that we must keep before them the idea of rapidity of execution.
In teaching shorthand we have given too little thought to the right posture and to the development of swift, effortless writing from the beginning. Many teachers place such emphasis on slow, careful writing that the habit of slow movement is fastened on the student. Afterwards, in the advanced work, the student finds it difficult, and sometimes impossible, to overcome the sluggish, painfully precise style thus acquired. He has no facility in "getting around corners," as it were. Under pressure his notes go to pieces, just as the penmanship of the "copybook" penmanship student went to pieces when rapidity was required.
It is not sufficient to talk about these things; they must be enforced by daily drill. The manner in which the teacher gives the instruction is all important. If he is enthusiastic and ener-
