THE LIBRARY 
 
 OF 
 
 THE UNIVERSITY 
 OF CALIFORNIA 
 
 LOS ANGELES
 
 fjtn
 
 LA wren
 
 . 0.
 
 PRIMARY PHONOGRAPHY. 
 
 ISAAC PITMAN'S SYSTEM OF PHONETIC SHORTHAND; 
 
 . O/J *f., 
 
 4 t A i ^ /!> ^ H'^/ ^ 
 ^cne$ of timmuitl mxetns^s, *<4// , 
 
 t-r i * c * ^^<ttj8 c 
 
 
 WRITTEN PRINCIPALLY IN THE SIMPLE CHARACTERS OF THE 
 PHONOGRAPHIC ALPHABET, WITHOUT CONTRACTION. 
 
 BY 
 
 IDA C. CRADDOCK, 
 
 TEACHER OF PHONOGRAPHY AT GIRARD COLLEGE, PHILADELPHIA. 
 
 PHILADELPHIA: 
 PUBLISHED BY THE AUTHOR 
 
 1882.
 
 COPYRIGHT. 
 IDA C. CRADDOCK. 
 
 1882.
 
 STACK ANNEX 
 
 PREFACE. 
 
 T1THEN Tiro, Cicero's freedman, invented the first known 
 
 * method of shorthand reporting, his one idea was to find 
 
 a way of taking down speeches verbatim and in the shortest 
 
 possible time. And this has been the aim of the many short- 
 
 hand inventors who have flourished since his day. But for a 
 
 5J long time, the systems of Tiro and his successors were doomed 
 
 to failure. Founded, as they were, wholly or in part, upon the 
 
 : imperfect longhand alphabets, they were almost as lengthy and 
 
 23 cumbersome as the longhand whose place they were intended 
 
 ^ to take. 
 
 In 1837, Mr. Isaac Pitman, of Bath, England, gave to the 
 
 5? world what we may call a natural system. It had for its alpha- 
 
 * bet signs representing the sounds of the human voice; and 
 
 ^ "sound writing," or '^phonography," by reason of its briefness, 
 
 simplicity, and the natural arrangement of its characters, at 
 
 once came into use. 
 
 fj Since that time others have modified this phonetic short- 
 
 ; hand of Mr. Pitman's ; and he himself has made improve- 
 
 ' ments in his system, which have caused it to be preferred to all 
 
 other systems, both in England and America. Among other 
 
 things, he has compiled a shorthand dictionary, containing 
 
 some twenty-six thousand words, of great convenience as an 
 
 authority. 
 
 But Isaac Pitman builded better than he knew. Shorthand 
 
 4484.00
 
 IV PREFACE. 
 
 was at first intended for the reporting of public speeches in 
 Parliament, the court-room, and the church. But, by degrees, 
 its use spread to all public halls; then to the private rooms 
 of literary men, where long articles were to be written, or ex- 
 tensive notes taken from books; until at length it has invaded 
 the railway office, the manufactory, and the counting-room. 
 Most large business houses now employ shorthand writers, 
 whose duties are simply to report and copy out letters dictated 
 to them by the head of the firm. 
 
 With such a record, it is plain that phonography daily grows 
 in importance as a professional study. To the ambitious 
 young men and women who are working their way up from 
 the foot of the business ladder, the phonographer's profession 
 holds out a helping hand ; for it offers larger salaries than any 
 other profession, for the time and money spent in acquiring it. 
 
 But this is not the only use of phonography. It is also val- 
 uable as an aid to correct pronunciation. In using it, we are 
 obliged to write every word according to the sounds; and so it 
 follows that we must be able to analyze those sounds correctly. 
 Phonography enables us to do this, as it possesses in its alpha- 
 bet a representation of every sound used in the correct articu- 
 lation of our language; and so easy of understanding is the 
 system, that any little child ought to be able, in a few lessons, 
 to give the sound of every word it meets. 
 
 We have said that the final goal of all shorthand writers has 
 been verbatim reporting. In their eagerness to attain this end, 
 they have not thought it worth while to dwell upon the pri- 
 mary forms, but have hurried on to those which are more 
 abbreviated. Among those who have taught longest and 
 most successfully, however, this is now felt to be a mistake. 
 ''Writing by sound" is in most cases a new thing to the 
 student, and he should be well drilled in the first principles.
 
 PREFACE. V 
 
 Until he is able to write out any word whatever in the full, pri- 
 mary style, with all the sounds expressed, he ought not to take 
 a step beyond. Let the elements be thoroughly mastered, and 
 afterward the abbreviations will be learned easily enough. 
 The pupil should be able to write in the primary style without 
 thinking any more about the forms of the letters than he 
 would in longhand. He should not hesitate over a word, for 
 in reporting, the man who hesitates is lost. And to secure the 
 needed facility, he should be well drilled in the writing and 
 reading of exercises in primary phonography. 
 
 The need of a book that would give due prominence to this 
 primary style is apparent. To the best of the author's knowl- 
 edge, no such book has yet been published in any of the short- 
 hand systems. 
 
 It is, therefore, with the hope of rilling this vacant corner 
 that the present little volume is given to the public. It is not 
 expected nor desired that it will supersede any of the short- 
 hand text books now in use ; but it is intended as an exponent 
 of the primary style, and an introduction to Isaac Pitman's 
 "Phonetic Shorthand." , 
 
 It is believed that the method here adopted will be useful in 
 teaching pupils of all ages. Every new principle is explained 
 in detail, and is illustrated by a reading exercise. Thus, at the 
 end of the rules for upward and downward L, a word exercise 
 on these rules will be found ; and this is followed by a reading 
 exercise, " Polly Powell's Opal," in which occur a number of 
 L-words under the rules. The author's aim has been not only 
 to furnish a drill on each new principle, but also a series of 
 little stories, etc., in which, it is hoped, even an indifferent 
 pupil may become interested enough to read on to the end of 
 the book, and so grow to understand primary phonography 
 in spite of himself.
 
 VI PREFACE. 
 
 This volume is the outgrowth of the author's experience as 
 teacher of phonography in Girard College. In this College, 
 and in the Phonetic Shorthand Section of the Franklin Insti- 
 tute of Philadelphia, the method here set forth has heen 
 adopted i. e., thorough drilling in Primary Phonography be- 
 fore teaching a single abbreviation. Each pupil is required 
 to write original letters in Primary Phonography to his instruc- 
 tor; these are corrected, answered in the same style, and re- 
 turned to him. He thus becomes proficient in writing the 
 words used in ordinary intercourse (which are the most need- 
 ful for a reporter to have at his fingers' ends). Copying ideas, 
 from a book or otherwise, is discouraged. The pupil is re- 
 quired to carry the words directly from the lips of a speaker 
 or reader to the paper; and he is also required to translate 
 his own ideas directly from his brain to the paper, without any 
 intermediate longhand. Then, when he has learned to think 
 in Primary Phonography, he is allowed to proceed to the ab- 
 breviations of phonetic shorthand. 
 
 If this book shall make the path of any tired young pho- 
 nographers a little more smooth, it will have fulfilled its pur- 
 pose. 
 
 IDA C. CRADDOCK. 
 
 PHILADELPHIA, March 31, 1832.
 
 CONTENTS. 
 
 PAGE 
 
 BASIS OF THE PHONOGRAPHIC ALPHABET .... 9 
 ALPHABET. CONSONANTS ....... 10 
 
 ALPHABET. VOWELS AND DIPHTHONGS 11 
 
 GENERAL HINTS . . . . . . . . .12 
 
 WORD EXERCISE ON VOWELS ....... 14 
 
 WORD EXERCISE ON DIPHTHONGS 15 
 
 SENTENCES WITH FIRST-PLACE VOWELS 16 
 
 SENTENCES WITH SECOND-PLACE VOWELS . . . .16 
 
 SENTENCES WITH THIRD-PLACE VOWELS 16 
 
 READING EXERCISE 17 
 
 RULES FOR PLACING VOWELS 18 
 
 ILLUSTRATIVE WORDS TO BE WRITTEN IN PHONOGRAPHY . 19 
 
 BEADING EXERCISES 20 
 
 UPWARD AND DOWNWARD R .22 
 
 WORD EXERCISE ON R AND CH 24 
 
 ILLUSTRATIVE WORDS TO BE WRITTEN IN PHONOGRAPHY . 24 
 READING EXERCISE ON R AND OH. . . . . .25 
 
 UPWARD AND DOWNWARD L . . . . . . .31 
 
 WORD EXERCISE ON' L . ... 32
 
 Vlll CONTENTS. 
 
 PAGE 
 
 READING EXERCISE ON L 33 
 
 . 
 
 THE ASPIRATE, II . . . . . . . . .35 
 
 WORD EXERCISE ox II 07 
 
 ILLUSTRATIVE WORDS TO BE WRITTEN IN PHONOGRAPHY . 37 
 
 READING EXERCISE ON H 38 
 
 W AND Y DIPHTHONGS . , . . . ^ . .39 
 
 DISSYLLABIC DIPHTHONGS 39 
 
 WORD EXERCISE ON DIPHTHONGS ...... 40 
 
 READING EXERCISE ON DIPHTHONGS 41 
 
 PUNCTUATION, ETC. ... % .... 40 
 
 NOMINAL CONSONANTS 47 
 
 CONSONANT INITIALS .... %* . . . 47 
 
 4 
 
 DOUBLE LETTERS 
 
 WORD EXERCISE ON DOUBLE LETTERS 48 
 
 READING EXERCISE ON DOUBLE LETTERS . . . .49 
 
 BEADING EXERCISES. 
 
 1. WHAT PUSSY SAID 55 
 
 2. WHAT THE MOUSE SAID TO HER CHILDREN . . .56 
 
 3. WHAT HAPPENED ........ 57 
 
 4. THE POND-LILY. ... 58 
 
 * <k 
 
 5. MY ANT'S Cows Gl 
 
 6. THE TRUMPET-VINE 65 
 
 7. PLANTS AND ANIMALS . . . . . . .70 
 
 8. THE THREE KINGDOMS 77 
 
 9. A FEW WORDS TO THE READEB 86
 
 PRIMARY PHONOGRAPHY.
 
 v 
 
 "Of'l, 
 
 PRIMARY PHONOGRAPHY. ^ 
 
 BASIS OF THE ALPHABET. 
 
 
 The plan of the Phonographic Alphabet is very sim- 
 ple. Two circles, each cut by two diameters at right 
 angles to each other, as in the above examples, give 
 the basis for the consonant outlines. With the ex- 
 ception of the upward R S , the simple, straight lines 
 represent explosive sounds, while the curves represent 
 those sounds which are more flowing, and which may 
 therefore be prolonged indefinitely. (Compare the con- 
 sonant sounds in pipe and fife.} 
 
 Omitting w 6/ / ', wh ,/ , h / ^ , and down ward r"^, 
 
 consonants made by a given organ are written in the 
 same general direction (see profile above), thus : 
 
 9, &;/, v; ........ \\ 
 
 Teeth, t, d; th, th; s, z; ..... !!(()) 
 Palate, ch,j; sA, zh; Z, upward r, y ; 
 
 I / )) 
 
 Throat and nose, k, <j ; m, w, ng; ... s-
 
 10 
 
 PRIMARY PHONOGRAPHY. 
 
 THE PHONOGRAPHIC ALPHABET. 
 
 CONSONANTS. 
 
 EXPLODENTS. 
 
 Name. Sound. 
 
 CONTINUANTS. 
 
 Name. Sound. 
 
 p \ 
 
 pee as in pay 
 
 F 
 
 \. e/'' as in /e w 
 
 B \ 
 
 bee 
 
 " bay 
 
 y 
 
 V^ fee 
 
 " view 
 
 T | 
 
 tee 
 
 " rie 
 
 Th 
 
 (^ z'A 
 
 " thigh 
 
 D 1 
 
 dee 
 
 " die 
 
 Th 
 
 (^ f/iee 
 
 " thy 
 
 Ch / 
 
 chay 
 
 " cAest 
 
 S 
 
 ) es 
 
 " seal 
 
 J / 
 
 ^y 
 
 " jest 
 
 Z 
 
 \ zee 
 
 " zeal 
 
 K 
 
 kay 
 
 " A;ic/t 
 
 Sh 
 
 J ish 
 
 " master 
 
 G 
 
 yy 
 
 " ^^ 
 
 Zh 
 
 J zhee 
 
 " measure 
 
 
 
 NASALS. 
 
 
 
 M x X 
 
 em 
 
 " sum 
 
 N 
 
 ^^/ en 
 
 " sun 
 
 
 
 
 Ng 
 
 ^*S ing 
 
 " suw,^ 
 
 
 
 LIQUIDS. 
 
 
 
 L f ( 
 
 strike) ^ 
 
 " lull 
 
 R 
 
 ~\(%3&a 
 
 r" air 
 
 ray 
 
 COALESCENTS. 
 
 ^tch ! Y /' 
 
 ASPIRATE LETTERS. 
 
 ( 8tr u ^ e ) 
 
 yes 
 
 H / Gl^ 
 Wh breath-?/; C/ ( 6tr u p ke ) whay 
 
 as in Aitch
 
 PRIMARY PHONOGRAPHY. 11 
 
 Remarks. Where the consonant sounds group them- 
 selves naturally in pairs (as p and o, s and z), a light 
 sound is represented by a thin stroke, and the corre- 
 sponding heavy sound by a thick stroke. 
 
 After the consonant outline of a word is written, the 
 vowel sounds are rilled in by means of the dots and 
 dashes given below. It will be seen that each vowel 
 sign is here placed to a consonant, , and takes a differ- 
 ent sound, according as it is placed at the beginning, 
 middle, or end of the consonant. 
 
 SIMPLE VOWELS. 
 
 Light. 
 
 1. A as in at '| j 1. O as in not ~| 
 
 2. E " met -I i 2. U " nut -I 
 
 3. I 
 
 it 
 
 \ 3. OO 
 
 foot 
 
 _ 
 
 
 Heavy. 
 
 
 
 1 . Ah as in 
 
 father * 
 
 < 1. Aw as in 
 
 ought 
 
 
 
 2. A 
 
 say 
 
 | 2. O 
 
 no 
 
 - 
 
 
 \ 
 
 
 
 3. E 
 
 he 
 
 \ 3. OO " 
 
 too 
 
 
 
 i 
 
 
 
 
 DIPHTHONGS. 
 
 
 
 I as in 
 
 by v 
 
 U as in 
 
 few 
 
 Ci 
 
 Ow 
 
 COM; A 
 
 Ea, ei, or eo 
 
 
 
 Oi 
 
 toy * 
 
 as in real, seeing, 
 
 theory 
 
 /, 
 
 The signs for diphthongs, piven above, are used only for convenience. The 
 sound which each represents is, in reality, a combination of two simple vowels. 
 
 Thus / is com posed of ah-ee; Ow,ofo-ou; Oi,ofaw-i; U, of i-oo.
 
 12 PRIMARY PHONOGRAPHY. 
 
 GENERAL HINTS. 
 
 1. In writing, the elbow should be turned out, and 
 
 the pen or pencil held so that the letter \ b can be 
 struck with ease. The best way to hold a pen is be- 
 tween the first and second fingers, steadying its move- 
 ments with the thumb. With the pen in this position, 
 the pupil will find that he can much more easily form 
 those characters which are most difficult of execution 
 (the horizontal curves in particular). 
 
 2. At first, the pupil should write slowly and with 
 great care. When he has learned to draw the charac- 
 ters correctly and elegantly, rapid writing will be easy; 
 but if he tries to write fast, rather than well, he will 
 find too late, in his illegible writing, the mistake he 
 has made. 
 
 3. The best size for the consonants is one-sixth 
 of an inch in length. Be careful to make all the charac- 
 ters about the same length. 
 
 4. The consonant outline of a word is always written 
 first, and the vowels or diphthongs put in afterward. 
 
 5. The consonants of a word should be joined to 
 each other, and the whole outline written without lift- 
 ing the pen. 
 
 6. In writing the heavy curves, make them thickest 
 in the middle, and gradually taper them to the ends, 
 
 thus; ^( ) J 
 
 7. Horizontal letters should be made on the line, 
 or slightly above it; never under the line; thus, 
 
 ^"^ ^">->^ ; not
 
 .PRIMARY PHONOGRAPHY. 13 
 
 8. L and Sh, when standing alone, are written, L 
 upward and &h downward. When joined with other 
 consonants, they may be written either up or down, as 
 is most convenient. 
 
 9. The first sloping or vertical consonant should rest 
 
 on 
 
 the line. Example, S ship; / check; / 
 
 rain ; s^r Mary ; \ cape. 
 
 10. Dash vowels should be written at right angles to 
 the consonant to which they are placed. Thus, I" toe ; 
 
 [coat; */ shoe; \ thaw; V. foe. They must 
 
 not, however, touch the consonant, as that might occa- 
 sion mistakes. 
 
 1 1. Remember that the sounds of a word follow each 
 other in regular order, from left to right, and from top 
 to bottom, just as they would in longhand, if each letter 
 or group of letters had a line to itself. 
 
 12. And last, but not least, bear in mind that 
 phonography means writing by sound ; and that only 
 the true sounds of a word should be expressed. 
 
 VOWELS. 
 
 Every consonant contains three places or positions 
 for. vowels, namely ; 
 
 Beginning of the consonant, or first place. 
 
 Example ; / has ; t-\ i what.
 
 14 PRIMARY PHONOGRAPHY. 
 
 Middle of the consonant, or second place. 
 
 Example;") us; / *1 let. 
 End of the consonant, or third place. 
 
 Example ;l_ to; 'I read. 
 
 WORD EXERCISE ON VOWELS. 
 First-place vowels are a, ah, o, aw. Example; 
 
 >' vi n c c/i r ~i 
 
 
 Second-place vowels are e, a, u, 5. Example; 
 
 / /^ -) A N V U 
 
 Nj V 
 
 <w> 
 Third-place vowels are i, e, oo, oo. Example; 
 
 L A .) ~\ ^ L/ V I 
 
 J 
 
 S
 
 PRIMARY PHONOGRAPHY. 15 
 
 DIPHTHONGS. 
 
 I and Ow may be written in first, second, or third 
 place, as is most convenient. 
 
 Example ; x x > _ / ^ \ 9. 
 
 V /v * A /A 
 
 Oi is always written in the first place. 
 
 V^ 
 
 Example ..... \ ^j^* ' 
 
 U is always written in the third place. 
 
 Example- ..... N -f\ V 
 
 Ea, ei, or eb is always written in the third place. 
 Example; ...... 
 
 EXERCISE ON DIPHTHONGS, 
 
 ? v ) 
 
 r 
 
 Punctuation. A period is expressed thus : x 
 
 o 
 
 A question mark is expressed thus : x 
 
 An initial capital is expressed thus : v^ John.
 
 16 
 
 PRIMARY PHONOGRAPHY. 
 
 SENTENCES. 
 First-place vowels and diphthongs. 
 
 nn 
 
 s\ 
 
 Second-place vowels. 
 
 n 
 
 Third-place vowels and diphthongs. 
 
 </ ). c \.
 
 PRIMARY PHONOGRAPHY. 
 
 17 
 
 L XI 
 
 .) .1 
 
 A 
 
 c u . .1 
 
 
 
 I- L/
 
 18 PRIMARY PHONOGRAPHY. 
 
 RULES FOB PLACING THE VOWELS. 
 
 When a vowel comes between two consonants, 
 it is possible to write it either after the first consonant 
 
 or before the second, thus; took, l=- or L_L ; sat, ) 
 
 or 
 
 But first-place vowels should always be written after 
 the first consonant; while third-place vowels should be 
 written before the following consonant. This is to 
 avoid awkwardness in such words as sAara, reel; the 
 best, and indeed the only way being to write these 
 words according to the principle given above, thus; 
 
 With second-place vowels a compromise is made. 
 The long or heavy vowels settle down, as it were, to the 
 first consonant, while the short or light vowels fly off' 
 to the following consonant. This facilitates the read- 
 ing of words in which these vowels have been carelessly 
 made thicker or thinner than they should be. 
 
 The above principles are illustrated by the follow- 
 ing diagrams : 
 
 LIGHT VOWELS. HEAVY VOWELS. 
 
 II
 
 PRIMARY PHONOGRAPHY. 19 
 
 RULES. 
 
 First-place vowels are written after the first conso 
 
 /* 
 
 nant. Example; L chalk. 
 
 Second-place heavy vowels are written after the 
 first consonant. Example; X\\ robe. 
 
 Second-place light vowels are written before the 
 following consonant. Example; //\ rub. 
 
 Third-place vowels are written before the following 
 consonant. Example; L*. cheek. 
 
 Write the following words in phonography, being 
 careful to make the heavy vowels somewhat thicker 
 than the light ones: 
 
 Sat, sought, sit, set, stay, pick, big, beak, net, knit, naught, 
 not, fun, vain, vein, mane, name, men, moon, man, numb, 
 thank, that, path, faith, rank, once, yet, bay, witch, which, 
 what, yes, yard, through, hat, who, him, shut, sharp, vision, 
 catch, coach, cake, chase, choose, jug, change, gem, game, 
 waste, west, lull, leaf, rill, brook, bank, key, work, play, dog, 
 deer, good, friend, ink, pen, sale, sill, pencil. 
 
 Punctuation. A dash is expressed thus; i i 
 A hyphen is expressed thus; =
 
 20 
 
 PRIMARY PHONOGRAPHY. 
 
 
 t^^. 
 
 C/| 
 
 V 
 
 \. r 
 
 v 
 
 l v X 
 
 
 T 
 
 x
 
 PRIMARY PHONOGRAPHY. 21 
 
 nr \ri u 
 
 N I 
 
 r ). 
 
 .) "= 
 
 u , ^x- u 
 
 ') ^ ') (' : 
 
 (. 
 
 y^f-w 
 
 -^ L ^_ C < 
 ^^^,1 liX),(- 
 M C VI ,
 
 PRIMARY PHONOGRAPHY. 
 
 C 6 * A 
 5 ^ \ i 4 
 
 J .) 
 
 )-,(,- 
 
 UPWARD AND DOWNWARD R. 
 
 R is represented either by 1 written downward, or 
 
 by ^ written upward. 
 
 To make it less likely that upward r, when standing 
 alone, should be mistaken for ch, ch is made to slope 
 about 60 degrees from the horizontal, and r 30 degrees, 
 
 thus; 
 
 When joined to other letters, ch and r
 
 PRIMARY PHONOGRAPHY. 23 
 
 are distinguished by the direction of the stroke, thus; 
 
 ""7 v 
 
 / catch ; s~~**s 
 
 In deciding which r should be used in a word, the 
 ,; ^following is the 
 
 GENERAL RULE. 
 The upward R is the advance guard of a syllable. 
 
 X\. /* / v /* 
 . r .. } rye; ^\ I branch; ^~s free. 
 
 The downward R is the rear guard of a syllable. 
 Example; v \ ire; 'Y early; 
 
 REMARKS. 
 
 The nucleus, the necessary part of a syllable, is the 
 vowel or diphthong; it is this of which upward and 
 downward R, are respectively advance and rear guard. 
 
 SV / 
 fai-ry \^/ 
 
 The rule for the downward R, however, does not 
 apply when it would cause an awkward joining or an 
 
 undecided outline ; as in <s *\ ivere, *\ earth, S\ > 
 
 /-A 
 
 roar, which should always be written I/ / \ 
 
 Nor does the rule apply when it would interfere with
 
 24 PRIMARY PHONOGRAPHY. 
 
 the compactness of a word, by carrying it too far be- 
 low the line. Thus, fortify should never be written 
 
 In a word containing no other consonant but R, with 
 a vowel both before and after it, write the downward 
 
 R. Example; array \ 
 
 WORD EXERCISE ON UPWARD AND DOWN- 
 WARD R AND CH. 
 
 Write the following words in phonography, 
 according to rule for the upward and downward R : 
 
 Tire, right, wrote, tore, door, road, rat, tar, tarry, are, ray, 
 array, reap, peer, fire, rough, fur, furrow, sire, rise, arise, farm, 
 firm, ring, wring, wringer, rich, arch, yard, Richard, rear, arti- 
 choke, wear, sir, rush, chair, share, rash, arm, armor, manner, 
 fear, reef, roar, crack, care, cringe, range, danger, fringe, 
 where, brook, trunk, crib, cheer, cheery, choir, rare, sour, 
 our, hour.
 
 PRIMARY PHONOGRAPHY. 25 
 
 II I/ 
 
 VL 
 
 " C 
 
 S> Y 
 
 U \ x 
 
 ^ v 
 
 L U *1 UI I. 
 
 CX/ ^ 
 
 vl. , x>. C
 
 26 
 
 PRIMARY PHONOGRAPHY 
 
 -1 .) .1 n 
 
 n 
 
 *1 
 
 \ 
 
 l-\. 
 
 -7 ^ \
 
 PRIMARY PHONOGRAPHY. 27 
 
 / 
 
 L V 
 
 I 
 
 L V U| , J 
 
 \ .r) ^L v 
 
 ~i ' j 
 
 K\ 
 
 (. V/x > ') U ') 
 
 i (. x 
 
 ^V \
 
 28 
 
 PRIMARY PHONOGRAPHY. 
 
 / 
 -J -1 
 
 n 
 
 (. 
 
 *- 
 
 1-2 
 
 C. 
 
 ')(. 
 
 * X 
 
 "
 
 PRIMARY PHONOGRAPHY. 
 
 29 
 
 \xi L 
 
 ) K , .1 
 
 V / ') M. ') .1 
 
 / 
 
 v ^ J 
 
 (. 
 
 "V L (.-CX) , " .1 l^ I. ^ r-
 
 30 
 
 PRIMARY PHONOGRAPHY 
 
 cc 
 
 V. 
 
 )- (. ~v) , *1 vi b 
 
 ^ I- , ^ 
 
 A f 
 
 r 
 
 ( " 
 
 c vy, 
 
 (.
 
 PRIMARY PHONOGRAPHY. 31 
 
 UPWARD AND DOWNV7ARD L. 
 
 To this letter the same general rule applies as to 
 r i.e., the upward form is used when a vowel follows 
 it, and the downward when a vowel precedes. 
 
 But this rule, however general in its application to 
 Z, cannot be made absolute, as in the case of the letter 
 r. The reason is that both forms of the r have a for- 
 ward motion, while with the I one form is downward 
 and backward. The latter is a check on the writer's 
 forward impetus; and in this way, he loses not only 
 speed, but time, as the hand has to travel so much 
 farther to the next word. Compare the outlines of 
 
 \_ with 
 
 with 
 
 The rules given below have been found the most 
 available. But in cases where they seem to conflict, 
 the student should bear in mind that he can scarcely go 
 wrong, if he maintains, in general, a forward movement 
 
 of the hand, as in the word ^/ shall. 
 
 
 
 Rule I. Initial Z, followed by a horizontal con- 
 sonant, is written downward if a vowel precedes it, 
 
 and upward if a vowel follows. Example; ( elk; 
 
 
 
 f leak ; C^^ elm ; / lame.
 
 32 PRIMARY PHONOGRAPHY. 
 
 Exception. Such words as allay iny, illness, should be 
 written /* f V, to agree with their primitives 
 
 Rule II. Final I, preceded by /, v, upward r, up- 
 ward h, stroke w, or stroke y, is written downward if 
 a vowel precedes, and upward if a vowel follows. 
 Example; . 
 
 ^/ool;\*J folly; >' real; ' really. 
 
 Rule III. When final I is preceded by an explodent, 
 and two vowels come between, write I downward. 
 
 Example ; t ^/s\ jewel. Such words as Poll, Polly, are 
 
 written V N/ 
 
 Rule IV. Final I preceded by n should be written 
 
 *v 
 
 downward. Example; only i. 
 
 Rule V. In doubtful cases write I upward. 
 
 WORDS WITH UPWARD AND DOWNWARD L. 
 
 V
 
 PRIMARY PHONOGRAPHY. 
 
 83 
 
 V 
 
 V 
 
 /' 
 f ) 
 
 j .) <y -(/ A 
 
 w^-(x .7. , LV 
 
 '\ 
 
 \. 
 
 A. 
 
 s 
 
 y 
 
 L 
 
 , 
 ; .1 
 
 . v 
 
 \.X 
 
 U I-
 
 34 
 
 PRIMARY PHONOGRAPHY 
 
 ~ J V 
 
 V 
 
 x 
 
 VI JT , - 
 
 , C 
 
 V, ' 
 
 r c 
 
 ). (. 
 
 v 
 
 C < 
 
 < . /
 
 PRIMARY PHONOGRAPHY. 3o 
 
 THE ASPIRATE, H. 
 The aspirate sound, h, is generally expressed by the 
 
 upward stroke O or the downward /. But as the 
 aspirate in English occurs only when preceding a vowel, 
 it may be expressed by a small dot placed before the 
 
 ..i .y-- 
 
 vowel to which it belongs. Thus; I hat; ' hole; 
 
 v \ hope; s~*\ home. 
 
 It may also be expressed by a tick (which is the 
 downward h contracted) before ra, upward Z, downward 
 
 r and s. Example; s hum; ir hill; v i hire; 
 
 ) Am. 
 
 This tick, however, cannot be used before m or / 
 when a first-place vowel follows h ; because, in rapid 
 writing, vowel and tick might be carelessly blended 
 
 into one. Therefore, do not write hall, ham, thus, **5r 
 *- ** ; but thus, f *' x 
 
 RULES FOR THE USE OF THE ASPIRATE. 
 Rule I. The downward stroke / is used in words 
 which contain no other consonant. Example ; / he ; 
 
 ./v high. When h is joined to another consonant, use 
 whichever form is most convenient.
 
 36 PRIMARY PHONOGRAPHY. 
 
 Rule II. The dot aspirate cannot be used after a 
 
 ^1\ ..^Lx\ 
 
 consonant. Thus, write unhappy \ not \. 
 
 Rule III. The tick h cannot be used before m or I 
 when a first-place vowel follows h. 
 
 Rule TV. The tick h is used before I and r in such 
 words as hill v ; hail r hair i ; and the upward 
 
 stroke h in such words as hilly 6 ; hollow 
 
 /' 
 
 hairy o 
 
 Note. The upward h may be joined to _p, , c/>, 
 thus; XV ieAa//; tf3. Tahiti; ^L Jehovah; 
 to / and *A thus; ^>o .Fo/a'; to s and s/i thus; 
 
 o <f , 1^ and s^ should be written first, 
 and the circle finished when vocalizing, to w, thus; 
 
 * 
 
 ^L^Q J unliin'je ; and to w, y, upward r, and upward 
 
 . 
 ^, thus ; ^/^C ^ Rehob. 
 
 The downward A is joined to cA thus; V Jehu; 
 
 A
 
 PRIMARY PHONOGRAPHY. 37 
 
 to 5, sA, thus; \ y 1 , first writing 1 and J and 
 
 completing the circle when vocalizing, and to p, k, m, 
 n, ?, and upward or downward r, thus; l /- x l cohort; 
 
 \> boo-hoo ; * ^ Mahomet ; filr* Elihu ; /CZ-k. 
 % '! 
 
 Rehum ; **\i Aarhaas. In speaking of outlines, 
 
 ; **\i 
 J 
 
 whatever relates to the light characters relates to the 
 corresponding heavy ones also. 
 
 WORD EXERCISE ON H. 
 
 Write the following words in phonography, using 
 either the dot or tick ^, wherever it is possible : 
 
 Hit, whom, hair, hare, hoe, hill, hilly, hero, hum, whose, 
 happy, Hamlet, harm, hand, hook, house, hull, Homer, haste, 
 honey, high, hate, help, heed, hush, hath, has, hark. 
 
 448400
 
 38 
 
 PRIMARY PHONOGRAPHY. 
 
 > 
 
 I 'V </' 
 
 >\ (f 
 
 C ) 
 
 \ L 
 
 I. \. - 
 
 -\. 
 
 I- 
 
 L. 
 V
 
 PRIMARY PHONOGRAPHY. 
 
 39 
 
 W AND Y DIPHTHONGS. 
 
 The sounds of W and Y, like the sound of //, occur 
 only before vowels. They are called coalescents; be- 
 cause they coalesce or blend so readily with the vowels 
 they precede, that it is almost impossible to mark by a 
 pause where one sound ends and the other begins. 
 
 By prefixing the sound of w or y to each of the 
 simple vowels, we have a series of diphthongs, repre- 
 sented by the following signs : 
 
 \^ 
 
 wa we wi wo wu woo wah way wee waw wo woo 
 
 ya ye yt yo yu yoo yah yay yee yaw yo yoo 
 
 Each set of the above diphthongs is formed from a 
 small circle cut by a single diameter, the circle for the 
 w series being halved vertically, and that for the y 
 series horizontally. 
 
 DISSYLLABIC DIPHTHONGS. 
 A diphthong is the blending of two vowel sounds 
 
 V 
 
 in one. Example ; i, which is composed of the two 
 
 sounds ah-ee. 
 
 There are, however, dissyllabic diphthongs, in which
 
 40 
 
 PRIMARY PHONOGRAPHY. 
 
 each element is sounded. To this class belong the W 
 and Y series, and also the following group : 
 
 ah-t a- ee-i aw-t o-t oo-f 
 
 This series of signs may represent diphthongs com- 
 posed of an accented long vowel followed by any short 
 
 \*s 
 
 vowel except oo. Example ; 
 f ^^, coil, cawing. 
 
 clayey, chaos ; 
 
 A diphthong may sometimes be joined to a conso- 
 nant, as in the words, \ war, Y idle. 
 
 WORD EXERCISE ON DIPHTHONGS. 
 
 4 *a <u J 
 
 7C 
 
 f L b 
 \_1,
 
 PRIMARY PHONOGRAPHY. 41 
 
 < < VI 
 
 L, 
 
 V, k^x / 
 
 IX) ^ cl , C. .) V} 
 
 ( \ri ,i v 
 ~^ ^ -s*, ^ j'^-icc k 
 
 U "1 (. ^ \ 0, 
 
 ,(
 
 42 PRIMARY PHONOGRAPHY. 
 
 Vl 
 
 * 1 
 I ~
 
 PRIMARY PHONOGRAPHY. 43 
 
 " 
 
 yu M ^ c \ 
 , ) ^ r v\ 
 
 ( vy) /> Y 
 
 c ( 
 
 (. 
 
 LC 
 
 * ) C "1 x -t 1 
 
 ( I ,6 
 ./ > 
 
 y^j c 
 
 j 
 
 i- \.
 
 44 
 
 PlliMARY PHONOGRAPHY. 
 
 1 </ I- C c, VI x >> ( 
 
 vi 
 
 \ A 
 
 (. 
 
 nr 
 
 3 ) r 
 
 Li , 
 
 IL 
 
 V 
 
 \X1 
 
 \ 
 
 VJ,1 
 
 c
 
 PRIMARY PHONOGRAPHY. 
 
 45 
 
 u - 
 
 (. * 
 
 
 . K) 
 
 U x 
 
 cc 
 
 ;j 
 
 V 
 
 ) 
 
 C c< 
 
 " 
 
 ( , .( ' VO./T 
 
 /TV. 
 
 C ) , (. 
 
 )=-) 
 
 ..)
 
 46 PRIMARY PHONOGRAPHY. 
 
 PUNCTUATION, ETC. 
 
 Nearly all marks of punctuation are written as they 
 are in longhand. However, 
 
 The Period is expressed by a small cross, thus ; x 
 
 The Interrogation Point is written thus, * to distin- 
 guish it from a certain abbreviated word used in re- 
 porting. 
 
 The Exclamation Point is written thus, x for the 
 same reason. 
 
 The Dash is written thus ; I 1 or i i 
 
 The Parentheses should be made a little more than 
 
 twice the size of the \ ith and the es / ; ( thus 1 
 
 An initial capital is shown thus ; O ) s 
 
 " " .( 
 
 Accent is shown by writing a small cross near the 
 
 I XI 
 
 accented vowel. Example; August' x7; Au'yust y 
 
 Emphasis is shown, as in longhand, by drawing one 
 or more lines underneath. However, a single line under 
 a single word should be waved, thus, to distin- 
 guish it from K.
 
 PRIMARY PHONOGRAPHY. 47 
 
 The Exclamations Ah! Eh! Oh! should be written 
 
 t t t 
 
 x x * 
 
 A caret ( A ) is expressed thus ; 1 
 
 NOMINAL CONSONANTS. 
 
 It is sometimes desired to express a vowel or diph- 
 thong without a consonant. 
 
 In such a case, I "T \ may be used as nominal 
 
 I w *]* 
 
 consonants. Thus, we may write *L E for Etten, or *f 
 
 |yp 
 
 JL for Andrew. Or the vowel (if a dash) may be struck 
 through the stem of the nominal consonant. Example; 
 
 T 1 "* _L ^ XL 
 
 for Orra; T 7 for Undine: y for /o. 
 
 // 
 
 The nominal consonant may also be joined to another 
 consonant, and written in any direction, thus; 
 
 . Jones. 
 
 Note. In writing only the initial sound of words 
 (especially proper names), where a doubt may arise 
 as to what is the corresponding longhand letter, it is 
 advisable to write the first two sounds of the word. 
 Or, if desired, the sounds which make up the longhand 
 name of the initial may be expressed. 
 
 Thus, the initial of the name Cymbeline should not 
 
 be written merely ) x as it would be taken for an S ; 
 
 a 
 
 it should be written either /. y or ) 9 ^ (Cy or C).
 
 48 PRIMARY PHONOGRAPHY. 
 
 DOUBLE LETTERS. 
 
 The following double letters are frequently used, as 
 being more convenient than their corresponding single 
 characters. They are the first steps to that shortening 
 of phonographic writing which is called reporting. 
 
 The student should, therefore, not make use of them 
 until he is thorough master of the simple alphabet. 
 
 ^<^. r 
 
 kw gw lr P| m Jj wl whl. 
 
 J .r 
 
 With the exception of wl and whl, the two sounds 
 which each character represents cannot be separated by 
 a vowel or diphthong. Thus, well, while, may be written 
 
 ; but rich, map, must be written out in full, 
 thus; </ ' ~\ 
 
 WORD EXERCISE ON DOUBLE LETTERS. 
 
 r < 
 
 \A
 
 PRIMARY PHONOGRAPHY. 
 
 r\ 
 
 \f x 
 
 I " 
 
 ') O C 
 
 x^ c 
 
 V U/1 X ' \Jk ~K \A 
 
 i- c
 
 50 
 
 PRIMARY PHONOGRAPHY. 
 
 *1 X^( (.< / 
 
 v* 
 
 -) (. kX I- ^ ") I/) x " ). 
 
 1 , 9 r ">i < 
 
 // 
 
 (.
 
 PRIMARY PHONOGRAPHY. 51 
 
 v- \ \. -n , 
 
 \. -n 
 
 ' 
 
 (. \_ ^ 'I 
 
 i \ < 
 
 i: "i LX^ j 
 
 iy (j K\ 
 
 v x (
 
 52 
 
 PRIMARY PHONOGRAPHY. 
 
 t 
 
 c- vi 
 
 
 
 r 1 w 
 
 V ') )' -3 ,"_ C 
 
 " 
 
 " 
 
 ,;. 
 vi
 
 READING EXERCISES. 
 
 53
 
 READING EXERCISES. 
 
 55 
 
 V! 
 
 A *Z 
 
 A| 
 
 
 I f 
 
 '^~*\ X 
 
 
 ) </ 1 r -L 
 
 X 
 
 \ 
 
 \ * ' ) 
 
 c 
 
 , c 
 
 /v 9 /v 
 
 ^\ x
 
 56 
 
 PRIMARY PHONOGRAPHY 
 
 C 
 
 -) 
 
 > (. ^ W v "3 b- ^ 
 
 A! x 
 
 ^x \ * 
 
 n .) 
 
 ') U ') 
 
 ). - 1
 
 READING EXERCISES. 57 
 
 1 ,^ nr 
 
 , v 
 
 \ X 
 
 0/1 "V 
 
 ." 
 
 \ ( */r\ , /} v\ / rn 
 
 x (j n c^ ^ | -i 
 
 N4-LV 
 
 *4 , \
 
 58 
 
 PRIMARY PHONOGRAPHY. 
 
 
 ',). I (. 
 
 ) 
 
 I.. I 
 
 I. ^ .1 )- 
 
 I 
 
 ^^ *- 
 
 .1 .) 
 
 -r 
 
 , 1 (. 
 
 o
 
 READING EXERCISES. 
 
 59 
 
 U 
 
 C 
 
 IT y t * 
 \ (. 
 
 \ 
 
 )- 
 
 \ __ < >/- 
 
 " c ^i , x L c 
 
 ^yq -(. 
 I 
 
 ^ ^ *Vv c u< 
 
 \OK ^ '/ 
 
 >
 
 60 
 
 PRIMARY PHONOGRAPHY 
 
 <,' I' I- C , (. 
 
 v 
 
 - I. (. - 
 
 L C k , "1 .) 
 
 Z
 
 BEADING EXERCISES. 
 
 61 
 
 \. ') /V ') 
 
 
 , 
 
 . > ^ K 
 
 C v ; 
 
 c. \ 
 
 c 
 
 , i"i
 
 62 
 
 PRIMARY PHONOGRAPHY. 
 
 / 
 
 VI 
 
 \ 
 
 r 
 
 ^ s 
 
 i. A! x c 
 
 M 
 
 
 c. - 
 
 '\ ( jl 
 
 v 
 
 -r i- < 
 
 , V
 
 READING EXERCISES. 
 
 63 
 
 C 
 
 \ V 
 
 (. 
 
 VJ ^ I A 
 
 .1 ^ (. K
 
 64 
 
 PRIMARY PHONOGRAPHY 
 
 )- ./ Y^ u -\ 
 
 L xx 
 
 1 f 
 
 V lA 
 
 XI 
 
 V, 
 
 v ) x.
 
 READING EXERCISES. 
 
 (. ^ 
 
 )' 
 
 * 
 
 (. 
 
 , L: 
 
 X . 
 
 -C/ 
 
 L(,
 
 66 PRIMARY PHONOGRAPHY. 
 
 x>- 
 
 S 
 
 \ VM- 
 (. x>= 
 
 ' nr 
 
 C ( 
 
 I V 
 
 tfc 
 
 )- 3X1 ') (. 
 
 c 
 
 )- < 
 
 L 
 
 V ^ 
 
 )- /, ,
 
 READING EXERCISES. 
 
 67 
 
 ^ 
 
 " 
 
 . , 
 
 U^v ') /{ ') , 
 
 ' (XI X) x 
 
 I 
 
 " 
 
 I * 
 
 \ v 
 
 (. x)=\
 
 68 
 
 PRIMARY PHONOGRAPHY. 
 
 
 \ 
 
 u 
 
 L (. X , 
 
 (. 
 
 , 
 
 (. 
 
 ( 
 
 V 
 
 , < V 
 
 . vi
 
 READING EXERCISES. 
 
 6!) 
 
 c x)=V 
 
 u i- 
 
 tt 
 
 - 
 
 -) 
 
 - 
 
 t 
 
 V 
 
 l/)
 
 70 PRIMARY PHONOGRAPHY. 
 
 , c- P c 
 
 M ^^-,^ C 
 *i (. x> 
 
 C (' 
 
 \r-i 
 
 f\ ** ' X
 
 READING EXERCISES. 
 
 71 
 
 V) L 
 
 \r-i 
 
 x L 
 
 \ 
 
 c 
 
 c. 
 
 ). - vo 
 / *\ SA -^ c nr\r~{
 
 72 
 
 PRIMARY PHONOGRAPHY. 
 
 c 
 
 /CV. 
 
 j (. \ri 
 
 VO L V) 
 
 C ex/ U 
 
 Vk 
 
 c
 
 READING EXERCISES. 
 
 
 ' IA 
 
 9 ^ ^r ' 
 
 rtr 
 
 i r 
 
 ) 
 
 . c \ 
 
 v_> (. tXL X n 
 
 ^ v/ ^ 

 
 PRIMARY PHONOGRAPHY 
 
 \( 
 
 -| .) 
 
 .) 
 
 V) 
 
 c 
 
 (. 
 
 u L v c- o> c 
 
 K ^x-
 
 READING EXERCISES. 
 
 75 
 
 -\ .1 , ;. 
 
 nr 
 
 .1 
 
 Z 
 
 (. \ 
 
 o 
 
 
 (. 
 
 .) 
 
 .ex < \n ^ ( N 
 
 X .1 PI ^ v-^ (.
 
 76 
 
 PRIMARY PHONOGRAPHY. 
 
 .1 X 
 
 U I- 'V ' 
 
 .1 
 
 L ). <- ^ 
 -^ \. V 
 
 (,' ^V W VO L VO , 
 
 V
 
 READING EXERCISES. 
 
 77 
 
 (. 
 
 ') 
 
 ') ( 
 
 C. X)- I. 
 
 (. k, ;, .> (. 
 
 ^1 X 
 
 C. (/ 
 
 -A S \ 
 
 Al 
 
 " ). L
 
 78 
 
 PRIMARY PHONOGRAPHY. 
 
 *) 
 
 
 ( -^ 
 
 .) 
 
 . l x .1 .) f 
 
 ^ L V V , ) 
 
 (. \ ^ VL
 
 READING EXERCISES 
 
 79 
 
 c 
 
 X ./ -<x 
 
 > - x n 
 
 ) 
 
 t < 
 
 /c\. ^> 
 
 <. /T
 
 80 
 
 PRIMARY PHONOGRAPHY. 
 
 , ') 
 
 / ^ (. _ 
 -^ c 
 
 . c 
 
 (. 
 
 ./-<y 
 
 , <</ .) c
 
 READIXG EXERCISES. 
 
 81 
 
 , (. VL/O "v. c 
 
 </ 
 
 X\ L (.< 
 
 C 
 
 t 
 
 O 
 
 ) ./I 
 
 // 
 
 5 , .1 .) ^ (j- T- 
 
 \/UO L 
 
 -I - 
 
 V
 
 PRIMARY PHONOGRAPHY 
 
 A 
 
 , . 
 
 i .) </ , 6 
 
 iT ^ C '\ X A 
 
 ) 
 
 c 
 
 c c/- 
 )- v<- <
 
 READING EXERCISES. 
 
 83 
 
 
 A 
 
 ^ "V .1 X I- (. < 
 _/!-*. -> C 
 
 n <rf(\~ ^. 
 ^ "V 1 
 
 V A x 
 
 I 
 
 v ( 
 
 (. 
 
 (/- 
 
 X 
 
 / /X , C
 
 84 
 
 PRIMARY PHONOGRAPHY. 
 
 t/.) (. ) 
 
 ) n ) c 
 
 ') ^> (.
 
 READING EXERCISES 
 
 85 
 
 L\. 
 
 v v 
 
 , VL/0 f l 
 
 c > 
 
 c 
 
 r
 
 86 
 
 PRIMARY PHONOGRAPHY. 
 
 b 
 
 LC 
 
 (./) 
 
 I 3 
 
 ^ )- 
 
 //
 
 TESTIMONIALS.
 
 From PROF. JAMES C. BOOTH, LL.D., of the U. S. Mint, Philadelphia, 
 and author of "The Phonographic Instructor' 1 '' of 1855. 
 
 Miss IDA C. CRADDOCK, 
 
 Teacher of Phonography in Girard College : 
 
 MY DEAR Miss CRADDOCK : Having been shown your 
 " Primary Phonography," in its then unfinished state, by 
 Mr. Holman, the Actuary of the Franklin Institute, I was 
 so much pleased with it, that I requested him to send me a 
 copy of the work when it should be completed. 
 
 I have now examined the finished work, and must express 
 myself in highly commendatory terms of its execution, in 
 several respects. 
 
 i. As a means of deeply impressing young persons with 
 such a knowledge and use of Elementary Phonography, that 
 in time their skill in writing it will seem almost intuitive. 
 2. The mode of your accomplishing such an end, the 
 successive development of the simple, unabridged mode of 
 writing you have roost happily effected. 3. Your mode 
 of throwing more interest into the usual dry details of such 
 a study or practice by your invention of interesting narra- 
 tions embracing at the same time moral instruction 
 has been to my mind most successful and valuable. 4. 
 Lastly, the bold and clear type, and general typographical 
 beauty of the work are specially worthy of commendation, 
 when the present tendency is too prevalent to cheapen 
 books by small type, to the injury of sight in the future. 
 
 Respectfully yours, 
 
 JAMES C. BOOTH.
 
 From JAMES A. KIRKPATRICK, formerly Professor of Phonography 
 and Book-Keeping at the Boys' High School of Philadelphia. 
 
 Having examined very carefully Miss Craddock's " Pri- 
 mary Phonography," I take great pleasure in recommending 
 it as a class-book for beginners. It removes an obstruction 
 which I constantly felt while a teacher, and which, with 
 
 'very great labor, I to some extent overcame. The obstruc- 
 tion alluded to was the constant desire to press on to quick 
 writing before mastering the rudiments; and the conse- 
 quence was that many became discouraged, and relinquished 
 
 the hope of success. This work seems to be designed to 
 teach thoroughly the first principles of the art, without 
 troubling the beginners with the pernicious thought of a 
 "royal road to learning." 
 
 With about twenty years' experience in teaching pho- 
 nography in the Philadelphia High School, I unhesitatingly 
 pronounce this, in my estimation, the best book ever printed 
 for the use of beginners. Its unchanging characters for 
 simple sounds and its interesting exercises new, and speci- 
 ally fitted to illustrate and exemplify the particular lesson 
 under consideration make it invaluable to the student. 
 All contractions and puzzling composite word-signs are ex- 
 cluded, so that the temptation to proceed too rapidly and 
 too superficially is entirely removed. It is well calculated 
 to give thorough instruction in the rudiments, before at- 
 tempting fast writing. 
 
 The paper used, the engraving of the illustrations, and 
 the lessons inculcated in the reading exercises, are all that 
 can be desired. 
 
 JAMES A. KIRKPATRICK.
 
 From ROBERT PATTERSON, author of "The Reporter's Assistant" of 
 
 1850, and Secretary and Treasurer of the Fidelity Insurance 
 
 Trust and Safe Deposit Co. } Philadelphia. 
 
 Having examined carefully the work on " Primary Pho- 
 nography " by Ida C. Craddock, I find it a clear and prac- 
 tical introduction to the principles and practice of that art, 
 which I am sure must be of great use to both pupil and 
 teacher. The theory of instruction on which it is based 
 appears to be correct, namely, thorough drill in the ele- 
 ments of the system, before developing the complexities 
 which, however needful they may be to secure brevity and 
 compactness of form, yet, if begun too soon, hinder in- 
 stead of forwarding the pupil's progress, and in the end 
 lead to the abandonment of the attempt to acquire the art. 
 
 ROBERT PATTERSON. 
 
 From PROF. GEO. J. BECKER, author of ^Becker's System of Book- 
 Keeping" and Professor of Drawing, Penmanship 
 and Book-Keeping in Girard College. 
 
 I have examined with much pleasure the work on "Pri- 
 mary Phonography" by Miss Ida C. Craddock, and can 
 recommend it with confidence to students of the art, as 
 possessing a higher degree of merit than I have found in 
 any other work on the subject. The explanations are clear 
 and concise, and the illustrations given are ample, so that 
 any one of ordinary intelligence can study the subject with 
 advantage without the aid of a teacher. 
 
 The little stories which it contains are written in "full 
 style" of phonography, and are especially of great value to 
 the learner, as this Primary Style, without abbreviations, 
 lays the foundation for the rapid writing as practised bv 
 reporters. 
 
 The work is also well adapted for class instruction. 
 
 GEO. J. BECKER.

 
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