This article has been reviewed according to Science X's editorial process and policies. Editors have highlighted the following attributes while ensuring the content's credibility: Learning to read and write cursive was once a rite of passage for practically every American schoolchild. Until the early 20th century, children in the U.S. were generally taught to write in cursive or script, rather than the print writing typically taught to young children today.
Some people at the time thought a person's character could be evaluated based on the quality of their cursive. In the first half of the 20th century, penmanship was often taught as a distinct subject in American elementary schools, where children could spend as much as 45 minutes a day on handwriting instruction and practice. Students during these years generally learned print in kindergarten, first and second grades.
Cursive was typically introduced in third grade or later, in part because some child development researchers at the time believed that writing in print was easier for young children to learn and aligned with the fonts they found when reading. I am a product of this system, learning cursive in third grade and winning awards for my excellent cursive penmanship from the retired nuns who once worked in my Catholic school. Now, I am a clinical professor of literacy studies and a teacher-educator who researches reading and writing.
My experience is no longer typical, though, as cursive instruction has become less popular over the past few decades. Some states and schools, though, are reconsidering the value of cursive for today's students. By the 1980s, the instructional time dedicated to cursive instruction in some schools had been reduced from 45 minutes a day to 30–60 minutes per week.
And the time allotted kept falling, in part because of the 1990s standards-based movement, which created school curricula overcrowded with content. The new math standards called for data analysis and probability to be incorporated into mathematics education beginning in the early grades, including kindergarten. The social studies standards, meanwhile, reflected a broader approach to history that brought greater attention to figures such as Mansa Musa, the leader of the Mali Empire in the early 1300s.
At the same time, computers became more widely available in schools and homes, making the ability to type on keyboards seem like a necessary skill. The Common Core state standards, a nationwide set of academic learning standards for K–12 students, were adopted in some fashion by 45 states between 2009 and 2014. These standards called for kids to learn how to type on keyboards, ensuring that whatever valuable teaching time was left for transcription would be spent on learning how to type.
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