Portland, Maine — In the cozy classroom of St. Brigid School, the lost art of cursive writing still flourishes. Every school day, excited third graders dip their pencils into the elegant loops and swirls of cursive letters, an educational tradition that many schools have abandoned for more contemporary skills. As debates about the relevance of such instruction continue, a local legislator is pushing to make the teaching of cursive handwriting a requirement across Maine’s elementary schools.
The practice, which once dominated American classrooms, has been sidelined in many educational curricula, often replaced by keyboarding and digital communication skills. However, proponents like Rep. Joseph Underwood of Presque Isle argue for its cognitive and aesthetic benefits. Underwood has sponsored a bill proposing mandatory cursive instruction from third to fifth grade. He believes cursive writing promotes better memory retention, improves hand-eye coordination, and enhances students’ ability to read historical documents.
Maine is not alone in this educational debate. Currently, 24 states have some form of cursive instruction requirement within their educational system, an increase from 14 a decade ago. The resurgence reflects a broader assessment of learning priorities and methodologies in U.S. education policy.
Underwood, inspired by a constituent’s suggestion, recalls the personal challenge and eventual satisfaction of mastering cursive as a child. His proposal, scheduled for a public hearing by the Education and Cultural Affairs Committee, isn’t the first of its kind in Maine. A similar bill was rejected in 2019, but Underwood’s renewed call has sparked discussions among educators and parents alike.
The contentious issue revolves not only around the nostalgic appeal of cursive or its intellectual benefits but also the practical aspects of curriculum planning. Many educators, like Chris Indorf, assistant superintendent for Biddeford, Saco, and Dayton schools, question where such instruction would fit into an already crowded educational schedule dominated by numerous standards and learning objectives.
The conversation extends beyond legislative chambers and into classrooms where some schools continue to cherish the practice. In the northern reaches of Aroostook County, Woodland Consolidated School prides itself on regular cursive lessons, earning accolades in national handwriting competitions.
Supporters cite a range of benefits from such education. Sandy Swan, a seasoned educator at Woodland Consolidated, points to increased attention spans and improved neatness in student writing. Meanwhile, in southern Maine, some districts view cursive as an enrichment option, reflecting a broader shift towards optional rather than mandatory instruction.
Maine’s Catholic schools represent a bastion for cursive writing amidst evolving educational norms. Sandy Wheeler, superintendent of the Diocese of Portland’s schools, sees cursive as integral to a curriculum that values traditional learning methods like memorization and phonics as part of character development.
In classrooms like Cindy Halpin’s at St. Brigid, cursive lessons are a daily ritual that includes soft instrumental music to create a calming learning environment. Students express joy and pride in mastering the script, revealing a simple pleasure in the aesthetics of their written work. Third-grader Camille Lebeis embodies this enthusiasm, declaring her preference for the dynamic nature of cursive over the static regularity of printing.
As Maine debates this educational proposal, the narrative emerging from classrooms showcases a blend of tradition and modernity, reflecting broader questions about the skills necessary for future generations.
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