Methods of Teaching T Ypewriting With Keys to Rational T ...

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

CO PYRIGHT.1919,

THE GREGG PUBLISHING COMPANY0 82

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


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.


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.

https://www.forgottenbooks.com/join

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.


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


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


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.


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


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,


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


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


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 ,


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.


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 .


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.

”


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


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.


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.


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 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


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


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


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


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


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


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 .


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


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 .


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 .

”


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


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


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


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


EXERCISE 2 EXERC ISE <2


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




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




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



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




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




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




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


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


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


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


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


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


EXERCISE l EXERCISE I


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


SUGGESTION FOR TITLE PAGE


PAGE 130


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


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

1 0 00 4 0 cc

26 so 197 so

KEY TO ITEMI Z ED BILL



(See pages 1 13 and 1 1 1, fo r {owls of ofher bills of these lessons.)


‘

HE UI'IIV'

ERSAL DI STR I BUT I N G COLIP AII"MAD I SO N AVE NUENEW YORK

ORDER 110 35 2 4NEWYORK MARCH 3 1 1 91 9

SOLD TO WALTERS ANDRE WSNEW YORK C I TY1 3 1V YORK

#20 SECT I O N#2 005{ REVOLVI N G CHAI R OAK#1 06 -60' FLAT TOP DESK OAK#1 07¢ p REVOLVI N G CHA I RS OAK41 93 -60n TYPEWR I TER DESK OAK W I THATTACHME N T IN LEFT PEDESTAL

45 TYPEWR I TER STA N DS OAK 1 3 50

46 06 -6 0" FLAT TOP DESK N OAK

#9 4 -39“TYPEWRI TER DESK OAK#1 07%P ST OOLS OAK#8 7 -8

' STA NDI N G DESK W ITH CASHT I LL so OAK

#4 4 } -4' SE TEE

#201 w S I DE CHAI R OAK#1 07§P S a S CHA IR OAK1 93-6 0"TYPEWR I TER DESK OAK#107¢P

' REVOLVI N G CHAI R OAKG ALLO N FUR NI TURE POLI SHfisoos COSTUMER OAK#4 T OPS 4 #20 SECT I ON S 2 #22 SECT IO N S

2 #24 SECT I O N S 2 #4 90 BASES ALL OAK£20055 s a s CHA I R OAK#20055 RE VOLVI N G CHA IR P L SEAT OAK#1 65 TABLE OAKgvoo-Az

" T ASLE#voo-sou TABLE OAK 2 1 00

£TLD-6 0" TABLE OAKl #3CO¢P S a S CHA I R OAK

TOP DESK OAK1 geoosf REVOLVI N G CHAERS OAKl #4 TOP 2 #20 SECT I O N S l #22 SECT I O N S

l #2 4 SECT I O N S I #4 90 BAS E ALL OAK

H

N

H

H

’T‘

N

WH

H

H

P

P

P‘

b-‘

l-J

PO

I-Jar

wb)

‘

wb—u—a

KEY TO ITEMI Z ED BILL


EXERCISE Q EXERCISE 2

(See pages 107 and 108 fo r totals of other exercises of these lessons .)


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


EXERCISE 2


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




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



EXERCISE EXERCISE 3


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


REVISED EDITION M OF H

LESSON 64 LESSON 33

.EXERCISE 4 EXERCISE 4


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





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


REVISED EDITION M OF H EDITIONLESSON. 65 LESSON 33


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





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)


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


(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 :


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


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


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


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


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


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 .


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.


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


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.


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 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.


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 .

RETURN EDUCATION-PSYCHOLOGY lIBRARYTO- b 2600To lmo n HO ll 6 4 2 -4 209

ALLBOOKS MAY BE RECALLEDAFTER7 DAYS2 ho ur bo o ks must be renewed in pe rso n

Return to desk fromwh ich bo rrowed

DUEAS STAMPEDBELOW

UNIVERSITYO FCALIFORNIA,BERKELEY

FORM NO . 0010, 5m, BERKELEY ,CA 9 4 720

Methods of Teaching T Ypewriting With Keys to Rational T ...

Documents

Transcript of Methods of Teaching T Ypewriting With Keys to Rational T ...