(£forttcU Intugraitg Sitbrarg The Euclid shorthand manual : ,. 3 1924 031 437 464 olin,anx Cornell University Library The original of tliis book is in tine Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924031437464 THE EUCLID Shorthand Manual graham-pitmanic BY JAMES S. CURRY THE BURROWS BROTHERS COMPANY CLEVELAND, OHIO COPTMQHT, ipoS BY THE BURROWS BROTHERS COMPANY PREFACE This text presents in a new, simplified, and mod- ernized rendition, the Graham-Pi tmanic system of short- hand; a system which, for fifty years, has been found best to meet all the requirements of the stenographer from the business oflfice to the most technical legal, medical, and legislative reporting. It is the system used by a large majority of expert writers. Its principles are easily mas- tered; it is capable of the highest possible speed; it is entirely legible. Our aim has been not to elaborate the system, but to make its presentation comprehensive and at the same time the simplest and most practical that has ever been achieved. We have striven to keep in mind the learner's needs. Earnest efforts have been expended to see that nothing was overlooked tending to lighten his labors and to increase his interest in the work. In this text-book several unique and interesting features make their appearance for the first time: (a) The Suggestive Helps, both in connection with the consonant alphabet and elsewhere, will prove very helpful to the learner in the mastery of the lessons in which they occur. iv PREFACE (6) The nomenclature, or naming of- outlines, is de- veloped in a practical manner in the second and subse- sequent lessons. (c) The introduction of Nomenclature Word-sighs is an original and important feature. (d) No word for which the principle has not already been explained is to be found in any Reading or Writing Exercise. This is of the utmost importance, as it does away with the necessity of unlearning or learning anew outlines for numerous words. (e) Very few changes in phrasing are required as the result of the introduction of new principles, the develop- ment being logical and connected. To hundreds of experienced teachers and writers through- out the United States and Canada we are indebted for valuable suggestions in the preparation of this work. We trust this book will materially lighten the labor of the instructor, brighten the pathway of the student, and make the mastery of a valuable and useful art a pleasant as well as a profitable undertaking. Unitedly and sincerely. The Author and the Publishers. INTRODUCTION Stenography is a term applicable to any system of short- hand writing, whether phonetic or non-phonetic. Phonography is a system of shorthand writing which represents phonetically the sounds, syllables, and words of a language by means of simple geometrical signs. In phonography, it should be borne in mind, everything is written according to sound, and without special reference to the common spelling; thus, came is written as though it were spelled kam; rough, as though it were spelled ruj; eight and ate, as though they were spelled at; silent letters are omitted. C, Q, and X do not appear in the short- hand alphabet. C has two soimds, that of k and s; Q has one sound, that of k; X has the sound of ks. When these letters appear in the common spelling of words, use the character which expresses the sound re- presented. Any young person of fair intelligence, possessed of patience and perseverance, a desire to learn, and a deter- mination to succeed, can master shorthand. Each lesson should be thoroughly mastered before pass- ing to the next. The first well learned, the second will be easy, and so to the end. vi INTRODUCTION Three things are essential to the success of the short- hand student: I St. A thorough mastery of the principles; 2d. Facility in applying the principles in writing; 3d. Ability to read readily and accurately what has been written. Frequent review of the lessons will secure the first; writ- ing every practice exercise at least the required number of times will develop the second; reading all that the student writes over and over again will give the third. This systematic work, combined with a reasonable knowledge of English grammar and a broad, general fund of informa- tion, will develop a stenographer whose services will always be in demand at high rates of compensation. Exercises on the Analyses of Words, etc. In the parallel columns of the following list is to be found the common and phonetic spelling of the words presented. In the phonetic spelliivg silent letters are omitted, and the correct vowel soiuids indicated by the diacritical marks. A careful study of these words will materially aid the student to write phonographically the words presented in the lessons of the text. Common Phonetic Common Phonetic Spelling Spelling Spelling Spelling toe to anew anu due du age aj buy bl edge 6j doughy doi hedge h6j ague agu ledge lej INTRODUCTION Common Phonetic Common Phonetic Spelling Spelling Spelling Spelling page paj ridge rij peck pSk wreath reth comb kom rage raj gem j6m kneel nel back bak coil koil bake bak rye ri baggage bagaj law la came kam lime lim same sam choose chooz days daz slow slo eight at lace las ate at source sors psalm sam fuse fuz bought bat slap slap caught kat ship ship dog dog smile smil shop sh6p slash slash feud fud discuss diskfls doze doz Cicero Stsgro wrote rot causes kftzfiz write rlt paste past height hit cost kost ooze ooz lost 16st noose noos sea se noon noon Esau Esa book book easily ezili wool wool scion si6n shook shook Waugh Wa lack lak woes woz tallow talo wayside wasid Vll /iii INTRODUCTION Common Phonetic Common Phonetic Spelling Spelling Spelling Spelling wisely wizli lately latli await 3,wat fatal fatal awoke &w6k. fumed fumd wall wal paged pajd Arab A^'ab attached atacht weary werl wired wird wore wor midnight midnit win wltn compute komput queen kwen Hugh Hu quire kwir hue hu squire skwir haze haz quench kw6nch hissed hist walk wak hedge hej weave wev prose proz wages wajgz price prls Yale Yal phrase fraz empire 6mpir framed framd impede Imped cycle sikel dead ded exclaim eksklam fought fat expect 6ksp6kt fade fad disclose d&kloz vied vid disclosed disklozd shade shad cedar sedar shut shot street stret Meade Med secret sekrfit saint sant deceptive d&gptJv signed sind puffed piift sinned sind dawn dan cut kflt China China sealed seld Emma Ema ascend as6nd Anna Ana INTRODUCTION KEY TO PRONUNCIATION a long age, aid, lace. a short S,t, s3,t, cat. a Italian arm, far, calm. a broad all, fall, call. e long me, fear, eat. 6 short m6t, mSn, sSU. i long ice, pine, die. I short It, pin. miss. o Zow.i; old, sold, loaf. 6 short 6n, n5t, lot. 00 lo-ng moon, boot, noon. 56 short wool, f66t, wood. u long tube, dupe, iise. ti short fip, us, ttib. TABLE OF CONTENTS PAGE Preface iii Introduction v Exercise on the Analysis op Words vi Key to Pronunciation ix Lesson One: Consonant Alphabet 1 Suggestive Helps 2 General Instructions 3 Reading Exercise : 4 To the L,eamer 4 Writing Exercise S Remarks ■ S Review Questions 6 Lesson Two: Consonant Strokes Joined 7 Nomenclature 8 Nomenclature Word-signs; First List 8 Reading Exercise 9 To the Learner 9 Writing Exercise 9 Review Questions 10 xi xii TABLE OF CONTENTS Lesson Three: page Vowels and Diphthongs H Vowel and Diphthong Alphabet 12 Suggestive Helps 12 Order of Reading the Vowels and Diphthongs. 13 Position of Words 13 Position of Words of One Consonant 13 To the Learner 14 Reading Exercise IS Writing Exercise IS Review Questions . 16 Lesson Four: Nomenclature 17 Suggestive Helps 18 Consonant and Vowel Word-signs; First List 19 Punctuation and Other Marks 20 Review Questions 21 Lesson Five: Phrase Writing 22 A, An, And Joined 22 The Joined 22 I Joined 23 He Joined 23 Other Principles of Phrasing /. 23 Reading Exercise 24 Writing Exercise 25 Reviev/ Questions 25 Lesson Six: Words Containing Two or More Consonant Strokes 26 Rules for Placing Vowels and Diphthongs Between Two Consonants 26 Rules for Position of Words of Two or More Consonant Strokes 27 Reading Exercise 28 Writing Exercise 28 Review Questions 29 TABLE OF CONTENTS xiii Lesson Seven: page Consonant and Vowel Word-signs; Second List 30 Reading Exercise 31 To the Learner 31 Writing Exercise 31 Lesson Eight: Upward L and R 32 Downward L and R 32 Ish and Shay 33 Exceptions 33 To the Learner 33 Reading Exercise 34. Writing Exercise 34 Review Questions 35 Lesson Nine: Consonant Word-signs; Third List 36 Suggestive Helps 37 Reading Exercise 37 Lesson Ten: Circles and Loops, and S and Z Strokes 39 Small Circle 39 Vocalization 40 Order of Reading. 40 Large Circle 41 Small Loop 41 L-arge Loop 41 Iss added to Sez, Steh, and Ster 42 Rules for the Use of the Strokes 5 and Z 42 Writing Exercise 44 Review'Questions 44 Lesson Eleven: Reading Exercise — Iss, Sez, Steh, and Ster 45 Writing Exercise — Iss, Sez, Steh, and Ster 46 xiv TABLE OF CONTENTS Lesson Twelite: page Nomenclature 47 Circle and Loop Nomenclature Word-signs; Second List. . 48 Lesson Thirteen: Circle Word-signs; Fourth List SO Phrasing; Miscellaneous Principles SI Supplementary List S2 Writing Exercise S3 Review Questions S4 Lesson Fourteen: Reading Exercise 55 Writing Exercise 56 Lesson Fifteen: Methods of Expressing W and Y _. . . . . 58 Strokes for W and Y '. 58 W Expressed by Hook 59 W Expressed by Semi-circle 59 Y Represented by Semicircle 60 To the Learner 60 Reading Exercise 62 Writing Exercise 63 Coalesccnts .- 63 Review Questions 64 Lesson Sixteen: W and Y Word-signs; Fifth List 66 Suggestive Helps 66 To the Learner 67 W and Y Nomenclature Word-signs; Third List 67 Semi-circle Word-signs Enlarged 68 Phrase List 69 Reading Exercise 69 Writing Exercise 71 Review Questions , 72 TABLE OF CONTENTS xv Lesson Seventeen: page Shaded M 73 Prefixes Con, Com, and Co^ 73 SuflBx Ing 73 Ing 2'he, and Ing A, An, And 74 Reading Exercise 75 Writing Exercise 76 Review Questions 77 Lesson Eighteen: Contractions; first List 78 Suggestive Hcli->s 79 Derivatives 79 To tiie Learner 80 Reading Exercise 80 ^\'ritiug Exercise 82 Review Questions 82 Lesson Nineteen: Shortening Principle 83 To tlie Learner 85 Reading Exercise 86 Writing Exercise 86 Review Questions 87 Lesson Twenty: Half-length Nomenclature \\'ord-5igns; Fourth List 88 Reading Exercise 89 Writing Exercise 90 Lesson Twenty-one: Half-length Word-signs; Sixth List 91 Reading Exercise 92 Miscellaneous Half-length Principles 93 Writing Exercise — Half-length Phrases 93 Review Questions 94 xvi TABLE OF CONTENTS Lesson Twenty-two: page Methods of Expressing H 95 Rules for the Stroke for J7 95 The Tick for J? 96 Reading Exercise 96 Writing Exercise 97 Review Questions 98 Lesson Twenty-three: Initial Hooks for L and R 99 i-hook 99 i-hook Table 100 Jf-hook 100 JJ-hook Table 101 Vocalization 102 Reading Exercise 103 Writing Exercise 103 Review Questions 104 Lesson Twenty-four: Initial Hook Word-signs; Seventh List 106 Reading Exercise 108 Writing Exercise 109 Lesson Twenty-five: Iss Prefixed to the i-hook 110 Iss, Sez, and Steh Prefixed to the i?-hook Ill To the Learner 112 Reading Exercise 113 Writing Exercise 113 Review Questions 114 Lesson Twenty-six: Ler and J?e/-hooks 115 Vocalization 116 Reading Exercise 116 Writing Exercise 117 Review Questions 117 TABLE OF CONTENTS xvii Lesson Twenty-seven: page Miscellaneous Initial-hook Principles 118 All and Will, Are and Our Added 118 i, if, Ler, and i?eWiook Phrases 119 Initial-hook Nomenclature Word-signs; Fifth List 120 Miscellaneous Word-signs; Eighth List 121 Reading Exercise 121 Writing Exercise 122 Review Questions 122 Lesson Twentv-eigut: Final Hooks for F, V, and N 123 i='-hook 123 iV-hook 123 Vocalization 124 Iss, Sez, Steh, and Ster Joined 125 To the Learner 12S Reading Exercise 126 Writing Exercise 127 Review Questions 127 Lesson Twenty-nine: Hooks for Shon and 2"iv 129 Shon : 129 Tiv 130 Vocalization 130 7ss added 131 Shon, Eshon, and Tiv-hooVs Between Strokes 131 Reading Exercise 132 Writing Exercise 132 Review Questions 133 Lesson Thirty: Final Hook Word-signs; Ninth List 134 Final Hook Nomenclature Word-signs; Sixth List 136 Reading Exercise 137 Writing Exercise 138 xviii TABLE OF CONTENTS Lesson Thirty-one: page Final Hook Miscellaneous Principles; Phrasing 139 Words added by the i^-hook 139 Words added by the AT-hook 139 Reading Exercise , 1 40 Writing Exercise 141 Review Questions 142 Lesson Thirty-two: Lengthening 143 Vocalization 144 Order of Reading 144 Position of Outlines 14S Miscellaneous Principles; Phrasing 14S Double-length Word-signs; Tenth List 146 Double-length Nomenclature Word-signs; Seventh List 146 Reading Exercise 146 Writing Exercise 148 Review Questions 149 Lesson Thirty-three: Contractions; Second List ISO Suggestive Helps ISO Reading Exercise 151 Writing Exercise 1S2 Lesson Thirty-four: Prefixes 153 General Principle 155 Additional Prefix Principles 156 Reading Exercise 1S7 Writing Exercise .' 158 Review Questions 159 TABLE OF CONTENTS xlx Lesson Thirty-Fi\':e: page Suffixes 160 To the Learner 163 Reading Exercise . . 163 Writing Exercise 164 Review Questions 164 Lesson Thirty-six: Omission of Consonants, Vowels and Diphthongs 16S Omission of Consonants 165 Vowels and Diphthongs Omitted 166 Reading Exercise 167 Writing Exercise 168 Review Questions 169 Lesson Thirty-seven: Phrase Writing 170 General Rule for Phrasing 170 Other Principles of Phrasing 171 Position 173 Lesson Thirty-eight: Phrase List 175 Lesson Thirty-nine: Special Word-signs 179 Numerals 179 Miscellaneous Numerals 180 Days of the Week 182 Months 182 XX TABLE OF CONTENTS Lesson Forty: page Business Letters 183 Index to Business Letters : No. 1 56 No. 2 70 and 71 No. 3 70 and 71 No. 4 76 No. S 82 No. 6 89 No. 7 90 No. 8 92 No. 9 : 97 No. 10 104 No. 11 108 No. 12 108 No. 13 121 No. 14 137 No. IS 140 No. 16 149 No. 17 151 No. 18 168 No. 19 183 and 186 No. 20 184 and 187 No. 21 185 and 188 No. 22 185 and 188 LESSON ONE I. CONSONANT ALPHABET SHOWING DIRECTION OF STROKES r \ \ g p B F V R J "> Way T D Ith V o 6 / V r* w I d th THee Ih S s Z z *R is represented by one of the two strokes. LESSON ONE 2. SUGGESTIVE HELPS, io) k9 "^k V^*' CONSONANT ALPHABET GENERAL INSTRUCTIONS 3. The stroke for sh is sometimes written upward when joined to other consonants, and when it is so written it is called Shay. It is never written upward when standing alone. 4. The stroke for /, when joined to other consonants, is sometimes written downward, and when it is so written it is called L. 5. Ray and Hay, which are always written upward, slant more than Chay. 6. Light strokes should be made very light, and the shaded ones just enough heavier to distinguish them from the light stems. Straight strokes should be shaded equally their entire length, while curved stems should be shaded in the middle and diminished to a light line at the ends. 7. The consonant stroke should be about one-sixth of an inch in length, or about the size of the engraving em- ployed in this text. 8. The letters C, Q, and X do not appear in the short- hand alphabet. Phonetically, C represents the sounds oi s or k; Q the sound of ^; X the sounds of ks. 9. The nomenclature, or naming of the outlines. Gay, Lay, L, Ray, etc., is very important. This principle is fully explained in Sec. ig, Lesson Two. For the present consider it a matter of convenience. [ LESSON ONE 10. READING EXERCISE, J \ / _...,/ ^ \. I_ / .^. L L.^..c. ::^ ^ ^......:>. .......( _......^.. ..1 >^ ) J. c ^ w..r:...._._.. .::^.. .Z....A ^ ::^ C......J...A \...±.....J... ../.. s y... L.....™ L _ ( ) {... TO THE LEARNER II. Shorthand is one of the most interesting and fasci- nating branches of education. To what extent you enjoy this subject will depend largely upon how thoroughly you master each lesson. Do not get the impression that because the alphabet is composed of the simplest geometrical characters that facility of writing and ability to read everything that is written can be acquired without a great deal of patient practice. The above exercise should be read many times. Page after page should be written of the following exercise until every stroke can be made neatly and accurately, and at a fair rate of speed. CONSONANT ALPHABET 12. WRITING EXERCISE 1. M i8. Zhay 35. Ray 2. D ig. Lay 36. Gay 3. i? 20. Ish 37. AT 4. Lay 21. Z 38. 7 5. 5 22. D 39. J? 6. /ife 23. B 40. 5 7. B 24. / 41. ///} 8. Z 25. PTffij/ 42. Ray 9. Fay 26. F 43. Chay 10. F 2'j. F 44. r/jee 11. F 28. /w^' 45- P 12. AT' 29. Gay 46. iJay 13. -ffay 30. Chay 47. 5 14. Ing 31. Fay 48. X 15. Thee 32. ZAay 49. Ish 16. r 33. Z so. M 17. TFay 34. T REMARKS 13. The learner should be able to answer correctly the questions for review, readily write, and, from his own shorthand, read the lesson exercises before he should permit himself or be permitted by the teacher to proceed to the next lesson. LESSON ONE REVIEW QUESTIONS.— Lesson One 1. What kind of characters compose the consonant alphabet? 2. What is the proper length of consonant strokes? 3. How are the shaded curved strokes made? 4. What letters do not appear in the shorthand alphabet? 5. Describe the manner of writing the sign for sh when standing alone. When joined. 6. Give the name of the downward stroke for sh. The upward. 7. Describe the manner of writing the sign for I when standing alone. When joined. 8. Give the name of the upward stroke for /. The downward. 9. How are Hay and Ray written ? 10. How distinguish between Chay and Ray} LESSON TWO CONSONANT STROKES JOINED 14. All the consonants of a word should be written with- out lifting the pen. In this lesson the first upright stroke in the outline should rest on the line of writing. .L__.ZL \^ ^ T-K K-T P-M N-P M-Ray Chay-M-K Note. — In the above section and in subsequent lessons, the term upright is applicable to sloping as well as perpendicular strokes. 15. When a curved stroke is repeated, it is written twice. When a straight-line consonant is repeated, it is made twice the single length. R-R F-F M-M Chay-Chay K-K T-T 16. A light and shaded stroke, without a distinct angle, are joined in such a manner that the point of union is not discernible. P-B B-P b-T KGay Lay-Gay 17. The inclination or curvature of a stroke may be varied slightly for convenience of joining. ....t. V _k1.....^. _.l::........^...... Chay-Lay N-L Ish-Ray Ray-Ish Z-Lay Ray-L 7 8 LESSON TWO i8. When standing alone, Chay and Ray are distin- guished by difference in slant. When joined they are readily distinguished by the direction in which they are written, Cltay being always written downward and Ray upward. NOMENCLATURE 19. The reason for naming the consonant strokes, Chay, Gay, Lay, L, Ray, etc., is clearly illustrated in the follow- ing table, where the name of each consonant outline plainly suggests the word opposite. Hundreds of other words are more or less clearly suggested by the names of their out- lines. NOMENCLATDSE WOED-SIGNSJ FIRST LiST ..C.....Jjxy,. -lay ..-^.....Gay, -gay .^....^Bay, ray -.-^ Way,. .way, weigh ..(i^. Hay, hay .C Xay-K,.—\3ks .Q.....L-K, elk -^ Ray-K,....xaks — ^r:>i(?a2/-Jlf,-.-game .=/ — Gay-Lay,. .%ai\j ZT— — Gay-L, gale ..TVL1_ Way-Lay,.y!s.y^a.y .C... Lay-M, lame .k::^, L-M,- elm \^...... D-Lay, delay /^... J-K, Jake lJ... Lay-D, lady L D-K, decay CONSONANT STROKES JOINED READING EXERCISE 20. Read the following outlines until they can be named readily. This accomplished, copy the exercises ten times, thinking or naming each outline as you make it. _z\....v^....L....zi.__.:z...z....^....i^_ u.. ^■-) <> ^--^--^--^--^- TO THE LEARNER 21. While speed is important, never sacrifice form and accuracy for the sake of rapid writing. Shorthand should always be written carefully. Speed will take care of itself if THOROUGHNESS is made your motto. WRITING EXERCISE 22. The learner should now be able to write the proper shorthand outlines in the exercise below. After he has written it a time or two, he should have some one name the outlines while he writes them in shorthand. This practice should be continued until all the forms can be lO LESSON TWO written neatly and correctly, and at a fair rate of speed. Write steadily; avoid a nervous, hesitating movement of the hand. 1. Ish-M i8. Chay-N 35. K-Ing 2. L-K 19. Way-Ray 36. Chay-R 3. T-K 20. N-B 37. Hay-Z 4. Ray-T 21. Z-Ray 38. i^-W'ay 5. M-F 22. R-K 39. 5-K 6. P-F 23. i^-K 40. Z/jaji-i? 7. Lay-Ith 24. M-Hay 41. S-Ing 8. Ith-Lay 25. 5-P 42. /?-F 9. M-75/f 26. 5-A^ 43- i'-^ 10. Hay-Lay 27. B-Gay 44. Fay-i? 11. D-Chay 28. 1'-/ 45- AT-i^-M 12. P-Z) 29. Ray-Hay 46. M-N-Ilh 13. Ray-Gay 30. i?a)'-F 47. Ish-P-Lay 14. P-i? 31. K-TV 48. Ray-Ith-Lay 15. Lay-/ 32. M-F 49- N-K-M 16. T-^/jflj/ 33. T-Chay 50. R-M-Ray 17. F-Shay 34. J -Gay REVIEW QUESTIONS.— Lesson Two 1 . How are all consonants of a word written ? 2. In this lesson which stroke should rest on the line? 3. When a curved stroke is repeated, how is it made? 4. When a straight stroke is repeated, how is it made? 5. How are light and shaded strokes in the same direction made? 6. For what purpose may the slant or curvature of a stroke be varied ? 7. How are Ray and Chay distinguished ? 8. What is the advantage of the nomenclature? 9. What elements are essential in the study of shorthand (Sec. 21) ? 10. How shall you acquire proficiency in shorthand ? LESSON THREE VOWELS AND DIPHTHONGS 23. The vowel letters of the English alphabet (a, e, i, 0, and u, and sometimes w and y) represent twelve distinct vowel and four diphthong sounds. The six long vowels are represented by heavy dots and dashes, and the six short vowels by light dots and dashes. They are written beside the consonant stroke in three positions: at the beginning or first-place, at the middle or second-place, and at the end or third-place. 24. The four diphthongs are represented by small angular marks, and are written beside a consonant stroke in two positions: at the beginning or first-place, and at the end or third-place. 25. The straight line beside which the vowels and diphthongs are placed serves only to show the position of the sign. While T is used in the following table, any other consonant stroke would serve the same purpose. 26. Dash vowels are written at right angles to the part of the stroke by which they are placed, and should be made about one-fourth the length of the consonant sign. When convenient the diphthong signs mav be joined. \ A ^ .^ L -r 1 _ 27. In speaking of the vowels as a class, those repre- sented by dots may be called dot vowels, and those repre- sented by dashes, dash vowels. 12 LESSON THREE Vowel and Diphthong Alphabet 28. The italic letter or letters in the words opposite the vowel or diphthong signs illustrate the sounds repre- sented. Long Vowels < Short Vowels < I- Diphthongs .4 as in all ' O as in old (whole) -Oo as in fools O as in got fj as in cut - Oo as in foot Ou or Ow as in now U as in due SUGGESTIVE HELPS 29. The following sentences, made up of the illustrative words in the above alphabet, represent all the vowels and diphthongs: "Lee may arm all eld fools," contains all of the long vowels. "His pet cat got cwt foot," contains all of the short vowels. "Five hoys now due," contains all of the diphthongs. 30. By associating the four diphthong signs with the small X, it will materially aid the learner in remembering VOWELS AND DIPHTHONGS 13 these sounds. / is the part of the x opening upward; oi or oy, the part opening to the left; oil or ow, the part opening downward; u, the part opening to the right. Order of Reading the Vowels and Diphthongs 31. When a vowel or diphthong is placed to the lejt of an upright stroke or above a horizontal, it is read bejore the stroke. -A... J :L .^. -^.- ape aid oath aim oak 32. When a vowel or diphthong is placed to the right of an upright stroke or below a horizontal, it is read ajter the stroke. ...X I: .A. A _^.. bay day Jay Joe go Position of Words 33. There are three positions for words, corresponding to the three vowel positions. The position of a word is determined by the vowel or diphthong, if a word of one syllable; by the accented vowel or diphthong, if a word of two or more syllables. Words or One Consonant (i) First Position. If the governing vowel or diphthong is first-place, the consonant in the word, if an upright stroke, is written half the height of a T-stroke above the line; 14 LESSON THREE if a horizontal, about the height of a T-stroke above the line. tie thaw eave key annoy (2) Second Position. If the governing vowel or diph- thong is second-place, the consonant in the word rests on the line. „_:L.... k- :l ^. ^.... ate foe owed egg echo (3) Third Position. If the governing vowel or diph- thong is third-place, the consonant in the word, if an upright stroke, is written through the line; if a horizontal, below the line. I- -- ^ -^ N add cue Ann cow abbey 34. When two vowels or a vowel and a diphthong are written beside a single consonant, that which is heard next to the consonant should be written nearest to it. T. w K^' idea iota TO THE LEARNER 35. It is important that the learner shall read and write the illustrative words in this and subsequent lessons until he is familiar with the forms given. These words are not repeated in the regular reading and writing exercises. 36. Words are written in shorthand exactly as they are pronounced, and without special reference to the ordinary VOWELS AND DIPHTHONGS 15 spelling. Edge is written as though it were spelled ej; age, as though it were spelled aj; ache, as though it were spelled ak; ate, or eight as though they were spelled at. READING EXERCISE (50 Words) 37. Read the following exercise again and again, until every word can be read easily, and then write it carefully and correctly five times. -^■^ v-^ \r.^->^-^--:( -^-''■■ ^ r , , ^ r c 4. 1 ^- ^. \ I. /' /' .1 -w- i___\_____±_ \... ^__.l-..^--.. _, .-.1 ^=^-->^^ -^ -L-. lr:l:H WRITING EXERCISE 38. In this and subsequent lessons, first write the con- sonant or consonants of a word in the position indicated by the vowel or accented vowel, and then insert the correct vowels and diphthongs. Write the exercises once, and after your work has been corrected, write it ten times. When you shall have written the exercise the designated number of times, you should have some one pronounce the words while you write them. 1 6 LESSON THREE Continue to do this until you can write every word cor- rectly and without hesitation. Silent letters are printed in italics. I. up 10. few 18. inn 2. by II. in 19. dew 3- at 12. no 20. boy 4. out 13- toe 21. doughy 5. each 14. due 22. Ada 6. me IS- huy 23. ague 7. my 16. owed 24. Ida 8. may 17- ode 25. anew 9. if REVIEW QUESTIONS.— Lesson Three 1. How many vowel sounds are there? 2. What kind of characters represent the vowels? 3. How are the long and short vowels distinguished? 4. How many diphthongs are there ? 5. What kind of characters represent the diphthongs? 6. Describe the vowel positions. 7. Describe the diphthong positions. 8. Are the diphthongs sometimes joined? 9. Describe the placing of the dash vowels. 10. What sentence contains all of the long vowels? 11. What sentence contains all of the short vowels? 12. What are the methods suggested for learning the diphthongs? 13. When is a vowel said to be before a consonant? 14. When is a vowel said to be after a consonant? 15. There are how many positions for words? 16. Describe the first position for words. 17. Describe the second position for words. 18. Describe the third position for words. 19. How are the positions of words determined? 20. When two vowels occur before or after a consonant, how are they written? LESSON FOUR CONSONANT AND VOWEL WORD-SIGNS; FIRST LIST PUNCTUATION MARKS 39. There are many words which, by reason of their frequent occurrence, are represented by the briefest possible outline. These shorthand characters are called word- signs, and the words which they represent are called sign- words. NOMENCLATURE 40. Every shorthand character has a name. This is both a matter of convenience and of vast importance from the standpoint of legibility, as illustrated in Lesson Two, Section 19. The student who is determined to make the most possible out of shorthand will familiarize himself with the names of the different word-signs and the outlines for the illustrative words in the various lessons. 41. The learner will observe that nearly every vowel word-sign presented in this and Lesson Seven. is the prin- cipal vowel in the word represented. The dash vowel signs, which are one-fourth the length of a consonant stroke, are written in three positions and in the direction of P, T, and Chay, and are named as if they were con- sonant strokes with et added; thus, Pet, Tet, Chet, etc. 42. In the word-sign lists, the shorthand character appears in the first column, the word or words represented in the second, and the name of the outline in the third. For convenience the figures i, 2, 3, and 4 are used to 17 l8 LESSON FOUR indicate the first, second, third, and fourth* positions, and are read P two, P three, etc. * Note. — Any upright consonant or dash vowel sign, written below the line, is said to be m fourth position. SUGGESTIVE HELPS 43. There is nothing particularly difficult in learning a list of word-signs. Exercise a little patience, and couple with it studious, concentrated attention. The outlines for the first twelve words of the writing exercise in Lesson Three, with the vowels omitted, are word-signs. Eight of these words, up, by, at, out, each, me, my, and may, constitute a part of the following list. 44. Going on the theory that we best learn to do by doing, select a word-sign and write it carefully ten times, all the while thinking the name of the stroke, and the word or words represented by it. Take another word-sign and after writing it ten times as above, point to and name the two words written. Write another word-sign as above, after which point to and name the three words written, and so on. 45. After you have pretty well learned a group or column of word-signs, it is an excellent practice to cover the printed words and read from the shorthand characters up and down, and skipping from place to place. Then have some one pronounce the sign-words while you write and name the word-signs. CONSONANT AND VOWEL WORD-SIGNS 19 CONSONANT AND VOWEL WORD-SIGNS; FIRST LIST (30 Word-signs; 51 Words) 46. This and subsequent word-sign lists must be so -well learned that every word can be readily and easily written from dictation, and read back from your own writing. The importance of this fact in both writing and reading shorthand cannot be overestimated, inasmuch as the vocabulary represented constitutes about two-thirds of the ordinary office dictation. When a sign-word is printed with a hjrphen, the word- sign represents both the word preceding the hyphen and the one composed of the letters before and after it; thus, advertise-d-ment represents the words, advertise, advertised, and advertisement. Note. — When a word-sign represents two or more words, the context will enable the learner to determine the word represented. A- up, P^ _^. hope, happy, party, P^ time, T' ...Lit, take,. T' ..:\... at, out,_. T' each,— -Chay' .JL. which, change, Chay' ..-/- much, charge, Cliay' -^-by. B' .-\_ be, object, objected, .,._B* _>^..tobe,. 2?' dollar, -D' 20 —L. do, LESSON FOUR -I— had, advertise- d-ment, D' ..: M' .me, my,_ Dot' ,^r^. am, may, him, make, M' home, 3f ' thing, Ing' ."s^. language,,, Ing" ,___long, along,.- Ing^ ..... the, Dot' PUNCTUATIQN AND OTHER MARKS 47. The comma, semicolon, and colon, when used, are written as in longhand. , Comma x Exclamation ...\.of, .Pet' .->... to, .... Pet' .^_ to the. .Pet' on. Chet' .-'.— he, should, ...Chef —^.. how, . aiet* V . — I, eye. high,... ...Pet'-Eet ..^..toa,. Tet' J Semicolon : Colon '.or X Period // Underscore " " Quotatiojis ^Dash .or X Interrogation 1 CONSONANT AND VOWEL WORB-SIGNS 21 It is seldom necessary to use any other punctuation than the period in practical shorthand work, for if the writer knows what marks of punctuation should be used while taking dictation, he certainly will know what to use when he transcribes his notes. The double length Chay is recommended as preferable to the small x for the period. The period is also used in this text for the interrogation. REVIEW QT:ESTI0NS.— Lesson Four 1 . What are word-signs .■■ 2. What are sign- words? 3. How are the positions of outlines indicated? 4. How are the vowel word-signs named? 5. How are the punctuation marks represented? LESSON FIVE PHRASE- WRITING A, AN, AND, THE, I, AND HE JOINED 48. In shorthand the outlines for many common words may be joined without lifting the, pen from the paper; this is called phrase-writing. Proper and judicious phrase- writing adds to speed without sacrificing legibility, and the learner should make use of this time-saving principle from this time on, as the several principles of phrasing shall be introduced. In this lesson a, an, and, the, I, and he are joined. In order to join the words a, an, and, and the, the dot must be changed into a light tick. These are named Ket, Tet, Chetj'etc., in accordance with Section 41. A, AN, AND JOINED 49. A, an, or and may be joined in any position to a following word by a tick in the direction of T or K. J - A :- ,„ _ a dollar and--Give an object a thing and he Ket-D' Tet-Gay' Ket-B' Ket'-Ing' Ket-Chet' THE JOINED 50. The may be joined in any position to a preceding word by a tick in the direction of P, Chay, or Ray. L „,- - ->. > _..,.._. do the at the by the of the and the D'-Bet T'-JRet B'-Chet Pet'- Ohet Kef- Chet PHRASE-WRITING 23 1 JOINED 51. The pronoun I may be joined above the line to the following word by writing the first half of the sign in the direction of P or the second half in the direction of Chay or Ray. I may also be joined in the first position to a preceding and. 1 -1 I do I had I hope and I and I am Bet-D' Bet-D^ Bet-P' Ket-Chet' Ket-Chet'-M BE JOINED 52. He may be joined on the line to a following word by writing its sign in the direction of P, Chay, or Ray. ---r \ -^ he had he objected he may Eet'-D BeV-B Chet'-M 53. Phrase-writing is not confined to the joining of a, an, and, the, I, and he. The principle is extended to the joining of all the words which properly belong in a phrase or clause. As a rule the first word of a phrase is written in its usual position, the other words following without regard to position. OTHER PRINCIPLES OF PHRASING 54. Writing two outlines close together indicates the omission of oj the between the words so written. ------ A-- -/ --^ -k- -- which (of the) party much (of the) time eight (of the) party Chay': P= Chay": T' T': P" 24 LESSON FIVE 55. Dropping a sign below the line indicates the omis- sion of a preceding to. " r " I- "" I \ (to) do (to)day (to) take (to) hope j)i j)i j'i pi 56. When not convenient or in accordance with the fore- going principles of phrasing, the word-signs for these words must be used. READING EXERCISE.— Lessons Foxjr and Five 57. Read the following exercise imtil it can be read as easily as if written in longhand; then copy it ten times. The vocalized outlines are words taken from Lesson Three. Unvocalized outlines are word-signs. ' "--' ---. V — 2.--J ^ -^. 3.. \ ..\. PHRASE-WRITING 2$ WRITING EXERCISE.— Lessons Four and Five 58. In this and subsequent writing exercises, sign-words appear in regular type. Words used in preceding lessons, appear in italics. Words used for the first time will appear in SMALL CAPITALS. Words connected by a hyphen are to be joined. Words enclosed in parentheses, are to be omitted and implied in accordance with Sections 54 and 55. 1. I-am to-be at-home {to)day. 2. Effie and-7ia-may go to-the abbey. 3. It-may be time (to) take-the party home. 4. My idea may aid him. 5. He-may object to-a charge of a-dollar each. REVIEW QUESTIONS.— Lesson Five 1. Joining words together is called what? 2. What is to be gained by phrasing? 3. Describe the joining of u, an, and and. 4. Describe the joining of the. 5. Describe the joining of 7. 6. Describe the joining of he. 7. Is phrasing confined to above words? 8. How indicate omission of of the? 9 . How indicate ornission of to ? 10. When should the word-signs for a, an, and, the, I, and he be used? LESSON SIX WORDS CONTAINING TWO OR MORE CONSONANTS 59. In Lesson Three are presented words of one con- sonant. In this lesson are presented words of two or more consonants. RULES FOR PLACING VOWELS AND DIPHTHONGS BETWEEN TWO CONSONANTS 60. (i) Firsl-ph.ce vowels and diphthongs and long second-phice vowels are written after the first consonant. L ^ k.. tick Tom pike dome came T<-K T'-M P'-K D'-M K'-M (2) Short second-p\a,ce vowels and third-phice vowels and diphthongs are written before the second consonant. L.- I- b~-w deck tuck tack fume nook D'-K T'-K T-K F'-M N-K, (3) When two vowels, or a vowel and a diphthong, occur between two consonants, the first is usually placed beside the first stroke and the second beside the second. However, 26 WORDS CONTAINING TWO OR MORE CONSONANTS 27 it is sometimes best to place both vowels beside the same consonant, in accordance with Section 34. >. n; poem poet voyage gaiety P'-M P'-T V'-J Oay-T" BULES FOR POSITION OF WORDS OF TWO OR MORE CONSONANTS 61. (i) The first upright consonant in a word should be half the height of a T-stroke above the line for first posi- tion, on the line for second, and through the line for third. X-.-.X---..L.. pitch cheap duck touch pack cab P'-Chay Chay'-P D'-K T-Chay P'-K. K-B' (2) If the word is composed entirely of horizontal con- sonants, they should be written the height of a T-stroke above the line for first position, on the line for second, and below the line for third. meek kick game mum nag Mack llt-K K.-K Gay'-M M'-M N'-Gay M'-K 28 LESSON SIX READING EXERCISE (so Words) 62. Practice this exercise until the words can be spelled and named almost as readily as if written in longhand. Copy the plate jive times, being sure to think or name every character as you make it. Always write the con- sonants of a word first and place the vowels afterward. .^..^..._b. u..„_t^,„Li:^..„__z^._z^ WRITING EXERCISE 63. Write the following exercise once, placing the vowels and diphthongs, and after the errors have been corrected rewrite ten limes. When this shall have been accom- plished, have some one pronounce the words while you write them several times, omitting the vowels. Read back from the unvocalized work. WORDS CONTAINING TWO OR MORE CONSONANTS 29 1. cap 2. cube 3. chalk 4. check 5. choke 6. death 7. dime 8. judge 9. keep 10. king 11. knife 12. move 13. muff 14. nip 15. page 16. path 17. tab 18. peck 19. team 20. comb 21. cook 22. thatch 23. top 24. vouch 25. type 26. vim 27. mouth 28. gem 29. inch 30. fife 31. dug 32. Dutch 2^. back 34. bake 35. beam 36. fame 37. fang 38. fog 39. beg 40. bog 41. boom 42. enjoy 43. infamy 44. denote 45. Jacob 46. dogma 47. baggage 48. Timothy 49. tomato 50. unpack REVIEW QUESTIONS.— Lesson Six 1. Of what does this lesson treat? 2. Describe the placing of vowels between two strokes. 3. How are two vowels between two strokes written? 4. Describe the position of a word of two or more consonants when at least one of them is an upright stroke. 5. Describe the position of a word composed of horizontal strokes. LESSON SEVEN CONSONANT AND VOWEL WORD-SIGNS; SECOND LIST (23 Word-signs; 39 Words) 64. The method for learning the word-signs outlined in Sections 44 and 45 is recommended for this and subse- quent lists. common, kingdom, K .=^=. come, country,. K^ company, give-n, -Gay' .5==?- together,. ...Gay- -/_.. advantage,. -J' ../..large, .... .two, too, I if,- F' k.-for, fact, F' .^..few, half, F' all,. ....Bet' Bet' already, awe,. ..Det' I O, oh, owe, .Det' ought,... .Jet' /....who, whom,. Jet' I or, Tet' .....but, Tet' 30 CONSONANT AND VOWEL WORD-SIGNS 31 READING EXERCISE 65. Read the following exercise until it can be read ■without hesitation ; then copy ten times: t^-^--~--^-.-x^ : .2:._..z: /_ 2, -L..__A....Jz :r:...L, 3-/- v- --'^- 4J:.......i.^ 5._:_....x ^....l...Jl...^.A^. -\- TO THE LEARNER 66. When reading or writing an exercise, the learner should not fail to give close attention to every principle involved. If at any time a principle has been forgotten, at once turn to it for a careful review. WRITING EXERCISE 67. Write the following exercise once, and after the same has been corrected, practice it until it can be written correctly and without hesitation from dictation: 1. The party may be at-home (to)day. 2. I-shall give him a-doUar or two for-the advertisement. 3. He-may take-the whole thing to-the country, 4. I-hope to-be at home (to);^^. 5. Noah and-£(i(iJe will -take charge (of the) abbey (io)day. LESSON EIGHT UPWARD AND DOWNWARD L, R, AND SH 68. For convenience of joining and the legibility of the writing, r is represented by a curved and a straight stroke, and / and sh are written both upward and downward. The rules governing the use of the upward and downward strokes for these letters are as follows: I When the first sound in the word, and when followed by a final vowel. .f^......^...-\c......jt--.-\y-- lamb luck rogae ikh mellow daily cherry Dora Lay'-M Lay-K Eay^Gay Bay-Chay M-Lay'D -Lay amy-Bay D'-Bay I When preceded by an initial vowel, and when the last sound in the word. alike alum arm argue pail vale door fear L'-K L'-M R'-M R'-Gay P^L V'-L D'-R F'-R (3) When the only consonant stroke, the sign for I is always written upward, as shown in the alphabet. .....^ .c ^.........__^...........^^._.... oil lea low allow oily Lay' Lay' Lay^ Lay' Lay' 32 UPWARD AND DOWNWARD L, R, AND SH 33 I Shay is always used after T and D and before and after Lay. Ish is used in almost every other case. .Li.. V A. -^---^-- tush dish lash shawl show T-Sliay D'-Shay Lay-SIiay Shay-Lay Ish" cash K-Ish' rash Bay-Ish (S) In the Middle of Words use the up or down stroke for /, r, and sh, according to convenience. • The foregoing rules may be disregarded when the direction required by them would make an awkward outline or a difficult joining; or, Use R initially when followed by M; Use Ray when followed by T, D, Chay, J, Ith, Thee, and Ray; Use Lay following M. (6) Exceptions .^ ._^. .^__..Zl.. room "^anf ^"gl*' • Archie urge earth mile R'-M R'-M Bay'-T Say^-T Bay'-J Bay'-Ith M-Lay TO THE LEARNER 69. The utmost familiarity with the rules given in this lesson is necessary, to the end that the writer will not hesi- tate a single instant in determining which stroke is to be used. The learner who shirks the labor necessary to thoroughly master every rule and principle in each lesson and apply the same in writing, may safely conclude that he has not 34 LESSON EIGHT the necessary qualifications to succeed in shorthand, or any other profession where close application and faithful study are necessary to success. READING EXERCISE (50 Words) 70. The following exercise is to be read, and then written five times: x...L...^......^....a^...^.. ^. L^:...^. z..^.....A.^ ^....k/...^..._ir::....:^_ ^-^---b------ --^--^ -< ;^--- WRITING EXERCISE 71. The following words are to be written, corrected, and then rewritten ten times: 1. law 2. ail 3. lath 4. lime 5. look 6. lack 7- tallow 13- wreath 8. below 14- wrong 9- fellow ^5- rage 10. rye 16. rack II. ridge 17- rag 12. rope 18. repack UPWARD AND DOWNWARD L, R, AND SH 35 19. remedy 20. repay 21. jury 22. Mary 23. narrow 24. tarry 25. notary 26. borrow 27. coil 28. file 29. kneel 30. oar 31. ire 32. orb 33- army 34. four 35- jar 36. tire 37. shallow 38. tissue 39. ask 40. shop 41. shape 42. mush 43. push 44. ream 45- rely 46. shower 47. armory 48. elbow 49. melody 50. mileage REVIEW QUESTIONS.— Lesson Eight 1. When should Lay be used? 2. When should L be used? 3. When use R? 4. When use Ray? 5. When is Sliay used? 6. When is Ish used? 7. How are they written in the middle of words? 8. What are the exceptions to these rules? 9. How are the strokes for I and sh written when standing alone ? 10. Which sign is used for initial r followed by M? LESSON NINE CONSONANT WORD-SIGNS; THIRD LIST (24 Word-signs; 37 Words) 72. Again we remind the learner of the necessity of memorizing the word-signs. They are the "backbone" of reporting, and he who has not the patience necessary to leam the different lists may safely conclude that he will find his ■\{ocation lying in some other direction than that of shorthand. SUGGESTIVE HELPS 73. The words, see, saw, so, say, use, use, in, no, know, thee, Ihy, they, thou, way, and our, in the following list, are sign-words, represented by their respective consonants, written in the position indicated by the vowel. . see, saw,. .so, say,. .S' _!\ us, use, -S _/ was, Z'' _) use, 2" ^. in, any, N' ~.no, Tcnow,.. ..N' .own,- -N' -thee, thy, ...THee, ..them, ilmy, TBee ^. though, thxiu, THee' ^^... usual-ly, 2jhay' ./!.— your, . why,- ....-Yay' Way' .Way^ her,here,.hear,- -R' _?^.._*are, 22 ^... our, hout,- CONSONANT WORD-SIGNS .r>^-__away, .ever, Jk have,— 37 .'^_ however,- ^. — holy, v —Say >»=A_I10W,-. .N-Pet new, knew, N-Cheti * Note. — In phrase-writing are may be represented by either R or Ray. according to convenience. N READING EXERCISE 74. Read the following sentences iintil they can be read without hesitation; then copy ien times: -V L J 3„L_..L____: 1 J" .Cs, ~\ I- ) 7...U. .\.. 6 A„-..A..._^. N......./. Z. ...v >r ~r 38 LESSON NINE »-i-~-^~--^-^ ^. |^„„/„_ •«--^ ^ L___^^....._H--::^--V-- 7S. After writing once and correcting the following exercise, write it again and again until it can be written from dictation correctly and without hesitation: 1. I-shall-be happy (to) see them. 2. They owe her a-dollar or two for-the robe. 3. They already have-them at an-advantage. 4. Why do-they come here daily ? 5. They-may have time (to) see him. 6. I-know she ought (to) look for-them. 7. She knew it-was to-be given (to) them. 8. They say he-will-bc here in a.-day or two. 9. They ought to-be here at eight. 10. Will-the change be (to) your advantage? LESSON TEN CIRCLES AND LOOPS, AND THE STROKES FOR S AND Z 76. In this lesson is presented the principle of repre- senting 5 and z by a small circle; ses, sez, sus, sys, cise, etc., by a large circle; si and zd by a small loop; str by a large loop ; the rules governing the use of the strokes for s and z. SMALL CIRCLE 77. The small circle, called iss, represents s at the beginning of a word and .y or z in the middle or at the end of a word. It is joined to consonant strokes as follows: (l) To STRAIGHT STROKES, or BETWEEN STRAIGHT STROKES EXTENDING in the SAME DIRECTION, it is made by a movement opposite to that of the hands of a clock. In the following examples the arrow indicates the direc- tion of the circle: -^ <^- ^.----f- sip cha.se soak stay testy iss-F' Chay'-iss iss-K' iss-T" T-iss-T (2) To CURVED STROKES, Or BETWEEN a STRAIGHT and CURVED STROKE, it is turned on the inside of the curve. ....X..._ _.v.^ -.__f?:^ ^. .^-..-. safe face sins visit raisin iss-F' F-iss iss-N'-iss V-iss-T Ray'-iss-N 39 40 LESSON TEN (3) Between straight strokes in opposite directions, it is tximed on the outside of the angle. -~4---^ — .^ — ::^ — desk risk task opposite dispose D'-iss-K Ray'-iss-K T-iss-K P'-iss-T D'-iss-P-iss (4) Between two curved strokes it is usually turned on the inside of the first curve. _^_ ^jTK^ ■- -...-^--. muscle mason missive vessel Lesley M-iss-Lay' M-iss-N M-iss-V V-iss-L Lay'-iss~lay VOCALIZATION 78. In vocalizing outlines with circles attached, the vowels are placed before or after the stroke, the same as if no circles were used. _::^ :L ._^ 3c^....._ sob said soars spokes palms iss-B' iss-D' iss-R'-iss iss-P'-K-iss P-M-isa ORDER OF READING 79. In reading outlines beginning with a circle, the circle is the first thing read. If an outline ends with a circle, the. circle is the last thing read. .__.A L h........ '- ' "^ soap save suppose foams smiles iss-P' iss-V' iss-P—issF-M-iss iss-M-Layt. iss CIRCLES, LOOPS, AND STROKES FOR S AND Z 41 LARGE CIRCLE 80. The large circle, called sez, represents any syllable formed by two 5 or z soimds or a combination of 5 and z with a vowel between them; as, sis, sys, sus, zez, zes, etc. The vowel in the syllable may be indicated by writing its sign within the circle. However, it is minecessary to do this when the syllable to be written is "sez." system gazes exercise cases slices Sez-T'-M Gay'-Sez K-iss-Say'-sez K-sez iss~Lay'-ses SMALL LOOP 81. The small loop, called sleh, represents st, at the beginning and st or zd at the end of a stroke. A _X. ^ step stock post fast paused steh-P' steh-K' P^steh F'-steb P'-steh LARGE LOOP 82. The large loop, called ster, represents str at the end of a word. It is never used at the beginning. ......A^. ^ ^ .^... — i::^ faster muster pastor coaster monster F'- ater M'- ster P-ster K'-ster M'-N-ster 83. The method of vocalizing, the order of reading, and the manner of joining sez, steh, and ster is the same as for iss. 42 LESSON TEN 84. When st occurs between two strokes, t may be omitted, and iss only used. ^- ^ ---X ^T^- .^-- testify justify postal must have must be T-iss-F J^-iss-F P'-iss-L M'-iss-V M'-iss-B 85. Iss may be added to sez, steh, and ster by forming it against the opposite side of the stroke. --ri^- a=^ X - /fe- — ^1^- exercises successes posts musters pastors K-iss-Ray- iss-K'- P'-steh-iss M'-ster- P^-sf.er- sez-iss sez-iss iss iss 86. The plural number or possessive case of a noun, and the third person singular of a verb in the present tense, may be formed by adding iss. _ - - L - kmgdoms things dollars gives comes K'-iss Ing'-iss D'-iss Gay -iss K-iss EtTLES rOR THE USE OF THE STROKES S AND Z 87. The employment of different signs for the same letter adds to the beauty, Uneality, and speed in writing. The circle for 5 and z is more generally used than the stroke; however, the latter must be employed in accord- ance with the following rules: (i) When the only consonant in the word. ice sue assay easy S' S' S' 2' CIRCLES. LOOPS, AND STROKES FOR S AND Z 43 (2) When two s or z sounds are the only consonants in the word, one of them must be represented by the stroke. L A ± >__^„.. cease essays saucy ices S'-iss S'-iss iss~S' S^-iss (3) When preceded by an initial vowel. ---t -i=.-----^- ^- ask assume assignee Ezra S'-K 8-M S'-N Z'-Eay (4) When followed by a final vowel. o. zi. ....(2 k^ lazy racy Lissie fussy Lay=-Z Ray'-S Lay'-S F'-8 (5) When two vowels or a vowel and a diphthong come between the 5 or z and the other consonant. _L_.-.. __L !!.__._ 4,-- science seance chaos sayings S'-N-iss S'-N-iss K-S' S'-Ings (6) When z begins the word. ..._K._..^±._..._ >. l^ L.__.. zero zeal zest zenith zeno Z'-Bay Z'-Lay Z'-Steh Z'-N-Ith Z'-N 44 LESSON TEN WRITING EXERCISE 88. The eighty-five illustrative words in this lesson are to be practiced as a writing exercise. Write each word ten times, all the while studying the principles involved. After this shall have been accomplished the learner should read the exercise from his own notes. The regular reading and writing exercises will be found in Lesson Eleven. REVIEW QUESTIONS.— Lesson Ten 1 . What is the name of the small circle ? 2. What does the small circle represent? 3. What is the name of the large circle? 4. What is represented by the large circle? 5. What is the name of the small loop? 6. What letters are represented by the small loop? 7. What is the name of the large loop? 8. What does the large loop represent? 9. When a character represents more than one letter, how is the letter represented determined? 10. Describe the joining of iss and sez. 11. Describe the joining of sieh and ster. 12. How is a circle or loop read when joined at the beginning of words? 13. How is a circle or loop read when joined at the end of words ? 14. Describe the vocalization of outlines with a circle or loop attached. 15. What does iss represent at the beginning of a stroke? 16. What does sieh represent at the beginning of a stroke? 17. Is the ster loop used at the beginning of a word? 18. Describe the joining of iss to sez, steh, and sler. 19. Is steh used between two strokes? 20. Give the rules governing the use of the strokes for i and z. LESSON ELEVEN READING EXERCISE ISS, SEZ, STEH, STBR, S, AND Z (loo Words) 89. Read the followin'g exercise until the words can be spoken as readily as if written in longhand; then copy the plate five times : 2 af-, Akl—sniv J.A C- a_ ^-^A;- o >......V -A V A..-J- ^....!^......^_....Vfo ...^....J!.....^... < 45 46 LESSON ELEVEN WRITING EXERCISE ISS, SEZ, STEM, STER. S, AND Z go. The following exercise to be written, corrected, and then rewritten ten times: 1. such 2. choose 3. slow 4. fees 5. lace 6. ashes 7. seems 8. seams 9. source 10. fuse 11. keeps 12. slap 13. ships 14. smile 15. slash 16. discuss 17. reason 18. dispatch 19. lesson 20. lessen 21. possess 22. Cicero 23. supposes 24. losses 25. sources 26. causes 27. surmises 28. paste 29. dust 30. cost 31. coast 32. lost 33. rust 34. honest 35. molest 36. supposed 37. jester 38. lister 39. costs 40. tests 41. casts 42. possesses 43. sea 44. sew 45. Esau 46. espy 47. asks 48. easily 49. Lucy 50. scion LESSON TWELVE NOMENCLATURE gi. The nomenclature in shorthand is both a matter of convenience, Section 9, and of the utmost importance as to legibility, Section 19. By this principle the names of the outlines for hundreds of words suggest perfectly or so closely the words themselves, that vocalization is wholly unnecessary in writing this class of words. In numerous instances where the nomenclature is not whoUy suggestive in itself, reference to the position of the outline will render it absolutely legible. This principle is appli- cable, also, to k part of a word, and is of inestimable value to both the learner and the stenographer. ark arm ink Ellen early M'-K R'-JI Ing'-K L°-X R'-Lay 92. With different methods for representing certain con- sonants, and whole S5'Uables, comes additional advantage from the naming of outhnes. In Lesson Ten, the large circle, sez, and the large loop, ster, represent the important syllables of such words as C3,ses, s]ices, ia.ster, ranster, 'pa.stor, coaster, and monster. 93. It vdW be found advantageous in this and subse- quent lessons sometimes to spell the letter names, presented in the alphabet as follows: PBTD J KFVIIN Pee Bee Tee Dee Jay Kay Ef Vee Em En 47 48 LESSON TWELVE By adding or prefixing s or st to these consonants, so spelled, together with Chay, Gay, Lay, Ray, Hay, etc., the syllable names thus formed will, in many cases, be- come the word represented. Hereafter iss and steh may be named separately or in conjunction with the consonants to which they are attached, as shall be most suggestive. CIRCLE AND LOOP NOMENCLATURE WORD-SIGNS; SECOND LIST (23 Word-signs; 28 Words) 94. Review Section 19, and read and write the following exercise ten times, associating the names of the outlines with the words they represent: \ , P, ...pea ..Pees,'.. ..peas P-sez,- pieces \ Peest'.. \b:.... \ \ Bees'. pieced bee bees Beest',- beast T,'. -tea Tees', teas, tease ../..CJiaystt chased QK-sez, cases .=^.Kayst^- -cased .--fl Days'. gaze ,^....Gay'-sez, .gazes ^.... Bays' raise, lays ^....Ray -sez, races NOMENCLATURE Z..... Raystf. raced ./^...- Lays.i lays .U?.... Lay^-sez, -laces n.. Laystf. laced Ll....D^-Lays, delays 49 .Lq.. D^-Kays, decays Ing'-K,- -ink .>---R'-7A -ark c^>^^K'- Jf, arm (^...V-K,. —-Ellen LESSON THIRTEEN CIRCLE WORD-SIGNS; FOURTH LIST (is Word-signs; 19 Words) 95. A thorough mastery of this list of word-signs is necessary, Directions for learning the list will be found in Sections 44 and 45. _^....first,- Meh' o is, his, fes' ..L.-itself,. , as, has, iss' Tees^ -business,. Bees' \....subject-ed, iss-B' X several, iss-V - because, Kays' ?,^....soon, jiss-N' v_9 influence, .Ens' i»«...next, N'-steh -C— this,- — THees' ^......those, thus^ TMees' b- yes,- _ Yays' 6 yes sir, Yay'-scz \ superior, iss-P' 50 CIRCLE WORD-SIGNS 51 phrasing; miscellaneous principles 96. 75, his, as, has, us, city, and self may be added to word-signs by iss; first by steh; selves by sez. L k^_....:2.. c _....- jG_ it has for us myself your city at first themselves 7"- iss F--iss M'-iss Yay^-iss T'-steli THee'-sez 97. The word-signs for is, his, as, and has may be en- larged to add one of the same words. The sign enlarged retains its position when standing alone; when joined to a consonant word-sign, it takes the position of the word to which it is attached. I ..-\o.... is his as his it has his for his is sez' sez' T'-sez F'-sez 98. The past tense of a verb ending with j may be formed by changing iss into steh. influence influenced Ens' N'-Steh 99. In applying the principles contained in Sections 86 and 96, if the word ends with iss, the iss must be changed to sez. ^S) .:jc_..._ L influence influences gives gives us this this is Ens' N'-sez Gay'-iss Gay'^sez T3ws^ THee'-sez 52 LESSON THIRTEEN SUPPLEMENTARY LIST (i6 Forms; 32 Words and Phrases) 100. The words and phrases in this list are written in accordance with the foregoing principles. If you have mastered the principles contained in this lesson and the word-signs here introduced from preceding lists, you will find it an easy task to write and read the following exercise: — L..its, it is, it has, T- iss _.L.. at first, T-steh these, thyself, THees' -X). themselves, THee-sez this is, this has, themselves, , hears, hers, herself,.. .A7'S' .."^^. ours, hours Ars' ■■^ . ourselves R-sez is his, is as, his is, his has,— sez' myself, M- iss yfzo himself, M'-iss C..^ yours, yourself,. Yays' D..- yourselves, Yay-sez influence, Ens' ^^ influences, N-sez . influenced, Enst' as has, as is, as his, .0— has his, has as, sez^ Write the list twenty times, and read it back from your own writing until the words can be named as readily as if written in longhand. CIRCLE WORD-SIGNS S3 WRITING EXERCISE loi. Apply the principles already learned in writing the following words and phrases. Write and correct the list, and then write it over and over again until every word and phrase can be written without hesitation. 1. hopes 2. parties 3. objects 4. dollars 5. subjects 6. charges 7. advantages 8. commons 9. kingdoms 10. countries 11. comes 12. gives 13. facts 14. advertises 15. changes 16. thinks 17. thousands 18. thanks 19. sees 20. saws 21. says 22. uses 23. uses 24. homes 25. knows 26. wishes 27. things 28. languages 29. longs 30. ways 31. owes 32. whose 33. owe us 34. who is 35. who has 36. of his 37. of us 38. on his 39. on us 40. to us 41. to his 42. he has, Chet^-iss 43. has he, iss-Ret'^ 44. he is. Ret ^-iss 45. is he, iss-Cket ^ 46. as he is 47. and is 48. and as 49. at his 50. for us 51. by us 52. your city 53- if his 54. had his 55. which has 56. have us 57. hear us 58. hear his 59. she has 60. in his 61. know his 62. give us 63. gives us 64. gives his 65. thanks us 66. this city 67. influence us 68. influenced us 69. he has as 70. it is as 71. it has his 72. for his is 73. if his has 74. thinks his is 75. this is his 54 LESSON THIRTEEN REVIEW QUESTIONS.— Lesson Thirteen 1. How is the plural number and possessive case of nouns indi- cated? (Sec. 86.) 2. How is the third person singular of a verb in the present tense formed? (Sec. 86.) 3. What words are added by iss? 4. Enlarging the word-signs for is, his, as, and has, adds what? 5. The past tense of a verb ending with iss is formed how ? LESSON FOURTEEN READING EXERCISE 102. This, as well as the writing exercise, is supple- mentary to Lessons Ten, Eleven, Twelve, and Thirteen. Read and write the sentences and letter until this work can be accomplished with ease and accuracy. .r C\ . y^-^ \ > ,.z:.._....y...........£ 3... < ' ^ t "t- - 5... :_..i: )....-.!::- A....:;s :--.l^5.. 6 :^......:2:}. :.....^.._... ^/ 7...I z:....L .\^ — z......^. ...^ .:^-__.2y:: ^-....:....i. 1 :".. ^--^_..::^. L-.^--v ^ 9 io..i...2r^*.^.....k....L-..^ L... ^ ^ b:;: * Note. — A word-sign may be used in forming a derivative. See vnusttal in the tenth sentence. SS LESSON FOtJRTEEN j.'^.as:./. WRITING EXERCISE 103. The following letter appears in shorthand as a part of the Reading Exercise: Write the sentences once, and after the same have been corrected, write the entire exer- cise over and over again until it can be written easily and accurately, and at a fair rate of speed. (No. I, 62 Words) Fayette, Mo., May 5, 1908. Thomas H. Mason, Ada, Mississippi. Sm: — I-shall ship-the six boxes of books, the two dozen BOXES of ink, the jour dozen ink erasers, and-the half dozen boxes of chalk, next Tuesday. These things ought (to) reach your store in-time for-the SALE-the last (of the) month. Yours, Archie W. Lawson. WRITING EXERCISE 57 1. All who wish to go to-the city should -be ready soon. 2. They should arrest the boys who sel pre to-the six COACHES On-SUNDAY. 3. Those who ask justice should-be ready to give it. 4. The company shall obey our kingdom's laws. 5. I-shall visit in Nevada, Missouri, Alabama, and- Mississippi, in July and-AuGUST. 6. My SONS, Joseph and-LESLiE, will sail for Europe m-{a.)-ievf-days.* 7. She-is on her way to-the city. 8. It-is -as much-as he-will ever do for-us. 9. It-is-as he-said, however it-may seem. 10. He-has given a-BOx of books to-his cousin. * Note. — Omit a in writing the phrase, in a few days. It will not endanger the legibility. LESSON FIFTEEN DIFFERENT METHODS OF EXPRESSING W AND Y 104. As has already been shown, each lesson presents some new principle of abbreviation, some shorter method of representing letters, syllables, and words. Remember that each new principle adds to the facility of writing words where such principle can be applied, and at the same time gives material for increasing speed; hence the necessity of thoroughly learning and applying these principles is obvious. 105. W is expressed by a stroke, a hook, and two semi- circles. Y is expressed by a stroke, and two semi-circles. STROKES FOR W AND Y 106. The rules for the use of the strokes for w and y are as follows: (i) When the only consonant stroke in the word. woe woo Waugh sway yew Way' Way" Way' iss-Way^ Yay' (2) When initial and followed by iss, steh, or ster. -X wise ) wasp Wooster yeast Ways' Ways'-P Way^-ster Yay'-steh S8 METHODS OF EXPRESSING W AND Y $9 (3) When preceded by an initial vowel. .X. ^ ^—-- 1 „ owake Owasco oyet awoke awaKe tit , x^ VniiS J? Way'-K Way'-K Ways'-K Yay'-U (4) When two vowels or a vowel and a diphthong come between the stroke and another consonant. (See Section 87, rule 5.) Sy^i_^^ _->y>^ _ Wyoming Wyola Way'-M-Ing Way '-Lay W REPRESENTED BV A HOOK 107. The w-hook is used when the consonant following w is L, Lay, M, N, or Ray. The outlines thus formed are named Wei, Wem, Wen, Wer. a ...r:^....-^.- -^ -^--- wealth Wimrick Wednesday war unwell WeV-Iih Wem-Ray'-K Wens-D' War' N-WelV W REPRESENTED BY SEMI-CIRCLES 108. The semi-circles for w, weh and wuh, ate joined at an angle to a consonant stroke. L..._ t: ::^ L wave wade week unwed tweak Weh-V weh-D' vmh-K' N-weh-D^ T'-wuh-JC X_ 6o LESSON FIFTEEN V REPKESENTED BY SEMI-CIRCLES 109. The . semi-circles for y, yeh and yuh, are joined at an angle to a consonant stroke. -...^ rt^......_ _^_. ._...! ..i.dz:__ yoke yellow yore Yates unyoke yeh-K^ yuh-Lay' yuh-Ray' yeh-Tees' N^yeh-K 1 10. Iss may be prefixed to the PF-hook and the semi- circles by writing it distinctly within the hook or semi-circle. _..A _i:_______J::_.„_ ^. ^ swallow swim swine swore sweet iss-Wel' iss-Wem' iss-Weti' iss-Wer' iss-Weh-T' 111. The TF-hook and the semi-circles for w and y, like the circles and loops, are read first when they appear at the beginning of a word. The convenience of joining determines whether weh or wuh, or yeh or yuh should be used. TO THE LEARNER 112. The necessity of a thorough understanding of every principle presented in each advanced lesson cannot be urged too strongly. The experience of Charles Dickens, as given in his own language in "David Copperfield," will be the experience of every learner of shorthand who only half masters the principles. It will be as impossible to make satisfactory progress in the art without thoroughly under- standing the principles presented in each lesson, as it would METHODS OF EXPRESSING W AND Y 6l be for a workman to erect a building without a suitable foundation. Do not get the impression that you are smarter than others who have learned shorthand, and that it will only be necessary for you to "glance over the lessons." If you do you will be disappoined, for you will find that you will have the work to do over again, providing you did not thoroughly master the principles as they were presented. Take this lesson as an illustration as to what should be done; first, ask yourself the question: "What is the object of this lesson, and what does it present?" It presents the different methods of representing w and y, and illus- trates the rules where the different methods are to be used. If you are to write a word in which w must be repre- sented, find out first if it is to be written with the stroke; decide this by reference to the rules under Section io6. Is it to be represented by a hook? This will be decided by reference to Section 107. If it is not to be represented by a stroke or hook, then the brief sign must be used. If a word is to be written in which y must be represented, apply the rules for writing that letter; decide this by reference to Section 106 ; if the stroke is not used, then it is to be repre- sented by the semi-circle. It may be asked: "Must a similar process be gone through with every time a word is to be written in which w and y occurs?" By no means; for, if the principles are thoroughly fixed in the mind, there will be no more hesi- tancy as to which method is to be employed for represent- ing the letter than there is in deciding, in the common long- hand, when w shall be written with a capital letter, or that we put a period at the end of a declarative sentence, or an 62 LESSON FIFTEEN interrogation point at the end of an interrogative sentence; there is no mental effort about it. So it will be in applying the principles in shorthand; after they are thoroughly un- derstood they will be applied with no thought or mental effort as to which method of representing the letter is to be employed. Say to yourself: "I will begin with this very lesson, and will not leave it until I am as familiar with the principles presented as I am with the letters of the alpha- bet. " Let this be your method of practice with every lesson, and success is guaranteed. READING EXERCISE 113. Read and write the following exercise ten times: METHODS OF EXPRESSING W AND Y 63 WRITING EXERCISE 114. The following exercise is to be written, corrected, and then rewritten ten times : 1. woe 2. Waugh 3. Iowa 4. yea 5. sway 6. woes 7. yeas 8. wayside 9. wisely 10. west 11. wist 12. Wooster 13. Worcester 14. Yost 15. await 16. awake 17. Owego 18. wall 19. wails 20. wool 21. weary 22. wore 23. wealthy 24. Willis 25. win 26. wane 27. window 28. warfare 29. queen 30. quire 31. acquire 32. squire 33. twine 34. quench 35. unwary 36. wit 37. widow 38. walk 39. web 40. weave 41. wing 42. swine 43. swear 44. wages 45. swarna 46. sweet 47. sweat 48. yon 49. Yale 50. Yates COALESCENTS WEH, WtJH, YEH, AND YXJH IN THE VOWEL POSITIONS 115. Weh and yeh, written in the vowel positions, ex- press w and y and the dot vowel of that position. Wuh and ytih, written in the vowel positions, expresses w and y and the dash vowel. of that position. If the sign is shaded, 64 LESSON FIFTEEN the vowel expressed is long. If the sign is light, the vowel expressed is short. WEH DOT GROUP. WUH DASH GROUP we wa wa wa wo woo 1-J..--J.. ' l.._.J.-...J...--. wi we wa wo wu wo'o YEH DOT GROUP. YUH DASH GROUP ;i i.......J_.._ ].......:! ...J.. ye ya ya Ya yo yob _ I...4. 1 .1 1-..-.J - yi ye ya yo yu ycTo 116. This principle is not extensively used, the advanced writer nearly always omitting the iv and y in this class of words. ^^ -L- She may hear (of the) bequest at thejime (of the) inquest. REVIEW QUESTIONS.— Lesson Fifteen 1. Name the methods for expressing w. 2. Give the names of the different signs for w. 3. Name the methods for expressing y. 4. Give the names of the different signs for w. 5. Give the rules for the use of the strokes for w and y. 1 METHODS OF EXPRESSING W AND Y 6$ 6. Which of the rules for the use of the strokes for w and y are the same as for s and z? 7. Name the strokes to which the K;-hook is joined. 8. How are weh, wuh, yeh, and yuh joined? 9. How are the W-hook, weh, wuh, yeh, and yuh read? 10. Describe the joining of iss to the VF-hook and the semi- circles ? LESSON SIXTEEN SUGGESTIVE HELPS 117. Before learning the word -signs for we will, we are, we may, with me, with my, with him, and we know in the following list, note that we and with, the first words in the list, are joined as a hook to the word-signs for will, me, my, may, him, and know, already learned. We and with govern the position of the above phrases, except with him, which is written on the line to distinguish it from with me. W AND Y WORD-SIGNS; FIFTH LIST (16 Word-signs; 24 Words and Phrases) r we, with,. Well' ..?... were, Weh^ what, ..WutC _.?... would, ....Wvh' u ye, year, Yeh! -M- yet, .....Yeh' beyond, .Yuh -Si., you, .Yuh^ while, we will, JVel' ^ we are, Wer' o^... where, work,.. Wer' .^_ aware,.. Wer" we may, with me,— -'PFem' with my. with him,... Wem,' when, we know, Wen' S-»i'- one,- .Wen^ 66 W AND Y WORD-SIGNS 67 TO THE LEARNER 118. You must write well before you attempt to write rapidl}'. Badly written shorthand takes too much time to decipher. Speed comes of familiarity with the principles, and the appHcation of the same in much writing. We hear the name of a friend, and immediately we recall his features ; it is something like this in writing words in shorthand, only instead of seeing the word we hear it spoken, and immedi- ately the outline for that word is presented to the mind, and the degree of facility with which we trace the outline will depend upon the number of times we have written it. Words must be written without mental effort to recall the sign. AMien this can be done the learner may write as fast as he can, and every hour's practice in writing the outlines for words, or signs for the same, will increase his speed. W AND Y NOMENCLATURE WORD-SIGNS; THIRD LIST (8 Word-signs; 10 Words) 119. The names of the outlines below express perfectly the words for which they are used: ^ Way,?. -way, weigh .!j_ Ways,^- .ways, weighs '^^ Way°-Lays,.. .^ayla.ys .C Wei'- -well .C WeZs,! Wells i;_^. Wen,? .wen :l/.\ Yay,?- ..L:....yea -t... Yays.? _ yeas 68 LESSON SIXTEEN SEMI-CIRCLE WORD-SIGNS ENLARGED; PHRASING 120. The semi-circle word-signs for we, with, were, what, would, yf, year, yet, beyond, and you, may be en- larged in their natural direction to add ive, with, were, what, or would. C 3 'J c. _ n — we were were with what would you w^ould ye would weh-ioeh' weh-weh' vauh-wuh' yuh-vmh' yeh-weh' 121. Enlarging the word-signs for we, with, and were, in the direction of Ray, and what and would, in the direc- tion of Chay, adds ye, year, yet, beyond, or you. _ -u. _...,a with you were you what year would you iceh-yeh' weh-yeh' vmh-yuh' wuh-yiih' 122. The word-sign enlarged retains its position. The context will readily determine the word added by enlarging the sign. 123. When you begins a phrase, and is followed by an upright stroke, it may be joined as a hook, written on the line. — 1 1 ~--T z^~ 1-~- you take you do you say you shall you have yiih'-T yuh-D yuh^-S yuh'-Ish yuh^-V W AND Y WORD-SIGNS 69 124. The word-signs for we and you when written in a phrase, may, if more convenient, be reversed. -^•- we argue when you lowZt-iJ '- Gay Wen- yeh PHRASE LIST 125. Apply the principles of Sections 120 to 123 in writ- ing the following list. After correcting the errors, if any, rewrite the list ten times. I. we were II. ye would 21. you had 2. we would 12. you would 22. you do 3- with what 13- you were 23- you think 4- were we 14- beyond what 24. you see 5- were with IS- with you 25- you saw 6. what would 16. were you 26. you say 7- what we 17- were beyond 27. you have 8. what with 18. what year 28. you wish 9- what were 19. what you 29. you shall 10. would we 20. would you 30. you object READING EXERCISE 126. Read and write the following sentences and letters until they can be read and written correctly and without hesitation : 7° LESSON SIXTEEN .3-. JL.. % -(T- " - — f"- -L--:> ^ -^^ U ..^.. A-)- 1 .-<- ..s^:. ..^.. r ^ c. .L.. L y ■U-^ ^ - J k ( A. \. r.. W AND Y WORD-SIGNS 7 1 WRITING EXERCISE 127. The following letters appear in the reading exer- cise of this lesson. The accompanying sentences are to be written, corrected, and then rewritten ten times: (No. :i, 51 Words) Edwin W. Wells, Willis, Texas. Sir: We-have-your request of August 5. Allow us (to) say in ANSWER, we wash all wool just as-soon-as we receive it. We-desire to know \\hen we-are (to) weigh a.nd-ship-ihe wool to-the CITY. Yours, Webster, Wilson & Co. (No. 3, 32 Words) Sir: Your request for one dozen boxes, eight inches long, jour WIDE, and-two deep, came in-the first of-this week. We-shall have them ready by Tuesday or Wednesday. Yours, 1. What-would you -have me do with-your books should- you leave the city ? 2. When will you go with me to Webster and Oswego'^ 3. We-think we-shall like your new book as well-as-fche one we-had last week. 4. We-saw one or two yoke of oxen while in-the country. 5. We-were with-them on Wednesday of last week. 72 LESSON SIXTEEN REVIEW QUESTIONS.— Lesson Sixteen 1. Enlarging a weh or wuh word-sign in its natural direction adds what? 2. Enlarging a yeh or y«fe word-sign in its natural direction adds what? 3. Enlarging a weh or wuh word-sign in the direction of Ray or Chay adds what ? 4. Describe the joining of you to a following upright stroke. 5. When may the word-signs for we and you be reversed? LESSON SEVENTEEN MISCELLANEOUS PRINCIPLES SHADED M 128. M may be shaded to add p, h, or the sign-word be. The name of the shaded m is Emp or Emb, according as the shading indicates the addition of p or b. A vowel is read before or after Emp or E,mb, but never between the letters represented. ......\A. /::C--...^_- _.^ -^._._... pump lump embezzle embarrass maybe P'-£vip Lay^-Emp Emb-iss- Emb-Rays' Evib^ Lay' PREFIXES AND SUFFIXES 129. The frequently occurring syllables con, com, and cog are expressed by a light dot placed before the remainder of the word; accom, by a heavy dot. .r^ _t_ commit conscious convey accompany cognizance Com: t' Con: Ish'- Con: V Accom: Cog: N'-iss- iss _ P'-N Ens 130. The suffix ing may be indicated by a light dot placed at the end of a word ; ings, by a heavy dot. J ^ ^ ..l..._ J taking making having eating doings T': ing M^: ing V': ing T': ing D\- ings 73 74 LESSON SEVENTEEN (i) When it can be conveniently joined, Ings is better expressed with Ing-iss. After iss, Ing is frequently ex- pressed by the stroke. -^ \:>- ^ - sayings facings passing rising S'-Ings Efs'-Ings Pees^-Ing Rays'-Ing ■h- (2) The /«^-dot cannot be used in words of one syllable which end in ing; in such words the stroke must be used. __-^_ r:::^ ._ ..^ ring king sling Bay'-Ing K'-Ing Iss-Lay'-Ing 131. The suffix ing and a following the may be expressed by a disjoined tick in the direction of P or Chay, choosing that direction which is most variant from the stroke with which it is to be read. -. I-.-. - ^ ^=^ doing the giving the having the knowing the D':Chet Gay': Chet V': Cliet N': Pet 132. The suffix ing and a following a, an, or and may be expressed by a disjoined tick in the direction of T or K; the direction chosen is that which is most variant from the stroke in connection with which it is to be read. - 1 ~' -.^,- '^,..- doing a giving an making a ' having and £>-: Ket Gay': Tet J/V Tet V\- Tet MISCELLANEOUS PRINCIPLES 75 133. The advanced writer usually omits the prefix and suffix signs when, by reference to the context, the word intended can easily be determined. When ing can safely be omitted, a following the, a, an, or and should be joined in accordance with the principles contained in Sections 49 and 50. READING EXERCISE (50 Words) 134. The following exercise should be read and copied ten times: S^..\^.jJ. 1 :^. -1 ^-^--;) 76 LESSON SEVENTEEN WRITING EXERCISE 135. The following words, phrases, and letter to be written, corrected, and then rewritten ten times: 1. limp 2. pomp 3. jump 4. impost 5. imposed 6. impede 7. empire 8. empower 9. bump 10. thump 11. mop 12. mob 13. comb 14. stung 15. composes 16. committee 17. cogware 18. being 19. objecting 20. talking 21. jumping 22. causing 23. seeing the 24. seeing a 25. giving the (No. 4, 83 Words) Thomas H. Sims, Mason City, Iowa. Sir: We-wish you-would make out your bill for last month, and-we-will arrange for payiNG it by-the first of July. We-hope our delay in payinG-the sum due will in no way embarrass you. It-is our desire to-make up for any loss CAUSED by-this delay, knowiNG this-is-the way you-would do by us. Thankj«^ you for waiting on-us so long, we-are Yours, James &-Company. MISCELLANEOUS PRINCirLES 77 REVIEW QUESTIONS.— Lesson Seventeen 1. Shading M adds what letters? 2. What is the shaded il called? 3. How is a vowel read when used in connection with a shaded M ? 4. How are the prefixes con, com, and cog represented? 5. How is accom represented ? 6. How is the suffix ing expressed ? 7. How is ings expressed ? 8. When ing is a part of a syllable, how is it represented ? 9. How may ing and a following the be represented ? 10. How may ing and a following a, an, or OHd be represented? LESSON EIGHTEEN FIRST LIST OF CONTRACTIONS (31 Word-signs; 47 Words) 136. In addition to word-signs, usually consisting of a single stroke, with or without a circle, loop, or hook, and nomenclature-words, words composed of outlines whose names are the words represented, there are also contrac- tions, words not written in full, but as the term implies contracted. Contractions are words of frequent occurrence, represented by two or more consonant strokes, with or without a circle, loop, or hook. These contractions should be as thoroughly learned as the word-signs. __>!. acknowledge, ..K- J' .../^.-—knowledge, N-J^ _^v^^r:^^— familiar-ity, F^-M ^. regular-ity, Jiay^- Gay _Z\™!!-Jrregular-ity,..._R - Gay _..^-..Jnto,_ N-T' ."ri'^^-.-enough, N-F' ..X.,^^..... objector, B'- R ...i...aothmg...... _JS[-Ith' Z!S^— referred, ..JRay'-F ./Xo..-refers-ence,— — JJay - F- iss /^ .impossible, Emp'-iss impossibility, - important -ance^^mp ' „ ,^— N..._improve-ment,._£7?ip^ may be, ...Jb ^disadvantage,.../)- iss-J ...never, _ N-V 78 FIRST LIST OF CONTRACTIONS -peculiar-ity, P - K .,/^_.represent-ed, .Bay^-P 79 _.^^.._respect-edT Ray'- ful-ly, iss-P ."^rkl —nevertheless, ...-JV': V intersect- ing ,-^X.._ notwithstandingiV'': T intersect- ing SUGGESTIVE HELPS 137. With the exception of the outlines for inquire and highly, the following words, a part of the list of contrac- tions, are formed by the combination of two word-signs, or a word -sign and another word-form: — .anything,. JSl'-Ing r _— anywhere , JV - wer inquire, .— forever, F'- V onto, Ret'- Pet highly, Pet'- Lay I will, -something^ _iss -M- Ing -S^-.whenever, wen-V' -6^C^}s^. ..wherever, wej'-F^ ^~»...become, B'-K to become, B^-K DERIVATIVES 138. When a primitive word is represented by a word- sign, a derivative may be formed by prefixing or suflSxing to the sign the necessary consonant or consonants to form the derivative, joining them if convenient; if not, they may be disjoined. peculiar P'-K peculiarly P'-K-Lay familiar F'-M unfamiliar N-F'-M 8o LESSON EIGHTEEN TO THE LEARNER 139. It does not take a long time, comparatively, to learn the principles presented in a lesson; it is the illus- trating the principles in writing that requires time, and this is the real work in learning shorthand, and is generally where the learner fails. He does not write enough. He seems ' to have forgotten the three rules, practice! practicel prac- tice! If you are not writing the exercises the designated number of times, then you should set yourself to this task at once, and never leave a lesson until this part of your work has been well and faithfully done. The best teacher in the world cannot help you in this respect. The real work must be done by the learner himself. And this work, we repeat, is practice! practice! practice! READING EXERCISE 140. The following sentences, which contain all of the contractions in the foregoing list, should be read and written ten times: FIRST LIST OF CONTRACTIONS 8l J r .„..^>^ .^^.___._,^sy.. 8..__^._..v^....!..A_....! r:./ 9._..i _-V^.....vrT>^ ^.„ / r / ii._..!rL-_._^-__.n..._'___^_._L..z:...1...0z 12...'...\ ...Z^.....o....^ %^ .vT^ / 15 ^rrv._._ ...Jo... ./. 16^-/.. ...k^. .yy^....\o J:>^— ...s^rrs...y/ _ i7...^.....zv....,...zr:....::.._j^_.._^ _ 18....Us :2._..k......>^ ^..J n. 19 1, .V-A_._..1.__A ^ 82 LESSON EIGHTEEN WRITING EXERCISE 141. The following letter should be written, corrected, and then practiced until it can be written correctly, and at a fair rate of speed: (No. 5, 96 Words) James H. Mason, Chicago, Illinois. Sir: The package you-ask us (to) ship you will go by steamer on-Ttiesday, and-it ought (to) REACH-you by next Wednes- day. We-hope this will-be in-time to-be of service to-the party (to) whom you-refer. We-have several large bills (to) pay on-the first of next month, and-we-are asking those who owe us (to) pay something on ihe bills long due. We-shall-be happy (to) acknowledge-the receipt of -your check for $1,000. Yours respectfully, Jackson &-Thomas. REVIEW QUESTIONS.— Lesson Eighteen 1. What are contractions? 2. What is the difference between contractions and word-signs and nomenclature- words ? 3. Why are the last words in the foregoing list of contractions particularly easy to remember? 4. How are derivatives formed ? 5. What must the learner require of himself to succeed as a writer of shorthand? LESSON NINETEEN THE SHORTENING PRINCIPLE 142. The letters t and d occur so frequently that it is necessary to provide some method of representing them other than the stroke. The method that best answers the purpose of speed and legibility is that of shortening or making half-length the stroke that precedes t or d. The context will readily determine which letter is added. 143. Half-length outlines are vocalized ~the same as full-length strokes. The t or d added by shortening is read after a vowel and final hook, and before a circle or loop. 144. The rules governing the position of full-length strokes, Sec. ^:i, rules i, 2, and 3, are also applicable to half-lengths. 145- Half-length outlines are named by adding et or ed to, or by combining the sound oi t or d with the letter shortened. !• ^ cheat taught date cheats fade thoughts Chef Tet' Det'- Chets' J'ed' Thets' 146. The strokes Way, Yay, Ing, Emb, and Emp are never made half-length unless they have an nitial or final hook. 83 84 LESSON NINETEEN 147. As the simple strokes Way, Yay, Ing, Emp, and Emb are not made half-length, the corresponding light strokes, R, L, N, and M, without an initial or final hook, may be made half-length and shaded to indicate that d follows; unshaded, that t follows. ...Y. 1 .^ ^ ^— - _ old light soared sort mode moat wind Eld' Let' iss-Ard^ iss-Art' Med' Met'. Wend' 148. Occasionally, to avoid an awkward outline, it is better to write I and r upward instead of downward, when shortened to add d; upward strokes, of course, are not shaded. -1^--- --^-- ^- .rr^.-...._ gored lard embezzeled misled Gay-Bed' Lay'-Bed Enib-iss-Led' M-iss-Led' 149. Lay, Ray, and Hay when standing alone are never halved to add d. 150. When a regular verb is represented by a full-length stroke the past tense is generally indicated by making the sign half-length. When t ot d is preceded by another t or d sound, it is sometimes necessary, in order to denote the past tense, to disjoin the last i or d. ^-^- )-~ t h i wish wished use used ask asked dated Ish< Isht' Z" Zed' S'-K S'-Ket Det'-.D THE SHORTENING PRINCIPLE 85 151. The halving principle, like many others In short- hand, is not to be invariably employed; but judgment must be used, and due attention given to analogy, angles, syllabi- cation, and outlines that obviate difficult joinings. 152. A straight or curved stroke, following another stroke in the same direction, should not be made half- length to add / or d; the full outline should be used. .^.. liked fagged evoked Lay'-K-T F^-Oay-D V'-K-T 153. The addition of a syllable requires the use of the stroke for t and d. •^ - \ n- need needed needy pit pity Kitty Ned' Ned-D' N-D' Pet' P'-T K-T' TO THE LEARNER 154. You must be careful to distinguish the half from the full-length strokes ; too much pains cannot be taken in this particular, for often illegible notes can be traced directly to carelessness in this respect. It is better to make the half- lengths a little short rather than too long. As t and d are the most frequently recurring consonants, it is necessary to understand the halving principle, no matter how long it may take you to do so. We are anxious to have you "get on," but it must not be done at the sacrifice of correct 86 LESSON NINETEEN outlines and legible notes, which is sure to occur if you do not give the necessary time to the mastery of this lesson, one of the most important in the book. READING EXERCISE (50 Words) 155. The following exercise is to be read and copied ten times: L__.\-_. — 1- a...4-.. -- ^ -^- 3. 9^ £ 'Oi^ 1 ^ 4 ^ .....k....r__...N...._ib__._:r..:^ -.- --t^JSr^ -i^ -\ ^.J^:^ .C. WRITING EXERCISE 156. Write the following exercise, correct, and rewrite ten times: 1. dead 8. shades 15. mad 2. fought 9. shut 16. might 3. fades 10. lot 17. saint 4. fad II. lite 18. signed 5. vied 12. sold 19. sinned 6. shot 13. Meade 20. spade 7. shade 14. made 21. spot THE SHORTENING PRINCIPLE 87 22. cut 23. sand 24. sealed 25. spouts 26. badly 27. astound 28. ascend 29. ascends 30. madam 31. absurd 32. lately 33. fatal 34. fumed 35. inward 36. paged 37. melt 38. melted 39. attached 40. metal 41. wired 42. worried 43. midnight 44. mitigate 45. latitude 46. dedicating 47. stating 48. compute 49. compete 50. ultimo REVIEW QUESTIONS.— Lesson Nineteen 1. Making a stroke half-length adds what letters? 2. How can the writer determine which letter is added? 3. In what order are the letters added by shortening, read? 4. How are half-length signs vocalized? 5. How are half-length signs named? 6. What strokes are not made half-length unless they have an initial or final hook ? 7. What strokes are shaded when made half-length to add df 8. What strokes, when standing alone, are never shortened to addrf? 9. When must the full length strokes for t and d be employed? 10, How is the past tense denoted ? LESSON TWENTY HALF-LENGTH NOMENCLATURE WORD-SIGNS; FIFTH LIST (28 Word-signs; 34 Words) 157. In the following list the names of the outlines are the words they represent. It is therefore unnecessary to memorize these as regular word-signs. Review the lists in Sections 19, 93, and 118, and write this list ten times, as- sociating, as you do so, the names of the outlines with the words represented. -N Petl. ->o Petsl ' Bet'.. ..V. i. Bed,?— - Bets/— - Bedsl-.. Det,i—.. I Ded,'. -dead ...t Dets^. debts -/ Jei^- jet -pet ...pets ...bet ..bed .Jbets ...beds ...debt -<^- Jets,i. ..^.....Metr- -=? ffeis,?. ...v^ Fed,t. ...C......Let,'.. -..^ Art,'.. — ^ Arts?.. -^ Met;. .-^-..JVei/ . .-■sp. iVeis,: -jets .-get -gets ..fed ..let .art ..arts met, -nets, HALF-LENGTH NOMENCLATURE WORD-SIGNS 89 Ned,: Ned End-- ..^ Endsf-- -.end. -ends Wentf. went Wend^- wend Welt'^ welt Weld;. -weld .-c^. Werd^ word ..c^. WerdSr words ..^^=^.... Red'- N, redden yCrf. iJcd"-£'ftci,-. -reddened .^rn...JV-Z)ed,f -ended ,1^;^ V)ed - Ens, deadens ■,.^. L'-Bed, — -Elred READING EXERCISE 158. The following letter to be read and written ten times : (No. 6, 64 Words) ^/C^...l ^ x: ..^.. X- -"\- ----^- k.- 1 C^.......J^.... 90 LESSON TWENTY --^■"f--v-t - ^/-i- e. WRITING EXERCISE 159. The following letter is to be written, corrected, and then practiced until it can be written from dictation accu- rately and at a fair rate of speed: (No. 7, 61 Words) Ned H. Elred, City. Sir: We-have two lots for sale, located on Eighth Avenue, by-the Square. These lots are 45 by 185 feet, and- WORTH $6,000 each. If you-wish (to) invest in land, this-is-the time (to) do so. Let me hear what-you will-do. Respectfully yours, James W. Dutton. LESSON TWENTY-ONE HALF-LENGTH WORD-SIGNS; SIXTH LIST (30 Word-signs; 38 Wouds) 160. The learner should thoroughly memorize the follow- ing list before passing to the next lesson: -v-P"t. -.-.Pet^ v.. about, Bet" quite, Kef =^.. .could, Ked~ God, Ged' -- Oed' feature,- Fet' ..L_. after, Fef — i^-future,— Fet" — -™..good. ( .thought,- Thet' ....that, THei' .(...without, -THet ) _astonish-ed-jnent,..._.^s^' ...L-establish^ed-ment, Est" r .little,. Let' ./^..seldom, Iss-Eld" ..r...world, Eld" Lord, read,... Ard' might,.. Met' immediate-ly,. Med' ../rs.jnade, —Med" somewhat,. ...Jss-Met' .ff^-.-Sometime,... Sss-Met ..not,. .-Net' 91 92 LESSON TWENTY-ONE nature, Net' ..natural-ly, Net^- L r .^-i-.under, hundred,---^nd^ -want,-- - —Went' -wished, Isht' ..)..-used,. - Zed' READING EXERCISE i6i. The following sentences and letter should be practiced until they can be read and written correctly and without hesitation: -i.-^-k.-:^ n: -3.-4- -■> --^ L..r.. ^._.^--r- ■^ -/ «_9 M. A...-^... \ ■^ ? L -L r r (No. 8, 53 Words) .-^. -k-- ' -■;?[ II" -^ L u.-^. .= ^ rr^:::^-/ z_ A )..... •u HALF-LENGTH WORD-SIGNS 93 MISCELLANEOUS HALF-LENGTH PRINCIPLES 162, The words // and what may be added by making half-length, in its regular position, a preceding word-sign. Had and would may be added in like manner, the word- sign shortened being written in the third position. 7 I -—/-- if it in what it had which would Fet' ' Net' Ted' Ched' 163. Derivatives may be formed from the following, or any preceding or subsequent list of word-signs by pre- fixing or suffixing, joining or disjoining, according to con- venience, the consonants necessary to form the derivative. God godly good goodness Ged' Ged-Lay' Ged' Ged'-N-isa WRITING EXERCISE HALr-LENGTH PHRASES 164. The following phrases are written in accordance with the principles contained in Sections 96 and 162. In writing the phrases is it, as it, and has it, Z is used to express the first word of the phrase, and shortened to add it. Write, correct, and rewrite the list ten times. 94 LESSON TWENTY-ONE 1. it had 2. it would 3. which it 4. which would 5. which had 6. by it 7. do it 8. had it 9. give it 10. think it 11. she had 12. she would 13. if it 14- for it 15. for what 16. see it 17. say it 18. was it 19. use it 20. in it 21. in what 22. know it 23. they had 24. they would 25. have it 26. while it 27. when it 28. acknowledge it 29. represent it 30. is it 31. as it 32. has it 33. is not 34. as not 35. has not ' 36. let us REVIEW QUESTIONS— Lesson Twenty-one 1. What words are added by shortening a word-sign in its regular position ? 2. What words are added by shortening a word-sign and writing it in third position ? 3. How are derivatives formed ? 4. Explain the principle involved in writing the phrases is it, as it, and has it? LESSON TWENTY-TWO METHODS OF EXPRESSING H 165. S is the weakest element and one of the most frequently occurring letters in the English language. It always comes before a vowel, and in shorthand is repre- sented in two ways: by a stroke and a tick. The Stroke for H 166. The rules for the use of the stroke for h are as follows (Note the similarity of these rules with those for s and z, section 87, and w and y, section 106): (i) When the only consonant in the word. (^..y^o^, Hayst' (2) When preceded by an initial vowel. _....iiaughty, Hay'-T 9S 96 LESSON TWENTY-TWO TiiE Tick for H 167. Many writers prefer to omit h in all words except where the stroke is required. It is not anticipated that any difficulty wiU be experienced because of such omission in practical work. ' When desired, h may be expressed by a sloping tick, joined to the following stroke. ..._.J... 1 ^.. ...:>; _..ii hate head hitch whey whine Ret-T' Ret-D' Ret-Chay' Chet -Way' Pet-wen' Note. — In common orthography, such words as whey, whine, whig, etc., are written with the h after the w, although the aspira- tion is before it. In shorthand, h is correctly written before th& w. READING EXERCISE (so Words) 168. The following exercise to be practiced until it can be read and written correctly, and without hesitation: i.A....<..A...^...^..A ^:..^:..^ ^<^----^--^^----^--^^^^^ A- ,.S r:...l....-..:C.._.r ^- ^-.-L- S omitted; :a rl--;!^.. METHODS OF EXPRESSING H 97 (No. 9, 83 Words) -^--^--^•--^/- - _.^...L..^___4........_...A.....L.....r....^....L..t J i.._l ,.....!::: CA - - -^ :z^/ WRITING EXERCISE 169. The following exercise to be written, corrected, and then rewritten ten times: 1. hue 10. hisses 18. hasty 2. aha II. hoes 19. hate 3. hew 12. Hess 20. hat 4. Hugh 13. haze 21. hitch 5. Mahew 14. hazes 22. hedge 6. hazy 15. Hazen 23. harm 7. Harry 16. hissed 24. whey 8. halo 17. hosts 25. whit 9. Hettie He HiT-the white horse a-HARD whack on-the head with a-HUGE HICKORY WHIP. REVIEW QUESTIONS.— Lesson Twenty-two 1. In how many ways is h represented? 2. When should the stroke for h be used ? 3. Describe the tick for h. 4. When should h be omitted ? 5. The rules governing the stroke for h are similar to those for what other letters? LESSON TWENTY-THREE INITIAL HOOKS FOR L AND R 170. The consonants I and r are classified as liquids, because they so readily coalesce with a preceding con- sonant, as in the words f.y, play, pray, gray, etc. So perfectly do the I and r blend with preceding consonants, that the union forms a kind of consonant-diphthong, and the pronunciation of the two is made, seemingly, with but a single effort of the vocal organs. i-HOOK 171. A small initial hook, joined on the circle side of P, B, T, D, Chay, J, K, Gay, F, V, Ith, THee, Shay, and Yay, indicates the sound of a following /. The L- hook is also joined to Ray, M, and N, but it must be made large to distinguish it from the l¥-hook on the same strokes, Section 107. Shay has the Z,-hook at the bottom, is always written upward, and never stands alone. The combinations formed as above are named Pel, Bel, Tel, Del, Chel, Jel, etc., and as a class, may be called the Pel signs. A V play clay evil barrel bushel pannel Pel' Kel- VeV B^-Bel B'-Shel P'-Nel 99 lOO LESSON TWENTY-THREE /.-HOOK TABLE 172. The following table illustrates the manner of placing the L-hook to all the consonant-strokes to which this hook is attached. Copy the table ten times, speaking or thinking the name of the outline at the time of writing. ..A.....A [......J. ./:./' ^....^... PI Bl Tl Dl Chi Jl Kl Gl Pel Bel Tel Del Chel Jel Kel Gel ...%^......^ i ^ £5__....^.....c^_....<^ c^... ' Fl VI Thl Thl Shi Yl Rl Ml Nl Fel Vel Thel THel SMI Tel Bel Mel Nel 173. The L-hook is never joined to 5, Z, Ish, Zhay, R, L, Lay, Ing, Way, and Hay. i?-HOOK 174. A small initial hook, joined on the opposite to the circle or L-hook side of P, B, T, D, Chay, J, K, and Gay on the circle on inside of F, V, Ith, THee, Ish, Zhay, M, and N, indicates the sound of a following ;•. The com- binations thus formed are named Per, Ber, Ter, Der, Cher, Jer, etc., and as a class may be called the Per signs. .s. 1 _ _^ _^ _ TX pray eater crow acre gray dream Per' Ter' Ker' Ker" Ger^ Der'-M 175. As the small hook on F, V, Ith, and THee is em- ployed for I, it is necessary, in order to represent the INITIAL HOOKS FOR L AND R loi 2?-hook on these letters, to turn them over, or reverse them. As R, Way, S, and Z do not take the J?-hook, no confusion will result from the change. __fN ^ ^ <^ 7 _^ offer fry free aver three gather Fer' Fer' Fer' Ver~ Ther' Gay-THer" 1 76. As the small initial hook on N and M is employed for W, and a large hook for I, it is necessary, in order to express r on these letters, to shade the stroke. As Emp and Ittg do not take the J?-hook, no confusion will result from the shading of M and N. -'t; :^' L banner rumor dinner B'-Ner Ray'-Mer D'-Ner i?-HOOK TABLE Ner' I'jy. The following table illustrates the manner of placing the i?-hook to all consonant-strokes to which this hook is attached. Copy the table ten times, speaking the name of the outline at the time of writing. ^ "^ 1 ) /) ; .... (T-v z.^ Fr Vr Thr THr Shr Zhr Mr Nr Fer Ver Ther Tiler Sher Zher Her Ner \ ^ 1 1 / / Pr Br Tr Dr Chr Jr Kr Gr Per Ber Ter Der Cher Jer Ker Ger I02 LESSON TWENTY-THREE Vocalization 178. Vowels and diphthongs are placed beside a con- sonant with an L or 22-hook in the same manner as if the hook were not attached. They are read before or after both consonants in the group according as they are written before or after it. .1 1: ^ __'^- try tree oval flee glee cry Ter' Ter' VeV FeV Gel' Ker' 179. Occasionally the L and 2?-hooks are used when a distinct vowel sound occurs between the stroke and hook, in which case it v/ill be necessary to observe the following rules: Dot vowels are made into circles and written before the group, if long, and after it, if short. Dash vowels and diphthongs are written through the stroke in the proper position. -:: ^ ^ ^ ^ -^ feel dark fill core cool cure FeV Der'-K FeV Ker' Kel" Ker' 180. In some combinations it will be necessary to retrace the preceding stroke to form the hook. cobble ripple chipper baker tiger K-Bd' Ray'-Pel Chay'-Per B'-Ker T'-Oer INITIAL HOOKS FOR L AND R XOX READING EXERCISE (50 Words) 181. The following exercise should be practiced until it can be read and written correctly and without hesitation: 1_ ^ ^ y .X ^ \. -> ^ W- r 2..'] L^... 3^ \. r u ./L WRITING EXERCISE 182. The words and letter to be written, corrected, and then rewritten ten times: 1. plea 2. prose 3. price looker keeper idle initial 8. lover 9. likely 10. luckily 11. phrase 12. form 13. freely 14. usher 15. thirst 16. official 17. pressed 18. liable 19. payable 20. meager 21. noble 22. tunnel 23. owner 24. apple 25. draw 26. dread 27. azure I04 LESSON TWENTY-THREE 28. address 29. editor 30. bloom 31. bubble 32. employ 2;^. employed 34. buckle 35. buckled 36. club 37. copper 38. fable 39. frame 40. framed 41. reapers 42. rubber 43. robber 44. radical 45. cable 46. cabled 47. final 48. coarsely 49. deal 50. park (No. 10, 87 Words) Parker, Bricker &-Meeker, Caldwell, Ohio. Sir: We-have-yours (of the) i8th, and-in-REPLY would-say that-you-may purchase for-us, a.nd-ship by railway, one barrel of sugar, two barrels of rice, jour tubs of butter, one keg of pickles, and twenty-five boxes of pepper. If, for any reason, you-are unable to-make-the purchase, please inform us immediately. Our check for $85.00 will-^o (to) you by first mail on-Wednesday. RespectfuUy-yours, A. W. Baker &-Co. REVIEW QUESTIONS.— Lesson Twenty-three 1. Describe the joining of the L-hook. 2. Name the strokes to which the i-hook is attached. 3. Why is the i-hook made large on Ray, M, and N? 4. Name the. strokes that do not take the i-hook. 5. Describe the joining of the i?-hook. 6. Name the strokes to which the i?-hook is joined. INITIAL HOOKS FOR L AND R 105 7. Why are the strokes M and N shaded, and the strokes F, V, Ilh, and THee reversed, when the 7?-hook is joined ? 8. Name the strokes that do not take the i?-hook. 9. How arc the L and Zl-hooli combinations named ? 10. Describe the vocalization of the L and i?-hook combina- LESSON TWENTY-FOUR INITIAL HOOK WORD-SIGNS; SEVENTH LIST (48 Word-signs; 72 Words) 183. Inducing the student to familiarize the word -signs and contractions is one of the most diificult experiences of the shorthand teacher. Word-signs and contractions are the rapid writer's most powerful ally. Constant repetition alone can secure command of what is found to be the bulk of all shorthand writing. .A.people, Pel" \ ..proper, Per' .._\.. principle, __ Per~ principal-ly, -Per' .-'>y- -practice, ^ practical-Iy, ..particular, J^et' ..'N... pretty,.... Pret' opportunity, Jbelong,. Bel' .A .able, believe, -.\..Bel' .-N.jnember,..,. Ser'^ remember-ed, .-'V.jiumber-ed, -Ber" brother, I ..L..tiii,... ..p.. ..until,. :reV -- Tel' ..n... at least, -Tef-steh J-.Xold, Teld' .1.. -truth, Ter' .l.-toward, Tred' 1 doctor, J)er' -l.-dear, J3er' .1— during, —-.great, ..J»er» Gret' 106 INITIAL HOOK WORD-SIGNS 107 _ call, equal-ly, KeV .called, equaled, Keld ' .s„.difficult-y, Kel' according-ly, Kred' .TTT. care, Ker^ _.=T..jcared, —Kred' ..'L..full-y, -..Fel' ...^_value, ._ -Vel^ ...Q-.-valued,-- Vied -form,- ..J'er' formed, .Fred' .J\Jrom, Fer- over,.- - Ver .13-every, very, Ver' TN.. favor,... .....Fer* .c^-. favored, Vred^ authority, Thret' ...1.. throughout, Thret^ ../...through, Ther' .- either, THer' .. 1. there, their, ..THer' ..'^.. other,. TH&r^ .y..suxe-\y,.... Slier" -^..pleasure, -Zlier' -Mr., mere, Mer' remark -ed, i.....J J. 2 ,1.....^...^... Frel Vrel Threl THrel Shrel Zhrel Mrel Nrel or Ferl Verl Therl THerl Sfierl Zherl Merl Nerl Vocalization 198. A vowel written before a Pier or Prel sign is read first. If written after such sign it is read before the r ot I added by the enlargement; that is, the r 01 I is read last. - ^ c^ :>.. 1. . abler glare April trials Bier' Gler' PreV Trels' READING EXERCISE (so Words) 199. The following exercise is to be read and written ten times: 3, \ J ^^ Q^ ''~^' '^ i- 6.._n ^ -^- ^■-^--^.-■^--^- BACK HOOK; L AND ;?-HOOKS ENLARGED 117 WRITING EXERCISE 200. The following exercise is to be written, corrected, and then rewritten ten times: 1. ensober 2. ensobered 3. unstrung 4. unscrew 5. unsuppressed 6. insuperable 7. unsettled 8. unsaddle 9. unsaddled 10. enslaved 11. insoluble 12. unsurmised 13. unswayalile 14. unsolvable •15. onslaught 16. unsullied 17. clergy 18. traveler 19. gambler 20. gobbler 21. bachelor 22. tolerable 23. tolerably 24. smuggler 25. cobbler 26. dabbler 27. mackerel 28. secular 29. clear 30. Colorado 31. color 32. clarify 2^. bugler 34. shingler 35. rambler 36. tattler 37. discolor 38. discolored 39. declares 40. circular 41. fiddler 42. fumbler 43. trial 44. trail 45. peddler 46. thrall 47. enthrall 48. orchestral 49. mineral 50. minerals REVIEW QUESTIONS.— Lesson Twenty-six 1. Give the names of the three hooks introduced in this lesson. 2. What syllables or letters are expressed by them? 3. How are the enlarged hook-groups named, and what are they called when spoken of as a class ? 4. How is the Z or r added by the enlargement read ? g. How is a vowel read when it follows a stroke with an enlarged hook? LESSON TWENTY-SEVEN MISCELLANEOUS INITIAL-HOOK PRINCIPLES All and Will, Are and Our, Added 201. All and will may be added by the L-hook to a full- length consonant or vowel word-sign, and to the horizontal and-tkk. L 'k it will at all they will of all and all Td' Tel' THef Plet' Kiel' 202. Are arid our may be added by the 7?-hook to a full- length consonant or vowel word-sign, and to the horizontal and-tick. l._ .J^ ^..-- at our they are of our and our Ter' THer' Fret' Kret' 203. All and will may be added by enlarging the i?- hook, and are and our by enlarging the 1,-hook, on a full- length consonant stroke. .1 _._ 5:^ - ..Q,... there will from all value our THrel' Frel' Vler' X18 MISCELLANEOUS INITIAL-HOOK PRINCIPLES 1 19 204. All or will and are or our may be added by the Ler-hook. Are or our and all or will may be added by the Rel-hook. -.. -L n !.._ for all are Fler' at all our Tler^ they are all THrel' 205. Selves may be added by sez to word-signs to which our has been added by the i?-hook. .^ "No- — . by oureelves to ourselves Pref-sez Bei-^-sez L, R, Ler, and Relsook Phrases 206. The following phrases should be written, cor- rected, and then practiced until they can be written from dictation, and read back from the phrase-signs thus written, correctly, and without hesitation: I. by all 14. have all 27. and will 2. it will IS- they will 28. by our 3- at all 16. are all 29. by ourselves 4- at all our 17- know all 3°- at our 5- do all 18. in all 31- do our 6. had all 19. of all 32- which are 7- each will 20. to all 33- if our 8. v/hich will 21. all will 34- for our 9- much will 22. but will 35- for ourselves 10. if all 23- on all 36. from all II. for all 24. should all 37- they are 12. for all are 25- who will 38. they are all 13- for all our 26. and all 39' there will I20 LESSON TWENTY-SEVEN 40. in our 44. to ourselves. 48. who are 41. know our 45. all our 49. and our 42. of our 46. on our 50. and are 43. to our 47. should our INITIAL-HOOK NOMENCLATURE WORD-SIGNS FIFTH LIST (17 Word-signs; 20 Words) 207. Remember that the names of the outlines for all nomenclature word-signs are the words they represent. Write and read the following list ten times: "< Pelt' ..pelt' ..\.BeZ.! - ijell 'v. Belt' belt .S..Mer.'. -- — - jDlur 1 J'eL _._tell ..Lj)el'. - .dell ./'..Jdl --- .-_ -jell .LfbE fell ..'L...Felt!. —felt .?S.Perl'. - -Pearl ThrecL. -thread MISCELLANEOUS INITIAL HOOK PRINCIPLES 121 208. MISCELLANEOUS WORD-SIGNS; EIGHTH LIST ./TTi^ Messrs.,..—— JEms-Rays' ...J. Mrs., Ems-S' -.ri... truly, JTvel" .r\)_ express, surprise ,_iSpers' ...?.... at least, TeV-seth — spirit, iss-Prei' in order, -Nerd' P .... till It, Telt' p... until it, Telt^ READING EXERCISE 209. The following letter is to be practiced until it can be read and written accurately and without hesitation: (No. 13, 54 Words) .w^:...^.....w4y: _ J, -J7__A -:--^-.v.... .:rL.....^.....rr...i..r::::....z.^.__:.._ .^. .Th. -p -V 1 122 LESSON TWENTY-SEVEN WRITING EXERCISE 210. The following sentences should be written, cor- rected, and then rewritten ten times: 1. They-will surely be able-to send-v& a.-check by-the last (of the) month. 2. We believe there- will-be no-TROXJBLE on-that score in-the future. 3. They-are-all fully aware (of the) value of -his serv- ices. 4. They-are very-sure to-come over in-time for-the address. 5. The proper thing for-all of -us (to) do is (to) practice each exercise many time.?. 6. Jor-all we-know it-will-be here in-time for-the jail TRADE. 7. It-will-be impossible for-all of-us to-be in-the city next week. 8. We-have received your check for $S, for lill of April 13. 9. It-will-be DISPLAYED in-our office and-in-the show windows of-all (of the) drug stores (of the) city. 10. In answer (to) your recent favor, we-would state that we-shall-be able-to meet you sometime in April. REVIEW QUESTIONS.— Lesson Twenty-seven 1. Name the words added by the Z.-hook. 2. Name the words added by the i?-hook. 3. Name the words added by the Ler-hook. 4. Name the words added by the Rel-hook. LESSON. TWENTY-EIGHT FINAL HOOKS FOR F, V, AND N F-MOOK 211. A small final hook, joined on the circle side of straight and sometimes to curved strokes, adds / and v, and is called the i^-hook. When this hook is joined to curved strokes it is made considerably longer than when joined to straight strokes. The following table, which shows the manner of joining the i^-hook, and the names of the outHnes, should be copied ten times: \ A. -I _i Z / Pf-v Bf-v Tf-v Df-v Chf-v Jf-v Pef Bef Tef Def CUf Jef ^-......_^ Z Z k ......1...... Kf-v Gf-v Rf-v Hf-v Th-v THf-v Kef Gef Bef Hef Thef THef A/'-HOOK 212. A small final hook, joined on the circle or con- cave side of curved, and on the opposite to the circle or F-hook side of straight strokes, adds n, and is called the iV-hook. 123 124 LESSON TWENTY-EIGHT The following table, which shows the manner of joining the iV-hook, and the -names of the outlines, should be copied ten times: ..A ^ L...±.....y. ,z _. rr^.... Pn Bn Tn Dn Chn Jn Kn Gn Pen Ben Ten Den Chen Jen Km Gen .....v^. ^_ L L 1 A J. J...... Fn Vn Thn THn Sn Zn Shn Zhn Fen Ven Then THen Es-n Zen, Shen Zhen ....c^_...c.....::>> ^....o^......>^....-r^....,^....^.... Ln Yn Rn Wn Mn Nn Ngn Rn Hn Len Yayn Am Wayn Men Nen Ing-n Ren Hen Vocalization 213. A vowel written after a consonant stroke with an F or AT-hook attached, is read after the stroke and before the hook. .„„..x^__ A ^ ^_ i— puff pin chief chain thiet Pef- Pen' Ohef' Chen' Thef' 214. The F and iV-hooks may be used between two consonant strokes. ^%^.. .!^!^ ::$ L?. ?- bravery province French thinness Bref'-Ray Pre/ '-Ens Fren-Chay Then'- Ens FINAL HOOKS FOR F, V, AND N 125 215. If a final vowel follows /, v, and /;, the stroke and not the hook must be used. An additional syllable usually calls for an additional stroke. V ^---^ ^- puffy tiny coffee deny P'-F T'-N K-F' D'-N ISS, SEZ, STEM, AND S'l'ER, JOINED 216. Iss may be attached to the i^-hook, to the AT'-hook on curved strokes, and to the AT-hook between two strokes, by making it distinctly within the hook. puffs chiefs mines loans lonesome Pe/s° Chefs' Mens' Lmis' Len'-iss-M 217. Making an iV-hook on a straight stroke Into a small circle, adds s or z; Into a large circle, two 5 or z sounds ; Into a small loop, st or zd; Into a large loop, str. ....^ k X cleanse cleanses cleansed condensed Punster Klens' Klen'-sez Klenzd^ con:Denst' Pen'-ster TO THE LEARNER 218. In writing shorthand, if the word to be written is not a word-sign or contraction, it is usually represented by the full outline. Due care should be taken, however, to represent the word by the outline that can be most easily 126 LESSON TWENTY-EIGHT and quickly written, and at the same time is most suggestive of the word for which it is used. The briefer sign for a letter is supposed to be used, when permissible; that is, the circle for s, instead of the stroke, and the hooks for w, I, r, /, V, and n. It should be borne in mind, however, that these time-saving principles are nof invariably em- ployed, but judgment must be used and due attention given to angles, analog}', syllabication, etc. Go about the work of learning any new principle in shorthand as you would go about anything else, using judgment, reason, and draw- ing heavily on your stock of common sense. Thoroughly master every principle and apply it in writing. The more thoroughly you learn a thing the better, you will like it, and the better you like it the more you will want to learn about it. READING EXERCISE (50 Words) 219. The following exercise should be read and copied , ten times: i....N^....^.....L...^ ^ I ^ Z_...Z__._.;f:... .L.__^i..±.l ^ J: 2 : iT-.-X, I-.....:. :^ j: j^ j^...-.^. .-<:ri.. 3 :?■ -.-W"->j---^- FINAL HOOKS FOR F, V, AND N 127 WRITING EXERCISE 220. The following exercise should be written, corrected and then rewritten ten times: 1. beef 2. tough 3. dive 4. dived 5. calf 6. chaff 7. rave 8. raved 9. rove 10. skiff 11. clef 12. gruff 13. repave 14. repaved 15. brave 16. drive 17. strive 18. contrive 19. contrived 20. pan 21. gain 22. tan 23. atone 24. cone 25. fun 26. loan 27. ran 28. grown 29. mined 30. noon 31. stone 32. proved 32. approve 34. driver 35. drover 36. plenty 37. openness 38. finish 39. finely 40. bevy 41. coughs 42. stoves 43. strives 44. violence 45. France 46. rains 47. chance 48. chances 49. chanced 50. spinster REVIEW QUESTIONS.— Lesson Twenty-eight 1. Describe the joining of the i^-hook. 2. Describe the joining of the A^-hook. 3. What are the outlines formed by the junction of the f-hook with a consonant stroke called ? 4. What are the outlines formed by the junction of the A?-hook with a consonant stroke called ? 5. Describe the order of reading a vocalized consonant stroke with an F or iV-hook. 128 LESSON TWENTY-EIGHT 6. May the F and AT-hook be used between two consonant strokes ? 7. How must/, V, and n be represented when followed by a final vowel ? 8. Describe the joining of iss to the i?-hook, to the iV-hook on curved strokes, and to the AT-hook between two strokes. 9. Describe the joining of iss and sez to an JV-hook on a straight stroke. 10. Describe the joining of sleh and ster to an iV-hook on a straight stroke. LESSON TWENTY-NINE HOOKS FOR SHON AND TIV Shon 221. The syllable shon, variously spelled, as in motion, evasion, Grecian, ia.shion, ocean, etc., is represented in two ways; that is, A large hook, called the Shon-hook, and A small back hook, called the Eshon-hook. 222. The Shon-hook is joined on the circle side of straight and curved strokes. ^ '^ ^ \ caution option motion attention K'-Shon pi- Shon M-Shon T'-N-Shon 223. The Eshon-hook is joined to a preceding iss. Note — In the word ocean the syllable shon contains the only consonants in the word, and should be represented by Shen. --V- ---:^.- 1^---. possession compensation physician Tees'- Eshon Pens'- Eshon Efs'-Eshon 129 130 LESSON TWENTY-NINE TlVE 224. The syllable live is represented in two ways; that is. By a large hook, called the Tiv-hook, and By Te}. 225. The Tiv-hook is joined on the iV-hook side of straight strokes. This hook cannot be joined to curved strokes as it would conflict with the Shon-hook on these letters. ^. J:.._ dative active captive V-Tiv K'-Tiv K-P'-Tiv 226. Tej, T with the F-hook, must be employed for live, following curved strokes. „ ^ -n native motive N-Tef Vocalization M-Tef 227. Shon and Tiv-hook outlines are vocalized in the same manner, and the sounds represented by them read in the same order, as are the F and JV-hook combinations, Section 213. vj notion Grecian negative N'-Shm aer'-Shon N'-Oay-Tiv HOOKS FOR SHON AND TIV 131 228. In words requiring the use of the Eshon-hook there is always a vowel between the i~, represented by iss, and the syllable shon. This vowel, if a first-place, is vmtten before the hook or by the side of it nearest the beginning of the stroke; if second-place, it is written after the hook or by the side of it nearest the end of the stroke. A third- place vowel very seldom occurs in words of this class, and if it does, no difl&culty will result from its omission. y________ „_ I opposition accession condensation Pees'-Eslwn Kays^-Eshon Con: Dens^-Eshon ISS Added 229. Iss may be added to the Shon, Eshon, and Tiv- hooks by writing it distinctly within the hook. ..S4'.. --"^-- notions physicians captives N^-Shon-iss Efs'- Eshon- iss K-P^-Tiv-iss Shon and Tiv between Strokes 230. The Shon, Eshon, and TiV-hooks may be used in the middle of words. '\r y ■^ =^ — optional transitional effectiveness P'-Shon-Lay Trens'- Eshon- Lay F'-K-Tive-Ens 132 LESSON TWENTY-NINE READING EXtRCISE (50 Words) 231. The following exercise should be read and written ten times: l..^^......_^^.....a^....Q-3 b——\^ C^- - 4. 6.. WRITING EXERCISE 232. The following exercise should be written, cor- rected, and then rewritten ten times: 1. The position is one of trust. 2. There-will-be no relaxation of -our activities for-the SUPPRESSION of vice in-this section (of the) city. 3. The decision (of the) committee was unjust, and-we CONDEMN it. 4. Passion and-OPPRESSiON drive people (to) revolu- tion. HOOKS FOR SHON AND TIV 133 5. He-is likely (to) bring an-action against-the auc- tioneer. 6. The three Smith brothen are physicians of reputa- tion und-enjoy a-lucEATivE practice. 7. Your PROFESSION is COMPARATIVELY LUCRATIVE as compared (to) that of-your brother Charles. 8. A study (of the) birds and- flowers of ones native country is a-FASCiNATiNG occupation. 9. There-was no reason for-the opposition to-the motion made by-the Grecian auctioneer. 10. We call-the attention (of the) native population to-the auction on Wednesday to-be held in CON- NECTION with-our notion sale. REVIEW QUESTIONS— Lesson Twenty-nine 1. Describe the joining of the Eshon-hook. 2. Describe the joining of the Shon-hook. 3. Describe the joining of the Tiv-hook. 4. When is Tef used for the syllable tivel 5. Describe the vocalization of outlines with the Short, Eshon, and Tiv-hooks attached. LESSON THIRTY FINAL HOOK WORD-SIGNS; NINTH LIST (46 Word-signs; S9 Words) 233. The necessity of learning the word-signs cannot be over-estimated. There is no method of study that will ■ obviate the necessity of a perfect familiarity with the word- signs and contractions, and the learner should apply him- self diligently and faithfully to this part of his task. Pen^ Pen^ _-ii.- upon,.—. _.\^.. happen, — \-- happiness,. _-Pems' ^ combine combination, Ben' combined, Bend' ..\. been, Ben^ ..v.- to have been,--Ben* ..\.. before, -—Bef^ \— above,- B'-V — «— remembrance, Brens' .\>- objection, B'-Shon -\- objective, B'-Tive . .\)_ s uj action, iss -B - Shon _.o.. sujective, iss-B^- Tive nT=- can, question, Ken^ .cTT?. carefully, -Kref 134 FINAL HOOK WORD-SIGNS 135 kind, .Kent' ---^.. account, Kent' .,.^_gave,... -Gef° begin-ning,_._ -Gen' -TT^TL begun, again, Oen^ -^^^.- began, Gen^ I have,. Teft' _.L__ whatever,- -Tef^ -L— truthful-ly,- -Tref- .._l._ differ-ent-ence, Def _J__. Done,_ —.Den' - I- down, -Den^ did not, Dent' .u^..were not, -Wemt^ .(/T- generally, Gen' .-A- imagine-ation, Gen' gentlemen,— — Jent' -(/..gentleman, Jent' .\-o_ often, phonography, Fen' . even, Ven' within, THen' /—than, .^.THen' /l-..alone, leam, .Len' will not, Lent' mind, Memd' ^r:.-. amount, -Ment' men, Men' ,. man, Men' .opinion, JVen ' •.none, known,. .iS'bTi" 136 LESSON THIRTY FINAL HOOK NOMENCLATURE WORD-SIGNS SIXTH LIST (21 Word-signs; 26 Words) 234. The names of the outlines in this as well as in other nomenclature lists, are the words represented. Write and read the list ten times: A... Def,'- A. Pen'- _deaf . pen .>,..} Pent,'- pent Pend,i penned X Bm,'- -Ben ..\... ...S-J Bent,'- bent Bend' ....bend Blent,'- blent Blend,-. blend — ^_ Blends'- blends -J... Ten^ .J...J Tent}. Tend'. -ten ..tent ..tend ..0.._ Trend',- .trend -J— Denf. - -den -J..- Dent'—-- -..dent -^- Ren'. .wren 'rm- Glen',. - glen S^. Fen'. -fen ---v).. Fernf- fern .(1... THhen^ then -l1— Len'- Len /-T.. Lensf. lens .^.. Lent' lent Lend' lend ,c^. Mentf- _ meant FINAL HOOK WORD-SIGNS 137 READING EXERCISE 233. The following letter should be practiced until it can be read and written accurately and without hesitation: (No. 14, go Words) A L .3^.y:....!.....«-r--.-^.-Z.-.^ i^...,Z- ■^ 7- ,^TQ Ucr^.-y/ -X^-/--^- ^ ^ ( .ri.. -^-T^- -^-- / -v--^-- / j- .^. 138 LESSON THIRTY WRITING EXERCISE 236. The following exercise should be written, cor- rected, and then rewritten ten times: 1. He-has promised (to) pay-the principal within ten- days. 2. Every man in-town has a-right to-his opinion. 3. He alone gave his opinion of phonography before- the committee. 4. They-will combine (to) punish-the criminal. 5. They ought t'o-be here before we begin-the trial. 6. A-mean man's manners are generally as offensive as-his meanness. 7. Our salesman will-call upon you within a-few-days. 8. We enclose check for ten-dollars in-payment (of the) lens you sent-us last week. 9. He-says he-has given-the subject careful considera- tion. 10. Hoping (to) hear from-you-again soon, we-remain very-respectfuUy-yours. LESSON THIRTY-ONE FINAL HOOK MISCELLANEOUS PRINCIPLES PHRASING Words Added by the F-hook 237. Have, oj, if, ever, and forth may be added by the i^-hook to any full-length stroke and dash vowel word- sign, and of to the horizontal and-tick. I y... may have or if whichever and of Mef Teft' Chef Keft' Words Added by the TV-hook 238. Own, one, and than may be added by the iV-hook £0 any full-length stroke. Own may be added by the iV-hook to a dash vowel word-sign and the horizontal and-tick to which our has been added by the 2J-hook. ;J ^ by our own at one more than of our own Bren'. Ten^ Mem' Prent' 239. Not may be added by the A^'-hook to the word- signs for or and hut. J on not but not Tent' Tent' 139 I40 LESSON THIRTY-ONE 240. What and would may be added by the iV-hook to the word-signs for of, all, to, and the horizontal and-tick. This hook may be made into a small circle to add is, his, as, and has. :....:i .r, all would to what and what and would Bent' Pent' Kent' Kent'' 241. Not may be added by an iV-hook and shortening, thus expressing both the n and t in the word. J- — -*o -Jl ^.^ - do not have not it will not we are not Dent' Vent' Tlent' Wei-nt' READING EXERCISE 242. The following letter should be practiced until it can be read and written from dictation accurately and without hesitation: (No. IS; 80 Words) V ^ .: ^.. FINAL HOOK MISCELLANEOUS PRINCIPLES 141 - ---.^r?^— --■ _/r......crTf._..._.[_^ .\^ eS... ..L....k:./9^.,...^. (..._...^_.....L..l 1... i;. _^.. J?/..jx WRITING EXERCISE 243. If the principles involved in this exercise have been well mastered, no difficulty need be experienced in writing and reading the phrases presented. Write, correct the errors, if any, and then rewrite the exercise ten times, or until it can be written from dictation accurately and with- out hesitation: I. which have 15- out of 29. my own 2. which will have 16. know of 3°- your own 3- they have 17- care of 31- their own 4- they will have 18. all of 32. by our own 5- will have 19. and of 33- to our own 6. we will have 20. or if 34- at our own 7- may have 21. but if 35- and .our own 8. we may have 22. whichever 36. at one 9- shall have 23- whoever 37- at once 10. we shall have 24. go forth 38. if one II. who have 25- set forth 39- for one 12. to have 26. call forth 40. each one 13- should have 27. our own 41. which one 14. all have 28. of our own 42. any one 145 1 LESSON THIRTY-ONE 43- no one 54. may not 6S- are iiot 44. use one 53- we may not 66. we are not 45- April one S6. have not 67. if not 46. May one S7- we have not 68. all would 47- July one S8. we will not 69. of what 48. October one S9- which will not 70. to what 49- more than 6o. do not 71- and what SC- sooner than 6i. we do not 72. and would SI- or not 62. had not 73- and what has S2- but not 63- we had not 74- to what has 53- am not 64. was not 75- and what is REVIEW QUESTIONS.— Lesson Thirty-one 1. What words are added by the i^-hook, and to what are they added ? 2. What words are added by the iV-hook, and to what are they added ? 3. What word is added by an iV-hook and shortening? 4. How, and to what, are the words what and would added in this lesson ? 5. How may is, his, as, and hus be added to what and would, as above ? LESSON THIRTY-TWO LENGTHENING 244. Another important modification of consonant strokes is that of lengthening; that is, making a full-length stroke doutle its usual length. These signs are named by adding to the stroke lengthened, the syllable added by lengthening. 245. Lengthening Ing, adds hr and gr or the syllables ker and ger. sinker linger iss -Inker' Lay'-Inger 246. Lengthening Emp or Emb adds er. l^____ S^ timber romper T '-Ember R'-Emper 247. Lengthening any other stroke adds tr, dr, and Ihr, or the syllables ter, der, ther, and THer. letter winder mutter scatter Layter^ Wender' Emter' iss-Kayter 143 144 LESSON THIRTY-TWO The writer, however, must use judgment as to what extent he should apply this principle to straight strokes, as this sign, made double length, is the same whether it adds tr, dr, thr, or repeats the consonant. Bear in mind the context .will always determine the letter, syllable, or word when more than one may be represented, no matter what principle is involved. Vocalization 248. Double-length strokes are vocalized the same as the fuU and half lengths; that is, first-place vowels and diphthongs are written at the beginning of the stroke; second -place vowels, at the middle; third-place vowels and diphthongs, at the end. See examples in above sec- tion. Order of Reading 249. The soimds denoted by lengthening are read after the vowel that follows the stroke, and before a final hook, circle or loop. If a final vowel follows the sounds to be represented, the stroke and the i?-hook, representing these sounds, must be used. _^_ modem mutters angry entry Emdem' Emters' Ing-Oer N-Ter' LENGTHENING I45 Position of OuTLnsrES 250. Begin to write a double-length stroke at the same point, with reference to the line of writing, that a full- length stroke should begin, for the same position. First position :.-S.S^2Y^^-^.. Second position:-^^ X.- j S^..^.^. /_— . Third position:___\__._L„__ti^_T:^__.^^^2i^_^— MISCELLANEOUS PRINCIPLES; PHRASING 231. A full-length stroke, without a final hook, circle or loop, may be lengthened to add their, there, they are, and other. \. ^ ^ in their have there if they are several other Entlier' Veether^ Efther' iss-Veether' 252. Own, one, and not may be added by an iV-hook to a double-length sign. if their own any other one had J there not Efthem' Enthem' Deethem^ 146 LESSON THIRTY-TWO 253. DOUBLE-LENGTH WORD-SIGNS; TENTH LIST (8 Word-signs; 10 Woeds) . neither, entire, Enter' . no other Enther' . another, Enther^ . matter. Emter' .r^:s^.. rather,- -Arfher" -TTN.. .weather, Wayther' .(- the other, THetker' ."^T^x -farther, further, Ferther 254. DOUBLE-LENGTH NOMENCLATURE WORD-SIGNS SEVENTH LIST (5 Word-signs; 5 Words) - Layterf- later -Enter ^- .enter ^Merderf- murder -Ester' Esther -Arther?- -Arthur READING EXERCISE 255. The following words and sentences should be practiced until they can be read and written accurately and without hesitation: LENGTHENING (50 Words) 147 3... 6.., I :6.. 1..:^. r... ^■-T .ry. A. -i:--< -- 5.. ^... 148 LESSON THIRTY-TWO WRITING EXERCISE 256. Write the following words, phrases, and letter, correct, and then rewrite the whole ten times: 1. ladder 2. lantern 3. shutter 4. shutters 5. shudder 6. lumber 7. jumper 8. thinker o. winker 10. anchor 11. stronger 12. slander 13. defaulter 14. temper 15. mother 16. mutter 17. leather Phrases 1. are there 10. 2. know their 11. 3. no other one 12. 4. any other 13. 5. any other one 14. 6; from their own 15. 7. by their 16. 8. out there 17. 9. do their had there to be there if their for their for they are will there will there not 24. may there not 25. 18. 19. 20. 21. 22. 23- 18. diameter 19. smother 20. smatter 21. scatters 22. alter 23. alteration 24. alternate 25. entries while there one other one other one represent their represent their own whenever they are through their was there not LENGTHENING I49 (No. 16, 113 Words) Mr. Walter H. Anderson, Waterloo, New York. Dear Sir: We-are in-receipt of -your esteemed order (of the) 21st for-one carload of hardwood flooriNG, 1 in. by 4 in. by 14 and 16 //. We-have-^e»^the order to-the mill and- will GET it out early next week. Since sending you-the last CAR of lumber there-has-been a.-cut in-FREiGHT of $1.00 per thousand. We-will give-you- the BENEFIT (of the) reduction in-this shipM'ENT we-are now GErtiNG out for-you. Thankw^-you for past favors, cind-ho-ping (to) receive your-ORDERS in-the future, we-are Yours truly Mountain Lumber Co. REVIEW QUESTIONS.— Lesson Thirty-two 1. Lengthening Ing adds what two syllables? 2. Lengthening Emp or Emi adds what syllable? 3. Lengthening any other stroke adds what syllables? 4. If a final vowel follows the letters ordinarily expressed by lengthening, how are they written? 5. Describe the first position of double-length strokes. 6. Describe the second position. 7. Describe the third position. 8. Name the order of reading the sounds expressed by the double- length outline. 9. What words are added by lengthening ? 10. What words are added to double-length signs by the AT-hook? LESSON THIRTY-THREE CONTRACTIONS; SECOND LIST (28 Contraction-signs; 37 Words) 2g7. Contractions, like the word-signs, must be so thoroughly memorized that they can be written with the rapidity of speech, and the ability to do this is accom- plished by writing the words again and again, either sepa' rately or in sentences. SUGGESTIVE HELPS 258. In the following list of contractions, ajterward, forward, and onward, are represented by affixing the word- sign for word to the word -signs for after, for, and on, Affix K and Ray to the word-sign for phonography, for phonographic and phonographer; Bel to the word-sign for remark, for remarkable; Shon and Tiv to the word-sign for represent, for representation and representative; shorten / in acknowledge to form the past tense acknowledged. .Vj_^— afterward, Fet~-Werd .y___Sl_representation,_Bay^-PeeslLon .V.-J/ — forward, ~F-Werd onward, Ret -Were n . .phonographic,. . Fen^~ K Sjl. — phonographer,-i^en'- iJay . remarkable, — Mer - Bel ~ /I __.0~ representative, Ray^~Peetive ^ 7 ^acknowledged, „ X- Jierf " _anticipate-ed,__..^/- iss-Pef _mcelligible-y,._..£'nf-J-Be? -influential,— N-SkeV ISO SECOND LIST OF CONTRACTIONS 151 — 1 N-V-iss- ..-,\^ investigation, SsJlon acquaint-ed- _ ance, K-Net ^P -capable-ility, — K-Bel -inconsistent, N-s&Z~Tent' indiscriminate- ^ tion, End-iss-K fi___indispensable-y,^nd-zas-Pe7ls -a^_ intelligence, — Ent- Jeiis - ..t?. intelligent, Ent-Jent^ —interest, ^Ent-iss-T Ter-iss-K- transcript, Pet transgress, Ter~-iss-Oays M-N-iss-K- \ manuscript, Bet^ 5^ praclicable-ility. Per -Ket -\. probableilitjv— •F'e''""-B ."rf understood, End-iss-Ted .^_ understand, End- iss Tend READING EXERCISE 259. Practice the following letter until it can be read and written accurately and without hesitation- ..k.. (No. i7, 90 Words) ._L.. .L...A. -SU^- .1. 152 LESSON THIRTY-THREE n.....k^......_:^._.^....Z„-.\ « 1^ I-- A:/C^ Z..^....^...-u^-^ WRITING EXERCISE 260. The following sentences should be written, cor- rected, and then rewritten ten times: 1. The truth (of the) entire matter was acknowledged afterward by-the representative. 2. He-understood-the practicability (of the) subject which-was up for investigation. 3. I-understand that he- will ^a;y-the principal and- interest within izVi-Aays. 4. No-one DOUBTs-the man's capability. 5. We-do-not question-the gentleman's intelligence. 6. The probability is that an-indiscriminate use (of the) manuscript is practicable. 7. The man who-is making-the investigation is influen- tial, intelligent, capable, and-a remarkable pho- nographer. 8. Another intelligible transcript, which-will greatLY interest-the phonographic representation, will g^ forward within a-few-(iay5. 9. It-is inconsistent for-him (to) further transgress-tha laws, which-are indispensable to-the highEST good (of the) people. 10. Whether your time calk you (to) live or die, do both like a.-prince. LESSON THIRTY-FOUR PREFIXES 261. In the preceding lessons is presented the different modifications of the consonant alphabet; that is, circles and loops, initial and final hooks, shortening, lengthening, etc. In this lesson some of these forms are used to repre- sent the frequently occurring prefixes. 262. Circum and self are expressed by iss written in any position before the remaining part of the word. V ^ circumspect self-respect iss:Spee'-Ket iss-.Bay'-Sjpee 263. Contra, contro, and counter are expressed by a short dash v;ritten in any position and at right angles to the first stroke of the remaining part of the word. contraband controvert counteract Cliet :Bend' Chet : Vert' Tet :Ket^ 264. For and fore are expressed by F on the line and joined to or written near the remaining part of the word. ¥ .v.':^. forsooth foreknowledge F--iss-Ith " I':N-J' 153 154 LESSON THIRTY-FOUR 265. Intro, inter, and enter are expressed by Net written in any position before the remaining part of the word. introduce interpose entertain Net ; Dees = Net: Pees ' Net : Ten ' 266. Magna and magni are expressed by M written in any position and partly over the first stroke of the remain- ing part of the word. magnanimous magnitude M:N^-M-iss M : Ted' 267. Accom is expressed by writing a heavy dot at the beginning of the remaining part of the word. (See Section 129.) :t _-4- accommodation accomplish accom ■■ D '- Shon accom : Pel '- Ish 268. Con, com, and cog are expressed by a light dot, called the cow-dot, written at the beginning of the remain- ing part of the word. (See Section 129.) L !5 .1 convey complain cognate con:V" com,:Plen' cog: Net' PREFIXES General Principle iSS 269. When con, com, and cog, as a part of a prefix, occur in the middle of words, as in misconduct, incompetent, inco^ito, etc., the outline for the part of the prefix pre- ceding con, com, and cog, may be written in the place of the cow-dot, or as nearly in its place as convenient, thus expressing the first part of the prefix and implying con, com, and cog. This principle applies to the prefixes pre- sented in the following table: f ^ PREFIX NOMENCLATURE miscon....(£'ms) misconduct, Ems : D'-Ket ^miscom— (JEms)---^^ misccmpute, Ems:Pet^ incon {N') - incoizstant, N': Stent' — 'X mcom-...(JV') - incomplete, N':Plet' Jncog. (iV')-— - L-incognito, N':N-T' uncon (N^)——^^ unconscious, N^Inh-iss uncom. (iV^) -~:-tv- uncompressed, N':Per-steh unrecon...(A'er)...,,;»^ unreconcile,.. _Ner:iss-Lay- unrecom..(A'e)-) -is unreC0TOpensed,__..JVer : Penst' unrecog...(iVer).....S-^>^...-unreco3nized, ..Ner : N- steh 156 LESSON THIRTY-FOUR PREFIX „^'°'*", NOMENCLATURE PREFIX f ^-^ noncon„..(A'en) J. noncontent, Nen: Tent' I noncom...(A'en) .— .noncomwital, Nen : Tel' f r I discon {Dees) disconsolate, Dees : iss-Let' Idiscom.— (Dees)....lkv._ discowifort, Dees:F'-Ret decom....(D) IX>. .decompose, D: Pees' recon {Ray')-^— recowcile, Eay'-.iss-Lay' recom (Iiay')...^\ recompense,. Ray": Pens' recog (Ray'y-^J!:::^— recognize, Ray - : N-iss irrecon {R') Ji irreconcilable, R': iss-Lay'-Bel Additional Prefix Principles 270. The outline for an additional syllable may be joined to any prefix-sign in this lesson. or. unforeseen unmagnified N-F':iss-N' N-M.Fed' 271. Con, com, and cog may be expressed by writing the outline for a preceding word in the place of the cow-dot. ^ .rCs generally contend in this connection Jen':Tend' N-THees' : Kayshon' 272. The advanced writer may safely join many of the foregoing prefix-signs instead of disjoining them. The prefixes that best permit of joining are as follows: PREFIXES 157 For, fore, intro, inter, enter, incon, incom, uncon, iincom, recon, recom, recog, and irrecon. foreseen inconvenient introduce interview F'-iss-N N-Ven'-Ent Net-Dees" Net-V^ 273 . Word-signs may also be used as prefixes, and, with the exception of under, they retain their position when Joined. undertake almost forenoon End-T' Bet'-M-steh F^-Nen READING EXERCISE (50 WOEDS) 274. The following exercise should be studied until it can be read correctly and without hesitation, and then written ten times: .-Vdta -%r^> ."A ^--^-.-.. -A .„... _...X---.^ 2 ^^_ ..»,s=. /qT^- -i^- ^ 3....U„..:q^ 4^.-A fq,..- ••--^ ^ o "1 ^- \ 6..s^ l.....i [ k_..._..i^....-.._4........ 7-^._....i^ rd .:±:5...._..:r:r■■■: ; >- physiology theology zoology Efs'-J Ith'-J Z':J l62 LESSON THIRTY-FIVE 283. Ship is expressed by Ish or Shay, joined, according to convenience. - ■?■■ :> ^ friendship courtship lordship Frend'-Ish Kert'-Jsh Ard'-Shay 286. Soever is expressed by iss-V, joined. ^ !i^ (- wheresoever whensoever whosoever Wer'-iss-V Wen-iss-V'' Jets'-V 287. In is sometimes expressed by an iV-hook. ..-j:. -.A ^... herein therein wherein Am' THern' Wei-n^ 288. A word-sign may be used as a suffix-sign, joined or disjoined. ....:i I .....i..._ :>: 1 herewith thereafter hereinafter hereon hereafter R'-Weh Ther'-Fet Arn'-Fet B'-Ret B'-Fet 289. When a suffix is represented by a disconnected full or half-length stroke, it is an excellent practice, when convenient, to write the suffix-sign through the preceding part of the outline, thus distinguishing it from the omission of 0} the, Section 54. ....2::: ...V :i^ - -1 formality popularity nobility instrumentality Fer'-M P'-P-.Lay N'-.B' in-Ster' : Merit SUFFIXES 163 TO THE LEARNER 290. Take every opportunity to analyze and mentally outline words. Read an article and note what words are word-signs and contractions, at the same time recalling the sign. Do the same with words to be written in full, and learn to do it quickly; of course, the more practice you get in writing the outlines which you form in the mind the sooner you will be able to make practical use of shorthand. Be regular in your study. Do not let a day pass without giving some portion of it to either writing or reading. READING EXERCISE 291. The following exercise should be read and written ten times: (25 Words) 2._...'S\ 3^ ^. i....x/v ^...._.v;:::?......\^. '-^--±-b -^--V ^- (:--^- ^-- 164 LESSON THIRTY-FIVE WRITING EXERCISE 292. The following exercise should be written, cor- rected, and then rewritten ten times, or until the principles involved are thoroughly mastered: I. amazingly 14. monumental 2. boastingly 15. rudimental 3. thoughtlessness 16. sentimental 4. harmlessness 17. phrenology 5. faithfubess 18. ownership 6. sensibility 19. battleship 7. solubility 20. whatsoever {.T''-iss-V) 8. unsurmoun table 21. whomsoever 9. mendable 22. thereof 10. obtainable 23. forthwith II. heretofore {Refi-F) 24. clerkship 12. complimental 25. copartnership 13. regimental REVIEW QUESTIONS— Lesson Thirty-five 1. What are suffixes? 2. How is ingly expressed ? 3. How is teinesi expressed ? 4. How are bleness, fulness, and sameness expressed ? 5. How are ality, ility, and arity expressed? 6. How are ble and bly expressed ? 7. How are /or, /ore, and /or expressed? 8. How are mental and mentality expressed? 9. How is ology expressed? 10. How is ship expressed? 1 1. How is soever expressed? 12. How is in expressed? 13. May a word-sign be used as a suflSx? 14. What advantage is sometimes to be gained by writing a suffix- sign through the preceding part of the outline ? LESSON THIRTY-SIX OMISSION OF CONSONANTS, VOWELS, AND DIPHTHONGS 293. If the directions for study and practice given in the preceding lessons have been faithfully followed you should be able to write any word in the English language, and with the best outline for that word. Rules have been given for the complete consonant expression of words and the full vocalization of the same, and if you have learned them as thoroughly as you ought, you will have no difficulty in writing any word in the language. You should be pos- sessed of such a thorough knowledge of the principles and outlines as to make the practice of shorthand writing easy, pleasurable, and useful. Omission of Consonants 294. It is to be remembered that in phonography silent letters are omitted. Consonants, unimportant to the legibility of the writing, may be omitted. Legibility, however, must not be sacrificed for the sake of brevity. The full consonant outline is better than a brief one that is illegible. 29s. P is omitted in such words as: ..U .-r^^. ^>i>-. tempt exemption resumption pumpkin T^-Met Kays^-Emshon R'-iss-Emshon P'-M-Ken 165 1 66 LESSON THIRTY-SIX 296. T is omitted when st occurs together between two strokes, Section 84. ■t custom testify lastly Kays^-M Tees'-F Lays^-Lay T is also omitted in the phrase jiut-js. ._. /_.... .._.../ just just as Jayst^ J^-Sez 297, Consonants distinctly sounded may be omitted when such omission prevents a difficult outline, or when the omission does not endanger the legibility of the writing. (See Section 192.) ->■ -fe,- passenger explain trajisaction Pees'-Jer iss-Plen' Ter^-iss-Kayshon Vowels and Diphthongs Omitted 298. As the result of position writing and the nomen- clature, the experienced writer may, without sacrificing legibility, omit most of the vowels and diphthongs. While it is expected that the advanced writer wiE do this, it is absolutely essential that he be able to place any of the vowels and diphthongs quickly and correctly. While it is not obligatory, it is an excellent rule to place OMISSION OF CONSONANTS, ETC. 167 as many of the vowels and diphthongs, when taking dicta- tion or reporting, as time will permit. U v^ ^ Z........ domain broken rainbow enjom B'-Men Ber'-Ken Rm^-B N-Jen' 299. If it is found necessary to distinguish words con- taining the same consonants, it may be done by difference of outline, difference of position, or by inserting the ac- cented vowel. The latter method is preferable. Simmons Simons iss-Mens' iss-Mens' READING EXERCISE 300. The following words and letter should be practiced until they can be written from dictation accurately and without hesitation: 3 I ■^- ^- t. \..--y ^1 :^. i68 LESSON THIRTY-SIX ..^.....::^.. ^ V r- .2 k:_ .\v... ..J?.._i. 1.. -'-b \ crc _r^_....y.... ^..i.v^-^-:r^- -^ ^ -X-- -y--s-^--/--k-L, -^ 4-7^- v^..^._ /. .Z\ ^ WRITING EXERCISE 301. The following exercise should be written, cor- rected, and then rewritten at least ten times: 1. Thom(^)son 2. exem(^)t 3. preem(/>)tion 4. prom(^)t 5. cram(/i)ed 6. lim(/>)ed 7. Sam(/i)son 8. vas(01y 9. (h)ones{t)ly 10. domes (/)ic 11. a(rf)jus(<)able 12. tes(/)imony 13. tas(/)eless 14. contes(<)able 15. pos(<)mark 16. pries (/)c(;')aft 17. tra(»)sport 18. tra(»)saction 19. tra(«)scend 20. instru(c)tion 21. restri(c)tion 22. husba(«)dinan 23. messe(«)ger 24. ide(n)tical 25. explai(M)able OMISSION OF CONSONANTS, ETC. 169 1. The passe(»)ger says that-the destru(c)tion (of the) TEMPLE was complete. 2. He-was very Aisrxious (to) receive his exem(/>)tion PAPERS before-the first (of the) year. 3. The messe(«)ger was iNSTRUCT(e(;?) (to) call-the passe(«)ger at jour o'clock in-the MO(r)NrNG. 4. He-is ANXIOUS to-have you come to-the city as-soon-as convenient. 5. They -had abready promised (to) give-us-the work as-soon-as our services were needed. REVIEW QUESTIONS.— Lesson Thirty-six 1. What disposition is made of silent letters? 2. What is the advantage of the omission of consonants and vowels ? 3. What consonants are usually omitted? 4. When are consonants that are distinctly sounded omitted? 5. What principles add to the legibility of the virriting when certairi consonants and vowels are omitted? LESSON THIRTY-SEVEN PHRASE WRITING 302. Shorthand writers are not agreed as to the extent to which phrase writing can be profitably carried. Some stenographers phrase but little, others a great deal. As three words can be written together almost as quickly as two can be written, separately, it is evident that judicious phrase writing adds to speed. Phrase writing, however, must be done in accordance with well defined principles. General Rxjle for Phrasing 303. Words which, grammatically, constitute a phrase or clause may be written together in one outline, except: (i) When the phrase-sign would extend too far above or below the line of writing. (2) When the phrase-sign would be of inconvenient length. (3) When the Joining of the phrase-sign would be in- convenient. 304. The most common principles of phrasing are those that provide for the joining or representation, in preceding lessons, of the following words: (i) A, an, and, the, I, he, 0} the, and to, Sections 49 to 55 inclusive, and ing and a, an, and, and the, Sections 131 and 132. 170 PHRASE WRITING 171 (2) Is, his, as, has, us, city, selj, selves, and first. Sections 96, 97, 99, 100, and 205. (3) W^^, wj%, -were, what, would, ye, year, yet, beyond, and you. Sections 117, 120 to 125 inclusive, and 306. (4) //, what, had, and would. Sections 162 and 164. (5) In, Section 196, and all, will, are, and our. Sections 201 to 204 inclusive. (6) Have, oj, if, ever, and ]orth. Section 237, and hal]. Section 313. (7) Own, one, than, not, what, and would. Sections 238 to 241 inclusive, and one, than, and not. Section 252. (8) There, their, they are, and other. Sections 251 and 305- Other Principles of Phrasing 303. Their, there, they are, and other may be joined by a heavy tick, Bet or Jet, to any sign that cannot be lengthened; that is, to any half-length stroke, dash vowel word-sign, horizontal a»cJ-tick, the semi-circle W and Y word-signs, and to full-length strokes ending with a circle or hook not there of their with their can there Net'- Jed Pet'- Jed Weh'-Jed Ken^-Bed 306. We may be prefixed to K and Gay like the L-hook. we .can we cannot we give weh-Ken' weh-Kent' weh-Gay' 172 LESSON THIRTY-SEVEN 307. The initial or final hook of a word-sign may some- times be omitted, provided the writing of the hook would prevent the formation of a desirable phrase-sign. "^"" Y' -y^- it can only be it has been said human soul T^-K-Nel-B T'-iss-B-iss-D M-iss-Lay' Words Implied, Expressed, or Omitted 308. The repetition of an outline for the same word, written close together, implies the omission of from before and to between the two outlines. 1....... .....ji:.._ :z:: (from) time (to) time;(from) day (to) day; (from) week (to) week T':T' D':D' wuhrK':wuli-K' 309. The repetition of an outline for the same word, written close together and the second a little higher than the first, implies the omission of by. -- -I': --4- day (by) day hour (by) hour D'.D' R'.R' 310. The repetition of an outline for the same word, written close together and the second a little lower than the first, implies the omission of ajter. 'j- l-l "= time (after) time day (after) day week (after) week T'.-T' D'-D^ week -K': week -K' PHRASE WRITING 1 73 311. Have may be omitted preceding been and done. 1 -< r^- shall (have) been shall (have) done cannot (have) done Ish^-Ben Ish^-Den Kent-den^ 312. The advanced writer may safely omit any word that must and naturally will be supplied to complete the sense, the most common of which are in, of, to, or, and, and the. ^ 1l .^. hand in hand word of God according to that more or less End^-End werd'-Oed Kred'-THet Mer'-Lays 313. In writing mixed numbers, such as one and a half, three and a half, six and a half, etc., omit a and express half by the F-hook. Si^A one and (a) half three and (a) half six and (a) half Wen^-Teft Ther'-Keft Skays'-Teft 314. Been may be added to the word -sign for have by the iV-hook. SsiJiave been, Tera*— Position 315. The first word of a phrase is usually written in its proper position, the other words following without regard to position. The second word governs the position of a phrase as follows: 174 LESSON THIRTY-SEVEN (i) When the first word of a phrase belongs in the first position, it may be written farther above or closer to the line of writing that the second word may occupy its usual position. The observance of this rule will sometimes permit the third word to re- main in its proper position. -1---^^^-- -3 -^ .^- I had in these in this in those if he may Ret-D' N-THees' N-THees' N-THees' F-Chet'-M (2) When as begins a phrase, the second word may retain its position when the legibility of the phrase depends more upon the position of the second word than the first. ^ ^ ^ as much as large as few iss-Chay' iss-J^ iss-F' (3) When the first word is a, an, or and, the second word governs the position of the phrase (Section 49), except when the second word is a or the, in which case the first word retains its position. • '^- J -X- -^- , and give and do a few a whole and the Tet-Gay Ket-D' Ket-F' Ket-Lay' Kef-Cliei Note. — Phrase list, illustrating the foregoing principles, Llssci Thirty-eight. LESSON THIRTY-EIGHT PHRASE LIST (104 Phrases) 316. The following phrases are to be written in accord- ance with the principles contained in Lesson Thirty-seven. Write and read the list many times. y about their, Bet^-Jet =-( Kred'- - according (to) that, Thet — y- after they ^le,.- Eft- Jet all there is, Bet'- Jets _->-_ are not there,— .Arm/*- t7e( as if, iss-F' — p... as (to) a,_ .iss'-Tet --?/_ a word,--- Ket-Wer(f Ket-Werd'- _rvA_ a word (or) two,— Bei ..D— but are not Trent' ^ — by (and) by, B':B< .-rz^ can there,-- Ken'-Bet --^w^- could not, Ket'-Net -r,— could there, Ked'-Jet down there, Deether' .—>i- express their,. -Spers'-t/et .--!\ free (on) board Fer'-Berd \ (from) city iss-T': — (to) city- iss-T' (froin)hour _, _, .^- (to) hour, JJ':iJ' (from) house Hays^i yZ?A (to) house, Hays^ 17s 176 LESSON THIRTY-EIGHT <; ■?, (from) place ->Ni (to) place, Pels": Pels- (from) town ..I.L. (to) town, Ten^: Ten^ hand (in) .^^,,_^ hand,— -End^-End Chet'- he can be, -...JCen-B Oliet'- he cannot he,-.Kent-B Chet'- he can do, Ken-D ^ diet- , ...I... I cannot do,— Kent-D Ihavebee(n) Teft- there,-.. —Beetlier^ \ , ..._ I have th.e\r,. JTeft -Bet Cliet'- .. he cannot do,..Kent-D he has bee(n) Ohets'- there, Beether he is not Rets'-Net- .ht.. there,, ...Jet Chet'-Ems /rip^he mus(t) not, Net .\^.. hope (to) have, Pef Chet-Ken- I can be,- ...B^ \ Chet-Kent ...\. I cannot be,. .B' '~~i Chet-Ken- ....!- I can do,- —D' Chet'-Ems- . I mus(t) not, Net . I shall (have) Ret-Ish'- .J._ been, Ben . I think it is Ret-Thets- ..%.. there,--- .Jet imagine they -/- are,_../___Je,i'-Je« in receipt, Ner-Stee' in rega(r)d,.. ..iVer'- Ged in reply,— Ner-PeV ^:. in response,__JVer-Spe)w' ^ . in (the) c\ty, ..N-Stee' in (the) house,iV-jHa2/S ' ^rn. in (the) world, N-Eld ' PHRASE LIST 177 :r_. in your city, N-Yays' — /k._ it it is there, Tees'-Jet month (after) M-N-Ith' : more, (and) r^s more, Mer^-Mer more (or) \ess,_Mer'-Lays New York Ciiy^^-Yays on their, Ret'-Jet .?u<\. one (or) iv!0,....Wen^-Bet ought (to) have, Jeft' \ over (and) — .\> above,__ .J^er-Bef' — \\ over (and) over,ye2''-17'e)' — y.. paid their, Fed -Jet , , . iss-End- --V— send their, Jet iss Ent'- — V-. sent tlieir, Jet . shall (have) .^, been, Ish^-Ben shall (have) ._^_ done, ...Jsh'-Den .<^__ should there, Set "-Jet ■^ iss-Eiis'- since they are, Bet ^ iss-M - some (of)them,._rflee iss -Ner'- sooner (or) later, Layter ..'.-_ that there, THet'-Jet ; .that they are,— Ti3e«'-Jei £THee'-sez- _this is their, Jet through (and) Ther'- through, Ther to have bee(n) Peft'- there, BeetJier _^^..to have their, Peft'-Bet ..>_.to their, Pet'- Jet -V,..two (or) three,..Bef^-r/ier 178 LESSON THIRTY-EIGHT _.-^_. under their, __^nd-Je< --)^.. upon their,.. .Pew*-Bci „\- used their, Zed -Bet _.t__ valued their,- .yZed-Jef _. ^_ 1 L ^ L His was-the ninth political address delivered in -(the) city this year. 319. Miscellaneous Numerals (34 Phrase-signs; 34 Phrases) Wen'- S^<^ one and(a) half, Teft Bet'- ..V3_ two and (a) half, Keft i, Ther- three and (a) half,../^e/i F'-R- 1 T -il- .S^. four and (a) haH,...Keft F'-V- five and (a) half, Teft °~S . , , M ,t Skays'- six and (a) half, JV/f SPECIAL WORD-SIGNS 181 p seven and iss-Ven^— -So?, (a) half, Keft I eight and -U. (a) half, T'-Keft nine and (a) half, Nen'-Keft ten and (a) half,. -Ten'-Teft -, eleven and Lay'- Ven - l\:== (a) half, -Keff P twelve and .Irf- (a) haIf,--_rZe/'-^e/< ^-^, thirteen and Thert'-N- (a) half,__..jre/f one ■ hv.n&s&&,....We,n'-End ) three hundred, SJcays'-End p seven JS-J^^ hundred, iss-Ven'-End ' — ~^ nine hundred, Nen -End L.. twelve „ hundred, Tlef- End ") thirteen Thert'-N- .h::::: hundred, End "t one t. thousand, Wen'- Ith two . thousand, Bet -Ith five .thousand, F-V-Ith q__jO six " 5 rrrt. thousand, Skays -Ith ten . thousand, Ten - Ith twelve . thousand, Tlef- Ith one hundred Wen'- End - su^ thousand, Ith three hundredI7ier'- End- thousand,--. Ith „ „ six hundred Skays- End- ZTIzf thousand, Ith" A twenty XA thousand, SO-Iih yt thirty _fe^l thousand, SO-Ith „ y( ninety ^i thousand, 90-Hh twenty-eight ^£Zjhousan4.....f5 : Ith^ 'two hundred fifty ^yZZZthousand, .250 -.Ith' l82 LESSON THIRTY-NINE 320. Days of the Week -JlJ- Sunday, Ass-N-D — L. Monday, Men-D' -J— Tuesday, ...Tees^-D -ITL. Wednesday, Wens-D' .J._ Thursday, .JThers'-D ...|_. Friday,. Fer'- D Saturday, Ester^ 321. Months j!^ January, J'-N ^^_ February,. .F'-B .^_ March, M-Cliay' -.^_ April, Prel' .^77^. May,_ M' -.y.. June,____ Jeji' July,. J'- Lay August,. .Oayst' S<^ September, Spet'-M ZA October, Ket-Ber' .rrTA^November, N-V' . _\^-,... n .^^.. K_.,_._. ...n_._y.. ■N^-t-3 ) ^ ^--1--^ I /° ^-- r ^ - ^ ^ ^->^ -- 323. The following letters appear in shorthand under Section 322: (No. 19, 183 Words) Dear-Sir: We appreciate-the business we-have-received from-you (from) time (to) time, but upon looking over our records BUSINESS LETTERS 187 find that-we-have-not had-the pleasure of filling an-order recently, and-are writing (to) inquire if-you-are-not at present in-the market for something in typewriter supplies. We trust-the service rendered you in-(the)-past has proven so satisfactory that-we-are-in line for-your continued favors. If-you-are-not in a-position (to) place an-order now, we-would greatly appreciate-the assurance that-you- will remember us as your necessities arise. You-are doubtless familiar with-our full line of supplies, but-if-not, we-shall-be-pleased (to) send-you a-copy of-our latest catalogue upon request. We-are-in a-position (to) furnish you the best goods at-the lowest prices, and-assure- you that your-orders, whether large or small, will receive our prompt and-careful attention. We-have "Everything for-the Stenographer," want your business, and-can please you. Thanking you for past favors, and-hoping (to) hear from-you again, we-are Very-truly-yours, (No. 20, 81 Words) Dear-Sir: In compliance with-the request contained in-your-letter (of the) 6th-inst., we-are enclosing herewith samples of- our work in-the different colors. We-charge for circular work, by-the hundred, 4 cents per line for composition and 40 cents per hundred for printing, or $4.00 for-the first thousand and-$2.oo for each additional thousand. We-shall-be-glad (to) do your work, or to-furnish any further information you-may desire. Truly-yours, LESSON FORTY (No. 21, 92 Words) My-dear-Sir: Both-the post-office authorities and-the officers of-this Association respectfully and-urgently request that members, in remitting assessments, do-so either by-their personal check, bank draft, or post-office or express money order, thereby enabling them (to) secure a-duplicate, if-lost en- route. We-cannot-be responsible for-the safe delivery to-us of currency remittances. Do-not send currency, except by registered mail. We always send receipt promptly for remittance received. Please notify us if-your receipt is-not received in-due time. Yours-truly, (No. 22, 176 Words) Dear-Sir: With-the approach of summer you-are, no-doubt, con- templating a-vacation and-are possibly figuring on where to-go, the probable cost, time consumed, and-numerous other details in-which we-might be able-to help you. A-tour to-the Pacific Coast, taking in enroute Pike's Peak, the Royal Gorge, the Black Canyon, and-other points of interest in Colorado; the Grand Canyon (of the) Colorado, in Arizona; the Yosemite Valley, in California; the Yellow- stone National Park, in Wyoming, would-be a-most de- sirable trip. All of-our proposed trips are easily and-economically made via our lines, and-the rates and-arrangements for-the summer are unusually liberal. BUSINESS LETTERS 189 I-?liall-be-pleased. (to) assist you in-planning your summer trip, (to) advise you regarding details, and-(to)-fumish you beautifully illustrated booklets descriptive (of the) scenery in -the far West. We-are here for-this purpose, and- aithough you-do-not purchase a ticket via our lines, we- shall-not consider our time lost in talking with-you. Very-truly-yours, 'iliiliii