The Learning Curve – Index

Num

120s of Grandsire Doubles V4 p6
2-3 position V1 p44
240s of Grandsire Doubles V4 p7

‘A ringing simulator?’ V2 p46
Abel V2 p47
actors, rapid learners V1 p54
adjusting rope length V2 p29
after bell V4 p14
age and learning V1 p48, p54
annulus, methods drawn on V2 p15
‘Another stay broken’ V1 p25
Antelope V2 p9
anti cat’s ears V4 p30
assumptions V3 p18
asymmetric swing when chiming V2 p17
Aunt Sally V1 p15, p17

backstrokes only V2 p45
backward hunting V3 p47
bad habits V1 p25
balance, need for V1 p41
balance, the V3 p32
Bastow V3 p45
BBC B computer used as simulator V2 p47
beat, setting V1 p21
Before, call at, effect on coursing order V3 p4
Before (calling position) V2 p39
bell as an instrument V3 p24
bell control V4 p46
Bell handling V1 p16, p28
Bell Handling, One Way to Teach V4 p37
bell weight, effect on ringing V2 p12
Bellringing by Instalments V1 p28
‘Bemused cellist’ V1 p58
big wheel, effect on ringing V1 p29
blocked practice V2 p44
Blocks, how many to come round V2 p35
blue line V1 p32, V2 p14, V3 p22
drawn left to right V2 p15
drawn lying down V2 p15
division into parts V4 p38
Double Norwich Court Bob Major V4 p35
pattern in V4 p44
bob course V2 p34
Bob Doubles, calling V2 p30
boxes, need for V2 p29
Bristol Surprise Major V4 p14
coursing order V3 p31
Bristol Surprise Sixteen V3 p43
Bristol, bob course V2 p34
building blocks, learning a method V4 p11, V2 p8

Call changes
calling V2 p25
different calling styles V1 p35
why ring? V1 p34
call, where to call V2 p24
calling V2 p24, p30, V4 p24
calling Original V3 p17
calling position V2 p39
confusion in Stedman Doubles V4 p31
calling round V4 p6
calling up? V1 p35
calls
and place bells V4 p44
how to learn V4 p23
in Grandsire V2 p8
in handbell ringing V1 p47
Cambridge Surprise V3 p22, p46
Maximus V4 p32
Sixteen V4 p43
camcorder V1 p53
cat’s ears V4 p30
CDs for learning V4 p29
Central Council
Education Committee V4 p48
Methods Collection V3 p14
website V3 p51
check list for ringing achievement V1 p41
checking
for mistakes V3 p31
safety V3 p18
with coursing order V3 p5
checking and pulling V1 p20, p60, V4 p36
chiming V2 p16
effect of bell size V2 p17
exercise V2 p17
clapper
effect of tying V2 p47
uncertain position when chiming V2 p16
“Close but not touching” V2 p19
cognition, effect on learning V2 p41
coil
adjusting V2 p21
dropping V2 p21
last V2 p22
making V2 p18
releasing V2 p20
when to make V2 p20
collapsing touches V1 p62
colour code
used for leads V2 p15
used for sallies V2 p15
comfort, importance of V3 p33
composition
coursing order sign posts V3 p6
music in V2 p23
conducting V2 p30
and coursing order V3 p4, p6
Grandsire V3 p7
Grandsire Doubles V4 p4, p6
Plain Bob V3 p6
quarter peals V4 p13
Conducting and Coursing Order V3 p7
conductor
lost V2 p31
responsibilities V2 p24, p30
confidence, from ringing with simulator V2 p47
confusion of speed and position V2 p19
control and rope length V2 p28
counter corrections V1 p7
counting
blows V1 p38
places V1 p38
‘Counting sheep’ (cartoon) V1 p39
course
long V2 p38
short V2 p38
course bell V4 p14, p33
course bells, working together in Yorkshire Surprise V3 p31
coursing order V4 p4, p33
conducting V3 p4
correcting slips V3 p5
explained V3 p30
from rounds V3 p31
in different methods V3 p7
in Grandsire V3 p7
to work out who does what V3 p5
coursing pair V1 p42
coursing positions on higher numbers V1 p45
cover V3 p45
Cummins, Peter V2 p46
cyclic variations of a touch V2 p34
cylinders, not firing on all V2 p5

dash for bob in touches V2 p39
deep end, thrown in V1 p10
delayed action V1 p59
developers V1 p4
Diagrams V3 p22
dithering clapper V2 p16
dodge V1 p10
at different strokes V2 p40
over or under sized V3 p49
when to V1 p12
where to V1 p12
doing v knowing what to do V3 p34
Double Bob V1 p27, V2 p7
Double Court Bob Minor V4 p38
Double-handed ringing V1 p30
lowering V2 p21
double method V1 p26, V4 p10, p22
Double Norwich Court Bob Major V3 p47, V4 p34
touch V2 p42
Double Oxford Bob V1 p27, V4 p22
Double Oxford Bob Minor V3 p10
Dragon V2 p9
draught, effect of long and short V2 p13
drawn rope, effect of V1 p52
drifting V2 p37
apart V3 p13
out of place V3 p49
dropping bell V1 p60, V4 p8
cause and avoidance V3 p9
dropping coils V2 p21

effort, when to apply V4 p36
eighth peal? V1 p17
elegance V3 p42
eleven Minimus methods V4 p10
emotion and effect on learning V2 p41
empathy V1 p55
Erin V1 p18
errors V1 p57
exercise, hand ring V1 p17
expectation of what the bell will do V3 p32

falseness V2 p49
fast learners V1 p10
fault, in judging V4 p16
feedback, lack of V1 p25, p37
feeling
and rope length V2 p28
v pulling V1 p61
what the bell is doing V1 p6, p28, V3 p32, p37, V4 p46
where you are V3 p12
field of view V4 p42
Fifths (calling position) V2 p39
fighting the bell V1 p6, p29, p60
fingers through rope V3 p19
fitting in when leading V2 p32
force exerted by bell V4 p8
forgot where you are, what to do V1 p13
four bell rhythm V3 p14
four-stroke cycle V1 p60, V4 p36
fourth place bobs V3 p16
Fourths (calling position) V2 p39
full reach, comfortable V1 p41

garter hole position, effect on rope movement V4 p41
gear changes V2 p10
getting lost in call changes V2 p25
‘Giant leap’ V1 p10
Grandsire
calls in V2 p8
Caters touch V2 p42
coursing orders in V3 p7
Doubles V4 p4, p6
Doubles touch V2 p38
how it works V2 p8
Triples touch V2 p34, p38, p43
v Plain Bob V3 p44
why learn V2 p8
grid V3 p10, p42

hand and back, to help keep right V1 p39
speed difference V2 p27
imbalance between V3 p49
hand movement, vertical V1 p16, p52
hand ring exercise V1 p17
‘Handbell ringer’ V1 p42
handbell ringing V1 p42, p44, p46, V3 p41
handling
and feeling the bell V3 p32
and rope length V3 p49
and springy ropes V3 p28
and unsteady rhythm V3 p49
dropping bell problems V3 p9
heavy bell ringing V2 p12
holism v perfection V2 p44
Home (calling position) V2 p39
effect on coursing order V3 p4
‘Homework’ V1 p32
hunt bell, effect of V4 p22
hunting
backwards V3 p47
learning V2 p40, V4 p26
of engine V2 p10
rhythm V2 p37
small steps in learning V1 p11
hymn sheets, singing from the same V2 p42

interesting features of methods V2 p7
interpersonal effects on learning V2 p41
‘Irate tower captain’ V1 p55
Isle Of Man (mnemonic) V2 p30
“It didn’t bounce” V1 p25

jargon V1 p8
judging competitions V4 p16

Kaleidoscope Ringing V3 p35, p45
Kent Treble Bob V2 p7, V3 p7, p16, p27, V4 p20
bob course V2 p34
‘I can’t ring’ V2 p6
knock-on effects of moving V1 p56
knowing where you are V1 p38

labelled blocks in touches V2 p43
large wheel, effects of V1 p29
lead & dodge V3 p46
lead number in touch notation V2 p42
lead, repeating V2 p39
leading V2 p32, V1 p7
or following V2 p32
static & dynamic V2 p33
wrong V2 p40
leading up and down V3 p38
leads, colour coded V2 p15
learners
and stays V1 p24
lifelong V1 p4
learning
sequential v non-sequential V3 p26
style of V3 p27
learning curve, acceleration V2 p40
Learning Curve, The: Volume 1 V3 p13, p15, p20, p26, p28, p32, p38, p41, p42, p48, V4 p20, p22, p36
Learning Curve, The: Volume 2 V3 p32, p40, V4 p24
Learning Curve, The: Volume 3 V4 p4, p8, p10, p14, p24, p30, p34, p46, p48
Learning Methods V3 p27
learning motor skills V2 p40
length adjustment V2 p29
length of rope V1 p6, p29
Lessness Surprise Major V4 p48
Lichfield Diocesan Mobile Belfry V1 p22
light bells, ringing V2 p12
lightning work in Bristol V4 p15
Lincolnshire Surprise Major V3 p46
Listen to Ringing (CD) V4 p29
Listen to Ringing Live (CD) V4 p29
listening V1 p38, V4 p28, p46
exercises V4 p29
to music V2 p23
when leading V2 p33
Little Bob V2 p7
Major touch V2 p34
Minor V4 p39
relation to Plain Bob V2 p50
structure of Major V2 p51
Liverpool Cathedral Tenor V2 p12, p33
London Surprise Major V3 p47
long course V2 p38
long draught, effect of V2 p13
long pull V1 p6, p20
long ropes V2 p29
‘Look – one hand!’ V2 p4
looking
at other ringers V4 p19
at sally V4 p18
down V4 p19
in wrong direction V2 p11
up V4 p18
loose clothing items V3 p18
lowering
double handed V2 p21
without coils V2 p19

manoeuvrability V1 p57, V2 p37
manoeuvring V2 p10, p26
Manual of Bell Control V1 p28
method topics
band not interested V1 p15
dead end? V1 p14
double V4 p10, p22
interesting features V2 p7
intermediate V2 p6
learning V1 p32
mix and match V1 p27
printing V4 p49
relations between V2 p7
reverse V1 p26, V4 p10
rules for ringing V4 p35
special V1 p14
structure V2 p50, V3 p10, p27, V4 p32, p39
visualising V2 p14
which to learn V1 p14
methods A-K
Antelope V2 p9
Bastow Minimus V3 p45
‘Bristol Minimus’ V3 p15
Bristol Surprise V3 p16, V4 p20
Major, V4 p14
Sixteen V3 p43
Cambridge Surprise V3 p7, p27, p46, V4 p20
Major V3 p22
Maximus V4 p32
Minor V3 p42
Sixteen V3 p43
Double Bob V1 p27, V3 p15
Double Court Bob Minor V3 p16, V4 p34, p38
Double Norwich Court Bob Major V2 p42, V3 p7, p16, p47, V4 p20, p34
Double Oxford Bob V4 p13, p20, p22
Minor V3 p10
Dragon V2 p9
Erin V1 p18
Grandsire V2 p27, p8, V3 p7, p44
Caters V2 p42
Doubles V2 p38, V4 p4, p6
Triples V2 p34, p38, p43
Kent Treble Bob V2 p7, p34, V3 p7, p16, p27, V4 p20
methods L-R
Lessness Surprise Major V4 p48
Lincolnshire Surprise V3 p46
Little Bob V2 p50, V3 p7, p27, V4 p20
Major V2 p34
Minor V4 p39
London Surprise Major V3 p47
Minimus, all V4 p10
Norwich Surprise Minor V3 p7, p46, V4 p14
Original V3 p16
Oxford Treble Bob V2 p7
Plain Bob V1 p13, p27, V4 p20
Doubles V2 p4, p34, p50, V3 p44
Major V2 p51, V3 p6, p40, V4 p24
Minimus V3 p44
Minor V2 p38, p43, p48
Pudsey Surprise Major V3 p46
Reverse Bob V1 p27, V3 p15
Reverse Canterbury V2 p9
Rutland Surprise V3 p46
methods S-Y
Single Court V4 p20
Single Oxford V1 p27, V4 p20
St Clement’s V2 p7, p51, V3 p7, p27, p31, V4 p13, p20
St Martin’s V4 p13
St Nicholas V4 p13
St Osmund V2 p9
St Simon’s V4 p13
Stedman V3 p36
Doubles V4 p30
Triples V2 p42, V3 p16
Superlative Surprise Major V4 p14
Uxbridge Surprise Major V4 p49
Wallflower V2 p9
Winchendon Place V4 p13
Yorkshire Surprise V3 p7, p27, p31, p46, V4 p20
Major V4 p48
Maximus V4 p32
Middle
(calling position) V2 p39
definition V2 p39
effect on coursing order V3 p4
Mindinho-le-Tower V1 p23
mini ring V1 p22
problems to avoid V1 p23
Minimus
benefits V3 p14, p44
method definitions V4 p10
misleading visual cues V2 p33
mistakes
correcting by place bells V4 p45
surviving V1 p62
Morgan, Robin V2 p44
motivation V2 p40
effect on learning V2 p41
motor Learning V2 p40
motor program V2 p45
motor skill V2 p44
movement of rope V4 p40
moving out of the way V1 p56
multi part touches V2 p34
Murphy’s law applied to conducting V3 p5
muscle memory V2 p26
music
in composition V2 p23
in ringing V1 p59, V2 p22, V3 p40, V4 p23
listening to V2 p23
musicians and ringers V1 p58

natural fibre ropes, effect V3 p28
navigating V2 p11
nesting touches V4 p7
Network for Ringing Training V3 p22, p44
neural network V2 p44
Norwich Surprise Minor V3 p7, p46, V4 p14
not firing on all cylinders V2 p5
notation of touches V2 p38, p42
numbers of bells in towers V3 p14
numbers, ringing by V3 p30

observation V2 p30
importance of V2 p10
‘Observation?’ V2 p10
observation bell V4 p5
odd struckness V3 p24
older learners V1 p48, p54
one handed ringing V2 p5
One Way to Teach Bell Handling V1 p28, V4 p37
open door in ringing V1 p15
open handstroke lead rhythm V2 p32
effect of number of bells V3 p14
effect of rope weight V3 p28
opposites position V1 p44
order of the work V1 p32
Original 16-V3 V3 p16
‘over and under’ methods V4 p11
over correction V1 p7
‘Over doing it!’ V1 p6
over working V1 p6
overpulling a little V2 p13
overshooting when hunting V2 p11
Oxford Treble Bob V2 p7

padding courses in touches V2 p48
pairs, working in V3 p47
panic V2 p11
partner bells V4 p14
pattern – see position
pattern of hunting V2 p23
Penney, Pip V2 p44
perfect ringing, how accurate V4 p28
perfection V2 p44
performance V2 p40
in public V1 p58
physical effort V3 p45
pictures v words, learning methods V3 p26
Pig-le-Tower V1 p23
Pink V2 p9
place bell V4 p38, p44
learning V2 p50
order V4 p48
place notation V1 p32, V3 p10
place, sense of V3 p12
places counting V1 p38
Plain Bob V1 p27
Doubles V3 p44
calls in V2 p50
touch V2 p34
Major
calling V4 p24
quarter peal V4 p24, p25
quarter peal composition V3 p6
touch V2 p38, p43, p48
Minor
touch V2 p38, p43, p48
Plain hunt structure V2 p14
plateaux in learning V2 p40
poise when ringing V3 p12
position
‘2-3’ V1 p44
‘3-4’ V1 p45
coursing V1 p42
opposites V1 p44
positive acceleration learning curve V2 p40
practising alone V1 p58
predicting what the bell will do V3 p32
principle V1 p18, V3 p16
‘progress’, must we all? V1 p14
Pudsey Surprise Major V3 p46
pull and check V1 p20
pull, long V1 p61
pulling
before the top V1 p6, p29, p60
too soon V2 p10
v checking V4 p36

qualifications, lack of V1 p59
quality, conductor’s responsibility V2 p30
Quarter 500 V4 p13
Quarter Peal Compositions, Collection of V4 p13
quarter peal, advantages V1 p17
quarter peals V4 p12
calling V4 p24
Queens V2 p22
quicker or sooner? V2 p19

Raising & lowering in peal V1 p5, V3 p39
raising and lowering V3 p39
randomised practice V2 p44
Red Arrows compared to ringers V2 p26
Red Line V2 p14
relations between methods V2 p7
relaxed grip, importance V3 p33
repeating lead V2 p39
repetition in touches V2 p43
research into learning V2 p44
Reverse Bob V1 p27, V2 p7
Reverse Canterbury V2 p9
reverse methods V1 p26, V4 p10
rhythm V3 p48, V4 p46, p47
good striking V1 p6
effect of open handstroke V3 p14
feeling V1 p38
‘feeling’ the next blow V3 p12
filling in missing sounds V3 p38
‘last minute’ habits V3 p35
odd struck bell V3 p25
of different numbers V3 p45
of hunting V2 p37, V3 p34
open handstroke V3 p14, p28, p32
roll ups V3 p40
speed V3 p20
trusting V1 p6
rhythmic ringing V1 p29, V3 p21
right place method V1 p39
right speed V1 p50
ringers and musicians V1 p58
Ringers Manual of Reference V1 p28
Ringers’ Handbook V1 p28
ringing by numbers V3 p30
ringing from different levels in the tower
‘Nothing new under the sun’ V2 p47
‘Ringing granny’ V1 p48
ringing in front of the bell behind V1 p7
ringing methods in hand V1 p42, p44, p46
Ringing Skills V3 p32, p48, V1 p28, V4 p19, p29, p43, p46
Ringing World Diary, The V4 p13, p24, p31, p48, p49
Ringing World, The V3 p29, p32
roll ups V2 p23, V3 p40
Roller coaster V2 p22
rope length wrong V2 p11
rope-following
adverse effects of V3 p35, p49
rope
being taken up by V3 p8
breaking V3 p19
clothing caught in V3 p19
correct length V3 p9
effect of length on speed V3 p21
effect of weight V2 p13, V3 p28
effect of wheel size V4 p41
falling on shoulders V3 p19
fat sally sticking V3 p19
handling V3 p32
length V1 p6, p29, V2 p28
length and overpulling V3 p20
lengthening & shortening V1 p41
mastering V1 p52
movement v wheel movement V4 p41
need to vary length V3 p33
new V3 p28
relationship to sound V3 p24
round elbow V3 p19
slack V3 p9, p19
slipping wheel V3 p19
speed V4 p40
speed difference V3 p39
speed varying V1 p52
springy V1 p52, V3 p28
sticking when ringing V3 p33
stiff V3 p29
too short V2 p10
twisting V1 p53
visitors V3 p18
when not to let go V3 p9
when to let go V3 p9
‘Rope throwing’ V1 p16
Ropesight V1 p28
ropesight V1 p39, V4 p19, p42
analogy with swimming V3 p12
easier with Minimus V3 p14
in hunting V3 p35
‘Round out’ analogy with hunting V2 p33
Rounds, calling into V2 p31
rules for ringing methods V4 p35
Rutland Surprise Major V3 p46

S H L Q (definitions) V2 p42
safety drill V3 p9
Saint … (see St …)
sally
misbehaving V1 p52
snatching V1 p6, p29
sticking V3 p19
satisfaction V2 p40
scud, analogy with ringing V3 p12
‘second sets the pace’, myth and reality V3 p13
self reliance V4 p50
set reduced with clapper tied V2 p47
setting the pace V1 p50
Shea, John V2 p44
Shipway V1 p18
short course V2 p38
short draught, effects V2 p13
‘Silent practice’ V2 p47
simulator V1 p58, V4 p27
to develop listening V4 p29
uses V2 p46
using to develop rhythm V3 p49
Single Oxford V1 p27, V2 p7
singling in V2 p48
size of bell, effect on chiming V2 p17
skills, putting them together V4 p47
slipping wheel V3 p29
sloppiness V2 p10
small steps in learning V1 p10
sound control, electronic V2 p47
spare rope V2 p18
speed V2 p36
best V3 p20
changes V3 p35
changes in work V2 p27
control V2 p26, V3 p34
control in chiming V2 p17
in ringing V1 p50
not changing V2 p11
ringing at different V1 p20
set by the 2nd? V1 p51
what is right? V1 p50
zero effort V1 p7
unable to change V2 p11
speed change V4 p26
speed of rope V4 p40
splicing and place bells V4 p45
springy ropes V1 p52, V3 p28
St Clement’s V2 p7, p51, V3 p7, p27, p31, V4 p13, p20
St Martin’s V2 p9
St Osmund V2 p9
St Simon’s V2 p9
stability V2 p37, V4 p50
adding V1 p63
importance V1 p57
standing & sitting V1 p9
standing behind V1 p36
staring V2 p11
stay-bender V3 p8
stay
bounce V1 p25
cause and avoidance of failure V1 p24, V3 p8
Stedman V3 p36
Doubles, singles in V4 p30
Cinques touch V2 p43
Triples touch V2 p42
twin bob touches V2 p42
‘step’ size hunting on different numbers V3 p14
stepping stones in method learning V2 p6, p14
sticking bells V4 p9
stiff ropes V3 p29
straight and level, ringing analogy V2 p10, p14
stress, effect on learning V2 p41
!Strike (software) V4 p29
striking V1 p6, V3 p41
stroke, different actions V2 p27
structure V3 p22, p36, p42, p46
structure
Double Bob V1 p27
of method V1 p32, V2 p50, V4 p14, p32, p38, p48
of the ringing V1 p63
Plain Bob V1 p13, p27
Reverse Bob V1 p27
Single Oxford V1 p27
Double Court Bob Minor V4 p34
Double Norwich Court Bob Major V4 p34
style, improving it V1 p41
Superlative Surprise Major V4 p14
supporters V1 p4
surviving other people’s mistakes V1 p62
swimming, analogy with rope movement V3 p12, V4 p42
switching force on and off V1 p29, p60
symmetry V4 p39
synthetic rope effects of V3 p29

teachers V1 p4
teaching V1 p40
and learning V1 p54
different approaches V3 p50
good methods V3 p44
tips 10-V1 V1 p10
‘Tenor queen’ V1 p21
tenor
differences from Trebles V2 p13
turning in V1 p20
tenseness V2 p10, V3 p12
terminology V1 p33, p39
The Tower Handbook V1 p28
The Tutor’s Handbook V1 p28
‘Three leads’ of Bristol or Kent V2 p34
time delay V3 p24
Tittums V2 p22
‘Too long, just right, too short’ V2 p28
‘Too wide?’ V1 p8
touch
creation V2 p34, p48
cyclic variations V2 p34
labelled blocks in V2 p43
length V2 p34
multi-part V2 p34
notation V2 p38
of Original V3 p17
repetition in V2 p43
time taken V2 p34
with a purpose V2 p49
touches collapsing V1 p62
Tower Captain and the Training of Ringers V1 p28
Tower Handbook, The V3 p7, p51, V4 p19, p36, p44
training
and quarter peals V4 p12
benefits of Minimus V3 p14
transformation of lead heads V2 p35
transforming coursing orders V3 p4
Treble Bob hunting V4 p21
Treble dodging V3 p45
Treble dominated methods V4 p20
Treble passing V1 p12, p32
Treble
view of other bells from V4 p20
working with V4 p15
Trebles, differences from Tenors V2 p13
tunes in call changes V2 p22
tunnel vision, avoiding V3 p13
twin bob touches of Stedman V2 p42
twisting ropes V1 p53
two-stroke action V2 p45

unpredictable bells V4 p9
unsteadiness V3 p49
unwinding V1 p60
Uxbridge Surprise Major V4 p49

vertical hand movement V1 p16, p52
vicious circle V1 p6, p29
video V1 p53
virtuous spiral/circle V1 p29, p63
visitors, hazards V3 p18

waiting, effects of V3 p21
Wallflower V2 p9
wheel movement v rope movement V4 p41
wheel size
effect on rope position V4 p41
effect of large V1 p20, p61
Whittingtons V2 p22
Woodlands V1 p22
words v pictures, learning methods V3 p26
work cycle V3 p23
work order V1 p32
work, grouping blue line into V4 p38
working bell, calling from V4 p6
wound up V1 p6, p60
wrong direction, looking in V2 p11
wrong handed ringing V2 p4
wrong place method V1 p39
wrong-stroke moves V2 p11
Wrong (calling position) V2 p39
effect on coursing order V3 p4
meaning of V2 p39

Yorkshire Surprise
coursing pairs V3 p31
Major, relation to Lessness V4 p48
Maximus V4 p32
structure V3 p46

zero effort speed 7-V1 V1 p7