATES 
 
 IN HANDWRITING. 
 
 The material constituting this bulletin has been 
 organized under the following heads: 
 
 Part I. — The organization and methods of the study. 
 
 Part II. — A critical analysis of the merits and defects 
 of the handwriting studied. 
 
 Part III. — The administrative status of penmanship 
 in the city. 
 
 PART I.— THE ORGANIZATION AND METHODS 
 OF THE STUDY. 
 
 Sources of Handwriting Papers. 
 
 On November 23, 1914, a test in accurate copying was 
 given to 4,494 pupils in the first-year classes of fourteen 
 of the fifteen high schools in Boston. In the test noth- 
 ing was said to the pupils about theh' penmanship; 
 hence, they did not know that the quality of their hand- 
 writing was to be considered. The handwriting, there- 
 fore, may be thought of as typical of that which will 
 characterize the handwriting of these young people during 
 their high school course and, to some extent at least, 
 similar to that which they may be expected to write 
 during life. 
 
 Although the test from which these specimens were 
 secured was given to first-year high school pupils, their 
 penmanship ability is the product of the instruction and 
 training given them in the elementary schools and in this 
 study has been considered as such. 
 
 Method of Rating the Specimens. 
 Obviously, not all of the 4,494 papers written by 
 pupils in the accurate copying test could be conveniently 
 
6 SCHOOL DOCUMENT NO. 6. 
 
 rated by a small committee. Consequently, from the 
 total number six hundred papers were selected at random. 
 The papers from each high school had already been 
 arranged in alphabetical order according to the names 
 of the pupils, and the bundles from each school were 
 arranged in like order. Approximately every eighth 
 paper was taken from the bundles until the desired six 
 hundred papers had been secured. The papers were then 
 numbered from 1 to 600, inclusive, and throughout the 
 study each paper was known by the number which it 
 bore. 
 
 For the purpose of rating the quality of the hand- 
 writing the committee was divided into two subcom- 
 mittees of three members each. The first three hundred 
 papers were turned over to one subcommittee and the 
 second three hundred papers to the other. Each one of 
 the three members of the subcommittee rated inde- 
 pendently each one of the three hundred papers, on a 
 scale of 10-30-50-70-90 per cent, using the Ayres' 
 scale for adult handwriting.* The even tens on the 
 Ayres' scale were disregarded. Any paper which could 
 not be rated as good as specimen No. 30 in the Ayres' 
 scale was rated 10. While some papers were rated 10, 
 there was no paper rated 10 by two of the three members 
 of either committee. 
 
 After each member of each subcommittee had inde- 
 pendently rated each one of the three hundred papers, 
 the whole committee met the director of the department 
 in conference. Each member submitted his or her 
 written report and the results were tabulated. The 
 numbers of the specimens were arranged in ascending 
 order, beginning with specimen No. 1. Opposite the 
 number of each specimen were placed the preliminary 
 ratings of each of the three members of the committee. 
 Each specimen was finally given that rating which at 
 least two of the three members agreed it should have. 
 Where no two members agreed on a rating the paper was 
 
 * Ayres. A Scale for Measuring the Quality of Handwriting of Adults. Russell Sage 
 Foundation. 
 
RESULTS OF STUDY IN PENMANSHIP. 
 
 given the middle rating. For example: If a specimen 
 had been given preliminary ratings of 30-50-70, that 
 specimen was given a final rating of 50 per cent. 
 
 Comparison of Ratings of Committee Members. 
 The tabulation showed some interesting variations in 
 judgment of committee members concerning the quality 
 of individual papers. Of the first three hundred papers 
 no two members of the committee agreed on the rating of 
 ninety papers, and in the second three hundred papers no 
 two of the members of the other committee agreed on 
 the rating of twenty-four papers. In the rating of the 
 first three hundred papers there was entire agreement 
 among the three members of the committee in thirty- 
 one cases, and on the second three hundred papers there 
 was entire agreement among the three members of the 
 committee in seventy-six cases. That there was less 
 agreement among the three members of the committee 
 who rated the first three hundred papers is due to the fact 
 that one member of the committee rated all the papers 
 relatively lower than the other tw^o members, giving very 
 few specimens a rating of 90 per cent, and rating ten 
 papers as low as 10 per cent. 
 
 As has already been pointed out, each specimen was 
 rated independently by three different examiners (com- 
 mittee members). The following table shows the pro- 
 portion of each group of one hundred specimens given 
 the different ratings by each examiner. 
 
 TABLE 1. 
 Ratings of the First Three Hundred Specimens. 
 
 Nos. 1 to 100. 
 
 
 Scale of Rating. 
 
 
 
 
 
 
 
 
 ■ 90%. 
 
 70%. 
 
 50%. 
 
 30%. 
 
 10%. 
 
 A 
 
 20 
 
 48 
 
 30 
 
 2 
 
 
 
 B 
 
 11 
 
 41 
 
 35 
 
 13 
 
 
 
 C 
 
 4 
 
 17 
 
 39 
 
 30 
 
 10 
 
8 
 
 SCHOOL DOCUMENT NO. 6. 
 
 Nos. 101 to 200. 
 
 Examinee. 
 
 Scale op Rating. 
 
 90%. 
 
 70%. 
 
 50%. 
 
 30%. 
 
 10%. 
 
 A 
 
 40 
 
 14 
 
 5 
 
 48 
 29 
 20 
 
 12 
 
 43 
 
 38 
 
 
 14 
 24 
 
 
 
 B 
 
 C 
 
 
 13 
 
 Nos. 201 to 300. 
 
 A ;... 
 
 22 
 
 52 
 
 24 
 
 2 
 
 
 
 B 
 
 15 
 
 37 
 
 34 
 
 14 
 
 
 
 C 
 
 9 
 
 28 
 
 30 
 
 25 
 
 8 
 
 The above table is to be interpreted in the following 
 manner: In rating the specimens numbered from 1 to 100, 
 examiner A rated 20 of them 90 per cent, 48 of them 70 
 per cent, 30 of them 50 per cent, 2 of them 30 per cent 
 and none of them 10 per cent. The number of speci- 
 mens given each rating by examiners B and C is indi- 
 cated in the same manner. 
 
 The specimens were rated by each examiner in groups 
 of 100. The tabulation is presented above in that 
 form, because it makes possible the comparison of 
 the judgments of examiners rating the same specimens. 
 To illustrate: Among the first 100 papers, examiner 
 A found 20 specimens of handwriting considered to 
 be of the quality represented by 90 per cent, while 
 examiner C found only 4 specimens which could be 
 thus classified. On the other hand, examiner C rated 
 10 specimens 10 per cent, while neither of the other two 
 examiners found any papers to be rated as low as this. 
 Further, examiner A found only two specimens among 
 the first 100 which could be rated as low as 30 per 
 cent; whereas examiner C found nearly one third of 
 the hundred papers which were considered to be of 
 
RESULTS OF STUDY IN PENMANSHIP. 
 
 9 
 
 the value indicated by 30 per cent in the Ayres' scale. 
 The remaining portions of Table 1 are to be interpreted 
 in the same manner. What has been pointed out as 
 characteristic of the variations in judgment of examiners 
 A, B and C in rating the quality of the first 100 speci- 
 mens is characteristic also of their judgment on the 
 other 200 specimens. 
 
 TABLE 2. 
 Ratings of the Second Three Hundred Specimens. 
 
 Nos. 301 to 400. 
 
 Examiner. 
 
 Scale of Rating. 
 
 90%. 
 
 70%. 
 
 50%. 
 
 30%. 
 
 10%. 
 
 D 
 
 6 
 1 
 
 27 
 
 32 
 53 
 59 
 
 51 
 39 
 11 
 
 11 
 
 7 
 tl 
 
 
 
 E 
 
 
 
 F 
 
 
 
 Nos. 401 to 500. 
 
 D 
 
 10 
 3 
 3 
 
 38 
 23 
 
 48 
 
 49 
 63 
 36 
 
 3 
 11 
 13 
 
 
 
 E 
 
 F 
 
 
 
 
 
 
 Nos. 501 to 600. 
 
 D 
 
 9 
 2 
 
 32 
 34 
 
 47 
 41 
 
 12 
 
 *22 
 
 
 
 E 
 
 
 
 F 
 
 4 
 
 55 
 
 27 
 
 tl2 
 
 
 
 * 1 omitted. 
 
 \ 2 omitted. 
 
 The above table shows, in similar manner, how the 
 second 300 specimens were rated by examiners D, E 
 and F. The most marked contrast is shown in the 
 case of specimens numbered 301-400. While examiner 
 E found only 1 specimen which could be rated 90 per 
 cent, examiner F found 27 such specimens. This table 
 
10 
 
 SCHOOL DOCUMENT NO. 6. 
 
 shows that examiners D, E and F varied less in judg- 
 ment concerning the quahty of the handwriting of 
 specimens 301-600 than did examiners A, B and C in 
 rating the quality of the first 300 specimens. It is to be 
 noted that examiners D, E and F did not find any 
 papers which they rated lower than 30 per cent. 
 
 In order to show how consistent, or inconsistent, in 
 judgment each examiner was in rating the three groups 
 of papers which he or she rated, the following tables have 
 been prepared. 
 
 TABLE 3. 
 
 Consistency of the Judgment of Each Examiner Rating Specimens 
 Numbered 1-300. 
 
 Examiner A. 
 
 
 Scale of Rating. 
 
 
 90%. 
 
 70%. 
 
 50%. 
 
 30%. 
 
 10%. 
 
 Nos. 1 to 100 
 
 20 
 40 
 22 
 
 48 
 48 
 52 
 
 30 
 12 
 24 
 
 2 
 
 
 2 
 
 
 
 Nos. 101 to 200 
 
 
 
 Nos. 201 to 300 
 
 
 
 
 
 Totals 
 
 82 
 
 148 
 
 66 
 
 4 
 
 
 
 
 
 Per cent of all 
 
 27% 
 
 50% 
 
 22% 
 
 1% 
 
 0% 
 
 Examiner B. 
 
 Specimens. 
 
 Scale of Rating. 
 
 90%. 
 
 70%. 
 
 50%. 
 
 30%. 
 
 10%. 
 
 Nos. 1 to 100 
 
 11 
 14 
 15 
 
 41 
 29 
 37 
 
 35 
 43 
 34 
 
 13 
 14 
 14 
 
 
 
 Nos. 101 to 200 
 
 
 
 Nos. 201 to 300 
 
 
 
 
 
 Totals 
 
 40 
 
 107 
 
 112 
 
 41 
 
 
 
 
 
 Per cent of all 
 
 13% 
 
 36% 
 
 37% 
 
 14% 
 
 0% 
 
RESULTS OF STUDY IN PENMANSHIP. 
 Examiner C. 
 
 11 
 
 
 Scale of Rating. 
 
 Specimens. 
 
 90%. 
 
 70%. 
 
 50%. 
 
 30%. 
 
 10%. 
 
 Nos. 1 to 100 
 
 4 
 5 
 9 
 
 17 
 20 
 
 28 
 
 39 
 
 38 
 30 
 
 30 
 24 
 25 
 
 10 
 
 Nos. 101 to 200 
 
 13 
 
 Nos. 201 to 300 
 
 8 
 
 
 
 Totals 
 
 18 
 
 65 
 
 107 
 
 79 
 
 31 
 
 
 
 Per cent of all 
 
 6% 
 
 22% 
 
 36% 
 
 26% 
 
 10% 
 
 Table 3 shows that examiner A gave a rating of 90 per 
 cent to 20 of the first hundred papers, to 40 of the second 
 hundred papers, and to 22 of the third hundred. The 
 same examiner gave 70 per cent to approximately the 
 same number of papers in each hundred. Examiner 
 A found only two papers among the first hundred to 
 be rated as low as 30 per cent, none among the second 
 hundred, and two among the third hundred. Assuming 
 that the papers in each hundred were of the same 
 quality, this table shows that examiner A rated the 
 second hundred relatively higher than the first or third 
 hundred. 
 
 Table 3 shows that examiner B gave no papers a 
 rating of 10, and was very consistent in the number of 
 papers given 30 per cent or 90 per cent. Examiner B, 
 however, found a larger proportion of the second hundred 
 papers to be given 50 per cent than of the other two 
 groups, the reverse of what examiner A found. 
 
 Examiner C rated relatively fewer papers 90 per cent 
 and more papers 10 per cent or 30 per cent than did 
 either of the other two examiners. 
 
 At the foot of each table is given the total number of 
 papers and the per cent of all papers given each rating. 
 This per cent brings out the fact that examiner A rated 
 all the papers relatively higher than either examiner 
 
12 
 
 SCHOOL DOCUMENT NO. 6. 
 
 B or C, and that examiner C rated all the papers rela- 
 tively lower than either of the other two examiners. 
 
 In view of the wide variations in judgment usually 
 found in such work this table shows that, on the whole, 
 the examiners were fairly consistent in their judgment 
 of the quality of handwriting. 
 
 TABLE 4. 
 
 Consistency of the Judgment of Each Examiner Rating Specimens 
 Numbered 301-600. 
 
 Examiner D. 
 
 Specimens. 
 
 Scale of Rating. 
 
 90%. 
 
 70%. 
 
 50%. 
 
 30%. 
 
 10%. 
 
 Nos. 301 to 400 .. . 
 Nos. 401 to500... 
 Nos. 501 to 600 .. . 
 
 Totals 
 
 Per cent of all 
 
 6 
 
 10 
 
 9 
 
 32 
 
 38 
 32 
 
 51 
 49 
 47 
 
 11 
 
 3 
 
 12 
 
 25 
 
 102 
 
 147 
 
 26 
 
 8% 
 
 34% 
 
 49% 
 
 9% 
 
 0% 
 
 Examiner E. 
 
 
 Scale op Rating. 
 
 Specimens. 
 
 90%. 
 
 70%. 
 
 50%. 30%. 
 
 10%. 
 
 Nos. 301 to 400 
 
 1 
 3 
 2 
 
 53 
 23 
 34 
 
 39 
 63 
 41 
 
 7 
 11 
 
 *22 
 
 
 
 Nos. 401 to 500 
 
 
 
 Nos. 501 to 600 
 
 
 
 
 
 Totals 
 
 6 
 
 110 
 
 143 
 
 40 
 
 
 
 Per cent of all 
 
 2% 
 
 37% 
 
 48% 
 
 13% 
 
 0% 
 
 * One omitted. 
 
RESrLTS OF STUDY IN PENMANSHIP. 
 Examiner F. 
 
 13 
 
 Specimens. 
 
 Scale of Rating. 
 
 90%. 
 
 70%. 
 
 50%. 
 
 30%. 
 
 10%. 
 
 Nos. 301 to 400 
 
 27 
 3 
 4 
 
 59 
 
 48 
 55 
 
 11 
 
 36 
 27 
 
 *1 
 
 13 
 *12 
 
 
 
 Nos. 401 to 500 
 
 
 
 Nos. 501 to 600 
 
 
 
 
 
 Totals 
 
 34 
 
 162 
 
 74 
 
 26 
 
 
 
 Per cent of all 
 
 12% 
 
 54% 
 
 25% 
 
 y /o 
 
 0% 
 
 * Two omitted 
 
 The above table shows the same facts for examiners 
 D, E and F that table 3 showed for examiners A, B and 
 C. It is to be noted that no examiner rated papers as 
 low as 10 per cent. Examiners D, E and F show less 
 variation in judgment than examiners A, B and C, 
 largely because of the lower ratings of examiner C. It 
 should be pointed out, however, that the distribution 
 of ratings of examiner C much more nearly approximates 
 to the theoretical normal distribution than that of any 
 other examiner. 
 
 TABLE 5. 
 Summary Table Showing the Proportion of Papers Rated by Each 
 Examiner Which Were Given the Ratings Indicated. 
 
 
 Scale of Rating. 
 
 Examiner. 
 
 90%. 
 
 70%. 
 
 50%. 
 
 30%. 
 
 10%. 
 
 A 
 
 B 
 
 C 
 
 D 
 
 27% 
 
 13% 
 
 6% 
 
 8% 
 
 2% 
 
 12% 
 
 50% 
 36% 
 22% 
 34% 
 37% 
 54% 
 
 2% 
 37% 
 36% 
 49% 
 
 48% 
 25% 
 
 1% 
 
 14% 
 26% 
 
 8% 
 13% 
 
 9% 
 
 0% 
 
 0% 
 
 10% 
 
 0% 
 
 E 
 
 F 
 
 0% 
 0% 
 
 
 
14 
 
 SCHOOL DOCUMENT NO. 6. 
 
 This table is made up of data already appearing in 
 Tables 3 and 4, and is introduced merely to afford those 
 interested an opportunity to make a direct comparison 
 of the proportion of papers given each rating by the 
 several examiners. The table shows that examiner 
 A rated 27 per cent of the first three hundred specimens 
 90 per cent, examiner B 13 per cent of the same papers 
 90 per cent, examiner C only 6 per cent of the same 
 papers 90 per cent, and so on. 
 
 Selection of Typical Specimens or Samples. 
 On the basis of the preliminary ratings of examiners, 
 the quality of handwriting of each specimen was given 
 a final rating or evaluation, according to the consensus 
 of the judgments of the examiners. From the final 
 ratings of the specimens the following distribution 
 resulted : 
 
 TABLE 6. 
 Final Rating of Six Hundred Specimens. 
 
 
 Scale of Rating. 
 
 
 90%. 
 
 70%. 
 
 50%. 
 
 30%. 
 
 10%. 
 
 Number of papers 
 
 Per cent of all 
 
 51 
 
 8.5% 
 
 240 
 40.0% 
 
 253 
 
 42.2% 
 
 56 
 
 9.3% 
 
 
 0% 
 
 
 The above table shows that of the six hundred papers 
 51, or 8.5 per cent, were rated 90 per cent, 240, or 40 per 
 cent, were rated 70 per cent, 253, or 42.2 per cent, were 
 rated 50 per cent, and 56, or 9.3 per cent, were rated 30 
 per cent. After each paper had been thus finally evalu- 
 ated, and in order to illustrate the character of the hand- 
 writing which the committee considered typical of the 
 various grades in the scale, it then became necessary to 
 select some specimens from each of these four groups of 
 papers which should be typical of the group. This was 
 done in much the same manner as the specimens were 
 originally rated. For example: Each member took the 
 
RESULTS OF STUDY IN PENMANSHIP. 15 
 
 51 specimens rated 90 per cent and selected therefrom 
 several specimens which, in his or her judgment, most 
 nearly typified the quality of handwriting of all the 
 papers of that group. Each group of papers was handled 
 in the same manner, after which each committee 
 member submitted a memorandum indicating his or her 
 selection of the typical papers from each group. Such 
 papers were then reviewed in a general committee 
 conference and agreement reached concerning those 
 samples which best typified the group from which they 
 were taken. Two papers were finally selected from each 
 group, except the 30 per cent group, from which three 
 papers were selected. These three papers w^ere selected 
 not because that group was proportionately larger than 
 the others, but in order to illustrate three quite distinct 
 kinds of poor handwriting to be found in that group. 
 
 The Specimens or Samples Selected. 
 
 The following pages contain facsimile reproductions of 
 the specimens of handwriting which the committee 
 selected as typical of the four groups of papers rated 90, 
 70, 50, and 30 per cent, respectively. At the head of 
 each page is indicated the rating of the paper and also 
 the proportion of the six hundred papers which were 
 given this rating. 
 
 At the head of each specimen is given the original 
 number of the specimen. These specimens form the 
 basis of Miss O'Dowd's discussion of the quality of the 
 handwriting which they typify. In Miss O'Dowd's 
 report these specimens are referred to by the number. 
 
16 
 
 SCHOOL DOCUMENT NO. 6. 
 
 SAMPLE OF HANDWRITING RATED 90 PER CENT. 
 8.5 Per Cent of the 600 Specimens Given This Rating. 
 
 Original Specimen No. 47. 
 
 -^^^<^-^c<.^^^ZeIi' 
 
 C^ 
 
 -^C^^ ^:2^^^^?^-t^ 
 
 c:^^ 
 
 \>/ -5^C^.^--i^y-22^^ dy^-C^.,^ <^^y^ 
 
RESULTS OF STUDY IN PENMANSHIP. 
 
 17 
 
 SAMPLE OF HANDWRITING RATED 90 PER CENT. 
 8.5 Per Cent of the 600 Specimens Given This Rating. 
 
 Original Specimen No. 105. 
 
 ay 
 
 
 
 ^-z--^^ 
 
 
 '— r^^V^ 
 
18 
 
 SCHOOL DOCUMENT NO. 6. 
 
 SAMPLE OF HANDWRITING RATED 70 PER CENT. 
 40 Per Cent of the 600 Specimens Given This Rating. 
 
 Original Specimen No. 254. 
 
 & 
 
 6 
 
 yui^.^^^cZi^-^^oc^^'-'^^ 
 
 a^ 
 
 <L,yL-i-ciJLj5_My 
 
 
 yd yiA-e^ 
 
 
 ..x^^ 
 
 cxJtyy-n^^ ^f-^y^"^ jJ{j^yCAr^ 
 
RESULTS OF STUDY IN PENMANSHIP. 
 
 19 
 
 SAMPLE OF HANDWRITING RATED 70 PER CENT. 
 40 Per Cent of the 600 Specimens Given This Rating. 
 
 Original Specimen No. 589. 
 
 tPL^ 
 
 /t-^-^^uyf^.^c^:^ st^^Co^ ^^"-^^ 
 
 ^^/^j(jL> <?^--5^--^ &--ty^ ^^1^ 
 
 <:^^^ 
 
20 
 
 SCHOOL DOCUMENT NO. 6. 
 
 SAMPLE OF HANDWRITING RATED 50 PER CENT. 
 42.2 Per Cent of the 600 Specimens Given This Rating. 
 
 Original Specimen No. 16. 
 
 ^^/ 
 
 ,,2-^KU j:::?^-^'z^U^ _--<^^^5y'^ 
 
 ^^ ^"^^^^^^t^--:^^^ 
 
 .'■"t^'X 
 
 ^e^ 
 
 
 ^^y^ .^f!^?^^*^ ^=^;?''^^^ 
 
 ^t^^^^^^ ■"■^^z-c^.^ ^ -c 
 
 c^ -^-^^^ 
 
RESULTS OF STUDY IN PENMANSHIP. 
 
 21 
 
 SAMPLE OF HANDWRITING RATED 50 PER CENT. 
 42.2 Per Cent of the 600 Specimens Given This Rating. 
 
 Original Specimen No. 55. 
 
 ^=^-2^ ^^-^ii^-<s-< 
 
 --■z?ti 
 
 
 
 
22 SCHOOL DOCUMENT NO. 6. 
 
 SAMPLE OF HANDWRITING RATED 30 PER CENT. 
 9.3 Per Cent of the 600 Specimens Given This Rating. 
 
 Original Specimen No. 50. 
 
RESULTS OF STUDY IN PENMANSHIP. 23 
 
 SAMPLE OF HANDWRITING RATED 30 PER CENT. 
 9.3 Per Cent of the 600 Specimens Given This Rating. 
 
 Original Specimen No. 371. 
 ( C 
 
 
 c 
 
 
24 SCHOOL DOCUMENT NO. 6. 
 
 SAMPLE OF HANDWRITING RATED 30 PER CENT. 
 9.3 Per Cent of the 600 Specimens Given This Rating. 
 
 Original Specimen No. 520. 
 
 Our ^ ^^^y^ (^AThyiA^c^ JJZ^^ ^ 
 
RESULTS OF STUDY IN PENMANSHIP. 25 
 
 PART II.— A CRITICAL ANALYSIS OF THE 
 
 MERITS AND DEFECTS OF THE 
 
 HANDWRITING STUDIED. 
 
 Legibility is the first and most necessary requisite of 
 penmanship, therefore the committee first proceeded to 
 judge the papers frorn that standpoint. Each of the six 
 hundred papers was examined and passed on by three 
 persons, and the papers were finally grouped according 
 to these judgments into 90 per cent, 70 per cent, 50 per 
 cent and 30 per cent papers. There were no papers 
 below 30 per cent. 
 
 Each group was again examined by every member of 
 the committee to select types representative of each 
 group. By the process of elimination, the number in 
 each group was reduced to eight or ten. This small 
 group was then subjected to a thorough and careful 
 study, and what was considered the characteristic type 
 of each group is presented elsewhere in this bulletin, and 
 will form the basis of our analysis. 
 
 It must be remembered that these papers were judged 
 from the standpoint of legibility. The committee could 
 not form any judgment of speed, or of position of pupils 
 while writing. A system of penmanship has been com- 
 pulsory in the Boston public schools for some years, and 
 as the writers of these papers were elementary school 
 graduates, naturally these papers may be considered 
 the product of that system. 
 
 The qualities emphasized in the study of these papers 
 were : 
 
 1. Uniformity, as applied to form, size, spacing and 
 slant. 
 
 2. Character of the lines. 
 
 3. Character of the letter forms. 
 
 While uniformity of form, size, spacing and slant is 
 of high importance, nevertheless it is not the most 
 important element of good writing. Some of these 
 
26 SCHOOL DOCUMENT NO. 6. 
 
 papers are, for instance, uniformly bad. However, there 
 can be no good writing without uniformity in the above 
 respects. The foundation of good writing must be con- 
 formity to some established system in form, size, spacing 
 and slant, and to these must be added regularity in their 
 use. The best of the specimens studied are good because 
 they conform to recognized standards of form; the poorest 
 ones are poor, first, because they follow no recognized 
 standards, and second, because they lack uniformity. 
 
 Unifoemity of Form. 
 
 Uniformity of form and good form characterize to a 
 large degree the 90 per cent papers, the deviation from 
 such being relatively slight. Some letters, however, are 
 carelessly made. In No. 47 * the s in the word Queen's, 
 the r in lines 9 and 10, and the T in the last line are 
 not well made. In No. 105 the s throughout the paper 
 is poorly made, also the letters h and t. Generally 
 speaking, however, the form is round, open and legible, 
 showing easy, free movement. 
 
 In the 70 per cent papers we find slightly less uni- 
 formity of form. These papers show good movement, 
 but carelessness in forming both capitals and small 
 letters. In No. 254 capitals T in line 4, W in line 6, and 
 Q in line 14 are poorly made; the small s throughout 
 the paper, the p in lines 9 and 11, the h wherever it 
 occurs, the final w in line 14, are examples of careless 
 habits in letter forming. In No. 589 careless habits are 
 shown most frequently again in the letter s throughout 
 the paper, the letter / in lines 6, 13 and 16, the varied 
 a in lines 2, 3, 4, 5, 7 and 8, the r throughout the paper, 
 and the h in the last line. 
 
 The 50 per cent papers present in themselves a uni- 
 formity of form, but in a less degree than the types 
 previously noticed. The letter forms are poor. In No. 
 16 notice capitals I, T, W, 0; the/ in lines 2, 5 and 14: 
 the final e in lines 3, 7, 8, 9 and 10; the I in lines 4 and 
 14; the d in lines 7 and 10; and the n in lines 13 and 
 
 * The numbers throughout this discussion refer to the original number of the handwrit- 
 ing specimens found in pages 16 to 24 of this bulletin. 
 
RESULTS OF STUDY IN PENMANSHIP. 
 
 27 
 
 15. In No. 55 the capital 7, the r in lines 3, 4 and 6, 
 the h in lines 8, 9 and 10, the t in lines 5, 7, 11 and 14, 
 and the s in lines 4 and 8 are poorly made. 
 
 Lack of uniformity characterizes the 30 per cent 
 papers; in fact, a great variety of very poor form is 
 found in both capitals and small letters. In No. 50 
 notice specially the poor loop letters y, g, /, and the 
 d's like d. In No. 371 the t's, the final letters of words, 
 the peculiar capital Q in Queen, should be pointed out. 
 In No. 520 the variety of formation is found in every 
 line. These papers show no acquaintance with proper 
 letter forms, and there is absolutely no indignation of 
 proper training in penmanship. They can be read, and 
 that is about all that can be said for them. 
 
 The following table presents some statistical infor- 
 mation on the uniformity of letters in the various 
 specimens under consideration. 
 
 TABLE 7. 
 Uniformity of Form. 
 
 B. 
 
 C. 
 
 D. 
 
 E. 
 
 Letters. 
 
 Rating of 
 
 Specimen. 
 
 Original 
 Number of 
 Specimen. 
 
 Total 
 Num- 
 ber. 
 
 Variations 
 
 from Usual 
 
 Form. 
 
 Per Cent 
 
 of 
 Variations. 
 
 Letters Most 
 
 Frequently 
 
 Made Wrong. 
 
 90 per cent . . 
 90 per cent . . 
 70 per cent . . 
 70 per cent . . 
 50 per cent . . 
 50 per cent . . 
 30 per cent. . 
 30 per cent . . 
 30 per cent . . 
 
 47 
 
 105 
 
 254 
 
 589 
 
 16 
 
 55 
 
 50 
 
 371 
 
 520 
 
 199 
 199 
 222 
 192 
 253 
 218 
 295 
 306 
 280 
 
 9 
 10 
 15 
 17 
 25 
 22 
 
 5 
 
 5 
 
 7 
 
 9 
 
 10 
 
 10 
 
 20 
 
 to 
 
 25 
 
 s r t 
 
 n s t h 
 
 s h t o 
 
 a e s t o h 
 
 e n s t 
 
 r s u t h 
 
 Note 1. — There is so much variation in the 30 per cent papers that a 
 standard form could not be found by which to compare the character of 
 form throughout the specimens. 
 
 * Approximately. 
 
28 SCHOOL DOCUMENT NO. 6. 
 
 Table 7 is to be interpreted in the following manner: 
 The specimen bearing the original No, 47 has in it a 
 total of 199 letters. Only 9 of these letters vary mate- 
 rially from the approved forms. The 5 per cent of 
 variation is computed from the figures in columns C 
 and D. In column F are indicated the letters most 
 frequently made incorrectly. The other data in Table 7 
 are to be interpreted in the same manner. 
 
 The letter forms in each paper were compared with a 
 standard form found within that paper. This accounts 
 for the fact that the per cent of variation indicated in 
 the table is not larger than it is. The standard of 
 criticism to which the papers have been subjected has 
 not been especially exacting. The per cent of variation 
 at best is only an approximation. 
 
 The above table shows that the increase of variations 
 from the approved letter forms is in inverse relation to 
 the rating of the specimens. The better papers naturally 
 show little variation from the standard form; whereas 
 the 30 per cent papers show such a lack of form as to 
 make it impossible to do more than indicate an approxi- 
 mate variation. 
 
 Uniformity of Size. 
 
 In the 90 per cent papers the small letters are larger 
 than the approved forms, but not too large for com- 
 mon use, and the uniformity of size is noticeably good. 
 Slight variation from this uniformity may be seen in a 
 few letters in No. 47, such as the r in line 3, and the 
 ie in the word soldier, which are smaller, and the x 
 in line 3, which is larger than the approved forms. In 
 No. 105 the uniformity of size is nearly as good. 
 
 In the 70 per cent papers somewhat less uniformity 
 of size is found. In No. 254, the word dismissal, line 
 6, and the word has in line 13 are examples of lack 
 of proper size. In No. 589 less uniformity is shown 
 than in No. 254; e. g., the letters an in the word lieuten- 
 ant are smaller than the remaining letters of the word; 
 the letters in the word from in line 5, happens in line 8, 
 servant in line 14, are smaller, and the letters in the 
 words story and insult are larger than the approved size. 
 
RESULTS OF STUDY IN PENMANSHIP. 
 
 29 
 
 The 50 per cent papers show a considerable degree of 
 uniformity of size, though somewhat less than the pre- 
 vious group. In No. 16 the word story, line 1, presents a 
 uniformity of size, the word dismissal, line 4, a uniformity 
 of another size, and the word redoubtable a variety of sizes. 
 In No. 55 there is a gradation of size from large to small 
 in words lieutenant, line 2, and Neither, line 11. 
 
 In the 30 per cent papers the form is so poor and 
 varied that it is hard to find much uniformity of size, 
 although it is much more evident in No. 371 than in 
 Nos. 50 or 520. In No. 50 the word alone, line 15, is 
 perhaps as good an illustration as can be found in the 
 entire paper. In No. 371 we find considerable uni- 
 formity of size throughout the paper; notice specially 
 lines 4 and 9. Throughout the specimen there is a 
 general tendency on the part of the writer to change 
 from larger letters at the beginning to smaller letters 
 at the end of the word. In No. 520 the word Queen^s 
 is a good example of uniform size; almost every other 
 word exemplified lack of uniformity. 
 
 TABLE 8. 
 Uniformity of Size. 
 
 A. 
 
 B. 
 
 C. 
 
 D. 
 
 E. 
 
 F. 
 
 G. 
 
 
 Original 
 Number of 
 Specimen. 
 
 Lettees. 
 
 Per Cent 
 of Varia- 
 tions. 
 
 Line 
 
 Rating of 
 Specimen. 
 
 Total 
 Niimber. 
 
 Smaller 
 
 Than 
 
 Standard. 
 
 Larger 
 
 Than 
 
 Standard. 
 
 Taken as 
 Standard 
 of Size. 
 
 90 per cent. . . 
 90 per cent. . . 
 70 per cent. . . 
 70 per cent. . . 
 50 per cent. . . 
 50 per cent. . . 
 30 per cent . . . 
 30 per cent . . . 
 30 per cent. . . 
 
 47 
 
 105 
 
 254 
 
 589 
 
 16 
 
 55 
 
 50 
 
 371 
 
 520 
 
 199 
 199 
 222 
 192 
 253 
 218 
 295 
 306 
 280 
 
 14 
 
 16 
 12 
 
 27 
 38 
 37 
 52 
 33 
 28 
 
 3 
 13 
 14 
 15 
 6 
 5 
 14 
 12 
 49 
 
 9 
 15 
 12 
 22 
 17 
 19 
 22 
 15 
 27 
 
 Line 6 
 Line 1 
 Line 3 
 Line 2 
 Line 3 
 Line 4 
 Line 13 
 Line 3 
 Line 2 
 
30 SCHOOL DOCUMENT NO. 6. 
 
 The data in Table 8 are to be interpreted as follows: 
 The paper bearing the original No. 47 and rated 90 per 
 cent contains 199 letters. Fourteen of these letters are 
 considered smaller than the standard, and three of them 
 larger. The 9 per cent of variation indicated in column 
 F is the result of a computation based on the figures in 
 columns C, D and E. 
 
 The standard by which the letters in specimen No. 47 
 were judged is line 6. The method of procedure was to 
 select a line that could be called standard in size for that 
 particular specimen and to compare the other letters in 
 the specimen with it. It will be seen, therefore, that the 
 variations are really variations within each specimen 
 under consideration, and not variations from an ideal 
 standard or variations from the approved letter forms. 
 
 While the increase in variation in size of letters from 
 the best to the poorest specimens is noticeable, it is 
 not large. A closer analysis would undoubtedly increase 
 this difference, and would probably result in differen- 
 tiating the types more sharply. However, closer analysis 
 would probably not change the order of excellence in the 
 specimens. 
 
 Uniformity in Spacing. 
 
 The 90 per cent papers are examples of good spacing 
 between words, between sentences and between the 
 parts of letters. No. 47 is uniform throughout with an 
 occasional spreading (see ut in lieutenant, line 2), and a 
 slight crowding as in ser in the word servant, line 14. 
 In No. 105 the word Queen's is an example of too great 
 spacing between n and s. 
 
 In the 70 per cent papers is found irregularity in 
 spacing; the length of the connective between letters is 
 too long in some places and too short in others. For too 
 long connective, see cannot, line 8, in No. 254, and send, 
 line 7, and pride, line 13, in No. 589. In No. 254 there 
 are too short connectives between m and s in the word 
 himself in line 10; and also in No. 589 between d and ?" in 
 dismissal, line 5. The spacing between words is quite 
 uniform in No. 254, but slightly more varied in No. 589. 
 
RESULTS OF STUDY IN PENMANSHIP. 
 
 31 
 
 In the 50 per cent papers the spacing between words 
 and sentences is regular. In No. 16 the spacing between 
 letters is uneven, as, for example, your, line 1, and 
 Ortheris, line 7 ; but the spacing between parts of letters 
 is good, except the letter h throughout. In No. 55 the 
 spacing between letters is irregular; for example, see 
 words redoubtable and apologize. 
 
 In the 30 per cent papers is found no established habit 
 of spacing, hence there is little uniformity between 
 letters or between words. There is too much crowding 
 of letters and words; and spacing between parts of 
 letters is varied and irregular. Some attention is given 
 to spacing between sentences in No. 371, which is good; 
 but in No. 520 it is too great and is irregular. 
 
 TABLE 9. 
 Uniformity of Spacing, Showing the Number of Letters in a Line. 
 
 Rating of 
 
 Original 
 Number of 
 Specimen. 
 
 
 
 
 
 
 
 Number 
 
 OF Line. 
 
 
 
 
 
 
 Specimen. 
 
 1. 
 
 2. 
 
 3. 
 
 4. 
 
 5. 
 
 6. 
 
 7. 
 
 8. 
 
 9. 
 
 10. 
 
 11.': 
 
 12. 
 
 13. 
 
 14. 
 
 15. 
 
 16. 
 
 90 per cent . . . 
 
 47 
 
 10 
 
 13 
 
 13 
 
 14 
 
 13 
 
 13 
 
 11 
 
 11 
 
 14 
 
 11 
 
 13 
 
 14 
 
 13 
 
 13 
 
 11 
 
 11 
 
 90 per cent . . . 
 
 105 
 
 13 
 
 13 
 
 13 
 
 15 
 
 9 
 
 14 
 
 12 
 
 13 
 
 16 
 
 14 
 
 14 
 
 14 
 
 10 
 
 12 
 
 8 
 
 11 
 
 70 per cent. . . 
 
 254 
 
 11 
 
 12 
 
 15 
 
 17 
 
 15 
 
 16 
 
 15 
 
 12 
 
 14 
 
 15 
 
 14 
 
 15 
 
 14 
 
 13 
 
 13 
 
 14 
 
 70 per cent. . . 
 
 589 
 
 11 
 
 14 
 
 17 
 
 11 
 
 13 
 
 12 
 
 10 
 
 10 
 
 13 
 
 13 
 
 12 
 
 12 
 
 10 
 
 12 
 
 11 
 
 11 
 
 50 per cent . . . 
 
 16 
 
 16 
 
 16 
 
 18 
 
 16 
 
 16 
 
 15 
 
 19 
 
 16 
 
 15 
 
 15 
 
 15 
 
 15 
 
 16 
 
 15 
 
 17 
 
 13 
 
 50 per cent. . . 
 
 55 
 
 12 
 
 13 
 
 13 
 
 14 
 
 14 
 
 13 
 
 12 
 
 14 
 
 15 
 
 14 
 
 15 
 
 14 
 
 13 
 
 13 
 
 13 
 
 16 
 
 30 per cent . . . 
 
 50 
 
 20 
 
 23 
 
 21 
 
 20 
 
 22 
 
 22 
 
 20 
 
 17 
 
 18 
 
 16 
 
 19 
 
 17 
 
 18 
 
 15 
 
 16 
 
 17 
 
 30 per cent. . . 
 
 371 
 
 14 
 
 24 
 
 22 
 
 16 
 
 18 
 
 21 
 
 19 
 
 21 
 
 16 
 
 17 
 
 22 
 
 17 
 
 22 
 
 19 
 
 20 
 
 20 
 
 30 per cent . . . 
 
 520 
 
 19 
 
 23 
 
 18 
 
 20 
 
 14 
 
 19 
 
 15 
 
 17 
 
 18 
 
 14 
 
 17 
 
 18 
 
 18 
 
 19 
 
 14 
 
 19 
 
 Table 9 was prepared to show the degree of uniformity 
 in letter spacing. The table shows that in specimen 
 No. 47 there are 10 letters in the first line, 13 letters in 
 the second line, 13 letters in the third line, 14 letters in 
 the fourth line, and so on. 
 
32 SCHOOL DOCUMENT NO. 6. 
 
 A glance at the number of letters in each line will 
 show, in a general way, the degree of variation in spacing. 
 For example : The spacing is fairly uniform in specimen 
 No. 47, ranging as it does from 10 to 14 letters per line, 
 with 13 letters as the most common number found in 
 each line. Contrast with that the variation found in 
 specimen No. 371, where the range in number of letters 
 per line is from 14 to 24, with little uniformity in number 
 of letters per line. Graphs drawn to compare the spacing 
 of the eight papers (omitting paper No. 50) show that 
 specimens No. 47, 105 and 55 may be called regular 
 in their spacing; that specimens No. 254, 589 and 16 
 are irregular in their spacing; and that specimens No. 
 371 and 520 are particularly irregular. There is a marked 
 contrast between the 90 per cent papers and the 30 per 
 cent papers. However, although specimen No. 55 is 
 a 50 per cent paper, it is one of the three papers showing 
 the most regularity of spacing. No. 50 cannot be 
 grouped with the other specimens because the lines are 
 incomplete. 
 
 Uniformity of Slant. 
 
 Because of the variations in length of arms, and other 
 physical conditions, different pupils may develop indi- 
 vidual slants of letters in writing; therefore, the angle 
 of slant may vary from 25 degrees to 35 degrees and yet 
 be satisfactory. The uniformity depends largely on the 
 correct position of the writer. 
 
 The 90 per cent papers show fairly even and desirable 
 slant. 
 
 In the 70 per cent papers there is some irregularity. 
 In No. 254 there is a great deal of uniformity, yet in 
 words too, line 13, and Jionor, line 14, the writing is 
 almost vertical. In No. 589 see p and I in the word 
 apologize, line 10, and word pride, line 13, for varied slant. 
 
 The 50 per cent papers present a contrast in slant. 
 No. 16 shows a great deal of uniformity though inclined 
 to be excessive; some variations occur, viz., final I in 
 word dismissal, line 4, also the word invites, line 15. 
 
RESULTS OF STUDY IN PENMANSHIP. 
 
 No. 55 is more irregular in slant than No. 16; there is a 
 variety of slant in the words private and soldier, line 
 4, in the word redoubtable, line 9, and the word Queen, 
 line 14. 
 
 In No. 371 of the 30 per cent papers there is great 
 uniformity of slant throughout, an occasional letter like 
 z, line 6, being pulled very much to the left. In No. 50 
 the slant is irregular, rather more inclined to vertical. 
 In No. 520 there is considerable uniformity, but some 
 irregularity; see happens, line 6, how, line 11, and cannot, 
 line 5. 
 
 TABLE 10. 
 Uniformity of Slant. 
 
 A. 
 
 B. 
 
 C. 
 
 D. 
 
 E. 
 
 F. 
 
 Rating of Specimen. 
 
 Original 
 Number of 
 Specimen. 
 
 Total 
 Letters. 
 
 Incorrectly 
 Slanted. 
 
 Per Cent 
 
 of 
 Variations. 
 
 Standard 
 Slant of 
 Paper. 
 
 90 per cent 
 
 47 
 
 105 
 
 254 
 
 589 
 
 16 
 
 55 
 
 *50 
 
 371 
 
 t520 
 
 199 
 199 
 222 
 192 
 253 
 218 
 295 
 306 
 280 
 
 10 
 4 
 33 
 36 
 46 
 71 
 90 
 9 
 62 
 
 5 
 2 
 15 
 19 
 18 
 32 
 31 
 3 
 22 
 
 30° 
 
 90 per cent 
 
 25° 
 
 70 per cent 
 
 70 per cent 
 
 50 per cent 
 
 20° 
 25° 
 40° 
 
 50 per cent 
 
 30 per cent 
 
 30 per cent 
 
 32° 
 15° 
 35° 
 
 30 per cent 
 
 25° 
 
 * Occasionally " backhand." 
 
 t Occasionally vertical. 
 
 Table 10 is to be interpreted as follows : Specimen No. 
 47 has a total of 199 letters with 10 of them showing 
 incorrect slant. This represents a variation of 5 per 
 cent. As in preceding tables, the standard for each 
 specimen is found within the specimen itself. The 
 standard slant of letter in specimen No. 47 is 30 degrees, 
 and the per cent of variation is based on the number of 
 
34 SCHOOL DOCUMENT NO. 6. 
 
 letters that deviate to an appreciable degree from this 
 standard. The data on the other specimens are to be 
 interpreted in the same manner. 
 
 It is to be noted that as one advances from the better 
 to the poorer papers there is an increase of variation. 
 However, paper No. 371, which is a 30 per cent paper, 
 is an exception to this general statement. This paper 
 shows only a few letters that deviate from the standard 
 of 35 degrees represented in this specimen. Inasmuch 
 as uniformity of slant is one of the most important 
 elements of legibility, the facts in this table are of 
 particular importance. 
 
 Character of Lines. 
 
 In the 90 per cent papers the lines in No. 47 show a light, 
 firm stroke and are smooth and even. In No. 105 they 
 are slightly heavier, but even and firm. 
 
 In No. 254 of the 70 per cent papers, line 7 shows a 
 light, even stroke, but the other lines are uneven and 
 irregular. No. 589 shows fairly even lines. 
 
 Of the 50 per cent papers, in No. 16 is found a good, 
 light stroke with smooth, even lines throughout. In 
 No. 55 is found some degree of irregularity; even lines 
 in most places, and uneven strokes in other places. 
 See word redoubtable, line 9. 
 
 In the 30 per cent papers, the lines in No. 50 show a 
 lack of firmness and a degree of uncertainty throughout 
 the paper. It can scarcely be called tremulous, yet it 
 borders upon it. 
 
 No. 371 shows a firmer stroke inclined to heaviness on 
 the downstroke. There are many uneven lines, as line 
 4 with light strokes, and line 8 with heavy strokes, and 
 the word happens with both light and heavy strokes. 
 
 In No. 520 the heavy, uneven lines predominate and 
 show clearly finger movement. 
 
 Character of Letter Forms. 
 The 90 per cent papers are of the approved type. The 
 letters are well constructed; the distinction between 
 
RESULTS OF STUDY IN PENMANSHIP. 35 
 
 turns and angles is clear; initial, connective and final 
 strokes are well made; and the proportions of letters 
 are well kept. 
 
 Though the 70 per cent papers are also of the approved 
 type, yet both capitals and small letters are poorly con- 
 structed, e. g., in No. 254, see capitals 7, hne 2; T, hne 
 5, and W, hne 7; in No. 589, see capitals T, hne 4; W, 
 line 6, and 0, line 8. For poorly constructed small 
 letters in No. 254, see letter c, hne 7; letter p, line 9, and 
 the letter h throughout the paper; in No. 589, see letter 
 /, line 6; letter a, line 8; letter w, hne 16. The con- 
 nective stroke is sometimes too long, as in word cannot, 
 line 8, in No. 254. Proportions are also varied. 
 
 The 50 per cent papers show also the approved type, 
 but poor construction of letters throughout. The letters 
 are uneven in size and the proportions are poor. The 
 connectives are uneven in length; see the word appar- 
 ently, line 16, in No. 47. The final strokes are poor, or 
 missing; see the final e all through both papers. 
 
 The 30 per cent papers were a study in themselves, 
 and in them are found every variety of original form and 
 poor construction. They show no acquaintance with 
 approved forms except perhaps the capital in No. 371. 
 
 In No. 50 not one letter is correctly formed; height 
 and width are not regarded; no attention is paid to 
 slant ; T and Y are very peculiar ; also left-handed lower 
 loop in /; and d is like cJ. Initial and final strokes are 
 omitted in many letters. 
 
 In No. 371 the type is somewhat toward the approved 
 form, but the construction is poor. This paper offends 
 against letter forms more than against the other points. 
 The capital I resembles d because initial and final 
 strokes are made in reverse order; the d, in lines 3, 9 and 
 15, is not closed; the p, lines 5, 6 and 15, is not looped 
 below the line; poor loops or no loops are found in the 
 /; X is peculiar in line 2; a is sometimes made like o, as 
 in words dismal, line 3, and can, line 6; peculiar con- 
 struction of the letter v is found in the word servant, line 
 8, and w in the word two, line 13; introductory oval is 
 
36 SCHOOL DOCUMENT NO. 6. 
 
 wrong in capitals T and W; and the capital Q has the 
 printed form in line 8. The initial and final strokes are 
 omitted, and the letters are crowded, and the propor- 
 tions are poor. 
 
 No. 520 is not illegible, but shows no attentive study 
 of approved forms of capitals or small letters; e. g., 
 notice capitals I, B, T, 0; the left curve in lower loop 
 of the /, lines 2 and 4 ; the a opened at top in word has, 
 line 9, or made like o in words cannot, line 5, appare 
 (ntly), line 12; m and n are angular at the top; the 
 long crossing in letter t; the peculiar formation of letter 
 p, lines 6 and 8. Throughout this paper the initial 
 strokes are omitted; the connectives are better, but 
 often lawless; there is no distinction between turns and 
 angles; the heights of the letters are variable and the 
 width irregular; the downstrokes are shaded; the letters 
 are crowded and sometimes are not written down 
 to the line. Spacing and proportion are entirely 
 ignored. 
 
 The 90 per cent types of these papers show what can 
 be accomplished by steady, systematic training. The 30 
 per cent papers, the other extreme, show the result of 
 the absence of such training. 
 
RESULTS OF STUDY IN PENMANSHIP. 37 
 
 PART III.— THE ADMINISTRATIVE STATUS 
 OF PENMANSHIP IN THE CITY. 
 
 Everything seems to strengthen the hope that the 
 penmanship of the pupils in the Boston schools will soon 
 attain the position that reason and experience would 
 establish as desirable and necessary. Penmanship in 
 the schools has always been fair, rising at times in some 
 schools to excellent, but before the general introduction 
 of the muscular movement it was comparatively slow, 
 uneven and unacceptable as a business handwriting. 
 When a few years ago the School Committee adopted 
 the present system as the only method to be taught 
 throughout the city, a correct educational principle 
 was established which is daily demonstrating the wisdom 
 of the action of the committee. 
 
 From many so-called systems, from extreme individu- 
 ality, from independent, unauthorized methods, there 
 has issued a single, well formulated, reasonable system, 
 the result of experience and of social and business 
 demands. 
 
 The sine qua non in successful teaching assumes 
 adequate knowledge of the subject to be taught, and a 
 complete preparation for her work on the part of the 
 teacher. Prior to the authorization of the present 
 system, teachers in general were not properly fitted to 
 teach penmanship. A few individuals in every school, 
 and in rare instances the teachers of an entire school, 
 were skillful in teaching penmanship, but the subject 
 was as a whole poorly taught. 
 
 The essential feature of the present system is the 
 recognition of the familiar observation that the source 
 must be the highest point in a stream. Teachers must 
 be much better penmen than their pupils if satisfactory 
 results are to be expected. To those who have inspected 
 
38 SCHOOL DOCUMENT NO. 6. 
 
 the writing of the teachers of Boston during the past 
 decade, the improvement noticeable during the last 
 five years has been gratifying in the extreme. 
 
 Slovenly, uneven blackboard work of variable size 
 and slant is disappearing and is now, indeed, happily 
 rare. Thousands of papers in promotional examinations 
 from half the teachers of the city display speed, freedom 
 of movement, uniformity of slant, correct formation and 
 easy legibility. 
 
 The task imposed on the grade teachers by the 
 adoption of muscular movement writing was not light 
 nor of easy acquisition. Lifelong habits often had to be 
 broken and a complete change made in the style, 
 character and appearance of an individual's handwriting. 
 Finger movement gave way to the arm movement, 
 backward slant and vertical were converted into the 
 forward slant. No single comparable requirement had 
 ever before been asked from Boston teachers and that 
 1,979 teachers out of a total of 2,054 have been certifi- 
 cated to teach the authorized system may be considered 
 a praiseworthy achievement. 
 
 This fact alone guarantees the future status of pen- 
 manship in the Boston schools. In addition to the 
 preparation which the teachers in permanent service 
 have made, the future teachers just graduated from the 
 Normal School have this year set a record; every mem- 
 ber of the class of 1916 of the three-year course holds a 
 certificate in penmanship and several of the college 
 graduates, students of the one-year course, have qualified. 
 
 The year just closed has marked a distinct advance 
 in the penmanship of the pupils; many fine writers 
 have been graduated and there is promise of even better 
 work next year. The foundation has been well laid for 
 a more finished product. 
 
 The most gratifying features of the year's work have 
 been the enthusiasm, the skillful supervision and the 
 cooperation of teachers and the determined, sustained 
 work of the pupils, all resulting in a ''Boston movement" 
 
RESULTS OF STUDY IN PENMANSHIP. 39 
 
 in penmanship. The material incentives to good work 
 that have been held out to the pupils for some time have 
 been changed. In order that the incentives, too, might 
 represent visibly the ''Boston movement," a "Boston 
 button," especially designed, showing the seal of the city, 
 is now presented to all pupils who have had 25 practice 
 drills accepted. Likewise a special ''Boston pin," dis- 
 playing in colors the seal of the city, is given to pupils 
 having 100 drills accepted. The crown of the movement 
 is a penmanship certificate, a well executed lithograph 
 containing also the city seal. This certificate is awarded 
 to pupils who have had accepted 172 drills. A written 
 page demonstrating the pupil's real power and finish 
 must accompany the 172 accepted drills before a certifi- 
 cate of penmanship is awarded; in other words, the 
 supreme test is ability to write rather than to perform 
 drills. 
 
 Whenever material incentives for proficiency^ in any 
 subject are given as awards, there exists always the fear 
 that pupils will work rather for the rewards than for 
 improved results. There are evidences that our pupils 
 are not entirely free from this criticism, but whatever 
 the motive be, increased progress is clearly the result of 
 the year's work. 
 
 Until more objective standards in penmanship are 
 produced, judgments as to the value of specific speci- 
 mens will vary widely, each judge reflecting in his esti- 
 mate his own subjective standard. In the hope of a 
 greater uniformity of standards among the teachers of a 
 district and ultimately among the districts themselves, 
 a district director of penmanship has been appointed 
 in each district who has, under his principal, complete 
 supervision over the subject in his entire district. He 
 accepts or rejects the drills from the individual pupils, 
 thus establishing a standard and unifying the district 
 judgment thereon; he arranges for the transportation of 
 drill papers; for the distribution and record of buttons, 
 pins and certificates; he also represents his district in 
 
40 SCHOOL DOCUMENT NO. 6. 
 
 penmanship conferences. Subject to the approval of his 
 principal, he arranges meetings at which Mr. Nolan or 
 Miss Bloomfield gives typical lessons and demonstrations. 
 
 With 97 per cent of the grade teachers certified as 
 qualified to teach penmanship in the district, directors 
 unifying and improving the quality of the products 
 throughout the districts, with enthusiasm on the part 
 of both teachers and pupils in the work, with a prompt 
 and regular service for the transportation of drills, with 
 this responsive organization perfecting itself month by 
 month, penmanship has come into its own and has 
 re-established itself in the minds of the pupils as one 
 of the three R's worth while. 
 
 An exhibition of penmanship early in the next school 
 year has been arranged at which it is hoped that a 
 comparison, side by side, of the best work done by ele- 
 mentary pupils in 1910 and by those of 1916 will appear 
 to the advantage of the latter. Specimens of writing 
 done in September and repeated in June from every 
 grade room above the third will reveal not alone the 
 best writing of the several rooms, but also the greatest 
 improvement within the year. 
 
 From a study of the number of Boston certificates, 
 pins and buttons issued during the current year, the 
 question may well be asked whether or not an undue 
 amount of time has been devoted to the subject of pen- 
 manship. It can be stated with certainty that only 
 the allotted time has been taken from the school periods, 
 but so enthusiastic have the teachers and pupils been 
 that, without doubt, much time has been employed on 
 penmanship before, between and after the regular ses- 
 sions. Nothing but the finest teaching and supervision 
 on the part of teachers and an unusual response from 
 the pupils could result in the remarkable number of 
 awards made during the past year ending June 30. 
 There have been awarded 2,759 Boston certificates, 
 8,407 pins and 21,642 buttons. 
 
 The above results are encouraging both in themselves 
 and by comparison with similar results obtained since 
 
RESULTS OF STUDY IN PENMANSHIP. 41 
 
 the introduction of the present muscular movement 
 system. During the entire seven years immediately 
 preceding the current year, the total number of pins 
 earned throughout the city was 1,546, and 4,825 certifi- 
 cates were issued. An increasingly large percentage of 
 pupils are habitually using muscular movement in all 
 their written work. The inculcation of this habit has 
 been a very slow process, but the time spent on move- 
 ment has paid. When grade teachers once learned that 
 form in the early grades is second in importance to 
 movement the core of the system was reached. The 
 one perfectly obvious obstacle to better general penman- 
 ship is too great insistence on the part of many teachers 
 to spend an undue amount of time on drills rather than 
 on a more immediate adaptation of drills to writing. 
 Most teachers have learned that when a pupil can make 
 fairly well, not perfectly, the simplest exercise in the 
 method book he is readj^ to write the muscular move- 
 ment, and when he can make fairly well a straight line 
 exercise or a good direct oval he is ready to write words 
 instead of practising straight lines or ovals. It is 
 a dissipation of time to insist on making ovals or other 
 forms when pupils can make them reasonably well. 
 Speed, ease, endurance and legibility are the great goals. 
 
42 SCHOOL DOCUMENT NO. 6. 
 
 SUMMARY. 
 
 Among the matters of special interest brought out 
 in this study the following should be especially noted. 
 
 1. The typical variation in the judgments of the 
 members of the committee concerning the quality of 
 specimens of handwriting indicates the need of objec- 
 tive standards by which to judge the results of school 
 work in such subjects as penmanship. Every pupil's 
 promotion from grade to grade depends on the grade 
 which the teacher gives his work in the various subjects. 
 It is important, therefore, that there should be well 
 defined objective standards by which the teacher may 
 determine the quality of a pupil's achievement. (See 
 pages 5-14.) 
 
 2. This study shows in objective form the present 
 achievement in handwriting in the elementary schools 
 at the end of the school year 1913-14. In due time a 
 similar study can be made to ascertain what improve- 
 ment, if any, has been made. (See pages 15-24.) 
 
 3. This bulletin contains a comprehensive, detailed 
 and critical analysis of the merits and defects of the 
 specimens of handwriting studied. Particularlj^, this 
 bulletin provides each teacher with concrete illustra- 
 tions of the faults in the present achievement in hand- 
 writing. The section of the bulletin where these merits 
 and defects are discussed should be of special interest 
 to all teachers, because a knowledge on the part of the 
 teacher of the present defects in the educational results 
 achieved in any subject is a prerequisite to satisfactory 
 improvement. (See pages 25-36.) 
 
 4. This study contains the first published statement 
 from Mr. Rafter concerning the present status of pen- 
 manship in the city and of his methods for securing 
 improvement. (See pages 37-41.) 
 
RESULTS OF STUDY IN PENMANSHIP. 43 
 
 5. This study shows that 97 per cent of the teachers 
 in the elementary schools of Boston have complied with 
 the regulations of the School Committee which require 
 them to obtain certificates of qualification to teach the 
 approved system of penmanship. (See page 40.) 
 
 6. This study shows that during the school year 
 ending June 30, 1916, there were awarded 2,759 certifi- 
 cates, 8,407 pins and 21,642 buttons. This is a remark- 
 able record when one compares it with the record during 
 the entire seven years immediately preceding, during 
 which time the total number of pins earned throughout 
 the city was only 1,546, and the total number of certifi- 
 cates issued was only 4,825. (See page 41.) 
 
LIBRARY OF CONGRESS 
 
 021 775 730 7 
 
 ANNOUNCEMENT. 
 
 Bulletins published by the department are distributed by the Secretary 
 of the School Committee, who will, so .far as the supply on hand permits, 
 fill mail appUcations for copies when such requests are accompanied by the 
 price indicated. 
 
 No. I. Provisional Minimum and Supplementary Lists of Spelling 
 Words for Pupils in Grades I. to VIII. 
 School Document No. 8. 1914. Out of Print. 
 
 No. II. Provisional Minimum Standards in Addition, Subtraction, 
 Multiplication and Division for Pupils in Grades IV. to 
 VIII. 
 School Document No. 9. 1914. Price, 7 cents. 
 
 No. III. Educational Standards and Educational Measurement. 
 School Document No. 10. 1914. Price, 7 cents. 
 
 No. IV. Spelling. Determining the Degree of Difficulty of Spelling 
 Words. 
 School Document No. 10. 1915. Price, 7 cents. 
 
 No. V. Geography. A Report on a PreUminary Attempt to Measure 
 Some Educational Results. 
 School Document No. 14. 1915. Price, 7 cents. 
 
 No. VI. EngHsh. Determining a Standard in Accurate Copjdng. 
 School Document No. 2. 1916. Price, 7 cents. 
 
 No. VII. Arithmetic. Determining the Achievement of Pupils in the 
 Addition of Fractions. 
 School Document No. 3. 1916. Price, 7 cents. 
 
 No. VIII. Report on High School Organization and Expenditures, 1916. 
 Printed for local distribution only. 
 
 No. IX. Penmanship. Determining the Achievement of Elementary 
 School Graduates in Handwriting. 
 School Document No. 6. 1916. Price, 7 cents. 
 
LIBRARY OF CONGRESS 
 
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 HoUinger Corp. 
 
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