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attention to the study, from the time of commencement to the close.

Each pupil in the class should be provided with pen, ink, and a writing book. Practicing in the evening, each should be provided with a lamp, covered with a shade, throwing as strong light as possible on the writing.

For the writing book, use five sheets of best foolscap paper. Cut in two, midway from top to bottom of the sheet; put one half inside the other; cover with strong paper, and sew the whole together, the cover extending one inch above the writing paper.

How to Arrange Copies.

Slips are best for copies, as they slide down. the paper and can be kept directly above the writing of the pupil while practicing. Twentyfour copies will be generally sufficient to occupy the time of most pupils during the term, and should be arranged to embrace all the principles and exercises it is necessary for the student to understand in writing plain penmanship.

The copies may be written or printed. Written, if well executed; printed, if the teacher can obtain them, suitably arranged for the twelve-lesson term, as they are thus more perfect than written copies are likely to be, and save the teacher the drudgery of writing copies. If printed, the copy should be a fine, elegant lithographic fac simile of perfect penmanship; —perfect, because it takes the pupil no longer to learn to make a correct than an incorrect letter. Numbered in the order of their succession, from one to twenty-four, these slips should be wrapped together in a package, which should be pasted on the inside, at the top of the cover, whence they can be drawn as required by the student. When the copy is finished, the slip should be placed at the bottom of the package.

The wrapper, holding the copies, should be sufficiently firm and tight to prevent the copies falling from their places when the book is handled. If the copies are kept by the pupil free

from wrinkles and blots, an advantage of this arrangement is, that when the book is written through the copies are yet carefully preserved in their place, when new writing paper may be added to the book and the copies used again by the same pupil or by others.

Another plan is, for the teacher to keep the copies and distribute the same at the commencement of the lesson among the members of the class, and collect them at the close. When the teacher is short of copies, this plan may be pursued, though the other is the most systematic, and is attended with the least labor.

The most advanced and rapid penmen of the class, who write out their copies before the close of the term, may be furnished with copies of various commercial forms, for practice, in the last of the term.

Should a second term of lessons be given, those students who attend it should review the

copies of the first term for about six lessons, after which they may be drilled in the writing of commercial forms, business letters, compositions, etc., according to the capacity and advancement of the pupil.

The copy should always be ready before the class assembles. The teacher should never be

compelled to write a copy while the school is in session, especially if the class be large.

Commencement of the School.

The teacher having arranged to give a course of lessons in writing, should open the school at the hour appointed, even if there be no more than one pupil in attendance at the time of commencement, and should conduct the term through, unless insurmountable obstacles prevent. If the school possesses real merit the class will steadily increase in size, until a hundred pupils may be in attendance, even though but a half dozen were in the class at the opening lesson.

PROGRAMME OF EXERCISES FOR EACH LESSON.

First Lesson.

ALLING audience to order. Brief statement of what it is proposed to accomplish during the course of instruction. Assembling of the members of the class in front of the teacher, when each pupil, able to do so, should write a sample of penmanship, worded as follows: This is a sample of my penmanship before taking lessons in writing," each signing name to the same.

Pupils should be urged to present the best specimen it is possible for them to write, in order that the improvement made may be clearly shown when the student writes a similar exercise at the close of the term.

Specimens written, assume position for sitting and holding pen, full explanation being given by the teacher concerning correct and incorrect positions. Commence writing on the second page, the first page being left blank on which to write the name of the owner of the book. Let the first be a copy composed of quite a number of extended letters, containing such words as, "My first effort at writing in this book." Writing these words in the first of the term enables the pupils to turn back from the after pages and contrast their writing with their first efforts in the book, on an ordinarily difficult copy, thus plainly showing their improvement as they could not perceive it by commencing with the simplest exercise. Students are encouraged to much greater exertion when they can plainly see their improvement. Having covered the first page with their ordinary penmanship, let the class commence with Copy No. 2, shown on page 41, in the set of writing-school copies, while the teacher fully explains, from the blackboard, the object of the copy. Give half an hour's practice on position and freedom of movement, making frequent use of the blackboard in illustrating the principles for making letters. The blackboard is, in fact, indispensable to the teacher of penmanship.

Intermission of fifteen minutes. Criticism of position, explanation on black board of letter m, and practice on the letter by the class. Remarks by the teacher on the importance of a good handwriting, with brief outline of what the next lesson

is to be.

Second Lesson.

Drill on position; criticism. Use a separate slip of paper for ten minutes' practice on freedom of movement for hand and arm. See that every pupil has the requisite materials. Explanation again of letter m as made in words mum, man, mim, etc. Thorough drill, and examination by teacher of each pupil's writing. Intermission. Writing of short words, with special reference to perfecting the letter m. Blackboard explanation of slope of letters, with illustrations showing importance of uniformity of slope, etc. Hints in reference to neatness, order, and punctuality, and encouragement, if the improvement of the class warrants the same. Love of appro

bation is one of the ruling organs of the mind. Nothing is more gratifying, when the student has done well, than to be appreciated; and the pupil is stimulated to much greater exertion, when receiving judicious praise from the teacher for work well performed. Prompt and early attendance of the class at the next lesson should be urged, and close by giving outline of next lesson. The teacher should gather and keep the books. Students may each care for their pens, ink, and light.

Third Lesson.

Drill in movement. Explanation of letter o on the blackboard, and letters in which it is made, such as a, d, g, q, e, etc., showing, also, faults liable to be made. Careful examination and criticism of the writing of every student in the class individually. Explanation of t, d, and p, on the board, showing probable faults, with other exercises at the discretion of the teacher. Intermission. Explanation of length, size, and form of loop letters, the class being supposed to be practicing similar exercises to those illustrated on the board. Explanation and illustration concerning the writing of all the small letters, representing on the board the principles upon which they are made. During the lesson, two hours in length, the students should always be engaged in writing, except at intermission, and while the attention of the class is engaged with the blackboard illustrations.

Fourth Lesson.

A few minutes' drill on freedom of movement. Explanation of position for sitting and holding the pen, showing faults. Illustrations on the blackboard of the fundamental principles for making capital letters, representing curves, proportion, shades, parallel lines, etc.; students practicing the principles on a loose piece of paper. Careful drill on the capital stem. Caution by the teacher that students do not write too fast. General practice on copies including the capital letters. Individual examination by the teacher of all the writing books. Intermission. Blackboard illustration, showing faults in the making of the principles; careful drill on position for sitting, holding pen, and freedom of movement. Representation by teacher of evil effects of cramped penmanship, and weariness resulting from sitting improperly. Earnest effort to induce every pupil to practice as much as possible between lessons, a premium being given to the member of the class who shows greatest improvement at the close of the lessons, and a premium to the best penman.

Fifth Lesson.

Five minutes' drill on off-hand movement, special attention being paid by the class to the position for sitting and holding the pen. Illustration by the teacher, on the blackboard, of capital letters from A to M, making each capital correctly, beside which should be made the same letter as the pupil is liable to make it, showing probable faults. Examination by the teacher of the writing in each book. Intermission. Urgent appeal by the teacher to students to secure the greatest possible excellence in writing, by practice both in and out of the school; showing not only the reputation acquired by receiving the premium in the class, but the lasting advantage resulting