Simplicity re&ucefc. 
 nD Consistency ejalteD. 
 
 BASED UPON A VOWEL SCHEME BY MEANS OF WHICH, INDEPENDENTLY OF 
 
 POSITION, FORM, OR DIMENSIONS, THE VOWEL IS EXPRESSED WITH 
 
 PRECISION AND PROMINENCE WITHIN THE BODY OF THE WORD. 
 
 KM PLOYING A BRIEF ALPHABET OF SIMPLE SIGNS, ENTIRELY POSITION- 
 LESS, AND, WITH A SINGLE EXCEPTION, SHAPELESS, YET SO 
 CONSTRUCTED AS TO ADMIT OF COMBINATIONS 
 
 POWERFUL ENOUGH TO ACCOMPLISH THE 
 
 COMPLETE SPELLING OF WORDS WITH PERFECT EASE AND 
 LEGIBILITY, AND WITH BREVITY SUFFICIENT TO 
 RENDER THE USE OF ARBITRARY WORD- 
 SIGNS UNNECESSARY. 
 
 SUITABLE FOR ALL PURPOSES AND DESIGNED FOR UNIVERSAL USE, 
 
 BY T. C. STRICKLAND, 
 
 EAST GREENWICH, R. I. 
 
 PKF.SS OF E. L. FREEMAN * SON, STATE PRINTERS, CENTRAL FALLS, R. I. 
 
Copyrighted 1890, 
 By T C STRICKLAND 
 
 Copyrighted 1892, 
 By T. C. STRICKLAND 
 
 All Rights Reserved. 
 
S?/7 
 
 PREFACE. 
 
 This work presents a complete system of shorthand writing, ar- 
 ranged in twenty four carefully graded lessons, with explanatory 
 notes and references, in the most convenient form possible for class 
 or self instruction. 
 
 The system presented is fundamentally unlike all other systems 
 
 in use. It consists of a simple alphabet of tlexible lines and Mowing 
 
 C0 movements, by means of which alone, without resort to the prevail- 
 
 E ing use of positions, arbitrary word-signs, or irregular methods, the. 
 
 motions of the voice are perfectly imitated by the pen, with grace 
 
 jfc and ease, and with brevity sufficient for the demands of speed. 
 
 "Word-signs are symptoms of weakness internal ; 
 Ij Vowels, dis-joined, become burdens external ; 
 
 (.'hanging positions are bother eternal ; 
 Schemes arbitrary are pit-falls infernal ; 
 
 rr> Absence of all were a pleasure supernal." 
 
 jr 
 
 ) Such was the sentiment of a resolution adopted by the author 
 g when, in 1884, he abandoned the practice and teaching of one of 
 the best systems then in use, and set himself deliberately at work 
 to demonstrate either the possibility or the impossibility of a sys- 
 tem without these common faults. 
 
 A search through hundreds of systems of the past and present 
 3 showed that no such system had ever existed. Then a long and 
 thorough prpcess of experimentation led to the conclusion that, 
 starting with an alphabet of full-sized, inflexible characters like 
 those in use, no system could ever secure brevity except by the 
 sacrifice of regularity, consistency, and legibility. If ever accom- 
 plished at all, it must be upon some entirely different basis yet 
 undiscovered. 
 Two apparently impossible things were then attempted. The 
 
 449444 
 
4 THE TWENTIETH CENTURY SHORTHAND. 
 
 first was to invent a mode of expressing vowels which should be 
 independent of the position, form, or dimensions of any character. 
 The second was to construct a consonant alphabet in imitation of 
 the motions of the voice and flexible as the voice itself. Both of 
 these were at length found possible, and were adopted as the basis 
 for the new system. 
 
 To perfect the system thus begun has cost the author eight years 
 of the most pains-taking study and labor. It has necessitated a 
 complete dissection of the English language, and a careful analysis 
 of every minute detail of its construction, together with a like 
 analysis of every conceivable form of character and element of 
 motion. 
 
 While this work has been going on in a tortoise fashion, more 
 than one new system has, like the hare, dashed into sight, passed 
 by, and gone to sleep by the way -side. During this time, no less 
 than two of the most prominent authors whose work is exhibited in 
 the introduction to this work, have discarded their own systems 
 and brought out new ones. These have been examined, found 
 possessed of the same old faults, and the plodder has plodded on. 
 
 It is a comparative!}' easy matter to construct a system of short- 
 hand upon almost any basis, good or bad, provided the author will 
 allow himself to bridge over every difficulty in the way by the use 
 of word-signs or other arbitrary or irregular methods ; but to work 
 out a system like a mathematical problem, by a consistent adherence 
 to fixed principles, is quite another task. The results also are as 
 widely different as the processes by which they are readied. The 
 former method can result only in complexity and uncertainty, while 
 the latter ends in unity and simplicity. 
 
 The Twentieth Century Shorthand is simplicity itself. Master the 
 principles of a brief alphabet, and all is practically accomplished. 
 The text-book is small simply because it does not need to be large. 
 The entire system has been mastered in twelve weeks by a student 
 who could devote only one hour per day to its study. This is ex- 
 actly equal to six hours per day for only ten days. Of course it is 
 not guaranteed that all will acquire the system in so short a time, 
 but the fact that it has been done speaks well for the simplicity of 
 the system. The student who mastered it in sixty hours took a 
 good position, putting the system into immediate use without diffl- 
 
PREFACE. 5 
 
 culty, and in a short. time boasted a higher rate of speed than that 
 of a "Pitmanite" working in the same office. 
 
 Such a statement as the above will be discredited by man}-, and 
 the claims of the system will be ridiculed in print. This is to be 
 expected, and any injustice of this sort is hereby forgiven in ad- 
 vance, so that no apologies need be made. It is also expected that, 
 owing to the large number of systems already in the field of compe- 
 tition, this one may find its way but slowly into use. Nevertheless, 
 believing the system possessed of qualities which will keep, and 
 having given it a name which points ahead, the author respectfully 
 submits his work to the public, and awaits with confidence the un- 
 folding of the Twentieth Century. 
 
 KAST GREENWICH, R. I., May 1, 1893. 
 
THE TWENTIETH CENTURY SHORTHAND. 
 
 TABLE OF CONTENTS. 
 
 (Aljihtibetic Index at end of book.) 
 INTRODUCTION. 
 
 Shorthand Writing: in General : Characteristics of the 
 Ideal System, The Construction of Modern Systems Coin 
 pared, The Writing of Modern Systems Compared, The 
 Spelling of Modern Systems Compared, Results of the Com- 
 parisons. 
 
 Common Errors Avoided by the Twentieth Century: 
 
 I, Complexity of Construction, II, Use of Positions, 
 III, Irregular Order of Expression, IV, Omission or Uncer- 
 tainty of Vowels, V, Resort to Arbitrary Schemes, VI, Use 
 of Word-Signs, VII, Multiplicity of Signs, VIII, Use of 
 Longest Signs for Most Frequent Sounds. 
 
 The Twentieth Century Shorthand Elucidated: I, Its 
 
 Philosophic Basis, II, Powers of its Alphabet, (a) Modi- 
 fying Powers, (b) Combining Powers, The System the 
 World has been Demanding. 
 
 GKADED HEADING AND WRITING LESSONS. 
 
 Preliminary Suggestions: Material, Position, Method 
 of Study. 
 
 Lesson I. Vowels with R and L. 
 
 II. K, G, P, and B. 
 
 III. W, Wh, Oh, J, H, Y, III, and Lr. 
 
 IV. Consonant Groups with R, L, W, and J. 
 
 V. Vowels with S, Z, and Sh. 
 
 VI. Consonant Groups, with S, Z, and Sh. 
 VI I. Vowels with N, M. F, and V. 
 
 VIII. N, M, F, and V, Continued. 
 
 IX. Vowels Curved and Shaded. 
 
 X. Vowels with T, D, and Th. 
 
 XI. Consonant Groups with N, or M. 
 
 XII. Consonant Groups with T, D, or Th. 
 
 XIII. Final Ted and Ded, and Review of Consonant 
 
 Powers. 
 
TABLE OF CONTENTS. 7 
 
 Lesson XIV. The Syllable Principle, and Numerals. 
 
 XV. Com, Con, Cog and Conn. 
 
 XVI. Ing and Tive. 
 
 XVII. Ex, Ax. Cation, Fication, and Plication. 
 \VII1. Miscellaneous Prefixes and Sullixes. 
 XIX. Hare and Peculiar Consonant Groups. 
 
 X X. Marks, Abbreviations, Initials, and the Repeater. 
 
 X XI. Words Expressed by Implication. 
 
 XXII. Common Phrases, Approved Forms. 
 
 XXIII. A Letter, Review of all Principles. 
 
 XXIV. Law Reporting. 
 
 COMPENDIUM OF INSTRUCTIONS. 
 
 Preliminary: Definitions, Phonetic Spelling, Omission of 
 the Unimportant, Following Spoken Language, The " E- 
 Rule." 
 
 The Lessons Explained : Each of the Twenty-four Lessons, 
 
 in Order, Separately and Carefully Treated, Vowels and Con- 
 sonants, Direct and Reverse Movements, Empowered and 
 Unempowercd Consonants, The Shading Power, Conson- 
 ants Shaded. The Curving Power, Utility of Consonant 
 Powers, Order of Powers, The Lengthening and Shorten- 
 ing Power, Consonants Curved and Lengthened, Syllable 
 Principle and Numbers, Laws of Implication, Prefixes and 
 Suffixes Treated, Marks. Abbreviations, Initials, The Re- 
 peater, Words by Implication, Phrasing, Letter Writ- 
 ing, Court Testimony. 
 
 Supplemental: Knowledge versus Skill, Acquirement of 
 Speed, The Student Without a Teacher, " What Can I 
 Dictate to Myself ?" 
 
 MISCELLANEOUS KXEKCISKS FOK PRACTICE. 
 
 Counted and Numbered for Convenience in Estimating 
 
 Speed : Sentences, The Brook, The Tame Crow, The 
 Robin and the Raven, The Spider and the King, The 
 Robin's Song, Selections, How Cyrus Laid the Cable, 
 The Reindeer, Model Letters, The Zigzag Club on the 
 Atlantic, Love (Bible), Moral Effect of Worship, Rip 
 Van Winkle,. Garfield at Chautauqua. 
 
 (Alphabetic Index at end of bo'ik.} 
 
INTRODUCTION. 
 
 A COMPARISON OF THE FUNDAMENTAL PRINCIPLES 
 
 OF ALL THE MODERN SYSTEMS OF 
 
 SHORTHAND WRITING. 
 
 The choice of a system of shorthand is much like the choice of a 
 wife. No one is expected to select more than one, but that one is 
 for life, and he who embraces the first one brought to his notice 
 without asking any questions may miss an opportunity 1o do better. 
 
 Perfection in either case may not be found, and yet there is in 
 each an ideal to be sought after, and that which approaches nearest 
 to the ideal should be the object of our choice. 
 
 First, then, what are the features to be sought after in any system 
 of shorthand? Briefly stated, they are these: (1) Rapidity, cj) 
 Legibility, (3) Simplicity. These three features brought to perfec- 
 tion would leave nothing to be desired. 
 
 But what are the requirements for the highest rapidity, and what 
 are the elements which enter into perfect legibility and simplicity '.' 
 Let us see the complete specifications for the ideal. 
 
 THK 1DKAL SVSTK.M OF SIK IIJTII A M >'. 
 
 I. It must be RAPID as spoken language : 
 
 1 , Easy to think ; 
 
 2, Brief in form ; 
 
 3, Easy of execution. 
 
INTRODUCTION. 
 
 II. It must be LEGIBLE as long-hand : 
 
 1, Spelling words consistently; 
 
 2, Avoiding many signs fur one sound ; 
 
 3, Avoiding many sounds for one sign ; 
 
 4, Expressing sounds in regular order ; 
 
 5, Leaving no doubt as to the order intended. 
 
 III. It must be SIMPLE and EASY OK At nt IKKMKXT : 
 
 1, Employing few characters and principles; 
 
 2, Securing brevity by the powers of its alphabet ; 
 
 3, Avoiding arbitrary word-signs and contractions; 
 
 4, Avoiding frequent exceptions to general rules ; 
 .">. Maintaining unity and consistency throughout. 
 
 TIU: TWENTIETH CEMTKY SHOKTHAM) 
 
 now comes humbly forward, not claiming absolute perfection, but 
 confidently believing that it is founded upon the only basis upon 
 which perfection is possible of attainment, and confident that it 
 possesses even now, all of the characteristics of the ideal system in 
 a higher degree than any other system now in use. 
 
 In support of this belief, a careful and critical comparison is in- 
 vited with all other systems, with reference to every feature of the 
 ideal svstem.* 
 
 *NoTE. In the comparison of systems on the following pages, perfect fairness 
 lias been sought. To this end, a sentence of forty words was selected, and the same 
 was sent to the authors of all the leading systems with the following note: 
 
 " Dear Sir: I have in preparation an article upon the fundamental principles of 
 the leading modern systems of Shorthand, and, by way of illustration, I should like 
 your own rendering of the sentence on the enclosed sheet, believing that your ren- 
 dering might be preferable to my own, and desiring to show you at your best." 
 
 The samples of writing shown are in response to this request, and are line for line 
 I\H they came from the pen of the authors, except the numbers which have been 
 placed over the words for convenience of reference. (Pages 12 and 13-) 
 
10 
 
 THE TWENTIETH CENTURY SHORTHAND. 
 
 THE CONSTRUCTION OF MODERN 
 
 Class. Systems. 
 
 Consonant Signs. (a) Num ^er! 6l (b) Signs. 
 
 Isaac Pitman, 
 
 Stroke lines ; their length. 
 
 (a) T h i r t y t o sixty 
 
 Ben Pitman, 
 
 slant, curve and shade ; 
 
 eight. 
 
 Graham, 
 
 also connected hooks, 
 
 (b) D i s-j o i n e d dots j 
 
 MUD son, 
 
 circles, loops and ticks. 
 
 dashes, semi-circles 
 
 I. Scott-Browne, 
 
 (Bishop uses same con- 
 
 and angles; ordivided 
 
 Longley, 
 
 sonant strokes, which 
 
 into three groups and 
 
 Beale, 
 
 he changes into vowels 
 
 these groups implied 
 
 Hemperley, 
 
 bv change of position, 
 
 by three positions of 
 
 Bishop, 
 
 etc.) 
 
 consonant strokes. 
 
 and others. 
 
 
 
 
 Stroke lines ; their length, 
 
 (a) Ten. 
 
 
 slant, curve and shade ; 
 
 (b) Five lines similar 
 
 
 also connected hooks, 
 
 to consonant strokes ; 
 
 Cross, (Eclectic.) 
 
 circles, loops and ticks. 
 
 also the ten divided 
 
 II. McKee. 
 
 (Cross also implies ten 
 
 into five groups and 
 
 (New Rapid.) 
 
 groups of consonants by 
 
 implied by five posi- 
 
 
 five positions and two 
 
 t i o n s of consonant 
 
 
 slants of vowel strokes.) 
 
 strokes. 
 
 III. Porter. 
 
 Stroke lines; their slant, 
 curve, and light or 
 heavy parallel dash ; 
 also connected hooks, 
 loops, circles, semi-cir- 
 cles and ticks. 
 
 (a) Fifteen. 
 
 (b) Three lengths and 
 a shade of consonant 
 strokes in two slants 
 a n d t w o positions, 
 with a change. of the 
 dis-joined dash to a 
 right angle. 
 
 Stroke lines; their length, (a) Thirteen. 
 
 Sloan-Duployan, slant, curve and shade, (b) Connected circles, 
 IV. Pernin, (Pernin discards shades 
 
 Lindsley. and distinguishes cor- 
 
 relative pairs by 
 lengths.) 
 
 semi-circles, quad- 
 rants, angles and 
 ticks. 
 
 Length, curve and shade (a) Six. 
 
 V. Twentieth of VOWEL, STROKES ; (b) Slant of VOWEL 
 
 Century. all s o connected loops, STROKES. 
 
 circles, semi-circles and 
 angles. 
 
INTRODUCTION. 
 
 SHORTHAND SYSTEMS COMPARED. 
 
 11 
 
 Brevity, how secured. 
 
 Illustrations from the Shorthand Plates. 
 Pages 12 and 13. 
 
 By substitution of briefer 
 signs for those in the 
 alphabet: by omission 
 of signs ; by the use of 
 positions : by over 50,- 
 000 word-signs; by the 
 omission of words. 
 
 Graham's Corresponding Style : 
 (20) Stroke (in), loop (str), dot (a), master. 
 (24) Hook (r), stroke (p), shortened (d), hook 
 
 Iv} i ! i - ! i nit ^ ttriix i-il- 
 
 (v), dash (oo), proved. 
 (iraham's Reporting Style: 
 
 iranam s Keporung style: 
 (2-3-4) Stroke (z), stroke (k). shortened (d), 
 
 hook (n), stroke (r), shortened (t), = \vas- 
 
 kiiid-liearted. 
 <")) Circle (s), stroke (mp), position (6, 1, aw, 
 
 o, i, or oi), = simple. 
 
 By substitution of briefer Eclectic Reporting Style : 
 
 signs for those in the 
 alphabet; by omission 
 of signs; by the use of 
 positions; by word- 
 signs; by omission of 
 words. 
 
 (1) Circle (li), shade (r), stroke (y), position 
 (a or aw), Harry. 
 
 (3) Stroke (k), lengthened (11), stroke (d), 
 position (i or oy), = kind. 
 
 (35) Stroke (i), position and slant (nl, loop 
 (ds), stroke (k), shade (r), tick (t), = indis- 
 creet. 
 
 By substitution of briefer 
 signs for those in the 
 alphabet; by omission 
 of all dis-joined dashes; 
 by omission of other 
 signs; by omission of 
 words; by word-signs. 
 
 (5) Stroke (s), length, slant and position (o or 
 i), hook (in), stroke (p), length and slant (o 
 or u), hook (1), =: simple. 
 
 (6-7) Tick (and), hook (1), position, length and 
 slant of stroke (o or n), stroke (v), stroke 
 (b), length, etc., (u), hook (1), = lovable. 
 
 By substitution of briefer 
 signs for those in the 
 alphabet ; by omission 
 of signs; byword-signs; 
 by omission of words. 
 
 Lindsley's Corresponding Style : 
 (3-4) Stroke (k), angle (i), stroke (n), stroke 
 (d), hook and stroke (h), semi-circle, etc., 
 (a), stroke (r), light part of stroke (t), heavy 
 part of stroke (d), kind-hearted. 
 Pernin's Reporting Style : 
 
 (1) Circle (ah), stroke (r), hook (i), = Harry. 
 
 By the powers of the al- 
 phabet : by laws of im- 
 plication. 
 
 1* 
 
 (5) Shade (s), slant (i), curve (in), semi-circle 
 
 (p), loop (1), = simple. 
 (8) Shade (s), semi-circle (p), loop (r), slant 
 
 (i), length (t),lloop (1), angle (y), = sprightly. 
 (20) Curve (in), slant (a), shade (s), length (t), 
 
 loop (r), master. 
 
12 
 
 THE TWENTIETH CENTURY SHORTHAND. 
 
 THE WRITING OF MODERN 
 
 i^^ 
 
 '-7 *> f 'A " O ej fj '-'i- 
 
 4 ^^\\\\\^ %V^&qp~ 
 
INTRODUCTION. 
 
 SHORTHAND SYSTEMS COMPARED.* 
 
 13 
 
 S&T^tS& 
 
 -v? x) S 6V y 
 
 a. 
 
 W&- 
 
 7 O if 
 
 * Long-hand Key, next page. 
 
14 fTlE TWENTIETH CENTURY SHORTHAND. 
 
 THE SPELLING OF MODERN 
 
 Graham's Graham's Eclectic Porter's 
 
 No. Corresponding 
 
 Style. Reporting Style. Reporting Style. Reporting Style. 
 
 1 Hari Hr?6 U.ry12 HrH 
 
 2 z z?4 w?2 w?4s 
 
 3 land k/d?4 kwd?2 Viind 
 
 4 hartrf r<?6..... I\rtd12 fiH 
 
 5 simpl sm/>?6 s/wp?2 s?4mp?4 
 
 6 *ad *<rorf a2d *wd 
 
 7 luvabl lvbZ?4 lv'W?2 J?4vb?4* 
 
 8 sprirti spr<l?6 sprd?2 
 
 9 *of of o2 of 
 
 10 nr ii?'?4 ni7w?2 m?4n?4?' 
 
 U strawng st?-ng-?6 strngV2 strHng 
 
 12 *o/ of o2 of 
 
 13 mnsl msl?4 ...msl?2 m?4s?4i 
 
 14 *and *and a%2d *and 
 
 lo \r vrH vr?2 v?4 
 
 16 cli ch?6 cb?2 ch?4 
 
 17 devoid dvtdH cl-v?2 d?4v?4t?4 
 
 18 *lo *to t?2 to 
 
 19 z z?4 Ai2 z?4 
 
 20 ma(str) m(str)H m(st)r^2 m?4(si!r) 
 
 21 *but *but b<?2 b?4 
 
 22 z z?4 a2 z 
 
 23 t t i2 ?4t 
 
 24 yroovd prcd?6 p/'d?2 pr?4v?4 
 
 2o h *Jie h?2 liH 
 
 26 z z?6 w?2 w?4s 
 
 27 sm< sm<?6 smWbZ?2 s?4ww/*?4 
 
 28 defislin* dMi?4 d-f?2 d?4f?4A 
 
 29 11 n?6 i2.. ?4u 
 
 30 mawal mrlW mrl?2 . .mHrl 
 
 31 st?-ength strth?4 stii?2 strHth 
 
 32 *and *and a2d *and 
 
 33 ra(^r) r(<Ar)?4 rthr?2 rlhrH 
 
 34 inr mr?6 mr?2 m?4r 
 
 35 ndiskre;! nrfsk<?6. i2d*krt?2 . . . .iid?4sk?4t?4 
 
 36 thn, thn?6 th?2 </<?4 
 
 37 m< m<?6 mt?2 mUt 
 
 38 v have v?2 ?4v 
 
 39 bn b?4 bft?2 \>Hn 
 
 40 desir^ dsrd?6 dsrd?2 d?4zird. 
 
 ERRATA. In the Eclectic above, the following additional sounds arc 
 indicated: In 2 & 26, S by position of W: in 21. V ly retradnfr: in 31, 
 Tkby length of ^: and in 30. X by icn^tli of TU. 
 
* 
 
 INTRODUCTION. 15 
 
 SHORTHAND SYSTEMS COMPARED.* 
 
 Lindsley'a Lindsley's Pernin's Twentieth 
 
 Corresponding No. 
 
 Style. Reporting Style. Reporting Style. Century. 
 
 Hari Hr Ahri Hary 1 
 
 wz ws wah w r s 2 
 
 kind k/id ki ...kind 3 
 
 liartd. ... . . Jirtd ahtd harted 4 
 
 *imp smpl s(im) + simpl 5 
 
 11 nd (an) and 6 
 
 Ivb/ IvbZ 1+ luvbl 7 
 
 spritli *prM (*/>r)itli spritly 8 
 
 v *of *of of 9 
 
 maiir mil? 1 m(an)r maiier 10 
 
 strng ftrng (*tr)n\vng strong 11 
 
 v *of *of of 12 
 
 msl m*l iii + musel 13 
 
 n lid. (fin) and 14 
 
 veri v v very 15 
 
 inch ill ill mm h 16 
 
 derotcl dftd dvo+ .devoted 17 
 
 t t t to 18 
 
 hs hz i lies 19 
 
 mstr m(*^') mah(*</') master 20 
 
 bt b< b but 21 
 
 z z as as . 22 
 
 it t t et 23 
 
 p>vd prvd pr+ pruvd 24 
 
 h h e he 25 
 
 wz \vz ,wah ws 26 
 
 mwh mwh s(wm)wah sniwhat 27 
 
 dcfish t df (shn)t dfi + deflsheiit 28 
 
 i i i in 29 
 
 morl mrl mawl morel 30 
 
 atrngth st/lh (str) (en) strength 31 
 
 11 lid (an) and 32 
 
 rathr r(thr) rah rather 33 
 
 mor ill? 1 m more 34 
 
 id*k?-et idsk?-< (m)-kre endeskret 35 
 
 than tlift th(n) then 36 
 
 mit mi< mi mit 37 
 
 a a ah have 38 
 
 b b b(e) ben 39 
 
 dsird dsrd (dz's)r desired 40 
 
 * See next page for Key. 
 
16 THE TWENTIETH CENTURY SHOBTHAND. 
 
 KEY TO THE Sl'KI.IJNG OX THE TWO PRECEDING PAGES. 
 
 Full-laced type: Sounds written with signs us found in the 
 alphabet. 
 
 Italics: Signs not in .the alphabet, substituted for brevity. 
 
 Common Roman : Sounds or words definitely implied. 
 
 ?: Uncertain vowel implied, followed by number from which to 
 choose. 
 
 : Vncertain consonant implied, with number from which to 
 choose. 
 
 ( ) : A group of sounds written Avith a single arbitrary sign. 
 
 *: An entire word written with a single sign not in the alphabet. 
 
 + : Omission of an unknown ending implied by position of next 
 word. 
 
 The sentence used in the foregoing comparisons was selected for 
 its variety of styles of words, and particularly for the variety of 
 consonant combinations which it contains, provision for which must 
 be made by every system of shorthand. 
 
 The sentence was kindly written for us by the author of nearly 
 every system in use, and the samples shown on the shorthand plates 
 were selected to represent the classes to which they belong (Linds- 
 ley's excepted), for the sole reason that they were the briefest 
 samples submitted by any system of their class. 
 
 VISIBLE RESULTS OF THE COMPARISONS. 
 
 1. The comparison of constructions shows the superior SIMPLICITY 
 of the Twentieth Century Shorthand, in that it uses the fewest char- 
 acters and principles, adhering consistently to the same, and is the 
 only system which secures brevity chiefly by the powers of its 
 original alphabet, without the aid of a secondary alphabet, or a 
 multitude of arbitrary contracting principles, or word-signs. 
 
 2. The comparison of Avriting shoAvs the superior BREVITY of 
 the Twentieth Century, also the superior ease and gracefulness of 
 its forms, and the evenness with Avhich it follows the line of writing. 
 
 3. The comparison of spelling shows the superior LEGIBILITY of 
 the Twentieth Century, in that, despite its exceeding brevity, it 
 spells out its words more fully and consistently than even the cor- 
 
INTRODUCTION. 17 
 
 responding style of any other system, at the same time using its 
 alphabetic signs, and leaving nothing whatever in doubt. 
 
 In fact, after all that is at all certain in the shorthand lias been 
 dug out and put into long-hand as is dune on the preceding pages, 
 is it not true that the Twentieth Century is the only system which 
 is at all readable without much study and a great stretch of the 
 imagination? More difficult than this, however, is the reading of 
 the shorthand itself, in which two or more incomplete words are 
 often so joined together as to be naturally mistaken for a single 
 word, as " zkudrt." What does it spell '? (See 2, 3, 4, in Graham's 
 reporting style.) 
 
 In connection with these positive virtues of superior brevity, legi- 
 bility and simplicity, there are certain neyatire virtues of the Twentieth 
 Century, which consist simply of freedom from tlie faults of other 
 systems, and can only be appreciated, therefore, by seeing those 
 faults as they exist. 
 
 COMMON FAULTS A AVOIDED BY THE TWENTIETH CENTURY SHORTHAND. 
 
 I. Complexity of Construction : 
 
 Before the hand can act, the brain must dictate. Anything which 
 retards the brain must retard the hand. 
 
 Now imagine the mental process which must necessarily precede 
 the writing of the first word of the sentence, for example, in Cross's 
 Eclectic system, which is as follows: (1) What are the consonants 
 of the word '! H-r-y. (2) What is the vowel ? a. (3) Shall all be 
 written with their signs, or shall the vowel be written and one of 
 the consonants implied, or shall all the consonants be written and 
 the vowel implied? Decided to imply the vowel. (4) What signs 
 shall be used for the consonants, there being two or more ways of 
 writing each '.' Decided to write //as it is in the alphabet, and r-y 
 by signs learned outside the alphabet. (5) In which of the Im- 
 positions must the consonants be written to imply the presence t)f 
 a ? High above the line. 
 
 To be sun-, all this can be thought out in much less time than it 
 takes to read or speak it, but it is no simple Task at best, and when 
 it is finished the hand will write the word using only one letter out 
 of the four in its alphabetic form. 
 
 All the systems in classes I, II, and III are subject to a criticism 
 
18 THE TWENTIETH CENTURY SHORTHAND. 
 
 similar to this. The Twentieth Century, on the. contrary, takes 
 H-a-r and y in the. identical forms given in the alphabet, writing 
 them in regular order, and thus producing a word which, though it 
 looks a trifle longer than the Eclectic word, is made with precisely 
 the same number of motions. 
 
 II. Use of Positionx: 
 
 This error affects classes I and II and, to some extent, class III. 
 
 To be obliged to jump about from one position to another, now 
 above the line and now below, is not only an inconvenience, but, if 
 adhered to, wastes time by necessitating frequent pen-liftings which 
 might otherwise be avoided. Practically, however, it is not strictly 
 adhered to, but words which will make good connections are written 
 connectedly regardless of position. Take for illustation (Graham's 
 " was-kind-hearted," again (Reporting, 2, 3, 4). Was, according to 
 the rule of position ought to be struck through the line of writing 
 to imply a (ah, do, a, 66, ow, or ew), kind should be written above 
 the line to imply i (e, I, aw, 6, I or oy), and hearted should be struck 
 through the line to imply a as in icas. The three words are written 
 by their author, however, connectedly, irrespective of position. As 
 a consequence, either there is not a single vowel in the three words, 
 or else every word has the wrong vowel in it. 
 
 But this is not all. By means of position it is impossible to indi- 
 cate more than one of the vowels in any word. After the first 
 stroke of a word is written the others of necessity join in certain 
 ways and extend in certain directions, possibly crossing the space 
 occupied by four or five positions simply because they cannot help 
 it. The first stroke is therefore the only one which is free to select 
 its position, and as this cannot occupy more than one position at a 
 time, no word can have more than one vowel at a time. Words, 
 therefore, such as aurora, evolve, Idaho, etc., having two or more 
 important vowels, are left lame indeed. 
 
 Position, as a spelling principle, is entirely discarded by the 
 Twentieth Century. 
 
 III. Irregular Order of Expression : 
 
 This error, which exists to some extent in the first four classes, 
 is most prominent in class I, in which it is one of the most common 
 features. In the chart of comparative spelling already given, these 
 
INTBODTJCTION. 19 
 
 irregularities are straightened out, and the spelling is made to appear 
 at its best. The sentence affords many illustrations, however, a 
 typical example of which occurs in the word proved, as given in the 
 illustrations of class I in the comparison of constructions. The signs 
 are written precisely in this order : r-p-d-v-oo, and must be assorted 
 and re-arranged by the reader so as to make p-r-vo-r-d. 
 
 This re-arranging can be done by one who understands it, but is 
 it not better to spell as the Twentieth Century does, and avoid mis- 
 arranging in the first place ? 
 
 IV. Omission or Uncertainty of Vuirels: 
 
 This error is also present in classes I, II, III and IV, but particu- 
 larly in the reporting style of class I, in which, (Bishop excepted), 
 there is no nearer approach to a vowel than a choice out of a group 
 of four to* six or more, a sample group from which to choose con- 
 taining long e, short i, broad a, short o, long i, and oy. 
 
 Furthermore, the vowel we select out of a group may be the only 
 one in the word, or there may be others not hinted at, and even if 
 there be but the one, there is generally little or no clue to its proper 
 location among the consonants of the word. 
 
 Here, for example, is a word, the consonant outline of which is 
 p-k, but it has no vowel expressed. I am trying to read it. I have 
 with perfect propriety, called it pack, peck, pick, peak, pike, poke., 
 puke, Puck, pique, pica, polka, ejn'f, I'jxx-h, and piquet, but none of 
 these will make good sense in the sentence, and so I bethink me 
 that perhaps it is two word -signs connected together, and off I start 
 on this tack. P is the word-sign for up or hope, and k for kingdom, 
 come, common or country, and I am experimenting with such expres- 
 sions as "up-come,'' "hope-come," " iip-cauntry." "hope-kingdom," 
 etc., -when suddenly it pops into my mind that the word is OPAQUE, 
 and then I wonder that I did not discover the fact before. 
 
 The Twentieth Century puts in the exact vowel intended in the 
 exact place where it is to be read. 
 
 V. Resort to Arbitrary Schemes: 
 
 Aside from the 50,000 word-signs used in class I, there are many 
 other purely arbitrary schemes used in the first four classes for the 
 securing of brevity. Some of these are as follows : Varying slant 
 a tritie to add t or d; straightening sh a trifle for shon; making 
 
20 THE TWENTIETH CENTURY SHORTHAND. 
 
 some characters " minute " to add I, fl, or fly ; lengthening some 
 characters to add kr or ///, and others to add tr, dr, or thr, etc. 
 
 Instead of finding consonant groups such nsstr, /,r, etc., spelled 
 with their regular alphabetic signs, we find an arbitrary character 
 substituted to represent, an entire group, the character bearing no 
 resemblance to the separate letters of the group. In place of the 
 three full length strokes for s-t-r, for example, a large loop is sub- 
 stituted (Graham anil Lindsley Ni>. 20). 
 
 Pernin uses nine arbitrary strokes for groups of consonants, and 
 six others which represent a consonant and a vowel together. (See 
 groups in parentheses in comparative spelling). 
 
 Another of IVriiiifs arbitrary schemes is to begin a word cor 
 rcc.tly as far as the first vowel, and there suddenly stop and indicate 
 by the location of the next word that the rest of this one is omitted. 
 (See Pernin, 5, 7, 13, 17, 24). This secures brevity without the use, 
 of many word-signs, a.s the part of a word thus written is not called 
 a word-sign. AVhat do you think of the plan, however? 
 
 The Eclectic text-book, aside from all its scattering schemes, has 
 fifteen arbitrary rules in a row for writing characters " irregularly." 
 a sample of which we take the liberty to quote from page 72. It 
 is as follows: "P is written inclined backward for j)|>, pi), and g 
 is written similarly for gg, gj. Both are made minute to add 1, 
 enlarged to add t or <1, lengthened to add in, 11, and shaded to ex- 
 press an included r, as in prop, porp, prep, purps (pur- 
 pose), praps (perhaps), grog-, gangrene." The reader may 
 make his own comments upon such rules. 
 
 Now the Twentieth Century incorporates into its alphabet three 
 simple general laws which render all such arbitrary rules unneces- 
 sary. 
 
 VI. Ue of Word-Signs : 
 
 This aid to brevity is a tremendous stumbling-block to legibility, 
 especially in the case of persons possessed of good reasoning powers 
 but not the best of memory. There is no such thing as " reasoning- 
 out " a word-sign. Its recognition is as purely an act of the memory 
 as the ability to recall the name of an individual. If you remember 
 it, you remember it, but if you do not, the only resort left is to 
 guess at it. 
 
INTRODUCTION. 21 
 
 Here is a sentence composed of word-signs from the corresponding 
 style of class I : " T gs m zhr - nt y mp n ng - nr." 
 
 The spelling is given precisely as in the shorthand, the dashes 
 signifying words which have no letter at all in them hut are repre- 
 sented by arbitrary "ticks." JIow would such a sentence do for a 
 prize pu/zle ? You observe, of course, its eminent fitness for pur 
 poses of "correspondence," because of its exceeding legibility(?) 
 
 Now the writing and the reading of word signs arc two very 
 different processes. The ordinary word sign is generally some one 
 or two of the letters which belong in the word. The writing of 
 word-signs is therefore a process of omitting the known, while the 
 reading is a process of (t>ii>i>lyin'j the unknown. 
 
 Supplying the unknown in the sentence quoted above, it reads 
 as follows : "It gives me pleasure to note your improvement in 
 language and manner." 
 
 The Twentieth Century discards word signs entirely. 
 VII. Multiplicity of Signs: 
 
 Some systems have several modes of expressing the same sound. 
 Something has already been said upon this line, incidentally, under 
 the head of arbitrary schemes, which should here be kept in mind. 
 
 Systems will be observed in the comparison of constructions, 
 which have two ways of expressing every vowel and every conso- 
 nant in the alphabet. One system writes w three ways, h three 
 ways. / tive ways, / six or more ways. etc. 
 
 A typical illustration may be drawn from the corresponding 
 style of Graham as found on the shorthand plate. Let us look the 
 sentence through for rX 
 
 In Hurry and hearted (1, 4) r is a straight line inclined upward; 
 in very, proved, moral and more (15, 24, 30, 34) r is a hook turned 
 oneway; in manner (10) r is a hook turned the opposite way; in 
 sprightly, strong, strength and indiscreet (8, 11, 31, 35) ; is in a circle ; 
 in master (20) r is in a loop ; in d faired (40) r is a short heavy curved 
 line downward ; in rather (33) the first r is a long light curved line 
 downward, and the last r is with th in the lengthening of the 
 stroke. Seven distinct ways of expressing r in a sentence of 'only forty 
 words ! A little more than an average of one new mode for every 
 six words ! This is bad enough, so a beginner might think, but if 
 
22 THE TWENTIETH CENTURY SHORTHAND. 
 
 this were all it would be comparatively easy to remember. Let us 
 look a little farther. 
 
 The hook which represents r on some strokes, expresses I <m err 
 tain other strokes, and on still others it means w, and there are still 
 other strokes upon which it is forbidden to make hooks at all. 
 Some strokes which need both an r-hook and an Miook turn one on 
 one side of the stroke and the other on the other. Other strokes 
 take both hooks on the same side, one being made larger than the 
 other. Other curved strokes take the Miook as they stand, and in 
 order to take the ?-hook they reverse their curve, thus facing in the 
 opposite direction and assuming the exact form of certain other 
 strokes upon which it is forbidden to make hooks. (See v in 7 
 and 38, and vr in 15 Graham's Cor). Still other curved strokes 
 needing the r-hook, the Miook and the w-hook, take the ordinary 
 small hook for w as they stand, take a large hook for /, and then 
 using the same small hook for r the stroke must take a shade in ad- 
 dition to indicate that the hook means r and not w. This shade 
 makes the stroke identical with another stroke upon which we are 
 forbidden to make a hook. (See n 29, nr 10, and ny in 11 ; also m 
 in 20, mr in 34, and mp in 5). Then, too, while some of the conso- 
 nants double their length to double their sound, others double their 
 length to add tr, dr, or thr, and still others double theirs to add /.:/ 
 or gr. 
 
 In the Twentieth Century, r is invariably written with a small 
 loop, I just as invariably with a large loop, and both by a loop 
 as large as the sum of the two. Isn't this restful after such 
 confusion V 
 
 VIII. Uxe of Longest Siyns for the Most Frequent Sounds: 
 
 No syllable contains more than one vowel sound, but this may 
 be preceded or followed, or both, by one, two, or three consonant 
 sounds which, with the vowel, are all uttered with a single impulse 
 of the voice. The word strict, for example, is a single syllable 
 having one vowel and five consonant sounds, the first three conso 
 nants forming so close a combination of sounds that it is dillieult to 
 pronounce the word giving the three sounds separately, and the 
 last two consonants also forming a similar group. 
 
 Jt needs but a glance at any printed page to prove that the 
 
INTRODUCTION. 23 
 
 number of consonants used is many times greater than the number 
 of vowels, and that the consonants arc very prolific in combinations. 
 
 Xow referring back to the comparison of constructions it will be 
 seen that every system except the Twentieth Century begins by 
 ((instructing a consonant alphabet out of stroke lines, the largest 
 of all characters used, and the most incapable of entering into com- 
 binations with each other with any degree of brevity. 
 
 This error is fundamental. In fact, it is the parent of all minor 
 errors, for if the sounds which are most numerous and most prolific 
 in combinations reside in characters possessing neither brevity nor 
 combining powers, what else can lie expected to follow but the 
 subsequent adoption of all manner of schemes to help out this 
 clumsy alphabet in the way of brevity ? Hence the substitution of 
 briefer signs for those in the alphabet and a resulting multiplicity 
 of signs ; hence also the omission of signs, the use of positions, and 
 resort to arbitrary word-signs. 
 
 The Twentieth Century gives the stroke lines to the vowels, ex- 
 pressing the consonants by the very briefest signs possible, and 
 those most' capable of entering into combinations for brevity and 
 ease of execution. 
 
 THE TWENTIETH CENTURY SHORTHAND ELUCIDATED. 
 
 I. Its Philosophic Basis: 
 
 The Twentieth Century is a successful attempt to imitate the 
 motions of the voice by the motions of the pen. Accordingly the 
 vowels, which constitute the volume, or body, of every spoken 
 word are treated as the body of the written word and are given the 
 stroke lines for their expression, while the consonants, which in 
 spoken language only modify the vowel sounds with which they 
 unite, are treated as the modifiers of the written vowel, some modi- 
 fying the length, curve, or shade of the vowel stroke itself, and 
 others turning the ends of the stroke into loops, circles, semi-circles 
 or angles. 
 
 Only five simple vowels and one diphthong are used, and these 
 six reside solely in six different slants, irrespective of the position, 
 length, curve, or shade of the stroke which marks the slant. When, 
 in rare cases, it is necessary to mark the long, short or third sound 
 of a vowel, this is done as it is in long-hand. 
 
24 THE TWENTIETH CENTURY SHORTHAND. 
 
 Another original and thoroughly scientific principle of this system 
 is its recognition and use of a direct and reverse movement as a dis- 
 tinguishing feature of all curves and turns. This principle renders 
 perfectly convenient what has heretofore been 'impossible, namely, 
 the turning of a circle or a loop between a hook and a stroke, or 
 the turning of a hook on either side of a stroke, without destroying 
 the identity of the hook and thus causing confusion. 
 
 II. Powers of Its Alphabet : 
 
 (a) Modifying Powers: To those frequently occurring consonants 
 which could make best use of such powers there are given, by the 
 principles of the alphabet, powers to express themselves in certain 
 modifications of the length, curve or shade, of other characters. 
 
 Thus it results that many words of considerable length and of 
 great variety may be written perfectly with but a single stroke of 
 the pen, as &niith, most, snow, snows, snowed, time, times, tinned, 
 tuned, toast, staff, stave, ocean, Titian, divide, dewte, devotes, suffice, 
 etc., also that, with almost equal brevity, without slackening the 
 speed or changing the course of the pen, such words >\s fifth, sen- nth, 
 snuffed, mission, vision, division, defined, deficient and sufficient are 
 fully written, without resort to omissions, abbreviations, or any 
 other arbitrary schemes. They are spelled out according to the 
 alphabet. 
 
 (b) Combining Powers: The remaining consonants which have no 
 modifying powers are expressed solely by loops, circles, semi-circles 
 and angles turned upon the extremities of the vowel strokes. Years 
 have, however, been spent in study and experiment as to the most 
 judicious arrangement of these for the securing of combining 
 [lowers, and the result is both wonderful and beautiful. 
 
 For example, n followed by k or // is as quickly made as n alone ; 
 likewise m followed by p or b requires no extra effort ; and any of 
 these may be followed by r, I, ry, or ly without stopping the pen 
 or changing its course. 
 
 In the great multitude of consonant groups containing r, I, and w, 
 (such as pr, pi, tr, dr, fr, fl, tic, dw, kw, c/io, etc.), the consonant forms 
 given in the alphabet will be found to form, easily and naturally, 
 the most graceful combinations possible, turning upon each other 
 
INTRODUCTION. 25 
 
 and upon the vowel stroke invariably with either a circle or a loop 
 with no slackening of the motion of the pen. 
 
 Then, when the modifying powers and the combining powers 
 both unite in the same word, the effect is still more marvelous. T, 
 p, k, etc., become st, sp, sk, etc.. xtr, spr, skr, etc., i>sl. r>p, nnk, etc., 
 nstr, nspr, nskr, etc., dsp, risk, etc., dxpr, tlskr, etc., ndxp, ndsk, etc., 
 and ndt>pr, ndskr, etc., by regular alphabetic combinations with 
 scarcely any loss either in time, effort, or space required. Thus it 
 becomes possible to write such words as screams, untrue, untried, 
 encrust, entrust, unscrewed, ingiained, diffused, indisposed, inspirit! inn, 
 different, indifferent, insufficient, etc., with perfect legibility, and 
 with a motion no greater than that required for little e in long-hand. 
 
 AVhen such powers reside in the alphabet itself, what need have 
 we of 50,000 word-signs and a multitude of arbitrary contracting 
 principles ? 
 
 THE SYSTEM THE WORLD HAS KEEN DEMANDING 
 
 has been outlined as follows by eminent writers who have given 
 years of study to the subject of shorthand. 
 
 One says : "What the world is demanding to-day is a system 
 that can be easily l/rn<d, is as legible us print, and cau be written 
 rapidly. Illegibility has been the most glaring defect of all our 
 systems of shorthand writing." 
 
 Another says: "I maintain that no system can be legible that 
 does not either insert or indicate the vowel in its exact position in 
 every word." 
 
 Another argues : "The act of pen-lifting is quite complex. In 
 addition to lifting the pen, moving it along a little space, and re- 
 applying it to the paper, there are the mental acts of ending one 
 word and beginning another. Of course, all these processes may 
 be executed quickly, but time is time ; it is not easy to estimate a 
 point like this, but probably a pen-lifting requires as much time as 
 the writing of two strokes, possibly three. One pen-lifting, it is 
 true, even estimated as above, does not require much time, but 
 many hundreds or thousands occurring in close succession are a very 
 serious drawback. Hence, anything that reduces the number of 
 pen-liftings is very favorable to high speed." 
 
 Still another says of the coming system : "All the necessary vowel 
 
26 THE TWENTIETH CENTURY SHORTHAND. 
 
 sounds will be described in their natural order uithont lifting the 
 pen. Present systems generally write the consonants first, and 
 afterwards peg around them the vowels. This, I think, is their 
 fundamental error. " 
 
 "Word-signs or grammalogues will be avoided." 
 
 "The shorthand alphabet itself must be short, so that there would 
 not be much need of shortening afterwards." 
 
 And again one says: "It does not require great intelligence to 
 understand that the more powerful an alphabet is, the fewer abbre 
 viations are required, consequently more sounds are retained, which 
 gives extra legibility." 
 
 Such a system in every particular is here submitted to the world 
 for approval. With positions eliminated, dis-joined dots and dashes 
 done away, pen-lifting minified, word signs discarded, confusion 
 eradicated, and with all its substance boiled down into a simple 
 alphabet, this system offers brevity and ease of execution for the 
 reporter, accuracy for the amanuensis, legibility for the note-taker, 
 and simplicity and ease of acquirement for everybody. 
 
 And now the Twentieth Century Shorthand humbly asks the par- 
 don of its older brothers for stepping, though ever so lightly, upon 
 their toes in its endeavor to obtain a foothold in the world, and 
 hopes that these older brothers will be equally gentle when they 
 come to return the compliment by pulling the ears and twisting the 
 nose of the Twentieth Century. 
 
THE TWENTIETH CENTURY SHORTHAND. 
 
 GUt AT3ET3 
 
 READING AND WRITING LESSONS. 
 
 A Complete Series of Twenty-four Progressive 
 
 Lessons, with Explanatory References to 
 
 the Compendium of Instructions. 
 
 ESPECIALLY ADAPTED FOR SELF-INSTRUCTION OR MAIL LESSONS. 
 
 REFERENCES, Etc. 
 
 Roman numerals (I, II, III, etc.), refer to lesson num- 
 bers. Common Arabic numerals (1, 2, 3, etc.), refer to 
 lines of writing on the shorthand plates. Small figures 
 ( 22 , " B , etc.) refer to explanatory articles in the Compen- 
 dium of Instructions, beginning on page 78. 
 
 Words joined by the hyphen may be written con- 
 nectedly if desired. A word in parenthesis is not 
 written separately on the shorthand plate, its outline 
 being the same as the word preceding. In such, the 
 exact sound of the vowel may be marked when de- 
 sirable, to distinguish the two words from each other. 
 
 Before entering upon these lessons, the student is urged to read 
 the foregoing introduction, which contains an explanation of the 
 basis and general plan of the system, not elsewhere to be found in 
 the book. 
 
 "Be read}- always to give an answer to every man that asketh 
 you a reason of the hope that is in you." Bible. 
 2 
 
28 
 
 THE TWENTIETH CENTURY SHORTHAND. 
 
 . ^ft\tec\,O ; uevexsc, O. 
 
 =>KY. Y. x ^. sy-\TKt. 
 
 \ \ ^ \ 
 
PRELIMINARY SUGGESTIONS. 29 
 
 The Alphabet need not be learned at a single sitting. It is 
 better to take it up in parts as is done in the lessons which follow. 
 The Chart on the opposite page is for reference only, and a book 
 mark placed here will lie serviceable. 
 
 Material. Use a flexible steel pen of medium fineness and a 
 good quality of ruled paper with a smooth surface. If a pencil is 
 insisted upon, use a Xo. 2 or 2A upon unsi/ed paper. As steel pens 
 will corrode, they should be replaced often. Gold pens, if used, 
 should be carefully selected with reference to fineness and elasticity. 
 
 Position at Desk. For the sake of health, as well as ap- 
 pearance, sit erect. Face the desk squarely, slightly bracing the 
 head and shoulders with the left arm so that the action of the right 
 arm may be free. 
 
 Position of Pen. Grasping the pen lightly in the usual man- 
 ner, roll the hand outward till a shaded line can easily be drawn 
 hori/.ontally from left to right. Some will prefer to let the holder 
 pass between the lirst and second linger. In either position, place 
 the end of the thumb so that the holder can be rolled lightly between 
 it and the first linger. 
 
 Rending and Writing' ISxercises are placed on opposite 
 pages, and contain the same wording, with lines numbered for con- 
 venience of reference, thus placing aid within easy reach of the 
 student without a teacher. The privilege of using one as a key to 
 the other, however, should not be abused, and ought never to take 
 the place of looking up all the references and studying underlying 
 principles, as explained in the Compendium of Instructions follow- 
 ing the less. uis. 
 
 Speed should be cultivated from the start, though not at the 
 expense of legibility. Avoid (?r<tyyi/<r/ the pen laboriously, but 
 move from end to end of a stroke with a light, brisk motion. 
 
 Method of Stlldy. (1) Read the shorthand lesson, with the 
 aid of the long-hand on the facing page, studying carefully all the 
 references given. (2) Write the exercise independently and com- 
 pare with the shorthand plate for correction of errors. (3) Read 
 your own writing independently. (4) Re-write and re-read till both 
 can be done without hesitation. (5) If convenient, have the lesson 
 dictated to you as a speed exercise, after which read your "speed 
 writing," remembering that if it is not legible it is worthless. 
 
30 
 
 THE TWENTIETH CENTURY SHOKTHAND. 
 
GRADED LESSONS. 31 
 
 I. VOWELS WITH R AND L. 
 
 In preparation for the first writing lesson, read the first forty 
 articles of the Compendium of Instructions. Articles bearing par- 
 ticularly upon the lesson will be referred to in the lesson itself, and 
 should then be carefully studied in their proper connection. 
 
 Write : 
 
 1. A 43 , E, I, Aw 42 , (oy, ow), O, U 38 , O, I, U, E, 
 I-owe-you 39 . 
 
 2. Are 28 , all, ray 2 '", rare 44 , rear, rye, raw, (Roy, row), 
 row, roar, rue, air, ear, (ere, e'er). 
 
 3. Ire, our, or, (oar, o'er), your, lay, lea, lie, law, 
 low, lieu, Lisle 40 , loll 19 , lull. 
 
 4. Ale, (ail), eel, ill, (I'll), oil, owl, you'll, rail, reel, 
 rill, roll, rule. 
 
 5. Layer 30 , lear, lyre, (liar), lower 30 , (lore), lure, royal, 
 loyal, array, arrow, Ira. 
 
 6. Ora, Era, Ola, Ella 40 , Elali, Lela. 
 
 7. Lola, Lula, Rollo, Rilla, Lura, Laura, allure. 
 
 8. Area, Uriah, oriole, are-you, you-are, your-ear. 
 
 9. Your-eye, I-lay, I-lie, a-lie, awry, a-rule, a-liar, 
 a-law. 
 
 10. Allow 41 , alloy, a-row, Leroy, Oh-Eli, you-reel, 
 you're-ill. 
 
 11. You-roll-your-eye, you're-a-liar, a-royal-heir, a- 
 raw-eel, a-rare-ale. 
 
 12. You or I. Are-you all ill? I'll row-you o'er. 
 Are-you-a-rower. 
 
 NOTE. The first few lessons fall far short of exhibiting the 
 average brevity of the system, inasmuch as they deal with t he- 
 largest characters in the alphabet, entirely unaided by the so-called 
 "Consonant Powers." These begin to appear in the fifth lesson, 
 and in the tenth reach a degree of brevity which ought to satisfy 
 the demands of the most exacting. 
 
32 
 
 THE TWENTIETH CENTURY SHORTHAND. 
 
GRADED LESSONS. 33 
 
 ii. K, G, p, AND B- 
 
 (Compendium, Art. 0-12, 17-18, 45-51.) 
 Write : 
 
 I. Be 32 , 34 , M , cake 33 , key, kick, calk, Coe, coke, cue 4 ", 
 (coo), cook, gay, gag. 
 
 L\ Guy, gig, go, pay, (pa), peep, pie, pipe, paw, Poe, 
 pop, Pope, pew, pup, bay, by, bow, beau. 
 
 3. Ache, eke, Ike, awk, oak, egg, ape, Abe, ebb, up, 
 cap, cape. 
 
 4. Keep, kip, cop, (cope), coop, cup, gap, gab, pack, 
 pique, pick, pike, poke, Puck. 
 
 5. Peg, pig, pug, back, bake, bag, beg, big, bog, bug, 
 book. 
 
 6. Papa 49 , cuckoo, pica 60 , polka. 
 
 7. Epic, epoch, kickapoo, bugaboo, rake, rack, wreck, 
 rock. 
 
 8. Rook, rag, rig, rug, wrap, rip, ripe, rib, rob, robe, 
 rub, lack, lake, lag. 
 
 '.). Leek, lick, like, log, lock, lug, luck, look, lap, lip, 
 lobe, lope, loop, care, kill. 
 
 10. Call, coal, cure, cool, gale, gore, gull, pale, pill, 
 power 30 , Paul, pure, poor, bail. 
 
 II. Ball, boil, bowl, buyer, bower, occur, elope, alack, 
 alike, Caleb, gallop. 
 
 li'. Epicure, Apollo, peekaboo ! are-you-Ira-Cole ? 
 Oh-you-rogue 22 , go-back ! 39 
 
 XOTE. It is not wise for the beginner to confuse, and perhaps 
 discourage himself, by meddling with advance lessons before mas- 
 tering, thoroughly, the one at hand. It is equally unprofitable to 
 spend time in attempting to write miscellaneous sentences before 
 learning all the principles of the system. The student may, how- 
 ever, make use of any word found in the General Chart (page 28), 
 in connection with such words as have already been treated in past 
 less. ins ; and sentences constructed from these will make legitimate 
 and profitable practice. 
 
34 
 
 THE TWENTIETH CENTUBY SHORTHAND. 
 
GRADED LESSONS. 35 
 
 III. W, WH, Gil, J, H, Y, RL, AND 
 
 (Compendium, Art. 17, 18, 48, 52-57.} 
 AVritc : 
 
 I. We 53 , each, were, (vve-are), will, (well, we-will), 
 where, which 57 , I'll (I- will). 
 
 i. Way", whey, why 60 , woe, whoa, woo, whew, jay, 
 jaw, Joe, Jew, chew, age, edge. 
 
 '!. Etch, itch, wage, watch, wedge, witch, whack, wake, 
 walk, weak, wick, woke, wag. 
 
 4. Wig, weep, web, wipe, wear, war, wire, wore, wail, 
 wall, weal, wool, while. 
 
 5. Chop, cheap, chip, chub, chap, cheek, check, chick, 
 chuck, chug, choke, Jake, Jack. 
 
 I!. Jag, jig, joke, jog, Job, job, jug, Whig, whip, rage, 
 ridge, ledge, rich, latch. 
 
 7. Lodge, catch, patch, budge, peach, pitch, batch, 
 Jacob, catch-up, lock-up 60 . 
 
 8. He 52 , her, (here), ye, year, hay 65 , high, hoe, who, 
 hare, hale, hall, (hoyle, howl), hole. 
 
 !. Heel, hell, hill, hire, (higher) hull, (who'll, who-will) 
 yea, yell, ah, eh, ha-ha 50 , ho-ho. 
 
 10. Harrow, hero, halo, hollow, yellow, hack, hook, 
 hatch, hitch, hedge, hip, hop, hope. 
 
 II. CarP 6 , curl, color, churl, girl", whirl, oral, coral, 
 barrel. 
 
 12. Where are-you ? Here we-are. Who'll row? 
 We'll all go. Oh-Carl, why-will-you-wear-your high 
 collar ? 
 
 2* 
 
36 
 
 THE TWENTIETH CENTTJBY SHORTHAND. 
 
GKADED LESSONS. 37 
 
 IV. CONSONANT GROUPS WITH R, L, 
 W, ANQ J. 
 
 Write : 
 
 I. Acre 22 , eager" V eagle, kicker, giggle. 
 
 2. Giggler 50 , ochre, ogre, cockle, goggle, able, abler, 
 paper, people, chibble, robber, hobble, gobble, gobbler, 
 rubber. 
 
 3. Rabble, lubber, badger, richer, ledger, you-were, 
 .we-were", oh-where, go-where, a-will. 
 
 4. Repay 32 , recall, recoil, regale 35 , regal, reweigh, 
 pray 5 ", break, prayer, preach, brick, pry. 
 
 5. Prow, prowl, broke, black, bleak, blear, blow, 
 blue, blubber, clue, glue, cloy, glare, glow. 
 
 li. Were-you, were-I, where-are 52 , wher'er, will-yon, 
 will-I, ark, park, bark, hark, lark, chirp. 
 
 7. Harp, work, bulk, hulk, here-you-are, here-I-go, 
 birch 62 , lurch, belch, perch, bulge. 
 
 8. Gulch, large, barge, queer 23 , choir", quack, quake, 
 quail, quill, quarrel, quibble, quibbler, quick. 
 
 !). Carry 60 , berry, Perry, glory, holy, Polly, jolly, 
 cherry, Jerry, chilly, barley, Charlie. 
 
 10. Curly 56 , Ellery, early"', pearly, poorly, rarely, 
 queerly, eagerly, properly. 
 
 I 1 . Hickory, Higley, Bagley, peppery, liberally, cab- 
 bage, herbage, garbage, abjure, I'll-be. 
 
 12. A prickly pear. I hear-a whip-poor-will. Go 
 hear our popular preacher. Glory hallelujah ! 
 
 449444 
 
38 
 
 THE TWENTIETH CENTURY SHORTHAND. 
 
 s_a__-_^X 
 
GRADED LESSONS. 39 
 
 V. VOWELS WITrf S, Z, AjJl) SH. 
 
 (Compendium, Art. 15, 16, 37, 63-70.) 
 Write : 
 
 1. Is 2 " 1 62 (as, us), say 68 , see, sigh 22 , saw, so, sue 70 . 
 
 2. Ace, ease, eyes, owes, use, shake, shell, sheep, ship, 
 pshaw, shawl, show, shop, shock, shoe, shook. 
 
 3. Ash, hash, cash, crash, hush, rush, rash, crush, 
 plush, wash, boyish 69 , Josh. 
 
 -i. Sash, seize 67 , size, saws, sews, sues, sake, (sack), 
 seek, sick, soak, sag, sap, sip, sop. 
 
 5. Sup, soup, sage, case, guess, (geese), kiss, goes, 
 goose, pass, pace, (pays), peace, pies, pause, pose. 
 
 <i. Base, bees, boughs, (boys), boss, (beaux), bus, 
 chase, chess, cheese, chose, choose, choice, joys, Jews, 
 (juice), woes. 
 
 7. Race, rise, rose, lace, lease, loss, loose, (lose), 
 sailor 56 , cellar, (seller), solar, sorrel, ask, husk. 
 
 8. Asp, wasp, loser, pacer, (passer), alas, arose, 
 (arrows), oppose, (XIV, 1), eraser, arise, arouse. 
 
 1). Class, place, bless, price, bliss, grass, grouse, 
 cruise, clause, silk, search, surge. 
 
 10. Ezra, Esau, Jesus, Susie, Sarah, hustle, castle, 
 casually. 
 
 11. Sugar, surely 66 , (surly), release, relish, sorely, 
 celery, salary, soluble, salable, soberly 59 . 
 
 12. I-saw Esau kiss Susie. You-say you-saw also 28 . 
 Oh-bless-you-yes ; boys-will-be-boys 27 . 
 
40 THE TWENTIETH CENTURY SHORTHAND. 
 
 2 
 
 == 
 
GRADED LESSONS. 41 
 
 VI, CONSONANT GROUPS WITrf 
 S, Z, AND SH. 
 
 (Compendium, Art. 71 to ?'<'.) 
 Write : 
 
 1. Sir 28 , shall, was 53 , such, she 52 , his, (has, he-is), yes. 
 
 2. Slay 73 , slab, slap, slack, slip, slope, sky 49 , scare, 
 (scar), scarce. 
 
 3. Skull, skill, school, space, spare, (spar), spill, spoil, 
 spool, spike, speak, spoke, spake. 
 
 4. Sway 74 , swear, swell, switch, swagger, screw, scribe, 
 scribble, scribbler, scrawl, scroll, screech, spry. 
 
 5. Sprig, scrub, spray, splash, splurge, spree, ax 23> ia8 , 
 ox, eggs, looks. 
 
 6. Books, lacks'", lakes, bricks, Briggs, box, rocks, 
 rugs, wraps, ribs, ropes 73 , robes, rubbers. 
 
 7. Robbers, cubs, sprigs, bugs, larks, orbs, whelps, 
 calls, cares, (cars), glories 76 , (glorious). 
 
 8. Beggars, berries, cherries, Hesperus, asparagus, 
 special, especially (XIV, 3). 
 
 9. I-shall-be, you-shall-be, we-shall-be, who-shall-be, 
 he-shall-be, yes-sir, I-was, he-was, she-was, such-a, such- 
 as, he has, she has. 
 
 10. House, houses 74 , ceases, sisses, sizes, roses, uses, 
 spaces, pleases, cases 79 , horses, pulses, Susie's. 
 
 11. All-is-well. A-solar eclipse 30 . Who relishes sour 
 hash '? He whose choice-is-such. Here is-a supply. 
 
 12. How-shall-we escape ? How-will-you propose ? 
 By ill luck she broke all her bric-a-brac. 
 
42 
 
 THE TWENTIETH CENTURY SHORTHAND. 
 
GRADED LESSONS. 43 
 
 VII. VOWELS WITtf J4, M, F, ANF) V. 
 
 (Compendium, Art. 77 to 82.) 
 Write ; 
 
 1. Any 3 ', anyone, if 2 ", of, for, have, come, (came). 
 
 2. An" 1 ", am, e'en, in, I'm, on, (own), rain, ran, ream, 
 rim, rhyme, Rome, room, (rum), run, lame, (lamb). 
 
 3. Lean, lime, (limb), line, (Lynn), loan, loam, loom, 
 runner, lamer, rumor, owner, (honor), can, (cane), 
 keen, gun, kin, (kine), cone. 
 
 4. Gone, ink, rink, kink 78 , king, ring, link, wrinkle, 
 wrangle, lank, lung, canker, conquer, uncle, linger. 
 
 5. Wine, whine, won, (one), wing, wink, winker, when, 
 nay 78 , may, me, my, no, (know), gnaw, new, (knew). 
 
 6. Near, mile, (mill), mole, mule, kneel, mire, Nellie, 
 Mollie, make, meek, Mike, nigger, nickle, knuckle. 
 
 7. Miller, Muller, Mary, marry, merry, ruin, Nora, 
 mica, Milo, Murillo. 
 
 8. Mackerel" 9 , millinery, if (linel) ., of, rave" 2 , river, love, 
 live, life, laugh, leaf, pave, beef. 
 
 9. Baffle, ever, every, over, evil, oval, awful, lively, 
 lovely, fee, vie, fie, vile, fill, four, folly. 
 
 10. Few, fair, fear, fire, fur, fewer, fail, vale, feel, full, 
 (fool), fully, fiery, Faber. 
 
 11. . Fable, feeble, foible, fairly, foolery, fabric, fool- 
 ish, fellow, fellowship" 1 , above 80 , follow. 
 
 12. Fabulous, Africa, life-long, live-long, Buffalo. 
 Now chum, come-along-home.. 
 
 (Begin "home "the last word with the H-tick, which does not appear distinctly upon the plate ) 
 
44 
 
 THE TWENTIETH CENTURY SHOKTHAND. 
 
GRADED LESSONS. 45 
 
 VIII. N, M, F, AND V, Continued. 
 
 (Compendium, Art. S3 to 90.) 
 Write : 
 
 I. Lamp 79 , Lam per, ample, amply, limber, lumber, 
 chime. 
 
 2. Jim, jam, gem", chamber, jumble, jump, give, cave, 
 gave, giver, cuff, cove, Goff. 
 
 .'5. Cover, gavel, cavil 4 ", wave, waver, weave, weaver. 
 weavil, wife"", wove, woof, bill-of-fare. 
 
 4. Pen" 3 , penny, bone, bun, pun, pine, bonny, (bony), 
 puny, pang, bank, cumber, camp. 
 
 5. Chink", change 24 , chunk, John, June, jangle, 
 jungle, jingle, whimper, Wemple, we-may, much. 
 
 0. Nine" 6 ' *', noun, known, none. Nina, Xona, nunnery. 
 
 7. Man, ma'am, mean**, (men), mine, moan, moon, 
 manner, remain, minor, Minnie, Monroe. 
 
 8. Manly, namely, woman, knave, never, knife, muff, 
 (move), muffle, muffler, connive, vain, fan. 
 
 0. Fenner, Vennor" 8 , fine, vine, fun, funnel, funnily, 
 fang, fungus, finish, oven 89 , Avon. 
 
 10. Even, heaven, leaven, eleven, riven, five, fever, 
 favor, Neville*' 1 ' CJO , venue, nephew. 
 
 II. Unfair, unveil, fame, family, famine, fume, monk, 
 'mong, mangle, mink, monarch. 
 
 1-2. Vim, fife, perfumery 104 , free 00 , flee, fly, Frank, 
 from, carve, unwise, (XI, 10), unwelcome, evermore, 
 Livermore. 
 
46 
 
 THE TWENTIETH CENTURY SHORTHAND. 
 
 jiAiA'K \*.u-*'.^f-^ \-T''.,> 4 ;viM 1 1 M '. * ; "W4-i i-i3n.\^'i.m.A'.'i\H D.iii'i . U 
 
GRADED LESSONS. 47 
 
 IX. VOWELS CURVED AND SrfAI)EI). 
 
 (Compendium, Art. 91 to 93.) 
 Write : 
 
 I. Same 66 - " 78 , (Sam), sane, seem, seen. 
 
 2. Sign, (sin), sown, soon, (sun), some, shame, (sham), 
 save, shave, safe, sieve, savor, several, snail 9 ', smile. 
 
 3. Smoke, smack, seemly, sink, sank, sing, sang, sung, 
 sinner, sinker, singer, sooner, simper, simple, symbol, 
 simply. 
 
 4. Sun-rise, Samuel, safely, saffron, singl}*, snugly, 
 smoker, smuggle, smuggler, niece, nice, gnaws. 
 
 5. Knows, (nose), news, (noose), Miss, (mice), muse, 
 (muss), face, vase, fees, vice, voice, foes, fuse, (fuss), 
 views, reviews, chimes. 
 
 G. James 9 ". Jones 84 , (John's), ocean 93 , ration, lotion, 
 Goshen, elation, illusion, abolition, operation, oppression, 
 corrosion. 
 
 7. Oration, apparition, fashion, vision, evasion, mo- 
 tion, nation, national, notion, notional. 
 
 8. Misses 68 , Mrs. 143 , muses, Moses, prince, prance, 
 prunes, glance, clowns, cleaves, cliffs, cloves, gloves. 
 
 9. Cessation, secession, provisional 39 , professionally, 
 provincial, procession 74 , possession, position, opposition. 
 
 10. Corrosive 93 , evasive, abusive, pervasive, permis- 
 sion, vacation, vocation, avocation. 
 
 II. Separation, 30 , sesame, insane, mention, unseen, 
 machine, mission, omission. 
 
 12. Missionary, machinery 35 , chasm, prism, Mormon- 
 ism. Cousin, shall-I show-you my lesson ? 
 
 RELATIVE ORDER OF POWERS. 
 
 Shade, lenirth. curve, VOWEL, curve, length, shade. 
 
 S T N NTS 
 
 (For lengths, nee next lesson.) 
 
48 
 
 THE TWENTIETH CENTURY SHORTHAND. 
 
GKADED LESSONS. ' 49 
 
 X. VOWELS WITH T, I), AND TH. 
 
 (Compendium, Art. 94 to 98.) 
 Write: 
 
 (1) To", do, the, with, to-the, docs, this, (these), this- 
 is. (-2) At* 4 - "', (ate, eight, aid, add), it, (I'd), eat, (Ed), 
 odd, (oat, owed, oath), you'd, (youth), they, (day), thy, 
 (tie, die), thou, (thaw), though, (toe, dough), that'", date, 
 deed, (dead, debt, death, teeth), tight, (did. died, tied, 
 tithe). (:>) Taught, (thought, doubt), dot, (dote, toad), 
 dude, (tooth, toot, doth, thud), sat, (sad), seat, (seed, 
 said), sit, (sight, sighed, side), sought, (sawed), sewed, 
 (sot, sod), should, (shut, shoot), and, (ant, aunt), end, 
 need 7 ", (Ned, net), nut, (nude), night, (knit), naught, not, 
 (note, nod), might, ('mid), mud, made, (mad). (4) Adds. 
 its 92 , oats, (odds), last 93 , east, west, lost, lights, list, mist, 
 (missed), most, must, sand, send, sinned, sound, stay 92 , 
 stem, (steam). (5) Sty, sting, stow, stone, stew, stung, 
 stamp, stumble, stand, stunned, ((>) Extend, esteemed, 
 timed, (dimmed), divide 3 ", division, devote, devotion, 
 devotional, recant 3 ", canter, kind, gaunt, count, counter, 
 country. (7) Penned, pinned, bind, pond, bond, put, 
 but, bought, could, good, God, (got), get, water, (waiter), 
 later, (latter, ladder, lather), little, leader, (letter, leather), 
 matter, metal, (medal), mostly. (8) Latterly, batter, 
 battery, scatter, nettle, (needle), nightly, mightily, aft, 
 after, fate, (fat, fad, fade, faith), fiddle, Vedder, feet, 
 (fed), fetter, (feeder, feather), fight, (fit), oft, vote, food, 
 fodder, fitly. ('.)) Fast, mast, vast, vest, nest, fist, foster, 
 faster, Mister, master, muster, blister, bluster, hast, 
 (haste), hissed, (hist), history 30 , mystery, winter, wander, 
 wonder. (10) Father, mother, sister, brother, daughter, 
 friend, grand-mother, grand-father, great-aunt, great- 
 great-grand-father. East Greenwich", Rhode- Island. 
 (11) Into 98 , (in-it, in-the,) onto,(on-it, on -the), unto, can- 
 not 98 , of -it, (of -the), is-it, to-the, at-the, for-the, with-the, 
 to-do, do-the, to-us, with-us, did 97 . What could he do ? 
 What would I do ? (12) Mister Peter Skidmore, Mead- 
 ville, Pa. 143 My-dear-sir 3 -' : Yours of-the ninth with 
 1 x st al note for two dollars is-recei ved O. K. Ed Ludwick. 
 
 (The Th-tick in " that," and the O-tick in " date," hair lengths in line 2, should be supplied, as 
 they are indistinct upon the plate.) 
 
50 
 
 THE TWENTIETH CENTURY SHORTHAND. 
 
GRADED LESSONS. 51 
 
 XI. CONSONANT GROUPS WITH 
 N, OR M. 
 
 (Compendium, Art. 90 to 104.) 
 Write : 
 
 I. I-can 10 ", I've-been", more-than, liad-done. 
 
 ~2. Taken 3 ", again, seeking 27 , singing, ringing, oaken, 
 open, upon, you-can, (Yukon), who-ean, he-can, we-can. 
 
 3. Talking, token, walking, spoken, looking, Eben, 
 happen, Cuban, pippin, ripen, Indian 140 , engine 101 , teach- 
 ing. 
 
 4. Onion, pinion, Kenyon, amen, omen, seaman, (sea- 
 men), penman, (penmen), carven, sylvan, urn 101 . 
 
 5. Elm 102 , Elmer, arm, armor, armory, farm, farmer, 
 fern, fernery, Norman. 
 
 ('). Barniun, Farnham", eaten, Eden, Latin, laden, 
 mourn, (morn), mourner, better-than. 
 
 7. Less-than, higher-than, lower-than, is-done, was- 
 done, have-I-done, have-you-done, you've-been, they've- 
 been, we've-been. 
 
 8. Ile's-been, has he-been, have-you-been, iiearer- 
 than 103 , fairer-than, encase 100 , incapable 104 , unkind, un- 
 nngainly, increase, encrust. 
 
 9. Engrave, engraver, engraven, incurable, unpaid, 
 impel, impanel, imply" , implication 130 , implicate, unbind. 
 
 10. Embalm, umbrella, improper, imperil, imperial, 
 unwise, (VIII, 12), unwashed, unwished-for, unjust, 
 injury, injuries, (injurious). 
 
 II. Monastic, menagerie, unfeigned, environ, un- 
 friendly, enhance, unhandy, unholy, in-their-own-way. 
 
 12. In-preparation 100 . A-man-was seen running in- 
 great haste with an officer in-hot pursuit. 
 
THE TWENTIETH CENTURY SHORTHAND. 
 
GRADED LESSONS. 53 
 
 XII. CONSONANT GROUPS WITH 
 T, I), AND TH. 
 
 (Compendium, Art. 105 to 110.} 
 Write : 
 
 I. There" 15 , (their, dear), still, Lord, world, you- 
 eould 189 . 
 
 _. Act, acted 105 , apt, wrapped, adopt, adopted, lacked, 
 locked, looked, lugged, kicked. 
 
 3. Picked, flapped, stopped, snubbed, dogged, flogged, 
 I -could, I- would 10 ", I-should, we-could 52 , wicked, you- 
 could, yoked, you-would. 
 
 4. Art, artery, started 108 , old, scolded, unfolded, 
 shoulder, short, true, try, trump, trumpery. 
 
 5. Drink, drank, drunk, armed, formed, ailment, 
 atonement, alignment, endowment. 
 
 <!. Defend, defense, difference, different, starved, 
 nerved, served, servant, beseeched, lodged 106 . 
 
 7. Aged, watched, fidget", wretched, trudged, drench- 
 ed, searched, dwight, twice 100 , twist, dweller. 
 
 s. Twine, (twin), thwack, twitch, twenty, depend 109 , 
 deplore, debar, depart, depot, Depew, depose, deposit, 
 deposition, decorum. 
 
 '.. Decorate, decoration, degrade, degradation, to-be, 
 to-buy, tobacco, to-go, to-get, together, to-come, to-cheat, 
 to-put. 
 
 K>. Take-it 98 and keep-it, kinked, linked, longed, 
 honored, farther, farther-than, mirth, mild, mildew, 
 muddled. 
 
 II. Betray, to-be tray, be- true, to-be-true, actor, act- 
 ual 1 10 , actually, obtrude, obtrusion, subtract. 
 
 \-2. Subterranean, subterfuge, temptation. This-is- 
 a sample of-the simple style-of-the Twentieth Century 
 Shorthand 1 ", 
 
54 
 
 THE TWENTIETH CENTURY SHORTHAND. 
 
 Or 
 
 Or 
 
 or 
 
 or v- , >. cnc 
 
 
 
 , /> 
 
 /^ /O \\A) 
 
 
 
GRADED LESSONS. 55 
 
 XIII. FINAL TEI) AND DEI), Atfl) REVIEW 
 OF CONSONANT POWERS. 
 
 (Compendium, Art. Ill to 114-} 
 Write : 
 
 I. Aided 1 ", (added), ruled, (raided), loaded, bloated, 
 floated, orated, created, ended, landed. 
 
 -2. Stated, studded, (studied), effected 10 ', affected, 
 elected. 
 
 3. Rejected, lamented 9 ", tormented 1 "", guarded, halt- 
 ed, guilded, builded, snorted, welded, molded, folded, 
 intended, founded. 
 
 4. Demanded, divided, devoted, splendid 30 , I-did, 
 you-did, belated, (bladed), indeed, defended, granted, 
 grounded, permitted, promoted. 
 
 5. Strew, strung. 
 
 ('). Unstrung 112 , untrue,, untried, entreat, entrust, 
 interest. 
 
 7. Inscribe, inscription, describe, description, inde- 
 scribable, inspire, inspiration, dependent, independent, 
 indispensable" 14 , display, improve, (in-proof), improve- 
 ment, improperly. 
 
 S. Shorten, golden, garden, Trojan, trudging 10 ", strike, 
 strict, Strickland, (XXIII, 12), trinket, trumpet, intrench, 
 intervene, find, (fined), refined, unrefined. 
 
 !. Kingdom" 9 ' ll2 , dukedom, underrate 147 , instrumen- 
 tal 113 , unhurt, (unheard), unheard-of, inured, enthrone, 
 defendant, indite, (indict). 
 
 10. Trespasses, trainman, Truman, unscrew, insub- 
 ordinate, insubordination, suffice, sufficient 113 , insuffi- 
 cient'"', indifferent, indefatigable. 
 
 II. In-defense 1 " , portion" 4 , emulsion, mention, pre- 
 vention, proportion, insurrection, (XVII, 7), auction, 
 option, against" 2 . 
 
 12. Vexed, perplexed 104 , proportionately, indescrib- 
 ably, in-desperation, indefatigably, Atlantic, Pacific. 
 Isn't this fully sufficient? 
 
 (Supply the lirst part of Ihe stroke for at in "affected," line 2, which is indistinct upon the 
 plate) 
 
56 
 
 THE TWENTIETH CENTUKY SHORTHAND. 
 
GKADED LESSONS. 57 
 
 XIV. THE SYLLABLE PRINCIPLE, 
 NUMERALS. 
 
 (Compendium, Aft. n~> t iw.) 
 Write : 
 
 1. Occasion" 1 , access, accord, oppose, (V, 8), betake. 
 
 2. rnaided, enable, (unable), immense, immortal, 
 immovable, efface, affection, Te-l)eum, deodorize, de- 
 
 ceive,! henry 1 ". 
 
 :}. Thoerem, essence, essential, especially, (VI, 8), 
 leaky, happy, baby, logy, fogy. 
 
 4. Amy, honey, gravy, coffee, glassy. 
 
 ">. La/y, lady, pony, Deity 14 ", laity, lenity, levity, 
 vanity, humanity, sanity. 
 
 6. Parody, immensity, morality, instrumentality, 
 regularity, inability, polity, polarity, popularity, for- 
 mality, brutality. 
 
 7. Teetotaler, temerity, mortality, immortality, util- 
 ity, futility, fertility, anarchy 111 '', monarchy, oligarchy. 
 
 s. Theology, geology, biology, zoology, philology, an- 
 thropology, analogy, mineralogy, if-there-be", it'l-be, 
 (it-will-be), theological, geological. 
 
 '.. Sunday, .Monday, Tuesday, Wednesday, Thursday, 
 Friday, Saturday, yesterday, to-day, to-morrow. 
 
 10 \ I 117 ' "', 2, " 3, 4, 5, 6, 7, 8, 0, 10, 
 
 ' I 1st, 2nd, 3rd, 4th, oth, 6th, 7th, 8th, 9th, 10th, 
 i'<) 115 , :}<), 40, 50, 60, 70, 
 2oth, :5()th, 40th, 50th, GOth, 70th. 
 
 n j 80, 90, 
 
 11 "( sotli, Doth. 100. JOO, 300, 400, 500, 600, 700, 800, 
 900, KHIO. i>o(M), 4000, 6000, 7000, 9000, 10,000, 20,000, 
 
 IL>. loo.ooii, :)0(),000, 500,000, 1-million, 2-million, 3- 
 million, (io-million, fifty-times, 3,200, 1,800, forty-dollars, 
 eight-cents, twenty per-cent. 
 
58 
 
 THE TWENTIETH CENTUBY SHOBTHAND. 
 
 
GKADED LESSONS. 59 
 
 XV. COM, CON, COG, AND 
 
 (Compendium, Art. 1^0 to 1,.'4.) 
 
 Write : 
 
 (1) Command 121 , connive, cognomen, countermand 1 J . 
 (-2) Commence, commune, compel, compile, commend, 
 commendation, consume, connect, connection, convene. 
 (:>) Convention, conceit, console, cognizant, cognate, 
 recommend 124 , recommendation, recompense, reconnoiter, 
 reconsider, recognize, recognition, circumvent 71 , circum- 
 scribe. (4) Circumstance, circumference, unconsumed, 
 unconditional, unconsolable, inconsistent, inconceivable, 
 incongruous", incomparable, (o) Incomplete, in-com- 
 motioii"" 1 , in-connectiou, in-command, in-communion, 
 incognito, un recommended, unreconciled, irreconcila- 
 ble, unrecompensed, unrecognized, irrecognizable, non- 
 committal, discompose. (G) Decompose, disconnect, dis- 
 continue, misconstrue, misconduct, preconceive, compre- 
 hend, comprehensive, comprehension, compliment. (7) 
 Complimentary, uncomplimentary, controversy, contra- 
 dict, contradiction, counteract, incontrovertible, uncon- 
 Iradicted, intercommunication, (XIII, 0), transcontinen- 
 tal. (8) Commemoration, in-commemoration, congrega- 
 tion, congregational, Congregationalist, concur, conquer, 
 unconquerable. (9) Congratulate, congratulation, coun- 
 ter-current, counter-check, aconite, accomplish, accom- 
 pany, accompaniment. (10) Unaccompanied, ex-con- 
 sul""' "', ex-commander, excommunication, concomitant, 
 concomitance, continuity, contiguity, condescend, con- 
 descension, condiment. (11) Self-command, self-con- 
 tained, self-control, constitutionally, unconstitutional, 
 consecrate, consecration, consequence, consequently, 
 consequential. (1-) In-consequence, sub-committee, 
 sub-contract, comprehensively, incomprehensible, in- 
 comprehensibility. Commended to-your consideration. 
 Conquer and command. 
 
GO 
 
 THE TWENTIETH CENTUBY SHOKTHAND. 
 
GRADED LESSONS. 61 
 
 XVI. ING AtfO TIVE. 
 
 (Compendium, Art. 125 to 127.) 
 Write : 
 
 (1) Saying, sayings, tramping" 10 ' " 6 , smoking, mock- 
 ings. (2) Plaj'ing, going, sowing, wooing, bowing, plow- 
 ing, growing, snowing, trying, (drying), relying, betray- 
 ing, hearing, doing, doings, being, beings, willing. (3) 
 Having, coming, stilling, aching, making, raking, baking, 
 hoping, (hopping), milking, marking, sparking, stepping, 
 (steeping). (4) Moping, rapping, curving, carving, 
 curbing, airing, daring, (tearing), caring, calling, cool- 
 ing, (culling). (5) Failing, fooling, feeling, snoring, 
 learning, morning, starting, melting, holding, scolding, 
 molding, chilling, fixing 12 * 1 1<4 , boxing. (0) Sparkling, 
 trifling, trembling, wrangling, aiding, (adding), eating, 
 sending, ending, counting, panting, retreating, recant- 
 ing, recounting, commending, commanding. (7) Meet- 
 ings, partings, feelings, filings, failings, darlings, wrang- 
 lings, readings, writings, savings, siftings. (8) Know- 
 ingly, feelingly, willingly, chillingly, boastingly, taunt- 
 ingly, daringly, lovingly, laughingly, waving-the, sitting- 
 there, reading-this. (9) Feelingless, meaningless, eat- 
 ing-less, reading-less, saying-less, sewing-less, Washing- 
 ton", Coddington, Wellington, Worthington, Wilming- 
 ton, Carrington. (10) Native 1 ' 27 ' 1IS , natives, nativity, 
 festive, festivities, festively, motive. (11) Motiveless, 
 active, activity, actively, plaintiff, (plaintive), operative, 
 cooperative, talkative, objective, indicative, nomina- 
 tive 8 ", defective. (12) Negative, affirmative, positive, 
 comparative, superlative, derivative, copulative, accum- 
 mulative, cultivation, respective, respectively. 
 
62 
 
 THE TWENTIETH CENTURY SHORTHAND. 
 
GRADED LESSONS. 63 
 
 XVII. EX, AX, CATION, 
 
 AND PLICATION- 
 
 (Compendium, Art. l^S to 131.) 
 Write : 
 
 I. Exist", expend 104 , inexpensive, exhort, exhorter, 
 exhortation. 
 
 2. Excess, (access), excise, exactly, executive, exer- 
 cise, except, accept 131 , exception, acceptation. 
 
 .'5. Exhume, ax, axes, (axis), necks, next, annexed, 
 annexation, vexation, expand, expansion, export. 
 
 4. Exportation, extend, extensive, extension, Texas, 
 text, taxed, taxes, foxes. 
 
 5. Mixes, boxes, examine, examination, explain, ex- 
 planation, unexplained, express, expressed, inexpressi- 
 ble, extirpate, extra-line. 
 
 i. Baxter, Dexter, texture, mixture, fixed, fixture 189 , 
 re-examine, cross-examination, in-excess 9 " 1 I0 . 
 
 7. Exodus, exotic, axle, blacksmith, attraction, sub- 
 traction, reduction, action, actions, fiction. 
 
 (S. Fractious, inflections, reflections, affliction, affec- 
 tion, affectionate, affectionately, axletree, exultation. 
 
 <). Vacation 130 . 
 
 10. Educational, vocation, avocation, defalcation, dei- 
 fication, jollification, fortification, justification. 
 
 II. Application, amplification, multiplication, mysti- 
 fication, complications, supplication, qualifications, mod- 
 ification, verification, sanctification, purification, glori- 
 fication. 
 
 12. Ratification, gratification, notification, signifi- 
 cation 104 ' 115 , classification, exemplification. By close 
 application, we'll earn a-vacation. 
 
64 
 
 THE TWENTIETH CENTUKY SHORTHAND. 
 
GRADED LESSONS. (55 
 
 XVIII. MISCELLANEOUS PREFIXES 
 AND SUFFIXES. 
 
 (Compendium, Art. 13..' to 135.) 
 Write ; 
 
 I. Self-made 13 ', self -hate" 3 , self-love, self-aggrandi/e- 
 ment 1 " 4 , myself, himself. 
 
 2. Themselves, herself, yourself, yourselves, transact, 
 (XIII, ; XV, 7), transpire. trans-Atlantic, entrance, 
 forever, forget, forgive, phrenology. 
 
 3. Forepaugh, forenoon, magnify, magnitude, mag- 
 nificent, magnanimous, bluish, foolish, friendship, fel- 
 lowship' 1 , courtship. 
 
 4. Awful, awfully, joyfully, painfully, truthfully, 
 spitef ulness, respectfully, mouinfully, bowlfull, May- 
 ville, Centerville. 
 
 5. Martial, nuptial, provincial, rationally, auction, 
 option, optional, notions, stillness, loneliness, lameness, 
 wilderness, wildernesses. 
 
 6. Openness, faithless, careless, hapless, carelessness, 
 fatherless, motherless, sisterless, brotherless, faithless- 
 ness, carelessly, noiselessly. 
 
 7. Xoisome, noisomeness, handsome, handsomely, 
 wholesome, blithesomeness, offensive, pensiveness, pen- 
 sively, decision, disengage, interdependent, indisposed. 
 
 8. Deism, theism, pauperism, anything, nothing, 
 everything, plurality, regularity, anywhere, everywhere, 
 nowhere, somewhere, wherever, wherein, wherefore. 
 
 '.. Afterward, forward, backward, homeward, tele- 
 graph, telegraphy, telegraphic, phonograph, geographic, 
 geographically. 
 
 K>. Microphone, microscope, microscopic, telescope, 
 telescopic, submit, supply, surround, certain, gracious, 
 vicious, luscious. 
 
 II. Procrastination 135 , is-the thief -of time. A beau- 
 tiful flower. 
 
 li'. A fourth of July celebration. My punishment 
 is-greater-than I-can bear. Be not overcome of evil. 
 
THE TWENTIETH CENTURY SHORTHAND. 
 
 
GRADED LESSONS. 67 
 
 XIX. RARE AND PECULIAR CON- 
 SONANT GROUPS. 
 
 (Compendium, Art. 1,16 to 140.) 
 Write : 
 
 1. Become 28 , because 1041 '", cubic, cubical, begin, be- 
 ginning. 
 
 2. Began, begun, be-gone, bigotry, Abigail, peculiar 140 , 
 peculiarly, peculiarity, pecuniary, topic, tropic, tropical. 
 
 3. Hubbub, nabob, probable, probably, probability, 
 capable, capabilities, palpable. 
 
 4. Behave 138 , behoove, behold, be-ye, beyond, beware, 
 bewail, attic 116 . 
 
 5. Fanatic, prophetic, prophetical, article, particle, 
 particular, particularly, Habakkuk. 
 
 G. Hectic 105 , arctic, antarctic, tragic, tragical, magical. 
 
 7. Mark 47 ' 83 , marked, (market), murky, America, 
 American, remark, remarkable. 
 
 8. Public 48 , republic, Republican, vintage, advan- 
 tage, disadvantageous, (disadvantages), disadvautage- 
 ously. 
 
 9. Over, hosiery 140 , future, Savior, biennial, triennial, 
 centennial, Christian, Sebastian, million. 
 
 10. Marion, Ariel, carrier, holier, colliery, filial. 
 
 11. Convenient 107 , inconvenient, Orient, Oriental, 
 emollient, Christianity, always, already, all-'round, 
 altogether, (all-together) 109 , almost. 
 
 1_. Enabled, conquered, cankered, child, children, 
 governments 99 ' 90 , William, leakage 139 , mortgage. 
 
68 
 
 THE TWENTIETH CENTUKY SHORTHAND. 
 
GRADED LESSONS. 69 
 
 XX. PUNCTUATION AND OTrfER MARKS, 
 
 ABBREVIATIONS, INITIALS, AND 
 
 TrfE REPEATER. 
 
 (Compendium, Art. 141 to 145.) 
 Write : 
 
 1. , ; : -'" ? ! . 
 
 i*. (>$<) "#" $ laughter 1 ", cheers, applause, hissing, 
 groans. 
 
 -'). Jan 1 ' 13 ., Feb., Aug., Sept., Oct., Nov., Dec. 
 
 4. Ohio, Illinois, New Hampshire, New York, Massa- 
 chusetts, Connecticut, Mississippi, Minnesota, Arkan- 
 sas, Kansas, Kentucky, Maryland, Louisiana, Rhode 
 Island. 
 
 5. Question, answer, page, versus, (against), St. (Street 
 or Saint), number, month, (Missouri), instant 62 ' 9U , ulti- 
 mo, proximo, interest, discount, creditor, Mr., Mrs., 
 Messrs., Reverend, doctor, (debtor). 
 
 (J. Professor, bishop, esquire, plaintiff, (complainant), 
 defendant, witness, Master of Arts, (forenoon), Doctor 
 of Divinity, Doctor of Philosophy, secretary, treasurer, 
 principal, president, publisher, proprietor, it-Co. 
 
 7. Etc'"' 3 , collect-oii-delivery"", free-on-board, Young 
 Men's Christian Association 14 ', Young People's Society 
 of Christian Endeavor, Chautauqua Literary-and-Seieu- 
 tilic Circle, New- York Central and Hudson River Rail- 
 road, United States of America, Grand Army of the 
 Republic. 
 
 8. A.-J.? Graham. J. G. Cross. C. E. Mckee 1 ". P. 
 P. Lindsley. 
 
 !. II. M. Pernin. J. T. Porter. G. R. Bishop. F. II. 
 Ilemperley. E. Longley. I. Pitman. T.-C. Strickland. 
 
 (For the following trord* in Tfalicx, use the Repeater 1 * 6 .) 
 
 10. Tramp, fr<nn/>, frantp, the boys are marching. 
 AV here, oh -trite-re is-the good Elijah ? (11) Let it come, 
 I repeat it, sir, Iff it conn . Mabel, little M'ahel, with her 
 face against the ]>ane. "Treason!" crii'd (1-) the 
 speaker, and "Treason-! Treason! Treason /" re- 
 echoed from every part of -the' 1 " house. Holy, holt/, 
 holy Lord-God of Hosts. 
 
70 
 
 THE TWENTIETH CENTURY SHORTHAND. 
 
GRADER LESSONS. 71 
 
 XXI. WORDS EXPRESSED BY IMPLI- 
 CATION. 
 
 (Compendium, Art. 146 to 14S.) 
 
 (WORDS IN ITALICS IN THIS LKSSON MAY UK KXl'KKSSKH I5Y 
 TMTI.K ATION.) 
 
 Write : 
 
 (1) I want to-be an-angel 84 . 
 
 (2) Mr. Toast-master, Ladies am/-Gentlemen 143 : It- 
 is ax-unexpected honor to-me to-be thus called-upon to- 
 respond to--toast to-the- "Belles 74 o/-//c -Occasion " " 5 , 
 but, (.'>) Mr-fact is, I-ain in -no condition r//-thishour/or- 
 speaking. There-is-such 14 " a-thing-as being* "too-full 
 /or-utterance." It-is froin-tlte-i'ullness o/-//^-heart (4) 
 that ^fee-mouth speaketh, but //>e-fullness I feel just at- 
 this time, altliougli not far/ro/^-that locality, still is-not 
 a-fullness (5) o/ L //^-heart (laughter) 14 ' 2 . It-was /r.s.s-///^//- 
 lialf-roi-hour-ago that I | felt equal to-anything 134 that- 
 was at-tlie beginning o/-M?-attack a7 (0) ///>o//-//^-turkey, 
 now, alas, I-" quail o/?-toast " (groans). Were-it-not 
 for-t he-fact that Me-subject ?//>o/?-which (7) I-am asked 
 to-speak, like ///^-fullness o/-which I-have-been 37 speak- 
 ing, is-one-which* also lies near my heart, I-should feel 
 (8) disposed 106 ' 93 to-deeline to-say anything rttf-all. But 
 //^-master and-or^/'seer o/-these festivities 127 , wider- 
 standing-the 1 '" situation, has, i/i-^/w-kindness (9) o/-his 
 heart, assigned to-me a-theme upon-whick nothing 113 
 needs to-be said. " The-Belles o/|| ^e-Occasion " ! What 
 need have (10) they to-be toasted? They-are here <tn<l- 
 can speak /br-themselves 7o/'e-eloquently-than anyone- 
 can speak /br-them, (11) if-you-will only put forth f/n- 
 effort, gentlemen, to-ring them (applause). I leave the- 
 subject, therefore, /or-your individual (12) contempla- 
 tion a ^-investigation. May* the- 11 bells" soon ring, 
 r/m/-may ///^-blessing o/-^/te-Lord be Mjxw-you (pro- 
 longed applause). 
 
 (The above toast, exclusive of line 1, contains 2GG words. Each 100 
 words marked, \. Fifties, *.) 
 
72 
 
 THE TWENTIETH OKNTT'llY SHORTHAND. 
 
 /./ so/ 
 
 ^J^\i^ 
 
 <j.^^o? ^>J> ^-^^-^-^ ^ ^ 
 ^./^ ../ V^-C^ *-. ^f O ^ 
 
 n...^ ^_ <r~ I) fr^+ojo. ^ 
 
 n..^.^^ ^? ^.^-^ ^-^^ 
 
 ^^^gaai^*itaygiggg iar.'UPPia-?.y.-- ; -vi- acsggagic^.iar ir^tt_'rr.-gxigicc<j^?^cMMacy]CTq^*^g-^*!y' 
 
 '-<r,i',,, . v L ib'J-l -i . -".! *Nn - ...A 
 
GRADED LESSONS. 73 
 
 XXII. COMMON PrfRASES. 
 
 (Compendium, Art. i//n to 15.3.) 
 Write: 
 
 I. As well as it is"", as soon as you can, as long as 
 I here is, day by day' 52 . 
 
 2. Year after year 151 , lime after time, from month to 
 month 147 , from age to age, hand in hand, on the one 
 hand, on the other hand. 
 
 -'!. On the other side, in the first place, over and over 
 again, one of the most, at all events, by all means, in 
 t he meantime, we shall not be, it can not be, can it be so. 
 
 4. If you will go, can yon, you can, if you will, for 
 him to have been there 162 , I shall be there, you should 
 be, I shall have been, it can not have been. 
 
 5. It could not have been done, we could not have 
 done it, it might have been 162 , it must have been, on 
 account"' of which, Mister President, Mister Speaker, 
 Mister Chairman, Fellow Citizens. 
 
 I). Ladies and Gentlemen, Gentlemen of the Jury, 
 counsel for the plaintiff 113 , counsel for the defendant, 
 your honor, if the' JM court please, if it please 31 ' 32 your 
 honor, that is to say. 
 
 7. Objection 128 ' 122 taken, objection overruled, Dear 
 Sir, My dear Sir, Dear Madam 113 , My dear Madam, yours 
 of the 8th inst. received, yours of recent date is at hand. 
 
 8. AVe are in receipt of your inquiry of the 30th 118 - 1I9 
 nit., in reply would say, in reply to your favor, enclosed 
 please find, to balance our account, to apply on account. 
 
 !>. Kindly remit as soon as possible, sooner or later, 
 more or less, trusting that this may meet your approval, 
 I am yours respectfully"". 
 
 lo. Hoping for an early response, I am yours very 
 sincerely, awaiting your further orders, I remain yours 
 truly, as follows. 
 
 II. For example, in order that, Lord and Saviour, O 
 Lord, our Lord, Lord Jesus Christ, the word of the Lord, 
 the law of the Lord, justification 1 a " by faith. 
 
 12. The law and the prophets, Holy Ghost 73 , in 
 heaven. Heavenly Father"", verily, verily"", I say unto 
 you, be ye saved, ye are saved by faith. 
 
THE TWENTIETH CENTURY SHORTHAND. 
 
 (The disconnections in "precision," line 4, and "public," line 12, are faults of the plate.) 
 
GRADED LESSONS. 75 
 
 XXIII. A LETTER. 
 
 (Compendium, Art. 154 t 15S.) 
 Write : 
 
 (1) EAST GREENWICH, R. I., Nov. 24th, 1892. 
 
 Te Whom it May Concern : 
 
 This letter is submitted as an 147 ordinary sample of the Twentieth 
 Century 140 Shorthand. 
 
 (2) This system is not- 7 an old one made over, but is fundamen- 
 tally 113 and essentially 115 new. The exceedingly 1 ' 28 - 125 , simple and 
 powerful vowel * scheme upon which it is based was (3) invented in 
 1884, by the l: '-' ' '" author, who has devoted 94 eight years of study 
 and experiment to the perfecting of his alphabet, which now stands 
 (4) as a 147 wonder of simplicity 1 " 5 , utility and power. 
 
 It may be thought by you a thing | incredible that, independent- 
 ly 11 ' 2 of position, form, or- 7 dimensions, the vowel sounds should be 
 represented--' with precision (.">) and prominence within the body of 
 the word, and yet this is precisely what you see before you. So 
 easy is this vowel scheme also to comprehend 151 that it ought not (6) 
 In take a * beginner 137 more than thirty seconds 112 to master it suffi- 
 ciently to enable him to go through this letter and tell 105 you the 
 important (7) vowel in each word at sight. 
 
 Nor 28 is this all. There is not an arbitrary word-sign in the entire 
 system. In fact, to avoid the necessity for || arbitrary (8) word- 
 sign> and to give perfect expression to the vowel sounds without 
 loss in either brevity or speed, these have 1 " 2 been the great ends 
 aimed at by (!)) the author from flic start. The result is before you. 
 If you-' 7 are a shorthand writer, or if you are familiar with * any 115 
 other system, you are invited to make a critical (10) comparison and 
 draw your own conclusion. On the other hand, if you are not ac- 
 quainted with any system, but are interested in shorthand, here is 149 
 something 11 " which is (11) suiely worthy of an investigation 130 with 
 a view to its adoption. 
 
 The || first 119 student, after studying one hour per day for twelve 
 weeks, took (12) a position under the 147 New York 143 State Superin- 
 tendent of Public Instruction, and tilled it well. 
 
 Further information will' 27 be given upon application. 
 
 Yours truly, T. C. STRICKLAND. 
 
 (Kick WO words marked, \\. Fifties, *. Total, 339 words.) 
 4 
 
76 
 
 THE TWENTIETH CENTURRY SHORTHAND. 
 
GRADED LESSONS. 77 
 
 XXIV. LAW REPORTING. 
 
 (The following selection of court testimony, lines 1 to 10 inclusive, 
 rtinxiitiite pur/e. 135 of fiarnc*' Complete Instructor in Typeicriting, a 
 very excellent work, published by Arthur J. Barnes, St. Lottix, Mo.) 
 
 (Compendium, Art. lf>9 to 162) 
 Write : 
 
 (1) In the 147 
 
 CIRCUIT CoruT OF THE UNITED STATES 143 , 
 For the Eastern District of Missouri. 
 
 ('2) The Union Trust Company of ") 
 Xew York, Complainant, 
 
 (3) The St. Louis, Iron Mountain |' TnU5 E( l uit y- 
 A: Soutliom Railway Company, 
 
 Defendant. 
 
 NEW YOISK, January 1(5, 1878. 
 Pursuant to stipulation parties appear. 
 
 (4) Present Wheeler II. Peekham and Charles II. Tweed, Es<|S., 
 
 Counsel for Complainant. 
 Ashbel Green, Esq., Counsel for Defendant. 
 
 (">) EmvAKD KINO, a witness produced, sworn and examined 1 - 9 on 
 behalf 188 of the complainant, testified as follows : 
 
 DIKECT EXAMINATION 160 by Mr. Peekham. 
 
 (G) 159 Mr. King, you are President of the complainant in this suit, 
 are. you not '! "" I am, sir, and have been since December, 1873. 
 
 (7) The complainant is organi/ed under 1 - 1 " acts of the Legislature 32 
 of the State of New York, is it not '! Yes, sir. 
 
 (5) Mr. King, have you present with you the original mortgage 1 " 1 
 of the St. Louis, Iron Mountain A; Southern Railway Company 143 to 
 the complainant ? Yes. (Witness produces it.) 
 
 ('.)) Of the divisional mortgages referred to in that mortgage of 
 the St. Louis, Iron Mountain A: Southern Railway 145 Company to the 
 Union Trust Company, was the Union Trust Company" 1 - mortgagee 
 or (10) trustee in any of them, and if so, which? The mortgage of 
 the Cairo A: Fulton Railroad Company. 
 
 (11) Recalled, redirect 160 examination, recross examination, coun- 
 sel objects, objection sustained. What is your name, (12) Where do 
 you reside, What is your occupation, Do you know the defendant, 
 How lonii' have you known him'-' 7 , Bv Mr. TalTt, By the 105 coun- 
 sel 1 -", By the court. 
 
THE TWENTIETH CENTURY SHORTHAND. 
 
 COMPENDIUM OF INSTRUCTIONS. 
 
 A Complete Series of Explanatory Notes upon 
 the Preceding Lessons. 
 
 REFERENCES EMPLOYED. 
 
 Each article is numbered at the left, and referred to in other 
 articles by its number in small figures, thus 1 - 5 . Roman numerals 
 (I, II, III, etc.) refer to lesson numbers. Arabic figures in parenthe- 
 ses (1, 2, 3, etc:) refer to lines of writing on the shorthand plates. 
 
 DEFINITIONS. 
 General : 
 
 1. PHONETIC, pertaining to sound. 
 
 2. PHONOGRAPHY, sound-writing; spelling words according 
 
 to their sounds, regardless of the common spelling. 
 
 3. STENOGRAPHY, BRAKIGRAPHY, TACHIGRAPHY, or 
 
 SHORTHAND, close, brief, or rapid writing. 
 
 4. STENOGRAPHER, one versed in stenography ; a verbatim 
 
 reporter. (Reporters' speed, 150 to 250 words per minute.) 
 
 5. AMANUENSIS, one who does writing for another; one who 
 
 takes down letters in shorthand from dictation, and tran- 
 scribes them on the type-writer. (Speed, 75 to 150 words 
 per minute.) 
 
 6. TRANSCRIPT, a long-hand copy of what has been written in 
 
 shorthand. 
 
COMPENDIUM OF INSTRUCTIONS. 79 
 
 Alphabetic : 
 
 7. VOWELS, characters representing pure tone only. (A, E, I, 
 
 O, U.) 
 
 8. DIPHTHONGS, compound vowels, those always written in 
 
 long-hand with two vowels. (Aw, Oy, Ow.) 
 
 9. CONSONANTS, characters representing obstructions put in 
 
 the path of the vowel sounds by the lips, teeth, tongue, or 
 palate. (B, I), F, G, H, J, K, L, M, N, P, R, S, T, Th, V, 
 W, Y, Z, Ch, Sh.) 
 
 10. ASPIRATES, consonant obstructions accompanied only by a 
 
 gush of breath, either continuous, forcible or explosive. 
 (As F, II, P.) 
 
 11. SUBVOCALS, consonant obstructions accompanied by a deep, 
 
 dull sound. (As V, I), B, etc.) 
 
 12. CORRELATIVES, pairs of related consonants, produced by 
 
 the same vocal organs in the same position, one member of 
 each pair being aspirate, and the other subvocal. (F-V, P- 
 B, K-G, Ch-J, T-D.) 
 
 Technical: 
 
 13. STROKE, a line; the body of a word as distinguished from 
 
 circles, loops, semi-circles and angles. 
 
 14. INITIAL, at the beginning of a stroke or word; MEDIAL, 
 
 mid-way, or between other letters; FINAL, at the end of 
 a stroke or word ; characters so located. 
 
 !">. POWER, the ability of a consonant to express itself without 
 being present in form. 
 
 16. CHARACTER, a mark for the expression of sound ; more 
 
 particularly, the form of a consonant as distinguished from 
 
 its power. 
 
 17. DIRECT MOVEMENT, a curving or turning about to the 
 
 leftward, similar in its course to that which produces capi- 
 tal O in long-hand. 
 
 18. REVERSE MOVEMENT, a curving or turning about toward 
 
 the right, opposite in its course to that which produces 
 capital O in long-hand. 
 
80 THE TWENTIETH CENTURY SHOUTHAND. 
 
 PHONETIC SPELLING. 
 
 19. The principle of phonetic spelling applied to the 
 English long-hand produces the following results : 
 Of all silent letters. 
 
 I. OMISSION .) , n . , 
 
 Of one letter from every double. 
 
 ( (a) Of one letter for two or more 
 wherever one will express the 
 
 II. SUBSTITUTION:-; sound equally well. 
 
 I (b) Of consistent letters for those used 
 ( inconsistently. 
 
 20. Examples for Omission: (Letters in Italics may be 
 omitted.) 
 
 day 
 
 spra.y 
 
 mine seen 
 
 tratl 
 
 oar 
 
 guide 
 
 A'ron /ynat 
 
 rcsi/yn 
 
 know 
 
 knee 
 
 t&ught -im'stle 
 
 burr 
 
 loss 
 
 fasten 
 
 match should. 
 
 psata 
 
 th u mi 
 
 de&t 
 
 hymn (him) solem// 
 
 scent 
 
 muscle 
 
 mock 
 
 litcle ribbon 
 
 penny 
 
 though 
 
 through 
 
 ^/tt//isicky rollicking 
 
 ruddy 
 
 21. 
 
 Examples for 
 
 Substitution: (Single, 
 
 or, at least, 
 
 more consistent letters may be substituted for those in Italics.) 
 
 Phonography (f) 
 
 trough (f) 
 
 t\ew (u) 
 
 view (u) 
 
 3<fr (.1) 
 
 edffe (j) 
 
 :i.</ (.1) 
 
 hiccfu,9/i (k-p) 
 
 sew (o) 
 
 brwnl (aw) 
 
 convey (k a) 
 
 deign (a) 
 
 tablmw (o) 
 
 queer (kw) 
 
 ac/y/ire (kw) 
 
 \>ique (ek) 
 
 liquor (k) 
 
 S'Acque (k) 
 
 sleigh (a) 
 
 ocmn (sh) 
 
 nafo'on (sh) 
 
 coercion (sh) 
 
 musiciVfn (sh) 
 
 ambro.v/a (/li) 
 
 cbrnsion (sh) 
 
 gracmis (sh) 
 
 fucial (sh) 
 
 nu])</V/l (sh) 
 
 William (y) 
 
 union (\) 
 
 grander (y) 
 
 tihV/1 (y) 
 
 22. General Kitle. Discarding all thought of the common 
 spelling, endeavor to spell independently, giving to each sound the 
 letter which most consistently represents it. 
 
 23. The Alphabet contains no C, Q, or X, inasmuch as 
 these letters have no sounds of their own. On the other hand, 
 characters are introduced for \Vh, Ch, and Til, simple sounds 
 which have no single representatives in the long-hand alphabet. 
 
COMPENDIUM 01' IXSTKUCTIONS. 81 
 
 I vi i '/i. X, or K for C, KIP or Kn for Q, and Ks or (7s for X, accord- 
 ing to sound. (For C, Q, and X as initials, sec 144 .) 
 
 24. The soft sound of G (as in gem), belongs to J, and 
 
 should be so written, as a rule. Nevertheless, there are cases in 
 which it is much more convenient and just as legible to use G i- 
 stead of J, as when it follows 1ST, in change, hinge, etc. (VIII, ">.) 
 
 2o. Incase two or more vowels each express the desired sound 
 equally well, if one of them is the same as that used in long-hand 
 it tends to legibility to use that one in preference to the others. For 
 example, inasmuch as berth, birth, and burtn would all be pro- 
 nounced precisely aliUe. wrth would be preferable for a sleeping- 
 place, and birth for a coming into life. 
 
 OMISSION OF THE UNIMPORTANT. 
 
 26. General Rule. Every character not essential to the legi- 
 bility of a word should be omitted for the sake of brevity. The 
 following are suggested as allowable : 
 
 OT. Drop a consonant or vowel which is commonly omitted in 
 the same connection iu spoken language. As I'll for I will, Fin for 
 I nin, ;i<m're, for you art 1 , irfto'.i for ir/i i*. ixu't for fa not, '/ you for if 
 i/uii, /rJint'l for what trill, J'r for I hurc, I'd for Iwould, etc. (G is 
 sometimes dropped from ing.) 
 
 28. Drop the vowel from a few of the most common small words 
 which the context would be Mire to supply with but a suggestion. 
 A> /,/// for come, r for nn , ! for all, t for to, d for do, etc. 
 
 29. Drop the vowel from any common prefix or suffix when the 
 body of the word would supply the same with certainty. As n-kind 
 for unkind, rn-pruv for imL>i'<>re, ds-abl for disable, tech-bl for tea-ch- 
 tiblt 1 , etc. 
 
 30. Drop any vowel the sound of which is obscured in the spoken 
 word. That is, uttered indistinctly, as if in the attempt to pro- 
 nounce the adjoining consonants without the intervention of a 
 vowel. When thus obscured, all the vowels sound alike, hence one 
 is no better than another, and all may be omitted. See a in oval, e 
 in over, i in deril, o in '/niiiJutl, and '/ in awful. 
 
 31. The vowel most frequently obscured is e, which will consti- 
 
82 THE TWENTIETH CENTURY SHORTHAND. 
 
 tute a legible substitute for any other obscured vowel, and is there- 
 fore to be chosen as the first candidate for the place of any missing 
 vowel when reading. This principle renders it perfectly safe to 
 drop e whenever desired, even though of some importance in the 
 word, and, inasmuch as c is the most common vowel in the language, 
 a great saving of labor is hereby effected. (The frequent omission 
 of e compensates for the fact that its slant is less convenient to exe- 
 cute than that of any other vowel.) From the principle just stated 
 is deduced the following : 
 
 32. The E-Rllle. In writing, drop e when desirable, or any 
 other vowel for which e would make a legible substitute ; and in 
 reading, supply the sound of e, first, wherever a vowel is missing. 
 
 33. Omissions by the E-Rule occur most frequently in obscure 
 medial vowels 14 . As papr for paper, makr for maker, pr-fonn for 
 perform, d-fend for defend, seprat, for separate, oshu for oca/a, etc. 
 
 34. It is rarely desirable to omit either initial or final e if accented, 
 except in the most common words in which c is the only vowel 
 heard. For example, tJte, be, he, ye, we, each, were, Here, etc., would 
 fill their places in a sentence quite well with the c's dropped out, 
 while eel, Ella, free, evil, etc., being of less frequent occurrence, 
 and less readily suggested by the context, should always retain 
 the e. 
 
 35. When convenience of outline admits of the omission of either 
 of two vowels equally well, retain the one most prominently heard 
 in the pronunciation. 
 
 LESSON I. 
 
 36. Order of Writing'. Write sounds invariably in the same 
 order as they are to be read, following the line of writing as per- 
 fectly as the forms of words will permit, and joining strokes angu- 
 larly whenever necessary to indicate the ending of one and the 
 beginning of another. 
 
 37. The vowels" reside solely in the slants which they occupy, 
 independently of the kind of line by which the slant is indicated, 
 which may therefore be shaded, curved, lengthened or shortened 
 without destroying the vowel, inasmuch as none of these modifica- 
 tions necessitate any change in the slant of the stroke. 
 
COMPENDIUM OF INSTRUCTIONS. 83 
 
 38. The vowels, when alone, or unmodified, indicate their 
 slants, which are thirty decrees apart, by straight, light lines, about 
 % of an inch in length, the horizontal being struck from left to 
 right . and all the others downward except n which is struck upward- 
 
 :>'.. The slant of a vowel must never change. The direction 
 in which it is struck, however, may be reversed when more con- 
 venient, provided the stroke is so joined to other characters that its 
 course can be determined* 8 . (See I-owe-you, line 1.) 
 
 40. Each vowel is allowed to represent the three sounds which 
 it cmixixlently represents in long-hand. It is rarely necessary to 
 discriminate between the different sounds of the 
 same vowel, but, when this seems desirable, it may be perfectly 
 done by placing beside the center of the stroke such marks as are 
 used for the same purpose in long-hand; namely, a short dash for 
 the first or long sound, a small semi-circle for the second or short 
 sound, and a dot for any third sound which the vowel may have. 
 (See Kll and Elih, G.) 
 
 41. The 1st, 2nd and 3rd sounds of each vowel, 
 
 with their proper marks, are as follows: 
 
 (A) Alaska. (O) Go on north. 
 
 (E) Remember. (U) You must pull. 
 
 ( I ) Try it first. Paul rejoiced aloud. 
 
 4~2. Diphthong Stroke. The vertical stroke is called the 
 
 diphthong stroke, and, as shown above, is allowed to represent the 
 three sounds, mo, ny, and 010. Xo confusion results from this, as a 
 little experience will prove. These three sounds are no more widely 
 different than the three sounds of a in Alaska, and as in the case of 
 tt, the sound can generally be determined from the adjoining con- 
 sonants without the use of the diacritical mark. The mark, how- 
 ever, when used, renders the sound absolutely certain. (Allow, 
 ullnii. etc., line 10.) 
 
 43. Memori/e the vowels at a single glance, by noticing that 
 their slants appear in regular order from left to right over the sun- 
 rise. (Chart.) 
 
 44. Caution. Be careful not to curve the vowel strokes in 
 turning the loops upon them. 
 
 4* 
 
84 THE TWENTIETH CENTURY SHORTHAND. 
 
 LESSON II. 
 
 4o. The consonants 11 have no fixed position or slant, but 
 attach to all vowels with the same movement and in the same rela- 
 tive manner as to A on the chart, and, in the absence of a vowel, 
 they attach to the line of writing in the same manner. The conso- 
 nants of the first line (chart) are direct movements and those of the 
 second reverse movements, the loops and the large circle turning 
 cither way at pleasure. 
 
 46. Pairs of similar consonant signs (as K-G, P-B, etc.) differ 
 from each other in size only. Thus K made larger would be G, 
 while G made smaller would be K, both being made with the same 
 movement and attaching to the vowel in the same manner. (In the 
 case of correlative'- circles and semi-circles it will be noticed, as 
 an aid to the memory, that the aspirate, or thinner sound has the 
 smaller or thinner character, and the sub-vocal or heavier sound, t lie- 
 larger 10 - H .) 
 
 47. K (aspirate) and G (sub-vocal), a correlative pair, are written 
 with a small and large semi-circle respectively, made with a direct 
 movement 17 at right angles to the vowel stroke. P and B form a 
 similar pair, and are made with corresponding semicircles with the 
 reverse movement 18 . 
 
 48. To distinguish a left turn (direct) from a right turn 
 (reverse) always imagine yourself traveling in the direction in which 
 the pen is moving. Compare coe and coke with coo and cook (line 1), 
 in which the K's appear at first glance to oppose each other. The 
 reason is that in the pen is moving downward, while in ?7it is 
 moving upward, but in both cases it turns its course to the leftward. 
 
 49. So long as a semi-circle is made with a correct movement, 
 it may occupy either side of a vowel stroke according to 
 convenience. Notice, in line 6, how the second p in papn and tin- 
 second k in cuckoo join the vowels. Turned on either side, they still 
 form perfect letters both upon the preceding and the following 
 vowel. The same movement which on one side of the stroke must 
 join angularly, on the other turns on to the stroke naturally as 
 a hook. Both are the same, their movement being their distinguish- 
 ing feature. ' Hook turns, however, being easier, are preferable 
 wherever possible. 
 
COMPENDIUM OF [XSTKIVTIOXS. 85 
 
 50. A single consonant occurring between two vow- 
 els is considered as attached to the preceding, which therefore 
 governs its nature. Sec p and k in epicure (line 10), each of which 
 turns correctly upon the preceding vowel, but are not to be asso- 
 ciated with the following, with which they form incorrect angles. 
 
 51. Caution. Keep all the small characters quite small, so 
 
 that tlie larger ones will not require to be over-large in order to be 
 clearly distinguishable. 
 
 LESSON III. 
 
 52. Contractions. Words reduced to consonants only by the 
 E-Kule, when not attached to other words, should be attached to 
 the line of writing as initial consonants, except K and L which, 
 being distinguishable by form, independent of movement, may 
 assume any convenient angle to the line. The contractions sugges- 
 ted in the introductory line of each lesson, while desirable, are 
 entirely optional. 77/6' toird utrnke i/mi/ be inxerti'd in such at n-ill. 
 
 53. Circles. Unlike the loops, which may turn either way at 
 pleasure, the circles for W and Wll preserve the direct movement, 
 and those for Cli and J the reverse movement. 
 
 54. Caution. Be careful to make the circles round enough to 
 be distinguishable from loops, and keep the smaller ones very -mall. 
 
 55. The ticks for H and Y, should form acute angles with the 
 vowel stroke, and care should be taken to keep them sharp so as not 
 to be mistaken for hooks. 
 
 56. Kel and Ler. The loop for R-L and L-R (pronounced r<l 
 and Icr), should be as large as those for K and L together, and when 
 occasion requires may turn either way without distinction ; but upon 
 straight lines where there is nothing to hinder, let the direct move- 
 ment indicate Rel, and the reverse movement Lcr. 
 
 57. \Vicli. The circle for Wc/i and Wlich (pronounced trich and 
 trJn'ch) is to be made as large as those for Wh and Ch together, and 
 may turn either way without distinction. Its usefulness, aside from 
 the word irhich, will appear later. 
 
86 THE TWENTIETH CENTUHY SHOUTHAND. 
 
 LESSON IV. 
 
 5S. K, L/, W, or T, may be turned in the place of an angle 
 between any two other cliaracters, without loss of time, or increase 
 of effort. In order to place one of them between a semicircle and 
 a stroke, make the semi-circle oil the anr/nliir w side of the stroke. 
 (Svepray, black, etc., line 4.) 
 
 59. Always turn a loop or circle inside the hook with 
 which it joins, even if a small hook has to be enlarged to receive a 
 large loop. No confusion results. (See jiroperly, line 10.) 
 
 60. Y should never represent the long sound of /, as in ir./ily". 
 Its own sound is that heard in yet; but as this sound very rarely 
 occurs at the end of a word (see hallelujah, 12), final Y is allowed 
 to represent the ordinary sound of ie, as in Muri/, 6'//r/r>/V, etc. 
 
 61. A filial H (aside from those in eh, u</h. />"<//!, etc ) practically 
 does not occur; consequently final Y need not be particular to 
 keep on its own side of the vowel when the other would be much 
 more convenient. // could not be read in its place. (See early, 
 cd'/erly, properly, 10.) 
 
 62. Circles, like semi-circles, may be made on either side of 
 the stroke, provided there is anything (as a shade' 3 , or an inter- 
 vening loop) by which the movement may be determined. (Uircli, 
 lurch, etc., 7.) 
 
 LESSON V. 
 
 63. Consonant Powers in General : 
 
 It will be noticed (Chart) that some of the consonants join the 
 vowel stroke with easy turns which require no slackening of the 
 motion of the pen, while others join angularly, necessitating a com- 
 plete halt in the motion. The former have a decided advantage 
 over the latter in point of speed and ease of execution. 
 
 64. The Empowered Consonants. It is noticeable, fur- 
 ther, that several of the most frequently occurring consonants of 
 the language (N, M, T, D, S, etc.,) have been assigned to these an- 
 gular joinings, which, of itself, would set them at great disadvan- 
 tage. This is purposely done, and, as a two-fold compensation for 
 the loss, the more important of the consonants so represented arc 
 given " powers" 15 by means of which they are able in most cases to 
 
COMPENDIUM OF INSTRUCTIONS. 87 
 
 express themselves in connection with other characters, without the 
 use of their angular forms. These are known as the empowered 
 consonants, and very far from being at a disadvantage as would at 
 first appear, they become by far the most potent of the alphabet for 
 accomplishing brevity and speed. 
 
 0"). The Uiiempowered Consonants. The consonants 
 making curved connections need no other powers than their natural 
 ability for combining easily with other characters without the slack- 
 ening of speed. II and Y are also found to be sullicient of them- 
 selves. These are grouped together as the unempowered consonants. 
 
 66. The Shading' Power. S, Z, and Sh have power to 
 express their sound in connection Avith that of any other -character 
 
 by shading such character, as follows : Simile iiyhtly far S or /, 
 mill In i/rili/ fr Sk ; shading a vowel at the beginning for initials 
 (x< it/. xc<>, etc., 1), shading mid-way for medials ("ecu,/, ration, etc., 
 IX, 6), at the end for rinals (nee, e/ixe. etc., 2), and shading the entire 
 length for both an initial and a final 14 (xcize. .sw/rx, etc., 4). 
 
 67. The common uses of S and Z are so much the same that it 
 is very rarely necessary to discriminate between them. If de- 
 sired, however, the shade could be adopted for ami the character 
 for Z. Also when desired the II-tiek may be shaded for Sh. 
 
 68. The power of a consonant is commonly to be used in 
 preference to its character, the character being used only 
 when the power can not conveniently be applied (VI, 10), or when 
 its sound is to be indicated as a separate syllable (XIV). 
 
 69. fsh may be added to a vowel, when desired, by the heavy 
 shade for &/t. (Bullish, 3.) 
 
 7u. Shading. If the pen is carried over fee paper lightly, as 
 it should be. producing a fine line, even a small amount of shade 
 will be distinguishable. Aim to make no more than is necessary. 
 For pen-holding see "Preliminary Suggestions.'' The shading of 
 Twill be facilitated by rolling the holder slightly, so as to bring 
 the nibs of the pen at right angles to the stroke. This will become 
 easy with practice. 
 
 LESSON VI. 
 71. Shading' Consonants. Shade an initial 14 consonant for 
 
THE TWENTIETH CENTURY SHORTHAND. 
 
 a preceding S, Z, or Sh, ;md a final consonant for a following S, 
 Z, or Sh. In short, locate every shade as nearly as possible in the 
 exact place where it is to be read. (Scarce, 2.) 
 
 72. If S were to follow an initial consonant, the shade would 
 properly be made on the beginning of the following vowel stroke. 
 (Also, V, 12, be*eeclied, XII, 6.) Likewise, if S were to precede a 
 final consonant, its shade would properly be made on the end of the 
 preceding vowel stroke (nxjt, iraxp, etc., V, 8). 
 
 73. Direction of Shades. Except upon A and I', all 
 shades are to be made downward. Whenever necessary in order 
 to take the shade, any consonant may assume its angular location 
 upon the vowel stroke (slay, ty, etc., 2), and O may be struck 
 upward to accommodate a shaded consonant, inasmuch as the shade 
 will indicate the direction 39 (rope*, robe*, (> ; home*, 10) 
 
 74. The Tick may be used wherever the shade can not con 
 veniently be applied. This may occur in connection with circles 
 and loops (turny, xtrvar, etc., 4; cuilx, 7 ; I-trtix, he-irax, etc., 9), or it 
 may occur in words having more S's in close proximity to each other 
 than the shades are able to express (seizes, *ize*, etc., 10). 
 
 75. Ses. It is allowable to shade the S-tick for *e* (cnxex, 10). 
 
 76. Filial Y, shaded, produces the common endings, ies and 
 ions, between which there is no confusion (yloriex or glorious, 7). 
 
 LESSON VII. 
 
 77. The Curving' Power. N gives a vowel a simple direct 
 curve, M a simple reverse curve, F a compound curve, ending 
 direct, and V a compound curve, ending reverse. (See Chart; also 4 "). 
 
 78. If the curve-consonant is to precede the vowel, make it 
 more prominent by deepening the curve ; if it is to follow the 
 vowel, make it less prominent by flattening -the curve. (See (in, 
 (i>/i, 2 ; imii, ii/ny, 5.) 
 
 79. Associate N with K and G, also M with P and IJ, by the 
 sameness of whose movements it is possible to add ^K, NG, 
 MP, or MB to any vowel without loss of time or increase of 
 effort. (See kink and kiivj, 4; lanqt and lumber, VIII, 1.) 
 
 80. The common uses of F and V are closely related. Notice, 
 
COMPENDIUM OF INSTRUCTIONS. 89 
 
 for example, loaf and loaves, shelf and shelves, life and lives, etc. 
 Because of this, F and V are allowed to exchange curves when 
 necessary in order to accommodate themselves to hooks and other 
 connections. (See above, 11 ; fabuloiix, 12.) 
 
 81. Slip is sufficient for ship, final, following a vowel (fellow- 
 ship, 11). 
 
 82. Ctllltioii. Avoid lengthening a stroke in the act of curving 
 it. Beginners are apt to make this mistake, especially in the case of 
 compound curves, which should be no longer than straight vowels. 
 
 LESSON VIII. 
 
 3. Consonants occurring upon curved vowels should com- 
 monly be turned to the inside of the curve. Even an angular 
 joining 49 here is preferable to a curved joining on the back, or out- 
 side of the curve, as the latter is apt to compound a curve uninten- 
 tionally. (Pen, etc., 4.) 
 
 84. As the angular joining of a circle on the side of a 
 stroke is easily mistaken for a curved joining, make the angular 
 joining of a circle, when necessary, upon the extremity of the 
 stroke. ((Jhiuk, John, (rhi/i/pfr, etc., 5.) 
 
 85. Both initial and final N, M, F, or V. 
 
 When a vowel is both preceded and followed by a consonant hav- 
 ing a curving power, it is often best to express the initial consonant 
 by its character 16 , and curve the vowel to express the final conso- 
 nant. (Nine, noun, 6; fame, etc., 11.) In many cases, however, it 
 is more convenient to apply two curving powers to the same vowel. 
 This is optional, but may be done as follows : 
 
 86. Two curving powers applied to one vowel produce an 
 elliptical form, the main curve of which, of ordinary length 
 and direction, conveys the vowel ; and the subordinate stroke of 
 which, slightly shortened for distinction, conveys only the conso- 
 nant expressed in its curve, without repeating the vowel. (Lines 
 6 to 9.) 
 
 87. Remark. Two separate vowels never join each other in 
 the form of an ellipse. 
 
 88. The main curve of an ellipse should express its conso- 
 
90 THE TWENTIETH CENTURY SHORTHAND. 
 
 nant definitely. The subordinate curve, however, being 
 obliged lo follow on with the movement given it by the main 
 curve, and being thus unable to govern its own movement, can 
 only distinguish at will between a simple and a compound curve. 
 In the subordinate curve, therefore, a simple curve must express 
 u'lln r \. in- M, and a compound curve either F, or V. (6 to 10.) 
 
 M). It is possible, by flattening the main curve of an ellipse and 
 continuing with a subordinate curve, to indicate that both conso- 
 nants follow the vowel. (Ore//, AI-OH, etc., 9, 10.) It is also possi- 
 ble, though very rarely desirable, to indicate both consonants before 
 the vowel, by making the subordinate stroke first. (Neville, ceumi, 
 
 HC/I/II tr, 10.) 
 
 UO. Remember; That the main curve of an ellipse is the 
 longer, and is made in the usual direction. That the use of the 
 ellipse is entirely optional with the writer. That the semi-circles 
 for N-M-F-V must invariably be in line with the vowel stroke, to 
 avoid confusion with P-B-K-G, which join at right angles. (11, 13.) 
 
 LESSON IX. 
 
 91. Tbe Marvelous Utility of Consonant Powers 
 
 will begin to appear in this lesson in which two powers e.xert them- 
 selves upon (lie same vowel, without in the least injuring it as a 
 vowel. A third power appears in the next lesson. It will be ob- 
 served that each of these powers is entirely independent of the 
 other, and that each expresses its sound as perfectly in the combi- 
 nation as when alone. It is necessary, however, to adopt a definite 
 rule by which may be determined the relative order of the sounds 
 which are thus expressed within a single stroke. The following 
 rule is based upon the theory that the inward nature of a stroke is 
 most deeply affected by its curve, less by its length, and least by 
 its shade. 
 
 93 Relative Order of Consonant Powers. (For 
 lengths, see X.) Two or three sounds expressed by consonant 
 powers at the beginning or end of a vowel stroke are regarded 
 as standing in the following relative order : 
 
 Nearest the vowel, that expressed by the curve. 
 Next out from that, the one expressed by the length, 
 
COMPENDIUM OF INSTRUCTIONS. 91 
 
 Farthest from the vowel, that expresed by the shade. 
 Thus: 
 Shade, length, curve, YOWKI,, curve, length, shade. 
 
 S T N NTS 
 
 Dropping out any one or more of the above, those remaining 
 would stand in the same relative order as now. 
 
 93. Shading a vowel in the middle places a final S, Z, 
 or Sh next to the nurel in preference to either the length or the curve- 
 sound. By this principle, many common terminations are formed, 
 such as tioil (ocean, ration, etc., (5), sive (corrosive, etaxiw, etc., 10), 
 and ism d>rixin, M<irni<iixin, etc., 12), also final st (It'*', nu'xt, etc., 
 X, 4). 
 
 LESSON X. 
 
 94. The Lengthening and Shortening Power. T, 
 
 D, and Th have power to express themselves in the lengths of 
 other characters. Write vowels double-length for initial T-I)-Th, 
 half length for final T-D-Th, and triple-length for both initial and 
 final 14 . (Chart.) 
 
 95. This power, it is true, makes no distinction between T, I), 
 and Th, but treats them all alike. Thus it comes that a double- 
 length I spells lie, die or tlti/. Imagine one of these words in a sen- 
 tence, however, and it will be seen that the other two do not fit well 
 in its place. Such is usually the case. Nevertheless, when greater 
 accuracy is desired, it is readily secured as follows: 
 
 96. The T, I), and Th Ticks may be used whenever de- 
 sired (they. tlii/. 2). An initial tick and a final power make a substi- 
 tute for the triple-length, even more brief in outline than the triple- 
 length itself, though somewhat less conveniently executed (t/mt, date, 
 2; toast, etc., XXI, 2). 
 
 97. Tick for Joining. It is because the lengths of strokes 
 have significance that no two strokes are allowed to follow each 
 other with nothing to mark their junction. Fortunately, it is not 
 often that two full-length vowels follow each other in a direct line 
 without a consonant character between them. "Aye-aye" maybe 
 written as two separate words, or the two strokes maybe joined 
 with the V-tick, the sound of which is really heard in this con- 
 
93 THE TWENTIETH CENTUKY SHOKTHANU. 
 
 neetion and in all similar ones. Or, in such cases, simply move the 
 pen sidewisc far enough to mark a very minute tick like that with 
 which the two D's are joined in did (11), which signifies nothing 
 but the joining of the strokes. Whenever a half-length would be 
 followed connectedly by another stroke in the same direction, avoid 
 the difficulty by the use of the tick instead of the power for T, D, 
 orTh. (Ada. 0(li, etc.) 
 
 98. It, to, or the may be added to many words by the appli- 
 cation of the E-Kule :; - and the power for 7' or Tl (<>///>>, <>n-it, im-tlic, 
 <>f -tlie. etc., 11, also XII, 10) Can-not may be written knot in- 
 stead of cunt to avoid flic possibility of being mistaken for c<m. in 
 rapid writing (11). 
 
 LESSON XI. 
 
 99. Curving' Power applied to Consonants : 
 Curve an initial 14 consonant for a preceding X or M, and a 
 
 final consonant fora following N or 31. (Encitxf, s ; taken, 2) F 
 nut/ \ r tin nut thus combine with ulln-i' confirm ntx. This is fortunate, 
 l>ecause there is but one way of bending each consonant, and N 
 really needs to monopoli/e this. M uses it, but less frequently. 
 
 100. This principle, with the aid of the E-Kule :; -. when applied 
 to initials is particularly useful in the formation of the prefixes 
 in and en, and the negative forms nil, ini, etc., and may even be 
 used for the word in, preceding. (ln-)>rei>nr<itioii, 12.) Applied to 
 finals, it not only produces the common ending en, which in many 
 cases is sufficient for ing' (we///////, etc., 2), but often completes a 
 following can, been, done, than, etc , without pen-lifting 
 (Contractions, .1). 
 
 101. To " curve " a circle, make it triangular. To " curve " a 
 loop, make it pointed at the end and curve in its side. (Enyine, 8; 
 dm, 5.) 
 
 102. On straight lines, inasmuch as the loops may turn 
 equally well either way. when it seems desirable to discriminate, 
 turn direct for .V, and reverse for .V. (Urn, 4: din, 5.) 
 
 10:'. A tick-consonant crossing a vowel stroke, is to be considered 
 
 as attached to such stroke and governed by it. (Xxirer-Uian, etc., S.) 
 
 104. AVheii two or more consonants attach to each 
 
COMPENDIUM OF INSTRUCTIONS. 93 
 
 other, the one nearest the vowel (or attached to the line of writing), 
 must govern, and to this the next must attach precisely as it would 
 to a vowel. (Incapable, 8; also XIX.) 
 
 LESSON XII. 
 
 lOo. Lengthening Consonants prefixes T, I), or Tli to 
 
 initials, and affixes T, D, or Th'to finals. Doubly lengthening adds 
 still another T, 1), or Th. (Act, acted, etc., 2.) Consonant* c<nntt 
 Ji> shortened. 
 
 106. Circles cannot be lengthened without confusion with 
 loops. They do not need to be. however, as the ticks for T, D, and 
 Th precede or follow a circle with the utmost ease ; and for this 
 purpose T and D may exchange places, when necessary, without 
 confusion. (Dwl'/ht. lirice, etc., 7 and 8.) 
 
 107. Ticks must never be lengthened so as to confuse with half- 
 lengths. A curved Y-tick, however, because of its direction 
 and mode of joining, may safely be lengthened to form such end- 
 ings as tonal, tent, etc. (Convenient, etc., XIX, 11.) 
 
 108. Caution. /// lengthen! mj a loop or se tn i -circle, avoid iriden- 
 in;/ it. A M mi-circle should ximply he deepened. 
 
 109. The lengthening power applied to initials produces the pre- 
 fix <le (t/(>t/ra<l<-, etc.. '.)), and many of the infinitives (<-btiy, t- 
 go, etc., 9). Applied to the finals, it forms the common endings <>d, 
 ted, ded, etc. (XIII), or completes a following coilld, without 
 pen-lifting (2). 
 
 110. Spell actual, aktirl ; subterranean, xblranyn ; twentieth, 
 tircn.il/tli ; century, xent-yr-y, etc. (11 and 12). 
 
 LESSON XIII. 
 
 111. Filial ted, ded or did may be added to vowels by 
 applying the power for T or D and adding the Z>-tick (aided, 1); to 
 loops and semi-circles by doubly lengthening (elected, 2 ; gilded, 
 :>, etc.) ; and to circles (a very rare occurrence), by the use of two 
 ticks. (As fidgeted.) 
 
 112. Order of powers. Two or three powers exerted upon 
 one consonant need not necessarily preserve the regular order given 
 
94 THE TWENTIETH CENTURY SHORTHAND. 
 
 for vowels (IX), inasmuch as they usually occur in prefixes and suf- 
 fixes which would naturally be suggested by the body of the word 
 to which they attach. They commonly occur as in indescribable (7) 
 
 and option (11), thus: XL>S SllXT. If S is t*> It? read at the 
 
 extremity, tlie shade must appear there, bluntly (seconds, XXIII, 6). 
 
 113. When the main curve of an ellipse is of ordinary length or 
 longer, the subordinate curve may be shortened to add 
 T, D, or Th, provided it is not made so small as to be mistaken for 
 a hook (instrumental, 9 ; sufficient, 10, etc.), but when the main curve- 
 is shortened, the subordinate curve must of necessity be- shortened, 
 and does not therefore repeat the power (nut in-, motire. etc., XVI, 10). 
 
 114. Shade the N-semi-circle when desirable, for shn (/>/'- 
 tion, 11). 
 
 LESSON XIV. 
 
 115. The Syllable Principle. When a consonant which 
 could conveniently make a curved connection, is joined angularly 
 instead, or when one which could express itself by its power, is ex- 
 pressed by its character instead, it indicates that the consonant so 
 written forms a separate syllable according to the E-Ilule 3 ' 2 . Thus 
 *;>//~bccomcs es-py ; noble, en-noble; bond, beyond; bnt>c, h<i-by (// here 
 having the sound of e) ; lad, la-dy; f/rave, gru-vy ; >^niid, Snn-d<iy; 
 etc. (Notice that the name of nearly every consonant is pronounced 
 with an e, as N, M, F, S, T, D, P, Ji, etc.) 
 
 116. Some syllables formed by the E-Rule cannot be indicated 
 as above, as where a circle or loop intervenes between the consonant 
 and the vowel. (Annrc/tt/, moiiairhy, etc., 7.) 
 
 117. Numbers composed of significant figures only (as 17, 25, 
 99, 426), cannot well be made briefer than in long-hand. We can, 
 however, avoid the use of ciphers to till vacant places, also the i/t 
 used in ordinals. Thus : 
 
 118. Cardinals. Write 1 to 19 as usual (spelling ten if pre- 
 ferred) ; attach the T-tick to the digits for 20, 3 , 40, etc. 115 ; attach 
 a more or less perfect hndrd for hundred ; attach thoimnd for thou- 
 sand, and milyn for million. 
 
 119. Ordinals. Make figures half -size to add th* 4 , for 4th. 5th, 
 etc., and, for the sake of uniformity, treat 1, 2, and 3 in the same 
 manner for 1st, 2nd, and 3rd. 
 
fOMPKNPirM OF INSTRUCTIONS. 95 
 
 LESSON XV. 
 
 120. Laws of Implication. With this lesson is begun the 
 
 study of a few simple laws for systematically implying certain syl- 
 lables or words instead of writing them. (Their use is optional. 
 See line 1.) 
 
 121. Coil, com, cog, conn. When desirable, imply the 
 prefix con, com, co</ or rmni. by a dis-joined light dash in line with 
 beginning of the word, (heavy for nccnm and neon), and imply the 
 same in connection with any dis-joined consonant taking the place 
 of the dash. 
 
 I', 1 ','. A consonant located as above may be curved, shaded or 
 lengthened as usual, and the syllable implied may precede it, or fol- 
 low it. or be within it. (Com-mem-orntion, 8; de-corn-pone, 6; un -con- 
 tra -dieted, 7.) 
 
 12:}. The extreme brevity of the consonant forms 
 
 renders them peculiarly adapted for this mode of expressing pre- 
 tixes and suffixes, without the liability of being mistaken for other 
 words, or for the body of the same word. It will not be necessary 
 t<> explain here all the numerous changes which are rung upon these 
 
 prefixes, con, com, cmj and conn. It is hoped that the lesson will 
 prove self-explanatory. 
 
 124. How to Read. Determine the detached consonant aud 
 pronounce it with a vowel sound (usually e- 9 < 3 -) ; connect with it the 
 syllable Con (com, etc.) and prefix to the remainder of the word. 
 For example, the detached consonant is I? and the remainder of the 
 word is end; pronounce "re-corn -end" and recommend is the result. 
 Likewise. >>'/- w</ will be read " xer-ccm-n /it," which gives the correct 
 pronunciation for circumvent. 
 
 LESSON XVI. 
 
 12.". Ing 1 . When desirable, imply the suffix in;/ by a dis-joined 
 light dash in line with the end of the word (shading for inf/s). and 
 imply the same in connection with any dis-joined consonant taking 
 the place of the dash. 
 
 126. Ing, immediately following a vowel, is more conveniently 
 expressed by the N-curve followed by the G-hook, or the N- semi- 
 
96 THE TWENTIETH CENTURY SHORTHAND. 
 
 circle with the G turned within it (*a-yinrj and 8yinr/8, 1). When 
 immediately following a consonant, it is often sufficient to add N 
 only by curving (smoking, 1 ; also 1 ""). 
 
 127. Tive, though not to be implied, is here considered as a suf- 
 fix. When T can be expressed by the length of the preceding 
 character, add is, otherwise use the lengthened stroke for tic. 
 Tivity is produced in the former case by halving, and in the 
 latter by the use of the T-tick. 
 
 LESSON XVII. 
 
 128. Ex, Ax. When desirable, imply the syllable e.r or ax, 
 initial or final, by striking a light dash at right angles across the 
 end of the vowel stroke, and imply the same in connection with any 
 other character crossing in place of the dash- ;; (VI, 5). 
 
 129. Ex may be expressed in the middle of a word by the cross- 
 ing of the ends of two strokes (fixture, 6). 
 
 130. Cation, Fication, Plication. AVhen desirable, imply 
 a final cation, fication or [tlirnlioit. by striking a light dash at right 
 angles across the middle of the preceding stroke, and imply the 
 same in connection with any consonant taking the place of the dash. 
 
 131. Aside from e.rccj>t and accept (2), which should be guarded, 
 the cases are very rare in which the reader would experience the 
 least difficulty in determining which of the implied syllables was 
 intended by the writer. Usually only one of them will tit the re- 
 mainder of the word. For example, take r/rnt with the short dash 
 struck across the center of it. " G rat-cation, " means nothing, 
 neither does "grot-plication," but >e grnt-e-flcalian" at first glance- 
 gives satisfaction. (Of course the student understands that he is at 
 liberty to read an e into a word wherever needed as a connective.) 
 
 LESSON XVIII. 
 
 132. All Prefixes and Suffixes not treated in Lessons XV. 
 XVI, and XVII must be written, connectedly, in the briefest man- 
 ner possible by the aid of the E-Rule : " and the Syllable Principle 11 ". 
 Approved forms for many varieties of these are given on the 
 plate, which should be studied, carefully. 
 
COMPENDIUM OF INSTRUCTIONS. 97 
 
 133. Any contracted prefix or suffix as above which does not 
 make an easy joining, may be joined angularly (self-liate, 1 ; 
 for-yire, 2), but in such, be sure neither to detach from the. stroke, 
 nor make a crossing with it. as either would confuse with &>, ing, 
 nre.r. The student is at perfect liberty to spell out these prefixes 
 and suffixes in full when for any reason it would be preferable, 
 which will rarely be the case'-". 
 
 134. Contracted syllables upon the plate are spelled as 
 follows:'- 9 ' 3 *' " 5 - Self nlf, selves #lrs, trans trnn, for or fon fr, 
 ology nlj, magna or magni /////, ish di, ship dtp, ful /f, fully 
 ///, fulness fidn*, ville vl, tial sJd, ness m, nesses nss, less Is, 
 lessness lanx, lessly Isly, some am-, someness sinus, somely 
 xi/tli/, sive .<</, siveness sriis, sively svly, dis ds, indis ndx, 
 inter /<//, thing thn. rality r!yl(yY 4 '\ larity lriil(y), where irlu\ 
 ward icrd, tele tl, gvojo, graphic i/rafl,', graphically (jrnfldif, 
 micro mkr, sco]iic s/Mj>k, sub */>, sup p, cious *//-*. 
 
 13."i. Omissions indicated. In practical stenography, cir- 
 cumstances may sometimes make it necessary either to raise the 
 speed uncommonly high for a moment, or omit something. In such 
 a case, the first part of a word, followed by a light or heavy dot to 
 
 indicate the omission of one or more syllables, respectively, from 
 the remainder, is better than an entire loss of the connection. This 
 pfirih'ne, Itotrcter, fa by no ntcmt* to be atloptnl s u liaMt. 
 
 LESSON XIX. 
 
 136. The facility of the Twentieth Century alpha- 
 bet for entering into all common combinations has already been 
 seen. This lesson presents a large list of the most peculiar and dif- 
 ficult combinations in the language, with a view to familiari/.ing 
 the student with approved forms for expressing them briefly, 
 by the application of the E-Rule. Of course these forms are op- 
 tional, inasmuch as every word could be even more perfectly ex- 
 pressed by the insertion of every unimportant vowel, thus avoiding 
 the joining of consonants to each other, though this would be much 
 less desirable in point of brevity. 
 
 f:3T. In making such combinations as bk, and b<, be sure to 
 
98 THE TWENTIETH CENTURY SHORTHAND. 
 
 make each semi-circle complete, so that the combination may not be 
 mistaken for a half-length F-curve. (Because, begin, etc., 1, 2.) 
 
 138. B joins H with a turn, and Y with an angle. (Behave, 
 beyond, 4.) 
 
 139. Kj and Gj are combinations not readily formed witli their 
 regular movements. It will cause no confusion, however, to allow 
 ./to turn inside A" or O in such groups, inasmuch as Wh could not 
 possibly be pronounced in such a combination. (Leakage, mort- 
 </ar/e, 12 ) 
 
 140. The Final Y-Tick proves a very pliant and useful 
 character. Some of the syllables in which it plays a prominent 
 part, aside from the common y, ry, and ly, are these : ies, ions, 
 (ys, VI, 7), ier, iar, ior, (yr, XIX, 9), iel, ial, iol, (y!, XIX, 9), iery, 
 inry, ury, (yry, XIX, 9), ially, (y>y,} ieu, ian, ion, (yn, XI, 3), lent, 
 (ynt, XIX, 11), ity, (y-t, XIV, 5), iam, (ym, XIX, 12), etc. Be- 
 tween vowel strokes it will often convey the sound of some obscure 
 vowel perfectly, and add greatly to the convenience of outline. 
 For example, -matinee (mat-y-na), antedate (ant-y-date), Santa-Fe 
 (Sant-y-Fa), clarify (dar-y-fi), etc. 
 
 LESSON XX. 
 
 141. Punctuation, and other Marks. 
 
 For a period spell dot,, or use a small x/n.r ; make a dash 
 wavy to distinguish it from a, and make parentheses angular to 
 avoid their confusion with words. With these exceptions, all marks 
 may be made as in long-hand. (See optional forms for interrogation 
 and exclamation.) 
 
 142. Suggest parenthetical words such as laughter, 
 
 applause, etc., by their h'rst consonants with a line whirled 
 around them. 
 
 143. Initials and common abbreviations may be used, 
 when convenient, followed by dots as in long-hand. (Dots allow- 
 ably omitted in reporting.) Instead of using dots, indicate a group 
 of abbreviations by a curved line thrown over them. (Y. M. O. A.. 
 etc., 7.) 
 
LAWYEft 
 - 
 
 COMPENDIUM OF INSTRUCTIONS. 99 
 
 144, As initials, write Ch for C, the S-tick for S, shading 
 sayie for Z, Kn for Q, and a perpendicular cross for X. Or, if 
 preferred, write initials in long-hand. 
 
 14o. The Repeater. To repeat one or more words which 
 have just been written, insert in their stead an equal number of 
 short, horizontal dashes, one above the other ; or, if many words are 
 to be repeated, re-write the first one and the last, with a single re- 
 peater between them. The expression repeated, if not immediately 
 preceding, must be in such proximity, and so related in sense as to 
 be naturally suggested. 
 
 LESSON XXI. 
 
 146. Position of words. This system, for reasons given in 
 the introduction (page 18), so constructs its alphabet and spelling 
 principles as to be entirely independent of the position of words, 
 and is therefore able to turn the element of position to a legitimate 
 use for the implication of the articles and certain preposi- 
 tions which enter most frequently into the construction of phrases, 
 as, for example, the italicized words in the following expressions: 
 
 " The man in the moon," " The word of the Lord, etc. This ren- 
 ders the use of positions, not constant, but occasional, not compul- 
 sory, but optional, and converts a common hindrance into a great 
 convenience. Thus, when the pen is lifted from the preceding 
 word, instead of writing of the, in the, etc., simply locate the 
 following word so as to imply their omission according to rule. 
 
 147. Words expressed by implication. 
 
 ( Omit these words, either with or (a ml impli/ the same by locating 
 ( without <tn. itrtide, { tlie following word thus: 
 
 Over, more, or more-than (a, an, the) Over the preceding word (or mark). 
 
 UndiT, less, or less-than Under " 
 
 A, an, or and (a, an, the) ............ Very near " " (or attached.) . 
 
 Of ................ " ....... Above the line at the usual space. 
 
 To, or the ........ " ........... Through" " " " " " 
 
 For ............. " ........... Under " " " " " " 
 
 At ............... " ........... On the line at double space. 
 
 On, or onto ...... " ...... * - Above " " " " 
 
 In, or into ...... " ........... Through " " " " 
 
 From ........... " ........... Under " " " " 
 
 5 
 
100 THE TWENTIETH CENTURY SHORTHAND. 
 
 148. The above principle will be easily acquired by the aid of 
 the diagram given on the first line of the lesson. The usefulness 
 of the principle is hinted at by the fact that, of the 2<>({ words con- 
 tained in the little speeeli beginning " Mr. Toast master," 79 or nearly 
 30 per cent., may be definitely implied by the same. 
 
 LESSON XXII. 
 
 149. Phrasing, in this system, is done upon general principles. 
 Words contracted by the E-Rule :: - may be joined to each other in 
 phrases, the articles and some of the most frequently used preposi- 
 tions may be expressed by implication 14 "' 14 ~, and spoken language 
 may be followed in the dropping of letters and words which can be 
 spared without injury to the expression 2 ". All these principles have 
 been previously explained and used. 
 
 150. The object of the special lesson upon phrasing is 
 to suggest approved forms, and, by thus illustrating the meth- 
 ods employed, enable the student to construct for himself. Let the 
 writing and reading lesson be studied carefully together, as one ex- 
 plains the other. 
 
 151. In the expressions, yettr-dfter-year, time-after-time (2), the 
 word "after" is suggested pictorially, by simply writing one word 
 " after " the other. This pictorial plan of phrasing is used to con- 
 siderable extent in some shorthand systems. 
 
 152. Notice how natural it is to drop //from hare in it-conld- 
 itot-Jiiifc-been-done (5), Ffrom by in day-by-day (1), and even the entire 
 w y ord have from such an expression as it-might-have-been, etc. (5).'- >: 
 
 153. The Repeater, used in the expression hand-in hand (2), 
 may be used to advantage in such expressions as line upon line, pre- 
 cept upon precept, from ///n//tni/t pc<//,- to mountain /ut/k, etc. 
 
 LESSON XXIII. 
 
 154. Letter-writing need not be taken up at length in this 
 work. The sample letter submitted is intended as a piece of contin- 
 uous writing, containing, in a misceljanous way, the principles of 
 the system in review. It should be practiced as a speed exercise 
 over and over again. 
 
COMPENDIUM OF INSTRUCTIONS. 101 
 
 155. The most approved form for a business letter is that 
 given in the writing lesson, the name and location of the party ad- 
 dressed ordinarily appearing in the place of "To Whom it May 
 Concern." See model letters for practice, pages 114-116. 
 
 156. The beginning of each new paragraph should stand in 
 from the regular marginal line some distance. It ought to be un- 
 necessary to suggest that great care should be taken to spell cor- 
 rectly, to capitalize and punctuate properly, and to make the 
 general appearance of a letter neat. 
 
 157. The general wording 1 of a business letter should be 
 brief and pointed as may be, and yet clear. Simple language is 
 better than a stilted style. Over-politeness may be better than ex- 
 treme bluntness, and yet both should be avoided. Study to put 
 sentences into pleasant shape, even though conveying an unpleasant 
 message like the reminding of a delinquent debtor, or the refusal of 
 a proposition. 
 
 158. The letter on the shorthand plate is written "solid" to save 
 space. In writing letters from dictation it is somewhat better to 
 arrange the matter in regular shape as to its parts, paragraphing, 
 etc., as in long-hand. 
 
 LESSON XXIV. 
 
 159. Court Notes consist chiefly of questions and answers. 
 For convenience of reference, make each question prominent by 
 beginning it close to the left margin, and indenting, or setting in all 
 other lines. Answers may follow questions immediately without 
 dropping onto the next line. 
 
 160. "Q" (ku) and "A" (or Ans.) may mark the beginning of 
 question and answer if preferred, but, with the arrangement sug- 
 gested above, this seems entirely unnecessary. Let the wavy inter- 
 rogation mark stand between the question and its answer, and all is 
 clear (XX, 1). Let examination signify direct examination, and 
 mark cross, etc., as shown (5, 11). 
 
 161. As many of the questions and answers are quite brief, some 
 reporters divide their paper by a line from top to bottom and make 
 two columns of writing on each page. This saves using so many 
 separate sheets, and brings more of a report into view at once for 
 reference. 
 
102 THE TWENTIETH CENTURY SHORTHAND. 
 
 162. In every law case there will occur not only a frequent repe- 
 tition of certain fixed legal expressions, such as "a witness 
 produced, sworn and examined on behalf of the testified as fol- 
 lows," but there will also arise with each separate case certain names 
 of persons, places and things to be repeated over and over again 
 throughout the case. The keen reporter will seize upon these quick- 
 ly, and, after they have been a few times written in full, will after- 
 ward abbreviate them, or even, perhaps, make use of the repeater. 
 (Compare the names in lines 2 and 3 with the same in lines 8 and 9.) 
 
 163. KNOWLEDGE versus SKILL. 
 
 The student who, with careful study, has reached this page, is 
 now in possession of all the knowledge that pertains to the system. 
 There is a difference, however, between knowledge and skill. It is 
 one thing to be thoroughly familiar with the principles of short- 
 hand, and quite another thing to be able to write it rapidly. The 
 former comes from study, the latter from practice. The student 
 who has made himself master of every principle involved in the 
 preceding twenty-four lessons in as many days, may need to spend 
 as much longer, or even more, simply practicing for the acquire- 
 ment of speed. 
 
 This ought not to be surprising. Not only does the hand require 
 practice for skill in execution, but the mind needs practice in dic- 
 tating forms for the hand to execute. There is quite a difference 
 between being able to think out a thing correctl} r , and being so 
 familiar with it that, apparentl}' without any effort at all, it comes 
 to mind in a flash. 
 
 In shorthand, as in long-hand, we come to know familiar words at 
 sight, that is, we are able to see in our minds the entire outline of 
 the word, without thinking of each separate detail of its construc- 
 tion ; and this entire outline is dictated instantly to the hand for 
 execution, and is almost as quickly put upon the paper. The fact 
 is, there are about two hundred words in the English language 
 which constitute fully seventy-rive per cent, of all ordinary writing 
 and speaking. These must be practiced over and over again till, as 
 the common expression is, "they will come without calling." To 
 this task, therefore, let the student earnestly apply himself. 
 
 Of course, a special list of these words might be made, as is some- 
 
COMPENDIUM OF INSTRUCTIONS. 103 
 
 times done, for special practice. But inasmuch as most of. them 
 have already been given, incidentally, in connection with the les- 
 sons, they are not here repeated. Furthermore, it is far better to 
 write words hereafter, not isolated as in the first lessons, but in their 
 proper connection in sentences, so as to accustom the writer to ob- 
 serve their relations to each other and apply all possible principles 
 for phrasing, etc. For this purpose a little miscellaneous matter for 
 practice is appended, which is counted off for convenience in deter- 
 mining speed, and this will be supplemented by other matter selected 
 by the teacher, either from some book of dictation exercises, or from 
 general literature. 
 
 164. THE STUDENT WITHOUT A TEACHER 
 
 will, of course make his own selections, but let him especially re- 
 member to re/id everything he write*. 
 
 Practical shorthand is taken from dictation. It is best, therefore, 
 if possible, for the advanced student to take much from dictation. 
 When this is not possible, however, the next best thing is to dictate 
 (mentally) to himself something which he has committed to memory. 
 
 This relieves the eye from the task of following the copy and 
 really becomes quite like actual dictation. Furthermore, these may 
 be dictated over and over again in this way without wearying the 
 dictator. But some may ask : 
 
 165. "WHAT CAN I DICTATE TO MYSELF?" 
 
 In answer to this we offer the following suggestions, and it would 
 be strange indeed, if any student should fail to find himself pos- 
 sessed of quite a good supply of practical exercises containing just 
 those ordinary words which it is so essential he should practice. 
 
 Declamations, recitations, readings, etc., learned even in 
 early school-days. It is surprising how readily a little effort will 
 bring back to memory many of the "pieces" we used to speak at 
 school, even though not repeated for years. Perhaps snatches of 
 the selections we used to read in concert, or otherwise, so frequently 
 that they became perfectly familiar, will also be recalled. Even 
 the old nursery tales of our childhood contain the same words which 
 we want, but most students will be able to repeat page after page 
 of good speeches or poetry which they have spoken in public. 
 
104 THE TWENTIETH CENTURY SHORTHAND. 
 
 Scripture selections will also be good. Every church-goer or 
 member of the Sunday-school will have at his command more or 
 less scripture which he can give verbatim. The ten command- 
 ments, for example, the Lord's prayer, the first Psalm, the nine- 
 teenth also and the twenty -third Psalm, the fifty-third of Isaiah, the 
 fifth of Matthew, the first of John, the first of Hebrews, parts or 
 all of these and many more may, with perhaps a little reviewing, 
 be serviceable, and to such may also be added the Apostles' Creed. 
 
 Song'S make excellent practice, especially hymns with tunes not 
 too fast for beginners. Everybody knows the words of a large 
 number of songs. Sing the song aloud if nobody will be disturbed 
 by it, and see if your pen can keep pace with the ordinary speed of 
 the tune. Then hasten it, and afterwards seek out songs with 
 faster tunes. Such practice is both profitable and amusing. 
 
THE TWENTIETH CENTURY SHORTHAND. 
 
 Miscellaneous Exercises for Prnetlee. 
 
 COUNTED FOR CONVENIENCE IN ESTIMATING SPEED. 
 
 Title of selection and name of author, when given, are counted. 
 Eaeli separate figure in a number, also each abbreviation or initial 
 is counted as a word because pronounced as such. A compound 
 word, when written with a hyphen, is counted as two words. 
 Small figures give number of words. 
 
 MIXED SENTENCES. 
 
 Be it ever so humble, there's no place like home. You must 
 wake and call me early, call me "early, mother dear ; to-morrow '11 
 be the happiest day in all the glad new year. Then come along, 
 come along, make no delay ; come from every dwelling, come 50 
 from every way. Bring your slates and books along, and don't be 
 a fool ; for Uncle Sam is rich enough to send us all to school. Life 
 is brief. Time is too valuable to be trifled away. God made man, 
 but man makes his own life good or bad 1 " . Let us get the best 
 within our reach. Let us do the best within our power. Most men 
 have minds of their own, but few use them as such. Too many 
 people there are who never think any thoughts of their own. 
 Samples sent to any address on receipt of 150 two-cent stamp. 
 Cast not your pearls before swine, lest they trample them under 
 their feet and turn again and rend you. Prove all things, hold fast 
 that which is good. Business before pleasure ; after labor, rest. 
 What is home without a mother ? Always be a gentleman, wher- 
 ever you are 2 "", and whatever may happen. I am now an old man, 
 but my heart is still young and joyful. Upon her bosom she wore 
 a lovely blossom. We all arrived upon the same train. Shall we 
 
106 THE TWENTIETH CENTURRY SHORTHAND. 
 
 gather at the river ? Let no man think of himself more highly 
 than he ought- 50 to think. O happy day that fixed my choice on 
 Thee, my Savior and my God ! fionor and fame from no condition 
 rise. Act well thy part ; there all the honor lies. " Will you walk 
 into my parlor ? " said the spider to the fly. Why stand ye here all 
 the 300 day idle ? The man in the moon is looking, love. He's wink- 
 ing and blinking ; of what is he thinking ? In the little old log 
 cabin in the lane. How foolish to follow after all the follies of 
 fashion ! Old Mother Hubbard, she went to the cupboard, to get 
 her 350 poor dog a bone. Way down upon the Swanee river, far, far, 
 away. England's sun was slowly setting. Madam, slum me not. 
 My name is Nathan Smith. I am neither imbecile nor insane. I 
 am a home missionary. My mission, however, is simply mercenary. 
 I sell the Singer sewing machine 400 . With your permission, I will 
 show it to you. Mrs. Snider uses my machine. She knows a nice 
 one when she sees it. Now see me sew a seam ! Ah ! madam, 1 "t 
 know I amaze you. It fills my soul with emotion. I offer you this 
 machine, ma'am, for the 460 small sum of eighty -five dollars. We 
 . will rally round the flag, boys, we'll rally once again, shouting the 
 battle cry of freedom. The wild winds of winter went whistling 
 and whirling the white snow past the window. Simple Sam sim- 
 pered and snickered to see the lame negro stumble 600 and tumble 
 plump against the lamp post with a bump. Rory Rumpus rode a 
 raw boned race horse. Did Rory Rumpus ride a raw boned race 
 horse ? If Rory Rumpus rode a raw boned race horse, where's the 
 raw boned race horse Rory Rumpus rode ? Peter Prangle, the 
 prickly 65 " prangly pear picker, picked three pecks of prickly prang- 
 ly pears from the prangly pear trees on the pleasant prairie. Old 
 King Cole was a merry old soul. Round the rough and rugged 
 rocks the ragged rascal ran. Lives of great men all remind us we 
 can make our lives sublime 6 " . What think you of the Twentieth 
 Century Shorthand ? 6U8 
 
 THE BROOK. 
 
 I chatter, chatter as I flow 
 To join the brimming river 
 
 For men may come, and men may go, 
 But I go on forever. 
 
EXERCISES FOR PRACTICE. 107 
 
 I wind about, and in and out, 
 
 "With here a blossom sailing, 
 And heiv and there a lusty trout, 
 
 And here and there a"' grayling. 
 
 I steal by lawns and grassy plots, 
 
 I slide by hazel covers, 
 I move the sweet forget-me-nots 
 
 That grow for happy lovers. 
 
 I slip, I slide, I gloom, I glance, 
 
 Among my skimming swallows; 
 I make the netted sunbeam dance 
 
 Against my shady shallows. 
 
 I murmur under 100 moon and stars, 
 
 In brambly wildernesses ; 
 I linger by my shingly bars ; 
 
 I loiter round my cresses. 
 
 And out again I curve and flow 
 
 To join the brimming river, 
 For men may come, and men may go, 
 
 But I go on forever. 142 
 
 THE TAME CROW. 
 
 Once upon a time there lived a crow. He had been taken from 
 a nest when young, and had been brought up on a farm, so that 
 lie was quite tame. Now this crow was very fond of eggs, and 
 he would sometimes visit the hens' nests, 50 steal their eggs, and fly 
 away with them to the meadow behind the barn, where he would 
 break the eggs and eat them. He found that a good way to break 
 an egg was to take one in his claws, fly up high in the air, and let 
 it fall 100 on the ground He would then fly down and dine on the 
 nice white and yellow egg, as it ran out of the broken shell. Some- 
 times the egg would fall on the grass, or on the soft earth, and 
 would not break. Then he would pick it up again, fly 15 " higher in 
 the air, and let it fall once more. If it did not break then, he would 
 try again in the same way. 
 4* 
 
108 THE TWENTIETH rKNTTRT SHORTHAND. 
 
 One day Mister Crow found ;i nire, shiny, white egg in a nest. 
 and picked it up and flew away to feast upon it. "My'." - 
 Mister Crow, as he flew along. " this is a very heavy egg. Perhaps 
 it has a double yolk. I'll let it fall on the garden walk, where it 
 will be sure to break the tirst time." Then he let it fall, but it did 
 not break. "That is strange'." xiitl- the crow. "I'll try once 
 more." So he did. He flew up higher, and let the egg fall right 
 on some stones. It did not break this time. " The third time never 
 fails." said Mister Crow. "I'll try once more." Again he flew 
 up with the egg and let it :; " fall. It did not break even this time, 
 but just bounced on the stones like a rubber ball. " Xow. this is 
 strange," said the erow. "It is the hardest egg I ever saw. Per- 
 haps it has been boiled four minutes." He flew down and looked 
 at the egg. It did 350 not look like a hard-boiled egg. So he took it 
 up again, and flew as high as the \vooden rooster on top of the barn. 
 " This time it must break." said he. But it only bounced higher 
 than before, and was as whole as ever. "I never saw such** an 
 egg/' said Mister Crow. "I am afraid it is not good. I am very 
 hungry, and this is tiresome work. I'll sit on the top of the barn 
 and rest." 
 
 Just then the dairy -maid came along, and seeing the egg on the 
 path, she picked it up and^" said : " Goodness me \ Here is one of 
 those china nest-eggs out in the garden." *** 
 
 THE ROBIN AND THE RAVEN. 
 
 " Good morning to you," said a little Robin, with a chirp, to a 
 Raven who was croaking in a cross tone about the cold wind. 
 
 "I said good morning to you," repeated the Robin, as the Raven 
 did not reply. 
 
 You seem very merry this 50 morning about nothing," at length 
 said the Raven. 
 
 Why should I not be so ?" replied the Robin. 
 
 "Don't you see those black clouds yonder?" said the Raven. 
 " What do they foretell but snow ? '' and he shivered at the thought 
 of it. 
 
 " Wait till it comes; time enough to be sad 100 then. I shall sing 
 
KXKUC1SKS KOI; I'KACTH'K. 100 
 
 till then at :iny rate; and perhaps then too. for it will not make inc 
 anv colder." cliirpcd the Robin. 
 
 "I dare say you arc fool enough to do so," croaked the l!a\en. 
 But the Robin hopped a \\ a y : perha ps 1 o lind more cheerful com- 
 pany than 1 he 150 Haven's. 
 
 l!\ and h\ the sun shone forth; and as the robin was siiiirinir 
 hlithly on the fanner's fence, the Raven attain came out. not seem 
 inir to lie much livelier for the sunshine. 
 
 "\\Y1I, my friend, and where 's \ our snow V " said the Robin. 
 
 "Nevermind; it will come," replied the- Haven, sulkily. 
 
 "And mean\\ hile you will croak vourself hoarse. For my part. 
 I like to lake the bright side of e\ erythin^, and I seldom fail to 
 lind it." 
 
 Hut, the Raven croaked (n. and the Robin san,L r on ; and it is said 
 that the Haven croaked till lie died, and--' 1 " that the Robin san LJ on 
 his Lira v < . 
 
 THE SPIDER AND THE KING. 
 
 Robert Bruce, one of the Kinirs of Scotland, had a lon.ir war and 
 foiiuht maiiv battles with the Kn.irlish. At that time the people of 
 England and Scotland \\ ere enemies, and did each other all the harm 
 they could. 
 
 Bruce had been defeated in some-'"' battles, and his soldiers were 
 all scattered SO thai he was left quite alone. Edward t he K in- of 
 England, sent men everywhere, all over Scotland, to capture him. 
 
 Bruce was obliged to hide in the forests, in caves amonir the hills 
 and mountains, and' in old, deserted buildings, lie could 1 "" stay in 
 one place only a Short time, for fear that Edward's soldiers would 
 lind him and dra.tr him away to prison. 
 
 One evening lie found shelter in a poor, miserable old cottage. 
 lie was very much discouraged-, and almost ready to u'ive up all 
 hope of rc.ii-ainiiiir his kingdom. 1 -" 1 " or even of saving his life. 
 
 lie threw himself down upon a heap of straw, and lay on his 
 back, with his hands under his head. He v\as unable to sleep, and, 
 in the dim liirht, looked up at the rafters of the hut, covered over 
 with cobwebs. 
 
110 THE TWENTIETH CENTURY SHORTHAND. 
 
 He lay 5 " thus for a long time thinking of his misfortunes, and 
 becoming more and more disheartened. 
 
 At last he chanced to notice a spider, trying to swing itself by a 
 thread from one rafter to another. 
 
 Twelve times the spider made an effort to reach the desired point, 
 and failed every 250 time. After each trial it swung back to the place 
 from which it started. It seemed to make; no progress, and still it 
 kept on trying again and again, in spite of twelve failures. 
 
 Bruce watched as the spider leaped once more toward the rafter. 
 This time the effort was* 10 successful, and the point was reached. 
 
 " The thirteenth time !" said the King, springing to his feet. "I 
 accept this as a lesson not to be 'discouraged under difficulties. I 
 will once more risk my life in the struggle for my beloved country." 
 
 Bruce left the cottage immediately, and soon collected 360 a few of 
 his faithful followers. With the assistance of these he surprised 
 and captured a small castle held by the English. Then more sol- 
 diers gathered about him. 
 
 He went on gaining victory after victory until King Edward's 
 men were all driven out of Scotland, and he was not molested 4 "" 
 by them again during the remainder of his life. 4 "" 
 
 THE ROBIN'S SONG. 
 
 I asked a sweet robin, one morning in May, 
 Who sung in the apple tree over the way, 
 What it was he was singing so sweetly about. 
 For I'd tried a long time and I could not find out. 
 
 Why, I'm sure," he replied, " you can not 50 guess wrong 
 Don't you know I am singing a temperance song ? 
 Teetotal, oh ! that's the first word of my lay ; 
 And then don't you see how I twitter away ? 
 
 'Tis because I have just dipped my beak in the spring, 
 And brushed the fair face of the lake with my 100 wing ; 
 Cold water ! cold water ! yes, that is my song, 
 And I love to keep singing it all the day long ! " m 
 
EXKBOISES FOB PRACTICE. Ill 
 
 Whatever I have tried to do in my life, I have tried with all my 
 heart to do well. What I have devoted myself to, I have devoted 
 myself to completely. Never to put my hand to anything on which 
 I would not throw my whole self, and never to 5 " affect depreciation 
 of my work, whatever it was, I find now to have been my golden 
 rules. CHARLES DICKENS. 69 
 
 Do not let us lie at all. Do not think of one falsity as harmless, 
 and another as slight, and another as unintended. Cast them all 
 aside. They may be light and accidental, but they are ugly soot 
 from the smoke of the pit, for all that ; and it is 50 better that our 
 hearts should be swept clean of them, without one care as to which 
 is largest or blackest. RrsKiN." 
 
 What is it to be a gentleman ? It is to be honest, to be gentle, to 
 be generous, to be brave, to be wise, and, possessing all these qual- 
 ities, to exercise them in the most graceful outward manner. 
 
 TlIACKEKAY. 39 
 
 He who has a thousand friends, 
 
 Has not a friend to spare ; 
 But he who has one enemy, 
 
 \Vill meet him everywhere. 
 
 RALPH WALDO E.\iEKsoN. 25 
 
 Were I so tall to reach the pole, 
 
 Or grasp the ocean in my span, 
 I must be measured by my soul : 
 
 The mind's the standard of the man. 
 
 ANON." 
 
 HOW CYRUS LAID THE CABLE. 
 
 Bold Cyrus Field, he said, said he : 
 I have a pretty notion 
 That I can lay a telegraph 
 Across the Atlantic ocean." 
 
112 THE TWENTIETH CENTURY SHORTHAND. 
 
 Then all the people laughed and said 
 
 They'd like to see him do it; 
 
 He might get half-seas over, 
 
 But he never 5 " could go through it. 
 
 To carry out his foolish plan 
 He never would be able ; 
 He might as well go hang himself 
 With his Atlantic cable. 
 
 But Cyrus was a valiant man, 
 
 A fellow of decision ; 
 
 He heeded not their mocking words, 
 
 Their laughter and derision. 
 
 Twice did his bravest"" 1 efforts fail, 
 And yet his mind was stable ; 
 He wa'n't the man to break his heart 
 Because he broke his cable. 
 
 " Once more, my gallant boys !" lie cried, 
 ' ' Three times ! you know the fable ; " 
 " I'll make it thirty," muttered he, 
 " But that I'll lay this cable !" 
 
 Once more they tried. 160 "Hurrah! hurrah!' 
 What means this great commotion ? 
 The Lord be praised ! the cable is laid 
 Across the Atlantic ocean ! 168 
 
 THE REINDEER. 
 
 This is the most useful animal of the deer kind. From it alone 
 the natives of Lapland supply the most of their wants. It is a 
 native of the icy regions of the north, where the summer is too 
 short for fruits and grain to ripen, and the 60 few vegetables which 
 flourish there are chiefly stunted shrubs, moss, and lichens, upon 
 which the reindeer subsists. 
 
 It supplies the place of the horse in conveying its owner from one 
 
EXERCISES FOR PRACTICE. 113 
 
 portion of the country to another; of the cow, in giving milk; and 
 of the sheep, in'fumishing them with 1 "" very warm clothing 
 
 During the summer, the milk of the reindeer is boiled till it is 
 quite thick, being thus preserved ; and, with the curd, forms their 
 chief provision. During the winter, it is kept frozen in a bag made 
 of the skin of this animal, or in its paunch, 1 "" and is mixed with 
 cranberries, making a wholesome and palatable food. They make 
 very little butter, but considerable cheese When cheese is to be 
 made, the milk is mixed with water, otherwise it would be too 
 rich to curdle, and is thickened with rennet. The curd is then 
 pressed^ into 5 "" cheeses, which are never found to breed mites, like 
 the cheese of other countries, probably because the mite-fly is not to 
 be found in Lapland. 
 
 No part of these animals is destroyed ; their skins are made into 
 shoes, bedding, tent-covers, und dresses; their horns are converted 
 into glue, 250 or various kinds of vessels ; their bones into knives, 
 spoons and needles ; their sinews are dried and divided so as to make 
 the strongest kind of cord and sewing thread ; their blood is pre- 
 served in small casks, to make sauce with the marrow in the spring ; 
 and their tongues, which 300 are considered a great delicacy, are dried 
 and sold in the more southern provinces. * 
 
 The Laplanders travel in a kind of sledge, shaped like a small 
 boat ; and, with the reins fastened to the horns of the deer, they 
 may journey almost any distance. The reindeer can run two hun- 
 dred 35 " miles in a day. 
 
 While the fields are clothed with moss, the Laplander is contented 
 and happy; dressed up warmly in deer-skin clothes, shoes and 
 gloves, he is ignorant of any greater luxury than what his milk 
 and smoke-dried flesh afford him. Hardened to the climate, he 
 sleeps 400 in the midst of ice, and dozes away his time with tobacco, 
 while his faithful dogs supply his place and keep the herd together. 
 
 The deer find their food, though covered with the deepest snows, 
 which they turn up with their noses and feet. They are familiar 
 companions of their 450 owners and their families ; and a man's wealth 
 in Lapland is calculated by the number of reindeer he possesses. 469 
 
114 THE TWENTIETH CENTURY SHORTHAND. 
 
 NEW YORK CITY, May 25th, 1893. 
 DEAK MOTHER: 
 
 I do not regret the step I have taken. I completed my course in 
 shorthand and type-writing in much less time than I expected, and 
 this place seemed waiting for me when I was ready for it. 50 
 
 I like my position very much, and one great satisfaction about it 
 is the feeling that I am not only self-supporting, but really earning 
 something besides. I am the only lady in the office, but the gentle- 
 men are all very courteous to me, and as my time is pretty"" 1 well 
 occupied while at the office, I do not get lonely. 
 
 You can hardly conceive of the amount of mail received by a large 
 house like this. There is some difference between getting three or 
 four letters per week, and having from twenty to eighty or a hun- 
 dred to reply 15 " to every day. You can easily see that a man whose 
 business calls for such an amount of mail, must, of course, have a 
 great deal else to attend to besides his own letter-writing. 
 
 Mr. Smith comes in in the morning, seats himself to a great batch 
 of mail,' 2 "" and begins to open and read as fast as lie can, dictating 
 his reply to each one as soon as it is read, before laying it down. 
 
 Thus, in from half an hour to an hour or so, his part of the work 
 is done, and he is away attending 250 to other matters, while I pro- 
 ceed to run off the letters on the type-writer and get them into the 
 mail. 
 
 Every afternoon I get a little leisure in which I can go out and 
 get the air. It is only a few r blocks just a nice walk to the""' 
 park, where there is many a shady nook in which one may inhale 
 fresh air and read a book without molestation. 
 
 Maude Gifford, a class-mate, has a place in a law office near me, 
 and we are together quite often. So you see, I am pleasantly loca- 
 ted, and really 35 " enjoying life well. 
 
 Hoping that it is well with you all at home, I remain 
 Your loving daughter, 
 
 MART.** 
 
EXERCISES FOR PRACTICE. 115 
 
 BOSTON, MASS., Feb. 15th, 1893. 
 O. K. fc Co." 
 
 Care Tribune, N. Y. 
 
 Gentlemen: In the Tribune of this date I notice your advertise- 
 ment for a book-keeper and cashier for a retail dry-goods house, and 
 I desire to be considered an applicant* for the place. 
 
 I am now occupying a similar position with Messrs. Brown A: 
 Joice of this city, to whom I have the pleasure of referring you. 
 
 I am twenty years of age and single : have held my present posi- 
 tion ever since my graduation from the Packard Business College. 
 in 1 "" 1890, and my present reason for desiring a change of location 
 is that my family have removed to New York. 
 My father can be seen at No. 404 Broadway. 
 Hoping for a favorable consideration, I am 
 Yours very respectfully, 
 
 FRED W. HARMON. 14: 
 
 RANDOLPH, N. Y., April 3rd, 1893 
 Mis. J. L. SLATER, 
 
 Buffalo, N. Y. 
 
 ])i <ir Sir : This will introduce to you Mr. J. E. Hazard of this 
 place, who visits Buffalo in the interests of the Elko Mining, Mill- 
 ing and Manufacturing Co. 
 
 He is a gentleman upon whose-'"' statements you can rely ; and 
 any courtesy you may show him will be duly appreciated, and con- 
 sidered the same as a personal favor to me. 
 Yours sincerely, 
 
 PAT MOORE. 
 
 HARTFORD, CONN,, Nov. 10th, 1893. 
 MESSRS. PLIMPTON fc SON. 
 
 Portland, Me. 
 
 Gentlemen: Your favor of the 6th iust. is received, in accordance 
 with which we have shipped you to-day as per inclosed bill of lad- 
 ing, 200 barrels of apples (greenings), and 100 5 " dozen eggs. 
 
116 THE TWENTIETH CENTUKY SHORTHAND. 
 
 Plca.se advise us upon receipt of same, and hold proceeds of sales 
 subject to our order. 
 
 Yours truly, 
 
 LAM PER & KlNGSLEY. 74 
 
 ST. Louis, Mo., July 24th, 1893. 
 MK. D. E. LINOJ-ENT, 
 Dubuque, Iowa. 
 
 Dmr Sir: AVe enclose an itemized statement of your account 
 showing a balance of $125.43 which is now considerably over-due. 
 A prompt settlement would greatly oblige us. 
 Hoping for 5 " an early remittance, and your future patronage, I 
 remain, 
 
 Yours respectfully, 
 
 I. N. NEED. M 
 
 THE ZIGZAG CLUB ON THE ATLANTIC. 
 
 MY DEAR PARENTS : 
 
 If I can only get safely back to Boston, I will never start on a 
 voyage again. 
 
 I knew it would be so. I have been sea-sick. 
 
 The first night and day we had very pleasant weather and a 
 light 50 sea. On the evening of the second day, I was on deck with 
 the boys. All at once the boat gave a great lurch. Then another. 
 Then another. 
 
 " We are getting into rough water," said Master Lewis. 
 
 Wyllys Wynn, who is a poet, was repeating some beautiful 
 rhymes, when suddenly 1 "" he grew white in the face, and said, 
 "And so it goes on for several lines." He meant the poetry. 
 Then he began to wander to and fro in search of the cabin and 
 his state-room. 
 
 Frank Gray began to tell a story, but stopped short, and said, 
 "The 15 rest is like unto that!" He meant the rest of the story. 
 Then he went to the cabin " making very crooked steerage," as one 
 of the deck-hands said. 
 
EXERCISES FOB PRACTICE. 117 
 
 Ernest Wyim followed him in the same strange gait. 
 
 "The Zigzag Club," said the deck-hand, lie was a very sar- 
 castic'-"" man. 
 
 The ship gave another dreadful lurch, and I began to feel very 
 strange. I went to my state-room. I felt worse on the way. The 
 ship seemed to have lost all her steadiness. 
 
 I cannot describe the night which followed. The ship creaked, 
 and seemed just about'-' 5 " to roll over after every lurch. Some- 
 times she went up. I was so di/'/y, it seemed to me she went 
 up almost to the moon. Then she came down. She always came 
 down. It seemed to me she must be going down to the bottom of 
 the sea. 
 
 A dreadful""" day followed. I did not leave my room. I wished 
 I had never left home. I felt like the Frenchman who said, "I 
 would kees ze land, if I could only see any land to kees." 
 
 The next day I felt better, only there was a light feeling in my 350 
 head. I went up on deck. The sun was shining. The wind blew, 
 but the air was very refreshing. 
 
 This is the fourth day out. I have been able to eat to-day I am 
 feeling very hungry. 
 
 I find that all the boys have been obliged to keep their 4 "" rooms 
 except George Howe, who is in the steerage. 
 
 How fearful I am we shall have another night like that! How 
 glad I shall be to see land again 1 The land is the place after all. 
 I wish I were sure we would have good weather, when we return. 
 
 Your 450 thoughtful son, 
 
 THOMAS ToBY. 454 
 
 LOVE. 
 
 Though I speak with the tongues of men and of angels, and have 
 not Love, I am become as sounding brass, or a tinkling cymbal. 
 And though I have the gift of prophecy, and understand all mys- 
 teries, and all knowledge ; and though I have all faith, so that I 50 
 could remove mountains, and have not Love, I am nothing. < And 
 though I bestow all my goods to feed the poor, and though I give 
 my body to be burned, and have not Love, it profiteth me nothing. 
 
118 THE TWENTIETH CENTURY SHORTHAND. 
 
 Love suffereth long, und is kind ; Love envieth not ; Love vaunt- 
 eth not" 1 " itself, is not puffed up, doth not behave itself unseemly, 
 seeketh not her own, is not easily provoked, thinkcth no evil; 
 rejoiceth not in iniquity, but rejoiceth in the truth ; beareth all 
 things, belie veth all things, hopeth all things, endureth all things. 
 
 Love never faileth ; but whether there be prophecies, 150 they shall 
 fail ; whether there be tongues, they shall cease ; whether there be 
 knowledge, it shall vanish away. For we know in part ; and we 
 prophesy in part. But when that which is perfect is come, then 
 that which is in part shall be done away. 
 
 When I was a' 2 "" child, I spake as a child, I understood as a child, 
 I thought as a child ; but when I became a man, I put away child- 
 ish things. For now' we see through a glass, darkly ; but then face 
 to face ; now I know in part ; but then shall I know* 5 " even as also 
 i am known. 
 
 And now abideth faith, hope, Love, these three ; but the greatest 
 of these is Love. BIBLE. ' J 
 
 MORAL EFFECT OF WORSHIP. 
 
 Man, by worshiping, becomes assimilated to the moral character 
 of the object which he worships. This is an invariable principle, 
 operating with the certainty of cause and effect. The worshiper 
 looks upon the character of the object which he worships as the 
 standard of perfection. He 6 " therefore condemns everything in 
 himself which is unlike, and approves of everything which is like 
 that character. The tendency of this is to lead him to abandon 
 everything in himself, and in his course of life, which is condemned 
 by the character and precepts of his god, and to conform 1 "" himself 
 to that standard which is approved by the same criterion. The 
 worshiper desires the favor of the object worshiped, and this, rea- 
 son dictates, can be obtained only by conformity to the will and the 
 character of that object. To become assimilated to the image of 
 the object worshiped must 15 " be the end of desire with the wor- 
 shiper. His aspirations, therefore, every time he worships do, from 
 the nature of the case, assimilate his character more and more to 
 the model of the object that receives his homage. 
 
EXERCISES FOR PRACTICE. 11!) 
 
 To this fact the whole history of the idolatrous world hears testi- 
 monj". 2 "" Without an exception, the character of every nation and 
 tribe of the human family has been formed and modified, in a great 
 decree, by the character attributed to their gods. 
 
 JAMES B. WAI.KKK, D. D. 230 
 
 RIP VAN WINKLE. 
 
 Rip Van Winkle, however, was one of those happy mortals, of 
 foolish, well-oiled dispositions, who take the world easy, eat white 
 bread or brown, whichever can be got with least thought or trouble, 
 and would rather starve on a penny than work for a pound. If 50 
 left to himself, he would have whistled life away in perfect con- 
 tentment ; but his wife kept dinning in his ears about his idle- 
 ness, his carelessness, and the ruin he was bringing on his family. 
 Morning, noon and night, her tongue was incessantly going, and 
 everything he said or did was 1 "" sure to produce a torrent of house- 
 hold eloquence. Rip had but one way of replying to all lectures 
 of the kind, and that, by frequent use, had grown into a habit. He 
 shrugged his shoulders, shook his head, cast up his eyes, but said 
 nothing. This, however, always provoked a lb " fresh volley from 
 his wife ; so that he was fain to draw off his forces, and take to the 
 outside of the house the only side which, in truth, belongs to a 
 hen-pecked husband. 
 
 Rip's sole domestic adherent was his dog Wolf, who was as much 
 hen-pecked as'-'"" his master ; for Dame Van Winkle regarded them 
 as companions in idleness, and even looked upon W r olf with an evil 
 eye, as the cause of his master's going so often astray. True it is, 
 in all points of spirit befitting an honorable dog, he was as courage- 
 ous an animal as'-' r "' ever scoured the woods ; but what courage can 
 withstand the ever-enduring and all-besetting terrors of a woman's 
 tongue '? The moment Wolf entered the house his crest fell, his 
 tail drooped to the ground or curled between his legs, he sneaked 
 about with a gallows air, casting many a 300 side-long glance at Dame 
 Van Winkle, and at the least nourish of a broom stick or ladle he 
 would fly to the door with yelping precipitation. 
 
 WASHINGTON IitviNO. 389 
 
120 THE TWENTIETH CENTURY SHORTHAND. 
 
 GARFIELD AT CHAUTAUQUA. 
 
 Fellow Citizens: You have done so much for me since I arrived 
 on this shore that I am quite unable to tell what sort of a man I am 
 this morning. I had never been here. I really did not know what 
 you meant here, and F" went around to Dr. Vincent last night and 
 asked him rather bluntly to sit down and tell me what lie means, 
 what Ohantauqua means, what your work here means, and he filled 
 me so full of your idea that I have not yet assimilated it so as to lie 
 quite 1 "" sure what manner of man I am since I got hold it. 
 
 But this I say you are struggling with one of the two great 
 problems of civilization. The first one is a very old struggle, it is : 
 "How shall we get any leisure ?" ^That is the problem of 15 " every 
 hammer-stroke, of every blow that labor has struck since the found- 
 ation of the world. (Applause.) The fight for bread is the great 
 first primal fight, and it is so absorbing a struggle that, until one 
 conquers it somewhat, he can have no leisure whatever. 
 
 So that we may-"" divide the whole struggle of the human race 
 into two chapters : first, the fight to get leisure ; and then comes 
 the second fight of civilization ; "What shall we do with our leisure 
 when we get it ?" And I take it that Chautauqua has assailed this 
 second problem. 
 
 Now leisure is 550 a dreadfully bad thing unless it is well used. A 
 man with a fortune ready-made, and with leisure on his hands, is 
 likely to get sick of the world, sick of himself, tired of life, and 
 become a useless, wasted man. 
 
 What shall you do with your leisure ? I 300 understand that Chau- 
 tauqua is trying to answer that question, and to open out fields of 
 thought, to open out energies, a largeness of mind, a culture in the 
 better sense, "with the varnish scratched off," as Brother Kirk wood 
 says. We are getting over the business of varnishing our native 
 woods 350 and painting them. We are getting down to the real grain, 
 and finding whatever is best in it, and truest in it ; and if Chautau- 
 qua is helping to garnish our people with the native stuff that is in 
 them, rather than with the paint and varnish and gew-gaws of 4 "" 
 culture, they are doing well. (Applause.) 
 
 Now, therefore, Chautauqua has filled me with thought ; and in 
 addition to that, you have filled me with gratitude for your kind- 
 
EXERCISES FOR PRACTICE. 121 
 
 ness, gratitude for this great spontaneous greeting in the early 
 morning earlier than men of leisure usually get up. (Applause 
 and laughter.) Some of 450 these gentlemen of the press around me 
 , look distressed at this early rising, for this early meeting that you 
 have gotten up. (Applause and laughter.) But, nevertheless, this 
 greeting on the slope towards the sun is very precious to me, and I 
 thank you for it all. 
 
 You are an 501 ' audience of mixed citizens here, and I will not 
 offend the proprieties of the occasion by discussing any controverted 
 questions, or entering upon any political discussion. I look into 
 the faces of men of all shades of opinion, but above our opinions, I 
 hope, and below our opinions, I believe, 5 *" deeper down than our 
 party affiliations, I trust, is to be found in all this audience that 
 love of our beneficent institutions which makes it possible for labor. 
 and free labor, to earn leisure, and then for our free institutions 
 to make our leisure worth something when we have it.' ; "" (Ap- 
 plause.) 601 
 
ALPHABETIC INDEX. 
 
 A, an, and 70,99 
 
 Abbreviations, Inititials, etc 68, 98, 99 
 
 Advertisements 130,131 
 
 Alphabet ' 28, 80 
 
 Amanuensis 78 
 
 Angular Joinings 32, 44, 84, 89 
 
 Approved Forms 64, 66, 96, 97 
 
 Arbitrary Schemes 19 
 
 Articles by Implication 70, 99 
 
 At .. 48, 70, 99 
 
 Ax, (ace, acs, acks) 40, 62, 96 
 
 B 32, 84 
 
 Basis of System 4, 10, 23 
 
 Been : 50, 92 
 
 BhandBy. 66,98 
 
 Bk and Bg . . 66, 97 
 
 Brevity, how secured 11, 23 
 
 Brook, The 106 
 
 C 80, 99 
 
 Can 50, 92 
 
 Can not vs. Can't 48, 92 
 
 Cardinals 56,94 
 
 Cation, final 62, 96 
 
 Ch 34, 85, 99 
 
 Chart for Reference 28 
 
 Circles, " Curved " 50, 92 
 
 " Inside of Hooks 36, 86 
 
 " Joined Angularly 44, 89 
 
 " Not Lengthened 93 
 
 Combining Powers 24, 90, 97 
 
 Common Errors in Modern Systems 17-23 
 
ALPHABETIC INDEX. 123 
 
 Common Phrases 72, 100 
 
 t'on. Com, Cog, and Coun 58, 95 
 
 Consonant between two Vowels 85 
 
 ( 'onsonant Powers 24, 38-55, 79, 86-94 
 
 Consonants 79, 84 
 
 Attached to each other 92 
 
 Curved 50, 92 
 
 Inside of Curves 44, 89 
 
 Lengthened 52, 93 
 
 Shaded 40, 87 
 
 Construction, Complexity of 17 
 
 of Modern Systems Compared 10, 11 
 
 Contents, Table of 6 
 
 Contractions 85, 97 
 
 Correlative Pairs 79, 84 
 
 Could, tiual 52, 93 
 
 Counting Words 105 
 
 Court Notes 76, 101 
 
 Curved Joinings ... ... 84, 86 
 
 Curving Power ... 42, 50, 88, 92 
 
 D 48, 52, 91, 93 
 
 De, Di, initial 52, 93 
 
 Ded or Did, final 54, 93 
 
 Definitions 78 
 
 Dictation 29, 103 
 
 Diphthong Stroke 83 
 
 Direction of Vowel Strokes 83 
 
 Direct Movement 28, 79, 84 
 
 Done 50,92 
 
 Doubly Lengthened Consonants 52, 54, 93 
 
 Ease of Acquirement 4, 9, 75 
 
 " " Execution 9,16 
 
 Ed, final 52, 93 
 
 Ellipses 42, 54, 89, 94 
 
 Empowered Consonants 86 
 
 Errors Avoided 17-23 
 
 G 
 
134 THE TWENTIETH CENTURY SHORTHAND. 
 
 E Rule 82 
 
 Ex (eec, ecs, ecks) 40, 62, 96 
 
 Exercises for Practice 105-1 21 
 
 F 42, 44, 88, 89 
 
 Fication, final 62, 96 
 
 Figures 56, 94, 105 
 
 For 42, 64, 70, 97, 99 
 
 From 44, 70, 99 
 
 G 32, 81, 84 
 
 Giii-field at Chautauqua 120 
 
 Groups Rare and Peculiar 66, 97 
 
 Groups with N or M 50. 92 
 
 " R, L, W, and J 36, 86 
 
 " S, Z, and Sh 40. s? 
 
 " T, D, and Th 52, 93 
 
 II 34, 85, 100 
 
 Have 42, 50, 81, 100 
 
 II, final 34, 86 
 
 How Cyrus Laid the Cable ^ 111 
 
 Ideal System, Characteristics of s 
 
 Ion, lent, final 52. 66, 93, OS 
 
 les, Ions, final 40. s*. !)s 
 
 1 111 plication, Laws of 95, 99 
 
 Infinitives 52, 93 
 
 Ing, final 50, 60, 92. 95 
 
 Initials, Abbreviations, etc (is. 9s 
 
 In, Into 92, !)9 
 
 In, im, en, em, un, um, initial 50. 92 
 
 Instructions, Compendium of . . . 7S-104 
 
 To the Student without a Teacher 29, 103 
 
 Introduction 8-26 
 
 Irregular Order of Expression 18 
 
 Is, as, us 3S, 4S 
 
 Ish, final 3S, s: 
 
 Ism, final 46.91 
 
ALPHABETIC INDEX. 125 
 
 J 34, 36, 81, 85 
 
 Jk 66 
 
 Joinings, Curved and Angular 32, 44, 84, 86, 89 
 
 K 3>,84 
 
 Kj and Gj 66, 98 
 
 Knowledge vs. Skill 102 
 
 Kw (q) 36, 81, 99, 101 
 
 L 22, 30, 36, 86 
 
 Law Reporting 76, 101 
 
 Laws of Implication 58-62, 70, 95, 99 
 
 Legal Expressions, Treatment of ... 102 
 
 Legibility 9, 16, 19 
 
 Lengthening Power . . 48, 53, 91, 93 
 
 Ler 34, 85 
 
 Lesson, Method of Study 29 
 
 Letter Writing 74,100,114-116 
 
 Longest Signs for Most Frequent Sounds 22 
 
 Loops Inside Hooks 36, 86 
 
 Love 117 
 
 M 42, 44, 50, 88, 89, 92 
 
 Marks, Punctuation, etc 68, 98 
 
 Material 29 
 
 Method of Study 29 
 
 .Miscellaneous Prefixes and Suffixes 64, 96 
 
 Misses and Mrs ....*. 46 
 
 Mixed Sentences 105 
 
 Model Letters 74, 114-116 
 
 Modern Systems Compared 10-15 
 
 Modifying Powers 24, 86-94 
 
 Movement, Direct and Reverse 28, 79, 84 
 
 Mp and Mb 44, 88 
 
 Multiplicity of Signs 21 
 
 N 42, 44, 50, 88, 89, 92 
 
 Ness, final 64, 97 
 
126 THE TWENTIETH CENTURY SHORTHAND. 
 
 Nk and Ng 42, 88 
 
 Numerals 56, 94 
 
 Of 42, 70, 99 
 
 Omission of the Unimportant 81 
 
 Omission or Uncertainty of Vowels 19 
 
 Omission Indicated 64, 97 
 
 On, or onto 48, 92, 99 
 
 Order of Expression, Irregular ........ 18 
 
 Order of Expression, Regular . . 9, 82 
 
 Order of Powers , 47, 90, 93 
 
 Ordinals 56, 94 
 
 Over (more, more-than) 70, 99 
 
 P. 32,84 
 
 Pairs of Similar Consonants 79, 84 
 
 Parenthetical Words 68, 98 
 
 Peculiar Consonant Groups 66, 97 
 
 Phonetic Spelling 80 
 
 Phrases, Common 72, 100 
 
 Plication, final 62, 96 
 
 Position, at Desk, and of Pen 29 
 
 Positions, Erroneous Use of 18 
 
 Legitimate Use of 70, 99 
 
 Power, Curving 42-46, 50, 88, 92 
 
 " Shading 38-40,46,87,91 
 
 " Shortening and Lengthening 48, 52, 56, 91, 93, 94 
 
 Powers, Of the Alphabet 24. 79, 90. 97' 
 
 Relative Order of 47, 90. '.t:J 
 
 Practice 102 
 
 " Exercises for 105-121 
 
 Preface 3 
 
 Prefixes . . 58, 62, 64, 92, 95, 96 
 
 Preliminary Suggestions 29 
 
 Prepositions by Implication 70, 99 
 
 Punctuation and Other Marks 68, 98 
 
 Q, as an Initial ...... 99 
 
 Q(kw). 36, 81, 101 
 
ALPHABETIC INDEX. 127 
 
 R 22, 30, 36, 86 
 
 Rapidity 8, 29, 78, 102 
 
 Rare Consonant Groups 66, 97 
 
 Reading 29, 103 
 
 Reference Chart 28 
 
 Reindeer, The 112 
 
 Rel 34, 85 
 
 Repeater 68, 99 
 
 Reporting, Law 76, 101 
 
 Reverse Movement 28, 79, 84 
 
 Review of Consonant Powers 54 
 
 Rip Van Winkle 119 
 
 Robin and Raven, The 108 
 
 Robin's Song, The 110 
 
 8 38, 40, 46, 68, 87, 88, 91, 99 
 
 Schemes, Arbitrary 19 
 
 Selections Ill 
 
 Self-Dictation 103 
 
 Ses (ces, etc.), final 40, 88 
 
 Sh .' 38, 40, 46, 87, 88, 91 
 
 Shading Consonants 40, 87 
 
 Vowels 38, 46, 87, 91 
 
 Ship, final 42, 89, 97 
 
 Sim (tiou, cian, etc.) 46, 54, 91, 94 
 
 Shortening Power 48, 91 
 
 Shorthand Systems Compared 10-15 
 
 Signs, Longest for Most Frequent Sounds 22 
 
 Multiplicity of 21 
 
 Simplicity 4, 9, 75 
 
 Sive, final 46, 91 
 
 Slants of Vowels 82, 83 
 
 Songs for Practice 104 
 
 Sounds of Vowels 83 
 
 Speed 8, 29, 78, 102 
 
 Spelling of Modern Systems Compared 14, 15 
 
 Spelling, Phonetic 80 
 
 Spider and King, The 109 
 
 6* 
 
128 THE TWENTIETH CENTURY SHORTHAND. 
 
 St 48, 50, 52, 91 
 
 Stenographer 78 
 
 Student Without a Teacher . 29, 103 
 
 Suffixes 60-64, ( .r> -97 
 
 Suggestions, Preliminary '-29 
 
 Syllables by Implication 58-62, 95, 96 
 
 Syllable Principle 56,94 
 
 System the World Demands 25 
 
 T ...48,52,91,93 
 
 Tame Crow, The 107 
 
 Ted and Ded, final 54, 93 
 
 Testimony, Law 76, 101 
 
 Tli 48, 52, 91, 93 
 
 Than 50, 92 
 
 Ticks 85, 86, 91, 93. 98 
 
 Tion (Cian, etc.) 46, 54, 91, 94 
 
 Tivc (Tiff, etc.) .. 60,95 
 
 To and The is, TO, 92, 99 
 
 Toast 70 
 
 U, Direction of 83 
 
 U, Shading 87 
 
 Under (Less, Less-than) 70, 99 
 
 Unempowered Consonants 87 
 
 Unimportant, Omission of 81 
 
 Un, Urn, En, Em, In, I in 50, ( .)2 
 
 V 42, 44, 88, 89 
 
 Vowel Governing Medial Consonant s."> 
 
 Vowels 30, 79, S2. 83 
 
 " Choice of 81, 82 
 
 " Curved 42, 44, 88-90 
 
 " Curved and Shaded 46, 90 
 
 " Omission or Uncertainty of 19 
 
 " Shaded 38, 46, 87, 91 
 
 " Shortened and Lengthened 48, 91 
 
 " Sounds of . 83 
 
ALPHABETIC INDEX. 129 
 
 W 34, 36, 85, 86 
 
 ^"li 34,85 
 
 Wich, AVhich 34, 48, 74, 85 
 
 "Words by Implication 70, 99 
 
 " Counting Xumber of 105 
 
 "Word-signs. Use of . . 3, 20, 75 
 
 AVorship. Moral Effect of 118 
 
 Writing, Order of 9, 18, 82 
 
 " of Modern Systems Compared 12, 13 
 
 X, as an Initial 99 
 
 X (ks) 40, 62, 80, 81, 96 
 
 Y 34.85,86 
 
 " Curved and Lengthened. 50, 93, 98 
 
 "Final 36,86,98 
 
 " Shaded 40, 88 
 
 Z 38, 40, 46, 87, 88, 91 
 
 Z, as an Initial 99 
 
 Zigzag Club on the Atlantic. 116 
 
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