This research project involves the examination of literature concerning handwriting education in the United States from 1888-1988. The purpose of this study is to uncover trends in philosophies, attitudes, and methodologies during the last one hundred years which might give insights into past practices in penmanship pedagogy and provide implications for the future. According to research information, trends in handwriting education appear to have evolved from events outside as well as inside the school environment. The results of this study point to some past errors and offer suggestions for improvement. More importantly, it demonstrates the necessity for curriculum policymakers to examine the experiences of the past so that ineffective practices are not repeated.
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