THE LIBRARY

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'

PATENT APPLIED FOR.

\ 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.

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:'

' / ^ \

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.

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

ray

t$h

PHONOGRAPHIC ALPHABET

Consonants.

N F

to do me 110 /an t . an cAoke joke

ivhen exit

Vowels.

Zay pay bay j/ab cab zeal seal

Wh X. Th II Y W Q

Ae ye we quit

end

Diphthongs.

A
now

not

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,

COMPLETE ALPHABET.

CONTAINING ALL THE DIFFERENT CHARACTERS THAT ARE
USED IN THE SYSTEM.

ch
H

// v^

y z

'// ^

/ <_>

s/i tvh

It t!

ozt 01

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.

JL.

Z. L_ A

-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

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

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

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

knee

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.

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"

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.

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

bin

bas bok bak sob kob

gan gav giv vag

fig

-0-

r &> A'

kab kap sob sip

ivep

lok

peg pek

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 /"

are _x you V_

Sentences.

- \ -o-

* ^

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.

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.

"-0-

v22 T 2 '

c 7

'-=0-

O O

(5~^

o^:

(5^

__D_

^) ^)

/"c -*=&

c^^

-$^

__D

^X)

_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

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_

. A

j&2<

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_\_

<)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.

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

3 C_P

\ A A

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.

PRINCIPLES.

DOUBLE LETTERS.

Words.

S=>

(

13 I

\ \

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

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

12 is/it

PRINCIPLES.

THE "SHUN" ENDINGS.

-1

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.

~&-

x C

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

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.

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 '

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-

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>

, 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-

Second Method.

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.

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

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

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

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

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.

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

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

I just as

3 just as well as

4 just now

2 just as soon as

PRINCIPLES.

149

I kingdom of God

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

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

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

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)

3 postal card

Q-

I right ar >d wrong

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

I United States (u. s.)

I very well

2 vice president

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

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.

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.

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-1C <&- __.?, ,

-4> -V

_Ja_c_

13 c?

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

/ .

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.

. -> ;

^ ^

"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?

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