LESSON 51

Drill 57

Make capital I, and continue with the reverse oval. The count should be two for I and six for the oval, as follows: 1, 2; 3, 4, 5, 6, 7, 8. Apply enough speed to make the lines smooth and clear-cut.

Drill 58

Question: Where and how does capital I begin? Answer: Below the base line with upward motion. Question: How wide is the upper part? Answer: A little less than half the width of the lower part. Question: How is it finished? Answer: With a full left curve and a dot at the end. Question: Where do the first upward and the first downward lines cross? Answer: At the height of small o. Question: What part of the space between the ruled lines is occupied by I? Answer: About three-fourths. You should analyze every letter you practice just as completely as is done in these questions and answers. Then you will have good mental pictures of the letters, will see at once when they are poorly made, and will make them well as soon as you have good control of the movement. Without the good mental picture, you will never write well, no matter how perfect your control of motive power may be.

With a count of 1, 2, for each letter, make forty-five or more to a minute.

Drill 59

To form the angle at the left, there must be a full stop in this style of capital I. It is hoped that you have remembered and tried to apply the instructions of an earlier lesson about stops in making all angular connections.

This is a particularly good style of capital I to use in beginning a word, as shown in the following drill. Count 1, 2, 3; or 1, 2, swing.

Drill 60

MOVEMENT DRILL DESIGN

It is often a good plan to encourage students to give full play to their inventive and constructive ability in adapting the drills to different designs. Such work, however, should be done largely out of school hours. A great variety of such designs from schools where the Palmer Method is in use may be seen on the walls of the author’s offices. In the drills mentioned are mainly used the straight line; compact, open and interlaced ovals, large and small; small m, n, e, o, c, l, h, and b. Among these designs are houses, carriages, crosses, battleships, and many curious designs for which we do not find names. Many are worked out in colored inks and the effect, on the whole, is pleasing.

Herewith we give a drill that is a favorite exercise with many teachers. Let the student use pencil outlines to indicate length of lines and width of ovals.

YOU CANNOT FAIL, IF YOU STUDY THE INSTRUCTIONS AND FOLLOW THEM

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