Donald B. (Donald Budd) Armstrong.

The Penman-Artist and Business Educator (Volume 6-8) online

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penman as well as a hustling, up-to-date
commercial teacher.

L. L. (latewood .Albuquerque, New Mexico,
favored us with a certificate made for "The
Woodmen of the World and Women of
Woodcraft," which is done in a very good
imitation of lithography. The same is
printed in colors, and shows that Mr. Gate-
w^ood is losing nothing in skill, but instead,
is getting better and better, which in his
case means not a little.

F. V. Dunn, Pittsburg, Pa., favored us with
a few cards written in an artistic hand,
which are certainly above the average re-
ceived at this office. Thev are quite beau-

F. L. Miller, of St. Paul, Minn., sent pen
drawings of horses' heads, which indicate
unusual talent.

Mr. J. C. Fowlie, of Arlington, Oregon,
favored us with some colored cards written
with white ink, which are indeed quite

S. C Bedinger. Kansas City. Mo., inclosed
some dashy ornamental signatures that
show unusual ability in ornamental writ-
ing. Mr. Bedinger also writes a first-class
business hand, and is evidently on the
highway to the top in the profession.

Some splendidly written cards came from
H. A. Franz, of the Metropolitan Commer-
cial College, Minneapolis. Minn. Mr. Franz
is a master with the pen as well as a strong
commercial teacher. He has charge of the
commercial department, and now has one
hundred and six students under his in-

Mr. J. D. Valentine, Pittsburg, Pa., sends
specimens of roundhaud script and card
writing which discloses the fact that he is
maintaining his expertness with the pen.

Some ornamental signatures before us
from the pen of Mr. A. H. Burke. Dexter. la.,
indicates that he intends to be a master
penman. The work has a strong flavor of
Courtney dasli. which is saying a good deal.

G. H. Krohn, Humboldt, la., favored us
with some very artistic specimens of ornate
and roundhatid penmanship.

Some magiiiticently written cards have
been received from 'Mr. E. J. Plantier, of
Bath Business College, Bath, Me. Mr.
Plantier is pushing his work up to the top
notch very rapidly.

C. C. Phelps, of Lone Oak, Texas, fur-
nished us with some cards written in an
ornamental hand.

John D. Hartnett. Manchester, N. H.,
writes a wonderfully copper plate-like
hand, having follo\ved closel\" the lessons
by Mr. Howe given in this journal.

A. R. Burnette. Bowling Green, Ky.,
recently favored us with a letter, which is
wonderfully Mills like in character. Mr.
Burnette is certainly one of the finest busi-
ness penmen in the countrj-.

Miss Mary E. Baker. Supervisor of Pen-
manship and Drawing in the Bellows Falls.
Vt., Public Schools, is doing very efificient
work in her lines, evidence of which is
shown in Initials and Headings in the
School Keport, which were prepared by her
pupils, and photo-engraved. Miss Baker is
not only a nne teacher but a fine ladj' as
well, and one of the finest lady penmen in
the country.

Support and encouraAement

"Eticlosed find subscription price of the
Penman-Artist amj Bisiness Educa
TOR. I could not get along without the
paper. I find it very helpful in my school
work, both in the commercial and penman-
ship lines.

Thanking you for your efiorts in behalf
of the profession, I remain,*'

Yours trulj',
Hutchinson Bu«. College.

Hutchinson, Kans.

oip dTU^bruTUiri-iDiUi^ and 6ulartd>i>&Ui6<i t pr^^


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Keep this in mind. Vertical penmanship is not unlike any other kind. It may be written rapidly or slowly, with the arm move-
ment, or with the finger movement, or what is still better, the combination of both. In making " t" and " d." pause at the top before
descending with the retrace in order to make the retrace successfully. These letters should not be looped. The " f should be crossed
with care. The " d " should be closed, or it may resemble " cr. " The " /i " and " k " may be looped if desired, but the loop is unneces-
sary, as it adds practically nothing to legibility, and occupies more territory than the angular top given herewith. The " j." ".v " and
'• Z," should be studied carefully. Remember there should be but .me angle in the ".r, " and that the " g- " should be closed at the top
the same as "a." The " </ "is the same as "« " with a finish similar to the letter " /. " The " p" is not unlike an inverted "d. " Turn
it over and you can see for yourself. The • z'' begins the same as " u " and is finished with a short loop below the line.

Be careful and keep the first part of " /; " and "A- " considerably higher than the second part. See how easily you can do this work,
as well as how well. Grace is not only an element of beauty but it is the secret of ease in execution, and therefore may be both a
practical and fine art| qjiality. There is no reason why writing should not be pleasing to the eye the same as speech is pleasing to
the ear. There is no reason why it should not also be pleasing to the eye as is dress. Of course, the primary function in writing is to con-
vey thought, and the primary function in clothing is to keep us warm, but since clothing is not only serviceable, but somewhat orna-
mental as well, so writing may. in a secondary sense, be pleasing to the eye without being seriousl3' impracticable.

,/!_/ J:^ X^ X^ X - )Z- ^ jt^ JZ^ X^ jt^ jt.

cCcL^cLcL-cL-oLcLcL cLcL- cU-
Jo^ vv-u yio^ Jr\^ Jr\^ Jrv. _X^ ^y^i^ A^\^
Jri^ Jt^ ^{z. J^ M^ M. JiZ,. Ml. J^

■A AAA A A A 1 1 i A 1 A i A

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Deverlv, Mjiis.

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"Teach >"our boys and fjirls some com-
mon sense, along with the writing, the
figuring and so forth," said a thoughtful
businessman to a commercial teacher. If
only we could. * * ■■_

"Teach your students to think," said
President Shoemaker, at the Providence
meeting of the E. C. T. A., last year; and
President Faunce, of Brown I'lii versity,
liighly commended the worthy sentiment.

Acres of Diamonds lie at our feet, fellow
teachers. As we move among them from
day to day, are we doing anytliing to make
their potential beauty manifest, or are we
letting them go from us as they came to us,
merely diamonds in the rough ?

President Roosevelt is the great American
aposile and exemplar of the gospel of work.
He is the incarnation of the underlying
principle of American supremacy ; he works
tor the sheer love of accomplishing things.
He thinks work great fun. Are you setting
such an example for our pupils? Do
teachers and students alike exemplify
daily this fundamental principleof success,
the pure love of work?

Selfishness is a basic defect in our char-
acter. Do we so far yield to selfishness that
we have no time for the church and the
Sunday School? Xo money for the Y. M.
C. A.? No inclination to present to the
deserving poor in our classes an occasional
ticket to a lecture, a concert, or an enter-
tainment? "It is more blessed to give than
to receive." * * *

At the Federation banquet in Detroit the
President, in language of exquisite beauty,
asked the Divine blessing on the occasion,
and expressed the gratitude that nearly
everyone felt for the blessings of a year of
prosperity. It was a happy thought, fully
in accordance with the sentiment of the
majority of the teachers present. We wish
that in the business schools of the land
there were more frequent opportunities for
devotional exercises and the preserving
influence that such exercises exert when
carried out in the right spirit.

"That is just what you said," stoutly de-
clared a bright shorthand student to his
teacher, who was correcting a transcript.
" Is it not possible that you misunderstood
me?" said the tactful teacher. " And, in
any event, do you not think that your
future employer would feel more kindly
toward you if you should say to him, under
similar circumstances, "I fear I misunder-
stood you," or "That is the way I under-
stood it?" Do we, in the hurry and distrac-
tion of a multitude of school room duties,
stop long enough to give our well-meaning
but thoughtless students some suggestions
as to the cultivation of a considerate form
of speech and bearing toward others?
Ought we not to do so ?

Purely as a business proposition, five of
the great railways of Michigan refuse to
hire men who are known to drink intoxi-
cating liquors. Many of our large financial
and trading concerns require those who
seek work with them to sign papers declar-
ing that they neither drink nor use tobacco.
In every position of responsibility, now
adays, it is common to find men who have
had to furnish a bond for the faithful per-
formance of duty. The bond companies
require a minute statement regarding the
personal habits of applicants, and they not
infrequently, as a measure of precaution,
employ private detectives to shadow their
doubtful " risks" until they can determine
whether it is best to cancel their bond. Do
we ever bring these facts to the attention
of our young people, merelj' as a lesson in
business? Ought we not, simply as an
indispensable part of a business education,
—to say nothing of the larger interests in-
volved— to set before our students the un-
mistakable fact that to dissipate in any
form is contrary to sound judgment? Is it
really necessary to "preach" in order to do
this essential thing?

Crue Coinmereial education

Cbe Kind that mahes for manhood and
for money






The story of civilization i.s tiie storv of
correlation and conservation of energy.
Primitive man, in liis struggle for existence,
used his muscles much and his brain little.
For ages he wandered through the forests
on foot cajituring game as best lie could.
By and by he appealed to his brain and
subjected the lower animals to his service.
Still later, he appealed to his brain and
subjected steam to his service. A little
later, and within the recollection of some of
my listeners, he made another appeal, and
lightning became his messenger. Hun-
dreds or illustrations showing the evolution
of brain power, beset the twentieth century
man. This is distinctively the age of in-
vention, or, in other words, the age in
which man thinls. It is no longer the man
with a hoe, but the man with a brain. Cen-
turies ago man discovered that he could
change his environment, that he conld
develop and train his brain. This develop-
ment and training he terms education. A
hundred years ago he entered a school or
college or university in order that he might
become a theologian. No effort was made
to educate the com non people. Books were
for priests, not for the masses. A little

later the lawyer and physician asked for a
college. By and by the common man
knocked at the depositories of learning and
he was admitted.


A true history of commerce is largely a
history of man's social evolution. Today,
man's achievements in trade and commerce
depend in no small measure upon his ca-
pacity for education. We call this educa-
tion commercial. In a country rich in
natural resources and with a climate that
makes life a joy, men naturally seek lines
of human effMrt that favor the rapid aecum-
ulati"n of wealth. In his desperate effort
to accumulate wealth he frequently forgets
the divine uses of wealth. This fever has
touched every form of human effort. The
business school, in its advertising, is ever
|iointing out the road to wealth. It is ever
on the alert to offer some new illustration
of b(pw a business education will enable
even the ordinary man to get rich. Tnis
idea so dominates all fornjs of education
that today we tind men in our higher insti-
tutions of learning ]iursuing a four years'
course of study for no (jther reason than
that they may g;iiu a livelihood without
much work. Tlity recognize the fact that
Kmersun was correct when he said that the
key to all ages is imbecility. With this
startling declaration in juind they endeavor
to acquire that intellectual sharpness where-
by they may go forth and appropriate the
earnings id the masses.


In order to illustrate what I mean by
ajipropriating the earnings of the masses, I
give the following illustration : In 1895 or
'9(3, one of my ncigbliors received a letter
from a sharp, shrewd, Port Huron lawyer,
in which he said that a real estate dealer in
his city had bought tax titles to four lots
on which my neighbor had failed to pay
taxes for 1898. Subsequent taxes had been
paid. My neighbor gave a manly e.xplana-
tion to the Port Huron lawyer, offered to
pay all expenses and asked to be treated
according t ■ the golden rule. The lawver
made a written reply, demanding a certain
amount of money for the four titles. Inso-
much as the amount of tliis de.uand was less
than it would cost to contest the case in the
courts my neighbor paid the " blood "
money. Here were two men. the tax title
shark and the cou-^cieiiceless lawyer, taking
advantage of a clerical oversight. The tax
had been paid but no recei|'t hnd been
issued. The city treasurer was dead. It
would re(|uire an immense amount of work
to fninish the necessary proof. My neigh-
bor was *' held up " by two men who knew
how to use Michigan laws for the ]'Ur|'iise
of enacting legalized theft. This is only

oipSh^^i&muMi'&iJiM axidf Qv^ime^ &luc«lcr^^^

<ine ui ten thousand illustrations of the way
in which men appropriate wealth for which
they give absolutely nothing in return.


The ]]athetio element in this strnggle for
money and power lies in tlie fact that the
masses commend and applaud these de-
spoilers. In Michigan, the forests of pine
and hardwood have, in many instances,
been bought for a song. The lumber has
been marketed with the result that their
owners have realized uiiHions of dollars.
Ethically speaking, this timber did not
belong to any one of these men who had
the shrewdness to acouuiulate natural re-
sources. In order to appease the masses,
these money kings have only to build here
and there a church ; liere and there a col-
lege or university ; here and there a (lublic
library. I am making no attack on wealth.
Without wealth, life isn't worth living. I
am crying out against its abuse. The real
enemies to wealth are those men and those
corporations who believe that the common
people are better off without it. The dan-
gerous anarchist of today is the man who
says the comuion people cannot be trusted
to use wealth. He says, " 1 am their cus-
todian ; I will invest their mooey in libraries
and send ten millions of their money from
America to help the universities of Scot-
land." These declarations may not be
politic but they are shockingly true. Al-
though this age abounds in books, periodi-
cals, teachers, lectures, preachers, and
statesmen that can tell men how to get rich,
the approach of the new democracy is


What agency is in the best position for
hastening the realization of the new democ-
racy ? My answer would startle the con-
servative institutions of learning. Many of
these institutions depend for their existence
upon the abuse of the agencies I have
already condemned. The business school
deals largely with men and women who
possess, at the beginning, little wealth, men
and women who have no other form of
capital than brains. These men and women
come largely from the ranks of the great
army of industrial toilers. These are the
men and women who are the most suscep-
tible to wholesome direction. Fellow busi-
ness educators, what shall these men and
women receive at your hands ? What will
you in your announcements and publications
promise them ? Dare you answer, ZJoHars
and Dollars only '.' If this is your answer,
close your doors quickly and get out of the
way of the progressive march of humanity.

If you give your answer, dollars, in order
that the many may have better homes,
better clothes, more leisure, more books,
more art, more music, then I sav amen and
amen 1 If the graduates of business schools
are going out into the world to teac!i by
example and word that nature is boundless
in resources, that there is enough for all
men, that success does not mean monopoly,
that success means making the best of one's
self without hindering any other uuin from
lioing the same thing, then (jod speed busi-
ness education.

your success does not reijutre
another's jau.ure

Must we accept the ])hilosophy of the
pessimist and say that these things must not
come to |)asa until huruan nature is radically
ch,^nged ? Does David Harum, in the
horse trading act, represent a sufficiently

high ideal for the business student ? I am
aware that business school men sometimes
erroneously think that the wholesome pros-
perity of a competing business school means
their own destruction. It is, therefore,
inevitable that they teach their students the
same error, that the legitimate success of
one merchant means the failure of several
others. This is the skepticism that kills.
Hunt, the Boston artist, was generous to a
fault. It was a delight for him to learn
that one of his co-workers had paiute<l a
beautiful picture. It is said that Hunt
would call upon him personally and otter
congratulations. In fact, he rejoiced in
the success <if all other artists. He never
assumed that this world was made ex-
clusively for himself.

When the business school men cherish the
larger faith that the legitimate success of
one man means the chance for several other
noble men to achieve success, the parasitic
business school, the mongrel business school,
the will o' the wisp business school, will be
swept off the earth. What is the meaning
of this great meeting? It means that we
are brothers, not enemies : it means that the

MK. \V. N. IKKKiS.

commercial world is a vineyard, not a
desert : it means that we are husbandmen,
not devils.

a mercenary education not a con-
comitant OF business EDUCATION

The business course, however broad and
extensive, contains not one element that
need be turned to the stimulation of greed.
Business arithmetic is neither moral nor
imuioial ; it is alike a tool for the ganjbler
and the missionary. Penmanship is alike
a tool for the forger and the poet; business
correspondence is alike a tool for the black-
mailer and the nuirtyr ; commercial law is
alike a tool for the embezzler and the god-
dess of justice. It remains for business
educators to awaken their students to an
appreciation of the right use of these
agencies. Their graduates are to go out on
a mission as divine as the mission of the

The personality of the business educator
should be of high order. If, in his dealings
with his students, he is grasping and merce-
nary, they are going out into the world to
imitate him. They will do this even if

they feel a twinge of pain while they are
under this man's tuition. It was the per-
sonality of S. iS. Packard that made him
beloved by all who knew him ; it was the
personality of Mark Hopkins that told on
• xartield : it was the personality of Arnold
that made Rugby famous. Today the busi-
ness educator maintains for himself and his
students just as high an ideal of life as does
the president of a literary college.


Labor is not a curse. No man has any
moral or economic right, whatever his
position, to live without labor: not even if
he has accumulated his millions. It is a
mistake to suppose that joy can come
from idleness. All real life, from the
amoeba to man, proclaims the necessity for
labor. The problem of every age is how to
get joy out of labor. The new education
makes a mistake when it says, " Turn all
human effort into play." Better say " Turn
all play into labor."

During the last twenty-five years a vigor-
ous effort has been made to siwuplify the
work of the business school. Not in-
frequently an attempt has been made to
turn all (jf the routine, all of the drudgery
into " make-believe " business practice. In
this, the business educator has imitated the
|uililic school man. It is not quite fashion-
able for students to work nowadays. After
all, if a student is to become a first-class
clerk, bookkee]ier or stenographer, he must
engage in something besides play ; he must
learn the uses of downright drudgery, the
uses of downright hard work. The student
in the business school who learns the price-
less worth of labor, the joy of labor, will
enter upon any legitimate business with
excellent prospects of success. In fact, it is
imperative that he ,learn the lesson that
legitimate work makes for manly power.


There is no place in the business course
for training students to get a corner on
wheat, coal or any other commodity, for
teaching students how to make money in
their actual business practice without ren-
dering adequate comjiensation. The busi-
ness school is a social organism in which
students are to be men first, last, and all the
time, and never thieves. In the business
schools, men and women are to receive
visions of noble ideals. They are to be
daily awakened and inspired by coming in
contact with business philanthropists. By
a philanthropist I do not mean a man who
gives away wealth without receiving any-
thing in return. If this is ever called phi-
lanthropy, it is not the kind that I mean.
A business philanthropist is one who never
gives away a dollar without getting a dol-
lar's worth in return. He is a philanthro-
]dst in the sense that through his own suc-
cess he makes it possible for others to earn
dollars. Ordinarily, the man who receives
a dollar without earning it is injured one
dollar's worth. Much of what is called
philanthropy inflicts upon society irrepar-
able harm. These students are to leave the
business school with a love for the best that
there is in literature. My brother business
educator, do you say that there is not time
for all this? Then close your school and
get out of the way of the nuirch of humanity.
Take down the picture of S. S. Packard, or
else turn his face to the wall in order that
your worship of the golden calf uiay not be
thrust upon his vision.

QJf)9h6 ^brMTUtrv-Q)vtliiit an>d QuUlrvclt ^ &Uictitgr^^^

"whatsoever a man sqwkth, that
shall he also reap "

If I were asked to change the cliaraoter
of a young person in the shortest possible
time, I should place liim with the type of
manor woman whom I wished him to be
like. Constant association is a treii]en<lous
element in encouraging personal gri>wth.
No man, no woman can withstand this in-
fluence. It is, therefore, important that
splendid business men be brought into the
business school frequently. These men have
a message. Our young people need this
message .

My brother, in order that the regular
work of the course may be more ethcient,
touch the springs of human action, get at
the heart of the student, recognize his
nobility and he will be ashamed to give you
the padded proof sheet, he will be ashamed
to give you a slovenly Jiage of writing, he
will be ashamed to give you a lie as an
e.Kcuse for his absence. Teach and train
men and women to acquire self-respect.
The skepticism of the age lies in the belief
that whatever is not found out is right.
This is an err(jr that is destroying thousands
and tens of thousands. Shakespeare was
entirely right when he said,

" Tills above all : to thine own self be true.

And it must follow, as the night the day.

Thou canst not then be false to any man."

If he has no heart, he is lost and your

training can only add to his ability to be

devilish. This specimen is indeed rare.

' Oftener than otherwise he is the unfortunate

product of an environment that it is the

function of the business world to destroy.


But my fellow workers ask, "Are these
business graduates going out into the world
with a training that will enable them to
make money?" Yes, a thousand times
yes. The potential wealth of the world is
infinite. Making money does not consist
solely in the re-distribution of wealth. It

Online LibraryDonald B. (Donald Budd) ArmstrongThe Penman-Artist and Business Educator (Volume 6-8) → online text (page 121 of 225)