This reader is living in Germany, where his son is in elementary school. He made a surprising discovery: the German system emphasizes hand mastery. This reminds me slightly of the “maker movement” in our country, which is trying to revive the practices of making, tinkering, and doing. Some maker activities rely on technology in in genius ways. The common thread is to allow students to use their hands and brains at the same time to create.
“USE OF FOUNTAIN PENS BY ELEMENTARY STUDENTS
“I am a public education administrator in the United States – New Jersey – and the father of an 8 year old. Presently I am in Germany and my son attends a German elementary school. I see great merit in using fountain pens for students. In my opinion, one of the reasons Germany produces some of the greatest products in the world is the emphasis the German school system places on “Basteln” or tinkering and other traditional activities that require care, like the use of a fountain pen. To many Americans this may seem quaint – but there is a rock solid place for “the quaint” in the earliest grades – again, in my opinion. Forming letters with a traditional tool like a fountain pen will give the young individual an intimate experience with reality – one which requires precision and care – much more than with a swipe or a push of a button.
“I strongly feel that this (and other “quaint” experiences had by students in German elementary schools translates into a more thoroughly educated student – one that will be much more creative as technology is introduced. I think American education needs to re-evaluate how we educate our youngest and see the merit in what many Americans and American educators may perceive as impractical. In Germany, I once thought it totally impractical to take 7 minutes to draw a “Pils” beer – until I tasted how delicious it was From then on I saw the wisdom in what may be seen as impractical or quaint – and saw how rich with tradition and innovation German society is – and American educators would be well advised to take a good look.”
David Di Gregorio, Father of an 8 year old
Supervisor of Library Media Services
Diane Ravitch's blog 
Meanwhile, in the United States, my second-graders are pushed to do increasingly more work on computers. This is supposedly to get them ready for life in the twenty-first century, but we all know it’s so that they have enough familiarity with computers so that they score well on SBAC the following year. I have a whole cart of Chromebooks in my classroom for them to use, but I resist as much as possible and get dismissed as being “old school”
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Well first the American Pubkic Schools are pushed by political forces to do more faster with less which is counter to effective education but this push is just a smoke screen to cause John Henry to implode and then replace him with a profit driven locomotive to benefit capitalists not human development but again the benefits of the locomotive will be advertised which there of course are some but the negative aspects will be downplayed and belittled as if the benefits far outweigh rhe drawbacks which again is judgement based on who’s values?
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When I was in elementary school I had a fountain pen (by choice – I thought they were cool) and it’s not that easy to use. It does add a dimension to the writing process.
Then again, we used to consider the learning style of each child – visual, auditory, tactile, kinesetic, etc. I guess that’s all out the window now, too.
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I love this. I, too, require that my students use actual pens or pencils to write in their real paper notebooks. I actively resist using chromebooks in my classroom. And believe it or not, the kids love that. They get to take chances and play with their writing, and as a result, their writing improves. This takes their thinking to a different level. My administrators push technology and I push right back, citing resources I have learned here that clearly show how we force tech to our detriment. And I agree, it is all due to testing. Guess what? I resist that, too. Don’t tell me chromebooks prepare our kids for the future. This tech will an antiquated by the time my current middle schoolers are in college.
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I was born and raised in Germany where it was and still is the practice for children to learn to write cursive, using fountain pens, right from the start in first grade. Round letters, chosen specifically, begin the process. Much practice and fun forming lots of circles and later connected letters. Many primary words have round letter, are fluid, with loops. Developing fine and gross motor skills are extremely important in the German curriculum. We had activities, creative and functional, every day for years. We were taught to sew, build, knit, draw, paint, make jewelry, stained glass, fix bikes, build tree houses, swim, hike…etc – regularly. I remember learning to complete small placemats with cross stitching, knit socks, gloves and hats. Sewing pillow cases, stitching button holes by hand, and learning to sew on sewing machines. Hands-on useful projects were connected to practical academic skills. US-type “Projects” were not assigned to be done at home with parents. Everything was taught and completed in school.
We attended school six days a week from 8:00 – 1:15. We had 3 breaks, 15-20 minutes to play outside – rain or shine. Saturday’s were filled with skiing, biking, art classes and full cooking courses – planning recipes, shopping, cooking and eating before going home.
We had regular Math, German, Physics, English, French, Art, Music, and PE, etc.
Our classes were 15-19 students. Teachers rotated to the different academic classes, and students remained in the class – social time.
All-day hikes once a month & 2x per year we went on week-long trips.
As I think back, I am amazed how teachers fit everything into the schedule. We had A/B block schedules, and very little homework. All these courses were available to us from 1st – 9th grades. 10th grade and beyond became more academic book learning, research oriented, and still oral final exams.
At the end of the school day, we went home, rode our bikes, went skiing, and played with friends.
I never took a multiple-choice test until I immigrated to the US in 12th grade. I was overwhelmed and became phobic of that style of test. Had no clue how to sift through the mountain and pages of choices. Not being proficient in English, while in ELL classes, did not help. All our academic exams, in Germany, were oral exams, and only at the end of the semester.
In the US, many parents who homeschool their children can provide such experiences. Also, Waldorf Schools are the closest to a German school experience – except, they appear to be much more rigid than German schools.
It makes me so very sad that American children miss out on a well-rounded education, preparing them for life, not just a rapid push through the pipeline for college. Life has many opportunities and we limit our children when non-educators determine and mandate their education. Few of our students can read cursive documents or their grandparents’ recipes. I am told that ‘We’ don’t need to teach it because no one needs it. Nonsense!
The constant ‘new and innovative’ preoccupation and mandates in the US are nothing but chaos, chaotic and full of disconnected activities rushed through at lightening speed.
My schooling was closest to a Finnish school experience without the sub-zero temps.
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Hello Diane,
Thanks so much for commenting on and elevating my post. I hope it may be useful to American education. Thanks also to H.A. Hurley for a more complete explanation of what the German system was and in most cases still is. There is no more school on Saturday. School day for the early grades is 8am -1pm at the latest. There are opportunities for aftercare where they can complete homework – both quasi private and as part of the school. It is quite refreshing witness this GErman system and shows me that technology makes no difference – in fact I have come to the conclusion it is actually hurtful to students in elementary school – outside of an occasional video presented to students.
David Di Gregorio
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As a literacy expert I can tell you that writing with an implement is very different than typing, and no tithe same universe as tweeting or texting.
I write differently when I hand-write.
As a primary school teacher, I can tell you that after listening and speaking, the brain needs the practice of writing ones thoughts. We second grade teachers offered our students many opportunities to write… daily journals, letters to friends and family, recipes, anything to get them to GET IT DOWN… after the GOT THE IDEA.
In seventh grade, GETTING IT READY FOR THE READER… was a very important step, as grammar and structure was introduced, but even there, I gave the kids lots of activities to just write… using pens and pencils.
and there is this, written before the ubiquitous screen and texting ended writing forever.
http://opinionator.blogs.nytimes.com/2013/11/09/for-the-week-of-1110-the-death-of-letter-writing/?_r=0
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I have curriculum guides for art from Japan, K-12 from about two decades ago. At that time, children were taught to use x-acto knives to cut tissue paper and cover balsa-wood structures, create clay scultures of classmates “singing” (life-size down to collar), create geared toys, use assorted handsaws, drills, and the like to build structures, make wonderful kites, banners, and costumes for school and regional celebrations, build architectural models, create graphic designs for posters and billboards and so on. The paper-back full color texts (no thicker than 1/8th inch) introduced all students to world heritage sites, to the work of their own living “national treasures” in art, and to iconic works and artists in “Western” culture. Needless to say, the students became adept at using traditional media for communication–not fountain pens but brushes with bamboo handles and ink.
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I KNOW that kids need to MANIPULATE print in order to figure out how print works. This dang virtual world via computer is DEPRIVING students from a real “Hans-on experience.
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