THE LIBRARY OF THE UNIVERSITY OF CALIFORNIA LOS ANGELES //, , LESSONS IN * Carefully Prepared and Graded with a view to Simplifying the Study, Chicago: O. M. POWERS. J897. COPYRIGHTED 18%. BY O. M. POWERS. Copyright, 1897, BY O. M. POWERS. PREFACE. (A OS op ANY teachers and students of Munson Phonography, while appreciating- the many excellent qualities of the system, have felt the need of a text-book that teaches "modern" Munson, and is arrang-ed in conformity with the latest and bert methods of teaching shorthand. The present work is an effort to meet this demand and to put forth a book that will lighten the teacher's labors, quicken the students' interest and arouse their ardor in their work, and produce skillful and enthusiastic Munson steno- graphers. No school that has been using Munson Phonography needs to have pointed out the prominence the system has attained in the shorthand world, nor the eminently satisfactory way it meets the requirements of teachers and writers of shorthand. The claim is often made that Munson Phonography is not as rapid as some other systems. A comparison of the different sys- tems, however, will show that the basis of this claim lies simply in the fact that the text-books of a few other systems contain a greater number of arbitrarily contracted word forms than are to be found in the existing Munson text-books. There is nothing in the structure of any other system that makes possible a greater degree of speed than is obtainable with Munson Phonography. It is enough for the student to learn the word signs necessary for ordinary work, adding to this list as experience requires, modified by the ingenuity of the stenographer to invent contractions and his ability to memor- ize them. Munson Phonography excels all other systems of shorthand in completeness and logical arrangement; the fundamental rules have few exceptions, and when properly applied, produce brief, easily made, and remarkably legible word forms. The arbitrary part of the system is confined to that class of words known as "con- tractions," and the learner does not have to burden his memory with lists of exceptions in the writing of ordinary words. The sys- tem was not constructed with only one idea in view; therefore, legibility has not been sacrificed to speed, nor speed to legibility, 448547 but by a happy combination both speed and legibility have been secured by the use of a comparatively small number of rules, which are easily understood and of almost universal application. This book contains all the instructions and exercises that will be needed until a pupil enters an advanced dictation class. Pupils who complete this course of instruction, doing thoroughly all the work laid out, and following all suggestions, should be accurate writers and good readers, ready for speed practice and the technical instructions that come under "reporting." Among the features of the book are the following: The completeness of a "reference book" combined with the best arrangement for learning the system. A careful mingling of the theoretical and the practical parts of shorthand, in a way to interest the student, and not overburden his memory with exceptions and "contractions." Clear and concise rules and explanations, written in a way to save the teacher from making- long explanations and answering needless questions. A full page reading exercise in connection with each lesson, placed next the text it illustrates. Voluminous writing exercises (in connection with the reading exercises), testing the pupil's understanding of the lesson, and pro- viding large word lists under the several fundamental principles. Sentence writing from the start; teaching the pupil to think of ^ords connectedly, and exercising his memory. The early introduction of the "word signs" in small groups, making their mastery a pleasure instead of a task. Extra efforts, in the way of special lessons, suggestions, etc., to secure the legibility of the pupil's shorthand notes. Special attention called to the close connection of grammar and rhetoric with shorthand. A special chapter on court reporting. The author desires to take this opportunity to present his fra- ternal greetings to the shorthand profession, wishing each member of it success in his chosen work. It is earnestly hoped that all who may peruse this book may discover in it some valuable suggestions, that teachers may find it a satisfactory text-book, productive of the most gratifying results, and that to students it may prove a course of instruction easy to understand and interesting to follow. J. E. CHRISTY. CHICAGO, July 15, 1896. CONTENTS. Preface 3 Introduction 7 LESSON I. Table of Consonants 10 Remarks on the Consonants 10 LESSON II. Vowels A and O. 12 Order of Reading Vowels 12 How to Pronounce Shorthand Out- lines 12 LESSON III. Vowel Representation 14 Long Vowels . 14 Consonant Positions 14 LESSON IV. Short Vowels 16 Diphthongs 16 Concurrent Vowels. ." 16 Initial I 17 LESSON V. Joined Stems 19 Vowels Between Consonants 19 Word Position 19 Contractions 21 LESSON VI. R and ft 22 L and L 22 Sh and Sh 22 Medial Strokes 22 Contractions 25 LESSON VII. Circles and Loops 25 The S Circle How Made 25 Order of Reading 26 Uses of the S Circle 26 Circle Between Two Consonant Strokes 26 Vowel Before a Medial Circle 28 LESSON VIII. Circles and Loops Continued 32 Circle and Stem S Distinguished. 32 Initial Z 32 The SES Circle 33 The ST Loop 33 The STER Loop 33 An Additional Circle After Loops. 34 LESSON IX. Initial Hooks The L and R Hooks How Made.. Uses of the Hooks LESSON X. Initial Hooks Continued Circles and Loops Before Hooks Special Vocalization W and Y Hooks The IN Curl LESSON XI. Final Hooks The F or V Hook The N Hook The S Circle After a Final Hook.. Uses of F and N Hooks and Stems The SHUN Hook The TER Hook The SHUN Curl L after a Final Hook =2 LESSON XII. Double Lengths 56 Positions of Double Lengths 56 Order of Reading 57 LESSON XIII. Halving. , 60 Positions of Half Lengths 60 Order of Reading 60 LESSON XIV. Joining of Half Lengths 63 Prohibited Joinings 63 Disjoined Half Lengths 63 Cautions 64 LESSON XV. Brief Signs. Negatives. Past Tense. 68 The H Tick 68 Brief W and Y 68 Negatives 69 Past Tense of Regular Verbs 69 LESSON XVI. Consonants Indicating Vowels 74 LESSON XVII. Prefixes 78 'Con" 78 ' For" 78 ' Magna" 79 'Self" 79 'With" 79 CONTENTS. LESSON XVIII. Suffixes. ............................... 83 Ble" ............................. 83 Bleness" ........................ 83 Ever" .......................... 83 Form" .......................... 83 Ing" ............................. 83 Mental" ......................... 84 Ology" .......................... 84 Self 5 ' ......................... 84 Ship'' ........................... 84 Soever" .......................... 84 Worthy" ........ .............. 84 LESSON XIX. Word Outlines in General ............ 87 Omission of Vowels ............... 87 Choice of Outlines ................ 88 "Ly" ............................. 88 "Ry" ............................ 89 "Ty" .............................. 89 "Ture" ......................... 89 LESSON XX. Consonants Omitted .................. 93 K and G T 93 93 93 N ................................. 93 M .......... ; ........................ 93 Omission of Hooks ............... 94 " Tial-ly" ........................... 94 Peculiar Forms ................... 94 LESSON XXI. List of Words Discriminated ... .98 LESSON XXII. Word Signs and Contractions 105 LESSON XXIII. Phrasing 118 Theory of Phrasing 118 Words that Should Be Joined 119 Phrase Position 120 LESSON XXIV. Circle and Loop Phrases 125 The S Circle 125 The Ses Circle 125 The St Loop 126 The Ster Loop 126 LESSON XXV. Half Length Phrases 131 LESSON XXVI. Double Length Phrases 134 " The Other" 135 LESSON XXVII. Initial Hook Phrases 139 The L Hook 139 The R Hook 139 W and Y Hooks 139 The In Curl 143 LESSON XXVIII. Final Hook Phrases 144 The V Hook 144 The N Hook 145 The Ter Hook 146 LESSON XXIX. Breves I, of, a-n-d, The He, Him, How, Have Who-m Without, When With, What. Would, We, You-r Away, Way Breves in Proximity Fourth Position Cautions. Special Phras_es Court Reporting Technical and General Reporting General Observations on Reading Notes General Remarks Dictation Exercises 15 15 151 152 152 152 '53 154 '54 '54 157 J 59 165 168 170 173 175 INTRODUCTION. PHONETICS APPLIED TO SHORTHAND. ORDINARY SPELLING AND SHORTHAND CONTRASTED. J. The student of phonography meets a great difficulty at the beginning of his work in the fact that the ordinary spelling is not phonetic words are not spelled as they are pro- nounced. In this respect English is worse than almost every other language. This unphonetic spelling makes trouble not only for the student of phonography, but for everyone using the language. If words were spelled as they are pro- nounced, there would be little labor in learning to spell; and further, the spelling would always indicate the proper pro- nunciation. We mispronounce most of our words, and are a nation of bad spellers, because our ordinary spelling is not phonetic. The difficulty will be better understood when it is noticed that there are at least forty-two sounds in the English language, and some authorities make more, and our alphabet contains but twenty-six letters, thus requiring some letters to stand for more than one sound; and to make matters worse, some sounds are represented by different letters in different words. THINKING OF WORDS PHONETICALLY. 2. As shorthand writing is phonetic, the task before the beginner is to familiarize himself with the sounds of the English language, memorize the shorthand signs for them, and learn to think of the sounds of words rather than of the spelling. After some practice the student will be able to' picture the phonographic outlines of words when he hears 7 8 LESSONS IN MUNSON PHONOGRAPHY. them spoken, without thinking of, or being disconcerted by, the ordinary spelling of words. NUMBER OF SOUNDS IN THE LANGUAGE. 3. For the purposes of shorthand we will assume that there are forty sounds in the English language sixteen vowels and twenty-four consonants. It is not necessary to do more than name these sounds in this book, but the student is urged to look up the subject of orthoepy in a dictionary or some similar book. VOWEL SOUNDS. 4. Vowel sounds are produced by the unobstructed emission of the sounding breath, modified, but not obstruct- ed, by the vocal organs, and are represented in the alphabet by the letters a, e, i, o, u and y. In the English and kindred languages the vowel sounds form the less important part of a word, being used principally to give volume and euphony. CONSONANT SOUNDS. 5. Consonant sounds are produced by the partial ob- struction of the sounding breath by the vocal organs. The consonants are the most important part of a word in English, and may be called the skeleton or framework of a word. METHOD OF WRITING A WORD IN SHORTHAND. 6. Following out this idea of the consonants being the framework of a word, it is the practice in phonography tci write the consonant sounds of a word first, representjng them by a series of lines, which is referred to as the outline of the word. The vowel sounds are then represented by dots and dashes, placed in the proper relations to the consonant lines. THE CONSONANTS. CONSONANT REPRESENTATION. 7. The scheme of consonant representation is built up from a straight line about one-fifth of an inch in length and a PHONETICS APPLIED TO SHORTHAND. 9 curved line of equal height. Thus | ^. By light and shaded strokes, and difference in slant, the required number of signs is secured. (These signs are given in the table on page 10). Sixteen of the consonant sounds form pairs, both sounds in each pair being produced with the vocal organs in the same position, but one sound is made with more force and a heavier breathing than the other. To represent this the two sounds are given the same sign, except that the stroke is shaded for the heavier sound. P B \\. DIRECTION OF STEMS. 8. All consonants are written from top to bottom or from left to right, except ree, which is always written upward. 9. The consonant stems representing 1 and sh are written both upward and downward; when written upward are called lee and shee; when downward el and ish. THE UP AND DOWN STROKES. tO When necessary to refer to the up strokes (ree / lee f and shee J*) they will be indicated by the use of italics; as R L SH. The down strokes (er "^ el f and ish j ) by Roman letters; as R L SH. R AND CH DISTINGUISHED. |J The R is readily distinguished from the CH by be- ing always made upward, and from its being written more nearly horizontal. CONSONANT VALUES. J2 It is best, in learning the consonant signs, to utter the sound as the sign is made, taking care to give the simple consonant sound; for example, the P stroke stands for as much of the word pay as is heard when the ay is omitted en- tirely. 10 LESSONS IN MUNSON PHONOGRAPHY. LESSON I. TABLE OF CONSONANTS. J3. \ pee / as in pay ) ess s as in say. \ bee b as in by. ) zee z as in zeal. I tee / as in to. J ish, shee sh as in shall. | dee d as in do. _j zhee s as in measure. / chay ch as in Moice. """"^ em m as in may. / jay y as in yet. ^ en n as in no. kay k as in key. ^ ing ng as in v\ng. _ _ gay g as in ^o. /^~ el, lee / as in lay. ^ ef / as in/ew. "^ er r as in ore. ^_ vee v as in z'iew. x^ ree r as in ray. ( ith th as in Min. "^ way w as in way. ( dhee th as in Mem. f yay y as injyes. ^ hay h as in ^at. REMARKS ON THE CONSONANTS. J4. Final ed often has a T sound. J5. Distinguish carefully CH and SH. The CH is written in chop and the SH in shop. 16. The K stroke will be used for hard c; soft c is the same as S. Use K in come and S in ice. J7. The stroke for G represents only the hard sound of g; soft g is identical with J. Write G in egg, ] in age. J8. In ordinary spelling the combination DH does not occur, but heavy th is practically equal to that combination. J9. The combination ZH is not seen in ordinary spell- ing, but s and z often have that pronunciation. 20. The letter n is often pronounced as NG, especially before k, as in ink. PHONETICS APPLIED TO SHORTHAND. 11 READING EXERCISE. L\__ 12 LESSONS IN MUNSON PHONOGRAPHY. LESSON II. VOWELS A AND O. 2J. The basis of vowel representation in shorthand is a dot and dash. A heavy dot in middle of the stem represents the sound of a, as in the word pay; a heavy dash o, as in the word go. Dash vowels are always written at right angles to the stem. ORDER OF READING VOWELS. 22. A vowel written to the left of an upright or slanting, or above a horizontal stroke is read before the consonant; written to the right of an upright or slanting or below a horizontal stroke, the vowel is read after the consonant. Ate [ ache _ a _ toe |- may ^ USE OF UP STROKES. 23. Always use L when / is the only consonant sound in a word. Ale f~ fay P 24. Always use R when r is the first sound in a word; use R when r is the first consonant preceded by a vowel. Row ^ oar ~>\ HOW TO PRONOUNCE SHORTHAND OUTLINES. 25. In shorthand there is a peculiar form for representing every distinct vowel sound, therefore when pronouncing words represented by shorthand outlines, give the vowel the same sound that you do in naming the vowel. Examples am is aim and not dm; ma is may and not ma; ll is isle and not ill. THE VOWELS. 13 READING EXERCISE. 2.. 3 5 7 ( (' )- (* ) ( \ m _Jk.___ XfN _____x-^*.-_ ----- 3- ____ x^-x __ -->* ' --_/-_-_..- ^ ___ /--.-.^____xyx ___ J\. *0JL_> ( WRITING EXERCISE. 26. Poe, bay, beau, dough, hoe, so, way, toe, neigh, eight, ale, ode, lo, no, row, oar, ape, say, lay, pay, own, ace, may, they, aid, show, though, hay, ache, day, woe, aim, foe, oath, age, oak. 14 LESSONS IN MUNSON PHONOGRAPHY. LESSON III. THE VOWELS. NUMBER AND CLASSIFICATION. 27. It has been already said that there are sixteen vowel sounds in the English language. These sounds are divided into two groups twelve simple vowels, and four diphthongs. The simple vowels are classified as ' 'long" and ' 'short. " VOWEL REPRESENTATION. 28. Heavy dots and dashes indicate the long vowels and light dots and dashes indicate the short vowels. They are written at the beginning, middle and end of stems, or in what is known as first, second and third positions respective- ly. As \* 3 fl LJi LONG VOWELS. First position, ^ *|a as va. far. ^ ~|a as in all. Second position ^ .ja as in pay. ^ -| o as in so. Third position, ^ Je as in be. . ^ Joo as in too. CONSONANT POSITIONS. 29. First position Half of the height of T above the ruled line. \..C__. Second position Resting on the line. \ *" Third position Upright stems half way through the line; horizontal stems just under the line. _\_S~_ 30.- -The vowel governs the position of the consonant stem with the reference to the line. THE VOWELS. IS READING EXERCISE. *~^ r- WRITING EXERCISE. 3J. Pa, ma, paw, saw, law, raw, ought, all, thaw, obey, ego, pay, may, ray, low, row, so, do, aim, ache, oath, though, oar, mow, own, ode, show, they, each, see, who, rue, eel, shoe, do, coo, ooze, ease, ear, key, pea, coo. 16 LESSONS IN MUNSON PHONOGRAPHY. LESSON IV. 32. SHORT VOWELS. First position, ^ '\ a as in at. _f ~\ o as in dot. Second position, T -| e as in ebb. -f -| u as in up. Third position, ^ J i as in /'/. ^ _| oo as \nfoot. DIPHTHONGS. 33. A diphthong is a combination of two simple vowels. Diphthongs are provided with peculiar distinguishing signs. They are as follows: I as in by. Equals tf -f I. OI as in boy. Equals d -+- I. L | OW as in cow. Equals 6 -f Co J EW as in few. Equals e -+- 66. The y?r.r/ three diphthongs are written in first position. The/ding^.a11 third place and the two short second place vowels are written before the 2' Tack \ . take |^ tuck [_,_ took --b" 42. Where two vowels occur between two stems, the first vowel is written after the stem which immediately pre- cedes them, and the second vowel before the stem which im- mediately follows them. Idiot "t" seeing-^y WORD POSITION. 43. Words having two or more stems are written so as to bring the first upright or slanting stem in the position of the only or accented vowel. Top J^__ monopoly J^J^^ monotony < ~ft- i "N . 44. Words composed entirely of horizontal stems, the first stem takes the position of the only or accented vowel. Mini- 20 LESSONS IN MUNSON PHONOGRAPHY. READING EXERCISE. ii__ \ j 2 /:___)> ___\^f_ ,.. L __x ^__O _ ff. nr ^ v /^ 1 A i' JOINED STEMS. 21 WRITING EXERCISE. 45. Talk, chalk, dock, lock, cam, tap, bob, dodge, calm, attack, knotty, mob, acme, gong, endow, coffee, decoy, moth, maim, came, page, cage, make, evoke, both, foam, decay, today, peep, gig, lily, tube, fume, deep, book, big, fig, deem, cheek, needy, beauty, being, pith, much, peg, death, numb, empty, money. REVIEW WRITING EXERCISE. 46. Tattoo, above, hanging, picking, fatigue, engage, pack- age, beneath, nothing, pink, shipping, bulge, shank, bank, managing, voyage, enjoy, judging, income, piety, tidy, month, edify, balmy, dimity, bamboo, patch, etching, enemy, pa- goda, mammoth, tank, uneasy, infamy, bathing, shipwreck, victim, topic, touching, bigamy, monkey, uncouth, vanity, to- bacco, fathom, nominee. CONTRACTIONS.* fAn-d '_ a -N The But \ What_I,He_,_him _,_ That ( Them ( With _[.. Who -_,_ I J__ of_,_. how---. Alone or joined to next word: You""" or --- a He came with a book. We know nothing of it You took the check. I ought to see them. I saw many of them. I know that it ought to be in that pouch. He took all but two of them. They say they may pay the money tomorrow. They appear to be too bulky. They talk of making it lower. It came a month ago. *An alphabetical list of the contractions will be found on page 107 fThe absence of a base line in any case will indicate second po- sition. For names of brief forms (breves) used for such words as what, he, etc., see note, page 150. 22 LESSONS IN MUNSON PHONOGRAPHY. LESSON VI. VARIABLE CONSONANTS. R AND R. 47. -R is used when r is the first sound in a word unless followed by m or hay; also when it is the last consonant sound in a word followed by a vowel. Rope /<\ rum "V^ bor- row SX 48. R is used when r is the first or only consonant sound in a word preceded by a vowel, unless followed by ith, dhee, chay, jay, ef or vee; also when it is the last sound in a word. Air ^ arc r \__ - urge ^ arch s/ bar V. L AND L. 49. L is used for the / sound except when it is the first consonant in a word preceded by a vowel and followed by a horizontal stem, and when it is the last sound in a word of two or more consonants. Like ~_ looked -~f^^\ daily [>-. fol- low ^/" allow f alike >_ fall ^ SH AND 5//, 50. SH is used for the J^ sound except when it is the last consonant in a word followed by a vowel. Shake j Osh- kosh ---- ^7 ----- ash ______ bushy --\~)'~ bush "^T" MEDIAL STROKES UPWARD AND DOWNWARD. 5J The stroke for r, /and sh, when both preceded and followed by other strokes, may be written in either direction, according to ease and legibility. Film -v^^-- dashing rushing ~ firm ^->. tarried [XI LESSONS IN MUNSON PHONOGRAPHY. 23 READING EXERCISE. -Ac-xVr- iv^ 4 5 6 C - - - '- ~~ to 24 LESSONS IN MUNSON PHONOGRAPHY. WRITING EXERCISE. 52 Rap, rib, repay, red, rode, reed, reach, rake, rig, refuge, rhythm , rouge, rainy, ranch, arc, early, arnica, earring, par, pour, tar, char, fear, fire, mayor, lower, opera, bureau, curry, cherry, carry, ivory, sherry, emery, worry, lip, loud, logic, lucky, lake, lag, lug, laugh, leaf, levy, lofty, loathe, lathe, lame, limb, lying, launch, album, alibi, allied, allege, elbow, Italy, rudely, jolly, gaily, follow, fellow, valley, shallow, newly, wallow, waylay, hollow, hilly, alkali, alum, alike, elm, almanac, pill, pool, boil, ball, bowl, tall, toil, dial, dull, duel kill, cool, file, fowl, fail, feel, fool, full, vial, vile, reveal, null, shake, shanty, chamois, shaggy, shave, shiny, shook, push, dash, cash, douche, tissue, ratio, rebuke, varied, affair, July, revamp, olive, showbill, ramify, alarm, demolish, rarity, reddish, among, denial, pulp, mileage, fuller, failure, apology, novel, failing, following, dirty, milk, delude. REVIEW WRITING EXERCISE. 53 Ripe, rob, ride, ready, rod, rid, rage, rug, revoke, wreath, ruche, ruin, rank, rally, Arabic, hourly, erring, pier, bore, tire, jar, fewer, mire, liar, layer, borrow, tarry, rotary, injury, fairy, thorough, Mary, narrow, hurry, lobby, latch, lack, leaky, look, leg, luggage, loaf, life, lavish, lath, loth, lash, lime, lion, laying, elude, although, albino, allude, elope, alpha, elegy, duly, richly, jelly, gully, folly, fully, volley, mellow, unfair, lowly, willow, highly, hello, almighty, alumni, alimony, aluminum, pale, repeal, bale, bill, tool, towel, duel, recoil, cull, foil, fall, fell, fill, fuel, vowel, veil, Alabama, kneel, anneal, tamely, shadowy, shamrock, shading, shame, sheath, chandelier, dashy, mushy, rummage, illuminate, empire, avowal, radii, film, alchemy, porch, assure, ramrod, melody, America, vanilla, cashmere, anvil, feeling, involve, ashore, menial, renewal, dealer, boiler, pillar, miller, taller, teller. LESSONS IN MUNSON PHONOGRAPHY. CONTRACTIONS. 54 Had |_ Can Shall _J_ Was )_ Do [ Come Should .-/.., These -) Did ,-|~ Could _._,. Have ' Think .-(- I had to follow him. I was ready to folio whim. It was politic to do so. I did what I could to aid him. I can make a thorough job of it. They have come to argue that bill. I shall rush it along. We shall look into what they allege. You should have followed him. What did you do with these? I think you should see him. We think that should follow. He should make an apology.' He did wrong to re- veal it. They urge us to abolish it. I see him daily. They like to have them that way. 26 CIRCLES AND L - 1 A final s may be written inside this curl. Moistens _ L/ESSONS IN MUNSON PHONOGRAPHY. 29 READING EXERCISE. 2 _____ ri_ __e V. v V __ LrESSONS IN MUNSON PHONOGRAPHY. 31 They will make no charge for this change. I object to taking the large piece. In this way I lose my advantage. You gave me this part because I know what to do with it. He usually takes several days. They refuse to make any change. He spoke to me on that subject several days ago. I object to so much sameness in his speeches. It should be as large as possible. They miss no opportunities. I gave it to him for safekeeping. They gave us no opportunity to give our rea- sons. This eliminates all possible risk. I can surmise what they will do. They will have many opportunities for dispos- ing of them. They have nothing to say on this subject. We think you have no cause for alarm. I will do this to remove any fear you may have. I know what they allege to be wholly false. You will receive it inside four days. He came to my rescue. They will resume business at an early day. 32 CIRCLES AND LOOPS. LESSON VIII. CIRCLE AND STEM S DISTINGUISHED. SES CIR- CLE, ST AND STER LOOPS. CIRCLES AND STEMS DISTINGUISHED. 66. The stems S and Z will not be discarded, but will be used where the circle would not afford sufficient legibility. The rules below, in addition to those in ^[ 60, will make this clear: RULES FOR STEMS. 67. The stems S and Z are used in the following cases: (1) When s or z is the only consonant in a word. So )- (2) When preceded or followed by two vowels. Science (3) When the first consonant in a word and preceded by a vowel, Ask ')_ (4) When the last consonant in a word and followed by a vowel. Busy \- 68. Words whose only consonants are two s sounds are written with a stem and a circle, following rule 4 given above, and rule 3 in ^[ 61. Saucy _'\ sauce __J _ 69. The words size and seize are written with an initial circle and a stem Z. 70. The word says preserves the stem in the primitive say and adds a circle. INITIAL Z 7J. All the rules previously given for S apply also to Z, except that the circle never stands for Z at the beginning of a word. IvESSONS IN MUNSON PHONOGRAPHY. 33 THE LARGE CIRCLE. 72. A large circle is used for any syllable consisting of two s or z sounds, or any combination of them, with an in- tervening vowel; that is, the large circle can be used for any syllable, no matter what its ordinary spelling, equivalent to ses, zez, sez or zes. Access ^_ houses <* , chooses --/-, possess <^ 73. The large circle is used initially, medially and finally. It follows the general rules given for the small circle. sp Ancestors T --- O " 74. The vowel included in the large circle is usually short e. When any other vowel occurs, it may be written in- side the circle, its position inside the circle corresponding to the position of the vowel. Howe=. 7 er, it is hardly ever neces- sary to insert the vowel, and the circle, unvocalized, can be used for any of the following syllables: cis, ces, cys, sis, sys, etc. Exhaust \ 75. The large circle is used chiefly to form the plural of nouns that end with an s or a z sound in the singular, and the third person present indicative of verbs that end with an s or a z sound in the first person. Pieces _\ ... THE SMALL LOOP. 76. A small loop is used for st at the beginning of a word, and for st or zd in the middle or at the end of a word. The order of reading is the same as that given for the S circle. Stop \_ post X 77. In making a medial loop, the pen never crosses the preceding stem. See \ 64. Earnestly ^\f 78. A medial st loop is frequently best written at the slant of CH, independent of the preceding or of the follow- ing stems. Extensive -Tj^-f THE LARGE LOOP. 79. A large loop can be made in the middle or at the end of an outline for the syllables ster and sture. Master ^ 34 CIRCLES AND LOOPS. ADDITION OF THE S CIRCLE TO A SES CIRCLE OR A LOOP. 80. A small circle can be made on the back of a stem after a large circle or a loop. The final syllable es can be added in this way, without indicating the e. Possesses SQ, Lists. f=-- 8J. Nothing can precede an initial circle or loop, and nothing can follow a final circle or loop. N AND NG AFTER A FINAL LOOP. The curl for n mentioned at the end of the preceding les- son may be used for either n or ng after a final loop. Pis- ton, , casting J~* , mastering <-^> " *i- LESSONS IN MUNSON PHONOGRAPHY. 35 READING EXERCISE 1 2. )* T ) y ) N V_. _il_jfe. __i \._k__ Vs" "V e? " .oiD. 36 CIRCLES AND LOOPS. WRITING EXERCISE. Saw, see, sign, assignee, seek, askew, acidity, assayer, asparagus, isosceles, azimuth, ounce, ensue, lease, lessee, legs, legacy, rose, rosy, fox, foxy, dizzy, hazy, policy, Ten- nessee, uneasy, saying, sowing, exhaust, assess, seesaw, zenith, zodiac, possess, abscess, axis, axes, access, raises, opposes, houses, cases, chooses, tosses, losses, leases, masses, recess, offices, excuses, induces, molasses, arouses, spaces, notices, reposes, menaces, taxes, Texas, fixes, possessed, Mississippi, insist, unceasing, excessive, necessary, stab, steer, sticks, stock, staff, star, styles, stiff, store, story, post, based, taste, hoist, vast, waste, most, just, cost, haste, wrist, laced, tossed, paste, lest, faced, yeast, ceased, spiced, re- duced, announced, refused, boxed, text, forest, pierced, mo- lest, direst, chemist, purest, steepest, majestic, tapestry, tester, fester, muster, roaster, pasture, posture, gesture, mois- ture, semester, mixture, fixture, Rochester, yesterday, lasts, rests, successes, posters, teamsters, deposed, deposit, un- steady, obstinacy, costing, resting, license, investing. REVIEW WRITING EXERCISE. Essay, spire, aspire, acidulous, assassin, esthetic, ossify, asphyxia, purse, pursue, fix, efficacy, farce, pharisee, mercy, intimacy, Nassau, ecstacy, kersey, lunacy, scion, seance, Louisiana, saucer, scissors, sausage, seasick, seaside, secede, sesame, Xenia, Zurich, pieces, abuses, exposes, rejoices, re- duces, refuses, invoices, boxes, mixes, thesis, advises, synthesis, genesis, synopsis, exercise, deceased, empha- sized, subsist, incisive, exhaust, society, stoop, stung, stud, still, steam, status, stucco, stirrup, storm, sliced, attest, opposed, fixed, mixed, burst, repulsed, surmised, statistics, artistic, vestry, testify, sophistry, teamster, monster, bol- ster, lobster, baluster, register, paymaster, Amster- dam, posts, imposters, investors, diffused, deficit, repose, LESSONS IN MUNSON PHONOGRAPHY. 37 reposes, reposed, annex, annexes, annexed, reduce, reduces, reduced, revise, revises, revised, dismiss, dismisses, dis- missed. CONTRACTIONS. System ...p.. advertise {, insurance -- -- signify --Q^-- single ~~~o~,~ \vere//- among ^ first V=> singular.,^-^? swear "> from, time _' thing ~^,- next ^^ similar g.^.- swore "^x why ^1 be- yond C_ amongst ^ similarity here --^y- when.c. yet, young f thank ( worth ( your, year ..^._ his I think this system is the best. The outcome of this arises from several distinct causes. This is the first case we have seen. They insist on having the next invoice. Such a state of things may possibly exist amongst them. The gist of the case lies just here. They advertise a similar stock. We are delaying that they may have time to signify a desire to assist us. We have seen several similar boxes. It is easy to see the similarity. The insurance will make up the losses. His failure under such auspices is singular. They swear to its accuracy. They swore to these items at that time. Is it necessary to stop here? I thank you for your advice in this case. His lame excuses expose his weaknesses. They were forced to make the change. He refuses to recede from his first ideas. Why should we change this system? When can you step in to look at this list? It is a long time since we first looked into this subject, and we have no reasons to change our first designs. It is worth all it costs. What are so few among so many? This thing should be laid aside for the time being. It is beyond my power to assist him. He has six days yet in which to make his tests. Do you think he is too young for this office? What advantages does your system possess? The deficit is smaller this year. They are opposed to any such scheme as that. 448547 38 HOOKS. LESSON IX. HOOKS. INITIAL HOOKS. THE LIQUIDS, L AND R. 82- The consonants / and r are called liquids, because they flow together with other consonants, making close com- binations. Thus, in the word //ay there are but two sounds, the/ and / forming a union, of which p is the principal sound. Therefore, in this system of shorthand, when a con- sonant is modified by a following I or r sound, a modified, or hooked, stem is made, instead of the simple stem. Al- though the hook is written first, the stem is read first. These hooks are made initially, as final hooks will be needed for an entirely different purpose. L AND R HOOKS. 83* The L hook is indicated by a small hook on the "circle" side of straight stems, and a large hook on the in- side of curved stems. The R hook is indicated by a small hook on the "opposite" side of straight stems and on the in- side of curved stems. Ply _^_, Fly _C_, Pry \ Fry ^ HOOKS LACKING. 84. For the sake of simplicity L takes only the r hook, R the / hook, and R the r hook. Lr C Rl ^ Rr "^ CORRECT MOTION OF THE HAND IN MAKING THE HOOKS. 85. Make the small hooked characters with but one movement of the pen; rest the pen firmly against the paper, then give the arm a quick roll. Start the large hooked characters with the hand in full motion. IvESSONS IN MUNSON PHONOGRAPHY. 39 L AND R STEMS AND HOOKS DISTINGUISHED. 86* The stem signs for / and r must be used when those consonants have a full, separate sound. Blow \, below \/c, try J\_ t tire I! THE "PEL" SERIES. 87. To extend the usefulness of these hooked signs, (and also because / and r do not combine closely with all the other consonants), they may also be used to represent syllables consisting of the consonants represented by the stem and the hook and the intervening sound of short e. The double consonant signs so used in the reading exercises may be recognized at once by the absence of a final vowel. Able \, offer _X_ MEDIAL HOOKS. 88. Where a hook occurs in the middle of an outline, it is frequently impossible to make it perfectly. Sometimes it is made by retracing the preceding stem a short distance, and then striking out quickly in the direction of the second stem. Taker )_ 89. Such words as shaker, sugar, shimmer, etc., take an SH stroke, on account of the hook on the lower side of the following stem. Jp ..J?.,.-:L. READING BADLY MADE HOOKS. 90. On curved stems the / and r hooks can be distin- guished by their shape, even if the size is misleading. The r hooks tend to curl in and form a circle; while the / hooks are straighter and more open. 9J. The rules governing upward and downward strokes hold good when those strokes have an initial hook. Official- 92. The R\ sign is so convenient that it is used when r is immediately followed by /, in the same or a different syllable, and when a vowel intervenes. Pear i J\^, pearly^*?--, bar- rel 40 INITIAL HOOKS. READING EXERCISE. 3 ..^ A_:V.; A., L "\ < - .A\ V. \ V Xl ^^ V) L/ESSONS IN MUNSON PHONOGRAPHY. 41 WRITING EXERCISE. Play, plow, clay, glee, flee, prow, pro, bray, troy, craw, crow, gray, grew, fro, plies, please, pleases, pleased, braced, prize, press, presses, pressed, browse, blast, bluster, blister, blest, tries, trace, truce, dressed, dries, close, closes, closed, crest, thrust, crusts, cloister, glasses, cruise, grazed, graces, flies, floss, flaws, freeze, phrases, play, pale, plea, peel, blow, bowl, try, tire, cloy, coil, glow, goal, flaw, fall, follow, flew, full, fully, flay, fail, fry, fire, , fiery, free, fear, fury, fro, fur, furrow, adder, addle, ogle, opal, oral, osier, oval, honor, inner, error, track, trim, trick, trail, cloth, clock, clear, brake, brick, plague, cream, plum, plume, truck, bring, drip, club, flower, breath, clutch, drag, gleam, trash, bridge, blush, flake, crutch, flame, clap, crayon, crib, crimson, fluid, flurry, prayer, prairie, prick, crack, April, block, drug, brush, crisis, drill, trowel, trail, truly, cruel, grill, climb, broil, cling, frail, freely, thrill, drawer, grape, trap, produce. REVIEW WRITING LESSON. Fringe, precious, presume, flask, fresco, trustee, brisk, classify, preside, presence, grasp, clasp, closet, closely, grocery, proximity, impress, progress, employ, fabric, elec- tric, cambric, simply, repress, replace, abroad, acrimony, decrease, increase, umbrella, duplex, inclose, implicit, pre- mise, proclaim, implore, imply, premium, proffer, impress, flax, prelude, prepare, flange, milliner, clover, criticise, grumble, trimmer, rumor, drawing, drowsy, enamel, intrust, enable, placid, flank, glaring, grapple, flesh, infallibly, library, major, freak, infringe, flimsy, waver, parallel, pitcher, globe, froth, mineral, muzzle, fluency, jumble, maker, florist, miracle, pliable, preamble, perplex, primer, prism, fluffy, animal, wafer, Florida, plumbago, prior, Friday, glossy, fumble, reproduce, property, properly, declare, flexure, 42 HOOKS. liquor, syllable, prevail, resemble, average, legible, speaker, voucher, middle, liable, newspaper, legal, stumble, staple, thimble, collar, color, cooler, stifle, tumble, penalty, final, funnel, knuckle, embrace, banner, panel, timber, en- try, trigger, triple, proceeds, precede, ledger, nippers, logi- cal, surgical, typical, tropical, curl, gnarl, marl, purely, bare- ly, fairly, spiral, obstacle, moveable, triumph, fresher. CONTRACTIONS. Practice J\ Belong _ \ Truth ] Largely f Princi- ple -<\~ Believe -S^-- Deliver ~f Larger / People < \ r - Number *\ During .J\... Degree faer This practice places a premium on dishonesty. The principle is the same in both cases. The people who propose this change are largely to blame for its failure. It is clear that these things came during his absence from the city. We believe he is preparing some such program. I believe he will redeem all his pledges. I promise that you will have no cause to grumble. The large number of these errors is an- noying. You are among the number who promised to assist us. It is the truth, although it seems incredible. I am near- ly ready to deliver these books. Our business has increased largely during the past six months. The success of this scheme is largely due to his energy and pluck. You must make the next drawing larger, so that the small parts will ap- pear plainer. I deny that we are liable for damages in any degree. Will you please favor us with an early reply. You will be unable to see them for several weeks. LESSONS IN MUNSON PHONOGRAPHY. 43 LESSON X. INITIAL HOOKS CONTINUED. S CIRCLE IN CONNECTION WITH THE L AND R HOOKS. 93. The s circle is used in connection with the / and r hooks, being usually written inside of them. In that situ- ation the "circle" really becomes a very small loop. The circle is written inside all the / hooks, and inside the r hooks on curved stems. The circle is read first; second, the vowel before the stem, if there is a vowel there; third, the stem, with the hook. Manifestly, neither a large circle nor a v loop can be written inside a hook. Splice > , civil -^-, summer ^ THE CIRCLES AND SMALL LOOP IN CONNECTION WITH THE R HOOK ON STRAIGHT STEMS. 94. It is not necessary to write an initial s circle inside an r hook on a straight stem, its being written over the hook, and appearing on the side opposite its regular place, being sufficient to indicate the r. Besides securing simpler and speedier outlines by this method, we gain the advantage of being able to write the large circle and the small loop on the r side of a straight stem. Stray "]., stutter -], dis- aster A- THE S CIRCLE BEFORE A MEDIAL INITIAL HOOK. 95. In the middle of a word the s circle before an initial hook is usually written so that the hook will show plainly. The circle can be written on either side at the end of a straight stem lo accommodate an initial hook on the next stem. The 44 INITIA.L HOOKS. r hook on a straight stem may or may not be covered by an s circle or a ses circle (as explained in the preceding para- graph) in the middle of a word, the covering or showing of the hook being determined by convenience. Between two straight stems, an s circle is sometimes made to cover an r hook by being written on the right-hand side of the first stem, and the second stem is started by retracing the top of the circle. Exclaim -^<_^->, express "^ , Ja sper /' 96. The syllables scribe and scrip are regularly written without indicating the r. Subscribe V^. 97. Some reporters omit the initial consonant K in some words, on account of the difficulty of making an initial hook on the next stem. Explosive -S^_ 98. The syllables zel and zer and their equivalents regu- larly take Zl and Zr, while set and ser take an s circle. Puzzle __\\__, pestle \^... SPECIAL VOCALIZATION. 99. In order to shorten what would otherwise be long or awkward outlines, and also to provide the shortest possi- ble outlines for certain common words, the use of the double consonant signs as explained in T7 may be extended to syllables in which the vowel is not short e. It is then de- sirable to indicate the vowel that comes between the stem and the hook, which is done in the following manner. Dot vowels are represented by small circles; before the stem for heavy dots, after the stem for light dots. Dashes and diphthongs are stuck through the stem, in the proper position; though first and third position dashes and diphthongs may be written opposite the end of the stem, instead of across it, to avoid marring hooks. Mar * N , care ; ~ , hire ..^ , cure ^- CAUTION REGARDING SPECIAL VOCALIZATION. JOO. It is difficult to learn to use special vocalization properly. As no more definite rule than the first sentence in the preceding paragraph can be given, the student will have LESSONS IN MUNSON PHONOGRAPHY. 45 to learn from the dictionary, or from the writing of profession- al reporters, what words usually take a hook, when, accord- ing to ^[82, they should take a stem. W AND Y HOOKS. JOJ. There are in all five initial hooks, of which the most important, / and r, have already been mentioned. The other three are subject to the same general rules that govern the / and r hooks. J02* Two large hooks are written on straight stems on the "circle" side, for w; on the "opposite" side, for y. The w hook on K is very useful for representing the sound ex- pressed by the letter q in the ordinary spelling. The use of the y hook can be explained to better advantage later on. Twist ----, quick -- r .-, square ~~\ THE IN CURL. f 03* The initial syllables in, en and un may be expressed before an s circle on the r hook side of a straight stem, or before a circle on M, L, R, SH and W, by a small curl begun on the side of the stem opposite the circle. The initial vowel is not written; it is easily ascertained in reading, because most of the words taking the "curl" are negatives, formed by prefixing a negative syllable to the affirmative primitive word. Unscrew'^', unsalable \ J04* This hook differs from the other initial hooks in not representing a close combination of two consonants. Its principal claim to being classed as an initial hook is the fact that it is written at the beginning of the stems. It is really a substitute for the N stem where the latter would make a difficult joining. This curl is also written inside the / hook on curved stems and inside the w hook, influx , inquire * N \ 46 INITIAL HOOKS. READING EXERCISE. -p ' T .JL IvESSONS IN MUNSON PHONOGRAPHY. 47 WRITING EXERCISE. Splay, splash, sublime, suffer, sickly, safely, spray, cedar, screw, cider, suitor, sabre, stretch, separable, supersede, scribble, scroll, superfluity, displease, dishonorable,person- ality, extremity, dextrous, reciprocal, disrelish, disfranchise, disgrace, explicit, expressive, discourtesy, dear, chair, charm, germ, journey, partial, car, college, colony, corner, authority, shore, sharp, shell, shawl, mar, realm, wore, work, nervous, enlarge, lurk, rehearse, abhor, security, recourse, recall, courage, average, mercury, harmless, reliable, marvel, volume, value, endure, minority, procure, perplex, guarantee, devolve, twitch, twig, twill, quest, quail, quack, quota, quell, sequel, aquatic, request, requisite, squirm, squeeze, inquiry, be- queath, inscribe, inseparable, unseemly, unsociable, insoluble. REVIEW WRITING EXERCISE. Splurge, sepal, sizzle, savior, seclusive, solder, sucrose, sadder, stress, setter, scramble, strength, outsider, supervise, scrofula, superb, supercilious, superimpose, displease, dis- ciple, displeasure, reciprocity, seceder, orchestra, dispraise, misplace, execrable, explore, exterminate, deal, cheerful, church, Germany, parlor, journal, care, column, culpable, cork, share, sure, shelf, sheer, shirk, railroad, relapse, wear, wire, nerve, north, lurch, abnormal, alcohol, marsh, analysis, paralysis, telescope, colonel, careless, valve, vestibule, har- vest, persevere, persist, divulge, twirl, equal, quaker, quar- rel, quorum, perquisites, acquiesce, acquire, sequester, tweez- ers, insecurity, insuperable, inscrupulous, insomnia, envel- ope, involve, inflict, influx. CONTRACTIONS. Over ^_ Other ( There f Already/^ Mr. . _. "~ ~ ^ T^. Longer ^ While ^ Dwell _(]_ Younger f 9 Practiced \ Surprise \> Language c Question c _ Member ^ This device possesses many advantages over every other similar appliance. There is no question of our being able to secure it. Mr. Smith replies that the papers are already 48 INITIAL HOOKS. there. I refuse to follow such a foolish custom any longer. He practiced law while he was here, but he gave it up on leaving this city. Each member of the firm is wealthy. It requires a younger person to fill that place. We were very much surprised at the news. We fail to see how you can twist the language of the paper to agree with that view of the question. We can do no more work on it till you de- cide this question. I cheerfully acquiesce in this ruling. WESSONS IN MUNSON PHONOGRAPHY. 49 LESSON XI. FINAL HOOKS. J05* The final hooks, like the initial hooks, are also five in number. These hooks are used simply to shorten out- lines, and not to indicate close consonant combinations, as the initial hooks do. While they shorten outlines, they are also a great aid to legibility, and are really more important in this regard than as speed expedients. STEM AND A SMALL FINAL HOOK MADE WITH ONE MOVEMENT. J06. Small final hooks are produced by making the consonant stem with great rapidity and stopping the pen very abruptly at the end of the stroke, thus making both stem and hook with but one movement. ORDER OF READING. J07, A final hook is read after the vowel after the stem. A final hook must not be used at the end of the outline of a word that ends with a vowel. Deaf \, defy\ , pen \> penny \^ THE F OR V HOOK. J08. A small final hook on the circle side of straight stems is used for f or v. The use of the hook for two sounds causes no trouble in reading. Puff \, puffing x^ J09. The ^ circle, looking more like a very small loop, may be written inside the hook. The circle is read after the hook. Puffs X JJO. This hook can be used on curved stems under con ditions explained hereafter. 50 FINAL HOOKS. JJJ. It should be noted carefully that the use of a V stem or a r hook at the end of an outline is a sure indication of the presence or absence, repectively, of a vowel at the end of the word. Serve <^, survey THE N HOOK. JJ2 A small final hook on the "opposite" side oi straight stems, and on the inside of the curved stems, is used for n. This hook must not be used when n is the last con- sonant in a word and followed by a vowel, nor when n is preceded by two concurrent vowels. Ten j. , fine ^ CIRCLES AFTER N HOOKS. JJ3 The s circle may be written inside the n hook on curved stems. On straight stems, circles and loops may be written on the n hook side. Fines ^ , tense J-, tenses J-, against ._^ CAUTION REGARDING "COVERING" A MEDIAL N HOOK. JJ4. The n hook must not be covered by the s circle in the middle of an outline, since it would interfere with the covering of the r hook. Both the circle and the n hook must show distinctly, or the N stem will have to be written. However, a few words ending in ing violate this rule. De- stroy cj' e , density _\. ___ , ransom _/*^> dancing)^. JJ5. The // hook on a curved stem must be changed to N stem before a large circle or a loop. Fence v^> fences V^, fenced - ^^, JJ6. The syllable "trans" is regularly written without indicating the n. Transcribe JL . transpose ~L HOOKS NOT ALWAYS FASTER THAN STEMS. JJ7.--It frequently happens that an N stem is faster than an // hook, especially after P and B. Punch __ \__ ., branch LESSONS IN MUNSON PHONOGRAPHY. cj THE SHUN HOOK. JJ8 A large final hook on the circle side of straight stems, and on the inside of curves, represents any syllable equivalent to the spelling shun; such as, tion, don, szon, shion, dan, cean, sian, etc. The ^ circle may be written inside of this hook. Addition ~V~> motion ^p, transmission 1-^- JJ9* The stem SH with an n hook is used in words having no other consonants than sh and n; also when other consonants can be expressed by a circle. Ocean ^, session JL J20. The shun hook can be made after an s circle, the hook being carried around the circle. The circle and hook are made on the "opposite" side of straight stems when the s is preceded by an n. Since the vowel after the s is always long a, short e, or short /, it is not usually written. Posi- tion , , physician , transition, -\>- Aa- -J- J 2J. A final s is represented by a small circle inside the hook. Actions '-^ , decisions -fe- THE TER HOOK. J22. A large final hook on the "opposite" side of straight stems represents the combinations ter, ther, dher, tar, tor and ture. The syllable der is regularly expressed by D with the r hook. The S circle may be written inside of this hook. Tighter J v , rather .x , gathers : ~~ s> , bidder \j L AFTER A FINAL HOOK. J23 Such final syllables as al and ly, after a final hook, are usually written in the most convenient direction from the hook, without reference to the rules in Lesson VI, regarding the uses of L and Z,. However, some writers always disjoin a L for ly, when it cannot be joined. National ^ , bitterly 52 FINAL HOOKS. DOUBLE UTILITY OF THE FINAL HOOKS. Special attention must be called to the fact that the final hooks are not only speed expedients, but are also great aids to the legibility of the outlines in which they are used. This is true of all the final hooks, but more especially of the /and n hooks. The student has already noticed that the ability to determine at first sight whether a word begins with a vowel or a consonant, or ends with a vowel or a consonant, aids greatly in reading the outline. As hundreds of words have /, v or n as the last consonant, the proper use of the stems and the hooks in the outlines of these words will be of the greatest importance and advantage. This will be particularly true of pairs of words in which one word ends with a conson- ant and the other with a vowel; as, pen, penny. The use of the stem signs for /, v and n will therefore usually indicate either that the consonant is followed by a vowel or is pre- ceded by two vowels. LESSONS IN MUNSON PHONOGRAPHY. 53 READING EXERCISE. -5\ . \>* ""\ -v-'- J r -"* -S* ~ 11 t- ^T ^ 54 FINAL HOOKS. WRITING EXERCISE. Chafe, dove, cove, arrive, crave, cleave, driven, proven, sensitive, scoff, positive, observe, subserve, rebuff, alcove, spawn, spoon, brown, blown, drain, strain, strewn, clean, screen, glean, shun, salmon, noon, lean, scorn, salesman, abandon, superfine, punish, iron, burn, foreign, urgency, pansy, vacancy, pronounce, denounce, nation, passion, vaca- tion, station, salvation, attention, inclination, selection, ad- miration, acceptation, exclusion, invitation, invention, pro- vision, abbreviation, collection, correction, tuition, reaction, adaptation, mention, resolution, opposition, supposition, secession, cessation, incision, potter, tatter, totter, teeter, doubter, cutter, gutter, clatter, spatter, sector, culture, rapture, scattering, accoutre, scripture, proves, drives, gloves, roofs, pans, dense, guns, glanced, fines, wins, occa- sions, provisions, possessions, gathers, scatters, dispense, retains, reverence, appearance, assurance. REVIEW WRITING EXERCISE. Buff, Jove, cave, gruff, grove, driving, David, divide, defeat, set-off, reserve, deserve, preserve, seraph, telegraph, span, plain, bran, drawn, strown, chin, adjourn, sojourn, apron, crown, grown, grain, ocean, known, morn, worn, serene, Scotchman, abstain, mission, remain, organic, barren, barn, retrench, occupancy, fancy, gainsay, vagrancy, abstinence, impertinence, notion, occupation, solution, adhesion, delusion, education, stationer, stationery, acceler- ation, exclamation, seclusion, election, abrasion, obser- vation, attraction, sequestration, stimulation, taxation, disposition, exposition, batter, tether, daughter, gaiter, greater, scepter, creditor, rhetoric, alligator, nomenclature, chafes, arrives, reserves, pins, coins, gains, means, loans, editions, actions, sensations, squatters, actors, expense, pertains, perseverance, clearance, adherance, innocence, staunch, branch, clinch, pinch, revenge, fringe, sanguine, LESSONS IN MUNSON PHONOGRAPHY. 55 sharpen, recline, decline, incline, rattan, resolve, revolver, refrigerator, ermine, renounce, romance, remains, button, obtains. CONTRACTIONS. Experience 2y- Opinion \~ Spoken ^ Before \, Objection \, Subjection \> Between j-< Circumstance / Circumstantial J 5 Deliverance, J 1 Differ-ent-ence [ General-ly y Reier-ence ^ He has had ten years experience in this line of business. I fail to see how there can be more than one opinion on this subject. I have spoken of this affair several times before. That objection can be overcome, if the proper means are taken. He seems at last to have his enemies in subjection. The difference between them is scarcely appreciable. He must explain that circumstance before we can proceed. His story is circumstantial and long drawn out. We shall soon have deliverance from these troubles and annoyances. As soon as this circumstance is generally known, many people will change their opinions on this subject. I refer you to Mr. Jones for a clearer explanation, for he has had experi- ence with these machines. By reference to the books you can determine the accuracy of these lists. 56 DOUBLE LENGTHS. LESSON XII. DOUBLE LENGTHS. J25. We have already modified the consonant stems in two ways by circles and loops, and by hooks. A third way only remains, changing the length. In this lesson the con- sonant stems are doubled, and in the following lesson they will be halved. J26. Doubling is used to add any of the following sylla- bles: ter, der, ther, tar, tir, tire, tor, tur, ture, tyr, thor, thur, ire, dir, dor, dure, etc. J27. All curved stems are doubled. Straight stems may be lengthened only when they have an f or an n hook. POSITIONS OF DOUBLE LENGTHS. J28 The positions of the double lengths are as follows: For down strokes: First position, resting on the line. Second position, half way through the line. Third position, three-quarters below the line. For up strokes: First position, one-half the height of a T stroke above the line. Second position, commencing on the line. Third position, commencing half a space below the line. LESSONS IN MUNSON PHONOGRAPHY. 57 J29. The position of the horizontal double lengths are the same as those of the single lengths. ..rClITl J30, Expressed briefly, a double length stroke begins at the same point where the corresponding single length stroke begins, except that the first position downward double -engths begin two spaces above the line. ORDER OF READING. J3J. The added syllable is read after the vowel after the stem. An initial circle or loop on a double length stem is read first, and a final circle or loop is read after everything else. A final hook is read just before the added syllable. Matter <-~^ , center <^_._^, enters ^_^s>, hinders ---^-^- SPECIAL VOCALIZATION OF DOUBLE LENGTHS. f 32. Special vocalization, as explained in "fgg, may be extended to double lengthening, when the vowel in the added syllable is not short e, but it is not often necessary to do so. Entire * : -^ 58 DOUBLE LENGTHS. READING EXERCISE. ^\ ~ _-=x__ \ \ y. LESSONS IN MUNSON PHONOGRAPHY. 59 WRITING EXERCISE. Fodder, fighter, aster, orator, ardor, alter, loiter, lather, nitre, mitre, hatter, feather, voter, shudder, under, mother, hater, header, nature, feeder, caster, shooter, Luther, hither, neater, neuter, softer, saunter, sender, senator, scimiter, slaughter, flatter, fleeter, flitter, assorter, murder, shelter, founder, fonder, venture, wonder, winter, cylinder, yonder, hunter, lender, jointure, counter, gander, suspender, plunder, grander, shatters, orders, letters, cylinders, renders, printers, counters, hitherto, interfere, interference, reminder, lettering, Decanter, fatherly, motherly, slanders, slanderous, tormenter, undergo, alderman, loitering, enterprise, counterfeiter, inter- position, enterprising, barometer, indenture, intercede, in- terest, interlace, interline, interlocking, interrogation, inter- mixture, international, intersperse, underbrush, underdone, undergrowth, underlay, underlying, undermine, underneath, underpinning, underscore, undersell, undersign, undertaking, undervalue. CONTRACTIONS. Whether ~^v Description ^ Quarter Altogether _|7?_. Began _ Begun .,_ Begin ^ 6 - Formation Vo Within ( Recollection ^> This circumstance places the entire matter under sus- picion. I can tell you better later whether I can go. I have neither seen nor read of anything of that description. News has come to us from several quarters that such a proposition is under discussion. We desire to call your attention to rules 2 and 3, which govern such cases as you mention. They be- gan that work altogether too soon. Work on that job has begun already. Although it is new it begins to show signs of wear already. The formation of such a corporation is a menace to all the houses in our line of business. We desire to settle this matter within the next few days. My recollec- tion is that you promised to make these alterations. The order was placed on file yesterday. 60 HALVING. LESSON XIII. HALVING. J33 Any stem may be halved to add / or d. Usually no distinction is made between / and d, but where it is nec- essary to make a distinction, halving is used for / only. Bit N -., bid ~\" Halving is not 'used in words whose only consonants are rd or Id, POSITIONS OF HALF LENGTHS. J34. The position of horizontal stems remains the same, whatever the length. The positions of the half length up- right stems is found by taking the lower half of the corres- ponding full length stem; that is, first position upright half lengths are half a space above the line; second position, rest- ing on the line; third position, just under the line. ORDER OF READING. J35. The added / or d is read after the vowel after the stem. A final hook is read before the / or d, and a final cir- cle or loop after the / or d. Tight __J"_ , tent j-, debts y, spends |-, drifts - v LENGTH AND CURVATURE OF HALF LENGTHS. J36. In practical writing, half lengths are really a little shorter than half the length of a T stem, and double lengths are a little longer than twice the length of a T. It will be noticed that half length curved stems are proportionately fuller, or more rounded, than full lengths; and single lengths are fuller than double lengths. LESSONS IN MUNSON PHONOGRAPHY. 61 READING EXERCISE. 10 11 r ,, -' 5 . ._.___.__ T =~i V. ~V fl & f> n 62 HALVING. WRITING EXERCISE. Put, aped, brought, bed, obeyed, lead, boot, dot. ached, eked, keyed, gate, goad, fad, feat, fend, avowed, evade, eased, oozed, aimed, emit, gnawed, night, not, end, neat, let, wrought, rout, wrote, root, hod, ahead, hood, heat, plot, plight, blight, bled, creed, greed, flight, fled, flit, flute, afraid, fright, fret, freed, relate, relied, shred, throat, spite, sailed, sealed, sold, sweat, pits, bids, beds, foots, fades, avoids, meets, waits, paved, opened, abound, tuned, don't, chant, binds, offend, event, mint, amount, lint, leaned, rained, wind, waned, hound, bland, brunt, draft, crowned, grand, grained, strained, cleft, flaunt, friend, stuffed, stated, studied, stirred, surround, drifts, rafts, rents, points, paints, abounds, tints, joints, finds, mends, hands, lends, spattered, clattered, ancient, motioned, efficient. CONTRACTIONS. Particular ~ N ._ Gentleman ^ _ Gentlemen y Difficult-y .... According County Significant ~^T Fact v Frequent ~ looked -~f^\ , waited ~^\., attitude _ |.i> modest _ \^\ _ HALF LENGTHS DISJOINED. J39 The final syllables ted, ded, tude, did, fate, etc., are nearly always indicated by a half length; and the half length is disjoined, when its joining is forbidden by the preceding paragraph. Rated /4\- , faded ^. , gratitude _> , candid ^_ , agitate _ .___, agitated I J40 Words ending in dered usually take halving and a final R half length. Rendered y^\ J4J. It is allowable in some words ending with ist to make a half length S upward. Elocutionist ---'3 J42. The stem M and N should not come together, when one stem is full length and the other half length. Named ^~~\, -monotony ~ r ^. 64 JOININGS OF HALF LENGTHS. J43 Great care must be used in writing a large hook on a half length stem, and in writing half length curves where they might easily look like shun or ter hooks. Gathered ..I?...j cashed CAUTIONS. J44. Half lengthening must not be used where / or d is the last consonant in a word and followed by a vowel; nor should it be used where the / or d is preceded by two con- current vowels. Fiat V? , duty | J45. Halving is not used in words whose only conso- nants are rdor Id. Road /<\, load /<] J46. When d is the last sound in a word and preceded by / or r which is itself preceded and followed by vowels, the stem D is used. Married *-+/\ , carried ^-/\_ , tarried \/\ _, followed _^J^\ J47. Half lengths for / and r follow as near as possi- ble the rules in Lesson VI, but the plainest and easiest joining should always be chosen. Pilot _ \: , piled ^> , operate '\# , poured - X^ , inquired LESSONS IN MUNSON PHONOGRAPHY. 65 READING EXERCISE. /^Pri- T ._ ^^... ---=---- 13 66 JOINING OF HALF LENGTHS. WRITING EXERCISE. Picked, urged, racket, adapt, tipped, daylight, killed, remote, argued, copied, capped, combed, comet, tucked, ticket, attached, cashed, polite, dodged, checked, repeat, re- fute, reviewed, wronged, timid, ragged, unaided, skimmed, slipped, solved, skipped, designed, decent, biscuit, musket, tested, unsound, casket, invested, phosphate, loosened, exert, climbed, climate, plagued, duplicate, tripped, blamed, blocked, scratched, stripped, struggled, labelled, enabled, pickled, crippled, replied, coupled, shuffled, flavored, troubled, regret, liquid, displayed, reciprocate, obscured, re- called, divert, refund, elegant, remind, sediment, segment, sargeant, urgent, pivot, bucket, rigid, estate, valid, assumed, patent, merchant, shipment, argument, elementary. REVIEW WRITING EXERCISE. Getting, fighting, evading, acting, little, metal, ratify, ending, lottery, scandal, greatness, acquital, secretary, article, acquaintance, bundle, spindle, beautified, notified, moderate, abatement, sentiment, eradicate, gratitude, detailed, affidavit, abundant, phonetic, capital, retract, receptacle, script, dis- satisfied, adamant, scanty, serenade, shipment, accelerate, rectify, except, debatable, abrupt, aspect, settlement, seldom, manifold, adult, exhausted, identify, oratory, fanatic, scru- tiny, scald, skilled, adequate, accurately, safeguard, adjunct, catalog, mutilated, undoubtedly, argument, scientific, ac- ceptable, accident, injured, sentence, budget, isolate, escort, asphalt, alphabet, candle, merchant, mercantile, prominent, understand, interrupt, afterthought, underestimate, inter- viewed, result, fatigue, moment, determined, candidate, in- dependent, advocate, intensity, maintenance, secured, de- clined, declared, delegates, inventory, military, multiplied, grandest, shortened, rental, incandescent, ultimately, entitled, metallic, amendment, preventive, authentic, random, assort- ment. LESSONS IN MUNSON PHONOGRAPHY. 67 Our time lately has been occupied in making out these lists. He failed to notify us at the time it occurred. These items should be arranged in alphabetical order. We can't interrupt the proceedings now to attend to that matter. He failed to get the check cashed because there was no one to identify him. He employed a draftsman to get up his drawings. We have written regarding these notes, but as yet have not received a definite answer. You can find these goods at any retail store, as we give no one an exclusive agency. We have been hindered in this work by the defec- tive material supplied. There will be little difficulty in mak- ing the proper arrangements. These articles are regarded by experts as the finest yet produced. They disagreed on this point over a year ago, and are still unable to come to an agreement. The plates were destroyed, but they could be reproduced at a trifling expense. It is their evident intent to force us to extreme measures. Their first estimate was too low, but they have rectified that error. The report should be made out and handed in at as early a date as possible. These bills are rendered monthly. We have sent the order to the factory, and the goods will be shipped to you direct. A more intimate acquaintance with these goods will establish their claims to superiority. I am much gratified by the news of your success. 68 PAST TENSE OF REGULAR VERBS. LESSON XV. BRIEF SIGNS. NEGATIVES. PAST TENSE OF REGULAR VERBS. THE H TICK. J48. It is a peculiarity of the consonant h that it may be omitted, without disadvantage, from many words. Where it does not seem best to omit it altogether, yet its omis- sion improves the outline greatly, the h may be indicated by a light dot placed alongside of the following vowel. Hope \ J49. In outlines where neither the stem nor the dot h are satisfactory a " tick " can be used. The tick can be made vertically or horizontally, and struck in the most convenient direction. It is used both initially and medially. Heavy Ji hammer j^ , unhook Wheat -r- Whay ^ The horizontal breve for h may be joined initially to W\ in the outlines for such words as whale, while, etc. J50. Brief signs for w and y have been provided by halving a circle the size of an s circle. Either side of the circle, cut vertically, is used for w;and the upper and lower halves are used for y. These semicircles must not be prefixed to straight stems in a way to look like a hook. On a curved stem the brief sign nearly always curves the same way as the stem. Walk * , wave ,\^, yoke U J yellow fi J5J. The stem must be used when there is an initial vowel. Awake ^ LESSONS IN MUNSON PHONOGRAPHY. 69 J52 The brief y is often used medially to add to the legibility of an outline. Annual , graduate , actual ~~f J53 The student must resist a tendency to make these signs broad and shallow, but rather, if they are exaggerated at all. make them narrow and deep. NEGATIVES. J54. In writing the negatives of adjectives and adverbs beginning with /, m, n and r, which form the negative by prefixing the syllable in (meaning not"), or its modifications il, im, un and t'r, it is necessary, for the sake of legibility, to double the initial consonant. In words beginning with n or m an extra stroke is added; in words beginning with / and r, the hooks are used and it is only in these words that the / hook is found on L and the r hook on R. Unnatural ^ Af ^ m , im- movable ..^^\--. ., illegible _(7___, irresistible-^, irremedia- ble --<*Vv-- J55. An extra stroke is prefixed to all words beginning with in, en, em and un, where it is necessary to distinguish such words from words that begin with m or n. Ennoble ^~^~*\ noble V\ PAST TENSE OF REGULAR VERBS. J56. The writing of the past tense of regular verbs is of such importance that space is here taken to give the follow- ing rules: (i). When the present tense is written with a full length stem, the past tense is formed by halving that stem. Talk-ed L |1 (2). Verbs ending with an s circle change the circle to a small loop. Face-d V^ V^ (3). Verbs ending with a ses circle add a T or D. Emphasize-d ^"""V ^~\n 7o PAST TENSE OF REGULAR VERBS. (4). Verbs ending with st loop change the loop to an s circle and add a half length T. Rest-ed ^f ^ (5). Verbs ending with a ster loop change the loop to an s circle and add a half length Tr. Master-ed _' (6). Verbs ending with a double length with a simple ending, change the double length to single length and add a half length Tr or Dr; except that when the final syllable is equivalent to dher, a D is added to the form of the present tense. Fetter- ed \ _Ss^.__> feather-ed \ \ I (7). Verbs ending with a double length with a final hook, change the double length to half length and add a half length R. Squander-ed f 3 "^ (8). Verbs ending with a TTalf length, change the half length to full length and add a half length T or D. Lift-ed -< a -*r SAME FORM FOR PRESENT AND PAST. J57. Some writers prefer to use the same form for both the present and the past tense, depending on the context to indicate which tense the speaker used. With many verbs it is safe to do this, but the above rules will apply to most verbs. The use of the same form for the present and the past is usually restricted to word signs, to cases where the following of the rules just given would make awkward out- lines, and to a few verbs of constant recurrence. Recollect-ed ^ , persuade-d *\, acquaint-ed ^, mention-ed ^^ W HOOK ON L As there are few words beginning with /'/ and their short- hand outlines are exceedingly legible the character used for LI may also be used for Wl. This form is more easily made than Wl, and affords a means of distinguishing the compound words formed from well and ///. Wealth , well-bred ""* L/ESSONS IN MUNSON PHONOGRAPHY. 71 READING EXERCISE. 72 PAST TENSE OF REGULAR VERBS. WRITING EXERCISE. Hoop, habit, happily, hypothesis, apprehension, heave, heaven, ham, whirl, white, wharf, heel, hull, hurry, hollow, herald, hatred, harrass, hoax, inhale, wagon, wax, webbed, wooden, whitewash, interwoven, Washington, switch, value, emulate, eulogy, Utah, yelp, memorial, immemorial, modest, immodest, noticed, unnoticed, legitimate, illegitimate, re- proachable, irreproachable, refutable, irrefutable, pack, packed, prepare, prepared, improve, improved, retain, re- tained, decline, declined, presume, presumed, desist, desisted, pile, piled, expose, exposed, close, closed, depress, depressed, discuss, discussed, dispense, dispensed, pronounce, pro- nounced, mince, minced, emphasize, emphasized, rest, rested, divest, divested, bluster, blustered, fester, festered, weather, weathered, centre, centered, further, furthered, flounder, floundered, plunder, plundered, plot, plotted, fret, fretted, shred, shredded, duplicate, duplicated, meditate, mitigate, mitigated, dictate, dictated, irritate, irritated. REVIEW WRITING EXERCISE. Hub, inhabit, hypocrite, hypnotism, heavily, hymn, hash, whence, whiff, whole, hoof, Havana, hammock, hidden, horn, human, hogshead, Harrison, heredity, width, assuage, unique, euphony, occupation, mature, immature, movable, immov- able, numerable, innumerable, literate, illiterate, repressible, irrepressible, live, lived, move, moved, load, loaded, sustain, sustained, entertain, entertained, furnish, furnished, block, blocked, reply, replied, refuse, refused, impress, impressed, dismiss, dismissed, cleanse, cleansed, announce, announced, wince, winced, exercise, exercised, italicise, italicised, digest, digested, dust, dusted, plaster, plastered, muster, mustered, cluster, clustered, mitre, mitered, shudder, shuddered, feather, feathered, wander, wandered, encounter, encountered, blot, blotted, thread, threaded, include, included, interrupt, inter- rupted, implicate, implicated, educate, educated, meditate, meditated, rotate, rotated. LESSONS IN MUNSON PHONOGRAPHY. 73 We have examined this method, and are satisfied with the result. It behaves well, even under adverse circum- stances. They are somewhat apprehensive of the result. All his property is heavily insured. We are in the habit of making these deductions. These goods are widely and favorably known. Their plans are as yet immature. This price gives us only our legitimate profits. His behavior un- der such trying circumstances has been irreproachable. His argument is irrefutable. The damage is irreparable. The results have proved the accuracy of his hypothesis. His at- titude on this question in an unenviable one. The cases lay on the wharf for two days, exposed to the weather, and in this way the damage occurred. CONSONANTS INDICATING VOWELS. LESSON XVI. CONSONANTS INDICATING VOWELS. J58. It is very probable that the student regards the ground covered by lessons 5 to 15 with the single idea that he has been learning to write the consonant outlines of words in the briefest possible manner. It is absolutely necessary to modify this idea with two facts: First That the conso- nants in a word should be so written as to indicate their rela- tion to each other. Second That the consonant stems, cir- cles, hooks, halving, etc., in an outline should be used in a way to indicate the number and location of the vowels. The importance of these two facts is easily understood in view of the fact that in practical reporting vowels are rarely written; and so, although the reporter uses the briefest outlines avail- able, those outlines are really the best that give him the most assistance in reading his notes. Therefore, most words should be written so that every vowel can be indicated; and all those words should be memorized (it is not as difficult a task as it sounds) in which this rule, in order to secure easier or shorter outlines, is violated. J59. The following exercises will not only be a review of the modifications, but will also enable the student to use them more intelligently hereafter. LESSONS IN MUNSON PHONOGRAPHY. 75 READING EXERCISE. t \ V ^ ' '. < 76 CONSONANTS INDICATING VOWELS. WRITING EXERCISE. Dish, tissue, lake, elk, sling, along, fall, follow, dale, daily, gall, galley, gale, gaily, toll, tallow, veil, valley, volley, rye, ire, rash, Irish, bar, borrow, bur, berry, chair, chary, jar, injury, scope, escape, side, aside, less, lessee, lays, lazy, moss, mossy, race, racy, abuse, busy, sink, zinc, case, chaos, sing, see- ing, based, beside, test, testy, joists, justice, faced, faucet, list, elicit, honest, honesty, solaced, solicit, ply, pile, tree, tear, flay, fail, oval, veil, bran, barn, deaf, defy, pin, piano, chin, china, fun funny, marine, merino, shine, shiny, ender, endure, stair, stern, sturgeon, stray, strong, strike, strap, Austria, As- toria, prate, pretty, might, motto, word, wordy, dyed, diet, duty, pet, petty, blood, bloody, parrot, parity, aimed, empty, flight, flighty, fruit, fruity, quite, quiet, roofed, refute, scant, scanty, cleaned, client. REVIEW WRITING EXERCISE. Lavish, vichy, lame, elm, laminate, illuminate, pill, pil- low, coil, coyly, gull, gulley, bell, below, file, folly, rag, ar- gue, rally, early, bore, bureau, opera, appear, dare, diary, in- quire, inquiry, spy, espy, spire, aspire, lace, lasso, tips, tipsy, ounce, ensue, sauce, saucy, pies, pious, sues, Suez, sore, sewer, best, bestow, chests, chastise, fast, facet, haste, hasty, rust, russet, rusty, mist, misty, lustres, lustrous, monster, monstrous, free, fear, fly, file, glow, goal, signer, snare, burn, barren, tough, taffy, photograph, photography, din, deny, men, many, line, lion, essence, science, batter, battery, direc- tor, directory, centre, sentry, squander, quandary, lender, laundry, stirrup, storage, strip, string, stream, oyster, austere, austerity, fat, fatty, sift, safety, ant, into, pit, pity, piety, pilot, polity, operate, party, flood, fluid, crate, create, cart, carat, quote, quota, bond, bonnet, patent, patentee, instead, unsteady. NS IN MUNSON PHONOGRAPHY. 77 They have spent money freely on this enterprise. This shipment is to go by lake and rail. The daily reports show a steady increase. Fill out this sheet and file it away. It is no use to argue this question further. We hope to hear from you at an early date. They have been obliged to borrow a large amount of money. They escaped with little damage. These items appear on that list. We have written our Mr. White to inquire into this matter. We have already made arrangements for the ensuing year. This claim ought in jus- tice to be allowed. These plans were hastily prepared, and new ones will have to be drawn. The storage on those goods will amount to as much as the goods are worth. There is a striking resemblance between them. These goods were im- ported from Austria. PREFIXES. LESSON XVII. PREFIXES. J60. The outlines of many words can be shortened by using abbreviated forms for certain common initial and final syllables. The following signs are provided for five common initial syllables, and are known as Prefixes: "CON." J6J. Con, com and cum are indicated by a light dot writ- ten before, and close to, the remaining portion of the out- line. Compose \^ J62. Some writers prefer to omit the dot, except at the beginning of a sentence or of a line of writing, and write the icmaining portion of the outline close to the outline of the preceding word. They complain ( \ J63. The above syllables, and also cog, can be indicated in the middle of words by a "break;" that is, omitting the syllable and writing the two parts of the outline near each other. Recognize /*-* J64. Accommodate, and its derivatives, accomplish, accom- pany, inconsiderable, inconsistent, and words beginning with circum are written without a "break" or any reference to the con, com or cum. Accommodate ~~-\*_ , accompany \^,., incon- siderable - --, inconsistent ^p, circumference *^\^> "FOR." J65. For is written simply F, with the rest of the word joined, except forget and its derivatives. Forfeit S^. , for- get ^ LESSONS IN MUNSON PHONOGRAPHY. "9 "MAGNA." J66. Magna, magne, magni, are indicated by an M, and the rest of the outline disjoined. Magnitude .__T>__ "SELF." J67. Self'is written with an s circle, invariably on the line of writing. The rest of the outline may be joined, when the next stroke is a down stroke with a simple beginning. Self-defense "~(^TP'> self-praise 0%, > self-interest o^- -^ , self-reliant ^^ J --- 05-v ------ J68. In words beginning with self-con, the "ton" dot must be written. Un may be prefixed to self by the un curl. Self-control \- , unselfish J" "WITH." With is indicated by the stem DH, and the rest of the outline joined. Withdraw ( POSITION OF BROKEN OUTLINES. J70. In words with part of the outline disjoined, the rule for position still holds good; the first upright stroke, wherever it is, must be in the position of the accented vowel. Magnanimity ../rr^cnj'.-. 80 PREFIXES. READING EXERCISE. v, X ^ , > "V^ '^/' '^ . _ _JL_. _P....P b l ! 11.. \ 1 , attentiveness ^, thought- lessness .(_*.?._. J74, The disjoined stem, unless it is the stem that shows the position of the word, is begun as closely as possible to the preceding part of the outline, in order that no time be lost. "EVER." J75 Ever is indicated by the v hook. The r hook can be made on a curved stem for this purpose, and will then look exactly like a shun hook. Whichever /, however "FORM." J76. Form is indicated by a joined F. Inform "ING." J77. Ing is indicated by a light dot opposite the end of the preceding part of the outline. This suffix is used only after half length P, B, M, H, L and Y, and word signs. 84 SUFFIXES It may also be used after loops, instead of the ing curl. Putting >v , meeting .- *-f-- -, yachting _ * , rest- ing ^'i representing --"'X J78. The plural, ings, is made by changing the dot to a small circle. Holdings ^ J79. This suffix is not intended to be a time saver, but is used to secure simpler and plainer outlines, and should be written only in the cases above mentioned. "MENTAL." J80. Mental-ity are indicated by a disjoined Mnt. Words ending in mental will always be in second position, and those ending in mentality in first position. Instrumental-ity ^ to "OLOGY. " J8J. Ology is indicated by J, joined or disjoined, which- ever is most convenient. Physiology _ _y _ "SELF." J82. Self is indicated by the s circle joined to the pre- ceding part of the outline. Selves may be indicated by the ses circle. Myself __<^__, herself"^, themselves "SHIP." J83* Ship is indicated by SH, joined or disjoined. Partnership __t^7___ "SOEVER." J84 Soever is indicated by sV, joined, whichsoever / "WORTHY." J85. Worthy is indicated by the stem DH, joined or dis- joined. Praiseworthy _.V ... LESSONS IN MUNSON PHONOGRAPHY. 85 READING EXERCISE. 2. H/P 71-- ~ jo. 13 86 SUFFIXES. WRITING EXERCISE. Forcible, compoundable, lamentable, insurmountable, insensible, actionable, unfashionable, desirableness, irascible, invincible, attainable, reducible, plausibleness, sociableness, agreeableness, affableness, accountableness, acceptableness, manfulness, peacefulness, artfulness, faithfulness, spiteful- ness, constructiveness, apprehensiveness, combativeness, in- structiveness, painlessness, gracelessness, dauntlessness, in- formed, performed, reformed, reformation, padding, except- ing, computing, abutting, bidding, mating, remitting, hating, costing, coasting, roasting, blustering, mustering, clustering, requesting, twisting, wasting, objecting, belonging, advertis- ing, delivering, changing, beginning, questioning, referring, plottings, heatings, rudimental, regimental, detrimental, orna- mental, mythology, ornithology, geology, theology, yourself^ yourselves, co-partnership, ladyship, lordship, scholarship, whosoever, unseaworthy. He has always been noted for carefulness and thought- fulness in his work. We call your special attention to the fine finish and general attractiveness of these goods. The error occurred through the carelessness of the bill clerk. We wish these strips made of a uniform width. He is just com- pleting that list. These castings were made at the Phoenix foundry, and are superior to those we have been getting. He has been assisting them, however, despite their denials. He was instrumental in securing this change. They did all the work themselves. These goods cannot be surpassed for m; - terial and workmanship. We make no exceptions whatso- ever. IfESSONS IN MUNSON PHONOGRAPHY. 87 LESSON XIX. WORD OUTLINES IN GENERAL. OMISSION OF VOWELS. J8fc* In actual reporting, vowels are seldom written, as the reporter has not time to insert them. Unvocalized out- lines, however, are not difficult to read, when the foregoing principles are thoroughly mastered. The position of an out- line gives the position of the accented vowel; and if the out- line is properly written, the number and location of the vowels in the word are shown. So, the statement sometimes made, "in phonography only the consonants are written," is some- what misleading; it being nearer the truth to say that the consonants are written in such a way as to indicate the vowels. VOWELS INSERTED. J87 But it is often necessary to write vowels, and it is one of the points of a first-class stenographer to know just when to insert a vowel. Where two words are pronounced alike, except as to one vowel sound, one word, usually the one that occurs oftener in common speech, should regularly be written unvocalized, and the other word always have the distinguishing vowel written. This is especially important when one word begins with a vowel and the other with a con- sonant. Proper names, technical terms, foreign expressions, and words that are unfamiliar to the writer, or seldom occur in his work, should usually be vocalized. Proper names are vocalized in full; other words take only the accented vowel, or the vowel that distinguishes the word from another word of nearly similar pronunciation. The student, therefore, has 88 WORD OUTLINES IN GERERAI,. not learned the vowels only to drop them; they are written whenever they are absolutely necessary to the legibility of certain outlines and the outlines of all words should be so chosen as to indicate the vowels. CHOICE OF OUTLINES. J88. There are many words in writing which the writer has the choice of several outlines. His choice cannot be made solely upon the consideration of brevity; the legibility of the outline, its dissimilarity to the outlines of all other words, and its general resemblance to the outlines of the words with similar derivation, must also be taken into ac- count. Very frequently the best reporters deliberately choose longer outlines, to avoid illegible or difficult outlines. DERIVATIVE OUTLINES. J89. There is great difference of opinion as to the best way to write words having a common derivation; some writ- ers insist upon having a family resemblance among all the outlines of the words belonging to the same group, while others write each word in the language with the most con- venient outline for that \vord, without reference to the out- lines of the other words having the same derivation. Doubt- less, the best course lies between these two extremes. COMMON INITIAL AND FINAL SYLLABLES. J90. It will be of great assistance to the student to no- tice the most commonly occurring syllables found in the words of every day use, especially initial and final syllables, and as far as possible in his writing indicate the same sylla- ble with the same sign. The list given below will repay care- ful study. J9J Special attention is first called to the following final syllables: "LY." J92. When final ly is immediately preceded by a conso- nant written with a stem sign, the / is indicated by the / LrESSONS IN MUNSON PHONOGRAPHY. 89 hook on that stem. When ly is immediately preceded by a vowel, the stem L should be used; when L cannot be joined, some writers disjoin it, while others join the down stroke. After an s circle indicate ly by an upward or downward stroke, whichever is most convenient. Doubly \ , daily |^-., urgently __,>?* _^f~*__, closely ^_f "RY." J93. Final ry is frequently indicated by the r hook, but more generally by R. Mystery ..^7?) , complimentary'^^'- "TY." J94. The ending ty can frequently be expressed by omit- ting the y and indicating the t by halving the preceding stem. The ending ability is regularly indicated by Bit. Activity s -fr, reliability ~-c/^ "TURE." J95. The final syllable ture is regularly indicated by the ster loop, the ter hook, or doubling, without any at- tempt at vocalization. Texture \_^, culture =-+^, venture V J96* The n hook is used in thereon and therein C V 90 WORD OUTLINES IN GENERAL. READING EXERCISE. v ^[ x* - tf j ] 5___j__ . _. :i :'i____^:__fr ^__ ^ T s >. sL>__ ~~^tf~6~ 9 [i 10.J 11... :\. LESSONS IN MUNSON PHONOGRAPHY. 91 WRITING EXERCISE. Likely, manly, chiefly, seemingly, sundry, cookery, Mont- gomery, liberty, moisture, texture, structure, lecture, forfeit- ure, adventure, antipodes, calculation, caliber, calumny, carbonic, cartridge, circular, serpentine, chronometer, collision, Columbia, cork, corpulent, correspondence, countermand, countermarch, cutting, cutlery, delegation, delicate, fervor, furniture, furthermore, hydrophobia, intend- ed, intense, intercede, interlock, interpret, interstices, inter- national, paragraph, parchment, parquet, partake, perceive, percolate, perfect, perjure, permeate, pernicious, perplex, person, quadruple, relate, release, relevant, relinquish, relish, supervise, supremacy, superfluous, suspect, susceptible, un- derground, underwent, undersized, valve, valuable, verdant, verify, versatile, vulcanize, vulnerable, criticise, occultism, fatherhood, native, locomotive, octave, periodical, thermom- eter, gasometer, apparent, adherence. REVIEW WRITING EXERCISE. Positively, slightingly, lonely, savingly, treachery, finery, locality, credibility, pasture, picture, departure, feature, curv- ature, antedate, antagonist, incalculable, calisthenics, car- bine, carmine, circulate, serene, Christmas, chronology, col- loquial, cordial, cornet, corduroy, corrupt, countersign, counterpart, cutlet, cuticle, deliberation, delinquency, furbe- low, further, hydrographic, hypothecate, intention, intoler- able, intercept, interpose, interrogate, intersect, introduce, parcel, parlor, parsimony, partial, perceptible, percussion, perfume, permanence, permissible, perpetrate, persist, quad- rant, relapse, relax, relent, reliable, relic, reluctant, superb, superfine, superinduced, superstitious, suspense, suspicion, undersigned, understanding, value, valentine, valedictory verbal, verdict, vertical, version, volume, vulgar, precise, criticism, Buddhism, motherhood, relative, indicative, radical, particle, barometer, lactometer, disappearance, clearance. 92 WORD OUTLINES IN GENERAL. He has the ability to express his ideas briefly and clear- ly. Nearly all the refineries in the country have bought our machinery. Our calculations were based on our getting this material from you. Our correspondents in your city are Messrs. Jones & Smith. It is a delicate question and must receive due deliberation. You can exercise your own judg- ment and good taste in making a selection. There is no like- lihood of a change being made. Appearances are all in its favor. IvESSONS IN MUNSON PHONOGRAPHY. 93 LESSON XX. CONSONANTS OMITTED. J97 Many omissions are made in writing the outlines of words, where they make outlines shorter, or less difficult, and do not interfere with legibility. The following omissions can be made regularly: K AND G. J98. K and G are omitted after NG, when the K or the G is not the final sound. An initial hook that would natur- ally come on the K or G falls back on the NG. Angle ^ T. J99. T after s, at the end of a syllable. Thus permit- ting many outlines to be written with an s circle which would otherwise require the st loop. Postpone p. 200. P after M where the P is scarcely pronounced, and the legibility of the outline is not marred. Presumption*^^ N. 201. N before Jr. The N stem is awkward, and the n hook impossible, before the r hook on J. Stranger % N is also usually omitted before the final syllable ment. Assignment _ 'I M. 202. M before Pr and Br. Temperance I -* ---- rv -" 94 CONSONANTS OMITTED. OMISSION OF HOOKS. 203. Hooks, initial or final, are frequently omitted whers their joining is akward or impossible, and the omission of the consonant represented by the hook does not mar the legibility of the outline. Identical ^\_^ , landlord < OMISSION OF -TIAL-LY. 204. The outlines of words ending in ential-ly regularly end with the n hook, the final syllable, or syllables, being omitted. Essential-ly ) PECULIAR FORMS. 205. Attention has already been called to the fact that shorthand has its practical side as well as its theoretical side. The following irregularities arise from the effort to secure rapid and easy outlines. 206. It is customary to write L after M, and L after N. Mail ^y", naiiy 207. The y sound is frequently omicted in to, ia, ie, etc. Savior J^, senior --- 208 The requirement that a circle, a final book or halving must not occur in connection with two concurrent vowels is often slighted, and the outline written for a single vowel. Serious --^-, various \^_^- 209. After the s circle, write L or L, whichever is most convenient. Senseless ^ , senselessly y , muscle 2JO. CH is sometimes used for the sake of rapidity, where a word really calls for a T stroke. Likewise, J may be used for D. Century**!^' , statuary j^' , procedure ~^-- 211. Occasionally final SH is written, instead of SH, especially if it keeps the outline from going too far below the line. Sea fish 2J2. Very common words may take shorter outlines than IvKSSONS IN MUNSON PHONOGRAPHY. 95 they would have if they occurred less frequently. Warrant ^ , value C___, handkerchief ^ 2J3. Compound words are frequently disjoined. Hand- breadth ..f..^.... 2J4. Sometimes the hook in a primitive word must be replaced by a stem in a derivative word. Refund X% refund- ed __/^y^ .., serf & ^>, serfdom ...^XV 2J5. Words pronounced alike, or so nearly alike that they would have the same outline, sometimes have different outlines for the sake of legibility. Marked Oc ^~ , market 2J6. The words now and new are written, the former with the first half and the latter with the last half, of the diphthong sign joined on. Many writers write the final sylla- bles new, nue with the tick added. Now ?_.> new <^s > renew - > ^^ 2J7. The stems for F, V and N are frequently made in- stead of hooks, where the hook would make a bad joining. Revenue ^\^^ 2J8. A difficult joining is sometimes avoided by break- ing the outline, completeness ~\. S" 219. It is difficult to make Ft, Fr, VI and Vr after K, G, R and N, and in many outlines it is preferred to make the / hook followed by R or L. Reverse >^ , rifle 220. The endings Her, rior and rer are frequently indi- cated by R-R. . >/ 221. A longer outline is often preferred to a shorter one i y when the shorter one is difficult to make. Candle ' 222. The brief w can be used for the syllable way. Stairway *\__, headway ^ 223. A final r sound after a ses circle is usually repre- sented by R. Successor -^ , possessor ~^/ 96 OillTTED. READING EXERCISE. -- 6 --- 3__ _.v. __i. _. LESSONS IN MUNSON PHONOGRAPHY. 97 WRITING EXERCISE. Angle, triangle, shingle, anxious, hunger, winked, sanc- tify, sanction, sanctimonious, ranked, breastplate, trustworthy, testament, alien, convenient, congenial, companion, bullion,, billion, brilliancy, emollient, radius, copious, previous, previously, furiously, oblivious, curiously, devious, impervi- ous, miscellaneous, missile, rehearsal, revolution, river, re- flection, refrigerator, exterior, carrier, furrier. Please make the next lot stronger, double thickness, in- stead of single, if necessary. We have testimonials from hundreds of people who have tried these goods. Please drop us a postal card as soon as you arrive there. This is only a temporary arrangement. They acted promptly in this case. It is a dangerous proceeding. They are so nearly identical that they are essentially the same. It was a great disap- pointment to me. It is arranged to act instantaneously. These goods take a brilliant polish. This fact is obvious to all observers. We are certain that none of our rivals can give you better or cheaper goods. You must not associate our goods with those bearing a similar brand, made simply to sell. 98 LIST OF WORDS DISCRIMINATED. LESSON XXI. LIST OF WORDS DISCRIMINATED. 224. The student has already discovered that there are many sets of words which have not only the same outline, but are written in the same position. In the most cases this will not cause any trouble to the stenographer, as he can nearly always rely upon the context to indicate which word is intended. But where one or more words in such a set are very common words, or are enough alike in meaning to be confounded, it is necessary to make some distinction in the outline of the words. Such distinction may be made in one of three ways by writing one or more words of the set out of position, by inserting a distinguishing vowel, or by giving one of the words a different, even if a longer, outline. It is also necessary to notice other sets in which the words, although having different outlines, will look dangerously alike when badly written. In such cases it is best to change one of the outlines so that it will look as dissimilar to the others as possible. 225. The following list includes nearly all the distinc- tions that the student will find is necessary to make. He can add to it as experience suggests and his work requires. REGULAR AND OCCASIONAL DISTINCTIONS. The distinctions in the following list are "regular," in the fact that they must always be made. It is absolutely neces- sary, therefore, that the student memorize the entire list. Special attention must be called to the fact that there are many distinctions which must be made on special occasions. There are many words which ordinarily give no trouble, but LAWYER IALLAS, TEXAS L/ESSONS IN MUNSON PHONOGRAPHY. 99 which on some special occasion occur in connection with some other words with which they will be hopelessly con- fused, unless vowels are inserted. Under ordinary circum- stances words with totally unlike meanings, even though they may have similar shorthand outlines, are in no danger of be- ing confounded, and may safely be written with the same out- line. But sometimes the sense of the matter being dictated is so peculiar that some very curious conflicts may arise. Mr. Thomas Allen Reed, the greatest English reporter, tells of a lawsuit he reported in which a minister was being sued for fishing on private grounds, and in several places in his notes he was unable to determine whether the minister fished or officiated. It is one of the marks of a first-class stenographer to be on the lookout for these conflicts, and to be ready to in- sert vowels whenever the sense of a sentence is in danger of being lost. 100 LIST OF WORDS DISCRIMINATED. DISTINGUISHED WORDS. Abandoned . . J. Abundant \,.__ Account ___~r7Tl_-. Count 71 Adverse J Diverse ...^ Administration-l v^p-Demonstration U - Af-firm V _. V * Amiable A. .Humble A... Apportion ^ Portion _-A_. ...Operation _ o Approbation A^.. Probation ...\__._ Prohibition . -\_ Appropriation..'\~ __ Proportion <\ ..__ Preparation Assured i Shrewd .. Attainable J Tenable ..I ..... y -> Avocation ... Vocation x o Before .__\> Above ___\ Birth _.V(_-. Breath -.'X ... Bright _..^ Broad .^ a Causation ... Accession . . . 3 Accusation . Collision Coalition (P. Collusion ... < ~> Corporal _/:_ Corporeal .... !77\x^- ~f Cost r~ Caused __!_... Crammed .... Cramped Domination . . -I x_p Dimension .. J I I/ Daughter __. Auditor -.^ Auditory ___ Doubter Debtor _J Editor -s--- LESSONS IN MUNSON PHONOGRAPHY. 101 Decease I- Disease Deduct I Dedicate. . . Devise ___!^ . Advise. . ... Endless ^ Needless . . Extensive. . . . .-ITx. . Expensive. Favored __V~. Favorite. . Fierce __V _. Furious Find -- ..Found Formal-ly Formerly. Full _--Q_ . Fully Garden Guardian. , Gentleman Giant Gentlemen . . .__. Pertain ........ ____\_._. Appertain ----- _\X1... Poor ......... __\^ _____ Pure ......... ..N Proifer ....... ___. ____ Prefer ........ _!\ Prominent ----- :C^r_-- Permanent . . . -V-^ -Preeminent. . . ..' r\. Promise ..... .__jT? .Premise ...... ---- ." V(\ __ Proportionate __!v. ---- IvESSONS IN MUNSCN PHONOGRAPHY. 103 Separate __JN Spread . Traitor 3 Trader Thereunto l Turn Wholly __^7___ Available ....-->> Voluble. Herewith ~v/T Women . V- -V -V- 104 LIST OF WORDS DISCRIMINATED. WRITING EXERCISE. There is abundant proof that he abandoned his post of duty. He has given a demonstration of his abilities in the administration of this estate. This matter has been in the course of preparation for a long time. With this device you can produce the best results attainable. The various parts seem to be out of proportion. The collision was caused by negligence. The bill will have to pass through the auditor's hands before it can be paid. It is needless to comment on his endless errors. They have some very gentlemanly agents. In such matters experience is the best guide. All the indica- tions point to an indefinite postponement of the matter. His excuses were ingenious, but not ingenuous. We understood that he was interested in this enterprise. What is anybody's business is nobody's business. Some parts of that machine are very minute. Most of our patrons prefer this pattern. We guarantee these goods to be absolutely pure. He seems to prefer to pursue the wrong course. He stands preeminent in his profession. He seems to be permanently settled there. He is one of the prominent citizens of his town. The property is worth more than he gave for it. They propose to boom home productions. This is not intended as a reflection on his character. I propose to support him in his present pur- poses. It will require a separate compartment for the stow- age of these goods. The report spread with amazing rapidi- ty. It is his turn to attend to this matter. We have all the men available at work on this job. That valuation is too high, but it is valuable property. There are genuine Persian rugs, of pleasing patterns and harmonious colors. LESSONS IN MUNSON PHONOGRAPHY. 105 LESSON XXII. WORD SIGNS AND CONTRACTIONS. 226* The following list of word signs and contractions is simply a general list of such abbreviations as every sten- ographer has occasion to use. Each stenographer will add to this list according to the requirements of his particular line of work. The stenographer can safely, and for the sake of speed he is often compelled to, make word signs for all com- monly occurring words and phrases peculiar to his work. The office amanuensis will find it a great convenience to in- vent word signs for the names of the articles of merchandise and for the mercantile expressions that are used in the office where he is employed. 227. The S circle may be added, or an S circle changed to a SeS circle, on a contraction, to indicate the plural or the possessive case of a noun; also the third person, singular, present, indicative of a verb. Part-s \\> , defendant-s \ \ > , come-s _ 228. The same form is generally used for adjectives and adverbs where the latter adds ly to the form of the adjective. General-ly US* ~ 230. Word signs can be used in the formation of the outlines of compound words; and when the word sign is the first part of the outline, it usually governs the position of the outline. Overrule 106 WORD SIGNS AND CONTRACTIONS. LEARNING THE CONTRACTIONS. Although this list of contractions is marked Lesson XX, it is not best for the student to confine his study to the con- tractions until they are all learned. Most students will profit at this point by a review of the previous lessons, and the contractions may be memorized gradually, say a page a day, while the review is going on. A review will be specially in order, if the student has gone very lightly, or skipped alto- gether, over the contractions and the sentences given in the Writing Exercises of the preceding lessons. Careful and re- peated practice of the sentences will be most excellent prepar- ation for the next subject Phrasing. If the student has thoroughly mastered everything up to this point, he may pro- ceed with the following lessons, learning a certain number of the contractions each day. Some learners will find memorizing the contractions very easy; they will make stenographers who can use all the "short cuts." Other students will find learning the contractions a very difficult task. The task may be made easier by memor- izing the sentences in the Writing Exercises that contain contractions, and by composing, for speed practice, short sentences containing the other contractions it being easier to learn any outline in connection with other outlines than when standing alone. LESSONS IN MUNSON PHONOGRAPHY. 107 CONTRACTIONS. According ...... ___T_ Angel ........ . ___ /?__ Awful .......... Accordingly ------- T ___ Angelic ........ __^___ Awfully ....... ___ _ Acknowledge ---------- Angelical ...... .-__Awing ---.Believing .^____ \_ An-d --- -Awestruck . Believe-able -V Assemble -ly - J-^ - -Assembled _-)*-. -Assembling .^-. 108 WORD SIGXS AND CONTRACTIONS. Disbelief Unbelief Believer Belong Belonged Belonging Beneficial Beneficially . . . Benignant Between Beyond Bishopric - Brethren - Brother Brother-in-law Business But.. S \ C J- r i ..V- V .A... Cabinet .._> Can __~_. Capable -_7\ Capableness. . ~^ a .. Consequent .. Incapability . . ^r ..Incapable _~-_> Captain j . Ciireful-ly __ T ..Catholic , 1 . - Celestial-ly &__ ..Certificate --^ r - _ Change __/.. - Changed _ . -.Changing /_. . .Changeableness . ^/. . V) --Exchange .__~Zt -Unchangeable. __^- - -Interchange .. / -Characteristic -~^_^ -Charge -Charged ____' Charging __j._ -Chargeable. . . . \. --Discharge __.i_ -Children .__/"_. Christian Consequently L. Christianity. . \. Christianization._ __ Circumstance . . Circumstantial -.Citizen __ . Collect -c. -.Collected _!: ..Collecting _<^ .- Come ( _ Consequence. . ..Contingency 1- .. Controversy . . .-Correct _,. f --Corrected -171 Correcting ^ Correctly c ' r Correctness c ^ Incorrect -... ^^ Could --_ 3 County - Crossexamine. . c Crossexamined .-Consequential o_. LESSONS IN MUNSON PHONOGRAPHY. 109 Crossexamining ------- Developing ..... _.L_... Distinguish ______ !_-- ____ Development . .... L _. Distinguishing _____ I- ____ December ....... _J-s __ Undeveloped.....^^--^ ............ ___ I _____ 1 Defendant ..... ___ I ___ Did ............ _ i ____ Doctor ......... ______ I Degree ....... _______ Differ-ence-ent. __ I ___ Doctrine ....... ____ H _____ Deliver ........ __.r..__ Differed ....... _______ .Dollar .......... _______ t Delivered ...... ___ r __ .Differing ...... .___j____ Domestic ....... UB=_. Delivering _______ |\__.Differs-ences . . ____ i ____ Domesticate _____ Hr= Delivery ....... __.[. ...Differential . . .__l^L_ During ......... ] _____ Deliverance . . . ---J-- -Indifferent ---- ___^Tl__. Dwell .......... ---f ----- Deliverer ...... [.-__ Difficult-y ..... ...^ _____ Dwelt ......... _--J-. Redeliver ...... ~-/\ ___ Difficultly -------- ^'-Dwelling ...... J _____ Redelivery ____ _^xf__. Dignify ....... _ i ______ Dweller ......... -L ---- Delinquent ---- ___ P...Dignified ...... __| _____ 14- ^ Democracy-tic _________ Dignifying .. . .._ I ____ Effect ......... .-S ------ Democrat ..... ..t-^ ... Dignity ...... __L._"_ Effected ....... -^ -- , Describe ........ _______ Discriminate . .. |--^- - Effecting ..... - _____ b ' ** Described ..... ________ Indiscriminate. ^_ Effective ..... -^ -- , - L o -- ^ I Describing ------------ Distinct ....... ...I ____ Endeavor ..... -- Description ..... _. __ -Distinctness ----- Lp - Endeavored ----- ^r^-__ J O Develop ....... .._L Indistinct ..... ------- Endeavoring . . ,_Tl ____ Developed ...... --l^- Indistinctness^ ___ ^_ Especial-ly ------ X. ---- Electric ........ _.C --- Electricity ...... ...C* Danger ........... ___ I Electrical -1y... .-,-_ -Electro .......... ...C ____ 110 WORD SIGNS AND CONTRACTIONS. Descriptive < ^\ > _ -Equality - --- Go Establish __- \_-- February ....V_^-- Frequented \ \v> x --Financially .-Frequenting _ Establishing \ First --^...Frequently ...... ^-_ Establishment v^-.. Firstly _--kT__ Infrequented I Evangelical V^_^ _ For -A Unfrequented .._+** Ever V, Form - --From ..0. Executrix . -Formed - Experience -\ Forming? -- ---Gave Experienced \- Formation ..Ao-.-General-ly .' - Generalize . . Extraordinary -^-Informer Outgeneral -;/-- Extraordinarily- --Informal ^--Generation 6 . * "\ Informality ] -Degeneration Fact Uniform -,/r: Regeneration. . ,/ Familiar ^_ i^_^__ -Uniformity f~ Gentleman fl. Familiarize u^._. Perform \| Gentlemanly 5^--. <\ ^-//^ Familiarized . . _ i Performer ---V^^-.Ungentlemanly.-rL Familiarizing . _^_.^_- Reform -- ^-Gentlemen .'. . ____ Hear ......... r\ --Hereinafter . ...__-N v Governmental ___ a^> ..Hearing ....... ---^--.Hereinbefore ----- r\^ . _ V . V Ungovernable .. T\ Heaven ....... ---->^---Hereon ........ _.TN Governor ..... -TTX Heavenliness . -S,- Hereto ......... ---- -.. Great Britain <^\ ...Heavenly ------ *X^-- Heretofore ..... , V- Heavenward . v --Hereunto ...... Had . . -Held . . ..Him _i CN Half ___ Help /C\. Himself .../- Halve --^---Helped _../2i._ His Halved --Helping. \- History _/:.. Halving -- --Helpful __^X.._ Historian ._.yfl. Has Helpfulness . . ~1\, Historic ( Hath - --Helpless - C\C- Historical _?_ \or , Have ._ Helplessness . ._ Ov^T-Home Having ...... _r^__-Her ......... __r^.__ Homeliness r -x He ........... -i -.^.Herself ....... ---- a Homely Health-y ..... -' v ...Here ......... r^ ... Homeward ..... .. i Healthf ul-ly . . .^- ---- Hereabout ..... --^v-- Healthfulness - -- -Hereafter Healthily ..... .Lv. ._ -Hereat ....... - Horse... --Horseman ...... 112 WORD SIGNS AND CONTRACTIONS. Immediately . . ____ _/-: Intelligence ______ _ . . Largely Immediateness __ Intelligibility ___ J7_ _ Largeness ..... ^5"" t n Importance-t . . __rit\ _ Intelligible . . .... .^._ _ Enlarge ........ ___ ~___ Importantly .. ...T^C.Intelligibleness.-^--- Legislature _______ f7_ v Unimportant .. .^rrTT^.Intelligent . . _____ ^__.Length-y ...... ____ _A Indignity ...... . ____ Intelligently . --- c^Tl-Long .............. >rl_ Indispensable-y._.Tb..Intellect-ual ------ L ____ Longer ....... ____ Sr'. Infer .......... _^T\__. Interrogatory _________ Longest ........... __>^L. Inferred ....... _.^\._.Is ........... ________ Long-hand.. ______ Inferring ..... _^r^._. Inferable ...... ^\___January ..... _______ Malignant . . Inferential . . . .^Txxl_ Junior 7 Malignantly. Influence -> v-_ Jurisprudence . _^2 Malignancy . Influenced >^V--- Manufactory . . Influencing .v^^_. Kingdom Manufacture . Influential . TI\:> ..Knew _. Manufactured .- ^-/ ^_ Uninfluenced. . s^ri^_ Knowledge . . Manufacturing Inscribe Manufacturer _V^ 3- ^ Inscribed Language -.Massachusetts *- / Inscribing Large Member ^~ Inscription Larger Memoranda . . Insurance Largest - Memorandum .. LESSONS IN MUNSON PHONOGRAPHY. 113 Misdemeanor ..._T?j._Now Other . Mistake ^-wrT-_.Number *N ...Over . , Mistaking --s-v=. Numbered ... . A Owe . . Mistaken ---~ o-o_. Numbering. . . ---'N-.-.Owed. . Unmistakable J_A Numberless . . _JS/T!._ Owing. Mistook . Mr... ( L Outnumbered ..-j\__.Owes --Unnumbered . ^^^rTAOwn., Movement. . Mortgage . . . Neglect Neglected . . . Neglecting... v O, Oh \ Parliament Ob' ject _ Parliamentary -v_^-._.Object ' - \-._.Part -^_^| . Objected ....\i .Parted ___^|.__ \ *r .-"^-Objecting __\ .. .Parting Negligence.. ..__x_^ .Objectively . . .--X Partly Never ^TTV Objection -\)_... Counterpart .... Nevertheless . ..-T^!.. Objectionable . .\>^.._. Particular New ._. __ Observation . ...-V..._ Particulars . Newly ,-_f__.Ot ---^ Particularly New York T. __ .Opinion \ Particularity... Next x_p.._. Opinionated . . -V Particularize. .. ^ Notwithstanding. . ->rl._. Self -opinioned.-o\^-.. Peculiar November -_"T^ . Opportunity . . - -\ Peculiarly . .-...> Mortgagee ^^ry. -Negligent - - --^- __Our... 114 WORD SIGNS AND CONTRACTIONS. Peculiarity Impracticable Pecuniary -\-- --Practical-ly . . Pecuniarily -\x: Practice People ^.Practiced Peopled -_\. Practicing . . . ^ Performance 3L_ Practices >o Perpendicular ^-.Preliminary. . Perpendicularly <\-_.[ Prerogative . . .Publication Publicly \ Republic \ .Republican. . \ V .____ -Qualify Perpendicularity. ..-\ KT.Preservation . Phonographer. . _^fT_-.Principal-le . . , Phonographic . . Principally. . . , Phonography Unprincipled . . Plaintiff \_-Privilege Plenipotentiary ---V-- -Probability . . . V Popular-ity \-Improbability . Popularly \xr._Probable-y Unpopular ---\y Improbable. . . . Possible-y __ ... Proportion Impossible .__ Disproportion . Possibility .__ V.__ Public-sh V2 Practicable 77\. Published Itnpracticability-<^\ --Publishing ___Recollect _V - Recollected v k .Qualified _Y Qualifying . . <\/ 9 __ _V_ _ .Qualification __i\ Disqualified . ^-C_ __. Several V .- Misrepresentation. ^~tf^\J Severally __ --Repugnant -^--N Shall --Repugnancy . . . -^-^ Should ._ Repugnantly .. .'N < Signify o ^-77-_Responsible-y Signified f~ ^ Irresponsible-y --Signifying .-Responsibility. .-- // \ Significance s ...Irresponsibility -^\--Significancy . .--- --Resurrection . . ..x ---Significant _. --Reverend -X^-- Signification a_i- Revolutionary . . -^^Insignificant __Roman Catholic Similar ._. Dissimilar . _ I .. - Swift t The ....... Southern \> -Swifter .^. Them __.(- V, f Speak --\----Swiftest --^ Themselves . . . Bespeak -V--- Swiftly _.^r There Speakable . . . ..--\----Swiftness -<,- These ._.) Unspeakable . . _>rR ... Swore __ < 7\-. -Thing Specification \ Sworn -^ -Things --^j~ Spoke Special-lyA ...Sympathy .... -^--.Anything -^^,- Bespoke \- Sympathize . - -"^7-- -Something J5 ~" N ^- Spoken ...\_._ Sympathized 57^.. -Think --(- Bespoken V.._.Sympathizing . f^ Bethink ..\ j rt ~r ( Outspoken .^....Sympathetic . --Thinker -(. Subject .^- Sympathetical-ly.- - < ^1_.--.. Unthinking .-^rr... Subjectively... --V-- System --(^---Unthinkable ... ^ Subjection . .. ..-\>- Systemize ..... -^ -Time -- Suggestion . .. ( Surprise Thank-ed - --Truth Surprised -- ..Thankful .1 -- Truthful-ly __J- x C_ TI i : --jng-day.--rT| ... Surprising. l-- T hanksgiving-day.--TTj--. Truthfulness m t \ Swear That Untruth . . LESSONS IN MUNSON PHONOGRAPHY. Untruthful ...... -"T^i .Whichever -------- /... Yearly ......... -Y?^ Untruthfulness._]Tl1, Whichsoever . . ____ /....Leapyear ...... ~S\-- Who-m ........ ____. Yet ........... /T Understood ..... .^ P.. Whoever ...... ____ ._ Young ____ . _____ L._. United States ------- ^..Whosoever ------- ^-..Younger ...... __^_ Usual-ly ........ ._. -j... Will ...... _______ ^r... Youngest ...... 0-- Usury ........... -|^_ Willful-ly ..... __ ^r... Your .......... *: Willing ....... _x-^^_.Yours .......... ..< ____ Was ............ ___ ___Willingly .... --A^ -Yourself ...... ..Ci._. Well ........... __ < Anywhere -^X-Worthlessness . Su~. Width (-- Nowhere. ,^/lWould __... Worthy J I Somewhere js^^ You ._ n or^,. Wherever - <.. . Year .__ .^z ... Which.. ._./-__Years ...fL- 118 PHRASING. LESSON XXIII. PHRASING. 23J. In a general way it must be said that the student now leaves the theoretical part of shorthand and enters the practical part. It is true that attention has been called to outlines that take a hook where the regular rules call for a stem, to those stems that are written in a direction contrary to that prescribed by the rules, to those outlines that do not express all the sounds in the words, and to those outlines which are so brief that they are referred to as word signs and contractions; all this is practical rather than theoretical, but pertains to the writing of words as words, and not to words as parts of sentences. It is true that the student has prac- ticed the sentences and short articles in the writing and read- ing exercises in this book, but in his practice he has centered his mind on the outline of each word as it was written, and has not been able to think of words in groups or in sentences, much less to pay attention to the meaning of what he was writing. 232 The student who has mastered the first part of the book is able to write promptly, accurately and neatly the out- line of almost any word in common use. As the result of thorough work he gradually acquires confidence in himself and in his work, and finds that he can "take dictation" ac- curately, yet withdraw his attention somewhat from the task of thinking of the shorthand outlines and putting them on paper correctly, and pay more or less attention to the mean- ing of the words uttered by the speaker. By and by the shorthand writing becomes largely mechanical, and the sten- ographer can give practically undivided attention to the sense LESSONS IN MUNSON PHONOGRAPHY. 119 of the words he is writing. It cannot be too strongly urged upon the student that he must bring his mind to the condi- tion indicated before he can become a reliable stenographer. It will take some time to bring the mind into this condition, and as a great aid to the student in that task, and also as a most important aid to both the speed and the legibility of shorthand, the subject of "Phrasing" is here introduced. ADVANTAGES OF PHRASING. 233* Phonography presents another striking resemblance to speech in that the phonographer reproduces the little groups of words into which sentences are divided when they are uttered aloud; that is to say, words spoken with the same breath, which have grammatical or rhetorical connection, are usually written together without lifting the pen. This join- ing of words is called phrasing. The advantages of phrasing arise from the fact that several words can be written together more quickly than if written separately, that they occupy less space on the paper when so written, and that words closely connected in sense are brought together. WORDS THAT SHOULD BE JOINED. 234. It is essential that the words joined should be close- ly connected in sense; that the outline be an easy one to make, and not too long; that the outline shall not conflict with any other phrase or with a single word. Word outlines are kept as far as possible within the limit of three strokes, and phrases do not usually exceed that limit. PHRASING BASED ON THE COMMON GRAMMATICAL RELATIONS. 235. As a further help to the student, his attention is called to the following grammatical relations which are ex- pressed in phrases as far as possible: a verb and its subject; a verb and its object; a verb and its qualifying adverb; a proposition and its object; a noun with its qualifying ad- jective; and an adjective, verb or adverb and a qualifying adverb. 120 PHRASING. CLOSE RELATION OF SHORTHAND AND GRAMMAR. 236. Grammar and shorthand are intimately connected, since phrasing is governed by the common grammatical rela- tions, and because a knowledge of the grammatical construc- tion of phrases, clauses and sentences assists the stenographer in reading the difficult parts of his notes. An amanuensis who is a good grammarian will turn out sensible and correct transcripts, and compose a good business letter when he is called upon to do so. TWO KINDS OF PHRASES. 237. Phrases are divided into two classes, according to certain pecularities in their forms; those in which the ordin- ary outlines of words are joined, and those in which the con- sonants of a whole group of words are represented in the briefest possible manner without reference to the regular out- lines of the words. The first class will present no difficulties to the student, but the second class will require some study. What can be __ a r^..._, /'/ will not ~-- f PHRASE POSITIONS. 238. The first word of a phrase is regularly written in its usual position, and the other words are merely joined on. This rule emphasizes the fact that some words occur so fre- quently and become so familiar to the reporter that he can recognize their outlines in any position. By this time \ EXCEPTION. 239. When the first word of a phrase belongs to the first position and is represented by a circle, loop, horizontal stem, or a half length stem, in the interest of legibility, the first word of the phrase is usually written so as to bring the first upright stem in its regular position. Has had f , on this side ^f--, about those \ T IvESSONS IN MUNSON PHONOGRAPHY. 121 THE MIND SHOULD CONNECT WORDS AND PHRASES WITH OUT- LINES, WITHOUT THINKING OF DETAILS 240. In practicing phrase outlines, it is not wise to utter aloud or allow the mind to dwell on each word as its outline is made. The phrase should be thought of as a unit. The student has already learned to write the outlines of a single word, no matter how long it may be, without "spelling it out" as each circle, hook or stem is made. Without becom- ing careless and inaccurate, the stenographer must learn to think of phonographic details as little as possible when he is writing. NOTE. you or your may be represented standing alone or in phrases, initially (not governing positions), medially and finally by moid or noid. For examples see page 153, ^f 311. Stem V may be used to represent have in some phrases. For fuller explanation see page 151, IT 303. 122 PHRASING. READING EXERCISE. -- "- --'- - - - -t- ^ . v. -V -t J ' S^v \ }' - 13 Jc_ JU- -SuCr. _^/T_. ..1L^_ .4^ // LESSONS IN MUNSON PHONOGRAPHY. 123 WRITING EXERCISE. To me, too many, to make, to give, to meet, tomorrow morning, to get, after such, after this, after you become, after you were, anything more, anything less, anything like, be done, be said, because they, between themselves, by many, by them- selves, by little, did he make, did he go, did he tell you, ever since then, for how much, for many years, , for several years, for some little, for something, further notice, good while ago, good while since, great many occasions, great many things, have you known, have you nothing, have you never, having done, having known, having said, every day, every side, always be, always ready, will be done, if you know, if you have, if you think, in advance, in fact, in favor, in general, in many cases, in many instances, in my presence, in person, in preference, in proportion, in such matters, like those, little less, long enough, make those, many more, many persons, may be likely, no person, no oc- casion, no such thing, not enough, not necessary, say any- thing about it, say anything more, say how many, say how much, say so, says he was, seems so, seems likely, shall be glad, shall be sorry, shall be very glad, shall be very sorry, shall never be, shall make, since they do, some little, some means, some person, some reason, something more, soon af- ter, suppose they were, such cases, take them, take those, take pains, take possession, take such, take place, take back, taken away, taken down, that you may, that you must, that you can, there was no, there was nothing, there was never, there were, there will be, this day, this afternoon, this eve- ning, this instance, very much, very probable, very great, very soon after, which can be, will you be kind enough, will you be good enough, you may be sure, about them, about which, about whether, about which, on which occasion, on each occasion, on those, on this. 124 PHRASING. STANDARD TIME. (Phrases are indicated by italics.) The railways of this country are operated by what is known as "standard time," which is reckoned on four principal meri- dians of longitude, and designated as follows: Eastern time, on the 75th degree; Central time, on the goth degree; Moun- tain time, on the io5th degree; and Pacific time, on the i2oth degree. In cities located on any one of these degrees, the solar and the standard time coincide. In cities located be- tween these degrees, solar and standard time are different, and each city adopts the time of the nearest principal or standard degree. The difference in time between two adjacent stand- ard degrees being one hour, in no case does the standard time in any city vary more than thircy minutes from solar time. Whenever a tra ; n crosses a standard degree, its time changes one hour, watches being set back that much if the train is go- ing west, and set ahead that much if the train is going east. LKSSONS IN MUNSON PHONOGRAPHY. 125 LESSON XXIV. CIRCLE AND LOOP PHRASES. THE S CIRCLE. 24J. The s circle is used initially, medially and finally for h-as, h-is, and for us medially and finally. Us should be written with a stem sign where the circle would be difficult to read. As they , // is \, for us v^ 242, In the reading exercise, medial and final circles can often be translated by several of the "circle" words, but in a sentence the context will always show the proper trans- lation. 243. All phrases beginning with h-as come under the ex- ception to the rule for phrase position. All phrases begin- ning with h-is follow the regular rule for phrase position. As he -.. is he w THE SES CIRCLE. 244. The "circle" word can be phrased with a word be- ginning or ending with a small circle by changing the small circle to a large circle. Has said f, makes his / ^-^_ D 245. A large circle standing alone, first position, maybe used for any two "circle" words, provided the first word is h-as. As has, as is, as his, has as, has his, has us ______ 246. The large circle alone, third position, stands for any two "circle" words, provided the first word is h-is. His is, his has, is as, is his - 126 CIRCLE AND LOOP PHRASES. THE ST LOOP. 247. The small loop is used alone and initially for h-as combined with to, it or the; medially and finally for any one of the five "circle" words combined with to, it or the. As to that \ it is to be i^-- , he has it ^ 248. Alone, first position, the small loop stands for h-as combined with a "t" word (to, it, the]. Alone, third position, the small loop stands for h-is combined with a "t" word. Has to, has it, has the, as to, as it, as the __ ; is it, is to, is the -- 249. A "t" word may be added to a word ending in an S circle by changing the circle to a small loop. Unless the ^ 250. An s circle may be written inside the small loop standing alone to add another circle word. And an addi- tional circle word may be added after a ses circle or a loop by a circle on the back of the stem. As it is _ & , post ***\ THE STER LOOP. 25J. The large loop is used alone for h-as, h-is combined with their, there and they are; medially and finally for any of the "circle" words combined with their, there and they are. It is their --(> , is there no -^^x , that is there now (^ as far as their 252. An additional "circle" word may be added inside the loop when standing alone, or on the back of a stem to which a loop is attached. As there is O , master his ^3 253. The large loop alone, first position, srands for h-as combined with there, their and they are; alone, third posi- tion, for h-is combined with there, their and they are. Has there, has their, as their, as they are _&__.; is there, is their or-' L/ESSONS IN MUNSON PHONOGRAPHY. 127 254. There, their or they are may be added to a word ending with a small circle by changing the circle to a large loop. Fix theirs -\^ = -^-- MANNER OF WRITING INITIAL LOOPS. 255. An initial loop phrase may be written upon the following stem in the usual manner, or it may be written "floating" on the slant of CH, and the following stem car- ried out distinctly. Is it necessary ^ ^p^--, has there been O\ NOTE. How may be phrased initially and medially, being writ- ten koid or toid, but is not joined initially in a phrase that would bring it down to or below the line. For further explanation and ex- amples see ^1 302. 128 CIRCLE AND LOOP PHRASES. READING EXERCISE. 3 ^ \> S I "~^~ ^ """T" C x^_ ^ ^ c ^- ( / 5 /_ e^^.__ .b 7 O ^3 .-_^-_ ._^ 8_y/__| ,k^_. JO-^ .... __ > ... .._^... / '"X / \ ^E> ' /'X ^> f V v / C / *-.. ' 7" V" 7 F LESSONS IN MUNSON PHONOGRAPHY. 129 WRITING EXERCISE. As early as, as far as, as far as the, as far as it is, as far as possible, as far as their, as far as there is, as far as his, as far as may be, as far as can be, as fast as, as good as, as good as ever, as great as, as is usual, as little as, as long as, as long as is, as long as there is, as many as possible, as much as the, as soon as his, as soon as it is, as soon as there is, as soon as they, has to be done, it is to be done, as the best, as to whether, as usual, as we were, as well as, as well as can be, as well as their, has not been done, has not gone, has there been, as there has been no, as there is nothing more, has been found, has it been found, has it not, has this, is this so, is it any, is it possible, is there anything more, it is generally known, it has been done, it has been found, it is not necessary, it is not intended, it is only, it is possible, it is said, it is this, this is so, that is nothing, this is the, is there anyone else there, for his own interest, for his own sake, it is not, it is important, it is quite certain, let us be satisfied, let us be sure, let us know, may as well, as much as possible, on his own account, it seems there is, it is done, since there is, since his, such has been, that is not so, that is only, that is nothing, that is not necessary, there is nothing more, why is there, why is it. THE PARIS RAG PICKERS. The chiffonniers of Paris have lost their trade; at least, \ it has become so totally modified that they no longer pursue it in its ancient form. The waste and dirt from every house used to be poured out into the street before the front door each evening at 9 or 10 o'clock; and the chiffonnier, with his lantern and his hook in his hands and his basket on his back, arrived, came along and raked the heaps over, to see what he could find in them. But it became forbidden either to throw the refuse into the street or to bring it out at night. It was prescribed that it should be carried down in the early morning 130 CIRCLE AND L,OOP PHRASING. in a box, which is placed, full, at the door, and is emptied before 9 o'clock into the dust carts, which go around each day. The chiffonniers, therefore, have no longer the oppor- tunity of picking over the dirt, because it has ceased to offer itself in an accessible form; they have for the most part to carry on their trade after the refuse is discharged from the carts at the depots, and, consequently, have almost disap- peared from the streets. LESSONS IN MUNSON PHONOGRAPHY. 131 LESSON XXV. HALF LENGTH PHRASES. 256. Toyit, had and the are indicated by halving, when the outline of the preceding word ends with a full length stem. Began to '__, in it .__., they had ( , had the \ The n hook in connection with halving is used for not. 257. Halving is generally preferred to the stem T, especially when the preceding word is a verb; the T is used when it is not possible to indicate to by halving nor by a St loop. The halving for to almost always occurs in connection with a word sign or some other frequently occurring outline. 258. It is usually written in full when phrased, and is included in a st loop phrase more frequently than it is in- dicated by halving; but occasionally it is convenient to use halving. 259. Halving for had occurs after personal pronouns. 260. Halving is used for the more frequently than for to, it and had; and the is indicated more frequently by halving than by any other method. Halving and the st loop are used for the wherever possible. The dot is used where the other forms are not possible. "ITS," "IT is." 26 J. Its, it is and // has are indicated medially and finally by halving and the s circle. By its v , but it is v if it has ^ , but it is necessary \j_p-^ 262. These phrases are used most frequently after pre- positions and conjunctions, and it is nearly always possible to join on the next two or three words in the sentence. 132 HALF LENGTH PHRASES. READING EXERCISE. i ' ' _& > w^ .s Sv A. L ( c. -V- 13 <. LESSONS IN MUNSON PHONOGRAPHY. 133 WRITING EXERCISE. Able to think, able to realize, on it, in it, will it, all it, why it, from it, yet it, but it, by it, at it, do it, did it, think it, yet he had, says he had, though he had, thought he had, says we had, by the, but the, charge the, change the, could the, gave the, give the, among the, at the, from the, while the, but its, for its, were its, if its, why its, gave its its own, where its own, but it is, that it is, though it is, that it is no, if it is necessary, if it is possible, that it has been, that it is known, that it is necessary. THE INCANDESCENT LAMP VACUUM. Many of the incandescent lamp manufacturers of Ger- many use the chemical process of exhausting the air in the lamps in conjunction with the air pump. In the tube attached to the lamp for exhausting it, a piece of amorphous red phosphorus is introduced, the amount of which \ must be found \ for each type of lamp. While it is being exhausted with the pump, this tube is heated carefully with a Bunsen burner, and when the vacuum is sufficient, the normal current is passed through the lamp and then increased gradually up to about three times the normal voltage, when a violet light will ap- pear at the end of the filament. A few moments later a blue light will appear around the filament, and after having run for ten to twenty seconds at the high voltage, the blue light will expand throughout the whole globe, and at that moment the lamp must be scaled off, so as to include the phosphorus; the lamp is then run again and heated at the tube which con- tains the phosphorous. A reaction will suddenly take place and the blue light will disappear, a scarcely visible light brown deposit being formed on the glass, which, it is said, does not affect the candle power. When a lamp exhausted in this way is tested with a Ruhmkorff coil, neither phosphor- escence nor a current will be found to exist; the whole oper- ation requires only 1.5 or 2 minutes with an experienced workman. 134 DOUBLE LENGTH PHRASES. LESSON XXVI. DOUBLE LENGTH PHRASES. 263. There, their, they are and other are indicated by doubling, when the preceding word regularly ends in a single length stem. In the case of other, the precaution must al- ways be taken to insert the second place light dash. For their \ , though they are I __, any other v^=f--- DOUBLE LENGTHS "SPEEDY." 264. These double length phrases are probably the most rapidly made and the easiest phrases to read, and should be used by the student fearlessly and wherever possible. There and their can nearly always be indicated by doubling (or the ster loop), except at the beginning of a sentence. OTHER WORDS READILY JOINED TO THE DOUBLE LENGTHS. 265. Should the next word in the sentence make a good joining, and be connected in sense with the double length phrase, it should be joined, unless the outline would go too far above or below the line of writing. There is no objection to carrying a horizontal phrase as far as it will go. The op- portunity to double final NG for there should never be neg- lected. In any other case ^z^^*, making their ^ ^_^ "THEIR'S," "THERE is." 266. A final s circle in connection with doubling is used for the combinations their 1 s, there's or there is. For their' s \ yet there is ___/^ LESSONS IN MUNSON PHONOGRAPHY. 135 267. The next word in the sentence after there is, es- pecially if a horizontal stem (like no, not, necessity ox necessary}, is usually joined on. Though there is no necessity "THE OTHER." 268. The other is always written with a double length stem DH, in the third position. On, for, if, and similar words, coming before the other, are written full length instead of being halved. On the other side - "THEREFORE." 269. Therefore is frequently phrased to the preceding stem by doubling the final stem of that word to indicate the first syllable in therefore. I am therefore in no ' ^_^, MOSTLY WORD SIGNS SEEN IN PHRASING. 270. This lesson emphasizes what was said previously, that the words found in phrases are word signs or words that are constantly recurring in speech. 136 DOUBLE LENGTH PHRASES. READING EXERCISE. \ 3_1 .__'__ i ___v rrt.-'.J: ... L U^ \ s__ 9 > c ^ P V - -^--- \ LESSONS IN MUNSON PHONOGRAPHY. 137 WRITING EXERCISE. Upon their, before their, between their, done their, be- gun their, begin their, run their, have their, worth their, than their, shown their, from their, on their, in their, know their, among their, will their, think their, beyond their, yet there, all there, for their own sake, that has been their, among their own, for there has been no, for there has never, if there is nothing more, yet there has been no, though he was there, that he came there, along there, that there is no necessity, although there is not, no other, from other, several other, while other, in other words, any other subject, some other person, some reason or other, something or other, as good as any other, for other purposes, before there is, depend upon their own, any other business, being there, how long have you been there, great many other, you know there is nothing, you may therefore, you shall therefore, you think there is, in other cases, is he there, so there may be, was there anything, was there anything said, was there anything done there, was there anyone else there, since he came there, why there is so much, will there never be. COPPER. Next to iron, copper is the most useful of metals. // is found both in its pure state and in combination with other minerals. Numerous coppermines exist in Europe, the more important being in Spain and Germany; but the discovery of rich deposits in other parts of the world has almost entirely changed the source of supply. The richest and most pro- ductive mines in the \ United States are in Montana and, Michigan. Copper exceeds all other metals in electric conductivity, and therefore enormous quantities are used for electrical purposes, which has stimulated its production. Copper is used for covering roofs, and/0r other domestic purposes. // 138 DOUBLE LENGTH PHRASES. is alloyed with gold and silver, also for making brass, which is the most extensively used alloy. // is likewise an element in bronze, bell-metal, and many other compositions. Valuable substances are obtained from copper by chemi- cal operations, among others verdigris, Paris green, blue vitriol, and various coloring materials. Copper paint, ovKng to its cheapness, is used on the bottoms of vessels. LESSONS IN MUNSON PHONOGRAPHY. 139 LESSON XXVII. INITIAL HQOK PHRASES. L HOOK PHRASES. 27f. The / hook is used for all and will. The hook when used for all is usually found on prepositions; for will, on personal pronouns. By all \_, they will ^ 272. The hooks used in this manner are usually found at the beginning of a phrase, and the next two or three words in the sentence are nearly always joined on. Probably it will is the most common of these phrases, and the number of words that can be joined on after it is something surprising. // will be seen P- R HOOK PHRASES. 273. The r hook is used to indicate are, our or or. The hook is used for are chiefly on pronouns; for our or or with prepositions. Or should always be represented by the hook, except where the stem is absolutely necessary. They are (", at our house _ _T-&__, on or about ,.^ k _. W AND Y HOOK PHRASES. 274. The w hook on straight stems is used to indicate we after the word represented by the stem. The y hook, concerning which it was said in Lesson VIII that its use would be explained later, is used to indicate you or your after the word represented by the stem. Can we ~ , do you ^ 140 INITIAL HOOK PHRASES. 275. These hooks generally occur at the beginning of phrase outlines, and are used mostly in questions. Their use Joes away with the necessity of putting a brief sign at the end of the stem; thus leaving the end of the stem free for the joining of the next word. Can we find anything more ^-u-^r^ , do you recollect anything about it .. < \^^\.. 276. Some phonographers do not use these hooks ex- tensively, preferring to use the brief iu and y. The student in transcribing the writing exercise on page 147 may use either hooks or brief signs. In some of the longer phrases, if the hooks are not used, the phrases as printed may have to be written with two outlines. 277. The w hook in connection with a final j- circle is used in forming the following '-was" phrases: // was, which was, each was and where was. In connection with the n hook, the following "one" phrases: By one, but one, at one, had one, which one and each one. Also Twns for at once. INITIAL HOOK PHRASES PRACTICAL. 278. In this connection is a most excellent opportunity to explain to the pupil that the best reporters do not put a word upon paper as soon as it is heard, but follow several words behind the speaker. This plan enables the reporter to catch the speaker's meaning better, and also gives him time to decide about the formation of phrases and other details connected with the shorthand. With half a dozen words in his mind at once, it is not such an awkward thing as it seems for a stenographer to start a phrase outline with the second word in the phrase, as is done in the initial hook phrases. THE IN CURL. 279. The in curl is used for in before the word some, with some in its regular position. The curl and the . circle may be used for in his on stems before which the N stem with a final s circle would make a bad joining. In some manner ^-- in his letter LESSONS IN MUNSON PHONOGRAPHY. 141 READING EXERCISE. I C_x r s- c\ 2 4..._^_.__^.__^._..:_:..__:_. t"{ ..- cx <. 6 .1 C 8 ( jj._ i fe_: w. - r 13 14... 142 INITIAL HOOK PHRASES. WRITING EXERCISE. It all, which all, could all, if all, should all, may all, in all, among all, these all, was all, are all, were all, why all, above all, by all means, in all probability, in all such, in all these cases, in all those, on all occasions, on all sides, on all subjects, on all such, among all their, on all their, in all their, for all their, among all the, on all the, in all the, for all the, she will, it will be said, it will be likely, it will be sure, it will be certain, it will be seen, it will give, it will make, it will become, that will be necessary, that will be required, they will remain, which will hinder, which will never, which will never be done, which will come, which will go, which will require, which will seem, which will make no difference, that will be, they will be, they will do, where will they, where will these, which are these, we are glad, you are able to, you are aware, you are satisfied, you are said, you are supposed, you are sure, you are very sure, which are necessary, which are likely, which are believed, which are inclosed, which are included, which are omitted, which are ready, they are able to, they are pleased, they are probably, at our house, at our risk, at our suggestion, by our letter, by our means, on our part, in our examination, but we must, but we may be, but we believe, but we can, but we claim, but we said, did we say, but we think, had we gone, had we claimed, had we done, had we placed, do we get, do we make, which we make, which we say, can we place any reliance, can we fix, can we induce you, are we becoming, are we prepared, were we inclined, are you able to, are you sure, are you certain, are you positive, are you accustomed, are you aware, by your letter, by your request, but you may be, can you fix, can you name, can you tell me how much, can you be, can you place, can you take any, can you inform, did you ask, it was done, it was said, it was afterward, it was found, it was never, it was not, it was nothing, it was understood, which was not, which was only, where was this, at one time, in his letter. LESSONS IN MUNSON PHONOGRAPHY. 143 THE POETRY OF WORDS. Language is fossil poetry; in other words, \ -we are not to look/ hook. Part of the X on the top of the ~\ "OF THEIR," ETC. 283. There or their following of or have may be indicat- ed by doubling, in connection with the r hook. Outside of their t, may have their /- ^ "AFTER." 284. After is also indicated by the v hook and doub- ling. Day after day _ I . LESSONS IN MUNSON PHONOGRAPHY. 145 "HAVE" AND "EVER." 285. The v hook is used for the suffix ever, but not for the word ever. The word ever, when phrased, always takes the stem V. Did you have - c [-, did you ever ,!\ "INSTEAD OF." 286, Instead of takes a v hook on the "Ted," for the sake of convenience. Instead of being >=^-- N HOOK PHRASES. 287. The n hook is used for an-d, own, been and than. The final n curl may be used after circles and loops for than, in, an, and, been. "AN-D." 288. Generally it is preferable not to use the hook for an-d, unless the next word can be joined on. Up and down_ \ "OWN." 289. The hook is used for own after personal pronouns. The phrase my own takes two stems, to be distinguished from mine. Her own "^ "BEEN." 290. The n hook is used for been mostly after have, either on the stem V or inside the large v hook on a curved stem. Have been ^ , should have been --&)--- "THAN." 29J. The word before than is almost invariably an ad- jective or an adverb in the comparative degree, and the hook for than is always perfectly legible on these outlines. Higher than _..^__ "NOT." 292. The n hook in connection with halving is used for not. But not ^, may not 146 FINAL HOOKS. "ANOTHER." 293. The n hook in connection with doubling is used for another. At another \ , with another /--- TER HOOK PHRASES. 294. The ter hook is used for there, their, they are and other. Other always takes the second place light dash. Up there ^, but they are \, at other _ Jj 295. The s circle may go inside the ter hook to add a "circle" word. The n hook can be written inside the ter hook to add own, been and than. But there is ^, had there been J , rather than .__-^j __> by their own >> LESSONS IN MUNSON PHONOGRAPHY. READING EXERCISE. \ L l / ^ 1 __ __ _ /__ _A -Jf T^ "" ~ \> tr^ ' I \) ( (~J --\J /.__^O X^>---_~X \ ^v ^ ~\ ( " " T- \- "X" ~'f~ I ^ _ I know , , I shall J _, am I not ..I7T7T.., as / _?_.. / will ..".., I will have _*._, 7 will not __^_, 7 have __f... OF. 297. Of standing alone is indicated by roid, second posi- tion. It is phrased initially, medially and finally, written roid or choid, and does not govern position, except in phrases composed entirely of breves. Of my ,_^,_, of no import- ance ..tr^m., place of __5x>_., of all ^ , of all their ^ A-N-D. 298. The a-n-d breve is used only in phrases, initially, medially and finally, indicated by poid, made downward or upward, and does not govern position. A few V , in a mo- ment , and as _*__.> as a _ _'__ , and is --*--, is a - x -, and 7_*__, and I will J '___, and as I _?_, and as I have _.^_, and as the _^__, is it a -^, and as it is a *, and as there is a fr. This breve is used, disjoined, instead of the ing dot for -ing a-n-d. Placing a \^ THE. 299. The the breve, written roid or choid, is used only in phrases, medially and finally. It is used when it is more con- *The breves are named by adding oid to the consonant which the breve most nearly resembles; as, \ paid, u noid. lyESSONS IN MUNSON PHONOGRAPHY. 151 venient than halving or the small loop (^[ 260). After the \ , faced the \^ , not the *-* This breve is used, disjoined, instead of the ing dot for -ing the. Making the ^~. _ / HE. 300. He standing alone is indicated by toid, second posi- tion. It is phrased initially, medially and finally, being writ- ten toid or koid, and does not govern position, except in the phrases he would, he the, he said, he has begun, and before S and Z. He can _^7..., he did ---!-> he knew .___^ and he }_ , he was ~\~ HIM. 30 J. Hint standing alone is indicated by doid, second position. It is phrased medially and finally, being written doid or goid. In some cases the stem H is preferred to the breve, but the stem should not be used finally for him, to avoid conflict with me. Upon him , , find him ^ , of ... r__. him , saw him there ^ > v HOW. 302, How standing alone is indicated by toid, first posi- tion. It is phrased initially and medially, being written toid or koid, and does not govern position, but is not joined initially in a phrase that would bring it down to or below the line. The stem H may be used, instead of the breve, alone or phrased medially. How far ^_ , for how many __S^_^___, for how long _^e^^r- HAVE. 303* Have standing alone is indicated byjotd, first posi- tion. It is phrased initially, medially and finally, and does not govern position, except in phrases composed entirely of breves. Stem V is used in such phrases as have not, have an- other, etc. R oid is used, instead oijoid, in the phrases have the, 152 BREVES. have a, have an, have zve, have you, have your, have us, and have not. Have been ^-, does have J, , have not ~ WHO-M. 304. Who-m standing alone are indicated by joid, third position. The breve is phrased initially, medially and finally and governs position. Who may be "* J S^" ) f whom~\ , who will _ , who will not y,--, who are --?--, who are not -;>--. and X> who - > -. For the sake of legibility of whom is written "'/ WITHOUT. 305. Without standing alone is indicated by thoid, first position. It is phrased initially, and governs position. With- out which f WHEN. 306. When standing alone is indicated by thoid, second position. It is phrased initially, and governs position. It is written soid before K, G, S, Z, R, R, W, koid and roid. When it is ~~ e ^~ > when were _^ WITH. 307. With standing alone is indicated by thoid, third position. It is phrased initially, and governs position. The stem DH is used in the phrases with all, with all their, with there, with reference, etc. With advantage j with re- regard --(-^r- WHAT. 308. What standing alone is indicated by soid, first posi- tion. It is phrased initially (governing position) only, except in the phrases at what, to what, of what, and with what (writ- ten ). What can is not phrased, to avoid conflict with we can. What will written with the w hook on L. and what else with the w hook and final s circle on L. What for \^ _, to what I 3 LESSONS IN MUNSON PHONOGRAPHY. 153 WOULD. 309. Would standing alone is indicated by soid, third position. It is phrased initially (governing position), me- dially and finally. In the phrases when would, where would, that would, they would and there would use thoid instead of soid. Before M, H, Z,,and in would not and would there the stem W is used; but W must not be phrased medially or finally for would. Would give - x^> it would be 1, how would _\_ , he would ^, I would -. (to contrast with of what}, would make -*y z - , where would WE. 3JO. ^standing alone should be written W, third posi- tion. In phrases it is written thoid or soid, initially (not gov- erning position), medially and finally. Before M and H the stem W is used. We will is written with the w hook on L. We feel -\~ -, we may --~ 5 V^~, if we take V^--- , we would _, would we - 3 _, we will be ~\ YOU-R. 3JJ. You standing alone is indicated by moid or noid, third position. Your standing alone is written Y, third posi- tion. Either moid or noid can be phrased initially (not gov- erning position), medially and finally, for you or your. The stem Y is used in the phrases you are, you have and you* own. You know , in your . , you are {? _----^--v-^- -V 2 / k fe" XT* -- nr ----- ^ ) . v - P ^, ^ %~ 5 f $ t ! "V " oJ [._" L 156 BREVES. WRITING EXERCISE. I am glad, I am never, I am not in the habit, I am very sorry, I am surprised, I believe there was, I cannot say any- thing, I decline to say, I mean to say, I do not intend, I do not think there is, I do not know anything about it, I have known, I have never been, I have no doubt, I may be able to, I may have been, I need not say, I suppose there is, if I may be, for I am, for I have, that I have, if I have, though I have, of some kind, of this matter, of no account, of course there is, of your opinion, of all such, of all those, of all these, form of a, dispose of, increase of, and which has been, an of- fer, a very great, a protest, a list, and claimed, an impression, force a, gives a, before and after, and as he must, and I think, and as I do not, that is a, and as I have no means, and as it is not necessary, and as there is no, losing a, going and, setting an, opening and, proving a, opened the, bent the, attend the, don't the, joined the, select the, render the, entertain the, complete the, explained the, placed the, examined the, against the, gaining the, retaining the, lifting the, securing the, extending the, urging the, he might, he placed, he in- tended, he said, he has begun, deprive him, appoint him, urge him, count him, through him, over him, how often, how many, how little, how high, how wide, how thick, how deep, how dark, how few, how do you know, how can you tell, how does this, how can this be, have gone, have caused, have remained, have all, have our, have I, have his, have the, have a, have we, have you, have us, who can, who must be, who is not, about whom, in whom, who are expected, between whom, upon whom, with this, with such, with them, with that, what sort, what do you, what did you, of what, that is your, what all, what else, would keep, would remain, that would, they would, these would be, I would do so, there would be, when you do, what you demand, you would never, and considering the, I continue, of considerable, the commencement, he com- promised. LESSONS IN MUNSON PHONOGRAPHY. 157 CAUTIONS. 3J8. When are must be written by a stem sign at the end of a phrase, the stroke R is used to distinguish it from were. There are ___(___> there were Cx 3J9. That is always half length in the middle or at the end of a phrase, to be distinguished from them. Take that -.l__ 320. Time is always written in full, except in at all times and at the time, and where the t can be indicated by halving. At this time \ , at all times D- , at the same time ...t^..> "t" at the time """^ 32J. Mr. when joined to the following word, especially a proper name, does not govern position. Mr. Smith ^7(-- 322 Far is written with the R hook in the phrases how far and so far. In every other case the R stem must be used. 323. Could, did and should should not be joined to the preceding word, but they may be used at the beginning of a phrase. Some writers, however, phrase these words, making them half length, to distinguish them from can, do and shall. It can be |~- , /'/ could be I- 324. Could not is never phrased to the preceding word, yielding to cannot. 325. Shall not and should not are written SH-Nt, when the next word can be joined on. Shall not be done 326. At least is distinguished from at last by changing the Z to L. 327. Can't, couldn't, shan't, shouldn't, wouldn't, won't, didn't, etc., and the corresponding full forms, are usually written alike. But where it is necessary to make a distinc- tion, can not, etc., are separated. 328. Part is generally written Prt in phrasing. On my part __ 158 TICK AND BRIEF SIGN PHRASES. 329. See is always vocalized in phrasing, to be distin- guished from say and so. Did you say anything c \--- , did you see anything 330. Else takes L in phrasing, to be distinguished froin less. Anything else ~~^*Y"~ 33 J. Purpose is written simply P in phrasing. For this purpose ^ ____ ^ ____ 332. Half length V for of the, the old form, is some- times used now, where it seems specially convenient. On account of the _^H^_ 333. Or is sometimes written R, usually after a down stroke. Day or two ago IXl LESSONS IN MUNSON PHONOGRAPHY. 159 SPECIAL PHRASES. 334. The student who has learned the rules of phrasing given in this book, will easily remember the phrases given in the exercises and will be able to invent many others in the course of his practice. Practical reporters, however, have adopted still other phrases, which are more arbitrary and dif- ficult to learn, but their usefulness more than repays the effort made to learn them. The list upon the following pages is given for the benefit of the pupil. 335. The word signs and phrases given in this book will be useful to every reporter, but they will hardly answer all the requirements of his work. With those already given as a guide, he will invent such others as are made necessary by the peculiar necessities of his work. 160 SPECIAL PHRASES. SPECIAL PHRASES. According to L__. Baptist Church -, /. According to a Bear in mind According to the __ _.7_ Before or after According to your ....... ___ _T1 ____ Before or since According to that ....... ____ __Best of my belief According to agreement. __ ... Best of my knowledge. . .._^6^ At first .................. ____ _ ____ Bill of lading- At any rate ..... ........ _____ ..... Bill of sale p _ p At all events ............. ---------- Can you state ............ Absolutely necessary... ..-. Constitution of the U. S. Act of Congress Could you state c~f Again and again __rr5_,_.. Court of Justice Anybody else -_ v _ Cross examination o Anything else v_^->^- Day or two ago Anything less -~^^J^-- Day time l-^. As a matter of course. . . J i ^^II.'Do you remember __U^ As a matter of fact .^^^--. During the time T- s. e As far as you can _-^v- Eastern States As far as you may be--^r>_-- Eight or ten able to ~ As far as they ........... - -f ---- Everlasting life V f At the last moment ...... --------- , Every one ............... ____ >o At your place of business.. _i - ____ Fellow citizens ........... ___ \ LESSONS IN MUNSON PHONOGRAPHY. 161 First place k~ In consequence __ NO First rate ._._^.._.In full ._(* First time . V^> In like manner For ever and ever _N. In most cases ... For the first time ___L In order that U-x For the last time .i/_U-^ In point of fact For the purpose of <^ In some of the For this purpose X Instead of the X Gentlemen of the jury. . -/S^-\VL the first instance Great Britain and Ireland --^\/, In the first place Great majority of cases . . (-^r^y-^-.In the next place Greater or less . .-<^-x In reply to your favor v V 13 Habeas corpus ...^_-\ .In reply to your letter Half an hour :r^_. .In response to -- /O Last past ................ ________ Must also ............... -<"* Last week ............... __ Jm. Must always be Si Last will and testament . _________ Must be able to ......... _.^- ..So as to be Over and above _._!\ So far as I am concerned . Party of the first part .L.. So long ago ._ of the second part ?\ So to speak Peculiar circumstances of -_\ Some one the case. . Per annum ............. Jsx_ _____ Some one or other ....... Percent .................. _\/^ ^Standstill Point of view ......... . ____ ____ Such as we have ....... ___ To a certain extent __L^ Where was your place of -<^7 business \ To all intents ._ Whether or not _-_lN__ Jp A s To sell i Whether you are __ Z\. .^_-j>.-_ With all that ...n... Under the circumstances.- j>.___With all that. Under all the circum- _^. f___ With reference to. stances of the case. . . Upon the part of the X With regard to. . . Up to the time __\ With relation to .__( o Very great extent $*ef With respect to --(/^ Very seldom ._ \, Will you look ./^l, Vice versa. . . -~"V-.-/VYear and a half. . Viva voce ................ -__^!_-- Year or two Vice President ............. J^^... Years and years ...... . . . _____ _sz. r Was or was not .......... _.. _______ Years of age Ways and means ........ _..7V-s>. Years old ............... _ -/r_ Week or ten days ......... ____ y/\~ Yes or no What are you You must bear in mind. . What did you _. .. Young man .._ Young men What of it LESSONS IN MUNSON PHONOGRAPHY. 165 COURT REPORTING. 336* Court Reporting is generally considered the high- est form of shorthand writing, on account of the difficulty of the work and' because it requires the highest rates of speed. It also requires considerable knowledge of the law. The student who is ambitious to become a court reporter will have to begin his work as a stenographer in some other line, preferably in a lawyer's office, and devote his spare time to speed practice and posting himself in legal matters. In order to give the student some insight into court work, the follow- ing sketch is given of the proceedings in a trial. "PARTIES." 337* The person bringing a suit against another person is called the plaintiff, and the person against whom the suit is brought is called the defendant. Frequently there are more than one person on either side. The plaintiff and defendant are referred to collectively as the parties to the suit. In a criminal case, the prisoner is referred to either as the defend- ant or the prisoner. PROCEDURE. 338. A case being called, the method of procedure is as follows: ist, the jury is impaneled; 2d, plaintiff's counsel makes a statement of his side of the case; 3d, plaintiff's wit- nesses are produced and examined; 4th, defendant's counsel makes a statement of his side of the case. 5th, defendant's witnesses are produced and examined; 6th, additional testi- mony in behalf of plaintiff; yth, additional testimony in be- half of defendant; 8th, argument before the jury by defend- ant's counsel; gth, argument by plaintiff's counsel; loth, judge's charge to the jury; nth, the verdict; i2th, notice of appeal, new motions, etc., if any are made. EXAMINATION OF WITNESSES. 339. In the examination of the witnesses, the following is the order of procedure: ist, the witness is sworn by the 166 COURT REPORTING. clerk of the court; 2d, the attorney for the side producing him asks him his name, residence, occupation, and what he knows about the case on trial which is called the direct examina- tion; 3d, the attorney for the other side examines the witness, which is called the cross-examination; 4th, the witness may be further examined by the side calling him, which is called re-direct examination; 5th, the opposing attorney may be al- lowed to examine the witness again, which is called re-cross examination. While the witness is being sworn, the reporter writes the name in longhand, followed in shorthand by "di- rect examination by Mr. ." METHOD OF INDICATING QUESTION AND ANSWER. 340. The paper used by court reporters generally has a line ruled down each page about an inch from the left hand margin, and sometimes there is another line about two inches from the margin. These lines enable the reporter to indicate questions and answers without writing the words question and answer. All questions are started at the line one inch from the margin; and if the question extends beyond one line of writing, each subsequent line is started at the first marginal line. If the question is short, the answer may be begun on the same horizonal line, about an inch beyond where the question ends. Generally, however, the answer is started on the line of writing below the question and at the second marginal line above referred to. In long answers the suc- ceeding lines of writing do not extend to the left of the second marginal line. 34J. A narrow page is preferable for court reporting, on account of the great number of short questions and answers, and also because greater speed can be attained with short lines of writing. THE MARGINAL SPACE. 342. In the blank space down the left-hand side of the page are written the names of the attorneys who conduct the LESSONS IN MUNSON PHONOGRAPHY. 167 examination of the witnesses, or who interrupt the examina- tion with objections or questions addressed to the court. Whenever the judge speaks, the outline for judge or for court is written in this marginal space. When an objection is made, the reporter writes B-T in this marginal space, followed by the attorney's name and the substance of his objection though sometimes this last may be omitted. The action of the court is indicated by "objec- tion sustained" or "overruled," followed by "exception," if one is taken. By the aid of this marginal space the reporter is able to find quickly any point in his notes to which it may be necessary to refer. Court reporters are constantly called upon to read por- tions of their notes in court when discussions arise as to what has been said, and they must be prepared to read both ac- curately and rapidly. REPORTER USES BOTH EYES AND EARS. 343* Notes must also be made of the actions of the counsel and witnesses in the exhibition, inspection and man- ipulation of papers, books, samples, machines, and various other articles. THE REPORTING "STYLE." 344, The shorthand notes of court reporters are dis- tinguished from the writing of reporters in other work by the use of every possible speed expedient. The principal speed expedients are phrasing and omission of words. Court re- porting admits of more and longer phrases than any other shorthand work, on account of the colloquial language so largely used. Further, the same words and the same expres- sions recur so frequently that many such words as of, the, a, to and of the, of a, to the, etc., can be omitted in certain con- nections. Reporters also invent many word signs which are specially adapted to their work. 168 COURT REPORTING. VERBATIM REPORTING, 345. The language of witnesses is always taken verba- tim, with mispronunciations, grammatical errors, etc., indicat- ed as closely as possible, that the record may represent wit- nesses faithfully. Frequently, merely the substance of the remarks made by the judge and the attorneys is noted, but it requires experience to know when to do so; the beginner would better report as nearly verbatim as possible. Legal references made by the attorneys (to volume and page num- bers) should be accurately noted, and often it is well to give the opening and closing words of the reference. 346. The stenographer who aspires to be a court re- porter must first learn the phrases and short outlines used in ccurt work; second, practice most diligently for speed in writing, and just as diligently (if not more so) for rapidity and accuracy in reading his notes; third, practice sermon, lecture and general reporting, to overcome the nervousness that usually attends an appearance in public; fourth, study of and practice in transcribing court notes; fifth, study of legal papers and legal matters in general. TECHNICAL AND GENERAL REPORTING AMANUENSIS WORK. 347. There are other lines of shorthand work that are just as difficult as court reporting, though not always requir- ing such high speed. Under the head of general reporting are legislative, convention and lecture reporting. Each of these requires a perfect command of short hand, absolute self control on the part of the reporter, and considerable ex- perience and knowledge of men and affiairs. Under the head of technical reporting comes the reporting of scientific lectures and the reports of meetings of scientific bodies. This work requires a thorough knowledge of the subjects discussed, and experts in such lines have always been few and in great de- mand. There is also a demand for court reporters who are experts in some other line; especially to be named in this connection are the medico-legal reporters. Under the head LESSONS IN MUNSON PHONOGRAPHY. 169 of amanuensis work is to be mentioned first the labor of assisting an author in preparing the manuscript for a book. This work does not require great speed, but it often requires a knowledge of the subject discussed in the book and the ability to help the author express his thoughts in the best English. 348. Commercial stenographers should not suppose that there is an abyss between themselves and the pro- fessional writers above mentioned. Even the lowliest office stenographer can do successful work, and win the es- teem of his employer, only by combining with speed and accuracy in shorthand and typewriting work general efficiency, utility and reliability in all emergencies that rise in the office. 170 READING NOTES. GENERAL OBSERVATIONS ON READING NOTES. 349. In reading over shorthand notes, especially in reading aloud, the stenographer should keep glancing ahead to see what is coming. In this way he can keep in mind the general drift of the matter he is reading, and is more likely to catch the meaning of the more difficult outlines. 350. It is not wise to stop and study over a difficult outline. The whole sentence should be looked over, and in most cases the general sense of the sentence will show what the troublesome outline stands for. In those cases where the stenographer can discover the general meaning of an outline, and yet cannot exactly identify the word, a book of synonyms, or better still, a thesaurus will solve the problem. The thesaurus is a book in which words are grouped according to their meaning, synonyms and antonyms being arranged in parallel columns. An example from actual practice will show how it is used. A certain outline in the notes of a letter on steam boilers looked like K-Zs-Z, or K-Zs-M. After some study it was discovered that the outline was a synonym of the word large. On reference to the thesaurus, in the words in- dicating size, was found the word colossal, which was the word required. 35J. If an outline baffles the first few attempts to read it, the stenographer should then proceed on the supposition that the outline has been written incorrectly, and see what he can make out of the outline by supposing the position of the outline, the direction, shading or length of certain strokes, the direction of hooks, etc., to be changed. The attempt to discover such errors will be rendered much easier, when the stenographer knows what particular error he is most liable to make. All stenographers are liable to make errors under the excitement of rapid writing, but each stenographer is subject to particular errors, e. g. , in very rapid dictation some writers frequently make P for CH. 352. When all attempts to read an outline fail, some word must be inserted that will complete the sense of the LESSONS IN MUNSON PHONOGRAPHY. 171 sentence and express the author's meaning. It is worse than folly to insert some word that seems to fit on an outline, without any reference to the meaning of the sentence. 353. As a general rule, an understanding of the subject upon which the dictator is speaking, strict attention to his words, and the exercise of the memory as far as it will go, will enable the stenographer to make out many outlines which would otherwise be hopeless. 354* When the stenographer loses any part of a dicta- tion, a blank space should be left, generally just long enough to accommodate the words lost. Frequently a fairly good transcript can be secured from notes with the omissions thus indicated, which would be impossible with the notes written solid. 355. The periods, especially if the stenographer uses the long lines, should be inserted freely, even where the transcript will take a colon or a semicolon. Too many periods are far preferable to too few. They help greatly in reading the notes. Commas are not usually indicated, but occasionally it is convenient to indicate a comma by writing the outlines that immediately precede and follow it a little farther apart than the regular spacing, 356. The student should not fall into the grievous error of supposing that all he has to do after going through the text-book is to practice for "speed." Continued practice may increase his manual dexterity, but in itself it cannot make him a stenographer. It is only by the most constant and thorough reading and study of the shorthand notes that the student will make any real progress. The student should spend as much time, hour for hour, in reading as he does in writing. This study gives the student not only readiness and accuracy in reading his notes, but shows him what errors in writing he is most liable to make. It is a most excellent idea in reading over shorthand notes to use ink, if the notes were written with a pencil (and vica versa), and correct all errors discovered in the notes, perfecting badly written 172 READING NOTES. characters, and inserting the punctuation, The reading of notes a week or more old, studying the notes of other steno- graphers and the engraved notes in the shorthand magazines, is good practice, but nothing is better than reading notes when they are fresh, and correcting all the errors found. 357. Shorthand notes should not occupy the full width of a page in the note book; an ample margin should be left down each side of the page, the left hand margin preferably a little the wider. Keeping the notes in the center of the page secures an increase in the speed of writing, neater and more legible notes, and space in which to write any correc- tions or memoranda that may be necessary. 358* It is a most excellent idea to inclose in a ring any outline, just after it is written, which the stenographer knows to be badly or incorrectly written, or to which, for any rea- son, he may desire to have his special attention called when he comes to transcribe his notes. 359. The student is very apt to drop all vowels in his writing after he has learned the contractions and got into phrasing. But as practice brings him speed (so that he has time to vocalize), and experience shows him his error, he will begin to vocalize all proper names, scientific and unusual words, and finally will learn, almost by instinct, to vocalize a very common outline, when it comes in such a peculiar con- nection that it can be translated in more than one way. 360. Stenographers in^commercial lines cannot be too careful with outlines indicating quantity: par and bar, pints, points and pounds, and similar words, if confounded, might make serious trouble. 36J. Numbers are written in figures, except one and six one would be mistaken for "which" and six for "those.'" Even hundreds, thousands, millions, etc., take a shorthand outline in the place of the final ciphers. Or between two numbers may be indicated by writing the second number in first position; to, by writing the second number in fourth position. It is a good plan to "echo" back figures as they are dictated. LESSONS IN MUNSON PHONOGRAPHY. 173 GENERAL SUGGESTIONS. MATERIALS. 362. The pen is by far the best instrument with which to write shorthand, since, on account of its spring, it moves over the paper like a thing of life; whereas, the pencil possesses no elasticity. A gold pen is preferable to a steel pen, as it is smoother and is always in condition to be used. A smooth, medium pointed steel pen may be used, but a fresh pen should be taken after a few hours' work. A short nibbed pen is best for shorthand writing, with medium point and spring. The reporter will have no difficulty in finding at any stationer's a gold pen suited to his hand and style of writing. A gold pen set in a reversible holder makes a most excellent equipment. The holder should be as large as the writer can conveniently handle, as small holders tire the hand in continuous work. Only fluid ink should be used, as it does not clog the pen and will respond to the most rapid move- ment of the reporter. 363. If a pencil be used, care should be taken to select an article of good manufacture and medium hardness. There are several makes oi stenographic pencils on the market which do satisfactory work. For shorthand writing the pencil should be sharpened at a much shorter bevel than for ordinary writ- ing. The stenographer should have half a dozen pencils sharpened and at hand ready for instant use as soon as the point of one pencil becomes broken or worn down. 364. Every stenographer should become accustomed to the use of both pen and pencil. While much better work can be done with the pen, there are some situations in which the use of a pencil is necessary. Fountain pens have been brought to such perfection now that many stenographers use them exclusively. They combine the excellent writing quali- ties of a gold pen with the convenience of a pencil. 365. Most reporters use note books, though the work of some reporters requires the use of separate sheets. Note 174 GENERAL SUGGESTIONS. books come in all sizes and shapes end and side opening to meet all requirements and preferences. Note books for pen work should be made with heavy, smooth paper; while pencil books should be made with thin, rough paper. TURNING THE LEAVES. 366. As the reporter nears the bottom of the page in his note book he should grasp the sheet in his left hand and be prepared to turn it over the instant the last word on the page is written. With end opening books it is well to draw the page up with the left hand as the writing proceeds, in order to keep the right hand on the book all the time, and also that the hand may have a short space to travel to reach the top line on the next page. MANNER OF HOLDING PEN OR PENCIL. 367* The pen or pencil should be held as loosely as possible in the hand, and in the position most comfortable to the writer. Most reporters, however, find it best to hold the instrument of writing between the first and second fingers. A pencil is held almost vertically,' to avoid breaking the lead. A pen is held at just enough slant to produce easy writing, and with the hollow side of the pen to the right. The thumb gives the pen holder a slight roll when the backward shaded strokes J and W are to be made. LESSONS IN MUNSON PHONOGRAPHY. 175 DICTATION EXERCISES. aJQ. A _. / \ V V r \ t... v 17o DICTATION EXERCISES. ^ vC < ~~3 \> x~ / /-L_ .25V ...... JO... 6 C S. 180 DICTATION EXERCISES. '--*s-- ~^-~ \ /L V - ^ ^ -j .... x I /, /> J a "l v 4 *y i ** * cj j^ ^^> ii"- C^; - r ^ / t,."....^..-,^..\.-/t l ^S "*N *"7 J- "X LESSONS IN MUNSON PHONOGRAPHY. 181 'Ci V 182 DICTATION EXERCISES. \ ^ V \ V ^"V ( L.i..^ ^..^.../.^ ^..,.. v Yf ,'^f^ - - ^-v / I \ r-^ ! ' U ^..i r...^...*..'../ ^"... r ./,..L /^. C "S" / T IA .<-..>.> ) ..^ rT._r\ ../A.. .... * ~ & ,.j.> IvESSONS IN MUNSON PHONOGRAPHY. 183 I P _. r . Vj\ / 2-- ..V , P I 184 DICTATION EXERCISES. A \ \ i 7 -v \ 'V 7 .. .. ... *-*> <\ I ...... i...\ I / r\ \ V IvESSONS IN MUNSON PHONOGRAPHY. 185 "T r - \ 3J .?.. 3.6, .?__ '. Y_T>. r ^-&' - -- - I V*. --- -v- -3 186 DICTATION EXERCISES. -A- i- f - -^- / ^ < CV/ < X* ..V. 1. X * J s 5^ x.... 1 / x^ ^ \/_ ^ \ *** / -> ^ J - (.-X:- ^-X- Vf s- --*^- LESSONS IN MUNSON PHONOGRAPHY. 187 ' *---"? (L . .v ../3 .A... A X \. >._ J..J..N I V^ x \ /?77 " U ..v-.-^-- O 188 DICTATION EXERCISES. / V - I * l u L.I ^ 3 Y ^-^- v L S;^ ..i , 1 \ 1 ^ ( I ^4 S3 V. * --- ^ ^- ' ^> *^^< -V,- L- ./ ^ > *n LESSONS IN MUNSON PHONOGRAPHY. 189 ^ A .../^.. / V- ___ p \ C 1 .5; \ i "G" v- 190 DICTATION EXERCISES. ) .- ./. ..>. .a s / . rf. J -3 s -. x *T , / v^ *-N ( -7- yr-5 x $) <*^ \ ^ ->-- T ~s \ ./.__i . , X\ L 1 ^-^ " / F /^ ~ ~z~ ' j ""^CJ^/ " ~\s~S " " " q i /..-^-r>L. V. ) .... LESSONS IN MUNSON PHONOGRAPHY. 191 -T** / (. _ \ t L ..!. / '4 . 270 ..... 's; I L / N ^Xtf ...... *r... U \ / ^ t ...... tf s--- i --- >- _, _ . f 72.d> L 3/7 L .]... >...x\ c^- r " L .L. /ff L 7/5 L ... .?. /A .... \ 192 DICTATION EXERCISES. r f / \ L \ ^---- .. ^ / V .. ...r^...^...,..L J A I ^ ...\... o .....^:.-} / ..^. s. \ -y'- --cT \ vv t i- ^-J- (7 194 DICTATION EXERCISES. "J 7? ,.j.> ^ ---- .- ..k..^....). ... .. , I/ \ x\ /...r...: v/" .1 _>?>, -? " "J" ^" >> . ... -27-f XI LESSONS IN MUNSON PHONOGRAPHY, 195 ? - * -5" i/^ O..X .1 .>...!. \ '-) V /A r r 196 DICTATION EXERCISES. f... V r r ._ <- --- \ . ~. ) LESSONS IN MUNSON PHONOGRAPHY. 197 X --- ' r- \ t A \ j .?.. /...:.. y...X" " ) ~ 1 ^ / L J t N J .1. C \r. L AJy . J C X. 1 198 DICTATION EXERCISES. V \_3 >-'^ I L ^ r * ' k t < 50 V , ^ k c LrESSONS IN MlJNSON PHONOGRAPHY. 199 ,,...^ vt .--..*.-.---. ^ta V c ~ -r--^f- v - v--*- . .XI u.. 1 f ^ x -C L i ) ' L f "V^,"" ~V 1 d."Z~ ^ "V^---\v-- ^i ". ^sC~ -7 \ n i - ...... .s .^..._- \, --- X f --- <. N V. v> 200 DICTATION EXERCISES. L _i_ >. . ?H- . . c --- ) < -- - . j . . r*. . x\ \ . c. .!T! . . .^... v ....rri...L_ L j ... _..(-.: ... . .^. - v --(^- - |^= 1> \ ""a s--\; IvESSONS IN MUNSON PHONOGRAPHY. 201 \ q. 1 *-? 1 \ \ .. N L r 202 DICTATION EXKKCISES. r /**. L, IT s ( \ \ .\ - ^ . .X ->-. U1>J rr\.oi i r o-: Ange' s LAWViiR UNIVERSITY or C I 3 1 UC SOUTHERN REGIONAL LIBRARY FACILITY A 000564910 8 .\ - . r m :