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A teacher, by adopting the following plan, succeeded in awakening a great degree of interest on the subject, and, consequently, of promoting rapid improvement. The plan was this: he prepared, on a large sheet of paper, a series of lessons in coarse-hand, beginning with straight lines, and proceeding to the elementary parts of the various letters, and finally to the letters themselves.
The whole school went regularly through the lessons in coarse-hand, and afterward through a similar series in fine-hand, and improvement in this branch was thought to be greater than at any former period in the same length of time.
"What should I want coarse-hand for?" said the disciple, with great contempt; "coarse-hand won't never do me no good. I want a fine-hand copy." The master looked at the infant giant, and did as he wished, but we say not with what secret resolutions. "It will help you, when you write letters, to spell the words good."
I was a good deal astonished, but when I got my breath I asked her what the paper was about, and she asked me if I had read it, and I said no, and she asked me if I could read writing, and I told her "no, only coarse-hand," and then she said the paper warn't anything but a book-mark to keep her place, and I might go and play now.
I was a good deal astonished, but when I got my breath I asked her what the paper was about, and she asked me if I had read it, and I said no, and she asked me if I could read writing, and I told her "no, only coarse-hand," and then she said the paper warn't anything but a book-mark to keep her place, and I might go and play now.
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