Manual of the Stenograph THE LIBRARY OF THE UNIVERSITY OF CALIFORNIA LOS ANGELES STENOGRAPH STENOGRAPH FOR THE STENOGRAPH It nan be learned in ana-third the time the pencil systems require, All its work is uniform and mechanically exact, Its use is pleasant, and does not strain the eyes, hands ar body. As a result of tntsse great advantages, an operator's work can ba read by any one who understands the alpha- bet] its writing is peculiarly unvarying and legible at whatever speed the machine is operated] and the work can be performed with little fatigue, There is no pen aralysis passible, and tha eyesight is free to follow the aeaker's motions, We claim that we have in the STENOGRAPH a 'stem of shorthand as rapid as any other, the most exact ' .d uniform, the least tiresome in practice, and by far the i*t easily and quickly learned. ?*-y MANUAL B 0. BA UWYER PALLAS, TE)Ut THE STENOGRAPH, M. M. BARTHOLOMEW, ITS INVENTOR. PUBLISHED BY UNITED STATES STENOGRAPH CO. 42O North Third Street. ST. LOUIS, MO. Entered According to Act of Congress in the year 1885, By U. S. STENOGRAPH CO. in the office of the Librarian of Congress, at Washington, D. C. Parker, Hitter, Nicholls Stationery Co. Printers ftnd Lithographers, 420 North Third Street, St. Louis, Mo. CONTENTS. PAGE. >. PREFACE .................................................................................... 5 ^ TO THE STUDENT ............................................................... 6 OS CHAPTER I. Explanation of the Instrument and Directions Q for Keeping it in order .............................................. 7 Proper Names .................................................................. 14 ^ Initials .................................................................. .. .......... *I Abbreviations. .............................................................. 42 Compound Words ........................................................ 42 3 CHAPTER III. Learning the Alphabet ............................................... 14 H Exercises ........................................................................ 15 Wordsigns ................................. .................................... 22 CHAPTER IV. Method of Spelling .............. . ........................................ 24 CHAPTER V. More About Vowels ................................................... 35 Words Liable to Clash ................................................ 3'J CHAPTER VI. Numbers 44 Punctuation 45 Paragraphing 45 Corrections and Insertions 46 CHAPTER VII. Phrasing 48 Additional Wordsigns 50 CHAPTER VIII. How to Practice 53 CHAPTER IX. The Amanuensis, his Qualifications and Duties.. 56 The Verbatim Keporter '. _ 59 PREFACE. o4HE introduction of the Stenograph makes it necessary that there should be pro- vided such instructions as will enable those who secure the instrument to correctly learn its use. The Manual here presented is intend- ed to supply this need. TO THE STUDENT. It is of the utmost importance to the student that correct habits be formed at the beginning. To bring about this result, care should be taken to do everything thoroughly and well. But one thing at a time should be attempted, and that should be mastered before going to the next. To be a good stenographer, one must have a fair edu- cation, must spell and punctuate well, must write a good hand or operate a type-writing machine, must be able to comprehend the meaning of what he is called upon to write, and be able to detect and correct the more common errors in the use of language. Some students seem to think, because the Stenograph is an instrument for shorthand writing, that a constant effort must be made to write rapidly. A greater mistake could not be made. The student should aim at strict ac- curacy, and let speed take care of itself. Speed comes only as the result of the familiarity gained by practice, and no amount of hurry will hasten it. CHAPTER I. EXPLANATION OF THE INSTRUMENT AND DIRECTIONS FOR KEEPING IT IN ORDER. The Key-Board. m From the accompanying cut it will be seen that there are only five keys, although at first sight there appear to be more. No. 1 is straight and has a marker on the end opposite the thumb-piece. The other four are V-shaped, having markers on the curved parts and flnger-pieces on each extremity. The four finger-pieces on the left of the 7 key-board, numbered 2, 3, 4, and 5, make the same marks on the paper as the four on the right bearing the same numbers. The group on the right are operated by the fingers of the right hand, and those on the left by the fingers of the left hand. The Spacing-Key lies a little higher and just back of the other keys. It moves the paper without making any mark upon it, and its use is to make spaces between the words. This is done by striking it after each word is finished. It should, however, be struck only once be- tween words. The tension of the spring which actuates the spacing- key is regulated by the little thumb-nut near the center of the key. It should only be strong enough to move the key promptly. The Inked Ribbon. At each movement of the keys, or any of them, the inked ribbon is pressed against the paper, making the marks upon it. This ribbon moves slowly along as the writing takes place. When it is all or nearly all wound upon one reel, it should be made to wine* itself upon the other by moving the little arm or hand'e at the back of the instrument to the left or right, as the case may be . The inked ribbon should be used only so long as it makes the marks plainly upon the paper with a light pressure. When it ceases to do this, it should be replaced by a new one. When about to put on a new ribbon, cut the old one off, leaving about one inch attached to each reel. To these ends stitch the ends of the new ribbon, being careful to keep the edges even. B 0. BAKER 9 LAWYER i^LLAS, TEXAS The Paper Guide. At one end of the paper guide there is an adjustable spring, and at the other there is a little roller which presses the paper against the rubber roller. The tension of this spring should be such that the paper will move forward whenever the rubber roller turns. It should be probably three or four times as strong as the tension of the space-key spring. The little roller underneath the rubber roller should be looked at frequently and cleaned, and the bearings oiled, when necessary. If neglected it is liable to become clog- ged with dirt and dust from the paper and inked ribbon. The Paper Roll must move with entire freedom, and not bind in the center or on the arms of the paper holder. To put in a new roll, take out the small wooden center from the block on which the paper was wound and put it into the new one, then place it in the paper holder. Cleaning, Etc. Dirt is an enemy to all machinery. Even a gold pen will become unfit for use if neglected. The Stenograph is no exception in this respect. It should be examined every month or so, and should be cleaned and the bearings oiled as often as is necessary. The little roller which presses the paper against the rubber roller, the pawl which causes the rubber roller to revolve, and the pawl spring should receive especial care. Clock oil should be used, but in very small quantities. If a Stenograph does not work properly it will be found in most cases that it only needs cleaning or that the tension of the space-key or paper-guide springs need ad- justing. CHAPTER II. POSITION HANDS ALPHABET. POSITION. A. larger amount of work can be done and with less fatigue if a natural, easy position of the body, head and arms be maintained, than otherwise. The body and head should be erect and the arms should hang naturally at the sides. Avoid leaning forward over the instrument. Avoid pressing the arms against, or holding them too far from, the body, or resting them on the table. USE OF THE HANDS. One of the most important things in connection with the operation of the Stenograph is the proper use of the hands, and the most important thing in regard to the use of the hands is the following direction : Use the Hands Alternately. In other words, the hands are used in writing on the Stenograph in the same manner that the feet are used in icalkiny first one and then the other. This applies to striking the space-key as well as the writing keys. Illustration. In writing the sentence ''That is not true," (tht z nt tru), supposing the first letter th to have been made with the right hand, the next, t, should bo 10 11 made with left hand, the space with the right, z with the left, space with the right, n left, t right, space left, t right, ; left, and u right. Right, left, r, 1, r, 1, r, 1, r, 1, r. th t (space) z (space) n t (space) t r u. By placing the hands over the key-board it will be seen that there is but one key for each finger. The keys should be struck by the fingers to which they belong. The space- key should always be struck by the first or second finger. The first and second fingers are stronger than the oth- ers, and care must be taken to give sufficient pressure with the little and third fingers and the thumb to make the marks plainly. The strokes should be made with regularity. To do this no attempt should be made at writing rapidly. If a word is written too quickly it necessitates stopping to think how to write the next, and no speed is gained by such effort. The fingers should curve naturally and gracefully and not stick out straight. DIRECTIONS. Use but one hand at a time. Use the hands alternately. Write without looking at the instrument. Keep the hands over the keys. Strike the keys with the fingers to which they belong. Press the keys down instead of striking them, but do not hold them down. Lift the fingers from the keys instead of sliding them off. The keys should be depressed with an even pressure. Do not lift the hands high above the keys. Avoid moving the whole arm ; the movement should be principally from the wrist. HOW THE ALPHABET IS FORMED. If the whole five keys are depressed at the same time with either hand a line of marks or dashes is made across the paper ribbon, thus | 1 . The alphabet is formed from these marks. Depressing the thumb-key (No. 1) alone, makes a single mark on the left edge of the paper ribbon, thus | - | which represents the letter D ; the second key (No. 2) produces a mark midway between the left edge and the middle of the ribbon, thus | - | , which represents N ; the third key makes a mark in the middle of the paper, | - | , R; the fourth key pro- duces | - | , T; the fifth key produces | - | , S. The first and second keys struck together produce the first and second marks on the paper, thus | -- | , which represent the letter L; the second and third produce | | , M. Other combinations represent other let- ters, as will be seen from the alphabet itself. 13 THE ALPHABET. D _ 1. A _ : N 2. B ' - R 3. C - T 4. D S - 5. E _ L If 2. F _ M 2, 3. G _ K 3, 4. H - - Z 4, 5. I th - 1, 3. J P - 2, 4- K C - - 3, 5. L H - 1, *. M W - - 2, 5. N B - - 1, 5. _ Y 1, 2, 3. P - - I 2, 3, 4. Q _ V 3, 4, 5. R : E _ 1, 2, 4. S - G _ 1, 3. 4. T - F _ 2, 4, 5. U O _ 1, 4, 5. V X _ 1, 2. 5. W _ _ sh _ _ _ I, 3, 5. X - U 1, 2, 3, 4. Y Q 1, 2, 3, 5. Z j 1, 2, 4, 5. th - A 1, 3, 4, 5. sh - - ch 2, 3, 4, 5. ch NOTE. The figures placed opposite each letter indicate the keys which are used in producing it. Thus : the fig- ures 1, 2, 3, opposite Y, indicate that that letter is made by striking keys Nos. 1, 2 and 3 at one time. CHAPTER III. LEARNING THE ALPHABET WORDSIGNS. LEARNING THE ALPHABET. The purpose of this chapter is to assist the pupil in learning the alphabet. Take one exercise at a time, commit the letters at its head to memory, and then write the words contained in it over and over again, in accordance with the spelling indicated, until the letters are thoroughly familiarized. Each exercise should be written and read at least fifteen times. The writing should be done with the utmost care. Caution. To know that the hands should be used alter- nately is not enough . The learner should watch and see that they are so used. Many persons who learn without a teacher fall into the habit, without knowing it, of com- mencing each word with the right hand or the left, or of striking the space-key always with one hand or the other. To avoid all these mistakes it is simply necessary to change hands with each stroke. 14 15 LEARNING THE ALPHABET. ALPHABET EXERCISE I. ALPHABET EXCERCISE II. _ D do L all = N in R are T to S us, as Dd did Dn done M me, am K come Z is, his Lt let Ls less - Dr dear " Lnd land _- Nd and Lrn learn Nt not Rn run Md made Mn men -~ Rnd round -- Mr Mr _-~ Trn turn Mt met Str stir _~ Mnd mind - Tnd tend Km came -_ Dnr dinner 1 - Kd could ~ Kr care ~- Dnt don't Kz cause -_ Ddnt didn't _Z~ Mzk music -"" Stt state - Dzr desire _ Sstr sister - Dzn dozen _ Snd send "- Mk make Ltl little ~ Ltr letter ~~ Dsk desk 16 ALPHABET EXERCISE III. - - TH. - P. v. Th the P up Lv live - - V of Tim then - Xrth north - - Thr there, their - - Sth south - - Tht that Pis place Tli.- this -- '_ Plz please ~~~~- Thus thus ~-~_ Pr.*n person ~-~ Thru them Pd paid Przn prison ~-~ Pr poor _ - Pt put _ Prsv perceive -~ Vet vest - -~ Sps space ~~ Vzt visit - = : Spz suppose -=__ Mv move 17 ALPHABET EXERCISE IV. H. \v. B. H W B Hd he we be had - _- Wth Wtr With water Hz has ~ Btwn between Hr Hm her, here him - = ~ Bkz because Hv have -~ Hrt heart Wd would ~ Nw now Wr were - Hw how wi- Wz will, well was ~- - Plw plow Bt but -~_ Wndr wonder Bn been Blv believe Btr better 18 ALPHABET EXEECISE V. A. E. I. It will be seen by the following exercise that vowels beginning words are written ; also when a word ends with a vowel sound, the vowel is written. - A a E ever y I I, eye ~~. It it Mi my ___ At at, ate Sa say An an ~ Da day _ ___ Art art _ Ma may ~_z~~ Arm arm = ___ Pra pray - Ask ask ~~ Els else _.; ~_ Eb ebb ~- Tre tree Entr enter --- Tri try -~ Set set, seat 19 ALPHABET EXERCISE VI, Y. F. 6. Y Why _ Gs guess F if - G go, ago - Fr for Ys Yes -_ -_ Hf half : - Yt yet ~~ Grt great _.___ Yr your, year _ Gd good Prty party, pret- ty ~_ Gn gone, again _ _ ~ ~Z Gt get Bynd beyond - Got got Mny man y- ' money 20 ALPHABET EXERCISE VII. O. u. - x. o TJ X on you expect Hu Tx who tax Or or I_ ~ Bx box No So no, so know - ~_ Xtnt extent Bio blow ~ Xtnd extend Utr utter - - Xprs express Thus Thg thus this Xpln explain Su sue Xprt eipert Nu new, knew Fu few ~~ _~ Xpt except 21 _ _ _ Sh, Ch. J. - - - Sh she Ch which ~ Kchn kitchen _ J large Shr sure Mrch march ~_Z Sho show zz -_ Ej edge - Shd should Jun June =-:/ Shi shall Ksh cash - Chrj charge Chk check - Jsts justice -- T""" Chr chair, cheer Chid child Jrj George Jj judge 22 WORDSIGNS. Each letter of the alphabet except C is used singly to represent some word of frequent occurence. A number of other common words are represented by abbreviations more or less arbitrary. These letters and abbreviations are called wordsigns. The first list contains the alphabet wordsigns, and should be as thoroughly learned as the alphabet itself. ALPHABET WORDSIGNS. A Be Do Ever-y If Go, ago He I, eye Large Come All Me, am In On Up Question Are As, us To You Of We Expect Why Is, bis The She Which "Those who find it difficult to make the letter | 1 can write ) - -j for the word question. 23 WORDSIGNS List 2. And nd Several sv Any ny Think thk About ab Thing thg After af Upon pn Away aw Very vr Answer ans What ht Before bf When hn Business bz Where rr Enough nf Yes Sir ysr From fm Best bs First fs Just js Into int Must ins More mo West ws Mr mr Herself hrsf Never nv Himself hsf Next nx Itself itsf No Sir nsr Myself msf Old ol Yourself usf Only onl Anything nyg Our ou Everything eg Out ot Nothing ng Over ov Something smg Other uth CHAPTER IV. METHOD OF SPELLLING. Importance. Spelling is not only one of the most important matters with which the student has to deal but it demands more of his time and thought than all other matters combined. The accuracy with which he will be able to do his work, when ready to put the Stenograph into practical use, will depend much upon the thorough- ness with which he has learned to spell. To be a poor speller indicates that the student has been in too great haste in learning, or that he has been careless or lazy. Pronunciation the Basis. The spelling employ- ed in the use of the Stenograph is based upon the pro- nunciation. Words are spelled as they are pronounced, except that the intermediate vowels are, as a rule, omit- ted. The mere pronunciation of a word would seem to be enough to enable one to spell it phonetically ; but, as the common spelling is so apt to mislead, the following ex- planations and examples are given: EXAMPLES. Says sez sz Half haf hf Have hav hv Some sum sm Give giv gv Would wood wd NOTE. Jn the second column the words are spelled as they are pronounced ; in the third as they are written on the Stenograph. 24 25 SOUNDS, HOW REPRESENTED. All the words of the English language are composed of about forty sounds. Most of these sounds are repre- sented by the single letters of the alphabet. Others, how- ever, are represented by two letters; as aw, ow, oi, ng,th, sh, ch. NOTE. The diphthongs, ow, oy, ew and long i, will be treated of as simple sounds. VOWELS. Long and Short Sounds. As a general thing; it is sufficient to use a single vowel to represent both its long and short sounds. Thus, fit and fight may both be spelled fit; and sin and sign, sin. But if, for any reason, it should be necessary to make a destinction between such words, final e may be added to indicate the long sound, or even the common spelling may be adopted. Long e should be indicated by doubling it. All. The sound aft, when not omitted, is generally represented by a. When this is lot sufficient the com- mon spelling should be adopted. Art Arm Calm 1 Balm Palm Psalm Aw, Au. The sound aw, aw, is represented as in the following examples. When this sound occurs at the be- ginning, or in the middle of words, it is generally safe to represent it by the use of the le:ter 0, as the short sound of o very closely resembles that of aw. should not be so used, however, at the end of words. 26 Law Saw Awful Author SPELLING Continued. Thought Authority Auction Ought Bought Sought Ow, Ou, Oy, Oi. These sounds, when not omitted, are generally represented as in the common spelling, except that o is frequently omitted from ow and oy. Sow "~ Boy How ~- ~- Annoy _ Allow ~~~ Joy Bow - - Destroy - Soil Point - Boil Adjoin Z_~ZZ Ew This sound is generally represented by u. True Sue New Crew Continue __--_ Knew ~ Blew ZZ -- Flew ZZ_I~ Subdue z_. 27 SPELLING-Contlnued. Oo This sound, when not omitted, is generally repre- sented by oo. Mood Food Foot Soot The words too and who are writen | - | and CONSONANTS. Til, Sli, Cli. Sounds represented in the common spelling by th, sh and ch, are represented in writing upon the Stenograph by the letters | | - - | and I I. This That With Shall Should Wish Check Such Much Ng. The sound represented by these letters in the common spelling, is represented in the same way upon the Stenograph. In writing frequent words, however, the n is often omitted. Young Doing _. Long Z " Being Strong -~ Going - -- 28 SPELLING Continued. . This sound is represented by the letter | - - Pleasure _~ ~ Leisure _ .Seizure _ _ Treasure _ ~ _ Occasion -~~ Measure -" - C, q and x are not needed in phonetic writing, as they represent the sounds of other letters. JT, however, is used in writing upon the Stenograph. C. Instead of c, write s, k, or sh, as pronounced. Case ~~- Space ~ Cause Price Card -~ ~~~ Twice Cigar -~ Centre ~ Strict -_ - Place - , Spacious '~-~- Precious ~-~_ 29 SPELLING Continued. Qu always represents the sounds of kw and should be so written. Quite Quick Quell Quantity Quality _ = - Quarrel Request - - Require -~~- Frequent Z always represent the sound of/. Alphabet Telegraph Paragraph Stenograph Phrase Philosophy Physician 30 SPELLING-Continued. "Wh.. The sounds represented by wh in the common spelling are pronounced as if spelled hw, as will be seen by slowly pronouncing the word when (hwen). The most frequent words containing this combination (which, when, what, and where) are provided with word signs. White While Whistle la, le, lo, Etc. Use y instead of these combinations in the following and similar words: Million Familiar Filial Failure Companion Brilliant Convenient 31 SPELLING Continued. Tion, Cian, Sion. This sylable should be written shn. Notion - Possession -_- - Nation ~-~ Position -_-~- Station - ~-~ Physician _ -~Z Situation Z~Z~_ Fashion ~1~~- Troublesome Consonants.*!? and z, } andgr, and t and <?, give students more trouble than all the other consonants. The following examples will show how they should be used. S and Z. Was " -I Seems Says _ Times Tells Comes ~~ S:lls _ Runs Stands -~ 32 Case Cause Course Cars Place Please SPELLING-Continued. Contrasts. Space Suppose Books Because T and D. Asked Shipped Skipped Stepped Splashed Laughed Established 33 SPELLING Continued. J and G. Gem Judge Gentile Strange German " Strong General Page _Z Z_ Gentlemen Gentle ~ = ~ NOTE. G is used only to represent its hard sound as in get, guess. The soft sound of g is the same as that of j and should be represented by the latter letter. Double Letters. Only one of double letters is gen- erally pronounced. Letter "_- Eubber - _ - Sell - Matter Tell Manner Pass _ _ Ribbon SPELLING Continued. Ture. The sylable ture is frequently pronounced as if spelled chur. It is written chr on the Stenograph. Nature Future Fixture Mixture Structure Silent Letters are omitted. Could Should Often Night Listen Would Half Walk CHAPTER V, MORE ABOUT VOWELS INTERMEDIATE VOWELS- WORDS LIABLE TO CLASH PROPER NAMES INITIALS ABBREVIATIONS COMPOUND WORDS. VOWELS. Explanation of Terms. Initial Vowels are those which begin words. Final Vowels are those which end words. Intermediate Vowels are those which occur in the body of words. As stated in the preceding chapter, words are spelled, in writing upon the Stenograph, as they are pronounced, except that intermediate vowels are generally omitted. This implies that initial smd final vowels are written. Writing Initial Vowels makes 'a distinction be- tween such words as part and apart, tend and attend, send and ascend, sick and ask . 35 Art -_ Apart _JI" Ask Appoint _ End Indeed . Enter Ended - EXCEPTION. Initial e, when followed by x, should be omitted. Expel Express Explain Expert Extend Extent Writing Final Vowels makes a distinction be- tween such words as part and. party, hand and handy, sir and sorry. Say __Z See _ May _--__ Tree __-~ Day , Flee ZZ ~ 37 SPELLING Continued. They tha Glee gle Stay sta No no Play pla So so Pray pra Slow slo Few fu Beau bo Sue su Show sho True tru Snow sno Flue flu Flow flo Knew nu Know no Final I. When the short sound of i ends words, It should be represented by y, as in the common spelling; but long i, when final, should be represented by i. Party prty Fly fli Ready rdy Cry kri Study stdy Spry spri City sty Sty sti Pity pty Nigh ni Happy hpy Sigh si XOTK. The fact that the insertion of all initial and final vowels is not essential to legibility has not been over- looked; but as so many of them are essential, it is believed to be better to insert them all rather than to be compelled every time a word of this class occurs to decide whether it should be used or not. An expert will make a letter in from one-tenth to one-eighth of a second. The least doubt as to whether a letter should be written or not will cause a loss of more time than this. INTERMEDIATE VOWELS. The general plan or rule for spelling adopted in tlie use of the Stenograph involves the writing of iuilial and final vowels and the omission of the intermediate vowels. But if an operator were to omit all of the inter- mediate vowels he would often be at a loss, when reading or copying his notes, to know which of tvvo or more words was intended. Hesitation and loss of time, and in many cases serious errors, would result. For this rea- son intermediate vowels should be written when necessa- ry to make distinction between similar words. No posititive rule can be given for the guidance of the student in this respect. He must to some extent rely upon his own judgment. The following suggestions will, however, be of assistance to him. 1. Small words need vocalization more than large ones. Comparatively few common words of two or moresylla- bles need vocalization. 2. Words of rare occurrence need vocalization more than frequent ones. 3. Words of the same parts of speech are apt to clash if written alike, while tcords of different parts of speech arr ;.-.<?. Hence, men and man (both nouns) should be written mw and man ; but men (noun) and mean (verb) may both be written mn. 4. In many instances the spelling of two or more words would be alike if all intermediate vowels were omitted. In such cases the most frequent word should be written without vowels, and the others should be vocalized. 39 Him Some Home Same ----- Ham - - Turn _-~ Tell Train = I_ Tale =_--- Party ~-~ Seen - Soon - Purity - Sane Sign H~~ Written _ Retain Iz_ NOTE. Sometimes it is difficult to tell which of two words does occur most frequently. In such cases the vowel may be used in either or both of them. Freely and fairly, nation and notion are illustrations. WORDS LIABLE TO CLASH. As stated on a preceding page, there are certain words which would be spelled alike if all intermediate vowels were omitted. In some cases the context will show which word was intended; in others, the vowel should be inserted in one or both the conflicting words. The follow- ing list contains the most frequent of these words. Their spelling should be thoroughly learned : 40 But bt Not nt Bought bot Night nit Command Emnd Note not Commend Km end Party prty Contains kntnz Purity purty Continues kntnuz Permanent prmnnt Prominent promnut For fr Proportion proprshn Fear fer Preparation prprshn Fire fir Find find Kan ran Found fnd Run rn Flow flo Some sm Follow folo Same sain Said sd Good gd Side sid God god Spirit sprt Gentle jntl Sport sport Gentile jntil Separate seprt Hold hold Support suprt Held hid Stepped stpt Him hm Stopped stopt Home horn This ths Life If Thus thus Laugh 1st These thz Less Is Those thoz Loss los Then thn Thau than Men inn Turn trn Man man Machine mchn Train trau Mission mishn Were wr Motion mshu Wore wor 41 The above list is not intended to be complete. Indeed it would be a difficult, if not impossible, to make a list which would contain all words liable to clash, as words which are usually entirely distint sometimes occur in such a peculiar or unusual way as to make the reading uncertain. The object to be kept in mind is to write- all words so that they can be read not only with ease but certainty. In order to do this, the student must use his mind as well as his fingers, and insert vowels wherever they seem to be necessary. If he is watchful, he Avill in time learn to feel instinctively whore this should be done. Both vowels should be inserted in the following and similar words: Below belo Furrow furo Bureau buro Fuel fuel Borrow boi-o Hurrah hura Boquct boka Ruin ruin Follow folo Shadow shado Fellow felo Thorough thuro PROPER NAMES. should be vocalized more fully than ordinary words, and the common spelling should be adopted whenever neces- sary to make the reading certain. FOREIGN AND TECHNICAL WORDS should also be quite fully written. INITIALS. The letters of the alphabet are used singly to represent words, (see Wordsigns) . If initials are written in the same way, mistakes are liable to occur. Thus G A STIN 42 ND KO might be read Gastin & Co., instead of G. A. Stein & Co. To avoid errors of this kind, the whole five keys should be struck once after each initial. Thus : A. B. Smith. -~ A. D. C. A: A. L. ,t N. j NOTE The initials C and Q may be written se and qn if preferred by those who find it difficult to make the com- binations representing those letters, | -| j - - 1 ABBREVIATIONS. The abbreviations in general use may also be employed upon the Stenograph. The period need not, however, be inserted after them. Mr Jan Va Mrs Feb Pa Gov Aug Mass (Mas) Co (ko) Sep Wis COMPOUND WORDS. Words compounded from wordsigns should generally be spelled as when written separately. Afternoon aftm Overthrow ovthro Afterward afwrd Outside otsd Everywhere Elsewhere err elsrr Outwit Outward otwt otwrd Whatever hte Wherever rre Overcame ovkm Whereby rrbi 43 EXCEPTIONS. The following words should be spelled as indicated: Inside insd Into int Indeed indd Overcome ovkm NOTE. It should be constantly borne in mind that all words must be so written that they can be read with ease and certainty. This applies to the formation of the letters as well as to the spelling. AN EXPLANATION. The author is well aware that the spelling of quite a large number of words might be somewhat shortened by the use of what are usually termed expedients; that is, using single letters to represent syllables of frequent oc- currence. At a superficial glance, the saving thus effected would seem to be large ; but the analysis of many selec- tions taken at random from books, speeches, lectures, letters and other sources, shows that it is really very small, averaging not more than one stroke in thirty-five. Add to this the facts that the use of these expedients causes some hesitation, that the tendency among short- hand writers of large experience is towards a fuller representation of words, that the most rapid operators use contractions very sparingly, that a fairly good operator makes a letter in one-sixth of a second and an expert in one-tenth, and the reader will see why the use of expedients has been rejected in the preparation of this Manual. CHAPTER VI. NUMBERS PUNCTUATION PARAGRAPHING CORRECTIONS. NUMBERS. Numbers are written by using letters to represent the figures, 1, 2, 3, etc., as follows: 1 2 3 4 Both before and after writing a number all the keys should be depressed with one hand or the other, thus ' 135 1884 45 In most cases it is safe to represent the ordinals with- out the addition of st, nd, rd and th. Thus : 24th 23rd Everything should be written carefully, but especial pains should be taken with .numbers. PUNCTUATION, PARAGRAPHING, ETC. Punctuation is an important matter. Two or more meanings can frequently be given to the same sentence by vary ing the points. All important pauses should be noted, but it is not necessary that a distinction should be made between commas, semicolons, etc., in all cases. It is gen- erally sufficient to use the period to indicate the full pauses, and a line of marks | 1 to indicate the minor pauses. To indicate that another paragraph should be com- menced, write the word "paragraph" (prgrf). Other directions, such as "skip one line," "leave space for one word," may be indicated by writing those words. 46 [] or () The student should, iu his practice, use all the punctu- ation marks until he becomes familiar with them, as some persons dictate not only the words they wish to have written, but also the punctuation marks, paragraphs, spacing, etc., and the operator should be able to note them without hesitation. CORRECTIONS AND INSERTIONS. When a word has been improperly written, it is gener- ally sufficient to strike the space-key once and write it over again. It is sometimes better, however, to indicate, by striking the whole five keys twice, |ZZZZZ| > that a mistake has been made, and then write the word or words correctly. If several words or a sentence have to be re- 47 written, the five keys should be depressed several times, Ij In all cases a space should be made by striking the space-key once after the striking of the five keys before commencing the next word. When, in dictating a letter or other matter, the person dictating wishes to change the form of expression, the same method is followed. For instance, if he should say "We are inclined to doubt take that out we are sur- prised to learn," etc., the operator should stop writing when he says ''take that out," strike the whole five ke\ s several times, and write the sentence or expression over as finally dictated ; or he may, if there is time, draw a single line with a pencil from the beginning to the end of the part to be stricken out. In case an insertion has to be made some distance back, the operator may write, "Insert after" [repeating the preceding words], and then write the words to be insert- ed. He may also, if he can readily find the place, make a mark with pencil at the point where the insertion is to be placed. CHAPTER VII. PHRASING -ADDITIONAL WORD SIGNS- Phrasing consists in writing certain words without making spaces between them, thus: Tb, to be; tg, to go; hvl, I will; uma, you may, etc. The words the, of. to, and, it, in, that, is, a, was, I, you, he, ice, my, your, his and her should usually be joined to other words. The, and, it, that, a, I and you may be joiued to either preceding or following words: thman thmst vth tth ndthn nclthr ofndon Now and then nwndthn It was itwz Was it wzit That is thtz Is that ztht The man The most Of tbe To the And then And there Off and on A man a man Could a kda Was there wzthr There was thrwz I will Iwl I think Ithk Can I kni Shall I shli You may uma You have uhv Could ybu kdu That you thtu Of, to, in and is should generally be joined only to fol- lowing words : Of the vth In this nths Of them vthm In that ntht To go tg Is he zh To try ttri Is that ztht 48 49 Phrases fortned by joining the with preceding words, as "to the," "of the," "in the," may generally be joined to following words : Of the time vthtm Of the case vthks Of the way vthwa To the time tthtm To the place tthpls In the matter nthmtr In the house nthhs To be there tbthr If there were fthrwr Phrasing should be confined chiefly to the joining of the preceding and following words: At, an, any; be, been, but, by; can, cannot, could, came; did, do, does, done', ever, every; for, from; he, his, him, have, had, has, how, her; is, in, into; just; know, known; me, my, may, Mr., more, much, most, men, man, make, made, many; not, no, now; on, or, one, out, our, other; put; so, sir, she, say, see, some, shall, same, such, since, should; this, they, then, than, take, time, there, these, those, think, tinny, them; very; we, will, who, with, were, what, ichen, where, ichich, would; yes, yet, year, your, yours. It will be no* iced that the above words are very com- mon, and that their spelling is very suggestive. GENERAL DIRECTIONS. Phrasing should be limited to the joining of certain common words to others. Only words which seem naturally to belong together, should be joined. Words like not, that, this, they, them, there, have, had, been, could, would, and should, the spelling of w r hich is very suggestive, may be freely joined. Words the representation of which is more arbitrary, as me, up, all, we, and others, should not generally be joined. Caution. Avoid phrasing too much. If phrasing be 50 limited to the use of the above words, the habit will soon be formed of joining them whenever they occur without hesitation. On the other hand, if phrasing be- attempted in a promiscous hap-ha/ard way. the student will often be in doubt whether to phrase certain words or not, a hesitating way of writing will result, and difficulty in reading will be experienced. ADDITIONAL WORDS1GNS- The wordsigus given on pages 22 and 23 should all be learned and used ; but if the student or operator should fail to employ all those contained in this list no fault will be found with him. Above bv Act ak Acts ax Accordingly Account akrd akt Advantage Against Agent Almost adj gns ajt Imst Already Also Irdy Iso Although Among Amount Itho mg aint Apt ap Been Being Change Circumstance Company Condition Consider Considered Considerable Consideration Contract Defendant Differ-ent-ce DiffiVult-y Dignity Democrat bg clij StllS ko dshn sdr sdrd sdr sdrshn kon dft df dfk dig dem 51 East es Object ob Either eth Objection obn End en Original orj Ends enz Opportunity op Especially esp Ourselves ousz Estimate Establish est estb Particular-ly par Evidence Exact-ly Examination evd xk xmn Part Plaintiff People P pit PP Popular pop Fact fk Population popn Facts fx Position pzsh Possible-bly psb General j Practice prk Gentleman jnt Practical prk Gentlemen juts Principle-pal prn Individual Information ind inshn Property Probable-bly Public prp prb pb Immediate-ly imd Publish pb Important-ce imp Publication pbn ilily V imprb Recollect-ion rek Impossiblfc-ly- \. Refer rf ity r 11 Reference rfs Regular reg Judgment jjm Remember rmm Language Ian Represent Representative rep repv Long )g Representation repn Manufacture Manufacturer mnfk muff Respect Republican Railroad rsp rep rrd Member mm Satisfy-ied sat Necessary nss Satisfactory sat Neglect neg Satisfaction sat Negligence neg Similar Special sim sp Number nmb Subject sb Notwithstanding ntwth System S3 52 Testify-inony test Themselves thmz Thyself thsf Under un Unless Until Unto Young Yourselves nls ntl unt gy yrs/ CHAPTER VIII. HOW TO PRACTICE. Learning to write well and accurately on the Steno- graph is accomplished chiefly by practice. This must, however, be done properly. The spelling must be such as to render correct reading possible and easy. The letters must be accurately formed, and the hands must be used properly. There may be such practice as will be detrimental rather than helpful to the student. The student should frequently refer to the rules, direct- ions for using the hands, etc., and be sure that he is following them all in his practice. He should be es- pecially careful to use the hands alternately. Regularity of practice is very important. No matter how bright or quick a student may be, if his practice is only occasional his progress will be slow. Some definite, regular time should be set apart for daily practice, if possible. Nothing is more important to the student than the formation of the habit of accuracy. A letter should never be made until the combination representing it is clearly in the mind. Greater speed will be attained by writing deliberately enough to be accurate than by hurrying along, continually making mistakes and losing time correcting them. If constant care be exercised in this respect, the student will, in a short time, be surprised to find how easy it is to write accurately. Notes thus taken will be &3 54 read with more ease aud certainty, and copied in less time and with less fatigue. Do not forget to accustom yourself to write without looking at Ihe instrument. The best practice is from the reading of others. Two or more persons who write about the same speed, can prac - tice together to good advantage, either by reading to one another or by employing a reader. Interest in the study wiL be more easily kept up in this manner, and each will have the benefit of the judgment of the other in regard to the proper spelling of difficult words, and as to what phrasing should be employed. To read well is fully as important as to write well. Therefore everything written should be read. This practice, in addition to increasing facility in reading, will lead to the discover}' and correction of mistakes made in writing. It is well also to read all the matter printed in Stenograph type that can be conveniently obtained. This latter practice will aid greatly in learning to spell correctly. Much time should also be spent in transcribing notes, which it is essential to be able to do quickly and accu- rately. To do actual work well, a stenographer must compre- hend what he writes. This will be more easily done if the student forms the habit of paying attention to the sense of what he writes while practicing. At first, practice should be from pleasant and easily written matter. Atter some speed is attained, the daily papers afford good matter for practice. CHAPTER IX. THE AMANUENSIS, HIS QUALIFICATIONS AND DUTIES. THE VERBATIM REPORTER, The first requisite of a good amanuensis is to be able to write in a legible manner at a speed of at least 100 words per minute, and to accurately and neatly transcribe the same. Ability to write a good hand or to operate a type- writing machine, is a necessity. Probably the great ma- jority of those \vho employ stenographic clerks, require them to use type-writing machines in the transcription of their notes. To do work neatly on these machines, the operator must be deliberate. The remarks on page 53, in regard to care and accuracy in the use of the Stenograph, apply with equal force to type-writing machines. Correct spelling and capitalization are imperative in the work of the amanuensis. A dictionary should be kept near at hand, and consulted when any doubt is felt as to the correct spelling of a word. If an opera'.or can not punctuate fairly, he should at once seek to become able to do so. This can be learned from books intended for the purpose, and by noticing the use of the various points in accurately written letters and other matter. Bearing the reason of the points and the sense of the matter in mind, will greatly assist him. 53 56 Beginners are cautioned against using too many punctua- tion marks, which is a greater fault than using too few. Letters and other documents must be written in proper form. Every amanuensis must be able to do this. If the employer prefers any particular form, that form should be followed. Paragraphing should be properly done. With every change in the topic a new paragraph should be com- menced.* Not enough stress is placed by beginners generally upon neatness in doing their work. Too much care can- not be bestowed upon this point. Facility in getting out work is important. This is acquired by experience. A beginner should not expect to be able to do as much work, nor receive as much compen- sation, as an experienced amanuensis, but he should do his best to equal him in accuracy and neatness. The person dictating, being frequently more occupied with the thoughts he is expressing than with the words he is using, is apt to make mistakes occasionally. Hence the amanuensis should be able to correct at least the more common errors in the use of language. It is difficult if not impossible for one to take notes and copy them accurately, if he does not comprehend the meaning of what he writes. As each business has a vocabulary peculiar to itself, when about to take a posi- tion it is well for the amanuensis to obtain the circulars, catalogues, etc., used by his contemplated employer, and familiarize himself with the terms used and the names of the goods handled. To be able to refer readily to preceding parts of matter *Spelling 1 capitalizing, punctuation, paragraphing, and kindred matters of importance to all who have much writing to do, arc lully treated of in How to Write Letters, by Westlake. 57 dictated is very desirable, as it is quite annpying to a busy man to be compelled to wait while his Stenographer hunts for some preceding word or sentence. Keeping the mind on the work in hand will be of great assistance in this respect. If the dictator stops before finishing a letter or other document, keep in mind the last sentence, or part of sentence, dictated, so that you can immediately inform him if he asks, What did I say? Care and close attention should be given to the work at which one is engaged. If a person is half way thinking of something else while taking notes, the matter dictated will not fix itself as firmly upon his mind as if he pays good attention, and the memory will not render him the same assistance in copying his notes, in case he takes them improperly. This chapter will be closed with the following extracts from a paper, read by Ivan W. Goodner, before the Inter- national Association of Shorthand writers at Toronto, Canada, August, 1883. 'It is the amanuensis' duty to take down in legible shorthand writing every word uttered by the dictator. If, on account of bad construction of sentences, changes become necessary, they should be made in the transcript, not in the notes. It is also his duty to transcribe his notes with dispatch, and in the neatest possible manner. "The amanuensis occupies a position of trust and re- sponsibility, and no professional or business man will wish to employ as amanuensis a person in whom he cannot repose perfect confidence. To this end the suc- cessful shorthand clerk must possess, first, a good moral character; second, the ability to guard as a most sacred trust all knowledge he may acquire of his employer's affairs. Without these qualifications he will fail of sue- 58 cess, even though capable of writing in shorthand the requisite number of words per minute, and rapidly and accurately transcribing the same. "The amanuensis should be willing at all times to make his employer's interest his own. It frequently happens that a very much larger mail is received on one day than on another, and at such times it is the amanuensis' duty to do all he can to facilitate the speedy dispatch of replies thereto. It may be necessary for him to hammer away on his type-writer far into the night, but if he receives extra compensation for night work, and he usually does, he ought not to grumble. "Many firms have branch houses or agents, with whom they correspond almost every day, and inasmuch as it be- comes very monotonous to repeat the full address, name of firm, street and number, city and state every time a letter is dictated, the wise amanuensis will prepare and keep close at hand a little book containing full addresses of all regular correspondents. Another book which should be found on the desk of every amanuensis through- out the land is the United States Postal Guide. "In concluding this portion of my paper, I would coun- sel the amanuensis to stick to his place, if he has a good one, for I believe that he will thereby not only secure the largest salary, but as a greater familiarity with the peculiar class of words used will render his work less difficult, he will enjoy an easy as well as lucrative situation." 59 THE VERBATIM REPORTER. The work of the verbatim reporter is much more difficult than that of the amanuensis. He musts therefore, possess not only the qualifications essential to the good amanuensis, but such additional ones as will enable him satisfactorily to perform the more difficult duties of his calling. He should be able to write at least 150 words per minute of average matter, and to "hang on," even though the speaker gets ten to twenty words ahead of him. Good natural abilities, a fair education, and a large stock of general information are indispensable to the reporter. The necessity of these will be appreciated when it is understood (1) that it is impossible to make a good report of anything the meaning of which the reporter does not comprehend, and (2) that the work of the general stenographer covers an almost limitless variety of topics. A series of Exercises is being prepared for* the use of Stenographic Students . The ttockford Type- Writer and Caligraph Stand. With patent SLIDING TOP, PIVOT SCREW, DETACHABLE LEGS, and ADJUSTABLE COPY-HOLDER. Without question the most complete and practical stand for all kinds of type-writing machines. Polished Black Walnut Top (U5 x 23 inches.) All other parts of metal, finished in black, nickel, and bronze. It is pronounced by all who try it as incomparably superior to any of the stands and cabinets heretofore used. A few minutes' trial will satisfy the most skeptical. It is portable as a chair, and easily taken apart for packing. Price $8.OO. Special discount to dealers in Type-Writer Supplies. Send for descriptive cir- cular. The Stand will be sent, express paid, to any point west of the Rocky Mountains where there is no agent. Send all orders to SAM'L L. CONDE, UNIVERSITY Of CAUFOWlU CKFOKD. AT LOS ANGELES THE ONLY UNIFORM SYSTEM OF SHORTHAND. PRICES: STENOGRAPH, WITH Leather CASE AND MANUAL, INST .UCTIONS EXTA. MOROCCO CASES, LINED WITH PLUSH, EXTRA, STENOGRAPH MANUAL, BY MAIL, CLOTH. .... RIBBONS (LASTING FROM a TO 4 MONTHS)) .... ROLLS OF PAPER ($1.00 PER DOZ.) EACH, TERMS. CASH IN ADVANCE. $4000 a. co .40 .*> .10 The Stenograph is practically noiseless. It is portable, "being carried in a cass resembling that used to contain a field-glass, as per cut, Tha paper roll contains as much as tha largest shorthand book, Tha inked ribbon, lasts from three tc four months in ordinary use, , 3* ibs. No pencils to sharpen or leaves to turn, UNIVERSITY OF CALIFORNIA LIBRARY Los Angeles This book is DUE on the last date stamped below. irin L9-25m-9,'47(A5618)444 UC SOUTHERN REGIONAL LIBRARY FACILITY A 000 564 837 3