., 
 
 
 mnti 
 
 
 


 
 
 
 
and Engraved 
 IJitman. 
 
" OCR living flocks of thoughts need no longer trudge it slowly 
 and wearily down the pen and along the paper, hindering each 
 other as they struggle through the strait gate of the old hand- 
 writing: our troops of feelings need no more crawl, as snails crawl, 
 to their station on the page ; regiment after regiment may now trot 
 briskly forward, to 11 paragraph after paragraph: and writing, 
 once a trouble, is now at breathing-ease. Our kind and loving 
 thoughts, warm and transparent, liquid as melted from the hot 
 heart, shall no longer grow opaque, and freeze with a tedious 
 dribbling from the pen; but the whole soul may now pour itself 
 forth in a sweet shower of words. Phonotypy and Phonography 
 will be of a use in the world not dreamt of, but by a few." The 
 Evangd of Love, p. 231, by HKNBY. SOTTON. 
 
PC 
 
 :. 
 
 PREFACE, 
 
 AN attempt is here made to exhibit the Phonographic system of 
 ISAAC PITMAN, in its own simplicity, philosophy, and beauty. 
 
 If, after an examination of this treatise, the student concludes that 
 the art is difficult of acquirement, or unworthy of his study, let him 
 attribute it to his inability to appreciate what is truthful and beauti- 
 ful, or to the author's failure in making it appear so. 
 
 The compiler of this work has had a lengthened experience in 
 teaching Phonography in Great Britain, and has been privileged to intro- 
 duce it into some of the leading Colleges and Schools of that country. 
 It has been his endeavor to embody the results of his experience in 
 the present work, in the hope of making the art of which it treats, as 
 widely known and practised as it deserves to be. 
 
 The ' Introduction " to this treatise is principally from the able pen of 
 ALEXANDER JOHN ELLIS, B. A., late of Trinity College, Cambridge. 
 
 This is not an unfitting place to express the obligations which every 
 admirer of alphabetic consistency is under, to one who has assisted in 
 the establishment and dissemination of the Phonetic Reform, with 
 a talent and noble generosity that have not been exceeded by any 
 other person living. 
 
 The excellent remarks on the advantages of Shorthand, are from 
 an improved edition of DR. BVROM'S system, by Mr. GAWTRESS. 
 They are here presented, not alone for their intrinsic worth, but as an 
 interesting memento of the fact, that this eloquent advocacy of the 
 use and advantages of Shorthand, first induced ISAAC PITMAN, 
 when a youth, to commence the study of the art, and from which re- 
 sulted the beautiful and complete system we now possess in 
 Phonography. 
 
 448480 
 
The illustrations introduced in the text of this work, are from 
 Phonographic types, prepared expressly for it, and are the first of the 
 kind produced in this country. They were cast by the Messrs. 
 WELLS, of this city, to whom the Phoiietic cause is much indebted. 
 These gentlemen have rendered valuable aid in the preparation of 
 types for Phonotypic printing, since its introduction into this country, 
 notwithstanding it has been attended with those sacrifices of time 
 and means which usually accompany the introduction, aud early 
 practice, of any new art. 
 
 The method adopted in the presentation of the system, of placing 
 the engraved exercises opposite to the typic page which contains their 
 explanations, and devoting each opening of the book to the details of 
 some specific principle, arc advantages which, we think, will be 
 appreciated by both teacher and student. 
 
 "Phonographic Institute, 
 
 Cincinnati, Ohio. 
 
INTRODUCTION, 
 
 ave here [in a scheme which Sir John Herschell had just given] 
 the fewest letters with which it is possible to write English. But, on the 
 other hand, with the addition of two or three more vowels, and as many 
 consonants, every known language might, probably, he effectually reduced 
 to writing, so as to preserve an exact correspondence between the writing 
 and pronunciation, which would be one of the most valuable acquisitions, 
 not only to philologists, but to mankind ; facilitating the intercourse 
 between nations, and laying the foundation of the first step towards a uni- 
 versal language, one of the great desiderata at which mankind ought to 
 aim by common consent." Sm JOHN HERSCHELL. Article " Sound," Ency- 
 clopaedia Metropolitana, par. 367. 
 
 ) : 3tS QDrigin. An easy and distinct mode of 
 communicating our thoughts and feelings to similarly constituted 
 beings, is one of the first and most pressing wants of social life. 
 Looks, signs, gestures, are not in all cases sufficiently expressive, and 
 it would be difficul* to imagine that two human beings, whose vocal 
 organs were unimpaired, should pass any considerable length of 
 time in each other's company without using articulate sounds as their 
 medium of communication. Indeed, we never find a family of 
 human beings without a common language. As long as intercourse 
 between family and family remains difficult, each family has its own 
 language. Facilitation of intercourse diminishes the number of dia- 
 lects; and now, that traveling is becoming so general, we may look 
 forward, with some degree of hope, to a time when "the whole earth" 
 shall again be "of one language and of one speech." But, however 
 great the facility of traveling may become, there will always exist a 
 necessity for a means of communication independent of personal 
 intercourse. To effect this, recourse must necessarily be had to 
 durable, visible signs. The day may be far distant, in which a uni- 
 versal language will be realized, but the means by which it will be 
 
INTRODUCTION. 
 
 expressed, when it has grown into existence, and which, if previously 
 prepared, may have great influence on its formation, may be already 
 developed. 
 
 3t0 Representation. The human organs of speech are the 
 same in all the world, their mode of action is the same, and, there- 
 fore, the sounds which they are capahle of producing are the same. 
 From these sounds, which, probably, do not exceed one hundred for 
 the expression of all the languages iu the world, each group of fami- 
 lies, called a nation, has adopted a comparatively small number to 
 express its own ideas. But the first persons who struck out the noble 
 idea of represeutiug the sounds of speech, were not acquainted with 
 any languages beyond their own; or, at most, beyond the group of 
 languages to which their own belonged; and they, consequently, 
 limited their signs to the expression of those elements only with 
 which they were acquainted. Their success was various; but, in one 
 of the oldest systems of writing arranged on this principle, the 
 Sanscrit, we have an example of the most perfect attempt at repre- 
 senting the elements of spoken sounds by visible signs, that has yet 
 been adopted by a whole nation, as the dress of their literature. 
 
 2Upl)abtS: f)eir ijistorj] The European languages, it 
 is well known, are closely related to the Sanscrit, and a very slight 
 modification of the Sanscrit characters would have fitted them for 
 the representation of the elements of European sounds. But it was 
 not to be. The Europeans, probably, left India before the invention 
 of writing ; and the idea of representing the elementary sounds of 
 speech by visible signs, seems to have been conveyed to them from a 
 totally different quarter. The languages known as the Semitic, 
 namely, the Hebrew, Syriac, and Arabic, contain sounds very dissim- 
 ilar to the European, with, of course, some similar or identical; and 
 the first imperfect attempt to represent these sounds in a kind of 
 skeleton character, was brought by commerce from Phoenicia to 
 Greece. The Greeks adopted the characters of the Phoenicians, and, 
 as their pronunciation of the Phoenician names, for the first two cha- 
 racters in the scheme, was alpha, beta, the term "alphabet" has 
 descended to modern times as the name of any collection of symbols 
 which, represent the elements of spoken sounds. That this alphabet 
 did not represent the Phoenician language with great accuracy, is 
 more than probable; but it certainly represented the Greek language 
 
INTRODUCTION. 
 
 much worse. The Greeks contented themselves with rounding the 
 forms of the letters, and adding one or two characters, chiefly con- 
 tractions, and thus left the alphahet to come down to posterity. But 
 the mischief of the original error still remains. The llomans 
 adopted the Greek characters, with a few unimportant variations; 
 notwithstanding which, it remained very inadequate to the representa- 
 tion of Latin; while the northern nations, who came down like 
 locusts upon the Roman empire, seized upon the Roman letters, among 
 the other spoils, and violently contorted them for the representation 
 of languages which differed most remarkably from the Latin, both 
 in the number and quality of the elementary sounds. Some few 
 (the Sclavonic, for example,) were happy enough to escape this second 
 Babel, and rejoice in a convenient alphabet of their own. But each 
 nation that did use the Roman alphabet, used it in its own fashion, 
 and the variety of fashions thus introduced, was, as may be supposed, 
 very great. 
 
 &t)C (KttgUsl) angitage Out of a mixture of Saxon, 
 Danish, French, Latin, and Greek elements, arose our own tongue, 
 harsh and uncouth at first, but gradually winning its way, and now 
 bidding fair, by its own inherent merits, by the richness of its litera- 
 ture, and by the extent of our commerce, to become, if not the uni- 
 versal language itself, its immediate progenitor. "The English 
 language," observes the eminent philologist, Prof. Grirmn, "possesses a 
 power of expression such as never, perhaps, was attained by any 
 human tongue. Its altogether intellectual tiud singularly happy 
 foundation and development, has arisen from a surprising alliance 
 between the two noblest languages of antiquity the German and 
 the Romanesque the relation of which to each other is well known 
 to be such that the former supplies the material foundation, the latter 
 the abstract notions. Yes, truly, the English language may, with 
 good reason, call itself a universal language, and seems chosen to 
 rule in future times, in a still greater degree, in all the corners of 
 the earth. lu richness, sound reason, and flexibility, no modern 
 tongue can be compared with it not even the German, which must 
 shake off many a weakness before it can enter the lists with the 
 English." 
 
 2te EMectioc Heprescntation. But into this language, 
 
 which grew up almost unawares, as a wild plant in a fertile soil, the 
 
10 INTRODUCTION. 
 
 mode of writing each word was, (with, of course, frequent variations,) 
 copied from the language from which the word itself was derived; 
 each of the primitive languages using the Roman alphabet after its 
 own fashion. Custom sanctioned the abuse, and at the present day, 
 we have a mode of spelling so far removed from any apparent 
 attempt to represent the sounds of speech, that we should scarcely 
 have guessed there had ever been any intention of doing so, had we 
 not known its history. The English language, although arrived at a 
 high pitch of refinement, is, in its dress, almost in the primitive 
 ideagraphic stage. Its words are symbols of ideas rather than of 
 sounds, and it is only after severe, long, and harassing practice, that 
 we can be Bure of associating the right sound with the right sign. 
 The present alphabet, considered as the groundwork of a system of 
 orthography in which the phonetic system prevails, is an entire fail- 
 ure. It is defective in means for representing several sounds, and 
 the symbols it employs are used in such various senses that the mind 
 of the reader becomes perplexed. Digraphs must be looked upon 
 as single letters, quite as much as the single letters themselves; for 
 they have not the value of a combination of letters, but of one letter. 
 Viewed in this light, the English alphabet will be found to consist, 
 not of twenty-six letters only, but of more than two hundred ! and 
 almost every one of these two hundred symbols varies its meaning at 
 times, so that after having learned one meaning for each of them, the 
 reader has not learned all their meanings ; and having learned all 
 their meanings, he has no means of knowing which one he is to 
 apply at any time. " We violate every principle of a sound alpha- 
 betical system more outrageously than any nation whatever. Our 
 characters do not correspond to our articulations, and our spelling of 
 words cannot be matched for irregularity and whimsical caprice."* 
 
 JJroposeb phonetic ^Representation. TO this disregard 
 
 of the principles of a true orthography, in the representation of 
 the English language, and the consequent difficulty of acquiring 
 a correct knowledge of its spelling and pronunciation, may be 
 referred the fact, that millions speak the English language who 
 are incapable of reading and writing it. It is, also, the cause 
 of a great waste of time in the attainment of the elements of 
 
 * Chamber fs Papers for the People. 
 
INTRODUCTION. 
 
 learning by the young. The realization of a reformed system of 
 orthography, by which these evils would be removed, many prac- 
 tical educators have considered as highly desirable, though it has 
 generally been thought to be unattainable. That which few had 
 courage even to hope for, has been given to the world through 
 the apparently unimportant circumstance of the publication, in 
 1837, of a new system of shorthand, based on an analysis of the 
 Euglish spoken language. Mr. Isaac Pitman, the author of this sys- 
 tem of Phonography, had, originally, no intention to disturb the 
 established orthography of the language, and, in the third edition of 
 his work, published in 1840. he observed, "it is, of course, Utopian, 
 to hope to change the printed medium of intercourse of the millions 
 who speak the English language; but, it is not extravagant, or hope- 
 less, to attempt to find a substitute for the complicated system of 
 writing, which we at present employ." In about a year after this 
 disclaimer was published, the success of phonetic shorthand writing 
 led many, who employed the system, to ask themselves the question, 
 why the principle of phonetic spelling, which was found so advanta- 
 geous in writing, should not be applied to printing. The blessings 
 that would follow the introduction of a natural system of spelling, 
 and the evils of the current orthography, began now to appear in 
 their true light; and, after many attempts to construct a phonetic 
 printing alphabet, with corresponding forms for longhand writing, 
 phonetic printing commenced in January, 1844, in the English Pho- 
 notypic Journal. We are encouraged to hope, from what has already 
 been effected, in the production and dissemination of books printed 
 phonetically, that, in the course of time, the current orthography will 
 give place to a system in which the phonetic idea will be uniformly 
 respected. It is true, that several attempts to construct, and bring 
 into use, a phonetic alphabet, had been previously made, by men 
 eminent in literature, or formidable by their abilities; but they were 
 characterized by extreme inattention to details, and society had not, 
 in any degree, been prepared for the change. The cause of ortho- 
 graphic reform is honored in having been pioneered by such men as 
 Sir John Cheke (1540), Bishop "Wilkius (1668), and Dr. Franklin 
 (1768). The fear, which is entertained by some, that the etymology 
 of words would be obscured by the introduction of phonetic spelling, 
 is groundless. The highest authority on this subject, Dr. Latham, 
 says, "all objections to change, [in spelling] on the matter of 
 
12 INTRODUCTION. 
 
 theoretical propriety, are as worthless as they ever could be thought to 
 be." The learned Chevalier Bunsen asserts, that '-'the theory of ety- 
 mology is inseparable from that of phonology." These opinions 
 deserve to be made as public as is the groundless objection that 
 phonetic spelling is destructive of etymology. 
 
 $!)[)0tt0grapl)g. But it is not the inconsistency of English 
 orthography alone, of which we have to complain. The characters 
 employed iu ordinary writing are too lengthy and complicated to 
 allow of their being written with expedition. A system of writing 
 is required, that shall bring the operations of the mind and of the 
 hand into close correspondence that shall relieve the penman from 
 the drudgery inseparable from the use of the present system, by 
 making writing as easy and as rapid as speech. In allusion to this 
 great want of the present age, it was remarked iu the Introduction to 
 the fifth edition of Phonography, 1842, "There has hitherto existed, 
 among all nations, the greatest disparity, in point of facility and dis- 
 patch, between speaking and writing; the former has always been, 
 comparatively rapid, easy, and delightful; the latter tedious, cum- 
 brous, and wearisome. It is most strange that we, who excel our 
 progenitors so far in science, literature, and commerce, should con- 
 tinue to use the mode of writing which they have handed down to us, 
 (with but very slight changes in the forms of the letters,) though, by 
 its complexity, it obliges the readiest hand to spend at least six hours 
 in writing, what can be spoken in one." Phonography supplies the 
 want we have shown to exist, by presenting a system of alphabetic 
 writing, capable of being written with the speed of the most rapid 
 distinct articulation, and of being read with the certainty and ease of 
 ordinary longhand. This property of legibility is not shared by any 
 of the common systems of shorthand writing, which, being based upon 
 the romauic alphabet, necessarily partake of its inconsistencies and defi- 
 ciencies. It is well known, that manuscripts written in accordance 
 with other systems of shorthand, after having been put by for 
 a short time, usually become undecipherable to the writer himself. 
 Phonography, which has now been for many years used by thousands 
 of people, as a medium for correspondence, composition, &c., is found 
 to be even more legible than longhand writing. 
 
 Its Reporting (Capabilities. By Phonography, as 
 
 adapted to Reporting, the most fluent speaker may be taken down, 
 
INTRODUCTION. 
 
 absolutely verbatim, and the reporter's notes, in the state in which 
 they were originally written, may be set up in type by any phono- 
 graphic compositor, who is acquainted with the reporting style ; or, 
 if the reporter reads over his notes, and inserts a few vowels, his 
 manuscript is then capable of being read, with the facility of ordinary 
 writing, by any one who has learned the system. Verbatim reports 
 of speeches have been set up by the compositors of the New York 
 Tribune, Type, of the Times, &c., and many English newspapers, 
 without being transcribed into longhand. Now, as on the old imper- 
 fect systems of shorthand, it is calculated that six hours are required 
 to transcribe for the press, what occupied one hour in delivery, it fol- 
 lows, from what has been said, that this new system of reporting, 
 while it is incomparably more accurate, has the additional advantage 
 of saving five hours out of every six at present devoted to preparing 
 the report for the press. 
 
 3ts Cegibilitn onb Completeness. The system of 
 
 shorthand writing here presented, is the result of innumerable steno- 
 graphic experiments, extending over a period of sixteen years. These 
 experiments were prosecuted for the purpose of ascertaining the best 
 adaptation of signs for the expression of the acknowledged sounds 
 of the language. In this ninth edition, several minor improvements 
 have been incorporated, after having been thoroughly tested in prac- 
 tice, for twelve mouths, by many phonographic reporters, and other 
 members of the Phonetic Society. The great practice which the sys- 
 tem has received, and is still receiving, from so many thousand per- 
 sons who are constantly using it, not merely for reporting, but for the 
 practical purposes of every- day life, such as writing letters, making 
 notes and extracts, keeping accounts, composition, &c., and the great 
 liberality with which they have communicated their suggestions, have 
 resulted in the production of a system far exceeding in completeness, 
 beauty, and utility, what the author could have pictured to himself 
 when he first published it in 1837 : and it is believed, that as no 
 other system of shorthand has had such great advantages, or is based 
 upon so just and philosophical a view of the elements of spoken 
 language, so in none other has the same degree of perfection been 
 attained, in none other can be found the same undeniable legibility, 
 in combination with the same adaptability to the most rapid 
 execution. 
 
THE ADVANTAGES OF SHORTHAND, 
 
 " SHORTHAND, on account of its great and general utility, merits a much 
 higher rank among the arts and sciences than is commonly allotted to it. 
 Its usefulness is not confined to any particular science or profession, hut is 
 universal ; it is, therefore, by no means unworthy the attention and study 
 of men of genius and erudition.'' Dr. Samuel Johnson. 
 
 SHORTHAND is capnble of imparting so many advantages to persons 
 in almost every situation of life, and is of such extensive utility to 
 society, that it is justly a matter of sin-prise, that it has not attracted 
 a greater share of attention, and heen more generally practised. 
 
 This art may be considered a National Blessing, and thousands 
 who look with the ntmost indifference upon it, are daily reaping the 
 fruits of its cultivation. It is scarcely necessary to mention how 
 indispensable it is in taking minutes of public proceedings. If all 
 the feelings of a patriot glow in our bosoms on a perusal of those elo- 
 quent speeches which are delivered in the Senate, or in those public 
 assemblies where the people are frequently convened to exercise the 
 privilege of citizens we owe it to shorthand. If new fervor he 
 added to our devotion, and an additional stimulus be imparted to our 
 exertions as Christians, by the eloquent appeals and encouraging 
 statements made at the auniversaries of our various religious socie- 
 ties we owe it to shorthand. If we have an opportunity, in inter- 
 esting judicial cases, of examining the evidence, and learning the 
 proceedings with as much certainty, and nearly as much minuteness, 
 as if we had been present ou the occasioti we owe it to shorthand. 
 In short, all those brilliant and spirit-stirring effusions which the cir- 
 cumstances of the present times combine to draw forth, and which 
 the press transmits to us with such astonishing celerity, warm from 
 
 15 
 
16 THE ADVANTAGES OF SHORTHAND. 
 
 the lips and instinct with the soul of the speaker, would have heen 
 entirely lost to posterity, and comparatively little known to ourselves, 
 had it not been for the facilities afforded to their preservation by 
 shorthand. Were the operations of those who are professionally 
 engaged in exercising this art, to be suspended but for a single week, 
 a blank would be left in the political and judicial history of our 
 country an impulse would be wanting to the public mind, and the 
 nation would be taught to feel and acknowledge the important pur- 
 poses it answers in the great business of life. 
 
 A practical acquaintance with this art is highly favorable to the 
 improvement of the mind, invigorating all its faculties, and drawing 
 forth all its resources. The close attention requisite in following the 
 voice of the speaker, induces habits of patience, perseverance, and 
 watchfulness, which will gradually extend themselves to other pur- 
 suits and avocations, and at length inure the writer to exercise them 
 on every occasion in life. When writing in public, it will also be 
 absolutely necessary to distinguish and adhere to the train of thought 
 which runs through the discourse, and to observe the modes of its 
 connection. This will naturally have a tendency to endue the mind 
 with quickness of apprehension, and will impart an habitual readi- 
 ness and distinctness of perception, as well as a methodical simplicity 
 of arrangement, which cannot fail to conduce greatly to mental supe- 
 riority. The judgment will be strengthened, and the taste refined ; 
 and the practitioner will, by degrees, become habituated to seize the 
 original and leading parts of a discourse or harangue, and to reject 
 whatever is common-place, trivial, or uninteresting. 
 
 The memory is also improved by the practice of stenography. The 
 obligation the writer is under to retain in his mind the last sentence 
 of the speaker, at the same time that he is carefully attending to the 
 following one, must be highly beneficial to that faculty, which, more 
 than any other, owes its improvement to exercise. And so much are 
 the powers of retention strengthened and expanded by this exertion, 
 that a practical stenographer will frequently recollect more without 
 writing, than a person unacquainted with the art could copy in the 
 time by the use of the common-hand. 
 
 It has been justly observed, "this science draws out all the powers 
 of the mind ; it excites invention, improves the ingenuity, matures 
 the judgment, and endows the retentive faculty with the superior 
 advantages of precision, vigilance, and perseverance." 
 
THE ADVANTAGES OF SHORTHAND. 17 
 
 The facility it affords to the acquisition of learning ought to render 
 it an indispensable branch in the education of youth. To be enabled 
 to treasure up for future study the substance of lectures, sermons, 
 &c., is an accomplishment attended with so many evident advantages 
 that it stands in no need of recommendation. Nor is it a matter of 
 Email importance, that by this art the youthful student is famished 
 with an easy means of making a number of valuable extracts in the 
 moments of leisure, and of thus laying up a stock of knowledge for 
 his future occasions. The pursuit of this art materially contributes 
 to improve the student in the principles of grammar and composition. 
 "While tracing the various forms of expression by which the same senti- 
 ment can be conveyed ; and while endeavoring to represent, by 
 modes of contraction, the dependence of one word upon another, he 
 is insensibly initiated in the science of universal language, and 
 particularly in the knowledge of his native tongue. 
 
 The rapidity with which it enables a person to commit his own 
 thoughts to the safety of manuscript, also renders it an object pecu- 
 liarly worthy of regard. By this means many ideas which daily 
 strike us, and which are lost before we can record them in the usual 
 way, may be snatched from destruction, and preserved till mature 
 deliberation can ripen and perfect them. 
 
 In addition to these great advantages, Science and Religion are 
 indebted to this inestimable art for the preservation of many valuable 
 lectures and sermons, which would otherwise have been irrecoverably 
 lost. Among the latter may be instanced those of "Whitfield, whose 
 astonishing powers could even extort admiration from a Chesterfield, 
 and a Hume, but whose name would have floated down the stream 
 of time, had not shorthand rescued a portion of his labors from 
 oblivion. With so many vouchers for the truth of the remark, we 
 can have no hesitation in stating it as our opinion, that since the 
 invention of printing, no cause has contributed more to the diffusion 
 of knowledge, and the progress of refinement, we might also add, to 
 the triumphs of liberty and the interests of religion, than the revival 
 and improvement of this long-neglected art. 
 
 Such arc the blessings which shorthand, like a generous benefactor, 
 bestows indiscriminately on the world at large. But it has additional 
 and peculiar favors in store for those who are KO far convinced of its 
 utility as personally to engage in its pursuit. The advantages result- 
 ing from the exercise of this art, are not, as is the case with many 
 
18 THE ADVANTAGES OF SHORTHAND. 
 
 others, confined to a particular class of society ; for though it may 
 seem more immediately calculated for those whose business it is to 
 record the eloquence of public men, and the proceedings of popular 
 assemblies ; yet it offers its assistance to persons of every rank and 
 station in life to the man of business as well as the man of sci- 
 ence for the purpose of private convenience as well as of general 
 information. 
 
EXPLANATION OF TERMS, 
 
 PHONETICS, (from (paw, pJione, voice.) the things relating to the 
 voice : the science* which treats of the different sounds of the 
 human voice, and their modifications. The style of spelling in 
 accordance with this science is denominated PHONETIC ; the other 
 style, such as is used in this book, being called HOMANIC, because it 
 is formed from an alphabet derived from the one employed by the 
 Romans. Other terms derived from the same root, are: 
 
 PHOXOG'RAPHY, (from phone, voice, and ypx<$>* y yrapUe, writing.) 
 the art of representing spoken sounds by written signs; also, the 
 style of writing in accordance with this art. 
 
 PHOXOT'YPY, (ttomptmt, voice, and <rvro;, tupos, type.) the art of 
 representing sounds by printed characters or types; also, the style 
 of printing in accordance with this art. 
 
 PHO'NOGRAPH, a written letter, or mark, indicating a certain sound, 
 or modification of sound; as e, \ j>. 
 
 PHO'NOTYPE, a printed letter, or sign, indicative of a particular 
 sound, or modification of sound; as U, n, (em, in few}: P, p. 
 
 LOG'OGRAM, (from xojcc, logos, word, and yfjip.^^ gramma, letter,) 
 a word-letter, or word-sign; a phonograph, that, for the sake of bre- 
 vity, represents a word; as 1 1, which represents it. 
 
 GRAM'MALOGUE, a letter-word, or sign-word; a word represented 
 by a logogram; as it, represented by 1 1. 
 
 * "A science consists of general principles that are to be known ; an art, 
 of practical rules for something that is to be done." ARCHBISHOP WHATELEY. 
 
 We speak of the art of Phonography, and of the science of Phonetics on 
 which it is based. 
 
THE ALPHABET OF NATURE, 
 
 1. PHONOGRAPHY is based upon an analysis of the English spoken 
 language. The vowels and articulations are arranged according to 
 their natural sequence, and not in the old alphabetic style. The con- 
 sonants are grouped in the following natural divisions : 
 
 EXPLODENTS, 
 
 CONTINUANTS, 
 
 LIQUIDS, 
 
 NASALS, 
 
 COALESCENTS, 
 
 ASPIRATE. 
 
 2. The arrangement of the sounds in each group is in accordance 
 with the order of the organs by which the sounds are produced; 
 those being taken first which are produced by the most external 
 organs, the lips. 
 
 3. The following are the consonants of the English language, 
 arranged according to their general and minor divisions. 
 
 
 
 1 
 
 3 
 
 ~f a 
 |l 
 
 II 
 
 | 
 d 
 
 EXPLODENTS 
 
 f Whispered 
 
 p 
 
 t 
 
 cb. 
 
 k 
 
 
 (Vocal 
 
 b 
 
 d 
 
 j 
 
 g 
 
 CONTINUANTS 
 
 f Whispered 
 
 f 
 
 th, s 
 
 sb. 
 
 
 
 (Vocal 
 
 V 
 
 t&,z 
 
 zh 
 
 
 LIQUIDS 
 
 Vocal 
 
 
 1 
 
 r 
 
 
 NASALS Vocal m n ng 
 
 COALESCENTS Vocal w y 
 
 ASPIRATE Whispered 
 
 20 
 
THE ALPHABET OF NATURE. 21 
 
 4. Scarcely more than one half of the consonants are essentially 
 radical sounds; p being merely the whispered utterance of b, as 6 
 is the vocalized utterance of p. The consonant b differs from p, d 
 from t, z from s, &c., in the employment of a vocal apparatus which 
 is not brought into action in the utterance of the whispered consonant. 
 The difference between the vocal and whispered consonants is pre- 
 cisely the same as that between e, or any other vowel, when it is 
 whispered and when it is spoken in the usual manner. 
 
 5. Advantage is taken of the natural affinity existing between the 
 whispered and vocal consonants, by representing the thin, or whisp- 
 ered articulation of each pair by a thin or light sign, and the thick- 
 ened, or vocalized articulation by a thicker sign. Similar sounds are 
 thus indicated by similar signs, and the mind perceives, and the hand 
 feels the consistency of making a thin stroke for a light sound, and a 
 thicker stroke for a deeper sound. 
 
 6. The Explodeuts, or abrupts, as they are sometimes termed, being 
 stiff, unyielding sounds, are appropriately indicated by unyielding 
 right lines; thus, 
 
 \\ || // = 
 
 P B, T D, CH J, K O. 
 
 7. The Continuants, a more flowing and yielding class of sounds, 
 are represented by curved and flowing lines. The quadrants formed 
 from two circles, (see page 29,) give eight positions, sufficiently dis- 
 tinct to be used without any fear of confusion; and as they may be 
 made light or heavy, we are accommodated with signs for the 
 continuants; thus, 
 
 VA (( )) JJ 
 
 T V, TH th, 8 Z, SH ZH. 
 
 The positions of these signs exactly correspond with those given to 
 corresponding sounds in the explodents. 
 
 8. The Liquids I and r, having no whispered sounds in the English 
 language, are represented by light segments; and, as from their 
 liquid quality they readily unite with other consonants, they are 
 appropriately represented by the two curved characters, which, placed 
 together, form an arch; thus, 
 
22 THE ALPHABET OF NATURE. 
 
 9. The Nasals m and n are represented by the two remaining light 
 curves; and being of very frequent occurrence, are conveniently 
 represented by the horizontal signs appropriated to them. The nasal 
 tiff is written by the heavy form of n ; thus, 
 
 10. The CoalcBcents ?c and /, are sounds that have a medial cha- 
 racter between vowels and consonants; they are, in fact, COD sonants 
 made from vowels; w being a modification of oo, and y a modifica- 
 tion of e. They are never used in English except when preceding 
 vowels, with which they closely coalesce. They are provided with 
 consonantal forms; thus, 
 
 It has also been found expedient to represent these sounds in connec- 
 tion with the succeeding vowel, by a single sign. (See pag? 78.) 
 
 11. The Aspirate h, which is merely a breathing on the vowel 
 which it precedes, is expressed by a consonantal form; thus, / H. 
 This breathing is also represented by a small dot, which, when placed 
 before a vowel, indicates that it is to be aspirated. (See page 40.) 
 
 DIRECTIONS FOR PRACTICE. 
 
 12. THE art of Phonography may be easily acquired. Experience 
 has shown that two hours' dally practice in read Ing and writing, con- 
 tinued for about a mouth, is generally sufficient to gain a perfect 
 acquaintance with its principles, and the ability to write it with the 
 speed of longhand. The same practice continued for six months, 
 will enable the student to report a moderate speaker verbatim. 
 
 13. The student should first obtain a knowledge of the sounds of 
 the Phonographic Alphabet, by pronouncing them aloud ; and then 
 learn the signs by which these sounds are represented. This is most 
 effectually done by writing each character several times, and pro- 
 nouncing its name aloud at the same time. 
 
 14. The Phonographic Exercises contained in this work are to be 
 read, and afterwards copied into a book made of ruled paper. The 
 pupil is not to read through the whole work before he commences 
 writing, but to read one lesson, and then write out every shorthand 
 
DIRECTIONS FOR PRACTICE. 23 
 
 letter or word in it, filling a line of Lis copybook with each charac- 
 ter or word, till he arrives at page 49. 
 
 15. Phonography should at all times be written on ruled paper. 
 Either a steel or gold peii, or a pencil may be used. A pencil is 
 recommended for initiatory practice, and when exercises are written 
 in class; but for more advanced practice, for ordinary writing and 
 reporting, a pen is to be preferred. As, however, the reporter is 
 sometimes so situated that he cannot use a pen, he should accustom 
 himself, at times, to report with a pencil. 
 
 16. Phonography is best written with the pen or pencil held 
 between the first and second fingers, keeping it in place by a slight 
 pressure of the thumb. The elbow should be kept out, as for draw- 
 ing, or in that position in which a vertical line is most easily struck. 
 Were phonographic strokes inclined in a uniform direction, as is the 
 case in the common longhand, it would be better to hold the pen or 
 pencil in the usual manner, that is, between the thumb and first 
 finger; but as the most frequently recurring lines in Phonography 
 are struck in a vertical or horizontal direction, or slope down toward 
 the right, the pen or pencil should be held as is here suggested. In 
 this position there is a much freer action of the muscles of the hand, 
 and less liability of fatiguing the thumb and fingers when a lengthy 
 report has to be taken. 
 
 17. The student is particularly cautioned against attempting to 
 write with rapidity at the outset. The foundation of a good style 
 of writing can only be laid, by carefully drawing the Phonographic 
 characters with mathematical precision, at the commencement of his 
 practice. When the hand has become accustomed to trace the forms 
 with correctness and elegance, the student will find little or no diffi- 
 culty in writing them quickly ; but if he allows his anxiety to write 
 fast, overcome his resolution to write well, he will not only delay his 
 attainment of real swiftness, but will always have to lament the 
 slovenliness and consequent illegibility of his writing. 
 
TABLE OF CONSONANTS,. 
 
 Letter. Phonograph. Examples of ill power. Name. 
 
 
 P 
 
 \ 
 
 rojje jjost 
 
 pe 
 
 
 B 
 
 \ 
 
 roie ^oast 
 
 be 
 
 
 T 
 
 
 fa^e ^eem 
 
 te 
 
 43 
 
 
 
 
 
 
 D 
 
 
 fade deem 
 
 de 
 
 S 
 * 
 
 CH 
 
 X 
 
 etch che&t 
 
 chay 
 
 
 J 
 
 / 
 
 edge je&i 
 
 jay 
 
 
 K 
 
 
 
 lock cane 
 
 kay 
 
 
 G 
 
 ~~~ 
 
 log g&va. 
 
 gay 
 
 
 F 
 
 c 
 
 Ba/e /ear 
 
 ef 
 
 
 V 
 
 V 
 
 sawe feer 
 
 ve 
 
 . 
 
 TH 
 
 ( 
 
 vie&tA Migh 
 
 ith 
 
 1 
 
 TH 
 
 ( 
 
 wrea^Ae My 
 
 the 
 
 s * 
 
 
 > 
 
 
 
 ** 
 * 
 
 S 
 
 ) 
 
 buss se&l 
 
 ess 
 
 
 z 
 
 \ 
 
 buzz zeal 
 
 ze 
 
 
 SH 
 
 J 
 
 vicious sure 
 
 ish 
 
 
 ZH 
 
 J 
 
 vision ./our (f r) 
 
 zhe 
 
 4 ( L 
 
 I 1 R 
 
 c 
 
 fa# fall 
 for roar 
 
 tl 
 ar 
 
 .3 
 
 M 
 
 ^^ 
 
 seem wet 
 
 em 
 
 1 
 
 N 
 
 ^s 
 
 seen net 
 
 en 
 
 ^ 
 
 
 
 
 
 
 NG 
 
 ' 
 
 sinff * 
 
 ing 
 
 1 
 
 W 
 
 ^ 
 
 tc&y * 
 
 way 
 
 1 
 
 Y 
 
 r 
 
 yea * 
 
 yea 
 
 
 H 
 
 ' 
 
 j&and * 
 
 hay 
 
 24 
 
CONSONANTS, 
 
 18. IT will be seen, from an examination of the Table of Conso- 
 nants, on the opposite page, that every right-line and curve employed 
 in Phonography, is written in the direction of one of the lines in the 
 following diagram: 
 
 The lines in the first and third directions being inclined exactly mid- 
 way between a vertical and horizontal line. 
 
 Upright and sloping letters are written from top to bottom; thus, 
 
 \P, | t, ( th, V/, J*h, "V. 
 
 Horizontal letters are written from left to right; thus, 
 
 19. The letter f~ I, when standing alone, is written upward. The 
 aspirate / h, is invariably written upward. 
 
 20. When a consonant stands alone it should rest upon the line. 
 
 21. The Phonographic characters should not, at first, be written 
 smaller than they are in these pages, that is, about one-sixth of an 
 inch in length. This size is found to be best adapted for the learner, 
 in order to ensure accuracy and neatness in the writing. When he 
 can write with ease, the size may advantageously be reduced to one- 
 eighth of an inch. Particular attention should be paid to the forms 
 of the curved thick letters; if they are made heavy throughout, they 
 present a clumsy appearance; they should be thickened in the middle 
 only, and taper off toward each extremity. 
 
 25 
 
26 CONSONANTS. 
 
 CONSONANTS. 
 
 22. It has been urged by some who have not practised Phonogra- 
 phy, that the heavy signs present an obstacle to rapid writing and 
 reporting. It is, however, found that after a few weeks' practice in 
 writing, the thickeaed strokes are made without any perceptible 
 effort; they are traced by the pen or pencil with as mnch facility as 
 their corresponding heavy sounds are produced by the organs of 
 speech. The affinity between the sounds that are thus similarly rep- 
 resented, is so close, that if, at any time, the difference in the thick- 
 ness of the lines is not distinctly made, it will not affecl the legibility 
 of the writing to the practised Phonographer. 
 
 23. It will greatly facilitate the student's acquirement of the Pho- 
 nographic art, if he accustoms himself to read, each day, the exercises 
 written on the preceding one. They should be read and re-read, 
 until they can be. deciphered without hesitation. This is an import- 
 ant rule, and cannot be neglected without retarding the progress of 
 the student. 
 
 Page 27, and all the short-hand exercises that follow, must be care- 
 fully written out by the pupil into his copy-book ; the name of each 
 letter being pronounced aloud as it is written. 
 
 24. The pupil should not content himself with writing each letter, 
 combination, or illustrative word once only. Half a line, or a whole 
 line of his copy-book should be filled with each illustration. It is 
 orly by repetition that the student can hope to become fami/iar with 
 the signs, and unless this is attained it is impossible that he can be- 
 come a flnent writer. "With this object in view, when reading the 
 Phonographic exercises, or when reading his own writing, the student 
 should make it a practice to trace each character as it is read. If a 
 pencil point were used it would necessarily deface the page, to avoid 
 this the student is recommended to sharpen his pencil at the opposite 
 or wooden end, which point he should accustom himself to use to trace 
 every character as it is read . 
 
 The names of the consonants will be found on page 24. The stu- 
 dent is recommended to adopt the names there given, especially for 
 th, sh, zh, ng, &c. in preference to following the nsnal practice of 
 calling them tee-aitch, ess-ditch, en-gee, fyc. 
 
EXERCISE ON THE CONSONANTS. 
 
 27 
 
 EXERCISE ON THE CONSONANTS. 
 P,B \\ \\ \\ \\ \\ \\ 
 
 T ' D I I I I I I I I I I 
 
 ^r p _ _ ... _. _ _. f 
 
 F, V 
 TH, TH. 
 
 S,Z 
 SH, ZH 
 
 ^ rrrrrrrr 
 
 N 
 
 Y rrrrrrrr 
 
 H //////// 
 
28 COMBINATIONS OF CONSONANTS. 
 
 COMBINATIONS OF CONSONANTS. 
 
 25. All the consonants in a word should be written without taking 
 off the pen, the second letter commencing where the first ends, the 
 third beiug continued from the end of the second, &c. See 
 page 29. 
 
 26. Single consonants, combinations of horizontal letters, and 
 combinations with only one descending letter, rest upon the line. 
 See lines 1, 2, 3, on the opposite page. When two descending letters 
 are joined, the first should be made down to the line, and the second 
 below. See line 4. 
 
 27. The letter ( I, when standing alone, is written upward; 
 when joined to another consonant it may be written upward or 
 downward. See lines 6 and 7, on the opposite page. Ilnles for 
 determining when the upward and downward / should be used, 
 will be given in their proper places. 
 
 28. The letter .X sk, when standing alone, is written downward; 
 when joined to another consonant it is sometimes convenient to strike 
 it in the upward, and, at other times, in the downward direction. See 
 line 8. 
 
 29. When two straight consonants, of the same kind, follow each 
 other, such as pp, kk, they are made by a continuous line double the 
 length of a single consonant. 
 
 30. There should always be an angle between /and n, v and n, 
 and all similar combinations. In tracing the consonants slowly, 
 learners will generally make an angle between p and n, 6 and n, th 
 and n, and similar combinations, but the advanced writer should 
 strike these letters without an angle. 
 
 31. The appearance of a page of Phonographic writing is greatly 
 improved, if, instead of making all the characters of a uniform length, 
 the upright strokes are made as much shorter than the sloping ones 
 as to bring them within the same parallel lines; the top of the 
 upright characters should reach, no higher from the base line than the 
 top of the sloping ones. 
 
f 1 B 
 
 3) 
 
 29 
 
 of ^0'onsonaui s 
 
 3 ^ V A 
 
 4 ^ ^ k 
 
 5 ri K r\ 
 
 ^y^ W 
 
 h 
 
 or 
 
() !je cir cle 
 
 r e_ L- 
 
 -r 
 
 u"D~ward 
 
 c c 
 
 x-i/ 
 
 11 Joined K. 
 
ADDITIONAL CHARACTERS FOR 3 AND Z. 31 
 
 ADDITIONAL CHARACTERS FOR S AND Z. 
 
 32. On account of the frequent recurrence of the sounds s and z, 
 these letters are furnished with an additional character, one particu- 
 larly convenient for joining; thus, o * o z. "When these circles are 
 joined to straight letters, they are written on the right hand side ; 
 thus, 
 
 s, I Is, / chs, o ks, \ sp, I st, 
 
 sk. 
 
 33. When joiued to curved letters, they invariably follow the 
 direction of the curve; thus, 
 
 / "\ P ^ ^\ Q 
 
 \ /?, / i/lS. | SS* J SitSl \ S] ( Si/I* ] S$* J SS/lt 
 
 \&J ' (^ o/ ' ox v^'V ) -^ 
 
 <^ (5 W.?, << x Sill; ^ ^ IIS, Q / *W; v P H^*, ^^^ JTZ^. 
 
 ;\ wj, ^\ *-; f. t/s, f si/; .? Iis, elc. 
 d b ' y c: 
 
 34. When the circle occurs between two consonants, it is written 
 in the shortest direction. See lines 4 to 6. 
 
 ADDITIONAL CHARACTER FOR R. 
 
 35. In addition to the alphabetic form for r ~~\ this letter is, for 
 convenience and speed in writing, represented by an up stroke; 
 thus, / r. It is invariably written upward. See line 7 
 to 11. 
 
 36. When r is required to be written alone, or joined to the circle-J 
 only, either the alphabetic form may be used, thus, 
 
 or the upward r may be employed, in which case it is written at an 
 inclination of 30 degrees from a horizontal line; thus, 
 
 X^ r > x^ rs > o^ sr > 
 
 37. Ch, when standing alone, is inclined at an angle of 60 degrees 
 from a horizontal line; thus, / ch. The distinction between ch 
 and r, when joined to other letters, is shown by the direction of the 
 stroke. See lines 11 and 12. 
 
VOWELS, 
 
 38. The alphabet of a language professedly contains a letter for 
 every distinct sound heard in speaking the language. The Roman 
 alphabet, at present in use, does not, as has been shown, provide a suf- 
 ficient number of letters to represent the consonantal sounds. It is 
 still more deficient in representing the vowel sounds of the language. 
 The a, e, i, o, u scale is, therefore, abandoned in the Phonographic 
 system, and one more complete adopted in its place. 
 
 39. There are six simple long vowels in the English language, 
 which are naturally arranged in the following order. 
 
 LONG VOWELS. 
 
 1 I, .1 A, I AH, AW, - O, 00. 
 
 as in eat, ape, alms, all, oak, ooze. 
 
 40. The vowels are represented by a dot or dash, placed at the 
 beginning, middle, or end of the consonant. The first three, e, a, 
 and ah, are indicated by a dot; the last three, aw, o, and oo, by a short 
 stroke or dash, written at a right angle with the consonant. 
 
 41. The vowel signs are here placed to an upright stroke (the let- 
 ter f) to indicate their respective positions, namely, at the beginning, 
 middle, or end of the stroke consonant. 
 
 42. Vowels placed at the commencement of a consonant, e and aw, 
 for example, are called first-place vowels; vowels written in the 
 center, are called second-place vowels; and those written at the end, 
 are called third-place vowels. 
 
 43. When a vowel is placed on the right-hand side of an upright 
 or sloping letter, or below a horizontal one, it is read after the conso- 
 nant. See page 33, lines 3 to 4. "When a vowel is placed on the 
 left-hand side of an upright or sloping letter, or above a horizontal 
 one, it is read before the consonant. See page 33, lines 5 to 7. 
 
 44. The rule for placing and reading the vowels, is, that their posi- 
 tion is reckoned from the commencement of the letter, whether it be 
 written upward or downward. The letter /^ /, for instance, being 
 written upward, the vowels are reckoned from the bottom. 
 
 32 
 
Ho weir -toTlcv. iiiu 1 > ;;rts. 
 
 a a"h 
 
 Y 
 
 owels preceding' 
 
 h.mpl< 
 
 ; 
 
 10 C ( (- 
 
 ) ! 
 
me 
 
 i m 
 
 i 
 ord/. 
 
 EL El 
 
 T T X % <" :f r 
 
 10 -(j 
 
 11 
 
 f 
 
OX WRITING PHOTOGRAPHICALLY. 35 
 
 ON WRITING PHONOGRAPHICALLY. 
 
 45. In consequence of the deficiencies of the English alphabet, and 
 the unphonetic character of our orthography, the spelling of a word 
 can seldom be taken as a guide to its pronunciation. To write any 
 given word, therefore, phouographically, the student must first ascer- 
 tain the sounds of which it is made up. He should then write the 
 letters which represent the sounds that compose the word. In cases 
 of doubt, the pronunciation of careful speakers should be noted, or 
 reference made to a pronouncing dictionary. A few months' prac- 
 tice of Phonography has often improved the student's pronunciation 
 more than years of previous reading and study. 
 
 46. The consonants of a word, whether one or more, should be 
 written without lifting the pen; the vowels should be inserted 
 afterwards. 
 
 47. Letters that are struck upward, as I /'"" r/ and / h t are 
 vocalized upward. See page 34, lines 6 and 7. 
 
 48. When the letter r is the only consonant in a word, or is pre- 
 ceded or followed by s, the upstroke is used if a vowel follows the 
 r, and the downsiroke if the vowel precedes. See lines 7 and 8. 
 
 49. S at the commencement of a word is always read first. See 
 lines 9 and 10. In these and similar words, the vowel is placed and 
 read to the stroke -consonant, and not to the circle-*, to which no 
 vowel can be placed or read. The learner should particularly ob- 
 serve that the circle-* is read before all vowels at the commencement 
 of a word, and after all vowels at the end. 
 
 50. The circle s or z may be made double-sized for ss, (sez or zez 
 in sound) as in piece, pieces, &c. See line 11. Where strict accu- 
 racy is required, the circle should be thickened for the sound of g, as 
 in cause, causes. 
 
 51. When a word begins with a vowel followed by s or z, and in 
 any other case when it is required to place a vowel to * or z, the 
 stroke form is used. See line 12. 
 
36 SHORT VOWELS. 
 
 SHORT VOWELS. 
 
 52. la addition to the six long vowels already explained, there are sir 
 short vowels in the English language, as heard in the following words, 
 
 pit, pet, pat, not, nut, foot. 
 The position of the vocal organs in producing these sounds, is very 
 nearly the same as that required for the utterance of the long vowels 
 in the words 
 
 peat, pate, jpalm, nought, note, food; 
 the chief difference being, that the former are more rapidly pro- 
 nounced. The short vowels are represented by dots and strokes 
 written in the same position as for the loug ones, but made lighter, to 
 indicate their brief character. 
 
 as in it, et, at, on, p, foot. 
 
 53. These short vowels are more easily and correctly pronounced 
 in connection with some consonant. Instead, therefore, of calling 
 them short ee, short a, &c., they should be named it, et, at, at, ut, oot; 
 by so doing their true powers are heard. 
 
 54. The vowel points and strokes, both for long and short vowels, 
 must be written at a little distance from the consonants to which they 
 are placed. If allowed to touch, it would occasion mistakes. 
 
 In writing words containing short vowels, the student will, unless 
 he is instructed to the contrary, be likely to write words according to 
 their spelling, and not according to their sound; the latter course 
 only is correct. 
 
 The student should be able to recognize that the vowel in ft, sit, 
 is a very different one from that vnfight, sight; the vowel in the lat- 
 ter words is a diphthong; (See Par. 58.) the former words contain 
 the first short vowel, and are written with the first light dot. Met, 
 bet, differ from meet, beet; the former would be written with the 
 second light f dot, the latter with the first heavy dot. 3Iat, pal, ;irc 
 not to be written with the same vowel as mate, pate; the former 
 would require the third light dot, and the latter the second heavy one. 
 
 Not, rot, differ from note, rote; the former require the first li;, r lit 
 dash, and the latter the middle heavy one. etc. (See Writing Exer- 
 cises No. 7.) 
 
>rds conlainmcr Xlhorl vowels". 
 
 it et at ot at cot 
 
 
 L_ 
 
 e N/- 
 
 
 L_ 
 
 cc LJ 
 
 V" 
 
vJ n -the positions of -tlje fowels. 
 
 not 
 
 .not 
 
 \r 
 
 <\ XX X" 
 
 (A ~n ~=\ 
 
 \ \ 
 
 not 
 
 not 
 
 not 
 
 71 Ot 
 
 4 
 
 riot 
 
 not 
 
RULES FOR PLACING THE VOWELS. 39 
 
 RULES FOR PLACING THE VOWELS. 
 
 55. In -writing and reading Phonographic -words, the order of the 
 letters, whether consonants or vowels, is the same as in ordinary long- 
 hand or printing; that is, they are written and read from left to right, 
 and from top to bottom. Phonographic students often experience 
 considerable difficulty in determining where to place the vowels; but 
 nothing can be more simple if it be borne in mind 
 
 1st. That a vowel on the left hand side of an upright, or sloping 
 letter, as \ p, t, / ch, V f, &c., is read before; when on 
 the right hand side, it is read after the consonant. 
 
 2nd. When a vowel is placed above a horizontal letter, such as 
 
 k, ^ ~" m, ^ s u, it is read before; when below, it is read 
 
 after. 
 
 3rd. The vowels are uniformly reckoned from the commencement 
 of the letter, whether it be written downward like I t, \ p, &c., 
 or upward, like /^~ 1, / /' r. 
 
 4th. But when a vowel occurs between two consonants, as it is 
 capable of being written either after the first or before the second, 
 the following rules have been determined upon; the observance of 
 which will avoid amhiguity, and ensure uniformity of practice among 
 Phonosraphers. 
 
 (a) FIRST PLACE VOWELS are written after the first consonant. 
 See page 38, lines 1 and 2. 
 
 (b) SECOND PLACE VOWELS are written after the first consonant 
 when they are long, and before the second when they are short; the 
 length of a second-place vowel is thus determined by its position, if 
 it should not be indicated by its size. See lines 3 to 6. 
 
 (c) THIRD PLACE VOWELS are written before the second conso- 
 nant. See lines 7 to 9. 
 
 56. When the circle-,? occurs between two consonants, the rule for 
 the position of second place vowels as in tusk, desk, musk, &c., 
 does not of course apply. See line 10. 
 
 57. Occasionally, in the writing of words of more than one syl- 
 lable, greater clearness will result from the non-observance of the 
 rules relating to the first and third-place vowels. See line 11. 
 
40 DIPHTHONGS. 
 
 DIPHTHONGS. 
 
 58. The double vowels heard in the words ice, aye, oil, owl, are 
 represented by small angular marks; thus, 
 
 I, ice, AI, ,, aye, 01, oil, ow, owl. 
 " I Al 
 
 They occupy but two positions, namely, at the beginning and end of 
 the consonant. 
 
 59. The shorthand signs for these diphthongs, as well as the double 
 and treble letters of the w and y series, arc always written in the 
 same direction ; that is, they do not accommodate themselves to the po- 
 sition of the consonant to which they may be written, as do the dashes 
 for the simple vowels au, o, oo. See page 41, lines 1 to 6. 
 
 DOUBLE LETTERS OF THE W AND Y SERIES. 
 
 60. The letters w and y are unlike auy other consonants; they are, 
 in fact, modifications of the vowels oo and e; w being a modification 
 of oo, and y of <?, as may be heard in pronouncing 
 
 we, wa, wah, wau, wo, woo; ye. ya, yah, van, yo, yoo. 
 
 61. W and y are represented in connection with the simple vow- 
 els, by single signs of a vowel character. The w compounds are in- 
 dicated by a small curve, thus c for we, wa, wah; and thus 3 for 
 wau, wo, woo; and the y compounds by a curve written thus w imye, 
 ya, yah; and thus for yan. yo, yoo. The phonograph is used alike 
 tor you, the commencing sounds in youth, nmi, etc., and for the diph- 
 thong in new, tune. See Table of Vowels, page 78. 
 
 62. By prefixing w to the diphthongs i, oi, and ow, the treble 
 sounds wi, woi, and wow are heard. They are represented by small 
 right angles, thus, 
 
 wi, I wine, woi, 
 
 quoit, wow, wound, (did wind.) 
 
 THE ASPIRATE OR BREATHING H. 
 
 63. The aspirate, which is used only when preceding a vowel, is 
 expressed by a small dot prefixed to the vowel. See page 41, line 11. 
 The stroke is generally used when it is initial and followed by s, 
 also when r and some other consonant follow. See line 12. The 
 pronoun he is expressed thus, " he. 
 

 
 
 V 
 
 -) .( 
 
 a n I i o mp oicnd s . 
 
4-2 
 
 1 
 
 'oiible lgloiion.ai 
 
 v, v, ^ 
 
 V 
 
 NT 
 
 \~ i- .1. 
 
 
 1' 
 U-> 
 
 i; 
 
 V <). D v 
 
 1 
 
 U 
 
DOUBLE CONSONANTS. 
 
 43 
 
 DOUBLE CONSONANTS. 
 
 64. In a large number of words in the English language, the 
 liquids / and r combine with other consonants and form a kind of 
 consonantal diphthong; as iu 
 
 play, clay, blow, pray, fray, throw. 
 
 L and r in these words are so closely united with the initial conso- 
 nant, and the sounds glide so imperceptibly iuto each other, that they 
 seem to be pronounced with almost as little effort as single consonants. 
 
 65. The natural way of expressing these combinations in writing, 
 would undoubtedly be, by some marked and uniform modification of 
 the simple letters. It is effected thus, 
 
 T TL TR etc. 
 
 66. It must not be supposed that in these compound sigus the stem is 
 the t, and the hook itself the I or r. The form must be taken as an 
 indivisible sign representing ir; and the same remark applies to all 
 the other letters of this series, 
 
 67. The left hand hook has been selected for thepr <! \ and the 
 right hand tor pi \ etc., and not the contrary, because the combi- 
 nations pr, (r, &c., occur five times as of tea as pi, tl, &c. ; and ^ 
 
 &c., are the best sigus for the writer, both when occurring singly, 
 and when joined to other letters. 
 
 68. SM ^ and zhl^ are written upward, and never stand alone. 
 
 B \ BL \ BR *\ 
 
 D | DL f DR 1 
 
 JS /) ? 
 
 / JL / JR / 
 
 * \ 
 
 T 
 CH / 
 K 
 
 F V. 
 
 TH ( 
 
 PL \ 
 TL 
 GEL/" 9 
 KL e 
 
 THL ( 
 SHL^ 
 
 PR >^ 
 
 TR 
 CHR ,? 
 
 KR <= 
 FR \ 
 THR J 
 SHR J) 
 
 TH 
 
 THL ( THR J 
 
 ZHL 
 
 NR <^_ 
 
44 DOUBLE CONSONANTS. 
 
 DOUBLE CONSONANTS. 
 
 69. To assist the pupil in remembering these hooks, it may be ob- 
 served, that it' the right-hand be held up, with the first finger bent, 
 the outline of tr will be seen; and by turning the hand round in the 
 various positions assumed by the letters^?, t, ch, k, all the double con- 
 sonants of thepr series will be formed. If the /eft-hand be held up 
 in a similar manner, the double lettei tl will be seen; and by turn- 
 ing the hand round to the various positions, all the double conso- 
 nants of the pi series will be produced. See page 45. 
 
 70. The pi and pr series of consonants are used to indicate both 
 their initial and final effect; as in 
 
 jpray as well as in taper; 
 tree " " eater; 
 
 dry " " wider; 
 
 fl'J " " rifle. 
 
 71. When speaking of these double consonants, as, for iustauce, in 
 a Phonographic class, it will be found convenient to pronounce them 
 with monosyllabic names; thus, *\ pr should not be called pe, ar, 
 bnt per, as at the end of taper; | tr, as at the end of eater; \ pi, 
 as at the end of sample; tl, as at the end of turtle, etc. A dis- 
 tinction is thus made, between p, I, pronounced as two letters and pi 
 pronounced as one. The former would indicate X/' the latter ^ 
 
 72. The double consonants , v MP, ^ - MR. ^ ^ NR, are 
 
 termed irregular, as they do not accord with the principle observed iu 
 the formation of the other double consonants. For examples of their 
 use, see lines 9, 10, 11, on the opposite page. When g - mr follows 
 t, d, or the downward r, the hook is only partially formed. See stam- 
 mer, trimmer, former, farmer, in line 10. 
 
 73. In the formation of the curved double conso:iaiits,y>, tfir, etc., 
 there is an apparent disorder necessitated by the nature of the charac- 
 ters; when properly viewed, however, they are in strict analogy with 
 the straight consonants. If the character \ pi be cut out in a piece 
 of paper or card, and then turned over, \ pr is produced; in the 
 same way, y^ fl, if cut in card and reversed gives ^^ fr. If the 
 curved letters were hooked on the side opposite to the curve, useless 
 and therefore inadmissible forms would be the result. 
 
4-5 
 
 r'\ r\ 
 
 'CDouble Qoiisonarits. 
 
 rtt \ 
 
 Ti, 
 
 P 
 
 L L. 
 
 \ 
 
 Cl 
 
 < 
 
 X 
 
 L i, : 
 
CD vD 
 
 a q- 
 
 sti? I 
 
 5JP \ ^ 
 
 slcp o - . ' 
 
 t>- - 
 
 
 V- 
 
 U 
 
 1 1 S 
 
 3 -r -r i K x ^- 
 
 1- vi "f- 
 
CONSONANTS. 47 
 
 THE SPR SERIES OF CONSONANTS. 
 
 74. From the pr series of double consonants, a treble series is 
 formed by making the hook into a circle; thus, 
 
 \ spr, I sir, ^ schr, a sJcr, 1 sdr, etc. 
 
 See Examples on the opposite page, lines 1 and 2. 
 
 75. These treble consonants are used only at the beginning of a 
 word, unless they follow a straight letter iii the same direction. See 
 lineS. 
 
 76. Spr, sfr, etc., will not be mistaken for sp, st, etc., because in 
 the latter case the circle-,? is always written on the right-hand side; 
 
 \ sp, I si, / sch, o sk, etc. 
 
 77. When the circle-*, and the hook of a double jetter occur in 
 the middle of a word, they are written in full. See line 4. 
 
 78. In a few words, when one of the I or r hooked letters follows 
 the circle-*, the hook cannot be perfectly formed. See line 5. 
 These cannot, however, be mistaken for any other words. After 
 t, and d, the circle may be turned to the right to produce kr, 
 yr. See line G. 
 
 79. In deciphering the words in lines 7 and 8, page 46, the s is 
 read first, (in accordance with the rule expressed in paragraph 49,) 
 then the vowel, and afterwards the double consonant. 
 
 S is joined to a consonant of the j)l series, beginning a word, 
 as in line 8. 
 
 THE INITIAL W HOOK. 
 
 80. A hook at the commencement of I, the upward r, m, and n, 
 expresses w; thus, 
 
 WL /" WR ^ WM & -N WN <; 
 
 81. This scries of double letters differs from the pi and pr series, 
 with respect to the principle explained in paragraph 65, for in the 
 w-hook letters, the whole form ^ s <5 ^ etc., is not to be under- 
 stood as representing wm, wn, etc., in ihe complex; but the hook is w, 
 and the stem m, n, etc.; and vowels may be placed either before or 
 after the I, r, m, n. See page 46, lines 9 and 10. 
 
 The whispered w, as in when, whim, etc., is marked by thick- 
 ening the hook. In ordinary writing, this is unnecessary. 
 
48 THE FINAL N HOOK. 
 
 THE FINAL N HOOK. 
 
 82. A large number of words in the English language terminate 
 with n. This letter is briefly expressed by the addition of a final 
 hook on the left-hand side of a straight letter, and following in the 
 direction of the curve; thus, (See page 49, lines 1 to 4.) 
 
 \ pn t 1 tn s ^/ chn, 
 
 N> J 
 
 \ *' J "' </ JH ' 
 
 \ fn, ( (An, ) sn, 
 
 Va-/ ' \i J 
 
 = *. 
 
 J shn. 
 ^.J shn. 
 
 . v. mn. N. y nn, ,\ wn. f yn. 
 
 v 
 
 83. or 2 is added to the straight lines by making the hook into a 
 circle; thus, 
 
 \ pns, J ins, ^/ chns, o Jens, / rns. 
 
 84. After curved letters * or z is written inside the hook. Sec 
 line 6. 
 
 85. The circle ns is written twice its usual she to form nses, 
 usually the plural; as, tetise, tenses; expense, expenses, etc. See 
 line 7. 
 
 86. When the s or 2 circle is joined to a straight letter without the 
 final w-hook. it is written on the right-hand side; thus, 
 
 \ ps, I ts, / chs, o ks. 
 
 THE FINAL TION HOOK. 
 
 87. The frequent termination tion, when following a straight let- 
 ter, is expressed by a final hook on the right-hand side; thus, 
 
 \ pshn, I tshn, / chshn, = kshn, /* rshn (upwards); 
 
 ^v bshn, I dslm, / jshn, a gshn. See line 9. 
 
 88. " Tion" after a curved letter is expressed by a large hook. 
 
 89. These hooks may be thickened for sion, in occasion, derision, 
 vision, etc.; but this is unnecessary iu ordinary writing. See line 12. 
 
 90. The n and tion hooks may be used in the middle of a word, 
 when convenient. See line 12. 
 
I* j rial Af hook . 
 
 L L j 
 
 T 1 1- 
 
 d JA U 
 
 vo 
 
 / v^. 
 
 r . J' d- J. d. <=-* -o 
 
 \\A ienihe vowel is=Final-ihe s-lro"ke 
 
 use.. 
 
 l Iron. Koo'lc 
 
 i; t -N. 
 
 10 
 
 
 12 
 
sentences. 
 
 G 
 
 - 
 
 i , 
 
 ~-/ o) 
 
 i 
 
 ( 
 
 r \ 
 
 )--r c. i 
 
 )- X I- 
 
 x ( / 
 
 S \ 
 
 1 
 
 IS 
 
 14 
 
 r V ~\ 
 S^ 
 
 f , r 
 i 
 
GRAMMALOGUES, 
 
 91. The most frequently naming words in tie language, as the, 
 and, that, etc., are represented, in Phonography, by single characters; 
 not arbitrarily chosen, but always a part of the word, and generally 
 suggestive of its accented syllable. These words are of such frequent 
 occurrence that twenty -five of them constitute one fourth of ordinary 
 speech and composition, and one hundred amount to almost one half. 
 To write such words in full would be unnecessarily tedious, nor 
 would they be more legible thus written, than when expressed, each, 
 by a simple and distinct character. Words thus abbreviated are 
 called Grammaloyues , or sign-words, and the shorthand letters that 
 represent them are called Logograms, or word-signs. 
 
 92. lu the subsequent tables of grammalogues, a word is occasionally 
 printed with a hyphen; thus, yive-n; or, with a double letter; thus, 
 importan\ t ; to intimate that the corresponding logograms represent 
 both give and given, important and importance. The context will 
 always show which of the two words is intended. 
 
 93. The grammalogues is, as, may be aspirated thus, ' his, o has. 
 
 94. S may be added to a logogram to mark the plural number of a 
 noun, or the third person singular of a verb in the present tense; as 
 v ' thing, * P things, come, o comes. 
 
 95. The following grammalogues, being some of the most frequently 
 recurring in the language, are employed in the exercise on the oppo- 
 site page, to show their application and use. 
 
 .a | it the* 
 
 . and ^ of * \ was 
 
 o as \^ for f well 
 
 \ be ( that * <; ' when * 
 
 do ) there // which 
 
 \^ have ( think f will 
 
 o is * \ to you 
 Words marked thus " * " are written above the line. 
 
52 VOWKL GRAMMAI.OGUES. 
 
 VOWEL GRAMMALOGUES. 
 
 96. The stroke vowels an, o, oo, are used as logograms in each of 
 these directions, \ i / , both on and above the line. On 
 and should am written upward. 
 
 N 
 
 
 \ 
 
 X 
 
 
 
 \ 
 
 
 i 
 
 X 
 
 all 
 
 tvro 
 
 already 
 
 oh ought 
 
 who 
 
 \ 
 
 
 I 
 
 X 
 
 
 
 \ 
 
 
 1 
 
 X 
 
 of 
 
 to 
 
 or 
 
 but on 
 
 should 
 
 
 
 
 
 V U 
 
 
 
 
 
 . 
 
 A 
 
 L 
 
 the a and, an I ho\r why while 
 
 97. The vowel logograms are written in two positions, on and 
 above the line. Words represented by first-place vowels, such as 
 the, s all, ^ of, etc., are written above the line; those con- 
 taining second and third-place vowels, such as i but, \ oh, \ to, 
 
 x who, etc., are written on the line. Second-place vowels are 
 brought down to the line, because three positions, without a stroke 
 consonant could not be easily distinguished. 
 
 The above grammalogues, and those that follow in subsequent 
 tables, should be thoroughly committed to memory by repeatedly 
 copying them. 
 
 PREFIX COM AND CON; AFFIX ING. 
 
 98. A light dot at the commencement of a word is used to express 
 the common prefix com, aud con, as in complain, contain, etc. 
 
 99. The termination ing is expressed by a dot at the end of a 
 word. See Exercises on the opposite page. It is sometimes more 
 convenient, especially when following the circle s, to use the alpha- 
 betic form N / for wy. The dot ing is usedchiefly for the participle. 
 Bring, fling, king, etc., are written with the alphabetic form - ' 
 
 The termination ings may be indicated by a larger dot, or the alpha- 
 betic form v 9 ings. See also page 94. 
 
1 C 
 
 S'3 
 
 s V. 
 
 \ 
 
 C 
 
 \ 
 
 r x 
 
 \ 
 
54- 
 
 r ' .* 
 
 r 
 
 f x er cis e . 
 
 r\ -) 
 
 11 I 
 
 - -r \>. .1 / / N **-s 
 
 4 V l Yt /'~f > . <>\ c 
 
 >- U * f \ L_ .X 
 
 O V f- , ~ ) S\ 
 
 V V. -o --J i x . J . 
 
 3 > " ( c ' v r* >x ^ 
 
 X v \ /<! s C 
 
 I 
 
 X^ C ^ ^ ' ) /- 
 
 I 
 
 xT~ c ^ . ^ I I ^\ 
 
 ( v ' <Z ^'' ^- ' o I t> ' 
 
 v 
 
W AND Y GRAMMAI.OGUES. 55 
 
 JFAND F GRAMMALOGUES. 
 
 < c > 
 
 c ^ 
 
 we with were what would 
 
 w 
 
 vy n 
 
 ye yet beyond you 
 
 ^\ way ^~ your 
 
 ^well </ where 
 
 100. When two words are placed to one sign, as wA<?, one, in the 
 
 above table, it signifies that <: -- represents when, if written above 
 
 the line, and one, when it rests upon the line. 
 
 THE STROKE W AND Y. 
 
 101. The consonantal signs for "N 10 and f y, should be em- 
 ployed in preference to the small vowel marks, in words that con- 
 tain no other consonant; except in the common words we 
 
 ye you < The stroke w should also be employed in words 
 where it is preceded by a vowel, as in away, awake; also, in words 
 where w is preceded or followed by s or s; as in sway, ways, wise; 
 and whenever these full-sized characters are necessary for distinct 
 vocalization. See Exercise on the opposite page. 
 
 102. The stroke w may be aspirated, as required in whiz, whistle, 
 etc., by prefixing a small tick ; thus, < x The vowel marks for 
 w and y are aspirated in the same manner as the simple vowels, 
 namely, by prefixing a small dot. 
 
come 
 
 56 SINGLE CONSONANT GRAMMALOGUES. 
 
 SINGLE CONSONANT GRAMMALOGUES. 
 
 \np I it X which 
 
 \ e \ / 
 
 \be | do /advantage 
 
 V^ for ( thiuk ) so J shall 
 
 \^ have ( them ) was ^ usual-ly 
 
 will f ~^ are 
 
 ^ _ N ( me, my ( in C thing 
 
 ( him ^""^ { no s x { language 
 
 way "^ /"" your. 
 
 ON THE POSITIONS OF WORDS. 
 
 103. It will be observed from the above table, that all horizontal 
 characters represent words in two positions, on and above the line. 
 The position which the word occupies is determined by its primary 
 vowel. 
 
 104. This difference of position should be extended to all words 
 that do not fill the whole depth of the line of writing. Words con- 
 taining first-place vowels should be written above the line, and 
 words containing second and third-place vowels rest upon the line. 
 The word meek, which contains a first-place vowel, should be written 
 above the line, and make, containing a second-place vowel, should 
 rest upon the line. By observing this rule of position, a large num- 
 ber of words may be written and read by the practised Phonogra- 
 pher, without the insertion of a single vowel. 
 
 105. There are two instances in which the rule must not be 
 applied. Any should be written ABOVE the line, although its ac- 
 cented vowel is No. 2, in order that when the vowels are omitted, it 
 may not be mistaken for no, a word of opposite meaning, and repre- 
 sented by n ON the line. Men, should be written above the line, and 
 man on the line, that when left unvocalizcd the position may deter- 
 mine the word; thus, ' ^ men, ^ ^ man. 
 
|te> zeroise. 
 
 .57 
 
 \ 
 
 V_ ' 
 
 
 r \ 
 
 r 
 
 \ 
 
 r 
 
 x 
 
 / . y 
 
11 L- 
 
 i* i 4 IY Inc BPrii \ : iple 
 
 ' b dft 
 
 15 J- 
 
 r ^ 
 <: c, 
 > r 
 
 i 1 ' " 
 
 'r .c 
 
 ^ r. 
 
 1 v 
 
 Nr 
 
 >i- : 
 
THE HALVING PRINCIPLE. 59 
 
 THE HALVING PRINCIPLE. 
 
 10G. A method of representing the past tenses of verbs, as well as 
 the frequent recurrence of t and d, in other cases, has been provided 
 by the author of the Phonographic system, which is as useful as it is 
 beautiful. 
 
 107. By halving any of the single, double, or treble consonants, 
 t or d is added, according as the consonant is light or heavy; t being 
 added when the consonant is light, aud d when it is heavy. See 
 page 58. 
 
 108. W "\ f >', < ' fiy, and /* N mp, are not halved. 
 
 109. A vowel before a half-sized consonant is read before both let- 
 ters. See line 3. A vowel after a half-sized consonant is read next 
 to the primary letter, whether singles double, or treble, but before the 
 added t or d. See lines 5 aud 6. 
 
 110. Lt f~ should be written upward, and Id f~ in the down- 
 ward direction, and vocalized from the point whence they are com- 
 menced. See lines 7 aud 8. Tld is written thus, f 
 
 111. D is added to both light and heavy letters, to form the past 
 tense of verbs. See lines 9 to 11. 
 
 112. The w hook, the n hook, and the tion hook letters represent, 
 when halved, the addition of both t and d; thus, 
 
 is wit and iclcl; ^ icrt, wrd; <r^ wmt, wmd; *-s tent, wnd. 
 /-^ is mnt, or mnd, f Int. Ind, _o k tioned, etc. See line 12. 
 
 113. "When it is required to express au added d at the end of a 
 half length letter ending with an n or tion hook, the hook may be 
 thickened. See line 13; this, however, is seldom necessary. 
 
 114. The advanced Phonographer may, with little or no sacrifice 
 of legibility, use a half-sized letter to represent either an added t or 
 d. See line 14. 
 
 115. A full-sized and half-sized consonant, or two half-sized con- 
 sonants, must not be joined except they form an angle at the point 
 of union. See line 15. 
 
60 LOOPS FOR ST AXD STR. 
 
 LOOPS FOR ST AND STR. 
 
 116. The combination st is conveniently expressed by a loop, made 
 about one-half as long as the stroke consonant to which it is attached. 
 See page 61, lines 1 to 4. 
 
 117. The loop is vocalized in the same manner as the circle s; it is 
 read first when it commences a word, and last when it terminates 
 one. 
 
 118. This loop is used only as initial or final, except after 1 t> 
 j d, / ch, / j, ^ /, ^ v. See line 5. 
 
 119. A larger loop or oval, represents the treble consonant str. 
 See line 6. 
 
 120. These loops may be added to the straight letters of the pr 
 series of consonants, and to the n hook. See line 7. 
 
 121. A final s may be added by continuing the stroke of the loop. 
 See line 8. 
 
 122. The str loop should not be used at the beginning of a word. 
 
 FINAL HOOK FOR S-TION. 
 
 123. A hook made by continuing the a circle to the other side of 
 the consonant, adds -tion or -sion. 
 
 124. The hook -tion may be vocalized for a first or second-place 
 vowel only, by writing the vowel-sign before the hook for a first- 
 place vowel, and after it for a second-place vowel. See line 9. 
 
 125. This hook may also follow a consonant of the pns series. See 
 line 10. 
 
 126. The circle a or z may be added to this back hook, and it 
 may, occasionally, be used in the middle of a word. See line 11. 
 
 THE LENGTHENED CURVE, ADDING THE. 
 
 127. When a curved consonant is written twice its usual length, 
 it expresses the addition of the heavy thr. See lines 12 and 13. 
 
xer ci s e on st a.ncl an- 
 
 V" 
 
 ^ ^ - ^p / "- 
 x =\ J ^ _; 
 
 \3=> ^*& ^^'ia #^ 
 
 Ml 4? 
 
 nek for 
 
 .fa. c-' i\- 
 
 %> V % 
 
 I 
 
x ei- ei^e + 
 
 
 r 
 
 \ 
 
 r 
 
 ^ \, o j^ __ - 
 
 t, i <r 
 
 ~ 
 
 > \ . Us, 
 
 \ > - \ -^ '! ; 
 
 \ 
 
 <7 ^ C .^ 
 ^1' . tl 
 
 V ' "\ "" </ ' 
 
 ^ T, , r^r- 7 - 
 
 
 j V ^ , C. K 
 
 - ^_. r , x 
 
N-HOOK GRAMMALOGUES, ETC. 63 
 
 GRAMMALOGUES, ETC. 
 \ upon = can f* alone 
 
 \ been -s again ^_^ opinion* 
 
 I done V^ phonography Tion HOOK 
 
 / general-ly i then \. objection 
 
 WRITING EXERCISE. 
 
 The figures refer to the paragraph where the correct mode of 
 writing is explained. Words printed in italics are Grammalogues, 
 
 TIME will bring" the Summer, when briars 148 will have leaves as 
 well as thorns, 83 and be as sweet 48 as they are sharp. 1 -" 
 
 The condition 67 of man*" in the life to come, bears a precise rela- 
 tion* 8 to his 93 state' 16 in this life; and we may easily judge, by 
 what we now fSt are, and by what we now fet do, how it shall be 
 with us in the life to come. 
 
 A man can no more believe with another 127 man's 84 faith, than he 63 
 can satisfy his hunger by seeing another 127 man eat. 
 
 A hypocrite is one wlio steals 116 the livery of heaven, 82 to serve the 
 devil 70 in. 
 
 Each day brings 00 its labor, and happy 63 is he who loves his duty 
 too well to neglect it. 
 
 He is a wise 101 man who strives 74 to correct 131 his errors. 
 
 We suffer more from, auger and grief, than from the very things 
 for which wu auger and grieve. 
 
 To be a man, is a character of more original dignity, than to 
 be a king; 99 the former 73 is a distinction 88 of God's making; 99 the 
 latter of man's. 
 
 When a man owns that he has been in the wrong, he is but telling 
 you that he is wiser 101 than he was. 
 
64 L AND R HOOK GKAMMALOGUES. 
 
 L AND R HOOK GRAMMALOGUES. 
 ( call 
 
 difficult-y ) the " 
 \^ re-member <= care J) sure 
 
 \ able ^ full ^ pleasure 
 
 f won M. <-. j = * 
 
 truth ^N every <5^ nor* 
 I dear J three 
 
 VOCALIZATION OF DOUBLE CONSONANTS. 
 
 128. When it is required to express a vowel between the two let- 
 ters of one of the pr or pi series of consonants, it may be written 
 thus: For the long vowels, 1, 2, 3, write &small circle, placing it be- 
 fore the consonant, in the position of the simple vowel. See p. 74 
 
 129. The short vowels, 1, 2, 3, are expressed, under the same cir- 
 cumstances, by a small circle placed after tbe consonant. See line 11. 
 
 130. When the position of the consonants renders it inconvenient 
 to observe this rule, the circle may be written on either side, for 
 either a long or a short vowel. 
 
 131. The stroke vowels, Nos. 4, 5, 6, are struck through the 
 double consonant. See line 12. 
 
 132. When an initial hook or circle would interfere with a first- 
 place vowel, or a final hook or circle with a third-place vowel, the 
 vowel-sign may be written at the commencement or end of the con- 
 sonant. See line 13. 
 
 133. This principle secures brief and convenient forms for many 
 words that would otherwise have to be written at greater length with 
 the single consonants ; but as a rule the pi aud pr series of double 
 consonants should be employed for such words as contain no vowel 
 between the two consonants, or only an obscurely sounded one; as in 
 
 pray, fly, lr?w, fran, ncrr, proper; 
 
 and the two single consonants should be writtca when a clearly 
 sounded vowel comes between; as in 
 
 pair, file, loor, fair, revere, prepare. 
 
( 1 
 
 v 
 
 j; \, ( 
 
 v d I 
 
 r er ei 5 e 
 
 r 
 
 L_ J 
 
C ^ X 
 
 "I v I. 
 
 
 : X 
 
 JJ 
 
 X 
 
HALF-LENGTH GUA.MMAI.OGUES. 
 
 67 
 
 HALF-LENGTH GRAMMALOGUES. 
 
 particular-ly 
 *\ opportunity 
 
 o^ spirit* 
 
 f told 
 
 <| toward 
 
 x* child* 
 
 according-ly 
 
 -I 
 
 < gen 
 I gen 
 
 entlemen 
 entleman 
 
 < quite 
 \ could 
 
 c_ called* 
 
 cannot 
 account 
 
 good 
 e great 
 V after 
 
 ( thought* 
 
 , t that 
 ' I without 
 
 ) establish-ment 
 
 $ short* 
 
 - { 
 
 Lord 
 word 
 
 immediate-ly 
 made 
 
 might* 
 
 $ not 
 
 nature 
 
 went 
 
 wont 
 
 under 
 world 
 
 jw, 
 
 I W( 
 
 WRITING EXERCISE. 
 
 God ha,?* often" a, great share in a little house/ 3 and a little share 
 in a great one. 
 
 A man 11 " of a cultivated mind ''" is led into a great many plea- 
 sures which the vulgar 31 are not capable of receiving; he" 3 can con- 
 verse with a picture, and find 1 '-* an agreeable companion 98 in a 
 statue. 
 
 Though we travel the world over to find " the beautiful, we must 11 ' 
 carry 149 it with us 61 or we find it not. 
 
 Make truth credible, and children will believe it ; make good- 
 ness 138 lovely. a<3?they will love it; make holiness cheerful, 128 and 
 they will be glad w in it. 
 
 A gentleman is one who combines 83 a woman's tenderness with a 
 man's 84 courage. 
 
 The parent who would train up a child in the way he 81 should go, 
 must 116 go in the way he would train up his child. 
 
 He who will not reason is a bigot; he who cannot, is a fool; and 
 he who dares not, is a slave. 
 
 No man can be sound 100 in his faith, who is unsound in his morals. 
 
 To be swift 3 to hear and slow to speak, is an evidence' 06 that a 
 man loves truth, and opens 83 his heart to receive it; but to be swift to 
 speak and slow to hear, is an evidence that he loves his own opinion 
 more than truth. 
 
68 PREFIXES AND AFFIXES. 
 
 PREFIXES AM) AFFIXES. 
 
 134. The prefixes and affixes on the opposite page, are represented 
 by the contractions placed to them. They should be written near 
 the remainder of the word, but not joined. 
 
 135. It is allowable to write syllables of similar sound to any 
 given prefix, by the sign provided. For instance, s ^ may repre- 
 sent incum, as in incumbent, as well as inconi, and incon. The half- 
 length ^ may represent enter, as in enterprise, as well as inter and 
 intro. 
 
 136. In a few cases, one sign is allowed to represent two prefixes, 
 or affixes, of different sonud and meaning. The circle o represents 
 circum, as in circum&ttmce, circumspect, etc., and also self, as in self. 
 ish, selfhood, etc. ; but no difficulty can arise in reading, because both 
 prefixes or affixes never occur joined to the same word. 
 
 137. Occasionally it is as brief to join the affix, and vocalize it; 
 especially in the termination Jy. 
 
 138. A logogram may be used as a prefix, or affix. Thus V. after 
 may form the prefix for afternoon, afterward; and the affix for 
 hereafter. 
 
 139. The PEEFIX IN, may be expressed before straight donble 
 consonants of the pr series, as in t'jutruction, iwjcribe, inspiration, etc. 
 by a back hook. See line 10. 
 
 140. THE TERMINATION L-TY, R-TV. Any consonant when dis- 
 joined from that which precedes it, expresses thereby the addition of 
 l-ty, or r-ty, with any vowel before or after the I or r. See carnal- 
 ity, formality, instrumentality, probability; barbarity, popularity, 
 vulgarity, peculiarity , See line 12, on the opposite page. 
 
 WRITING EXERCISE. 
 
 Contain, contrive, construe, complying, constraining, circumstance, 
 circumvent, circumspect, discompose, discontinue, interlay, introduc- 
 tion, introduce, iuterpage, magnify, magnanimity, magnitude, recom- 
 mend, recognize, reconcile, selfish, selfhood, unconfined, instruct, 
 instructive, inscribe, inspiration. 
 
 Heavenly, hourly, openly, thyself, myself, himself, ourselves, them- 
 selves, friendship, barbarity, vulgarity, similarity, principality, pros- 
 perity, dexterity, sterility, futurity. 
 
J^> P- =) T t^ j'*" 7 9 
 ,-ZAT >eiixe/ and Jffcitixe/ + 
 
 r-^ 
 
 discora, decora 
 
 I ^*^ "\ "*t 
 
 I ^.i v_xi' ^v ^^f ^'p K 
 
 uitro, inter . L L^ V v-" L 
 
 ma p'n.i 
 
 rO 
 
on Z/ 
 
 ^ ^ 
 
 ~* >- ^ 
 
 ^\ ^ 0^\^ 
 
 Xf /s" < 
 
 /^ X* -c^ 5 
 
 . 
 
RULES FOR WRITING L AND K. 71 
 
 RULES FOR WRITING L AND K 
 
 INITIAL L. 141. "When I is the first consonant iu a word, and is 
 followed by k or m, or any of their compounds, use the 
 upward ?, if it commences, and the down-stroke if the 
 vowel commences the word. See lines 1 and 2. 
 
 142. In other cases use the upward or downward I, as 
 may be most convenient. 
 
 FINAL L. 143. After/, v, r (upward), write the I downward when 
 it terminates the word, and upward when the vowel is 
 final. See lines 3 and 4. 
 
 144. When / follows any other consonant, write it up- 
 ward or downward, as is most convenient. 
 
 INITIAL R. 145. When r is the first or only consonant in a word, 
 and is preceded by a vowel, write the downward, or al- 
 phabetic form. This rule applies if the circle s precedes 
 or follows the r. See lines 5 and G. This rule is not ob- 
 served in writing such words as earth, arch, serve, ariyhl, 
 artist, &c., as awkward forms would result. See line 7. 
 
 14G. When the letter r is the first, or only conso- 
 nant iu a word, and is followed by a vowel, write the 
 upward stroke. This rule applies if the circle s precedes 
 or follows the r. See lines 8 and I). 
 
 147. When r is followed by m, or any of its com- 
 pounds, as in Rome, Roman, remained, room, etc., use the 
 downward r. See line 10. 
 
 FINAL R. 148. When r terminates a word, use the down-stroke. 
 See line 11. 
 
 149. When r is the last consonant in a word, and is 
 followed by a vowel, use the up-stroke. See line 12. 
 
 150. After y, v, th, and m, the up-stroke should be used 
 in all cases. See line 13. 
 
 151. When r follows two descending letters, as in 
 future, prepare, etc., it should be written upward. 
 
 152. R, r at the end of words, as in superior, inferior, 
 etc., is written with the upward r repeated. See line 14. 
 
 153. By observing these rules, the insertion of vowels 
 in this class of words is rendered almost unnecessary. 
 
72 SPECIAL RULES FOR WRITING. 
 
 SPECIAL RULES FOR WRITING. 
 
 154. Two VOWELS. When two vowels occur either before or 
 after a single consonant, that vowel should be written nearest to the 
 consonant which is sounded nearest to it. See iota, idea, line 1. 
 When two vowels occur between two consonants, one is placed to each. 
 See diary, tiara, towel, fuel, etc., line 1. 
 
 155. JOINED VOWELS. Occasionally, the diphthongs of the first 
 and third positions may be joined to the consonant to which they have 
 to be placed. See lines 2 and 3. 
 
 156. STROKE AND~ CIRCLE S. Words that contain no other con- 
 sonants than ss, are written thus; J for ss, and J for sz. The 
 former may then be vocalized into cease, sauce, uses, etc., and the 
 latter into seize, size, etc. The stroke J s, for see, say, saw, etc., 
 should not be changed for sees, says, etc., but merely have an added 
 circle. See line 4. 
 
 157. VOCALIZING THE LARGE CIRCLE. The large circle ss may 
 be considered to represent the syllable sez or sex. It may be vocal- 
 ized to express the short i or n, by placing the vowel-sign within the 
 circle. See line 5. But the insertion of the vowel is not necessaiy 
 for legibility. The other simple vowels are of very rare occurrence 
 between s-s. A diphthong may occasionally be inserted in a large 
 circle; see precisely, persuasive, exercise, line 5; but no distinc- 
 tion can then be made between we, tea, tcah. The large circle st 
 cannot be added to a hook, or to a half-sized consonant. 
 
 158. VOCALIZATION OF HALF-LENGTH CONSONANTS. When the 
 circle s is placed after a half-sized consonant, it must be read after 
 the t or d added to the primary consonant, because the s is added to 
 the consonant after it has been halved. See pat, pats, net, nets, 
 etc., line 6. No vowel can be inserted after the t or d added by 
 halving; thus into, unto, etc., cannot be written with the half-length 
 , because the vowel, and not the t is final. 
 
 159. PAST TENSE. The past tense of a verb ending with the 
 sound of ted, or ded, is written as in line 7. 
 
 160. Words that end with the sound of s, should be written in the 
 
 past tense with [ zd, rather than with the heavy loop zd. See line 8. 
 
u i 
 
 $/ p e ci a 
 
 r 12- 
 
 1 "L: 
 
 >/ L 
 
 2 ) } 
 
 L] ^Jv. -ile 2 . 
 
 V3 
 
 e \- 
 
 7 Vi ..31. 
 
 a r-f M 
 
 >-1 
 
 r r 
 
 I v/ U 
 
 j n ;o 
 
 -f --P -f 
 
 ir 
 
 X 
 
 V 
 
 .. V:D ... ^ ^ 
 
 1 v^ 
 
 <x: , . \' ' v/ 
 
 ^r T ^ 
 /*=> /? 
 
 , . X v ^ A . 
 
 > . -^ 
 
> 
 
 ";in ciu ati on , etc. 
 
 2) ash 
 
 o 1 1- 
 
CONTRACTIONS, ETC. 75 
 
 CONTRACTIONS, ETC. 
 
 161. The peculiar features which distinguish Phonography are, its 
 brevity, its legibility, and its philosophic accuracy. The first and 
 second requisites are attained without the sacrifice of either; but in 
 the proportion iu which brevity is secured, strict accuracy can only be 
 approximated. Considerable license is, therefore, permitted to the 
 Phonographic student, iu writing the unaccented syllables of words, 
 more especially where the pi and pr series of double consonants are 
 employed; thus, N^ pi, may be used for the second syllable of 
 
 apple, as well as of chapel; \^ bl, for table, as well as libel; <= kl, 
 
 for tackle, as well as vocal; ^ ' nr, for the second syllable of inner, 
 as well as of Jionor. In these, and similar cases, strict accuracy may 
 be dispensed with, in order that greater brevity may be attained. 
 
 162. Z CIRCLE. The logograms that represent is and as, and 
 words that end with the sound of z, as tease, cause, etc., may be 
 written with a light circle, as it would be troublesome in ordinary 
 writing, to make the circle heavy. Where precision is needed, to 
 avoid ambiguity, the circle may be thickened. 
 
 163. When P occurs between m and t, and K between ng and s, 
 or z, or between ng and sh, (the p and k being organically inserted in 
 speech, in passing to the next consonant,) these letters may be omit- 
 ted. See attempt, thumped, stamped; anxiety, anxious, sanction, 
 distinction, line 1. 
 
 164. In cases where t conies between * and another consonant, the 
 t may frequently be omitted without detriment to legibility. See 
 postboy, postpone, postage, restless, mistake, etc., line 2. 
 
 165. TICK The. The being the most frequent word in the Eng- 
 lish language, it is convenient to have a means of writing it without 
 lifting the pen. It is expressed by elongating the dot the into a 
 short slanting stroke, which may be written upward or downward, as 
 most convenient. See line 3. 
 
 166. The half-length st or zd, at the end of a few words, such as 
 exercised, elocutionist, etc., may be struck upward. See line 4. 
 
76 PUNCTUATION, ETC. 
 
 PUNCTUATION, ETC. 
 
 167. STOPS should be written in the usual way, except the period, 
 for which a small cross is used; thus . comma, ; semicolon, : colon, 
 x period. For other marks, see the preceding page. The note of in- 
 terrogation is placed before the sentence; an evident advantage, 
 especially when reading aloud. 
 
 168. EMPHASIS is marked as in longhand, by drawing one, two, or 
 more lines underneath; a single line under a single word must be 
 made wave-like, to prevent its being mistaken for the consonant k. 
 
 169. CAPITALS are marked, when necessary, by two short lines; 
 thus, = placed below the word. 
 
 170. FIGURES are best written with the ordinary numerals. Their 
 distinctive character renders them conspicuous amongst the Phono- 
 graphic writing; a great advantage when notes have to be frequently 
 referred to. One, two, and three, being gramnialogues, are repre- 
 sented by "? ' one, \ two, \ three. When one and six are 
 
 written independently of other figures, they should be formed thus, 
 / 6 that they may not be mistaken for shorthand characters. 
 
 171. NOMINAL CONSONANT. It is sometimes necessary to express 
 one or more vowels or diphthongs, without a consonant; as, for in- 
 stance, when initials have to be written. In this case I may be em- 
 ployed as an outline, having no specific valne, to which the vowels 
 may be placed. 
 
 172. THE FIRST STYLE OF PHONOGRAPHY. The principles of 
 abbreviation and contraction, thus far explained in this treatise, are all 
 that legitimately belong to the First or Corresponding Style of Pho- 
 nography. In the Second or Reporting Style, which is fully elabo- 
 rated in the "Repoiter's Manual and Vocabulary," additional prin- 
 ciples of abbreviation are introduced, but they should be sparingly 
 nsed, until the student has a perfect familiarity with the First Styje. 
 
 173. An exception to the limits of the First Style is made, in in- 
 troducing in ordinary correspondence, and in the pages of the " Pho- 
 nographic Magazine," the simpler phraseography of the Reporting 
 Style. The joining of snch frequently recurring phrases as / have, 
 I am, we have, it is, it was, etc. etc., is a great saving of time, with- 
 out any sacrifice of legibility. 
 
TABLES, 
 
 Pages 78 and 79, present the Phonographic system in Tabular form. 
 Until the student is familiar with the alphabet of 
 single and double consonants, etc., he will fiiid it an 
 advantage when writing his exercises, to have these 
 pages opeu before him for reference. The proximity 
 of the tables of grammalogues aud contractions will 
 be found a convenience. 
 
 Pages 80 and 81, contain an Alphabetic arrangement of the Gram- 
 malogues of the First Style of Phonography, for refer- 
 ence. They should be committed to memory in 
 groups according to their classification, as given on 
 pages 52, 55, 56, &c. 
 
 Pages 82 aud 83, eontaiu a list of words of frequent occurrence which 
 would be likely to present some difficulty to the stu- 
 dent; and words that are written in a manner 
 differing from that which the student would in all 
 probability select, but which experience has dictated 
 to be the best. 
 
 Pages 84 and 85. THE FIRST COLUMNS of each of these pages contain 
 abbreviated modes of writing words of frequent 
 occurrence. 
 
 THE SECOND COLUMNS introduce a selection of 
 simple phrases, which are written without lifting the 
 pen. and which, though properly belonging to the Re- 
 porting, may be safely used in the Corresponding 
 style. 
 
 THE THIRD COLUMNS contain a selection of the most 
 frequently recurring grammalogues of the Keporting 
 style. They should not be introduced till the stu- 
 dent has thoroughly familiarized himself with the 
 Corresponding style. The mode of using them is ex- 
 plained on pages 90 and 91. 
 
TABLE OF VOWELS, DIPHTHONGS, ETC, 
 
 VOWELS. 
 Long. 
 
 Short. 
 
 1. E 
 
 
 
 eel 
 
 i 
 
 
 
 
 m 
 
 2. A 
 
 
 ale 
 
 e 
 
 
 
 
 ell 
 
 3 AH 
 
 
 alms 
 
 a 
 
 
 
 
 am 
 
 4, ATJ 
 5. 
 
 - 
 
 
 dl 
 
 ope 
 
 
 
 u 
 
 
 1 
 
 H 
 
 olive 
 up 
 
 G. 00 
 
 
 food 
 
 00 
 
 
 
 
 
 foot 
 
 DIPHTHONGS. I 
 
 tsle, AI 1 aye, 01 A 
 
 oil, OU 
 
 A 
 
 owl. 
 
 TRIPHTHONGS. WI L l wine, WOI n q?nt, WOW 
 
 tcoimd.. 
 
 DOUBLE LETTERS OF THE W 
 
 SERIES. 
 
 WE 
 
 c 
 
 
 we 
 
 wi 
 
 
 c 
 
 
 wit 
 
 WA 
 
 c 
 
 
 way 
 
 we 
 
 
 c 
 
 
 wet 
 
 WAH 
 
 c 
 
 
 qualm 
 
 wa 
 
 
 , 
 
 
 wag 
 
 WAU 
 
 
 
 wall 
 
 wo 
 
 
 
 
 was 
 
 WO 
 
 ' 
 
 
 woke 
 
 wu 
 
 
 7 
 
 
 one 
 
 WOO 
 
 3 
 
 
 wooed 
 
 
 woo 
 
 
 
 3 
 
 wood 
 
 YE 
 
 V 
 
 
 * 
 
 yi 
 
 
 w 
 
 
 * 
 
 YA 
 
 - 
 
 
 yea 
 
 ye 
 
 
 " 
 
 
 yet 
 
 YAH 
 
 w 
 
 
 yahoo 
 
 ya 
 
 
 
 
 yam 
 
 YAU 
 
 * 
 
 
 yaura 
 
 yo 
 
 
 
 
 yon 
 
 YO 
 
 
 
 yoke 
 
 yu 
 
 
 - 
 
 
 y~f 
 
 YOO 
 
 - 
 
 
 you 
 
 yoo 
 
 
 " 
 
 
 * 
 
 78 
 
TABLE OF SINGLE AND DOUBLE CONSONANTS, 
 
 p 
 
 \ 
 
 <^ 
 
 PR \ 
 
 " \ 
 
 PT \ 
 
 B 
 
 \ 
 
 BL *\ 
 
 BR N^ 
 
 BN \ 
 
 BD \ 
 
 T 
 D 
 
 1 
 
 TL 
 DL 
 
 TR 
 DR 
 
 TN J 
 DX J 
 
 TT | 
 DD | 
 
 CH 
 
 X 
 
 CHL X 
 
 CHR X* 
 
 CHN t X 
 
 CHT / 
 
 J 
 
 / 
 
 JL X 7 
 
 JR / 
 
 JN X 
 
 JD / 
 
 K 
 
 
 
 KL c 
 
 KR <= 
 
 KN => 
 
 KT 
 
 
 
 
 
 GL C 
 
 GR C 
 
 GX -^ 
 
 GD 
 
 F 
 
 ^ 
 
 FL ^ 
 
 FR ^ 
 
 FN V^ 
 
 FT ^ 
 
 V 
 
 J 
 
 VL ^ 
 
 VR ^ 
 
 VN ^ 
 
 VD V. 
 
 TH 
 
 TH 
 S 
 Z 
 SH 
 
 | 
 
 THL ( 
 THL ( 
 
 S o 
 Z 
 
 SHL J 
 
 THR J 
 THR J 
 
 8T O 
 
 THN ( 
 THN / 
 SN J 
 ZN ) 
 SHN >/ 
 
 THT ( 
 THD ( 
 ST ) 
 ZD ) 
 SHT J 
 
 SHR 9 
 
 ZH 
 L 
 R 
 
 r 
 
 ZHL ^ 
 
 ZHR 9 
 WL /*" 
 \VR ^X 
 
 ZHN ^X 
 LN /^* 
 
 f^x^ 
 
 ZHD J 
 LT f LD f 
 RT > RD "^ 
 
 R X 
 
 M 
 
 ^ 
 
 IRREGULARS 
 
 WM <r~~~- 
 
 MN -^~^ 
 
 MT^MD-s 
 
 N 
 NG 
 
 
 
 MP - N 
 MR d - 
 
 WN "5 -- 
 
 yy -. ? 
 
 NGN ^-? 
 
 NT v-x ND - 
 
 
 
 79 
 
GRAMMALOGUES, 
 
 Words marked with a (*) are written above the line. 
 
 . 
 
 A 
 
 = 
 
 care 
 
 ^ 
 
 him 
 
 - 
 
 according-ly* 
 
 
 
 come 
 
 A 
 
 how 
 
 f 
 
 account 
 
 
 
 could 
 
 V 
 
 I* 
 
 / 
 
 advantage 
 
 1 
 
 dear 
 
 - 
 
 immediate-ly* 
 
 k* 
 
 after 
 
 
 
 difficult-y 
 
 *** 
 
 important* 
 
 3 
 
 again 
 
 1 
 
 do 
 
 <r* 
 
 improve-ment 
 
 N 
 
 all* 
 
 J 
 
 done 
 
 
 
 in* 
 
 r 
 
 alone 
 
 ) 
 
 establish^,,,, 
 
 o 
 
 is* 
 
 \ 
 
 already* 
 
 *> 
 
 every 
 
 
 it 
 
 - 
 
 an 
 
 
 
 first 
 
 
 
 kingdom* 
 
 
 
 and 
 
 V. 
 
 for 
 
 ^ 
 
 language 
 
 "^ 
 
 are 
 
 ^ 
 
 from 
 
 ^ 
 
 Lord* 
 
 O 
 
 as 
 
 n 
 
 full 
 
 N 
 
 member 
 
 \ 
 
 be 
 
 (S 
 
 general-ly 
 
 r> 
 
 might* 
 
 \ 
 
 been 
 
 (/ 
 
 gentleman 
 
 ^ 
 
 more 
 
 r\ 
 
 beyond* 
 
 (/ 
 
 gentlemen* 
 
 s-^ 
 
 Mr.* 
 
 1 
 
 bnt 
 
 
 
 give-n* 
 
 r^ 
 
 my, me* 
 
 c 
 
 call* 
 
 
 
 God* 
 
 
 
 nature 
 
 ^~ 
 
 called* 
 
 
 
 good 
 
 %-^ 
 
 no 
 
 => 
 
 can 
 
 ^- 
 
 great 
 
 v-x 
 
 not* 
 
 "^ 
 
 cannot* 
 
 v 
 
 have 
 
 *-" 
 
 nor* 
 
 80 
 
GEAMMALOGUES. 81 
 
 N 
 
 object 
 objection 
 
 J 
 f 
 
 sure 
 tell, till 
 
 c 
 
 (T 
 
 we* 
 well 
 
 \ 
 
 of* 
 
 ( 
 
 that* 
 
 ^ 
 
 went* 
 
 
 
 oh 
 
 . 
 
 the* 
 
 c 
 
 were 
 
 / 
 
 on* 
 
 ( 
 
 them 
 
 3 
 
 what* 
 
 <^ 
 
 one 
 
 ( 
 
 then 
 
 <^ 
 
 when* 
 
 v-* 
 
 opinion* 
 
 Cv 
 
 the 
 
 s 
 
 where 
 
 \ 
 
 opportunity 
 
 ^ 
 
 thing* 
 
 / 
 
 which 
 
 i 
 
 or* 
 
 ( 
 
 tliiuk 
 
 L 
 
 '.vLile 
 
 X 
 
 ought* 
 
 X) 
 
 this 
 
 ' 
 
 who 
 
 \ 
 
 particular-ly* 
 
 ( 
 
 thought* 
 
 L 
 
 why* 
 
 V, 
 
 Phonography 
 
 C\ 
 
 three 
 
 r 
 
 will 
 
 J 
 
 pleasure 
 
 \ 
 
 to 
 
 c 
 
 with* 
 
 \ 
 
 princip^' 7 
 
 
 
 together 
 
 ( 
 
 without 
 
 
 
 quite* 
 
 r 
 
 told 
 
 ^ 
 
 wont 
 
 <r^ 
 
 remark* 
 
 i 
 
 toward 
 
 1 
 
 word 
 
 N 
 
 remember 
 
 1 
 
 truth 
 
 </ 
 
 world 
 
 J 
 
 shall-t 
 
 \ 
 
 two 
 
 3 
 
 would 
 
 j> 
 
 short* 
 
 ^ 
 
 under 
 
 u 
 
 .ye* 
 
 / 
 
 should 
 
 \ 
 
 up 
 
 v 
 
 yet 
 
 ) 
 
 so 
 
 \ 
 
 upon 
 
 " 
 
 you 
 
 <\ 
 
 spirit* 
 
 ^ 
 
 usual-ly 
 
 r 
 
 your 
 
 v 
 
 subject 
 
 ) 
 
 was 
 
 ( 
 
 yours 
 
 ^ 
 
 subjection 
 
 2 
 
 way 
 
 T 9 
 
 child* 
 
WORDS OF COMMOX OCCURRENCE THAT ADMIT OF BEINO WRITTEN IK TWO 
 OR MORE WAIS, ONE OSLT OF WHICH 13 ADMISSIBLE. 
 
 Accordance 
 Afterward 
 Also 
 
 Habit 
 Head 
 However 
 
 Reward 
 Saying 
 Science 
 
 Always 
 America 
 American 
 
 Indebted 
 Individual 
 Intellect 
 
 Scientific 
 Seeing 
 Sensible 
 
 Article 
 Beautiful 
 Before 
 
 Intend 
 Intended 
 Jesus 
 
 Separate 
 Separated 
 Separation 
 
 Being 
 Better 
 Between 
 
 Kindred 
 Learn 
 Learned (adj.) 
 
 Simple 
 Situation 
 Social 
 
 Birth 
 Certainly 
 Collect 
 
 Learned (part.) 
 Likely 
 Little 
 
 Something 
 Sometimes 
 Sorrow 
 
 Consequence 
 Consequent 
 Concerned 
 
 Long 
 Middle 
 Misses 
 
 Splendid 
 Suite 
 Statement 
 
 Consist 
 Consistent 
 Convenience 
 
 Moderate 
 Modern 
 Mrs. 
 
 Stead 
 Store 
 Study 
 
 Convenient 
 Correct 
 Country 
 
 Necessarily 
 
 Necessary 
 Necessity 
 
 Success 
 Surrendered 
 System 
 
 Daughter 
 Demonstrate 
 Distinction 
 
 Needless 
 Nothing 
 Otherwise 
 
 Treated 
 Tuition 
 Turn 
 
 Editor 
 Evident 
 Exercise 
 
 Owing 
 Perhaps 
 Portion 
 
 Undertake 
 United States 
 Unless 
 
 Exist 
 Existed 
 Existence 
 
 Finished 
 Form 
 Freedom 
 
 Frequent 
 Furnished 
 Genteel 
 
 Possess 
 Prepare 
 Prepared 
 
 Property 
 Proportion 
 Purpose 
 
 Quality 
 Rational 
 Read 
 
 Waste 
 Whatever 
 Whatsoever 
 
 Whether 
 Willing 
 Willingly 
 
 Wiser 
 Work 
 Write 
 
 Gentle 
 Greater 
 Guide 
 
 Reader 
 Render 
 Require 
 
 Writing 
 Written 
 Yesterday 
 
 82 
 
IT 
 
 
 "1 ; 
 
 C 
 
 \ 
 
 
 1 -0 
 
 i; j, 
 
 p 
 
 J, 
 
 .[. 
 
 \ 
 
 
U 
 
 K 
 
 x 
 
 , r 
 
 
 s 
 
 c 
 
 1. L 
 
 x 
 
 v 
 
 > 
 i 
 
 -x I 
 
 f. 1 
 
 \ I 
 
 ^ 
 
 > 
 
 v. 
 
 
CCXTRACTIO.NS. SlMPLJt I'HBASIS. BiPOBTIRO GXADIUALOCCU. 
 
 About 
 
 Are not 
 
 Act 
 
 Acknowledge 
 
 As far as 
 
 Any 
 
 Acknowledged 
 
 As good as 
 
 At, out 
 
 Anything 
 Forward 
 
 As great aa 
 As well as 
 
 Away 
 By 
 
 Impossible 
 
 Could be 
 
 Different-ce 
 
 Influence 
 
 Could not 
 
 Doctor 
 
 Influential 
 
 Did not 
 
 Each 
 
 Intelligence 
 
 Do not 
 
 Ever 
 
 Intelligent 
 
 Has been 
 
 Had 
 
 Interest 
 
 Has not 
 
 Heard 
 
 Knowledge 
 
 Have been 
 
 Her-e 
 
 Magazine 
 Manuscript 
 
 I am 
 I did not 
 
 However 
 Human 
 
 Natural 
 
 I do 
 
 If 
 
 Never 
 
 I do not 
 
 Kind 
 
 Nevertheless 
 
 I have 
 
 Large 
 
 New 
 
 Is not 
 
 May 
 
 Notwithstanding 
 
 It is 
 
 Mind 
 
 Now 
 
 It is not 
 
 Much 
 
 Only 
 
 It is said 
 
 Number 
 
 Peculiar 
 
 It may be 
 
 Other 
 
 Phonetic Society 
 
 It must be 
 
 Our 
 
 Phonographer 
 
 It should have 
 
 Ourselves 
 
 Phonographic 
 
 Of course 
 
 People 
 
 Represent 
 
 On account of 
 
 Perfect 
 
 Representation 
 
 On the contrary 
 
 Practic;"" 
 
 Represented 
 Republic 
 
 Ought to b 
 Should be 
 
 Put 
 Satisfaction 
 
 Several 
 
 That is 
 
 Than 
 
 Something 
 
 There are 
 
 Thank 
 
 Subjection 
 
 They will 
 
 These 
 
 Surprise 
 
 Think that 
 
 Those 
 
 Transcribe 
 
 This is 
 
 Though 
 
 Transcription 
 
 To be 
 
 Through 
 
 Transgress 
 
 To do 
 
 Thus 
 
 Understand 
 
 We are 
 
 Time 
 
 Understood 
 
 We have 
 
 Union 
 
 "Whenever 
 
 With which 
 
 Us-e 
 
 Whensoever 
 
 You can 
 
 Use (verb) 
 
 Wheresoever 
 
 You may 
 
 Value 
 
 Wherever 
 
 You will 
 
 Very 
 
 m 
 
86 EXTENDED ALPHABET. 
 
 EXTENDED ALPHABET. 
 
 174. For the representation of a more critical pronunciation of 
 the English language, than is provided by the Phonographic twelve 
 vowel scale, an extended scheme is here given, by which the nicer 
 shades of pronunciation may be indicated. Suitable signs are also 
 provided for the additional sounds used in the French and German 
 languages. 
 
 175. In ordinary Phonography there is no distinction made be- 
 tween the e in merry, and the e in mercy; between the a in dame, 
 and that in dare; nor between the a in at, or the a in calm, and that 
 in ask. In the mouths of careful speakers, these words are differ- 
 ently pronounced, in this country and in England; and in Phonetic 
 printing the three additional sounds here referred to, are indicated by 
 appropriate signs. Suitable marks should, therefore, be provided in 
 Phonography, though it would be needless precision to insist upon 
 their constant use, in ordinary writing. 
 
 176. The only vowels of the extended scale, recognized in Eng- 
 lish speech, are Nos. 1, 2 and 9. No. 6 is similar to the close u, 
 which distinguishes the Eastern pronunciation of rude, feud, etc. 
 Vowel No. 11, heard in Fr. homme, trop, etc., provides for the brief o 
 heard in the New England pronunciation of stone, whole, etc. 
 
 177. The French nasal sounds, represented by in, en, em, an, un, 
 on, and heard in vin, No. 13; temps, No. 14; un, No. 15; font, No. 
 16, are pure vowels, but pronounced through the nose, as well as 
 through the mouth. Temps, for instance, contains but two sounds, 
 namely, t and the 14th nasal vowel (c, d, r, s, t, when terminating 
 French words, are generally silent). Enfant contains bat three 
 Krandsj namely, the consonant/, preceded and followed by No. 14. 
 
 178. The compound vowels, No, 17 to 22, it will be observed, are 
 dissyllables, while v in time, v in aye, A in toy, c in queen, etc., (as 
 distinct from oo-i in Louis) are monosyllables. 
 
 179. The Scotch guttural in loch, nicht, etc., and frequent, also, in 
 German, Welsh, and other languages, is represented by - k, with 
 a wave line through it. The vocal guttural, as in seig, is repre- 
 sented by the same sign thickened. 
 
 180. The "Welsh LI, which is the whispered form of the English 
 I, is represented by f* with a wave line struck through it. Thtt 
 sound is produced by placing the tongue in the position for uttering 
 the English I, but emitting breath instead of voice. 
 

 87 
 
 #*..,.:... , 
 
 
 ifong Vowels. ^ShrtiH Vowels. 
 
 i 
 
 e 
 
 : I 
 
 earthll. Ic f. 
 
 7 
 
 i 
 
 
 
 ici V. 
 
 E 
 
 e 
 
 'I 
 
 irere i'. air ]'l . 
 
 6 
 
 e 
 
 
 
 ele'T. 
 
 3 
 
 a 
 
 si 
 
 pate "P. 
 
 9 
 
 a 
 
 
 
 palte T 1 ask E 
 
 4 
 
 o 
 
 'l~ 
 
 G-otlie G. 
 
 to 
 
 5 
 
 1 
 
 
 tJoclce C. 
 
 S 
 
 TO. 
 
 1 
 
 deux T. 
 
 1. 
 
 
 
 ' 
 
 
 bonne "P. 
 
 6 
 
 * 
 
 ,1 
 
 ru,K. 
 
 1? 
 
 li 
 
 ' 
 
 
 Kunste G. 
 
 j3&asal Vowels'. jDissyllabic ^Diphthongs. 
 
 
 17 
 
 ee-i 
 
 
 
 being 1 
 
 13 
 
 in 
 
 Y 
 
 fin pi 
 
 id 
 
 a-i 
 
 4 
 
 
 clajey 
 
 14 
 
 en 
 
 V 
 
 en dan se 
 
 19 
 
 ali-i 
 
 - 
 
 
 
 15 
 
 un 
 
 4- 
 
 brun 
 
 20 
 
 au-i 
 
 
 
 Cauffhcy 
 
 16 
 
 on 
 
 ^ 
 
 bon 
 
 21 " 
 
 o-'i 
 
 
 
 
 owinff 
 
 
 22 
 
 OO-l 
 
 > 
 
 
 Louts 
 
 d> orison an t. 5 . 
 
 
 3 
 
 ch. 
 
 -*- 
 
 ich G. 1 ocTi S. 
 
 gr 6-e " 
 
 owed 
 
 M 
 
 ^ 
 
 - 
 
 e i n i n G . 
 
 yf- b Jo r e v i 
 
 aU mis . 
 
 
 
 11 
 
 r 
 
 LI an oily W. 
 
 E ^7 , G 
 
 A . F ^ , 
 
 26 
 
 r 
 
 ^oJ 
 
 ainor I. 
 
 - I 'K , 5 
 
 ^7. W jr. 
 
eurth, <T le T. , "^N air, ;1_ ask , ^ Go'bhe , )' ceux 
 \ pate , ^-. fusil , stone . ( -~* ^~* ^ 
 
 * 
 
 < ^ ^ I v \ 
 un. joli enfant, 
 
 \~^ *~\^ y 
 
 j je raeups d' ennui . 
 
 : ' _>- cati: 
 
 ^R" <^-^^^>- d'havlema < n c . ' ne. 
 
 ' 41^, ^ pr , . x pi, ^ '.1 > - 
 
 
 :rh'. 
 
 , 
 
 \ I-; 
 
-. Off -, 
 
 d_ ^*3^r- eiicl) . 
 
 \ 
 
 \ L , o j - x W 
 
 
 \ 
 
 ^ ' Sb ' 
 
 I: v. X 
 
 V 
 
 \ 
 
c.sitions of \AA;. o i* p 
 
 - 
 
 \ 
 
 \ (- 
 
 i v< 
 
 V A 
 
 c 
 
 L 
 
 rV^ 
 
 3rd.. \. 
 
 
C -^77"^ ' / N ^ C 
 v X o . s.- v ^> Xs . 
 
 ' 4- ; X ^ \ , ' .X. L 
 
 1 
 
 ^ c 
 
 / 
 
rphth ono'al f*jj*-. epr> es eni a4i. OTL . 
 
 ye v 
 
 ya q_' 
 
 yo ^ 
 
 y / 
 
 - - u. 
 
 J" 
 
 . C 
 
 \ 
 
 I, 
 
 yo. 
 
> 
 
 lit 1 phonetic. \1| 
 
 hahct. 
 
 Ian i<_> Vowels. 
 
 I' xplotl^nts. 
 
 written ]irintrd 
 
 s,,inul,-(l ; IS wi- 
 
 tloi prhilf..! ; ..>iiiidrd.i. 
 
 / r 1' r 
 
 * in *1 , / ' 
 
 y/' P p '' /> in ro//e 
 
 //,/ !I a 
 
 * ,,U- .'/I 
 
 / ; B b /^ ro/yc 
 
 Lsff'la i| 
 
 f/ /m\\ > ? 
 
 / T t / fa/o 
 
 ^ , O o 
 
 ft S/\\ / 
 
 f/ I) 1 </ l'a,/e 
 
 ^ ^ (.) o 
 
 /. ' 
 
 <>\W ' 
 
 f/ 0' <; ,// el,// 
 
 /" ^ o 
 
 f>O \(>t>(\ / 
 
 i ft 
 
 / ' .J y ^t'y<* 
 
 Slum Yowls. \,'/i 
 
 '/ K k '/ !.)(/ 
 
 \ -/ / i i 
 
 6 r K <> 
 
 \ f/ ' 
 
 t f\\ r, 
 ' / 
 
 e ,41 K ' 
 
 f/ (i o ,/ !(),/ 
 / 
 
 Continuants. 
 
 ' / // A a 
 
 j. 
 
 7 F f /' sa/e 
 
 / r o 
 
 (> (>(\(\ f 
 
 / V v /' sa/'e 
 
 , t 
 
 i 
 
 
 //// r ii 
 
 n //n // 
 
 / Ii t /// wrea/// 
 
 
 
 
 // (f V n 
 
 fw fax /; 
 
 ^ UI d /// wreii///(. 
 
 
 
 
 Shade Vowels. ,/ 
 
 y S s .v b i !,>> 
 
 
 ' ' 
 
 
 / r v <: 
 
 <'f( c'^rth . }' 
 
 , .r Z z IJH; : 
 
 ''/ / i\ i ( 
 
 /y ^ir / 
 
 / X J % <" visions 
 
 // // d d 
 
 // *sk y 
 
 ; X 5 ! .v Tivinii 
 
 Diphthong. 
 
 Liquids. 
 
 ' / 'I' J 
 
 /' ,sl, / 
 
 / LI / fa// 
 
 S f (5 o 
 
 1 'S> 
 
 01 <>(\ < SI 
 
 / II r / fo/- 
 
 PV k-. 
 
 (W r ()II'\ 
 
 Xasal Liquids. 
 
 y / ^ M 
 
 // 11 !//!(' C V 
 
 /// M in /// se.iv// 
 
 Coalcsronl.s. ' / 
 
 // N 11 // see// 
 
 '// ' W 
 
 y //oa // 
 // r //-ay 
 
 // U i) //^/ si//// 
 , Aspirate. 
 
 
 " 
 
 / II h // //ay 
 
hone'ti c jjTriiatin v . 
 
 v 
 
 
 . 
 
 N -- ' 
 
vD i mo- and <^L/' omo' . 
 
 ,. 
 
 v ' ' of D'TN ftsTymp'ton ' by iDr. I .J- . 
 
 c<V -> J Jf 
 
 L x i . 
 < > v_x rv 
 
 \ 
 
 \ , / 
 
 ) </ t, - ' 
 
 ) L_ 
 
 -:)._ 
 
 N ' -P 
 
 c. -) , 
 
 <^ ^> ^ - v v v r^^, s ) v , ^> y* 
 
 >o 
 
 " ' '"V. ^ v "VT, ^ (,. v ^ . f*S" ^ Xx "\Jl 
 "")' . I; /rS S ' V " ^^ '^' "^' ' 
 
r 
 
 % 
 
 ' L, - 
 
 jr , 
 
 N 
 
 
 
 / ^ ' ^ 
 
 
 <L ^ d ^ ^\ 
 J X. 
 
 r \ . 
 
^ 
 
 } 
 
 < ( 
 
 \ ( 
 
 t > 
 
 I/ 
 
 A x < n ^ 
 , " ".)-, 
 
 ^ 
 
 M" ^ 
 
 r> 'U 
 - k-- 
 
 O^ 1 => = 
 
 ^ L 
 
iKook for f and v. 
 
 c ' ^ 
 
 r \ , 
 
 1 
 
 ^ 
 
 
 ^- ^ V / 
 
 s v ^ , < - s^ ^ *y 
 
 vr x s~~! N, < x 
 
 I 
 
 C x x. ^ y C ^ y" ^ 
 
 ^ - \ ^^^ x c- , i 
 
 * N > -^^ V 1 
 
 -> * ^ 2 5 >- <r 
 i ' i- /^i \\ I x -'/ 
 
 x ^ < 1 ' * _ 
 
 , .1 y 1 ^ 5 r , C' ,' 
 
 6 r 
 
 10 'u ' ~" 
 
 <x 
 
OS"t . 
 
 l*o< r~X . ) < ' V 
 
 . ^ ^ *c. . ' 
 
 ' /T^ X 5 " o ^ "^^ <N V 
 
 (rs=> ; , ^_ N^X^ ^7= ^ N 
 
 v_ S. ^f- ' <^\' , 
 
 ) .L U, V- , 
 
 1 
 
f i 
 
 
 i V ^ / 
 
 \ 
 
 V C- ) I" . -^ - J 
 
 'T~ Cs; * s 1500 
 
erases. 
 
 To obtain a thorough acquaintance with Phonography, it is not 
 aloue sufficient that the engraved exercises contained in this work 
 be read, and afterwards copied and re-copied many times ; it is 
 necessary that the student should write exercises from the common 
 spelling, in order to test his familiarity with the sounds of words, 
 and with the different parts of the system involved in their correct 
 representation. 
 
 These exercises should be written in a Phonographic Copy-Book, 
 made of ruled paper, occasionally using a pencil, at other times pen 
 and ink. When lessons are received in class, a pencil is commonly 
 used, while those exercises which are written at home, and which are 
 supposed to be prepared with greater care, should be written with 
 a pen. 
 
 Ex. I. Combination of Consonants. 
 
 (See Manual of Phonography, Par. 25 to 31.) 
 
 In the following coml-imt; >TTS of consonants, the letters that are 
 joined by a hyphen arc to be a ;\ttcu without lifting the pen or pencil. 
 
 t-k t-m m-k n-k k-n iii-n u-m n-n m-m p-k p-m ch-k ch-m 
 m-1 k-1 n-1 p-1 t-1 1-n r-m t-m-1 t-m-k t-m-n m-l-n 1-t-l 1-t-m 
 1-n-t. 
 
WRITING EXERCISES. 
 
 la the following combinations, the first letter should be written 
 down to the line and the second below. 
 
 p-t b-t t-p t-b f-t f-d v-t t-f ch-t ch-p p-ch f-ch f-r. 
 
 In the following combinations, the first consonant should be com 
 menced above the line ; that is, sufficiently high to allow the de- 
 scending letter to rest upon the line. 
 
 k-t n-t m-t k-p n-p n-v k-v k-f m-f m-v k-ch k-j n-ch m-ch 
 k-t-k k-t-m k-t-n n-t-1 k-t-1 k-p-1. 
 
 Ex. II, Combinations with the Circle S. 
 
 (See Par. 32 to 34.) 
 
 m-s n-s m-n-s n-m-s m-s-m n-s-n m-s-k k-s-m n-s-k k-s-n 
 t-s t-m-s t-m-n-s p-m-s p-m-n-s p-l-s p-s-1 p-s-n t-s-n n-s-t 
 m-s-t p-s-k t-s-k f-s-n f-s-k p-s-t f-s-t t-s-t p-s-p ch-s-t ch-s-p 
 p-s-ch s-t s-t-k s-p s-p-k s-p-1 s-ch s-f s-m s-n s-m-t s-n-t s-n-f 
 8-th s-ng. 
 
 Ex. HI. Combinations with the Upward K. 
 
 (See Par. 35 to 37.) 
 
 t-r p-r m-r f-r k-r ch-r r-t r-p r-k r-n r-f r-v r-ch t-m-r 
 m-r-t n-t-r r-n-t k-r-t t-r-k t-r-n -n-t-r t-r-n-s m-r-n-s s-m-r-t 
 p-s-r r-s-p t-s-r m-r-s-n t-m-s-r t-s-m-r m-s-r-t m-r-s-m r-n-s-t-r 
 r-s-t-m p-r-s-n. 
 
 Ex. IV. On the Vowels. 
 
 (See Par. 31 to 43.) 
 
 Write the six long vowels after the consonants t, p, k, f, s, the 
 downward r, m, n. 
 
WRITING EXERCISES. 
 
 Write the six long vowels before t, p, k, f, s, the downward r, 
 m, n. 
 
 Write the six long vowels after the letter 1 (See Par. 44.) 
 Write the six long vowels after the upward r. (See Par. 35.) 
 Write the six long vowels before the downward r. 
 
 Ex. V. Simple Words. 
 
 (See Par. 38 to 46.) 
 
 It will be a great advantage to the student, in this and subsequent 
 exercises of a similar character, to write each word twice ; first as a 
 test of his acquaintance with that principle of the system involved in 
 the word, aud the second time to impress its form upon the memory. 
 
 Me, may, mow, nay, no, gnaw, see, say, saw, so, tea, toe, too, 
 day, do, though, they, thee, eat, ought, oat, ease, owes, eve, aid, 
 team, take, talk, meek, make, came, cane, care, name, maim, 
 mane, meal, mere, more, peer, pear, fear, fair, four, fame, feel, 
 fail, fall, peel, pail, pole, Paul, keel, coal, call, peat, beat, bought, 
 boat, bait, feet, feed, fade, peach, beach, peep, sheet, shade, shape, 
 shave, sheep, shore, page, poach, beak, bake. 
 
 There are rules for determining when the upward and when the 
 downward 1 and r should be used in such words as peer, pear, feel, 
 fall, &c., but at this stage of the pupil's progress, it is immaterial 
 which he uses, this being primarily an exercise on the vowels. 
 
 Ex. VI. Words commencing with S. 
 
 (See Par. 49 to 51.) 
 
 Stay, stake, stakes, stalk, stalks, speak, spake, spoke, steak, 
 smoke, snake, snakes, seat, sought, soup, soap, seal, sale, soul, 
 same, seem, seen, sane, soon, safe, save, sear, sore, seed, sowed, 
 siege, sage. 
 
 When words commence with a vowel followed by s or z, use the 
 stroke letter. (See Par. 51.) 
 
 East, ask, ease, eased, owes, ooze, oozed. 
 
WBITING EXERCISES. 
 
 Ex. VII. Words containing Short Vowels. 
 
 (See Par. 52 to 54.) 
 
 1st LIGHT DOT: pit, fit, it, mit, knit, bit, mill, fill, pick, stick, 
 rip, rib, bit, pill, bill, dip, tick, spill, pillow, 
 billow, filly, pity, city, finny, giddy, Guinea. 
 
 2d LIGHT DOT: met, net, bell, get, pet, bet, peck, peg, deck, 
 neck, dell, fed, bed, leg, red, beg, wreck, bellow, 
 fellow, mellow, ferry, merry, perry, berry. [The 
 student will bear in mind that the second-place 
 vowel in these words, is to be written not after the 
 first consonant, but before the second.] 
 
 3d LIGHT DOT: cat, mat, fat, pat, rat, rag, tack, pack, back, bag, 
 rack, lack, lag, nag, gnat, catch, match, valley, 
 fallow, marrow, carry, tarry, parry, marry. [The 
 third-place vowels are written before the second 
 consonant.] 
 
 1st LIGHT DASH: cot, lot, log, got, rot, rob, rock, lock, dock, dog, 
 bog, knock, fog, loll, top, doll, cob, nod, pot, 
 folly, volley, Polly, body, socket, rocket, morrow, 
 
 foggy- 
 
 2d LIGHT DASH: cut, nut, rut, rub, sun, some, rut, duck, cub, 
 luck, tub, love, cuff, buck, buff, ruff, bud, lucky, 
 sunny, funny, money, gully, ruddy, fusty. 
 
 3d LIGHT DASH: pull, full, put, foot, book, rook, look, took, nook, 
 pully, pullet, bully, bullet, fully. 
 
 Ex. VIII. Words containing Third-place Vowels. 
 
 (See Par. 55, c.) 
 
 Long Voweh. Food, move, mood, boom, pool, rood, calm, 
 alms, psalms, palm, balm, room (with the downward r), roof, 
 (with the upward r). 
 
 Short Vowels. Pat, bat, patch, batch, latch, match, rat, rag, 
 lag, foot, book, rook, look, took, nook. 
 
WRITING KXERCISES. 
 
 Ex. IX. Words containing Compound Vowels. 
 
 (See Par. 58 to 62.) 
 
 I. Time, tire, mire, pile, bile, mile, ripe, knife, nine, mine, 
 might, night, kite, light, snipe, smite, smile, spike, style. 
 
 01. Toy, boy, joy, boil, foil, coil, noise, spoil, toil. 
 
 OW. Bow, vow, cow, row, thou, sow, out, our, owl, mouth. 
 
 TJ. Few, view, knew, mew, use (s.), use (verb), youth, tube, 
 pure. 
 
 WI. Wide, wife, wives, wire, wine, quite, twice, twine, wiles. 
 
 Ex. X. Words commencing with the Aspirate H. 
 
 (See Par. 19 and 63.) 
 
 Dot Aspirate. Heed, hear, hair, hot, hide, home, hope, hit, hip, 
 hem, ham, happy, homely. 
 
 Stroke ^pirate. Hay, Hayes, hue, hews, house, husk, head, 
 hasten, hearty, hollow, hero, hoof, hood, heavy, haughty. 
 
 Ex. XI. Words containing the W and Y Compound 
 Vowels. 
 
 (See Par. 61 and Page 78.) 
 
 Write the Compound Vowels ice, wa, wah, &c., before the letter t. 
 
 Write the Compound Vowels ije, ya, yah, &c., before the letter t. 
 
 Weed, wait, week, weave, weep, wave, sweet, Swede, sweep, 
 walk, wove, woke, wore, swore, quote, squeal, squall, wit, wet, 
 twig, quip, squib, wag, watch, wash, worm, year, years, yawn, 
 yet, young, yellow, Yankee. 
 
WRITING EXERCISES. 
 
 Ex. XII. Words containing Double Consonants. 
 
 (See Par. 64 to 73.) 
 
 Tree, try, true, Troy, dream, tribe, trip, trap, trick, trim, 
 track, tram, dram, brag, broke, pray, prow, preach, prime, pride, 
 price, prize, brew, break, brace, brought, brick, claim, clear, 
 clime, Clyde, glide, clip, clap, creep, crape, greet, grape, growth, 
 grot, grotto, creed, Creole, crude, crisp, grasp, keeper, caper, 
 copper, pewter, bitter, metre, mitre, fighter, feeder, nitre, paper, 
 pauper, pepper, reaper, river, rover, lever, lover, cover, weaver, 
 waver, wafer, clover, cleaver, clever, legal, regal, uncle, ankle, 
 anger, angry, table, stable, stubble, title, tattle, piper, riper, 
 rocker, raker. 
 
 Ex. Xnt Words containing the Str series of Con- 
 sonants. 
 
 (See Par. 74 to 79.) 
 
 Straw, strew, stray, strip, strike, struck, spray, spread, string, 
 spring, strong, sprung, sprang, scrape, scribe, scrip, scrap, scrawl, 
 sprout, scratch, screech. 
 
 For the following words, see Par. 75. Destroy, prosper, express, 
 eipressive, extreme, extra, exclaim, exclude. 
 
 For the following words, see Par. 78. Describe, disgrace, dis- 
 agree, descry, disagreeable, describe, disgraceful. 
 
 For the following words, see Par. 79. Setter, seater, suitor, 
 sweeter, cider, supper, sober, sapper, sabre, settle, saddle, supple, 
 sickle, cycle, civil, sooner. 
 
 Ex. XIV. Words containing the Initial W Hook. 
 
 (See Par. 80 and 81. 
 
 Wane, Wednesday, winter, windy, window, wintry, wealth, 
 wealthy, Walter, work, worth, worthy, worthless, worker, welfare. 
 
WRITING EXERCISES. 
 
 Ex. XV. Words containing the Final N Hook. 
 
 (See Par. 82.) 
 
 Tune, town, down, pain, bone, pan, pen, boon, brown, keen, 
 cane, coin, clean, queen, train, drain, drawn, drown, sprain, strain, 
 strewn, mourn, line, lane, lawn, mine, nine, mean, known, noon, 
 shown, sbine, remain, Roman, heaven, even, raven, ravine, riven, 
 leaven, driven, proven, craven, outline, pollen. 
 
 For the following words, see Par. 83. Towns, downs, bones, 
 pains, queens, coins, brains, tones, trains, mourns, turns. 
 
 For the following words see Par. 84. Mines, fines, vines, moans, 
 Romans, griffins, refines, ravines. 
 
 For the following words, see Par. 85. Tenses, dances, glances, 
 quinces, pounces, bounces, expenses. 
 
 Ex. XVI. N followed by a Vowel. 
 
 (See Page 49, line 8.) 
 Money, rainy, pony, bony, downy, tiny, Dinah, funny, Fanny. 
 
 Ex. XVII. Words terminating with Tion. 
 
 (See Par. 87.) 
 
 Caution, action, edition, addition, option, station, passion, portion, 
 education, oppression, attraction, reduction, retraction. 
 
 For the following words, see Par. 88. Mention, nation, notion, 
 motion, mission, attention, termination, terminations, nations, mis- 
 sions, attentions, attractions, editions, stations. 
 
 Ex. XVin. Grammalognes. 
 
 (See Page 51.) 
 
 Fill a line of your copy book with each of the signs that represent 
 the following words : a, and, as, be, do, have, is, it, of, on, that, 
 there, think, to, the, was, well, when, which, will, you. 
 
WRITING EXERCISES. 
 
 Ex. XTX. Simple Sentences. 
 
 Do as you wish others to do to yon. Wheu you feel angry, it is 
 well to think long before you speak. Try to do that which is right, 
 and avoid that which is wrong. There is a time for play, and there 
 is a time for work ; a time to think, and a time to talk ; a time to 
 speak, and a time to keep silence. When you speak, think to whom 
 you speak, of whom you speak, and say only that which you know 
 to be just and right. The wise man will always think before he 
 speaks, and the fool when he has spoken. As we sow, so shall we 
 reap; that which you sow to-day, you will reap at some future time. 
 That which you have to do, try to do well. Time and tide will stay 
 for no man. If we sin, it is well we suffer. It is only by suffer- 
 ing that we learn to do the right and leave the wrong. Master thy 
 tongue, or it will master thee. If thy tongue betray thee, thy heart 
 is wrong, or thy tongue is thy master; seek, then, to cleanse thy 
 heart, or master thy tongue. 
 
 Ex. XX. Vowel Grammalogues. 
 
 (See Par. 96 and 97.) 
 
 Write the Phonographic signs for the following Grammalognes. 
 Fill a line with each sign, after writing the long-hand word at the 
 beginning: 
 
 All, two, already, oh, ought, who, of, to, or, but, on, should, 
 the. a, and, I, how, why, while. 
 
 Ex. XXI. Sentences containing Vowel Gramma- 
 logues. 
 
 I wish you to write all that I have read to you. While you stay 
 there you should try to learn all that has taken place. Those who 
 take most pains will be likely to succeed the best. I should have 
 seen you to-day, but I was unable to be there. You or I should 
 
WRITING KXERCISES. 
 
 have seen to it this morning. Had we known your wish we would 
 have allowed it to be taken away. I think they ought to pay 
 you while you remain at their house. We hope to be able to leave 
 on the day you name. Why do you wish to go by the early train ? 
 I should like to know why you leave us so soon. You ought to 
 h:;ve brought enough paper to write a long letter on. He has al- 
 ready taken us to two of the best stores in the city, but we saw 
 nothing to suit us. You ought to have seen to this on the day you 
 came; we should then have known how to advise you. None de- 
 serve to succeed but those who try. You should speak only of 
 that you know to be true. He who hopes for the prize should labor 
 to obtain it. 
 
 Ex. XXIL Prefix Com and Con Affix Ing. 
 
 (See Par. 98 and 99, and Page 69.) 
 
 Contain, contrive, construe, constrain, compose, comply, com- 
 plain, complex, conform, condition, comprise, compress, conduce, 
 conducive, condemn, conclude, concave, conclave, consider, con- 
 siderable, consideration, computation, control, connection, commence, 
 concern, common, complexion. 
 
 Write the following words with the final dot for iny : 
 
 Trying, doiug, paying, buying, leaping, sleeping, striking, 
 rapping, speaking, taking, reaching, raging, robbing, ducking, 
 moving, learning, training, cleaning, cleansing, evening, dancing, 
 turning, concerning, considering, constraining. 
 
 Write the following words with the consonant sign v for the 
 
 termination ing : 
 
 Pleasing, placing, tracing, praising, blessing, dressing, chasing, 
 choosing, kissing, creasing, crossing, gazing, racing, rising, housing, 
 perusing, composing, facing, meaning, commencing, annoying, 
 trifling; tracings, blessings, crossings, musings. 
 
 Write the consonant v ing in the following words : 
 
 Bring, being, spring, fling, tongue, string, stung, strong, sting, 
 long, ring, wrong, fang, bang, sing, song, prong, cling, claug. 
 
WRITING EXERCISES. 
 
 Ex. XXTTT. W and Y Grammalogues. 
 
 (See Page 55.) 
 
 Write the Phonographic signs for the following Grammalogues. 
 Fill a line with each sign, after writing the long-hand word at the 
 beginning. 
 
 We, with, were, what, would, ye, yet, beyond, you, way, 
 your, well, where, when, one. 
 
 Ex. XXIV. Sentences containing the W and Y 
 Grammalogues. 
 
 (See Page 55.) 
 
 We wish to know what you would have us do with it. No one 
 yet knows when we think of leaving your city. This way is as easy 
 as the other, and one would think it would be the way you would 
 prefer. We wish to know your address, for we mean to pay you a 
 visit when we know where you live. We were with you early in 
 the spring, but when summer came we were all at the sea-sicle. The 
 price he asks is much beyond what he would be disposed to take. I 
 wish you would stay and dine with us when next you are in town. 
 What would you have seen of it had no one shown you? We were 
 all there when the news of your success came. His expenses are much 
 beyond what they ought to be. When his affairs are brought to a 
 close where will his credit be? What were his reasons for such a 
 course he has yet to explaiu. I wish to know what will be the 
 price of the book, and when it will be ready. I have yet to learn 
 that what he knows of it will be of any use to us. 
 
 Ex. XXV. The Stroke W and Y. 
 
 (See Par. 101 and 102.) 
 
 Write the following words with the consonant signs for v> and y. 
 Woe, woes, ways, away, awake, awoke, aware, wise, wiser, 
 sway, swoon, weasel, whistle, whisk, yeas, Yeo. 
 
WRITING EXERCISES. 
 
 Ex. XXVI. Single Consonant Grammalogues. 
 
 (See Page 56.) 
 
 Write the Phonographic signs for the following Grammalogues. 
 Fill a line -with each sign, after writing the long-hand word at the 
 beginning. 
 
 Up, be, it, do. which, advantage, kingdom, come, for, have, 
 think, them, so, was, shall, usual, will, are, me, him, in, no, 
 thing, language, way, your. 
 
 Ex. XXVII. Sentences containing the Single Con- 
 sonant Grammalogues. 
 
 (See Page 56.) 
 
 Yon shall have them if they will be of any service to yon. I think 
 we shall see them if they come to town on their usual weekly visit. 
 You have given me much trouble with your many fancies. It was of 
 no use that we gave him your address, for he was unable to read it. 
 That which you have to do, try to do well. I shall give you all the 
 advantage that may come of the change. I think if we do the thing 
 well, it must succeed. Do one thing at a time, and that one thing 
 well. His language and his manners prove him to be a man of edu- 
 cation. You shall be at liberty to claim all the advantage that comes 
 of the transaction. These things are usually of less advantage than 
 we are prone to imagine them. It is your duty to make me aware 
 that what he is doing is wrong, for it will give us all much trouble. 
 
 Ex. XXVHI, The Halving Principle. 
 
 (See Par. 106 to 115.) 
 
 The following examples terminate with a light consonant. 
 Pack, packed, kuock, knocked, rap, rapped, talk, talked, tack, 
 tacked, black, blacked, creep, crept, grope, groped, group, grouped, 
 drip, dripped, trap, trapped, spike, spiked, strip, stripped, smoke, 
 
WRITING EXERCISES. 
 
 smoked, snap, snapped, stretch, stretched, strap, strapped, part, 
 smart, port, strict, construct, conduct, contact, compact, comport, 
 expect, inspect, induct, unpacked, act, ached, apt, art, east, sent. 
 
 The following examples terminate with a heavy consonant. 
 
 Kob, robbed, live, lived, love, loved, rove, roved, crave, crav- 
 ed, grieve, grieved, prove, proved, beg, begged, drag, dragged, 
 pave, paved, brave, braved, page, paged, cage, caged, scrub, 
 scrubbed, heave, heaved, hive, hived, relieve, relieved, move, 
 moved, remove, removed, eased, used, old, end, hand, scud, sound, 
 saved, sold, sealed, soared, seemed. 
 
 Ex. XXIX. The Halving Principle. 
 
 (See Par. 110.) 
 
 Pelt, belt, melt, felt, guilt, colt, smelt, failed, filed, fold, 
 compelled, toiled, boiled, bailed, mold, mailed, mild, nailed, 
 
 (See Par. 111.) 
 
 People, peopled, measure, measured, labor, labored, treasure, 
 treasured, title, titled, slaughter, slaughtered, favor, favored, feath- 
 er, feathered, cover, covered, fetter, fettered, stable, stabled, 
 struggle, struggled, rifle, rifled, honor, honored, humor, humored, 
 remain, remained, refrain, refrained, abstain, abstained, refine, 
 refined, regain, regained. 
 
 (See Par. 109.) 
 
 Meet, might, fight, night, let, foot, read, need, mode, treat, 
 trot, prate, sprite, fright, flight, flat, fruit, clot, dread, bread, 
 glad, glide, slate, slight, suiite. 
 
 (See Par. 112.) 
 
 Find, found, confined, confound, compound, land, lent, learnt, 
 mind, mound, deigned, content, constrained, rent, concerned, cau- 
 tioned, stationed, conditioned. 
 
 (See Par. 115.) 
 
 Effect, affect, fact, kicked, locked, leaked, looked, conflict, 
 evoked, locate, dialect. 
 
WRITING EXERCISES. 
 
 (See Par. 159.) 
 
 Acted, ended, fated, knitted, melted, pelted, courted, sifted, 
 connected, computed, quilted, smelted, parted, expected, conducted. 
 
 Ex. XXX. Loops for St and Str. 
 
 (See Par. 116 to 122.) 
 
 St: Feast, faced, toast, taste, tossed, post, roast, fast, last, rust, 
 must, best, steam, stem, stake, stock, steer, store, star, stop, 
 stuff, staff, storm, contrast, context, compressed, danced, 
 pranced, bounced, trounced, canst, against. 
 
 Str: Feaster, master, muster, pester, boaster, monster, minister, 
 poster, punster, spinsters, teamsters. 
 
 Sts: Posts, feasts, boasts, beasts, mists, texts, nests, toasts, dus- 
 ters, punsters, spinster, monster. 
 
 (See Par. 118.) 
 Justify, justified, investigation, investigated, testify, distinct, 
 
 distinction, artistic, statistics. 
 
 Ex. XXXI. Final Hook for S-tion. 
 
 (See Par. 123 to 126.) 
 
 Position, possession, decision, opposition, accession, acquisition, 
 precision, persuasion, procession, disposition, physician, dispensation, 
 transition, condensation, compensation, possessions, positions, tran- 
 sitions, condensations, dispensations. 
 
 Ex. XXXII. Double curved Consonants. 
 
 (See Par. 127.) 
 
 Father, another, mother, rather, further, weather, feather, 
 smother, smoother, northern, southern. 
 
WRITING EXERCISES. 
 
 Ex. XXXIII. Vocalizing Double Consonants. 
 
 (See Par. 128 to 133.) 
 
 Course, curse, cultivated, before, beautiful, dark, Turkey, dark- 
 ness, garment, Charles, parcel, paragraph, parley, north, torment, 
 dormouse, culture, corruption, collect, correct, corrected, collected. 
 
 Ex. XXXIV. Prefixes and Affixes. 
 
 (See Par. 134 to 140.) 
 
 Circumspect, circumstance, circumstances, circumscribe, accom- 
 plish, accommodation, discontinue, discontent, inconvenient, incon- 
 siderable, introduce, introduction, interview, recognise, reconcile, 
 reconciled, recommend, magnitude, magnify, instruct, instruction, 
 instructed, instructive, inscribe, inscription, instrument, selfish, 
 selfishness, thyself, myself, himself, themselves, ourselves, hard- 
 ship, friendship, statesmanship, heavenly, evenly, openly, proba- 
 bility, suitability, affability, sensibility, vulgarity, similarity, pros- 
 perity, dexterity, futurity, principality, barbarity, peculiarity, 
 popularity. 
 
 Ex. XXXV. On Writing L and R. 
 
 Par. 141. Like, look, lucky, likely, lamb, limit, lament, la- 
 mented, lamp; alike, element, elementary, alack, 
 Elgin, alum. 
 
 Par. 143. Fail, file, bile, avowal, reel, rule, ruling, folly, 
 fully, follow, valley, really, rally, meal, mile, peal, 
 pole, tool, tallow, trial. 
 
 Par. 145. Ear, air, our, sour, sore, sear, arm, ark, army, 
 armed, arrogance, early, hourly, error; earth, arch, 
 arched, serve, served, aright, artist. 
 
 Par. 147. Rome, remain, remained, Roman, room, remote, remit, 
 remitted, remiss. 
 
 Par. 148. Poor, door, tear, attire, attired, appear, appeared, fair, 
 far, bear, pair, power, flower. 
 
WRITING EXERCISES. 
 
 Par. 149. Tarry, parry, farrow, fairy, borrow, berry, cherry, 
 vary, foreign, forest, furrow, miry, fury. 
 
 Par. 152. Exterior, inferior, interior, mirror, career, superior, 
 courier, terror, farrier, fairer. 
 
 Ex. XXXVI. N Hook Grammalogues. 
 
 (See Page 63.) 
 
 Write the Phonographic signs for the following Grammalogues. 
 1'ill a line with each sign, after writing the long-hand word at the 
 beginning. 
 
 Upon, been, done, general or generally, can, again, Phonogra- 
 phy, then, alone, opinion, objection. 
 
 Ex. XXXVII. Sentences containing the N Hook 
 Grammalogues. 
 
 (See Page 63.) 
 
 It has been our opinion that he has generally been successful in 
 what he has attempted. I can have no objection to what has 
 been done, if you can assign a reason. I have written again to ask 
 his opinion, and he assures me he can do better work by this machine 
 than by any other. He is of opinion that Phonography can accom- 
 plish all that has been promised. It has been generally believed that 
 nothing can be done without first removing the tax upon the people's 
 bread. What had to be done should have been done quickly. He alone 
 stated his objection, but it is generally admitted that his opinion will 
 be found correct. He has again taken to his vicious ways ; all that 
 has been done has had no effect upon him, but has been insufficient 
 to reclaim him. I have done less than I intended ; with your per- 
 mission, I will try again. He alone is of opinion that what has been 
 done is satisfactory to all concerned. 
 
WRITING EXERCISES. 
 
 Ex. XXXVIII. L and R Hook Grammalogues. 
 
 (See Page 64.) 
 
 Write the Phonographic signs for the following Grammalogues. 
 Fill a line with each sign, after writing the long-hand word at the 
 beginning. 
 
 Principle, principal or principally, remember or member, 
 able, tell or till, truth, dear, call, difficulty, care, fall, from, 
 every , three, their or there, sure, pleasure, remark, more, nor. 
 
 Ex. XXXIX. Sentences containing the L and R, 
 Hook Grammalogues. 
 
 (See Page 64.) 
 
 Be sure yon tell the truth on every occasion, it will give me plea- 
 sure and save you from difficulty and disgrace. We all remember 
 the care with which he prepared his plans, the difficulties he overcame, 
 the opposition he encountered from his friends, and the full measure 
 of success with which he was rewarded. When we act from princi- 
 ple, our convictions are too dear to be yielded to temporizing. 
 Neither he nor I can be sure that we shall be able to call, till we 
 have first had the pleasure of seeing you at the Falls. There are plea- 
 sures attached to every duty, while cares, troubles, and difficulties re- 
 sult from every neglect. The General surprised us this morning; 
 his principal reason, I imagine, was to see if the sentries were honest 
 and able men. His remark was intended to impress every person 
 with the necessity for care and caution. I am sure he has full confi- 
 dence in the truth of your statement and the honor of your character. 
 The more energy we apply the less formidable does the difficulty 
 appear. The difficulty arose from their neglect of the three most im- 
 portant principles, which ought to have been apparent to every person 
 present. From the full investigation that has been made, I am more 
 than ever convinced of the truth of the remark. Till I am able to 
 call there neither you nor I can be certain of the result. 
 
WRITING EXERCISES. 
 
 Ex. XL. Half Length Grammalogues. 
 
 (See Page 67.) 
 
 Write the Phonographic signs for the following Grammalogues. 
 Fill a line with each sign, after writing the long-hand word at the 
 beginning. 
 
 Particular-ly, opportunity, spirit, told, toward, child, gentlemen, 
 gentleman, quite, could, called, according-ly, cannot, account, 
 God, good, great, after, thought, that, without, establish- men t, 
 short, Lord, word, immediate- ly, made, might, not, nature, went, 
 wont, under, world. 
 
 Ex. XLI. Sentences containing Half Length 
 Grammalogues, 
 
 (See Page 67.) 
 
 I shall have an opportunity to do him good service, if he does not 
 reject my application. I have called on that gentleman but he is not 
 inclined to regard my request with great favor. He cannot under- 
 take this immediately for he is under an engagement to establish an 
 agency which will take his goods to all parts of the world. After 
 you left I thought more of the nature of our misunderstanding, and 
 I am bound to offer that apology which one gentleman has a right to 
 eipect from another under the circumstances. It is not his intention 
 to return immediately; accordingly, I have not thought it worth while 
 to commence the arrangement which he wished made previous to his 
 return. I am particularly interested in his account of the great hard- 
 ships he endured in his late voyage. He has given us his word that 
 immediately the emigrants land they shall be provided with the 
 necessary accommodation. Conld you not have told the child that 
 without obedience he could not be loved? I give you my word that 
 all I said was intended in a spirit of kindness ; if he does not think 
 so he has certainly misunderstood my intentions. I went immedi- 
 ately after he called, and though his visit was short, it was quite long 
 enough to let us see that he could act in the spirit of a gentleman. 
 
WRITING EXERCISES. 
 
 Ex. XLII. Diphthongal Representation. 
 
 (See Page 92.) 
 
 Companion, convenience, convenient, experience, lenient, union, 
 Christian, question, William, rebellion, familiar, incipient, com- 
 modious, righteous, valiant, million, physiology, association, asso- 
 ciate, Arabia, bilious, furious, glorious, genius, foliage. 
 
 Ex. XLIII. On Improvement. 
 
 (See Pages 80 and 81.) 
 
 The following ingenious exercise, originally written for an early 
 edition of Phonography, by the Rev. John Hope, an English clergy- 
 man, consists only of Grammalogues, and comprises, with a trifling 
 exception, all that are used in the Corresponding Style of Phonography. 
 It should be practised till every word can be written without hesita- 
 tion; it should then be written from another's dictation, those words 
 being now joined that are connected by hyphens, (See Ex. 47,) until 
 it can be written with considerable speed. 
 
 Establishments for-improvement and for knowledge* in -general, are 
 important things in a kingdom ; and the more so where it-is usual with- 
 them to acknowledge * good principles. A Phonographic establish- 
 ment in particular, is an immediate advantage to every gentleman, or 
 child, who is a member of -it, and to all. According to general opin- 
 ion, Phonography is a subject we could, and should, have pleasure 
 in; without it, language is-not quite what-it-should-be a remark 
 in-which-there-is great truth, and to-which I-thiuk there-can-be no 
 objection. Again, every one who has thoughts which-are-dear to- 
 him, or important to-the world, is called upon to care for-them and 
 improve them, to-the full, when he has opportunity. How, or on 
 what principle can we be good without improvement? Remember, 
 that every-thing is an object of importance that comes under it; and, 
 beyond all, that-the sure word of-the Lord God was given for-im- 
 provement. Should there-be difficulties in-the-way of -your improve- 
 * See Contractions, Page 85. 
 
WRITING EXERCISES. 
 
 ment, and of-the subjection of-your nature to God's truth, then I 
 call upon you, while you-cau improve, to-do-so. After what I-have 
 told-you, are-there yet objections to it ? "Were there, an account of- 
 theni would already have-been given. Great and good things cannot 
 come together without improvement. But should I be told-that it 
 might have-been so, from what I know of-the general spirit of all, I 
 tell-you the truth is as I-have given it, nor can ye object to-it. In 
 short, gentlemen, you ought to establish it as yonr first principle, that- 
 yon- will-not- give up; but as you have opportunity, why not do ail- 
 that can-be-done towards improvement in every-thing in-this- world; 
 and should it-be-done well, yon-will give pleasure not to me alone, 
 but to all. 
 
 Ex. XLIV. On the Outlines of Words. 
 
 Nothing more readily distinguishes the writing of the proficient from 
 that of the novitiate Phonographer, than attention to the forms of certain 
 words which practice has dictated to be the best, but which would 
 probably be the last that would suggest themselves to the student. A 
 list of such words is given on pages 82 and 83 of the Manual. They 
 are words of frequent occurrence and should be thoroughly mastered 
 by writing each word several times, first inserting and afterwards 
 omitting the vowels. 
 
 Ex. XLV. Phonographic Reporting. 
 
 Pages 84 and 85 of the Manual contain exercises initiatory to 
 Phonographic Keporting. The first column consists of contractions 
 used in the Corresponding Style of Phonography, and as they are words 
 of common occurrence they should be thoroughly mastered. The 
 pupil is advised to make several of each, naming the word as it ia 
 written. 
 
WRITING EXERCISES. 
 
 Ex. XL VII. Phraseography. 
 
 One of the most beautiful, as it is one of the most useful features 
 of the Phonographic System, is its capability of uniting words into 
 phrases. The saving thus effected to the writer, is greater than ap- 
 peal's at first sight; and, happily, it is accomplished not only without 
 sacrificing legibility, but with a positive gain in that respect. Each 
 of the following phrases consisting almost exclusively of Gramma- 
 loguee is to be written without lifting the pen or pencil. The rule 
 observed in writing phrases is, for the first Grammalogue to occupy its 
 usual position, and for the remaining words in the phrase to accom- 
 modate themselves to the position of the first. This principle is fully 
 explained in the Reporter's Manual and Vocabulary. 
 
 You-will, you-will-have, you- will-be, you-will-be-sure, you-will- 
 do, you-will-fiud, you-will-not, (will not is represented in the Re- 
 porting Style thus f) jou-will-not-be, you-will-not-have, you- 
 may, you -may -have, you-may-be, you-may-do, you-mnst, (when a 
 word follows must in Phraseography, the loop becomes a circle,) you- 
 must-have, you-must-be, you-must-not, you-must-not-be, you-can, 
 you-can-be, you-can-have, you-are, you-should, (should v\Uistbe struck 
 upward,) you-should-be, you-should-have, you-should-not, you- 
 should-not-be. 
 
 It-is, it-is-not, it-may-be, it-may-have, it-may-have-beeu, it-must, 
 it-must-be, it-was, it-was-not, it-should-be, it-should-not, it-should- 
 not-be, it-can, it-can-be, it-could-uot-be, it-would, it-would-be, it- 
 would-not-be, it-would-not-have, it-would-not-have-been, it-has- 
 been, (write the circle S on the left hand side,) it-has-beeu-done. 
 
 We-have, we-have-done, we-have-been, we-have-not, we-have- 
 not-done, we-have-not-beeu, we-shall, we-shall-have, we-were, we- 
 do, we-think, we-thiuk-that. 
 
 When I is joined to phrases only one half of the vowel character is 
 written, the downward or upward stroke, as is most convenient. In 
 the following phrases write the upstroke. 
 
 I-have, I-have-not, I-have-bcen, I-have-donc, I-have-not-bcen, 
 I-have-uo-doubt, I-have-seen, I-have-known, I-have-said, I-think> 
 I-thiiik-you-will, I-thiuk-it-is, I-shall, I-shall-be, I-shall-have, I- 
 shall-not-have, I-find, I-fear, I-fear-you-will, I-fear-you-will-have, 
 I-need-not. 
 
WRITING EXERCISES. 
 
 In the following write the down-stroke. I-am, I-must, I-must-be, 
 I-must-have, I-must-not, I-must-not-he, I-must-not-have, I-am-glad, 
 I-am-sorry, I-am-sure, I-am-very-glad, I-will, I-will-try, I-will- 
 have, I-will-uot, I-will-not-have, I-will-not-be. 
 
 To-be, to-do, to-have, to-have-been, to-have-done, to-think, to- 
 make, to-some, to-soine-extent, to-him, to-love, to-that, to-that-which- 
 is, to-many, to-inany-such. 
 
 Write who downward. Who-have, who-do, who-have-not, who- 
 have-seen, who-have-not-seen, who-are, who-are-not, (are not is 
 written thus ^ ) -who-cau, who-can-have, who-can-be, who-can-do. 
 
 Ex. XLVm. The Joined The. 
 
 (See Par. 165.) 
 
 The frequently occurring word the may be affixed to any word, 
 when the junction forms an acute angle, by elongating the dot into a 
 short tick or stroke, which may be written upward or downward, as 
 is most convenient. 
 
 In-the, when-the, for-the, that-the, which-the, in-which-the, have- 
 the, of -the, with-the, from-the, are-the, that- which-the, for-which-the, 
 nnder-the, be-the, upou-the, then-the, it-is-the, thus-the, on-the, 
 should-not'the, should-have-the, iu-the-way, between-the, seen-the, 
 sent-the, send-thc, into-the, I-have-seen-the, I-have-sent-the, I-have- 
 not-the, 1-have-not-seen-the. 
 
 Ex. XLIX. The Joined And. 
 
 In an advanced style of writing and may be prefixed to any word, 
 by elongating the dot into a short tick or stroke, when it will form 
 an acute angle with the letter with which it is combined. The fol- 
 lowing and similar phrases are the only ones in which the student is 
 recommended to use it. The frequently recurring phrase and the is 
 represented thus -* 
 
WRITING EXERCISES. 
 
 And-this, and-thus, and-thns-the, aud-tlms-it-is, and-then, and- 
 then-the, and-that, aiid-that-the, and-that-it, aud-that- it-is, aud-that- 
 which-is, and-that-which-is-uot, and-which, and-it, and-it-is, and-it- 
 is-not, and-it-is-not-the, and-do, and-do-you, and-does-it, and-yonr, 
 and-yours. 
 
 Ex. L. The Double Circle. 
 
 (See Par. 157.) 
 
 In the following words the double-sized circle is used. When 
 their outlines are familiar the vowels may be omitted. 
 
 Exist, exists, existed, existence, existences, necessary, necessarily, 
 unnecessary, unnecessarily, accessible, inaccessible, precisely, persua- 
 sive, decisive, excessive, success, successive, successively. 
 
 Epilogue. 
 
 God bless this land, and bless us all 
 With wisdom, we beseech, 
 
 And grant henceforth that writing be 
 As fleet and free as speech I 
 
 L 
 
escriptive /^catalogue; 
 
 Phonography, or Phonetic Shorthand is the invention of 
 ISAAC PITMAN, Esq., of England. It is a system of writing the Eng- 
 lish and all other languages, by means of a PHILOSOPHIC ALPHABET 
 composed of the simplest geometrical signs, in which one mark is used to 
 represent one and invariably the same sound ; the result of which is, 
 that Phonographic writing is as legible as the common longhand, while 
 it may be written six times as fast. This system although so recently 
 discovered, is now used almost exclusively for securing verbatim reports 
 of the debates in the American Congress, and the British Houses of 
 Parliament. It has been introduced into many of the leading colleges 
 and schools in England and in this country, and from its utility and 
 importance is rapidly {ruining the position of a regular branch of study 
 in educational establishments. 
 
 "An education that does not embrace a knowledge of Phonog- 
 raphy," says JOHN HOWARD TICK, Esq., General Superintendent of 
 the St. Louis Public Schools, in his Annual Report for 1854, " must 
 be regarded as incomplete, and short of the wants of the age, and I 
 would therefore recommend its early introduction in the Grammar and 
 High Schools, as one of the regular branches of study." The Rev. 
 THOS. HILL, Chairman of the School Committee, Waltham, Mass., 
 in the High School of which Phonography has been introduced, says: 
 
PHONOGRAPHIC PUBLICATIONS. 
 
 "It should be tanght in the common schools, as one of the best possible 
 aids in obtaining a subsequent education." JOHN S. HART Esq., 
 Principal of the Philadelphia High School, writes, " Some of them 
 [former pupils of the School] not yet turned of twenty, are now 
 making more money by Phonographic Reporting, than the Principal 
 of the High School, after having given himself for more than twenty 
 years to his profession." JUDGE KANE, of Philadelphia, remarks: 
 "To the professional man, and indeed to every one whose pursuits 
 in life call upon, him to record incidents or thought, (and whose pursuits 
 do not ?) it is one of the great labor saving machines of the age. 
 Dr. J. W. STONE, Representative iu the Mass. Legislature, says: "I 
 deem Phonography, when thoroughly learned, an invaluable adjunct to 
 education; and one which when acquired in youth would not be parted 
 with in manhood, for thousands of dollars." Col. BENTON thus testifies 
 to the value of Phonography; " Had this art been known forty years 
 ago, it would have saved me twenty years of hard labor ! " 
 
 The following list of new and superior works, explanatory and 
 illustrative of Phonography, are edited by BENN PITMAN, (brother to 
 the Inventor of the art,) who has had a more lengthened experience in 
 teaching Phonography than any other person living. The works may 
 be obtained at the Phonographic Institute, Cincinnati, or will be 
 sent by mail, without additional charge. 
 
 The Manual of Phonography; by BENX PITMAN. 
 
 This is a new treatise, explanatory of the art, from its simplest 
 rudiments to the most abbreviated style of Phonographic writing. 
 It comprises some valuable features not heretofore introduced in 
 any English or American Phonographic work, rendering it invaluable to 
 students who wish to easily acquire, and correctly practise this art. 
 The Manual is interpaged with Phonographic exercises, engraved in a 
 clear and attractive style, which face the necessary explanations in the 
 common print. Price 50 cts.; bound iu cloth, GO cts., roan, 75 cts. 
 
 The Reporter's Companion; (Neto Edition,) by BENN 
 
 PITMAN and R. P. PROSSER ; a complete guide to the art of Verbatim 
 Reporting. This work is clearly and beautifully engraved, and 
 interpaged with a key in the common print. It consists, 1st, Of an 
 exposition of every principle of abbreviation employed in Phono- 
 graphic Reporting, copiously illustrated. 2d, A Vocabulary, more ex- 
 tensive than any heretofore published ; with every Graminalogue, 
 
PHONOGRAPHIC PUBLICATION'S. 
 
 Contraction, Phraseogram, difficult word, and words that may be 
 written in two or more ways (only one of which is admissible), al- 
 phabetically arranged. 3rd, A series of Progressive Lessons in Re- 
 porting, whereby the student is gradually led from the simplest to 
 the most abbreviated style of Phonographic Writing. Price 75 cts. 
 handsomely bound in muslin $1,00. 
 
 The Phonographic Magazine; Vol. i, for 1854. A 
 
 Miscellany of original and selected papers, in the Corresponding 
 style of Phonography. Edited and engraved by Benn Pitman. 
 Bound in cloth, $1,25; roan, $1,50. 
 
 The Phonographic Magazine; Vol. 2, for 1855. Same 
 
 style and price as the above. 
 
 The Phonographic Magazine ; Vol. 3, for 1856. Same 
 
 style and price as the above. 
 
 The Phonographic Reporter; Vol. 1, for 1854. A 
 
 Miscellany of original and selected papers, in the Reporting style of 
 Phonography. Edited and engraved by Bean Pitman. Bonnd in 
 cloth, $1,25; roan, $1,50. 
 
 The Phonographic Reporter ; Vol. 2, for 1855. Same 
 
 style and price as the above. 
 
 The Phonographic Reporter; Vol. 3, for 1856. Same 
 
 style and price as the above. 
 
 The Phonographic Magazine and Phonographic 
 
 Reporter ; for either year, in one handsome volume, bound 
 in roan, $2,50. 
 
 The Manners Book. (Extracted by permission of the au- 
 thor, from the "Illustrated Manners Book.") Engraved by Benn 
 Pitman, in easy Reporting style. Cloth, 75 cts.; roan, $1,00. 
 
 The Manners Book. Engraved in the Corresponding style 
 of Phonography. Cloth, 73 cts.; roan, $100. 
 
 The Phonographer's Song. From a design by the late 
 William Fisher. A beautifully illustrated sheet for framing; 25 cts. 
 India Proof s, $1,00. 
 
 Phonography, what it is, and what it does. A tract contain- 
 ing the best recommendations of the Phonographic art. Sold at cost, 
 2 cts. each. Postage o.ie cent per copy or one cent for three copies. 
 
PHONOGRAPHIC PUBLICATIONS. 
 
 Phonographic Chart ; designed and arranged by BENN PIT- 
 MAN. A new and handsome chart of the Phonographic Alphabet, 
 printed in colors, prepared for the t5e of Teachers, and for Schools, 
 Colleges, and Literary Institutions. Size 38 by 55. Price 75 cts., 
 P. 15 cts. Mounted on muslin, with rollers, $1 .75. Postg. 25 cts. 
 
 The Teacher I by BENX PITMAN. A Treatise on Phonographic 
 Lecturing and Teaching ; embracing full and minute directions as to 
 the best method of imparting a knowledge of Phonography. En- 
 graved in the Corresponding Style. O 3 An interesting and useful 
 work for all; invaluable to the Phonographic Teacher. Price $1.00 
 bound. Printed on very superior paper $1 .25. 
 
 The History of Short-Hand ; edited, and engraved on stone, 
 by BENN PITMAX. An interesting history of the art from the short- 
 hand of Cicero down to the invention of Phonography. Engraved in 
 the Reporting Style. Price 75 cts. bound. Superior binding $1.00. 
 
 The Phonographic Reader. This work is designed as a 
 companion to the Phonographic Manual. It contains a series of 
 progressive Reading Exercises, original and selected, commencing 
 with simple sentences in full Phonography. Engraved in a clear 
 and attractive style. Price 25 cts. 
 
 The Second Phonographic Reader. The Cruise oi the 
 
 Tomtit, from Dickens's "Household Words." Engraved in the 
 Corresponding style of Phonography. Price 25 cts. 
 
 The Phonographic Envelope; a newly engraved en- 
 velope, presenting specimens of Phonography in a tasteful and at- 
 tractive style. Price 12>^ cts. per packet; 50 cts. per hundred. 
 Phonetic Envelopes, containing a neatly printed statement of the 
 claims and importance of Phonetic Printing, same price. 
 
 Phonographic Copy Book; (oblong shape) containing 
 ruled paper for the learner's practice. Price 10 cts; post-paid 12 cts. 
 
 Gold Pens ; manufactured expressly for Phonographic writ- 
 ing, and well adapted also for the ordinary long hand, $1,50. With 
 silver extension holder, $2,50. 
 
PHONOGRAPHIC PUBLICATIONS. 
 
 Reporting Paper ; double line, prepared expressly for Phono- 
 graphic Reporting. Per quire 10 cts. When ordering, please state 
 whether for pen or pencil practice, fi*" Post paid 12 cts. 
 
 Reporter's Note Books ; made of double line paper for pen 
 Dr pencil practice. 12 cts., 20 cts., and 25 cts. each. P. 2 and 4 cts. 
 
 Reporting Covers ; for holding reporting paper ; with elastic 
 baud. Sheep, 35 cts. Turkey Morocco, 75 cts. Postg. 5 cts. 
 
 Phonographic Letter Paper t Double line. Per quire, 
 10 cte. Postg. 2 cts. 
 
 Note or Magazine Paper. Double line. Per quire, 8 cts. 
 
 1. In the works published at the Phonographic Institute, 
 Cincinnati, an attempt has been made to present Phonography in its 
 own simplicity, philosophy and beauty. 
 
 2. The Instruction books, it is believed, are characterized by a 
 simple as well as an orderly and progressive arrangement of the 
 system, which extensive experience in teaching it, alone could give. 
 
 3. The MANUAL OF PHONOGRAPHY contains more copious exercises 
 for reading and writing than any exposition of the system heretofore 
 published. The manner of presenting the system differs from that 
 previously adopted. Each opening of the book presents the details of 
 some specific part of the system; one page consisting of engraved exer- 
 cises, the opposite giving explanations relating thereto in the common 
 print. 
 
 4. Both in the MANUAL of the system and the REPORTER'S COMPAN- 
 ION, the printed or typic pages are interleaved with engraved Pho- 
 nographic exercisr?, a method which adds much to the labor and ex- 
 pense of binding, but which affords facilities in the acquirement and 
 practice of the art which could not be otherwise obtained. 
 
 5. The exercises in these instruction books as well as the Pho- 
 nographic works mentioned in the list, are printed from engraved 
 plates; a process much more expensive than letterpress printing, but 
 one by which it is generally admitted, results are obtained unequalled 
 for clearness and accuracy. 
 
 All the Phonographic Works and Stationery are sent Post 
 Free (except otherwise stated) when ordered direct from the 
 Phonographic Institute, Cincinnati, 0. 
 

 honetic 
 
 ic oA> rinting, 
 
 A practical and vigorous attempt was made in 1844, by ISAAC PIT- 
 MAX and ALEX. JOHN ELLIS, of England, to realize the ideas of Dr. 
 FRANKLIN, Sir JOHN HERSCHELL, and others, in the construction and 
 appliance of a Phonetic Alphabet for the representation of the Eng- 
 lish language. After years of experimenting, in this country as well 
 as in England, and an expenditure of time and means which would 
 appear fabulous to those who are not aware of the difficulties that have 
 been encountered, an alphabet has been completed, by means of which 
 the sounds of the language, are, as it were, daguerreotyped; so that a 
 child, or an adult foreigner, having once mastered the alphabet, has no 
 greater difficulty in correctly pronouncing any word that may be pre- 
 sented, though it be for the first time, than in giving the name of a 
 well known friend on seeing his faithfully daguerreotyped likeness. 
 
 By the Phonetic system children are not ouly easily and pleasantly 
 instructed in reading, but they acquire a clear, precise and finished 
 enunciation, which heretofore has been grievously overlooked. The 
 Phonetic scheme, moreover, presents the easiest and speediest means 
 of acquiring the ability to read the common, or Romanic print. It has 
 been demonstrated again and again, in private teaching, and in classes 
 of children and adults, that at least one half the time and labor devo- 
 ted to the acquirement of reading by the ordinary print, may be saved 
 by commencing with the Phonetic. 
 
 Parents and Teachers, who have not tried this new method of iu- 
 structing their little charges in the irksome acquirement of reading,can- 
 not possibly realize the ease and delight attending the use of the Pho- 
 netic system. 
 
 The Phonetic Dictionary. ADictiouary of the English Lan- 
 guage, adapted to the present state of Literature and Science ; with 
 Pronouncing Vocabularies of Clamcnl, Scriptural, and Geographical 
 
PHONOGRAPHIC PUBLICATIONS. 
 
 names. Designed by NATHANIEL STORKS. Compiled by DAN. S. 
 SMALLEV. This Dictionary is the result of a legacy of ten thousand 
 dollars, left for its compilation and publication, by the late NATHAN- 
 IEL STORRS, Esq., of Boston, Mass. It contains all the words of the 
 English Language, with a copious selection of Latin and French 
 words, giving the Romanic spelling with a Phonetic pronunciation 
 and definition. As a book of reference or study, it will be found 
 superior to any Dictionary heretofore published. It contains, also, a 
 General Introduction, by Mr. ALEXANDER JOHN ELLIS, which is by 
 far the most interesting and able exposition of Phonetics, and defence 
 of a reformed orthography, that has ever appeared ; and yet treated 
 in such a manner, that, while it must satisfy the Critic and Scholar, it 
 can not fail to interest, if not convert, the general reader. 861 pages, 
 handsomely bound in dark leather, marbled edges, and lettered, $3.50. 
 By mail, carefully and securely packed, 50 cts. additional. Clubs 
 of four supplied (per express) at $3.25. Clubs of six $3.15. 
 
 The Phonetic Primer; by BENN PITMAN. Several new 
 and attractive features are here introduced. It is copiously illus- 
 trated, and a new type is employed, cast expressly for this work, 
 which, for clearness and distinctness, has not been equalled. Illus- 
 trations are also introduced for teaching elementary forms, and the 
 simple rules of arithmetic. Copious explanations for parents and 
 teachers are given in the common print. Price 10 cts. 
 
 The First Phonetic Reader ; by BENN PITMAN ; contain- 
 ing simple and instructive reading lessons, calculated to make child- 
 ren cheerful, thoughtful, and brave. Price 20 cts.; by mail 25 cts. 
 
 The Transition Reader? or, a Course of Inductive Romanic 
 Reading Lessons . For the use of Phonetic Readers when learning 
 to read Romanically. Price 20 cts.; by mail 25 cts. 
 
 PhonotypiC Chart ; designed and arranged by BENN PITMAN. 
 A new and handsome chart of the Phonotypic Alphabet, for Schools, 
 Colleges, and Literary Institutions ; with copious explanations, elo- 
 cutionary exercises, and remarks on the acquirement of a good deliv- 
 ery, in the common print ; 38 by 54. Price 50 cts. Mounted on 
 canvass, with rollers, $1.50. Mounted Chart not mailable. 
 
 Tablets. The letters of the Phonetic Alphabet printed on 
 thick card. Price 10 cts. 
 
AMERICAN PHONETIC ASSOCIATION. 
 
 BENN PITMAN, Phonographic Institute, Cincinnati, 0. 
 
 Secvetarj, JTteasurer, 
 
 ELIAS LONGLET, Vine St., Cincinnati, 0. R. P. PROSSEU, Cincinnati. 0. 
 
 Members of tljc (Eouncfl. 
 
 Prof. W. D. HENKLE, Richmond, Ind. 
 Rev. THOMAS HILL, Waltliam, Mass. 
 Prof. BOOTH, U. S. Mint, Philadelphia. 
 Prof. S. S. HALDE.MAN, Columbia, Pa. 
 Dr. S. I). NEWBRO, Lansing, Mich. 
 Dr. J. W. STONE, Boston, Mass. 
 W. T. CoffOESiiALL, State Librarian, Columbus, 0. 
 Dr. ASA HOPR, Dubuque, Iowa. 
 DAN S. SMALLEY, Jamaica Plain, Mass. 
 Key. Dr. WHM>O.\, 200 Mulberry Street, N. Y. 
 Prof. KIRKPATRICK, High School, Philadelphia. 
 E. H. MAGILL, High School. Providence, R. I. 
 Dr. N. B. BENEDICT, New Orleans, La. 
 Dr. JAMES ADAIR, Mendota, 111. 
 CHARLES S. ROYCE, Huron, Erie County, 0. 
 H. S. CLUBB, Grand Haven, Mich. 
 H. W. PABKMUKST, Perth Amboy, N. J. 
 Dr. ADAMS JEWETT, Dayton, Uhio. 
 Capt. M. C. MEIGS, Washington, D. C. 
 J. H. WOOD, Louisville, Ky. 
 Dr. L. W. TBASK, Hiram, Portage County, 0. 
 ROBERT PATTEBSOX, U. S. Mint, Philadelphia. 
 A. B. PICSABD, Mt. Morris, 111. 
 Rev. Dr. J. COOPEB, Kensington, Pa. 
 And twenty-three others. 
 
 The object of this Association is the union and co-operation of the friends 
 of the Phonetic Reform in the United States, the Territories and Canadas, 
 for the encouragement and spread of Phonetic writing and printing. The 
 Association consists of a President, Secretary, Treasurer, Council, and mem- 
 bers. The members are divided into the following classes : 
 
 1. Phonographers who teach the arts professionally or privately, who can 
 not, on account of other duties, attend to the gratuitous correction of ex- 
 ercises of learners through the post, but who are will! -.g to answer letters 
 of inquiry, or letters of Phonographers soliciting advice or information on 
 matters connected with Phonography or Phonetics. 
 
 2. Phonographers who generously volunteer to correct the exercises of 
 learners, through the post. 
 
 3. Phonographers who do their utmost to spread a knowledge of the 
 Phonetic arts in private, but who are prevented by other duties from an- 
 swering letters, or attending to the correction of exercises. 
 
 4. Phoneticians who do not write Phonography. 
 
 5. Honorary members. 
 
 The Association was organized in 1849, and upwards of two thousand per- 
 sons have been enrolled as members. 
 
 Phonographers and Phoneticians wishing to become members, to address 
 the Secretary, stating occupation or profession, and naming the Class in 
 which they desire to be enrolled. No entrance fee ; no subscription. Do- 
 nations voluntary. Membership renewed annually. 
 
 For full list of Council, members, organization, etc., see list for 1857, 
 price, 10 cents. 
 


 
 
 

 
 
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