Post on 16-Mar-2023
Metho ds O fTeach ing
Typewriting
(Wi th Keys to Rati onal Typewri ti ng)
BY RUPERT P . SORELLEAutho r of
“Rational Typewr iting,
” “Ofli ce
Train ing fo r Stenographers ,”etc.
GREGG PUBLISHING COMPANY
NEW YORK BOSTON CH ICAGO SAN FRANCISCO
AND 21 HARRINGTON STREET, L IVERPOOL , ENGLAND
PREFACE
Typewriting is a subject that necessarily must be taught,if the quickest and most lasting results are to be obtained.
This fact has not been commonly appreciated by either theteachers themselves o r the schools. As a natural resultcomparatively l ittle con structive thought has ' been given tothe developmen t of teaching methods in typewr iting untilvery recently , and no attempt heretofore has been made toprepare a manual fo r the use Of teachers of the subject .The Teachi ng o f Typewriting does no t pretend to ex aust
the possibil ities o f the subject ; but it wil l ass i st the teacherin organ izing and making more effective his work , and is astep in the direction of encouraging alli eeper and more sc ien
t ific study Of the teaching o f a subject that 18 daily growingin greater importance i n the commercial education fieldjWhile the present volume has been prepared primar i ly
for users o f the Rational Typewriting textbooks , i t wil l befound to contain method s and suggestion s that wi ll be of
p ractical value to all teachers of the subject , no matterwhat text is used.
Fo r conveni ence, the subjects of the book have been discussed under four general heads : Factors of Interest Value ;Teaching Methods ; The Techn ique of Typewr iting; and
Detailed Outl ines and Suggestions fo r . handling the variouseditions of the book. A number o f plan s for handling the
“
d ifferent edi tions are submitted, which are flexible enough tomeet the needs of both public and private schools.In addition , the book contains the answer s to the construe
tive and‘warrangement problems o fboth the Revi sed and
theMedal of Honor Editions}It 18 the hope Of the author that the book wi ll stimulate
teachers of typewriting everywhere to strive to develop '
meth
O ds of teaching to t he highest possible point o f efficiency.He wil l ‘
be glad ‘
to'
discuss with teachers ‘
any problems thatarise in their work.
RUPERT P SORELLE
CONTENTS
The Teach ing of Typewr i t ingMo tive in Studying Typewr i ting
FACTORS OF INTEREST VALUE
The Mach ine Itsel f a Fac to r o f Interes tInterest That Comes from Physical ExpressionAcquirement of TechniqueSpeed and Its DevelopmentThe Appeal of O vercoming D ifficul tiesAccuracy , Its InterestArtistic Features ofTypewn tingLetter Forms , Business and Soc ial—Business CorrespondenceBusiness Fo rms—Law Fo rmsFr iendly Competitions—Desire to Exce l—Sportsmansh ipMental Practice away from the Machi neTypewri tten DesignsExh ib its of Students’WorkExhibits of Experts’Wo rk .
Co l lateral A ids
TEACHING METHODS
Wo rking wi th the StudentProgramsImpo rtance o f Constant SupervisionValue o f Demonstration and I l lustrationB lank Keys—Shields—ApronsChartsC lass Groups—Classificationfor Instruc tionC lassificationB roadening theWork of Instruc tion PeriodIndividual Work .
D ictat ion D irec t to theMach ineSpeed D ri l ls—Team CompetitionSpeed ing Up S low Students .
Speed o f ProgressMus ic and RhythmHab its to Be PreventedCo rrec ting PapersReco rdsProgress G raphsReco rd Cards
p
; Method o f Handl ing Reco rd CardsI l lus trations o f Reco rd CardsConstruc tive Wo rk
CONTENTS
StereopticonAnalysis of Rational Theory of PresentationPresentation o f LessonsThe Firs t LessonMethod of Handling Succeeding Lessons
THE TECHN IQUE OF TYPEWRITING
Mechan ics of the MachineMethods of ApproachPo sition at the MachineThe Guide Keys : “Home Po sitionGett ing Back to Home PositionTouch .
Learn ing the Keyboard .
Letter-making—The Five StepsThe
“Warm ing-up” Process
The Formation of Hab itsDel iberation— CertaintyAcce lerating Finger Ac tionPractice away frbmthe MachineGymnast icsThe Rem ington Sel f-‘starter
nUnderwood Tabulato r
E h omy o f Mo vement In Typewr i ting
OUTLINE AND SUGGESTIONS FOR REVISED ED ITIONDetailed Suggestions for Handl ing the Rev ised E ditionRésumé Of ScheduleThe Finger ing TechniqueSpeed StudiesBusiness Co rrespondenceSchedule fo r Revised Edition—Part IDetai ls of Lessons One to Eighteen (Inc lusive)The Speed StudiesIntroduction to Business Co rrespondence—Part IIMode l LettersDetai ls of Lessons N ineteen to Thirty-seven ( Inc lusive)Introduction to Stud ies In the Acquirement of Speed—Part IIIIntroduction to the Preparation of Manuscr iptsDetai ls o f Lessons Fo rty-six to Fifty-four (Inc lusive)Introduc tion to Tabulation and B i l l ing—Part IVDec imal TabulatorB i l l ing .
Detai ls Of Lessons Fifty five to Sixty—six (Inc lusive)Introduction to Law and Business PapersDetai ls of Lessons Sixty seven to Seventy-two (Inc lusive)
KEYS TO CONSTRUCTIVE EXERCISESKeys to Constructive
,Exercises
CONTENTS
I l lustrations o fTypes of LettersKeys to Rough DraftsI l lustrations O f Fo rms o f Arrangement o f AddressesSuggestions for Title PageSuggest ions fo r Fo rm o f ConstitutionKey to Rough D raft (C ivi l Service)Keys to Item ized Bi l lsKey to TabulationFo rms Of Bank S tatemen tsTo tals on B i l ls and S tatements
OUTLINE FOR MEDAL OF HONOR EDITION—SHORT COURSEDeta iled Suggestions fo r Handli ng Medal o f Honor Ed ition 1 15
Deta i ls o f Lessons One to Seventeen (Inc lus ive) 1 16
Speed Studies 1 16
Introduction to Business Correspondence 1 16
Detai ls of Lessons E ighteen to Thi rty six (Inc lus ive) 1 17
OUTLINE AND SUGGESTIONS FOR HANDLING MEDAL OF
HONOR EDITION
Detai led Outl ine of a. One-Hundred-Fifty-Period CourseSuggested CoursesOutl ine of Course , FirstUni tOut l ine o f Course, Second Uni tOutline o f ProgramMethods o f Handling theSpeedSthd iesOutl ine o f Cour se , Thi rd L n itOutl ine o f Course, Fourth Uni tO utline o f Cour se, Fifth Uni t
OUTLINE AND SUGGESTIONS FOR HANDLING THE SINGLEKEYBOARD EDITION—TWENTY-FO UR WEEKS CO URSE
Outl ine fo r Twenty-four Weeks ' Courscb -S ingle Keyboard Edi tion 129
Firs t WeekSecond and Th ird Weeks 130
Fourth and Fifth Weeks 13 1
S ix th , Seventh , E ighth and N inthWeeks 133
Tenth, E leventh , Twel fth , Th irteenth and FourteenthWeeks 133
Fifteenth , S ixteenth and Sevcnteenth Weeks 134
E ighteenth , N ineteenth and Twentieth Weeks 135
Twenty-first and Twenty-sec ond Weeks 136
Twenty-th ird and Twenty-four th Weeks 137
OUTLINE AND SUGGESTIONS FOR HANDLING THE SINGLEKEYBOARD EDITION—MODIFIED CO URSE
Detai led Suggestions fo r Handl ing the S ingle Keyboard Ed itionDetails o f Lessons O ne to Th irty-three (Inc lusive)
METHODS O F TEACHING
TYPEWRITING
The Teachi ng of Typewr iting : In selecting and di scussing
the points to be considered in the teaching of typewriting
thew st value of each point is considered of supreme—v -. v
i mp ortanqa. With interest awakened andmaintained , the
other problems wil l be found to be easy o f solution . The
teacher who would secure the greatest and the most lasting
results , therefore , wil l need to devote hi s constant attention
to the interest his teaching develops . Many of the topics
have been introduced specifically for this purpose. Al l of
them are susceptible of individual variation .
Motive in Studying Typewriting : The typewriter i s a
recogni zed i nstrument of util ity ._The value that i s attached
to skill ln operating it is the dominating motive that induces
astudy~of _tIiORit. Sk ill
i
ii—Opa
‘atih—
g
‘
t—hefmach ine has de
veloped into an attractive and remunerative vocation .
‘
The typ ewriting teacher fac_t in
his teaching, i_h_ initial enthusiasm
_O i_hi s
students , i ii i iisp iring them _to_ attempt earnestly to achieve
the best results , and in keeping them up to the highest
standards .Since the majority of students , by electing to study the
subject, have been “
sold”on this feature of the art ,
they comefi
to the teacher wit__ l_1 ag reat deal of naturaLenthn
s iasm. This enthusiasm should be maintained by empha
l.
0
"
3 TEAOEERS} MANUAL OF RATIONAL TYPEWRITING
Swing the vocational side of typewriting, and by keeping
before the student opportun ities Offered for advancementthrough the direct association gives with business _and pro
fessional_men withwhomthetypist comes in contact. Many
o f the collateral aids mentioned in the handbook have an
important bearing on this. Another group of students can
be appealed to on the gr_ound of the personal
_value of type
writing as a time-saver in doing one—"s owhwriting, i_t__s greater
power for egpression, its legibility , and its speed.The object of al l the teacher
’s effort along thi s li ne is tostrengthen motive, and to increase the desire to excel.
FACTORS OF INTERE ST VALUEM y 1 “ 'm ‘
The Machine Itself a Factor of Interest : The type
writing machine possesses an inh erent fascination to the
It makes an appeal—li ke
n
everym
othei
r in
strument that “works .” At first a mystery, the student at
once wants to solve its mechan ical functions— wants to
write upon it— and this desire should be satisfied as soon as
practicable. The first lesson should contain some drill
which enab es the student to operate the keys—even though
in an elementary way ; but no t to such an extent as to start the
formation of habits that cannot become a fixed feature of
the instruction in operating the machine, even in the most
advanced stages of writing. Interest in the mechanics of
the machine can be kept alive by progressive studies in the
function ing of the various parts , and by demonstrating the
usefulness of each feature./The ultimater
ajmin typewritingisW iggyl hence the value of each mechanical
feature of the machine in helping to achieve this end should
be directly connected up with the instruction on these features.
”Interest That Comes from__Physica1 Expression : The
typewriter Offers an unusual Opportun ity to satisfy the stu
dent’s desire fo r physical expression . The normal adolescent
child experiences distinct pleasure in the discharge of phys
ical energy . This is exemplified in the enthusiasm withwhich he enters upon all games in which success depends
upon physical dexterity o r skill . Executing the physical
movements necessary in operating the machine, i f accom9
10 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
pan ied by accurate results , i s an analogous situation . The
teacher wi l l have l ittle difficulty in making use of these
principles if he studies the personnel of any class group and
considers the application o f the principle to the individual .
q uirement of Techn ique : The interest that is developed in the mechanics of the machme can be quickly ex
tended to include the Operation of the keyboard. It may
be safely assumed that the average intelligent student of
typewriting is ambitious to Operate i t in the correct way.
This is true of all arts. The man who wants to play tenni s
or golf is naturally anxious to excel . He wish es to play in“form ,
”and can easily be induced to practice most dil i
gently to acquire correct form , if you can conv ince him that
the way you recommend is correct. The attempt on the
part o f the student to acquire correct method o f operation
develops an interest that grows, and the experienced teache r
makes use o f it to encourage and to get him through di fficult
phases of the work that would be impossible without a
strong motive. The teacher can point out the futili ty p fany other consideration , because typewriting for the major
ity is a v ocational acquirement , and the highest skil l can be
attained only by wr iting in a scientific way. The scient ifi c
way , incidentally , is easier. The“ reason why
”in teachi ng
technique should constitute an important part o f the teach er’s
instructions.There i s a very important educational value to be Obtained
by awaking the student’s interest in the technique of type
writing as a distinct problem . It requi res a great amount Of
concentrated attention . If it can be so arranged by the
teacher that the student’s attention is voluntary , much is to
be gained . It takes the student away from other thoughts
which perhaps are reducing his effi ciency. It makes him fo r
get that there is anything in the world for him but the one
FACTORS OF INTERE ST VALUE 1 1
problem of working out the problem of technique. The
tasks given him should be such; however, that he can ac
compli sh with a high degree of success . There i s no factor
in the learn_ir_1g process that has a greater infl uence uponfi - v —fi fl
progress and efficiency. than successful accomplishment o f
f§§l§ l 1ndert aken Discouragernents must be avoided. This
means that much attention by the teacher must__be given to
the indiv idual t emperamen t of the student.
Speed _and Its Developmeng _
Speed in wr iting on the
typewriter has without a doubt the'
mo stg ppwggfnlg ppeal o f
any feature o f the study. It is the natural appeal that
makes aman— and especially a young man o r a youth—want
to dr ive an automobile to the limit of its speed capacity just
as soon as he feels confident in steer ing itr—and sometimes ,disastrously ,
’before. This desire is not wholly a masculineattribute ; it is found in gir ls as wel l as boys . The natural
desire oi_the student to excel should be_made use o f i n
M g. It should be encouraged , but controlled tatctfully,
M'
The student should be shown how the
growth . By mastering the steps which build the founda
tion for speed ,
“
the goal can be reached with certainty and
much more quickly than in any other way . The student
can be easily induced to spend hours in mastering certaintechn ical difficulties of fingering, for example, if he feels that
i n the end it wi l l give him speed in writing.
The problem of speed development is one that Opens upa mul titude of interests in the techn ique of typewriter Oper
ation. It o ffers glhe teagher an ,
opportun ity o f getting
i g ni ntityfi p rgduction _gnd n quantity _p ro_duc
t ion if _accompani ed _by_wisdom in _the_selecti on of material
which has _a _definite purpose _in t rainingi s the secret of
_typing sklll. This question wi l l be discussed more fully
under the topic o f Teaching Dev ices .
12 TEACHE RS ' MANUAL OF RATIONAL TYPEWRITING
The pApeeal of Overcoming D ifficulties . Contrary to
the opin i on of many teachers with whom I have talked ,I
am convinced that the di fficulties i n learning typewriting
and some of these are very real and might just as wel l befaced—make a di stin
i
étn
appeal to many takuig up this work .
No one l ikes to win _ easily. The independent , upstandi ng ,sel f-rel iant person likes to meet a foeman worthy O f hi s
steel. This feature o f the study has many possibilities fo rthe teacher. It does no t mean that d ifficulties should besought , no r that the problems should no t be simplified by
skillful management and analysis . And the p rinc iple can
noti
be applied to all students. A recognition of thi s latter
factwil l enable the teacher to give encouragement wherever
needed , but to put'
the student on his mettle whenever theoccasion requires.
Accuracy, Its Interest : There wi l l be a class o f stu
dents whose natural tendency is to do things right. Accur
acy in such cases i s taken care Of almost automatically.
With the others it wi ll be necessary for the teacher to devi seways o f creating an interest in accuracy. Constructively ,
this can be done by appeal ing to the student’s moral sense
o f truth . The worthlessness o f inaccurate work can be util
ized to show the futil ity o f not striving for correct fingering ,correct manipulation of the various mechanical features o f
the machine, and correct copy. As illustrations o f the pen
alty inaccuracy imposes , two concrete examples may be used .
1 . Inaccuracy O f manipulat ion s lows speed perceptibly.9. Erro rs in man ipulat ion tend to perpe tuate themselves .
An illustration o f this is that i f we mispronounce a word
o r use i t incorrectly we oftentimes catch ourselves subco n
sc iously repeating the error, only to discover o ur error upon
heari ng the word . An error in striking a key makes the em
ployment o f an eraser necessary ._Ten to fifteen correct
FACTORS OF INTEREST VALUE
words__man g written in the i ime it t akes to - correct_a mis
take. Errors are costly. These are lessons that are very
easy to impress upon the student because they can so read
ily be demonstrated.
_Arti stic Features of Typewri ting : _The beapty of the
correctly written , artistically baianced page with even im
type can be util ized as an interest-awaken ing
feature. This can be very greatly increased by having all
examples of typewriting from which copies are to be made,o r which are to be used as models , conform to the best
taste. The teacher can poi nt out the reasons, _and_ explain
the p r ipgiples employed , to“
develop t he student’sjudgment. I llustrations o f printed matter, applicable to
typewriting , can be used with great advantage. The con
structive abilities of the student can be awakened through
this means.
Letter Forms, Business and Social—Business Corre
spondence : S ince the typewriter is employed primari ly as a
business util ity , thel ri ting ohbusiness letter sw i ll appear to
the student as his ultimate goal. Their interest value l ies in
thi s fact. Fo r this reason they should be introduced as
early in the course as is prac ticable , but the necessity of a
correct fingering techn ique should never be overlooked.There should be no rush to get into this work. Soc iaLlet
ters can be introduced earl ier , and wi l l satisfy__the studen t’s
desire to util ize his new foun d accompl ishment._ As theseIO ITr
-
fiéare simple'
f’
tIi—ey should perhaps precede the business
letter forms. In teaching the letter forms , the teacher can
do much in acquainting the studen t with the subject of
business correspondence. This wil l lend an interest to thework that wil l greatly increase effi ciency.
Business Forms—Law Forms : The realityfi
of these forms
can be utilized by the teacher to inspire a great amount of
14, TEACHERS’MANUAL OF RATIONAL TYPEWRITING
interest. Acquired knowledge o r information to most stu
dents is a source of pride.
Friend ly Competi tions— Desire to Excel—SportsmanshipBy developing the drills mentioned in “
Speed D rills—Team
Competition”into class events much upon the plan of
athletic events , a very strong spiri t of sportsmanship can be
developed. This has been found to be a powerful ai d in
securing results in typewriting. The principle can be ex
tended also to all kinds of work done o n the machine. Sug
gestions will be found for this under “Exhibits of Students
’
Work.
”
M ental Practice away from the Machine : The student
can do much independently to increase his typing abil ity by
visualizing the keyboard and“writing mentally
”while read
ing, and he can make such work a defini te part o f his every
day practice . The mental effo rt of locating the keys and
putting into motion the movements that make the strokes ,has very marked influence on the success of these activi ties
when the student is working at the machine. James , the
psychologist, has said that“we learn to skate in summer and
swim in winter” merely by going through the mental
movements of these accomplishments .
Typewritten Designs : W hi le the typewriter was never
designed as a medium for artistic expression , in the’sense
that pictures can be produced upon it , there is no question
that work o f this k ind makes an appeal to many studen ts .
It has a value in acquainting the student wi th the different
parts of the machine, and has a special interest value. Fo r
this reason it may be introduced with profit. It should be
confined almost enti rely to work o f a practical naturej—the
designing o f book covers , title pages , and o ther things that
come clearly within the sphere o f typewriting.
FACTORS OF INTEREST VALUE
t udentsL Work : There i s nothi ng more
encouraging to a student than to find that he has produced
something that wins the praise of his teacher and of his fel
low classmates . LLO Od specimens o f student sLELOJLk
be kept constantly It wi ll stimulateothers to try to excel . Exhibits of correct forms o f var ious
letters and documents can also be used to advan tage. Fo r
example : The teacher may prepare a ser ies cal led, 1m
notes , the typed letter ready fo r the signature , the letter
signed, and the envelope . This would have a far greater
effect upon the student’s mind than an hour’s explanation .
jg ibjts‘o
g
fi Experts
’n k : Many specimens of this
can be obtained either from the typewriter companies o r
from business houses . It wi ll serve as a Stimulus. Thesespecimens , however , should be selected with very great care.Much of the typewritten work that
'
comes from business
houses , the product of unskilled typists , is lacking in tastein arrangement , and, moreover, does not conform to the
laws of efficiency.
Collateral Aids : The following outl ine of subjects that
may be in troduced with advantage to awaken stil l further
interest in typewriting wi l l be of value ‘ to teachers
Speed with Which One’s Own Thoughts May Be TypedInterest o f Steady Progress in Achievement
Development of Concentration
The Value of Typewr iting in Learni ng the Details of
Written LanguagePower through Successful Accomp l ishment VE fl
’ect on Memory
Interest in What Others Have Accomplished , Speed
Records
16 TEACHERS ' MANUAL OF RATIONAL TYPEWRITING
Demonstrations by Experts V
Inspirational Talks
JCultural Value O f Typewriting ; Practice Material Th at
Has Interest , Educational and Informational ValueMotion Pictures
The Stereopticon
The topics given on the outline are so suggestive as to
need little further explanation. These topics should be handled in the form of talks , thei r purposes being to strengthen
the student’s desire to learn the subject wel l . As an exam
ple , only one o f the topics need be mentioned— “The Value
o f Typewriting in Learn ing the Details of Language.
”Such
questions as plurals , the possess ive case, spel l ing , paragraph,
ing, capitals , and punctuation— all are. brought to the stu
dent’s atten tion with startling , and oftentimes embarrass
ing , reality the moment he begins to use the machine. They
bring the student face to face with the necessity o f doing
things right. They make him more careful , stimulate judg
ment and in every way help him to improve his knowledge
of the language. They give him an Oppor tun ity _to visual ize
his knowledge. L ike any other form of manual train ing,typewriting very quickly shows the student the difference
between theory and practice.
These collateral advantages of typewriting can be made
the means not only o f stimulation o f interest in typewri ting
but in the English language itsel f.
Another topic that wi l l make a special appeal i s that of
Power through Successful Accompl ishment.” A majority
o f the students who take up such a subject as typewriting
have really never learned to do any one thing wel l—particularly anything which requires a high degree of manipulative
o r manual skill.
TEACHING METHODS
Working with the Student : It i s always an inspiration tothe student to know that his teacher can do the
-
things that
he i s teaching ; The teacherwhO can sit down at a machi nebes idehis pupil and work with him 18 util izing one o f the most
powerful aids he can summon . He can form the center of a
group of students working upon a particular fingering prob
lem, and by encouragement , demonstrations , and enthusiasm
he can accompl ish results that could no t be achieved in any
other way. Many teachers lose al l the value of th is kind o f
instruction by not keeping up thei r own practice on the
machine .
One of the best teachers of typewriting I have known en
tered all the typewriting contests of the school or the type
writer compan ies along with hi s students. It is needless to
say that his example worked wonders in the school . The
students became almost as enthusiastic over typewr iting as
they were over footbal l and the other school athletics.
fi cmmms : There are outl ined in the Manual several plansfor handling the different editions of Rational Typewriting.
The teacher should selec t the plan that more nearly meets
h is requirements , and adapt or modi fy it whenever necessary
to meet the exact conditions in his school . It is imposs ible
i n any Manual to lay out plans that wil l fit the vari ous
conditions that exist in the thousands of schools teaching
the subject , and that w il l be i n harmony with the ideas of
different teachers : they necessarily must be adapted for
average conditions.
The making of a program should no t be left to the inspir
ation o f the moment. The enti re course should be worked18
TEACHING METHODS
out before the work of the term o r year is started and the
program adhered to as closely as possible, but a certain
amount of flexibil ity is necessary to compensate for the var i
ations in the personnel of the class . In a general way , the
making of a program wi ll dep end up on the following con
siderations
1 . Personnel of the c lasses ;Length of per iod ;Length o f course ;Average age of the students ;Previous train ing, if any , in any man ipulative art ;Equipment ;Outside prac tice per iods.Q
Q
U‘
Q
UO
l’O
In the making of the program careful consideration should
be given to the time element . The teacher should endeavor
to get a proper perspective of his problem ; he should take
into consideration the facil ity with whi ch the student can
grasp the different problems of learning. He should plan in
advance just how much he intends to give to the different
features of any recitation o r practice per iod and endeavor
to accomplish it in ful l in the time allotted. Much time
is wasted in trying to follow a vaguely conceived o r imperfectly worked out program .
The teacher i s cautioned againsL try ingJo attempt t oo
much . If the program is made too ambitious , he wi l l find
himself constantly falling behind and this wi ll disrupt his
organ ization . If the teacher plans to give ten minutes to a
speed sentence, he should close the matter at the end of ten
minutes. In other words , do not let one feature overlap so
far on another that it wi l l be impossible to give the secondproper consideration .
M b u a ried . The element of surprise — i s
desirable ; it keeps the student constantly alert , and introduces a spirit that makes for better work all around.
QO TEACHERS '
MANUAL OF RATIONAL TYPEWRITING
Importance of Constant Supervi s ion : There i s hardly
any subject that Leg ni res_ super
vis io n_than t ypewri tingm Thi s is especially true in the early
stages. Skill in operation depends almost entirely upon the
kind o f habits formed , both mental and motor. The teache r
may be ever so painstak ing in demonstratmg th e points
he i s discussing , but it i s quite another matter for the pupil
to put the instruction into practice . The superv i sion should
be given in a way that produces the min imum of interferencewith the student
’s carrying o n his work unhampered by the
feel ing that he constantly 15 being watched , fo r this di vertshim from his task. Nothing is more detrimental to the
espri t de corps o f a class than an attitude o f criticism on the
part of the teacher. Cr i tic ismj hog ld always be constructive .
If the teacher discovers a student performing an operation
in an incorrect way , i t is much better to say quietly , and
with a tone of encouragement ,“I have discove red a more
effec tive way o f doing that ; let me show y ou,
”than to upset
him by criticism , however mildly expressed .
Teachers as a rule do no t appreciate the importance of
getting the student started right and kept right by proper
supervision . The teaching o f typewriting is a neglected art.
The apparent simpl icity o f typewriting— and the fac t that
teachers themselves have forgotten thei r own expe riences inlearning, perhaps— accounts for much of the lack of empha
sis given to supervision .
_To _ operate a typewriter co rrec tly _and successfully is no t
an easi ly . acquired accomp l ishment : It involves highly
complex processes . The more clearly the teacher under
stands the problems involved . the more quickly he wi ll
appreciate the difficulties and discouragements the student
is meeting.
The student becomes a good or a bad typist in the fi rst
few weeks iu school . Consequently, this pe r iod 1n h is ex
TEACHING METHODS
per ience should be the subject fo r much thought on the
part of the teacher. Each student presents a different prob
lem. The reaction of different individuals di ffers widely .
Habits of thought o r action previously acqui red influence
progress . These are matters fo r analysis on the part of the
teacher. He can discover them and correct them on ly by
close personal observation of each student , and sympathetic
assistance.
Value of Demonstration and l llustrai i on : I llustration of
any point in learn ing typewr iting more effective than
_of explanation . The teacher should never lose
an Opportun ity to use this method wherever possible. As
has been stated , students o f the age of those studying type
writing are natural ly imitative. Fo r the purpose of making
all demon strations clear , the teacher should have fo r h is own
use a machine mounted on a swivel table , o r stand provided
with casters so that it can be moved from place to place.
He can gather around him a smal l group of students andexplain the working parts of the machin e o r poin ts in tech
n ique with a clearness that would otherwise be difficult.The stand should br ing the machine high enough to makeit possible fo r the teacher to operate it while standing, so
that a large group of students may watch the demonstration at one time . In explain ing the proper position whilesitting , another machine can be used. The features that
lend themselves most readily to demonstration are :
1 . Po sition at machine;2. Position of hands and arms ;sf raaéh;
a. Gett ing hand in position after carriage return ;b .
'Making the reaches ;c . Economy of mo vement ;d. Rhythm ;e . Even impressions.
22 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
4 . The mechanical operat ions of the mach inea. Spac ing ;b . Carr iage return ;0. Mechanical features ;d. The scales ;e. Pr inting po intf. Adjusting paper ;g. Adjust ing marg inal stops.
B lank Keys— Shi elds— Aprons : Such mechanical devi ceshave a value in teaching wi th certain classes of students .Thei r principal value i s to be found in the following
Blank Keys—are valuable only in forcing th e student to
memor ize the keyboard . They have no value beyond
that , and can not be considered as a substitute fo rteaching typ ewriting.
Sh ie l ds—are a better device than the blank keys , but
they have many disadvantages . They force the stu
dent to write by “touch” but do not offer the teacher
an opportun ity to observe the method of operat ion
used by the student.
Aprons— serve the same purpose as shields , and have thesame disadvantage . They have the advantage of
giving the student free play in handling the machi ne.
Al l these devices , i f used at all, should be dispensed with
as soon as possible . They should no t be used with all stu
dents . With the more mature students , who have stronger
wil l power, such devices wil l no t be necessary at all, perhaps .
If the teacher has the power to control the methods o f oper
ation of h is pupils , more rapid progress can be made without
the devices mentioned , but only teachers o f unusual person
al ity and control of thei r students can achi eve this.
Charts : Every typewriting room should be provided with
a set of wal l charts o f the keyboard o f the machine . Pref’
erably these should be in harmony with the keyboard charts
TEACHING METHODS
given in the Rational Typewriting text , beginning with
first lesson . The following are suggested
Full_keyboard of the Rem ington ;
Ful l keyboard of the Underwood (see page 4 , Revi sed Edition) ;Ful l keyboard of the o ther machines used.
The foregoing charts should be ruled o ff into finger divi
sions to enable the teacher to give preliminary explanation
of the keyboard as a whole.
D ivisional charts should be provided as follows
First finger d ivisions (see page 9, Revised Edition) ;Second finger divis ions (see page 11 , Revised Edition) ;Third finger divisions (see page 13 , Revi sed Edition) ;Fourth finger divisions (see page 15, Revised Edition) .
The divisional charts also should be ruled o ff fo r the fin
ger divisions , and no other keys than the ones under discus
sion should be shown ; but the whole keyboard , blank ex
cept fo r the keys o f the div ision , should be i llustrated so as
to enable the student to vi sual ize the locations. The guide
keys should be included on all charts .
A lfig i re and special character divisional charts should be
provided as follows
One showing the figures with the upper charac ters obl iterated to focusatten tion on the figures (see page 21 , Revised Edition) .One showing the figures and characters in comb ination
, (see page 23,Revised Edition) .
In addition to the foregoing it would facil itate instruction
on the various partspf the machi ne if charts could be pro
vided showing an enlargement of the machine from various
angles , such as the i llustrations in the book o f directions
provided by the typewri ter makers ;The stereopticon is used in some schools fo r this purpose.
Charts drawn on the blackboard by the teacher usually
are no t accurate enough to be o f value.
Q4 TEACHERS ' MANUAL OF RATIONAL TYPEWRITING
Class Groups Instruction : The best
work in teaching typewriting can be done where a closeclassification of students is possible . In the first place such
a classification stimulates competition , and s ince all the
students in a group properly class ified can work at about
the same speed , o r nearly so , the competition becomes moreproductive o f results . Exact classification also affords theOpportun ity fo r more intens ive methods o f instruction . It
enables the teacher to concentrate his efforts o n a few essen
tials in each recitation o r practice period and leaves a widemargin of time for intens ive drill .
C lassification is one of the hardest problems to solve— ifi t ever i s solved . It can be measurably improved in most
schools by a careful analys is o f the s ituation . Owing to thenumber of electives in most high school courses nowadays ,
the always present “special student.
"
the student repeating
a term’s work , o r the student who has been absent and is
trying “to make it up.” there are a host o f influences that
interfere. In the private schoo ls , students enter at any
time. The method o f promotion makes reclassification a
continuous problem . The problems may be discussed brief
ly under three heads1 . Classificatio n : Thi s should be carried out as far and as
fully as possible , even to the extent of frequently spl itting up
the groups into smaller groups . It wil l necessarily mean re
duc ing the amount o f instruction to any one group i f several
groups are working in the typewriting room at the same
time , but i t should be remembered that a few minutes of
intensive effort is to be preferred to a much longer period of
scattered effort.2. Broadening theWork of Instruction Period : Often a large
number o f students that are within a reasonable distance o f
each other. so far as the matter o f typewriting skill is co n
cerned.may be assembled fo r instruction in o ne group and
26 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
Speed D ri lls—Team Competi tion : As has been men
tioned in the foregoing the word“speed either in shorthand
o r typewriting has a magic attraction for students o f these
arts . It can be made an inexhaustible capital by the
teacher. The following suggestions wi l l serve to open up the
possibil ities o f the subject :
In the early stage:
1. Speed dr i l ls in wri ting certain frequently recurring comb inations o r
sequences o f letters ;2. Speed dr i l ls in wr i ting the alphabet ;3. Speed dr il ls in wri ting alphabetic sentences ;4 . Speed dri lls on any repeated pract ice material from the textbook.
In the advanced stage:
1. Speed dri l ls on pract ice material , connected matter ;2. Speed dri l ls on new matter ; at first , on matter o f low stroke~inten
sity.
In the early stage the matter can be given to the en ti re
class group . In the later stage , the students should be
grouped according to abil ity— those in each group working
in competition with one another. Teams can be organized
in each group to stimulate competition . The teacher can
make the most effective use of these competition s by the
employment of a bulletin board with the names of compet
ing teams , students , etc ., with the records o f the ir achieve
ments. Many of these diagrams can be in the form o f
graphs. See i llustrations on pages 32 and 33.
Speed ing Up S low Students : The slow student , like poor
relations , is ever with us. One of the best devices fo r speed
ing up such a student i s to place him by the side of a student
who has greater speed , but no t so much greater speed that
he discourages the slow one . Preferably the student used
as a pacemaker should be one who started at the same time.
as the other.
TEACHING METHODS
The competition mentioned in another paragraph is also
useful for thi s purpose. A slow student can often be stimu
lated to greater effort by merely putting him in competition
with t ime. Speed‘
sentences and dev ices of that kind may
also be used to advantage.
Speed of Progress : As every teacher knows , the progress
o f the students is almost as varied as the students them
se lves. Speed of progress , therefore, is an individual prob
lem, and is one that needs the special attention of the teacher.
In many schools the problem can be simplified by' classi
fication . Proper classification i s not always possible , owingto the difficulties of program-making in most schools .
The following suggestions may help teachers to overcome
the difficulty to some extent :
1 . C lassification wherever possible and rec lassification at frequent intervals.
2. Arranging the program so that the work of instruction can co ver poss ibly two o r three lessons of the typewr iting Manual .
3 . Lim it ing and intensifying the instruction part of the rec i tation .
4 . A l lowing students in their pract ice per iods to progress as rapidly astheir ind ividual abi lities permi t.
5. Careful superv1s1on .
6 . Arousing slow and unambitious students to greater effo rt.7. Assigning extra per iods fo r students whose progress is s low.
An explanation of the second suggestion seems necessary .
The recitation period can be divided into several subd ivisions. For example, the teacher may take the first ten
minutes of the period for instruction covering general tech
nique, memor ization of the keyboard , o r whatever it maybe. The second subdivision may be devoted to drill in con
cert, and the third may be devoted to individual practiceunder the supervision o f the teacher. In this way the in
sti'uction may cover points on several lessons and the teacher is not held down to a lesson-by-lesson program so far as
28 TEACHERS ' MANUAL OF RATIONAL TYPEWRITING
instruction i s concerned. This matter is discussed also nu'
der the head of“C lass Groups—C lass ificatio n for Instruc
tion .
M usic and Rhythm : The importance of rhythm in
typewriting cannot be overemphasized . Rhythm simply
means tapping the keys in even time. Rhythm enables the
typist to finger each key properly and to deli ver the same
amount o f energy on each stroke . The result is clean-cut
impress ions and greater speed .
Rhythm can be taught in several ways . i _tapping the
desk at regular intervals as the class practices a given exer
u se ; by dictating a l ist o f words m even time o r by the use
o f a V ictrola o r other phonograph . Much success has bee n
acquired by the use o f the Victrola. The stimulating effect
of musi c itself is wel l recognized . The chief difficulty about
this method is to secure the proper records . At the begin
n ing of the work in typewriting the teacher should demon
strate the correct method o f acqui ring rhythm and explain
the reasons for the emphas is that is placed upon it . As
most students have a natural conception of“time
”as ap
plied to mus ic , there wi l l be l ittle difficulty in dr iving the
idea home. The theme should be constantly i terated , how
ever , until each member o f the group has acquired a rhyth
mic touch .
Habits to Be Prevented : There are certain habits that
are no t mentioned in the textbook which the student is
sure to acquire i f the teacher’s attent ion is no t constantly
given to preventing them . Some of the most important of
these are : looking at what has been written : look ing at
the keys while operating ; performing any of themechani caloperations without regard to economy o f movement. as fo r
example , returning the carriage wi th both hands ; holding
the hands too high : moving the elbows in and out from the
TEACHING METHODS
body ; using the guidejggys as p ivvo ts ; and swinging the
hands around m a semicircle i n finding certain keys ; s pacmgwith the first finger Of with the thumb ; pushing the
ms down i i i steado f strik ingm th astaccato touc_l_1 and so on .
One of the above mentioned habits ; namely , looking at
the fingers while operating , may be condoned on the ground
that it enables the student to watch the movement o f his
fingers. This may be permissible fo r a brief period each day
in the early stages Of the work , for the purpose Of letting
the student see fo r himself that he i s performing the opera
tion correctly. The antidote for bad habits is the substitu
t ion of good ones.
Correcting Papers : There i s a wide difference Of Opin ion
among teachers as to the value of extensive and detai led
correction o f the typewriting produced by the student . To
correct the work Of even a small group Of students is a prodi
gious task , and the teacher who attempts it soon finds him
self so burdened with the quan tity that there i s l ittle time
left for anything else . Unquestionably some papers should
be corrected , or _at least inspected , by the teacher, and thisshould be done thoroughly . In the early stages Of typewriting the teacher should be more concerned with the
accuracy of the method than with the accuracy of the copy.
Logically , it might seem that if the method were cor rect , the
product would be correct ; but this would be disregarding
the human element . Proper technique should be stressed
from the beginn ing , and unti l this has been acquired , and the
student i s able to execute the movements with a reasonable
degree of accuracy , the correction of the papers is an unim
portant detail . In determin ing what papers are to be co r
rected it would be wel l to consider three points
I l . The Objective.1 2. What wi l l the student get out of it?
3. What co rrections shoul d be made?
30 TEACHERS ' MANUAL OF RATIONAL TYPE‘VRITING
In considering the first point : The Objective in the be
ginning work is to train the student in the correct manipulation Of the machine so far as finger techn i que i s concerned .
The copy produced is not always a reflection O f accur acy inthat respect. If the ideal i s a
“perfect” copy , the student
may produce it at the expense of technique, and he has thus
fai led in hi s objective. Correct techn ique should producecorrect results— but it does not always do so , s imply because a perfect nervous system is practical ly nonexistent or
at least so rare as to be negligible. Correct techn ique wi ll
eventually produce better and more accurate results than
can be secured in any other way , but the resu lt as revealed
in the studen t’s copy may indicate the reverse . As an ex
ample : The student o i typewr iting could unquestionably
produce more accur ate copy at the beginn ing by looking at
the keyboard while operating ; but in a very short time he
would be hopelessly left behind by the touch” writer?)What wi ll the student get out of the corrections ? He wi ll
general ly get out Of them just what he puts into them him
self. He should , therefore , be trained from the ve ry start
to-make hi s own correcti ons. That is what he will have to
do in business . He wi ll be expected to turn copy back
that needs nothing but the dictator’s signature . He should
understand from the start that the teacher is a constructive
force and not a proof read er. Before papers are presented
to the teacher , the student should go over them himse l f and
discover, i f possible , any errors he has made ; and a ny co rree!
tions that he can make himsel f should be made by him with
out ass istance. From a lack of knowled ge o r carelessness
some errors are certain to remain undiscovered . The teach er
should either put him in the way o f secur ing the informati on
to help h im to analyze his diffi culties , o r in some instances
supply him wi th information that it i s clear he does not
possess.
TEACHING METHODS
In the Rev ised Edition of Rational Typewriting, pages
14 1—14 3 , the method Of rating adopted by the United States
C ivi l Serv ice Commi ss ion is given. A tabulation of the
points deducted for errors should be prepared and posted in
the typewriting room , or furn ished to students when they
enter the class . Students should be required to make cor
rections on their own papers in accordance with these. It
wi ll then be an easy matter for the teacher to in spect the
papers and detect which are errors due to a lack of knowl
edge and which are the result of pure carelessness.
In the correction o f tran scripts o f the student’s notes later
in the course a different method is necessary . First , all
typographical errors should be el iminated by the student
himself. Points in punctuation , capital ization , and so on ,
can be discussed at the dictation period and these matters
usually cleared up . The teacher from exper ience knows the
kinds o f er ror s that are general ly made. He can spot these
as he dictates , and discuss them at the end of the dictation
period. It is better to prevent errors than to correct them.
N RECQrdsz. A‘
great deal of ingenuity can be exercised by
the teacher in preparing records Of the work of the various
students which w ill appeal to the class group. These maybe in the form o f progress cards on the formal lesson s Of the
textbook used.
Progzess Graphs : _The use of this device has been
found to be Of value in stimulating interest in the subjectand Of bringing to the student’s notice the features Of hiswork that need attention. The graphs may include such information as
“speed development” as outl ined in a previous
paragraph , graphs o f errors, graphs of progres s on lessons ,graphs on speed studies , etc . Graphs showing the relation
between accuracy and speed disclose many sources Of weakn ess that would not otherwise be located.
32 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
ILLUSTRATION 1. GRAPH SHOWING METHOD OF INDICAT
ING SPEED ON ALPHABET
The graphs on this and the fol lowing page are merely
suggestive . Il lustrations 1 , Q , and 3 are very wel l adapted
for the blackboard o r bulletin board. Graph 4 is an ind i
vidual record , and may be kept by the student himse lf
under the direction o f the teacher.
Many o f the forms for the graphs may be prepared in
quantity on the mimeograph by students. Suitable cross
section paper for preparing many graphs can be purchased
at stationers. The graph shown in i llustration 9 could be
made a permanent one by having the permanent features ,such as , title , the figures indicatin g speeds in words a mi n
ute , and the ruling painted on a suitable blackboard in the
typewriting room . The names and other chan geable data
could be written in by hand .
ILLUSTRATION 2. GRAPH SHOWING INTERESTING SPEEDCHART
34, TEACHERS’MANUAL OF RATIONAL TYPEWRITING
Record Cards : Record Cards for the Revi sed Edi ti on ,
Medal of Honor Edition and Single Keybo ard Edition
(Underwood and Remington) , are furnished to teachers by
the publ ishers at a nominal price. (See illustrations .)
Method of Hand ling Record Cards The cards are
3 x 5 inches in size and fit the ordinary card index drawer.
ILLI'
STRATION OF REVISED EDITION RECORD CARD—FACE
A card should be provided for each student , and as the
work of the lesson or a section Of the lesson i s com
pleted , i t should be entered on the card so that by refer
ring to the card the teacher can ascertain the progress of
the student.
Revi sed and Medal of Honor Edi tions : On the face o f
the card place the student’s name and file number and the
date he entered the class . Space i s also provided for entering
the date when each lesson is completed and the grade . The
date should be entered in figures ; as , Wi th the dateof entrance and date o f completion of the first lesson the
TEACHING METHODS
teacher can quickly ascertain how much time the student
consumed in completing the first lesson . Thereafter the
time which lapses between the dates Of completing one lesson
and the following lesson shows the time required for com
pleting each lesson . On the back o f the cards, space is
prov ided for the grades and dates Of completing“Supple
mentary E xercises ,” “Words of H igh Frequency
”and
ILLUSTRATION OF REVISED EDITION RECORD CARD—BACK
Budgets. Space i s also prov ided fo r entering the speeds
and dates on the var ious “Speed Studies .
”
The Office Train ing subjects , such as Features of the
Machine, and “Telegrams ,” may simply be checked as
they are completed. In this way“
the teacher can be sure
that every student has received the necessary instruction
and practice on these.
S ingle Keyboard Edition : Space i s provided on the card
for “Starting ,
” “F in ishing”and
“ Grading”on each lesson .
On the back ,records o f
“ F ingering Exercises ,”in the back
of the book (pages 101 Supplementary Exercises,
36 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
ILLUSTRATION OF MEDAL OF HONOR RECORD CARD—FAGE
ILLUSTRATION OF MEDAL OF HONOR RECORD CARD—BACK
TEACHING METHODS
ILLUSTRATION OF SINGLE KEYBOARD EDITIONRECORD CARD—FACE
ILLUSTRATION OF SINGLE KEYBOARD EDITIONRECORD CARD—BACK
33 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
accompanying the lessons may be introduced. Important
features of the course are li sted under the subject o f
Special .”
The object o f this record is s imply to show that the work
under each Of these has been satisfactor ily completed . The
record has an interest as well as practical value.
Constructive Work : In any , well planned course o f in
struction provision is made fo r constructive work— working
up tabulations or other data from material furnished . Thismay be supplemented by original problems , the data fo rwhich the student can collect himsel f, and assemble , at
fi rst , with the aid of the teacher. The collecting and ar
ranging of data in this way is a feature that wi l l arouse thestudent to do his best. It prepares him fo r practical work
in the Ofli ce because , as the teacher knows , the typist is co n
stantly encountering new problems , and his ability to solvethese wi l l depend entirely upon h is train ing in meeting co n
d itions in the schoolroom . In preparing this work , the stu
dent should be left as far as possible to hi s own devices so
as to cultivate self-rel iance and j udgment.
Stereopti con : The use o f the stereopticon in explaining various features of the machine , the various forms of
business letters and other material is almost indispensablein teaching the subject Of typewriting. Aside from its valuein saving the time o f the teacher and o f the student himse lf i t
has an interest value that is important. Sl ides showin g thepos ition at the machine , the position O f the hands , arms, andbody , the method O f striking the keys , the divisions O f the
keyboard , etc .—all make a very vivid impression i f th rown
o n the screen . They are. even to be preferred to charts in
the text , for they Offer the teacher the opportun ity of point
ing o ut the various features under discussion with definite
IICSS .
TEACHING METHODS
Analysis of Rational Theory of Presentation : The early
lessons , except the first , are div ided into three parts . The
prel iminary exercise is designed to famil iar ize the student
with the letter s in the finger divis ion under consideration.to assis t him in memorizing the location of each letter , andto give practice in making the reaches . This is a very im
po rtant feature of the work of learn ing and should ‘
no t be
neglected .
The first exercise is designed to give the student practicein making the reaches and to cultivate rhythm by repetition
on words that have been selected , after careful study , to
secure the greatest amount o f practice with the min imum of
effort and time . These exercises are intensive in a high
degree and accomplish the ends not so much by quanti tyof practice as by quali ty.
The second exercise is des igned to give the student praetice in concentration— and concentration i s one Of the
foundation stones upon which accurate and swift typewriting
is based . In this exercise the student encounters a succession
of new words ; they hold his attention and he gets the neces
ry amount of practice in deal ing with new combinations
o f characters . The new words bes ides holding his attentionincrease his command of the keyboard by giving him a var iety
Of practice in mak ing the reaches .
The third exercise i s designed to give the student facil ity
in execution on connected matter , to accelerate finger action ,
and to create the habit o f continuous Operation .
Thus it wi ll be seen thawthree steps . The first is designed to assist the student in
gett i ng a mental picture O f the keyboard and sufficien t repe
tition practice to secure correct rhythm , to aid the habit
forming process , and to insure a more complete command
of the keyboard. The second furn ishes practice on purely
constructive work Of writing new matter ,”which is neces
4 0 TEACHERS’MANUAL OF RATIONAL TYPEWR ITING
sary to increase the abil ity to handle new problems and to
enforce concentration . The third step is des igned to secure
speed in execution .
Presentation of Lessons : The indiv idual presentation of
lessons natural ly wi l l be governed largely by the methods
o f teachers . Rational Typewriting lends itsel f readi ly to a
variety’of methods o f handling. Its flexibil ity is one of
i ts strong points . The teacher i s advi sed to study the sug
gestions to the teacher given on page o ne O f the Revised
Edition , and also the suggestions to students o n page two .
A very complete statement o f the procedure in teaching thefirst keyboard lesson is given on pages s ix and seven . Whilethis latter instruction i s directed primarily to the student
,
i t wil l be of very great value to the teacher in suggesting a
method Of beginn ing.
The First Lesson : The method of conducting the first
lesson is covered quite completely in the outl ine fo r the Re
v ised Edition and wi l l make clear the general plan o f instruc
tion. The student natural ly begins h is work with a great
deal Of initial enthusiasm . It should be the aim o f the
teacher to preserve this enthusiasm and this he can do by
mak ing the first lesson interesting and to make sur e that
nothing is undertaken that canno t be successfully aecom
pli shed in the first lesson . The student must leave the
typewriting room with the fee l ing that he had made a
decided step forward in his work.
The lesson should be planned with the utmost care . It
will be necessary to make a program outlin ing just what hehopes to accompl ish in the period , and to be cautious inno t being too ambitious .
The lesson should start wi th a general explanation of theaims of the typewriting course. This should be followed by
an adequate description o f the machine and its mechanical
functions with plenty o f i l lustration . If the teacher i s pro
THE TECHNIQUE OF TYPEWRITING
Mechan ics of the Machine : Thi s question has al
ready been discussed under the head of “The Typewriter
from the Mechan ical Viewpoint. As a teaching devi ce i t
wi ll be of value i n this respect— studen ts at times tire Of the
purely man ipulative part of typewriting. The intr oduction
o f studies about the mechanism Of the machine wi l l be We
’
comed as a pleasing and valuable di version . A st udy of the
complete instruction books issued by the makers Of the vari
ous machines , diagrams on the board , o r a personal demon
strat ion of the function s of the various parts o f the machine,
will prove a valuable aid in teaching.
Methods of Approach : The accompanying illustrations
will make clear the proper method of approach in locating
o r finding the keys in the early stages o f learni ng. As has
ILLUSTRATION 1
The do tted l ines Show the metho d O f approach in finding keys in the
fi rst lesson . The same method is to be pursued in the sec o nd , but in the
th ird and fourth lessons the guide keys “F
"
and J"
shou ld be used , as
shown by the so l id l ines. I t wi l l be no ted that the student procee ds alwavsfrom the known po s it ion to the unknown by accurate means .
4 2
THE TECHNIQUE OF TYPEWRITING
been explained , this method gives way later to a more ad
vanced type of execution.
ILLUSTRATION 2
The do tted l ines show the method of approach in finding the figure keys .Attention is cal led to the use of the guide keys “ F and
“J.
” A sim i larapproach is made from “ F ”
and“J”in finding the keys Q and
“W,
"
“Z
”and
“X ,
”and the co rresponding keys in the r ight-hand division . See
Learning the Keyboard, ” page 4 8 .
Pos ition at the Machine : The position at the machine has
an importan t i nfluence on efficient operation . It can best
be i llustrated by the teacher. There has been much d is
cussion among both teachers and expert writer s as to the
best position ; but a study o f the matter , and a careful obser
vation of the positions assumed by var ious exper t operators ,shows that there is a W ide diversity of practice in this respect ,due to indiv idual preference in some instances and to bad
early habits in others . Faulty position is due in most cases
to the failure o f teachers to check students up on these
matters ear ly in their typewriting experience.
The majori ty o f the best typists agree on the followingpoints
Cons idered as a general proposition the typist should sit
in a position that gives him the greatest amount of comfort ,
44, TEACHERS’MANUAL OF RATIONAL TYPEWRITING
taking into consideration the structure of the machine itself
and the position in whi ch he can do the greatest amoun t o f
work with the least effort , and , consequently , with the
smallest amount of fatigue.
He should sit in a natural upright position , di rectly in
front of the machi ne with his feet in front of him on the
floor.
The height of the seat should be such that the elbows are
on a leve l with the table ; the forearms paral lel with the
slant o f the keyboard ; and the upper arms hanging natural
ly at the side. Rigidi ty of body , arms , and hands i s to be
avoided. The back should be straigh t from the hi ps up ,
and there should be no slouching down over the machine.
Any bending of the body , backward o r forward , should be
from the hi ps .
The typist should acquire the habit of sitting as nearly as
possible in the same position always. This does no t mean
that his position should be stiff and unyieldi ng. On the
contrary there must be a complete sense o f freedom . But
it can readily be seen that as soon as the position o f
the typist changes the reaches to the keyboard necessari ly
change.
Ini tially the hands should be placed over the keyboard
with the fingers res
Zing l ightly on the letter “
a"
and the
semicolon . The wr i ts should be lowered a trifle , but they
should no t touch the frame of the machine . The hands
should be kept quite close together and the elbows should
never be stuck out.
During the first few weeks of the instruction the teac her
should maintain dai ly drills in position , until the correct
position has become a habit. During the practice period s ,the teacher should move around the room and watch care
ful ly fo r bad pos ition , and , when necessary , i llust rate the
correct position to students that are no t maintaining it.
THE TECHNIQUE OF TYPEWRITING
Chairs should be provided that have adjustable backs , as
a back rest is necessary to provide against undue fatigue.It is wel l to remember that a student who i s physical ly
tired cannot do himsel f j ustice, and every effort should bemade to make his working conditions as comfortable as pos
sible.
The Guide Keys—“Home Position”: The work in fingering begins in the middle of the keyboard fo r the obvious
reason that these fingers are more easily controlled than any
of the others , and also because the use of the first or index
fingers does not interfere with the proper use of the guide
keys . In the beginn ing of the work in fingering, both
the techni que o f Operation and hand position are of the
utmost importance. The location of each key in the initial
stage of learning is determined o r measured from the guidekeys “ a and As the student becomes more accus
tomed to the reaches , he depends less and less upon the
guide keys , o r the“ home row
”; but these continue to play
an important part in the work of keeping the hands in
proper position fo r effective work , even in the most expert
stages of typing. Another important function of the guidekeys is in keeping the fingers close to the keyboard. The
guide keys should be used to help the student locate the home
row.
The normal position of the fingers fo r the left hand , for
example , i s to have the little finger on “a, the thi rd finger
o n“s ,
”the second finger on “d” and the first finger on “f.”
The right hand should be placed in like position by starting
with the little finger on and the other fingers following
along in order, the first resting on“j
.
”The fingers should
be trained to fall back into this position quickly after striking a letter.
Getting Back to Home Position : The normal position of
the hands and fingers has been discussed under another
TEACHERS’MANUAL OF RATIONAL TYPEWRITING
head. In all practice work , the student should be trai ned
to let his fingers fal l back into thi s pos ition immediately
after striking a key , for it wi l l enable him to locate the
following key much more quickly and ac curately. Thisis extremely important in word practice , for the reason that
students wi l l locate the sequence o f letters in a word and
let the fingers remai n on the keys i nvolved as far as poss ible ,
and consequently lose the practice of findi ng the keys and
acquir ing the sense of location.
Getting back to position is an important part o f the tech
nique of operation , and the teacher should provide ample
practice in thi s. Individual work with eac h studen t is es
sential to secure the best and most lasting results . Frequent
tests of the studen t’s ability in thi s di rection are necessary
to insure his progress . As an il lustrat ion o f how this maybe carried on : With the hands in the proper posit ion , ask
the student to pick out different letter s as yo u dictate
them. Watch his method of finding and return ing. The
approach of the key should be along the most di rect li ne ;there should be no waste movement . This , of course ,
should be done with a great deal o f deliberation at first,unti l the student has got the feel
”of letter location.
One of the,
most important problems in getting back to
home” position is involved at the time of spacing and re
turn ing the carriage for a new l ine , because it necess itates
taking one hand away from the keyboard . A study should
be made o f the movements necessary in return ing the car
r iage and return ing the hand to position , and students
drilled particularly in accurately replacing the hand.
Touch : Touch , in this present connection , wi l l be co n
sidered merely as one activity and apart from the process
involved in finding the keys , which wil l be discus sed else
where . Touch primar i ly mean s striking the key with a
sufficient amount of force to drive i t home , timing i t correctly .
THE TECHNIQUE OF TYPEWRITING
and releas ing the key -
‘
j. The musical term , sta
cato,” best describes i A : practical ly the same amoun t of
force is required on each 1: 3 r when the feel ” o f the correct
touch is once established , i t weemes automatic very quickly.
The principal points to be can” “ M ar e :
(1) Hitting the key square ly in the es“
(2) Del ivering just enough power , and 11 ) 12 3 1'
s, to make a proper con
tact of key with r ibbon and platen ;(3) Getting the finger off the key quickly.
H itting the key squarely in the center is a matter o f in g;ment that can be acquired on ly by practice. Success 3- 1 hit
ting it prop erly wi l l depend largely upon the strength of the
tactual image. If the key is struck on the edge , th e finger is
likely to slip o ff to one side, resulting in an indistinct im
pression.
The amount of power to be delivered is also a matter o f
prac tice. The teacher should illustrate the effect of var ia
tions in touch to show the students the importan ce o f str iking with an even blow. The amount of power del ivered also
has an important bearing on speed and on rhythm. Co n
stant use should be made by the teacher of the studen t’s desire to acquire speed by showing him how all features of
typewriting techn ique influence it. A l ight , even , rhythmic
touch conserves energy , increases production , and gives better finger control .The most importan t factor in touch is the speed with whi ch
the key can be’
released. It is even of greater impor tancethan speed in striking the key . If the teacher exp lain s and
i llustrates how one key must necessar i ly get back to its
proper posit ion before the next is struck, the importance of
finger release wi ll be quickly appreciated by the student .The key should never be held until the reaction of the mechan ism is felt. The proper stroke is _a l ight tap , not a
“push.
”
48 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
The slight difference in length o f strokes on di fferent ma
chines should be taken into consideration in teaching touch .
In the first few lessons , drills can be given in touch in this
way : Have the student place his hands on the home row
o f keys and practice striking the letters “asdfghjkl
” i n ro
tation . These movements should be executed in even time,
care being exercised to give the same power to each stroke.
The teacher should watch careful ly to see that the fingers
are being l ifted promptly , but not any hi gher than i s nec essary to let the key resume its normal pos ition . The fingers
should remain as close to the keys as possible. One advan
tage of this is that it wi l l tend naturally to give students a
light touch , as in thi s position it wi l l be difficult to strike
with a heavy blow. Heavy touch is usually the result o f
l ifting the fingers too high from the keys , o r from attempt
ing“speed” before resi liency of finger action has become
automatic.
Learning the Keyboard : The keyboard can be taught
more effectively by finger sections than in any other way.
Many teachers advocate learn ing the entire keyboard before
any writing at all i s done, but this tends to discourage the
student at the very start. The average young person wants
ac tion— not theory.
There i s a dec ided advantage in teaching the keyboard in
finger sections because the student learns easily to associate
certain letters with certain fingers , and this simplifies the
matter of correct fingering. The charts in Rational Type
writing are designed on this principle.
The method of approach in learning any section of the
keyboard is to start from the guide keys o n the home
row. In starting with the home row, cons ider first the
positions of the guide keys ,“a” and the semicolon. After
the learner has fixated these , has had an opportunity to
place h is hands in the proper position , and has accustomed
50 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
The work on the memorizing of the keyboard should not
be discontinued until the teacher is pos it ive that every stu
dent knows the exact location o f each key , the finger with
which it is struck , and has acquired the ability to find the
key instantly. It cannot be said that the keybo ard has
been memorized until the mere sight o f a letter starts the
proper letter-making movements . When the first four les
sons o i Rational Typewriting have been completed , occasioual dril ls on the keyboard should be used to keep the im
pression of the entire keyboard fresh in mind.
Letter-making, the Five Steps : D r. Wi l l iam Frederick
Book , in“The Psychology o f Ski ll with Special Refe rence
to Its Acquis ition in Typewriting, gives the five steps in
letter-making as follows
1. Gett ing the copy (that is, getting in m ind the letter to be written) ;Spel l ing the letter , o r fixating it in the co py ;Mental ly locating the co rresponding key ;Movemen t required fo r reach ing the key with the pro per finger ;Initiation of the letter-making mo vement.c
it
-as
pe
n:
These steps must be gone through in the striking of every
key , and particular ly in the early stages . As skill is ao
quired by the student , these steps become automatic— are
practical ly merged into o ne act— but they are always pres
ent. In the advanced stages of typing, the letter-making
s teps are extended to sentences and even , finally. to phras
ing as i t is known in shorthand writing. In the expert stage
the mere see ing o f a word or group o f words sets up the
movements necessaryto execute them .
It can readily be seen that much attent ion should be giv
en to the technique of the five steps . Train ing in the early
stages to develop precision in the execution o f them should
be carried on extensively.
THE TECHNIQUE OF TYPEWRITING
There are many influences bearing on the problem .
Many students are unable to spell quickly and correctly
even when the word is before their eyes— owing, it may be ,
to previously conceived ideas of the spelling of the word ,
or a vague notion of what the word really is . The ability
to see clearly and qui ckly is also often absent o r poorly
developed.
Mentally locating the key successfully depends upon a
thorough knowledge o f the keyboard— its complete and
positive memor i zation . The movement required for reach
ing the key should be analyzed and mastered. Thi s feature
is far more exten sive in scope than is real ized by most
teachers. When i t i s understoo d that letters occur in thousands o f combinations , each requir ing a different movement
and the selection of the correct finger , the complexity of the
problem wi ll be appreciated. The motor impulse necessary
to the proper in itiation of the correct letter-making move
ment depends very largely upon the impression the copy
has made upon the student’s mind . Dr i l l in concentration
upon the detai ls of execution should'
form a considerable
part of the train ing.
The “Warming-up” Process : It i s psychologically im
possible fo r the studen t to begin where he left off in his
previous period’s practice. A certain amount of warming
up is essential . The teacher can use the first few minutes
of his recitation to marked advan tage by utilizing them in
reviewing to some extent the work o f the previous recitation ,
in the repetition work of writing familiar words , o r the alpha
bet , o r sentences , or phrases , or whatever may have formed a
defin ite part o f the previous per iod’s activities. The student
thus starts with something with which he is more o r less
famil iar , and h is success in accomplishing it gives him a feeling of confidence in attacking neW
' problems.
59 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
The Formation of Habits : It is earnestly recommended
that teachers make a special study of this subject from the
works o f both James and Judd , particularly the chapters
relating to motor habits . The subject is also treated in a
valuable and interesting way in“How to Teach by George
D rayton Strayer and Naomi Norsworthy (the lVIacmillanCompany) .
Typewriting is merely the result of acqui ring certain hab
i ts that soon become automatic. Bad habits are just as
likely to be acquired as good habits. The teache r must be
constantly on the alert to detect incorrect methods o f oper
ation before they have become habits . It is axiomatic that
the typist should never be allowed to do a thing in the
wrong way i f i t is human ly possible to prevent it. Conse
quently , all Operations of the machi ne should be clearly an
alyzed by the teacher and a method worked out for illus
trating these to the student , so that his first trials will bein accordance with correct techn ique and therefore be as
successful as possible. It is true that certain habits—o n ly
temporary in nature—are learned at the beginn ing which
later give way to higher-order habits through a short-circuit
ing process. As an i l lustration : The student first learns to
use the guide keys in finding the letters. Possibly it may be
necessary for him actually to feel hi s way to the desi red keyin certain instances. This habit gives way very quickly to
finding the key .d irectly from the guide key o r home pos i
tion ; thi s in turn gives way , as the student acquires co nfi
dence and a more perfect knowledge o f the location o f the
letters , to the higher-order habits o f finding one key directly from the preceding key , and so o n . Thus each habit be
comes a step in the progress . I f the student were allowed
to use hi s eyes in finding the keys , these prel iminary steps
would , in a measure , bec ome unnecessary ; but in the end he
would have to depend upon his sight for all writing. With
THE TECHNIQUE OF TYPEWRITING
the touch method he proceeds gradual ly from the known
to the unknown . Personal superv ision of the teacher is essential in all the ear ly stages o f typing. The steps in learning the techn ique of keyboard Operation briefly are
First, learning the theo ry of the correc t method ;Sec ond, fixating the letter location ;Third, in itiating the mo vemen t ;Fourth , practic ing the movement unti l automatism is acquired.
Deliberation—Certainty : In the early stages of the work
and un til the student has acquired confidence in his ability
quickly to locate keys , del iberation in all steps is essential .
Accurate control of nerves and hand demands this. Gonse
quently the student should no t be hurried ; he should be
given time to think out the position of the letters he i s to
str ike , but“ fee l ing ” around more or less aimlessly for the
letter should be discouraged. Del iberation and certainty
are necessary to prevent the acquirement of incorrect
habits . If too much speed is attempted , the student will
lose control o f his fingers and they will stagger around over
the keyboard discharging nervous energy without aecom
plishing anything.
Accelerating Finger Action : Exercises for developing
quickness in fingers , if worked into the form o f competition ,
can be made very effective. Such exercises generally are
composed o f combinations of letters which tend to give the
student power in handling the common ly recurring fre
quenc ies of letters. This can be utilized in connection withthe speed drill s mentioned in “
Teaching Methods .”
Practi ce away from the Machine : This is a form o f
exercise which may be made to yield excellent results and it
also stimulates an interest in the work from a different an
54 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
gle. It can on ly be used, however, after the student has vis
ualized the keyboard fairly well . It consists in s imply lo
cating mentally the positions of keys while reading and
going through the mental process of striking them . Stu
dents generally reach a stage when this kind o f practice
comes involuntarily . They find themselves spell ing out on
an imaginary keyboard the advertis ing signs they see in
cars , the signs on the street , the headlines of newspapers ,etc .
Harold Bauer, the celebrated pian ist , in speaking o f the
grind of practice which many pupils think essential to thedevelopment of piano techn ique , said in an interview
I have found in my own experience that it is abso lute ly unnecessary .I was a v io l in ist first , as you know, and the career o f a piani st was , in a
way , fo rced upon me after I was grown up . But I have never regretted thetime spent with the vio l in— it taught me how to p ractice .
When I real ized that I was to become a pianist, I held a co nsul tat io nwi th myself. I had prac tical ly no p iano tec hnique, and I real ized that I hadno t t ime to go through years o f mere ly mechan ical wo rk , so the questio nwas , How to ach ieve the best resul ts in a l im ited time ? And in wo rkingout the so lut ion of the problem I found that properly d irected mental wo rkaway from the instrument reduced the amount of necessary mechanicalpract ic ing to a m inimum .
I made out my programs and picked out o f every compo s it io n the
passages that o ffered me the greatest d iffi cul t ies . Upon analyz ing these. Ifound that in every such passage there was one spec ial stick ing po int , andthat when once the r ight pos ition of the hand fo r it was dec ided upon , all
the res t of the passage was simpl ified.This theory I have appl ied in my teach ing with exce l lent resul ts . An
alyze the passage that seems to br istle wi th di fficult ies , pick out the mos td ifficul t spo t—there is always o ne part icular ly refrac to ry measure on
wh ich everything e lse h inges ; mas ter i t, and the po s it ion o f the hand thenpractical ly determines the po s ition o f the hand fo r the who le passage . 1
encourage my pup i ls to do as much wo rk as poss ible away fr om the ins tru
ment , though of course that depends large ly upon the student'
s capac ityfor mental conccntration .
-ll[us ic ian, September, 1908 .
THE TECHN IQUE OF TYPEWRITING
Gymnastics : F inger gymnastics can be used with great
advantage because of their interest value. They undoubt
edly have some value in helping students to make thei r
hands and fingers more flexible . They wi ll appeal to
the student because he wi l l be able to see at once that such
exercises may have a bearing on the question of effective
keyboard manipulation . The following exercises to be
practiced away fromthe machine are especially beneficial
1 . Hold the hands as if over the keyboard ; completely
relax from the wrists , and exercise by moving the hands up
and down , o r around. A im : To'
give -the hands flexibil ity
and rel ieve muscular stiffness . Relaxation i s very impor
tant.
2. Place the hands on a table o r o ther flat surface, move
the hands up and down wi th the wr ists stationary.
3 . Place the wrists on a table , with the fingers curved to
ward the surface so that all fingers touch the table as in
wr iting on the machine, move the fingers up and down , al
ternately 1 , 3 , 92, 4 , and in other combinations , as in str ik
ing the keys . Keep all fingers on the table that are no t per
forming the exercise. Aim : To give independent finger
control .
4 . Place the hands flat on the table with the fingers close
together . Spread the fingers as far apart as possible. Re
turn to first position . Repeat the exercise with the hands
o ff the table. Repeat one finger at a time. Aim : Fingercontrol .
5 . With the hands open , palms upward and fingers ex
tended , draw the fingers one at a time to the palm of the
hand. Repeat in differen t orders . Repeat with palms
turned downward. Aim : F inger control .6 . With the left hand open , grasp the fingers of the left
hand with the right hand , the thumb extended on the back
of the knuckles , bend the fingers o f the left hand back as
56 TEACHERS ' MANUAL OF RATIONAL TYPEWRITING
far as they wi l l go . Res ist the effort to bend the left hand
back. Repeat. Repeat the exercise fo r the right hand.
A im : Strengthen ing the fingers .
7. With the forearms extended as in wr iting, move the
hands up and down , using the wrists as a hinge . Aim : To
strengthen the wrists .
8 . With the hands placed as indicated in No . 3 , raise the
third finger up and down as in tapping a key . Aim : To
cultivate control o f third finger.
9. Practice No . 8 fo r the fourth fingers.
The followi ng exercises are to be practiced upo n the type
writer
I . With hands in proper posit ion for writing , practice thefollowing combinations : asdfg, hjkl
'
gfdsa, ;lkjh , asdfg,
hjkl;, gfdsa, ;lkjh , asdfg, hjkl'
gfdsa, ;lkjh , asdfg, hjkl; ,
gfdsa, ;lkjh , asdfg, hjkl; , gfd sa, ;lkjh , asdfg, hjkl;, gfdsa , ;lkjh.
2. Practice the same exercise on each bank of keys , re
turning to home position after each line. Aim : Warmin gup.
3 . With hands in writing position , practice moving each
finger in turn from home row to upper and lower banks of
keys , using various combinations ; as , de , ed , cc , cc , in , no ,mn , fr, se , rs , ex, fe , cf, 01, lo , im, mi , etc . Aim : To develop
abil ity to reach var ious banks quickly and accurately.
4 . Practice moving fingers from given letters to figures .
Combine upper letter bank with figure ; as , w , e3 , r4 , t5 ,
etc . Aim : Location .
5 . Practice making figure reaches from home position ;also from lower bank ; as , 4x, c3 , etc . Aim : Same. as four.
It should be clearly understood that cal isthenics or fin
ger gymnastics can never take the place of actual writing.
Thei r interest value is perhaps of more importance than
any intrinsic value that may attach to them . The expert
typists are practical ly in agreement that the best practice i s
58 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
the teacher emphas ize the value o f the Sel f-starter and see
that students use i t in all letter writing. The use of t ime
saving devices like this should no t be postponed un til late r
in the work. The Operation o f such devices is merely a
matter of habit ; right habits should be thoroughly estab
lished at the start.
It is recommended that the teacher secure a copy of theinstructions issued by the Remington Company fo r the use
o f the Self-starter. The subject is also covered in the Ra
tional Typewrit ing text s .
Touch Operati on of the Self-star ter : It i s important tonote that the Sel f-starter operates both forward and back
ward . The keys should be operated by touch and entirely
with the fingers o f the left hand so that the operation of the
Sel f-starter keys can be carried on simultaneo usly wi th the
return of the carriage. The following is the s implest and be st
method so far devised for operating the Sel f-starter by
touch :
As the right hand is moved to the l ine-spacing lever, the
left hand should be moved upward and the fingers placed in
position on the red Sel f-starter keys , the l ittle finger resting
o n the first key (marked“1 Tab . the third finger
o n key 9 , the second finger on key 3 and the first finger o n
key 4 . The first key Tab . Street”
) i s operated by the
l ittle (4 th ) finger ; key 2 with the third finger ; key 3 with
the second finger ; keys 4 and 5 with the first finger. The
Sel f-starter keys should be dep ressed fi rmly—not st ruck
with the staccato blow used on other keys and should no t
be released until the carriage has stopped at the r ight place .
Both hands can then be returned to the keyboard s imul
taneously .
The student should practice moving his left hand from
the keyboard up to the Sel f-starter keyboard until the cor
THE TECHNIQUE OF TYPEWRITING
rect reach is firmly established . There should be no meces
sity for looking to find the Self-starter keys any more than
there is fo r finding the figure keys.
The Underwood Tabulator : The tabulator on the Under
wood Typewriter performs the same function as the Sel f
starter on the Remington , except that there is but one keyand it is necessary to depress this fo r each stop . The opera
tion of this dev ice is covered on page 4 4 of the Revised
Edition and page 4 3 of the Medal of Honor Edition . The
teacher is referred to these fo r further information .
ECONOMY OF MOVEMENT IN TYPEWRITING
By Rupert P. SoRelIe in the G regg Wr iter
Have you ever made a scientific study of your efficiency
as a typist? Probably not. But it i s worth your seriousconsideration .
The measure o f your efficiency is no t determined by the
amount o f effort you actually use in writing a given number
of words , but by the effort actually required . Al l that i s
used above the actual requirement is absolute waste—not
on ly waste o f effort , but waste o f time.
“To Mr. Frank B . Gi lbreth , distinguished for hi s
‘
motionstudies ,
’when he was in England , was pointed o ut a gi rl
putting labels on boxes with what looked l ike marvelous
speed. He took out his stop-watch and timed her . She was
supposed to be the fastest known girl at this work. He
noticed that , although all of her motions were fast , about
half o f them were needless . He suggested a different method ,
and the second time she tried it she did twice as many boxes
in a given length of time , to her surprise , as she thought she
was no t going as fast.”
When I read this paragraph in Collier’s recently it brought
to my mind some studies I had made , a year or so ago , of
the movements used in typewriting. What is true of thisgirl in her work o f pasting label s on boxes , i s equally true of
thousands o f typists who cannot get speed.
Some time ago a typist complained to me that he couldn’t.
get speed , no matter how hard he tried . I asked him to
write for me. He consented. I gave him fifteen minutes’
copying to do , and promptly went about my busines s . He
thought I was going to “ time” him to see how rapidly he
60
THE TECHNIQUE OF TYPEWRITING 61
could write ; what I wanted was to see him write without his
being actually conscious of it . In a few minutes he settled
down to bus iness , and I then surreptitiously kept my weather
eye open for his troubles.
Here are some of the things he did
In returning the carr iage he used both hands , thus making
it necessary to return both to the keyboard every time.
At the end of a sentence he would depress the shift-key ,
strike the period , release the shift-key , strike the space bar
twice , then depress the shift-key again and strike the capi
tal .In shifting he drew hi s whole hand down to the lower bank
o f keys , instead of merely dropping the l ittle finger to the
shift-key and maintain ing correct hand position .
To indent for paragraphs he would return the carriage and
space five times with the thumb , instead of using the
Self-starter or tabulator key .
He had so l ittle independent finger control that practically
all the fingers did the work on each stroke. That is , when he
would strike “ b ,
” for example, the second , third and fourth
fingers of that hand would fly up into the air, and °
naturally
had to be brought down again . He also raised his fingers
about twice as high above the keys as was actually necessary.
He kept continual ly glancmg at the machine instead of
keeping his eyes glued on the copy. He kept changing his
position in the chair. On coming to any infrequent character
he had to shift his gaze to the machine to find the character.In making the reach from “ c ” to “ t ,
”o r from m ” to “y
,
”
o r in other combination s where the finger had to travel over
one bank o f keys , his finger took a roundabout , rather
uncertain direction instead of going in a direct line.
But this i s sufficient to make clear the point I wish to
emphasi ze. A large number o f the movements he used inwriting were absolutely wasted . They accomplished nothing
GQ TEACHERS’MANUAL OF RATIONAL TYPEWRITING
and they consumed time .
‘ When I pointed o ut these defects
he could hardly be li eve i t , but I asked him to write slowly and
watch for himself. The force of habit was so strong that hesoon acknowledged that what I said was perfectly true . By
following the obv ious course he was immediately able to
increase both hi s speed and h is accuracy. He could not , of
course, double his speed , but he made so appreciable a gain
that he was encouraged to set about el iminating all fal se
movements in his“
writing. In another test , after a few weeks’
dri ll , he had irlcreased his speed to a marvelous degree.
Analyze your own style o f wri ting. Get someone to watch
you for a time each day—someone 'who i s competent to
do it'
—and to record the false moves you make in wri ting.
You wi l l be aston ished at the result. Then do some slow,
del iberate work to overcome your bad habits— and you wi l lbe aston ished again . Reducing the numbe r o f movements
necessarily increases the speed.
DETAILED SUGGESTIONS FOR HANDLING THE
REVISED EDITION
The revised edition i s designed primarily for a high school
course of from one and a half to two years , It i s used , how
ever, in a large number of private business schools , and
owing to the longer periods and the advantage of two per iods
a day with the resulting gain that comes from intens ified
work , the work can be completed in from six to eight months .
The suggestions given here apply more particularly to the
one-and-a-half-year cour se— fifty-four weeks in a high school
which devotes one period a day to typewriting. In pr ivate
schools where two periods a day are given to the subject ,there wi l l be no change in the schedule, but it can be carried
out in hal f the time indicated.
Résumé of Schedule : The usual schedule in high schoo ls
covers a period of forty weeks in the schoo l year, but sincethis includes the Christmas holidays , the E aster vacation ,
and other holidays there are , under ordinary circumstances ,but thirty-six weeks that can be devoted to school work.
In a general way the schedule is planned on the following
bas is
The Fingering Technique, embracing lessons one toeighteen
,inclusive
,wi l l require eighty periods. In addi
tion to this , eight rev iews o f one per iod each and four monthly tests of one period each should be added, making a total
of n ineteen weeks devoted to the subject.Speed Stud ies : It is recommended that Speed Studies
be introduced at this time instead o f-“Business Correspondence ,
”and that six weeks be devoted to this work. It wi ll
63
64 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
no t be poss ible to finish all the“Speed Studies in this time ,
but prov is ion is made later on for completing this work in thebeginning of the third semester in hi gh schools .
Bus iness Correspondence : Forty-seven periods will be re
quired to complete the work o n the“Bus iness Correspond
ence”
sec tionf In addition to this e ight periods wi l l bedevoted to rev iews and tests . A rev iew o r test should begiven at the end of the first two weeks and o ne each week
thereafter. The total time required fo r thi s section wi l l be
eleven weeks , making a total fo r al l three sections o f thi rty
six weeks .
SCHEDULE FOR REVISED EDITION
PART I
(The general reviews and tests provided in the résuméare to be introduced at regular interval s. The reviews indi
cated in the schedule are to be conducted quickly , not morethan five minutes being devoted to the subject.)
FIRST LESSO N
Fi rst Period The firs t perio d should begin with a general explanat iono f the typewriter and an outl ine o f the method o f o peration inc lud ing the mechan ical features that are neces
sary at the start. The steps in the presentat ion are :
(a) Pos ition at the mach ine (see page
(b) Metho d o f inserting and removing the paper.
(0) Spac ing fo r a new l ine and return ing the carriage .
(d) Releas ing the carriage.
(e) The po s it ion o f the hands and arms .
(f) General explanat ion o f the keyboard (see charts on
page 4 Rev.
(g) Touch and finger ing (see page 6 Rev.
Gr, TEACHERS“ MANUAL OF RATIONAL TYPEWRlTlNG
SECOND LESSON
First Peri od Rev iew mec han ica l features o f the mach ine and ex
plain the new ones , secur ing suffic ient dri l l to besure that the student ful ly unders tands the ir o pe ration.
Explanation of the new sec tio n o f the kevboard withmemo ry dr i l ls on new letter lo cat io ns .
First exerc ise.
Second Period Rev iew firs t perio d'
s wo rk.Ass ign second exerc ise .
Concentration exerc ises.
Third Perio d Review and dr i l ls.Th ird exerc ise.
Fourth Period Review and dri l ls.“Supplementary Exerc ise (page
Fi fth Peri od Rev iew and dr il ls .
“Words o f H igh Frequency (page
THIRD LESSON
First Peri od (a) Explanatio n of features o f mach ine .
(b) D ri l l on new sec tion o f keyboard, and d r i l l on memJ
r iz ing.
Second Peri od Review and keyboard dr i l l .Second exerc ise.
Thi rd Perio d Review and keyboard dri l l .
Th ird exerc ise.
Fourth Period Review and keyboard dr i l l .“ Spec ial Th ird Finger Prac t ice (page
Fi fth Period Review and dr i l l .“ Supplemen tary Exerc ise (page
Sixth Period Rev iew and dr i l l .“Wo rds o f High Frequency (page
Fi rst Period
Second Peri od
Third Per iod
Fourth Peri od
Fifth Per i od
Fi rst Period
Second Period
Thi rd Peri od
Fourth Per i od
Fi fth Peri od
OUTLINE FOR REVISED EDITION
FOURTH LESSO N
Review mechan ica l features of mach ine ; take up new
ones.
Explain new section of keyboard and dri l l on memor iz ing and locating letters.
First exerc ise.
Review.
Second exercise.
Review.
Th ird exerc ise.
Review.
“ Supplemen tary Exerc ise (page
Review and dri l l .“Wo rds of H igh Frequency (pageConcen tration dr i l l .
FIFTH LESSO N
Review and dr i l l . The keyboard should be tho roughly memorized by th is time. I t would be wel l fo rthe teacher to test the studen ts’knowledge of the
keyboard and ass ign spec ial prac tice fo r tho se not
able to lo cate the keys quickly and accurately .Explain cap i tal letters, and dri l l (pageFirst exerc ise.
Review and dri l l.Second exerc ise .
Rev iew and dri l l.Th ird exerc ise.
Review.
“ Supplementary Exerc ise (page
Review.
“Wo rds of H igh Frequency (page
68 TEACHERS ' MANUAL OF RATIONAL TYPEWRITING
SIXTH LES SO N
First Period Review keyboard .Firs t exerc ise.
Second Perio d Rev iew and concen trat ion dr i l l .Second exerc ise.
Third Per iod Review.
Th ird exerc ise.
Fourth Peri o d Review.
“ Supplementary Exerc ise (page
Fi fth Peri od Rev iew.
“Wo rds of H igh Frequency (page
SEVENTH LESSON
First Per iod Explanat ion o f fingering on figure keys ; dri l lseating and memo r iz ing .
First exerc ise.
Second Peri od Review and dr i l l on figures .Sec ond exerc ise.
Thi rd Per iod Review.
Th ird exerc ise .
Fourth Per iod Review and dri l l on figures .“\Vo rds o f H igh Frequency (page
Fi fth Period Rev iew o f first exerc ise .
Study “Numerals ” (page
EIGHTH LESSON
First Peri od Review figure keyboard and making reaches.Take up new charac ters , dri l l o n memo r iz ingt ions with re lat ion to figures and o ther keys .
Firs t exerc ise.
Second Peri od Review o f first exerc ise .Sec ond exerc ise.
Thi rd Per iod Re v iew o f second exerc ise and characters.Th ird exerc ise.
OU‘
TLINE FOR REVISED EDITION
Fourth Peri od (a) Review.
(b)“Words of H igh Frequency (page
Fi fth Period (3 ) Review of en tire lesson .
(b) Study“Numerals .”
N INTH LESSON
First Period
Second Per iod Review.
Second exercise.
Thi rd Per iod Review.
Third exercise.
Fourth Peri od Review.
“Words o f H igh Frequency (page Q4) .
Fi fth Peri od Review of en t ire lesson.
Study “ Spacing after Punctuation Marks (page
TENTH LESSON
Fi rst Period (a) Review of figures and spec ial characters.
(b) First exerc ise.
Second Peri o d (a) Review.
(b) Second exercise.
Thi rd Perio d (a) Review.
(b) Th ird exercise.
Fourth Period (a) Review.
(b) Fourth exerc ise.
Fi fth Peri od (a) Review of entire lesson.
(b)“Wo rds of High Frequency (page
(c) Th ings You Ought to Know.
It is no t expected that all students will wr ite th is ; it is assigned fo r study and quiz .
70 TEACHERS ' MANUAL OF RATIONAL TYPEWRITING
ELEVENTH LESSON
Fi rst Peri od Review figures and charac ters .First exerc ise.
Second Per iod Review.
Second exerc ise.
Third Peri od Review.
Th ird exerc ise .
Fourth Per iod Review.
Fourth exerc ise.
Fi fth Per iod Review o f ent ire lesson.
“Wo rds o f High Frequency (pageThings You Ought to Know.
TWELFTH LESSO N
(See instruc tions fo r twel fth and thirteenth lessons , page
Fi rst Per io d , (a) Rev iew.
(b) First exerc ise.
Second Period (a) Review.
(b) Second exerc ise.
Third Per iod (a) Review.
(b) Th ird exerc ise.
Fourth Period (a) Review.
(b) Four th exerc ise.
Fifth Period (a) Review.
(b)“Wo rds of H igh Frequency (first group , page
(c) Th ings You Ought to Know (page
THIRTEENTH LESSO N
Same plan as twe l fth lesson. Five periods requ ired . Inc lude seco nd groupo f
“Wo rds o f H igh Frequency (page
OUTLINE FOR REVISED EDITION
FOURTEENTH LESSO N
(One period is to be devo ted to each exerc ise except the fourth , which maybe uti l ized in part for acceleration dri l ls.)
Fi rst Period First exercise.
Second Per iod Second exercise.
Third Peri od Th ird exerc ise.
Fourth Peri o d Fourth exerc ise.Fi fth Per i od First group of “Wo rds of H igh Frequency (page 33)
FIFTEENTH LESSO N
(Three periods required.)Fo l low the same plan as outl ined fo r fourteenth lesson except that the
“Wo rds of H igh Frequency ” on page 33 wi l l be assigned fo r the lessonindicated . It is planned that each exerc ise wi l l consume the t ime o f one
per iod . That is , one per iod shoul d be devo ted to repeating the exerc iseas many times as po ssible.
SIXTEENTH LESSON
(Three per iods required.)
SEVENTEENTH LESSON
(Two per iods required ; there wi l l be suffic ient t ime left for a thorough re
View.)
EIGHTEENTH LESSON
(Two per iods required ; there wi l l be suffi c ient time left for a tho roughView.)
The Speed Stud ies : It i s recommended that the Speed
Studies , beginn ing on page 101, be introduced at this time
rather than to plunge the student into the arrangement o f
business letters . The“Speed Studies” are intended to give
the student a good work ing speed in typing. Under ordi
nary circumstances the studen t has no t acquired sufficient
speed on the typewriter at this time to undertake the business
72 TEACHERS” MANUAL OF RATIONAL TYPEWRITING
correspondence section . By changing the plan o f the book
and introducing “Speed Studies ,
”the foundations fo r corre
spondence work w il l be more firmly laid . See introduction
to and“Method o f Preparing Speed Studi es ” given on page
100 of the Revi sed Edition .
The first thirty-five minutes o f the period should be de
voted to practicing the“Speed Studies ” and the last ten
minutes to testing the student’s abil ity in writing.
S ix weeks are to be devoted to the subject at this time.
This wi l l not be suffi cien t time to complete the work but
prov ision is made to complete this work at the beginn ing of
the second year’s work.
PART II
INTRODUCTION TO BUSINESS CORRE SPONDENCE
The points discussed in this section should be carefully
gone over with the class groups and the introduction as
signed for home study . This should be fol lowed by a d is
cussion o f the points . The teacher can add very greatly to
his explanation by utili zing il lustrations placed on the black
board , o r specimens of actual letters that conform to good
usage.
The subjects o f Manifolding ,” “Making Inclosures ,
Corrections and Erasures ,”
should be discussed w ith the
class several times during the progress o f the work o n bus i
ness correspondence.
Model Letters : Model letters showing the various ar
rangements are presented to impress upon the studen t the
correct arrangement o f these forms before each section is
undertaken . This is followed by constructive work to de
velop the student’s ability to arrange matter correctly .
These points should be brought out clearly by the teacher
before the work on Business Correspondence"
begins .
74 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
THIRTY-THIRD LESSO N (Two periods)
D iscuss the po ints brought out in the instructions on page 88.
THIRTY-FOURTH LESSON (Two per iods)
I t is impo rtant that c lear and comprehensive ins truc ti ons be given inconnec tion with rough drafts . There is hard ly any mo re impo rtanto r compl icated wo rk that the typist is cal led upon to do . Bus inessmen in revi s ing matter that they have wr i tten do no t always ind icate where insertions should go , and it is o ftentimes di fficul t tounderstand just what their inter l ineations mean .
A study of these fo rms wi l l show the student some of the difficul t ieshe may expec t to encounter. The student should first read thedocumen t he is to copy very careful ly , and , if necessary , indi cate thepunc tuat ion and make any co rrec t ions necessary on the rough draftbefo re beginn ing to copy it. He should unders tand that all accessary co rrec t ions are to be made whether they are inco rpo rated inthe rough draft o r no t. He must be encouraged to use his judgmen tconstantly.
THIRTY-FIFTH LESSO N (Two per iods)
Fo l low the suggestions given fo r the th irty-fourth lesso n.
THIRTY-SIXTH LESSON (Two periods)
I t is impor tant that the necessary facts in co nnect ion with address ingenvelopes shoul d be tho roughly understo od by the student . I t wi l lbe wel l fo r the teacher to review the
“ Se l f-starter ”
and Tabulato r.'
at th is t ime, as the use o f'
these dev ices in addressing enve lo peswi l l save a vast amount o f t ime , espec ial ly if the stair step " methodO f inden tation is used—and that is the mo s t common fo rm . Mucht ime can be saved if the method o f address ing ind icated on page 94is adopted . Envelopes of various sizes sho ul d be provided by thestudent fo r th is wo rk.
OUTLINE FOR REVISED ED ITION
PART III
INTRODUCTION TO STUDIES IN THE ACQUIREM ENTOF SPEED
The Speed Studies —Lessons 37—45 inclusive—have beendiscussed in another place.
INTRODUCTION TO THE PREPARATION OF M ANUSCRIPTS
The introduction should be studied and the points brought
o ut developed by the teacher . If possible , secure various
examples of this kind o f work fo r the inspection of the stu
dents. It wi l l arouse interest and enthusiasm .
FORTY-SIXTH LESSON (One period)
Copy i l lustrations I , I I , I I I , IV. As the exercises in th is sect ion present no difficultics whatever , and as the student shou l d have a go odwo rking speed by this time, i t is assumed that one per iod wi l l besuffi c ien t to make satisfacto ry copies.
FORTY-SEVENTH LESSON (One period)
Copy i l lustrat ions , V, VI , VI I . The copy in the Manual can be followed to the letter.
FORTY-EIGHTH LESSON (One period)Exerc ises 1 and 2.
FORTY-NINTH LESSON (Two periods)Exerc ises 1 , 2, and 3.
FIFTIETH LESSO N (One period)Spec ification fo r Structural Stee l” (2 pages) .
FIFTY-FIRST LESSO N (One period)Constitution .
”
FIFTY-SECOND LESSON (Two periods)Regents Shorthand and Typewriting Exam inat ion .
”
76 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
FIFTY-THIRD LESSO N (One period)Exerc ises 1 and 2.
FIFTY-FOURTH LESSON (Five periods)
wi l l be no ted that the fo l lowing artic les on ly are to be co p iedSec tions 33 , 34 , 35 ; Section 43 ; the tabulat ion ent itled “ S tatemen tmade by the Treasury Department ,
” page 139 '
the“Ro ugh D raft”
on page 140; and the sec tions on“ Penmansh ip , Repo rt Wri t ing ,
and“ Arithmetic ,
”on page 143.
PART IV
INTRODUCTION TO TABULATION AND BILLING
The ’impo rtance of ample practice in tabuiation and bill
ing is often underestimated by the teacher. Plenty of praetice in this work wi l l be found in this Section o f the Revised
Rational Wpewr iting Manual . The teacher should discuss
very thoroughly the topics mentioned in the introduction
and util ize the blackboard for illustrations .
Decimal Tabulator : It i s recommended that the teacher
secure a copy of the book o f instructions of the tabulator
issued by the typewriter compan ies where he will find other
il lustrations of the use of the tabulator. The subject , how
ever, i s covered quite comprehensively in the Revised
Edition . This subject could profitably be left un til thestudent begins his work in Office Training later in the
course.
B i lling : If the teacher has a knowledge of bookkeeping ,
he wi l l be able to make much clearer this phase of the stu
dent’s work. In l ieuo f this he can consult b ill ing clerks who
are using the typewriter for this purpose. He can also add to
his information by securing the books on the subject issued
by the typewriter compan ies . Regular bill ing machines are
equipped wi th capital letters only , but many concerns use
OUTLINE FOR REVISED EDITION
the regular typewriter for this purpose . Con sequently most
o f the exercises can be written with smal l type. The models
given both in the Rational book and in this “Key
”wi ll
serve as guides .
FIFTY-FIFTH LESSON (Six per iods)
The student should be instructed to make one copy of the mo del anduse that as a guide. Type out each exercise on a separate sheet .See instructions on page 150. These instructions wi l l hold for Lessons 55—58 inc lusive.
FIFTY-SIXTH LESSON (Four periods)
FIFTY-SEVENTH LESSON (Four periods)
FIFTY-EIGHTH LESSON (Four per iods)
FIFTY-NINTH LESSON (TWO per iods)Exerc ises 1 and Q .
SIXTIETH LESSON (TWO periods)Exerc ises 1 and 2.
SIXTY-FIRST LESSON (Two per iods)Exerc ises 1 and 2.
SIXTY-SECOND LESSON (Two periods)Exercises 1 and 2.
SIXTY-THIRD LESSON (Two periods)Exercises 1 and 2.
SIXTY-FOURTH LESSON (Two periods)Exercises 1- 4 inclusive.
SIXTY-FIFTH LESSON (Two per iods)Exerc ises 1—4 inc lusive.
SIXTY-SIXTH LESSON (Two periods)
The student should be cautioned about the necessity fo r making exactdupl icates of the first and second exercises. No change in the spac ing o rform is permissible.
78 TEACHERS" MANUAL OF RATIONAL TYPEWRITING
INTRODUCTION TO LAW AND BUSINE S S PAPERS
Much interest wi l l be added to the discussion of th i s
topic if examples o f the various papers can be secured
by the teacher to pass around fo r the inspection o f students .
These papers should be local , preferably . The method of
preparing and using manuscript covers should be thoroughly
explained .
SIXTY-SEVENTH LESSO N (Two periods)
Exerc ises 1 and 2. The papers shoul d be co vered and indo rsed . Th isplan shoul d be fo l lowed on all the remain ing papers in the Rat ionalTypewri ting Manual .
SIXTY-EIGHTH LESSON (Two periods)Exercises 1
,Q,and 3 .
SIXTY-NINTH LESSON (Two periods)Exerc ises 1 and 9.
SEVENTIETH LESSON (Two periods)Exerc ises 1 and 2.
SEVENTY-FIRST LESSO N (Two periods)One exerc ise—two pages.
SEVENTY-SECOND LESSON (Two perio ds )Exerc ises 1 and Q .
KEYS TO CONSTRUCTIVE EXERCISES
REVISED AND MEDAL OF HONOR EDITIONS
The Keys to the problems of both the Revised and Medalo f Honor Editions have been assembled in one place fo rconven ience in reference. Model forms of all the constructiveexercises have no t been presented , as it is thought that ifthe different types of letters and problems are fully illustratedthe teacher wi l l not need further assistance.Al l Of the problems presented have been written with an
o rdinary pica-type machine on regular letter-S ize sheets ,x 1 1 inches , and reduced to the proper size for a page in
the Manual . The correct proportions of type to page , andof margins to the written mass , have therefore been maintained . Where small type
"
(él ite) machines are used in theschools there necessarily wi ll be some revision of arrangement, but as the principle of arrangement is the same, formsof these are unnecessary .
The aim in presenting the models has been to Show correctform rather than to afford the teacher an accurate guide asto the subject matter Of the letter. The latter , however,i s correct in the models , as it also is in the Rational books ,so that checking up of errors can be made with the minimumo f effort.Spec ial attention is drawn to the Keys to the rough
d rafts , b i lls and statements , etc . The corrections on the
former are important as showing what the stenographershould accomplish . Obviously , all necessary correctionshave been made , even to the extent of changing the wordingand form where these details have not been fully included inthe in struct ions .The bills and statements have been written in capitals ,
for this is the style o f type usually used on regular bill ingmachines . The Rat ional books , however, Show exampleso f bill s prepared on regular type machines.
79
80 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
l ar ch 2 4 . 1 91 9
Mr s . We lt er Bruc e Sc o t t1 1 07 B r oadwayWh i t e P lai ns New Yor k
Do o r MadamReply i ng t o your l oo t c ommun i c at i on .
we ar e ver y s or r y that t h e not has not a.yet been de l iver ed . I nas much as t h e po ckago was f orwar ded f r om our s t or e pr ompt lyand c o r r ec t ly addr es s ed and no r equeo t t o
have i t i nsur ed was made . we ar e unab le t oas s ume r es pons i b i l i ty .
However . t he pos tal auth or i t i es havebeen i ns t r uc t ed t o t r ac e t he s h i pment andwe h Opo that thr ough t he i r eff or t s a pr omp tde l iver y wi l l be mad e .
Your s ver y t ru ly .
ILLUSTRATION OF SHORT, SlNGLE—SPACED LETTER
REVISED EDITION M OF H EDITIONLESSON 19 LESSON 18
EXERCISE 4 EXERCISE 4
89 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
Mar ch 26 ; 19 1 9
ni es Ema l i ne Sherman62 Par k S t r ee t
Fal l R ive r , Mas s .
Dear l adamWe r egr e t exc eed i ng ly t o be ob l i ged t o
as k y ou t o wa i t a wh i l e l onger f or your ra i nc oat . You have b een d i sappo i nt ed . we know.but t h e l ong r a i ny s eas on has caus e d such ani mmens e demand f or r a i nc oats that we c oul d notpos s i b ly kee p up wi th t h e or de r s .
We have s o ld a t hous and r a i nc oat s a daymor e than las t year We have done al l i n our
powe r t o take c ar e of th i s i mmens e bus i nes s .but no one c oul d ant i c i pa t e such a gr eat andc ont i nue d demand . Our fac t or i es s i mply c oul dno t ge t pe r fec t ly rubb e r i zed mat er i al fas tenough . Of c our s e we ac c e pt only pe r f ec t .t es t ed garme nt s , and i f y ou wa i t t h e one y oug e t wi l l be thor oughl y sat i s fac t or y . we fe e ls ur e
i f y ou c ann ot wa i t ab out t en days l onger ,
and wi s h y ou r money r etur ned . p leas e wr i te uso n t h e bac k of th i s l e t t er and we wi l l be gladt o s end i t t o y ou at onc e
ILLUSTRATION OF AVERAGE LENGTH SINGLE-SPACE DLETTER
REVISED EDITION M OF H EDITIONLESSON 21 LESSON 20
EXERCISE 2 EXERC ISE <2
KEYS TO CONSTRUCTIVE EXERCISES
Mar ch 26 . 1 919
Lynn M o t or Car C ompanyLynn Mas s achus e t t s
S i nc e wr i t i ng y ou unde r dat e of ye s t e r day ,
we have b een i nf or me d by Mr . James Lanl ey thatt h e v i b r at i on c aus e d by your hammer s i s not i c eab ly mo r e v i o l ent t han he r e t of or e . He als o i nf or ms us that s eve r a l r e s i dent s of t h e ne i ghb o rho o d have c omp la i ned of th i s . o ther s al lege thatt h e plas t er i n the i r hous es i s b eg i nn i ng t o c r ac kand pee l of f b ecaus e of t h e hammer i ng .
Mr . Lanl ey's ne i ghb or s ar e wi l l i ng t o J o i n
wi t h h im i n tak i ng s t eps t o f o r c e t h e c e s sat i onof what t hey c la i m i s bec Omi ng an unb ear ab le nu is anc e . Mr . Lanl ey d oes not wi s h t o be unr eas on
ab le i n th i s mat ter , and On ly as sumed t h e bur denof tak i ng t h e ma t t e r up wi th y ou be caus e p os s i b lyt h e damage t o h i s hous e i s gr eat e r than t o anyo the r , but h e d oes no t wi s h y ou t o th i nk that h ei s t h e only one wh o i s annoyed , and h e i s wi l l i ngt o s e t t le t h e mat t er wi t h y ou upon any r eas onab le .bas i s .
We mus t . h owever , at th i s t i me , r es pec t ful lynot i fy y ou t hat unles s s ome th i ng def i n i t e i n th i smat t er i s d one on or b ef or e next M onday we s hal lbe c ompe l led t o take fur ther pr oc eed i ngs .
Ver y t r uly y our s ,
ILLUSTRATION OF AVERAGE LENGTH SINGLE-SPACEDLETTER
REVISED EDITION M OF H EDITIONLESSON 22 LESSON 21
EXERCISE 2 EXERCISE 2
84 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
Mar ch 26 , 1 9 l 9
Rs s s r s Vi c t O r a Hodges32 1 Ches t nut S t r ee tPh i lade lph i a , Penns ylvan i abe n t lemc n '
You r le t te r of t h e 1 2 t h i ns t . t o J ohn 3 .
S t r o ng of t h i s c i ty , r e lat i ng t o t h e c la i mo f G e o r ge B r own r ega r d i ng t h e c omm i s s i on .
h as be en r e fe r r e d t o us f or r e ply .As we unde r s tand t h i s mat t er , t h e r e lat i ono f t h e two pa r t i es t o eac h e t h e r i n th i sd eal was neve r t hat of owner and r eal s e
t at e ag e nt . and the r e was neve r any ag r eement be tween t he par t i es f o r any pa r t i c u
l a r c omm i s s i o n .
Mr . S t r ong ‘s unde r s tand i ng was t hat h e
pr om i s ed t o g ive ur . B r own a b onus f o r
mak i ng t h i s s ale . t h e s i z e of t h e b onust o be de t e rm i ne d by Mr . S t r ang . F r om ‘ thel e t t e r wr i t te n by Ur . B r own . we e ncul d
judg e t hat h e ac c e pte d t ne o n t h i sunde r s t and i ng , the reby wa i v i ng any c la i mf o r any c omm i s s i on . Under t h e c i r cums tanc es ,
s e d o no t s e e h ow ar . S t r ong i s
l i able .
Ve ry t r uly you r s
ILLUSTRATION OF BLOCK FORM LETTER
REVISED EDITION M OF H EDITIONLESSON 23 LESSON 22
EXERCISE 4 EXERCISE 4
KEYS TO CONSTRUCTIVE EXERCISES
Mar ch 28 , 1 919
Mr . C . M . G las s26 1 P r os pec t S t r eetBr o ok lyn New Yor k
Dear Mr G las sP leas e s t r a i ght en me out on th e Summer s or der .
We have r ec e i ved f o r s ome months pas t l ett e r s f r om Mr . Evans s t at i ng that h e had
b een per suaded t o buy a new c ar ; and ye t 1
f i nd Mr . Evane 's or i g i nal o r der 5 1 3 8 s c h ed
uled Sept ember 8 , was changed on S ept emb er2 t o Mr . A lbe r t Hender s on . E r i e , Pennsy lvan i a , and r ec e i ve d a supplementar y on t h e
l et h of Oc t obe r c hang i ng your demons t r at o r ,
S . O 6722 s c hedule d Oc t ob er 29 , t o Mr .
EvansTh i s has n ot y e t been r e tur ned t o y ou . I no t e
that i t i s s tamped , h owever , at t h e new
pr i c e . The r e s eems t o be s cms pos s i b i l i tyt hat t h i s s ales or der was advanc ed t o Oc t ober 8 , but i t d o e s not appear On y our s up
p l ement ary . Di d y ou s ub s t i tut e Mr . Evane 's
c ar f or Mr . Hende r s on 's and the n put Mr .
Evans on th i s demons t r at o r at a lat er dat e °S o f ar as t h e b i l l i ng at t h e new pr i c e i s
c onc er ned , wi l l Mr . Evans be expec te d t opay t h e new pr i c e? I f n ot , wi l l y ou taket h e o l d car on wh i c h y ou change d owne r s h i pat t h e new pr i c e?
I c annot answe r Mr . Evan 's i nqu i r y ( and amt e l l i ng h im s o per c opy at tac hed ) unt i lI get fur ther wor d fr om y ou .
Y our s ver y t ruly ,
ILLUSTRATION OF HANGING INDENTION LETTER
REVISED_EDITION M OF H EDITION
LESSON 24 LESSON 23
EXERCISE 2 EXERCISE 2
86 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
nar c h 2 7 . 1919
Dear Mr P i nde l lYour le t te r d oes c r ed i t
t o y our de l i c at e s ense o f pr o pr i ety and s e rves t o i nc r eas e , i f thatwer e pos s i b le , my adm i r at i on f o r
y ou and my c onf i denc e i n y our eminent f i t nes s f or t h e m i s s i on wh i c hy ou now dec l i ne . I can but y i e ldt o your Judgment i n t h e mat t er . becaus e i t i s c lear t o me t ha t , f ee li ng as y ou d o , whe the r y ou ar e ful lyJ us t i f i ed i n that fee l i ng o r no t . y ou
wou ld no t be c omf o r tab le o r happy i n
t h e pos t . I t her ef o r e canno t i ns i s t .You wi l l al l ow me . h owever . I hope .t o expr es s my deep r egr et .
I know your qual i ty s o we l land .was s o anx i ous t o s e e y ou at St .Pet e r s bur g t hat I fee l a ke en d i s appo i ntment . I t i s only a ve r y i mperf ec t c ons o lat i on tha t I may n ew aga i nexpr es s my unqual i f i ed c onf i denc e i n
your ab i l i ty . y our c har ac t e r , y ourd i s c r e t i on , and your ent i r e su i tab i l i tyf or such a pos t .
C o r d i al ly and s i nce r e ly y our s ,
“r . Henr y H. P i nde l lPe or i a , i l l i no i s
ILLUSTRATION OF FORMAL STYLE LE TTER
REVISED EDITION M OF H EDITIONLESSON 25 LESSON 24
EXERCISE 1 EXERCISE 1
KEYS TO CONSTRUCTIVE EXERCISES
flar eh 27 1 919
Mr . C . J . Rob i ns on26 Ol i ver St r ee tS t . L ou i s , Mo
Dear S i r
We appr ec i at e y our r ep ly t o our let te r , and we havecar eful ly c hec ke d thr ough t h e var i ous i t ems on y our l i s tand t h e pr i c es quo t ed . Eve ry pr i c e on t h e l i s t has beencut t o bed r oc k f i gur es , wi th t h e exc ept i on of t h e one
i t em , Weathe r Pr o of W i r e numb e r 8 . S i nc e t h i s quotat i onwas made . changes i n t h e mar ke t have enabl ed us t o makea l ower pr i c e on t h e wi r e , and we ar e , ther ef or e , changi ng t h e pr i c e of t o 32 4 700 f or t h e 15 00 feet . Th i si s t h e only r educ t i on i n p r i c e we can of fe r i n c onn ec t i onwi t h t h e ent i r e l i s t .
We no t e what y ou say ab out our pr i c e On t he wash i ngmac h i ne b e i ng h i gher than o ther pr i c es y ou have s e
c ur ed . We d o no t doub t f o r a moment that y ou can s ecur e
pr i c es on was h i ng mac h i nes , not on ly l ower than our s ,
but pos s i b ly l ower . However , cur mac h i ne i s a
s tandar d mak e , abs o lut e ly guarant ee d i n every par t i c ular ,
and we know pos i t ive ly that i t i s t h e equal of any mac h i newh i ch i s s e l l i ng on t h e open mar ket t o-day f or
You ar e a bus i nes s man , and y ou r eal i ze that we c ouldnot aff o r d t o make s uch a s tat ement un l es s we we r e pr epar edt o bac k i t up . Our pr i c e on t h e e lec t r i c l i ght i ng plant i st h e l owes t we c an pos s i b ly make . You r ememb er , when y ou we ref i gur i ng on b o th t h e i nc l o s ed and t h e open plant sys t ems ,
and y ou r emembe r al s o that we we r e‘ abl e t o quo te y ou f i gur espr ac t i cal ly b e l ow t h e quo tat i on wh i ch y ou had fr omanothe r c onc e r n .
I f y ou ar e i n t h e mar ke t f or a r eal ly eff i c i ent elect r i c l i ght i ng s ys t em , y ou c annot
'
save m oney by pay i ng l es sthan t h e pr i c e we have quo t ed , and we ar e c onf i dent that y oucannot s ecur e e l s ewher e a s ys t em that i s as e ff i c i ent as our s .
wi thout pay i ng a c ons i der ab ly h i ghe r pr i c e than we as k . Th epr i c es on t h e ent i r e l i ne of e lec t r i c f i xt ur es l i s t ed i n youri nqu i r y ar e our cur r ent catal og pr i c es . Th es e pr i c es , al s o ,
ILLUSTRATION OF TWO-PAGE LETTER
REVISED EDITION M OF H EDITIONLESSON 26 LESSON 25
EXERCISE 3 EXERCISE 3
88 TEACHERS ' MANUAL OF RATIONAL TYPEWRITING
Hr . C . J . R . 02ar e as l ow as we c an p os s i b ly make t hem . and they ar e t h e
s ame whe the r a c us t ome r i s buy i ng only a sma l l quant i tyo r i s buy i ng thous ands of dol lar s wo r t h . we ar e c onf i dantthat . q ua l i ty c ons i de r ed . y ou c annot equal t hes e pr i c ese l s ewhe r e .
As y ou have r eques t ed ,we ar e r e tur n i ng t he ent i r e
l i s t t o y ou . We b e l i eve that y ou ar e r eal ly s eek i ng . not
a c heap plant but an e f f i C i ent plant at a l ow pr i c e . and
t hat i s what we ar e of fe r i ng y ou . We fe e l c onf i dent . als o .that aft e r y ou have car eful ly c ons i de red t h e who le mat t erand have c ompar ed our pr i c es wi t h t ho s e wh i ch o ther s ar e
as k i ng . y ou wi l l plac e th i s o r de r wi th us .
Your s t ruly .
SECOND PAGE OF TWO-PAGE LETTER
REVISED EDITION M OF H EDITIONLESSON 26 LESSON 25
EXERCISE 3 EXERCISE 8
90 TEACHERS ' MANUAL OF RATIONAL TYPEWRITING
Mar ch 2 7 l’l’
James C . Mc Rey no l ds
A t t o r ney -G ene r a lWas h i ngt on . D. 0.
Dear Hr . ucReyno l d s
Th e r ap i d and unwar rant ed i nc r eas ei n t h e pr i c e of f o ods tuf fs i n th i s c oun
t ry upon t h e pr e t ext of t h e c ond i t i on ex
i s t i ng i n Eur ope i s s o s e r i ous and vi tala mat t e r that I take t he l i be r ty of c al li ng y our at tent i on t o i t .
I would be ve ry much ob l i ged i f y ouwoul d i nf orm me whe the r the r e i s under ex
i s t i ng l aw any ac t i on wh i ch t h e de par tmentof Jus t i c e c oul d t ake e i ther b y way of i h
ves t i gat i on o r legal pr oc es s , and wha t f ede r al leg i s lat i on . i f any , would i n y ourJ udgme nt be J us t i f i ab le and war r antab l e i n
t he c i r c ums tanc es .
I feel that t h i s i s a ma t t e r wh i c h wecanno t l e t pas s by wi thout t ry i ng t o s e rvet h e c ount ry . Ce r ta i nly t h e c oun t ry oughtt o be defended , i f pos s i b l e . aga i ns t menwh o would take advantage o f s uch c i r c ums tanc es t o i nc r eas e t h e pr i c e of f oo d and
t he d i f f i c ul t i es of l iv i ng .Fai thful ly your s ,
ILLUSTRATION OF AVERAGE LENGTH LETTER
REVISED EDITIONLESSON 28
EXERCISE 4
KEYS TO CONSTRUCTIVE EXERCISES
Mar ch 27 1 919
Mar x Haas C ompanyS t . L ou i s . Mo .
Gent lemenWe have your le t t er of t h e 1 st h
i ns t ac knowledg i ng our o r de r $3692 .
and ar e very much sur pr i s ed t o no t ethat y ou s t at e t hat y ou have no suchnumb er as 673 . I f y ou wi l l r efer t o
your le t t er of t h e l et i ns t . , you W1 1 1
f i nd that y ou subm i t t ed s ame , and wear e i nc l os i ng a par t of th e swatc h s entus wi th y our own t i c ke t at tac hed .
We wi l l c er tai n ly appr ec i at e i t
very much i f y ou wi l l g ive th i s or de r
your i mmed i at e at t ent i on , as we havetaken t h i s s pec i al o r der and have pr omi s ed de l i ve r y ac c o r d i ng t o y our c emmu
ni cat i on of Oc t ober 1 .
Your s ver y t r uly ,
ILLUSTRATION OF DOUBLE-SPACED SHORT LETTER
REVISED EDITIONLESSON 99
EXERCISE 5
QQ TEACHERS '
MANUAL O I“ RATIO NAL TYPEWRITING
Mar ch 1 9 1 9
“r . Pond r ay wi l l i ams cn
1 233 Sunnys i d e Avenue
L os Ange les . Cal .‘
Dear S i r
I nc l o s ed ar e s ome samples of im
por t ed sh i r t i ngs that wi l l ha rmon i z ew i th t h e s u i t wh i c h y ou s e lec t ed i n
our Cus t om Ta i l or i ng Sec t i on .
I f y ou ar e i nt e r es ted , but d o not
f i nd i t c onven i ent t o cal l at our Cus
t om Sh i r t Sec t i on on t h e s ec ond f l o o r
O f t h e St or e f or Men . we sha l l be gladt o have our r epr es entat i ve c a l l upon
y ou wi t h a ful l l i ne of samples fr omwh i ch y cu c an make a s e l ec t i on .
Very t ruly y our s ,
ILLUSTRATION OF SHORT, DO I’BLE—SPACED LETTER
REVISED EDITIONLESSON 80
EXERCISE 1
KEYS TO CONSTRUCTIVE EXERC ISES
HOTEL IMPER I ALNew Yo r k C i ty
Mar ch 27 1 9 19
Mr . J ohn C . Har d i ngMember B oar d of Educ a t i onCh i c ago , I l l i no i s
Dear S i r
To avo i d pos s i b le mi eund e r s t and i nget h e futur e , I wou ld be gr eat lyob l i ged i f any t i me a s ugges t i oni s made t o y ou t hat t h e c i ty ad
m i n i s t rat i on de s i r es a c er ta i nl i ne o f c onduc t o n y our par t i nr efe r enc e t o t h e B oar d of Educat i on , y ou woul d c onfer wi th me t o
l ear n whe the r t h e s ugges t i on ema
nat es f r om th i s off i c e or not .
I have t r i ed t o i nt er f e r e as l i t t le as
pos s i b le i n mat t e r s 0 0m i ng undert h e Jur i s d i c t i on of t h e B oar d of
Educat i on . I have a ls o made i t a
rule . when I have h ad anyth i ng t osay , t o c ohf e r d i r ec t ly wi t h t h emember s r at her t han by wor d or
mes sage .
Her eaft er , wheneve r I have oc cas i on i n
any way t o c ommun i c at e wi th t h eB oar d , e i ther i nd iv i dual ly or c ol
l ec t i ve l y . I shal l d o s o d i r ec t ly ,
and al l sugges t i ons pur por t i ng t oc ome fr om me may be r egar ded as un
autho r i z ed .Your s ve r y tr ul y ,
ILLUSTRATION OF BLOCK FORM LETTER
REVISED EDITIONLESSON 31
EXERCISE 1
94. TEACHERS’MANUAL OF RATIONAL TYPEWRITING
Ph i lade l ph i a . Pa .
Mar ch 27 , 1 9 1 9
Cent l cmsn
Your le t t er t o t h e Sec r e tary ofS tat e , da ted , i f I r ec o l lec t r i ght ly ,
t h e btn i ns tan t . i nt i ma t i ng . amongo the r th i ngs , that y ou had fa i led i nan at t empt wh i ch had been made t o i a
po r t wo r kmen f r om Sc o t land , equal lywi th that f or ob ta i n i ng them fr om Ho ll and , f i l l s me wi t h r ea l c onc er n ; f o rI amve r y appr ehens i ve . i f y our nextc ampa i gn i n t h e Ped eral C i ty i s no t
mar ked wi th v i go r , i t wi l l c as t sucha c l oud ove r th i s bus i nes s . and wi l ls o arm t h e enem i es of t h e measur e , as
t o enab le them t o g i ve i t , i f not i t s
death b l ow , a wound f r om wh i c h i t wi l lno t eas i ly r ec over .
Eve ryth i ng . i n a manner , de pendsupon t h e c e ler i ty wi th wh i ch t h e pub l i cbu i l d i ngs ar e then car r i ed On ; sale of
l o ts . pr i vat e bu i l d i ngs . g o od o r ev i lr epor t s , al l wi l l be r egu lated the r eby .N oth i ng . ther efo r e . sho r t of t h e abs o
lute want of money ought t o r e tar d t h ewor k .W i th gr eat and s i nc e r e r egar d and
es teem . I am, Gent l emen .Res pec t ful ly your s
TO ROUGH DRAFT
REVISED EDITION M OF H EDITIONLESSON 34. LESSON 27
EXERCISE l EXERC ISE 1
KE YS TO CONSTRUCTIVE EXERCISES
T I LE ROOFSAl l r o ofs t o be t i l ed wi l l be f i l le d
wi t h c onc r e t e by t h e mas on , g raded t o t h e
leade r s and f i n i shed wi t h a f l oat e d c oatof Po r t land c emen t mo r tar . On th i s s ur fac e .t h i s c ont r ac t or s ha l l apply a c oat of as
phal t i c c ement . c ons i s t i n of 90% o f s t ra i ghtr un c oal t ar p i t c h and l of r ef i ned T r i n id ad as phal t , appl i ed h ot . and on s ame wat erpr o of i n f i ve th i c knes s e s , us i ng t h e bes tqual i ty of sat urat e d r o o f i ng fe l t , t o we i ghnot l es s t han 15 lbs . pe r 100 s quar e fe e t o f
s i ng le ply . Th e fe l t t o be la i d wi th a lapo f one-f i f th wi d t h o f t h e s he e t s , and eac hl aye r and a l l laps mus t be s o l i d ly c ement edt oge the r wi th h o t as pha l t i c c ement The r es hal l be us ed no t l e s s than 75 lbs o f r oofi ng fe l t and 25 gal l ons o f as phal t c ementc oal t ar p i t c h f o r eac h 1 00 s quar e fee t of
r o of s ur fac eBas e-f las h t h e J unc t i on of t h e r o of s
wi th al l wal l s and ver t i c a l sur fac es , us
i ng 16 oz s o ft c oppe r , c ar r i ed out 4 ” on
t h e wat er pr o of i ng and at l eas t 1 2 " on t h e
ve r t i c al s ur fac es . Cap-f las h al l f las h i ng .us i ng 1 6 on . c o l d r o l l ed c o ppe r c ar r i edd own i nt o t h e hub o f t h e p i pes . Cement al l
f las h i ng t o t h e wat e r pr o o f i ng by lay i ng twot h i c knes s es of fe l t ove r s ame . c oat e d as
s pec i f i ed ab ove .
P r ov i de f or al l l eader out le t s cupper s1 0 x 10 x 2 “ de e p of 20 o z . c o ld r o l led c op
per wi t h a s houl de r t o r ec e i ve t h e t i le and
c ar ry s ame 4 " out on t h e wat er pr o of i ng andc ement as s pec i f i ed f or f lash i ng .
KEY TO ROUGH DRAFT—S PECIFICATION
REVISED EDITION M OF H EDITIONLESSON 34 LE SSON Q7
EXERCISE 2 EXERCISE 2
96 TEACHERS’MANUAL O F RATIONAL TYPEWRITING
S i xt h Aud i t or 's Off i c eVas h i ngt on . D . c.
l ar ch 29 , 191 9
I have t he h onor t o subm i t t h e f o l lowi ng r epo r tof t h e bus i nes s o pe r at i ons of t h i s off i c e dur i ng th ef i s cal year end i ng augus t 30 . 1 91 8
I t aff o r ds me pleas ur e t o i nf orm y ou tha t t hewor k of t h e s eve r al b ranc hes of t h i s Bur eau i s i n a
very s at i s fac t o ry c ond i t i on ,and ful ly up t o t h e r e
qu i r eme nt s o f t h e De par tmen t . In fac t , i n many ln
por tant par t i c ular s , i t i s i n a mo r e advanc ed s tageat th i s pe r i od of t h e year than has h i t he r t o been t h e
c as e
Th i s sat i s fac t or y r es u l t h as been sc o oap l i s hed ,
however ,Only by t he mos t sys t emat i c and unr em i t t i ng
eff or t s on t h e par t of t h e off i c er s and empl oye esthr oughout t h e ent i r e Bur eau . Th e wor k of th i s off i c ei s always on t h e i nc r eas e by r eas on of t h e gr owth of
t h e po s tal s e rv i c e,wh i le a c or r es pond i ng i nc r eas e of
f o r c e h as not been madeTh e wan t of add i t i ona l c ler i c al f or c e has b een
s e r i ous l y fe l t i n s ever al d i v i s i ons , but mos t s ever el y i n t hat b r anc h of t h e of f i c e i n char ge of as s or ti ng and numbe r i ng t h e money o r der s and pos tal notes .
Res pec t f ul ly ,submi t t ed ,
Aud i t or
Hen Cha r les Pos t erSec r etar y of t h e Tr easury
KEY TO ROUGH DRAFT
REVISED EDITION M OF H EDITIONLESSON 35 LESSON 98
EXERCISE l EXERCISE I
98 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
Ves e r e . Rowe l o c d Mr . Fr anc i s H. S oae l l e
2276 Aber d e e n St r ee t c/c Camp Odel lnan t r ea l . Q ueb ec Or ange Lake . nr . Hevburgh
Canada fl ew Yor k
Mas sachus et t s Co t t on mi l l s P r es i dent ,L owel l Le land'
S t ant or d Jr . Un iver s i t y .Mas sachus e t t s Pal o Alt o . Cal i f or n i a
Hr . J ohn wanamaker Hr . {
h7
;B r oadway . Four th Avenue Hes ton n..a rN i nth e T ent h S t e . s c .us e . s
new Yor k C i ty
M i s s M . C .
'
Gal lagh er Hr . G raham Ll oyd , T raff i c Agent9 9 Rl o ebr l d s o M i ch i gan Cent ral Ry .
C i d sa Par k , zs s ex County Buffal o , “9' Y or kE N GLAND
Mr . James Guggens l ock s r Hono lulu l r on wor ks CompanyAt lant i c T r ans po r tat i on Co . Hono lulu328 R i al t o B l dg . Hawa i iCh i cago . I l l i no i s
Se rgeant J ohn A . Hor r i s Hr . J.' J. S cut hv i ck
M i l i tar y Hos p i tal Aven i da d e May o , 1 366
Bar r ow- i n-Furnes s Buenos A i r es . A r gent i na
Mr . War d C . Mccl oskey , P r i nc i pal Hr . Geor ge H. Hank i ns onCent ral Hi gh Sch o ol Ho t e l ne t r c p o l s . New t et tmi ns t s rSantur c e . San Juan B r i t i sh C o lumb i a ,
CanadaPORTO RI CO
8 . V. G r eenber g , Esq. Hr . L Ou i s u. J i menez1 06 Che s tnut Avenue c/c C o l lec t or Gene ral of Cus t omsFor es t Gat e . L ondon 3 . Managua , N i caragua . C . A .
Mr . Wm . R . F os t erMer chants ne s patc h T r ans po r tat i on Campany
Eas t Roches ter , New York
ILLUSTRATIONS OF FORMS OF ARRANGEMENT OF
ADDRESSES
REVISED EDITION M OF H EDITIONLESSON 36 LESSON ‘29
PAGE 96 PAGE 79
100 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
CONST ITUT I ONAr t i c le 1
PURPOSE 0? THE CLUB
The pur pos e of t h e C i ty C lub of new Yor k s hal l be t o a i d
i n secur i ng permanent g oo d gover nment f or t he C i ty of New Yor kby
l . The d i vcr c e of t he c i ty ' s affa i r s fr omnat i onal part y po l i t i c s
2 . Th e es tab l i shment and ma i n tenanc e of an
ef f i c i ent and r es pons i b l e form of c i ty gover nment .3 . Hones t and fai r me t hods of nomi nat i ng and
e lec t i ng mun i c i pa l off i c er s
4 . Th e i mpr ovement of ec onom i c and s oc i al c on
d i t i ons i n t h e c i ty6 . Conduc t i ng d i s cus s i ons of t h e af f ai r s and
pr ob lems of t h e c i ty .
6 . Pr ovi d i ng . t hr ough t h e fac i l i t i es of a s o
c i al c lub . means o f i nt er c ours e and c c -cpe r at i cn
among c i t i z ens . of f i c i als , and or gani zat i ons i h
t er es t ed i n th e c i t y ' s we l far e
Th e C i t y C lub of New Yor k pl edges i t s e lf no t t o par t i c i
pat e i n t he nom i nat i on . e lec t i on , or appo i n tment of c and idat es t o any of f i c e . no r t o c onduc t any po l i t i cal ac t i v i t i esexc ept suc h as ar e i nvo lve d i n leg i s lat i on af fec t i ng t h e c i tyor t he ad opt i on or r ejec t i on by t he c i ty gover nment of measur es
of pub l i c po l i cy Th i s s hal l not pr ec lude pr oc eed i ngs f or
t he r emoval of pub l i c off i c er s en def i n i t e c har ges .
No c i t i z en of t h e C i ty of new Yor k s hal l be debar r ed f r ommember sh i p i n t h e C lub by r eas on of h i s par ty af f i l i at i ons
SUGGESTION FOR FORM O F CONSTITUTION
REVISED EDITIONLESSON 5 1
PAGE 130
102 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
TIC! UNI VERSAL DI STRI BUT ING COW /CT!7 7 MADI SO N Am
113 11 YORK
ORDER NO1m YORK MARCH 3 1 19 V)
OLD TO HI SS C E L IA 0 BENNET Tl ) CA . ST RE TOMAHA NEBRASKA
955 cc
46 cc
2 1 cc
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KEY TO ITEMI Z ED BILL
REVISED EDITION M OF H EDITIONLESSON 55 LESSON 30
EXERCISE 3 EXERCISE 3
(See pages 1 13 and 1 1 1, fo r {owls of ofher bills of these lessons.)
KEYS TO CONSTRUCTIVE EXERCISES
‘
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KEY TO ITEMI Z ED BILL
REVISED EDITION M OF H EDITIONLESSON 56 LESSON 31
EXERCISE Q EXERCISE 2
(See pages 107 and 108 fo r totals of other exercises of these lessons .)
104 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
STATES AND TERRITORII S 07 TR! UNI TED STATES
NARI ABBREVIATIOH CAP I TALAlabamaAlas kaAr i z onaA r kans asCal i f or n i aC o l o rad oC o nnec t i cutDe lawar eD i s t r i c t of C olumb i aRi o r i da
Ge o r g i aGuamHawa i i
I dahoI l l i no i sI nd i anaI owaKans asKentuc kyL ou i s i anaHa i ne
Hary l and
Mas sac hus et t sM i c h i ganM i nnes otaP i s s i s e i pp i
ul e s Our i
wont anaNeb r as kaNevadaNew Hamps h i r eNew Je r s eyNew Mex i c oNew Yor kNo r t h Car o l i naN o r th Dak o taOh i oOk lahomaOr ego nPennsy lvan i aPh i l i pp i ne I s landsPo r to R i c oRh ode I s landSamoaS outh Car o l i naS outh Dako taT enne s s eeTexasUtahVer montVi r g i n i aWas h i ngt onWes t Vi r g i n i aI i s c one i n
Vy omi ng
KEY TO TABULATION
REVISED EDITIONLESSON 59
EXERCISE 2
106 TEACHERS ' MANUAL OF RATIONAL TYPEWRITING
THE G IRARD NAT I ONAL BANKJ os e ph Wayne . Jr . Pr es i dent Evan Rando lph . Vi c e Pr es i de ntChar les m. As ht on , Cas h i e r A . I . P i c kf o r d . Cas h i er
Al fr ed Bar r at t , As s ' t . Cas h i erPh i lade l ph i a . Penns y lvani a
June 30 1 9 1 6
Loans and i nve s tment s $4 6 929 8 10 16Cus t ome r s ' l i ab i l i ty under le t t e rs
o f c r ed i tCus t ome r s ' l i ab i l i ty ac c ount of
ac c e ptanc esDue f r Om bank sExchange f o r c lear i ng h ous eCash and r es erve
LI AB I L I T I ESCap i talSur plus and pr of i t sC i r c ulat i onLe t t er s of c r ed i t i s sued t o cus t omer sAc c ep t s nc e s bas ed on i mpor t s and expo r t sDe p os i ts
FORM OF BANK STATEMENT
REVISED EDITION M OF H EDITIONLESSON 64 LESSON 33
EXERCISE 2 EXERCISE 2
KEYS TO CONSTRUCTIVE EXERCISES
FOURTH STREET N AT I O N AL BA NKPh i lade l ph i a , P enns ylvan i a
June'
so 1 91 6
Loans and d i s c ount s 340 65 1 8 4 1
Cus t ome r s ' l i ab i l i ty unde r le t t e r sor c r ed i t
Due f r om banksExc har ges f o r c lear i ng h ous eCas h and r e s e rve
LI AB I LI T IESCap i t al s t oc kSur plus and ne t pr o f i t sRe s e rved f o r taxe sC i r c ula t i o nLet t e r s o f c r ed i t i c a l a i t
h e
FORM OF BANK STATEMENT
REVISED EDITION M OF H EDITIONLESSON 64 LESSON 33
EXERCISE EXERCISE 3
108 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
NI LLOH N AT I ONAL BANKP i t ts bur gh Pennsy lvan i a
June 30 19 16
L oan . b onds . and i nve s t ment s ecur i t i es . . .26 6Ove r dr af t sDue f r om 12 432 722 : Q§
s9 l 95 4
LI AB I LI T I ESCap i talSur plus and undi v i ded pr of i t sRes e rved f or de pr ec i a t i on e t c
C i r culat i ng no t es .
De pos i t s
FORM OF BANK STATEMENT
REVISED EDITION M OF H
LESSON 64 LESSON 33
.EXERCISE 4 EXERCISE 4
110 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
F I RST L'AT I GNU. BARKC l ev el and . Oh i o
t a'
ement of C ond i t i on June
Loans and i nves tme nt sOve r d r af t sUn i t ed S t at es B onds .
BankCash and due f r om bank s .
C omme r c i al and t r a /e l l e r s ' l et t e r s .
t of c r e d i t i s s uedDue f r om Feder al Re s erve Bank
LI AB IL I T I ESCap i t al s t ockSur p lus and pr of i t s . .
C i r c ulat i onDe pO S I t e
Un i t ed S tat es B ond Ac c ountUnus ed l e t t er s or c r ed i tPr ov i dent Res e rve Fund .
Res e rve f o r d i v i dend due Jul y 1
FORM OF BANK STATEMENT
REVISED EDITION M OF H EDITIONLESSON 65 LESSON 33
EXERCISE 2 EXERCISE 6
KEYS TO CONSTRUCTIVE EXERCISES
ESSEX COU N TY N AT I O N AL BANKN ewar k . New Je r s eyJune 30 , 1 9 1 6
L oans and
B onds and i nve s t ment sBank i ng Hous e . .
Cas h,
and due f r om
LI AB I LI T IESCap i tal s t oc k pa i d i n
Sur plus and pr of i t sC i r c u lat i onDe pos i t s
OFFI CERSChar l es L Far r e l l . P r es i dent F r ank B . Adams . Vi c e Pr es i dentBenjam i n At ba ,
vi c e P r es i dent Ge o r ge P . Reeve . V i c e Pr es i dentA r . R . Mar t i n . Cash i er
FORM OF BANK STATEMENT
REVISED EDITION M OF H EDITIONLESSON. 65 LESSON 33
EXERCISE 3 EXERCISE 7
119 TEACHERS’MANUAL OF RATIONAL TYPEWR ITING
N37 YORK STATE HATIORAL BANKA lbany . New Yor k
June 30 19 16
Loans and d i s c ount sB onds and i nves tme nt sReal es tat eCas h and due f r om banks
LI AB I LI T IESCap i tal s t ock pai d i nSur plus and pr of i tsC i r culat i onDe pos i tsI nd iv i dua ls 3
Ledyar d Cogswe l l J . Towns end Lans i ngPr es i dent Vi c e Pr es i den t
Le dyar d C ogswe l l . Jr . G eor ge A . Wh i te2 d Vi c e Pr es i dent Cas h i er
I i l l i am B ruc e J . l i l t cn Rus sumAs s i s tant Cas h i er As s i s tant Cas hi er
l dI ar d R . Thor nAs s i s tant Cas h i er
FORM OF BANK STATEMENT
REVISED EDITION M OF H EDITIONLESSON 65 LESSON 83
EXERCISE 4 EXERCISE 8
114 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
Lesson Page Exercise58 155 1 (model)
156 2 (model)157 3
157 4
157 5
157 6
157 7
157 8
157 9
157 10
157 1 1
157 12
157 13
157 14
157 I5
157 16
MEDAL OF HONOR EDITION,
77 1 (model)78 Q
78 3
78 4
78 5
78 6
78 7
78 8
78 9
78 10
78 1 1
78 19
78 13
(model)
DETAILED SUGGESTIONS FOR HANDLING THE
MEDAL OF HONOR EDITION
The Medal of Honor Edition of Rational Typewriting is
designed to meet the requiremen ts of a short , intensive
course in e ither high schools o r business schools. As out
l ined in the following, 120 periods of forty-five minutes each
are required , di vided as follows :
S ixty per iods devo ted to the finger board technique ;Twenty per iods devoted to the “Speed Studies” ;Fo rty periods devo ted to the business correspondence, businesspapers, bi l l ing , tabu lat ion, etc .
In private business schools , where two periods a dayand general ly longer periods— are devoted to the subject ,the work can be completed according to the outl ine in
twelve weeks .
In high schools , where general ly but one period a day is
devoted to the work , twenty-four weeks wi l l be required.
In n ight schools , whose students are generally older and
possess better judgment , o r where an even briefer course i s
required , the Medal of Honor Edition wi ll be found remark
ably flexible. By reducing the amount of work on the first
twelve lesson s to one l ine of practice instead of two on each
word , the time may be cut to forty periods , wi thout impair
ing, in most cases , the thoroughness o f the work.
It is not recommended that the time on the“Speed Stud
ies”be reduced beyond the point suggested in the outl ine
(four weeks) ; but ,’in the remaining lessons , many o f the
exercises can be el iminated if a particularly short course i s
found desirable. The experienced teacher wil l be able to115
116 TEACHERS MANUAL OF RATIONAL TYPEWRITING
make such adjustments of material to time as are necessary ,
but the au thor wi ll be glad to correspond with teachers andto give advice in the rearrangement of the schedule .
The outline submitted , it should be remembered , is o ne
that wil l meet ordinary conditions , and i s not intended to
be final . The teacher wil l be able to adapt the outli ne to
varying conditions , especially with regard to the“ reviews ,
“quizzes ,” “
examinations” and so on.
In order to avoid the dupl ication o f keys fo r the co n
structive exercises presented , the teacher is referred to the“ keys " fo r the Rev i sed Edition , which conta ins references
to both the Revised and Medal o f Honor Editions .
LES SONS ONE TO TWE LVE (Inclusive)
The plan of the first twelve lessons in the Medal o f Honor
Edition is exactly the same as the first twelve lessons of the
Revised Edition . The teacher i s therefore referred to the
outl ine for the Revised Edition for the detai ls of handling
these lessons. Sixty periods of forty-five minutes each are
required to complete this work .
LESSONS TH IRTEEN TO SEVENTEEN (Inclusive)(2 0 per iods)
Speed Studies : Fo r detailed suggestions for handling see
the same subject under the outl ine for the Revised Edi tion .
Twenty periods of forty-five minutes each are required fo r
this work.
Introduction to Bus iness Correspondence : The teacher
should not only make a thorough study of the introduction.but should see that his students understand the fundamen
tal s o f the subject . This can be brought about by a full d is
cuss ion of the subject and blackboard i llust rat ions . The
subjects of tabulation and Remington Self~ starter are d is
cussed in the outl ine for the Revised Edition .
DETAILED OUTLINE OF A COURSE IN RATIONAL
TYPEWRITING— 1 50 PERIODS OF 4 5
MINUTES EACH
MEDAL OF HONOR EDITION
(Th is course, wh ich was outl ined fo r the rehabi l itat io n wo rk o f the FederalBoard fo r Vo cat iona l Education , is des igned to give the student a commerc ialwo rking knowledge of typewr it ing.)
SUGGE STED COURSES
In arranging the course the following points were given
consideration
Scope : F ive Units.
Fi rst Uni t : M astery of the keyboard and a working fa
miliarity with the various parts o f the machine , sufficient to
qualify the operator to wr ite s imple letters , make carbon
copies , and'
d irect envelopes.
Estimated time required : Two forty-five—minute periodsa day for thirty days.
Second Unit : Speed drills. Practice from simple printed
matter until a speed o f at least 125 strokes a minute is
attained with a margin o f e rror of o ne stroke.
No estimate as to time required. Personal equation
varies.
Third Uni t : Practice on var ious letter forms , address ing
envelopes , and copying simple l iterary articles .
T ime required : Two forty-five-minute periods for ten
days.
Fourth Unit :
days.Fifth Uni t :
MEDAL OF HONOR EDITION
Practice on bus iness and legal documents.Time required : Two forty-five-minute periods for ten
Tabulating and Rough D raft.
T ime required : Two forty-five-minute per iods fo r ten
days.
Note : It i s recommended that while the learner s are em
gaged on un its 3 , 4 , and 5 , ten minutes each period be de
voted to copying S imple pr inted matter.
OUTLINE OF COURSE
First Uni t : 60 periods of 4 5 minutes each .
(Mastery o f the keyboard , and a working familiarity with
the var ious parts o f the machine ; s imple letters ; carboncopies ; directing envelopes .)
Fi rst Peri od
Second Peri od
Third Period
(0 )
Cb)
(C)
(d)
(e)
(f)
(g)
Explanation of machine and necessary wo rking par ts mentioned on page 5
Explanation of keyboard using charts on page“
4 , and the mach ine itself for further’illustration
Position at machine, pages 5, 6Touch and finger ing, page 6How to begin, pages 6, 7Explanat ion o f finger div is i ons in a genera lway , with special reference to the centraldivisionPrel iminary practice in acquir ing touch(Striking keys)
Review previous period 's wo rkDr i l l on memo r iz ing central divisionWriting first exerc ise, page 8
Review on location of keysD ri l ls on str iking different keysSecond exerc ise, page 8
120 TEACIIERS’MANUAL OF RATIONAL TYPEWRITING
Fourth Period
Fi fth Period
S ixth Peri o d
Seventh Period
E ighth Perio d
N inth Per io d
Tenth Per io d
E leventh Peri od
Twe lfth Per io d
Thirteenth Period
Fourteenth Peri od
Dri l ls in locating keysRhythm dri l lsWo rds o f h igh frequency , page 7Th ird exerc ise , page 8
Features o f mach ine , page 9Th ird exerc ise , page 10
H igh frequency wo rds , page 9Supplementary exerc ise , page 9
Features o f mach ine, page 1 1Th ird exerc ise, page 12Spec ial th ird finger exerc ise , page 11 , writ ing
one l ine o f each wo rd o n ly
Features of mach ine, page 13Th ird exerc ise , page 14Supplementary exerc ise , page 13, one l ine of
each wo rd on ly
Explana t ion o f second finger d ivis io n.
‘Jemo r iz ing new keysPre l im inary dri l ls in locat ing keysFirs t exerc ise , page 10
Locat ion and rhythm dri l lsSecond exerc ise , page 10
Explanation O f th ird finger d iv is ionPre l im inary dri l l on th ird finge r key sFirst exerc ise, page 12
Location and rhy thm dri l lsSecond exerc ise , page 12Wo rds o f h igh frequency , page 1 1
Instruc tion and pre l im inary exerc ise , page 13First exerc ise , page 14
Lo cat ion and rhythm dril lsSecond exerc ise, page 14H igh frequency words , page 13
192 TEACHERS ' MANUAL OF RATIONAL TYPEWRITING
Twenty-fourth Period
Twenty-fifth Period
Twenty-s ixth Period
Twenty-seventh Period
Twenty-eighth Period
Twenty -ninth Period
Th irtieth Period
Thi rty-first Period
Thi rty-second Period
Thi rty-thi rd Per iod
Thirty-fourth Period
Thi rty-fifth Peri od
Thi rty-si xth Per iodThirty-seventh Peri od
Thi rty-eighth Period
Quiz on Numerals , page 19Wo rds of h igh frequency , page 19Th ird exercise, th ird sentence, page 20
Study Eighth Lesson , page 21First exerc ise , page 22
Words o f h igh frequency , page 21D ic tation dri l ls on wo rds of h igh frequency ,page 21
Second exerc ise , page 22. Repeat as manyt imes as the time permi ts
Study “Numerals ," page 21
Quiz on “Numerals , page 21
Speed dri lls on th ird exerc ise, page 22
Instructions and suggestions, page 23Wo rds of h igh frequency, page 23
D ic tation drills on wo rds o f h igh frequency ,page 23First exerc ise, page 24
Second exerc ise , page 24Study o f “Spac ing after Punctuat ion Marks ,
page 23
Quiz on Spac ing after Punctuation Marks.page 23Speed dr i l ls on th ird exerc ise, page 24
Instruc tions and suggestions , page 25Wo rds o f h igh frequency , page 25
D ictation dri l ls on wo rds of high frequency.page 95
.
First exerc ise, page 26
Second exerc ise , page 26
Th ird exerc ise, page 26Study “Th ings You Ought to Know, page95
Speed dri l ls on fourth exerc ise , page 26
Ins truct ions and suggestions , page 27Wo rds o f h igh frequency , page 27
MEDAL OF HONOR EDITION
Thi rty-ninth Peri od
Forti eth Period
Forty-first Period
Forty-second Period
Forty-thi rd Period
Forty-fourth Period
Forty-fifth Peri od
Forty-sixth Period
Forty-seventh Per iod
Forty-eighth Period
Forty-ninth Period
Fi fti eth Peri o d
Fi fty-fir st Peri od
Fi fty-second Period
First exerc ise, page 28
D ictation dri l ls on wo rds of h igh frequency,page 27
Second exercise, page 28
Third exerc ise, page 28
Study ThingsYou Ought to Know, page 27
Speed dr i l ls on fourth exercise, page 28
Instructions , page 29
First section , words of high frequency, page 29
First exercise, page 30
Second exercise, page 30
Third exercise, page 30
Second section, words of high frequency, page29
Four th exercise, page 30
One correc t copy of Spacing after Punctuation Marks, page 23
One copy of Things You Ought to Know,
page 25
Copy the fo l lowing from Th ings You Oughtto Know,
” page 27, paragraphs 1 , 2, 7, 8 10
Make copy of Things You Ought to Know,
page 29
Study Introduction to Business Correspondence, page 4 1
S tudy and make one correct copy of letter onpage 45
Study Fo ld ing Letters, page 4 2Using Style Study I , page 4 5 , as a model ,copy letters given in first and second exer
c ises, page 4 6Repeat, if necessary , unti l wel l arranged , correc t copies are produced
124 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
Fi fty-thi rd Period Study Sel f-s tarter and Tabulato r keys, anduses , pages 42, 43
Using Style S tudy I as a guide, rearrange ex
erc ises three , four, and five , page 46
Fi fty-fourth Period S tudy Manifo l ding, page 43Study S ty le S tudy page +7 , and make
one copy . Make one carbo n co py
Fi fty-fifth Peri od Using Sty le Study I I as a guide. rearrangeexerc ises one and two , page 48. Make one
carbon of each
Fi fty-sixth Per iod
Fi fty-seventh Period
Fi fty-eighth Peri od
Fifty -ninth Period
Second Unit : Speed D rills . Practice from s imple matter until a speed o f at least 125 strokes a minute i s attai ned ,
with a margin of error o f o ne stroke .
Time : Indefinite , as the personal equation varies . (NoteProbably a majority o f the students who intelligently have
gone over the part of the textbook outl ined in the foregoing, wi ll have acquired a speed approximating the stand
ard established . The following speed drills wi ll be valuablechiefly in greatly increasing that speed .)Outline of Program : The student should make a study
of the points covered in“Introduction to Speed Studies ,
"
beginning page 3 1 . This wi ll prepare the student for
Prepare exerc ises three and four , page 48 , in
acco rdance with instruc t ions fo r Fifty-fifthper iod
The teacher wi l l instruc t the c lass group asto the proper fo rm fo r a perso nal letter
Write a personal letter of your own compos ition to a friend
Study D irec ting Envelopes, pages 70, 71D i rec t envelopes acco rd ing to addresses given,
page 72
Study I l lustrat ion of the Finished Letter,page 63Wr ite a personal letter, mak ing one carboncopy
126 TEACHERS’MANUAL OF RATIONAL TYPEWRlTlNG
Th ird Period
Tenth Period
Eleventh Period
Twelfth Period
Thirteenth Period
Fourteenth Period
Fi fteenth Period
Sixteenth Period
Seventeenth Peri od
Eighteenth Period
Nineteenth Period
Twentieth Peri od
Style Study I I I , page 49
First exerc ise , page 50
Second and Th ird exerc ises, page 50
Style Study IV, page 5 1
Firs t and sec ond exerc ises , page 52
Style Study V , page 53
First, second, th ird , and fourth exerc ises , page 54
Sty le Study VI , page 55First exerc ise, page 56
Second and th ird exerc ises, page 56
Style Study VI I , page 57
Second exercise, page 58
First and th ird exerc ises, page 58
Sty le Study VI I I , pages 59, 00
First exercise, page 61
Second exerc ise, page 61
Th ird exerc ise, page 62
Telegraph ic Messages , pages 64 65
Fo ld ing Le tters, Posta l Cards ,Reviewpage 42
O rig inal letters
Review Tabulator and Sel f-starter, page 42Review D irec t ing Enve lo pes , pages 70, 7 1D irec t envelopes, page 72
Study Characters No t on the Keyboard , page72
Wr ite the fo l lowing letters , mak ing one carbono f each ; prepare enve lope, get them s igned bythe teacher ; fo ld proper ly, ready fo r mai l ing :pages 47, 49 , 5 1
Fourth Unit : Practice on business and legal documents.
Time : Two forty—five-minute periods fo r ten days— 20
periods.OUTLINE
(NO T E : In o rder to avo id the s lowing up of speed on th is k ind of mat
ter, it is recommended that al ternate periods be devo ted to speed wo rk .
MEDAL OF HONOR EDITION
Magaz ine artic les or any sui table mater ial may be used. Shorthand Dictation Dri l ls ” contains spec ial ly selected mater ial for th is purpose. I t isprinted in large type to make copy ing easy .)
First Peri od E leventh Period
Twelfth Period
Thi rteenth Perio d
Fourteenth Peri od
Fi fteenth Period
Sixteenth Peri od
Seventeenth Peri od
Eighteenth Peri od
Nineteenth Peri od
Twenti eth Peri od
Fifth Unit : Time : TWO forty-five-minute periods fo r 10
days— 20 periods .
TABULATING AND ROUGH DRAFT
OUTLINE
Page 66
Page 67
Page 68
Page 69
(a) Study and discuss pages 73, 74 , 75(b) Copy i l lustration No . 3 , page 74
First exercise, pages 81 , 82
(a) Second exercise, page 82(b) First exercise, page 83
Eighth Peri od Second, th ird , and fourth exerc ises, page 83N inth Peri od Fifth and sixth exerc ises, page 84Tenth Peri od Seven th and eighth exerc ises, page 84 .
Eleventh Period (a) Study Tabulation Studies,” “B i l ls and S tatements,
” “Methods of B i l l ing,” page 76
(b) Copy page 77
128 TEACHERS“ MANUAL OF RATIONAL TYPEWRITING
Twelfth Peri od Exerc ises 2 , 3 , page 78
Th i rteenth Period Exerc ises 4 , 5, page 78
Fourteenth Peri od Exerc ises 6 , 7, page 78
Fi fteenth Period Exerc ises 8 , 9, 10, page 78
Sixteenth Per io d Exerc ises 1 1, 12, 13, page 78
Seventeenth Peri od (a) Page 79
(b) Exerc ise 9, page 80
Eighteenth Peri od Exerc ises 6, 7, 8, page 80
Nineteenth Peri od Exerc ises 3 , 4 , 5 , page 80
Twentieth Per i od Exerc ise 2 , page 80
(NOTE : 10m inutes of each of the periods to be devoted to " Speed D ri l ls .
TEACHERS’MANUAL OF RATIONAL TYPEWRITING
An explanat ion of the touch wi th demons trations . A demonstration of the proper finger act ion (see i l lustrat ions 3 and 4 ,
page
An explanat ion of the keyboard charts and how they are to be usedby the student. D ri l l on memo riz ing. Pract ice in making thevarious reaches.
How to Begin, as explained on page 13.
Practice on the regular exerc ises of the lesson, page 14 . Five copiesof each exercise.
Pract ice the fingering exerc ises fo r Lesson One given on page 101 ;two l ines of each combination.
The fo l lowing sentences may be introducedBuy my rug. Try my gun. Burn my fur ry muff. Try myhymn . Hu hurt my thumb. Bury my ruby rug. Hun t my
gum.
In practic ing the sentences capi tals and punctuat ion may be om itted .
Second Week
(8 )
(b)
(0
Review dri l l on the first keyboard d ivision in o rder that the studentmay be sure he knows the exac t location of each letter .
New features of mach ine to be learned (see page
(NOTE : If the periods are sho rt , th is lesson may be divided up
into as many sec tions as are necessary.)
An explanation of the new sec tion of the keyboard to be learned.Practice on memo rizing. Pract ice on mak ing the reaches.
Prac tice on Exercises 1 and 2, page 16—five copies.
Reviews on touch and the features of the machine learned in LessonOne.
Practice on the words given in the supplementary exercisch two
l ines of each word .
Thi rd Week
(3 ) Review first and second finger keyboard sections of Lessons Oneand Two .
(b) New features ofmach ine (page and review features learned inprevious lessons.
OUTLINES FOR SINGLE KEYBOARD EDITION! 131
Memoriz ing of the new sec t ion of the keyboard (see exercise on page17— two l ines of each word ; hal f sheets to be used ; one co lumn wi l lfi l l a half-page) .
Practice in making the reaches to the new keys.
Practice on the regular exerc ises of the lesson ; each exerc ise to bewritten five times ; hal f sheets to be used .
Special pract ice on th ird finger exercise (page arrange and praetice as outl ined for supplemen tary exercise in Lesson N o .
Practice on Supplementary Exercise (page
Fourth Week
(a) New features of mach ine to be learned (page and review partslearned in previous lessons.
(b) Memorize the new section of the keyboard.
(c) Explanation and i l lustration of proper method of keeping fi rst fin
ger touching the keys“ f ” and
“ j ”whi le operating the fourth
finger keys.
(Demonstrate )
(d) Practice on Exerc ises 1 and 2, page 20; five copies of each exerc ise ;use hal f sheets.
(e) Pract ice on the supplementary exercises as outl ined in previous lessons.
(f) Pract ice the fourth lesson fingering exerc ise on page 102.
Fi fth Week
(a) New features of machine to be learned (page 21) wi th a thoroughreview of previous features .
(b) Explanation and demonstration of method of mak ing cap ital letters.Practice in striking various capi tals as outl ined on page 21.
(0) Practice on Exerc ises 1 and 2, page 22 ; five copies of each on hal fsheets.
(d) Practice on Supplementary Exercises, page 21, as outl ined in the
book.
(e) Practice the fingering exercise on page 102.
132 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
S ixth Week
(a) Prac t ice on new features o f mach ine to be learned .
(b) Prac t ice on charac ters no t on the keyboard .
(c) D r il l on mak ing reaches to various letters .
(d) Prac t ice on Exerc ises 1 and 2 , page 24 ; five cop ies o f eac h on hal fsheets .
(e) Prac t ice on Supplemen tary Exerc ise , page 23 , as previously out
l ined .
(NOTE : I t wi l l be necessary to review tho roughly“a
"
and blater in the course.)
(f) Prac t ice the finger ing exerc i se g i ven on page 103.
(g) Make up a budget of the fi rst s ix lessons . (See page 9 fo r instruc tions.)
Seventh Week
(a) Explanat ion of new method of prepar ing the lessons. (See ins truct ions on page Ful l sheets are. now to be employed .
(b) Ass ign fo r study “Numerals . A quiz shoul d be given in th is at
the next lesso n.
(c ) Pract ice on Exerc ises 1 , 2, and 3 , page 26.
(d) A co py of Numerals , page 25 , shoul d be assigned .
(e) Prac t ice fingering dr i l ls gi ven on page 103 .
E ighth Week
Fo l low the outl ine given fo r the seventh week , us ing the material inthe eighth lesson, page 28 .
Prac t ice fingering dr ills given on page 104 .
Ninth Week
(a) Memo riz ing upper bank of keys.
(b) Prac tice on Exerc ises 1 , 2, and 3, page 30, as outl ined for seventh lesson.
(c ) D r i l l on“Numerals, page 27
(d ) Assign fo r study “ Spac ing after Punctuat ion Marks , page 29.
(e) Make one copy o f “Spac ing after Punc tuat ion Marks." page 29.
( f) Pract ice on fingering dri l ls gi ven o n page 104 .
134, TEACHERS’MANUAL OF RATIONAL TYPEWR ITING
Fi fteenth Week
(a) A study o f the various parts of a business letter.
(b) A study of “How to Arrange a Bus iness Le tter Art is tical ly —pages38 , 39.40.
(c) Exerc ises 1 and 2, page 4 1 ; five cop ies of each .
(d) Some cop ies of “How to Arrange a Business Letter Artis tically .
S ixteenth Week
(a) A study of the d irect ions fo r preparing the fourteenth lesson—page42.
(b) e rcises l , 2, 3, 4 , 5 , 0, 7, pages 43—51.
(c) A study of man ifo ld ing.The m imeograph .Fo ld ing letters (with demonstrat ion) .Copies o feach of the fo l lowing art ic les : Suggestions fo r the
‘
Typ is t9 ,“Mak ing Enc lo sures " “ Co rrec t ions and Erasures “ Po sta l
Cards "
;“Man ifo ld ing The M imeograph " ; “ Fo lding Letters .
"
Seventeenth Week
(The lessons in Rational Typewri ting from the fifteenth lesson o n are
designed fo r a mo re comprehensive course. The fo l lowing outl ine fo r lessons 15 to 24 , inc lusive, shoul d therefore be subst ituted in a 24-week course .)
(a) Constructive work to develop the student'
s knowledge of fo rm and
arrangement and to give him additional typing speed on businessco rrespondence . The material given in assignments Nos . 2 and 3
of“O ffice Training for Stenographers " is espec ial ly adapted to
such an exerc ise. Th is can be supplemen ted by o ther letters whichthe teacher can previously prepare. These letters may , if des ired ,be taken from “Gregg Speed Studies ” previously studied in the
sho rthand c lass. They should be writ ten on a dupl icat ing mach ine so that each s tudent can be furn ished wi th a co py , o r the
studen ts may prepare their own co pies, transcribing from the
sho rthand no tes. In prepar ing the exerc ise the matter should bewritten straigh t along without any attempt at arrangement o rparagraph ing . Th is should be left to the student. After the ex
erc ises have been prepared and inspec ted , such exerc ises as have
no t been arranged in acco rdance with the princ iples laid down in“How to Arrange a Business Letter Artist ical ly ,
"
shoul d be re
turned to the student with critic ism and new co pies be required .The preparat ion of these letters wi l l affo rd a valuable dri l l to the
OUTLINES FOR SINGLE KEYBOARD ED ITION 135
advanced students. The teacher may use with advantage someof the mater ial of the Revised Edi tion of Rational Typewr i tingfo r this purpose.
As many exercises as the time wi l l perm it shoul d be provided for thefifteenth lesson.
Eighteenth Week
(a) A study o f directing envelopes ; study i l lustrations on page 53.
(b) Working out the first exerc ise whi ch consists of di rec ting twentyfive envelopes from the addresses given in the book.
(c) A study of the finished letter descr ibed on page 54 and i l lustratedon page 55. A l l of the letters previously wri tten should then haveenvelopes addressed and the letters prepared for the d ictator’sdesk by arranging them as shown on page 55.
(d) Th ird exercise : The students shoul d be given an oral exam inationto ascertain their knowledge of th is subject . Exercises should beprovided for wr iting te legrams and blanks furnished . For mater ialfo r this exerc ise see O ffice Train ing for Stenographers ,
” pages151 and 152.
(e) A study of the best methods of transcrib ing (see page 8 Suggest ionsfo r Handl ing O ffice Training for
(f) Transcr ibing letters from shor thand no tes. This matter at first maybe put on the blackboard by the teacher . This practice wi l l tendto keep the students’eyes fixed on the blackboard.
Nineteenth Week
(a) A study of the method of preparing th is lesson,page 58.
(b) Prepare Exerc ises 1 and 2, page 59.
(c) A study of “Rough Draft, page 58.
(d) Prepare exercises 3, 4 , and 5, pages 60, 61, 62.
(e) Transcri pts from shorthand plates in Gregg Speed Studies”
on the board wr i tten by the teacher .
Twenti eth Week
(a) Study “ Centering, page 58 of Rational Typewri t ing. The exer
c ises should be provided for practice on cen ter ing. Th is shouldbe composed of ti tles of books with subtitles (see page 625, July,1912
, Gregg Wr iter) , titles of var ious business papers, wi l ls, speci
136 TEACHERS’MANUAL OF RATIONAL TYPEWRITING
fications , contrac ts , etc . (see sec tion 10 Office Training fo r SteSee also exerc ises on pages 84 and 85 of Rational
Typewriting.
(b) Transcr ibing from sho rthand no tes, as in the fo rego ing.
Twenty-first Week
Th is is a “speed lesson , pure and simple. The objec t is to regain
speed in straightaway copy ing.
(a) Provide a number of general magaz ine artic les to be wri tten fo r thepurpose of gaining speed in copy ing from straight matter. Manyo f the artic les given in “ Sho rthand D ic tation D ri l ls ” (the GreggPubl ish ing Company) o r
“ Speed Studies” from the Revised Ed it ion of Ra tional Typewr iting wi l l affo rd exce l len t pract ice o f
th is kind . These may be prepared on the m imeo graph by thestuden ts in the advanced departmen t, and wi l l furn ish splend idprac t ice in the use of th is mach ine.
An introduc tion to the wo rk o f th is lesson m ight be made up o f the
exerc ises on“ Paragraph Writing given in the Typists’Depart
ment o f the Gregg Wr iter . I t should be supplemented by plentyof practice. The aim o f th is wo rk is to acce lerate speed in writ ing .The necessi ty fo r accuracy should be kept co ns tantly in m ind .Speed contests may be o rganized to awaken interest in the sub
jcet. A t fi rst pract iced matter should be used , and then newmat
ter, as above outl ined .A useful exerc ise that may be fo l lowed by teachers at th is stage , is
to d ic tate d irec t to the mach ine, wri ting the matter d ic tated on theboard at the same t ime in sho rthand. Th is focuses the eyes o f thestudents on the board and gets them in to the hab it o f read ingsho rthand and typing at the same t ime.
(b) Transcripts from students’own sho rthand no tes .
Twenty-second Week
(a) S tudy the direc tions fo r seventeenth lesson in Rational Typewriting,pages 63, 64 , and 65 .
(b) Make one copy o f fo l lowing documents and prepare sui table manuscript covers fo r each
1 . Fo rm o f contrac t—page 66.2. Fo rm of wi l l—page 67.3. Fo rm o f Power o f A tto rney—page 68 .4 . No tice o f Shareho lders’t inr
—page 68.
DETAILED SUGGESTIONS FOR HANDLING THE
First Period
Second Peri od
Third Peri od
SINGLE KEYBOARD EDITION
FIRST LESSON
The first period shoul d begin by a general explanation o f
the typewriter, its method of o peration and the mechan ical features wh ich are nec essary to kn ow at the
start. The outl ine wi l l give the steps in their pro perorder.
(a) The po sit ion at the machine.
(b) Method of insert ing and remo v ing paper .(c) Spac ing for a new l ine and return ing carr iage .
(d) Releas ing the carriage .
(e) The posit ion of hands and arms .
(f) General explanat ion of the keyboard (see charts , page
(g) Method of striking the keys .
(h) The central d ivi sion of the keyboard .
( i) How to begin (page(j ) Enough prel im inary wo rk on the centr al div is ion to
satisfy the student’s des ire to wr ite something, as
he woul d fee l that he had made no progress unlesshe had done th is .
(a) Rev iew o f prev ious lesson. D rill on the central divis ion—mak ing the reaches , due time be ing given tothe general method of operat ing and the pro pertouch .
(b) Ass ign the first exerc ise fo r pract ice under the d irec'
t ion of the teacher.
(a) D r il l on locating keys in central d ivis ion. The exer
c ises on page 101 may be used at the d isc re t ion o f
t he teacher , in wh ich case ano ther period will berequired .
(b) D r il l on wr it ing such sentences as the fo l lowing.“
om itting capi tals and peri ods, fi l l ing up one l ine o f
each sentence :1 . Try my gun.2. Buy my ruby rug.3 . Try my hymn.4 . Hugh burnt my
fur muff.
5 . Hunt my funny jug .
6 . Thy untruth hurt.7. Hug truth but bury
untruth .8. Ha burnt my mum
my .
OUTLINES FOR SINGLE KE YBOARD EDITION 139
Fi rst Period
Second Period
Third Period
First Peri od
Fi rst Period
S econd Period
Assign second exerc ise to be wr itten under the supervision of the teacher.
Acceleration dri l ls.
First exerc ise, page 101 .
SECOND LESSON
Review mechanical features and take up new features.Explain new section of the keyboard and dr i l l in lo
eating new letters . (first paragraph , pageAssign first exerc ise.
Assign second exercise.
Assign the words of th is exerc ise to be written once
each i n the o rder g i ven as a concentration exerc ise.
This plan shou l d be a part of all the fingering exerc ises that fo l low.
Assign th ird exercise .
Assign the wo rds of the second exerci se to be wr itten once each in the o rder given .
Assign supplementary exercise.
Acce leration dr i l ls.
Second exerc ise, page 101 .
THIRD LESSON
Br ief review, and new mechan ical features.Take up new finger ing division and dr i l ls.Assign first exerc i se .
Assign second exercise.
Assign th ird finger practice.Assign supplemen tary exerc ise.
Use th ird exerc ise on page 102 if time permits
Acceleration dr i l ls.
Th ird exerc ise, page 102.
FOURTH LESSON
Review, and new mechanical features.New finger division .
Assign first exerc ise.
Assign second exercise.G ive concentration exercise, as outl ined secondlesson .
140 TEACHERS’MANUAL OF RATIONAL TYPEWRl'
l’ING
Thi rd Perio d (a) First supplementary exerc ise .
(b) Second supplementary exerc ise.Acce lerat ion d ri l ls .
Fourth exe rc ise , page 102.
FIFTH LESSO N
First Peri od Rev iew d ivis ion o f the keybo ard and locat ions .
Take up new finger d ivis ion ; dri l l on locat ions .Ass ign first exerc ise.
Second Peri od Ass ign second exerc ise .G ive concentrat ion dri l l , as previously
o
suggested .
Third Period Talke up capita l letters and dr i l l tho ro ughly on shi fte
Assig
y
n supplementary exerc ise No . 2.
Fourth Perio d Review and dr i l l on kevboard and capitals.Ass ign supplementary exerc ise No . 1 .
Fi fth Perio d Fifth exerc ise , page 102.
SIXTH LESSON
First Per iod (a) Rev iew and dr i l l .
(b) New features O f mach ine .
(c) First exerc ise.
Second Peri o d (a) Concentration exerc ise on fi rst exerc ise .(b) Second exerc ise.(c) Speed dri l l.
Third Peri od (a) Concentration exerc ise on second exerc ise .
(b) Supplementary exerc ise, page 23 .
(c) Speed dr i l l .
(NO TE : The wo rk on Charac ters No t on the Keybo ard should be de.!
fe rred unt i l Business Co rrespondence ” is reached .)
Fourth Peri od Speed d r il ls o n al phabet and alphabet ic sentences .
Fi fth Peri od S ixth exerc ise, page 103 .
SEVENTH LESSON
First Period First ass ignment.
(NO T E : The instruc t ion fo r prepar ing th is lesso n (page 25) should becareful ly read and fo l lowed . I t wi l l be see n that the “
Exe r cises are no t
to be written as presented , but as instructed .)
14g TEACHERS ' MANUAL OF RATIONAL TYPEWRITING
ELEVENTH LESSO N
First Per i o d Speed d ri l l on al phabe tic sentences .
First exerc ise, as instruc ted .
Second Peri od Speed dri l l .Second exerc ise.“Th ings You Ough t to Know —study and
Third Peri od One copy o f page 33.
TWELFTH LESSON
Exerc ise , page 36.
One copy of “Th ings You Ought to Know, page 85 .
SPEED DRILLS
A t th is po int in the student’s work it would be wel l to introduce fourteenperiods of cont inuous speed dr i l ls on straight matter beginning with simplematter and gradual ly inc reas ing in speed. The purpose o f th is is to g ive thestudent a cont inuous wo rking speed on straight matter befo re he encountersthe problem o f arrangement of bus iness letters. The attent ion that wi l l benecessary in study ing the fo rms and arrangement o f bus iness letters wi l labso rb much o f the student's effo rt , and if he has no t laid the foundat ionfo r effec t ive wo rk in cont inuous wr it ing he wi l l become discouraged . If, onthe o ther hand , he has acquired a good s tyle of techn ique in the o perat ionof the keyboard , he has transferred the man ipulation of the keys to the
automat ic s tage and he is left free to concentrate his who le attent ion on fo rmand arrangement.The speed dri l ls shoul d beg in with s imple paragraph wo rk and the length
of the exerc ise then gradual ly increase, un t i l toward the end of the fourteen periods when practical ly a who le per iod wi l l be taken in making onecopy o f the matter ass igned fo r pract ice. Fo r th is purpose the “ SpeedStud ies ” in the Medal o f Hono r Ed it ion may be used by the teacher. Th ismay be supplemented by material from “ Shor thand D ic tation Dri lls ,
"
o r
from Constructive D ic tation.
”
The best method o f conduct ing the speed dr i l ls is to po int out the d ifficul two rds to finger in any
"speed study ” and have the studen t practice each
of these a few t imes unti l he has mastered the d ifficul t ies o f the ind ividualfingering. Then the ent ire exerc ise should be assigned fo r pract ice a givennumber o f t imes o r fo r a certa in length o f t ime. The nex t step is to testthe ent ire group on the “
speed study to asce rta in whether o r no t the re
quired speed has been at tained . No effo rt should be made to keep thestuden t on the “
speed study " unti l he has memo ri zed it.
OUTLINES FOR SINGLE KEYBOARD EDITION 14 3
THIRTEENTH LESSON
Fi rst Period D iscuss the po ints on pages 37, 38, 39, 40 and i l lustrate. The teacher may use some of the simplebusiness letters from “Gregg Speed Studies’as an
introduction to arrangement.
Second Peri od Review po ints of first period.
Ass ign first exercise.
Third Period Review po ints of first period.
Assign second exercise.
FOURTEENTH LESSON
First Period D iscuss “ Suggestions for the Typist and MakingEnc losures.Continue speed dri l ls on alphabet and alphabet ic sentences , at beginn ing of period s typing.
First exercise.
Second Peri od D iscuss new topics.Second exercise.
Thi rd Peri od D iscuss new topics (pageThird exerc ise.
Fourth Peri od Speed dri l ls .Fourth exercise.
Fi fth Peri od Speed dri l ls.Fifth exerc ise.
S ixth Period Speed dri l ls.Sixth exerc ise.
S eventh Peri od Seventh exerc ise.
FIFTEENTH LESSON
First Peri od Study first exerc ise, page 59.
Make one copy of the first exerc ise, page 52.Start address ing o f envelopes, first exerc ise , page 54 .
S econd Peri od Finish addressing envelopes, page 54 .Study i l lustration , page 55 .
Make one copy of page 55 with envelope.
14 4. TEACHERS’MANUAL OF RATIONAL TYPEWRITING
Thi rd Peri od (a) D iscuss thi rd exercise .
(b) Copy te legraph ic messages , page 57.
(NO TE : Telegraph ic blanks should be used . The teacher can add to the
wo rk o f th is lesson by supply ing data fo r o ther te legrams , wh ich should bewr itten on telegraph ic blanks . See O ffice Train ing fo r
SIXTEENTH LESSON
Fi rst Period (a) Study page 58.
(b) First and second exerc ises , page 59.
Second Peri o d Th ird exerc ise.
(NO TE : Befo re ass ign ing the th ird exerc ise d iscuss Rough Draft, and
impress upon the students the necess ity fo r making all co rrectio ns . The
rearrangement o f a sentence may make an imp ro vement . Paragraph ing.punc tuat ion and spe l l ing to receive careful cons iderat ion .)
Thi rd Peri od Fourth exerc ise .
Fourth Peri od Fifth exerc ise.
LESSO NS SEVENTEEN TO TWENTY-EIGHT (Inclusive)
Twenty~ four peri ods. Each lesson wi ll requi re two periods on an average.
The student, by the t ime he has reached the seventeen th less on , shouldbe far enough advanced in sho rthand to begin mak ing transcripts . Con
sequent ly , on ly part o f the day'
s wo rk wi l l be ass igned to typewr it ing fromcopy . There is enough mater ial in each of the lessons fo l lowing to takepart of a per iod on ly , as i t is assumed that if the student has go ne o ver thewo rk in the fo rego ing lessons tho roughly, he wi l l have a typ ing speed thatwi l l enable him to co py any o f these papers quickly . The main o bjec t inpresent ing these is to fam i l iarize the student wi th the fo rm . The reduc t io nof the amount of matter gives more t ime fo r t ranscribing.
LESSO NS TWENTY-NINE TO THIRTY-THREE ( Inclus ive)
The same method can be pursued in handl ing these lessons as in'
the preceding sec tion—Lessons seventeen to twenty-e ight . Ten per iods required .