ii MrrvT' 
 
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THE LIBRARY 
 
 OF 
 
 THE 
 
 UNIVERSITY 
 CALIFORNIA 
 LOS ANGELES 
 
 OF 
 

HAVEN'S 
 
 PRACTICAL PHONOGRAPHY. 
 
 COMPLETE IN ONE VOLUME 
 
 AND 
 
 ADAPTED TO SELF-INSTRUCTION AND THE USE OP 
 SCHOOLS AND COLLEGES. 
 
 THE ONLY TREATISE ON THE ART EMBRACING THE SECRETS OF 
 THE PROFESSION, TOGETHER WITH ALL NEW DIS- 
 COVERIES OF VALUE UP TO DATE 
 OF PUBLICATION. 
 
 CURTIS HAVEN, 
 
 PKINCIPAL OP PHILADELPHIA COLLEGE OF PRACTICAL PHONOGRAPHY; EDITOR OF "THE MODERN 
 
 KEPOKTEK ;"' MEMHER OF THE NATIONAL ASSOCIATION OF PRACTICAL PHONO- 
 
 ORArilERS AND OF TUB INTERNATIONAL ASSOCIATION 
 
 OF SHORT-HAND WRITERS OF THE 
 
 UNITE') STATES AND i> ,> J >, ,', 
 ' CAN trAo t ?>'?' J -'. 
 
 PHILADELPHIA, PA.: 
 PUBLISHED BY THE AUTHOR. 
 
 1883. 
 
Entered sci'jT/JJnir. to Act of Congress, in the year 1879 by 
 
 CU11TIS HAVEN, 
 la. the Office of the Librarian of Congress at Washington. 
 
TO HER 
 
 AT WHOSE KNEE MY FIRST CHILDISH ATTEMPTS AT UNRAVELLING THE MYSTERIES OF THE 
 ROMAN ALPHABET WERE MADE; WHO SO PRACTICALLY DIRECTED MY SCHOOL- 
 BOY STUDIES; WHO ASSISTED ME OVER THE ROUGH PLACES OF MY 
 EARLY PHONOGRAPHIC EFFORTS; AND, BY WHOSE PAST 
 AND PRESENT PRACTICAL GOOD-SENSE AND 
 WISE TEACHINGS I SHALL ALWAYS; 
 BE PROFITED AND NEvTER 
 FORGET : 
 
 TO MY M< 
 
 THIS BOOK 
 
 IS MOST RESPECTFULLY AND AFFECTIONATELY DEDICATED 
 
 BY 
 
 THE AUTHOR. 
 
 August, 1879. 
 
INTRODUCTION. 
 
 In presenting this volume to the consideration of the public, the author is 
 fully alive to the consciousness that it must possess intrinsic advantages of 
 its own over similar treatises which have for years held the balance of power. 
 Keeping this fact in view, great care, including years of compilation and 
 much laborious revision, scarcely perceptible to the general reader, has been 
 taken to make PRACTICAL PHONOGRAPHY as nearly perfection as the results 
 of human effort can be. 
 
 Although the four systems of phonography which heretofore have enjoyed 
 
 the greatest popularity have all in turn been conscientiously employed by 
 
 the author, in his professional practice, and their deficiencies observed ; yet, 
 
 - it is not his purpose to traduce these systems in order to advertise his own. 
 
 ' He is satisfied merely to state, in a general way, the claims of PRACTICAL 
 
 2 PHONOGRAPHY, and allow the discriminating faculties of the profession, and 
 
 2 the general intelligence of students of the art, after having fairly and thor- 
 
 J 
 
 oughly examined these pages, to render the popular verdict. 
 
 The distinctive features and advantages of his method the author believes 
 " to be manifold; only a few of which, however, from his dislike to redun- 
 z dancy, will be here dwelt upon. In the first place, complete within the 
 compass of one volume is contained all and more than other standard au- 
 thors teach in from three to a dozen volumes, some of which are twice the 
 ; size of this. The author can call to mind no other work on the art that is 
 P as free 'from extraneous matter as this, or that contains, in such few w.ords, 
 so much information relative to the subject in hand. Secondly, the arrange- 
 ment of the lessons (the result of years of care in imparting the art to others) 
 is such that nothing learned by the student in one lesson need to be un- 
 learned in a subsequent one, as in the case of all other standard treatises on 
 phonography, and their great detriment as instructors. Hence, the mind of 
 
 W 
 
 452 
 
VI PRACTICAL PHONOGRAPHY. 
 
 the pupil is not burdened by acquiring masses of information that he will 
 never need, nor perplexed by, every week or so, learning new forms for 
 words and phrases that he had a short time previous, acting under instruc- 
 tion, taken so much time to write as then directed. For these, and many 
 other reasons, pupils of PRACTICAL PHONOGRAPHY can, by application, attain 
 a complete knowledge (without speed, of course, for that is the result of 
 after-practice) of the art, in from one to three months' time; for the ac- 
 quisition of which, by any other method, a year or more of hard study is 
 necessary. 
 
 The author also claims for PRACTICAL PHONOGRAPHY an almost entire ab- 
 sence of arbitrary signs or characters, the most perfect legibility and the 
 greatest speed, the latter being due to the fact that he uses more light 
 strokes (which are easier written than heavy ones) 'than any other popular 
 phonography. 
 
 PHILADELPHIA, JULY 6TH, 1879. 
 
CONTENTS. 
 
 PART I. 
 EXPLANATORY. 
 
 NECESSITIES TO A PRACTICAL SYSTEM OF PHONOGRAPHY, 9 
 
 PHONOGRAPHERS vs. STENOGRAPHERS, 10 
 
 EXPLANATION OF THE VISIBLE ALPHABET, n 
 
 PART II. 
 THE INSTRUCTOR. 
 
 LESSON I. DEFINITION 15 
 
 THE VISIBLE ALPHABET, 15 
 
 LESSON II. TIMELY SUGGESTIONS, 19 
 
 THE INVISIBLE ALPHABET 19 
 
 LESSON III. THE CONSONANTS C, S AND Z 24 
 
 COALESCING VISIBLE VOWELS, 25 
 
 INITIALS, 25 
 
 POSITION VOCALIZATION, 26 
 
 LESSON IV. DOUBLE CONSONANTS 29 
 
 THE WAY HOOK 30 
 
 HOLDING THE PENCIL, 31 
 
 LESSON V. TRIPLE AND QUADRUPLE CONSONANTS, 33 
 
 LESSON VI. FINAL HOOKS, 35 
 
 Ns VERSUS S, 37 
 
 LESSON VII. THE ST AND STR LOOPS 39 
 
 THE HALVING PRINCIPLE, 40 
 
 LESSON VIII. THE VOWEL WORD-SIGNS 41 
 
 PARTIAL LIST OF CONSONANT WORD-SIGNS, 45 
 
 LESSON IX. CONSONANTS OF DOUBLE AND TRIPLE SIZE, 47 
 
 BREVITY IN WORD OUTLINE 48 
 
 THE LETTER L, 48 
 
 WORDS COMMENCING WITH A VOWEL 49 
 
 LESSON X. EXPEDIENCES, 51 
 
 (7) 
 
8 CONTENTS. 
 
 LESSON XI. HOOK WORD-SIGNS, 54 
 
 HALF-LENGTH WORD-SIGNS, 54 
 
 Us, IT, HAVE, ETC 55 
 
 LESSON XII. PHRASE-POSITIONS 58 
 
 WORDS INDICATED BY HOOKS, 59 
 
 OMITTED WORDS . . 60 
 
 OTHER ABBREVIATIONS, 61 
 
 LESSON XIII. SYLLABLE-ABBREVIATION, 62 
 
 PREFIXES, 62 
 
 AFFIXES, 63 
 
 USE OF THE PREFIXES AND AFFIXES, 64 
 
 LESSON XIV. PHONOGRAPHIC NUMERALS 66 
 
 VISIBLE VOWELS, 63 
 
 PUNCTUATION, . . 68 
 
 SOUND-SYLLABLES, 69 
 
 LIGHT OUTLINES, 69 
 
 LESSON XV. (CONCLUDING LESSON.) LEGAL REPORTING, 71 
 
 POINTS TO REMEMBER, 72 
 
 PART III. 
 THE READER. 
 
 PUBLIC SPEAKING, 74 
 
 THE PULSE IN HEALTH AND DISEASE, 76 
 
 FIFTEEN FOLLIES, 76 
 
 THE SWORDSMAN OF THE SEA, 78 
 
 LUCK vs. PLUCK, 80 
 
 STRAY LEAVES FROM THE AUTHOR'S NOTE-BOOK : Correspondence, 82 
 
 Council Reporting 84 
 
 Court Testimony, 86 
 
 The Rostrum 90 
 
 Miscellaneous, 96 
 
 PART IV. 
 THE VOCABULARY. 
 
 PREFATORY, 98 
 
 LIST OF WORD-SIGNS, PROPER OUTLINES AND ABBREVIATIONS, 99 
 
HAVEN'S 
 
 PRACTICAL PHONOGRAPHY. 
 
 PART I. 
 EXPLANATORY. 
 
 NECESSITIES TO A PRACTICAL SYSTEM OF PHONOGRAPHY. 
 
 Aside from the ordinary facilities requisite for learning or teaching the 
 art, there are three absolute necessities to a practical system of short-hand 
 writing. They are : Speed, legibility, and an almost entire absence of 
 arbitrary rules and characters. 
 
 Without the latter, years long years of hard study and harder practice, 
 combined with an exceedingly retentive memory, is the price the learner 
 pays for his skill. Hence, it is simply fallacious to acquire stenography, an 
 art that is wholly arbitrary in its character, and even though it may be ar- 
 ranged by a modern author, is as antiquated as many Indian relics, and 
 bears the same relation to phonography that the olden time scythe bears to 
 the latest improved mowing machine. 
 
 Without speed, verbatim reporting is, of course, impossible ; therefore, it 
 is equally a waste of time to learn any old-style phonography, which though 
 easily read when written, makes very few rapid writers and only of those 
 students who are willing to give many years to the closest practice. 
 
 Without legibility, however, even speed is of no avail. The student 
 should, therefore, be on his guard against a phonography which gives 
 enough speed to keep pace with the whirlwind, but which, to obtain this 
 speed, uses such an extended array of contractions that ease in reading one's 
 notes becomes a secondary consideration. Better, far better, be able to re- 
 port little, and correctly transcribe that little, than to jot down with electri- 
 cal rapidity, the utterances of the swiftest speaker, and afterwards to be un- 
 certain of the accuracy of one's transcription. 
 
 (9) 
 
10 PRACTICAL PHONOGRAPHY. 
 
 The author is not cognizant of the existence of a method of short-hand 
 writing, previous to the publication of PRACTICAL PHONOGRAPHY, that is not 
 deficient in one or more of the above mentioned respects. Here, it may be 
 asked, How is it, then, that before the advent of PRACTICAL PHONOGRAPHY, 
 there were professional short-hand writers, who were and are both accurate 
 and rapid ? To this, it must be said, with truth, that, as with members of 
 other professions, these talented and skilled ones are not at all numerous, 
 and it is questionable if any of these write other than an adulterated phono- 
 graphy, founded, doubtless, upon one system, but interpolated afterwards 
 with scraps of other phonographies and the phonographer's own particular 
 contractions for particular kinds of work. This ultimatum has been a ne- 
 cessity, heretofore, among those who would become experts, without wasting 
 the best portion of their time for years, in dull, monotonous practice, and 
 it was to bring order out of that phonographic chaos, which brought PRACTICAL 
 PHONOGRAPHY into being ; and the author has every reason to believe that 
 he has succeeded in accomplishing his purpose. PRACTICAL PHONOGRAPHY is 
 more free from arbitrary characters than any other known system of phono- 
 graphy, contains the elements of greater speed * with less practice, and is as 
 easily read as the most legible : thereby combining the necessary virtues of 
 all its predecessors without being shackled with any of their bad qualities. 
 
 PHONOGRAPHERS VS. STENOGRAPHERS. 
 
 To classical students and scholars, these two names imply their individual 
 and distinctive meanings. But, it is a singular fact that educated people in 
 general, among whom are actually included some short-hand writers, do not 
 know, or are careless of, the difference existing between these two classes of 
 individuals ; in fact, do not know that any difference exists. Their avoca- 
 tion, if not the result of their labors, is the same, and people generally con- 
 clude them to be identical. .. From this error arises the mistake, common 
 even among those who know better, of universally applying the name "steno- 
 grapher" to all short-hand writers. For instance, there is probably not a 
 single case wherein a stenographer is employed in a professional capacity in 
 any of our city, state or national courts. On the other hand, there is scarcely 
 any court of importance that does not employ at times one or more phono- 
 graphers; and yet, in addressing them, the learned judge and counsel use 
 the misnomer of "Mr. Stenographer." This constant acceptation of a 
 wrong term gives many persons who are about to study short-hand writing, 
 an idea that stenography, not phonography, is the art to learn; "For," 
 reason they, "is it not stenographers who are employed in our courts?" an 
 idea which, as above explained, is a dangerously mistaken one. 
 
 de 
 
 Upon special orriiMoii*, in* mis \v mien ti]'\\ ;tru- ui .-_- 
 
 by the use of any other system of short-hand writing. 
 
PRACTICAL PHONOGRAPHY. 
 
 IX 
 
 In many instances, phonographers themselves employ the word steno- 
 grapher" in advertising their business, on their sign or card ; but that does 
 not alter the fact of their being phonographers, however much it may mis- 
 lead searchers after the true art. Let them misuse these terms as they may, 
 however, a phonographer, under whatever guise, still remains one who writes 
 by means of signs used to represent the elementary sounds of the human 
 voice, which sounds are the basis of all spoken language ; while a stenographer 
 is merely one who writes by means of a horrid conglomeration of arbitrary 
 written characters representing the Roman alphabet, words and phrases, and 
 who, when a word seldom used and which he has never before heard (and 
 consequently never memorized) is spoken, will either have to invent a sign 
 which may or may not conflict with some other sign in his vocabulary, or 
 run the risk of losing the entire thread of the discourse while he writes the 
 word in full. 
 
 EXPLANATION OF THE VISIBLE ALPHABET. 
 
 Mb orM 
 
 The student will observe, in Lesson /, of PART II, that the phonographic 
 Visible Alphabet does not commence with the letter A and continue with 
 B, C, etc., as in the common Roman alphabet, but, on the contrary, begins 
 with the signs representing the sound of P, those representing tne sounds ot 
 
12 PRACTICAL PHONOGRAPHY. 
 
 B, T, etc., following. This seeming irregularity is due to the fact that the 
 order of arrangement of the letters of the Visible Alphabet is in accordance 
 with the phonographic signs, their names or sounds being a secondary con- 
 sideration in this particular respect. This arrangement will be found, as 
 well, to be the best adapted for memorizing. And in order to the better 
 impress upon the mind of the student the differences of outline existing in 
 the various signs, the foregoing phonographic scheme or wheel was prepared. 
 
 Of course the relative sizes of the phonographic signs in the foregoing 
 diagram are not all strictly proportionate to each other, but their inclina- 
 tion and position are exactly as they should be written to secure accuracy 
 of formation, which is the parent of legibility. 
 
 The student will please notice that the sign B is merely a thickened P, D 
 a thickened T, J a thickened Chay, Arm a thickened R, Gay a thickened 
 K, Emb or Emp a thickened M, and Ing a thickened N. In these seven 
 instances observe also that the heavy sounds are represented by heavy signs, 
 the light sounds by light signs. 
 
 X is really the union of the three phonographic letters, E, K, and a lightly 
 written Z, those three letters literally spelling X. On the same principle, Q 
 is formed by the union of K and U, which together spell Q. 
 
 The Roman letter G has two sounds in English. That heard in the name 
 Gay of the phonographic heavy horizontal sign in the Visible Alphabet, and 
 a soft sound which is also owned by J. Now, it is unnecessary, in phono- 
 graphy, to have conflicting sounds for the same letter, so the phonographic 
 G is called Gay, and is used to spell such words as gate, gone, etc., while 
 for words like George, which is just as easily spelled with two J's as with two 
 soft-sounding G's, the former are used, they suiting the phonographer's pur- 
 pose quite as well. 
 
 F, V, Ish and L are each a different quarter of a circle and can be joined 
 together to form a complete ring. The same may be said of Ith, S or C, 
 M and N, but comparison of these different letters in the diagram will show 
 Ith, S, M and N to be quite different quarters of a circle from what F, V, 
 Ish and L are. 
 
 R differs from Chay and K in that it slants at an angle just midway be- 
 tween those two letters. Arm bears the same relation to J and Gay. 
 
 I is a small dash slanting at the same angle as P, and should be written 
 about one-eighth the size of that letter. A is similarly allied to T, Hay to 
 Chay, & to K, and E to fslx If. 
 
 Oi is a thickened I; O a thickened A; Ott^a thickened Hay; and O#a 
 thickened &. 
 
 The sign Z will be observed to be simply a small but complete circle 
 shaded on the downward stroke. If this circle was written without being 
 shaded and then cut into halves by the aid of the phonographic T or D, the 
 
PRACTICAL PHONOGRAPHY. 13 
 
 two halves of the Z thus disconnected would make the letters Way and 
 Whay. Similarly, K or Gay will halve Z into U and Yay. It may seem 
 a stretch of the imagination to suppose it possible that so small a circle as 
 Z is, could be divisible into the large halves of a circle that Way and Whay 
 and U and Yay are represented to be in the diagram; but, it must be borne 
 in mind, that it has before been said that the signs there are not all pro- 
 portionate to each other, as a glance at the same characters in Lesson /, 
 PART It, will prove. 
 
 Further reference to Visible Alphabet, Lesson /, PART II, will show that, in 
 some instances, as that in S and C, one sign is employed to represent two 
 separate letters. This is because there is, in spoken language, no distinc- 
 tion between S and the soft sound of C. Hence, phonographically speak- 
 ing, it is quite as correct to begin the word cease with an S as with C, or to 
 end it with either.* The representation of the hard sound of C, as heard 
 in such words as cat, cab, etc. , is accomplished by the use of the sign K, 
 those words being rendered kat, kab, etc., as in German. 
 
 For reasons which will be perfectly plain to the student after he has pro- 
 ceeded farther into the mysteries of this art, the combinations Ch, Rm, Th, 
 Sh, Mb or Mp, Ng and Wh must be pronounced as directed in Lesson /, 
 PART II: Chay, Arm, Ith or Thee, Ish or Zhee, Emb or Emp, Ing and 
 Whay; not C-h, R-m, etc. The same enjoinder is applicable to Gay, Hay, 
 Way and Yay. 
 
 * NOTE. This does not apply to the representation of a person's initials ; becanse, in transcribing 
 notes wherein initials occur, should the sign for S and C be employed to represent both letters, it 
 would be impossible to decido which initial was intended at the time, a coutiugency which is fully 
 provided lor further 011 iu the course of instruction. 
 
PART II. 
 THE INSTRUCTOR. 
 
 LESSON I. 
 
 DEFINITION. 
 
 The term Phonography is a union of two Greek words, phone and graphe, 
 the former meaning sound (or voice) and the latter a writing, thus making 
 the actual definition of Phonography to be sounder voice-writing; or, to write 
 the sounds of the voice. The term was first used by Isaac Pitman, of Bath, 
 England, the inventor of the first modern phonographic alphabet, who also 
 gave it the additional significance of being the science of rapid or short-hand 
 writing.. 
 
 The elements of Practical Phonography are two alphabets, one Visible 
 and the other Invisible, the present lesson treating only of 
 
 THE VISIBLE ALPHABET. 
 
 ^ * V. F 3 WtjtoncmMelWHAy] ) 
 
 \ B \ "V n Y [caUedYAV or Short--u] 
 
 T ( T"k^ 01 " l " aT THl U 
 
 J. \ A Jl|_ or THEE. J 
 
 ID ) SorC 
 
 / f S ^P >rOTmil<!e3t!lr ^n ) GkL fPr<moucea TSnl ^ *- 
 
 / \JS\\uti*. CMIN.CHRSTt:^ ^/ \S"\_ 6t ZHEE. f\*V 
 
 //* \ Ul pronounced as in oilj 
 
 T Or lite .rft sranl of G, / T 
 
 el |_.P iri In. <tM. \] I M-l * 
 
 *V ML 
 ^^ N 
 
 ^Ng&.^^IKc] ' OwEronoun^da-no.1! 
 
 J - O^X O ,Z ^C [or Ai as in ail] 
 
 - - ^Q C "WgHMWOllBUy _ Oo[pronoua ei as injoei] 
 
 Always write the short-hand signs for K, Gay, Q, M, Emb or Emp, N, Ing, 
 Yay, U, &, and O$ from left to right. 
 Write R and Arm upwards. 
 
 (IS) 
 
lf PRACTICAL PHONOGRAPHY. 
 
 Write Ish, L and E, upwards when they stand alone. But when joined to 
 otr\er letters, these signs are written either upwards or downwards, according 
 to convenience. See signs 61 and 62 in accompanying Exercise. 
 
 Commence X at the top of the tick, writing downwards to the left and then 
 to the right, finishing with the circle. 
 
 The other signs are all written from top to bottom, with the exception, of 
 course, of the circle Z, which is commenced on the underside, written up- 
 wards to the right and downwards on the left hand or shaded side. 
 
 By writing R upwards it is more easily distinguished from Chay, when 
 followed by another letter. Note difference in outline between signs 19 and 
 20 in Exercise, in which the same letter follows R in one case and Chay in 
 the other. Had both R and Chay been written the same way (that is both 
 upwards or both downwards) it would have been hard to distinguish the dif- 
 ference between them, but as it is, the concluding letter comes at the top of 
 R and at the bottom of Chay, this difference being a sure guide in deter- 
 mining between R and Chay even when they are written very much on the 
 same slant. This rule will also distinguish Arm and J. 
 
 In writing, proceed slowly and carefully, speed will come with practice. 
 
 Use either pen or pencil, holding whichever is preferred, at the time, be- 
 tween the first and second fingers, keeping it in place by the thumb. Other- 
 wise, the student will not be able to write the thickened letter Arm. 
 
 With respect to paper, that unruled should be used for this lesson, after 
 which ordinary ruled fools-cap will suffice, until the pupil has become familiar 
 with all the exercises, when he may return to unruled paper, an imaginary 
 line being all that will be then and thereafter necessary or desirable. 
 
 During the first ten exercises, trace each letter in reading exercises with 
 a dry pen, as you read it, and repeat the name of each sign aloud, as it 
 is written. This will train the ear to recognize the proper sound, and at 
 the same time, train the hand to form the sign upon hearing the sound it 
 represents. 
 
 It is necessary that the student be impressed with the fact -that he is writ- 
 ing from sound. It should be borne in mind that the phonographic signs 
 on preceding page are not substitutes for the letters of the Roman alphabet, 
 but are simply signs used to represent the different elementary sounds of the 
 human voice. Hence the difference between the names of the phonographic 
 Visible Alphabet and the usual A, B, C, or Roman alphabet. For this 
 reason, when the student desires to spell the words, kev, neigh, mew, yeigh, 
 etc., phonographically, he must not expect to spell them in accordance with 
 the English and American dictionaries. He must govern himself entirely 
 by the elementary sounds contained in each word. He will then correctly 
 spell them; k-e, key; n-a, neigh; m-u, mew; y-a, yeigh; etc. 
 
 Having perfectly mastered the Visible Alphabet, the student will, at this 
 
PRACTICAL PHONOGRAPHY. 17 
 
 point, please turn to the first line of the accompanying Exercise in Spelling 
 by Sound, carefully comparing it with the Key. Having done so, he may 
 exclaim, as pupils of the author have done before: 
 
 "Is it possible these signs (B, C, etc.) represent the words be, sea, etc., 
 as well as the mere letters?" 
 
 To which the author replies: " Certainly ! Those two phonographic sym- 
 bols beginning the Exercise spell the words be and sea quite as correctly as 
 they represent the letters B and C. In fact, the first spells bee equally well. 
 
 STUDENT. (In dismay.) Then, suppose in the future, I desired or was 
 required to read some other phonographer's writing, or even my own that 
 had lain by for some time and perhaps become almost or quite forgotten, 
 and that in these notes occurred this first sign, how could I be certain as to 
 whether it was written for the words be, bee, or was simply an initial? 
 
 AUTHOR. Yours is a very natural question. Allow me to answer it by 
 asking one. The sounds of those two words and the letter being precisely 
 the same, how would you know which was meant should you hear them 
 spoken, by some one addressing you? 
 
 STUDENT. The subject of conversation or the meaning of the sentence in 
 which they occurred would inform me. 
 
 AUTHOR. Exactly. Besides neither of them can be employed in the 
 same sense. But suppose, for illustration, either word (be or bee} or the 
 letter, were spoken alone, without any attendant conversation, would you 
 understand which was meant? 
 
 STUDENT. Possibly not. 
 
 AUTHOR. Then you must not expect more of phonography than of spoken 
 language, than which nothing is more universally useful. It is the province 
 of the former simply to photograph the latter. One thought more: The 
 subject of conversation was mentioned as being a guide to the meaning of 
 spoken words; or, in other words, the context is the key. This is pre- 
 cisely the case in phonography. Words preceding or following a doubtful 
 word will invariably determine its meaning. To be sure, in this particular 
 exercise, as in others that follow, the words are isolated and have no con- 
 nection with each other, as in regular sentences. But let us take a sentence. 
 Just for sake of illustration, suppose, instead of declaring to your sister 
 "Katie, I envy you," you merely repeat to her the six letters, "K-T, I 
 N-V U," is it not possible that Katie would comprehend your meaning 
 quite as well? Undoubtedly she would, because the sound is the same in 
 both instances, and therefore the meaning is the same. People do not spell 
 words when they speak. Custom has determined that in correct long-hand 
 writing, the dictionaries must be regarded as containing the standard rules 
 for spelling; but the student is reminded, that in photographing the utter- 
 ances of a speaker, the two phonographic signs Th and O spell though quite as 
 
i8 
 
 PRACTICAL PHONOGRAPHY. 
 
 well as Webster's Unabridged Dictionary can, even with the help of six 
 letters. 
 
 The student will now proceed with the Exercise, according to the follow- 
 ing rules, which should be rigidly observed throughout the entire course of 
 lessons. 
 
 1. Read carefully the Exercise entire. 
 
 2. Write each separate word or combination in Exercise at least twelve 
 consecutive times. 
 
 3. Copy the Exercise as a whole. 
 
 4. Transcribe the entire Exercise into long-hand, afterwards comparing 
 your interpretation with the Key. Repeat until perfect. 
 
 5. Looking only at the Key, write it into short-hand, afterward compar- 
 ing your short-hand writing with the printed Exercise, repeating this whole- 
 some practice until satisfactory. 
 
 EXERCISE IN SPELLING BY SOUND AND IN JOINING SHORT- 
 HAND CHARACTERS. 
 
 i X A ) 3 
 
 KEY TO EXERCISE. 
 
 i, be; 2, sea; 3, eye; 4, jay; 5, Em; 6, pea; 7, and; 8, are; 9, tea; 
 lo, yeigh; n,whey, 12, f-t; 13, d-k; 14, t-m; i5,t-n; 16, p-k; 17, chay-k; 
 18, chay-m ; 19, chay-n ; 20, r-n; 21, t-chay; 22, t-p; 23, d-p; 24, f-j; 
 25, v-k; 26, f-d; 27, f-chay; 28, p-1; 29, 1-1; 30, r-k; 31, f-n; 32, v-m; 
 33, f-m; 34, ish-n ; 35, ish-k; 36, f-1; 37, v-1; 38, 1-k; 39, 1-m; 40, m-k; 
 41, n-k; 42, k-m; 43, m-n; 44, n-m; 45, m-m; 46, n-n; 47, m-1; 48, k-1; 
 49, n-t; 50, k-p; 51, k-chay; 52, m-chay; 53, n-chay; 54, 1-t; 55, 1-p; 
 56, n-p; 57, n-f; 58, k-f; 59, k-v; 60, m-f; 61, 1-ing ; 62 m-ish; 63, arm; 
 64, gale; 65, empty; 66, Katie; 67, envy; 68 cayenne; 69, t-m-1; 70, t-l-n ; 
 71, t-m-k; 72, t-m-n ; 73, f-m-n ; 74, v-m-k. 
 
 NOTE. The figures accompanying- each word or combination in the above Exercise and Key are in. 
 serted for the student's convenience in refering from the one to the other. They are not to be consid* 
 ere.l as any part of the phonographic sigs. The same is true of all subsequent lessons as well. 
 
PRACTICAL PHONOGRAPHY. 19 
 
 LESSON II. 
 
 TIMELY SUGGESTIONS. 
 
 Become perfectly familiar with one lesson before another is attempted. 
 
 A careful revision, each day, of the Exercises written on the previous one, 
 will prove an invaluable aid to the memory. 
 
 It is only by repetition that you will obtain a complete familiarity with 
 new Exercises, therefore do not fail to write every new word or sign at least 
 a dozen times before writing the Exercise as a whole. 
 
 For every hour spent in writing phonography; spend a similar one in 
 reading and re-reading. The time will be well spent, while a noncompli- 
 ance with this suggestion may cause infinite trouble in the student's early 
 attempts at reporting. 
 
 THE INVISIBLE ALPHABET. 
 
 This alphabet is composed of sixteen vowel and dipthongnal sounds, vari- 
 ations and combinations of the English vowels, a, e, i, o, u and w. 
 
 These sixteen vowel sounds and combinations are divided into three classes, 
 denominated respectively first-place, second-place and third-place vowels. 
 
 1. The first-place vowels are E, I and Oi, with their peculiar variations 
 of sound. 
 
 2. The second-place vowels are A and 0, with their sound variations. 
 
 3. The third-place vowels are U, Oo and Ow, with variations of sound. 
 
 For the representation of these sounds, without writing them, three posi- 
 tions, named respectively first, second and third positions, are employed. 
 The first position being above each ruled line of the paper written upon ; 
 the second position, resting on the line ; and the third position, through or 
 beneath the line. 
 
 This last clause of the third position (beneath the line) applies only to 
 instances wherein third-place vowels 'are indicated by consonants which 
 could not well be written through the line, such as K, M, N, etc., and the 
 smaller characters Z, Way, Hay, etc. See signs 44, 66 and 91 of accom- 
 panying Exercise. 
 
 The visible representation of the vowels A, E, I, O and U (see Visible 
 Alphabet) are written only for foreign 'words, proper nouns, for initials, or 
 when either of them alone spell a word (as in the case of the indefinite article 
 A, the interjection O and the pronoun I) and, occasionally, when commenc- 
 ing a word. Upon all other occasions, therefore, to indicate first-place 
 vowels in a word, write the consonants of a word in the first position, above 
 
2O 
 
 PRACTICAL PHONOGRAPHY. 
 
 the line; to indicate second-place vowels, second position, on the line; 
 third-place vowels, third position, through or immediately below but not 
 touching the line. 
 
 
 E f Long sound, as heard in beat, ^ **& 
 
 FIRST 
 
 \ Short sound, as heard in bet. 
 
 write tl 
 souants of a 
 
 
 j f Long or dual sound, as heard in bite, [ word iu the 
 
 PLACE < 
 
 1 Short sound, as heard in bit. 
 
 FIRST 
 
 VOWELS. 
 
 f^ r ( The dipthongnal sound heard in 
 
 POSITION, 
 above the line. 
 
 | the words boil and oyster. 
 
 
 f f Long English sound, as heard in pair or pate ^ 
 
 To indicate 
 these s-ounda, 
 
 
 A J Broad sound of AH, heard in pa, 
 
 consonants 
 
 SECOND 
 
 1 Still broader sound of AW, heard in pall, 
 
 KllOUld 
 
 occupy 
 
 PLACE < 
 
 (_ Short sound, as heard in Pat. 
 
 * SECOND 
 
 VOWELS. 
 
 ~ f Long sound, as heard in pole, 
 ( Short sound, as heard in Polly. 
 
 POSITION, 
 
 resting ou the 
 line. 
 
 
 rj f Long sound, as heard in fuel, 
 
 For these, 
 
 
 ( Short sound, as heard in full. 
 
 place con- 
 
 THIRD 
 
 V 
 
 sonants in 
 
 PLACE - 
 
 QQ f Long sound, as heard in fool, 
 { Short sound, as heard in foot. 
 
 THIRD 
 POSITION. 
 
 VOWELS. 
 
 Q^y J Dipthongnal sound, as heard 
 
 Through or be- 
 
 
 ' in the words fowl and allow. 
 
 neath the liue. 
 
 For the better memorizing of the nice distinctions of sound contained in 
 the above classification, it would be a good plan for the student to thoroughly 
 commit to memory the following three lines. He will then have the different 
 vowel sounds composing the Invisible Alphabet, as it were, at his ringers ends. 
 
 First position : Beat, bet, bite, bit, boil. 
 
 Second position : Pair, pa, pall, Pat, pole, Polly. 
 
 Third position : Fuel, full, fool, foot, fowl. 
 
 For a practical application of this Invisible Alphabet with the Visible one, 
 let the student turn to this lesson's Exercise and analyse the first few words. 
 The first word in the Exercise happens to be/ee. How is it spelled ? Simply 
 hv writing an F in the first position, above the dotted line of the Exercise, 
 wnich position indicates the addition of one of the first-position invisible 
 vowels, E, I or Oi, the vowel in this case being E. Thus we have f-e, fee. 
 It might have been, however, f-i, fie; though it could not have been f-oi, foi, 
 for foiis no word at all. This leaves two words to choose between, fee and 
 fie. In this instance, it is fee, because the Key to the Exercise says so 
 But should there have been no Key, it would not have mattered which word 
 the pupil transcribed it to be, because the words in this Exercise, as in that 
 
PRACTICAL PHONOGRAPHY. 21 
 
 of Lesson I, are in no wise dependent on each other. Indeed, in this and 
 some subsequent lessons, wherein the words of the Exercise are isolated, the 
 pupil may frequently, though working according to rule, interpret words 
 differently from the Key, as he might have done with fee, in this Exercise. 
 This must not, however, lead him to suppose that this will always be his ex- 
 perience. On the contrary, should this letter F have occurred (in the posi- 
 tion it occupies in this instance) within a sentence, no doubt about its mean- 
 ing would have arisen, because other words preceding or following this par- 
 ticular word in the same sentence would (as in the illustration of the words 
 be and bee in Lesson I) have designated its meaning at once. 
 
 Words numbered 2 and 3 in the Key, are also, it will be seen, written in 
 the Exercise simply by the use of the visible sign F, as in the case of fee, 
 their difference of position implying their different spelling and meaning. 
 For instance, sign 2 in Exercise is an F written in the second position, 
 thereby implying the addition of a second-place vowel, of which O is one, 
 giving f-o, foe. In the same manner sign 3, being written in the third posi- 
 tion, indicates a third-place vowel, of which U is one, spelling f-u, few. 
 
 No fears need be entertained by the student that the use of only three po- 
 sitions for the representation of sixteen different vowel sounds will serve to 
 perplex him, when reading his own notes, if correctly written. All profes- 
 sional short-hand writers omit these sixteen sounds, representing their omis- 
 sion by three positions only. And this same principle of invisible represen- 
 tation is taught in all other popular works on phonography, the differences 
 being, that, in the works referred to, the sounds are not as methodically 
 classified as herein, while in those works the student is first loaded with a 
 vast array of visible signs for these sdunds, and then, after having practiced 
 writing them, under instruction, for a half year or year, or perhaps much 
 longer, according to the time occupied by him in getting thoroughly into 
 their "reporting style," he is blandly informed that he must now forget that 
 way of writing because it is not applicable to verbatim reporting, and adopt 
 another method, one of invisible representation, similar to this of the Invis- 
 ible Alphabet, and which might just as well have been learned in the first- 
 place, thereby avoiding great waste of valuable time, labor and brain-power. 
 With PRACTICAL PHONOGRAPHY the student writes reporting style in the first 
 Exercise. 
 
 Mere Roman vowels nor their combinations do not always represent 
 phonographic vowel sounds. As an illustration, the concluding letters o 
 and w, in the word know (sign 70, this Exercise), are not the equivalent of 
 the phonographic diphthong O\v; the w, as well as k, in know, being silent. 
 Know should, therefore, be written precisely as if spelled n-o, thereby giving 
 to N the second position, on the line, as in Exercise. Be guided by sound 
 entirely, and not by the English spelling of a word. 
 
22 PRACTICAL PHONOGRAPHY. 
 
 In signs 22 and 30 other examples occur. In both those words the 
 Roman letters gh are silent. Both words also possess the Roman vowels o 
 and u, in the same order and yet pronounced differently. In the word bough, 
 the Roman vowels o and u are pronounced like the phonographic invisible 
 diphthong Ow; while in fought, the same vowels have the sound of Aw. 
 This difference of sound, notwithstanding the similarity of the English 
 orthography of the two words, give to them, in short-hand, a difference of 
 position. Phonographically they are spelled : b-ow, bough ; f-aw-t, fought, 
 which spelling entitles them to the positions in Exercise. 
 
 There is one class of consonants which require special treatment in regard 
 to their place-positions. Such are the horizontal ones: K, Gay, M, N, etc. 
 Their treatment is two-fold. First, the usual way indicated in the first part 
 of this lesson; secondly, an exceptional treatment, which is only employed 
 when either of these horizontal letters are followed by a descending letter, 
 as in signs 45, 46 and 47, the descending letter in those cases being T. In 
 those three words it will be seen that the letter K is invariably written in the 
 first position, above the line, although neither signs 46 nor 47 contain t first- 
 place vowels. The reason for this is that the vowel sound in these and sim- 
 ilarly constructed words is indicated by the position of the second consonant 
 of the word the descending one. With this explanation it will therefore 
 be found very easy to read them, for the letter T in sign 46 is in the second 
 position, and in sign 47, in the third. This explanation will also furnish a 
 key for reading sign 67 (nioutli), which is read by the position occupied by 
 Ith, that being the descending letter in this case. This exceptional treat- 
 ment of the horizontal consonants applies, however, only where they are 
 followed by a descending letter. In ajl cases where the letter following is 
 not a descending one (signs 51 and 68) or where the horizontal letter is 
 written alone (signs 69, 70 and 71) the regular rule applicable to other 
 letters must apply. 
 
 It will doubtless be no little satisfaction to the beginner, however he or 
 she may love study, to know that with this lesson terminates all alphabetical 
 memorizing; enough means having now been presented to represent, phono- 
 graphically, any sound of the English language. The elements of phono- 
 graphy being now within the grasp of the learner, future lessons will be 
 entirely taken up with interesting contractions and practical application of 
 the system. Before closing this lesson, there is one subject, the importance 
 of which the author desires to properly impress upon the minds of his stu- 
 dents. It is the necessity of an immediate choice between pen and pencil, 
 in regard to which shall be made use of in the student's phonographic 
 writing. Students are, of course, at liberty to use both if they choose, and 
 to alternate their use as frequently as they wish, but such inconstant use, the 
 student is informed, will greatly delay her or his acquisition of speed. Each 
 
PRACTICAL PHONOGRAPHY. 23 
 
 instrument differs from the other in facility of execution and whichever the 
 hand becomes most accustomed to, it writes much quicker and better with. 
 The author prefers a pencil because it can be used under most any or all 
 circumstances, while a pen cannot be employed except under certain favor- 
 able conditions; because the pencil will glide over paper much more quickly 
 and thus affords greater rapidity of execution than the pen ; and because 
 rapid pencil writing is easier to read than rapidly-made penmarks, for the 
 reason that the use of the pencil avoids the little meaningless ticks and 
 dashes which the pen is almost always certain to leave attached to rapid 
 short-hand writing. It is, however, even better to make constant use of a 
 pen than to be continually changing from the one to the other, for the 
 reason before explained. 
 
 EXERCISE. 
 
 JKl:^!^^-^^..^-**^^ 
 
 6* f ^- 6S _ 66 67 ^~> 68 _ 6f TO 
 
 
 KEY. 
 
 i Fee, 2 foe, 3 few, 4 fog, 5 die, 6 dough, 7 due, 8 dome, 9 dock, 10 
 dyke, n dime, 12 toy, 13 toe, 14 tare, 15 tale, 16 poor, 17 pack, 18 pike, 
 19 pile, 20 boy, 21 bay, 22 bough, 23 bear, 24 beck, 25 back, 26 book, 27 
 boil, 28 cheek, 29 joy, 30 fought, 31 rib, 32 rook, 33 reach, 34 rood, 35 
 root, 36 rake, 37 robe, 38 rap, 39 ripe, 40 write, 41 ride, 42 coy, 43 caw, 
 44 cow, 45 kit, 46 cat, 47 cut, 48 cab, 49 cap, 50 coil, 51 gore, 52 view, 53 
 veer, 54 thy, 55 thou, 56 say, 57 sigh, 58 shy, 59 lea, 60 lay, 61 love, 62 
 lock, 63 luck, 64 life, 65 may, 66 mew, 67 mouth, 68 mule, 69 knee, 70 
 know, 71 knew, 72 nib, 73 knife, 74 whay-p, 75 whay-f, 76 whay-r, 77 
 whay-n, 78 whay-d, 79 weed, 80 weighed, 81 wooed, 82 wear, 83 waif, 
 84 win, 85 wash, 86 watch, 87 u-k, 88 u-n, 89 he, 90 hoe, 91 how. 
 
24 PRACTICAL PHONOGRAPHY. 
 
 LESSON III. 
 
 THE CONSONANTS C, S AND Z. 
 
 Rapidity in writing shorthand sometimes necessitates, for the representa- 
 tion of the oft recurring sound of s, a much shorter method than that found 
 in the Visible Alphabet. 
 
 A small circle, the same size as Z, but without being at all shaded as in 
 the case of Z (see Visible Alphabet) is therefore used, whenever possible, to 
 represent C and S. It is joined to other consonants by writing it on the 
 most convenient side of curved letters and on the right or upper side of 
 straight ones. See following Exercises, signs numbered 120 and 121. 
 
 The superiority of this circle, in point of speed, over the long sign for S, 
 and the facility, in most cases, with which it may be often employed to rep- 
 resent Z as well (sign 43) without either sound, after a little reading prac- 
 tice, ever being mistaken for the other, are two facts which will be more or 
 less quickly appreciated and taken advantage of by the student. But, lest 
 he be disposed to do away entirely with the original signs representing these 
 sounds in the Visible Alphabet, it is necessary to state that there are instan- 
 ces wherein the signs for C, S and Z as written in the Visible Alphahet MUST 
 be employed. They are : 
 
 First. When either C, S or Z constitute the only consonant of a word, 
 as in sign 31 in this Exercise. 
 
 Second. When either of the signs for C, S or Z is the first consonant in 
 a word and is preceded by an invisible vowel, as in sign 123 of this Exercise. 
 
 Third. When an invisible vowel sound terminates a word in which 
 either C, S or Z happen to be the last consonant. Signs 34, 35, etc. 
 
 In these last two paragraphs, the student, when reading, has an infallible 
 rule whereby to determine when an invisible vowel precedes or follows either 
 C, S or Z in a consonant combination. In other words, when he sees the 
 S or Z of the Visible Alphabet beginning such a combination he knows an 
 invisible vowel must be read before and in conjunction with it; and that, 
 when either of those original letters end such a combination there is an 
 invisible vowel following it, as part of the word. 
 
 A double-sized light circle, written either alone or joined to other letters 
 in accordance with the rule governing the small circle represent the sounds 
 sfs, sez, size, zes, zez, etc. See signs 88, 89, etc., in Exercise. This dou- 
 ble-sized circle must not be mistaken for double s (ss) in the English spell- 
 ing of the words loss, etc. In phonography, no letters are wasted, and fass 
 and kindred words terminating with double s, are spelled quite as legibly, 
 and much more economically, with a single s. Sign 63, in Exercise. 
 
PRACTICAL PHONOGRAPHY. 25 
 
 The small circle S can be added to the large circle Ses, as in sign 109 in 
 Exercise. 
 
 These small and large circles are joined to the letters R and Arm in the 
 same manner and upon the same sides as those circles are joined to K or 
 Gay. See signs 40 and 97. This is no more than proper, for R and Arm 
 are written from left to right as K and Gay are, and should, therefore, be 
 treated similarly in this respect. This rule the student will have frequent 
 cause for recalling in future lessons, and he or she should bear it well in 
 mind, and on all occasions where junctures are made with, or circles or 
 hooks are added to, the letters R and Arm, such junctures and additions 
 must be made to R and Arm in precisely the same manner that they would 
 be added to K or Gay. 
 
 When joining the shaded-circle Z to some letters it is found essential for 
 eaze in writing to shade it upon the right hand side. Sign 34 in Exercise. 
 
 COALESCING VISIBLE VOWELS. 
 
 There are words in the English language some of them proper nouns, 
 some common which cannot be clearly indicated, phonetically, simply by 
 their consonant outlines. For instance, the names Owen and Noah each 
 possess in phonography but one consonant, that consonant being N. Now, 
 as they both contain the same place invisible vowel-sounds, it would be a 
 difficult task, by simply representing them by their consonant sign, to read 
 either of them aright, excepting from memory. Yet, to separately write the 
 visible signs for their two vowel sounds (O and Eh) as in the Visible Alpha- 
 bet, would consume entirely too much time for verbatim reporting. There- 
 fore, the student is directed to write the visible signs for these sounds when 
 they occur, in proper names, but to write them joined, using the sign Hay 
 to represent the sound termination eh when it follows the sound of I and O, 
 in such vowel combinations as I- eh and O-eh, as in the words Maria, Noah, 
 etc. Signs 124 to 138 in Exercise. 
 
 It will be noticed in writing the names Maria, froah, etc., that no pro- 
 vision is made in phonography to indicate capital letters. In other words, 
 the capital letter M in Maria (sign 134) is represented by the same sign 
 which is used to indicate the small letter m in merry, sign 9. This principle 
 is founded upon the fact that as people do not indicate capital letters when 
 they speak, it is therefore equally unnecessary to represent them in phono- 
 graphy, and as phonographers write from sound entirely, no confusion can 
 arise in leading one's short-hand notes. 
 
 INITIALS. 
 
 A difficulty which young phonographers and old phonographers, too, of 
 >me systems of shorthand have to contend against, is the writing of ini- 
 
26 PRACTICAL PHONOGRAPHY. 
 
 tials. For instance, they frequently, if they use phonographic characters 
 for jotting down a person's initials, mistake C for S or J for G, or else they 
 write Gay for G, a mistake which should never be tolerated. 
 
 To piovide for these contingencies, the author of PRACTICAL PHONOGRAPHY 
 would advise his pupils to write the sign representing S or C in the Visible 
 Alphabet in the first position, above the line, when C is intended, and in the 
 second position, on the line, when S is to be the initial. And to distinguish 
 G and J, write the visible phonographic sign for J in the second position 
 when J is indicated, and in the first position to indicate G. See 138 and 
 139 in Exercise. 
 
 POSITION VOCALIZATION. 
 
 It is impossible, in writing words of two or more syllables, always to give 
 to each syllable the proper position required by its particular vowel. As a 
 general rule, only one syllable in a word can be accommodated in this re- 
 spect, and the syllable thus honored should be either the first, as in signs 2, 
 6 and 79, or the syllable containing the most conspicuous vowel, which is 
 generally the accented one. There are instances, however, in which it is 
 not necessary to apply this rule. Those instances are found in words, the 
 phonographic outlines of which are so extended that their meaning is suffi- 
 ciently distinct without recourse to any especially significant position, and 
 which are, therefore, written in the second position, the easiest position in 
 which to write. Sign 140. 
 
 Never, for an instant, while writing or reading phonography, should the 
 student lose sight of the fact that he must spell from sound only. This is 
 the secret of the few letters used. Thus p, long-a and t, phonographically 
 spell pate; and b, long-e and t, beat; just as correctly as p, short-a and t, 
 spell pat; and b, short-e and t, bet. Again, if the student keeps this fact 
 in mind, when he encounters such words as many and said (signs numbered 
 10 and 50 in Exercise) he will not be surprised that they are written in the 
 first position, instead of the second, because he will reason that although 
 both words contain second-position English vowels, yet the phonographic 
 vowel sounds is E in both cases, and invisible vowel E is a first-position 
 vowel. Thus: m-e-n-e, many, s-e-d, said. Using the same logic, he will 
 say, that, although in English, the word loses (sign 105) is ordinarily spelt 
 with one O, yet, in phonography, it has the vowel sound of Oo, which sound 
 gives to its consonantle outline, the third position, as written in the Exer- 
 cise accompanying. 
 
 The student must expect a little difficulty in his unvocalized outlines. 
 This will wear off in time, and the experience of those who have studied 
 phonography by means of visible signs for the vowel sounds, is that the dif- 
 
PRACTICAL PHONOGRAPHY. 2^ 
 
 ficulty of memorizing the vowel outlines was so great, that when such signs 
 were placed to the consonants of a word, they more frequently served to 
 confuse than to assist, insomuch that the meaning of words, which without 
 vowels would have been perfectly familiar, became, when vocalized, decid- 
 edly vague and enigmatical. But, apart from this, why cumber the mind 
 of the beginner with knowledge which, as an expert, he will never use? For 
 in the reporting styles of all phonographies, visible vowels are done away 
 with, because the rapidity of even a moderate speaker's utterance is three- 
 fold greater than that which the most active writers of shorthand could pos- 
 sibly attain with the use of vowels. Practice, with a little perseverance, 
 will make easy all these things, which now seem somewhat difficult to the 
 beginner, simply because they are new to him. Much more difficulty is ex- 
 perienced in learning other systems of phonography, the path to success in 
 the art of the shorthand writer bein-j much easier through the medium of 
 PRACTICAL PHONOGRAPHY than by any other known method. 
 
 In words of two syllables, such as ferry, ninny, merry, etc. (signs 3, 8 and 
 9) the concluding letter y is pronounced somewhat like the short-i in bit, 
 or like an E. These words, then, in spelling by sound, must be spelled fer-e, 
 ferry; nin-e, ninny; mer-e, merry; and being spelled phonographically 
 with those sound-letters, they must be written accordingly; hence the final 
 letter y in those and similarly constructed words is written with the E sound 
 of y indicated invisibly. It may here be asked what rule will determine 
 whether sign 7 in Exercise spells fun or funny, since both words contain, 
 in phonography, the same consonants F and N? To this the author re- 
 plies that every full-sized consonant may indicate an invisible vowel, and 
 there being two full-sized consonants (F and N) in funny, there may be 
 also two vowels indicated, as there happens to be (short-U and E) which, 
 with the consonants, spell fun-e, funny. Fun would have been written with 
 only one full-sized consonant (an F) the N in fun being indicated in some 
 other manner, the explanation of which, together with the meaning of 
 full-sized consonants is reserved for future lessons. It is a good plan for 
 students not to worry themselves about future possibilities wondering 
 whether such a manner of writing a word will or will not make it conflict with 
 some other word not in the lesson, etc., etc. Better learn the lessons just 
 as they are, reading the Exercise as the Key says, and writing the words 
 in the Key as the Exercise directs, and one will be sure not to go astray. 
 Remember that everything cannot be explained in one lesson, and that 
 if students will be satisfied to take instruction as it comes, they will find 
 all their questions answered and all their conundrums solved by the time the 
 last lesson is reached, while most queries will solve themselves as one pro- 
 gresses. 
 
PRACTICAL PHONOGRAPHY. 
 
 EXERCISE. 
 
 * ^ 
 
 1 A^ 3 V^-^ +^<^ 5"^^ io Y ?\ % ^ 
 
 / ^^-^ 
 
 *.^ A LS. . 4*L/ .47^T.^ 
 ^ ' ' J , ) 
 
 ,<Lx 31 I 
 
 ^*~-s. . . .-. ;-_^. ........... 
 
 <* / (T^ 
 Jt>\^ 37^ 37 __o Jlf i^ ""'.a ^^ *^^- "^ - o *^ ** J- v'* 1 -?' 
 
 [ *9 P J I Ji f J"5 \ fi\ SI o 
 
 63 /^ 
 
 W 6-a \ 84 I ^* / "* I M| ?7 ' tr 
 
 t -G. 
 
 a 5/r>/i- 6 H 3 P ^r ^) 
 
 /<7a...ff...r?...?f. ' ....{&..". L...f^..^7: :. f?..k^,. 
 
 iii \ HA. v ^ ^i^ / ^/<t 4^5" _ lite 11J 
 
 ' *> } \ / o 2 y 
 
 /vX \ J.f^uL 
 
 V^ r } 
 
 '3Z...L- 1 
 
 KEY. 
 
 I Pity 2 billow 3 ferry 4 berry 5 Jerry 6 valley 7 funny 8 ninny 9 merry 
 10 many u lily 12 ready 13 tiny 14 Terry 15 fairy 16 China 17 shave 18 
 dash 19 rare 20 rarer 21 polish 22 nibble 23 wait 24 wet 25 wedge 26 weighed 
 27 yoke 28 yon 29 twain 30 twin 31 sigh 32 hazy 33 rosy 34 lazy 35 cosy 
 36 posy 37 ways 38 hiss 39 case 40 race 41 chase 42 tease 43 maze 44 knows 
 45 seem 46 same 47 sit 48 sat 49 suit 50 said -51 sad .52 sip 53 sap 54 soup 
 55 sob 56 sum 57 whine 58 save 59 safe 60 soon 61 rale 62 ser.l 63 loss 64 
 lease 65 teams 66 keeps 67 dukes 68 names 69 smell 70 simmer 71 whop 72 
 wasp 73 wisp 74 waste 75 testy 76 tasty 77 misty 78 lusty 79 fusty So swore 
 81 swine 82 sweep 83 sweat 84 switch 85 Swede 86 swayed 87 sways 88 teases 
 89 tosses 90 pieces 91 paces 92 pussies 93 cases 94 kisses 95 gases 96 guesses 
 97 races 98 faces 99 nieces 100 noses 101 misses 102 masses 103 lasses 104 
 leases 105 loses 106 necessity 107 system 108 size 109 ceases no t-s-n in 
 k-s-p 112 n-s-f 113 chay-s-n ii4m-s-m 115 m-s n n6s-m-n-s 117 n-m-s-m 
 1 18 m-n-s-n 119 k-r-s-n 120 m-s-r-s-k 121 s-p-s-t-m-s 122 us 123 ask 
 124 a-e 125 o-e 12600-6 1276-0 128 i-eh 129 o-eh 130 snowy 131 Noah 
 132 Louis (pronounced Loo-ej not Lewis) 133 Uriah 134 Maria 135 Sophia 
 136 payee 137 folio 138 E. C. J. Owen 139 G. S. Shill 140 customary. 
 
PRACTICAL PHONOGRAPHY. 2Q 
 
 LESSON IV. 
 
 DOUBLE CONSONANTS. 
 
 A small initial hook, written on the left hand side of the upright and 
 slanting straight characters, P, B, T, D, etc., and on the under side of hori- 
 zontal ones, K, Gay, etc., indicates the addition of R to the main consonant. 
 A similar hook, also initial in its character,- but written on the reverse side, 
 adds L to the main consonant. See signs numbered i to 16 in Exercise. 
 Although, in writing these combinations, which are denominated the Per 
 and Pel Series of Double Consonants, the signs are commenced at the hooks, 
 yet, in reading them, the L or R hook, as the case may be, is read after the 
 consonant to which it is joined. These combinations, however, must not 
 be pronounced p-r, p-1, t-r, t-1, etc., but as one sound, thus: Per, Pel, Ter, 
 Tel, etc., as in the accompanying Key. 
 
 While these L and R hooks are comparatively easily added to straight 
 letters, such is not entirely the case with the curved consonants. For in- 
 stance, though the L hook may readily be added to Ith, as in sign 1 7 in 
 Exercise, yet it is very awkward to add an R hook to Ith. Therefore, the 
 R hook is added as in sign 18, in which illustration it will be seen that Ith 
 is written in the shape of S. This may seem arbitrary, but it is not. Take 
 Graham's and Pitman's illustration, and imagine, for instance, that Tel 
 (sign 6 in Exercise) is a piece of wire. To represent Ter (sign 5) would it 
 not have to be turned halfway around? Certainly. Then apply the same 
 principle to Thel and you have Ther. 
 
 n 
 
 T 
 
 er 
 
 Tel Tier Thel 
 
 This rule will also apply to Ish, F and V, which are changed, as in signs 
 19 to 25 inclusive, the letter V being thickened, when taking an initial hook, 
 in order to distinguish Ver and Vel from Fer and Fel. 
 
 It will be seen, by reference to signs 20 and 21, that the L hook is added 
 to Ish in two ways, due to the fact that the sign Ish is written both upwards 
 or downwards, as occasion requires. In the former case, sign 21, the hook, 
 being an initial one, is, of course, joined at the bottom of the letter, Ish 
 therein being written upwards; while in the word shelling, sign 20, the hook 
 is written at the top of Ish, because that letter is, in that instance, began at 
 the top. This L hook, however, is only added to Ish in words wherein 
 some other phonographic consonant also occurs, F being the extra consonant 
 
30 PRACTICAL PHONOGRAPHY. 
 
 in facial, sign 21, and Ing in shelling, sign 20. When Tsh and L are the 
 only consonants in a word, L is written in full, as in sign 26 in Exercise. 
 
 L is added to M and N by writing an initial hook on the most convenient 
 side of those two letters (signs 27 and 28) and by thickening M and N, the 
 same hooks may be used as R hooks. Signs 29 and 30. 
 
 The hook R is never added to the consonant R nor Arm. The L hook 
 is added to R in the same manner as it is placed to K, on the upper side. 
 Sign 31 in Exercise, 
 
 Neither the L nor R hook is ever added to the full-sized consonant L, 
 though R may be added to L by simply thickening that letter, as in sign 32. 
 
 The student need entertain no fear that sign 18 will ever be mistaken for 
 Sr, sign 29 for Mbr, Mpr, Mbl or Mpl, or sign 30 for Ingr or Ingl, for neither 
 the hook R nor hook L is ever added to S or C, Ing, Emb or Emp, nor to 
 X, Q, or any of the small-sized characters of the Visible Alphabet. 
 
 Signs 14, 1 6, 28, 30 and 31 need not be, by the careful pupil, mistaken 
 for W-k, W-gay, W-n, W-ing and W-r, those combinations being written as in 
 signs 1 20 to 124 inclusive. 
 
 The student should particularly bear in mind that, although in writing 
 these Per and Pel series of double consonants, they are commenced at the 
 hooks, yet in reading them, the R or L hook, as the case may be, is read 
 after the main consonant ; therefore, in reading Kel (the second syllable in 
 treakle, sign 88), the full-sized consonant K is read before the hook L, the 
 hook L being read last; thus : tre-kel ; not tre-l-k. 
 
 Although the Per and Pel series of double consonants should be ordinarily 
 pronounced as though the invisible vowel E existed between the P and L, or 
 P and R, etc., yet this is done merely for the sake of appreciating the double 
 character of their consonants, for any other vowel may, at times, occur be- 
 tween the P-l, P-r, etc., as with D-r, in sign 58. Furthermore, these double 
 consonants, Per, Pel, etc., may not possess any vowel sound between them, 
 but indicate it after them, as with sign 59, in which the invisible vowel Oo 
 follows the double consonant Dr. When, however, there are two separate 
 vowel sounds in a word, as in the two-syllabled word dowry (spelled phono- 
 graphically d-ow-r-e), the hook R should not be employed, the consonants 
 of the word being written out in full, as in sign 60, in order to clearly indi- 
 cate the presence of two vowel sounds, even though the concluding one E 
 cannot be accommodated with its proper place-position. This latter rule 
 also explains the formation of galley, sign 68. 
 
 THE WAY HOOK. 
 
 While the letter Way is quite correctly joined to N, as in sign 122 in Ex- 
 ercise, there is also, in some instances, a much easier and more rapid manner 
 of joining Way to N and to some other letters. This is by means of what 
 
PRACTICAL PHONOGRAPHY. 3! 
 
 is known as the initial hook Way, which, when joined to N or R, is written 
 in precisely the same shape as a hook L, but is distinguished from it by be- 
 ing thickened at the commencement. Compare the first half of sign 133 
 with sign 28. This hook, like the L and R hooks, accommodates itself to 
 the shape of the main letter to which it is joined, and is therefore joined to 
 the full-sized letters, L, M, etc., in the most convenient manner, which, 
 though in the case of L (sign 129) makes the hook somewhat resemble Yay, 
 and in the case of M (sign 130) resembles the L hook, yet it will never be 
 mistaken to be any other character than what it is, because the fact of its 
 being thickened upon the first stroke thoroughly distinguishes it from any 
 other hook or letter. Unlike the L and R hook, however, this Way hook 
 is read first in a word, the full-sized letter to which it is joined being read 
 afterwards. The Way hook, as well as all initial hooks, are never added to 
 the small letters of the Visible Alphabet. The thick part of the Way hook 
 should not be made any thicker than necessary to properly designate it, the 
 lighter it can be made being the better for speed, for even were it written 
 wholly as light as an L or R hook, it would not be mistaken for those hooks 
 when met with in a sentence, because other words within the sentence would 
 clearly designate its proper value. Many phonographers make no distinc- 
 tion whatever between the Way hook and others resembling it, therefore the 
 student must be his own judge and jury in this matter, and, as he progresses 
 and becomes more familiar with all the principles of this art, if he can read 
 the Way hook without thickening it, he is at liberty to write it so ; and if 
 not, to write it thickened ; as he pleases. 
 
 HOLDING THE PENCIL. 
 
 In Lesson I the student is requested, when writing phonography, to hold 
 the pen or pencil between the first and second fingers, merely keeping it in 
 place with the thumb. Most phonographers employ this method, though 
 there are a few who profess to prefer the ordinary penmanship style, saying 
 that a special method for short-hand writing is simply affectation. This is 
 a mistake. The philosophy of the matter is that in ordinary penmanship 
 the letters all slant in one direction and are written always either downward 
 from the right or upward from the left, and hence the regular penmanship 
 manner of holding the pen is decidedly preferable in ordinary writing; but, 
 in writing phonographically, the short-hand characters are formed in such a 
 variety of directions, downwards from the right, perpendicularly, horizont- 
 ally, etc., etc., that a special position of the hand, if one would make the 
 characters easily and rapidly, are two requisites which are best secured by 
 holding the pen or pencil between the first and second fingers, keeping it in 
 place with the thumb. By employing this special method the hand is also 
 less liable to become cramped from excess of work. 
 
32 PRACTICAL PHONOGRAPHY. 
 
 EXERCISE. 
 A *\ 3\ *\ * I *f r| s| ?/*>/"/ 
 
 e 
 
 J 
 
 40 
 
 * 
 
 * ** # \ 
 
 N ....... V 
 
 . 
 
 N - n n /I 
 
 .*?.\_..:r?.!^..?<J,...**y.^^^ ..... .^..!...f?..]....f.j....... 
 
 L><= - ^ \ 
 
 ...?f.rr7r ...... & ...... \ * "^ 6S_^- ft t, 
 
 " 
 
 A 
 
 OT \* 
 
 ti /^^...4f4..^...A*. .... .*?f.A.. .*. .I....*?.. xrfX....7..cTTT^T^..flf 
 S< ^ 1 .. XI * s^.... J * 3 .. .. ^?.... "*..:!?!....?!* er^^ ..f'A.c^TS..'//. J... . 
 if /fla . tf* aA -<** CxX '*^ /a< g - t * y - & 
 
 ^e^iKoufv'ja~ 
 
 KEY. 
 
 i per, 2 pel, 3 ber, 4 bel, 5 ter, 6 tel, 7 der, 8 del, 9 cher, 10 chel, n jer, 
 12 jel, 13 ker, 14 kel, 15 ger, 16 gel, 17 thel, 18 ther, 19 sher, 20 shelling, 
 21 facial (pronounced fa-shel), 22 fel, 23 fer, 24 ver, 25 vel, 26 shawl, 27 
 mel, 28 nel, 29 mer, 30 ner, 31 rel, 32 ler, 33 pry, 34 pray, 35 prow, 36 
 prim, 37 paper, 38 pepper, 39 leaper, 40 viper, 41 play, 42 plow, 43 pluck, 
 44 brew, 45 brace, 46 broke, 47 labor, 48 bleak, 49 block, 50 bloom, 51 ta- 
 ble, 52 bauble, 53 bubble, 54 stable, 55 try, 56 trim, 57 true, 58 dire, 59 
 drew, 60 dowry, 61 drake, 62 crow, 63 creep, 64 real, 65 roll, 66 rule, 67 
 roller, 68 galley, 69 gallery, 70 normal, 71 camel, 72 canal, 73 tunnel, 74 
 melancholy, 75 journal, 76 chronology, 77 mill, 78 mocker, 79 locker, So 
 croacker, 81 clew, 82 claim, 83 clip, 84 tickle, 85 fickle, 86 pickle, 87 Mi- 
 chael, 88 treakle, 89 grow, 90 group, 91 glow, 92 gloss, 93 gloom, 94 flee, 
 95 flow, 96 flame, 97 fling, 98 free, 99 freak, 100 frog, 101 loafer, 102 
 through, 103 thrice, 104 thrive, 105 throb, 106 lover, 107 cramp, 108 
 clump, 109 plump, no tinner, in trainer, 112 thinner, 113 minor, 114 
 dinner, 115 grammar, 116 clamor, 117 drainer, 118 trample, 119 precisely, 
 120 wake, 121 wag, 122 wan, 123 wing, 124 wire, 125 warm, 126 wick, 127 
 wig, 128 wave, 129 wail, 130 womanly, 131 wampum, 132 windy, 133 win- 
 try, 134 Wednesday, 135 worthy, 136 wealthy, 137 welfare. 
 
PRACTICAL PHONOGRAPHY. 33 
 
 LESSON V. 
 TRIPLE AND QUADRUPLE CONSONANTS. 
 
 In last lesson, the time-saving principle of double consonants was ex- 
 plained; in this, the student is introduced to still greater consonant combi- 
 nations, known as the triple and quadruple series. 
 
 THE TRIPLE SERIES are of two kinds the Pier and Prel series and the 
 Sper and Spel series. 
 
 The Pier and Prel series of triple consonants are made by enlarging the 
 hooks of the Per and Pel series of double consonants. See signs 46 to 72 
 inclusive in Exercise. 
 
 The Sper and Spel series of triple consonants are formed by converting 
 into a circle the R hook of the straight letters of the Per and Pel series of 
 double consonants (signs i to 8 inclusive); also, by writing the S circle in- 
 side the L hook of the straight letters of the Per and Pel series of double con- 
 sonants, and inside both the L and R hooks of the curved letters of the Per 
 and Pel series. Signs 9 to 26 inclusive. 
 
 An exception is made in the case of Sler, which has no hook. See sign 27. 
 
 Sper, Ster, Sker, etc. (signs i, 3, 7, etc.) will not clash with Sp, St, Sk, 
 etc. ; because, in the former case, the circle is written on the left and lower 
 sides of the main consonant, while in the latter, the reverse is the case. 
 Compare with signs in Lesson III. 
 
 THE QUADRUPLE SERIES of consonants, like the triple series, are of two 
 kinds : The Spier and Sprel series and the Sesper series. 
 
 The Spier and Sprel series are formed by adding a circle S inside the 
 initial hooks of the Pier and Prel series of triple consonants. See signs 93 
 to 118 inclusive. 
 
 The Sesper series of quadruple consonants are formed by converting into 
 a large-sized circle the R hook of the straight letters of the Per series of 
 double consonants. This large circle is written twice the size of the circle 
 S, and is really the Ses circle written upon the R hook side of the double 
 consonants of the Per series. It is never added to the curved letters, F, V, 
 etc., and therefore, when used, will never be mistaken for Ses-p, Ses-t, etc., 
 because, as with the preceding explanation of the difference between Sper 
 and Sp, the double consonants Sesper, Sester, etc., are written on the reverse 
 side of the P, T, etc., to that occupied by Sesp, Sest, etc. Compare sign 
 126 in this lesson's Exercise with the first part of sign 107 in Exercise to 
 Lesson III. 
 
 In writing these triple and quadruple consonants, they are always com- 
 menced at the circle when it accompanies them, and at the hook when the 
 combinations have no commencing circle. In reading the latter class (the 
 Pier and Prel series) the main consonant is read first and the hook ler or rel 
 last, as with the R and L hooks in the Per and Pel series of double conso- 
 
34 PRACTICAL PHONOGRAPHY. 
 
 nants; but in reading all combinations beginning with the circle S (the Sper 
 and Spel, Spier and Sprel and Sesper series) the circle S or Ses is read first, 
 the main consonant, P, B, etc., next, and the hook or other letter of the 
 combination, last. Of course, in above explanation, reference is made only 
 to the consonants of a combination. Invisible vowels may intervene between 
 any two consonants therein as with the word settle (sign 38) in which word 
 an invisible vowel is indicated between the S and the T of Stel, in which case 
 S is read first, invisible vowel E next and Tel last. No invisible vowel, how- 
 ever, can be indicated preceding the circles S or Ses, because as explained 
 in Lesson III, the long sign for S, as in the Visible Alphabet, is written when 
 it is desired to indicate an invisible vowel preceding S. 
 
 In further explanation of the use of these triple and quadruple consonants, 
 it is necessary to state that not only may an invisible vowel exist between 
 any two consonants of these combinations, as with settle, above instanced, 
 but any vowel may be indicated as in spoil (sign 30) and sprawl (sign 122; 
 and, furthermore, as many invisible vowels may exist between the consonants 
 as there are consonants to read them between, as instance the case of the 
 quadruple consonant Skier, which in the position represented in Exercise 
 (sign 124) spells secular, thereby indicating an invisible vowel between the. 
 S and K, another between K and L and a third between L and R. 
 
 There are instances, as in sign 86, stickler, where the full form of hooks 
 cannot be written, but signs thus slighted will be quite easily read by the 
 student after becoming somewhat acquainted with them. Do not suppose, 
 however, that signs 35 and 37 are in the least slighted, for those words, 
 descry and subscribe, are perfectly formed, being analyzed thus: d-skr-i; 
 sub-skr-i-b. 
 
 EXERCISE. 
 
 i \ A\ cH 4-1 S/ 6 / r o So 9^ JO 3 } a) A 
 
 ^7l IS '/* iqf AOe. _ ,2/e .2.2 ^_ 2<3^_ * C 
 
 \... C?.....^.P....fg 
 
 j*!ZLcr.^^ y *^ 
 
 96^ lyj 98 [ ??T ioo\ lot J u^f* io3 *} iQV-f* loser- So6 c_ lot 
 
 \ &JLJ&L\ 
 
PRACTICAL PHONOGRAPHY. 35 
 
 KEY. 
 
 i Sper 2 sber 3 ster 4 sder 5 scher 6 sjer 7 sker 8 sger 9 sfer 10 sver n sther 
 12 smer 13 sner i4spel 15 sbel 16 stel 17 sdel 18 schel 19 sjel 20 skel 21 sgel 
 22 slel 23 svel 24 sthel 25 smel 26 snel 27 sler 28 sprig 29 sprinkle 30 spoil 
 31 straw 32 strew 33 straggle 34 scrub 35 descry 36 lustrous 37 subscribe 38 
 settle 39 subtle 40 sitter 41 spree 42 sickly 43 soaker 44 suffer 45 sinner 46 
 pier 47 prel 48 bier 49 brel 50 tier 51 trel 52 dler 53 drel 54 chler 55 chrel 
 56 jler 57 jrel 58 kler 59 krel 60 gler 61 grel 62 flcr 63 frel 64 vler 65 vrel 
 66 thler 67 threl 68 shier 69 mler 70 mrel 71 nler 72 nrel 73 trial 74 teller 
 75 Charles 76 frill 77 frail 78 crawl 79 collar So clear 81 corporal 82 tattler 
 83 tippler 84 tolerable 85 territorial 86 stickler 87 straggler 88 pastoral 89 
 buckler 90 cobbler 91 clergy 92 gambler 93 spier 94 sprel 95 sbler 96 sbrel 
 97 stler 98 strel 99 sdler 100 sdrel 101 schler 102 schrel 103 sjler 104 sjrel 
 105 skier 106 skrel 107 sgler 108 sgrel 109 sfler no sfrel in svler 112 svrel 
 113 sthler 114 sthrel 115 smler 116 smrel 117 snler 118 snrel 119 settler 120 
 saddler 121 sabler 122 sprawl 123 scholar 124 secular 125 sesper 126 sister 
 127 sisterly. 
 
 LESSON VI. 
 
 FINAL HOOKS. 
 
 A small final hook written on the right hand side of upright and slanting 
 straight letters and on the upper side of horizontal ones represents the addi- 
 tion of either F or V. Signs i, 2, 3 in Exercise. S or Z may be added to 
 this hook by writing the circle within the hook. Signs 11,12 and 13. This 
 F or V hook is never added to the curved letters, F, V, etc., but may 
 sometimes be added after the circle S, as in sign 90 in Exercise. 
 
 A similar-sized final hook written on the left-hand side of upright and 
 slanting straight letters, on the lower side of horizontal ones, and added in 
 the most convenient manner to curved letters, represents the addition of N. 
 Signs 15, 19, 24 and 25. The S or Z circle is added to this hook, on curved 
 letters, by writing the circle within the hook (sign 39) ; and to the straight 
 consonants, by converting the N hook into a complete circle (signs 35 and 
 36), in a manner similar to that by which S is added to Per in Lesson V. 
 This conversion forms what is called the Ns circle, which need not be mis- 
 taken for the plain circle S, because the original S circle is written on the 
 right-hand side of upright, and the upper side of horizontal characters. This 
 Ns circle may be enlarged to represent the sounds of Nses or Nzes (signs 41 
 and 42), the Nses circle really being a Ses circle written on the N hook side. 
 Neither the Ns or the Nses circle are ever added to curved letters. 
 
 A larged-sized final hook written on the same side of full-sized consonants 
 as that on which the F or V hook is added, represents the addition of the 
 
36 PRACTICAL PHONOGRAPHY. 
 
 sounds Vive, Viv or Tiv. Signs 67, 68 and 69. This hook, like the F and 
 V hook, is never added to curved letters. 
 
 A large final hook written on the same side of full-sized consonants as that 
 on which the N hook is written, represents the addition of the sound Shun, 
 as heard in the words represented by signs 46, 47 and 56, in Exercise. 
 
 The circle S or Z is added to both the Shun and Tiv hooks, by enclosing 
 the circle S or Z within the hooks, in the manner illustrated by signs 63, 
 75, etc., in Exercise. In adding the circle to these large hooks, care should 
 be taken that this addition does not crowd those large hooks into a resem- 
 lance to the smaller F or V or N hooks. This is easily avoided by making 
 the large hooks somewhat larger, when adding the circle, than ordinary. 
 
 Some phonographers write the Shun and Tiv hooks transposed, but this 
 is very inadvisable, for many reasons. For instance, by writing the Shun 
 hook on the under side of K, the word affectionate (sign 78) is very easily 
 written, but write the Shun hook on the reverse side and the student will 
 find that he can write as far as the sound Shun in the word, but when he at- 
 tempts to add the final syllable ate, his Shun will be spoiled entirely. This 
 will never happen in writing the syllables Shun or Tiv in the positions pre- 
 scribed in these lessons. The only syllables which are most likely to follow 
 Tiv are ly or ness, the latter being easily added in either case and the former 
 (._)') being easily added to Tiv only when Tiv is written upon the side pre- 
 scribed in this' lesson. See sign 81 in Exercise. Then again, it is much 
 more reasonable to suppose that Tiv containing a V sound should be written 
 on the same side as the V hook, and that Shun containing an N sound should 
 be written upon the same side as an N hook; an arrangement which is also 
 a great aid to the memory. 
 
 The sounds of Sesshun or Sisshun, as heard in the words -possession, posi- 
 tion, decision, etc., are nicely represented by continuing the circle S, when 
 added to full-sized consonants, into a hook, as in signs numbered 83 and 84. 
 The Ns circle continued into the same kind of a hook may similarly repre- 
 sent the sound of Ensesshun, as heard in the word transition, sign 85. The 
 circle S or Z is added to these hooks as in sign 86. 
 
 In sign 29, of this Exercise, the N hook of the word shown is apparently 
 written identically the same as the L hook of the word facial, sign 21, in 
 Lesson IV. This resemblance, however, is only a seeming one. The L 
 hook, when added to Ish, can never be mistaken for an N hook, for the fol- 
 lowing reasons : First, when L and Ish are the only consonants in a word, 
 the L hook is not made use of, L being written out in full, as with sign 26 
 in Lesson IV. Second, the Ish in sign 21, Lesson IV, is written upwards 
 and, therefore, the hook attached to it must be an initial hook, for were it a 
 final hook, the Ish being written upwards, the hook would be written on the 
 upper end. Third, the hook in sign 21, Lesson IV, being an initial hook, 
 
PRACTICAL PHONOGRAPHY. 37 
 
 it could not be N, for N is a final hook. Fourth, the L hook never being 
 added to Ish unless some other consonant is contained in the combination 
 and the R hook being added to Ish only as in sign 19, Lesson IV, therefore 
 the hook in sign 29, this Exercise, must be a final hook and being a small 
 final hook it must be N, for the F or V hook is never added to curved letters. : 
 In the paragraph immediately preceding the Exercise to Lesson III, of 
 this course of instruction, promise was made that a rule would shortly be 
 given which would determine the difference between the words fun and 
 funny, and other similar words in which N is the last consonant. The in- 
 struction now presented has prepared the student for this explanation, the 
 second paragraph of this lesson directly providing for the distinction. In' 
 other words, fun snd other words terminating with the letter N, are written^ 
 with the use of the hook-N (sign 25), while words ending with the syllable, 
 tiy are written with the Visible Alphabet sign for N, the final vowel sound 
 of y, by this distinction in outline, being indicated invisibly, as in sign 7 of 
 Lesson III. 
 
 NS VERSUS S. 
 
 The small circle S, when occurring in such junctures as task (sign 91 in 
 Exercise), is frequently misunderstood, until its formation is properly ex- 
 plained, to be an Ns circle. While, however, its shape is exactly that of 
 the Ns circle, yet its right to be written in the same manner is very conclu-! 
 sive. This can be best illustrated by writing the letter T, and the combina-; 
 tions t-n-s-k, t-s-k and t-k side by side upon the same line (as in signs 92 to 
 95), and comparing them. The letter T (sign 92), it will be observed, is 
 written directly on and touching the dotted line being written upon. To 
 add Ns to that letter one must necessarily first turn the end of the T which 
 rests on the line into an N-hook and then bring in round into a circle, after 
 which, if we want to add K, the K will appear somewhat above the line on 
 which the T rests, as in sign 93. When, however, only S-k is to be added 
 to T, the S is written under the line, at the lower end of the T, thus bring- 
 ing the final letter K on the line (sign 94) as perfectly as T-k is written 
 without the S, in sign 95. This arrangement clearly isolates the circle S (in 
 sign 94) from any collusion with the letters T or K, excepting as a joined: 
 letter, and clearly indicates that it is not written on the left-hand side of T,| 
 as might be supposed, but rather on the underside, which as perfectly de-' 
 clares its individuality as though it were written upon the right-hand side, 
 an arrangement which, in this sort of a combination, would be quite awk- 
 ward, and is a needless one, as this similarity between the S and Ns circles 
 will never underany circumstances cause them to be mistaken the one for the 
 other. True, t-s k might have been written as in sign 96, in Exercise, to 
 distinguish it from t n-s-k (sign 93), or t-n-s-k might have been formed like 
 
 452262 
 
PRACTICAL PHONOGRAPHY. 
 
 sign 97 of Exercise, in contradistinction to the manner of writing t-s-k in 
 sign 94, but no special advantage in legibility would have been gained and 
 a loss of speed-element would surely have resulted ; therefore is the student 
 particularly warned against the false junctures formed in signs 96 and 97. 
 The student should, however, not conflict these last-named signs with the 
 correct formation of the circle S in signs 35 and 37, in Exercise to Lesson V, 
 because, in that lesson, the S circle also indicates the letter R and is not at 
 all cumbrously written, even though it may appear so when hastily analyzed. 
 
 EXERCISE. 
 
 -^^^ 
 
 -^2 **..-... **.TI?.* I 
 S-? <J 
 
 &\ 63 J 
 y _ 
 
 > yg- 3 rf \9 _il. 
 
 &^V^sW^J?^-p 
 i^^^^lM^l 
 
 ?_i=..-f*-J -^ I 
 
 INCORRECT OUTLINES. 
 T TI 
 
 f<r k ?r d 
 
 KEY. 
 
 i Puff, 2 Dave, 3 cave, 4 prove, 5 prefix, 6 brave, 7 strife, 8 define, 9 
 drive, 10 driven, n puffs, 12 Dave's, 13 caves, 14 graves, 15 pain, 16 spine, 
 17 sprain, 18 brain, 19 tone, 20 stone, 21 strain, 22 drown, 23 clown, 24 
 gain, 25 fun, 26 rain, 27 vine, 28 known, 29 shown, 30 flown, 31 frown, 
 32 Roman, 33 Berlin, 34 down, 35 pains, 36 gains, 37 mourns, 38 ye, 39 
 shines, 40 manes, 41 tenses, 42 pounces, 43 prances, 44 bounces, 45 trounces, 
 46 potion, 47 caution, 48 suction, 49 secretion, 50 tuition, 51 diction, 52 
 sanction, 53 direction, 54 selection, 55 reception, 56 mission, 57 nation, 58 
 tension, 59 redemption, 60 solution, 61 fusion, 62 affection, 63 stations, 64 
 sections, 65 pretensions, 66 distensions, 67 reactive, 68 dative, 69 revive, 
 70 creative, 71 reflective, 72 deflective, 73 vocative, 74 defective, 75 captives, 
 76 fugitives, 77 putative, 78 affectionate, 79 affectionately, 80 affective, 81 
 affectively, 82 possession, 83 decision, 84 procession, 85 transition, 86 posi- 
 tions, 87 transitional, 88 service, 89 services, 90 receive, 91 task, 92 T, 93 
 t-n-s-k, 94 t-s-k, 95 t-k. 
 
PRACTICAL PHONOGRAPHY. 39 
 
 LESSON VII. 
 THE ST AND STR LOOPS. 
 
 A loop half the length of a. full-sized consonant and written on the same 
 side of consonants as the circle S or Z is written upon, represents the addi- 
 tion of St or Sd to the main consonant. Signs 6, 7, 8 and 9. 
 
 A larger loop adds Str. Sign 21. 
 
 When these loops are added to the R hook side of P, B, etc., the P or B 
 become double consonants, just as though the R hook was actually there, the 
 P or B being pronounced Per, Ber, etc., as the case may be, the St or Str 
 being read first, as in signs 23 and 24 (St-per, Str- per) stopper, stroppir. 
 A comparison of sign 23 with sign 8 and sign 24 with sign 22, will show 
 their difference of outline, and individual significance. When the St or Str 
 loops terminate a word, the letter N may be indicated in a manner similar 
 to the above indication of the letter R. It is done by writing the St or Str 
 loop, as the case may be, on the N hook side of a letter, thereby clearly indi- 
 cating N without writing it. Compare signs 21 and 25. This is on the same 
 principle as the Ns circle. When the circle S is the last consonant in a 
 word and is immediately preceded by the hook St, Sd or Str, the circle S is 
 added to those letters as in signs 13, 14, 26. 
 
 Young students of this "art of winged words" sometimes are at a loss tc 
 understand why phonographers indicate the addition of an R to St, by writ- 
 ing St on the R side of P, B, etc., when, as they think, that unnecessary 
 trouble might be obviated by the use of an Str loop, which contains the R 
 without special assignment of position. The reason this question is very 
 generally asked is because a student does not always immediately grasp the 
 particular use of, and difference between these combinations. Let us look 
 carefully at the two signs 22 and 23. Truly the loop of both signs indicate 
 the same four consonants. But let U5 investigate farther. Let us take the 
 entire word of each sign. The first is strop j the other stopper. Now, ana- 
 lyse them phonographically, leaving out vowels and repeated consonants, 
 and we find their outline to be sign 22, Str-p; sign 23, St-pr. Looking at 
 these analyses, we discover that the R in sign 22 precedes the letter P, while 
 in sign 23, it follows the P. This, then, is the sole secret of their difference 
 i;i outline. You could not spell ^topper, by writing an Str loop on the right- 
 hand side of the letter P, because loops on that side are read be/ore the letter 
 to which they are joined ; and you could not spell strop by writing the St 
 loop on the R hook side of P, because in all instances where an R is indi- 
 cated in that manner, the R is read after the P. 
 
 As will be seen in Exercise, the St. and Str. loops are added either be- 
 ginning or ending a word and after some letters they may easily be employed 
 in the middle of a word. Signs 15 and 16. 
 
40 PRACTICAL PHONOGRAPHY. 
 
 THE HALVING PRINCIPLE. 
 
 T and D occur so frequently in words of daily use, and the representation 
 of these letters, by writing their full phonographic outlines, is often so cum- 
 brous, that a shorter way of expressing their sounds was devised early in the 
 history of phonography. It is done by halving the consonant immediately 
 preceding T or D, and is termed the Halving Principle. Therefore, all con- 
 sonants, whether simple or compound, excepting Ing and Emb or Emp, 
 when halved, express the addition of either T or D. Signs 47, 48, etc. 
 
 Ing nor Emb and Emp not being halved, wl.en the sound of D is required 
 to be added to the light strokes N and M, those letters, as well as Ith, and 
 V, should also be made heavy, besides being halved. Signs 40, 42, 52 and 
 60. When it is the sound of the letter T which is required to be added, the 
 signs should remain light. See signs 43, 47, 56 and 57. 
 
 Always write the light stroke L-T (sign 67) upwards and the heavy stroke 
 L-R-D (sign 68) downwards. 
 
 There are some instances (signs ic6 and 107) wherein it is impossible to 
 join the syllable ted to the rest of the word and preserve legibility. 
 
 A halved S is sometimes more conveniently stricken upwards than down- 
 wards, as instance signs 109 and no. 
 
 In making use of the half-length consonants, care should be taken that 
 such use does not become an abuse. For instance, while the word mud may 
 be rightly written as in sign 60 in Exercise, muddy must be written as in 
 sign 61, because, though both words possess the same phonographic conso- 
 nants (Mand D), yet there is a concluding vowel sound in muddy, which 
 necessitates, for complete pronunciation and vocalization, the use of the ex- 
 tended form. This rule applies to all words terminating with a vowel sound. 
 
 EXERCISE. 
 
 
 TTO 1i \ ft ^ 73 c 
 
 ...... I ...... 
 
 <- o 
 
 JZZLJ&L*^^ 
 
 -XV ^Ay ^-O V^ x 4 / I 
 
 *!...S.....Ml<t.f.. J.?*.^.... .^?~._. ^. 3 <A_3 Jf.?.f. -.** .ll.....^7.. 
 
 -, '^l ^^ 
 
 \* 
 
 *~* 
 
PRACTICAL PHONOGRAPHY. 
 
 KEY. 
 
 I mist, 2 past, 3 toast, 4 trust, 5 crest, 6 raised, 7 fast, 8 stop, 9 staid, 
 10 still, ii sting, 12 step, 13 coasts, 14 nests, 15 testify, 16 distinct, 17 jus- 
 tify, 1 8 coaster, 19 fluster, 20 bolster, 21 poster, 22 strop, 23 stopper, 24 
 stropper, 25 punster, 26 punsters, 27 streak, 28 string, 29 strung, 30 stride, 
 31 strength, 32 strangle, 33 stream, 34 praised, 35 rock, 36 rocked, 37 rib, 
 38 ribbed, 39 love, 40 loved, 41 clothe, 42 clothed, 43 that, 44 sent, 45 
 fought, 46 flight, 47 lot, 48 slight, 49 fright, 50 sprite, 51 trot, 52 sound, 
 53 sold, 54 sort, 55 feud, 56 notes, 57 mates, 58 coats, 59 sacred, 60 mud, 
 6 1 muddy, 62 pride, 63 blight, 64 crowd, 65 cloud, 66 greet, 67 let, 68 
 Lord, 69 yield, 70 doubt, 71 brought, 72 meet, 73 bold, 74 failed, 75 fault, 
 76 knelt, 77 mattress, 78 pullet, 79 found, 80 mind, 81 land, 82 rent, 83 
 braved, 84 grooved, 85 strained, 86 surround, 87 midnight, 88 sentiment, 
 89 named, 90 maiden, 91 bottom, 92 portrait, 93 deserved, 94 engraved, 
 95 rapid, 96 refined, 97 better, 98 captivate, 99 titled, 100 labored, 101 re- 
 proved, 102 renowned, 103 sounded, 104 fitted, 105 needed, 106 dated, 
 107 treated, 108 knowest, 109 noisiest, no raciest, in receive, \\ re- 
 ceived, 113 noted, 114 mitred, 115 proved, 116 derived, 117 dreaded, 118 
 freighted. 
 
 LESSON VIII. 
 THE VOWEL WORD-SIGNS. 
 
 Of, lie LA11 
 
 To, I , tlie \ Two 
 
 Aye Too 
 
 .!... Already 
 i 0, OVi, owe 
 
 . Before 
 i 
 
 .:... OugKi 
 
 , Wko 
 ... Whom 
 
 _ A, an> ana, 
 
 c Were, one, way 
 .... Would 
 L Why 
 3 Where 
 . WKen 
 
 5 
 
 !?. Ye, year, year; 
 n ion , y our , your' 
 
 Beyond 
 
 L Yet 
 
 w U, you ,y our ,y 
 
 j" Yes 
 
42 PRACTICAL PHONOGRAPHY. 
 
 There are a number of words in our language whose frequent recurrence 
 and consequent rapid utterance, precludes the possibility of writing them 
 as fast as spoken, with simply the aid of the abbreviated method presented 
 in the foregoing pages. To provide for this emergency, phonographers em- 
 ploy simple signs, a few of them necessarily partly arbitrary, but which, as a 
 general rule, are really elements (when convenient, the most conspicuous 
 one) of the words they represent. Such are termed word-signs, and though 
 with a few exceptions, composed of the letters cf the phonographic alphabet, 
 will in no wise be mistaken for those characters after the pupil has become 
 somewhat familiar with, and has met them a few times in a sentence. 
 
 Those of vowel origin are given in the foregoing list, which list contains 
 the only arbitrary characters in PRACTICAL PHONOGRAPHY, but which partic- 
 ular list being almost entirely composed of arbitrary characters, the student 
 must not expect in them to find any elements of previously explained prin- 
 ciples; that is, he or she must neither expect them to agree in position with 
 their vowel sound nor their outline to be composed of any portion of the 
 consonants of the words they represent. There are, as already intimated, a 
 few instances in the vowel word sign list in which previously explained 
 principles will be recognized, but they are exceptional and infrequent. 
 With subsequent lists, however, the word-signs will follow a set rule, con- 
 taining at least one consonant element of the words they represent, and 
 oftentimes one or more vowel elements as well, so that future lists will be 
 much more easily committed to memory than the foregoing. 
 
 The student will please note that in the lists of word-signs, a dotted line 
 is placed beneath, through, or over some of the signs. This dotted line 
 must not be mistaken to be a part of the sign itself. It is merely placed 
 there as in the Exercises, to show that the same word-sign, in order to re- 
 present different words, is sometimes written on, above, through or under 
 the line, as in the case of the indication of invisible vowels. Thus, the stu- 
 dent finds that in Phonography words are denoted by the position of a single 
 consonant or syllable in the same manner that a vowel sound of a word is 
 indicated by the position of a consonant. 
 
 Lists of word-signs should be thoroughly committed to memory and re- 
 peatedly copied, a proceeding which will result in the discovery that some 
 word-signs may represent, in a single position, either of several words, as in 
 the case of the visible vowel I, which, in above list (see second vowel word- 
 sign in foregoing list), also represents either to or the. Yet no difficulty 
 need be apprehended in regard to deciphering such signs when met with in 
 regular sentences, because words preceding or following these signs within a 
 sentence will readily decide which particular word the sign is intended to 
 represent at the time. This the student would, however, have readily dis- 
 covered without explanation, before he or she had progressed very far with 
 
PRACTICAL PHONOGRAPHY. 43 
 
 the Exercises, but there are other instances in foregoing list which the stu- 
 dent would probably not have comprehended without both full and imme- 
 diate instruction. Reference is made to single words which, in the forego- 
 ing list, are in different situations represented by a different sign, see fifth 
 and tenth signs in foregoing list an arrangement, the advisability of which, 
 the intelligent student may, at first sight, be disposed to question. To 
 rightly explain this seeming inconsistency, it is necessary that the author 
 first describe a principle of rapid writing quite as important as any pre- 
 viously explained. It is: that an absolute necessity with rapid short-hand 
 writing a necessity quite as absolute as that of a method of word-signs rep- 
 resenting words of frequent recurrence is, that many words and phrases be 
 written without separation, and also without lifting the pen from the paper. 
 This great time-saving principle will be found to be a beautiful method of 
 phrase -representation and perfectly easy to read, after writing. At first, as 
 a little thought is requisite in order to make the best junctures possible, it 
 may appear that longer time is required to join each word than to write 
 them separately, but this difficulty will diminish with each Exercise, and 
 become more and more of a pleasure with each progression. This brings us 
 better prepared to the query Why employ two signs to represent one word ? 
 The reason lies in the fact that in joining the words in the phrase, The lady 
 you know, (phrase 98 in exercise) and in the phrase, The name is mine, 
 (phrase 99) neither sign for the would answer in both cases. True,- the sign 
 for the which also represents should in foregoing list might be written down- 
 wards in one instance and upwards in the other, thus giving the sign for the 
 the same slant in both instances. But to write the sign, for the same word, up- 
 wards in some instances and downwards in others, would be found in these 
 cases to be more conflicting than to use two different signs for the same word. 
 Hence to secure legible and facile phrase-writing (which in every instance 
 means increased speed) photographers, in the instances occurring in the fore- 
 going list of word-signs, avail themselves of two different forms for the same 
 word, subjecting them, however, to certain rules which as clearly indicate their 
 meaning when used, as if but one sign was invariably employed for one word. 
 For instance: such words are of two kinds First, those words for which 
 the student has <?/been given a sign in previous lessons, (to all of which the 
 preceding explanation referring to phrases 98 and 99 in Exercise, fully ap- 
 plies) ; secondly, words for which the student has been given a sign in pre- 
 vious lessons, but which take an additional one in this list of Vowel Word- 
 Signs. Of this latter class, there are but two instances I and A the letter 
 I being represented by the second and eighth signs of the foregoing list, A 
 by the fifth and tenth signs of same. In making use of those four signs, if 
 students will observe the following rules, they will experience no difficulty 
 whatever in reading notes in which those signs occur : 
 
44 PRACTICAL PHONOGRAPHY. 
 
 1. When I or A are intended for initials only, always write their original 
 alphabetical signs (second and fifth in list of Vowel Word-Signs) not joining 
 them to any other phonographic character. 
 
 2. When I or A are written as visible vowels, and as such are joined to 
 other phonographic characters, also make use of their original alphabetical 
 signs as before indicated in second and fifth signs of foregoing list. 
 
 3. When I or A are intended for words (/". e. the personal pronoun I, or 
 indefinite article A), each word may be indicated by either of its two signs, 
 as shown in list of Vowel Word-Signs, providing the sign used is joined 
 to some other phonographic character by phrasing. But, should the sign 
 used be written separately, neither signs eighth nor tenth in list of Vowel 
 Word-Signs can be employed. 
 
 In joining words into phrases, it is not out of order to write a sign in two 
 different ways (upwards in some instances and downwards in others) when, 
 by so doing, the sign may be made to indicate two entirely different words 
 and meanings. For instance, it is only very infrequently that the first word- 
 sign of the above list of Word-Signs is used to represent the personal pro- 
 noun he, the seventh word- sign in the list being the one most generally used. 
 Hence, in some junctures with other words, there is the slightest possible 
 danger that the latter sign, (representing also the word on) may be mistaken 
 for that word, if the sign is always written in the same direction to indicate 
 both words. This possible confliction, is therefore, nicely avoided in joined 
 words, by always, when convenient, writing the seventh sign in above 
 Vowel List upwards to the right when on is intended, and downwards to the 
 left when he is the word to be indicated. 
 
 The eighth word-sign in above list is always written upwards to indicate 
 either of the words opposite it. 
 
 In joining phonographic word-signs and outlines into phrases, the ordin- 
 ary rule is to place the first word in its proper place-position, and let the 
 other words in the phrase take care of themselves, in the same manner that 
 the second vowel sound in a long word is treated ; but, like the rule govern- 
 ing the second vowel sound in a word, there are also occasions when the 
 general rule governing the second word-sign in a phrase will not apply, the 
 exceptional instances being provided for in a subsequent lesson. 
 
 When either of the word-signs representing /, the, a, he, we or you occur 
 ^within a sentence, they should invariably be joined to either the word im- 
 mediately preceding or following them, even if no other words in the sen- 
 tence are joined. This rule carefully abided by, will always distinguish 
 those words from others represented by the same signs, which should, for 
 distinction, be written on most occasions without juncture. 
 
 To avoid confliction with half-length consonants, always write the vowel 
 word-signs, and all visible vowels, about one-eighth the size of a full-sized 
 
PRACTICAL PHONOGRAPHY. 45 
 
 consonant. In other words, write them as small as possible, the merest ticks 
 being sufficient. This will serve as a perfect method of distinction between 
 the vowel word-signs in the foregoing list and the half-length word-signs 
 which follow in a subsequent lesson. 
 
 Now that the writing of visible vowels is entering more largely into the 
 student's practice, the difference between them and their invisible sound- 
 equivalents need explanation. In indicating the vowels invisibly, only two 
 are represented in the second position, on the line (A and O), the others be- 
 ing indicated, as the student is aware, by other place-positions, above, 
 through or under the line. From the practice of this principle of invisible 
 vowel-representation, students are sometimes apt to confuse the visible 
 vowel-sounds of the Visible Alphabet, and to write the visible signs for I, E 
 or Oi above the line, U, Oo and O\v under the line. Such treatment is en- 
 tirely incorrect. The proper place for every visible sign, vowel or consonant, 
 is in the second position, on the line, as in the Visible Alphabet. It is only 
 when vowels are indicated invisibly, that different place-positions. are made 
 use of, and then it is the consonants which change their position to indi- 
 cate the additional sound. This explanation will make plain to the student, 
 the reason why the second sign in the foregoing list of Vowel Word-Signs 
 represents the personal pronoun I, instead of the first sign and why the visi- 
 ble vowel U is written on the line in preceding Word-Sign List, instead of 
 beneath it. 
 
 Having first thoroughly mastered the foregoing list of Vowel Word- Signs, 
 the student will proceed to similarly memorize the following 
 
 PARTIAL LIST OF CONSONANT WORD-SIGNS. 
 
 \ Up 
 
 
 
 Give, diven ^r^ 
 
 In, never 
 
 \ Be, Leen 
 
 
 
 Together x_^ 
 
 No 
 
 rri i 
 
 \ To ie 
 
 v. 
 
 For, four, fourth >r^ 
 
 Thing", lone? 
 
 ...... lime, what 
 
 J^ 
 
 Far *^s 
 
 Lantfuarfe 
 
 & tb 
 
 1 It, take 
 
 ~^ 
 
 TJ o 
 
 Is, his 
 
 1 Do 
 
 ( 
 
 Them, think o 
 
 As, has 
 
 / Which 
 
 ) 
 
 So 
 
 
 
 Was 
 
 / Advantage 
 -Are 
 Z3 Kingdom 
 Can, came, come 
 
 J 
 r 
 
 Shall, usual, usually 
 
 Will 
 
 Me, my 
 
 First, is it 
 As it, has it 
 Was it 
 
46 PRACTICAL PHONOGRAPHY. 
 
 The circle S or Z may be added to any of the above word-signs in the 
 manner indicated in signs 14, 16 and 17, in Exercise. 
 
 The above list of word-signs will be found much easier to memorize than 
 the list commencing this lesson, for the reason that in this one, the signs all 
 bear more or less relation to the words they represent, containing at least the 
 only or principle consonant of the words intended. There is only one point 
 on which the above word-signs do not agree with previously described prin- 
 ciples /. e. in their place positions. They are not all placed in position in 
 accordance with their invisible vowel elements, but take their position in ac- 
 cordance with the importance of the words they represent, those which are apt 
 to occur most frequently being placed in the easiest position in which to write. 
 
 Where a sign, in any list of word-signs, has placed opposite it, two or 
 more words, each word separated by a comma (as with the second and elev- 
 enth signs in above partial list of Consonant Word-Signs), the sign in ques- 
 tion may separately represent either word, but only one of the words at a 
 time. Where two or more words, placed opposite a phonographic sign, are 
 not separated by a comma (as with the third sign in list above mentioned), 
 the sign in question represents all words opposite it at one and at the same 
 time. Finally, when, opposite a phonographic word-sign, three or more words 
 appear, the words being separated by commas in some instances and not in 
 others (as with the next-to-the-last sign in immediately preceding list), then 
 the word-sign is intended to represent at one and the same time any group 
 of the words not so separated, but not more than one group at a time. 
 
 There are occasions when the words is, his, and similar words represented 
 by the circle S, may be indicated by enlarging the S circle of a preceding 
 word, as in signs 23 and 57 in Exercise. 
 
 EXERCISE. 
 
 dL^^ 
 
 16 
 
 ^^-JstJ^^~*fc^ .$*--. 
 
 ^JL^JLj-^t*. 
 
 ^LJ^Lm t~3 lL-J&{ 
 
 \ v ' V 
 
PRACTICAL PHONOGRAPHY. 47 
 
 KEY. 
 
 i It, 2 its, 3 do, 4 does, 5 think, 6 thinks, 7 advantage, 8 advantages, 9 
 give, 10 gives, n thing, 12 things, 13 kingdom, 14 kingdoms, 15 time, 16 
 times, 1 7 comes. 
 
 PRACTICE IN JOINING A, AN AND AND TO OTHER WORDS: 18 and is, 19 and 
 as, 20 and that, 21 and for, 22 and thinks, 23 and thinks his, 24 and thinks 
 his a, 25 and do, 26 and do you, 27 and have, 28 and have you, 29 an art, 
 30 an art that, 31 is a, 32 as a, 33 of an, 34 to a, 35 all a, 36 or a, 37 already 
 a, 38 but a, 39 before a, 40 on a., 41 ought a, 42 should a, 43 who a, 44 does 
 a, 45 just a, 46 in a, 47 for a, 48 that a, 49 know a, 50 take a, 51 can a, 52 
 send an, 53 it is an, 54 renew an. 
 
 PRACTICE IN JOINING THE: 55 is the, 56 as the, 57 his is the, 58 as is the, 
 59 of the, 60 all the, 61 to the, 62 or the, 63 already the, 64 but the, 65 be- 
 fore the, 66 on the, 67 ought the, 68 should the, 69 who the, 70 it is the, 71 
 thinks his the, 72 rule the, 73 can the, 74 where the, 75 which the, 76 give 
 the, 77 up the, 78 for the, 79 in all the, 80 sign the. 
 
 OTHER PHRASES: 81 you are, 82 you may, 83 you will, 84 you can, 85 
 you must, 86 you will be, 87 you will do, 88 you will have, 89 you will have 
 been, 90 you can be, 91 you can have, 92 you may have, 93 you do, 94 you 
 have, 95 you think, 96 you shall, 97 you have been, 98 the lady you know, 
 99 the name is mine, 100 Nellie shall give, 101 Look sharp! or you will fall, 
 102 When I see them together I will inform you, 103 already menaced, 104 
 You will be given them to-morrow, if they can be finished by that time. 
 
 LESSON IX. 
 
 CONSONANTS OF DOUBLE AND TRIPLE SIZE. 
 
 To express the addition of the sounds ter, der and ther, full-sized conso- 
 nants are made twice their usual length. Signs i, 2, 3 in Exercise. This 
 principle is also taken advantage of by experienced phonographers to repre- 
 sent the addition of the words THEIR, THERE and OTHER. Signs 39, 40 
 and 44. This doubling principle may also be employed to add the sounds 
 of ker andger to Ing, and the sounds of per nad ber to M. Signs 14, 19, 
 22 and 89. In applying this doubling principle to the heavy consonants B, 
 D, etc., as in such words as debtor, be careful throughout the entire length 
 of the double D to preserve the heavy stroke, as in sign i, in order that it 
 may not be mistaken for the word duty, sign 96. 
 
 When, in a sentence, any one of the syllables ter t der or ther, is immedi- 
 ately followed by either of the words their, there or other, the syllable and 
 
48 PRACTICAL PHONOGRAPHY. 
 
 word may sometimes be together represented by tripling the preceding con- 
 sonant, as in signs 47, 48, etc. 
 
 This principle of doubling and tripling consonants is, of course, not ap- 
 plicable to X or Q, nor to any of the small letters of the Visible Alphabet, 
 excepting Way and Whay, it being applied to these last-named letters in the 
 manner shown by signs 45 and 50 in Exercise. Consonants, when made 
 double and triple size, (with the exception of Way and Whay) cannot, on 
 account of their formation, always be accommodated with the place-posi- 
 tions due to their vowel elements, and must, therefore, take the best posi- 
 tion possible at the time, an arrangement which will in no wise detract from 
 their legibility. 
 
 Such words as order (sign 46 in this Exercise) will not conflict with rare 
 (sign 19 in Exercise to Lesson III) when met with in a sentence. 
 
 BREVITY IN WORD OUTLINE. 
 
 In the eighth paragraph of Lesson III, the necessity for economy in word 
 outlines is incidentally referred to, the word loss being used in illustration. 
 By reference to the paragraph in question, it will be seen that the student is 
 directed to spell loss, and kindred words ending in double S, with a single 
 S, thus: 1-o-s. This exercise of economy in the use of the consonants is 
 still more essential in words of more, than one syllable, the young phono- 
 grapher having most need for caution in those words in which the same 
 consonant occurs together in the ordinary spelling, as // in illiberal, rr in 
 irregular, etc., etc. Young phonographers are very prone to write illiberal 
 with two commencing phonographic 1's, when one commencing L is quite 
 sufficient illiberal, irregular, and kindred words being divided into phono- 
 graphic sound-syllables, thus: il-ib-er-al, ir-eg-u-lar, and written as in signs 
 85 and 94 in Exercise. 
 
 As much care should also be exercised in such words as sickly, which word, 
 though in ordinary writing spelled with one K, yet sounds somewhat as if it 
 had the sound of two K's and is apt to be written so by young phonographers. 
 Such words should be treated as in signs 97 and 98. 
 
 THE LETTER L. 
 
 In making use of the phonographic consonant L, phonographers should 
 wherever possible adhere to the following two rules: 
 
 Rule i. When L begins a word and is preceded by vowel, write L 
 downwards, sign 88. Otherwise, write upwards as in sign 90. 
 
 Rule 2. When L terminates a word and is followed by a vowel, write L 
 upwards, signs 91 and 92. In other cases, use the most convenient form. 
 
PRACTICAL PHONOGRAPHY. 49 
 
 WORDS COMMENCING WITH A VOWEL. 
 
 Probably the most serious difficulty which besets the amateur Pitman 
 phoncgrapher, in reading his first efforts at reporting, is the uncertainty as 
 to whether certain unvocalized outlines, of whose meaning he is for a moment 
 doubtful, are or are not preceded by an invisible vowel, such knowledge in 
 regard to a single word often being absolutely essential to the correct reading 
 of an entire sentence, the absence of all indication of a preceding invisible 
 vowel frequently giving to a sentence an entirely opposite meaning to that 
 intended. For instance, here are two words of different meanings, moral 
 and immoral, whose consonantal outlines (according to previous analysis of 
 similar words under heading of Brevity in Word Outline) are the same for 
 both words m-r-1. This similarity in outline might be very apt to cause a 
 reporter to write a court-witness as saying the defendant was an immoral 
 man, when the opposite was intended, or vice versa. Hence, phonographers 
 indicate the word commencing with a vowel sound (immoral} above the 
 line and moral on the line, as with illiberal, irregular, etc., previously ex- 
 plained in this lesson. Signs 86 and 87. 
 
 Occasionally, vowels preceding a word may be indicated visibly, as in 
 s'igns 51 and 52 in Exercise, and on many occasions (signs 67, 68, etc.) it 
 will not be found necessary to indicate commencing vowels in any manner, 
 the context being generally a sure guide. 
 
 When a commencing vowel must be indicated, the general rule, in cases 
 not covered by preceding instances, is to indicate a commencing vowel by 
 what is known as the fourth position; i. e., by writing the first consonant of 
 the word in question just under and touching the line of writing, as in signs 
 
 53 and 54- 
 
 The formation of the consonants R, Rm, K, Gay, Q, and all upward- 
 written characters make it difficult for them to be placed in the fourth posi- 
 tion. Therefore, when they become first consonants of a word, vowels pre- 
 ceding them are indicated as in accordance with any other before-mentioned 
 rule applicable at the time. 
 
 The words indicated by signs 77 and 80, are exceptions to the rule for 
 writing L when preceded by an invisible vowel, these instances being ones 
 in which to adhere to the rule would result in a cumbrous, back-handed 
 form, unnecessary with those words, they being just as readily read without 
 indicating the commencing invisible vowel sound. 
 
 This matter of indicating an invisible initial vowel is, after all, one which 
 students of all methods of phonography must regulate for themselves. Some 
 will find nearly all outlines perfectly legible without indicating invisible 
 initial vowels, while others who do not possess quite as good memory of 
 sight may need to make such indications frequently. Above rules, however, 
 apply to both classes. 
 
PRACTICAL PHONOGRAPHY. 
 
 EXERCISE. 
 
 .^..^. t ^..^..K^.....^.^^..-^..^.^ 
 
 KEY. 
 
 i debtor, 2 pleader, 3 mother, 4 another, 5 smoother, 6 Snyder, 7 neither, 
 8 father, 9 farther, 10 whether, n falter, 12 traitor, 13 gaiter, 14 finger, 15 
 anger, 1 6 lifter, 1 7 slaughtered, 1 8 rendered, 19 anchored, 20 cumber, 21 
 September, 22 lumber, 23 metre, 24 nitre, 25 loiter, 26 fitter, 27 ladder, 28 
 madder, 29 milder, 30 furniture, 31 Walter, 32 wilderness, 33 render unto, 
 34 enter his office, 35 wonder who can, 36 it is entirely, 37 slender enough, 
 38 writing letters, 39 love their, 40 have other, 41 chatter, 42 been there, 
 43 can other, 44 for there is, 45 why there can be, 46 order any, 47 surren- 
 der their, 48 further their laws, 49 centre their ideas, 50 whether there have 
 been, 51 item, 52 Eph, 53 aid, 54 ace, 55 ear, 56 area, 57 oar, 58 youth, 
 59 aim, 60 atom, 61 ask, 62 Ezra, 63 awoke, 64 oyer, 65 Aurora, 66 edition, 
 67 attention, 68 admission, 69 ablution, 70 infusion, 71 intimation, 72 affec- 
 tion, 73 effective, 74 opposition, 75 accusation, 76 acquire, 77 elective, 78 
 Alphabet, 79 abstained, So elocutionist, 81 acted, 82 exercisist, 83 sermon, 
 84 liberal, 85 illiberal, 86 moral, 87 immoral, 88 alum, 89 hamper, 90 likely, 
 91 follow, 92 valley, 93 regular, 94 irregular, 95 extra, 96 duty, 97 sickly, 98 
 Eckley, 99 farmer. 
 
PRACTICAL PHONOGRAPHY. 51 
 
 LESSON X. 
 EXPEDIENCIES. 
 
 It is sometimes expedient to slight the formation of some words, in order 
 to accomplish phrase-writing; but such means will not at all interfere with 
 the correct reading of words so slighted. Note the formation of the word 
 must in signs 99, 100, etc., and the formation of the words postpone and 
 postage, signs 44 and 45. 
 
 In many words possessing the same consonants, a difference of outline is 
 taken advantage of, in order to aid legibility. The words tirade and tired 
 possess the same consonants, (t-r-d) but applying this rule, the former is 
 written as in sign 16, and the latter is written as in sign 17, this Exercise. 
 
 Without regard to size, when there is a choice, make use of such outlines 
 for word representation, as are easiest made and afterwards interpreted. 
 Thus: though both sign 69 and sign 70 are proper outlines for the word 
 murder, make use of the latter sign, because the crook in the shorter sign, 
 caused by the juncture of R, necessitates the expenditure of more time 
 than required for making an uninterrupted outline such as sign 70 
 presents. 
 
 T or D is added after N or V hooks by shortening the main consonant to 
 which the hook in question occurs, as in signs 13 and 15. This is really 
 equivalent to shortening the entire sign. 
 
 Sometimes two words with same consonant outline have also same place- 
 position vowels, and yet to write them both in same position would cause 
 confliction and prevent perfect legibility. To prevent this, the word having 
 most need for place-representation of its vowel sound is written in its right- 
 ful position, and the other word takes next best position even though its in- 
 visible vowel element does not receive proper place-representation. To il- 
 lustrate: The words sprite and. spreadhzvQ the same consonantal outline, and 
 each word contains a first-place vowel, yet the vowel in sprite is more de- 
 cided than that in spread and. hence spread is written in the second position 
 (sign 72), in order to give the first position to the other word, this being 
 one of the instances in which both words cannot take same position' and at 
 the same time preserve legibility. 
 
 As illustrated in Lesson III by the word customary (sign 140 in Exercise 
 to that lesson) many words are perfectly familiar by their consonant outline 
 alone, and hence are written in the second position, that position being the 
 easiest in which to write. The word-sign for be in Partial List of Conso- 
 nant Word- Signs in Lesson VITI is a word of that character, and so, also, are 
 survey and circle, signs 9 and 10 in this lesson. 
 
 As the Visible Alphabetical signs for X and Q are intended to be written 
 
52 PRACTICAL PHONOGRAPHY. 
 
 solely when those letters are in use as the initials of a person's name, there- 
 fore, in spelling words in which the sounds of those letters occur, such words 
 are spelled simply with the letter K when Q is intended and with the letters 
 K and S when X is implied, the vowel elements of those letters (that is, the 
 U sound of Q and the short-E sound of X) being indicated invisibly, as in 
 signs 86, 87, 88 and 89 in Exercise. 
 
 In such words as are represented by signs 34 and 35 the letter Way may 
 often be entirely omitted without destroying legibility. 
 
 The aspirate Hay may frequently be omitted in such words as homely, in 
 sign 81, as it may just as easily be read and understood as a Cockney's 
 "ome." Words which are treated in this manner are classed with those 
 words whose first consonants are preceded by a vowel, and consequently the 
 vowel O in home is indicated by writing the succeeding consonant M directly 
 under and touching the line, as it is in hunger, sign 91. 
 
 In phrase numbered 105 in Exercise the word well is represented simply 
 by writing the letter L. It will not be found to conflict with the word-sign 
 for will in Partial List of Consonant Word-signs, even though written in the 
 same position. This dropping of the way hook in well should not, however, 
 be attempted when well is written alone. It is only its juncture with other 
 words of a phrase that makes the digression permissable. 
 
 Many other apparent digressions, as in signs 43, 75, 90, etc., etc., may be 
 discovered in these advanced lessons by the careful student ; but as it would 
 require too much unnecessary space and time to explain these singly as they 
 occur thoughout this book, the student will please without demur accept all 
 such slight digressions as being perfectly correct. They bear, all of them, 
 the result of years of practice, such practice having determined their present 
 form and position to be the best for purposes of speed, and that without de- 
 stroying their legibility in the least. It should, therefore, be the duty of 
 students to memorize these somewhat slighted outlines, and make use of them 
 whenever possible in their own notes, and the result will be that the eye will 
 become so accustomed to these outlines that they will recognize them un- 
 consciously, without regard to philosophy of outline or position. Such is 
 always the case with a professional short-hand reporter and his notes. He 
 reads them from habit, without stopping to think of the elements compos- 
 ing them, just as you, the reader of this explanation are now doing with 
 these very words. You are not spelling these words as you read them. 
 Neither are you noticing the separate letters. You unconsciously read these 
 words as words, and you would read them aright even if a letter or two 
 were in error omitted from a word, because you read each word at a glance, 
 and in the case of a trivial mistake such as the omission of a letter, the other 
 words of the sentence would prove a perfect key to it. 
 
PRACTICAL PHONOGRAPHY. 53 
 
 EXERCISE. 
 J^fS^ 
 
 * /~ 9 I Q } 
 
 ^ 
 
 KEY. 
 
 i sore, 2 store, 3 horse, 4 oration, 5 armed, 6 organs, 7 hourly, 8 earth, 
 9 survey, 10 circle, n artist, 12 rain, 13 remained, 14 resumed, 15 sur- 
 mount, 1 6 tirade, 17 tired, 18 carmine, 19 cultivate, 20 culture, 21 garment, 
 22 golden, 23 forget, 24 paralyse, 25 parallel, 26 paragraph, 27 cheerful, 28 
 quiet, 29 sweeter, 30 westerly, 31 swagger, 32 swivel, 33 signer, 34 twill, 35 
 twig, 36 learned, 37 scrawl, 38 scribe, 39 promulgation, 40 quaff, 41 yore, 
 42 chaos, 43 impugned, 44 postpone, 45 postage, 46 greatly, 47 gradual, 48 
 ruined, 49 renewed, 50 desolate, 51 dissolute, 52 mortal, 53 immortal, 54 
 legal, 55 illegal, 56 humor, 57 material, 58 immaterial, 59 endless, 60 need- 
 less, 6 1 suspended, 62 prove, 63 approve, 64 truly, 65 utterly, 66 indicted, 
 67 indebted, 68 undoubted, 69 murder, 70 murder, 71 sprite, 72 spread, 73 
 hasten, 74 hog, 75 hang, 76 hood, 77 here, 78 higher, 79 hem, 80 home, 81 
 homely, 82 homeless, 83 humble, 84 housed, 85 habit, 86 extra, 87 skewer, 
 88 cute, 89 curiosity, 90 explicit, 91 hunger, 92 scarlet, 93 relative, 94 mi- 
 grate, 95 emigrate, 96 explore, 97 hater, 98 swooned, 99 you must have, 
 100 you must be, 101 you must not, 102 you must not be, 103 you most not 
 have, 104 you must leave, 1.05 you must love. 
 
54 
 
 PRACTICAL PHONOGRAPHY. 
 
 LESSON XI. 
 HOOK WORD-SIGNS. 
 
 INITIAL. 
 
 FINAL- 
 
 \ Prinei lt 
 
 1 From 
 
 \ 
 
 Upon ^> 
 
 Again. 
 
 \ Re -member 
 
 i Very, every 
 
 \ 
 
 Atove 
 
 Gave 
 
 f Tell, till 
 
 ) Their, there 
 
 ^ 
 
 Objection ^> 
 
 r h o nogr apny 
 
 1 Truth 
 
 C Well 
 
 \) 
 
 Objective v 
 
 Then 
 
 1 Dear 
 
 Mr., remark 
 
 s 
 
 (Subjection C 
 
 Alor.e 
 
 / General-ly 
 1 Call, ecrual-ly 
 
 f*\ More 
 !1 In all 
 
 V 
 
 L 
 
 Subjective 
 .. Whatever ^~=, 
 
 Men 
 Man 
 
 c_ Difficult-y 
 
 . r T^. Nor, near 
 
 i 
 
 Different. iTf. 
 
 Opinion 
 
 ^ Full 
 
 S^ Owner 
 
 J 
 
 Done ^ * 
 
 renown. 
 
 HALF-LENGTH WORD- SIGNS. 
 
 SIMPLE. 
 
 
 COMPOUND. 
 
 
 \ Apt 
 
 C That 
 
 n 
 
 Partieiilar-ly 
 
 World 
 
 . Put 
 
 \ 
 
 ... Without 
 { 
 
 N 
 
 Opportunity fT!.. 
 
 Ace ordinrf-ly 
 
 \ Beauty 
 
 ) EstaUish&nt 
 
 H. 
 
 (Sprite, spirit c- 
 
 Carei 
 
 About 
 \ 
 
 r Lord 
 
 \ 
 
 >Spread ~?..... 
 
 Cannot 
 
 ~. QuHe 
 
 d_ Mi^it 
 
 r 
 
 Toll 
 
 Account 
 
 _ Could 
 
 ^ Met 
 
 L. 
 
 Tried e- 
 
 Great 
 
 r_ Goi 
 
 . Imme<3iate-ly 
 
 i 
 
 i oward j> 
 
 [Short 
 
 _ Good 
 
 xs Made 
 
 L. 
 
 Child 2. 
 
 Mind, mend 
 
 Feature 
 
 r_ Not 
 
 
 
 G-entlemen 
 
 Amount 
 
 V_ After 
 
 ^^ Nature 
 
 s 
 
 d entleman 
 
 Went 
 
 L_ Thought 
 
 -^> Under 
 
 c^. 
 
 Word 
 
 Wont 
 
 In memorizing above lists, the student should bear in mind, as explained 
 in connection with the Partial List of Consonant Word-Signs in Lesson 
 VIII, that it must not be expected of word-signs that they should in 
 every case agree in position with their vowel sounds. As indicated in the 
 fifth paragraph of last lesson, in illustration of the words sprite and spread, 
 sometimes the greater conspicuousness of a vowel in one word-sign will 
 compel another word-sign with less conspicuous vowel sound to occupy a 
 
PRACTICAL PHONOGRAPHY. 55 
 
 position which, reasoning by place-position rule, would properly not belong 
 to it. The word-signs for thought and that in foregoing list of Half- Length 
 Word-Signs is another evidence of this. So, too, are cannot and account 
 in same list. These instances, however, will probably appear more reason- 
 able to the student, from contrast with each other, than such instances as 
 the words dear and then occurring in the list of Hook Word-Signs, for the 
 reason that the last-named words are not arranged in the list in contrast \\ii\\ 
 the same outline in another position, as sprite and spread and the other in- 
 stances are, and hence the student is very apt to reason that because of there 
 being no other word with same outline in the list, that there, therefore, exists 
 no reason why the outlines for dear and then should not be placed in the 
 position due to their vowel elements. Such reasoning, while apparently 
 consistent, is, however, only seemingly so; because although there really 
 appears, in above list of Hook Word-Signs, no other word-signs with same 
 outlines as the words in question, yet that is no evi4ence that such word- 
 signs do not exist. 
 
 The lists of word-signs now given are all that the student will meet with 
 in this course of lessons, and they are sufficient, with the methods of abbre- 
 viation treated of in remaining lessons, for all ordinary purposes (that is, for 
 attainment of a speed of from 150 to 175 words), but for greater speed in 
 special departments of reporting and for persons who have a naturally slow 
 hand, additional word signs, very easy to learn, are given in the Vocabulary, 
 (Part IV, of this book), and therein occur signs whose form are precisely 
 the same as the words in question (dear and then) t whose vowels are same 
 place and which the law of legibility require to be written in the proper place- 
 position, thus compelling the word-signs of this lesson to occupy position 
 indicated in their lists. Furthermore, it is not always the case that conflic- 
 tion with another word-sign causes one to be written in a position out of 
 accordance with its vowel elements. Sometimes a word-sign is given a 
 certain apparently wrong position because the outline of some other ordinary 
 word (not word-sign) would conflict with it. Again, words with first or 
 third-place vowels are sometimes represented by signs written in the second 
 position, on the line, simply because that is the easiest position in which to 
 write; though this is done only in cases wherein the word-sign would be 
 perfectly familiar in any position and at the same time would not clash with 
 other words of similar outline. 
 
 The Half-Length Word-Signs would not conflict with the vowel word- 
 signs even if both were made about the same size, but it is best to distinguish 
 them by writing vowel word signs much smaller than the half-length ones, 
 as directed in a previous lesson. 
 
 US, IT, HAVE, ETC. 
 
 As the circles for is and as also represent his, has and was, either sign, 
 in like manner, may be quite as legibly employed to represent the pronoun 
 
56 PRACTICAL PHONOGRAPHY. 
 
 us when joined to other words. See signs numbered 47, 48, etc., etc. 
 Jfas, the student must not forget, however, can only be joined to other 
 words in its right position, under the line of writing. A rule equally appli- 
 cable to the word-sign for to be. 
 
 The word // may often be readily expressed by halving the last full-length 
 consonant of a preceding word, as wilh signs 33 and 34. Many word-signs 
 mr.y also be halved to represent the addition of //, without writing it. See 
 signs 35 and 36. 
 
 The word hare occurs so frequently in English speech that a shorter sign 
 than its word-sign is often desirable and may be very beautifully formed by 
 the use of the V hook for have, as in signs 1,2, etc. 
 
 The juncture of the word has in sign 58 in Exercise, in which case it is 
 turned upon the left side of the word //, is in accordance with the juncture 
 of the circle S in the word task, sign 91 in Exercise to Lesson VI. 
 
 The past tense of a verb may frequently be altogether omitted, and the 
 present only written, in phonography, without detriment to legibility. See 
 the word permitted in phrase numbered 71 in Exercise. 
 
 The words the or and may be omitted in such phrases as occur within sen- 
 tences numbered 65 and 72. 
 
 To signs 37 to 46 inclusive, the student should give special attention. 
 The first two signs (37 and 38) are written downwards from the ri^ht because 
 those phrases begin with the word-sign for he, which, as explained in a 
 previous lesson, is to be written downwards from the right to distinguish it 
 from on or should which are, for the same distinction, written upwards when 
 joined to other characters, as in signs 39 and 40. This difference in the 
 direction of writing the same sign to clearly indicate its different meanings, 
 causes the S circle in signs 37 and 38 to be written on the lower end of the 
 preceding phonographic character, while with signs 39 and 40 the circle is 
 written on the upper end of the preceding word-sign. This, of itself, clearly 
 proves the direction in which the vowel word-sign is written, and hence 
 clearly decides when the vowel word-sign is intended for he or on and should. 
 This same principle also determines the meaning of the same vowel word- 
 sign as used in signs 41, 42, 43 and 44, in which four instances the S circle 
 begins the combinations, instead of ending them as with signs 37 to 40 in- 
 clusive. And the reasons the reader of this Exercise has for knowing that 
 signs 37 to 40 terminate with the circle and that signs 41 to 44 begin with 
 the circle, is by application of the rule governing the juncture of the circle 
 S to any letter. For instance, in Lesson III, describing the use of the 
 circle, the student is instructed to always write such circle on the right hand 
 side of upright and slanting straight characters and on the upper side of 
 horizontal ones. In that same lesson the student was enjoined when the 
 circle was added to R or Rm, to consider those letters the same as the 
 horizontal ones K and Gay, because they were written in the same direction 
 to the right the circle thus being attachable upon the upper side cf R and 
 
PRACTICAL PHONOGRAPHY. 57 
 
 Rm, precisely as to K or Gay. This same rule will apply to the vowel 
 word-signs on and should, when the circle is joined to them, the circle 
 therefore being joined upon the upper side of on or should, whether preced- 
 ing those words, as in signs 43 and 44, or ending them, as in signs 39 and 
 40. When the word-sign means he, it is treated as the letter Chay would 
 be, the circle being therefore, according to rule before quoted, attachable on 
 the right hand side of the word-sign for he, whether such circle begins, as in 
 signs 41 and 42, or terminates he, as in signs 37 and 38. This arrangement 
 places signs 39, 40, 43 and 44 on the same basis of juncture as that gover- 
 ning signs 18, 19, 31 and 32 in Exercise to Lesson VIII, and serves as a 
 perfect means of distinction between each of the apparently similar forma- 
 tions represented by signs 37 to 44 in this Exercise. Comparison, however, 
 of the key-interpretation of signs 43 and 44 in this Exercise with signs 55 
 and 56 in Lesson VIII, will show a real difference of meaning between the 
 two key, but this need not give the student any cause for annoyance, for 
 while signs 43 and 44 are always employed when is on and as should 'are in- 
 tended, yet it is only occasionally that those signs represent the words is the 
 and as the, as they do in Lesson VIII, the two latter phrases being quite as 
 frequently written according to signs 45 and 46 of this Exercise. 
 
 As the letter T is used as a word-sign for take in the Partial List of Word- 
 Signs in Lesson VIII, it is therefor allowable to represent taken by the addi- 
 tion of the hook N to the letter T, as in phrases 62 and 63 in Exercise. 
 
 EXERCISE. 
 ...- .*.-M J 1 *> *f 6 {\ 7/1 fS\ 9 \ io 
 
 ...... r?# J ..... sf? 
 
 ^ 
 
 . C.. 
 
 '^^pV;'"" f ""^ ' "Y" S" 
 
 \f^ ~1 <\ l> I 
 
 ..H..../..-^\ *f.^>-5 x^ V. ^-JL. 
 
 7^7 c ^ yy ^Vv 7 A 
 
 ^ -S^-a^/...^...... 4... 
 
 ^K^sJLJti^flui^ " ^ 
 
58 PRACTICAL PHONOGRAPHY. 
 
 KEY. 
 
 i to have, 2 to have been, 3 I do, 4 I find, 5 I will, 6 I will do, 7 I will 
 try, 8 I will be, 9 I think, 10 I think you, n I think that, 12 I think we, 
 13 I think we were, 14 I think you are, 15 I think you may, 16 I think you 
 must, 17 I think you must have, 18 I fear, 19 I fear you, 20 I fear you may, 
 21 I fear you must, 22 I fear you will have, 23 I have seen, 24 I have seen 
 that, 25 I have seen them, 26 I shall, 27 I shall know, 28 I shall have, 29 I 
 shall not, 30 I shall not know, 31 I shall not have, 32 I shall not have you, 
 33 write it, 34 read it, 35 make it, 36 take it, 37 he is, 38 he has, 39 on his, 
 40 should his, 41 is he, 42 as he, 43 is on, 44 as should, 45 is the, 46 as the, 
 47 let us, 48 send us, 49 save us, 50 saves us, 5 1 take us, 52 takes us, 53 tell 
 us, 54 tells us, 55 is seen, 56 as well as, 57 as good as, 58 it has been, 59 is 
 his, 60 as has, 61 as has been, 62 this has not taken, 63 such has been taken, 
 64 has done, 65 I am sure it is the best thing, 66 I will take a stroll with you 
 to-morrow, 67 I know it is very awkward and I am sorry I cannot aid you, 
 68 I am certain you will admire him yet I dare presage no further, 69 I must 
 caution him for I am certain he suspects nobody as yet, 70 that he is in a 
 wrong position is quite evident, 71 he must not be permitted, 72 if he must 
 know the why and wherefore do tell him and let us have some peace, 73 
 there is no necessity for haste that I can see, 74 he seems likely to become 
 very successful. 
 
 LESSON XII. 
 PHRASE POSITIONS. 
 
 The general rule with most phonographers when joining words, is to write 
 the first word in its proper place-position and let the other words in the 
 phrase accommodate themselves to the position of the first. 
 
 There are times, however,. when this rule will not apply. For instance, 
 when some other word in the phrase requires, in order to be read correctly 
 and with ease, that it shall be given its proper position in preference to 
 commencing word. 
 
 For the above reason, there are phrases as well as words that should oc- 
 cupy the second and third positions even though the commencing word be 
 a first-place word. Hence there are first-place, second-place and third- place 
 phrases. 
 
 A first-place phrase is one in which there occurs a word (either initial, 
 intermediate or final) which, in order to be read as joined, necessitates the 
 placing of the entire phrase in the first-position, above the line of writing. 
 A few of such phrases are illustrated by signs 58 to 64 in Exercise. 
 
 A second-place phrase is one in which the necessity of reading a certain 
 
PRACTICAL PHONOGRAPHY. 59 
 
 word within it causes the entire phrase to be placed in the second position, 
 on the line, as illustrated by signs 65 to 70 in Exercise. 
 
 A third-place phrase is one in which the important word happens to be 
 a third-place word and thus gives third position to the phrase, as illustrated 
 by signs 71 to 80 in Exercise. 
 
 Signs 8 1 to 89, inclusive, illustrate these three sorts of phases comparatively, 
 and by attentive notice of how a difference of position changes the meaning 
 of the same phrase-outline, students will find a rule for the proper placement 
 of other phrases which they will come in contact with when engaged in 
 actual work. No principle in phonography is so unimportant that it may 
 be only casually acquired, and it will especially repay for the time consumed, 
 if students will thoroughly memorize all the phrases occurring throughout 
 these lessons. They are the foundation, remember, upon which is con- 
 structed future facility in rapid notation. 
 
 Lest students should imagine that it is necessary for professional phonog- 
 raphers to allow a speaker to be a few words in advance of them, in order to 
 write in their proper position the kind of phrases referred to in the second 
 paragraph of this lesson, the author would state that such a condition is not 
 necessary. With a rapid speaker, such is naturally the case, and then it is 
 by means of these and other beautiful phrase methods and abbreviations that 
 a lagging short-hand writer is often enabled to catch up with a speaker 
 momentarily excited ; but with a slow speaker the phonographer need phrase 
 very seldom unless desirous, such methods being especially designed for ex- 
 igencies, though none the less to be well studied, for when needed, they are 
 indeed needed badly. 
 
 WORDS INDICATED BY HOOKS. 
 
 As Emb is frequently employed in professional work to represent the 
 words may fre, sign i, Way-Emb may quite as readily be emplo)ed for the 
 phrase we may be, sign 2 in Exercise. This is on the principle that as the 
 letter Way, as a word-sign, represents we, the letter M may and B the verb 
 be, therefore, Way Emb, which really contains the consonant elements of all 
 three words, can quite as consistently be written for them conjointly. Rea- 
 soning from this point of view, an L hook may do service for the word will, 
 or even all, as in signs 3 and 4 in Exercise, and the N hook for own, sign 5. 
 Many phonographers go even farther than this by making an N hook also 
 do service for than, as in sign 6 in Exercise. In fact, there is no precise 
 limit at which one need stop in this manner of abbreviation, providing the 
 student keeps within the bounds of legibility, the latter being a matter upon 
 which every phonographer must bring individual judgment to bear, those 
 whose memory is more retentive than their fingers are agile being able to 
 
60 PRACTICAL PHONOGRAPHY. 
 
 abbreviate with more safety than persons whose quickness of hand exceeds 
 their capacity for memorizing, the latter class not needing as much abbre- 
 viation as the former. 
 
 Occasionally, on above plan, the words are or our may be represented by 
 the hook R (signs 7 and 8); off 'and forth (signs 9 and 10) by the V hook as 
 with have in preceding lesson, etc., etc. ; but, except in instances mentioned 
 in this course of lessons, it is best not to make use of a hook to represent a 
 word containing more than one consonant. For instance, do not use the 
 hookN to represent the word 0/save in the instance represented by sign 19 
 in Exercise. In that case it is allowable, but in the cases covered by signs 
 20, 21, 22, etc. in Exercise it will be seen that the word or letter preceding 
 not, besides having the addition of an hook, is also halved to add the T 
 sound of not) thus really spelling that word in full. We -will not, sign 35, is 
 a case in point. Analysed, we find the initial hook Way represents lue, the 
 letter L will, and the final N hook, together with the shortening of the entire 
 combination to add T, indicates not. Result: We will not. May not, sign 
 39, and other similar abbreviations, are subject to the same manner of analysis, 
 the letter T being quite correctly added after a final hook by shortening the 
 main consonant to which the hook is attached, as vide fourth paragraph of 
 Lesson X. 
 
 OMITTED WORDS. 
 
 One of the most frequently occurring words in the English language is 
 the word to, and as it requires almost as much time to write as a much longer 
 word, the author, early in his professional experience, adopted a method by 
 which to may frequently be indicated without being written. This is done 
 by writing a succeeding word near to, but near the lower portion of the 
 word immediately preceding to in a phrase. See sign 44 in Exercise. When 
 more than one word follows to in the same sentence and the first of those 
 succeeding words is the, it also may be omitted, as in sign 45. When the 
 word to begins a sentence, above plan does not, of course, apply, to, as the 
 initiatory word of any sentence, being written as in Vowel List of Word-Signs. 
 
 The oft-recurring phrases of the and from the may be invisibly indicated 
 by writing the succeeding word near, but towards the upper portion of the 
 preceding words, as with signs 47, 48, etc. 
 
 In some instances, even within the joined words of a phrase, signs 50 and 
 51 of this Exercise, of or of the may be invisibly indicated, in a manner 
 similar to the invisible representation of and and the illustrated by sentences 
 65 and 72 of last lesson. 
 
 No fear need be entertained that the phrases (f the or from the will ever 
 clash with each other. They both possess the same meaning in any event, 
 the Spanish language having but one form (del) for both phrases. 
 
PRACTICAL PHONOGRAPHY. 6 1 
 
 OTHER ABBREVIATIONS. 
 
 In sign 17 the word certain is written cert, the letter TV 7 being omitted. 
 This is one of a number of easily remembered contractions which the student 
 will meet with in these concluding lessons and which are to be accepted 
 unconditionally as being the best forms for those words. Many of such con- 
 tractions are really word-signs, which it was thought best for purpose of 
 memorizing to give the pupils in their Exercises rather than arranged in the 
 list-form seen in Lessons VIII and XI. The had of phrase 21 in Exercise 
 is of similar formation, and so, also, is the workpeople in phrase 52 in Exer- 
 cise, the words each of sign 81, much of sign 83, etc., etc., etc. 
 
 A. f .,...^...^.,...^..d....^... 
 
 KEY. 
 
 i May be, 2 we may be, 3 it will, 4 in all, 5 my own, 6 softer than, 7 and 
 are, 8 by our, 9 clear off, 10 call forth, n it may be right, 12 you may be 
 made, 13 there may be little, 14 there may be some, 15 they may be likely, 
 1 6 we may be able, 17 he may be certain, 18 I did, 19 I did not, 20 I do 
 not, 21 I had not, 22 I will not, 23 I will not have, 24 I will not have you, 
 25 I will not have you make, 26 I think not, 27 I think not in, 28 I think 
 not in any, 29 I can not, 30 I can not be, 31 I can not be there, 32 I can 
 r.ot do, 33 I can not do that, 34 we will, 35 we will not, 3$ we will not be, 
 37 we will not have, 38 we will not have been, 39 may not, 40 we may not 
 be, 41 we might, 42 we might not, 43 we might not have, 44 their's to 
 deserve, 45 sensitive to the last, 46 not to call, 47 raised from the dead, 
 
62 PRACTICAL PHONOGRAPHY. 
 
 48 maxims of the age, 49 light of the lamp, 50 Son of God, 5 1 story of the girl, 
 52 choice of the people, 53 member of the press, 54 Word of God, 55 Church 
 of Christ, 56 Kingdom of Heaven, 57 members of the legislature, 58 I am, 
 59 I am glad, 60 I am inclined, 61 if you, 62 if it is, 63 of course, 64 in all 
 cases, 65 in all its, 66 till you can, 67 it may require, 68 there can never, 
 69 in some cases, 70 for it is unknown, 71 put you, 72 put him, 73 avoid 
 that, 74 about whom, 75 has had it, 76 used some, 77 to be sure, 78 I have 
 to be, 79 was he, 80 for he was, 81 in each, 82 in which, 83 in much, 
 84 give these, 85 give this, 86 give thus, 87 and if, 88 and for, 89 and few. 
 
 LESSON XIII. 
 SYLLABLE-ABBREVIATION. 
 
 An efficient means of avoiding some very cumbrous written forms is that 
 of abbreviating the phonographic outlines of a number of the prefixes and 
 affixes of our language. And, as this method of syllable-abbreviation can 
 be effected v/ithout the least sacrifice to legibility, it becomes a very import- 
 ant factor in rapid writing. 
 
 All works on phonography present this principle, but as most of the 
 abbreviations recommended by their authors cannot be joined to the rest of 
 the words of which they are a part, they therefore fail to give any extra 
 speed in writing. The time saved by their abbreviation of form is lost, in 
 disjoining, by the time consumed in lifting the pen or pencil from the paper, 
 it being a much slower method to write two disjoined characters than even 
 a half dozen joined ones. The method taught herein, by being both abbre- 
 viated in form and easy of juncture gives extra speed from two sources 
 besides relieving writers of the possibility, common to those old methods, 
 of mistaking the disjoined portions of a word for separate words. 
 
 There are, of course, many more affixes and prefixes in use in our language 
 than presented in the lists herein explained, but those not found here are 
 either of very infrequent occurrence or are ones not in need of abbreviation, 
 such as the affixes ly, ness, etc., whose ordinary phonographic outlines are 
 sufficiently brief in themselves. 
 
 PREFIXES. 
 
 CON, COM, ACCOM or COG. These short prefixes (as one is not at all 
 likely ever to clash with either of the others) are represented by the same 
 sign the consonant outline K which is joined as in signs 3, 4, etc., in 
 Exercise. This use of the phonographic K to express the sounds of con or 
 com, etc., when prefixes, is in accord with the construction of the word-sign 
 for the words can or come, which words the student will remember are also 
 
PRACTICAL PHONOGRAPHY. 63 
 
 represented by the letter K. When the syllables con, com, accom, cr cog are 
 not prefixes, but occur between other syllables of a word, they may still be 
 represented as though prefixes, as in signs 18 and 19. In words in which 
 con and com occur together, it is best to write con in full, as in sign 10 in 
 Exercise. 
 
 CONTRA, CONTRI, CONTRO or COUNTER are represented by a halved K in 
 most cases. Signs n and 12. Exceptional instances are junctures with the 
 letters K or Gay wherein the Nhook is also added to the prefix as in sign 14. 
 
 CIRCUM or SELF are represented by the circle S, as in signs 21 and 22. 
 When the circle S also begins the next syllable, as it does in stance, in the 
 word circumstance, enlarge the S circle of stance to indicate the addition 
 of circum, as in sign 24. 
 
 FOR or FORE are represented the same as the word for is expressed in 
 Partial List of Consonant Word-Signs in Lesson VIII /'. e., by the phono- 
 graphic letter F. Signs 25 and 28, this Exercise. 
 
 IN or UN, when joined preceding the circle S, may be very conveniently 
 expressed by a backward initial hook, as in signs 30 and 31. ///, as a word, 
 may also be similarly indicated. Sign 34 in Exercise. 
 
 INTEL, INTER, ENTER, INTRO or UNDER are represented by a halved N, 
 joined as in signs 36, 37, etc. 
 
 MAGNE, MAGNA or MAGNI may be expressed in a few words, such as 
 magnify, magnitude, etc., by the phonographic consonant M, as in signs 43, 
 44, etc. 
 
 AFFIXES. 
 
 BLE, ELY or BILITY are represented by the phonographic stroke B, as in 
 signs 49, 50, etc. 
 
 FOR or FORE, as affixes, are indicated by the same sign as when prefixes. 
 See signs 54 and 55 in Exercise. 
 
 ING, as ari affix, is represented by the phonographic letter N, as in signs 
 56 and 57. Ings and Ingly are therefore properly written as in signs 61 
 and 62. 
 
 MENTAL or MENTALITY, are each expressed by a halved M, terminating 
 with an N hook, as in signs 67 and 63. MENT is, of course, written the 
 same. Sign 65. 
 
 BLENESS, FULNESS, SOMENESS or SELV, as affixes, are represented by the 
 sign used for the prefix self the circle S. Signs 72, 73, 74, etc. 
 
 SELVES or LESSNESS arc represented by the Ses circle, as in signs 76, 78, 
 etc., in Exercise. 
 
 SHIP, as an affix, is represented by the phonographic letter Ish, as in signs 
 82 and 83. 
 
 SOEVER is expressed by a joined circle S* and an R. Signs 86, 87, etc. 
 
64 PRACTICAL PHONOGRAPHY. 
 
 USE OF THE PREFIXES AND AFFIXES. 
 
 In making use cf the phonographic prefixes and affixes, students are prob- 
 ably more apt to lose sight of the two grand principles of phonographic 
 writing sound-spelling and outline brevity than in any other range of 
 practice. Hence the necessity for extra caution. Remember, the prefix 
 for com, accom, con, or cog represents the sounds of those prefixes, not simply 
 the letters; and therefore the sign for those prefixes may also represent the 
 sounds of conn, comm, or accomm as in the words commend, connire and ac- 
 commodation, which are therefore correctly written as in signs i, 2 and 8 in 
 Exercise, those words being phonographically spelled corn-end, con-ive, 
 accom-dation, according to rule for brevity in word outline. 
 
 Frequently the prefixes con or com, or the affix ing, may be altogether 
 omitted from some words, the context being generally a certain indication 
 of their omission. See signs 5, 6, 58 and 59 in Exercise. 
 
 Where one sign is used to express different prefixes or affixes (as K for com, 
 con, accom or ccg and B for ble, bly or biKly), the groups are those in which 
 there is no danger of mistaking which word the sign is intended for at the 
 time. 
 
 The instances are very rare wherein words containing abbreviated affixes 
 or prefixes can be phrased with other words; and, when done, the word con- 
 taining the affix or prefix must occupy its proper place-position, no matter 
 in what position the other words of the phrase are thus compelled to be 
 placed. Furthermore, whether written alone or in phrases, all words con- 
 taining abbreviated prefixes or affixes take position in accordance with the 
 principal vowel sound contained in the main portion of the word, not the 
 vowel sounds of the prefix or affix. Prefixes or affixes are only secondary 
 to the rest of the words to which they may be attached and are therefore 
 subject to no particular position, occupying simply whatever position the 
 rest of the word may give them by its own position. For instance, contra- 
 dict, sign 1 6 in Exercise, is written in the first position to indicate the vowel 
 sound of the syllable diet, thus compelling contra to be written above the 
 line, even though the vowel sounds of contra are second-place ones. In 
 brief, the affixes and prefixes are to be treated precisely as though they con- 
 tained no vowel elements whatever. 
 
 In some words it may be at first somewhat difficult for the student to de- 
 cide which prefix belongs to a word for instance, whether the prefix con or 
 cont'i should be written to the word contribute. In that word the difficulty 
 is caused by the last vowel sound of contri not being very conspicuous, and 
 also by the fact that tribute being a word of itself the student is therefore 
 apt to think the prefix in this case should be con. This would be an erro- 
 neous impression, however, contri being the proper prefix. The rule is to 
 use the briefest prefix consistent with legibility. 
 
PRACTICAL PHONOGRAPHY. 65 
 
 EXERCISE. 
 
 KEY. 
 
 i commend, 2 connive, 3 confuse, 4 cognate, 5 condition, 6 complete, 
 7 accommodate, 8 accommodation, 9 accompany, 10 concomitant, n con- 
 traband, 12 controvert, 13 counterfeit, 14 counteract, 15 contribution, 16 
 contradict, 17 decompose, 18 misconstrue, 19 unaccompanied, 20 selfish, 
 21 self-evident, 22 circumjacent, 23 circumflex, 24 circumstance, 25 forfeit, 
 26 forswear, 27 forsooth, 28 forewarned, 29 fore-finger, 30 insult, 31 un- 
 seemly, 32 unseasoned, 33 in seeming, 34 in some instances, 35 intelligent, 
 36 interest, 37 introduce, 38 undertake, 39 understood, 40 understand, 41 
 undertaken, 42 intellectual, 43 magnesia, 44 magnify, 45 magnificent, 46 
 magnitude, 47 magnanimous, 48 feeble, 49 nobly, 50 credibility, 5iforci- 
 bility, 52 unstability, 53 disability, 54 therefore, 55 wherefor, 56 saying, 
 57 offering, 58 meeting, 59 prancing, 60 musings, 61 racings, 62 knowingly, 
 63 lovingly, 64 blushingly, 65 supplement, 66 fundamental, 67 ornamental, 
 68 instrumentality, 69 feebleness, 70 wrathfulness, 71 watchfulness, 72 faith- 
 fulness, 73 yourself, 74 gladsomeness, 75 irksomeness, 76 ourselves, 77 them- 
 selves, 78 carelessness, 79 thoughtlessness, 80 artlessness, 81 friendship, 82 
 partnership, 83 township, 84 fellowship, 85 courtship, 86 whensoever, 87 
 wheresoever, 88 whosoever, 89 whosesoever, 90 we did not think you could 
 have arrived by that time, 91 as soon as we are in better condition financi- 
 ally, we will take your advice and purchase some of the stock you mention ; 
 but not at present, thank you. 
 
66 
 
 PRACTICAL PHONOGRAPHY. 
 
 LESSON XIV. 
 PHONOGRAPHIC NUMERALS. 
 
 The adoption of short-hand signs for the Arabic numerals has been 
 attempted by writers on short-hand before the compilation of this book, but 
 such attempts have been of the crudest character imaginable, one author 
 employing as many as three different signs to represent each Arabic numeral, 
 all of which certainly tends rather to confuse than enlighten the pupil, or 
 save time for him. Again, they have been objectionable from another rea- 
 son, that of being entirely arbitrary in their character, not a single symbol 
 being used which would phonetically afford any clew whatever to its meaning. 
 
 In the list below presented, however, the author of PRACTICAL PHONOG- 
 RAPHY believes, will be found that unity of character which is so important 
 in a matter of this kind. 
 
 o Cipher 
 
 \ /o 
 
 HAven's CABLC OF 
 PHONOGRAPHIC fJUMERALjg. 
 
 THE SCIENCE OF RAPID FIGURE-WRITING. 
 
 c / 
 
 r // 
 
 COPYI^iqKE, 
 
 1882, 
 BY CURTIS HAVEN. 
 
 JOO 
 
 ( tow 
 
 r IOOQMC 
 
 x 3. 
 
 t /j 
 
 I 
 
 \o 00 
 
 \ 4000 
 
 ^C jflGQGOO 
 
 ^4 
 
 ^ /<* 
 
 ^ 60 
 
 ^600 
 
 ^r 3,000 
 
 ^* <3,OCV,GOO 
 
 ^ * 
 
 v, /4. 
 
 ^_ 40 
 
 W} 400 
 
 ^ 4000 
 
 ^T 400Q0W 
 
 ^ cf 
 
 -* /df 
 
 -\ <50 
 
 ~B 300 
 
 "^ $000 
 
 ~Y" $ooo f oco 
 
 6 
 
 -* // 
 
 _ 60 
 
 -0600 
 
 fiooo 
 
 C 6000JDOO 
 
 ) 7 
 
 > // 
 
 ) ?C 
 
 d 700 
 
 ) 7,000 
 
 r 7,000,000 
 
 \ f 
 
 J /<f 
 
 1 fO 
 
 b SCO 
 
 1 $000 
 
 Y~ $000000 
 
 ^ ^ & 
 
 - // 
 
 r yo 
 
 ^s> yoo 
 
 ^ fOOO 
 
 ^T $000,000 
 
PRACTICAL PHONOGRAPHY. 67 
 
 By looking carefully over the above list, the student cannot fail to recog- 
 nize the simplicity of its arrangement, and its entire legibility. The figures 
 i and 2 are represented by the word-signs for their common names. The 
 other figures are each represented by a conspicuous consonant element of 
 their several names, the figure 3 being a letter R, 4 a letter F, 5 a letter V, 6 
 a letter K, 7 a letter S, 8 a letter T and 9 a letter N; 10 is spelled in full; 12 
 also; ii partly so; while the "teens" are represented as in 13, 14, etc., by 
 halving the original sign to add the sound of T, and concluding with an N 
 hook; 20 is nearly spelled in full; 30 is indicated by simply halving the 
 primary letter representing the numeral 3, and similarly with 40, 50, etc. 
 A small circle S is used for a cypher because it most resembles that symbol, 
 and from this principle hundred is properly represented by a large Ses circle; 
 thousand'^ well represented by the phonographic consonant Ith; and the 
 letter L does admirably for million. 
 
 At first students will be disposed to fear that these phonographic numerals 
 will conflict seriously with their word-signs But, if they persevere in the 
 use of them, they will find this to be anything but the case, especially if they 
 have much figure work in which to make use of these signs. We would 
 state, however, that when only one figure is required to be written, the old 
 Arabic characters will readily suffice ; and, that, in writing ordinal numbers, 
 second, twenty-first, etc., a full phonographic outline is preferable, as in 
 sign 46 in Exercise. And where the name of the number ends in fh, 
 drop that part of an ordinal, or it will conflict with the sign for tliousand. 
 Nineteenth written without the th, as in sign 13, would never be mistaken 
 for nineteen when met with in a sentence. 
 
 In joining these phonographic numerals where the words thousand or 
 miilion are intended though omitted, it is best to join the signs in groups, 
 separating such groups at the points wherein the words thousand or million 
 would have occurred had they been written, as in signs 49 and 50 of Exercise. 
 In the same manner, the words dollars, pounds (sterling) and shillings should 
 be indicated when omitted, as in signs 47 and 48. But it is best not to 
 omit those words in sentences where the context would not indicate them. 
 
 In book-keeping no junctures whatever are allowable, excepting in dates 
 or prices, as the columns of amounts require the figures to be written sepa- 
 rately in order to add them. For the same reasons, calculations by multipli- 
 cation, subtraction, or division must all be made by separated figures as in 
 examples 51 to 54 of Exercise. 
 
 Other than the above exceptions, the more figures joined, the better for 
 rapid notation. 
 
 The word hundred, when occurring in a sentence unaccompanied by 
 figures, should be represented by a heavy halved N, written under the line, 
 as in sign 44 in Exercise. It will not conflict with any other word-sign. 
 
68 
 
 PRACTICAL PHONOGRAPHY. 
 
 VISIBLE VOWELS. 
 
 Practical phonographers never experience any difficulty whatever in read- 
 ing their notes wholly unvocalized, but for the convenience of those who 
 may desire to be somewhat more precise in writing technical or classical 
 terms, foreign words, etc., the following complete list of visible signs repre- 
 senting all the vowel sounds of the Invisible Alphabet is here appended. 
 
 
 E 
 
 I 
 
 Oi 
 
 A 
 
 
 
 u 
 
 (V 
 
 Oo 
 
 Long 3ounds 
 
 r 
 
 \ 
 
 \ 
 
 i _ 
 
 1 
 
 v/ 
 
 * 
 
 
 
 Short Sounds 
 
 j 
 
 ><- 
 
 
 ^ 
 
 J 
 
 ri 
 
 
 y 
 
 Broad, founds 
 
 
 
 
 2 S 
 
 
 
 
 
 broadest Sound 
 
 
 
 
 
 
 
 
 
 i 
 
 The above list, however, must not be supposed to in any degree change 
 the value of any of the vowel-signs of the Visible Alphabet. The signs there 
 given and which are duplicated in the first line of above diagram still as 
 perfectly represent all the sounds of their letters as they do in the Visible 
 Alphabet, the additional signs being simply other signs intended to more 
 conspicuously indicate the short and broad sounds of the vowels at times 
 when the phonographer desires to make very particular indication. Other- 
 wise the sign for E in the Visible Alphabet quite as correctly represents both 
 the long and short sounds of E, as though the additional sign for the short 
 sound in above diagram did not exist. Another use to which these addi- 
 tional signs may be put, is by substituting them for their original signs in 
 instances wherein to employ the original sign would make an impracticable 
 juncture. In this way the signs for the short sounds may be made to do duty 
 for the long sounds of the Visible Alphabet, and that too, without the least 
 loss, but rather a gain, in legibility. The formation of the consonants to 
 which they are joined will positively indicate such use of the vowel signs. 
 
 PUNCTUATION. 
 
 Professional short-hand writers punctuate by leaving spaces. Others, more 
 precise, make use, in particular work, of signs which cannot clash with their 
 phonographic symbols. The vowel indication of other methods of short- 
 hand writing make a substitution of extraordinary punctuational signs a 
 necessity when punctuation is desired, but the uniformity of the word-build- 
 ing of PRACTICAL PHONOGRAPHY permits the use of all the ordinary printed 
 punctuational marks except the dash, the marks of parenthesis and the 
 hyphen. The dash is therefore represented by a short waved line, the paren- 
 thesis by brackets and the hyphen by two small parallel lines. See phrases 38 
 and 39 in Exercise. 
 
PRACTICAL PHONOGRAPHY, 69 
 
 The foregoing remarks apply solely to work done at leisure (business mem- 
 oranda, etc.), there being, of course, no time in actual reporting to insert any 
 punctuational marks whatever. Punctuating, at time of reporting, is done 
 entirely by spacing, a space of about an inch and a half serving for a period, 
 a space of somewhat less than an inch doing duty for all the other ordinary 
 marks, the hyphen not being indicated at all. All new paragraphs are com- 
 menced one inch from the left-hand margin of the paper written upon, 
 questions commencing one and a half inches from same margin, the other 
 lines of writing all commencing very near left-hand margin. 
 
 When a speaker repeats the same phrase several times in a sentence, the 
 phonographer may make use of a long waved dash line to denote the re- 
 peated words in their reoccurrence instead of rewriting those words. See 
 sentence numbered 40 in Exercise. 
 
 SOUND SYLLABLES. 
 
 A proper appreciation of the sound syllables of language is a great aid to 
 the student in building outlines for infrequently occurring words, and it is, 
 therefore, an aid which should be cultivated as much as possible. A good 
 way to attain this result is to write words in as few syllables as possible, con- 
 sistent with legibility. For instance, do not divide the word vagrancy thus: 
 vag-ran-see ; nor yet omit the final vowel sound as in va-grans. Signs 41 
 and 42. The former makes too ex-tended an outline and the latter is too 
 brief for legibility. The latter also, by the use of the Ns circle as a termina- 
 tion, fails to provide for the final invisible vowel, which is always entitled 
 to representation by writing the last consonant in full. Vagrancy should 
 be divided into sound-syllables as in sign 43 va-gran-cy thus giving its 
 final vowel full representation by the use of the full-sized S, and at the same 
 time rendering the word-outline sufficiently brief for rapid writing. 
 
 LIGHT OUTLINES. 
 
 When there is a possibility of choice make use of a light word-outline in 
 preference to a heavy one, and wherever readable lighten the heavy phono- 
 graphic strokes as well, or at least write them as lightly as possibl'e without 
 destroying legibility. Many prominent phonographers make no distinction 
 whatever between the light and heavy phonographic strokes, writing all 
 alike light. Like other phonographic expediences this is a matter in which 
 students must be governed entirely by their skill in reading, though the less 
 heavy strokes made the greater the rapidity of one's fingers become. The 
 Reader (Part III of this book) is mostly written in light character, because 
 it is best for students to familiarize themselves with such outlines, but in 
 their own professional work they should, of course, please themselves. 
 
 After this lesson, dotted lines are also omitted from the short-hand plates, 
 an imaginary line being all that is necessary for the purposes of a professional. 
 
PRACTICAL PHONOGRAPHY. 
 
 EXERCISE. 
 
 KEY. 
 
 i Been able, 2 to be able, 3 it can only, 4 little by little, 5 insult upon 
 insult, 6 cannot have been, 7 not to have been, 8 not to be, 9 shall be on, 
 10 one or the other, n was it as, 12 second chapter, third section, 13 tenth 
 book, chapter nineteenth, 14 volume one, page fortieth, 15 Paul's Epistle to 
 the Corinthians eleventh to thirteenth chapters inclusive, 16 in the world, 
 17 in the first place, 18 in the second place, 19 in the third place, 20 in the 
 next place, 21 in the last place, 22 more or less, 23 on either hand, 24 on 
 the other hand, 25 on the one hand, 26 on the contrary, 27 notwithstand- 
 ing, 28 nevertheless, 29 beforehand, 30 Kingdom of Christ, 31 the first 
 thing, 32 the first subject, 33 the first position, 34 the first and second, 35 
 the first and last, 36 the best and worst, 37 Temperance Society, 38 the 
 presence of that man (pointing to the chairman) is an open insult to this 
 convention, 39 such was our late brother a laughter-loving, good-intend- 
 ing soul, 40 they were once the conquerors of the East; they were once the 
 chosen people of the Lord; they were once the keepers of the Shekinah, 41 
 vag-ran-cy, 42 va-grans, 43 va-gran-cy, 44 hundred, 45 twenty-one, 46 twenty- 
 first, 47 four dollars and fifty-nine cents, 48 nine pounds, three shillings and 
 six pence, 49 f thirty- four thousand five hundred and sixty-nine, 50 eight 
 hundred and ninety-one thousand, two hundred and sixty- three 
 
 51 946 
 539 
 
 407 
 
 5422 
 
 5229 
 
 359 
 
 178 
 
 733 
 
 896 
 
 16 
 
 40 
 ii 
 
 ii 
 
PRACTICAL PHONOGRAPHY. 71 
 
 CONCLUDING LESSON. 
 
 LEGAL REPORTING. 
 
 In this field of short-hand writing, experience, together with a knowledge 
 of law forms and expressions, is of as much importance as the acquisition of 
 the phonographic art itself. And, in this field also, absolute accuracy of 
 transcription and individual judgment on the part of the phonographer, are 
 both attributes which must exist. Of course beginners can not be presumed 
 to possess large experience, and one must begin sometime, since all those 
 of great experience now, have in the past. So to make up, in some meas- 
 ure, the lack of experience, the author appends the following timely sugges- 
 tions : 
 
 In criminal cases only, is it necessary for the phonographer to notice the 
 impanelling of a jury, and unless by request, the remarks of counsel need 
 not be reported, the same being true of the summing up of counsel. But 
 the judge's charge, unless it is read from manuscript, should receive the 
 phonographer' s most particular attention. 
 
 Every word of evidence should be reported with the utmost exactness, but 
 the objections and motions of counsel, as well as the rulings of the judiciary, 
 need not be reported verbatim, it being simply necessary for the phonogra- 
 pher to listen attentively throughout and present such motions, rulings, etc., 
 in as brief legal form as possible. 
 
 Write all transcriptions of legal proceedings on legal cap, writing on both 
 sides of the paper, and using the first page as the title page of each day's 
 report. Each title page should contain name of court, title of suit, the 
 judge's name, names of counsel, plaintiff and defendant, with date of trial. 
 The title page, to be complete, should also contain an index to the evidence. 
 
 In making reports of testimony and other similar work, a good plan is to 
 procure paper ruled down the side with two lines, one line being an inch and 
 the other an inch-and-a-half from the left-hand margin of the paper. This 
 kind of paper can be procured from most law stationers in the cities, but 
 persons residing outside of large towns and those who do not wish to spend 
 the amount of money necessary for such paper, can make a very good sub- 
 stitute out of common foolscap or ruled manilla paper, by ruling the sides 
 of it with a lead pencil. With this paper a very important determination 
 can be arrived at in reading one's notes that is, one can always tell whether 
 he is about to transcribe an interrogatory or a declarative sentence, by simply 
 beginning all interrogatory sentences at the line which is one-and-a-half 
 inches from the margin of the paper, and all replies and other sentences at 
 the line which is an inch from the margin. 
 
72 PRACTICAL PHONOGRAPHY. 
 
 POINTS TO REMEMBER. 
 
 Devote as much time to reading as to writing phonography. 
 
 Write the exercises contained within these lessons over and over again, 
 even after you have mastered The Reader. They contain words and phrases 
 which have been selected especially for all-time practice. 
 
 Remember that time is wasted by attempting to write rapidly before one 
 can write well; that the difficulty of reading poorly written phonography 
 will be far more regretted than a lack of speed while learning; and that 
 speed is certain to follow where a neat and accurate style is the student's aim. 
 
 A student's progress in the art of rapid, and, at the same time, legible 
 writing, depends very greatly upon the frequency and length of time given 
 to practising the art. Students who practice most frequently and for the 
 longest period at a timo, master the art first. 
 
 Never slight the joined-words. The skilled phonographer executes these 
 combinations in one-half the time requisite to write each word separately. 
 
 A good plan for study and to gain familiarity with a large number of 
 words is for the student to get a common spelling book and practice upoa 
 all the hard words therein. Practice of this sort will go a great way towards 
 making easy the path which leads to rapid writing. 
 
 Future practice in writing will much accelerate the student's proficiency, 
 if he or she will practice in precisely the same manner a regular phono- 
 graphic reporter works. To accomplish this object, procure a reporter's 
 note book either by purchase or making it yourself. These books are about 
 the shape and size of a common pass-book, and nearly half an inch thick, to 
 admit of lengthy reports being taken; but, unlike most other note books, 
 they open at the bottom instead of at the side, and when in use, only one side 
 of the paper is written on that which is nearest and afterwards when those 
 leaves are all written upon, the book is turned and the other sides are ready 
 for use. This method always secures a good foundation for the phono- 
 graphic writing, and prevents, in a great measure, awkward illegibility. 
 
 It will be observed that, although the Exercise to this lesson is almost 
 wholly made up of light outlines, a certain amount of discretion has been 
 employed in its writing. For instance, where an invisible vowel, represented 
 alphabetically, is used, its heavy characteristic is retained because unless 
 such were the case the very presence of the vowel would simply become a 
 means of confusion. Again, such heavy half-signs as that representing God 
 will also be found to retain its heavy characteristic, for similar reasons. By 
 observance of these facts and application of these rules /. e., that heavy 
 halted characters when written alone and heavy visible vowels must preserve 
 their shaded characters students will experience no difficulty in reading 
 sentences wherein outlines are written lighter than originally learned. 
 
PRACTICAL PHONOGRAPHY. 73 
 
 EXERCISE. 
 
 0^?-^, ^ _.J-r 
 )^- T s > J 
 
 KEY. 
 
 What the oak is to us as a symbol of majesty, of grandeur, and of endur- 
 ance, that, to the Syrians, was the Cedar of Lebanon. "When the prophet 
 Ezekiel wished impressively to picture the pride and power of the Assyrian 
 King, lie said: "Behold the Assyrian was a cedar in Lebanon, with fair 
 branches and with a shadowing shroud, and of a high stature; not any tree 
 in the garden of God was like unto him in his beauty." And Isaiah, in 
 describing, prophetically, "The joyful flourishing of Christ's Kingdom," 
 says: "The glory of Lebanon shall be given unto it." This tree is more 
 remarkable for its wide spreading branches and massive trunk, than for 
 lofty height; its breadth is, in fact, often greater than its heighth. These 
 characteristics, so suggestive of shelter and protective strength, invest the 
 tree with a patriarchal dignity. "The branches," says Dr. Thomson, "are 
 thrown out horizontally from the parent trunk. These, again, part into 
 limbs which preserve the same horizontal direction; so on down to the 
 minutest twigs; and even the arrangement of the clustered leaves has the 
 same general tendencv. Climb into one, and you are delighted with a 
 succession of verdant floors spread around the trunk, and gradually narrow- 
 ing as you ascend. The beautiful cones seem to stand upon or rise out of, 
 this green flooring " It was, for a long time, commonly supposed that the 
 only remaining true cedars of Lebanon were the group in the Valley of the 
 Kedisha River, in Northern Lebanon, known as B'Sherreh Grove. But 
 this grove is far from being the only remaining representative of the ancient 
 "glory of Lebanon." The cedar referred to in Scripture, in connection 
 with the rites of purification, is supposed to be a Phoenician juniper, whose 
 wood is aromatic. It was called Oxycedrus by Pliny, and is still common 
 on Lebanon. From 1 'he Home Circle. 
 
PART III. 
 THE READER. 
 
 PUBLIC SPEAKING. 
 
 It may perhaps be of use to those anxious to become orators to know that 
 from some cause or other almost all speakers occasionally not only lose the 
 thread of their argument, but lose all knowledge of what they are talking 
 about. I have seen this occur, says a writer in one of our English contem- 
 poraries, with many of our most experienced orators, and when it happens 
 they repeat a few vague generalizations until their thoughts come back to 
 them, when they fall back again into their speech. Thus their temporary 
 wool-gathering escapes detection, except by those who watch them very 
 closely. An inexperienced speaker, instead of this, pauses, gets confused, 
 and sits down in despair. Another mistake of budding speakers, and indeed 
 of many who are in full bloom, is to speak too quickly. The person who 
 wishes to be heard can hardly speak too slowly. He should pronounce not 
 only each word, but every syllable of each word distinctly. Mr. Bright 
 
 NOTE. This part of the book is intended for both reading and writing practice, the printed pages 
 being the key to the short-hand engraving opposite them. Students should, therefore, not civ so 
 studying these pages until they can both read the short-hand engraving as rapidly as print and write 
 the printed pages from dictation into as precise short-hand as they are herein written by the author. 
 
 Before the student begins practicing the exercises found within this portion 
 of the book, the author furthermore desires to state that, while this part is 
 in a great degree intended, with the help of The Vocabulary, to perfect 
 students in the proper use of word-signs, its primary object is to give them 
 a concise idea of the manner of INVENTING SPECIAL ABBREVIATIONS extem- 
 poraneously, while engaged in reporting lectures, sermons, etc. To obtain 
 a complete idea of the manner in which this is accomplished, it will be ne- 
 cessary for the student to observe the following rules in making use of this 
 Reader: 
 
 ist. Carefully read and note, in the short-hand pages herein, every di- 
 gression from the long way of writing words and phrases for which word or 
 phrase signs have not been already learned, or which do not appear in 
 The Vocabulary. 
 
 2nd. Write the exercises from dictation; afterwards comparing your 
 short-hand writing with the original. Rewrite and re-rewrite from dicta-" 
 tion until your short-hand writing compares precisely with that in this Reader. 
 
 3rd. and last. Transcribe your short-hand writing and compare with the 
 printed key. By this means many slight but important contractions may be 
 discovered, which, otherwise, might be overlooked. 
 
 (74) 
 
PRACTICAL PHONOGRAPHY. 
 
 75 
 
 \ 
 
 r 
 
 
 \ ( 
 
 
 X V./ 
 
 L ( 
 
 v v o O 
 
 
 , 
 V, b ) 
 
 (, 
 
 
 o 
 
 
 \ 
 
 ,*- i 
 
76 PRACTICAL PHONOGRAPHY. 
 
 once said that nothing cost him more difficulty than to learn to speak slowly. 
 A clear, deliberate utterance of every syllable, with pauses to mark the steps 
 at the end of each sentence, does not produce the effect of tediousness but 
 the reverse. Scientific American. 
 
 THE PULSE IN HEALTH AND DISEASE. 
 
 Many erroneous impressions prevail about the pulse as indicative of health 
 or disease, a common opinion being that its beatings are much more regular 
 and uniform than they really are. Frequency of pulsation varies with age. 
 In the new-born infant pulsations are from 130 to 140 to the minute; in the 
 second year, from 100 to 115 ; from the seventh to the fourteenth year, from 
 80 to 90; from the fourteenth to the twenty-first year, from 75 to 85; from 
 the twenty-first to the sixtieth year, from 70 to 75. After that period the 
 pulse is generally thought to decline, but medical authorities differ radically 
 concerning this point, having expressed the most contradictory opinions. 
 Young persons are often found whose pulses are below 60, and there are 
 even many instances of pulses' habitually reaching 100, or not exceeding 40, 
 without apparent disease. Sex especially influences the pulse, which in 
 women is from 10 to 15 beats more rapid than in men of the same age. 
 Muscular exertion, even position, materially affects the pulse of both sexes. 
 Its average frequency in healthy men of 27 is, when standing, 81; when 
 sitting, 71; when lying, 66 per minute; in women of the same age in the 
 same positions, 91, 84 and 79. In sleep the pulse is in general considerably 
 slower than during wakefulness. In certain diseases, acute dropsy of the 
 brain, for example, there may be 150, even 200 beats; in other kinds of 
 disease, such as apoplexy and some organic affections of the heart, there may 
 be no more than 20 to 30 to the minute. Thus, one of the commonest di- 
 agnostic signs is liable to deceive the most experienced practitioners. 
 
 FIFTEEN FOLLIES. 
 
 First. To think that the more a man eats the fatter and stronger he will 
 become. 
 
 Second. To believe that the more hours children study at school the faster 
 they will learn. 
 
 Third. To conclude that, if exercise is healthful, the more violent and 
 exhaustive it is the more good will be done. 
 
 Fourth. To imagine that every hour taken from sleep is an hour gained. 
 
 Fifth. To act on the presumption that the smallest room in the house is 
 large enough to sleep in. 
 
 Sixth. To argue that whatever remedy causes one to feel immediately 
 better is "good for" the system without regard for more ulterior effects. 
 
PRACTICAL PHONOGRAPHY. 
 
 77 
 
 4 
 
 1 _ , 
 
 I 
 
 
 
78 PRACTICAL PHONOGRAPHY.' 
 
 Seventh. To commit an act which is felt in itself to be prejudicial, hoping 
 that some how or other it may be done in your case with impunity. 
 
 Eighth. To advise another to take a remedy which you have tried your- 
 self, without making special enquiry as to whether the conditions are alike. 
 
 Ninth. To eat without an appetite, or continue eating after the appetite 
 is satisfied merely to gratify the taste. 
 
 Tenth. To eat a hearty supper for the pleasure experienced during the 
 brief time it is passing down the throat at the risk of a whole night of dis- 
 turbed sleep, and a weary waking in the morning. 
 
 Eleventh. To remove a portion of the covering immediately after exer- 
 cising, when the most stupid drayman in New York knows that if he does 
 not pull a cover on his horse the moment he ceases to work in Winter that 
 he will lose him in a few days by pneumonia. 
 
 Twelfth. To contend that because the dirtiest children in the street or 
 highway are healthy that therefore it is healthy to be dirty; forgetting that 
 continuous daily exposure to the outdoor air in joyous, unrestrained activi- 
 ties is such a powerful agency for health that those who live thus are well in 
 spite of their rags and filth. 
 
 Thirteenth. To presume to repeat, later in life, without injury, the indis- 
 cretions, exposures and intemperance which in the flush of youth were prac- 
 ticed with impunity. 
 
 Fourteenth. To believe that warm air is necessarily impure, or that cold 
 air is necessarily more healthy than the confined air of a crowded vehicle. 
 The latter at most can only cause nausea, while entering a conveyance after 
 walking briskly, and lowering the window will, by exposure to a draft, give 
 cold infallibly, or an attack of pleurisy or pneumonia, which will cause weeks 
 and months of suffering, if not actual death within a few days. 
 
 Fifteenth. To "remember the Sabbath day" by working harder and 
 later on Saturday, than any other day in the week, with the view of sleeping 
 late next morning and staying at home all day to rest, conscience being 
 quieted by the plea of not feeling well. Dr. Hall. 
 
 THE SWORDSMAN OF THE SEA. 
 
 The United States Fishery Commission steamer Lookout just returned 
 from her summer cruise, brings some interesting facts connected with the 
 swordfish, the catching and sale of which has become quite an industry on 
 the New England coast. During July, August and September many smacks 
 are fitted out for the capture of these fishes. Part of the past summer the 
 Lookout devoted to investigating the grounds they frequent and discovering 
 new localities where they abound. The swordfish is taken by harpooning, 
 and vary in weight 100 to 600 pounds apiece. They are armed with a flat 
 sword about three feet in length, with which they lull their prey, cutting it 
 
PRACTICAL PHONOGRAPHY. 
 
 79 
 
 10 V, ^ 
 
 T c ^ ^ ^~- 
 
 c I 
 
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80 PRACTICAL PHONOGRAPHV. 
 
 up by a horizontal motion of their sword before eating it. Their meat is 
 white and delicate, and brings a very good price in all the northern markets. 
 The harpoon is used with a detachable head, to which is fastened about 
 forty fathoms of line about one-third of an inch in thickness. To the end 
 of this line is fastened a small keg to act as a buoy. The smack is provided 
 with a strong temporary platform at the end of her bowsprit called the 
 "pulpit." Upon this the harpooner stands. 
 
 A lookout as stationed at the masthead to discover the fish. They are 
 seen feeding near the surface of the water, usually with the long, curved 
 dorsal fin and upper portion of tail showing above the water. The smack 
 bears away for the fish, and the "pulpit," if he gets within reach, plants his 
 harpoon as near the centre of the body of the fish as he can. The harpoon 
 pole pulls out by means of a small line at the upper end as soon as the fish 
 starts off, the harpoon line and buoy being thrown overboard at the same 
 time. The fish is then allowed to exhaust himself by towing the buoy for a 
 greater or lesser time, according to his size and the way he was struck. The 
 smack in the meantime cruises about for other fish. 
 
 When it is desired to take the harpooned fish, a man goes after it in a 
 small boat, provided with a short lance, much like a seal lance. He picks 
 up the buoy and gradually hauls in or plays out the line, precisely as one 
 might in playing with a salmon, until the fish is worn out, when the finish- 
 ing stroke is given by lancing it through the head and gills. With all this 
 care the fish are frequently lost, owing to their great vigor and strength and 
 the delicate nature of the flesh, in which the harpoon is embedded. 
 
 Lieutenant Woods states that one was caught by the Lookout this summer 
 which weighed 400 pounds. He says he has noticed as high as twenty 
 smacks engaged in this fishery at within a radius of six miles. Among the 
 specimens on board the Lookout is the sword of one fish measuring four feet 
 from where sawed off at the head to the point. It varied from six inches to 
 two inches in breadth and about two-sixteenths in thickness at the sharp end. 
 
 LUCK vs. PLUCK. Men who depend upon "luck" for success usually ex- 
 pect to reap without sowing, to inherit and not earn success in the world. 
 It is fatal to a young man's future to adopt this creed early in life. Every 
 man in the history of a lifetime will have one opportunity to show what his 
 mettle is made of. Was it luck gave us the steamboat, sewing machine, 
 telegraph and telephone? The biographies of Fulton, George Stevenson, 
 Cyrus W. Field, Howe and Edison do not say so. Therefore, let truth, 
 honesty and industry guide you. Let your motto be, "Luck is a fool. Pluck 
 is a hero." Cultivate self reliance, don't drink, don't swear, don't steal offi- 
 cially or unofficially, be manly and sincere and v O ur success is sure. JOHN 
 COYLE, in Napa Classic. 
 
PRACTICAL PHONOGRAPHY. 
 
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32 PRACTICAL PHONOGRAPHY. 
 
 STRAY LEAVES FROM THE AUTHOR'S NOTE-BOOK. 
 
 CORRESPONDENCE. 
 
 T. R. HALLOWELL, Chief Accountant Bethlehem R. R. Co. 
 
 DEAR SIR: I have only to-day received your statement dated May 4th, 
 showing car service of our cars on your railway. 
 
 The delay seems unacccunti ble. Would you please look into the matter 
 and advise me as to the cause? 
 
 Your early reply will greatly oblige 
 
 Yours truly, 
 
 ARMAND DOOLITTLE, 
 
 First Auditor. 
 
 MRS. FRANK HARDCASTLE, Marchmont, Mo. 
 
 DEAR MADAM: Your favor of the ist inst is before me. 
 
 After a hasty examination of the particulars mentioned therein, I am in- 
 clined to believe that there could scarcely have been any misunderstanding 
 between your deceased husband and our agent at your town. Your husband 
 certainly perused the printed agreement on his policy before signing same 
 and of course it would be imposible for us to consider any supposed verbal 
 arrangement. 
 
 I will advice you at a later date regarding the other matter you mention. 
 
 Very respectfully, 
 
 WM. MACELHAINEY, ESQ., Treas. 23d Nat. Bank of New York. 
 
 DEAR SIR: We advise you somewhat hastily to please look out fcr check 
 No. 563, endorsed by H. Smith, Jr., & Co., and dated the ist ult. 
 
 This check was, through the carelessness of a clerk, addressed to your bank, 
 when it should have been sent to the 23d National Bank of NEWARK. 
 
 It is our custom to have our mail made up by one clerk and examined, be- 
 fore it is sent out by another; but, on this occasion, the gentleman who 
 usually performs the latter duty, was absent, and under great press of bus- 
 iness, the examination was entirely overlooked hence the blunder. 
 
 Ere receipt of this, you have most likely discovered the mistake. Please 
 be kind enough to return check promptly and accept our apologies. 
 
 Truly Yours 
 
 J. M. MARKLEY, 
 
 Treasurer. 
 
PRACTICAL PHONOGRAPHY. 
 
 1 
 
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84 PRACTICAL PHONOGRAPHY. 
 
 Messrs. JESSUP & CARMAN, Cleveland, O. 
 
 GENTLEMEN: Replying to yours of the 2d inst. the goods you refer to 
 were shipped you promptly the afternoon of the day purchased, a fact to which 
 our shipper and his assistant together with our "blotter," testify. The de- 
 lay in the receipt of your goods, is not therefore traceable to any dereliction 
 of duty upon our part, and as an additional proof of this statement, we en- 
 close you, herewith, bill of lading, which you will observe is dated in ac- 
 cordance with above statement. This being the case, the tardy delivery of 
 the goods is wholly the fault of the railway company, and we return you, 
 with this letter, the bill rendered by you to us, and advise the presentation 
 of it to the railway company for payment. 
 
 Very repectfully, 
 
 JNO. BROWN & Co.,) j 
 
 VS / 
 
 THOMAS ROGERS, j ^mages, ^600. 
 
 Messrs. JNO. BROWN & Co., Mantua, Oldham Co., Mass. 
 
 GENTLEMEN : I received a call this a. m. from the defendant in your suit, 
 Mr. Thos. Rogers. 
 
 The purpose of his call was to arrange a compromise by the payment to you 
 of $200 cash. 
 
 I would advise your acceptance of this compromise and thus avoid further 
 litigation, although the expenses incurred by you having amounted to $210, 
 it is a loss. 
 
 Before arranging a compromise, however, if you conclude to make one, 
 write me a letter stating you will compromise for $400. This is no more than 
 just, and I think he may accept. 
 
 Please advise me, as early as possible, what course to pursue, and oblige. 
 
 Your obedient servant, 
 
 ' T. DUDLEY BECKET. 
 
 COUNCIL REPORTING. 
 
 X. I would urge upon you, gentlemen, an ENTIRE prohibition of street- 
 huckstering. I speak in the behalf of between three and four thousand gro- 
 cers and legitimate dealers who suffer from unregulated and indiscriminate 
 huckstering. They ask simply that as tax-payers they may be protected in 
 their rights. They ask that the hucksters be placed on the same basis as 
 storekeepers, who are required by law to pay mercantile taxes, rents, licenses 
 and other taxes. 
 
PRACTICAL PHONOGRAPHY. 
 
 85 
 
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86 PRACTICAL PHONOGRAPHY. 
 
 Rowan. I would like to ask Mr. X. if he keeps a grocery store? 
 
 No ; I am not so unfortunate. I am in business as a butter, egg, and 
 cheese dealer. 
 
 I would like to ask the amount of license you pay yearly? 
 
 We paid, last year, fifty dollars. 
 
 What is the amount of business that you do yearly? 
 
 It ranges from one hundred to two hundred thousand dollars. 
 
 Then you would be satisfied with a proportionate amount of tax on the 
 hucksters, I suppose? 
 
 I would not. 
 
 Then you want them to be imposed upon more than you? 
 
 No, sir. 
 
 Now Mr. Chairman, what is his real motive ? Is it his own personal bene- 
 fit or not? 
 
 My own motive is to secure the passage of an ordinance that will please 
 all. We ask that these people be prohibited from selling on the streets. 
 
 Are not the streets free? 
 
 Well, they seem to be, at present. 
 
 Why do you want to prohibit people from selling goods on the street? 
 
 Because we do not think it a proper way of doing business. We think it 
 is giving them privileges that other people do not possess. 
 
 You said a moment ago that you paid fifty dollars license to the city last 
 year and did a business of one or two hundred thousand dollars. Now, if 
 you. do two hundred thousand dollars worth of business yearly, you are cheat- 
 ing the city out of about one hundred dollars a year, and if you do a bus- 
 iness of one hundred thousand dollars, you are cheating the city out of about 
 fifty dollars a year. Now, I think it would be advisable for you to sock up. 
 Mr. President, I am a paper hanger, carrying on business in a store, but 
 any journeyman papsr hanger can go to a manufacturer and buy wall paper 
 by the single roll as cheaply as I can buy it by the thousand rolls. These 
 journeymen will paper anybody's house from whom they can get a job, yet I 
 would never think of asking that the journeymen should be prohibited from 
 going around and "huckstering" their work. The action of these people 
 who desire to crush the hucksters out of existence is a scandalous and out- 
 rageous one and is an effort to oppress the poor. 
 
 COURT TESTIMONY. 
 
 Q. The bills that you had against the estate, I suppose, have all been 
 paid your bills for medical services. A. I claim a professional privilege. 
 
PRACTICAL PHONOGRAPHY. 
 
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88 PRACTICAL PHONOGRAPHY 
 
 Q. You have a legacy of how much under the will. A. I understood 
 that I had $40,000 under the will. 
 
 Q. How much of that did you get outside of the will. A. I didn't 
 know that I was brought here to answer questions about my private business. 
 
 Objected to by Mr. Clinton. Objection sustained. 
 
 Q. Can you state any one of Mr. Y's children whom Mrs. K. or Mrs. 
 Y. urged to have admitted to the room who was not admitted. A. Yes, 
 sir; Artemas. It was, I think, in July, 1876. 
 
 Q. State what was said on the subject at the time, and by whom. A. 
 Mrs. K. stated to Mr. Y. that his son Artemas was down stairs, and would 
 like to see him. She urged him to see him, but the old gentleman would 
 not. There was another occasion also, I think, in the month of July. He 
 was at his father's house very frequently. 
 
 Q. What children saw their father by stealth. A. I have seen Mrs. T. 
 look in the partly opened door; I have seen Mrs. A., Mrs. O. and Mrs. L., 
 do the same. This was during the period of his illness. Mrs. A. was at 
 the house frequently almost daily. 
 
 Q. How many times did she look through the half-open door. A. I 
 think every time she was there and did not go into the room to see him. 
 
 Q. When was it that the deceased told Mrs. L. that he had made the 
 best will he could. A. My recollection of it is that it was in the front 
 room, within two months of his death. 
 
 Q. Who was present. A. I don't remember any except the deceased 
 myself, and Mrs. L. 
 
 Q. To whom did he say that if he had to make a will a hundred times 
 he would not make it differently. A. I think I heard him say that to dif- 
 ferent members of his family. 
 
 Q. Are you able to state that he said that to any particular member of 
 the family you could name. A My impression is, it was Mrs. L. I can't 
 name any other. 
 
 Q. When was it he told you he had given Samuel and Alfred the largest 
 portion of his property. A. In 1854. 
 
 NOTE. The student will notice throughout the short-hand plates that where a sentence 
 ends at or near the right-hand end of the line of writing, that the next sentence is commenced 
 one-half inch from the left-hand margin of the next line, instead of an inch and a half as 
 otherwise necessary when a period occurs within the line of writing. This is done to dis- 
 tinguish between the end of a paragraph and the beginning of a paragraph or interrogatory 
 sentence, either of which would be implied were the space rule for indicating a period ap- 
 plied to such instances, i. e., where a sentence terminates at or near the right-hand end of 
 the line of writing. 
 
rRACTK.AI. PHONOGRAPHY. 
 
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90 PRACTICAL PHONOGRAPHY. 
 
 Q. You stated that he said to proponent here, "When I die you will 
 have great responsibilities, and I want you to carry out what is in the will 
 and other papers." What other papers. A. He said some other papers 
 that were to be left, and I understood him to say attached, or to be attached, 
 to the will. 
 
 Q. When was it that he told you that if he had died at some previous 
 time, the world would never have known him. A. The first time was in 
 May, 1876. 
 
 Q. Do you recollect any conversations that he had with other persons 
 about purely business matters. A. Only on one occasion. I usually left 
 the room when persons came on business to see him. Once Mr. W. came 
 in with some papers. Mr. Y. told me to sit down and listen to a paper. He 
 told W. to read it, which he did. He (Mr. Y.) said " Doctor, I want you 
 to witness that paper," and I did so. I have never seen the paper since his 
 death, and do not know where it is. I could state a part of the contents, 
 but not all. 
 
 THE ROSTRUM. 
 
 Mr Chairman and my friends : I am very glad to do myself the honor of 
 coming to your city and speaking a few words upon a subject that I know 
 is deeply interesting to you the subject of total abstinence from intoxicating 
 liquor. I have only a few moments to be with you, for I am going across 
 the river to speak at two meetings there. I am obliged to catch the quarter 
 of eight boat, and what can I say to you in the few moments that are alloted 
 to me ? Simply this : This work that we are now engaged in is a work of 
 malice towards none and charity for all ; for the liquor seller and for the 
 liquor drinker especially. If these men who are engaged in the business, 
 and those men who die intemperate, were made to believe that those who do 
 not drink are their friends, a great trouble would be overcome and the cause 
 of total abstinence benefitted. But we act coldly, and many of that class 
 of men that we are desirous of reaching we have driven away from us. We 
 have so talked about the liquor seller that we could not did not say " come 
 and be one of us." Now, if we gain success in this kind of work, we must in- 
 vite all, plead with all. You need not try to compel a man to be sober. 
 You must persuade. Appeal to his honor, his integrity, to his home, to his 
 country, and to his God. 
 
 Our work, so far, has been signally blest of God signally blest. Men 
 who have been the victims of intoxicating liquor have signed the pledge; 
 men who have been engaged in the sale of it have given up their business, 
 
rRACTK.AI, PHONOGRAPHY. 
 
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92 PRACTICAL PHONOGRAPHY. 
 
 and are now within the ranks of .total abstinence. They are working with 
 us with a zeal, with a patience, and with a cheer that shows in themselves 
 the beauty and grandeur of this reform. A great fault with the Christians 
 is, we have allowed the cause of total abstinence to be established OUT OF THE 
 CHURCH. I say this for a truth, and there are many things that testify to this 
 fact. We allow ourselves to grow indifferent about it. We do not feel deeply 
 about it, and so make no attempt to do good in this direction. 
 
 You can tell a man anything but his faults. He will let you pat him on 
 the back and say he is a splendid fellow. You may praise him to the high- 
 est heaven; but tell him of his faults, and he begins to feel a little different. 
 It is nice to be patted on the back and to be told you are a good fellow a 
 fi'ne lady ; but when the Holy Spirit asks to show you ALL THINGS, he show- 
 you views that you do not like. The peace of God comes to us by doing 
 the will of God, and that work is accomplished by the heart yielding obedi- 
 ence to the truth. Therefore, I say to you that the strangest thing in the 
 present age is that Christian people make a claim of being exceptional, and 
 yet they do not like very much to be told of their faults. I confess to that 
 same fault. When a good brother takes me by the arm and says : " Frank. 
 I dont like what you said a moment ago," or " What you said last evening 
 should have been left unsaid," I feel rebuked. But it is not always very 
 comfortable to me. I declare I think we are like the little people attending 
 school. They like all of them to be pronounced very excellent scholars, 
 whether they are so or not. 
 
 I believe, withal, my friends, that this country will be revolutionized by 
 this reform, but it can only be done by the people totally abstaining from 
 intoxicating liquors. You need not undertake to stop those in the business 
 from selling or buying. Let the people stop buying and the work is accom- 
 plished. The man who is in the business of selling liquor will be unable to 
 sell. But we have got to stop buying. That's the thing ! Then, you see, 
 instead of the man stopping in a saloon on the way home Saturday evening, 
 and coming home intoxicated, and the most of his money gone, he walks 
 right home to Sallie Ann and puts his ten or fifteen dollars into Sallie's hand, 
 and it brings joy to her and the little ones. He is happier and much more 
 pleasant to all than he would otherwise have been. How different from the 
 time when the husband came home staggering, and after coming home she 
 Jound his money had been spent and he intoxicated with liquor purchased 
 with the money that should have been brought to her. 
 
 But when a man has made up his mind to be a true and loyal man to his 
 wife and to his children, he will have no regard for the intoxicating cup. 
 That man will walk home yes, he will and take the money and pay his 
 grocery bill j and he will be respected. 
 
 Mr. Murphy, you have only exactly three minutes more to catch the boat. 
 
PRAC1 ICAI, PHONOGRAPHY. 
 
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94 PRACTICAL PHONOGRAPHY. 
 
 Three minutes ! Well, I will have to come over to Camden and live here 
 for a week. It is a great cross to go away from this audience, but I must be 
 punctual to the people across the water. Dear people, if you have come here 
 for the purpose of hearing me, I esteem it a great privilege to be permitted to 
 speak before you, and thank you for your heartfelt confidence. I must hold 
 obedience to duty, but I wish I had time to tell you how I became saved. I 
 wish I had. My dear friends, I commenced life with hopes as bright as any 
 of you. Had a good mother, and she taught me that which was good and 
 beautiful. I expected to make her life radiant with sunshine, and would 
 have done so but for the fascination of the intoxicating bowl. Some people 
 say there is no fascination about it, but there is a great fascination about it. 
 Notice the jollity of the drinking man, the cheerful expression on his coun- 
 tenance. How hearty the drinking men meet with each other. " Here you 
 are, Bill ! Let's go in and take something." And they go in and set them 
 up and down. Do you know what is hurting the church to-day. WE ARE 
 so QUIET about our religion. We do not tell anybody about it. We are 
 afraid to pray in prayer meeting. We are walking in the highway of the 
 saints, but when we get up at the stile of His redeeming love we can hardly 
 tell whether we are saved or not. The people are not in love with our re- 
 ligion. If everyone were to be fascinated by their religion, and would talk 
 about it, showing by genial and kindly conduct their, character, they would 
 find peace, and the people would come in through the church windows. 
 The people are all in love with a religion that you talk about, and they are 
 coming here to seek for it. And this, I think, is the best that I can say to 
 you, my brethren here who have signed the pledge speak about it. This is a 
 personal responsibility. Remember that God will hold you responsible ; for 
 you have a duty to perform the same as I have, and let us all do our duty. 
 Trust in God, and verily thou shalt be successful. With the pleasures that 
 lie around the intoxicating bowl, I was led off, and fell as low, perhaps, as it 
 is possible for a man to fall and live. I became separated from wife and chil- 
 dren and from everybody that made life very dear and precious to me. But 
 God, in His infinite mercy, sent a good man to speak to me. And when he 
 invited me very kindly to attend religious service, I begged of him that he 
 would excuse me ; that I would not disturb his meeting. Half intoxicated 
 as I was, I ask him to please excuse me, but there was a kind expression upon 
 the man's face, and when I looked into his countenance I refused no longer. 
 I said : " Sir, I will go." I did go with him, and heard the blessed gospel 
 of our precious religion ; and there, from the kind words of my friends, I 
 there gave my heart to Christ. Absolutely, I am trying to do what I can to 
 lead other men from the haunts of vice to the still waters of eternal rest. 
 Let me say to you, dear people, preach the love of God preach the love of 
 God. There is a wonderful love for the bruised heart that he cannot tell 
 
PHOyoGRAPHV, 
 
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90 PRACTICAL PHONOGRAPHY. 
 
 anything about himself, and we know not how much we can forgive until we 
 are an outcast. I wonder, if your boy should ask your forgiveness of a great 
 crime that you knew him to be guilty of, would you give it? You would 
 say, : "I will forgive my boy. ' ' Why ? Because he is your boy. Therefore, 
 let me say to you : keep this work going in this place with acts of cheer- 
 fulness and love, and of kindness. Good night. 
 
 Perhaps one of the- most positive proofs that we -have of the soul's indr 
 pendence of the body, is our great need of love and of something to lovi 
 Were we mere animals, creatures doomed to perish after a few brief years o. 
 life in this world, that which contents the brute would content us. To ea( 
 and sleep well, to have an easy time of it, would be enough. As it is, we 
 may have these things, and health to enjoy them and yet be utterly wretched. 
 Neither can mental food satisfy us. "Some one to love" is our heart's cry. 
 When the atmosphere of tenderness is about us, we rejoice; when people are 
 harsh and unkind, we suffer. We begin life, wishing to love all people, and 
 believing that they love us. Experience hardens us. Our dear ones grow 
 fewer; but, as long as reason lasts, we must love some one, we must at least 
 imagine that some one loves us. The parents, sisters and brothers and that 
 dearest friend whom we promised to love and cherish until death, these come 
 into our lives and fill them up. Afterward come the little children, frail., 
 helpless babies, who need our care so much, and friends to whom we are no' 
 kin, yet who grow dear to us. Some have many loved ones, and some 
 but one. Heaven help those who have none, though they are often to 
 blame for their own empty heartedness; for kindness will win love. They 
 are always wretched, and they often show their craving for something to love 
 by cherishing some dumb animal, such as a dog, a parrot, or a kitten, on which 
 they lavish caresses which, better spent, would have bound some human 
 heart to theirs. Pride morbid sensitiveness may have been at the bottom 
 of their loneliness, and these pets fill the aching void a. little. Some one to 
 love ! It is the cry of the human soul, the note to which every heart re- 
 sponds ; the bond which will bind us all together in that world where mourn- 
 ers shall be comforted and love shall reign forever. 
 
 That life is a poor one which is devoid of ambition ; which has no object 
 to work for; no height to strive to reach. A person may be good and kind- 
 hearted while willing to live in idle ignorance and let the world go on 
 growing in wealth and wisdom without his taking an active part in it, but 
 he is certainly both very dull of mind and sluggish of body who does so. 
 
rRACTICAf. PHONOGRAPHY. 
 
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PART IY. 
 THE VOCABULARY. 
 
 PREFATORY. 
 
 The advantages of this concluding portion of the book are two-fold. It 
 is intended as a help to the young reader, and, at the same time, as a small 
 store-house of steno-phonographic knowledge from which all students may, 
 at their leisure, cull many beautiful abbreviations, important speed-assuring 
 word-signs and best-outlines for words which might admit of several forms. 
 
 The phonographic outlines are arranged in accordance with the letter- 
 position of the Visible Alphabet, commencing with the different outlines 
 beginning with the letter P as a main-stem, and continuing with those hav- 
 ing B for the main-stem, etc., etc., etc., concluding, therefore, with Ow. 
 The halved characters of each series preceeds the ordinary sized signs of that 
 series, the double-lengths coming last in order. Vowel word-signs, of 
 course, occupy their relative place in accordance with the other letters of 
 the alphabet. 
 
 None of the word-signs will be found placed in position, the signs them- 
 selves being simply written, and their meaning, in the entire three positions, 
 being explained by the words arranged opposite the signs those nearest 
 them representing their meaning when written in the second position; the 
 words after the figures i or 3 designating their meanings when the phonog- 
 rapher wishes to place them in either the first or third positions. 
 
 Where the letters thr occur together in the following lists, the student is 
 to understand that the words their, there, they are and other are implied. 
 
 It is not advisable to hurry through this part of the book; though, if the 
 students like the forms presented and prefers to acquire a complete familiarity 
 with them all in the shortest possible time, there can be no objection to such 
 a course. But, at the same time, it is not necessary that the student should 
 learn even the eighth part of the signs here presented before attempting 
 practice for gaining speed. The contractions herein can be learned at leisure 
 as occasion permits, a few at a time being conned over while riding in a 
 car, "waiting for a train," or on the tardy movements of one with whom 
 one has made a business engagement, or (if one is a clerk) during the many 
 seconds of spare^ time which are strewn, here and there, through the work- 
 ing hours of all wielders of the pen. 
 , After the student has become thoroughly acquainted with the contractions 
 
 (98) 
 
PRACTICAL PHONOGRAPHY. 99 
 
 herein presented, he or she will have attained a knowledge of enough abbrevi- 
 ations for the attainment of a speed of between 250 and 300 words per minute, 
 with practice. But if one be gifted with an unusually retentive memory, he 
 or she may easily construct, for his or her personal purposes, as many more 
 as are desired. There is no limit to the number of contractions which may 
 be made, and students' own ideas, together with the knowledge gained by 
 observance of the similarity of construction of many of the contractions in 
 this book, will suggest to them better forms, for their own especial work, 
 than a stranger could arrange for them. For instance, object being repre- 
 sented by a letter B, objection is therefore formed by simply adding a shun 
 hook to the letter B. Subject is on the same principle, built from the sign for 
 object by the simple addition of the S circle. That is one rule. Another is 
 in the construction of phrases. Thus, the letters p-r-r make a very good 
 equivalent for the words Pennsylvania Railroad ; per-(circle s)-l for Presiding 
 Elder; and ver-(circle s)-p, University of Pennsylvania, etc., adinfinitum. 
 Several American authors have taken the trouble to compile cumbrous 
 phonographic dictionaries containing brief forms for many thousands of 
 English words, thus conveying to learners the false impression that it was 
 necessary for them to learn innumerable word-signs before they could be- 
 come adept at the art of the short-hand writer. The author of this work, 
 therefore, desires to assure all who may labor under such an impression, that 
 it is wholly an erroneous one, many competent phonographers of to-day not 
 using more than fifty or one hundred word-signs, all told, in their professional 
 work. Nor is it, as we have before implied, absolutely necessary that even 
 one-eighth of these following should be committed to memory, unless the 
 student is desirous of doing so. Here they are, if wanted. A dictionary 
 of more than here presented would be superfluous in the last degree. 
 
 LIST OF WORD-SIGNS, PROPER OUTLINES AND 
 ABBREVIATIONS. 
 
 Apt 3 put 
 % upon it, opened i point 3 happened 
 
 pots 3 puts 
 
 polled i complete, complied 3 applied 
 ^ complaint, complained, plant, planned i plaintiff 
 
 complaints, plants i plaintiffs 
 
 y_ complaints to him i plaintiff's machine 
 
 \ opportunity i pride, particular-ly 3 proud, appeared 
 
 \, profit-ed-able 3 proved, approved 
 
 % suspend 
 
 spread i spirit, sprite 
 
 \ P, party, patent, up i compel 3 happy, hope 
 
 \^ pyramid 
 
100 PRACTICAL PHONOGRAPHY. 
 
 N^x parry 3 power 
 
 \^^ uproar, Pennsylvania Railroad 
 
 \^s^ peroration 
 
 \X\ parapet 
 
 \^S~ pay required 3 power of the court 
 
 N \X ? P a y refused 3 powerful 
 
 \^ paraffine 
 
 \ s apparel i peril 
 
 \ peculiar-ly 
 
 \ c peculiar case 
 
 N/ appellation 
 
 \, poverty 3 hope to have 
 
 \> open, upon 3 happen, pun-ish-ed-ment 
 
 \ potion, passion, compassion 3 option 
 
 N> pays, pass, possible i piece 3 oppose, hopes 
 
 y positive-ly 
 
 \p possession i position 3 opposition 
 
 \o possess, passes i pieces 3 opposes 
 
 ^V) possessed 
 
 \^x possessor 
 
 possessive 
 
 post, past, passed 3 happiest 
 
 post mortem 
 
 posterior 
 
 pole i comply, people-d 3 apply 
 
 pulmonary 
 
 plenary 
 
 plain, complain 
 
 compulsion i completion 
 
 plans, complains i compliance 3 appliance 
 
 paralytic 
 
 parallel . 
 
 preliminary 
 
 parliamentary 
 
 parliamentarian 
 
PRACTICAL PHONOGRAPHY. 1C I 
 
 proper, principle-al-ly i appear 3 practice, practical-ly 
 
 properly 
 
 prejudice 
 
 paragraph 
 
 <\ perform i perfect-ed 3 proof, prove, approve-al 
 
 <\ s> paraphrase 
 <\ operation i perfection 3 oppression 
 
 \o praise i persons 
 
 <N \j 5 s President's message 
 
 \^ praised i priest 3 practiced ' 
 
 c \ o process i persons 3 practices 
 
 \ spoke, special i speak, speech 
 
 q 
 
 spinal column 
 \ spoken 
 
 9 
 
 \ surpension 
 
 R 
 
 \ suspicion 
 
 V 
 
 X suspense 
 
 \ spiritual-ity 
 ^v Supreme Being 
 
 expression i separation 3 suppression 
 express i surprise 3 suppress 
 \ experience 
 
 N,^ Spiritualism 
 
 V expressed i surprised 3 suppressed 
 
 \ experienced 
 
 \ inexperience, in the experience 
 
 *v inexperienced 
 
 populous, populace 
 
 body, beauty i between 3 about, habit 
 
 ^ band i behind, combined, be not, bent, bend 3 bound 
 
 ^ abundant 
 
 bountiful 
 
 S> bold i built, build-ed-ing 3 blood 
 
 ^ bland i blind, blend 3 blunt 
 
 ^ boldness 
 
 ^ subsequent 
 
102 PRACTICAL PHONOGRAPHY. 
 
 \ B, be, been, object i by 3 to be 
 
 bachelor 
 
 objector 
 
 been able 
 \> above 
 
 bonafide i combine-ation 3 boon 
 
 bank 
 
 >J objective 
 ^ objection-able 
 
 \> objects, base i business, buys 3 abuse 
 \ able, belief, believe i belong-ed, by all 
 
 *\ member, remember i liberty, by our 3 number-ed, brother 
 < \ ) brave i biief 
 *\. brethren 
 
 members i by ours, 3 numbers 
 remembrance 
 
 subject 3 is to be 
 subjected 
 subjective 
 subjection 
 
 substantial identity 
 
 | taught, eighty i it ought 3 it would, it had 
 
 i it could have i it ought to have 3 it would have 
 
 contained, contend, it not, eighteen i it ought not 3 attend, 
 J attained, it had not 
 
 T told, tell it, till it 
 
 tell of it, it will have had 
 
 1 toward, trade i tried 
 o truth of it i contrived 
 p constant, stand 
 
 p consisted 
 
 p consistant, sustained 
 
 p constituted, stated 
 
 constituent 
 
PRACTICAL PHONOGRAPHY. IO 
 
 
 
 T, it, take, eight i time, what 3 at, out 
 I technical 
 
 it can only 
 
 j eight thousand 
 
 L-- eight million 
 ^ temperate 
 
 temptation 
 
 twenty 
 
 at any rate 
 
 take off i whatever 3 out of 
 
 ten, taken 3 at one, attain, town, tune, attune 
 I tenant 
 
 \o toss, it is, its, tis, takes i times, ties 3 itself, it was 
 
 J tens, contains 3 towns, attains, at once 
 
 J-^ testament- ary 
 
 taciturn 
 
 j-j eight hundred 
 
 h taste, tossed i test 3 at first 
 
 tell, till, it will 3 at all, until 
 
 twelve, it will have 
 [^ at all events 
 
 truth i try, internal 3 true 
 
 internal revenue 
 
 tremenduous 
 I truthfully i contri < 
 
 eternal, eternity 
 
PRACTICAL PHONOGRAPHY. 
 
 transubstantiation 
 j'"-' translation 
 J-s transmit 
 
 <r~N Trinitarianism 
 
 P 
 
 set, sat, satisfy-ied-actory i city ,3 suit 
 
 r t set off 3 set forth 
 
 P 
 
 station, satisfaction 
 
 external, construct i strength 
 J construction 
 
 instruct-ed 
 [j instructive 
 
 J instruction, in the construction 
 
 P 
 
 consist, system 
 
 P 
 
 J consistency, sustain 
 
 P 
 J consistence, sustains, circumstance 
 
 circumstances 
 sister 
 
 cistern 
 
 state 3 stout 
 
 U constitution 
 
 I date i did 3 doubt, added, had it, had had 
 
 t dutiful 3 doubtful 
 
 J do not i did not 3 had not 
 
 delayed i delight-ed 
 / 
 
 dread-ed i deride-d 3 during it 
 p 
 
 said it 3 has had it 
 
 considered, considerate 
 
 inconsiderate 
 
 D, do, day i dollar 3 had, due, advertise-ment 
 
PRACTICAL PHONOGRAPHY. 
 
 L_ dogmatic i dignity 
 (J develope 
 
 t differ-ent-ence i divine, defendent 
 
 done i denominate-d-ation 3 providential 
 
 J condition i edition 3 addition 
 
 displace i displease 
 L disbelief, disbelieve 
 L discharge 
 L disadvantage 
 
 audience i denominations 3 providence 
 
 J ^> discriminate 
 
 J > discover 
 
 J dissection 
 
 <L dissever 
 
 j-~^ disseminate i defendent's machine 
 
 deliver-ed, delivery i idle 
 \^s~> delinquent 
 
 deliverance 
 
 dear, dark i doctor 3 during 
 
 drove i derive 
 
 J adoration i derision 3 duration 
 
 J darkens, darkness 
 
 I-) direlection 
 
 said i seed, side 3 sad, has had 
 
 1 
 
 consider-able-ably 
 
 vj consideration 
 
 T 
 
 inconsiderable- y 
 
io6 
 
 PRACTICAL PHONOGRAPHY. 
 
 3 
 t 
 f 
 
 X 7 
 
 / 
 / 
 
 V 
 
 y 
 
 in consideration, in the consideration 
 
 is said 3 h-as said 
 
 stead i steed 3 stood 
 
 which it i which ought 3 which had, which would 
 
 which have it i which ought to have 3 which would have 
 
 which not i which ought not 3 which would not, which had not 
 
 which will it i child 
 
 which will not 
 
 which are not 3 which were not 
 
 such it i such ought 3 such would, such had 
 
 such have it i such ought to have 3 such would have 
 
 such in it i such ought not 3 such would not, such had not 
 
 such will have it 3 such will have had 
 
 such will not 
 
 Ch, which, change i each 3 much, charge, chapter 
 
 whichever, which have 
 
 which will i each will 3 much will 
 
 which are of 3 which were of 
 
 such have 3 such would have 
 
 such a one 
 
 such will 
 
 such will have 
 
 such are 3 such were 
 
 is such 3 as such 
 
 charter 
 
 judiciary 
 
 gentleman i gentlemen 
 
 joint stock company 
 
 J, advantage i G,joy, Jesus 
 
 Jewish church 
 
 gigantic 
 
 junction 
 
 Jehovah i joyful 
 
 juvenile 
 
 general-ly i join, religion 
 
 generation 
 
 advantages 
 
 justification 
 
 3 agent, imagined. 
 3 large, Jew 
 
 3 imagine-ary-ation 
 
 i joys, religious 3 Jews 
 
< 
 
 o^ 
 
 PRACTICAL PHONOGRAPHY. 107 
 
 generals, generalize i joins 
 
 generalization 
 
 juxtaposition 
 
 just 3 largest 
 
 (/ generalized i religionist 
 / angel 
 
 angelic 3 evangelic 
 / angels i jealous 3 evangelize 
 S danger 3 larger, jury 
 
 f dangers, dangerous 
 
 <^/ jurisdiction 
 ~J Jerusalem 
 ^ thirty 
 
 ^ arrived 
 
 ^ thirteen, are not i rent, earned 3 round, around, ruined 
 ^ word, ward, worked 3 world 
 <^> warned, we are not 3 we were not 
 a- certain 
 o" concerned 3 surround 
 
 R, are, air, three i her 3 our, hour 
 
 represent 
 
 represented 
 _^-\ I representative 
 ^^\ representation 
 
 \ rapturous 
 
 -"] art 
 
 road i read, reed 
 -"3 radient 
 ^y archangel i original 
 
 7 Roman Catholic 
 --'* - recollect- ion 
 *\ three thousand i earth 
 
 three million 
 
 "" herein 3 renew 
 "-"^ ^- hereinafter 
 
 " ---- ' hereinbefore 
 
 hereinto 
 r~~*f hereof 
 ^J> raffle 
 ^- hereon i earn 3 our own 
 
108 PRACTICAL PHONOGRAPHY. 
 
 oration, ration-al 
 
 race, rose, arose i herself, rise, arise 3 ruse, 
 
 wear, wore, work i we are 3 aware 
 
 wear off i we are of 3 aware of 
 
 workmen i we are in 3 with our own 
 
 Works of God 
 
 concern-ing 
 
 rare, rather, order, are there i writer 
 rarer 
 Rm, arm 
 hermaphrodite 
 
 could, sixty i quite 3 act 
 account, sixteen i cannot 
 candle i kindly 
 *_s. county news i kindness 
 
 cold i called, equalled 3 conclude-d 
 called for 3 cultivate, called forth 
 
 c- cared, court, occurred i creature, accord-ing-ly 3 cured, accurate 
 
 o_, consequent 
 
 e_ scold i skilled, described 3 seclude, schooled 
 
 o- sacred i secret 3 secured 
 
 9~ unscored i unsecured 
 
 K, can, came, come, six i common, kingdom 3 country 
 
 V capable 
 
 V cabinet 
 
 ~~ t j equatorial 
 
 conquered 
 
 c-, concurrent 
 
 I Catholic, six thousand 
 
 f six million i commonly 
 
 . ^ committee 
 
 . ^~^> commission 
 ^> Commissioner of Patents 
 3 ^ question i coin 
 > occasion-ed, caution-ed 3 action 
 
 comes, cause i because, kingdoms 3 accuse, countries 
 
 accession i acquisition 3 accusation 
 
 exctacy 
 
 y exaggerate-d 
 
 __ ~ casual-ly 
 
 , D causes, six hundred 3 accuses 
 
 __Q . exsiccated 
 
 => cost, coast, cast i commonest 3 accused 
 
 difficult-y i call, equal-ly 
 
 c c_. calculable 
 
PRACTICAL PHONOGRAPHY. 109 
 
 difficult of i call forth 
 
 collision 3 conclusion 
 
 careful-ly 
 
 carnival i christian-ity 
 
 corruptive i creative 
 
 curruption i creation 
 
 characteristic 
 
 consequential 
 
 scale i skill 3 school 
 
 circulation 3 seclusion 
 
 score i describe, Scripture 3 secure 
 
 execrative i descriptive, secretive 
 
 execration i description, secretion 3 excursion 
 
 in scoring t inscribe-d 3 insecure 
 
 in execration i inscription 
 
 collect-ed 
 
 collective 
 
 collection 
 
 corrective 
 
 correction 
 
 characters-ize 
 
 got, good i God, get 
 J gave it i gift 
 
 glad, gold i guilty 
 *"" great i greed, agreed 
 
 grandchild 
 *7 grandchildren 
 ^^- grandeur 
 
 gratuitous-ly 
 
 Gay, together, go i give-n 3 ago 
 
 gave, govern-ed-ment 
 
 gain, again, gone, organ, began i begin-ning 3 begun 
 
 organic 
 
 organs, organize 
 
 organization 
 
 organism 
 
 organized 
 
 glory, glorify-ied 
 
 glorification 
 
 glories, glorious 
 
 signature i signify- ied, significant 
 
 has gone I significancy 
 segregative I significative 
 segregation I signification 
 segregance i significance 
 X 
 
 Q 
 
 forty, after, for it i feature, for what, ii it 3 future 
 faint, fond, fourteen i find 3 found 
 
s 
 
 IIO PRACTICAL PHONOGRAPHY. 
 
 fantastic 
 
 fanatasm 
 
 float, followed i field, felt, fled 3 flood 
 
 afraid, from it 3 fruit 
 
 F, for, four, fourth i if 3 few, far, fact, half 
 
 favor-able 
 
 family, familiar 
 
 phonography i fine 3 often 
 
 fanon i financial 
 
 fashion i confession 3 confusion 
 
 full-y, follow-ing, for all i feel, fellow 3 flew, awful 
 
 philanthropy-ic-ist 
 
 from i free, form 3 offer 
 
 frequent-ly 
 
 forgot i forget 
 
 formation 
 
 furnished 
 
 failure 
 
 for thr i if thr 
 
 follow thr 
 
 fifty, have it, vote i of it, void 3 viewed, have had 
 
 ventilate 
 
 fifteen, have not 
 
 convert-ed i virtue 
 
 versatile 
 
 volatile 
 
 V, have, five i ever 3 however 
 
 Vegetable Kingdom 
 
 vocation 
 
 vague 
 
 five thousand 
 
 avaricious i vicious 
 
 five million 
 
 vain i even-ing 
 
 evasion i vision 
 
 five hundred 
 
 very, every, over 
 
 overcome 
 
 verify 
 
 \ 
 
PRACTICAL PHONOGRAPHY. Ill 
 
 everlasting 
 everlasting life 
 everlasting love 
 
 ^ everyone 
 
 *"^ version i conversion 3 aversion 
 
 j every one of us 
 
 j-% Universalism 
 
 i Savior, several i conceive 
 
 V veil i evil 3 value 
 
 c 
 
 <^~~ vulgar 
 
 i have thr i of thr . 3 view thr, however thr, however they are 
 
 i over thr, whoever thr, whoever they are 
 
 V^ value thr 
 
 ( that, think it, though it i thought 3 without 
 
 9 there it i there ought 3 there would, there had 
 
 2 on the other hand i on either hand, there ought not 3 there 
 
 i would not, there had not 
 
 \ Th, them, think, though, they, thousand i thee, thy 3 thank 
 
 > they came i thick 
 
 they will i withal 
 
 C then i within, thine 3 than 
 
 (, this, those i these, thyself 3 thus 
 
 U thenceforth 
 
 ( this is, themselves 
 
 ^ thereto i thereof 
 
 1 a Throne of Grace 
 
 ^ thereafter 
 
 therefore 
 
 2_^, therein 
 
 ^^ thereinto 
 
 D thereown i thereon 3 through one 
 
 C saith i is thy 3 as though, as thy, south 
 
 ^) is their own 3 southern 
 
 1 the other i thither 
 
112 PRACTICAL PHONOGRAPHY. 
 
 ) establish-ed-ment, seventy i astonish-ed-ment 
 
 V^*" astronomical 
 
 ) has had 3 used 
 
 i) seventeen 
 
 ) S, so, say, saw, seven i C, see 3 us, use 
 
 *-v soever 
 
 V 
 
 / seven thousand 
 
 ' seven million 
 
 O saying i seeing 
 
 cessation i secession 3 association 
 
 seven hundred 
 
 yesterday i oyster 
 
 / 
 J 
 
 astern i eastern 
 
 j shalt, shall it i wished, wish it, she ought 3 she had, she would 
 _? short 3 measured, assured 
 
 J Sh, Zh, shall, show, usual-ly i wish, she 3 issue 
 J) pleasure, sure ly i wisher 3 measure, assure 
 shone, shown i shine 3 shun 
 
 shall thr i wish thr 
 
 sure thr 3 assure thr, measure thr 
 
 late, will it i let, light, little 
 
 Lord 
 
 altitudes 
 
 alternate-ing 
 
 (* \ landscape 
 
 C S wilt i wild, wield 
 
 C were lent i we will not 
 
 f L, law, will, million i ill 3 whole, allow 
 
 libation 
 
 lad, old i lead, led 3 loud, lewd 
 
 legislature 
 r liquidation 
 
 ( ) legacy 
 
 will have 3 love-d 
 
PRACTICAL PHONOGRAPHY. 
 
 C--^, lymphatic 
 
 (^ languish 
 
 (^ eleven, loan, learn, alone i line 
 
 f^~ lenient 
 
 \* revelation 3 revolution 
 
 f* loss, laws i ills, less 3 allows, lose 
 
 / \ literal sense of prophecy 
 
 lower extremities 
 
 f well i while, we will 3 wool 
 welcome 
 
 /*= were last i whilst 
 
 ~ as well, sale, soul i is well, seal 3 salvation 
 
 /** salvation of the soul 
 
 (f~ still, stole, stale i style, steal 3 stool 
 
 / latter, letter i loiter, lighter 
 
 met, make it I might, meet, meeting 
 made, mad i immediate-ly 3 mood 
 ^\_ rnay it please the court 
 
 \, may it please your honor 
 
 ^ may not i mind, mend 3 am not, mount, amount, movement 
 ^ we met i we meet, we might 
 
 mortuary 3 humored 
 
 mortgage 
 
 we may not i we meant 
 morality i immorality 
 multiform 
 
 as made, has made i seemed, is made 3 consumed 
 
 M, him, may, make i me, my 3 am, home 
 
 magazine 
 
 misrepresented 
 
 emissary i misery 3 misrule 
 
 macrocosm i microcosm 3 human character 
 
 memoranda i minimum 3 memorandum 
 
 moment-ary, momentum 3 human rnind 
 
 man i men, mean, mine 3 human, moon 
 
 minute 
 
 motion i mission 
 
 himself, makes, maze i myself 3 homes, amaze, amuse 
 
 mistrust 
 
 misfortune 
 
114 PRACTICAL PHONOGRAPHY. 
 
 /^ muscle i missle 3 human soul 
 
 s~f~s^ misdemeanor 
 
 e~^ we may, with him i with me, with my 
 
 i-N more i Mr., mere, mercy, remark-ed-able-ably 3 humor 
 
 <r-> woman i women, we mean 
 
 <5~^ same, some i seem, similar-ity 3 consume 
 
 rf"^ some how or other 
 
 0-J some one 
 
 ^ % matter, mother, may thr i metre, mitre 
 
 <r~ -- murder-ed 
 
 <f -s some other, smother 3 smoother 
 
 <r ^> some other one 
 
 i impugned 
 
 - - Mb, Mp, may be, improve-d-ment i important 
 
 ^^ humbug 
 
 ""* - ambiguous 
 
 *~^~^ empyric 
 
 ^^ ambition 
 
 impose i impossible 
 embezzle i imbecile 
 imposed 
 imposter 
 
 as may be, somebody i simple, simply-fy-ied 
 
 note, nature, ninety i not, night, in it 
 
 hand, owned, under i need 3 hundred 
 
 notwithstanding 
 
 wont i went 3 wound 
 
 mannered 3 honored 
 
 on the one hand 
 
 as not, has not i is not, sent 
 
 send i signed, sinned 3 sound 
 
 N, no, know, own, nine i in, any, never 
 
 nobody i anybody 
 
 neighborhood 
 
 into 3 unto 
 
 notary 
 
 in the discretion of the court 
 
 nondescript 
 
 New Jerusalem 
 
 never can i uncommon 
 
 nine thousand 
 never shall 
 nine million 
 
 in the United States Patent Office 
 
 'known, none i opinion 3 union 
 nation, notion i information 
 
PRACTICAL PHONOGRAPHY. 115 
 
 s> , knows, know his, commence i influence, owns, in his 3 news 
 
 unselfish 
 
 nine hundred, United States i necessary 
 <^s manner, owner i near, nor, n our 3 honor 
 ^ as no, has no i seen, sin, sign, is in 3 soon 
 o_? as known, has none i is known 3 soon one 
 Q *~^1 synomym 
 
 synomymous 
 
 v, _ x no other i entire-ly, neither, in thr 3 another 
 ^ _ J no other one i in thr own 3 another one 
 
 * --- x wonder-ful i winter 
 
 * __ s centre i is in thr 3 soon thr 
 
 >^ Ng, language i thing, England, English, long 3 young 
 
 *>~s song, sang i sing, singular-ly, singularity 
 
 v ^*"" anger, angry i longer 3 hunger, hungry 
 
 c Z 
 
 o as, has, cipher i is, his 3 was 
 
 O as has, as is, hundred i is his, is as 3 was as 
 
 * as it, has it, i first, is it 3 was it 
 
 c W, one, were, way, weigh i we, with 3 would, away 
 
 c. weather 
 
 } 
 
 \ 
 
 Wh, where 
 whereto 
 whereupon 
 
 i why 3 whei 
 i whereof 
 
 ^ 
 
 wherever 
 
 
 i_^ 
 
 wherein 
 
 i whereon 
 
 *1 
 
 whereinto 
 whereas 
 
 3 whereunto 
 
 2j 
 
 whether 
 whether thr 
 
 i why thr 
 
 ro 
 <-> 
 
 ^^ 
 
 Y, you, yours i ye, year 
 you let i yield-ed 
 yourself 
 yourselves 
 U, you, your i yet 3 yes 
 usury 3 yes sir 
 
 ^ 
 
 E 
 
 
 o/ 
 
 ease 
 
 
 1 
 
 easy 
 I, to, the 
 to have 
 
 i of, he 3 aye 
 
 ^ 
 
 to what 
 
 i of what 
 
 X) 
 
 to us i 
 
 eyes 
 
 : 
 
 to all i 
 to our i 
 
 of all 
 of our 
 
 3 beyond 
 
 to our own i of our own 
 
 to ours i of ours 
 
 to ourselves i of ourselves 
 
Il6 . PRACTICAL PHONOGRAPHY. 
 
 v Oi, two i all 3 too 
 
 two thousand 
 */~ Wo million 
 <o t w o for i all of, all have 
 
 ^ t w o than i all would 
 
 ^> ty.ro hundred 
 
 i A, an, and i or 3 but 
 
 t and if, and of, and for, and have i or if, or of, or for, or have 
 
 3 but if, but of, but for, but have 
 
 3 and are not 3 but are not 
 
 i O, oh, owe, owing i already 3 before 
 
 / H, the, should i on, he 3 how 
 
 /\. onto 
 
 hateful- ly 
 
 j, heart, hard i heard 
 
 hardened 
 hereafter 
 harlequin 
 
 hold 
 
 holy 
 
 holier 
 
 holiest 
 
 should all i on all 
 
 should our i on our 
 
 4 hose i hiss 3 house, whose 
 J hesitation 
 
 + Oo, who, i ought 3 whom 
 
 *> who will 
 
 7 who are 
 
 f who have, who of, whoever i ought to have 
 
 &, a, an, and 
 
 J and if, and of, and for, and have 
 
 ~> and where i and what 
 
 * and are, and our 
 
 and our own 
 
 Ow 
 
 FINIS. 
 
HAVEN'S 
 
 PRACTICAL PHONOGRAPHY. 
 
 THE STANDARD 
 
 FOR 
 
 AND THE 
 
 ONLY MODERN METHOD OF SHORT-HAND WRITING EXTANT. 
 
 ENDORSED BY THE LEGAL FRATERNITY, COLLEGE 
 
 FACULTIES, THE PRESS, AND THE 
 
 PROFESSION, 
 
 As the best adapted for all purposes to which shorthand is applied. 
 
 IT is NOT A NEW AND UNTRIED SYSTEM; 
 
 IT is NOT AN ICONOCLASTIC SYSTEM ; 
 
 NOR is IT THE WORK OF A THEORIST. 
 
 Its author (Mr. Curtis Haven, a Philadelphia journalist] has had over eight years' 
 experience as an instructor in the art, and has, for a much longer time, been profes- 
 sionally engaged in using the art in all its branches as an amanuensis, court and 
 newspaper reporter in the two last named having done some of the most important and 
 difficult work known to tlie profession. His text-book, therefore, is a presentation of 
 phonography as it is used professionally to-day, arranged in a novel and exceedingly 
 simplified course of lessons, especially adapted for home-instruction and within the com- 
 prehension of most children. Expurgating all the old-fogy and obsolete notions still 
 held on to by all other text-books, and their great detriment as ^elf-instructors, HAVEN'S 
 PRACTICAL, PHONOGRAPHY presents nothing unpractical; teaches only one form for all 
 writing; possesses therefore no arbitrary methods; gives students nothing in one lesson 
 which is to be unlearned in another, as ;>11 other phonographic text-books do; and con- 
 tains, in addition, all the secrets of the profession, published in no other text-book ; to- 
 gether with all the valuable discoveries down to date of publication; and the author's 
 own copyrighted improvements, which no other publisher dare print. 
 
 PRICE, TWO DOLLARS. 
 
 SENT FREE OF POSTAGE TO ANY PART OF THE WORLD 
 ON RECEIPT OF ABOVE AMOUNT. 
 
 Address, 
 
 poi^ 
 
 SOLE AGENTS, 
 
 p* f t/. 
 
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ALL SHORT-HAND STUDENTS 
 
 SHOULD SUBSCRIBE 
 
 To THE MODERN REPORTER, the organ of the profession. It contains, in each issue, a 
 large amount of engraved short-hand reading upon miscellaneous subjects, thus giving an ex- 
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 of phonographic word and phrase formation in the shortest possible time, no surer way is 
 open to them. In addition to this important consideration, each issue contains over eight 
 large pages of news relating to the journalistic, phonographic and type writing professions. 
 
 " Worth ten dollars a year to any member of the professions it represents." Richmond 
 ( Fa.) Commercial. 
 
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 the very nattering recognition it has achieved." Evening News, Philadelphia, Pa. 
 
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 Co. (N. J.) Ledger. 
 
 THE MODERN REPORTER 
 
 AN INDEPENDENT AND PROGRESSIVE 
 
 JOURNAL OF PRACTICAL PHONOGRAPHY & TYPE- WRITING 
 
 FOR LEARNERS, ADVANCED STUDENTS 
 
 AND 
 
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 address for private reference. 
 
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