POINT/COUNTERPOINT
Yes Each year, more than 1 million visitors
come to the Rotunda of the National Archives Build-
ing in Washington, D.C. They come primarily to
see three hand-written documents: the Declaration
of Independence, the Constitution, and the Bill of
Rights. Most visitors know generally what the cen-
turies-old parchment pages say, because they have
studied their contents in school. But, on a recent
morning, we overheard a girl of about 6 years old
telling her parents as they stood in front of the case
displaying the Constitution, “It is so pretty. I can’t
wait to learn cursive. I really want to know what it
says.” In those three sentences, she articulated many
of the reasons why cursive
writing is still worth teaching.
First of all, she recognized
the beauty of script. Obvi-
ously we all appreciate it, or
software companies would
never have come up with the
hundreds of fonts to make
our typing appear more at-
tractive. Her observation that
it’s so pretty reflected her Lee Ann Potter
Teaching cursive is obsolete. If the
goal of writing is communication, then the tool
that is used to communicate should not be the
focus. The act of communication is the focus.
Whether you use print, cursive, or type is not para-
mount. As educators are mandated to teach more
and more information, knowledge, and skills in a
21st century format, some older skills need to be
laid to rest. Cursive is one of these skills.
Indiana has already abolished the instruction of
cursive, and California mandates it only in grades 4
and 5. And with good reason. Electronic signature
software is improving. Most students have access
to computers and handheld technologies, such as
smartphones. We can teach
fine-motor skills in a myriad
of other ways, including finger
games (such as coin flipping)
for dexterity, cutting and past-
ing, stringing beads, or using
manipulatives. If a student
demonstrates issues with
print, referral to the district
occupational therapist for as-
sessment might be warranted.
No
Sharon Eilts
