WRITING IN SCHOOLS.

New Zealand Herald, Volume LXVI, Issue 20374, 1 October 1929, Page 11

WRITING IN SCHOOLS.

NEW .TEACHING METHODS.

FAULTS IN PAST SYSTEM.

BUSINESS MEN'S COMPLAINTS.

Now methods of teaching cursive handwriting in schools, whicli aro set out in tho primary school syllabus introduced this year, aro proving somewhat difficult of interpretation by teachers owing to lack of practical experience. A great change has been brought about in writing instruction and many teachers feel that they should have tho guidance of exports in putting tho syllabus into practice. Tho Education Department lias pointed out that thero is general complaint among business men and others that tho majority of young men and women from New Zealand schools and colleges aro poor writers. A careful investigation of tho writing of primary and secondary school children has shown that in tho middle standard classes, where attention' is given to form rather than speed, tho writing generally is good. Howover, it is stated, in tho upper standards and in secondary schools, whero much writing has to bo dono at a fair rato of speed, it frequently deteriorates into an irregular scribblo. Only a small percentage of pupils survives the ordeal and dovelops into good, fast writers. Method of Instruction. "Tho conclusion arrived at is that tho finger-movemont writing which has been taught in tho majority of our schools does not naturally develop into a fluent and legible stylo of writing," states tho syllabus. "Those who become good writers do so by consciously or unconsciously reducing the amount of finger-movement and increasing tho amount of muscular movement in their writing. Tho term 'muscular movement' is given to that method of writing in which tho forearm lies comfortably on the desk, resting on tho fingertips and the largo muscle of tho forearm or muscular pad near tho elbow, and the hand and pen move as one, propelled by the muscles of the upper arm and shoulder. Thero is a slight forward and backward movement on tho muscular pad, but no sliding of tho forearm on tho desk." The syllabus proceeds to outlino tho method of instruction to bo followed and urges that ono stylo of writing should bo adopted for tho wholo Dominion. It advises tho adoption of print-script writing in tho preparatory classes, making tho transition to freo cursivo writing in standard I. Tho order of instruction for print-script includes free-arm drill, letter and word drill and sentence-writing on tho blackboard and posturo and muscular movement drill, pencil, letter and word drill and sentence-writing at the desk. Need of Good Grounding.

It is stated that to children who havo been trained in muscular-movement exercises tho transition from print-script to cursive writing is exceedingly easy. Tho teaching of cursivo writing should proceed with correct posturo drill, muscular movement drill, penmanship drill and sen-tence-writing. Theso exercises aro explained in detail in the syllabus, 26 pages boing devoted to the writing section, and emphasis is laid on the necessity for giving the children a good grounding in writing stylo. Tho new writing is termed "rhythmic writing" and it is suggested that, especially in tho early stages, tho children should bo helped by the playing of gramophone records or by chauting. Movements in free-arm drill should bo made to the accompaniment of music from a piano or gramophone, to tho chanting of nursery-rhymes or to counting. The push and pull movement of working the arm is also taken to music. The main differenco in appearance between tho now writing and tho old is that the former shows no differenco in thickness between the up and tho down strokes. Interesting Experiment. The new writing is described by teachers as "a very interesting experiment.." From results shown it is considered that it will tend to greater rapidity in writing and more ease for the children, but it is questioned whether there will bo a greater degree of legibility. Mainly through lack of experience teachers have so far been content with a gradual introduction of tho system. New "rhythmic writing" copy-books aro now beginning to make their appearance and they should prove of great help in teaching. Howuver, there is a general feeling that experts in the new writing should pay visits to schools and that teachers should havo tho opportunity of becoming familiar with the system.