When I was a little girl, we all looked forward to second grade, because starting in January, we would begin the rite of passage known as “writing in cursive,” those elegant, flowing, sophisticated letters that we couldn’t yet even interpret. I attended a Catholic elementary school in the 1960s, and penmanship was a very important subject. We learned the Palmer method. From third grade on, we would be allowed to write with pens instead of pencils, but not ball-point pens; only fountain pens could be used.

Sadly, our earliest handwriting lessons were warmup exercises, such as practicing slanty lines and loops. It took so long to get to writing actual letters, and longer still to connecting them together into words. When we finally learned enough to write our own names, though, we were so proud. Especially me, though my achievement came later than others’, hindered by the length of my name: Andrea Rannertshauser.

Until high school, all of our assignments were handwritten in the required Palmer script. Heaven forbid we should get sloppy when tired; that would necessitate a rewrite. Our teachers had very high standards for us. Our handwriting had to be legible.

In high school we would learn how to type; from then on our assignments would be done on typewriter. I was never a good typist and had to employ correction tape to disguise my mistakes. Often I needed to retype papers that had too many corrections. This was 20 odd years before personal computers would become commonplace. I wrote my Master’s project on a manual typewriter.

And when we did research in the library, there were no photocopiers. If you wanted to copy information from a reference book, you had to do it by hand, preferably on index cards.

No computers or cell phones meant no email or texts; long distance phone calls were very expensive, so people wrote letters by hand (or typed them) and mailed them. The recipient would get it in a week’s time, and maybe in another week, you’d receive a reply. We oldsters had to be very patient when we were young.

Today, cursive is not taught in most elementary schools. The world is a different place at a different pace, with technology advancing so rapidly the educational system struggles to keep up. Something as archaic as handwriting had to make way for time in the computer lab starting in kindergarten. While children learn to print, by first grade they’re already starting to do assignments on computer. They don’t have as much practice with handwriting. When I was still teaching general elementary music, I sometimes could not decipher my 5^th and 6^th graders’ handwriting. They didn’t make their letters and numbers with care.

Back in the day, writing was taught at the same time as reading. You learned to recognize letters as you learned to write them. We couldn’t read cursive until we understood how the letters connected. That happened as we learned to write.

Students who don’t write cursive have difficulty reading it. That means soon there will be few people who know how to read historical documents made before printing was widespread—documents like the Declaration of Independence in its original, handwritten form. We’re losing two skills, handwriting and the reading of handwritten works.

Whenever I have to sign a document, people always comment that I have beautiful handwriting. Ironically, in school I got Cs in penmanship. But I always say, “Thank you. The nuns made sure I had good penmanship.” Their lessons stuck.