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I need mindless distraction, and this fills the bill… March 25, 2014

Posted by skypigeon in Uncategorized.
Tags: , , , , , , , , ,

It’s been awhile. I know. Something tells me you’ve managed to survive without my pithy eloquence, but I’m going to post tonight anyway because a distraction from my thoughts would do me good. Might do you good too, depending on what your thoughts have been. Mine have been with some who are close to me going through yet again a difficult time, and while I could blog about that, something tells me they’d appreciate it if I didn’t. So I won’t. There, that was easy.

I’m going to tell you a story instead, about me as a kid. I could be a very distracting kid. One of my bigger distractions was in fifth grade. In fifth grade, at least when I was growing up, “writing” was one of the things you got a grade on. What they really meant was “penmanship,” but I guess that wouldn’t fit on the report card or something. When I was growing up, in elementary school, “penmanship” was “writing.” That other thing involving words, for which you received a separate grade, was “reading.”

Though “reading” and “writing” were graded separately, by fifth grade they were most often assigned concurrently, as by fifth grade, you were expected in at least some pitiful, struggling detail to write about what you read.

By fifth grade, my young mind was starting to see connections between things, one of which was, even though I was understanding the material pretty well–I thought so, anyway–my assignments kept coming back with C’s. Not because I wasn’t understanding the material as well as I thought, sometimes I didn’t, but more often than not I did. They were coming back because my “writing”–by which I mean my “penmanship”–was terrible.

Well, then, my young mind said, what would happen if my “writing”–again, by which I mean, my “penmanship”–weren’t so terrible?  Would I get better grades if people could actually read what I wrote?

Why, yes! Yes, perhaps I might! So, my fifth-grade mind told me, there was one–and only one–rational and logical thing to do: stop writing in cursive. 

So I did. From there on out, all my assignments, I wrote in what today they call “manuscript.” We called it “printing.” Every assignment to write I received, I printed.

Lo and behold, my grades started going up. Almost instantly.

My mother was still horrified.

My mother was shocked–shocked!–that my teacher for the reading and writing segments (by fifth grade, my elementary school started moving kids between classes to get them ready for junior high school) was not only allowing me to be such an undisciplined slacker but apparently encouraging it. Enough so at the next parent-teacher conference, they had a discussion about it.

My teacher won out. “He wants to be understood,” she told my mother. “I will not penalize a student for wanting to be understood.”

I never wrote an assignment in cursive again, ever.  No teacher made the slightest deal out of it. Ever. By my sophomore year I was learning to type and from there on out that would be how I would write any such assignment given to me.

That was before personal computers, then tablets, became commonplace. Not very far before, I’m not that old; but the point I’m making is one of the smartest damned things I ever did was to dump cursive and start writing in manuscript. I didn’t realize until I was older exactly how much writing in poor, sloppy cursive held me back as a kid. I could have slowed down and given myself more time to be neat, I guess, but my brain doesn’t work like that. My brain wants that thought down on paper NOW, while it’s intact, before it gets forgotten or squirreled up.

Supposedly a good cursive aids the speed in which your thoughts hit the paper, because you don’t need to lift the pencil from it nearly as much. Maybe for some. Not for me. I notice keyboarding this blog entry that my fingers lift off the keys way more than if I were writing it in either manuscript or cursive, yet the words sure are coming up more quickly.

Why in the world is this on my mind?  Well, I was out on an errand this evening after work and had the car radio on NPR, and this story was the feature.

Normally I don’t react viscerally to NPR stories, but this one had me talking to the radio more than once. Especially fascinating was one Tennessee legislator’s opinion that not teaching cursive in schools was somehow denying students the opportunity to read the nation’s founding documents.  Think about it–in 1776, and 1783, were there typewriters?  The Declaration of Independence and the Constitution are written in cursive, are they not? How dare we, then, not teach our children the very method used to write those documents so sacred to our heritage?

Seriously–this legislator was genuinely scared that because our kids are no longer learning cursive, they will no longer be able to read documents written in cursive.

I like to think our kids are smarter than that. I also like to think that there are at least a couple of versions floating around that came off a printing press instead of from someone’s poor, tired hand, that Gutenberg’s invention didn’t go entirely to waste not making a copy or two of the Constitution and the Declaration of Independence. You think? 😉

As is, I’ve said all I really can about it, save for this: It’s nice to know I’m not the only one passionate on the subject, and it’s nice to know that paranoia and conspiracy theories aside, the science on the subject seems to back me up.

Edit: Check out the comments section for a few words on this from Kate Gladstone      (http://handwritingrepair.info/). Enlightening, to say the least. 


I’m very close to finished editing the old Butterfield Fishing Shows I’ve told you about in earlier entries. Once I get them the way I want them, I’ll send my dad and brothers copies.

If I’m really feeling brave, I might even put them up on my YouTube channel–the one I didn’t even know I had. Turns out if you’ve got a Google sign-in, by default you have a Google+ account, including a YouTube channel to gussy up and program as much as you choose–provided, of course, you don’t violate copyright laws.

There, I might have a problem.

See, the Butterfield Fishing Shows as I produce them, have music in them, in many cases easily recognizable music, and, well, the RIAA doesn’t take too kindly to people using music without paying the people who made the music.

Fortunately there’s also a thing called the Fair Use provision of American copyright law, and for 99% of the music I’m using, I’m well within its bounds.

The trouble is the one or two tunes where I might not be, and YouTube’s nasty habit of muting or dumping videos that use too much copyrighted music.

But if you ever saw one of these shows, you’d not only understand why I’m using the music, you’d probably insist I did. I don’t have to, I guess, but it just adds a certain je nais se quoi that makes the difference between a fun, funny story and just a bunch of dudes fishing.

When did life become so hard, anyway?

Enough rambling. Sleep well, America. Good night.




1. kategladstone - March 26, 2014

Handwriting matters — but does cursive matter?

Skypigeon, here’s why you are in the “write” —

• Research has long documented that legible cursive writing averages no faster than printed handwriting of equal or greater legibility. (Sources for all research are listed below.)

• Current research demonstrates that the fastest, clearest handwriters are neither the print-writers nor the cursive writers. The highest speed and highest legibility in handwriting are attained by those who join only some letters, not all of them – making only the simplest of joins, omitting the rest, and using print-like shapes for letters whose printed and cursive shapes disagree.

• Reading cursive matters, but even children can be taught to read writing that they are not taught to produce. Reading cursive can be taught in just 30 to 60 minutes — even to five- or six-year-olds, once they read ordinary print. (In fact, now there’s even an iPad app to teach how: named “Read Cursive,” of course — http://appstore.com/readcursive .)
So why not simply teach children to read cursive — along with teaching other vital skills, including some handwriting style that’s actually typical of effective handwriters?

• Educated adults increasingly quit cursive. In 2012, handwriting teachers were surveyed at a conference hosted by Zaner-Bloser, a publisher of cursive textbooks. Only 37 percent wrote in cursive; another 8 percent printed. The majority — 55 percent — wrote a hybrid: some elements resembling print-writing, others resembling cursive. When even most handwriting teachers do not themselves use cursive, why mandate it?

Sure, cursive’s cheerleaders sometimes allege that cursive makes you smarter or stunningly graceful, adds brain cells, instills proper etiquette and patriotism, or confers other blessings no more prevalent among cursive users than elsewhere. Some claim research support, citing studies that consistently prove to have been misquoted or otherwise misrepresented by the claimant.

So far, whenever a devotee of cursive claims the support of research, one or more of the following things has become evident when others examine the claimed support:

/1/ either the claim provides no traceable source,


/2/ if a source is cited, it is misquoted or is incorrectly described (e.g., an Indiana University research study comparing print-writing with keyboarding is perennially misrepresented by cursive’s defenders as a study “comparing print-writing with cursive”),


/3/ the claimant _correctly_ quotes/cites a source which itself indulges in either /1/ or /2/.

• What about signatures? In state and federal law, cursive signatures have no special legal validity over any other kind. (Hard to believe? Ask any attorney!)
Questioned document examiners (these are specialists in the identification of signatures, then verification of documents, etc.) inform me that the least forgeable signatures are the plainest. Most cursive signatures are loose scrawls: the rest, if they follow the rules of cursive all, are fairly complicated: these make a forger’s life easy.
The individuality of print-style (or other non-cursive style) writings is further shown by this: six months into the school year, any first-grade teacher can immediately identify (from the writing on an unsigned assignment) which of her 25 or 30 students wrote it.
All writing, not just cursive, is individual — just as all writing involves fine motor skills. That is why, six months into the school year, any first-grade teacher can immediately identify (from print-writing on unsigned work) which student produced it.

Mandating cursive to preserve handwriting resembles mandating stovepipe hats and crinolines to preserve the art of tailoring.


Handwriting research on speed and legibility:

/1/ Arthur Dale Jackson. “A Comparison of Speed and Legibility of Manuscript and Cursive Handwriting of Intermediate Grade Pupils.”
Ed. D. Dissertation, University of Arizona, 1970: on-line at http://www.eric.ed.gov/?id=ED056015

/2/ Steve Graham, Virginia Berninger, and Naomi Weintraub. “The Relation between Handwriting Style and Speed and Legibility.” JOURNAL OF EDUCATIONAL RESEARCH, Vol. 91, No. 5 (May – June, 1998), pp. 290-296: on-line at http://www.jstor.org/stable/pdfplus/27542168.pdf

/3 Steve Graham, Virginia Berninger, Naomi Weintraub, and William Schafer. “Development of Handwriting Speed and Legibility in Grades 1-9.”
JOURNAL OF EDUCATIONAL RESEARCH, Vol. 92, No. 1 (September – October, 1998), pp. 42-52: on-line at http://www.jstor.org/stable/pdfplus/27542188.pdf

Zaner-Bloser handwriting survey: Results on-line at http://www.hw21summit.com/media/zb/hw21/files/H2937N_post_event_stats.pdf

Background on our handwriting, past and present:
3 videos, by a colleague, show why cursive is NOT a sacrament:



(shows how to develop fine motor skills WITHOUT cursive) —

Yours for better letters,

Kate Gladstone
Handwriting Repair/Handwriting That Works

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