^0
A
Six Lessons on Shorthand
7
8
P.B. TepiDleton
THE LIBRARY
OF
THE UNIVERSITY
OF CALIFORNIA
LOS ANGELES
7
- : ^M
».-:
^
PREFACE.
The writer of these pages believing that there was much room
for improvement in the mode of treating the art of Short-Hand, has
ventured to present to the public this treatise, hoping that in some
respects it may be found worthy of the attention of those wlio
desire to attain proficiency in this useful art. To urge anything
here by way of encomium on the advantages of Stenography would
be out of place, it being supposed that all who attempt to acquire
this art are fully impressed with its importance and utility as a
branch of education. The few observations which remain to be
j^ made by way of preface, shall therefore be confined to the claims
^ which the author would set up in favour of this little manual, with
*'' a remark or two in reference to itinerant teachers.
First, the author would observe that his book is written by a
PRACTICAL MAN — one who has had many years experience iu
Short-Hand writing, both for his own private purposes, and for the
benefit of the public, in connexion with the newspaper press iu
some of the largest towns in this country, where, as a matter of
course, the most able in the profession only are engaged.
The value of this first claim, tlien, consists iu the fact that
most, if not all, of the popular treatises on this subject now extant,
have been written by men who have had little or no practical ac-
quaintance with Short-Hand, and who could not therefore be rea-
sonably expected to lay down the theory of an art, which they could
|Z not practise, with the same degree of regularity and precision as
one who for some years has followed it as his daily employment.
Such, indeed, we find to be the case ; for even the best of these
treatises are but heterogenous masses of materials, without method
or arrangement, in which historical notices of the art, with other
iiterarj" curiosities, are mixed up indiscriminately with the rules
which constitute its theory ; and thus the pupil, who, perhaps, has
little time to spare in matters of that sort, and less inclination to be
perplexed, i-i tormented with the trouble of sifting that which i!<
necessary from that which is curious, and of forming a system of
U
r>
rrangement for himself, which, from his ignorance of the art, if
from no other cause, must be exceedingly imperfect.
To mention the names of books of this description would be but a
waste of time and paper : take the best extant, as an example —
" Harding's Universal System " — and the truth of the
observations already made will need no futher demonstration.
Another, and perhaps the worst and most contemptible of these pro-
ductions is entitled " M'Dougall's Improved System of Short-Hand."
This production would not on any account have been mentioned
here, were it not for the circumstance of its having been put forth
in Manchester. It is only necessary to say that it is a complete
plagiarism from Harding's — or in other words, " a literary theft,"
without the shadow of a claim to recommend it, and put together
by a man who, there is every reason to believe, could not write
twenty lines of Short Hand after an ordinary speaker if he were to
receive in consideration thereof as many thousand pounds. It is
much to be regretted that too many of the books on this subject
have been written by persons of this character. The result is
sufficiently obvious in the disgust with which persons turn from the
pursuit of Short-Hand, after attempting to acquire it from such
worthless instructors.
In the second place, the author trusts that his arrangement of
the lessons will be found to be not only very clear and simple, but
also different from, and much more natural than the arrangements
generally adopted. It is customary first to give a few rules as to
the mode of spelling, and then to direct the learner to the Short-
Hand alphabet. This is a most absurd method of procedure, inas-
much as the strangeness of the characters, added to the difficulty
of abbreviated orthography, ushers the learner into a labyrinth from
which he can scarcely by any means escape, unless he gives up the
acquisition of the art as a hopeless task. lu this little treatise,
the learner is gradually led on from the simplest to the most difficult
mode of abbrenation, before any Short-Hand characters are in-
troduced to his notice, excepting a few arbitraries. He is taught
to do all that the best system of Stenography requires to be done, in
the common hand which he has been accustomed to write all his
lifetime, and has then nothing to do but to learn and adopt an al-
phabet more simple in its character.
TEACHERS OF SHORT HAND.
The student of Short-Hand who is in possession of a well ar-
r-anged treatise on the subject, seldom needs a teacher unless he is
too idle to think for himself. In all branches of education a good
teacher is useful occasionally ; but it unfortunatelv happens th:'.t
most, if not all of those itinerating teachers of Short-Hand who
profess to do so much in so little time, are a set of barefaced im-
postors who live upon the credulity of the public, and who are as
ignorant of the practice of what they profess to teach, as any black
inhabitant of Africa who never saw a book. The advertisemenls
which they publish are generally so worded as to induce the unwary
to suppose that by taking three, four, or six lessons " of an hour
each," they will be enabled to write " as fast as a person can
speak."' The lessons are tried — the fee, of course, being paid is
ADVANCE. Those who have been thus cheated out of their money,
and befooled into the bargain, can best tell at what price they
afterwards value these insti-uctions.
As a caution against the deceptions practised by these unblushing
empirics, the author will mention one or two instances of attempted
imposture which have come under his own observation.
Between three and four years ago a person named Buck, who
had been for some time in Manchester professing to teach writing,
mental calculations, short-hand, &c., found his way to Middleton, a
little town about midwoy between Manchester and Rochdale, where
he issued flaming bills announcing the wonders he was about to
perform in the way of communicating knowledge. The author of
this treatise happening to be passing through the town, in company
with a friend, who is also a good Stenograjiher, was induced, by
way of curiosity, to call upon this professor for the purpose of seeing
what his capabilities were in reference to Short-Hand. The worthy
teacher, after showing his alphabet, and reiterating his assurances
that if we took his four or six lessons, we should be very competent
Short-Hand writers, exhibited a specimen of what one of his pupils
had done with the aid of his instructions. This specimen, which
wa-s written upon the first side of a common sheet of writing paper,
(which side, by the way, was not half filled, the writing, too, being
in a very large character) — this specimen we were assured, con-
tained the whole of a sermon which had occupied three quarters of
an hour in its delivery. Having expressed our astonishment that
so much matter could be (iomprised within so limited a space, the
professor, in order to convince our stubborn understandings, began
to read it. The task, however, was not quite so easy as was
expected ; and after having gone over, in the most bungling fashion,
four or five lines, which w;is about one-third of the whole specimen.
an(5 occupied something like a minute and a half in the reading, the
gentleman, with the greatest possible composure, laid down his spe-
cimen, and proceeded to expatiate on the extraordinary things that
might be achieved by Stenography. "We assured him that we had
often heard what wonderful feats Short-Hand writers could accom-
plish, but that nothing that we had either heard or seen was at
all to be compared with the superiority of his system, which seem-
ingly could enable a pupil to take down a sermon occupying three-
quarters of an hour in its delivery, the whole of which he might
afterwards read in five minutes ! The gentleman had not another
word to say ; and we left him to enjoy his feelings on the discovery
that his attempted imposition was detected. This is but one of a
thousand instances of the kind that might be related. The fact
was, that the whole of the specimen, had it been written out
and printed, would not have filled half of one of the pages of this
book. It is needless, however, to multiply instances of this sort of
imposition. Were it requisite, another might be related which has
occurred this very day in the presence of the author, by a person
who in a large advertisement professes to teach Short-Hand in
three lessons.
Beyond the preface of this treatise, everything which does not
immediately relate to the acquisition of Stenography has been care-
fully excluded, chiefly on the ground that the learner might not
have his attention occupied with matters which are foreign to the
object he has in view. For historical information respecting this
art — which by the way is but of little worth — there are abundant
other sources.
The author has to acknowledge himself indebted to Mr. Taylor's
system for the alphabet, which, in his opinion, is the best that
has been adopted, and produces the neatest and most lineal
writing. He will only add, that whatever may be the merits or the
demerits of this little publication, he submits it with confidence to
the candour of an enlightened public, hoping that such of his bre-
thren of the press as may honour it with a notice in their periodi-
cals, will not be sparing in their criticisms.
Manchester, August \st, 1840.
SIX LESSONS ON SHORT HAND.
Expedition being the object of Short-Hand, the first principle
of this art is to express all words by the least number of letters
that can be made to stand for them. The first thing, therefore, to
which the learner must direct his attention is the mode of spelling
which Short-Hand writers adopt for this purpose. Should the
learner try to write a sentence or two after a speaker, in the com-
mon long-hand, he will soon find that by the time he has written
one or two words the speaker will be perhaps twenty or thirty words
before him ; and by the time he has finished the first sentence in
writing, the speaker will probably have given utterance to more than
a dozen. This will at once furnish a convincing proof, if any were
wanting, of the necessity of an extensive system of abbreviation.
Short-Hand furnishes this system of abbrenation in a twofold man-
ner — first by the adoption of an entirely different mode of spelling
from that which is employed for the ordinary purposes of writing, and,
secondly, by the substitution of signs for the alphabet, which are
much more simple, and consequently much more readily written
than the signs used in our common alphabet. Thus the letter s in
this system of Short-Hand is made by a simple horizontal stroke in
this manner — ; the letter t by a perpendicular stroke, as | ,
and all the other letters are represented by strokes almost equally
as simple. By comparing these two modes of making letters the
learner will find that while he makes one common s, he may make
three of the same letter in Short-Hand — — -^. The same
ob8er\-ation will apply to the letter t | , and all the other letters
of the Short-Hand alphabet.
Having thus briefiy, and, it is hoped, plainly pointed out the two
great principles of abbreviation, which form what we may call the
very essence of Short-Hand, they will be treated of separately,
and the rules which belong to each of these modes of abbreviation
will be laid down as concisely as possible, hoping that the learner
will bear in mind what has already been said respecting them.
LESSON I.
MODE OF SPELLING.
It has already been stated that Short-Hand consists of two
modes of abbreviation, one being a different way of spelling worda
from that which is in ordinary use, the other the adoption of more
simple characters to represent the letters of the alphabet.
The mode of spelling may be divided into two very simple lessons
of which this shall be the first.
Two or three very short, and very simple rules wiU be quite
sufficient to lead the learner to the greatest perfection in the per-
formance of this part of his task.
Rule 1st. — The first general rule, then, is to spell all words aa
they are pronounced, leaving out most of the vowels.* To those
who have never attempted to do this it will perhaps appear a very
difficult task ; on trial, however, nothing will be found to be more
easy. Thus, desk, pen, table, cloth, chair, window, glass, must be
written dsk, pn, tbl,klth, chr, wndo, gls.
Rule 2nd. — When two consonants of the same name come
together without a vowel between them, (as tt in potter, mm in
command), one of these consonants must be omitted, asptr (potter)
kmnd (command). Should a vowel come between two consonants
of the same name, as between ss in sister, or mm in remembtr,
then both of the consonants must be written as sstr, rmmbr.
Rule 3rd. — To prevent confusion, and also to limit the number
of letters, some of the letters of the alphabet which have more than
one power, are made to stand for others ; thus g has two powers —
a hard one as in goose — a soft one as in general. To secure the
true pronounciation of the word, therefore, while we should write
gs for goose, we must write jnri for general, because in the latter
word the g has a soft power, or, as some would call it, a " soft
sound." The letter c has two powers, one hard, like k, as in the
words command, copper, the other soft like s, as in the words incense,
pretence &c. Instead, therefore, of using the letter c at all, the
• To those who know uothing of grammar it may be necessary to state that
the letters of the alphabet are divided into vowels and consonants. The vowels
are a, e, i. o, u ; the other letters, b, d, f, g, h, j, k, 1, m, n, p, q, r, s, t, v, w, x,
y, z, are cousouanta.
learner must always use either k or s, as tmnd (command) kpr
(copper) nsns (incense) prtns (pretence). Z has the power of s, and
is rapidly giving place in very many words to that letter. S is
therefore always written for it, as in the word tyraniae, which in
Short-Hand would be written trns. C, g, and s, are the only letters
which have two sounds ; this rule, therefore, will be of very easy
application.
"When the letters "ph" come together and sound like the letter
f, that letter must be written instead of ph ; as frnsy for phrenzy,
prgrf for paragraph. This, of course, comes under the general rule
of spelling words as they are pronounced, and would be observed by
the learner without specific directions.
These three simple rules contain all that is necessarj- for spelling
words of one syllable ; and the best thing the learnsr can do in
order to perfect himself in this first lesson will be to write frequently
the following short exercises until he can copy them in the abbrevi-
ated manner with as much rapidity as he would write them in the
usual way. To facilitate his progress, the first four of these
exercises are given in the contracted form.
To save time and trouble the learner may as well introduce into
his practice of this lesson the list of " arbiti-aries," which he will
find in plate No. 1. Arbitraries are marks which represent words
without any relation to the alphabet. A moderate nunibar of them
are exceedingly useful, especially if they are well selected. Such
words as "and the," "of the," "in the," and many others are of
very fi-equent occurrence. It is better therefore to hare simple
marks which will represent them, than to have on every occasion to
spell them. Nothing can be simpler than to make a mark like
an apostrophe thus, ' for the conjunction "and:" another mark
like a comma , for the article "the," or the two together, thus,
', for "and the." Again, two dots placed horizontally, thus . .
may represent "of the;" when placed with an inclination, thus,.'
they may stand for "in the." Other marks, equally simple, are
used as arbitraries In practising this first lesson it would be well
for the student to keep this list before him. He has already been
informed that it will be found in Plate No. 1.
EXERCISES FOR PRACTICE.
Observation. — In t/ie specimena of contraction the learner
will now and then meet with an aslerinlc, which is made thus (*).
When he meets with this character he nutsl understund that the
10
word for which it is placed may he represented by one of the
arbitrary marks, a list of which he will keep before him when he
is practising. They would have been introduced into these speci-
mens of contraction, but jmnters have no types to represent such
viurks.
EXERCISE I.
There were two men who went to a wood to cut down trees
Each of them had a saw and an axe. They cut down two birch
trees, three elms and five oaks. It was hard work ; but the men
were strong, and their tools were sharp, and they did the whole in
less than a day. Next day each of them brought a horse and a
cart, and took the trees home with them, and put them in a yard,
where they will be kept till they are fit for use.
EXERCISE r. CONTRACTED.
Thr wr 2 men w wnt t . wd t kt dn trs-
Ecli f thm ad . sw ' n ax. • kt dn 2
brch tfs, 3 1ms, ' 5 oks. T ws rd vrrk; bt ^
mn wr strng, ' thr tls wr shrp, ' • dd , wl n
Is thn . da. Next da ech f thm brt . hrs ' .
krt ' tk the trs ome w thm ' pt thm n . yrd
wr * wl b kpt tl • r ft fr use.
EXERCISE II.
When we are on the road or in the street we should take care
that no harm comes to us. If we do not take heed, a horse, or a
cart, or chaise, or coach may knock us down, and if it does not kill
us, may at the least bruise us, or break a limb. Boys and girls
are apt to think so much of their play as not to mind the risk which
they run ; but this is wrong, and we are not wise if we do not
keep out of the way of what would hurt us, and are so rash as not
to run off till the horse or chaise is close upon us.
KXERCISE II. CONTRACTED.
Wn w r n , rd r .• strt w shd tk kr tht n
rm kms t ». F w d nt tk hd . hrs r . krt r shs,
r kch ma nk s dn, ' f t ds nt kl s, ma t
t Ist brs s r brk . Im. Bs ' grls r pt t thnk s
mch f thr pla s nt t mnd , rsk wh * rn; bt
ths 8 mg ' w r nt ws f w d nt kp * , vra
f wt wd rt s, ' r s rsh s at t tn ff tl , hrs
r shs s kls pn s.
11
EXERCISE III.
John threw a stone down the street. He did not mean to do
harm ; but just as the stone went out of his hand an old man came
in the way, and it struck his head and made it bleed, and the wound
gave him great pain. John ran oif as fast as he could ; and it may
be that he does not know how much harm he has done. But if he
knows this, and is a good boy, it will vex him, and make him grieve
to think that he has hurt the old man, and he will look on it as a
sin to have been so void of thought as to do so rash a thing. All
boys should learn from this not to throw stones where there is the
least risk of harm to old or young.
EXERCISE III. CONTRACTED.
John thrw . stn dn , strt. H dd nt mn t d
rm; bt jst s , stn wnt • s nd n Id mn km
.• wa ' t strk s ed ' md t bid, ', wnd gv m
grt pn. John rn f s fst s h kd ; ' t ma b tht
h ds nt no ow mch rm h s dn. Bt f h nos
ths, ' s . gd boy t wl vx m ' mk m grv t
thnk tht h s hrt , Id mn, ' h wl Ik n t s .
sn t hv bn s vd f tht s t d s rsh . thng. L bs
shd Im frm ths nt t thro stns wr thr s , 1st rsk
f rm t Id r yng.
EXERCISE IV.
It was God that made me at first ; it is he that still keeps me in
life ; it is from him that all the good things come which are in my
lot, and it was he who sent Christ to save me. I wish that I
could love him and fear him, and do his will, and pray to him as I
ought. It is a great sin to break the Lord's day, or to take his
name in vain, or to play with those who walk in the paths of sin.
He hates all such things, and in his wrath will come upon those
who do them. I pray that I may not think bad thoughts, nor
speak bad words, nor do bad deeds.
EXERCISE IV. CONTRACTED.
T ws G tht md m t frst; |- h tht stl kps m
n If I - frm m tht 1 , gd thgs km wh r n mi It
' t ws he who snt krst t bv m. ' wrsh tht '
kd Iv m ' fr m. ' d 8 wl, ' pra t m
v
I
ote.
I - . grt sn t brk , Lrd's da r t tk s nm
12
n vn, r t pla wth ths who wk . • pths f sn. H
ats 1 sell tlings ' n hs rth wl km pn tks who d
thtn. ' pra that ' ma nt thnk bd thts, nr spk bd
wrds, nr d bd dds.
EXERCISE V.
Come, let us praise God for he is very great ; let us bless him for
he is very good. He made all things — the sun to rule the day, the
moon to shine by night. He made the great whale that swims in
the sea, and the little worm that crawls on the ground. The little
birds sing praises to God when they warble sweetly in the green
shade. I will praise him with my voice, for I may praise him
though I am but a child. A few years ago I was a little infant,
and I could not speak at all, and I did not know the great name of
God, for my reason was not come to me ; but now I can speak and
I will praise him. I can think of all his favours, and my heart
shall love him. Let him call me and I will come to him ; let him
command nnd I will obey. When I am older I will praise him
better, and I will never forget God as long as my life remains
in me.
EXERCISE VI.
The Robin is a well known bird. Its forehead, throat, and breast
are of a deep orange or reddish colour; the head, the hind part of
the neck, the back, and the tail are of an ash colour, tinged with
green ; the colour of the wings is somewhat darker, and the edges
inclined to yellow. The bill, legs and feet are of a dusky hoe. It
builds its nest sometimes in the crevice of a mossy bank, and at
other times in the thickest coverts. It lays four or five eggs of a
dirty white colour, streaked with red ; its young are very tender
and are rarely brought up except by the parent bird. Its song is
very soft and sweet, and is of the greater value that we enjoy it
during almost the whole of winter, when the other songsters of the
grove are either silent or out of tune. It turns very tame in
winter ; and when the weather grows severe it is not afraid to enter
the abodes of man, and to bop into the kitchen or parlour in quest
of food, and to become almost an inmate of tlie house. It is
chiefly on this account that every body instead of hurting the
Robin or dri\'ing it away, looks on it with pleasure, and gives it a
hearty welcome, and treats it with the greatest kindness.
Each of these exercises will be found written in Short-Hand
characters, at the end of the hook, on the third and fourth plates.
They are given as specimens of Short-Hand, which the learner may
compare with his own writing when he has learned the Short-Hand
alphabet and the method of joining Short-hand letters. He must
not however meddle with them until he has studied and practised
well the second lesson to which we will now proceed.
13
LESSO.N II.
MODE OF SPELLING CONTINUED.
Having perfected himself in the first lesson the learner will now
proceed to try the second, which he will recollect still relates to the
mode of spelling.
The rules given in the first lesson, with the list of arbitraries
are quite sufficient for the spelling of all words of one syllable, and
for very many of two, and even of three syllables ; but there is still
something necessary for the contraction of many words of two,
three, and four or more syllables. Most words of this class are
compounded, or made up of different parts, and may be divided into
the prejij:, the root, and the terininatiou. Thus the word " pre-
concep-tion" will furnish an example. This word, though it is
used as a common English word, is of Latin origin, and is made of
two Latin words, the preposition "/)r«e," and the noun " coiiceptio"
which means " a taking or putting of things together.'' ^^ Conceptio"
is itself a compound word without the '■'• prae^^' and is formed of
the Latin preposition " oft«," which means with, or together,
and of the Latin verb " capio " I take, and thus from " con " and
" capio" is formed the Latin noun " conceptio" and hence is
derived our English word " conception." The learner must not be
alarmed at this little dissertation on the composition of words. A
little care and attention will soon make him master of this branch
of his study, even though he has never studied the Latin language.
Indeed the author of this little treatise is acquainted with many
excellent reporters who know no more about Latin than one of the
untutored aborigines of our native country when it was first in-
vaded by Julius Caesar. Besides there are several little treatisets
on this subject, (among the number, Oswald's, or Wood's " Ety-
mological Manual ") which will be of real service to the learner,
not only in the acquisition of Short-Hand, but in the still higher
and more important acquisition of a sound knowledge of the for-
mation of his own language. But we must return to the subject
of our lesson.
We have said and shown that words of two or more syllables are
compounded. Words of two syllables are sometimes divided into
tht prefix* and the root, as in the word " con-tain," " con " being
• The prefix ia generally that part of a word which comes first as " con " in
"con-tain." '\hK roat i.*i\n: iiiiudle uortion of the word as "ten'" in "con-
ten-tiou." Tie termituitiun ia ihi- last division of the word as " tion " in
"con-ten-liou.' This however is not always the case. See above.
14
the prefix, and " tain" the root, — and sometimes into the root and
the termhuition^ as in the word " ten-ant" "ten " being the root,
and " ant " the termination. Both of these words are derived from
the same Latin word (the verb Teneo, I hold). Words of three
or more syllables frequently have all these three divisions, as con-
cep-tion, re-demp-tion, com-mis-sion, &c. The learner will bear
in mind that all that has been said in this second lesson is prepara-
tory to the instruction contained in the following paragraph.
The mode of spelling having been divided into two parts, the
second of which we are now treating of, it must be observed that
to shorten the spelling of long words we adopt contractions for the
prefixes and terminations. Thus, for the word " con-eep-tion " we
write " k-sp-s," " k " standing for the prefix " con,'' " sp " for the
root " cep," and " s " for the termination " tion." This may have
an awkward appearance when written in long-hand characters; but
when it is put in short-hand characters its appearance is neat and
uniform From this it will at once be percieved that "k " frequently
stands for the prefix, " con," and " s " for the termination," tion "
or " sion." Thus again, " con-ver-sion " will be written" k-vr-s,"
and so with all the other prefixes and terminations. To facilitate
the progress of the learner the following table of the prefixes and
terminations which each letter represents is given : —
LBTTEB9.
PREFIXES.
TERUINATIONS.
ALPHABETICAL WOHDB.
b
abs- obs- ob-
-ble -bly
be, by
d
de- des-
— dom — ened — ed
do
f
-ful
of, if
g
—age
go, good, God
h
hypo-
— hood
have, he
k
con- com- accom-
—acle — icle —kind
can
1
—less
all. Lord, will
in
mis- ma^i-
— raent — mental — ly
me, my
n
ititer- uuder-
— ance —ant — ness
an, in, hanu, no
P
par- pre- pro- pub-
upon, up
r
re- recora- repre-
— ary — cry
are, our, or
a
satis- signi- circuin-J
sub- super- C
— sion — tion
his, is, as, us.
t
trans-
—ate — ity — tude
that, to, into
w
with-
— with
with, which, who
X
extra-
esampie, except
y
-ify
you
sb
—shall — tial —ship
shall, should
ih
though
15
Tbe learner will now proceed to practise his lessons in the mode
of spelling, observing what ha^ been said on the subject of prefixes
and terminations, and also putting the arbitraries into use. For
this purpose a short speech is appended.
On the last column of the foregoing table will be observed a lirt
of words, under the head of " Alphabetical "Words," that is to say,
" words represented by a single letter of the alphabet." Thus the
letter b may stand for " be"or " by ;" f for " of" or " if;" g for
*' go, good," &c. A little practice will soon obviate any seeming
confusion which this may create ; and, in Short-Hand, this matter
will be rendered more easy than it can be in Long-Hand, from the
pecuUar nature of the characters. A great advantage will be de-
rived in point of expedition, by making each letter of the alphabet
represent one or more words ; and practice soon renders them
familiar in reading notes.
It may be as well at this stage of our progress to observe to the
learner that when he is able to put his knowledge thus far into suc-
cessful practice, he possesses all the elements of Stenography,
(another name for Short-Hand,) which were possessed and practised
by many of the most successful reporters, some eight or ten years
ago. Indeed there are yet three or four gentlemen in Manchester,
who, at that time, figured as newspaper reporters, without any greater
amount of Short-Hand knowledge ; and whose reports, so far as the
substance of speeches was concerned, were, no doubt, generally pretty
accurate. Time, however, and an increasing demand for knowledge,
have shown that something more was requisite ; and hence, in ad-
dition to the mode of abbreviation taught in these two lessons on
spelling, were invented Short-Hand Characters. To those students
who do not wish the trouble of learning a Short-Hand Alphabet,
all that is requisite for attaining a considerable degree of proficiency
in taking notes has already been given ; and the author hopes he
does not flatter himself, when he says that it has perhaps been given
in a better arranged, and more intelligible form than in any pre-
ceding treatise.
The following speech is re-written in the contracted form, to give
the learner everj' opportunity of successfully applying his knowledge
of the mode of spelling. This once perfectly acquired, one of the
greatest difficulties in the acquisition of Short-Hand will be over-
come.
In cases of difficulty in deciphering notes, " Nye's Short-Hand
Dictionarj-," published by Sinipkia and Marshall, will be very useful.
16
EXERCISE 711.
C. MARIUS TO THE ROMANS, ON THEIR HESITATING TO AP-
POINT HIM GENERAL IN THE EXPEDITION AGAINST
JUGCRTHA, MERELY ON ACCOUNT OF HIS EXTRACTION.
It is but too common, my countrymen, to observe a material
difference between the behaviour of those who stand candidates for
places of power and trust, before and after their obtaining them.
They solicit them in one manner, and execute them in another.
They set out with a great appearance of activity, humilit)-, and
moderation, and they quickly fall into slhth, pride, and avarice.
It is, undoubtedly, no easy matter to discharge, to the general
satisfaction, the duty of a supreme commander in troublesome times.
I am, I hope, duly sensible of the importance of the office I propose
to take upon me, for the service of my country. To carry on, with
effect, an expensive war, and yet be frugal of the public money ; to
oblige those to serve, whom it may be delicate to ofifend ; to con-
duct, at the same time, a complicated variety of operations ; to
concert measures at home answerable to the state of things abroad;
and to gain every valuable end, in spite of opposition from the
envious, the factious, and the disaffected ; to do all this, my
countrj'men, is more difficult, than is generally thought. And,
besides the disadvantages which are common to me with all others
in eminent stations, my case is, in this respect, peculiarly hard ;
that whereas a commander of Patrician rank, if he is guilty of a
neglect, or breach of duty, has his great connexions, the antiquity
of his family, the important services of his ancestors, and the mul-
titudes he has by power engaged in his interest, to screen him from
condign punishment, my whole safety depends upon myself, which
renders it the more indispensibly necessary for me to take care, that
my conduct be clear and unexceptionable. Besides, I am well
aware, my countrymen, that the eye of the public is upon me ; and
that, though the impartial, who prefer the real advantages of the
commonwealth to all other considerations, favour my pretensions,
the Patricians want nothing so much, as an occasion against me.
It is, therefore, my fixed resolution, to use my best endeavours
that you be not disappointed in me, and that their indirect designs
against me be defeated. I have, from my youth, been familiar with
toils and with dangers. I was faithful to your interests, my country-
men, when I served you for no reward, but that of honour. It is
not my design to betray you now that you have conferred upon me
a place of profit. You have committed to my conduct the war
against Jugurtha. The Patricians are offended at this. But where
would be the wisdom of giving such a commnnd to one of their
honourable body, a person of illustrious birth, of ancient family, of
innumerable statues, but — of no experience? What ervi'ie would
his long line of dead ancestors, or his multitude of motionless statues
do his country in the day of battle ? What could such a general
17
do, but, in his trepidation and inexperience, have recourse to some
inferior commander, for direction in difliculties, to which he vs-as
not- himself equal :' Thus, your Patrician general would, in fact,
have a general over him ; so that the acting commander would still
he a Plebeian. So true is this, ray countrymen, that I have myself ,
known those, who have been chosen consuls, begin then to read the
history of their own country, of which, till that time, they were
totally ignorant ; that is, they first obtained the employment, and
then bethought themselves of the qualifications necessary for the
proper discharge of it. I submit to your judgment, Romans, on
which side the advantage lies, when a comparison is made between
Patrician haughtiness, and Plebeian experience. The very actions
wiich they have only read, I have partly seen and partly ^nyself
achieved. What they know by reading, I know by action. They
are pleased to slight my m'ean birth ; I despise their mean charac-
ters. Want of birtli and fortune is the objection against me ; want
of personal worth against them. But are not all men of the same
species ? What can make a difference between one man and
another, but the endowments of the mind ? For my part, I shall
always look upon the bravest man as the noblest man. Suppose it
were inquired of the fathers of such Patricians as Albinus and
Bestia, whether, if they bad their choice, they would desire sons of
their character, or of mine ; what would they answer, but that they
should wish the worthiest to be their sons ? If the Patricians have
reason to despise me, let them likewise despise their ancestors,
whose nobility was the fruit of their virtue. Do they envy the
honours bestowed upon me ? Let them en\'j- likewise my labours,
ray abstinence, and the dangers I have undergone for my country,
by which I have acquired them. But those worthless men lead
such a life of inactivity, as if they despised any honours you can
bestow ; whilst they aspire to honours, as if they had deserved
them by the most industrious virtue. They arrogate the rewards
of activity for their having enjoyed the pleasures of luxury. Yet
none can be more lavish thah they are, in praise of their ancestors';
and they imagine they honour themselves by celebrating their fore-
lathers, whereas they do the very contrary ; for, as much as their
ancestors were distinguished for their virtues, so much are they
disgraced by their vices. The glory of ancestors casts a light, in-
deed, upon their posterity, but it only serves to show what the
descendants are. It alike exhibits to public view their degeneracy
and their worth. I own. I cannot boast of the deeds of my fore-
!f r-i ; but I hope I may answer the cavils of the Patricians, l)y.
iin,' up in defence of what I have myself done. Ol'serve, now,
my countrymen, the injustice of the Patricians. They arrogate to
them.selves honours on account of the exi)loits done by their, fore-
fathers, whilst they will not allow me the due praise for performing
the very name sort of actions in 'my own perstin. He has no sta-
tHCi», they en,-, of his family. He can trace no venerable line of
anccKtnrs. — What then ! • Is it mutter of more praise to disgrafc
'•ni-'s illuKtrious ancestors than to beconi ■ illustrious by his own
B
18
Sood behaviour ;' What if I can show no statues of my family ?
I can show'the standards, the armour, and the trappings, which I
have myself taken from the vanquished ; I can show the scars of
those wounds, which I have received by facing tlie enemies of my
country. These are my statues. These are" the honours I boast
of ; not left me by inheritance, as theirs ; but earned by toil, by
abstinence, by valour, amidst clouds of dust, and seas of blood,
scenes of action, where those etfeminate Patricians, who endeavour,
by indirect means, to depreciate me in your esteem, have never
dared to show their faces. Sallust.
EXERCISE SEVENTH CONTRACTED.
j— bt too kmn m kntrmn t bsrv . mtrl dfr-n
* , bhvr f ths w stnd knddts fr piss f pwr ' trst
bfr ' ftr thr btn-g thm. * slst thra n wn mnr '
exkt thm n nthr. * st out w . grt appr-n f ktv-y
ml-y ' mdr-s ' * kkly fl t slth prd ' vrs. \—
udtdly n esy mtr t d-chrg t , gnrl s-fk-s , dty f
. sprm kmndr n trblsm tms. ' m • ope duly sns-b
mprt-n .. ofs ' p-ps t tk p m fr , srvs f m
kntry. T kry n w efkt n xpnsv wr ' jt b frgl
. . pblk mny t big ths t srv wffi t m b 'dlkt t
fnd t k-dkt t , sm tm . k-plktd vr-y f opr-s t
k-srt msrs t ome nsr-b t , stt f thugs brd ' t gn
* vl-b nd n spt f ps-s frm , nvious , fkious ',
d-fktd t d 1 ths m kntrmn s mr dfklt thn s gnrly
tht. ' bsds , d-dvntgs wh r kmn t m w 1 thrs n
mn-n st-s m ks s n ths rspkt pklrly hrd : t wrs .
kmndr f Ptrshn rnk f h s glty f . nglkt r brch
f dty hs s grt k-k-s , ntk-ty f s fmly , mprt-n
srvss f s nsstrs ', mlt-ts h as b pwr nggd n s
ntrst t skrn m frm k-dn punsh-m, m wl sfty dpnds
p mslf, w rndrs t , mr ndspns-b nssry fr m t tk
kr t m k-dkt b klr nxp-b, Bsds, ' m wl wt
m kutrmn t , eye .. pblk s p m ; ' t tho' ,
mpr-sh w p-fr , rl dvntgs .. kmnwlth t 1 thr k-sdr-§
fvr m p-tn-s , Ptrshns wnt s mch s n ok-s gnst
m. I — thrfr m fxd rsl-s t use m bst ndvrs t u
b nt d-pntd n m. ' t thr ndrkt dsns gnst m m b
dftd. ' h frm m yth bn fmlr w tls ' w dngrs.
' ws fth-f t yr ntrst m kntrm wn i srvd y fr n
rw'rd bt t f onr. i nt m dsn t bti'a u nw tub
19
k-frd p m . p]s f p-ft U h kmtd t m k-dkt ,
wr gust Jugurth. , Ptr.shns r fndd t ths. Bt wr
wd b , ws-d f gv-g scb . kmnd t wn f thr onr-b
bdy, , prsn f Istrious brth, f nsh-n fmly, f nmr-b stts,
bt f n xpr-n ? Wt srvs wd . s Ing In f dd nsstrs,
or s mlt-t f ms-l stts d s kntry .• d f btl P Wt
kd scb • gnrl d bt n s trpd-s ' nxpr-n h r-krs t
sm nfrr kmndr fr drk-s n dfklts t wh he ws nt mslf
= ? Tbs yr Ptrsn gnrl wd n fkt b . gnrl ovr
m so t , kt-g kmndr wd stl b . Plbn. So tru
s ths m kntrm t ' h myslf nn ths w h bn cbsn
k-sls bgn thn t rd , hstry f thr wn kntry f w tl
t tm • wr ttly gnr-n i. e, • frst btnd , mpl-m,
' thn btht thmslvs .. klfk-s nss-y fr , p-pr d-chg f t.-
' s-mt t yr gdg-m Romans n w sd , dyntg lies
wn . k-prsn s md * Ptrsn ht-n, ' Plbn xpr-n. , vry
ak-s w • h nly rd ' h prtly sn ' prtly mslf chvd.
Wt • n b rd-g ' n b ak-s. 7 • r plsd t sit m
mn brth: ' dsps thr mn • Wnt f brth ' frtn s
, bjk-s gnst m; wnt f prsnl wrth gnst tbra. Bt r
nt 1 ma .. sm spsies ? Wt k mk . dfr-n * wn
ran ' nthr bt , ndw-m .. mnd .f» fr m prt ' sh
alws Ik p , brvst mn s , nblst mn. Sps t wr
nqrd .. fthrs f sch Ptrsns s Albinus ' Bestia, wthr
f • hd thr chs • wd dsr sns f thr * r f mn ?
Wt wd • nsr bt t • shd wsh , wrthst t b thr
sns.!' If ^ Ptrsns h rsn t dsps m It thm Ikws
dsps thr nsstrs ws nbl-y ws , frt f thr vrtu. D
• nvy , onrs bstwd p m .? Lt thm nvy Ikws m
Ibra m b-tn-a ', dngrs • ! h ndrgn fr m kntry b w
• h aqrd thm. Bt ths WTth-l mn Id sch . If f nktssy
s f • dspsd any onrs u k bstw wist * spr t onrs
s f • ad dsrv-d thm b , mst ndstrious vrtu., • arg-t
, rwrds f ktv-y fr thr hv-g njd , plsrs f Ixry. Yt
nn k b mr Ivsh tbn • r, in prs f thr nsstrs ; ' •
mgn • onr thmslvs b slbrt-g thr frfthrs wras • d ,
vry • fr 8 nich s thr nsstrs wr d-tngshd fr thr vrtus,
s mch r • d-grsd b thr vcs. , glry f nsstrs ksts
. It ndd p thr pstr-y bt t nly srvs t shw wt ,
dsnd-n r. It aik xbts t pblk vw thr dgnrsy ' thr
wrth. I wn ' knt bst .. dds f ni frfthrs: lit '
s
20
hp ' m nsr , kvls .. Ptrsns b stnd-g p n dfns f
wt ! h nislf dii. li-srv nw in kutrm , njsts
Ptr,sns. * rg-t t thmslvs onrs ii lent .. xplts dn b thr
iVftbrs, wl.st * i nt alw m , du prs fr p-frm-g ,
vry sm sit f ak-s n in wn prsn. " H as n stts,"
* kri " f s fmly ; h k tvs n vnr-b In f nsstrs." —
Wt then? — I mtr f inr prs t d-grs wns Istiious nsstrs
thn t bkm Istrious b s wn g bhvr ? Wt f ' k
shw n stts f ra fml ? ' k shw , stndrds , rnir
', trp-gs, w ' h mslf tkn frm , vnqshd ; ' k shw
, skrs f ths wnds w ' h red b fs-g , nmies f m
kntry. Ths r m stts; ths i- , onrs I bst f; nt
Ift in b nrt-n as thrs ; bt rnd b tl b b-tn-n b vh'
indst kids f dst ' ss f bid sns f ak-s wr ths fmn-t
Ptrsns w ndvr b ndrkt mns t dprs-t m in yr stin
h nvr drd t shw thr fss.
LESSON THIRD.
THE ALPHABET.
The mode of spelling, together with the application of the prefixes
and terminations, having been perfectly acquired, the next step to
be taken is the acquisition of the Short Hand alphabet, which will
be found in the first column of the first plate. Opposite to each of
the consonant and double consonant marks is placed a dot, to shew
the learner at what point of the letter he is to begin to form it.
It will be observed, "that the alphabet consists of looped, curved,
and straight characters, distinguished from each other by their hori-
zontal, perpendicular, or oblique position. Much has been said, by
dift'eret^ writers on Stenography, with a view to prove that looped
charac/ers are inconvenient, and opposed to expedition. The very
reverse (Sif this, however, is the fact ; for the looped characters, in-
stead of being more difficult in their joinings, as has been commonly
supposed by those unacquainted with the practice of Short Hand,
are much more easy than most of the straight ones ; the angles with
the loops being much less difficult to form than without them, besides
their adding greatly to the beauty of the writing. It will doubtless
occur to the learner, that the lett^^rs d and r, are both represented
by a similar mark. This may appea^ at first sight likely to create
confusion ; but, in joining the letters, nothing of this kind can arise.
■2\
because the d is always written downwards from the right to the left,
while the r is always written upwards from the left to the right ; and
when this letter stands alone, or represents a prefix or termination,
it is denoted by the other small character, thus v. it will also be
remarked that there are two characters for the letter m', the one
made in the reverse form to the other. This is a matter of great
convenience ; the uppermost character joining much more readily
with the letters b, d,/, g, h, k, p, t, and th ; while the reverse, or
lower character, joins easier with the letters /, m, u, r, s, and sh.
Perfection in writing and reading the alphabet is of the greatest
importance. The learner should not therefore attempt to go a
single step further^ until he can write everj' character, in a distinct
and legible form, not less than six times in a minute. This
being once accomplished, the learner will find one of the greatest
impediments to his progress removed.
THE ARBITRARIES.
Of the arbitraries it is unnecessary to say a single word. The
pupil's common sense will tell him how to make them, and when to
increase their number. '
LESSON FOURTH.
JOINING OF THE CHARACTERS.
On Plate Second, the learner will find a table, by which he may
easily ascertain how any two consonants should be joined together ;
thus, if it be required to know how to join mw together, look at
the top of the table for the letter m ; then cast the eye downwards
till it comes opposite the letter Jt», and on the line at the point
forming the right angle between the two letters, will be found the
Short Hand characters for these two letters. The same thing must
be done in finding any other combinations : thus, suppose we want
to find all the combinations in the word " impress ; " we must look
at the top for ;«, and then go down the line till we come opposite ^>,
where we shall find mp joined together. We must then take 7^ at
the top and go down the line till we come opposite to the letter r,
where we will find yyr; then look at the top for r, and go down the
line till we come opposite to », where will be found the combination
rs ; and these three combinatioas, iiip, jrr, and rs will make mprs,
the Short Hand characters for the word.
la a word, the joining of characters is effected by making them
all follow each other in th«ir natural order.
22
LESSON FIFTH.
PLACES OF THE VOWELS.
The learner, on reference to the alphabet, will find that the vowels
u, e, and / are all represented by a single dot, thus, [ .] ; and that
o and u are represented by a kind of apostrophic mark, thus, ['].
The ditFevence between these vowels is denoted by their respective
positions in reference to the consonant characters ; for instance, on
plate third, it will be observed that ah is made by a dot on the left
of the letter b at the top : that el is made by a dot on the left of
b opposite the middle ; and that ib is made by a dot on the left,
opposite the bottom. Ob is made by the comma or apostrophic
mark on the left, opposite the top of the letter ; and ub by the same
mark, opposite the middle of the letter. When the vowel comes
after the consonant, it must of course be placed on the right, as in
ba, 6e, bij &c. This rule holds good with reference to the letters
S, d, /, g, h, p, t, ch and th^ all of which are made from the top to the
bottom, either perpendicularly or obliquely, to the right or left. But
then the pupil will say, there are the letters with a horizontal posirion,
such as k, m, ?«, s, w, x, aud s/i. Very well: in such case, when
the vowel comes before the consonant, it must be made above it ;
when after the consonant, it must be made below it ; as in the ex-
ample on plate third, ak, ek, ik, Sec. Still the pupil will say, there
are the letters I, r, and , which are made upwards. Well, in this
case, al must be made by a dot at the bottom of the letter on the
left, as will be seen by reference to the example in plate third.
By first-rate Short Hand writers, vowels are very seldom used.
LESSON SIXTH.
The learner will now proceed to the exercises on plates 3, 4, 5, 6,
7, and 8. He must take them one by one, and endeavour to read
them, referring, in cases where he has any difficulty, to the exer-
cises in plain English. When he is able to read readily the first six
exercises, he may proceed to write them, and as many other exer-
cises in words of one syllable, as he feels disposed to try. When
he can read and write these exercises with tolerable rapidity, he
must next commence with reading the long exercise, which com-
mences near the top of plate 5. Being able to read it well, he
must then write it ; and compare his Short Hand with that which
he finds in the book. When he can write this exercise correctly,
the pupil may then go on writing anything he pleases.
23
ADDITIONAL OBSERVATIONS.
When the pupil has learned all that we have now taught him, he
will still find that something is wanted to enable him to follow a
speaker with ease. The only remedy for this is practice. To write
Short Hand well, after any or every speaker, is almost as difficult
of attainment as a new language ; but practice is the only way
to perfection.
advice as to practice.
The pupil should first accustom himself to write after a person
reading very slowly some easy composition, and should always
m£ike a point of reading his writing to the person who read to him,
in order that he may ascertain whether or not he has correctly
taken dowTi what was read. In cases where a person cannot be
had as a reader, the pupil must exercise himself bj' copying two or
three speeches, or something of the kind. He must then find some
very deliberate speaker, and try his skill in endeavouring to follow
him. This may be at first a matter of difficulty, because the en-
gagements of young men are generally of such a nature, as to pre-
clude them from many opportunities of this kind. But they are not
engaged on Sundays ; and 9, sermon at church, or chapel, delivered
in a distinct tone of voice, by a deliberate speaker, will be the finest
practice the pupil caa have» Some weak-minded enthusiasts who
occupy pulpits, may declaim against what they term, " the Dese-
cration of the bouse of God," and the " Profanation of the Sabbath."
Never mind them ; let them rave on. Such men always have more
zeal than knowledge ; and a ready answer may be found to their
foolish objections to this practice, by saying, that if a sermon is good
for anything to be heard, it is good for sometking more, to be written ;
that if it is not worth writing, it is not worth hearing ; and that surely
it can be no "Desecration of the house of God" to render perma-
nent, by taking it down in Short Hand, what the preachers general-
ly call " the Word of God." No sensible man can object to tliis
practice. He who does so is either a fool or an impostor who is
afraid of his divinity being brought to the test of common sense.
THE easiest speakers TO FOLLOW.
The easiest speakers to write after, are usually those who are
most eloquent; who give a full and distinct enunciation to all their
syllables ; who make use of the proper pauses for the points ; and
who distinguish such of their words as they intend to be emphatic,
by the time they dwell upon them. Mr. George Thompson, the
eloquent lecturer on British India, may be mentioned as affording
24
an illustrarion of tlie author's view of " an easy speaker to write,
after," the whole of whose lectures on this subject were taken ver-
hntim by the author, as reporter for the Manchester Times.
On the other hand, conversational speakers are always the most
difficult to report. These men often splutter out their words in
heaps, without a pause, without emphasis, and in the most confused
and disorderly manner it is possible to conceive. In such cases, all
that can be done is to take down as much as possible, leaving out
such of the words as the sense will supply.
MATERIALS FOR WRITING WITH.
A few years ago, pencils were chiefly used for reporting : they
are now, however, gradually going out 6f use, and giving place to
steel pens. The paper should be tolerably good, having a smooth
surface. A fine pointed Steel Pen, with some of " Stephens's "Writ-
ing Fluid," will make the clearest writing; and, where much of it
has to be read, it has not such a tendency to injure the sight as de-
ciphering pencil marks.
The cheapest way of making books for taking notes is, to have a
loose back in an oblong form, v/hich may be obtained for a shilling
or eighteenpence, and will last for manj' years. The paper should be
cut across the middle, and may be fastened into the loose back with
a piece of narrow tape. "When it is all written upon, it may be
taken out, and preserved almost as well as if it were bound. One
of the small bottle inkstands, which will not spill the ink, will be
found most convenient whon the pupil has to write with his book on
his knee. In such case, it may be slung upon the thumb of the left
hand, bj' means of a small piece of string attached to the neck of
the bottle. A pen-case, which will bold a dozen steel pens ready
for immediate use, may be obtained at almost any stationer's shop,
for the price of ninepence or a shilling.
The author is not aware of anything more that is requisite to be
said ; he therefore leaves the pupil to pursue his course, recommend-
ing him to PERSEVERE, and not to give way at any Ijttle difficulties
which may by chance present themselves, but to exercise his power
of thought, and his ingenuity ; and by this means he cannot possibly
fail of success.
PRINTED BY A. HFYWOOR, OI.DTTA'*! =TR1TT. M \ NT n F.CTF !! .
Plate I.
THE
ALPHABET
j WITH THE
Dbk. Catuonanis
/
/
a., e c
/
'7
■/ /
■?
r
, — •^
T
ARBITRARTES.
1
ah-
A
(TS
(TV-.
/
y
3^
o
a
6
t
O
a
hccc/yi.zJ»A - i/f
Plate II.
\\K^ ^^^ ^l^^^'^F^K
A TABLE SHEWING HOW ANY TWO LETTERS MAY BE JOINED.
^ 1
•^^yQ^Vo
^
~J*
-^
r'
4^ 0^ /»
^
^
\^^^\^
■^^
^
X
~\
V
^
(\
}.
\>
U
/^
An
.^
-If
(V
er
_y
<
1
<
Y
K
i
l(y
V
\
i
Uy
A^
v
JOx,
-<-i>
^
%
~^.
V
-\(s
K
\\y<;
f
\
])
-^
^
^:
^
I '
1
^
>
^
^
\
\
T
t\
^
'^
*>
\\."
s»-^
Q
\
q
^
-!!
4
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