THE LIBRARY 
 
 OF 
 
 THE UNIVERSITY 
 OF CALIFORNIA 
 
 LOS ANGELES
 
 
 * 0. 
 
 LAW7FR
 
 A LIGHT-LINE CONNECTIVE-VOWEL SYSTEM OF SHORT-HAND 
 
 WRITTEN FROM PRINCIPLES WITHOUT THE USE 
 
 OF WORD SIGNS OR CONTRACTIONS 
 
 FOR 
 
 Commercial, Political and Judicial 
 
 . RECORDING, 
 
 AND IN ALL THOSE FIELDS OF LABOR WHICH DEMAND THE 
 HIGHEST DEGREE OF SPEED AND LEGIBILITY. 
 
 BY C. E. McKEE, 
 
 Principal New Rapid College of Short-Hand, 
 BUFFALO, N. Y. 
 
 SIXTH EDITION. 
 
 PUBLISHED BY THE 
 BUFFALO PUBLISHING CO'
 
 Copyright 1888 by 
 C. E. McKEE, 
 
 Copyright 1889 by 
 C. E. McKEE. 
 
 PATENT APPLIED FOR. 
 
 ALL RIGHTS RESERVED.
 
 M 
 
 \ i 
 
 
 
 TRANSCRIPT. 
 
 thou art, 1T l a 3' c P er l> 
 ^ 
 A THou wl]o dost serVe the Wants of men; 
 
 By rescuing golden thoughts from spoil, 
 And saving the World from years of toil. 
 5 THE AUTHOR. 
 
 448333
 
 No apology need be offered for the appearance of the 
 present work. The history of the past proves that a system 
 of brief writing has been the demand of the ages. That 
 this demand still exists is too obvious to need assertion. 
 When we realize what a small percentage of the multitudes 
 who yearly take up the study of short-hand, make a success 
 of it, we begin to see the need of improvement in this line 
 of human achievement. This recognized necessity for a 
 simple practical system of brief writing, one that can be 
 learned and put into daily use by the masses, without devot- 
 ing years of study and practice to this one branch alone is 
 what inspired the author in his efforts to develop the present 
 system. 
 
 Says an eminent writer of recent date, "The formation 
 of a really good system of short-hand has yet to be shown to 
 the world." That this is true is admitted by all who know 
 anything of the history of the art. 
 
 It is also admitted by all acquainted with the New Rapid 
 system that never in the history of short-hand have such 
 results been obtained. Students who have failed, after devot- 
 ing months of laborious toil to the mastery of other systems, 
 have in this achieved success with but a few weeks study. 
 
 Time and use have proven the system to be all that is 
 claimed for it, and that it does not fall short of its object, 
 which is : To secure a shorter road to Stenographic success ; 
 to obtain greater legibility and speed, and lighten the labors of 
 that mighty army that is daily growing in the skillful use of the 
 pen.
 
 6 THE NEW RAPID. 
 
 A glance will be sufficient, to enable one to see that the 
 system is entirely different from those of the past, and that in 
 it short-hand has been emancipated from the superstitions that 
 have surrounded it from its birth to the present day. 
 
 For the purpose of giving the reader some knowledge of 
 the principles of this system, and its many superior advan- 
 tages, we give a brief review of it in the Introduction. In 
 referring the reader to this we ask that it be read with a fair, 
 impartial, and unbiased spirit. 
 
 We think, aside from the principles of this system, there 
 is much to commend the New Rapid to those desiring to 
 pursue the study of short-hand. The matter presented 
 throughout the work has been carefully selected and graded. 
 Unlike other systems, it has been presented in the form of 
 Lessons. This arrangement will be of great assistance to the 
 student. Whether it is pursued under an instructor, or by 
 home study, it enables the learner to take it up in its proper 
 order. Each lesson is so arranged that it can be thoroughly 
 mastered before going to the next, and as it contains a com- 
 plete explanation of the subject in question, the student avoids 
 the confusion arising from disconnected lessons. Everything 
 belonging to a lesson is placed directly in connection with it, 
 that the student may get the benefit of it just when it is 
 needed. A list of questions is added after each lesson, which 
 enables the student to ascertain if everything passed over has 
 been thoroughly mastered. They also serve as good test 
 questions when a hasty review on theory is desired. 
 
 Realizing that practice is what is necessary to render 
 short-hand useful, we have presented a carefully selected list 
 of words and sentences after each lesson. This enables the 
 learner to get practice on those words, that will tend to fix 
 the principles of the lesson at hand, thoroughly in the mind.
 
 PREFACE. 7 
 
 The lists are so practical and comprehensive, that by the 
 time the theory of the subject has been completed, the student 
 will have acquired a large vocabulary of practical word forms. 
 
 Realizing what a vast number of the young men and 
 women who pursue the study of short-hand, have not the 
 opportunity to secure the services of an instructor, we have 
 aimed to make the book a teacher of itself. We hope that 
 all those who pursue the study will find in it truth and beauty, 
 and a lasting degree of satisfaction in its practice. 
 
 With these few words of greeting, the system is com- 
 mended to those whose labors it seeks to lessen, trusting that 
 it may prove a faithful friend and servant, in all the fields of 
 labor to which it may be called to administer. 
 Buffalo, N. Y., March 28th, 1889.
 
 in which are set forth a few of the merits of The New Rapid, 
 showing that the principles upon which it is founded are those 
 that should govern a practical system of short-hand. 
 
 The burning desire of the human mind for increased 
 knowledge, and consequently for improvement, seems to be 
 the progressive principle, propelling us onward and upward. 
 Improvements follow improvements on all the inventions of 
 the times. Perfection in the arts, the sciences and in the 
 numberless inventions of the age, is the one grand idea that 
 fills the mind of the scientific world. 
 
 The impossibilities of the past were probabilities yester- 
 day and are possibilities to-day. The World is indeed moving 
 onward and upward. But in her onward march, she has not 
 forgotten the pen, which, though "mightier than the 
 sword," with our present long-hand method of recording 
 thought, needs facilities to aid in coping with the modern 
 methods of living. In modern short-hand The New 
 Rapid she has found this aid, which presents to the world 
 an alphabet of letters so simple and facile, that even a child 
 may learn to write. This method of writing is as wonderful 
 as it is simple. By it, speech is recorded as it falls from the 
 lips of the rapid speaker, and thus the finest sentiments of the 
 human soul, 
 
 " Are transmitted to glowing pages, 
 And handed down to future ages." 
 
 What once meant to the literary man years of laborious 
 toil, is now a pleasant task, requiring but a few weeks time for 
 its completion. The man of business who formerly toiled all
 
 10 THE NEW RAPID. 
 
 day at his desk, can to-day dispatch his correspondence in an 
 hour's time; and instead of it being a miserable scrawl, im- 
 possible to decipher, it appears in a neat type, as plain and 
 legible as a printed book. 
 
 Although the art of short-hand has done much in the 
 past, yet its history shows that it has been very unsatis- 
 factory to those who have followed it. Years of study and 
 practice directed towards this one branch alone, was the 
 only way it could be made available ; and even then without 
 persistent practice, it was all forgotten in less than one-tenth 
 of the time it took to acquire it. The large percentage of 
 those who have made a total failure of short-hand, even after 
 earnest and determined effort, is sufficient to show that some- 
 thing better is wanted in this direction. The fact that even 
 those who do master it thoroughly, seldom have confidence 
 enough in its legibility to use it in recording thoughts for safe 
 keeping, is enough to show why it has never come into 
 practical every-day use. 
 
 What the world is demanding to-day is a system that can 
 be easily learned, is as legible as print, and can be written 
 rapidly. Illegibility has been the most glaring defect of all 
 systems of short-hand writing. This great deficiency, to- 
 gether with others, so painfully realized by the author in past 
 years, accounts for the existence of the New Rapid short- 
 hand. 
 
 Since the New Rapid system is so unlike others, we 
 review briefly a few of its prominent features, that the reader 
 may become acquainted with the underlying principles and 
 better understand why a new system of short-hand has been 
 born, and is working such a mighty revolution throughout the 
 civilized world. 
 
 At the outset, we wish to say that if you are a writer of
 
 INTRODUCTION. 1 1 
 
 some other system, we hope you will lay aside all prejudices 
 and predilections, and judge candidly of the merits of the 
 New Rapid. We say this, knowing how apt Stenographers 
 are to consider the system they write, as the ne plus ultra of 
 perfection, and consequently bar out all facts that would tend 
 to make it appear otherwise. All that is claimed for the New 
 Rapid, has been fully and satisfactorily demonstrated; and 
 hence we ask that you reason candidly with yourself, while we 
 explain briefly a few of its merits. 
 
 The present system is the result of much study and ( 
 practice, coupled with the sincere belief that there were im- 
 portant springs of truth yet unexplored, connected with the 
 science of swift writing. The system has been perfected and 
 brought to its high state of excellence, through the firmly 
 established principles that govern so harmoniously all its parts. 
 Over one year was spent in constructing and arranging the 
 Phonographic Alphabet. To the inexperienced this may 
 seem like an exorbitant waste of time and energy ; but there 
 are many difficulties to be encountered in developing a system 
 of writing that will record briefly and systematically, and in 
 such an easy, simple manner, human speech as rapidly as it 
 is spoken. 
 
 The success of anything depends largely upon the foun- 
 dation. Nowhere is this truer than in short-hand ; and as the 
 alphabet is the foundation of the whole structure, it is neces- 
 sary that it contains those elements which will conduce largely 
 toward bringing the system as a whole into a high state of 
 perfection. Realizing this, we have spared no pains to lay a 
 foundation that will be simple, practical and complete. The 
 philosophical arrangement of our alphabet, combined with the 
 powerful contracting principles, is what enables us to secure such 
 a remarkable degree of brevity without sacrificing legibility.
 
 12 THE NEW RAPID. 
 
 J. M. Sloan, of England, author of Sloan-Duployan 
 Short-hand, has truthfully said: ''It does not require great 
 intelligence to understand that the more powerful an alphabet 
 is, the fewer abbreviations are required ; consequently more 
 sounds are retained, which give extra legibility." Since the 
 alphabet forms the foundation and is of such vital importance 
 to all the after-work, we here illustrate a few of its prominent 
 features. 
 
 One of the main characteristics of this system is the easy, 
 running style of writing produced, and the great similarity it 
 bears to long-hand. A writer of prominence has said: " The 
 greatest perfection of long-hand consists in its free, easy style, 
 and regularity of appearance. ' ' This is a recognized fact ; and 
 since the hand is accustomed to the long-hand style of 
 writing, it is obvious that the nearer short-hand approaches 
 this, the easier and more natural will it be in execution. 
 Recognizing this as one of the essentials requisite to easy 
 rapid writing, this system is based upon the principles 
 governing long-hand. Curves, instead of being parts of 
 circles, are, as in long-hand, elliptical. Irregular outlines 
 and difficult combinations are avoided ; and the writing, as a 
 whole, tends towards the right, producing an easy, running 
 style. 
 
 This similarity to long-hand is still further carried out by 
 the small use that is made of shaded characters. Too many 
 shaded strokes render the writing very difficult of execution 
 If in long-hand we should attempt to shade every other stroke, 
 as is done in the *Pitmanic systems, we would find it a very 
 slow and laborious way of writing. Hence, the fewer shaded 
 
 * By " Pitmanic systems " is meant those systems which use that alphabet 
 of consonants as arranged by Isaac Pitman, of England, in 1837. They 
 are the Graham's, Munson's, Scott Browne's, Ben Pitman's, Burn's, etc.
 
 I NTRODUCTION. 1 3 
 
 strokes employed the better. In view of this fact we have 
 constructed an alphabet which practically does away with 
 shading. This we consider in many ways a great improve- 
 ment over former systems. 
 
 But by other means equally important, we have succeeded 
 in securing to a still larger degree that ease and grace in exe- 
 cution which so characterizes the long-hand style of writing. 
 This is accomplished by the manner in which certain letters 
 are represented. 
 
 In assigning values to the different strokes, the easiest 
 and most facile outlines were selected to represent the most 
 frequently recurring sounds. Thus the sounds represented by 
 s and z, which are found most frequently in the English 
 language, are represented by a circle and horizontal strokes ; 
 and t and d, which rank second, by right oblique strokes 
 running the same as the strokes in long-hand, which can be 
 struck either upwards or downwards. And so on throughout 
 the alphabet easy, facile strokes are utilized in representing 
 frequently recurring sounds. This enables us, not only to 
 write common phraseology with exceeding ease and facility, 
 but it secures lineality, one of the great essentials to easy 
 rapid writing. 
 
 In all the Pitmanic systems the most frequently recurring 
 sounds in the language are unfortunately represented by the 
 most difficult characters. For example, the s and z, and t 
 and d are expressed by perpendicular strokes, while other 
 letters are represented by values wholly unsui ted for easy join- 
 ing and so impracticable that they necessitate the use of 
 special hooks. Throughout the entire alphabet, practicability 
 is wholly ignored. 
 
 A perpendicular stroke, and especially a curved one, 
 such as represents the s and z in the Pitmanic systems is the
 
 14 THE NEW RAPID. 
 
 most difficult line it is possible to form. The hand in its right 
 and left elliptical movements naturally conforms to the law of 
 movement in long-hand, and rebels against all efforts to form 
 a perpendicular stroke. In view of these facts we have virtu- 
 ally discarded the use of perpendicular lines. This disuse of 
 long perpendicular strokes and the values assigned to those 
 easy in execution, is what renders the movements in the 
 writing of the New Rapid so much like that employed in 
 long-hand. The result is that it can be written easily and 
 rapidly, with but little practice as compared with those systems 
 which employ so many complex outlines written in an upright 
 manner. 
 
 The disadvantages arising from the use of perpendicular 
 strokes and especially to represent sounds of such frequent 
 recurrence, are more fully realized when we know what long, 
 irregular and difficult outlines are produced in writing. 
 
 To illustrate this point we give a line of words in which 
 perpendicular strokes occur as written in the Pitmanic systems. 
 The first line is the Pitmanic writing and the second that of 
 the New Rapid. Observe not only the absence of perpen- 
 
 diversity dutiful fersonifieation demonstration dimention 
 
 vestibule frivolity 
 
 
 dicular strokes in the writing of the New Rapid, but also the 
 great degree in which brevity and lineality is secured. It is 
 also proper to remark that the writing of the New Rapid is
 
 INTRODUCTION. 15 
 
 much more legible than that of the Pitmanic since it repre- 
 sents more sounds. 
 
 It will also be noticed that the New Rapid writing of 
 these words is briefer as well as more lineal and easier in 
 execution. 
 
 As written in the Pitmanic systems these seven words 
 contain thirty-six characters. In the New Rapid they con- 
 tain but twenty. The reader can also see by a test that the 
 second line of these words can be written more than twice as 
 rapidly as the first. 
 
 Next we desire to make mention of the simple and prac- 
 tical manner in which all words are written. They are not, 
 as in other systems, committed as word forms and contractions, 
 but are written from principle as in long-hand. It might 
 appear to a casual observer that in this way a degree of 
 brevity equal to other systems would not be secured. But the 
 fact is, there is not a system in existence that can cope with 
 the New Rapid in securing brevity, and yet so successfully 
 retain the legibility. 
 
 By this simple, practical manner of writing, the reporter 
 is enabled to write any word by applying the underlying 
 principles, and is not as in other systems, compelled to resort 
 to a phonographic dictionary for the writing of every new 
 word that comes up. It would be just as< reasonable for a 
 student to attempt to commit the solution and answer of the 
 numberless problems in mathematics, when by understanding 
 a few underlying principles he could solve any problem that 
 might be proposed. 
 
 That word-signs and arbitrary contractions are detri- 
 mental to a system of short-hand, needs no argument to 
 prove. The writers of all systems realize this. Late works 
 on the Pitmanic systems show that authors are trying to lessen
 
 1 6 THE NEW RAPID. 
 
 these signs in number. But the result of their efforts, in this 
 direction is very unsatisfactory. The fundamental principles 
 of the Pitmanic systems are such that it is impossible to secure 
 sufficient brevity by writing from principle. Hence the use of 
 word-signs and contractions, in these systems, is by no means 
 a choice, but a necessity. It is obvious too, that by the new 
 method a great amount of time and labor is saved. The most 
 arduous task found in connection with the study of short-hand 
 has been the memorizing of the countless number of word- 
 signs and contractions. This old method of memorizing 
 word-signs and contractions by the hundreds has been found 
 too slow and laborious, and has consequently given way to the 
 more modern and practical method, viz. : that of writing from 
 principle, instead of arbitrary signs. The fullness of the 
 writing and the close resemblance that the movement bears to 
 long-hand is the crowning feature of the New Rapid. 
 
 The next subject in order of importance is, that this is a 
 connective vowel system. That is, vowels are expressed by 
 strokes the same as consonants, and words are written without 
 lifting the pen. This is one of the distinguishing features of 
 this system one which promotes facility in writing and legi- 
 bility in reading. In the Pitmanic systems, vowels are ex- 
 pressed by dots and dashes placed in a certain position after 
 the consonants are written, but in order to obtain speed suffi- 
 cient for even moderate writing, the writer finds it impossible 
 to go back after writing every word, and add one, two and 
 ' sometimes three dots or dashes of a certain size, and in a 
 certain position. Hence the vowels must be omitted, and are 
 used on an average of about once in seventy-five words. 
 The result is, the writer is not only left to read his notes 
 without vowels, which are as essential to legibility as conso- 
 nants, but is compelled to go through the long and arduous
 
 INTRODUCTION. 17 
 
 tasK of learning what is known in those systems as "vocali- 
 zation " and " revocalization/'all of which must be practically 
 abandoned when he enters the field of actual practice. The 
 expediency of connective vowel strokes is apparent to every- 
 body. Writing words in a broken and disconnected manner 
 is wholly unphilosophical. 
 
 In matter of speed acquired by connective strokes we 
 quote the language of an eminent writer, on the disadvantages 
 of pen-lifting: "The act of pen-lifting is quite complex. 
 In addition to lifting the pen, moving it along a little space, 
 and re-applying it to the paper, there are the mental acts of 
 ending one word and beginning another. Of course all these 
 processes may be executed quickly ; but time is time, it is not 
 easy to estimate a point like this ; but probably a pen-lifting 
 requires as much time as the writing of two strokes, possibly 
 three. One pen-lifting, it is true, even estimated as above, 
 does not require much time ; but many hundreds or thousands 
 occurring in close succession are a very serious draw-back. 
 Hence, anything that reduces the number of pen-liftings is 
 very favorable to high speed." We take great pleasure in 
 quoting the above lines, as they are from the pen of one of the 
 most able Pitmanic writers in this country. They were written 
 referring particularly to phrase-writing, showing the advantages 
 to be gained in a system of short-hand by connecting words. 
 These words do not lack in weight and meaning. If it 
 is advantageous to combine different words, how much more 
 so is it, to write simple words themselves without lifting the 
 pen. Had these words even been directed in particular at the 
 Pitmanic manner of writing vowels, they could not have struck a 
 more severe blow at the very foundation of these systems. 
 The sterling truth of such words is recognized by all ex- 
 perienced writers ; but for a writer of these systems to admit
 
 l8 THE NEW RAPID. 
 
 them, is to strike a blow at the most glaring defect in 
 Phonography. 
 
 In matter of legibility, we quote from the English writer, 
 J. M. Sloan. He says: "I maintain that no system can be 
 legible that does not either insert or indicate the vowel in its 
 exact position in every word." These words do not need 
 commenting upon. Their truth is self-evident. 
 
 This question of illegibility, and loss of speed resulting 
 from disconnected vowels brings us to the subject of Vowel 
 Position, which in this system differs very radically from the 
 Pitmanic. The complex and uncertain manner of using 
 position in old systems of Phonography has led some to 
 ask if they were not really of more hindrance than assistance. 
 And reasonably may they make such inquiries; for to each 
 position is assigned from four to six different sounds, which 
 are taken from as many different vowels. For example, a 
 consonant stroke written on what is called the first position 
 might express broad a, long e, short i, short o, long i or oi. 
 In reading, the context must determine which of these vowels is 
 to be used, and also the place it occupies in the word ; for in 
 most cases there is nothing to show whether the words begin 
 with a vowel or consonant, or where the vowel is located. 
 The result of such indefinite and uncertain writing is that a 
 half dozen different words are frequently expressed by the 
 same outline. In this particular point the Pitmanic systems 
 could not possibly be more deficient. The few vowels that 
 are expressed by positions, are so indefinite, that they are 
 about as bad as none at all. In the New Rapid system no 
 room for such confusion is allowed. Each position is assigned 
 but one vowel, and the place that vowel occupies in the word 
 is an absolute certainty. And further, instead of the vowel 
 positions being a scale of conglomerate sounds, they are
 
 INTRODUCTION. 19 
 
 arranged in their natural alphabetical order. This method of 
 position is so simple that students learn, and are able to use 
 it, with but a few minutes study. But what is equally perplex- 
 ing to the students of the Graham, Pitman and other systems 
 is, that they are not taught the subject of position until they 
 have become perfectly familiar with all the principles. Then 
 just as the learner is beginning to write easily, and has a 
 settled form of writing, he is ushered into tl*e mysterious 
 realm of position, where invisible a, e, i, o, i and oi are all 
 placed on one position. Here he is compelled to unlearn a 
 great deal of what has already been acquired, by writing words 
 differently, and on position. The same can be said of word- 
 signs and contractions. There being such a large number of 
 these, they are left until the learner has mastered most of the 
 principles of the system. Here he learns one way to write 
 these words, but in order to gain sufficient speed, he must now 
 commit brief signs for the representation of hundreds of 
 words and thousands of contractions. 
 
 Any system of instruction, which teaches in one lesson 
 that which must necessarily be abandoned in the next, is 
 certainly far from being founded upon rational principles. In 
 
 the New Rapid the student learns things in the beginning just 
 as they will be, when carried into practice. Not a single word 
 
 .form is taught, in any part of the work that will be changed 
 later on. It is surprising how indelibly forms first committed 
 are stamped upon the memory ; and to attempt to forget the 
 old, and learn a new, ends in utter confusion. It is at 
 this point that so many have in the past dropped the study of 
 short-hand, dissatisfied and discouraged with its multitudinous 
 perplexities. The elimination of this fault so common to 
 other systems is a principle of which the New Rapid can justly 
 feel proud.
 
 20 THE NEW RAPID. 
 
 Another fact well worth mentioning, wherein this system 
 differs from others, is that the q and x, has each a character 
 of its own. The Pitmanic systems have no single stroke to 
 represent x or q but use ks for x and kw for q. This manner 
 of writing these letters requires two strokes to express what is 
 represented in English by one letter. Besides the incon- 
 venience in writing and reading, they are the most difficult 
 combinations to analyze phonetically that the student meets 
 with in all his study. Who is there that does not find it diffi- 
 cult at first to perceive that in x there are the sounds of k and 
 s, or in q the sounds of k and w? Since these sounds are so 
 closely united and represented in English by one letter, it is 
 found much easier both in reading and writing short-hand, to 
 have them represented by one simple stroke. But this is not 
 all that is in favor of writing them as in this system. As 
 written in other systems it can not be told whether the ks 
 stands for x, kis, kes, oks, oaks, aks, kas or any other similar 
 combination. And further, when it comes to the matter of 
 saving time in writing, which is the sole aim of short-hand, 
 the manner in which they are written is of no small con- 
 sequence. To illustrate this in point of brevity, we give 
 below a few words as written in other systems. The first line 
 is the Pitmanic manner of writing these .words, and the second 
 line that of the New Rapid. 
 
 exterminate exemplify examine extraction examination
 
 INTRODUCTION. 21 
 
 The writing of these words in this system is not only 
 briefer, but much more legible than the Pitmanic, since it 
 contains all the sounds in the words. And these words are 
 by no means exceptions. The letters q and x should not be 
 separated into their elements, and written in this manner, any 
 more than the diphthongs or double consonants. 
 
 By this treatment of the q and x words are written with 
 much more facile outlines than can be done in other systems. 
 Such difficult irregular outlines as are seen in some of the 
 words given on the previous page can not be found in the 
 whole realm of the New Rapid short-hand writing. It will 
 thus be -seen that there is everything in favor of expressing 
 the q and x as they are in this system, while by the old method 
 not a single point is gained. 
 
 Another important and distinctive feature of this system 
 is the remarkable degree in which analogy is preserved in the 
 writing of primitive and derivative words. This is a subject 
 of vital importance to the short-hand writer and which has 
 unfortunately been overlooked by former authors. For ex- 
 ample, when we learn how to write the word educate, it is 
 obvious that upon rational principles all derivatives, such as 
 educated, education, educational and uneducated should be 
 written in a similar manner, at least as far as the sounds are 
 alike. 
 
 In other systems the derivatives of most words are so 
 entirely changed in outline from the primitive that no simi- 
 larity whatever is traceable. This necessitates learning forms 
 wholly unlike one another, for the purpose of expressing words 
 closely allied not only in sound, but also in meaning. This 
 method sets all law at defiance and results in utter confusion, 
 both in writing and reading. But there is another class of 
 derivatives known as negatives, in distinction from positive,
 
 22 THE NEW RAPID. 
 
 the writing of which is even more important, since there is 
 such a great difference in meaning, yet such a similarity in 
 sound. In this class of words the positive is the primitive and 
 the negative word the derivative. For example, the words 
 legal, moral and content are positive, while illegal, immoral 
 and discontent are the negatives. Of this class of words there 
 is a very large number in practical use ; and since the main 
 parts of the words are alike in sound, yet just the opposite in 
 meaning, it is necessary in observing the laws of analogy, to 
 have their outline, in the main, similar ; and yet, for the sake 
 of legibility, a difference should be unmistakably expressed. 
 In this system all these requirements are met, and the result is 
 that the most difficult words the stenographer meets with in 
 other systems, are, in this, written with a brevity and legibility 
 unparalleled by one simple rule, which can be told in less than 
 a dozen words. 
 
 But perhaps the reader is not aware of the immense 
 amount of labor and practice that is saved by our method of 
 writing these words. A large percentage of the English language 
 is composed of derivative words. In other systems, where 
 these are written at variance to all law, and their difference 
 expressed arbitrarily, it is necessary to learn each and every 
 word or sign separately. When written as in this system, 
 which is wholly unlike all others in this respect, the writer 
 learns only the primitive or positive word, and the writing of 
 the derivative or negative is as easy and natural as in the denn- 
 ing of derivative words when we know the primitive. Thus 
 all that is necessary, is to be able to write the primitive. The 
 derivative, which is but a slight modification of the same 
 word, can be written without previous practice, and on the 
 spur of the moment. This saves the stenographer the learning 
 of hundreds of word-forms, and writes them easily and legibly
 
 INTRODUCTION. 23 
 
 in accordance with the fundamental law of the system from 
 principle. 
 
 Another point well worth mentioning, is the manner in 
 which all coalescents are written. In the English language 
 there occur nearly thirty double consonants ; as pr in 
 pray, bl in blame, sp in spy, etc. The writing of these in 
 other systems is very complex and uncertain, as the learner is 
 compelled to commit new forms for the representation of 
 many of these coalescents. To conform to rule and be in 
 any way consistent, with the writing of the separate letters of 
 which they are composed, they should be expressed by some 
 simple modification of one or more of these letters rather 
 than by new characters bearing no relation whatever. This 
 system fully accomplishes this and writes all coalescents in 
 accordance with the laws of analogy, and from principles 
 which can be explained, and comprehended by a mere be- 
 ginner in a few minutes time. 
 
 Thus it will be observed that the intricately, and 
 judiciously constructed alphabet is the foundation to the whole 
 structure. No new and complex characters are introduced at 
 different stages of the work, but instead, the system is built 
 up scientifically from a phonographic alphabet. We believe 
 this to be the true foundation, upon which all systems should 
 be developed. It is reasonable, it is practical, it is in keeping 
 with the development of other sciences. 
 
 Another merit common only to this system is the fact 
 that every letter or sound has a distinct and separate character 
 of its own. Each character is allowed to stand for but one 
 sound, and is never used for any other. In the Pitmanic 
 systems a hook has seven different values. That is, a hook 
 turned at the beginning of a stroke adds an r ; turned on 
 the opposite side it adds an 1. A similar hook written after
 
 24 THE NEW RAPID. 
 
 certain strokes represents n. Written after still another class 
 of letters it stands for the ending five. After still another 
 class of letters it represents f or v. Turned on other particu- 
 lar letters a trifle larger and it expresses w, and the same hook 
 after any stroke expresses the common termination shun. 
 No wonder the common saying among Stenographers to 
 beginners was : "If you don't get stuck on the hooks you 
 are all right." It does not require much intelligence to see 
 that such a multitude of different values assigned to the same 
 character, even though changed a trifle in shape or size, would 
 end in utter confusion. This is one of the most common 
 defects of short-hand systems. Even those, which aim to 
 write more from principles Porter's, Eclectic, Pernin, 
 Bishop's and Sloan-DuPloyan fall into the same error. They 
 not only allow the same characters to represent different sounds, 
 but introduce at various stages new characters, almost, if not 
 altogether, identical with those already given which are 
 allowed to represent different letters or combinations of 
 letters. Especially is this true of what is known as the 
 Eclectic system. Characters already utilized in the repre- 
 sentation of sounds are used for whole syllables which have 
 no relation or dependence whatever upon the original value 
 assigned. The Eclectic and Sloan-Duployan abound with 
 these arbitrary and deficient methods of securing brevity. 
 
 The Eclectic system claims to write from principle, but 
 when all that is really arbitrary is stricken from it, there is little 
 left of what can be called principle. It is without doubt one of 
 the most illegible systems in existence. Every sound in the 
 language is assigned a position and the result is, to conform 
 to the fundamental principles, every word in the language 
 must be written on a particular position. Since it has been 
 found impossible to secure speed, from the use of so much
 
 INTRODUCTION. 25 
 
 position, phrasing has been introduced, which necessarily 
 abandons the use of position in so far as it is employed, and 
 defeats the very purpose of the fundamental principle of the 
 system. It has one merit, however, for which it should 
 receive credit, and that is, the running style of writing that 
 is produced. 
 
 The utter illegibility of short-hand systems of the past, 
 without some clue to the subject matter, is what has rendered 
 short-hand of so little value in practical everyday use. The 
 motto of the New Rapid from the beginning to the end is, 
 legibility. 
 
 As further conducing toward perfect legibility is the fact 
 that in this system the writing runs to the right, producing 
 perfect lineality, and can be written on the different positions 
 without occupying more than one-half of the space perpen- 
 dicularly that it does in the Pitmanic systems. Experienced 
 writers will see at a moment's thought, what great advantages 
 are derived from this easy continuous style of writing. A 
 lack of this in other systems is, as all know, the most serious 
 drawback in gaining speed, and the very reason why phrasing 
 a go-as-you-please style must be resorted to. 
 
 Since the word Phonography means writing by sound, it 
 is generally supposed that these systems styled Phonographic 
 systems, more properly called, however, Pitmanic systems, 
 are written phonetically. But it is as far from being the case as 
 day is from night. True, they have material by which words 
 may be written out phonetically, but when put to practical 
 use, this is found wholly impossible. Not one word in a 
 hundred is written phonetically. The very foundation of 
 the systems will not permit it. Their disconnected vowels, 
 with complex and indefinite positions, together with sound 
 values unsuited for contractions of frequent recurrence, make
 
 26 / THE NEW RAPID. 
 
 phonetic writing, owing to a lack of brevity, an impossi- 
 bility. We mention this to show that although this system 
 is not called Phonography, practically, it comes nearer 
 the meaning of the term than any of these so-called 
 systems. 
 
 This is perhaps more forcibly realized when we remember 
 that in many cases one outline is used for a half dozen differ- 
 ent words. In some of these systems words as far apart in 
 sound and meaning, as had, dollar, do, defendant and did are 
 all written with the same outline. In the Pitmanic systems 
 the following twenty-eight words : creature, occurred, court, 
 cared, accurate, curried, cured, chord, accord, according, 
 crate, crowd, acrid, crout, card, cart, carried, accrued, occurred, 
 curt, curd, euchred, coward, cried, caret, accrete, crowed and 
 crude are all written with the same outline ; while many of 
 those systems called practical Phonographic systems, which 
 omit the shade, would add the following eighteen words to the 
 above list : gored, gourd, great, .grate, grade, girt, gird, 
 grout, groat, greet, greed, agreed, augtired, grot, geared, 
 garret, grit and guard. This would make a total of forty- 
 six different words, all of which are represented by the same 
 outline. And what is still more absurd is the fact that many 
 of these words have no similarity of sound whatever, and yet 
 they are written by systems called Phonographic systems. 
 These illustrations show how utterly Phonography fails, prac- 
 tically, in being consistent with the name its writers so highly 
 worship, and so earnestly covet. 
 
 In the face of all these glaring deficiencies is it any 
 wonder that such statements as the following emanate from 
 the very wrirers of these impracticable systems. "In so far 
 as American short-hand is built upon the Pitmanic foun- 
 dation, I wish to point out that it is necessarily mixed up with
 
 INTRODUCTION. 27 
 
 the most absurdly impracticable notions with which an essen- 
 tially practical art was ever encumbered." 
 
 That the truth of our statements as to the relative merits 
 of the New Rapid may be more apparent, we give illustrations 
 of short-hand writing by the standard Pitmanic systems of to- 
 day. The following sentence is taken from Graham's text- 
 book as written by himself in the briefest reporting style 
 which that system affords : 
 
 _Uv J^> / W 
 
 C~N 
 
 C-^-{- ^ 
 
 The writing of the above sentence is quite brief, but as to 
 legibility it is a complete failure. It would be impossible to 
 read it, from the sounds that are represented, even if written 
 out in long-hand. That the reader may see that this is so, we 
 give the sentence in print as spelled and phrased above in 
 short-hand. It is as follows : /;/// pnf dl //z.r njshun onthe 
 dstrsing pktr ofwnndvd bt mlt t tntfits s ou ch oia\\thsdstrs 
 sbnhpt Qnasng fld. 
 
 The person who can make out the above sentence is 
 certainly entitled to a high rank in the clairvoyant field. It 
 is impossible even to get any idea of what is intended to be 
 expressed. Those few short words printed in heavy face type 
 are the only ones that can be read and they are represented by 
 special characters, and hence in so far as being founded upon 
 the alphabet and written from principles they represent 
 nothing at all.
 
 THfc EW RAPID. 
 
 The New Rapid writes the same sentence out in full as 
 follows : 
 
 
 
 The above writing represents all the principal sounds in 
 the sentence. That this may be contrasted with the Graham 
 writing in point of legibility, we give the sentence in print as 
 written in the New Rapid. It is as follows : Itma be panfl 
 to dwel thus in majnashun onthe distresing piktr of one 
 individl but multply it tenthousnd tims sa how much ofall 
 this distres hasbeen kept togthr ona singlfeld. 
 
 The writing of this sentence in this system is not only 
 briefer and more legible than the Graham but in all those 
 essentials requisite to rapid writing it stands first. 
 
 Although the gain in brevity is great, yet this is small in 
 comparison with other existing qualities in favor of ttie New 
 Rapid. As written in the Graham's it contains nineteen 
 angles, while as written in the New Rapid it contains but 
 eight. Graham's writing contains thirteen full shaded strokes, 
 while the New Rapid employs but three minor shades. The 
 Graham writing contains sixteen perpendicular outlines, the 
 New Rapid contains but^two. The Graham writing is con- 
 tracted, phrased, and jumbled together until it is wholly 
 illegible reading from principle. The New Rapid is written out 
 containing all the practical sounds in the sentence. All of these 
 fundamental requisites to successful and easy writing are illus- 
 trated and their merits shown to be phenominally in favor of 
 the New Rapid in a sentence of but thirty-seven words.
 
 INTRODUCTION. 
 
 2 9 
 
 The following plate of short-hand writing was photo- 
 engraved from the Eclectic text-book, page 159, and is an exact 
 reproduction of the writing of the Cross Eclectic system : 
 
 * <P 
 
 >> 
 
 -t- 
 
 The key to the above short-hand writing, which was 
 taken from page 158 of the Eclectic text-book, is as follows : 
 "power; all that hath adaptive facility; all that hath energy and re- 
 sistless might, in what we style the civilization of the time; around that 
 name it is all gathered. The word which was spoken upon the summit of 
 that mountain, ' Go,' has been obeyed ; and in virtue of the speaking of 
 that word, and the obedience rendered to it, the world is what it is." 
 
 Following is the same matter written in the New Rapid system : 
 
 The great superiority of the New Rapid writing over the 
 Eclectic can be seen at a glance. The New Rapid writing is 
 not only much briefer than the Eclectic, but each outline has 
 a characteristic appearance, thereby rendering the writing of 
 the New Rapid far superior in legibility, In the Eclectic 
 there is such a similarity existing between all of the outlines 
 that in rapid work they become wholly illegible. The Eclec- 
 tic short-hand writing given above contains 102 strokes, while 
 the New Rapid writing contains but 89.
 
 3 
 
 THE NEW RAPID. 
 
 There are many other points in favor of the New Rapid 
 system. For example, the New Rapid writing is very definite 
 and no room is left for doubt, while in the Eclectic system 
 some outlines may make a dozen or more different words. 
 The word adaptive on line one of the Eclectic short-hand 
 plates, may be, according to the principles of that system, 
 read any of the following: adapt, adapts, adapted, adapting, 
 adaptation, adaptile, adaptive, adaptment, adaptable. This 
 conglomeration of endings is carried still further in the Eclec- 
 tic system by allowing the same detached character to stand 
 also for act, acts, acted, acting, action, actile, active, actions, 
 and actment. There is not a practical short-hand writer in 
 the entire profession who' would not condemn such utter 
 illegibility. In the New Rapid system this word adaptive, as 
 are all other words, is written definitely and can be read as no 
 other. The New Rapid writing also contains less angles than 
 the Eclectic, and is, as a noted writer has said, entirely beyond 
 comparison with the Eclectic system. 
 
 The following plate of short-hand phrasing was photo- 
 engraved from page 96 of the Eclectic text-book, and illus- 
 trates the absurd combinations employed in that system, and 
 how utterly it fails even through this tangled web of characters, 
 together with numerous omissions, to successfully compete 
 with the New Rapid system :
 
 INTRODUCTION. 3! 
 
 Without a clue to the subject matter, this phrasing cannot 
 be read by anyone. The sounds represented are as follows : 
 
 19, arylnswrthsfkt. 20, weruwnsofrmrthrthks. 21, what Ifendusstntft. 
 22, thensttbturrklashn. 23, sttunanntuhrd. 24, plesttthsashnnrsykn. 25, 
 dodven sashnwdtstwhusrsntstft. 26, fromwhmyflrnybkldwnsmthks. 
 
 It will thus be seen that none of these words are written 
 out, and what is still more absurd is the fact that they cannot 
 be called signs or contractions, for this Eclectic system claims 
 to have less than 50 of such words, and yet right here are 
 nearly 100. 
 
 The New Rapid system writes the same matter in accord- 
 ance with the principles of the system, as follows : 
 
 This writing of the New Rapid system is not only briefer 
 than that of the Eclectic, but it is all written out. The 
 Eclectic writing contains 105 strokes, while the New Rapid 
 contains but 98. 
 
 The correct translation of the two plates is as follows : 
 
 19. Are you willing to swear this was the fact ? 20. Were you a 
 witness on the former trial of this case ? 21. What relation, if any, do 
 you sustain to the defendent ? 22. Then state to the best of your recollec- 
 tion. 23. State what you know and not what you hear. 24. Please 
 state the conversation as near as you can. 25. Did you have any conver- 
 sation with the defendent as to what you was or was not to testify to ? 
 26. From whom did you first learn that you would be called as a witness 
 in this case ?
 
 32 T HE NEW KAP1D. 
 
 Following is a sentence taken from Munson's text-book, 
 page 187, which is reproduced exactly as written by that 
 author:' 
 
 
 "T 
 
 ' / ^ \ 
 
 This sentence is written out in full in the New Rapid as 
 follows : 
 
 __! t/ C <~>( ^/ ^ 
 
 / 
 
 The above translated is as follows : The adult and sane 
 testator may bequeath his property to whom he will, with the 
 important qualification that he can not give it to a donee incom- 
 petent to take or trammel it with trusts or restrictions which 
 the statute forbids. 
 
 Munson's writing of this sentence contains seventy-five 
 characters, while in the New Rapid it is written in full with 
 but fifty-nine characters. 
 
 In this one sentence Munson employs eighteen perpen- 
 dicular strokes. The New Rapid employs but one, and that 
 a minute tick.
 
 INTRODUCTION. 33 
 
 The great gain in this system over others is more striking 
 when we realize what it would amount to in the course of a 
 sermon or lecture. In taking down an address of less than 
 forty minutes length, there would be a gain in the New 
 Rapid over other systems of at least fifteen hundred characters. 
 
 There would be at least eighteen hundred angles less than 
 in others. The New Rapid would gain over two-thousand 
 perpendicular strokes, fourteen hundred shaded strokes and 
 eighteen hundred word-signs, to say nothing of the great gain 
 in legibility. 
 
 Before leaving this subject we desire to illustrate one more 
 point. As compared with other systems the New Rapid makes 
 very little use of phrasing. The writing in this system is more 
 capable of successful phrasing than in the majority of others, 
 but since its use is so detrimental to legibility, and since even 
 without it this system is capable of a higher rate of speed than 
 others, the New Rapid takes pride in being able to avoid this 
 dangerous ground. 
 
 The following phrases, taken from Pitman ic systems, 
 illustrate how illegible writing becomes when phrased, and 
 that even by its use other systems can not compete with the 
 New Rapid in securing brevity. The first line is the Pitmanic 
 writing and the second that of the New Rapid. 
 
 o/crstsnssrththrsTidbsm tsntthtchsmsmslkl 
 
 of cars it is not necessary that thcr it is not that which s?>W most Ukly 
 
 should be som
 
 34 THE NEW RAPID. 
 
 The italic letters above and below show the sounds repie- 
 sented by the writing in the respective systems. It will be 
 observed that the New Rapid writing is not only much more 
 legible, but that it is also briefer in outline. The Pitmanic 
 writing, which does not represent one-half of the sounds, 
 employs thirty strokes, while the New Rapid writes it out in 
 full with but twenty-five characters. But even this is not 
 all phrasing is a study of itself which requires weeks of 
 practice in order to make any practical use of it. In this 
 system all this time is saved, and in the end the writer has the 
 assurance of knowing that he can read his notes. 
 
 We regret that time and space will not permit us to speak 
 further in regard to the relative merits of the New Rapid. 
 Though extended as our remarks may appear, they contain 
 little in comparison with what could be easily said in favor of 
 the principles embodied in this system. Not only have 
 many points been omitted, but even those mentioned were 
 quickly passed over, and but partially developed. The rest 
 we leave for those who have the time and inclination to 
 acquaint themselves more fully with its merits. That which 
 has already been said, we hope, will inspire the learner to in- 
 quire further into its many hidden beauties, and induce him 
 to master this study which is so useful in all the avocations 
 of life. 
 
 We cannot close without quoting a few lines from D. S. 
 Davies of England, who has spent a quarter of a century in 
 the study of the fundamental requisites to a system of short- 
 hand. He says: "I have come to the conclusion, that the 
 short-hand of the future will necessarily be based on the ordi- 
 nary roman long-hand ; that this beautiful writing contains 
 much greater power than the geometric basis, which has been
 
 INTRODUCTION. 35 
 
 the basis of all English and American short-hand systems 
 until very recently. 
 
 "All the necessary vowel sounds will be described in 
 their natural order without lifting the pen. Present systems 
 generally write the consonants first, and afterwards peg around 
 them the vowels. This I think, is ^^fundamental error. 
 
 "Word-signs or grammalogues will be avoided. 
 
 " The short-hand alphabet itself must be short, so that 
 there would not be much need of shortening afterwards." 
 
 These are sterling words from one who knows whereof 
 he speaks. Similar prevailing opinions among the Steno- 
 graphers of to-day could be given. But these are sufficient. 
 They spring from a reliable source and run as parallel to the 
 principles of the New Rapid as is possible for theory and 
 practice to be united. 
 
 In our remarks we have been compelled through a sense 
 of justice, to make comparisons with other systems. In doing 
 so, however, we have aimed to show them in their true light. 
 It has not been our wish or intention to underrate the value 
 of former systems. 
 
 The invention of Phonography in 1837 marked a new 
 era in Stenographic work. The great change it brought about 
 in short-hand is admired by all. But, as Edward Pocknell 
 has said, "We are not going to stop at Phonography." It 
 will soon be like the sickle and spinning wheel, a thing of the 
 past. We say this on good grounds, and with a firm belief in 
 its truth. The signs of the times are pointing toward it. 
 Neither is it a mere matter of chance, nor the world's desire 
 for something new; but on the contrary the change and drift 
 of the times have a just and definable reason. The foundation 
 of the Pitmanic systems is wrong. This is becoming a recog- 
 nized fact.
 
 36 THE NEW RAPID. 
 
 The present system is not claimed to be the ultima thule 
 to which improvement can be carried. But the points herein 
 briefly mentioned are merits which we do claim, are, in ,the 
 light of science, improvements in the right direction. They 
 fall in line with the chain of improvements in other fields, 
 that mark the progress of human achievement in this, the 
 nineteenth century. No present system can show such sim- 
 plicity in all its parts. It may be said of it as of nature, 
 harmony reigns supreme. 
 
 In the light of these few briefly stated facts, may it 
 not be said, and justly, that we have been remarkably success- 
 ful in removing the recognized objectionable features of its 
 predecessors, and placing it upon a firm and practical basis. 
 
 We are not of that number who, because of their own 
 achievements, disregard the opinions of others. On the con- 
 trary we rejoice to hear the notes of reform and improvement, 
 and heartily contend for truth and right. We hope the time 
 will soon come when in this art as well as in science and 
 religion, we will march in the van of one mighty column, 
 keeping time with the music of the spheres, and guided as 
 they, by the Author and Designer of Life.
 
 448333
 
 to tlp 
 
 If the student has read the preceding introduction care- 
 fully, and obtained a clear idea of the fundamental principles 
 governing the system, the following Lessons will be easy and 
 readily understood. Every hour given to practice and study 
 will come laden with a rich reward of satisfaction, as the 
 student sees himself progressing from the slow and cumber- 
 some style of long-hand, to the mastery of one so swift, use- 
 ful and beautiful. 
 
 It is very important that the student form correct habits 
 at the beginning of his study and practice. He should 
 attempt but one thing at a time, and master it completely. 
 To make a practical use of short-hand it is necessary to prac- 
 tice every principle over and over, until all words coming 
 under it can be written without the least hesitancy. More 
 stenographers fail to become proficient from a. neglect of 
 practice than from anything else. 
 
 The author has taken great pains to give everything in the 
 following lessons that is necessary to a complete mastery of 
 the system. Large and comprehensive lists of practical words. 
 have been introduced in connection with each lesson for the 
 purpose of developing and securing familiarity with the prin- 
 ciples. The mastery of the writing of these is the corner- 
 stone to success, and the student should exercise the greatest 
 pains to accomplish this end. The lists are so complete, that 
 perfect familiarity with their writing will enable the student to 
 write and read readily from a large vocabulary. 
 
 That practice makes perfect, is truer in short-hand, than 
 in any other branch of study. As in learning to write long- 
 hand, however, the practice must be directed to a definite and 
 specific purpose. The shortest road to the mastery of short- 
 hand is by intelligent persevering practice.
 
 SUGGESTIONS TO THE STUDENT. 39 
 
 The beginner should make haste slowly. That is, in 
 practice, strive to form all strokes well, and not leave a 
 lesson until it is thoroughly mastered. A high rate of speed 
 in writing comes as a result of familiarity gained by repeated 
 practice. Not that a slow dragging movement should be 
 used, but on the contrary every stroke should be formed from 
 the beginning as quickly as is consistent with good form. 
 
 Do not become discouraged. Remember you are learn- 
 ing an entirely new system of writing, and you should not 
 expect to learn it in a few short lessons. " Rome was not 
 built in a day." Nor should you expect to reach the summit 
 of stenographic success by one single effort. 
 
 Beginners are not apt to realize the importance of 
 securing brief outlines for words, since short-hand, even in 
 its elementary lessons, is so much briefer than long-hand. It 
 should be remembered, however, that anything that will save 
 pen-movements will enable the writer to write with a higher 
 rate of speed, and by virtue of the brevity write better and 
 more legibly. Hence, when words capable of being written 
 more than one way present themselves, they should be ex- 
 pressed in the shortest possible form consistent \yith legibility. 
 
 One of the chief advantages of the New Rapid is that all 
 words are formed by definite rules, and hence they can be 
 written and read successfully just in proportion to the 
 thoroughness of the student's knowledge of the governing 
 principles. Let your motto be, " To do one thing at a time, 
 and that well. ' ' 
 
 The student should cultivate the habit of inquiring into 
 the whys and wherefores of every principle. If this is done, 
 and the object and purpose of everything thoroughly under- 
 stood, the pupil holds the key which unlocks the hidden 
 beauties in this unique and practical system of short-hand.
 
 40 THE NEW RAPID. 
 
 DEFINITIONS. 
 
 PHONOGRAPH, A letter or symbol to represent a sound, 
 in writing. 
 
 PHONOGRAPHY, The art of expressing the sounds of a 
 language by means of phonographs. 
 
 PHONETIC SPELLING, Spelling by the use of phonetic 
 characters, i. e., representing the sounds of the human voice. 
 
 ROMANIC SPELLING, The common style of spelling by 
 
 use of the roman alphabet. 
 
 
 COALESCE, To combine ; to unite in harmony. As 
 
 used in phonography it means the coalition of two or more 
 consonants, as //in play, sir in stray. 
 
 COGNATE, Partaking of the same nature ; allied in 
 origin. Cognate sounds are those which are allied and of 
 approximate quality of sounds, as/ and b, /and d. 
 
 OUTLINE, The general shape of a character or charac- 
 ters representing a word or phrase. 
 
 LONG CHARACTERS, Those phonographs which are dis- 
 tinguished from all others by their greater length of stroke. 
 They are h, I, w, n, s, v, x, p, and ///. 
 
 SHORT CHARACTERS, Those phonographs which are all 
 of a uniform length and a size shorter than the long charac- 
 ters. They are #, d, i, m, k, f t u, o, e and /. 
 
 SURFACE CHARACTERS, Those phonographs which, prac- 
 tically speaking, cover or enclose space. They are b, g, sh, 
 wh, s, I, oi, and ou. 
 
 TICK CHARACTERS, Those phonographs which are of 
 the shortest possible length. They are the r, ch and /.
 
 CLASSIFICATION OF CHARACTERS. 
 
 Straight Lines. 
 
 Curved Strokes. 
 
 Surface Characters. 
 
 u 
 
 A V
 
 THE NEW RAPID. 
 
 LESSON 1. 
 
 The first fundamental principle of phonographic writing 
 is a simplified alphabet. The characters which represent the 
 different sounds are taken from straight and curved lines, 
 which are written in three main directions. 
 
 ILL USTRA TIONS. 
 
 The curved strokes are, as in long-hand, parts of ellipses. 
 ILL USTRA TIONS. 
 
 
 There are three general classes of letters long, short and 
 surface characters. 
 
 ILL USTRA TIONS. 
 Long. 
 
 Short. 
 
 Surf nee.. 
 
 O C D
 
 R 
 
 ray 
 
 t$h 
 
 C 
 
 43 
 
 PHONOGRAPHIC ALPHABET 
 
 Consonants. 
 
 N F 
 
 to do me 110 /an t . an cAoke joke 
 
 ivhen exit 
 
 E 
 
 Z 
 
 Vowels. 
 
 Zay pay bay j/ab cab zeal seal 
 
 Wh X. Th II Y W Q 
 
 Ae ye we quit 
 
 U 
 
 U 
 
 end 
 
 Diphthongs. 
 
 Ow 
 
 A 
 now 
 
 not 
 
 Oi 
 
 V 
 boy
 
 44 THE NEW RAPID. 
 
 COMPLETE ALPHABET. 
 
 The second fundamental principle of phonographic 
 writing is Phonetic Spelling, i. e. , spelling by sound. The 
 English language contains about forty practical elementary 
 sounds; and since words are written phonetically, it is neces- 
 sary to have a character to represent each sound. 
 
 On the page to the right will be found the complete 
 Phonographic Alphabet. This contains all the different 
 characters that are used throughout the system, which are 
 assigned to the sounds of the language in such a manner as to 
 secure speed, legibility and simplicity in their highest degree. 
 
 It will be observed that the difference between long and 
 short vowels is the length. 
 
 It will also be seen that / and s have each two different 
 forms. This is for the purpose of facilitating the joining of 
 letters .and securing more powerful contractions, since these 
 letters are so frequent in occurrence. 
 
 It is very important that the student learn at the outset 
 the proper direction of writing each character. The arrow 
 which is placed beside the characters on the right hand page 
 indicates the direction in which each sign should be written. 
 
 It should be borne in mind by the learner that a stroke 
 drawn upwards always slants more and is longer than one 
 which is written downwards. This is the result of the law of 
 movement in long-hand, and explains why the h and w slant 
 more and are a trifle longer than the q and y. 
 
 This alphabet should be practiced over and over until it 
 can be written at the rate of at least two per minute. 
 
 NOTE. The c and j are written alike, excepting a slight increase in the curv- 
 ature of c. Hard c always has the sound of k. Soft c has the sound of s, as in since 
 (sins) ; hence c proper is never used excepting when it stands alone as an initial 
 letter in names or as an abbreviation.
 
 PRINCIPLES, 
 
 45 
 
 COMPLETE ALPHABET. 
 
 CONTAINING ALL THE DIFFERENT CHARACTERS THAT ARE 
 USED IN THE SYSTEM. 
 
 // 
 
 J 
 
 /o 
 
 ch 
 H 
 
 // v^ 
 
 y z 
 
 '// ^ 
 
 / <_> 
 
 s/i tvh 
 
 It t! 
 
 ozt 01 
 
 /A
 
 46 THE NEW RAPID. 
 
 PEN-HOLDING. 
 
 The pen or pencil should be held in an easy natural 
 manner. The movement employed in this system is so simi- 
 lar to that of long-hand that the same position of the pen or 
 pencil can be used with perfect freedom. It is not necessary, 
 however, that the holder point over the right shoulder, as in 
 lond-hand, but may be allowed to run on a line with the arm. 
 This enables the writer to shade a stroke in any direction with 
 an equal degree of facility. In writing with the pen, shading 
 will be found easier if the face of the pen is rolled a trifle 
 towards the body, or held between the first and second fingers, 
 so that the letters^/ and p can be shaded at any point without 
 changing the position, thus : 
 
 / / / X \ v^ 
 
 If the stenogrophic lead pencil is used, (by the use of 
 which an upward stroke can be shaded with almost the same 
 facility as the downward), it matters little as to just how the 
 pencil is held so long as the main position of the body, hand 
 and paper is an easy, natural one, one that will allow the arm 
 to pass rapidly across the paper without tiring. Some writers 
 prefer holding the pen or pencil between the first and second 
 fingers. Some advantages in shading are to be gained by this 
 position ; but it prevents, to some degree, a free action of the 
 hand, and should be used only by those who find that even in 
 very rapid work they can produce equally as good form as 
 with the common long-hand position.
 
 PRINCIPLES. 47 
 
 FORMATION OF CHARACTERS. 
 
 The student should strive from the beginning to form 
 characters well. The legibility of the New Rapid short -hand 
 depends entirely upon the degree of correctness with which the 
 characters are formed. It is not so particular as to the exact 
 length or size of the character, so long as the relative size 
 is preserved. If the short letters are written as in the plates, 
 one-eighth of an inch in length, then the long letters should 
 be correspondingly enough longer to render the two classes 
 perfectly legible. 
 
 Each student should write, in some degree at least, such a 
 style as comes natural to his hand. In short-hand the two 
 great points to be gained are speed and legibility ; hence, to 
 attain these in the highest degree, first of all the hand-writing 
 executed must be a natural one. Care must be taken, however, 
 not to go to extremes. If one writes a very large hand, he 
 should try and reduce it a little in size, and vice versa. The 
 size used in the plates is a medium one, well adapted to all 
 kinds of work ; and it will be well for the beginner to copy 
 after this style during his early practice. 
 
 The surface characters b, g, sh and wh should always be 
 well closed, i. e., the two sides should not separate towards 
 the ends, but be parallel. Beginners should be careful not to 
 write these characters too large. 
 
 The ascending and descending strokes, excepting jy and q, 
 should be written in a slanting manner, on what is called in 
 long-hand the connective slant, i. e., about thirty degrees. 
 
 Care should be taken always to make clear firm strokes, 
 and not allow them to grow weak towards the ends.
 
 THE NEW RAPID. 
 
 COMBINING CHARACTERS. 
 
 Characters are combined in the easiest, natural manner. 
 The letter /, which is similar to a cipher, is generally turned 
 on the preceding or following character. Thus it will be 
 observed that one-half of the letter / is already made in 
 forming the stroke on which it is turned. The learner should 
 form the habit of making the / very narrow. It can, when 
 thus formed, be written much faster. It is also less likely to 
 look like the circle s, and presents a neater appearance. 
 
 The circle s is turned on other characters the same as the 
 /. It is turned on the inside of curves, on the left side of the 
 descending and ascending straight lines, and on the upper 
 side of the m and n. (See lines 10, n and 12.) 
 
 The circle is known as circle s and the loop as surface I 
 in distinction.from the stroke form of these characters. 
 
 The sh and wh are taken from a small circle, the sh being 
 the left half of the circle, and the wh the right half. They are 
 joined in an angular manner. (See line 13.) 
 
 'Care should be taken in combining strokes to make 
 angles very sharp, and to unite such curves as kf and sv as to 
 show their point of union.
 
 COMBINATIONS. 
 
 ~7 
 
 JL. 
 
 Z. L_ A 
 
 y 
 
 -7 
 
 
 

 
 50 THE NEW RAPID. 
 
 PHONETIC SPELLING. 
 
 Phonetic spelling is one of the fundamental principles of 
 short-hand, and means spelling by smmd. 
 
 By this method, spelling becomes an easy matter, as words 
 are spelled as pronounced and without regard to the regular 
 orthography. Thus the word thought would be written thof, 
 through would be written thru. 
 
 The object of short-hand is to secure brevity in writing, 
 and hence it will be seen that the great importance of phonetic 
 spelling lies in the brevity it secures. Thus the word thought, 
 which contains seven letters, written phonetically has but four ; 
 while the word through is correspondingly shortened. 
 
 Phonetic spelling, however, is none the less valuable in 
 all the methods of writing and printing. It would be a great 
 blessing to the world at large if Phonetic spelling were in 
 every-day use. By it the child could learn to read in one- 
 tenth the time required by the present method. We would 
 experience no difficulty in the pronunciation of words, even 
 at first sight, tt would banish provincialisms, and the English 
 language the world over would become uniform in pronun- 
 ciation and spelling. 
 
 The principle of Phonetic spelling is so simple and easily 
 applied, that it is hardly necessary to give any special rules or 
 directions ; but since the beginner is very apt to allow the 
 common English spelling to mislead him, in some words, we 
 give a list for the purpose of training the ear and eye to a 
 correct knowledge of the sounds contained in words.
 
 PRINCIPLES. 
 
 RULE:. 
 
 OMIT ALL SILENT LETTERS. 
 
 CONSONANTS. 
 
 i. Omit one of double. 
 
 will 
 
 wil 
 
 loss 
 
 los 
 
 ebb 
 
 eb 
 
 manner 
 
 manr 
 
 matter 
 
 matr 
 
 often 
 
 ofn 
 
 soften 
 
 sofn 
 
 fasten 
 
 fasn 
 
 listen 
 
 Hsn 
 
 could 
 
 kud 
 
 would 
 
 wud 
 
 palm 
 walk 
 
 pam 
 wak 
 
 lamb 
 
 lam 
 
 climb 
 
 klim 
 
 thumb 
 
 thum 
 
 column 
 
 kolm 
 
 hymn 
 
 hym 
 
 back 
 
 bak 
 
 track 
 
 trak 
 
 sick 
 
 sik 
 
 scent 
 
 sent 
 
 muscle 
 
 musl 
 
 2. Omit /. 
 
 3. Omit /. 
 
 4. Omit b. 
 
 e. Omit n. 
 
 6. Omit c. 
 
 little 
 
 litl 
 
 funny 
 lesson 
 
 funy 
 lesn 
 
 better 
 
 betr 
 
 ribbon 
 
 f 
 
 ribn 
 
 pitch 
 match 
 
 pich 
 mach 
 
 kitchen 
 
 kichn 
 
 dispatch 
 r 
 
 dispach 
 
 half 
 
 haf 
 
 psalm 
 should 
 
 sam 
 shud 
 
 chalk 
 
 chak 
 
 plumb 
 debt 
 
 plum 
 del 
 
 doubt 
 
 dout 
 
 solemn 
 
 solm 
 
 condemn 
 
 kondm 
 
 shock 
 
 shok 
 
 quick 
 rock 
 
 qik 
 rok 
 
 descend 
 
 desend 
 
 science 
 
 siens
 
 5 2 
 
 THK NF.W RAPID. 
 
 7. Omit gh. 
 
 sleigh 
 
 sla 
 
 weight 
 
 wat 
 
 taught 
 
 taut 
 
 might 
 
 mil 
 
 caught 
 
 kaut 
 
 sight 
 
 sit 
 
 daughter 
 
 dautr 
 
 fright 
 
 frit 
 
 write 
 
 rit 
 
 wrestle 
 
 resl 
 
 whole 
 
 hoi 
 
 show 
 
 sho 
 
 snow 
 
 sno 
 
 knife 
 
 nif 
 
 knit 
 
 nit 
 
 knot 
 
 not 
 
 gnaw 
 
 na 
 
 gnat 
 
 nat 
 
 sign 
 
 sin 
 
 stole 
 same 
 
 say 
 day 
 they 
 
 see 
 tree 
 free 
 
 stol 
 sam 
 
 sa 
 da 
 tha 
 
 9. Omit k. 
 
 written 
 
 ritn 
 
 wrong 
 wrangle 
 throw 
 
 rong 
 rangl 
 thro 
 
 flow 
 
 flo 
 
 know 
 
 no 
 
 knee 
 
 ne 
 
 knell 
 
 nel 
 
 io. Omit g. 
 
 resign 
 design 
 foreign 
 
 VOWELS. 
 
 n. Omit e. 
 
 shine 
 fine 
 
 12! Omit y. 
 
 lay 
 
 stay 
 
 pray 
 
 13. Omit one of double letters. 
 se seed 
 
 tre feed 
 
 fre sheet 
 
 desin 
 forin 
 
 shin 
 fin 
 
 la 
 sta 
 pra 
 
 sed 
 fed 
 shet
 
 PRINCIPLES. 
 
 53 
 
 death 
 bread 
 earth 
 
 soul 
 
 course 
 
 guide 
 
 faint 
 
 priest 
 
 14. Omit a. 
 
 deth boat 
 
 bred fear 
 
 erth oath 
 
 15. Omit.w. 
 
 sol guild 
 
 cors guise 
 
 gid source 
 
 16. Omit i. 
 
 fant hail 
 
 prest sail 
 
 sant mail 
 
 bot 
 fer 
 oth 
 
 gild 
 
 giz 
 
 sors 
 
 hal 
 sal 
 mal 
 
 new- 
 crew 
 few 
 flew 
 
 gem 
 
 gentle 
 
 german 
 
 phonetic 
 
 phrase 
 
 alphabet 
 
 SUBSTITUTING. 
 
 17. Substitute u for ew. 
 knew 
 
 nu 
 kru 
 fu 
 flu 
 
 view 
 strew 
 review 
 
 1 8. Substitute / for g and dg. 
 
 judge 
 
 bridge 
 
 edge 
 
 jem 
 
 jentl 
 
 jermn 
 
 19. Substitute/Tor ph. 
 
 fonetik philosophy 
 
 fras 
 alfabet 
 
 phonography 
 phantom 
 
 nu 
 vu 
 stru 
 revu 
 
 brij 
 
 filosofy 
 
 fonografy 
 
 fantom
 
 54 T HE NEW RAPID. 
 
 REVIEW QUESTIONS. 
 
 What are the two fundamental principles of short-hand? 
 
 Why are there more characters in the short-hand alphabet 
 than in the long-hand ? 
 
 What is a phonograph? What is phonography? 
 
 Define phonetic spelling. Name some advantages to be 
 gained by spelling phonetically. 
 
 \V hat is meant by coalescent letters ? 
 
 What are cognate letters ? 
 
 What is meant by the term outline ? 
 
 How many classes of letters are there? Name them. 
 Why are surface characters so called ? 
 
 What are tick letters? How many are there? 
 
 Why are there two forms given for s and // How are 
 the /and s united with characters? On which side of straight 
 lines are they turned ? 
 
 What is the difference between the characters // and y ? 
 What is the difference between w and q ?
 
 PRINCIPLES. 55 
 
 POINTS WORTH REMEMBERING. 
 
 I. Write the sounds of words and not the letters. 
 
 II. Write vowels whenever they are necessary to secure 
 legibility. 
 
 III. Write every word as briefly as is consistent with 
 legibility. 
 
 IV. Write such outlines as will best preserve legibility 
 when written at a high rate of speed. 
 
 V. Write rapidly from the first but never make a stroke 
 that is not perfectly legible. 
 
 VI. Write shaded strokes with one sweep of the pen. 
 
 VII. Write derivative words by simply adding to the 
 primitive. 
 
 VIII. Write all circles and loops on the inside of curves 
 and on the left side of straight lines. 
 
 IX. Write easily, rapidly, legibly and beautifully. 
 
 X. Study earnestly and diligently. Practice intelli- 
 gently. Persevere or don't attempt.
 
 56 THE NEW RAPID. 
 
 LESSON 2. 
 
 VOWEL POSITIONS. 
 
 Consonants are written on positions so as to express the 
 following vowel. The vowels are assigned positions above, 
 on, and below the base line in their alphabetical order. The 
 middle vowel (/) being placed on the base line. 
 
 Consonants are always followed by vowels ; hence the 
 first consonant in a word is written on position, to express a 
 following vowel. To write mi, we write m on the base line, 
 as this is the / position. To write me, we write m just above 
 the base line, as this is the e position ; and so on through the 
 different positions. It will be observed that the vowel ex- 
 pressed by the position always follows immediately after the 
 first consonant, and that this is the only vowel that is ex- 
 pressed by the position. When more vowels occur in a word 
 they are written, hence, only the first consonant in each word 
 is written on position ; those which follow are written without 
 reference to position. 
 
 The learner will remember that all silent letters are 
 omitted. Since y final has the same sound as /, it is placed 
 on the same position. Each position is assigned but one 
 vowel ; hence, such words as main and man would be written 
 on the same position. It is seldom necessary to make a dis- 
 tinction between long and short vowels in such words ; but 
 when it is called for, it is done by placing a minute horizontal 
 dash near the word to indicate long sound of the vowel 
 position, and leaving the unmarked stroke to represent short 
 sound. (See line 3). The s circle is also used to represent 
 the z sound (as in line n).
 
 PRINCIPLES. 
 
 VOWEL POSITIONS. 
 
 fa f e fi f f" 
 
 lo 
 
 la 
 
 57 
 
 lu 
 
 mate -mat night nit tune tun 
 
 Words.
 
 58 THE NEW RAPID. 
 
 VOWEL POSITIONS, CONTINUED. 
 
 It is not necessary that the v positions occupy much space 
 perpendicularly. Owing to the running style of writing pro- 
 duced in this system, strokes can be written close to the base 
 line and yet express each position very legibly. 
 
 It will be observed that to write on the / position, the 
 characters are placed directly on the line. To write on the 
 e or o position, they are placed above or below very close to 
 the line; and for the farthest positions a and u, the characters 
 are written entirely free from the line. 
 
 As a rule, beginners are apt to allow the positions to take 
 up too much room. Much time is wasted in moving the hand 
 upward or downward when the positions are scattered. 
 Lineality in writing is one of the chief essentials towards gain- 
 ing a high rate of speed. Since it is important that the 
 student realizes this from the beginning, and carries it into 
 immediate practice, we have presented the positions from the 
 very first in as close a form as they are used in rapid reporting.
 
 PRINCIPLES. 59 
 
 DIPHTHOiNG POSITIONS. 
 
 A Diphthong is a coalition or union of two vowel sounds 
 pronounced in one syllable. 
 
 The diphthongs are assigned positions so as to coincide 
 in sound as near as possible with the vowel sounds found on 
 the same position. 
 
 au aw 
 
 They are as follows : - i y - 
 
 Oil OW 
 
 Words are written on these positions the same as on the 
 vowel positions, but in order to distinguish them from one 
 another a dot is used to indicate the diphthongal sound. 
 
 This clot is placed anywhere near the character preceding 
 the diphthongal sound. The learner will find after having 
 had practice in writing and reading that the dot can be omitted 
 in many cases. The outline of the word aided by the context 
 being generally sufficient to render the writing perfectly legible. 
 
 ra raw b\> boy no now 
 
 an aw 
 
 m oy 
 
 on ow 

 
 60 THE NEW RAPID. 
 
 LESSON 3. 
 
 THE "A" RULE. 
 
 There are certain consonants with which the r unites, 
 forming coalescents. The object of using the principle of 
 shading for r is to write these coalescents with one stroke. 
 Hence they are shaded to indicate the immediate presence of 
 an r, forming such words as pray, free, fry, etc. This secures 
 two letters on one stroke which is written on position to express 
 the following vowel. (See lines i to 7). 
 
 When a vowel intervenes between the consonant and r as 
 in near, more, etc., the r tick is employed. (See line 8). 
 
 When r precedes or follows a long stroke, as in rise, rain, 
 pair, there, etc., it will be found very advantageous to express 
 it by a shade, i. e., the stroke can be shaded at the beginning 
 to prefix r, and at the end to add r. (See lines 9 and 10). The 
 r tick can be struck in either direction. (See line u). 
 
 This system, as compared with others, makes very little 
 use of shading. When shades are used, however, they play an 
 important part, and it is well that the : student at the very 
 outset learn to write and read them readily. Beginners invari- 
 ably shade too heavy. In writing with a pencil, which most 
 writers use, it is sufficient to simply impart to it a darker hue 
 by a light increase of pressure. The student should remember 
 that in short-hand all strokes must be formed so that they can 
 be written at a high rate of speed, and hence must always be 
 written with one sweep of the pen.
 
 PRinCIPLES. 
 
 61 
 
 COALESCENT
 
 62 THE NEW RAPJD. 
 
 HOOK LETTERS. 
 
 The letters b and g are turned on the character to which 
 they are attached as a continuation, b is turned on the upper 
 side, (see line i) ; g is turned on the under side, (see line 2). 
 The letters are turned as hooks for the purpose of facilitating 
 joinings and rendering the outlines easier in execution. 
 Sometimes, however, they are joined in their natural alpha- 
 betical form. The writer should always use whichever is 
 formed the easiest and best adapted to the purpose. When 
 these hook letters are united with the r it is best to join them in 
 their alphabetical form, (see line 5). When they are united 
 with the ch,j, /and d they naturally take this form, (see lines 
 7 and 8). These* hooks do not in any way conflict with the 
 s/i and wh, since the latter are joined in an angular manner. 
 (See line 12.) 
 
 For reasons which will be apparent to the learner further 
 along, it is desirable to have a similar method of representing 
 their cognates / and k. This is accomplished by using a 
 shorter hook on the upper side to represent the / and on the 
 lower side for the k, (see lines 9 and 10). The/ and b and k 
 and g being so closely allied in sound, it is not necessary that 
 any great difference be made in the method of representing 
 them. More than one-half the systems in use make no differ- 
 ence whatever between cognates. This system, however, 
 preserves a distinction in all cases.
 
 PRINCIPLES. 
 73 & G 
 
 63 
 
 bin 
 
 bas bok bak sob kob 
 
 gan gav giv vag 
 
 fig 
 
 -0- 
 
 r &> A' 
 
 kab kap sob sip 
 
 ivep 
 
 lok 
 
 peg pek 
 
 Sh
 
 64 THE NEW RAPID. 
 
 LESSON 4. 
 
 WORD-SIGNS. 
 
 The principles of this system secure such a remarkable 
 degree of brevity in writing, that word-signs are not impera- 
 tive. It would be possible to dispense with them entirely, 
 but since there are a few words that occur very frequently, 
 and which if written out in full would require two strokes, it 
 is found expedient to omit one of the letters, and express 
 them by a single stroke. 
 
 To the right will be found a list of the word-signs, which 
 should be thoroughly memorized. Those outlines which are 
 accompanied by dotted lines are written on the position indi- 
 cated by the line. Those without lines can be*written regard- 
 less of position, but since the favorite place of writing is just 
 above the base line, it is therefore best to write those words 
 which can be struck on any position resting on the base line. 
 
 The period is expressed by a cross as seen in the plate of 
 sentences to the right. 
 
 The student must not leave this lesson until he can write 
 ttye words as fast as they can be pronounced. 
 
 The sign for the word you is shaded for your.
 
 PRINCIPLES. 
 
 WORD-SIGNS. 
 
 / all if _._<r^ 
 
 t)ie *_ will have 
 
 o 
 as each J any "\ 
 
 IS o -which | every ~~*\ 
 
 us of _____\ after /" 
 
 o 
 
 are _x you V_ 
 
 Sentences. 
 
 - \ -o- 
 
 * ^ 
 
 1
 
 66 THE NEW RAPID. 
 
 REVIEW QUESTIONS. 
 
 In what way can the r and another letter be expressed in 
 one stroke ? 
 
 How is the r written before another letter, expressing 
 both in one stroke ? How is it written after another character, 
 expressing both in one stroke ? 
 
 How many vowel positions are there ? How distinguish 
 long vowel sounds from the short when writing on position ? 
 
 How many diphthong positions are there ? How do we 
 know when a character is written on a diphthong position ? 
 What character in an outline always determines the position 
 on which the word is written ? 
 
 How many word-signs are there ? Name them. What 
 ones are written regardless of position ? How many of the 
 word -signs are shaded strokes ? 
 
 How is b turned on other characters as a hook ? On what 
 side is g turned as a hook ? What does the hook on the 
 upper side represent, when written a trifle shorter ? How 
 do you distinguish these hooks when turned on other letters 
 from sh and wh ? 
 
 How many sounds are there in the word taught? How 
 would this word be written ? 
 
 How often should the Plate exercises be written and read ?
 
 PRINCIPLES. 67 
 
 HOW TO STUDY AND PRACTICE. 
 
 If the preceding principles have been thoroughly mastered 
 and the student able to write the alphabet rapidly and well, 
 he will find that the foundation to success is already laid. Do 
 not pass hastily from one lesson to another, but thoroughly 
 master each one separately and write it over at least three 
 times before leaving it. The student should be very systematic 
 and regular in his hours of study and practice. The whole 
 energy of his mind should be concentrated upon the lesson at 
 hand and trained to act quickly and accurately. The following 
 lessons should be taken up in their regular- order, and before 
 attempting to write a lesson the short-hand plates should be 
 studied thoroughly. After this is done the review questions 
 should be read over and answered to see that everything in 
 connection with the lesson is understood. This being done, 
 the student is ready to write from dictation the subject matter 
 contained in the short-hand plates, which first should be read 
 slowly, but finally at a very rapid rate. It is much better to 
 write one of these pages over a half dozen times than it is to 
 write a half dozen different pages. Not how much, but hoiv 
 well should be your motto. The student should not fail to 
 read over once everything that he writes. The ability to read 
 short-hand can only be acquired by practice, and is of more 
 importance than to write rapidly.
 
 68 THE NEW RAPID. 
 
 LESSON 5. 
 
 The foregoing principles will enable one to write the 
 English language in full at least four times as fast as can be 
 done with common long-hand. But in order to write as 
 rapidly as one speaks, it must be capable of being written 
 about six times as fast as long-hand. The principles which 
 follow are for the purpose of securing brevity and increasing 
 speed. They are few and simple, but of great importance, and 
 must be thoroughly mastered. 
 
 The first principle made use of is the lengthening of long 
 characters. 
 
 PRINCIPLE FIRST. 
 
 LONG CHARACTERS LENGTHENED TO ADD ;// OR n. 
 
 The long characters and hook letters b, g, sh and ivh are 
 increased in length to add a following m or n. (See line i.) 
 
 In lengthening these characters, care should be taken to 
 add simply enough in length to render them perfectly legible. 
 About one-third longer than the normal size is sufficient. It 
 will be observed that the vowel expressed by the position con- 
 tinues to folloAv immediately after the first consonant \ and 
 hence the added m or n is always read after the vowel. 
 
 In permitting the characters to undergo these different 
 changes, it is necessary that the relative sizes be preserved. 
 
 In such words as simon, lemon, etc., the final n blends so 
 closely with the m that it is desirable to express it by a similar 
 principle. Therefore, long letters are super-lengthened to add 
 mn. (See lines 13 and 14.) To superlengthen a stroke, it is 
 made double the alphabet length,
 
 PRINCIPLES. 
 
 6 9 
 
 LONG CHARACTERS.
 
 70 THE NEW RAPID. 
 
 REVIEW QUESTIONS 
 ON THE LENGTHENING PRINCIPLE. 
 
 How many long characters are there? Name them. 
 How much longer than the short characters should they be 
 made? 
 
 Does the added m or n come before or after the vowel 
 position ? 
 
 How many different classes of letters are there ? 
 
 For what are long letters lengthened ? For what are they 
 superlengthened ? 
 
 How much longer than the regular length should a stroke 
 be made to express m or n? How much longer should it be 
 to express mn ? 
 
 Is/ a long letter? Ans. No. Can it be lengthened to 
 express m or n ? Ans. Since there is no other character 
 longer, it can, when advantageous, be lengthened to add m 
 or . 
 
 How do you express the r in such words as reason, risen, 
 ripen, rack, etc.? What surface characters can be lengthened 
 to add /// or n?
 
 PRINCIPLES. 71 
 
 SENTENCES 
 
 WRITTEN BY THE LENGTHENING PRINCIPLE. 
 
 1. Since when have they sent them? 
 
 2. What do you think he will send? 
 
 3. John sent him nine pens this winter. 
 
 4. How long do you think this will take him ? 
 
 5. Have you seen John's new pen? 
 
 6. He gave them all the honor. 
 
 7. I knew you went with them. 
 
 8. We have been there since noon. 
 
 9. This long line which I have was sent to James, 
 
 10. Will you not tell me the reason why Simon went 
 home ? 
 
 11. Will you not send them some soon? 
 
 12. The gentleman you sent after these pens is a penman. 
 
 13. When do you think they could send him some? 
 
 14. I think you might have given them to me. 
 
 15. I will send him some of these, since he was so kind 
 to me. 
 
 16. This is the gentleman to whom you lent nine cents.
 
 72 THE NEW RAPID. 
 
 LESSON 6. 
 
 PRINCIPLE SECOND. 
 
 SHORT CHARACTERS SHORTENED TO ADD m OR n. 
 
 The short characters are made half length to add a 
 following m or n. (See line 2.) 
 
 Most of the short characters are vowels, and hence words 
 in which these occur are written on position to express the 
 next vowel in the word. Thus, to write the word invent, we 
 write minute /, which expresses the n, and then write long v on 
 the e position adding the /. Words in which the only vowel 
 is initial, such as in, it, an, on, etc., are written regardless of 
 position. 
 
 Since the t and d are generally drawn downwards, we take 
 advantage of their reversible nature and strike them upwards 
 to add m or n. (See lines 6, 7 and 8.) This principle does 
 not apply when the outline compels / or d to be written 
 upwards. (See line 9.) 
 
 The words in, an and on are written from this principle, 
 regardless of position. (See line 4.) 
 
 Words beginning with com or con can be written on 
 position to express the second vowel in the word. (See last 
 two words on fifth line.)
 
 PRINCIPLES. 
 
 73 
 
 SHORT CHARACTERS.
 
 74 THE NEW RAPID. 
 
 REVIEW QUESTIONS 
 ON THE SHORTENING PRINCIPLE. 
 
 What letter or letters are added to /and d when written 
 upwards ? 
 
 Does this principle apply to such words as treat, tread, 
 tried, etc.? Name the short letters. 
 
 For what are short letters made half length ? 
 
 Why are the/ and d never made half length ? 
 
 What are the tick letters ? Are they ever changed in 
 length ? 
 
 What three small words are written regardless of position ? 
 
 How do we know the direction in which / and </are 
 written when standing alone? Ans. The slant of a stroke 
 always determines the direction in whtch it is written. 
 
 On what position are words beginning with com and con 
 written ? 
 
 What is the standard length of the short characters ? 
 
 What vowel in every word is expressed by position ? 
 Ans. The first vowel inside of the word. 
 
 On what position are those words written which have no 
 medial or final vowel, as /'/and at ? Ans. They are generally 
 struck near the base line, but are written without reference to 
 position.
 
 PRINCIPLES. 75 
 
 SENTENCES 
 
 WRITTEN BY THE SHORTENING PRINCIPLE. 
 
 1. In an hour or two he will come. 
 
 2. The man was no doubt insane. 
 
 3. We were there all day long. 
 
 4. You must not think so much. 
 
 5. Since when did you see them ? 
 
 6. The man went down town after his dinner. 
 
 7. Can't you give me ten times as much as this? 
 
 8. Can you teach me to write next winter? 
 
 9. I can now write ten times as fast as I could. 
 
 10. Can I see him in time to go down there before noon ? 
 
 11. The man would not take any after all. 
 
 12. Can you come after it in the afternoon? 
 
 13. Which do you think is best for me? 
 
 14. The moon shone when the summer came. 
 
 15. When you can find time I wish you would write a 
 line in my book.
 
 76 THE NEW RAPID. 
 
 LESSON 7. 
 
 PRINCIPLE THIRD. 
 
 SURFACE CHARACTERS ENLARGED TO ADD t OR d. 
 
 The surface characters b, g, sh, wh, I, s, oi and ou are 
 enlarged to add a following / or d. 
 
 It may appear to the learner as being rather indefinite to 
 allow either / or //to be expressed, or as in the preceding lesson 
 m or n. But after a little experience in writing and reading 
 it will be found that there are very few cases where the same 
 outlines will produce words that are liable to conflict. When 
 such words do arise, however, the writer should not hesitate to 
 add t or //or any other letter when legibility requires it. 
 
 This system, as compared with others, is very free from 
 representing different words with the same outline. It will be 
 observed that what few words are written alike are those that 
 are almost identical in pronunciation, and that the more unlike 
 words are in pronunciation the more unlike they are in outline. 
 
 The learner should exercise the same care in enlarging 
 these characters proportionally as in the changing of the long 
 and short letters. 
 
 The circle s enlarged adds /, making the coalescent st, 
 which is written on position for the following vowel. (See 
 line 7.) On other surface characters the expressed / or d 
 always follows after the vowel position. The circle is super- 
 enlarged to add a t or d after the vowel position. (See last 
 part of line 7.) 
 
 The surface character / does not stand alone since it is 
 used for the words all and will. To write the words lay, let, 
 law, etc., the long /is employed.
 
 PRINCIPLES. 77 
 
 SURFACE CHARACTERS. 
 
 c 
 
 C 
 
 D 
 
 C 
 
 C 
 
 G 
 
 "-0- 
 
 v22 T 2 ' 
 
 9 
 
 c 7 
 
 r 
 
 o 
 
 o 
 
 O 
 
 c 
 
 O 
 
 O 
 
 o 
 
 Q_ 
 
 '-=0- 
 
 O O 
 
 (5~^ 
 
 O 
 
 o^: 
 
 _D 
 
 (5^ 
 
 __D_ 
 
 ^) ^) 
 
 /"c -*=& 
 
 0\ 
 
 c^^ 
 
 -$^ 
 
 __D 
 
 ^X) 
 
 _D 
 
 _O_ 
 
 11 A- 
 
 ^ 
 
 Sentences. 
 
 ^I5~ 
 
 JD_ 
 
 ^"T^ 
 O D 
 
 ^L__ 
 
 J ^ 
 
 Q_ 
 -^-x-
 
 78 THE NEW RAPID. 
 
 REVIEW QUESTIONS 
 ON THE ENLARGING PRINCIPLE. 
 
 What are the surface characters ? Why are they so called ? 
 How many surface characters are there ? Name them. For 
 what are they enlarged ? 
 
 Does the expressed / or d follow immediately after the 
 consonant or the vowel position ? How in the case of larger.? 
 
 How write such words as lad, led and lit ? How write 
 such words as state, stood and straight ? 
 
 How is double d expressed as in the word did ? Ans. On 
 any position. Why is the word outlook written below the base 
 line? Ans. Since out is written without reference to position, 
 such words as outlook, outline, and outwork are written on 
 position to express the vowel in the last part of the word.
 
 PRINCIPLES. 79 
 
 SENTENCES 
 WRITTEN BY THE ENLARGING PRINCIPLE. 
 
 1. We bought a better boat. 
 
 2. You should not stop so soon. 
 
 3. The butter was lost or stolen. 
 
 4. He was brought here after night. 
 
 5. The bat is said to be a night bird. 
 
 6. It is better to be good than to be great. 
 
 7. They were almost wild over the last storm. 
 
 8. How short the winter was out west last year. 
 
 9. Did you get out in time last night ? 
 
 10. The colt stepped on the bat but did not kill it. 
 
 11. We stopped and looked on the vast mountain of 
 stone. 
 
 12. You should be good to them no matter if they have 
 insulted you. 
 
 13. The post was just outside the gate. 
 
 14. The good man was hit on the head and killed. 
 
 15. The wheat was stolen out of the store last night.
 
 8o THE NEW RAPID. 
 
 LESSON 8. 
 
 PRINCIPLE FOURTH. 
 SURFACE CHARACTERS DIMINISHED TO ADD /. 
 
 The learner will doubtless understand now why the b and 
 
 represented by surface characters, and also the importance 
 of having a similar way of expressing the/ and k. The letter 
 /unites with these consonants forming the coalescents bl, gl, 
 pi, kl, fl and si. The initial letters being represented by 
 surface characters, these are simply written a trifle smaller to 
 add the /, thus expressing them both with one small outline. 
 (See lines i, a and 3.) It will be observed that the expressed 
 /always follows immediately after the consonant. When avowel 
 intervenes as in gale, bale, etc., both consonants are written. 
 
 Should the learner experience any difficulty in reading 
 his writing to distinguish the// from the bl, or the /from the 
 gl, he can use the b and g in their alphabetical form, i. e., 
 joining them in an angular manner, and express the / and k 
 by the turned hooks. (See line 10.) 
 
 The s is diminished to add /only when medial and final. 
 (See line 13.) The writing of initial coalescent si comes 
 under the "s" coalescents, which will be explained in a 
 following lesson. 
 
 The /diminished makes f precede, instead of adding /, 
 thus writing all of the / coalescents by the diminishing prin- 
 ciple. (See lines n and 12.) 
 
 The sh and wh being surface characters, also come under 
 this diminishing rule ; but since the /never unites with them, 
 forming coalescents, they are written on position to express 
 the intervening vowel, making the words sh a //, wh i le, etc. 
 
 The diphthongs being surface characters they are also . 
 diminished to add /. (See
 
 PRINCIPLES. 
 
 SURFACE CHARACTERS. 
 
 /? (S CD # O A V 
 
 8l 
 
 II 
 
 <3 
 
 1* ^ /2_ 
 
 / 
 
 _/
 
 82 THE NEW RAPID. 
 
 REVIEW QUESTIONS 
 ON THE DIMINISHING PRINCIPLE. 
 
 For what are surface characters diminished ? What is the 
 difference between //and bl '? How write the coalescent fl ? 
 What is the difference between the writing of the words pale 
 and play ? 
 
 With how many letters does / coalesce ? Can the 
 diphthongs be diminished to add I? 
 
 Is the s circle diminished initially to add I? How do 
 you distinguish'^/ from cl? 
 
 What is the difference between the words glue and clue in 
 outline ? 
 
 Must g and b always be turned as hooks ? 
 
 Is fl written in accordance with the diminishing prin- 
 ciple? Ans. No, it is arbitrary. 
 
 When sh and wh are dimished to add / does the ex- 
 pressed / follow the same as after a b or g ?
 
 PRINCIPLES. 
 
 SENTENCES 
 
 WRITTEN BY THE DIMINISHING PRINCIPLE. 
 
 1. It was a pleasant place to play. 
 
 2. The flame flashed fearfully. 
 
 3. There is a deep plot in the play. 
 
 4. We found the place plain and pleasant. 
 
 5. We saw some beautiful plates of brass. 
 
 6. Please lay the thimble on the table. 
 
 7. The clown pleased the people. 
 
 8. The owl flew over the playground. 
 
 9. The tinsel made the cloth beautiful. 
 
 10. The beautiful bird flew into the flame and was killed. 
 
 11. See the beautiful glow and glimmer of the summer 
 sun. 
 
 12. The rascal stole an apple from the people. 
 
 13. That was a good example of what some people 
 can do. 
 
 14. The seed of the thistle was blown over the steeple.
 
 84 THE NEW RAPID. 
 
 LESSON 9. 
 
 PRINCIPLE FIFTH. 
 
 COALESCENT S EXPRESSED BY A SMALL CIRCLE TURNED ON 
 THE FOLLOWING CONSONANT. 
 
 This letter unites with n, m, p, k, t, I, q, f, and w. 
 Unlike the coalescent r and /, it comes first, coalescing with 
 the following letter forming such words as smile, spy, stain, etc. 
 
 In order that these coalescents may be written, as the / 
 and r, from a principle universal in its application, we turn 
 the circle very small on the letter with which s unites as a 
 coalescent. 
 
 When s coalesces with a consonant at the end of a word, 
 as in desk, wisp, etc., each letter forming the coalescent is 
 written in its natural form. 
 
 The triplets spl, scr and spr are written from the same 
 principle, s being turned on // for spl, or cr for scr, and on 
 ,pr for spr. (See lines 9, 10 and n.) 
 
 In turning the circle s in the // for spl, it is found much 
 'easier to make it slightly oblong, which can be done for con- 
 venience sake, as it will never be mistaken for an / since the 
 /does not occur in such combinations. (See line n.) 
 
 The circle for coalescent s should be very small. If it is 
 so small as to practically result in a dot, it will be found 
 equally as legible, and less likely to conflict with the natural 
 form of s.
 
 PRINCIPLES. 
 
 COALESCENT " S. 
 
 a <L. -. . a_ 
 
 
 X 
 
 o 
 
 / 
 
 . A 
 
 j&2< 
 
 / 
 
 c_ 
 
 O 
 
 14 V
 
 86 THE NEW RAPID. 
 
 SENTENCES FOR PRACTICE ON THE 
 COALESCENT S. 
 
 1. The sled slid down the slanting slope. 
 
 2. The slave was slain while sleeping. 
 
 3. The sloop sailed slowly up the bay. 
 
 4. The spring was dug with a spade. 
 
 5. The spy was a splendid speaker. 
 
 6. The spruce was sprinkled with spray from the spring. 
 
 7. The school was scarce of scholars. 
 
 8. The Scotch schooner was lost in the squall. 
 
 9. The sky was scarcely visible. 
 
 10. The snow leaves when the spring comes. 
 
 11. The street was straight and beautiful. 
 
 12. The streets are swept every night. 
 
 13. The steam curled over the steeple. 
 
 14. This sketch is a specimen of his skill. 
 
 15. The speech was a specimen of the statesman's style. 
 
 1 6. You should strive to stand well in school. 
 
 17. This is a splendid statement to come from a stranger. 
 
 1 8. The stone struck the top of the school house.
 
 PRINCIPLES. 87 
 
 REVIEW QUESTIONS 
 
 ON THE COALESCENT S. 
 
 With how many letters does the letter s coalesce? 
 
 How are the triplets spr and spl written ? 
 
 What is the difference between the writing of the words 
 spy and sip ? 
 
 Is the coalescent st written from this principle of 
 coalescent s ? 
 
 How is the triplet sir written ? 
 
 Does it matter how small the s circle is made for the 
 coalescents ? 
 
 What sound has the u in the words suasion and suasive f 
 
 In writing the s coalescents which character is written on 
 position, the circle or the character on which it is turned ? 
 Ans. The latter. 
 
 When s is a coalescent is it turned on any particular side 
 of a character ? Ans. No ; it is turned on whichever side is 
 the most convenient in writing.
 
 88 THE NEW RAPID. 
 
 LESSON IO. 
 
 THE DOWNWARD PRINCIPLE. 
 
 Since there are no perpendicular curves and all inclined 
 strokes, excepting y and q, are written to the right in a 
 running manner, these characters can be written downwards 
 and more uprightly, which is done to add a following / or d. 
 
 This principle gives the vowel a wonderful writing power, 
 as they are so frequently followed by / and d. 
 
 The h and w are seldom written downwards owing to their 
 likeness to the y and q when so written. The frequent occuring 
 words hard, heard, would and word, and the ending ward, are 
 about the only words in which the downward principle is 
 applied to the h and w. 
 
 The prefixes inter, enter and tinder are all written from 
 this principle without reference to position. (See line 9, 10 
 and n.) 
 
 The shade is omitted in the word herewith and written by 
 simply a downward compound curve. (See line 14.) 
 
 The shade is also omitted in the word children. (See 
 line ii.) 
 
 The w in the word with can be struck either upwards or 
 downwards. 
 
 The learner will remember that strokes written upwards 
 always slant more than when written downwards, and hence 
 when these strokes stand by themselves the slant alone deter- 
 mines the direction in which they are written.
 
 PRINCIPLES. 
 
 8 9 
 
 THE DOWNWARD PRINCIPLE 
 
 7 7 
 
 e_\_ 
 
 
 \ 
 
 .1 
 
 \ 
 
 
 7
 
 <)0 THE NEW RAPID. 
 
 REVIEW QUESTIONS 
 ON THE DOWNWARD PRINCIPLE. 
 
 What class of characters are written downward to add / 
 or d? 
 
 In what words are the h and w written downwards? 
 
 Why not always write them downwards when followed 
 by / and d ? 
 
 How is the phrase would be written? 
 
 Is the word and written on any particular position ? 
 
 Should it is and //a//// be phrased ! Ans. Yes. 
 
 How write the words enter and under? Are they written 
 on any particular position ? 
 
 How is the d expressed in the word children ? Ans. By 
 writing the / more perpendicularly. 
 
 How is the word herewith written ? 
 
 In what two words in this lesson is the shade omitted ? 
 
 What determines the direction in which the h and q are 
 written when standing alone? 
 
 What is the difference between the words reward and 
 onward? Ans. Reward is written above the line and 
 onward below the line.
 
 PRINCIPLES. 91 
 
 SUGGESTIONS ON OUTLINING WORDS. 
 
 One of the great essentials requisite to the successful 
 mastery of short-hand is the ability to secure outlines that 
 are legible, uniform in formation and easy to write. It is 
 possible for a great many words to be written in different ways, 
 and in some cases with a beginner it may be a question as to 
 which is the best outline to adopt. 
 
 There are three general principles to be observed in the 
 outlining of every word. First, legibility; second, simplicity 
 of outline ; and third, analogy. Every word which the student 
 outlines himself should be tested by outlining it in accordance 
 with these three principles, and then adopting the best form, 
 everything being considered. 
 
 Legibility should always be considered first, for without 
 this the other qualities, though existing in the highest degree, 
 have no value whatever. 
 
 The second test to be made, is to see that the outline is one 
 that can be executed easily and is of such mechanical formation 
 as will not deteriorate and become illegible in rapid writing. 
 
 Third, the preserving of analogy should be considered 
 by treating all words as either primitive or derivative, and 
 forming the outlines so as to preserve harmony through all 
 the etymological relations. 
 
 The student should be careful not to practice on miscel- 
 laneous matter outside of the text-book until he has thoroughly 
 mastered all the principles of the system. By strictly observing 
 this he will not be troubled with unlearning long alphabetical 
 outlines when new principles are explained and approved 
 outlines given.
 
 92 THE NEW RAPID. 
 
 LESSON II. 
 
 EXPEDIENT PRINCIPLES. 
 
 Since the ^ circle is always turned on the regular side of 
 strokes, we make use of the irregular side to express ts or ds. 
 That is, .$ circle turned on the irregular side makes / or d 
 precede. (See lines i, 2 and 3.) 
 
 The s is turned initially on the irregular side to express 
 the common prefix dts. (See lines 4 and 5.) 
 
 The same rule applies to the / which is turned on the 
 irregular side for //and dl. (See lines 6, 7 and 8.) 
 
 It frequently occurs that the th character when final does 
 not join readily and in such cases is expressed by retracing the 
 preceding character, as in line 9. 
 
 Line n illustrates words in which the stroke for th should 
 be employed. 
 
 B is joined in an angular manner for the syllable be and 
 the word written on position to express the next vowel. (See 
 line 12.) 
 
 The syllable de is expressed by writing the d stroke in a 
 very slanting manner downwards, as in line 13. 
 
 The / is written in a perpendicular manner to express a 
 followingy. 
 
 The b and g are sloped backwards to add sh. (See 
 line 15.) 
 
 When h is followed by/, v, p or any other stroke with 
 which it does not join easily, it is expressed by retracing the 
 following character. (See line 16.)
 
 PRINCIPLES. 
 
 93 
 
 EXPEDIENT PRINCIPLES.
 
 94 THE NEW RAPID. 
 
 REVIEW QUESTIONS 
 ON THE EXPEDIENT PRINCIPLES. 
 
 What is the regular side of curved strokes? What is the 
 regular side of straight lines? What is the regular side of 
 m and n ? 
 
 For what is the circle s turned on the irregular side 
 initially? What finally? 
 
 Is the / ever written on the irregular side ? 
 
 How is th expressed when the stroke will not join well ? 
 
 How would you write the words farther and further! 
 
 For what is /written in a perpendicular manner? 
 
 For what are the b and g sloped backwards ? 
 
 For what is b joined in an angular manner initially? 
 
 How is the syllable de expressed in a word without the 
 use of position ? 
 
 On what position are words beginning with the syllables 
 be and de written ? Ans. They are written on position for 
 the next vowel in the word. 
 
 How write the word because? Ans. By turning the b 
 on the upper side as a hook. 
 
 Is this word an exception to the general rule ? Ans. Yes.
 
 PRINCIPLES. 95 
 
 HOW TO WRITE EASILY AND RAPIDLY. 
 
 Use a pen, if possible, that is just suited to the hand and 
 that will produce a firm, steady line when in quick motion. 
 
 Slide the hand easily and naturally across the paper when 
 writing. Do not make a pause after each outline, but observe 
 that the movement is steady and continuous. 
 
 Beginners are apt to spend more time in passing from one 
 outline to another than in executing them. This shows how 
 important it is to keep outlines close together. If a pencil is 
 used instead of a pen, accustom yourself to form light lines, 
 otherwise you will find yourself gripping the pencil, which is 
 sure to tire the hand and produce poor outlines. In order to 
 form the habit of writing in an easy running manner, select a 
 familiar sentence containing short words, and write it over and 
 over. Strive to keep the hand in continuous motion and 
 execute the outline as it passes across the paper. Write the 
 same sentence over again and again, striving to increase the 
 rate of speed at each time of writing. Do not allow the mind 
 to linger with an outline after it is formed, but pass quickly to 
 the next. 
 
 Practice this from day to day, selecting more difficult 
 matter each time, and practicing it until it can be written 
 with the hand in one continuous motion. This method of 
 speed practice continued for a short time will produce an easy 
 continuous style of writing, and a high rate of speed will be 
 reached almost unconsciously.
 
 96 THE NEW RAPID. 
 
 LESSON 12. 
 
 PRACTICAL WORDS. 
 
 To the right is given a list of very common words, which 
 it is important that the student be able to write very rapidly 
 and legibly. These words constitute about two-thirds of 
 spoken and written English. The list should be practiced 
 until it can be written in about three minutes' time. The 
 student should take particular pains to write every word in 
 outline and position just as given in the plate. Some words 
 which could be written on any position are assigned a 
 particular place to preclude the possibility of their conflicting 
 with other outlines of similar formation. 
 
 The favorite place of writing is resting on the base line, 
 and therefore those words not written on any particular 
 position are generally, for convenience sake, placed just above 
 the line. 
 
 The word are should be written above the line and the 
 word on below the line. The words of and other are written 
 above the line and the word or below the line. (See line 10.) 
 The word pleasure on the nth line can be written by slanting 
 the // backwards if the writer prefers. The final / in the 
 ending dent, as in president on the nth line, is expressed by 
 writing the d rather perpendicular. The word upon is ex- 
 pressed by the minute o curved slightly, or in other words it 
 is a minute u. (See line 14.)
 
 PRINCIPLES. 
 
 PRACTICAL WORDS. 
 
 i x- _r 
 
 97 
 
 3 C_P 
 
 d 
 
 p 
 
 ~7 
 
 \ A A 
 
 O 
 
 Ao L 
 
 f C
 
 98 THE NEW RAPID. 
 
 DOUBLE LETTERS. 
 
 When p follows /, as in pipe, peep, etc., the second/ is 
 expressed by the hook. (See line i.) 
 
 Double d is expressed by joining to d's by a downward 
 movement. (See line 2.) Td, as in mated, can also be ex- 
 pressed by a similar stroke. 
 
 When r follows r, as in nearer, rare, etc., the two r 1 s are 
 expressed by uniting the strokes shaded in a continuous 
 manner. (See line 3.) The double r stroke does not conflict 
 with the word other since this word is written in a perpen- 
 dicular manner. 
 
 When m is followed by mn, as in moment, the two m 1 's are 
 separated by a slight upward movement. (See line 4.) 
 
 Double s or z, as in cases, sizes and suspend, is expressed 
 by uniting the 's circle in an angular manner. (See lines 5 
 and 6.) 
 
 The circle is enlarged to add /, making sst, as in line 7. 
 
 VOWEL WORDS. 
 
 The last half of the plate to the right is devoted to words 
 in which the only vowel is initial. Since these are written 
 regardless of position, they are placed just above the base line. 
 
 In the words able and ample the bl hook is turned on the 
 under side to facilitate the writing. (See line 9.) 
 
 The last line illustrates words beginning and ending with 
 vowels, the last vowel being expressed by position.
 
 *. 0. 
 
 Ui 
 
 Us 
 
 PRINCIPLES. 
 
 DOUBLE LETTERS. 
 
 99 
 
 7 
 
 Words. 
 
 S=> 
 
 ( 
 
 f" 
 
 13 I 
 
 V 
 
 \ \ 
 
 A A A v
 
 100 THE NEW RAPID. 
 
 REVIEW QUESTIONS 
 ON PRACTICAL WORDS AND DOUBLE LETTERS. 
 
 How is double/ expressed ? 
 
 How is double d, as in did and dead written ? 
 
 How express the two r's in rare and roar? 
 
 Do these outlines conflict with the word other? 
 
 How are the two m's separated in the word moment? 
 
 What is the briefest form of expressing ss, as in the 
 word cases ? 
 
 On what position are such words as at, //and east written ? 
 
 What words are expressed by the use of a dot on the a 
 and o positions ? 
 
 Why is it best to write the word are above the line and 
 the word on below the line? Ans. So as to render the 
 writing perfectly legible should the writer fail to shade the 
 word are. 
 
 Why is the y written upwards in the word young ? Ans. 
 To facilitate the writing, since this word is so frequent, and 
 is generally followed by words written above the base line.
 
 PRINCIPLES. IOI 
 
 MISCELLANEOUS SENTENCES 
 FOR PRACTICE ON PRACTICAL WORDS. 
 
 1. He was always here on time. 
 
 2. Are you sure that he was an honest man ? 
 
 3. Have you ever heard the president speak? 
 
 4. It will give me great pleasure to be present. 
 
 5. How much do you think you can sell to-day? 
 
 6. Have you ordered the goods yet ? 
 
 7. What do you think of the special offer they have 
 made you? 
 
 8. How long do you think you can stay here ? 
 
 9. Can you not give some other reason ? 
 
 10. I would rather not go to work just now. 
 
 1 1 . Did you ask him to do that to-day ? 
 
 12. Please tell me all about your trouble with him? 
 
 13. He was a very useful person in that line of business. 
 
 14. That is indeed very true in this case. 
 
 15. Do you think he is as old as I am? 
 
 1 6. Will you please assist him with his work ? 
 
 17. What system of short-hand does your sister write? 
 
 1 8. Will you please open the door for me ?
 
 102 THE NEW RAPID. 
 
 LESSON 13. 
 
 THE " Y" AND "ING" ENDINGS. 
 
 On the page to the right is given a list of the different 
 y endings. The y is expressed by the / which is written either 
 upwards or downwards. (See line i.) 
 
 Ty and dy are expressed by a short /', or in other words it 
 is the /curved slightly. (See line 3.) 
 
 The j> is added after any circle or loop by allowing the 
 line to pass over the stem. (See lines 5, 6, 7 and 8.) 
 
 In the endings by and bly the / is joined in a continuous 
 manner without an angle. (See lines 9 and 10.) 
 
 The difference between bly and blty is in the length of 
 the /. (See lines 10 and n.) 
 
 The / is omitted in the ending .Ty and the /is increased in 
 curvature slightly to express final / or y. (See line 12.) 
 
 The ings endings occupy lines 13, 14, 15 and 16. In 
 these endings the detached character is written on a line with 
 the preceding stroke. 
 
 The / is written in a horizontal manner for ingly. (See 
 line 16.) 
 
 In rapid writing it is often desirable to express ing without 
 lifting the pen. This is done by ending the stroke preceding 
 the ing with a dot.
 
 PRINCIPLES. 
 
 THE " K" ENDINGS. 
 
 103 
 
 ILLUSTRATIONS.
 
 104 THE NEW KAPID. 
 
 REVIEW QUESTIONS 
 ON THE y AND ing ENDINGS. 
 
 What is the difference between the endings y and ty ? 
 
 Is there any difference between ty and dy ? 
 
 How is y expressed after a circle or loop ? 
 
 How is it expressed after b and bl? 
 
 What is the difference between bly and blty ? 
 
 How write fy ? Can vy be written from the same 
 principle? Ans. Yes. 
 
 What is the difference between ing and ington ? 
 
 How is the / written in ingly ? 
 
 What is the relative position of the ing endings ? Ans. 
 The detached character is always written directly at the end 
 and on a line with the preceding stroke. 
 
 How is the ly written after the st circle, as in the word 
 honestly ? Ans. By turning the surface / on the inside of 
 the circle.
 
 PRINCIPLES. 105 
 
 WORDS FOR PRACTICE ON THE " Y" ENDINGS. 
 
 Words ending in_v. 
 
 foamy 
 
 slimy 
 
 palmy 
 
 gummy 
 
 mummy 
 
 stormy 
 
 bloomy 
 
 company 
 
 botany 
 
 rainy 
 
 stony 
 
 harmony 
 
 puny 
 
 tyranny 
 
 Jenny 
 
 penny 
 
 downy 
 
 sunny 
 
 bony 
 
 felony 
 
 tiny 
 
 ceremony 
 
 matrimony 
 
 testimony 
 
 
 Words ending in 
 
 ry. 
 
 
 drapery 
 
 scenery 
 
 machinery 
 
 millinery 
 
 nunnery 
 
 slippery 
 
 dowery 
 
 dairy 
 
 miry 
 
 inquiry 
 
 captainry 
 
 canonry 
 
 masonry 
 
 glory 
 
 memory 
 
 Words ending hi fry and very. 
 
 belfry 
 
 fairy 
 
 slavery 
 
 knavery 
 
 bravery 
 
 thievery 
 
 revery 
 
 livery 
 
 delivery 
 
 silvery 
 
 Words ending in 
 
 sy. 
 
 
 easy 
 
 greasy 
 
 busy 
 
 heresy 
 
 courtesy 
 
 daisy 
 
 noisy 
 
 palsy 
 
 flimsy 
 
 clumsy 
 
 pansy 
 
 tansy 
 
 quinsy 
 
 posy 
 
 rosy 
 
 dyspepsy 
 
 drowsy 
 
 tipsy 
 
 dropsy 
 
 massy 
 
 Words ending in 
 
 cy. 
 
 
 legacy 
 
 fallacy 
 
 supremacy 
 
 primacy 
 
 legitimacy 
 
 intimacy 
 
 pharmacy 
 
 subordinacy 
 
 fragrancy 
 
 vagrancy 
 
 lunacy 
 
 democracy 
 
 bankruptcy 
 
 piracy 
 
 infancy 
 
 fleecy 
 
 prophecy 
 
 secrecy 
 
 icy 
 
 policy 
 
 spicy 
 
 juicy 
 
 vacancy 
 
 dependency 
 
 fancy 
 
 hesitancy 
 
 mercy 
 
 constancy 
 
 incumbency 
 
 decency 
 
 complacency 
 
 presidency 
 
 ascendency 
 
 idiocy 
 
 tendency 
 
 despondency 
 
 delinquency 
 
 agency 
 
 insolvency 
 
 fluency 
 
 emergency 
 
 deficiency 
 
 impotency 
 
 potency 
 
 expediency 
 
 excellency 
 
 indolency 
 
 corpulency 
 
 vehemency 
 
 frequency 
 
 competency 
 
 consistency 
 
 pertinency 
 
 indifferency 
 
 currency
 
 io6 
 
 THE NEW RAPID. 
 
 Words ending in sty and stry. 
 
 yeasty 
 
 hasty 
 
 dynasty 
 
 pasty 
 
 modesty 
 
 immodesty 
 
 majesty 
 
 honesty 
 
 misty 
 
 musty 
 
 frosty 
 
 thirsty 
 
 dusty 
 
 rusty 
 
 pastry 
 
 ancestry 
 
 tapestry 
 
 registry 
 
 ministry 
 
 industry 
 
 Words ending in stty, written as 
 
 though spelled sty. 
 
 falsity 
 
 immensity 
 
 propensity 
 
 intensity 
 
 diversity 
 
 curiosity 
 
 animosity 
 
 generosity 
 
 adversity 
 
 perversity 
 
 university 
 
 sagacity 
 
 pugnacity 
 
 capacity 
 
 veracity 
 
 vivacity 
 
 felicity 
 
 velocity 
 
 ferocity 
 
 scarcity 
 
 Words ending in sly 
 
 in which the 
 
 s circle is 
 
 diminished to 
 
 
 
 add the /. 
 
 
 
 heedlessly 
 
 needlessly 
 
 lifelessly 
 
 blamelessly 
 
 uselessly 
 
 harmlessly 
 
 helplessly 
 
 fearlessly 
 
 thoughtlessly expressly 
 
 righteously 
 
 plenteously 
 
 bounteously 
 
 perniciously 
 
 religiously 
 
 harmoniously 
 
 piously 
 
 variously 
 
 seriously 
 
 curiously 
 
 furiously 
 
 injuriously 
 
 licentiously 
 
 cautiously 
 
 previously 
 
 enviously 
 
 jealously 
 
 zealously 
 
 marvellously famously 
 
 ravenously 
 
 ruinously 
 
 poisonously 
 
 grievously 
 
 dangerously 
 
 vigorously - 
 
 humorously 
 
 strenuously 
 
 promiscuously mischievously 
 
 Words ending 
 
 in sely, written the same 
 
 as sly. 
 
 conversely 
 
 precisely 
 
 concisely 
 
 wisely 
 
 profusely 
 
 immensely 
 
 intensely 
 
 jocosely 
 
 diffusely 
 
 loosely 
 
 purposely 
 
 morosely 
 
 coarsely 
 
 adversely 
 
 perversely 
 
 Words ending in 
 
 fy. 
 
 
 freely 
 
 safely 
 
 largely 
 
 fairly 
 
 profanely 
 
 solely 
 
 lamely ' 
 
 namely 
 
 tamely 
 
 supremely 
 
 extremely 
 
 timely 
 
 poorly 
 
 homely 
 
 handsomely 
 
 hourly 
 
 serenely 
 
 finely 
 
 lonely 
 
 sincerely 
 
 barely 
 
 rarely 
 
 merely 
 
 severely 
 
 securely 
 
 surely 
 
 purely 
 
 resolutely 
 
 bravely 
 
 harshly 
 
 daily 
 
 gaily 
 
 readily 
 
 steadily 
 
 speedily
 
 PRINCIPLES. 
 
 107 
 
 greedily 
 
 bodily 
 
 helpfully 
 
 lively 
 
 family 
 
 happily 
 
 ordinarily 
 
 verily 
 
 merrily 
 
 weakly 
 
 sickly 
 
 quickly 
 
 neatly 
 
 darkly 
 
 morally 
 
 sensually 
 
 punctually 
 
 perpetually 
 
 loyally 
 
 jelly 
 
 silly 
 
 folly 
 
 holly 
 
 woolly 
 
 firmly 
 
 cleanly 
 
 meanly 
 
 manly 
 
 womanly 
 
 suddenly 
 
 greenly 
 
 heavenly 
 
 plainly 
 
 certainly 
 
 thinly 
 
 only 
 
 commonly 
 
 deeply 
 
 early 
 
 dearly 
 
 nearly 
 
 yearly 
 
 tenderly 
 
 orderly 
 
 eagerly 
 
 fatherly 
 
 motherly 
 
 brotherly 
 
 formerly 
 
 mannerly 
 
 properly 
 
 easterly 
 
 masterly 
 
 westerly 
 
 sisterly 
 
 Words ending in 
 
 tfy. 
 
 
 ultimately 
 
 intimately 
 
 proximately 
 
 fortunately 
 
 separately 
 
 moderately 
 
 temperately 
 
 desperately 
 
 stately 
 
 privately 
 
 completely 
 
 politely 
 
 definitely 
 
 sweetly 
 
 softly 
 
 lightly 
 
 nightly 
 
 knightly 
 
 brightly 
 
 sprightly 
 
 slightly 
 
 tightly 
 
 scantily 
 
 redundantly 
 
 gallantly 
 
 petulantly 
 
 pleasantly 
 
 incessantly 
 
 instantly 
 
 constantly 
 
 decently 
 
 confidently 
 
 evidently 
 
 providently 
 
 prudently 
 
 gently 
 
 diligently 
 
 expediently 
 
 conveniently 
 
 silently 
 
 excellently 
 
 indolently 
 
 violently 
 
 vehemently 
 
 permanently 
 
 eminently 
 
 pertinently 
 
 differently 
 
 reverently 
 
 currently 
 
 presently 
 
 competently 
 
 penitently 
 
 potently 
 
 consistently 
 
 fervently 
 
 faintly 
 
 saintly 
 
 quaintly 
 
 jointly 
 
 bluntly 
 
 promptly 
 
 smartly 
 
 partly 
 
 shortly 
 
 
 Words 
 
 ending in dy 
 
 and ty. 
 
 
 ready 
 
 muddy 
 
 needy 
 
 speedy 
 
 remedy 
 
 comedy 
 
 tidy 
 
 candy 
 
 dandy 
 
 handy 
 
 sandy 
 
 brandy 
 
 windy 
 
 moody 
 
 hardy 
 
 piety 
 
 ninety 
 
 naughty 
 
 city 
 
 commodity 
 
 calamity 
 
 sublimity 
 
 proximity 
 
 enmity 
 
 Christianity 
 
 humanity 
 
 sanity 
 
 vanity 
 
 dignity 
 
 vicinity 
 
 trinity 
 
 divinity 
 
 solemnity 
 
 maternity 
 
 fraternity 
 
 rarity 
 
 purity 
 
 laundry 
 
 foundry 
 
 sundry 
 
 sentry 
 
 wintry 
 
 country 
 
 pantry 
 
 symmetry
 
 io8 
 
 THE NEW RAPID. 
 
 Words ending in ply 
 
 , bly and by. 
 
 
 cheaply 
 
 deeply 
 
 reply 
 
 simply 
 
 comply 
 
 supply 
 
 probably 
 
 peaceably 
 
 moveably 
 
 justfiably 
 
 variably 
 
 blamably 
 
 doubly 
 
 reasonably 
 
 treasonably 
 
 seasonably 
 
 miserably 
 
 innumerably 
 
 admirably 
 
 memorably 
 
 indispensably 
 
 profitably 
 
 suitably 
 
 notably 
 
 comfortably 
 
 immovably 
 
 feebly 
 
 invincibly 
 
 forcibly 
 
 legibly 
 
 terribly 
 
 horribly 
 
 visibly 
 
 invisibly 
 
 sensibly 
 
 possibly 
 
 convertibly 
 
 humbly 
 
 nobly 
 
 baby 
 
 hobby 
 
 lobby 
 
 hereby 
 
 thereby 
 
 whereby 
 
 Words ending 
 
 in fy. 
 
 
 rarefy 
 
 specify 
 
 crucify 
 
 edify 
 
 modify 
 
 qualify 
 
 nullify 
 
 amplify 
 
 exemplify 
 
 beautify 
 
 dignify 
 
 signify 
 
 personify 
 
 stupefy 
 
 verify 
 
 glorify 
 
 terrify 
 
 petrify 
 
 purify 
 
 diversify 
 
 ratify 
 
 gratify 
 
 rectify 
 
 sanctify 
 
 notify 
 
 certify 
 
 fortify 
 
 mortify 
 
 testify 
 
 justify 
 
 Words ending 
 
 in ing. 
 
 
 facing 
 
 piercing 
 
 leading 
 
 pleading 
 
 reading 
 
 lading 
 
 trading 
 
 bidding 
 
 wedding 
 
 proceeding 
 
 preceding 
 
 exceeding 
 
 bleeding 
 
 breeding 
 
 riding 
 
 building 
 
 holding 
 
 landing 
 
 standing 
 
 pending 
 
 understanding 
 
 binding 
 
 winding 
 
 sounding 
 
 shilling 
 
 seeing 
 
 willing 
 
 lodging 
 
 hanging 
 
 swinging 
 
 longing 
 
 catching 
 
 watching 
 
 fishing 
 
 pushing 
 
 something 
 
 clothing 
 
 nothing 
 
 plaything 
 
 speaking 
 
 sneaking 
 
 taking 
 
 undertaking 
 
 sterling 
 
 rocking 
 
 stocking 
 
 striking 
 
 thinking 
 
 seeming 
 
 trimming 
 
 plumbing 
 
 becoming 
 
 charming 
 
 gleaning 
 
 meaning 
 
 gardening 
 
 evening 
 
 designing 
 
 entertaining 
 
 lining 
 
 winning 
 
 cunning 
 
 reckoning 
 
 reasoning 
 
 learning 
 
 warning 
 
 concerning 
 
 discerning 
 
 morning 
 
 burning 
 
 lightning 
 
 awning 
 
 going 
 
 keeping 
 
 shipping 
 
 dripping 
 
 tripping 
 
 chopping 
 
 daring 
 
 bearing
 
 PRINCIPLES. 
 
 109 
 
 Words ending in ing (CONTINUED.) 
 
 hearing 
 
 glaring 
 
 paring 
 
 sparing 
 
 wandering 
 
 offering 
 
 suffering 
 
 gathering 
 
 entering 
 
 muttering 
 
 covering 
 
 airing 
 
 firing 
 
 during 
 
 coloring 
 
 surprising 
 
 blessing 
 
 dressing 
 
 beating 
 
 fleeting 
 
 meeting 
 
 greeting 
 
 fighting 
 
 waiting 
 
 biting 
 
 whiting 
 
 writing 
 
 handwriting 
 
 slanting 
 
 fainting 
 
 painting 
 
 bunting 
 
 footing 
 
 excepting 
 
 lasting 
 
 assisting 
 
 sitting 
 
 leaving 
 
 shaving 
 
 saving 
 
 forgiving 
 
 living 
 
 thriving 
 
 loving 
 
 moving 
 
 carving 
 
 starving 
 
 drawing 
 
 flowing 
 
 knowing 
 
 saying 
 
 dying 
 
 many things 
 
 few things 
 
 anything 
 
 everything 
 
 all things 
 
 dealing 
 
 plain-dealing 
 
 healing 
 
 peddling 
 
 feeling 
 
 prevailing 
 
 wailing 
 
 ceiling 
 
 scantling 
 
 twinkling 
 
 calling 
 
 compelling 
 
 dwelling 
 
 Words ending in 
 
 ingfy. 
 
 
 glancingly 
 
 piercingly 
 
 exceedingly 
 
 understandingly 
 
 pretendingly 
 
 drudgingly 
 
 grudgingly 
 
 longingly 
 
 laughingly 
 
 diminishingly 
 
 mockingly 
 
 stealingly 
 
 tremblingly 
 
 feelingly 
 
 triflingly 
 
 shufflingly 
 
 savingly 
 
 smilingly 
 
 willingly 
 
 seemingly 
 
 charmingly 
 
 knowingly 
 
 cunningly 
 
 discerningly 
 
 mourningly 
 
 amazingly 
 
 hopingly 
 
 trippingly 
 
 sparingly 
 
 mutteringly 
 
 perseveringly 
 
 despairingly 
 
 admiringly 
 
 pleasingly 
 
 surprisingly 
 
 pressingly 
 
 guessingly 
 
 doubtingly 
 
 invitingly 
 
 insultingly 
 
 tauntingly 
 
 startingly 
 
 lastingly 
 
 everlastingly 
 
 boastingly 
 
 Words ending in 
 
 tngton. 
 
 
 Arlington 
 
 Birmington 
 
 Bloomington 
 
 Cardington 
 
 Wilmington 
 
 Covington 
 
 Worthington 
 
 Farmington 
 
 Harrington 
 
 Huntington 
 
 Kensington 
 
 Lexington 
 
 Millington 
 
 Paddington 
 
 Readington 
 
 Remington 
 
 Southington 
 
 Warrington 
 
 Washington 
 
 Wellington
 
 110 THE NEW RAPID. 
 
 LESSON 14. 
 
 THE " SHUN" ENDINGS. 
 
 One of the most common endings in the language is what 
 is known in phonography as shun. It may be spelled in 
 English tion, sion, cion, dan, or sian, all of which are pro- 
 nounced as though spelled shun. 
 
 This ending is expressed by slightly straightening the sh 
 character. (See line i.) 
 
 When the shun ending follows a circle or loop the line is 
 carried across and thrown in a perpendicular manner. (See 
 lines 2 and 3.) The shun stroke can be turned in either 
 direction. (See line 3.) 
 
 When s and / follow the shun, as in nations and national, 
 they are turned on the shun stroke. (See lines 4 and 5.) 
 
 When / and d precede the shun, they are expressed by 
 retracing the character preceding the shun. (See lines 6 and 7.) 
 
 The ending shiashun, as in association, is expressed by 
 throwing the shun stroke upwards. (See line 8.) 
 
 The / is omitted in the ending ishent. (See line 9.) 
 
 In the ending shul the / takes the place of the n in shun 
 and hence the sh character is diminished in accordance with 
 the diminishing principle to add the /. (See line 10.) 
 
 The ending ish is expressed by the sh character, which is 
 enlarged in accordance with the enlarging principle for isht. 
 (See lines n and 12.) 
 
 The last four lines are devoted to miscellaneous words 
 ending in shun. 
 
 It frequently occurs that the prefix com and con in long 
 words can be omitted without impairing the legibility. (See 
 line 1 6.)
 
 shtins 
 
 6 t-shun_ 
 
 8 shiashtni- 
 
 9 ishent 
 
 10 shtil 
 
 11 
 
 12 is/it 
 
 PRINCIPLES. 
 
 THE "SHUN" ENDINGS. 
 
 in 
 
 1 
 
 -1 
 
 ^T 
 
 X 
 
 
 -^
 
 112 THE NEW RAPID. 
 
 REVIEW QUESTIONS. 
 ON THE shun ENDINGS. 
 
 How is the termination shun expressed ? 
 
 How is it written after circles and loops ? 
 
 Can the shun stroke curve in either direction ? Ans. 
 Yes ; since this is the only perpendicular curve in the system, 
 it can be turned in either direction. 
 
 How are the endings tation and dation expressed ? Does 
 this retracing bear any relation to previously established 
 principles ? 
 
 How is the ending shiashun expressed ? 
 
 How is the ending ishent written ? 
 
 What is the difference between the writing of shunl and 
 shul ? 
 
 When can the initial syllable con and com be omitted ? 
 
 How is the ending shiate, as in initiate, appreciate, etc., 
 expressed ? Ans. By turning the sh character on the upper 
 side. 
 
 How express shiashun ? Ans. By throwing the shun 
 stroke upwards. 
 
 NOTE. The letters that are printed in small type in the list of words that 
 follow can be omitted.
 
 PRINCIPLES. 
 
 m- nation endings. 
 
 declamation 
 
 abomination 
 
 donation 
 
 nation 
 
 explanation 
 
 elimination 
 
 indignation 
 
 nomination 
 
 inclination 
 
 culmination 
 
 designation 
 
 denomination 
 
 condemnation 
 
 proclamation 
 
 resignation 
 
 incarnation 
 
 dissemination 
 
 exclamation 
 
 combination 
 
 reformation 
 
 cremation 
 
 termination 
 
 fascination 
 
 determination 
 
 intimation 
 
 hallucination 
 
 extermination 
 
 estimation 
 
 ordination 
 
 i'lumination 
 
 damnation 
 
 subordination 
 
 inflammation 
 
 assassination 
 
 information 
 
 procrastination 
 
 consummation 
 
 ruination 
 
 destination 
 
 formation 
 
 co-ordination 
 
 predestination 
 
 confirmation 
 
 
 
 ration 
 
 endings. 
 
 
 declaration 
 
 degeneration 
 
 generation 
 
 inspiration 
 
 regeneration 
 
 expiration 
 
 administration 
 
 concentration 
 
 veneration 
 
 oration 
 
 demonstration 
 
 preparation 
 
 corroboration 
 
 prostration 
 
 separation 
 
 exoneration 
 
 decoration 
 
 i' lustration 
 
 celebration 
 
 remuneration 
 
 admiration 
 
 duration 
 
 vibration 
 
 perpetration 
 
 toleration 
 
 respiration 
 
 desecration 
 
 enumeration 
 
 invigoration 
 
 conglomeration 
 
 consecration 
 
 desperation 
 
 emigration 
 
 immigration 
 
 deliberation 
 
 penetration 
 
 deterioration 
 
 exploration 
 
 mensuration 
 
 conflagration 
 
 exaggeration 
 
 commemoration 
 
 migration 
 
 evaporation 
 
 corporation 
 
 confederation 
 
 narration 
 
 incorporation 
 
 consideration 
 
 adulteration 
 
 restoration 
 
 moderation 
 
 
 lation 
 
 endings. 
 
 
 consolation 
 
 contemplation 
 
 granulation 
 
 stimulation 
 
 legislation 
 
 desolation 
 
 relation 
 
 isolation 
 
 stipulation 
 
 revelation 
 
 tribulation 
 
 population 
 
 simulation 
 
 ejaculation 
 
 depopulation 
 
 annihilation 
 
 congratulation 
 
 assimilation 
 
 speculation 
 
 ventilation 
 
 distillation 
 
 recapitulation 
 
 mutilation 
 
 articulation 
 
 postulation 
 
 violation 
 
 emulation 
 
 cancellation 
 
 constellation 
 
 circulation 
 
 regulation 
 
 adulation
 
 THE NEW RAPID. 
 
 shul endings. 
 
 facial 
 
 glacial special 
 
 especial 
 
 judicial 
 
 prejudicial beneficial 
 
 official 
 
 artificial 
 
 superficial martial 
 
 social 
 
 commercial 
 
 partial potential 
 
 consequential 
 
 equinoctial 
 
 initial substantial 
 
 influential 
 
 credential 
 
 providential prudential 
 
 differential 
 
 reverential 
 
 essential penitential 
 
 
 
 shunl endings. 
 
 
 conventional 
 
 national constitutional 
 
 professional 
 
 progressional 
 
 congregational national 
 
 rational 
 
 irrational 
 
 fractional traditional 
 
 additional 
 
 conditional 
 
 devotional intentional 
 
 proportional 
 
 
 tation endings. 
 
 
 devastation 
 
 plantation salutation 
 
 expectation 
 
 lamentation 
 
 consultation dictation 
 
 manifestation 
 
 permutation 
 
 vegetation gravitation 
 
 exportation 
 
 interpretation 
 
 fermentation reputation 
 
 habitation 
 
 amputation 
 
 presentation computation 
 
 invitation 
 
 representation 
 
 recitation ostentation 
 
 notation 
 
 meditation 
 
 rotation premeditation 
 
 agitation 
 
 imitation 
 
 adaptation station 
 
 limitation 
 
 temptation 
 
 precipitation flirtation 
 
 palpitation 
 
 
 dation endings. 
 
 
 gradation 
 
 degradation depredation 
 
 elucidation 
 
 consolidation 
 
 commendation foundation 
 
 inundation 
 
 
 gation endings. 
 
 
 propagation 
 
 corrugation delegation 
 
 allegation 
 
 interrogation 
 
 subjugation aggregation 
 
 congregation 
 
 conjugation 
 
 fumigation promulgation 
 
 litigation 
 
 mitigation 
 
 investigation instigation 
 
 navigation 
 
 prolongation 
 
 elongation 

 
 PRINCIPLES. 
 
 cation endings. 
 
 multiplication 
 
 implication 
 
 complication 
 
 confiscation 
 
 supplication 
 
 explication 
 
 education 
 
 convocation 
 
 avocation 
 
 provocation 
 
 prevarication 
 
 fabrication 
 
 mastication 
 
 intoxication 
 
 defalcation 
 
 inculcation 
 
 suffocation 
 
 location 
 
 dislocation 
 
 vocation 
 
 invocation 
 
 
 
 
 
 Miscellaneous 
 
 tion endings. 
 
 
 secretion 
 
 discretion 
 
 superstition 
 
 intention 
 
 contention 
 
 attention 
 
 prevention 
 
 invention 
 
 convention 
 
 motion 
 
 emotion 
 
 promotion 
 
 notion 
 
 devotion 
 
 reception 
 
 perception 
 
 subscription 
 
 description 
 
 inscription 
 
 proscription 
 
 superscription 
 
 redemption 
 
 exemption 
 
 presumption 
 
 consumption 
 
 assumption 
 
 interruption 
 
 corruption 
 
 assertion 
 
 exertion 
 
 portion 
 
 proportion 
 
 contortion 
 
 extortion 
 
 precaution 
 
 retribution 
 
 contribution 
 
 distribution 
 
 prosecution 
 
 persecution 
 
 execution 
 
 pollution 
 
 solution 
 
 resolution 
 
 evolution 
 
 revolution 
 
 involution 
 
 diminution 
 
 substitution 
 
 institution 
 
 constitution 
 
 fruition 
 
 derivation 
 
 privation 
 
 cultivation 
 
 salvation 
 
 ovation 
 
 renovation 
 
 innovation 
 
 reservation 
 
 preservation 
 
 conversation 
 
 anticipation 
 
 participation 
 
 dissipation 
 
 pulsation 
 
 condensation 
 
 compensation 
 
 dispensation 
 
 sensation 
 
 cessation 
 
 causation 
 
 prohibition 
 
 exhibition 
 
 ambition 
 
 tradition 
 
 addition 
 
 edition 
 
 expedition 
 
 condition 
 
 perdition 
 
 volition 
 
 definition 
 
 admonition 
 
 nutrition 
 
 inquisition 
 
 transition 
 
 position 
 
 deposition 
 
 preposition 
 
 imposition 
 
 composition: 
 
 proposition 
 
 supposition 
 
 disposition 
 
 exposition 
 
 petition 
 
 tuition 
 
 competition 
 
 partition 
 
 
 shiashun 
 
 endings. 
 
 
 enunciation 
 
 denunciation 
 
 pronunciation 
 
 association 
 
 emaciation 
 
 substantiation 
 
 negotiation 
 
 appreciation
 
 Il6 THE NEW RAPID. 
 
 LESSON 15. 
 
 PREFIXES. 
 
 For the purpose of avoiding some very cumbrous outlines, 
 and preserving syllabication, which promotes legibility, a few 
 signs are employed to represent the most difficult and 
 frequently occurring prefixes. 
 
 Prefixes, however, are by no means a necessity. It is 
 possible in this system to write the English language in full 
 without the use of either prefixes or suffixes. Those which 
 follow are of the most practical nature and conform to a 
 certain law, and hence will be found very serviceable. 
 
 To the right is a full list of the prefixes, which are ex- 
 pressed by writing the sign, /. e., the first letter, through or 
 near the remaining part of the word. 
 
 The prefixes com, con, re and self are written without 
 lifting the pen. (See lines n, 12 and 13.) 
 
 The prefixes are all written without reference to position, 
 which allows the latter part of a word to be written on position 
 for its vowel. 
 
 A light dot is used for the syllables oc and ac. (See line 
 15.) A heavy dot or comma is employed in the same manner 
 for the syllables ab and ob. The dot can be changed to a 
 minute / for mac, as in line 16. It can be changed to an r 
 for reac or reoc, as in reoccurred, and to a / for preoc, as in 
 preocciipy.
 
 i accom-n. 
 
 idiscom-n- 
 
 3 tncom-n. 
 
 4 misconi-H- 
 
 5 noncom-n- 
 
 e precom-n- 
 
 s self-con^ 
 
 PRINCIPLES. 
 
 PREFIXES. 
 
 ILLUSTRATIONS. 
 
 J' 
 
 ~&- 
 
 x C 
 
 V> 
 
 117 
 
 -7 
 
 14 trans. 
 
 15 ac-oc
 
 Il8 THE NEW RAPID. 
 
 REVIEW QUESTIONS 
 ON THE PREFIX PRINCIPLE. 
 
 What stroke is taken as the sign of a prefix ? On what 
 position is it written? 
 
 What prefixes are written in connection with the latter 
 part of a word without lifting the pen ? 
 
 What is the difference between the writing of re and 
 recom ? 
 
 How are the initial syllables ac and oc expressed ? 
 
 How are the initial syllables ab and ob written ? 
 
 What is the difference between the writing of inac and 
 incom ? 
 
 Which is it best to write first, the prefix or the latter part 
 of the word ? Why ? 
 
 Is the prefix written through or detached from the latter 
 part of the word? Ans. It should be written through as a 
 rule, but when more convenient can be entirely separated from 
 the remaining part of the outline.
 
 PRINCIPLES. 
 
 PREFIXES EXPRESSED BY THE DOT AND COMMA. 
 
 
 Words beginning with ac and oc. 
 
 
 ac-cede 
 ac-cess 
 
 ac-cent ac-cept 
 ac-cession ac-cord 
 
 ac-ceptance 
 ac-cordant 
 
 ac-count 
 
 ac-countant ac-crue 
 
 ac -cumulate 
 
 ac-cumulation 
 
 ac-curse ac-cuse 
 
 ac- custom 
 
 ac-knowledgment 
 ac-quittal 
 
 ac-quaint ac-quire 
 oc-ulist oc-casion 
 
 ac-quisition 
 oc-casional 
 
 oc-cupation 
 
 oc-cur oc-currence 
 
 oc-tave 
 
 
 Words beginning with ob and ab. 
 
 
 ob-duracy 
 ob-scene 
 
 ob-ject ob-livion 
 ob-scure ob-serve 
 
 ob-long 
 ob-stinate 
 
 ob-tuse 
 ab-breviate 
 
 ob-viate ob-vious 
 ab-lative ab-normal 
 
 ob-viously 
 ab-olition 
 
 ab-surd 
 
 ab-scess ab-scond 
 
 ab-sence 
 
 ab-sent 
 
 ab-solute ab-sorb 
 
 ab-stain 
 
 Words beginning with ap and op. 
 
 ap-parent 
 ap-pear 
 ap-plause 
 ap-prise 
 
 ap-parently , ap-pall 
 ap-pend ap-pendage 
 ap-praise ap-preciate 
 ap-prize ap-proach 
 
 ap-peal 
 ap plaud 
 ap-prehend 
 ap-proval 
 
 ope ration 
 op-pression 
 
 op-ponent op-pose 
 op-tion op-ulent 
 
 op-position 
 
 Words beginning with inac, inoc, iniq, etc. 
 inacc-urate inac-cessible inoc-ulate iniquity 
 
 inauguration inac-tion inac-tive
 
 120 THE NEW RAPID. 
 
 LESSON 16. 
 
 SUFFIXES. 
 
 There are certain endings which, owing to the frequency 
 of occurrence, it is very desirable to contract by a method of 
 syllable abbreviation. 
 
 To the right is a full list of the suffixes which are expressed 
 by writing their initial letter in a detached manner across or 
 near the preceding character. 
 
 The endings ment and self are joined to the initial part 
 of the word without lifting the pen. (See lines 5 and 16.) 
 
 The suffix graphically is expressed by the diminished g. 
 (See end of line 3.) 
 
 Ologicaliy is expressed by adding the cl hook to the /. 
 (See last part of line 7.) 
 
 Q is used for both quish ?a\tfguish. It is lengthened for 
 guishment. (See line 8.) 
 
 The termination self does not conflict with the ss, since 
 the circle for self is diminished to add / and is consequently 
 very small. 
 
 The sign for nation, in line 15, can also be used for uated 
 and nating.
 
 PRINCIPLES. 
 
 SUFFIXES. 
 
 121 
 
 ENDINGS. SIGN. 
 
 i age a /"" 
 
 ILLUSTRATIONS. 
 
 i ary ar f 
 
 ^ ^ ^ ^ / 
 
 s graph-v pr (/ 
 
 -_^ ^^ / 
 
 Q i, ~^t; <=>^ & Q u /,.. 
 
 4 hood h f^ 
 
 ^ / /. ^r 
 
 ft ment tun ~ 
 
 ixf *-^** f- //* 
 
 K nrr<rnfijjv /) \ 
 
 Z-SZ ^ (j- 
 
 o f s 
 
 7 oloev 7 ^ 
 
 ^ V / ^ r/-^ 
 
 8 guish <J -^ 
 
 ^ ^ l^-T" > u 
 
 ? 
 9 JzV<? .c v x 
 
 ^ ^ v^- ^ 
 
 .'0 fhip $h C 
 
 __ , cT 
 
 i' five t / 
 
 "^_^ r^" ~^ 
 
 \y. tiTfnftt im 9 
 
 ^L ^ ^ ^T 
 
 1.1 /^J-jf/ tary tr / 
 
 / , /^ 1, ^ v^ 
 
 1* ^/^<?- /</ / 
 
 ' ,%* _7% r> 
 
 is nation ft ^ 
 
 ^r ^ 
 
 16 j/'//' j/ ---o 
 
 x- V. ^X \"^ ^
 
 THE NEW RAPID. 
 
 REVIEW QUESTIONS 
 ON THE SUFFIXES. 
 
 How is the suffix age expressed? What is the difference 
 between the age and ary signs? 
 
 What affix does the g sign express ? 
 
 How write the suffix graphically ? 
 
 Are the signs written across or near the preceding part of 
 a word? Ans. Whichever is most convenient. 
 
 How is the ending ment expressed ? 
 
 Is it written any different from other signs ? 
 
 How write ology ? How write ologically ? 
 
 In what manner is guishment expressed ? 
 
 What is the difference between the signs for tive and tory ? 
 
 How is tiveness expressed ? How tively ? 
 
 How is the ending siveness expressed? Ans. By 
 lengthening the s stroke and adding the circle s. 
 
 For what two endings does the tr stand ? 
 
 What is the difference in outline between the ending self 
 and ses ? 
 
 NOTE. In the following list of words pen-liftings are indicated by the hyphen, 
 /'. e., that part of a word which is expressed by a detached stroke is separated from 
 the rest of the word by a hyphen.
 
 PRINCIPLES. 123 
 
 WORDS FOR PRACTICE ON THE SUFFIXES. 
 
 
 Words ending in age. 
 
 
 ad -age 
 
 band-age append-age 
 
 bond-age 
 
 marri-age 
 
 leak- age mucil-age 
 
 vill-age 
 
 dam-age 
 
 im-age rum-age 
 
 horn -age 
 
 man -age 
 
 tonn-age patron-age 
 
 person-age 
 
 aver- age 
 
 bever age cour-age 
 
 vis-age 
 
 mess-age 
 
 us-age herit-age 
 
 advant-age 
 
 disadvant-age 
 
 vint-age dot-age 
 
 postage 
 
 cott-age 
 
 rav-age sav-age 
 
 voy-age 
 
 salv-age 
 
 stor-age wreck-age 
 
 stopp-age 
 
 foli-age 
 
 carri-age bagg-age 
 
 
 
 Words ending in ary. 
 
 
 legend-ary 
 
 second-ary pecuni-ary 
 
 capill-ary 
 
 coroll-ary 
 
 epistol-ary exempl-ary 
 
 vocabul-ary 
 
 capsul-ary 
 
 prim-ary summ-ary 
 
 custom -ary 
 
 can-ary 
 
 mercen-ary milin-ery 
 
 ordin-ary 
 
 disciplin-ary 
 
 imagin-ary rigin-ary 
 
 semin-ary 
 
 prelimin-ary 
 
 lumin-ary sanguin-ary 
 
 legion -ary 
 
 vision -ary 
 
 mission-ary station-ary 
 
 diction-ary 
 
 discretion ary 
 
 tradition-ary lun-ary 
 
 eleemosyn-ary 
 
 liter-ary 
 
 honor-ary tempor-ary 
 
 extempor-ary 
 
 contr ary 
 
 Janu-ary antiq-ary 
 
 Febru-ary 
 
 statu-ary 
 
 sanctu-ary voluptu-ary 
 
 
 Words ending in graph and graphical. 
 
 steno-graph dia-graph para-graph panto-graph 
 
 litho-graph photo-graph auto-graph poly-graph 
 
 geo-graphical litho-graphical ortho-graphical phono-graphical 
 
 photo-graphical steno-graphical geo-graphically litho-graphically 
 
 Words ending in hood. 
 
 child-hood false-hood likeli-hood liveli-hood 
 
 man-hood brother-hood sister-hood neighbor-hood 
 
 knight-hood priest-hood boy-hood
 
 124 
 
 THE NEW RAPID. 
 
 Words ending in ment, the ending being expressed 
 
 by a minute m. 
 alignment 
 imprisonment 
 engrossment 
 contentment 
 deportment 
 sacrament 
 amendment 
 advancement 
 renouncement 
 inducement 
 attachment 
 establish-ment 
 lavishment 
 sediment 
 experiment 
 engagement 
 arrangement 
 entanglement 
 refinement 
 acquirement 
 casement 
 
 comment 
 
 entertainment 
 
 torment 
 
 resentment 
 
 department 
 
 lineament 
 
 commandment 
 
 enticement 
 
 denouncement 
 
 deducement 
 
 detachment 
 
 refreshment 
 
 nourishment 
 
 impediment 
 
 liniment 
 
 disagreement 
 
 lodgement 
 
 ennoblement 
 
 supplement 
 
 retirement 
 
 measurement 
 
 advisement 
 
 excitement 
 
 fragment 
 
 endorsement 
 
 abatement 
 
 abridgment 
 
 consignment 
 
 concernment 
 
 treatment 
 
 discontentment 
 
 predicament 
 
 temperament 
 
 defacement 
 
 commencement 
 
 enforcement 
 
 agreement 
 
 enrichment 
 
 astonishment 
 
 ravishment 
 
 rudiment 
 
 merriment 
 
 disengagement 
 
 infringement 
 
 implement 
 
 confinement 
 
 disfigurement 
 
 disfranchisement 
 
 disbursements 
 
 enslavement 
 
 pigment 
 
 assignment 
 
 government 
 
 enchantment 
 
 apartment 
 
 parliament 
 
 testament 
 
 embracement 
 
 convincement 
 
 divorcement 
 
 impeachment 
 
 parchment 
 
 punishment 
 
 languishment 
 
 regiment 
 
 sentiment 
 
 encouragement 
 
 enlargement 
 
 complement 
 
 elopement 
 
 allurement 
 
 advertisement 
 
 amusement 
 
 amazement 
 
 augment 
 
 Words ending in ment, in which the ment can be expressed by 
 lengthening the preceding stroke. 
 
 attainment 
 encampment 
 settlement 
 improvement 
 
 adjournment 
 congealment 
 atonement 
 approvement 
 
 shipment 
 instalment 
 chastisement 
 ornament 
 
 equipment 
 battlement 
 achievement 
 
 Words ending in ography. 
 
 lexic ography ge-ography phot-ography lith-ography 
 
 orth-ography bi-ography sten-ography crypt-ography 
 
 zc-ography top-ography typ-ography chir-ography
 
 PRINCIPLES. 
 
 Words ending in ology. 
 
 ge-ology the-ology phrase-ology physi-ology 
 
 path-ology myth-ology psych-ology etym-ology 
 
 phren-ology chron-ology ap-ology meter-ology 
 
 astr-ology taut-ology dox-ology 
 
 Words ending in logical and logically. 
 
 ge-ological 
 path-ological 
 meter-ological 
 physi-ologically 
 chron-ologically 
 
 the-ological 
 psych-ological 
 taut-ological 
 path-ologically 
 meter-ologically 
 
 phrase-ological 
 phren-ological 
 ge-ologically 
 psych-ologically 
 
 physi-ological 
 chron-ological 
 the-ologically 
 phren-ologically 
 
 Words ending in guish. 
 
 an-guish 
 ro-guish 
 distin-guishment 
 
 lan-guish 
 van-quish 
 extin-guishment 
 
 distin guish 
 
 relin-quish 
 
 van-quishment 
 
 extin-guish 
 
 lan-guishment 
 
 relin-quishment 
 
 Words ending in ship. 
 
 friend-ship 
 apprentice-ship 
 workman-ship 
 copartner-ship 
 
 hard-ship 
 clerk-ship 
 town-ship 
 chancellor-ship 
 
 steward-ship 
 guardian-ship 
 scholar-ship 
 wor-ship 
 
 lord-ship 
 horseman-ship 
 partner ship 
 court-ship 
 
 Words ending in sive. 
 
 eva-sive 
 
 inclu-sive 
 
 adhe-sive 
 
 cohe-sive 
 
 repul-sive 
 
 impul-sive 
 
 compul-sive 
 
 convul-sive 
 
 expan-sive 
 
 defen-sive 
 
 offen-sive 
 
 conclu-sive 
 
 reprehen-sive 
 
 comprehen-sive 
 
 incomprehen-sive 
 
 apprehen-sive 
 
 pen-sive 
 
 expen-sive 
 
 exten-sive 
 
 respon-sive 
 
 explo-sive 
 
 corro-sive 
 
 conver-sive 
 
 mas-sive 
 
 pas-sive 
 
 exces-sive 
 
 progres-sive 
 
 repres-sive 
 
 oppres-sive 
 
 mis-sive 
 
 submis-sive 
 
 permis-sive 
 
 transmis-sive 
 
 abu-sive 
 
 effu-sive 
 
 infu-sive
 
 126 
 
 THE NEW RAPID. 
 
 Words ending in siveness. 
 
 conclu-siveness cohe-siveness deci-siveness compul-siveness 
 
 offen-siveness comprehen-siveness apprehen-siveness pensiveness 
 expen-siveness corro-siveness mas-siveness pas-siveness 
 
 progres-siveness expres- siveness 
 
 submis-siveness diffu-siveness 
 
 Words ending in five. 
 
 conserva-tive 
 
 communica-tive voca-tive 
 
 da tive 
 
 crea-tive 
 
 nega-tive 
 
 deroga-tive 
 
 ac-tive 
 
 interroga-tive 
 
 talka-tive 
 
 rela-tive 
 
 irrela-tive 
 
 correla-tive 
 
 superla-tive 
 
 legisla-tive 
 
 speculative 
 
 copula-tive 
 
 affirma-tive 
 
 forma-tive 
 
 na-tive 
 
 discrimina tive 
 
 nominative 
 
 denomina tive 
 
 alterna-tive 
 
 declara-tive 
 
 prepara-tive 
 
 compara-tive 
 
 lucra-tive 
 
 delibera-tive 
 
 remunera-tive 
 
 impera tive 
 
 opera-tive 
 
 coopera-tive 
 
 restora-tive 
 
 narra-tive 
 
 penetra-tive 
 
 administra-tive 
 
 demonstra-tive 
 
 illustrative 
 
 figura-tive 
 
 representa-tive 
 
 atten-tive 
 
 deriva-tive 
 
 preserva-tive 
 
 Words ending in tiveness. 
 
 talka-tiveness 
 
 rela-tiveness 
 
 penetra tiveness 
 
 vegeta-tiveness 
 
 ac-tiveness 
 
 primi-tiveness 
 
 defini-tiveness 
 
 inquisi-tiveness 
 
 posi-tiveness 
 
 reten-tiveness 
 
 atten-tiveness 
 
 diminu-tiveness 
 
 
 Words 
 
 ending in tory. 
 
 
 dedica-tory 
 
 vindica-tory 
 
 judica-tory 
 
 obligatory 
 
 deroga-tory 
 
 interroga-tory 
 
 purgatory 
 
 expurga-tory 
 
 concilia-tory 
 
 consola tory 
 
 specula-tory 
 
 congratula-tory 
 
 expostula-tory 
 
 declama-tory 
 
 exclama-tory 
 
 inflamma-tory 
 
 explana tory 
 
 prepara-tory 
 
 ora-tory 
 
 labora-tory 
 
 accusa tory 
 
 observa-tory 
 
 reserva-tory 
 
 conserva-tory 
 
 fac-tory 
 
 contradic-tory 
 
 valedic-tory 
 
 victory 
 
 introduc-tory 
 
 prohibi-tory 
 
 audi-tory 
 
 donni-tory 
 
 terri-tory 
 
 transi-tory 
 
 depository 
 
 reposi-tory
 
 PRINCIPLES. 
 
 127 
 
 
 Words ending in tary. 
 
 
 secre-tary 
 
 heredi tary mili-tary 
 
 soli-tary 
 
 parliamen-tary 
 
 testamen-tary elemen-tary 
 
 supplemen-tary 
 
 fragmen-tary 
 
 alimen-tary commen-tary 
 
 momen-tary 
 
 volun-tary 
 
 involun-tary no-tary 
 
 ro-tary 
 
 vo-tary 
 
 tribu-tary salu-tary 
 
 
 
 Words ending in tude. 
 
 
 quie-tude 
 
 apti-tude solici-tude 
 
 longi tude 
 
 simili-tude 
 
 soli-tude plenti-tude 
 
 magni-tude 
 
 infini-tude 
 
 prompti-tude vicissi-tude 
 
 lati-tude 
 
 grati-tude 
 
 recti-tude alti-tude 
 
 multitude 
 
 
 Words ending in nation. 
 
 
 evac-uation 
 
 grad-uation exten-uation ' 
 
 sin-uation 
 
 insin-uation 
 
 contin-uation discontin-uation 
 
 atten-uation 
 
 infat-uation 
 
 punct-uation fluct-uation 
 
 perpet-uation 
 
 sit-uation 
 
 tumult-uation accent-uation 
 
 val-uation 
 
 MISCELLANEOUS ENDINGS WRITTEN OUT 
 
 IN FULL. 
 
 
 Words ending in tent. 
 
 
 permanent 
 
 eminent prominent 
 
 pertinent 
 
 repent 
 
 parent different 
 
 reverent 
 
 absent 
 
 present represent 
 
 patent 
 
 penitent 
 
 intent content 
 
 discontent 
 
 potent 
 
 consistent advent 
 
 prevent 
 
 convent 
 
 frequent 
 
 
 
 Words ending in jent. 
 
 
 regent 
 
 diligent stringent 
 
 contingent 
 
 divergent 
 
 urgent intelligent 
 
 
 
 Words ending in lessness. 
 
 
 heedlessness 
 
 endlessness boundlessness 
 
 regardlessness 
 
 carelessness 
 
 worthlessness thanklessness 
 
 harmlessness 
 
 sinlessness 
 
 fearlessness thoughtlessness 

 
 128 THE NEW RAPID. 
 
 LESSON 17. 
 
 TERMINATION PRINCIPLE. 
 
 There is a certain class of terminations in which kt is 
 followed by ed, ing, shun and five, as in the words connected, 
 connecting, connection and connective. 
 
 These endings are expressed by detaching the consonant 
 preceding the kt, it being in the case of the word connection. 
 The different endings are distinguished from one another by 
 the relative position of the detached character. When the 
 word ends in ed the detached character is written above the 
 preceding part of the word ; for ing it is written at the end of 
 the preceding part, in what is called the ing place; for shun it 
 is written beneath the shunts place; for tive it is written 
 through in five's place. (See line 9.) 
 
 The first eight lines end in shun, and therefore the 
 detached characters are written beneath the first part of the 
 words. 
 
 These detached characters may take an added s or any 
 other letter, as in line 13. 
 
 This principle of detached characters can be used for 
 entire words like fiction, action, section, diction, suction, etc., 
 by writing the first letter near the preceding word.
 
 PRINCIPLES. 
 
 TERMINATION PRINCIPLE 
 
 129 
 
 connection protection contraction construction objection 
 
 Ji, 
 
 O O ^o 
 
 ~r~ T 
 
 connected connecting connection connective 
 
 n VJL 
 
 ^ =7 
 
 5^_ s.
 
 130 
 
 THE NEW RAPID. 
 
 THE "SHUN" SERIES OF ENDINGS. 
 
 WHICH ARE EXPRESSED BY A DETACHED CHARACTER. 
 
 male-faction 
 
 ob-jected 
 
 re-flective 
 
 bene-diction 
 
 bene-faction 
 
 ob-jecting 
 
 in-flection 
 
 juris-diction 
 
 putre-faction 
 
 ob-jection 
 
 neg-lection 
 
 af-flicted 
 
 lique-faction 
 
 ob-jective 
 
 predi-lection 
 
 af-flicting 
 
 petre-faction 
 
 ob-jectionable 
 
 col-lected 
 
 af-fliction 
 
 re-fraction 
 
 sub-jected 
 
 col-lecting 
 
 in-flicted 
 
 sub-traction 
 
 sub-jecting 
 
 col-lection 
 
 in-flicting 
 
 sub-tracting 
 
 sub-jection 
 
 col-lective 
 
 re-striction 
 
 de-traction 
 
 sub-jective 
 
 recol-lected 
 
 re-stricting 
 
 re-traction 
 
 de-jection 
 
 recol-lecting 
 
 con-viction 
 
 con-tracted 
 
 re-jection 
 
 recol-lection 
 
 con-victing 
 
 con-tracting 
 
 re-jecting 
 
 in-spection 
 
 con-victed 
 
 con-traction 
 
 re-jection 
 
 e-rection 
 
 con-junction 
 
 pro-tracted 
 
 re-jective 
 
 di-rection 
 
 con-junctive 
 
 pro-tracting 
 
 in-jection 
 
 di-recting 
 
 in-junction 
 
 pro-traction 
 
 pro-jected 
 
 cor-rection 
 
 de-duction 
 
 pro-tractive 
 
 pro-jecting 
 
 cor-recting 
 
 re-duction 
 
 dis-traction 
 
 pro-jection 
 
 resur-rection 
 
 in-duction 
 
 at-tracted 
 
 pro-jective 
 
 de-tected 
 
 pro-duction 
 
 at-tracting 
 
 inter-jection 
 
 de-tecting 
 
 pro-ductive 
 
 at-traction 
 
 intro-duction 
 
 de-tection 
 
 de-struction 
 
 at-tractive 
 
 e-lection 
 
 prn-tected 
 
 de-structive 
 
 af-fected 
 
 e-lective 
 
 pro-tecting 
 
 in-struction 
 
 af-fecting 
 
 se-lection 
 
 pro-tection 
 
 in-structive 
 
 af-fection 
 
 se-lected 
 
 pro-tective 
 
 con-structed 
 
 af-fective 
 
 se-lective 
 
 con-tradicted 
 
 con-structing 
 
 per-fected 
 
 re-fleeted 
 
 con-tradicting 
 
 con-struction 
 
 per-fecting 
 
 re-fleeting 
 
 contra-diction 
 
 con-structive 
 
 per-fection 
 
 re-flection 
 
 vale-diction 
 
 mis-construction
 
 PRINCIPLES. 
 
 Words ending in shun followed by s. 
 
 ob-j actions 
 pro-jections 
 se-lections 
 re-flections 
 
 col-lections 
 recol-lections 
 cor-rections 
 pro-tections 
 
 re-strictions 
 con-victions 
 con-junctions 
 re-ductions 
 
 pro-ductions 
 repro-ductions 
 ob-structions 
 in-structions 
 
 Words ending in fication, the ending being expressed by 
 the detached f. 
 
 paci-fication 
 
 rami-fication 
 
 versi-fication 
 
 forti-fication 
 
 speci-fication 
 
 signi-fication 
 
 diversification 
 
 morti-fication 
 
 edi-fication 
 
 personi-fication 
 
 rati-fication 
 
 justi-fication 
 
 modi-fication 
 
 veri-fication 
 
 grati-fication 
 
 
 quali-fication 
 
 glori-fication 
 
 sancti-fication 
 
 
 ampli-fication 
 
 puri-fication 
 
 noti-fication 
 
 
 Words ending in plication. 
 ap-plication complication sup-plication multi-plication
 
 132 THE NEW RAPID. 
 
 LESSON 18. 
 
 POSITIVE AND NEGATIVE WORDS. 
 
 Positive words are changed to the negative by striking a 
 minute trck through the first part of the outline at right angles 
 to the character it crosses. (See lines i to 6.) 
 
 When the prefix, which gives to the words the negative 
 meaning, can be joined to the positive word without destroying 
 the outline, it is done. (See lines 7 and 8.) 
 
 The object of using this principle is to preserve analogy, 
 ".<?., to express the negative word without changing the out- 
 line of the positive in the least. 
 
 PRINCIPLE OF APHERESIS. 
 
 There are certain words in which the dropping of the 
 initial syllable does not impair the legibility, while it adds 
 much to speed and ease in writing. 
 
 To the right is given a list of words to which this 
 principle is applied. 
 
 The omission of the initial syllable of any word is shown 
 by writing the remaining part of the word closer to the 
 preceding one. 
 
 The principle of apheresis can be applied to any word in 
 which the legibility will not be affected by the omission. 
 
 This principle of showing the omission of an initial 
 syllable renders the writing in this system very legible as 
 compared with that of other systems.
 
 PRINCIPLES. 
 
 '33 
 
 POSITIVE AND NEGATIVE WORDS. 
 
 ~t 
 
 Apheresis. 
 
 f- -t-
 
 134 THE NEW RAPID. 
 
 LESSON 19. 
 
 APPROVED OUTLINES 
 OF SPECIAL WORDS. 
 
 When s is followed by k, f or v, it is best to employ the 
 s circle. (See lines i and 2.) 
 
 When s is followed by In, as in solemn and silence, the 
 circle s should be employed, as in line 3. 
 
 When the syllable re is followed by /, the hook form is 
 employed. (See line 4.) 
 
 In such words as prayer and prior the r is struck back- 
 wards, as in line 5. It can be written in this manner in any 
 outline that the writer chooses. This does not conflict with 
 the retracing for th, since the retracing is always on the under 
 side. 
 
 Line 6 illustrates when the surface /should be employed. 
 Line 8 illustrates outlines in which it is advantageous to strike 
 the q and y upwards. The writing of words beginning with 
 all are illustrated in line 8. Line 9 illustrates outlines in 
 which it is advantageous to employ characters representing 
 cognate sounds. 
 
 The ending form, as in inform, is expressed by the minute 
 
 y without the shade. (See line 10.) The words anyday and 
 
 everyday are distinguished from anyone and everyone by being 
 
 written on a position. (See line 10.) The surface / is written 
 
 in a detached manner for the word else.
 
 PRINCIPLES. 
 
 '35 
 
 APPROVED OUTLINES. 
 
 I Q ' 
 
 Z)
 
 136 THE NEW RAPID. 
 
 MISCELLANEOUS SENTENCES FOR PRACTICE. 
 
 1. How little we think of the happiness of others in 
 this world. 
 
 2. Live as though you were to die to-morrow ; learn 
 as though you were to live forever. 
 
 3. Think twice before you speak and you will have less 
 to regret every day of your life. 
 
 4. What is worth doing at all, is worth doing well. 
 
 5. To succeed in life you must understand, and mind 
 your own business. 
 
 6. Seek not after those things of this world, which are 
 here to-day and gone to-morrow. 
 
 7. He that blows in the dust will fill his own eyes. 
 
 8. Little boats must keep near shore. 
 
 9. He that would have the fruit must climb the tree. 
 
 10. He that ruleth his own spirit is greater than he that 
 taketh a city. 
 
 11. When a man ceases to go up, he begins to go down.
 
 PRINCIPLES. 137 
 
 REVIEW QUESTIONS. 
 
 What is meant by the termination principle ? In writing 
 the endings under this principle, what character is always 
 detached ? When can this principle be used for whole words ? 
 
 How are the positive words changed to negative? What 
 is meant by the principle of apheresis ? How is the omission 
 of an initial syllable expressed ? 
 
 When re is followed by/, which form should be used for 
 the/, the stroke or the hook ? How is the final r expressed 
 in such words as prayer and prior? How can the word that 
 be expressed by retracing? 
 
 How is the ending form, as in inform, expressed ? 
 
 How express the word else, as in the phrase any-thing-else ? 
 
 How is the word all, as in also, almost, always expressed ? 
 
 Can the^ and q be written upwards? If so, when is it 
 advantageous to write them in this manner ?
 
 138 THE NEW RAPID. 
 
 LESSON 20. 
 
 REPORTING FORMS. 
 
 To the right is given a list of outlines that represent 
 words of very frequent occurrence and which, in reporting, it 
 is desirable to express briefly. The first sign on each line is 
 the primitive form of the word, which is followed by the 
 derivatives. 
 
 These words should be thoroughly committed and prac- 
 ticed until every form can be written and read easily and 
 rapidly. 
 
 The stroke s is written on three different positions ; above 
 the line for satisfy, on the line for circumstance and below the 
 line for success. (See lines i, 2 and 3.) 
 
 The figure one is used for the word one. (See line 6.) 
 When standing alone, it is always written resting on the base 
 line and hence cannot be mistaken for a word beginning with d. 
 
 The shaded p is written above the line for practical and 
 below the line for appropriate. (See lines 8 and 9.) 
 
 Two ch strokes united, which result in a /, is written 
 above the line for the word change, as in line 12. It is 
 uniformly shaded for the word charge, as in line 13. 
 
 The double ch shaded, or in other words the/ shaded, is 
 written below the line for the word church. (See line 15.) 
 
 These words are all written so as to touch the base line.
 
 PRINCIPLES. 
 
 REPORTING FORMS. 
 
 I satisfy- 
 
 circunistance- 
 
 6 necessity- 
 
 c/ 
 
 7 opportunity- 
 
 8 practical-ly_ 
 
 qtiestion- 
 
 11 cJiaracter.. 
 
 \3 char ve- 
 
 J 1 f 
 
 il judge 
 
 rhurrh 
 
 T~ ~T
 
 140 THE NEW RAPID. 
 
 LESSON 21 
 
 PHRASEOGRAPHY. 
 
 Phrasing, as used in phonography, means writing outlines 
 in a connected manner without lifting the pen. Although the 
 absence of pen-liftings is conducive to speed, yet for the sake 
 of legibility, great discretion must be used as to what outlines 
 shall and shall not be phrased. 
 
 Phrasing, as treated in the past, has simply added to the 
 mind the labor which it removed from the hand. In this 
 system, only those words which are easily and naturally con- 
 nected, and which in speaking tend to blend together, are 
 phrased. 
 
 The circle s is turned on certain words initially and finally 
 for the word as. (See lines i and 2.) The / loop is used in 
 the same manner for the word will, as in lines 3 and 4. 
 
 The word are can be connected with other words, as in 
 line 5. 
 
 Line 7 illustrates phrases ending in the word be. 
 
 The sign for have is lengthened for have been. (See 
 line 9.) It is written on a position for has been, as in line 10. 
 
 The stroke for had is lengthened for had been, which is 
 written either upwards or downwards. (See line n.) 
 
 Line 12 illustrates common phrases ending in the word not. 
 
 The word the is added to words by retracing, as in line 
 13. Line 14 illustrates words that are retraced on the upper 
 side to add the word that. 
 
 The words to and /'/ are added to the word is by enlarging 
 the circle, as in line 15. 
 
 The word to is omitted after the word ought in such 
 phrases as ought to besought to have, etc. (See line 16.)
 
 PRINCIPLES. 
 
 PHRASEOGRAPHY. 
 
 First Method. 
 
 141 
 
 -J> 
 
 7 
 
 , 9
 
 142 THE NEW RAPID. 
 
 PHRASEOGRAPHY, Continued. 
 
 The phrases have been, has been and had been are changed 
 to the negative meaning by striking the negative sign through 
 the centre at right angles, as in line i. 
 
 The circle for as and is is lengthened horizontally for the 
 phrase is as and as is. (See end of line 2.) 
 
 The signs for all and will are lengthened to add the 
 words the and that. (See lines 3 and 4.) 
 
 SECOND METHOD. There is a class of prepositional and 
 conjunctive phrases consisting of three words, the first and 
 last of which are alike, as by and by, day by day, etc. , that 
 are written by omitting the connecting word and denoting 
 the omission by writing the first and last words side by side or 
 in a connected manner. (See lines 5 and 6.) 
 
 The relative significance of the connecting word can be 
 shown by the position of the two outlines. (See line 7.) 
 
 THIRD METHOD. There are a few short words which 
 can be written on the e position to express the word the, and 
 on the u position to express the word you. (See lines 10 and n.) 
 
 This principle is only applied to those outlines which will 
 not seriously conflict with other forms that would properly be 
 written on the same position. 
 
 Lines 12 and 13 are composed of miscellaneous phrases.
 
 PRINCIPLES. 
 
 143 
 
 PHRASEOGRAPHY, Continued. 
 
 -O- 
 
 o 
 
 C9 
 
 O 
 
 o 
 
 Second Method. 
 
 AA 
 
 // 
 
 7 
 
 Third Method. 
 
 /? o ^
 
 144 THE NEW RAPID. 
 
 REVIEW QUESTIONS 
 
 ON PHRASING. 
 
 To what extent is it advantageous to phrase? 
 
 Is it a good plan to use long irregular outlines ? 
 
 Which has the larger amount of work to perform in writing, 
 the hand or the mind ? Why ? Does this answer the question, 
 " To what extent is it advantageous to phrase ? " 
 
 What words are expressed by the circle and loop when 
 turned upon short common words ? 
 
 How are the phrases are all and are as written ? 
 
 What is the difference between the outline for have been 
 and has been ? How are these changed to the negative 
 meaning, /. e., have not been and has not been ? 
 
 How write the phrase had been ? When combined with 
 other letters, does it matter whether it is struck upward or 
 downward ? 
 
 In what phrases is the word to omitted? 
 
 What word is added by a shaded retracing? 
 
 Is there any difference between the outline for is to and 
 is it? 
 
 How write the phrase as it ? 
 
 What word is added to the signs for all and will by 
 lengthening ?
 
 PRINCIPLES. 145 
 
 LESSON 22. 
 
 LIST OF PRACTICAL PHRASES. 
 
 Following is a list of phrases that can be advantageously 
 employed in this system. The learner must not for a moment 
 think that these are to be committed. They are to be written 
 out in full from principles already explained. 
 
 A large and comprehensive list is given that the student 
 need not go outside of the text-book for practice matter. 
 
 Words and letters printed in small type are omitted, since 
 the outline of the phrase in these particular cases is found to 
 render the phrase perfectly legible. In many instances the 
 omitted word is expressed by the relative position of the 
 adjacent words according to the second method of phrasing. 
 
 Words printed in italics are expressed by the position of 
 the preceding outline, /. e., they are written according to the 
 third method of phrasing. 
 
 Words separated by the hyphen should be written separately, 
 /. e., the hyphen indicates a pen-lifting.
 
 146 
 
 THE NEW RAPID. 
 
 
 A. 
 
 I about how 
 
 29 any better 
 
 2 about all 
 
 30 any body 
 
 3 about as 
 
 31 any body-else 
 
 4 according to 
 
 32 any time 
 
 5 after all 
 
 33 any one 
 
 6 again and again 
 
 34 any one-else 
 
 7 all have been 
 
 35 any other 
 
 8 all has been 
 
 36 anything else 
 
 9 all of 
 
 37 are a 
 
 10 all of the 
 
 38 are you 
 
 1 1 all of that 
 
 39 are all 
 
 12 all that 
 
 40 are as 
 
 13 all that will 
 
 41 are not 
 
 14 all will 
 
 42 as are 
 
 1 5 among other 
 
 43 as ever 
 
 1 6 among other things 
 
 44 as far as 
 
 17 and an 
 
 45 as far as may 
 
 1 8 and has 
 
 46 as good as 
 
 19 and is 
 
 47 as great as 
 
 20 and is not 
 
 48 as has 
 
 21 and of 
 
 49 as his 
 
 22 and so forth 
 
 50 as if 
 
 23 and that 
 
 51 as is 
 
 24 and that is 
 
 52 as it, 
 
 25 and that will 
 
 53 as it is 
 
 26 and this 
 
 54 as little as 
 
 27 and then 
 
 55 as long as 
 
 28 another thing 
 
 56 as large as 
 
 
 B. 
 
 I be seen 
 
 6 but a 
 
 2 bear in mind 
 
 7 but an 
 
 3 become of the 
 
 8 but as 
 
 4 between the 
 
 9 but little 
 
 5 between you and 
 
 10 but not 
 
 57 as many as 
 
 58 as near as 
 
 59 as soon as 
 
 60 as soon as you 
 
 6 1 as the 
 
 62 as to 
 
 63 as well as 
 
 64 as well as to 
 
 65 as well as can be 
 
 66 as well as you 
 
 67 as you 
 
 68 at all 
 
 69 at all events 
 
 70 at an 
 
 71 at any 
 
 72 at first 
 
 73 at his 
 
 74 at home 
 
 75 at last 
 
 76 at least 
 
 77 at length 
 
 78 at any 
 
 79 at that 
 
 80 at that 
 
 8 1 at this time 
 
 82 at work 
 
 1 1 by and by 
 
 12 by which 
 
 13 by the
 
 PRINCIPLES. 
 
 147 
 
 
 C. 
 
 
 I can all 
 
 8 can you 
 
 15 could have 
 
 2 can be seen 
 
 9 cannot be 
 
 1 6 could have been 
 
 3 can do 
 
 lo chief clerk 
 
 17 could not 
 
 4 can it 
 
 1 1 chief justice 
 
 1 8 could not be 
 
 5 can it be 
 
 12 common sense 
 
 19 cross examination 
 
 6 can not (can't) 
 
 13 constitution of the 
 
 U. S. 
 
 7 can the 
 
 14 could ever 
 
 
 
 D. 
 
 
 I dare say 
 
 9 did not 
 
 17 do not (don't) 
 
 2 day after day 
 
 10 did not have 
 
 18 do not know 
 
 3 day to day 
 
 1 1 did not think 
 
 19 do you 
 
 4 dear friend 
 
 12 did the 
 
 20 do you have 
 
 5 dear sir 
 
 13 did you 
 
 21 do you know 
 
 6 did a 
 
 14 did you have 
 
 22 does not 
 
 7 did he 
 
 1 5 did you know 
 
 23 does not have 
 
 8 did he say 
 
 1 6 do as 
 
 
 
 El. 
 
 
 I each are 
 
 5 ever had 
 
 9 ever since 
 
 2 each of 
 
 6 ever has been 
 
 10 every one 
 
 3 each of which 
 
 7 ever is 
 
 1 1 every time 
 
 4 ever as 
 
 8 ever more 
 
 12 every day 
 
 
 F. 
 
 
 I fellow citizens 
 
 . 6 for he is 
 
 1 1 for your 
 
 2 first time 
 
 7 for some reason 
 
 12 from a 
 
 3 for a 
 
 8 for the 
 
 13 from all 
 
 4 for all 
 
 9 for the last 
 
 14 from the 
 
 5 for another 
 
 10 four by four 
 
 
 I good night 
 
 3 great many - things 
 
 4 great many times 
 
 2 great many 
 

 
 148 
 
 THE NEW RAPID. 
 
 
 H. 
 
 
 I had a 
 
 15 have an 
 
 29 he did 
 
 2 had all 
 
 1 6 have been 
 
 30 he had 
 
 3 had been 
 
 17 have you 
 
 31 he has 
 
 4 had been done 
 
 1 8 have done 
 
 32 has not 
 
 5 had been there 
 
 19 have you been there 
 
 33 he will 
 
 6 had he 
 
 20 have had 
 
 34 he would have 
 
 7 had there been 
 
 21 have known 
 
 35 how is 
 
 8 had that 
 
 22 have not 
 
 36 how is it 
 
 9 has been 
 
 23 have you had 
 
 37 how long 
 
 10 has been done 
 
 24 having been 
 
 38 how long have 
 
 II has Ms 
 
 25 hav'fg done 
 
 39 hour af ter hour 
 
 12 has it 
 
 26 having had 
 
 40 how soon 
 
 13 has not been 
 
 27 having known 
 
 41 how will 
 
 14 have a 
 
 28 he can not 
 
 
 
 1. 
 
 
 I I am 
 
 1 6 in all 
 
 31 is to 
 
 2 I had been 
 
 17 in any 
 
 32 it can 
 
 3 I had not been 
 
 1 8 in fact 
 
 33 it can be 
 
 4 I have 
 
 19 in order 
 
 34 it is not 
 
 5 I have been 
 
 20 in some 
 
 35 it is that 
 
 6. I have had 
 
 21 in such 
 
 36 it is there 
 
 7 I have-long since 
 
 22 in that 
 
 37 it is this 
 
 8 I have not been 
 
 23 in the 
 
 38 it may be 
 
 9 I might have 
 
 24 in this 
 
 39 it must be 
 
 10 if a 
 
 25 in which 
 
 40 it must have been 
 
 II if all 
 
 26 in your 
 
 41 it will 
 
 12 if an 
 
 27 in as much as 
 
 42 it will be 
 
 13 ifhe 
 
 28 is it 
 
 43 it will not 
 
 14 ifhe is 
 
 29 is it as 
 
 44 it will not be 
 
 15 in a 
 
 30 is not 
 
 45 it will have 
 
 
 J. 
 
 
 I just as 
 
 3 just as well as 
 
 4 just now 
 
 2 just as soon as 
 

 
 PRINCIPLES. 
 
 149 
 
 I kingdom of God 
 
 K. 
 
 2 kingdom of Heaven 
 
 i let us 
 2 let us not f 
 3 let us see 
 4 long as 
 
 5 long since 
 6 long time 
 7 long time since 
 
 8 longer than 
 9 look at 
 10 larger than 
 
 1 many a 
 
 2 many cases 
 
 3 many-things 
 
 4 may be 
 
 5 may be very 
 
 6 may have 
 
 7 may have been 
 
 8 may not have been 
 
 1 need not 
 
 2 nearer and nearer 
 3' need not be 
 
 4 never a 
 
 5 New York (n. y.) 
 
 1 of a 
 
 2 of all 
 
 3 of our 
 
 4 on an 
 
 5 on our 
 
 6 on the 
 
 7 on which 
 
 8 one of the 
 
 9 one of their 
 
 10 one by one 
 
 1 1 one other 
 
 M. 
 
 9 might have 17 much as 
 
 10 might have been 18 must be 
 
 11 might not have been 19 must be able 
 
 12 more and more 20 must have 
 
 13 more than 21 must have been 
 
 14 Mr. chairman 22 must not 
 
 15 Mr. president 23 my dear sir 
 
 1 6 Mr. speaker 
 
 N. 
 
 6 New York City (n.y.c.) 1 1 no such 
 
 7 New York State 1 2 no such-thing 
 
 8 no more 13 not a 
 
 9 no'one 14 not now 
 
 10 no sir 15 now and then 
 
 O. 
 
 12 one other-thing 
 
 13 one after one 
 
 14 one or 
 
 15 one thing 
 
 1 6 one or a 
 
 17 or another 
 
 1 8 or as 
 
 19 or have 
 
 20 or have been 
 
 21 ought not 
 
 22 ought to 
 
 23 ought to be 
 
 24 ought to have 
 
 25 ought t have been 
 
 26 ought to have done 
 
 27 ought to have had 
 
 28 out of 
 
 29 out of the 
 
 30 out of our 
 
 31 over an d over
 
 THE NEW RAPID. 
 
 1 post office 
 
 2 post mortem 
 
 I quite as 
 
 1 same as 
 
 2 second time 
 
 3 seems to have 
 
 4 seems to have been 
 
 5 shall be 
 
 6 shall do 
 
 7 shall have 
 
 8 shall have been 
 
 9 shall not (shant) 
 
 10 she has 
 
 1 1 she is 
 
 12 short time 
 
 13 should be 
 
 14 should have 
 
 15 should have been 
 
 1 6 should not (shudnt) 
 
 P. 
 
 3 postal card 
 
 Q- 
 
 R. 
 
 I right ar >d wrong 
 
 S. 
 
 17 should there 
 
 1 8 side by side 
 
 19 since you have 
 
 20 so as 
 
 21 so as to 
 
 22 so far 
 
 23 so far as 
 
 24 so long-ago 
 
 25 so long as 
 
 26 so on 
 
 27 so that 
 
 28 so the 
 
 29 so there 
 
 30 some how 
 1 3 1 some little 
 
 32 some means 
 
 4 president of the u. S. 
 
 2 question whether 
 
 33 some one 
 
 34 some one-else 
 
 35 some one other 
 
 36 some other 
 
 37 some reason 
 
 38 some-thing 
 
 39 some th i"g else 
 
 40 some time 
 
 41 soon after 
 
 42 stand still 
 
 43 state of New York* 
 
 44 such a 
 
 45 such are 
 
 46 such are not 
 
 47 such as 
 
 48 such as are 
 
 I take care 
 
 9 ten-thousand dollars 17 that he has 
 
 2 take charge 
 
 10 that are 18 that is 
 
 3 take occasion 
 
 II that had 19 that is a 
 
 4 take place 
 
 12 that had been 20 that is not 
 
 5 take that 
 
 13 that has been 21 that is to be 
 
 6 tell us 
 
 14 that have 22 that is to say 
 
 7 tell you 
 
 15 that have not 23 that may be 
 
 8 that all 
 
 1 6 that be 24 that the
 
 PRINCIPLES. 
 
 25 that there 
 
 48 there was 
 
 71 this time 
 
 26 that there is 
 
 49 there was hot 
 
 72 three by three 
 
 27 that they 
 
 50 there was noth-ing 
 
 73 through and through 
 
 28 that they have 
 
 51 there was nothing-else 74 those are 
 
 29 that time 
 
 52 there will 
 
 75 those have been 
 
 30 that was 
 
 53 there will be 
 
 76 thus are 
 
 31 that was not 
 
 54 there are 
 
 77 time to time 
 
 32 that were 
 
 55 there are not 
 
 78 to a 
 
 33 that were not 
 
 56 these have been 
 
 79 two by two 
 
 34 that will 
 
 57 they had 
 
 80 to be 
 
 35 that will be 
 
 58 they have 
 
 8l to do 
 
 36 them all 
 
 59 they have been 
 
 82 to have 
 
 37 then a 
 
 60 they have done 
 
 83 to have been 
 
 38 then again 
 
 6 1 they have had 
 
 84 to have done 
 
 39 there are 
 
 62 they have never 
 
 85 to have had 
 
 40 there had 
 
 63 they have not 
 
 86 to his 
 
 41 there had been 
 
 64 they have noth-ing 
 
 87 to other 
 
 42 there has 
 
 65 they may be 
 
 88 to our 
 
 43 there has been 
 
 66 they may have 
 
 89 to the 
 
 44 there is another 
 
 67 think of 
 
 90 towards you 
 
 45 there is no such 
 
 68 twice as much 
 
 
 46 there is not 
 
 69 this is 
 
 
 47 there is noth-ing 
 
 70 this-thing 
 
 
 
 U. 
 
 
 
 I United States (u. s.) 
 
 
 
 V. 
 
 
 I very well 
 
 
 2 vice president 
 
 
 w. 
 
 
 I was done 
 
 8 we do 
 
 15 we have 
 
 2 was not 
 
 9 we cannot 
 
 1 6 we have been 
 
 3 was or not 
 
 10 we cannot have 
 
 17 we have not been 
 
 4 was said 
 
 II we charge 
 
 1 8 we have done 
 
 5 was your 
 
 12 we did 
 
 19 we have had 
 
 6 we are 
 
 13 we did not 
 
 20 we have not 
 
 7 we are not 
 
 14 we had 
 
 21 we regret
 
 152 
 
 THE NEW RAPID. 
 
 26 we shall 
 
 57 where have 
 
 27 we think 
 
 58 where is 
 
 28 we will 
 
 59 where is that 
 
 29 we will not 
 
 60 where we 
 
 30 we would 
 
 6l where were 
 
 31 we would not 
 
 62 where will 
 
 32 week after 
 
 63 where will the 
 
 33 week after week 
 
 64 whether he 
 
 34 were it not 
 
 65 whether r not 
 
 35 week to week 
 
 66 whether he has 
 
 36 were you 
 
 67 which are 
 
 37 what are 
 
 68 which are not 
 
 38 what do 
 
 69 which has 
 
 39 what-else 
 
 70 which have 
 
 40 what has been 
 
 71 which have been 
 
 41 what is 
 
 72 which have done 
 
 42 what is there 
 
 73 which have not 
 
 43 what is this 
 
 74 which is 
 
 44 what make 
 
 75 which is not 
 
 45 what of 
 
 76 which must be 
 
 46 what reason 
 
 77 which must 
 
 47 what was 
 
 78 which one 
 
 48 what was done 
 
 79 which was 
 
 49 what we can 
 
 80 which were 
 
 50 what will be 
 
 8l which will 
 
 51 what will you 
 
 82 who are 
 
 52 when are 
 
 83 who are not 
 
 53 when have 
 
 84 who could 
 
 54 when is 
 
 85 who have been 
 
 55 when will 
 
 86 who have not 
 
 56 where are 
 
 87 who is 
 
 
 V. 
 
 I year after year 
 
 5 you will 
 
 2 years and years 
 
 6 you are 
 
 3 year to year 
 
 7 you are able 
 
 4 yes sir 
 
 8 you are not 
 
 88 who must 
 
 89 who were 
 
 90 who will 
 
 91 whom you 
 
 92 why are 
 
 93 why have 
 
 94 why is 
 
 95 why not 
 
 96 why will 
 
 97 will be 
 
 98 will have 
 
 99 will have been 
 
 100 will the 
 
 101 will that 
 
 102 will you 
 
 103 willow* be 
 
 104 with all 
 
 105 with all the 
 
 106 with all that 
 
 107 with the 
 
 108 with there 
 
 109 with which 
 no word of God 
 
 1 I 1 would be 
 
 112 would have 
 
 113 would have been 
 
 114 would have done 
 
 115 would not be 
 
 116 would not have 
 
 117 would not have been 
 
 9 you did 
 
 10 you did not 
 
 11 you did not know 
 
 12 you had
 
 PRINCIPLES. 153 
 
 MISCELLANEOUS REVIEW QUESTIONS. 
 
 What is short-hand? What is phonography ? What is 
 stenography ? What is an amanuensis ? 
 
 To what extent is it advantageous to use phrasing? 
 
 Why should all ascending and descending strokes be 
 written in a running manner? 
 
 Why is it that this system secures greater brevity than 
 others and yet inserts vowels ? 
 
 What is meant by the downward principle? 
 
 What advantages are to be gained by employing the 
 negative tick? Does brevity of outline impair the legibility ? 
 
 What is meant by preserving analogy in writing words ? 
 
 What is meant by lineality in writing? 
 
 What do we mean by reading from the context ? 
 
 What are derivative words ? 
 
 What is meant by positive and negative words ? 
 
 What advantages are to be gained by using a stroke for 
 q and x? 
 
 How is it that strokes are written upon five different 
 positions and yet occupy less space perpendicularly than in 
 other systems ? 
 
 What stroke determines the position on which an outline 
 is written ? How many classes of characters are there? 
 
 What are diphthongs ? What is an improper diphthong? 
 
 About how many strokes are used in writing one hundred 
 words? What are the four changing principles? 
 
 In outlining words, which should always be considered 
 first, legibility or brevity? 
 
 Why is so little use made of perpendicular strokes ?
 
 154 THE NEW RAPID. 
 
 MEN WANTED, 
 
 "(It has been) truly said (that the) great want (of the 
 age) is men. (Men of) thought; (men of) action. Men 
 (who are not) for sale. Men (who are) honest to the heart's 
 core. Men (who will) condemn wrong in friend or foe in 
 themselves (as well as others). Men whose consciences (are 
 as) steady as the needle to the pole. Men (who will) stand for 
 right (if the) heavens totter (and the) earth reels. Men who 
 can tell the truth and look the world (and the) devil right (in 
 the) eye. Men who neither swagger nor flinch Men (who 100 
 are) quick at figures. Men who (can have) courage without 
 whistling for it, and joy without shouting to bring it. Men 
 through whom the current of everlasting life runs still, and 
 deep and strong. Men too large for certain limits, and too 
 strong for sectarian bands. Men who know their message and 
 tell it. Men who know their place and fill it. Men who mind 
 their own business. Men (who will not) lie. Men (who are 
 not) too lazy to work, nor too proud (to be) poor. When in 
 office, the workshop, 20 (in the) counting-room, (in the) bank, 
 in every place of trust and responsibility, (we can have) such 
 men as these, (we shall have a) Christian civilization the 
 highest and best the world ever saw." 35-235 
 
 NOTE. This page should be carefully studied and practiced until it can be 
 written at the rate of 100 words per minute. It would be possible for the writer to 
 phrase it even more than indicated by the marks, but in this and all other exercises 
 in the book, only the most common and simplest phrases are authorized.
 
 PART SECOND 
 
 OF THE 
 
 JNEW F^APID SHO^T-HAND
 
 PRINCIPLES. 157 
 
 LESSON 23. 
 
 SHORT-HAND PUNCTUATION. 
 
 In this system, punctuation marks as so used as to convey 
 the exact meaning intended with the least possible amount of 
 labor for the mind and hand of the writer. 
 
 Following are all the principle marks used in the system: 
 
 X Period, used at the close of sentences. 
 
 / Period, used after quotations in court reporting. 
 // Marks, to indicate capitalization or abbreviation. 
 
 Dash, to indicate asudden break or omission in a sentence. 
 ( ) Marks of Parenthesis. 
 x Exclamation sign. 
 
 n 
 
 Interrogation sign. 
 
 The following signs are used in speech reporting : 
 applause laughter hissing 
 
 The comma, colon, semicolon, and other necessary marks 
 are_used in short-hand writing the same as in common printing. 
 
 If at any time the reporter doubts whether he has written 
 a word or sentence correctly, it should be encircled to indicate 
 the doubt. 
 
 The repetition of a phrase or sentence is indicated by 
 repeating the small marks used for capitalization.
 
 THE NEW RAPID. 
 
 SHORT-HAND NOTATION. 
 
 The plate to the right illustrates principles which are 
 applied to the figures in securing a brief representation of 
 numbers, amounts, values and periods of time. 
 
 Hundreds, thousands, millions, etc., are expressed by 
 attaching the initial letter to the figure. (See lines i, 2, 3 
 and 4.) 
 
 The d character is struck below and to the right of any 
 figure for dollars, as in lines 5, 6 and 7. 
 
 Lines 8 and 9 illustrate the writing of amount in pounds, 
 pence and shillings. 
 
 In such expressions as three or four the or is omitted and 
 the two numbers are represented by figures which are placed 
 on a line with the word or. (See line 12.) 
 
 Such expressions as one and two, three and four, etc., are 
 written with the figures on a line with the word and, as in 
 line 13. 
 
 Lines 14 and 15 illustrate the writing of fractions. 
 
 Lines 10, n and 16 illustrate the writing of numbers 
 pertaining to time.
 
 PRINCIPLES. 
 
 159 
 
 SHORT-HAND NOTATION. 
 
 \ \ 
 
 ^v 
 
 "7 
 
 9 
 
 -1C <&- __.?, , 
 
 -4> -V 
 
 -^ 
 
 r 
 
 _Ja_c_ 
 
 7 
 
 13 c? 
 
 6 
 
 T? r 
 
 .j- 
 
 ^>- 
 
 ^ 
 
 -v
 
 160 THE NEW RAPID. 
 
 LESSON 24. 
 
 BUSINESS LETTER. 
 
 The letter on the opposite page will give the student an 
 idea of how business letters should be written, and to what ex- 
 tent it is advantageous to phrase commercial correspondence. 
 
 Where the absence of a shade does not impair the legibility 
 it has been omitted. The s/i in the word ship is united with 
 the/ in a continuous manner. 
 
 This letter should be carefully studied and practiced until 
 it can be written, including the heading and names, in less 
 than two minutes' time. 
 
 The writing of this letter illustrates the proper spacing 
 that should be given to short-hand outlines. Most writers are 
 apt to scatter their characters too much, thereby losing much 
 time and energy in passing from one to the other. There is 
 of course such a thing as crowding outlines together too much. 
 This is even more detrimental to speed and legibility than 
 scattering them, but the latter error is by no means as 
 common as the former.
 
 'USINESS BETTER. 
 
 a CL 
 
 / . 
 
 A
 
 1 62 THE NEW RAPID. 
 
 HINTS TO THE STENOGRAPHER. 
 
 Let it be your aim to acquire a good knowledge of the 
 English language. 
 
 Add a new word to your short-hand vocabulary every day. 
 
 Thoroughly master the elementary principles, for they are 
 the foundation to success. 
 
 In phrasing, avoid all difficult or inconvenient com- 
 binations. 
 
 Strive to make your short-hand notes so legible that they 
 can be read without a moment's hesitation. 
 
 If you desire to become an accurate writer, learn to pro- 
 nounce correctly, for in phonography words are written as 
 pronounced. 
 
 Always write your memoranda in short-hand, as this will 
 develop confidence in your work. 
 
 You should be able to write a good business letter on any 
 subject relating to the line of work in which you are engaged. 
 
 Always have a dictionary at your desk, but be compelled 
 to use it only in rare cases. 
 
 You should feel that you are master of the situation, and 
 to do this you must have confidence in your ability to write 
 as fast as the speaker is likely to dictate.
 
 PRINCIPLES. 
 
 163 
 
 DECLARATION OF INDEPENDENCE. 
 
 . -> ; 
 
 57 
 
 o/ 
 
 
 
 ^ ^ 
 
 "09
 
 164 THE NEW RAPID. 
 
 LESSON 25. 
 
 COMMON EXPRESSIONS IN COMMERCIAL 
 .LETTER WRITING. 
 
 1. In reply to your favor of the loth. 
 
 2. We have your favor of late date. 
 
 3. Dear Sir, Your favor was received this morning. 
 
 4. My Dear Sir, It gives us great pleasure to hear from you. 
 
 5. We were pleased to hear from you at such an early date. 
 
 6. We are just in receipt of your favor, enclosing draft for $10.00. 
 
 7. Your esteemed favor of the loth inst. reached us to-day. 
 
 8. Your orders shall receive prompt attention. 
 
 9. We send you herewith amount of your commission. 
 
 10. We shall give the matter our immediate consideration. 
 
 11. Please ship at your earliest convenience. 
 
 12. In answer to yours of the I5th inst., will state. 
 
 13. Thanking you for past favors, we remain. 
 
 14. Hoping to hear from you by return mail, we remain. 
 
 15. We respectfully call your attention to the enclosed bill. 
 
 1 6. Please answer this communication immediately. 
 
 17. Your esteemed favor of the 7th reached us in due time. 
 
 1 8. We have just received a telegram from your agent in Chicago. 
 
 19. We shall give your proposition our earnest and immediate 
 attention. 
 
 20. The goods shipped by you Nov. 2Oth have not yet arrived. 
 
 21. Will you please inform us at once of the delay, and oblige. 
 
 22. Your esteemed favor of the 7th is at hand and contents carefully 
 noted. 
 
 23. We certainly will be more careful hereafter and beg to apologize 
 for the blunder. 
 
 24. If found correct, please send receipt for the amount. 
 
 25. If we do not hear from you by the I2th inst., we will draw on 
 you at five days' sight. 
 
 26. We ship you to-day the goods ordered on the loth, per Am. 
 Ex. Co.
 
 WRITING EXERCISES 165 
 
 27. Please acknowledge the receipt of goods by return mail, and 
 oblige. Yours truly. 
 
 28. We enclose herewith a draft on D. Appleton & Co. for $300.00. 
 
 29. Hoping that these terms will be satisfactory, we are, Very truly. 
 
 30. We respectfully call your attention to statement of account 
 rendered. 
 
 31. You will greatly oblige us by giving this your prompt attention. 
 
 32. Your instructions respecting the shipment of goods ordered on 
 the loth inst. have our attention. 
 
 33. We are sorry to hear that you were disappointed in your business 
 engagement. 
 
 34. If we succeed in selling our establishment we shall be able to 
 cancel our indebtedness. 
 
 35. We suggest that if this be found satisfactory you will ship the 
 goods at once. 
 
 36. The market for such goods is somewhat less active than this time 
 last year. 
 
 37. We regret very much that we are unable to execute your order 
 of the I gth. 
 
 38. Your telegram advising us to ship two car loads of coal is at hand. 
 
 39. Under the present circumstances we think that you had better sell 
 the property immediately. Trusting that this will cause you no serious 
 embarrassment, we are, Very respectfully. 
 
 40. We are unable to manufacture the goods fast enough to satisfy 
 the demand of our customers. 
 
 41. We enclose you herewith sample of our goods. Trusting that 
 we may be favored with your order, We remain. 
 
 42. Will you please telegraph me as to state of market on the 2Oth. 
 
 43. Replying to your favor of the 2Oth, would say we are sorry to 
 hear that you have been put to so much trouble and annoyance. 
 
 44. We desire to take this opportunity of thanking you for past favors. 
 
 45. We are somewhat surprised that you contemplate those things. 
 
 46. The company is determined to settle this question satisfactorily. 
 
 47. In all our business acquaintance we have never before known of 
 such transactions. 
 
 48. We never had a complaint before from any of our customers.
 
 1 66 THE NEW RAPID. 
 
 49. The season is rapidly approaching when our customers will 
 demand these goods. 
 
 50. It is perhaps unnecessary for us to mention this fact. 
 
 . 51. We are very desirous of procuring your business and would like 
 the pleasure of figuring on your special orders. Anticipating a conference 
 with you at an early date, we are, Yours respectfully. 
 
 52. Regretting our inability to comply with your request, and assuring 
 you that we shall use our utmost endeavors to occasion you as little dis- 
 appointment as possible, we are, Very truly. 
 
 53. The goods have been forwarded to you per Am. Ex. Co. this 
 day. 
 
 54. Vou will please furnish us with reference relative to your business 
 standing. 
 
 55. Your favor of the i6th is at hand, with prices and terms, which 
 we find entirely satisfactory. 
 
 56. I enclose draft on N. Y. for $142.00 in settlement of my account 
 to May 1st, the receipt of which please acknowledge. 
 
 57. We are sorry to learn from your favor of the loth that we made a 
 mistake in shipping your goods. 
 
 58. I forwarded you an order on the I2th stating that I was in imme- 
 diate want of articles therein mentioned, but as yet I am without any advice 
 regarding them. 
 
 59. Your' esteemed favor of yesterday, complaining of the delay in the 
 execution of your order of the I2th, was received by this morning's mail. 
 
 60. I trust that we may long have the pleasure oi transacting 
 business together, to our mutual satisfaction and advantage. 
 
 61. Your favor of the 7th has received our immediate attention and 
 we are happy to say that we have been able to execute your esteemed order 
 in such a manner as we think will give you perfect satisfaction. 
 
 62. We are sorry to say that it is wholly out of our power to execute 
 your entire order of the i8th. 
 
 63. Trusting that our transaction may prove mutually satisfactory and 
 advantageous, and wishing you every success, we remain. 
 
 64. Thanking you for your kindness and the interest you have taken 
 in my welfare, I am, Yours very truly. 
 
 65. We are very much disappointed to find before us notice from the 
 First National Bank, that your note drawn to our order Jan. 2Oth for 
 $292.00 at 90 days from date, has gone to protest for non-payment.
 
 WRITING EXERCISES. 167 
 
 66. Under the circumstances I would request that you collect from 
 the drawer of the note. 
 
 67. We are pleased to find that you have been able to take the first 
 step towards the liquidation of your indebtedness to us ; and hope that you 
 will free yourself from all embarrassment. 
 
 68. I have again been compelled, greatly to my inconvenience, to 
 resume the responsibilities incurred by you. 
 
 69. I trust that you will pardon the liberty of writing to you to ask if 
 you will oblige me with the amount of your account within the 1 present 
 week. 
 
 70. I beg to assure you that circumstances utterly beyond my control 
 have prevented me from paying your bill. 
 
 71. I am very sorry that circumstances will not permit me to 
 accommodate you. 
 
 72. We are indeed sorry that our failure to meet your draft has been 
 any source of annoyance to you. 
 
 73. We have the pleasure of acknowledging the receipt of your 
 highly valued letter of the 1st. 
 
 74. We regret to find that we are unable to close your consignment 
 as soon as we had hoped. 
 
 75. We have, however, succeeded in disposing of it at a favorable 
 rate. 
 
 76. We beg to hand you herewith account sales showing net 
 proceeds to be $i., 1 15.00. 
 
 77. We have found him conscientious and diligent in the discharge 
 of his duties. Wishing him every possible success in his future career, we 
 are. 
 
 78. It gives us great pleasure to testify to his character as a gentle- 
 man and man of business. 
 
 79. We beg leave to introduce to you the bearer of this letter, Mr. 
 Thomas Neland. 
 
 80. In strongly recommending our friend to your notice, we particu- 
 larly request that you will show him every attention that may be in your 
 power.
 
 WRITING EXERCISES. 169 
 
 WRITING EXERCISES, 
 
 The following pages comprise choice selections upon 
 various subjects for the student to practice short-hand writing. 
 
 The matter covers such a large field of thought and mode 
 of expression, that the student who masters it thoroughly need 
 have no fears of being able to record the most difficult of 
 human utterance. 
 
 Each selection is so marked that the student knows just 
 what phrase outlines are sanctioned and what omissions it is 
 possible to make. This disposition of the following reading 
 matter provides the student with valuable material for practice, 
 and in that form that will assure him that it is being written 
 in the best and most approved manner. A careful study and 
 practice of the following pages will be the means of establish- 
 ing a systematic and uniform style of writing. 
 
 Every 100 words has been marked and the total number 
 of each selection given at its close, that the writer may know 
 at any time the rate of speed at which he is writing. 
 
 Each page should be studied carefully, and then written 
 from dictation until it can be written at the rate of 100 words 
 per minute. New matter should not be attempted until this 
 rate of speed has been attained. After having gone over the 
 following matter in this manner, the student should review it, 
 at which time it should be written at from 125 to 150 words 
 per minute. 
 
 NOTE. The figures representing the number of words are always placed directly 
 after the last word counted. Words enclosed in parenthesis should be phrased. 
 Words printed in italics are expressed by the position of the preceding outline, in 
 accordance with the thiid method of phrasing. Letters and words printed in small 
 type should be ommitted in writing, When the pen or pencil should be lifted in 
 writing a word it is shown by hyphen.
 
 17 THE NEW RAPID. 
 
 BUSINESS LETTER No, 1, 
 
 Lexington, Ky., March "jth, 1889. 
 MESSRS. D. APPLE TON & Co., 
 
 New York. 
 
 GENTLEMEN: Your favor of the ist, relative to Mr. 
 Lyman, was received this morning. It gives us great pleasure 
 to testify to his character as a gentleman and man of business. 
 He was employed by us in the capacity of salesman for ten years, 
 during which time we found him invariably discharging his 
 duties with skill and ability. His courteous manners and 
 perfectly reliable statements made him a favorite with our 
 customers, while his accuracy in accounts, rapid penmanship 
 and ease in correspondence, made him very valuable in any 
 line of work. He left our services to our deep regret io to 
 seek more remunerative employment. Wishing him every 
 possible success in his future career, we are, 
 
 Very Respectfully, is us 
 
 LEONARD &> SIMONS.
 
 WRITING EXERCISES. I 71 
 
 BUSINESS LETTER No, 2, 
 
 Cleveland, O., March i$th, 
 MESSRS. DOLAN & THOMPSON, 
 
 192 Euclid Ave., City. 
 
 GENTLEMEN: In reply to your advertisement in 
 to-day' s Herald, I would respectfully tender my services for 
 the position you have to fill. I am desirous of obtaining 
 employment in your 'line of work, and would not consider 
 present salary so much an object as the prospect of a per- 
 manent situation. 
 
 I am a young man, 22 years of age. I have received a 
 good commercial education, and am versed in book-keeping and 
 accounts generally. Although I have not hitherto filled a 
 situation, I think that in a short time I should be able to 
 fulfill any duties assigned ico to me. In the event of your 
 considering my application for employment favorably, I will 
 furnish you with testimonials as to' character and general 
 ability. 
 
 Trusting that I may have the pleasure of hearing from 
 you in reply, I am, 
 
 Yours very respectfully, 43143 
 
 ALEXANDER B WARD.
 
 172 THE NEW RAPID. 
 
 MISCELLANEOUS SENTENCES. 
 
 1. Practical education is the great power that moves the world. 
 
 2. We should learn to accommodate ourselves to circumstances. 
 
 3. If possible the president will preside (at the) reception. 
 
 4. Man (is not a) slave (to his) surroundings, (or the) child of 
 circumstances. 
 
 5. Profound wisdom is the result of much study and labor. 
 
 6. The intellectual achievements (of the) (present age) are wonderful. 
 
 7. The Declaration of Independence is indeed a wonderful piece of 
 writing. 
 
 8. (It is) sometimes necessary (to do things) (that are) very 
 unpleasant. 
 
 9. Their publication is an exponent (of the) National Teachers' 
 Association. 
 
 10. The assembly adopted the constitution without considering the 
 proposed amendment. I0 
 
 11. The president delivered his address (in the) presence (of a) large 
 audience. 
 
 12. Science, literature, and art were sadly neglected (in those) early 
 days. 
 
 13. (You should) never attempt to explain (a thing) which you (do 
 not) understand. 
 
 14. The evidence was circumstantial, but the jury gave him judgment 
 for $25,000. 
 
 15. Companies representing hundreds of thousands of dollars each 
 are making (this a) regular business. 
 
 16. Short-hand societies are becoming an indispensable factor (in the) 
 promulgation (of the) art. 
 
 17. Whether (he is) willing to work under the present circumstances 
 or not is certainly more than I (can say). 
 
 1 8. The audience was largely composed 2 of teachers, lawyers, 
 physicians, farmers, carpenters, clergymen, musicians and politicians. 
 
 19. The world has undergone a great revolution in (all of the) 
 departments of human achievement since the Reformation. 
 
 20. We beg to acknowledge the receipt of your esteemed communi- 
 cation relative to our insurance business.
 
 WRITING EXERCISES. 173 
 
 21. Book-keeping, arithmetic, grammar, writing, commercial law and 
 modern languages are taught (in the) business college. 
 
 22. Mr. President and Fellow Citizens, I beg to call your attention 
 (in this) brief talk to the cause of intemperance. 
 
 23. (It is of) little consequence whether he can demonstrate the 
 proposition according to rule (or not). 
 
 24. Notwithstanding (all that) (has been) 3 said, I cannot under- 
 stand why an intelligent man should cast his vote (in that) direction. 
 
 25. Manufacturing establishments were never before (in the) history 
 (of our) country (in such a) paralyzed condition. 
 
 26. Under the present circumstances no man need expect to succeed 
 unless (he is) thoroughly equipped for the business of life. 
 
 27. The gentleman raised an ob-jection to the establish-ment (of a) 
 constitutional form of government. 
 
 28. He improved the opportunity by stating his objection to 
 the amendment '^mediately. 
 
 29. A thorough knowledge (of all the) circumstances surrounding the 
 case is nevertheless indispensable. 
 
 30. (It has been) said that honesty, industry, integrity and 4 per- 
 severance are the keys to success. 
 
 31. I am perfectly satisfied that (he will) succeed in everything (that 
 he) undertakes, notwithstanding (all the) difficulties (that are) likely to 
 arise. 
 
 32. Legislative bodies of more than half the states have already 
 passed bills (by which) they hope to overcome its objectionable features. 
 
 33. (Any one) (who is) interested (in the) subject of practical educa- 
 tion will certainly admit, that (it is of) great importance to young men and 
 women beginning life. 
 
 34. Commercial life demands men of practical ability; men who 
 (have) thorough knowledge of business accounts ; men (who are) capable 
 of bearing great responsibilities ; 5 men who take advantage of every 
 opportunity; men who know how the world does business to-day. 17-517
 
 174 THE NEW RAPID. 
 
 EXTRACTS. 
 
 * * * * Permit me to remark also that (in the) solution of your life- 
 problem, I believe that one's work is .often modified by influences from on 
 high. (There is a) God that presides over the destinies of men and nations ; 
 " (There's a) divinity that shapes our ends, rough hew them how (we will)." 
 We (may not be) able to pick up the threads of divine influence and trace 
 them through the tangled web of human life, but I believe them (to be) 
 there blended with nature and free will and uniting them into a completer 
 unity and harmony (in the) accomplishment wo ( o f our) life work. Man 
 seems to stand between two worlds : the world of matter and the world of 
 spirit. (He has) the power of reaching down to nature with (one hand) 
 and up to God (with the other) hand, and uniting both of these elements 
 (in the) solution (of his) life-problem. Nature is master (in a) lower sense, 
 man is master (in a) much higher sense, God is master (in the) highest and 
 broadest sense. 
 
 I admonish you, therefore, amid the ab-sorbing cares of business, to 
 bear in mind the existence of this divine element in your problem 2 and 
 to arm yourself with this power from on high. I know that I am touching 
 on delicate ground (in this) advice, but (to me) the truth of divine influence 
 is written (on the) (face of the) universe. As the sunlight of heaven puts 
 its golden arms around the plant and lifts (it up) into blossom and fruitage, 
 (so the) light of divine truth (in the) human soul will lift (it up) into 
 that higher moral alti-tude (that will) (make you a) blessing (and an) 
 honor to mankind. 
 
 Remember, therefore, (in the) solution of your life-problem these three 
 factors nature, 3 self, and God. Endeavor to select the most favorable 
 circumstances (in which) to labor, mould these circumstances wisely to the 
 high purpose (you have) in view, and seek aid from that divine source of 
 power (that will) stimulate you to the highest ac-tivity and aid you in 
 attaining the highest success. 5 1 35' * * * * 
 
 * * * * Show me a man who keeps his appointments and I will show 
 you a man of business. A tradesman should (never be) behind time (one 
 minute). Attention to this apparently minor consideration (has been) the 
 making of thousands of individuals. It proves a man (to be) active and 
 industrious (and one) (who is) alive to (all the) duties (of his) calling. It
 
 WRITING EXERCISES. 175 
 
 causes him (to be) well spoken (of and) creates a confidence (in his) 
 integrity that (may be) of vast service (to him) through life. In the multi- 
 farious tran-sactions (with the) world I have seen so many and i so great 
 evils resulting from a want of punctuality that I may feel bound to urge its 
 ob-servance as a most solemn duty. 23 12 3 * * * * 
 
 * * * * The prevailing tendency (is to) neglect the study of sys- 
 tematic rhetoric. The predjudice against it arises (from a) misapprehension 
 of its nature and claims. (It is not) a system of minute technical and arbi- 
 trary rules, but (of the) general principles (on which) the com-munication 
 of thought depends. It offers the results (of the) experience of those (who 
 have) excelled (in the) art of convincing and persuading. The question 
 then is, whether (it is not) more advant-ageous for the beginner to learn 
 these principles from the experience of others, than (to be) taught them by 
 the tedious and frequently mortifying lessons I0 (of his) own experience. 
 There (can be) but one answer to this question. General as the knowledge 
 imparted (must be), (it will) aid (in the) formation of good habits and (in 
 the) preventing of bad ones ; will save from (many a) blunder; will confer 
 that readiness and certainty which rests on the clear knowledge (of the) 
 principles (of the) art; and will impart the sense of freedom which springs 
 from the conscious submission to law. 75 '75 * * * * 
 
 * * * * However smooth and calm the sea of life may seem to you 
 now, (when you) once are fairly upon it (you will) find it frequently 
 roughened by fierce storms, (and these) storms will master you unless you 
 can bear up against the wind or run before it. Your studies (have been) 
 but the play of business life; soon (you will be) among its realities. Your 
 swords (now are) in their scabbards ; out there they (must be) drawn and 
 prove their metal. 
 
 The man who has no grit (in his) disposition, no pluck (in his) heart, 
 (will be) trampled to death i (in the) march and collisions of business
 
 I 76 THE NEW RAPID. 
 
 corn-plications. No ac-cident of birth, plethoric bank-account, no educa- 
 tion, no human friend-ship, can stand the strain that (shall be) put (upon 
 you). Clear the difficulties that shall rise, master the op-positions that shall 
 muster. Your hand upon affairs (must be) strong. There (must be) bones 
 in your body, or (you will be) crushed into the pulp (of an) overwhelming 
 failure. 69169 * * * * 
 
 * * * * As most persons are obliged to employ themselves usefully to 
 ob-tain the means of support, (and as) different occupations require differ- 
 ent kinds of talent and bodily constitution, it becomes a matter of moment 
 to all who must earn a living, by labor of (head or hand), to select (such a) 
 profession or business as (shall be), (on the) whole, best suited for the con- 
 stitution, the type of talent and mental character (of the) person, (so as to) 
 attain the largest amount of success (with the) least friction of mind or 
 burden to the constitution. (It is) true, doubtless, that 100 ninety-nine men 
 (out of a) hundred could win a comfortable support if rightly related to 
 business, (or if) the proper profession or oc-cupation were adopted and 
 followed; but people are misplaced; those who (ought l be) in oc- cu pations 
 demanding robust strength and vigor are sometimes placed (in a) light, 
 delicate business, greatly to the discom-fort (of the) operator; (in other) 
 cases those (who are) delicate and slender are placed in pursuits that 
 demand strength and bodily endurance beyond their ability to meet. Parents 
 choose for their children professions or pursuits which they think are easy 
 or remunera-tive, without stopping 2 to inquire whether by in-struction, 
 by mental development, by habits of character, (there is an) adaptation to 
 the business adopted ; (one who) (should be) a jeweler is made a blacksmith, 
 (one who) (should be) a carpenter is made a tailor, and (one who) (should 
 be) employed as a blacksmith is sometimes put (in a) fancy store. 
 
 The study (of the) temperaments and phren-ological developments 
 would direct each boy to the right trade or oc-cupation, where he could, (on 
 the) whole, (do the) world and himself the most good, and maintain his 
 health, his cheerfulness and his morals. 96296 * * * *
 
 WRITING EXERCISES. 177 
 
 CHOICE SELECTIONS FROM THE BIBLE. 
 
 " The fear (of the) Lord is the beginning of knowledge : but fools 
 despise wisdom and in-struction." 
 
 " My son, forget not my law ; but let thine heart keep my command- 
 ments : for length of days, and long life, and peace, shall they add unto 
 thee." 
 
 " In all thy ways acknowledge him, and (he shall) direct thy paths." 
 
 " The Lord by wisdom hath founded the earth ; by understand-ing 
 hath he established the heavens." 
 
 " Withhold not good from them to whom (it is) due, when (it is) in. 
 the power of thine hand to do it." 
 
 " For wisdom is better than rubies ; and (all i the things) that may 
 be desired (are not to be) compared to it." 
 
 " I love them that love me ; (and those) that seek me early shaU 
 find me." 
 
 " He that gathereth in summer is a wise son : but he that sleepeth in 
 harvest is a son that causeth shame." 
 
 "How much better (it is to) get wisdom than gold; (and to) get 
 understand-ing is rather (to be) chosen than silver." 
 
 "He (that is) slow to anger is better than the mighty ; and he that 
 ruleth his spirit than he that t.iketh a city." 
 
 "Wine is a mocker, strong drink is raging; 2 and whosoever is 
 deceived thereby is not wise." 
 
 " Love not sleep, lest thou come to poverty ; open thine eyes and thou 
 (shall be) satisfied with bread." 
 
 " A Good name is rather (to be) chosen than great riches, and loving 
 favor rather than silver and gold." 
 
 " Train up a child in the way he should go; and when (he is) old (he 
 will) not depart from it." 
 
 " Be not a witness against thy neighbor without cause ; and deceive 
 not with thy lips." 
 
 " If thine enemy be hungry, give him bread to eat ; and if he be thirsty, 
 give him water to drink." 3 
 
 " He (that hath) no rule over his own spirit is like a city (that is) 
 broken down, and without walls."
 
 178 THE NEW RAPID. 
 
 "Answer a fool according (to his) folly, lest he be wise (in his) own 
 conceit." 
 
 "Evil men understand not judgment: but they that seek the Lord 
 understand (all things)." 
 
 " He that tilleth his land (shall be) satisfied with bread ; but he that 
 followeth vain persons is void of understand-ing." 
 
 " A soft answer turneth away wrath : but grievous words stir up anger." 
 
 " Let the wicked forsake his way, (and the) unrighteous man his 
 thoughts : and let him return unto the Lord, 4 and (he will) have mercy 
 upon him; and to our God, for (he will) abundantly pardon." 
 
 " But seek ye first the (kingdom of God), and His righteousness ; and 
 all (these things) (shall be) added unto you." 
 
 " Enter ye in (at the) straight gate : for wide is the gate, and broad 
 the way, that leadeth to de-struction, and many (there be) which go in 
 thereat : because straight is the gate, and narrow the way, which leadeth 
 unto life : and few (there be) that find it." 
 
 " Come unto me all ye that labour and are heavy laden, and I will 
 give you 5 rest. Take my yoke upon you, and learn of me ; for I am 
 meek and lowly in heart : and ye shall find rest unto your souls. For my 
 yoke is easy, and my burden is light." 
 
 " I say unto you, that likewise joy (shall be) in heaven over one sinner 
 that repenteth, more than over ninety and nine just persons, which need no 
 repentance." 
 
 " For God so loved the world, (that he) gave his only begotten son, 
 that whosoever believeth (in him) (should not) perish, but have ever- 
 last-ing life." 
 
 " Neither is there salvation (in any other) : for (there is) none 600 
 other name under heaven given among men whereby we (must be) saved." 
 
 " Behold, I stand (at the) door, and knock : if any man hear my voice, 
 and open the door, I will come in to him, and will sup with him, and he 
 with me." 
 
 " There (shall be) hunger no more, neither thirst any more ; neither 
 shall the sun light on them, nor any heat. For the Lamb (which is) (in 
 the) midst (of the) throne, shall feed them, and shall lead them unto living 
 fountains of water : And God shall wipe away all tears from their 
 eyes." 97 6 9~
 
 WRITING EXERCISES. 179 
 
 POETRY, 
 
 MISCELLANEOUS VERSES. 
 
 Full many a gem of purest ray serene, 
 
 The dark unfathomed caves of ocean bear ; 
 
 Full many a flower is born to blush unseen, 
 And waste its sweetness on the desert air. 
 
 Gray. 
 
 Our whitest pearl we never find ; 
 
 Our ripest fruit we never reach : 
 The flowery moments of the mind 
 
 Drop half their petals in our speech. 
 
 Holmes. 
 
 Gather ye rosebuds as ye may, 
 
 Old Time is still a-flying; 
 And this same hour that smiles to-day, 
 
 To-morrow will be dying. 
 
 There is a tide in the affairs of men, 
 Which, taken at the flood, leads on to fortune ; 
 Omitted, all the voyage of their life 
 Is bound in shallows and in miseries. 
 
 The heights by great men reached and kept 
 Were not attained by sudden flight ; 
 
 But they, while their companions slept 
 Were toiling upward in the night.
 
 l8o THE NEW RAPID. 
 
 THE FAULT OF THE AGE. 
 
 The fault of the age is a mad endeavor 
 
 To leap to heights that were made to climb ; 
 
 By a burst of strength or a thought that is clever 
 We plan to outwit and forestall Time. 
 
 We scorn to wait for the thing worth having ; 
 
 We want high noon at the day's dim dawn, 
 We find no pleasure in toiling and saving 
 
 As our forefathers did in the good times gone. 
 
 We force our roses before their season 
 
 To bloom and blossom that we may wear ; 
 
 And then we wonder and ask the reason 
 Why perfect buds are so few and rare. 
 
 We crave the gain, but despise the getting; 
 
 We want wealth, not as reward, but dower ; 
 And the strength that is wasted in useless fretting 
 
 Would fell a forest or build a tower. 
 
 To covet the prize, yet to shrink from the winning ; 
 
 To thirst for glory, yet fear the fight 
 Why, what can it lead to at last but sinning, 
 
 To mental languor and moral blight ? 
 
 Better the old slow way of striving 
 
 And counting small gains when the year is done, 
 Than to use our forces all in contriving 
 
 And to grasp for the pleasure we have not won.
 
 WRITING EXERCISES. l8l 
 
 STRIVE, WAIT, AND PRAY. 
 
 Strive : yet I do not promise 
 
 The prize you dream of to-day 
 Will not fade when you think to grasp it, 
 
 And melt in your hand away ; 
 But another and holier treasure, 
 
 You would not perchance disdain, 
 Will come when your toil is over, 
 
 And pay you for all your pain. 
 
 Wait : yet I do not tell you 
 
 The hour you long for now 
 Will not come with its radiance vanished, 
 
 And a shadow upon its brow ; 
 Yet, far through the misty future, 
 
 With a crown of starry light, 
 An hour of joy you know not 
 
 Is winging her silent flight. 
 
 Pray : though the gift you ask for 
 
 May never comfort your fears 
 May never repay your pleadings 
 
 Yet pray and with hopeful tears ; 
 An answer, not that you long for, 
 
 But diviner will come one day; 
 Your eyes are too dim to see it, 
 
 Yet strive, and wait, and pray.
 
 182 THE NEW RAPID. 
 
 TO-MORROW AND YESTERDAY. 
 
 It is better to lean tow' rd to-morrow 
 Than to weep over suns that are set ; 
 
 The future holds hope we may borrow, 
 The past offers only regret. 
 
 From the past we can gain no concession ; 
 
 It is voiceless, and clothed like the night 
 But the fair distant hills of progression 
 
 Are crowned with a glory of light. 
 
 To-morrow's white, beautiful pages 
 Are yours to write on as you may ; 
 
 But the closed ledgers of ages 
 Are yesterday's leaves locked away. 
 
 To the future let now be beholden, 
 And not to a day that is gone ; 
 
 There never was sunset so golden 
 But lovelier still was some dawn. 
 
 No recompense, no satisfaction 
 
 Reward those who seek for the past, 
 
 But the soul that is restless with action 
 Will find all it longs for at last.
 
 WRITING EXERCISES. 183 
 
 HOW TO LIVE. 
 
 So live, that when thy summons comes to join 
 The innumerable caravan, that moves 
 To that mysterious realm where each shall take 
 His chamber in the silent halls of death, 
 Thou go not like the quarry slave at night 
 Scourged to his dungeon, but sustained and soothed 
 By an unfaltering trust, approach thy grave 
 Like one who wraps the drapery of his couch 
 About him, and lies down to pleasant dreams. 
 
 Why do we heap huge mounds of years 
 
 Before us and behind, 
 And scorn the little days that pass 
 
 Like angels on the wind ? 
 
 Courage, brother, do not stumble 
 
 Though thy path be dark as night ; 
 There's a star to guide the humble, 
 
 Trust in God and do the right. 
 Some will love thee, some will hate thee 
 
 Some will flatter, some will slight. 
 Cease from man and look above thee. 
 
 Trust in God and do the right.
 
 184 THE NEW RAPID. 
 
 COURT NOTES. 
 
 In court reporting there is such a repetition of certain 
 expressions that phrasing can be used more extensively than 
 in any other line of work. The plate to the right illustrates 
 the writing of court testimony. 
 
 The long period is used only after questions. This is for 
 the purpose of showing at a glance just where the answer 
 begins, therefore in all other cases the regular cross period is 
 employed. Questions are always commenced on a new line, 
 while the answer is allowed to follow immediately after it, 
 occupying as many lines as necessary. This method enables 
 the reporter to utilize the entire page of his note book, and 
 thereby save, in a few days' time, a large amount of paper as 
 compared with the old method in use by many reporters. 
 
 When an objection is made to a question, a second long 
 period is struck to isolate the objection more distinctly from 
 the rest of the writing. 
 
 The words plaintiff and witness are very frequent in court 
 reporting and should be written as given on the first line.
 
 WRITING EXERCISES. 
 
 1 85 
 
 COURT NOTES.
 
 l86 THE NEW RAPID. 
 
 BENEFITS OF SHORT-HAND. 
 
 * * * * " A practical ac-quaintance (with the) art of short-hand is 
 highly favorable to the improvement (of the) mind, invigorating all its fac- 
 ulties, and drawing forth all its resources. The close attention requisite in 
 following the voice (of the) speaker, induces habits of patience, persever- 
 ance and watchfulness, (which will) gradually extend themselves (to other) 
 pursuits and a-vocatiojis, (and at) length inure the writer to exercise them 
 (on every) oc cas i n in life. When writing in public (it will) (also be) 
 a-bsolutely necessary to distin-guish and adhere to the train of thonght 
 which runs through the discourse, (and to) ob-serve the modes of its ' 
 con-nection. This will naturally (have a) tendency to endue the mind with 
 quickness of apprehension, and will impart an habitual readiness and dis- 
 tinctness of perception, (as well as) a methodical simplicity of arrangement, 
 which (can not) fail to conduce greatly to mental superiority. The judgment 
 (will be) strengthened, (and the) taste refined ; (and the) practitioner will r 
 by degrees, become habituated to seize the original and leading parts (of a) 
 discourse or harangue, (and to) reject whatever is commonplace, trivial, or 
 uninteresting. 
 
 " The memory is also improved by the practice of sten-ography. The 
 ob-ligation the writer is under to retain (in 2<his) mind the last sentence 
 (of the) speaker, (at the) same time (that he is) carefully attending to the 
 follow-ing one, (must be) highly beneficial (to that) faculty, which, (more 
 than) (any other), owes its improvement to exercise. And so (much are) 
 the powers of retention strengthened and expanded by this exertion, (that a) 
 practical sten-ographer will frequently recollect more without writing (than a) 
 person unac-quainted(with the) art could copy (in the) time by the use of 
 common-hand. 
 
 "(It has been) justly ob-served, 'this science draws out (all the) 
 powers (of the) mind; it excites invention, improves the 3 ingenuity* 
 matures the judgment, and endows the retentive faculty with those superior 
 advant-ages of precision, vigilance, and perseverance.' 
 
 " The facility it affords to the ac-quisition of learning (ought to) render 
 (it an) indispensable branch (in the) education of youth. (To be) enabled 
 to treasure up for future study the substance of lectures, sermons, etc., is 
 an accom-plishment attended with so many evident advant-ages that it 
 stands in no need of recom-mendation. (Nor is it) a matter of small
 
 WRITING EXERCISES. 187 
 
 importance, that by this art the youthful student is furnished with an easy 
 means of making a number of valuable extracts (in the) 4 moments of 
 leisure, and of thus laying up a stock of knowledge (for his) future occa- 
 sions. The pursuit of this art materially contributes to improve the student 
 (in the) principles of grammar and composition. While tracing the various 
 forms of expression (by which) the same sentiment (can be) conveyed ; 
 and while endeavoring to represent, by modes of con-traction, the depen- 
 dence (of one) word upon Another, (he is) insensibly initiated (in the) sci- 
 ence of universal lan-guage, and particularly (in the) knowledge (of his) 
 native tongue. 
 
 " The rapidity (with which) it enables a person to commit his own 
 thought to the safety 5 of manuscript, also renders (it an) ob-ject pecu- 
 liarly worthy of regard. By this means many ideas which daily strike us, 
 and (which are) lost before (we can) record them (in the) usual way, (may 
 be) snatched from de-struction, and preserved till mature deliberation can 
 ripen and perfect them. 
 
 " (Such are) the bless-ings which short-hand, like a generous benefactor 
 bestows indiscriminately (on the) world at large. But (it has) additional 
 and peculiar favors in store for those (who are) so far convinced of its utility 
 as personally to engage in its pursuit. The advant-ages result-ing from the 
 exercise (of this) art &> (are not), (as is) the case with (many others), con- 
 fined (to a) particular class of society ; for though (it may) seem more im- 
 mediately calculated for those whose business (it is to) record the eloquence 
 of public men, (and the) proceed-ings of popular assemblies, yet it offers its 
 assistance to persons (of every) rank and station in life to the man of busi- 
 ness (as well as) the man of science for the purpose of private convenience 
 as well as of general information." 81 681 ***********
 
 1 88 THE NEW RAPID. 
 
 LEARNING AND WISDOM. 
 
 * * * * But I stay too long from the definition (of the) legitimate 
 sphere and real value of learning. Whenever learning becomes tribu-tary 
 to wisdom, it occupies its legitimate sphere, and by the amount of its tribute 
 (is it) valuable. The soul that abides in learning (as an) end that pursues 
 learning (as an) end that finds (in it) food, raiment and guidance that 
 surrenders itself to the records of other minds, perverts learning and perverts 
 itself. The soul that uses learning (as a) means (by which) to project 
 itself into a higher life that stands (upon it) (with all) its truth 100 and all 
 its falsehood, as (upon a) platform from which it may survey a better truth 
 (and a) nobler issue uses learning aright, (and is) enriched. The future 
 (is an) untrodden realm. Around each step, as the world advances, new 
 circumstances will gather, new emergencies arise, new problems present 
 themselves for solution. With these circumstances, emergencies, and prob- 
 lems, the common sense and wisdom (of the) world (are to) deal, (and not) 
 the world's learning. We (do not) repeat through unvarying cycles the 
 experiences (of the) past. Comparatively little (of the) records of life and 
 thought (of the ages) (that are) 2 gone (can have) direct relation (to the 
 ages) (that are) to come. If the learned men (of the) present find them- 
 selves left behind (in the) race of life, (it is) simply and only because, while 
 they (have been) walking among graves, or busy-ing themselves with facts 
 for which the real life (of the) world has no use, the wisdom and (common 
 sense) (of the) world have got in advance of them. A man must sell his 
 ware (at the) rate (of the) market, not only, (but he) must supply the mar- 
 ket with what it demands. 95295
 
 WRITING EXERCISES. 189 
 
 REMARKS ON EDUCATION. 
 
 BY WILLIAM E. CHANNING, D. D. 
 
 * * * * (One of the) discour-aging views of society (at the) present 
 moment is, that whilst much is said of education, hardly any seem to feel 
 the necessity of secur-ing (to it) the best minds (in the) community, and of 
 securing them (at any) price. A juster estimate of this office begins (to be) 
 made in our great cities ; but, generally, it seems (to be) thought that any- 
 body may become a teacher. The most moderate ability is thought (to be) 
 competent to the most important profession in society. Strange, too, as (it 
 may) seem, on this point parents claim (to be) economical. 'oo They who 
 squander thousands on dress, furniture, amusements, think it hard to pay 
 compara-tively small sums to the in-structor; and through this ruinous 
 economy, (and this) ig-norance (of the) dignity (of a) teacher's vocation* 
 they rob the children of aid (for which) the treasures of worlds can afford 
 no compensation. 
 
 (There is) no office higher (than that) (of a) teacher of youth, for 
 (there is) nothing on earth so precious as the mind, soul, character (of the) 
 child. No office (should be) regarded with greater respect. The first minds 
 (in the) community (should be) encour-aged to assume it. Parents (should 
 200 do) all but impoverish themselves to induce such (to become) the 
 guardians and guides (of their) children. To this good, (all their) show 
 and luxury (should be) sacrificed. Here they (should be) lavish, whilst they 
 straiten themselves in (everything else). (They should) wear the cheapest 
 clothes, live (on the) plainest food, if they can in (no other) way secure to 
 their families the best in-struction. They (should have) no anxiety to ac- 
 cumulate property for their children, provided they (can place) them under 
 influences (which will) awaken their faculties, inspire them with pure and 
 high principles, and fit them to 30 bear a manly, useful, and honorable part 
 (in the) world. No language can express the cruelty or folly (of that) 
 economy which, to leave a fortune (to a) child, starves his intellect, impov- 
 erishes his heart. There (should be) no economy in education. Money 
 should (never be) weighed aganst the soul (of a) child. It (should be) 
 poured out like water (for the) child's intellectual and moral life. 
 
 We know not how society (can be) aided more than by the formation 
 (of a) body of wise and efficient educators. We know not any class which 
 would contribute (so much) to the 4o stability (of the) state, (and to)
 
 190 THE NEW RAPID. 
 
 domestic happiness. (Much as) we respect the ministry (of the) gospel, 
 we believe that (it must) yield in importance to the office of training the 
 young. In truth, the ministry now accom-plishes little for want (of that) 
 early intellectual and moral discipline (by which) alone a community (can 
 be) prepared to distin-guish truth from falsehood, to comprehend the in- 
 structions (of the) pulpit, to receive higher and broader views of duty, (and 
 to) apply general principles to the diversified details of life. A body of 
 cultivated men, devoted, with their whole hearts, to the improvement of 
 education and to the 5 most effectual training (of the) young, would work 
 a fundamental revolution in society. They would leaven the community 
 with just principles. Their influence would penetrate our families. Our 
 domestic discipline would no longer be left to ac-cident and impulse. 
 What parent (has not) felt the need of this aid, (has not) often been de- 
 pressed, heart-sick, under the consciousness of ig-norance (in the) great 
 work of swaying the youthful mind ! 
 
 (We have) spoken (of the) office (of the) education of human beings as 
 the noblest on earth, and have spoken deliberately. (It is) more import- 
 ant (than that) (of the) statesman. The statesman may set fences round, 
 our property and dwellings ; (but how) (much more) are we indebted 
 (to him) who calls forth the powers and af-fections (of those) for whom 
 our property is earned, and our dwellings are reared, and who renders 
 our children objects of increasing love and respect ! We go farther. We 
 maintain that higher ability is required for the office (of an) educator (of 
 the) young than (for that) (of a) statesman. The highest ability (is that) 
 which penetrates farthest into human nature, comprehends the mind (in 
 all) its [capacities, traces out the laws of thought and 7 moral action, 
 understands the per-fection (of human) nature and how (it may be) ap- 
 proached, understands the springs, motives, ap-plications, (by which the) 
 child (is to be) roused to the most vigorous and harmonious action (of all) 
 its faculties, understands its perils, and knows (how to) blend and modify 
 the influences which outward circumstances exert (on the) youthful mind. 
 The speculations of statesmen are shallow compared with these. (It is) 
 the chief function (of the) statesman to watch over the outward interests 
 (of a) people, that (of the) educator to quicken its soul. The statesman 
 must study and man-age the passions 800 and prejudices (of the) community ; 
 the educator must study the essential, the deepest, the loftiest principles (of 
 human) nature. The statesman works with coarse instruments for coarse
 
 WRITING EXERCISES. 1QI 
 
 nds ; the educator (is to) work (by the) most refined influences (on that) 
 delicate, ethereal essence, the immortal soul. 
 
 One great cause (of the) low estimation (in which) the teacher is now 
 held (may be) found in narrow views of education. The multitude think 
 that to educate a child (is to) crowd into its mind a given amount of 
 knowledge, to teach the mechanism of reading and writing, to load the 
 memory with 9 words, to prepare a boy for the routine (of a) trade. No 
 wonder (then that) they think almost everybody fit to teach. The true 
 end of education, as (we have) (again and again) suggested, (is to) unfold 
 and direct aright our whole nature. Its office (is to) call forth power of 
 every kind, power of thought, af-fection, will and outward action; power 
 to observe, to reason, to judge, to contrive , power to adopt good ends 
 firmly, and to pursue them efficiently ; power to govern ourselves, 
 (and to) influence others ; power to gain (and to) spread happiness. 
 Reading is (but an) 1000 instrument, education (is to) teach its 
 best use. The intellect was created not to receive pas-sively a few words, 
 dates, facts, but (to be) active for the acquisition of truth. Accordingly, edu- 
 cation should labor to inspire a profound love of truth, (and to) teach the 
 processes of investigation. A sound logic (by which) we mean the science 
 or art which instructs us (in the) laws of reasoning and evidence, (in the) 
 true methods of inquiry, and (in the) sources of false judgments (is 
 an) essential part (of a) good education. (And yet) how little is done to 
 teach the right oo use (of the) intellect (in the) common modes of training 
 either rich or poor ! (As a) general rule, the young are (to be) made, (as 
 far as) possible, their own teachers, the discoverers of truth, the interpreters 
 of nature, the framers of science. (They are) (to be) helped to 
 help themselves. They (should be) taught to ob-serve and study the world 
 (in which) they live, to trace the con-nections of events, to rise from par- 
 ticular facts to general principles, (and then) to apply these in explaining 
 new phenomena. Such (is a) rapid outline (of the) intellectual education, 
 which, (as far as) possible, (should be) given to all human beings ; and 
 with this, moral education should go (hand in hand). In proportion as the 
 child gains knowledge, he (should be) taught (how to) use (it well) (how 
 to) turn it to the good of mankind. He should study the world as God's 
 world, and as the sphere (in which) he (is to) form interesting con-nections 
 with his fellow-creatures. A spirit of humanity (should be) breathed into 
 him (from all) his studies. In teaching geography, the physical and moral
 
 IQ2 THE NEW RAPID. 
 
 condition, the wants, advant-ages, and striking peculiarities of different 
 nations, (and the) relation of 13 climates, seas, rivers, mountains, to their 
 characters and pursuits, (should be) pointed out, (so as to) a wa ken an interest 
 in man wherever he dwells. History (should be) constantly used to exer- 
 cise the moral judgment of the young, to call forth sympathy (with the) 
 fortunes (of the) (human race), (and to) expose to indignation and ab-hor- 
 rence that selfish ambition, that passion for dominion, (which has) so long 
 deluged the earth with blood and woe. And not only should the excite- 
 ment of just moral feeling be proposed (in every) study, the science of 
 morals should form an important part of every child's '4 in-struction. 
 . One branch of ethics (should be) particularly insisted on by the govern- 
 ment. Every school, established by law, (should be) specially bound to 
 teach the duties (of the) citizen to the state, to unfold the principles of free 
 institutions, (and to) train the young (to an) enlightened patriotism. From 
 these brief and imperfect views (of the) nature and ends (of a) wise educa- 
 tion, we learn the dignity (of the) profession to which (it is) intrusted, 
 (and the) importance of securing (to it) the best minds (of the) com- 
 munity. 881488 * * * * 
 
 FRAGMENT OF SPEECH. 
 
 OF HON. A. F. FITCH. 
 
 (MR. CHAIRMAN :) (In the) brief remarks which I desire to make 
 (on the) bill under consideration, (in the) spirit (of the) words (which I have) 
 just read, I (do not) propose to discuss at length the arguments which gen- 
 tlemen on both sides of the House have already fully presented, nor shall 
 I attempt to review (or to) put a new mean-ing (into the) great mass of 
 custom figures (which have been) so carefully prepared and explained by 
 the gentlemen (who have) preceded me. I (do not) intend to debate the 
 question (whether or not) (we shall have a) tariff, (or whether) that 
 tariff (shall be) (one for) protection (or not). 
 
 I assume that, whether (this bill) passes (or not), (we shall) continue 
 (to have) (in this) country a pro-tective tariff, (and that) pro-tective tariff,
 
 WRITING EXERCISES. 193 
 
 if (it be) fairly adjusted, if its burdens be distributed with justice (so far as) 
 interests (of my) constituents are concerned, I expect to defend and advo- 
 cate (as long as) I live. And (as long as) I live, whenever I find (in the) 
 tariff laws or (in any other) (of the) laws which effect the people whom I 
 represent, any-thing which seems (to me) (in any) degree 2 unfair or 
 unjust, I (shall not) hesitate to advocate their revision and amendment. 
 [Applause.] I propose here to discuss (at this time) only what (seems to 
 me) (to be) the question before the House, (whether or not) the present 
 tariff (and the) free-list which accom-panies it should remain unchanged 
 during the existence (of the) Fiftieth Congress. 
 
 (In the) discussion (of this) question. I (shall not) attempt to imitate 
 the gentlemen (who have) with such wonderful patience and industry ex- 
 amined the views (of the) earlier Presidents (and the) con-struction (of 
 the) tariff of 1789, and (who have) so carefully reviewed 3 the whole 
 course of legislation on this subject since the foundation (of the) Republic. 
 (They have) analyzed (for you) every fluct-uation (in the) prices (of OUT) 
 manu-factures, (and they have) accounted satisfac-torily for each financial 
 crisis (in the) history (of the) country. Every statesman who has (in any 
 way) identified himself (with this) question (has been) quoted by them, 
 (and every) text-book and essay (on the) subject (has been) examined. 
 Each gentleman has found (in the) same material the most convincing 
 proof that his particular theory was correct (and that) (of his) op-ponent 
 mistaken. 
 
 For my part, and (with the) 4 utmost deference to the learn-ing and 
 ability of the gentlemen(who have) spoken, (I am) forced to believe that, 
 owing to the changes in trans-portation, invention of new machinery, the 
 growth and development (of the) country, and improvements (which have) 
 accom-plished modern civilization here and (all over) the world, the 
 problem presented to (us is) entirely different (from that) considered by the 
 earlier contestants over these questions. (It seems) (to me) that no two 
 countries in Euiope are (to-day) more strikingly different (in the) manner 
 (in which) their inhabitants live, their means of com-munication, (and 
 their) business customs (than are) 5 the (United Stages) of fifty years 
 ago (and the) country and people whose interests (we are) consider- ing 
 here. 18518 * * * *
 
 194 THE NEW RAPID. 
 
 PARLIAMENTARY LAW. 
 
 Parliamentary Law refers originally to the customs and rules of con- 
 duct-ing business (in the) English Parliament; (and thence) to the customs 
 and rules (of our) own legisla-tive assemblies. In England these usages 
 of Parliament form a part (of the) unwritten law (of the) land, and (in 
 our) own legisla-tive bodies (they are) of authority in all cases where they 
 (do not) conflict with existing rules or precedents. 
 
 (But as a) people (we have not) the respect which the English have 
 for customs and precedents, (and are) always ready for such innovations as 
 we (think are) improvements, and hence changes (have " been), (and are) 
 constantly being made (in the) written rules (which our) legisla-tive bodies 
 have found best to adopt. (As each) house adopts its own rules, it results. 
 (that the) two houses (of the) same legislature (do not) always agree (in 
 their) practice ; even in Congress the order of precedence of motions (is. 
 not) the same in both houses, (and the) previous question is admitted 
 (in the) House of Representatives, but not in the Senate. (As a) con- 
 sequence (of this), the exact method of conduct-ing business (in any) 
 particular legisla-tive body is (to be) obtained only from the Legisla-tive 
 Manuel 2 (of that) body. 
 
 The vast number of societies, political, literary, scientific, benevolent 
 and religious, formed (all over the land), though not legisla-tive, are 
 delibera-tive in character, and (must have) some system of conduct-ing 
 business, and some rule to govern their proceed-ings, (and are) necessarily 
 subject to the common parliamentary law where it (does not) conflict (with 
 their) own special rules. (But as) their knowledge of parliamentary law 
 (has been) ob-tained from the usages (in this) country, rather than from the- 
 customs of Parliament, (it has) resulted that these societies have followed 
 the customs (of our) own legisla-tive bodies, and our 3 people have thus 
 been educated under a system of parliamentary law (which is) peculiar to 
 this country, (and yet) so well established (as to) supersede the English 
 parliamentary law as the common law of ordinary delibera-tive assemblies. 
 
 The practice (of the) National House of Representatives (should 
 have) the same force (in this) country as the usages (of the) House of 
 Commons have in England, in determin-ing the general principles (of the) 
 common parliamentary law (of the) land ; but it (does not) follow that in 
 every matter of detail the rules of Congress (can be) appealed to as the
 
 WRITING EXERCISES. 195 
 
 common law 400 govern-ing every delibera-tive assembly. (In these) 
 matters of detail, the rules (of each) House of Congress are adapted to 
 their own peculiar wants, (and are) of no force whatever (in other) 
 assemblies. But upon all great parliamentary questions, (such as) what 
 motions (can be) made, (what is) their order of precedence, which (can be) 
 debated, (what is) their effect, etc., the common law (of the) land is settled 
 by the practice (of the) United States House of Representa-tives, (and not) 
 by that (of the) English Parliament, the United States Senate, or (any 
 other) body. 
 
 While in extreme cases (there is 5 no) difficulty in decid-ing the 
 question (as to) whether the practice of Congress determines the common 
 parliamentary law, yet between these extremes (there must) necessarily (be 
 a) large number of doubtful cases (upon which) there (would be) great 
 difference of opinion, (and to) avoid the serious difficulties always aris-ing 
 (from a) lack of definiteness (in the) law, every delibera-tive assembly 
 should imitate our legisla-tive bodies in adopting Rules of Order (for the) 
 conduct of their business. 7 6 S7 6 
 
 Roberts' Rules of Order ^ 
 
 GARFIELD'S ADVICE TO YOUNG MEN. 
 
 * * * * Now, young gentlemen, (let me) (for a) moment address you 
 touching your success in life, and I hope the very brevity of my remarks 
 will increase the chance of their making a lodgment (in your) minds. (Let 
 me) beg you, (in the) outset of your career, to dismiss from your minds all 
 idea of succeeding by luck. (There is) no more common thought among 
 young people (than that) foolish one that (by-and-by) some-thing will turn 
 up (by which) (they will) suddenly achieve fame or fortune. No, young 
 gentlemen, things don't turn up (in this) world unless somebody turns *=<> 
 them up. Inertia is (one of the) indispensable laws of matter, (and things) 
 lie flat where (they are) until by some intelligent spirit [for nothing but 
 spirit makes motion in this world] (they are) endowed with activity and life. 
 (Do not) dream that some good luck is going to happen to you and give
 
 196 THE NEW RAPID. 
 
 (you a) fortune. Luck is an join's fatuus you may follow it to ruin, but 
 not to success. The great Napoleon, who believed (in his) destiny, 
 followed it until he saw his star go down in blackest night, when the Old 
 Guard perished around him and 2 Waterloo was lost. A pound of pluck 
 is worth a ton of luck. 
 
 (Young men) talk of trusting to the spur (of the) occasion. That trust 
 is vain, occasions cannot make spurs; (you must) win them. If you wish 
 to use them, (you must) buckle them to your own heels before you go into 
 the fight. Any success you may achieve (is not) worth the having unless 
 you fight for it. Whatever you win in life (you must) conquer by your own 
 efforts, (and then) (it is) yours a part of yourself. [Applause.] 
 
 (In order) (to have) any success in 30 life, or any worthy success, (you 
 must) resolve to carry into your work a fulness of knowledge, not merely 
 a sufficiency. (In this) respect follow the rule (of the) machinists. If they 
 want a machine (to do) the work of six horses, they give (it a) nine-horse 
 power, (so that) they (may have a) reserve of three. To carry (on the) 
 business of life (you must have) surplus power. Be fit for more (than the 
 thing) (you are) now doing. Let (every one) know that (you have a) reserve 
 in yourself, that (you have) more power than (you are) 400 now using. If 
 you (are not) too large for the place you occupy, (you are) too small for it. 
 How full our country is of bright examples, not only (of those) oc cu pying 
 some proud eminence in public life, but in every place you may find men 
 going on with steady nerve, attracting the attention (of our) fellow citi/ens, 
 and carving (out for) themselves names and fortunes from small and humble 
 beginnings (and in) the face of formidable ob-stacles. Young gentlemen, 
 (let not) poverty stand (as an) ob-stacle (in your) way; poverty is uncom- 
 fortable, as I can testify, but nine times s (out of) ten the (best thing) that 
 can happen (to a) young man is (to be) tossed overboard, and compelled to 
 sink or swim for himself. In all my ac-quaintance I (have never) known one 
 (to be) drowned (who was) worth the saving. [Applause.] This would 
 (not be) wholly true (in any) country but (one of) political equity like ours. 
 The editor (of one of the) leading magazines in England told me, not 
 many months ago, a fact startling enough of itself, but of great sig-nificance 
 to a poor man. He told me (that he had) never yet known, (in 600 a ll) 
 (of his) experience, a single boy (of the) class of farm-laborers [not those 
 who own farms, but mere farm-laborers], who had ever risen above his
 
 WRITING EXERCISES. 197 
 
 class. Those from the manu-facturing and commercial classes had risen 
 frequently, but from the farm-laborer class (he had) never known one. 
 
 The reason is this : (in the) aristocracies (of the) Old World wealth 
 and society are built up like the strata of rock which compose the crust (of 
 the) earth. (If a) person be born (in the) lowest stratum of life, (it is) 
 almost impossible for him to rise through this 7 hard crust into the higher 
 ranks ; but (in this) country (it is not) so. The strata (of our) society 
 resemble rather the ocean, (where every) drop, even the lowest, is free to 
 mingle (with all) others, and may shine (at last) (on the) crest (of the) 
 highest wave. This is the glory (of our) country, young gentlemen, and 
 you (need not) fear that (there are) any ob-stacles (which will) prove too 
 great for any brave heart. (You will) recollect what Burns, who knew all 
 mean-ings of poverty and struggle, (has said) in homely verse; 
 
 Though losses and crosses 
 
 Be lessons right 800 severe, 
 There's wit there you'll get there 
 
 You'll find no other where. 
 
 One thought more and I will close. (This is) almost a sermon, but I 
 cannot help it, for the occasion itself has given rise to the thoughts I am 
 offering you. (Let me) suggest that in giving you being, God locked up 
 (in your) nature certain forces and capabilities. (What will you) do with 
 them ? Look (at the) mechanism (of a) clock. Take off the pendulum 
 and ratchet, (and the) wheels go rattling down, and all its force is ex- 
 pended (in a) moment; but properly balanced and regulated 9 (it will) 
 go on letting out its force (tick by tick), measuring hours and days, and 
 doing faithfully the service (for which) (it was) designed. I implore (you 
 to) cherish and guard and use well the forces that God has given to you. 
 (You may) let them run down (in a) year if you will. Take off the strong 
 curb of discipline and morality, and (you will be) an old man before your 
 twenties are passed. Preserve these forces. (Do not) burn (them out 
 with brandy or waste them on idleness and crime. [Applause.] (Do 
 not) destroy them. (Do not) use "o them un-worthily. Save and protect 
 them, (that they) may save for you fortune and fame. Honestly resolve (to 
 do) this, and (you will be) an honor to yourself (and to) your country. 
 [Applause.] 331033
 
 198 THE NEW RAPID. 
 
 COMMERCIAL LAW. 
 
 INTRODUCTION. 
 
 " I. EXISTENCE OF LAW. Law (is a) di-rection from the governing 
 power (of a) country to its inhabitants, telling them what they (must or 
 must) not do. (It is thus a) rule laid down (by a) higher power, 
 limit-ing the ab-solute freedom (of the) individual. Every civilized nation 
 has its system of written law. Even half-civilized nations and barbarous 
 tribes have some law, sometimes written, and sometimes consisting merely 
 (of the) will (of a) king or chieftain. Thus among human beings (there is 
 a) higher authority than physical force. But animals are without law. 
 (Each one is) ab-solutely free. A m0 ng ' (them the) strongest do (as 
 they) please, (and the) weak ones suffer and (have no) remedy. 
 
 2. ITS NECESSITY. No country has a perfect system of law : 
 human law cannot deal out perfect justice. But no nation could exist and 
 be civilized without a system of some sort. Law in some form (will be) 
 necessary, (as long as) people remain less than perfectly just and perfectly 
 wise. 
 
 3. EACH NATION has its own laws. Those laws are supreme within 
 its own boundaries, and (cannot be) af-fected by the laws (of any) other 
 nation, but, (on the) (other hand), (they have) no force 20 outside (of 
 those) boundaries. Thus the laws ot England govern all persons and all 
 property within English territory. The laws of France govern those jn 
 France.. And though the systems (of the) different nations upon com- 
 mercial law have many similarities, because the principles of justice are 
 always the same, yet in many particulars they widely differ. 
 
 But the laws (of a) 1 country do effect all (who are) there, whether 
 (they are) citizens (of that) country or of (some other). Even when 
 merely travel-ing we must obey the laws (of the) country where (we are). 
 So also (if a) citizen (of one) 3 country has property (in another), in 
 respect to that property (he is) governed by the law (of the) place where 
 (it is) situated.
 
 WRITING EXERCISES. 1 99 
 
 4. THE STATES (of our) Union are, in regard to most law which 
 affects the private actions and relations of men, entirely separate and inde- 
 pendent communities. (In that) respect (they are) like independent 
 nations. (Each has) its own laws, (which have) no force beyond its own 
 boundaries. Those laws affect not only the citizens (of that) State (but all) 
 people who happen (to be) in it, and they affect all property within that 
 state, no matter where its 400 owner is. 
 
 5. SOURCES OF LAW. If now, consider-ing any particular State, we 
 inquire (what are) the sources of its law, i. <?., what documents and books 
 shall we examine to find out (all the) law in force within its boundaries, 
 we find that in each State (there are) five sources of law, viz., the (United 
 States) Constitution, the laws of Congress, the State Constitution, the 
 statutes (of the) State, and (what is) called the common law." 73473 ' 
 
 Hear much and speak little ; for the tongue is the instru- 
 ment of the greatest good and greatest evil that is in the 
 world. 
 
 Forget not in thy youth to be mindful of thy end ; for 
 though the old man cannot live long, yet the young man may 
 die quickly. 
 
 It is impossible to make people understand their 
 ignorance; for it requires knowledge to perceive it; and, 
 therefore, he that can perceive it hath it not.
 
 200 THE NEW RAPID. 
 
 KEY TO THE SHORT-HAND PLATES, 
 
 COMBINATIONS, Page 49. 
 
 I. mk, fm, kf, fk, ma, ma, mi, mi, mu, 2. of, ef, uf, af, im, om, 
 em, urn, am. 3. tm, chm, rm, tf, chf, rf, td, chd, rd, rd. 4. dm, jm, df, 
 jf, kd, kj, md, mj, fd, fj. 5. nz, nv, zv, vz, vv. 6. lp, 1.x, \vp, wx, pi. 
 7. hx, wth, vl, zp, the. 8. bm, bn, bf, bv, mb, nb, fb, vb. 9. gm, gn, 
 gk, gz, mg, ng, kg, zg. 10. sm, sn, sk, sz, sf, sv, sp, si. II. ws, xs, Is, 
 ps, hs, ths, zs, vs. 12. In, Iz, Iv, 11, lp, Ih, 1th. 13. whn, whv, whl, 
 whp, shp, shx, shv, nsh. 14. vzr, kv, mzr, fnr, fv, kzr. 
 
 WORDS, Page 57. 
 
 4. tame, time, tone, ten,' tun, chin, chain, chum. 5. rain, ream, 
 run, rove, rave, chief, rough. 6. write or right, rote, wrote, read, ride, 
 rode, reach, rich, tare or tar, tore. 7. match, much, might, nut, more 
 mire, catch, rum. 8. gain, gone, gun, bin or been, log, pflg. 9. face 
 vise, this, vase, pace or pass, nice, case, piece. 10. sale, seal or sell, sole 
 will, full, well, pole, pale. n. these, those, has, his, wise, woes, was, 
 nose, foes. 12. May we go to-night ? He will see them to-night. Let 
 me see his new hat. 
 
 DIPHTHONG WORDS, Page 59. 
 
 2. dawn, walk, fawn, law, pause, cause. 3. toy, joy, noise, voice, 
 foil, coil, boil, loyal. 4. how, thou, house, dower, mouse, loud, down, 
 vow. 5. tall, toil, towel, Saul, soil, sour, loyal. 6. saw, join, howl, 
 haul, joys, bow, fall, boys, row. 
 
 COALESCENT "," Page 61. 
 
 I. fry, fro, free, from, frame, frog, friend, freeze. 2. crane, cry, 
 crow, crew, crate, cross, crime, crape. 3. tree, try, tray, true, trim, train, 
 trip, trail, trill. 4. dry, dray, drew, drone, dream, drive, drum, drain, 
 
 NOTE. When different words can be made from the same outline, only the most 
 common are given in the key.
 
 KEY TO THE SHORT-HAND PLATES. 2OI 
 
 droll. 5- PT) P rav price, praise, pride, prove, preach. 6. gray, grow, 
 grew, green, grain, groan, grass, grip. 7. brim, brain, broom, brave, 
 breathe or breath, brace or brass, break, bright. 8. near, more, core, care 
 or car, sore, dare, door, nor. 9. near, pier, pour, pare, their, nor, power. 
 10. raise, rose, rise, rack or rake, rock, reap, ripe. II. here, hear, hire, 
 hire, fear, fear, for, for. 
 
 '%. 
 
 HOOK LETTERS, Page 63. 
 
 3. best, bell, bill, crib, cab, boast, box. 4. gone, gather, grove, pig, 
 log, fog, mug. 5. beer, beer, bear, gear, rag, rig, rib, robe. 6. beg, big,, 
 brig, gab, grab, beggar, bugbear, brag. 7. beach, bridge, job, badge, 
 gauge, jog, jug, gouge, breach. 8 dog, drag, daub, labor. II. sick, 
 sick, sick, look, look, look, knock, knock. 12. rash, cash, fish, wish, 
 mash, when, where, whether, why. 
 
 SENTENCES, Page 65. 
 
 I will not do as you said. I have all of the letters which he wrote 
 me. Are you there all of the time ? Any of those will do. Are you ever 
 here after night ? Will you do as I have done ? After all I do not like to 
 do as you have said. All of which is as you have said to us each time. 
 
 LONG CHARACTERS, Page 69. 
 
 I. nine, name, noon, seem or seen, some, same or sane, sum, vine. 
 2. vain, viiin, since, seems, names, nuns, vines. 3. him, home, hem,, 
 homes, hens, hint, hunt, hymns. 4. win, wane, won, wins, went, wont, 
 wind, winner. 5. lime, lean, lone, lame, lines, lanes, lint, lent. 6. pin,, 
 pen, pun, pan, pens, pins, pint, pent. 7. thin, then, thumb, than, thence, 
 throne, throng, theme. 8. reason, risen, rosin, raisin, ripen, raven, thinner. 
 9. Jane, Jane, John, John, Jim, Jim, (the short-hand plate illustrates the 
 two ways in which these words can be written), chain, chin, rain, run, ream. 
 10. been, bane, boom, bum, gain, gone, gun, shine, shone, shame, whine, 
 when, whom. II and 12. Home one sent him home. They went down 
 the long lane. John lent them some pens. 13. Simon, seamen, summon,, 
 salmon, gentleman. 14. Lyman, lemon, woman, women, penman,, 
 examine.
 
 202 THE NEW RAPID. 
 
 SHORT CHARACTERS, Page' 73. 
 
 2. man, mean, mine, moan, mum, can or came, kin, cone, come, fan 
 or fame, fine, foam, fun. 3. kind, mind, mend, moons, fans, monk, 
 manner, miner, Roman, cans, cones, mink. 4. in, an, on, infer, insane, 
 invent, inland, anvil, animate, enforce. 5. incense, income, empire, 
 unfair, consent, concern, (these last two words should be written on the e 
 position. For further illustration of this principle see line 1 1 on page 117), 
 contain, contrive. 6. time, time, ten, tone, tame, tun, times, tunes, teams, 
 tinner, tenor, tuner, tanner. 7. dime, dime, deem, dome, dumb, dimes, 
 deems, domes, dinner, donor. 8. written, ridden, mitten, fatten, bitten, 
 satin, Morton, pardon. 9. trait, tried, treat, trod, tide, tode, teach, touch, 
 chat, cheat, reach. 10. You can come to see them when I send for you. 
 II. The moon shines in the summer as well as in the winter. 12. We 
 sent them home some time ago. 13. When can you lend me your pen to 
 sign this note? 14. Learn to write short-hand for to save time is to 
 lengthen life. 
 
 SURFACE CHARACTERS, Page 77. 
 I. bite, beat or bet, boat, bat or bad, but, get, got or God, gate, greet, 
 better. 2. brought, bright, about, gaiter, grit, greater, bottle, bottle, battle. 
 3- shot or shod, sheet, should, shade, shout, shred, white, wheat, whittle, 
 what. 4. sold, sailed, held, hold, wield, wild, fault, world, (the shade in 
 this word has been omitted by mistake). 5. killed, killed, called, called, 
 cold, cold, failed, failed, mold, mold. 6. mashed, fished, lashed, wished, 
 hushed, cashed, dashed, dished. 7. sty, stow, stay, stew, stray, strew, 
 straight, street, stout, state. 8. steam, stone, stove, stave, still, steel, 
 steep, stir. 9. most, must, mist, cast, fist, fast, first, list. 10. string, 
 strung, strap, strike, master, muster, pastor^ mister. n. out, outline, 
 outwork, outset, outside, outlook, outlaw. 12. Last year they lost most 
 all of their wheat by the storm. 13. What did you stand in the street for 
 when you were lost? 14. We bought this butter when out west last 
 summer. 15. State what you have to say first about the system. 
 
 SURFACE CHARACTERS, Page 81. 
 
 I. blow, blue, blame, blame, blind, blend, bless, bliss, black, block, 
 2. blight, bleat, blot, blood, blade, bleach, blaze, blunder, blest, blur,
 
 KEY TO THE SHORT-HAND PLATES. 203 
 
 blank, bloom. 3. sable, cable, noble, Mabel, fable, libel, pebble, Bible, 
 gabble, humble, table. 4. play, plea, ply, please, place, pluck, plate, plot, 
 plead, .plod, plaid or played. 5. sample, simple, couple, maple, example, 
 pledge, plague, plug, chapel, dimple, steeple, stripple. 6. glee, glow, glue, 
 gleam, gleam, glass, gloss, glide, glade or glad, glove, glimmer, 
 7. single, mingle, legal, giggle, beagle, bugle, jingle, jungle, wrangle, 
 tingle, tangle, joggle. 8. clay, clue, claim, clime, class, close, clip, cloth, 
 clean, cleave. 9. sickle, sickle, nickel, fickle, knuckle, rascal, local, 
 wrinkle, clash, shekel, chuckle. 10. class, glass, please, bless, clean, 
 gleam, simple, symbol. II. fly, flea, flew, fling, flock, flies, flung, flax, 
 fled, flat. 12. sinful, painful, fearful, beautiful, mindful, muffle, flash, 
 flush, careful, ruffle, shuffle. 13. muscle, thistle, hustle, tussle, tinsel, 
 chisel, fizzle, weasel, puzzle, vessel. 14. shall, shell, while, wheel, whole, 
 whale, shield or shelled, whalHwme, shrill, owl, oil. 15. Please place 
 the glass on the table. Blind people should be careful. You may blow 
 bubbles while I fly my kite. 
 
 COALESCENT " S," Page 85. 
 
 I. smoke, small, smear, smile, smuggle, smash, smolder, (the shade 
 in this word has been omitted by mistake), smart, smother. 2. snow, 
 snake, snore, snare, snuff, snug, snatch, snipe. 3. skate, skiff, skip, scan, 
 scan, sky, score, scowl, scalp, scold. 4. sly, slow, slay, slim, sleep, sling, 
 slumber, sled. 5. spy, spoon, speak, spoke, spangle, speed, sponge, spill. 
 6. stain, stone, stave, stumble, stifle, stand, sty, stretch, stage. 7. sweat, 
 sway, swine, swamp, swimmer, switch, swell. 8. squeeze, square, squirrel, 
 squeal, squab, squirm, squeak, squall, squire. 9. spy, spray, spring, spree, 
 sprung, sprang, spite or spit, speed. 10. scream, scrape, script, screen, 
 scrub, scribble, scroll. II. spleen, splice, splint, splendor, splendid, split, 
 splatter, splutter. 12. stray, strew, straw, strive, stream, strange, stroll, 
 sphere, spherical. 13. The speaker stood on the stand and delivered his 
 speech. 14. The spy who was a Scotchman, was a splendid speaker. 
 15. The sled slid down the long slope on the snow. 16. The spruce 
 was sprinkled with spray from the spring. 
 
 THE DOWNWARD PRINCIPLE, Page 89. 
 I. it, at, eat, ode, attain, atone, advance, administer. 2. address, 
 admire, admit, advent, advice or advise, attend, atmosphere. 3. its or it,
 
 204 THE NEW RAPID. 
 
 is, idle or it will, iterate, edifice, educate, odor or other, intimate, intend, 
 and, end. 4. pirate, create, vacate, locate, parade, Ida, Edwin. 5. would, 
 word, had, heard, words, with or wide, ward, would be, would not. 
 6. pet, pot, paid, pert, port, impart, import. 7. mixed, fixed, boxed, taxt, 
 that, thought, that is, thread. 8. reward, inward, downward, backward,, 
 seaward, upward, wayward, afterward. 9. interfere, interview, intermit, 
 interest, interpose, intervene, interior. (For explanation of double r see 
 line 3, page 99.) 10. under, underline, underrate, understand, under- 
 stood, undergo, undertake, undertone. II. enter, entertain, entertainment, 
 long-hand, child, children. 12. It would be better for you to send that 
 afterwards. 13. I thought that he had to go with Edward. 14. We 
 send herewith the goods ordered by you on the loth. 
 
 EXPEDIENT PRINCIPLES, Page 93. 
 
 I. sides, seeds, sends, needs, mitts, mats, reads, writes or rides. 
 2. lights, leads, loads, lends, ponds, pets, cats, cats, coats. 3. deeds, 
 dates, cheats, jets, letters, lighters, moods or modes, meters, writers, writers. 
 4. dispise, despair, dispose, disjoin, dislike, disorder, dispatch, disdain. 
 5- disparage, (for explanation of the ending age see line I, page 121),. 
 disregard, disprove, disadvantage, distress, discipline, displease. 6. little, 
 ladle, model, settle, medal, peddle, needle, middle. 7. spindle, brindle,. 
 dwindle, bundle, handle sandal, gentle. 8. tattle, title, kettle, riddle, 
 until, settler, peddler, saddler, meddler. 9. path, pith, moth, hath, lath, 
 sloth, faith, therewith, Smith. 10. leather, weather, father, together,, 
 neither, another, mother, smother, n. death, cloth, breath, both, length, 
 wealth, earth, rather. 12. behind, below, beneath, beseech, beside, befall^ 
 betime, beheld. 13. dale, delay, deep, depot, defame, denounce, detain. 
 14. ledge, large, lodge, largest, legislate, knowledge, college. 15. gash f 
 gush, clash, English, bush, brush, bashful, plush, establish, publish. 
 1 6. half, hope, happiness, hive, heaven, however. (NOTE. It is best to- 
 write the word hown'er below the line.) 
 
 PRACTICAL WORDS, Page 97. 
 
 I. am or an, and, as, at, are, all, after, any, address, always, although,, 
 another. 2. among, ah or awe, been, but, belief, business, before. 
 3. because, between, day, did, don't, down, dear sir, each, every, end.
 
 KEY TO THE SHORT-HAND PLATES. 205 
 
 4. even, from, fact, four, first, full, God, gate, given. 5. gave, good, had, 
 heaven, half, how, hope, happiness, however. 6. heard, honest, I, in, is, 
 it, into, if, just, gentleman, general. 7. can, come, care, could, case, 
 kingdom, love, large, Lord, largest. 8. life, long, little, look, much, 
 more, man, Mr. 9. most, mind, make, know or no, never, nor, not, 
 next. lo. noon or known, off, or, on, other, out, our, ever, owe, owed, 
 owing. II. order, please, people, pleasure, part, person-, president, 
 reason. 12. right or write, rather, shall, sir, state, should, still, special, 
 succeed, speak. 13. such, to, the, true, there, that, this, thought, them, 
 truth, time, think. 14. to do, to-day, your, us, use, under, upon, with, 
 will, why, who. 15. which, what, when, where, would, were, whether, 
 world, whatever, whichever,' whenever, whosoever. 16. within, without, 
 work, yet, young, yes, yes sir. 
 
 NOTE. The word act should be included in this list of words. It is written by 
 drawing the stroke a upwards and turning the hook, enlarged, on the under side. 
 This outline is also used for acted. 
 
 DOUBLE LETTERS, Page 99. 
 
 I. peep, pipe, paper, pepper, pipes, people, proper. 2. did, dead, 
 died, deed, needed, faded, seated, loaded. 3. nearer, dearer, barrier, 
 carrier, rear, rare, roar. 4. moment, minimum, momentum, monument, 
 memento, mammon, mammoth. 5. noses, cases, masses, pieces, vases, 
 prices. 6. system, sustain, suspend, suspense, suspect, susceptible. 
 7. resist, desist, consist, persist, resist, insist, system. 
 
 VOWEL WORDS, Page 99. 
 
 8. aid, ail, aim, air, answer, art, article, ash, author. 9. able or 
 apple, ample, (NOTE. These two words are exceptions to the rule of 
 always using the hook on the under side for k. It must be remembered, 
 however, that these two words are the only ones that are written in this 
 manner), angle, at, and, ax, awl, aught. 10. it, in, it, icy, idle, isle, itch, 
 imp, ice. II. eat, ease, east, ebb, edge, egg, elm, end, enter. 12. oak 
 or oath, ode, other, of all, ooze, orb. 13. under, use, useful, usher, urn, 
 our, out, owl, oil. 14. ado, ago, agree, obey, issue, eyesight, into, unto, 
 annoy.
 
 206 THE NEW RAPID. 
 
 THE "F" ENDINGS, Page 103. 
 
 I. many, penny, company, sunny, testimony, matrimony. 2. mock- 
 ery, masonry, glory, hurry, theory, marry. 3. mighty, pity, vanity,, 
 humanity, Sunday, lady, Monday. 4. wintry, sentry, country, sundry, 
 laundry, boundary. 5. reasy, pansy, noisy, posy, rosy, tansy, heresy. 
 6. misty, pasty, hasty, . thirsty, honesty, ministry, mastery. 7. folly* 
 Nelly, nearly, holy, lily, deadly, neatly. 8. sinfully, painfully, carefully, 
 thoughtfully, dreadfully, awfully, lawfully. 9. thereby, whereby, hereby, 
 nobody, somebody, anybody, everybody. 10. nobly, variably, probably, 
 reasonably, simply,- indispensably. II. nobility, legibility, ability, possi- 
 bility, advisability, probability, penetrability. 12. dignify, personify, 
 verify, terrify, amplify, specify. 13. knowing, reading, seeing, lining, 
 reasoning, something, everything. 14. meetings, meanings, drawings, 
 buildings, some things, few things. 15. Washington, Covington, Lex- 
 ington, Huntington, Birmington, Wellington. 16. knowingly, laughingly, 
 admiringly, lovingly, willingly, exceedingly. 
 
 THE "SHUN" ENDINGS, Page in. 
 
 I. nation, motion, notion, mansion, vision, passion. 2. position, 
 disposition, deposition, resolution, solution, pollution. 3. physician, revo- 
 lution, revelation, conversation, suppression, expression. 4. nations, 
 motions, fashions, notions, visions, portions, mansions. 5. national, 
 notional, international, intentional, devotional, occasional. 6. temptation, 
 limitation, notation, plantation, lamentation, penetration. 7. foundation, 
 sedition, perdition, condition, commendation, laudation. 8. association, 
 appreciation, pronunciation, denunciation, substantiation, negotiation. 
 9. sufficient, transient, deficient, efficient, proficient, ancient. 10. finan- 
 cial, facial, special, partial, commercial, social. II. finish, furnish, van- 
 ish, tarnish, punish, banish. 12. lavished, punished, varnished, tarn- 
 ished, furnished. 13. declaration, preparation, celebration, generation, 
 veneration, admiration, remuneration. 14. oration, ocean, civilization, 
 legislation, representation, congratulation, enunciation. 15. emancipa- 
 tion, proclamation, demonstration, devastation, regulation, determination,
 
 KEY TO THE SHORT-HAND PLATES. 207 
 
 estimation, consolation, constitution. 16. con-demnation, com-munication f 
 con-gregation, con-tamination, con-glomeration, con-templation, con-sid- 
 eration. 
 
 PREFIXES, Page 117. 
 
 I. accommodate, accommodated, accompany, accomplish, accom- 
 plishment, accountant. 2. discommode, disconnected, disconsolate, dis- 
 content, discontented, discontinue. 3. inconvenience, incomprehensible, 
 incomplete, inconsistent, incompetent. 4. misconceive, misconduct, mis- 
 construe, miscomprehension, misconstruct. 5. noncontent, nonconforming, 
 noncontributing, nonconductor. 6. preconceive, preconception, precon- 
 trive, preconsider, precondemn. 7. recommend, recompense, reconcile, 
 recognition, recognize. 8. selfconfidence, selfconsidering, selfcontrol, 
 selfconviction. 9. uncontrollable, unconcern, (the shade in this word has 
 been ommitted by mistake), unconditional, uncompromising, unconsciously. 
 10. circumnavigate, circumscribe, circumvent, circumference. II. con- 
 sent, convene, command, contrive, contrast. 12. remain, remind, retain, 
 reliance, refuse, relate. 13. selfmade, selfsame, selfevident, selfish, 
 selfwilled. 14. transmit, translation, transverse, transform, transparent. 
 15. access, occasion, accent, occupation, accept. 16. inaccessible, 
 inactivity, inocculation, inaction, inaccuracy, inactuation. 
 
 SUFFIXES, Page 121. 
 
 I. village, advantage, postage, message, manage, courage, savage. 
 2. summary, primary, missionary, literary, dispensary, dictionary. 
 3. stenograph, paragraph, lithograph, autograph, stenographical, bio- 
 graphical. 4. manhood, childhood, sisterhood, neighborhood, boyhood, 
 knighthood. 5. government, amendment, advancement, employment, 
 experiment, lodgment. 6. geography, (to write this word phonetically it 
 should be written with a j instead of a g), biography, stenography, 
 zoography, phonography, photography. 7. theology, physiology, mytho- 
 logy, chronology, phrenology, theological. 8. vanquish, anguish, lan- 
 guish, (this outline is also employed for the word language], distinguish, 
 relinquishment, extinquishment. 9. adhesive, comprehensive, expensive. 
 10. friendship, lordship, hardship, workmanship, worship. II. relative, 
 affirmative, native, declarative, deliberative, remunerative. 1 2. attentive-
 
 208 THE NEW RAPID. 
 
 ness, comparativeness, primitiveness, defectiveness, attentively. 13. dedi- 
 catory, interrogatory, declamatory, victory, exclamatory, explanatory. 
 14. solitude, magnitude, vicissitude, gratitude, multitude, latitude, 
 {NOTE. Words ending in titte, as institute, destitute, etc., can be ex- 
 pressed by the double t or d stroke). 15. evacuation, graduation, insinu- 
 ation, continuation, (for principle of omitting an initial syllable see Apher- 
 esis, page 133), punctuation, situation. 16. himself, yourself, themselves, 
 ourselves, herself. 
 
 NOTE. The is detached to express the suffixes nificent and ntftcance, as in the 
 "words magnificent, significance and beneficent. 
 
 TERMINATION PRINCIPLE, Page 129. 
 2. selection, election, collection, recollection, reflection, inflection, 
 affliction. 3. subjection, ejection, rejection, injection, projection, inter- 
 jection. 4. benefaction, perfection, specification, gratification, versification, 
 modification, qualification. 5. detraction, subtraction, protraction, attrac- 
 tion, distraction, retraction. 6. direction, correction, resurrection, insur : 
 rection, erection, detection, protection. 7. restriction, instruction, destruc- 
 tion, obstruction, construction, inspection. 8. prediction, benediction, 
 production, introduction, contradiction, reduction, deduction. 10. pro- 
 tected, protecting, protection, protective, convicted, convicting, conviction. 
 II. objected, objecting, objection, objective, objections, objectionable. 
 12. instructed, instructing, instruction, instructive, instructions, destructive, 
 constructive. 13. recollections, interdictions, connections, reflections, 
 avocations, conjunctions, modifications. 14 edification, personification, 
 {the shade in this word is omitted), amplification, signification, rarefaction, 
 manufacture. 15. conflicted, conflicting, suspecting, inspecting, inspection, 
 retrospection. 
 
 POSITIVE AND NEGATIVE WORDS, Page 133. 
 
 I. legal, illegal, moral, immoral, lawful, unlawful. 2. ability, 
 inability, sufficient, insufficient, fit, unfit. 3. clean, unclean, certain, un- 
 certain, safe, unsafe. 4. seen, unseen, wise, unwise, sound, unsound. 
 5. equal, unequal, sealed, unsealed, modest, immodest. 6. acquainted, 
 unacquainted. 7. improper, disjoined, unjust, illmannered, dislike, untrue, 
 disorder. 8. disprove, misjudge, mistrust, unable, insane, misunder- 
 standing.
 
 KEY TO THE SHORT-HAND PLATES. 209 
 
 APHERESIS, Page 133. 
 
 9. according, accordingly, acknowledge or knowledge, occasion, 
 affirmative, information, allow. 10. ralone, about, alive or live, amend- 
 ment, adjustment, enjoin or join, enjoyment, n. employ, employment, 
 inclose or close, entitle or title, amount, account, engage or gage. 
 12. Can I go along? The man went away. One year ago I was em- 
 ployed by that company. What is your name, age and occupation ? He 
 assisted me on that occasion. 
 
 APPROVED OUTLINES, Page 135. 
 
 I. seek, secure, second, secured, sacrifice, civil, save. 2. receive, 
 soft, sever, suffer, safer, seize, size. 3. solemn, silent, sullen, silence, 
 solemnity. 4. repeat, repeated, repaid, repute, reputed, report, reported' 
 reporter. 5- prayer, prior, spare, owner, spear, for, power. 6. live, love, 
 lesson, lever, laugh, loaf, leather, flocks. 7. frequent, subsequent, con- 
 sequence, acquainted, acquired, young. 8. always, although, also, almost, 
 already, altogether. 9. whalebone, approximation, preordination, alle- 
 gory, disgrace, dictated. 10. form, deform, transform, inform, uniform, 
 reform, formation, perform, transformation. II. within, therein, herein, 
 wherein, thereon, whereupon. 12. hereto, hereat, hereafter, hereby, hereto- 
 fore, hitherto, hereinto. 13. thereto, thereat, thereafter, thereby, therewith, 
 thereinto. 14. whereas, whereby, wherefore, whereof, whereto, wherever, 
 wherewith, whereat. 15. everlasting, evermore, everything, everytime, 
 everyone, every where, everybody, everyway. 16. anything, anytime, any- 
 body, anyway, anywhere, anyday, everyday, anythingelse, everythingelse. 
 
 REPORTING FORMS, Page 139. 
 
 I. satisfy, satisfied, satisfaction, satisfactory, dissatisfy. 2. circum- 
 stance, circumstances, circumstantial, circumstantially. 3. success, 
 successfully, unsuccessful, successive. 4. necessary, necessaries, neces- 
 sarily. 5. necessity, necessities, necessitated, necessitating. 6. one, 
 some one, once, no one, every one. 7. opportunity, opportunities, oppor- 
 tunely. 8. practical or practically, practicable or practicably, practica- 
 bility, impractical or impractically. 9. appropriate, appropriating, appro- 
 priated, appropriation. 10. question, questions, questionable, questioning >
 
 210 THE NEW RAPID. 
 
 unquestionably, n. character, characters or characterize, characteristic, 
 characterization. 12. change, changes, exchange, interchange, change- 
 able. 13. charge, charges, charging, discharge. 14. judge, judging, 
 judges, judgment, judgeship. 15. church, churches, churchyard, church 
 of God. 
 
 PHRASEOGRAPHY, Page 141. 
 
 I. as soon as, as far as, as near as, as well as, as few as, as many as, 
 as much as. 2. as good as, as great as, as long as, as little as, as fast as, 
 as such as, (NoTE. For the sake of phrasing it is best to omit the j in the 
 word sucA), as large as. 3. you will, it will, he will, we will, they will, 
 there will, that will. 4. where will, what will, who will, it will be, they 
 will be, that will be, he will be, you will be, there will be. 5- we are 
 you are, who are, what are, when are, they are, are not, are as, are all. 
 6. he had, we had, you had, they had, there had, that had, we would, you 
 would. 7. may be, not be, shall be, to be, will be, should be, can be," 
 would be. 8. they have, you have, we have, where have, who have, 
 there have. 9. have been, we have been, there have been, you have 
 been, I have been. 10. has been, it has been, what has been, there has 
 been, that has been. II. had been, we had been, there had been, you 
 had been, it had been, he had been. 12. shall not, should not, cannot, 
 do not, was not, would not, you have not. 13. of the, on the, in the, 
 with the, that the, or the, can the, have the. 14. of that, on that, then 
 that, so that, for that, hear that, see that. 15. as well as to, as near as to, 
 so as to, as soon as to, as much as to, as far as to, as good as to. 1 6. ought 
 to be, ought to have, ought to have been, ought to have had, ought to have 
 been there, ought to have done. 
 
 PHRASEOGRAPHY, Page 143. 
 
 I. have not been, has not been, had not been, we have not been, it has 
 not been. 2. is it or is to, as it or as to, us to or us it, is it as, as it is, us it is, 
 is as, as is. 3. all the or all that, all that will, all that is, all the things, will 
 the or will that, will that be, will not be. 4. of all the, are all the, one 
 of the, you shall have, you should have been, United States, United States 
 of America. 5. day by day, ever and ever, each to each, over and over, 
 more and more, time and time, higher and higher. 6. by and by, better
 
 KEY TO THE SHORT-HAND PLATES. 211 
 
 and better, nearer and nearer, again and again, hour by hour, place to place, 
 out and out. 7. hand in hand, hand over hand, day by day, day after day, 
 year by year or year to year, year after year. 8. more or less, sooner or 
 later, greater or less, one or the other, day in and day out. 9. one by one, 
 two by two, three by three, four by four, one or two, year or two, hour or 
 two. 10. to the, from the, for the, by the, as the or is the, or the, upon 
 the, that the, had the. II. to you, are you, will you, do you, did you, 
 if you, have you, have you been. 12. Please state whether or not you 
 would have been there at that time had it not been for me. 13. You 
 ought not to have been so certain of success under the circumstances. 
 
 SHORT-HAND NOTATION, Page 159. 
 
 I two hundred, three hundred, four hundred, five hundred, six 
 hundred, seven hundred, eight hundred. 2. one thousand, two thousand, 
 three thousand, four thousand, five thousand, six thousand, seven thousand. 
 3. two million, three million, four million, six million, seven million, nine 
 million, ten million. 4. three hundred and eighty-four thousand, six 
 hundred and twenty-three million, five hundred thousand, five million 
 eight hundred and forty-two thousand. 5- two dollars, three dollars, four 
 dollars, five dollars, six dollars, seven dollars, eight dollars. 6. one 
 hundred dollars, two hundred dollars, three thousand dollars, four thousand 
 dollars, five million dollars, six million dollars, seven million dollars. 
 7. two hundred and sixty thousand dollars, nine hundred thousand dollars, 
 nine hundred thousand dollars, four million three hundred and sixty-nine 
 dollars. 8. four pounds, seven pounds, nine pence, ten pence, three 
 shillings, six shillings, seven shillings. 9. four hundred pounds, five 
 thousand pounds, seven thousand pounds, nine million pounds, six million 
 pounds, four hundred and eighty- four pounds. 10. two minutes, three 
 minutes, four minutes, five minutes, six minutes, seven minutes, eight 
 minutes, n. one o'clock, two o'clock, three o'clock, four o'clock, four 
 minutes past ten o'clock, four thirty o'clock. 12. three or four, four or 
 five, five or six, six or seven hundred, seven or eight thousand. 13. two 
 and three, three and four, four and five, five and six times. 14. one-half, 
 one-third, one-fourth, one-fifth, one-sixth. 15. one-tenth, one-twelfth, 
 one-fourteenth, four and one-twelfth, four and one-half. 16. two hours, 
 three days, four months, five years, two hundred years, four thousand years.
 
 212 THE NEW RAPID. 
 
 BUSINESS LETTER, Page 161. 
 
 Cleveland, O., May 16, 1889. 
 Mr. Thomas Downs, 
 
 Rochester, N. Y. 
 
 Dear Sir : We are sorry to say that it is wholly out of our power to 
 execute your entire order of the loth inst. There is, just now, such a 
 pressing demand for this class of gouds that we are unable to manufacture 
 them in sufficient quantity to satisfy the demands of our correspondents. 
 We have, however, done the best we can for you under the circumstances, 
 and in about ten days will be in a position to complete the balance of your 
 order. We enclose a list of the items we are able to supply at the present 
 time. Please advise us whether we shall ship these at once or retain them 
 until the remaining portion of the order is executed. 
 
 Regretting our inability to comply with your orders in a more satis- 
 factory manner, and assuring you that we shall use our earnest endeavors 
 to occasion you as little disappointment in the future as possible, we 
 remain, 
 
 Yours respectfully, 
 
 Norton & Saunders. 
 
 COURT NOTES, Page 185. 
 
 Thomas R. Tompkins, a witness for the plaintiff, being duly sworn, 
 testifies as follows : 
 
 Direct examination by Mr. John Prentiss : 
 
 Q. Please state your place of residence ? A. 205 State Street, New 
 York City. 
 
 Q. What is your name, age and occupation ? A. Thomas R. 
 Tompkins, 49 years. I am a dealer in real estate. 
 
 Q. How long have you been engaged in this business ? A. For about 
 15 years. 
 
 Q. Please state whether you have resided in N. Y. during these 15 
 years. A. Yes, sir, with the exception of 2 years which was spent in the 
 West. 
 
 Q. Will you state whether you have been borrowing large sums of 
 money during these 1 5 years for the purpose of carrying on your business ? 
 
 Objected to as irrelevant. Objection overruled. You may answer the 
 coiestion. 
 
 A. No, sir, I have not. 
 
 Q. Did you mean to say that you have never borrowed money for 
 this purpose ? A. No, sir, I did not. I borrowed nine thousand dollars 
 from my brother, but that was in the year '69, which was previous to my 
 engaging in the real estate business. 
 
 Q. What was your business at this time ? A. I was at that time a 
 farmer. 
 
 Q. Will you please state your reason for spending 2 years in the West?
 
 UNIVERSITY OF CALIFORNIA LIBRARY 
 
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 UNIVERSITY ot 
 
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 LOS ANGELES 
 LIBRARY
 
 LIBRARY FACILITY 
 
 
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 1892