THE LIBRARY OF THE UNIVERSITY OF CALIFORNIA LOS ANGELES S. 0. BiOR LAWYER DALLAS, TfcXAS LESSONS IN- MUNSON PHONOGRAPHY. BY MRS. L. H. PACKARD. S. S. PACKARD, 1O1 East T-wentv-third Street, :New York. [ESE lessons were originally prepared for trie PENMAN'S ART JOURNAL with a view simply to present in popular form the principles of Munson Phonography. They were subsequently revised and rearranged and printed in separate leaflets to be used in the Packard School of Stenography in connection with the Munson text-book. Some teachers who have adopted them have expressed a desire to have them collected in a single volume, and 'the author has acceded to the request, without revision or rearrangement, adding a few short reading lessons to give to the book a little more weight and symmetr COPYRIGHT, 1892, BY S. S. PACKARD. i a LESSONS IN MUNSON PHONOGRAPHY. BY MRS. L. H. PACKARD. No. 1. STUDYING PHONOGRAPHY. a fair knowledge of English and an honest desire to learn, any person of | ordinary ability should be able to master phonography, and to attain sufficient speed therein to make good use of it in business. | It can be learned from books alone, but much time may be saved and discourage- ment avoided by having a competent teacher. The lessons here given are in- tended to help those who are without a teacher. They do not seek to supersede the text-book, but merely to supplement it. The system used is Munson's, and the principles are those laid down in the Mun- son text-book, which the student should have. Matorialx. A-ide from the text-book the only ma- terials required are a pencil, or pen, and ink and paper. If a pencil is used, the paper should be neither too hard nor too smooth but with a surface that will suf- ficiently resist the point. For pencil writing, reporter's note-books containing ninety-six pages, ten inches long and four inches wide, may be bought for from 60 to 75 cents a dozen. They are bound in brown paper, open at the ends and ruled in red. Eed ruling is preferable to blue. A pad or loose sheets of paper may be used instead of the book, but if desirable to preserve the work for reference the book is better. The pencil should be so soft that a shaded stroke can be made with as much ease and speed as a light one. A good gold pen with fountain attachment is better than a pencil, though most learn- ers and many reporters use the pencil. A fine steel pen should never be used. It is well to practice with both pen and pencil. The ink should be dark without sediment, and limpid. How to Study. To get the best results it is important t P" iTH f th" 4. Words to illustrate the sounds of the V vowels and diphthongs : \ 80 Long vowels. Pa made me all those ) acfr boots. Short vowels. ^4nn set it on Bum's Z \ zone foot. r ' rose Diphthongs. My joys hoc leic. iSH J cAsiiso sure 5. Study the consonant stems, bearing in mind that these characters as well as the J vowel signs represent sounds, not letters. m -^ ^/ sing a. The third heavy dot represents hawk the sound of e in me, and of ea L r tow in hear. ^- .^ Z>. The first light dot represents the i row sound of a in at, a, in care, ai in W "^ way fair. ^~- c. The second light dot represents Y r you the sound of e in met, e in her, H ^ A ay i in sir. LESSONS IN MUNSON PHONOGRAPHY. 7. Oonsonant stems have three posi- tions : (1) above the line, (2) on the line, (3) ttuough or under the line. FIRST POSITION. \ I r SECOND POSITION. THIRD POSITION. -v-f- -r--^.- ^-^- 8. Vowels and diphthongs have three places : (1) at the beginning, (2) middle, and (3) end of the consonant stem. Vowel Places. 9. The position of the consonant stem is determined by the place of the vowel or diphthong. FIRST POSITION. \ bring the blank pages next you, and write through again in the same manner. Thus there will be no space wasted and no ne- cessity for moving or folding the book at every change of page. Copy each phono- graphic character precisely as you find it as to size, shading and position, and write the long-hand equivalent after it. Write the sentences at the end of the lesson across the page on alternate lines with the translation below. 12. Do not copy a phonographic outline until you know what word it represents, else you will be likely to write it incor- rectly. 13. Always write the consonants first. 14. Write horizontal stems from left to right, L and the straight stem for .R up- ward (R is written at an angle of 30 from the line to distinguish it from CR), all the other stems downward. WORDS OF ONE CONSONANT AND ONE VOWEL SOUND. SECOND POSITION. THIRD POSITION. y ///., VvJi r -l X -* / f -I :v,^-. L . 10. In words having two or more vowel sounds, the accented vowel governs the position of the consonant stem. 11. When you have become somewhat familiar with the consonant stems, vowels and diphthongs, and have learned to asso- ciate them with the sounds they represent, translate Lesson I. The translation should be mado :n writing. If the reporter's note- book is used, two columns of words may be written on each page. Beginning on first page, write on alternate pages, and when they are full, turn the book so as to ,/ -\- _a-.LJ ...). ___VL__VI i ^rV-1 ..JL.tlJLj-..}_ ) ).-.! s-> '. -^~^-^~.f..- c ~ ^- i _.^t. ............ ^p. ^ r ,.. <_.... A....' of ' who vrtioro \ >^ ' C ^ ^ - ^ / - T^ WORDS OP ONE CONSONANT AND TWO OR MORE VOWEL SOUNDS > -IU-,-. . . \. ). <-s. 1 Sentences. LESSONS IN MUNSON PHONOGRAPHS BY MRS. L. H. PACKARD. No. 2. LESSON II. WORDS OF OXE CONSONANT AND ONE 15. After translating the reading lesson VOWEL SIGT* Pa doe fie oi as directed, read it again and again until pay dough few a pea aid eve u 1 you can read without hesitation. Then paw awed of wl Poe oilo vie ow> write Lesson II. Arrange in columns a? pooh add vow e!5 before, writing the longhand first, then ape odd view il! ope eyed say ai s le the phonographic outline. up die see isle pie dve c ea lie In writing a word in phonography, first pew Dow saw lye determine the vowel place, then write the bah dew sew ear Bey due so ore consonant stem in the corresponding posi- be each ace air bee etch ice ere tion. bow itch sigh ire 16. Make straight stems one eighth of ibeau chew soy hour ebb jay sue ray an inch long, curved stems one-eighth of by jaw awes raw an inch from point to point. bye age eyes row buy edge ooze rue 17. Bear in raind that every curved boy joy Shaw rye foo'vv Jew show Roy stem is a quarter of a circle. tea caw shoe way 18. Make the shaded stems as quickly toe Coe shy weigh to coo she we as light oucs. two ache ash woe 19. Write every word by sound. Pay too eke ma woo ate oak may yea no attention to silent letters. eight coy me ye eat cow maw you 20. To write a word in phonography, ought Kew my ha (1) determine the place of the accented aught gay mow hay at egg mew hoe vowel, (2) write the consonant stem in it guy know who the corresponding position, (3) write the tie lay aim high toy fee am how vowels in their proper places against the out foe knee hf>w day oaf in Hugh stem. A vowel preceding the consonant is placed to the left of an upright or in- WORDS OF ONE CONSONANT AND TWO OR clined stem, above a horizontal. A vowel MORE VOWEL SIGNS. following the consonant is placed to the Icy alley Ella Ida rirjlit of an upright or inclined stem, ~beloi? essay allay oily boa easy airy eighty iota a horizontal. aloe arrow ashy avowee 21. Words pronounced alike, though In May we aim to be each day on the spelled differently, must be written alike. bay to row. If Roy ought to pay a fee to Doufjli and doe, are written precisely the Hugh you ought to be the payee We same in phonography. On the other hand, saw the show at Kew and the coy foe bow words though spelled alike if they are to the Jew in the aisle. The Bey may be pronounced differently will not have the ill on the isle all day and die at eve. We same phonographic outline. saw Joe aim at the owl in the oak and 2'2. When R represents the .first sound sigh to see the oak so high. They say in a word, use the straight sign, which is they saw all who owed me and all who always written upward. know you. 5 LESSONS IN MUNSON PHONOGRAPHY. BY MRS. L. H. PACKARD. No. 3. I,<:SM>\ in. Joining Consonant Stems and Placing Vowels Between Them. 33. Translate Lesson III. m writing, ac- cording to directions for Lessen I., being careful to copy the outlines exactly, and observing the consonant position and 23. To write words of two or more con- vowel p'ace. sonant stems it is necessary to learn (1), how to join stems ; (2), how to write them in position ; (3), how 7 to place the vowels. 24. All the consonants of a word must be written before any vowel (except the initial diphthong I) and joined without stopping the movement of the pen. \ A v . [ 25. A shaded and a Hh r stroke with no " --\^..^,.. ..^....^. angle between them should be written so V_ - ^ \. i ./ u ( that the junction is not distinctly marked ; .^^^7^....J?:. ^**^ J* L >> \^ otherwise a partial stop would occur ai . v .11. v_^/v v the junction that would retard the speed. V^ ' \ V0 / I >v 26. F-N, F-NG, V-N, V-NG, musi .L---X- X- <^...JJ 1.... have an angle between them to distinguish .. X '^J' them from TH-N, etc. ! 27. M-8 and H-Z are joined without "3^'~\ an angle ; M-Z and H-S with an angle. 28. The first upright or inclined stem _ ..7*7 > * ^ X, must be written in the position corres ' X^l^""" ponding with the place of the accented ' ^r'V k rowel. FIRST POSITION. d SECOND POSITION. ^.^\....L^,..^... !S..3 THITJD POSITION. /\ ' ) ^_^, S '"'"' -Ary- Kules for VVriiin-; Voivcls Between Stems. 29. First place vowels must be written / \? t to the stem that precedes them. ?>\ | ./^ V 30. Long second place vowels must be _ _ written to the stem that precedes them. '* L| 31. Short second place vowels must be written to the stem that follows them. 32. Third place vowels must be written to the stem that follows them. ' -* ,.x. 6 LESSONS IN MUNSON PHONOGRAPHY. BY MRS. L. H. PACKARD. Xo. 4. LESSOX IV. 34. For convenience in giving examples the consonant stems will be hereafter rep- resented by capital letters, the modifica- tions by small letters. SH, L, AND R. 35. The proper use of the signs for SH, L, and R, which are sometimes written up- ward, sometimes downward, is somewhat . difficult to learn. A condensation of the rules for the use of these stems is here given, and hereafter in writing lessons when any one of these stems is to be writ- ten upward the letter or letters it represents will be italicized. Thus you may acquire by practice what is difficult to learn theo- retically. RULES FOR WRITING SH, L, AND R. 36. SH, L, and R are written upward when the last consonant stem and followed by a vowel. "37. They are written downward when the last consonant stem and not followed by a vowel. 38. Between stems they may be written either upward or downward, the direction depending upon the ease of joining and the clearness of the outline. The above are the only rules that apply to all the stems. 39. SH is written downward (1) when it s the only consonant stem of a word ; (2) when it is preceded by a vowel at the be- ginning of a word. It may be written either upward or downward when it repre- sents the first sound of a word. It is written upward after F. 40. L is written downward (1) when at the beginning of a word it is preceded by a vow el and f -' lowed by a horizontal stem ; (2) before MP or MB; (3) usually after a half-length or double-length N. 41. L is written upward (1) when it rep- resents the first sound of a word, unless followed by MP or MB ; (2) before a down stroke; (3) when it is the only consonant stem of a word. 42. R is written downward (1) when standing alone if preceded or both pre- ceded and followed by a vowel ; (2) when preceded by a vowel at the beginning of a word, unless followed by CH, J, TH, or DH ; (3) before M and H. 43. R is written upward when it is the only consonant stem and followed by a vowel; (2) when it represents the first sound of a word ; (3) when it is followed by CH, J, TH, DH, T, D, F, or V. 44. Write the following words with care- as to consonant position, proper placing Oi vowels between stems, and writing stems upward when the letters representing them are italicized. Memorize the contractions before writing the sentences : came back bur alarm cake jam reap packing kick Madge pier taking meek much lap tucking ink chum pale becalm pack gage Zobe chimney pike patch bowl Geneva poke chap Zove Timothy peck peach live baggage peek cheap villa cabbage pick pitch lash package cap chip polish dimity cope shop fail fathom cape push folly depth cup fis/i failing entomb keep fishing par betake bag fis/iy parry following bog ripo party feeling bake rob mocking poetic beck rap making vivify check rope kicking monotony- beg pour caging anatomy big robe timing manag-ing beak bore taming apology cab rub teeming parody LESSONS iN MUNSON PHONOGRAPHY. Contractions. ,.-, do.. ., a'fa.l.. what. he, him y I. have ----- ever.v*. gave--, give-en ...... . but .S that..\.- them..'... with.../.. shall ..... should. ..j. which.: /, from, time ...... was--.. these.A- Would _->^. ._ where. ^'T-- for..>w (Contractions, words written out of position, and con- sonants represented by upward stems, are italicized-.) 1. The monotony of Hie may be varied by a ride in the park and a walk on the dock by the deep sea. 2. Few who know how to make money know how to keep it. 3. See my Kitty. She ought to be rich and ride in a carriage and have a red rug by the fire. 4. Mamma gave Harry a book and papa gave Mary a doll, but to me they gave nothing. 5. A duty may a/so be a joy if we but make it so. 6. They came back in a cab with us. 7. We should owe no money to the poor ; we sheuld borrow no money of the rich. 8. Shall Timothy make an apology to avenge the wrong he did? 9. He saw the deputy talking with Eli in Geneva. 10. In aZl Gotham you shall see that time and money may both Zead to infamy. 11. Agassiz had no time to be rich. He did what he saw slnmld make Mm appear to many who had no power to fathom the depth of love and duty, to lack alike a Zove of fame and money. 12. Talking so much may involve making an apotogy. 13. Give me what I ask and I Zeave you to say what you ttke. BY MRS. L. h PACKARD. ISTo. 5. LESSON V EXAMPLES. 45. To write any consonant stem half- length adds t or d to ir. 46. The positions of half-lengths are as follows : Translate Lesson V., in writing, being FIRST POSITION. careful to make the half-length stems just half the length of the full-lengths, and \] / {. ) J f > x'-^*-x noticing position. ORDER OF READING. SECOND POSITION. 1. Vowel before the stem. ....l..y....V.,l,-^... C..~..^..^.^ 2. Stem. 3. Vowel after the stem. 4. Halving. ^ \ \ . '* 47. A half length and a full-length or -\ . X...-..\..... two half-lengths cannot be joined unless ,^ there be an angle at the junction. . / ~ 48. When the present tense of a regular - - j- '"/^ 1 verb ends with a full length stem, the past ,. -7 .^ (* ") >^ tense is written by making the last stem - - half length. When the present tense ends with a half- length, the past tense is formed by writing the final stem full-length and ,^,. "..^-s..A, >?N.....^* ..T. adding a half-length T or D. EXAMPLES. / s^ 49. All words ending in ted, or ded must j ^ be \vJ ;t ten with a half-length T or D. \_ . I 50. L alone half-length is Lt, not Ld. --- -/...I 7...^...^. *. R alone half-length is Rt, not Rd. v ^ 52 When the sound of T or D is im- ^-N^ * _ ^ .1' ^x mediately preceded by two vowels, the ' -T**.^----/- >|-^. stem sign must be used. . I 08. When a vowel follows T or D at the end of a word, the stem sign must be used, * "-^^" ^^" ^i " i "\>" as/y/fy, knotty, undo, needy. An exception v ' ^ is sometimes made to this rule in the case of words ending with ty, but this is only allowed for the sake of shortening certain <" /v] outlines. 54. A half-length T or D may be de- I"- tached and written closely to the preced- li. I ' r \- ing part of the word, when if j rined there " T. ^" would be no angle at the junction. u LESSONS IN MUN8ON PHONOGRAPHY. Kate Choate and Her Cat. .x_ ^ BY MRS. L. H. PACKARD. No. 6. LESSON VI. WORDS IN WHICH THE HALVING CANNOT BE USED. ONE STEM, HALF-LENGTH. Piped lead lady monied poet lied ai(ed rallied Kite dot toyed iced cocked allowed road deride Kate doubt pout might reared into read Monday ached cheat about met locked motto ride married cute chewed shout light looked lad raid bullied get jot night right liked load rood buried good jet shoot root taught bought east lute MISCELLANEOUS. tight bide eased wrote Pate undue chimed epidemic bait indeed invite notebook TWO STEMS, THE SECOND HALF-LENGTH. bet uncut auditory copyright Copied tepid delight repeat remit cutting title captive coiled tippet dilute refute remitted cadet medley timidly combed timed doled rapid dot docked vital politely tacked kept adored repaid dotted capped vitally rectify ticket decked choked remote doubt packed headache 7~apid(y lived edict enact wrecked doubted timid rating uprooting touched admit elevate wronged deed ending ignited infidel deeded talked deluded inviting TWO STEMS, THE FIRST HALF-LENGTH. date attached educate refitting Detach acting bottom avidity dotage active fighting avoiding badly cutting fatal evading getting beautify fatally ending goodly esteem voting knitting dated adept educated wickedly cheat debate damaged un purified cheated dodged dilated intended pity adult polluted manifold pitied dilute evolved undoubtedly notify ratify emetic lately letting written motley lottery NOTE. Contractions and letters represented lightly writing medley oratory little rating editor headache by up-strokes are italicised. T\VO HALF-LENGTH STEMS. A lot of badly taught, untidy folk, not knowing how to act, loudly knocked at Cutlet esteemed midnight modified obdurate notified ultimate medicate the door of a cottage and asked to see the detect modulate abdicate estimate goodly poet, hut was not admitted. The beautified meditate latitude detailed noted infidel who headed the mob put a indicate moderate eradicate aptitude foot into the bedroom, and got bit by ? THREE STEMS, THE FIRST HALF-LENGTH. cat and batted on the head with a boot jack. Actively petrify bedroom modifying He backed out with a bad headache, ~but catalogue bootjack madcap esteeming ready to fight if attacked. The deZuded nativity butler mid*/;ip austerity poet avoided fighting the madcap, ~but THREE STEMS, THE SECOND HALF-LENGTH. talked of inviting him poZiteZy to be edu- Captive pocketing politely inviting cated in oratory . Being married and an capital delighting begotten belittle capitally unending balloting fanatic coveting piloting enacting phonetic adept in debate, he coveted the job of eZevatiug the untaught fanatic who hud no aptitude in reading, and ended the THREE STEMS, THE FIRST AND THIRD HALF- LENGTH. cheat with undue avidity by talking him, Kidnapped petrified deducted eradicated detected intended mutilated indicated to death. Nobody pitied him, and he packed an antique bag and eZoped. modulated medicated estimated moderated i 11 LESSONS IN MUNSON PHONOGRAPHY. BY MRS. L. H. PACKARD. No. 7. LESSON VII. Lengthening. 55. To write any curved stem double length adds tr, dr, tJir or dhr to it. 56. The positions of double-length hori- zontals and up-strokes are the same as for bingle-lengths. 57. The positions for down-strokes are : First position : Resting on the line. Second position : Equally divided by the line. Third position : Three-fourths below the , line. 58. Begin to write every double-length stem the same distance from the line as for single-lengths, with the exception of the first position down-strokes, which, in order to rest on the line, must be begun half the length of a T higher than for single-lengths. ILLUSTRATION OF POSITIONS OF DOUBLE LENGTHS. 59. When a vowel is written after a double-length stem, it is read before the syllable represented by the lengthening principle. Shatter...... ____ shudder.. shooter ._.._/__. ...Luther... nature neither. ....after.. ..... I....... order _____ - altar.. ... orator. _, Arthur.. ...hither .feature ardor... .entire... ..metre. 61. OKDEB op READING : 1. Vowel before the stem. 2. Stem. 3. Vowel after stem. 4. Halving or Lengthening. father../.. ..letter.. 60. Lengthening may represent the fol- lowing syllables : ter, der, tar, tor, thur, ther, tyr, ture, dor, tire, tre. 13 LESSONS IN MUNSON PHONOGRAPHY. BY MRS. L. H. PACKARD. No. 8. LESSON VIII. In writing this lesson be careful to make double-lengths fully twice as long as single-lengths (it is better to make them too long than too short), and to observe the rules for position. After fatter feather future fodder thither Esther oyster shudder shooter mitre metre matter mother mutter heather under neater neither latter letter litter .Luther alter orator order waiter weather wider loitering interim metric orderly hitherto muttering entering invader diameter interval underlie undergo underpay undertake undertook undertaking intervolve interfere inter/ope underjaw underbid underfoot afterthought motherhood 1. After an interview interrupt interrupted alternate alternately alternating interviewed underwood astronomy with an orator- named Underwood, Arthur undertook to see the father and mother of .Luther ; hut they would not be interviewed, so in order not to interrupt them or interfere with what they had interdicted, he asked them to write a fetter, which after an interval they engaged to undertake. 2. Esther bought a China aster after Easter, and put it in the theatre by the heater, where it died for Zack of water. 3. The /aughter of the waiter so annoyed the hatter, who was nc fighter, that undertaking to eat an oyster he trns choked, which made the invader shudder. LENGTHENING. Positions. XV. - \ ^ \ ^ r LESSONS IN MUNSON PHONOGRAPHY. BY MRS. L. H. PACKARD. No. 9. LESSON IX. Circles and Loops. 62. Every word in the language can be represented by the simple consonant stems and the vowel and diphthong signs, yet the outlines would often be awkward, long, and difficult. In this lesson we have short forms for s, ss, sz, st, z, zz, zs, zd and str. In some cases, however, the stem signs must be useu. When the Stem Must be Used for S and Z. 63. The stem must be used for z (1) at the beginning of a word ; for s or z (2) when it is the first consonant of a word that begins with a vowel ; (3) when it is the last consonant in a word and followed by a vowel ; (4) when followed by two concurrent vowels ; (5) when preceded by two concurrent vowels, if there is only one other consonant stem. EXAMPLES. v_ z o r o. .- - - & s fc. .rrr. . -pus s y_ K ' izzy. ...i_see ing...i ,.pious__ A_ 64. At the beginning of a word a small circle represents the sound of s. Between stems or at the end of a word it represents -s or z. EXAMPLES. saf e-. .,b ze.,b d isc 65. A large circle represents ss, zz, sz or zs with the vowel occurring between them. (This vowel may be written within the circle, but unless accented it need not be v.-ritten at all.) EXAMPLES. fcas is.?Q .b. L.d ozes. JQ..possess.:< 66. The small loop (one-third the length of the stem) represents t or zd, having no vowel between. EXAMPLES. stoop.. s... 67. The large loop (two-thirds the length of the stem), never used initially, repre- sents str, with the vowel between t and r. EXAMPLES. faster. dusten_UT..casto.r.: _ Jlusterre., 68. Turning a small circle on the oppo- site side of a large circle or large or small loop adds an s or z sound, which is the final sound of the word. _xv:-'. AL Te cesses ____ AL ..... boasts ..... masters. fosters 69. An initial circle always represents the sound of s as in safe. 70. No sound can precede an initial circle or loop, nor follow a final circle or loop. 71. When a circle or loop occurs be- tween stems, it is read after the first stem and the vowels written to it. 72. Cross the line in writing a circle, but not in writing a loop between stems. 73. A circle must be perfect when initial or final ; between stems it need not be. 74. When two circles are written to one straight stem, be careful not to curve the stem. 75. A circle or loop must be written on the right-hand side of a straight down- stroke, on the upper side of a straight horizontal, on the left side of an upward R, on the concave side of all curved stems, on the outer side- of the angle between two straight stems; on the concave side of the curved stem when it occurs between a straight and curved stem. 76. ORDER OP READING : 1. Initial circle or loop. 2. Vowel before the stem. 3. Stem. 4. Vowel after the stem. 5. Halving or lengthening. 6. Final circle or loop. 14 LESSONS IX MUNSON PHONOGRAPHY. 77. Practice making circles and loops on the consonant stems until you can make them easily and perfectly, then translate the following words with great care : . X3=4^X^1 .- Q i ^ ____ ^ __ Contractions. aSj hasJLis, his - possible -ly-^!. first _\*a.- next..-^-^. almost .^^_- spoke-A special.. A . . speak..e_ The Sick Lion. \s- ~i~v A-v i- ..*?.../... .<*^....^.. ^ \ L /" la LESSONS IN MUNSON PHONOGRAPHY, BY MRS. L. H. PACKARD. No. 10. LESSON X. DOUBLE-LENGTH, INITIAL OR FINAL CIRCLE, r\r> T>/~VT>TT WORDS IN WHICH THE STEM MUST BE USED Cinders \JK^~ L>\J i n, centres slaters Arthur's FOR S OR Z. saunters senators natures mothers Espy estate Macy juicy psalters smothers features matters aske\y astute lasso sighing INITIAL SMALL LOOP acid zany -Lucy rosy aspire zebu mossy essaying Stock style state store assume Jessie tipsy seeing stick stale stage steer stem star stitch stove INITIAL CIRCLE. steam starry stab sting Sip sing slowly skip steal stiff steep stung- some seem sallow singing silly sitting scope sphere FINAL SMALL LOOP. soon sash soap sleep south slave saving sneak Cast coast chest yeast post used waist haste soil soothe spire snake gust nest lost hissed sire sieve spear sweep gist must raised amused sorrow seek spy speck such spoil swim Smith jest hoist roost amazed soul sage ceiling summary LARGE LOOP. FINAL CIRCLE. Taster faster lustre jester Pace puss case copies keys fix Venice famous toaster .Lester vaster castor pastor nestor j'oster pester miss guess knocks vex LARGE CIRCLE. lose gaze makes paths rose eggs mix induce Season poses tosses excise vase does rocks announce schism axes accuses desist nose odes notice fox society kisses gazes insist ax knees demise takes ox knows reduce Chinese WORDS ENDING WITH LARGE CIRCLE OR INITIAL AND FINAL CIRCLE. LOOP, WITH SMALL CIRCLE ADDED. Space spice sobs sex sleeps slice snaps sashes sweeps savings slowness spheres Possesses abscesses excesses posts mists dusts guests coasts lists posters castors masters sinews soothes spikes snubs suffice stays snakes smokes MEDIAL LOOP. since seems cities snuffs suppose surveys service sadness Justify testify vestry district costly abstract earnestly majestic MEDIAL CIRCLE. pastry disturb honestly Amsterdam Passage risk tusk missile MISCELLANEOUS. passing poising insane teasing losing gusto chosen exit choosing unsafe raising facing tacit honesty decide rising missing facile docile fasten Safe face safes staff faced deceased nice such signs stitch signed chess nights chest sender mass masses masts master masters HALF-LENGTH WITH INITIAL OR FINAL faces foster Chester notes chests enters rose roses CIRCLE. fosters Chester's notice recesses Soft slight slate tights fits cuts smite senmed sweet sacked signed spite sent nights sobbed gates arts boats rats boots bites sagged sound senate heats heads waits puts soft fates stuffed softer seem seemed steam steamed cheats notices sob noticed sobs slight stub slights stubs slighter bus sake busses case bust cases roast roasts roaster roasters excessive incisive lobster bolster HALF-LENGTH. INITIAL AND FINAL CIRCT.F.S. mist busts stake monster misses boast cased Munson Skates slights scents spites mists boasts Sussex ministry sects slates sounds spouts musters boaster success sophistry saints sweets sorts smites cask boasters costs aistry salts sifts swords sands mask sign coasters astry LESSONS IN MUNSOM PHONOGRAPHY BY MRS. L. H. PACKARD. No. 11. LiESSOV XI. Brief Miiiis. 78. The brief */'//'* are used in the place of consonant steins when the stems would make an awkward, difficult cr indistinct outline. The learner is liable to fall into the error of using them indiscriminately, imagining that because they are small they can be more (prickly made than the stems. 70. The right or left half of a small cir- cle represents IT. and is used before T, D, ('.//. /. *H, F and T'. and sometimes be- fore U, A~, G and SG. ..I. -. \Ved- -/.. wedge . ? _, wake fin the combination ich, li is always sounded first, and should therefore be written first. ) -"rt.Whet -yrr>>- hum _______ hymn.. . Ss^_ he avy . . is~^_ . home ly ..... _____ 83. A dot is used for // before a vowel which is followed by P, 13, F or T'. and sometimes before other consonants when the outline can thereby be improved. waif . . unwashe d 80. The upper or lower half of a small circle represents the consonant sound of F, and is used before T, D, K. G, L, It (upward), F, A* and ^[. .. Utica __/? >j.._ :s-u\j -. unyoke._M/:1 utility 81. The sign for _V. which for want of a better name -we will call the in curl., repre- sents the syllables en, in, fin, is used only before a circle, and not then if the stem can be easily joined. -. Unceremonious enslave. .(b\_ unsullied... Happiness ..habitual..., >' 84. A dot is used for ///;/ after a half- length P. B. J/; H. Y, L fdownwnrd). and in all cases where the stem JYTr cannot easily be joined. It is also used after a contraction. There is an inclination to use the dot in other cases, but it should never be employed when the stem sign makes a good junction. ^. .A; Betting bidding ...'.hiding] 85. A small circle is used to represent infjx after a half-length P, B, M, H, Y, L, and after a contraction. ..'.-".--mattings.. beatings 86. Be careful to write the brief signs for IF, Fand // as they are found in the reading lesson. If they are made too large there is a liability of mistaking them for half-lengths. 82. A ver'-i' 1 --''! line, one-fourth the length of a T, called a tick, represents //, and is joined to w .c the boainning of a word. LESSONS IN MUNSON PHONOGRAPHY. jCJC^ .L...Q. .^--1-0- -V Contractions. I / .will-xr..... what.. I which/.. ....your.>rr. ....CQme.r. .would T^v. Tne Peasant and the Lawyer. y- o 18 LESSONS IN MUNSON PHONOGRAPHY BY MRS. L. H. *CKARD. No. 12. LESSON XII. ' ' My master makes a feast this night, and I wish you to come early and enjoy it as my guest." Watch wagged, his tail, as much as to say he icould come, and as he lay wink" ing in the sun he thought of all the nice tid- bits he would have, until he had in his thoughts tasted a feast fit for a king, and listened to the wedding toasts. The time came and he set off for the house. He saw all busy making ready for the master's feast. As he watched the cook wash and boil and roast and baste the meats, he said: ' ' How happy / am that I came. / do not get such happiness as this many days of my Zife. I will eat enough to Zast me both this day and to-morrow." So saying, he wagged his tail with such force that the cook, unhappiZy for him, noticed his antics, and taking a whip which she ke^v, for such purposes, she gave him a beating, which sent poor Watch yeZping away, with not a taste of the feast he had expected so much to enjoy. He fell to the earth, and as he walked away to hide his shame, he met some of his fellows, who asked how he had enjoyed the wedding feast. " Why," said he, " I was so well feasted that I do not know how / got out of the house. " Uninvited guests seZdom have the happi- ness of meeting a smiZing host. WORDS IN WHICH THE BRIEF SIGNS ARE USED. Wage yellower whale bub waged Utah whaler hobby wages Utica wheat hope witching Eureka whig hopes witches eulogy whim hopeless wed yoke whipped hip wedded yokes whiplash h3 r pothecate wedding yoked whisk hypothetic wife yelp whitewash hypothesis wives yelping whittle hypothenuse widow unseal white-lead matting wash enseam Whitsuntide patting washed insulate half biting washing insulator heft betting weft insulated halve boating woof unsolicited halving putting weave unsullied half-mast hating waving whet haply heating weaving wheeze unhappy hooting winked wheezes hapless yachting wagged whist heap meetings yellowish whack heaped beatings Gyp and His Friend. (Contractions, words out of position and con- sonants represented by upward stems are ital- icized.) A yeZlow dog named Gyp, whose master made a wedding feast for his son who had come with his lately wedded wife to his father's house, and invited many guests, said to hismate, a white dog named Watch, LESSONS IN MUNSON PHONOGRAPHY. BY MRS. L. H. PACKARD. No. 13. LESSON XIII. Initial Hooks. 87. An initial hook is written at the be- ginning of the stem and read after the stem and the vowel which precedes it. There are four initial hooks. They repre- sent the sounds of I, r, w and y. 88. When no distinct vowel sound occurs between Z, r and w and the pre- ceding consonant, a hook may be used in- stead of the stem. It follows that a hook can never represent the first consonant sound of any word. 89. As the y hook is employed in phrase- writing only, its use will be explained hereafter. 90. The I and r hooks are written on all stems, the Z hook being small on straight stems and large on curved stems. 91. The w stems onlv. 95. The rules for writing L. R and SH are observed in writing hooked stems, ex- cept in the case of Rl, which is generally written with the upward sign for R. ..official ^, * * ., i^ , <_ ^// \-....Qf f ic ially gnarl.j^-^rgnarly ^> 96. A circle may be written to any hook and is always read before the stem and the hook. .'Iset tl e-Sw.- ,safely.}s.saf en .. ,_s inner hook is written on straight Pr Kl Kr S^y Nr \ Pw P Pr 97. Instead of writing the cncle in the- r hook on straight stems, it is written on the r side ; the large circle and small loop which cannot be written within a circle may be written on the r side of a straight stem. When a circle is thus written, it indicates that an r sound immediately fol- lows the stem. 92. A.n initial hook is read immediately after the stem upon which it is written. ^v V 1. '0 ...:..ply.,... _...fly.....L..t ray.. _NL_af fray ... apply_P. twice. \.acquire 93. An initial hook may be written to a stem which is preceded by another stem. !_.:K\.. paper... .manner equire 94. It is not always possible to make a medial hook perfect and at the same time make it easily, but it can be made phiin enough for practical purposes, and should always be written in such a way sis not to interfere with speed. ..l*s tray.. Il.setter.._Q. sister. -..Lstutter ...q.'. .disaster stagger.. ..y: .destroy.. 98. When a circle and r occur between stems, it is often more convenient to write the hook than to indicate it by writing the circle on the r side. In such cases the hook is always used. 99. ORDER OP READING : 1 . Initial circle or loop. 2. Vowel before the stem. 3. Stem. 4. Initial hook. 5. Vowel after the stem. 6. Halving or lengthening. 7. Final circle or loop. 100. In writing the lesson be careful to make the hooks of the proper size. .Arrr..baker. .ATT.. .joker... [....,,. .nigger ; 3.. ./^r:.. gavel.- '..calmly i^bfiUNS .07 MUXSON PHOBUGRAPHY. A Queer Family. Contractions. *orth \_. .was., ..when_..A.were her.^\..could.^_ i ..people.5L.. Mr. "brother , number. . V ... dif f iculties. . C0 \ ^ belong-ed-ing... -^-.....believe-f.S.. 21 LESSONS IN MUNSON PHONOGRAPHY, BY MRS. L. H. PACKARD. No. 14. LESSON XIV. TWO STEMS, T"HE SECOND HAVING INITIA1 CIRCLE AND HOOK. ONE STEM, INITIAL HOOK. Display peaceable fastener feasible Claw apple shrew float craw apply shrewd awful disable peacefully visible vesper descry desperate Jasper dispraise A clue upper usher afloat MISCELLANEOUS. crew prow ushered afraid clad prate azure easily Play black inquest gloom crate plate threat oral pray blacker twinkle clamor Troy bray either error plate blackest inquire clear outer blight flow quit prate quick require fre.7i odor bright free twit splay quicker squire fresher spray quickest esquire fres/ily TWO STEMS, THE FIRST HAVING INITIAL split qualm squib rostrum HOOK. sprite trick squabble plead quite stroke squeeze pleading Track twill twig twitch squat strict squeal braid clock quill flag freely tray trickle twice braiding click query twilight flower trait struggle tweZve plating pluck tweak twill Flora twist quake twirl implacable TWO STEMS, THE SECOND HAVING INITIAL stray quaker measure inscrutable straight queer measured flexible HOOK. strut queerlv gleaner watchful Cackle channel animal shuffled strike bequeath glibly wishfully cookery pickls astray fabled striker bequest glacial womanly couple poodle locker replied caper powder Zabor rippled camel busily manner Zibeled comer shuffle bushel hobbled A Queer Family. gabble s/iaker cheaper regret (CONCLUDED.) gable noble finer ingrate deeply Mkeiy favor migrate double Zocal cackled Zabored [Contractions, words written out of position, and consonants represented by up-strokes are chiefly Mbel cuddled teisure italicized.] TWO STEMS, EACH HAVING AN INITIAL But Baby was a source of pleasure when HOOK. his big brother was thought of. 1 hat boy Plural quibble truckle glazier was always in the way, though he was in- floral honorable truckled glimmer variably out of sound ana reach when nt. playful ' trouble twaddle flicker plainly troubled twitcher flavor was needed. He was not bad, but some- queenly quickly fretful pleasure how he was not good, either. ''His stark twirl blackly glover treasure were unpropitious " (N-Pr-P-SHs), his ONE STEM, INITIAL CIRCLE AND HOOK. brother Abraham said. "They would not Cycle civil signer sever twinkle for him worth a cent." He would settle cypher sinner simmer eidle suffer soother squaw play exactly ichere he pleased, and w 1>< n he. played where he pleased he got into trouble. ONE STEM. CIRCLE OR LOOP ON R SIDE. If he played by the dog kennel, the dog Spry saber stupor suitor spray stray stager sadder would spring out and snarl at him. If he spree straight stitcher cider played in the stable, it was certain to be at sapper screw stalker seeker separate sprite stagger succor the precise time when old Brownie was supper stouter satyr cedar switching insects away and would take 22 LESSONS IN MUN30N PHONOGRAPHY. ./fob's eye for a fly. If he visited the cook he displaced the salt and pepper, and got mustard in his eyes. Abraham was a queer feZlow, too. It was almost impossible to attract Ms notice if he was absorbed in a book. Almost every- thing got him into trouble. If he was set to watch the baby, the poor ZittZe f eZlow would put paper in his mouth or climb up on the table. When the Zibrary ceiZing was being frescoed, he climbed up the Zadder to get out of the way and crawled up on a bracket over the book-case. The Zaborers moved the book-case, took out the Zadder, and when finally Abraham Zooked up, he was soZitary in the great room, eight feet from the floor. His sister Grace was a queer girl, too. She was as sour as if she had Zived tweZve Zeagues from a lump of sugar. She was as cross as two sticks. But it was not strange belonging to such a father and mother. She was the most unlucky girl in her class. If she skipped rope it invariably tripped her ; if she smeZled a particularly pretty tiower it was certain to prick her nose and make her cry. Indeed, it would re- quire a number of St. Nicholas for me to relate aZl her difficulties from almost any Monday to the next Saturday night. But what eZse could you expect of a girl with such a father and mother as Mr. and Mrs. Clapp? What! did I not say anything about them? You must be satisfied to know that the father was a night editor ; that is, he wrote every night for a newspaper that had to be sent out to thousands of readers at breakfast-iw& next day. So he had to sZeep aZl day, and that was quite enough to upset any house. As for the mother, she belonged to a first fam- iZy. Well, we aZl know what first famiZies are. Adam belonged to a first famiZy. So did Eve. And this mother was so busy belonging to a first famiZy that it is not strange that everything was so queer. This is not clear, perhaps, but it is aZl the reason. / have to give just at present. And I have no moral to give, either. Any moral that icould come out of such a faniiZy- would not be worth having LESSONS IN MUNSON PHONOGRAPHY, BY MRS. L H. PACKARD. No. 15. L.ESSON XV. Special Vocalization; 101. It is sometimes best to express I or r by a hook, even when a distinct vowel sound intervenes between the consonant .so expressed and the preceding consonant. A vowel written in the usual way cannot be read between the stem and the hook, but must be read before or after both. When the vowel is to be read between the stem and the hook, it must have a differ- ent form or place. 102. A heavy dot vowel to be read be- tween the stem and the hook is represented by a small circle written before the stem. mar ____ i^L. rail 103. A light dot is represented by a small circle after the stem. 107. It requires some thought and prac tice to determine when to use the hook and when the stem sign for I or r if ti vowel intervenes between it and the pre- ceding consonant stem. Special vocaliza- tion is used (1) in many common words oi one syllable, such as whole, ruU, till; (2) in frequently-recurring words of more thar one syllable, such as corner, barber, college ; (3) to avoid awkward and difficult outlines, as in course, hire, mar ; (4) where the word would otherwise contain a large number of stems (this can be done, because the more consonants a word contains the less liability there will be of mistaking it for any other word) ; (5) in a great many words where the intervening vowel is rot the accented one. ._;.-, care. .j?.._yell_ ..hill 104. A dash vowel, light or heavy, is written through or at the end of the stem. .shawl. .-^v.. jule s^^X. ..A. colonyccbcl^v murmur. CNwool 105. A diphthong is written through or at the end of the stem. hire.. -howl.. ..cure 106. When a distinct vowel sound occurs between t and r represented by lengthen- ing, it may be expressed in the same way as for hooked stems. Negatives. 108. When a negative is formed by doub- ling the first consonant of the positive and prefixing a vowel, though the consonant sound is not doubled but rather prolonged, both consonants are written ; otherwise both positive and negative would have the same consonant outline, and could be dis- tinguished only by the first vowel of the negative. In order to avoid the necessity of writing tnis vowel and at the same time to surely distinguish between words of op- posite meaning, the consonant is written twice. If the consonant thus doubled is I or r, the second I or r is expressed by a hook. The same rule applies to other words similarly formed not negative. ^..nurture.,.. .../Immaterial .^ r.. unnecessary 24 LESSONS IN MUNSON PHONOGRAPHY. (3 legible. LJ. .illegible A. Journey in a Horse-Car. ^ - " \ \ v--- '- I---* A V^~V L *- ^ .3 C" ^ xf ' < ' 3 ^~^> ../.., Contractions. ./-think .thing can..V__ever ./TT^. never, Novembe]*\^principally ..^v .prineiple-pal.r. ^ collect jb_ themselv-ea -language JL LESSONS IN MUNSON PHONOGRAPHY. BY MRS. L. H. PACKARD. No. 16. LESSON XVI. intercourse scored inspire nurture scoring inspired further scourge inspirin /, and 1) are italicized.] TION. In no other vehicle do we realize how very George lurch careless Buffalo sharp work garden Ignore north verb heartache endure queer people are. The car was nearly full. No car is ever entirely full. The car wa college verge hardness empire colony nearness hardly hard-fought journey nervous term inordinate warm and dark, but it is unnecessary to speak of this. I was irresistibly Zed to study courage person warm furthering cork harness dark northern the various placards in English and other languages. They related principally to par- TWO STEMS, TWO HOOKS, SPECIAL VOCAL- ticular diseases and their marvelous cures. IZATION, There icas aZso a request mny times re- Verbal journal cheerful verger peated that each person as he entered the vernal barber partial vertebrate car should put the exact fare in the box. kernel marvel mourner sharper normal harper charger harborc 1 This placard aZways annoys me by its nar- portray veritable partner northerner rowness. Sometimes I do not feel Zike purple tartar carver obeying this rule. Sometimes I would like LENGTHENING WITH SPECIAL VOCALIZATION. to put in more, sometimes Zess. But no- future juncture nature entire allowance is made for my generosity nor my parsimony. I hardZy think this rule if WORDS DISTINGUISHED BY REPEATING THE founded on real justice. Would the au- FIRST CONSONANT. thorities be as anxious to seek out the Movable repressible unnatural immovable irrepressible redeemable liberal moral irredeemable traveler who overpays and restore the ex- cess as they are to foZlow Mm when he puts illiberal immoral innate in too ZittZe? And there is a suspicious logical natural ennoble illogical thing about a horse-car: the floor is some- MISCELLANEOUS. times an enormous grating and straw i Mere charm unhorsed spread on this, so that if a nervous person merely charming harsMy is obliged to pass his fare to others he lets it wire car hark wail card parlev drop in the straw and never can get it. / wailed carding partly marveled if the sweepings of the horse-cars war parsimony parlor ward harmony impart warder relate paroxysm go to the hired driver, or if the authorities collect them merely to put them in the near- wardrobe relative participate est poor-box. This car was not unlike wile relatively participating wild relegate harm others in any of these particulars The wilder reliable harmless inmates seemed to have selected themselve wilderness reliance harmful assault scar harmony sis.-aulter scarred cool with regard to variety and the difficulty of fitting themselves and their belongings into cheer scarlet cooled cheered scarcely school cheering horse schooled the seats. So many people start to travel in a horse -car as if they expected to have all cheerful horses telescope the room to themselves. LESSONS IN MUNSON PHONOGRAPHY, BY MRS. L. H. PACKARD. Xo. 17. L.ESSOX XVII. J latter. __vY._. abettor .. Final Hooks. 109. There are four final hooks two small hooks representing the sounds off __ creature iu or r and // ; two large hooks representing ? the sounds / are called the/, H, s/iww and ter hooks. --Tartar... ..gather sceptre ...Tv ?..Kf,. . Kn, .Ktr . Lshn, )_.Mshn. . .X> Pave f . lf..tough,..^rave,^<'.rain, ... /^'. arraign t >JP.Nat i on ,_~ .. fasti i on ,-V- -> ^. f us i on , Pacific Ocean, .y suspicion. 113. The ter hook has the same value to straight stems as lengthening to curved stems, except that it is never used for dr. The ttr hook may represent the syllables ter, for, ture, ther, tre, tar. 114. A vowel or diphthong occurring between the t and / of the ter hook may lie written according to the rules for special vocalization, or if it is third place, may be written within the hook. Usually, how- 110. Unlike initial hooks, final hooks ever - are read alter the stem to which they are added and the vowels belonin to it. is omitted. 115. A small circle may be written to anv final hook, and is read after the hook Droves .vines '. s ..lotions _.._r_._ tatters 116. Any circle or loop may be added tc on straight stems by simply writing i* on the n side of such stem. n. at ha ins.^c har. c e d .-.-\i .puns t e r . 117. N cannot be indicated in this way between stems, as in the case of r (see 97), except in a very fe\v eases, of which dancing and prancing are examples. It is sometimes omitted altogether when it oc- curs before a circle that is followed by 8 consonant stem. 1 V J?*r^.. Dane ing,. ..... c: T'- ..... pranc ing, .. .transmission,.. cL'--' trans P ose . 27 LESSONS IN MUNSON PHONOGRAPHY. 118. In the middle of a word where it \ would be natural to use the hook for n and the stem makes and awkward joining, i pointer.. ..L.tender,..-^... rafter it may be omitted altogether, omitted before Jr. i< passenger . _. j St ranger. . danger... .V . -? T , identical... [^..attainment. 119. If a vowel follows/, or n at the end of a word, the stem must be used. It is also | 124. When the present tense of a regu. lar verb is written with a hooked stem lengthened, the past tense is usually writ- ten with two half-lengths. ...Mem, /i.. funny 120. When two concurrent vowels pre- cede or follow y, v or n, the stem is ordi- narily used. 121. When the sound of shn or zhn oc- curs after a circle sound, it is expressed like in, en or un before a circle (see 81). This sign is called the shun curl. It is treated like a stem and may be vocalized by writing a first or second place vowel before it and a third place vowel after it. A stem may follow it. -V--- Possession.. ..musician ^.indecision .'/... sensational 122. A circle may be added to the n cir- cles and loos and to the shun curl. ._ hinder _:X . wondered Kinder ecL ponder . - pondered 125. ORDER OP READING: 1. Initial circle or loop. 2. Vowel before the stem. 3. Stem. 4. Initial hook. 5. Vowel after the stem. 6. Final hook. 7. Halving or lengthening. 8. Final circle or loop. Initial Hooks. G. <\ C\ .Incisions, . -X- positions. ...^..physicians, !o. -... punsters. 123. A straight stem having a final ' f or v ^ hook is lengthened to add tr or dr. It must I be remembered that it is only when a n straight stem has a final hook, and, there- shn \j fore, the ter hook cannot be used, that v lengthening adds tr or dr. tr or thr Final Hooks. r LESSONS IN MUNSON PHONOGRAPHY. 1-..^ * T . ... ^^ ~~ ' .^J'.U.x experience.^. .. astonishment. . . . .frequent. began.. . ~7?. ...general. J_ begin. .^^^.^ ..gentleman.. 1 ^ begun. ...TT=>. .gentlemen, i/..- before.TSs. govern_..wS .. between.J indispensable captain ...^ inscription. .. d- citizen...-P... .- intelligent..^. . deve 1 op ..t^ int ell igenc e..i 29 LESSONS IN MUNSON PHONOGRAPHY. r-<^* -s>-c"J- '-1-^ .J^^.' \. :x.'..^. /,J .-. ^-^^s ' t < _ "X -I X '* 7* tt . ^....'.\ J.J ..N-X> <-- I (\ r~N^- LESSONS IN MUNSON PHONOGRAPHY. BY MRS. L. H. PACKARD. No. 18. LESSON XVIII. TWO STEMS, THE SECOND HAVING FINAL uricilf ONE STEM WITH FINAL HOOK. n\j\sr* Renown refine election picture Buff Jove Vaughan deft (bun John ovation dent potion caution shun occasioned batter bitter shown chattered tough rove ocean rent obtain repine volition indicator attention kitchen adoj-ation indication ambition cotton turn infusion education gammon bereave violation educator elector barter violent tone run mine chant TWO STEMS, THE SECOND HAVING INITIAL Titian urn amen patient tatter Russian notion gathered AND FINAL HOOK. chafe oration fine assent Brooklyn chaplain deprive incline join . fine elation ancient outgrown Dublin enshrine uncrown addition effusion yawn tethered decline dethrone engrave recline rather van wan arraigned TWO STEMS, THE FIRST WITH INITIAL HOOK, ONE STEM, FINAL HOOK AND CIRCLE. THE SECOND WITH FINAL HOOK. Cuffs 'chafes loans tufts vines wins allusions mints moans cautions hence finds motions bitters thence /ends caters gathers omissions winds Pertain Vernon Brighton attraction Sherman character prevent direction chairman quicken treatment protection German Herman freeman protector carman Norman virgin collection STRAIGHT STEM WITH CIRCLE OR LOOP ON curtain Mormon quinine collector N SIDE. obligation merchant application correction Pence guns runs chants WORDS IN WHICH THE HOOK CANNOT BE USED bounce chains rinse bends FOR F OR N. tunes duns rinses tents coins joins rinsed kinds Edify China thorny refute canst reigns Kansas rends money tawny alimony villainy puny deny Illinois matrimony HOOKED STEM LENGTHENED TO ADD TR, DR crony ninny skinny Tammany OR THK. avenue mutiny finny nominee Counter tinder render slander candor pander hunter cylinder chanter bender wonder spender gender panther founder surrender tender fender yonder asunder WORDS FROM WHICH N MAY BE OMITTED. Messenger spendthrift assignment harbinger husoandman adjournment endanger attainment transpire transgress transfer transmission. WORDS ENDING WITH CIRCLE AND SHUN CURL. Decision physician incision supposition opposition succession procession acquisition MISCELLANEOUS. Rove tint mending rough tints mender ONE STEM WITH INITIAL AND FINAL HOOK. rain tinder count Drive crave adjourn drift drone clean quaff blend duration collision queen clattered brighter equator equation quaint prove relief equator throned prone shrine frown relent oppression relation flown shrined platter relator aversion mourned earn tatter counts even tattered counter sheen again counters Allen against countermand Ellen pen plunder yon pent . plunders sudden penny plundering sullen open plundered^ surf opening play TWO STEMS, THE FIRST HAVING FINAL HOOK. Starve Pplay Opening cannon punish auctioneer allusion 1 ponderous sprav tuning cover puffing caterer ptter nondorino- soleen diving- define banish fashioning L* r r idered dining- gainsay fini*-7i missionary SffiL * " paving toughen optional g$SS, roned JKSt punning evening visionary notional p ., V( , s ironing plants TWO STEMS, THE FIRST HAVING INITIAL AND Patience irony supplants natters wind planted Joans winds planter Proving frowning- grafting teaming lotions winding planters driving braving- irrational warning accession winder pony planning training quaintness i'urni-// accessions men pean pruning gleaning planting mourning tuft many cough twining clattering affronting telephone tufts mend coffee LESSONS IN MUNSON PHONOGRAPHY. grave gravy Jane Jenny Juno win winnow stone stony country demanding depending tendency attentively ' outlandish rebounding reminder squander squandering squandered depraving improving stenographic imperfect rejoinder permanent amendment reverent insolently unacquainted entertaining entertainment inclination unintentional international recession recessional transgressions transpositions Tin- Queen's Museum. (CONCLUDED.) [Consonants represented by up strokes, brief signs, contractions and words out of position (excepting as, an, and, but, for, had, has, his, have, him, he, her, I, is, of, the, that, was, what, which, who, with) are italicized.] The stranger meeting many instances of the same character, was deeply grieved, and made a resolution to see the Queen. So he wandered toward the palace. He met the Queen, who was just starting on her morning visit to the museum. When he made known his wish for an audience, she stopped and spoke to him. " Have you seen my museum?" said she. " Gfo there before seeing anything else. You have an intelligent expression, and I want to see what impression my fine collec- tion has upon a person of intelligence.' 1 '' " I come to crave permission to make ad- ditions to it," said the stranger. " My people should have the keenest in- terest in the museum as it is," rejoined the Queen ; ' ' but I am perfectly willing to add anything to render it of greater value. How soon can you return?" "It will require ten days," said the stranger, "and nothing shall prevent my gathering what I want for the gift." "Promise to return in ten days," said the Queen, ' ' and go at once. " The musician filled a Zinen bag with provisions and went out of the gates. Wandering through the open country he thought: "I have certainly undertaken a difficult enterprise; but there must be things in this vast country that will inter- est all." About noon he came to a shady mountain. At the entrance of a cave upon the mountain side he saw a hermit to whom \ he told his errand. When he had finished, the hermit said : " Experince tells me that people are alto- gether too independent to be interested in anything. On this mountain are fine caves which would aZl be tenanted if man- kind would understand how improving it is to Zive atone. But I will aid in your quest. I will excuse my pupil, who is fonder of wandering about than of study, and he can join in your search." The pupil's cave was some distance up the mountain side. The stranger found him asleep upon the ground. When he was awakened and told of the hermit's permission, his eyes brightened. " It is splendid," said he, " to be let off on Monday. I have only Wednesdays and Saturdays. I stick closely to the cave, though I have been known to go fisMng when there was no holiday. I never saw the oZd man but once. That was when he first began my instruction. He comes after- noons when I am out and writes down what I am to do for the next three days. " "And you always do it?" said the stranger. "Oh, I get some of it done, though I have times of wondering if it would not have been better to learn something differ- ent. But I have chosen this profession and must be faithful to it." He opened his book and laid it on a stone which served as a table, put a fish- ing Zine in his pocket, then the two started off. Before noon they saw a mountain stream, arid the pupil insisted on trying his Zuck. He ran off for bait, while the musician sat down to rest and dine. He had not finished his meal before the pupil returned in a state of great excitement. "Come with me," he cried. "I have found something wonderful!" The stranger, anxious to see the wonder, foZlowed along a winding underground passage to a spacious cavern Zighted by openings in the roof. It was a robbers' den. On the floor were iron boxes, bundles of rich silks, handsome caskets and many other articles of value. "I don't believe they will be back very soon, " said the pupil. ' ' We ought to stop and Zook at these things." ".Run away, foolish boy," said the stranger. ' ' The dangers of this place are unknown to you." They turned to escape, but it was too Zate. At that moment the captain and his band entered, and surrounding them, de- manded that they surrender. 32 LESSONS IN MUNSON PHONOGRAPHY. BY MRS. L. H. PACKARD. No. 19. LESSON XIX. Prefixes. 126. About five thousand English words have com, con, cum, or cog either as a first or intermediate syllable. As each of them, with the exception of con, would require two stems, an abbreviated form is desirable, 127. The abbreviated prefixes are as fol- lows : 1. Com, con and cum are indicated by proximity ; that is, by omitting the syllable and writing the part of the word that follows very near the word or syllable that precedes it. 2. When they cannot be thus indi- cated (because of being the first word of a line or coming after a pause of any kind) a dot is written near the beginning of the first stem. 3. Cog, as an initial syllable,is always written in full ; as an intermediate syl- lable, it may be indicated, like com, cn, cum, by proximity. 4. In words beginning with circum, the syllable cum need not, in most cases, be even indicated, the parts before and after it being joined. 5. Magna, magne, magni are repre- sented by M written over the remain- der of the word. 6. Self by a small circle, always on the line and usually disjoined from the remainder of the outline. 7. Un, is prefixed to self by the in curl. 8. Self-con is represented by a circle and dot. 9. With by the contraction (DH) for that word joined to the remainder of the word. 10. For by the contraction (F) joined. 11. When a contraction, as in the case of for and with, is used as a prefix or suflix, the position of the outline of which it is a part is that of the word taken as a whole, not that of the contraction when standing alone. (Words beginning with here and over are exceptions to this rule.) Suffixes. 128. The abbreviated suffixes are as fol- lows: 1. Ble, lily are represented by the stem B when El cannot conveniently be joined. 2. Bleness by Bs joined or disjoined. 3. Fulness by Fs joined or disjoined. 4. Iveness by Vs joined or disjoined. 5. Lessness by Ls disjoined. 6. Ever by the v hook on both straight jid curved stems. ( Whatever and forever are always written with V stem.) 7. Form by ^joined. 8. Mental, mentality by Mnt dis- joined. (All words ending in mental are second position ; ending in mental- ity, first position.) 9. Ology by J joined or disjoined. 10. Self by a small circle joined. 11. Selves by a large circle joined. 12. Ship by SH joined or disjoined. 13. Soever by sV joined. 14. Worthy by DH joined or dis- joined. 15. In and on by the n hook. LESSONS IN MUNSON PHONOGRAPHY. A Magna, magne, magni, ->^- 1 Self ..o ..... T -._o/^~.ol^_p. . .o.&a.. S V Self ... selves. .D... Ship . Soever With ^ Worthy.^ ..*Sa..VrA/_. In, on f. .*. The AVoir and the Fox. LESSONS IN MUNSON PHONOGRAPHY. BY MRS. L. H. PACKARD. No. 2O. LESSON XX. WORDS FROM WHICH CUM OR CON MAY BE OMITTED. Circumjacent circumscription WORDS IN WHICH CON, COM, OR CUM IS circumambient circumspection INDICATED BY A DOT. circumscribe circumspect Contrary complaining WORDS HAVING ABBREVIATED SUFFIXES. contradict convex Invincible blamelessness conjointly conference defensible performed comparison cumbrousfy unpardonable regimental complexion cumbersomeness unfashionable detrimental insensibly elemental WORDS IN WHICH CON, COM, CUM, OR COG agreeableness mythology IS INDICATED BY PROXIMITY. credibleness zoology sociableness ornithology Unconscious disconcert gracefulness yourself inconstant discomfort wakefulness ourselves uncontrolled discontent usefulness friendship unconvinced decomposition faithfulness township recognize recommend wastefulness copartnership reconsider circumvent needtessness whosoever reconsti-uct incognito recklessness whatsoever recompense recognizance groundlessness within PHRASES IN WHICH PREFIXES ARE INDICATED MISCELLANEOUS. BY PROXIMITY. Comt)oundable painfulness They contrive written contract commendable painlessness you commend always complacent doubtfulness gracefulness he considers nearly complete hopefulness gracetessness we complain strict confidence hopelessness circumnavigation strong combination bitter complaint combativeness circumnavigator never completed good company competing circumnavigable stock company ingenious contrivance computings inconvenience very commendable frank confession respectableness inconvenient reasonableness reluctant consent WORDS HAVING OTHER ABBREVIATED PRE- commendableness forever contending FIXES. constructiveness actionable conduct self-composed complicated conditions Forbear self-conscious self-conceited conventional conversation magnetic self- condemned self-convicted fashionable company magnetize withdraw self-confidence incomprehensibleness magnified withdrawn self-controlled conversational complications self-evident withal companionship Congressional committee self-same withheld scholarship Educators' Convention self-conceit selfish penmanship Penmanship committee self-command unselfish copartnership irrepressible conflict LESSONS IN MUNSON PHONOGRAPHY. BY MRS. L. H. PACKARD. ]STo. 21. LESSON XXI. Contractions. 129. The next work to be done is to learn the contractions and words out of position. Many of them have been given in connection with previous lessons. 130. With this lesson is given the com- plete list and a reading exercise which contains all of them. 131. After studying the list to some ex- tent "An Inconsequent History " should be read and written again and again, until it can be read and written without hesitation and without errors. If this be- comes tiresome, other exercises having many contractions may be substituted, to be written in the same way the con- tractions in phonography, the other words in long-hand. The following lessons may also be studied while the pupil is learning the contractions ; but the ' ' History '* should never be abandoned until all the contractions are memorized : k\\ JY\ asked .^r-^ to ~7 ;. \. to ' . _...*... l.-*'t-- > /6 \ \ not ~ ...V I '... . L_ o This it . ./T. to..Vr^. . in . L . preaching \ . Va. -dL, a -L not ._^rr: . . . . ^ f .( ...Jrr^.'. each ,.x". .7r..^r7x^. k ^7. a. / \ . I . A I , ...... I. .1-..A..J ...^C.Vw. Brown. .v_ ready to P _ A. or to../. o I v^> <\ it on . ^^. \.V_.a _, said.. .Sr^..^.... at....^. shown ^^^.^rr^r^^\^ again ^ '*^ ( - n ^ - ^ \ its strokes out . \ ? D ^ \ ^C_^- \ .' .&. .i . .sr_ V continue J.. . . TT: . *. . A c\ . . VJ- not-- ...^.-. .. strokes _._.__ in a^/^ ' way*. ,; Q , J v s..... lies i t*J .JL, . to this class ... to. .t. SO.- a. though no mere ,^^.. itx.^. It also . ~^-x O O by.,,..^.:. to ...,-^a. r?crowtleclx .s-4 7 . to being under. if one to .TT a ._ .Li. .C. or. .... to .this 38 \..._ need not it nor mention it \ y?.to -^\-f- X.simplyg y. ) v ^-s t r ........e-r -....errors. !. thus .rr..... e: _ b .. < :-L.^..'. in due * To this no one \..\ ...!..v. evidences A. attending a.. \> ' everybody x. ^....^^ .-... -/ ' ' -\ condition .... party ...not ..TTt .^..j 'to :.*..!. temperaments it y_. notl one ....) A... care to /A SL. in avoiding 5S^ remedies even though. Ax . - ..5V......L V i I our cities /...^f. to A taste although it ._.! 1 r^y.-!.--r7r7.uselessx.. .V a ....L. dissertation ... not ..... so (his .... not be ____ x. ____ It.. / -rr...\./^\... o r Ay. inclined .._^. to ............. or two l/A connected .^....Xx. ..... nobody o \_ this nor .\ ...... however. ____ ./it may be staled ....... This.^r. jiot ...1. in / ^_ X to /^V.S. y-.it ! .- so flat ____ ----- .............. happen ____ in..... 39 LESSONS IN MUNSON PHONOGRAPHY. BY MRS. l_ H. PACKARD. ]STo. 22. L.ESSON XXII. An Inconsequent History. WRITTEN TO EXHIBIT CONTRACTIONS, WORD-SIGNS AND WORDS OUT OF POSITION. A Key to Lesson XXL (Words not on the list are italicized, and should be written in long-hand.) An intelligent young man having be- come antagonistic because a citizen would cross-examine him, together with his do- mestic, as to religion, spoke to an arch- bishop who was familiar with his history, and asked him to take charge of the con- troversy. The Koman Catholic gentleman was astonished at the suggestion, but fchanked the youth for the opportunity it gave him to develop his doctrine and help his generation. His brethren, never- theless, were of the opinion that he should discriminate somewhat, and gave him the privilege to acknowledge his responsibility and establish his belief. Another circum- stance should l>e understood as possibly distinguishing between prerogative and principle ; the youth mistook the move- ment for a financial performance, and began to practice his malignant familiarity, which was a new thing in the experience of the evangelical brother, who swore somewhat, but yet did not go beyond the dignity of his catholic, Christian en- deavor. This, it is well to remember, was in New YorV . before the first of January, when the JDoctor was preaching trans ubstantiation, a truth not generally held, and the Governor of Massachusetts, a plenipotentiary from San Francisco, a member of Parlia- ment from Great Britain, and other repre- sentative people were particular as to the perpendicularity of his belief. An angel from heaven could have had no difficulty to establish intelligence on the subject of in- surance; and even the archangels, who dwell on the resurrection, have found that knowledge altogether without importance in the peculiar contingency. The fact is, a Southern gentleman, to whom the question was given, began to make memoranda with reference to jurisprudence in the celestial world, and to inscribe in phonographic characteristics his own recollections and observations, and to speak of the objections and advantages of a republic. A swift phonographer with a memoranduiu-faw& had part in the controversy, and several other capable gentlemen, among them a manufacturer, who was a captain and a Democrat, began to remark on the effects of an aristocracy. The County Democracy, who are responsible for much neglect and misdemeanor, and who during February, September, November and December of each year manufacture revolutionary lan- guage for the Legislature, gave a satisfac- tory description of the difference between the plaintiff and defendant ; and the Rev. Mr. Brown, ever ready to deliver his opin- ion, or to change it on any subject for a dollar, said, notwithstanding his surprise at the indignity shown him, he would never agmn have sympathy for a system without a pecuniary object. LESSONS IX MUXSOX PHONOGRAPHY. I myself remember a time, now past, when preliminary bankruptcy was healthy, and would influence people to swear; but do not infer from this that any bankrupt would think it practicable to do so. Ac- cording to our distinct remembrance the architectural bishopric was circumstantial and artificial, and no certificate of baptism could dignify the mistake, or qualify the probability to the satisfaction of the junior member. The peculiarity of the half length in phonograghy is singular, but practical, and its preservation, because in- dispensable, will probably continue as usual, notwithstanding the number of perpendicular strokes out of proportion. These do not signify where similar strokes come together in a regular way. Regu- larity is what we owe to system. Wealth lies in that quarter, and worth. Your benignant people belong to this class, and to them ire shall send a savior. Super- ficially, truth hath her home here, and has had, oh, so long ! The immediate king- dom, though large, is no mere manufactory, as I recollect it. It is also recoverable in a degree It/ the public and never overcrowded. Xext t<> l> /luj under subjection to an execu- trix, or an administratrix, it is repugnant to have a representation in the Cabinet, es- pecially if one can govern himself, or ad- ; vertise what is already begun, or almost to begin. As this is altogether beneficial I need not describe it, nor mention it for children to hear with awe ; but simply collect the facts, and correct the errors, and thus halve the difficulties inartificially and in due form. To this regularity no one could specially object ; because the frequent and peculiar evidences of popu- larity attending a similarity of movement everybody knew. Financially speaking, the general coiidi- tion of the Democratic party is not impor- tant ; nevertheless, people differ according to different temperaments, and it should not astonish any one that the wealthy give special care to health, and believe in avoid- ing superficial remedies, even though popu- lar. The principal architecture of our large cities has especial reference to aristocratic taste, although it is inartificial and practi- cally useless. But a lengthy dissertation is not possible, so this shall not belong. It will probably represent the celestially in- diiK-tl, and refer to an interrogatory or two indispensably connected with the subject. Thank nobody for this, nor publish the fact, however responsibly it may be stated. This will not do to republish, for oh, it is so fut. Extraordinary things Kappen in the United States. BY MRS. L. H. PACKARD. No. 23. LESSON XXIII. Phrases. 132. A phrase in phonography is two or more words joined. 133. Though there are certain rules to be learned and followed in regard to phrases yet a knowledge of correct phrasing must be acquired in a great de- gree by observation and practice. 134. A beginner is in danger of making long and difficult phrases which can neither be written nor read easily. One help in phrasing correctly is to learn what not to do. 135. Words should not be joined (1) un- less they naturally belong together, (2) if there is a pause of any kind between them, (3) if the joining cannot be made easily, (4) if the outline is not clear when finished, (5) if more time is required to join than to write them separately. Phrases of the First Class. 136. There are two kinds of phrases: (1) joiaing words without changing their form ; (2) writing the consonants of two or more words in their proper order without reierence to their form when standing alone. It is with the first and simpler class that this lesson will deal. POSITION. 137. The general rule for position of phrases is to write the first word in its proper position without reference to what follows. My own, may be, it may le, that may be, be sure. 138. A sliglit variation may be made from this rule in the case of first position words, in order to bring the second word in position and thus render the phrase more legible. 139. As or has being the first word of a phrase joined to a stem word follows the position of that word; but if the phrase has no stem outline, it is written accord- ing to the general rule for position. Is. and his are always written according to the general rule. Has had, as many as, as much as, has- this, is not, is so, it is not, that is. 140. The same rules are. observed for writing circles in phrases as for single words. (See 73, 74, 75.) 141. Contractions are freely used in phrases. 142. In the phrase there are, are must be written with the down stroke, though the up stroke is always used when are stands alone. 143. That when following another word in a phrase must be written in full (half- length). 144. Time must be written in full after another word in a phrase. 145. Mr. joined to any word does not govern position. LESSONS IX MTJNSON PHONOGRAPHY. ^ c j la o f Honey Makins. J "si^" ' I "' "' 4 ik "'""' t^ci" c (A \ C KOTE. The figures indicate the number of words in the phrase below. 43 LESSONS IN MUNSON PHONOGRAPHY, BY MRS. L. H. PACKARD. No. LESSON XXIV. It may may be it may be so much so many if such if he can be for me with Mm for my own while he was though he was any one that they no more any more there were will be may be done upon this point at last at least in person every side in any case any better much better after he was may be written in my in this this case after this very much so much money great many cases if he has with reference with respect with regard should not be was taken Zook at this that was said many persons for my sake for several years many years ago how many years after many years public service that is it is necessary has not been as this as much as there is not as far as may be as many as dear sir dear friend my dear friend my dear madam yours very tru?y yours in haste sincerely yours very sincerely yours Mr. President just about this time how many times after that time about that time civil service reform Practical Education. (Contractions, words out of position and con- sonants represented by up strokes are italicized. Words to be joined inclosed in parentheses.) The objection (has been) made to our colleges (that they) are not practical. I do not think (that is) an accurate statement of the objection. What I would say is, (that they) are practical (with reference) to two or three pursuits, (but that) the demands of the time require nine-tenths of our young men in other pursuits ; and they are not practical (with reference) to these. If a young man wishes to qualify for one of the (ten thousand) pursuits which are opening on (every side,) / could not say (to him} that a college course (would be) his best preparation (for that) fife. This has often saddened me. (In this) city (there are) (so many) indoZent men, and needy men, and idle men, in every sphere. But (there is not) one healthy man (in this country) who need stand idle and starve, (if he) will only go (on his) feet where the work is to be found. He need not go far. But, while (such is) the fact (with regard) to mere laboring men, while every man who comes to (this country) with no evil passion to gratify, can surely get on while (such men) are (so much) addition to our wealth / know (there are) now (one thousand) college graduates who are walk- ing the stony streets of New York, and know not how to earn a living. As a preparation for certain pursuits in Zife (it may be) very well ; but when I see, as I do see, (so many) men whose education has cost (so much,) find themselves totaZly un- able to earn a living, /am moved to pro- test against a system of education which seems (to me) so narrow and so partial. 44 LESSONS IN MUNSON PHONOGRAPHY, BY MRS. L. ~! ACKARD. No 5. WESSON XXV. Phrases. 146. In phrases of the second class the consonants of two or more words are com- bined as in a single word, without reference to their form when standing alone. Mr. Munson in his Phrase Book says: "In the second class of phrases all of the elementa'-y principles of phonog- raphy are brought into service to write the collection of consonant sounds of phrases, very much as the same principles are used in writing the consonants of single words. That is to say, the shortest method of repre- senting them is adopted that is consistent with both speed and legibility ; no particu- lar attention being paid to derivation, provided the outlines are sufficiently am- ple and are phonetically correct." 147. When contractions are employed those consonants only are omitted in phrases which are omitted in the con- tractions. 148. Write in long-hand the words to be combined, draw a line through each vowel, silent letter, and, if there are contractions, through the consonants omitted in the con- tractions ; then write the remaining conso- nants in phonography as though they be- longed to a single word, observing strictly the ''order of reading." HALVING. 149. To, it, the and had are added to full length stems by halving. . had.. Ought ta.'. can it....bt"*n- th 150. Its, and it is, are added by halving and the circle. In its.,.,.!)/ ite.T..for its.U..tht U is...... LENGTHENING. 151. Their, there, they are, and other are added to curved stems and to straight stems with final hook by lengthening. ,L 152. It is sometimes necessary to distin- guish between there and other in phrases, in which case the phrase containing other is vocalized. For their. .1. ..for other in their .. ..in other 153. Others is added by lengthening and a final circle. With othars.../. some others. -.rfTTTTTfc . . ._ c -TO..! ..A.: Had-, ...L~._ ..^^. \. Other.. LESSONS IN MUNSON PHONOGRAPHY, BY MRS. L. H PACKARD. No, 26. LESSON XXVI. Ought to ~began to begin to wish to ought to be did it charge it change it before it through it by the charge the do the could the among the on the will the above the beside the incline the that had we had .you had he had which had if he had thought he had by its from its if its with its through its among its upon its should its when it is in their making their writing their winning their earning their should there remain there been there that they are know they are although they are these other every other every other day some other among other things some other cases some other respects in other words any other time. Penny Postage. (Contractions and words out of position, ex- cept an, and. as, but, for, from, had, has, he, her, .him, his, of, other, that, the, there, was, were, when, which, with, who and whom, are italicized ; con- sonants represented by upward strokes are italicized ; words to bs joined in phrases are in- closed in parentheses. Only such phrases as have been already explained are indicated.) The poet Coleridge taking a long walk (among the) English Zakes stopped at a roadside inn for dinner. While he (was there) the postman came in and brought a fetter (for the) girl (who was) waiting (at the) table. The postage was a shilling nearly twenty-five cents. She Zooked long and Zovingly (at the) Zetter and then gave it back (to the) man, telling him (she had) no money (f~r the) postage. Coleridge offered the shilling, (which the) girl after much hesitation accepted. (When the) carrier had gone away, she (told him) (he had) thrown his shilling away, (for the) Zetter was only a blank sheet of paper. (On the) outside (there were) some smaZl marks which (she had) carefuZly noted before giving the Zetter back (to the) car- rier. Those marks (were the) Zetter, written by the brother (of the) girl, (with whom) (she had) agreed upon a short-hand system (for their) Zetters (so that) (they might) be sent (without the) expense of postage. The shilling (which the) post- man demanded was, (in fact,) a week's wages to a girliu her condition fifty (years ago.) It cost more then to send a Zetter from one end of Zondon to (the other,) or from New York to HarZem, than it now does to send a Zetter from Egypt to San Francisco. The man who changed aZl this, Sir RowZand Hill, died only three (years ago), (at the) age of eighty-three. His at- tention was first called (to the) postal system (by the) high price of postage. He found (that the) actual cost of sending a Zetter from .London to Edinburgh was one- eighteenth of a cent. This fact Zed him (to the) admirable idea (of the) uniform rate of one penny for aZl distances. (At that time) a Zetter from Xondon to Edin- burgh was charged about twenty-eight cents; but (if it) contained the smaZlest inclosure, the postage was doubled. The consequences of this postal reform (have been) marvelous. The year before the new plan was adopted in Great Britain, one hundred and six millions of Zetters and papers were sent (through the) post-office. Year lie/ore Zast one thousand four hun- dred and seventy-eight miZlions were sent; (in other words,) the average (for each) inhabitant has increased from three per annum to thirty -two. 46 BY MRS. L. H. PACKARD. No. 27. LESSON XXVII. Phrases. CIRCLES AND LOOPS. 154. Two circle words (as, has, is, his) a** -mbined in a phrase by writing a large 'ire 1 ^. 155. A circle word is prefixed to a word begiu ug -vith a circle, or added to a word ending with a circle by enlarging the circle. Has said. F... it is his.-L,...^ loG To, it and the are added to a circle by changing the circle to a small loop. (In regard to the this is an arbitrary rule, as the has no t sound.) It is to.. I. how is it.^Jhat is the^i. 5 157. There, their, they are, are added to a circle word by changing the circle to a large loon. It is theirJv.is there., .as they are..^ D 15S. To the loops, small and large, sir. all circles are added for any circle word. As it is.^f.is it as.. ..as there has-fl... "Q ...... ft' ..... yfff v_\ f- P ...J.-J..I....- ...U...U. ^... ^ .. Have Men Honor 1 |C_ ( , ^ A L.A.>^..v..'..>..5-^rr ...,A^ $ -y (6\ ?. 3..*...^*^**.. ..L-J. o % NOTS Tne Figures iiidicate the number of words in the phrase below. BY MRS. L. H. PACKARD. . 28. L.ESSOX XXVIII. As has is as is his as it as it is as there as there is as there is nothing as there has not been as it has not been done it is it is the it is their it is true it is said where is it where is their unless it unless it is unless there unless there is as much as much as as much as it as much as it is as much as his as much as his is as much as there is because his because his is because it because it is because there because there is as there can be as there shall be he is there as it ought as to what as it were has to be is to be what is the this has been done that is to say is it payable is there anything is there any other he has.said how is there why is there that it is necessary. (Contractions, except as, and, can, could, do, for, from,, has, he, him, his, I, is, of, other, should, that, the, there, time, what, when, where, which, who, with, and consonants to be represented by up-strokes are italicized ; phrases are inclosed in parentheses.) New York, December 23, 1889. W. M. Iviss, 243 Chestnut Street, Philadelphia. (My dear Sir :) (It is as) plain (as the) sun (in the) heavens that no conclusion (can be) reached (with reference) (to the) matter talked of Zast week, (unless there is) a personal consultation. (One of the) most futile tilings in Zife (is to) make men fill places (for which) they possess no aptitude. The person whose name (need not be) mentioned here (is his) own worst enemy. (Because it is) of deep concern to you (that he) should do well, I put him (into the) retail depart- ment, hoping he might improve there. (It is the) oZd story of fervent promises followed by no fulfillment. (Because there is) no integrity (in his) character (he cannot be) expected (to make) better use (of the) opportunities offered him than (he has done) (in the past.) (He has) re- peatedly absented himself from business, and (w r hen he is there), (as soon as) (he is) Zeft aZone (in the) office (it is his) custom to idle away his time. (As long as) (he is) (in this city) (it is true) (that he is) not im- proving (in his) habits. (As has been) often said (by his) best friends, (he is) sure of faiZure here and should try (some other) field. (Is there not) some smaZler city where he could begin business life anew with some chance of success ? (As to what) disposition (to make) (of the) place (he is) filling, that (is to be) decided (when he has) vacated it. (As far as the) saZary is con- cerned, (it is the) Zeast consideration. (In any case, ) you (will be) saved from Zoss (as far as possible.) (As there is) no longer a hope of better things here, I (shall be) glad to consuZt you (as soon as possible) (with reference) (to the) future. (When is it) con- venient for you (to call ?) (Yours sincerely,) [Student's name.] P. S. (He has) just come in at ten o'clock. (This is the) first day (he has been) (at his) post this week. (Is it necessary) (to meet) him (when the) final interview (takes place) with (any other~ accusation than this ? Let me see you (a* early as the) first cf next week ^if ?t i [possible.) 49 LESSONS IN MUNSON PHONOGRAPHY. BY MRS. L. H. PACKARD. No. 29. LESSON XXIX. Pli rases. INITIAL HOOKS. 162. All and icill are added by the I hook. Tor a] .a* air.'.. .we will. rx.it ill.-p.... 163. Are, or and our are ac.ded by the r hook. What ara-J.-when ar.\at ttur.A-for our.S 104. We is added to straight stems by the w hook. c_ Can we were we.^.ought we do we..L-.- 165. Ton and your are added to straight stems by the y hook, a large hook on the r side used only in phrases. (See 89.) Could you.. what do you say. . .\\ . .. / 160. It is important that the y hook for you and your always be made large so that it will not conflict with the use of the r hook for our. On T or D in third position (as did you) the hook should rest on the line. LESSONS m MUNSON PHONOGRAPHY, BY MRS. L. rl. PACKARD. No. 3O. WESSON XXX. For all at all lor all the for all their with all that in all that time in all other cases she will she will be it will it will be when will we wiii be where are what are on or about that time on our part in our time at our house are we htid we did we had we been could we believe why do you how did you had you been had you been there can you state at your place do you recollect what do you say do you think there is where do you where do you reside which you believe who are who will (Contractions and woros out of position ex- cept an, and, but, can, come, could, do, for, from. (for the) summer ? I hope (they will) reach .Lucerne (by the) first of June. I send you our itinerary, (by which) (it will be seen) that we (shall be) there (on or about that time.) (You will therefore) oblige us if (you will) notify them. (Could you) do so ? (It will be) observed that (we are) due at BerZin (on the) 15th. (Why will) not you meet us there, (by the) way ? If Mary can come, (she will) find it very pleasant (at oar house) as we found it (at your place) (in New York.) (Where do you Zive) during your stay in London, and* (where do you say) the greatest com- fort (can be) had (for our) ZittZe com- pany ? (Can we) get good rooms (at your) hoteZ ? (Did you) find the great organ a surprise, or (had you) heard it before? r/'r. . (/;, had, have, him, I, other, that,'the,'them, (With all) your other cares (ought you) to ....',, ' ':f'i ... s ' . 'j !,' ,*' +! VJ ...' snend vour time ( on the^ German Innauftae i m* ,.^^.^^0 ^ ^ repre- 1 spend your time (on the) German language sented by up strokes are italicized ; words to be (Is it) (what you want) for a hoZiday rec- loined in ohrases are inclosed in uarentheses.) rea tion, or (what your) doctor would ad- vise (at your) age and in your condition of health ? We tried it for a time, (but we) joined in phrases are inclosed in parentheses.) Amsterdam, HoZland, December 29, 1889. (My Dear Friend :) (By all means) go to Paris, and (we will) meet you there, for (of all the) cities of Europe, Paris (is the) queen ; (among gaveit up and (were the) gainers. (On our) arrival at Liverpool we found that (in our) haste (we had) left our passports at home; (but we) have no need of them (at all), nor all) people, the Parisians (are the) most ! do I think (they will) be needed (in all) charming, and (among all the) nationaZities, ] our travel. If (you will) lelieve it, the France (is the) most unique (It will) Hortons are in Amsterdam. (Can your) please you to study her (in all the) charac- \ imagination grasp the idea ? (Of all the) teristics she presents. (We will be) (at the) Continental (on or before) the first of August. (When will) JQVL probably arrive ? unlikely events, this was the most unlikely, and (of all their) many plans, (this is the) wisest. (Had we) known it (in time,) we (Why do you) linger (so long) in England ? ] might have fixed them (at our) hoteZ, and (Where do you) go from London ? (Could i (were we) to remain (through the) week, we) join you there, or (ought we) (to go) I we might do it yet. (They are) very com-' directZv to BerZin ? (Which will) be the ) fortable, however, quite (as much) so sis better ? If (you will) call (upon the) i (we are,) (which youi) good sense will tell American Consul, (you will) find Zetters ' you is sufficient. (Are wo) Zikely to see and (he will) be glad to serve you. (It you in Pans (at or near) the time we men- will be) veil (among all the) rest to culti- ( tioned, and (do you understand) that (you vate him. (Do you) find the weather \ will) come to us ? (If our) words were agreeable, and (can you) Zive (in the) open weak (we will) strengthen them. air (as much as) you desired ? Where (are the) Johnsons, and (what are) their plans (Very sincerely yours,) [Student's name.l BY MRS. L. H. PACKARD. No. 31. LESSON XXXI. Phrases. FINAL HOOKS. 167. Of and have are added by the/ hook to both straight and curved stems, though it is used on curved stems in only a few cases. Part of....>? could have may have.. ^TTX... we have .-^ 1G8. And. an, own, been and than &rv addr'l by the n hook to straight and curv d stems. In an he and.. day after....!.. could have, their.... 172. Not is added by the n hook and halving. Did not. should not. ...... .will not.^.. 173. Another is added by the n hook and lengthening. By another... A.. ..for another. JL in another IN CURL. 174 In before s< me is represent by he in curl. 109. There, their, they are and other are added to straight stems by the tr hook. Are there ?. by their.. each other... .y... which they are.C/. 170. Of the and hate the are added to straight stems by the hook and halving. Part of the...N out of the..A : could have the .what have the.!/.., 171. Of their \ have their and after are added To straight stems by the/ hook and lengthening. In some measure. COMPOUND HOOKS.. 175. A small hook within a ter hook rep- resents than, been or own. Rather than.^^Jaetter tharv .y 176. A small hook within a v hook rep- resents been. cJ May have be en. <22 .shall have been. ^.... 52 LESSONS IX MUXSOX PHONOGRAPHY. ...- And Been .. . x Another .; In some ar^i^rr Been than -own., V:...^... ...... been --^-^- , W J Cblldren's Books. .^. LESSONS IN MUNSON PHONOGRAPHY. BY MRS. L. H. PACKARD. No. 32. LESSON XXXII. Lack of each of side of inside of outside of capable of ail of think of know of state of the case out of business on the subject of in the city of New York may have you have but have what have which have each have could have shall have should have did you have as long as you have for an if au from an on an your own their own from our own had been having been longer than sZower than larger than any more than where there where they are can their oetvreen their but they are each other that there has been we will be there had you been there Had you gone there can there be did you remain there in ail other cases much of the for the sake of the may have their did have their day after day week after week Saturday afternoon they did not may not it may not be may n ot have been could not you are not at another still another should another at another date in another way that have been much better than at all tbeir own should never have been it may have been they may have been that there may have been greater than part of the on the part of the on the part of their alongside of their out of the out of their state of the state of their in some other respects take care of the take care of their any more than their out of their own out of your own the other side of the case did you have anything to say Fallacies about the Sea. (Contractions and words out of position, ex- cept aii, and, are, as, but, do,for,from,yive,has, have, his, is, of, our, that, the, them, these, there, was, which, loith. when, what, would are itali- Mzed; consonants represented by up strokes are italicized ; words to be joined in phrases are inclosed in parentheses. Onl., such phrases are Indicated as have already been explained.) Every man (ought to) (cross the) ocean (at least) once (for the sake of) finding (how many) Zies (have been) told (about it.) Men (may have been) (in the habit) of telling the truth (on the) Zand, (but an) ocean breeze (makes them) ( capable of the; biggest sto?-i They see biZlows (as high) (as the) AZps and whales (as long as) a church. (We havu been) (able to) find some things (that have been) reported (but not) aZl. (We have) heard that seasickness makes one desire to jump overboard.* (One day) (on our) ship (among the) hundred seasick passengers (there was) (not one) Zooking (at the) sea (as though) he (would Zike) (to get) (into it.) (We have been) told (that the) saiZsof ships whiten every sea ; (but we have) found (that the cry) of "Ship ho!" (is so) rare that it brings (all the) passengersf (to their) feet. (We have been) told (of the) sense of desoZatioa when (out of) (sight of) land, but in a popular steamer such a feel- ing is impossible. (We leavej) a world be- hind ; (but we) take aw&rld (with us.) Our desire to know how far (we are) (from the) shore is (no greater) than (to know) how far the shore is (frcm us.) Men (by the) third day on shipboard turn inside out. I refer (to their) characters, not (to their) stomachs. Their generosity (or their) selfishness, their courage (or their) cowardice are patent. What (variety of) mission ! Since getting (on board) some of them have Zost (afl their) money. (Two or three) have won everything and (the others) have Zost. The saiZors (have been) a constant entertain- ment. || (They are) always interesting. (Each of them) has a history. Sometimes his Zife (has been) a tragedy, sometimes a comedy. (In his) Zaugh (is the) freedom (of the) sea and the wildness(of the) wind. We can hardZy keep from Zaying hold with these saiZor boys (as they) bend (to their) work (singing their) strange song, of (which we) catch (here and there) a stanza. Heaven (give them) a steady foot while running (up the) sZippery ratZines to reef the topsail ! are written in * All words beginning with over are wj first position without regard to accent. t n is omitted. * Leave must bo vocalized to distinguish it from live. I Second n omitted. LESSONS IN MUNSON PHONOGRAPHY. BY MRS. L. H. PACKARD. No. 33. L.ESSON XXXIII. Phrases. TICKS, BRIEF SIGNS, FOUKTH POSITION. 177. A tick is a straight stroke one- fourth the length of a T, and, with the ex- ception of the tick for who-m, unshaded ; a brief sign is half a small circle. 178. There are five ticks and four brief signs used in phrases. Two of the ticks (/, of, who, whom) are used independently and have already been given. of.. A, an, and. . .%r=^= 'who, whom._ The, ..'.T we would, way'.'....- You, your.C.V ; 179. The tick for I must always be in the direction of CH or upward R. It does not govern position, but the word which follows is written in position. It is joined initially, finally or between words. I hope.^s.I believe.^.! suppose.. ?>.._ I am .1 kno-./v_^ Jf J mayv ___^, >^v 1 SO. The tick for I is always written up- wa - d before can and could and downward before am. ^*"^x I canfTTT.I a*m. ..._! cannotCT.J. am^jTptri 181. The tick for I takes the v hook for have, the I hook for will and the n hook for not always being written downward for / have and upward for I will. T win .^ Tr l will not.^.,..,I have...{... 182. The tick for a, an and and is not ioined to stems initially. (This was formerly aone, but i? now discarded by practical phonographers.) It may be written up- ward or downard, in the direction of P r CH or R. It may be joined initially to- circles or other ticks. When joined to a circle, the circle governs position. under a.>?T r-^.^f or a 183. The tick is seldom used for an when the n hook can be used. 184. The tick for the is never used alone nor initially. It is used when the cannot be represented in a phrase by halving or by changing a circle to a loop; that is, after a double length, halt length, loop or stem that does not make an angle with the pre- ceding stem. Against the...r-no..... under after the.. .\^__ around the.. "?. 185. When the con or ing dot wou.u be used, /, of, a, an or the may be prefixtd or added by writing the tick in the place of the dot. Posting the..^... mastering the. beating tha. v putting a ____ ____ ........ \. V ^ Date of contract!-.- of committeo-' I commend..- I condemn 186. The tick for of, always written downward when standing alone, when joined in phrases is written either upward or downward (according to convenience in joining,) but always in the direction of CH- Of that ....... .of each..l..of my own,.... ........... .. 187. The ticks for of, who and whom, unlike the J tick and the brief signs, govern position ; that is, if joined initially must be in the same position as when written alone. 55 LESSONS IN MUNSON PHONOGRAPHY. 188. The tick for who or whom, in the -direction of CH is the only shaded tick, and is, of course, always written downward. '.ViTio are..,,.. who will.,, who have.., 1 / C v/ho will have. .who will not.. .... 3 who are not... 189. The right or left half of a small circle (according to convenience of join- ing is used for we and would initially, medially and finally, and for way finally. We can,. i T7..we d,id_not .we should^... J we wish. I-JL..H would be i Another way the other way.. r small , me- mayyvr^.you knowys^you shaltr^.. 190. The upper or lower half of a small circle is used for you or your initially, me- dially and finally. if "you were there . -/.,... The :z..x,._...... or ..i. .. Va Who, whom O , would, way... To, too .. .... ..... .. .......................... ... ....... x. .. \ LESSONS IN MUNSON PHONOGRAPHY, BY MRS. L. H. PACKARD. No. 34. LESSON XXXIV. we wish and I have if we and I have not if we take and I will we do and I will not be I gay they would we fear I think there was a J object she would should we I would have been there I wish she would be ^_ I said so that we think I hope we would Value of Persistence. I propose it would be (Contractions, words out of position except I confess any way an, and, any, as, but, can, could, do, for, from, go. I contend in their way had, has, have, he, hin, 1, is, of, own, that, the, them I know this way there, time, was, were, what, where, who, which, I know there is her way will, with, without, would, your, yours, and con- I may as well in this way sonants to be represented by up strokes are I may have been you might italicized ; words to be joined in phrases are in- 1 may mention you might not closed in parentheses.) I thought that 1 understand you should say you cannot (I feel) (as if) it (were not) (for me) (to I think you have been you could tell record) how hard I worked (at that) tre- I do not understand I did not think you did not know you recall mendous short-hand. (I will) only add (to should I you find what) (I have) already written (of my) may I may I not that I was you mean to say your intention you say you can perseverance (at this time) (of my) Zife and (of a) patient and continuous energy which if I may not you say you must then began (to be) matured within me and on a by a you see there is of them which (I know) (to be) the strong (part of) to a of yours my character, if it have any strength (at with a upon an of us of mine all,) (that there), on booking back, (I find) before an of many the source (of my) success. (I have been) more than a father ;ind mother of such of course fortunate in worldly matters ; but (I never) hither and thither of a (could have) done what (I have done) (with- made the hide the some of the sort of out the) habit of punctuaZity, order and meet the point of contact diligence (without the) determination to hate the spoken of concentrate myself (on one) object (at a) like the after the many of weight of evidence time which I then formed. The man who bidding the who will reviews his Zife as (I do) mine, in going on putting a cheating an against the mastering an here from page (to page) had need (to have assisting the sequestering a been) a good man indeed if (he would be) arresting- a since I have been to save to receive spared the sharp consciousness of many we think too deep opportunities wasted, many perverted we saw we shall be and a and I feelings constantly at war (within his) shall we be and the breast and defeating him. (I do not) hold we should have and as I one natural gift, (I dare say,) that (I have we shall and as a shall we say and is a not) abused. 57 LESSONS IN MUNSON PHONOGRAPHY. Whatever (I have) tried (to do) in Zife (I have) tried (to do) well ; whatever (I have) devoted myself to, (I have) devoted myself to completely; in great aims and smaZl (I have) aZways been thoroughly in earrest. (I have never) believed it possible that any natural or improved ability can claim im- munity (from the) companionship (of the) steady, plain, hard-working qualities, and hope to gain its end. (There is no such) thing (as such) fulfillment (on this) earth. Some happy taZent, some fortunate oppor- tunity may/orm the two sides (of the) Zad- der (on which) some men mount, (but the) rounds (of that) Zadder (must be) made of stuff to stand wear and tear; and (there is no) substitute for thorough-going, ardent and sincere earnestness. Never to put one hand to anything (on which) (I could) throw my whole self, and never (to affect) depredation (of my) work, whatever (it was,) (I find) now (to have been) my gold en rules. DICKENS. lUake Occasion. Young men (talk of) trusting (to the\ spur (of the) occasion. Occasions cannot make spurs, young gentlemen. (If you) ex- pect (to wear) spurs (you must) win them. (If you) wish (to use) them (you must) buckle them (to your own) heels (before you) go (into the) fight. Any success (you may) achieve (must be) (of your) own earn- ing. (It is not) worth the having unless you fight (for it.) Whatever you win in Zife (you must) conquer by (your own) efforts ; and then (it is yours) a (part of) your, self. G ARFIELD. What an Educated Man Ought to Know. An educated man (ought to) know three things. First, where (he is) (that is to- say,) what (sort of a) icorld (he has) got into ; how large (it is ;) what kind of creatures Zive (in it) and how ; (what it is) made of and (what may be) made (of it.) SecondZy, where (he is) going (that is to say,) what chances or reports (there are) of any world besides this ; what seems (to be) the nature (of that other) icorld. Third Zy, what (he had) best do (under the) circum- stances (that is to say,) what kind of fac- ulties he possesses ; (what are the) present state and wants of mankind ; (what is hisv place (in society ;) (what are the) readiest means (in his) power of obtaining happiness p.nd diffusing it. The man who knows these things and (has his) will so subdued (in the) Zearning (of them) (that he is) ready (to do) (what he) knows he ought (is an) educated man ; (and the) man who knows them not is uneducated, though he could, talk (aZl the) tongues of Babel. RUSKIN. t A. J..0..:v. c . ...1C. n -S .Qi::. 1 r 59 r- I . r . ^r ...L ^.G _. ..V .C. 1 I -^rxsr^J- )^?~:.^ '/ * J^ ^ _'_? ' >' 3.*^f ^.. _* ^5- T <<^ *^ f . ^-"- --~J-~~'~ v (^ ^ ^f to s- - ~^> 61 f J T .tfT..p..\.J p - / *- " ^, .r\_ t ^ t 62 > I > _.. /..: 1^..! -X \ .L..1:. c, L rv ' t m CSIZZI (o . . 63 ^..h..C_.;xl V k ' / t _^^_^>_ p N C I S~ '7 ^ ^ t C"' o '..\ (?/o& r* o ( ' \ r ^ -i- M v - ^ 1C ^7) ../.. y Cp r \- ^--^ .s^P. V * -r- ... 66 A 4 /^ "b"~ '.I \ ..._.L>... 2L^i "SC'Tf .fcl \ x r -"" 67 (?'/// xu ts~ -^9 f -y-v-^^-"-; --r-o ^---\X-/--- ... T j.-> ,-- -^--r i / ' r^"" ^ T - f ^ , l2...Vj ^..^^ \_^x 1 x... &_n_ --H- ~"j o .... --^-v- ... r O / 6 69 r ( .K-. .1-^ jz- C r :.L 1 r- r / V 1 - ->---- J 70 \ 6 . .. .. JL YV---- V ? \ T 71 "."V X -n~* k :..V2. c/ 72 V . j V. "T 61P" V " C.. / bwt..... ;.L. j.J ^^,-VH r * ^,. 73 < C k U <^ .SV. -.- fc- .v. .."Af..::.7!VA.-^:..2L v; .X. 74 j ?./\.x ' ^ "y^ ' ""' Vo szc*.'..^ v c .....^-i-^L v ^r' L. Jl r*-'* N , ^ ^^ "^^ '"\r """1 "" ] s^^*~r t - :xf f S . - ^ / \ r x t ^ -" , - f ( .^..A vx ^....-jl..\-.V . < t7!\_.././^^ * V 1 ^ ifr-^----^-- --^-^ .!.-...%..;..-..*: o y-^---^- 77 / x "~* N/ \ ^0 ^-4--^*- *-- c -^ p - j\. .--- ^. >-^ .f-..:.rt /-m, ?>-/ i,::y fc: > ..j .L..m..i... r 78 .^ \ \.. , E. 151 The "helper," as he empties each sack on the distribut- ing table, arranges the packages with the addresses towards the sorter. This is called " facing" the mail, and the operation of placing it in the pigeon-holes is known as " throwing." Removing the distributed pieces for delivery is "tying out," and the printed labels attached to every package of fifty or a hundred letters, and which the sorter stamps \\ith his name and official designation, so that any errors in separation may be charged against him, are called " facing slips." E. 1 52 Some idea of the magnitude of the service may be gained from the fact that the Chicago post-office alone serves out 50,000 of these slips to the clerks of the Sixth Division every day. It is to the interest of every clerk's reputation and standing to see that his stint is performed and all his mail properly distributed, tied-out and label- led before he reaches the end of his run. The work is apportioned so that each number of a crew has an equal share. E. 153 But in case more mail is received than can be handled, a report is made of the number of sacks unvvorked and the clerk in charge on the connecting run receives a memorandum to that effect. This official gives his attention first to his own regular work and then to that in arrears, which he makes a strong effort to clean up. If he fails, he hands a slip to the foreman of the crew with whom he con- nects, and if the run of the latter end at a terminal point, such as Chicago or Omaha, on the through line from New York to San Fran- cisco, he and his force are bound to distribute every letter and paper before they leave the car. The average clerk will distribute about 2,000 letters or ten sacks of 1 50 pieces each an hour, which means that he will read 33 addresses and arrange them in their proper order every minute. E. 154 Letters are more easily handled than papers, being lighter and involving less physical exertion ; but the movements of the letter-sorter are cramped and in the end prove very tiring. The pos- tal clerk, of all men, has tu cultivate a strong digestion and the habit of sleeping soundly under difficulties. He generally takes his meals with him and eats them cold during the brief intervals he is able to snatch from his duties, or he may leave the train during the ten-minute stops at way stations and snatch a hurried repast. 80 E. 155 In such cases, one or more men are always left in charge of the train, to guard the mails, though the penalty of ten years at hard labor against mail-robbers and the incorruptibility of Federal juries have proved effective in preventing attempts at theft. Attacks on clerks are rare. In an outlying district of Kentucky the solitary agent on a branch road was recently fired at as his train passed a lonely spot, and his life has since been threatened. He has not, however, asked lor ptotection, and the Department has not thought the danger imminent enough to relieve him. E. 156 On reaching the end of his run. the clerk is required to register again. The rules on this point are very strict. A failure to register, even though the work were executed, would involve a loss of pay for the trip, unless a good excuse were forthcoming, the object be- ing to make sure that the full run has been performed. At terminal points dormitories for the railway clerks are provided in the post-office building, and to these they repair immediately on arrival. Their names are registered, with the hour at which they wish to be called, and a watcher is in attendance to wake them. On long runs they are frequently compelled to sleep in the cars, in which case they sleep on an improvised couch of empty mail sacks. Smoking in trains or the use of cooking-stoves is not permitted. This rule is rigidly enforced on such lines as the New York Central, where cars have been burned through the careless handling of lights. E. 157 Strangers are also forbidden to enter the postal cars, and those admitted on passes are registered, checked and reported on like any other consignment of mail matter. The regulation requiring the wearing of a uniform cap, with a gilt badge bearing the initial letters of the words " Railway Mail Service," is practically a dead letter and will probably be repealed since the cars are generally so hot that all superfluous clothing is dispensed with. Errors are charged up against each clerk, and, if numerous, are punishable by fine or otherwise. E. i 58 The clerks are nearly all hard-working, good-natured and intelligent full of anecdotes, as becomes men who travel sometimes 90,000 or 100,000 miles a year, and whose memory for general infor- mation is strengthened by the severe drill to which it is constantly subjected in their business. Some of the older hands dispense altogether with the use of labels on iheir cases (although this is an infringement, of the regulations), and intrepidly perform their long journeys with no written memoranda of schedule changes. 81 E. 159 A fortnightly magazine is published in their interest. From the Washington office a daily bulletin is issued, occupying one and sometimes two quarto sheets, giving the names of post-offices es- **bHshed, changed or discontinued, general orders, railroad extensions, ''~i A, c;r. :iion schedule is also supplied to the men once a week- containing the time-tables in detail of the different railroad post-offices and list of express pouches, and calling special attention to all changes. Clerks in charge are required to notify the Division Superintendent of all changes in schedule on their lines. Order-books are kept of all points where clerks register their names. But the document which most interests individual members of the force is the little half-sheet of case examinations, containing honorable mention of those who during the month have distinguished themselves !n correct distributions of the test cards. E. 160 It is the service roll of honor, and involves the same dis- tinction as among soldiers is conferred by mention in despatches. The General Superintendent further gratifies those highest on the list by a personal letter of congratulation. The oldest clerk is George W. Put- nam, now well on in the sixties, who runs between Cleveland and Toledo in connection with the New York and Chicago Railroad Post- office. When first appointed, he had entire charge of the baggage, mail and express between Buffalo and Toledo, and attended to all the business himself. E. 161 There now are nine carloads of mail alone passing over the same road every day, and these give employment to a large force of clerks. The heaviest postal route on any railroad in the world is over the New York Central. A train leaves every morning at 4.35, carrying the daily papers from New York to Buffalo. A local train, leaving at 8.30, drops the mail at stations between those points. At 8.50 a fast train starts with two sixty feet postal cars containing mail for the Western States. E. 162 Again, at 9 P. M., there is the west-bound flyer which makes the connections for California. A crew of sixteen clerks accompanies it as far as Syracuse. There they are relieved by twelve others, who, at Cleveland, give place to ten more. The train reaches Chicago in twenty-seven hours forty-five minutes, and is the heaviest mail carrier in the world. The east-bound fast mail, leaving Chicago over the same line every morning, makes the run to New York in twenty-five hours thirty-five minutes, and by the time it arrives every letter is sorted for delivery to the different city stations. A few large firms and corpora- tions in New York have secured the privilege of a special separation. 82 E. 163 The quantity of letters travelling East and West from day to day is about the same, though, as the great publishing centres are all in the East, the paper mail westward is naturally much heavier. Pos- tal cars vaty in length from forty to sixty feet, and are named after prominent statesmen or postal officials. Formerly they were all painted white, but they needed scrubbing so often that the railroads are now allowed to color them the same as their other cars ; 396 mail cars are in use in the service, with 94 in reserve; also 1,680 apartment cars, with a reserve of 485, making a total of 2,655. E. 164 The difficulties railway clerks encounter in disposing of letters are akin to those of the ordinary postal officials. Women who mark letters " in haste," and leave out the name of the town for which they are intended, and cranks who write addresses in rhyme, or experi- ment with white ink on black paper, furnish only a part of their trials. A letter was recently handled on the Lake Shore Road bearing this rebus-like superscription : Wood J M?.s? E. 165 Every clerk of course prides himself on being a better guesser than his neighbor, but it was only after a series of profane ex- plosions that the champion guesser in the service correctly interpreted his to mean, "J. Underwood, Andover, Mass." A correspondent in a Chicago grocery firm was evidently in possession of their business card, for this is what he wrote on an envelope : J. Smith. J. Smith & Co. E. Smith. Fine groceries a specialty. Superior brands of California wines. Our representative will call on you shortly. Chicago. E. 166 General Superintendent Bell has been at the head of the service only since last March, but he is already one of its most popu- lar members. His compact, sturdy figure, round face, bright eyes and spectacles are well known on several thousands of miles of mail route, and his untiring energy and genuine personal interest in the work stimu- late all with whom he comes in contnct. Mr. Bell was born at Reading, Penn., about fifty years ago, and mingles a Teutonic strain with his Scotch-Irish blood. 83 (Lovv\vcvcV\oub. 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J_. together , ^^-. superficial -Iy..5V- transubstantiation .cL.. \J X surprise .J?.^.. . . truth 1 .pi . J. . swear swift ... P ...P y^-- s Understood .."^rrr swore _.!j....i United States sympathy.. ?I>. <.. _!7> asual-ly . .^). V ^a VQ^, J _ system .p.P. .P ..brTT., Was ../ , wealth-y ....1 Thank-ed ..\..(..^ .................. well ..... .. that...: .................................. were ...^.. the .... ............................... ... what .L. J them . (..G ...... ....................... when ..A. 7k)..^cL . these . \.. .. where. .^^. .. /- / v - ' thing .. . ,jj~>^-. .77A_^ ____ which ./.../. ...L.. **~s ^j> ^s*^s -y* -yi^-^(- -who-m ^C ^- time ..................................... will _sr. ith .{...(.... without ../ ............................... }-et world _c<-_--c ...... .is.. ____ ............ young worth .._. . \. .. your would. _7\ ............................... youth. --C---C- ____ -(- altogether ............................... truth gentleman ............................... where ___ Another ............... . ................. myself HELPS TO LEARNERS OF MUNSON PHONOGRAPHY. LESSONS IN MUNSON PHONOGRAPHY. 35 lessons (including contrac- tions), with the addition of 21 pages of reading matter (A, C and E. see below), flexible cloth $i oo EXERCISE BOOK, to accompany lessons, in form of reporter's note book, with spaces for phonographic outlines. This book saves the labor of writing about 2,700 words and phrases in long hand 30 LIST OF CONTRACTIONS, with phonographic outlines. 12 pages 10 LIST OF CONTRACTIONS, with phonographic outlines and "An Incon- sequent History," illustrating them (with key), 14 pages 15. SHORT READING LESSONS, (in Engraved Munson Phonography.) 1. The English Tongue. Words of one syllable ... $o 10 2. The Girl Amanuensis ..--.-.-. 10 3. Fare in a Horse Car, illustrated -* 10 4. Return of the Birds ....... - - 10 5. Daniel Webster's Speech at Albany ------ 10 g ( The Babies. Mark Twain. | } The World We Live In. Talmage. i 7. Testimony. Taken from Mr. Munson's Court Notes - - 15 8. Law Forms Order of Court, Specifications, Building Contract Guaranty, Will, Assignment and Transfer, Referee's Report, Judge's Charge .-.- ..... 15 How TO MAKE A LIVING. Reading book of 83 pages, engraved phonography, flexible cloth 75 KKY to above, 78 pages, with number of words marked, especially adapted to class dictation 25 READING MATTER, prepared for use in Classes, printed on one side of the leaf, and divided into short, numbered paragraphs, including : A. Short Words are Best. 6 pages - - - - - - $o 06 B. Success in Business. By Horace Greeley 28 pages 28 C. A Talk to Young Stenographers. 8 pages .... 08 D. An Interesting Reminiscence. 2 pages - - - - - 02 E. Post-Offices on Wheels. 7 pages . - - . . N . 07 Sent on receipt of price. S. S. PACKARD, PUBLISHER, JOT East 23d Street, New York. 94 UNIVERSITY OF CALIFORNIA LIBRARY Los Angeles This book is DUE on the last date stamped below. JUU7198I Form L9-25m-9,'47(A5618)444 UNIVERSITY 01 AT LOS ANGELES P12 1 Lessons in A 000 573 587 3 P12 1 , ' *