A53p 
 
 '-4S ANDREWS 
 
 
 
 
 
 8 
 
 PHONOGRAPHIC 
 
 i\ 
 
 EADE 
 
 i\
 
 THE LIBRARY 
 
 OF- 
 
 THE UNIVERSITY 
 
 OF CALIFORNIA 
 
 LOS ANGELES 
 
 11' 
 t

 
 THE 
 
 PHONOGRAPHIC HEADER: 
 
 A COMPLETE COURSE OF 
 
 INDUCTIVE HEADING LESSONS 
 
 PHONOGRAPHY. 
 
 BY 
 
 S . P . A N D R K W S 
 
 AND 
 
 AUGUSTUS F . B O Y L E 
 
 FIFTEENni EDITION. 
 
 NKVV YORK : 
 PUBLISHED AND FOR SALR BY ANDREWS & BOYLE, 
 PIIOXOGKAPHIC DEPOT 32 SPRUCE STREET, 
 
 AND SOI.n nv AI,L BOOKSKI.r.ERS. 
 
 Price, 2") cts. in Hoards or Paper ; .')7J els. in Cloth. 
 181H.
 
 Entered according to Act of Congress, in the year 1848 
 
 By S. p. Andrews and Augustus F. Boyle, 
 
 In thb CIcrk't office of the District Court of the Soutliern District of New York. 
 
 « « •
 
 t? 
 
 ^5^? 
 
 PREFACE 
 
 TO THE SECOND EDITION. 
 
 The rapid sale of the first edition of the Phonographic 
 
 Reader has induced the Authors to send out a second edition, 
 
 ^ which, being stereotyped from wood-cuts, is superior in 
 
 LU 
 
 -'' mechanical execution to any Phonographic work now before 
 
 ce the public. 
 
 S The plan of the work remains unchanged, — the inductive 
 
 "* system being strictly adhered to ; — but it has been thought 
 
 fidvisable to shorten most of the sections containing only 
 
 words, and add more connected reading-matter. The size 
 in 
 z of the characters has also been increased, which affords 
 
 greater facility to beginners ; and the work itself augmented 
 from thirty-six to sixty pages. In a few cases the best forms 
 d for words have not been used, an inferior form being taken to 
 H illustrate a principle. The better forms will suggest them- 
 selves as the student progresses. 
 
 The authors wish it to be distinctly understood, that this 
 work, although inductive, is intended for persons from nine 
 or ten years of age and upwards, who are able to read fluently
 
 4 PKEFACE. 
 
 the old printed and script characters. It should be used in 
 connection with the "Complete Phonographic Class-Book," 
 the two together forming a complete guide to the easy- 
 acquisition of the art of reading and writing Phonography. 
 
 Teachers of Phonography should furnish themselves with 
 a series of charts, four in number, published and sold by the 
 authors of this book, and arranged so as to correspond with 
 the Class-Book and Reader. 
 
 Sun Buildings, 
 Corner of Fulton and Nassau Sts., New York.
 
 INTRODUCTION. 
 
 Whether it is that persons are disinclined to gratify the 
 vanity of authors, or that they deem themselves competent to 
 form a true estimate of a work, without such aid as is usually 
 contained in introductory remarks, we will not now pretend 
 to determine ; but that prefaces and introductions are seldom 
 read, and that by neglecting to read them, — attentively, too, 
 — the progress of the student is often seriously impeded, is 
 a fact too notorious to require repetition. In this case, more 
 than in most others, such an omission might lead to erroneous 
 impressions. 
 
 We flatter ourselves, however, that, from the fact tiiat our 
 Introduction is nearly the only part of the book intellio-ible 
 to the uninitiated, it will receive more attention than many 
 superior productions. 
 
 As Phonography is a new art, based upon a new science, 
 (Phonetics,) or, if not a new science, one, at least, which has 
 been but lately applied to practical purposes; as it is rapidly 
 gaining ground in public estimation, firmly maintaining every 
 inch of ground it has gained, and bidding fair to obtain a 
 permanent footing in all the public schools of the United 
 States, as a regular branch of education, the student will be 
 pleased, at this early period of the reform, to get all the light 
 he can on the subject; and those who intend to instruct 
 others, will not, we are sure, be displeased with the sugges- 
 tions headed ' Hints to Teachers,' page 17. 
 
 To the Art of Writing, more than to any other art, or 
 than to all others, does the race of man owe its present
 
 O INTRODUCTION. 
 
 advancement. Every effort made by the philanthropic, the 
 enlightened, and the inspired, to lead man onwards towards 
 that state of perfection which is to be his final destiny on 
 earth, without the aid of the simple but mighty instrumentality 
 of the pen, would be comparatively valueless. 
 
 Will you not, reader, whoever you may be, do all in your 
 power to render the acquisition and application of this noble 
 art of writing, a matter of ease, and pleasure, and unerring 
 certainty, rather than one of difficulty, tediousness, and use- 
 less waste of time ? ' Certainly,' you answer, 'if it can be 
 done.' Phonographers say it can be done, and that right 
 easily, too ; and we think you will coincide with us, after 
 having read the Introduction to this little work and to the 
 Complete Phonographic Class-Book. Nay, more ; we are 
 certain that, delighted with the truthful principles upon 
 which Phonography is based, you will not content yourself 
 with admiring the theory, but v.ill devote one hour, eveiy 
 day, for ten days, to the practice of the art, which will enable 
 you to read and write with tolerable facility, so that a letter, 
 sent by you to a Phonographer, in any part of the globe, 
 could be read by him with as much ease as you now read 
 the common method of writing.* 
 
 Has it not often been your lot to hear two persons arguing, 
 when it was evident to you, the impartial listener, that neither 
 party understood precisely what position the other wished to 
 establish ; and that the longer they continued their dispute, the 
 less satisfactory was likely to be its termination ? Such dis- 
 cussions, unfortunately not of very rare occurrence, are often 
 held on Phonography, between its advocates and its opponents. 
 
 * In many cases tliis has been done by persons the day after they 
 commenced the study of Phonography I ! Three months' moderate 
 practice will enable any person to write 7nuch more rapidly than in the 
 long hand. From six to twelve months' practice is necessary to make 
 an accomplished verbatim reporter.
 
 INTRODUCTION. 7 
 
 A short time since, a gentleman, whose peculiar occupa- 
 tion debarred him from paying much attention to literary 
 pursuits, was seated at table beside another, whose services 
 in the writing and printing reformation are as valuable as 
 they are highly appreciated. The conversation happening 
 to turn on Phonography, as one of the great movements of 
 the age, the two gentlemen, to whom we have referred, 
 argued, for more than an hour, with more warmth than judg- 
 ment ; the one contending that it was impracticable, and even 
 undesirable, to introduce it into general use ; the other, that it 
 was not only practicable, but just the thing wanted, and, in- 
 deed, quite indispensable to the progress of the arts and sci- 
 ences. Tiiese gentlemen had started from no given point, 
 nor kept near one in the course of their argument, if such it 
 can be called ; and it appeared probable that they would never 
 either understand or convince each other, when an opportune 
 remark from a young lady opposite at once put an end to the 
 war of words. ' La,' said she, 'how I should like to go into 
 a room and hear them all talking Phonography.' 'Madam,' 
 said the Phonographer, smiling, ' v.e do not mean to change 
 spoken language.' 'Not change spoken language!' inter- 
 rupted his opponent. ' We do not intend, my good friends,' 
 replied the Phonographer, ' to change directly the pronuncia- 
 tion of a single word, although, doubtless, the ultimate ten- 
 dency of a purely phonetic system of representing language 
 will be to bring about a desirable uniformity of pronuncia- 
 tion ; but that change is altogether immaterial to the success 
 of the writing and printing reformation, which must necessa- 
 rily precede any successful attempt to settle English pronun- 
 ciation at all ' ' What do you intend to change, then V in- 
 quired the oilier. ' Simply the method of representing to the 
 eye spoken language, however it may be pronounced.' The 
 Phonographer explained to them the principles upon which 
 the art is based ; and going into a iew details, illustrating his
 
 8 INTRODUCTION. 
 
 remark.s l»y familiar examples, he so cnarmed his hearers 
 with the simplicity, beauty, unci brevity of Phonography, the 
 universality of its bearings upon, and its positive connection 
 with, the other great reforms of the age, that, at their earliest 
 opportunity, they both began to study it, and are now to be 
 found among its most enthusiastic admirers. 
 
 It is well, reader, that yOu and we should understand each 
 other, or rather that you should fully comprehend what the 
 reformers of our written and printed language intend to ac- 
 complish, and how they intend to accomplish it. 
 
 PRINTED LANGUAGE. 
 
 There are in the English language thirty-seven simple 
 sounds and five compound sounds, ch, dj, i, o/, on, — the con- 
 stituent elements of each of which are so closely combined, 
 as to make it more convenient, for all practical purposes, to 
 consider them simple, — making, in all, forty-two. 
 
 We propose, then, to adopt forty-two letters or primitive 
 signs to represent these sounds, assigning to each letter but 
 one sound, which shall never be represented by any other 
 sign.* By such a change in our printed alphabet, the forty- 
 two sounds in our language once learned, and the forty-two 
 signs representing them, (the work of a few weeks,) the child 
 or foreigner can at once read and spell correctly any word in 
 the English language. And, what is equally important, those 
 who have learned to read Heterotypy, or the old method of 
 
 * Note to the Tenth Edition. — Every person already interested in a 
 truthful method of spelling, or wisliing to investigate the subject, should 
 at once subscribe for " The Anglo Saxon," a Phonotypic newspaper, 
 printed and published by the authors of this work. Price two dollars per 
 annum, and — to accommodate mere inquirers — -at the same rate for a half, 
 a quarter, or an eighth of a year. This novel publication is now thoroughly 
 established, with an extensive circulation. Address Ar drews & Boyle, 
 New- York.
 
 PRINTED LANGUAGE. 9 
 
 printing, can in ten minutes, without the aid of a teacher, learn 
 to read Phonotypy fluently ; their interest, as well as that of 
 the rising fieneration, havinc^ been consulted in the selection 
 of characters. In fact, we have retained nearly the whole of 
 the letters of the old alphabet, to which we have added others 
 to express sounds that occur in our lunguage, but which, in 
 the old alphabet, have no representatives ; e. g., the first sound 
 in the word all ; the first sound in the word uose, &c. This 
 is what is termed Phonotypy, or printing by sound.* 
 
 We have not room here to dwell on the difficulties against 
 which the child has to contend, while learning to read, upon 
 
 * As some grown-up persons are greatlj' afraid that we are going to 
 flood the country with books and newspapers which they are unable to 
 read, we insert in this note the Lord's Prayer in Phonotypy, to show 
 tliem that their fears are groundless. There is not so much difference 
 between the appearance of this and the printing in common use, as be- 
 tween this latter and that used in the fifteenth and sixteenth centuries ; 
 and yet the works of the celebrated men who flourished in those ages 
 have come down to us, and none of the ideas contained in them have been 
 lost on account of the language they arc clothed in. There is no reason, 
 when PhonotjTiy comes into general use, why a single book printed in 
 Heterolypy should be destroyed, as some persons fear, or pretend to fear. 
 
 Our Father which art in Heaven, Xr Faitur hwic; art in Ilevn, 
 
 hallowed be thy name. Thy king- halod hldi ntm. 31 cigdurn cum. 
 
 dom come. Thy will be done in 'd[ wil bl dun in iirt, az it iz in 
 
 earth as it is in Heaven. Give us Hevn. Giv us dis dt: sr dill bred, 
 
 this day our daily bread, and forgive and fergiv us »r dots, az wl forgiv 
 
 us our debts as we forgive our debt- »r detiirz. And lid us not intui 
 
 ors. And lead us not into tempia- temttjun, but dlliviu" ns from Ivl. 
 
 tion, but d'-liver us from evil. For F<»r ilpi iz ill eiijdum, and dl psiir, 
 
 thine is the kingdom, and the power, and dl glori, for eviu'. SJmen. 
 and the glory, for ever. Amen. 
 
 Indeed, we are fully satisfied, that if the object were solely to teach 
 children and foreigners to read the oM style of printing, more than a 
 year's painful labor would be spared theni by teaching them Phonotypy 
 first, and then leading them to a knowledge of the other, by means of the 
 general resemblance of the two, in the same manner as wc are now ena- 
 bled to read Chaucer and other old English authors.
 
 10 INTRODUCTION. 
 
 the old system, which, for the sake of distinction, we call 
 Heterotypy. A few facts, upon whicli you may comment al 
 leisure, will give you some idea of the obstacles to be sur- 
 mounted. 
 
 To represent the forty-two sounds referred to in a preced- 
 ing paragraph there are only twenty-six letters, and most of 
 (hem have different values ; e. g., the letter a, the first in the 
 alphabet, has eight different sounds, as in the following words : 
 mating, many, paring, father, fat, fall, wan, dollar. The 
 letter o has nine, as in the Avords woman, women, nor, hop, 
 work, son, go, do, compter. The combination eo has nine, as 
 in people, leopard, dungeon, yeoman, galleon, feod, McLeod, 
 aureola, theology. In short, tlie present English letters and 
 combinations of letters, used to represent simple sounds, have, 
 collectively, no less than the enormous number of five hundred 
 and fifty-three different values ! Nor is there even method in 
 this madness. For, on the other hand, the simple sounds of 
 our language may be represented in many different ways, — 
 the sound of e, in the word he, for example, is represented in 
 twen-ty-one different ways. The sound of a, in the word 
 mate, in twenty different ways, &c. Thus, the few simple 
 sounds of our language are represented by upwards of 
 three hundred and Jiffy different signs and combinations of 
 signs. A foreigner, who had never seen the word scissors, 
 might write it in any one of one million seven hundred and 
 forlyfve thousand two hundred and twenly-two different 
 modes, and in every case find authority, in other words of 
 the language, to justify him for his use of each letter or 
 combination !* 
 
 * There are certain recondite laws, (which would be unnecessary in a 
 perfect system of printing,) that reduce the number down to thirty-four 
 thousand five hundred and sixty. Some of these combinations are amaz- 
 ingly extravagant ; e. g., schiesourrhce, — justified by scAism, steve, aa, 
 honour, myrrh, sacrifice.
 
 PRINTED LANGUAGE. 11 
 
 So much has been said about such extravagant anomalies as 
 •plough, tough, cough, hough, though, through, &c., that many 
 persons believe them, with perhaps a very few others, to 
 include the whole of the orthographical absurdities of our 
 language ; — put, hut, love, rove, prove, her, here, there, of, off, 
 been, seen, &c., they are so accustomed to, that they forget 
 the years of toil, passed in thumbing over their spelling-books 
 to learn them. 
 
 There are, indeed, few who will not be startled at learning 
 
 that THERE ARE NOT SIXTY WORDS IN THE ENGLISH LAN- 
 GUAGE PRONOUNCED AS THEY ARE SPELLED ! that is tO Say, 
 
 the alphabetical name of each letter in the word furnishes no 
 clue to its sound in a combination, or to the pronunciation of 
 the words as a whole ; so that the child or foreigner has to 
 see and learn by a sheer effort of memory, and as a dis- 
 tinct lesson, every word and syllable in the language. Hence 
 the consumption of four or five years' valuable time in learn- 
 ing to read, and hence it is that nobody ever learns to spell 
 with uniforrfi correctness. Yet these whimsical combinations 
 of letters are denomin*ated ' orthograpliy, or the just method 
 of spelling words.' Is not this somewhat like a caricature of 
 printed language ? 
 
 We cannot leave this subject without quoting an extract 
 from tlie admirable little work called ' A Plea for Phonotypy 
 and Phonography,' by Alexander John Ellis, A. B., Fellow 
 of the Cambridge Philosophical Society, Honorary Member 
 of the English Phonographic Society, author of The Alphabet 
 of Nature, A:c. To this talented and very learned gentleman, 
 more than to any other, if we except Mr. Isaac Pitman, does 
 the writing and printing reformation owe its very rapid suc- 
 cess and favorable reception. He says : 
 
 Let us shortly sum up the consequences of heterotypy and 
 phonotypy being general. 
 
 ' At present, heterotypy being in general use,
 
 12 INTRODUCTION. 
 
 ' 1. It takes years for a child to learn to read with tolerable 
 accuracy. 
 
 ' 2. It takes many more years before he is able to spell. 
 
 ' 3. No one ever knows with certainty how to spell a word 
 which he has only heard, and has not yet seen written. 
 
 ' 4. No one ever knows with certainty how to pronounce a 
 word which he has only seen, and never heard. 
 
 ' 5. Very few can or do, at all times, spell every word with 
 which they are familiar, both in speaking and writing, correctly. 
 
 ' 6. Foreigners are continually committing the most lu- 
 dicrous mistakes of pronunciation, from being misled by the 
 spelling. 
 
 ' 7. The irregularities of spelling are the great cause of the 
 difficulty experienced in learning our language. 
 
 ' 8. Missionaries to foreign countries find the greatest diffi- 
 culty in reducing to writing the dialects of the barbarous tribes 
 which they are endeavoring to civilize ; and travellers and 
 geographers seem quite at a loss for a iTieans of conveying the 
 names of places which they have visited or described, the 
 strange medleys of letters which they furnish being in general 
 ludicrously unintelligible. 
 
 ' If phonotypy be generally used, 
 
 ' 1 . Children of six or eight years old will be able to learn 
 to read in a week. 
 
 * 2. Those who can now read heterotypy, will learn to read 
 in ten minutes. 
 
 ' 3. No difficulty will be experienced in spelling any word 
 which can be pronounced with accuracy. 
 
 ' 4. No doubt will be experienced as to the proper pronun 
 ciation of any word which meets the eye. 
 
 '5. Every one will be able to spell as correctly as h( 
 pronounces. 
 
 * 6. Foreigners will never be led into any errors of pronun 
 ciation by the orthography of words.
 
 WKITTKN LANGUAGE. 13 
 
 * 7. Our language, which is about the simplest, in its gram- 
 matical construction, of any in the world, will be rendered 
 accessible to the whole of mankind, and will be much more 
 extensively read and spoken. 
 
 ' 8. Missionaries will be able to reduce the language of 
 any tribe to an alphabetical form, and to print it oft' witii 
 ease ; no language need be unwritten, no difficulty experien- 
 ced in giving the names of places, &c. All the immense 
 variety of existing alphabets may be merged into one, and 
 thus one great stumbling-block to the student of languages, 
 (especially of Oriental languages,) immediately removed. 
 
 '9. Reading and writing will no longer be thought feats, 
 their attainment being the end and aim which the parents of 
 most poor children have in sending them to school ; they M'ill 
 take their proper place as subsidiary arts, without which wc 
 can learn nothing, but which contain no learning in them- 
 selves ; — they will be universally esteemed the ieginnings, 
 and not the ends of education. 
 
 ' To conclude. Suppose we had not this " monkish orthog- 
 raphy," but a better system, and some one were to propose 
 the former, and show its beauties by the tables just given ; 
 would he not be scouted at for daring to propose what is so 
 self-evidently absurd ? And, are generations yet unborn to 
 undergo the labor of wading through this mass of blunders, 
 merely because we note have a bad system of spelling ? Is 
 this one argument. It is so, and must therefore remain so, to 
 supersede all reason ? Forbid it, common sense !' 
 
 WRITTEN LANGUAGE. 
 
 After having mastered most of the absurdities of English 
 orthography, and acquired the art of writing, do you not find 
 that there is still something wanting ; tiiat your hand, do what 
 you will, cannot keep pace wilii your ideas, nor even with 
 
 2
 
 1 4 INTRODUCTION. 
 
 the spoken language of a very slow speaker ? Why is this ? 
 We answer : — 
 
 1. You very often make from five to twenty movements 
 of the hand in writing a single word, to represent actually no 
 sound at all ; the characters you form being called silent 
 or mute. 
 
 2. Two or three characters are often used to represent a 
 single simple sound. 
 
 3. Ever)'^ character in the English script alphabet is com- 
 plex in its form ; — we mean, that more than one motion of 
 the hand is required to make each of them ; e. g., o, n, t, 
 d, g, h, y, q, p, m, &c. ; so that, if but one of these is used to 
 represent a sound, a great many more motions of the hand 
 are made to form it than are philosophically necessary. Let 
 us take the word though as an illustration. To represent this 
 word, which contains but two simple sounds, six complex 
 characters are used, though, requiring, in all, twenty-three 
 motions of the hand to make them. While people persist in 
 countenancing such absurdities, not only disguising instead of 
 representing sounds, but wasting five-sixths of their time, and 
 two-thirds of their paper, and performing six times more 
 physical labor than the circumstances of the case require, the 
 drudgery of writing will be felt and bitterly complained of. 
 
 A few moments' reflection will suffice to convince any per - 
 son, that characters adapted to a printing alphabet will not do 
 for a script alphabet. Moveable types being used in printing, 
 the letters stand on the page necessarily independent of each 
 other ; that is, there is a space between them ; — they do not 
 touch one another. The printing alphabet has, therefore, 
 been constructed, first, with reference to the practicability of 
 using it according to our present mode of printing ; secondly, 
 with reference to its similarity to that now in use, which will 
 render the transition more easy, as any one who can read 
 heterolypy will be also able to read phonotypy, and vice versa.
 
 WRITTEN LANGUAGE. 15 
 
 In constructing a perfect system of written language, we 
 should first ascertain what ought to be its essential charac- 
 teristics, and then proceed to the formation of an alphabet with 
 reference to ihe whole of these characteristics. You will, we 
 are confident, agree with us, that the following are the essen- 
 tial qualities of a perfect system of written language ; — that 
 it should be, — 
 
 1. Easy of acquisition. 
 
 2. Easy of application. 
 
 3. Legible. 
 
 4. Capable of being written with as much rapidity as is 
 possible without destroying its legibility. 
 
 Now as all these are desirable characteristics, no system 
 not possessing them all, will ever be received by the people 
 into general use. If Phonography is not found to possess all 
 these requisites, l^^ the fact be established, and Phonography 
 be either rejected or amended. Its supporters say that it is 
 true to all these conditions of science. It is so simple, that 
 all classes of persons can easily acquire it ; it is perfectly 
 legible ; and is capable of being written by a practised hand 
 even much faster than persons generally speak in public. 
 
 In order to comply with these conditions, a perfect alphabet 
 of written language must possess, among others, the following 
 properties. 
 
 1. Every single simple sound must be represented by the 
 sirtiplest possible sign. 
 
 2. No sound must be represented by more than one sign. 
 
 3. No sign must represent more than one sound. 
 
 4. Sounds within a drtermined degree of likeness should 
 be represented by signs within a determined degree of like- 
 ness, and sounds beyond a certain degree of similarity must 
 be represented by signs beyond that similarity ; so that if in 
 writing a slight mistake is made, the misformed word will 
 suggest the true one.
 
 16 INTRODUCTION. 
 
 5. The consonant-sounds, being the significant meaning 
 elements of speech, forming the frame of the words, should 
 be represented by characters which can be easily joined 
 together by the writer, without taking the pen from the paper 
 before the form of the word is completed. 
 
 6. The vowel-sounds, being merely the euphonious* ele- 
 ments of speech, should be represented by characters placed 
 near, but not joined to, the consonant-signs ; so that when a 
 word can be perfectly well recognized by its form, without 
 the necessity of using the vowel-signs, these latter may be 
 dispensed with, without destroying the legibility, impairing the 
 beauty, or materially changing the appearance of the writing. 
 
 By examining the phonographic alphabet, you will perceive 
 that it possesses the above characteristics. In Phonographic 
 characters the word though, for example, which has been 
 already mentioned, is written (•, thus saving ten-elevenths of 
 the time and labor used in writing it the old way. Hence 
 the astonishing rapidity with which Phonography may be 
 written. Some Phonographers have written more than two 
 hundred words in a minute ; while public speakers do not 
 generally exceed one hundred and twenty words in a minute. 
 
 There is a fact which, were it not well attested by all prac- 
 tical Phonographers, we could scarcely hope to be credited^ 
 
 * It would be out of place for us to enter into any detailed explnnations 
 of what we mean by terming the consonant-sounds the essential signifi- 
 cant, and the vowels the unmeaning euphonious, elements of speech, or to 
 enlarge upon the immense importance, in a scientific point of view, of indi- 
 cating this distinction by our method of writing these two sorts of sounds. 
 This relates to the higher deiiartments of philology, and must be referred 
 to a distinct treatise. It mu.'^t suffice here to assure those timid persons, 
 who apprehend that our knowledge of the derivation of words will be im- 
 paired, that it is just in that field that phonography is destined to achieve 
 its highest triumphs. A new science yet lies beyond, on this suhject, and 
 remains to he developed hereafter, of which Phonography must he the 
 medium.
 
 HINTS TO TEACHERS. 17 
 
 which is, that the shorter and more contracted the writing, 
 the more easily is it read by the person wlio has studied 
 Phonography systematically, and rendered himself perfectly 
 familiar with it. We cannot, therefore, leave the subject 
 without strenuously urging on the reader the necessity of 
 studying well the elements of Phonography. Do not use too 
 many abbreviations at first, but aim rather at correctness than 
 rapidity, which will come of itself. This book and the Class- 
 Rook contain all that is necessary to give you a thorough 
 knowledge of the art, as used in correspondence, book- 
 keeping, &c., and which can bo written about three times as 
 rapidly as the common long- hand. When you have well 
 mastered it, a very short practice will suffice to make you 
 familiar with the reporting style of Phonography. You must 
 not imagine that a new set of principles are to be learned, in 
 order to report. It is simply a more extensive application of 
 the principles which are contained in the Class-Book, and 
 illustrated in this Reader. 
 
 HINTS TO TEACHERS. 
 
 The French say, ' Avant d'upprendre, il faut apprendre a 
 apprendre.' We agree with them, adding, ' Avant d'enseigner, 
 il faut apprendre u enseigncr.' As Phonography is a new 
 art, and we have had more experience in teaching it than any 
 other persons in the United States, we think that a few re- 
 marks on the metlioil uc jiursue in instructing our classes 
 will be received as kindly as they are intended. 
 
 We instruct classes under such circumstances that we can- 
 not give rules applicable to each particular case. We have 
 sometimes large jKjpular classes of several hundred persons ; 
 occasionally, smaller classes of scientific men ; at other times, 
 we instruct a class Cf)mposed e,\clusivcly of young persons 
 under sixteen years of age, &c. ; according to the time and 
 money which the persons receiving ins! ruption are willing to
 
 18 INTRODUCTION. 
 
 devote to the study. We give six, eight, twelve, eighteen 
 and often twenty-four lessons. The lessons are given daily 
 semi-weekly, or weekly, in the morning, afternoon, or evening. 
 We are necessarily guided by the above and many other con- 
 siderations in conducting our classes, and so must every other 
 teacher be. 
 
 There are, however, a kw general principles, applicable to 
 each case ; and you will have no difficulty in teaching Pho- 
 nography under any circumstances, that is, as much of the 
 theory and practice as the nature of the case will admit of, 
 if you read attentively the following paragraphs, in which we 
 will point out, as well as we can on paper, the course we pur- 
 sue with a class about to receive twenty-four lessons. 
 
 From fifty to five hundred — the more the better — ar.* 
 before us to receive the first lesson. They have already 
 heard an introductory lecture, and have some idea of the ob- 
 jections wliicli Phonographers make to stenography, and the 
 superiority wliich is claimed for Phonography by the ad\0'" 
 cates of the plionetic principle. It is impossible for us to say 
 on paper what introductory remarks would be most appropri 
 ate to each lesson ; this depends upon the man, the occasion 
 the audience, the time to be spared, &c. We would, however, 
 impress upon the minds of teachers, that until Phonography is 
 universally acknowledged to be true. — the only true system 
 of representing language to the eye, — until people feel them- 
 selves compelled to learn it, from the fact of its coming more 
 and more into daily use, for business purposes, so that not tc 
 understand it would render them liable to be charged with 
 ignorance, every practical lesson should be intermingled witlj 
 occasional remarks, which will serve to keep constantly 
 before the mind of the pupil the importance of the great pho- 
 netic principle, — the immense revolution its universal adop- 
 tion will create in the republic of letters ; its connection v^-ith 
 the general advancement of science ; the facility witli whu-.h. by
 
 HINTS TO TEACHERS. 19 
 
 its aid, languages may be learned, &c. Appropriate remarks 
 upon these subjects will of course suggest themselves to 
 teachers. We will therefore confine ourselves to practical 
 instruction. 
 
 First Lesson. — We teach the pupils to enunciate distinctly 
 after us, and in concert, the first fourteen consonant-*o?/7id.y, 
 (not the names of the letters, or signs,) pointing at the same 
 time to the signs representing them.* These fourteen sounds 
 are the labials and dentals. We then teach them to enunciate 
 the first three vowel-sounds, and explain to them that the 
 heavy dot, according to its position near a consonant-sign, 
 represents some one of these three sounds ; — that, as the local 
 value of the vowel-sign begins where the consonant -sign com- 
 mences, it is necessary to have a uniform method of making 
 the consonant-signs, — that the horizontal consonant-signs are 
 all made from left to rio;ht, and the others from above down- 
 wards, — that a vowel-sign placed above a horizontal conso- 
 nant-sign is read first, under it, last, — that a vowel-sign placed 
 on the left of any other consonant-sign is read first ; on its 
 right, last 
 
 We then analyze a few words composed of such sounds as 
 we have taught them, and containinsr onlv one consonant- 
 sound and one vowel-sound, after which, we write one on the 
 black-board, showing tliem that the consonant-sign must be 
 first written, and the vowel-sign afterwards placed near it. 
 We also tell them that in reading, before they become familiar 
 with Phonography, so as to be able to recognize a word by its 
 general appearance, they must first ascertain \\ hat the conso- 
 nant-.sound.s in the word are, and aftor them the vowcl-sounds. 
 After a little practice on the black-board, we give them the 
 
 * Toachers shoulil lia%'e four \nrr,f Charts, prf])nTf<] liy thi? aiiihors of 
 this work, for the purpoee of illustrating to a larirc public class or a school 
 llie first principles of Phonotypy and Phonography; after which, the. 
 Class-Book and Reader, with a good hlack-board, will be sufBcient 
 Price of the Charts, 50 cents each.
 
 20 JNTRODUCTION. 
 
 following -tt ords to write ; pea, pay, ape, fee, eve, me, may, aim, 
 tea, eat, eight, the, they, see, say, ace, ease, air, knee, nay, »fec. 
 Observe, that we do not give any word containing sounds 
 which they have not yet learned, neither do we give any con- 
 taining the sound represented by the /-sign, because this sign, 
 when standing alone, is struck up, forming an exception to 
 the general rule, of which it is better to say nothing until the 
 class is somewhat advanced. The scholars then write the 
 above word in their copy-books in the long-hand, and at home 
 write them in Phonography, for the next lesson. 
 
 Second Lesson. — After rehearsing the sounds which they 
 learned at the first lesson, we write on the black-board, in 
 large and plain Phonographic characters, the words which 
 were given them at the first lesson, so that those having mis- 
 takes may correct them. The black-board should be good, 
 and the chalk better than is usually to be had, — a large piece, 
 and so cut that a light or a heavy line can be made without any 
 difficulty. We then give them the remainder of the conso- 
 nant-sounds and signs, the first three stopped vowel-sounds 
 and signs, and the aspirate represented by the small dot, — 
 write a few words on the black-board, analyze a few, alid give 
 them, to prepare for their next lesson, the first five lines in 
 the Reader. We also give them twelve or fifteen words to 
 write, containing but one vowel and one consonant, and sucl; 
 sounds only as they have been taught. 
 
 Third Lesson. — We run over the sounds which they have 
 learned ; the scholars enunciating distinctly and in concert, 
 while we point to them on the chart, and correct errors. We 
 then write on the black-board the words given them at the 
 preceding lesson, after which they proceed to read the lessor 
 given them to prepare for reading. For the first five or six 
 lessons we pursue the following course. Teacher. What is 
 the consonant-sound in this word ? Scholars enunciate the 
 sound represented by the sign. Teacher. What place
 
 HINTS TO TEACHERS. 21 
 
 vowel-sign precedes it ? Scholars. A first-place vowel-sign. 
 Teac/ter. Full, or stopped ? Scholars. Full. Teacher. What 
 sound does it represent ? The scholars enunciate together. 
 Teaclier. What is the word or combination represented by 
 these two signs ? Scholars. Eat. The reading-lesson com- 
 pleted, we give them the other seven simple vowel-sounds 
 and signs, a few words containing them to write for the next 
 lesson, and the remainder of the first section of the Reader. 
 
 Fourth Lesson. — Review, as usual ; write on the black- 
 board the words given them at the preceding lesson, and 
 recite reading-lesson in the manner pointed out in a preceding 
 paragraph. We then tell the pupils that, where a word con- 
 tains two or more consonant-signs, the whole should be made 
 without taking off the pen, after which the frame thus formed 
 should be vocalized. We also give them the rule for placing 
 the first and third place vowel-signs, when coming between 
 two consonant-signs in the same .syllable. We teach them a 
 few of the word-.signs, and give them a few simple phrases 
 to write for the next lesson, with the second and third sections 
 of the Reader to prepare. 
 
 Fifth Lesson. — We review the sounds, as usual, correct 
 the phrases given to be written, and recite the lesson in the 
 Reader. The second section is recited as follows by the class, 
 in concert. They first enunciate the consonants in the word 
 separately, and then, glancing their eye at the vowel, enunciate 
 the whole word distinctly. We require them to do this, be- 
 cause, when writing, they must first think of the consonant- 
 sounds in a word. We often, in the course of the lessons, ask 
 them how many consonant-sounds there are in such a word, 
 and as they enunciate them, require tliem to make the signs 
 representing them on paper. The third section they read 
 very slowly and in concert, after which we give them the 
 compound vowel-signs for i, oi, and ou, and explain to them 
 the use of the circle. We give them a few phrases to write
 
 22 INTEOUUCTION. 
 
 for the next lesson, with the fourth and fifth sections of the 
 Reader to prepare. 
 
 Sixth Lesson. — Review and recite as before. We then 
 explain the up-stroke r, tell them that the I and sh signs may- 
 be made either up or down, and show them the second form 
 of the aspirate, telling them under what circumstances it 
 should be used. We give them the sixth and seventh sec- 
 tions of the Reader to prepare for the next lesson, with a few 
 phrases to write. 
 
 Seventh Lesson. — After reviewing, &c., we give them the 
 eighth and ninth sections ; these contain no new principle ; 
 it gives the class a rest, therefore, before learning the next 
 two series of compound vowels. 
 
 We think it unnecessary to continue the above detailed 
 explanation, as it may be easily seen from what precedes how 
 we continue through the course. At each lesson a few word- 
 signs are given, phrases are written on the black-board for 
 the scholars to read, and words are analyzed. The odd sec- 
 tions, commencing with the third, are also reviewed at each 
 lesson, until the class becomes familiar with them. It will be 
 perceived that each principle in the Class-Book is illustrated 
 by two sections in the Reader, the first containing words, the 
 second, reading matter ; the two constituting a lesson. After 
 the class has read through the thirteen sections, a very short 
 note or letter should be given them at each lesson, which 
 should be corrected by the teacher on the black-board at the 
 next lesson, he being careful to use only such abbreviations 
 in his corrections as he has taught the class. After the illus- 
 tration of the halving principle, the reading-lessons are pro- 
 miscuous, and the scholars should be requested to read over 
 the Class-Book carefully, from No. 144 to the end. 
 
 We have uniformly found that by going on, very slowly 
 at first, according to the method we have pointed out, the 
 class becomes much more interested in the study ; but when
 
 HINTS TO TEACHERS. 23 
 
 we get past the halving principle we give much longer les- 
 sons. Twenty-four lessons, of one hour each, will take a class 
 through the Reader, so that any member who has paid atten- 
 tion to the instructions of the teacher will thoroughly under- 
 stand the principle and practice of Phonography. Wheru 
 grown-up persons can only take twelve lessons, teachers 
 should take them no farther than the halving principle, refer- 
 ring them to the Class-Book for the remainder ; and if only 
 six lessons can be given or taken, except in extraordinary 
 cases of diligence on the part of the student, the first thirteen 
 sections only should be taught. Every scholar ought to be 
 furnished with a Class-Book and Reader. 
 
 Among grown persons, we have invariably remarked that 
 ladies make the most proficiency, as they have more time to de- 
 vote to study than gentlemen ; it will therefore be much to the 
 interest of the cause and to the credit of the teacher to secure 
 as many ladies as possible in his classes. We have generally 
 adopted the plan of giving free tickets to female teachers, 
 whose inadequate salaries often preclude them from studying 
 those arts and sciences which they have both the taste and 
 the aptitude to acquire. 
 
 Teachers in public schools, who desire to instruct their 
 pupils in Phonography, would do much better to go half 
 through the Reader, and review once or twice before going 
 an)' farther. Three months spent by scholars over ten years 
 of age in studying the Class-Book and Reader, enables them 
 to read Phonography as readily as common print, and to 
 write it with great facility.
 
 THE ALPHABET 
 
 Consonant-Signs. 
 
 
 P\ T Cll/ 
 
 K 
 
 b\ I) J/ 
 
 G 
 
 fV^th( s) suJ 
 
 
 y\^tb(^ z^ zhJ 
 
 
 R 
 
 M. 
 
 N^ 
 
 NG^ 
 
 
 
 Simple 
 
 Vowei-S 
 
 IgllS 
 
 
 
 I^irst Group. 
 
 
 
 
 Second Gi 
 
 oup. 
 
 E • 
 
 i • 
 
 
 AU - 
 
 
 
 0- 
 
 A • 
 
 E . 
 
 
 Uil - 
 
 
 Of 
 
 V - 
 
 AH . 
 
 A . 
 
 
 oo - 
 
 
 
 OO - 
 
 As in feel, 
 " fate, 
 " far, 
 
 f/t, 
 
 fed, 
 
 fat, 
 
 
 fall, 
 fur, 
 fool. 
 
 
 vote, 
 
 fop, 
 
 fuss, 
 full. 
 
 Diphthong-Signs. 
 
 I V as in paie. 01 a as in hoy. 
 
 OW A as in how.
 
 
 
 
 
 
 
 THE 
 
 
 
 PHOXOGRAPHIC READER. 
 
 
 
 SECTION 
 
 1, 
 
 Sec * 
 
 Complete Phonographic Class-Book,^ Nos. 18 
 to 29, 34 to 41, and No. 52. 
 
 • 
 
 / 
 
 V --x •• 
 
 ■V •■( ■•~^ . 
 
 
 V 
 
 •) "- / 
 
 X 
 
 X 
 
 •I 
 
 •/ . r 
 
 • 
 
 ■^ 
 
 • 
 
 / / ^ 
 
 ■r ^ X 
 
 1 
 
 
 ^~i X 
 
 1 — *S X 
 
 V 
 
 1 
 
 ^ -^ ^ 
 
 r s X 
 
 1 
 
 "v^ 
 
 
 1 X 
 
 >^ 
 
 \ 
 
 ^ "^ X 

 
 .^ 
 
 -) K ^ 
 
 ^ k ^x 
 
 •1 
 
 - < ) 
 
 ^ -^ Kx 
 
 1 
 
 . \ . 
 
 
 ^1 
 
 •' X 
 
 SECTION 2: 
 
 See 
 
 ' Comp. Phon. Class-Book^'' Nos. 57 to G4. 
 
 > 
 
 \^ 
 
 i 
 
 > 
 
 • ^ - 
 
 -'''~\ X Li^ V-^ X 
 
 v^ 
 
 '\ ^ 
 
 X Nv v.^ \— : X 
 
 ^ 
 
 ■ A C 
 
 . \\S^ 
 
 s 
 
 \^ V^ 
 
 X \ L, "^ X 
 
 \ 
 
 ^ ^ 
 
 v. ^ ^ X 
 
 ^ 
 
 I ' 
 
 ^^ " ,> ^ '^
 
 27 
 
 SECTION 3. 
 
 See ' Comp. Phon. Class-Booh,'' Nos. 06 to 71. 
 
 n ■) Ti L ) ; ■• ^ -) ^• 
 
 s-^ 
 
 
 . ~1 
 
 •) . 
 
 \ 
 
 SECTION 4. 
 
 Vec ' Comp. Phon. Class-Book,' Nos. T2 to 79. 
 
 ■> -^ 
 
 i_ 
 
 ••/ 
 
 X X) 
 
 \
 
 28 
 
 1 
 
 o 
 
 • 
 
 X 
 
 ^ o 
 
 ^ 
 
 X 'V^ (5^ 
 
 y 
 
 . \o Cj/ 
 
 o . 
 
 1 
 
 • 
 
 CTN* 
 
 N^ ^> X 
 
 \ 
 
 °— N^J' 
 
 \ X 
 
 1 
 
 ^ 
 
 -p -P .qL- 
 
 X X 
 
 -p o . -p 
 
 1 . X 
 
 °>\ 
 
 "V> ^ 
 
 -e 
 
 r 
 
 ^JX <i^ X 
 
 ^ 
 
 V» 
 
 ^ 
 
 ~^^ 
 
 3 V\ X 
 
 < 
 
 f o ■ 
 
 .r 
 
 p 1 
 
 o > 
 
 ^ 
 
 ^ ^ 
 
 "^ 
 
 ^ 
 
 ko C? X 
 
 
 SECTION 
 
 [ 5. 
 
 
 See 
 
 ' Camp. PJion. 
 
 Class-Book,^ 
 
 Nos. 66 to 71. 
 
 • '"l V L -^ 
 
 ^ 
 
 V b~~1 
 
 <. 
 
 Cj? .) Q^ 
 
 .) 
 
 p 
 
 t9 ' 
 
 s 
 
 "1 
 
 - "^ ^ 
 
 • 
 
 (• 
 
 • 
 
 xc^y
 
 29 
 
 \^ — ^-_^ •v. \^S X <j~\ 
 
 
 SECTION 0. 
 
 See ' Comp. Pkon. Class-Book,' Nos. 81 to 87. 
 
 ,^^ X ^^ j~.r X /I /I /Tl X 
 
 »y o>\. X v" v/ ^ /I X 
 r M r X v/ v* J . 
 ^ V V ^ X f f. ?x
 
 30 
 
 SECTION 7. 
 
 See 'Comp. Phon. Class-Book,'' Nos. 78 and 81 to 87- 
 
 I 
 
 V" V 
 
 /I 
 
 ' s 
 
 L \ 
 
 '^y 
 
 '^ 
 
 O n^ 
 
 SECTION 8. 
 
 See ' Com.]). Phon. Class-Booh,^ Nos. 53 io 55, 
 
 ^ 1 T 1 X ^^ <:i ^ X 
 
 r' "■;^ 
 
 J J \> 
 
 [ ^ C 
 
 .^ 
 
 J
 
 31 
 
 SECTION 9. 
 
 See * Comp. Phon. Class-Book,'' Nos. 53 to bo. 
 
 V o ■% 
 
 t^ 
 
 \ \ 
 
 
 n') o 
 
 . b 
 
 n^ 'I 
 
 ^ 
 
 SECTION 10. 
 
 See ' Comp. Phon. Class-Book,' Nos. 91 fo 96. 
 
 ' 1 T X \ L n /°x
 
 32 
 
 V -^ ,.n E L "^ n X 
 
 1 / \ X I X 
 
 SECTION II. 
 
 See ' Comp. Phon. Class-Booky Nos. &l to 96. 
 
 s ^ r ' -\^ 1 . 
 
 '"^ 
 
 X 
 
 • U cH^^. 
 
 *( ^^ X 
 
 Qj^ 
 
 A 
 
 ~^ 
 
 r 
 
 V. 
 
 "V ^-
 
 33 
 
 
 
 'A ^ 
 
 ^ ' 
 
 SECTION 12. 
 
 See ' Comp. Pkon. Class-Book,' No, 97, 
 
 -n ^ . 1 
 
 A 
 
 r X r X 
 
 < ^ 

 
 34 
 
 SECTION 13. 
 
 See ' Covip. Phon. Class-Book,^ No. 97. 
 
 ( >^ • ^ ^ / 
 
 ' ^ /I' N. X 
 
 -/" 
 
 f . .0 . ^ 
 
 SECTION 14. 
 
 See ' Ctj7ftp. PAoTi. Class-Book,' IVos. 103 /o 105. 
 
 ^ ^ > 
 
 >
 
 35 
 
 • X 
 
 i ^ 
 
 V VI M X V Vk X 
 
 ^ H "X 'n X v.. ^ , 
 
 ^ <^ ^ X ^ ^ ^ . 
 
 SECTION 15. 
 
 See ' Comp. Phon. Class-Book,'' Nos. 102 to 105. 

 
 36 
 
 \ 
 
 
 N • 
 
 t 
 
 SECTION 16. 
 
 See ' Comp. PAoti. Class-Book,' Nos. 106 fo 108. 
 
 Vx '\'\_ "T X 
 
 -i> 
 
 . I 
 
 \ \ T \ ^ X r Vx 
 
 % ^. 'x^ z^ c — > 'Vj X
 
 37 
 
 SECTION 17. 
 
 See ' Comp. Phon. Class-Book,' Nos. 106 to 109. 
 
 ^ -I V • "^ ^ ^' }' 
 
 ^- . ^ ^ '"^^ . T . I 
 ^ • -1 . -^ . D i \ ) 
 
 SECTION 18. 
 
 See ' Comp. PAon. Class-Book,'' Nos. 110 io 113. 
 
 °\ 
 
 o-.. 
 
 X 
 
 ^ 
 
 X 
 
 '\ 
 
 V- X '^' X ^ 
 
 X NX 
 
 ii:<ci r'~w.jiL.vJ. jL.
 
 38 
 
 
 L 
 
 X 
 
 X 
 
 l_^ ^ f. ./^ ^ -L '^ X 
 
 SECTION 19. 
 
 See ' Comf. Phon. Class-BooJc,' Nos. 110 to 113. 
 
 
 • Q 
 
 
 
 
 
 .
 
 39 
 
 SECTION 20. 
 
 See ' Comp. Phon. Class-Book,' Nos. 114 to 118. 
 
 \r ^ 
 
 /o> VjT ^ t r- ^ ^ 
 
 •^ra 
 
 o '-^ 
 
 
 >i 
 
 SECTION 21. 
 
 See ' Com/?. P/ion. Class- Book,' Nos. 114 fo 119. 
 
 
 ' ^1^ ^ ^ -^ 
 
 1
 
 40 
 
 
 <j> >< 
 
 SECTION 22. 
 
 See • Comp.Phon. Class-Book,' Nos. 120 to 124. 
 
 ^ \ ^ J- 
 
 "5~3 X 
 
 V. ^ -^- ^ v--' > 
 
 
 ^- > 
 
 — 
 
 ^ /Vs <^ 'Xg .,-r^ "Vs X 
 
 A 
 
 ^i^ ''^- V \^ cO V
 
 41 
 
 SECTION 23. 
 
 See « Comp. Phon. Class-Book^' Nos. 120 to 125. 
 
 ^ ^ • A • ^ V^ 
 
 1 
 
 '7 ^ ^ r -^ \. 
 ^ f V , > . V C . 
 
 5 
 
 V \ •© 
 
 ^•^ . \ <=^ \ "^ ^.n /CV 
 
 X 
 
 SECTION ^. 
 
 .S'ee ♦ Comp. Phon. Class- Book,' Nos. 12G to 128. 
 
 
 U X 
 
 .1 '^ X
 
 43 
 
 V '\-^ "Hs V "Is X ._5 X 
 • • 
 
 :^ ^ ^ b ^ ^-^^ 
 
 SECTION 25. 
 
 <See ' Comp. Phon. Class-Book,' Nos. 126 to 129, 
 
 
 
 ' -3 X " 
 
 S "Tr S 
 
 
 • '^^ 
 
 X
 
 43 
 
 
 1 
 
 SECTION 26. 
 
 
 See ' Comp. Phon. Class-Book,^ Nos 
 
 . 130 to 139. 
 
 ''X "-^ y i V /^ 
 
 Lr X 
 
 ^ b ^ \'^ ^ 1^ X 
 
 
 *^ X 
 
 ■y ^J \^ 1 '^ ^ ' 
 
 X 
 
 
 ^ 1- X 
 
 V V ^^. \' "^ 'v^ 
 
 ^ X 
 
 -^ C V^ ^. ^ ^ 
 
 3. > X 
 
 SECTION 27. 
 
 
 See ' Comp. Phon. Class-Book,'' Nos 
 
 130 /o 143. 
 
 • — 1 • 
 
 X 
 
 .L ^. v^ . ^ /* , 
 
 J "
 
 41 
 
 s • 
 
 I (•• 1 . xy^- ^ . . 
 
 ■^A X
 
 45 
 
 f * " V ° 
 
 X • 
 
 <^ 
 
 ) 
 
 Q^ 
 
 
 ^.. 
 
 
 x aO \S) o I 
 
 o % 
 
 5 i O 
 
 •"3 
 
 
 V.': \ 
 
 / 
 
 I ^ 
 
 n ^ ^ 
 
 v5p 
 
 Vj. > No O 
 
 vlP
 
 40 
 
 f\ . \ 
 
 A" ' 
 
 ^ \ ' ^^ 
 
 .-Xp 
 
 ^ c 
 
 
 "D X 
 
 
 
 SECTION 28. 
 
 
 See in this and the following Sections, '■Camp 
 Class-Book,'' from No. 144 to the end. 
 
 Phon. 
 
 ( 
 
 ' \ . 
 
 
 
 . ^ .f 
 
 % \ 
 
 • / X • 
 
 ^ 
 
 V^ , 
 
 1 ■' 
 
 K X \ 
 
 v^ 
 
 ( ^. 
 
 • 
 
 r ^ .^ 
 
 
 • ^ -x. 
 
 • 
 
 ^ / ) ^ 
 
 "7^ 
 
 'vT ""1. 
 
 • r 
 
 X V \ "^ 
 
 o^ 
 
 r^ ^. 
 
 ' r 
 
 . ^" ^• 
 
 '^, 
 
 n 1 p 
 
 ^ 
 
 
 A 
 
 -r, , ^ 
 
 ^ ' 
 
 ^ .1 -;J 
 
 ■^
 
 47 
 
 =?^ 
 
 /• 
 
 5 -^ 
 
 X 
 
 I V ^ 
 
 
 SECTION 29. 
 
 ( zr ^ • -^ 
 
 "• • \> 
 
 ' / ' I/- 
 
 6~^ 
 
 
 . .^ C- (• vr 
 
 X
 
 48 
 
 
 ♦• o 
 
 
 t 
 
 ) 
 
 ^ . 
 
 V. ? ° I 
 
 <-SLJ> 
 
 ( --- . ^ ^
 
 49 
 
 1 
 
 t 
 
 J ^ 
 
 \ . -N ^ 
 
 < 
 
 q_^ 1^ 
 
 r^ ^ "X , 
 
 - 
 
 (• . J. . v^ ^ , 1 
 
 ') 
 
 c 
 
 - \^ 
 
 'v 
 
 7- 
 
 . • -^. ? 
 
 c 
 
 'TO 
 
 ^- ( ^ , 
 
 c 
 
 r ^ 
 
 .J- ^ /x , 
 
 "^ 
 
 ^ 
 
 0^ U . 
 
 v^ 
 
 ■ ^ (. 
 
 ■.) "Vo "^ , 
 
 • 
 
 -V " 
 
 -7=- \ 
 
 s 
 
 ( 
 
 o 
 
 •0 

 
 50 
 
 SECTION 30. 
 
 'v^ . • 
 
 • V — o . • — , 
 
 V^ ' ' ^. 
 
 X 
 
 "^ 
 
 (• 
 
 0>^ O 
 
 
 
 .. >X 1 
 
 <r^ 
 
 
 < •
 
 5! 
 
 ) T ' . y-y. - \ 
 
 ^ -rci 
 
 ^ ; -^. \ 
 
 •o. -o 
 
 A I 
 
 
 . ^ 
 
 ■^9 
 
 ^ ■ ^^ 
 
 vf^ . ^ 
 
 %= h X 
 
 SECTION 31. 
 
 
 -^ ^ J
 
 52 
 
 t . • 1^ ^ • 
 
 X « 
 
 o 
 
 \ 
 
 •^, . ^ ^. s. , ' ^ 
 
 r ( ■> 
 
 c • r 
 
 l^ ■• 
 
 '"i. • 
 
 ,. c •• '■ ) 
 
 > ^ 
 
 .1 x^ ') . \ 
 
 ^ 
 
 
 l^ 
 
 O . )• ( I ) -^"^ 
 
 1 
 
 r- ■• ..I J. 

 
 53 
 
 :, ( V (• , 
 
 A . 
 
 A 
 
 /^ 
 
 n. 
 
 N/ 
 
 V 
 
 ff~~N 
 
 'X 
 
 r^ 
 
 V •• j I . ^^ • 
 
 X .J- 
 
 
 I ^i> 
 
 
 ■> • \ 
 
 ) 
 
 ^J^ 
 
 
 r- 
 
 V 
 
 ^ ' I -v 
 
 • v» ■■^ 
 
 \ 
 
 •• r 
 
 L
 
 54 
 
 c • ^ , "- -v, -_ ' 
 
 V. 
 
 . J, 
 
 , .)• " )■ ' 
 
 -■^^ 
 
 o 
 
 / 
 
 ^ . L 
 
 ••>, ?j 
 
 SECTION 32. 
 
 VG 
 
 o . \^. ^, 
 
 V. \ ^ 
 
 9_^ 
 
 A . 
 
 55 p •• 
 
 • 5 ' 5 
 
 U V 55 
 
 tt •
 
 55 
 
 c > 
 
 — ^-^ 
 
 
 -~~^ 
 
 /, 
 
 \ 
 
 ^" 
 
 \ • \ • ^ / • r- 
 
 ^ y% ,'j^ . / 
 
 \ 
 
 
 r A 
 
 ■^
 
 56 
 
 n 
 
 N • 
 
 
 95 tc V 
 
 . i: f 
 
 44 V 
 
 1? 
 X 
 
 r \ ) < ^ ,.L> 
 
 
 •• c 
 
 \,- 
 
 . r 
 
 
 )
 
 57 
 
 .^ . ^ 
 
 q_lG> 
 
 , -<. ) v^. ^ 
 
 (• ^ i? ' r\. ^ ^ • J/] 
 
 SECTION 33. 
 
 
 r 
 
 
 I 
 
 1 I 
 
 X / 
 
 • ) ^ ^-V. , V. •• ..I 
 
 'n- ^ 
 
 L
 
 
 r <L 
 
 
 
 r /TV , 
 
 If 
 
 , I ' 
 
 f t 
 
 1 1 • 
 
 r . L_ 
 
 (/ 
 
 C^x» 
 
 Qi^ 
 
 1 • 
 
 •o 
 
 • iv 
 
 9? 
 
 
 Al 
 
 I n 
 
 •• > 
 
 X
 
 59 
 
 L ) V. . 
 1 V 
 
 SECTION 34. 
 
 \ w . 

 
 GO 
 
 I _ 1^ . ^ ^ \ • A ' 
 
 ■2 -^^ 
 
 .b 
 
 
 / 'O 
 
 I 
 
 . cApV 
 
 Nj--« .C ^
 
 SUBSCRIBE 
 
 FOR 
 
 '^THE ANGLO SAXON." 
 
 Every person who Avishes to acquire a thorougli liieoreti- 
 cal and practical knowledge of Phonotypy and Plionography, 
 and who is desirous of securing the general and speedy adoption 
 of these arts, by the people of the United Stales, is requested 
 to subscribe for 
 
 THE ANGLO SAXON, 
 
 A WEEKLY PIIONOTYPIC NEWSPAPER, 
 
 DEVOTED TO THIC DrFFUSION OF KNOVVLEnCH AND NF.WS, 
 
 THROCGII THE MEDIUM OF 
 
 PHONOTYPY, 
 
 OR THE JUST METHOD OF SFELMNG WORDS ; THAT IS, 
 
 JUST AS TIIEY ARE PRONOUNCED; 
 
 BUT CHIEFLY TO 
 
 THE AVRITING AND SPELLING REEORMATION. 
 
 It is the intention of the publishers that each number of the Anglo 
 Saxon shall also contain a portion of Plionographic reading-matter, in- 
 tended for the use of those who have mastered 
 
 ■ "THE COMPLETE PHONOGRAPHIC CLASS-BOOK," 
 
 A.\U THE 
 
 " PHONOGRAPHIC READER." 
 
 THE BODY OF THE PAPER IS PRINTED IN 
 
 PHONOTYPY, (OR PRINTING BY SOUND.) 
 
 The advanlaires of Phonot3'py over Ileterotypy arc numerous. 15y 
 Ilcteroiypy we mean the old style of printing, Buch as ihin paragraph is
 
 [2] 
 
 printed in. It has been demonstrated tha the business of learning to 
 read and spell may be accomplished, by mrans of Phonotyjiy, in three 
 months ; whereas, from three to ten years are required by the old style. 
 
 We appeal to any man of common sense, whether it is right cr not to 
 block up the road to learnuig with such absurdities as these • — 
 
 T-0-U-G-H, 
 
 Tough. 
 
 T-H-0-U-G-H, 
 
 Though. 
 
 P-L-0-U-G-H. 
 
 Plough. 
 
 T-H-R-O-U-G-H, 
 
 Through 
 
 C-0-U-G-H, 
 
 Cough. 
 
 H-0-U-G-H, 
 
 Hough. 
 
 H-I-C-C-O-U-G-H, 
 
 Hiccough, 
 
 There are about SIXTY THOUSAND words in the English lan- 
 guage. There are not SIXTY pronounced as they are spelled ! I ! 
 Ought tills to be so I You answer, NO ! ! Help us, then, to do away 
 with it. 
 
 HOW? 
 
 BY SUBSCRIBING FOR 
 
 "THE ANGLO SAXON" 
 
 YOURSELF, 
 
 AND INDUCING OTHERS TO DO SO. 
 
 TEN MINUTES ATTENTION TO THE ALPHABETS 
 
 will enable any one of ordinary capacity, and who can read in the com- 
 mon mode, to understand the principles of 
 
 LONG- HAND PHONOGRAPHY 
 
 AND 
 
 PIIONOTYPY, 
 And to read the PHONOxypY in which the Anglo Saxon ..e printed.
 
 [3] 
 
 ALPHABETS. 
 
 
 COXSONAKTS. ; 
 
 TOWELS. 
 
 
 ! 
 
 Long-hand. Type. Souo-l. Name. 
 
 Lon»-lianiI. Type- Soiinil. Nojne.l 
 
 ^A 
 
 1 
 
 < 
 
 pi 
 
 %^ 
 
 . .1 
 
 feet 
 
 I 
 
 ^/ 
 
 B biay 
 
 bl 
 
 Jy 
 
 I i 
 
 fit 
 
 it 
 
 f^ 
 
 F f/ew 
 
 ef 
 
 Se 
 
 E t 
 
 mate 
 
 8 
 
 
 V V 
 
 ficw 
 
 TE 
 
 i^ 
 
 E. 
 
 met 
 
 ct 
 
 M m 
 
 sum 
 
 am 
 
 •^^(Z 
 
 m IE 
 
 mare 
 
 oe 
 
 Ww 
 
 way 
 
 WE 
 
 ^fn 
 
 
 
 
 
 
 
 
 .1 a 
 
 bam 
 
 a 
 
 f~t 
 
 T t 
 
 ioe 
 
 tl 
 
 
 
 
 
 ^d 
 
 D d 
 
 <foe 
 
 dl 
 
 A a 
 
 bat 
 
 at 
 
 Yf 
 
 
 
 
 e 
 
 haul 
 
 
 
 T t 
 
 </an 
 
 it 
 
 (Tv 
 
 
 
 cot 
 
 ot 
 
 
 a d 
 
 «Ay 
 
 di 
 
 ^/., 
 
 U U 
 
 c«rd 
 
 u 
 
 ■fj 
 
 S s 
 
 seal 
 
 es 
 
 llu 
 
 U n 
 
 cut 
 
 ut 
 
 Zx 
 
 Z z 
 
 zeal 
 
 2£ \Cyo- 
 
 O o 
 
 rove 
 
 o 
 
 IC 
 
 L 1 
 
 /ow 
 
 el j^^ 
 
 UJ m 
 
 fool 
 
 lU 
 
 Mr 
 
 R r 
 
 row 
 
 ••^ j-g://^ 
 
 U u 
 
 f,(ll 
 
 ut 
 
 
 N n 
 Y y 
 
 SU7t 
 
 j/ea 
 
 y£ 1 
 
 y u 
 
 Ittte 
 
 u 
 
 P o 
 
 •J 
 
 c;e 
 
 COMPOUND VOWEJ.8. | 
 
 Vi (j *-»»V. »» 
 
 
 
 
 
 ^^ 
 
 J j.7cw 
 
 
 •I i 
 
 \\vjh 
 
 I 
 
 # 
 l^ 
 
 X } frcsA 
 
 1 
 
 * (5 
 
 hoy 
 
 d 
 
 1 g osier 
 
 3i 
 
 ^ns 
 
 ¥ » 
 
 \\ow 
 
 5 
 
 €e 
 
 C c call 
 
 CB 
 
 r 
 
 l^ 
 
 G ^o-aW 
 
 gs 
 
 ir^- Tlip»e Uil three v-^we!» 
 rnay n ^o be Ciilled diphthunj*. 
 We have called ihem cmnponnd 
 
 ^/ 
 
 IJ ij •^nrvi 
 
 J'J 
 
 voweU, here, if ftvuid contusion; 
 Bl tlie term " diphthong'*' i* uiu- 
 ally applifd to th« uiitoii o{ two 
 
 y6fi " '' ''•'^^' ' ''^ 
 
 letters, inilead of to that 
 
 •uuii'li 
 
 of two
 
 [4] 
 
 SPECIMEN OF PHONOTYPY. 
 
 ECSTRACT OV S LECGUH ON 31 IliTIU AND SPFXIM 
 EEFIiRMCSUN: BI' PFtOFESUIl CLaRC, OV ABUKDIN, 
 SCOTLAND. 
 
 " Lisn tui dl testimoiii ov e Jurman etiir, dl litest liviij etoriti oa 
 dl prezent suliject : — ' 01 io dl Fien(j,' sez Profk.'Siir Rap, ' iz blcum di 
 comun laiji^wij, in k di[)l(.nuadc and sojal sons, it liaz neviir acwml s 
 fiirm futiij in ecstensiv lijunz Inyoml Yniop. cll IggliJ, on di udur 
 liand, mg pas for dl yuniviirsal tuij, st ov Ytircip ; and, b[ its bold fyu- 
 gun, and conslcwent dlcompozijun. ov dl ferniz ov its Gotic and Roman 
 ellments, dis idium haz acw[vd an incomparabl fluensi, and aplrz espe- 
 Jali destind bi nfqur, mor dan cni wun ov dl livii), tiu undiirtFc dat 
 part.' 3is iz h^ prtz tiu dl merits ov IijgliJ, rurniij from e forinur, tm 
 hium elmost no ritn laggwEJ, liviij er dud, iz unnon. But, az mor 
 cspefali conectcd wid dl subject wl cir considuriij, dl foloii) passj iz 
 ■\vxirdi ov yiur notis : — ' Wper not,' continyuz 'il, ' dl impediment ov an 
 absurd, anticwEted ertoj^rafi in dl we, dl yunivursaliti ov dis laijgwEJ 
 wud bl stil mor aparent .; and it mf, purhaps, bl scd tm bl ferqunEt fer 
 us udur Yuroplanz, dat dl Igglijman haz not yet msd dl discuvuri.' 
 Conect wid dis rlmarcabl obzurvEjun. dl fact dat el dl ecsplriens ov 
 mijunariz and udur frendz ov edyucsfun forsiz upon us dl conclia^im, 
 dat, fer dl purpus ov sprediij dl nolej ov rllijun and sivilizEfun in India, 
 wl must bigin bj_ edyncEtiij nstivz in dl nolej ov dl Iijglij laijgwEJ." 
 
 EXPLANATION OF TflP: PRINCIPLES OF 
 PHONOTYPY. 
 
 The grand principle of Plionotypy is, " one sign Io one 
 SOUND, and one sound to one sign," — tlie same as in Arith- 
 metic we now have oiie figure to one number, and one num- 
 ber to one figure, — instead of the absurdities of the old mode 
 of spelling, in which one letter frequently has half a dozen 
 somids, as c, which is sometimes like k, as in " card," .some- 
 times like s, as in " ciel," sometimes like sh, as in " social," 
 and also, followed by h, sometimes like tsh, as in " c/tarity," 
 sometirnes like k, as in "monarch," sometimes like sh, as in 
 " mac/line," &c. &c. &c. ; and in which the same sound is 
 represented by a dozen different letters, or comlinations of 
 letters, as the (so called) broad sound of a in " flll," is
 
 [5] 
 
 represented by n in "rtll, by ait. in " rrirtinnn," by aw in 
 "a?t'ful,'' by in " morning," by oa iii " Liioad/' by o;/^<7/t in 
 " ought,'' by rrf/^'-/) in " r.aiighi," by augha in " Yaiighan," by 
 eo in " George,'" &c. &c. «Sic. 
 
 The only great point with the learner, is to understand 
 v^eU the dilference between a sound and the name of a feller, 
 or t':e icrilten or printed Idler ilscJf. This he will find thor- 
 oughlv explained in the Introduction to the Phonographic 
 Class-Book, which he should read attentively- The mouth ig 
 an instrument lor producing sounds, like an accordion, or any 
 other musical instrument. Let any one try to say the word 
 " wy," without touching his lips to each other. Ah ! you failed, 
 did you ? You find that the first sound in this word, repre- 
 sented by the in, cannot be made without a touch of the two 
 lips. Well, Phonotypy (which is the simplest thing in the 
 world to be understood) merely gives one sign or letler to 
 every touch of tiie instrument, — the mouth, — which is ever 
 used in speaking English, and ahcays represents the sound 
 produced by that touch, by that sign or letter. 
 
 There are more of these sounds than there are letters in 
 the Old or Roman Alphabet, wliich was never intended for 
 English. Hence it w.ts absolutely necessary to make a few 
 new letters, for a perfect English Alphabet. Read the fol- 
 low inji 
 
 o 
 
 EXPLANATION OF THE ALPHABETS. 
 
 It will be perceivcrl, by referring to the Alphabets above, 
 that there are four columns, under four different headings. 
 Tlie column on tlif left, undor the heading " Long-Hand,'^ 
 contains the capitals and small letters of the Phonographic 
 Long-Hand Al})liabet of the English Language. The col- 
 umn under the heading " Type," contains the capitals and 
 small Utters used in the new printing alphabet, such as is 
 used in the Anglo Saxon. It will he seen that each word in 
 the column under the heading " Sound," contains one or more 
 italicised letters of the common alphabet. The most usual 
 sound of each of these letters in the common oilhography, is 
 that which the letters of the reformed alphabet, opposite them, 
 on the s;uTie line, r(pres"nt. The fourth column, under the 
 heading ^^ Name." c^Jitains the names (not the sounds) of (lio 
 new letters. The reasons for these names are to be Ibund 
 in elementary books.
 
 Ii will be seen that most of the letters of the old alphabet 
 have been retained in the new one, and that nineteen new 
 ones (six consonants and thiitccn vowels) have been added 
 to them. Great care has been taken to make the general 
 appearance of the reformed method of printing and long-hand 
 writing conform as much as possible to the old method. 
 
 The fonoMiii£T are the leading 
 
 ADVANTAGES OF PHONOTYPY. 
 
 It can be learned by a child or unlettered adult in one- 
 twentieth part of the time now necessary to learn to read, 
 " tlnis enabling," in the language of the Report of the 
 American Academy of Arts and Sciences on the subject, 
 " millions to acquire the art of reading and spelling, who 
 would otherwise never attain them." It gives the exact pro- 
 imnciulion of every icord, vnth more th in the accuracy of a 
 Pranouncivg Dictionary, so that one jeaj's reading of the 
 Anglo Saxon, weekly, will do more incidentally to give cor- 
 rectness and elegance in speaking, and to amend tlie errors 
 oi" children in this respect, than m.any years spent in the 
 studjr of the subject, or in ordinary school training. Finally, 
 it helps the learner of Phonographic Short-Hand over all the 
 difficulties of analyzing v/ords, and accustoms him to see 
 them represented, as he must represent them in Phonography, 
 hi signs only ivliich actually represent the sounds in theni. In- 
 deed, no Shor1-FIand Phonogrnpliist should delay for a day to 
 make himself thoroughly acquainted with Phonotypy and 
 Long-Hand Phonography. These are all so closely related, 
 and so mutually assist each other, that they should never be 
 separated. A great mistake has been made in this respect by 
 many. If you are a Phonographist, subscribe by all means 
 FOR THE Anglo Saxon, as well for the Phonotypy as for the 
 Phonography in it. 
 
 Come, come, good friends, do not let the odd appearance 
 of Phonotypy frighten' you. Do not throw it down because 
 it resembles bad spelling, at first view. Remember that this 
 is a mere prejudice of the eye, which habit will in a fev/ days 
 overcome, and that there is a great principle at bottom, 
 which is destined to render Popular Education Universal. 
 O ! then, you icho love the cause of human advancement, 
 Help it on, while at the same time you improve yourselves,
 
 [7] 
 
 THE FOLLOWING ARE THE 
 
 TERMS 
 
 OF 
 
 ''THE ANGLO SAXON.'' 
 
 $2 00 per annum ; $1 00 for six months ; 50 cents for three months ; 
 25 cents for six weeks. 
 
 NEW ARRANGEMENTS. 
 
 In compliance with the request of many of our friends, who think 
 that our former inducements to them to form clubs were not sufficiently 
 compreliensible, we have thought it best to mould our advertisement 
 into such a siiape, that any one will see at a glance the pei-centage sa/ed 
 by the formation of 
 
 ANGLO SAXON CLUBS ! 
 
 A I' T E N T JON!!! 
 
 POSTMASTERS, TEACHERS, AND FRIENDS OF THE REFORM. 
 
 In future, any person who obtains for us Five Subscribers, and sends 
 in their names at one time and in one letter, may keep om fourth of the 
 money received from them, sending us the otiier three fourths. Any 
 one who obtains and forwards the names of Ten Subscribers, may keep 
 one third of the nwney he receives from them, sending us the remaining 
 two thirds. Any one obtaining Fifteen Subscribers, may retain two 
 fifths of the money received, sending us the other three fifths. Any one 
 who obtains Twenty Subscribers may keep back one-half, sending us the 
 other half. 
 
 The subscriptions may be for any period, from one year down to six 
 weeks ; and it is not necessary for all of the subscriptions to be for the same 
 periods ; but the whole o( the money must, be sent in ore letter, to en- 
 title the sender to the above rates of discount. It is to be hoped that this 
 
 LIBERAL OFFER 
 
 will induce our friends to redouble their exertions. We have endeavored 
 to make it fair for ali parties. On the one hand, the peison who takes 
 the pains to form a club is justly entitled to the above raies of compen- 
 sation for his services ; aiKJ on the other hand, Phonographic Societies 
 and Clubs already formed, can, when renewing their subscriptions, save 
 to each of their members one-half of the sub.scription money, by for- 
 wanling to u.^ in one letter, through their Secretary, twenty name's. 
 
 N. 0. All ordi-rs must be accompanied by cash, an. i I'osT paid, to 
 n-ceive attention. If not post paid, confusion will ensue, as the postage 
 will be deducted frotn the amount sent. 
 
 ANDliEWS & BOYLE, Editors and Publishers, 
 
 i];2 Spruce-street, New-York.
 
 ['^J 
 
 LIST OF PUBLICATIONS 
 
 DO NOT rORGET TO STATE DISTINCTLY, WHETHER YOU WISH YOtTR dOOH 
 SENT BY WAIL OR EXPRESS. 
 
 ANDREWS & BOYLE 
 
 Are Authors and sole Publishers of PHONOGRAPHIC 
 AND PHONOTYPIC WORKS in the United States. They 
 keep constantly for sale the works mentioned below, v;luck 
 can he sent by mail or express, in any quantities, to all parts of 
 the Union and Canada, at a trifling expense. 
 
 FIRST LESSON LN PHONOGRAPHY, 
 
 By S. p. Andrews & A. F. Boyle. 
 
 This is a small Chart, containing the simple Alphabet, with explana- 
 tions, and a page of ensy monosyllables, written in the Phonographic 
 characters, intended to be sold or gratuitously distributed by teachers 
 and lecturers at an introductory lesson or lecture. 
 
 Two cents each. Per hundred, ,$1 00. 
 
 COMPENDIUM OF PHONOGRAPHY, 
 
 ON A SINGLE SHEET, CONTAINING A CONDENSED VIEW OF THE ART. 
 
 By S. p. Andrews & A. F. Boyle. 
 
 Tlie friends of Phonography are accustomed to teach the art to theif 
 friends, residing at a distance from them, through the mail, by writing
 
 them a letter in ihe Phonographic characters, an J enclosing a " Compen- 
 dium" in the same envelope. By ihe aid of the explanations in the 
 " Coinpcndiuni," the pereon who receives the letter has no difficulty either 
 in deciphering it, or in answering it in Phonographic characters^. Many 
 persons in Great Britain and America have learned Phonography through 
 the mall, from their friends. A " Compendium " may be sent in the 
 Mine envi'lope with a letter, without increasing the postage. 6^ cents 
 each ; jipr hundred, ,$3 00. 
 
 COi\IPLETE PHONOGRAPHIC CLASS-BOOK, 
 
 Containing an Inductive E.'tposition of Phonography, intended for the 
 use of schools and learners -generally, and written expressly for givin^ 
 every instruction in the art that can be obtained without the assistance 
 of the li> ing teacher. 
 
 By S. p. Andrews &, A. F. Boyle. 
 Board !, or stiff paper covers, for mailing, 37^ cents ; Linen, 50 cents. 
 
 PHONOGRAPHIC READER, 
 
 A conrplete. course of Inductive Reading Lessoos in Phonography, in 
 tended for schools and learners generally. 
 
 By S P. Andrews & A. F. Boyle. 
 Boards, or stiff paper covers, for mailing, 25 cents ; Linen, 37^ cents. 
 
 ICrl'rom the Complete Phonographic Class-Book, and the Phono- 
 graphic Reader, many thousands of persons in different parts of the Union 
 have become correct and rapid writers without the aid of a teacher. 
 
 TflP: PHONOGRAPHIC REPORTER'S FIRST-BOOK, 
 
 Containing n comidcte list of the Word-Sigas used in the most con- 
 tracted Style of Phonographic Reporting, illustrated by Exercises ; for
 
 [10 J 
 
 the use of those only who have mastered tlie Corresponding S/tjle of 
 Phonography, as taught in the " Complete Phonographic Class-Book," 
 and the " Phonographic Reader." 
 
 By S. p. Andrews &, A. F. Bovle. 
 
 Boards, or stiff paper covers, for mailing, $1 00. 
 
 CHRIST'S SERMON ON THE MOUNT, 
 
 m PHONOGRAPHY. 
 Prepared by S. P. Andrews & A. F. Boyle. 
 
 In pamphlet form, with paper covers. Per copy, 12J cents. 
 
 HU' The " Sermon on the Mount" is written in a style of Phonography 
 suited to those who have mastered the " Complete Phonographic Claas- 
 Book," and the " Phonographic Reader." It L" universally conceded to 
 be the most beautiful specimen of Phonography that has yet been exe- 
 cuted on either side of the Atlantic. 
 
 PRIMARY PHONOTYPIC READER, 
 
 FOR THE USE OF SCHOOI.S, FAMILIES, A:\D UNEDUCATED ADULTS. 
 
 By S. p. Andrews &, A. F. Boyle. 
 Boards, or stiff paper covers, for mailing, 18^ cents. 
 
 PHONOGRAPHIC CHART, No. I. 
 
 FOn THE USE OF TEACHERS AND LECTURERS. 
 
 By S. P. Andrews d:. A. F. Boyle. 
 
 This is a largj chart, about four feet square, containing the simple 
 tlphabe;. It is intended to be hung up i'l sight of a large class, while 
 ^eriig drilled on the elements of Phonography. Price 50 cents.
 
 [11] 
 
 PHONOGRAPHIC CHART, No. II. 
 
 FOR TEACHERS A^D LECTURERS. 
 
 By S. p. Andrews & A. F. Boyle. 
 
 This is also a large chart, containing a number of simple words, on 
 which a class siiould be drilled at its first and second lessons. Price 
 50 cente. 
 
 PHONOTYPIC CHART. 
 By S. p. Andrews &, A. F. Boyle. 
 This is a large chart, containing the small letters of the Phonotypic Al- 
 phabet, for the use of Teachers and Lecturers. 
 Price 50 cents. 
 
 SOUND-CHART OF THE ENGLISH LANGUAGE, 
 
 By S. P. Andrews & A. F. Boyle. 
 
 Price 50 cents. 
 
 This chart is not a Phonotypic one. It represents the sounds of the 
 English Language by heterotypic letters and combinations of letters. — 
 The difference between other charts of the elements of the language and 
 the Sound-Chart is, that in the former there is no classification of the 
 sounds, while in the Sound-Chart they are classed, as in Phonography. 
 The consequence is, that any one who learns the elements of the lan- 
 guage from it, is three-fourths inducted into a knowledge of Phonography 
 and Phonotypy. Another great difference, and an important one to 
 teachers, is its price — only Fifty cents, — while no other chart of the ele- 
 niCTitary sounds can be purchased for less than two dollars. 
 
 THE ANGLO SAXON, 
 By S.P. Andrews &, A. F. Boyle. 
 
 A V.KICKI.V PHONETIC NEWSPAPER, 
 
 Two Dollars pet annum, and for six months, three months, and sLx 
 weeks, at the same rate.
 
 [121 
 
 SPECIAL DIRECTIONS. 
 
 Persons living in any part of the United Stntes or Canada, can receive 
 any of tlie above worlcs through the Post OlHce.with the same regulari- 
 ty and rapidity that they obtain answers to letters, by forwarding the 
 price of the works they desire, post paid, to our address in New York, 
 and at a trifling expense, as will be seen by the following extract from 
 liie Post Office laws: — " Books weighing one ounce will be charged two 
 and a half cents; each additional ounce, one cent move, for any distance 
 in tiie United States." It is cheaper to have small orders sent through 
 the mail, but large orders will cost less by express. If, however, no ex- 
 press runs to a place where books are wanted, our per-centage on large 
 purchases of books is so liberal, that it not only balances the expense of 
 postage, but also leaves a handsome prolit to him who retails them. 
 
 All orders, letters, conununications, &,c., must be post paid. Being 
 engaged in an undertaking, the merits of which are not generally appre- 
 ciated by business men, and the success of which is consequently con- 
 sidered by them to be, at least, doubtful, we are obliged to pay cash 
 for every outlay, and are therefore compelled to exact the same terms 
 from others. We keep no running accounts with our correspondents, 
 and we wish it to be distinctly understood, that if books not advertised 
 by us are sent for, or if the amount sent exceeds the order, we shall not 
 credit such small surplus sums upon our books, to those who remit them, 
 but shall send them such Phonographic or Phonotypic works as we have, 
 sufficient to cover the balance. In most cases, we shall apply these small 
 balances to the extension, to the sender, of his period of subscription to 
 the Anglo Saxon. Whatever disposition we make of them, will be made 
 known in the column " To Correspondents." There will be no necessity 
 for such a course, however, if persons will take the trouble to read our 
 advertising columns before sending in their orders. 
 
 No discount will be made, under any circumstances, on a less amount 
 than FIVE DOLLARS. 
 
 Persons desirous of entering the field as Lecturers and Teachers of 
 Phonography and Phonotypy, will find it to their advantage to correspond 
 witli the publishers, as they will receive information and assistance which 
 will be of great importance to them. 
 
 ANDREWS (& BOYLE, 
 
 22 Spruce-street, New- York.
 
 c
 
 This book is DUE on the last 
 date stamped below 
 
 «* 
 
 1 
 
 2m-9,'46(A3. 
 
 UNIVERSITY of CALIFOKi^uv 
 
 AT 
 
 LOS ANGELES
 
 56 
 
 A56P 1848 
 
 r^mrnttr ut*-*^^^ 
 
 Syrocuse. N.i. 
 Stockton, Colit. 
 
 UC SOUTHERN REGIONAL LIBRARY FAC 
 
 AA 000 482 929 7 
 
 t 
 
 plea'^'e: do not remove 
 this book card 
 
 ^^lHBRARY6k 
 
 ^(f/OJIfVTjO^ 
 
 University Research Library