THE LIBRARY
OF
THE UNIVERSITY
OF CALIFORNIA
LOS ANGELES
PITMANIC
SHORTHAND
INSTRUCTOR
BY
CHARLES T. PLATT
NEW YORK CINCINNATI CHICAGO
AMERICAN BOOK COMPANY
COPYRIGHT 1902
BY
AMERICAN BOOK COMPANY.
w. p. 4
CONTENTS.
CHAPTER PAGE
I. Phonetic Introduction 1
II. General plan of phonographic representation 9
in. Consonants stem signs and their combinations into 'word-
outlines ; scientific guide to angular and non-angular
joining of stems ; evolution of derivatives from primitive
forms ; how to study 11
IV. Vowels vowel influence on consonant-stem position with
reference to line ; rational treatment of sounds provided
with various expressions 1, r, sh, the aspirate, and mp
ormb; sentences for practise . . . 27
v. Introductory list of word-signs ; occasion for them and plan
of construction; evolution of derivatives 56
VI. Phrasing; compound words; prefixes and suffixes; sentence
practise 03
VII. The rationale of stem-modification ; introduction to the plan
of the remaining chapters 74
vm. Circles and loops for S, Z, ses, st, and str; mission of the
"ed"-tick and N-curl; sentences and letters for practise 76
ix. Coalescent W and Y sounds represented by semicircles; sen-
tences and letters for practise 101
x. Halving of strokes to add T or D sounds ; guide to expres-
sion of the "ed" and "est" syllables; tabular presen-
tation of the halving principle ; sentence and letter prac-
tise 118
xi. Initial hooks for coalescing L and R ; contrasting and com-
parative table of L and R-hook signs; scientific guide to
the use of the various expression of L and R ; intervocal-
ization ; sentence and letter practise 144
XII. Lengthening of curved stems to add " tr," " thr," and "pr"
syllables ; special utility of lengthening for phrasing pur-
poses ; sentence and letter practise 174
iii
448442
CONTENTS.
CHAPTER PAGE
xill. Final hooks (small) for F, V, and N ; special utility of final
hooks for the writing of phrases and compound words;
sentence and letter practise 187
XIV. Final hooks (large) for "shon" syllables; representation of
"eshn" syllables, when following a circle or small final
hook, by a small curl ; importance of preserving analogy
between primitive and derivative outlines emphasized ;
sentence practise 214
xv. Resume of the fundamental points a generalization ; con-
flicting words, how distinguished ; treatment of positive
and negative words ; method of writing days of week,
months, periods of time, points of compass, numerals
and fractions ; outlines of States, cities, and countries . 229
xvi. List of common word signs, alphabetically arranged ; com-
prehensive table of tick, circle, and semicircle phrases . 247
xvil. Miscellaneous phrases; sentence exercises illustrating the
various expressions of L and R, and the aspirate . . . 253
.tvin. General review of principles preparatory to beginning mis-
- cellaneous dictation 268
XIX. Selections (keyed) for miscellaneous practise 275
IV
INTRODUCTION.
1. This book is an instructor in Pitmanic Phonography. That is,
it does not present merely a skeleton of shorthand and depend upon
a supplementary magazine to furnish the necessary explanations ;
such a plan would give a captivating appearance of simplicity, but to
that extent lessen the book's honest value to both learner and teacher.
Its bulk is due partly to the abundance of systematic practice matter,
and partly to the fact that it stands proxy for the teacher and furnishes
the many explanations which consume his time and sap his energy.
The book is so prepared that almost any violation of principle may be
referred to an explanatory paragraph covering it. The teacher is thus
enabled to devote his attention to solving those difficulties which vary
with the personality of the individual and which cannot be easily
forecast by an author.
2. Sentences are introduced in the Vowel lesson, and letters in the
Circle and Loop lesson thus early imparting a practical flavor calcu-
lated to arouse and maintain the interest of the learner.
3. Each lesson contains sufficient keyed matter to thoroughly illus-
trate the subject, and at the same time enough unkeyed exercises to
furnish the teacher a test of the learner's fitness to proceed to the next
stage. (For working plan, see page 1-par. 3; and pages 14, 21,
53-par. 103, and 74-pars. 1 to 8 .)
4. At the end of the book is presented a review in the shape of an
index and practise-words, which serves as a comprehensive test of the
learner's knowledge of the principles and his fitness to begin miscel-
laneous dictation.
5. One plan of teaching shorthand is to rush the pupils through
the principles (it can be done in less than two weeks), and then build
the reporting ideas upon this foundation. Another way is to allow the
student to thoroughly "soak" in the principles (say, for a couple of
months) before beginning to erect the reporting superstructure. The
author has tried both methods during the past fifteen years, and his
verdict is emphatically in favor of the latter plan ; the student reaches
the goal of proficiency quicker this way than by any other. This
book conforms to the latter method.
6. As to the merits of Pitmanic Shorthand, no argument is needed
here. That it is inherently adapted to meet all the needs of verbatim
reporting is being constantly demonstrated in the business house,
in the courts, in the legislatures, and in congress. And it has for its
'exponents some of the most brilliant reporters in the world, such as
David Wolfe Brown, Fred. Ireland, Isaac Dement, etc. In comparing
systems, their practical value is the main point rather than any small
difference of time during the learning stage. (See " My Kindergarten,"
on page 275.)
7. As to the " style " of the Pitmanic Shorthand presented in this
book, there are but few important variations from orthodox Benn Pit-
man forms, and these result mainly from the effort to remove shorthand
from the realm of the purely mechanical and to elevate it to the plane
of a science. The spoken syllable is the basis of phonographic repre-
sentation, and scientific shorthand makes its material conform to this
idea as far as rationally possible. Having established a relationship
between the spoken syllable and the shorthand equivalent, the learner
is then prepared to write almost any word a long word, as a rule,
being merely a combination of syllables. This, with some slight quali-
fications, is the scientific plan it matters not whether you call it the
" syllable method," the " word method," or what not. If strict
adherence to rule (which stamps it as a science) occasionally imposes
a manual check, it on the other hand gives mental impetus and a
general averaging will show not only no loss of speed but also a great
gain in legibility and quickness of learning.
8. (a) Catering to this syllabic representation results in any unus-
ually strict application of the rules governing the writing of R, L, and
SH, which are formulated as follows :
vi
() Write downward when immediately following an initial vowel
(as in " ark," " elm," etc.), or when the last stem-consonant and not fol-
lowed by a vowel sound (as in " pile," " piles," " piled " ; " pair,"
" pairs," " paired," etc.).
(c) Write upward when the first sound in a word (as in " rake,"
" lame," etc.), or when the last stem-consonant and followed by a vowel
sound (as in " pillow," " pillows," " pallets ;" " tarry," " tarries,"
" turrets," etc.).
9. Rules apply to primitives (roots), and derivative sounds are
built upon the primative forms in constructing derivatives.
10. Utility of the N-curl. Un being a left motion (involute) curve,
it joins awkwardly with right-motion (evolute) circles in writing such
words as " arson," and the temptation is to write the unsyllabic Ru in
order to secure the facility of movement conferred by the left-motion
circle. To meet such difficulties, and avoid departures from the syllabic
idea, the use of the N-curl is applied to the termination of outlines
(following circles, as in " arson," " mason," " frozen," etc.). The same
restriction is placed upon its use at the end as at the beginning of forms
(as in " enslave," " unseemly," " unsurmised "). viz. : the curl is used
only in connection with right circles, never in connection with left
circles. This restriction makes it a benefit, without tincture of danger.
It would not be used in "insight," "unsafe," " fas(t)en, "reason,"
" dozen,"
11. (a) Utility of the " Ed " Tick. The ordinary treatment of the
" ed " syllable (as in writing " treat-ed," " sort-ed," " slight-ed," etc.),
either necessitates a distortion of the primitive form or a separation of
the Du-stem. The Ed-tick is introduced to obviate this difficulty. Its
mission is solely to avoid the reconstruction of primitive forms or the
disjoining of the Du-stem. It is an expedient, i. e., a last resort. The
following rules show its restricted use :
(c) The " ed "-suffix syllable is added by halving if the primitive
form terminates in a full length stem (as in " wait-ed," " recit-ed,"
" exceed-ed," etc.)
vii
(<r) The " ed " syllable is added by the Du-stem if the primitive
terminates in a half-length to which the Du-stem can be legibly joined
(as in " need-ed," " separat-ed," " plott-ed," etc.).
(//) The " ed " syllable is added by the Tick when the primitive
form terminates in a loop (as in " roast-ed," " jest-ed," etc.), or in
a half-length with which the Du-stem does not join legibly (as in
" treat-ed," " sport-ed," " sort-ed." The tick is to be preferred in
a word like " slight-ed." It may be written at any angle ; and, used
in the restricted way recommended, does not seriously conflict with
the " the "-tick.
12. The variations from orthodox Benn Pitman forms will be found
to hinge mainly upon these features, coupled with a restriction in the
use of word-signs and contractions for infrequent words, and a very
few changes in word-signs.
vni
CHAPTER I.
PHONETIC INTRODUCTION TO PHONOGRAPHY.
1. Phonography (from the Greek, meaning "sound-writing")
expresses spoken language that is, the pronunciation of words,
not their spelling. For example, the word " though," despite its six
letters, possesses but two sounds (th-o), and therefore only two
shorthand signs are required for its representation.
2. Phonetic representation requires a sign for each sound ;
therefore, as thirty-four distinct sounds are recognized in English
speech, Phonography provides thirty-four signs for their expression.
The illogical character of the common spelling is largely due to the
fact that the Roman* alphabet provides but twenty-six letters for the
expression of these thirty-four sounds. There being not enough
letters to go around, one character is often compelled to do service
for several different sounds. For illustration, note the various
sounds of "a" in "all," "ark," "am," "ate," "fair;" also the
various sounds represented by " ough " in " tough," " dough "
" bough," " hiccough " (hikup). Numerous similar illustrations might
be presented, but these are sufficient to demonstrate to the learner
the uncertainty of our alphabetic letters as a guide to pronunciation.
3. The student of Phonography finds less trouble in memorizing the
shorthand characters than he does in determining the sounds of words
which those shorthand signs represent. His almost unconscious
tendency is to represent the unphonetic and silent letters rather than
* So called because derived almost directly from the Romans. It can, however, be traced back
to the Phenicians up through the Hebrew, Greek, Latin (Roman), and Anglo-Saxon. It was not
invented to express the phonetic elements of the English language ; merely adapted so as to indif-
ferently answer our needs ; hence the incongruities of our spelling.
2
the sounds of words, and the result is numerous errors and slow pro-
gress. It appeals to reason, then, that before beginning the study of
sound-representation, the learner should possess some knowledge of
the phonetic structure of language. A preparatory consideration
of this phase of the subject will facilitate his mastery of the practise
of shorthand in fact,- this preliminary study is the foundation of
practise.
WHAT IS SPEECH?
4. Speech is the product of expired (exhaled) breath. If the air,
after being expelled from the lungs, is allowed to pass through the
wind-pipe and the mouth, or the nose, without obstruction, it is simply
breath. But if the breath is obstructed by the vocal chords or
by the partially-closed mouth, various sounds are produced, and
speech is the result of associating ideas with those sounds and their
combinations.
HOW ARE THE SOUNDS OF A WORD DETERMINED?
5. The various sounds of a word are determined by pronouncing
the word so slowly that the ear can detect each individual sound.
This is styled 'analysis" separation of the component parts. In
the following illustrations of sound-analysis, the hyphen indicates the
sound-division : Dough, d-ough ; ode, o-de ; each, ea-ch ; etch,
e-tch ; egg, e-gg ; age, a-ge ; ice, i-ce ; sigh, s-igh ; etc. Practise on
separating the sounds of these words (disregarding all silent letters),
and then reuniting the sounds to again form the words, until the
operation is well understood. Note that " tch " in such words as
"etch," "catch," etc., have the same sound as " ch " in each.
Caution. Do not name the letters ; utter only the sounds which the
letters represent in the word.
WHAT ARE THE GENERAL DIVISIONS OF SOUNDS?
6. English speech is divided into two general divisions of
' sounds consonants and vowels.
WHAT IS A VOWEL SOUND?
7. If the exhaled breath is obstructed by the vocal .chords
(which are located at the upper extremity of the windpipe), it becomes
sounding; and such sounds, when allowed to pass on out through
the open mouth without further obstruction, are styled "vocals," or
" vowels." The vowels are the musical sounds, which accounts
for vocalists slighting consonants and singing with the mouth more
or less open. Disregarding fine distinctions, twelve elementary
vowel sounds are recognized in Phonography. These are indi-
cated by the italicized letters in the following words, which present
the vowel sounds in the same relative order as shown in the vowel
scale in Plate 6 : Eat, Ate, Ah, A\\, Ode, Ooze, 7t, bb, At, Odd,
Up, ~Foot. Analyze these words as directed in paragraph 5.
WHAT IS A CONSONANT SOUND?
8. If the exhaled breath, after entering the mouth cavity, is ob-
structed by the Palate, Tongue, Teeth, or Lips, the sounds styled
consonants are produced. Phonography recognizes twenty-one
consonant sounds. They are illustrated by the italicized letters in
the following words, which present the consonants in the same rela-
tive order as in plate 1, on page 8 : /'ay, /?ay, Z"ie, Die, Ctiew, yew,
Coe, Go, few, View, TAigh, Thy, fee, ~Eyes, SAay, Z/iay, Zay, Are,
7?ay, May, Nigh, Ha;^. Analyze these words as directed in para-
graph 5.
SUB-DIVISION OF CONSONANTS.
MATED AND UNMATED.
9. The Consonants are divided into two general classes
mated and unmated. See plate 1.
10. What are " mated " consonants and why are they so called ? It
has been shown (see paragraphs 4 and 7) that two qualities of breath
enter the mouth cavity through the wind-pipe vocalized and un-
vocalized. If, in their passage through the mouth, these two quali-
ties of air-currents should alternately encounter the same obstruction
4
(the lips, for instance), nearly the same sound would be produced in
each case the only difference being that one is /<?#<&/- than the other.
Or, to use the technical terms, one (the unvocalized breath) is whisper-
ed, and the other (the vocalized breath) is voiced. This difference
is illustrated by the words " pie " and " buy " the consonant of the first
word being faint (whispered), and the consonant of the second word
being heavy (voiced.) When a whispered and a voiced consonant are
paired in this way they are styled mates. Of the twenty-one con-
sonants, there are sixteen mates eight pairs. Plate No. 1, first
column, shows the mated consonants and their shorthand signs. It
will be seen that the shorthand signs are arranged in pairs to corre-
spond with the mated sounds the light (whispered) sound of each
pair being appropriately represented by a light sign, and the heavy
(voiced) sound being represented by a heavy sign. The mated con-
sonants are found in the following words, and are indicated by the
italicized letters : Pay J?a.y, Tie Z>ie, Chew /e\v, Coe Go, Few Fiew,
7%igh 77/y, Ire ~Eyes, Shay Zhay. Analyze these words as directed
is paragraph 5.
11. What are Unmated Consonants? and why are they so called?
The unmated consonants all originate in vocalized breath, and
are therefore all voiced. They have no corresponding whispers in
English speech, and therefore are unmated. The unmated con-
sonants are shown in column 2 of plate 1, on page S. Their
sounds are found in the following words, being represented by the
italicized letters : Zay, Ar, May, -A^igh, ~Ka.ng. Analyze these words
as directed in paragraph 5.
EXPLODENTS AND CONTINUANTS.
12. With reference to their duration of sound, the consonants
are further divided into explodents and continuants.
13. What is an Explodent? Of the sixteen mated consonants,
eight are uttered explosively, as if shot from a gun. On account of
this peculiarity they are called explodents. The consonant sound
represented by " ch " in " chew " is an explodent. As, on account
of their explosive origin, they shoot from the mouth in a direct course,
they are appropriately represented in Phonography by straight lines
(see plate 1, column 1). Analyze the words representing the
explodents.
14. What is a Continuant? The other eight mated consonants are
not exploded, but can be prolonged indefinitely made short or long
at will. Hence they are styled continuants. This variation in
duration does not affect their quality. The consonant sound repre-
sented by " sh " in " shoe " is a continuant. Their issuance from the
mouth in a continuous stream is suggestive of waviness, and on ac-
count of this flexibility they are appropriately represented in Phonog-
raphy by curved, flexible lines (see plate 1, column 1). The un-
mated consonants are all continuants (see plate 1, column 2).
Analyze the words representing the continuants.
PRECEDING DISTINCTIONS EMPHASIZED.
COMPARATIVE ILLUSTRATIONS.
15. Many errors made by the shorthand learner are due to ignor-
ance of the subdivisions of consonants just referred to. Some im-
portant comparisons will now be presented in order to emphasize
these distinctions and stimulate the discriminating faculties. Observe
that in the following pairs of words, the italic letters in the first word
represent a whispered consonant, and in the second word a voiced
consonant and that this is the only difference between the words of
the spoken pair : T/iigh, thy ; Lre, eye.r ; wrea//z, wrea//e ; etr//,
ed^e ; etc. In the following pairs, the first word illustrates an ex-
plodent, the second word a continuant this being the only difference
between the words of the spoken pair : C/iew, s/ioe. ; ^eap, s/ieep ;
ca/r//, ca.s/i ; etc. Caution Phonography does not recognize " t " in
"catch," "match," etc., as having a distinct sound. The "tch" is
treated as a consonantal diphthong* (identical with the sound repre-
*" Diphthong " means "double-sound." A vowel-diphthong is a close combination of two
vowel sounds unseparated by a consonant, as " aw-ee " in " boy," etc. A consonantal diphthong is
a close combination of two consonants unseparated by a vowel sound, as ' ' mp " in " lamp," " st " in
" cost," "pi " in " play," etc.
6
sented by " ch " in " much "), and is represented by a single sign in
shorthand. See character No. 7, plate 2.
WHAT IS MEANT BY "ASPIRATE?"
16. The breath rather forcibly exhaled without obstruction other
than a slight friction is styled " aspiration " from " aspiro," meaning
" to blow." This is the sound which in the Roman alphabet is rep-
resented by " H." The aspirate merely expresses rough breathing
upon a following vowel sound, and comprises the distinction
between the following pairs of words : Am, ham ; ail, hail ; at, hat ;
arm, harm ; eve, heave ; ope, hope ; etc. Analyze these words. The
phonographic sign of the aspirate is shown in plate 2, No. 26.
RECAPITULATION.
17. It is shown in the preceding presentation that there are in
English speech twelve elementary vowel sounds, twenty-one conso-
nants, and one aspirate. Also that the consonants are sub-divided
into sixteen mated and five unmated, eight whispered and thirteen
voiced, eight explodents and thirteen continuants.
UNPHONETIC NATURE OF THE ROMAN ALPHABET REVEALED
AT A GLANCE.
18. As a final reminder of the unphonetic character of the com-
mon print, the Roman alphabet is presented below, associated with
words illustrating the changes of sounds many of the letters undergo.
Analyze the words into their elementary sounds, and note difference in
value of the same letter in various words ; also, understand that
shorthand provides a separate sign for each of these sounds, and
thus avoids the confusion incident to our longhand spelling :
A Ate, at, all, are.
B Bay, dumb (dum).
C Cease (seas), car (kar), ocean (o-shun).
D Guessed (guest), gazed.
E Ebb, eat.
F If, of (ov).
G E g> a g e ( a J e )> rouge (roozh).
H Hie, honest (onest).
I- 1 It, ice (ise), pique (peek).
J-Joy.
K Key, knife (nife).
L Lay, talk (tawk).
M May, mnemonics (nemoniks).
N In, ink (ingk), autumn (autum).
O Ode, odd, fool, foot, one (wun).
P Pay, pneumonia (numonya), Philip (Filip).
Q Queer (kweer), opaque (opake).
R Ray.
S Pass, pays (paze).
T Tea, cautious (kawshus).
U Up, use, pull, Luna.
V Vow.
W Way (oo-a), know (no), wrap (rap).
X Dixey (Diksy), exist (egzist), Xerxes (Zerksez).
Y You (e-oo), Ypsilanti (Ipsilanti).
Z Zeal.
19. The preceding paragraphs having been given reasonable con-
sideration, the learner will be qualified to intelligently commence the
study of sound-representation. As the student advances, he will
find it profitable to frequently review the Phonetic Introduction.
PLATE 1.
PHONOGRAPHIC PLAN OF REPRESENTING SOUNDS.
CONSONANT SIGNS, ETC.
o
IS
o
IS
1
1 .
ex
J
,
!3 ^
'O u
'/
~
rt* c
"rt P
? ^
O rt
1.1
C2 OQ
^ ^
~ f
3 c
- ^
1 .!>
c/?^<
co /?;
o
do" ^
J. /<
f
[Pee
P
i
\
r
El*
Yl
r
Bee
BJ
\
\
Tee
T
1
$
z,
Ar
ii
^
PLODENTS.
Dee
Chay
3
Ch^i
1
/&
CONSONA
Ray
Em
Ru
Urn
X 1
H
J a y
Ju
'
c/5
En
Un
^_^
c/5
O
Kay
Ku
Q
I-n;- r
[llg
P
O
O
V
<
^Gay
Gu
J<
Q \
U
f^Ef
Uf
^_
|g 1
(
H
< O
S
Vee
Vu]
S-
D
I J Wa) '
\\'u
"^
Ith
Utl
i
(
s >
V
Thee
Th
u
(
o
o
Yay
Vu
r
\ \
Es -
U
)
V
/
o
u
Zee
Zu
)
Hay
^U
/
Ish*
Us
i
Shay+
Sh
a
J
1
1
Zhay
Zh
a
J
Emp
Emb
Uitp
Un\b
V
V
-
\
* Nam.; of the DOWNWARD direction. +Name of the UPWARD direction.
CHAPTER II.
GLANCE AT GENERAL PLAN OF SOUND REPRESENTATION.
SEE PLATES I AND 2.
1. Pointers to the Student. You are about to start on a journey in
a strange realm. The book is your guide. Implicitly follow its
instructions, and the termination of the shorthand trip will find you
thoroughly informed as to all its important features. The how to
study governs the arrangement of the text, and correct and speedy
results can be attained only by strict adherence to the plan. Pursue
the prescribed method as to studying and practising, and do not
permit your own untried notions or the advice of novices to antag-
onize the results of experience ; else you will be as a blind man who
has passed through a beautiful land ! No paragraph in the book
can be safely slighted. A word to the wise is sufficient.
2. A comprehensive glance at each, lesson will be given prelim-
inary to its presentation in detail. This method will be found
helpful to the student, and will facilitate his intelligent progress.
3. Plate No. 1 shows the various divisions of the stems in accord-
ance with the phonetic structure of the language as explained in the
Phonetic Introduction. Refer each heading (Mated, Unmated, Ex-
plodents, Continuants, and Aspirate) to its appropriate paragraph in
the Phonetic Introduction, and thus acquire an understanding of the
plan of sound-representation. Note that two columns of names are
given. Those in the first column (Pee, Bee, etc.) are the conventional
names used in the majority of text-books ; but they are objectionable,
partly owing to their misleading resemblance to the unphonetic long-
hand letters, and partly because their decided vowel sounds embarrass
synthetical work viz., the combination of consonants to form words.
The names in the second column (Pu, Bu, etc.) reflect almost the
10
pure consonant sound, and simplify synthetical work, on account of
the obscureness of the vowel entering into their formation. These
names are sounded as in "puck," "buck," etc., with the "ck"
omitted. For illustration, note that " Pu-Ku " is more suggestive of
" puck " than " Pee-Kay " is.
4. Definition of Terms Used. (a) An " arc " is any portion of the
circumference of a circle. In plate 2, the circles are each divided
into four arcs.
() A " chord " of an arc is a straight line connecting the
extremities of the arc. See plate 2.
(f) The consonant signs are called " stems " because in subse-
quent lessons other sounds will be made to grow upon them, as it
were, by means of circles, hooks, etc., as the stems of a tree bear
buds and leaves.
5. Plate 2 clearly shows the geometric origin of shorthand signs
the curved consonants being represented by the arcs of a circle,
and the straight consonants by the chords of the arcs.
6. The single arrow points in plate 2 signify that the associated
stems are always written in the direction indicated by the pointer
never in any other.
7. The double arrow points alongside Nos. 1 and 6 indicate
that (under circumstances to be hereafter specified) these two sterns
may be written either up or down ; they are therefore styled the
two-direction stems.
8. Plate 6, page 28, shows the plan of representing the twelve
elementary vowel sounds by means of light and heavy dots and
dashes located at three various points alongside a consonant stem
its beginning, middle, and end. Each sign in each of these three posi-
tions has a fixed sound attached to it. For instance, the heavy dot
at the beginning of a stem is always translated to mean the vowel
sound as in " eat," " eel," or " pique " (peek), regardless of the long-
hand spelling ; the heavy dash at the beginning of a stem is always
11
translated to mean the vowel sound as in " all," " law," or " wrought,"
regardless of the longhand spelling, etc.
9. A horizontal (Ku) stem is used in the vowel illustrations in
plate 6, to show the positions of the vowel signs. Any other one of
the consonant stems, however, would have answered the same
purpose.
10. Having taken this brief glance at the general plan, the study
of consonant and vowel representation by phonographic signs will
now be treated in detail the consonants being first considered, as
they furnish the stems alongside which the vowel signs are to be
written.
CHAPTER III.
CONSONANTS.
FIRST STAGE. TRANSLATION OF READING EXERCISE.
1. Plate 4 is now presented to the student as an interesting means
of learning the consonant stems and the various ways of combining
them. The translation of the outlines in plate 4 is effected with the
help of plate 3, and the study of paragraphs 2 to 33.
2. The stems in plate 3 are arranged in four lines with reference
to the attitudes of Pu, Chu, Tu, and Ku. That is, all the stems in
line 1 have the same slant as Pu ; those in line 2, the same slant as
Chu ; those in line 3 stand vertically like Tu ; and those in line 4 lie
horizontally like Ku. The stems in lines 1, 2, and 3 are classified as
" non-horizontal " (not horizontal), to distinguish them in a general
way from the horizontal stems in line 4.
3. Above each sign is its name from which the learner is expected
to analyze the stem's sound. (See Chap. I, par. 5.)
4. In indicating the sounds of the phonographic signs, the single
PLATE 2.
PHONOGRAPHIC EXPRESSION OF SOUNDS.
GEOMETRIC ORIGIN OF. THE CONSONANT SIGNS.
1-
2-
PLATE 3.
CLASSIEICAT1ON OF STEMS INTO THETR POUR ATTITUDES.
L'EFT OBLIQUE ALWAYS WRITTEN DOWNWARD.
Sound-Name: Pu Bu Uf Vu Ur Wu
\ \ ^ ^ ^ ^
RIGHT OBLIQUE
WRITTEN DOWNWARD
WRITTEN UPWARD.
Sound-Name: Chu Ju Ush-(Shu*) Zhu Yu Lu-(Ul+) Ru Hu
/ / j J r r / s
VERTICAL-ALWAYS WRITTEN DOWNWARD
Sound-Name: Tu Du Uth Thu Us Zu
3.-
HOR1ZONTAL-ALWAYS WRITTEN FROM LEFT TO RIGHT
4. Sound-Name: Ku Gu Um Un Ung Ump-Umb
*Name of the UPWARD direction. 4Name of the DOWNWARD direction.
12
13
PLATE 4. '
EXERCISE ON CONSONANTS.
.C ........ k
m.
14
Roman letters (P, G, N, etc.) are not employed, because many of
them represent more than one sound, and their use would therefore
be misleading. (See Chap. I, par. 18.)
5. In uttering the names in plate 3, do not call " Pu " Pee-You,
nor "Bu" Bee- You, etc. Sound them as in "puck "and "Buck,"
etc., with the " ck " omitted.
6. Each line has a heading indicating the pen-movement required
to form the stems downward, upward, or from left to right.
7. The phonographic student, of all others, must be quick at
detecting differences and resemblances; that is, he should possess
keen discriminating powers. The necessity for carrying in the mind
the pictures of the signs in plate 4 until search through plate 3 has
disclosed their counterparts, calls into requisition the discriminating
faculties to a marked degree and strengthens them by exercise. The
student not only gets an impression of the sign sought, but also of
each sign discarded in the search ; the result is, rapid mastery of the
lesson.
8. Prepare a page of an exercise book by dividing it into three
vertical columns, as shown in diagram below. Copy an outline from
plate 4 into the first column and write its name or names in the
second column, using plate 3 for reference. Leave the third column
blank until the entire plate has been translated.
7
U
Pu-Ku
Ku-Chu
Chu-Tu
Tu-Um
Um-Uth
9. After plate 4 has been copied and translated as directed, the
first column of exercise book should be covered by a strip of paper
15
and the shorthand forms again written, from memory, in the third
column. The outlines in the third column should be verified from
time to time by comparison with those in the first column, with which
they should agree in every respect. After these requirements have
been complied with, the page of the exercise book will present the
following appearance :
~7
"7
Pu-Ku
Ku-Chu
Chu-Tu
Tu-Um
Um-Uth
10. In order to secure successive repetition, in the first few lines
i f plate 4 the terminal stem of one outline is made the beginning
stem of the succeeding one.
POINTS TO BE CONSIDERED WHILE TRANSLATING PLATE 4.
PARAGRAPHS II TO 33.
11. There are practically but two signs in the Phonographic
alphabet a straight and a curved line. The main distinction is one
of altitude, as represented in plate 3 by the four straight stems Pu,
Chu, Tu, and Ku. Carefully observe this distinction of slant.
12. In joining several stems, do not lift the pen until the outline
is finished. This requirement not only insures speed of writing, but
also clearly shows the direction in whih each individual stem is
written, as the formation of each succeeding sign begins at the
termination of the preceding one.
13. The first non-horizontal stem in an outline should be made
to rest upon the line of writing. This avoids an undue downward
tendency of outline. See line 5 of plate 4, and note that the first
16
non-horizontal may chance to be either the first, second, or third
stem in an outline.
14. The third stem in line 2 of plate 3, which is always written
downward when standing alone, may be written upward in combinations
if a better joining is secured thereby ; and,
15. The sixth stem in line 2, which is always written upward
when standing alone, may be written downward in combinations if a
better joining is thereby secured.
16. Note that the names of the downward directions of these
" Two-Direction " stems, as they are called, are Ush and Ul ; and
the names of the upward directions are Shu and Lu.
17. Let it be emphasized that the downward direction Ush and
the upward direction Lu are always used when these stems standalone
that is, when they are not joined to other stems. The usefulness
of having two directions for these stems will be more fully explained
later.
18. All other stems are invariably written in the same direction
when joined as when standing alone. (See headings of the four lines
in plate 3.)
19. Do not confuse the names Chu and Shu. (See line 2 of
plate 3.)
20. To repeat the sound of a straight stem its length is doubled.
In case of descending double lengths, the first half rests on the line,
and the second half extends below. (See line 6 of plate 4.)
21. The sound of a curved stem is repeated by repeating the
curve at an angle. (See linp 7, plate 4.)
22. The alphabetic stems should all be made of uniform length
no one longer than another. This requirement avoids confusion in
subsequent lessons, where changes are purposely made in the lengths
of stems in order to add other sounds.
23. Certain stems are joined at an angle, and others without an
17
angle. This secures important distinctions ; as, for instance, between
Pu-Ush, Pu-Us, and Pu-Ur ; Ku-Ush, Ku-Us, and Ku-Ur, etc. (See
lines 8 and 9.)
24. Ku should be made extra long when joined to a curved stem
without an angle. This is necessary "in order to distinguish such
combinations from the single curve stems ; for instance, Ku-Ur from
Ur; Uf-Ku from Uf, etc. (See line 11.)
25. In writing non-angular combinations such as Ku-Ur, Uf-Ku,
Lu-Ku, etc., do not hesitate at the point of joining, but complete the
outline with one continuous motion of the hand. (See line 11.)
26. In combining a light and a heavy stem without an angle,
there should be a gradual blend not an abrupt change of shade.
That is, begin light and terminate heavy, or begin heavy and ter-
minate light, as the case may require, without regard to the inter-
mediate shade. (See line 12.)
27. When standing alone, Ru is distinguished from Chu by dif-
ference of slant Chu being nearly vertical and Ru nearly horizontal.
In combinations, the difference in direction is made apparent by the
joining, and is the chief distinction Ru being always struck upward,
whereas Chu is always struck downward. (See line 13 ; also par. 12.)
28. Particularly note that Uf or Vu always joins at an angle with
Un or Ung. Carefully contrast the five pairs of outlines in line 14,
plate 4.
29. The Hu stem is made double length to add a following Ru.
Repeat the hook in writing Hu-Hu. (See line 15.)
30. It is not necessary to make a perfect hook on Hu when com-
bined with preceding stems. Merely retrace slightly on the pre-
ceding stem and write the stem part of Hu from that point. The
hook is merely to distinguish the sign from Ru, and an imperfect
hook answers the same purpose as a perfect one. See line 15;
compare Hu and Ru combinations.
31. (a) Hu, the shorthand sign for the aspirate (see Phonetic
18
Introduction, par. 16), joins awkwardly with certain stems. To
remedy this the aspirate sound is provided with an extra sign a
short tick which is always written downward in the direction of Chu.
(b) The tick is called Heh to distinguish it by name from the
StemHU ' fafa-f*"
(c) The tick Heh is used on the beginning of Ur, Wu, Um, Ump,
Lu, Us, Zu, Ku, Gu. (See line 16.)
(</) The tick may be written in the middle of outlines. (See
line 16).
(e) Hu is used in connection with the other stems. (See line 17.)
32. Bear in mind that four sounds (and only four) are provided
with two directions of writing R, L, Sh, and the aspirate.
33. The non-angular joinings not only secure distinctive appear-
ances, but also promote speed of writing. They are, however,
peculiarly troublesome combinations for learners, on account of the
component stems to some extent losing their identity, and they should
consequently be given special practise. To impress the non-angular
curve joinings, see plate 3 and note the four attitudes of stems.
Note that Lu is an Ru curve (that is, has the slant and direction of
Ru), and Ur is a Pu curve, etc. In line 19 of plate 4 are given
certain curve stem combinations, and directly above in line 18 are
the corresponding straight stem combinations. That is, the straight
stems in line 18 are the chords of the arcs directly below in line 19.
Such comparisons will clearly impress the non-angular curve-stem
joinings.
SECOND STAGE. GUIDE TO CURVE JOININGS.
34. The learner is now supposed to have copied and translated
the outlines in plate 4, as directed in paragraphs 1 to 33 inc., of
Chapter III. At this stage the thinker naturally asks, " Are there any
rules governing the angular and non-angular joining of stems, or
must I arbitrarily memorize the various combinations ? " Yes, the
choice between the various joinings is based upon well-defined rules.
19
35. For key to the joining of curves, see plate 5. This diagram
shows, concentrically placed, the two circles from which the curved
stems originate.
PLATE 5.
36. Carefully note three points with reference to the relationship
the curves sustain to one another in this diagram, viz.:
(a) They lap over each other, as Lu and Um, Um and Ur, Ur
and Us, Uth and Uf, Uf and Un, Un and Shu, Us and Ush.
(li) They are opposites, as Lu and Ush, Uf and Ur, Um and
Un, Uth and Us.
They do not lap, and at the same time they are turned by a
similar circular motion either in the direction of the hands of a
clock, styled Right motion ; or contrary to the hands of a clock,
styled Left motion. Note : Lu and Ur, Lu and Us, Lu and Ush, Ur
and Ush, Ul and Uf, Ul and Un, Uf and Shu, Um and Us, Um and
Ush, Uth and Un.
20
37. The angular combinations are the lapping ones specified in
paragraph (a). The non-angular combinations are the non-lapping
ones in paragraphs () and (c). The pupil should carefully practice
the combinations in paragraphs (), (//), and (c~), until the application
of the rules has been demonstrated to his satisfaction. Write their
sound-names in the first column of exercise-book and the phonographic
signs in the second column, and present to teacher for criticism. Only
light stems have been used in the preceding illustrations, but the
same rules apply to their heavy mates. For example, the same rule
applies to Vu and Ung as to Uf and Un, etc.
38. Note that Lu-Ur make the upper half of the outer circle ;
Uf-Shu the lower half. Ul-Uf make the left vertical half ; Ur-Ush,
the right vertical half. Um-Us make the upper oblique half of the
inner circle ; Uth-Un, the lower oblique half.
39. To insure definiteness in the writing of non-angular curve
joinings, experiment with constructing the curve outlines upon the
framework of their chords. For instance, see lines 18 and 19 of
plate 4, and note that Lu-Ur are framed on Ru-Pu; Lu-Us, on
Ru-Tu; Lu-Ush, on Ru-Chu; Um-Ush, on Ku-Chu; Um-Us, on
Ku-Tu; Ur-Ush, on Pu-Chu; Ul-Un, on Chu-Ku; Uth-Un, on
Tu-Ku ; Uf-Ur, on Pu-Pu ; and Lu-Shu and Shu-Lu, on Ru-Ru.
40. Joining of Curved and Straight Stems. The beginning and the
ending movements of curves are theoretically always in the direction
of either Pu, Tu, Chu, Ku, or Ru. For instance, Un and Us are
continuations of the Pu movement ; Uf and Ush are continuations of
Tu ; Um is a continuation of Ru ; Pu is a continuation of Um and
Uth ; Ru is a continuation of Un ; Chu is a continuation of Us ; Ku
is a continuation of Uf and Lu. All these combinations are there-
fore without an angle. Carefully practice them. For the teacher's
inspection, write the shorthand forms of the following syllables
placing the longhand to the left of the vertical line in the exercise book,
and the shorthand signs to the right of it : Pu-Un, Bu-Zu, Bu-Un,
21
Pu-Ung, Ku-Ur, Gu-Ur, Um-Pu, Ura-Bu, Uth-Pu, Un-Ru, Us-Ju,
Uf-Ku, Uf-Gu, Lu-Ku, Lu-Gu.
41. Don't " skim " the preceding paragraphs. Critical reflection
upon the points treated will not only impress the correct method of
stem joinings (of which the work of many practitioners shows lament-
able ignorance), but will also serve as a review of the consonant lesson
generally.
THIRD STAGE. WRITING EXERCISE.
42. A carefully selected list of words is presented in paragraphs
48 to 51, to test the learner's knowledge of the consonant lesson
especially his ability to analyze words into their sounds, which is the
first requirement of a shorthand writer. For the present the vowels
are to be disregarded, and only the consonant outline (skeleton)
written. Prepare the lesson as illustrated below, leaving blank space
at the right for the notation of corrections :
E'tch-each
Edge-age
Ridge-rage //
Rig
Argue
43. A teacher will find that the paragraphs of the text cover
about every error a learner is likely to make, and reference to them by
number will save him many tedious oral explanations.
44. Write the shorthand form but once, unless to correct a recog-
nized error. Repetition is for the purpose of fixing the outline on
the mind, and should not be indulged in until the work has been
verified ; otherwise bad forms might be impressed.
45. All corrections should be thoughtfully inspected, and the
underlying principle mastered. Each corrected outline should be
22
written over and over again in the space to the right of the vertical
line.
46. Do not skip any of the test words. They have been carefully
selected, and associated for the purpose of emphasizing important
comparisons and contrasts.
47. While writing the test words, study paragraphs 52 to 65;
also review paragraphs 1 to 47. Where words are connected by a
hyphen they are to be written with the same shorthand sign.
48. Test Words. Etch-each, edge-age, ridge-rage, rig, argue,
peach-pitch, Peru, badge, rich-wretch, couch-catch, cash, deem, funny,
pity-putty, tory-tarry, thatch, thorough, daisy-dizzy, shock, Pope,
tattoo, tie, cake-kick, knock-neck, peak-pique, knife-enough, knave-
envy, gnaw-know, gang, though-thy, thigh-oath, page, peg, cage, keg-
cog, lame-lamb, lamp, impute, imbued, camp, calm-come-comb,
income, ink, ring, rink, tiny, knotty-naughty, shabby, Ashby, theme,
thumb, thump, dam-damn, maim-mummy, thick, aside-acid, merry,
match, mash, sheep, cheap, judge, jug, key, up-pay, limb-lime, limp,
/cup, par, pious, push, fife, faith, deputy, indemnify, cabbage, package,
job, Nevada, lay, illy, in, ninny-Nina, arrow, error, fetch, fish, fussy,
fire, fame, pang, fang, air, car, Casey, cash, money, among, maniac,
monk, hair, hour, move, fetch, finch, Lulu, lame, lake, path, puffy,
pony-penny, foe, folk, funny, motto, factory, votary, make, calm, lady,
tidy, duty, gawk, cog, fig, evoke, vague, fake, Davey, taffy, outvie,
voyage, vouch, avenge, Babcock, Hitchcock, revenge, ravage, Balk-
bake, bulk, thong, lath, lathe, thoroughfare, Tennessee, Wyoming,
Persia, Canada, Italy, China, Russia, lavish, zodiac, dynamo, domino,
Catholic, chimney, awake, talk-take.
49. Two=Direction Consonants. (See pars. 14 to 18, and 59 to 60.)
Robe, orb ; bear, berry ; lake, elk ; pill, pillow ; feel, folly ; deal, delay ;
car, carry; fish, fishy; Ashby, shabby; alcohol, alkali, likely ; Laura,
lower, allure ; chair, cherry ; Cole, Kelly ; Nell, Nelly ; monopole,
monopoly ; ritual, rightly ; radial, readily ; lame, elm ; rally, royal ;
23
early, oral, earlier ; male, Malay ; Oceanic, shank; Luna, Olney; loyal,
loyally ; bulb ; tyranny ; apology ; epilogue ; bulk.
50. Aspirate. (See pars. 29 to 31.) Harley, hiccough, hack, ham,
harsh, hazy, hire (Heh-Ur), hurry (Hu-Ru), hemp, whole, huffy, hog,
harmony, haughty, hung, hip, hub, head, hitch, huge, heavy, heat,
hush, hath, health, healthy, hammock, unhealthy, unhung, behead,
Lehigh, Omaha.
51. Primitives and Derivatives. (See par. 64.) Mob, mobbed;
map, mapped ; peep, peeped ; kick, kicked ; muddy, muddier ; hour,
hourly; busy, busily, busier; pious, piously; acid, acidity; bear,
bearer ; deny, denial, denied ; wrong, wrongly, wronged ; tarry, tar-
ried ; poor, poorer, poorly ; rich, richly ; cheap, cheaply ; fair, fairer,
fairly ; unfair, unfairly ; review, reviewer ; revive, revivify ; nigh,
nigher ; ease, easily, easier ; uneasy, uneasily ; lazy, lazier, lazily ;
car, load, carload ; calm, calmly ; like, likely ; health, healthier, un-
healthy ; hang, hanger, hanged ; hung, unhung ; lame, lamely ; early,
earlier; revoke, revoked; weigh, weigher; hurry, hurried; allow,
allowed ; heavy, heavier, heavily ; ring, ringer ; tidy, tidily, untidy ;
book, bookish ; rake, rakish; lady, ladylike, unladylike ; head, behead;
wreck, wreckage ; dim, dimly ; form, formally.
PHONETIC CAUTIONS, ETC.
52. Do not permit the written word to deceive the eye. The two
N's in "funny " are heard as one sound, and therefore written with
one shorthand sign. This applies to the two R's in " carry," the
two T's in " putty," etc.
53. In " talk " the L is silent, in " knife " the K is silent,
in " dumb " the " b " is silent these words being written in short-
hand as if pronounced " tawk," " nife," " dum," etc.
54. (a) In words like " etch," " catch," etc., the " tch " represents
one sound, which is expressed in Phonography by Chu. The T
should not be given separate expression. (/>) The same caution applies
to " dg " in words like " edge," " judge," etc.; the " dg " are heard as
24
J, and so written in Phonography. The D in such cases should
not be given separate representation in shorthand.
55. Carefully distinguish between the final sounds of such words
as " catch " and " cash." Compare the first and third signs in line
2 of plate 3. The sound of Chu is heard in "catch," "ditch,"
" much " ; and the sound of Ush is heard in " cash," " dish,"
" mush," etc.
56. Note that G in "gem" has the sound of Ju; and in
" gum " it has the sound of Gu.
57. Note that the sound of Ung is often represented by " n " in
the ordinary print, as in " ink " (ingk), " monk " (mongk), etc.
58. Note that " th " in " thigh " is light, and in " thy " is heavy.
Carefully contrast: "bath" and "bathe," "oath" and "though,"
" lath " and " lathe," etc. See third and fourth stems in line 3 of
plate 3.
59. The main reason for providing R, L, and Sh with two direc-
tions is to insure good joinings. But, as a rule (especially in case
of the L and R stems), one direction joins about as easily as the
other. In such cases, choose that direction, the syllable name of which most
nearly corresponds with the spoken syllable. Syllable representation is
one of the most important thoughts in shorthand writing, and should
be cultivated early. For illustration : Write Ul-Um for " elm,"
Lu-Um for " lame;" Vu-Ul for "vale," Vu-Lu for " valley;" Ur-Gu
for " argue," Ru-Gu for " rag ;" Tu-Ur for " tire," Tu-Ru for
" tarry ;" Ush-Bu for " Ashby," Shu-Bu for shabby ;" Uf-Ush for
" fish," Uf-Shu for " fishy," etc. (See page 46, pars. 76 to 79.)
60. (a) The thought of paragraph 59 applies chiefly to monosyl-
lables, and to beginning and final syllables, as in the words used by
way of illustration. When occurring in the middle of outlines (that
is, when preceded and followed by other consonants, as in " charge,"
" bulk," etc.), that direction is used which makes the better joining,
generally the upward. For illustration : Bu-Lu-Ku for " bulk," Um-
Ru-Ku for " mark," Pu-Lu-Ju for "apology," etc.
25
() Ur is used when followed by Um, as Ru-Um is apt to be
confused with Lu or Lu-Ku. For example : Uf-Ur-Um, for " farm ;"
Ur-Um for " room " or " arm," etc.
(c) The common syllable " lur " (as in " boiler," " tailor," etc.) is
conveniently expressed by Lu-Ur.
The two-direction consonants will be more fully treated in
the vowel lesson.
61. In the words " imp " and " imbue," the M and P and M and
B closely blend and are said to " coalesce " the word meaning to
unite in one mass. They are "non-coalescing" in "map" and
"mob."
62. (a) The Ump-b stem indicates the coalescence of M and P, or
M and B, and should be used in writing such words as " imp," " im-
bue," " camp," etc., wherein no vowel sound intervenes between the
sounds of M and P or B.
(b) The separate stems Um-Pu or Um-Bu indicate non-coalescence,
and should be used for such words as " map " and " mob " wherein a
strong vowel sound does intervene.
63. Note that in words like "lamb," "thumb," "dumb," etc.,
wherein a final letter B immediately follows M, the B is always silent,
and therefore is not represented in Phonography, which treats of
sounds only.
64. Definitions. (a) Primitive means "first," or "beginning."
Applied to words it means a root, as for instance " fair."
(b~) By " derivative " is meant a word formed by adding other
sounds or syllables to a primitive, as " FAIRer," " unFAIR," etc.
(c) In "unfair" and "_/^z>er," " un " and " er " are called the
formative sounds, because they are the additional sounds which,
when joined to the primitive " fair," form the derivatives.
The study of shorthand involves the study of English speech,
26
and the study of English speech is largely the tracing of the growth
of primitives into derivatives.
(<?) The rules of shorthand, already given and hereafter to be
presented, apply largely to primitive or root words. The learner will
therefore find the study vastly simplified if he, from the beginning,
traces every word to the primitive source, and then builds up the
derivatives by adding the shorthand signs of their formative sounds to
the outline of the primitive, as far as his stage of progress through the
principles will permit. Apply the above mentioned rule to the words
in paragraph 51. In each succeeding lesson the relationship of
primitive and derivative will be illustrated and impressed.
65. After a lesson has been carefully prepared by the student, it
is ready for the inspection of a teacher, and not till then. The
learner should take pride in having his work free from errors, and
should shirk no mental effort necessary to secure this result. He
should not carelessly prepare his lessons and expect his teacher to
do the thinking for him. He will derive very little benefit from such
a course. The mental discipline resulting from adherence to a strict
method will prove of incalculable value.
QUIZ ON CONSONANTS.
66. The student should see that he is qualified to answer the
questions and perform the work here laid out before passing to the
vowel lesson : 1. How many stems are written by the upward move-
ment when standing alone ? 2. What stems may be written either
up or down in combinations ? Write Pu-Ul, Pu-Lu, Uf-Ush, Uf-Shu,
Ul-Ku, Lu-Ku, Ush-Du, Shu-Du. 3. What other two sounds are
provided two directions of writing? 4. What is the upward R
called ? 5. What is the downward R called ? 6. Name the upward
sign for the aspirate. 7. Name the downward aspirate sign. 8.
On which stems is the Heh-tick used ? 9. On what slant is Heh
always written? 10. How is Ru distinguished from Chu ? 11.
When M and P (as in " imp ") combine without any vowel sound
between, what word expresses this close union ? 12. When a strong
27
vowel sound intervenes between M and P or B (as in " map," " mob ")
what word indicates this separation of consonants ? 13. What is
the primitive portion of " unfairly " ? 14. What are the formative
portions of "unfairly"? 15. Of what word is "unfairly" a de-
rivative ? 16. What is Right motion ? 17. What is Left
motion ? 18. How is the syllable " lur " conveniently written in
shorthand ?
67. Write the following words for teacher's criticism upon the
plan indicated in paragraph 42 : Month, monthly, deep, deeply, victim,
pneumonia, fare, thorough, thoroughfare, indemnity, terrific, embel-
lish, dignify, ricketty, wreckage, Renovo, chimney, nebular, dealer,
pillar, rhythm, Forum, polar, polarity, Wyoming, asylum, Geneva,
cubic, memorial, effectual, effectually, Mayer, Murray, notoriety,
notarial, Robotham, Genesee, Lavina, Catholic.
CHAPTER IV.
VOWELS.
FIRST STAGE.
1. A vowel is the product of expired breath made sounding by
vibration of the vocal chords, and allowed to pass on out through the
open mouth without any further obstruction. If this vowel sound
were obstructed in the mottth, it would become a voiced consonant.
See Phonetic Introduction, paragraphs 7 and 8, and note the
different origin of consonants and vowels.
2. For all practical purposes, vowels may be divided into three
classes : elementary (indivisible sounds, as " a "), diphthongs
(two elementary vowel sounds uttered with one impulse of the voice,
as " I " ah-e), and triphthongs (three elementary vowel sounds
uttered with one impulse of the voice, as " wi " oo-ah-e).
3. Phonography recognizes twelve elementary vowels, four diph-
thongs, and one triphthong.
28
4. Plate 6 shows the phonographic plan of expressing vowels.
A Ku stem is used in this plate to indicate the positions of the vowel
signs. Any other stem would, however, have answered the same
purpose.
PLATE 6.
PHONOGRAPHIC PLAN OF EXPRESSING VOWELS.
ELEMENTARY VOWELS.
HEAVY DOTS. HEAVY DASHES.
1... Vowel sound as in "eat." i_ .Vowel sound as in "all."
.._8_. / ui "ate." _2..._ "ode."
4 v "ah." J. "ooze."
LIGHT DOTS. LIGHT DASHES^
1 Vowel sound as in "it." 1 Vowel sound as in "odd."
i
"ebb." _2_ "up."
. "at." 3. "foot."
DIPHTHONGS.
1. Vowel sound as in "ice." 1_ Vowel sound as in "oil."
"out " 3 "use"
* JUI>
TRIPHTHONG,
i Vowel sound as in "Wight."
HOW TO LEARN THE VOWEL SIGNS.
5. Plate 7 contains practical word-forms, which illustrate the
vowel scheme. In copying the outlines, follow the plan prescribed
in the consonant lesson, paragraphs 8 and 9. That is, write the
shorthand forms in the first column of exercise book, and the words
they represent in the second column. Paragraph 36 contains the
key to outlines in plate 7. The learner should not consult the key
29
until he has made a fair effort to translate an outline by applying his
knowledge of the principles ; then the key may be used to verify his
translation. Then, after the entire plate has been translated and
verified, he should cover up the first column and write in the third
column the shorthand signs of the words in the second, verifying
from time to time by reference to the first column.
PLATE 7.
EXERCISE ON VOWELS.
JLJLJLJ^.^.^^
4-^-V^^
6. While engaged in the translation of plate 7, study paragraphs
1 to 36.
7. By reference to plate 6, it will be seen that the vowels are
represented by dots and dashes, etc., placed at one or the other of
three points alongside a consonant stem beginning, middle, and
end styled first, second, and third positions.
8. The first position of a stem is the point where the pen begins
the stem's formation. This point is at the top of all descending
30
stems like Pu, Tu, Ush, etc.; at the left end of horizontals like Ku,
Un, etc.; and at the bottom of ascending stems like Ru, Lu, Hu.
(See plate 7, lines 1 and 4.)
9. The second position is at the middle of any stem, without
regard to direction of movement or attitude. (See plate 7, lines
2 and 5.)
10. The third position is at the terminal point of a stem ; that
is, at the point where the pen ceases the stem's formation. This is
at the bottom of descending stems like Pu, Tu, Chu, Ush, etc.; at
the right end of horizontals like Ku, Urn, etc.; and at the top of
ascending stems like Lu, Ru, Hu. (See plate 7, lines 3 and 6.)
11. (a) It is evident from the foregoing that before the value of
a first-position or of a third-position vowel sign can be ascer-
tained, one must first determine the direction in which the stem is
written by which such vowel sign is placed. (&) It will also be
understood from this why L and Sh are only allowed one direction
when standing alone upward (Lu) for L, and downward (Ush)
for Sh.
12. In plate 6 is presented a word opposite each vowel sign,
from which word is to be analyzed (separated) the sound represented
by the sign in the position as shown. Pronounce the word distinctly,
drop the consonant sound, and the vowel sound will remain. For
example: "Eat, e-tu, e; ate," a-tu, a; "pa," p-ah, ah, etc. Give
no thought to the longhand spelling ; .Phonography deals with
sounds alone. For instance, the sound of the first-position heavy
dot is found in "peak," "peek," "pique," and "tier," although no
two of these words are spelled alike ; also, the sound of the second-
position heavy dot is found in " ate," " eight," " weigh," " way,"
etc., regardless of the spelling.
13. In translating the outlines in plate 7, blend the sounds of
the vowel and consonant signs closely together, and the result will
be a spoken word. (This is " synthesis," combining the reverse
31
of analysis.) For instance, take the first two outlines in line 1.
The first reads E-Tu, " eat ;" and the second reads Tu-E, " tea ;"
the first outline in line 5 reads Du-O, " dough "-" doe ;" the second
in line 5 reads, O-Du, " owed "-" ode," etc.
14. Let it be emphasized that the phonographic signs do not
change their value when combined. That is to say, for example, the
first sign in line 2 of plate 7 reads a-du, " aid," not " add." The
representation of " add " is shown by the first sign in line 3. The
learner is apt to err in this respect, because he is accustomed to
changes in value of a longhand letter. For example, the longhand
letter " a " represents four distinct sounds in the common spelling,
as evidenced by " ate," " are," " at," " all." The confusion of the
longhand spelling is largely due to such use of a single letter to re-
present several different sounds. This bewilderment is avoided in
Phonography by giving each sound a special sign which always has
the same value, whether alone or in combination. For illustration,
the sound of " a " in " ate " is represented by the heavy dot at the
middle of a stem (the second position) ; the sound of " a " in " are "
by the heavy dot at the end of a stem (the third position) ; the
sound of " a " in " at " by the light dot at the end of a stem (the
third position) ; and the sound of " a " in " all " by the heavy dash
at the beginning of a stem (the first position), etc.
15. Note that the shorthand signs are read in the order of their
occurrence from left to right except when horizontal stems are
encountered, when the reading is from above downward. That is
to say,
16. A vowel sign is read before the sound of a stem when such
vowel sign is placed above a horizontal, or to the left of a non-hori-
zontal. For example :
In Oak Am Egg Ear Ice Eel Each Oath If
il_j ._ .;>_ J) _:^_ / _i ^
17. A vowel sign is read after the sound of a stem when such
32
vowel sign is placed below a horizontal, or to the right of a non-
horizontal. For example :
Knee Cow May Go Wee Sigh Lee Joy Though She Raw
_L A. JL1 ^ f
x
18. Note that the terms above and below apply only to hori-
zontals, while the terms right and left apply to non-horizontals.
Note the outline for " ear " in paragraph 16. In this outline the dot
seems to be below the Ur stem, whereas it is really to the left of it,
Ur being a non-horizontal stem. Also note the outline for " wee " in
paragraph 17. In this outline the dot seems to be above the Wu
stem, whereas it is really to the right of it, Wu being a non-hori-
zontal stem.
19. (a) See " diphthongs," plate 6, and note that the diphthong,
as in " ice," is a combination of the sounds of the heavy dot of the
third position and the heavy dot of the first position ; viz., ah-e.
(l>) The diphthong, as in " oil," is a combination of the sounds
of the heavy dash of the first position and the heavy dot of the first
position; viz., aw-e.
(<:) The diphthong, as in "out," is a combination of the sounds
of the heavy dot of the third position and the heavy dash of the third
position ; viz., ah-oo.
(d) The diphthong, as in " use," is a combination of the sounds
of the heavy dot of the first position and the heavy dash of the third
position ; viz., e-oo.
20. It will be observed that the sign of a diphthong or triphthong
is placed in the position of the last sound of the combination. This
assigns three of the signs to the first position and two to the third
position, and none to the second position.
21. (a) See lines 4, 5, and 6 of plate 7, and note that the dash-
vowel signs are always written at right angle to the stem, (b) The
33
diphthong and triphthong signs, however, always open up or down
the page, without reference to the stem by which they are placed.
(See lines 7 and 8 of plate 7.)
22. The aspirate tick is always read first, before the stem or any
vowel sign placed beside the stem. (See lines 2 to 5 of plate 7.)
STEM POSITION.
SEE PLATE 7.
23. Note that in plate 7 the outlines are written in three various
positions with reference to the line of writing ; viz.:
24. The outlines \\-3M\^ first-position vowels are written above the
line. (See lines 1 and 4 of plate 7.)
25. Outlines having second-position vowels are written on the line.
(See lines 2 and 5.)
26. Of the outlines having third-position vowels, the non-hori-
zontal stems are written through the line, and the horizontal stems
below the line. (See lines 3 and 6.)
27. If an outline consisting of two or more stems is composed
solely of horizontals, the position is the same as for a single hori-
zontal. (See line 9.)
28. If an outline is composed of both horizontals and non-hori-
zontals, then the first non-horizontal stem is placed in the position
indicated by the vowel. (See line 9.)
29. If a word has more than one vowel sound (as in " decay),
the distinguishing vowel, which is generally the vowel of the accented
syllable, indicates the position of the consonant outline. (See
line 10.)
30. The preceding remarks relating to stem position do not
apply to the aspirate tick, which always assumes the position of the
sign to which it is joined. (See plate 7.)
31. (a) The object of stem-position is to enable the reporter to
34
often omit vowel signs, and thus secure a gain in speed of writing
without seriously sacrificing legibility the stem-position approxi-
mately indicating what vowel should be read. (/>) Do not infer
from this, however, that the study of vowel representation may be
slighted ! The reporter never reaches that stage where a thorough
knowledge of vocalization is not essential not only to enable him
to readily write the vowel signs when specially needed (as they
often are), but also to enable him to place the consonant stems in
the proper position with reference to the line without hesitation. For
the present, the vowel signs are freely inserted, in order that
the learner may have abundant practise to acquire expertness in
handling them, and at the same time to fix in his mind the associa-
tion between vowel-sign and stem-position. The instances in which
it is safe to omit vowel signs will be indicated from time to time in
the various exercises, and the student will be gradually led to the
acquirement of a proper judgment in this particular.
32. As the learner advances in the study of shorthand, he will
readily come to understand that words abounding in consonants
(like " monopoly," " Catholic," etc.) can be read without the aid of
their vowels. Therefore, as stem-position is a vowel aid, it need not
be applied to such long words, and they may be written with the
first non-horizontal stem resting on the line of writing the second
position.
33. The rule is, write in position only outlines of short primitive
words that is, those containing one or two stems, such as are
presented in plate 7.
RECAPITULATION.
34. When reading shorthand notes, (a) determine the consonant
sound and the direction in which the stem is written ; knowledge of
the direction is necessary in order to determine whether vowel signs
at the extremities of stems are of the first or of the third position.
() Determine whether the vowel is to be read before or after the
consonant (see paragraphs 16 to 18). (c) Determine the sound'
35
represented by the vowel sign (see plate 6). (d) Note the position
of the primitive outline with reference to the line of writing, and
observe the vowel significance of such stem-position, (e) Where an
outline is composed of several stems, read each stem and its asso-
ciated vowels separately, as in dividing the syllables of a word, and
then combine the various parts without change of sound to form the
complete word.
For example: _.\ . Pu-ool, "pool"; g -.-Ku-ook, " cook," etc.
KEY TO OUTLINES IN PLATE 7.
35. Two short parallel marks below an outline indicate that the
longhand word should begin with a capital letter.
36. Line 1 Eat, tea, ear, wee, pea, each, she, if, key, imp, Lee,
ill, hitch, ink.
2 Aid, bay, age, weigh-way, whey, ace, egg, nay-neigh, hemp, hay,
ail-ale, hale-hail, hem, ebb.
3 Add, pa, ark, at, ash, arm, ham, hack, Ann, hag, Hal, ha, hark.
4 Paw, jaw, ought-aught, Shaw-pshaw, thaw, awes, odd, gnaw,
hog, raw, haul, haw, shop, chop.
5 Dough-doe, ode-owed, beau-bow, up, us, show, oath, woe, home,
no-know, hump, hole-whole, ho-hoe, jump.
6 Ooze, whose, woo, shoe, hook, pool, pull, took, tomb, coo, cook,
look, Lou.
7 Ice, sigh-Cy, ire, why, my, Ike, isle-aisle, lye-lie, oil, Hoyle, joy,
coy, toy, wide.
8 Hour-our, bough, cow, out, owl, howl, use-(verb), use-(noun),
view, cue, hew-hue, Hume, dew-due, pew-Pugh.
9 Me, meek, may, make, coo, camp, pick, poke, pack, keep, cope,
cap.
10 Decay, ague, echo, Amy, Ida, ashy, Esau, attic, eunich, unique,
hussar, hazy.
36
WRITING EXERCISE.
37. The student is supposed to have copied and translated the
outlines in plate 7, and carefully studied paragraphs 1 to 36. Now
write the words in paragraph 40 for the instructor's inspection.
Prepare exercise book as directed in Chap. 3, par. 42. That is,
write the longhand word in the first column, the shorthand in the
second column, and leave the remainder of the line blank for the
notation of corrections and for the re-writing of corrected forms.
38. As illustrated in paragraph 14, the spelling of words is more
deceiving with reference to the vowel sounds than in case of the
consonants, and the learner must be constantly on the alert to avoid
being misled. Bearing in mind that pronunciation is to be repre-
sented, every word should be carefully analyzed (separated) into its
sounds before writing it in shorthand.
39. When writing from longhand into shorthand, (a) determine
the consonant sound, and the appearance and direction of its sign.
(P) Determine the vowel sound, regardless of the spelling ; slow pro-
nunciation will show this. (c) Determine the representation of
the vowel sound dot or dash, light or heavy, diphthong or triph-
thong where located on the stem, and on which side, etc. ( d~) In
this connection, remember that the L-stem is always written upward
when not joined to another stem, and that the Sh-stem is always
written downward when not joined to another stem.
40. Test Words. Pier, pique-peak, key, itch, etch, am, ape, pay,
aim, all, ark, oat, go, dough, ooze, whose, add, aid, at, coo, up, ope,
us, use (verb), use (noun), tie, out, youth, aisle, oil, owl, toy, buy,
view, vow, bough, Shaw-pshaw, law, neigh-nay, thigh, thy, rye, pay,
weigh-way, ease, ache, they, may, ma, yea, ark, pa, paw, Wight, ice,
sigh, it, age, edge, ham, hack, wide, widely, odd, oddly, ripe, rip, in,
echo, ague, argue, hemlock.
37
PLATE 8.
EXERCISE ON VOWELS.
(See paragraphs 42 to GG.)
4. /- ^J J: L_ s_*^7-x x^^f-x /*\_ f\^. _A>_ ^A.
^~<. s y ^ /
5 ^~
\. /
L Y /
I ' / ^ / y*
L. A I-. s^/... ^_
' 1 I' J ^ \
V / ^ *
r .'..L
\ v^^ V<~ \^-
!^..JL*_ ...\^v-.M"-
ii.riz:..-:irn
i5." T> -A / r
17.
v ,
iv=j^i=^
44844
o
38
SECOND STAGE METHOD OF PLACING VOWEL SIGNS
BETWEEN TWO STEMS.
41. Copy plate 8 in exercise book and translate, as instructed in
paragraph 5. For key, see paragraph 68. While engaged on this
translation, carefully study paragraphs 42 to 66.
42. If a vowel sign were placed at the junction of two stems,
doubt might arise as to whether it should be read at the end of the
first stem or at the beginning of the second stem. See the follow-
ing illustration : ^ If the vowel sign is considered as at the end
of Du, the word is " dam ;" if at the beginning of Um, the word is
" dim." This uncertainty is avoided by adopting the following plan :
43. All first-position vowels occurring between two stems are placed
at the beginning of the first stem, and of course after it ; for example :
44. All third-position vowels occurring between two stems are placed
at the end of the second stem, and of course before it ; for example :
Dam _1 ..... Pool __\ -gag ................. . (See lines 1 and 2 of plate 8.)
45. In the case of second-position vowels occurring between
two stems, the heavy signs are placed after the first stem, and
the light signs are placed before the second stem ; for example :
Poke X _ puck \ i ; robe /*\ rub /"\ cake _ _ , keg _ :_
(a) The object of this plan is to avoid mistakes in translating due to
error in shading an almost inevitable result of rapid writing. If
the execution has failed to evidence the proper shade, the location of
the vowel sign clearly indicates the intention and insures a correct
translation. (See lines 3 and 4 of plate 8.)
46. The preceding plan for placing vowel signs between stems
does not affect the order in which the vowels are read, as a vowel
sign placed after one stem reads in the same order with reference to
39
the two consonants as if it were placed before the second stem, and
vice versa ; viz., pi-tch, p-atch, etc.
47. The rules laid down in paragraphs 43 and 44 occasionally
operate to place a vowel at a joining, but in such cases application
of the rule will prevent misreading. For example : Calmly ^-^~
The third-position vowel between Ku and Um is, according to rule,
placed before the end of Um. It cannot properly be read as at the
beginning of Lu, because that would make it occur between Um
and Lu, and being in that case a first-position vowel, it should have
been placed after the beginning of Um. () The same idea applies
to first-position vowel signs when occurring at joinings. For
example : Hoary. <^ . The dot-vowel sign after the outline must
be read as at the beginning of Ru, because if read as at the end of
Hu it would be a third-position sign, in which case it should have
been placed before the end of Ru. (See line 5 of plate 8.)
48. In vocalizing repeated straight stems (as Tu-Tu, Pu-Pu,
etc.), each half must be treated as a distinct sign, the same as if
joined at an angle. For instance, in outlining " Pope " the second-
position heavy dash should be placed after the middle of theyfn-/
half of the lengthened Pu, just the same as if the second half were
absent or were a Ku stem, or some other stem joined at an angle.
Likewise, in outlining " pup " the second-position light dash should
be placed before the middle of the second half of the lengthened
Pu, just as if the first half were absent, or were some stem like Ku
joined at an angle, etc. For example :
Pope. V-- , poke\ , pup_\...., puck\j_ .
CONCURRENT VOWELS.
49. " Concurrent " means occurring together. Concurrent vowels
differ from the two vowels composing a diphthong, in that the term
concurrent applies to two vowel sounds in separate syllables (as in
"poet," po-et), whereas the two vowels of a diphthong are in the same
syllable (as in " ice," ah-ers).
40
50. The rules laid down in paragraphs 43, 44, and 45 do not
apply to two concurrent vowels. In the case of concurrent vowels,
the vowel signs must be divided between the two stems the first
vowel sign in order of occurrence being placed after the first stem,
and second vowel before the second stem, regardless of the vowel's
value. For example : Poet \ fiat ^L. (See line 7 of plate 8.)
51. When two concurrent vowels occur in connection with a
single stem (as in " Iowa," " doughy," etc.), the relative order of
reading is indicated by placing nearest the stem the sign of that
Vowel which is nearest the stem-consonant sound in the word. For
example : Iowa v ~^( doughy I" . (See line 8 of plate 8.)
52. Occasionally a diphthong is immediately followed by an ob-
scure vowel sound, as in " Maria," Ma-ri-uh. Such obscure sound
may be expressed by attaching a tick to the diphthong sign, the tick
being written in any convenient direction. For example : Maria^--^
Messiah ^~Y . (See line 8 of plate 8.)
53. Caution. The tick referred to in paragraph 52 should be
confined to the representation of obscure vowels, as in the cases
quoted, and should not be used where a vowel following the diph-
thong is clearly pronounced, as in " duo." Words like " duo " should
be written according to instructions in paragraph 51 ; viz., Duo 1/T .
54. (a) In a few cases it is found advantageous to join first-
position diphthongs to stems ; for example : Oil * eyes ) .
(V) This practice would not be allowable if such joining deprived
the vowel sign of its distinctive position. See outline for "owl "A
and contrast it with that for " oil."
VOWEL SOUNDS CONTRASTED.
55. See lines 9 and 10 of plate 8, and carefully note the following
vocal distinctions :
56. Between the sound of the first-position heavy dash and
41
the sound of the third-position heavy dot ; viz., Paw__\_ Pa \
57. Between the sound of the first-position light dash and the
<~\
third-position heavy dot; viz., Marr^.. "mob" ___ \_. The chief
difference is that the dash sound is shorter and more explosive than
that of the dot.
58. Between the sound of the light dashes of the second and
third positions; viz., Puck \ / piyll _ \
59. Between the elementary voWel sound represented by the
third -position heavy dash and the diphthong represented by the third-
position semi-circle; viz., Booty _A .beauty _\ ...... . Where the
distinction between these two sounds is not clear, the dash may be
used generally without danger of illegibility.
60. Slighted, or obscure vowel sounds, as in " her," " myrrh,"
" Emma," etc., generally address the ear as the sound of the light
dash of the second position, and may be so represented in short-
hand, viz., Her ..^\_.... Myrrh .....^...
61. Note that \hefinal vowel sound of such words as " eighty,"
"Mary," etc., is that of the first-position light dot : viz., Eighty..!...
Mary ..^-^..Pi.ty....J: _____ (See line 11 of plate 8.)
62. A dot written alongside a vowel sign indicates that the
aspirate sound immediately precedes such vowel sound ; viz.,
Alcohol...-/
63. The term " distinguishing" used in paragraph 29, merits
a little explanation, as it brings ordinary exceptions to positioning
within the pale of the rule, and simplifies the presentation of sub-
sequent lessons.
64. A distinguishing vowel may be defined as a vowel that
furnishes a distinguishing sign or position to any of two or more
42
conflicting words. For example : The initial " a " in " away," which
distinguishes it from " way." If a word contains more than one
vowel sound (as " Peru") the vowel of the accented syllable is usually
the distinguishing vowel, and is therefore allowed to indicate the
position in which the outline is to be placed ; viz., Eunich ..._.....
unique ^r^7.. See line 12 of plate 8, and verify the correctness of
the positioning by laying special stress upon the accented syllables.
65. Occasionally, however, it happens that two conflicting words
(like "tire " and "attire ") are entitled to the same consonant outline,
and the accented vowels would throw them into the same position,
thus depriving them of all distinction. In such a case an unac-
cented vowel may be made accented by the power of contrast.
For example, one might say : " I did not dictate ' tire,' but ' a-tire,' "
contrast requiring the stress to be placed upon the first syllable of
the latter word. This contrasting accent thus becomes the dis-
tinguishing one, and locates " attire " in the third position, while
" tire " takes the first position.
66. The initial- vowel sound of " attire " (light third-position dot)
is so commonly the distinguishing one, that words so beginning
may ordinarily be written in the third position, and legibility thereby
promoted. (See line 13 of plate 8.)
67. Of course, where no conflict is known to exist, the ordinary
accent governs the position.
KEY TO OUTLINES IN PLATE 8.
68. Line 1 Pick, pack, meek, Mack, lick, lack, gig, gag.
2 Pitch, patch, foil, fowl, tip, tap, reap, rap, mimic, camera.
3 Dome, dumb, rogue, rug, laid, led, cope, cup, lake, leg.
4 Joke, jug, take, deck, name, numb, loaf, love, shave, shove.
5 Calmly, cabbage, lamina, hoary, hurry, Harry, roar, dado.
6 Baby, judge, debt, date, puppy, Pope, Bob, tattoo, coke, keg.
7 Poet, ruin, Jewess, chaos (kaos), Moab, fiat, Siam, Wyack,
deity, dial, ideal, Naiad.
43
8 Iowa, doughy, payee, iota, Joey, duo, via, Maria, Ohio, Mes-
siah, oil, owl, eyes, wide.
9 Law, lark, pawed, par, pod, buck, book, coo, cue, beauty, booty,
tub, tube.
10 Her, myrrh, fur, early, tongue, Ella, Anna, Ida, allegory,
Jamaica.
11 Tarry, eighty, carry, vary, jury, Polly, tidy, copy, lucky, buggy,
mossy, alcohol.
12 Motto, Mattie, Minnie, money, Peary, Peru, bouquet, Cairo
(Egypt), billow, Ballou, bellow.
13 Tire, attire, peal, appeal, go, ago, way, away, door, adore, fair,
affair.
14 Kick, kicked, cake, caked, cook, cooked, calm, calmly, cubic.
15 Monopoly, Catholic, damage, apology, notoriety, manage,
embargo, technique, Tennessee.
16 Eunich, unique, coffee, cooky, Cuckoo, huffy, hemorrhage,
temporary.
17 Fair, fairer, fairly, unfair, unfairly, enigma, Panama, tyranny,
deputy.
TEST WORDS WRITING EXERCISE.
69. For the teacher's inspection, write the words in paragraph 73,
as directed in paragraph 37. Write in position only outlines of
primitives composed of one or two stems, and their derivatives ; as
for instance, " fair," " fairer," " fairly," " unfair," unfairly," etc.
70. The position of a primitive outline should not be changed
when the formative signs of a derivative are added. That is to
say, " kicked " takes the position of " kick," " caked " the position of
" cake," " cooked " the position of " cook," " calmly " the position
of " calm," " cubic " the position of " cube," etc. (See line 14 of
plate 8.)
71. As before stated, primitive words of three or more stems
can generally be read without the aid either of vowel signs or vowel
indication, and therefore their outlines are usually written with the
44
first non-horizontal stem resting on the line, regardless of the accented
vowel. (See line 15 of plate 8.) This is the second position,
and is styled the reporter's position, because (being most con-
venient) it conduces to speedy writing. Of course, the writer may
position these longer forms if he wishes, but it entails extra mental
and manual work, and experience has proven it to be unnecessary.
72. Let it again be impressed, that shorthand rules apply mainly
to primitive words. Therefore, in all cases of outlining, the
primitive form must first be determined before position is consid-
ered. Then apply rule laid down in paragraphs 33, and 69 to 72.
73. Test Words. 111, isle, pique, peak, touch, tongue, tub, tube,
tomb, among, monkey, chunk, fang, pang, vogue, aid, add, oily, owl,
pitch, patch, robe, rub, income, dignity, dignify, mammoth, Tennessee,
Dakota, deputy, unique, eunich, policy, taffy, defy, talk, autumn,
domino, July, March, ire, Erie, raw, law, awl, moody, muddy, middy,
gag, gagged, knock, nag, job, jab, Jim, gem, jam, dimity, damage,
Geneva, fatigue, naughty, natty, gnome, numb, loaf, love, Tom, dome,
thump, thumb, aside, wreckage, balm, batch, botch, took, pull, buck,
book, hoodoo, oath, thy, thigh, dim, dam, fame, dame, magic, gong,
gang, owes, bog, bar, thong, knife, enough, nephew, pink, occupy,
outcome, noisy, honey, hanger, ravage, revenge, chink, rank, rink,
Rooney.
45
PtATE 9.
EXERCISE ON VOWELS -TWO DIRECTION CONSONANTS.
THIRD STAGE. GUIDE TO USE OF TWO-DIRECTION SIGNS.
74. Copy plate 9 in exercise book, and translate as directed in
paragraph 5. The following paragraphs contain the information
necessary for an intelligent transcript ; study them carefully.
75. The use of the Two-Direction signs was hinted at in the con-
sonant lesson. A detailed explanation has been reserved for this
lesson, as the two-direction stems are freely used to imply vowel
relation.
46
76. There are but two relations which a vowel may sustain to a
consonant in spoken language. It may occur before the consonant
(as in " ire "), or it may occur after the consonant (as in " rye ").
77. (a) Note that the before order is fixed in the names of the
downward directions of R, L, and Sh ; and the after order in the
names of the upward directions, viz.:
Down.
Up.
u-R
R-u
u-L
L-u
u-SH
SH-u
(&) Choice between these two directions is made to indicate the
relative order of vowel and consonant in syllables, and hence the
following rules.
78. Write the downward direction when the consonant immediately
follows a beginning vowel, as in "ark"_^v "elm" ^.."Ashby "J....
\
or, when the consonant is the last sound in a word, as in "fill "_.br-
"fire".^x~- " fish "JS_. (See lines 1 and 2 of plate 9.)
79. Write the upward direction when the consonant is the first
sound in a word, as in " rake ",XZ7l.''lame'.'/ r ^..._" shabby 1L_/L_.
or when the consonant immediately precedes a final-vowel sound, as in
' 'fellow ::AJ*:..." fiery ".^/..." fishy ".W._ (See lines 3 and 4 of
plate 9.)
80. Caution. The preceding rules do not apply to L or Sh when
not joined to other stems, as their direction must not be changed when
standing alone. That is to say, they cannot be used to suggest
vowel order except when joining with another stem indicates direction
of movement, and thus renders choice between the two directions
permissible. Lu must be used for words like " ill " and " lie," and
47
Ush, used for words like " ash " and " shy," no 'matter whether the
vowel precedes or follows the consonant. (See line 5 of plate 9.)
81. However, as R is provided with a distinct sign for each di-
rection, choice between its two directions may be used to suggest
vowel order even when its signs stand alone ; viz., Rye <v_. ire.Ij.
82. When R is the only consonant in a word, and it is both pre-
ceded and followed by a vowel sound (as in " array "), the beginning-
vowel suggestion is recognized and the downward direction written,
viz., " array "->,_; but if no vowel sound precedes the R, then the
upward direction is used; viz., "ray','^1. (See line 5 of plate 9.)
VOWEL INDICATION RECAPITULATION.
83. (a) The learner is now provided with two methods of implying
(suggesting) vowels ; viz., stem position, and variation of consonant
outline produced by change of stem direction.
() Stem position indicates what vowel is to be read.
(c) Variation of outline indicates where the vowel is to be read ;
that is, its order of occurrence with reference to the consonants.
84. A clear understanding of these two methods of vowel indica-
tion paves the way to a rather free omission of the vowel signs thus
conferring an important gain in speed of writing without any serious
loss of legibility.
85. It follows from the preceding statements that, wherever short-
hand provides more than one way of writing a consonant, there is
opportunity for vowel indication. This is the foundation thought of
the subsequent lessons.
86. (a) The thickened Um (Ump-b) comes under this head, provid-
ing as it does an extra way of representing the combinations Um-P and
Um-B. (fy Ump-b indicates the absence of a medial vowel sound
and the coalescence of the two consonants, as in " imp "J^~
" hemp"...*-* " imbue" ._ ; while Um-Pu or Um-Bu indicates the
48
presence of a medial vowel sound and the non-coalescence of the
two consonants, as in "map"^?\. , "mob .l.^Lv.. (See line 6 of
plate 9.)
87. Note that coalescence of consonants means the absence of vowels
between ; while the non-coalescence of consonants means the presence
of vowels between. These terms will be used quite freely throughout
this work.
88. (a) When the aspirate and R-sounds are in combination, the
Hu-stem is used with Ru, and the Heh-tick with Ur. Hence, the
expression of R must first be determined before choice between the
Hu-stem and the Heh-tick can be made. For instance, in outlining
" hero," Ru is used because a final-vowel sound immediately follows the
R; consequently the aspirate is expressed by Hu; viz., Hero _L
(b) In outlining " hear," Ur is used because R is the last sound in
the word; hence, the aspirate is expressed by the Heh-tick; viz.,
Hear.j!L.. (See line 7 of plate 9.)
89. The aspirate sound in connection with a following L is best
expressed by the Heh-tick on Lu ; viz., HaiL./^T. help._/^\_.
healthy_/^l...unhealthys^T{' . (See line 8 of plate 9.)
90. As before remarked, the vowel signs should be written for
the present in order to associate them indelibly with the stem-posi-
tion and with the various consonant forms. As sentence and letter
practise is introduced, and the student gains the assistance of a
context, the vowel signs may be pretty freely omitted and the vowels
indicated by the use of stem-position and the various ways of writing
certain consonants. (See paragraph 31.)
49
REGARDING EXCEPTIONS TO RULES GOVERNING USE OF
TWO-DIRECTION CONSONANTS.
91. The syllabic rules covering the two-direction consonants are
by most text-books and teachers made inoperative by the introduction
of a bewildering mass of exceptions mistakenly in the interest of
speed. It should be understood that a check to the mental means a
check to the manual and exceptions to rules always impose mental
checks. An unfacile form evolved from a simple rule flows from the
pen much more rapidly than a more facile one that eludes the
memory because of exceptional features. The mind recalls it with
so much more readiness that the hand has more time for its careful
tracing. Consequently, the minimizing of exceptions not only favors
speedy and intelligent mastery of the principles, but also promotes
speed in practise. And even if some objectionable forms do occa-
sionally result from a rather general application of rule, there is
vindication in the fact that vastly more illegibility results from a
loose method, or a total lack of one. And there is additional con-
solation in the reflection that the intelligent practitioner can be
depended upon to modify theoretical forms when the exigencies of his
practice demand. The strictness with which the two-direction con-
sonant rules are adhered to depends upon ease and legibility of
joining, and therefore exceptions must be left largely to the judgment
of the individual writer. The neater the penmanship, the more
legible the shorthand combinations ; hence, certain combinations are
safe for some, and illegible and dangerous for others. Experience
alone can settle these points. The two-direction consonants repre-
sent two classes of spoken syllables (those having vowels before the
consonant, and those having vowels after the consonant), and the
more closely syllable-writing is adhered to, the more easily the
reporter will follow the speaker the more rapid will be the mental
action. For the preceding reasons the rules governing the use of
the two-direction consonants will be closely adhered to in the outlines
presented to the learner ; only a few indisputably necessary excep-
tions will be recognized. Learning will thus be vastly simplified,
50
and practise suffer no injury. To reiterate : where a rule is departed
from for a trivial reason, the perception of it is dulled and its benefit
lost. The advantage to be gained by the use of an exception should
be so apparent as to cause no misgiving. When in doubt, stick to
rule !
92. However, while in the majority of cases the average writer
finds no difficulty in following the syllabic guide offered by the
two-direction consonants, there are a few legitimate occasions for
exception, viz.:
93. Ru-Ur when rapidly written looks like Lu-Ur. Therefore, if
Ru is used for the first of two R sounds (as required by theory
in writing " rear " and " roar ; or " borrower," derived from " bor-
row "), then Ru must also be used for the second R, regardless of
the vowel relation ; viz., Rear ./^ borrower V< .
94. Ru-Um join without an angle, and the combination would
dangerously resemble Lu or Lu-ku. Therefore R, when immediately
followed by Um, should be represented by Ur ; viz., Room. -r^....
V-v.'
arm ..-^^._.
95. Write Ush (not Shu) when immediately followed by Ur or
Um; viz., Shower ;. ...shame J^ .
96. Write Ru and Lu when immediately followed by Tu or Uf ;
viz., Allowed ./^..Joud .^rj._elf \^. alive .^^.....aright ^... right.^
97. Of course, a joining that is bad for Tu is also bad for its
mate Du ; and this remark applies to the other stems referred to.
As an experiment, write the words presented in paragraphs 92 to 96
according to the rules laid down in paragraphs 78 and 79; this will
evidence the necessity for the exceptions. These exceptional cases
tax the memory more than the outlines \yhich conform to rule, and
therefore require extra practise.
98. Caution. The rules laid down in paragraphs 78 and 79 apply
51
to the two-direction stems only when they are the first or the last stems
in an outline. When these sounds occur in the middle of an outline,
as in " bulb," etc., the upward direction is preferred because it tends
to keep the outline above or near the line of writing ; viz., Bulb \LA.
apology _\/f7'..., etc. In the middle of outlines the downward direc-
tion is used only when required by a primitive form or ease of
combination ; viz., Bear .\ ..bearer \^ farm .V^_.._ etc. (See lines
10 to 12 of plate 9.) ^
KEY TO OUTLINES IN PLATE 9.
99. Line 1 Error, allure, argue, Arab, alcohol, veer, veal, alma,
Cole, deal, Nile, nigher.
2 Gear, mire, buyer, jeer, weigher, bush, Ashney, fish, irony,
allege, bawl.
3 Rake, lily, rig, rally, borrow, bellow, "vary, villa, Lumly, ledge.
4 Rainy, Shawnee, miry, bushy, fishy, alkali, narrow, carry, delay,
Kelly.
5 Oil, owl, law, awl, shy, ash, ashy, raw, ear, arrow, Ira, rye.
6 Imp, imbue, hemp, embody, imbued, impute, Pompey, camp,
mob, map, mapped, mobbed.
1 -Hurried, harmony, higher, hire, Harveyize, heroic, Hiram, hark.
8 Helm, haul-hall, howl, hole-whole, Helena, Hilda, hellish,
healthy, unhealthy, Halsey.
9 Roared, reared, rhyme, ram, share, sham, alto, alive, arid.
10 Bulk, tyranny, March, park, Bushong, apology, borrow, bor-
rower, bear, bearer.
11 Carry, carrier, jury, juror, fair, fairly, fairer, Lesham, Forney,
merino.
12 Monopole, monopoly, formula, alimony, lamina, ideal, ideally,
kingly.
13 Hire, hirer, high, higher, merry, merrier, reviewer, ritual,
manual, timely.
14 Radial, readily, effectual, effectually, retire, rotary, denial,
royal, royally.
52
WRITING EXERCISE.
100. Test Words. For the inspection of the instructor, write the
following words as directed in Chap. 3, paragraph 42.
(a) Mite, impel, labial, lovely, dire, diary, ark, rakish, four, ferry,
Ashby, Shebu, Ashley, Shelly, foal, filly, ledge, allege, Elmira, Leroy,
rally, Bill, Billy, Boyle, chair, cherry, core, Cory, narrow, nigher, Zero,
Czar, weigher, Cole, Kelly, Neal, Nelly, Melba, Toronto, deride,
torrid, alcohol, alkali, camera, foliage, Pharisee, variety, impurity,
corona, hear, forage, verify, notoriety, notary, lure, allure.
(b) Primitives and Derivatives. Time, timely, untimely, timelock ;
dim, dimly ; royal, royally, royalty ; early, earlier ; mellow, mellower,
mellowed ; hurry, hurried, hurriedly ; marry, married, unmarried ;
period, periodic, periodically; poor, poorer, poorly; merry, merrily,
merrier (see par. 93) ; borrow, borrowed, borrower ; bear, bearer ;
jolly, jollier, jollity ; terrify, terrific (see par. 98) ; deny, denial,
denied.
QUIZ ON VOWELS.
101. The following quiz brings out the prominent points of the
lesson. The learner should conscientiously qualify himself to answer
these queries.
1. How many elementary vowels are recognized in Phonography ?
2. How many diphthongs ? 3. What is a diphthong ? 4. What
point of a stem is styled its first position ? 5. What point is its third
position ? 6. In case of the two-direction stems, is the vowel placed
before or after the consonant in the names of the downward direc-
tion ? in the names of the upward direction ? 7. Is the downward
direction for L ever used when standing alone ? -why ? 8. Is the
upward direction for Sh ever used when standing alone ? why ?
9. How many first-position vowels are there ? second-position ?
third-position ? 10. How may confusion be avoided in writing first-
position and third-position vowel signs between two stems ? write
"cheap," "chap," "rig," "rag." 11. How may confusion be
53
avoided in writing second-position vowel signs between two stems?
write "choke," " chuck." 1'2. Do M and P coalesce or pon-coalesce
in "damp?" in '' mope ? " 13. When vowel signs are omitted, in
what ways may they be indicated? write "time," " tame," " tomb,"
" vale," " villa." 14. Should Heh or Hu be used in writing "her " ?
which should be used in writing " hurry "? 15. In contrasting
''essay" and "assay," which are the distinguishing vowels ? 16.
What is the primitive portion of " untimely "? 17. What are the
formative sounds of the derivative " untimely " ? 18. If vowel sounds
may be generally indicated by means of stem-position and variation
of outline, what is the use of learning vowel-representation ? 19.
What prevents the unvarying application of the two-direction con-
sonant rules as laid down in paragraphs 78 and 79 ? 20. In outlining
" roar," why not follow the syllabic rule and write Ru-Ur ? why not
write Ru-Um for " Rome " ? 21. In outlining " ale," in which direc-
tion should the consonant be written ? which direction in outlining
" shy " ? which direction for " raw " ? which for " arrow " ? 22-
To what outlines is stem-position restricted ?
KEY TO PLATE 10 SENTENCE PRACTICE ON VOWELS
AND CONSONANTS.
102. The following sentences afford practice on the vowels and
consonants, and will be found an agreeable diversion from writing
isolated words. The sentences are not only free from word signs,
but the words are associated in such a way as to inductively impress
the instruction. The student is thus assured of not acquiring anything
he will have to unlearn. The limitation this careful treatment imposes
upon the selection of words will excuse the trivial nature of the
sentences.
103. Method of Practising with the Sentences. First read the short-
hand notes in plate 10, at the same time copying them in exercise
book. Omit the drudgery of writing the longhand translation in the
exercise book, merely inserting the number of each sentence for refer-
ence purposes. After the entire plate has been read and copied in
54
this way, then write from the longhand key into shorthand, merely
numbering the sentences as before. Shorthand a complete sentence
before comparing with plate 10 for verification ; this tests ability to
properly apply the instruction. All mistakes should be thoroughly
investigated and the underlying instruction in the text reviewed.
This procedure will result in the sentences being written in the exer-
cise book twice, thus insuring interested repetition. If possible, write
the sentences from dictation until they can be written readily and
neatly without error. Note that the shorthand period is a small cross.
1. Jack Cole saw Billy Boyle in my back room. 2. They may
tarry if they repair my tire. 3. They may go if they come back
early. 4. Maria may see Josiah White in Chicago. 5. They may
see our ball game if they like. 6. They may make money if they
buy cheap sheep. 7. Fire may thaw thick ice easily. 8. They may
see our Catholic bishop in Utica if they hurry along. 9. Jennie
Murray came early in her carriage. 10. Nellie took Neal Jacoby
my lovely bouquet. 11. They may see my peacock if they like. 12.
They live in Siam. 13. Bob Rokeby may use my bathrobe. 14.
Edith Maloney, they say, ate ham at my picnic. 15. Harry Harvey
may ride in my buggy. 16. Rebecca Robotham came via Altoona.
17. Polly may come out in my car ; may Paul also ask her nephew ?
18. They make doughy cake at her shop. 19. Lucy Mayer saw
Timothy Murray in Allegheny. 20. Dick Forney may use my cue.
21. Our chimney may fall if they push. 22. They may show me
Nile valley ere they come home. 23. Hilda Hickey hung her hat irv
my room. 24. Carrie Carr may ride in my coupe. 25. They may
row our boat in Lake Erie. 26. They may make Geneva Avenue
" no thoroughfare." 27. Her hero took refuge in my villa. 28.
They may cash my check if they take in enough money. 29. Barney
Byram saw my lame lamb limp by our elm. 30. My door-hinge hung
poorly.
55
PLATE 10.
SENTENCE PRACTICE ON VOWELS AND CONSONANTS.
56
CHAPTER V.
INTRODUCTION TO ABBREVIATING DEVICES.
1. The Consonant and Vowel lessons lay the* foundation of short-
hand. For this reason they have been presented very carefully.
The succeeding lessons constitute the superstructure, as they natur-
ally grow out of and rest upon the consonant and vowel foundation.
They treat of methods of abbreviation, and are classified under the
following heads :
2. Contractions, such as " Co." for " company," " ad." for
" advertisement," etc.
3. Phrasing, by which is meant the joining together of the
signs of several closely related words, such as " I-will-be," etc.
4. Stem modification, by means of which several consonants
are grouped upon one stem. Stems are modified in six different
ways ; viz.: (a) By turning their beginnings into circles and loops.
(&) By turning their terminations into circles and loops. (<:) By
diminishing the length of stems one-half, styled " Halving." (d) By
turning the beginnings of stems into hooks, styled " Initial Hooks."
(<?) By doubling the length of stems, styled " Lengthening." (/) By
turning the terminations of stems into hooks, styled " Final Hooks."
5. These various subjects will now be considered in detail.
CONTRACTIONS, ETC.
SEE PLATE 11.
6. There are many words of frequent occurrence the full outlines
of which would prove a serious hindrance to the attainment of reporting
speed. Such words are contracted and represented by one or more
of their most distinctive consonants; for instance, "ad." for "adver-
tisement," " reg." for " regular," etc. Each of the lessons mentioned
57
in paragraph 4 has its own peculiar words of this class, which will be
found conveniently arranged for memorizing at their proper stages.
Plates 11 and 11-a present those covered by the consonant and vowel
lessons. Before undertaking the memorizing of the signs in these
plates, paragraphs 7 to 26 should be carefully studied.
7. In a few cases, the full outlines of words like " any," " own,"
and " know " are thrown into different positions without regard to
their accented vowels, in order to avoid conflicts. For instance :
" any " placed in the first position and " own " in the third, in order
to avoid conflict with " know " which is allowed to remain in the
second position to which latter position all three words legitimately
belong. Such words, though not contractions, require special
memorizing, and are therefore included in the special lists.
8. Occasionally a full form in its proper position is introduced in
the list of contractions in order to evidence the necessity of throwing
out of position a similar sign for some other conflicting word.
" Know " and " each " belong to this class. (See plate 11-a.)
PLATE 1 1 .
WORD SIGNS AND CONTRACTIONS.
VOWEL WORD SIGNS.
All .1 Awe-Already _.'__. Ought '
Too _>.,... O-Oh-Owe i.._.Who ._/...
Two
Or . '__. On (up)__I_
But ..._j Should (up) __,,.__
A .. An-and ..............
You _.. A ._._ I .. . How He (down)....
PLATB 11-A.
STEIVI WORD SIGNS AND CONTRACTIONS.
Improve
Are / _______ It ___ I _____ -ment _ ,e^. ___ Never
Will ___ C_ ______ Any___l ____ Them -They ._(_.._ C ][ess C "..
x- Notlnyith-
Year ______ I _________ No-Know. ...s_^_._ Though .......... /.... standing _.__XL_
Hope-Happy-
Your r~ Own ______ ...... _______ Party ____ X. ____ Machinery.
I Thing- Manu-
Dollar ______ J _______ English . ____ ______ Peculiar-ity_S _ facture
. Manu-
Do _ ......... 1 _______ Language _js__*.._ Bank ______ \^__ facturer
Had-Adver- Manu-
tisement I ____ Long . ...... ._.. ...... Bankrupt .\^._ factory,.
Each __ '__ __ Company _ BankruplcyV Regular-ity
Ever
/ - \ ~^
Which _ i_ ____ Given .......... . .......... Object ______ \ ....... . Irregular-ity_J\ _
Acknow-
Much _ /_ ________ Together _______ ledge _____ ~7 Enlarge ..J^?. ____
_n ______ Ago .._ ............... Knowledge __.... Largely. ..... ./ . ___
r~
Have V. Think .(. Familiar-ityV^r^ Unusual
Thank-
However_X;.- Thousand / Average I Represen
Be \._ For V, Virginia _._.\L _ Familiarly_X_=^x_-
To be _\ Half _i _ Writer ? Regularly ^^C
\ T
Irregu-
Advantage _/ Was 1 Rather .^2. larly _.J| ^r._
Large / _ Use (v) \ _ Legislature../^..... Peculiarly ..\ ^
Wish -s Whose ^ New ^_^_ Represented^_J_L
Shall } Whom Now_..._s_^ Into ____L
Issue i Him _J^L New York ..v^_. Unto ..^1...
Important-
Usual-ly ^ Importancej!!!!..! New Jersey..^...
59
9. Where syllables or words are connected by hyphens, it indi-
cates that such several words are represented by the same sign. For
instance : " Usual-ly " means that " usual " and " usually " are repre-
sented by the same sign ; " they-them " means that " they " and
" them " are represented by the same sign, etc.
10. A figure after the name of a sign indicates its position; viz.,
Du-3 indicates that Du is to be written in the third position, etc.
NOMENCLATURE.
11. " Nomenclature " is from i( nomen " (meaning " name ") and
" clature " (meaning " call ") signifying literally " name-calling."
This word includes the special terms used in any branch of study.
In the nomenclature is crystallized the important thought of each
lesson ; and the student who masters the nomenclature must inci-
dentally acquire a fair understanding of the lesson. The nomen-
clature is the connecting link between the spoken words and their
shorthand signs.
12. For reference purposes, the term " word sign " will be used
in referring to single characters in the special lists (whether complete
or incomplete expressions of words), such as Du-3 representing
" advertisement," or Un-3 representing " own ;" while the term
" contraction " will be used to signify those incomplete forms which
are represented by two or more stems, such as Ru-Gu for " regular,"
etc.
13. Twenty-four words are represented by the signs of their
vowel sounds, and these signs are therefore called " vowel word-
signs." (See plate 11.) All word-signs in plate 11-a, as well as all
others to be hereafter presented, are consonant forms.
14. The labor of both instructor and student will be lightened if
the dash-vowel word-signs are named after the consonant stems
which they resemble. For instance : The sign for " all " resembles Bu
in slant and shade ; for " awe-already " resembles Du ; ( for " ought "
resembles Ju, etc. A descriptive name is secured by adding to the
60
names of the consonant stems the syllable " oid," which means
"like" or "resembling." This syllable is found in "spheroid"
(sphere-like), " alkal-oid " (alkali-like), " anthrop-oid " (man-like), etc.
Consequently, " Budoid " means that, the sign looks like a short Bu ;
" Dudoid," like a short Du ; " Judoid," like a short Ju ; " Putoid,"
like a short Pu ; " Rutoid," like a short Ru (written upward) ;
" Chutoid," like a short Chu (written downward), etc.
15. According to this nomenclature, the vowel signs in plate 11
are described as follows : All, Budoid-1 ; awe-already, Dudoid-1 ;
ought, Judoid-1 ; too, Budoid-2 ; O-oh-owe, Dudoid-2 ; who, Judoid-2 ;
of, Putoid-1 ; or, Tutoid-1 ; on, Rutoid-1 ; to, Putoid-2 ; but, Tutoid-2 ;
should, Rutoid-2 ; the, Dot-1 ; a, Dot-2 ; an-and, Dot-3 ; you, Yuh-2
(the reason for this name will develop in the Coalescent lesson);
I, Putoid-Rutoid-1 ; how (which is represented by either the first or
the second half of its diphthong sign, according to the necessities of
joinings), Rutoid-3 or Putoid-3 ; he, Chutoid-1.
MEMORY ASSISTANCE.
16. Of the dash-vowel word-signs, those for " on " and " should "
are invariably written upward Rutoid. " How " is represented
by either the first half or the second half of its diphthong sign,
according to the convenience of joinings ; the first half may be
written either Rutoid or Chutoid, but the second half is always written
down (Putoid). All the other dash-vowel word-signs are invariably
written by downward movements.
17. The signs for "new " and "now " have joined to them the
signs of their diphthongs. In the case of " new-knew " the semi-
circle is tilted sidewise to simplify the combination. In case of
"now," the first half of the diphthong (Rutoid) blends with the
Un-stem ; only the second half (Putoid) shows.
18. " Nevertheless " and " notwithstanding " are represented by
the signs of their first two consonants, intersected.
19. " New York " is represented by the sign of its abbreviation
61
(N. Y.), the Un being written in the position of the word-sign for
" new."
20. " New Jersey " is written as if pronounced " New Juzy," the
Zu-stem being added to more certainly distinguish it from New York
when carelessly written.
21. The sign for "any" is vocalized with the second-position
light dot, in order to avoid conflict with " in."
22. Where the same sign is presented for two or more words (as,
for example, Du-3 for both " advertisement " and " had "), the student
need have no misgiving, but may rest assured that there is no danger
of legitimate conflict. The practice would not be recommended if
experience had not demonstrated its safety. The context will guide
in determining the word to be read, as it does in longhand in cases
of words spelled alike, such as "read," "row," " tear," etc.; viz.:
" They may tear the paper," " She shed a tear ;" " She may read,"
" They have read ;" " Jacob may row on the lake," " They kicked up a
row," etc.
DEFINITION OF THE TERM "CONFLICTING."
23. Conflicting words are those that are interchangeable in a
sentence and alter the sense without affecting the construction of the
sentence. For instance, " me " and " him " are conflicting words, as
evidenced by the following sentences : " She gave it to him ;" " She
gave it to me." Consequently, " me " and " him " must be carefully
distinguished in shorthand writing. But "they" and "them "are
not conflicting words, because they are not interchangeable, as evi-
denced by the following sentences : " She gave it to they," " She
gave it to them ; " They may go," " Them may go." Consequently,
" they " and " them " may be represented by the same sign in short-
hand writing, as choice will be indicated by the context (by which is
meant the grammatical arrangement of the various parts of a sentence,
as well as one's knowledge of the subject).
62
DERIVATIVES FROM WORD-SIGNS.
24. Derivatives from word-signs are formed by adding the sign
of the formative sound or sounds of the derivative to the primitive
word-sign, the primitive sign being allowed to retain its position.
See-fourth column of plate 11-a: Un-Ju for " en-LARGE," Un-Zhu
for " un-USUAL-LY," etc. See page 25, paragraph 64, for defini-
tions of the terms " primitive," etc.
25. In the illustrations in paragraph 24, the primitive word is
printed in capitals, and the formative syllable of the derivative is
printed in small type. This practice will be adopted in future
illustrations of this kind.
26. (a) If the sign of the primitive word lacks some of its term-
inal consonants, as in the case of Ru-Gu for " regu(lar),"this fact may
be indicated by disjoining the sign of the final formative sound of a
derivative, as " ly " of " regu(lar)ly," etc.
() If, however, the final consonant of the primitive word is
present in its sign, then the sign of the final formative sound should
be joined if convenient, as in case of "LARGE-ly." (See fourth
column of plate 11-a.)
QUIZ ON WORD-SIGNS AND CONTRACTIONS.
27. 1. What is the meaning of nomenclature? 2. What is
the technical difference between a word-sign and a contraction ?
3. Give the descriptive name of the word-sign for " on " for " he "
for the upward sign for " how " for the downward signs for " how "
for " all " for " who " for " I." 4. How many of the dash-vowel
word-signs are written upward ? 5. How is " New Jersey " distin-
guished from " New York " ? 6. Name the primitive portion of
" untimely " name the formative syllables of the derivative. 7.
Should the " ly " sign be disjoined in outlining the word " pecul-
iarly"? why? 8. Should the " ly " sign be disjoined in outlining
the word " calmly " ? why ? 9. Are " he " and " him " conflicting
words ? " our " and " her " ?
63
28. The subject of Phrasing will now be considered, after which
a series of sentences is presented as an aid to learning the word-
signs, phrases, etc.
CHAPTER VI.
PHRASING.
1. (a) A spoken phrase is a combination of two or more words hav-
ing a specially close relationship ; as for instance, " they may," " in the
way," etc. A rapid speaker blends, or slurs, together the words of
a legitimate phrase so that they address the ear as closely connected
as the syllables of a single word, and the reporter sympathetically
inclines to join their signs as he would the signs of the several
syllables of a word. (^) . Also, where in the slurred phrase certain
sounds are omitted, the reporter omits them from the shorthand
representation, as in "you will" (heard as "you'll"), "I have"
(heard " I've "), etc.
2. Caution. The mission of the shorthand phrase-sign is to indi-
cate the close relationship of the connected words. The indiscrim-
inate linking of the shorthand characters without regard to the
dependence of the associated words (as for instance, " I will-if you
give me-money-for them) is not phrasing, and should not be practised.
3. Carefully note the following points in regard to the short-
hand representation of the spoken phrase :
4. The pronoun " I " (which, when standing alone is written
Putoid-Rutoid) may in phrases be represented by either Putoid or
Rutoid singly, as better suits the combination. The sign for " I "
must always be written above the line, whether phrased or standing
alone. To illustrate :
I-have (I've) I-will (I'D I-think I-am (I'm) I-know I-shall
JL J_
64
PHRASE POSITION.
5. The first word of a phrase (with the exception of " he ")
retains its position. See line 1 of plate 12 : I may, you may, I will,
you will, if they, for them, to think, of them, shall be, you are (you're).
6. The second word of a phrase may also be given its position if
the first word is not thereby deprived of its position. This is
practicable when a first-position dash or a horizontal-stem word-sign
is followed by a descending non-horizontal stem. See line 2 of plate
12 : I think, I thank, I do, I had (I'd), in each, in which, in much,
in them, in view. In cases like the preceding, the first-position dash
or horizontal is (without sacrificing its position) raised or lowered
slightly to accommodate itself to the position of the descending sign.
7. " He " (represented by the aspirate tick) is legible in any
position when phrased, and it is therefore made to assume the posi-
tion of the sign to which it is joined. See line 3 of plate 12 : He
will (he'll), he was, he had (he'd), he may.
*
8. In all cases other than those specified above, only the first
word-sign is written in position, and no attempt is made to give posi-
tion to the other words of the phrase. See line 3 of plate 12 : Your
leave, by your leave, by them, may think, I will be, you will be.
9. While the joining of the signs of the several words composing
a phrase is akin to the process of joining the signs of the several
syllables composing an individual word, there is this important differ-
ence in their positioning : an individual word like " knotty," " natty,"
etc., has its first non-horizontal stem placed in the desired position ;
whereas in case of a phrase, the sign of the first word is placed in
position, regardless of whether such sign is horizontal or non-hori-
zontal. See line 4 of plate 12, and contrast "knotty " with " natty,"
and " any time " with " no time."
10. The dash-vowel word-signs should, as a rule, only be phrased
when occurring as the first word of a phrase, as they then retain
their position, which is essential to their distinctiveness. Exception,
65
however, is made in favor of " should " and " he," which may be
written occasionally as the second word. See line 4 of plate 12 : You
should, if he, you should be, if he was, you should know, you should
think. This causes no conflict with tick for " the " to be explained
later.
SPECIAL PHRASES AND DISTINCTIONS.
11. Rutoid-1 for "I" never conflicts with the sign for "he,"
which is always written Chutoid. Contrast :
I had...!..., he had../....: I was..!..., he was._).J_
12. (a) The word " the " is phrased by a tick which is written
Chutoid or Rutoid, according to convenience of joining. This tick
may be written either at the termination or in the middle of outlines,
but not at the beginning. See line 5 of plate 12 : In the, on the,
for the, hear the, in the way, on the way, was the. (U) In writing
"the," preference should be given the tick rather than the dot. The-
dot should be used only when " the " begins a sentence, or when the
tick cannot be joined easily and legibly at the termination of signs.
13. (a) The word " and " may be phrased by a Kutoid-tick, writ-
ten at the beginning or in the middle of outlines. The " and "-tick
always assumes the position of the sign to which it is joined. See
line 6 of plate 12 : And you, and to, and he, and who, and will, and
have the, and they will, (fi) In the phrase " and I," use the full
diphthong sign for " I." See line 6 of plate 12: And I, and I
think, and I have, you and I. (<") When the Kutoid does not join
easily, use the dot below the line for " and." Exception is made in
the case of the common and useful phrase "& Co.," in which Tutoid is
allowed, as Kutoid would not join legibly ; viz., ._L=__. This causes
no conflict with "but," as it is never phrased with Ku. (</) Do not
write the " and " tick at the termination of outlines.
66
PLATE 12.
EXERCISE ON PHRASING, PREFIXES AND SUFFIXES.
o r 1 V ^-/ ^-/
-_ ? L r i i/ y ^-/ ^.
\ "t "" /"
/^ >! "V^->|V
^.... A^...
14. (a) One of the most exasperating mistakes which a reporter can
make is to transcribe " a " or " an " for " the," or vice versa. " The "
is definite, whereas " a " and " an " are indefinite. Cases have been
thrown out of court and litigants put to the expense of a new trial on
account of the substitution of one of these words for the other.
(b) Kutoid may be used for " a " or " an " at the end of strokes to
which the " the "-tick is written Chutoid, as there is then no risk of
accidental resemblance in careless writing. Contrast Un-Kutoid
with Un-Chutoid. But this should not be practised where Rutoid is
67
used for " the," as conflicts would surely ensue. Contrast Tu-Rutoid
with Tu-Kutoid. (<:) Neither " a " nor " an " should be represented
by a tick at the beginning of strokes, as conflict with " and " would
result. All risk is avoided by using dots for " a " and " an " except
in combinations as above specified.
15. "A " and " an " have the same meaning in speech the choice
being governed entirely by smoothness of utterance. To facilitate
the glide from one word to another, " a " is used before a word which
begins with a consonant sound, and " an " is used before a word
which begins with a vowel sound. For instance : A pear, an ape.
This is a valuable aid in reading unvocalized notes, as a dot on the
line indicates that the following word begins with a consonant,
whereas a dot below the line indicates that the following word begins
with a vowel.
16. The useful phrase " and the " is written Kutoid-2-Chutoid
that is, with the Kutoid resting flatly upon the line; viz.,,. This
treatment avoids conflict with "and he," "and who," etc. (See signs
of these latter phrases in line 6 of plate 12.)
17. Each shorthand principle contributes some peculiarity to the
phrasing scheme, and the learner's full acquirement of the subject
must wait upon his mastery of the various lessons. The most ap-
proved examples will be presented from time to time, and they should
be thoroughly learned. In addition to the illustrations given in the
preceding paragraphs, the following common and useful phrases are
presented in this lesson (line 7 of plate 12) : I will be, you will be, I
shall be, I think you will be, he will be, if you are, I think you are,
in which you are, I shall have ; (line 8), if they will be, you should
have, ought to be, I have had, will say, I will say, I hope you will, I
hope you will be ; (line 9), of them, of which, of much, of which you
will, of which you are, to-day, to-morrow, to which, to which you are,
to which you will, it was, which was ; (line 10), to the, of the, by the,
by the way, in your, in them, of your, of them, of our.
68
ADVANTAGES OF PROPER PHRASING.
18. No part of shorthand is perhaps so little understood, and at
the same time so much abused, as that of phrasing. Many reporters
unjustly condemn it simply because they never acquired the ability
to intelligently use it, and therefore find it dangerous in their practice.
It is a good tool ; but if its use is not thoroughly mastered, it had
better be let alone. All may understand it, however, with a little
patient study ; and it is well worth cultivating, as proper phrasing
confers legibility as well as speed.
COMPOUND WORDS.
19. Word-signs are used to represent the syllables of other words,
as in the case of " any " and " thing " combined to represent " any-
thing." These compound words (as they will be termed) are treated
after the manner of phrases the sign of the first syllable being
given its position. See line 11 of plate 12: Anything, anybody,
nobody, hereto, heretofore, although.
PREFIXES AND SUFFIXES.
20. A Prefix is a beginning syllable common to many words, as
" com " and " con " in words like " compel" " convey" etc.
21. A Suffix is a terminal syllable common to many words, as
" ing " and " ingly," in words like "going" " lovingly" etc.
22. () The prefix " con " or " com " is represented in shorthand
by a dot immediately preceding the beginning of a stem. See line
12 of plate 12: Convey, compel, connive, commit, condemn. (/>)
Note that the two " N's " of " connive " are included in the syllable
represented by the dot. This is also true of the two " M's " of
"commit."
23. Occasionally the " con " or " com " syllable may be implied
by writing the sign preceding it over or near the sign following it.
See line 12 of plate 12 (the parentheses indicate the omitted syllables) '.
my (com)pany, 1 will (con)vey, ac(com)pany, ac(comm)odate. It
69
will be noticed that the sign preceding the omitted " con " or " com "
may be either that of a separate word or of a preceding syllable of
the same word.
24. The suffix " ing " is expressed by a dot placed immediately
after the termination of a stem. See line 13 of plate 12: Condemn-
ing, accompanying, in compelling, lying.
25. " Ing-the " may be represented by writing the tick for " the "
disjoined in the " ing "-dot's place. " Ing-you " may be similarly
expressed by writing " yuh " disjoined in the " ing "-dot's place. See
line 13 of plate 12: Conveying the, hearing you, in condemning the,
wringing the, hoping you.
26. " Ingly " is represented by a heavy slanting tick written dis-
joined in the " ing "-dot's place. See line 14 of plate 12 : Mockingly,
lovingly, jokingly, laughingly, daringly, feelingly, knowingly.
QUIZ ON PHRASING, ETC.
27. 1. Connect by hyphens the words composing 'proper phrases
in the following sentence : " I will be in the meadow to-morrow in
time to help you if you are ready to mow the hay." Write this
sentence in shorthand. 2. Which half of the diphthong-sign (Putoid
or Rutoid) is used in phrasing"! will"? "I have"? 3. Write
" and I know " as a phrase. 4. Which word of a phrase generally
retains its position ? 5. Is the second word of a phrase ever given
its position, and if so under what circumstances ? 6. Is the tick tor
" the " ever written at the beginning of signs ? 7. When is the dot
used for " the " ? 8. Is the tick for " and " ever used at the end of
stems ? 9. When Kutoid does not join legibly at the beginning of
stems, how is " and " represented ? 10. Does the use of the indefinite
word " a " indicate that the following word begins with a vowel or
with a consonant? "an"? 11. What is a " compound " word ?
what governs its position? 12. How may the prefix "con" or
" com " be implied instead of being written by the dot ? write " your
company " in shorthand. 13. How is " ing-the " represented in
70
shorthand ? " ing-you " ? " ingly " ? 14. How are " I " and " of "
distinguished in writing the phrases " I think " and " of them " ?
SENTENCE PRACTICE ON WORD-SIGNS, PHRASES, PREFIXES,
SUFFIXES, ETC.
28. The sentences in paragraph 31 are intended as a pleasurable
aid to memorizing the word-signs, phrases, etc. (See plates 13 and
14.) In constructing the sentences, care has been taken to asso-
ciate words in such a way as to insure a valuable review of the
principles, as well as to demonstrate the necessity of certain distinc-
tions. Also, while ample practise is afforded on phrasing, it has
been so restricted as to give the word-signs all necessary prominence,
and thus facilitate their acquirement. Practise with these sentences
as directed in paragraph 103, page 53.
OMISSION OF VOWEL SIGNS.
29. The grammatical dependence of words in a sentence proves
a great help in reading shorthand forms. For this reason, if the
consonant form is fairly suggestive, the vowel signs may very often
be safely omitted. This has been done to a limited extent in plates
13 and 14 in order to accustom the learner to reading unvocalized
outlines. The practise will be gradually increased in subsequent
exercises.
POCKET COMPANION FOR THE WORD-SIGNS, ETC.
30. The learner should provide himself with a small blank book
in which he should copy all the word signs, phrases, and special
forms of all kinds which may be gleaned from the book, from class
instruction, or from whatever source. A few pages may be allotted
specially for brief characters like the vowel word-signs. The con-
sonant-stem word-signs and phrases should be arranged, for conven-
ience of reference, in the order of the phonographic arrangement
found in plate 1 j viz., Pu, Bu, Tu, Du, Chu, Ju, etc. This book
can be carried in the pocket, and will prove an invaluable aid in
memorizing the word-signs, etc., being everywhere and at all times
available for consultation.
71
PLATE 13.
SENTENCE PRACTICE ON WORD-SIGNS, ETC.
: . ...I. ..._k^_... \ * 2.,..l.A.v^ _\
J__ ^_ _. _J^1^
\
.^^^^^^..L..j'I^.
A i_5,.r /i^
ri-.N^. s <. /
_^ v _^_ > _. o ^-_ J I j< 20.
23 Z..v...v^^.. v r- v
' '*' r^ * Y * , ^ ^ ^ \
~~T^ 26 < / / ) >^^ \ <^^ 27 'N
\ ^Z^ v^
jut>_^._^l .2\ * ...29,. JL I .,^~..1..^\^. Z^...,....L^..
v, ^ -k^-^ \
\ **s ^
30. V <** \ ^^/ J v 81.
72
PLATK 14.
SENTENCE PRACTICE ON WORD-SIGNS, ETC.
J...xrrr>_^...\...-^\__^>! .32... X^rri....L .\ ^l.\~^^^j
...M,._^x/\|..l...LA.: r^u, 34,...(...k..: lA. _.... -
../..J...I\^\..^:...k...^...35,....^ :ZlA .__^A._^.._\A 80....
! ..A .1
~ T 07 . r s~ ^ ^ ,
->--J Jt J-Jfc^f L L-JX- S, L
' N,
_.J.8...^?_J?...'....V. A .v^... iJ^V-es.JJ-^^^.- =59.
.40.
^4
.y>c ...42, ....x...:.-L.-.l
43, -|- 1 | t ^ } * ' \* 44. ( V
( U \
J&_d_^Ji OsJ^-\_i.^__^L.
47. Si' 1 _. iO- 1 A * - 48. j>
i v ^<r
c?
_. x___.. ..._
KEY TO PLATES 18 AND 14.
SENTENCE PRACTISE ON WORD-SIGNS, PHRASES, ETC.
31. This exercise should be practised until it can be written
neatly and accurately from dictation without hesitation :
1. All ought to feel awe on looking at the foaming pool. 2. They
already kno.w how many will be at the party, and they ought to be
ready for them. 3. Two of the company will go to New York to-day,
and come back to-morrow and go to New Jersey. 4. Too many owe
money which they will never repay. 5. He or I will see you at the
bank. 6. Who will represent them in the Legislature ? 7. An im-
portant improvement came to my knowledge a month ago which I
think you will acknowledge to be of importance, although you may
73
deem it peculiar. 8. By paying a dollar each month you will pay
for your advertisement in a year. 9. A thousand-dollar bill was
given for the farm. 10. Notwithstanding the high rate, I nevertheless
think the company will ship many sheep to Chicago in May. 11. A
manufacturer of rope will ere long locate in Toledo. 12. The
machinery should be ready for the manufacture of ice at the manu-
factory to-morrow. 13. If you are bankrupt you may take advantage
of the bankruptcy law. 14. Do you know they own a farm in
Tacoma ? 15. My knowledge of the English language I think above
the average. 16. I am usually on time. 17. They now have the
new coach ready for use. 18. However much they do for him, he
will never think to thank them. 19. I wish to own a copy of your new
book, and shall buy a copy if you ever issue it. 20. .1 hope you will
be happy at the party. 21. You should give half of your money to
the needy. 22. It was an unusual thing for anybody to do. 23.
She was too familiar altogether ; I object to her familiarity. 24.
He was usually allowed to use the large room. 25. My home was
in Virginia ere I came to live in New York. 26. The party whose
name I saw on the check was a rather poor writer. 27. Obadiah
and Maria are here ; the two came together. 28. Rebecca and Jacob
are regular, but Timothy and Josiah are irregular. 29. I admire the
regularity of Rebecca and Jacob, but condemn the irregularity of
Timothy and Josiah. 30. They will enlarge the tobacco manufactory
ere long. 31. A few pay regularly, but many pay irregularly. 32.
He looked at me peculiarly and familiarly. 33. I will be represented
in the committee by my nephew. 34. They condemn me for going
to the ball, though I was accompanied by my nephew. 35. You
should compel him to compare the sheep ere buying. 36 I am con-
veying the book to the auditing committee. 37. The community will
commit an error .in conniving at the wrong-doing of the company.
38. I shall show the book to nobody to-day, but anybody may see it
to-morrow. 39. In each room you will see a bath-tub in which any-
body may bathe on paying the fee. 40.- She looked at me laughingly.
41. Heretofore nothing was given by him to the poor, although I
74
was ready to take anything in the way of food or fuel. 42. The use
of tobacco was altogether too common in the army. 43. The day I
was at the sea-shore he was in bathing. 44. They took the baby and
the boy for a ride. 45. I saw him buying a lovely bouquet. 46. If
he was in the room, he should have looked for me. 47. If I do go,
he will say I had to. 48. To whom are you talking ?
CHAPTER VII.
INTRODUCTION TO STEM MODIFICATIONS.
1. The remaining lessons in the book treat of extra methods of
writing certain consonants by means of stem modifications (see page
56, par. 4). The increased shorthand material thus furnished opens
up to the learner every avenue of reporting. A smaller supply, and
consequently easier system, could be more readily mastered, but the
learner would be forever barred out from the more useful and
remunerative fields of reporting. A few weeks extra of study during
the learning stage will be amply repaid by after years of superior
results.
2. The aim of the subsequent instruction is to enable the student
to avoid the use of stems when they are not needed to furnish places
for vowel signs thus securing an increase of speed without any
sacrifice of legibility. The first thing, then, is to understand when
stems are necessary. The use of the stems has been pretty thor-
oughly explained in the previous lessons ; but to refresh the student's
memory, the following generalization is here presented :
3. Stems are required to provide place for vowel signs :
(a) When there is only one consonant in a word, as in " so,"
" way," etc.
() When a consonant immediately follows a beginning vowel, as
in " ask," " awake," etc.
T5
(c) When a consonant immediately precedes or immediately follows
two concurrent-vowel sounds, as in " Siam " (Si-am), " poet " (po-et),
" pious " (pi-us), etc.
(d~) When a consonant immediately precedes a final-vowel sound,
as in " fussy," " pity," " penny," etc.
4. The use of stem modifications is confined to cases not covered
by the foregoing paragraphs.
5. Each stem-modification lesson covers a certain class of words,
which words are withheld until that particular lesson is reached.
The student is thus assured of not acquiring anything he will have
to unlearn.
SCALE.
PHONOGRAPHIC YARD-STICK FOR REFERENCE PURPOSES.
6. For convenience of reference, there is here presented a scale
showing the order in which the sounds of the different modifications
are to be read when several occur on the same stem. In the absence
of any one or more of the modifications specified on page 56, the
remaining ones are read in the same relative order as shown in the
scale. This scale will be introduced in each subsequent lesson,
showing the modifications possible up to and including that lesson.
The scale also shows the relative order of reading vowel signs, which
it will be observed is always either immediately before or immediately
after the stem-sound the coalescing L, R, or large Wu hook being
considered as welded parts of the stem.
1 Uns-curl.
'2 Beginning circle or loop.
3 Small Wu-hook.
4 Vowel before stem.
5 Stem.
6 L, R, or large Wu-hook.
7 Vowel after stem.
76
8 Syllable added by lengthening stem.
9 Final hook.
10 T or D added by halving stem.
11 Final circle or loop.
12 Sun or Eshon curl.
7. As the average student of shorthand experiences as much
difficulty in determining what the sounds of words really are as he
does in learning the shorthand signs for those sounds, to bridge over
this difficulty the analysis of some of the most puzzling words will be
shown from time to time in parentheses.
8. With this introduction, the use of the stem modifications will
now be considered in detail.
CHAPTER VIII.
.CIRCLES AND LOOPS.
FIRST STAGE PARAGRAPHS 1 TO 31.
1. (a) This lesson treats of two circles and two loops, which
represent S and Z sounds and various combinations of them. Not
the S and Z letters, let it be emphasized, but the sounds, no matter
how represented in the common spelling. Phonography expresses
what is heard, and not what is seen. (&) Where words in subsequent
illustrations are connected by hyphens it indicates that they are
pronounced alike, and therefore written alike in shorthand.
2. (a) A small circle at the beginning of an outline indicates that
the sound of S (regardless of the common spelling) is the first one
to be read; that is, no vowel sound can be read before it. See
line 1 of plate 15: Site-sight-cite, spy, .seek, sky, sell-cell, Sam,
cinch (sinch). (fy A pure S sound is simply a hiss, for which reason
it is styled the " sibilant," which means " hissing."
77
3. Beginning Z is expressed by its stem, in order to clearly
distinguish between such words as " seal " and " zeal," etc. See line
1 : Seal, zeal.
4. A small circle at the termination of an outline indicates that
the sound of S or Z (regardless of the common spelling) is the last
one to be read ; that is, no vowel sound can be read after it. See
line 2 : Ax (aks), days-daze, tax-tacks, lax-lacks.
5. (a) Note that the letter X generally combines the two sounds
" ks," and is so represented in shorthand. (/;) The term " coalescence "
will be applied to blending consonant sounds (as " st" in " past," "str"
in " pastor," etc. These consonants are not-coalescing (i. e., non-
coalescing) in " upset " and " restore." Coalescing vowels are illus-
trated by the diphthongs presented on page 27, par. 2, and page 32,
par. 19.
PLATE 15.
WORD-EXERCISE ON CIRCLES AND LOOPS.
78
6. (a) A large circle indicates the combination of two sounds of
S or Z separated by merely a vowel sound, as in " system " (sys-tem) ;
not two S letters, be it. understood (as in "pass"), but two sounds,
no matter how many letters or what letters may be used in the com-
mon spelling. (H) The large circle may be used at either end of
outlines, provided the requirements of paragraph 3, page 74, are not
violated. See line 2 (the sound-groups represented by the large circle
are pointed off by colons): Sys:tem, suspicious (sus : pi : shus),
access (ak : ses), taxes (tak : ses), sources (sor : ses), faces (fa : ses).
7. (a) A small loop, made narrow and covering about one-half of
a stem, expresses coalescing " st " sounds, no matter how represented
in the common spelling. (<) The small loop may be written at either
end of stems, provided the requirements of paragraph 3, page 74, are
not violated. See line 3 (the loop sounds are pointed off by colons) :
St : eps, pa : ste-pa : ced, ra : ced (raste), pa : st-pa : ssed, taxed (tak : st).
8. (a) A large loop, made broad and covering about two-thirds
of a stem, expresses coalescing " str " sound-groups, no matter how
represented in the common spelling, (li) The Str-loop is used at the
termination of stems only ; never at the beginning. Care must be
taken to avoid violating requirements of paragraph 3, page 74. See
line 3 (the " str " sound-groups are pointed -off by colons): Pastor
(pa : str), Dexter (Dek : str), lob : ster, inve : stor, He : ster. (<:) The
representation of beginning " str " (as in " strike ") is well provided
for in a subsequent lesson.
9. An additional sound of S or Z immediately following a large
circle or either of the loops is expressed by turning a small circle on
the back of the stem. See line 4 : possesses (po : ses : es), co : st : s,
ma : ster : s, ho : st : s, li : st : s.
CIRCLES AND LOOPS IN THE MIDDLE OF OUTLINES.
10. The circles may be used between crossing stems to represent
either S or Z sounds. See line 4, plate 15 : Desk, resist, justice (justis),
visit (vizit), possessed (posest), necessary (ne:ses: ary), lisp.
79
11. (a) The attempt to turn circles between crossing stems often
results in loop appearances. Therefore, to avert the danger of con-
flict, the loops between crossing stems are never read for " st " or
" str," but as circle sounds only. See line 5 : Excel (eksel), nasal,
wisely. (b~) Between crossing stems " st " is expressed by the small
circle and the Tee-stem. See line 5 : Caustic, rustic, vestige.
12. The loops may, however, be used for " st" or " str" between
stems that do not cross, as under such circumstances they can be
clearly distinguished from the circles. See line 5 and contrast :
Joseph, justify ; design, destiny ; missive, mystify.
GUIDE TO TURNING THE CIRCLES AND LOOPS ON AND
BETWEEN STEMS.
13. (a) Definitions. A circular motion in the direction described
by the hands of a clock is termed " Right " motion. A circular
motion in the direction contrary to that described by the hands of a
clock is termed " Left " motion.
Rule 1. On straight stems when written singly, turn circles and loops
by Left motion ; viz., \> [ / n o ^ t c^ \ o /
Rule 2. On curves when written singly, turn circles and loops on
inside of curve ; viz., Va a a \o Vo KD *
Rule 3. Between repeated straight stems (as Ku-Ku, Tu-Tu,
^yS
/ X
Rule 4. Between straight stems joined at an angle (as Du-Ku,
Ru-Ku, etc.), turn on outside of angle ; viz., j _ /* V>
- r
Rule 5. Between a straight and a curved stem (as Vu-Tu, Um-Ku,
etc.), turn on inside of the curve ; viz., ^ / & ^-P o\ V> *
80
Rule 6. Between two curves (as Vu-Ul, Un-Ul, Wu-Lu, Un-Um,
etc.), turn in the most convenient direction generally on the inside
of Um when it is one of the two curves; viz.,
(<) Lines 4 to 6 illustrate the writing of circles and loops
between stems. Keys to lines 4 and 5 will be found in paragraphs 10
to 12. See line 6 for outlines of the following words : Cask, tasty,
rosary, Busby, desk, risk, subside, gasp, receive, deceive, lesser,
evasive.
EVOLUTION OF DERIVATIVES FROM PRIMITIVES.
14. To trace the growth of the small circle into the large circle
and the loops, see line 7 : Pass, passes, past, pastor, pastors.
15. (a) When the outline of a primitive word terminates in a small
circle or in a small loop, the other circle and loop modifications are
utilized in the formation of the derivatives. See line 7 (the various
groups of primitives and their derivatives are pointed off by semi-colons,
the first word in each group being the primitive) : Face, faces, faced ;
jest, jests, jester, jesters ; fast, faster ; (line 8) convince, convinces, con-
vinced (convinst), convincive ; possess (po-ses), possesses (po-ses-es),
posessed, possessive, possessor ; mix (miks), mixes, mixed (mikst).
(b) It will be observed that if a primitive (like "face ") terminates
in a small circle, the formative S of a derivative (like " faces ") is
added by enlarging the circle, and the formative T of a derivative
(like " faced," faste) is added by lengthening the circle out into a
small loop ; if a primitive (like " possess ") terminates in a large circle,
a formative S of a derivative (like " possesses ") is added by turn-
ing a small circle upon the back of a stem, and the formative T of
a derivative like " possessed " is added by means of the Tu-stem ;
if a primitive (like "jest") terminates in a small loop, a formative
R of a derivative (like " jester ") is added by enlarging the loop,
and an additional formative S (as in " Jesters ") is added by turning
a small circle upon the back of the stem.
81
GUIDE TO USE OF THE VARIOUS EXPRESSIONS OF S, ST,
ETC. HINTS AS TO VOCALIZATION.
(SEE CHAP. 7, PARS. 2 TO 4.)
16. (a) As beginning circles and loops are the first sounds read,
they must exclude (bar out) initial vowels. (/;) As final circles and
loops are the last sounds read, they must exclude final-vowel sounds.
(See Chap. 7, paragraphs 2 to 4; also scale, par. 19.) Contrast
the following pairs of words (see line 9 of plate 15): Ask, sack;
assume, same ; aside, side ; essence, sense ; assayer, Sayre ; assignee,
sunny; (10) Casey, Case; Dixey (Diksy), Dix (Diks) ; fussy, fuss;
Esty, State ; rusty, riist ; assist, system.
17. (<z) The loops indicate coalescence of consonants; they must
not be used if vowel sounds intervene. See line 11 and contrast :
Roast, russet ; stick, Sitka ; roster (rostr), restore. (If) Coalescing
" St " when beginning words should be generally expressed by the
loop, instead of the circle on Tu, if a stem consonant follows, as in
"stick."
18. (a) A vowel to behead after a beginning circle or loop must
be placed before the stem ; and (/;) a vowel to be read before a final
circle or loop must be placed after the stem. (See scale, par. 19.)
That is to say, the simple thought in vocalizing is to place the vowel
sign so as to show its proper relationship to the stem whether before
or after it. The circle or loop does not affect this relationship of the
vowel sign to the stem. This is shown by the following series of
outlines; see line 11 (the circle and loop sounds are pointed off by
colons) : Eat, s : eat ; tie, s : ty ; ate, st : ate ; ale, st : ale.
19. It will be seen from paragraph 18 that the rules relating to
placing vowel signs between stems do not apply to vowels occurring
between stems and circles or loops. See line 12 of plate 15 and
contrast : Tax (taks), task ; decks, desk ; wraps (raps), rasp ; fix (fiks),
physic (fizik).
82
SCALE FOR CIRCLE AND LOOP LESSON.
(SEE CHAP. 7, PAR. 6.)
1 Uns curl.
2 Beginning circle or loop.
3-
4 Vowel before stem.
5 Stem.
6
7 Vowel after stem.
.8
9
10
11 Final circle or loop.
12 Sun curl.
NOMENCLATURE (NAME-CALLING).
20. (a) In speaking of the circles and loops separately from the
stems, the small circle is styled " Iss," the large circle " Sus," the
small loop " Stu " (vowel sounded as in " up "), the large loop " Stur."
(&) In combination, all the sounds of a stem and its various modifi-
cations are blended as nearly as possible into one syllable to form a name
for such modified stem, the vowel sound of " up " or " ebb " being
used, inserted in the same order as in the word represented. For
example, the outlines in line 1 of plate 15 are named respectively
"Sut," "Spu," "Sek," "Sku," " Sul," "Sum," " Sun-Chu," etc.
Combinations of stems with the large circle are styled " SusTu, T>
" SusPu," " SusUks," " Tusus," " Pusus," etc. In combination with
the small loop they are styled " StuPu," " StuTu," " Pust," " Tust,"
" Ukust " (suggestive of " accost "), " Utust " (suggestive of " attest "),
etc. In combination with the large loop they are styled " Pustr,"
" Tustr," etc. Extend this practise on the nomenclature by substi-
tuting the other stem-sounds for the stem-sounds in the preceding
examples. The names of the strokes thus become connecting link
between the spoken word and its shorthand representative.
83
READING AND WRITING EXERCISE.
22. (a) The outlines in plate 15 should be copied in exercise
book and practised as directed in paragraphs 8 and 9, page 14.
After this has been done, and the third column of exercise book
verified by comparison with the first column, then write the test
words in paragraphs 23 to 31 for the instructor's inspection, inserting
the vowel signs freely. (^) Care must be taken to comply with the
rules for turning the circles on and between stems (see paragraph 13).
If these rules are violated (that is, if the circles or loops are turned
otherwise than in the manner prescribed) other sounds are combined
with the sounds of such circles and loops. For instance : ^ reads
Iss-Ru, whereas ^ reads Iss-Hu ; or, more strictly, as the begin-
ning circle always represents a hiss, they should be read Su-Ru and
Su-Hu. This will be more fully explained when the hook lessons
are reached. The caution is inserted here in order to put the learner
on the alert and prevent his forming bad habits which will embarrass
his future study. Prepare the test words as directed on page 21,
paragraphs 42 to 46.
23. On Single Straight Stems. See Rule 1 and paragraph 18.
Sought, stay, apes, pace, sorry, rose, Cicero (Sisero), such, suggest
(sujest), scheme (skeem), reduces (redooses), houses, haste, coaster,
duster, seeks, skies, stories, sobs, costs.
24. On Single Curved Stems. See Rule 2. Safes, suffices (sufises),
Cicily (Sisily), steals, least, masts, stems, stamps, imposes, songsters,
wastes-waists, senses, soothes, Seth's, sashes, stores, sings, signs,
stars, sources.
25. Between Repeated Straight Stems. See Rule 3 and paragraph
19. Cossack (Cosak), desist, research (Rus-Ru-Chu), decide, out-
side, deceit (deseet).
26. Between Straight Stems Joined at an Angle. See Rule 4.
Passage, rasp, Chesapeake, Jessup, task, accessory (aksesory), despise,
upside, exist (egsist), discharges, disrobe, absorb (Bus-Ru-Bu), resides,
beseech.
84
27. Between a Straight and a Curved Stem. See Rule 5. Passer,
passive, cousin, chasm (kazm), desire, dazzle (dazl), Lusk, physic
(fizik), Mississippi (Misisipi), message (mesej), basin, bosom, suc-
cessive (suksesiv), wasp, lusty, mask, music, sorcery (sorsry), pos-
sessor (posesor), possessive (posesiv), Missouri (Mizoori), seriously
(Srus-Lu).
28. Between Two Curves. See Rule 6. Wiser, loosely, chisel
(Chus-Ul), choicely (Chus-Lu), lesser, sorcerer, sparsely, Cincinnati
(Sinsinati), evasive, unseen, Sing-Sing, thistle (thisl), facility (fasility),
imbecility, venison.
29. Medial Loops. See paragraphs 11 and 12. Chesterville,
justify, statistics (st : ati : st : iks), egotistic, destiny, mustache.
30. Primitives and Derivatives. See paragraphs 14 and 15.
Reduce, reduces, reduced ; suspicious, suspiciously, unsuspiciously,
suspiciousness ; vex, vexes, vexed ; resist, resists, resistless, resist-
lessly ; pace, paces, paced ; boast, boasts, boaster, boasters ; suggest
(sujest), suggestive, suggestively, unsuggestiveness, suggests; wise,
wisely, wiser, wisdom, unwisely ; assess (ases), assessor, assessed,
assesses ; possess (poses), possessor, possessing, possessed, dispos-
sess, dispossessed; test, tests, tester, testers; ecstasy (ekstasy),
ecstacies ; conspire, conspires, conspiracy, conspiracies ; evince,
evinces, evinced, evincive ; policy, policies ; lease, leases, leased
(least), lessee, lessees, lessor, lessors.
31. Miscellaneous. Chaste, raced, loses, vestige, visage, mucilage,
vasalage, rosary, checks, snatches, decisive, incisive, noxious (nok-
shus), suspiciously, dusty, dispatch, subsidy, sunsets, synopsis,
lobsters, gamesters, teamsters, subsist, insist, forces, leased, spiced,
Wooster, investor, assesses (aseses), rallies.
85
PLATE 16.
WORD-EXERCISE ON CIRCLES AND LOOPS.
JL_A L. L JL .---
SECOND STAGE DISTINCTIONS.
PARAGRAPHS 32 TO 42.
32. To distinguish " zd " from 'st," as in " raised " (razed), and
" raced " (raste) " d " may be indicated by shading the loop when it
terminates in a downward motion, which makes shading practicable
(as upon Lu, Ru, Hu, and Un) ; and by writing the Du-stem after
the Iss-circle in other cases. See plate 16, line 1, and contrast:
Raced, raised (razed) ; haste, hazed ; ballast, utilized ; honest, noised
(noized) ; cost, caused (kawzd).
33. (a) Bear in mind that in rapid work great care cannot be
exercised ; therefore necessity for nice distinctions should be avoided
as far as possible. Consequently the habit should be cultivated of
making a wide difference in the relative sizes of the two circles and
of the two loops so that, when reading, their value may be un-
mistakable. Make the Iss-circle very small, and the Sus-circle very
86
large. () It is because the distinction of size cannot be relied upon
in the case of beginning loops, that the Stur-loop is confined to the
termination of stems any sized loop at the beginning of stems being
read for " st."
34. (a) In writing beginning circles and loops, much hesitation
is caused in determining the beginning movement. Observe that the
beginning movement in the formation of a beginning circle is at right
angle to the stem. In order to acquire alertness and precision in
the attack on circles, practise forming a square at the beginning of a
stem ; repeat the operation several times, each time increasing the
speed, and finally rounding the square into a circle. (See line 2 of
plate 16.) () In the case of beginning loops, observe that they
start by a motion opposite to that in which the stem is written, and at
an acute angle to it. (See line 3 of plate 16.) Thoughtful practise
along these lines will be amply repaid by results.
PRIMITIVE OUTLINES THE FOUNDATION OF DERIVATIVES.
35. Shorthand rules apply mainly to primitive (foundation) words,
which are comparatively few. Derivative syllables comprise the
superstructure, and naturally conform to the foundation plan. Im-
press this point ; many apparent inconsistencies all through shorthand
study may be reconciled on this theory. For example, the word
" sees," whose only consonants are two " s " sounds, has two possible
outlines a stem-Us with a beginning circle, or a stem-Us with a
final circle. " Sees," however, is derived from the primitive " see,"
in the construction of which the first " s," being the only consonant
in the word, must be a stem; therefore the final " s" in "sees" is
the formative sound and is appropriately expressed by the circle.
" Seize " being a primitive word, the circle rule naturally applies to
it; viz., write the circle-Iss for the beginning S-sound. See line 4 of
plate 16, and contrast: See, sees; seize, seizes ; sigh, sighs ; size,
sizes ; say, says ; saw, saws ; sauce, sauces.
36. Position rules apply to primitive words. Therefore, in writ-
ing derivatives, primitive forms are allowed to retain their positions,
87
regardless of the first-nonhorizontal idea. See line 5 : cause, causes,
caused ; guess, guesses, guessed ; gaze, gazes, gazed ; accuse, accuses,
accused.
ED-TICK.
37. (a) The outlines of such words as "roast," " boast," etc.,
terminate properly in the small loop. A small tick, written in any
convenient direction, is attached to the loop of such outlines to
represent the formative " ed " syllable of the derivatives " roast-ed,"
" boast-ed," etc. This tick permits the retention of the primitive
forms, and proves a valuable aid to the logical formation of deriva-
tives ; its full use will develop in subsequent lessons. See line 6 of
plate 16, and compare primitives and derivatives: Boast, boasted;
roast, roasted ; jest, jested ; hoist, hoisted ; fast, fasted ; list, listed.
(P) " The " should be represented by its dot when following the
" ed "-tick, as in " roasted the," etc.
N-CURL AND RIGHT-CIRCLE.
38. Another aid to the logical formation of derivatives is the
" N-curl." This is turned on the back of stems to express the
N-sound preceding or following r/g///-circles, and the object of its
invention is to avoid a bad joining of a right-circle with the Un-stem.
It is used only in connection with r/^///-circles ; the Un-stem is always
used with /^/"/-circles. See line 7 of plate 16, and contrast use of the
left Un-stem and the right Un-curl : Slave, enslave ; sight, insight;
seemly, unseemly ; safe, unsafe ; arson, reason ; (line 8) mason,
masonic, masonry ; ceremonious, unceremonious, unceremoniously.
39. It will be observed from the foregoing illustrations that the
vowel of the " in " or " un " syllable is disregarded when the Un-curl
is used at the beginning of outlines. The Un-stem must be used,
however, when N immediately precedes a final-vowel sound. See
line 8 : Massena.
40. Nomenclature. The outlines in lines 7 and 8 are named as
follows, taking them in order of occurrence : Slu-Vu, Unsl-Vu, Sut,
Un-Sut, Sum-Lu, Unsum-Lu, Suf, Un-Suf, Ursn, Ru-Sun, Musn,
88
Musn-Uk, Musn-Ru, Sur-Mu-Nus, Unsr-Mu-Nus, Unsr-Mu-Nus-Lu,
Mus-Nu. It will be observed that the vowel in the syllable-name is
placed in the same order as in the word represented. As the be-
ginning curl precedes the circle, it is called the Uns-curl. As the final
curl follows the circle, it is called the Sun-curl. The name thus
indicates the relative order of occurrence of the sounds of curl and
circle. (See scale, par. 19.)
READING AND WRITING EXERCISES.
41. Copy the outlines in plate 16 on the three-column plan as
previously explained, and then write for the instructor's inspection
the following words. The groups parted off by semicolons comprise
primitives and derivatives : Piece, pieces, pieced ; poise, poises,
poised ; abase, abases, abased ; abuse, abuses, abused ; invest, invests,
invested, investor, investors, uninvested ; peruse, peruses, perusal,
perused ; purist ; civil, civilize, civilizes, civilized, uncivil, civility,
uncivilized ; arsenic ; arsenal ; saw, saws, sawyer ; amass, amasses,
amassed ; amuse, amuses, amused ; molest, molests, molested, un-
molested ; rest, rests, rested ; arrest, arrests, arrested ; sully, sullies,
sullied, unsullied ; incense, incenses, incensed ; waste, wastes, wasted ;
menace (menes), menaces, menaced.
REVIEW OF THE CIRCLE AND LOOP LESSON.
42. Twenty -two outlines are presented in lines 9 and 10 of plate
16, and reasons here given for their adoption. This will serve as a
review of the circle and loop lesson : 1. " Ask " beginning vowel
requires the Us-stem. 2. " Tasso " final-vowel sound requires the
Us-stem. 3. " Dust " " st " being final and coalescing, the loop is
used. 4. " Dusty " the final-vowel sound requires the Tu-stem,
regardless of the coalescence of " st." 5. " Stick " coalescing " st "
beginning the word warrants the loop. 6. "Sitka" as " s " and
" t " are non-coalescing, the loop cannot be used, but the beginning
" s " warrants the circle. 7. " Sciatica " the beginning " s " is
immediately followed by two concurrent-vowel sounds ; therefore the
Us-stem is required to furnish place for one of them. 8. " Story "
beginning coalescing " st " warrants the loop ; the final-vowel sound
requires Ru. 9. " Store " beginning coalescing " st " warrants the
loop; absence of final- vowel sound requires Ur. 10. " Estuary "-
beginning-vowel requires Us-stem regardless of coalescing " st ;" and
the final-vowel sound requires Ru. 11. "Rest" beginning "r"
requires Ru ; final coalescing " st " warrants the loop. 12. " Arrest "
beginning vowel requires Ur ; final coalescing " st " warrants the
loop. 13. "Recite" beginning "r" requires Ru ; " s " and " t "
do not coalesce, therefore the Tu-stem. 14. " Roster " beginning
"r" requires Ru ; final coalescing " str " warrants the loop. 15.
"Restore" beginning " r " requires Ru; non-coalescence of "str"
prohibits the loop ; absence of final-vowel sound requires Ur. 16.
" Residuary " beginning " r " and final-vowel sound require Ru at
both beginning and termination of outline. 17. " Hiss " -final
s-sound warrants the circle ; Hu-stem (instead of the tick-Heh) re-
quired to provide for placing of vowel sign and attachment of circle.
18. "Hussy" final-vowel sound requires Us-stem ; Heh-tick joins
better than the Hu-stem. 19. "Unseemly" the Right-circle on the
form of the primitive " seem " requires " Un " to be expressed by the
corresponding Right Uns-curl instead of the Left Un-stem. 20.
" Unsafe " the Left circle on the form of the primitive " safe " per-
mits the Left Un-stem. 21. " Mason " the right-motion circle on
Um requires the right-motion curl for the N-sound. 22. " Cousin "
the Ku-stem permits the use of either the right or the left circle ;
the left-motion circle is adopted because it permits of the use of the Un-
stem, which is always preferred to the curl when the joining warrants.
The promiscuous use of the curl is found dangerous in rapid work.
Its mission is to avoid turning the circle on the back of Un, and
used in this restricted way it is valuable.
90
THIRD STAGE SENTENCE-PRACTISE ON CIRCLES
AND LOOPS.
43. Sentences in plate 17 are for special practise on the circles
and loops, and are free from word-signs and reporting expedients.
Copy and translate the notes of plate 17 according to directions given
on page 53, paragraph 103. Then translate into shorthand the key.
In practising with these sentences, write only shorthand notes in the
exercise book ; to write the translation in longhand would be un-
necessary drudgery. Practise with the sentences until they can be
written accurately and readily from dictation.
PLAT-B 47.
SENTENCE-EXERCISE ON CIRCLES AND LOOPS.
^ -s* - - iQ. /
91
KEY TO PLATE 17.
1. Six saucy boys stole Miss Sim's pies. 2. Sarah Sayre's suspi-
cious cousin looks fierce. 3. Miss Post must make less noise. 4.
Amos Rusk likes my desk. 5. James Moxley's misery enlists my
sympathy. 6. My cousin's suggestive smile justifies Joseph's choice.
7. Sarah Gossage may succeed if she receives Moses Seipp's mes-
sage by Tuesday. 8. Officer Smythe sat still six successive hours.
9. Chester's excessive bill excites my wrath. 10. Joseph Smalley's
success in Sussex makes necessary my few days' absence in Missis-
sippi. 11. Lucy Leas desires to know if Rosina Saxe may use my
music box. 12. My pastor's duster makes Hester Custar laugh.
13. Sarah lives in Soho (the outline for " So-ho " is just as clear as
if the circle were written plainly within the hook ; viz., ^ ; and is
much more rapid than if the hook were shown). 14. They may visit
Sahara's sandy waste. 15. Dust makes roads dusty. 16. Sarah
Chase must restore Alice Rister's stool. 17. Sophia Sansom sells
ladies' lace ties. 18. Officer Payson must arrest Anson Mason ere
he rests. 19. They enjoy unsullied fame. 20. They wrongfully
enslave fellow-beings. 21. Tinsel makes my counsel's robes look
gay-
FOURTH STAGE-CIRCLE AND LOOP WORD-SIGNS,
PHRASES, ETC.
PARAGRAPHS 44 TO 54.
44. The introduction of appropriate word-signs and contractions
in each lesson facilitates the construction of sensible sentences and
letters, which prove valuable drills on the principles. If the learner,
in any special instance, so desires, he may defer the thorough memori-
zation of the word-signs until all the lessons have been mastered.
He should then, however, commit them to memory before taking
dictation on miscellaneous matter. In any event, the individual lists
will serve for reference purposes while translating and practising on
the various sentences and letters, and the word-signs will necessarily
be impressed to some extent by this practise.
92
ELAHE 18.
His
Is
Satisfactory
Influence _
These
p ____
\ .....
Has
As .0.
First
j0__
Because
United
States .-^Q....
Similar-it.y
Several
_JL_
This .(_.__
Next _ v^
Purpose \
Those
Itself
..._
t"~"
Inst.
Ins. Co.
^*-
Pennsylvania Vv.
January
^
November "~"V_
December
K
Subject
Influential
San Fran-
cisco
February
45. Derivatives from the Word-sign Primitives. See line 1 of plate
19 : Give, gives ; thing, things ; language, languages ; think, thinks ;
your, yours ; (line 2) improvement, improvements ; purpose, purposes,
purposed, purposeless ; ease, eases, disease, diseases ; (line 3)
respect-ful-ly, disrespect-f ul-ly ; advantage, advantages, advantageous,
disadvantage, disadvantages ; satisfactory, unsatisfactory, satisfacto-
rily; (line 4) peculiar, peculiarities ; similar, similarly ; influence, influ-
ences, influenced ; large, largest, enlarge ; (line 5) impossible-ity,
impossibilities.
46. Compound Words. Line 5: Almost, foreseen, something,
unwise, somehow, anyhow.
47. Phrases. (a) See line 6 of plate 19 (where two words are
connected by a hyphen it indicates that either one may be read) :
It is, it has, which is, which has, is a-an, as-has a-an, and his-is, and
has-as, as-has the, is-the, on his-us, he is, he has, to us-his, of us-his,
at first. (P) A small circle may be enlarged, or a circle may be
turned upon the back of a stem after a loop or a large circle to
93
phrase " is," " as," " us," and other circle word-signs. See line 7 :
Passed us, just as, reaches his-us, fixes his-us, master his- us, as soon
as, as long as, as fast as. In phrasing, " us " is generally represented
by Iss. This causes no confusion with the other circle words, and it
at the same time avoids conflict with " use," which is represented by
Us-stem.
PLATE -19.
EXERCISE ON CIRCLE AND LOOP WORD-SIGNS, PHRASES, ETC.
1.
r c
2.
4.
_N^_*_. 1JC ...^f. ......
..6. VD.
.oJL
L
r-
.?,..C
** -^
48. Memory Aids. (a) The circles on straight stems and dash-
vowel signs are turned by the Left motion ; the dash for " on " is
always Rutoid ; the dash for " he " is always Chutoid. These
pointers will enable the thoughtful student to readily distinguish
between such phrases as " on us " and " is the " (see plate 19), as
the Left-motion-circle joining indicates unmistakably whether the
94
circle or the dash is to be read first, (ff) " He," it will be remem-
bered, assumes the position of the word with which it is phrased;
therefore, " he is " occurs above the line, and " he has " occurs upon
the line. (<r) In writing the phrase " as soon as," the circle repre-
senting " as " is enlarged, in its position, to include the beginning
" s " of " soon." (//) "As long as " is written clearly below the line
(in the position of " long ") to avoid any possibility of conflict with
"as soon as." (e) "It is" and "which is "' are written in the first
position to distinguish them clearly from " it has " and " which has/'
which are written on the line.
PREFIXES AND SUFFIXES.
49. Prefixes (a) " Self " is represented by Iss, generally dis-
joined and written near the remainder of the outline, (b) " Self-con "
(as in " self-conceit ") is expressed by writing Iss in the " con "-dot's
place. See line 8 of plate 19 : Selfish, self-poised, self-conceit, self-
conscious, self-possessed, self-respect, self-consciousness, self-denial.
50. Suffixes. (a) " Self " is represented by Iss, and ' selves " by
Sus, generally joined to the sign of the preceding word. See line 9
of plate 1 9 : Yourself, yourselves ; ourself , ourselves ; thyself, them-
selves, herself, himself, myself, (ff) " Ings " (as in " sayings," etc.)
is preferably written with the Ungs stroke ( x_ c ) ; but if the joining
prevents its use, then " ings " is represented by the Iss-circle written
in the " ing "-dot's place. See line 10 of plate 19, and contrast;
Casings, castings, raisings, roastings, doings, fixings, savings, (r)
" Est " (as in " funniest," etc.) is generally represented by the Stu-
loop when the last stem of the primitive is without final circle, loop,
or hook. See line 11 of plate 19: Funniest, laziest, sleepiest, hap-
piest, jolliest, merriest, deepest, largest. (</) " Ly " is represented by
Lu, joined if it can be done legibly ; otherwise, disjoined. See line
12 of plate 19: Vastly, costly, honestly, loosely, sparsely.
51. Consonant Omitted. In "mostly" and "must be," the "t"
immediately following " s " may be safely omitted in order to improve
the combination, as the loop cannot be used between crossing stems
95
for " st." See line line 12 of plate 19 : Mostly (mos'ly), must be
(mus'be), must go. This license may be extended to a few other
cases which will be presented when the proper lessons are reached.
52. Distinctions. (a) In outlining " city," write the sign of the
final vowel in order to distinguish with certainty from " state " in
case the loop of the latter were carelessly made. (/;) Write " amaz-
ing " in the second position and "amusing" in the third, (t) The
use of " Sum " as a word-sign for " similar " avoids danger of conflict
with " smaller," which is written in full Sum-Lu-Ur. (//) Phrasing
" us " by Iss is safe and avoids conflict with " use." Practise writing
the words presented in this paragraph.
SENTENCE PRACTICE ON CIRCLE AND LOOP WORD-SIGNS, ETC.
:.._I.../^..A 15, Lj3
96
KEY TO PLATE 20-SENTENCE-PRACTISE ON CIRCLE AND
LOOP WORD-SIGNS, PHRASES, ETC.
53. The following sentences should be carefully practised as
directed in paragraph 103, page 53 : 1. His reason is just as satis-
factory as Sarah's is unsatisfactory. 2. Because my views on the
subject are similar to his, he likes to visit me. 3. You may buy
these things this time, and as many of those as you wish next month.
4. It is my purpose to respectfully refuse the money. 5. As several
influential citizens desire to see me as soon as I reach home, it will be
impossible for me to go to Cincinnati on the 1st instant. 6. To be a
citizen of the United States has many advantages. 7. This is among
the disadvantages of residing in the city. 8. Her self-conceit and
lack of self-respect disgust almost all who know her peculiarities. 9.
The castings for the casings you may select yourself. 10. The cape
must be costly, being composed mostly of seal fur. 11. He has an
ounce to spare, which is enough for my purpose. 12. I should have
foreseen the seriousness of the disease. 13. He purposed coming,
and is, I think, on his way here now. 14. Something unforeseen may
compel him to stay at home. 15. He was the laziest and funniest
boy I ever knew. 16. He has influenced many, and still influences
some, but somehow he fails to influence me. 17. She spoke disre-
spectfully to him, which was in itself nothing amazing. 18. It is
among the impossibilities. 19. He is on his vessel, which is the
best in the navy.
FIFTH STAGE LETTER PRACTISE ON CIRCLES AND LOOPS.
54. Letter practise is introduced in this lesson and will be con-
tinued in each succeeding lesson. Letters impart zest to the student's
practise, as they savor of actual work. They have been carefully
composed so as not to introduce any words more properly covered
by succeeding principles. If possible, these letters should be trans-
cribed on the typewriter, in order that the practise may correspond
to actual office work. For similar reasons, an envelope should be
superscribed for each letter. (See plates 21 and 22.)
. 97
55. Many of the words, with the assistance of the context, may
be recognized by their consonant forms alone, and the student should
early test his ability to read unvocalized phonography. Often where
it is deemed advisable to vocalize an outline when first written, the
vowel signs may be safely omitted from repetitions of the form in the
same subject matter. The same idea applies to phrases. That is to
say, closely connected words, though written separately at the be-
ginning of the subject matter, may have their signs safely joined if
the phrase occurs with frequency. These ideas are illustrated in
the letters.
56. As the word " dear " is provided with a word-sign in the L
and R book lesson, it is for the present written in longhand. It
could not very well be omitted without inculcating erroneous ideas in
regard to type-written forms.
57. To prevent a figure, dash, parenthesis, or other longhand char-
acter being mistaken for a shorthand sign, strike a line through it.
(See page 98, letter 2, line 5 ; and page 99, letter 4, line 6.)
58. The syllable " ty " as in " twen-ty," " thir-ty," etc. may be
represented by a long Ru-stroke joined to the digits 2, 3, 4, 5, etc.
(See page 113, letters 3 and 4.)
59. " F. o. b." (abbreviation of the common business phrase " free
on board ") is written with a combination of the shorthand sign Uf,
Roman letter O, and shorthand sign Bu. (See page 113, letter 3.)
60. While it is generally considered safe to disregard the vowel of
a " ses " syllable, the vowel sign may, if desired, be inserted within the
large circle. (See Plate 15, line 8, " possess.") This style of vocaliz-
ing is fairly exact the sign indicating whether the vowel is dot, dash,
or diphthong, and the position of the consonant outline with reference
to the line indicating whether the vowel belongs to the first, second, or
third position.
98
PLATE 21.
LETTER PRACTICE ON CIRCLES AND LOOPS.
(1)
^._ Al^aAZ^...^.....^ ...
/' A x->,
V ^~
.-^.. n 0^0 .^....^....J^.....V^._.._^V_.X...
4X1
W "
J -V -\ --^ -,
/~\. , A./ i
-/ ) ^-^ ^ c ^- ^L^ |- tf^
_ L.^....,.5.....(_.k_.^.
\r> o - \ \
T. rvrT^x !s^-^i_..A ^
, v ~ r tx^ V. [ v ' ^"^A
(3)
.^2^_._..^-.x....^>:.
S-^^Ll/_x.^/i _y.r..^f_, . ^\..: r... Jv
^.r.^.x,..,..^ 1 ....:..^...^....^...../^ k
* 0-
99
PLATK 22. DALLAS
CIRCLE AND LOOP LETTERS (Continued).
KEY TO LETTERS IN PLATES 21 AND 22.
(No. 1.)
MESSRS. SMITH & DENNISON,
Salem, 111.
Dear Sirs :
I have yours of August 15, and will consign you the cheese and
eggs as soon as I receive them in my store. Eggs and fowls are
scarce just now, but I hope they will come in lively ere long. The
fowls I am raising on my own farm will be ready to ship soon, and
you may buy as many as you wish at exceedingly low rates.
Wishing you success in your business affairs, I am
Yours respectfully,
100
(No. )
MESSRS. LESLIE & JESSUP,
Cincinnati, Ohio.
Dear Sirs :
I have now in stock in my storehouse here several thousand kegs
of spikes and nails, as well as an invoice of various styles of hinges
and door knobs, which I am going to dispose of cheap for cash. If
you wish any of these, you may buy them at low rates. I have also
in stock some doors similar to those you saw in Syracuse, which I
will sell at $2 apiece. It is impossible to buy them for less money.
I will risk sending you a few of these, and if they should fail to be
satisfactory, you may send them back.
It shall always be my aim to deal fairly, and I hope you will give
me a fair share of your custom.
Thanking you for past custom, and hoping for a continuance of
same, I am Respectfully yours,
(No. 3.)
MESSRS. DEMPSTER & CHESBORO,
Sandusky, Ohio.
Dear Sirs :
I will receive a large invoice of oats and barley to-morrow and will
be ready to ship you all you desire, up to several carloads if you wish
so much. If you will use your influence to help me in disposing of
this stock of oats and barley to the most influential dealers in your
city, I will allow you low rates on all you wish for your own use. It
is my purpose to sell as low as any dealers in cereals in the United
States, as you will see by the list which I send you. My exceedingly
low rates should induce many investors to take advantage of them.
Hoping to have an answer soon, I am
Yours respectfully,
101
(No. 4.)
MESSRS. BOWLES & BELLOWS,
Elizabeth, N. J.
Dear Sirs :
Are you going to assume your own risks on your houses and stock
in case of fire this year, or will you take out policies in some safe
insurance company ? I should like to write you up in the company
which I represent. Its rates are exceedingly low, and it ranks among
the safe insurance companies of the United States. It never makes
any unnecessary delay in paying its just losses. Many of the most
influential citizens of Elizabeth (among them James Lester) have
policies in our insurance company, and think and speak highly of it.
You should make no delay in taking out policies on your houses and
stock, as a fire may any day cause you to lose all you possess.
Hoping for an early answer, I am
Respectfully yours,
CHAPTER IX.
COALESCING "WU" AND " YU " SOUNDS.
FIRST STAGE PARAGRAPHS 1 TO 28.
1. (a) In "wait" the "w" represents a vowel sound ("oo"
as in " ooze "), which coalesces with the following " a " so closely
that the two are heard almost as one sound, (b} In like manner, in
"yoke" the "y" represents a vowel sound (as "e" in "eve")
which coalesces with the following " a." (f) This close union is
called " coalescence," which means a combination in one mass. (See
p. 77, par. 5-.)
2. The coalescence of " oo " or " e " with a following vowel sound
is so common, that special signs are presented in this lesson to meet
such cases. These sounds are often disguised in the common
spelling (as " choir," pronounced " kwire ") ; but it will simplify the
shorthand presentation to consider the letter " w " as representing
102
the coalescing " oo," and the letter " y " as representing the coalescing
" e " ; and therefore representative words containing the coalescing
groups referred to, no matter how spelled, will be corrected to the
" w " and " y " spelling ; viz., one, won ; union, yoonyun ; choir,
kwire, etc.
SHORTHAND REPRESENTATION OF COALESCENTS.
3. A semicircle, opening either to the right or to the left ( - ^ ), as
better suits the joining with a stem, indicates that the vowel sound
represented by " w " is immediately followed by another, and co-
alescing, vowel sound.
4. A semicircle opening either upward or downward (), as
better suits the joining with a stem, indicates that the vowel sound
represented by "y " is immediately followed by another, and coalesc-
ing, vowel sound.
5. The " y " semi-circle is always joined to stems at an angle ;
viz., \ ^-^ ^^ x
6. The " w " semicircle is joined at an angle to all stems (except
L, Ru, Um, and Un); viz., \ ., ^ x
7. A semicircle at the beginning of a stem reads before any
vowel sign placed before the stem that is, before its coalescing
mate ; viz., " wait " 5
8. " Sw." (a) An Iss-circle may be written clearly within the
beginning of the semicircle to indicate that " s " coalesces with the
following " w ;" viz., " sweet " ^ (b) In such cases the circle is read
first ; then the semi-circle, vowel, and stem, in the order mentioned.
ILLUSTRATIONS.
9. The sign of the second vowel of the coalescing pair will for
the present be written ; but after the learner becomes familiar with
the scheme he will find it generally safe to omit 'it and trust to
position of the stem to indicate it.
10. Coalescing Y. See line 1 of plate 23 : Yoke, yawn, yam,
youth, yell, yacht (yot), young, Yates.
103
11. Coalescing W. See line 2 of plate .23: Weight-wait, woke,
wave, wing, swing (see paragraph 8), weep, sweep, witch, switch,
widower, wash, wages.
12. Semicircles in the Middle of Outlines. See line 3 of plate 23 :
Unyoke, unweighted, Ipswich, dissuade (diswade), unwittingly,
bewitchingly, Sedgwick, unswitch.
HOOKS FOR COALESCING "W."
13. (a) A small hook is turned upon the beginning of L, Ru,
Um, and Un, to represent coalescing " oo " (W). It is turned by the
left motion upon Ru, and on the inside of the curves, (b) Like the
semicircles joined at an angle, the hook-sound reads before any
vowel sign placed before the stem, (c) Likewise, an Iss-circle may
be written within the hook to represent a coalescing S-sound (see
par. 8). See line 4 of plate 23 : Well, willow, wire, worry, Wamsley,
win, one (wun), unworthy, unwieldy; (line 5) swell, swear, swim,
swine, swarthy, swallowed, swimmer, swearer.
14. (a) A large hook is turned by the left motion at the beginning
of Pu, Bu, Tu, Du, Ku, and Gu, to indicate that a Wu-sound follows
the stem sound and coalesces with it.
(V) A vowel sound may be read before or after both sounds of the
large-hook sign, but not between them.
(c) An Iss-circle may be written within the large hook to repre-
sent a beginning S-sound.
(//) A vowel sign pla.ced before a large-hook sign is read after a
beginning circle, but before the sounds of the hook-sign. See line
6, plate 23 : " S-e-kw-el," " sequel."
(e) The letters "qu" (as in "quire") are, generally pronounced
" Kw," and are so represented in Phonography.
(/) See line 6 : Twig, twice, twitch, Pueblo (Pweblo), Bois
(Bwaw), dwell, Dwight, equity (ekwity), equal (ekwal), sequel (sekwel),
Guelph (Gwelf) ; (line 7), quire, Squire, inquire, inquiry, squaw
(skwaw), squawk, squelch, squirm ; (line 8), quorum, require,
Maguire (Magwire) ; likewise, bequest, inquest, request, requisite.
104
NOMENCLATURE.
15. The W-semicircle opening to the Right is called Weh ; the
one opening to the Left, Wuh.
16. The Y-semicircle opening up is called Yeh ; the one opening
down is called Yuh.
17. With the circles prefixed, the semicircle combinations are
called Sweh, Swuh, etc.
18. The small-hook signs are called, Wei, Wer, Wem. Wen; with
the circle prefixed, Swel, Swer, Swem, Swen.
19. The large-hook signs are called Pwu, Bwu, Twu, Dwu, Kwu,
Gwu ; with the circle prefixed, Skwu, or Sekwu, etc.
20. The learner is already familiar with the coalescent stems, Way
and Yay. In combination with the circles and loops they are called
Sway, Sways, Wayst, Waystr, Yays, Yayst, etc.
PLATE 23.
WORD-EXERCISE ON COALESCENTS W AND Y.
v
I \ -f ^f
T::F' ~? ^ r ~^.
105
GUIDE TO CHOICE BETWEEN COALESCENT STEMS AND
SEMICIRCLES.
(SEE SCALE.)
21. The stems must be used :
(<z) When the only other sound in a word is a vowel, as in
:< way," " yea," etc.
(^) When W or Y immediately follows a beginning vowel, as in
" awake," " oyer," etc.
(Y) When a circle or a loop combination requires a stem for its
attachment, as in " sway," "ways," "waste," "wasp," etc.
22. See line 9 for illustrations: Way, yea, awake, oyer, sway,
ways, waste, wasp, wise, wiser, wisely, Wooster.
23. (a) In other cases the semicircles and hooks may be used, as
illustrated in lines 1 to 8 of plate 23. (b) See page 86, par. 34-tf.
In writing circles within beginning hooks, such circles should be started
by the same movement as begins the stem. See plate 23, line 5.
SCALE FOR COALESCENT LESSON.
(SEE PAGE 75, PAR. 6).
1 Uns curl.
2 Beginning circle.
3 Small Wu hook.
4 Vowel before stem.
5 Stem.
6
7 Vowel after stem.
8
9
10
11 Final circle or loop.
12 Sun curl.
106
SEMICIRCLES AS DIPHTHONGS.
24. (dt) The coalescent semicircles are sometimes handled after
the fashion of diphthongs (which they closely resemble), and are
written disjoined in the vowel positions alongside of stems. This is
mainly done when their sounds occur at the termination of outlines,
as in "folio" (fol-yo). () When so written, the semicircle which
opens upward or to the right (see line 2, plate 24) indicates that
the second vowel of the coalescing pair is a dot-vowel ; and the semi-
circle opening downward or to the left (see line 3, plate 24) indicates
that the second coalescing vowel is a dash the semicircle being
made light or heavy to correspond with the shade of the second
vowel in place of which it is written. This is illustrated by the"
following words (see line 10 of plate 23): Olio (ol-yo), Utopia
(Yoo-top-yuh), dubious (doob-yus), furious (fyooryus), ratio (rash-
yo), thwack (th-wak), Sapolio (Sapol-yo), genii (gen-yi) capias
(kap-yas), copious (kop-yus).
ASPIRATION.
25. Aspiration may, if deemed necessary, be indicated by attach-
ing the Heh-tick to the W-semicircle or Way-stem, or by shading the
W-hook. See line 11 and contrast : Way, Whey (hwey) ; wist, whist,
wig, whig ; wear, where ; weal, wheel.
GENERAL GLANCE AT THE COALESCENT SCHEME.
26. Plate 24 gives a general glance at the plan of coalescent
representation, and will be useful for reference. Line 1 shows the
stems; line 2, the semicircles indicating Dot-vowels (see par. 24) ,
line 3, the semicircles indicating dash vowels ; line 4 shows the small
W-hook signs ; line 5 shows, by way of contrast, the Y-semicircles
joined to Lay, Ray, Em, and En; line 6 shows the large W-hook
signs (see par. 14) ; and line 7 shows angular joining of semicircles
to stems.
107
PLATE 24.
1. Way (oo-a) ^ Yay (e-a) f
2. Weh (oo-eh) ' Yeh (e-eh) u
3. Wuh (oo-uh) D Yuh (e-uh) A
4. Wei C Wer cX Wem ^-N Wen
5. Yuh-Lu S~ Yuh-Ru */ Yuh-Um ^-~x Yuh-tfn
6. Pwu \ Bwu \ TVu I Dwu I Kwu C Gwu
7. 1 1
27". The object in joining the semicircles at an angle to stems is
to avoid conflict with L and R hooks (glance at plate 37).
READING AND WRITING PRACTISE.
28. Divide the exercise book into three vertical columns. Copy
outlines of plates 23 and 24 in the first column, write the translation
in the second column, and then cover up the first column and trans-
late the middle column back into shorthand into the third column.
The third column can be verified by comparison with the first
column. Then write the following words for criticism :
Test Words. Primitives and derivatives are included within semi-
colons ; do not change the form or the position of the primitives
when writing the derivatives. Wit, outwit, witty, wittier, wittily;
wait, waits, waiter, waiting ; wig, wigless ; walk, walker, walking ;
yoke, unyoke, yoking ; yawn, yawns, yawning ; unique (yoo-neek),
uniquely ; wing, wings, wingless, winged ; wine, wines ; wise, wiser,
wisely, unwise, wisdom ; waste, wastes, waster, wasting, wasted ; wage,
wages weave, weaves, weaver, unweave, weaving ; wide, wider,
widely ; wed, weds, wedding, unwed ; weed, weeding, weeds ; Swede.
Swedish, Swedes ; switch, switches, unswitch, switching ; swear,
swears, swearer, swearing ; sweet, sweets, sweetness, sweetly ; whig,
108
whigs ; well, welfare, unwell ; window, windows ; ware, wares, ware-
house ; welcome, unwelcome ; quick (kwik), quickness, quickly ;
squeeze (skweez), squeezed, squeezing, squeezes; twist, twists,
twisted, twisting; dwell, dwelling, dwells; wax (waks), waxy, waxed
(wakst) ; squeal, squeals ; sequel, sequels ; squelch, squelches ; swine,
swinish ; willow, willowy, willows ; yellow, yellowish, yellowness ;
acquiesce (akwi-es), acquiesces, acquiescence; young, youngster;
west, wester; yeast, yeasts; worthy, unworthy, worthily, worthless-
ness; weary, wearied, unwearied, wearisome, wearily; work, works,
workhouse; sequester, sequesters, unsequestered (Ed-tick); quest, in-
quest, request, requested; queer, queerly; twitch, twitches; twang,
twangs, twanging; Yates, eunuch (yoon-uk), Peoria (Pe-or-yuh), Os-
wego, Owego, Wednesday (Wensday), swarthy, bequest, quorum.^
SECOND STAGE WORD SIGNS, PHRASES, ETC.
29. WORD SIGNS.
We I ,
Withf Were__c__ What Would _>_
Ye _J Yet __ u Beyond _..".... You _*__
Where (^_ Aware / While _ Awhile /^._
6
c
Wait L Await _Ji When One ..^^...
30. Phrases. See line 1 of plate 25 : We will, we are sorry, we
are aware, I am aware, we must, we would, we were, we shall, we
hope, with each, with which, with much.
31. Compound Words. These words are composed of word-signs,
the first woid being given its position, as in the case of phrases.
See line 2 of plate 25: Whenever, wheiever, whereto, wherefore,
anywhere, nowhere, herewith, whereas-, (line 3) anywhere else, no-
where else, wheresoever, whatsover, wherewith, wherewithal, wherein,
whereat.
109
PLATE 25.
EXERCISE ON COALESCENT PHRASES.
32. Memory Assistance. (a) Note that the semicircular word-signs
are turned so as to indicate whether the vowel following the W or Y
in the word is dot or dash; see paragraph 24. (^) In the outline
for " whereas," " as " is represented by Zee to avoid conflict with
words terminating in the circle. (V) In the outline for " whereso-
ever," " so " is represented by the circle to facilitate the combination.
(V) In the outline for " wherewithal," " all " is represented by its
consonant sound (L) for both facility and legibility of combination.
SENTENCE PRACTISE ON WORD-SIGNS AND PRINCIPLES.
33. Practise the following sentences (as directed in par. 103,
page 53) until they can be written readily and accurately from dicta-
tion. They contain only words properly covered by the coalescent
and preceding principles. (See plate 26.)
1. What would you give to induce me to go with you ? 2. We
were where you were beyond the hills. 3. Have you seen him yet ?
4. Are you aware he is where yon should be ? 5. We may give you
one when we receive them. 6. Whenever I go to your house you
are somewhere else ; will you be anywhere else tomorrow ? 7. We
will go wherever you go. 8. The book is nowhere to be seen ; have
you seen it anywhere ? 9. Wherefore does he forswear wine ? 10.
Wherein is it offensive to you? 11. What will you wear whereby I
may know you? 12. Whereat do you take offense? 13. Where
were you this time last month? 14. Melba sang sweetly. 15. Wil-
liam Wallace was a famous Scotch warrior. 16. Where are the ones
we knew in youth ? 17. Miss Walmsley possesses many whims
110
1.
PLATE 26.
SENTENCE EXERCISE ON COALESCENTS.
J*=d_.
2.
4,
r
i /
>
Li
....I
.17,
.18,
19.
v
20.
r
..21,
23..
.26.,
r \
Ill
(aspirate omitted). 18. He is weary of working in the quarry
(kworry). 19. The sequel shows him to be in error, 20. Dwight
Twist, who lives in Pueblo (Pweblo), requested me to inquire, which
is my reason for making the inquiry. 21. Dwight Webster swings
some unwieldy dumb bells. 22. The weary youth yawns as he
unyokes the oxen. 23. The air stirs the twigs. 24. The waves
swell and subside. 25. I saw a quail in the squash patch. 26. The
tweezers are twisted. 27. The swine are lying by the swing. 28.
One of you may come with him when he comes.
THIRD STAGE LETTER PRACTISE ON COALESCENTS.
(FOR KEYS, SEE PLATES 27 AND 28.)
34. A short stroke through a character indicates that it is long-
hand and not shorthand, for which it might otherwise be read. See
figures in letter No. 1, line 1 ; also parentheses in letter No. 5, line 5.
35. In such letter openings as " in answer to your inquiry of the
6th inst," etc., the words " to " and " of the " preceding the date
may be safely omitted from the shorthand notes. See letter No. 1,
line 1.
36. Carefully copy in exercise book notes of letters 1 to 5, reading
as far as possible without the aid of the Keys. After this has been
done, write from the Keys into shorthand, verifying by comparison
with the plates.
KEYS TO LETTERS IN PLATES 27 AND 28.
(No. 1.)
MESSRS. BAILEY & BOYLE,
Cincinnati, Ohio.
Dear Sirs :
In answer to your inquiry of the 5th inst., I would say we shall
decide what to do by tomorrow, and if all things are satisfactory we
hope to be ready to set up the castings early next week. James
Smith, who was away for several days, will be here to help us as
usual, thus doing away with the necessity of hiring an outside party.
11?
We are sorry this delay was necessary, and hope you will do us the
justice to think it out of our power to check the loose way things are
going just now. We will remedy this state of affairs soon, however,
and see you lose nothing by this deal.
Yours respectfully,
(No. 2.)
MESSRS. JOSIAH C. FARLEY & Co.,
Sandusky, Ohio.
Dear Sirs :
I am going to write to the Waltham Buggy Mfg. Co. for work, and
wish to know if you will assist me with your influence. In these
days some aid is necessary if you wish to make a success of anything.
Hoping for an early answer, I am
Yours respectfully,
(No. 3.)
MESSRS. JAMES NESS & Co.,
Cincinnati, Ohio.
Dear Sirs :
If you have any choice hogs, I will take fifty if you will ship them
free on board cars at your city.*
Yours respectfully,
(No. 4.)
MESSRS. WM. Fox & SON,
Sunbury, Pa.
Dear Sirs:
You may consign to me thirty cars of coal early next week. You
will receive your pay for the same as soon as I sell the coal.
Hoping this will be satisfactory, I am
Respectfully yours,
* See page 97, paragraphs 58 and 59.
113
PLATE 27.
LETTER EXERCISE ON COALESCENTS.
(1)
^^^
,
\
(2)
j
- n O
(3)
^ / A 2
(4)
114
(No. 5.)
MESSRS. WITLOW & WORTH,
Minneapolis, Minn.
Dear Sirs :
I am now on the eve of visiting several of the important cities
of the United States, my purpose being to push an altogether new,
peculiar, and important improvement in machinery for boring wells.
Notwithstanding it is easy to become familiar with the idea, no one
seems to have foreseen the importance of the improvement. Never-
theless, it is something anyone may master in a few hours. Never,
to my knowledge (although almost twenty-five years in the service of
the business house which I represent), have I seen anything to com-
pare with it. Nothing said will extol it enough. An advertisement
comparing it with similar machinery and showing its superiority is
published in the Sunday's issue of the Manufacturers' Gazette, a
copy of which you will receive by the next mail, and receipt of which
I request you to acknowledge soon. The improvement receives
choice notices wherever it is seen.
My reason for saying this much is to induce you to canvass Duluth
and Minneapolis for this important improvement. I am aware of
your business worth, and hope you will see your way to engage in
this work. No one else, I fear, would satisfy us as well as you ;
while, if you refuse, we think it will also work to your disadvantage.
Will you take charge of our business in those cities ? Whenever you
decide (which I hope will be soon), write me. If you object to these
cities and wish to go somewhere else, you may take your choice and
go anywhere else you like. I shall visit a few cities in the" South
among them, Savannah and Augusta whereat I hope to make many
sales.
It is impossible for me to say just when I shall leave this city.
Write me soon at Savannah (but nowhere else), stating what you
decide to do.
Respectfully yours,
115
PLATE 28.
LETTER EXERCISE ON COALESCENTS.
(5)
v^"')""' i "
No p
..^rrl..^_
p
. .....
116
FOURTH STAGE TEST LETTERS ON COALESCENTS.
37. Write in shorthand the following letters for the teacher's
inspection, as test of fitness to pass to the next lesson.
(No. 6.)
MESSRS. WINSLOW & WAMSLEY,
Minneapolis, Minn.
Dear Sirs :
We wish to acknowledge receipt of yours of the i6th inst. The
doors and sashes will be ready to ship by Wednesday of next week,
and we hope you will receive them in time.
Hoping this will be a satisfactory answer to your inquiry, we are
Yours respectfully,
(No. 7.)
MESSRS. WORTH & WELLS,
Wolfsboro, N. Y.
Dear Sirs :
We may have sale for some choice cheese next week, and would
like to know how much you have in stock. We will also have to
have some mop-sticks, horse-whips, wire, beeswax, silk twist, inkwells,
and bill books. Are you ready to fill such a request ?
Hoping for an early answer, we are
Respectfully,
(No. 8.)
MESSRS. WINSHIP & WARDO,
Havana, Cuba.
Dear Sirs :
We desire some choice leaf tobacco. Have you any to spare ? If
so, we would like you to consign us twenty bales. We would like to
receive it early next week.
Hoping you may see your way to filling this request speedily,
we are Yours respectfully,
117
(No. 9.)
MESSRS. JAMES REQUA & Co.,
Wilkesbarre, Pa.
Dear Sirs :
When you are in Chicago (which city you inform me you will visit
soon) will you buy me some wire gauze ? I require it for my win-
dows as a bar to mosquitoes. I would also like to have you buy me
some rope for a swing.
Respectfully yours,
QUIZ ON COALESCENTS.
38. 1. What is meant by the term " Coalesce ? " 2. Do con-
sonants ever coalesce that is, combine without vowel sounds between ?
3. How are the Y-semicircles always joined to stems, with or without
an angle ? 4. Are the W-semicircles always joined at an angle to
stems ? Name the four exceptions. 5. Should a vowel sign be
placed before or after the stem, in order to be read between the hook
and stem of Wei, Wer, Wem, or Wen ? 6. On what stems is a large
Left-motion hook written to indicate that a following " oo " (W)
coalesces with the stem's sound as in "twig," etc? Name them. 7.
When a vowel sign is placed before a Tway, Kway, etc., sign, in what
relative order is it read ? 8. When placed before a Wei, Wer, Wem,
or Wen sign, in what relative order is the vowel sign read before
the hook or after it ? 9. May the Iss-circle be written within the
beginning of the semicircles and hooks ? 10. Name the signs having
the circles so prefixed. 11. When are the semicircles treated as
diphthong signs and written in the position of the second vowel of
the coalescing pair ? 12. When used after the manner of diphthongs,
which ways do the disjoined semicircles open to indicate that the
coalescing vowel is dot ? which way, dash ? 13. How is the phrase
"f. o. b." represented in shorthand? 14. How is the syllable " ty "
expressed in shorthand ? 15. What does a stroke through a short-
hand character indicate ?
118
CHAPTER X.
HALVING.
FIRST STAGE PARS. 1 TO 16.
1. (0) Making a stem half of its usual length indicates that the
sound of T or D follows the sound of the shortened stem. () The
T or D added by halving reads last after all sounds except a final citcle.
(V) A circle or a loop at the end of a shortened stem reads last after
all sounds upon the stem. See line 1 of plate 29 : oft, sopped
(sopt), wrecked (rekt), eased (eezd), iced (iset), risked (riskt).
2. When T or D immediately precedes a final-vowel sound (as in
"lofty," "body," etc.) the Tu or Du stem must be used; because
if halving were employed the T or D, instead of the vowel sound,
would read last. See line 1, and contrast words ending in vowel
sounds with those ending in T or D : loft, lofty, checked (chekt),
Choctaw, east, Esty.
POSITION OF HALVED STEMS.
3. Halved stems are positioned the same as full-lengths, except
that third-position half-lengths (non-horizontal as well. as horizontal)
are written clearly below the line. That is to say, a half-length should
never be written through the line. This custom averts error in de-
termining the length of carelessly made stems of the third position,
as the full-length third-position non-horizontals are always written
through the line. See line 2 and contrast : Sap, sapped (sapt) ; cap,
capped (capt).
4. (a) Remember, that it is the first non-horizontal stem in an
outline that is placed in position. () Also, that a half-length is
never written through the line. See line 2 and contrast: Packed
(pakt) ; snatch, snatched (snacht) ; wrapped (rapt) ; gasp, gasped
(gaspt).
119
COALESCING T OR D.
5. Mated* Coalescing Consonants. (a) In speech, it is a phonetic
law that, in case of mated consonants, T (a whisper) coalesces only
with its whispered (light) mates ; and that D (voiced) coalesces only
with its voiced (heavy) mates, regardless of the longhand spelling.
For illustration : Sipped (sipt), Sobbed (sobd). Therefore, in co-
alescing cases, such as those just cited, halving of light mated stems
must necessarily indicate the addition of T ; and the halving of heavy
mated stems must necessarily indicate the addition of D. (ft) Under-
stand that it is the T or the D sound, not letter, that is referred to.
The analysis in parentheses shown in connection with the illustrations
in this paragraph evidence that the final letters "ed" in the common
print often represent coalescing T. See line 3 (T added) : Apt,
Stepped (stept), pitched (pitcht), act (akt), walked (wawkt), basked
(baskt), aft, soft, laughed (laft), fished (fisht). Line 4 (D added) :
Ebbed, rubbed, aged, waged, wagged, waived, saved, enslaved,
bathed, oozed, rouged (roozhed), soothed.
6. Unmated Coalescing Consonants. At this stage, the only Unmated
stems which are halved are those representing L, R, M, and N
sounds. When bearing hooks, however, the other unmated stems
may also be halved, as will be shown in subsequent lessons.
7. (a) The consonants L, R, M, and N possess the phonetic pe-
culiarity of coalescing readily with either T or D ; whereas in case of
the mated consonants, the light coalesce only with T, and the
* For definition of Mated and Unmated, see Phonetic Introduction, paragraphs 9 to 11, and
Plate No. 1. While the theory involved in these phonetic distinctions is not always rigidly applied
to shorthand writing;, a knowledge of it is indispensable to an intelligent use of phonographic mater-
ial, enabling, as it does, the writer to base distinctions between conflicting words upon broad prin-
ciples, rather than blindly memorizing hieroglyphics. Some affect contempt for theory. This is as
senseless as to carry theory to extremes. There is a desirable medium. Theory is intended to assist
and guide practise, not to impede or obstruct it. The theory of each lesson should be thoroughly
mastered by the student. Then he should determine the elasticity of the theory ; that is to say, (1)
to what extent practise is benefited by a strict enforcement of theory ; or (2) how far theory may
safely yield in the interest of practise. No. 1 gives rules; No. 2 furnishes exceptions. This
thought is impressed right at this point, because the rapidly increasing richness of shorthand material
will prove a source of bewilderment and inextricable confusion to the student who begrudges the
mental effort necessary to master the fundamental ideas, and who, by skipping the-" difficult " por-
tions, misses the logical sequence of the instruction. But he who diligently applies himself and
masters each successive step will find himself qualified to intelligently utilize the various forms to
secure needed distinctions between conflicting words His work will be pleasureable, his interest
will be sustained throughout, and his progress toward efficiency more rapid than by any other method.
120
heavy coalesce only with D. Advantage is taken of this peculiarity
to halve Ul, Ur, Um, and Un (they being light stems) to add the
coalescing light T, and to halve and shade them to indicate the addi-
tion of coalescing heavy D. Analogy is thus established with the
mated stems. (#) These halved signs are named Ult, Uld, Urt,
Urd, Umt, Umd, Unt, Und, to suggest the coalescence of their
sounds. See plate 29, line 5 : Felt, failed ; tart, tarred ; hurt, heard ;
stamped (stamt), stemmed (stemd) ; sent, sunned ; held, sold, (f) As
the downward signs for Ul and Ur suggest the absence of a following
vowel sound, when halved they naturally indicate coalescing T or D.
(</) Lu and Ru (upward strokes), suggesting presence of a following
vowel sound, when halved naturally indicate non-coalescent T or D,
and will be considered under that head later on.
8. The shading of Ul, Ur, Um, and Un when halved to add D
causes no conflict with Yu, Wu, Ump, and Ung. The latter group of
four stems are not halved unless hooked (see par. 6) ; whereas, hooked
L, R, Um, and Un (as will be seen in subsequent lessons) are never
shaded when halved the context being relied upon to distinguish
between T or D so added. See pars. 9 to 12 inclusive for further
detailed explanation in this connection.
9. (a) " Ump " only faintly coalesces with a following T or D (as
in " camped," " stamped," etc.), and in ordinary pronunciation such
words are heard as "kamt," "stamt," etc., the "p" being obscured
and the " d " letter having a " t " sound. The halving of simple Em,
therefore, meets these requirements, and the halving principle is not
applied to Ump-b. () Note that shading of full-length Um adds P
or B ; but shading of the half-length Um adds D. See lines 6 and 7
of plate 29, and contrast : Romp, romped (romt), roamed ; pump,
pumped (pumt), palmed (pamd) ; jump, jumped (jumt), jammed
(jamd) ; (7) camp, camped (kamt), calmed (kamd) ; thump, thumped
(thumt), thumbed (thumd).
10. On account of the infrequency of occurrence of Ung-t or
Ung-d, there is little utility in halving Ung. Therefore, Tu and Du
121
stems are used in connection with Ung, and conflict with Und is
thus avoided. See plate 29, line 8, and contrast : Wronged, ruined ;
hanged, honeyed.
11. W and Y never coalesce with following consonants. There-
fore Wu and Yu are not halved, the coalescent semicircles being used
on the Tu and Du stems. Conflict with Urd and Uld is thus averted.
See line 8 of plate 29, and contrast : Wade, aired ; yawed, old ;
swayed, soared.
12. (a) The coalescent small-hook strokes (Wei, Wer, Wem, and
Wen) are halved to add either T or D. Emphasis is placed upon
the fact that these hooked signs are not shaded 'to indicate the addition
of D ; the context is depended upon to distinguish between T or D
added by their halving. See line 9 of plate 29 : Wilt, wild ; wart,
wired; went, wind.
PLATE 29.
WORD EXERCISE ON HALVING.
13. Nomenclature. The coalescing mated half-lengths (taken in
the order of consonants as presented on page 8) are named : Ept
122
Ebd, Etcht Edgd, Ekt Egd, Eft Evd, Etht Ethd, Est Ezd, Esht Ezhd,
Sept Sebd, etc.; the coalescing unmated are named: Ult (down)
Uld, Urt Urd, Umd Umt, Unt Und ; Surt, Suit, Surd, Sund, Welt,
Weld, Wert-Werd, Went-Wend, etc. Ordinarily the name of a sign
is formed by substituting the vowel sound of " ebb " or " up " for the
vowel of the word represented, viz.: "Apt," Ept; "ebbed, "Ebd;
" sobbed," Sebd ; "old," Uld: "sold,"Suld; " sort," Surt, etc. The
name thus becomes the connecting link between the spoken word
and the shorthand representative, and is of invaluable memory assist-
ance. Practise on the nomenclature by naming the signs in plate
29, substituting the vowel of " ebb " or " up " for the vowel of the
word, and making each stem in an outline the basis of a new name.
For example : " Apt," Ept ; " soft," Seft ; " wrecked " (rekt), Ru-Ekt ;
" jumped " (jumt) Ju-Umt, etc. The mastery of the nomenclature
compels an understanding of the lesson.
14. Caution. (a) Ult (light, downward) is only used when con-
nection with another stem indicates the direction. The upward
direction is always used when the halved L is the only stem in the
outline. The halved stems agree with the full-lengths in this respect.
(See page 16, par. 17; page 24, par. 59; page 30, par. 11.) This
fact renders it necessary to represent coalescing combinations as in
" salt " and " hilt " by the upward direction, though the downward
stroke is the logical coalescing representative where a stem joining
permits of choice of direction. See line 9, plate 29 : Salt, consult-
hilt, knelt. (b~) Uld, however, may be written a/one, as its shade is
evidence of its downward direction it being contrary to all laws of
penmanship to shade ^/-strokes. See line 9 : Old, hold, sold. See
paragraph 7.
1'23
SCALE FOR THE HALVING LESSON.
(SEE CHAP. 7, PAR. 6.)
1 ^Uns curl.
2 Beginning circle, or loop-
3 Small Wu-hook.
4 Vowel before stem.
5 Stem.
6 Large Wu-hook Tway, etc.
7 Vowel after stem.
8
9
10 T or D added by halving.
11 Final circle or loop.
12 Sun curl.
15. Translate and copy outlines of plate 29, as directed on
page 14, paragraphs 8 and 9.
TEST WORDS.
16. Write for the teacher's inspection the following words, as
directed in paragraph 42, page 21. Be careful to make a marked
distinction between full-lengths and half-lengths. It is a common
occurrence for a student to carelessly write a full-length, and then,
when correction is made by his instructor, to remark, " O, I intended
that for a half-length ! " Intentions must be backed by correct
execution ; show your intentions on paper.
(a) Coalescing Mated. Sipped, sobbed, equipped (ekwipt) , twitched
(twicht), hedged, suspect (suspekt), insect, paged, pegged, switched,
winked (wingkt), diseased, swift, stepped, received, pushed, fished,
iced, sized, east, Esty, laughed (laft), lofty, Egypt, insect, risked
(riskt), nabbed, wrecked, rickety, stitched.
() Coalescing Unmated. Felt, failed, sailed, tart, sort, assort,
accent, desired, sand, desert, hired, hurt, ruined, pumped, skimmed,
quilt, quelled, squealed, twilled, stamped (stamt).
124
(r) Primitives and Derivatives. Pack, packed (pakt), unpacked ;
chip, chipped (chipt) ; except, excepted (eksept), unexcepted ; accept
(aksept), accepted (see paragraphs 3 and 4), unaccepted;- exact,
exacted, exactingly, inexact ; kneel, knelt ; toil, toiled (toild) ; soft,
softly, softness ; apt, aptly, aptness (disjoin sign for " ness ") ; scent,
scented, unscented ; hard, hardness, hardly ; heard, unheard ; tamed,
untamed ; sold, unsold ; formed, unformed ; wipe, wiped, unwiped.
(</) Miscellaneous. Ruined, wronged, stemmed, stamped, heart,
healed, gasped.
NON-COALESCING T AND D. NON-COALESCING
MATED CONSONANTS. (See page 77, par. 5-.)
SECOND STAGE PARS. 17 TO 26.
17. (a) Where T and D sounds coalesce with preceding mated
consonants (as explained in paragraph 5), the student should have
no trouble in outlining, unless misled by the unphonetic spelling ;
because, to repeat, the light mated consonants coalesce only with T,
and the heavy mated coasonants coalesce only with D. But when T
or D does not coalesce with a preceding consonant (i. e., when a vowel
sound intervenes), then there is no phonetic bar to either T or D
following either light or heavy consonants (viz., fate, fade; vote, void ;
etc.). Therefore, in writing such words, the shorthand writer needs
to exercise a little care ; for if halving were applied to all non-
coalescing cases to add either T or D, it would be necessary to
depend upon the context altogether to determine which should be
read. (Jj) Now, while the context will generally guide in the choice
between words of several consonants (as <; repeat," " rapid," etc.), it
would be unreliable in case of words of few consonants (such as
" tight," " tied," etc.), which could be easily confused. For instance,
either " tight " or " tied " would make sense in the sentence, " the
rope was tight-tied," and if the shorthand distinction were not clear
an error might occur in translating. To avoid this risk, the coalesc-
ing theory is applied to cases where halving would result in a single-
stem form (as in "tight" and "tied"). That is, light stems are
125
halved to add T only, and heavy stems are halved to add D only ;
and when T follows a heavy consonant, or D follows a light con-
sonant, stems are used. To illustrate, see line 1 of plate 30, and
contrast : Pot, pod ; bid, bought ; tight, tied ; dead, debt (det) ;
cheat, chide ; fat, food ; shot, shod.
18. (a) As indicated in paragraph 17-^, when a word abounds in
consonants or, to be definite, when halving would result in an out-
line of two or more stems then, either T or D may generally be
added by halving, and the context be depended upon to guide in the
choice when translating. For illustration see plate 30, line 2 : Rapid,
rabbit-rabid ; expedite, justified, exhibit (egzibit), invite, invade,
bestowed, visited.
($) The extent to which this license (the halving of stems freely
to add either T or D) may be safely carried, will be amply illustrated
in the reading exercises. But remember that the rules founded on
theory are for the student's guidance : therefore, when in doubt apply
them that is, use stem for T when it follows heavy consonants,
and stem for D when it follows light consonants, if obscureness is
feared from use of halving.
PLATE 30.
-< \ - -C v, d.
T l <~
126
NON-COALESCING UNMATED CONSONANTS.
19. TwO'Direction Consonants, L and R. (a) The two directions of
L and R are utilized to distinguish between coalescing and non-
coalescing T or D the downward directions indicating coalescence,
and the upward directions indicating non-coalescence (see par. 7 f).
(&) In case of downward L and R, distinction between coalescing
T and D is indicated by shading (see par. 7) ; but as it is not feasible
to shade an upward stroke in rapid writing, Lu and Ru (being light
stems) are halved to add non-coalescing T only, and a following non-
coalescing D is represented by its stem. See line 3 of plate 30, and
contrast the outlines of words included within semicolons : Vault,
veiled, violate, valid ; pelt, paled ; car-lot, car-load ; tart, tarred, turret,
tarried, (t) Occasionally convenience and legibility of joining require
that coalescing combinations be represented by the upward, instead of
the logical downward, direction. Such cases are comparatively few,
and can be easily memorized. See line 4 of plate 30 : Resort, exert,
yard, result, embezzled, whistled, cart, fort.
20. Um and Un are halved to add non-coalescing T, and halved
and shaded to add non-coalescing D, as in case of the coalescing
sounds. If conflict is feared, the intervening vowel may be inserted ;
but this is rarely necessary, as the context will generally distinguish
coalescing from non-coalescing cases. See line 5 of plate 30 and
contrast : Need, not ; signed, snowed ; aimed, made ; met, omit ; nod,
Ned, nude ; smite, summit, humid.
21. (a) The halved Ru when standing alone would conflict with
halved Chu. In case of the full-lengths, Ru and Chu are distin-
guished by difference of slant ; but in case of their half-lengths this
difference of slant is difficult to observe, and should not be risked.
Therefore, words like "write," " ride," etc., should be written with
the Tu and Du stems. (//) When joining with other steins indicates
the direction, then Ru may be safely halved. See line 6 of plate 30,
and contrast : Writ (rit), cheat, ride; pitched (picht), pirate ; matched,
merit, (t) For similar reasons (which will appear rn the Final-Hook
127
lesson), Hu is only halved when joined to other stems. See line 6 of
plate 30 : Hate, steam-heat, red-hot.
22. The large-hook strokes may occasionally be halved ; but
generally it is more legible to use the Tu or Du stem. See line 7 of
plate 30 : Quit, twit, Tweed, Dwight, quid.
23. Nomenclature. To indicate their non-coalescing significance,
the halved stems are called Pet, Bed, Ted, Ded, Chet, Ket, Ged,
Pets, Slet, Sket, Twet, Kwet, Ret, Het, Let, Met, Med, Net, Ned,
Snet, Sned, Smet, Smed, etc.
24. Primitives and Derivatives. When writing derivatives, remem-
ber that a primitive sign retains its form as well as its position with
reference to the line. See line 7 of plate 30 : Act, acted, actual,
actually ; need, needed ; end, ended ; hand, handed.
25. Carefully practise the outlines in plate 30 as directed on page
14, pars. 8 and 9.
TEST WORDS.
26. Write the following words for the teacher's inspection :
(a) Non=coalescing Mated. Fat, food, tight, tied, pot, pod, dead,
debt, cheat, chide, kite, kid, thought, thawed, shot, shod, levied, levity,
stampede, ragged.
(<) Non=coalescing Unmated. Need, night, slide, slight, made, met,
merit, married, bullet, bellowed, rate, parrot, purity, car-lot, car-load.
(c) Miscellaneous. Sinned, Senate, sipped, spit, muddy, mud,
needy, pet, petty, fight, fiat (see Chap. 7, par. 3), ruined, wronged,
wend, winged, capped (kapt), tapped, testified, justified, start, stared,
saturate, sport, separate, tart, turret, tilt, toilet, port, pirate, pitched,
word, wart, twilled, dwelt, twilight, quilt, quelled, squealed, squalid,
exhort (eksort), exactingly, inlet, knelt, mallet, melt, mailed, bought,
bid, yacht, old, weighed, aired, humped, impute, fort, fortunate
(Uf-Ret-Net). thought, thawed, act, code.
(</) Primitives and Derivatives. Nod, nodded ; scent, scented, un-
128
scented ; sound, sounded f bail, bailed ; bellow, bellowed ; mar, marred ;
marry, married ; fate, fatal, fatally, fatality ; except (eksept), excepted ;
accept, accepted ; spot, spotted, spotless ; fit, fitted, fits, unfit, fittingly.
THIRD STAGE GUIDE TO VARIOUS WAYS OF WRITING
T AND D.
PARS. 27 TO 35.
27. The addition of T or D by halving presumes a comparison
of lengths ; and an angular combination, or an intervening circle or
hook is generally essential to such comparison. See line 1 of plate
31 : Rotate, nicked (nikt), vouched (voucht), covet, tweaked (tweekt),
avenged, moderate, hamlet, answered (ansurd), ratified, madam.
28. Ordinarily, if two stems join without an angle, neither should
be halved, but an associated T or D should be expressed by its stem.
See line 2 of plate 30 : Kicked (kikt), liked, suffocate, reared, mapped
(mapt), emphatic (emfatik), methodic, esthetic, judged.
29. Occasionally in non-angular joinings, difference of shade will
distinguish between varying lengths. See line 3 of plate 31, and
contrast : Fired, fort, card, cart, named, animate. The preceding
illustrations cover the principal combinations to which this idea is
applied. Experience has demonstrated that no conflict with Wu or
Ump results from this practise.
30. Disjoining. (a) In outlining words like " attitude," containing
more than two consecutive " t's " or " d's," it is not practicable to
combine all the sounds either by means of halving or by the use of the
Tu or Du stems. Experiment with this word. This difficulty is
overcome by combining two of the sounds in a halved stroke and
writing it disjoined near the full-length stem of the other sound. See
line 3 of plate 31 for illustrations of such cases : Institute, attitude,
substitute, destitute. (&) One of the important advantages of this
disjoining expedient is that it often avoids the reconstruction of a
primitive form. See line 4 of plate 31, and compare primitives and
derivatives : Accept, acceptance, apt, aptness, (e) Disjoining may
also be used to avoid the writing of any triple-length straight stems.
See line 4 of plate 31 : Rarer, Keokuk. (d~) The syllables of a word
govern the sounds represented by the disjoined signs. For instance,
write Rar-er, not Ra-rer; Keo-kuk, not Keok-uk; atti-tude, not
attit-ude, etc. (e) The second of the disjoined signs should be
written above the first, if convenient, in order to avoid conflict with
implication of " con " or " com " syllables. See line 4 of plate 31,
and contrast the other disjoined signs with : Accompany (ak-kom-
pany), recommend (re-kom-end).
PLATfi 31.
WORD EXERCISE ON HALVING.
31. () The phonographic theory caters to syllable representation,
and shorthand writing and reading is vastly improved by this practise.
But the spoken syllable is rather elastic, and where the shorthand
combination is materially improved thereby a medial T or D may be
shifted from a. following to a preceding syllable, or vice versa, without
seriously affecting the syllabic utterance. See line 5 of plate 31 :
Antique (anteek), symptom (simtum), sentence, intend, maturity,
aptitude, estimate, esteemed, ordain, ultimate. The outlines
adopted eliminate the vertical Tu-stem and thus secure line-writing ;
130
while at the same time the sound-divisions represented (ant-eek,
simt-um, sent-ens, int-end, mat-ur-ity, apt-itude, est-imate, est-eemd,
ord-ain, ult-imate) sufficiently reflect the syllabic thought. Exper-
iment with the shorthand forms of the rejected syllabic divisions
(an-teek, sim-tum, ma-tu-ri-ty, etc.) and note the superiority of the
recommended forms, (b) Of course, the preceding practise must
yield to the requirements of paragraph 28.
32. Representation of T or D Governed by Vocalization. See scale
on page 123. (a) Stems must be used when T or D immediately
precedes a final-vowel sound. See line 6 of plate 31, and contrast:
Might, mighty ; east, Esty.
() Stem must be used for T or D when two concurrent-vowel
sounds immediately precede or follow it. See line 6 of plate 31, and
contrast : Pet, poet (po-et) ; fight, fiat (fi-at) ; Sitka, sciatica (si-atiku).
(/) Stem must be used for T or D when it is immediately fol-
lowed by a vowel sound which can neither be safely omitted nor
written before a following stem. See line 7 of plate 31, and contrast :
Notes, notice (notis) ; lots, lotos ; ends, induce ; appetites, potatoes ;
saints, Santos. The final S of each of the preceding words is logically
represented by the circle. Observe that the T coalesces with the
following S in " notes," " lots," etc., and may therefore be repre-
sented by halving; but " notice," "lotos," etc., require the Tu stem
to provide place for the vowel preceding the final non-coalescing S.
(</) Of course, when consistent with the other elements of legi-
bility hereinbefore mentioned, it is desirable to add final T or D by
halving, as halving indicates clearly that no vowel sound is to be
read after the T or D so added.
33. " Ts " and " St " Combinations Contrasted. See scale on page
123, and note that a final circle reads after a T or D sound added by
halving; /.<?., the sounds are read relatively " t-s," as in "cats."
Therefore, halving should not be employed in writing such words as
"cast," in which the " s-t" order occurs the small Steh-loop being
131
used in such cases. This is a common error ; guard against it ! See
plate 31, line 8, and contrast: Cats, cast; feats, feast; repeats,
repast ; refutes, refused ; invites, invest.
34. Practise the outlines in plate 31 as directed on page 14,
pars. 8 and 9.
TEST WORDS.
35. Write the following words for the teacher's inspection, as
directed on page 21, par. 42 ; primitive words are inserted by way of
contrast with the half-length derivative : Slack, slacked, slackened,
unslacked (see page 87, par. 38); pop, popped; judge, judged;
vacate, vacated ; fort, fortnight ; fortunate, unfortunate ; locate, lo-
cated ; scare, scared ; rate, rated ; conduct, conducted ; mope, moped ;
mob, mobbed ; fire, fired ; afford, affords ; name, named ; rectify,
rectified, rectitude (Ru-Ukt-Ted) ; revenge, revenged ; art, artless,
artlessly; cook, cooked ; bob, bobbed ; knot, knotted, knotty ; repeat,
repeated, repeatedly ; rapid, rapidly, rapidity ; baked, unbaked ;
signed, unsigned ; desire, desired, undesired ; sold, unsold; puzzle,
puzzled ; muzzle, muzzled ; whistle, whistled (whisld) ; embezzle,
embezzled ; tight, tightly, tightness, tightened ; fat, fatty, fatness,
fatted, fatten, fattened ; light, lightness, lightened, lightly ; hard,
hardly, hardness, hardened; animate, animated; ordain, ordained;
mast, mats ; pets, pest ; appetite, potato (see pars. 2 and 31) ; ulti-
mate, ultimo, ultimately, ultimatum ; limit, limitless ; hug, hugged ;
requite, requited ; ants, entice, feats, photos (fotos), thatched, matched,
loomed, fastened (fasnd), altitude (Lu-Tu, Ted' disjoined), latitude
(Let-Ted), ordinance.
FOURTH STAGE PREFIXES.
PARS. 36 TO 42.
36. Unt is used as a prefix sign for " inter, " enter," or " intro."
It is disjoined when there is danger of conflict with the unvocalized
signs of the " in " or the " un " syllables ; in other cases it is joined, if
convenient. See line 1 of plate 32, and contrast: Induce, introduce;
interpose, interposes, interposed ; unweave, unweaved ; interweave,
13-2
interweaved ; interview, interviewed, interviewer ; intersect, inter-
sected ; unmixed, intermixed ; unlaced, interlaced (see par. 24).
37. Um, disjoined and written above the remainder of the word,
represents " magni," " magna," or " magne." See line 3 of plate 32 :
Magnify, magnified, magnitude (diphthong sign joined) ; magnesia ;
magnanimity, magnanimous ; magnetism.
38. The prefix "with" (as in "withstood") is better represented
by the sign of its consonant sound (the Thu-stem) than by its co-
alescent word sign, Weh the stem sign joining more readily with
other characters, especially with the circle. See line 3 of plate 32 :
Withhold, withstood.
SUFFIXES.
39. " Ed." The " ed " suffix (as in " waited," " noted," " started,"
etc.) may be represented in three ways, viz.:
(a) By Halving. If the primitive outline terminates in a full-
length stem, halve it to add the D of a following " ed " syllable. See
line 4 of plate 32, and compare primitives and derivatives : Wait,
waited ; recite, recited ; decide, decided ; state, stated ; solicit,
solicited.
() By the " Da "'Stem. If the primitive terminates in a half-
length, represent the following " ed " syllable by the Du stem if it joins
legibly that is, makes a sharp angle. See line 5 of plate 32, and
compare primitives and derivatives : Note, noted ; execute, executed ;
resort, resorted ; except, excepted ; accept, accepted (see par. 24) ;
allure, allured (introduced to contrast with " lure " and " lured " in
line 6).
By the " Ed "-Tick. The " ed "-tick is used when the primitive-
word outline terminates in a loop (as in " roast ") ; when the prim-
itive-word outline terminates in a full-length stem which cannot be
halved, on account of non-angular joining with a preceding stem, and
to which the Du stem joins badly (as in " lower ") ; or when the
primitive-word outline terminates in a half-length to which the Du-
133
stem does not join at a sharp angle (as in "start"). See line 6 of
plate 32, and compare primitives and derivatives : Roast, roasted ;
lower, lowered ; lure, lured ; slight, slighted ; start, started.
PLATE 32.
40. () The " ed " syllable is a very common one, and its short-
hand representation should be thoroughly mastered. The relative
importance of the three methods of writing it is in the order pre-
sented, viz.: First, by halving; second, by the Du-stem ; and lastly,
when the other two methods fail, by the tick. The indiscriminate
use of the tick would cause conflict with half-lengths, also with inac-
curacies of penmanship, and it is therefore recommended only as a
last resort ; its mission is to avert the disjoining of the Du-stem, and
for this reason it is licensed in case of such words as " lowered "
and " lured," which do not terminate in strictly " ed " syllables, (b)
The " ed "-tick may be written at any angle.
41. " Est." The " est " syllable may be represented in three
ways, viz.:
(a) If the primitive terminates in a plain stem (that is, without
final circle, loop, or hook), represent a following " est " syllable by
134
the Stu-loop. See line 7 of plate 32, and compare primitives and
derivatives : Old, oldest ; hard, hardest ; slight, slightest ; mad,
maddest; muddy, muddiest.
(p) If the primitive terminates with a circle which may be logically
turned by the Right-motion, represent a following " est " syllable by
Est (halved Us) which is a Right-motion curve. Est may be written
upward if the downward direction is impracticable. See line 8 of
plate 32, and compare primitives and derivatives with reference to
the circle rules (see page 79, par. 13) : Wise, wisest; loose, loosest;
choice, choicest (see page 79, rules 4 and 5) ; fast, fastest.
(c) If the primitive terminates with a Left-motion circle on a
curved-st&m, the Sus circle should be used to combine the final S of
the primitive with the S of the " est " syllable, the T sound being
represented by the Tu-stem. See line 8 of plate 32, and compare
primitive and derivative : Nice, nicest (ni-ses-t).
42. Carefully practise outlines in plate 32 as directed on page
14, pars. 8 and 9.
TEST WORDS.
43. Write the following test words for the teacher's inspection, as
directed on page 21, par. 42: Interdict, interdicted; intermixes,
intermixed, unintermixed, interjected; wed, wedded; exceed, ex-
ceeded ; elicit, elicited ; execute, executed ; exact, exacted ; result,
resulted ; exhort (egzort), exhorted ; note, noted ; knot, knotted ;
stud, studded ; mat, matted; muddy, muddied; sort, sorted ; assort,
assorted ; lure, lured ; allure, allured ; mild, mildest ; old, oldest ;
rude, rudest ; mad, maddest ; muddy, muddiest ; neat, neatest ; natty,
nattiest ; naughty, naughtiest ; dusty, dustiest ; fast, fastest ; skate,
skated ; scout, scouted ; spot, spotted ; spout, spouted ; repeat, re-
peated ; repudiate (see par. 32-^), repudiated (see par. 30) ; expedite,
expedited (see par. 18) ; liquid (see par. 22), liquidate, liquidated.
135
PLATE No. 33
RECAPITULATION OF THE .HALVING PRINCIPLE.
\
t/5
H
1. \
c>
s
D Q
fc
o
2. \
H g :_,
^
^ '
g <
3
3. \
SH
Q
\
o
H
4 >
u
<
s y
"\ Ult
.
5 Let r
^
g
<
6. Uld r
HQ
<t 2; r<
CONSOl
7. Yay ^
\
o
8.Yeh-Tl
S3 EH
w
p;
H
6
<;
9.Yeh-Dl
p
Welt
10. Weld c
)
(
I I
( )
\ \
Urt
Urd
Way
Weh-T
Wuh-T
Weh-D c p r '
Wuh-D I I Umb-D
Wert Wemt
Werd ^ Wemd
. ,-^
1 |Umb-T ]
Unt
Net ^
Und
Ned ^
Ung ^^
Ung-T^
Went
Wend
44.
See plate No. 33 :
() Lines 1 and 3 show mated sounds of similar shade combined
by halving (/. e., T added to light stems; and D to heavy stems).
(b) Lines 2 and 4 show mated sounds of dissimilar shade com-
bined by stems.
(f) Lines 5 and 6 show the treatment of unmated L, Ur, M, and
N in analogy with the mated consonants the light halved stems
adding T, and heavy halved stems adding D. Uld, Urd, Umd, and
Und should really be memorized as four new signs, the introduction of
which is rendered safe by the exclusion of Yay, Way, Ump, and Ung.
(r/) Line 7 shows Yay, Way, Ump, and Ung, which are excluded
from the halving principle to make room for Uld, Urd, Umd, and Und.
(e) Lines 8 and 9 show the Tu and Du-stem combinations with
136
the coalescent semicircles, which justify the exclusion of Yay and
Way from the halving principle.
(_/") Line 10 shows the four coalescent-hook signs W r el, Wer,
Wem, and Wen halved to add either T or D, when coalescent, as
in " Wilt," " walled," etc.
45. Take primitive forms as the guide in outlining. Study of
primitives will not only prove a valuable guide to the selection of
shorthand material in outlining words, but will also result in a vastly
increased familiarity with English words an essential requirement
to the stenographer. If the formative signs (see page 25, par. 64-r)
do not join legibly, disjoin them rather than reconstruct the primitives.
This plan caters to syllable representation, the foundation thought in
phonographic reporting. Take advantage of every opportunity to
represent spoken syllables, and as far as possible name the shorthand
group signs so as to correspond with the syllables for which they are
to be used. This idea is emphasized in each lesson ; it becomes more
and more important as the grouping principles afford increasing
opportunity of combining consonants upon a single stem.
WORD SIGNS, CONTRACTIONS, ETC.
Put
About
Supt. .
Could
After k_
Quite ~__
Fact
Good
Somewhat e ^
That (
Without C
Lord-Read \_.
Word ...^.
Want . ^
World ....f^..
Under
-Hundred w
Immediate-ly
Hand-Owned ..
Not ~
Nature >_,_ ,
Willed ../
Astonish
-ed-ment ....).....,__
Sent_....*^
Establish
-ed-ment . V..__
Send S^A
Manuscript __^T_.._X
137
46. Derivatives from Word=Signs. See plate 34, line 1 : Lordly,
lordship, natural-ly, reader, unhanded, handled, superintendency,
worded, goodly, goodness.
47. Compound Words. See line 2 of plate 34 : Hereabouts, here-
after, hereinafter, whereunder, whereabouts, underwent, underhanded,
understood, misunderstood, self-willed; (line 3) afterthought, after-
svard, forward, inward, onward, password, upward, underestimate,
undergo, undersigned.
48. Distinction Between Derivative and Compound Words. (a)
Technically, a derivative is formed by adding to the primitive
word some regular prefix or suffix letters or syllables, viz.: Lord,
lord/y ; usual, ?/usual, etc. (I?) A corn-pound word is one in which
regular words enter as syllables, viz.: "Here" and "after" com-
pounded to form " hereafter ;" " under " and " hand " to form
" underhand," etc. (c) There is this important difference in posi-
tioning ; the prefix or suffix sign of a derivative assumes the position
of the primitive word (see " unhanded," line 1 of plate 34) ; whereas
in compounds, the sign of the first word\s given its position, as in the
case of phrases (see " underhanded," line 2).
49. Phrases. (a) The only consonant of " it " being " t," the
writer who has cultivated the habit of carefully distinguishing between
the length of his strokes may phrase this word by halving the stem
preceding it ; see line 4 of plate 34 : If it, for it, if it is not, for it is
not, take it, make it, when it is necessary, if it is not necessary.
(b) The words " of " (ov), " is " (iz), " as " (az), are represented
by their stem-consonants in order to utilize halving to phrase " it."
See line 5 of plate 34 : Of it, is it, as it, of its, of its own, is it not,
as it is impossible, as it seems to be, as it will be seen.
(r) Miscellaneous Phrases. See line 6, plate 34 : It is not, it is not
necessary, it has not, which is not, which has not, he is not, he has
not, he was not, I was not, you should not ; (line 7) I shall not, I
138
would not, he would not, who would net, could not, you could not,
we would not.
50. Memory Aids. (a) The sign for " he " assumes the position
of the word with which it is phrased. Therefore " would " retains
its position in the phrase " He would not," but assumes the position
of " I " and " who " in the phrases " I would not " and " who would
not." (See line 7 of plate 34.) (/;) The present tense of " read " is
represented by the word sign. (V) " Somewhat " is written as if pro-
nounced " sumut," and is given the position of " what " to avoid
conflict with "some." (//) The word sign for "Superintendent"
imitates the longhand abbreviation, " Supt." (<?) The coalescent
"wi" is omitted from "without," the Thu-stem being halved to add
the "t" of "out." (/) The vanish sound of " r " is omitted from
" after," " under," " nature" these words being written as if pro-
nounced " aftuh," " unduh," "natuh." This same principle of
omission is involved in the word-signs for " ever," " for," " never,"
" purpose," " average," " however," etc. (,-) " Send " is written
with the Du-stem in order to avoid a dangerous conflict with "sent."
51. Practise plate 34 as directed in paragraphs 8 and 9, page 14.
PLATE 34.
_L
7, J *r:.... LjLl
139
SENTENCE AND LETTER PRACTISE ON HALVING.
52. Practise plates 85 and 36 as directed in paragraph 103, page
53. This matter contains no word that is not properly covered by
the Halving and the preceding lessons.
Sentences. 1. Hand him the goods owned by me which you put
with the box of books under the window. 2. James says that the
superintendent has not yet resigned the superintendency, and is not
going to do so. 3. I was somewhat astonished to know that he
was at the head of the establishment. 4. I naturally want to know
what you laughed about; this is natural, is it not? 5. It is a fact
that James came soon after you left. 6. I understood that Sarah
was living in Soho, but could not manage to see her. 7. I will read
the missive immediately. 8. The Lord is my guide. 9. God is
good. 10. The world is wide. 11. His insulting notes show that
he is not worth my notice. 12. Pat's worries are past. 13. The
ship veered as it passed the enemy's pits by the fort, and fired a shot
which took effect. 14. His peculiar attitude caused me to institute
inquiries, which showed that he was destitute of common decency.
15. As the rope slackened he tightened his hold on it. 16. It is not
right to cheat. 17. The boys have about the same merit and are
well matched. 18. The rope was tied, but was not tight. 19. The
act was one of the code of 1896. 20. She toiled hard that she might
witness the tourney and the base-ball game, but the tilt was ended
and the last score was tallied ere she had made her toilet. 21. He
liked the food, but could not eat the fat : he does not like fatty meat.
22. Millard and Antwerp avenues intersect. 2-3. In this life right
and wrong are intermixed ; we must not expect unmixed good. 24.
The dead boys' arms were interlocked so tightly that "it was hard to
unlock them. 25. His bid was the lowest on the list; that is the
reason I bought his goods. 26. The statute quite fittingly required
that the statue should be erected in New York city. 27. He has
symptoms of poisoning. 28. You should not have interfered with the
dispute. 29. The rapidity with which they walked was astonishing.
140
PLATE 35.
SENTENCE EXERCISE ON HALVING.
\
L.
\
^
..7i..__
10.
\
b;
14.
24.
ir.
141
-4 v I_L_l_r
(
..c.
c
(3)
:m_*_k v..^i
^f ,
(Letter No. 1 See plate 36.)
MESSRS. MESENERY & Co.,
Elizabeth, N. J.
Dear Sirs :
I have yours of the 3d inst, with copy for advertisement, for which
accept my thanks. It is impossible for me to say just now what
142
space on the page your card will occupy. It will no doubt be shifted
about to suit the needs of the make-up.
Hoping this will be satisfactory, I remain
Yours respectfully
(Letter No. 2.)
MESSRS. WALNUT & TASCOTT,
25 Millard Avenue, Cincinnati, Ohio.
Dear Sirs :
I am quite naturally somewhat annoyed at not having received my
last invoice of goods, which I thought would be here without doubt
by Saturday night. When I wrote you I said that I wanted them
immediately, and you should have sent them forward without delay ;
or, if something unforeseen interfered with your doing so, you should
have notified me to that effect. I am astonished that an establish-
ment like yours should slight an old buyer who has handled your
goods for years. Could it be that you never received my message ?
If so, notify me by next mail, and the error will be looked into. It
might be well to interview your teamster on the subject.
Respectfully yours,
(Letter No. 3.)
Miss JENNY BARTLETT,
St. Louis, Mo.
Dear Madam :
Your manuscript came to hand to-day, and the story will be used
as soon as I have space for it. I feared you might be anxious about
the acceptance of your manuscript ; hence, I notify you without delay
of its safe receipt. If it misses this issue, it will be inserted in the
succeeding one.
Yours respectfully,
143
53. Write the following letter for the inspection of the teacher.
(Letter No. 4.)
MESSRS. HARTNET & TETLOW,
Pittsfield, Penna.
Dear Sirs :
Answering yours of the 28th inst, would say that my house, lo-
cated at 25 Bartlett avenue, is not to let. I thought you intended to
buy, or I would not have sent my agent to you. The house needs
some slight repairs, but when it has received these will be as good
as new. Would you not like to make me a bid for it ? I expect to
sell it any day ; so you should not delay if you want a house in that
vicinity.
Respectfully yours.
QUIZ ON HALVING.
54. 1. How may final T or D be generally represented when the
consonant preceding it is properly represented by a stem, as in
"packed," "loved," etc.? 2. How should T or D be represented
when immediately preceding a final- vowel sound? when the two
adjacent stems are joined without an angle, as in " kicked," " em-
phatic," etc.? 3. How should non-coalescing D be written when
following Ru or Lu, as in " borrowed," " bellowed," etc.? 4. Why
are not Wu, Yu, Ump, and Ung halved when unhooked, and what
would their halved signs conflict with ? 5. When Wei, Wer, Wem, and
Wen are halved, is any distinction made between T and D so added ?
6. How may " tight " be distinguished from " tied " ? " bid " from
"bought"? 7. May halving be applied to both "rapid" and
" repute " ? 8. Should Hu or Ru be halved when the only stem is
an outline ? why not ? 9. What necessitates disjoining of the com-
ponent stems of a word, as in " attitude "? 10. In case of a medial
T or D (as in "estimate," "ordain, etc.), what advantage is there in
combining it with the preceding syllable rather than with the follow-
ing syllable? 11. How are "ts" and "st" combinations distin-
144
guished, as in "cats" and " cast" ? 12. When is the " ed " suffix
represented by halving ? when by the Du-stem ? when, by the
" ed "-tick ? 13. What is the utility of the " ed "-tick and why should
its use be restricted ? 14. When is the " est " suffix represented by
the Stu-loop ? when by the Ust-stem ? when by the Stu-stem ? 15.
What is the distinction between derivatives and compound words as
regards positioning? 16. Is a half-length stem ever written through
the line ? why ?
CHAPTER XI.
FIRST STAGE DOUBLE CONSONANTS-INITIAL HOOKS
FOR L AND R.
PARAGRAPHS 1 TO 16.
1. (a) This lesson treats of initial hooks to represent the coal-
escence of L and R with preceding consonants, as " pi " in " play,"
" pr " in " pray," etc. (see plate 37). () As the L and R hooks
indicates the absence of vowel sounds between the hook and stem
consonants, the compound signs are called " Double Consonants," or
" Consonantal Diphthongs."
2. The Double^ Consonant System at a Glance. (a) Plate 37 gives a
complete table of the Double-Consonant signs, of which there are 34
in all. () Lines 1, 3, and 7 show the L-hook signs, (c) Lines 2,
4, and 8 show the R-hook signs, (d} Lines 5, 6, 9, and 10 are in-
troduced for reference, (e) The L-hooks are all turned by the Left-
motion, except on Ml. (/") The R-hooks are all turned by the
Right-motion, except on Nr. (,-) The R-hook signs in line 2 are
obtained by turning the L-hook signs in line 1 bodily over sidewise,
without changing the slant. (K) The first four R-hook signs in line
4 are similarly obtained by turning their L-hook mates, in line 3, over
sidewise, without changing the slant. This causes the stems of Fr,
Vr, Thr, and Dthr to assume the shape of Ur, Wu, Us, and Zu (see
145
PLATE 37.
1. PI \ Bl \ Tl f DI f Chi /* Jl f Kl c_ Gl ^
2. Pr V Br \ Tr 1 Dr 1 Chr / Jr / Kr^- Gr <
3. Fl ^L VI ^. Thl f Dthl f Shi* c^ Zhl J
4. Fr ^ Vr ^ Thr *) Dthr ) Shr* J Zhr J
5. Ur^ Wu^\ Us ) Zu )
6. Wei <T WcFcX Wem^ Wen ^_x
7. Rl c^ Ml C^N Nl e^
8. ~Lr 6 Mr <r-x Nr <^
9. . Ump-b ^ Ung ^
10. Hu ^ and Yu C
line 5), and necessitates excluding these latter four stems from this
principle. This exclusion of Ur, Wu, Us, and Zu, however, sacrifices
nothing, as the sounds their combination would represent are either
infrequent, or are well provided for in other ways. (/) As a memory
assistance, the L-hooks may be likened to the crooked (crookt) fore-
finger of the left hand, and the R-hooks to the crooked forefinger of
the right hand. (/) As Lu, Ru, Um, and Un are already provided
with small hooks (line 6), the R-hook on Lu (line 8), and the L-hook
on Ru, Um, and Un (line Y) are made large to avoid conflict. (K)
The stems of Mr and Nr (line 8) are shaded to distinguish them
from Wem and Wen. This causes no conflict with Ump and Ung,
as these latter signs do not take L and R hooks (see line 9). (/)
Shr and Zhr (written downward) accord with the alphabetic direction
of these stems (see page 16, par. 17), and they may therefore be used
either when standing alone or when joined to other stems. But Shi
* As the L and R hooks are beginning hooks, it is evident that Shi and Zhl must be written
upward; also that Shr and Zhr must be written down-ward.
146
and Zhl (written upward) need a stem joining to indicate their upward
direction, and therefore are never used when the only stem sign in an
outline. The reason for this is that in a subsequent lesson these
stems, in common with ajl the other stems, take final hooks; and the
alphabetic direction of Sh and Zh being downward, the hooks on Shi
and Zhl would be read as final if these signs stood alone. A stem
joining, however (as " Uf-Shl " for instance), by unmistakably indi-
cating the direction, clearly indicates whether the hook is beginning
or final, and warrants the upward direction, (m) The " D " in the
spelling of " Dthl " and " Dther " (see lines 3 and 4 cf plate 37) is to
distinguish between the hard sound of " th " as in " either," and the
soft sound as in " author," etc.
DOUBLE-CONSONANT SCALE.
1 In-curl.
2 Beginning circle.
3
4 Vowel before stem.
5 Stem.
6 L or R hook.
7 Vowel after stem.
8
9
10 T or D added by halving.
11 Final circle or loop.
12 Sen curl.
3. Vocalization of Double-Consonant Signs (a) The hook and stem
sounds are supposed to coalesce that is, to be welded together.
(See Scale.) Therefore, a vowel sign placed before the stroke is read
before both hook and stem, as in " able " (a-bl) ; and a vowel sign
placed after the stroke is read after both hook and stem, as in " blow "
(bl-o) never between them, as in " bowl " (b-o-1), etc. () It should,
however, be unders'ood that in the common print silent letters often
intervene between coalescing consonants, as " e " in " label " (la-bl),
147
PLATE 38.
WORD EXERCISE ON L AND R HOOK.
148
"o" in "labor" (la-br), etc. The learner must be on the alert for
such cases, and be governed by the pronunciation of words not by
their spelling,
4. Double-Consonant Nomenclature. (a) Do not think or speak of
the Double-Consonant signs as " Pee-El," " Bee-El," etc.; nor as
" Pel," " Bel," etc.; nor as " Pee and L-hook," " Pee and R-hook,"
etc. The effect of these styles of naming would be to improperly
suggest a non-coalescence of the consonants, and to foster a misuse
of the signs. Bad thinking causes bad writing. () The L and R
hooks indicate coalescence of hook and stem sounds, and the name
should reflect the fact. Remember that the shorthand nomenclature
is intended to connect the spoken syllable with the shorthand sign.
The Double-Consonant signs should therefore be styled PI, Bl, etc.,
as in " play," " pray," etc., with the " ay " omitted. When spoken,
these sound combinations address the ear as " Pul," " Bui," etc., but
the vowel (as in " up ") is so obscure as to be scarcely recognized,
and tkerefore is not misleading. (c) Or, as the Double-Consonant
signs (while implying the absence of medial vowels) admit of vowels
immediately before or after the double sign, they may be styled Upl
(suggestive of " apple "), or Plu (suggestive of " play "), etc. (</)
Accordingly, Pul, Upl, or Plu means the Double-Consonant sign;
while Pu-Ul, Pu-Lu, etc., mean the separate stems, (e) Taking Pu
as the representative stem, the L-hook signs may be called the Pul
series, and the R-hook signs the Pur series.
5. Translate plate 38 as directed in paragraphs 8 and 9, page 14,
using plate 37 for reference. To illustrate : The first outline in line
1 of plate 38 reads, u-pr, upper ; the second outline reads, pr-i, pry ;
third, e-tr, eater; fourth, tr-e, tree, etc. (See paragraph 3.) This
drill is intended as an agreeable method of learning the double-con-
sonant signs in plate 37, and the manner of combining them. While
engaged in this translation, note the resemblance between the spoken
syllables and the names of the double-consonant signs. See line 5 :
Pr-Pl, purple ; Tr-Tl, turtle ; Gr-Gl, gurgle, etc. It will be noticed
149
that the letter " u " in the " pur," " tur," and " gur " syllables of the
preceding words is so obscure as not to be recognized, and the " r '*
is therefore considered as coalescing with the preceding consonant
(see paragraph 3).
GUIDE TO CHOICE BETWEEN HOOKS AND STEMS FOR
L AND R.
6. As L and R are two of the most frequent sounds in English
speech, the student should thoroughly master the shorthand treatment
of them. Critical study of paragraphs 7 to 12, inclusive, will confer
this knowledge, and insure the correct writing of the test words in
paragraph 16.
7. In writing a primitive word with an L or R in it, the first
thing to determine is how such L or R is to be written whether by
hook or by stem ; and if by stem, which direction upward or down-
ward. This question generally influences the expression of the other
consonants of the word. The formula presented in paragraphs 8 and
9 should be observed rigidly until the theory is mastered.
8. If there is no decided vowel sound immediately before L or R
(as in "play," "pray," etc.) use hook.
9. If there is a decided vowel sound immediately preceding L or
R, use the stems, according to rules laid down in paragraphs 78 and
79, page 46. That is, use the downward direction if L or R is the last
stem consonant and not followed by a vowel sound (as in " pili,"
" pills," " pair," " pairs ") ; und use the upward direction if L or R
is the last stem consonant and is followed by a vowel sound (as in
"pillow," "pillows," "tory," " tories ").
10. See plate 38, line 14, and contrast : Pleas, pills, pillows ;
prays, pears, parries; idle, deal, delay; crews, cars, carries.
11. (a) Where choice of material is presented, give the double-
consonant signs preference over other groups. (/>) For instance:
the " mpl " sound-group has two possible combinations in shorthand
150
the medial P may be merged into the preceding Urn by thickening
it, or it may combine with the following L by means of the double-
consonant sign, PI. In all such cases strictly apply the rules laid
down in paragraphs 8 and 9, viz.: If no vowel sound intervenes be-
tween L and the preceding P (as in " imply), write Um-Pl; but if a
vowel sound does intervene (as in " impel "), then L should be ex-
pressed by its stem, and P is free to seek the next best combination,
which is by means of the thickened Um (Ump). The same pro-
cedure applies to " mpr," " mbr," and"mbl." See plate 38, line
1 5, and contrast : Imply, impel ; emblazon, embolism ; embrace,
embowers , impress, impairs.
12. (a) The " Ir " syllable (as in " nailer," na-lr; " tailor," ta-lr,
etc.) is so common as to merit special attention. The Lr-sign (see
line 8 of plate 37) is preferred if it joins easily with a preceding
sign. See line 16 of plate 38 : Nailer, Schiller, color, ruler, (fi)
But if the Lr-sign does not join easily with a preceding sign, then
use the stem combination Lu-Ur, without regard to the primitive
outline. See line 16 of plate 38 : Tailor, dealer, boiler, paler, miller,
jeweler.
13. Imperfect Hooks. Where joining does not permit the formation
of a perfect hook, an imperfect hook answering every purpose
may be formed by retracing slightly on the preceding stem in the
direction of the required hook, and writing the following stem from
that point. For illustration, see outlines for " griddle," " Mitchell,"
and " cudgel " on line 5 of plate 38.
14. The utility of the two directions for Sh is well illustrated by
the outlines for " shuttle," " sugar " (shugr), and " shackle," in line
10 of plate 38 the downward direction better suiting the first word,
and the upward direction better suiting the last two.
15. Lines 17 and 18 .are unkeyed ; their translation will test the
student's understanding of the principles.
151
WRITING EXERCISE.
16. For the teacher's criticism write the following words as di-
rected on page 21, paragraph 42. Guard against the error of writing
two " t's " in " battle," two " p's " in " tipple," etc. (See par. 52,
page 23.) Bleacher (blee-chr), preacher, tipple, battle, batter, trouble,
vocal, vigor (vi-gr), bugle, buckle, broker, prickle, trickle, trigger,
beggar (be-gr), playful (pla-fl), germ (jrm), Germany, culture (kl-chr*),
picture (pik-chr), measure (me-zhr), treasure (tre-zhr), Bethel, bother,
either, author (aw-thr), inner (i-nr), humor (u-mr), Merwin (Mr-wen),
eternal (e-tr-nl), fisher (fi-shr), official (ofi-shl), bushel, schemer
(skee-mr), frugal (froo-gl), fragile (fra-jl), silver, sliver, travel (tra-vl),
plumber (plu-mr), robbers, liquor (h-kr), quibble (kwi-bl), equator
(ekwa-tr), quiver, worker (wr-kr), essential (es-n-shl), molar (mo-lr),
jailer, Naylor, toiler, collar (ko-lr), clear (see par. 11-0), ruler, camel
(ka-ml), tunnel (tu-nl), thresher, peddle, major, rumor (roo-mr), loafer,
slaver, sleeper, prong, crank (krangk), final (fi-nl), clock (klok),
Wilber, flicker, churlish, nourish (nr-ish), vulnerable (vl-nr-bl), floral,
shaker, shackel, shudder, twinkle, fl//<?nt (Flu-Ent), client (Klu-Ent).
SECOND STAGE COMBINATION OF CIRCLES AND LOOPS
WITH L AND R HOOKS TRIPLE CONSONANTS.
PARAGRAPHS 17 TO 27.
17. (a) Refer to page 79 and carefully note the rules governing
the turning of circles on and between stems. " Compliance " with
these rules indicates a simple sound of S or Z, and so long as a hook
in combination with a circle is turned by the same motion as that
assigned the simple circle, the hook must be clearly shown or it can-
not be read. These remarks apply to a/I hooks on curves, and to
the L-hook on straight stems. See plate 39 for illustrations: (Line
1) Splice, sable, saddle, subtle (sutl), satchel (sachl), cycle, suffer,
sinner (sinr), summer (sumr).
* The final syllable " ture " as in " picture," "culture," etc., in the ordinary pronunciation of
even good speakers is heard as " chur." This is admitted by one of our best dictionaries, the
Century. The shorthand expression, " Chur," affords a more natural and suggestive representation
of tliis syllable than the Tur stroke would.
152
(If) But if the hook is turned by a different motion from that as-
signed to the simple circle, then such hook need not be shown in
combination with a circle ; the circle being logically supposed, by
" violation " of rule, to include the hook. The inference is that if it
did not include the hook, the circle would occupy its own side of the
stem. These remarks specially apply to the R-hooks on straight
stems. See plate 39 for illustrations : (Line 2), Supper (supr), sober,
cider, consider, sitter (sitr), seeker, Sager, stripe, scream ; (3) scrawled,
sprawled, scruples, stretcher, supersede, spry, stray, screw, suppress
(supres), spring, string. Of course, the R-hook could be shown in
such combinations ; but as it requires considerable care to write circles
clearly within hooks, speed of writing is secured by implying the
hooks.
18. Triple-Consonant Nomenclature. (a) The circles combined
with the L and R hooks produce what are styled Triple-Consonant
signs three sounds being thus combined on one stroke. (//) The
addition of the circle does not affect the order of reading the vowel
signs as explained in paragraph 3, and the triple-consonant signs are
styled Spr, Sepl, or Sple ; Spr, Sepr, or Spre ; Str, Setr, or Stre ;
Skr, Sekr, or Skre, etc. (c) Nor does the joining of the circle affect
the order of reading stem and hook sounds. That is to say, ^ \ t for
example, are read Spl, Spr, not Sip, Srp.
19. (a) Only the small circle is written inside of the hooks. It
would be confusing to attempt to so write the large circle or loops.
(&) The Steh-loop and Sus-circle may be turned by the Right motion
on straight stems to imply the R-hook, but the practise is of doubtful
benefit. " St " especially is generally most easily and legibly ex-
pressed by the Stu-stem when immediately followed by a Double-
Consonant sign. See line 4 of plate 39 : Steeper, steeple, stagger,
stifle, Stover, excitable, stutter (stutr), stable, unsuitable.
20. Various Expressions of "Str." The large loop (Stur) is never
written at the beginning of stems. In writing words like " stray,"
" stare," etc., the beginning consonants of which are " s, t, r,'' the rules
153
laid down in paragraphs 8 and 9 are applied, viz.: (a) In "stray " the
R coalesces with T ; therefore the hook is used, which with the circle
for beginning S, produces the triple-consonant sign Str. (See para-
graph 11-tf.) (/>) In " stare " the R does not coalesce with T ; there-
fore the Ur-stem is used, and T seeks the next allowable combination,
which is with the preceding S by means of the Steh-loop. (c) In
" estray," the Us-stem must of course be used on account of the
preceding initial vowel. See line 5 of plate 39, and contrast : Stray,
stare, estray; stroke, stark; stream, storm; strap, stirrup; stretch,
starch. (//) The Stur-loop may be used at the termination of stems
when a vowel sound neither follows nor precedes the "tr,''asin
" duster " (dustr). But if a vowel sound does either immediately
follow or precede the " tr," as in " destroy," " depositor " (depositr),
etc., then the triple-consonant stem-sign Str must be .used. See line
6 of plate 39 : Pastor, pastry ; dabster, depositor ; castor, extra
(ekstra) ; lusters, lustrous.
21. (a) When a circle and hook combine between stems, the circle
is turned by the hook motion and the hook clearly shown, if practicable.
See plate 39 : (Line 7), bestrew, bicycle, display, outstrip, tricycle,
vespers, vestry, crucible, express ; (8) whisper, dayspring, whisker,
gospel, risible, visible, pistol, peaceful. (V) In the case of signs in
line 8, the loop appearance caused by turning the hook need occasion
no concern, as the loop between crossing stems is never read for " st,"
but for S or Z only. The writer may therefore boldly make as much
of a loop as is necessary for the clear showing of the hook, (c)
Between Chu and Pu, and between Tu and Ku, it is not practicable
to clearly show the R-hook in combination with a circle ; therefore,
the hook is implied by writing the circle on the inside instead of on
the outside of the angle. This remark also applies to the mates
Ju-Bu and Du-Gu. See plate 39, line 9 : Tasker, Jasper, descry,
disgrace, discourage (diskrej). The circle in these combinations is
turned on the first stem by the Left motion, as if the stem stood
alone ; and the second stem is written from the top of the circle with-
154
out lifting the pen. Or, to help the understanding, the combination
may be thought of as Tu joined to Skr; Ju joined to Spr, etc.
22. In a few cases where it is difficult to combine the R-hook
with the circle between crossing stems, and the R sound is not deemed
essential to the correct translation of the word, the expression of R
is abandoned entirely. This remark is chiefly applicable to the fol-
lowing words and their derivatives (see line 9 of plate 39) : Prescribe
(preskibe), subscribe (subskibe), describe (deskibe), superscribe.
23. The N-curl and Triple-Consonants. (See page 87, paragraph
38). On the R-hook straight-stem triple-consonant signs the circle is
turned by the Right-motion. Therefore a preceding N-sound should
be combined by means of the Right-motion N-curl. See plate 39,
line 10: Strung, unstrung; scrupulous, unscrupulous; scribe, in-
scribe ; suppressed, unsuppressed ; screw, unscrew.
24. Peculiar Combinations. See plate 39, line 11, and practise
these combinations until they can be written with ease : Vesper,
vestry, Dinsmer, Misner, Musclotch, misapply, Phosphorus, Sanskrit,
songstress (songsters); (12) trammeled, tumult, dimmer, tremor,
armor, firmer, murmur, plumber-Plutnmer.
25. Lines 13, 14, and 15 are unkeyed. They afford a good test of
the student's knowledge of the preceding principles.
26. Practise plate 39 as directed in paragraphs 8 and 9, page 140.
WRITING PRACTISE TEST WORDS.
27. Write, as directed in paragraph 42, page 21, the following
words for the teacher's inspection : Consider, scribble, scruple,
strength, sprinkle, peaceful, soprano, superficial, scramble, sacrilege,
stroller, scrawler, apostrophe (apostrofee), frustrum, rostrum, dis-
tressed, mistress, mistrusted,- whiskers, Lucifer, Passover, external,
disgraceful, subscribers, designer (dez-inr), splotch, prisoner (priz-nr),
fastener (fasnr), quizzical, mixture (mikschr), texture (tekschr)
seamstress, traceable, secrecy, supply (suply), (see par. 17).
155
PLATE 30.
EXERCISE ON TRIPLE CONSONANTS.
THIRD STAGE-HALVING OF DOUBLE AND TRIPLE-
CONSONANT STROKES.
PARAGRAPHS 28 TO 34.
28. (a) Double and Triple-Consonant strokes are freely halved
to add either T or D. The T or D so added reads after all sounds
combined by rnodifying the stem except the final circles and loops,
which always read last. See plate 40, line 1 : Trot, trade, replete,
156
replied, frustrate, whispered, flight, effort (efrt), fraud, flavored, invert,
street; (2) fright, frighten, frightened; convert, converted, uncon-
verted ; treat, treated, treats, mistreat ; speckle, speckled ; (3)
sprinkle, sprinkled, unsprinkled ; wrinkle, wrinkled ; imply, implied ;
(4) complete, completely, completed, completeness, incomplete;
prostrate, prostrated ; bother, bothered ; supplied ; (5) honor (onr),
honored, dishonor, dishonored ; humor (u-mr), humored ; rumor,
rumored ; armor, armored ; slivered, shivered, shoveled. The full-
length primitives are associated with their half-length derivatives in
the preceding illustrations in order to emphasize the necessity of
carefully distinguishing between the length of stems.
(fy Where special distinction requires, the rule laid down on page
119, par. 5, is applied that is, write Du after light stems, and write
Tu after heavy stems. See plate 40, line 6, for some common appli-
cations of this rule : Plot, plead ; plotted, pleaded (see page 119, par.
7) ; strut, stride ; broad, bright ; float, flood ; floated, flooded ; split,
exploded ('sploded).
29. Caution. (a) On account of Ul, Ur, Um, and Un being
shaded when halved to add D, learners are apt to erroneously extend
the expedient to hooked stems. It should be impressed that the
shade of a hooked stem is never changed when halved. That is to
say, if it is light when full-length it remains light when halved, and if
it is heavy when full-length it remains heavy when halved. To
illustrate : The halved Vr is read Vrt or Vrd ; halved Fr is read Frt
or Frd, etc. If the context cannot in any special case be relied upon
to distinguish between T or D added by halving, then the remedy
specified in paragraph 28- must be resorted to. (ft) Note that
Uld, Urd, Umd, and Und do not take hooks of any kind.
30. A neat penman may safely halve the large-hook strokes ; but
the ordinary writer will find it safer to use the Tu or Du stems in
such combinations. See plate 40, line 7 : Tunnel, tunneled ; apparel,
appareled ; color, colored ; enamel, enameled.
31. Nomenclature. (a) The halved double and triple-consonant
157
signs are named as follows: Pult-d, Epult-d, or Plet-d ; Purt-d,
Epurt-d, or Pret-d ; Splet-d or Sepled ; Stret-d, Skret-d, etc. (/>)
Pult-d, means that the sign is named either Pult or Puld, etc.
32. Lines 8, 9, and 10 of plate 40 are unkeyed. They serve as
a test of the learner's understanding of the preceding instruction.
33. Practise plate 40 as directed on page 14, paragraphs 8 and 9.
PLATE 4O.
.4,.? ...... y: j_ _\- -V - ....... ^
WRITING EXERCISE TEST WORDS.
34. For the teacher's inspection write the following words as
directed on page 21, paragraph 42 : Supplied (suplied, see page 23,
par. 52); plate, plated, replated; deplete, depleted; flatly, flatness;
broad, broadly ; shrewd, shrewdness, shrewdly ; threat, threaten,
threatened; clot, clotted; strut, strutted; papered, Robert, dabbled,
betrayed, measured (mezhrd), treasured (trezhrd), enabled, uttered
(utrd), clattered, scribbled, scrutiny, pickled, stripped, reconsidered,
158
accomplished, grateful ; illustrate, illustrated ; scabbard, puckered,
warbled, critical, split, sprite; secret, secretly; discreet, discreetly,
discreetness ; hobbled, sequestrate (sekwestrate), haggard, haggled,
twittered, battered.
FOURTH STAGE-IRREGULAR FORMS.
PARAGRAPHS 35 TO 47.
35. Occasionally legible joining requires a hook even where a
strong vowel sound exists before R or L. See plate 41, line 1 :
Figure, engineer, telegraphy, sculpture, childhood, hemisphere,
atmosphere, Goldsmith, regard. A little practise will fix these signs
in the memory, and a study of the points involved in the combinations
will confer the judgment to handle similar cases. Experiment with
stems for L and R in the preceding words ; the necessity for using
hooks will then be impressed.
36. Special Vocalization (Intel-vocalization). The L and R hooks
are supposed to exclude medial vowels. (See paragraph 3 of this
chapter.) If excessive timidity causes the learner to shrink from
disregarding such medial vowels by using hooks in the cases cited in
paragraph 35, he may indicate that the vowels are to be read between
the stem and the hook sounds by the following plan (see plate 41,
line 1) :
(a) Turn the dots into circles, writing such circles before the
hooked-strokes to indicate that the vowels are heavy, and after the
stroke to indicate that the vowels are light.
(K) Write the dashes through the stem. If a first-position or a
third- position dash cannot be conveniently written through the stroke,
it may be written immediately preceding the beginning of the stroke
to represent a first-position dash, or immediately following the termi-
nation of the stroke to represent a third-position dash. The
diphthongs may be handled in similar manner.
37. The special vocalization is, however, of utility chiefly in case
of names, where it might be desired to distinguish clearly between
159
" Cole " and " Colt," for instance. In this case write c v- for " Colt,"
and ~y for " Cole." Ordinarily, if an important vowel sound inter-
venes, the L or R stems should be used ; or if the joining requires a
hook under such circumstances, the outline should be memorized.
A little practise with such forms will reconcile the learner to abandon
the special vocalization which his timidity may cause him to use
temporarily.
CONSONANTS OMITTED, ETC.
38. Occasionally an embarrassing combination is avoided by
omitting an unimportant consonant. Common cases are presented
in paragraphs 39 to 44.
39. N Omitted (See plate 41, line 2.) Transmit (trasmit), trans-
late, transact, transfer, messenger (messe'jer), passenger, stranger.
40. R Omitted. (See plate 41, line 2.) Transgress (trasgess),
transcribe, transcript.
41. T Omitted when Following S (See plate 41, line 3.) Trust-
worthy (trusworthy), I trust you will, must trouble you.
42. Initial K Omitted when Immediately Followed by a Triple-Consonant
Sign. (See plate 41, line 3.) (a) Extreme ('streme), explode (con-
trast " split"), explicit, exclusive. (b~) In a few cases where K is a
distinguishing feature it must be retained ; see line 3, and contrast :
Extra, stray ; express, suppress.
43. (a) Audibly or mentally repeat the contracted words, as fol-
lows : Trasmit, traslate, trasact, trasfer, mesejer, pasejer, strajer,
trasges, traskibe, traskipt, trusworthy, I trus you'll, mus trouble you,
streme, splode, splisit, sklusive. () To demonstrate the utility of
these consonant omissions, the learner should experiment with the
full outlines and note the benefits conferred by the contractions.
This practise will prove of great assistance in learning the contractions.
44. Sentence Practise on Omitted Consonants. For teacher's
criticism, write the following sentences for practise on consonant
omission: 1. The passenger, wishing to transmit a message, sent
160
it by messenger, but it was too late to accomplish the business he
desired to transact. 2. I trust you will send the fiddle strings by a
trustworthy messenger. 3. A tastefully dressed lady handed a note
to the postmaster. 4. I suppressed my feelings and expressed my
sympathy. 5. The firecracker exploded with an extremely loud
noise, which caused her to exclaim. 6. I explicitly requested her to
be less exclusive. 7. Did the pistol simply split, or did it explode ?
PLATE 41.
EXERCISE ON INTERVOCAL1ZATION, CONSONANT OMISSION, ETC.
ijL-JSv-^ -^ i ^
45. Treatment of Derivatives. (a) If the " t " or " d " of a " ter "
or " der " syllable belongs to the primitive and is added by halving
(as in " plot "), add the remaining " r " by the Ur-stem if it joins
legibly ; (<) but if such " t" or " d " is expressed in the primitive by
its stem (as in " plead "), then either stem or hook may be used for
the expression of " r," as is most convenient. See plate 41, line 4,
and contrast : Plot, plotter ; plead, pleader ; inside, insider ; outside,
outsider; trot, trotter, (f) In a few cases' like "fighter," "lighter,"
etc., the " r " of the derivative joins illegibly with the outline of the
primitive. Such words are best covered by the lengthening lesson,
and are reserved for it. (^/) In writing words like " finally," etc.,
do not repeat the " 1 " sound ; merely insert the light dot of the first
position after the outline of the primitive " final," etc. See plate 41,
161
and contrast the following words : (Line 5) Final, finally ; eternal,
eternally ; external, externally ; infernal, infernally ; (line 6) diurnal,
diurnally ; local, locally ; legal, legally ; vocal, vocally ; playful,
playfully.
46. Aspiration. (a) Use the Heh-tick in the following cases (see
plate 41, line 7): Hydro, hydraulics, huddle, huddled, hovel, hither.
(b~) Use the Hu-stem in the following cases (see plate 41, line 7) :
Hobble, haggle, hammer, hover.
47. Practise plate 41 as directed on page 14, paragraphs 8 and 9.
DERIVATIVES FROM WORD SIGNS.
48. See plate 43: (Line 1) Belongs, belongings, belonged; re-
membered, numbered, doctored, cared, called, followed, regretted,
regarded ; (line 2) skilled, scaled, schooled, favored, valued, assured,
parted, impart, depart, guarded, surprised, spirited, dispirited ; (line
3) spiritual, spiritually, spirituality; security, securely, insecurity,
insecurely; childish, childhood; railed, angelic; (line 4) builder,
buildings ; invaluable (contrast " unavailable "), collected, corrected,
correctly ; shortly, shortness, shortest ; (line 5) property, properly,
unfavorable, disfavor, ownership, follower, merely, merest, pleasur-
able, displeasure. Drill on this paragraph not only confers a knowl-
edge of the derivative forms, but also contributes to the memorizing
of the word signs and contractions.
49. Compound Words. (See page 68, par. 19.) See line 6 of plate
43 : Evermore, moreover, forevermore, overflow, everything, hitherto,
undervalue, thereunder, schoolhouse, courthouse, railroad, shorthand.
50. Phrases. (Plate 43, line 7.) In order, in order that the, in
order that there may be, in order that you may, in order that we, in
order to make, in order to please, in order that we shall not be, in
order that your, in order to be able to ; (8) in reply, in receipt, in
regard to the, I am in receipt, I am in receipt of your favor, we
are in receipt of your favor, in reply to your favor, replying to
your favor, in regard to your request ; (9) your favor, I have your
16-2
FIFTH STAGE PARAGRAPHS 48 TO 58.
PLATE 42.
DOUBLE AND TRIPLE-CONSONANT WORD SIGNS, ETC.
Appear <\
n
Doctor '
Child ^
\
c
Belong i
Dear 1
Children f
Particular
During 1
Court r-
Part r\
1
Toward "3
Follow
Appeared 1
Opportunity}
*
Larger ?
Full-y
j ..........
Board <\
- /
Angel r
From c> \
Member \
Remember f \
Care c
^
Over A
Number ~
'Call
Every-Very i
Ability) \
Build-tf *
Difficult /
Difficulty f e
Favor <r>>
Behold)
Bold \ c
Accord-ing |
Accordingly) c
Hither )..
Able to) ~T~
Until
Great t-
)
Either . /.
Tell-till f
Guard
Their ) f\
There f .. /
Told f
]\Ir.-mere |
Remark f ^
Other \
Pleasure .)
More <?^
1
Near-nor ^^-^
Sure J
Publisher \
Manner <^^
Assure 9
Million ^^^
Owner
Surprise ^
Spirit "
<^-s
Skill
Secure
Regard /
Sralp <<
Barrel X
Regret ^~~\
School
V
Proper \
Collect c
Correct c
\
Character
Practicable 'x
Practicability <\
Short
Throughout
\
Rail... _c^_
163
favor, I have received your favor, regarding your favor, I received
your favor, your valued favor, I have your valued favor, your
esteemed favor, we have your favor, in regard to your favor ; (10)
very glad, I will be very glad, I am glad, we will be glad, yours truly,
very truly yours, yours very truly, very respectfully, very respectfully
yours, yours very respectfully; (11) in all, of (ov) all, with all, by all,
at all, in all things, they are, there are, which are, which were, who are,
in our; (12) able to, able to make, able to go, able to leave, able to
please, able to do so, I am unable to make, I am enabled to make ; (13)
there would (there'd), there ought (therawt), there would be, there
ought to be, there would not be, there ought not to be, we would be
pleased, we were pleased, will you please.
51. Memory Aids. (a) The Nurd-stroke for "in order " merely
drops the final " r," as if pronounced " inordu." () In such phrases
as " in receipt," etc., the " n " of " in " coalesces with the " r " of the
following word, and the combination is therefore properly and con-
veniently represented by the Nr-stroke, thought of as " Inre." The
" un " syllable in "unreconciled," etc., may be similarly treated, (f)
The only consonant of " all " is " 1," and the only consonant of " are"
and "our" is " r." Therefore these words are appropriately repre-
sented by their hook expressions in the valuable phrase signs here
presented. (d~) The phrase signs for " there would " and " there
ought " represent their slurred pronunciation " there'd " and
"therawt." The latter phrase is given the position of the second
word (ought) in order to avoid conflict, (e) "Unable to'' and "en-
abled to " are distinguished by adding the " t " of " to " by halving in
the first phrase, and by writing the Petoid in the second phrase.
(/) The word "to" after "in order" and "in regard" is required
by the context. Its sign may therefore be omitted or written as suits
the convenience of joining. See outlines for " in order to make "
and " in order to please " in line 7 of plate 43, and " in regard to
the " in line 8. (^) " In regard " is written as if pronounced " in
regahd " the second " r " of " regard " not being essential to legi-
104
bility, and a difficult joining being avoided by its omission. (//) The
word sign for " ability " merely ignores the final vowel, which is
excluded when " t " is added by halving. (/) " Publisher " is written
as if pronounced " pubshr."
PLA.TE 43.
DERIVATIVES, COMPOUNDS AND PHRASES.
52. Prefixes. (^) In the following cases the Nr-stroke is used
for "unre" syllables to avoid the inconvenient combination of Un-Ru
165
(see plate 43, line 14) : Unreconciled, unredeemable, unreclaimed,
unreasonable.
(I)) The Fr-stroke is used as a prefix sign for " for-e " in order to
avoid conflicts, or when the word-sign (Uf) does not join legibly.
See line 14, plate 43 : Forget, forgot ; foretell, foretold.
53. Suffixes. (a) " Ful " and " ble " may be represented by the
Uf and Bu stems if the L-hook causes an inconvenient joining. See
plate 43, line 15: Adjustable, successful.
(fr) If it is desired to distinguish between " ful " and " fully " in
cases where the L-hook is omitted, add Lu in the latter case. See
line 15: successfully.
(c) Represent " bility " by the Bit-stroke, which merely ignores
the final-vowel sound. See plate 43, line 15: Durability, affability,
plausibility, probability, suitability, stability, excitability, feasibility,
inability.
54. Words Omitted. The words " to," " of," and " of the " may
be safely omitted from such common phrases as " in reply (to) your
favor," " in regard (to) the," " I am in receipt (of) your favor (of the)
15th inst.," etc. The context can be depended upon to restore the
missing words when transcribing. See plate 44, sentences 25 and 30.
55. Practise plate 43 as directed on page 14, paragraphs 8 and 9.
SENTENCE-PRACTISE ON WORD SIGNS, ETC.
56. The following -sentences have been specially constructed to
provide practise on the Double and Triple-Consonant word signs,
contractions, etc. (See plates 44 and 45.) Practise with them as
directed in Chap. 4, paragraph 103 : 1. It appears that a number of
the bottles belong to Dr. Wicker, and I was told to tell him to call
for them sometime during the present month if he was anxious to
have them. 2. I particularly remember that only part of the flour
was forwarded at the time the order was received, and it was promised
that the rest should follow as soon as opportunity to ship presented
itself. 3. I feel sure that they will use particular care in handling
the glass. 4. The larger of the two houses will be built immediately,
but the smaller one is not expected to be completed until the
last part of October. 5. Similar stores, four stories high, will be
built in other parts of the city. 6. Every transcript my former lady
stenographer made was full of errors, and I finally discharged her
because she transcribed "Please except my regrets," instead of
" Please accept my regards." 7. I fully expected to hear from them
ere this, and their failure 'to write causes me very much surprise. 8.
It is difficult to tell just when they will call. 9. I assure you that it
is with great pleasure that I comply with your request, and I trust
you will continue to favor us with your orders. 10. It is of no value
and should be considered dear at any price. 11. The spring term
of the Probate Court is nearly over. 12. The school wall is high,
and the boys like to scale it in order to display their skill. 13. I think
that your child is playing with Mr. Blair's children. 14. The owner
of the property values it at a million dollars or over. 15. "Fools
rush in where angels fear to tread." Pope. 16. There is no guard
at the building, nor is there need of any. 17. The north wall is
secure ; but the south wall is very insecure, being merely held up by
props. 18. His sarcastic remarks were very uncalled for. 19. If
either member of the firm admits the bill to be correct, an attempt
to collect it will be practicable; otherwise, I fear you will be unable
to secure the money. 20. He was enabled to leave his business and
take a pleasure trip, owing to the receipt of an unexpected remittance
from home, but I was unable to go with him. 21. There ought to be
money enough to complete the building, and there would be if affairs
were managed properly. 22. There were to be many soldiers present
at the unveiling of Hooker's statue. 23. His conduct is proper and
his character is above reproach. 24. They are successful in all
things that they undertake. 25. In reply to your favor of the 15th
inst. in regard to the goods which were ordered by you on the 20th
inst, we would state that we will be unable to ship the tables at all,
owing to the fact that the factory has quit manufacturing that par-
167
ticular style. The goods which are in stock, however, will be forwarded
immediately. 26. George, come hither and see your uncle's presents.
27. I like his spirit, but he is a little too bold. 28. According to all
reports they acted nobly, but it is a notable fact that they went with-
out reward. 29. Hoping to hear from you soon, I am yours very
respectfully. 30. We are in receipt of your favor of the 16th inst.,
and in reply thereto would state that we sent the goods forward
to-day. Very respectfully yours. 31. As a rule* the ruled paper
avoids the necessity for a ruler. 32. While making the rolls she
rolled the dough with the roller. 33. It was a frightful storm, causing
fearful damage, which was aggravated by the overflowing of the
stream. 34. Jasper Jessup is employed by Messrs. Tasker & Dins-
mer, and has a hard task to please them. 35. As soon as Colonel
Misner becomes excited he starts to strut along the bank of the
stream and stare at the stars. 36. The list of taxable goods is still
incomplete. 37. His dishonorable conduct is traceable to his desire
to possess a bicycle and a tricycle. 38. By the shimmering light of
a lucifer match the tunneled hole made by the prisoners through the
wall was seen. 39. There are about three bushels of apples in a
barrel. 40. A cluster of beautiful roses was ruined by the falling
plaster, which just missed a lobster and some pastry intended for the
pastor's lunch.
168
PLATE 44.
SENTENCE EXERCISE ON DOUBLE CONSONANTS.
109
PLATE 45.
SENTENCE EXERCISE ON DOUBLE-CONSONANTS (Continued).
LETTER PRACTISE ON DOUBLE-CONSONANT LESSON.
57. Practise the following letters as directed on page 96, para-
graph 54 (see plate 40) :
(No. 1.)
MR. WILBER STRONG,
35 Drexel Boulevard, Chicago, 111.
Dear Sir :
Your favor of the 25th ult. is just received, and in reply thereto I
enclose herewith vouchers for cash that I have paid for you as your
170
agent during the month of October. I trust that you will certify as
to the correctness of these bills promptly, as I wish to close my
agency here as soon as possible.
Very truly yours,
(No. 2.)
MESSRS. ROGERS & RICHARDS,
Jersey City, N. J.
Dear Sirs :
I have your favor of the 8th instant in regard to the price of apples,
grapes, plums, and other fruit, and in reply I send you my latest
price list. I am making a special business of choice fruit, and trust
that you will send me an initial order, which I feel sure will insure
future dealings between us.
Trusting to hear from you soon and favorably, I am
1 Yours very truly,
(No. 3.)
MR. GEORGE W. STRYKER,
Counselor-at-Law,
No. 50 Masonic Temple, Chicago, 111.
Dear Sir :
I am in receipt of your esteemed favor of Nov. 3d, and note what
you say. You remarked during our talk Thursday (if I rightly re-
member) that the recent claim on our railroad company for damages
was not only unjust, but untenable, and that if we placed the case in
your hands you thought that you could win it for our people. I
coincide with your views. The teamster was certainly careless, and
possibly drunk ; or otherwise he must have seen the cars approaching.
I know that the engineer was not going at full speed, and that he was
using all proper care. The teamster is the only one to blame, and I
think it is probable that if the owner of the team is made to see that
he has no tenable claim, he will let the suit drop. I shall do nothing
more in the case until I hear from you.
Sincerely yours,
171
PLATE 46.
LETTER EXERCISE ON DOUBLE CONSONANTS.
(1)
172
TEST EXERCISE-SENTENCES AND LETTER.
58. The following sentences and letter are unkeyed, and are
specially intended to serve as a test of the student's knowledge of the
preceding principles. Write for the teacher's inspection, as directed
on page 53, par. 103 : 1. It is no disgrace to be poor, though it is
natural to endeavor to disguise the fact. 2. The vesper bells are
ringing. 3. I descry the desk through the window. 4. He struck
lusty blows for freedom. 5. Her eyes are lustrous. 6. The fickle
girl sold her satchel and hired a bicycle. 7. The nephew of Maria
Roberts peddles perfumery bottles, porous plasters, and fruit plates.
8. The idle boy passes a great deal of his time in blowing the bugle
and playing the fiddle. 9. Roger Saner is a singer and a lover of
music, but his wife is not musical. 10. The rumor that the vessel's
armor is fractured is officially denied. 11. Major Schiller's camel is
afflicted with a spinal trouble. 12. The spiral staircase leads to the
steeple. 13. The soldier (soljer) hammered and battered at the
dried planks until they crumbled beneath his repeated blows. 14.
The sweet vesper chimes are wafted on the summer breeze. 15.
The strike was traceable to an inexcusable struggle for supremacy.
16. Generous Miss Farrell humored the whim of Wilbur Lurber and
allowed him to ride on the camel through the tunnel. 17. I will
endeavor to decipher the cipher message which Colonel Fisher sent
to the railroad officials by his messenger, if you desire me to do so.
18. He tried to defraud me, but he was frustrated by Edward, who
was conversant with the business. 19. The pastor urged the com-
positor to stop eating pastry. 20. It is extremely rare for the stream
to flood the flats, but the severe storm caused it to do so. 21. It is
superfluous to say that only the superstitious place faith in witches.
22. George Hosmer and Robert Sanscrit strolled up to the pier to
see a cargo of apples, reported to be unsalable. 23. Of the long
period of a thousand years comprised in the limits of the Middle
Ages (from the close of the fifth to the close of the fifteenth centuries),
the first six centuries (from the close of the fifth to the close of the
eleventh) are nearly destitute of notable occurrences, and the term
173
" Dark Ages " is appropriately used to designate this period. 24.
Goldsmith's "Deserted Village" and Gray's " Churchyard Elegy "
were read by the childish old British soldier, as he claimed, in his
childhood. 25. She has a beautiful figure. 26. She is quite ex-
clusive since her manuscript was accepted by the publishers. 27. If
the trust was misplaced, he ought not to be allowed to handle the
nostrum.
(No. 4.)
MR. F. M. CROUCH,
Freeport, Ind.
Dear Sir:
In reply to your favor of the 8th inst., would say that we have
decided to accept your offer of four dollars per barrel for super grades
of flour, and will forward your order for thirty barrels as soon as
there is a sufficient supply received from the mill. This will probably
be to-morrow.
Trusting that this will be satisfactory to you, we are
Yours very respectfully,
QUIZ ON DOUBLE AND TRIPLE CONSONANTS.
1. Why are the L and R-hook strokes called Double Consonants?
2. When should stems be used for L and R sounds ? write " tire,"
"try," "tiro." 3. Why should Shi and Zhl never stand alone ? 4.
What governs choice between the Lr-stroke and Lu-Ur for the " Ir "
syllable in such words as " tailor," " Schiller," etc.? 5. Is it neces-
sary to show the R-hook in combination with the circle on straight
stems? why? write "sprite," "split." 6. Name the order of
sounds on a halved triple-consonant stroke (see scale). 7. When
Spr immediately follows Chu or Ju, or when Skr immediately follows
Tu or Du should the R-hook be implied, or shown ? write
"Chesbro" and "discourage" (diskraj). 8. How is N best ex-
pressed when immediately followed by R-hook triple-consonant
strokes? write " unsuppressed," "unstrung," "inscrutable." 9.
The double-consonant strokes indicate coalescing consonants; by
174
what special plan may a vowel sound be made to read between hook
and stem sounds ? 10. What advantage is derived from the omission
of " t " following " s " ? " n " from " trans " syllables ? " k " from
triple-consonant combinations write " trustful," " transmit," " ex-
plore" (eksplore).
CHAPTER XII.
FIRST STAGE LENGTHENING.
PARAGRAPHS 1 TO 18.
1. This lesson is really a sequel to the Double-Consonant system,
as it is devoted to the additional expression of four syllables, Pr, Tr,
Kr, and Thr ; also to their mated syllables, Br, Dr, Gr, and Dthr.
These syllables are expressed by doubling the length of curves ;
hence the term " lengthening."
2. The difference between the Double-Consonant principle and
the Lengthening principle is this : (a) When expressed by Lengthen-
ing, the syllables Pr, Tr, etc., read after any vowel placed after the
stem. Or, to state the fact in another way : any vowel sign placed
after the lengthened stem reads before the syllable added by lengthen-
ing. Lengthening therefore covers words like "leTTER" f
1 ' emBER L's^,.... ' ' enTER "...^^.. ' ' SenaTOR ''.^^.. ' ' anGER "
(' ' ang-gr ")............ ; and such words have been excluded from pre-
ceding lessons.
() When expressed by Double-Consonant signs, the syllables
Pr, Tr, etc., read before any vowel sign placed after the stem. There-
fore the Double-Consonant signs cover words like " ulTRa,"
"imBRue," " enTRy," " senTRy," "anGRy" (ang-gry) ; in which
the Double-Consonant syllables immediately precede final-vowel
sounds. Such words were properly introduced in the Double-Con-
sonant lesson. See scale page 175.
175
SCALE.
1 In curl.
'2 Beginning circle, or loop.
3
4 Vowel before stem.
5 Stem.
6 L or R hook.
7 Vowel after stem.
8 Syllable added by lengthening.
9 Final hooks.
10 T or D added by halving.
11 Final circle or loop.
l"2 Sen curl.
3. As our language abounds in words terminating in the syllables
referred to in paragraph 1, it is evident that lengthening contributes
a valuable speed expedient to stenographic material. The scheme is
as follows.
LENGTHENING APPLIED TO CURVES.
4. (rt) Doubling the length of Ung adds the terminal syllable Kr
or Gr. See plate 47, line 1, and contrast: Anger (ang-gr), angry
(ang-gry); hunger (hung-gr), hungry (hung-gry) ; sinker (sing-kr),
singer (sing-er) ; rancor (rang-kr), finger (fing-gr). Note that in
" singer " Ung is represented by the letters " ng " ; whereas in all
the other words quoted the single letter " n " represents Ung.
(fr) Doubling the length of Ump-b adds " r " ; and as the sound
of P or B already exists in the thickened Um, the Pr and Br syllables
are thus provided for. See plate 47, line 2, and contrast : Ember,
imbrue ; timber, scamper, somber, lumber, distemper.
(c) Doubling the length of any other curve adds either Tr or
Thr, or their heavy mates Dr or Dthr. See plate 47, line 3, and
contrast: Psalter (salter), sultry ; weather, Withrow ; sunder, sundry;
flatter (flatr), flattery (flatry) ; further (fr-thr), thither (dthi-dthr).
176
5. Lengthening to add Tr, etc., is confined chiefly to curved
stems for the following reasons :
(a) When the sound of a curved stem is repeated (as in " mum ")
the two curves are joined at an angle; therefore, lengthening the
curve to add Tr (as in " mutter ") causes no conflict with the repeated
consonants. See plate 47, line 4, and contrast: Mum, mutter.
(b) But the sound of a straight stem (as in " Pope ") is repeated
by doubling its length ; therefore, it would be dangerous to in-
discriminately apply lengthening to straight stems to also add Tur
(as in " actor "), and the Double-Consonant signs are generally used
in this connection. See plate 47, line 4, and contrast : Cook, actor.
LENGTHENING APPLIED TO STRAIGHT STEMS.
6. (a) When, however, the addition of other consonants (as in
" instructor ") causes the outline to assume a peculiar form and
thereby averts the risk of the doubling being construed as repeating
the consonant, a straight stem may be lengthened to add Tur, etc.
The following are useful and safe instances of the application of
lengthening to straight stems (see plate 47, line 4) : Instructor,
prosecutor, persecutor, protector (prot-ektr). (ff) The novice should
use this license with much caution, and when in doubt use the Double
Consonants or some other forms. The explanations and illustrations
now given and to be presented hereafter should, however, enable the
thoughtful student to acquire correct judgment.
POSITIONING OF LENGTHENED STROKES.
7. (a) The first half of a double-length stem is positioned as if it
stood alone the second half being treated as a distinct sign, just the
same as if it were the Double-Consonant sign joined at an angle.
That is to say, in the case of non-horizontals the first half is written
above the line for the first position, on the line for the second posi-
tion, and through the line for the third position, (li) The position of
horizontals is the same for all lengths. See plate 47, line 5 : Flitter,
loiter ; fetter, letter ; flatter, latter ; miter, motor, matter.
177
PLATE 47.
WORD EXERCISE ON LENGTHENING.
178
VOCALIZATION OF LENGTHENED STROKES.
8. As in the case of single and half-lengths, vowel signs are placed
at the beginning, middle, or end of the lengthened stem according as
the vowel is first, second, or third position.
9. Remember that lengthening cannot be used in writing a word
like " sentry," which terminates in a vowel sound immediately follow-
ing the double-consonant group. (See paragraph 2.) If the Sun
stroke were lengthened and the sign of the final-vowel placed after
the lengthened stroke the outline would read " sen-i-tr " (senator), not
"sentr-y." A double-consonant stroke must be used before final
vowels. See plate 47, line 3.
10. (a) An unimportant vowel sound is occasionally disregarded
in order to secure a more facile outline provided by lengthening.
See plate 47, line 6, and compare the two ways of writing' the fol-
lowing words : Philanthropy (or " philantherpy "), metropolis (or
" meterplis "), anthracite (or " anthercite "), central (or " centeral ").
In these cases the lengthened forms are the more facile ones, and are
sufficiently suggestive, (fi) In the case of " anthracite " the circle
provides no place for the vowel preceding it (see Scale), and if such
vowel is deemed important the " thr " sound-group must be expressed
by its Double-Consonant sign. In the other cases, the vowel follow-
ing the double-consonant group may be placed before the following
stem, if desired. However, a little practise will render the omission
of the vowel safe in all the lengthened outlines cited.
11. Special Vocalization. A vowel may be made to read between
the two sounds of Tr, etc., added by lengthening, by using a circle
for a dot-vowel, or striking a dash or a diphthong sign through the
lengthened stroke. The result of special vocalization is the same,
no matter how the Tr, etc., is expressed. (See page 158, paragraph
36.) See plate 47, line 7 : entire.
179
GUIDE TO THE VARIOUS EXPRESSIONS OF TUR, ETC.
12. (a) Before deciding how a final "tur," "dur," etc., is to be
written, the expression of the preceding consonant or consonants
must be determined that is, whether by hook, circle, halving, or by
stem. (See page 149, pars. 7 and 11.) For instance, in "flatter"
the coalescence of L with the preceding F requires the Double-Con-
sonant stroke Fl, and lengthening is therefore applied to this stroke
to add the following "tur." (<) But in " falter " the L-stem is re-
quired by the vowel before L, and it is therefore the L-stem which is
lengthened to add the following " tur." See plate 47, line 7, and
contrast : Flutter, falter, (c) That is to say, lengthening generally
conforms to the preferred expression of preceding consonants.
13. Primitives and Derivatives. (Vr) Treating such words as
" lighter," " fighter," etc., from the standpoint of the spoken word,
the medial " t " may be combined with either the preceding or the fol-
lowing syllable without serious violence to the syllabic or primitive
idea. (See page 129, par. 31). That is to say, " ligh-ter " and
" figh-ter " are not seriously different from " light-er " and "fight-er."
This being true, the writer should favor the division which results in
the easiest shorthand combination, always preferring to represent
the syllabic thought and to retain the primitive form if all the circum-
stances permit. Experiment will show, however, that it is impracti-
cable to adhere rigidly to the primitive form in writing such words as
" fighter " and " lighter " the Ur-stem joining illegibly to Let or Fet.
The " t " of the primitive must therefore be thrown into the second
syllable as indicated by the division " ligh-ter " and " figh-ter," and
the question then merely involves the expression of the " tr " syllable
whether by Double-Consonant sign or by lengthening. As length-
ening produces the least change in the primitive, and is also the most
rapid, it is adopted. This thought governs the construction of the
following derivatives; see plate 47, line 7, and contrast: Light,
lighter ; fight, fighter ; prompt (promt), prompter (promter) ; insult,
insulter. (See page 160, par. 45.)
180
(b) This " juggling " of the medial consonant is an important
point in every modification lesson, and should receive the pupil's most
thoughtful attention. Experiment by combining the medial consonant
first with the preceding syllable, and then with the succeeding syllable,
until the best shorthand form is secured.
(f) The following words further illustrate the application of the
primitive and syllabic idea (see plate 47, line 8) : Soft, softer; swift,
swifter ; short, shorter ; elevate" elevator ; wild, wilder ; (9) freight,
freighter ; surrender, surrendered ; center, central, centrally, centralize ;
(10) strong, stronger (strong-gr) ; legislate, legislator ; wink (wingk),
winker; young, younger (yung-gr) ; (11) laugh (laf), laughter; lubri-
cate, lubricator ; desert, deserter ; tender, tenderness ; inspect, in-
spector; (12) murder, (whimpered), wilderness; refrigerate, refrig-
erator; water.
14. As in the Halving lesson, so also here in the Lengthening
lesson, two stems of unequal length should not be joined unless some
peculiarity in the combination evidences the difference of length.
See plate 47, line 12 ; Leander, meander. The joining of Lu and
Un at an angle permits use of Under (lengthened Un) in outlining
" Leander," but the joining of Um and Un without an angle in out-
lining " Meander " requires that Dr be expressed by its double-con-
sonant sign.
15. Distinctions. (a) As Lengthening permits any one of several
sound-groups to be read, the context must guide largely in reading
such forms. Therefore, where experience demonstrates that the con-
text cannot be relied upon, the double-consonant sign or some other
form should be used. For instance, if " Walter," " Wilder," and
" Walther " were found to conflict, doubling should be applied to the
first word (lengthening preferably representing the " tr " group,)
and double-consonant strokes used in outlining the other two.
Careful study of the forms herein presented, aided by personal
experience, will confer proper judgment.
181
(^) Write *i for " order "; the lengthened Ur causes dangerous
conflict with " car " ,-rr^, ....
16. Nomenclature. The name of a lengthened stroke is formed
by adding any of the sound-groups to the name of the preceding stem
or stroke ; viz.: Layter (up), Elter (down), Selter or Slayter ; Fletter ;
Fretter or Further ; Wenter, Welter ; Ingker or Ingger ; Emper or
Ember ; Arter, Arder, or Arthur ; Sefter, Senter, Swelter, etc.
PRACTISE.
17. Practise plate 47 as directed on page 14, paragraphs 8 and 9.
18. Test Words. Write the following test words for the teacher's
inspection, as directed on page 21, par. 42: Meter, letter, slaughter,
flutter, smarter, smother, alter, halter, unaltered, unalterable, oyster,
Easter, cylinder, cylindrical, speculate, speculator, sunder, asunder,
incubator, fluttered, frittered, hanker (hang-kr), hanger (hang-r),
water, watery, desolate, desolater, surrender (sur-endr), winter,
Walter, disorder, disorderly, disordered, meteorology, literature
(litera-chur), literary, niter, excavator, wintry.
SECOND STAGE. WORD SIGNS, PHRASES, ETC.
PARAGRAPHS 19 TO 27.
19. See plate 48, line 1 : Neither-entire, no other-enter, writer,
rather, longer, matter ; (2) Mortar, murder, martyr, embarrass,
further, holder, another.
20. Derivatives from Word Signs. (Line 3) Entirely, entirety;
entered, entrance, re-entered; (4) material, materially, materialize,
immaterial; murdered, murderer; (5) martyrdom, unembarrassed,
furthered, stockholder, officeholder, pewholder. The aspirate may
be omitted from " holder " in combinations, and the stem written
upward or downward as joining requires.
21. Phrases. The words " there," " their," and " other " slur into
preceding words in rapid speech, viz.: " If there is," heard as
"ifthers"; "some other," heard as " smuthr," etc. The reporter
182
freely uses the Lengthening principle to imitate this peculiarity of
speech, and finds it a very valuable and safe speed expedient. Fol-
lowing are presented some common and useful illustrations. In "if
there-their," etc., the hyphen indicates that either of the words con-
nected may be read, as required by the context. See plate 48, line 6 :
If there-their, for there-their, when there-their, leave there-their, in
there-their, measure their, receive their, over there-their ; (7) while
there-their, through there-their, so there-their, in all their, reclaim
their, fulfill their, know there-their ; (8) sell there-their, swell their,
have seen their, if there is, when there is, resign their ; (9) I am sure
there is, whenever there-their, wherever there-their, here their, where-
as there-their, shall there be, have their; (10) is there-their, was
there-their, as there-their, of (ov) their, of all their, with all their, the
other, though there-their; (11) Near-honor there-their, save their, I
think their-there, some other (smuthr), some other time, some other
respects. In the preceding examples, the words " is," " as," " of "
(ov), " with," and " the " are represented by their stems in order to
utilize Lengthening for phrasing " their," etc.
22. Following a circle or semicircle, " there," etc., may be repre-
sented by a heavy .sloping tick, viz. (see plate 48, line 12) : Since
there-their, since there was, since there is, what their-there, so as
there-their, so as there will be, what there will be.
23. The reporter occasionally phrases " there-their" by lengthen-
ing straight stems, viz. (see plate 48, line 12) : Do you reside there,
did they state their reasons.
24. (a) In reading a lengthened phrase-sign, if in doubt treat it
as a single-length and determine the word from that standpoint ; then
combine the word added by the lengthening. For example, take line
6 of plate 48 : If, if there ; for, for there ; when, when there ; leave,
leave there ; in, in their ; measure, measure their ; receive, receive
their ; over, over their, etc. (&) In case of " if there," " for their,"
" measure their," and " over their," the first half of the lengthened
stroke indicates its position.
183
PLATE 48.
KXKRCISK ON WORD SIGNS, PHRASES, ETC.
184
25. Practise on plate 48 as directed on page 14, paragraphs 8
and 9.
SENTENCE AND LETTER PRACTISE ON LENGTHENING.
26. Practise the following sentences as directed on page 53,
paragraph 103 (see plate 49): 1. Neither of the entrances will be
closed, but they will both be guarded during the entire day, and no
one will be permitted to enter except those having passes. '2.
Another writer declared the testimony showed that the prisoner was
innocent of the murder, and that he would die a martyr. 3. The
conscript greeted his mother with a loving embrace, and, thinking my
presence might embarrass them, I withdrew. 4. If there is oppor-
tunity they will call some other time ; it is impossible for them to
leave their work to-day. 5. They entered the room looking entirely
unembarrassed. 6. When their work is completed they will receive
their pay. 7. While playing in their boat they upset it in water over
their heads. 8. Their 'house will be ready for their use if their
decorators fulfill their promises. 9. He says he was there during
the whole time, so there is no doubt of the correctness of his report.
10. There is no necessity for the passengers lingering any longer to
reclaim their baggage, and they will, therefore, resume their journey
without further delay. 11. I have seen the lilies of the field in all
their glory. 12. They desire to sell their farm, but I shall not decide
to purchase it until I have seen their agent. 13. The sale, if made,
will swell their bank deposit considerably. 14. There are many
philanthropists in the metropolis of New York. 15. The inspector
lost his temper because the speculator aroused him from his slumber
to inspect some wheat in the new elevator. 16. The Senator ordered
that some oysters and mineral water be placed at the disposal of the
sentry and the janitor. 17. The fluttering paper in the fingers of
the shorthand instructor frightened the horse and caused him to
break his halter. 18. The prosecutor was very angry, and I ascer-
tained that his anger was due to his inability to prosecute the perse-
cutor of some innocent children.
185
PLATE 49.
186
27. Write the following letter as a test of knowledge of principles,
and submit to instructor for criticism :
MESSRS. WALTERS, WILDER & WALTHER,
Winterset, Utah.
Dear Sirs :
We have your letter of the 15th inst, and, in reply thereto, would
state that the car of shutters was shipped the latter part of August,
and their failure to reach you promptly is rather mystifying. We
will look into the matter immediately and have it straightened up.
Did you receive the rest of the order ?
Yours very respectfully.
QUIZ ON LENGTHENING.
1. If a word terminates in a vowel sound, should a Tr, Kr, etc.,
syllable immediately preceding be expressed by lengthening ? 2.
May the Double-Consonant signs be used before final vowels ? 3.
What sound-groups are added to Ung by lengthening ? to Ump ?
to other curves ? 4. Why is it generally unsafe to lengthen straight
strokes to add Tr, etc.? 5. What part of a lengthened non-horizontal
stroke is placed in position ? 6. How may a lengthened stroke be
vocalized to cause the vowel to read between the two sounds of the
Tr, Kr, etc., added by lengthening ?
187
CHAPTER XIII.
FIRST STAGE FINAL HOOKS FOR F, V, AND N.
PARAGRAPHS 1 TO 16.
1. In the preceding chapters were introduced many words con-
taining F, V, and N sounds ; but they were words in which stems
were required in order either to provide places for important vowel
sounds (as " gravy," " defy," " deny," etc.), or to secure good joining
(as " flinch," " reason," " unsafe," etc.). There occur, however, in
English speech a multitude of syllables and words terminating in F,
V, and N (as "grave," "deaf," "din," etc.), for which sounds stems
are not required either by vocalization or by joining, and such words
have been reserved for this lesson. To meet these cases, Phonography
provides small final hooks (see plate 50).
2. N Hook. (a) All strokes, without exception, take the N-hook.
(b) It is a small hook, turned on the inside of curves, and by the
right motion on straight stems.
3. F-V Hook (a) Only the straight strokes take the F-V hook.
(fr) It is a small hook, and is distinguished from the N-hook by being
turned by the left motion. (/) When following curves (as in " knife,"
" sheaf," " five," etc.), F or V is expressed by its stem in order to
avoid conflict with N.
4. (a) The final hooks read after any vowels placed beside the
stem, and are therefore properly used in words like "fun," "cough"
(kawf), etc. (b) But if the sound of F, V, or N is immediately fol-
lowed by a final vowel sound (as in " funny," " coffee," etc ), it should
be expressed by a stem, in order to provide place for the sign of such
final-vowel sound, (c) The hooks may be used in the middle of out-
lines (as in " provoke," " Danish," etc.) when combination is thereby
facilitated, and the placing of vowel signs not interfered with.
188
5. Carefully review paragraph 4 while contrasting the following
words (see plate 50, line 1) : N Pen, penny, bonnet (bonet) ; tone,
tony, tonnage ; Jane, Jenny ; Cone, Kinney ; rain, rainy ; hone,
honey; (2) iron, irony; fun, funny; van, avenue; thin, Thaney ;
assign (asign), assignee (asinee) ; (3) ocean (o-shun) usher, shiny ; loan
Luna, Olney, Ellen, well; men, money; (4) nine, ninny; German,
Germany ; foreign, farina ; Winan, women, woolen : impune. F-V
(N-hook signs are associated to impress the contrast.) (5) Pun, puff,
puffy; Dunn, Duff, Duffy; Gone, cough (kawf), coffee; sworn,
swerve; reviewed; (6) fine, fife; thine, thief; throne, thrive ; slain,
slave ; none, enough (enuf).
PTATE 50.
WORD EXERCISE ON F, V AND TT HOOKS.
'1 \ \ S
* -X \_ > t I. '" '^ 'Z
6. Explanation Concerning Outlines Covered by Paragraph 5. (a)
"Pen," "tone," "Jane," "puff," etc., are written in accordance with
paragraph 4-a. (/;) " Penny," " tony," " Jenny," " puffy," etc., con-
form to paragraph 4-. (c) " Bonnet " and " tonnage " illustrate
paragraph 4-r. (//) " Fine," "fife," etc., illustrate the distinction be-
tween N and F-V following curves (see paragraphs 2 and 3). (e)
"Ocean" and "usher," "Ellen" and "well," etc., illustrate the
189
necessity of having but one direction for L or Sh when it is the only
stem in an outline ; otherwise there would be no distinction between
the beginning and the final hooks. (_/") The R sound is always ex-
pressed by Ru when immediately followed by F or V. The reason
for this is that Ru permits of the use of the hook for final F or V (as
in " swerve," line 5), while Ur does not ; and Ru provides angular
joining for halved F or V (as in " reviewed ") while Ur does not.
() Final "rn " as in "burn," is preferably expressed by Ren, be-
cause the hook occurs on the right side of the stem and therefore
favors joining of following derivative signs ; whereas Urn (down-
ward) presents the hook on the left side, which is unfavorable to the
joining of derivative signs. The following words further illustrate
the Ref and Ren combinations (see plate 50, line 7) : Serve, observe,
deserve, preserve, reserve, subserve ; burn, burner ; turn, turner,
turnkey ; (8) mourn, mourner ; scorn, scorner ; marine, mariner ;
foreign, foreigner.
SCALE.
1 In curl.
2 Beginning circle or loop.
8 Small coalescent hook.
4 Vowel before stem.
5 Stem.
6 Initial hook L or R, or large Wuh-hook.
7 Vowel after stem.
8 Sounds added by Lengthening.
9 Final hooks.
10 T or D added by Halving.
11 Final circles or loops.
12-^-Sen curl.
PRIMITIVES AND DERIVATIVES.
7. In this lesson, as in the others, the rules apply largely to
primitive words. If this thought is given careful attention it will
reconcile many seeming inconsistencies in shorthand outlining, and
190
simplify the learning of Phonography the primitive words being
few compared with the derivatives. To impress this idea, the primi-
tive outline is associated with the illustration of a derivative wherever
profitable and practicable.
HALVING APPLIED TO FINAL-HOOK STROKES.
8. (a) Any final-hook stroke may be halved to add a following
coalescing T or D that is, where no vowel sound separates the T
or D from the preceding hook-sound, as in " planned " (pland). The
T or D so added reads after the sound of the final hook. This will
be clearly understood by examining the following illustrations (see
plate 51, line 1) : Plan, planned (pland) ; train, trained ; loan, loaned ;
frown, frowned ; screen, screened ; second, scoffed (skoft), dampened,
demand ; (2) preserve, preserved ; strain, strained ; crave, craved ;
contrive, contrived ; sprain, sprained ; burn, burned; brain, brained;
(3) black, blacken, blackened ; wake, waken, wakened ; warn,
warned ; sustain, sustained.
9. A final-hook stroke must not be halved to add a non-coalescing
T or D (that is, where a vowel sound separates the T or D from the
preceding consonant, as in " granite " (gran-i-t). This is merely a
new application of the old rule, that a stem must either immediately
precede or follow an important vowel sound in order to provide for
the insertion of the sign of such vowel. The following contrasted
words illustrate this thought (see plate 51, line 4) : Plant, planet
(plan-e-t) ; grant, granite (gran-i-t) ; bent, bonnet (bon-e-t) ; mint,
minute (min-i-t) ; lint, linnet (lin-e-t) ; approved (aprovd), provide
(prov-i-dj.
191
PLATE 51.
WORD EXERCISE ON F-V AND N HOOKS.
.o- T. . * W ^ ' k*
1*0. Caution. (a) The j//^^/<? of a Hooked stroke remains the
same whatever its length. That is to say, if it is heavy when full-
length, it is heavy when halved ; and if light when full-length, it is
light when halved. (l>) In the case of halved hooked strokes, the
reader must be guided by the context in deciding whether T or D is
so added. The change of shade to distinguish between T and D
added by halving is confined to Unhooked Ul, Ur, Um, and Un ; and
these four shaded signs never take hooks of any kind.
11. (a) The final hook of a primitive is generally retained when
the writing of derivatives happens to give F, V, or N a medial loca-
tion. If the sign of the additional sound or sounds of a derivative
does not join legibly, it is generally better to disjoin such derivative
sign rather than reconstruct the primitive outline by changing from
hook to stem. See plate 51, line 5 : Plant, planter (plant-r), planted
(plant-ed), plantation (plant-ashun) ; kind, kindly ; joint, jointly ;
sudden, suddenly ; friend, friendly ; (6) brave, braver, bravery,
bravely ; preserve, preserver ; turn, turner ; train, trainer ; roughness.
(&) In writing such derivatives as " gladden," do not append the
N-hook to Gled the outline of the primitive word " glad " as this
would cause the N to read before the D (as in " gland ") ; the D
added by halving reads after all final hooks. In such cases the
192
derivative sound N should be added by the Un stem. If the N-hook
were used it would require the D of " glad " to be expressed by its
stem (Gle-Den), which would unnecessarily change the primitive
form. See plate 52, line 1, and contrast: Gladden (gladn), gland;
gotten, gaunt.
12. When not influenced by the primitive word, however, the ex-
pression of medial F, V, or N is generally governed by conrcnicnce
and legibility of joining ; occasionally by vocalization. To illustrate :
(a) Convenience of joining requires an expression of the con-
sonants favorable to easy and rapid combination ; legibility requires
generally an angular combination for signs of unequal length. The
following words illustrate this thought (see plate 52, line 1) : Patent,
obedient (as if pronounced " obeedent "), obediently, pretend ; flinch,
French, crafty, cravat, craft ; (2) slackened, likened, quickened,
blackened, tokened, equivocal, Denver, vinegar ; (3) defeat, divide,
outfit, defend, provoked, defect, panic, penury, Mansfield, furnish,
finish; (4) imminent, eminent, prominent, permanent, synonym
(sinunim), blanch, branch, ranger; (5) tonnage, month, Monday,
dampen, dampener, ninth, non-receipt, manifest, minimum.
PLATE 52.
WORD EXERCISE ON F-V AND N HOOKS.
....c _..-.._
193
(//) Vocalization requires stems enough to provide for the inser-
tion of the signs of the important vowel sounds. Because, if two or
more associated consonants (as " nt " in "plant," "vd" in "proved,"
etc.) are all expressed by stem-modifications, the inference is that no
vowel sound intervenes at least none the recognition of which is
deemed essential to the correct translation of the outline. The fol-
lowing words illustrate this thought (see plate 52, line 6) : Flint, flinty,
fluent ; mints, minutes ; phonics (fon-iks), phoneticks (fo-net-iks) ;
scientific (si-ent-ifik).
13. Explanations Concerning Certain Outlines in Plates 50, 51, and 52.
(a) Stroke used for " r " in " burn " and " turn " (line 7 of plate
50) in order to distinguish from conflicting words " brain " and
" train." (/) Note the word " second " in line 1 of plate 51. The
vowel between the " s " and " k " is disconcerting to most learners.
Give this and similar words special practise until they cause no
trouble. " Dampened " and " demand " (line 1, plate 51) illus-
trate the caution in paragraph 10. (</) See " planet," " bonnet,"
and " minute," line 4, plate 51. It is desirable to add final T or
D by Halving ; but Halving could not be used in these outlines,
as it would bring together two strokes of unequal length with-
out an angle (see paragraphs 9 and 12). (e) Have no timidity
in writing a formative Ur after an F-V hook in outlining such
words as " braver " (see plate 51, line 6). This caters to the
mental impulse to build on primitives ; and if, as there is some
likelihood, the hook inadvertently appears as a beginning one on the
second stroke instead of a final one on the first, the result is not
seriously affected. It is merely a change in syllabication from
"brav-er" to "bra-vr." Investigate this point. (/) The rule to
express coalescing " nd " by the N-hook and Halving (as in case of
" blackened " in line 2, plate 52), could not be applied to the first
three words in the same line, on account of the absence of angle be-
tween the two stems preceding the " nd." (,-) The last three out-
lines in line 2 of plate 52, illustrate the rule that all groups yield to
194
the Double-Consonant combinations. (//) In writing " panic " and
" penury " (line 3 of plate 52), the Pu and Ru should be made nearly
horizontal in order to make a clean joining with the hook, the latter
being made as small as possible. Attention to these little details
make the skilled, polished reporter. (/) Either Shu or Ush repre-
sents the "ish " syllable after final hooks, the direction being adopted
which suits the hook joining. See last two outlines in line 3, plate
52. (/) In the first five outlines in line 4 of plate 52, the hook pro-
vides an angular joining for the preceding and the following stems.
Try the division " emi-nent," etc., and contrast the outlines. (>) See
" blanche " and " branch," line 4 of plate 52. The object in using
the N-hook in one word and the Un-stem in the other is to oppose the
initial-hook motions, and thus preserve the straightness of the inter-
mediate Bu-stem. This idea has a marked influence on the next lesson.
14. Nomenclature. Pu with the N-hook is called " Pen " ; with
the F-V hook it is called Pef-v (meaning that the stroke is called
either Pef or Pev) ; halved Pef-v and Pen are called Peft-vd, Pent-d,
etc. Extending this nomenclature to the other phonographic stems,
the following names result : Ben, Bef-v, Ten, Tef-v, Den, Def-v,
Chen, Chef-v, Jen, Jef-v, Ken, Kef-v, Gen, Gef-v, Ren, Ref-v, Hen,
Hef-v, Fen, Ven, Then, Dthen, Esen (Iss-circle on the Un-stem pro-
duces " Sen "). Carefully distinguish between these last two names.
" Esen " indicates a beginning-vowel word, like " assign," while
" Sen " indicates a beginning-consonant word, like " sign." Ishen
(down), Shun (up), Urn (down), contrast with Ren (up), Ulen (down),
Len (up), Men, Nen, Umpen, Yayn, Wayn (contrast with the coalescent-
hook sign, Wen). With beginning circles and hooks combined, the
strokes are called : Splen, Splent, Spren, Sprent, Spen, Spent, Stref-v,
Strevd, Wernt-d, Kwen, Kwef-v, Kwent-d, Kweft, Twen, Twef-v,
Stren, Strent-d, Skren, Skrent-d, Lends, etc. The pupil should be-
come skilled in the use of the nomenclature ; it is the connecting
link between the spoken word and the shorthand sign. Write the
phonographic signs of the names presented in this paragraph for
your instructor's inspection.
195
15. Carefully practise the outlines in plates 50, 51, and 52, as
directed on page 14, paragraphs 8 and 9.
TEST WORDS.
16. For the inspection of the teacher, write the following words
as directed on page 21, paragraph 42: Bluff, bluffed; explain
('splain K omitted), explained ('splained), explanation ; contrive,
contrived, contrivance ; chaff, chaffed (chaft) ; chafe, chafed (chaf et) ;
drive, drift, draft-draught ; gave, gift ; gain, gained ; rave, raved ;
rain, rained ; earn, earned ; sworn, swerved ; fine, fined ; discount,
discounted ; glean, gleaned, gleaner ; reckon, reckoned ; cliff, cleft ;
clean, cleaned ; client, positive, festive ; abstain, abstained ; Boston,
Spain, Spanish, spanned ; loan, loaned, Leonard (Lenurd) ; dine,
dined; dive, dived; queen; recline, reclined; decline, declined;
engrave, engraved, engraver ; Nathan, extent (ekstent) ; instant,
instantly ; distaff, sensitive ; sign, assign, assignee ; tone, tough,
taffy; swoon; refrain, refrained; shun, shunned; swollen, Ellen's,
swell, interchange ; nun-none, nunnery ; punished ; vanish, vanished ;
renown ; impune, impuned ; dampen, demand ; front, friend, friendly ;
shrined, authentic (authent-ik), constrained, distant, consistent, wool-
len ; twine, twined ; chieftain, disprove, Japan, cogency, toughness.
David ; divide, divided ; defeat, provoked ; prevent, prevented ; re-
fund, refunded ; recovery, discovery ; Monroe ; mean, meaner ; clean,
cleaner, cleanly ; monograph (monograf) ; seven, Heaven ; resonant,
elephant (elef ant) ; component, lament; champagne (shampane),
identify (ident-ify), definite, bunt, bonnet, proofs, profess.
SECOND STAGE FINAL HOOKS COMBINED WITH CIRCLES
AND LOOPS.'
PARAGRAPHS 17 TO 25.
17. (a) The N-hook on isolated straight strokes need not be
shown in connection with circles and loops (as in " dance," " dances,"
" danced "). The simple circles and loops on straight stems are
turned by the Left motion (as in " days," etc.), and the logical infer-
196
ence is that, when turned on straight strokes by the Right motion,
they include the Right-motion hook N.
() In all other cases (aside from the N-hook side of straight
stems) the hooks must be shown, in order to avoid conflict with the
simple circle. See plate 53 and contrast (line 1) : Paves, pace, pains ;
graves, grace, grains ; raves, race, rains ; strives, strays, strains ;
(2) dances, doses, danced (danst) ; chances, chooses, chanced
(chanst) ; rinses, rinsed (rinst), wrist (rist) ; fines, fees ; frowns,
affrays ; (3) nuns, mines, zones, loans, thrones, woollens, women's,
shrines.
18. Nomenclature. (a) The strokes combining hooks and circles,
etc., are called : Pens, Penses, Penst, Penstr, Pefs-Pevs ; Tens,
Tenses, Stenses, Strens, Strefs-Strevs ; Dens, Denses, Denst ; Defs-
Devs; Chens, Chenses, Chenst, Chefs-Chevs; Sprens, Splens,
Skrens, Rens, Refs-Revs, Hens, Hefs-Hevs, Fens, Yens, Thens,
Esens, Shens, Lens, Mens, Nens, Uens, Yayns, Wayns, Frens, Flens ;
Klens, Klenses, Klenst; Bents-Bends, Fents-Fends, Grents-Grends,
Ments-Mends, Kents-Kends, Blents-Blends, Frents-Frends, etc.
Write the shorthand signs for these names for the teacher's inspection.
() The circles and loops used to imply N on straight stems may
be separately referred to as Ens-circle, Enses-circle, Enst-loop, Enstr-
loop. This will serve to distinguish them from the Un-stem combi-
nations, which are called Uns, Unses, Unst, Unstr.
19. (a) Only the small circle can be legibly written within the
hooks. (/>) Therefore, when N-ses, N-st, or N-str sound groups im-
mediately follow a curved stem (as in " fe-NCES," " fe-NCED "
fenst, " fi-NSTER "), the N-sound must be expressed by its stem in
order to provide place for the large circle and the loops. If attempt
were made to use the N-hook in these combinations, conflict with the
simple circles and loops would result. See plate 53 and contrast
(line 4) : Means, misses, minces ; mist, minced (minst) ; convenes
confesses, convinces ; (5) confessed (confest), convinced (convinst) ;
nouns, announces, announced ; silences, silenced.
197
PLATE 53.
FINAL HOOKS COMBINED WITH CIRCLES AND LOOPS.
j / / y
a- ...... of ..... (x ..... #""
20. (<z) Primitive verbs (as " convince ") which terminate in " ns "
generally have derivatives ending in " nses " and " nst." Though in
such primitive words the N-hook and circle may be used, still it is
better to adopt the Un-stem in order to pave the way for the easy
construction of the derivatives. This will avoid hesitation in the
heat of dictation, "which will inevitably ensue from the reconstruction
of the Ns-hook in the primitive to the required Nses-stem in the
derivatives. See plate 53, line 6, for illustrations : Fence, fences,
fenced (fenst) ; renounce, renounces, renounced (renounst). (/>)
198
This rule does not apply to primitives ending in N (as in " mine,"
" fine," etc.), as such words never have derivatives ending in Nses or
Nst. Such words are properly written with the circle inside of the
N-hook. Neither does it apply to cases where Nses or Nst fol-
lows a straight-stem (as in " chances " and " chanced ") ; for, as
explained in paragraph 5, where the N-hook is to be covered up, it
is just as legible to cover it with a large circle or the loops as with
the small circle. See plate 53, line 7 : Mine, mines ; fine, fines ; line,
lines ; earn, earns ; prance, prances, pranced (pranst).
21. Medial " Ns." The following words illustrate the circle and
hook combinations in the middle of outlines (see plate 53, line 8) :
Gainsaid, ransacked, cancer, lancer, ransom, lonesome, propensity;
(line 9) contrast : Passive, pensive ; designs, denseness ; expressive,
expensive, (a) In " passive," " designs," and " expressive " the circle
between the straight and the curved stems is turned with the curve,
and therefore represents simple sounds of S, etc. But in " pensive,"
etc., the circle is turned on the back of the curve and must therefore
be considered as including a hook on the preceding straight stroke.
(<) When, between crossing strokes, N cannot be thus implied by
violation of circle rule, either the Un-stem should be used or the
stem following the Ens-circle be disjoined. See plate 53, line 10 .
Council, Chancel, tinsel, pencil, stencil, Hansel. (/) When the
primitive word ends in an Ens-circle, it is better to disjoin a following
formative sign of a derivative rather than reconstruct the primitive
outline. See line 11: Dense, densely; dance, dancer; dispense,
dispensary ; condense, condenser.
22. (a) When " nsn " follows a straight-stem it is best expressed by
the Ens-circle followed by the N-curl. See plate 53, line 12 : Wis-
consin, Johnson, Robinson. (&) But when " Nsn " follows a curved
stem, it is best expressed by the N-hook followed .by the Esn-stem.
See line 12 : Monsoon, Franzen, Munson, Aaronson.
23. "Ens" and "Ness" Syllables Distinguished. ^) The final
" Ness " syllable should always be written with the Nes-stem (Un
199
and final circle). When practicable, " ens " should be written with
the Ens-circle. See plate 53, line 13, and contrast: Thickens, thick-
ness ; quickens, quickness ; weakens, weakness ; blackens, black-
ness ; (line 14) means, meanness ; greens, greenness, (fr) Where the
joining requires that the Un-stem be used for Ens-syllables, then
distinction must be secured by inserting the vowels if necessary.
See line 14, and contrast : Toughens, toughness ; roughens, rough-
ness ; deafens, deafness.
24. Practise plate 53 as directed on page 14, paragraphs 8 and 9.
WRITING EXERCISE.
25. For the teacher's inspection, write the following words as
directed on page 21, paragraph 42: Trance, trances, joins, paves,
stains, stuffs, cliffs, cleans, spins, guns, gloves, chains, dives, dines,
advise, raves, rains, hives, hiss, hones, expenses, dispenses, insistence,
instances, recompensed, recompenses, prance, France, plainness,
Kansas, cuffs, preference, preferences, complaints, ransomed,
counsel, provinces, contrivances, response, responses, eminences,
silences, renounces, renounced, convince, convinced, convincive,
warns, women's, shines, photographs, compliments, brains, burns,
Spencer, ransacked, dancer, density, condense, condenses, con-
densed, mince, mincingly, minces, minced, shun, shuns, confine,
confines.
THIRD STAGE CONSONANT OMISSIONS, ETC.
PARAGRAPHS 26 TO 35.
26. Omit Aspirate. See plate 54, line 1 : Comprehensive, compre-
hend, apprehend, reprehend, manhood, buttonhole, hogshead. The
opposing curve motions resulting from combining Pur and En,
together with the shading of End, render the outlines for " compre-
hend," etc., perfectly distinctive.
27. Omit Final " ShJ " Syllable after an N-hook Primitive. See plate
54, line 2 : Presidential, providential, prudential, substantial, creden-
tial, deferential, confidential. The same rule applies to the adverb
forms " substantially," "confidentially," etc.
200
28. Omit "Wu" Coalescent. See line 3: Frequent (frekent),
subsequent, consequent, delinquent.
29. Omit K. See line 3 : Experiment, extravagance.
30. Omit N, to Favor Combination. (a) See line 3 : Instrumental
(instrume'tal), instrumentally ; experimental, experimentally ; (4)
ornamental, supplemental, complimentary, identical, husbandmen,
legendary, rejoinder. () Also omit N from all " trans " prefix syl-
lables, as instructed in the Double-Consonant lesson. It is because
the Ens-circle cannot ordinarily be used between crossing stems, and
because the Un-stem presents a difficult combination, that the
N-sound is omitted from the expression of " trans " in writing such
words as " transact," " translate," etc.
.PLATE 54.
CONSONANT OMISSIONS. PREFIXES, SUFFIXES, ETC.
\ A \ D - 1 .
-^-
31. Omit R. See line 4 : Demonstrative (demon stative), ad-
ministrative.
PREFIXES AND SUFFIXES.
32. Prefixes (a) "Concom." Write Ken for initial "con," and
imply the following " com " syllable.
illustration of "concomitant."
See plate 54, line 5, for
201
(l>) Ken (not the " con "-dot) also should be used in writing
" connect," in order to distinguish from words like " cut," etc.; see
line 5 : Connect, cut.
(<T) " Non-com " or " non-con," as in " non-compliance," " non-
condensing," etc. Imply the medial " com " or " con " by writing
the Nen stroke over the remainder of the outline ; see line 5 : Non-
compliance, non-conducting, non compos mentis, non-combatant.
(V) *"Circum,"as in "circumscribe." Write Iss-Ray for " cir,"
and imply the following " cum " in analogy with the " con " and
" com " syllables. See line 5 : circumvent.
(<?) " Contra,' " contro," or " counter " may be expressed by a
tick, written disjoined and at a right angle with the associated stroke.
The tick is joined by Ketoid to a preceding En stem to express " un-
contra," etc. See line 6 : Contradict, contravene, controversy,
countermand, uncontradicted, incontrovertible.
33. Suffixes. (a) " Ble " and " ful " syllables may be expressed by
the Bu and Uf stems if it is found inconvenient to show the L-hook. See
plate 54, line 7 : Painful, insurmountable. If it is preferred to write
the L, then the Stem must be used for instance, Ul in " painful,"
and Lu in " painfully." The average writer will find this unnecessary.
(7>) " Tive." When the T of this syllable is embodied in the
primitive word (as in " instruct-ive "), add the remaining V by its
stem. After straight-stem contractions (as "represent," Ru-Pu)
" tive " may be represented by the V-hook. In other cases it is
generally best to use the full expression the Tev-stroke. See plate
54, line 7 : Instructive, active, representative, creative, sedative,
corrective, collective.
(c~) The " est " syllable, when occurring after final-hook primitives,
is expressed by Est (halved Us) written either upward or downward
as required by the joining. See plate 54, line 8 : Greenest, gravest,
finest (contrast " finished ").
(</) " Ment." When the Right-motion Urn joins badly, omit it
202
and represent the syllable by the sign of its remaining sounds
(" ent "), which turns by the Left motion. See plate 54, line 8 :
Achievement, resentment, commencement, imprisonment.
34. Practise plate 54 as directed on page 14, paragraphs 8
and 9. These are important representative words, and should be
memorized so that they can be written without hesitation.
WRITING EXERCISE.
35. For the teacher's inspection, write the following words as
directed on page 21, paragraph 42. This test covers paragraphs 26
to 35 : Comprehend, apprehensive, apprehended, misapprehended,
reprehensive ; unsubstantial, infrequent, frequently (Lu can be joined if
the N-hook is made to resemble a Tetoid tik) ; consequence, delin-
quency, consequently ; experimented, experimentation (Spur-Ment-
Ushn); extravagances, extravagantly ; husbandry, translate, transpose,
transacted ; connected, disconnected ; non-conducting, non-combatant,
non-concurrence ; circumnavigate, circumvent, circumflex ; contra-
dicted, controversy ; countersign, counter-claim, counterplot, contra-
vene, countermarch, counterfeit, uncounterfeited ; thoughtful ; re-
newable, attainable (Ten-Bu), tenable (Tu-Un-Bul) ; fearful, thank-
ful, spoonful; questionable (Quays-Chen-Bu) ; manfully; receptive.,
respective, deceptive, positive, restive, recitative (Rus-Tu-Tev), se-
dative, executive (Egz-Ekt-Uv), legislative, demonstrative, adminis-
trative, subjective, collective ; toughest, meanest, greenest, vainest ;
vanished ; commencement, pavement, refinement, imprisonment.
FOURTH STAGE WORD SIGNS, COMPOUND WORDS,
PHRASES, ETC.
PARAGRAPHS 36 TO 40.
36. In the list of word signs (plate 55) are included a few full
forms, introduced for purpose of contrast. They are inclosed in
parentheses.
37. Derivatives from Word Signs. Write the following for the
teacher's inspection : Approval (apro-vl), approver, approvingly (ingly-
203
PLATE 55.
FINAL-HOOK ^
Before . AJ
kVORD SIGNS, CON!
Can .,
RACTIONS, ETC.
Opinion _
(Above) \
Gone 3
Upon \
Prof. X
Again ..._,
Careful-ly 6=2
Prove \,
Gallon ....^_ 5 ......
Often __..Vo......
(Even) ^
7
Cheerful-ly
(Approve) ^ ._
Balance \
Hopeful-ly /.. \.
Representative /\> .
Believe j c
Belief f V|
Within .V.
Demonstrative .I^ 1 ..
Behind ^
Then C
Administrative I
Remembrance a
Than /__.
Southern .../?
Arrive ?
!>
Intelligent y
Defendant I .
Differ-ent-encef I
(Indulgent) T_
Intelligence _J2_.
(Indulgence) ...T_
<y\o
Indispensable-y _\_
Plaintiff __$
Difficult-y _^_
Whatever v_
(Leave) ' ^
\
Experience d
Whichever /
\
Inexperience .
Appearance _..J\_
Agent ...^
Begin 5
Amount _./._.
Account ^
W T hoever i_____
Gentleman
Gentlemen J
Movement
p
Circumstance ...A....
Explain ^
Begun
Began
Alone /^....
Been j .
3
204
tick), approved, reproved ; balances, balanced (balanst), unbalanced ;
inexperienced, experience ; beginner ; believer, disbelieve ; explan-
atory, explainable ; arrival (join Lu), non-arrival ; generalize (write
Lus disjoined), generalized ; Southerner (Suth'ner) ; oftener (ofner)
oftenest (ofnst) ; opinionated, gentlemanlike (disjoin Lu-Ku) ; cir-
cumstanced, circumstantial.
38. F=V Hook on Curves. For the purpose of phrasing " have "
and " of," and expressing suffix syllables " ful " and " fully," F-V
may be written on curves by a hook made long and narrow to distin-
guish it from the N-hook. It should be restricted to the cases
specified, and not used indiscriminately to express the sound of F or
V in words like " love," " fife," etc. This hook will be illustrated in
connection with subsequent paragraphs.
39. Compound Words. The following words are formed by using
word-signs as syllable signs. (See Chap. 6, par. 19.) When "of"
and " on " occur as syllables of words, they are expressed by their
consonant sounds the V and N hooks being used for the purpose.
In this way conflict is avoided with " to," which is compounded by
joining the vowel sign Petoid. (In compounding " of " with curved
stems, be sure to make the V-hook long and narrow in order to avoid
conflict with the N-hook, which should be made very small.) Some
of these compounds have been presented in other lessons, but they
are here reproduced and associated with the compounds of this les-
son in order that the pupil may have the mnemonic assistance which
this comparison affords. See plate 56, line 1 : Wherein, whereon,
whereof, whereto, whereat, whereunto, wherefore, wherever, where-
upon ; (2) therein, thereon, thereof, thereto, thereat, thereunto, there-
fore, thereafter, thereupon ; (3) Herein, hereon, hereof, hereto,
hereat, hereunto, heretofore, hereafter, hereinafter, hereinbefore,
hereupon ; (4) beforehand, behindhand, understand, withstand.
205
PJ>ATE 50.
COMPOUND WO.RDS AND PHRASES.
-J k-
40. Phrases. () The F-V hook is used on either stems or dash
signs to phrase " of," " if," or " have." See plate 56, line 4 : Ought
(to) have, ought (to) have been, who have, who have been, or if-have
not, but if-have not; (line 5) each of, each of them, which of-have,
which of them, which have been, much of, much of them, they have,
they have not, they have not seen, they have not been. In the pre-
ceding phrases, the words in parentheses are not considered neces-
sary to legibility ; their shorthand signs are therefore omitted.
() " Than " and " own " are slurred into an N sound in such
phrases as " more than " (more'n), " our own " (our'n), etc., and in
such cases are appropriately represented by the N-hook. See line 6 :
More than (more'n), sooner than (sooner'n), rather than (rather'n),
206
further than (further'n), later than (later'n), greater than (greater'n),
longer than (longer'n ; (line 7) our own (our'n), your own* (your'n),
your own affair, your own business.
(t) A heavy slanting tick may be attached to a final hook to indi-
cate the phrasing of " there-their." See plate 56, line 7 : Than there-
their, upon their, been there-their, mind their, prove their, strive
their.
(</) " Not." Where a preceding word is represented by a full-
length stem without final hook (as " do," etc.), " not " maybe phrased
by the N-hook and halving ; also in a few cases by the simple N-hook.
In other cases " not " is phrased by means of its regular word sign
(Net). See plate 56, line 8, and contrast : Did, did not ; do, do not ;
had, had not ; will, will not ; we will, we will not ; have, have not ;
are, are not ; (line 9) could, could not ; can, cannot.
(<?) Miscellaneous Phrases. (Plate 56, line 9) : I will not, I will
not be, I will not say, he will not, he will not be, you will not, you
will not be ; (line 10) we will not be, we will not say, can be, cannot
be, could not be, cannot have, could not have, did not know, do not
know; (11) did not say, do not say, has been, there has been, there
would (have) been (there'd been), there ought (to have) been
(thereawt been), we have been, I have been, I have always been, we
have always been ; (12) in consequence (in 'skens), by all means,
they will not, they will not be, we are not, you are not, you may not,
I am-may not, at once, at all events (atlev-ents).
41. The compounds and phrases presented in plate 56 are very
important parts of speech, and should be practised until they can be
written as readily as any ordinary word. Practise with them as
directed on page 21, paragraph 42.
* These are natural combinations in speech ; and as Phonography reflects speech, the reported
will not go astray if he imitates these spoken combinations by phonographic signs. But do not
resort to unnatural methods. That is, for instance, do not apply the idea to such combinations as
"they own"; confusion and discouragement would surely result from such practise. As a rule,
phrase only words that naturally blend together. Of course, in each field the writer will encounter
peculiar word-combinations, the frequency of the occurrence of which will entitle them to special signs,
and the expression of which must be left to individual judgment ; but these are phrases of con-
venience, and do not invalidate the rule laid down. Use the En-stem in writing " my own," in order
to distinguish from " mine."
207
SENTENCE AND LETTER PRACTISE ON FINAL HOOKS.
42. Plates 57 and 58 furnish sentence and letter practise on the
Final Hook lesson. Practise them as directed on page 53, paragraph
103.
PLATE 57.
SENTENCE PRACTICE ON F, F AND N HOOKS.
JLl.
L
t
....
*
.10=.
Q- -
-.*. J$L_ -)-l .
.14,
.la
Q^>~
ILL
208
SENTENCE PRACTISE ON F-V AND N-HOOKS.
(SEE PLATE 57.)
1. Dave Duffy and Dan Brown bravely rescued a drowning man.
2. The water running off the roof of the cafe* caused the sidewalk to
cave in. 3. Henry Mansfield and John Spencer have considerable
assurance to start in the insurance business, knowing it to be over-
crowded. 4. The women purchased both muslin and woolen gowns.
5. Ethan Allen will assign his stock; Walter Shayne is the assignee.
6. The noise of the planing mill is deafening and provoking. 7.
The rain wet the iron and caused it to rust. 8. Stephen, being left
at home, got lonesome and ransacked the house to pass away the
time. 5. The milliner has a fine stock of millinery. 10. Mr.
Jonathan Jones, Clinton, Maine. Dear Sir : Please forward me im-
mediately ten yards of strong hempen rope, and oblige yours
truly. 11. Mr. Capon expects to have his brown-stone house ready
for occupancy soon. Its long vacancy was due to his absence in
France, where he was buying fancy fans. 12. The owner of the
Tyrone mines was denounced for his tyranny, and the miners refused
to permit his trains of coal to depart. 13. I like the Pullman car
because it is a fine conveyance and has every convenience. 14. The
miners called a meeting to state their grievances, and the building
was densely packed. 15. He was denounced in an anonymous note
handed in by a mysterious messenger, who departed, when he had
transacted his business, as suddenly as he came. 16. He had sworn
to protect the interests of his clients and he could not be swerved
from his duty. 17. As soon as the house is finished I will furnish it
with fine furniture (Furn-Tee-Ar). 18. The stars are the creation of
the great Creator, who created all creative things.
209
PLATE 58.
LEITKR PRACTICE ON F, V & N HOOKS.
(1.)
L
*
V
.4-4----V./L-V----
I '[ J i
""^ I' tc> / v^"
/ <\ v > s~^> <~\ ^vT^ T V \ 2^-
j/ \ .TV. U ..Wrrr- VTD _;. J .So^ &C it
<r - ' T Z
210
(1 See plate 58.)
MESSRS. SPENCER & SPICER,
Covington, Ky.
Dear Sirs :
I am in receipt of your letter of the 8th inst. enclosing order for
general store supplies, and the goods are all ready for shipment ; but
owing to the impediment to traffic imposed by the labor troubles, we
can not guarantee their speedy delivery. We will not lay out the
perishable part of the order until the embargo has been definitely
removed from traffic ; but we will deliver the imperishable goods to
the railroad company at once, that they may be on hand to be for-
warded at the first opportunity. I profoundly regret that the differ-
ences between labor and capital prevent us shipping the goods with
our accustomed promptness, but we believe our customers appreciate
the situation and will grant us their indulgence.
Yours very truly,
(2 See plate 58.)
MR. DAVID BENNETT,
Providence, R. I.
Dear Sir :
I have before me your letter of the 15th inst., notifying me that you
have re-opened your establishment one door above your previous
place of business, and requesting me to examine your list of goods
and prices. I have carefully gone over the different lines you
mentioned, and I can truthfully advance the opinion that they are
equal to any so far placed upon the market. We generally purchase
our supplies of the well-known firm of Raymond & Flynn, and do not
often buy elsewhere, but have no hesitancy whatever in saying that
none of their goods equal yours, either in style or finish. As soon as
our stock runs down, we will give you a trial.
Wishing you success in your new venture, I remain
Yours very truly,
211
F, V, AND N-HOOK LESSON.
43. The following sentences are intended to be used as tests.
The instructor may require pupils to write as few or as many as
deemed advisable : 1. His conduct is explainable on only one hypoth-
esis that of insanity. 2. I asked him to explain, and he sent me
an explanatory letter. 3. I had deemed it unexplainable. 4. Inex-
perienced and ignorant men cannot compete with experienced and
intelligent ones. 5. His task is different from mine and more diffi-
cult. 6. The agent acted gently, dressed genteelly, and in general
had a gentlemanly appearance. 7. He was a very gentle man, a
genteel man, and a gentleman. 8. It thundered terribly and caused
much trouble with the cream. 9. On demand of the inventor, a
friendly agent ventured to take an inventory of the dampened instru-
ments. 10. I will grant the land and furnish granite for the founda-
tions if the grantee will guarantee to build thereon. 11. They are
opinionated and impertinent, and it is important that they should be
restrained from offending those with whom they have intercourse.
12. I could not proceed because an accident to the saddle unsaddled
me. After mending the saddle I meant to remount and continue the
ascent, but the impending storm made me apprehend a wetting, which
would make my father rampant. I, therefore, abandoned the idea,
being convinced that I would have abundant time on the morrow to
test the alleged impenetrability of the mountain fastnesses. I de-
termined to penetrate the luxuriantly wooded hills, provided the
elements and the natural surroundings permitted. 13. It is reserved
for the venturesome to experiment and render the apparently incom-
prehensible comprehensible. 14. I lament that my knowledge is
exclusively elementary. 15. Upon my arrival they suddenly departed.
16. On or before the above-mentioned date, I promise to pay to Pro-
fessor John Jones, at Kansas City, the amount of $30, being part
payment of my account. 17. To prove that I approve his course, I
intend to admit him to a partnership in my twine manufactory.
Although at present he has no experience, I feel confident that his
energy will soon place him in the front rank of my most experienced
212
men. 18. I do not think that he meant that he did not want to come,
but rather that he did not have the time to spare. He said that he
had not been out of town this year. 19. I am behindhand in figur-
ing up the accounts, but my remembrance is that your amount is
$3000. 20. I hope to have matters arranged at once, and under the
circumstances I deem it indispensable that my representative call
upon you this afternoon or to-morrow forenoon. 21. It is my opinion
that, if the venture is carefully managed by intelligent and honest
men, it cannot fail of success ; at all events, I have subscribed for
stock in the concern. 22. I believe there are only a few remaining
in the southern part of the city. 23. I have written them again (and)
again during the last month that we will not sell oil by the gallon,
but they persist in sending in their orders, even accompanying the
same with money, and often with remonstrances against our manner
of doing business. 24. You may take whichever horse you wish and
do whatever you please with it. 25. The Northwestern Railroad
considers the differential rates detrimental to their interests. 26. If
it were not that we are not alone I should be happy to explain mat-
ters to you. 27. You said that you were not going, and we are not
able to understand why you subsequently changed your mind. 28.
Every one had a cheerful appearance. 29. Neither the plaintiff nor
the defendant was present, and the case was, therefore, dismissed.
30. Whoever sees him should warn him that there is a movement on
foot to accomplish his overthrow. 31. He was a man of great ad-
ministrative ability, but not very demonstrative in his ways. 32. I
could not have gone even if I had been invited. 33. He was an in-
telligent man and an indulgent father. 34. The stenographer lost
his place because he wrote " leaving time of the train " instead of
" arriving time of the train." 35. Please be more careful hereafter,
when entering the arsenal, to extinguish your cigar. 36. She wrote
complain ingly, and expressed considerable resentment because her
husband had been disciplined for disobedience of orders in regard to
the handling of cars. 37. The lecture was very instructive, and may
be corrective of much evil. 38. He has finished his house in the
213
hardest and the cnoicest wood he could find, and when completed it will
be one (of) the finest buildings in New York City. 39. The reason-
ableness of his claim is beyond question. 40. His wound was very
painful, which caused him to countermand the order for his move-
ment to new quarters. 41. His movements are within circumscribed
limits, and he is obliged to conduct himself very circumspectly to
avoid censure. 42. It is no more than right that you should be
rewarded for your industry and perseverance, and you should have
been long ago. 43. They wore garlands of roses upon their heads.
44. I requested him to explain his non-compliance with definite
orders ; but he proffered no excuses, preferring to be non-committal
until his attorneys could be consulted. 45. Each of them should
specify which of the styles she desires, and also how much of the
dress-goods she will have made up. 46. Hardheartedness is a con-
comitant of ingratitude. 47. He ought (to) have been severely
reprimanded. 48. They have comfortably handled all the passengers
who have presented themselves within the last week. 49. From
present appearances, business of all kinds has a hopeful outlook.
50. Orders for supplies are coming without diminution. 51. He re-
luctantly complied with my admonition. 52. He could not realize
that he had received the Presidential nomination. 53. His move-
ments were quickened by the approach of the enemy. 54. Our guns
poured a storm of bullets into the opposing trenches, and the fire of
the Spaniards soon slackened perceptibly. 55. Vinegar, salt, pepper,
and mustard are concomitants of a salad. 56. His sickness weak-
ened him to such an extent that a strong odor sickens him. 57. It is
an ingenious contrivance.
QUIZ ON F, V, AND N-HOOKS.
1. What is the N-hook motion on straight stems Right or Left?
The F-V hook motion ? 2. Why is not the F-V hook generally
used on curved stems ? 3. Is it necessary to show the N-hook in
connection with circles and loops on isolated straight stems ? Why ?
4. May the N-hook be implied by circles between crossing stems ?
214
5. How must N be expressed when occurring between a curved con-
sonant and a " ses," " st," or " str " sound group, as in " evinces,"
" evinced," etc. ? by Un-stem or N-hook ? 6. State whether hook
or stem should be used in writing the following words, and why :
Funny, flinch, French, sign, assign.
CHAPTER XIV.
FIRST STAGE FINAL HOOKS FOR SHON AND ZHON
SYLLABLES.
PARAGRAPHS 1 TO 9.
1. The previous lesson provides for the expression of " shn " by
means of the N-hook on the Sh-stem, the stroke being called " Shen."
This sign is necessary when " shn " is the only stroke expression in
an outline, as in case of such words as " shun," " ocean," etc., the
stem in these instances being required to provide place for the vowel
signs. The Shen-stroke is also necessary when " shn " immediately
follows an F-V or N-hook stroke, as in such words as " admoni-
tion," derived from " admonish " ; " abbreviation," derived from
" abbreviate," etc.
2. (ai) However, in numerous words the " shon " and " zhon "
syllables occur immediately following a plain-stem consonant, as in
" fashion " (fa-shn), " motion " (mo-shn), " vision " (vi-zhn). For
such cases shorthand provides a large final hook, which may be
written on any stroke, without exception, (li) It is turned on the
inside of curves and on either side of straight strokes, (r) It reads
after any vowel signs placed beside the stroke, and may have the
small circle written within the hook, the circle in such case being
read last. In these respects it resembles the other final hooks. See
plate 59, line 1 : Fashion, condition, action, option, legation, oppres-
sion, sections, magicians, consolation, conversion, session.
215
3. Nomenclature To distinguish it by name from the Shen-stroke,
the large hook is styled the " Shon-hook." The strokes are called
Veeshon, Deshon, Kayshon, Purshon, Vurshon, Lushon, Sekshon,
Rushon, Unshon, etc.
GUIDE TO TURNING THE SHON HOOK ON STRAIGHT STEMS.
4. The fact that the Shon hook may be turned on either side Of
straight stems is utilized as follows : (a) If the straight stroke begins
with a circle or a hook, turn the Shon hook by a motion opposite to
that of such beginning circle or hook. See plate 59, line 2 : Com-
pletion, compression, station, consideration, conception, suppression,
tradition. () Or, if the straight stroke on which the Shon hook
occurs is preceded by a curved stem joined without an angle, the Shon
hook is turned by a motion opposite to that of the curved stem. See
line 2 : Affection, location, (c) The object of this treatment is to
preserve the straightness of the intervening stem. Experiment with
"completion," ' compression," "affection," "location," etc., turning
both beginning and final hooks, etc., by the same circular motion,
and note the effect when written rapidly. The advantage of the
recommended forms will then be appreciated.
5. In the absence of an initial circle, loop, or hook (as in
" auction "), or if a preceding stem is joined at an angle (as in " elec-
tion "), the Shon hook on Pee, Bee, Kay, Gay, and Ray is written on
the side opposite to that on which the accented vowel occurs. See
plate 59, line 3, and contrast : Election, elocution ; auction, caution ;
passion, option ; portion, operation ; diction, education ; (4) perfec-
tion, provocation ; induction, indication ; erection, irrigation ; contra-
diction, introduction. This practise affords a natural distinction
between many conflicting words the outlines of which are alike in all
other respects, as it indicates on which side of the stem the important
vowel is to be read. Preserve these forms by copying them in your
special book your pocket companion.
6. In the case of Tee, Dee, Chay, and Jay, when unaccompanied
216
by initial hook or circle or preceding curve joined without an angle,
the Shon hook may be turned by the Left motion, regardless of the
vowel. This brings the hook on the right-hand side of stems the
side most suitable for joining with following characters. See plate
59, line 5 : Irritation, addition, logician, recommendation, notation,
mutation, petition, gradation, expectation, presentation.
7. Lines 6, 7, and 8 of plate 59 furnish the following additional
illustrations of the use of the Shon hook : (6) Profession, vision,
excavation, initiation, nation, consternation, fascination, mission,
ambition, elation, persuation ; (7) sanction (sangshon), suspicion,
collection, correction, expression, suppression, section, secretion,
congregation, exaggeration ; (8) Hessian, complexion, complication,
extraction, extrication, rotation, institution, comprehension, genera-
tion, definition.
PBATE 59.
WORD EXERCISE ON SHON HOOKS.
-Ill
SHON HOOK IN THE MIDDLE OF OUTLINES.
8. (a) The Shon hook may combine with a following character
(as in the outline for " stationary "), in which case the hook is turned
on that side of a straight stem most favorable to the combination.
(&) The direction for L is used which makes the best joining, regard-
less of the syllable suggestiveness. (<r) Often, however, an apparently
difficult joining may be simplified by giving the Shon hook a slight in-
ward or outward turn, as the case may require. See plate 59, line 9 :
Missionary, conditional, conditionally, emotional, stationary, stationer,
national, passionately, fashionable, cautionary, auctioneer, confec-
tionery.
WRITING EXERCISE.
9. Write the following words for the teacher's inspection : Egyp-
tian, Japan, repletion, probation, desecration, dissection, compilation,
completion, depression, function (fungshon), preparation, contrition,
conjunction (conjungshon), distinction (dist-ingshon), expectation,
acceptation, compunction (compungshon), ascension, conflagration,
contradiction, apparition, functionary, recitation, restitution, destitu-
tion, machination (makination), impassionate (Empshon-Tee), ampu-
tation (Emp-Teeshon), configuration, section, seclusion (Skulshon),
violation, revolutionary (Rev-Layshon-Ray), lamination, illumination,
citation, proclamations, declamation, visitation, imitation, notation,
resignation, celebration, recognition, presumption (Presumshun),
veneration (Ven-Rayshun), receptions.
SECOND STAGE CURL FOR "E-SHON."
PARAGRAPHS 10 TO 16.
10. The large Shon hook requires a stem on which to be
turned (see plate 59). But there are many words like " position "
(poz-ishn, derived from " pose "), etc., in which the consonant im-
mediately preceding the " shn " syllable is most conveniently and
logically expressed by a circle, which circle it is not desirable to
change to a stem for the reception of the large Shon hook. To solve
218
this difficulty, when following a primitive properly terminating in a
circle, " shn " may be expressed by continuing the final circle of the
primitive into a curl upon the back of the stem. See plate 60, and
contrast (line 1) : Expose, expos-ition ; dispose, dispos-ition ; dis-
pense, dispens-ation ; sense, sens-ation ; (line 2) impose, impos-ition ;
converse, convers-ation ; recompense, recompens-ation ; compose,
compos-ition ; (line 3) decompose, decompos-ition ; suppose, suppos-
ition ; relax, relax-ation ; vex (veks), vex-ation ; (line 4) annex, an-
nex-ation ; tax, tax-ation ; propose, propos-ition ; decision, physician
(fiz-ishn), musician, requisition (re-kwiz-ishn), materialization.
11. (a) The E-shun curl may be followed by any character which
will join easily and legibly. See plate 60, line 5 : Sensational, con-
versational, transitional, musicianal, conversationalist, processional,
inquisitional, recessional. () The small circle may be written
clearly within the Shon hook or Eshun-curl. See plate 63, sentences
4 and 5.
PLATE 60.
WORD .EXERCISE ON E-SHUN CURE.
r r r r
...... JL ...... cL ....... JL ......... 4 ........... <
\) >>_ ^ V
"E-SHUN" CURL NOMENCLATURE.
12. The foregoing illustrations evidence the fact that when the
E-shun curl is used no place is provided for the sign of a vowel
which occurs between " shn " and the preceding circle (see Scale). *
This lack is atoned for by mentally prefixing the vowel sound of
219
" ebb " to the Shn syllable and styling the curl " E-shun " thus
vocalizing the pronunciation, as it were, instead of the outline. Note
that the curl represents two syllables, the first syllable being simply
a vowel sound, and the curl is never used for the single syllable
" shon " unaccompanied by the preceding vowel syllable. That is, it
may be used in writing " combination " (kombin-a-shon), but not in
" pension " (pen-shon). To emphasize the preceding remarks, do
not call this curl simply " shun." To do so is to deprive it of its
syllabic suggestiveness. Always associate the initial vowel, and
think of it as E-shun, and speak of it as E-shun. For illustration, see
plate 60, line 6, and note the relative suggestiveness of the names of
the various outlines, viz.: Con-Vurshon, Con-Vurs-Eshun ; Mushon,
Mez-Eshun ; Pushon, Pez-Eshun ; Kwayshun, Kwez-Eshun : Ukshun,
Uks-Eshun.
13. The nomenclature of this lesson is especially valuable, and
should be thoroughly memorized. The following are the names of
the outlines in plate 60, lines 1 to 5 inclusive : (Line 1) Uks-Puz,
Uks-Puz-Eshun , Duz-Puz, Duz-Puz-Eshun ; Duz-Pens, Duz-Pens-
Eshun ; Sens, Sens-Eshun ; (line 2) Umpz, Umpz-Eshun ; con-Vurs,
con-Vurs-Eshun : Ru-com-Pens, Ru-com-Pens-Eshun ; com-Pez, com-
Pez-Eshun ; (line 3) Du-com-Pez, Du com-Pez-Eshun, Spez, Spez-
Eshun; Rl-Uks, Rl-Uks-Eshun ; Vu-Uks, Vu-Uks-Eshun ; (line 4)
Un-Uks, Un-Uks-Eshun ; Tu-Uks, Tu-Uks-Eshun ; Pre-Pez, Pre-Pez-
Eshun ; Dez-Eshun, Fez-Eshun, Mez-Eshun, Ru-Kwez-Eshun, Metr-
Luz-Eshun ; (line 5) Sens-Eshun-L, con-Vrs-Eshun-L, Mez-Eshun-L,
con-Vrs-Eshun-Lest, Pres-Eshun-L, Un-Kwez-Eshun-L, Rus-Eshun-L.
It is the mission of the nomenclature to recall the spoken word. Test
this by seeing if the words can be recognized by means of the
names.
14. As the large Shon hook on plain straight stems is turned on
the side opposite to the accented vowel, the sign for " auction " is
called Ukshon, that for " caution " is called Keshon, etc.
15. Practise plate 60 as directed on page 14, paragraphs 8 and 9.
220
WRITING EXERCISE.
16. Write the following words for the teacher's inspection, as
directed on page 21, paragraph 42: Sensation, opposition, supposi-
tion, physicians, musicians, taxation, vexation, vacation, realization,
preposition, materialization, requisition, disposition, dispensation,
imposition, mobilization.
THIRD STAGE-GUIDE TO CHOICE BETWEEN THE VARIOUS
EXPRESSIONS OF " SHN."
PARAGRAPHS 17 TO 27.
17. When " sh." and " n " are the only consonants in a word (as
in " shine ") the Sh-stem must be used in connection with either the
N-hook or the En-stem, as the vocalization may require. See plate
61, line 1 : Shine, shiny.
18. (a) Analogy (likeness) between primitives and derivatives is
an important guide to the choice between the various ways of writing
" shn " the Shen-stem, the Shon-hook, and the E-shun curl. The
idea is to select the expression which will favor the retention of the
primitive form and at the same time reflect the spoken syllable. (/>)
For instance, "combine" requires an N-hook; therefore its derivative
" combination " does not logically take the Shon-hook, which would
require the N-stem. Either the Shen-stem or the E-shun curl would
be allowable, as a vowel sound precedes the " shn " syllable -(a-shn).
(c) " Pension " may be written with either the Un-stem and Shon-
hook or the N-hook and Shen-stem ; but not with the E-shun curl, as
no vowel precedes " shn " in this word. The E-shun curl is only
allowable in words where a vowel sound immediately precedes " shn."
Pen-Shen seems most syllabic, and best suits the derivative " Pen-
sioned." (rt') As suggested above, the E-shun curl is occasionally
used after Final hooks, (e) The primitive " admonish " terminates
in the Ush-stem. The formative N in " admonition " (admonish-n)
is properly expressed by the N-hook, causing the " shn " syllable to
be expressed by the Shen-stem. (/) In "condemnation," " nation "
221
is properly expressed by Neshon (the Un-stem and Shon-hook), as
the primitive word ends in a plain stem. These thoughts are illus-
trated in plate 61. Compare primitives and derivatives: (Line 1)
Admonish, admonition ; diminish, diminution ; condemn, condemna-
tion ; damn, damnation ; (line 2) profess*, profession ; convert, con-
version ; converse, conversation ; improvise, improvisation ; -(line 3)
Prussia, Prussian ; Russia, Russian ; Persia, Persian ; Paris, Parisian ;
(line 4) divide, division ; provide, provision, provisional ; combine,
combination ; examine, examination ; (line 5) decline, declension,
PLATE 61.
COMPARATIVE EXERCISE ON SHON AND E-SHUN.
r I v \
: Jj t .1) ^
222
declination ; suspend, suspension, suspicion ; mention, mentioned ;
pension, pensioned ; (line 6) dominate, domination ; exterminate
('sterminate), extermination ; reclaim, reclamation ; incline, inclination.
19. The vowels require the Shen-stem in the following cases (see
plate 61, line 7): Deviate, deviation (deev-yashun) ; abbreviate, ab-
breviation ; extenuate, extenuation ; situate, situation (compare with
" station ").
20. (a) " Commission ' and " commotion " are best expressed by
Ku-Um and the Shon-hook. This provides a more convenient form
for these words and their derivatives than the " con "-dot and Shen-
stem. " Connection " is outlined on a similar plan. See plate 61,
line 8 : Commotion, commission, commissioned, commissioner, con-
nection, (fr) As in case of other final hooks, a T or a D added by
halving reads after the sound of the Shon-hook.
21. In a few instances exception may be made to the rules laid
down in paragraphs 4 and 5 when necessary to secure important
distinctions. For instance, see plate 61, line 8 : Dissection, dessica-
tion ; transgression, transaction. The intelligent writer will use his
judgment in such cases.
USE OF THE CURL FOR BOTH N AND E-SHUN.
22. The use of the curl to express both N and E-shun will not be
found confusing if the curl to express N is restricted to Right circles
the En stem being used with Left circles. The restrictions thus
imposed narrow the use of the curl for N to a few cases where it
would not naturally be employed for E-shun. See plate 61, line 9,
and contrast : Poison, position ; design, decision ; reason, recision ;
arson, Samson, mason, musician, cousin, accession. The only legiti-
mate conflict might be between " mason " and "musician," as applied
to occupations ; but this risk can be easily avoided by either vocalizing
or positioning.
23. Caution. (a) It is desired to impress the fact that the E-skun
syllable is represented by the curl ; and an associated circle repre-
223
sents an additional sound of S or Z. The Pez-Eshun sign, for
instance, is appropriate for " position " (poz-i-shun) ; but improper
for " passion " (pashun), for which should be used the large Shon
hook on the Pu stem. To reiterate, the circle represents no part of
the Shn combination, and should not be used unless there is a sound
of S or Z in the word, (ft) Also, note that the curl represents two
syllables (a vowel constituting the first, and consonants constituting
the second " e-shn "). Therefore, while the curl may be properly
used in " pos-i-tion," " combin-a-tion," etc., it should not be used in
" pension " (pen-shn), etc.
SOUNDS OMITTED.
24. (a) K may be safely and profitably omitted before " shn "
in the following instances (see plate 61, line 10): Sanction (written
as if pronounced " sangshun), distinction (distingshun), instruc-
tion (instrushun), justification (justifishun), specification (specifi-
shun), classification (klasifishun). (l>) Retain the K in " construc-
tion " and " infraction," in order to avoid conflict with " considera-
tion " and " inversion " (see plate 61, line 10). (<:) Specially note
that the final syllables "fication'' are written as if pronounced
"fishon."
SPECIAL DISTINCTIONS.
25. Line 11 of plate 61 illustrates the distinction between the
following words : Preparation, appropriation, proportion (R of second
syllable omitted) ; rational, irrational ; aspersion, aspiration ; expres-
sion, suppression ; national, notional.
26. Practise plate 61 as directed on page 14, paragraphs 8 and 9.
WRITING EXERCISE.
27. Write the following words for the teacher's inspection, as
directed on page 21, paragraph 42 : Passion, position, conversion,
conversation, instigation, designation, libation, renovation, estimation,
reclamation, requisition, deputation, adoption, adaptation, degrada-
tion, communication, consolation, observation, continuation, prepara-
224
tion, appropriation, proportion, constitution, restitution, substitution,
ruination, destination, approbation, disquisition, exposition, sensa-
tional, conversational, admonition, condemnation, contractions, sub-
traction, extraction, extrication, deception, dissipation, suffusion,
commissioned, missionary, demolition, evolution, arson, recession,
resign, ratification, rectification, notification.
FOURTH STAGE PARAGRAPHS 28 TO 31.
PLATE 62.
SHON AND E-SHUN HOOK WORD SIGNS, ETC.
\ _ Executive
J? __ I
Misin- ^-bO Representa-
_
Opposition __ J? __ Information _..^r__ ___ session
n
- A-e
Position _______ _j ___ formation ............ ______ tion
Call your <^-^ Representa-
Possession ______ \ ..... attention ....... ____ Ju_ ..... live . ....... //Ax..._
J Calling your <^^ Atlantic
Objection ______ \ ____ attention _____ L Ocean ..... I , > ......
06 For your Pacific
Subjection ....\ ....... attention ........ _^, ___ Ocean ........ j& ________
6 Transporta- Indian ;T~3
Satisfaction ..._P _____ tion _ ..... __.'] ........ Ocean
Dissatis- i v>
faction .......... b ______ Transgression
J Night
Transaction . o ..... ___ session ____ l
28. Derivatives from Word Signs. For the teacher's inspection
write the following derivatives from the word signs, as directed on
page 21, paragraph 42 : Oppositions, positions, positioned (ed-tick) ;
objectionable, unobjectionable.
SENTENCE PRACTISE ON SHON AND E-SHUN HOOKS.
29. Practise plate 63 as directed on page 53, paragraph 103.
The following is the key : 1. He gave up his position because he
lost patience waiting for increased compensation. 2. The room's
225
small dimensions will occasion a diminution in the number of invita-
tions, if they heed my admonition. 3. The ocean is in commotion.
4. The poet should receive just compensation for his compositions.
5. Patience is one of the conditions of success. 6. The pump's
suction is poor. 7. The sessions occur three days in succession. 8.
They will make requisition for a portion of the construction material
to-morrow. 9. Annexation will lesson the general taxation. 10.
Being noisy and disregarding a caution, was the occasion of his ejec-
tion from the auction-room. 11. The price of the prescriptions, with
the exception of one, was beyond expectation. 12. He displayed
much taste in the disposition of his wares at the Exposition. 13.
Exceptions prove rules. 14. He refuses to sanction the deception,
considering it a rank imposition. 15. My commission came the day
following my promotion. 16. He wrote a communication denying
any connection with the mission affair. 17. I made the notation at
his instigation. 18. The inspection should have taken place at the
inception of the scheme. 19. His agitation caused commiseration.
20. His allegation is that the election story is a baseless fabrication,
which produced much irritation. 21. The election polls will be
placed in a new location this season. 22. He is of a passionate
nature, but he has a generous disposition. 23. Commissioner Brown
is an ex-missionary. 24. It was an exceptionally fine oration. 25.
They will receive an additional consideration on this occasion.
26. The national welfare requires an extra session of Congress. 27.
Shorthand has a fascination for the intelligent learner ; but it is a
vexation to the drone. 28. A new classification of the specifications
was his justification of the modifications. 29. Notification has been
received of a rectification of the walls of the fortification.
30. The following sentences are intended to be used as tests.
The teacher will assign as many as his judgment suggests: 1. The
extreme caution exercised by Dr. Mershon in the preparation of his
solutions insures the ingredients being mixed in the proper propor-
tions. 2. It was a special dispensation of Providence. 3. She was
PLATE 63.
SENTENCE EXERCISE ON SHON AND E-SHUN HOOKS.
v ^ i ^ " \ > ^"^
- : -------
227
very emotional. 4. The auctioneer asks extortionate commissions.
5. The revolutionary fathers await resurrection. 6. Their prices
defy competition. 7. His computations are erroneous. 8. William
is visionary. 9. The engineer gave cautionary signals. 10. She
looked at him compassionately. 11. He talks rationally. 12. She
buys her bonnets of a fashionable milliner. 13. The commissioner's
toleration of the petitioner's impudence was due to her exceptionally
fashionable appearance. 14. It was an electioneering scheme. 15.
Soldiers often form combinations in order to secure their pensions,
for which service lawyers receive liberal compensation. 16. I will
continue the case, but a continuation will intensify the tension and
increase the expenses. Shall it be continued? 17. You profess to
provide for your family, but your professions are a poor apology for
provisions. 18. He devotes all his spare time to his family, and
they show their appreciation of his devotion. 19. They must refrain
from deviating from the course laid out, as the least deviation will
defeat our plans. 20. The completion of the compilation of statistics
was a matter of compulsion. 21. The exactions of hunger make
necessary the execution of some plan to satisfy it. 22. Excessive
taxation is the ruination of a nation. 23. The Transportation De-
partment insists upon the restoration of rates. 24. The duties of
his position entitle a physician to liberal compensation. 25. The
ministers are in conversation concerning their conversions during the
past year. 26. David Payson occupies an honorable position. 27.
Henry Mason is a very fine musician. 28. Jacob Rawson was
arrested for committing arson, to his extreme consternation. 29.
The story was too sensational to receive credence. 30. Maria is
very conversational. 31. David Simpson, the stationer, supplies this
whole section with stationery. 32. The invasion was an innovation
(insert the " o " vowel) on the established rules of warfare. 33. His
ambition was to be at the head of the institution. 34. The con-
flagration reduced many to a condition of destitution. 35. The
minister presented the church constitution for the consideration cf
the congregation. 36. I desire you to make correction of the bill
228
enclosed to me for collection. 37. His proposition shows much pre-
sumption. 38. The resumption of clear weather is a consolation.
39. The people will receive the President's authorization of the
measure with approbation. 40. I have information that their chief
objection is to being held in subjection until the revolution is sup-
pressed. 41. Each state should have full Congressional representa-
tion. 42. If there is anything objectionable in my letter, he shall
have satisfaction ; though I thought it was unobjectionable. 43.
They incited revolutions, thinking by revolutionary means to revolu-
tionize public sentiment. 44. The dissatisfaction was caused by
misinformation and misrepresentation. 45. The night session was a
much more wearisome session than the day session. 46. Being the
closing session, the evening session was prolonged all night and
extended into a morning session. 47. It was more interesting than
any former session. 48. You copy to my satisfaction, and you may
therefore keep the situation which you now occupy at the Central
Station. 49. There was no opposition to my retaining the position,
as I was already in possession. 50. It was an exaggeration. 51.
Recognition of the fact that his recitation was worthy of emulation
proved a great stimulation. 52. Judicious speculation resulted in
large additions to his wealth. 53. The completion of the foundations
of the buildings at the Exposition gave gratification to everybody.
54. The Queen remained in seclusion until the restoration of peace.
55. In justification of his request for promotion, he called attention
to his " honorable mention " in the King's proclamation.
QUIZ ON SHON AND E-SHUN HOOKS.
31. How is "shn" expressed following plain stems? follow-
ing circles or F-V and N hooks ? 2. If a straight stem begins
with a circle or a hook, on which side of such stem should the Shon-
hook be turned ? 3. If there is no beginning circle or hook, what
influences the turning of the Shon-hook on straight stems ? 4. After
what stem modifications is the E-shun curl used ? 5. If a vowel does
not precede " shn," how should this syllable be expressed ?
229
CHAPTER XV.
RESUME VOWEL SUGGESTION OF VARIOUS CONSONANT
FORMS.
1. The preceding part of the book has led the student through
the shorthand principles and introduced him to the most valuable of
the reporting devices. The remaining pages, while presenting a few
new features, mainly coach in the application of what has gone before.
All the matter presented should be patiently practised as a necessary
step to taking up miscellaneous dictation. In every case read and
copy the engraved notes ; then write from the key, verifying by com-
parison with the engraved notes.
2. Wherever shorthand provides more than one way of writing a
consonant, and no serious question of combination is involved, choice
may be made to suggest the absence or presence of certain vowel
relations, viz.:
3. Absence of Beginning Vowel Is indicated if an outline begins
with a -circle, loop, semicircle, Lu, Ru, or Shu. See plate 64, line 1,
and contrast : Sack, ask ; state, estate ; wake, awake ; lame, elm ;
wrecked, erect ; shabby, Ashby.
4. Absence of Final Vowel Is indicated if an outline terminates
in a circle, loop, Ul, Ur, Ush, halved stem, lengthened stem, or final
hook. See plate 64, line 2 : Fuss, fussy ; dust, dusty ; fool, fellow ;
fire, fiery ; fish, fishy ; (line 3) pit, pity ; winter, wintry ; pen, penny ;
cough, coffee.
5. Absence of Medial Vowel. No vowel sound is supposed to exist
between an L or R hook and its stem ; or between the two sounds of
Ump-b ; or between any two or more sounds consecutively expressed
by stem-modification as in case of Steh-loop, circle or loop on a final
hook, circle terminating a halved stem, etc. That is to say, such
forms indicate coalescing consonants. See plate 64, line 4, and con-
230
trast : Blow, bellow ; try, tire ; imply, impel ; jests, justice ; recom-
pensed, compensate ; (line 5) rooster, restore ; grant, granite ; raved,
rivet ; plant, planet ; ants, entice.
PLATB 64.
I yA/^J^^.? 2
6. The student will note the qualification in paragraph 2 of this
chapter " and no serious question of combination is involved."
Speed and legibility are the watchwords of shorthand. Shorthand
originated in a desire to attain a speed in writing greater than that
conferred by longhand. Therefore, speed is the motive of shorthand.
But speed would be valueless if the notes could not be read after
being written ; they must be legible. Legibility, then, serves as a
brake (or check) upon speed. Speed should never pass beyond the
bounds of legibility. Legibility depends largely upon two things,
viz.: (a) The use of consonant forms that will stand the strain of
rapid work and not become confused in appearance with other con-
sonant forms ; and (b) upon the recognition of the important vowels
of words either by means of the vowel signs, or by so writing the
consonants as to suggest the vowel relation. Where the two require-
ments of legibility (distinctive joining and vowel suggestion) seriously
clash, the first mentioned requirement has precedence, and the second
must yield. Take the two-direction consonants by way of illustration.
According to paragraph 79, page 46, " room " should be written
Ray-Em. But Ray and Em, being joined without an angle, have a
tendency when written rapidly to look like Lay or La-Kay. Legi-
231
bility, therefore, requires Ar-Em, and if distinction is desired between
words like " arm " and " room," the vowel signs must be inserted.
A joining like Ar-Em is termed " standard," because not affected by
the vowel thought any more than are the other consonants which
have but one expression. The "standard" combinations become
regular exceptions to the rules for implying vowels, as the application
of these rules is based upon freedom to choose between two ways
of writing, and the standard joinings allow no choice. It is
patent, then, that if the standard joinings are thoroughly memorized,
exceptions are largely deprived of power to embarrass the operation
of the rules. The question to decide is, what joinings should be
classed as standard. The bad joinings may be classified under two
heads, viz.: (1) Those which are distinctive when written at a
moderate speed, and only become illegible when written at a high
rate ; and (2), those which are illegible when written at any speed.
Frequent exceptions are productive of mental hesitation to a writer,
and hesitation is undeniably fatal to speed. It follows that a
relatively slow outline which is readily recalled confers greater speed
than a more facile form that eludes the memory; therefore, the
author strictly applies the rules governing the use of the two direc-
tions of R and L to the first class specified above, and allows the
exceptions to only include the second class. The exceptions are
thus minimized, and manual and mental dexterity are harmonized to
the highest degree.
7. The standard joinings are as follows (note that a specified
point of joining also applies to the mate of the stem referred to) :
(a) Use Ar when immediately followed by Em.
(//) Use Ray when immediately followed by Tee or Ef.
(Y) Use Ray when immediately preceded^by Hay or Ray.
(d} Use Lay when immediately followed by Pee, Tee, Ef, or Ith.
(e) Use Lay when immediately preceded by Shay.
(/) Ul is generally preferred after Left-circles on curves (as in
232
"vessel," "nicely," etc.); and Lu after Right-circles on curves (as in
" loosely," " muscle," " whistle," etc.) Ru is generally preferred
after a circle on Ku or Gu (as in " exert," " grocer," " accuser," etc.).
(g) In other cases be governed by the relative arrangement of
vowel and consonant in the names of the two directions, as directed
on page 46, pars. 76 to 90.
8. The preceding remarks relate to choice between the two direc-
tions of the L and R stems. The choice between stem and hook is
formulated as follows :
(a) The coalescence of two consonants in their union without the
aid of an intervening vowel sound. The hooks indicate L or R's
coalescence with a preceding consonant (as in " ply," " reply," " try,"
etc.) ; the use of the L or R stems indicate the non-coalescence of these
sounds (as in " pile," " repeal," " tire," etc.).
() The hooks may be used for non-coalescing L or R in the fol-
lowing cases : (1) In a few words where legibility does not require
the recognition of the vowel and a difficult combination is avoided
by the use of the hook (as in " figured," " atmosphere," etc.) (2) In
the case of a few common prefixes, like "col" and "cor" (as in
" collect," " correct," etc.). (3) In the case of a few common words,
like " full," " call," etc., which require hooks in order to facilitate
phrasing. All words coming under these three heads should be
specially memorized, and in the text-books are generally collected in
lists for that purpose.
9. Caution. A rule should not be departed from for a trivial
reason, else the perception of it is dulled and its benefit lost. The
advantage to be gained by an exception should be so apparent as to
cause no misgjving as to its utility. When in doubt, stick to rule.
10. With reference to halving : The downward direction of R or
L, when halved, indicates the coalescence of a following T or D (as
in " belt," " bailed," " tart," " tarred ") ; the upward direction, when
halved, indicates the non-coalescence of a following T (as in " belate,"
233
" pirate"). To indicate a following non-coalescing D sound (as in
"bellowed," "pallid," " sorrowed "), the upward directions and the
Du-stem are used.
11. Utility of the N*curl. Un being a Left-motion (Involute) curve,
it joins awkwardly with Right-motion (Evolute) circles in writing
such words as " arson," etc. To meet such difficulties, and avoid
departures from the syllabic idea, the use of the In-curl is applied to
the termination of outlines following circles (as in " arson," " Mason,"
"frozen," etc.). The same restriction is placed upon its use at the
end as at the beginning of forms (as in " enslave," " unseemly," " un-
surmised ") viz.: The curl is used only in connection with Right
circles, never in connection with Left circles. This restriction makes
it a benefit, without tincture of danger. For instance, it would not
be used in "insight," " unsafe," "fas(t)en," "reason," " dozen."
12. Utility of the Ed=tick. The ordinary treatment of the "ed"
syllable (as in writing " treat-ed," "sort-ed," " slight-ed," etc.) either
necessitates a distortion of the primitive form, or a separation of the
Du-stem. The Ed-tick is introduced to obviate this difficulty. Its
mission is solely to avoid the reconstruction of primitive forms, or
the disjoining of the Du-stem. It is an expedient i. <?., a last resort.
The following rules show its restricted use :
(a) The " ed " suffix syllable is added by halving if the primitive
form terminates in a full-length stem (as in " wait-ed," " recite-ed,"
" exceed-ed," etc.).
(&) The " ed " syllable is added by the Du-stem if the primitive
terminates in a half-length to which the Du-stem can be legibly joined
(as in " need-ed," " separat-ed," " plott-ed," etc.).
(f) The " ed " syllable is added by the Tick when the primitive
form terminates in a loop (as in " roast-ed," " jest-ed," etc.), or in a
half-length with which the Du-stem does not join legibly (as in
" treat-ed," " fold-ed," " sort-ed "). The tick is to be preferred after
Lut or Umt, as in words like " slight-ed," " limited," etc. It may be
234
written at any angle ; and used in the restricted way recommended
does not seriously conflict with the " the "-tick.
13. Circle Rules Departed from to Imply Hooks. The simple circles
and loops are turned on and between stems according to certain well
defined rules (see page 79). If these rules are departed from, the
inference is that the circle or loop includes some hook sound. See
following line, and contrast :
pace pains paves close cloves cleanse disguise disgrace
^ .^ ^ v* ^ ^ JL. ....U..
CONFLICTING WORDS DISTINGUISHED.
14. Outside of the lists of contracted forms herein presented, the
pupil is expected to generally secure needed distinction by applying
the simple principles laid down for his guidance, as, for example, see
plate 65, line 1 : Fire, fiery, free ; ask, seek ; pledge, apology ; fiat,
fight ; auction, caution, (a) But a few common words defy ordinary,
logical distinctions, and to these cases arbitrary methods must be
applied. For example, "poor" and "pure" are conflicting words;
but, according to phonographic principles, both are entitled to the
same form and the same position. It is not desirable to distinguish
by vocalization except as a last resort, therefore the form is arbitrarily
varied by writing Pee-Ray for one of these words. This outline is
assigned to " pure " because it best suits its derivatives, while Pee-Ar
answers for the derivatives of " poor." See plate 65, line 2 : Poor,
poorer, poorly, poorest ; pure, purer, purely, purest, purified, purifica-
tion. () Where change of form is not practicable, difference of
position is the next resort ; as, for example, see plate 65, line 3 :
Position, opposition ; adapt, adopt ; ply, apply. (V) Where these
two expedients fail to secure needed distinctions, then partial vocali-
zation is resorted to the sign of some distinguishing vowel being
inserted. For example, see plate 65, line 3 : Keep copy, occupy.
235
PLATE 65.
15. As indicated above, the relative value of these methods is in
the order presented, viz.: (1) Variation of outline ; (2) difference of
position ; (3) partial vocalization. Many of the illustrations about to
be presented are systematic variations which have been already in-
troduced in the various chapters to which they properly belong. For
purpose of ready reference, however, they are here reproduced in
connection with other words covered by the three headings previously
referred to. Of course, space restricts the number of illustrations
presented, but careful study of those given should confer judgment
to handle similar cases.
WORDS DISTINGUISHED BY VARIATION OF OUTLINE.
16. See plate 66, line 1: Propose-perhaps, purpose; highland,
island ; market, marked ; abundant, abandoned ; prosecute, perse-
cute ; (line 2) prefer, proffer ; tenable, attainable ; predict, predicate ;
idolatry, adultery; corporal, corporeal; (line 3) renewed, ruined;
personal, personnel ; mortal, immortal ; moral, immoral ; (line 4)
mature, immature ; ingenious, ingenuous ; latitude, altitude ; gentle-
manly, gentle, genteel ; (line 5) aptness, pettiness ; petrify, putrify,
petrified, putrified ; patron, pattern ; passionate, patient ; (line 6)
placid, pellucid ; station, situation ; appropriation, proportion, prepara-
tion ; approach, porch ; oppressor, pursuer ; (line 7) prominent, pre-
eminent ; breath, birth ; disease, decease ; execrate, excoriate ;
monster, minister, ministry; (line 8) labored, elaborate; resume,
reassume ; violence, vileness ; insult, insulate ; impassioned, impas-
sionate ; (line 9) apportion, apparition ; production, predication, pro-
tection ; gentleman, agent ; stream, storm ; valuable, available ; (line
236
10) spread, support, separate ; Prussian, Persian, Parisian ; emigrant,
immigrant; priced, prized; (line 11) similar, smaller; train, turn;
total, detail ; resemble, re-assemble ; resort, re-assert.
PLATE 66.
WORDS DISTINGUISHED BY POSITION.
17. See plate 67, line 1: Permit, promote; traction, attraction;
anonymous, unanimous; admit, attempt; unavoidable, inevitable;
(line 2) impatient, impassioned ; there ought, there would ; humane,
human ; undefined, indefinite ; auditor, editor ; peaceable, possible.
18. (a) A natural distinction is secured between words like " test "
and " attest," etc., by placing in the third position the words begin-
ning with the vowel sound of the third-position light dot, and writing
the conflicting word in the second or first position, regardless of the
237
vowel sound ; see plate 67, line 3 : Claim, acclaim ; join, adjoin ;
ply, apply ; test, attest ; pose, oppose ; prove, approve.
(/;) Where both of two conflicting words begin with the third-
position light clot sound, then one must be thrown into the position
of some other vowel sound of the word ; see plate 67, line 4 : Adapt,
adopt.
Words abounding in consonants need vowel assistance less
than words of few consonants ; and as position is a vowel aid, it
follows that strong consonant forms do not require positioning as
much as weak consonant forms. As a general rule, positioning is
confined to primitive words of one or two stems and their derivatives,
derivatives always being given the position of their primitives. See
plate 67, line 4; Back, backward, backwardness; noble, nobles;
note, notable, notables. But primitives of more than two stems may,
as a rule, be written on the line, except occasionally, where exception
is required to avoid conflict.
PLATE 67.
.\^_ 1 n _. ....__b. I
--^ \
WORDS DISTINGUISHED BY PARTIAL VOCALIZATION.
19. It goes, as a matter of course, that a writer should insert a
vowel whenever lie thinks it necessary to the legibility of an outline,
if opportunity is afforded. A few of the common cases are here
given. See plate 68, line 1; Prompt, permit; voracity, veracity;
inner, near ; motion, emotion; mission, emission ; (line 2) infectious,
238
inefficacious ; honesty, insight ; noisy, uneasy ; thus, this ; us, say ;
editor, debtor.
PLATE 68.
i. V V Vc^f v^xf ^ ^ 0-^5
POSITIVE AND NEGATIVE WORDS.
20. A positive word affirms a quality or condition, as " legal,"
" necessary," etc. A privative prefix, as " il " in " illegal," " un " in
" unnecessary," etc., deprives the positive word of its original mean-
ing and imparts to it a directly opposite one ; it is, therefore, neces-
sary to clearly distinguish between such words in shorthand writing.
The words formed by the union of the privative prefixes are called
"negatives," because they negate or oppose the meaning of the
primitive. There are a variety of negative prefixes, viz.: " II," " ir,"
" im," " in," " un," " an," " a," etc., all having the meaning of " not,"
when prefixed to the positive word. In many words the choice of
these prefixes is governed by euphony, that syllable being selected
which combines most smoothly with the initial sound of the positive
word. For instance, words beginning with " 1 " take the " il " prefix;
those beginning with " r " take the " ir " prefix ; those beginning
with " m " take the " im " prefix, etc. This will be clearly seen by
comparing the following positive and negative words : Legal, illegal ;
regular, irregular ; material, immaterial.; noxious, innoxious ; natural,
unnatural, etc. Ordinary pronunciation of the above words shows
that the consonant of the prefix and the initial consonant of the
positive word blend, and are heard as one sound. This being true,
the distinction between such positive and negative words is that the
positive begins with a consonant, and the negative begins with a
vowel, for example: " Logical," " i-logical "; " necessary," " u-neces-
sary," etc. Therefore, if in the shorthand expression the initial vowel
239
is written or implied, it is unnecessary to repeat the consonant. But
if the initial vowel is neither written nor implied, then it is necessary
to write the consonant of the negative prefix, as it is the feature that
distinguishes the negative from the positive word. There are several
ways of implying the vowel of the negative prefix. One way is to
write the negative word in the position of the initial vowel, and the
positive word in some other position. Another method is to utilize
the two-direction consonants (R and L) writing them downward to
imply the initial vowel of the negative, and writing them upward to
indicate the beginning consonant of the positive. This latter method
is illustrated by the contractions presented for " regular " and " ir-
regular." Still another method is to always write the sign of the
initial vowel of the negative word. The safest of these methods,
however, for the average writer is to write the consonant of the
negative prefix, and thus secure variation of form the best of distinc-
tions. This method favors syllabic writing, and avoids violent
changes of primitive forms ; it is, therefore, the one recommended.
The following words are presented for practise along this line ; see
plate 69, line 1 : Logical, illogical ; responsible, irresponsible ; re-
trievable, irretrievable ; legal, illegal ; (line 2) moral, immoral ; mortal,
immortal ; material, immaterial ; noxious, innoxious ; (line 3) natural,
unnatural ; necessary, unnecessary ; resolute, irresolute ; resistible,
irresistible ; rational, irrational. The simplicity of this treatment,
while, perhaps, imposing a little extra tax upon the hand, finds ample
compensation in the extra mental quickness conferred ; and remem-
ber that the hand always waits upon the mind the mental action
precedes the manual.
PLATE 69.
r
240
NAMES OF DAYS OF WEEK, MONTHS, ETC.
21. See plate 70, line 1 : Sunday, Monday, Tuesday, Wednesday,
Thursday, "Friday, Saturday, to-day, to-morrow, yesterday ; (line 2)
January, February, March, April, May, June, July, August, Septem-
ber, October, November, December ; (line 3) instant (inst), ultimo
(ult.), proximo (prox.), 1st inst., 2nd inst., evening, afternoon, forenoon,
7th ult., 5th prox.
PLATE 70.
.._.... ...... *. ....... ....... ^... J. ..... /^.:L
POINTS OF COMPASS AND DIRECTIONS.
22. Plate 71, line 1 : North, south, east, west, northeast, north-
west, southeast, southwest, northern, southern, eastern, western; (line
2) northward, southward, eastward (easurd), westward (wesurd),
northerly, southerly, easterly, westerly, northeasterly, southeasterly;
(line 3) northwesterly, southwesterly, northeastern, southeastern,
northwestern, southwestern, northeaster; (line 4) southeaster, north-
wester, southwester, downward, outward, upward, inward, onward.
PLATE 71.
<w ) "^ W q; ~^ ^N ^ ^ "TV
JU__L ....... fl ................. H ........ _b ........... .....0 ...... . ..... ..A._...:!l ..... L_.. ____ L
_.
!D. ........ i....
EXPRESSION OF NUMERALS, FRACTIONS, ETC.
23. Eight and eighteen are best expressed by the Arabic char-
acters, as conflicts would result from the use of the shorthand signs.
The other digits, and numbers up to 19 inclusive may be safely
written in shorthand ; see plate 72, line 1:1,2, 3, 4, 5, 6, 7, 9,
10; (line 2) 11, 12, 13, 14, 15, 16, 17, 19.
24. The syllable " ty " (as in " twenty," " thirty," etc.) means " ten
times," viz.: 20 equals ten times 2 ; 30 equals ten times 3, etc. This
" ty " syllable may be expressed by a long stroke written in the direc-
tion of Ru, and attached to the digit ; see plate 72, line 3 : 20, 30,
40, 50, 60, 70, 80, 90.
25. The sign Und is used to represent " hundred " ; Uth
to represent " thousand " ; Mul, " million " ; Bu-Len, " billion " ;
Tru-Len, "trillion," etc. These signs are especially valuable in
writing mixed denominations (such as 1,007,003), which are most
safely written just as heard, viz.: "one million, seven thousand, and
three," etc. For illustration, see plate 72, line 4: 100, 1,000,
1,000,000, 20,000, 30,000,000, 100,000, 100,000,000, 3,000,000,000;
(line 5) 5,000,020,002, 20,040,030.
26. Conflict between " dollars " and " days " is avoided by omit-
ing the circle from the outline for " dollars," trusting to the remainder
of the phrase to indicate the plural idea. See plate 72, line 5 :
Twelve days, twelve dollars.
27. In phrases like " three or four," etc., the consonant sound of
" or " may be expressed by either Ru or the R-hook, in order to
facilitate phrasing ; see plate 72, line 6 : Three or four, four or five,
five or six, six or seven, seven or eight, nine or ten.
28. When occurring singly, " one " and " six " are more safely
written in shorthand, as the figures conflict with shorthand characters
(Chu, Ju, and Theses).
29. In writing fractions, omit the dividing line, viz : \, |, etc.
242
In case of mixed numbers, where only one of the denominator is
given, omit the numerator and write the denominator (if less than
ten) as a superior figure, viz.: 2 3 (2^), 5 8 (5^). If the fraction is
one-tenth, or more, both terms must be written in order to avoid con-
flict with cents, which are written with superior figures. Contrast
the following: 5 8 (5#), 5 08 ($5.08); 3^, 3 10 ($3.10). In writing
dates, sink the numeral indicating year below that indicating month,
thus avoiding possible conflict with dollars and cents, etc. Contrast :
Julyl0 95 ; July, 10" ($10.95).
PLATE 72.
JP
!r^k_A^] _^l
STATES, TERRITORIES, FOREIGN COUNTRIES, CITIES, ETC.
30. States and Territories. Plate 73, line 1 : Alabama, Arizona,
Arkansas, California, Colorado, Connecticut, Delaware ; (line 2)
District of Columbia, Florida, Georgia, Idaho, Illinois, Indiana, Iowa,
Kansas, Kentucky; (line 3) Louisiana, Maine, Maryland, Massachu-
setts, Michigan, Minnesota, Mississippi, Missouri ; (line 4) Montana,
Nebraska, Nevada, New Hampshire, New York, New Jersey, New
Mexico ; (line 5) North Carolina, North Dakota, Ohio, Oklahoma,
Oregon, Pennsylvania, Rhode Island; (line 6) South Carolina, South
Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington,
West Virginia, Wisconsin, Wyoming.
243
31. Foreign Countries and Grand Divisions. Plate 73, line 7 : Cuba,
Philippines, Hawaii, Canada, Alaska, Asia, Austria, Australia; (line
8) Africa, Arabia, Belgium, Brazil, China, Corsica, Chili, Central
America; (line 9) Denmark, Equador, Egypt, Europe, England,
France, Germany, Great Britain; (line 10) Greece, Haiti, Honduras,
Guatemala, Holland, Italy, Ireland, Japan ; (line 11) India, Liberia,
Mexico, North America, Netherlands, Nova Scotia, Norway ; (line
12) New Zealand, Portugal, Paraguay, Poland, Patagonia, Persia,
Prussia; (line 13) Russia, Siberia, Spain, Saxony, Sweden, Scandi-
navia, Siam ; (line 14) Sardinia, Scotland, Switzerland, South
America, Sandwich Islands, Turkey, Tunis; (line 15) Tuscany,
Uruguay, United States, Venezuela, Wales, Algiers, Roumania.
32. Foreign Cities. Plate 73, line 16: London, Paris, Berlin,
Canton, Vienna, Tokio, Pekin, Moscow, Constantinople, Warsaw ;
(line 17) Calcutta, Hamburg, Glasgow, Brussels, Liverpool, Amster-
dam, Melbourne, Milan, Marseilles; (line 18) Munich, Leipsic,
Shanghai, Breslau, Dresden, Cologne, Copenhagen, Lisbon, Stutt-
gart; (line 19) Rotterdam, Palermo, Lucknow, Barcelona, Antwerp,
Dublin, Hong Kong, Montreal ; (line 20) Trieste, Venice, Havana,
Yokohama, Madrid, Manila, Christiana, Dantzig, Strousburg, Leghorn.
244
PLATE 73.
STATES, TERRITORIES, FOREIGN COUNTRIES, AND FOREIGN CITIES.
l_C.
___N_^TT>/1 !S f-
g ^1 / x-"~^ -J
^ : p"""^ ~ ^"". 2~V~
~r'^"^'"^ ^ ^ r^Y\ ,
I I T-
m.^ 1. ^1 </r1^ > . .Zlr^r. !Z -.. kr....
_ . -v- r - ^-:-
to,d..
I
J
S
(
245
33. Cities and Towns of the United States Plate 74, line 1 : Albany,
Altoona, Alexandria, Alexander, Allegheny, Alliance, Anderson, An-
sonia ; (line 2) Asheville, Atchison, Athens, Atlanta, Toronto, At-
lantic City, Attleboro, Auburn, Augusta, Aurora; (line 3) Austin,
Baltimore, Baton Rouge, Battle Creek, Bethlehem, Bellaire, Butler,
Beverly, Binghamton ; (line 4) Birmingham, Bloomington, Boston,
Bridgeport, Bristol, Buffalo, Brooklyn, Brookline, Brownsville ; (line 5)
Bruceville, Burlington, Cairo (111.), Cairo (Egypt), Carlisle, Chatta-
nooga, Chelsea Cheyenne, Shiloh ; (line 6) Chicago, Cincinnati,
Cleveland, Columbia, Concord, Council Bluffs, Covington, Charleston ;
(line 7) Cumberland, Danville, Danvers, Denver, Davenport, Defiance,
Des Moines, Detroit, Dunkirk ; (line 8) Edgewater, Elgin, Elizabeth,
Evanston, Emporia, Evansville, Fall River, Florence, Fort Madison ;
(line 9) Fort Scott, Fort Wayne, Fort Smith, Fostoria, Fresno, Gaines-
ville, Galesburg, Gloversville ; (line 10) Galveston, Gloucester, Hack-
ensack, Hoboken, Hagerstown, Hannibal, Harrisburg ; (line 11)
Hartford, Haverhlll, Hazelton, Helena, Holyoke, Hornellsville, Inde-
pendence, Indianapolis; (line 12) Janesville, Jeffersonville, Jefferson
City, Jersey City, Kalamazoo, Kingston, Kansas City, Kenosha,
Keokuk; (line 13) Knoxville, Lawrence, Louisville, Leavenworth,
Manchester, Mansfield, McKeesport, Memphis ; (line 14) Middletown,
Mobile, Milwaukee, Montgomery, New Orleans, New Brunswick,
New Haven ; (line 15) New York, Nashville, Newark, Norristown,
Norfolk, Norwich, Omaha, Orange, Oswego ; (line 16) Ottumwa,
Ogdensburg, Paducah, Parkersburg, Paterson, Peoria, Peru, Passaic,
Peekskill; (line 17) Petersburg, Pittsburg, Philadelphia, Portland,
Portsmouth, Providence, Pueblo, Rahway, Rochester, Roanoke;
(line 18) Rock Island, Rockland, St. Cloud, St. Louis, Sacramento,
San Francisco, Santa Fe, Saratoga, Schenectady, Sioux City; (line
19) Shenandoah, Syracuse, Titusville, Union. Uniontown, Vicksburg,
Valparaiso, Wilkesbarre ; (line 20) Waukesha, Williamsport, Wil-
mington, Watertown, Yonkers, Zanesville, Woonsocket, Ypsilanti,
Washington, London.
246
PLATE 74.
CITIES AND TOWNS OF THE UNITED STATES.
247
CHAPTER XVI.
ALPHABETICAL ARRANGEMENT OF WORD SIGNS, ETC.
1. In the various chapters will be found word signs, etc., arranged
in order of the Phonographic alphabet, and if the student has com-
plied with the suggestion of par. 30, page 70, he will possess a list
grouped according to the principle involved, specially convenient for
the reader of unkeyed Phonography. An additional presentation of
the word signs, etc., is here given in tabular form, specially designed
for reference while writing, the words being arranged in the order of
the Roman alphabet. The list has been swelled by a few desirable
forms, as well as by a few outlines introduced for purpose of com-
parison.
2. Where the same sign is presented for two or more words,
there need be no fear of legitimate conflict, and the student should
feel no timidity in using it. The practise would not be recommended
if experience had not demonstrated its safety. The context will
guide in determining the word to be read, as it does in longhand in
cases of words spelled alike, as "read," " row," "tear," etc., viz.:
" They may tear the paper," " She dropped a tear," " She may read,"
" They have read," " Jacob may take the oars and row," " They
caused a row." Where the context cannot be depended upon to
distinguish, words having the same form are placed in different posi-
tions, without regard to their vowels ; for instance, " do " in the
second to distinguish it from " had " in the third. Many words like
"may," " me," " at," " by," etc., are introduced in most text-books
among the word signs. But as they are full forms and written in
their vowel position, they are here omitted as unnecessarily swelling
the word-sign lists. In this connection, the student should remember
that single-stem forms (whether simple, like Pu, or a group-sign,
like Pus) should be written in vowel position unless otherwise
specified.
248
PLATE 75.
WORD SIGNS ALPHABETICALLY ARRANGED.
Angel f
Appearance V-
Ability_ JL
Alone r*
Because .11....
Com mon ...:_^/.._
Child r
A we-Al ready.
All x
Belief-ve ^
Beyond....
Children. ./ .
About
Again
Barrel _\
(Bushel) \ )
Circumstance...J_
Company )
(Co.) f
Care c
V
A
Above \
An-And
Amount ^
Been ^
Arrive >?
(Account) ^_
Average. t
Acknowledg^-^
-ment /
Before v
Cared c-
(Leave) LJ^
Behind
Call ~
Accord-ing c-
Begin
Called J~
Advantage /
Astonish
-ment i__^.
Begun. . . 3 ...
Court ,. .CT.
Assure T
As it ).
Began.
Can o
Advertisement I
Any
As well as L_
Bank v
Bankrupt \
Cannot -^
As much as ^
Correct
Are /
Able to S.
Bankruptcy \
W
Beginner ^
Collect c
As
At our 1
Cheerful-ly
As-has As-is.....a....
Awhile ST..
Aware _/
Await ^
At all p
At once i
Balance \
(D)
Dollar ' ..
By all ^
d
Appropriate %
Board <\
Build-t *
Do 1
x
(B)
But i
1
Doctor '
After v
(0
Could..
Dear 1
Appear "X
\
Be. \
During. 1
PLATE 76.
WORD SIGNS.
(Continued.)
Difficutlt-y...c_
Differ-ent i
-ence . . I
Formal ..\cix
Had i...
o
Is-as is-rus
Form er__V<^4 -
Favor ^x
Had not
o
His_
Infer \^
Defendant I
Inferred X.
Did not .. J . _
Familiar
-ity \^r^....
Has ... o
Inference._^X^
Into ^"^1
Do not J
Forget L.
Has-as has-his. o
(E)
Ever .V-
x.
Forgot V
Hundred ~~>_
Hand....
consequence
Inexperience *.._
Information
ex
Forgive-n . .* '
Every _J
Further. C ~ N \
However v .....
Flow.
Entire
(G)
Give-n .
In order to
Embarrass x* "&
Him ^
Irregular
-ity _i
Equal-ly
He. ..
Is it )
Equality
Gives
His own
In our.
\
Experience....
Good _ ..
In all
Establish
-meat 1
Eon. ... ^ _
Guard
Indispen- ,0
sable o . .
jar
Great . <-
Itseil 1.
Influence
Intelligent ...ST .
General-ly J
Intelligence.....^!
(J)
Junior /
Fact
On linn
Issue . ..)
First o
Gentleman
[mportancel^^
Important.-'
Full-y <L
J
Gentlemen J.
(H)
Hope \
Happy [ .\.
Have .s
Impossible ^-&
-itv
J cf
(K)
Knowledge- -T/...
Large _ /
Follow _^r
T y
Improve
From ^
Improved_<nr^o
Is
For our ^\
249
PLATE 77.
WORD SIGNS.
(Continued,)
Langu age._. N^._.
Long
Manufao-^.
turer .. . V.
Of it
(ov it). S:
Objection ....\
Objective \ .
(P)
Party. _. \ _
Put
Manufao ^t \
tory v/
Of their \
(ov thr) _ >^_
Lord
Machinery J/
On .
Larger. .9.
Longer......
Manu-
script ^~" \
On l". .. ..
Manner.__....s_^.
W
Next ^&
On-to. A
Legislature, d
Onward . .
Pleasure J
Last week /^ .
Often (ofn) ^
Prove JSj
Enlarge..... ^/....
New. .v^_-x.
(Even) ^
Professor. _^i
Particular......^.
Part f \
Enlarged ._
Now ^^\
Over ^
(M)
Mr. ^
Nature ^
Offer ^
Natural-ly. ^
One ^
Plaintiff S
Mere
r
Not '
(When) ^
Position \,
Murder <? N
Near) ^s
Nor 5
Other. ^
Possession \^._
More ~s
Number.......c\.
Neither
Ouffht
Purpose \
Martyr
Ought (to) 6
have
Publish I \
Public \. V
Publication...\.
Million
Neverthe- .^
less ^d
O-oh-owe.. . i
Much /
Movement
Notwith- ^
standing _X.
s ~\
Never _ x_
Opportunity.. .....
Own ..
\)
Publisher \^ .
Proper \ ...
May have.._./^>._..
May be ^^
Next week.v^
Owned
c\
Propertv \ -.
(0)
Of
Opinion 2
<\ 1
Propriety....._\_
Politics ... < hr
May not ^
Opposition J?._.
Object \.
50 /
lvianutac~/ ~~ i
ture V
Of all Q
(ovawl) Ss
Peculiar-ity..\
2
251
PLATE 78.
WORD SIGNS.
Continued
(Q)
Quite
Several v^
The "... .
Transgress J\
Quality I
Supt.
To be v
Together
Think (
Transform q
Qualify X_.
Shall J_
Transpor- F^
tation 1 ^^~ > -
(R)
Real Egtate.c/f..
Read ^
Sure-ly JJ
This week.__C_
Turn I/ 5
Somewhat
Thank )
Thousand.).../....
Them C
Short y
(u)
United States.^.
Use (noun). \ .
Us 1_
Rail c/
Secure
Though (
Raihvay c/^
Skill !
These ^
Remember ~\~
Scale. .^_
This C_.._
Remem- <^
brance ^
School
Those (
Use (verbl....)
Under ^
Remark
\
Surprise J2
English ) ^
Thing (....
Regular-ity y
Spirit
That (
Usual-ly _J
Represent /\
Southern
Satisfaction P
Subject. \
Subjection \....
Subjective...\
(T)
To
Thought
Upon \
Represen- .
tation.. ./ o.
Tiin
Tell ( 1
(v)
Very _.!^i _...
Value C
Represen-
tative */.\>..
Told. L
Toward q
Their ~j ;"'
There \ )
Regard.. _Z...
Regret s
Valued
Rather _ /
They are)
They have ()
. -
(w)
Who y
Return -v/ 5
Throughout
(s)
Should /
Too v
.._
There were.....)....
There ought...?...
There would... !),.
Whom
Two
Whose. \ _
Wish -J
Satisfactory.....?....
Time ti
PLATE 79.
WORD SIGNS.
Continued
Will (verb) f
Why 5
Whenever_._TA^_..
Which are j
Will (nounljC.
Was )
Way. ^
While f
Whoever )
Who have ) j
We will f
Which were....? _
Writer -v
Which ._/
Where <*/.
We may
Would it not p
Without C
When_ <z ~^
We can
J
Were not </>
Within t
Want . ^
Withheld ._
c/>
We are not
We-with
Word c*r "5
Withhold s(
(0
We will not_
Were c
Withal (
Withstand j>
Will have (*
What
Whatever V.
Withstood... V
Whether ^\
Would a
Whichever I
With all . (
World t^L.
Year .. r
Your... __._.
You __.
Yet ..
TICK, CIRCLE AND SEMICIRCLE PHRASES.
Of the_
And how
As to . J? . ..
With his-us^...!....
Or the_... .1-
On a-an
As to the... 5
And we I -c
And with(
To the >
On the -
Of his-us
But we I
]5ut were )
But the_ t-
Should the .^.
To his-us ~v>
And you ^
Of a-an ^
Is the _ ^
And is-his.
And you)
should ) **
To a-an ,\_
He is /
And as-has.- -o ...
But you K
And he
On his-us
Is as i o
Is his '
But you )
And who.. ._-/ ....
He has <s
As is }
As has f _o
And I ? -
And the
Has the \
As the \ xo
Who are 2
You and I ^.^
And a-an ,
And to. r\...
Has a-an)
As a-an \... a.
Is a-an__.
Whoever \
Who liavef. .....
Ought r " t "
(to) have L-
252
253
3. Where the same outline stands for several different words
which differ simply in their terminations, such terminations are ap-
pended with a hyphen, instead of writing each word in full, viz.:
Differ-ent-ence.
4. The word signs and contractions should be so thoroughly
memorized that they can be written at a high rate of speed, and read
without hesitation.
5. The form for " read " given on page 251 represents the present
tense ; the past tense of " read " is represented by Ru-Du-2, for sake
of distinction.
CHAPTER XVII.
MISCELLANEOUS PHRASES.
1. The phrases in plates 80 to 85 are those which are liable to be
encountered in ordinary dictation, and should be thoroughly familiar-
ized. Copy them from the plate, verifying by reference to the keys.
Then write them from the keys (from dictation if possible), verifying
by comparison with the notes in the plates. Thus, not only will
valuable phrases be acquired, but knowledge of the word signs be
strengthened the phrases being largely combinations of word signs.
Before engaging in this practise, carefully study the following
paragraphs.
SPECIAL PHRASING EXPEDIENTS.
2. The coalescent Yuh written on the line for " you " and beginning
a phrase may be joined as a hook to any descending stem without
danger of being read for an L or an R hook as under such circum-
stances no one of the three vowel positions would cause the hook to
rest upon the line. See plate 80, line 1, and compare: Dry, dray,
drew, you had ; three, throw, threw, you say. Of course, there
would be risk attending the extension of this idea to " you " in the
middle of phrases, as in "" if you do," etc. However, Yuh may be
254
turned as a hook upon the back of a curved stem uiuler any circum-
stances, as the R or the L hook never occurs in such situations ; see
plate 80, line 1 : If you have, do you have, do you think, do you
know.
3. No conflict results from joining Weh (representing " we ") as a
hook to Ku in the phrase " we can " and derivative phrases ; see
plate 80, line 1 : We can, we cannot. Confine the practise to these
two phrases.
4. " We," " with," and " you " may be joined at the end of phrases,
and the " you " semicircle may open upward or downward as the
joining requires. See plate 80, line 2 : Sent you, remit you, if you
think, if you are, when we, when we have, when you, when you have,
together with, connect with the.
5. Ordinarily the use of more than one sign for a word is ob-
jectionable, as productive of hesitation and consequent loss of speed.
In a few cases, however, it is found desirable to reconstruct current
forms to meet the requirements of valuable phrases, on account of
the great gain in facility of writing. The common examples given
here, as well as such as may be extemporized by the reporter to meet
the emergencies of his practise, should be thoroughly memorized.
See plate 80, line 3 : Sometimes, in response, in reply, there ought,
there would, at once, at all, at all events, at any rate (atnrate), of all
(ovall), of it (ovit), with all, which are, which were.
PLATE 80.
255
PHRASES WITH WORDS OMITTED.
6. In the following phrases, the words and syllables placed in
parentheses may be safely omitted if the resulting outlines are
memorized; see plate 81, line 1 : According (to) the, according (to)
your, in connection (with) the, in regard (to) the, days (of the) month,
days (of the) week, days (of the) year, one (of) them, many (of) them,
some (of) them ; (line 2) ought (to) have, ought (to) have been, there
ought (to have) been, there would (have) been, more (or) less, sooner
(or) later, in (con)sequence, one (of) the most, years (of) age. "
TITLES, STYLES, AND INTERSECTED PHRASES.
7. See plate 81, line 3 : Secretary (of) State, Secretary (of) War,
Secretary (of the) Treasury, Secretary (of) Agriculture, Secretary (of
the) Navy, Secretary (of the) Interior), Postmaster General, Attorney
General, Board (of) Trade, Board (of) Directors. In writing inter-
sected phrases, strike Tu through an outline for "committee";
Du-Prt for " department " ; Us-Iss-Eshon for " association " ; Us for
"society"; Ku for "company." See plate 81, line 4: Finance
Committee, Navy Department, War Department, Treasury Depart-
ment, Executive Committee, Executive Department, Postoffice De-
partment, Bar Association ; (line 5) Bible Society, American Express
Company, Adams Express Company, United States Express Company,
Philosophical Society, Legal Department, Building and Loan Asso-
ciation.
...
256
SEE PLATE No. 82.
8. Line 1 : All over the country, and it was, and there was, as a
matter of fact, as a matter of course, as a matter of principle, as a
matter of right ; (line 2) as-has not, as well as, as long as, as soon
as, as soon as possible, as far as, as far as possible, as fast as, as fast
as possible ; (line 3) as is, as the-he, as a, as to, as to the, as to
please, as to make, and is-his, and as-has, and is the, and as-has the;
(line 4) anything else, anyone else, no one else, always been, at
maturity, at hand, at once ; (line 5) at all, at all times, at the same
time, at some time, at some other time, at some time or other, at any
time, at one time ; (line 6) any further information, but if, but if not,
by all, by all means, by that time, by this time, Board of Counsel ;
(line 7) Board of Trade, Board of Education, Board of Directors,
Board of Freeholders, Board of Trustees, Bondholders, be kind
enough ; (line 8) cannot, cannot be, can be, could be, could not be,
calls for, carload, car lot ; (line 9) certain that, did not, did not know,
did not intend, did not understand, do not, do not know, do not in-
tend, do not understand, either of them, each of them; (line 10) few
days ago, for it, for it is not, for there-their, for there is, for there
are, for the present, further than, for some time ; (line 11) for such
as are, Free on Board (f. o. b.), first class, first inst., fulfill their,
greatly oblige, greater than, give the matter; (line 12) great deal of,
has-as not, hundred-weight, how long, how much, how many, how far,
has not known, had not been ; (line 13) have there-their, have seen
their, has been, he will be, he was not, I was not, he would be, who
would be ; (line 14) he would not, who would not, I would not, I was
not, I think, I think there is, I am sorry, I am sorry that the ; (line
15) I am sure, I am sure there is, I am aware, I am aware that the,
I am certain that, I am very sorry that; (line 16) I am very certain
that, I will, I will be, I will not, I will not be, in reply, in response ;
(line 17) in receipt, in respect, in reply to your letter, in receipt of
your favor, I am in receipt of your favor, I am in receipt of your
letter, I am in receipt of your valued favor; (line 18) in regard, in
regard to the, in regard to the matter, in regard to your request, I
have your request, I received your favor ; (line 19) I have your valued
favor, I have always, I will always, I will always be, I will take
pleasure, I trust you will, I trust that you will ; (line 20) I beg to say,
I beg to state, I beg to advise, I beg to advise you, I hope, I hope
you will, I hope that you will.
257
PLATE 82.
MISCELLANEOUS PHRASES.
"E
13.
-1-. (_
-, ./ v- v/S
18,.
19,.
20.
258
SEE PLATE No. 83.
9. Line 1:1 have been, I have not been, I will see, I did not
understand, I do not understand, in order to, in order that, in order
to make ; (line 2) in order that they, in order that the, in order that
you may, in order that you can, in order that there may be, if it, if it
is not, if it has been ; (line 3) if there-their, if there is, if there are,
if you have, in every respect, in which case, in such case, in as much
as ; (line 4) in all cases, in such cases, in the matter, in the other, in
consequence, if he was, in every ; (line 5) in every way, in the way,
in the price, in this city, in some respect, in some cases, in some
places ; (line 6) enclosed please find, in there-their, in all, in all their,
in the most, is just received, is not, is as, is to be, is at hand, is the-
he; (line 7) it should be, it should not be, it should not have, it
should not enter into, it was, it is, it has, it is impossible ; (line 8) it
is not, it has not, just received, kind regards, later than, lighter than,
longer than, let us ; (line 9) let us not, let us know, let us hear, let
us hear from you, let us be, let us make, let us proceed ; (line 10)
leave them, leave their, much of them, must be, must proceed, must
always, more than; (line. 11) might not be, may not be, no matter,
not only, nothing else, nothing less i (line 12) nothing else than,
nothing less than, or if, or if not, of it, of its own, of their, of all, of
all the ; (line 13) of which, of which you will, of which you can, of
which you have, of such, of them, of our, ought (to) have, ought to
have been ; (line 14) older than, on hand, on the contrary, our line,
per yard, stock-yard, farm-yard; (line 15) barn-yard, back-yard,
square-yard, yard-stick, door-yard, railroad-yard; (line 16) please
have the, please advise, please advise us, please advise them, please
find, please find enclosed; (line 17) price list, return mail, reply (ing
to) your letter, reply (ing to) your favor, respectfully yours, receive
their, resign their; (line 18) reclaim their, some other, some other
place, some other time, some other reason, sooner than ; (line 19)
sooner or later, so many, so that, so that you may, so that you will,
so that there may be, so that you will not be, so there is, so as to be,
so as not to be ; (line 20) so as to make, shareholder, officeholder,
stockholder, second inst, second place, several times, several days
ago.
259
PLATE 83.
MISCELLANEOUS PHRASES.
L jf.
/^~_^ ^"7\ ^?~\ f?\
SEE PLATE No. 84.
10. Line 1 : Several months ago, some months ago, some time ago,
some days ago, some years ago, since that time ; (line 2) so far as,
so far as you are, should not, should not think, should not be. should
not have, should not do, should not expect; (line 3) such as will,
such as may, they have, they have not, they have not been, they have
received, they have not seen, they will not, they will not be, they will
be ; (line 4) they are, there are, there are not, they are not, there
should be, there should not be, there can be, there could not be,
there ought to be (ther-awt to be), there would be (ther'd be) ; (line
5) there would not be, there ought not to be, this line, there is noth-
ing, through there-their, the other, the other day, that it is, that it is
impossible, that he was, throughout the, thus far ; (line 6) that you will,
that you will not, that you will do so, that you can, that you cannot, that
you could, that you could not, that you have ; (line 7) that you may, that
you may as well, that you are, that you are not, to have the, to think
the, to please, to believe, to save, to save the ; (line 8) to leave the,
to arrive, to sell, to run, to make the, to do, to do so, to build, to be
built-to be able to, unless it is ; (line 9) very certain that, very badly,
very respectfully, very respectfully yours, very truly, very truly yours,
very little, very moderate; (line 10) very small, very likely, we are,
we are ready, we are aware, we are aware that, we are aware that
you are ; (line 11) we are able to think, we are able to make, we are
sorry, we are sorry that, we are sorry that you are, we are inclined to
think ; (line 12) we must, we must not, we would, we would not, we
would not be, we would be pleased, we shall be, we shall be pleased,
we were, we were not; (line 13) we hope, we hope that, we hope you
will, we hope that you will, we hope that you are, we can be, we can-
not be, we can make ; (line 14) we are forced, we are not ready, we
fear you will, we must ask you, we would be glad, we have forwarded,
who would not, he would not, I would not ; (line 1 5) who have, ought
to have, who have been, ought to have been, who will be, will have,
will have been, will call on you, will be; (line 16) will be able, will
be able to, will be seen, will be done, will be rented, will be renewed,
will be ruined, will be rendered ; (line 17) we will be, we will be sure,
we will be pleased, we will be glad, we will be ready, we will forward,
we will call on you ; (line 18) we will procure, we will do so, we will
not be, we will not make, we will not say, we will take pleasure, will
there be, which of them ; (line 19) which will be, which is not, which
have been, when there-their, when there is, while there-their, while ,
there is, with all the, whether or not ; (line 20) with your permission,
you must, you must not, you must receive, you must be, you must
have, you should, you should not.
260
261
PLATE 84.
MISCELLANEOUS PHRASES.
/vTT^k rxra
262
SEE PLATE No. 85.
11. Line 1 : You should not think, you should not be, you should
not have, you should not expect, you should not do so, you should
not forget, you will not, you will be ; (line 2) you will perceive, you
will have, you can do so, you cannot do, you could not do, you may as
well, you might as well, you may require ; (line 3) your favor, yours truly,
yours very truly, yours very respectfully, your own business, your own
affairs, your own account, your own time, your own knowledge ; (line
4) your price, your letter, your reply, at present, I did not think that,
I do not think that, we have always been, we will always be ; (line 5)
you must always, above all, above all things, business man, but there
can be, and there can be, but you should, and you should, again and
again ; (line 6) about which, although there is, our statement, your
statement, as early as, as early as possible, as good as, as great as,
Atlantic Ocean, Pacific Ocean, transatlantic; (line 7) defendant's
counsel, plaintiff's counsel, best of your recollection, best of my recol-
lection, bill of lading, bill of sale, bill of exchange, bills of lading,
bills of exchange ; (line 8) bill of particulars, certain extent, constitu-
tion of the United States, do you know, do you know that, do you
mean to say, during that time, extra session, ever have been, have
ever been ; (line 9) from your own knowledge, great number of,
greater or less, greater or less degree, half an hour, here and there,
hither and thither, out of town, down town ; (line 10) I decline to say,
House of Congress, House of Representatives, is it not, as it is-has
not, as it has been, which is not, which has not, it is not, it has not ;
(line 11) insurance company, news company, it is said, it is true, well
known, just as much as, to the contrary, on the contrary, once in a
while ; (line 12) party of the first part, party of the second part, personal
estate, real estate, Postmaster General, President of the United States,
promissory note, I am certain that, I am sure ; (line 13) I am quite
sure, I am not quite sure, and there must be, and there seems to be,
seems to be, seems to have been, it must have been, it seems to have
been, shall have been ; (line 14) in a short time, to call your atten-
tion, state of facts, state of the case, state of New York, state of New
Jersey, city of New York, city of Chicago, such as are ; (line 15) that
has been, there is no, there is no doubt, there is nothing, there has
never been, variety of causes, than it was, this afternoon, this even-
ing, this forenoon ; (line 16) United States of America, very great
extent, I am very sure, to be obtained, to be borne in mind, where
do you reside, where do you live; (line 17) do you have, do you
263
PLATE 85.
MISCELLANEOUS PHRASES.
. fV>^ fV^r-\ ..
rv^rl
^ <"V"o
._c_=
^
\
12.
1.4,
16.
\
18,.
m_
2.0,.
"W
264
think, with all that, with all their, yes or no, years of age, years old,
your honor, have not received, greatly obliged ; (line 18) we regret to
say, we hope you may be able to, you must be aware that, you could
not be, you cannot be, without which, that which, faster than ; (line
19) owner's risk, accident policy, insurance policy, original applica-
tion, gross premium, settlement certificate, mutual insurance company ;
(line 20) I beg leave to call your attention, principal and interest, I
presume that, that you will have, that you live, in defense, in advance.
EXERCISES ON VARIOUS EXPRESSIONS OF R AND L.
SEE PLATE No. 86.
12. The Kellys and the Coles, and the Bowers and the Barrows,
residents of Winslow, had some fierce and furious affrays. Paul
Kelly stated to Nellie Myers that Polly Cole had gossiped to Mr.
Bowers about Mrs. Barrows. Mr. Barrows called Bowers to account.
Bowers said he got the information from Neal Morris, Morris referred
the inquiring Barrows to Paul, who in turn laid the blame on Polly.
Then when accused by Polly, Neal denied any share in the circula-
tion of the story, and accused Bowers of misrepresentation. Mr.
Elm and Mrs. Lamb tried to pacify them, but Barrows insisted on
holding Bowers accountable. An affray consequently ensued, in
which Barrows gave Bowers a black eye. Bowers took revenge on
Paul, and Paul in turn abused Polly, who whistled for the police.
They were all arrested for breaking the peace, and brought before
Judge Riley by Officer Early. Two neighbors, Mr. Bruce and Mr.
Clay, were called as witnesses. The trial resulted in all the partici-
pants in the fracas being fined, Barrows being obliged to pay the
costs. Upon leaving the court-room, Mr. Bowers, Mr. Clay, Neal
Morris, Mr. Elm, and Mr. Bruce went to the nearest cafd to discuss
the affair, while Mr. Barrows, Mr. Kelly, Miss Cole, Miss Myers, and
Mrs. Lamb wended their way homeward. As the result of the affray
Bowers had a black eye, and Paul and Mr. Barrows bruised faces.
Mr. Clay and Mr. Bruce regret being involved in the affair, as also
do Mrs. Lamb and Mr. Elm, but they regard it as unavoidable. A
few senseless neighbors enjoyed the wrangle immensely, as it fur-
nished them abundant food for gossip.
265
PLATE 86.
"VARIOUS EXPRESSIONS OF R & L.
T...
A.
v
^
V-
-r
V::
r
Y
V-
1
> **
- -
1
.....
266
13. Sentences Illustrating Various Expressions of the " Lr " Syllable.
See plate 86: 1. Messrs. Keller, Schiller, and JM aylor, the millers,
have purchased a new boiler. 2. Mr. Roler, the tailor, is a dealer in
high-class clothing. 3. Messrs. Freeman and Forman, the jewelers,
would have been robbed but for the valor of the night watchman,
who captured the thieves in the act after a prolonged and desperate
struggle, in which one of them was severely wounded.
VARIOUS EXPRESSIONS OF THE ASPIRATE.
14. See plate 87 : 1. It was his hobby to ride in a hack. 2. The
hoop rolled down the hill until stopped by a heap of ashes. 3. Mr.
Dusenheimer, the hussar, fell from his horse in front of Mr. Man-
heim's house and hurt his head, 4. Hiram and Homer carried home
the hamper of hominy. 5. I can heave the heavy hinge further than
Harry Hitchcock. 6. Hattie's voice is husky. 7. Mr. Oppenheimer
wears a silk hat, and heliotrope in his button hole. 8. I don't care
a whit for his wit. 9. Mr. Wight saw Mr. White drinking wine ; yet
at the same time he is whining about his ill health. 10. If Mrs.
Hassock served less hash to her hungry boarders she could justly
exact higher prices. 11. Harry Harris and Hilda Harrison are
cousins. 12. Messrs. Fligenheimer & Budenbender sell molasses by
the hogshead. 13. Herbert's reckless acts on the horizontal bar
horrified his sister. 14. The horn of the hunter is heard on the hill.
15. Henry Hamilton hitched the handsome horse in front of my
house. 16. I will hazard running the hydraulic engine. 17. The
dog died of hydrophobia. 18. They were huddled together in a
hovel. 19. It is an historical fact. 20. No humane person would
sanction such an inhuman act. 21. Herman and Harvey found the
lowlands unhealthy in the springtime. 22. The title was hereditary,
and those who inherited it acquired likewise many valuable heredita-
ments. 23. The horse was harnessed to a hansom cab. 24. It was
a horrible accident, and the horror of it made a deep impression on
Herbert. 25. Their cries for help were unheard, and it was only
after herculean efforts that they escaped with their lives. 26. The
treatment seemed harsh, but might have been harsher. 27. She
spoke harshly, and her harshness was entirely uncalled for.
267
PLATE 87.
VARIOUS EXPRESSIONS OF THE ASPIRATE.
A... ^ .2,. "
\
4,..
^...,.
i r
Tl
. .
V
11.
12.
\ '^
14A
.15,..^.^]:
16.
[_ i v ^
x 20,.
i_^_
vc
21.
23.
k.
..__...
26,.
268
CHAPTER XVIII.
INDEX AND GENERAL REVIEW EXERCISES.
1. Following is an index to the most important of the shorthand
features. Under each heading is a list of words embodying
the special features covered by such heading. Before beginning
miscellaneous dictation, the learner's knowledge of rudimentary
shorthand should be tested and strengthened by means of the
thorough review provided by this index. The paragraphs in
the text referred to under each heading of the index should be
consulted, and then the words under that heading should be
carefully written (on the plan laid down on page 21), and pre-
sented to the teacher for criticism. Each subject of the index
should be treated in this manner. This review will be found
to be invaluable, and will vastly repay the learner for all the
time spent upon it. A teacher should not allow a pupil to
begin miscellaneous dictation until he has finished this test.
INDEX.
2. Nomenclature. Page 11, pars. 3 to 5 ; p. 16, par. 16; p. 59, pars.
11 to 15; p. 82, par. 20; p. 87, par. 40; p. 104, pars. 15 to
20; p. 107, plate 24 ; p. 121, par. 13 ; p. 127, par. 23 ; p. 148,
pars. 4 and 5; p. 152, par. 18 ; p. 156, par. 31 ; p. 181, par.
16; p. 194, par. 14; p. 196, par. 18; p. 215, par. 3; p. 218,
pars. 12 and 14. In this special exercise, after writing the out-
line of a word, also write the name of the sign, making each
stem the basis of a new name and uniting in the name of each
stem all the sounds expressed by its various modifications
circles, hooks, lengthening, halving, etc. For instance, the
outline for " soap " is named Sep ; the outline for " supper " is
named Sepr; "spry," Spre; "pass," Pes; "passes," Peses;
"past," Pest; "pastor," Pestr; "pastry," Pes-Tre ; "thin,"
209
Then; "then," Dthen ; "try," Tre ; " tire," Tu-Ur ; "tarry,"
Tu-Ru, etc. As the vowel may be placed before or after the
stem-consonant sound, its order in the name should be made to
conform as nearly as possible with the order in the spoken
word. For example : The name of the sign for " soup " would
be Sep ; that for " Spy " would be Spe, etc. Write : Sup, sup-
per, spry, pass, passes, past, pastor, pastry, thin, then, try, tire,
tyro, splice, supplies, sprays, rain, earn, clause, quest, twist,
wine, war, willow, honor, whim, humor, pirate, port, winter,
Walter, fritter, flatter, pains, compose, composition, compensa-
tion, strut, start, brave, blown, balloon, Bologna, sense, sen-
sation, sanction, sensational, lame, elm, bush, bushy, friend,
flint, effort, offered, impugned, mend, repeal, Ripley, reply,
noon, anoint, synonym, auction, caution, store, story, stored,
swear, sworn, swerve, swell, swine.
3. Position. Page 33, pars. 23 to 33 ; p. 43, pars. 69 to 72 ; p. 64,
pars. 5 to 10; p. 86, par. 36; p. 118, pars. 3 and 4; p. 176,
par. 7 ; p. 236, pars. 17 and 18. Write: Plan, plant, statue,
statute, state, note, notables, noble, nobles, in-your-city, New-
York-City, gasp, gasped, author, throw, threw, you-see, enjoy,
nudge, enlarge, no-joy, he-is, he-has, he-would, who-would,
I-will, he-will, if-they, for-them.
4. Aspirate. Page 6, par, 16 ; p. 17, par. 31 ; p. 48, pars. 88 and 89;
p. 106, par. 25; p. 161, par. 46; p. 199, par. 26. Write:
Hire, hero, home, human, inhuman, health, unhealthy, hazy,
house, hawk, hug, hung, hogshead, manhood, halt, comprehend,
buttonhole.
-*
5. Primitives and Derivatives. Page 25, par. 64-^ ; p. 43, par. 70 ;
p. 62, pars. 24 to 26; p. 80, pars. 14 and 15; p. 86, pars. 35
to 38; p. 92, par. 45; p. 127, par. 24; p. 128, par. 30; p. 136,
par. 45: p. 137, par. 48; p. 160, par. 45; p. 179, par. 13;
p. 189, par. 7; p. 191, par. 11 ; p. 197, par. 20 ; p. 202, par.
37; p. 220, par. 18; p. 224, par. 28; p. 233, par. 12. Short-
270
hand rules generally apply to primitive words, the outlines of
which are made the basis of the derivatives. The following
words are presented as a drill upon this thought. In each case,
first determine the shorthand outline of the primitive word
and write it. Then, additionally, write the outline of the
derivative using the primitive form as the basis, and allowing
such primitive form to retain its original position with reference
to the line of writing. To illustrate : " Planter Plent-3,
Plent-3-Ur ; " unusual " Zhu-2, Un-Zhu-2, etc. Write : Plant-
er, planted, plants, unusual, notables, nobles, central, centraliza-
tion, needed, ended, handed, spiritual, spiritually, spirituality,
unsatisfactory, materialization, unbalanced, angelic, dishonor-
able, explanatory, similarly, diminution, condemnation, bor-
rower, bearer, brewer, patentable, discernible, uninfluenced,
disbelief, dampened, unseemly, unsafe, insolvable, unsuitable.
6. Variation of Outline Influenced by Vowel Relation. Page 25, pars.
61 to 63; p. 45, pars. 74 to 90 ; p. 74, par. 3; p. 81, pars. 16
to 19 ; p. 105, par. 21 ; p. 118, par. 2 ; p. 130, par. 32 ; p. 144,
par. 1 ; p. 149, pars. 8 and 9 ; p. 152, par. 20 ; p. 179, par. 12 ;
p. 187, par. 4; p. 193, par. 12-; p. 215, par. 5; p. 229, pars.
2 to 5 : Ark, rack, lodge, allege, elm, lame, impelled, implied,
storm, stream, bestrew, boaster, strut, start, jests, justice, Sitka,
stick, apportion, apparition, oppression, grant, granite, imp,
map, embers, embrace, phenomenon, phenomena, grave, gravy,
photograph, photography, brain, brainy, baron, barony, froze,
frowzy, ferries, Pharisee, place, Plassy, police, poles, policy,
fish, fishy, Ashby, Shewby, perfection, provocation, special,
especial, proofs, profess, request, requisite.
7. Variation of Outline Influenced by Joining Page 17, par. 31 ; p. 24,
par. 60 ; p. 49, pars. 91 to 98 ; p. 87, pars. 38 and 39; p. 105,
par. 2W; p. 126, p. 128, pars. 27 to 31 ; p. 150, pars. 12 and
14; p. 153, pars. 21 to 24; p. 156, par. 30; p. 158, pars. 35
to 44; p. 179, pars. 13 and 14; p. 192, par. 12-a; p. 196, pars.
271
19 to 23; p. 215, par. 6; p. 218, par. 8; p. 222, par. 20; p.
230, pars. 6 to 8. Write : Lured, allured, French, flinch,
branch, plunge, Denver, Danish, quickened, blackened, secre-
tion, seclusion, picked, kicked, locate, elect, fatigue, Monday,
month, graphic, gravity, nunnery, ninth, Lennox, lunches, Mon-
mouth, manifest, justify, vestige.
8. Simple Circles and Loops Contrasted with Hook=Circles and Loops.
Page 83, par. 22; p. 152, par. ll-b- p. 153, par. 21-^; p. 195,
par. 17; p. 198, par. 21 ; p. 234, par. 13. Write: Concede,
consider, dance, dancer, desire, skins, screens, Sarah, Sahara,
sorrow, Soho, sprays, sprains, enjoys, enjoins, traces, trances,
wrist, wrinsed, cleanses, closes, disgrace, disguise, expensive,
expressive, dozings, dancings, gossip, gospel, whisp, whisper,
despise, disappears.
9. Various Expressions of " N " and Shn " Contrasted. Page 87, pars.
38 and 39; p. 154, par. 23; p. 198, par. 22; p. 217, pars. 10
to 13 ; p. 220, pars. 17 to 21 ; p. 222, pars. 22 and 23 ; p. 233,
par. 11. Write: Enslave, unsafe, encircle, unseemly, unsur-
mountable, unanswerable, unstring, unstable, frozen, Fresno,
reason, arson, mason, Anson, Lawson, Allison, Johnson, Jen-
nison, opposition, poison ; accession, Casson ; recession, reason ;
mason, musician ; conversion, conversation ; compassion, com-
position ; mission, musician ; succession, suction.
10. "Ed" Syllable, Various Expressions of. Page 87, par. 37; p. 132,
pars. 39 and 40; p. 233, par. 12. Write: Locate, located;
elect, elected ; excite, excited ; befriend, befriended ; treat,
treated ; boast, boasted ; flatter, flattered ; fritter, frittered ;
scent, scented ; sand, sanded ; salt, salted ; plot, plotted ; plead,
pleaded.
11. Prefixes Page 68, pars. 20 to 23 ; p. 94, par. 49 ; p. 131, pars.
36 to 38 ; p. 164, par. 52 ; p. 200, par. 32. Write : Conceive,
inconceivable, company, accompany, commission, commotion,
connected, consciousness, self-respect, self-conceit, circumvent,
272
circumscribe, interlace, unlace, twine, untwine, intertwine, un-
twined, intertwined, intercept, anticipate, entertain, interdict,
introduce, introduced, introduction, magnificence, magnify,
magnitude, magnanimity, magnesia, unreconcilable, in receipt,
in reply, in regard, concomitant, non-committal, non-compli-
ance, non-conformity, contradict, countermand, controversy,
countermine, counterplot, counterbalanced, controvertible, un-
controvertible, convertible, unconvertible, uncontradicted,
hydrophobia, hydrography, hydrogen.
12. Suffixes. Page 68, pars. 21, and 24 to 26; p. 94, par. 50 ; p.
132, pars. 39 to 41 ; p. 165, par. 53 ; p. 201, par. 33. Write:
Saying, sayings, building, buildings, findings, belongings,
casings, castings, having-the, giving-the, mockingly, lovingly
amazingly, hoping-you, yourself, yourselves, ourself, ourselves
themselves, thyself, herself, himself, funniest, finest, prettiest,
meanest, wisest, laziest, gravest, closest, leanest, honestly,
nicely, twenty, thirty, forty, successful, attain, attainable, ten-
able, spoonful^ questionable, objectionable, insurmountable,
amenable, instructive, corrective, collective, commencement,
resentment, achievement.
13. Consonants Omitted. Page 61, par. 20 ; p. 63, par. 1; p. 94, par.
51 ; p. 138, par. 50-/; p. 159, pars. 38 to 44 ; p. 163, pars.
51-0 and g; p. 199, pars. 26 to 31 ; p. 223, par. 24. Write:
Mostly, must-be, effects, affects, purpose, transfer, passenger,
messenger, stranger, manager, trustworthy, explode, exclaim,
extreme, justification, specification, classification, identical,
distinction, sanction, most-certainly, book-keeper, take-care-of,
for-instance, forthwith, henceforth, thenceforth, Jefferson, Jeff-
ersonville, investigate, investigation, former, formal.
14. Words Omitted. Page 111, par. 35; p. 163, par. 51-/; p. 165,
par. 54 ; p. 255, par. 6. Write : Some-of-the, one-of-the,
many-of-the, constitution-of- the -United -States, all- over- the-
country, in-all-parts-of-the-world, again -and -again, over-and-
273
over, more-or-less, sooner-or-later, once-in-a-while, in-order-to-
do-so, in-regard-to-the, one-of-them, some-of-them, many-of-
them, days-of-the-month. days-of-the-year, days -of -the -week,
years-of-age.
15. Compound Words. Page 68, par. 19 ; p. 92, par. 46; p. 108, par.
31 ; p. 137, pars. 47 and 48 ; p. 161, par. 49 ; p. 204, par. 39.
Write : Anything, altogether, although, anybody, nobody, any-
how, nohow, somehow, evermore, forever, forevermore, more-
over, overwhelm, underestimate, understand, wheresoever,
whereon, wherein, whereof, wherever, wherefore, whereto,
whereat, hereon, herein, hereafter, hereunder, hereinbefore,
thereon, therein, thereof, thereto, thereat, thereafter, therefore,
underhanded, beforehand, behindhand, withstand, withdraw,
withal.
16. Conflicting Words Distinguished. Page 61, par. 23; p. 65, pars. 11
to 16 ; p. 85, par. 32 ; p. 93, par. 48 ; p. 95, par. 52 ; p. 109,
par. 32 ; p. 118, pars. 3 and 4 ; p. 120, par. 10 ; p. 124, par.
17 ; p. 126, par. 21 ; p. 131, par. 36 ; p. 138, par. 50 ; p. 158,
par. 37 ; p. 159, par. 42 ; p. 180, par. 15 ; p. 193, par. 13 ; p.
198, par. 23 ; p. 220, par. 18 ; p. 223*, par. 25 ; p. 234, pars.
14 to 20 ; p. 241, pars. 23, 26, 28, and 29 ; p. 253, par. 5.
Write : Bright, broad ; possible., peaceable ; inner, near ; any,
in ; thorough, through ; their, other ; pledges, apologies ;
poor, pure ; market, marked ; prosecute, persecute ; breath,
berth ; turn, train ; propose, purpose ; island, highland ; petrify,
putrefy ; petrified, putrefied ; petrifaction, putrefaction ; patron,
pattern; prominent, permanent, "pre-eminent ; prompt, permit,
promote ; predict, protect, predicate ; unavoidable, inevitable ;
violence, vileness ; decease, disease ; gentleman, agent; Persian,
Prussian ; auditor, editor, debtor, daughter ; monster, minister ;
proffer, prefer ; tenable, attainable ; idolatry, adultery ; in-
sight, honesty ; undefined, indefinite ; noisy, uneasy ; ply,
apply; wait, await; moral, immoral; mortal, immortal; mis-
274
sion, emission ; motion, emotion ; infectious, inefficacious ; res-
olute, irresolute : amazing, amusing ; adopt, adapt ; prove,
approve ; choke, chuck ; meager, mediocre.
17. Phrases. Pages 63 to 68 ; p. 92, par. 47 ; p. 108, par. 30; p.
137, par. 49 ; p. 161, pars. 50 and 51 ; p. 181, pars. 21 to 24;
p. 205, pars. 40 and 41 ; pp. 253 to 264. Write : It was, and
it was, and there was, but there was, and you may, but you
may, and you should, but you should, when he is, when he
will, and he, and the, and who, . and how, and to, and a-an,
and as to, and as to the, on the, should the, and I, and I have,
he was, I was, if he was, for he was, one (of) them, some (of)
them, many (of) them, I will be, you will be, if you will be, you
are, if you are, for you are, if you are not, for you are nT>t,
have them, as the, is the, to his-us, of his-us, on his-us, he is,
he has, and is-his, and has-as, such as-has, as much as, if they,
for them, (their-there), they-are, there are, that there was, there
ought to be, there would be, there were to be, I think, I thank,
during the, in receipt, in receipt of your letter, I am in receipt
of your letter, in reply, in reply to your letter, in regard, in
regard to the matter, in response,- replying to your letter, is to
be, has to be, has been, who have been, which have been, they
have not been, it will not be, they will not be, we can, we can
be, we cannot, we cannot be, as long as, as soon as, at all
events, at any rate, some other time, some time or other, days
of the month, did not, do not, had not, there has been, there is
to be.
18. Different Expressions of "A," " An," " And," and " The." Page 65,
pars. 12 to 16. Write : A fee, and if ; an otter, and try, a tree,
the tree ; for the time, for a time, for an item ; in the yard, in a
yard; is a-an, is the; as a-an, as the; build a house, build the
house ; an apple, a plow.
275
CHAPTER XIX.
MISCELLANEOUS DICTATION.
The engraved notes of the following articles should be first
read and carefully copied. Then write from the key into shorthand,
verifying by comparison with the engraved notes.
FROM "MY KINDERGARTEN" BY R. BURDETTE.
SEE PLATE No. 88.
The child who is born too old is always handicapped in this school.
It is a dangerous thing to know it all, and all at once. It is a big
load to carry, and the best way to learn how to carry it without
spilling is to load up an ounce or two at a time line upon line,
precept upon precept ; here a little and there a little. It is a slow
sort of a way, and takes a whole life-time for some pupils ; but the
load is put on solidly in that way, and when the pack is " cinched "
as it should be, a fellow can go to the end of the trail without losing
a pound of it except, of course, that portion of his load that he un-
packs and throws away as fast as he finds it to be worthless. That
is usually about one-half we will say sometimes three-fourths of it.
. . . The school at Eden did not last very long ; broke up in a
little while. A loafer came in from the street one day and made
trouble. And there has never been a loafer in all the world from
that time to this who was good for anything else, or who ever did
anything but make trouble. This beggar from the outside came in
with a short-cut curriculum; agreed to take the pupils and teach
them in five minutes all they could learn by the old-fogy kindergarten
methods in seventy years. Easy learning, too ; easy as eating your
dinner. This caught the kindergartners. Something easy ! that
was what they wanted. Been so ever since. " German in six easy
lessons ; " " Violin without a master ; '' " Earn sixty dollars and
276
PLATE 88.
FROM "MY KINDERGARTEN" BY R.BURDETTE.
1
\~n
i
i X .. h - \ _!
V.:>_...,.<Z
}
' /I \ I
---. -;^Ap V"[_
J. ^L l ^....k
l_l. I.(l2 ^1
^
.L
.^ L-
o i^<
N
<rvrT~b .
.V^l
\
-l-^..^
V
.0
3 V.
. .. &
vJ
o?
-U t-
>--c
^
T^
-; <
rJ X \D .
v.
.(..
-r:
\...
C_.\.:r.^
.d.
)l (
A....
.C...
277
seventy lollars per week at home." Anything of that sort catches
the pupils every time. Works right along. Since I have been going
to school I have seen hundreds of pupils every year drawn away
from the old books by these " short-cuts." A fellow comes along
and says : " Can't remember, eh ? Shouldn't think you could, the
way you are trying to learn. Take you five, maybe ten years to
cultivate a memory at that rate. Now, for five dollars a lesson I will
teach you a system in five lessons by which you can remember every
date and important event," etc.
WHAT CONSTITUTES A TRUE TEACHER.
SEE PLATE No. 89.
Extract from an Address by Archbishop Spaulding of Peoria (111.),
delivered at the Autumn Convocation of the Chicago University,
October 2, 1899 :
A university, I think, is not so much a place where all that is
known is taught, as a place where noble and luminous minds create
an atmosphere which it is impossible to breathe and not feel the
quickening of new and larger hopes and aims minds that are less
concerned to impart information about anything whatever than to
solicit, call forth, sustain, strengthen, and bring into act the powers
which lie latent in the human soul, striving themselves day by day to
become wiser and more loving that with each access of new life they
may thrill, inspire, and impel others to generous and persevering
self-activity. It is only in a university that such minds can be
brought together, and they, be they few or be they many, are the life
and essence of university teaching, for they create an intellectual and
moral climate in which one cannot live without imbibing the spirit of
self-culture.
The important consideration for those who have the will to become
all that is possible for them to be is not what they shall study, but
where they shall find a genuine, vital man who teaches anything, who
while he teaches still continues to learn and upbuild his own being.
The teacher, then, must, first of all, be a real man. Scholarship is
278
PLATE 89.
WHAT CONSTITUTES A TRUE TEACHER.
279
secondary. The only wholesome influence which man can have on
man is exerted by his personality. It is admitted that where obser-
vation is possible we may not rest content with explanation. Let
the pupil be brought face to face with the thing itself that he may
exercise his powers on this and not on words about the thing.
This is the method of all teaching, which is, never merely talk
about science or philosophy, or literature, but is above all exemplifi-
cation, concrete presentation of the subject ; and since the highest
we know on earth becomes concrete only in man, the first thing to be
asked for, when there are questions of a school of whatever kind, is
a genuine, noble, wise, and loving personality. Neither a fund of
accurate and pertinent information nor the most approved methods
can supply the essential pedagogical requisite the awakened mind,
the loving heart, the quick and comprehensive view, to which as to
the eye of a skilful general or physician, the exigencies of each
moment and situation are revealed.
The true teacher is at once a leader, an inspirer and a healer.
He is neither a slave of methods nor a victim of whims and hobbies.
Let him then be free, let him be trusted, let him be cheered in his
work. To make him the slave of minute observances, the victim of
a system of bureaucratic regulations, is to render it impossible that
he should find joy and delight in his work. If he is to train his
pupils to a wise self-confidence, without which nothing great is ever
achieved, he must not be made to feel that he himself is unworthy of
confidence.
280
THE FUNCTIONS OF A BANK.
SEE PLATES oo, 91, AND 02.
There is a common-place error which sets a bank down as an in-
stitution for receiving the money of the people and storing it in
vaults for safe keeping. If such were the case there would be no
banks, because no bank could live if it kept the money of its de-
positors lying idle in its vaults. There are safe deposit companies
which have vaults for the safe-keeping of money and valuables, but
the owner has to pay for all the privileges he gets there. A bank
must loan out its deposits and keep the money in circulation, and
therefore, the " strongest " bank in the world would fail, if all its
depositors demanded their money at the same time.
Savings Banks, so popular in the United States, are not known in
many countries. A savings bank may receive deposits of money for
safe keeping, but not with the intention of storing them. The de-
positor receives interest upon his deposit. If the bank puts the
deposit away in a vault, how can it afford to pay interest ? It re-
ceives the deposit only to pay it out again at a higher rate of
interest than it pays the depositor. It proceeds on this theory and
it expects that the average depositor will allow his deposit to remain
for a certain length of time before calling for it. It can safely loan
out a large proportion of its deposits relying upon this expectation.
When there are a large number of depositors the bank will at all
times have a large amount of money in its keeping, waiting to be
called for. While savings banks are corporations, regulated and
chartered under State laws, in their relations to depositors, they are
theoretically nothing more than firms or individuals receiving money
in trust and for safe keeping, to be returned on demand. Their con-
trol by the State creates the confidence in their ability to repay, which
private individuals could not command. The first London bankers
were private individuals performing the functions of savings banks.
In those times law and order were not universally prevalent. Thieving
and armed robbery were common. The Lombard street merchants
were mostly jewelers who had strongly fortified places of business
281
PLATE 90.
THE FUNCTIONS OF A BANK.
VI "
V
.1
y
/
.v.
I/O
L
'--4-N
282
and maintained armed guards. People who had no such places of
security were wont to take their valuables there for safe keeping.
The goldsmiths gave receipts for the property deposited, whether of
money or valuables. These receipts finally became negotiable by
endorsement. They were the forerunner of the bank note of our day.
Banks of Deposit, or discount banks, as they are sometimes called,
are distinguished from savings banks chiefly by the fact that they
allow no interest on general deposits subject to check. They are
called discount banks because they buy or discount commercial
paper, a proceeding which savings banks are not usually allowed to
do, by law. These banks receive very little money. Instead of
money, they receive checks, promissory notes, bills of exchange, and
warehouse receipts. They receive evidences of debt, titles to money,
and claims upon other banks and other people. Sir John Lubbock,
who was connected with a London Bank, made a computation of the
amount of money and of the amount of commercial paper actually
paid into the bank during a given time.
He found that out of a total sum of nineteen million pounds
sterling, paid into the bank, only one-half of one per cent, was in
coin, and there was only three per cent, of coin and bank notes
together. Ninety-seven per cent, was composed of checks, bills, and
various forms of commercial paper. The function of the bank is not
simply the collection of this paper by presenting it to the debtor, re-
ceiving the money and returning it to the creditor. A bank is not a
collector. In fact, banks do not care to receive money. They pre-
fer to receive good commercial paper, because experience tells them
that the money due from them, upon the paper, will not be called for
by their customers for some time. Until it is called for they may
loan it to others for a consideration in the shape of interest. They
do not know how long any particular customer will leave his account
with them, but experience has demonstrated the general average, and
therefore they know the percentage of deposits which they can safely
loan. A large portion of the business of a modern bank and a most
profitable part of the business, is the discounting of promissory notes.
283
PLATE 91.
THE FUNCTIONS OF A BANK (CONTINUED.)
-* vr- t-
284
A customer of the bank receives from a debtor a promissory note
payable in three months, we will say. The customer has immediate
use for the amount of the note. He takes it to his bank where the
amount of the note is placed to his credit, or paid to him, less a
certain percentage which is agreed upon as discount. The bank
makes by the transaction the amount of this discount. In this way
it has loaned the money of its depositors.
The Clearing House. In the course of a day's business a bank re-
ceives many checks and drafts on the various other banks in the
same city, and upon other banks in different parts of the country.
It pays to its customers or credits them with the amounts of these
checks and drafts. It is bound to present them at the place of pay-
ment and get the money due on them. There was a time when it
would send a messenger or officer, daily, to each of the other banks
in the city with its checks and drafts for collection. In the smaller
towns that practise may still be followed. The larger cities have a
clearing house. It is an institution under the management of all the
banks of the city all having a voice in the choice of manager. A
room is secured for the common business, and each bank has a
representative there. The representative receives from his bank all
the paper which has come in during the previous business day. He
presents to the representatives of the other banks the checks which
he holds against them. To illustrate, the Bank of Columbia has
checks and drafts aggregating $10,000 against the Empire Bank;
but the Empire Bank has checks and drafts against the Bank of Co-
lumbia aggregating $9000. The Empire Bank, therefore, owes the
Bank of Columbia $1000. The Bank of Columbia receives a ticket
from the clearing house manager certifying to this fact. This ticket
may be passed into the assets of the Bank of Columbia as so much
cash, or it may be paid in cash by the Empire Bank. Without the
aid of the clearing house it would have been necessary for an officer
of the Empire Bank to go to the Bank of Columbia and draw $9000,
and an officer of the Bank of Columbia must have gone to the Em-
pire Bank to get $10,000. By using the clearing house, the differ-
285
PLATE 92.
THE FUNCTIONS OF A BANK. (CONCLUDED.)
\
b
I
V
Z D
T
L
,..
\
..L, ..^ ..A
'
286
enCe of $1000, only, is handled in cash. The clearing house then is
simply an institution by which the banks adjust the accounts between
themselves. They pay each other merely the difference of their
accounts, and thus avoid the labor of handling the actual amounts to
which they are entitled from each other. From Williams and Rogers
"Descriptive Economics"
UNIVERSITY OF CALIFORNIA LIBRARY
Los Angeles
This book is DUE on the last date stamped below.
NOV 21 1961
Form L9-25m-9,'47(A5618)444
UNIVERSITY if
LOS ANGELES
LIBRARY
Z56 Platt -
P69s Pitmanic short-
-49Q2-- hand
17
A 000573633 5
Z56
P69s
1902