THE LIBRARY OF THE UNIVERSITY OF CALIFORNIA LOS ANGELES B. 0. LAW T DALLAS, TEXAS W. E. H. SEARCY, LL.B. THE SHORTHAND REPORTER. AN EXPOSITION OF THE ART OF PHONETIC SHORTHAND WRITING. ESPECIALLY PREPARED FOR SCHOOLS AND COLLEGES AND SELF-INSTRUCTION. BY W. B. H. SEARCY, Official Court Reporter. " Shorthand, on account of its great and general utility, merits a much higher rank among the arts and sciences than is commonly allotted to it. Its usefulness is not confined to any particular science or profession, but is universal; it is therefore by no means unworthy the attention and study of men of genius and erudition." DR. SAMUEL JOHNSON. GRIFFIN, GA. : W. E. H. SEARCY, PUBLISHER. 1903. COPYRIGHT, 1902, BY \V. E. H. SEARCY. S PEEFACE. PHONOGRAPHY was invented by Isaac Pitman, of Bath, England, in 1837. To him belongs the honor of in- venting this useful and beautiful art. "Shower on him your sweet- est flowers, Let the air resound with his praise." Next to Isaac Pitman the phonographers of America are indebted to Benn Pit- man, of Cincinnati, Ohio. He came to this country in 1854, bringing with him his brother's invention, and has devoted nearly his whole life to beautifying, improving, and perfect- ing it. If we examine the systems of Andrews and Boyle, Andrew J. Graham, Elias Longly, Andrew J. Marsh, James E. Munson, Charles T. Platt, D. L. Scott-Brown, Elden Moran, Isaac S. Dement, and others less promi- nent, we will find that they all present the Isaac Pitman system of phonography, with such changes and modi- fications as these respective authors have been pleased to make. We do not underrate the efforts they have made, for they have added valuable improvements and presented systems of great usefulness and merit. Each system of phonography has its advocates and friends, but to one who has studied all of them, and understands the art fully, they are found to be so (3) SIR ISAAC PITMAN (Inventor of Phonography). 448623 THE SHORTHAND REPORTER. nearly alike (with the exception of a few improvements) that they may be called simply different styles of the same method of writing. If there was perfection in any human invention, we might well plead for a uni- form and permanent system of phonography; but when we can find nowhere perfection in any human creation, it is unreasonable to seek for or expect it in this. Im- provements are from time to time made in all the arts, and the spirit of the age demands that we adopt them, and thus ever progress toward the perfect ideal. But what have we to offer in this system we now present ? 1. We present the same old phonography of Isaac Pitman in a new dress, and have rearranged it so that the art can be more easily taught in our commercial colleges, public schools, and literary institutions, and more easily learned without the aid of a teacher. We accomplish this by asking questions to bring out each feature of the art, just as a good teacher would ask them, and then each question is answered just as a good teacher would answer and explain it. There can be no better way to present any subject. 2. There are a few useless principles in phonogra- phy, and where found they have been eliminated. 3. We have added such improvements as we have found to be worthy and useful in an experience of over thirty years as a reporter and teacher. 4. We have solved what is called the aspirate prob- lem, by providing a suitable sign for the sound "h." This is the lightest sound in our language, and requires, under the principles of phonetic representation, a sim- ple light sign. 5. We have given a clear exposition of the sounds used in speaking the language, and how to ascertain and note them. This is the very foundation of the art, and is one of the most important details in it. The THE SHORTHAND REPORTER. failure to master these sounds at the beginning causes many failures, and always results in a defective man- ner of writing. The effort that is being made to ig- nore a correct knowledge of the sounds, and hasten the pupil forward to writing by sound without a knowledge of the sounds, cannot be the proper and correct method of teaching the art. 6. We present the subject of shorthand in the most logical form yet presented. The whole subject is com- prehended under two distinct heads: First, the student is taught that writing phonographically is writing the sounds of the words of the language with new letters provided for that purpose, and that the combining of these letters into words is just as simple as writing the English words with the letters of the English alphabet. Secondly, when any word can be written phonograph- ically, then the pupil is taught that in order to report verbatim he must learn to contract the phonographic forms. For this purpose a given number of principles of contraction are provided, which, when mastered, lead to the highest possible perfection in writing the art. 7. In teaching to write phonographically, we ex- plain minutely, with full illustrations, each step to be taken, which is a great advantage to one who studies without the aid of a teacher, while those who have a teacher may progress more rapidly and understand- ingly, and with the least possible labor to the teacher and themselves. This minute explanation of the proc- ess of word-building enables the mind to fully perceive and quickly comprehend the phonographic method of writing. Then the progress is rapid and accurate. 8. We provide fuller instruction as to law-report- ing than any other system. The author has been an official court reporter for sixteen years, and gives the result of his long experience. 9. The lessons here taught have been given for many 6 THE SHORTHAND REPORTER. years by mail, and have been mastered without difficulty by students who have never seen the author. The method is preserved in this book, and faithfully fol- lowed, which makes it even more useful than if pre- sented in concise and terse language. We have sacri- ficed everything to simplicity of statement, with the honest and sincere desire to present the subject in such a way as to bring the art within the comprehension of all who have mastered the elementary principles of the English language. As the author has given the result of his experience in law-reporting, sermon-reporting, in reporting po- litical speeches, and in newspaper work generally, and in teaching, he feels that those who study his book can do so with the assurance that they will find here the best and most approved method of writing phonog- raphy* a system not made in the shop and composed of impractical ideas, but one written during many years of practical work with the art. THE AUTHOR. GRIFFIN, GA., March 3, 1901. AUTOBIOGRAPHY. Those who master a system of shorthand naturally desire to know something of the author and his pho- nographic experience. The author was born March 3, 1847. He studied the Benn Pitman system of pho- nography at the Dolbear College, Nashville, Tenn., in 1866. Afterwards he studied with Elias Longly, of Cincinnati, Ohio, mastering his methods thoroughly. In 1868-69, while a student of Columbian University, Washington, D. C., he used the art with great advan- tage in reporting his law lectures, which enabled him to graduate with distinction from that institution. He was connected with the press for the next eight years, and found the art of great value in this work in making important memoranda, reporting speeches and sermons, and in writing editorial and other articles. Many a golden thought is forever lost by not having some means of preserving it short and quick enough for the urgent occasion. In 1878 he was appointed of- ficial court reporter, and has occupied this position for sixteen years, only leaving it for a while on account of ill health. During all these years he has taught the art to many who applied to learn it, personally and by mail. The author is a practical reporter, and has for many years made his living by the use of the art. (7) PHOITOGKAPHY. QUESTION. What is phonography? ANSWER. The term "phonography" is derived from the Greek, and means literally "writing the sounds." Mr. Isaac Pitman selected the word as a title for his sys- tem of shorthand writing. Phonography, then, is Mr. Isaac Pitman's method of writing a language as it is sounded that is, pronounced or spoken. Q. In what does phonography differ from what is called longhand writing? A. In our common method of writing, called by way of distinction "longhand writing," we write words ac- cording to the usage of the best speakers and writers of the language, but Mr. Pitman discoVered that a much shorter method could be devised by writing the words as they are sounded that is, pronounced or spoken. If we examine our larger dictionaries, we can readily see the difference between the words of a lan- guage as they are ordinarily spelled or written, and their pronunciation. Take as an illustration the word "weigh." We first find the word in the dictionary as we have it here (weigh); then, in parentheses following, we have the pronunciation, "wa." Q. What, then, is the first lesson the student must learn in studying phonography? A. The student must learn as his first lesson that we do not write words as they are written in longhand; but we write them as they are sounded pronounced or spoken. That is to say, we write only the pronuncia- tion of words. Q. This principle being at the very basis of phonog- raphy, the student will repeat after me the following "Table of Words" and their pronunciation: (9) 10 THE SHORTHAND REPORTER. TABLE OF WORDS AND THEIR PRONUNCIATION. As PRONOUNCED AKI> WRITTEN IN As WRITTEN IN LONGHAND. PHONOGRAPHY. Sleigh Neigh Dough Know Decay Make Obey High Fight Her Fare Dog Dime Sla Na Do No Deka Mak Oba Hi Fit Her Far D6g Dim SPELLING THE WORDS AND SPELLING THE SOUNDS. Q. How do we spell the words of a language as they are written in longhand ? A. To spell is to name the letters of a word. To spell the word "sleigh," for example, is to name the six letters composing the word; as, s-1-e-i-g-h. Q. How do we spell the words as written in short- hand? A. We name the sounds of the word instead of the letters. This is called spelling by sound. Q. What is the difference, then, between spelling in longhand and spelling in phonography, or shorthand? A. In spelling in longhand we name the LETTERS that compose the words, while in shorthand we name the SOUNDS. Q. The distinction of spelling the letters and spell- ing the sounds being so important, the student will re- peat after me the "Table of Words" as spelled in long- hand and in phonography, or shorthand. THE SHORTHAND REPORTER. 11 TABLE ILLUSTRATING THE SPELLING OF WORDS BY LETTERS AND BY SOUNDS. ENGLISH WORDS. SPELLING THE LETTERS. SPELLING THE SOUNDS. Sleigh Dough Neign High Fight S-1-e-i-g-h D-o-u-g-h N-e-i-g-h H-i-g-h F-i-g-h-t S-l-a D-6 N-a H-i F-i-t Q. What sounds are used in spelling the words of the language? A. The elementary sounds that are used in speaking the language. Q. What are the elementary sounds ? A. The elementary sounds are the ultimate parts into which the spoken words are divisible. Q. How many elementary sounds are used in speak- ing the English language? A. There are forty-three, of which thirty-nine are simple elementary sounds, and four are compound or diphthongal, which it is convenient to treat as elemen- tary sounds. Some ears detect more sounds, and some less. The number here given is sufficiently accurate for all practical purposes. Q. How are the forty-three sounds used in speaking the language divided? A. Into consonants, vowels, and diphthongs. Q. How many are consonants, how many are vow- els, and how many are diphthongs? A. There are about twenty-four consonants, fourteen vowels, and four diphthongs. Q. Of what do these forty-three elementary sounds consist? A. Of breath modified by the various organs of speech. 12 THE SHORTHAND REPORTER. Q. What particular modification of the breath in speech is of special note in learning phonography ? A. The effect that results from the use or non-use of the vocal cords in making the sounds. Q. Explain the vocal cords and their use. A. The vocal cords are two long lateral folds, or bands, situated in the mucous membrane which lines the larynx, in the rear of what is vulgarly called "Adam's apple." These bands are directed from the front backward, and are arranged very much like the edges of a buttonhole. The opening between them can be enlarged or narrowed at will by the aid of a little muscle situated in their folds. In ordinary breathing this opening is very large, so as to allow the air to pass in and out without obstruction. During a deep inspiration they are opened widest, and during an expiration they return to their former position, giving them a slight motion. The cut will il- lustrate the vocal cords or bands 3.3. Thyroid canHage. 4 . Epi. w h en in this open or relaxed glottis. 5. 5. Vocal Bands. condition. Q. How many of the elementary sounds are made when the vocal cords are in this open condition ? A. There are nine, and they are made without affect- ing the vocal cords, otherwise than as in the mere act of O 7 breathing. They are simply breath unmodified by the vocal cords. Q. Give an example illustrating one of these breath sounds. A. If we begin to pronounce the word "sin," but pause the moment the first sound of the word is ut- tered, we will have made the breath sound usually rep- resented in the English written language by the letter THE SHORTHAND REPORTER. 13 pent. This sound passes through the vocal cords with- out setting them in vibratory movement to produce what is termed phonation. Q. Will the. student now give us the table of breath sounds ? A. The sound: P as heard at the end of the word rap P. T as heard at the end of the word rat T. Ch as heard at the end of the word church Ch. K as heard at the end of the word rock K. F as heard at the end of the word leaf F. Th as heard at the end of the word myth Th. S as heard at the end of the word miss S. Sh as heard at the end of the word ash Sh. H as heard at the beginning of the word hot H. Q. Are these sounds all light breath sounds? A. They are. Q. What is the effect when the vocal cords are con- tracted during speech and brought so close together as to be vibrated by the breath ? A. When they are brought close together posterior- ly to the middle of the air pas- sage, leaving only an elliptical space between them, the breath passing through the small ellip- tical opening strikes against the edges of the cords, producing sound or phonation. The cut illustrates the vocal cords when in this contracted condition. Q. How many of the elementary sounds are wholly made when the vocal cords are thus contracted, and what are they called? A. There are nineteen. They are called vocal sounds. Q. Give us an example illustrating one of these vocal sounds. A. If we begin to pronounce the word "old," but 3. 3. Thyroid Cartilage. 4. Epi- glottis. 5. 5. Vocal Bands.* 1-i THE SHORTHAND REPORTER. pause the moment the first sound is uttered, we will have made the vocal sound represented in the English written language by the letter "o." This we find to be a pure vocal sound that is, a sound wholly made by the vocal cords. Q. Give us a table of the vocal sounds. A. e. Pronounced like e in the word me. a. Pronounced like a in the word ale. a. Pronounced like a in the word tar. I. Pronounced like i in the word pin. e. Pronounced like e in the word pet. a. Pronounced like a in the word hat. a. Pronounced like a in the word ball. 6. Pronounced like o in the word note, o. Pronounced like o in the word move. 6. Pronounced like 6 in the word not. u. Pronounced like u in the word cut. 0. Pronounced like oo in the word book. e. Pronounced like e in the word herb, a. Pronounced like a in the word fare. 1. Pronounced like 1 in the word pine. ow. Pronounced like ow in the word owl. oi. Pronounced like oi in the word oil. u. Pronounced like u in the word tube. There is still another vocal sound, represented by a; but for practical purposes we give it the same sign as a. Q. How are the remaining fifteen sounds affected by the vocal cords, and what are they called? A. They are made partly when the vocal cords are contracted so as to produce phonation, and are com- pleted by relaxing the cords so as to produce the sec- ond or breath constituent. Being composed of two parts, they are called union sounds. They unite the vocal and the breath sounds in the same element. THE SHORTHAND REPORTER. 15 Q. Give an example illustrating one of these union sounds. A. If we pronounce the word "rob" several times slowly and distinctly, and note the sound heard at the end of the word, we will be able to identify the sound represented in English by the letter "B." It will be seen that the sound has two parts. The first constit- uent is made by the vocal cords, with the lips closed. It is similar to the sound of oo made with the lips closed tightly. The second constituent is .made by re- laxing the cords and opening the lips, giving a percus- sive sound something like whispered "ber." To recog- nize the sound more clearly, now pronounce the word "beat," pausing the moment the first sound is heard so as to distinguish the sound from the word that would remain eat. As, b-eat. Q. Give me the table of the union sounds. A. The sound: B heard at the end of the word rob B. D heard at the end of the word rod D. J heard at the beginning of the word judge J. G heard at the end of the word rag G. V heard at the beginning of the word voice V. Th heard at the beginning of the word them Th. Z heard at the beginning of the word zinc Z. Zh heard in the middle of the word azure Zh. L heard at the beginning of the word love L. R heard at the beginning of the word rove R. M heard at the end of the word roam M. N heard at the end of the word shun N. Ng heard at the end of the word song Ng. W heard at the beginning of the word well W. Y heard at the beginning of the word yoke Y. Q. Where the breath constituent of a union sound is very similar to the breath sound made with the or- gans in the same position, how are these sounds related to such breath sounds, and what are they called? A. They bear a very close relation to each other; so 16 THE SHORTHAND REPORTER. close that, should one be used for the other, the con- text would determine which was intended to be used. These sounds are called connate sounds. Q. Give an illustration of these connate sounds. A. P is a breath sound, and B is a union sound. If one should say, "Post not thyself of to-morrow," etc., it would be readily seen that "Boast not thyself of to- morrow" was intended. Q. How may such connate sounds be treated in pho- nography? A. They may be advantageously treated in pairs. Q. Will you name some of these pairs? A. P, B; T, D; Ch, J; K, G; F, V; Th, TH, etc. Q. How do we ascertain what the sounds of a lan- guage are ? A. By simply taking the words of a language and an- alyzing them into the ultimate parts into which they are divisible, and identifying and noting each of the ele- ments found until they are exhausted. Q. How may it be known that the elements are ex- hausted ? A. Simply from the fact that the elements already found are sufficient to form all the other words. Then there is no reason for going farther. Q. Have we illustrated the finding and noting of the sounds in this book ? A. A complete illustration is given in the Table of Sounds which appears farther along in the book. NOTE. The above chapter illustrates what phonography is: 1. It is writing the sound of the language, and not its letters. In this art the student should talk and think of sounds, not let- ters. 2. The sounds of the language are forty-three in number, each one being clearly and distinctly given and marked. 3. A method is given to identify each sound in the mind that is, by having the sound at the beginning or end of a word if pos- THE SHORTHAND REPORTER. 17 sible, and by slowly pronouncing the element its distinctive in- dividuality is readily ascertained and noted. 4 The effect the vocal cords have upon the different sounds is shown by apt illustrations, which enable the student the bet- ter to identify the sound, and also to understand the scientific basis upon which the phonographic letters are selected and used in pairs THE PHONOGRAPHER'S SECRET. Q. What is the phonographer's secret for ascertain- ing the sounds of a given word? A. If the word is correctly pronounced, the sounds will be naturally, distinctly, and correctly made by the organs of speech. The secret for ascertaining these sounds is simply to listen at the sounds as they fall from one's own lips in pronouncing the word aloud. Q. Can one teach himself in this way to readily dis- tinguish the sounds that compose any word ? " A. He can, and that is the way to master the sounds of words. The sounds are made in every word properly pronounced, and being made we may listen and hear them, and learn them from ourselves. Q. Pronounce the following words slowly, and listen at the sounds your own organs of speech make: All, a-1; ball, b-a-1; may, m-a; boll, b-o-1; day, d-a; laugh, 1-a-f; me, m-e; neigh, n-a; dough, d-o; rough, r-ii-f; kill, k-i-1; sheep, sh-e-p; love, 1-ii-v. PHONOGRAPHIC LETTERS. Q. How are the forty-three sounds used in speaking the language represented in both longhand and short- hand writing? A. By letters. Q. What is a letter? A. "It is a mark or character used as the represent- ative of a sound, or of an articulation of the human organs of speech, a first element of written language." Q. How many letters are there in the English alpha- bet, used in writing longhand ? A. There are twenty-six, beginning A, B, C, etc. Q. How many letters, are there in the phonographic alphabet, used in writing shorthand ? A. There are forty-three: one for each sound used in speaking the language. Q. Does the English alphabet represent the same sounds as the phonographic alphabet ? A. It does. Q. How does it represent forty-three sounds with only twenty-six letters? A. By making one letter represent more than one sound. Q. Give an illustration. A. The letter A represents as many as seven differ- ent sounds in the English alphabet. These are: 1. The sound of a in the word ale, marked a 2. The sound of a in the word at, marked a 3. The sound of a in tl e word tar, marked a 4. The sound of a in the word ball, marked a 5 The sound of a in the word fare, marked a 6. The sound of a in the word what, marked 6 7. The sound of a in the word ask, marked a Q. In phonography hovr are the seven sounds of A represented ? (18) THE SHORTHAND REPORTER. 19 A. Each of the sounds has a separate and distinct letter to represent it, except that the second and sev- enth sounds are represented by the same sign. Q. How do the characters selected for letters in pho- nography compare with those selected for letters in English longhand? A. The letters in phonography are simpler and less cumbersome. The English letters are too complex in form for verbatim reporting. Q. Of what do the letters in phonography consist? A. Of the simplest straight and curved lines about one-sixth of an inch long, to represent the consonants, and dots and dashes, and half circles, and other small signs to represent the vowels and diphthongs. Q. Give an illustration of the phonographic letters. A. P \ V^. Q. In what order are the letters arranged in the Eng- lish alphabet? A. The consonants and vowels are grouped together without any divisions to distinguish them. Q. In what order are the letters arranged in the pho- nographic alphabet? A. The consonants, vowels, and diphthongs are placed in separate and distinct groups, and are arranged ac- cording to the natural order in which they are made by the organs of speech. Q. With what letter do the consonants begin, and why? A. With the letter P, because it is the least compli- cated of all the consonant sounds, being formed at the very edge of the lips. Q. What are such sounds called? A. Labial or lip sounds. Q. Which are the labial or lip sounds? A. P, B, F, V. Q. What sounds are next in the natural order ? 20 THE SHORTHAND REPORTER. A. The sounds that are made when the tip of the tongue is against the teeth, called lingo-dentals, or tongue-teeth sounds. Q. Which are lingo-dental sounds? A. T, D, Th, TH, S, Z. Q. What sounds are next in natural order? A. Sounds made while the tongue is pressed against the roof of the mouth, called palatal sounds. Q. Which are the palatal sounds? A. Ch, J, Sh, Zh. Q. What sounds are next in the natural order? A. The sounds that are made at the root of the tongue, near the throat, called guttural or throat sounds. These are K and G. Q. How are the sounds L and R classified? A. They are sounds that easily flow into and unite with other consonant sounds, forming nearly a double consonant. They are called liquids. Q. How are the sounds M, N, and Ng classified? A. In making these sounds the voice resounds in the cavity of the head and through the nose. They are called nasal sounds, or resonants. Q. How are the sounds W, Y, H classified? A. They are the feeblest of all the consonants, seem- ing to be modifications of vowels the breath being very lightly obstructed. They are called by Andrews and Boyle "ambigues," and we adopt the name here. Q. Into what other classes are the consonants di- vided ? A. Into abrupts and semi-vowels. Q. What are the abrupt sounds ? A. Those that suddenly terminate, as P, B, T, D, Ch, J, K, G. Q. What are the semi-vowels? A. Those where the breath or voice partially escapes THE SHORTHAND REPORTER. 21 while they are uttered, producing a flowing sound, as F, V, TH, Th, S, Z, Sh, Zh. Q. What kind of letters are assigned to the abrupt sounds? A. The straight letters. Q. What kind of letters are assigned to the semi- vowels, or flowing sounds? A. Curve letters; except that S and Z are under cer- tain circumstances also represented by a small circle. Q. What kind of letters are assigned to the liquids and resonants, or nasal sounds? A. Curve letters. Q. What letters are assigned to the ambigues? A. We assign curve letters, and also the small half- circles. For W these half circles open to left or right, and for Y they open on upper or lower side. Q. We stated that in the phonographic alphabet there is one letter for each sound used in speaking the lan- guage. Is this rule violated in having two letters each for S, Z, and R, and three letters each for W and Y? A. It is not. Where two or more letters are used to represent the same sound, they are each used in differ- ent positions and under different circumstances, and, therefore, amount virtually to a single letter. Q. Will the student draw a table representing in out- line the natural order in which the phonographic alpha- bet is constructed? 22 THE SHORTHAND REPORTER. TABLE OF CONSONANTS (IN THEIR NATURAL ORDER). I II 51 1 ! C\P |t /ch k ( \ b | d / j g ^ah Liquids \ ^ r Re sonants ^-** m "*-S ft >^ ng J,< w ^ b Q. Will' the student now give us from the table that follows each consonant sound, the phonographic letter that represents it, the name by which it is called in speaking of it, and the direction in which it is made ? The student will also point out from the diagrams given the straight lines that indicate the directions of letters, and the parts of the circles which represent the curve letters. THE CONSONANTS. CONSONANTS. -B "s 2 . S a INK P toss- graph Name E:w Made G QQ ^^ V o a ^^ J3 P \ pe Down. 1 ! 5 Of B T \ 1 be te " U I K. 7 i /" ^^^^ ^^ 1 ja f be P f D 1 de " 5. !.. V y 1 * g O a) ^^ ^ >> CH cha ' ^ ee -^ S "3 "t? h. rt \^^^ "~Xx S fcri Mi /^V J\ 2 J / ja " 8.1 al (> K ka Left to right. r.l | i >^ o ^.5 ^ > - - c \j * ^J y \ f G ga 11 * ^ s ** o ^^^ F (^ gf Down. .*? s> '( ** 5 V J 1? i "2 - c ^* V ^w ve 4< M '"* 1 ^ ^ o bo TH ( Jth " S s 6 'S O " JJ 2 2 I TH S the H S \ gs The stroke down. \ 1 Z ). zg " X"5 5 SH J ish Up or down. r B ^ ^ S" ZH \ zhg Down. /" 3 v> S a* i r gl Up or down. R ^ ar Down. j 8 .. s^g --"^ e? ^ ^ oj ^ S ! w ^ ( S R / ray Up. bd_y w g ^^ g-^ 5 ^ w H5 W3 M 5m Left to right. 55 & ** O N ^_^ 5n D g ^ ) ) ) ) ) > SH,W JJ JJ JJ JJ JJ JJ L, Y rr rr rr rr rr Ray. Ch /^ Ray. Ch /^ Ray. M, M /^^^x-^^x-^^^-x^^^x^-x N, Ng \~S'**' '**'>*' V_X>^' N-^S^ V^X>^ V - X>W' Zh,Zh^^^|^^^^^^^^^ MP and MB ^ ^ ^ ^^ ^ ^^v^^ (NOTE. As each letter is made let it be pronounced aloud, that the ear, hand, and eye may be trained together.) THE SHORTHAND REPORTER. 25 THE VOWELS AND DIPHTHONGS. Q. How are the vowels and diphthongs arranged in the phonographic alphabet? A. They are arranged in groups of two or three ac- cording to the natural order in which they are made by the organs of speech. Q. Why are they arranged in groups of two or three? A. In order that they may occupy one of three posi- tions on a consonant letter when used in word outlines. Q. What are the three positions that a vowel or diph- thong may occupy to a consonant letter? A. The first position is where a letter is commenced to be made, the second position will be in the middle, and the third position at the end of the letter. If the letter is made downward, as the letter P, the positions are as we have them in the following illustration: \? If the letter is made upward as Ray, the positions are reversed as follows: /a 3 On horizontal letters the positions commence on the left, as on K following: l*.3 The rule is simple: always begin to number your posi- sitions from the point where the letter was commenced. Q. Some of the letters are made up or down. Does this fact alter the rule ? A. It does not. Take Sh, for instance; when it is made downward the first position is at the top of the let- ter as with the letter P, and when it is made upward the first position is apparent at the bottom of the letter as with Ray. Q. Could there be any more positions on a consonant letter? 26 THE SHORTHAND REPORTER. A. There could not, as the use of the other portions of the letter would make the whole scheme ambiguous, there not being room or space enough in which to place them intelligently. Q. How are the vowels designated with reference to position ? A. Those in the first position are called first-place vow- els, those in the second position second-place vowels, and those in the third position third-place vowels. Q. You said the vowels are arranged in groups of two or three. Is there any other division made of the vowels ? A. They are divided into series of long or heavy and short or light vowels. Q. What is the first series of vowels? A. Beginning with E and taking such long vowels as will require the gradual opening and closing of the or- gans of speech, we have the vowels represented on the following diagram : or o Q. How is this series of vowels grouped? A. They are divided into groups of three each. Q. What is the first group, and how are they repre- sented ? A. The first group is e, a, a. They are represented by heavy dots in each of the three positions, as is illus- trated in the following table: I HEAVY DOT VOWELS e Pronounced like e in the word me. : a. Pronouuced like a in the word ale. a Pronounced like a in the word tar. THE SHORTHAND REPORTER. 27 Q. What is the second group of vowels, and how are they represented? A. They are a, 6, o. They are represented by short heavy dashes always made at right angles to the letter to which they are placed, as in the following table: 11. HEAVY DASH VOWELS a. Pronounced like a in the word ball. 6. Pronounced like 6 in the word note, o. Pronounced like o in the word move. Q. Which of these vowels are first-place, and which second-place, and which third-place? A. e and a are first-place, because they occupy the first position on a consonant; a and 6 are second-place, because they always occupy the second position of a consonant letter; a and o are third -place, because they occupy the third position to a consonant letter. Q. Make a diagram of the long vowels with the heavy signs, showing the place or position of each. LONG VOWELS. HEAVY SIGNS. 1st- pi. 2nd pL 3 ni pi 1st pi. 2nd pi. 3rd pi. 1 i a 6 oo 28 THE SHORTHAND REPORTER. WORD-BUILDING AND SENTENCE-MAKING. Q. What is the best method of learning a language ? A. It is the natural method, now generally used in all our best schools and colleges, called the inductive proc- ess. Practically stated, it is the writing of words and sentences from the very beginning. We first build a few words, and procure a meager vocabulary; then we begin sentence-making, adding new words with each new sentence, and deriving, through these examples, the principles of the language. Q. Is phonography a new written language ? A. It is. It is writing the language as it is pronounced with new and distinct letters. Q. How should we proceed in the mastery of phonog- raphy? A. As far as practicable, just as we would in learning to write any other new language. We should follow clearly and distinctively its own rules and methods, hav- ing no regard whatever to the rules and methods of other languages, or any different mode of writing the English language. Q. Do students of phonography always do this ? A. They, do not. They cling to the English longhand method of spelling words with a unanimity that is strange and unaccountable. They forget that in longhand we write words as they are presented in the spelling books and dictionaries of the language, while in phonography we write words as we hear them pronounced or spoken. Take, for example, the word "gentle." In longhand we use the letter "g" at the beginning of the word, but in shorthand we use the letter "j." Nine out of ten students of shorthand will use "g" be- cause it is used in English. Take the word "queen." The sounds heard are k-w-e-n. The student of phonog- raphy will wonder how he can supply a "q." Take the THE SHORTHAND REPORTER. 29 word "Xerxes." It is pronounced z-e-r-k-s-e-z, but the student hunts with zeal for his " x's." There are no c, x, or q in phonography, because c is equivalent to s, x to e-k-s, and q to kw. Q. What is the remedy for these and similar errors of students ? A. It is to have them to understand at the very be- ginning that spelling words phonographically should never be confounded with the method of spelling words in English longhand. The art of word-building in pho- nography should never be thought of in any connection whatever with the art of word-building in English long- hand. Q. What is the natural method of learning phonog- raphy ? A. 1. To learn the science of phonetics, on which the art is based. We must know the sounds, and how to spell words by sound, before we can write the sounds. 2. To learn how to build words in phonography, and how to build them rapidly, without hesitation, we learn first the consonants, because they constitute the frame- work, the skeleton, the outlines, of words; and, sec- ondly, we learn the vowels and diphthongs as parts of words to be added to the consonant frame, skeleton, or outline, in actual word-building. 3. To begin to make sentences as soon as we have built a sufficient vocabulary of words with which to construct the simplest sentences; adding new words with each new sentence, and deriving through these practical examples the principles of the art. Q. What should we call this new method of learning phonography ? A. The natural or word method. This is the method pursued in this book. Q. Has the science of phonetics been already taught in this book ? 30 THE SHORTHAND REPORTER. A. It has, and reference is again made to the subject in the review chapter, farther on. Q. What is the next step in the art? A. Word-building. WORD-BUILDING. Q. What is the first step to be taken in word-build- ing? A. Pronounce the word slowly and note each elemen- tary sound found in it. As, Beak b-e-k. Q. What is the second step ? A. Distinguish the vowel and consonant sounds. As: Beak, consonants, b-k; vowel, e. Q. What is the third step? A.' To make the consonant framework, outline, or skeleton. As: Beak; consonant outline, \ . Q. What is the fourth step? A. To add the vowels or diphthongs to the consonant outline, framework, or skeleton to complete the word. As: Beak, outline, \ ; vowel placed, \ . Q. In what does this method differ from the usual method of writing English words ? A. In English the vowels and consonants are written connectedly, one after the other, in the order in which they are reached. In phonography all the consonants are written first, and the vowels are added afterwards. Q. In placing the vowels and diphthongs to the con- sonant outline just described, what positions will they occupy ? A. They will occupy the same positions they do to the dotted lines in the tables of vowels and diphthongs that is, at the beginning, middle, or end of the conso- nant letters. Q. How are they written relatively to the consonant to which they are placed? THE SHORTHAND REPORTER. 31 A. The dot vowels are written as close as possible to the consonants. The heavy and light dash vowels are written also close to the consonants and at right angles to them, their direction being always suited to the position of the letter. As: Ball, V~ ; cau ht > ^"1 The posi- tion of other vowels and diphthongs will be given as reached. Q. What position is designated as being before a let- ter, and what after a letter ? A. 1. Before a letter is to the left of an upright letter, and above a horizontal letter. As: Ape, \; Oak, , . 2. After a letter is to the right of an upright letter, and below a horizontal letter. As: Day, |- ; Go, -p- . WRITING EXERCISE ON THE FIRST SERIES OF VOWEL.S. JL . ____ c ...... ^ ........ ^ ...... .von. Decay. Gale. Robe. Foam. Foal. Oar. Snow. Rage. Bees. Soap. ...1 ............. ^ ............ *%. .......... <^\ ....... I- Seat, cause. Kneel. Reap. Day. ..X.. ......... 7 .......... )"..: ......... tZ ......... Z\ Poe. Each. See. Derange. Cape. THE SHORTHAND REPORTEK. SENTENCE-MAKING. Q. Having learned to write words phonographically, what is the next step in the art? A. To acquire a sufficient vocabulary to enable one to write without hesitation the words of ordinary discourse. Q. How is this vocabulary most readily acquired '( A. By the use of words in sentences. Begin with simple sentences, and gradually enlarge the exercises until the most complicated sentences can be readily writ- ten. In each sentence some of the same words are re- peated over and over again until their outlines become as familiar as the outlines of English words in the long- hand script. Q. How are the most frequently recurring words rep- resented ? A. By what are called word signs. They are gener- ally such parts of the word outline as will suggest the word without writing it in full. Q. Are these word signs derived from the vowel and diphthongal or the consonant part of the outline ? A. Most generally from the consonant part of the out- line; but there are a few from the vowel and diphthon- gal part of the outline. Q. Will you name such word signs as may be derived from the six vowel signs given ? A. A dot on the line on which one writes represents the three words "a," "an," or "and." This is the vowel a. 2. The dash a, when given an oblique direction from left to right, and placed above the line, represents the word "all." 3. The dash o when given an oblique direction from left to right, and placed on the line, represents the words "too" and "two," and when turned obliquely from right to left represents the word "who." THE SHORTHAND REPORTER. 33 TABLE OF VOWEL WORD SIGNS. A, an, and All Too, two Who Q. Will you give a word sign constructed from a con- sonant ? A. The little circle "s," above the line, represents the words "is" and "his," and on the line "as" or "has." EXAMPLE OF CONSONANT WORD SIGNS. Is or His. As or Has. POSITION OF WORDS. Q. How does phonography differ from the usual meth- od of writing English longhand, as regards the positions in which the words may be written ? A. The English longhand is generally written on a straight line ruled for the purpose. Phonography is written in one of three positions on the line, above the line, or through or under the line. What are these sev- eral positions called? A. Above the line is called the first position. On the line is called the second position. Below and through the line is called the third position. Q. What class of words are generally written in these respective positions? A. If its principal or accented vowel or diphthong is a first-place vowel or diphthong, the word is written in the first position; if it is a second-place vowel or diph- thong, it is written in the second position; if it is a third-place vowel or diphthong, it is written in the third position. Q. Will you make a diagram illustrating the several positions and the vowels that govern them ? 3 34 THE SHORTHAND REPORTER. DIAGRAM OF POSITIONS. 6, | (e, I, a, 6, I oi) * * ~-' ""H" ' (a, <5, e, e, u, ) * (3 a, o, o, ow, Q) Q. Explain the diagram. A. The horizontal dotted line represents the usual ruled line on which we write in English longhand. The vowel scale e-a-a is arranged to that line so as to show e above the line, a on the line, and a under the line. The first phonographic characters, g-d, show the first posi- tion; the second g-d, the second position; and the third g-d, the third position. The first-place vowels are named above the line, the second-place vowels on the line, and the third-place vowels under the line. Q. Give an example showing how these positions are used in practice. A. Pea Pay Pii Paw Poe Poor SENTENCE-MAKING. . -^ x __(. Do go home. They see me. Who is Joe? / x Joe Hall is his name. . Pa came home All who see me may go home. Go away. ; i, ^_____._..:L__^L_*._^____ L...,-. She may aid me. She came two days ago. NOTE. Copy and read these sentences many times. THE SHORTHAND REPORTER. 35 THE SECOND SERIES OF VOWELS. Q. What is the second series of vowels ? A. Beginning with i (the short sound of I), and tak- ing such vowels as will require the gradual opening and closing of the organs of speech, we have the following six vowels: 6 OO or o Q. How are these six vowels divided and grouped? A. Into groups of three each. Q. What is the first group called, and what are they and how represented? A. They are called light dot vowels and are as follows: LIGHT DOT VOWELS. t. Pronounced like I in the word pin. e". Pronounced like e" in the word pt. &. Pronounced like in the word h&t. Q. What is the second group called, and what are they and how are they represented? A. They are called light dash vowels, and are as fol- lows: LIGHT DASH VOWELS. - 6. Pronounced like 5 in the word n6t. - fi. Pronounced like il in the word cut. - o. Pronounced like oo in the word book. Q. Which of these vowels are first-place, which sec- ond-place, and which third-place? SHORT VOWELS. LIGHT SIGNS. 1st pi. 2nd pi. 3rd pJ 1 . 1st pi. 2nd pi. 3rd pi. 00 36 THE SHORTHAND REPORTER. Q. By what other name is this series of vowels known ? A. As short or light sign vowels. Q. These signs being similar to those of the first se- ries, how are they distinguished from them ? A. The first series are represented by heavy dots and dashes, while those of the second series ere light dots and dashes. Q. Is there any other method of distinguishing them ? A. There is with the second-place vowels, when they come in a word outline between two consonants, as a be- tween b and k in the word Bake, and e between b and k in the word Beck. Q. What distinction is made in these second-place vowels ? A. The long or heavy vowels are placed after the first of the consonants, and the short or light vowel is placed before the second one of the consonants. As: Bake, \ ; Beck, \ . ; Poke, \ ; Puck, \ , . (NOTE. This is one of the most important rules in phonogra- phy, and is fully explained and illustrated in the review chapter of this book.) WRITING EXERCISE ON THE SECOND SERIES. Ink. Mill. Look. Kit. Beck. Back. "3 / <_ C /> V_j Cut. Check, in. This. Come. Book. Them. It. Things. Rash. Pill. ChicK. V. ........ ^ ......... c ....... L Am. Jem. Jim. Dash. Jack. Thin. Deck Q. Will you now name such of the light dots and dashes as may be used as word signs? THE SHORTHAND REPORTER. 37 A. 6, given an oblique direction from left to right, may represent the word "of," when written above the line. 6 also, when given an oblique direction from right to left, may represent the word "on." u, when given a vertical direction and placed on the line, may represent the word "but." Q. Are there any arbitrary word signs in phonogra- phy? A. There are only a few. Q. Give an example of them. A. The article "the" is represented by a dash in the same position as the dash for "on." TABLE OF VOWEL WORD SIGNS. Of To But On The Q. Will you give the best representatives for the words "Are," "Were," and "Was?" A. "Are " is best represented by "Ray," "Were" by R, and "Was" by Z. TABLE OF CONSONANT WORD SIGNS. Are Were Was SENTENCE-MAKING. Come home and go to the lake to fish. All of his checks were in the book. Was Mary to go home. His name is Jim. -y . . * "A 448623 38 THE SHORTHAND REPORTER. The book was in the house. James may go. X x * S / Joe read his book and came back home. Dora loves to read, but Katie sings. __ . Jenny comes to see r.s on Sunday. __ ^ x J__J__L_ (NoTE. Copy and read these sentences many times.) THE THIRD AND LAST SERIES OF VOWELS. Q. How many vowels now remain, and what are they ? A. Two, e and a. We begin with e and gradually open and contract the organs of speech to make a. rQ. How are these two "owels repre- sented ? A. e is represented by a parallel dash, and a by two dots in the third position; The dash and dots are always written par- allel to the letter to which they are placed. e. Pronounced like^ in the word herb, a. Pronounced like a in the word fare. Q. Which of these vowels are second-place and which third-place ? A. LONG VOWELS. 2nd pi. 3rd p). i: a- THE SHORTHAND REPORTER. 39 Q. e being a second-place dash, how is it distinguished from the dash that represents u of the second series? A. e is a parallel dash, and u is a dash always made at right angles to the letter on which it is placed. WRITING EXERCISE. ..v?. ...... .."V.. . -^ ..... V . r^ Bear. Hair. Care. i)are. Her. SENTENCE-MAKING. The herbs are ready. It is fair to-day. i ...._.,?v ^ ...*_. -_A ^_ THE DIPHTHONGS. Q. How are the diphthongs divided and grouped? A. They are divided into two series of two each. Q. What is the first group? A. Begin with I, with the organs of speech open, and gradually close with "ow."' Q. What is the second group? OW A. Begin with "oi" with the mouth open, and gradually close it as u is made. Q. How are the diphthongs represented? A. I is represented by a small character V- shaped; ow by a parallel dash in the third place; oi by a parallel dash in the first place; and u by a half- circle Y in third place, as follows: v I. Pronounced like I in the word pine. i ow. Pronounced like ow in the word owl. 1 oi. Pronounced like oi in the word oil. - u. Pronounced like u in the word tube. Q. Draw a diagram showing the positions of the diphthongs to the letters. 1st pi. 1st pi. 3rd pi. 3rd pi. v i I 1 \ ril I ke oi 1 ow I i 40 THE SHORTHAND REPORTER. WRITING EXERCISE. &\ .\ Cube. Jury. Dime. Pike. Bow. Boy. Q. Name the word signs that may be derived from the diphthongs. A. The pronoun "I" may he represented by the sign for "I," written above the line; and the pronoun ""You" by the sign for Q, written on the line. Ow may be inclined left to right or right to left, and when written under the line may represent'the word " How." TABLE OF DIPHTHONGAL WORD SIGNS. I You How SENTENCE- MAKING. 1 know you know me. Who is at the door. V {^ _x Is it Mary, is it Jim? Who is it? Were you to be one of them? 1 \vas. ^ _, /_ How do you know who- came? 1 saw them. (NOTE. This chapter gives all the letters which represent the sounds used in speaking the English language. It also illus- trates the use of these letters, and how to write simple words and sentences with them, and prepares the student for the com- prehension and mastery of the phonographic alphabet, which is now given as a whole. Copy and recopy the alphabet on the fol- THE SHORTHAND REPORTER. 41 lowing page until it is thorough!}' mastered. Take care to make the letters as accurately as possible and about the size therein given. The neater and more accurately phonographic characters are made the easier they are read. It is a good practice to devote a few minutes each day to drawing the letters with the greatest possible precision, accuracy, and artistic beauty. We appeal to the student not to write large, slovenly-made characters.) THE REPORTER'S SECRET FOR LEGIBILITY OF NOTES. Q. Is it important to note the exact direction in which the letters are made? A. It is. Each letter must have its own proper di- rection, or it will be confounded with some other letter, as each letter is similar in its rnake-up to some other letter. Q. Is the failure to observe this rule the cause of il- legible notes? A. It is to a great extent. In rapid reporting the let- ters are very apt to be made out of their proper direc- tion, unless specially guarded against by repealed prac- tice. Q. Should the student practice especially with a view of overcoming this evil? A. He should by all means. Herein lies the report- er's secret for making legible notes. DIAGRAM SHOWING THE DIRECTION OF LETTERS. 1. LEFf-INCLINED STROKES: \ \ L V. > ^ ^ Pee Bee Ef Vee Ar Hay Zha 2 PERPENDICULAR STROKES: II C ( ) ) Tee Dee lib Thee Es Zee 8. RIGBT-INCLINED STROKES. / / j J r r / Chay Jay IshWay L Yay Ray 4 HORIZONTAL STROKES- s~* <^/ >-^ Kay Gay Em En Ing 42 Gbe J>bono$rapblc Hlpbabet CONSONANTS. VOWELS. Eoua Phono- graph Name Bow Xaia L HEAVY DOT VOWELS. P \ pe Down. c. Pronounced like e in the word me. B \ be ' a. " " a " " ale. a. " " a " " tar. T 1 te D 1 de ' II. LIGHT DOT VOWELS. CH / cha " I. Pronounced like i in the word pin. J / ja g. " " 6 " " pSt. ka Left 5. " " a " " hat. to ricrht G ga Ill HEAVY DASH VOWELS. P V_ gf Down. i a. Pronounced like a in the word ball. V ^ ve o. " " o " " note. TH Jth ' o. " " o " " move. TH the " S X gs The stroke down. IV. LIGHT DASH VOWELS. - 5. Pronounced like 6 in the word n6t. Z 1 7.? < /o - ii. " " u " " cut. SH J ish Up or down. - o. " oo " " book. ZH \ zhg Down L r gl Up or down. V. VOWELS K AND A. R ^\ ar Down. I e. Pronounced like e in the word herb. R / ray Up. T oft : a. '* " a " " fare. M ^ gm to right. N gn " DIPHTHONGS. W JR wa 11 The stroke down. v L Pronounced like I in the word pine i ow. " ow " '' owl. Y r~ ya it I oi. " oi " " oil. H ^ ha Down. u. Pronounced like u in the word tube. A REVIEW CHAPTER. (A review of the basic principles of the art, and the method of writing words phouographically.) QUESTION. What is the difference as to time required in writing the forms of shorthand and the forms of longhand? ANSWER. The forms of shorthand are to be written from at least four to eight times faster. Q. In order to do this what is necessary? A. First, to have shorter and simpler letters; secondly, a quicker mental conception of the forms. Q. Are shorter and simpler letters provided? A. They are. Q. What is the character of the letters provided. A. They are short straight and curved lines and small circles and half circles to represent the consonants, and small dots and dashes and half circles to represent the vowels and diphthongs. Q. What is the similarity in the straight and curved lines, and in what do they principally differ, if at all ? A. They are of the same length and are made in the same directions, and are both made light and shaded. The principal difference is that the curved letters are slightly curved, being quarter circles. Q. In what manner are we enabled to use the same straight and curved lines to represent so many sounds? A. By making them in different directions, and by making some of them light and others shaded. NOTE. These principles have been fully explained and illus- trated, and the attention of the pupil is simply directed to them in this review, that they may not be overlooked. Q. How is the quicker mental conception of forms acquired? (43) 44 THE SHORTHAND REPORTER. A. By a thorough knowledge of each step that is to be taken in the mental process, and by repeated prac- tice in making phonographic forms, so that the mind will not only be ready to conceive the form, but the muscles used in writing these forms be trained to exe- cute them quickly. Q. How many steps are to be taken in the quick men- tal process required to write words phonographically, and what are they? A. There are four steps: 1. To distinguish the sounds of which a word is com- posed. This is absolutely indispensable, and is the rea- son such minute instructions are given in this book as to these sounds, and how to note and distinguish them. As, beak b-e-k. 2. To select the consonants from the vowels. This step is so simple it needs no exposition. 3. To write the consonant character without lifting the pen which is called tracing the consonant outline. As, bake \ . 4. To place the vowels and diphthongs at their proper place in the consonant outline. As. bake \ . NOTE. The student comprehends these steps already, but it is so important to know perfectly the basic principles of the art, and how to write words phonographically, that each step will be minutely explained, and at the end of the chapter recapitulated and presented in the form of a table, conveying at a glance this word-building. Q. What is the best method of practice in making phonographic forms ? A. First make the forms slowly and as accurately as possible, observing their proper length, their proper direction, and whether they are light or shaded. Then make them repeatedly as fast as they can be made to observe all these conditions. Accuracy and rapidity are both essential to success in writing phonographic forms. THE SHORTHAND REPORTER. 45 DISTINGUISHING THE SOUNDS OF WORDS. Q. Tell us how to distinguish the sounds of words, and give an illustration. A. Pronounce the word very slowly, pausing after each of its sounds are uttered, and note and distinguish these sounds, and try to remember each as a separate and distinct element. Q. Give an example. A. Take the word all. Begin to utter it very slow- ly, and pause the moment the first sound is uttered, a-11. We find the first sound to be the fourth sound of a in the Table of Sounds following. Continue after the pause to pronounce the next sound represented by 11, and we find the sound marked in the table of sounds by L. Q. What two sounds have you now found, and how should you treat them? A. The sound a (pronounced awe) and the sound 1. These two sounds should be fixed in the mind and asso- ciated with the letters that represent them in the pho- nographic alphabet to wit, a heavy dash at the begin- ning of a letter for a, and a curve letter for L. Q. In the word all, there are two Ts: do these repre- sent one or more sounds? A. They represent only one sound, one of the 1's being a silent letter, used simply as an expedient in English to affect the sound of a. Q. In phonography do we represent the silent letters? A. We do not. We only write the sound that is heard in pronouncing the word. Silent letters repre- sent no sounds. Q. What do we do with the letter e in the words bake, take, etc. I A. They are silent letters, represent no sounds, are not pronounced in the words, and not considered in pho- nography. Q. Analyze the word ball. 46 THE SHORTHAND REPORTER. A. We have already identified the sounds a and 1, and need only to note the sound appearing at the beginning of the word b. Pronounce the word slowly and stop when the first element is sounded, and we have the sounds marked in the table of sounds by the letter b. Q. What is this sound of b ? A. It sounds something like oob made with the mouth closed, slightly opening the mouth at the conclusion of it. Q. Analyze the word bald. A. We have already identified the sounds b, a, 1, and need only to identify the sound heard at the end of the word. Pronounce the word slowly, as before, and note the sounds in the mind as reached until the last sound is uttered, and that will be the sound represented by the letter d. Q. What is the sound represented by d ? A. Jt resembles somewhat the sound kk ood." made with the mouth closed, slightly opening the lips at the conclusion of it. Q. In the following exercise as the words are pro- nounced separate them into their elements, and distin- guish them in the mind. NOTE The teacher should ask the student to analyze beak, bake, etc , on through the list EXERCISE. Beak . . . b-e-k. Bake . . . b-a-k. Tar ... t-a-r. Kit . . . k i-t. Beck . . . b-e-k. Bat ... b-a-t. Ball . . . b-a-1. Boll . . . b-5-1. Move. . . m-p-v. Pot ... p-6-t. Cut ... k-u-t. Book . . . b-p-k. Fare . . . f-a-r. High . . . h-I. Boy . . . b-oi. Cow . . k-ow. Q. How can a correct list of the sounds of the lan- guage be ascertained ? A. By taking the words of the language and analyz- THE SHORTHAND REPORTER. 47 ing them, and finding and noting the sounds in the man- ner in which we have pointed out and illustrated with the words all, ball, and bald just given. Q. In the following Table of Sounds is a sufficient number of words analyzed to give all the sounds used in speaking the English language? A. There are. Q. How is this table made up? A. We have first the English letter that represents the sounds used in writing longhand. Secondly, the sounds as are heard in given words, as the sound of a in the word ale. Thirdly, the sound marked with the diacritical marks of Webster. Fourthly, we have each sound, as identified and noted in the mind, carefully numbered. Where the sound is found again reference is had back to the place where it was first found. NOTE. The teacher should see that the Table of Sounds is thoroughly mastered, asking the student to give the sound of a in the word ale, the sound of a in the word at, etc., on through the table. (The students should make these sounds the best they can ) THE, TABLE OF SOUNDS. LETTERS. THBIR SOUNDS. MARKED. NUMBER OP SOUNDS. I 2 3 4 6 I 9 to II 12 13 14 11 See At See A 5 \l 19 20 SI 22 AM t. 2. 3- 4 I: 7- I. i. 2. 3- 4- X. 2. I. 2. 3- 4- 5- t. 2. I. 2. 3- The sound of a in the wore < <> I' II ale Z & a a a 5 a b s k 2 sb d t e & a a e f V 9 k B at tar ball fare what rob C D. E .. cat " " e " e ' " f ' " ' " f ' " ' " g ' " : :; ; :. hissed F there herb leaf. G of rag THE TABLE OF SOUNDS. TABLE OF SOUNDS. Concluded. fcfiTTBRS. ?.::::=. THEIR SOUNDS. MARKED. NUMBER OP SOUNDS. . The sound of h in the word hat h f I e j I 1 m n ng 5 6 o o u a i' p r s z sh zh t sh a I e P. q V w z y T e z zh ' ch sh k tH th T 23 Diphthong 24 See Ex See 5 SeeGa 25 SeeCa 26 27 28 29 3 See A 6 3' 32 See A 4 See la 34 35 See Ct SeeCs SeeC 4 SeeG 3 SeeD2 SceC4 Diphthong SeeOs SeeE S See 03 See O 4 See Fa 36 SeeCj Seejf Diphthong See I 2 See ES SeeC3 See 63 37 beeC4 See C a 38 See 3 D a " " i " " pine . J... K.... " " [ " " pin " " i " " machine " " i " " virgin " " k " " king........ PEE " " 1 " " Jove N. . " " n " " name '* ' n " ' linger p . " " o " " not 3. " " o " " move 5. " " o " " other Represents no elementary sound. i. The sound of r in the word roar 1 2. ' r " ' our J " IT! S..- 3. " ' s " ' dimension T u 2. " " t " ' negotiatinn v w i. " " w " " well X... Y z i. " " z ' ' zone , CH. . 2. " " th ' " thy Dividing the sounds of the table into the time- honored division of vowels and consonants, we have: Vowel sounds : a, a, a, a, a, \>, a, e, e, e, I, o, o, o, u. Consonant sounds : b, s, k, z, sh, d, t, f, v, g, j, zh, h, z, 1, m, n, ng, p, r, w, ch, th, th. (48) THE SHORTHAND REPORTER. 49 The Diphthongal Sounds. In addition to the thirty-nine elementary sounds, we have seen that there are four compound sounds, the com- posing elements of which, when coming together in the same syllable, are so closely united as to form sounds essentially elementary in their nature. These are called diphthongs, and are as follows : TABLE OF DIPHTHONGS. I. The sound of i in the word pine, composed of the sounds a and e, marked I. II. The sounds of oi in the word oil, composed of the sounds a and I, marked oi. III. The sound of ow in the word owl, composed of the sounds a and o, marked ow. IV. The sound of u in the word tube, composed of the sounds e and o, marked Q. Q. Do the letters c, x, and q represent any sound pe- culiarly their own in English ? A. They do not. C is equivalent to s and e. It repre- sents k in such words as cat, and in phonography we use k instead of c. As, kut, kat, kum (come), korn (comb), etc. In the word cede it represents "s," in the word discern it represents "z", in the word ocean it represents "sh." In none of these cases do we use c we use the letters k, s, z, and sh as just indicated. X is equivalent to e-k-s. In phonography for words be- ginning with the syllable eks, as "extract," we use the signs for e, k, and s: Q. It is used for z in English. Q. Are the letters c, x, and q used at all in phonog- raphy ? A. They are not. Q. What is the second step in writing phonograph- ically? A. Selecting and distinguishing the consonants and vowels and diphthongs. 4 50 THE SHORTHAND REPORTER. EXERCISE. Belt consonants, b k. Tar " t r. Bek " b k. Bak consonants, b k. Kit " k t. Bat " b t. 19 EXERCISE. Bek . . vowels, g. Tar . . "a. Bek . . " e. Hi . . diphthong I. Bak . . . vowels, a. Kit ... " I. Bat ... " a. Boil " oi. Q. What is the third step in writing phonograph- ically? A. To write the consonants in phonographic charac- ters without lifting the pen. This is called making the consonant outline. EXERCISR Bek consonants, b k ; consonant outline, ' Bak " bk; " " Tart " t r;t " " [/( Kit " k t; " " "H Bek " bk;- " \_ Bat " b t; " " \ K n \| Bal " b 1; " MAKING THE CONSONANT OUTLINE. Q. In order to make correctly the consonant outline, what is absolutely necessary to be known? A. The proper method of joining consonants together. Q. How are the consonants joined together? A. The consonant letters are joined to each other in the following manner: As soon as the first letter is com- pleted, trace the second letter at once, without lifting the pen, just as if no letter preceded or is to follow it. When the second letter is finished, trace the third, and THE SHORTHAND REPORTER. 51 so on until the desired combination is completed. Make each letter in its proper direction. If its direction is upward, as is the case with Ray, make it upward; if downward, as is the case with T, make it downward; if from left to right, as is the case with K, strike it to the right. Between the letters thus joined there will be no other angle than that resulting necessarily from the juncture of the letters. Q. Is there any angle between p and n, b and n, I and n, and th (light and shaded) and n ? A. There is not. Q. Is there an angle between f-n, v-n, and w-n? A. There is. EXAMPLE. ..J Q. When two straight letters are made in the same direction, one light and the other shaded, is the shaded letter joined abruptly or gradually? A. The shade is made gradually between them. EXERCISE ILLUSTRATING THE JOINING OF CONSONANTS. L L \\\ &7^ I\.U.Vs \^/ .x_> .... !TNX~J!>W * ... ju v ,_,.... u...... Sb. Sz. Sg. Bs. Xs. Ts. Q. Recite the general rule for making the circles. A. The circles are made on the right-hand side of the straight upright letters; on the upper side of horizontal straight letters; on the concave side of curve letters; and on the most convenient side of the angle w r hen made between two letters. Where there is no angle at the place of joining, as between K and K, the circle is made in its proper posi- tion on the first letter. (Exception: Ray being written invariably upward, takes the circle on the left side; as, -r., Chsn. Jsn. Lsn. Fan. Msn. Fsk. EXERCISE TO BE COPIED AND RECOPIED. ... .So...V> ..... d ..... d ..... !o .0 ..... 6... _ D. Q__D .. <5~b J- I .....\ o...\ a / n Q. How are W and Y half-circle letters joined to other consonants in the same outline ? A. In such a way as to retain always the proper posi- tion of their openings. W may open either to the right or left, and Y above or below. EXERCISE. )J ,/ J NOTE. Having shown the proper manner of making the con- sonant outlines of words, we next present a page of practice ex- ercises. Let each outline be made and remade until the outline can be traced quickly and with artistic beauty. We trust that no person who learns the art thi-ough this book will write slov- enly. After sufficient practice on the joining of consonants, pass to the next step in writing words phonographically. 54 THE SHORTHAND REPORTER. PRACTICE EXERCISE JOINING CONSONANTS. '.)/. THE SHORTHAND REPORTER. 55 Q. What is the fourth and last step in writing words phonographically ? A. It is to identify and place the vowels in their proper positions to the consonant outline. Q. What do you mean by the identification of the vowel ? A. We mean that we recognize it not only as a vowel, but distinguish what vowel it is. Q. In the word met, how do we identify the vowel e" ? A. We do not identify it simply as a vowel; nor do we identify it as the English vowel e, but we identify it as the short sound e, represented in the phonographic alphabet by the small dot in the second position to a consonant in a word outline. Q. How, then, is each vowel indentified \ A. 1. By the diacritical marks above or below the letter. 2. By the phonographic letter that represents it. 3. By the sound itself clearly distinguishing it from all others in the mind. Q. When we identify the vowel, what is to be done with it? A. It is to be placed in its proper position in the con- sonant outlines. Q. What is the first rule for placing vowels and diph- thongs in outlines? A. Rule 1: If a vowel or diphthong begin a word, that vowel must be placed before the first consonant in the word; and if it end a word, it is to be placed after the last consonant in the word. EXAMPLE. .* ,l_..,.k: Jf- -^ A.... Elbow. Ask. Ezra. Away. Elma. Alum. Q. What is called before and what after a phono- graphic letter ? 56 THE SHORTHAND REPORTER. A. Before a horizontal is above it, and before an up- right letter, as t, d, v, 1, etc., to the left of it. As, \.r r _L_ xs y A lc], eel, owl, oak, aim. ear, each. EXERCISE. .,/ ...... 2: ...... V ......... ^ ....... _ ........ _ ....... 1 Age. Each. Abe. Oak. Eke. Ache. Aid. After a horizontal letter is below it, and after an up- right letter is to the right of it, as: Tea. law. rye, by, How, cow, no. Q. How are the vowels placed to the consonants when they come between two consonants, as a between b and k in the word bake ? A. Some are placed to one of the consonants and some to the other. Q. When coming between two consonants, where are the first- place vowels and diphthongs placed ? A. Always after the first one of the consonants. As, (TV A 'V p- V- =7 Leaf, chime, niche, tall, boil. mo&. EXERCISE. ......... L. ......... 5 ......... V. Beak. Ball. Bought. Time. Pot. Pill. Q. Where are the third-place vowels and diphthongs placed? A. Before the second one of the consonants. As, Balm, cowl, rack, pool, pure. look. THE SHORTHAND REPORTER. 57 EXERCISE. I I . " Jack. Pull. Took. Couch. Cube. Q. How are the second-place vowels placed? A. The long vowels are placed after the first conso- nant and the short ones before the second consonant. As, Takfy foam, lame, roam, beg, mum, gem. Q. Which are the long second-place vowels? A. a, o, e. Q. Where did I understand you to say these were to be placed? A. After the first consonant. E may be written be- fore the second consonant if desired or more convenient. EXERCISE. Shame. Yoke. Foam. Fame. Name. Mame. Q. Which are the second-place short vowels? A. e and u. Q. Where did I understand you to say these were to be placed? A. Before the second one of the consonants. EXERCISE. - * *- ^ ^ * Beck. Cheek. Duck. Buck. Bet. Cut. Q. In applying these rules, does it matter in what po- sition the second letter may be written? A. Not at all. Sometimes it is below the line, as in boot, bet, bat; and sometimes above the line, as in lamp. EXERCISE. -i ) ^ > ^ Boots. Bet. Catch. Bat. Bush. Lamp. 58 THE SHORTHAND REPORTER. Q. In all such cases are the vowels placed before the second consonant just the same way as if they appeared side by side on the line ? A. They are. Q. Is there any reason for these rules ? A. There is. In the first place, it enables us to dis- tinguish the vowels by the position they occupy at a glance, without regard to their size; secondly, it pre- vents a conflict in the angles of words. As an illustra- tion: If the student will write the consonant outline tk, I , and make a first-place light vowel before K; as, L_ and then to the same outline make a third-place light vowel after T, as |. , it will be seen at a glance that the two conflict in such a manner as to render it impos- sible to tell whether the vowel is i or a. The rule sep- arates them, placing i after the first consonant and a be- fore the second. Q. Suppose the second letter is an s circle, where are all the consonants placed, and why? A. They are all placed to the first consonant because the s circle is so small that they cannot be placed to it. As, task, J^_ , tusk, j^_ . Q. In the table following, as I pronounce the word you will give the sounds and the consonants, and make the consonant outline, give the vowel and write the vowel sign, and then the word complete in phonography. This may be done on a blackboard, slate, on paper, or notebook. NOTE. After this is done let the teacher call out the word again and let the student write only the complete word in pho- nography. It must be born in mind that this minute explana- tion of word-building is only to lay bare the process to the mind. It is not that the student shall put upon paper the various steps. The mental process is as quick as the word is spoken. THE SHORTHAND REPORTER. 59 Jftrrf,. Snunds. Consonants Outlines. Vowels. Vowel Siyn* Phom-g 'pAy. v 6 . , Beak bek bk \_ v_ Bake bSk bk v_ I i Tar tar tr Ix ft [j Kit kit kt n I n Beck bSk bk v_ 8 v^ Bat bat bt \ 1 . \ Back bSk bk Vl a \.l . Ball bal bl V a <^ Boll bOl bl V - V Move mov mv "V '^\^ Pot Cut Book pot kttt bok pt kt bk q B & - V Her Fare Shake her far shak hr ft shk si & & s i A Cheek chek chk s , ZL 8 / Check click chk / & Make male rale ^~^ ^^ Snake snak snk *^> B o_^__ 1 L Dough Task task d t,sk 1 i- a niPTTT TTHW a I LslrljLL tiUri o. V - High hi h N i \ V " My ml ra <"N i ^-^ Oil oil 1 r oi 1 //- Cow kow k __ ow 1 _ Nude nftil nd *""! n rt ^1 Height hit ht 4 t V .^ -, V ^. Light lit It t ' 60 THE SHORTHAND REPORTER. EULES FOR READING PHONOGRAPHIC WORDS. Q. Where do you begin to read a phonographic out- line? A. At the point where the word was commenced. Q. What is read first? A. The vowel, if any, before the consonant, is read first, unless the first consonant is an s or z circle, or a w and y half-circle letter. It must be remembered that the s or z circle and the w and y half -circles at the be- ginning of an outline are always read first, whether there is a vowel before the combined stem or not. As, yawn ^O , ode -j , wit c i , save .^ Q. If there is a vowel after the last consonant, when is the vowel read ? A. It is read last, unless there is an s or z circle at the end of the last consonant. The s or z circle at the end of a consonant outline is always read last. As cutlass, v~ , abase ^*> , gory ^f Q. Suppose it is desired that a vowel should be read before s or z, w or y at the beginning of a word, or after an s or z at the end of the word, what course is to be pursued ? A. The stroke letters must be used instead of the small letters for s, z, w, and y. As assail, y~ policy, VI Q. If two or more vowels or diphthongs, or vowel and diphthong, come between, before, or after a consonant letter, which one of them is read first ? A. They are read as they are reached in connection with the consonant to which they are placed. If two are found to the same stem, the most distant one is read first; if before a letter, or if after a letter, then the most distant is read last. THE SHORTHAND REPORTER. 61 Q. If two or more vowels or diphthongs are placed to the same consonant, which is read first? A. They are read as you reach them in the general direction in which the word is written. Take for ex- ample the word iota, the "i" comes first, then the o, then the t, and then a. The vowel to the left is read first. As iota, v . Q. Are there any signs for these two or three vowel sounds appearing so closely together in the outlines of words ? A. There are, and others may be made in like man- ner by the student if desired. Q. Will you state the general rules for their forma- tion? A. (1) To any dash sign i, e, a may be added by join- ing another dash of same length to it at an acute angle. As, > o i. (2) To a dot vowel sign a dash vowel may be added by using a caretlike sign pointing inward, as < a, i. Place it in the position of the leading one of the vowel sounds. On horizontal letters the signs will be parallel, and not at right angles; in other positions they are made at right angles. (3) An additional vowel sound may be added to the diphthongs i and ow by us- ing two small dashes at right angles, and to u by a dash off from the end of the sign. Q. Give a table of the most useful of these double and treble sounds. i< e-I. The light sounds H, g-I, a-I are the same, K a-I. only made light; which is the same rule !< e-a or I-a. governing the Iformation of the different vowel series. !> a-i. The light sounds 6-1, ti-I, o-I are the same |* 6-1. only made light. ** ? l L 1-6 or i-6. ow-8 62 THE SHORTHAND REPORTER. EXERCISE. I Being. Clayey. Snowy. Iowa. Idea. Ohio, Showy. * ua, ua, ue, etc., is always written in the place of the second vowel. Q. If this scheme for double vowels is not understood, can the vowels be placed in the usual way, one or more to each stem ? A. They can. There is but little use for the table except in words ending in the special terminations il- lustrated by signs above. FIRST PLATE: Pot, paid, peep, bake, beet, bought, bat, bate, bet, take, attack, time, tide, dime, ditch, delay, doubt, chick, check, chalk, chip, jug, Jim, jem, joke, jack, Jennie, kick, keg, catch, get, gate, good, dam, dip, poke, boll, tome, thick, thin, them, the, they, tape, tame, seek, soak, skates, cause, scheme, skim, stay, such, seed, soda, sake, seem, same, psalms, peace, base, baste, taste, yoke, lip, elm, lamp, latch, cap, ran, ring, wrung, shame, sheep, shape, vote, sway, many, noon, none, name, ink, bank, mole, chunk, fame, foam, fame, vat, wit, wet, witch, robe, stamp, stump, imp, simply, hack, bask, task, tusk, dusty, sale, musk, Sallie, bake, bell, race, be, sad, sore, kneel, not, marry, money, boots, cooks, rocky, mummy, muddy, look, pool, duck, deck, dick, cob, nib, pill, cut, days, dice, bees, bows, daisies, coal, goal, school, fees, maim, mill, melt, mail, oak, came, come, stick. SECOND PLATE: Beam, fake, fed, melt, book, ball, leaf, stick, duty, beauty, pure, cube, mule, less, sob, soap, slow, reap, cage, robe, rap, snap, couch, gale, rush, make, foam, pod, name, bake, monthly, mellow, belong, Guinea, tube, business, bees, music, unseen, knee, six, sought, elbow, succeed, rage, boll, young, new, seat, sack, soul, snake, admonish, cab, team, fife, maim, money, among, none, Garey, pages, nothing, space, opposite, theory, agony, bell, robe, mole, beg, lame, moth, leaf, chime, niche, toll, pale, take, rack, pool, know, mum, balm, tea, rye, law, alum, look, dome, mail, raid, speak, dogs, Jennie, merry, we, write, James, rink, gum, foal, these, pall, link. THE SHORTHAND REPORTER. 63 -.JL 'L-JLJLMJ& .3 ,...n IU.,1; JL .1 :f....^..,^. \ | ' 5 k- h- V: ^.......S f. _^ ^t ^"'^ I: ' ^"] tl V %. I I V .\) .\>>....L (_. I Q_/_ \^Q ...ST*^~ _^ [_ THE SHORTHAND REPORTER. \ ^ J~. *T:.;.,IC..:V:.. THE SHORTHAND REPORTER. 65 A REVIEW ON THE POSITION OF OUTLINES. Q. In what three positions may the outlines of words be written in phonography? A. In the first position, which is above the ordinary ruled line on which we write longhand, as - ~ . In the second position, which is on the ruled line; as I . In the third position, which is below the ruled line for horizontal letters, and through the line for the upright or sloping letters, as ^^.-|- . Q. Is there an exception to this rule ? A. There is. In the second position if the first con- sonant is a horizontal letter, as k, g, m, n, and ng; and the second consonant is a sloping or a horizontal letter, the horizontal letter is written above the line, and the second letter is brought down to the line. This is done to prevent a conflict between such words and outlines as are written in the second and the third position. If the second consonant letter is made upward, the rule does not apply. Q. Give an example illustrating this rule. Mary. Gape. Gauge. Rogue. Cap. Cup. Coop. Q. How do we determine the place or position of word outlines? A. If the accented, or principal vowel in a word is a first-place vowel, the outline belongs to the first posi- tion; if a second-place vowel or diphthong, it belongs to the second position; and if a third-place vowel or diphthong, it belongs to the third position. Q. Will you draw a diagram showing the first-place vowels and where they are written, illustrating with a word in which the vowel named appears ? 5 66 THE SHORTHAND REPORTER. DIAGRAM OF THE VOWEL POSITION. f'irtt Place, ABOVE THE LINE. e aw i a 1 1 ! 1 vie all tit on Q. Draw a diagram showing in like manner the sec- ond-place vowels. Second Place, ON THE LINE. a o t a bow bent up h6rb. Q. Draw a diagram showing in like manner the third- place vowels. Third Place, THROUGH, OR BELOW THE LINK ah 00 a 50 a .! j .! J i: Ma Lou and Cook. tzsQ. Q. Draw a diagram showing in like manner the diph- thongs. 1st p). 1st pi. 3rd pi. 3rd pi. .i ke oil owl f u Q. Repeat what vowels and diphthongs belong to each position, and illustrate how they are to be written as related to the line. 6, | (,-! a, 6, 1 oi) * r=r - m """HI' * (a, 6, e, e, u, ) Q. Are these rules strictly adhered to in writing phonography ? A. The common words of the language for which there are what we call word signs are generally written in position. These comprise several hundred words. Other words appear either in their positions or are THE SHORTHAND REPORTER. 67 written in the second position- that is, on the line. The student would do well to write all words in position at this stage of his work; then afterwards write as near the rule as he can without giving any thought to the matter. The author has written his court reports for many years on unruled paper, the eye guiding him along an imaginary line, and the words being written in position as far as is desirable. This course is not rec- ommended, except to an experienced reporter. Q. What is the object of writing words in these po- sitions ? A. It is to save as far as possible the necessity of vo- calizing the outlines. The vowels are implied by the position. "Where the outline of a word is readily rec- ognized without having regard to the vowel part of it, it may generally appear in the second position. Copy and recopy the following exercise illustrating position: A PRACTICE EXERCISE. KEY. Peak, peck, pack, beak, wit, wet, wide, wade, wood, week, wake, meek, make, knock, bake, back, tick, take, tack, wag, witch, pig, peg, cab, cash, five, came, Dick, deck, check, Jake, kick, big, beg, bag, catch, king, gap, gash, game. NOTE. This practice exercise should be copied and recopied many times, and the reason given for placing the word in the position it occupies. RULES FOR WRITING S, Z, W, Y, R, L, AND SH. Q. Are the letters s, z, w, y, and r represented by one or more than one letter in the phonographic alphabet? 68 THE SHORTHAND REPORTER. A. They are each represented by two or more char- acters; but, as heretofore stated, these are used in dif- ferent positions and under different circumstances, and therefore amount virtually to a single letter for each of those sounds. Q. In what position do we use the stroke characters for s and z, and in what position the small circles? A. The strokes s and z, ) ), will be used in the follow- ing positions: I. Where s or z is the only consonant in the word, as see, J II. Where the word begins with a vowel, and is im- mediately followed by s or z, as Ezra, \^- HI. Where the word ends with a vowel sound and is immediately preceded by s or z, as lassie, fj IV. Where two vowels come between the s or z and the next succeeding consonant, as science, T In all other positions the s and z circles { } are used, as seat, f Q. Give an example illustrating these various princi- ples. Aspire. Essence. Lazy- Zenith. Assume. Sky. Escape. Q. In what position do we use the stroke character for w, and in what position the small half -circle charac- ter? A. The stroke w _J is generally used: 1. When w is the only consonant in the word, as away, jH THE SHORTHAND REPORTER. 69 II. When w is the first consonant in the word, pre- ceded by a vowel, as awake, j III. In forming outlines where the half -circle letters cannot be conveniently made, as when w is preceded or followed by s or z, as ways, \ IV. In all other positions the half circles are used, if they can be conveniently made, as wet, .1 Q. Give an example illustrating these principles. ' Wake. Wit. Wet. Witch. Away. Wage. Wave. Q. In what positions do we use the stroke character for y, and in what position the small half -circle charac- ters? A. The stroke y is used: I. When y is the only consonant in the word, except for the words ye and you which may be represented either by the stroke or half circles, as yea, *c J3. When y is the first consonant in the word and is preceded by a vowel or diphthong, as oyer, y^- III. In word outlines where the half circles cannot be conveniently joined to the preceding or following letter, as yes, g- Q. Give an example illustrating these principles. ...^ ...... \ ....1 ....... C ......... ^. .......... .^.....-o,... ..:*... Yoke. Yeats. Yacht. Yea. Yellow. Yawn. Young. Yore. Q. In what position do we use the downward curve character for r, and in what position the upward-made straight character (ray) ? A. Where the word begins with a vowel and is im- mediately followed by r we use the downward or curve 70 THE SHORTHAND REPORTER. letter r. It is also generally used when m immediately follows it, and in any position where an upward r can- not be made conveniently. In all other positions use ray. As right, * I room, "^-^ Q. Give an example illustrating these principles. ...->. ..*&. ...... -*^ U^* .V^s Room. Rage. Robe. Rap. Arm. Read. Era. Ore. Q. As 1 may be made up or down, state when it should be made up, and when down. A. L, when alone, and when it is the only consonant in the word, is written upward. As lay, /*"" \Vhen it is the first consonant in the word, preceded by a vowel, it is generally made downward. When following, and sometimes when it precedes, the letters n and ng it is made downward, as in elm (example below). In other positions it is made either up or down, as is most con- venient. When 1 is the last consonant in a word, and is followed by a final vowel, as in the word Polly, "y^ it should be made upward. NOTE. In some of the systems of shorthand final 1 is always made downward when not followed by a vowel, as just illus- trated. The student can follow this plan if desired. Q. Give an example illustrating these principles. Lip. Elm. Lamp. Elbow. Lynch. Loop. Lame. Q. As sh may be written up or down, state when it should be made up and when down. A. Sh, when alone, or when it is the only consonant in a word, is written downward, as show, J* After f and v it is written upward, as fish, \^J In other po- sitions it is made up or down, as is most convenient. THE SHORTHAND REPORTER. 71 Q. Give an example illustrating this principle? Shame. Sheep. Shape. Fish. Shake. Rush. Cash. Bushes. EECAPITULATION. Q. What is the general rule as to the use of the s and z circles and half -circle letters for w and y? A. Always use the circle and half-circle letters unless there is a necessity for using the stroke letters. Q. When is there a necessity for using the stroke let- ters? A. 1. When it is the only consonant in a word. There is not sufficient space on the small letters on which to indicate the vowel positions. 2. When there is a vowel at the beginning or end of a word we use the stroke, because of the rule that requires the circles and half- circles always to be read first at the beginning and last at the end of a word. Q. When are the downward 1 and r to be used ? A. Generally when there is a vowel before them at the beginning of a word, and at other times when most convenient. Final 1 may be made downward if there is no vowel after it; otherwise, up. As elm, 'Z^ nail, "y PRACTICE EXERCISE. J )' KEY TO EXERCISE: See, us, ask, Sunday, saw, soak, soon, same, Psalms, sale, suppose, snow, sales, sad, seem, sore, away, wit, wet, witch, yoke, yea, yellow, ore, red, rocky, mellow, kneel, she, shame, rush. 72 THE SHORTHAND REPORTER. * -v ---)- . ^. . ^ ^*-xc A . .. ./<_... ^11 i....^...... A... ~X J 3H ^ THE SHORTHAND REPORTER. 73 KEY: Couie, home, they, go, see, aid, lake, pay, niule, fish, bar, Joe, checks, ore, in, away, book, hall, Mary, she, deck, duck, pea, name, paw, Jim, Poe, book, ooze, in, house, none, James, may, money, Joe, red, kneel, book, shame, came, back, home, Dora, loves, Katie, read, see, foam, sings, Jennie, comes, cob, see, us, Sunday, Mary, muddy, bat, ray, ready, elbow, below, fare, hail, day, show, know, folks, no, rne, nape, at, shape, door, joke, mellow, decay, it, Jim, one, robe. A REVIEW LESSON ON THE WORD SIGNS. Q. What is a word sign ? A. It is such a part of a word outline as will enable one to readily recall the word it is selected to represent. Q. What words are principally selected to be repre- sented by these parts of outlines ? A. The most frequently recurring words in the lan- guage. Q. What are some of the most frequently recurring words, and how are they represented ? A. The following are the most frequently recurring words, with their phonographic word signs, found in an examination of a large variety of speeches, debates, and testimony: SIGNS FOR COMMON WORDS. (To be memorized.) .. _______________ ..... V ...... ..% ....... < ..... ' ...... -... on, the a, an, and all of to too, two who he how ). ..... .( is or his as or has was them or were where you, v N __ ' ^^f your ........ '- u ....................... ^ ...................... ~s ........ ^ I but in, any no thing language long -, ....................... ......... I .................... ......... that ought it at or out by be to b THE SHORTHAND REPORTER. one have will should shall which much / ^r + see say me, from may are our if -x f For here, her did do had we, would what hear with SENTENCE-MAKING. J *- . KEY: Jim, came to his home. I know you will go to the gate. She is a widow. You shall go back home. I know that Dora loves Jennie. Joe was at the door. NOTE. This chapter closes the art of writing words phono- graphically, and the student should be able to write any word in the language as it is pronounced or spoken. We have given a fuller exposition of the sounds of the language than is contained in any other system of shorthand; we have had the letters or characters selected to represent them which long experience has shown to be the best ever suggested; and, lastly, the process of writing words with these characters has been more fully ex- plained than ever attempted before. So that the student who THE SHORTHAND REPORTER. 75 has mastered the art to this point is in an excellent position for the advance into the department of verbatim reporting which is now to engage our attention. In this new department rules are to be given by which the forms now written are to be contracted or represented by word signs, or combined into phrases. There are only nine or ten of these principles of contraction, and the student should devote not longer than one or two days to the mastery of each of these principles, but when completed he should review the principles of contraction constantly in connec- tion with the exercises of practical reporting in the closing part of the book. SECOND DIVISION. THE CONTRACTION OF FORMS. QUESTION. What does the instruction already given enable the student to do ? ANSWER. To write any word of the English language in a shorter and more simple form than by the ordinary method of writing the language in longhand writing. Q. How do we write in phonography these forms of words ? A. We simply combine the letters that represent the consonants, vowels, and diphthongs that are heard in the pronunciation of the word under the rules given. Q. Give an example. A. Constantinople, ' ^-f Laugh, /"\. Ball, <"-~ Q. Are these forms ^ short enough for verbatim reporting? A. Some of them are short enough, but many do not come up to the demands of verbatim reporting. Q. What must be done with these forms that are too long for verbatim reporting ? A. They must be contracted, so as to occupy less space and be more quickly made. Q. To what is the second division of this book de- voted ? A. To elucidation of the nine or ten methods of con- tracting the phonographic forms, the mastery of which gives the student a complete knowledge of the best method of verbatim reporting. Q. Name the methods of contracting the forms. A. (1) By means of hooks at the beginning of let- ters to represent other letters and syllables. (2) By the use of double circles to represent syllables, and loops to represent letters and syllables. (76) THE SHORTHAND REPORTER. 77 (3) By halving the consonants to add the letters t or d. This principle secures the representation of two let- ters with a half letter. (4) By doubling the curved letters to add certain syl- lables. By this method we add to the length of a letter to imply a syllable composed of several letters. (5) By dispensing with the vowels and diphthongs, except in rare instances, by writing the outlines in cer- tain positions to imply them. (6) By the omission of a certain part of the conso- nant outline of words. (7) By the use of brief signs for common syllables. ( 8 ) By the use of brief signs for common words. (9) By the use of phrasing. Q. By the use of these several principles and methods how can the form for the word Constantinople be con- tracted ? A. By the fifth principle the vowels are dispensed with. The seventh principle gives a dot for the sylla- ble con. The first principle adds a hook for n. The third principle halves the first "t" in the word to add "t" after N hook. The first principle adds an L hook to the "p" at the end of the word for the syllable "pie" (pool), giving the shortened form. As written in phonog- raphy: As shortened by the prin- ciples of contraction: NOTE. Let the student go rapidly through the nine principles of contraction. Each principle will be illustrated as reached. When all are completed, the student should review thoroughly the second division of this book, and fix in mind, as a collective group, the nine principles of contraction, so that he can repeat them, as above given, from memory. 78 THE SHORTHAND REPORTER. CONTRACTING FORMS BY USE OF HOOKS. Q. What is the first method of contracting the phono- graphic forms for the purpose of verbatim reporting? A. By means of hooks at the beginning and end of letters to represent other letters and syllables. Q. What are the hooks made at the beginning of a letter called? A. They are called initial hooks. Q. What are the hooks at the end of letters called? A. They are called final hooks. Q. How many initial, and how many final hooks are there? A. Four initial and seven final hooks. INITIAL HOOKS. Q. Where are the initial hooks placed ? A. At the beginning of the letters that is, at the point where they are commenced. Ray and L take the hooks at the lower side, or point next to the line, and Sh at either end of the letter; as it may be made up or down. The horizontal letters take the initial hooks at their extreme left point, and the upright or sloping let- ters at the top. Q. What are the first two initial hooks? A. Hooks for 1 and r. Q. How are 1 and r classed in the Natural Alphabet of Sounds? A. They are classed as liquids, because their sounds readily flow into other consonant sounds, forming al- most a double sound that can be pronounced by a single impulse of the voice. Q. Give an example. A. In the word Blake the sound Bl at the begin- ning of the word seems to be almost one sound, as Bl-a-k; in the word pray the sound Pr at the begin- ning of that word seems also to be one sound, pr-a. THE SHORTHAND REPORTER. 79 Q. When do we represent 1 and r by a hook ? A. Always when this close union exists with anoth- er preceding consonant. As, fl-ight (flight), pl-ea (plea), pr-actice (practice), pr-6ng (prong), a-pl (apple), e-vl (evil), o-vr (over). Q. How are the L and R hooks made ? A. The L hook is made on the S circle side of all the letters that is, on the right-hand side of straight, up- right, or sloping letters, on the upper side of the hori- zontal letters, and also on the inside of curve letters. As, PI \ , Kl c_ , FK The R hook is made on the left, or opposite side from 1, of all straight upright letters, on the under side of horizontal letters, and also on the inside of curved let- ters. As Pr <\ , Kr c , Mr Q. Do all the letters take the L and R hooks ? A. Zh takes neither hook. S, z, and r take no R hook. H takes a small tick in lieu of the R hook for Hr, as S^ All the other letters take the hooks. Q. As the letters h, r, s, and z take no R hook, can their stems be used to advantage in connection with the Rhook? A. They can. H with a small hooK: can be used for fr, and r with a small hook for vr, s with a small hook for thr, and z with a small hook for THr. Fr, vr, thr, and THr occur so frequently in writing the language that it is difficult to distinguish them from fl, vl, thl, TH1 by any other device or arrangement that has ever been suggested. Q. Will you give an example illustrating the use of the stems of h, r, s, and z with the R hook for fr, vr, thr, and THr in connection with the L hook on the same letters ? 80 THE SHORTHAND REPORTER. EXAMPLE. Fly. Fry. Ethel. Ether. Author. Frame. Flame. Q. If L and R hooks are made on the same side of the other curved letters, how are they distinguished ? A. On the other letters, except f , v, th, and TH, the L hook is made large and the R hook very small; on f, v, th, and TH the hook need not be enlarged for 1, as they are distinguished by the provision last men- tioned. Q. Make a diagram of the 1 and the h hooks. THE L AND THE H HOOKS. < Fr > PI \ Pr ? ) r } f Chi f Chr O si . Shr ^-s Ngr -^ Wr ^_K1 c Kr J?shl Rr / Y1 S Hr Gl < Gr ^- L1 ^ \ HI EXERCISE. THE SHORTHAND REPORTER. 81 KEY TO EXERCISE: Place, Blow, Flay, Plea, Play, Plow, Ankle, Uncle, Cloth, Table, Tries, Progress, Pray, Tray, Maker, Paper, Smoker, Anchor, Raker, Pickle, Able, Blames, Flaw, Glee, Blake, Bleak, Noble, Evil, Fumer, Clamor, Grammar, Trunk, Croker, Meter, Bray, Trouble. SENTENCE-MAKING. (Introducing Word Signs.) ' -* ~~~- KEY TO SENTENCES: The plug was in its place. She was a queen. Cut the black stick. The cream is at the door. I know I saw the owner. Mary sings on Sunday. Were you to claim one of them for Joe? Q. What is the third initial hook? A. It is the W hook. This is a large hook on the left side of upright straight letters and on the upper side of horizontal straight letters. It indicates that w fol- <\ Pw rv made. As Pw. \ Bw 1 1 Tw Dw lows the consonant on which the hook is 6 This hook is mostly used on the letters d, t, and k, as in the words dwell, dwindle, dwarf, 'twas, twattle, tweed, tweezers, 82 THE SHORTHAND REPORTER. 9 o Chw twelve, twenty, twice, twig, twilight, twill, j w twin, twinkle, twirl, twist. Kw represents the sound for which "Q" is used in the English language. As queen (kwen). EXERCISE. Dwell. Twig. Quick. Quake. Twice. 'Twill. Q. What is the fourth initial hook? A. It is a small hook made in connection with the s circle, at the beginning of a word, to represent in, en, on. It is made so as to throw the s circle on the r hook side of the straight letters to include an r in the outline, as in words beginning inspr, insbr, instr, insrr, etc.; or the hook may be made so as to throw the s circle on its proper side, when to make the outlines without the ad- dition of the r. As insp, ^ inspr. \ \ Nsb *- Nsv S _ \ Nsbr Issm w Nsth *N ' Nstr Kst a_^ Ksn T Ssd C * ^ Ksng T Nsdr - Nsw Sschr Nsch Ss . H N8y / Nsjr y Nssh <\ Nsh Nsk -^ a Nskr 4 Nsl Nsg d-T Nsgr Q. When is this hook most valuable? A. In the position where n cannot be conveniently made at the beginning of an outline, as in the word in- solvent. T^, EXERCISE. - T * JU- "a-^" ~^^ \ Insolvent. Unscrew. Unstrung. Unseemly. Inseparable. Enslave. THE SHORTHAND REPORTER. 83 THE FINAL HOOKS. Q. What is the position of the final hooks ? A. At the end of the letters that is, at the point where the letters are completed. Q. What is the first final hook, and how is it made? A. The n hook. This is a small hook made at the end of all the letters to \> Pn ( Fn "^ En represent an added n to \ Bn I Vn X* rn * ne s t em on which it is *~-^ TV/T placed. It is made on the Tn / thn ^^ -"^ n Vo inside or concave side of J Dn Thn ^ Nn curved letters, on the left t/ Chn N Sn ^ Ngn s ^ e ^ ^ 6 Slight up- / c^ ^r n right letters (except ray), Jn Zn \ shn Yn tne horizontal straight ^v Hn letters, k and g. Ray, "^ Zl111 which is made upward x? Ln takes the n hook on the right side. EXERCISE. Pan. Ben. Run. Men. None. Moon. Man. Ten. Lone. Q. What is the second final hook? \ p A. The f and v hook. This is also . a small hook, made only on the \ Bf or bv straight letters. It is made oppo- L Tf or tv site the n hook that is, to the Df , right of all straight letters except / ray, which takes this hook on the & Chf or chv i e f ^ an d on the upper side of the I Jf or jv horizontal letters. 84 THE SHORTHAND REPORTER. / Kf or kv Rf or rv NOTE. Some reporters use a large hook at the end of the letter th to represent v in phrasing. This -will be explained when we come to consider phrasing. EXERCISE. Beef. Above Buff. Puff. Pave. Deaf. Chafe. Q. What is the third final hook ? A. It is the shun hook. It represents all the sylla- bles in the English language pronounced shun or zhun, such as tion, sion, cean, etc., and indicates that one of these syllables follows the stem to which the hook is placed. This is a large hook and is made on the inside or concave side of the curved letters, and on the right side of the straight upright letters, except ray, which takes the hook on the left side, and on the upper side of the horizonta letters k and g. As: \> L I 6 P-shun B-shun T-shun D-shun Ch-shun J-shun K-shun G-shun G C F-shun V-shun Th-shun Th-shun ^ S-shnn V Z-shun Sh-shun ^ Zh-shun L-shun O R-shun R-shua M-shun N-shun Ng-shun W-shun Y-shun H-shun NOTE. We never have any use for this hook on th, and for this reason some reporters use it for thv in phrasing. (See Phras- ing-) t THE SHORTHAND REPORTER, 85 EXERCISE. Edition. Auction, Motion. Nation. Fashion, Passion. Action. SENTENCE-MAKING. S* < A- ^-^ v--- -^- x T - )' I KEY; Jim ran home to see us. Joe was one of the chief pa- per makers of the nation, I know. The owner was there twice. I saw the motion of the twig. See the fish at the auction. Q. What is the fourth final hook ? A. It is the S-shun hook, the hook we use for the syllables pronounced shun or zhun when s immediately precedes. It is used on all the letters. This hook is made by continuing the line which forms the s circle to the opposite side of the stem letter. It indicates that the syllables shun or zhun follows the s circle: p Ps-shun ( Ls-shun i* Bs-shun \s Fs-shun o Rs-shun *> Ts-shun v> Vs-shun / Rs-shun I r ** Ds-shun C Ths-shun S~~^ Ms-shun / " Chs-shun (, THs-shun V_? Ns-shun ^ Js-shun c) Ss-shun ^^ Ngs-shun 86 THE SHORTHAND REPORTER. e Ks-shun ^ Zs-shun J Ws-shun f, r> v, / C Ys-shun Gs-shun ^ Shs-shun "^ Hs-shun Q. What is the fifth final hook? A. It is the n-shun hook, made only on the straight \ Pn-shun letters. It is exactly like the s-shun V Bn-shun book, and differs from it only in being I _, made from the n hook side, the shun ^ Tn-ahun j part of the hook being represented by . the s in the closed n hook (hereafter ex- * Chn-shun p i ame a) an a the little hook extension. e< Jn-shun This hook represents n before the shun $ Kn-shun syllables. It is used only on the straight Gn-shun letters; as pension, \ ^ Rn-shun Q. What is the sixth final hook? A. It is the same hook as the n-shunhook, enlarged to double size to represent an added s, and represents the syllable ns-shun, as in the word conden-s-shun ( con- densation ) I \ Pns-shun ^ Jns-shun V, Bns-shun 6 Kns-shun J Tns-shun "*6 Gns-shun \ Dns-shun y> Rns-shun Q/ Chns-shun NOTE. This hook is easily made, and makes a form more legible than the outlines used in systems which do not adopt this hook. THE SHORTHAND REPORTER. 87 Q. What is the seventh final hook? \ A. It is the ter, der, ther hook. O P-ter, der, ther V It represents these syllables, and o B-ter, der, ther . ,. ,, ,, J indicates that one of them is to T-ter, der, ther t, u D-ter, der, ther j s placed. It is a large hook on If Ch-ter, der, ther the n hook side of the straight C/ j-ter. der. ther letters. This hook sometimes J-ter, der, ther and ture. As gather, represents also the syllables tor K-ter, der, ther G-ter, der, ther R-ter, der, ther may a hooked letter be made? A. In any part of an outline. It may be at the be- ginning or the middle or the end of outlines. As k-ml, ^-^ kv-r, ^X Q. How may n immediately after a hook be repre- sented ? A. Where it can be conveniently done by turn- ing it on the inside of the other hook; as brethren, O, SENTENCE-MAKING. .v ..... * ..... ......... .7j ....... ....Y., ..... ..A,..:.... o k o *' f* ,, ..^ .............................................. >...,. KEY: Dora is ready to pay the physician his bill. Instruct them to pay attention, and give us a pension. Peter James is a lazy man. His decision is in my possession. 88 THE SHORTHAND REPORTER. THE S CIRCLE ON HOOKS. Q. If the r hook is made into an s or z circle, what does it then represent ? A. It implies the addition of the S circle. As spr, \ In such cases the circle is read first, then the com- bined stem and hook, as if no s preceded it. (See the word "suffer" in Exercise.) Q. Does this conflict with the s and z circles in their ordinary use? A. This will not conflict with the circle s, which is always on the opposite side of the letter. Q. If the n hook on the straight letters is made into a circle, what does it then represent ? A. The n hook on single straight letters, when made into a circle, implies the addition of the circle s. As pns, \ When the circle is made between two conso- nants, n is not implied, as it is simply a circle s. As bones, y task, ^ Q. How is ns made on the curved letters? A. To curved letters ns is joined by the stroke n and the s circle, as sns ^ or the circle s can be turned in- side the hook as d-shuns ^ On all the other hooks where the circle s can be conveniently joined, the circle is made inside the hook in such a manner as to be distinct from it; as spl, ^ Q. How is the circle s added to the shun, sshun, nshun, and nsshun hooks? A. By making a very small circle on the last part of the hook; as psshuns, ^ Q. Is the general rule of reading the s and z circles applicable to the use of the circle in connection with the hooks? A. It is. If at the beginning of an outline, the circle s is read first; if at the end, last; as supr, ^ supper. THE SHORTHAND REPORTER. 89 EXERCISE. String. Supper. Bones. Strange. Jones. Response. Spring. SENTENCE-MAKING. \ ^ ' \- ) ^ * ...................... ....'. ............ .............. * / LL. c 9 KEY: Strive to gain strength. Strip the straw. Abandon the stream. A sprig of grass was in the spring. He struck me. SPECIAL VOCALIZATION OF STEMS CONTAIN- ING THE L AND R HOOKS. Q. Is it allowable to introduce a vowel or diphthong between the stem letter and the 1 and r hooks? A. It is, but the practice should not be carried too far. Q. Will you state the manner in which this is done? A. (1) Strike the dash vowels through the stem let- ter at the point of their respective positions to the let- ter, except the first-place vowels a and 6, which are written just before the hook to prevent its destruction by the dash, as colony, i<^^_^ (2) By making the dot vowels into small circles (ex- cept e and &) and placing the long vowels before the combined letter, and the short ones after it, if conven- ient to make. If not, the circle may be on either side for a long or short vowel; as near _^ The vowels e and A always come before r, and may be made in the usual manner, and will be read between the stem letter and hook. 90 THE SHORTHAND REPORTER. (3) By making the diphthongs oi and ow into very small parallel eclipses, and the diphthong u opposite and near the end of the compound letter, as pure *\ Q. In this special vocalization is it always necessary to express the vowel between 1 and r ? A. No: unless it is illegible without it. In reporting it is seldom necessary. EXERCISE. KEY: Correct, course, curse, till, tell, more, Moor, cure, secure, charm, cheerless, colony, near, dear, nor, corpus, north, kill, call, dark, car. VOCALIZATION OF THE FINAL, HOOKS. Q. How are the final hooks read ? A. The final hooks are read after their stem letter and accompanying vowels. As pan, \^ Q. How may the final circle hooks be vocalized ? A. When desired, the shun, sshun, nshun, and nsshun hooks may be vocalized by inserting the vowel inside the circle part of the hook in the manner pro- vided for vocalizing the ses circle, hereafter explained. These hooks are seldom, if ever, vocalized in reporting. Q. Are the final hooks used at the end of a word when a vowel is required after the letter they represent ? A. The final hooks are never used at the end of out- lines when a vowel is required after the letter, letters, or syllables they represent, as vowels are always read before the hooks. In such uses the stroke letters are used instead of the hooks; as coffee, 1 \T \. THE SHORTHAND REPORTER. 91 SENTENCE-MAKING. -...:>. : ^ c...^...,.:..L ' L ) > -> t -'- * -* ^^~ .'. .%..A.. r.. *+L~j T.?u 4 ....Jk:,. .dl "^ ) * ( ..' ...J^. ...V. ... .I..../...,,.:. KEY: Be quick or the beef will burn. The twig is where the black stick was. Were you to claim the place for your uncle? Go home and dwell there. I assume this edition of the book to be correct. Ezra loves to read the paper. I know the queen was one of them. I saw Mary claim the cream. One of them had his plow at the door. Its place was near the table. 92 THE SHORTHAND REPORTER. THE DOUBLE CIRCLES AND LOOPS. Q. What is the second method of contracting the phonographic forms for the purpose of verbatim re- porting? A. It is by doubling the circles to represent syllables and flattening the circles into loops to represent letters and syllables. Q. What syllables do the double circles represent? A. The s and z circles, made double size, represent the syllables ses, sez, or zez, etc. It is called the sez circle. If desired, ses and zez circles may be distinguished from each other by making one side of the zez circle black; as races, ji ; roses, j> This distinction is not necessary in rapid reporting. Q. When the double circles are made in the place of the n hook, what syllables do they represent? A. When the sez circle is made on the n side of straight letters n is implied, and it becomes nses, etc. As bounces, ^ x Q. When the double circles are made in the place of the r hook, what syllables do they represent? A. In the position of the r hook on straight letters, the r hook is implied; as seztr, 9 Q. How may the double circles be vocalized ? A. These double circles may be vocalized by placing vowels or diphthongs on the inside of the circle as near the top, middle, or lower side as can be made, to repre- sent the positions of the several vowels; as sistr, C) (sis- ter). In reporting the circles are not often vocalized. Generally, the unvocalized circles, in conjunction with the other part of the outline, will suggest the word. EXERCISE. Exercise. Pieces. Noses. Suspicion. Roses. Sister. THE SHORTHAND REPORTER. 93 Q. What letters do the circles represent when flat- tened into loops? A. The s circle flattened into a small loop represents, in the position of the s circle, the letters st; as pst, \^ If made in the position of the n hook, n is added, and it becomes nst; as pnst, \ The st loop shaded will respresent sd or zd; as rzd, j> Q. What syllables do the loops represent when lengthened to two-thirds of the length of the letter ? A. The loop lengthened to two-thirds the length of the letter, when placed on the circle side of letters, rep- sents str, as pstr, \^ It is called the ster loop. If made on the n hook side of the letters, n is added and it becomes the nster loop; as pnstr, ^ Q. In what positions may the double circles and the loops be used? A. They can be used at the beginning, middle, or end of words, but ster and nster will generally be used at the end of words. Q. How may the s circle be added to the double cir- cles and loops? A. The circle s may be added to the sez circle and the loops by carrying the line which forms them to the other side of the letter, and forming a circle s; as psts, ^ Q. How may n be added to the loops ? A. N may be added to the loops by carrying the lines which form them to the other side of the letter and turning it abruptly down; as sst-n, ^ This license is valuable only in a few words and phrases. Q. What is the rule for reading the double circles and loops in outlines? A. The rules for reading the s and z circles are appli- cable to the sez circle and the loops that is, when at the beginning of an outline they are read first, if at the end they are read last. 94 THE SHORTHAND REPORTER. EXERCISE. JsL^O- .sA-./SO-.X' _ D D...i).:...O\..O>....Q....O d.~ . V:/*>...oiD. .&>.? &..- L X) KEY: Roses, pieces, noses, Moses, races, cases, causes, pansies, bounces, pounces, prances, dances, dunces, sister, exercise, past, post, roast, coast, most, stale, stole, steal, steam, step, state, canst, against, danced, punster, spinster, coaster, duster, register, posts, posters, nests, coasts, coasters, necessity, dis- tinct, Webster, impost, success, supposes, losses, choses, dis- poses. Q. Should the practice of occasionally drawing the characters of phonography be dispensed with at any stage of the students' progress ? A. No. It is just as important at one stage as at an- other, and indeed after the art is mastered the good re- porter will devote some of his time and attention to drawing phonographic characters, so as to excel not only in accuracy of writing but in the artistic beauty of the outlines. Q. For what purpose is the following full page of illustrations of the circles, double circles, and loops given ? A. Solely for the purpose of this artistic drawing. Q. How many times should this page be copied and recopied ? A. Many times, and as each character is made call it aloud, so that the ear, the hand, and the eye may be trained together. THE SHORTHAND REPORTER. 95 96 THE SHORTHAND REPORTER. KEY: ps, ps, ps, bs, bs, bs, ts, ts, ts, ds, ds, ds, chs, chs, chs, jhs, jhs, jhs, ks, ks, ks, gs, gs, gs, ss, ss, ss, zs, zs, zs, ths, ths, THs, THs, THs, hs, hs, hs, rs, rs, rs, Is, Is, Is, ys, rs, rs, rs, shs, shs, shs, ms, ms, ms, ns, ns, ns, ngs, ngs, ngs, fs, fs, fs, vs, vs, vs, bs, bs, sp, sp, sp, sb, at, st, st, sd, sd, sd, sch, sch, sch, sj, sj, sj, sk, sk, sk, sg, ss, ss, ss, sz, sz, sz, sth, sth, sTH, sTH, sTH, sh, sr, sr, sr, si, si, si, sr, srj, ssh, sw, sw, sm, sm, sm, sms, sn, sn, sn, sng, sng, sng, sngs, sv, sb, snip, snap, smp, psj, bsk, tsk, dsk, dsk, chsn, jsn, ksk, gsp, zstl, rsp, rsp, msn, msth, nsm, msk, Isn, rsn, rsz, fsk, fsn, vsl, vsl, pst, pst, pst, bst, tst, tst, tst, dst, chst, kst, kst, kst, gst, sst, sst, zst, hst, shst, 1st, 1st, 1st, rst, rnst, mst, nst, nst, vst, rst, psez, psez, psezr, bsez, dsez, chsez, ksez, gsez, hsez, THsez, rsez, Isez, rsez, rsez, rusez, msez, nsez, nsez, fsez, pster, bster, tster, dmnster, jster, sster, sster, sster, rsterd, Ister, raster, raster, mnster, fster, vsterl, mpster, stpster, stb, stt, stt, std, std, std, stch, stj, stl, stl, stl, sty, sty, stn, sezt, sezd, sezd, sezn, sezns, tksez, Isez, THsez, snsez, rsez, tsez, tsezd, nsezr, nsezt, nsez, tsts, bsts, ksts, nsts, hsts, bsters, dsters, rasters, psters, ksters, tsts, dstng, jsts, pstl. HALVING THE LETTERS. Q. What is the third method of contracting the phonographic forms for the purpose of verbatim re- porting? A. It is to make the consonants half their usual length to imply the addition of the letters t or d to the shortened stem. Q. If either a t or a d may be added to a letter making it its usual length, how do we know which one of these letters it was intended to use ? A. The context will generally determine which let- ler is implied. Q. What does the diagram or table on the following page show? A. It shows the consonant letters halved, and each halved letter as it is written in each of the three posi- tions used in writing phonographically. THE SHORTHAND REPORTER. 97 Q. Where are all halved A...^. -* * - - - letters of the third posi- I I . tion placed? I I Tt-d ' I Dt-d A. Entirely below the line. x- '"/Si" 1 Q- Where are the halved letters in the other ..Kt-d positions placed? >Gt - d A T ^ A. In the same position the whole stems would be placed. / C , * . THt-d Q. Are there any posi- ( tions in an outline where the halved letters should ,.__.. st-a never be used ? j Ztl-Q. j A. There are. In places !...,.., \ \ sht-d they cannot readily be Zht-d made distinct, as k after r r "> ^ Lt-d f , v, and upward 1. - - { --f ^-y Rt-d / ^N "/ " "*-* M t-d "* . - . Nt-d Effect. J t ^ s Wt-d r * *" Yt - a ..... .... "V Ht-d EXAMPLE. Fact. Correct. Liked. Q. Where may the half-length letters be used? A. At the beginning, middle, or end of outlines. As catalogue, _j(~ 98 THE SHORTHAND REPORTER. Q. Is the implied t or d added before or after the vowels or final hooks on the letter halved? A. They are added after both the vowels and the hooks. As ten, J- ; tent, j Q. If there is a final s or z circle or any of the s and z loops when are the t and d added ? A. The circle and loops are always read last when they are final, and hence the t or d must be added be- fore the circles and their loops. As gets, -p ; midst, ^ Q. How are the halved letters vocalized? A. In the same manner as the whole length letters. As bound, V Q. When a vowel is required after the t or d, can it be implied by halving? A. It cannot, but must be written in full. As in the \. V" word piety, -?| not .>... EXERCISE. <; %.. .> * ....$ .*> 3 ...... 8- KEY TO EXERCISE: Fight, sent, good, print, intent, saved, wring, paint, felt, made, spent, writing, light, get, gets, breed, trained, bend, sprained, vent, friend, need, God, stand. DOUBLING THE LETTERS. Q. What is the fourth method of contracting the pho- nographic forms for the purpose of verbatim reporting? A. It is to make certain letters double their usual length to imply the addition of certain syllables to the stem letter which is doubled. LAWYER DALLAS, TEXAS THE SHORTHAND REPORTER. 99 Q. Which of the curved letters are doubled for this purpose, and what syllables are implied by the doubling? A. All the curved letters may be doubled, and will imply the addition of the following syllables: 1. Y, Zh, and the compound stem em-p when doubled adds er, ur, or. As lawyer, 'y measure, '~ b>J \ Sep- tember, q^ -^ 2. Ng when doubled adds the syllables ker or ger. As finger, V^ ^ anchor, N ^, 3. The doubling of any other curved letter implies the addition of the syllable ter, der, or ther, and some- times tor and ture. As mother, father, V 7 s~ i -> \ Q. When there is a vowel, or vowel and final hook placed to the doubled letter, where are the syllables added? A. After all vowels and hooks to the letter, as in the words tender and render. See exercise. Q. Which of the straight letters may be doubled, and what syllables are implied by the doubling? A. Ray alone is doubled to add ter, der, ther, unless there is some other hook than the ter, der, ther hook at the end of the letter. If there is a ter, der, ther hook, we use that; if there is any other hook, the syllables ter, der, ther are added after the letter represented by the hook by doubling the letter, and after any vowel placed to such letter. As gander, * Q. If there is an s or z circle at the end of the doubled letter, how is it read ? A. After the syllables added to make them plural. EXERCISE. 100 THE SHORTHAND REPORTER. \ \ ~ "xj- -\ KEY TO EXERCISE: Mother, father, letter, enter, neither, ten- der, render, ponder, pointer, kinder, pander, ponderance, bend- er, banter, binder, chanter, dander, gander, joinder, ranter, blunder. SENTENCE-MAKING. / ............ *..'....../' ..../..... KEY: Roses are sweet. The races are a success. He danced for the spinster. He stole a duster from the punster. THE SHORTHAND REPORTER. 101 A REVIEW CHAPTER. NOTE. The art of building outlines of words ends with the principle of doubling, just explained. The remaining principles of contraction are as follows: (5) By dispensing with the vowels and diphthongs, except in rare instances, by writing the outlines in certain positions to im- ply them. (6) By the omission of a certain part of the consonant outlines of words. (7) By the use of brief signs for common syllables. (8) By the use of brief signs for common words. (9) By the use of phrasing. It is seen that none of these remaining principles refer to word-building, so far as the construction of full outlines is con- cerned. Before leaving the art of word-building, we deem it proper to recall and repeat the leading principles that govern the formation of word outlines, and to so consider them together that the mind may grasp the whole subject connectedly. We then provide such practical exercises as will enable the student to fix them in the mind. We therefore digress from the order we are pursuing long enough to accomplish this purpose, and will then resume the consideration of the remaining principles of contraction. Q. What is the first step to be taken in word-build- ing? A. It is to master the forty-three sounds used in speak- ing the English language, and the letters that represent them as they are exhibited in the phonographic alpha- bet. Q. What practice is necessary in order to get the greatest possible benefit from the use of the alphabet ? A. It is to copy and recopy the alphabet from dicta- tion until every letter in it can be made with great ac- curacy, and at the rate of two hundred words or more per minute. The alphabet may also be written from memory when it is not convenient to have it dictated. This practice may extend over a long space of time be- fore this high rate of speed can be reached. 102 THE SHORTHAND REPORTER. Q. What is the second step to be taken in word-build- ing? A. It is to make the consonant outlines of words, with their proper junctions and in their proper directions, without lifting the pen and without hesitation. Q. Is there a practice exercise provided in this book for this purpose ? A. There is. See pages 95 and 54. This practice should not be omitted. Note the angles between the letters, and give the letters their proper directions. Q. What is the third step to be considered in word- building ? A. It is to put the vowels to the consonant outlines of words rapidly and without hesitation. In writing new words, technical terms, and proper names, this is abso- lutely necessary. Q. What is the fourth step to be taken in word-build- ing? A. It is to use the hooks, the circles, the loops, the halving principle, and the doubling principle in the con- struction of word outlines, so as to bring the outlines up to the highest style of the art. Q. What practice is necessary, in connection with these principles, to get from their consideration the highest good ? A. It is to consider them together practically, so that the mind may grasp them as an entire scheme. Certain hooks, loops, and circles will be used to represent cer- tain letters and syllables as heretofore taught; other let- ters will be halved, and others will be doubled to imply the addition of still other letters, and by these several methods the scheme of perfecting the outlines will be complete. NOTE. Tables will now be given showing all the hooks, cir- cles, loops, and the halting and doubling principles on all the letters. They are in one table together, and can be seen at a glance, and will serve the student for the purposes of rapid re- view on all the principles of contraction which are used in the construction of word outlines. The student should master them thoroughly in this review. THE SHORTHAND EEPORTEE. 103 THE TABLE OF HOOKS-Plate 1 HOOK HOOK w HOOK HOOK H \IO~K F&V HOOK HOOK NSw* HOOK \ \ f f c c 9 C J? CN \ \ 1 1 1 7 r r \ A T T 9 9 t V C C \ \ T T r j c s r \ \ I / ! \ \ \ \ s G J r ~\ c o 1 104 THE SHORTHAND REPORTER. TABLE OF Hooks, Circles-, Loops , etc. ^-pi ate 3. fiCOK TJZR HOOK. s Circl Circle ST Loop STtR Loop HaFvI Doubling \ \ \0 V v^ \ \ 5" V \^ V N, V \ V ter, der.ther 4 J I I b i v or their, ^~ added . I J I t k () i ( - Of c/ / / /* / x dt / y ^r ' ( " -5 ) _) --0 -^D N 6 ^ ^ ' ) " ' C G j ^ C - '1 1 c (3 1 ^ ( ^) " ) a I J ) J c) } a ) S*< J> ^ ^ ^ t^7 J ^J ',' ' r /o r ^> C ^ ' o Q * ' ^ *N ) er, ur > or^ ^ ^ /^^ ^ ~ / added . si) ^? N^> w ^^^ keror ger j o> ^ ^ J added C iT r ^ r ;; ^ ^ 2 ^ 5 THE SHORTHAND REPORTER. 105 ADDENDA TO TABLE OF HOOKS, CIRCLES, LOOPS, ETC. (1) S circle and double circle sez in the place of the r hook prefixes s, or any syllable represented by sez cir- cle, to the combined stem; as, Spray. Spry. Straw. Stray. Sober. Seeker. (2) S circle or sez circle in place of the n hook adds s, or any syllable represented by the sez circle, after n; as, -* ............ J. ............. V .......... * ............ * .......... Prances. Dances. Bounces. Pains. Bones. (3) S circle may be added to any other hook by turn- ing the s in it; as "s ,., .......... ;$ ........... > ......... ..A ........ J.. ...... Brethren. Hasten. Western. Wilson. Q. If the circles, double circles, and loops are made in the place of the r hook on the straight letters, what will be added because of the position in which they are written ? A. The letter r will be added. 106 THE SHORTHAND REPORTER. Q. Give an example. Spray. Spry. Straw. Stray. Sober. Seeker. Q. If the circles, double circles, and loops are made in the place of the n hook, what will be added because of the position in which they are written ? A. The letter n will be added. Q. Give an example. % ............ J. ............. V .......... * ............ * .......... Prances. Dances. Bounces. Pains. Bones. Q. How can n be added after a hook ? A. By turning a hook within the other hook. Q. How may n be added after a circle, double circle, or loop? A. By turning the line making the circle or loop to the other side of the letter, in such a manner as to pre- vent a conflict with the s-shun hook. This principle is used mostly in phrasing and where n cannot be con- veniently made. It was suggested to us by Mr. J. W. Love, of Scotland, in Phonographic Monthly, in 1875. Ing after n may be represented by a dot after the hook n. Q. Give an example. ..* ........... > ........... > ....... ..A ........ J ...... Brethren. Hasten. Hastening. Western. Wilson. Q. How can the s circle be written within a hook, ei- ther before or after it? A. By simply turning it in the hook. It should be made very small. Q. Give an example. jx ........... ,. ........... x ................ t ....................... Supply. Civil. Editions. THE SHORTHAND REPORTER. 107 Q. What steps are necessary to be taken to write a word properly, after the sounds and the letters are un- derstood and the method of combining the letters into words is fully comprehended ? A. First, see whether any principles of contraction can be used in making the outline that is, see if there are any of the letters in the word that can be represent- ed by any of the hooks, circles, loops, or by the halving or the doubling principle. If there are, use these ad- vanced principles in making the outline; if there are not, then write the word by the simple letters of the alphabet. Q. Give examples illustrating the meaning of these directions. A. First, take the word bleak. We find that we can use a hook for the 1, as it is closely blended with the let- ter b. The remainder of the word is written with the simple letters of the alphabet. Q. Before proceeding to a second example, give an exercise illustrating the use of the 1 hook in similar ex- amples^ Bleak. Flay. Gleam. Place. Blame. Q. Can this hook be used at any intermediate point in a word outline ? A. Yes. Q. Can all the hooks be used in the same manner as the 1 hook, just explained? A. Yes. Whenever a letter is found represented by a hook, use the hook. Q. Give a second example, where the double circle is used. A. Take the word roses. We find there is no letter 108 THE SHORTHAND REPORTER. that can be represented by a hook in the outline, but that the double circle will represent the sounds zes. Q. Give an exercise illustrating the use of the double circle in similar examples. ..* f \, *D Roses. Rises. Paces. Moses. Glazes. Mazes. Q. Give a third example illustrating the use of the loops? A. Take the word taste. We find no letter that can be represented by a hook, and no letters that can be rep- resented by the double circle, but we find that we can use the st loop for st at the end of the word. Q. Give an exercise illustrating the use of the loops in similar examples. Taste. Toast. Cost. Lost. Lists. Nests. Q. Give a fourth example where the ster loop is indi- cated. A. Take the word poster. Here we have no letter to be represented by a hook, or a double circle, or the st loop; but the ster loop may be used. Q. Give an exercise illustrating the use of the ster loop in similar examples. .. ....... - ....... V ...... -->- ........... : Posters. Punster. Pastor. Master. Dusters. Register Q. Give a fifth example where the halving principle is indicated. A. Take the word catalogue. Here we have no let- ters represented by hooks, or the double circle, or the loops; but the k may be halved to represent kt at the be- ginning of the word. THE SHORTHAND REPORTER. 109 tfr. 7 rr : Catalogue. Cottage. Cotton. Moderate. Intend. Q. Give a sixth example, where the doubling princi- ple is indicated. A. Take the word letter. We find no letter in the word to be represented by a hook, double circle, loop, or by the halving principle; but we can represent ter by the doubling principle. Q. Give an exercise illustrating the use of the doubling principle. Letter. Father. Mother. Matter. Neither. Q. What letters may be represented by the hooks? A. The letters 1, r, in, en, un, and w, initially; and n, f, v, all syllables pronounced shun or zhun, s-shun, n-shun, ter, der, ther, as final hooks. NOTE. Review the hooks, and note these letters and syllables. Q. What letters may be halved to add t or d ? A. Any letter. Q. What letters may be doubled to represent ter, der, ther? Review the principle of doubling on pages 98 and 99, and re- fer to the Table of Hooks, Plates 1 and 2, in this chapter. Q. Are these principles of contraction to be consid- ered in making every word outline? A. Yes, but when the process is understood they may be considered instantaneously. A word being given, the mind can be trained by practice to tell at once what principles of contraction are involved. NOTE 1. As each of the following words are pronounced let the student state what principles of contraction, if any, are to be used, and make the outline of the word in his copy book for the inspection of the teacher. 110 THE SHORTHAND REPORTER. TABLE SHOWING THE USE OF THE PRINCIPLES OF CONTRACTION. Words. Hooks. Circles Loops. Halftng. Doubling. Phonography . Bleak L Flay L ^ ' Gleam L Place L \^ Blame L \^ Pray R C\. Bray R ^ Insolvent In V T Twist W st T Twenty W 1^ Bone N \ " Beef For V t Mission Shun O Possession sshun N^ Pension N-shun \ Daughter Ter j- Gather Ther "5 Roses zes / Rises zes 9 Paces ses Moses zes Mazes zes /^O Taste st I. Toast st (r Cost st r- Lost st /O Mists sts <*> THE SHORTHAND REPORTER. Ill Words. Hooks. Circles. Loops. Halfing. Doubling. Phonography. Posters ster ., Punster ster V Pastor ster v~ Master ster ^? Dusters sters \r Catalogue K j~ Cottage K 7 Cotton K B _ ir t Moderate M&R T* Letter Father ter ther Mother ther Matter ter x-^. Neither ther . ^ NOTE. This table shows the use of the principles of contrac- tion in a practical way, and far surpasses the presentation of this important step in any phonographic work we have exam- ined. We have here at a glance the important principles of con- tracting word outlines as the words are written. If the student will analyze every word that is written by this process his prog- ress will be rapid in the mastery of this art. NOTE 2. The student should in like manner analyze every ex- ample on the exercise pages following, giving in every instance, before making them, the principle of contraction involved. KEY TO WORD OUTLINES FOB ANALYSIS, PLATE 1: (Each word is to be analyzed, showing the principles of contraction used, and then it should be written many times. In the practical de- partment of this book this analysis of words should be resumed, and words found there be analyzed until the principles of con- traction are thoroughly mastered. In this manner success may be more quickly reached and thoroughness attained. ) Able, evil, tree, preacher, labor, tray, eager, glee, Cain or cane, offer, owner, robber, twill, trip, bray, free, flown, plague, keeper, vane, plan, subscriber, dine, than, fine, dry, price, fly, fray, clay, eagle, plenty, brain, twenty, extra, drake, apple, 112 THE SHORTHAND REPORTER. dense, tenses, financial, glow, blow, gray, represent, three, ether, nation, circle, cases, gazes, prone, trade, grain, rain, vine, earn, ration, motion, notion, finger, gander, rough, cleave, bluff, dwell, paymaster, jester, poster, step, cost, signed, treat, meet, might, feet, about, sent, noted, trained, sprained, necessity, enslave, green, none, known, felt, letters, senator, priests, tattle, maker, paper, petal, total, smoker, anchor, raker, taper, prime, blight, piper, croker, ankle, uncle, table, cooler, people. KEY TO WORD OUTLINES FOR ANALYSIS, PLATE 2: (Each word will be pronounced by the teacher, who will ask what principle of contraction is involved in this word. The student will an- swer, and then write the word.) Basis, doses, choses, causes, gases, hazes, thesis, erases, looses, rises, Texas, snoozes, sustain, roses, mazes, masses, nieces, noses, clay, glow, draw, flee, queen, clean, glean, oration, Hes- sian, ambition, motion, nation, run, Dane, ten, fashion, mis-* sion, auction, unpleasant, sometimes, presentation, picture, tell, more, fulcrum, paroxysm, parlance, carpet, careless, correct, course, curse, season, system, exhaust, exactly, expend, forbade, forgave, forget, garnish, freehold, freedom, frontier, gladden, furnish, fruit, friend, further, glories, gift, gentle, being, gather, enchanter, idea, neither, snowy, render, gone, guarantee, gos- pel, guilt, example, expire, expired, explain, exhaustion, ex- hort, export, pension, step, state, canst, against, coast, dust, plug, claim, prime, brick, legal, tolerable, charm, cheerless, moral, golden, court, torment, instructor, real, call, morning, garment, corn, mourns, rail, near, part, told. KEY TO WORD OUTLINES FOR ANALYSIS, PLATE 3: (Each word is to be pronounced by the teacher, who will ask what principle of contraction is involved in this word. The student will an- swer, and then write the word. ) Rather, daughter, gaiter, position, Peter, pound, inscribe, pin, Ben, ten, dine, one or won, invasion, panel, ample, black, other, creek, grieve, honor, tract, desist, pleased, spring, spray, straw, struck, scream, seeker, strive, strip, strength, father, exemplify, extend, expense, excellent, finance, final, farther, finish, finished, elegance, drain, divulge, done, donate, electro- type, edition, down, elegant, chief, embrace, emerge, enclose, engage, enjoin, entertain, enter, vane, esteem, estimate, et cet- era, diligence, eulogy, eternal, devote, deponent, estop, engrave, engraved, observe, cloudy, reprove, abstain, thin, pave, lotion, tough, beef, scrap, stream, pens, pins, combines, pines, shines, man's, runs, Georgia, girl, present, admiration, man, presented, clothed, bloom, decline, can, again, shun, freeman, harper, roller, insist, romances, neighbor, sprightly, trifle, romantic, certainly, execution, exultation, country, chin, gin, known, men. THE SHORTHAND REPORTER. 113 WORD OUTLINES FOR ANALYSIS. PLATE No. 1. <--v \ \. \ 1. -=-\ 1. c I J.,...^ t > ---H * --- 1 ... \---d J* ^...^ C-T..- A> v; ^*~ __D _0 \ V /* t, "^ >^ ..^ ^- J ... IT' ... A .... > t K .....<-. V^ ... \S ^ ?...! ,....j v ^ v \ !. _ j^:^^ 114 THE SHORTHAND REPORTER. WORD OUTLINES FOR ANALYSIS. PLATE No. 2. THE SHORTHAND REPORTER. 115 WORD OUTLINES FOR ANALYSIS. PLATE No. 3. J V ^> ^ ^ I," ( ...^,...^,..^...^...w..A.^. V y ' >^ &~. 11 116 THE SHORTHAND REPORTER. SIGNS FOR COMMON WORDS. (To be memorized.) --....- --------- ..... \. ..... % ...... -<-.... '.....-.. on, the a, an, and all of to too, two who he how ~..- ....... ..... .). ..... .( ....... ..... x ...... ^ ......... is or his as or has was them or were where you I but in, any no thing language long I I V x -r l -' I N \- that ought it at or out by be to be one have will should shall which much see say me, from may are our if For here, her did do had we, would what hear with DISPENSING WITH THE VOWELS AND DIPH- THONGS. Q. What is the fifth method of contracting the phono- graphic forms for the purpose of verbatim reporting \ A. Dispensing with the vowels and diphthongs, ex- cept in rare instances, and writing the outlines in cer- tain positions to imply them. Q. In how many positions may phonographic forms be written \ A. In three positions. THE SHORTHAND REPORTER. 117 Q. "What is the first position, and what vowels are im- plied by writing a form in that position ? A. The first position is above the line of writing. Horizontal letters are written about the height of the letter T above the line, and the upright letters about one-fourth their length above the line. When an out- line is written in this position, some one of the first- place vowels and diphthongs (e, i, a, 6, I, oi) is implied or understood. EXAMPLE. <^ *- i - ^ Z. Fees. Seem. Seed. Seek. Peace. Chick. Chalk. - t V. (Without vowels.) Q. What is the second position, and what vowels are implied by writing a form in that position ? A. The second position is on the line on which we write. If the first consonant of an outline is a horizontal letter, and the second one in the outline is a descending upright letter, then the horizontal letter is written suffi- ciently high above the line for the second consonant to come down to the line. This exception to the general rule is necessary to prevent similar forms in the third position from coming in conflict with these forms of the second position. As stated, the general rule is that forms of the second position are written on the line. Q. When an outline is written in this position, what vowels and diphthongs are implied ? A. One of the second-place vowels or diphthongs (a, o, e, e, u, ) is implied or understood. EXAMPLE. ...... L-JL...-J _____ P ^x _____ A.jsc^,..ZL ........ Duck. Deck. Oak. Came. Come. Foam. Gate. I ----- 1 --- . ... . - -^"x . ./"- x .!SN*-X. ........ JL ......... (Without vowels.) 118 THE SHORTHAND REPORTER. Q. What is the third position, and what vowels are implied by writing a form in that position r t A. The third position is through the line for the up- right letters, and immediately below the line for the horizontal letters. When an outline is written in this position, some one of the third-place vowels or diph- thongs (a, a, o, p, a, ow, u) is implied or understood. " ll^" / ''*'.' ^< \'""'^^f~ \\ ' Bank. Lamp. Look. Task. Cube. Mule. Mouth. (Without vowels. ) Q. Which vowel is implied or understood from the position of the outline where there is more than one in the word ? A. As only one vowel is implied or understood from the position of the outline, that vowel will, of course, be the leading one of the word its accented vowel. Q. Upon what do we rely in determining which one of the particular class of vowels was intended to be implied? A. On the context and the memory of the writer, as well as from the familiarity ol the writer with the out- lines of words. Q. When is it advisable to insert a vowel in a word outline? A. In proper names not familiar, in new words, and in forms that are so nearly similar as to be mistaken for forms of other words. Q. Give an illustration of forms that often conflict, and which should always be vocalized ? A. The words drinking, drunk, drank. THE 8HOETHAND REPORTER. 119 Q. Where two outlines belong to the same position and conflict with each other to any great extent, what other provision is made in the interest of legibility? A. One of them may be written in another position. Take for instance, the words, these, this, those; these and this belong to the first position, but we write these in the first and this in the second. Those belongs to the second position, but to prevent conflict with this we write it in the third position. These conflicts are not numerous, the context generally enabling us to de- termine what the outline was intended to represent. Some reporters use TH in the first position for these to prevent a conflict with this and those. Q. Is there a general rule as to writing words in po- sition? A. Yes. We write the word signs in position, but the great bulk of writing occupies the second position. The proper plan, as already stated, is to learn the rules of position perfectly and practice them faithfully, and then in actual work write without thinking of position, trusting all to habit of writing, except where it is neces- sary to put a word absolutely in some position. NOTE. So much has been said about position heretofore that it is not necessary to further illustrate this subject at this time. We simply wish to emphasize the Subject here in its proper posi- tion in the book as a method of shortening the phonographic forms for verbatim reporting. SENTENCE-MAKING. \\ ...A .............. X ..X> ............. ^ ........... *... KEY: Pick up the pig, if you can catch it. Knock at the door before you enter. Above is the blue sky. 120 THE SHORTHAND REPORTER. OMISSION OF A PART OF THE OUTLINE. NOTE. The student will learn, as he progresses in this art, that any part of an outline may be omitted that does not destroy its legibility; but as a rule to guide the student at this stage of his work, certain parts of the outlines of words may be omitted when they come under either of the following five classes. Look carefully for such words in the exercises of the practical depart- ment, and fix these short, simple directions indelibly in the mind. Q. What is the sixth method of contracting the pho- nographic forms ? A. It is by the omission of a certain part of the con- sonant outlines of words. Q. What part of the consonant outlines of words may be omitted? A. Where no word sign is provided a part of the out- line in a few classes of words may now be omitted. Q. Will you mention these classes of words, illustra- ting each class? A. (1) P occurring immediately between m and k, or t, or any syllable pronounced shun; as [^ , tempt. If de- sired P may be expressed, as usual, by shading M. EXAMPLES. Consumption. Pumpkin. Exemption. (2) T coming after s and followed by another conso- nant when it cannot be conveniently made; as sr~, mostly. (See words postcript, testament, testimony, and adjustment in exercise following. ) EXAMPLE. (( ............... Ur- .............................................. ' ...... Lastly. Domestic. Investigate. Mistake. Postal card. (3) K and g after ng. EXAMPLE. Sanction. Anxious. Distinction. THE SHORTHAND REPORTER. 121 (4) N, followed by s when coming in an angle in the outlines of words, may be omitted. EXAMPLE. Transaction. Transport. Counsel. Counselor. (5) K, sometimes, when preceding the syllables pro- nounced shun or zhun in words of more than two sylla- bles; as qualification, jurisdiction, benediction, etc., in exercise below. EXAMPLE. -t i ^ v, Instruction. Direction. Resurrection. Specification. (6) R from the outline of words containing skr, ex- cept in the words scribe, inscribe, and ascribe; and n before s in forms where circle s is used between two other consonants; as 'J^. transcript. EXAMPLE. Scribe. Inscribe. Ascribe. Describe. Manuscript. NOTE. The student will find many examples of these omis- sions scattered through the pages following. EXERCISE. ............... \ .................. .? KEY. Postscript, testament, testimony, qualification, justifi- cation, adjustment, prediction, jurisdiction, mostly. 122 THE SHORTHAND REPORTER. SYLLABIC SIGNS. Q. What is the seventh method of contracting the forms for purposes of verbatim reporting? A. By the use of brief signs for the common sylla- bles of words. Q. Give the signs for these syllables as I name them: Con, com, cum, cog. A. (1) When the syllable comes at the beginning of a word it may be represented by a dot before the remain- ing part of the outline; as, convey, ^ (2) When the syllable occurs at any intermediate point in a word, the preceding and the following part of the word is disjoined to imply the syllable; as, rec- ompense, x" X \ (3) If the syllable is repeated, repeat the dots one above the other; as, concomitant, j. Q. Do practical reporters always use the dot or dis- join the outline to imply these syllables? A. They do not. They become so familiar with the outlines that they omit the dot, and also in many in- stances omit the breaking of the outline, and rely on the context to enable them to read the word. Q. Write the following words found on the plate of syllabic signs: A. Combine, combined, combination, commence, commenced, commences, compel, complete, com- pletely, comply, compliance, compliment, compliment- ary, conceive, concentrate, console, consequent, con- sequence, consequential, consider, consist, consistent, consistence, consume, convert, contain, contained or content, contains, contingent, continue, continuance, contract, contrast, contrary, contrive, incomplete, re- commence, misconstrue, decompose, recommend, mis- conduct, nonconductor, discompose, incumbent, encum- bered, disencumbered, inconsiderable, inconsistent. THE SHORTHAND REPORTER. 123 Q. What sign represents ing, ings, ingly? A. Ing is represented by a dot following the preceding part of the word or the stroke Ng; "ings" by a circle in the same position as the ing dot or Ng stroke with s, and "ingly" by a short dash in place of ing dot and at right angles to the letter, or if preferred, slightly slop- ing; or Ng with the L hook. As seeing, J under- standingly, ^ As to which of these is best is left to the the judgment of the writer after studying the several forms given. Ing preceding the words a, an, and, and the may be represented by a small curve sign for the, and a small dash for a or an. As /?\, reporting the, i doing a. Q. Write the following words found on the plate of syllabic signs: A. Hearing, flying, doing, tasting, adding, trying, dying, morning, doings, hoeings, meetings, knowingly, exceedingly, understandingly, sneakingly, provokingly. Q. What sign represents counter, contri, contra, con- tro? A. They are represented by a sloping tick preceding the remaining part of the outline. As counterfeit, <, Q. Write the following words found on the plate of syllabic signs: A. Countersign, countermand, counteract, counter- balance, contradict. Q. What signs' represent ter, der, ther, and some- times tor and ture ? A, They are represented by the ter hook on straight letters; as gather, 3 ; by doubling ray and the curved letters except y, zh, ng, m-p, as mother, X-T-N ; by doubling the straight letters that have a final hook oth- er than the ter hook, as gander, ? Q. Write the following words found on the plate of syllabic signs: 124: THE SHORTHAND REPORTER. A. Cater, eater, repeater, brother, gather, brethren, mother, tender, father. Q. What signs represent ed, ted, ded? A. They are represented by a half-length t or d respec- tively. Where the t or d cannot be conveniently joined, as after d, the halved t or d may be turned slightly in tho direction of ch. As, dated, \. The sign for these syl- lables may be written upward if it occurs at the end of a word, and cannot be conveniently written downward. Q. Write the following words found on the plate of syllabic signs: A. Acted, tended, noted, consented. Q. What sign represents magni, magna, magne, magnan ? A. They are represented by the letter m immediately before the following part of the outline of the word. Q. Write the following words found on the plate of syllabic sounds: A. Magnitude, Magna charta, magnify. Q. What signs represent ble and bly ? A. These are represented by b with the 1 hook, or by b alone where the hook cannot be conveniently made. Q. Write the following words found on the plate of syllabic signs: A. Admissible, attainable, profitable, stable, suitable, noble, tremble. Q. What signs represent less, ness, lessness ? A. These are generally written by the usual phono- graphic letters, 1 and s circle, and n and s circle respec- tively. In long outlines ness may be represented by \ the n hook made into an ns circle. As peaceableness, \ fondness, W_j Less and ness are joined in one word by Is disjoined or struck through preceding consonant; as restlessness, /?f> Q. Write the following words found on the plate of syllabic signs: THE SHORTHAND REPORTER. 125 A. Kindness, peaceableness, profitableness, gladness, coldness, goodness, blindness, shameless, needless, end- less. Q. What sign represents cir, ser, sur? A. These are represented by ray with the s circle. As circle, oX x< Q. Write the following words found on the plate of syllabic signs* A. Circuit, circles, circus, surpass. Q. What sign represents cat, cot, cut, coot? A. These are represented by a half-length k. As cut- worm, ~2_^ Q. Write the following words found on the plate of syllabic signs: A. Catalogue, cottage, cotton, cut, cutlery. Q. What sign represents par, per, pur, par ? A. They are represented by p with the r hook. As purple, c\ Q. Write the following words found on the plate of syllabic signs: A. Purple, paradise, paralyze, perish, perishable, parable, parch. Q. What sign represents re before 1 or rel ? A. Ray with the 1 hook. As relative, ^^ Q. Write the following words found on the plate of syllabic signs: A. Rail, relator, relinquish, relic, reliable, real, rule, barrel, relish. (See plate of syllabic signs. ) Q. What sign represents mal, mil, mol, mul? A. M with the 1 hook. As promulgate, ""v-^ Q. Write the following words found on the plate of syllabic signs: A. Enamel, melancholy, camel, promulgate, promul- gated, only. 126 THE SHORTHAND REPORTER. SYLLABIC SIGNS. THE SHORTHAND REPORTER. 127 Q. How is new represented in word outlines ? A. By n or in short words where it can be conven- iently made by nu. New Testament. Newnan. Newborn. Q. What sign represents hood? A. A half-length h. Neighborhood. Brotherhood. Sisterhood. Manhood. Q. What sign best represents with ? A. If the word sign for with can be used, we use that; otherwise we use th. < Without. Within. Withstand. Withdrawn. Q. What sign best represents in, un, en before s and sr? A. The ins and insr hooks respectively. See Syl- labic Signs, Plate 2, for outlines of the following words: Instruct, instructor, unscrew, unstrung, unstrained, in- sure, instrument. Q. What sign best represents cal, cull, kill, and kell? A. K with the 1 hook. See Syllabic Signs, Plate 2, for outlines of the following words: Calico, calcine, cal- culate, culprit, kill, called, kildee, culminate, kiln-dry, kilogram, calendar. Q. What syllables best represent car, cor, cur, chr? A. K with r hook. See Syllabic Signs, Plate 2, for outlines of the following words: Corner, carpet, carbon, chronic, chromatic, correspond, correspondent, currency. Q. What sign best represents irre to give negative meaning to words ? 128 THE SHORTHAND REPORTER. A. Ray with the r hook. The sign may be joined or disjoined. Experienced reporters always join them. See Syllabic Signs, Plate 2, for outlines of the following words: Irreconcilable, irreconcilableness, irrecoverable, irregular, irregularity, irreligion, irreligious, irrepara- ble, irreproachable, irresistible, irresolute, irrespective, irresponsible, irretrieve, irrigate, irritable. Q. What signs best represent antial and ential ? A. The n hook on long outlines, and if desired on shorter ones the sign for sh. See Syllabic Signs, Plate 2, for outlines of the following words: Substantial, unsubstantial, super-substantial, circumstantial, creden- tial, prudential. Q. What sign will best represent ty and ity at the end of words? A. Halving the last consonant. This is useful after 1 and r in many cases. See Syllabic Signs, Plate 2, for outlines of the following words: Property, prosperity, peculiarity, regularity. Q. What is the best sign to represent ology, ological, logically? A. J joined or disjoined when not convenient to write the outline. The st loop is used to add st as in ologist. See Syllabic Signs, Plate 2, for outlines of following words: Geology or geological, theology or theological, pathology or pathological, mythology or mythological. Q. What sign best represents ography, ographer, ographic, graphical, graphically? A. G with the r hook when it can be made; otherwise, g alone. See Syllabic Signs, Plate 2, f6r outlines of the following words: Geography ographer, ographic, graphical, graphically. Biography ographer, graph- ical, graphically. Chirography ographer, ographic, graphical, graphically. Autography ographer, ographic, graphical, graphically. Typography ographer, graphical, graphically. THE SHORTHAND REPORTER. 129 SYLLABIC WORD SIGNS. PLATE 2. T ? f J* A. tl ._.... .... J^. c ^. l: . 1 _ <~, "~^ I (0 ? a ^ n 130 THE SHORTHAND REPORTER. Q. What sign best represents s-shun as heard in the outlines of words ? A. They are represented by the s-shun hook. See Syllabic Signs, Plate 2, for outlines of following words: Opposition, position, possession, precision, procession, appreciation, question, accession, accusation, decision, secession, cessation, proposition, supposition. Q. What sign best represents n-shun and ns-shun ? A. The n-shun and the ns-shun hooks. See Syllabic Signs, Plate 2, for outlines of the following words: Tension or contention, attention, detention, retention, inattention, distention, apprehension, transition, conden- sation, organization, combination. Q. What sign best represents the various syllables pronounced shun? A. The shun hook. See Syllabic Signs, Plate 2, for outlines of the following words: Option, compassion, passion, edition, condition, addition, objection, caution, action, fashion, vision, session, oration, Hessian, notion, motion, ambition, ration, occupation, lesion. Q. What sign represents dil, del, dol, dul ? A. They may be represented by d with the 1 hook. . JL .......... Jt ........ J .......... J ............... X ........... kf.. Delicate. Delve. Deluge. Diligence. Diligent. Dolphin. Q. What sign represents fir, fur, fer, fare? A. They may be represented by f with the r hook. Firmament. Furnish. Furniture. Furnished. Q. What signs may represent fil, phil, f ul, fool ? A. They may be represented by f with the 1 hook. Philosophy. Phlegm. Foolscap. Fulfill. THE SHORTHAND REPORTER. 131 Q. What sign may represent ment, after a hook, when the usual sign for ment cannot be used ? A. A half -circle joined to the hook. Abandonment. Contentment. Attainment. Intendment. Q, How may mental and mentality be expressed ? A. By the usual sign for ment disjoined. It may be joined sometimes where no difficulty arises in reading. Mentality may, if desired, be expressed by ment with a half-length 1 attached. V or a, or , '^ ........ " Instrument. Instrumentality. Rudimental. Q. What sign may represent une and uni ? A. Y with the n hook. ~< ............ ............ c~ ........... Uniform. Unite. Union or Communication. Communion. Q. How may uate, uator, uation be represented? A. By the little triple vowel sound "ua." If desired, a very small hook may be turned above for shun and below for tor, etc. ......................... fL ................... .T^~. ........ Graduate. Situate. Infatuate. Q. What signs may represent is, es, as, os, us in word outlines when immediately followed by t ? A. If at the beginning of a word, by a half-length s; if after an s circle or any of its loops, by the st loop on the same side of the stem letter. At the end of a word the half-length s may be made upward if necessary. W ............ ................. X- Elocutionist. Fastest. Estimate. Asthma. 132 THE SHORTHAND REPORTER. Q. What sign best represents ex and egs ? A. For the sound eks we use k with the circle s, and for the sound egs we use g with the s circle. -v Extra. Exercise. Exhibit. Extract. Q. What sign best represents exas ? A. G with the sez circle; as exasperate, X^ Q. What sign best represents sus, ses, sez, etc. ? A. The ses circle. ...9 ............ f ........... . .............. V ........ .. Self-defense. Themselves. Myself. Selfish. Unselfish. Q. What is the sign for after in word outlines? A. As a prefix, after is represented by a double-length f ; as a suffix, by a half-length f. * V V L ............ * ................ - ........................ After. Afternoon. Hereafter. Hereinafter. Q. What is the eighth method of contracting phono- graphic forms for the purpose of verbatim reporting ? A. By the use of brief signs for common words. Q. What are these signs called ? A. They are called word signs. Q. How many classes of word signs are there? A. There are two. Q. Will you name them ? A. (1) Small characters agreed upon to represent ar- bitrarily a few common and often-recurring words. (2) Word signs proper, which consist of such parts of the consonant outline as will most readily suggest the word which the full outline represents. Q. In what position are word signs generally writ- ten? A. Word signs are written in one of the three posi- tions prescribed for the consonant outlines, each word sign being written in the same position the full outline would occupy. The vowels and diphthongs are implied in the same manner as for the full outlines. See chap- ter on "Dispensing with the Signs for Vowels and Diph- thongs." THE SHORTHAND REPORTER. 135 Q. How do we form the plural of word signs or ex- press the possessive case of words? A. The circle S may be added to the sign of any word to express its plural number or possessive case. Q. Is the list of word signs complete in this book, or may others be formed as needed ? A. Additional word signs may be formed as needed, under the second plan above. Those given in the fol- lowing pages will be found adequate for general pur- poses. Sometimes, however, it is necessary to make a report upon a particular subject which abounds in new or difficult words, and then it will be found advanta- geous to form contracted signs for their representation. In every business in which a stenographer may be en- gaged, he should make up a list of the most frequently recurring words used in that business, and form word signs for them. Each business has its own peculiar technical terms, and it would be impossible for one text- book to embrace them all. NOTE. The student has already learned over seven hundred word signs, which have been used to illustrate the different methods of contracting the phonographic forms. By learning the word signs as illustrating principles, and not by memory, the student of this system of shorthand has become an intelligent writer of the art. The old way of memorizing a long list of word signs, which burden the memory and retard the advance of the pupil, has no place in this book. Here we learn every- thing by principles, and when these are correctly understood we write phonography as we write English, without hesitation, and without any burden upon the memory whatever. Now let the student go over these lists of words in review here, leaving out all the vowels and diphthongs; and when the proper method of writing any word is not understood, turn back to the heading under which it is found, and master the principle that controls it, that there may not be trouble with it again. Write the following words which were used in illus- trating the use of hooks in contracting phonographic forms, leaving off the vowels and diphthongs: Place, 136 THE SHORTHAND REPORTER. blow, flay, plea, play, plow, ankle, uncle, cloth, table, tries, progress, pray, tray, maker, paper, smoker, an- chor, raker, pickle, able, blames, flaw, glee, Blake, bleak, noble, evil, f umer, clamor, grammar, trunk, croak- er, meter, trouble, plug, black, cream, owner, claim, dwell, twig, quick, quake, twill, twice, insolvent, un- screw, unstrung, unseemly, inseparable, enslave, coffee, pan, Ben, run, men, none, moon, man, ten, lone, beef, above, buff, pave, deaf, chafe, edition, auction, motion, fashion, passion, action. Colony, near, pure, correct, course, till, tell, more, moor, cure, secure, charm, cheerless, dear, nor, corpus, north, kill, call, dark, car, string, supper, bones, strange, Jones, response, spring, fling. Write the following words from the second method of contracting words: Races, roses, bounces, sister, exer- cise, pieces, noses, suspicion, Moses, cases, causes, pounces, prances, dances, dunces, exercises, past, post, roast, coast, most, stole, steam, step, state, canst, against, danced, punster, spinster, coaster, duster, regis- ter, posts, posters, nests, coasts, coasters, necessity, test, distinct, vest, Webster, impost, success, suppose, losses, choses, disposes. Write the following words from the third method of contracting words: Effect, fact, correct, liked, catalogue, ten, tent, gets, bound, fight, sent, good, print, intent, wring, paint, made, saved, felt, spent, writing, light, get, gets, breed, trained, bend, sprained, vent, friend, need, God, stand. Write the following words from the fourth method of contracting the forms: Lawyer, measure, September, finger, anchor, mother, father, gander, letter, enter, neither, printer, tender, render, ponder, pointer, kind- er, pander, ponderance, bender, banter, binder, char- ter, dander, joinder, ranter, enchanter, encounter, blun- der. THE SHORTHAND REPORTER. 137 Write the following words from the Review Chapter, on principles of contraction: Able, evil, tree, preacher, labor, tray, eager, glee, Cain or cane, offer, owner, robber, twill, trip, bray, free, flown, plague, keeper, vane, plan, subscriber, dine, than, fine, dry, price, fly, fray, clay, eagle, plenty, brain, twenty, extra, drake, apple, dense, tenses, financial, glow, blow, gray, represent, three, ether, nation, circle, cases, gazes, prone, trade, grain, rain, vine, earn, ration, motion, notion, finger, gander, rough, cleave, bluff, dwell, paymaster, jester, poster, step, cost, signed, treat, meet, might, feet, about, sent, noted, trained, sprained, necessity, enslave, green, none, known, felt, letters, senator, priests, tattle, maker, paper, petal, total, smoker, anchor, raker, taper, prime, blight, piper, croker, ankle, uncle, table, cooler, people. Basis, doses, choses, causes, gases, hazes, thesis, erases, looses, rises, Texas, snoozes, sustain, roses, mazes, masses, nieces, noses, clay, glow, draw, flee, queen, clean, glean, oration, Hes- sian, ambition, motion, nation, run, Dane, ten, fashion, mis- sion, auction, unpleasant, sometimes, presentation, picture, tell, more, fulcrum, paroxysm, parlance, carpet, careless, correct, course, curse, season, system, exhaust, exactly, expend, forbade, forgave, forget, garnish, freehold, freedom, frontier, gladden, furnish, fruit, friend, further, glories, gift, gentle, being, gather, enchanter, idea, neither, snowy, render, gone, guarantee, gos- pel, guilt, example, expire, expired, explain, exhaustion, ex- hort, export, pension, step, state, canst, against, coast, dust, plug, claim, prime, brick, legal, tolerable, charm, cheerily, moral, golden, court, torment, instructor, real, call, morning, garment, corn, mourns, rail, near, part, told. Rather, daughter, gaiter, position, Peter, pound, inscribe, pin, Ben, ten, dine, one or won, invasion, panel, ample, black, other, creek, grieve, honor, tract, desist, pleased, spring, spray, straw, struck, scream, seeker, strive, strip, strength, father, exemplify, extend, expense, excellent, finance, final, farther, finish, finished, elegance, drain, divulge, done, donate, electro- type, edition, down, elegant, chief, embrace, emerge, enclose, engage, enjoin, entertain, enter, vane, esteem, estimate, et cet- era, diligence, eulogy, eternal, devote, deponent, estop, engrave, engraved, observe, cloudy, reprove, abstain, thin, pave, lotion, tough, beef, scrap, stream, pens, pins, combines, pines, shines, man's, runs, Georgia, gulf, present, admiration, man, presented, clothed, bloom, decline, can, again, shun, freeman, harper, roller, 138 THE SHORTHAND REPORTER. insist, romances, neighbor, sprightly, trine, romantic, certainly, execution, exultation, country, chin, gin, known, men. Write the following words taken from the fifth method of writing words: Fees, seem, seed, seek, peace, chick, chalk, duck, deck, oak, came, come, foam, gate. Write the following words from the sixth method of contracting phonographic forms: Tempt, sanction, most- ly, instruction, transcript. Write the following words from the seventh method of contracting phonographic forms: Combine, combined, combination, commence, commenced, completely, com- ply, compliance, compliment, complimentary, conceive, concentrate, console, consequent, consequence, conse- quential, consider, consist, consistent, consume, con- vert, contain, content, contains, contingent, continue, continuance, contract, contrast, contrary, contrive, in- complete, recognize, misconstrue, decompose, recom- mend, misconduct, nonconductor, discompose, incum- bent, encumbered, disencumbered, inconsiderable, in- consistent, hearing, flying, doing, tasting, adding, try- ing, dying, morning, doings, hearings, meetings, know- ingly, exceedingly, understandingly, sneakingly, pro- vokingly, countersign, countermand, counteract, coun- terbalance, contradict, actor, eater, repeater, brother, gather, brethren, mother, tender, father, acted, con- tended, ended, consented, magnitude, Magna Charta, magnify, admissible, tenable, profitable, stable, suitable, noble, tremble, kindness, peaceableness, profitableness, gladness, coldness, goodness, blindness, shameless, need- less, endless, circuit, circles, circuits, surpass, catalogue, cottage, cotton, cut, cutlery, parable, paradise, paralyze, perish, perishable, purple, parch, rail, relator, relin- quish, relic, reliable, real, rule, barrel, realize, enamel, melancholy, camel, promulgate, promulgated, only, del- icate, delve, deluge, diligence, diligent, dolphin, firkin, THE SHORTHAND REPORTER. 139 firmament, furnish, furniture, furnished, philosophy, phlegm, Philip, foolscap, phlox, fulfill, abandonment, contentment, attainment, intendment, instrument, in- strumentality, rudimental, uniform, unite, union, triune, communicate, graduate, situate, infatuate, elocutionist, fastest, estimate, asthma, extra, exert, exercise, exhaust, exhibit, sustain, suspend, roses, chances, pounces, nulli- fy, nullity, Nelson, funnel, nullification, learn, learned, unlearned, parlor, roller, enterprise, introduce, inter- cept, interline, lordship, friendship, stewardship, flagship, ambition, ambitious, promulgate, amplify, valve, vulgar, value, village, before, uniform, afore- thought, ever, never, whatever, whenever, whichever, whatsoever, self-defense, themselves, myself, selfish, un- selfish, after, afternoon, hereafter, hereinafter, New Testament, Newnan, newborn, newer, neighborhood, brotherhood, sisterhood, manhood, without, within, withstand, withdrawn, instruct, instructor, unstrung, unstrained, insure, calico, calcine, calculate, culprit, kill, call, culminate, kiln, dry, kilogram, calendar, corner, carpet, carbon, chronic, chromatic, correspond, corre- spondent, currency, irreconcilableness, irrecoverable, ir- regular, irregularity, irreligion, irreligious, irreparable, irresistible, irresponsible, irretrievable, irrigate, irrita- ble, substantial, unsubstantial, super substantial, creden- tial, prudential, property, prosperity, peculiarity, regu- larity, geology or geological, theology or theological, pathology or pathological, mythology or mythological, geography-er-ic-ical-ically. Also with the same termi- nation: Biography, chirography, autography, typog- raphy. Opposition, position, possession, precision, pro- cession, appreciation, acquisition, accession, accusation, decision, secession, cessation, proposition, supposition, tension, attention, detention, retention, inattention, dis- tension, apprehension, transition, condensation, organ- 140 THE SHORTHAND REPORTER. ization, combination, option, compassion, passion, edi- tion, condition, addition, objection, caution, action, fashion, vision, session, oration, Hessian, notion, mo- tion, ambition, ration, occupation, lesion. EXERCISE. I I "I ' ^ * ..V ........ t^s, ...... ' .............. L-c-.x ............... L ............... N \ M ....... > ........ t - C...-y......HS..x KEY: It is admissible but not tenable. The magnitude of that undertaking was presented to them. Insure your property. You misconstrue my action. Your house is encumbered. How do you know he is my correspondent? THE SHORTHAND REPORTER. LIST OF WORD SIGNS. To give signs for all the words of the English lan- guage is not expected of a text-book, and such a list of signs is not necessary for success in writing this art. Those who aspire to be reporters must be so familiar with the. principles of the art as to be able to write any word in the language without hesitation. In order that those who study this book might do this the foundation of phonography was well laid at the beginning in the thorough treatise on the sounds of speech and the anal- ysis of words. If we take an article in the English lan- guage and analyze it, we will find that the greater part of it consists of oft-repeated words. Mr. Henry N. Parkhurst, the great New York reporter, in such an an- alysis of an article of one hundred thousand words, found the following words used the number of times in- dicated by the figures after each: The, 2,179; of, 1,169; two, too, to, 1,104; and, 899; that, 570; a, an, 566; in, 534; I, 470; it, 447; is, 406; be, 208; you, 268; not, 263; for, 252; this, 246; was, 241; there, their, 231; have, 214; as, 210; which, 208; with, 194; he, 186; they, 186; his, 170; are, 169; by, 168; from, 165; but, 150; we, 146; will, 143; no, 142; at, 130; what, 125; all, 123; or, 117; my, 115; on, 111; upon, 111; has, 110; any, 109; would, 102; do, 101; them, 99; been, 95; if, 92; had, 89; one, 86; so, 83; our, hour, 80; who, 78. We have given already signs for these frequently re- curring words, and the student should be able to write them at a high rate of speed. We will now give a more extended list of word signs, and they are given for the purpose of being written and rewritten until they can be made at the rate of two hundred and fifty words per minute. Have them dictated and redictated until the highest possible rate of speed is attained. When this is accomplished there will be time to write the less fre- quent words according to principles heretofore given. 142 THE SHORTHAND REPORTER. NOTE of the c \ . The Italic L and R befor< alumn on which the phono;; \ L. Up * R. Above 3 the Englisl ;raphic char I i words refer to the side acter is found. ' L. It. ^ " L. Upon R. Between -R. Did IL. At, out \ V. L. Opinion R. Behind .... r R. Do L. Tell <\ fv V L. Principle *) --R. Before Zr. Particular -r . ..r..... 1 L. At all ...I....JT Differ LL. Told .-..Z? Difflcult-y ...V.. \L. Op'rtunity M. Been ..\ L. Part i 1 L. It is ..y Do not . L. Truth . . I . ... 7? Had not I R. Able C L. Spirit R. Bleed ( J L. True R, Doctor L. Special 1 1 L. Tried ..'... R. Dear \ <\ ' -*-*y ...a i. Toward T . . R. During \ '" R. Rememb'r L. Be -1 EL. Out of R. Deliver f L. Without .1 .R. Said V ... ^ ^> Number >L. To be R. Object THE SHORTHAND REPORTER. 143 / /... .../. s L. Each ... 2.... R. Larger L. Which D..-B. Can L. Much > . B. Came L. Cheer *- R. Quite : .. L. Go ' c- .B. Glad ....^. Give - <^v_p ^. Gladness ,- /God MGet * -~ B. Glass *- -L. Good 7^. Glean * {Gone ^Gain < Again .,.. (Gun JR. Glen . . .. L. Agony X? L. Child e ~" ^^ 5. According f . Children .S. Act -9 c ^ ^ff. Glance R. Congratulation R. Count L. Large Ttx R. Cannot 144 THE SHORTHAND REPORTER. -< i. Greater , < * /.'. Groans __ L. Guarded ' p j Grain * i Grown L. Guardian K L. Fiber ,../?. Faster V L^ L. Fibula ^^B. Physical c | s ^**~pL. Confident R. Fiscal ^ e~-i_sR. Garner ^ L. Garden ^ L. Fiddle R. Physician T R. Grow ( L. Griddle ^- ( P ! I* .. ..V-.^'iFor s L. Fodder t,^ -R. Facile V^x' -L. Fix JS. Officer ^_'. L. Girdle ^ R. Few ^ L. Gurgle ,.A ..^ IFate L. Gargle ^ ^tJ L. Confectionery R. Official s ( L. Fever ^o R. Often -^ ^> ^ R. Foot T ( Grieves ^- ~\ Groves 1 p I Fated ..NY A- ' Footed V^ L. Graced P i Fitness --S- w i. Favor i p i Phonography 7- ( Fees " 1 Face .^...^Fan L. Fast ^, p | Fined >... V. '1 Fund i. Fasted '"'"R. Found C^a^ ( Fatness ..TTrr...^- Grasses ^?. Feature j 4 Agreement t (Garment ..V .... -n (Father ^ * Ufter THE SHORTHAND REPORTER. 145 ^ l L. Phonetic .\5 I? P V. n n n OT-SI - ^ i/7 L. Felt >. . .B Felon phy , L. Fanatic ,.,\^' ,B. Phonogra- ^ ( , L. Fault ,s*<... ...B Felony pher V-^Z. Fountains B. Finer or of - ^ V Faulty - tener .. l ~~..L' Founded \-^sR. Funeral i , L. Foundry !s v V i. Floated B. Following , /" L. Flatter ..V B. Filial ^ L. Filed ! B Offer ...V,.... L, *~*~s. Fang n Zr. Founder ...X ..B. Flow V L. Finder r .R. Fall ....v .. , . Failed ...L B. For ^-^ L. Foliage B. From I L. Fines V. .B. Fail .X^>, \f L. Fence B. Filly . / L. Fancy .>/... .B. Fellow . / L. Effulgence .V-C.... -S- Ferry ^_ ^ i. Flock .. B. Fright .._. L. Fineness B. Flap L. Finally , #. Fallible L. Finality -fi. Friction 10 146 THE SHORTHAND REPORTER. L. Further "Y .Vs......... R- Have L. Forehead :.V.... cv .. Visitor . . \ . . M. Overdrawn Y .Vw B. Vote V . L. Visitation 1 L. Frequence .A ,8. Voter ..V/, Jt. Vesture s- V ^ L. Forego B. Void s- V 7 '. Convict . Verbal i sT-i. Vision I ^/l B. Veracity *\ V L. Forget .;* H. Victuals V*. ( L. Vest B. Think ^_ or v L. Forgive (o /^> *B. Evidence L. Convince OK L. Frost ^-v_- ? .(.B. Thank \ ....V. B. Vouch ^>- L. C'nven'nce C B. Thought , L. Fragrance ^V-ri , , \^> B. Voucher / ) L. Vessel L. Forth ->- B. Author , \/{ , N. B. Vocal S~ , \^ / L. Spoiler 1/R. Tliorough L. Foresaid ^/f . w B. Vaeue (\ L. Value C^ L. Farewell r, ) B. Threaten V 1 I B. Vigor \ ~ L. Vanish J , J B. Thrown V , L. Fireside ;.. 4 > v __ =5 .. B. Conviction 1 L. Variable ..Ss/X ..!]) .B- Thresh L. Forward ..V,.... V, B. Visit THE SHORTHAND REPORTER. 147 c or <\ L. Thy ./ R. Thereto <\ L. They / R. Therefore cv L. Thou . f^f., R. Thereunto cv L. That J, ,...R. There is V -i ov L. Spacious ./^....-R. Separation VL. Spoon R. Support ... . R. Sunnose 148 THE SHORTHAND REPORTER. X f I/. Sober ,,Nv .#. Sphere ...).. /L. Was .. yZr.R. Sharer ..x i. Step ..^^ .K. Assist JL L. Zion .-j...-fi. Shorthand f i. Stage ....... E. Slaughter >. i. Zone ,. p. J?. Shortened , i. Zero .V....A Shirt -]- ^J\ L. Astray. . ,.....#. Celebrate f 9 L. Austerity E. Sweet L. i. Easily .9 72. Surety V. i. Striker E. Sweeter < \ i. Easier /. ^. Pleasure A L. Stern f\_E. Slave i. Ship ./- &v JS. Measure ..; a -L. Secure iS , . E. Sworn L. Assert . . q/ E. Swear .^ /^*NJ L. Surely ^. Leisure ..v- L. Shackle .TV... -& Erasure V- ^ L. Assertion B. Swigged , /^" L. Conscience E. Law it L. Ascertain .^f,'.. -R- Seaworn ^. ._ L. Sugar ....,-& Will , , L. Something ...o. E. Concern .^ ^ jC. Shelve . 5. Lottery THE SHORTHAND REPORTER. 149 ..a L. Lunch X~"...B. Loosen L. Loiterer XV : .g. Alkali s^fL. Laden F / .fi. Lunge ./ L. Logic ..,, -X L. Rabbit 1 #. Where ., i. Raft ,,7Y>...J?. Return c^ i. Rafter ...........ft- Realize ../I. -L > ' i. Roast :<(C.....-B. Relic . t/J, .. ^. Relative L. Renter ,,<^v..,.-B. World ^ 1 i. Lighthouse C - B. Lark -^ L. Latch f / B. Ledger X* i. Ladder . ^.....B. Learn /, L. Land ^ n *" " X /i. Range _ .-.B. Revere 2 I J - Ramble ,X^ -B- Reverence ^\o L. Oration ./> ^ c ~ L. Lapsed ,,.B. Legal L. Lord v . /y. Mental \ ^?. Neighborhood >^--v Zy. Manhood "'?'/ -B- Anybody i. Manure ,. < 7?. Enable i. Monday ,.. SH- -ff. Nature r^ I/. Multiply ... /"..JR. Notwithstand- ing i. Murder ...- f J.R. Noted ^. L. Mailed ..... 1 B. Entity v -^\ L. Merited , B. Knighthood -1 L. Impetuous x v . B. Maker ^- L. Mattock -^ *""-* L. Mitigation B. Mr. c~~^> L. Mutual B. Mrs. - ,y L. Embezzle H. Misses L. Employer """&& B. Museums L. Impossible *-^, ..ft- Music L. Mature f-v f.JR. Memory L. Mattress ..,...,...-# Mountain L. Maturity ,^-^,..J?. Maintain '"~ > . Modify ..JJ. Mistake *~V L. Mark ....CT^ .; -V, L. Market . v^Cx. B. Enlarge L. Morning -,. - ^= ^ -^ L. Ministry ^^^ B. Intention THE SHORTHAND REPORTER. 151 w^J ^,-^T,. Intense J ^ \ L. Way, away .r.: L. Information *Mf .R. Intact s^ L. Honest 7.T..-R- Indorse L. Unreal ...J.. 1 j L. Weight, wait jr.....Jl. Wager L. Waiter .0 .R. War, ware ^ . Water 1 L. Annual y ...R. Until L. Unhurt <^/* R. Only W L. Nailed R. Songster ) VT j Weather ** 1 Whether R. Wife. \ \ L. Weed .. V....-R. Wave 7 ^ L. Insanity . . . R. Thing .J. ..2. .A ) L. Waste, west t ,J ...,-# Warehouse ^ 152 THE SHORTHAND REPORTER. ^^X ^^^ 3 * i. Went ../.... 5. Wedge isx- i. Want Y. .. . Wedlock o L. Warp ...V.*. -B. Web L. War-hoop ^L^ .B. Welcome A- i. Washed ,,2,.. R. Welkin (\ L. Wasp ,tf..... R- Well water ^ L. Wasted '^> j~* R. Woman / i. Watch o/ ^. Worse *, *> ....A... A ^ .L. Your .B. Yellow 1 i. You , -B. Yacht L. Beyond R Yawn V ,L. Yea ^jfM. Year i. Yet ,. C*. R. Usual jf L. Your own ..Q R. Yesterday L. Commune ..f ..-B- Youth L. Communication .y ,.R. Youthhood L. Communicator r^.-B. Yew tree v JD. Communicant ...,.,^B- Yoke ..c. ...1 j ^~- L. Watchword . . R. Walk ^> L. Wek, weak R. Walker ., i. Communicate .C~i>\R. Yeoman L. Communicative ...... -B- Yeast ^. I/. Unite _... .K. Yes - L. Weaken . -,/ .B. When i^ L. Waybill .R. Wiry .... i /v L. Wayworn ....*<... -B- Worn THE SHOKTHAI fD KEP( )RTEE. 153 . A . \L. Habit B. Hebrew *"* L. Habited B. Heedless Vf L. Horrible ,.*N ...B. Hoarfrost v L. Horrid ,7\ w rv L. Habitual Ik ...B. Helmet VX L. Horrify . . y^ . B. Henpecked \f ,-^ L. Hair .Q. S. Help ^ ^ L. Horizontal -^ L. Hairbrush ..7 B. Hasted V~" L. Horseman * V" L. Haggard ^ "^i L. Hoisted V ^L L. Hardware .. p B. Highhanded X ,..\..B. Hypothesis \ L. Hypocrite ,. B, Hot-pressed X ~"V L. Harm ...>...... B. High priest y L. Huguenot \ L. Harmonics B. High water ^ L. Hymen .. ^v/jK. Husbandry \, L. Heaven B. Highway \ J L. High-bred -v r L. Highland B. Hinted \ ^s .L. Hypothetical B. Hurricane ^ L. Horse B. Hint ._ ^ L. Humanity B. Hyphen % ^-i L. Horn . .. B. Hippodrome ^ \L. Hose . B. Horehound 1 154: THE SHORTHAND REPORTER. INTERSECTED WORD SIGNS. Q. May the parts of the outlines of words be inter- sected ? A. They may, for the purpose of making a word sign for a long word or phrase, or a word that is difficult to write quick enough for verbatim reporting. Q. Where is this principle or license most advanta- geously used ? A. In words having long or difficult outlines, and in long or difficult and frequently recurring phrases, es- pecially in writing official titles, the names of corpora- tions and of religious, social, and fraternal societies. It may also be used where two forms are constantly con- flicting in a report: one being intersected to distinguish it more readily from the other. When the letters do not admit of intersection in words where this principle may be used the parts to be intersected may be written close to the other part of the word. Q. How should the names of incorporated companies be first written ? A. They should be written in full, as it is important that the name of the corporation be correctly given. Then any deviation from the name first given should be carefully noted. The abbreviation by the intersection principle or license is allowable only where the name is properly given and adhered to. Write the words, phrases, and names of companies as I read them to you: Nevertheless, notwithstanding, cap- ital punishment, nisi prius, bankrupt, bankruptcy, Col. Johnson, Capt. Dickson, codefendant, Farmers' Cooper- ative Mfg. Co. , Capt. Carson, Georgia Midland and Gulf, National Bank, aurora, borealis, temperance society. EXERCISE. * THE SHORTHAND REPORTER. 155 POSITIVE AND NEGATIVE WORDS. Q. Is it important to distinguish between positive and negative words? A. It is. No other distinction in this art is more im- portant. Q. Should these words ever be distinguished by posi- tion? A. They positively should not, as in rapid reporting the most careful reporter might accidentally get the sign out of position and change the meaning of the statement reported. Q. How then should positive and negative words be distinguished? A. By placing in the outline of the positive word some sign to express the negation. Q. What sign will best represent this negation ? A. By repeating the first consonant where the out- line begins with 1, m, n, as in the words illegal, immor- al, unnecessary ; except where p or b follows m, then by mp, as in the word impartial, and by the r hook on ray where the word outline begins with r, as in the word irresistible; except where m follows r we use the down r to express the negation, as in the word irremediable. Write the positive and negative outlines of the fol- lowing words: Can I J Did ___ j Cannot Did not Contented Have Discontented * >* Have not Common C~ ^-Legal *=*_. Uncommon Illegal Do SI S> _ Legible .J Do not 156 THE SHORTHAND REPORTER. Logical Illogical Material Immaterial Moral . Immoral Mortal .Immortal Moderate Immoderate Innoxious Necessary Partial Impartial Rational -J?___. Irrational Resolute Irresolute . Respective >^_\_j^_\__olrrespective Resistible Irresistible Relevant l^LJrrelevant Consistent P ^~f Inconsistent Was _ /_ J Was not Yes NAMES, INITIALS, NUMBERS, PUNCTUATION MARKS, ETC. Names and initials are best written in longhand, and short combinations of numbers in the ordinary numer- als, if the reporter has time to so make them. If neces- sary, however, they may be expressed in phonography. When written in phonographic characters names should be vocalized. If it is impossible at the time to do this, turn back at the first opportunity, and put in the vow- els, or a sufficient number of them to be able to read the word at any time in the future. For initials we use the following scheme: A B C D E F ^ G II I J r s.,i K L M N y OP Q RSTUVW XYZ Etc. THE SHORTHAND REPORTEE. 157 If the name is written phonographically, it should be written as it is pronounced, and without any regard what- ever to the English mode of writing it; as, George Washington Veils. When it is desired to write a vowel apart from a consonant, either as an initial or otherwise, the follow- ing character is provided as a mark to indicate the vow- el's position: J^ ; as, ^/*, e. For representing combinations of numbers we use this method: For hundreds, h; for thousands, th; for mil- lions, m; for billions, b; trillions, t; and so on with higher enumerations. Use phonographic letters. Some phonographers write one, two, six, seven, and ten in phonography at all times, but we prefer the numerals. In phonography a small cross or a long line in the di- rection of ch is used for a period; two parallel lines, or one line with a tick at each end, for a dash; exclama- tion and interrogation points same as in English, except a small cross is at the bottom instead of the dot; other marks the same as in English. To indicate that a word is emphasized, draw a wave line under it. If a reporter is reporting a public address, he may find it necessary to intersperse his report with some of the following marks, indicating applause, laughter, pleasantry, cheers, etc. , and if not clearly understanding a speaker he may place the sign of " doubt." The re- porter may improvise any other distinguishing marks he may need; as, f-shun for confusion, etc. Example: Pleasantry. Cheers. Applause. Hisses. Laughter. Irony. Doubt. When words, phrases, clauses, or sentences are spoken and immediately repeated, a mark may be used to rep- resent the repeated word, clause, or sentence. Example: "I say in all candor, } earnestness "=" I say in all candor, I say in all earnestness." 158 THE SHORTHAND REPORTER. PHRASING. NOTE. By the judicious use of phrase signs the reporter econ- omizes space, gains time, and increases speed in writing. "Phrasing is an art within an art" the highest plane of pho- nographic writing; and yet the majority of phonographers seem to pass it by and content themselves with writing with the word outlines and word signs. For this reason there are but few ver- batim reporters compared with the multitude who study this useful and beautiful art. We urge those who study this book not to stop short of the complete mastery of phrasing. Each principle is explained and illustrated, and when it is mastered it can be applied to the formation of any phrase of its class. The student must exercise judgment and learn to use the principles that are taught, just as a workman uses his tools. He knows what a phrase is, and when one is spoken he should construct the phrase sign just as he has heretofore constructed the word outline by the quick application of principles. Large books have been written upon the subject of phrasing, and thousands upon thousands of examples given; but these are useless except as they illustrate principles. It is impossible to remember one- tenth of them, and in trying to remember the hand falters and failure follows. But if the phrasing is by principle, there is no effort necessary to recall any phrase, and progress is ever onward and upward, as the mind is trained to group the forms of speech and represent them by this higher art of facile forms. Go over and over the principles until they are understood, and then go over and over them again until they are at the fingers' end for use, and then over and over them again until by practice they can be used without faltering or hesitating in the least. PHRASING. Q. What is the ninth method of contracting the phonographic forms for purposes of verbatim re- porting? A. The use of signs for phrases. Q. Is this principle of contraction a useful one ? A. It is, as it saves the lifting and changing of the position of the hand, and the lifting and rearranging of the pen, only one sign being made for the two or more words of the phrase. As stated, it saves space, gains time, and increases speed in writing. THE SHORTHAND REPORTER. 159 Q. What signs are used to represent phrases in pho- nography 3 A. They are either the signs of the words which con- stitute the phrase, joined together without lifting the pen, or such new signs as may be constructed under the rules fully explained in this chapter. Q. What is the object of phrasing, and what should be the characteristics of phrase signs? A. The object of phrasing is to gain speed. Phrase signs, therefore, should be signs of easy junctions, not too long, and perfectly legible. Q. If signs of easy junctions cannot be provided for a phrase, how should the words be written ? A. They should be written separately. In some rare cases, signs of difficult junctions can be used with advan- tage, but these should be thoroughly mastered and prac- ticed before being used. Q. If phrases are too long to be included in one phrase sign, what should be done ? A. They may be represented by two or more phrases^ or part of them may be written with the usual signs for the words. Q. What words should be grouped together into phrases in phonography ? A. Only such as group together naturally in speech or thought and which occupy to each other some positive relation in the sentence spoken. Q. Is it allowable to join words in phrases that are not connected in construction ? A. It is not; they should belong to the same group where the sense relation is close. If there is a pause, grammatical or rhetorical, between the words, the words should not be joined. Q. If there is a parenthetical word or clause between the different parts of the desired phrase, should the phrase be formed ? 160 THE SHORTHAND REPORTER. A. No. In such cases make separate outlines for the words. Example: The words "He will not go "make an allowable phrase; but if the parenthetical words "of cours'e" intervene (as, "He will not, of course, go",), the phrase should not be made. Q. How many words should be joined in one phrase sign? A. Short phrases are preferable. Generally two or three words make a phrase of proper length. Phrases of inconvenient length should be avoided. Especially hould phrases that run below the line farther than the length of one letter below the third position be abso- lutely prohibited. The phrase should not extend above the line higher than the length of one letter above the first position. Q. Should words that are always to be written in cer- tain positions to prevent conflict be used in phrases? A. No; not as a general rule, unless they begin the phrase. When such words are used, as will be seen when the subject of the position of phrase signs is dis- cussed, they will still be written in their true positions, and the words represented by the other part of the phrase will have to conform to its position as the lead- ing sign of the phrase. Q. Should two distinct phrases be joined together ? A. No. Q. What is the rule as to coining new phrases in rapid reporting? A. It is best for the inexperienced reporter not to at- tempt to coin any new phrase forms in rapid reporting. The experienced reporter can, of course, judge for him- self as to his capacity to do so. In rapid reporting there is no time with the average phonographer for any other mental process than that of carrying the thread of the discourse and making word signs, word outlines, and well-known and familiar phrases. THE SHORTHAND REPORTER. 161 Q. Should proper names or new words be phrased ? A. Proper names and new words should be kept dis- tinct and separate. If the new word occurs often, it may be phrased after the first or second time it is men- tioned. Q. To what extent should phrasing be attempted by the inexperienced reporter or phonographer ? A. Only to a limited extent. Young reporters make a great mistake in procuring phrase books and memo- rizing and attempting to use long and complicated phrases in their work. The better plan is to begin with the phrases given in this book, mastering each one thoroughly in connection with the principles laid down in this chapter, and then increasing the vocabulary of phrases as experience may demand. Beginners are too incompetent to engage in phrase-making on an extended scale as some authors have suggested. They should work into phrasing gradually. The object of phrasing is to secure speed, and therefore no phrase should ever be made in reporting that would cause the least hesita- tion in the onward flight of the pen. After one has had experience, then, the phrase book has its place in sug- gesting phrases; but even then perhaps not more than a dozen in a hundred found in the books are ever availa- ble. The reports of the best phonographers show but few phrase signs. The mania of phrase-making with inexperienced phonographers is condemned by such good reporters as David Wolf Brown, Dennis Murphy, Thomas Allen Reid, and others of like reputation. Q. When should impromptu phrasing begin ? A. Mr. David Wolf Brown, in his excellent book, "The Factors of Shorthand Speed," says: "I answer partially in the language of Thomas Allen Reid: ' When one has acquired a reasonable facility in writing, and a moderate degree of speed; when all the word signs have been familiarized; when all the common word forms 11 162 THE SHORTHAND REPORTER. come readily to hand; when there is no longer any ef- fort in thinking out the outlines of words; when, instead of the hand waiting for the mind, as formerly, the mind outruns the hand; when words to be written as a group can be grasped by the mind as a group before the pen begins to write the first word of the combination then, if the young reporter should feel a craving to get down on paper more quickly the word forms as they crowd upon his mind, he may permit himself to do what has been well said to be the characteristic of the accom- plished reporter "to catch words by the handful." The author of this happy expression (Mr. Fred Irland) has not said that any begwner can thus " catch words by the handful," nor does he recommend that beginners should try to do so.'" Q. What course, then, is recommended for the stu- dent of phonography? A. As already stated, learn perfectly the lists of phrase signs given in this book, studying them in con- nection with the principles of phrasing, and use these only to begin with, adding others from time to time as experience may suggest, until the complete mas- tery of the art is attained; then follow your own expe- rienced judgment. Q. Should phrasing be learned by principles or by rote? A. By principles. Learn to form phrases as they are needed and understood, and as they naturally come up in writing and reporting. If learned by rote, the mind will be hesitating and seeking to recall some phrase, when it should be creating just as it creates word out- lines, by the principles of contraction, as the words are spoken. Q. Will phrasing differ with different writers? A. It will, when done by principles varying accord- ing to the differences of the pupils in mental concep- THE SHORTHAND REPORTER. 163 tion, judicious selection, and power of creation, as well as their aptitude for the particular work of reporting. Q. How are phrase signs constructed? A. There are several methods of constructing phrase signs, which will now be explained. Q. What are the simplest phrase signs, and how are they constructed? (1) They consist of word signs joined together; as- my friend, '_j) These are very simple phrases, and de- pend only upon proper grouping, relationship of the words, easy junctions, and legibility of the outlines they form. NOTE. The proper grouping of words has been explained; the relationship of words refers to the sense relation, as also stated; the easy junctions have been already fully taught as to word outlines; and the same rules govern the formation of phrase signs. Artistic beauty should be preserved in all phonographic outlines. EXERCISE ON SIMPLE PHRASING. ... ...... i...t .!..:? ..... 1. KEY: Of the, in the, it is, that the, so the, by the, with the, all this, and the, from the, has been, I do, I am, I think, there is, and a, of his, upon the, is the, as the, all the, will be, you will be, to me, 1 will, there are, on the, that is, that day, that with or we, of that, as will his, has not, is not, it is not, it is said, I said, he said, she said, they said, this day, of course, should be, shall be, so that, we are, who are they, what was seen, you can, you must be. what was, do you, for the, to the, I do, it was, I think, I was, I do not, I do not know, I do not think. 164: THE SHORTHAND REPORTER. Q. How are new signs constructed for the represen- tation of phrases ? A. Out of the same phonographic material used in the construction of word outlines. In the construction of words this material is used to represent letters; in phrase- writing, it is used to represent words. For ex- ample, a hook at the beginning of a straight letter, on .the s circle side, represents the letter 1 in word outlines, but in phrasing that same hook represents the word "all or will." Q. Is any other phonographic material used in this manner except the hooks ? A. Yes; the circles, double circles, loops, and princi- ple of halving and doubling of letters. Q. Does this enlargement of the uses of phonographic material create confusion or ambiguity? A. It does not. The context of what is written easily and quickly determines whether the sign is a word outline or a phrase sign. Familiarity with phonographic forms also aids the writer. We write these forms so often that they become as familiar friends. Q. What is the first class of these new phrase signs? A. (1) They consist of word signs to which are at- tached hooks, to represent other words in the phrase, as I do not ^ In this phrase the n hook is used to repre- sent not. This method of phrasing requires good judg- ment and experience before it should be used to any great extent. Q. For what words may the 1 hook be used in phrases ? A. For "will and all." In Mr. Graham's system this principle is extended to the small vowel word signs, such as the signs for of, to, etc. This is not approved of in this system, but it may be used if desired. THE SHORTHAND REPORTER. 165 EXERCISE ON USE OF L HOOK IN PHRASING. .r ,/ It will. At all. Which will. At all events. At all times. Q. What words may the r hook represent in phras- ing? A. "Are and were" in a few cases. NOTE. In some systems r also represents our and or, and either or all of these words may be so represented if desired, but we do not recommend them. Mr. Graham extends the use of the r hook to tick word signs, but this is not recommended. EXERCISE ON USE OF R HOOK IN PHRASING. Which Which were. Which were They are. Such are. are to be. Q. For what word may the "in" hook be used in phrasing ? A. The word "in." EXERCISE ON USE OF IN HOOK IN PHRASING. ....7TX ............... <. In some. In his will. In his love. In his strong way. Q. For what words may the w hook be used ? A. For the word "what," and "one" in connection with n hook, when it can be conveniently made. EXERCISE ON USE OF W HOOK IN PHRASING. ? At one time. At what house. At what place. At what rate (of) speed. 166 THE SHORTHAND REPORTER. Q. For what words may the ter, der, ther hook be used in phrasing? A. For the words "there, or their, and other." EXERCISE ON USE OF THE TER, DER, THER HOOK IN PHRASING. . By there. Up there. Go there. Which their. Do their. Q. What words may be represented in phrases by the n hook? A. "One, own, known, than, then, and been." The context will determine which it is intended to represent. The word not may be represented by n hook, or by n hook on a preceding half-length letter; not may also be expressed by the word sign a half-length n. See the phrases " until then, more than, other than, he was not, longer than, no longer than," as examples of the use of the n hook in phrasing. EXERCISES ON PHRASING. L_ Until then, at all, more than, other than, he was not, longer than, no longer than, I may not be, another time, since their, does not know, how many, could not hear, he may, near about, I am sure, I am glad, surely not, it is said. Q. What words may the v hook represent in phrases ? A. "Of, have, ever." The large hook on th may be used for a v hook in phrasing, as explained on page 84 of this book. Mr. Clarence Walker, the noted Kentucky reporter, uses this same hook in connection with y for "you have," and so does Mr. Munson. THE SHORTHAND REPORTER. 167 EXERCISE ON THE USE OF THE F-V HOOK IN PHRASING. t Which have, Out of. They have. It will have. or which ever. Q. What words may the s-shun hook represent in phrase signs? A. The word session. It is placed on the sign of the preceding word. NOTE. In the same way n-shun hook may, if needed, repre- sent the word convention. EXERCISE ON THE USE OF THE N-SHUN HOOK IN PHRASING. Church session. Their session. Our session. Your session. Q. What is the second class of new phrase signs ? A. Signs consisting, in part or in whole, of circles, double circles, and loops, to represent words. Q. What words may the circles represent in phrase signs? A. The small circles represent the words is, his, as, has, us, and self. Q. How else may a circle be used in phrase signs? A. To express the possessive case or the plural of any word of the sign. Q. What words may the sez or double circles repre- sent in phrase signs ? A. They may represent the words is his, his is, is as, as his, as is, as has, has as, and selves. Q. If a circle is turned within the double circle, what words may the added circle represent? A. Any of the words for which the small circle stands, as, O, is, as, his. 168 THE SHORTHAND REPORTER. Q. May the small and double circles be used together in any other way in phrase signs ? A. The circle may be turned on the other side of the stem to which the double circle is placed. It then rep- resents any word for which it stands alone. As an ex- ample, see the phrase sign "it places us," in the follow- ing exercise. Q. When s is used in a phrase sign, and the next word to it begins with an s, does the union of the two signs make a double circle and have the representation given to double circles in phrase signs ? A. It makes a double circle in appearance, but one of the circles represents a word, and the other simply stands for the letter s in the next word. As an exam- ple, study the phrase "as soon as," in the exercise which lows. One of the circles of the double circle represents the word as, and the other is used in the construction of the word soon. Q. When a double circle is used in a phrase sign to represent words, and the next word begins with an s, does the union of the double and the single circle for s make a sign larger than the double circle sign ? A. It would, of course; but the best reporters make only the double circle, and allow the third circle to be omitted from the phrase sign, just as parts of word out- lines are omitted under the rules and principles hereto- fore given. See the phrase "this is said," in the exercise below. The double circle alone is used, and the sign for one of the circles is omitted. Q. Where a double circle is required, but cannot be conveniently made, may the small circle alone be used in its stead? A. It may. See the phrase "that is said," in the exer- cise below. The sign for that being a half-length let- ter, the double circle cannot be made easily upon it, and hence the small circle is used. THE SHORTHAND REPORTER. 169 EXERCISE ON THE USE OF THE CIRCLES AND LOOPS IN PHRASE SIGNS. / L f -..4, \ Di b c .......... ..... ,~o ....... ...... .. ................. .. ........ _p .......... ^. KEY: You with, with you, you would, ye \vould, would you, would ye, what would, would we, we would, since there, been there, upon there. Q. What is the sixth class of new phrase signs ? A. They may consist of parts of the words forming the phrase intersected. This has been fully explained and illustrated under the heading " Intersected Words," under the last method of contraction. As there stated, long and irregular phrases, that frequently recur, and names of corporations, are thus represented. The stu- dent will refer back and study the subject of the inter- section of words (see page 154) with regard to its rela- tion to phrases, without further explanation here. Q. Are there any special words that are oftener used in this connection than others ? A. There are. The words society, party, company, committee, bank, railroad, department, association. Q. Can other words be so used as the necessity for the license arises 2 THE SHORTHAND REPORTER. 173 A. Yes. This license, or principle, may be used often to great advantage in reporting names of corporations and phrases that have difficult junctions, or are often in conflict with other phrases. EXERCISE ON THE USE OF INTERSECTED WORDS IN PHRASE SIGNS. KEY: Gulf railroad, national bank, temperance society, Dem- ocratic party, their company, Christian association, railway de- partment, finance committee. Q. What is the seventh class of new phrase signs? A. It is what is now called legal phrasing, or phrases used in court reporting. Legal phrasing in court re- porting is growing into an extended system of phrasing peculiar to itself. In addition to the usage of phrases constructed by the several methods just named, it allows the leaving out of such words in the phrases as are readily recalled and need no representation on account of their oft recurrence. As- the words "have you" in the phrase " How long have you known him ?" Legal phrasing is considered at length in the "Shorthand Court Reporter." EXERCISE SHOWING THE USE OF LEGAL PHRASING. How long have Do not How long You may When you you been in know, been practicing state. heard the. the city? medicine? Q. What is the eighth class of new phrase signs ? A. They consist of such phrase signs as represent only a part of the words of the phrase, the omitted words being supplied from the context in reading what has been written. 174: THE SHORTHAND REPORTER. Q. What words generally may be omitted from phrase signs? A. Any word that can be readily supplied by the con- text. In law reporting we shall see in the ' ' Shorthand Court Reporter " there are many omissions of words in familiar phrases in that department of reporting. Q. Upon what principle are these words omitted ? A. Upon the same principle that parts of word signs are omitted. Such parts of the word outline are used as will best suggest the word, and in phrasing such parts of the phrase signs may be used as will best suggest the phrase. Q. What familiar words are specially omitted from phrase signs? A. The words " of, to, a, an, and, or, the, of the, from, and from to." Q. Will you give an example showing the manner of using this class of phrase signs? ff KEY: Lord God, in order to pay, in the world, again and again, more or less, gentlemen of the jury, less and less, from day to day, from city to city, from night to night, more and more. Q. What rule is provided as to con and com, etc., in phrases ? A. These and other syllables may be omitted in phrase signs where legibility is not impaired. EXERCISE. _-/ In consideration. Extra compensation. He was going there. THE SHORTHAND REPORTER. 175 Q. Is the principle of omission extended even to the omission of a word in a phrase sign? A. It is. In st loop, in such phrases as "It must be," the t is omitted and the s circle is made instead of the st loop. Q. Are any of the omitted words indicated by the po- sition of the other parts of the phrase sign? A. They are. From and to, the omitted words in the phrase "From city to city" in the preceding exercise, are indicated by writing the other parts of the phrase sign close together. Q. Is there any caution required as to the use of the phrase signs of this class. A. There is. None of these phrase signs should be used unless previously studied and made perfectly fa- miliar. Unless perfectly familiar, do not rely upon them. Q. How is "of the" before a phrase sign indicated? A. By many reporters of the is indicated by writing the phrase sign close to the preceding word. The sign for " of the " is so simple and so easily made that the au- thor generally writes it in all his reports. Sometimes he indicates it as just stated. WORDS THAT BEGIN PHRASES. Q. With what words may phrase signs begin ? A. With any word that begins a phrase in English. Q. Are the tick and half -circle signs much used for this purpose? A. They are. There are a great many useful phrases begun with the tick and the half-circle letters w and y. Q. Are all the tick letters used for this purpose ? A. All except the tick for "the." This tick is used at the beginning of only one word the word first. At other times it is used only after a preceding word in a phrase sign. This does not mean that it is used at the 176 THE SHORTHAND REPORTER. end of the phrase sign only, but that it is used also at the end of any of the word signs in the phrase sign. EXERCISE ILLUSTRATING THE USE OF TICK SIGN FOR THE. The In the From the. Over the. In the. Have the. first. house. Q. How may the tick sign for ' ' the " be made in phrase signs? A. It may be made up or down and in the direction of b or j, which enables it to be written after any pho- nographic letter. In the exercise below note how the tick is made in each phrase sign given. Q. How is the sign for "a, an, and" made in phrase signs ? A. When it is at the beginning of a phrase sign it is made horizontal, and it accommodates itself to the posi- tion of the next sign in the phrase, except on the phrases " and a, and the " it is made either perpendicular or hori- zontal generally horizontal at the beginning of a phrase sign, and perpendicular at the end of any preceding word in the phrase sign. The words and the, and a are writ- ten on the line. This tick is never written alone; it is preferably written initially to prevent a conflict with tick the. EXERCISE SHOWING THE MANNER OF USING THE TICK FOR A, AN, AND, IN PHRASE SIGNS. , 9 / Z And a. And the. And think. An age. And which. Q. How is the sign for "I" made in phrase signs? A. Either the right or the left part of the sign for I may be used, or the entire sign, or a perpendicular dash in position of I on horizontal letters or alone. If a THE SHORTHAND REPORTER. 177 part of the right or left sign is used, it may be made up or down, and in the direction of b and j, which it is seen is the natural position of its parts. Some distinguished reporters use the whole sign for I on the perpendicular letters and a part of the sign on the other letters. They do this to prevent a conflict with the hooks. We rec- ommend the use of a part of the sign for I in all phrase signs. The parts of signs for I may be made up or dow T n, and either from the right or the left, or perpen- dicular, and may be made so as not to conflict with the hooks. I is always written at or near its position, as is explained under the head of "Position of Phrase Signs" that is, in the first position. Q. How may the tick for he be joined in a phrase sign? A. He should always be written in the second posi- tion, at or near the line. It is made in the direction of ch, but on letters written upward it may be made in the direction of b, as on ray and 1. It is never made per- pendicular. EXERCISE SHOWING THE USE OF THE 1 AND HE TICK SIGNS IN PHRASING. I am. He may. I do not. He has been. He was. Q. How are the small half-circle letters for w and y joined in phrase signs? A. They may be joined initially or after any word sign in the phrase sign. If a proper junction can be made, they will be made according to their true direc- tions as representatives of words; but if proper junc- tions cannot be made, the w and y signs may respective- ly be turned in either of their directions to represent any word for which they stand. 12 178 THE SHORTHAND REPORTER. EXERCISE SHOWING THE USE OF THE HALF-CIRCLE LETTERS. ) i. .... What was. We do. We may. You may. You will. You can. POSITION OF PHRASE SIGNS. Q. What is the general rule as to the position of phrase signs? A. The first word of a phrase sign is generally writ- ten in the position it would occupy if alone, and the other words of the phrase follow without any regard whatever to position. Q. What exception is made in regard to very familiar legible phrase signs. A. If there is no chance for conflict with other out- lines, they may be written in the most convenient posi- tion. Q. When the second word of a phrase is required to be in a certain position to prevent conflict with a simi- lar sign for another word, which is also written in a cer- 4 "tain position, what rule applies in that case ? A. The sign for the second word is written in posi- tion, and all the other parts of the phrase sign, includ- ing the sign of the first word, must conform to it; that is, the second word will be guide to the position instead of the first. Q. Give an example illustrating this rule. A. Take the words do and had. They both belong to the third position; but to prevent conflict, do is writ- ten in the second position, and had in the third. If either do or had should be a second word in a phrase, the phrase will be written in the second position if it is do, and in the third position if it is had. Q. Are there any word signs which may be written out of their position, as parts of phrase signs, at will '. THE SHORTHAND REPORTER. 179 A. Yes; a, an, and the, words represented by the small half-circle w and y, and words represented by the "in hook." Q. In order to make proper junctions with the w and y half -circle letters in the different positions used, how may they be turned, and what words will they represent ? A. The w and y half-circle letters may be turned with their opening either to the right or left, and the y half- circle letters either up or down, as is most convenient to be joined in phrases, and they may represent any word for which they stand alone. Q. What distinction is made in regard to the impor- tant words I and he in phrase signs ? A. I is written above the line, either in its true posi- tion or as near as can be to it to carry out the rule in re- gard to writing second words of phrase signs in fixed positions. I may be made in phrase signs complete, or one part of it in the direction of p, or the other in the direction of ch, may be used. It may be made up or down, but where convenient generally upward. On horizontal, straight letters, I may be expressed by a perpendicular tick in first position. He is always writ- ten on the line, or as near as possible to it under the rules of position just mentioned for I. In law re- porting it is very important to distinguish these words. Whether I said something or he said something may be the turning point in a case. I, when alone, is best rep- resented by a perpendicular tick, and he by a tick in the direction of ch. SPECIAL PHEASE SIGNS. There are some special instructions in regard to the representation of certain words used in phrase signs. Will you state what these are as the words are pro- nounced to you ? Q. Any and no ? 180 THE SHORTHAND REPORTER. A. In the midst of a phrase sign the word any should be vocalized, where it is likely to conflict with the sign for no. In important reports, as court charges, the author writes "no" in third position and any in the first. Q. At some time and at the same time? A. In the midst of a phrase the word some should be vocalized. Q. First and at first ? A. First is represented by the st loop, and at first by the st loop on t. Q. Street and avenue ? A. Street may be represented by the st loop on the name of the street, and avenue by v joined or inter- sected. Q. Year? A. Year may be represented by small y opening downward, or by the letter Y. The latter is commend- ed by Mr. Edward M. Williams, a prominent reporter of Louisville, Ky., to prevent a conflict with the word night. , Q. Is it, as it, has it? A. By the st loop. Q. Is there, has there ? A. By the ster loop. Q. Any word represented by the circle s after st or ster loops, or double circle ? A. By turning the circle s on the opposite side of the stem letter s, as in phrase "Against his," below. Q. Occupy and keep ? A. Vocalize occupy. Q. Don't, didn't, and hadn't. A. By a half-length n under d. Q. They have? A. Th, with a hook like the shun hook . Q. Stairs and store ? THE SHORTHAND REPORTER. 181 A. Store may be represented by the ster loop on the preceding stem; stairs by the. ster loop, with an added s circle. Q. House? A. This is easily written with hs, but in phrase signs may sometimes be represented by the s circle. (See phrase "in the storehouse" in exercise below.) Q. The words "in law" applied to relationship? A. By n with the 1 hook; as mother-in-law in exer- cise below. Q. Indeed and no doubt? A. Indeed in the midst of a phrase should be vocal- ized. Q. Or, between figures or two words ? A. It may be expressed by writing one under the other, or by the sign for or. Q. Director, direction, contractor, conductor? A. These should be written with distinct signs. (See line 6 in exercise.) Q. At least, at length, at all events? A. These are written in connection with 1 hook. (See lines 6 and 7 in exercise.) Q. Than after the loops and within the hooks ? A. As heretofore explained, than may be represented after loops by carrying the line that makes the loop to the other side of the letter and turning it abruptly down, and within other hooks by turning a hook within the other hooks. (See line 7 in the exercise.) This sign for added n may also represent all words in phrases for which n hook stands. Q. R and rt and rd, when they follow n ? A. These may be represented in phrase signs by an n with an r hook, and where the t or d is to be added this can be done by halving the n. This principle is useful in phrases like in receipt, in reference, in response, 182 THE SHORTHAND REPORTER. etc., and in half-lengths to imply t or d in such phrases as at any rate, in order that, etc. See exercise follow- ing. EXERCISE ON SPECIAL PHRASE SIGNS. t ; ^v_ 6. I * NP -J * L; L> I KEY: In any event, at no time, at some time, at first, Hill Street, about a year, is it not a fact, is it as, is there any other way, against us, did you occupy the house, don't, didn't, hadn't it, upstairs, downstairs, drug store, in the storehouse, father-in- law, mother-in-law, brother-in-law, sister-in-law, indeed, no doubt, seven or eight, night or day, day or year, director, direc- tion, contractor, conductor, at least, at length, at all events, bet- ter than, vaster than, faster than, in reference, in order to, in order that, at any rate, in receipt, in reply, in response. THE SHORTHAND REPORTER. 183 SPECIAL WORD AND PHRASE SIGNS. 184 THE SHOETHAND REPORTER. KEY TO SPECIAL WORD AND PHRASE SIGNS. We are, you are, they are, will you, you will, hear you, see you, are you, you may, you know, we did, we do, we had, at hand, at the same time, best of (my or your) knowledge, circum- stantial evidence, eternal life, fellow-citizens, for this reason, from there, free trade, for instance, for certain, for the purpose, handwriting, human life, House of Lords, House of Commons, House of Representatives, House of Parliament, House sessions, Senate sessions, honorable friend, honorable gentleman, honora- ble Senator, honorable member, north, northeast, northwest, northwestern, northward, south, southeast, southeastern, south- west, east, Easter, eastern, west, western, Right Honorable, Right Reverend, Secretary of State, Secretary of War, Secretary of the .Treasury, Secretary of the Interior, so as to be, so as to receive, so there is, step by step, there are, there were, there is another way, the other, was there, when there, hither, were there, in there, thither, whether or not, for their own, as near as can rec- ollect, any other note, to write, the note, in my own name, timber land, in the middle, in the property, in this paper, at what office, for reasons, got out of view, I am certain, in first instance, how many times, absolutely necessary, Mr. Chairman, Mr. President, in this case. CLOSE OF INSTRUCTION ON THE PRINCIPLES. All the principles of the art of shorthand, as used by the most advanced phonographers, have been presented and explained in this book, and we have now reached the third division the prac- tical application and use of the art. The exercises that follow should be carefully studied as they are reached, in connection with the principles of the art, and in this way every outline will be fully understood and the princi- ples be kept fresh in the mind. So, while we close the instruc- tions on the principles, we do not leave them behind, but carry them with us in the mind. Every effort has been made to pre- sent the art in a way that the student may have a proper concep- tion of it at every stage of his progress. He first had the sounds used in speaking the language; he next had the letters used in phonography to represent the sounds. He was then taught how to combine these letters to represent the spoken words. He was then shown that these forms were not adequate for verbatim re- porting, but that by the use of the nine principles of contraction the forms could be made so. These principles of contraction THE SHORTHAND REPORTER. 185 were the use of hooks, circles, loops, the halving and doubling principles, dispensing with the vowels and diphthongs, the omis- sion of certain parts of the consonant outlines of words, the use of brief signs for common syllables, the use of brief signs for common words, and lastly by the use of phrasing that wonder- ful "art within an art" which is the delight of all who thor- oughly master it. With these principles mastered, the student stands at the threshold of success in the use of these principles, and to that department the practical application of the art we now invite him. 186 THE SHORTHAND REPORTER. THE THIED DIVISION. THE PRACTICAL APPLICATION AND USE OF THE ART. APPLICATION OF THE PRINCIPLES. It requires a discriminating judgment and some thought to apply the principles of phonography cor- rectly. The principles, however, are few in number, and are easily mastered by the aid of this book, and there is no reason for any one to despair of becoming a cred- itable phonographer who will be guided by the direc- tions given herein. Let us call attention briefly to some of the leading principles of the art, and their practical application, that the student, before going to the work upon which he is about to enter, may be refreshed as to those general requirements which will tend to enhance his success. 1. Artistic Beauty of Outlines. When an outline is made that does not appear artistic that is, regular, nat- ural, smooth, and flowing, with only the angles that should result from joining the letters, hooks, circles, or loops that occur in the word outline we should seek to discover a remedy and apply it to the relief of the outline. For instance, we have seen that 1 and sh may be made up or down, and this license enables us to make many outlines artistic that otherwise would not be so. The student should remember this principle now. Take the words lesson and loosen. A downward 1 makes an outline that comes within the rule, while an upward 1 with s-n attached would make an unsightly form. He THE SHORTHAND REPORTER. 187 should also bear in mind that the downward r is made be- fore m when coming before it in an outline. EXAMPLE. Lesson. Loosen. Rejected forms. 2. Legible Forms. Some systems of phonography sacrifice everything for brevity, and these brief forms are very attractive to the student, but the experience of the best reporters is that the plain, flowing, legible out- lines are better. There is no use to write anything that cannot be read. The amanuensis and reporter frequent- ly write easily, but when called upon to read their notes they are put to blush and shame, because of their illegi- ble forms. To aid legibility, we have rules as to making s, r, and w at the beginning of outlines: (1) If there is a vowel immediately before s, r, or w, the curve stroke letters should be used; as in the words assert, orbit, awake, in the example following. (2) If there is no vowel before these letters at the be- ginning of a word outline, then as a general thing we would use the s circle, upward r (ray), and the half circle w; as in walk, watch, rap, in the example below. (3) As to the use of w: When an r or 1 hook can be used on w or immediately following it in an outline, the stroke w should be used; as in the words worded, warden, welkin, wager. We make an exception to this rule in the word water, to prevent a conflict with outlines of other words. EXAMPLE. Assert. Orbit. Awake. Walk. Rap. Worded. Warden. 4 Welkin. Wager. Watch. Work. Warehouse. Water. 188 , THE SHORTHAND REPORTER. 3. The Ready Use of the Principles of Contraction. The ear must be trained by practice to detect in given words, immediately, all the principles of contraction in- volved. The teacher should dictate words for this pur- pose, and the student give, without hesitation, every principle of contraction involved in the word. The fol- lowing is the best form of proceeding: Will you name the principles of contraction used in the following words ? TEACHER. (Dictating.) Blake Roses Pastor Revised... Mother.... Cutworm.. Insolvent. . Reporter Seeing Brotherhood . . . From Sanction Instruction. . . . PUPIL. (Answering.) The 1 hook. The sez circle. The ster loop. The st or sd loop. Doubling m for ther. The halving of k for cut and r hook for r. In curl for in, v halved for t. R hook for second r, ter hook for ter. Syllabic sign for ing. Ter hook and syllabic sign for hood. Word sign m. The sign for k is omitted, shun hook. Instr hook and omission of k, shun hook. EULES TO BE OBSERVED IN WRITING PHONOGRAPHY. 1. As to Self -Possession. Absolute self-possession is essential to success in writing phonography. It will not do for the reporter to become excited, or lose confidence in himself, and distrust his ability to do the work he has undertaken. If the work is not done satisfactorily, turn back and go through the practice recommended again and again, until the goal is reached. But always, under all circumstances, and in all places, be self-pos- sessed, and do the best that can be done. 2. As to the Affectation of Great Speed. Some re- porters move their hands about rapidly, and turn the leaves of their notebooks with a flourish, and seek to impress all present with their wonderful speed. This is THE SHORTHAND REPORTER. 189 all wrong. The reporter must be quiet, unassuming, and try not to let the least effort on his part be seen. Let the ease with which the work is done commend him to those about him. One can write faster this way, do much bet- ter work, and be more successful. While one hand is engaged in writing, let the other prepare the leaf to be turned, and at the right moment turn the leaf without the least noise or confusion. 3. As to How to Write Phonography. Write the characters close together. Do not make them too large and scrawling, but medium size, and have them trim and neat. Make the best possible outline or word sign for each word as it is spoken. It matters not whether it is a new word, never heard before, or an old word, never written before, do not hesitate in the least to write it. Write it by its sound, and pass on as though it were an old, familiar form. Whenever it should be done, ac- cording to the rules heretofore given, combine outlines into phrase signs, or make new phrase signs. Judicious phrasing adds both speed and legibility to the writing, and should be introduced at the beginning of the prac- tical exercises, and its use should grow with experience. 4. As to Practice on New Words. Make a practice of writing new words from the dictionary. Make the outline, and place the vowels and diphthongs in it ac- curately and instantaneously. This practice will be found to be very useful, and should be carried on at all stages of reportorial work. 5. As to Improving One's Method of Writing. At all stages of a shorthand writer's career, if a bad outline is discovered when transcribing shorthand notes the out- line should be rewritten with a better outline, and a little practice be had on the corrected form, so that it will never be written incorrectly again. NOTE. If observed, these five rules will be worth their weight in gold, and will prove of great value to the student of phonog- raphy. 190 THE SHORTHAND REPORTER. METHODS OF PRACTICE TO GAIN SPEED. Procure some one to read aloud all the shorthand ex- ercises that now follow in this book. Read them slowly at first, and then faster the next time, and so on until they can all be written at the speed of two hundred words per minute. Each time the exercises are read compare the notes taken with the original notes in the text, and see that every word is properly written. The next method of practice is to memorize some speech or article, and write that one article every day, until it can be written at the rate of two hundred words per minute. Memorizing the piece enables one to reach the highest possible speed, and helps in reading the fastly written characters. It must be borne in mind that the faster phonography is written the more difficult it is to read, the characters being thrown more or less out of po- sition and out of shape. But being memorized, each character can be readily recalled and studied in these par- ticulars, and the knowledge thus obtained be useful in reading other hastily written notes. DIVISION OF WORK IN THE PRACTICE OF PHONOGRAPHY. There are several divisions in the work of practical phonography. The first is for the shorthand clerk, re- lating more particularly to what is called the work of the amanuensis, in all kinds of business and professional of- fices. The second is for the shorthand court reporter, and relates to legal work in the courts, in actual report- ing of cases. Of course the shorthand clerk in lawyers' offices will master the lists of legal phrases and terms as a part of his amanuensis work. The third is for news- paper reporters, relating to the use of shorthand in newspaper offices. The fourth is for sermon reporters, those who devote themselves particularly to sermon- reporting. The last is for the general reporter, em- bracing work in all departments of life, which, of course, THE SHORTHAND REPORTER. 191 includes the work of all departments of the reportorial art. The student should understand that, while these spe- cial divisions are distinct, he should not stop at any particular division of the work, but master the entire art, in all its applications, and be ready to fill any posi- tion that may offer. The divisions are made simply to show the best order in which to take up the subjects of shorthand business life. NOTE. It was originally intended to take up and illustrate fully all these departments of shorthand work in this volume, but it is found that this would make a volume too large and un- handy for use in school work in teaching the principles of the art. A book containing the principles must necessarily be much used and worn in mastering the art, and it is perhaps better to have these departments in a separate volume. The department of the " Shorthand Court Reporter " contains many plates, forms, and directions, and that of the ' ' Shorthand Clerk ' ' many sug- gestions, illustrations, and valuable information for the amanu- ensis. KEYS TO EXERCISES. To FIRST READING EXERCISE. Step up and take this pencil and write your name. He exercises charity toward all men as brothers. She went home with a headache. Mary's roses bloom beautifully now, but mine have not bloomed at all. She may go at recess-time, but he can go at all times. A refusal of praise is only a wish to be praised twice. We know we have all sufficient strength to sustain us. What grace is to the body good sense is to the mind. Give her of the fruit of her hands, and let her works praise her in the gates. Taste not, touch not, handle not the unclean thing. It will be for us and not for you. It is nec- essary to see the church before we leave the State. Did you make the blunder you were expected to make? You may ship more paper next month. We protest against expenses. Keep in the middle of the road. I am sure you will see all the members of the council. I do not know more than two of them. Do you know when you heard the man down there? KEY TO THE SECOND READING EXERCISE. (Phonographers who desire to test the method taught in this book with that of any other system of shorthand are invited to write this article 192 THE SHORTHAND REPORTER. after their method and then compare it with the plate of which this is the key.) "A Visit to the Country." 1 did not wait for Williams, but hastened, at once, to where the women were at work near the house. On the way I caught up with Harmon Wilkins, and entered into an agreement with him about some matters between us. By that time we were in sight of the house and soon had the pleasure of a royal welcome from our friends. We were given the room on the western side of the house, which we found to be an excellent place for rest. This house was a neat country cottage located on a high red hill in the neighbor- hood of Wilmot. Behind it was a piece of dense woodland a background of beautiful green. On the right hand was an or- chard of fruit trees, and to the left was the barn and outhouses, made of hickory wood. Here in this retreat lived these working women. They had heard of the populous city with its beauti- ful house and homes, but they loved the natural things which abound in the country. They had heard of the happy beauties in the world of fashion, but preferred the quietude of home. We were delighted with our stay in this place, and left with a higher opinion of country life. On the way homeward we passed in rear of the house, down the hill, eastward, and soon were again around our own happy hearthstone. KEY TO THE THIRD READING EXERCISE. "A Young Man's Verses." (Reproduced from Brown's Phonographic Monthly.) I write " my darling '' in the magic script Whose subtle meanings flash upon the sense With startling power, as though the pen were dipped In liquid lightning, fervid and intense. I write " my dear " with curve of rosy lips, Whose sweetness I can prove by one swift kiss; " My queen of hearts " from pen point softly slips As if it wrote itself for very bliss. I write "my love," which is, in fact, " my life," With stronger emphasis, for life is love; And, just for practice, I will write "my wife," The sweetest lover's phrase of all, by Jove ! Let those who must write out the words that burn, With lingering, painful, hesitating hands; (Jive me the lightning curve and stroke that turn To instant speech with her who understands. (NOTE. The words sweetness and sweetest are best written with the stroke w halfed, with us and st respectively, and " word " with w halved with r hook). For key to " Paul's Defense before King Agrippa," see Acts of the Apostles, twenty-sixth chapter, verses 2-30. THE SHORTHAND REPORTER. 193 A L...C....V"..'... .o.-...C^ P ^ > ^ ^ .., er.,...o >^ .-.^.....-P^ft o- ..> x ^ > ^ ^v^V^^ ~.v V'-'l *V~A ,....v.. ; -1 13 194 THE SHORTHAND REPORTER. ^Jisit 10 Ite (Etmttlrg. *w ? - . V > ^ THE SHORTHAND REPORTER. 195 " 2j"- u s\ x->A V^ / o - V I ^V 196 THE SHORTHAND REPORTER. tof UTE -King * \ * ** * * *--**-i^*.... * ( wv c f r^_x \ KTfc -i v, ^ ^ :rr ' ^^^/^ => 'lirt C > i ^ * fv \ ./rx o \ /. . THE SHORTHAND REPORTER. 197 x.(* ( .-t_.. ..iJ....r s .r/>,,-:i., ,..l.r <.... i _..) x ' c V_0 ^f v-^ > ' Vr ^~"" /r ^ > "" ia> '^ 198 THE SHORTHAND REPORTER. T * -T \ ,..,.^.X .^. c ..C../.->.^>, J ^> ^,.-^-.. r .. :7 6 I I "^ ( ..x.. y> ...fc.....\^_^ K., 6 cy v^i ,..x....l _....^.-> ? ^^ VP \ /O 'V V ^"^ f \ > x A) *" ---V .-,> < ^'-=^^ S ,t.5-XX>.VI-2 -.3.0 THE SHORTHAND REPORTER. 199 EXTRACT FROM DAVID COPPERFIELD. KEY TO THE FIVE ENGRAVED PLATES FOLLOWING. The first subject on which I had to consult Traddles was this: I had heard that many men distinguished in various pursuits had be- gnu life by reporting the debates in Parliament. Traddles hav- ing mentioned newspapers to me as one of his hopes, I had put the two together, and told Traddles in my letter that I wished to know how I could qualify myself for this pursuit. Trad- dies now informed me, as the result of his inquiries, that the mechanical acquisition necessary (except in rare cases) for thor- ough excellence in it that is to say, a perfect and entire com- mand of the mystery of shorthand writing and reading was about equal in difficulty to the mastery of six languages; and that perhaps it might be attained, by dint of perseverance, in the course of a few years. Traddles reasonably supposed that this would settle the business; but I, only feeling that here in- deed were a few tall trees to be hewn down, immediately re- solved to work my way on to Dora through this thicket, ax in hand. "I am much obliged to you, my dear Traddles," said 1; "I'll begin to-morrow." Traddles looked astonished, as he well might; but he had no notion as yet of my rapturous con- dition. "I'll buy a book." said I, "with a good scheme of this art in it, and work at it at the (Doctors') Commons, where I haven't half enough to do. I'll take down the speeches of our court for practice. Traddles, my dear fellow, I'll master it." I did not allow my resolution with respect to Parliamentary debates to cool. It was one of the irons I had begun to heat im- mediately, and one of the irons I kept hot and hammered at with a perseverance I may honestly admire. I bought an im- proved scheme of the noble art and mystery of stenography (which cost me ten and sixpence), and plunged into a sea of per- plexity that brought me in a few weeks to the confines of dis- traction. The changes that were rung upon dots, which in such a position meant such a thing, and in such another position something else entirely different: the wonderful vagaries that were played by circles, the unaccountable consequences that re- sulted from marks like flies' legs, the tremendous effects of a curve in the wrong place, not only troubled my waking hours, but reappeared before me in my sleep. When I had groped my way bl indly through these difficul ties and had mastered the alphabet, which was an Egyptian temple itself, there then appeared a procession of new horrors, called arbitrary characters, the most despotic of characters I have ever known, 200 THE SHORTHAND REPORTER. who insisted, for instance, that a thing like the beginning of a cobweb meant expectation, and a pen-and-ink skyrocket stood for advantageous. When I had fixed these wretches in my mind, I found that they had driven everything else out of it; then beginning again, I forgot them; while I was picking them up I dropped the other fragments of the system; in fact, it was almost heart-breaking. It might have been quite heart-break- ing but for Dora, who was the stay and anchor of my tempest- driven bark. Each scratch in the scheme was a gnarled oak in the forest of difficulty, and I went on cutting them down, one after another, with such vigor that in three or four months I was in a condition to make an experiment on one of our crack speakers in the (Doctors') Commons. Shall I ever forget how the crack speaker walked off from me before I began, and left my imbecile pencil staggering about the paper as if it were in a fit? This would not do, it was quite clear. I was flying too high, and should never get on so. I resorted to Traddles for advice, who suggested he should dictate speeches to me at a pace and with occasional stoppages adapted to my weakness. Very grateful for this friendly aid, I accepted the proposal, and from night to night almost every night for a long time we had a sort of private parliament in Buckingham Street, after I came home from the Doctors'. I should like to see such a parliament anywhere else! My aunt and Mr. Dick represented the government and the opposition (as the case might be), and Traddles, with the assistance of Enfield's "Speaker," or a volume of "Parliamentary Orations," thun- dered astonishing invectives against them. Standing by the ta- ble, with his finger on the page to keep the place, and his right arm flourished above his head, Traddles, as Mr. Pitt, Mr. Fox, Mr. Sheridan, Mr. Burke, Lord Castlereagh, Viscount Sidmouth, or Mr. Canning, would work himself into the most violent heats, and deliver the most withering denunciations of profliga- cy and corruption of my aunt and Mr. Dick, while I used to sit at a little distance with my notebook on my knee, fagging after him with all my might and main. The inconsistency and recklessness of Traddles were not to be exceeded by any real politician. He was for any descrip- tion of policy in the compass of a week, and nailed his colors to every denomination of masts. My aunt, looking like an im- movable chancellor of the exchequer, would occasionally throw in an interruption or two, as "hear," or "no," or "oh," when the text seemed to require it, which was always a signal THE SHORTHAND REPORTER. 201 to Mr. Dick (a perfect country gentleman) to follow lustily with the same cry. But Mr. Dick got taxed with such things in the course of his parliamentary career, and was made responsible for such awful consequences that he became uncomfortable in his mind; sometimes, 1 believe, he actually began to be afraid he had been doing something tending to the annihilation of the British Constitution or the ruin of the country. Often and often we pursued these debates until the clock pointed to midnight and the candles were burning down. The result of so much good prac- tice was that, by and by, I began to keep pace with Traddles pretty well, and should have been triumphant quite had I had the least idea of what my notes were about. But as to reading them after I got them, I might as well have copied the Chinese inscriptions on an immense collection of tea-chests, or the golden characters on all the great green and red bottles in the chemists' shops. There was nothing for it but to turn back and begin all over again. It was very hard, but I turned back, though with a heavy heart, and began laboriously and methodically to plod over the same tedious ground at a snail's pace, stopping to ex- amine every speck on the way on all sides, and making the most desperate efforts to know those illusive characters when- ever I met them. 202 THE SHORTHAND REPORTER. gxtrart f rxtm gsiriit OfoppErf iM. J^-I (. 3 ^ Vf .......... THE SHORTHAND REPORTER. 203 ^ ' T-I . . .N_XT-0 < f -^^^/^No ^ 3"~ V 1 ***-< ..hr X ;^'^ ">. (X ) T'V" ' '"' ^s n ^^ \ 6 \ ' V 204 THE SHORTHAND REPORTER. -\ > > THE SHORTHAND REPORTER. C ^ L_ V I .Yl \ ; 5