BU::MS' 
 
 Sl.OO. 
 
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 MM 
 
 
CORNELL 
 
 UNIVERSITY 
 
 LIBRARY 
 
Cornell University Library 
 arV16552 
 
 Burns' phonic shorthand 
 
 3 1924 031 437 480 
 
M- ^ Cornell University 
 
 ^' 'j 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/cu31924031437480 
 
BURNS' 
 
 PHONIC SHORTHAO, 
 
 FOR 
 
 Schools, Business Writing and Reporting. 
 
 ARRAKGED ON THE BASIS OF ISAAC PITMAN'S 
 "PHONOGRAPHY." 
 
 ELIZA BOARDMAN BUENS, 
 
 TEACHER OP PHOlfOGEAPHT" AND KEPORTIN& AT THE KB"W YORK MERCANTILE 
 T.IBRAR\' AND COOPER VNION : 
 
 AUTHOR or "reading lessons in STENO-PHONOGRAPRY,"' 
 
 " PHONOGRAPHIC WORD AND PHRASE LISTS," ETC.. 
 AND EDITOR OF THE '' AMEPJCAN JOTTRNAIi OF PHONOGRAPHY." 
 
 This ^Vo7•J^ ?".■? in ail respects 
 
 -A. SELF-i3srsa?T?,xjoa?OR- 
 
 NEW YORK: 
 
 BUENS & CO., PHONOGRAPHIC PUBLISHERS & ACTINIC ENGRAVEBS, 
 Xo. 33 PARK ROW. 
 
 ^' 
 
Entered, accordiug to Act of Oongrees, in the yearl372, "by 
 
 ELIZA B. BURNS, 
 
 In the Office of the Librai'ian of Congress, at Washinjjton. 
 
DEDICATION. 
 
 To the Teachers and Pupils of our Public Schools, 
 whose labors we hereby seek to lighten and assist, this little 
 volume is respectfully dedicated by 
 
 A Fulcw Teacher. 
 
The need of SHORT HAND in literilry and business lilo is daily 
 being felt more and more. Tlie design of our Public Schools is oi 
 should be to instruct youth in those things that will be of most service 
 to them as men and women. How then can the claims of Phonetic 
 Short-hand be longer ignored? 
 
 The following decided testimony to the value of Phonography, and 
 thelieed of its being made a branch of popular education, should have 
 its weight with Boards of Education. 
 
 " The banks, the insurance offices, the law offices, the editorial 
 rooms, the railroad offices, and all those places where large correspond- 
 ence is conducted, or original documents are prepared, are actually 
 xJKtiting and groaning for the advent of just such a labor sailing device 
 as Phonography. C. _C. Hine, Editor Insurance Monitor." 
 
 "For our own part, we have no hesitation in saying that every child 
 In our common schools should be taught to read and write this short- 
 hand at the age when he is usually taught to write common hand. 
 Rev. Thomas Hill, Late President of Harvard College." 
 
 " 1 came to the full conclusion long ago, that the only hope for 
 Phonography was in the common schools. The tendency of Phonog- 
 raphy is to quicken thought — to run thought into form more rapidly. I 
 feel that tendency more and more, enough to understand what a vast 
 power it would be upon the mind were it introduced in the primary 
 school. Rev. B. C. Ward." 
 
 " It is seldom that a school numbers among its branches Phonetic 
 short-hand writing ; not that it is unworthy of such a place, but because 
 it is a comparatively new system; or because few teachers have suffi- 
 cient knowledge of it themselves to qualify them for imparting it to 
 their pupils. Hitherto the art has been mainly acquired by unaided 
 personal effort on the part of those who possess it. But until it is 
 introduced into our schools, and made a recognized branch of learning, 
 it mil not make anything like general progress ; yet it well deserves 
 such a place. To those who practically know its great value, it may 
 well be a matter of surprise that it has hitherto me*, with so mucli 
 neglect. Gokdon Fkazer." 
 
 " If I had learned Phonography when 1 was a boy. at school, it would 
 have saved me twenty years of hard labor. 
 
 HOK. Thomas Bbnton." 
 
 The Mew York Independent sums up the large amount of evidence 
 that exists in favor of Phonography as a popular branch of study, and 
 gives righteous judgment as follows : 
 
 " The truth is that P7ionography ought just as much to be taught in 
 «11 our schools as arithmetic or geography, and until it is so, every 
 graduate of them is cheated out of all the time and labor that he would 
 save by using it." 
 
 &gaii. we ask the question, " Why Not ?" 
 
P R K F AC E, 
 
 An earnest and long-cherlslied desire on the part of the author 
 to see the beautiful and labor-saving art of Steno -Phonography in the 
 possession of all who use the pen, and as a preliminaiy to this desi- 
 rable end to see it generally introduced Into schools, both public and 
 private, as a regular branch of instruction, has led to the arrangicg 
 and publishing of "Phonic Short-hakd." 
 
 The peculiarities of this work as a Phonographic text-book 'wiil 
 be found to censist chiefly in the order in which the fundamental prin- 
 ciples of the art are presented — the simplest and least exceptional 
 being first given — and in the novel but legitimate application of 
 a portion of the phonographic material common to all ' ' phoneg- 
 raphies," as, for instance, the Initial vowel tick and the In-hook, 
 which give to Phonic Short-hand the legibility of common script ; 
 and also in the exceeding simplicity with which evei-y pait of the 
 subject is treated ; the numerous Reading Lessons in tlie more ele- 
 mentary portions of the book being adapted to the comprehension of 
 even a child, and each Phonographic Exercise so keyed by a printed 
 page in close proximity, that any error in transcribing can be at once 
 observed and corrected by the student, and all unnecessary doubt 
 and trouble saved. 
 
 Except in these particulars — ^which, however, make this work pe- 
 culiarly a Sdf-Instructor — the author laj's no special claim to origiiic'- 
 ity, but acknowledges with pride and pleasure her indebtedness, iiofi 
 alone to Mr. Isaac Pitman, the inventor of '' Phoruigra/phy,'" and tii£i 
 grand source of inspiration on this subject, but also to the many 
 other lovers and practitioners of the art who have written and pub- 
 lished more or less respecting it. And, further, she acknowledges 
 her many obligations to a large number of able reporters in Wew ■ 
 York, and various parts of America and Grreat Britain, who have as- 
 sisted her by friendly suggestions and given her the best results of 
 their experience. These gentlemen will ev«r be held in grateful re- 
 
membrance and cheerfully accredited with whatever aid they have 
 furnished. Equally does she feel indebted to many phonographers — 
 both professional ivriters and amateurs — ^for their expressions of 
 warm sympathy with her general aims, and their cordial approval of 
 this or that proposed simplification. In fact, but for such encourage- 
 ment, she would scarcely have had the courage to undertake so great 
 a task as a revision of "Phonography," pressing as was the need that 
 some experienced teacher and writer of the art should attempt it. 
 
 Our "Phonic Shokt-hakd" is offered to all persons who need 
 the help of some briefer method of writing than the ordinary script.. 
 
 Hitherto very many teachers and young people have been de- 
 teiTed from commencing the study of the stenographic art, or have 
 failed to acquire a practical knowledge of it, in consequence of the 
 great difficulties attendant on every method by which it has been 
 presented. We hope that, seeing the great simplicity of the present 
 work, many who have been thus hindered will be induced to attempt 
 the mastery of its pages. To every intelligent and faithful student 
 we can promise, not only pleasure in the study of each lesson, but 
 certain and fuU success as a practical phonographic writer. 
 
 E. B. B. 
 
SPECIALTIES AND PECULIARITIES 
 
 OF 
 
 PHORIIEJHORTHARID. 
 
 1. An Eight Yowel Scale, affording tlie means for representing 
 more exactly the pronunciation of words, and agreeing with the best 
 
 ' Phonic Charts used in Schools. 
 
 2. A simple and regular application of the Vowel Signs to the Stem 
 Consonants. 
 
 3. The Stems " SH" and " L" brought to the same rules as to di- 
 rection. 
 
 4. "Word sig>;s hitherto exceptional brought to their proper positions. 
 
 o. An IiaTiAL Tick (the upright or horizontal), used to denote that 
 tlie word begins with a vowel. 
 
 6. Definite Rules for the use of the Stems representing frequently 
 recurring sounds, a:;d f<.r their Adjuncts or substitutes, which will 
 assist the Writer in the selection of Outlines, and enable the Header to 
 determine, in most cases, wliether the word ends with a vowel or not. 
 
 7. A systematic anl simplijkd arrangement of the Final Hooks, 
 greatly facilitating the study of the Art. (See tables of Adjuncts.) 
 
 8. A Half Cikcle Hook for the sound of " n" preceded by a 
 \?owel (■n),at Iho beginning of words, and for " n or " -n" at the mid- 
 illoorend; aula similar hook for " "v," to be used specially after 
 half and double length stems, at the end of words, for "ive" and "tive". 
 
 9. A Large Half Cikcle PIook for " sh'n," to be employed after 
 another hook or a siem, when no mwel precedes tJie " s7i'n,'" e.g., "men- 
 tion;" connec-tion. 
 
 10. The preservation of the forms of primary words in the representa- 
 tion of their derivations, as far as practicable. 
 
 11. The use of a Small Detached Cikcle (which, in reporting, 
 may be joined in a special manner), to represent the syllable " ings," 
 when it cannot be conveniently written with the stem NG and circle. 
 (Credit to Marsh, Cal.) 
 
 i 13. " As is" and " has his," distinguished from " as Las" and "has 
 as," fey writing the former with two small circles like a figure 8. " His 
 
 has" and " is as," distinguished from " his is" and "is his" in liko 
 
 manner. (Credit to Cobbin, Eng.) 
 t 13. Tiic First Stem in an outline to tviks position according to the 
 ' «iccented vowel. 
 
SUMMARY OF CONTENTS. 
 
 INTEODTJCTOET CIIAPTEK.— Page 11. 
 Section 1-5. Definitions of phonographic tenns. § 6-9. Explanation of Conso- 
 nant elements and their Stem-signs. Adjuncts. Outlines. § 10. Vowel-signs. 
 A''ocalizing the outline. § 11. Sound-powers and word-powers of the characters. 
 Stops. Illustrated by Alphabet plates. 
 
 Cn AFTER I.— Page 14. 
 S 1-5. Explanation of Plate 1. How to form the Stems. Practice. Directions 
 for writing. Illustrated bj' Plate 1. 
 
 CHAPTER II.— Page 17. 
 § 1-3. Placing the Vowel-signs to stems. § 4. Positions of stems with regard to 
 the line of writing in accordance with the vowel or accented vowel. § 5-8. Open 
 Diphthongs; how represented. Aspirate Dot. Small circle for "as" and "is." 
 Rule 1st. Directions for writing words pbonographlcally. Illustrated by Plates 
 2 and 3. 
 
 CHAPTER m.— Page 21. 
 
 S 1-2. Regular Final-hook Adjuncts; En-book, In-book, 1st Shun-hook, 2d Shun 
 
 hook. § 3. Halving principle for the addition of " ty § 4. Representation of 
 
 "n^" "iVi" and '^eh^nt.'^ Aspirate-tick on the stems Way and Yav. Illustrated 
 
 by Plate 4. 
 
 CHAPTER IV. -Page 24 
 § 1-3. Sign-words and Word-signs. Rule 2. Half-circle signs for "n," and for 
 V. Elongation of dot signs into ticlis for phrasing. Illustrated by Plates 5 and 6. 
 
 CHAPTER v.— Page 28. 
 § 1-7. Regular Adjuncts— Final Circles and Loops; their powers and mode of 
 attachment. § 8-10. Combination of the small circle with final books and the halv- 
 ing. § 11. In.hook after circles. § 12. Representation of "M';!" after the sound 
 of "ff.' § 13. Derivative words sometimes written in the position of the primitive. 
 § 14. Vowel signs placed only to stems, and Adjunctive signs used to terminate the 
 outlines of words that do Tioi end with a ^-owel sound. Illustrated by Plate 7 and 
 " Sentences " on page 38. 
 
 CHAPTER VI. -Page 33. 
 
 § 1. Phrases denoted by Circles and Loops used independently. § 2. Compound 
 
 words. § 3. General rule for phrasing. Sentences. lUustrutedby Piute 8, on page 
 
 52. Note. — Study of this Chapter and Plate to be deferred until Chapter XHI. has 
 
 been considered. 
 
 CHAPTER VII.- Page M. 
 § 1. Stenotypy. § 2-3. Combination of stems. § 4. Circles between stems. § 5. 
 Vocalizing combined stems. § 6. Position. § 7. Direction >*.f or writing R, L, and 
 SH. § 8. Either " t " or " d " added to a combined stem by halviug. § 9. Rule .3. 
 Directions for writing. Illustrated by Plate U, and Heading Lesson 1—" The Tttij 
 Shop." 
 
 CHAPTER ^^II.— Page 40. 
 
 § 1. Irregular Final Adjuncts. § 2-3. Ef-hook. >"ote. § 4. Ive-hook. §5-6. 
 Ter-hook and lengthening principle. " .£"/'," as a sufli.x. § 7. In-book to lengthen- 
 ed stems § 8. Modes of forming the past tcns^'. § 9. '^Est" as a suffix. Rule 
 for halving. Thickening for " d.'*^ | 10-11. Representation of " t '' final. Rule 4. 
 Illustrated Dy Plate 10, and Reading Lesson 2—" Our Pets." 
 
 CHAPTER IX.— Page 4C. 
 S 1. Initial Adjuncts — Circles and Loops. Directions for writing aud reading 
 tbem. S 2. Small circle. § 3. Large circle. § 4. Small Loop. § 5. Representation 
 oi "ttr" at the beginning of outlines. § B. "ISr" added to the power of the 
 straight stems by turning the circle on the left, or under side. § 7-9. Initial In- 
 hook. Initial tick on stem N. § 10. Prefixes "enter" "intra," etc. § 11. Dots 
 for "itw" and "con," etc. Hlustrated by Plate 11, and Reading Lesson 3— 
 "Samm's Speech." 
 
CHAPTER X.— Page 53. 
 
 § 1-5. Initial Adjuncts — Hooks on aU stems JorE andL; used normally when 
 the sounds of these letters immediately follow another consonant sound. § 2. Ar- 
 hook and mode of attachment. § 3. El-hook, on straight lines and curves. § 4-5. 
 Cases in which the hooks are used. § 6. "Way and Tay-hooks. § 7. Attachment of. 
 a circle preceding an Initial-hook. § 8. Attachment of In-hook, or ticked N. lUusJ 
 tratedhy Plate 12 and Reading Lesson 4 — " The two Boys.''' > 
 
 CHAPTER XI.— Page 58. 
 
 5 1. Initial Vowel-tick. § 2. Aspirate tick. § 3. Special forms. Illustrated hyi 
 Words and '■' Sent^Tices'" on Plate 13. I 
 
 CHAPTER XII.— Page 61. 
 
 I 1-4. Special Vocalization, used %vith the Ar andEI-hooks in special cases when 
 adistinct vowel sound comes between the sound of the stem and nook; the hooks 
 in short words to substitute R and L; in longer words allowed to stand forRee and 
 Lee also. § 5. Omission of hook in the prefix "for." Final Vowel-tick on final 
 stems having an Initial-hook. § 6. Uses of "ier" and " 7>'," "iV," '*n," and ''n." 
 License for writing "ens" and "ent." § 7. R and H used exceptionally. § 8. 
 Rules for the termmations "?t," "r^," "«," and "/;\" Hlustrated by Plate 14. 
 and Reading Lesson 5 — Sagacitif of Dogs. 
 
 CHAPTER Xrn.— Page 08. 
 
 § 1. The Vee-hook. § 2. Prefixes — "com," etc., ^'incom,^' etc., "in, uUh. 
 where^ for ^ fore, here, self, magni, ir, al, €ve7\ Jtand." §3. Suffixes "We" 
 or "bli/,fm" or '^fuUp^ever, shH'^ or *■' shl^, in. on, of ward, yard, fore, hard, 
 self, selves, olog]/,ship, mental'''' or ^^ mentality, olenesSj fulness^ lessness, hearted. 
 hood'''' or '^head, ly, ry,^"" ian or ion, (In-hook, see Chap, xv., § 2.) § 4. 
 Modes of ContractioQ. 1st. Omission of slightly sounding consonants; 2d, of K 
 and other stems; 3d, halving to express "Ity " or "sty;" representation or omis- 
 sion of "y" or "ew;" 4th, imperfect formation or omission of hooks. § 5. 
 Doubling of stems, when the consonant sound is repeated. § 6. General rule for 
 contractions; reference to List of " Contractions for Common Words," on page 74. 
 Illustrated by Plate 15 and Reading Lesson 6 — " Official Dignity." Also, by " J'e^f- 
 erson''s TenBvles," " Befvsing 'Viine with Washington," "iVO," *^ Sow to prosper 
 Business" *■"■ Self Control in Teachers." and ".4 ^wtfierV //rare. ".—Pages 76-80. 
 
 CHAPTER XIV.— Page 81. 
 
 § 1. Words varied in Outline.— List. § 2. Order of reading the PhonograpJuic 
 signs. § 3. Further directions for Phrasmg; first word to be in position except " /, 
 how," or "in." Word Powers of the Adjunctive signs; large initial hook for 
 "you;" In hook for "tw^" and "OTi7i/"Ter-hook or lengthened stem for "-their" 
 or " o?A^/" Circles and Loops for "(W" or "w,"-when combined with" it" or 
 " ^Aeir"— chap. 6, plate 8 on pages 33 and 52. Par. 7, Omission of Vowel-signs ; 
 vowel and aspirate ticks sometimes used medially. Heavy dash for "alI;""or," 
 denoted in phrases by R, ^ ortheAr-hook; ticks for" oan«^" and "i/ie,"placednear 
 an outline to denote an intervening "con.," etc., or "ing." Par. 9. Phrase rep ■ 
 resentation of "^o"and"i<." Business Phonographt, East Reporting Style. 
 Caution and directions. Illustrated by Plate 16, List of "Words varied in outline," 
 '"■ How tJie I^eaf died."' and "■ iJeclttratioii of Independence." 
 
 CHAPTER XV.— Page 93. 
 
 § 1. Brief Reporting Style. — Rules for selecting forms. §2. Further contrac- 
 tion of outlines; Special forms; past tense; prefix "retro," andsuffix, "ian." § 3, 
 Construction of reporting phrases by — § 4. Change of form. § 5. Omission 
 of signs; § 6. Halving; § 7. Final Hooks; § 8. Ticks; § 9. Initial Hooks. § 10. 
 Pauses, quotations, numbers, foreign sounds. 
 
 Illustrated by Plates 17 and 18, and " The Eeforjiur.'^ 
 
 CHAPTER XVI.— Page 108. 
 
 FiGtTRES AND Phbases, Leqal WRITING.— Note 1. Halving and En-" hook'' for 
 "not;" "On, of, if" and "all," denoted by Stem characters. Note 2. Cautionre- 
 Rpecting the use of the In-hook in phaases. Note. 3. Some derivatives written in 
 theposition of their primary words. Illustrated by Plates 19 and 20, and " Words 
 nf Wisdom." Tables of Stems and Adjuncts- Pages 114-117. 
 
10 
 BURNS' PHONIC SHORT-HAND. Chart 
 
 EIGHT TOWEL SCALE. 
 
 THIS 80ALE MAT BE SUNG IN MUSICAL rHACTICB. 
 
 LONC— I'ULL NOTE. 
 
 SoTJNDs. a a a a ii 00 Place. 
 
 Open. • I - 1 
 
 Medial. • 1-3 
 
 Close. • - 3 
 
 as in h-e \i-ay \i-ai-v h-a-rm li-c-r li-aw \\-oe wh-o. 
 
 S H O R T.— STACCATO. 
 
 Sounds. it 6 3 ti tt 6 d 65 Place. 
 
 Open. • I - 1 
 
 Medial. . i - 2 
 
 Close. • -■ - 3 
 
 as in i-t e-11 «-t Cub-K w-p «-n o-mit w-oo-d 
 
 a-Bk wh-o-le 
 
 COMPOUND. pi^^CE. 
 
 nil i 1 ' 1 ■ 8-Sle Ol-l OW-l l-i'tC 1 
 
 The accented vowels in y > '"'^ open. i 
 
 ■ " " vowel in < is close. 3 
 
 STEM SIGNS for Consonants. 
 
 P T CHay Ree K F iTH L 31 K S iSIi >T 
 
 B D J Gay V THee Yay Hay Way Z ZHee iNG 
 
 VOWEL SIGNS placed to Stems. 
 
 Ist, or Open vow- ^ I" /" _^ /^ " J~ ^ ^_ 
 
 cIb, near the top J^ ^' ' <7 -, ~ ' , -T^ 
 
 of Upright, and '-a^'-' D-J.>v J-3.W R-aW C-a.vv L-aw SH-av«'^ W-c.V 
 
 Slopes, oud near \J /v /^ Y 1^ ^ y 
 
 the right hand of V_ k / . ■^ ^ J , ^ ^, _- ^ 
 
 the Horizontal.. l-Lt TK-j/ L-lfi M-^ S-;_jh 5,Hm/ N-y>h, R-J £ 
 
 sd, or Medial, V- I- /. ^^ -_ /^ - / 
 
 near tho middle of \ I / -^r^"^ „ ~ ^ — "^ — ^'" 
 
 Stem.. B-fc:>. D-fugA. J-ce K-oe G--0 L- ow H-oe SH-oW 
 
 sd, or Cloae, near \ | / ^^ j= /^ / — % ^ — N 
 
 the lower end of q_' p'^ ch'-Sw 'R-Lig C-00 L- 66 ■ M-e M-OO 
 
 Uprights and ^ 
 
 Slopes, and neol I ( ^ J V ^ ^ ^ < >' 
 
 the left end of the V_. V^. /. _/ '^ ^ .) ./ ^-\, 
 
 Horijontau F-^e TH-es s-e£ SH-P iAj-ce ea-,R. ea-S^ e'e-N 
 
11 
 
 ELEMENTS 
 
 PHONIC SHORT-HAND. 
 
 INTRODUCTORY CHAPTER 
 
 § 1. Spoken Language is the expression of tlionglit by ttie various 
 Bounds of tlie human voice combined into words. 
 
 § 2. Phonic, or Phonetic Spelling is resolving the words of a 
 language into their elementary sounds. 
 
 § 3. Phonogeapht is any kind of writing wherein each letter or 
 character, or a combination of them, uniformly represents an elemen- 
 tary sound. The common script letters, by varied forms or diacritic 
 marks, may be made to form a Phonographic Alphabet. 
 
 § 4. Stenography or Short-hand is any Mnd of abbreviated 
 writing. 
 
 § 5. Steno-Phonogr.\phy or Phonic Short-hand is a method 
 of writing by an alphabet consisting of simple lines and points, each 
 of which represents an elementaiy sound. The term "Phonog- 
 raphy " is common!}' used with the same meaning. 
 
 § 6. The Sounds used in the formation of words are divided into 
 Obstructed or Consonant sounds, and Free or Vowel sounds. The 
 Consonant sounds are of two kinds, Breath and Voice. 
 
 § 7. In Stpno-Phonography, the Consonants of the language are 
 denoted by simple straight and curved lines. The obstructed Breath 
 sounds are denoted by light lines as follows : 
 
 \ i / - V ( ) V 
 
 P ole T oe CH eer K ill F ear TH igh S eal SH all 
 
 The capital letters in the words below the phonographic characters 
 represent their sounds. 
 
 The obstroucted Voice sounds are mates of the before mentioned 
 Breath sounds, being formed by the organs of speech when in the 
 same positions, but with the voice instead of the breath, and are 
 represented by the same phonographic signs, made heavy or shaded, 
 thus : 
 
 \ I / _ V ( ) J 
 
 B owl D oe J eer G ame V eer TH y Z eal a Z tire. 
 
12 
 
 The remaining Voice sounds are represented some by light and 
 some by heavy lines, the individuals of each pair bearing no relation 
 in mund to each other. 
 
 The one Free Breath sound, or Aspirate, H, is classed with the 
 Consonants. There is also a second form for R,' as heard in ' ' RaRee, " 
 which is a K elevated a few degrees at the right hand end. This 
 is used chiefly when R is the first sound in a word, and when at the 
 end of words that sound is followed by a vowel. The steno-phono- 
 graphic forms for these Consonants are as follows : 
 
 r r ^ ^ ^ ^ ^ ^ ^ 
 
 L et. Y et ai R "W ear M ay H ay si N si NG Ra Ree 
 
 § 8. The above characters, which are called Stems, are the prvmary 
 forms for the Consonant sounds ; but the most frequently recur- 
 ring consonants and combinations of consonants are represented by 
 smaller secondary forma in the shape of Circles, Loops, Hooks, etc. 
 
 These are called Adjuncts, and are used under certain conditions 
 1^ place of the Stem signs. 
 
 § 9. The Stem or Stems, vrith the adjuncts that are required to 
 represent the Consonant sounds of a word, constitute what is called 
 the " Outline." This outline is always written first, and then the 
 vowel signs are placed to it. 
 
 §10. The steno-phonographic characters used to express the Vowel 
 Sounds consist of Dots, Dashes and &maU Angles. These ai-e made 
 near the stems on either side, the particular sound of each depending 
 on its relative position to the stem. (For the Vowel Signs and their 
 positions, see the alphabet page.) Placing the vowel signs to the 
 stems is called "Vocalizing the Outline." Reporters omit this vo- 
 calizing, practice enabling them to reacl their outlines without it. 
 
 § 11. Each phonogi'aphic character has usually two powers — a pri- 
 mary or sound power, used in giving the full representation of single 
 words, and a secondary or ^ord power, used in the abbreviated rep- 
 resentation of single words, and in Phrase writing. It is on the free 
 application of this Word power that reporters are largely dependent 
 for their wonderful speed ; but it is an essential of Steno-Phono- 
 graphy only to a limited extent, beyonfl which it may be employed 
 more or less according to the judgment of the writer. 
 
 The stops used in Steno-Phonography are the same as those of 
 common writing, except the Period, whicli is denoted by a small 
 cross. 
 
 rmST PRACTIfF.. 
 
 Trim one end of your pencil, so as to bring the wood to a point 
 on ono side. Do this by commencing an inch from the end, and 
 making' a beveled cut, aci-oss the lead, to the opposite side, after the 
 manner of trimming a quill pen. Use this as a tracing-point, which 
 will not mark the book, and with it trace carefully each Stem many 
 times, repeating the sound of it aloud. This practice will train the 
 eye to observe and the hand to imitate the exact forms and sizes 
 of the letters, and it should always be employed when studying a new 
 lesson. 
 
13 
 
 giJ^hakt of f t^tt0-f HoM00taiJhtj. 
 
 CONSONANTS. 
 
 TOWELS. Simple. 1 
 
 Letter. 
 
 Name. 
 
 Phono- 
 graph. 
 
 Sound 
 as ill 
 
 FIRST OR OPEN SOUNDS. ! 
 
 Loner as in ti a rp n /i y T* a''" 1 ' 
 
 P 
 
 pee 
 
 \ 
 
 p ole. 
 
 
 
 B 
 
 bee 
 
 \ 
 
 h owl. 
 
 •i i: -j 
 
 
 T 
 D 
 CII 
 .1 
 
 tee 
 dee 
 chay 
 
 jay 
 
 / 
 
 / 
 
 i oe. 
 d oe. 
 c/j ecr. 
 j eer. 
 
 Short as in p a ny. Cub a. p 
 
 ->11. 
 le. 
 
 SECOND, OR MEDIAL. 
 
 Long as in p a te. p v rl. p c 
 
 K 
 
 kay 
 
 
 c ame. 
 
 1 ■ : ' 
 
 1 
 
 G 
 
 gray 
 
 
 
 (/ ame. . 
 
 1 
 
 - 
 
 
 i V 
 
 1 
 
 TH 
 
 ef 
 vee 
 itli 
 
 V. 
 
 ( 
 
 /ear. 
 ?■ cer. 
 th igli. 
 
 Sliort as in p 'e t. c « t. -wh « Ic. 
 
 THIRD, OR CL 
 
 p ee 1. 
 
 OSE. 
 
 P 00 1. 
 
 Th 
 
 thee 
 
 ( 
 
 tty. 
 
 
 
 
 '' S 
 
 OS 
 
 ) 
 
 « eal. 
 
 
 
 z 
 
 SI I 
 
 zee 
 
 isli 
 
 zhcc 
 
 el 
 
 ur,rec 
 
 ) 
 
 J 
 
 r 
 
 Z Olll. 
 
 ri .■! ill!'.. 
 I ny. 
 ni ?■ 1 
 
 Slion; as in p z 11. 
 
 1~ 
 )onnd. 
 
 n. fc 
 
 f etn. ^ 
 
 u]\. 
 w 1 
 
 z;i 
 
 11 
 
 VOWELS, Comi 
 
 f?:]c. fo 
 
 l.-tordpL'n, V, > 
 Gel or clusc, 
 
 i! ]l 
 
 ^/|rav. \ 
 
 WORDS OF TWO 
 
 SOUNDS. 
 
 Y 
 
 yay 
 
 way 
 
 r 
 
 3^ ell. 
 w ell. 
 
 l I' ■)• )- -( ( (- 
 
 aid. da;-, say. so. oath. they. tlio'. 
 
 ^[ 
 
 em 
 
 ■-^ 
 
 ?« ct. 
 
 • 
 
 !i Is i en 
 
 --- 
 
 n ct. 
 
 nim. iniiy, ]ioc. own. know. 
 
 X^T , ing 
 
 w 
 
 si ?7.'7. 
 
 j ;) \ A y / r 
 
 AsriRAT B or rreo Dreath. 
 
 H 1 bay 1 ,^ 1 A ay. 
 
 11 us, tip. ebb. etcli. 
 
 edge, cl 
 
 1. 1 
 
ELEMENTS 
 
 PHONIC SHORT-HAND. 
 
 CHAPTER I. 
 
 STEM COKSONANTS AND VOWEL 8IONS. 
 
 Illustrated by Plate I. 
 
 § 1. The type letters placed near each Stem, give its name; and 
 the sound of the capital letter or letters is the sound represented by 
 the Stem. 
 
 § 3. A Vowel sign has no other name than its sound. These 
 lOtinds are designated by the italic letter in the key-words placed 
 near the dots, dashes and small angles, which I'epresent tliese Vowel 
 ,-ounds. 
 
 t^ 3. PuiNCiPLE 1st. — The horizontal Stems are made from left, 
 'n right, and the uprights and slopes doionward, with the exception of 
 ■;i and Ish. These are usually struck upward, and should always be 
 ;lius written when uncombined with another stem. 
 
 § 4. Practice on Plate I. — 1st. Pronounce the name and then 
 the sound of each stem, until both are familiar, at the same time trac- 
 ing the character lightly with a point that will not make a mark. 
 ,,,SL'e directions for trimming pencil in the Introductory Cliapter. ) 
 
 3d. Wri'eeaoh stem twenty time.s, pronouncing aloud alternately 
 its name and sound. 
 
 "d. Pronounce the key-word opposite each Vowel sign, and then 
 ,:;ivo the pure vocal sound of it, designated by tlie italic letter. Call 
 (■ ich aloud ten times. Then pronounce these vocal sounds up, 
 down and across several times, until they become familiar. Practice 
 1 bus on both consonant and vuwcl sounds daily, until no hesitation is 
 experienced in sounding them. 
 
 ^ 5. Directions for Whiting. — Procure paper with but little gloss 
 ,n iLe .'jurface, having lines about half an inch apart. Let the pencil 
 lie ratker soft. Hold it loosely and nearly uprightly. ]l3ear lightly 
 or heavily on the pencil, as it is required to make alight or heavy 
 mark. Shs tie the heavy curved stems only in the middle. Avoid 
 going over ii line twice. 
 
 The Sti'aight Stems slioukl be made straigJit, and at the proper 
 angle with the line of writing; the Curved Stems should be, as near 
 as possible, exact quarters of circles. 
 
 Practice writing the Stem characters, until the form of each can be 
 made correctly, as soon as the sound is produced. 
 
15 
 
 CONSONANTS, or Obsti-ucted Sounds. 
 
 Their Primary or STEM Cliaracters. 
 
 GEOMETBICAL ARRANGEMENT. 
 UPRIGHTS. 
 
 ( (11)) 
 
 iTH Tllee 
 
 Tee 
 
 Dee 
 
 eS 
 
 eF 
 
 r 
 
 eL 
 
 eM 
 Hay 
 
 Vee 
 
 r 
 
 Yay 
 
 SLOPES. 
 
 Pee Bee 
 
 \ \ 
 
 / / 
 
 CHay Jay 
 
 uR 
 
 iSH 
 
 Zee 
 
 Way 
 
 J 
 ZHee 
 
 HORIZONTALS. 
 
 Kay — 
 
 Gay — 
 Ree ^ 
 
 eN 
 iNG 
 
 VOWELS, or Free Sounds and their Signs. 
 
 LONG. 
 
 1st or Open Vowels air 
 
 2d or Medial " ale 
 
 3d or Close " eel 
 
 SHORT, 
 
 Isl or Open Vowels at 
 
 2d or Medial " « 11 
 
 3d or Close " HI 
 
 COMPOUND. 
 
 Isl. Accented Vowel open isle 
 
 ;;d " " close 
 
 Sound as in 
 arm i 
 ea rn I 
 
 iyiiiial as in 
 
 a sk I 
 
 u p I 
 
 aw 1 
 oa k 
 00 ze 
 
 O II 
 
 wh le 
 w to A 
 
 Sound us in 
 
 oil >\ oic 1 
 
 The" Oeomeirical Arra/agement ' antl " JJifr^e Vowel ScaJx" of this chart are entered ij 
 according to act of Conm'eBB, in the year 1872, by Eliza B. Burns, in the ofEice of tbe i 
 Librarian uf GongresB at Washington, 1 1 
 
16 
 
 CHAPTER II. 
 
 WORDS HAVING BDT ONE CONSONANT SOUND. 
 
 Illustrated by Plates II. and III. 
 
 Section 1. — Principle 3. A Vowel sign represents the same 
 sound on either side of a stem ; but if placed to the left of an Upright 
 or Slope, or above a Horizontal, it represents a Vowel sound which 
 is to be heard before that o^ the stem, while if placed to the rigM or 
 below, it Is to be heurd after. 
 
 Note.— By a Principle is meant a Tundamental law which must be uniformly ob- 
 served. A Bule is the expressiou of some g:eneral law governing the application of 
 the Jjlionographic characters to certain classes of words. Most rules are subject to 
 some exceptions, whicti are classiiitid iu the lists of Word-Signs. 
 
 § 2. — Principle 3. First or Open Vowel signs are wrilten near 
 the ui>per end of an Lpright or Slope, and near the right end of a 
 Horizontal ; Second or Medial signs are written near the middle of a 
 stetn ; aud Third or Close Vowel signs are placed near the lower end 
 of an Upright or Slope and near the left hand of a Hoiizontal. 
 
 This principle need not be applied rigidly to the four compound 
 Vowel signs, because each has a distinctive form. The sign for " ew" 
 is not used to begin words, but the stem Yay Is employed. 
 
 § 3. The Simple Vowel signs should be quite close to, but not 
 touching the stems ; but a Compound Vowel sign should be united 
 with the stem, at the beginning or end, according as its sound is to 
 be heard before or after, whenever this can be done easily and plainly 
 without raising the hand. See the words ^' rye, cow," and others on 
 Plate 2. The Dash signs should preserve, as nearly as possible, their 
 directions as shown on the Alphabet Chart, and be struck from left to 
 right and downwards. 
 
 § 4.— Principle 4. When the vowel in a word, or, In case there 
 are two vowels, the Accented Vowel, is a First or Open sound, the stem 
 representing the consonant element is written a little above the line 
 of writing, and the word is said to be in \he first place. If the vowel 
 is a Second or Medial, the s'em rests on the line and occupii s what is 
 known as the second place. When the vowel is a Third or Close sound, 
 the Stem, if an Upright or Slope, is struck through the line, and if a 
 Horizontal, is made entirely below it ; the word is then in the third 
 place. 
 
 § 5. A consonant may have a vowel both before and after it ; or 
 two vowels before or two after; in either case the word will be of 
 more than one syllable. Where two vowels occur on the same side 
 of a stem, if both are full and quite destinct, it is best to write them 
 separately with their proper signs, that one nearest to the stem 
 which sounds nearest— see words "Ohio, Iowa" in Plate 2; but 
 if one of the vowels is short or unaccented, it should be represented 
 by a light tick attached befor* or after the sign for the accented 
 vowel. This is easily do'ne if the sign be a dash or compound. 
 Should it be a dot, elongate the dot into a small tick in the directioa 
 of the stem P, to which the tick for the utuuxented vowel may 
 
17 
 
 be attached either before or after — see the words " doughy," 
 "dewy," " idea," Plate a. 
 
 Note. — The dots and dashes represent the simple vowel sounds, whic^j are 
 free sounds made by the voice while the organs of speech remain in a fxed posi- 
 tion. The small angles represent the "Close Diphthong" or compound vowel 
 sounds, which are composed of an accented and unaccented vowel, closely com- 
 bined in ^^ ffli/n^ syllable. When succeeding vowel sounds separate into different 
 syllables, they are called "Open Diphthongs;" butth^y can both be written to one 
 stem ae before directed. The signs lor the Close Diphthongs have been selected on 
 the same principle as those for the Open— namely, the direction of the hand when 
 representing the simple accented vowel contained in it, but the exact hurizontal or 
 perpendicular iine is not kept in representing the Close Diphthongs. 
 
 § 6. "When a word consists of vowels alone, it is necessary to 
 use what is called the "nominal stem," in order to determine the 
 proper sounds. This consists of a T stem cancelled by a thdrt line 
 through it. See the word "-£"-07*," the name of an Irish family. 
 Initial vowels in proper names are written in place, above, on, or 
 below the line. 
 
 § 7. The Aspirate, or Breathing sound, represented by the stem 
 Hay, occurs only before vowel sounds and the sounds of W and T. 
 When the vowel before which it comes is followed by the sound of 
 P, B, D, F, V, TH, R or M, a small dot is placed before the vowel- 
 sign, and is a substitute for Uie stem Hay. See last line of Plate 
 2. This Aspirate Dit is used belore the Compound Vowel Signs ior 
 "I" and "Ow," to express ihewoids "high" and "how." It is 
 called the Hay Dot, and is also used before the small circle placed 
 above the line for "as," to denote the word "has," and before the 
 small circle below the line for " is," to denote the word "his." 
 
 SEC. 8.— PRACTICE ON PLATE 2. 
 
 1. Read the words of each division, first inilJi and then witlwut the 
 printed key ; using the tracing point, and spelling c ach word by 
 sound five times. 
 
 3. Copy the words from the Plate just as they are engraved, five 
 times, pronouncing each word before copying it. 
 
 3. Write the words from a division of the printed key, without 
 looking at the Phonographic Plate. Compare, correct, and write over 
 until your own writing accords wiih the plate. Take each division 
 separately until all are written. 
 
 4. Think of oiher words that contain but one consonant sound, 
 and write them according to the foregoing principles and the follow- 
 ing rule and directions, omitting tlie woids " an, t e, as, is, high, lioio, 
 VMo, awes, owes and are." Excepting these, always observe 
 
 Rule 1. A word amtaining hut one consonant sound must have that 
 consonant represented by a stem sign, 
 
 DIRECT^O^S FOR WRITIXG A WORD IN STENO-PHONOGRAPHY. 
 
 First, separate the word into its elementary sounds, speaking each 
 distinctly and separately ; then write the Stem which represents the 
 consonant element in its proper place, according as its vowel is ti 
 first, second or third Vowel. See Sec. 4. La&tty, place the 
 Vowel sign or signs near the Stem, before or after, in accordance with 
 S x;tions 1, 2 and 8. 
 
 Words that are pronounced alike, though differing in their com- 
 
18 
 
 mon spelling, are written alike in Phonography ; as, "know, no; 
 beau, bow," (a ribbon). But words pronounced differently, though 
 spelled alike, are written differently, according to their sound ; thus, 
 "bow," a ribbon, and "bow." to bend the body, are written with a 
 different vowel sign. 
 
 Sec. 9. — Key to Plate 3. 
 wokds having but one stem. 
 
 Second Place. — Eight, aid, day, dough, ode, oath, they, though, 
 us, say, so, pay, up, bay, beau, oar, err, way, etch, edge, ale, lay, low, 
 show, ache, oak, aim, may, hay, hoe, own, know. 
 
 First Place.— At, ought, tie, toy, add, odd, die, thigh, thy, thou, 
 saw, sigh. Pa, paw, pie, buy, boy, bough, fie, vie, vow, air, o"-, our, 
 ire, jaw, joy, all, law, oil, lie, yah, shah, Shaw, ash, shy, rye, row, 
 cow, my. Ma, mow, nigh, now. 
 
 Third Place. — Eat, it, two, to, do, thee, see. Sue, ease, pea, bee, if, 
 few, view, ear, each, chew, jew, eel, ill, Lee, lieu, we, you, me, mew, 
 he, hew, in, knee, knew, key. 
 
 Two Syllables. — Ado, adieu, essay, obey, avow, away, allay, 
 alley, allow, ashy, issue, easy, echo, ago, Anna, Annie, Ohio, Iowa, 
 doughy, dewy, idea, Eah. 
 
 Aspirate Dot. — Hap, hope, hub, height, hoof, hive, heavy, hymn, 
 home, hum. 
 
 In writing the words "mew, Jtew, new and dewy" the compound 
 vowel sign may be joined to the stem at the end. 
 Sec. 10.— Key to Plate 3. 
 simple sentences. 
 
 I see you. You saw me. Do you know me ? I know I ought to 
 know you, and I de know yOu now. See my new hoe. I see it. 
 Who ate up the pie ? May we go out ? Row me up to the bay. 
 
 See Joe Lee and his cow. Here is a mow of hay. The boy may 
 tie the cow. The cow may eat the hay. Is the cow shy? Hear her 
 say '■ Mo6." Ma, may I go up on the oak bough ? No, it is too high ; 
 Joe may go up. Now you and Joe and the cow may all go home. 
 
 May is here, and I am happy to know it. Eddie, you and Sue may 
 go to see Ella Shaw. Ah! I see a bee. Shoo, bee; go off. The bee 
 is on my knee. Go away, hee, to the hive. I hear an echo. Do 
 you hear it say all I say ? Ma, show me the echo. No, Eddie, the 
 echo is away off. 
 
 Annie is gay; she has to go to Ohio in a day or two. You and I 
 may go if we pay our way. Oh, I hear an owl. The dew is heavy. 
 My pie is doughy. The air is dewy. If we go by the bayou we 
 may see Noah, and yen know he is to show us the way up the alley. 
 
 Plate 3.— Dibeotion.— Thelight ticlt for "and"i8tob3 atrac'x upwards ; the 
 dashes, which are-all heavy, must bo made downwards. 
 
19 
 
 Birectioiis 
 and Places 
 of 
 Vowel Signs. 
 See chap. 2. 
 §§ 1. 2, 3, 4. 
 
 Second 
 or Medial 
 Vowels. 
 
 Stem in ■ 
 Second Place. 
 
 First 
 or Open. 
 
 Stem in 
 First Place. 
 
 Third 
 or Close. 
 
 Stem in 
 Third Place. 
 
 Two or mort 
 
 Syllables. 
 
 §§ 5, 6. 
 
 Aspirate dot, 
 \ 
 
 PLATE 2. • 
 Words having but One Consonant Sound. 
 
 
 .•l....:l....h,.l- .-l....-( ( ..(: L>.J:..\... 
 
 .\.>i.->.. ^ ^ ^ ..^...y..r:..^..J^..J- 
 
 \ '\ r c c c )' T 
 
 ^, rr r r 7 r r j j- / J 
 
 .1 •JL-L- I. C 1-10VV\- 
 
 ^ ^ -^ ./ i I r re- c -^. c 
 
 I- J 
 
 >_^_:^L^.^...r..r-..^ 
 
 J .) 
 
 -^"^ Im 1 . i 
 
 Ll 
 
 :\...^A 
 
 ^ 
 
 \..^. 
 
20 
 
 PLATE 3. 
 Simple S entenc es. 
 
 VowelWords. Worp signs. 
 ti\c a. art ar.d' I avf ^ • w/io ah.' ih? as is 
 
 :I..X '^^^..->..-=-.''.^-^.^..A..,...^ \. 
 
 ■:)/-vr- 
 
 ::i-6- 
 
 /-. 
 
 .\v.: 
 
 V 
 
 .^? 
 
 r^.?.-.-^.); 
 
 /- 
 
 c-r--. 
 
 ' o 
 
 r 
 
 v-V 
 
 
 o 
 
 ^■^^-^•—-'^■■^ ■■■■■- . J-„-^' 
 
 •<,-->^-°k- 
 
 ^ 1%....::^ r-L-.^-^"^...^-^ 
 
 o . o j S 1. - • ^. 
 
 ^ |.,^--)....^..\..C 
 
21 
 
 CHAPTER III. 
 
 REGULAR FINAL ADJUNCTS— N, SH'n ; T, I;T, AND t'N. 
 
 Illustrated by Plate 4. 
 
 Section 1. — Pinal Adjuncts are either modifications of Stems, or 
 small cliaracters placed to the end of Stems, to add one or more con- 
 sonant sounds. A vowel sound usually intervenes between the stem 
 and adjunct, which has its sign placed by the stem according to 
 Principle 3. 
 
 § 2. — The sounds represented by Final Adjuncts are, n, sh'n, t, and 
 s or z, whose adjunctive signs are attached to all stems and in a regu- 
 lar manner, and d, f or v, and the syllables ter and ive, whose signs 
 are attached less regularly. 
 
 §3. — The En Hook is a small final hook, made on the inside of 
 the Curved Stems, on the under side of the Straight Horizontals, and 
 on the left side of Straight Uprights and Slopes. Lines 1 and 2. 
 
 The In Hook is used when final N forms a separate syllable after 
 another syllable ending with a vowel. It may also be attached to 
 another Final Adjunct. It is formed like a minute Em or En stem. 
 Line 3. 
 
 § 4. — The Shun Hook represents the syllables "tion, cion, sion, 
 e'c. Its first form and mode of attachment are the same as the En 
 Hook, but it is lurger. This form is used at the end of any stem 
 when a vowel precedes the syllable " shun," as in " C aation." The 
 serordform is like the In Hook, but larger, and may be struck in any 
 direction. It is used when no vowel comes between the stem and the 
 following " shun," as in "au Ction." Lines 4 and 5. 
 
 § 5. — The sound of t is added to Uiat of any stem, by making the 
 stem half size ; but the stem Es is not hah ed unless its sound is 
 preceded by a vowel. Lines 6, 7 and 8. Tne halving ef a simple 
 stem adds tbe sound of d also, in a few common words, marked 
 ' special" in the key. The stem. Way, may be halved for both i and d. 
 
 The aspirate sound is expressed before "Way" and "Yay," by a 
 sloping tick instead of the stem. Ha}-. See the word ' ' whine," line 3. 
 
 § 6. — The united rounds, nt or nd, sh'nt or slVnd, are added to a 
 stem by adding tlie En Hook, or the first Shun Hook, and halving 
 the stem. Lines 9 and 10. 
 
 § 7. — The sounds fn are added by halving the stem and adding 
 the In Hook. Line 11. 
 
 PRACTICE. 
 
 1. Bead all the words and sentences on Plate 4, with, and then 
 witlumt tlje aid of the Key. 
 
 2. Copy them all carefully several times. 
 
 Write both words and sentences phonographically, looking oidy at 
 the Key. 
 
 4. Compare with the engraved Phonography of the plate, and 
 correct mistakes. 
 
22 
 ' Ket to Plate 4. 
 
 KBGULAR FINAL ADJUNCTS, N, SH'N, T, ETC. 
 
 Section 1.— En Hook.— Thy, thine ; sigh, sign ; fay, feign ; no, 
 known ; err, earn ; lea, lean ; show, shown ; may, main ; gay, gain ; 
 key, keen ; ray, rain ; toe, tone ; pay, pain ; bone, dine, chain, June, 
 hen, moon, yawn, whine, one, sun, soon, kin, run, nine. 
 
 In Hook. — Bowen, lion, ruin, Leon, Cheyenne, Cohen, scion, Juan, 
 Ryan. 
 
 § 2. — Shun Hook. — Mow, moan, moticm; no, known, notion; few, 
 fusion ; vision ; say, sane, session ; caw, caution ; ration, Russian, 
 lotion, fashion, nation, mission, Hessian, cushion, passion. Option, 
 auction, action, emption, mention, tension. 
 
 I 3. — Halving adds "t." Tie, tight ; thaw, thought; bow, boat; 
 fee, feat ; knee, neat ; may, mate ; ray, rate ; goat, taught, dot, date, 
 debt, bet, got, gate, cat, cut, rut, write, wrote, root, late, let, light, 
 shot, shout, shut, shoot, wait, wheat, jet, yacht, art, rat, chat, cheat, 
 writ, foot, fate, not, night, might, mute, meat, Kate, cute. East. 
 Special. — Did or deed, God, made, good, could, should. Aim, 
 would or wood, wade, etc. See Chap. 3, Sec. 5. 
 
 Write half-length stems entirely below the line for the 3 Place. 
 
 § 4. — En or Shun Hook and Halving adds " nt, nd," etc. Pay, 
 pate, p.iin, paint ; fay, fate, fain, faint ; men, meant; paut, tent or 
 tend, gent, caned, rent, land, lent, shunned, sha'nt, hunt, went, wind, 
 fount, mount, gained, rained. Patient, fashioned, notioned, motioned, 
 cautioned, occasioned. 
 
 Halving and In Hook adds t'n. Cotton, kitten, rotten, written, 
 mitten, fatten, mutton, matin, bator. 
 
 sbntences. 
 
 The town has gone to ruip. It is an odd fashion. I thought j'ou 
 made a motion. We made the good man shout right out. His 
 hand is not so hot as mine. He cautioned us about the lion. We 
 meant to rent the land. They shunned the light. She had a notion 
 1o write, though she did not do so. The kitten lay upon the cotton, 
 and ate the mutton. Be patient, and don't mention the action or the 
 occasion. 
 
 The student may write tlie following sentences not on Plate 4: 
 Leon has gone up the lime. It may rain, so do you rtin. I had a 
 pain in the bone of ray knee. Tli : Russian got in a passion, and lay 
 down on the cushioji. Jcilm Kyim bouglit a boat at the auction. I 
 saw the kitten; she liad licr jiaw on my mitten. The sun is in the 
 east Sew the button on my coat. We went to hunt upon the moun- 
 tain and caught a fawn. We thought it niight be a goat; but, no; it 
 had no sign of a horn. 
 
23 
 
 r 
 
 PLATE. 4, 
 Regular Final Ao/uncts, ti, shn, t, &c. 
 
 / u.n. '■-50i\. 
 
 >^ 
 
 
 ^ cr^''^'^'"'' 
 
 r^ 
 
 ~>' 
 
 SnuTi. hook. 
 
 -^^ /^ ^ ^ ^ 
 
 ■ <^ ^^ 
 
 - ^-' ,JJ '/-' '"i" '^^" Vx 
 
 
 -^- 
 
 '/. 
 
 ^-^ 
 
 ■^ Jl 
 
 \ \ 
 
 >,- 
 
 ■^-^ 
 
 -^ 
 
 v^ 
 
 Jx 
 
 V.^. .. 
 
 •"^ ^ / 
 
 
 ^c^ 
 
 r r ^'^-^V. ^- / 
 
 
 
 ^j- / ^^'^■rj).-^. - ^- ^^.T" 
 
 S. Aatuiry i^j' J'n, /To(!,'; iAas'll-r^ 
 
 ■ . :i- - . o o .^ ^ 
 
 
 
 
 
 _ 
 
 ..Seni 
 
 't'lces 
 
 _ _ _ 
 
 
 
 1 
 
 1 
 
 
 J'-' 
 
 "^ 
 
 L- 
 
 ,.^ » 1 
 
 '1 :^-. 
 
 "■'^ 
 
 ^ 
 
 . -^ 
 
 1 
 
 _^ 1 
 
 _.. 
 
 ^~~^ - 
 
 XV 
 
 1, 
 
 f> * c 
 
 ).o 
 
 '^ , 
 
 ^_ 
 
 
 i 
 
 ■\ 
 
 -^ 1. 
 
 ^-ra . 
 
 r? 
 
 ( J^ '^^ 
 
 
 ^ 1: 
 
 -'v 
 
 <-v 
 
 ,-i/-- 
 
 
 r 
 
 ^ 
 
 —TV '^ 
 
 '1 . r>r, ^ , 
 
 \.^'-- '^ 
 
 'O- 
 
 — 
 
 i,"). 
 
 ^ y- _ 
 
 
 -0 
 
 
 
24 
 
 CHAPTER IV. 
 
 SIGN WORDS AND WOKD SIGNS. 
 
 Illustrated by Plates 5 and 6. 
 
 Section 1. — Siun-Woeds are words of frequent occurrence which 
 are not represented by full outlines, but by a single character which 
 denotes the most prominent vowel or consonant sound of the word. 
 This character is called the Word- Sign. If a Vowel sign is used, it is 
 written in place, above, on, or below tneline; if a Consonant sign is 
 employed, it is also in place according to Principle 4, Chap. 3. 
 
 A few words in the list, on Plate 5, which consist of only a vowel 
 sound, as "a," " eye," etc., are fully represented, so that they are not 
 really Sign- words. They are, however, put ia the list for conven- 
 ient reference, and to show their posilion to the line of writing. 
 
 § 2. — "Words which are not written according to the general Rules 
 are classed with the Sign-words. The Word-list on Plate 5 includes 
 the Circle and Half-circle Word signs which represent words written 
 exceptionally to Rulel, viz. : '^ Award containing but one Consonant 
 sound must have that consonant represented bfi a stem sign." ■ 
 
 The list on Plate 6, includes the woids " are" and "your," which 
 are written exceptionally to 
 
 Bule2. — Use the Stem Bee when a wwel follows the sound of "r" 
 and the Stem Br when one does not. 
 
 §3. — ^Explanations. — The Circle represents the sound of "s" or 
 " z.' The horizontal Half-circle denotes that of "n," and theper- 
 pendicularthat of "f "or "v." 
 
 The Half-circle word-sia;ns may be turned up or down for "on" 
 and "in," and right or left for "of" and " if," as shown in the list. 
 Plate 5 ; but the first forms are preferable. 
 
 The Dot-sign, for the article " the," may be elongated into a slant- 
 ing tick, and attached to the sign for "and," and to the half -circle 
 word signs. "The " may be expressed in the same way after a stem 
 or final adjunct, whenever it makes a distinct angle in joining. The 
 word "a" is best denoted by its dot-sign, though in advanced writ- 
 ing it is sometimes expressed by a perpendicular or horizontal tick 
 joined to a preceding stem or hook. 
 
 Proper names are designated by two small dashes under the outline, 
 and emphatic words by a wave line. 
 
 • Sentences on Plate 5. 
 /see the man. He has a cane. An egg is good to eat, and so is a 
 pie. See the hen and the kitten ; Aow) tlicy do run, The moon is high 
 up. Mas 'Oie man inthe moon but one eye? J.A, /see he Aaistwo 
 eyes. Oh, then he can see us run. It awes me to see the man in-tlie 
 moon open his round eyes so wide, arid run as we run. John owes 
 Ben a pint of wine. Whose good cat caught the rat and put it on-the 
 mat? 
 
25 
 
 plate; 5. 
 
 Dot, Tick, Circle & Half-circle Signs, 
 
 eke 
 
 .:''... Jic^k 
 
 .- a 
 
 A Olv 
 
 ■ . a7-L 
 
 .'....a/i.' 
 
 . ' 3.ncx 
 
 . .. e/i? 
 
 Z.ndthe 
 
 / dwe 
 
 \ J, e^e 
 
 ' awes 
 
 6 .. Owes 
 
 who 
 
 f 
 
 whose 
 
 6 
 
 is 
 
 o 
 
 ktS 
 
 ° ..as 
 
 .■°..../ldS 
 
 .".^. . on 
 Z':. of 
 in 
 
 u n 
 
 if 
 
 C 3 
 
 Of)xt. 
 
 tTL c es. 
 
 i - • 
 
 
 ^. 
 
 -^x ,r <s 
 
 y- 
 
 L 
 
 .-=-^0/ - ^1-^^ "^' 
 
 r- 
 
 ..^....^... 
 
 f.-" *' '~ • "• " " \/ 
 
26 
 
 PLATE 6, 
 
 Simple Stem Signs, 
 
 \ .. these. 
 
 /,Sr.., . h. a. 1/ e 
 7^. ..were 
 
 ^ 
 
 ..w 
 
 here 
 
 
 J 
 
 sKalL 
 
 !!^.... from, 
 .^..yo'j.7 
 
 Se.rtt 
 
 e.n, c e s. 
 
 / 
 
 \ 
 
 ^ 
 
 ^. !...^,. ..%.../- 
 
 ^A_v.:>i 
 
 
 ^ 
 
 
 r- 
 
 o 
 
 r 
 
 k..^.',^..:.^>r.,..,..Lc 
 
 ^-^ 
 
 .f; 
 
 .^ _^.,,..r.(;.. .^ 
 
 .i-..:>> 
 
 -J ■ d 
 
 ^1 , 
 
 ~^ 
 
 c . c 
 
 
 
God made man to know the right and do it. The wind is high, and 
 my kite Aas caught on an oak bough; see, J can't get it down. Oh, 
 one of -the men in-ih^ wood lot can cut it down. You may open tTie 
 gate ond go in. 
 
 Sentekces on Plate 6. 
 
 |Has your Pa been to Cheyenne? Xo, but Joe Easy has; he went 
 with these men to thj show. W/ure and wliich way are the men now 
 gone? I don't know wJiere they have gone, but Joe is here. Will Joe 
 go !0jV/ii7jes« men ajain? Xo./o)' I say he s/wtK not. It i3 not /or a 
 boy to say " sAoK" or '■ wiU," but from what I saw of Joe, he will not 
 go to Cheyenne again. 
 
 Is John Bowea about to rent the land that Allan Shaw has bought? 
 No, he wili rent viJtere Le can have a view of-the sea and a good way to 
 get to town. Thit is right ; if-the man is ill, he ought not to be pent 
 Tip in a lane or allej-, bat hi shouU 7ia7ie good air, and then the pain 
 in his head may go away. 
 
 From, the day when Anna Lee went to Newton we fuzve had no 
 mutton to eat. They say that meat is not good /or us at night, so we 
 Tiave an egg/or tea. Ah, you wUl not get fat on that ; if' Anna were 
 here you would be happy, but now you are not. 
 
 PRiCTiCE ox Plates u asd 6. 
 
 1. Read the Phonographic "sentences," tracing with the pencil 
 pointer the outlines of the words until they appear familiar. 
 
 2. Copy each sentence two or three times. 
 
 3. Transcribe the Type " sentences" into Phonography.. Compare 
 your writing v; ith the engraved lesson and correct mistakes. 
 
 4. Write the following sentences in Phonography. Read them 
 next day, and criticise and re-write them: 
 
 Do not go in-the rain or you will get wet. It ia a mean act to hit a 
 boy who can't run, or to cheat a man who can't see. No one 
 should be made to eat meat if he has no want of it. Lay the gun 
 on-the gate ; shut the right eye and aim at the sun or the moon : 
 you will see a faint light around the edge when you shoot, and may 
 have to lie down with a pain in-the head. 
 
 Now I shall say adieu, for we have to tro away at ten, and John 
 will l.'e in-a oassion if we are not on ban! \- !ien he is at the gate. 
 
28 
 
 CHAPTER V. 
 
 begulah final adjuncts — circles and loops. 
 
 Illustrated by Plate 7. 
 
 Section 1. Circles aad Loops are alway^s formed oa the inside of 
 the curved stems. Tlieir place oa ;he straight stems is on the upper 
 side of horizmtals, and on tho rirjht of uprights and slopes, unless 
 thesoun 1 of "n" precedes their powers, in which case they are written 
 on the samj side as the en hook. 
 
 § 3. A S.vr.vr.i. Circle, under all circumstances, represents the sound 
 of ■' s " or " z." See lines 1, 2, 3. 
 
 ; When it is desired to distinguish between the sounds " s" and "z," 
 as in the words " face " and " p'lase," one side of the circle may be 
 shaded for the "z." But, in connected writing, this is only necessary 
 where the two worJs formed by the addition of the circle are of the 
 same part of speech and written in the same position. See last words 
 of line 3. 
 
 § 3. A Large Circls denotes tho sounds of " ss," " sz," " zs," or 
 ■' zz," com! lined in one syllable. The vowel between these sounds is 
 usually indistinct and not denoted ; but should it be accented, or 
 even I'uliy sounded, the vowel sign should be placed within the cir- 
 cle. Line 4. 
 
 J § 4. A Small Loop represents the combined sounds " st," with 
 no intervening vowel. Line 5 
 
 § 5. A Large Loop is used to denote the sounds of " st-r," the " r" 
 being preceded by a vowel which is usually obscure, but which, if 
 accented or fully sounded, sliould be written within the loop. 
 Line 6. 
 
 § 6. Back Circle. — A Small CtcIc formed on the back, or other 
 side of the Stem from the Circle or Lojp, expresses an additional 
 sound of " B " or " z." Line 7. 
 
 §7. The Circle is added to IIalf-siz3 Stems. Line 8. 
 
 The Circle is largely used to represent the plural of nouns or third 
 person singular of verbs. 
 
 § 8. The Small Circle is often added to the Pin :1 IIo k?, being 
 made on the inside of the Hook. Line 9. 
 
 .The Large Circle and th? Loops should be affixed only ti Stems. 
 
 § 9. Either of the Circles or Loops, if formed on thu left or " n " 
 tide of a Straight Stem, includ' s the sound of a preccdina; " n," so 
 that in such cases the En Hook need not be formed, hut only the 
 Circle or Loop be made on the ' n " side. See Lines 10 and 11. 
 
 § 10. The Halving Principle for "t" or "d," is often combined with 
 the Final Hocjks and the Sma'l Circle on Curved Stems, and with the 
 Ciicle on the lelt side of Stii.isht Stems, for "ns." In suc!i combina- 
 tions particular attcntio;i mu-t be paid to the Principl : that the 
 power (by which is meaiit the 8ound)ol the Halving, "t" or "d," comes 
 between the sounds "n" or "shn" and "s;" and also that tue power 
 of the Circle is invariably the last power. Line 13. 
 
 1 § 11. The In Hook is added after any Circle or Loop, by running 
 the pen through the Stem and turning the Hook on the other side. 
 Lines 13 and 14. 
 
29 
 
 § 13. The syllable "sh'n," following the sound of "s,"' as in "phys- 
 i-cian," is represented by the Large Circle and In Hook; the Lirge 
 Circle in this case expressing the "'s" and "sh" with the intervening 
 Vowel. This vowel is always the accented vowel in the class of 
 words under consideration, and the vowel group to which it belongs 
 is denoted by the position of the word — above on, or through or 
 under .the line. Line 15. 
 
 § 13. A few derivative words are written in the position of their 
 Root or Primitive words. This is the case with "causation" aad 
 " accusation " at the end of liae 15. 
 
 § 14. In vocalizing outlines composed in part of a Hock, Circle or 
 Loop, it is often necessary to put the Vowul S gis at soine distmce 
 from the Stems; so that, iu reidiag StenoPli luograp'iy, thu princi- 
 ple must bj borne in miid, th.t tlie Vjoilsbehaj tj i/is S'^emi, andsnmd 
 immediately before or after them, ar;cordin^ t ) tLij side of the Sem on 
 which they are pla-z^d. Tlu Final Adjuuits all sounJ. after this 
 vowel sign, in the order directed in the above s-^clions. 
 
 It should als) be well apprehend d, t'v it the outline? of rao words 
 that end with a Vowel Sound can be terminated with an Adjunct. 
 
 Key to Plate, Page 32. 
 
 "sentences — CIRCLES AUD LOOPS." 
 
 I see two boys and nine cats. Gats, rats and boys are fond of 
 noise. My puss shows her paws, and opens her jaws, ani says, 
 "mew, mew." Put the laces in the cases. "We must not waste that 
 which is of use. Don't raise a dust with the duster. The posts of 
 the west fence are loose. How shall I fasten my lesson in my mind. 
 When the mice arc in possession of our house, Justin Jones jDuts Cos- 
 tar's rat pDison on a bit of cheese, and poisons these pests. Mr. and 
 Mrs. Johnson chanced to pass by our cistern and they thought it 
 was as nice a one as they had seen in all the West. They have been 
 to Kansas. 
 
 Let us go to the woods. The sun shines, and the gnats and bees 
 buzz around us ; and though the wind fans the gnats away, they are 
 soon here again. See the motions of the boughs, up and down. 
 They bow to us and say, " how do you do ? It is a fine day ?" 
 
 Do not go so fast. I would go faster, but my physician will not 
 let me ; he says I shall have pains in my hands and wrists if I rua or 
 hoD ; so, as I don't want a dose from him, we will rest on this mound. 
 Ah, just see ! It rains. Now, we must get home as fast as we can ; 
 it will not do for us to get wet, for sister would siy, we had no cause 
 to go away from the house ; you know she dines at one, sees the 
 pastor at two, and goes with Annie Mason to Wooster at eight to- 
 night. 
 
30 
 
 Key to Plate 7. 
 fhstal cibcles and loops. 
 
 1. s or z. Fuss, voice, nice, owns, Icnows or nose," shoes, lace,' 
 this, says, cease, ways, airs, oars, use. 
 
 2. Cause, keys, case, geese, goes, eggs, gas, race, rose, arose, ar- 
 rows, accuse, erase. 
 
 3. Pause, pace or pays, puss, toys, cats, its, choice, cheese, base, bees, 
 adds, dies; juice, jews, face, phase, piece, peas. 
 
 4. ES, sz, zz, etc. Faces, voices, hisses, loses, ceases, seizes, cases, 
 races, recess, rises, bases, possess, doses or dozes, Jesus. 
 
 >5. St. Fast, must, icst, nest, ceased, waste, yeast, faced, cost, coast, 
 rest, wrist, post, best, just. 
 
 6. ttr. Faster, muster, Lester, sister, Wooster, master, Mr., 
 Hester, castor, restore, pastor, bestir, duster, ijoster, Chester. 
 
 7. Back s or z. Excesses, recesses, masts, nests, lists, wastes, 
 coasts, rests, posts, posters, bestirs, masters, sisters. 
 
 8. ts. Mats, nets, wits, shuts, shouts, lots, lights, arts, rats, cats, 
 ruts, cuts, coats, gates, gets, goods, woods. 
 
 9. ns, sh"ns. Fans, fashions, mens, motions, nouns, notions, lanes, 
 lotions, cautions, auctions, passions, Russians. 
 
 10. ns, ns's. Pains , dines, chance, Jones, dunce, dunces, bounce, 
 
 bounces, dance, dances, c mes, rains, runs, Kansas. 
 
 ■9 11. r.st, nst'r. Bounced, chanced, canst, against. Pace, pains, pe's, 
 paints, paccj, paste, pistes, paster, punster, punsters. 
 
 13. nis, ndz. Jlounts, minds, winds, finds, hands, hinds, lends, 
 kinds, accounts, rents, rounds, pants, bounds, bends, daunts, attends, 
 dents. 
 
 13. s'n, sns. Poison, poisons, cousin, cousins, dozen, dozens, ma- 
 son, masons, moisten, arson, lesson, lessons, loosen, fasten. 
 
 14. Etn, tfrn, n-sn. Justin, Boston, "Weston, Diinstan, postern, west- 
 ern, cistern, Johnson, Benson, Marson, Munson. 
 
 J 15. ssbn. Physician, physicians, musician, musicians, cessation, 
 position, positions, possession, possessions, decision, decisions, acces- 
 sion, causation, accusation. 
 
 SENTENCES. 
 
 Crase to fuss about those boys, they will do right if they are let 
 alone. Wben the sun rises in the east, we shall get up, and raise our , 
 voices for tea and toast and meat and clicese. 
 
 Note.— The EnCTaved Phonography corresponding with tho " Sentences" on the 
 previona page eucceeds plate 7. 
 
31 
 
 PLATE 7. 
 )l Circles & Loops. 
 
 2. -^ _r. ... ._^ ^ -" ,^ ^/> -^ .^ 
 
 - — a • o - o 
 
 6-. St r. ^.-^ P ^ ^_-^ ^^ ^ ^ -Z' ^.Xi.b' \5 A 
 y.dack s^z._j^ js.'-:^ ^ ^ y ^ -^ '^^ '^.^ \ 
 a. Is. - ^ ^ ^ ^'-^" ^ '"^^ '-- -^ ^ _o _. ^ _ 
 
 g.n^,ih-n-^. .^,''^3 ^^ <^ ^~^- v5) /^/^ — 3 -^ ^ ,^ 
 10.ni,i,^-s. )i,noc\: 'J^'^'c/- J' J' '^^ S J c!_^ ^o^-p 
 ^/.7,5/^, „i;^;. ^ <^' --? ^ . \o V \. i.-.:^ Ni '^ \i li ^' 
 
 /3, 5-71, sns :V.^ _^ ^ !, J. ^ ^o ^^ ^ ^/^^^^^ 
 5entence.%. 
 
32 
 
 Seniences. Pinal Ciixles & Loops, 
 ).■ 1. ■• '^...., 
 
 .-^' . .^. V J- ^ .^. .:. -^. ^ ^' :.>., . ., . : 
 
 V- ■• '-- -^ ^ ^.^■^" ^' -/o V.'^■■'■• 
 .f.j-. ..,7^.->,r..^.' /.. "^ y.>^.. 
 
 •■■ ■,^- >D" ■■ !-■■ . ■ ■ ^ ' ■ -I 
 
 .:rT^>'. ..-^' °.(-"'..y^ ^,.^' X. (• *-■. ^,( -,70, 
 
 ^_>, . ^ ...... , >^^ 
 
 c- ... .^ -• ■"^- (• 
 
 ■^.' ■ > ■ }. ^ - ' ). . ^ 
 
 ? 
 
 
33 
 
 CHAPTER yi; 
 
 CIKCI.E AND LOOP PHRASES — COMPOUITD WORDS. 
 
 Illustrated by Plate 8. 
 
 Section 1. The Ciecles and Loops are used independciitly of the 
 Stem', as leprosented by the accompanying plate, to dinote the 
 Phnists prinlud near them. These charact rs stand for the consonant 
 elements contained in the phrases, viz., "s s," "s t," "s th r," which 
 are tbe same sounds denoted by the Circles and Loo|» when at- 
 tached to stems ; only, that in ihe Independent Large Loop, "Ihr" 
 is substituted for "tr." It; sliould be noticed that these Phrase Signs 
 are always written aJow the line wlicn the Pinase begins with 'u^" 
 or "has," and below, if it begins with ''is" or "his." 
 
 § 2. Compound Words. — Tne two parts of u, Compound Word 
 may be joined in writing, or if the outlines do not uuite well, thiy 
 may be written near each other with two small dashes between. Sue 
 the words ''can not" and "good Ine" in la-t line oCthe Plati'. 
 
 § 3. It is allowal'le in S:e;io-Phonographic writing to join the out- 
 lines of other words ttgeihe; — e.-peciahy to rcpiesent c immon 
 phrases — rDhen no ambiguity or i-MfiijUiiy wiU arise from so doing. 
 But this condiiiim should be well observed, and wh^ u tlu judgment 
 of the writer is in doubt, from the want of an example, it should be 
 remembered that His always correct to write words separately, intlieir 
 proper position. 
 
 KEY TO PLATE 8 — CIRCLE AND LOOP rnR.\SES. 
 SENTENCES. 
 
 John wiU do as-Kig sister says. It is as fine a day as I ever saw. 
 Leo Tias-his own way now, and will go to Bostoa. My coat is good, 
 but his-has a rent in it. This is-as happy a kitten as-his ever been in 
 my possession. It is-his good attention which causes Louis to guin 
 his oases. Hugh lias-as fine a chance to rise as-a physician as any 
 one has ; they say liis-is the best thesis that has been written this 
 session. 
 
 Where is Jane's new pen ? Here it is, just as-it was when lent to 
 mc. Is-it not bent, and 7ias4t not been tossed up by the two boys ? 
 No. Then I will show it to the master, just as-it-is, and if he says, 
 " is-it-as good as when new," I shall say, " yes." But Jias-ii-as fine a 
 point as he wants ? Oh, yes; I have no doubt that it has. 
 
 Joe and Ben Jansen are as gay as-ilieir cousins ; is-tlmre to be a 
 dance to-night, or ftas-tJiere been one of late. I know of none. Is- 
 tTi£re-as good a chance for a hop now as-tliere was last season ? No ; 
 for the lasses are too shy, and Kosin the Bow has lost his-other eye, so 
 that he cannot see his notes. Then as-Uiere-is no hope of any fun, I 
 say good-bye. 
 
 >-oTE.— The plate illustrating this lesson will be found on page 52. but the writ- 
 ing, both of the " Sentences," and Plate 8, may be deferred until Chap. 14 Sec. 3 has 
 been studied. 
 
34 
 CHAPTER VII. 
 
 STENOTYPy — COMBINED STEMS 
 
 Illustrated by Plate 9. 
 
 Section 1. Stenottpt. — The describing of short-tiand characters 
 and outlines by type letters is called STBNOTypY. It is of great use 
 in illustrating Puonographic text-books and literature. Capital Ro- 
 man letters are used to represent stems ; small, or, as printers call 
 them, lower case letters, stand for adjuncts, and an inverted period 
 shows where a vowel sound or sign comes in. Obscure vowels are 
 not generally denoted. Stems that are to be made upward are de- 
 noted by Italic capitals; and the In-hook, the second Shun-hook, and 
 the Hay-tick, by a small Italic letter. 
 
 Examples. — Fn denotes the stem F and the En-hook ; Pshn, the 
 stem P and the Shun-hook ; Kt, a K stem made half length ; Ktn, 
 the stem K, halved, wilh an In-hook ; 2fa the stem Ree and small cir- 
 cle ; X"ss, the stem L made upward, with the large circle, and a 
 vowel intervening. 
 
 "When it is desired to denote the position of the outline, a small 
 figure is prefixed; thus, 'JVI st, denotes that the stem M, with the 
 small loop is to be made in the first place ; that is above the line of 
 writing. 
 
 The Irregular Final Adjuncts for the sounds of "f " and* "v" and the 
 syllables "ter"and "ive,"someof which are represented on Plate 
 9, are fully explained in the next chapter. 
 
 § 3. The Adjunctive Signs enable the writer to express a large 
 number of words of one, two, and ev6n three syllables, having many 
 consonant elements, with the use of but one stem ; thereby greatly 
 shortening their outlines, and rendering the execution of the writing 
 more rapid and its appearance more beautiful and legible. But for 
 the proper writing of many words of even one syllable, it is necessary 
 to write two or more stem characters. In such cases the stems must 
 be written one directly after the other without raising the pen or pen- 
 cil from the paper, and each stem be made as before directed; namely, 
 the horizontals from left to right and all uprights and slopes down- 
 ward, except L sind SH. These stems, also, are occasionally made 
 downwards when combined with other stems, according to rules, 
 which will be given in a following section. 
 
 Pbactice.— Trace with the pointer lines 1, 2 and 3, of Plate 9, nam- 
 ing aloud each character. 
 
 § 3. When the stem Ilee is combined with another stem, it is not 
 nee- ssary that it should be inclined so nearly to the horizontal as when 
 written alone, because the direction of the hand upward will distin- 
 guish it from CHay, which is always struck downward. Tracelme4. 
 
 § 4. The Circles may be formed between stems to express their 
 ■-'owers as heretofore given. When used between two Straight Stems, 
 both made in the same direction, the circle should be formed on the 
 right or upper side, as if there were but one stem ■, but if an angle 
 is"formed by the stems the circle should be turned in the outside of 
 it. Trace line 5. 
 
 When the circle is made between a Straight Stem Hiid a Curve the 
 
35 
 
 circle shoiiTd come on the inside of tlie curve. Trace line 6. When 
 between two curves, write the circle inside tlie first, unless it is 
 more convenient to make it inside tbe second. Trace line 7. 
 
 The Small Lcop is sometimes, ihoueh rarely, made between stems, 
 the pen not being allowed to pass throu^li the stem to which the 
 loop i3 attached to begin another stem from the opposite side ; but 
 another stem may begin Irom the point of a final booli: whenever it 
 can be struck in its proper direction. Trace lines 8 and 9. 
 
 § 5 — Vocalizing Combined Stems. — When one stem is combined 
 with another, the vowel that comes between their sounds may have 
 its vowel sign placed eitlier after tJie first or before the second stem — to 
 whichever the vowel seems most naturally to belong, and vrhere it 
 will most clearly express the desired sound ; the liand, however, 
 should go back as little as possible to vocalize. Read line 10. 
 
 A vowel in an angle will usually represent the same sound with 
 reference to both stems — see line 11 ; but in some combinations, as 
 where the up-stroke is followed by a horizontal — it does not, and the 
 vowel must be placed where it will be devoid of ambiguity. See 
 line 11, last vrords. 
 
 When, in a very acute angle, there is not room for a Vowel Sign, 
 it may be written outside of the angle at its extreme point. See 
 " shod," line 11. 
 
 § 6 — Position op Combiked Stems. — The first stem of a combina- 
 tion is placed in position — that is above, on or through, or under 
 the line as directed for single stems — according as the vowel or ac- 
 cented vowel of the word r^pr -sented belongs to the first, second or 
 third group or class ; th.e other stems following ■without regard to po- 
 sition. Lines 10 to 17. When, however, two upright or sloping 
 stems are made in the same direction, it is best to write both above 
 the line for the first pi ice. See first and fifth words of line 12. 
 
 When two straight stems, made in the same direction, follow each 
 other, one being light and the other lieavy, let them blend at the join- 
 ing without abruptness. See " tide," and other words in line 12. 
 
 §7. The stems repres'^nting"!" and "sh," when struck upward 
 are called respectively "Lee "and " Sliee ;" and (except under special 
 rule) theyaremadoin this direction when either is the only stem in the 
 outline, or wlien in terminating the outlines of words their sounds are fol- 
 lowed by a mnoel." Line 14. At the beginning of outlines, or between 
 other stems, L and SH may be struck either up or down ; but the up- 
 ward direction is usually preferable, unless SH is followed by M, or 
 L by MP or by NG in the same syllable as " long." Line 13. 
 
 The stem Ree is used in terminating the outlines of words that end 
 with a vowel sound acccording to Rule 2. Line 15. 
 
 When the stems for " 1 " and " sh " r.re made downward, they are 
 called Kl andlsh ; and they are thus used as final si ems in writing 
 the ouilines of words, when no -coud follows their sounds. Line 16. 
 
 The stem Er is usid as a final stem for the outlines of words that 
 end with the sound of "r." Sec Unc 17. 
 
 § 8. A combined stem may lie halved to add the sound of either 
 " t " or " d, " and the other adjunctive tigns affixed as to single stems, 
 under conditions described in the following chapter. 
 
36 
 
 Key to Plate 9. 
 combined stems. 
 
 1. Fn, Pshn, Kt, Ktra, Kr.t, 11 s, X'ss, M st, Tf, P tr, F tr, D ng. 
 
 2. PK, DK, JK, GK, TT, TD, CH J, RR. FF, TH, TH, LL, MM. 
 
 3. WW, KN, VL, PL, VL, 3L, DM, TN", CH N, YK, RM, KL 
 
 4. FN, FR, FiJ, DR, T/J, PR, FR, P CH, Mi?, M CH, T^B. 
 
 5. KsK, RsR, CHsCH, T s T, P s P, B s B, DsK, CHsP, 
 PsCn, iJsT, GsT, GsP. 
 
 0. TsF, Psi, PsL, CHsM, KsM, PsR, TsL, CHsL, Ps NG, 
 RsM,'NsR. 
 
 7. MsM,£si, VsV,FsR,MsV, WsX, isM, FsM, FsL. 
 
 8. VstiJ, DstN, JEtF,PnNG, FntKG.CHnJ, CHfT, BtR, 
 BfK, BfR, BnT. 
 
 9. GnK, ICfK, linR, RfR, RnK, Pshn L Btri, Ps/mL, 
 Ps'sbnL, KslinL. 
 
 10. Page, both, far, tire, power, chop, bake, beg, fade, shade, 
 Jaid, nock, patch. 
 
 11. Laugh, catch, mouth, cap, notch, latch, match, shock, like, 
 rock, shod. 
 
 12. Pipe, pope, peep, babe, tide, toad, to-day, cake, cog, keg, cook, 
 coke. 
 
 13. Lap, leap, love, loom, look, log, latch, lash, limp, shake, 
 .sheep. 
 
 14. Pillow, daily, jolly, mellow, hollow, follow, shoaly, Nellie, 
 waylay, fishy. 
 
 !.■). Morrow, merry, carry, hurry, vary, bury, cherry, worry, sherry, 
 lyro. 
 
 10. Peel, fail, toil, pale, coil, gale, guile, mole, mule, mile, Nile, 
 knoll, fish. 
 
 17. Power, poor, bore, tiro, door, fire, lore, gore, cower, shower, 
 fear, jeer. 
 
 SEXTENCES FOlt WRITING. 
 
 Bake the chops rnd beg Bob and Nellie to take a cup of tea with 
 you. You may laugh at my. cap if you will, but it was made by Miss 
 Pussy, who got the fashion from Paris. "Your money or your life " 
 says the thief ; but he dries not want your life, for it will do him no 
 good. My pillow is hollow; it has air in it. Meiry men bury all 
 thought and worry, and feel e^iecry when they get to a feed of cakes 
 and sherry. That pale face shows toil at night; it kills the early 
 beauty both of cheeks and <yes, to sew or read at ni^'M. 
 
37 
 
 PLATE 9. ^ 
 
 Combined Stems. 
 
 1 .v.....^.... ..._..^.../:°..:^..i.\j..L.J 
 
 ^■^■L..Z-..._....|...|../..^ Vf^— 
 
 3..:\^..^^..'^..\.v:.>: ..U..U..C.. c.:v^.x.. 
 
 ^^. 
 
 X 
 
 \.. J- <„.>.. ^^ 
 
 ,.-f.-^ 
 
 ?.__.._- /-.^/:-. .^V^...^^. 
 
 /2... 
 
 /a. ^.^ /^ 
 
 /-?. 
 
 //■ 
 
 ^/3 
 
 V/..V^ I--- AV. 
 
 A/x -^> T 
 
 >• 
 
 ^X V:. 
 
 
 ■<• 
 
 
 
38 
 
 § 9. The following Rule inilicates lliii i/iiucipal classes of words 
 ■whose outlines should end with a stem : — 
 
 BuleS. — Use a Stem Character to terminate t7ie outlines of aU words 
 fhat end with a vowel sound, or with a consonant sound that has no 
 Adjunctive Sign. 
 
 Directions for writing Wordswith Combined Stems. — First 
 separate the word, audibly, into its elementary sounds, and name the 
 consonants ; then pronounce the vowel or accented vowel of the 
 word and write the first stem in the place corresponding with it ; join 
 the other stems, beginning the second where the first ends, and so 
 on, without raising the pencil, until all are made ; then place each 
 vowel sign by the side of tliat stem where its exact sound will he 
 the most clearly indicated. 
 
 Note.— The directions given for the use of the upward and downward forms of 
 R, L and Ish. are, more than any otherp, subject to' exception on acconnt of the 
 paramount Law qf ^orm, -whicli compels all Rules to be sometimes waived, in 
 order to secure plainly defined or compact outlines. Indeed, it was with the view 
 of securiiis easy and clear outlines, as well as of preventing the writing from going 
 too far below the line, that the upatroke characters were devised by the inventor 
 of Phonography ; therefore, this original intention should be borne in mind, while, 
 at the same time, the great increase of legibility from the observance of the rules 
 as above given warrants a writer of Phonography in observing them as far as 
 possible. 
 
 The principal exceptions to all rules will be found grouped in subsequent Lists. 
 
 Kk\- t ) Usadino Lr.F-.o>- I. 
 
 THE TOY-SHOP. 
 
 Let us go to a toy-shop and look at a few toys for Ellen and "Willie. 
 Here is a nice doll, which can open and shut its eyes. It has long 
 yellow hair, tucljed up with a comb, and red shoes. Did you ever 
 see a.doU walk? O, yes ; and push a little wagon, to i, with a mite 
 of a china babj; in it. 
 
 See this paiBtftj^ wooden hou33 and this kitchen with pots and 
 pans and cups and dishes, all ready for dolly to go to house-keeping. 
 We must buy tli^, too, and a little carriage for the lady Rosa to, 
 ride in. ^ 
 
 Now, Willie, what will you like best ? A rocking pony? No,ma; 
 when I have a pony I want it to be a real* one ; one that can kick 
 up his hind feet. But I should Vi.ie that J iiianese kite and a base 
 ball and bat : then we can have good fun the next time we go to 
 the park. Richard Lester and Thomas Jackson want me to go with 
 them to-morrow. Ah, then you sh xU have the kite and the bat and 
 ball, and Ellen shall have the doll and the kitchen ; and when the 
 days are fine she may take a game of baseball with you on the lawn, 
 and when it rains you can help her to show dolly Rosa how to keep ' 
 house and cook and wash dishes, for 'tis a good thing for men to 
 know how. 
 
 * See open diphthong signs, explained in the last part of sec. 5, chap. n. 
 
39 
 
 READING LESSON 1. 
 The Toy Shop, 
 
 
 i 
 
 LS..:r 
 
 J. . ^. 
 
 L.\ 
 
 ( 
 
 '^.J',^ ^ 
 
 ^ 
 
 ~A 
 
 1-^ -^....^. ^^-.•...---l.^( 
 
 '-/ S. /n. /^:..i /^. . 
 
 -^^ 
 
 
 r 
 
 
 .\. 
 
 .. » .. \ .. 
 
 '~ ( 
 
 X. 
 
 }:.U ( 
 
 ^.■ 
 
 .^. ...^. 
 
 u 
 
 ^ ;:...kli...'^. .. _^ 
 
 
 
 ~N 
 
 u 
 
 ■1.: --^ 
 
40 
 CHAPTER VIII. 
 
 rRREGtiLAK J'lNAL ADJUXCTS — ¥ OK Y, D, THEB, ETC. 
 
 Illustrated by Plate 10. 
 
 Section 1. — The Adjunctive rilgns for the sounds of "f,"or"v," 
 ' ' d," and the syllables " ther," " ter" or " der " and " ive " are termed 
 /7Tejr«ter, because they are not attached uniformly to all stems, nor 
 are they denoted in tbe same manner on all the stems to -which they 
 are attached. 
 
 §2. — Ef-Hook. — The sound of " f " or " v" is added to that of any 
 straight stem, by turning a small hook on the right side of Upright or 
 Sloping Stems and on the i/pptr tide of Horizonials. A vowel sound 
 always intervenes between the stem and the hook. Read lines 1 and 
 3, plate 10. 
 
 Note — ThB reader determines whether the hook represents '"f" or "v" hy 
 sounding the stem consonant and Its accompanying vowel ; a knoivltdge of the 
 English language then enables him or her tu decide whether it is the sound of 
 *'f" or " v"— that is needed to malcean intelligible word. This procefsmuet be 
 used whenever an adjunct represents more than one sound. The eecond, or alter- 
 native sound, is usually the natural maiu of tiie first or p:imary bound. Thns, the 
 Circle, which primarily represents " s," the breath sound, has a secoLdary jiower, 
 denoting "z," the cognate voice sound. The primary powcrof the Halving is 
 the sound of "t" — breath— while its secondary is the vocal, "d." In any case 
 where ambiguity would arise from the use of llie same adjunct for both of any of 
 these pairs ot sounds, — ^which is the c&^e only when both sounds are preceded by 
 the same consonant and a vowel of the same group, the combined characters form- 
 ing the same outline for two words of the same part of speech — the ntiual adjunc- 
 tive sign is usea for the primary or breath sound, and the secondary power is repre- 
 sented in some peculiar manner; either by a thickened hook, circle, or loop, or the 
 stem clwacter is employed. 
 
 § 3. — The sounds of " ft " or " vd " are added to the sound of a 
 straight stem consonant, by halving and the Ef-hook. Line 3, first 
 part. 
 
 § 4. — IvB Hook. — ^A Small Hali' Cikcle, turned in the direction 
 of tLie stum Ttl or S, is used at the termination of Half-sized stems to 
 express the added syllable "ive." Line 3, Ust part. 
 
 § 5. Tbr-hook and Lengthening. A large Final Hook on Ihe 
 right or upper side of Straight stems denoles the final syllable 
 "ther." It is als J used frequently lor "tfir" and occasionally for 
 "der." Linu 4. 
 
 The fiwesoing syllables are added to the sounds of curved stems by 
 doubling t.eir Lngth. When intended tor tbe "first place," tbese 
 double length curves, like tiie double length i-traight lines, rest on 
 the line, unltss they are struck upward. Liaes 5 aud 6. 
 
 NoTB.— This lengthening midiflcation should be applied in the representation of 
 " tt*r" and *' der." chieny to jjrimative words, and those ih it do not take an added 
 '• t " or " d " sound. Such words as do, are better provided for in the subsequent 
 chapter on "Initial Hooks." 
 
 § 0. — "Er," AS AN Affix. — The syllable "er," when added to a 
 root word in the sense of an agent or doer, or to designate the com- 
 parative degree, is usually best denoted by tlie stem R added to the 
 
41 
 
 outline. But all stems may be lengthened and made to terminate 
 sfilh a final hook to exprtss the syllables " ther," "ler" or "der," 
 when those syllables are preceded by the powers of any of the final 
 hooks ; the sound of " n " being that which most often occurs. The 
 syllable " lure " may 1)! substituted for " ter," when required after 
 "n." See "venture," "jointure." Line?. 
 
 Note. — When there are two or more ways of correctly denoting a eonnd or 
 syllable, that one Bhonld be preferred whicb will give the most defiuite and sog- 
 gestive oatline. Atteuiinn should also be paid to securing any needed distinction 
 lietween tlie ontlincB of two or more words of the tame part of si)eech, written in 
 the same position, which mieht conflict in reading when the outlines are unvoca!- 
 ized. The btat jndgment^on these and other doubtful points, will come with 
 practice ; and until wl the Phonographic principles are fully mastirred, it is best 
 tor the student to conflne his or her writing to the exercics ^iveu in the text book. 
 
 §7. The In-Hook is used to denote the syllables "in," "en," e:c., 
 alter any Straight stems which are doubled in length for the purpose 
 oi repeating the sound of the stem. After double length curved stems, 
 the power of the In-hook succeeds the syllable "ther" or "ter," 
 added by the lengthening. Line 8. 
 
 § 8. The Past Tense. — The outlines of verbs in the past tense 
 ending in the sounds of" t" or " st" terminate according to the rules 
 for the Regular Fmal adjuncts " t" and " St." Line 9. 
 
 Should the outline for the present tense end with the loop " st," as 
 " boast," the form for the past will terminate with the small circle 
 and half-length T. 
 
 The use ot the loop is extended to words terminating in the sounds 
 "zd," except for "paused" and "caused." 
 
 Either the stem Y or the compomd vowel sign for " ew," may bo 
 used for " yoo" in the middle or at the end of an oulliae. Lice 10. 
 
 The stem " D ". may be considered the regular entiing for past tense 
 outlines, and is often preferable to halving. Lines 'll and 13. 
 
 If the stem " D," or any other stem denoting a final sound or syll i- 
 ble, cannot be conveniently joined to ths previous part of Ihe outline, 
 it may be written quite close to it, after raising the hand. Line 13, 
 last words. 
 
 "When the outline of a word, exclusive of the representation of final 
 " d" for the p'ist tense, consists of m^re than one stem, either with or 
 without a final hook, the last stem may generally be halved for the 
 addition of " d" as well as " t;" but either Lee, (upward L,) or Rce, 
 without a final hook, is best halved for " t " only. Line 14. ^ 
 
 § 9. When " est " is a distinct added syllaWe, it is best expressed, 
 when the lorm of the pdmitive outline will allow, by the stem "s," 
 half-size, attached to it ; though after a full length stem, without a 
 hook or following vowel, the loop " st" should be preferred, and also 
 in cases where St does not make a good joining, as after K, L, and 
 some other stems. " St " may be struck up or down. Line 15. 
 
 All directions for the halving of a stem in combination ave limited 
 bj the necessary r;le, that as cnmhined stem cannot be halted unless its 
 point of junction with tlie preceding cPr following stem is perceptible. When 
 ihestems blend, "t" or "d" must be represented by the full stem sign. 
 Line 10. 
 
42 
 Kbt to Plate 10. 
 
 1RKEGUI.AK riNAL ADJDNCTS-*F Oil Y, ETC. 
 
 Line 1.— PufiF, tough, chaflf, chief, cough, beef, deaf, Jeff, buff, cuff, 
 rough, reefs, puffs, coughsi. 
 
 Line 3. — Pave, dive, give, above, arrive, dove, doves, paves, dives, 
 achieves, arrives, caves, gives, calves. 
 
 Line 3.— Puffed, cougbed, gift, gifts, raft, rift; roved, arrived, 
 achieved ; dutive, motive, native, active. 
 
 Line 4. — Bother, gather, rather, patter, tutor, totter, titter, daughter, 
 chatter, better, gaiters, bitters daughters, vyrlters. 
 
 Line 5. — Feather, father, weather, whether, Arthur, leather, Lulher, 
 lafter or lather, shatter, shutters, shooters, oysters, Easter, waiters, 
 voters. 
 
 Line 6. — Mothers or mutters, matters, heaters, nitre, theatre, fighter, 
 fatter, neither, neuter. 
 
 Line 7. — Painter, fainter, Ijinder, ponder, pointer, fender, candor 
 or canter, thunder, tender, renders, rafters, venture, jointure. 
 
 Line 8 — Pippin, baboon, bobbin, deaden, cocoon, jejune ; Lutheran, 
 veter.m, mandarin, nectarine. 
 
 Line 9. — Cut, wrote, shut, bought, met, got; past, based, amassed. 
 
 10. Raised, amazed, refusid, revised, advised, abused, poised; 
 caused, paused. 
 
 11. Paid, laid, tied, rode, fed, added, died, bowed, viewed, showed, 
 listened, moi;ten' d. 
 
 13. Vo'.eil, notM, patted, acted, rented, founded, jointed, shouted, 
 counted, mended, fattened, auctioned, occasioned. 
 
 13. Feathered, shatter c;d, buttere.l, rendered, cantered, gathered, 
 fashioned, ventured, weathered ; lendeth, occasionally. 
 
 14. Jog, jogged, hug, hugged, repine, repined, load, loaded, bode, 
 boded, laded. 
 
 15. Romanist, fashionist, meanest, roughest, laziest, mightiest, mud- 
 diest, tightest, faintest, holiest, fattest, latest. 
 
 16. Liked, locate, looked, fact, vacate, cooked, catacombs, coward, 
 flrd afford. 
 
 17. Faucet, visit, gusset, possessed, resist, exhaust, passionate, diet, 
 poet ; bonnet, denote, devoted, B.jrnet. 
 
 SBKTENCE8 FOR WBITIKQ. 
 
 The puff of that pipe gives me a cough. My motive in the gift was 
 to bother the tutoi-, and make the daughters titter and chatter. It 
 matters not whether you or Luther goes with me to the theater, for I 
 will talk with neither of you. 
 
43 
 
 &c. 
 
 PLATE to. 
 Irregular Pinal Adjuncts, f, orv, 
 
 ^. V. ..X _^ 
 
 V?. ft, vQ',(!ve. \. 
 
 ^■^.^^,^,.^^ 
 
 6. „ 
 
 S. y/n-riook • ..\ A 
 
 6,^ 
 
 
 
 I ,■ — .- 
 
 
41 
 
 The stem "D," however, after the stem, Er, need not be made its 
 full length ; but may be represented by a thickening and slight 
 lengthening of the lower part of the stem, Er. Line 16, last words. 
 
 §10. The outlines of words ending in " sit" or " sist" are best ter- 
 minated with the circle, small or large, and the stem T. Final "ate" 
 or " ite" is sometimes necesstiiily represented by the stem T. Also 
 use the stem when final " t" is preceded by two distinct vowels, as in 
 " poet." Line 17. 
 
 With the above exceptions, and cases covered by the rule in Sec. 11, 
 the termination of an outline with the stem T denotes a foUovdng vowel. 
 
 § 11. — To govern the use of the Final Adjuncts, both regular and 
 irregular, we have the following general rule : 
 
 Rule 4. — Use the proper Adjunct to express " n" "7i,""shn," "t," 
 " nt," ■' s ' or " z," '• f " or '' v," " Iher" and " ive," when they are the 
 Final sounds or syllables in a word. 
 
 Key to Readino Lksson II. 
 
 OUR PETS. 
 
 Come and see our pets. Mary has two doves ; and Jane's mother 
 arrived yesterday, and with her came a parrot which is a native of 
 Cape Town. It can talk in Dutch, and say, " Polly wants cake." 
 But Lillie has a jackdaw that can chattel: faster thin Polly, and which 
 will tear a piece of red muslin to tatters if you put it on his head. 
 We gather berries for him to eat. 
 
 Arthur has a young calf which he has named Jeff. Father lets 
 Arthur tie a piece of leather round the calf's neck, and on Easter-day, 
 as the weather was fine, both Arthur and the calf walked to the 
 Lutheran village to see the women make bobbin and lace. The calf 
 looked as wise as if he knew all about bobbiu-malung. A few of the 
 boys wrre disposed to laugh at Arthur, so it is likely he will not ven- 
 ture to Modern Times — that is the name of the village — again. 
 
 Did you ever see a chicken chase a field-mouse ? My bantam 
 rooster will, and eat the mousetoo whenit is caught. Our cat caught 
 one on Mondny, but Annie caused her to let it go. Pussy paused as 
 the mouse ran past her, not knowing what to do ; but Luther gave 
 her a bit of tender meat, which she laid by her kitten ; then both of 
 them listened for the mouse which had ventured to peep out of its 
 hole, but it soon popped bacJs again, and then the cat and the kitten 
 fastened on the meat after the liveliest fashion. Our father and 
 mother think that one of the meanest things we can do, is to impose 
 on ttiQ poor dumb beings who cannot resist our will. 
 
 Oh, do you hear that thunder? I fear our visit to the Catacombs 
 must be delayed. 
 
 PE..^OTIOE. 
 
 First, Read and Trace ; second. Copy ; third, put the printed Key 
 into Steno-Phonography ; fourth, Compare and Correct. 
 
45 
 
 BEADING LESSON 1. 
 Our Pets. 
 
 .,.^1,...'...) /:^ ^. . ^ ;• 1. 1. '/^ Aq-., ■ 
 
 C 
 
 :>:^. C 
 
 \- .1 -o 
 
 
 
 
 >• 
 ^ 
 
 r 
 
 
 ^, -:)■, .^«^.- -T 
 
 
 o 
 
 ■^ 
 
 -^ 
 
 --l:-r-^-^-(--'-VS 
 
 \. 
 
 l^. 
 
46 
 
 CHAPTER IX. 
 
 INITIAL ADJTJNCTS — CIRCLES AND LOOPS; IN-HOOK; DOTS FOB " ING'' 
 AND '• CON." 
 
 Illustrated by Plate 11. 
 
 Section 1. — The Small and Large Circle and Small Loop are used 
 -at the beginning of Stems in the same manner as at the end, but 
 ■with limited powers, the Small Circle representing "s," and the 
 Small Loop "st" only. The Large Loop for " str" is not used at 
 the beginnincr of outlines. Both Circles and Loop are made on the 
 same side of the stenos as when they are used for Final Adjuncts, 
 namely, on the right or upper side of straight lines and inside of 
 curves. 
 
 In reading, sound the circle or loop first, and then the other char- 
 acter according to previous directions, remembermg that the Vowel 
 always sounds immediate before or after IJw Stem ; that a final hook 
 sounds Jg/iwe the halving or lengthening power, unless it be the In- 
 hook which is especially de3.ignt;d to follow the power of any adjunct ; 
 and that a final circle or loop oouuds after both a final hook and the 
 halving or lengthening power. 
 
 § 2. — The Initial Small Circle is used to begin the outlines of 
 words that commence with the sound of "s." Plate 10, lines 1,3, 3. 
 
 Those words are excepted which contain no consonant but "s," 
 or "s" followed either by finil "s," "z," "n," or "1," or 
 by the separate syllables "hhn," "ing" or 'cr," or by two distinct 
 vowels, as in "science." Mostof these classesof words have been al- 
 ready considered in the exercises on "Final Adjuncts " The mode 
 of expressing "1" final when preceded by "s" only, will be found in 
 a subsequent chapter on "Initial Hooks." 
 
 §3. — Initial Labge Circle. — The outlines of words beginning 
 with the sounds "'ss," or"s'z,"in one syllable, unless they come 
 within the classes already treated of in " Final Adjuncts," begin 
 with the large circle. Line 5. 
 
 § 4. — Initial Small Loop. —The outlines of words containing 
 three or more consonant sounds, the first two being " st," immediate- 
 ly followed by a vowel, begin with the small loop attached to the 
 stem representing the third consonant. Lines 6 and 7. 
 
 When, however, the third consonant is " n," notfo'lowed by a vowel, 
 begin be outline with " sT" and represent the " n" by the En-hook! 
 Line 8. 
 
 §5. — Words beginning with "str" have the " r" represented by 
 turning the circle oa th left side of the stem " T " instead of the 
 right. Line 8, last part. 
 
 § 6.— The syllable " er" is added to any word whose outline begins 
 with a circle or loop on a straight stem, by turning it on the left or 
 ■under side of the stem. In this case a distinct vowel will always pre- 
 cede the stem. Line 9. 
 
47 
 
 The simple pound of " r" irauic Ji^tely succeeding the sound of any 
 ptraigUt slem preceded by " s," as in " s P r y," is represented in the 
 same way. In this case a distinct vowel will always /oZiow the "r" 
 sound denoted by the hook. Line 9, last part. 
 
 § 7. — Initial In hook. This hook consists of the half of a small 
 circle — usually the upper or lower half — and is used in beginning the 
 outlines of mostwoids that commence with "in, en, an, on" or 
 "un," as a separate syllable; also when tue syllable contains a long 
 vowel combined with " n," as " only." 
 
 The stem "L" may be struck upward from f his hook when a 
 vowel follows 'l,"and downward when one does not. In the latter 
 case, a following "d" may be rppresented as it is after " R," by 
 making the lower part of the stem heavy and a little lengthened. 
 Lines 10 and 11. 
 
 § 8 — Thk In hook may precede the circles or small loop, turning 
 in any direction. It may also be used between stems in the same 
 way, to represent "-n" as well as "a" — that is the simple, as well 
 as the syllable sound of " n" — where the En-hook cannot be con- 
 veniently made. Line 12. 
 
 §9. — Should an outline resulting from the use of the In-hook be 
 difficult, or very lengthy, or if it be desirable to make a distinction 
 of form between two words, the stem "N" may be used instead of 
 the hook, and a small apright or horizontal tick prufixed to denote 
 that a vowel precedes the sound of 'n." When this tick is attached, 
 the initial vowel need not be written. The stem " N " is used instead 
 of the hook, mostly, when several " t " or " d" sound<i follow " n," 
 one of which can be expressed by halving the stem " N. " Line 18. 
 
 § 10.— The stem " N," doubled in length, and preceded by thp. 
 before-mentioned initial vowel tick, is used to begin the forms oi 
 words that commence with " inter," "enter" or " intro ;" also for 
 "under," as a prefix, when the resulting form is specially easy and 
 plain. 
 
 When the outline of a word consists of three or more stems, some 
 them taking a downward direction, the first stem may begin on or 
 above the line, without regard to the exact position indicated by the 
 accented vowel. Line 14. 
 
 g 11. — Dots for "ing" and "con." — Whenever a clear form 
 will resuU, the termination 'ing" is expressed by the stem " NG," 
 attached to the previous outline ; and " ings" by"" N6s." But after 
 half-length stems and hooks, "ing" is sometimes better expressed 
 \)y a. Aot at the e.rtieme final point o( Xhe outline, and "ings" by a 
 small circle. Lines 15 and 16. 
 
 NoTB. — The dot is also used in preference to the s*pm form for " ing." after 
 word-eig7J3 or conlmcttd ont ines which represent bnt a part of the consonant 
 sounds in the word; '" h" not being counted as a consonant. 
 
 The preflxps " com," " con" or " cog ' are denoted by a dot at the 
 extreme initial point of the outline. Where the " m " is doubled, as in 
 "commit," retain one " m" in the outline, or write the " K," unless 
 the accent is on the prefix, as in " comment." Lines 16 and 17. 
 
48 
 
 Eby to Platb 11. 
 teirriAi, CIRCLES and loops, etc. 
 
 1. Soap, sup, spy, stay, seat, city, seed, said, side, such, sage, sake, 
 soak, sky, sorrow, sore. 
 
 2. Same, some, snow, sunny, safe, sofa, sway, sour, song, sung, 
 slay or sleigh, Sallie, seven 
 
 3. Snatcb, snub, snubbed, slight, slide, smoked, spite, spied, spit, 
 speed, spice or spies, spicy. 
 
 4. Sows, says, sowing, sower, sizing, sign, signs, scion, scions, sci- 
 ence, seance, scenes, Czar, zero. 
 
 5. Schism, society, system, suspend, suspender, Caesar, Cicero, 
 sustain, sustained, sustenance, schismatic, Sistine, Cisalpine. 
 
 6. Step, stop, state, stood, stitch, stak?, stem, still, stilly, store, 
 story, star, starry, steer, sting. 
 
 7. Stepped, stitched, staked, start, started, starred, stored^ storied, 
 storm, stormed, stamp, stamped, stumped, stemmed. 
 
 8. Stain, stained, stun, stuanjr, staad, standing, standard, stint; 
 stray, straight, strayed stroke, stretch, strive, striven, stripped, strain, 
 street, straighten. 
 
 9. Cidir, cedar, stopper, stupor, sucker, sticker; sober, supper, 
 spray, sprain, sprout, scroll, scratch, script. 
 
 10. Into, unto, indeed, Indian, indicate, indicted, endowed, unfair., 
 infer, unvail, unkind, inhuman, unman. 
 
 11. Inlay, inlet, inlaid, annul, annuled, honor, honored, inwrougnt, 
 iuroad, unload, unloaded, ancient. 
 
 13. Answer, answered, insert, inserted, insertion, instruction, un- 
 systematic, incision, unseemly, institution, insufficient, inscribe. 
 
 13. Honest, honesty, undefined, indefinite, ind.'pendence, antidote, 
 in Icbtedness, intellect, intention, intonation, annotation. 
 
 14. Interfere, entertain, interrupt, undertake, undertook, under- 
 stand, understood, introduce. 
 
 15. Being, beating, paying, petting, dying, dotting, running, roving, 
 inserting, dancing, dozing, chasing. 
 
 16. Chancing, writings, meetings, beatings, buildings, compare, 
 compose, composite; contain, contend or content, condition, confuse, 
 confusion, conviction, confession. 
 
 17. Conceit, consolation, consult, conceive, consummation, con- 
 sumption; cognate, cognomen; commit, commotion, commission 
 commands, comments. 
 
49 
 
 PLATE (I. 
 Initial Cirdes and Loops, &c. 
 
 ^. .A .?.^:j..j..f;...f..-f.I/:.-/:.<^..a^--.?r^.."^. 
 
 7 \..^ 
 
 .^.^\.^."^ c^.'^^^.'^'r:.^ 
 
 n 
 
 
 
 10. 
 
 II. 
 n. . 
 
 /3. .'rr^. 
 
 15.. K ■..N^...v.V. 
 
 /6 «C^.^^..^_..^. "S:^":^, J:.J- j..V;-^.i^ 
 
 .^ 
 
 
50 
 
 Key to Reading Lesson IIL 
 
 Samuel's speech, the walk. 
 
 My little nephew Samuel is Irat two years old. If you say, "Now, 
 Samuel, stand up straight and speak a ppeech," he will straighten 
 up, turn out his toes, stretch out his right hand and say as loudly as 
 he can, 
 
 " Bye-oh baby bnnting, father's gone a bntitiDg, 
 To get a little rabbit skin, to wrap tbe baby banting in." 
 
 Samuel's sister Lizzie, who is four years old, said one day, " Aunt 
 Susie, don't you think that must have heen a litty mite of a babe, to 
 be Mapped in a wabbit skin? I 'spect tlie father and mother were 
 poor, find could-not buy it a clen9." I answered, " Tes ; it must have 
 been less than the wax doll which cousin Kate gave you on last May- 
 day." Lizzie opened her eyes wide, saying, "I suppose Bunting was 
 the family name." 
 
 The Walk. — The sun has set; how shall we spend the evening ? 
 Shall we go to the parade of the Seventh Kegirnent, and listen to 
 the music, and watch the beauty and fashion ot the city as it passes 
 round ? or shall we go to the beach and gaze on the still lovelier 
 visions which earth and sea and sky unfold to our view? It is likely 
 we shall have time to visit both; and also to go by the new foun- 
 tain in the Park, and see the dolphins spout showers of pearly 
 spray hi^h in the air, which fall with rainbow hues into the huge 
 tank below. In that the Hvely fishes swim, and come to be fed wi*h 
 scraps of biscuit and sweet cake. 
 
 SENTEKCKS FOB WRITING. 
 
 The following sentences require the application of such Phono- 
 graphic principles and rules as have been already given, and 
 especially of those explained in Chapter IX. ; 
 
 For the sake of a good seat I will stay here. Sing the same song 
 you sung last night. Some snow fell oq the sunny side ol the sofa. 
 Tlie seven spies slipped off when they spied the Czar coming. The 
 schism in the society caused the suspension of the offenders. Step 
 into the store, and state how much you have at stake in this matter.' 
 The man stepped in, but stamped and stormed so tliat I could make 
 nothing of his story. Stand still, and let nie wash the stain from 
 your standard. Strain a point, and strive to straighten out this stupid 
 statement. Why, you see we had cider after supper, and none of us 
 were sober. Ah, indeed, then I infer that you got into untair hands. 
 Cfesar's answer to Cicero is inscribed on those ancient ruins. 
 
 The instructions given in the institutiou were unsystematic. A 
 seton was inserted in the incision. 1 unaertook to entertain the 
 ladies and introduce them to my sister ; and we had rowing on the 
 lake, and dancing on the lawn, and walking in the woods, and run- 
 ning races on the beach ; putting it all toi^ether, we had a ^ay time. 
 We shall not conimtnt on the condition in which we found the man. 
 
51 
 
 READING LESS0N3. 
 Samuel's Speech. . The Walk 
 
 
 
 
 
 '■■^.- - 
 
 f 
 
 /A 
 
 
 
 ■^— ^vn 
 
 .^-...k 
 
 \ l-V 
 
 c 
 
 L^v- c^^r./. 
 
 
 ,. ^-c^-^ 
 
 ■^.■■ 
 
 VI.." 
 
 
 
 -\- 
 
 r 
 
 J 
 
 w^ ')■•■■- -\-i- w-io-^ ^.■■ 
 
 L-...\/-. 
 
 -V.,...:.-^...|_..\,^..(. 
 
 c ,rvr 
 
 V 
 
 KJ- 
 
52 
 
 PLATE 8. 
 
 ■C'ld e. &,.Loop Phra s^a. - 
 as k-Ls has his as nas Aas as as It • has 't . 
 
 8 -s O -o O •0 
 
 ""a ,'■:?■ .6,' "'-6 p\ 
 
 ts3s /!(s Aas LZ his nis is cs it 
 
 as if ts his it as as there Aa.s then ds there is 
 
 S -s O -o 
 "."<?.' ".' o '" 'O^, ."6 
 
 Ls LC as LS rheye tits other- ls ttiere cis 
 
 -:^" 
 
 C 
 
 
 \...^.'.tiy-..\ J;. 
 
 _D 
 
 c 
 
 . __Dr. . 
 
 •O C^ o^' , >'v 
 
 O " -. — ^ ..I .\ I- ^—s ^ 
 
 o 
 
 \. 
 
 L\^ . |_^? v^.d \^^. 
 
 '^. /.,.'? 
 
 ■ ? 
 
 c^ 
 
 /, _ ° ^ . /-^.>. c 
 
 >■ ■ - ■ ■ ■ ■ • - ' •» o -n - - . 
 
 I'- < 
 
 3 " ? 
 
 ■^v-^v? 
 
 .<i? 
 
 v_^ 
 
 ^ 
 
 
 ^.,-~ 
 
 
 0. .0 
 
 '5 ■ ' 5 ■ .1'. . ■ 
 
53 
 CHAPTER X. 
 
 raiTIAIi ADJTINCTS. HOOKS; " S," " L," " W " AND " T." 
 
 Illustrated by Plate 13. 
 
 Section 1. — The Initial Adjuncts consist of the Initial Circles 
 and Loop, and Iniiiiil In-hook described in chapter 9 ; of the Initial 
 Hooks for "r," '■]," "w" and "y,"and of the Initial Tick, used 
 instead of a separate vowel sign, to indicate that the word begins 
 ■with a vowel. 
 
 §2. — ThbAk-Hook. — The consonants "r," "1," "w" and "y" 
 form in many cases so close a union with a preceding consonant, that 
 the two are uttered with a single impulse of the voice. Thus, the 
 sound of " r" unites with that of a preceding " p, b, t, d, k, g, f, th," 
 or " sh," as in "^ay, brow, try, dra.w, crow, grow, fry, three, slirew." 
 In sucli words the sound of the "r" is denoted by a small hook, 
 which is made on the Irft side of the initial end of the upright and 
 sloping straight stems, on the under side of the straight horizontals, 
 and on the i/i?i«r si(fe of all curved stems. The Ar-hook corresponds 
 exactly with the final hook for " n ;" it being formed on the same 
 side of the stems, being common to all, and of uniform size. Read 
 lines 1 and 2, Plate 13. 
 
 § 3. — The El-hook. — The sound of " 1" unites in the same manner 
 as " r" with a preceding "p,b,k, g," or"f ;" as in "^iay, bk>w,da,y, 
 glow,fly." The " 1" sound is then represented, on straight stems, by 
 a smaU Twoh on the circle side of the intial end of the stem, and on 
 curves by a large hook on the inner side ; the increased size consti- 
 tuting the only difference between the El and Ar-hook on curves. 
 Lines 3 and 4. 
 
 In reading, observe that though the hooks are formed before the 
 sterna, they sound after them; and that the hook sounds are succeeded 
 by the sound of the vowel sign placed alter the stem. Also that an 
 initial vowel may precede the sound of the stem ; then a word of two 
 syllables will be formed, and the hooks become substitutes for the 
 stems, Ree and Lee. .See lines 1 and 3, "agree" and "apply." 
 
 § 4. — The Ar and El-hooks are used also when a vowel precedes the 
 sound of the stem, without a vowel following the sound of "r"or 
 "1;" as in " upper," "apple." In these cases the "r" and "1" form 
 separate syllables of themselves ; the accompanying vowel sound be- 
 ing so s.ight as to require no sign. In this class of words the hooks 
 are substitutes for the downward stems, R and L. As a general rule 
 a single stem with an initial hook is halved to add the sound of " t" 
 only. Lines 5 and 6. 
 
 § 5. — The Ar and El hooks may be prefixed to a stem which iuc- 
 ceeds another stem, as substitutes for either R and L, or Ree and 
 Lee; regard being had to principles before presented. Wlien the only 
 diflerence between the adjeciive and adverbial form of a word is in 
 the addition of the vowel sound "i," as "noble, nobly," both are 
 expressed by the same outline. But when " ly," " ry" or " er" are 
 
04 
 
 Key to Plate 1'3. 
 initial hooks— i!, l, w aud t. 
 
 1. Pray, pry, price or prize, brew, brow, brown, brains, tree, tray, 
 try, dray, draw, drew, cry, grain, agree, fry, three, throne. 
 
 2. Prayed, prate, priced, prized, pressed, praised, breast, breasted, 
 trust, trusted, trite, tried, krout, crowd, great, agreed, fright, throned. 
 
 3. Play, plow, apply, plain, blown, blaze, please, bless, blister, claw, 
 close, glisten, fly, flee, flatter. 
 
 4. Played, plate, applied, bloat, bleed, plunder, pleased, blessed, 
 blistered, clawed, clot, glad, glitter, flight, fled, fritter. 
 
 5. Upper, outer, odor, ocher, eager, utter, uttered, offer, offered, 
 over, effort, author, error, Oyler, usher, owner. 
 
 6. Apple, able, ably, idle, idled, agile, eagle, awful, oval, 
 annals, easel, applause, apprise, apprised, appraised, approved. 
 
 7. Taper, table, double, noble, nobly, neighbor, nature*, feature*, 
 ample, amply, employ, fable, viper. 
 
 8. Heifer, hovel, hammer, camel, final, funeral, manner, banner, 
 pickle, moral. 
 
 9. Twist, twill, twig, dwell, dwelling, quill, question, quickest, 
 quarrel, acquisition, quantity, quire.f 
 
 10. Pure, care, curative, tuae, duration, impudent, accusation, ac- 
 cumulate, pecuniary. 
 
 11. Spray, straw, screw, sabre, cider, suture, seeker, secret, suffer, 
 summer, sinner, cipher, simmer, sever, soother, cellar. 
 
 13. Supple, supplied, sable, saddle, settle, satchel, sickle, i ocial, 
 socially, socialist, civilize, civilized, Cecil, sessile, uncivil, unsocial. 
 
 13. Squeal, squall, squeak, squeamish, squirrel, squash, secure, se- 
 curity. Squire, f square, t 
 
 14. Under, entry, untrue, increase, include, incline, injure, angel, 
 angelic. 
 
 15. Inflame, inflection, inflation, inquest, unqualified, unquestioned, 
 incubation, recuperative. 
 
 16. Indwelling, entwine, untwist, endure, intuition, indubitable, 
 bitumen, bituminous, enquiry, enquire, inquisitive, unequivocal. 
 
 17. Complete, completion, complains, conclave, concrjte, conclude, 
 conclusion, computation, contusion, confront, conflict, conflagration, 
 congress, contrition. 
 
 * By a law of Bijeeoh " t " before u partakes more or less of the Bound of " ch " 
 when the syllable is unaccented, 
 t Special vocalization. See Chap. 13. 
 
55 
 
 P.L ATE 12. 
 Initial Hooks: f^ I, w ar^dy. 
 
 
 %■ 
 
 
 ^. --AAA.? r.-^cr^'^-^ -^ "^ 
 -//. ^T .. ^'l/ x..^ . "'.^ •<^.e.-'^ 
 
 O -/ o err <S^ iT^ >^ 
 
 
 £-. 
 
 ■f-" 
 
 
 c^" 
 
 
 
 ^-,-^ 
 
 ^A^^-j. 
 
56 
 
 separate syllables, affixed to primary words, tfcey are best represented 
 by the stems Lee, Ree or Er, when a clear and practicable form 
 results ; otherwise the hooks may be substituted. Lines 7 and 8. 
 
 § 6. — Way and Yat-hooks. — Two large initial hooks are attached 
 to the straight stems P, B, T,D,K and G; that on the left or "r"side 
 representing the sound of "W," and that on the right or "T'side the 
 sound of " Y." These hooks are used only when the sound of " w" 
 or " y" immtdiately follows that of the stem to which the hook may be 
 attached, without the least vowel s' und intervening. 
 
 The Yay-hook sound is always followed by the vowel " oo," which 
 need not be represented by its vowel-sign, but considered as included 
 in the hook. 
 
 When final "r" follows the vowel sound after "w," as in require," 
 (= kwlr,) it is best to end the outline with Wr ; the accented vowel 
 which always intervenes, being, in such cases, represented by a spe- 
 cial method of vocalization, as explained in the following chapter. 
 Lines 9 and 10. 
 
 § 7. — The smiU circle representing the sound of an initial " s," may 
 be inclosed wilhin any of the initial hooks. But when connected 
 with the Ar-hook, the hook itself may be omitted, as the turning of 
 the circle on the left side indicates that the next consonant to the 
 stem sound is " r." This principle has already been given in Chapter 
 9, Sections 5 and 6 ; and on Plate 11, line 9. Read lines 11, 13 and 
 13, Plate 12. 
 
 § 8. — The In-hook may be prefixed to any of the initial hooks ; or, 
 when more convenient, the ticked N may be used as described in 
 Chapter 9, Section 9. Read lines 14, 15, 16 and 17. 
 
 Key to Readikg Lesson IV. 
 
 SEKTBNCBS, THE TWO BOYS. 
 
 We can clap our hands. My hat has black crape on it. Give me 
 a plate of cress. Tom made a cross on his slate. Mend the box with 
 glue. Kate let the glass fall to the ground. You may sit on the 
 green grass and eat apples. Pray do not let the plate slip. The 
 price of the print was three cents. The blind man has on a blue 
 coat. Bring me the brass bell. Brush the bran from off the plank. 
 
 A flake ot snow fell on my nose. The flame of tlie fire is yellow. 
 This thread is made of flax. Send me a flat-iron. The Irarae of my 
 slate is broken. All beings like lo he free. The water in the pail is 
 frozen. The cat will fret if you take away her kitten. This cake 
 is fresh from the griddle. A frog can jump. 
 
 Henry and Howard are twin brothers. They went twice to the 
 store to buy toys. Henry has twenty buttons, and Howard has 
 twelve. The brothers have strung the buttons on a piece of twine. 
 The twine is made of red and white threads twisted together. It 
 was once the string of a kite; but as the boys were flying the kite 
 last night at twilight, it got fast between the branches ot a tree. The 
 twine entwined itself around the branch, and the kite was twisted 
 tod torn. So the boys cut the twine in two, for the kite was no 
 longer of use. 
 
57 
 
 . .. . '^- ^. 
 
 READING LESSON 4 
 Sentences. The two Boys. 
 
 
 o^'' -■■—■(•■ 
 
 "'^ X— .r- 
 
 ■^ 
 
 \.\.^:y^. A- - ^ "^ ' ^ /> ="^ %" -^ - " 
 
 
 -^ 
 
 
 r 
 
 C 
 
 /^..S .-^..^ ,.- .C....:::^...L:1^^..,,-..^.n^..5> 
 -••1." _T'^;j^..-....>,.;^...r...l,^..r..l;^:.)r 
 
 
58 
 OHAPTEK XI. 
 
 IKITIAL VOWEl. AND ASPIBATE TICKS. 
 
 Illustrated by Plate 13. 
 
 Section 1. — The Initial Vowel of a word, instead of being rep- 
 resented by its own proper sign, may, in ordinary writing, be denot- 
 ed by an Upright or Horizontal Tick, attached to the beginning of 
 the first stem of a word, or to its initial Hook. This tick will form 
 part of the outline; the exact vowel it represents will usually be sug- 
 
 fested by context and the position of the stem to which it is joined. 
 Trite it upward before SH, N, NG, K and Gsiy. Lines 1 and 3. 
 § 2. — An Initial Aspikate, in connection with a succeeding vow- 
 el, is often expressed by a Slanting Tick as for the Aspirate alone 
 before the stems Way and Yay. It may be used before L when not 
 followed by a vowel, and before other stems except Kee, K and 
 Gay. Except in connection with Wr or Wl, the stem H, and not 
 the Aspirate tick, should be written before a hook, as the vowel tick 
 before a hook often becomes inclined. Neither of the initial ticks 
 should be used before a circle. Monosyllables consisting of the con- 
 sonants "h" and "t," as "hat," are expressed by the stem Hay, 
 »ade half length. Lines 3 and 4. 
 
 § 8-. — The Compound Vowel signs for "I" and "ow" should be 
 attached to the stems, both initially and finally, in their own full 
 foi-ms whenever a good junction can be made. The sign for " ow" 
 may be inverted, for joining. "Whom" may bs written with the 
 word-sign for "who" alone, or the stem M may be added. 
 
 In writing Business Phonography, — that is, such as is designed for 
 reading by others, and for preservation, final vowels should usually 
 be denoted ; except "X" after Ree, Lee, SHee, N and T. But the 
 vowels of very common words, as "he, do, me, you, they, so," etc., 
 may be omitted, and it is seldom necessary to write signs for the in- 
 termediate vowels, especially in long words, or such as are in general 
 use. In the reporting style of writing, all separate vowel signs are 
 omitted, with rare exceptions. Proper names,. however, should al- 
 ways be written with the plainest forms, and be fully vocalized. Great 
 care should be taken to have the first word of a sentence unmistak- 
 able. When two forms for a word are given in different lessons, 
 either outline may be used. A word may often be cwrectly written 
 in two or even more ways: practice will lead to the most definite and 
 facile forms. 
 
 Key to Plate 13. 
 
 1. Eat or it, at, add, up, each, edge, egg, off, eve, own, any-, am, 
 aha, eel or ill, ell, all, ear, oar or err. 
 
 2. Airs, arise, arrived, another, us, espy, assassin, error, oral, offer, 
 over*, ever*, every, annals, owner, inner, honor. 
 
 3. Hope, heap, hub, head, hidor heed, had, half, huff, heave, heavy, 
 heath, ham, hem, him, here, her, hair, heart, hurt. 
 
 4. Heel or hill, hull or whole, holy, highly, hobble, hopper; ally, 
 allow, my*, hourly, oust, whom. " * Special form. 
 
59 
 
 PLATE 13, 
 Initial Vowel Ticks. 
 
 r 
 
 ^rr ^ ^-y-\.'-\^^^..r:-..^..l 
 
 i \y^ ^ ^ 
 
 Sen te nces. 
 
 4^. 
 
 2. /- ^ . 
 
 ../->/ 
 
 /■ 
 
 3.^^_^| _-^f ^..^. 
 
 (^ 
 
 5". ' 
 
 I r !^ . < r- 
 
 
 \' -V 
 
 ^^v.^ 
 
 \i^ 
 
 r— ev>' 
 
 to 
 
 
 ^ 
 
 
 ...../, 
 
 .)-^..^-;;. 
 
 ^ cry '. \ -^^ ^ ^"^ . ^ 
 
 •C^' 
 
60 
 
 SENTBNCKS. 
 
 1. Every boy may go home. I hopo Eli will not halloo ir the 
 street as he did yesterday. 
 
 2. Joe hurt his heel, for which I am sorry. Each pupil may have 
 a. ticket to the exhibition. 
 
 3. Have you any apples to give away ? All our own trees are 
 barren this summer. 
 
 4. We ought to love Go.l and our neighbor and do good at all 
 times; that is the law. 
 
 5. I would not hurt a hair of the urchin's head, if I knew the act 
 would make me rich. 
 
 6. The hope of reaching the top of the hill sustained us as we toiled 
 over the rough and stony hea'h. 
 
 7. "We hourly expect to nceive a very elega".t p"csent from home 
 jy Adams Express. 
 
 8. The assassin wis found liilden under the elephant, who tried 
 to protect the man from his enemies, 
 
 9. My heart was heavy wl.ea I saw that all Lope of my father's 
 convalescence was vain. 
 
 10. The rogue was ousted Irom his position as cashier of the bank 
 which he had robbed. 
 
 11. I have half a mind to inform the teacher of the error she made 
 in her statement. 
 
 13. Half the quarrels of people arifc from misunderstandings be- 
 tween those who really like tacli other. 
 
 WRITIKCi EXEHCISE 
 
 Especially requiring the application of principles given in Chap. 10. 
 
 Pray can you show me the way to Plainfield ? Try to utter only 
 what you know is true. Do not cry for the scratch of a cat's claw. 
 Three flies alighted on my flute. Jethro has oflFered a wager that he 
 can throw Jasper thrice in three minutes. The usher did me the 
 honor to introduce me to the head teacher. I am eager to know my 
 tuture neighbor. The viper is a spiteful animal. "The muffled bell 
 tolls at a luneral. That man is blest who has never been blistered. 
 A plate of bread and meat is a pleasant thing when hunger makes the 
 sauce. " Labor not for the meat which perisheth, but for that meat 
 which enrlureth unto everlasting life." 
 
 Twist the thread and then it will be strong enough to secure the 
 beetle. Cyri', please to settle the bill for that satchel, and be civil 
 about it. The squirrel nibbled at the squash and then set up a squeal 
 of pleasure. Sinners must suffer for sinning, that society may bj 
 protected. The social glass often leads to very unsocial feelings 
 among those who drink it. An inquest was held over the body of the 
 drowned maiden, and a letter was found in her pocket which un- 
 folded the secret of her miserable end. The lecturer's inference was 
 that the lady was under angelic influence. My wound became in- 
 flamed by my efforts to inflate the balloon, and the pain was too great 
 for longer endurance ; so I secured the ropes to the tree and sought 
 shelter from the inclement weather. 
 
61 
 
 CHAPTER XII. 
 
 SPECIAL VOCALIZATION. 
 
 Illustrated by Pia!e 14. 
 
 Section 1 — The Ar and El hooks are often used in a third and 
 especi >) minner, as substitutes for tli: steins ' li" iind "L," wiiere a 
 distinct vowei is I eird htfure the sounds of "r" or " 1." The ohject 
 of this exceplii)iiiil use of the small initial hooks is to express a large 
 number of cominnn mnnosj llables and sliort words liy one stem, 
 ami locoiidetise the outlines of many larger words ; thereby facili- 
 tating both the writing anil leadinijof theinT 
 
 By this special application of the initial hooks, they are brought 
 under the. tame rule as tlie final hooks — that is, to sound af er the 
 vowel that follows the stem to which they are attach' d ; but fur the 
 representiition of the accented or prominent vowel sounding be- 
 tweeii the stem and initial liook, a special scheme ot notalioa is need- 
 ed, which is explained in the next section. 
 
 § 2 — Special Vocalization.— The dot vowel signs are substituted 
 by minute circles which occupy the sime places; written, when prac- 
 tical)le, before the stem if the vowel is long, and after the stem it the 
 vowel is short. 
 
 The dash vowel signs are struck through the stems, in their own 
 proper directions when it is practicable. If the direction of the stem 
 renders some divergence necessary, the horizontal dashes should be 
 inclined a little downward at the right end, and the perpendicular 
 dashes slightly to the right or left. The natural vowel in "heard" 
 and "cur" may usually be left undenoted. 
 
 Whenever the writing of a dash or compound sign through the 
 stem would interfere with a hook or circle, ii should be written at the 
 extreme end which is nearest to its proper place. 
 
 § 3.— Monosyllables and Shout Words.— The initial hooks on 
 a single uncombineil stem, when used in connection with the special 
 vocalization, should be employed only in the representation ot mon- 
 osyllables, or very short words beginning with a vowel and ending in 
 ''r"or''l" ; and then under the following limitations: 
 
 1st. Use the Ar-hook when the sound of " r," preceded by a single 
 simple vowel, succeeds the sounds of the stems K, R, SH, L, TH, TH, 
 N, M or W. For examples, see lines 1 and 2, plate 14. 
 
 Observe in reading to sound the stem first, the vowel next, and the 
 hook after both. A dnal circle or loop will of course sound after all 
 the preceding powers. 
 
 8d. Use the El-hook when the sound of " 1," preceded by a single 
 vow I, follows the sounds of the stems S, Z, 8H, L, S or W. Ex- 
 amples on lines 3 and 4. 
 
 Since the scm "S" ishalvedonly when a vowel precedes its sound, 
 words containing three consonant sounds, and b ginning with '' s" 
 and ending with " t," must commence with the circle, and have the 
 second consonant sign — the stem — halved for the addition of "t"; 
 the special vocalization not being needed. Line 4, last words. 
 
6^ 
 
 dJ. Use the initial hooks and special vocaliza*ion in Writing the 
 words on lines 5, 6, 7 and 8 ; also in monosyllables ending in 
 "ch ;" and in those ending in " rk," except after F or L, y\\&n the 
 stem R is used. Read lines 5, 6 and 7. Where the outline begins 
 with a circle, its sound comes first, and immediately precedes that of 
 the stem. Line 8, first part. 
 
 The stem W, whether simple or modified (that is, having an ad- 
 junct), is halved to add either " t" or " d ;" and a few outlines given 
 on the latter part of line 8 are halved for the addition of " d." Usu- 
 ally, initially hooked or circled stems when uncombined, follow the 
 rule for simple single stems, and are halved only for " t," except to 
 form the past tense of verbs written with the special vocalization. 
 
 Monosyllables and short words beginning with a vowel, which ter- 
 minate with " r" or " 1," and are not included in the preceding lists, 
 should terminate with the stems Ror L. " Verse" is written " VRs," 
 to avoid conflict with " phrase" (Frs,) should the vowel be omitted ; 
 " force" is written " FRs," for the same reason. 
 
 Note.— Whenever a doubt exists as to whether the initial hooks and epeoial 
 vocalization are applicable to a particular word, it should be remembered that 
 the Special Vocalization is, more thaa any other principle of phonographic 
 writing an expedient for brevity rather than anecessity; and that "rt" or *"rd," 
 **lt" or ** Id" "wiil in most cases be correctly written by the attachment of *' Kt * or 
 "Lt" to the preceding t.tem, whenf vera definite outline results. And_ even further, 
 that the largernumber of the words given on lines 5 to 8 of plate 14, will be correctly 
 wririenif tnestemsErorEI are used instead of the hooks. Tettheuse of the 
 shorter forms, especially in the more common words, is advantasfeous, both to 
 brevity and legibility, and therefore it ia well for students to accustom themselves 
 to their use as soon as possible. 
 
 § 4. — Dissyllables and Lonsbh Words. — In writing words of two 
 or more syllables, which are represented by outlines consisting of more 
 than one stem, the Ar and El-hooks may be freely used, with either 
 their proper or special power, and in place of either Er or Ree, El or 
 Lee, whenever by their use a clearer or more compact outline can be 
 obtained than by using the stem signs. Where a hook will not shOw 
 plainly, the correspunding stem may be used, as in " never." 
 
 When the sounds " si " are final, as in " vessel," they should be de- 
 noted by sL, or by SI if the latter makes a better joining. The conso- 
 nant "r" occurring after "sk"in the middle of a word, as in "de- 
 scribe," is represented by turning the circle on the under side of the 
 " k," instead of turning it on the outside of the angle. Line 9. 
 
 § 5. — When ' r " or " 1 " is the second consonant in a prefix or first 
 syllable, it is usually expressed by its initial hook. The Ar-hook is 
 omitted from words beginning with "for," but retained in " far " and 
 "fore." The outlines of words 'ending in " nary," " nli," or " ngli," 
 may terminate with the stems N and NG-, having the initial hook for 
 " r " or " i " ; but in that case the final tick, as used in "uny," should 
 be attached to the stem, to denote the terminal vowel "i." Line 13. 
 
 § 6. The syllables "ter " and " der," when final, should be repre- 
 sented by " I'r" and "Dr," instead of doubling the curve, if the 
 word is ii verb and the curve such that it does not admit of '' D " 
 being joined for the pa^t tense; see, "water"; or where the word 
 might conflict with another of the same part of speech and in the 
 same position ending in "ther,"as " leather "—£tr, "Letter" — ^iTr; 
 " feather "— Ftr ; " fetter "— FTr. Line 13. 
 
63 
 
 There is, however, an advantage in the use of the lengthening prin- 
 ciple anl ''T<'r"-hookwhich should not he overlooked. Th'yindicate 
 invariably a final syllable ending with " r"; whilu Tr or Dr may be 
 succeeded by avoviel. Phonographic writers avail ihemselvcsi f ihis 
 fact to disingiiish by outlini words e^peoidly caicnlaied !•) conflict 
 in reading; as " center," written sNtr, and "sentry" — sNTr. 
 
 For the reason above mentioned, and sdso to indicate, as far as pos- 
 sible, Ihfi presence of a fiillowin^ vowel without writing its sign, it is 
 advisable as ageneriil rale t^u-^e the Enhook for" n," in tlie middle 
 as wrllas ntthe enil of words, when tliat pound is no* fallowed by a 
 vowel; and to employ the stem form wlienever a vowel does succeed 
 the "n" sound. Whenever, in the middle of outlines, the above di- 
 rection cannot be applied, the In-hook may be substituted for the stem 
 N or ihe En-hook in order to secure a good form. 
 
 In writing lowj words, the imperfect formation or even the entire 
 omis-ion of a hook is occasionally allowed, and the licensse 
 forms one method for the contraction of long outlines and the 
 symnie'rising ( f in lefinite ones. But this same effi-'ot is oftener pro- 
 duced by the use of liooks and circles instead of stems in the middle 
 of words, wherever they are particularly plain and appropriate, since 
 they break what would otherwise he a continuous stem-outline, and, 
 by giving deflniteness to the forms, add greatly to the legibility 
 of the writing. Therefore the general rule for writing final " ns" 
 with the En-hook and circle, and"nt"by the En-hook on a half- 
 length stem, is often disregarded where it is convenient to finish the 
 foregoing part of the word with a cirele or hook ; and "ant" or 
 "enf" as well as. "net," is written "Nt;" and"ance" and "ence," 
 like "ness," are written with "Ns." The syllable " less" is sometimes 
 necessarily struck downward. Line 14. 
 
 § 7. For the purpose of further securing distinct and easy outlines, 
 it is allowable in some cases to use " Ree" to represent the sound of 
 " r," when not followed by a vowel. For instance, when " siJ," as a 
 representative of the syllable " ser," makes a better joining with the 
 succeeding stem than "sR," as in "serve," " surgeon," and their 
 derivatives. Alsi, when some distinction is needed between outlines, 
 as in "birth " — BiJTH, whieh is thus distinguished from " breath" — 
 BrTH. "Pojxh" and "dearth" are varied from "pernh" and 
 " drouth" in the same way. " Ree" is alao preferred to '' Er" in the 
 middle of an outline, whenever the use of the latter or of the Arhook 
 would make an indefinite form, or extend the outline too far down- 
 ward, as m "mercy," "pursue," and their derivatives. 
 
 On the contrary, when a vowel (fo«s follow the sound of " r," it is 
 occasionally necessary to usfl "Er" instead of "Ree," as in "cere- 
 mon/." In long words, " Er" before M gives a neater outline, and 
 is allowahle, whether followed by a vowel or not. Line 15. 
 
 § 8.— "Words ending with the sounds of "rr," "rl," "11," and 
 " Ir," have their terminations represented as follows : 
 
 Ist, "rr,"witha single intermediate vowel, as in "bearer," by 
 "Rr;" with two intermediate vowels, as in "barrier " by "ijr." 
 
 3nd, " rl," with no intermediate vowel, ns m "furj," by the Ar- 
 hook attached to the stem sign of the previous consonant, followed 
 
64 
 
 Kby to Plate 14. 
 special vocalization. 
 
 1. Care, car, cart, card, court, occur, rear, roar, sure, share, short, 
 shirt, nor, iii'>re, muurn. 
 
 2. Third, thirst, thire, lore, learn, large, war, wart or ward, worst, 
 work, warm, wharf, worJ, worm, wortb- morn. World.* 
 
 3. 8eal, sell, sailed, soul, zeal, shell, ehalt, shield, loll, lull, reel, 
 rule, Tail roll, realm, relate* relative, relation (and derivatives). 
 
 4. "Wall, wail, well, wealth, wheel, whale, while*, (add the initial 
 vowel tick for "awhile,") wild, wool. Salt, consult, assault, assert, 
 assaulted, assorted, sort, sorted, concert, consent. 
 
 5. Appear, percb, bj,ik, dark, durst, dear, cheer, chirp, church, 
 George, germ, jerk, call, cool, gull, gulf. Also, "far, farm, farce, 
 term, first, park, Charles, charge." 
 
 6. Four, fort, forJ, fojitb, -false, fault, full, fill, film, filch, verge, 
 verb, verse,* valve, knell, nail, null, mil\ milk, (kneel). 
 
 7. Meal, mail, mile, year, yore, yule or you'll, Yale, yawl, curl, 
 girl, pearl, churl, hurl, furl, marl (snarl). 
 
 8. Swell, swelled, swelter, swill, swilled, small, school. Toward, 
 told, child, gold, glad, hard, heard, hoard, bred, lord. 
 
 9. Debar, barber, farmer, impart, divulge, degenerate, majority, 
 never, vessel, axle, muscle, hustle, prescribe, descriminate, destroy. 
 
 10. Charter, delicate, darker, border, correct, collect, cjllege, col- 
 legian, knowledge, gerkin, ghildren, sharpen, carbon, garden. 
 
 11. Furlong, fulfill, former, vulgir, thirty, thermOiUeter, perfect, 
 relief or relieve,* relieved, release, relevant, reluctant, railroad, pur- 
 chase. 
 
 12. Ordinary, preliminary, extraordinary, mercenary, voluntary, 
 dignitary, prefatory, voluptuary, seconiary, actuary, votary. 
 
 13. Water, watery, order, ordered, letter, elder, later, older, farther, 
 further, filter, shelter, shorter, bartered, betrayed. 
 
 14. Punch, punish, lynch, lineage, finch, presence, persons, busi- 
 ness, present, dependence, defendant, descendant, definite, useless- 
 ness. 
 
 15. Serve, served, servant, sergeant, certain, survey, circuit, ser- 
 mon, birth, breath, recitudd, rectify, ceremonial. 
 
 16. Bearer, horror, care^ir, terror, terrier, merrier, peirl, hurl,peril, 
 moral, loyal, real, material. 
 
 17. Ethereal, aerial, parallel, valor, color, dollar, miller, gallery, 
 pillory, collier = Colyer, auxilliary. 
 
 * SpeciAl I'urm. 
 
65 
 
 PLATE 14. 
 Special Vocalization. 
 
 
 
 e- 
 
 ,1 I S^ <2_v 
 
 /> 
 
 ..'^..<*^..drs.T\ .<r.«> 
 
 
 ^/, 
 
 
 
 : ?S" 
 
 •/r 
 
 '^ 
 
 -a^. 
 
,66 
 
 by the stem L (see line 7, last purl) ; with an intermediate vowel as in 
 "barrel," by "iJl": with two intermediate vowels as in "buriaZ," 
 by "iJL" 
 
 3rd, "U" by "LI." 
 
 4th, "lr,"with one or more intermediate vowels, by "ir;" or 
 "LU," if the former wi!! not unite clearly. When there are two in- 
 termediate; vowels, the stem Yay may in some cases represent them, 
 andprrcede the stems El' or Rec. Lines 16 and 17. The terminations 
 " shr " and " shl " may be struck up or down, as is most convenient. 
 
 Note. — '^'ariety of form, in tlie outlines of words ■wliich consist of the same con- 
 sonant elements, and are ttierefore Jiable to C'>nflict in tlie readinir"f ptionographic 
 notes, is the sniest method of ee^ uringf Ihe needed distinclinn. Forin rapid 
 ■writing it is diflBrult at all times to preserve tiie proper shading of the stfms, or 
 the exHCt positions of comp'nnd outlines, and the vowel sitrn which woni i give 
 deflniteness is omiited throiiwh haste. But thin variation of form should, as far as 
 possible, be marie conformable to Fome other Phonogiaphic rule or princ pie. by 
 which it can be classified, and be readily deciphered by another person than the 
 writer. 
 
 Key to Readikg Lesson V. 
 
 SAGACITY OF DOGS, 
 
 An instance of remarkable sagacity in a Newfoundland dog is ^hus 
 related: "A vessel was driven by a storm on the eastern coast of 
 England. The surf was rolling furiously. Eight men were calling 
 fur help, but not a boat could be got (iff to their assistance. At length 
 a gentleman came on the beach with a Newfoundland dog. He di- 
 rected the attention of the noble animal to the vessel, and put a short 
 stick in his mouth. The intelligent and courageous dog at once 
 understood his meaning, and sprang into the sea, lighting his way 
 through the foaming waves. He could not, however, get close enough 
 to the vessel to deliver that with which he was ch irged. But the 
 crew joyfully made fast a ropj to another piece of wood, and threw 
 it towards him. The sagacious dog saw the whole business in an 
 instant; he dropped his own piece aad immediately seized that which 
 had been cast to him, and then with a degree of strengtii and deter- 
 mination almost incredible, he dragged it through the surge and de- 
 livered it to his master. By this means a line of communicattoa was 
 formed, and every m>in on board saved. 
 
 Another dug of this breed showed his cleverness by carrying mes- 
 sages. He would take orders to the workmen who resided at a short 
 distance from the house, and would scratch impatiently at their 
 door until he obtained admittance. 
 
 BENTBNOES FOR WRITING. 
 
 The Supreme Court heari the case. The Judge made a ruling. 
 We learned a lesson from the learned man. I don't care for a hoard 
 of gold and silver. Neither George nor Charles appears to under- 
 stand the probli m. "The word of the Lord is sure." What sort of 
 a world is this ? 
 
 " The world is round, and, like a bait, seems swinsinc: in the air ; 
 A sky extends arouui ii all, a.d stars are shiuing there.** 
 
67 
 
 READIMG LESSONS. 
 Sagacity of Dogs. 
 
 ...... ^..^rr:"^ ...^... ....,,,. 1^ L.., 
 
 -\ 1 / 
 -^ i^-t"^" ^^■^^■■"^ >-^'- 
 
 ■.. '-^ ^..,,r:^....^,-r.-^,.LJ..-^_,. 
 
 '..\_^. M > ^^ ..^' /. '^c:y^_^> . 
 
 ..',.L^...r:^..:...^s...-.c^.x 
 
 .O-' L...S...|:...^v^ -r^. '....-^".i .-- 
 
68 
 CHAPTER XIIL 
 
 "VEE-HOOK. — ^PREFIXES AND SUITIXES — CONTKACTIONS. 
 
 •Illustrated by Plate 15 
 
 Section 1. — The Vbb-hook. — This is a long pointed final hook, for 
 the sound of " f " or " v," which is attached to curved stems only. It 
 should be used sparingly, and never be added to "Lee" or a half- 
 length stem. B ith the Vee and Ef-book are uvA to denote the suf- 
 fixfs, "fuU" and " ever." Most of tlie common words in which the 
 Vee-hO'ikisuseJ with its simple or sound uowcr, or as a suffix, are 
 given ou line 1 , plate 15. 
 
 § 3.— Prefixes.— The initial dot sign for t'lc preSxes "com," 
 "60»" or "ctiir," lias been already described. "When thise syllables 
 occur in the middle of a word, they are indicate! by breaking the 
 outline, and writing that part which precedes the "con," etc, close to, 
 or overlapping the remainder. Words beginning wi.h " iiicon" etc., 
 may begin with the In-hook and stem K joined to the rest of the out- 
 line, but omitting the M, En-hook or G, unless the Ea-took is desir- 
 able to break the outline, as in " unconscious." Lines 2 and 3. (- 
 
 The prefixes in or un, with, wliere, and for, are denoted by their 
 werd-sii;ns attached to the rest of the outline, position being gov- 
 erned by the accent of the whole word;/or« is expressed by Fr or 
 FR, and Jure by R' e with the initial tick. 8elf\a dmoted by a small 
 detached circle, written on the line near tlie stem ; M, detached, 
 represents TOa^rea, etc. The prefix "ir," denoting a ncguive, is ex- 
 pressed by adding the Ar-hook to the stem B, instead of the initial 
 tick. Lines 4: and 5. 
 
 "All," as a prefix, may be denoted bj its vowel sign, a little in- 
 clined, attached to the rt-mainder of the outline ; eiier, by V witb the 
 initial tick. See list, " ContrHClions for Oummon Words," on a sub- 
 sequent page. Express Tmnd by Hnd or ANd. 
 
 A. disjoined prefix should rest on the line, if its stem is an Upright 
 or Slope, and above the line if it is a Hurizontal. In this class of 
 words, as with those having long outlines, strict position according to 
 accent need not be observed, unless tlie stems are all horizontals. 
 
 §3. — Suffixes. The following suifixes may be express d by the 
 accompanying charactersjoined to the preceding outline, when they 
 can lOt be conveniently written in full. Ble or bly by B ; fuU or fuUy, 
 F,or the Vee-hook ; (see line 1, plate 15;) ever, V, or the Ef or Vee- 
 hook ; sh'l or sli'ly, SH, up or down ; in, In-hook ; on. En-hook ; of, 
 Ive-hook ; ward, Wd ; yard, Rd. Fore should be written Fr or FR. 
 Lines 6 and 7. Write hand, Hnd or Nd. 
 
 When gdf&Txd. selves are not written in full, the former is denoted by 
 a detached circle, but sehes may be joined to the foregoing stem. 
 Ology is represented by J, and ship by SH; mental or mentality by Mnt; 
 Ueness by Bj ; fulness by Fs, and leitsiiess by Xs — all being detached. 
 Bearted is written J?Td, joined, and Hood or head may Lie expressed 
 byHd, orD if moreconveniert. See "childhood" and "brother- 
 hood," in " Contractions." Lines 8 and 9. 
 
 .% and Lif may be expressed after curved stems, by the small and 
 
69 
 
 large initial ho:ks and final vowel lick, whenever clearness of form 
 is increased Ihereby. A medial vowel tick, which may include the 
 aspirate, can be used after the In-hook or between stems, when by so 
 doing legibility is increased. Often a close or open dipthbng 
 sign may be used in the same way, the angle turning in any conven- 
 ient direction. This is for the purpose of giving increased legibility 
 to unvocalized outlines; separate vocalization being always regarded 
 as an irksome part of phonographic writing. The ending of a word 
 with two vowel sounds may often be represented by a similar acute 
 angle joined to the end of a final stem. It will not conflict with the 
 compound vowel sign for "I," which seldom occurs finally except 
 in monosyllables. Line 10. 
 
 § 4 — CoNTKACTioNS. — Outlines of more than one consonant char- 
 acitr, which do not fully represant all the consonant sounds in the 
 word, are called " contractions." Most of these contracted outlines 
 are used in place of the fuller forms, according to the nature of the 
 writing and the judgment of the wr.ter; and the coatraction is 
 usually made in accordance with certain principles. 
 
 ,1st. The signs for slightly sounding consonants may be emitted; 
 as "p" inprompt; one "s" inmisspdl; " t" in postpone ; "g" in 
 angry; "k ' in anxious, etc. " SH's " maj^ be struck down or up at 
 pleasure. The small circle may be substituted for the small loop i j 
 the middle of a word, leaving the sound of " t" unrepresented, when 
 ever an easier form will result. Line 11. 
 
 and. Longoutlines may be sometimes shor;eneJ by the omissio i 
 of the stem K, even when its sound is prominent; a second M mav 
 also be omitted. Before K, in the same syllable, the sound of '' ng " 
 is often allowed to be represented by the En-hook ; but sometimes 
 the stem NG is better. When several P, B, T or D stems JoUow in 
 succession, one may of ten be omitted with safety ; -write "probable" 
 PrBI; often, however, a half length T or D must be written, dis- 
 joined. Line 12. 
 
 3d, The outlines of many words of three or more syllables ending 
 with " rty" or " Ity" may lie shortened by halving th s final stem li or 
 L, or even some other final stem which has a hook for the " r" or 
 "1." But sometimes the full outline is needed for clearness. 
 
 The compound vowel sign for " u" or " eu" is never used initially 
 in an outline, the stem Y being always empli)yed to begin such words 
 as "use-," "Europe," etc. ; but when this sound is medial, it may be 
 represented by either the stem " Y," the Yay-honk or the diplhong 
 sign. Of ten, however, the sound is left unrepresented in the outline, 
 especially when the accompanying stem is preceded by the In-hook, 
 as in " indubitably." Lines 13 and 13. 
 
 4th. The hook-signs are sometimes imperfectly formed, and their 
 sounds are occasionally unrepresented in the middle of a word, when 
 the hooks cannot be made without extra trouble, nd the stem-forms 
 would give too long an outline. See the word " principal," and soma 
 words bi'ginnirg with " trans." Line 14, first part. 
 
 When pracjcabl", the In-hook should substitute an omitted En- 
 hook ; as in " ornament," where the In hook prevents the disjoining 
 of lhc"mont;" but in "appointment" the "meut" must be sepa- 
 rated, or the hook omitted, making a contraction. The Ar-hook is 
 
70 
 
 Key to Plate 15. 
 tbb-hook — prefixes akd sdffkes — contkactions. 
 
 I. "Weave, wove, wave, waved, waft, swift; five, fief, favorite, 
 thrift; faitMul, faithfulness, mirthfulneds, healthfulness ; wherever, 
 whensoever, whenccsoever, howsoever, wlaosoever, whosesoever. 
 
 3. Compose, decompose, discompose, disconcert, disconient ; ac- 
 commodate, accommodation, accompany ; recommend, reconcilia- 
 tion, irreconcilable, unreconciled, recognize, recognition. 
 
 3. Misconstrue , misconduct, noncommittal, circumvent, circumlo- 
 cution, circumference ; Inconstant, inconsistant, inconsiderable, in- 
 consolable, inconceivable, incognito. 
 
 4. Invest, enchant, enchain, unchain; withdraw, withstand, with- 
 stood, withheld; whereupon, whirewith; forward, forgot, forget, 
 forgiven, forbidden ; foreknow, forekuowltdgc. 
 
 5. Foreordain, forego, foreshadow; hereafter, hereby, herewith, 
 heretofore; selfish, self-love, self-conceit; magnetism, magnitude, 
 magnesia; irresolute. 
 
 6. Demandable, sensible, forcible, commendable: painful, mournful, 
 mindful, handful, wonderful ; however, whenever, whatever, which- 
 ever, whoever ; penitential, influential, credentials, non essentials. 
 
 7. Herein, wherein, therein, within ; whereon, upon, hereon ; 
 whereof, thereof; seaward, landward, heavenward, downward ; grave- 
 yard, vineyaid ; wherefore, therefore. 
 
 8. Myself, himself, herself, yourself; yourselves, ourselves, them- 
 selves; theology, tautology, pathology; friendship, lordship, states- 
 manship ; ornament, ornamental. 
 
 9. Sacrament, sacramental ; nobleness, ngreeableness ; carefulness, 
 fruitfulness; carelessness, heedlessness; hard-hearted, light-hearted. 
 
 10. Impartially, millinery, eternally, wofully; inhabit, prohibit, in- 
 alienable, inadmissible ; dowry, delineate, medium, malaria, Amelia. 
 
 II. Prompt, bumped, misspell, misstate, postpone, postpaid, angry, 
 hungry, England, English, anxious, anxiety, post-office, mostly, last- 
 ly, justly. 
 
 12. Dissatisfaction, dissatisfactory, impracticable, remembei ; bank, 
 thank, chunk ; appropriateness, promptitude ; sensibility, hostility, 
 fidelity, individuality, majority, liberty. 
 
 13. Immortality, sincerity, notoriety, rarity ; European, usefulness, 
 purity, fusibility, annuity, minutioB, minute, indue, education, indu- 
 'litable. 
 
 14. Explain, explode, expletive; wondrous, wintry; principles, 
 transmit, transcend, transfer, Pennsylvania, thencetorward, thence- 
 forth, husbandmen, husbandman, assignment, astonishment, ninety. 
 
 15. Dancer ; universal, uniformly ; spendthrift, landlord, adminis- 
 tritor, demoDStrater; grandchildren consequence, disquisition, dis- 
 qualified ; illustrations, ministrations, administration. 
 
 16. Indispensable, respon ibility prosper prosperous ; soulless, 
 wholly, unnerve, innate, unnecessary, unnecessarily, natural, unnatu- 
 ral, animation, inanimate, inanition. 
 
 17. Preliminary, substaniial-y-tion, perpendicularity, transcendent- 
 al, transubstantiation, Swedenhorgianism, jurisprudence, republic- 
 an-ism, unimaginable, plenipotentiary, insubordinate, I'.emocratio, 
 distinguish-ed, impracticable, 
 
71 
 
 PLATE 15. 
 Vee-tiook. Prefixes and Suffixes. Conlractlons. 
 
 
 2. \ l\, i\, h I^J-T . J ..\^, ^ /^ ^A ^^ ^-~s>^ .-- 
 
 7-\ 
 
 7. v^...^,.\ !_,..% "■^„<^.^..V^^...U- |^-\. 
 
 16. 
 
72 
 
 Omitted from "universe" and i(s derivatives; the Elhools from 
 
 grand;bil()ren," etc. The Way-honk, like the Ar-hnolt, niav be 
 iodicaled between a stem with- a final circle and a following K, by 
 turning the circle on till! under side of the K. Lines 14 and 15. 
 
 A leith ■- Str-loop, the In-hook may represent either "n" or " sh"n." 
 Line 15, latter part. 
 
 Tbe circle on I he En-side of a straight stem which is inmrdiately 
 follow ed by another stem in the same direction ri presents '• ns ;" if 
 the sound <-f '•r"is required t > follow that of the second sum, the 
 Ar-hiiok (should be tleurly furmed on the secnn 1 stt-m, in which cate 
 there w ill be no sound of " n" ixpressed. Line 16, first part. 
 
 ^5. — Where two sucfecding consonmts are both sounded, ns in 
 "soul-less — wholly," both should be repiesenteJ. The r presenta- 
 tion of " n" is F' pealed whrre the syllable "un" or "en" is a prefix. 
 Beuin "iunoc nce" wiih the stem Nand tick, but ''insense," wiihthe 
 lu-hook. See chapter 9 ;,tec. 8 and 9. Line 10. 
 
 § C. — Geneeal Rule for Contractions. — Long Outlines are best 
 and most commonly contracted by leaving tbe latter part of the 
 word unwritten ; especially if there is some peculiar d.fflculty in the 
 latter part of the outline. Wrters can apply this and tbe other 
 licenses lor contraction according to their o«n judgment, which is of 
 co'irse improved by daily practice. Line 17. 
 
 The list of " Contractions for Common Words" mcludes some forms 
 from which an initial or medial sign is omitted. In most cases the 
 full forms of the words given in the list can be made by merely fin- 
 ishing the<u'line begun by the contraction; and such words may 
 be wriiten fully in business papers, or those designed for preser- 
 vation. But where the contraction is made at the beginning or 
 in tbe middle of the outline, it is usually best to write the shorter 
 forms for all purposes. 
 
 The plural number and the derived adjective of a noun may both 
 'e usually represented by the addition of the circle. See "advan- 
 5 ges, advantageous." 
 
 Atter •■ K," cither form of the Shun-hook may be used, to secure' 
 an easy and distinct joining with afollowing R, S, or L; thus, "con- 
 fectioner, auctioneer, dictionary," etc., maybe written with the first 
 Shun-hook, and "occasional, educational," etc., with the second. 
 
 Key to Reading Lesson VI. 
 OFFICIAi DIGNITY. 
 
 During the American Eevolntion, it is said, tlie commander of a littl-! eqnad was 
 givingorders to those under htm, re ative Ut a stick of timber which .hey were 
 endeavoriog to raiseuD to the top of some military works they were repairing. 
 The timber went np hard, and, on this account, the voice of the little great man 
 was often beard regiilar-y vociferating, " Heave ho I there she goes I Heave ho I" 
 An officer, not in military costume, was passing, and asked the commander why he 
 did not talfe hold and give a Utile hi-Ip. The latter, astonished, turned round and 
 said, "Sir, I am a corporal I" '■ You are. are you f " replitd theoflcer; "Iwas 
 not aware of that;" and taking off his hat and bowing, "I ask your pardon, Mr. 
 Corpora!." On th^s he dismounted, and lifted till the sweat stood in drops on his 
 forehead. Wten finished, he turned to the commander and said, " Mr. Corporal, 
 wbtn yon have another such job, and have not men enough, send for your com- 
 mander-in-chief, and I will come and help you a second time I " The corporal wa« 
 ^nnderstruck. It was Washington, 
 
73 
 
 READING LESSON 6. 
 Official Dignity. 
 
 \>^.^ 
 
 A 
 
 7 
 
 ■ ^> ■■ u>^W 
 
 r- ■■ ^^ /^^ ■■" -^ ' ' ' — 
 
 z^-^.' 
 
 ^..o,. 
 
 ..^- 
 
 y ■•-)• 
 
 c 
 
 ^. 
 
 <5^ 
 
 ^^"^■i.7-^-V-4^", ^ 
 
74 
 
 CONTRACTIONS AND SPECIAL OUTLINES FOR 
 COMMON WORDS.— No. 1. 
 
 
 r.ir..'^. 
 
 / ■ "^ N 
 
 IJJ.. 
 
 according-ly-to, 
 
 advantage, 
 
 advantages-ons, 
 
 advertise, almost, 
 already. 
 
 always, altogether, 
 also. 
 
 before, between, 
 betimes, beyond. 
 
 betwixt, believe, 
 beliei'ed. 
 
 Co. or came, 
 calculate. 
 
 common, 
 
 commandment. 
 
 counsel, cancel, 
 consequence. 
 
 consequent, chris- 
 tian, Christianity. 
 
 children, childhood, 
 brotherhood. 
 
 character, 
 charac^ers-ize. 
 
 characteristic, 
 caricature. 
 
 circumstance, 
 
 circumstances. 
 
 Circumstantial. 
 
 diff ereu f-enco. 
 diffen-nccs, t'l^xult. 
 
 domestic, 
 
 disadvantage, 
 
 disadvantages-ous. 
 
 down-stairp, 
 distinguish, during. 
 
 ( dwelling-place, 
 ( delinquent, dwarf. 
 
 ^ j enlarge, equal, 
 ■ I equanty. 
 
 f establish, establish- 
 } ment, entire. 
 
 especial, exchange, 
 elementary. 
 
 ,..\t>^ .. .V_ j extemporary, 
 \ ever. 
 
 V^r~\ ^' j evermore, 
 
 j everlasting. 
 
 >^ ( extinguish, 
 \_^ i forever. 
 
 r^ 
 
 L^ 
 
 
 j frequently, 
 I form. 
 
 j formally, 
 ( firmly. 
 
 V, J^ ( generally, judicial-ly, 
 
 I r^/ ty " ' Judicious-ly. 
 
 .^ ^_ ( government, 
 
 "■"-^^ ( governmental. 
 
 ^ 1^^ M j indifferent-ence, 
 
 [j-- V ■ \5 1 individual, influence. 
 
 '^ li 
 
 j inquiry, 
 j inhabitants. 
 
 cc 
 
 ■^^ 
 
 J intellect, intellectntil 
 ( intellectuality. 
 
 r 
 
 J irregnlar, 
 ( irregulanty. 
 
 ^ ( langnoge. 
 
 longer, linger. 
 
 j manuscript, 
 t meanwhile. 
 
 — <\ .. . J member. 
 
 ) million. 
 
75 
 
 ( millions, 
 
 (T^ O 1 millionth. 
 
 ■^TTb — <^~^ i mistake, 
 "j mistaken. 
 
 ^-s^q J movement, 
 /-S>ij' "i multitude. 
 
 ^„-~^y^ v^^tx^ (mercenaries, 
 cr ^v^. . . >'^. . -j naturalization. 
 
 ,^^ .^__^. /'^ j never. 
 ^^A^'^^ ^^ j nevertheless. 
 
 ^-^ ^ t>^ j notwithstanding, 
 
 j number, numbered. 
 
 •^-^ '^ ^ i 01"o> Iowa, 
 ■■ N, ( opinion. 
 
 >-^ T j opportunity, 
 ■ -^ ( honestly, honesty. 
 
 \ >/| \ j part, ijarty, 
 \~-^ \ pecuniary. 
 
 \/) \/\ i Pursued, 
 ..v.. / ....^.. I., -^pursuit. 
 
 \^/l j pursuance, 
 \ i particular. 
 
 V^ Vjx \ particulars-ize, 
 ^^ -. -< phonography, 
 ' { phonographer. 
 
 j phonic, 
 ■^-^' ' ( phonographic. 
 
 N — N — O j practice, 
 (practices. 
 
 \ — .=» i . j practiced, 
 
 "ipractical. 
 
 J practicable, 
 ( practicability- 
 
 \. . .% . -^ ... j principle-al, prin- 
 •"■\j" \\^ ( ciples, principally. 
 
 \\ \ j public-ish, publica- 
 ■■\ V" ( tion, publisher. 
 
 ~. XS^ 
 
 ..^h. 
 
 J "^ 
 
 
 ^ ( 
 
 (0( 
 
 question, 
 acquaintance. 
 
 quantity, 
 quarter. 
 
 quite, quiet, 
 right, not. 
 
 recollect, recollec- 
 tion, reference. 
 
 remember-ed, 
 remembrance. 
 
 remark, 
 remarkable. 
 
 regular, 
 report. 
 
 reporter, 
 reporting. 
 
 represent-ed, 
 represents-ives. 
 
 representative, 
 representation. 
 
 republic-an, 
 remonstrate. 
 
 Reverend, 
 resurrection. 
 
 satisfaction, several, 
 sometimes. 
 
 secret, spirit, shalt, 
 subordinate. 
 
 snbject-ed, subjec- 
 tion, subjective. 
 
 significant-nce, 
 them, themselves. 
 
 up-stairs, usual-ly, 
 unusual-ly. 
 
 very, wish, 
 wished. 
 
 world, think or youth 
 youthful, the other. 
 
76 
 
 JCFFERSON'^.TEN RULES. 
 
 
 ^••r-^- -V ^ 
 
 
 
 r I 
 
 -5 \_Q 
 
 ■1-0-C 
 
 ■•^■■]-l--Y-' 
 
 n ever 
 
 yourself 
 
 ■ " --^ 
 
 tefor e 
 
 ...v. 
 .A-.. 
 
 ^<.'^..-^...c^..<^../-or:-.,... S. >...'. 
 
 S -t ^ . . 6 I^~^ . . -/^ —-... J.. ..[...,_. X '^ 
 
 ' themstlvtt 
 
 
 
 4^ 
 
 ,.u..^'5..v.,^,r.. 
 
 
 
 ^~b' 
 
 Be Economical- 
 
 «> 
 
 
 r r 
 
 ^ 
 
77 
 
 ...1 
 
 REFUSING WIME WITH WASHINGTON. 
 
 ^ 
 
 <^-\3;-C-/tP.- 
 
 
 '■-^ 
 
 J 
 
 ^ c 
 
 y Vy 
 
 ,r:^.L^....:-...\ So...../...n...|..:^ .. .^,v 
 
 :i;- 
 
 V 
 
 .,...1^.^.x 
 
 :, o/\ 
 
 ..:....^..A..^...L^.>..C..^ 
 
 .:^...v^...n> 
 ...:^).^..,.v..^.-.,.^..>^...i.( 
 
 t- 
 
78 
 
 ft 
 
 '^ 
 
 ^..,.-^,..1-.^. 
 
 ..-<p. 
 
 :^.'-.f. 
 
 
 ..^,.rr.o-ir...|,^..^,...Ci.^ 
 
 -I 
 
 - eo 
 
 ,^^.; 
 
 jrc^. 
 
 ^...^..^...^?...(^A-...7:T....^..Lr 
 
 > r V 
 
 > ' 
 
 ■li 
 
 ....^...3r^,.../..r....-.,..//...^.,.^...c^^ 
 ....^...^.^^.^..N,..-,.,^..f:..N6.? 
 
 ...c....".^......>..z^ jl.j_ 
 
 .J'.^. 
 
 r 
 
 .%.°3....'....^^<...^., 
 
 s_^. X 
 
79 
 
 A,..^,,,., 
 
 c 
 
 ri 
 
 ..^. 
 
 ■^■o ^-^ ■l-S-^ 
 
 ■■-\' 
 
 
 c-^-^-i> 
 
 ^ .-^-^^ 
 
 \ 
 
 i 
 
 Z/'OM/ {o prosper in Sus?r,ess. 
 
 ^ - 9°..'..|._s...7..^..Vy^(^ 
 
80 
 
 SELF-CONTROL IN TEACHERS. 
 
 
 
 I Ii' ' V3 
 
 1 
 
 L 
 
 ■^' 
 
 
 ,V^. 
 
 u 
 
 
 1 ol: 
 
 -.A 
 
 G.V. LeVaux. 
 
81 
 
 J SOL DIETS GTiAVE. 
 '■'He died for me." 
 
 J. <r- y 
 
 ^(^ 
 
 ^ 
 
 ^ 
 
 /H 
 
 /,--. O 
 
 -, -.f.^,^r..j.r' 
 
 1-/==. 
 
 
 
 / r 
 
 
 ^L-\ .••^V•■"^.]^^1■.■"..-•^-^• 
 1 .^..^ :^^^)^/^^..^.k_ 
 
82 
 
 REFUSING WINE WITH WASHINGTON. 
 
 Toward the close of the RevoUitionary War, an officer in the army had occasion 
 to transact some business with Gen. Washington, and repaired to Philadelphia for 
 that purpose. Before leaving, he received an invitation to dine with the General, 
 whiclj he accepted, and upon entering the room he found himself in the company 
 of a large number of guests. As they were mostly strangers to him, and he was of 
 a naturally modest, unassuming disposition, he took a seat near the foot of the ta- 
 ble, and refrained from taking an active part in the conversation. Just before 
 dinner was concluded, Gen. Washington stood up and called him by name, and 
 requested him to drink a glass of wine with him. 
 
 "Will you have the goodness to excuse me, General?" replied the officer ; "I 
 have made it a rule never to drink wine." 
 
 All eyes were instantly turned upon the young officer, and a murmur of surprise 
 and indignation ran round the table. That a person should be so unsocial and so 
 mean as never to drink wine, was really too bad ; but that he should abstain from 
 it on an occasion like that, and even when offered to him by Washington himself, 
 was perfectly intolerable. 
 
 Washington saw at once the feeling of his guests, and promptly addressed them: 
 
 " Gentlemen," said he, " our friend is right; I do not wish any of my guests to 
 partake of anything against their inclinations; and I certainly do not wish them to 
 violate any established principle in social intercourse with me. I honor my friend 
 for his frankness, for his consistency in thus adhering to an established rule which 
 can never do liitn harm, and for the adoption of which I have no doabt he has good 
 ;uid sufficient reasons." 
 
 SELF-CONTROL IN TEACHERS. 
 
 On a certain occasion the great teacher Plato was about to strike one of his 
 slaves, but, while his hand was in the air, he suddenly checked himself, still retain- 
 ing it in its elevated and menacing position. The poor slave after some hesitation 
 ran away, but his master stood transfixed to the spot, as if he were a statue. An 
 intimate friend having observed this transaction, asked the philosopher what he 
 meant by such singular conduct. "I am now," said he, "chastising an angry 
 man." He had postponed his slave's punishment, and was punishing himself for 
 giving way to anger. Seneca relates that on another occasion this same slave com- 
 mitted some offence for which Plato thought it advisable to administer corporal 
 punishment, but being under the influence of anger, he addressed his friend Speu- 
 sippus, who happened to be near, saying, " Do thou chastise this fellow ; I am 
 angry, and might go farther than becomes me." 
 
 This is the spirit we would commend. The modem teacher, like his Grecian 
 predecessor, should never inflict punishment while under the influence of anger. 
 It is true he' cannot, like Plato, delegate his power to another, but he can stop his 
 uplifted hand and allow the offender time to repent, and his own anger time to evap- 
 orate. 
 
83 
 
 NO. 
 
 Would you learn the travest thing that man can ever do ? 
 Would you be an uncrowned king:, absolute and true ? 
 Would you seek to emulate all you hear in story. 
 Of the Moral, Just, and Great, rich in real glory ? 
 Would yon lose much bitter care in-your lot below ? 
 Bravely speak out, when and where 'tis right to^utter, No. 
 
 When temptation would you lead to-some pleasant wrong ; 
 When she calls you to give heed to her syren ^ong ; 
 When she offers bribe and smile, and-your confcieneo feels 
 There is nought but shining guile in-the gifts she dciils ; — 
 Then, oh, then, let courage rise to-its strongest How, 
 Show that you-are brave as wise, and fii'mly answer. No. 
 
 Few have learned to-speak this word when-it should-be spoken ; 
 
 Besolution is deferred, vows to-virtue broken ; 
 
 More of courage is required this one word to-say, 
 
 Than to stand where shots are fired in-the battle fray. 
 
 Use-it fitly, and you'll see many-a lot below. 
 
 May be schooled, and nobly ruled, by power to-utter, No. 
 
 HOW TO PROSPER IN BUSHSTESS. 
 
 1. iN-the first-place make up your-mind to accomplish whatever 
 you undertake. Decide upon some particular employment, and- 
 persevere in-it. All difficulties are overcome by diligence and 
 assiduity. 
 
 3. Be not afraid to-work with-your-own hands, and-diligently, 
 too. A cat in gloves catches no mice. 
 
 3. Attend to-your business yourself. Keep thy shop, and-thy- 
 shop will keep thee. 
 
 4. Be frugal. Save the pence, and-tlie pounds will take-care-of 
 themselves. 
 
 5. Be abstemious. Who dainties love shall beggars prove. 
 
 6. Rise early. Plow deep while sluggards sleep, and-you shall- 
 have corn to-sell and-to keep. 
 
 7. Treat every-one wilit respect and-civility. Good manners 
 ensure succrss. 
 
 8. Never anticipate weaUIi from any source than labor ; especiaU// 
 never place dependence upon becoming-tlif possessor of-an inheri- 
 tance. He who waits for dead-men's shots, may oft go for-a long- 
 time barefoot. 
 
 9. Above all things never despair. God is where he was. He 
 helps those who work, and trust in him. 
 
84 
 
 CHAPTER XrV. 
 
 VAEIATIONS OF OUTLIITE — PHKASING. 
 
 Illustrated by Lists and Plate 16. 
 
 Section 1. — Besides the large number of words which, having a 
 similar consonantal construction, are distinguished from each other 
 by the Initial Vowel Tick, there are others which require some 
 further variation of form for distinction. The variation can usually 
 be made by a special application of one of the regular phonographic 
 rules, as will be seen by a careful study of the list, " Words varied 
 in Outline." This list, if thoi-oughly practiced on, will greatly aid the 
 student in the selection of forms for other words. In cases where the 
 first prominent vowel of the root word, instead of the accented vowel 
 of the derivative, governs position, the corresponding vowel letter in 
 the printed word is italicised. Distinguish the prefix" inac,"etc., 
 from " in con," etc., by inverting; the In-hook for the former. 
 
 § 2. The ease and correctness of a student's reading, as well aa the 
 facility and accuracy of his or her wi-iting, will largely depend on a 
 perfect understanding and ready apprehension of the following order 
 of reading the Phonographic Signs : 
 
 1. In Hook. 7. Final Hook. 
 
 2. Circle or loop. 8. Halving or lengthening. 
 
 3. Vowel. 9. In-hook or 2d Shun-hook. 
 
 4. Stem. 10. Circle or loop. 
 
 5. Initial hook. 11. In-hook. 
 
 6. Vowel. 13. Circle. 
 
 No one outline will contain all these signs ; but, whether more or 
 less are used, they must follow in the order above .given. The out- 
 line for the word ''unscrew" will contain the 1st, 2d, 4th, 5th and 
 6th. That for "splints," the 2d, 4th, 5th, 6th, 7th, 8th and 10th. 
 Tliat for "prisons," the 4th, 5th, 6th, 10th, 11th and 12th. It is good 
 practice for students thus to resolve complex outlines into their ele- 
 mentary principles until this order is well understood. 
 
 The 2d Shun-hook, No. 9, may be used so as to include a preced- 
 ing; vowel, after a half-length finally-hooked stem, as in " f ound-ation, " 
 or a double-length stem, as in "alter-ation." 
 
 § 3. — Phrasing. This expedient to gain rapidity of execution is 
 admitted into Business Phonography only to a limited extent ; but 
 tlie following uses of it will not be found to interfere with legibility, 
 in the hands of a practiced writer or reader. 
 
 1st. Words that have a close grammatical dependence on each 
 other, and whose outlines combine easily and yet distinctly, may be 
 joined in phrase. The final ticks from "my" and "any" maybe 
 omitted in the middle of phrases. Lines 1 and 2. 
 
 Rule. — The first toord of a phrase must always be written in its 
 proper position. This rule must be strictly observed ; except, that 
 ticks and the signs for "I," "how" and "in" may have their 
 position governed by that of the stem or other sign to which they are 
 prefixed. " On " should not be phrased with any stem, nor "of," 
 
83 
 
 unless it can be fully distinguislied from " in " by the exact upright- 
 ness of its sign. Where the compound sign for "I" will not join 
 with the stem, as before "Lee," "Shee"and "M," a heavy perpendic- 
 ular tick may iDe written. A large initial hook expresses ' ' you, " and, 
 for this purpose, the hook may be written on the most convenient 
 side of the stem. Lines 3 and 4. 
 
 2d. The ' ' the "-tick can be attached finally to any stem or hook. 
 The "a" tick should only be added in cases where the distinction 
 between it and. the " the "-tick can be very plainly shown. As a rule, 
 it is better to write "a" disjoined from other words, and not to use 
 the ticks as signs for "a," "an" or "the," medially in phrases. 
 Line 5. 
 
 3d. "Not" may be added to most verbs. When "Nt"does not 
 make a good angle with the preceding stem, the In hook may be used 
 instead; as for "did-not" and "would-not." " Do not " should be 
 separated or written as don't — " Dnt " on the line. Line 6 ; first part. 
 
 4th. " Own" may be added to stems representing the pronouns, by 
 the In-hook, and " have" by the Ef or the Vee hook. Line 6 ; last part. 
 
 5th. "Their," " there," and occasionally " other," maybe added to 
 a word expressed by a full length stem, by adding the Ter-hook to 
 straight characters, and the lengthening principle to curves and to 
 straight lines having a final hook. But "other" should not be thus 
 denoted when the preceding word will also phrase with "there "or 
 "their," as is the case with "by," "for," "do," and many others. 
 The words " that, let, yet, would" and " should," as well as "on, of, 
 in" and "if," when in combination with "their" or "there," are al- 
 lowed to be represented by doubling the length of the stem denoting 
 their first consonant sound. Lines 7, 8 and 9. 
 
 " There" or " their" may be added to words whose outlines end 
 with the small circle, and in a few cases where the ending is "st," 
 bj' using the large loop instead of the circle or small loop. Line 10. 
 
 6th. The circles may be attached at the beginning or end of a stem 
 or other sign to denote "as," "is "or "his;" but the rafe for their 
 position when they are the first words must be carefully observed; 
 with the proviso, that any tick, circle, or horizontal-stem words or 
 word-signs belonging to the first position, may be written higher 
 above or lower towards the line so as to bring the word to which it is 
 attached also in position. "As," "is"or"his" maybe added to a 
 word ending with the small circle by using the large circle instead, 
 and to words that teiTninate with a loop, by adding the small circle 
 back of the stem. Lines 11 and 13. 
 
 The doubled small, and the large circle, and the small and large 
 loops — with and without interior circles — are used as independent 
 signs with a phrase power. See chapter C and plate 8, which should 
 now be studied and written up. When "has" is otherwise phrased, 
 it is most plainly expressed by Hs; Hs may also be used for ' ' his " 
 at the beginning of some phrases. Line 18. 
 
 In rapid writing, the aspirate-dot before the compound vowels, 
 circles and loops, which distinguishes "has" from "as," and "his" 
 from "is," etc., may be omitted. 
 
 7th. All Vowel-signs exce'^^ those that can be joined in the out- 
 line, are omitted, unless one is absolutely needed to avoid ambiguity, 
 and the initial vowel-sign may be omitted before the stems S and R 
 
84 
 
 PLATE 15, 
 Phrases. 
 
 ^-~\ 
 
 -^> 
 
 /7 
 
 
 V^-N 
 
 s. .S,. 
 
 
 .V...' 
 
 
 V 
 
 
 '^■^ 
 
 16^ — -T i 
 
 
 /i. .' 
 
 -:^ 
 
 /z. .^ ^..^.^^.^.^ 
 
 ■v- 
 
 /^. ^L..Lj,.^ji.'v^ .vj U y'"^ 
 
 -v^.-.-^'.-^.v^ 
 
 
 >..^:.L.v.....:\..^^..L-^.-^..n 
 
85 
 
 Key to Plate 16. 
 
 1. Shall have, should be made, may be, are yon, have you, will you, give me, giv* 
 him, kuovv my, know him, know that. 
 
 2. Can wc, I hope yon may bo, no more, by that time, take care, have you, makes 
 no profession. I saw no prospect, for my part, I think you may conclude. 
 
 3. I saw him, I see them, I knovr you were sorry, I thought that, in no case, in 
 your opinion, in which event, on no account, on his own account, on that occasion, 
 of which. 
 
 4. Of that, how many, in this State, in this city, if you, if he will oblige me, I will 
 repay you, I should not expect, can you say, are you ready, do you say, had you. 
 
 5. For the, shall the, to the, can the, before the, make the, receive the, give the, 
 own the, place the, 'enjoy the, better the, choose the. 
 
 G. Are not, will not, shall not, should not, conld not, were not, would not, did 
 not, don't ; our own, her own, their own ; you have, wc have, which have, who 
 have. 
 
 7. By then-, do their, which their, take their, make their, can there b6, give their 
 countenance, open their eyes, upon their honor, but their, did their, put their. 
 
 8. May their, shall their, wish their, love their; each other, some other, any other, 
 of their own, on their account, if their principles. 
 
 9. In their opinion, would there not, should there not be, let their future course 
 decide, that their insolence may be punished, yet there are many other people. 
 
 10. Confess their lose their, miss their, knows there is, pass their, post their 
 rest theii-, assist their, cause {iiot cost) their, caused their, invest their, resist their, 
 fix their own, choose their own, must there not, lest their. 
 
 11. As though, as for, as you, as that, as are, is he, is your, is not, is for, is this, 
 is my ; he is, it is, for his own, by his own, to his objection, at his own. 
 
 12. And as, and is, and as the, and is the, and as a, and is a; face his enemies, 
 this is good; past his life, the coast is clear; just as well. 
 
 13. Has he gone, he has; his regiment has come; as far as, as long as, as good ae, 
 great as, us fast as, so much as. 
 
 lA. Band, bond; pint, pound; we will allow, your humble servant, 6ur inheritance, 
 all that may be said, beyond all hope, five or six, one or two--W Nr T. 
 
 15. You may confer together, we arc content; a combination, a confession, the 
 contention, the confusion, and complains, and contends; hoping and, putting a, 
 putting the, biting the, perfecting the. 
 
 36. We are bound to do the work. The lion is to l.c fed. Henry seems to hav<i s 
 cold. To which place will you go ? 
 
 IT. For it, with it, by it, to it, saw it, aiiow it, take it, break it. know it, can it be; 
 lose it, use it, confess it, cauisc it, raise it, grasp it, t.y it. 
 
86 
 
 when they are followed hy another stem. To make a better junction 
 the aspirate ticli may sometimes he allowed to denote only the initial 
 vowel, and the vowel tick to represent the aspirate sound also; but 
 often the stem H is preferable to denote the aspirate. 
 
 When more convenient, the initial vowel tick may be omitted from 
 long words. "All" maybe expressed by its word-sign — the dash- 
 vowel — which should be made quite heavy and slanting down towards 
 the right. " Or " in phrase may be written with R or M, and, in writ- 
 ing numbers, with the Ar-hook. Line 14. 
 
 8th. The dot prefix for ' ' com, " " con " and ' ' cog, " may be omitted 
 from an outline, and the remainder of the word written quite close to 
 the outline preceding, as though it were a prefix. When "a," 
 ' ' and "or " the, " is the preceding word, the tick signs shoul d be used 
 to express them — these signs taking position with the following word. 
 When these tick signs are written finally near the end of a stem, the 
 syllable "ing" is understood to intervene. Line 15. 
 
 9th. The word "to," before the verbs "do," "be" and "have," 
 and also before "which," may be denoted by writing the stems B, D, 
 V, or CH, entirely below the line. Line 16. 
 
 10th. "It," when phrased, is often expressed by the halving prin- 
 ciple, or by looping the circle. Line 17. 
 
 From the foregoing directions It will be seen that the adjunctive 
 signs, like the stems, have a secondary or word power that is applied 
 in the formation of phrase outlines, and which is especially intended 
 and adapted for the reporting styles of Phonography. Learners are, 
 however, advised to guard against the excessive use of either con- 
 tracted outlines or phrasing, and to bear in mind, that in Business 
 Writing especially, the directions for exceptional forms, contractions 
 and phrasing, are not intended to be applied to all words that admit 
 of them, but only where they are especially needed for obtaining a 
 greater degree of ease .and legibility. Perfept legibility is an absolute 
 requirement of Business Phonography. A "part of this is necessarily 
 sacrificed in the reporting styles in order to attain the desired speed; 
 but the professional short-hand reporter — from constant practice, 
 assisted by context and memory — can read his notes correctly, when, 
 without special training, they would be read but imperfectly by an- 
 other person, even though he was a reporter writing the same system. 
 
 The Phonographic Principles and directions given in the 13 pre- 
 ceding chapters and illustrated by their accompanying plates, fur- 
 nish all the means required for a perfectly legible Business Phonoq- 
 BAPHT that can he written at least three times as fast as ordinary 
 long-hand. The full application of the rules for contractions and 
 phrasing, contained in chapters 13 and 14, produces a Reporting 
 Style, by the use of wiiich from 100 to 150 words per minute can be 
 written. A still greater degree of brevity, adequate to the most rapid 
 verbatim reporting, can be obtained by practice, and various expe- 
 dients which will be given hereafter; but before attempting this very 
 brief method, students should make themselves thoroughly acquaint- 
 ed with the principles and practice of the Easy Reporting style. 
 During the first six months of study, every pa^e written should be 
 carefully read over and con-ected. By this practice, and this alone, 
 Will the ability to read Phonography correctly and rapidly, keep pace 
 with the power of writing it la the same manner. 
 
87 
 
 1 
 
 \....^....^..r. ^ 
 
 ^.\?..|'^..^ 
 
 ^. » 
 
 
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 X^o.^. 
 
 How theLeaf Df^d 
 
 ..,^..^:T^'f..^.. 
 
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88 
 
 -"-c^- 
 
 -^ 
 
 •■v■^ 
 
 '\^v 
 
 .S -NX . 
 
 WORDS VARIED IN OUTLINE, 
 
 THOUGH HAVING THE SAME CONSONANT ELEMENTS. 
 
 ( pertain, 
 
 ( appertain. 
 
 j patient, 
 
 l passionate. 
 
 ( pattern, 
 
 ( patron. 
 
 ( property, 
 
 ( propriety. 
 
 ( propose, 
 
 ( purpose. 
 
 j oppressor or ap- 
 
 ( praiser, pursuer. 
 
 ( prosecute, 
 
 \ persecute. 
 
 j prescribe, 
 
 ( proscribe. 
 
 ( protection, 
 
 ( predication. 
 
 ( production, 
 
 ( prediction. 
 
 ( preparation, 
 ( proportion. 
 ( proportioned, 
 ( proportionate. 
 
 ( probation, 
 I prohibition. 
 ( Prussia, 
 ( Persia. 
 ( Prussian, 
 ( Persian. 
 
 ( Parisian, 
 ( appariiion. 
 ( prefer, 
 ( proffer. 
 ( promise, 
 I premise. 
 ( prominent, 
 ( pre-eminent. 
 ( breath, 
 1 birth. 
 
 
 '\o>V^ 
 
 ( absolute, 
 ( obsolete. 
 > j beautify, 
 
 <^':-- ■• -j beatify. 
 -^ p ( abundant, 
 
 ■J ■ (abandoned. 
 
 '\ \ 5 train, 
 
 ■' i (turn. 
 
 r^.L/.. k.. j tartar, traitor, 
 . > 'I trader. 
 
 V.^N... (daughter, 
 I doubter. 
 
 .r^.. i auditor, 
 ( auditory. 
 
 1^^ 1^ j atonement, 
 (attainment. 
 
 t^\<r> i duration, 
 
 ^^ 1/^ (adoration. 
 
 L\J.... i Idolatry, 
 ( idolator. 
 
 KI."K1 ] adultery, 
 v, \ I adulterer. 
 
 ( idleness, 
 
 ( dullness. 
 \_, '-Vj ( indefinite, 
 '.■■■ ') undefined, 
 f,-.,^ I— ^.r? j domination, 
 
 ( damnation. 
 
 V-Ttr^ (dimension, 
 ^ ( condemnation. 
 
 J_^ (L (dissection, dessica- 
 ( tion or discussion". 
 
 'V^ 
 
 I I ( deceased. 
 
 ( admiaistration, 
 ( demonstration. 
 
 ( decease, 
 ( disoase. 
 
 ( diseased. 
 
 y.^ ( (contraction for) 
 
 ( gentlemen, agent. 
 
89 
 
 t 
 
 </. 
 
 
 .^...."1.. 
 .,-...n.... 
 
 ^^-^ 
 
 'V^ 
 
 u...l^... 
 
 ( (contr. for) gen- 
 ( tleman, giant. 
 
 gentlemanly, gen- 
 tle, genteel 
 cost, 
 caused, 
 exercise, 
 ex 01'cise. 
 corporal, 
 corporeal, 
 collision, coali- 
 tion, collusion. 
 
 cudgel, 
 cajole, 
 extension, 
 extenuation, 
 cassation, acces- 
 sion, accusation, 
 extraction, 
 extrication. 
 
 garden, 
 guardian. 
 God, 
 guide. 
 
 forward, 
 
 froward. 
 
 affirm, 
 
 fjrm. 
 
 fierce, 
 
 furious. 
 
 physical, 
 
 fiscal. 
 
 funeral, 
 
 funereal. 
 
 formerly, 
 
 formally. 
 
 favorite, 
 
 favored. 
 
 valuable, voluble, 
 available, 
 violation, 
 valuation. 
 
 violent, 
 valient. 
 
 .if. . 
 
 X..cJ.... 
 
 r ^ 
 
 ■O) 
 
 ^^■- 
 
 
 ^^ 
 
 'Vj 
 
 ~Mo 
 
 station, 
 
 situation. 
 
 support, 
 
 separate. 
 
 sport, 
 
 spread. 
 
 stage, 
 
 stowage. 
 
 steady or 
 
 stai.l. 
 
 shelly, 
 
 shoaly. 
 
 ruined, 
 
 renewed. 
 
 repression, 
 
 reparation. 
 
 refraction, 
 
 reflection. 
 
 resume, 
 
 reassume. 
 
 woman, 
 
 women. 
 
 laud, 
 
 island. 
 
 emigration, 
 
 immigration. 
 
 mission, 
 
 machine. 
 
 missionary, 
 
 machinery. 
 
 minuet, 
 
 minute. 
 
 misses. 
 
 Mrs. 
 
 eminent, 
 
 imminent. 
 
 amiable, 
 
 humble. 
 
 mpassioned, 
 mpatient. 
 
 impassionate 
 
 invasion, 
 innovation. 
 
 study, 
 
90 
 
91 
 
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 V- ■•■— -^-^ 
 
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93 
 
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97 
 
 CHAPTER XV. 
 
 EXPEDIEKTS OP THE BRIEF EEPOETING STYLE. 
 
 Illustrated by Plates 17, 18 and 19. 
 
 Section 1. In addition to the methods of abbreviating Business 
 Phonography into a Reporting style more or less brief, which have 
 been heretofore presented, the following expedients are allowable, 
 and are used by various phonographic reporters. They are mostly 
 based on, or are extensions of, the principles for contraction 
 and phrasing already given. They should be adopted gi-aduallyby 
 the student after considerable familiarity is obtained with the fuller 
 modes of writing. Contracted forms should never be used to such an 
 extent as to make it difficult for the writer to read his or her notes. 
 In the ability to read contracted writing, however, a difference will be 
 found. between different individuals ; and each should write more or 
 less fully, as a full or contracted style best comports ■\7ith the educa- 
 tion, the mental constitution, and the personal peculiarities of 
 the thought and hand movement of the writer. 
 
 The Principles and Rules of Phonic Shorthand should not be 
 deviated from beyond the express permissions given ; but the out- 
 lines resulting from even a strict aijplication of them will often vary, 
 without, however, at all impairing the legibility of the writing ; and 
 while short words will usually have their forms definitely fixed by 
 the rules, a large number of longer words have no particular form 
 either full or contracted, which is to be regarded as dbsoluUly cor- 
 rect, to the exclusion of all other forms. In selecting forms, attention 
 should be paid, first, to definiteness, second, to ease or fmility, and, 
 third, to susceptibility of contraction into an abbreviated outline that 
 is capable of being made full by simple continuation, when it is 
 desirable to increase the legibility of the notes. 
 
 § 2. Explanations Relating to Plate 17. Contracted Out- 
 lines. — On Plate 17 a number of the briefest forms for com- 
 mon words or special terras, are presented in alphabetical order; 
 those having but one stem being given first. Some words found in 
 previous lists or lessons, may have their outlines still more con- 
 tracted; as " particular " which may be reduced to Prt R ; " manu- 
 script," to MsK or even Ms ; "fortunate" to Frt Nt; "unfortunate" 
 to n Ft Nt. The stem K is often omitted from the beginning of a 
 word, especially before a Circle and El-hook in combination, as in 
 " exploit." A few words, especially liable to be mistaken for others, 
 have sjiecial forms provided for them, as " account," written KNt, 
 to keep it distinct from " count," sometimes used as a noun, andfrom 
 "amount," which the form Knt is apt to resemble in rapid writing. 
 "Over," which if written Vr witliout the initial tick might some- 
 times be read " very" is best written VR. 
 
 The Past Tense of contracted words is expressed as in full forms, 
 viz. : by the stem D, by halving, or by tlie small loop. When neither 
 can be applied, it is often sufficient to write the form for the present 
 tense, omitting the disjoined D. 
 
98 
 
 Key to Plate 17. 
 reporting contractions and special forms. 
 
 1. All, above, annoy, accuse, advertise, advertises, advertised, advance, ad- 
 vancement, advantage, advantages-ous, affection, altogether, alien, along, among, 
 amongst, any, another, angle, angel, appear, appearance, appearances, appliances, 
 astonish-ed-mcnt, astronomy, as to, aware, anger. 
 
 2. Belong-ing, believe, believed, began, begun, begin, because. 
 
 3. Council, or counsel, Co.'s, cover, claim, client, committee, (con)dition, (comm)- 
 cncc, (coii>umatc, (con)fusion, fcon'ifllct, (con)Bole, (con)8oled, (con)ce£.l, casual, 
 children, charge, change, 
 
 4. Division, didst, deed, defendant, develop-ed-ment, deliver-ed-y, deliverance, 
 Dr. or dark, dwcU-ing, diflScult-y, degree, describe, description. 
 
 5. Earl-y, ever, entire, equals-ize, exploit, explain, explanation, examine, eiten- 
 0ion, extravagant, eflacient, essential. 6. Fact, first, frequent-ly. 
 
 7. General-ly, generals-ize, generalization, generation, government, governor, 
 g-ory, glad. 8. Happy, hope, had, huge, heaven, her, human, hunger. 
 
 9. Inscribe, inscription, inspiration, institution, inconsideration or in considera- 
 tion, insubordinate, insufficient, inconsiderate, indeed, instead of, inspirit, igno- 
 rance, ignorant, is to. 10. January, juvenile, jury, jurisdiction, joint-stock. 
 
 11. Knew, knavery. 13. Large, largest, larger, largely, little, lawyer, liar. 
 
 13. Member, mental-ly-ity, inovement, Mr,, million-th, measure. 
 
 14. Next, nobody, northwestern.. 
 
 15. Owed, opinion, object, object, objection, over, or, our, observation, occur- 
 ence, organ, organs, or organize, organization, organism, original, originality. 
 
 16. Patent, plaintiff, possible, perfect, people, pliant, profit, principal-le, pleasure^ 
 philanthropy. 17. Qualify, question, quantity. 
 
 18. Religion, religious, reality, revelation, revolution. 
 
 19. Self, selfish, speak, spoke, or special, spoken, satisfy, system, signify, 
 significance, significant, signification, surprise, secure, somewhat, simple, single, 
 several, or savior, sufficient, swift, swifter, short-hand, student, associate. 
 
 20. Usual, unite, unit, unity. 21. Wealth, or wealthy, well, wash, washed, wish, 
 wished, why, without. 22. Year, yonng, younger, youngest, youngster, yield, yard. 
 23. Zeal, zoology, or zoological. 
 
 24. Affidavit, antidote, agitate, account, or cannot, actuate, actual-ly, acutely, 
 candidate, (con)8titute or statute, detach, detect, detail, dangers-ous, discharge, 
 endless, endeavor, extreme, exclude, extinguish, fortify, gratify, gratitude, handle, 
 history, individual, individuality, immediate-ly, important-ce, impenetrability, in- 
 voluntary, inquiry, latitude, altitude, mitigate, modify, mediate, meditate, millen- 
 nium, midnight, naturalized. New York, peculiar, particular, relinquish, senator, 
 senatorial, scandal, singular, similar, sentiment, strength, strong-minded, strong- 
 banded, Supreme Court, Superior Court, subscribe, subscription, centre, central, 
 testify, testimony, yes sir, or United States, universe, uniform, unconsciously, 
 conscientiousness, (con)sonant, retrogade, retrospective, and po forth w etc. 
 
99 
 
 PLATE 17. 
 Shoitor Special forms & Reporting Contractions. 
 
 /^ X V A^ k.l?.!>...l..^'.../.i. .\:)..-5 ■C^.^.'^ 
 
 <?x\.S.'/.LO ^K P^.^.A-fl'^..^.^ 
 
 -J^^^. ;j«.^.^ : A /.^y.v^.^^'r^.. 
 
 /^^x /(>. Oq.^A.'i.'p "^ "^^ ■„ ^o 
 
 ■/^ ' -3 \ r Q_ Q_o a^ <^ o— 0-^ t^ ?J 
 
 V ^ ^ -^ -^ -- 
 
100 
 
 The 3rd pers. sing., and the plural number of words denoted bv 
 contracted outlines, are formed as usual, by the addition of the cir- 
 cle or its enlargement. 
 
 y The prefix "retro "is represented by BB, see " retrograde.'" The 
 termination "ion" or " ian " = y'n, by the In-hook, as "union" 
 Ynn; " billion " Bl n; " digestion " DJstm. 
 
 The Way-hook, in connection -with K, may be omitted when the 
 stem is preceded by the In-hook also, as in " enquiry," which may 
 be written n KM. The prefix, " or tho," is denoted by the stem TH 
 with the initial tick; thus, " ortlio-graphical " "THGrf. ' 
 
 Plate 17 should be studied in connection with the previous lists, 
 and plates, especially Plates 14 and 15. The parenthesis, inclos- 
 ing the syllable "con," etc. in the Key,, implies that the prefix of 
 the word is to be denoted by the dot or by proximity. Forms given 
 on this plate, which though short are not really abbreviated — all or 
 most of the consonant sounds being represented in the outline — aie 
 proper for use in any style of writing. 
 
 § 3. Explanations Eelating to Plate 18. Construction of 
 Reporting Pheases. — The construction of phrase outlines is 
 largely dependent on the word-power allowed to the stems and ad- 
 junctive signs ; also to the liberty taken of representin several words 
 by the same character, and to the omission of connectives and other 
 small words. The following sections, with the corresponding ex- 
 amples on Plate 18, will instruct the learner in the various methods 
 of forming contracted Phrase Outlines. 
 
 § 4. Change op Pokm. — In a few cases the form of a common 
 word may be varied for better joining; as for example, "seen, soon" 
 and "sign" maybe written sN; also the hooks in "can, gave, give," 
 and "when" may be omitted; "part" may in some phrases be 
 written Prt instead of P. But since words when phrased are often 
 thrown out of position, those forms should not be phrased, which, in 
 reading, might conflict with other words. Therefore "part" is usu- 
 ally best written with P to avoid collision with Pr. the contraction 
 for "principle," Lines 1 and 2. 
 
 §5. Omission op Signs. — The dot for "ing," used chiefly after 
 half-length stems and contracted outlines, may generally be omitted 
 with safety from a participle; but the small circle for "ings" should 
 not be left out, and when practicable N6 or NQs should be attached. 
 A disjoined D or L is commonly omitted, and close proximity to 
 the preceding word is substituted for the dot to represent the pre- 
 fixes "com, con" or "cog." At the beginning of a line or sentence, 
 the dot must be used. The phrase "of the" is also allowed to be 
 denoted by proximity. 
 
 Most words beginning with a full-length. Upright or Sloping Stem 
 may be written entirely below the line to imply a preceding "to." 
 Words so written, however, often require to be vocalised in order to 
 avoid ambiguity. " See" should not Ibc phrased, so that it may be 
 kept distinct from "say." Write "to see," S below the line, and 
 "to say" T 8. Lines 3 and 4. 
 
 i" Leave" and "live" can be distinguished by vocalizing the for- 
 mer or writing it with the Vec-hook. Begin " else" with the vowel 
 tick, and write it downward, Ls, in phrase ; "less" is written, is. 
 
101 
 
 ««From" and "to," occurring m the same phrase, as "from daj- 
 to day," are denoted bj' writing the outlines of the repeated words 
 ■ ^vose together. The signs for other connecting words may also be 
 omitted from the outlines of very common phrases. When a com- 
 parative adjective is repeated, the first form may be shortened in most 
 cases. Lines 5 and 6. 
 
 §6. Halving. — In the reporting style, the permission to halve 
 single stems for the sound of " d" is extended to almost any com- 
 mon word beginning Avitli an initial circle or hook, and even to 
 simple stems, where no amiiiguity will arise. Thus, "send, bread, 
 build, bleed," and many others, may be written with the halving prin- 
 ciple, but it is by no means safe to apply it to all monosyllables end 
 ingin "d." Write "breed" Brd, but "brood" BrD. 
 
 In phrasing, either "to" or " it" is implied by the halving of a 
 full length fetem ; and since the pronouns do not phrase grammati- 
 cally with " to " or " it," the stems representing them may be halved 
 for "had" or "would;" "have" may be further added to such 
 phrases by the Ive-hook. 
 
 Words ending witli the small circle, receive the addition of "to" or 
 "it", by having the circle formed into a loop; as, Wst, " was to" or 
 "was it." Lines 7, 8, 9 and 10. 
 
 § 7. Final Hooks. The Ef or Vee-hook may be employed to 
 denote " have" or "of"; as "out of," Tf; "you have," Yv. The 
 En-hook may represent " an, and, than," or "been;" for this purpose 
 it is allowable to turn it on the inner side of a Vee or Ter-hook. 
 Write " for an hour," PnR; "half an hour," AFnR; "you and I," 
 Ynl; "better than," Btern. The In-hook may be used for " an" or 
 "and," where the Eu-!iook is not available, and for " done " after 
 "be;" as "one and a half," WnraF; "shall be done," SH B ra. 
 The halving principle and Ef-hook may be combined for "of it," 
 as, Tft', " out of it." Lines 11, 13 and U. 
 
 The circles for " self " and " selves," may be in all cases attacned 
 to the final end of the stems representing the personal pronouns. 
 
 § ?. Ticks. — The initial vowel-tick, though it adds greatly to legibil- 
 ity, is not absolutely necessary in the brief reporting style, except be- 
 fore "oivn, any, anotlier, each," and a few other words where it is 
 required to avoid conflict. See list, "Words varied in outline," 
 after chanted XIV. Both tl:e initial and final tick should be retain- 
 ed in writing the phrase, " any other." " Above " may be writen B 
 V to distinguish it from Bf, the contraction for "before." The as- 
 pirate-tick should seldom be omitted, except from words given on 
 Plate 17; but, either in single words or phrasing, the stem H may 
 be used when it is more convenient than the tick, as in "keyhole," 
 KHL; "you may hold," Y MlILd. In a few very common phrases, 
 the ticks for "a" and "the" maybe used medially as in "many 
 a man ;" " for the most part. " 
 
 A Final Tick may denote "I"a^ well as " Ihe," and a discon- 
 nected tick in the third position, slanting downward to the right, 
 may be used to represent " him." The light tick in the same direc- 
 tion, but in the first place, used for "or," as shown on Plate 17 
 ishould be phrased only with " the." Lines 14 and 15 
 
102 
 
 Key to Plate 18. 
 keportino phrases akd spbcialkes. 
 
 I. Can we, can they, gave me, gave it, give your, give this, when 
 they, when we, must we, must they. For my part I confess I cannot 
 see it. My part in the matter was soon finished. When do you leave 
 this place for Boston? Next week. 
 
 3. Are you possessed of the necessary capital to contend against 
 this combination? My dear sir, indeed I do not propose to dispute 
 the claim. 
 
 4. You don't; do you not intend to work the mine? Did you not 
 teU me that you intended to work it? No, sir; I did not. 
 
 5. From day to day, from hour to hour, from time to time, from 
 week to week. By and by, by the by, more and more, better and 
 better, larger and larger, kingdom of heaven. 
 
 6. Later and later, darker and darker, shorter and shorter, faster 
 and faster, nearer and nearer, longer and longer, greater and greater, 
 slower and slower, time and again. 
 
 7. If you desire to enlist you will have to be in somewhat of a 
 hurry. He thought that you ought to make a trial of the place betore 
 entering on any engagement. There ought to be some way of escape, 
 and we ought to have better ventilation. It would be certain death 
 to live here. He would not be so quarrelsome if you would keep 
 more quiet. If I was to go he could not accompany me, and I have 
 not the face to go alone. Please to help a blind woman. 
 
 II. Good sometimes springs out of the greatest misfortune. You 
 have but to do your duty and be of good cheer. 
 
 13. Have an apple. It is more than I want. Have you been there? 
 No; we have been elsewhere. These potatoes are better than those. 
 
 13. The sewing may be done in less than half an hour. You and I 
 can attend to that business, and I promise that it shall be done. 
 
 14. Many a man would be glad to have such a chance. Boys are 
 for the most part veiy fond of the circus. If a man is Imugry, feed 
 him; if he thirst, give him drink, for I know that I should desire the 
 same. 
 
 16. Do you mean to say that these people are going away? Yes 
 sir; they are. Well, we will stop them; did you send them the sum- 
 mons? I did, two or three times. Have you not heard from tbem 
 since? No, sir. Will yon swear that you have not? I will. 
 
103 
 
 PLATE lb. 
 
 Repoi-Kng Phrases anci Specialties, 
 
 
 
104 
 
 §9. Initiai, Hooks. — The Ar-hookhasawordpowerof " or, our,"' 
 or " are," and the El-hook of "will." The large hook, used on either 
 Bide of D for " do you," " had you," should be kept to the Yay-side 
 on the stem B, when writing "are you," so that "are we" can be 
 written, iJw. "Are you" is sometimes most conveniently written, 
 BY. 
 
 The El-hook on curved stems, if made quite long, may be used as 
 a Yay-hook to denote "you." Should the beginning of the hook 
 approach the stem so closely as to make it appear like a Ster-loop it 
 will not cause any confusien, because the Ster-loop is not used at the 
 initial end of stems; nor will the word "you" conflict with "will," 
 represented by the broader El-hook, if the latter word is phrased only 
 with pronouns, and "you" only with verbs and connectives. No 
 large hooks should be aSded to half-length stems in phrasing. 
 
 Note.— The use of the- Tnitial-hooks with word powers is more difflcnlt to ac- 
 quire than any other principle of phrasing, because the hoolc, which is jaaAeJiret, 
 denotes a word which in speaking or reading comes after that represented by the 
 stem. -Nor can the apphcation of these word powers in writinebe deemed abso- 
 lutely essential ; althongh the use of the Yay-hook for " you," the El-hook for "will" 
 and the Ar-hook for ** are," give considerable facility in writing certain phrases, es- 
 pecially some which are common in legal proceedings. Lines 16 and 17. 
 
 § 10. Explanations RELATnsra to Platb 19. Pauses, Quota- 
 tions, ETC. — The Reporting Period is a triple length "Ree." Ques- 
 tion and answer, as in .taking testimony, may be marked by one 
 such period after the question, and two after the answer. Or the 
 question may be begun close to the left side of the paper, and the an 
 swer commenced on the next line following the question, and in- 
 dented an inch or more. By " indenting" is meant leaving a space at 
 the left hand of the paper, blank. If the writer misses some word or 
 words important to be supplied, the omission should be indicated by 
 a large caret and leaving more or less space. 
 
 Quotations, or a passage requiring especial attention, should be 
 marked by a line down the margin to the left of the page. To desig- 
 nate any interruption during an address, write the word or words 
 which express its nature, phonographically, and draw a circle round 
 them, or inclose in a well-curved parenthesis. 
 
 The numbers one, tiro, three, four, five, six, and ten, as well as the 
 ordinals, first, second, third, f mirth and sijAh are most easily and defi- 
 nitely written in short hand. In other cases the ordinary figures may 
 stand both for cardinal and ordinal numbers. Tlie stem T may be 
 added to the first figures of 20, 30, etc., instead of -Hritingthe ciphers. 
 Begin the figure 8 upward from the middle, and make 5 downward, 
 omitting the top dash. For round hundreds, write thefigure, followed 
 by ANd ; for thousands, add TH, or THslSd ; for millions Ml. 
 
 § 11. The reporter may at any time make special word or phrase-signs 
 for difficult or fiequeiitiy-recurring words or phrases. Chic should be 
 taken to form such outlines in accordance with the rules for contractions 
 given in Chapters XIII. and XV., and to indicate the principal, or at 
 least the/7-s* consonant sounds of the words represented ; using also 
 the initial tick if the word begins y, ith a vowel. A foreign conso- 
 nant may be denoted by writing the character for the English sound 
 which it most nearly resembles, and drawing a small wave line 
 through or near it. 
 
105 
 
 THE ^E FOnMEn. 
 
 (o 
 
 .. r 
 
 
 c^ 
 
 ^ 
 
106 
 
 c7/<e ^C§rrryntA^~ 
 
 \^.,.D,,.N..<^^,,,^X.i.^,.,.\ 
 
 .^,.S.|. 
 
 b' 
 
 
 ^• 
 
 ^■1 
 
 ...91. 
 
 /*== -J^ 
 
 r\.;.. 
 
 ^-.^ 
 
 ...^,.p.|../^..r„|0..^.',.|..l,./r>' ..3,=,^ 
 
 -.T^.o "...i..t.,^.,V.,.':.5.yl.-^ 
 .^ -.^^L.-i^.^..^-. ^.-.^ ,(. 
 
 O Q — 
 
 .<..>.°.>..:^ 
 
 -^ 
 
 ,^--^-,°^- 
 
107 
 THE REFORMER. 
 
 All history and all experience teach us that new ideas are unpopu- 
 lar with the masses of men, and that those who advance them must 
 expect opposition and persecution. TJndeflying all this opposition 
 ^ad justifying it as a necessity in the orderly development of civili- 
 zation, is the verity that the thoughts and opinions current among 
 men at any given time are as near an approximation to the truth as it 
 is possihle for them then and there to receive. Thus by a sort of in- 
 stinctive desire for preservation men' cling to the old with a grasp 
 which is not easily loosed until they have become prepared to rcceivj 
 the new. 
 
 What, then, is the duty of t'.ie Reformer ? Shall he cease to pro- 
 claim his message because men are not piepared to receive it ? Way, 
 not so. The command is upon him, and he cannot choose but speak; 
 for he is but an instrument through which the great Unknown works 
 out his designs and purposes in the world, and his progression, as 
 well as his neighbor's conservatism, is a necessary condition to the 
 exact and orJerly working of the tmiversaland ever persistent law of 
 progress. His thoughts are as children born to him which he may 
 not carelessly let die. 
 
 The muliitude peer into remote antiquity to discover a golden age 
 which never existed but in the poet's dream; while a lew there are 
 who labor earnestly to create a golden age of glorious realily in the 
 coming centuries. And in the ever-operating l.iw of progress those 
 who are looking toward the p ist will be 'orced onwarJ, albeit with 
 averted faces, as certainly as those wlio keep their eyes steadily fixed 
 upon the future. Alihougli men scoif and jeer at the reformer, even 
 while they are so engagea they are gradually, and lor the most part 
 unconsciously, rising to his Jevel, whifh they will reach only to be 
 bidden to come up still hii^her by the Reformer of the future, whose 
 voice they will also hear but to obey. 
 
 For it is not man that speak*, but a law sp''aking through him! — a 
 steady, inflexible law which heeils not nor is turned from its course 
 by the words and deeds ofnien. — C. T. t^iuvion, in " Oolden Age." 
 
 A GRAND FAITH. 
 
 We shall never die. The limitless expansion of eternity is before 
 us. We have plenty of time, {Jleniy of eternity. He that liveth doth 
 not make hasle". He is careful. He is working "for the forever," 
 like the old artist m the times of Greece. What cannot be accom- 
 plished 1 1-day by earnest, faithful toil, can be done to-morrow. 
 Life's work in li e, death's work in death, eternal work in eternity. 
 "Wait God's lei-sure" is an old Germ ai saying. I say, " wait ihe 
 leisure of your own immortality." No true word can ever be a dead 
 word. No true cause c in ever be a lust cause. 
 
 When you have learned to live well, you w.ll know how to die 
 well. 
 
 The minds of some people are like the pupil of the human eye, 
 and contract themselves the more the stronger the light that is shed 
 upon them. Bats and owls have their correspondences among min. 
 
108 
 
 CHAPTER XVI. 
 
 riunilKS AKD PHKASES. LEGAL IVRITIN G. 
 
 Key to 1'late 19. 
 
 1. One, two, three, four, five, six, seven, eight, nine, ten, twelve, 
 First, second, third or fourth, sixth. 
 
 2. One or two, U\o or three, fhree or four, four or five, five or six 
 six or seven, seven or eight, eight ornino, nine or ten, ten or eleven, 
 eleven or twelve. 3. 20, 30, 40, 50, 60, 70, 80, 90. 8400,000. One per 
 
 cent, two per cent, three per cdnt, six per cent. 
 
 i. As long as, as long as it, as long as there is, so long as, as soon 
 as, as far as, so far as, so much as, as raucli as itis, because it is, 
 I'ecause there is, such is- as, as if. 
 
 5. Part of it, care of it, amount of it, side of it, top of it, back of it 
 bottom of it, loss of it, use of it, sense of it, cause of it. 
 
 6. In regard, on record, in reference to thst, in relation to that cir- 
 cumstance, in no other, ill another, in any other, in no way, in any 
 way, any more, all (the) wliilc, at all events, to all intents and purpo-, 
 ses, all my plans, all his intentions, if all tliat is said. 
 
 Note. The reporter ra i.y at aiscretion. U5J tlio HUviiig pvint-iple anil 
 En-hook to denote '-not," and the St tins N, V. F and L. for "on, of. i"' 
 und "all", xising the Initial tick when either is the first word of the pliras j 
 to these the l-Ialx'iug principle may be applied for "it." 
 
 8. I am not positive, I may not be able to, I might not be there, I 
 could not come, I can not be in time, I said I should not believe iti 
 I will not say, I-mean-to-go-there to-night if-it-is-possible. 
 
 9. One or thc'other, day of (the) week, it must have been, there was 
 not, otherwise, memoranda, memorandum, all that time, there is no 
 certainty, what has become of that, now (and) then. 
 
 10. Vou win not say, when you were there, years (of) age, many a 
 time, black and white, personal property, what was said there, of 
 your own knowledge, it was to no purpose. 
 
 11. Can ynitellme, no great amount, no agreement, it is not of the 
 least account, nature of the contract, where do you live, do you mean 
 to say. 12. Not long alter that, were you standing, what is your best 
 j-ecoUection, some little while after, there was something said, wheth- 
 er or not, was there any thing said. 
 
 Sentences. IE. He-was-there ofifand-on, were-you-cver-present, to- 
 the- best- (of) my-knowledge, did-you-have-no-doubt, difl-you-hav^ 
 any doubt, he-was-not-inthe-habit-of doing-so vcry-often. 
 
109 
 
 PLATE 19. 
 Figure^ and PhiaseSjLegal Wiitmg. 
 
 ^....^..|...c..A...^^...^..c.^.^J.^..^.^..ex^.^ 
 
 4,...^..M...¥?'...l^....e^..^^..K..'?-...r^..T^./.C,. 
 5-..^...:^....-..f.....C...U.^...^...Cf...C.r.^..a^.^ 
 
 .^.. 
 
 ( 
 
 
 
 
 
 /J. 
 1S. 
 
110 
 
 NoTB. Tlie In-hook should not be used in the middle or at the end of 
 phrase outlines to denote "in", unless it is immediately preceded by 
 another In-hook. 
 
 14-15. He-was in-the-parquette-of-the-theatre, He-said-he did not- 
 mind if-he-could-only pay-his-debts or-something-to-that effect. Are- 
 you-sure? I-know-that-he-said-something of-the-sort when-I-was- 
 tliere. After-his-death, did any-one-else call-upon-you for-that-mon- 
 6y? I-think so ;I-belieTe-so. 
 
 Note. Long derivative words, especially those ending in "ation, may 
 oc written in the position of their prlmai-ies. 
 
 16-17 It-is-sometime-ago since-the alteration was-made. Pursue- 
 the mercenary and merciless fugitive ; an alterative dose of-punishment 
 will-be-good ;it-will-be nutritive to his soul. O ! botheration ; hang-the. 
 man; your moderation has no just foundation. 
 
 Key to Plate 20. 
 
 Superior Court, Circuit, Part 1. 
 
 Before Hon. William Mason 
 and a Jury, 
 
 :&ew York, April 14th, 1872. 
 -Appearances . — ■■ 
 
 Jacob Lyman 
 Benjamin Dixon. 
 
 Foi Plaintiff, 
 For Defendant, 
 
 George Hughes, Esq 
 Alfred Sanford, Esq. 
 
 scar Hanneman, on behalf of Plaintiff, being duly 
 
 s A orn, testifies as follows : 
 
 Direct examination by Mr. Hughes. 
 Q Where do you reside? 
 A At No. 3, Lucifer Street. 
 Q How long have you known the plaintiff? 
 A About six or seven years. 
 
 Q Have you seen him many times during that period? 
 A Yes, sir ; at least twice a week, usually. 
 Q Under what circumstances have yon been in the 
 
 habit of seeing him ? 
 
 Mostly in the w ly of business ; he was in the sarop- 
 
 business as myself. 
 Q What is your business ? 
 a! I am in the dry goods line. 
 
Ill 
 
 PLATE 20, Legal Writing 
 
 ...V^....n_.>.. ^ v./..^^^- ^ 
 
 v-s 
 
 ^ 
 
 ./. 
 
 ^ i/fpi. 
 
 :>... 
 
 Ik^ 
 
 % 
 
 ^■■ 
 
 J^ 
 
 ,v-^ 
 
 '\a 
 
 ..\ .3. 
 
 ■ ■ G "\'")' 
 
 ^ -^ 
 
 (;■?^^■^,o 
 
 
 y^:\^ 
 
 ^~a 
 
 Ic r 
 
 r-- 
 
 I i 
 
 N/3 ( 
 
 "^ 
 
 c 
 
 i...,y 
 
 r^i 
 
 ..^.^ .X 
 
 ■i'^-^-^ , 
 
 v.i^.k ^ 
 
 ^ ■^ 
 
 ^^<^ 
 
 ^/^ ^ • 
 
 ,c^,i 
 
 1^ 
 
 ■^c'-VvM 
 
112 
 
 Q Have you a regular place of business 1 
 
 A No ;I travel round with goods. 
 
 Q You are a pedler then ? 
 
 A I suppose that is what people would call me. 
 
 Q Were you ever in partnership with the plaintiff? 
 
 A I wa'. 
 
 Q And with the defendant also ? 
 
 A No, sir ; never. 
 
 Q At how much did you estimate your joint capital ? 
 
 A At seven hundred dollars, more or less. 
 
 Q You are sure it was not seven thousand ? 
 
 A No, sir ; in the fourth year of our partnership we 
 
 had about eight hundred dollars in goods. 
 Q is that your best recollection of the amount that you 
 
 both had invested? 
 A That is my very best recollection. 
 Q Are you willing to sware that such is the fact? 
 A I have sworn to speak what I believe to be the 
 
 truth. 
 
 Legal "Wkiting. Plate 20 shows what is meant by "indent- 
 ing." The corresponding printed matter will serve as a guide in 
 writing out notes of legal procedings. The line down the leftside of 
 the page denotes the red line near the left margin of legal cap — 
 the particular kind of paper on which notes of law cases are always 
 transcribed when it can be procured. Students of shorthand, prepar- 
 ing for legal work, should procure copies of printed law cases. These 
 can be obtained by applying to almost any stenographer or lawyer in 
 regular practice. They should be carefully written out in shorthand, 
 ai.d attention be paid to the peculiar forms and technicalities employ- 
 ed, and also to the particular location of the names, dates, objections, 
 interruptions, questions and answers, etc., that occur in lagal proceed- 
 ings. 
 
 Besides having the ability to write Phonography with facility, the 
 shorthand amanuensis or reporter should be master of a rapid and 
 legible long hand ; he or she should also spell correctly, and punc- 
 tuate and paragraph with such judgment as will bring out the true 
 meaning of the speaker. Another requisite is such a knowledge of 
 the rules of English Grammar and composition, as will give the ability 
 to corrct any grammatical errors which may occur in consequence of 
 the ignrance or haste of the speaker. All additional knowledge, whether 
 of lav.guages, of history, or of current events and literature, will be 
 found of especial value in the Reporter's profession- 
 
113 
 
 W C R O 5 OF \A/ 1 S O M 
 
 Opals. 
 
 >.a-^ I: 
 
 J-.^ 
 
 
 ,-:.L....^..^ 
 
 n- 
 
 ^ 
 
 ^ 
 
 .-o:t< |..\.^; 
 
 ^ 
 
 
 .?> 
 
 „ ■ /" ^^ ^o /■■ 
 
 L 
 
 •\ 
 
 C>i 
 
 
 ^ 
 
 ^ 
 
 .<r> . 
 
 A^^/:v 
 
 
 >- 
 
 ^.\^.,.,.^.,...l.^, 
 
 ,>..:>.^.,.C...>.^..^ 
 
 ^..>.^^. 
 
 
 'T^-^. 
 
 <^' 
 
 ^ . . . \=-^X 
 
114 
 
 ^ F- t 
 *^ F- 11 
 V) F- sli-n 
 'Vv> F- V 01- f 
 V F- t-r 
 — ■ -n F- n 
 
 w^\ 
 
 •n F- t -v 
 
 ADJUNCTS ON UPRIGHT AND SLOP ED STEMS. 
 
 Tbe dot ( •) indicates -where & vowel eound usually comes in, but 
 only those next to stems are represented in writing. 
 
 \ P 
 
 ^ p-t 
 
 "^ P-n 
 
 ^ P- sh-Q 
 
 \i P- V or f 
 
 \) P-fr 
 
 \, -n p- -n 
 
 X^ -nP-fn 
 •nP-t -v 
 
 V s P- s 
 x7 s-s P- s-s 
 
 ^ St P- St 
 "^ P- str 
 
 No P-s-S-3 
 
 V P- St S 
 ^ P- Str s 
 
 y •]! s p- S -u 
 
 X5 "n S's P' S'sli'n 
 
 T^ "n St P" St "11 
 
 V^ P- sfr -n 
 
 \ P-ns 
 
 \ P- ns -n 
 
 Vjj s F- s 
 
 V£) S'S F' s-s 
 
 1= St F- St 
 
 Vi F- StT 
 
 Vp F s-s -s 
 
 V= F- St s 
 
 "^ F- st-i- s 
 
 V^ "n s F- s n 
 
 "^ .n s-s F- s-sh-n 
 
 ^ 'n St F- St -n 
 
 iij^ F- st-r -n 
 
 '^ F-n s -n 
 
115 
 
 O P- ns-s 
 
 C? P" ns-sh-n 
 
 \ P- nst 
 
 ^ P' nst ■!! 
 
 "^ P- nsfr s 
 
 \ P' sh-ii s 
 
 \3 P-VS 
 
 \o, P- fr s 
 
 \2, P- t-r n 
 
 <\ Pr 
 
 \ PI 
 
 '^ -n P r 
 
 r -n P 1 
 
 <\ s- P r 
 
 P s- P 1 
 
 Ov S"S P T 
 
 ' ?i sf P- r 
 
 d "n s P r 
 
 (;^ -n s- P 1 
 
 f\ Py 
 
 i'y' P w 
 
 V -n P w 
 
 V:^ 
 
 F Ns-s 
 
 ^^-^ 
 
 F Ns-sh-n 
 
 ^^^^PNst 
 
 ^^F N St -n 
 
 ^ 
 
 -F N sfr -s 
 
 V3 
 
 F' slrn s 
 
 V^ 
 
 F- V s 
 
 'v^ 
 
 F- t-r s 
 
 V. 
 
 P fr -n 
 
 V 
 
 F r 
 
 ^ 
 
 F 1 
 
 ^ 
 
 •n F r 
 
 c 
 
 ■n F 1 
 
 ^ 
 
 s- P r 
 
 (^ 
 
 s- F 1 
 
 s 
 
 s-s F- R 
 
 
 St- F- R 
 
 ^ 
 
 ■n s -F 1- 
 
 q: 
 
 ■n s -F 1 
 
 <^ 
 
 Fy 
 
 NoTB.— A Large Half Circle Hook for 
 Sli-n may be used after stems or hooka 
 to indicate that no vowel precedes tliat 
 syllable. 
 
116 
 
 ADJUNC TS OK HORIZONTA L STEMS. 
 
 Tbe dots {') indicate "wliere a vowel sound vsvally conies in, l)Ut 
 onJy those next to stems are repxesented in Trriting. 
 
 Q_X 
 
 
 K 
 
 K-t 
 K-n 
 K- shn . 
 K- V or f 
 K- tr 
 
 •n K- n 
 
 •nK- 1 n 
 •nKt -v 
 
 s K- s 
 
 S"s K- s's 
 
 St-K- St 
 K- str 
 K* S'S "s 
 K- St s 
 
 K' StT s 
 
 "n 8 K" s 'n 
 •n. S'S K' s'sli'n 
 •n St K' St '11 
 K' StT 'n 
 K-ns 
 K' ns 'n 
 
 ■ M 
 
 i M- t 
 M- n 
 r'^ M- sh'n 
 '^~^ M- -^ or f 
 -"- ^ M' tr 
 
 ""~^ -n M- 'n 
 
 —-y -n M- t sn 
 "~*. -n M- i r 
 
 (T^ s M' s 
 
 (5~^ S'S M' B s 
 
 c7^ St M' St 
 '"=^ M' sfr 
 ^"^3 M S'S 's 
 -'^^i M' st s 
 -^ M' st'r s 
 % cr 'n s M' s 'n 
 -(3~Jy 'n S'S M' s'sh'i 
 c^-^ "n St M- St 'n 
 ^'^ M' StT 'n 
 ,^-~^ M' n b 
 ^ — M'n s 'n 
 
117 
 
 ~^ K- nss 
 
 —^ K- ns'sh'a 
 
 -^ K- nst 
 
 — 1> £• nst "11 
 
 -So K- nstT s 
 
 — ^ K' sUti s 
 
 — s K- V s 
 
 -^ K- fr s 
 
 _0 K- tT n 
 
 c— K r 
 
 .— K 1 
 
 ^ — "n K r 
 
 £ -n K 1 
 
 ■3 — s 'K r 
 
 c_ s -K 1 
 
 O— ■'^■s -K ■!• 
 
 cr^- St K' r 
 
 jj -n s 'K r 
 
 t__ -n s-K 1 
 
 C — Kw 
 
 '-~^' 
 
 M- N s-s 
 
 --- 
 
 M- Ns-sli"n- 
 
 -^- 
 
 M- N St 
 
 -^. 
 
 M- N St -n 
 
 --^ 
 
 jVI- N StT -s 
 
 ^^ 
 
 M- slru s 
 
 ■'-^ 
 
 M' V s 
 
 ^> 
 
 M- tr s 
 
 -— 
 
 M- ti- "u or n 
 
 -~- 
 
 M- r 
 
 cr^ 
 
 M- 1 
 
 <r~- 
 
 •n M- 1- 
 
 <r^ 
 
 ■n 31- 1 
 
 <s~^ 
 
 s •>£• r 
 
 cr^ 
 
 s -M- 1 
 
 cr^ 
 
 ss M- R 
 
 '^^'-^ 
 
 St- M- R 
 
 ^r^ 
 
 •n s -M- r 
 
 (^ 
 
 •11 s M- J 
 
 .TTN 
 
 My 
 
 Note.— A Large Half Circle Hook for 
 Sh-n may "be used alter stems or lio* Its 
 to indicate that no voioel preceOes thai 
 syllable. 
 
118 
 DAY AND EVENING SCHOOL 
 
 OP 
 
 PM@I!«@@RAPH)Y' AC*© RlEP@i«Tt5l!©r 
 
 33 PARK ROW, NEW YORK. 
 
 MRS. E. B. BURNS, Principal. 
 
 FULL COURSE OF 35 LESSONS. 
 
 Single Pupil t^-M 
 
 Class of tnree, each 15 00 
 
 " " five " 18.00 
 
 '* " seven or moi-e, each 10.00 
 
 Instruction given by mail, and Exercises corrected. Letters of 
 inquiry, inclosing stamp, will be promptly answered. 
 
 A large number of references can be made to botli ladies anct 
 gentlemen who liave been pupils of Mrs. Burns, during the pasf 
 year, and who are now in steady remunerative business, through a 
 knowledge of short-hand. 
 
 »-♦-♦ 
 
 Testimonials of Pistinguished JIeportki^s : 
 
 39 Pakk Row, New Yobk, December a4th, 1370. 
 I have knovpn Mrs. ElizaB. Burns as a teacher of Phonetic Short-hand for over 
 twenty years. She not only possesses an excellent practical knowledge of the 
 art as adapted to Verhatim Beporling, but she has also the ability to impart a 
 knowledge of its principles and details to others. I know of no onejn the city 
 whom I would so highly recommend as a teacher to any person df sirous to be- 
 come a practical reporter. EDWAED P. UNDEKHILL, 
 
 Law and Legislature Reporter. 
 New Yoek, April 2lBt, 1870. 
 It gives me great pleasure to recommend Mrs. E. B. Burns as a teacher of Pho- 
 nography. There is probably no one in the country who has had longer experi- 
 ence in giving Instruction in both Phonetics and Phonography; and when there is 
 added to this a thorough knowledge of the art, and an enthusiastic love for it, aa 
 is the case with her, we have all the requisites for a successful teacher. 
 
 JAMES E. MUNSON, 
 Official Stenographer, Siurogate's Court, N. Y., and author of " The Complete 
 Phonographcr." 
 
 Cincinnati, Ohio, December 26th, 1867. 
 I have great confidence in recommending Mrs. E. B. Burns as a teacher of Pho- 
 nof^aphy. Her thorough knowledge of the art and extensive experience make 
 her a very successful teacher. BENN PITMAN, 
 
 Reporter and Phonographic Publisher. 
 (Mr. Benn Pitman is a brother of Isaac Pitman, Eng., the Inventor of Phonography.} 
 
 Cincinnati, Ohio. November 7th, 1868. 
 I have known Mrs. E. B. Burns for twenty years, as an intelligent, enterprising 
 and honorable lady. She has spent much of her life as a teacher of the Phonetic 
 arts, of which she is complete master. T heartily commend her as a teacher of 
 Phonography. . ELIAS LONGLEY, 
 
 City Editor of Cin. Daily Chronicle, and Phonetic Publisher. 
 121 Nassau Street, New York. December 5th. 1869 
 I have known Mrs. Burns .for nearly twenty vears. and fully indorse what my 
 old friend Mr. Longley says of her. 'HENRY M. PARKHURST, 
 
 Phonographic Reporte:' 
 " Mekcantile Libbakt, Nbw York, Jan. 31, 18*2. 
 "Itategreat pleasure in expressing my entire satisfaction with the manage 
 mentof theclassisin Phonography connected with this Institution since tLry 
 have been under the supervision of Mrs. Eliza B. Burns. Not only have both the 
 Klementary and Advanced classes been a success as to numbers and the satiefac- 
 lion given to pnpils, but all engagements made by Mrs. Burns with theLibiary 
 have been strictly fnlfllled. I most cordially recommend this lady toanylndl- 
 vidnalB or societies who may desire the services of a thuioughly competent 
 teacher of the Phonographic art. ..»,,„ -r,,. _, ■. 
 
 " A. M. Palmer, Librarian." 
 
119 
 
 PUBLISHED on FOE SALE BY 
 
 BURNS & CO., 33 Park Row, New York. 
 
 Issued Monthly, and designed as a medium for Phonograpliic news and information 
 between Phonographers of all schools. Printed partly in type and partly in I^ho- 
 nographic Characters, which are usually keyed. It also advocates a "Ppelllnt' 
 Eeform" 
 
 Subscription, per year, - - - $1.50 
 
 Clubs of Three, " each, - 1.2S 
 
 Clubs of Five or more, per year, each, l.OO 
 
 Single Copies, - - - O.IS 
 
 This Journal is devoted especially to introducing Steno-Phonography into all 
 
 PUBLIC SCHOOLS as a regular branch of instruction, and to making the 
 
 Art generally popular. 
 
 — ►—»♦►—* -— 
 
 LATEST AND BEST. 
 
 TJie JVew Self- Tnstrticior. 
 
 For ScUoolSj Business Writing and Keporting. 
 
 jLrranged on the hasis of Isaac I'itman's "PSONOGTiAPJiy:." 
 
 j3y Eliza -BoAi^pMAN Bui\ns. 
 
 Price One Dollar. 
 
 This is the only Text Book in which the art of Steno-Phonography is brought 
 to rule, and relieved of exceptional and unnecessary characters and Word-Signs. 
 
 Burns & Co. will also furnish to order the standard Text Books in any of the 
 older methods of Reporting. Also, 
 
 Buns' Heading Lessons in Steno-Fhonograpliy, (Uunson,) $0.50 
 
 Burns' Second Eeader " " " 0.7S 
 
 They also keep on hand, and send by mail, post paid, all kinds of Reporters' 
 materials: Books for pen or pencil, 15 cents; Stenographic Pencils, IB cents; Pencil 
 Economizers, SO cents; Morocco Covers for books, $1.00; Morocco Cases, for hold- 
 ing 13 pencils, 75 cents, etc. , etc. 
 
 Instruction in Reporting given orally or by mail. 
 
 Letters of inquiry, accompanied by stamp, promptly answered. 
 
 Address j^^g g. B. BURNS, 
 
 Si. American Journal of Fhonograpliy, 
 
 33 J' ARK BOW, New Yorh, 
 
120 
 
 PHORIIE SHORTHAND. 
 
 Designed for teaching the Elememtart Sounds of the 
 English Language in Schooi-s and Classes, by means of the 
 ShoRT-HAND Characters most commonly used. 
 
 This Chart illustrates at once the elemeotary principles of 
 Language, of Music, and of Drawing. It is 24 x 36 inclies in size, 
 and will prove not only useful bjit highly attractive in any schoolroom 
 of whatever grade. Its primary use is to assist in the Phonic Drill, or 
 "Spelling by Sound," now a part of the exercises in all the best 
 schools. The vowel scale is a full one, of 8 long and 8 short vowels, 
 thus agreeing with tlie latest Typic Sound Charts. The Singing of these 
 eight pure vowel sounds to the various musical scales, instead of us- 
 ing llie syllables, "Do, Re, Mi," etc., is an excellent method of culti- 
 vating the voice and ear of children to a distinct appreciation of the 
 varieties of vocal sound. 
 
 The characters on the Chart which represent the Consonant ele- 
 ments of the language, consist of straight and curved lines, arranged 
 in geometrical groups according to their line of direction ; therefore, 
 besides their primary use in representing the consonant sounds, these 
 characters, which are several inches in length, maybe used as objects 
 for primary exercises in simple Geometrical drawing - the curved 
 lines being arcs of circles, and the straight lines, chords of tlie arcs. 
 
 Price : Handsomely Mounted and Varnished, and sent by mail 
 ■with Directions for Use, $ 2.00. 
 
 Published by BUKNS & Co. , 
 
 33 Pams Row, NEWYORK. 
 
SHORTHAND -FOR THE MILLION. 
 
 A NEW TEXT BOOK. - 
 
 ONE 130I.T.AB- 
 
 Sent by mail on receipt of price. Liberal Terms to Teachers and Agents. 
 
 BUR>fS & CO., PHONOGRAPHIC PUBLISHERS, 
 3.3 Pabk Row, New Tobk. 
 
 Burns' Phonic Shorthand, 
 
 roB 
 
 SCHOOLS, BUSINESS AND REPORTING. 
 
 BY 
 
 ELIZA BOARDMAN BURNS, 
 
 TBACHEB OT PHONOGEAPHT AT THE NEW TOKK MEBOANTILE LIBEABT AND OOOPIB 
 UNIOK, AND EDITOB OF THE " AMEEICAN JOTTENAL OE PHONOaEAPHY." 
 
 In this, the latest and best work on the Shorthand Art, Isaac Pit* 
 man's " Phonography " is brought to rule, relieved of iexceptional 
 and unnecessary word signs, and the whole subject presented in so 
 clear and simple a manner, that by its aid any intelligent person can 
 gain a practical knowledge of shorthand writing. 
 
 The work is so arranged as to be a complete 
 
 SKLF INSTRTJCT014, 
 
 each page of engraved Phonography being keyed by one in ordinary 
 print corresponding with it, which enables the student to correct his 
 or her own exercises, and to judge of the progress that is being made. 
 Mks. E. B. Burns, the authorof this work, has had along experience 
 in teaching Phonography, both to public classes, and private pupils. 
 She is one of the oldest practitioners of the art in America, having 
 learned it from the first text-book on the subject ever issued here, and 
 she has taught pupils from every successive work that ^las em|)odied 
 the improvements which have from time to time appeared. The 
 difficultiea which, with the very best of these text-books, still impeded 
 the progress of all who begun the study of Phonography, led the 
 author of Phonic Shokthand to undertake an entire revision and re- 
 
aiTangement of the principles and rules of the art. A series of Les- 
 sons" was published in the "Learners' Department" of the Amencan 
 JmmaL of Pfionography for 1872, and this-, with additional matter, is 
 now published in book form. By means of this revision tlie difficulties 
 attending the study of shorthand have been so reduced, both in num- 
 ber and magnitude, that with the new text-hook for a guide, it may 
 now be pursued by the majority of people with unalloyed pleasure and 
 certain success, and be also successfully introduced into the i'UBLlO 
 SCHOOLS and all institutions of learning. 
 
 " Phonic Shobthand" begins with a simple and easUy learned ftyle 
 of writing, which is as legible as ordinary script, and perfectly suited 
 for all literary and business purposes. This plain style is then con- 
 tracted, on general and special phonographic principles, into a brief 
 method of writing adequate to all the exigencies of the professional 
 reporter. Attention is asked to the following testimonials: 
 
 New York Grammar School No. 50, April 18, 1878. 
 Dbab Mrs. Burns— It affords yoar stenography class of Grammar School No. 50 
 great pleasure to state that the instrnction received frem you has ctmvinced us that 
 the art of short-hand writing can be profitably commenced in the Primary Schools, 
 and made a part nf the entire school course, both Primary and Grammar. We are 
 also ratisfled that the progress we have already made in eight lessons is such as to 
 enable us to teach the subject intelligently, whenever it shall be introduced into the 
 public schools. Letitia Matthews, PnruApal. 
 
 f Isabel Baer, Carrie Emanuel, Addib B. Eetkolds, 
 
 Ti^-./.J...^, J ISAEELLE YOUNO, HANNAH BmANUAL, MaRT HOLMES, 
 
 ■""'*™™' T Kate V. Gbbgobt, Margaret Foster, Lizzie G. O'Nbill, 
 [Sakah A. Cooper, Kebecca Wood, Sarah R. Watkins. 
 
 From the Amencan Jaumai of Plumography for June, 1873. 
 " The exercises on Friday evening, April 25, at the Cooper Union distribution of 
 certificates to pupils of the Night School, were noted down in short-hand by several 
 pupils of the Free Phonographic class of the Cooper Union, and excellent reports 
 made of the addresses of Mr. Peter Cooper and Professor Zachus. The ability to do 
 this was gained through the instructions received fom Mrs Eliza B. Burns, in her 
 new method of Phonic Shorthand, during the fall and past winter months." 
 
 From tlie Public School Journal of May Zd. 
 
 " The New York Mercantile Libbabt.— This popular institution has for many 
 years bad connected with it classes in French, German, Spanish, elocution and 
 phonography, which are taught during the winter evenings by competent teachers, 
 at comparatively low rates for tuition. During the past three years the classes in 
 t)honography have been instructed by Mrs. Eliza B. Burns, whose teaching has 
 given satisfaction to all parties. 
 
 The following testimonial to the ability of Mrs. Burns as a teacher of the short- 
 hand art was presented to her at the close of her last class : 
 
 Mbboantilb Libbabt, New York, March 18, 1873. 
 Mrs. E. B. Bubns: 
 
 Dear Madam— The undersigned, Advanced Class in Phonography, now at the 
 close of our second course of twenty lessons under your instruction, acknowledge 
 tue strict fulfillment of your engagemenis with us, and assure you that we shall 
 gratefully remembtr your interest and kindness in our behalf, with your Journal 
 for a text-book, you have led us so rapidly, and with so little application on our part, ' 
 along the phonographic road, that we are astonished at our progress, and wonder, 
 when we near of the months of hard labor spent on other systems in reaching the 
 point attained by us. Wliile it does not become us to criticise the other phonog- 
 raphies in use, we can say of yours, from experience, that it is facile and time-sav- 
 ing in its acquisition, legible and so well adapted to either public classes or private 
 Htudy, that nothing better need be expected. 
 
 Hoping that the wish of your life will soon be realized, and phonography be 
 taught in every school in the land, we remain, very truly, yours, 
 
 i'A'bBowT'"'^'t OommittH 
 
 B. H. CABPEKTEB, f/-"- * «<»'• 
 
TO SCHOOL DIKEOTOES AUD TEAOEEES. 
 Attention is respectfully solicited to tlm following from The American- 
 Journal OF Phonography, for February, 1873. 
 
 PHONOGRAPHY IN THE NEW YORK NORMAL COLLEGE. 
 
 It has been recently announced that a phonographic class is to be 
 taught on Saturdays at the Normal College, on Fourth street. While 
 congratulating the public on this event, we hope to be excused for a 
 small amount of self-congratulation also, since this class is the direct 
 and first result of a proposition we made in November last, first to 
 Mr. Henry Kiddle, Superintendent of the City Schools, and after- 
 ward to Mr. Thomas Hunter, President of the College, that such a 
 course of instruction should be given. The proposal was then re- 
 ceived with much interest by both these gentlemen, and a considera- 
 tion of the matter promised ; and, at Mr. Hunter's request, we drew 
 up a summary of the advantages to be derived from such a class, 
 which was addressed in due form to the Directors of the College. A 
 copy of the same was submitted to the Superintendents and Com- 
 missioners of Education of the City of New York, in the following 
 terms : 
 
 Ne-w York, Nov. 18, 1873. 
 
 DsAB SiH9— In reply to the question, "What benefit would the teachers and 
 pupils of our public schools be likely to receive from a knowledge of the principles 
 and practice of phonography ?" allow me respectfully to submit the following : 
 
 First. — A knowledge of even the elements or alphabet of phonography— or, to be 
 more precise, of phonic short-hand — will fix firmly in the minds of teachers and 
 enable them more easily to impress on the miuds of their pupils, the principles of 
 the phonic spelling which is now used in the best primary schools. This method, 
 which has been found so efficient in producing a distinct and uniform pronuncia- 
 tion of English among children of both native and foreign parentage, has at present 
 no visible exponent in the schoo's; it has no auxiliary which, by an appeal to the 
 eye, can assist the ear in distinguishing the elementary sounds of the spoken 
 words, or aid the memory in retaining them. The "pronouncing type" of Dr.Leigh, 
 whose Charts and Readers are used in some of the schools of tnis and other cities, 
 though highly useful in teaching pronunciation in connection with orthogr^hy,_by 
 means of light and shaded letters, yet presents to the eye. and is designed to im- 
 press upon the child's mind, not the spoken so much as its representative, the 
 printed word. The phonographic characters, on the contrary, stand absolutely for, 
 and are associated with, only the actual sounds of the language ; and each one re- 
 calls to mind, not some printed letter, but a distinct elementary sound. If these 
 characters were used to illustrate every lesson in phonic spelling not only would the 
 impression made be more lasting, but the exercise of spelling by sound would be 
 far more interesting. 
 
 Second.— The phonographic consonant characters, beina all simple geometrical 
 forms— straight lines or curves struck in different directions— cau be made, or at 
 least attempted, on their slates, by small children ; giving them occupation from 
 even the first day of school life. A large phonic short-hand chart, hung up in the 
 school-room, having the characters three inches in length, could be made an object 
 for thought aud imitation every day, at intervals between other exercises ; and both 
 the eye and hand would be Incidentally trained in rudimentary drawing. Such a 
 chart would also serve as a basis for explanations is simple geometry. Of course 
 only two or four of the characters should be assigned for imitation at one time, and 
 the reward for effort should be an explanation by the teacher of their use m repre- 
 senting special sounds. 
 
Thlrb.— -The eight vowel scale, as given in the latest phonographic text-books,* 
 is arranged to correspond with the vowel sounds represented on the phonic charts 
 generally used in schools — Dr. Leigh's, for example. It i6 aT6o so arranged as to 
 present the means for a musical drill on the vowel sounds — the sounds themselves 
 being applied to any musical scale, instead of the usual *'do, re, mi," etc. This 
 constitutes a varied and pleasing as well as instructive exercise. 
 
 Again: This eight vowel scale, in connection with tbe consonant characters, fur- 
 nishes the means by which the accurate pronunciation of words may be taught far 
 more eflSciently than by the ordinary script or printed letters. For the latter, in 
 consequence of their deficiency as to number— 26 letters having to represent 44 
 sounds— together with the want of rule in their attempted representation of the 
 elementary sounds of the language, are wholly inadequate and inefficient for the 
 expression of definite pronunciation. Therefore, it would seem that while orthog- 
 raphy should be taught by the ordinary print or script, orthoepy will be better 
 taught by expressing the words in phonography. And in this connection it may be 
 remarked, that the pronunciation of foreign words and proper names can be most 
 satisfactorily given by the phonographic characters, with slight modifications. 
 
 Fourth.— The elements of phonic short-hand being thus taught in the primary 
 schools and the ability to write easy words obtained, pupils will be prepared, as 
 they advance in the knowledge of language and the use of longer words, to learn 
 readily the phonographic "adjuncts" — namely, the hooks, circles, etc., which are 
 used as substitutes for the stem signs to shorten the outlines of words. Soon the 
 pupils will begin to use this method of writing, for exercises to which It is adapted; 
 such as taking down on the slate or on paper blackboard problems intended for 
 solution at home. 
 
 This was the first use to which my own children put their knowledge of short- 
 hand, in which they were instructed at home. In long-hand these questions and 
 problems, however simple they may be, will often cover the whole slate with an 
 almost illegible scrawl. 
 
 It would be well if, from the beginning of the study of penmanship, every copy 
 containing whole words could be accompanied by its equivalent in phonic short- 
 hand. Then both kinds of writing would become equally familiar aad reliable, and 
 when some facility in the use'of both was obtained, that method would be used for 
 a special exercise which was the better suited for it; and it is more than probable 
 that with this means for rapid writing at hand, pupils would of their own accord 
 cease to indulge in " scribbling," that bane of fine penmanship. 
 
 Fifth.— Were phonic short-hand taught in the primary and grammar schools as 
 has been described, all pupils who had passed through a regular course of instruction 
 in them, would, upon their entrance into the High School or Normal College, be able 
 to take down the lectures of their professors. This accomplishment would prove 
 of the greatest value, not only during the years of attendance at college, but in the 
 practice of any business or profession afterward, which might largely involve the 
 use of the pen. 
 
 It is apparent that to introduce and carry out this or a similar programme for 
 giving regular instruction in phonography in all grades of the public schools, the 
 work must be begun in the Normal College ; and teachers themselves must be in- 
 duced to learn, and to use in the school-room this beautiful and labor-saving art. 
 But the introduction of the new study may be made quite gradual. Only the teach- 
 ers of the primary schools need be required to study the art at first, and they only 
 so far as to gain such elementary knowledge of it as will enable them to write the 
 words in the First Reader. As these teachers pass to a higher gi'ade, their acquaint- 
 ance with and practice of the art should increase, and keep always in advance of the 
 words found in the Headers used in the grade they teach. When phonic short-hand 
 is once fairly established in all the departments of the public schools as a regular 
 branch of study— every teacher understanding it and using it more or less in school 
 exercises — it will prove of the greatest assistance in the acquisition of other knowl- 
 edge, and also save much time and labor to teacher and pupil. As a first step toward 
 this desirable end, the President and Directors of the Normal College of New York 
 are respectfully solicited to make some hrrangement by which teachers may receive 
 instruction in phonography at the special classes which are held on Saturdays at 
 the college buuding on Fourth street. 
 
 Respectfully, Eliza B. Burns, 
 
 33 Park Row, N. Y. 
 
 ♦The eight vowel scale referred to was published in the ^^ Heading Lessons in 
 Steno-Phonography^''^ in 1870, in the *' Self-Instmctor,'" in 1871, and the "-Lessons in 
 Phonic Skort-hand^^^ ^w&a from month to month in the American Journal op 
 Fhonoqrafht for 181^. It is the only complete and sufficient scale published that 
 is adapted for general use. 
 
JIPW