ROGHKS E3S8S8SSB8RS^^ ' \ THE LIBRARY OF THE UNIVERSITY OF CALIFORNIA LOS ANGELES B. 0. BAKER UWYER DALLAS, TEXAS THE ROGERS COMPENDIUM OF THE GRAHAM SYSTEM OF SHORTHAND A PRACTICAL, SYNTHETIC METHOD Being a Concise Presentation of Reporting-Style Principles, and an Epitome of the Principles of Thrasing and Abbreviation Exemplified throughout the Entire Series of Publications and Literature Devoted to Standard Phonography BY H. EDSON ROGERS FOURTH EDITION, REVISED THE HAMMOND PUBLISHING CO., LTD. LANSING, MICHIGAN 1905 Entered according to Act of Congress in the Year 1901, by H. Edson Rogers In the Office of the Librarian of Congress, Washington, D. C Copyright, 1903, by H. Edson Rogers. c_ 45 /As conquests of peace are greater than those of war; as the pen :s mightier than the sword; so the man behind the pen is greater than ' ' the man behind the gun, ' ' To such this work is respect- fully inscribed, IN FOUR PARTS o Part I presents Reporting- Style principles, and illus- y trates all the consonantal modifications of the system, >~ especially in the writing of icords. Part II is devoted to advanced principles, and exem- ^j plifies the use of all the modifications shown in Part I, especially in the writing of phrases. ? Part III demonstrates, in actual work, by facsimile notes, with adjoining key, the application of all the prin- ciples previously set forth, especially in the writing of sentences. Part IV contains a complete list of word-signs (ab- rf breviated to but one stroke), of contractions (generally J2 two strokes), and of illustrative phrases (frequently three strokes), in the form most convenient for study and reference in advanced ivork. M JR ^T^ ***' W^rf 6 ""^ 449576 PKEFACE SHORTHAND used merely as a stepping-stone to other profes- sions secures for its possessor a decided advantage at the out- set of every business career: for by his intimate association with persons controlling and executing large affairs of busi- ness, the stenographer is more quickly prepared for promotion than is one not thus closely associated. Shorthand may there- fore be said to be the key that unlocks the door of opportunity, through which he who holds it may, if he will, enter other highly responsible and remunerative positions in various lines. But so far from being only a stepping-stone, shorthand is, when thoroughly mastered, the keystone of the arch to the golden portals of success: it enlarges the mental horizon ; it saves time ; it economizes labor ; it assists in almost every de- partment of human endeavor. Of sciences, the most fas- cinating; of arts, among the most exact. By it, the fleet wings of oratory may be overtaken ; the stately movements of logic outrun ; and even one's own thoughts often as elusive as a phantom instantly and securely held, for weaving into a finished golden fabric of beauty. These advantages and results, however, are realized only when shorthand is thoroughly mastered. Its possessor is then master in his own realm. If, however, shorthand be only half learned, or if an inferior system be employed, instead of proving a stepping-stone or a keystone, it may perchance seem like a millstone, holding one down to a condition of unwilling .servitude; for if the comparatively brief period that can usually be devoted to preparation for the actual duties of life be thus misspent by a young person, such a one generally has neither the time nor the courage to attempt to make other and better preparation, but must continue to run life's race handi- capped, and without t-he best opportunities for steady advance- ment and ultimate success. Merely as a mental drill, shorthand is worth vastly more than the time and effort devpted to its study, even though no practical use be made of it. This benefit comes quite largely from the excellent opportunity it affords for a careful study of language, in a practical way ; and the benefit thus obtained generally exceeds that derived from the study of other sub- jects, as, for instance, the study of any of the dead languages 01 of higher mathematics studies commonly considered very 6 PREFACE 7 beneficial merely as mental drills. But it is not alone as a mental drill that any considerable benefit comes to the sten- ographer individually. As a study that proves to be a char- acter-builder, shorthand has but few equals. Whether it shall prove a millstone, a stepping-stone, or a keystone in your character-building, you alone can decide. The natural inclination of mankind generally, to want to get something for nothing, lured on by the inducements held out by some who are not influenced by correct principles from drifting into questionable methods of shorthand instruction, as well as the prevalence of many inferior, or so-called "easy," systems of shorthand, are responsible for the increasingly large number of persons whose use of shorthand has not been a satisfaction to themselves or to others, from either an educa- tional or a financial standpoint. A young person who spends a number of the best years of his life chasing a phantom, alias an "easy" system, alias a "thirty-day "method, is not greatly bene- fited or strengthened for the stern conflict and realities of life. The presentation of principles given herein is such that it is believed the student will be led to the highest point of achievement of which he is capable. The principles will be as readily comprehended as those of any other system or method, yet their resources will not be exhausted in a few weeks or months. The only apology offered for the completeness, thor- oughness, and brevity exemplified in the following pages, is that, since much is required of him who attempts to do steno- graphic work (a fact which has been so abundantly demon- strated and universally admitted that it requires no additional proof in this connection), much must be done in preparation for that work. That there is no short, royal road to success, is no truer in any undertaking than in shorthand. Therefore he who would achieve the greatest success in this profession must make the requisite preparation. That the study of shorthand is fascinating is abundantly and convincingly testified to by every one who has perfected himself in the art. It is the author's fervent hope that to you who study the following pages, this subject may have such a fascination, yea, prove such a magnetic lodestone, that it will hold you to all that is noble and true in your aspirations; proving even a guiding star, to direct you in cultivating your best powers for the accomplishment of good, and realizing your fondest and highest ideals in your life-purpose. CONTENTS PART I. Fundamental Principles and their Application. Lessons 1 = 11, pages 11=158. PAGES Introduction 11=21 Object and Plan of Treatise 11 Who Should Study Shorthand 12 Specific Method of Practice 15 Educational Value of Current Shorthand Literature 17 Material for Work 18 A Comparison 30 General Statement Regarding Study and Practice 22 Lesson i Simple-Consonants and Vowels 23-35 Direction of Consonant Strokes 24, 25 Joining of Strokes 27,28 Table of Vowels 29 General Remarks 32, 33 Questions and Review Exercise ; 34,35 Lesson 2 Circles and Loops 36=44 Joining of Iss and Ses.. 37,38 Joining of Steh and Ster 38, 39 Position of Vowel-Signs between Strokes 40 Position of Consonant Strokes with Reference to Line of Writing. 40-43 Questions and Review Exercise..- 44 Lesson 3 Word-Signs 45-54 Plan Regarding Selection of 45 Advantage from Use of 46 Method of Studying . 46 Position of Word-Signs and Outlines 47-49 List of Simple-Consonant Word-Signs, with Modifications of Cir- cles and Loops 50-52 Sentence Practice 53 Questions and Review Exercise 54 Lesson 4 Diphthongs, Ticks, Prefix- and Affix-Signs, Phrasing. . .55=68 Table of Diphthong-Signs 55 Vowel and Diphthong Word-Signs 57 Ticks, and Names of 57, 58 Ticks for a-n-d and the, occurring Initially, Medially, and Finally 57 Ticks for I and He, occurring Initially, Medially, and Finally 58,59 Prefix-Signs, Con, Com, Cog, Accom .' 60 Affix-Signs, Ing, Ings, Ing a-n-d, Ing the 60,61 Heavy Tick for thr 61 Omission of Of, Of a-n-d, Of the 61,62 Omission of To, To a-n-d, To the. 62 List of Contractions in Frequent Use 63 Phrasing Rules Regarding Proper Phrases, and Position 63, 64 Sentence Practice 65, 66 Questions and Review Exercise 67,68 Lesson 5 Modes of Writing Variable Signs 69-83 Rules and Illustrations Regarding Use of L 69-71 Rules and Illustrations Regarding Use of R 72,73 Modes of Indicating Sh 73,74 Modes of Indicating W 74-76 Modes of Expressing Y 77 Modes of Expressing H 78, 79 Word-Signs 79, 80 Sentence Practice 81, 82 Questions and Review Exercise 83 8 CONTENTS 9 PAGES Lesson 6 Initial Hooks The El-Hook 84-95 Table of Small El-Hooks 84 Large El-Hooks : 86 Enlarged El-Hooks : 86 Initial Modifications in Connection with El-Hook 87, 88 Vocalization of Strokes having El-Hooks 88, 89 El-Hook Word-Signs and Contractions 89, 90 Sentence Practice 90-93 Questions and Review Exercise 94,95 Lesson 7 Initial Hooks Continued ; The Ar=Hook 96-108 Table of Small Ar-Hooks , 96 Shaded Strokes having Ar-Hooks Mer and Ner 97 Enlarged Ar-Hooks 97 Initial Modifications in Connection with Ar-Hooks 98, 99 Vocalization of Strokes having Ar-Hooks 99-101 Ar-Hook Word-Signs and Contractions . . 102, 104 Sentence Practice 104-106 Questions and Keview Exercise 107, 108 Lesson 8 Small Final Hooks The En- and the Ef-Hook 109-121 Table of Kn-Hooks 109 Final Modifications in Connection with the En-Hook on Straight Strokes, and on Curves 110 Vocalization of Strokes having En-Hooks Ill Table Showing Use of the Ens- and the Enses-Circles 113 Tables of Ef-Hooks on Straight Strokes, and on Curves 113 Vocalization of Strokes having Et'-Hooks 113 En-Hook Word-Signs 114, 115 Ef-Hook Word-Signs 116 Sentence Practice 118-120 Questions and Review Exercise 120, 121 Lesson 9 Large Final Hooks The Shon* and the Tiv-Hook 122-131 Use of Shon-Hook 122 Final Modifications in Connection with the Shon-Hook., 123 Use of Tiv-Hook 123 Vocalization of Shon- and Tiv-Hooks 124 Use of the Kshon-Hook 124, 125 Shon-Hook Word-Signs 126 Tiv-Hook and Eshon-Hook Word-Signs 127 Sentence Practice 127-129 Questions and Review Exercise 130, 131 Lesson 10 Lengthening. 132-140 Use of Lengthened Strokes 132, 133 Vocalization and Position of Lengthened Strokes 134 Trebling 134 Word-SignsLengthened Strokes 134-136 Sentence Practice 136-139 Questions and Review Exercise 140 Lesson n Halving, to Add T or D 141-158 Use of the Halving Principle 141 Exceptions to General Application of Principle 142-145 Vocalization of Half-Length Strokes 145, 146 Position of Half-Length Strokes 147 Half-Length Word-Signs. . 148-151 Sentence Practice 151-156 Questions and Review Exercise 156-158 PART II. A Review, Applying, in Phrases, the Modifications Pre= viously Introduced. Lessons 12=22, Pages 159-234. Table of Initial and Final Consonantal Modifications of Graham Shorthand 160, 161 Principles of Phrasing and Abbreviation 162-164 10 CONTENTS PAGES Lesson 12 Circles and Loops Iss, Ses, Steh, Ster 165-168 Questions and Review Exercise 168, 169 A Review of Word-Signs 169 The Advantage of Word-Signs 170 Lesson 13 Initial Hooks The EI-, the Ar-, and the In-Hooks. ..171-173 Questions and Review Exercise 173, 174 The Necessity of Word-Signs 174 How to Learn Word-Signs Practically 175, 176 Lesson 14 Small Final Hooks The En- and the Ei- Hooks 177-179 Questions and Review Exercise 179, 180 How to Acquire Facility in Using Word-Signs 180 Object of These Exercises 181, 182 Lesson 15 Large Final Hooks Shon- and Tiv-Hooks The Eshon- Hook Lengthening 183-186 Questions and Review Exercise 186 When to Practice for Speed 187, 188 Lesson 16 Halving ' 189-192 Questions and Review Exercise 192, 193 The Movement of the Hand Necessary for Speed 193, 194 Lesson 17 Prefixes, in Alphabetical Order 195-200 Questions and Review Exercise 200,201 Continuity in Writing Outlines 202 Lesson 18 Affixes, in Alphabetical Order 203-210 Questions and Review Exercise 209, 210 Lesson 19 Ticks and Semicircles 211-216 Table of Tick Modifications 212 Various Uses of Ticks and Semicircles 213 Questions and Review Exercise 215, 216 Lesson 20 Omissions, in Alphabetical Order 217-222 Questions and Review Exercise 221.222 Lesson 21 Miscellaneous Principles, Initials, Proper Names 223-231 Lesson 22 Shorthand Numerals 232-234 PART III. A Demonstration, in Actual Work, of Principles Pre= viously Presented. Lessons 23-32. Business Letters and Miscellaneous Practice, with Shorthand Notes and Adjoining Key 235-278 PART IV. For Reference in Advanced Work. General Remarks 280-287 Books of Reference 287, 288 Word-Signs, Complete List, in Phonographic-Alphabetical Order... 289-300 Suggested Discriminations 301 Comparative Brevity 302 Comparativ ? Frequency of Modifications 302 Contractions, in A to Z Order 303-323 List of Phrases, in A to Z Order 324-340 Suggestions Regarding Advanced Study and Practice 341,342 INTRODUCTION 1. IT is not because the number of text-books on shorthand is limited that this treatise is presented, but because so many of the current text-books do not deal with the subject in the way required by a large number of persons who wish quickly to prepare especially for high-grade, commercial work. 2. There has never been offered a better and more complete series of publications upon the subject of shorthand than those issued by Andrew J. Graham & Co. These set forth the principles of Standard Phonography in a very thorough man- ner, following the arrangement, however, of first learning the simpler, or corresponding, style, then revamping that into the reporting style, thus making it necessary at a certain stage to discard forms that have already been learned for other and briefer forms. The most unfortunate feature of such study is that the original conception which one forms of the outline of a word is apt to cling to the memory, and persist- ently confuse the mind, even after the true and briefer outline has been repeatedly studied. This causes not only hesitation in writing, but also unnecessarily lengthens the time of study and practice. Object of This Treatise Only the Reporting Style Presented. 3. There is, however, a desire upon the part of students for a presentation of the reporting style of Graham's shorthand in as direct a manner as possible. This is recognized by every one who is acquainted with the situation, and is evidenced by the efforts of many teachers and schools in endeavoring to secure something that will abridge the work on the part of the student, and yet give him a thorough and correct knowl- edge of the principles of the system. It is the object of this treatise to meet this demand. The student will find no shorthand outline presented herein that will, later on, have to be discarded for a briefer one, and the position of all outlines may remain as first learned. This secures defi- niteness in study, and largely reduces the work on the part of 11 12 INTRODUCTION the student, since the form first learned is the one always employed. The exercises have been carefully graded, lead- ing the student step by step to the very briefest forms con- sistent with legibility. 4. There are many books assuming to teach the Graham system, and still others that do not claim to teach it, yet in reality have incorporated many of its principles. Both classes, however, teach only what the individual author desires to set forth as his ideas on the subject, and hence are misleading as exponents of true Standard-Phonographic principles. In the present attempt the student will find that the principles of Standard Phonography are strictly adhered to, personal preference, if such exists, not being allowed to bias their presentation. Who Should Study Shorthand. 5. One of the first questions that will arise in the mind of one contemplating the study of shorthand is, Can I learn shorthand? Of course any one can study the subject, and would doubtless derive benefit therefrom; but it is evident that for practical business purposes, those who can spell cor- rectly, have a good knowledge of the language (acquired principally from extensive reading, rather than a mechanical study of grammatical rules), a free movement of the hand, and can punctuate accurately, will make the best success. Where one or more of these qualifications is lacking, the advancement of the student will not be as rapid as otherwise. After beginning work, the stenographer will find that, with proper application, improvement will be made in the lines mentioned. 6. These qualifications are given in what may be consid- ered the order of their importance. To one who is a poor speller, or who does not have a good knowledge of language, fitting advice is not to take up the study of shorthand; for even though possessed of the other necessary qualifications, very many, after spending months, or even years, in hard study and constant practice, give up without having mastered the art. Among the natural qualifications essential to success in shorthand are alertness of brain and nimbleness of hand activity of mind and fingers. The natural qualification may also be stated thus : The first essential is not ability, but stay- bility. The last requirement is ability to stay, to do the practicing necessary to secure ability. INTRODUCTION 13 Time Required to Learn. 7. The second question that generally arises is, How long does it take to learn shorthand? This question demands a straightforward answer, and an attempt will be made to give such. 8. First, it should be understood that there is a difference between learning a system of shorthand, and being able to write a certain number of words a minute There are systems of shorthand the supporters of which claim can be mastered in three months, and that its writers are able to accomplish wonders. People generally, however, are learning the fallacy of such claims, and that it is time thrown away to follow any such will-o'-the-wisp propositions; that anticipation is not realization. Suffice it to say, the Graham system, like every other standard system, can not be learned for practical purposes in three months; for it includes more than can be acquired in that time; but while having more to be learned than other systems, more can be accomplished with it when once it is mastered. Thorough, Constant Application Brings Success. 9. We will not tell you that shorthand is easy, and can be acquired with little effort. You should give to the study your best endeavor, and you will receive commensurate returns. There are many persons who act as if they thought they could get something in] this world for nothing, and in some questionable pursuits this method may appear successful. In shorthand, however, it is essentially true that you can not get something for nothing; but you will get from the study all that you put into it nothing more. Like every other person who has been successful in shorthand effort, you will have to pay the price demanded hard work. If you put into it daily toil and midnight oil, you will find that the results will adequately compensate for the effort made. There is no short cut nor speed secret but continuous study and persistent practice. Definiteness in Studying Outlines. 10. The greatest advantage, however, from following this method, is that there is a deflniteness in the study of each form that can be obtained in no other way; and it is asserted emphatically that the forms upon which the student hesitates, and which he does not thoroughly master when studying the 14 INTRODUCTION principles, are those that will give him the most trouble, and for the longest time. That is, an outline not mastered, not put under immediate control of the pen, and on which the writer hesitates, perhaps not understanding it, is the one upon which he is most likely always to hesitate. "First impres- sions are the most lasting," is as true in shorthand as else- where. Where the illustration follows the presentation of fifteen or twenty different principles, as ordinarily, and with- out any special reference to which particular principle is involved, it is impossible to secure the definiteness in study and the precision in practice which can be gained by practic- ing separately on matter relating to each principle. A Drill in Practical Work. 11. Another advantage sought by this method is to place before the student the most helpful matter for practice, and thus enable him quickly to prepare for practical work. Hundreds of students have gone faithfully through the work required by some of the current text-books, and yet have come forth with no adequate preparation for practical work, and in many cases with no preparation at all. To one who gives this question intelligent stud}' it is evident that one of the chief difficulties such students encounter is the matter upon which they practice. A student may study and practice forms for disconnected words, and receive but little benefit ; but if he practices on sentences, where the arrangement is correctly followed, he will derive greater benefit than it is possible to secure otherwise. This treatise is arranged with special reference to work in this particular. 12. In the first place, there is presented a sufficient num- ber of words upon each principle to fully illustrate it, the examples being much more copious than those given in the average instruction book. In addition to this, and with special reference to fitting the student for practical work, there is much more matter contained in sentences in connection with the lessons on principles than is ordinarily found in text- books, so that the student who faithfully practices the lessons will have a correct understanding of what will be required in his work, and some preparation for it. 13. It is so often the case that students come from the class- room or college, with a diploma which ought to represent thorough work in practical lines, yet have only a vague idea INTRODUCTION 15 of what is required in actual work, and with no preparation for it, that it is apparent there is matter upon which they could better spend time in practice. In his work the stenog- rapher writes sentences, not disconnected words. So, begin- ning with the second lesson, sentences are introduced, simple at first, and their number and scope of vocabulary gradually increased, thus giving the otudent a very thorough drill in act- ual work. And it may be stated that, by the use of the word-signs of the briefer style introduced in connection with each lesson, there is no lack of correct forms upon which to practice. Phrasing is also introduced at the earliest stage possible, so that correct and permanent outlines are practiced throughout the exercises. A Thoroughly Practical Method. 14. Every one who knows anything about shorthand knows that a word-sign in its proper setting in a sentence will, with one-half the study, be more thoroughly learned, and more quickly available for use, than if placed in a list of words. Thus it is that the greater part of the long list of useful word- signs of the Graham system are learned by the student with a minimum of effort on his part. " A word to the wise is suf- ficient." A word-sign in its proper setting is, to the working student, sufficient. A Complete Work. l-T- There are three general classes of signs: word-signs, written with one stroke; contractions, indicated by two or more strokes; and outlines written in full. This treatise gives the entire list of word-signs and contractions of the Graham system; and of course the lessons treat upon the proper writing of the outlines written in full. This work is there- fore complete in itself, nothing else being necessary as a book of instruction. Specific Method of Practice. lo. It would be of little value simply to place in the hands of a beginner a statement of principles, with matter for writing, without telling him definitely how to practice in order to make the most satisfactory progress. The best re- sults are obtained only when the practice is in harmony wi'th the most approved methods. Shorthand is both a science and an art. Many study it only as a science, or fail to practice 16 INTRODUCTION properly, and hence make little progress in the art. Yet from a scientific standpoint alone, its principles are so beautiful and consistent as to attract and hold one's interest in the study. Correct Position of Pen. 17. In order to write the characters correctly, and to con- tinue the writing for a long time with a minimum of fatigue, and at a high rate of speed, it is necessary that the pen be held properly. Your ability in writing longhand, i-t matters not how proficient you may be, is no criterion to guide you in the writing of shorthand ; for, as is very evident, the writing of each is essentially different. That is to say, the manner of holding the pen in writing shorthand may not be according to any rule laid down by expert longhand writers. As long as one follows the rubles governing the proper writing of long- hand, he will not be able to write shorthand as rapidly and neatly as he otherwise might. Of course shorthand can be written in any way one may choose ; but reference is here made to the highest speed and the best notes of which the student is capable. 18. In shorthand writing everything in the matter of cor- rectness, speed, and endurance, therefore, depends upon the correct position of the arm, wrist, hand, and fingers. This position may be stated thus : 19. The elbow should rest firmly upon the table, not being moved at all from side to side. The weight of the body should be placed mostly upon the left arm. The wij'st should not be allowed to rest upon the paper, but should curve slightly up- ward. This is the point upon which so many fail. The third and fourth fingers should simply touch the paper, gliding smoothly over it. The thumb and the first and second fingers hold the pen loosely, the pen-point being about three-fourths of an inch from the end of the first finger. It is almost im- possible for them to grip the pen if the wrist be curved as directed above ; thus the fingers are free to guide, turn, and control the pen in making the characters. By following the proper method there is little liability of contracting writer's cramp. 20. The following diagram will illustrate the correct posi- tion better than it can be described : INTRODUCTION 17 21. To assist the student in determining whether or not he has the correct position, let him write a few lines of the stroke Tee, writing as rapidly as it is possible for him to make the characters, and not making a particle of pause or hesitation between the strokes, or having to rest the pen at any point in order to secure a position for the hand to con- tinue the writing. 22. It is. impossible for one, in words, accurately to describe, as well as for a beginner to attain until after long practice, the movement of the hand required for rapid note- taking. As nearly as it is possible, perhaps, to describe the movement, it may be said to be a light, quick, elastic touch. The student can not be expected to attain this on beginning practice ; but by practicing in this way, as well as trying to secure the movement just described, it is believed that a proper movement of the hand will be developed in due time. Educational Value of Current Shorthand Literature. 23. One of the first questions to be considered in the matter of practice is the material for work. A shorthand journal is one of the first requisites for the student. This will create and maintain an interest and an enthusiasm in shorthand work that will prove not only very helpful, but, it might almost be said, absolutely essential. A shorthand student working without the current literature devoted especially to that subject, is like a lawyer practicing without law books in his office for reference. 24. The only publication devoted entirely to the Graham system is the Student's Journal, published at 1135 Broadway, New York, N. Y. ; price, $1.00 a vear. The best journal 2 18 INTRODUCTION devoted to shorthand and typewriting interests in general is The Typewriter and Phonographic World, published at 335 Broadway, New York, N. Y.; price, $1.00 a year. The student should at once send in his subscription for these journals. Material for Work. 25. In the matter of pens and ink, it is not presumed that one could speak with satisfaction to all ; but the following suggestions may prove of value to a number sufficiently large to warrant offering them : 26. Pens. Esterbrook's "Lady Falcon," No 182, is a good pen for shorthand work A pen having a finer point, and with harder flexibility, is the DeWitt and Sinclair, Nickel Iridium, No 12 In choosing a pen, it is essential that one be selected having the qualities named above , that is, a fine, smooth point, and hard flexibility. Neat shorthand notes can not be written with a pen that has not a fine, smooth point, neither can such notes be written rapidly with a very flexible pen. Avoid the use of a pencil. Such notes are not so legible, neat, permanent, or rapidly written as pen notes. 27. Ink. Avoid fluid inks, which generally do not have a good color until a long time after they are used. An ink that flows freely from the pen, has a good color, and can be used day or night with perhaps a minimum of fatigue to the eyes, is purple, or violet. A very desirable feature of purple ink is that it flows freely from the pen, with little effort, because of its oily nature. Some writers use a green ink, and there are varieties of black ink that might be satisfactory. 28. Paper. Do not use a poor qualtity of paper, either for practice or work. Secure for pen use only the best paper, with a hard, smooth finish, good ruling, and with lines about three-eighths of an inch apart, and preferably blue. The average stenographer's note-book on the market is generally made up of a very poor quality of paper. Double-line ruling is not adapted for rapid writing. Drawing can be done on single ruled paper, as described above, and no change from accustomed method is necessary when rapid writing is attempted. 29. An important question in this connection is as to which should be used, fountain pen, steel pen, or pencil. Our INTRODUCTION 19 advice is to use a steel pen, of the kind already described, if it suits your hand. Occasionally it may be absolutely neces- sary to use a pencil; but all writers agree that pencil notes are not as legible as pen notes , and as accuracy is the prime requisite, the writer will find it decidedly to his advantage to use a pen in making notes A steel pen of the right kind will generally be found to do the writing with greater ease than a gold pen. This would perhaps not be noticeable at first ; but if the writing be continued for hours, the force of this statement will be realized A Fascinating Work. 30. What has been said regarding the qualifications and the perseverance necessary to successful achievement in studying shorthand, is not with the intention of discouraging any one from taking up the work, but that every one may do so with an approximately correct idea of what is involved. This is not the place to speak of the advantages and oppor- tunities offered the one who has thoroughly acquired this art. Instances of rapid advancement in commercial pursuits, in political circles, and in literary acquirements are too numer- ous, and too well known, to make necessary or advisable a restating of them here 31. There is, however, one feature of the work not generally known, especially by those outside of shorthand circles, to which reference may be made. To the accurate, verbatim reporter, following the rapid discourse of the flowery orator, the eloquent divine, or the fluent lawyer, who thrills, electrifies, sways, and carries with him, by his forceful eloquence and masterly logic, the entire assembly, there comes a feeling of satisfaction, of exhilaration, in the thought that he is the medium by which those utterances are to be transmitted to written form, to be of benefit to others. Such effort affords supreme delight, and gives true satisfaction. 32. The importance of a thorough mastery of shorthand can not be too highly estimated; for there is no question but/ that successful achievement in this profession favorably influ- ences, and affects for the better, the current of the after-life of those who complete the work. Although one's life-work may not continue in this line, yet the effort required success- fully to prepare for thorough work, enables him the better to 20 INTRODUCTION meet other important and stern duties of life. Throw your energies and soul into the work necessary in shorthand as if your success in everything in life depended upon your ef- forts in that art, and you will be many times repaid and bene- fited, not alone by your achievement in shorthand, but by the helpful habit of perseverance thus acquired. A Comparison. 33. Now a few words, candidly, about shorthand systems in general. The Graham system is one that, if desired, can be written with great brevity. The application of all the advanced principles, as herein outlined, enables one to write ordinary matter with an average of 100 strokes for 100 words, and even technical matter with only five or ten per cent, longer forms. Other systems of shorthand employ 130 to 151 strokes for 100 words, some systems writing 200 strokes for IOC words. Frankly, there is no question but that a student car write more rapidly for a few weeks or months by using a system with outlines written in full, than by using a briefer system; but as certainly as he attempts to follow the "unruly'' human tongue, the time will come in his experience as a stenographer, and that very early,, when he will feel the absolute necessity of securing all the brevity possible; foi accurate, rapid work requires speed; and if two strokes are employed where one could be used, it is evident that unneces- sary time is consumed in the writing. 34. It is not affirmed that a system that is fifty per cent, brief- er in outline than another, can be written by a beginner in half the time required by the longer method, since it is necessary for the mind to act before writing. But if the study and practice be continued until the briefer method is as thoroughly and completely mastered, both the mind and the hand have less work to do, and consequently much greater speed is the result. There is no basis upon which to make an accurate comparison on this proposition, since there necessarily enters .into it the question of the action of the mind and the hand, which varies with different persons. 35. Of course, if desired, some of the briefer principles of the Graham system need not be employed at first. However, the student using the system is all the time becoming more familiar with the briefer methods, and hence is on the main INTRODUCTION 21 road to the highest achievement, like one traveling the main road leading to a desired mountain height, instead of a by-path leading on to some wild, disappointing gulch. Only more study and practice along the lines on which he is work- ing, prepare him to do more difficult work. Furthermore, if a certain practical speed in a given time be the object, it can be attained as quickly with the Graham system as with a system using longer forms. There are hundreds of persons using inferior systems, the resources of which they have exhausted, who would be able to do high-grade reporting work IF the rate of speaking were not quite so high. But the rate of speaking is absolutely beyond the control of the stenog- rapher. The alternative, therefore, is to contract the writ- ing, learn the system thoroughly, and high speed, with legible notes, will certainly be the result. Facsimile Notes. 35a. The shorthand notes in this treatise are facsimile notes written by the author, and photographically repro- duced. Being actual facsimiles of pen work, written at an increasing rate of speed, and such offhand notes as any writer can make, the student will thus become familiar with such notes as he must necessarily use in his own work, the reading of which is the supreme test of a stenographer's proficiency. It is believed that the student will thus go from work on ex- ercises to practical work with as little change as possible. Size of Notes. 35b. The length of a normal full-length stroke should be about one-sixth of an inch. In actual work the size of notes may vary according to the will of the writer. In that case, a corresponding variation of all the different lengths of signs should be made. Notes made but one-eighth of an inch in length, with double-length, half-length, and ticks correspond- ing, are very neat, and are recommended. For the purpose of illustrating this work, however, it was found that the camera would not produce satisfactory results with notes made much smaller than those shown, the full-length- strokes of which are, as stated, about one-sixth of an inch. GENERAL STATEMENT REGARDING STUDY AND PRACTICE. 3G. The object throughout this work will bo to direct the student so that his time will not be misspent or his efforts mis- directed, but to guide his- efforts in such a way that for a mini- mum of effort he will secure a maximum of skill. For this purpose attention is drawn to matter of the most importance, as well as the best manner. of practicing, in order that the student may secure the most satisfactory results. 37. The work of the student on each exercise should be graded and done in a systematic, logical order. This order should be as follows: a. A careful study of the principles. I). Reading of shorthand outlines a sufficient number of times to become thoroughly familiar with the outline and the principle involved. c. Drawing the shorthand characters many times, and as carefully as possible, thus laying the foundation for a legible style, of shorthand penmanship, without which legibility is seriously impaired later in rapid work. d. Writing the characters from dictation, to give quick- ness of thought and execution. e. A review of the principles by answering questions in connection. with the exercise. /. Applying the principles involved by writing the review matter without key, which will require original work on the part of the student the object of all study. 38. If the student were to reverse any of these steps, he would quickly see that an illogical order would result. If he will carefully follow these suggestions in connection with each exercise, he will spend his time to the best possible advantage!, and so secure the most satisfactory results. 39. The first eleven lessons should be considered drawing lessons. The characters should be drawn slowly and with the greatest care. No effort at speed is to be attempted. In this manner alone can a legible style of writing be attained. Illegible notes are of no value whatever, and unless the foundation is laid for a good style of shorthand penmanship, the later work of the student will be done at a great disad- vantage. When it is urged that these lessons should be drawn in order to form a legible style of writing, it is done with a knowledge of the great importance of the matter; for unless this plan is followed, the student will at a later stage have to turn back and do the work here suggested before he can write plain, legible notes at a rapid rate. 22 LESSON 1 SIMPLE=CONSONANTS AND VOWELS. 40. No time will be spent in presenting a history of short- hand; for this does not concern the present attempt. Much has been written upon the subject, and elsewhere there is given a list of works to which the student is referred for information on various matters relating to shorthand and kindred subjects. 41. Neither is it essential that anything be said with refer- ence to the various elements of sounds, other than is shown in the following table of consonant-signs, which gives : (1) the shorthand character ; (2) its name ; and (3) its use, or power, as illustrated in the words selected : Consonants. CHARACTER. NAME. SOUND AS IN r Pee Bee Tee Dee Chay Jay Kay day Ef Vee Ith Tnee Es Zee Ish Zhay Lay Ar Ray Em Emp En Ing Way Yay Hay up be it do which Jesus kingdom give for have think thee so was (z). shall usual (zh) will are ray may important no thing way your holy 23 24 SIMPLE-CONSONANTS AND VOWELS 42. Brief Signs, Uses of Which Will Be Explained Later CHARACTER. NAME. FOR THE SOUND OF Iss S or Z Wen W 3 Wuh W Yeh Y Yuh Y Hay-dot, or Heh H / Hay-tick, or Huh H 43. Direction of Consonant-Strokes. LEFT INCLINED ALWAYS WRITTEN DOWNWARD. \ v V v v > Pee Bee Ef Vee Ar Way RIGHT INCLINED ALWAYS WRITTEN DOWNWARD. i i j J r Qhay Jay Ish (Shay 1 ) Zhay Yay RIGHT INCLINED ALWAYS WRITTEN UPWARD. r / / Lay (El 2 ) Ray Hay VERTICAL ALWAYS WRITTEN DOWNWARD. :\ i ( c ) > Tee Dee Ith Thee Es Zee HORIZONTAL ALWAYS WRITTEN FROM LEFT TO RIGHT. ^_ s~^ r-^ ^ <^ Kay Gay Em Emp-b En log 44. The foregoing table clearly indicates the direction of all the consonant strokes, or steins. It will be noticed that the signs for 1 and sh are written either upward or downward. There is not a single change of direction in the case of any of the other strokes, as indicated above. Definite rules for writing the signs for 1 and sh, as well as rules regarding the use of Ar and Ray, will be given in Lesson 5. 45. For the present it will be sufficient to state that, stand- ing alone, the sign for 1 is always written upward, when it is called Lay. To secure better joinings with other strokes, it is occasionally written downward, and is then called El. 1 Name of upward movement. 2 Name of downward movement. SIMPLE-CONSONANTS AND VOWELS 25 46. The sign for sh is invariably written downward when standing alone, when it is called Ish. Later, in a few cases, for the purpose of securing more acute angles with certain strokes, it is written upward, and is then called Shay. 47. The only strokes that are ever written upward are Shay, Lay, Ray, Hay, the three last-named almost always ; the first-named, only in a few cases. 48. With reference to the use of Ar and Ray, it may be stated that Ar is generally vised when a vowel precedes tl.^ sound of r; while Ray is employed when a vowel follows tL& sound of r. This is only a general statement: exceptions to this statement, as noted in the fifth Exercise, are only for the purpose of securing more convenient forms than would otherwise result. 49. Ray and Chay are distinguished by both direction and slant. Ray is always written upward, and at an inclination of about thirty degrees, while Chay is invariably written down- ward, and at an inclination of about sixty degrees, from the l.ine of writing. Hay is written upward, and at the same in- clination as Ray. 50. In later practice, for the purpose of securing better angles, the direction of consonant strokes may be slightly changed. 51. The heavy curved strokes should be shaded only in the middle, gradually tapering at both ends 52. In writing a consonant outline consisting of two or more strokes, the second stroke is begun at the close of the first, and the third at the close of the second, without lifting the pen. 53. The following diagrams will indicate that there are but four directions employed, aside from Ray and Hay (which are written at a different angle than other strokes), with six strokes in each direction, making a total of twenty-four strokes. However, Ray is used for the same sound as Ar ; so there is thus provided the required number of signs tor representing all the consonant sounds of the language, twenty- five in number. 26 SIMPLE-CONSONANTS AND VOWELS 54. It will also be observed that the following consonants are arranged in pairs ; that is, the heavy sounds are indicated by heavy, or shaded, strokes, while the light sounds are repre- sented by light strokes: Pee, Bee ; Tee, Dee ; Chay. Jay ; Kay, Gay ; Ef, Vee ; Ith, Thee ; Es, Zee ; Ish, Zhay. 55. The similarity of these sounds will be noted in the following words : pea, bee ; tie, die ; etch, edge ; coe. go ; fie, vie ; thigh, thy ; us, owes ; shall, usual. 56. Although generally considered as representing two sounds, the following signs represent but one sound, as will be seen after a brief study of their elements : / t-sh ; / d-zh ; J s-h ; s z-h ; ^ n-g ; s-\ m-p, or m-b, 57. The sign last given represents the sound of mp or mb, . with no vowel sound occurring between the two letters. It may more properly be considered as representing two sounds. In the writing of words, in the simpler style, there is no inter- vening vowel; in the briefer style, in writing phrases, a vowel sound may sometimes occur between the m and p cr the m and b. In giving its name, where it occurs discon- nected from any word, it will be called Emp. However, it should be understood that when it represents the sound of b, instead of p, its name is properly called Emb. 58. All similar consonant sounds are represented by similar signs; hence it will be observed that the first sixteen conso- nant signs are arranged in pairs ; that is, light signs represent whispered sounds, while heavier signs represent heavier, or voiced, sounds. The analogy between these sounds will soon become apparent to the student. The fact that light and heavy soijnds are represented by correspondingly light and heavy s.igns is of great advantage in later practice. 59. In writing a word in shorthand, the consonant stems are first written, employing only the characters to represent the sounds expressed. Hence all silent letters are omitted, thus giving a uniform basis of writing. Each word, therefore, is written exactly as pronounced. The strokes forming the outline should be joined without lifting the pen, by the side of which the vowel signs are afterward inserted. The consonant strokes should be written in accordance with the following principles : SIMPLE-CONSONANTS AND VOWELS 27 60. The first inclined (right or left, upward or downward), or vertical stroke, should rest upon the line of writing, to which the following stroke should be joined; thus: Fee-Lay, Lay-Pee, Ray-Bee, Bee-Ray, I'ee-Tee, Tee-Ray, Tec-Chay, Chay-Tee, Chay-Kay, Ray-Kay, En-Jay, Kay-En- Dee, Em-Chay, Chay-Em, Em-Lay, Lay-Em, Ar-Lay, Ar-Kay, Lay-Kay, Ray-Tee, Chay-Ray, Ray-Chay, Pec-Kay, Kay-Pee, Bee-Ith, Kay-Jay, Ar-Gay, Dee-Ith, Dee-Lay, Lay-Dee, Ar-Em, Em-Ray, Ef-Ar, Lay-Ar, Ray-En, Ef-Ar-Em, Em- En-Tee, Ray-Ing-Kay. 61. Two sounds represented by curved stems are expressed as follows : Em-Em, En-En, Ef-Ef, Vee-Vee, Es-Es, Ing-Ing, Ar-Way : Lay-Lay, Ish-Ish, Way-Ar, Ef-Vee. 62. An angle should be made between the curved strokes Ef and En, Vce and Ing, Lay and Em, and similar joinings, as: Ef-En, Vee-En, Ef-Ing, Vee-Ing, Lay-Em, Thee-En. 63. Other curves may be joined without an angle : Lay-Ar, Ef-Shay, Em-Es, El-En, El-Ing, Lay-Es, Lay-Zee, Ef-Ar, Vee-Ar, Lay-Way, Es-Ith, Shay-Lay, Lay-Shay, En- Em, Em-Ish. SIMPLE- CONSONANTS AND VOWELS 64. Light and heavy strokes of the same direction should be gradually tapered the entire length, as : Tee-Dee, Dee-Tee, Pee-Bee, Bee-Pee, Kay-Gay, Gay-Kay, Chay-Jay, Jay-Chay. 65. Heavy strokes are written thus: Vee-Gay, Dee-D.ee, Bee-Bee, Gay-Gay, Emp-Eiup, Way- Way, Bee-Ing, Vee-Emp, Dee-Vee. 66. The following exercise should be read and copied until thoroughly understood before the student proceeds with addi- tional matter : U Pee-Tee, Tee-Pee, Pee-Kay, Tee-Kay, Bee-Kay, Kay-Bee, Ray-Bee, Bee-Ray, Lay-Bee, Bee-Lay, Ray-En, Chay-En, En- Chay, Ray-Tee, Tee-Ray, Chay-Tee, Tee-Chay, Dee-Em, Kay- Ray, Kay-Chay, Dee-Shay, Tee-Shay, Ish-Dee, Ish-Pee, Bee- Ish, Ish-Ar, Ef-Dee, Vee-En, Ish-Ing, El-Emp, Ef-Em, Em-Ef, Ith-Chay, Kay-Em, Pee-Ray-Ef, Lay-Jay-Kay, En-Dee-Lay, Jay-Ein-Kay, Ar-Em-Ray, Lay-Vee-Lay, Ar-Lay-Ar, Bee-Em- Ray, Em-Lay-Ar, Lay-Dee-Em, Ar-Era-En, En-Em, Em-Ing, Gay-Em-Ray, Bee-Kay-Tee, Hay-Dee, Hay-Ray-Dee, Hay-Tee, El-En, El-Ing, Pee-Emp, Dee-Emp, Em-Tee, Tee-Em, Ray-Ef, Lay-Kay, El-Gay, Jay-En-Vee, Lay-Ar-Em, Em-En, Lay-Hay, Ef-Emp. SIMPLE CONSONANTS AND VOWELS 29 67. It is quite essential that names be assigned to the char- acters, that they may be more readily spoken of. Thus, when a name is given, the student will at once understand exactly what it means, without the teacher's writing or describing the sign. This also renders much cheaper the preparation of books upon the subject, saving the cost of engraving the sign each time it must be used. The greatest advantage, however, is that the student himself will be benefited by learning the names of the characters. In his practice, when in doubt as to he exact word indicated by the outline, he will find that if the name of the sign is spoken, it will very greatly assist in determining the word ; for the names selected are as near as possible the sounds of the word. VOWELS. Dots. 68. HEAVY REPRESENTING LONG (OR HEAVY) VOWEL SOUNDS. 'I 'I .1 e as in tea a as in day a as in ah LIGHT REPRESENTING LIGHT VOWEL BOUNDS. 'I -I .! f as in dim e as in met a as in at (or ask) Dashes. .63. HEAVY REPRESENTING LONG (OR HEAVY) VOWEL SOUNDS. 1 ! -! a as in awe o as in old oo as in stool LIGHT REPRESENTING LIGHT VOWEL SOUNDS. 1 "I -I o as in on u as in up oo as in foot 70. To assist the beginner in determining the power of the vowel-signs, as well as the position to which each is assigned, the following tables, containing words whose sounds will be readily understood, will prove beneficial for both independent and comparative study: 30 SIMPLE-CONSONANTS AND VOWELS LONG VOWEL SOUNDS HEAVY DOTS. 1st position. 2d position. 3d position. E A AH heat hate heart reed raid farm need weigh harm fear fair far machine prey ark eat eight art feet fate father mete vein ah tree tray tar dear dare dark bier bear bar thee they arm SHORT VOWEL SOUNDS LIGHT DOTS. 1st position. 2d position. 3d position. I E A knit net gnai; tin ten tan mint men man pin pen pan din bred dance myth met mat in enter an pity pretty ask LONG VOWEL SOUNDS HEAVY DASHES. 1st position. 2d position. 3d position. AW O OO all old pool talk note noon draw bold food awe fold ooze warm though do walk know moon laud load move tall toll tool caw coe coo war woe woo thaw throw through stall stole stool saw sew Sioux SIMPLE-CONSONANTS AND VOWELS 31 SHOUT VOAVEL SOUNDS 1,10 HT DASHES. 1st position. 3d position. 3d position. o u oo was full book what push foot odd up good not study wool for come look orb cur nook lord urn wood nor . under could shot shut should shock shuck shook fought bud boot 71. Most of the vowel sounds preceding r have a slightly different sound than when preceding other consonants. R is a liquid sound, and readily coalesces with vowel sounds, thus modifying them. Yet the difference is not great enough to make it necessary to provide separate vowel-signs. There are also other infrequent vowel sounds closely resembling those for which signs are provided above; but, for the most part, it is unnecessary to make a distinction in these sounds. 73. The vowels are inserted after the consonant outline is made, and are written in three positions; namely, first position, where the stroke is begun (whether it be an upward or a downward stroke); second position, at the middle of the stroke; third position, at the end of the stroke. The dash vowels are generally written at right angles to that portion of the stroke opposite which they are placed. 73. A vowel placed to the left of an inclined (upward or downward) or a vertical stroke, or above a horizontal stroke, is read before the stroke. When the vowel-sign is placed to the right of an inclined or a vertical stroke, or below a horizontal stroke, it is read after the consonant. 74. It will be seen that all vertical and inclined (upward or downward) strokes are vocalized analogously, and that the vo- calization of horizontal strokes is essentially different. In respect of vocalization, there are only these two classes of consonant strokes. 75. In the case of the inclined and vertical strokes, the vocalization is according to the same manner of writing as in 32 SIMPLE-CONSONANTS AND VOWELS longhand. The vocalization of horizontal strokes is according to the only consistent method that could be employed, 76. Unlike the consonant-signs, the vowel-signs have, no names, the sound itself being used as the only designation; thus: eat = sound, et ; and not long-e, tee. 77. The following exercise, if carefully studied and prac- ticed, will enable the student to become familiar with the vowel-signs, and will also indicate the phonetic representation of the words employed : ' Pay, bay, tea, aid, etch, edge, ache, gay, fee, Eve, sew, ease, she, eel, lea, aim, may, nay, way, sea, show, gnaw, poet, back, cape, tear, nail, bowl, lake, tame, mail, fish, early, match, cheap, patch, name, fade, alarm, move, lamp, ring, cake, cog, maim, leave, map, bouquet, dash. REMARKS ON LESSON i. 77a. A good way to become. familiar with the consonant- signs is to select the first two, Pee, Bee, drawing the character carefully, and at the same time repeating the sound. Having written several lines of those two letters, take the next pair, Tee, Dee, and repeat the process; then combine the four, and draw the characters carefully many times, always naming the sound represented. Continue in like manner with the addi- tional signs, adding two, and at the same time dropping the two longest used. Review this as often as necessary to learn the signs thoroughly. Do not attempt to write the characters rapidly. For the present, consider each exercise a drawing lesson, and endeavor to make the outlines as correctly as possible. 77b. Practice in a similar manner with the vowel-signs, re- peating them many times in the order in which they are pre- sented in the table. Then take up the words to be written, SIMPLE-CONSONANTS AND TOWELS 33 and refer to the table of vowel-signs as often as necessary to become familiar with the signs. Write the signs carefully ten times, re-reading your own notes until you can read with facility. 78. It is absolutely necessary that the vowels should be thoroughly familiarized. Do not think that because vowels are largely omitted in advanced work, they can with safety be omitted in preliminary work. It is necessary, in advanced work, to insert them at times; and when an outline requires vocalization, the vowels must be inserted with precision and rapidity, in order to insure accuracy and speed, While it is true, to a certain extent, that vowels are omitted later on, yet their omission is indicated by the position in which the con- sonant outline is written. Thus it is that almost every form that the practiced reporter uses has to do with vowel sounds, these sounds being indicated either by position of consonant outline or expressed by the vowel-signs themselves written beside the strokes. The student will therefore at once un- derstand the necessity for a thorough familiarity with, and use of, the vowel-signs. No satisfactory progress can be made by one who overlooks primary principles, supposing that this lack can be supplied later by a more extended study of the principles of the briefer style. 79. Previously to 1837 all attempts at writing shorthand were made by representing the letters of the alphabet by briefer signs than those in common use, and not attempting to write only the sounds of the words. Consequently the ordinary spelling of words was employed. Since that time the effort of all shorthand authors has been to represent only the sounds of words, thus omitting the representation of all silent letters. In shorthand no silent letter is given any representation. Three .of the letters of the alphabet, which have no sounds peculiarly their own, are never used; namely, c, whose sound is either of s as in ceil, cease, or of k, as in cook, clock; q, whose sound is kw, as in queen, quick; and x, whose sound is eks, as in exercise. C usually has the sound of s before e, i, and y, and of k before a, o, and u. Q is always followed by u. 80. The manner of joining the consonant-strokes is more clearly indicated by the examples in following lessons, which the student will write carefully many times, in order that he may become thoroughly familiar with the principles set fortlta 3 84 SIMPLE-CONSONANTS AND VOWELS The most important work that the student will have to do in studying shorthand is in writing the lessons many times, in order to become thoroughly familiar with the characters. This may seem like drudgery, and entirely unnecessary ; but it is the plodder who keeps everlastingly doing the drudgery work who learns shorthand, and not the brilliant person, who thinks he knows too much to make it necessary for him to practice. If there is one point that should be impressed upon the student's mind more than another, it is that shorthand is ac- quired only by thorough, persevering effort. Shorthand is written ; the work required is not alone to answer questions regarding the principles involved. Writing requires action; quick action can result only from the familiarity that comes by performing the act many times. A pupil may be able to answer correctly every question regarding the principles of shorthand, and yet not be able to write with sufficient rapidity to do even ordinary work. 81. The point upon which so many fail in shorthand is that they do not practice sufficiently. Of course, to secure the best results in any study, the practice must be well directed, and in harmony with correct principles. 82. In shorthand the essential thing to be done is to practice. It-is not sufficient to know shorthand outlines, even though they may be thoroughly learned. The necessary thing is for the hand quickly and accurately to execute the thoroughly learned outlines. It is generally supposed that in order to learn any- thing, it is necessary to learn rules and statements and defini- tions regarding various propositions involved. To learn shorthand, all that is included, yet still more is necessary. Doing is learning, and the doing is on the part of the hand. The paramount test is the stenographer's ability quickly and accurately to indicate and transcribe the matter he has in hand. QUESTIONS ON LESSON i. 1. How many characters are employed for the consonant sounds? 2. How many consonant sounds are there ? 3. What letter is provided with two signs? 4. In how many directions are consonant strokes made? 5. Name the left inclined strokes, the right inclined, the vertical, the horizontal. SIMPLE-CONSONANTS AND VOWELS 35 6. Name the two strokes written at a different inclination than any of the above. 7. Name the two strokes that are written both upward and downward, and give the name of each movement. 8. What is the general use of Ar? of Ray? 9. How are the curved shaded strokes to be written ? 10. For what purpose is the direction of consonant strokes sometimes changed ? 11. In what manner are strokes joined in writing an outline of two or more strokes? 12. Name the sixteen consonants that are paired, the light and heavy sounds of which are represented by correspondingly light and heavy strokes. 13. How many vowel-signs are provided ? 14. How are long vowel sounds indicated? 15. Light vowel sounds ? 16. In how many positions are vowel-signs written ? 17. What is first position with reference to the stroke? 18. The second position ? 19. The third position ? 20. At what angle are dash vowel-signs written ? 21. State the order of reading vowel-signs with reference to inclined and vertical strokes. 22. Give the order with reference to horizontal strokes. 23. Name the three letters that are always silent, and hence are never used in shorthand. REVIEW EXERCISE i. Write the consonant forms, with proper vowel-signs, for the following words: Pale, lap, rich, cherry, bear, merry, range, leer, ranch, en- gage, thorough, bowl, elbow, reap, rim, reach, early, fear, deal, easier, many, tongue, saying, also, daily, ask. He that stays does the business. The giants of the race have been distinguished less for extraordinary ability than for tremendous concentration, and have struck sledge-hammer blows, continually in one place, until they have accomolished their purpose. LESSON 2 CIRCLES AND LOOPS. 83. By the use of the signs already presented, the consonant and vowel sounds of any word in the language can be fully indicated. The writing, however, because of its very full outlines, would be too extended and cumbersome for practical purposes, requiring too much time for its execution. Hence- forth the constant endeavor, therefore, will be so to abbrevi- ate the writing' that rapid work will be possible. This is attained by two methods : First, representing two or more consonant sounds by one modified stroke instead of one stroke for each consonant sound ; and, secondly, by using certain suggestive signs to represent entire words. With reference to the first method we will now speak in particular. 84. With the exception of the sign for the aspirate sound of h (which is a light, breathing sound, and is quite largely omit- ted, in accordance with later instruction), all strokes are of the same length, and have no initial nor final modifications. Therefore any modification on one stroke applies to all the strokes. A moment's reflection must convince any one of the immense advantage of such arrangement of the primary con- sonant sounds as to admit of using all modifications thereof for similar sounds, rather than the method employed by some systems, which by their representation of the simple-consonant sounds, exclude the possibility of making the number of mod- ifications, and hence of brief outlines, that could otherwise be secured. 85. The sound of s is the most frequently occurring conso- nant sound in the language ; hence the briefest sign, the one most readily joined to the consonant-strokes, is selected for its representation; namely, a small circle o, called Iss. This sigh is employed to represent the sound of a used initially, medially, and finally, in connection with all the consonant strokes, without exception. The same sign may also be used for the sound of z medially and finally, but rarely initially. The 36 CIRCLES AND LOOPS 37 reason this sign is not used at the beginning of strokes for the sound of z is that there are but few words beginning with that sound, and but few of those are in common use ; while there are very many words beginning with the sound of s. The observance of this rule clearly distinguishes these sounds used initially, and is therefore conducive to legibilit} 7 . No conflict will result from using the same sign for s and Z medially and finally. This circle is joined in the following manner : 86. (a) On simple consonant-strokes: Sop, sip, soap, sob, sit, seat, sought, soot, said, sad, sawed, sod, such, sage, sick, sake, cause, sag, safe, face, save, saves, Seth, seethe, seas, seize, sash, seal, slay, sill, slow, soul, seer, sore, sorrow, race, seem, same, smoke, small, SMI, seen, sawn, sown, snow, sing, sway, swing, spaces, stays, seeks, sense, scenes, scheme. (6) Between straight strokes in different directions, on the outside of the angle. Pesky, rusty, gossip, task, gasp, rasp, passage, disposal, deposit, risk, episode, gazette. (c) Between straight strokes in the same direction, the circle is joined in the following manner: Cask, tacitly, testily, racer, deceit. (d) Between a curve and a straight stroke, the circle is invariably written inside the curve. Mask, answer, cousin, misery, reason, arson, physic, receive, deceive, sincere, earnestness, decease, officers, visit. 38 (e) Between two curves, the circle is joined in the most convenient manner : Mason, facility, massive, thistle, unsafe, unseen, loosen, lesson, deficit, chisel, incense. 87. Initial Z is represented thus: Zeal, zero, Ezra, czar, zealous, zenith. 88. This circle is enlarged to add the sound of s or Z, and is then called Ses or Sez: Pauses, bosses, tosses, causes, faces, races, roses, losses, masses, vases, 89. The large circle may be vocalized by the beginner, if necessary, by writing the vowel-sign within the circle: Cicily, season, disease, insist, necessity, thesis, diseased, schism, exhaust, possessive, possessor, accessory, census, resist, excessive, Mississippi, synopsis, success. 90. Three sounds of s occurring together, in phrases, may be indicated by trebling the circk, called Sesis, as will be shown in examples of principles given later. 91. A small loop, called Steh, used initally, represents st, and is used finally to represent the sounds st or zd: 92. Paused, best, tossed, chest, rest, caused, faced, raced, raised, lost, most, vest, nest, west, yeast, step, stop, stab, stoop, steady, stitch, stage, stake, stag, zest, haste, gust, last, lest, amazed, stampede. 93. This loop may be written between strokes in a few cases. In advanced work, however, the loop is generally contracted to Iss; as, statistics ? ; sophistry P / CIRCLES AND LOOPS 39 94. If desired, and on strokes where it would be conve- nient, the loop may be shaded to indicate the sound of Zd: Raised x* ; caused -"^ * 95. In practice, however, shading will generally be found unnecessary. 06. A large final loop, called Ster, indicates the sound of str. This loop is rarely used initally, since a briefer sign is provided later for these sounds occurring initially, a sign that admits of being more readily joined to other strokes: 1 Pastor, boaster, tester, duster, Rochester, register, castor, faster, visitor, Lestor, luster, roster, roaster, master, Nestor, Lancaster, Worcester, Hester, starfish. 97. Iss may be written following Ses, Steh, and Ster by writing it on the opposite side of the stroke: ^ - Possesses, boasters, posts, posters, nests, masters, mists, coasts, costs, coasters, vests, tests, pastors, visitors, lists, boasts, rests, toasts. 98. The use of the circles and loops initially and finally, as shown in the preceding paragraphs, indicates thein initial or final use ; hence these signs are read before or after the vowel-signs, as used initially or finally, respectively; that is, when these signs are employed initially or finally, no vowel whatever precedes or follows them. Therefore, when a vowel precedes or follows these sounds, the stroke must be employed, in order that the outline may be properly vocalized. The stroke is also generally employed where two vowel sounds follow its initial use, or precede its final use. In choosing outlines, those should be selected that admit of being freely vocalized : 1 The sign referred to is illustrated in LessOn 7, and will be found more convenient in phrasing than the Ster-loop. This loop, like Steh, is some- times contracted to [ss, as may be seen by examples given under the illus- trations of advanced principles. 40 CIRCLES AND LOOPS Case, chaos, seance, sense, essence, sleep, asleep, rose, rosy, race, racy, rust, rusty, offense, fancy, haze, hazy, essay, assets, ask, assail, sail, apostasy, escape, scope, mast, animosity, busy, peace, honest, honesty. 99. Vowels and diphthongs (explained in the fourth lesson) occurring between two simple consonant-strokes are written thus: All first-place, and long second-place, vowel-signs are written after the first stroke. All third-place, and short, second- place, vowel-signs are written before the second stroke. 100. In other words, the position of the signs for a and 6 indicates, when written after the first stroke, those sounds, although they may not be clearly indicated by the size or heaviness of the sign ; while 5 and u are more clearly indi- cated by always writing them before the second stroke, even though they ma-y inadvertently be made a little heavier than they should be. 101. The most important object, however, is to avoid the writing of any vowel-signs at the angles. If no rule were followed, and the words pack, tack, and cap were written thus, \L "t_"^V > they could also be rend pick, tick, and kip. Occasionally, however, more legible forms will result from a non-observance of the rule ; as, arsenic .^~~ Also a- ~ in derivative words; as, uneasy .... 102. It should be particularly noticed that this rule relates to simple consonants only; hence words having medial circles or loops are not written in accordance with this statement; as, for instance, bask ^ rasp /^ gasp \ cask e as con- trasted with back \~i wrap /\ gap \ cook - 103. As a further exercise in the use of the vowels, as well as the consonants with their modifications thus far illus- trated, the following is presented : E, heavy dot, first position. All outlines whose only or accented vowel is first position are written in the first position, CIRCLES AND LOOPS 41 which is, for inclined and vertical strokes, half the height of a Tee above the line of writing; for the six horizontal strokes, the height of a Tee above the line. Note that first-place vowels are written after the first stroke : Steep, peak, keep, pier, reap, cheap, sheep, leap, peel, peep, peace, pieced, pieces, spear, reek, reach, beak, beam, ream, meal, bees, beast, ear, reel, leer, tear, team, tease, teased, teases, deem, seal, steal, zeal, sear, steer, fees, feast, feasts, lease, leased, leases, keys, yeast, ease, key, eke, e'en, knee, seen, seem. 104. I, light dot, first position : ^\l Pick, pitch, chip, rip, tip, ship, lip, pill, dim, rim, mill, big, pip, rill, still, fist, list, mists, limp, rick, rig, ring, rings, rich. 105. AW, heavy dash, first position : .* J. >i . . . /TSl . . C7. ..... Paw, jaw, law, raw, maw, gnaw, saw, Esau, awl, shawl, laws, balk, talk, chalk, caw, pauses, also, always, cause, caused, wrought. 106. O, light dash, first position : Sob, sop, top, botch, shop, chop, doll, pop, lost, copy, josh, loss, lock, wrongs, romp, Ross, cog. All outlines of words whose only or accented vowel is second position, are written on the line. Note that the vowel- sign is written after the first stroke, in the following para- graph : 107. ,A heavy dot, second position: 42 CIRCLES AND LOOPS Pale, bail, bake, page, vague, fake, shape, maim, mail, lame, nail, knave, shake, cape, fame, tare, tame, rage, rare, pair, rake, fare, lathe, lake, lays, lazy, raise, raised, rajsy, aims, maize, mazy, haze, hazy, apes, pays, paste, aids, days, dazed, neighs, waste, haste, hasty, face, vase, chaise, sails, slays. 108. E, light dot, second position. Note that the vowel-sign is placed before the second stroke. Bell, peck, knell, wreck, less, sell, nest, rest, messed, stem, wretch, lest, keg. 109. O, heavy dash, second position. The vowel-sign is written after the first stroke. Beau, dough, row, joke, rogue, vogue, pole, foam, pour, tore, chore, loathe, most, stow, rose, sown, snow, soul, slow, shows, rope, bows, boast, store, story, lower, hose, host, hosts. 110. U light dash, second position, written before the second stroke. Purr, burr, burrow, myrrh, rum, lump, dump, jump, judge, just, lungs, does, dust, duster, stung, lull, cull. luck. 111. AH{ heavy dot, third position. All outlines of words whose only or accented vowel is third position, are written in the third position, which, for inclined and vertical strokes, is through the line ; for the six horizontal strokes, below the line. All third-place vowels are written before the second stroke : Arm, ark, star, starry, czar, jar, arch, bar, mar, tar, spar, march. CIRCLES AND LOOPS 112. A, light dot, third position : 43 Cap, pack, back, cab, tack, racks, lacks, dash, lash, rash, patch, cash, rag, lag, lamp, mash, gnash, rang, lath, bang, sang, stang, mass, massed, master, pastors, fast, faster, cask, lamb, thatch, path, badge, ample, stamps, rank, ranch. 113. OO, heavy dash, third position. Stoops, shoe, stool, loosed, lose, ooze, woo, woos, coo, coos, ado, tooth, cool, room, doom, sloop, moor, soon, Sioux, soothe, move, tour. 114. OO, light dash, third position : Shook, bush, push, cook, nook, look, book. 115. Miscellaneous Vowels: Case, cased, cases, cake, range, fihh, dish, selling, sting, assists, thill, cogency, imp, map, mob, pomp, bomb, impos- ter, swamp, shampoo, steamboat, embezzle, embalm, im- peach, emboss, embellish, dispatch, barrack, abolish, magic, parity, parody, package, policy, polish, solemn, test, death, knell, slab, earnestly, bamboo, bamboozle, sympathy, postage, torrid, horrid, ahead, denote, manage, Babcock, answer, en- gage, domestic, passage, sarcastic, dishonest, remove, justly, receipts, alarm, notice, solicit, locate, dispose, chaotic. 44 CIRCLES AND LOOPS QUESTIONS ON LESSON 2. 1. Can the sounds of most words be quite fully represented by the signs already provided ? 2. Why is it necessary to provide additional signs? 3. In what two ways are additional signs secured ? 4. What is the most frequently occurring consonant sound in the language ? 5. How is this sound represented ? (3. What is the name of this sign ? 7. For what other sound is this sign also used ? 8. How is this circle written between straight strokes in different directions? 9. Between a curve and a straight stroke? 10. Between two curves? 11. How is the initial sound of Z represented? 12. What sounds are added by enlarging the circle? 13. What is the name of the large circle? 14. What sounds are represented by the small loop? 15. Give the name of this loop. 16. What sounds are represented by the large loop? 17. In what way is the use of this loop restricted ? 18. What is true of the other modifications in this respect? 19. Between simple strokes, where should all first-place vowel-signs be wriiten ? 20. Where should all third-place vowels be written ? 21. Where should long second-place vowels be written? 22. Second-place short ? REVIEW EXERCISE 2. Write the consonant outline in position of the vowel-sign, and insert the proper signs for the vowel sounds, for the fol- lowing: Peace, bays, tease, days, cheese, chase, seek, case, sack, geese, fees, vase, feast, least, lists, fast, aims, hisses, causes, season, census, success, access, possessive, disease, gazes, earnest, richest, invest, unjust, disposed, saddest, safest. Mostly, sarcastic, custom, domestic, it must be, costly, vastly, earnestly. At the beginning of Part ll will be found a two-page table, giving a comprehensive view of all the consonantal modifi- cations of the entire; system, as set forth in the first eleven lessons. The columns pertaining to the principles under con- sideration in each lesson should be carefully studied in con- nection with each of the first eleven lessons, and should be thoroughly reviewed in studying Lessons 12-22. LESSON 3 WORD=SIQNS. 116. In the preceding Lesson attention was called to one method of abbreviation. The present Lesson will deal with the second method ; namely, the use of suggestive signs, called word-signs, to represent entire words. These signs can not in any true sense be considered arbitrary characters. The abbre- viated outline is that portion most suggestive of the consonant sound or sounds of the word, which outline is generally placed in the position assigned to the leading vowel of the word. Thus it is, that, instead of being arbitrary characters, the chief or leading consonantal element of the word is repre- sented, and the only or accented vowel of the word indicated by the position, with reference to the line of writing, in which that outline is placed, as fully explained in the following para- graphs. It can not be truly said that vowel sounds are omitted. The vowel-signs themselves are omitted in word- signs, and in other words in later practice, yet their omission is indicated by the position of the consonantal form. As there are several vowel-signs assigned to each position, the particu- lar sound to be supplied is determined by the context. 116a. Word-signs are employed for all the frequent words, and it will be noticed that each sign consists of but one stroke or stem with its modifications. In this respect, word-signs differ from contractions (which are considered later), which' are generally written with two strokes. 116b. A complete list of word-signs is presented in the latter part of this work, for comparative study, and for review and reference. In the same connection there is given a com- plete list of contractions. In Part I contractions are inten- tionally omitted, that the student may concentrate his entire attention upon the word-signs and other principles under con- sideration. The list of word-signs should be well understood in connection with each lesson, so that by the time they are reviewed in Part II, there will be a sufficient degree of familiarity with them that they may be used with facility while studying Part III. Present benefit from the use of word-signs is small ; their chief advantage is the ultimate 45 46 THE USE OF WOKD-SIGNS benefit they give their possessor, in being able to write at a speed which would otherwise be impossible. There will come a time when the limit in rapidity of movement will have been reached ; then will be apparent the great advantage from the employment of the brief signs now being considered. 117. It must be apparent that the proper use of the word- signs rests solely upon their familiarity by the writer. A word- sign half learned is a detriment to the student. When he is able to write the entire form for the word more quickly than he can recall its abbreviation, such a sign is, at that stage of his work, a hindrance. Although the system he may be using is a brief one, yet he obtains no benefit from its brevity until he has mastered its principles of abbreviation, and knows how to apply them quickly and correctly. When the student can do this, then becomes apparent the immense advantage he has over one who is using a system that has but few word-signs and other abbreviations, and the principles of which may be easily and quickly learned. 118. In connection with this lesson there is given the first exercise in word-signs, presenting only those that exemplify principles thus far considered. Every lesson will be thus arranged, dealing with the word-signs involved in the prin- ciples under consideration ; so that by the time the principles have been learned, the entire list of word-signs should be fairly well mastered. 119. As to the method of studying word-signs, it is suggested that they first be read over carefully several times, in order to fix in mind the particular part of the word represented by the abbreviation (which is generally the first part) ; then begin the practice of drawing the characters. At first they must not be written hurriedly. Speed will come with practice. Draw the characters neatly, slowly, and carefully, twenty times. Then practice over the lists of word-signs twenty-five to forty times, having them read to you promiscuously. By that time you should be able to write the signs with some facility, and be prepared to take up the matter arranged in sentences. This should be practiced until the hand glides over the outlines with a steady, even motion, and all the signs are right on the point of the pen as soon as the word is spoken. The quickest and most natural way to gain speed is for the student to write everything from dictation, for it is thus that all practical work is done. THE USE OF WORD-SIGNS 47 120. Now a few words in general as to studying word-signs. The experience of every writer has been that after memoriz- ing a list of word-signs, perhaps being able to repeat them from first to last, still in taking up actual work there was a hesita- tion, until he had written them in sentences often enough to fix them thoroughly in mind as well as in the ends of his fingers. To study and memorize long lists of word-signs means little ; to practice on sentences containing these same signs, means much. 121. It may seem to some who have perhaps studied short- hand by the long, circuitous route of learning the corresponding style, then remodeling that into the reporting style, that this method would be very difficult ; but, it maybe repeated, this is the natural way, as every one acquainted with the subject must acknowledge. This is the way to get directly at just what the student needs ; and by beginning the practice with simple sentences, and gradually advancing to more difficult matter, the work will be found not difficult, but interesting, if not fasci- nating. 122. To the student it is urged, Do not be afraid of the word-signs ; they are your best friends. Get thoroughly ac- quainted with them. Position of Word=Signs and Outlines. 123. The first position is employed for words whose accented vowel is first-place, and is as follows: For the six horizontal strokes (Kay, Gay, Em, Emp, En, and Ing) and the vowel signs, the height of Tee above the line of writing; thus: Kingdom, give, me, important, in, thing, all of, we. 124. For the remaining consonant-strokes (inclined and vertical) half the height of Tee above the line of writing; thus: \ I / A. I ^ J By, time, each, if, dollar, ever, she. 48 THE USE OF WORD-SIGNS 125. An outline consisting of two or. more consonant-strokes stands in the first position when the first inclined or vertical stroke is placed half the height of Tee above the line of writ- ing; thus: v_ K_ v, c\ 'r- Pick, beak, ream, leap, rick. 126. If composed wholly of horizontal strokes, the entire outline must be written the height of Tee above the line; as: Meek, nick. 127. The second position is employed for words whose accented vowel is second-place, and for any kind of sign is on the line of writing; thus: Up, be, do, it, which, for, but, were, would, has, he. 128. An outline of two or more strokes stands in the second position when the first inclined or vertical stroke rests on the line; thus: Mail, lame, dwell, laid, tore, Tory, rate, cape, bake, 129. The third position is employed for words whose accented vowel is third-place, and is as follows: 130. For the six horizontal strokes (Kay, Gay, Em, Emp, En, and Ing) and the vowel-signs, just below the line of writing; thus: Home, excuse, consume, how. 131. For the remaining consonant-strokes (inclined or vertical) through the line of writing; thus: -f- -.,6.. __f__ ._4_. __^ Had, much, satisfied, though, salvation, issue. THE USE OF WORD-SIGNS 49 1-32. An outline of two or more strokes stands in the third position when the first inclined or vertical stroke is written through the line; thus: Cool, map, homely, rack, pack, wrap. 133. A few words may be necessary regarding exceptions to the position of word-signs. They are generally written in the position of the only or accented vowel of the word represented. However, if the sign represents a word that is used frequently, it may be written in the second position, regardless of the accented vowel. In other words, utility takes precedence of rule. 134. With regard to ease of writing, the positions may be stated in the following order: second position, first position, and third position. That is, words assigned to the second position, on the line, are more readily written than those assigned to the other positions, since nearly all the writing is on the line, and the preservation of the lineality of writing is an important factor in shorthand speed. 135. The rule of position with respect to accented vowels is sometimes violated for the sake of distinction, when, if observed, it would place in the same position words of similar outline; that is, when a word which _would otherwise bo writ- ten in the first or the third position, occurs very frequently, it may, for the sake of speed, be written in the second posi- tion. The chief aim, it should be observed, from first to last, is utility. 136. Let it be repeated, Shorthand is not written by rule; but rules are made for convenience, yet violated when necessary. 137. The hyphen in the lists of word^signs indicates parts of derivative word-signs or phrases. 138. In all the lists of word-signs, the numerals indicate the position in which the respective signs are to be written, as outlined above. Whenever positions are not indicated oy numeral or insertion of line in engravings, they should be considered second position. 139. It will be observed that frequently one sign is sug- gested for two or more words or phrases. To the student it may at first seem that confusion would result from employ- 50 THE USE OF WORD-SIGNS ing the same sign for two or more words. This would be the case were an attempt made to use the word-signs only in lists of separate, isolated words, disconnected from any context whatever. It is only by the aid of the context, the setting, the association that gives the proper meaning of the sign, that many of the word-signs can be determined; and since it is only in writing sentences that any practical work is attempted, no confusion whatever results from the use of similar signs for two or more words, as presented throughout the var- ious lists. Furthermore, in every case where similar signs represent more than one word, the words so represented are different parts of speech, qr are so entirely dissimilar in mean- ing, that hesitation in accurate reading is rarely caused by their use. Throughout this treatise, hyphens are used when words, parts of words, or phrases, in the same group have syllables or parts in common. SIMPLE-CONSONANT WORD-SIGNS, With Modifications of Circles and Loops. \ \ \ \ \ o V 140. 2 up 3 hope, patent-ed, party, happy 1 possible-y-ility 2 posterior 3 happiest 1 speak, superior-ity 2 expect-ed-ation 3 special-ty-ity 1 suspicion, suspicious 2 suspect-ed 3 exasperate-d-ation 2 step by step 1 by 2 be, object-ed 3 to be, book 1 business 1 subordinate-d-ion 2 subject (subjected \i 3 is to be has to be 1 time 1 2 it, take 3 at, out, took i 2 its, it is, it has ^ 3 itself [ 3 at first, at the first 1 citizen f 3 satisfy-ied, satisfactory-ily, as to it 1 consist 2 exist, system-atic-al-Iy f 2 state 1 dollar, contradict-ed | 2 do, defendant 3 had, advertise-d-ment-r I 1 contradistinct-ion 2 distinct-ly-ness, distinction / 2 is said has said p ' WORD-SIGNS 51 1 each 1 thee, thy / 2 which, change-d ( 2 they-m 3 much, charge-d, chapter 3 though, thou / 2 advantage, Jesus , 1 these, thyself ' 3 large C 2 this / 1 religious 3 those, thus 2 advantages-ous ^ 2 this is-has, themselves / 2 just-ice 1 see 3 largest ) 2 so . 3 us, use- f) 2 just as f 2 suggest-ed-ion ^ 2 assist-ed-ance . v 2 was 1 common, kingdom ) 3 use 2 come, came, country 1 she, wish o 1 because J 2 shall-t 2 country's-ies 3 issue 2 exercise-d ) 2 usual-ly __^ 1 commonest 2 will-t, willing 2 exterior C 3 whole 1 exquisite-ness ~" 3 excuse-able =. 2 as well C 3 salvation 0-^3 excused 1 hear, her, here o_o 2 success-ful-ly ^ 2 are 3 our _ 1 give-n 2 together ^ 1 hers, herself, hears 3 ours, ourself 1 signify-ied-cant-ce-ly ~x 3 ourselves 1 if L 2 for, fact, -fore 1 my, me 3 few, affect-ed, far ^^ 2 am, may, him, make ^. 2 suffer-ed 3 home 1 ever 1 myself ^ 2 have * 2 himself 3 however, halve ^- 1 visible-y-ility 1 similar-ity *~^ 2 some ^ 2 several, Saviour 8 consume ( 2 think ' 3 thank-ed, thousand-th ] important-ce X-N 2 improve-d-ment, Fm;! .v-ho 2 southeast 1 impossible-ility 52 WORD-SIGNS 1 simple-y-icity 1 why 2 exemplify-ied-ication, "^ 2 way somebody 3 away 3 example "^ 2 southwest 2 extemporaneous-ly ^ 2 southwester 1 in, any, never 2 no, know f 2 your 3 own, knew, new 2 yours, yourself 1 influence 62 yourselves; 2 commenoe-ment yours is-has; yes, sir 1 United States / 2 eh 2 commences-ments, 3 ah, holy necessary- ily C 3 holiest 1 influenced, instinct-ive 2 commenced, next 1 is, his 2 stenography-er-ic 2 as, has us (in phrasing) 1 thing, English 2 language 3 long, along, length Q 1 is as, his is 2 as has, has his 1 single-d-y It is time for them to be here. They expect she will come. It is possible to be influenced in this. Jesus' example was holy. Which do they think will be for our advantage? How- ever impossible it may seem, they think they will go. It is important for us to be here. Somebody has said they will do so. His advantage will be our loss. She had no hope. It was suggested for him. Several things are to be commenced soon. This is possible, however impossible it may seem. This is given for your study. They suggested much improvement in language. His subject was important. At first it was im- possible for us to be at home, however much it was necessary. Why do they go away so soon? Which way seems best? His business is large. Have they ever had any success in this thing? His suspicion was allayed. This subject is large, though it seems small. They will do as well as it is possible for them. She wishes them to be here as soon as possible. They do so much for us. (188 words) 54 SENTENCE PEA.CTICE QUESTIONS ON LESSON .3. 1. What is the method of abbreviation dealt with in this Lesson ? 2. What are word-signs ? 3. In what respect are they not arbitrary characters? 4. Why is it advisable to write matter from dictation ? 5. What is the first position for horizontal strokes and out- lines, also vowel-signs disjoined? 6. The second position ? 7. The third position ? 8. What is the first position for all vertical and inclined strokes ? 9. The second ? 10. The third ? 11. What is the first, the second, and the third position for all outlines consisting of vertical and inclined strokes, or those strokes in connection with horizontal strokes? 12. Which stroke governs the position of an outline com- posed of vertical and horizontal strokes? 13. What marks of punctuation are commonly used in writing shorthand? REVIEW EXERCISE 3. It must be satisfactorily advertised. His assistance will be given. Take time for study. This will be for your advantage. They came for us. This whole thing will have to be com- menced. Your example will be important in this. It may be possible. They may come. Which do they think is impos- sible? This was given. She will be satisfied. Do they ever hope for success in this? They must give themselves up for this object. Every young person should start out with a determination to invest just as much as possible in himself. This self-invest- ment is the best one can ever make, for no panic, bankruptcy, or failure can destroy it. Half the victories of life come from a confident belief that one is going to win. LESSON 4 DIPHTHONGS, TICKS, PREFIX- AND AFFIX-SIGNS, PHRASING. 145. As previously stated, all the sounds of the language can be readily indicated by the use of the signs already presented. There are, however, certain vowel sounds occurring together frequently, forming a union, and pronounced as one sound, which are more readily written by separate signs than by using two of the signs already presented. Two vowels occur- ring together are called a diphthong. Following is a table of the leading Diphthong-Signs. I as in tie oi as in toy ow as in out ew as in dew. The following will indicate the use of the diphthong signs: 1st position. 1st position. 3d position. 3d position. I OI OW EW lie alloy allow lieu my noise mow mute ice oil cowl use time choice house tune right royal ounce cue buy boy bow few nigh annoy now knew vice voice vows views 146. These signs always open upward, downward, or to the right, as illustrated below, and do not vary their slant in con- nection with the different consonants, as do the dash vowel- signs: r- ^ vie e . v PV L L _W^_ 31^-^-4 _4yjU W. (a) Pie, buy, tie, die, guy, fie, vie, thigh, thy, sigh, shy, lie, rye. nigh, hie, spy, sty, sight, vise, sighs, shies, lies, slice, 55 56 DIPHTHONG-SIGNS mice, rice, hies, pipe, fife, shyly, Nile, rile, pile, tile, style, Zion, signs, science, decisive, bias, pious, tithes, allied, Mes- siah, miles, terrify, write, ride, pirate, deny, designs. !? (6) Boy, toy, joy, ahoy, hoist, alloy, coy, royal, royally, .toil, boil, sloyd, choice, poise, poised, poises, voice, voices, annoy, noise, noises, noisome, oil, joist, voyage. (c) Bow, cow, cows, allow, allows, mow, mouse> row, arouse, aroused, arouses, ounce, house, bows, cowl, couch, outrage, vowel, outlay, allowed, outlook. V>sdrtrfc1i^r^^ (d) Pew, pews, due, adieu, adduce, adduced, induced, fuse, lieu, amuse, views, yew, hue, ruse, suit, stew, news, mule, allure, Jew, duke, immure, cubic, duly. 147. The sound of ew is sometimes confused with oo. The difference may be easily noted in the words cue and coo. 148. There are many other combinations of vowel sounds that might be made; and some text-books present a long list of sounds to be memorized, with signs to represent them. But two vowel sounds occurring together are not very frequent outside of text-book exercises; and the student will find that, after spending much time to learn these signs, they are of little use in practice, and are soon forgotten, so that he can not as readily indicate them as he can those sounds that occur more frequently. Then, too, in the briefer methods of writ- ing, where vowel sounds are indicated almost wholly by posi- tion of consonant outline, it will be found that by the writing of the leading vowel sound where two vowels occur together, the outline will be much more fully represented phonetically than the majority of the writing. 149. For the present it will be sufficient to represent two vowel sounds occurring together, by writing the sound for the vowel occurring next to the consonant sound, nearest that sign. Payee, Deo, Noah, doughy, snowy, idea. DIPHTHONG- SIGNS 57 150. If, however, there are two consonant-strokes, one vowel sign may be written by the side of each stroke, when this would not violate the rule of position for vowel-signs: Piety, laity, poem, lower, poet. 151. When the rule of position would be violated, the two signs are written by the side of one stroke. Shower, newer, tower, duel, towel, vowel, fuel, dual, royal, science, jewel. VOWEL AND DIPHTHONG WORD-SIGNS. 152. the a, an, and * '-" ' __'_ -'_'- all, already.awe,. ought, of, or, I, on, __ \ __ __ i_ ._/. ^_ __i_ ___ '- two.too, Oh.O.owe, who-m, to, but, should, he, V ^ v --- "ay.aye, eye'high, how. Ticks. 153. The is generally represented by a tick joined to the pre- ceding stroke, and written in the direction of Pee, Chay, or Ray, always selecting the direction that will give the most acute angle. 154. In advanced work, where the writer is familiar with all th'e signs, the tick for the may be joined to a following word, writing it on the line, the more readily to distinguish it from other ticks beginning phrases. 155. A, an, or and is generally represented by a tick joined to the following stroke, and written in the direction of Tee or Kay, always selecting the direction that will give as nearly a right angle as possible. 156. This tick may also be joined to the preceding stroke, especially the semicircles ; but for the most part the beginner 58 TICKS will find it more legible to join it to the following stroke only. It is written in the position required by the following word. 157. Names of Ticks. The dash-vowel signs are written in three positions and five directions, light and heavy, and are named after the half-length signs, presented later, with the addition of oid, signifying similarity to; thus: Pet'oid, Bed'oid, Tet'oid, Chet'oid, Ket'oid, Ret'oid, etc. > < > v -1 . f \ A <| L. I. 1 1 -\ -i 7 -\ -\ -7 ~> ^ *. /a -o ^ (a) All the, ought the, of the, or the, on the, owe the, who the, to the, but the, should the, I should, all a, ought a, of a, or a, I and, and I, on a, who a, to a, but a, should a, should he, and all, and already, and ought, and of, and or, and on, and two, and owe, and who-m, and to, and but, and should, and the, and a, and I, and he, but a, he should, is of, is a, is the, as to, as a, and is, as the, and as, and too. (b) Up the, by the, which the, give the, if the, for the, have the, so the, was the, use the, shall the, will the, are the, make the, in the, why the. (c) And up, and by, and which, and give, and if, and for, and have, and so, and was, and use, and shall, and will,, and are, and make, and in, and why. 158. I beginning phrases is indicated by a tick written in the direction of Pee, Tee, or Ray(Chay may be used), accord- ing to convenience, and always in the first position. 159. He beginning phrases is indicated by a tick in the direction of Pee, Chay, or Ray, according to convenience, anu always in the second position. ICO. I at the end of a phrase or between strokes is joined to the preceding stroke by a tick in the direction of Tee or Kay, according to convenience. TICKS 59 161. He at the end of a phrase or between strokes is joined to the preceding stroke by a tick in the direction of Pee, Chay, or Ray, according to convenience. 162. Begin these phrases above the line : I am, I will, I hope, I think, I shall, I do, I had, I know, I give, I came, I charge. 163. Begin these phrases on the line : He is, he will, he hopes, he thinks, he shall, he does, he had, he knows, he gives, he came, he charges. 164. Use Tetoid Or Ketoid for I; Retoid or Chetoid for he:- May I, if I, do I, had I, may he, if he, does he, had he, I expect, lie expects, they expect, it is expected, she expects, it was, which was, it is possible, as soon as possible, they may, it makes, it may be, it improves, it never does, it never will, I think, I am giving, he thinks, he does think, he is going, I thank, he thanks, I know, he knows, if he is satis- fied, he has had, it is impossible, it is important, they sug- gested, this time, at this time, these things, this thing, those things. 165. In the following phrases the circle adds us : By us, take us, for us, have us, give us, make us, of us, to us, on us, cost us, costs us, master us, masters us, take us. takes us, taking us. 00 PREFIX- AND AFFIX-SIGNS Prefix- and Affix-Signs. 166. Prefixes and affixes are fully treated subsequently. The following, however, occur so frequently that it is thought best to present them at this point, in order that they may be properly used in connection with illustrations in immediate lessons : 167. A light dot written at the beginning of a stroke indicates the prefix con, com, or cog. Confess, conscious, committee, compile, convey, concensus company, conduce, convince, compose, community, conceal, conveyance. 168. An initial heavy dot indicates the prefix accom : Accompany, accompanied, accompanying. 169. A light dot at the end of a stroke indicates the affix ing: Doing, giving, making, taking, hoping, changing, having, thinking, using, improving, influencing, conferring, compar- ing, managing; being, touching, teaching. 170. The dot is more frequently used in connection with verbs and participles, while the stroke Ing is more generally employed in connection with nouns and adjectives, since the, a, an, or and more frequently follow verbs and participles, and can be thus more readily indicated, as shown in the second paragraph following. 171. A heavy dot at the end of a stroke indicates the affix Ings. Ing-Iss is also used for the same purpose : Doings, sayings. PREFIX- AND AFFIX-SIGNS Gi 172. The, following the affix ing, is written by a disjoined acute tick in the direction of Pee or Chay, while a, an, or and may be expressed, following ing, by a disjoined tick in the direction of Tee or Kay. Doing the, giving the, making the, taking the, hoping the, changing the, having the, thinking the, using the, im- proving the, influencing the; doing a, giving a, making a, taking a, hoping a, changing a, having a, thinking a, using a, improving a, influencing a. 173. A heavy tick following Iss or Ses and the semicircle (the use of which is explained in the following lesson), as well as any final hook (explained subsequently), is used to express the sounds of dhr, as heard in any one of the following words : There, their, they are, other. Since they are, does their, pays their, because they are, comes there, gives their, goes there, I suppose they are, hears other, it is there, influencing their, doing their. 174. The omission of certain frequent words is fully illus- trated in later lessons, but the frequency of those presented below seems to make it necessary that they be illustrated in this connection, in order that correct forms may be followed, and thus no change be made necessary in later work. By using the word-signs of the briefer style in connection with each lesson we are now studying, it is possible to present a variety of matter, and in such a way that no change need be made at a more advanced stage of the work. 175. The word of (followed, or not, by a, an, or the) may be omitted; and the omission implied by writing the following outline near, or joined to, the preceding; as, 6a PREFIX- AND AFFIX-SIGNS Citizens of the country, justice of the thing, each of the parties, laws of the United States, similarity of subjects, advantages of advertising, subject of a chapter. 176. The omission of to (followed, or not, by a, an, or the) is implied by writing the following word to the line (called fourth position); thus : To know, to do, to give, and to do, and to give, to-day, to-morrow, to the subject, to the time, to the Saviour, to a business, to an object, to Jesus, to an advantage. 177. Or the following word is joined to the preceding; as, Wish to be, it seems to me, have to do, ought to know, have to be. 178. To preceding upward strokes should be indicated by Petoid; as, To leave, to write. 179. For a fuller illustration of all these principles the student is referred to advanced principles. List of Contractions in Frequent Use. 1 80. The hyphen indicates parts of derivative words. The dagger between the names of strokes indicates that the stroke following is to be written through the preceding; as, En f Tee, notwithstanding. The colon so used, indicates that the fol- lowing stroke is to be disjoined, and written near (usually lapping) the preceding one. PHRASING 63 181. Acknowledge, anything, become, disadvantage, fa- miliar-ity,, forever, highly, irregular-ity, knowledge, neverthe- less, notwithstanding, now, nothing, peculiar-ity, refer-red.- ence, refers-ences, regular-ity, represent-cd, something, what- soever. Phrasing. 182. A sufficient number of frequently occurring word-signs have now been introduced to enable the student advantageously to begin the writing of phrases; that is, the grouping of related words in one sign, thus saving, according to careful estimate, about one-third the labor over that required by lifting the pen. Shorthand phrasing is kaleidoscopic in its nature; its application is almost unlimited. There is no rule, nor set of rules, relating to forms, grammatical or steno- graphic, that can be strictly adhered to in the writing of phrases. Hence the present attempt is only to set before the stu- dent such general statement as will assist to some extent in the formation of correct phrases, and place before him, in the writing exercises, some of the most common expressions, gradually leading on, from lesson to lesson, to more difficult matter. The student will derive more benefit from practicing the exact forms over many times than from almost any amount of memori/.ing rules. 183. Rule for Phrasing. Join only related words where the junction is convenient, and the signs so joined do not extend too great a length. Three strokes in a phrase-sign will generally be found more conducive to speed than a greater number. 184. Exceptions to this statement, as well as its applica= tion, may be illustrated thus : (a) Words not related: However, they think so. It has come, though Incorrect, way :-t- -J,--- Correct way.-t-.f J /^--t / J 64 PHRASING (b) Inconvenient or impossible junctions: Which they hope. It was extemporaneous. It was holy. Incorrect way: J)^ y" Correct way:./. (,\. ,.yrs.- -lf (c) OutHnes too long, or repetition of signs: Though they do so. In my name. Incorrect way ;-(--- J-^X^ / ---- , \ Correct way : --(- -V -^-m Position of Phrase=Signs. 185. Usually the first word of a phrase-sign is written in its proper position, and other words follow without regard to position; as, For the, if the, I do, he does, but the, of his, to his, it has never, they will do so, how will they. 186. Sometimes the second word must be written in its proper position, thus making necessary a slight change in the position of the first word; as, In these, in this, ifl those, I do, I had, in his time, next time. 187. The tick for a-n-d may be written in any position, and thus accommodates itself to the position of the preceding or following; as, 111 ^ L -Hrt"CT- And take, take a, and had, had a, own a, in a. 188. The first word of a phrase-sign is sometimes written out of position when the legibility of the second word depends upon its position; as, As if, as far as, as much as, ought to be, is to be, has to be. SENTENCE PRACTICE 65 SENTENCE PRACTICE. / ~ tf"^ **~S \ O /N-^^X / / x-\ Jo_ 1 Qj? a^^. _o^0 . \ I ( (^_ _f\ _ 189. 1 think he will come to see them. I will do all it is possible. He has something in view, which he expects to do. I shall hope they will come. He should seek to make improvement. It is a disadvantage for us. He hopes it is possible for them to give some advice on the subject. How many times will they give us this example? This is necessary 5 66 SENTENCE PRACTICE because of the importance of the subject. It is a simple thing; so as soon as possible, something successful should be expected. Anything they do for us will be highly satisfactory. They never represented the language he was using as they should. He was regular in his business, and so was highly successful. It was an advantage for them to come home at this time. I hope he will be as successful as possible in the business in which he is engaging. It will never be improved if he thinks of staying there. Since there is a disadvantage in objecting at this time, it should be allowed to go along as if nothing was to be represented. I am thinking of going home soon. How shall the company's business be improved? It is impos- sible to suggest anything to satisfy him now. He has a knowledge of the business, notwithstanding his seeming peculiarity. If they ever come, I will accompany them. Whatsoever is right will be given them. I refer to the way in which he objected to the business. His knowledge of the subject is such as to give him a familiarity. I had already seen them in the city. They will be at his house now. He has never had the advantage it seems he should. If he gives us all he should, it is as much as is just. They ought to be ready to go now. How long will they stay away ? Are they going to make anything in the business ? He has never come. It is similar to the example given me. It is something neces- sary. It is important to see them as soon as possible. The salvation of the country will rest on them. He has a knowl- edge of the English language. It is possible to do much studying in the language. He has never commenced exercis- ing as he should. Your example will be important. The next time they come, they should see us. I am hoping the next issue will show improvement. He is happy to have them come, and hopes to see them several times. I suppose there is nothing to be expected now. As far as possible, he should -refer all such business to the parties who expect to take charge. It seems to me such facts should be advantage- ously advertised. (459) REVIEW 67 QUESTIONS ON LESSON 4. 1. What is a diphthong ? 2. Name the diphthongs. 3. Do these signs ever vary their slant in connection 'with the stroke ? 4. How may other concurrent vowel sounds be written ? 5. In what manner is the generally written ? 6. At what angle is the tick always written ? 7. What is the angle of the tick for a-n-d preceding strokes? 8. What are the names of the ticks? 9. What does oid signify ? 10. In what manner is I written when joined to other strokes? 11. What is the direction of the tick used for I occurring initially in phrases? 12. What is always true of its position? 13. What is the position of the tick for he occurring ini- tially in phrases ? 14. In what direction is the tick for I always written occur- ring medially or finally ? 15. What is always the direction of the tick for he occurring medially or finally ? 16. What prefixes are represented by a light dot preceding a stroke ? 17. What does a heavy dot represent ? 18. What is represented by a light dot at the end of a stroke? 19. A heavy dot ? 20. What is represented by a disjoined light tick at the end of a stroke ? 21. A heavy tick disjoined ? 22. What words are frequently omitted, yet implied by the nearness, or joining, of preceding and following strokes ? 23. What words are indicated by writing the following stroke below the line? 24. What is this position called ? 25. In what other manner may such strokes be written ? 26. What two strokes are never written below the line in beginning phrases ? Why? 27. State the general rule for .phrasing. 28. Which word in a phrase usually governs the position of a phrase-sign ? 29. Why is the first part of a phrase-sign sometimes written out, of position ? 30. Can the tick for a-n-d be written in any position ? 68 EEVIEW REVIEW EXERCISE 4. Write in phrases the following : I wish, I shall, he shall, how shall; I will, he will, how will; on time, on it, should it, how it; I do, I had, he does, how does ; which I had, which he had ; they will be ; it is the way ; in a way ; he has no ; I know the ; I hope the ; which was the ; I think he may; he will never be; he has had; at this time ; these things ; it is possible ; it must be. Write the following sentences, using the proper word-signs and contractions : I hope he will be successful. His knowledge of the busi- ness will be highly satisfactory to us. Something should be expected as soon as possible. Some important changes will have to be suggested. It is the best it seems possible to do. They ought to be ready to go for them. They expect to give away those things. He had no such idea, but will now do all he sees necessary. The third position for the horizontal strokes is one-half space below the line. The fourth position for such strokes is immediately below or touching the line. The third position for inclined and vertical strokes is for one-half of the stroke to extend each side of the line. The fourth position for such strokes is for them to be begun imme- diately under or touching the line. LESSON 5 MODES OF WRITING VARIABLE SIGNS. L, R, Sh, W, Y, and H. In this Lesson specific directions will be given regarding the use of the variable signs introduced in Lesson 1. Rules for the Use of L. 190. There are three general classes of strokes : Vertical, inclined (right and left oblique and upward), and horizontal. o. Use Lay, the upward stroke, whon it is the only con- sonant stem in the word, and when it precedes a final vowel. b. Use Lay, the upward movement, preceding all vertical and inclined strokes, whether a vowel precedes or follows the sound of I. c. There are six horizontal strokes. Use El, the downward stroke, preceding the three heavy strokes, Gay, Emp, and Ing, whether a vowel precedes or follows the sound of I. d. Use El, the downward stroke, preceding Kay and Em, when a vowel precedes the sound of 1 ; but if a vowel follows, use Lay. c. For the remaining stroke, En, use Lay when the outline forms a derivative word, the primitive of which is written in accordance with the statement under a. If it is not a deriva- tive word, use El, the downward stroke, whether a vowel pre- cedes or follows, as noted under d. 190a. The few minor exceptions to the above statements are simply to secure distinction in certain outlines, and can not be said to conform to any rule. They are so few, and the necessity of the distinction so apparent, that it is not neces- sary to place them under a general statement. 190fo. A full illustration of the uses of Lay and El, both initially and finally, in connection with all the consonant strokes, both preceded and followed by vowels, is presented below, which will quite clearly exemplify the above statement. The few exceptions to this general statement, as may be ob- served below, are only for the purpose of securing more con- venient outlines than would result from adherence to the rule. 69 70 VARIABLE SIGNS 190c. From the foregoing statements it will be observed that the general direction of the stroke for 1 is upward, always when standing alone. The downward stroke is not, as a gen- eral rule, convenient except when it precedes the horizontal strokes which require shading. Avoid its use finally, except where it would form an acute angle, as En-El, Ing-El, for the reason that it would carry the hand out of position, and too far below the line of writing. The preservation of the lineality of writing, and the securing of facile forms, are the objects desired by the preceding statements. Specific Modes of Indicating L. 191. When a vowel precedes the sound of 1 used initially, use Lay, the upward stroke, to represent the sound in all cases, except when it precedes the horizontal strokes, Kay, Gay, Em, Emp, En, Ing, when El, the downward stroke, will be found more convenient. In some cases, especially in deriva- tive words, the upward stroke is used preceding En and Ing. Alps, elbow, alto, allude, allege, aloof, alive, Olathe, also, Eliza, Elisha, allure, celery, always, hallelujah, ale-house, alike, elk, silk, alum, alembic, Ilion, Illinois, illness, willing, erelong. 192. When a vowel follows the sound of 1 used initially, employ El, the downward stroke, in connection with Gay, En, Ing, and Emp; in connection with all other consonant- strokes use Lay. Leap, lobe, laity, lady, latch, ledge, like, lag, life, leave, lath, lathe, Lucy, lazy, lash, lull, lower, Laura, lime, solemn, lamp, lion, sling, selling, lungs, launch, lesson, leeway, Lehigh, legacy. VAKIABLE SIGNS 71 193. When a vowel precedes the sound of 1 used finally, use Lay to represent the sound in all cases, axcept following En, Ing, Ef, Yee, and Ray, when El should be used. Pile, bill, toil, dale, chill, jell, cool, gale, file, vile, thill, thistle, they will, assail, zeal, shell, loyal, royal, mail, nail, shingle, swell, yale, hail, spelling. 194. When a vowel follows the sound of 1 used finally, always employ the upward stroke, except in connection with En and Ing, in which case use the downward stroke. Pillow, below, tally, daily, chilly, jelly, callow, gallows, folly, valley, vastly, earthly, worthily, asleep, zealous, shallow, loyally, royally, rely, mellow, solemnly, Nellie, immensely, kingly, swallow, yellow, halo, dazzling. To recapi tulale : In connection with the six horizontal strokes, 1 is repre- sented as follows: 195. When preceding the three light strokes, Kay, Em, and En, Lay is used when a vowel follows, El when a vowel precedes, the sound of 1. 190. When preceding the shaded strokes, Gay, Emp, and Ing, El is invariably used, whether a vowel precedes or follows the sound of 1. 197. It may be well to add at this juncture, that, in con- nection with the six horizontal strokes having an initial or a final hook (to be explained subsequently), Lay is used when it precedes these six strokes having initial hooks, while El is used if the strokes have final hooks. Like all rules, there are exceptions to this statement, they being mainly for conven- ience, as well as distinction in outlines. 72 VAKIABLE SIGNS General Statement Regarding the Use of Ar and Ray. 197a. When a vowel precedes the sound of r, initial or final, use Ar, the downward stroke. 197fo. When a vowel follows the sound of r, initial or final, use Ray, the upward stroke. 197c. The exceptions to the above general statement are for the purpose of securing more convenient junctions, and are mainly as follows : a. Use Ray before Tee, Dee, Chay, Jay, Ith, and generally before Dhee, En, and Ing. b. Use Ray after Ith, Dhee, Ray, Em, Einp, and Hay. c. Use Ar before Em, Emp, and Way. 197cZ. The name of the downward stroke, Ar, has a vowel preceding, while Ray, the upward stroke, has a vowel follow- ing. It may be of assistance to remember that this analogy is generally observed in practice; that is, vowel sounds more often precede Ar and follow Ray. As stated, the exceptions are only to secure forms more easily executed. Specific Modes of Indicating R. 198. When a vowel precedes the sound of r used initially, use Ar to represent the sound, except when the stroke pre- cedes Tee, Dee, Chay, Jay, Ef, Vee, Ith, Thee, En, and Ing, in which case Ray will be found to afford a more convenient junction. Slight changes in the foregoing rules are some- times made in phrasing. Harp, herb, orb, erratic, artist, erode, arch, urge, ark, argue, horrify, survey, earth, herewith, are they, worthy, heresy, arise, here was, harsh, Irish, mirage, early, hoarsely, oral, error, aurora, arm, horny, hoarseness, arisen, arson, bearing, herring, erewhile. 199. When a vowel follows the sound of r used initially, use Ray to represent the sound, except when it precedes Ar, Em, and Emp, in which case use Ar. VARIABLE SIGNS Reap, robe, rate, rude, rich, rage, rake, rogue, refuse review, wrath, wreath, wreathe, racy, rise, rosy, rash, rouge, rally, rare, Rome, romp, ruin, wrong, race-horse, risen, reason, enrich. 200. When a vowel precedes the sound of r used finally, use Ar to represent the sound, except when it follows Kay, Gay, Ith, Thee, Ray, Em, Emp, and Hay, when Ray should be used. Poor, bare, tare, dare, chore, jar, coerce, gayer, fire, affair, veer, severe, Thayer, sigher, czar, shower, jour, sailor, seller, rarer, roar, mar, empire, ne'er, singer, wooer, Oyer, holier, coheir, cower, oar, sore, sir. 201. When a vowel follows the sound jf r used finally, use Ray in connection with every consonant stroke. V r* ^.^.^.^..^J^.^.^.y. Parry, borrow, Tory, dairy, cherry, jury, Cora, gory, fiery, vary, thorough, Assyria, zero, showery, usury, salary, merry, emperor, narrow, weigher, wary, hoary, row, ray, sorrow, sorry. 201a. To understand that the only object of the foregoing rules regarding 1 and r is to secure the best possible angles, let the student write the outlines excepted, as noted above, and he will at once see the reason why the rules are given. Modes of Indicating Sh. 202. The upward stroke, representing sh, will be found more convenient when following Tee, Dee, Ef, Lay, and 74 VARIABLE SIGNS sometimes Ar and Way ; lso when it precedes Lay. In ad- vanced work, however, this rule is not followed strictly, in connection with Ef. Tissue, dish, dash, fish, lash, shawl, harsh, Irish, swash, swish. 203. The downward stroke is invariably used in con- nection with all the consonant strokes not named above; and standing alone the downward stroke is always used. Push, bush, Jewish, rash, rush, mash, gnash, ambitious, cash, gash, sash, anxious. 204. It should be noted that Ish is written with no vowel sound occurring between s and h. There are a few proper nouns which have a vowel sound between s and h. These names are properly indicated by Iss-Hay; as, Sahara, Soho. Modes of Indicating W. 205. The sound of w is-exprc-ssed in four ways: (1) the stroke Way; (2) a semicircle, called Brief-Way, initially joined to all consonants except Hay, and those named under 3; (3) Brief- Way joined as a hook on Lay, Ray, Em, and En; (4) Brief-Way disjoined, and written in the vowel positions. 206. The Way-stroke is used as follows: (1) when it is the only consonant-stroke in the word (except in the case of word- signs); (2) when the stroke is preceded by Iss, Ses, Steh, or followed by Iss, Ses, Steh, or Ster; and (3) when it is preceded by an initial vowel. ^ v o Wee, waste, woe, woo, woes, woos, sway, Swiss, west, wise Worcester, wasp, sweep, swoop, swing, swell, swallow, swim, swamp, swash, awake, awoke. Wesley. VAEIABLE SIGNS 75 207. The necessity of observing the rule in the first case is at once apparent if one attempts to vocalize Brief-Way, which is itself only a semicircle, and therefore not large enough to admit of easy vocalization, since it is necessary to employ, for vowel sounds, signs almost as large, and- to write them in three different positions. In the second case, the signs mentioned are brief signs, and do not admit of joining to Brief- Way, to admit of easy vocalization. In the third case, the Way-stroke must be used when a vowel precedes, in order that the vowel may be properly indicated. From the observ- ance of this there result many clear distinctions in forms. 208. Brief signs are provided for the sound of w, called Brief- Way, and are written c (called Weh), and 3 (called Wuh). These are joined at an angle to all consonants but the four named in paragraph 209, and are invariably used for the initial sound of w. In writing words, Wuh is used in connection with Kay, Gay, Emp, and Ing; Weh with the remaining strokes. Weep, weeps, wit, wet, wait, weed, weighed, wooed, wood, witch, wage, wedge, watch, wages, wick, week, wake. woke, walk, wig, wag, waif, woof, weave, wave, wove, with, wash, wing, unweighed, unweave, wax, sweet, sweat, Swede, switch. 209. Brief- Way is more conveniently made into a hook in connection with Lay (El), Em; En, and Ray, called, respect- ively, Wei (Wil), Wem, Wen, Wer; thus: Wail, wails, willow, weal, wile, wool, weary, ware, wire, wiry, wear, swear, swofe, win, wince, wine, wines, wane, 70 VARIABLE SIGNS twain, twine, Edwin, queer, quire, unwell, unwieldly, un- worthy, worth, quench, queen, war, swarm, Wilson. 210. The fourth way of expressing the sound of w is em- ployed when it occurs between two consonant-strokes, and it is impossible to represent it as a-semicircle joined, or as a hook. It is then disjoined, and written in the vowel places, being made light or heavy, according as the vowel with which it occurs is short or long. It then represents both the sound of w and the vowel indicated by the position and shading of the semicircle. This is shown in the following table of signs for Brief-Way in vowel positions: c l my, warm-ed 1 ye, year-s 2 with him 2 yet 1 when, we know, with no, * * we knew 2 one, were no, were any <-* 1 we may be 1 while, we will i 2 well (in phrasing, fro- c quently Lay) < 1 we give, we go 80 VARIABLE SIGNS 226. In phrasing, the Way-Look is employed on the strokes Wei, Wer, Wem, and Wen, and invariably written in the first position, for we; as, < c. ^ x We come, we give, we make. 227. Brief- Way is frequently used finally for way or away, especially where the joining of Way would be difficult ; as, Regular way, in this way, pathway, give away, make away with. 228. Brief-Yay may be written on the convex side of curves for you; as,- You have, you think, you say, you shall. 229. Brief-Yay may also be joined on straight strokes; thus:- _A_._^ ____ ^.- You be, you had, you take. 230. Yeh is many times employed for you or year-s when Yuh can not be used ; as, In you, knows you, convince you, this year, these years, some years ago, several years ago. 231. Enlarging a Brief- Way word-sign adds another Briefr Way word-sign ; thus : 1 we were, we would, with 1 what we, what would what -^ 2 would we 232. Enlarging a Brief- Way word-sign, and inclining it in the direction of Ray or Chay, adds you ; thus : , 1 with you /~\ 1 what you *S- 2 were you '2 would you 233. Enlarging a Brief-Yay word-sign generally adds a Brief- Way word-sign ; thus : ii 1 ye were, ye would ^ 1 beyond what 2 yet you, yet ye ' 2 you were, you would SENTENCE PKACTICE SENTENCE PRACTICE. 81 NjV^Vj I S" / 'I / 234. We will help them as much as possible. We will take the language you have suggested. His illness was long con- tinued. They were willing to come and see them. It was the royal party. They passed along the way. His mail should be 6 83 SENTENCE PRACTICE given to him when he comes. I hope you will be regular in your work. I hope you will receive them all right. I think you will be satisfied with your familiarity with the subject. It is highly important for them to continue the work in this way if they wish to succeed. This is something which has come up in an irregular way, and it seems to me the disadvantage will be beyond anything now possible. We hope you will take time to go with us. We were with them at the time they were in the city. While we are expecting to be with you at the time you have given, yet it may be we shall have to be excused in coming. We have come with your party. Where do you think he is taking them? I hope you had no disadvantage in the thing. We thank you for your suggestion. We are aware of the possibility of seeing them when we come to the city. This year will be an important one with our work, and we hope you may be satisfied with the way it is continued. They were looking into the business several years ago, with the idea of buying it. We should be at work in the way you have sug- gested, if we expect to be where we ought at the time you state. What do you think of my going to-morrow? We hope you will be with us at the time we have suggested. We have worked on the subject for a long time, and while we would be highly satisfied to see them succeed, it must be because of earnest, regular work. We shall go with you when we are aware of the possibility of your going. If you would take time to give the subject study, you would be satisfied with your work. We hope you will be here when they come. Why do you desire them here? Each day they were giving away many things of worth. Where do you think they will be? Where shall we go? Were they well when you saw them? How soon do you think you will go? How many days will you have to stay here? We should be regular in studying. Some- thing should be here soon. I should think you would have some advantage in your work with your knowledge of the subject. When we were there, we were satisfied they were doing the best thing possible to do. Just now it seems impos- sible for me to give you the help I should like to give. For this reason it seems possible to have the parties here by the time you have suggested. I think you should be with us by the time you name. (500) REVIEW 83 QUESTIONS ON LESSON 5. 1. State the general rule regarding the use of Lay. 2. The general rule regarding the use of El. 3. For what purposes are exceptions made to these general rules? 4. What is the general rule regarding the use of Ar? 5. Of Ray ? 6. Why are exceptions made ? 7. In what direction is the stroke for sh generally written ? 8. Name the different ways of indicating the sound of w. 9. Specify the various ways of indicating the sound of y. 10. State the various modes of indicating the aspirate sound of h. 11. Does its omission in advanced work impair legibility ? 12. Why not? 13. What hook is used initially for we? 14. In what position is the outline invariably written ? 15. What words are frequently added by Brief- Way ? 16. By Brief-Yay ? REVIEW EXERCISE 5. Refusal, immensely, nicely, vastly, earnestly, musical. Write the following in phrases : While we are, we will be, we will do, we will think, we may give, we are doing, we are giving, we are thinking, we are working, you will be, you will do, you may be, you should be, you are doing (Yuh-Ray-Dee-ing-dot), what do you think, we were doing, we would be, work with you, you were coming, what you say. This is something which should be given much study if you desire to succeed. It is important for us to have some help in this work. I know what you say will be for his advantage. You shall have my influence in the work you are doing. This is a hasty move, it seems to me. You should quietly engage in the work which you have to take up. They awoke early, and were ready to go away by the time set His quota should be disposed of soon. He is going now, and wishes to say farewell to us. LESSON 6 INITIAL HOOKS. The El-Hook. 235. A small initial hook on certain consonant-strokes indicates the sound of I following such stroke ; thus : SIGN: < \ f f- "//"-- SOUND: PI bl tl dl chl jl kl gl NAME: Pel Bel Tel Del Chel Jel Kel Gel SIGN: ^ ^ C ( ^^ J/ C SOUND: H vl thl dhl shl /.hi yl Fel Vel Thel Dhel Shel Zhel Yel Plea, blow, able, addle, idle, huddle, claw, glow, eagle, flaw, flea, flow, flew, fly, evil, Ethel, they will, apple, hatchel, clay, yellow, yell, pupil, employ, imply, humble, paddle, peddle, model, liable, local, likely, weekly, baffle, bevel, Buffalo, tackle, pickle, deeply, claim, glimpse, gleams, deathly, total, title, Bible, table, regal, chapel, level, payable, oracle, allowable, please, pleases, place, places, plaster, blister, cloister, clip, flame, fling, feeble, fable, Bethlehem, battle, block, shackle, shekel, reasonable, reply, removal, quickly, unable, enable, fleshly, flash, citadel, speechless. 236. Instead of the sign Yel, given above, Yuh-Lay is more convenient, and is employed, for the sounds of y and I. Yel is used later when made half-length. 84 THE EL-HOOK 85 237. It is sometimes necessary to make the hooks rather imperfectly, by offsetting on the preceding stroke, as shown in some of the examples. 238. Shel and Zhel are always written upward, and are gen- erally joined to a preceding stroke ; when necessary, however, these signs may be Written alone, making the strokes quite slanting, that they may not conflict with the same stems having final hooks (to be explained later). Bushel, initial, rashly, official, Ashley, harshly, social. 239. Ambrosial, mesial, rosial, visual, are about the only words having the sound of zhel. These words may be written with Zhel, Shel, or Iss-Lay, as preferred. Zhel is the only upward shaded stroke in the system, and its use may be avoided as suggested. 240. It will be remembered that the small initial hook has already been assigned for w in connection with m, n, and r. It may be considered that it is not consistent to thus represent these sounds, while the small initial hooks on all the other consonants represent other sounds. While it may not be exactly logical, yet it is decidedly practical; for we are seeking the briefest signs for the most frequent sounds. Shorthand to be practical must meet existing conditions. The sounds of wm, wn, and wr are very frequent; and if the objection be raised to the use of the small initial hook for their representation, the query may be, How shall they be written? Only a short trial will suffice to show any one that the semicircle can not well be joined to these strokes without being made into a hook; hence, since wm, wn, and wr occur frequently, the better plan is to indicate them by the use of the small initial hook, and ml, nl, and rl by the large initial hook. 241. The sound of wl is secured by using a small initial hook; its corresponding sign with a large initial hook would be of no advantage, inasmuch as the stroke Ar can be written more quickly than the hook, and is more legible, and more easily phrased. 242. Hence a large initial hook on the following strokes indicates the sound of 1 following such stroke : Camel, kennel, quarrel, rural, rarely, mainly, meanly, only, annals, analyze, analysis, namely, heavenly, vainly, openly, panel, signal, thinly, relax, tunnel, floral, final, unlike, unlock, enamel, animal, relapse, spiral, plural, thoroughly, flannel, relieve. 243. The El-hook is enlarged to add the sound of r, as follows: SIGN: ' <; SOUND: NAME: SIGN: SOUND: NAME: r r blr tl r dlr Bier Tier Dler c c vlr thlr Verl Thler r chlr Chler C dhlr Dhler jlr Jler kit KIcr glr Gler zhlr Zhler plr, Pier Q. flr Fler Settler, idler, addler, clear, glare, floor, flare, levekv, baffler, tumbler, rambler, muffler, nobler, fiddler, smuggW, clergy. 244. The three strokes having the large initial El-hook car not be further enlarged without consuming more time than would be required to make another stroke; hence the sound of r following these strokes is written thus: 245. Of the three initial modifications, Iss, Ses, and Steh, the only one that can precede the El-hook signs, both small and large, is Iss; thus: THE EL-HOOK 87 Disciple, sable, settle, satchel, civil, settler, saddler, safely, gospel, rascal, Haskell, feasible, peaceful, taxable, plausible, sickly, sickle, bicycle, cycle, sagely, saddle, display, classical, noticeable, physical, disclose. 246. It is impossible to employ Steh initially in connection with the El-hooks; hence the El-hook must be used on the second stroke in such words as Steeple, stable, stifle, staple, stubble, suitable. 247. It is likewise impossible to use Ses in connection with El- and Lev-hooks, except in Rel; as, necessarily^" cesural Of 248. In, en, or un, and sometimes an and on (either as pre- fixes or separate words) because of frequent use, and the im- possibility of representing them by the stroke En preceding the El-hook written in connection with the circle Iss, may be expressed by a small backward hook, called the In-hook, or shnply In. The hook is used quite largely in phrasing, as may be observed from examples given below: In his place, uncivil, unsettle, in settling, in toleration, in the school-room, in his flesh, intolerable, in his failure, in Us delivery, encephalic. 249. Sometimes the En-stroke is more convenient than the In- hook; as, unsocial vj_eV 250. To avoid turning a circle on the convex side of En, the In-hook, representing in, en, un, sometimes an and on, is used in connection with the ten strokes named below, when pre- ceded by Iss or Ses (Steh can not be so used), as follows: 88 THE EL-HOOK Ins-Es, Ins-Zee, Ins-Ish, Ins-Zhay, Ins-Lay, Ins-Ar, Ins- Way, Ins-Em, Ins-Emp, Ins-Hay. In his easy, in his show, in his usual, in his lower, insular, in his arm, in his home, unseemly, in his example, in his house, in his haste, in sympathy, in his sympathy, in his soul, in his room, in summer, ancillary. 251. In joining with the other simple-consonants having an initial circle, the stroke En will be found more convenient. Vocalization and Reading of the Pel Signs. 252. (a) The In-hook, when used, is read first. (6) Iss prefixed to any stroke with an El-hook is read before any vowel or consonant in the word. (c) A vowel to the left of an inclined stroke, or above a horizontal stroke, is read before the stroke. (d) The stroke is read next following the vowel, immedi- ately followed by the sound indicated by the hook; next, the vowel, when to the right of the inclined strokes, or below the horizontal strokes, followed by the modifications made at the end of the stroke; as, in supplies ^ 253. Provision is" made for writing vowel sounds between the sounds indicated by the stroke and the hook (a) By changing dot vowel-signs to small circles, and, if long, writing them before the stroke when convenient; if short, writing them after the stroke when convenient. (b) By writing dash vowel-signs and the angles and semi- circles through the stroke; or, for first and third place, if more convenient, preceding or following the stroke. EL-HOOK WORD-SIGNS 89 Miller, in all our, ruler, ocular, color, unreal, manual, annual, annually, college, shale, shell, shelter, feeler, filler, coal, railroad, malaria, manlier, released, vale, avail, shilling, ca'nal, realm. Vocalization of the El-Hook Enlarged. 254. A vowel written before a stroke having an El-hook enlarged to add the sound of r is read before such stroke; if written after such sign, the vowel is read between the I and the r ; thus : Clear, color, secular, ocular, fuller. (See par. 278. ) 255. It will be noticed that first-place vowels preceding the stroke are written outside the enlarged hook. 256. 1 comply 2 people-d 3 apply 2 supply EL-HOOK WORD-SIGNS. /> 2 angel 3 evangel-ic-al / 3 evangelize m 1 explicit-ness \ 2 supplies O 1 2 explore d-ation 1 by all, belong-ed S, 2 able-y, believe-d ^ 2 abler <& 1 sublime-ity p 2 it will, till, tell I 3 until, at all | 2 tolerate-d-ibn p 1 idle-y-ness ' 2 deliver-ed-y 1 each will f 2 which will, children 3 much will / 3 bachelor C_ 1 call, equal-ly 2 difficult-y 3 calculate-d-ion-or 3 conclusive-ness 1 skill 2 scale 3 school 2 exclusive-ness 3 seclusive 1 clear-ed-ly-ness 2 clerk, color-ed 1 scholar 2 secular 2 glory-ied, glorify-ied 2 glorious 1 singular-ly-ity 1 feel, fall, fill, follow-ing 2 f ull-y, fail, fellow, for all 3 fool 90 EL-HOOK WORD-SIGNS C I false (^ 1 realize p 1 if all are-our, follower ^ 2 failure, for all are-our, * milhon-th fuller <^v 2 promulgate-d-ion 3 family ^_ 3 value , 1 with all, withal c I J.",* 11 f 2 they will, they all " 8 annual-lv 3 thou will (or wilt) 1 real-ly-ity 1 unless CX 2 relate-d-ion, relative-ly ^ 2 only h-as (or h-is), 3 rule-d no less 257. The El-hook is frequently used to add all and will; thus : c n n By all, to all, shall all, for all, it will, they will, all will. A complete exposition of this principle is shown in the advanced course. 258. El-Hook Contractions. \ accomplish-ed -^ valuable ^^ influential ^ calculabl --^_-_applicable-ility P tolerable SENTENCE PRACTICE. /^ "^1 r- / SENTENCE PRACTICE A f V f V\ W y/ I 7 ivl vj _y_\ __k/7_- 259. We should be pleased to comply with your request. The people will never tolerate them. You should apply to us in time for us to assist you. The exploration of the country was an important affair. It belongs to us. I believe they will in time evangelize the country. It seems to me it will be impos- sible for you to go wrong. Time passed in idleness is forever lost. He was successful in his delivery. Which will you 92 SENTENCE PRACTICE have? Each will take charge of his own business. Much will be expected of you. It was a call for service, the importance of which he realized. The difficulty now seems to be only small, yet at the time it was singularly large. We feel sorry to have you do so much for us. I wish to write you on the subject rela- tive to which I spoke to you when I saw you. His children are coming to see him. I hope you will have some scholars. If ycuare ready, we shall be able to go soon. His failure is singular. We realize the impossibility of giving them all they desire. I will call to see him as soon as possible, although I may be unable to do so at the time he requested. I hope it will be possible for you to help them in this work. It seems to me you should be able, with the advantages you have here to supply them with many nice cop'es annually. I do believe they will accomplish something of value. They were influential people, and assisted in an able way. This was fully realized when the failure became obvious. It was difficult to be delivered where you said. It was calculated to .assist them. Unless you are ready, we shall feel it necessary to wait until you write us when you will go. I believe he is fully equal to the task. We believe in time it will come to be fully realized. I am enclosing bills which I hope will enable you to comply with the request. Please write me what you will be able to do with the business of which I spoke to you when you were here. These will be given to all as far as possible. The following valuable supplies are to be given away soon. I was here a few days ago; but, as we had so many things to occupy our time, it was impossible to call on him. These people should be able, it seems to us, to do some- thing for us. I believe they will supply you with all you desire. He should be thoroughly able to give them all the help they wish to make a success of this thing, for which thus far much time is being given. I know it will never be accomplished unless you urge on them the importance of going ahead in an able way. It was one of the most diffi- cult things for us to manage. We hope you will be able to decide to go with us. I write to request you to go with me at the earliest time possible. We fully expected to receive the supplies. We think it is enough for all. We. feel pleased with the total receipts up to this time. Until you write us, we realize we will be unable to comply with the request. I SENTENCE PRACTICE 83 enclose a copy of the work to which I refer. The railway time-tables in the official guide give the time explicitly. We were able quickly to make a safe removal. We have looked into the affairs of the company, and believe it is all right. While I believe he is desirous of doing right, yet it seems so difficult for him to come to the place where he really should. This is calculated to give one skill, and to be of much value. I hope the supplies will reach us in time. We wish to close the work as soon as possible, but will be unable to do so until the final calculation is effected. (682) The Plan of Following Lessons. It may not be out of place to say that the selection of words to illustrate principles is confined strictly to those that are not subsequently abbreviated; that is, no outline is given at any time for which a different form will be substituted. The sentence practice is mainly upon the word-signs. Thus there are purposely unemployed many hundreds of useful contrac- tions and abbreviating principles, to be grouped and fully illustrated later. However, there may be a few of the more frequent contractions incorporated in the sentence practice in later exercises, although the principle may not have been pre- viously stated; yet the principle involved in forming such con- tractions will be apparent, and they will be more readily learned in the relation in which they occur than in any other way. The representation of many of the vowel sounds that are obscure or unnecessary will also be omitted in some of the later exercises. 94 REVIEW QUESTIONS ON LESSON 6. 1. Name the fifteen consonant stems having a small initial hook for 1. 2. In what direction are Shel and Zhc.1 always written ? 3. How is the use of the upward shaded stroke for zhl avoided ? 4. On what three strokes is the El-hook made large ? 5. Why is it necessary to employ a large hook on these strokes ? 6. For what purpose is the small initial hook used on these three strokes ? 7. Name the fourteen strokes on which the El-lvook is en- larged to add the sound of r to the sound denoted by the small hooks ? 8. Are the three large El-hooks further enlarged ? 9. Why not ? 10. Can the circle I?s precede the small, the three large, and the enlarged El hooks ? 11. In what manner is it indicated ? 12. Can Ses and Steh be so used ? 13. Why not? 14. Name one exception. 15. For what purpose is a small backward hook employed in connection with the El-hook signs having a preceding Iss ? 16. Is this hook used on any of the simple strokes preceded by Iss or Ses ? 17. Name the strokes where its use is convenient. 18. Why is it not used on all the simple consonants preceded by Iss or Ses ? 19. State the order of reading consonant and vowel sounds in connection with the El-hook signs. 20. How is provision made for writing vowel sounds between the stem and the small hook ? 21. How is a vowel sound indicated when it occurs between the. sound denoted by the small hook and that represented by the enlarged hook ? KEVIEW 95 REVIEW EXERCISE 6. Write the following in phrases : They believe, it will be, it is difficult, as follows, unless there is, it is only, this relates, each will be, your failure, for all, she will, all will, it belongs, this people. This seems to be suitable for this people. The difficulty is noticeable, and yet no plausible excuse is given. We believe it will be reasonably safe. His removal was quickly accom- plished. He occupies an influential relation in the affairs of the country. We shall be able to assist you as we desire. His mail was delivered to him weekly. He was deeply and thor- oughly convinced of the justice of the claim which they fully disclosedjjo him at the time I was with him. This would seem to imply some difficult work. He is able to employ valuable assistance in his work. His reply was given at a time when it was difficult for us to do for him anything of value. Get Ready for the Place Above You. The greatest requisite for advancement is to be fitted for the pla^e above you. Many a young man has failed of promo- tion because he was not fitted for the opening when it came; and had not tried to see how much good he could do for his employer, but how little. Will thorough preparation pay? The business world may be said to be well supplied with persons capable of occupying only positions of mediocrity in the shorthand profession. In all occupations, the lower rounds of the ladder of success are well occupied ; but there is always room at the top, and there always will be in the shorthand profession, in which so many lines of preparation converge. Repetition is one secret of success. The reason why so many fail, in various lines, is that they do not repeat their efforts often enough and long enough to bring about the de- sired results. LESSON 7 INITIAL HOOKS Continued. The Ar-Hook. 260. A small initial hook on certain strokes indicates the sound of r following such stroke, as follows : SIGN: <\ A 1 1 / ^ c f SOUND: pr br tr dr chr jr kr gr NAME: Per Bcr Ter Der Cher Jer Ker Gei SIGN: i > *) -) 2 ^ SOUND: fr vr thr dhr shr zhr NAME: Fer Ver Thcr 1'JL.c? Dhe r- r Sher Zher Pray, pry, hopper, prow, brow, tries, outer, dry, dray, drew, acre, craze, crazy, crew, eager, gray, offer, free, ether, author, throw, threw, shrew, azure, copper, caper, bakec, neighbor, teacher, tutor, editor, mover, gather, fever, erasure, rasure, overhead, paper, labor, phrase, mystery, true, trust, price, progress, address, offspring, travel, prior, prairie, Armstrong, armistice, program, promise, powder, trip, frame, troubles, preacher, progressive, proxy, trophies, sepulcher, increased, entry, prosperous, briefly, bravely, fresh, thrash, trash, proprietor, crucial, crucify, triumphal, treatise, strata, personal, crucible, traceable, sugar, shiver. THE AR-HOOK 97 261. It is unneccessary for Es, Zee, Ar, and Way to have a hook, for I, inasmuch as brief signs have already been provided for these sounds; hence initial hooks on these signs may be used for r, reading them respectively, Ther, Dher, Fer, and Ver. While th,is is a change in the names of the stems, and in that respect may be said to be inconsistent, yet it is consistent when one considers the entire list of con- sonants having El- and Ar-hooks, as illustrated in para- graph "203. 262. A small initial hook represents r following Em and En when these strokes are shaded; thus : SIGN: c^. s^s SOUND: mr nr NAME: Mer Ner Hammer, inner, honor, prisoner, banner, plumber, armor, rumor, designer, dishonor, sinner, miner, banners; camper, singer. 233. It will be observed that the Ar-hook signs are made by simply turning over sidewise the corresponding El-hook signs, except Shel and Zhel, which are reversed endwise, as indicated in the following table : SIMPLE- CONSONANT: \ \ I I / / -- LL (( ) ) ^ ^ EL-HOOK: \ \ f f /V c_ c_ N ' ' ' ' 264. It is necessary that Mer and Ner be shaded to dis- tinguish from Wem and Wen. 265. The only initial modifications of Emp is Iss, Steh, Ses, and Ins-Emp. It never has an initial hook of any kind. 266. The Ar-hook is enlarged to add the sound of 1, the names of such signs being secured by adding 1, and mak- ing a slight change in the names of the signs having the small hooks; as, Prel, Trel, Krel, Frel, Merl, Nerl, etc. T a- i' i (T ? t ., '.1 ' i (T ? t ., ' C *T sV V t. April, liberal, illiberal, trial, trail, drill, traveler, trifler, shrill, editorial, pastoral, sideral, mackeral, enthrall, corporal, thrill. 98 THE AR-HOOK 267. Iss, Ses, and Steh may be prefixed to the eight straight strokes having Ar-hooks as follows : SIGN: \ \ 1 1 SOUND : spr sbr str sdr NAME : Sper Iss-Ber Ster Iss-Der SIGN: ' ; ; <* o SOUND : schr sjr skr sgr NAME : Iss-Cher Iss-Jer Sker Iss-Ger SIGN: <\ \ f (1 SOUND : stpr stbr sttr stdr NAME: Steh-Per 9teh-Ber Steh-Ter Steh-Der SIGN : / / cr- er SOUND : stchr stjr stkr stgr NAME : Steh-Cher Steh-Jer Steh-Ker Steh-Ger SIGN : <\ s q Cl SOUND : sspr ssbr sstr ssdr NAME: Ses-Per Ses-Ber Ses-Ter Ses-Der SIGN : C3 1 CT SOUND : sschr ssjr sskr ssgr NAME : Ses-Cher Ses-Jer 1--O ' . -V Ses-Ker Ses-Ger t- 1^ l. j- V ..jUd. x Spray, sober, stray, stroll, stroke, stroker, stream, strong, straw, stupor, stagger, stacker, stitcher, stager, stouter, striker, streamer, strainer, disaster, prosper, destroy, disagree, descry, suitor, seceder, supersede. 268. Since the circle Iss on the straight strokes is written on the side opposite that selected for the Ar-hook, there is not the necessity for writing the In-hook within the initial Ar-hook, as in the case of the El-hook; hence the In-hook, representing in, en, and un, is written thus : SIGN : \ SOUND : nspr NAME : Ins-Per nsbr Ins-Ber T nstr Ins-Ter nsdr Ins-Der THE AR-HOOK 99 SIGN: f f a 9 SOUND : nschr nsjr nskr nsgr NAME: Ins-Cher Ins-Jer Ins-Ker Ins-Gter 269. In phrasing, the In-hook may sometimes precede Ses; Steh can not be used. Ensober, in considering, in his chair, in his danger, in his care, insecure, unscrew, in his degree, in the sick room, inscriber, in his truth, in his extreme, in his supreme. 270. Of the three modifications, Iss, Ses, and Steh, Iss is the only one that can be prefixed to all the curve strokes hav- ing Ar-hooks, the circle being written within the hook, as in case of all the strokes having El-hooks. These signs are used mostly in phrasing. Massacre, besieger, extra, pastry, whisper, hemisphere, passover, soother, listener, customer, gossamer. 271. Iss-Em-Ray is more rapidly written than Iss-Mer, and also admits of being more readily phrased. Likewise Ins-Em- Ray is preferable to Ins-Mer. 272. The In-hook can be prefixed to curve strokes having Ar-hooks containing the circle Iss (such strokes being used mainly in phrasing) by writing it thus : In his form, in his favor, in his sure, in his pleasure, in his trial. Vocalization of the Per Signs. 273. The order of reading and vocalizing outlines having initial Ar-hook modifications is as follows : (1) In-hook; (2) Iss or Ses; (3) vowel preceding the stroke; (4) the stroke; (5) the r or rl indicated by the hook; (0) the vowel or vowels fol- lowing the stroke; (7) the final modifications. 274. Dot vowel-signs occurring between the sounds indi- cated by the stroke and the hook, are expressed by changing 100 THE AR-HOOK them to small circles, and, if long, writing them before the stroke; if short, writing them after the stroke. In both cases, however, the writing of the vowel-signs upon the side of the stroke specified is not followed when it is inconvenient thus to write the circles. Pioneer, paralyze, engineer, car, darker, Parker, Barker, germ, souvenir, valor, charm, spark, carnal, Pharisees, cherish, perish. 275. Dash vowel-signs and- the angles and semicircles oc- curring between the sounds indicated by the stroke and the hook are written through the stroke; or, for first and third- place, if more convenient, preceding or following the stroke. ^ r. ^\ \ ' >v ^~ V> Insecure, inspire, courage, moral, immoral, marl, gnarl, discourage, Creator, disturb, cordial, require, primarily, en- courage, clothier, picture, course, nurse, curriculum, normal, ignore, corner, scorner. 276 It will be in place to state, with reference to paragraphs 274, 275, relating to vowels occurring between a stroke and the sound represented by an initial hook, that in most cases, where there is a distinct vowel sound in words with only two consonant sounds, the stroke is used to represent the second consonant, rather than the hook. This rule is not fol- lowed very closely, yet from its observance result many clear distinctions simply by outline, as will be noted in later writ- ing exercises. Where the vowel sound is obscure, the hook is more frequently used to represent the second consonant. Pair, proceed, portray, bore, broke, barrack, tray, tear, dray, dare, dairy, cheer, cherry, shore, usury, cool, clay, coal. THE AR-HOOK 101 Vocalization of the Ar-Hook Enlarged. 277. A vowel written before a stroke having an Ar-hook enlarged to add the sound of 1, is read before such stroke; if written after such sign, the vowel is read between the r and the 1; thus: <~p r\- 'f\ 0- April, trial, trail, drill, sideral, shrill. Blair, abler, control, settler, sabler, Charles, jumbler, im- plore, deplore, cobbler, flourish, liberal, clear, caller, collar, scholar, stickler, pastoral, tattler, straggler, corporal, pearly, soberly, utterly, dearly, eagerly, freely. 278. Here again, as in the case of the enlarged El-hooks, greater advantage is obtained by reading the vowel sound oc- curring after the stroke, between the sound denoted by the small hook and that represented by the enlarging of the hook. If it is desired to indicate a vowel following the sound denoted by the enlarged hook, the vowel-sign may be placed before the next stroke; or if there be no following stroke, the sound rep- resented by the enlarging of the hook, I, should be indicated by a stroke: if it is final, Lay is generally used; if a vowel sound follows, Lay is invariably employed. 279. It should be observed that first-place vowels are writ- ten outside the enlarged hook. 280. In lesson 2, paragraph 86, it is stated that the circle Iss between two straight strokes in different directions is written on the outside of the angle. The same outlines with Ar-hooks -preceded by Iss must, therefore, be written in such a manner as will indicate the hook ; as follows : SIGN: \ J J \ SOUND: psk tsk chsk jsp NAME ; Pees-Kay Tees-Kay Chays-Kay Jays-Pee 102 AR-HOOK WORD-SIGNS SIGN: ~\ ^~T A f ~ A ~ SOUND: ksp kst rst tst ksk NAME : Kays-Pee Kays-Tee Rays-Tee Tees-Tee Kays-Kay SIGN : ^ * ^ SOUND : pskr tskr chskr jspr NAME : Pees-Ker Tees-Ker Chays-Ker Jays-Per f, 6\ - ""^ ^s\ SIGN : \ x"] <\ *> SOUND: kspr kstr rstr tstr kskr NAME : Kays-Per Kays-Ter Rays-Ter Tees-Ter Kays-Ker SIGN : \ \ ^ SOUND : psp stp ssp NAME : Rees-Pee Steh-Pee Ses-Pce SIGN : \ \ \ SOUND : pspr stpr sspr NAME : Pees-Per Steh-Per Ses-Per 281. Such outlines as Pees-Ker are changed to Pees-Kay if used frequently. J-T. J^. J ttf..fc-./.J r .5r-S. "~1 Prescribe, proscribe, subscribe; disguise, disgrace, disgust, disgraced, jasper, task, clasp, extra. 282. The pronoun I preceding words whose initial outline is Per, Ber, Ter, Der, Cher, Fer, Fel, Vel, etc., is best indi- cated by Petoid, and not Tetoid; as, I remember, \ I pray, \ I try,._ I offer... Note the use of Tetoid in this same connection, under the lesson on final hooks, paragraph 309. AR-HOOK WORD-SIGNS. 283. 1 appear, proper, pro- o. 1 spiritual-ity o. priety ' 2 supreme-acy \ 2 principal-le 3 practice, practical-ly * 1 express-ive, spiritualize \> 2 surprise 1 appears 3 suppress \ 2 principles-als, pres'ent . [ist 3 practices 1 expressed, spiritualized- \i 2 surprised \ 3 practiced 3 suppressed AR-HOOK WORD-SIGNS 103 1 preliminary 1 scripture-al, describe-d f\ 2 parallel-ed 3 secure 3 parliament-ary \ 2 superlative-ness 1 inscribe-d 3 insecure 1 liberty, by our *\ 2 member, remember 1 degree 3 number-ed, brother- 1 if our, form-ed hood *") 2 from, free 1 internal 3 for our ] 2 truth, contract' c\ 3 true, it were, at our, 2 from all attract-ed 1 over 1 external-ly-ity ^ 2 every, very 1 2 extreme, construct-ed 3 favor-ed 3 extract-ed, as it were 1 converse-ant ( 2 instruct-ed " 2 universe-al-ly 2 sister 3 averse s\ 1 trial j 2 through 1 2 control-led 3 threw 1 doc tor- ed 1 either 1 2 dear, direct-ed / 2 there, they are, their 3 during, dark 3 other 1 2 consider-able-ness [ness O 2 there will, they are all cv 2 in (or in-) considerable- 1 wisher, she were 1 cheer, each are } 2 sure, assure 1 2 -which are, chair 3 share 3 which were r\ 2 such are 2 surely / 3 such were ~ 2 pleasure 2 danger 3 measure-able-y / 3 larger, jury, junior 1 Mr., mere, remark-ed 2 2 dangers-ous 2 more, mercy, merciful-: 1 correct-ed-ness-ly 2 care, occur 3 cure, accuracy 1 corrects 2 occurs 3 curious 1 immoral-ly-ity 2 moral-ly-ity 1 near, nor, in our, north 2 manner 3 owner O 1 1 nearly, nor will 284. Tbf Ar-hook is frequently used to add are or our; thus: *\ ^ _ _. 104 SENTENCE PRACTICE By our, to our, for our, how are, many are. A full illustration of this principle is shown in the advanced course. Ar-ffook Contractions. 285. *L remarkable-y transgress spiritualism spiritualistic extremity controller director endanger X inform ) reform ^_ uniform lr\ transform k deform SENTENCE PRACTICE. Js.1^ ^/'f1 "!"' SENTENCE PRACTICE -*v. If J .__ ^ r 286. It will appear proper when you come to consider the principle fully. His practice was very large. He has supreme control of the country. It should be expressed in clear terms. Their principles were correct. His trial was only a preli- minary hearing. He was a member of the party. The truth shall make you free. We were attracted by his manner. We shall be happy if we are able to instruct you correctly. We were averse to the measure. The larger number seem to favor the idea. It will be very difficult. It will probably bo difficult to inform you correctly at the time you desire. It seems extremely proper to ask them to do this thing. The doctor said there was no danger of a relapse. During the time 106 SENTENCE PRACTICE I saw him, he was trying to tell them of the principles. If our remarks are calculated to give the subject with propriety, it will be a pleasure to us. They will soon be ready to go with us to your home. We have had two languages to study in our school this summer. Anything else you may do for us will be highly satisfactory, I assure you. We are familiar with his object. I trust you will feel the importance of the subject. Suppress the first desires of evil as soon as they arise. I was extremely sorry to see him do as he was doing. It is as we had directed them to do. I promised to go and see him as soon as possible. We shall give the members who come at this time all the advantages possible. I shall be surprised if he comes by the time we are preparing to go. He does very well in proceeding with the work given him to do. It was in a measure correct, yet there was some degree of incorrectness. His remarks were calculated to impress one with the impor- tance of the truths he was uttering. Mr. James Smith was living here a number of years ago. His manner was well calculated to cause one to believe he was speaking the truth. He will never go with us, nor will he accompany others. We hope he will carry this business on successfully. We were informed with reference to the progress he was making. His followers were free from any feelings of justice. This was given for our study. His hopes were very high. We think his favor will be of advantage to us. You have several times favored us in this way. We were there all through the carry- ing out of the program, and saw nothing else out of the way. They are ready to go, either to the place you have suggested, or wherever it seems best. Do you think there will be any difficulty in carrying on the work? He will surely be here. I am sure he will be pleased with the way the principle is set out. We were there at the time. The remarks given at the trial were conclusive. He hopes to secure his liberty soon. In considering the subject, we should remember what he has instructed us to do. It was during the time we saw him when the thing was finally closed. It was believed such were at liberty to do just as they pleased. It was a correct calcula- tion. The place was insecure. He was curious to know how it was to be accomplished. On him was conferred a high degree of honor. I wish to say in reply to your request, it will be impossible to inform you at the proper time. I believe a SENTENCE PRACTICE 107 large number have signified a desire to continue in this work, and we believe they are making progress. I trust you will be highly favored in this work. As you will notice in this week's paper, considerable progress is being realized. I remember very distinctly the pleasure you had. 1 am simply giving the course he was instructed to take. We believe they will fully acquiesce in the remarks he is making. This was all ex- pressed in a very quiet, sober way. Personally I think there are many advantages in taking up the work in this way. During the time to which you refer we charged you with the various items as they appear in the bill. You will thus be able to make the trip in a proper time. Such are some of the reasons why we are deciding on this course. We trust you will have success in your work, and expect to hear soon with reference to the progress you make. We are very sorry for the long delay in securing the business. There were several very sharp rebukes from the teacher. He came to see me last week, and we had several very agreeable visits. When do you think his brother will come? It is a parallel case, (719) QUESTIONS ON LESSON 7. 1. Name the strokes which have a small initial hook to indi- cate the sound of r. 2. What four stems are changed when taking an Ar-hook? 3. Why? 4. The reversing of the steins having the Ar-hooks gives the corresponding sign for what sound? 5. Name two exceptions. 6. Why are Em and En shaded when taking a small initial hook? 7. Do Emp and Ing have initial hooks of any kind? 8. What initial modifications do they have? 9. For what purpose is the Ar-hook enlarged ? 10. How may Iss, Ses, and Steh precede the straight strokes having Ar-hooks? 11. How many such strokes are there ? 12. How are the syllables in, en, and un written in connec- tion with such strokes? 13. Why is it not necessary to write the circle within the hook on the strokes in question ? 108 REVIEW 14. How is Iss indicated when preceding a curved consonant stem having an Ar-hook ? 15. What exceptions are there ? 16. State the order of vocalizing and reading the signs having Ar-hooks. 17. How is a vowel sound indicated when it occurs between the small and the enlarged Ar-hook ? REVIEW EXERCISE 7. Write and vocalize forms for the following words: Strikers, treacherous, fresher, insurance, dropper, trap- per, trooper, thresher, primer, progressed. Write the following in phrases: I will try, I will remember, I will inform, I am surprised, it appears to be, it is true, it is dangerous, it occurs to me, more fully, very fully, it will surely, we have more, they are making, there was some, larger measure, very much, there will be. Write the following sentences, using the word-signs neces- sary. They are now considering the proposal, and we hope the members will take a proper course to close up the affair. This is very agreeable to them. There is danger he will be unable to secure his liberty by the course suggested to him. His trial was nearly over when we were there. His remarks were cal- culated to make one feel some degree of hope in the final suc- cess. He will surely do all he can to assist you. From alf places near here we are receiving encouraging help. There seems to be considerable favor given us in the work which we are now doing. He was correct in his remarks. In our sur- prise, we were unable to converse with him. In our next exercise we shall take some work which will surely be of much advantage to us in time. Important Trifles. Nothing is small which helps you along the line of your career, which broadens your horizon, which deepens your ex- perience, which makes you more efficient in the great work of life. No matter how trivial any duty may seem, if it adds in the slightest way to your efficiency, it ceases to be trivial. LESSON 8 SMALL FINAL HOOKS. The En-Hook. 287. A small final hook (with or without an initial hook, loop, or circle) indicates the sound of n, and is joined to every consonant-stroke as follows: On the ten straight strokes, opposite the side on which Iss is written, and on the concave side of curves thus : SIGN: ^ SOUND : pn NAME : Pen SIGN : ^ SOUND: fn. NAME : Fen Yen Then Dhen Esen Zen Shen Zhen Len Am SOUND: rn mn mpn nn ngn wn yn hn NAME: Ren Men Empen Nen Ingen Wayn Yayn Hayn 288. When Lay is written downward with a small final hook (which is rarely done), it is called Elen. It is never written alone. Yayn is used only in phrasing. HO THE EN-HOOK Pin, pen, pain, plain, happen, spine, spin, sprain, plan, weapon, bane, brain, blown, tin, tone, ten, town, tan, stain, stone, dine, din, hidden, down, train, can, keen, coin, cane, gain, waken, awaken, beacon, woke, awoke, clean, clan, crane, gown, wagon, glean, grain, fine, fane, vine, vain, seven, van, woven, thrown, thin, assign, zone, heathen, shine, shone, shun, line, lean, lone, stolen, run, ran, hempen, sworn, serene, com- mission, ocean, ashen, mean, moan, known, noun, frown, stubborn, cetacean, brown, burn, born, barren, remain, im- pugn, linen, swain, shrine, slain, campaign, drain, planning, genuine, broken, decline, prone, vaseline, rebellion, refine, orphan, plainly, penman, detain, abstain, turn, chagrin. 289. On the ten straight strokes, the En-hook maybe made into a circle or a loop, small or large, adding, respectively, Iss, Ses, Steh, and Ster, and being named Pens, Penses, Penst, Penster, etc. T Pines, pens, spins, beans, bans, tins, tens, towns, trains, turns, trances, entran'ced, entran'ces, deans, dens, dance, dances, drains, canst, against, rinsed, punster, contains, condenses, condensed, chanced, Kansas, Kansas City, bal- ance, allegiance, eloquence. 290. An Iss may follow these signs, writing the circle through the stroke; thus: t* Punsters, spinsters. 291. Of the four final modifications, Iss, Ses, Steh, and Ster, Iss is the only one that can be used following the En- hook on the curve strokes, and the circle must be clearly written within the hook. --** THE EN-HOOK 111 Fines, feigns, fences, fans, fancies, vines, vans, thins, thence, assigns, zones, shines, shuns, lines, lanes, earns, mains, impugns, linens, swains, excellence. 292. It should be particularly observed that a vowel placed after a stroke is read before the sounds indicated by any of the final modifications; hence, when a vowel follows n used finally (except when followed by Iss, Ses, Steh, and Ster, which may be used after the En-hook, as illustrated in paragraph 289), the stroke must be employed, in order that the outline may be properly vocalized. This secures many clear distinctions. Pen, penny, contain, continue, pain, company, con- densed, density, rain, rainy, den, deny, fun, funny. 293. Final n, preceded by two vowels, or Iss or Ses, is ex- pressed by the stroke. Ruin, Leon, lion, lesson, Zion, season. 294. When, however, the n is not the final consonant sound in the word, the hook may be employed medially, instead of the stroke. French, fringe, finish, vanish, lonesome, ransom, gainsay, training, millennium, openness, lonely, nunnery, gunnery, vacancy, finery, heathenish, heathenism, banana, serenely, seminary, humanity, Rhenish, economy, panic. 295. The En-hook is used after Pel or Bel, while the En- stroke is generally used after Pee, Bee, Per, or Ber, on ac- count of greater ease of joining. Pinch, bench, branch, blanch, blancher, clench, clencher. 112 THE EN-HOOK 296. The Ens- and Enses-circles are not used between straight strokes. If the circles are used between straight strokes on the side assigned for simple Iss or Ses, these signs alone are understood; if the circles are used on the side assigned for the Ar-hooks, the Ar-hook is read, instead of the En-hook, because of the more frequent occurrence of the former hook. 297. The foregoing statement may be illustrated thus: SIGN: V- J ~f /f ^ NAME: Pecs-Kay, Tees-Kay, Kays-Tee, Rays-Tee, Tees-Pee. SIGN: V- . I *\ ^\ ly NAME: Pees-Ker, Tees-Ker, Kays-Ter, Rays-Ter, Tees-Per. SIGN : V_s NAME: Pees-Ens-Kay, Tees-Ens-Kay, Kay-Ens-Tee. SIGN: NAME : Ray-Ens-Tee. Tee-Ens-Pee. SIGN : V __ v M> ! ~~~f NAME: Peos-En-Pee. Tees-Ens-Tee, Kays- Ens-Tee. / 9^ SIGN : ^^^ 6 / NAME : Ray-Ens-Ray. Kays-Ray, Rays-Ray. j SIGN: NAME: Pees-Per, Tecs-Ter, Kays-Ker, Rays-Hay, =^^u-^v-.--^--H*-V--\i S Task, visit, vest, rust, russet, rusty, tasker, extra, disap- pear, execrable, race-horse, density, destroy, prosper, prince, propensity, pens, pensive, pinnacles, offensive, despair. 298. The Ens- and Enses-circles are used in a few cases between straight strokes and curves, by writing them thus: Johnson, dancing, contains nothing. THE EF-HOOK 113 The Ef=Hook. 299. A small final hook (with or without an initial hook, loop, or circle), on the circle side of the ten straight strokes, indicates the sound of for v; thus: si GN: V V I V t ^ -* J ? SOUND: pf bf tf df chf jf kf gf rf hf NAME: Pef Bef Tef Del' Chef Jef Kef Gef Ref Hef Puff, buff, tough, deaf, cave, gave, chief, Jove, rave, behave, relief, staff, bluff, brief. 300. The sound of r following the signs named above, as well as Fen and Ven, is generally indicated by Ray. Prefer, proffer, proverb, briefer, believer, graver, clever, clover, behavior, braver, contriver, devour, divorce, adverse, quiver, cleaver, giver, chafer, finery, vainer, defer. 301. The sound of final s following the Ef-Hook is indicated by writing the circle within the hook. \ *\ ^ <* Xs V Puffs, paves, proves, beeves, strives, gloves, caves, cliffs, stoves, heaves, behaves, bluffs, cleaves, graves, hives. 302. The hook for f or v on curves is made longer (it may be considered an unclosed Steh) than the En-hook on curves, and is used mostly in phrase-writing, when it represents have Thief, they have, law of. 303. A vowe! written after a stroke with an Ef-hook is read after the stroke but before the hook; hence when a vowel follows f or v used finally, the stroke must always be employed, instead of the hook. 8 THE EN-HOOK 114 Deaf, defy, chaflf, chaffy, cough, coffee, coffin. 304. When f or v is not the final consonant (aside from final s or z, which may be added by Iss, in harmony with paragraph 301), it may be expressed by the hook. Define, prophecy, befog, provoke, traffic, devote, divide, reverence, rival, river, profane, defile, chiefly, bivouac. EN-HOOK WORD-SIGNS. 305 2 upon (sometimes Pee in 1 combine-ation \ phrasing) ^ 2 been 2 punish-ed-ment 3 to have been 1 spoken <\ 2 remembrance ? 2 expensive-ness d ^ 3 expansion-ive 1 contain I 2 taken 9 2 expense 3 expanse-ible 3 at one, attain j 2 suspension-ive J 1 contains 3 at once, attains r 1 compliance \ 2 complains Jl constancy 2 extension-sive 3 appliance 3 circumstantial \ 2 explain-atory-ation f 2 extensible 1 pernicious-ly-ness * 3 circumstance A, 2 comprehension-sive p 1 consistency 3 apprehension-sive * 2 sustain ^ 1 appearance fl consistence-cies * 2 comprehensible-ility 2 existence 3 apprehensible-ility X 3 at length 3 supernatural-ness j 2 tolerance \ 2 experience 1 2 eternal-ly, eternity *\ 2 experienced ^ 3 at our own \ 2 inexperience, in (the) 1 1 extrinsic-al experience * 2 strange EN-HOOK WORD-SIGNS 115 .1. denominate-d-ation J Vi 2 Standard Phonography 2 dnnp fj ClUllC 3 down 1 fallen, fall in 2 fell in J 3 saddens, sadness ^ 3 philanthropy-ic-ally-ist J 1 delinquent-cy 1 if our own, frequency P 1 delinquents-cies c\ 2 furnish-ed-iture, from J 2 deliverance one 3 for our own i 1 doctrine-al * 3 darken-ed / 1 even, evening *^> 2" have (ing) been 1 doctrines <~N n 3 2 directness j 2 every one 3 darkens-ness 1 within, thine / 1 each one ( 2 then V) J 2 which one o than J 2 such a one f 2 southern 1 religion f 2 alone, learn-ed J 2 general-ly 3 imagine-ary-ation ^ 2 concern-ing 1 consequential-ly-ness f~i 1 we may have been " 1 consequence 1 opinion, any one, in one 1 3 1 we can v_2 2 none, known 3 no one < 1 Christian-ity 1 synonym-ous-ly, is none, < __ 1 Christians-ize 0_^ is known, 2 occurrence 2 has known, has none 1 begin-ning, organ 1 we have known, we ^2 again, begun have none 3 began 2 were known, were none 4 to have gone 3 were no one ol organs-ize jl signiflcancy 1 we have gone * 2 were gone . 1 if one, foreign ^ 2 often, phonography, for one 1 ignorance 1 Englishman-men 2 young man-men 3 lengthen 1 2 sanguine (-ly-ness) 2 your own 116 EF-HOOK WORD-SIGNS 306 EF-HOOK WORD=SIQNS. v 1 poverty \ 3 hopeful-ly-ness, hope-d to have 1 perfect-Iy (perfected, \ Pref-Ket) 2 professor, prove, proof 3 approve-al V. 2 before c 1 by all of ^ 2 belief, able to have C 1 it ought to have 2 whatever 3 it would have 1 set off 2 set forth [ 2 it will have 1 contrlve-ance 1 2 truthful-ly-ness ' 3 attractive <\ 2 constructive-ness I 3 extravagant-ce-ly Y 2 instructive-ness . 1 divine-ity I 2 differ-ed-ent-ence, defense-ive 3 advance-d 1 which ought to have 2 whichever, which have 3 which would have 1 such ought to have 2 such have 3 such would have 1 cheerful-ly-ness 2 which are to have, which are of 3 which were to have, which were of 1 Jehovah, joyful-ly-ness 2 Jove 3 juvenile-ness-ility 2 suggestive-ness 2 cover-ed 1 call forth skillful-ly C = 1 clairvoyant-ce < j 1 corrective 2 careful-ly-ness 3-0 1 descriptive-ness > 1 inscriptive j> 2 gave, govern-ed-raent <= ^ 1 we gave, we govern-ed (l 3 thankful ly-ness 1 they ought to have .(, 2 they have 3 they would have 1 with all of C 2 they will have, they all have 3 thou wilt have 1 there ought to have ^ 2 they are to have, there have 3 there would have \\ 2 they are all to have, there will have j 3 useful-ly-ness 1 wish-ed to have, she I ought to have 2 shall have 3 she would have 1 arrive-al, reveal-ed 2 are to have, are of, re- volve-d 1 we are of, we are to have 2 whereof 3 aware of 1 why have 2 way of THE EN- AND EF-HOOKS 117 307. An En-hook is frequently employed to add own, than, d one; as. s- ^ ^^ My own, at our own, more than, any one, at one time. 308. An Ef-hook is frequently used to add have, to have, tnd of; as. LjL^-W-J. I have, which have, able to have, power of, whereof. 309. The word have following I preceding words whose initial outline is Per, Ber, Ter. Der, Cher, Fer, Fel, Vel, etc., may be omitted, and its omission indicated, by making the tick for I in the direction of Tee; as. I direct, I have directed, I suggest, I have suggested, I said, I have said, I have seen, I believe, I have believed, I deliver, I have delivered. Complete illustrations of the three principles just given are shown following lesson 11. 118 SENTENCE PRACTICE. SENTENCE PRACTICE 119 ^~t i/*^ . I , ,xv/1 AC_^7_ri,._ i^.v^j_i4/^_K A __^^ ^7 \ > V >^ z_, :^_\c___/yj_^AL_^/^A^A^- r A- C: ^'- o / ( . / / 310. I have been pleased to hear the subject spoken of in an experienced manner. He gave an explanation at once sug- gestive and satisfactory. The appearance was attractive. The appliances were perfect for an instructive lesson, which was clearly given by the professor to those in the class. Every one should pass the examination. It will have to be truthfully set forth to make the difference in the doctrinal questions appear plain. The plan is said to have the approval of the government officials, and in my opinion it will prove to be useful, and for our ow'n advantage generally. We have taken pains to furnish perfect appliances. We learned from one of the men concerning the occurrence of which you have spoken. We can organize an advanced class at small expense, covering much more than a year's work. Strange to say, no one has yet set forth all the consequences of such a course. At length it begins to appear likely ; nevertheless we can imagine some one will again make as much expense as possible. We had sanguine hopes of experiencing a dif- ferent course on arrival. He gave careful heed to what was said. He has been here several times. We can tell where he has been. Before you go, we hope you will come to see us. In our opinion, it is discouraging to have no able help to do this work. I have been very careful in my work, and hope you will learn more concerning it by careful study. Even conceding what he says, it seems to me very necessary to have the different members carefully consider the request which you have had from the committee. It is more than I have really known what to do with. I have no remembrance whatever concerning the talk I had with you on this subject. We can by no means allow such a policy to be pursued. In the meantime, I should be pleased to learn where you will be, and to know what the outlook is with you. We have "a vari- ety of books on various subjects, so every one ought to secure something which will please him. They have gone away for 120 SENTENCE PRACTICE the summer. Punishments often shock the common feeling and sense of justice. Often the best time for doing such work is unimproved. We can tell you of one man who will soon be ready to assist you in this work. We should devise some simple plan whereby this work may be advanced. If each one labors in the sphere for which he has been chosen, he will do all it is expected he will do. There was a very heavy rainfall while we were there. It was very plainly to be seen when he came where they were. The issue was one upon which much had been expected. He was supposed to be worth many thousands of dollars, although no one knew the precise sum. The plan is said to be a safe one, and will succeed if properly pushed. It was a forlorn looking specimen. His appearance was in his favor. It is more remarkable than anything I have seen so far. They require much care. He gave no response to our earnest appeals for help. He was very attentive to his business. Various substances have often been discovered there. It may be you can secure what you desire when you arrive here. I see nothing in the way of your stopping off for a few days. I will give you one dozen copies on your arrival in this place. When the question first came up, it was diffi- cult to learn the different ideas prevailing. We are very much in hopes to be able to give the question more careful study as early as possible. We shall postpone the work until you can be with us. I was pleased to hear of the work being done in your place. We are sincerely sorry to learn of the trouble which has befallen you. The finances of the concern were secure. You are waiting to learn what the outcome will be. He is an experienced man, and will perform the work correctly. Then we can go with you, and inform you of the number in the place. (709) QUESTIONS ON LESSON 8. 1. How many straight strokes are there ? 2. On which side of these strokes is a small final hook written for n? 3. How is this hook written on curved strokes ? 4. What further modifications are made on the straight strokes following the En-hook ? 5. Can these modifications in turn be further modified ? 6. How ? REVIEW 121 7. Can Ses, Steh, or Ster follow the En-hook on curved strokes ? 8. Why not ? 9. In what manner must Iss be denoted on such strokes ? 10. Why is this necessary ? 11. In what manner must the sound of n be indicated when it is the final consonant sound and is followed by a vowel ? 12. When the n is a medial sound, how may it be repre- sented ? 13. Can the Ens- and Enses-circles be used between straight strokes ? 14. Why not ? 15. Can they be employed between straight and curved strokes in a limited way without conflicting with other signs ? 16. In what manner is the hook for f or v written ? 17. On what kind of strokes ? 18. How many ? 19. How is Iss indicated following such hook ? 20. Can other modifications of the circle be employed ? 21. How is this hook made on curved strokes ? 22. How is final f or v indicated when followed by a vowel ? 23. How expressed when occurring medially ? REVIEW EXERCISE 8. Write the following in phrases : I have been, it is upon, it is taken, it has done, it is known, this morning, this evening, they may have been, then again, it is general, it can be, it is different, it is said to have, we shall be careful, it will have to be, I said, I have said, I believe. Write the following sentences, using the proper word-signs: The circumstances were against him. This explanation was satisfactory to all parties concerning whom I wrote you. In our opinion it seems a very strange proceeding. We were doing the work at our own charges. We have spoken freely to these men concerning the difficulty they have experienced- I believe a careful examination is to be given on this subject before long. He has learned his lesson well. I believe we can inform you at once. Every one of them should be here. I know this theory was advanced, but it now remains to be more fully and satisfactorily set forth. It is a question which I am unable to answer. He gave a very clear explanation of the difficulty. His way of doing business is calculated to bring success. LESSON 9 LARGE FINAL HOOKS. The Shon- and Tiv=Hooks. 311. A large final hook (with or without an initial hook, loop, or circle) indicates the sound of shon, and is joined to every consonant-stroke, being the sound heard in the endings, cian, sian, tian, tion, cion, shion, sion, xion. 312. The names of signs having the Shon-hook are secured by adding shon to the name of the primitive stroke ; as, Peeshon, Beeshon, Efshon, Emshon, etc. Option, potion, passion, completion, operation, abrasion, attrition, tuition, constitution, condition, caution, auction, Grecian, confusion, vision, ration, allusion, propitiation, motion, nation, sanction, ambition, consideration, occasion, co-operation, section, connection, communication, situation, conclusion, creation, navigation, Hessian, cushion, confession, apportion. 313. It will be observed that the Shon-hook is used on the same strokes on which the En-hook is used. As an assistance in remembering these signs it may be noted that the small final hooks represent n, while the large hooks express the sound of shon, both ending in n. Shon on the ten straight strokes, however, is written on the circle side ; while the En- hook is written on the opposite side. 314. The Shon-hook can not be employed when it repre- sents the only consonant sounds in a word. Shen, instead of the Shon-hook, is used in a few cases to distinguish, by dif- ference of outline, words of similar sounds. 122 THE SHON- AND TIV-HOOKS 123 Ocean, session ; contention, continuation; attention, at- tenuation. 315. Of the circles and loops, Iss is the only one that can be added to the Shon-hook. Patience, passions, operations, oppressions, conditions, considerations, fashions, nations, motions, ambitions, collec- tions, logicians, Ephesians, quotations. 316. After long use, and if carefully written, Steh may follow the Shon-hook, although its use is not recommended. Prohibitionist, excursionist. 317. A large final hook (with or without an initial hook, loop, or circle) opposite the circle side on the ten straight strokes, indicates the sound of tlv ; thus : SIGN: ^ ^ J J (/ 2 exception-al -2 3 exaction 1 completion \)2 complexion 3 application ^-j 1 collision 3 conclusion A>2 supplication f ^ 2 exclusion 3 seclusion 1 perfection v>2 operation 1 correction ' 2 creation 3 oppression 1 expression ., 3 1 description M 2 separation a ^ 1 inscription 3 suppression ^ 1 signification \> 2 objection < 3 2 glorification 1 exhibition 2 subjection 1 fiction 'O 2 fashion ^->2 obligation 3 affection-ate-ly [ 1 tuition ^ 1 affliction J 2 it shall 2 flexion . 1 situation 1 formation (j 2 station ^ 2 fraction 3 satisfaction 3 fruition \j 2 constitution-al-)y 1 conviction VJ 2 vocation 1 2 contraction y 3 attraction 3 avocation q 2 construction u 3 extraction 1 conversion "^ 2 version 3 aversion 'T 2 instruction, in (the) construction /~) 2 revelation, election ' 3 revolution 1 contradiction b 2 condition-al f~> 2 selection 3 addition-al ] irrational-ly-ity 1 derision b 2 direction O 2 reformation ' 3 rational-ly-ity 3 duration ^O 2 mention *Jj 2 consideration f ~~^ 2 consumption ^ 2 in (the) consideration -^ 3 impassion / 2 generation <^) 2 impatience / 2 exaggeration O> 1 information TIV-HOOK WORD=SIQNS. 330. ^ 2 objective // 3 imaginative-ness J 2 subjective-ness ^ 3 active-ly-ness-ity J 2 constitutive ^3 creative J2 contractive ^~Dl significative -ly J 3 extractive ESHON-HOOK WORD=SIGNS. 331. 1 opposition ]^ 2 position 3 possession \ 1 spiritualixation 2 testification A 3 taxation 127 4 1 jurisdiction >. Third Position : Lutheran -/^' ; no other "^J_^ 343a. Trebling is rarely employed except possibly in phras- ing. Some words, however, may be so written to advantage. Moderator, whether they are, while they are there. WORD-SIGNS Lengthened Strokes. 343 b. \1 popular-ity 2 upon thr, up thr 3 hope-d thr, patent-ed thr 1 by their, by other (or another) 2 be thr, been thr 3 to be thr 1 by all their-other 2 believe-d thr 2 to thr 3 at thr, out of thr I LENGTHENING 135 2 till thr, tell thr 3 at all thr, until thr 2 it therefore 2 it will therefore, tell (or till) there-fore-have 2 to their own, take their own 3 at their own, out of their own 2 as to their own 2 till their own, tell their own, (ill they are hot 3 at all (or until) their own, until they are not 2 such (an) other 2 can thr 3 could thr 2 farther, further, from thr 1 of thr 1 that thr, within thr 2 the other, then thr 3 though thr, than thr, without thr 1 within their own 2 the other one, then their own 3 than their own 1 eastern 1 is thr 2 was thr 3 h-as thr 1 all thr 2 let thr 1 order-ed 2 rather (or Raydher) 1 might thr 2 matter 2 some other 136 LENGTHENING ^ (' 1 entire, any other, in their 2 another 3 no other 2 wonder-ed-ful-ly, one (an) other 1 i n tr i nsic-al-ly, any other one 2 another one 3 no other one (or than) 3 along thr, longer 1 water-ed, with thr, with another, why thr 2 whether 2 whether thr 2 your other SENTENCE PRACTICE. SENTENCE PRACTICE 13? q. . ) _ 1 " 138 SENTENCE PRACTICE 344. I rather think their matters will be adjusted all right. The entire difficulty seems to be because of a failure in trying to please each other. We are entirely pleased with the way you have done in the matter. If there is to be any material change in the program, we desire to know what it will be before going. For their own favor, we wish to be there to see their father and mother. I am through with the entire work you gave me the other day. When they are ready, we shall try to go there with them. There will be no difficulty, it seems to me, in settling up the matter. We are now ready to look over their work, and see what has been done. We should give their letter due attention. We shall go to their home as soon as possible. We had a letter to give to their representative, who was here yesterday. We had their business all ready for them. Do you think their work is superfine? We shall deal with many other important matters, and upon their proper consideration much will rest. I have given their request attention, and believe there will be no difficulty in carrying out the wish they have expressed. I have no other information to furnish than has already been given you. Will you plan to be with us during the time we shall be there? We hope to write you full information later. He occupies a high position among the leaders in the progressive measures now being set before the people. I hope no one will go there ex- pecting to encounter no difficulties. It is unworthy of one peo- ple to think falsely of another; it is unjust, and therefore un- worthy. The Sabbath was hallowed at creation. No other institution so fully distinguished the Jews from other nations. It was to be a token of their separation from idolatry, and their connection with their Creator. To keep the Sabbath holy, men must themselves be holy. It is the sign of the power of Christ. Further consideration should be given to the matter. I ex- pect some others will continue this work. You will please pardon me for being unable to give my entire time to this. I have your letter, and through an oversight a reply has never been given you. If there are any others besides those whose names and addresses you have already furnished, you w411 please give them to us as soon as possible. Several others will soon be ready to go. This situation, above all others, is one to be deplored. Whatever additions or corrections should be given us for the list of church-elders must be furnished at SENTENCE PRACTICE 139 once. This agitation will prove effective in giving the mat- ter more popularity. Several other letters have come for you. We expect the Australian mail here soon. I presume there will be various matters to occupy his attention while there. You should inform us when they are coming. We know there is nothing objectionable in the order. This matter should be closed up soon, since there are others who are anxious to begin operations in carrying out the plans formed by this com- mittee. There was a material change from their proposition. He should be careful in entering upon such a course. It seems to me there should be another change in their plans. Mr. Anderson came here to see you. We shall hope to see you another year. All their consecration and devotion were in the cause of right. Then there will be something upon which we can firmly rest our hopes. We have no realization of how tenderly we should deal with them. This was a harder task than he supposed. We shall hope to accompany you some other time. There is to be another party leaving here before long. This entrance was closed. There should be no hindrance to his going. There are others who will soon be ready to enter the work. (668) 140 REVIEW QUESTIONS ON LESSON 10. 1. For what purpose is a consonant stem lengthened ? 2. How many strokes are lengthened ? 3. Name the syllables added by lengthening a stroke. 4. What may be denoted by lengthened curves ? 5. Lengthened straight strokes ? 6. How are heavy straight strokes formed when lengthened ? 7. Heavy curves ? 8. For what other purpose is Ing lengthened ? 9. State the order of reading vowel-signs following length- ened strokes. 10. What portion of the lengthened stroke governs its posi- tion ? 11. What may the second half be considered in the matter of position ? 12. Can a stroke be trebled ? 13. Is such practice frequent ? REVIEW EXERCISE 10. The entire matter should be carefully looked into at once. It seems to me that there must be something very materially different in the proposition. What further assistance will you be able to furnish in the matter ? I have given an order for the other things which you have requested. When their work is done at the place they are now working, there will be other things to which they can devote their attention. Can there be anything plainer ? It therefore seems that their time has been given to this work in a proper manner. No other plan will succeed so well (Es-Lay). The progress he has had in this matter is very wonderful. The characteristic of heroism is its persistency. Success do it now ; failure wait till to-morrow. On the great clock of time there is but one word, now. " Failure is only endeavor temporarily off the track. How foolish it would be to abandon it in the ditch ! " LESSON 11 HALVING. 345. Either t or d is added to any consonant-stroke (with or without an initial or final hook, loop, or circle) by making the stroke half-length. Adding t or d. Paid, bait, bed, bids, bought, brought, bright, blood, brood, tight, toad, treat, trade, trait, tried, trite, dot, deed, died, dried, consecrate,, date, debt, dude, insolent, saddled, feet, foot, fate, penned, pained, tint, tinned, drowned, daft, raft, around, round, stand, deadly, detail, grieved, soft, grant, grand, court, cold, gold, cau- tioned, groaned, splints, supplants, sprained, strained, settled, sanctioned, flight, bent, bend, band, front, friend, taint, quote. v P V I n -^ ^ -^ x-~ ^..*-Z?..\r^.{..\*.. .j:. 2Z?!L^^^ o Gratitude, navigate, Bedford, moved, delightful, provoked, shield, short, shirt, sheered, actually, benefit, present, ticket, 141 142 HALVING attribute, bitter, bitterly, sweetened, swept, fertile, virtually, silent, engraft, shortly, watched, acceptable, restraint, res- taurant, statement, spending, private, provide, invite-ed-ation, confident, exalt, identified, associates, devoted, ill-humored, fundamental, transient, impatient, gratify, gratified, quotient, rampant, officiate, participate, participant, create, occasioned, cushioned, category, catalogue, completely, partly, catechism, ornament, decorate, dedicate, wrecked, erect, hypocrite, war- rant, credit, credited, cattle, schedule, cotton, academy, re- lent, particle, prodigal, affidavit, vindicate, fountain, painting, fatal, fatally, vital, amendments, effort, Bradford, mitigate, method, Oxford, impart, scattered, situate-d, wicked, sur- round, catastrophe, threshold, deteriorated, birthright, con- tinent, ministry, co-operate, correspond, patient, apportioned, prohibit, probate, deftly, divert, fondly, destined, arrogate, rugged, rigid, tantalize, courtesy. 346. On four strokes, however, Lay, Ar, Em, and En, either simple strokes, or with initial or final circles or loops (but not with initial or final hooks), t is indicated by making the stroke light, while d is indicated by making the stroke heavy; thus: Adding t. 1. Light, late, loot, polite, twilight, slight, consult, sleet, slate, lately, onslaught, sunlight, annihilate, ultimo, pilot, neatly, mutilate-d, knelt, lights, vascillating, capitulate, exalt. Adding d. 2. Lied, lead, laid, hold, loud, compelled, upheld, foiled, sealed, slide, sold, sailed, retold, compiled, foothold, loads, mold. Adding t. 3. Art, hurt, heart, sort, retail, retired, retard, Hartford, artful, heartfelt, heretic. Adding d. 4. Hard, heard, pondered, hardened, redeem, redeemed, ardent, compared, arduous. HALVING 143 Adding t. 5. Might, mate, mote, camped, unkempt, remote, submit, smite, estimate, ultimate, promote, permit, prompt, limit, humiliate. Adding d. 6. Mead, middle, mode, combed, handmaid, midst, midnight, modes, steamed, ransomed. . . ~- 5T_ _T_ _Y- - - -s--t.-k *i*?- iL it b-i^-^>-tT- jbs Adding t. 7. Neat, night, knit, note, gnat, sent, inter- ested, assent, sentiment, interest, interesting, definite, noti- fied, intention, ointment, intent. Adding d. 8. Nod, need, neighed, send, sand, moistened, hastened, telephoned, shortened, shorthand, listened, main- tained, handled, straightened, astounding, needs, hands, intend, indolent, end, command, hand, threatened, fright- ened, commandment. 347. It should be particularly noted that every modified consonant-stroke (with initial or final hooks, large or small) made half-length adds either (observe the word either) t or d; while on the four simple strokes named above, with or without the circle or loop modifications, initial or final, t is added if made light, and d, if made heavy. These same strokes, Lay, Ar, Em, and En, having initial hooks, with strokes made light, and half-length, add either t o.r d, as is the case with all hooked consonants ; thus : Adding Either t or d. Wilt, wild, wield, went, wend, wind, waned, wildly, we met, were made. 348. If made heavy, they are read Yeld, Vert-d, Mert-d, 144 HALVING Yield, convert, mortal, in order, honored, sneered, humored. 349. When, however, these four strokes have final hooks, if the stroke is made light, either t or d is added ; as, Lint, lend, arrant, errand, mint, mend, anoint, nooned, lined, lent, rent, around, round, rained, arraigned. 350. If these strokes have final hooks, and are made heavy, instead of being read Lay, Ar, Em, and En, they are read Yaynd, Waynd, Empend, Ingend. Your hand, swooned, impugned, England, sanctioned, im- patient, impassioned. 351. The following table will illustrate the foregoing state- ments : Simple Strokes. ~^ Ar , N Etn ^-^ En -N Art Met ^ Net (adding t) "> Ard ~ Med ^ Ned (adding d ) INITIAL HOOKS LIGHT STROKES. Fert-d Wemt-d Went-d (either tor d ) INITIAL HOOKS HEAVY STROKES. Vert-d Mert-d Nert-d (either t or d ) FINAL HOOKS LIGHT STROKES. V - - . o Arnt-d Ment-d . Nent-d (either tor d ) FINAL HOOKS HEAVY STROKES. r Let r Eld c Welt-d r Yelt-d r Lent-d Yaynt-d "5 Waynt-d Empend Ing-end (either t or d ) 353. When standing alone, Let is always written upward. Eld is generally written downward ; sometimes, however, it can not be so written conveniently, when Let, the upward stroke, is employed ; as, HALVING 115 Muzzled, ancient world, embezzled, swallowed, reviled, Old and New Testament, assailed. 353. Half-length Ray, without hooks, is never used alone, Ray-Tee, Ray-Dee being employed for such words as write, rate, reed, road. Ret or Red is, however, frequently used in connection with other strokes; as, Writing, written, longhand writing, retain, retained, or- dained, right hand, redound, penetrate, .obliterate, article, periodical, radical, ordinance, kindred, resort-ed, artistic, exhort, import, merit, heritage, dart, coward, certify, theo- retical. 354. Hay without a final hook is never made half-length. Such words as haughty and ahead are written Hay-Tee, Hay-Dee. Names of Half-Length Signs. 355. The syllable et or ed may be added to the name of the full-length stroke, or simply the sound of t or d, accord- ing to the sound indicated by the sign ; thus : Pet or Ped, Tet or Ted, Kef, or Ked, Let, Eld, Telt or Teld, Pret or Pred, Pent or Pend, Kayshont or Kayshond. 356. Order of Vocalizing and Reading Half = Lengths. A vowel placed after a shortened stroke is read next after the stroke; a final hook (.large or small), if any, is read next, fol- lowed by the sound denoted by halving, after which the final circle or loop (large or small), if any, is read ; thus : Drifts, splints, supplants, students. 357. Therefore it follows that a vowel occurring after t or d expressed by halving, must be omitted; as, anticipate H- ! o* written before a following stroke; as, esteem ^ 10 146 HALVING 358. It should also be particularly noticed that t or d pre- ceding a final vowel or vowels must be expressed by the stroke Tee or Dee ; as : Notes, notice, need, needy, vote, veto, quite, quiet, paid, poet, jute, Jewett. 359. There are many clear distinctions arising from a ju- dicious use of the halving principle and the use of the strokes Tee and Dee. As stated in another connection, it will gener- ally be found best to write with a longer outline those words that have more vowel sounds than others of the same conso- nant sounds as, Might, mighty, bed, abed, fold, fallowed, lied, allowed, sold, solid, ruined, renewed, doubt, duet, duty, lot, allot, act, acute, stirred, sturdy, needy, nod, annoyed, dent, denied. 360. Since straight strokes are never made one length and a half, it is necessary to disjoin the half-length strokes. Attitude, critic, emphatic, escheat, betterment. 361. The angle between half-length strokes and other strokes must be clearly defined, that the outlines may not at times be mistaken for lengthened strokes ; that is, care must be used in writing Let-Pee, or it will be mistaken for Prel ; Met-Tee, for Trel, etc. 362. In a few cases where it would be inconvenient to write Est downward, it may be written upward, when it is called 1st ; as, Visionist, opinionist, excursionist, prohibitionist. HALVING 147 363. However, when following Fen and Yen, the downward form is preferable because of the distinction it offers from Shay made half-length; as, ^ {., Finest, finished, vainest, vanished. Position of Half-Length Strokes. 364. The position of half-length signs may be stated thus : For inclined and vertical strokes, first position, one-half space above the line of writing; second position, on the line; third position, through the line. For horizontal strokes, first posi- tion, one space, or the height of a Tee, above the line ; second position, on the line ; third position, half space below the line. 365. The words put, about, and doubt are not written in harmony with the foregoing statement, but are placed below and free from the line, the more clearly to distinguish them from the numerous signs that are written through the line. These three are th'e only words having inclined half-length strokes written below the line. 366. In phrasing, the first position may be considered as extending from one-fourth of a space above the line of writing, to one and one-half spaces above ; as, 1 I had not, on time. 367. Sometimes it is best to change the form because of the impossibility of employing the signs which would other- wise be used ; as, .v- Entail, needle, fatal, vital, untold, retold, retail. 368. The endings er, or, ure, etc., following a half-length stroke, are generally indicated by changing the half-length to a full length, and adding the stroke Ter ; as, Act, actor ; pat, patter. 369. Sometimes the preceding stroke is lengthened to add the sound of er, etc.; as, 148 HALVING Operate, operator ; separate, separator ; educate, educator ; speculate, speculator ; tempt, tempter. 370. The principle last named is also frequently employed in connection "with derivative word-signs when the primitive word ends in a full-length stroke ; as, Will 111 WWU1U U 2 accident-al-ly > 2 account, county 3 countenancc-d (j 1 conditioned 1 which it, which ought o__, 1 consequent-ly / 3 which would-had <__, 1 we can not 1 such ought 1 God f 3 such would-had 2 good 150 WORD-SIGNS <- 1 guilt-y r 1 * 3 < 2 great i -3 2 gave it c-3 3 grand-eur 3 3 1 if it, feature ^ 2 after, for it, for what 3 future-ity 1 ) 2 ^ 3 footstep 1 fault-y, followed, filled, -t fill it, feel 'it i A 1 frequent-ly 1 1 of it, avoid-ed-ance 2 L 2 have it-had, evident-ce 3 3 halved o } 3 ^ 3 valued 1 1 over it, convert-ed r 2 ^ 2 virtue 3 avert-ed ' 2 1 convened, convenient-ly ^* 2 have not g- 1 . 1 thought 1 C 2 think it C _ 1 authority-ative ' 2 throughout, through it s 2 1 that, they ought / 2 ( 2 without X" ^ 3 they would-had, though C it r * C 1 with all it C l 1 there ought ) 2 there it ^ 1 3 there would-had 6 1 within it, they ought not \ 2 C 2 then it y. 3 than it-had-would, they would not, they had not 2 nature (S 1 we were not 3 anterior ^ ] might-y 2 may it, make it 4 W 3 to-night under, hundred-th owned, hand-ed ^ 1 immediate-ly _ f) New Testament 2 made 1 is not 1 somewhat o^ 2 h-as not, century 2 sometime 1 want-ed, when it-had- o 3 consumed C_^ 2 would one would-had 1 we might, we met, we I L 1 1 3 \ 3 1 1 i J J j J i L I I J i 1 ; 1 2 / 7 7 7 7 Z J 'c/ / / / L L y / / 7 ? ; o / 7 j 7 7 y j y / y ^f L L y / y , c a ^ e ^_ d _ . f D __2> ~2 3 <= ? _ o "~ 3 *S ^- *- _ i o j _ C_o 5 ' c T -^ ^ ^ ^ \ ^ ^ ^ X3 ^ b ^ r L ^ "^ x A 1 3 ^ u ^ (o W c L 1 1 3 9 2 ^ C 4 C G f [ ( 9 1 D 9 2 2 c 4 $ C L r ( ) c) [) u \ y\ J ) c) /j u I ) 2 2 2 9 9 2 J J J J -I 2 J 1 y 2 9 5 9 J e) J J j 7 J r (* ,'> o (* /^ r ^ ^ v_J fa X ^ /> /f /f /? ^ / / S~J /> o/ z / ^ * ^ --a ~J o ^ - -X ^. ^ "a .-s 3 *~*> -* -. s-s *s c^, C^ (6^ ; ^ _, OB v ^ ,_, *J> v^ 1 ^ ^ ^ ^ ^ v_) > f c ^r ^r 3 ^ / /> s / / 2 / / 11 162 PHEASING AND ABBREVIATION PRINCIPLES OF PHRASING AND ABBREVIATION. Special attention is directed to the fact that Part II is a review of the modifications introduced in Part I, applying these modifications in a fuller and more practical way, es- pecially in the writing of phrases. It will be proper at this point, and of greater benefit to the student than at any other, to review the steps already taken, and thus be prepared to take up advanced work more understandingly. To fully and readily comprehend the following statement the student should turn to the preceding table showing initial and final consonantal modifications as set forth in Part I. For the purpose of taking a bird's-eye view, as it were, of the- entire field covered by the modifications, reference should be made to the table, and a careful examination made of the entire scope presented. It will be seen that the first modifi- cation introduced was the circle, then the loop, both being written large and small, initially and finally (followed by the ticks, light and heavy, and the semicircles, large and small, not represented in the chart, however, because they are not modifications of consonant stems) ; these were followed by the initial and final hooks, written large and small ; the initial and final backward hooks (the In- and Eshon-hooks) ; followed by the principle of lengthening and of halving strokes, with or without other modifications. A close examination will show that it is absolutely impossi- ble to make any other modification of any practical value to any of the consonant stems. Every possible change of, or ad- dition to, the original steins has been made that can be made ; every circle, semicircle, loop, and hook, large and small, initial and final, as well as the lengthening, the trebling, and the halving of strokes, that can be employed to advantage, has been introduced. And the uses assigned these modifications have been as far as possible in accordance with the frequency of the sounds they represent, the more frequent the sound, the briefer and more quickly written the sign selected for its representation. Since, then, every modification of any prac- tical value that can be added to the consonant stems has been introduced, and has been fully explained in the preceding exercises, it will now be in place to take up the same modifica- tions, reviewing them, and showing, in Part II, their extended use ; that is, how they are applied, and for what purposes. PHRASING AND ABBREVIATION 163 In Part I the modifications presented were used largely in writing parts of words ; that is, the signs indicated by the modifications, represented sounds, primarily, those sounds generally forming parts of words. But, this is not the only use of these modifications. They are also used to represent entire words. Part II is devoted to illustrating how these modifications are used to represent words, and hence this part necessarily deals largely with phrase-writing. A study of this Part will prepare the student for the next logical step, to be taken in Part III, in which actual work is taken up, and all the principles previously presented are applied. The plan of this work, therefore, is as follows: Part I is devoted, primarily, to writing sounds, introducing modifica- tions for the purpose of securing the briefest possible signs for sounds (the word-signs, as the briefest signs for all the fre- quent words, being designedly classified under the principle involved in each exercise, with thorough sentence drills to make them readily available). Part II illustrates how these modifications are used in writing words, especially in forming phrases. Part III shows, by facsimile outlines, how both words and phrases are woven into sentences in actual work. Part IV shows, by facsimile notes, all the word-signs, con- tractions, and other abbreviated outlines of words and phrases in common use, and is intended for reference in studying the lessons in Parts III and IV, and also when engaged in practical work after completing the series 'of lessons herein. Particular attention is directed to the fact that in the following lists the illustrations appearing in parentheses are explanatory, or indicative of slight changes of forms from those under consideration, and are invariably according to the principles of the Graham system. The illustrations contained in brackets indicate changes of outlines from those presented in the publications of the Graham system, and if they do not commend themselves to you, you are strongly recommended not to use them. These suggested outlines have been selected from the facsimile notes of the writers of various Pitmanic systems, as set forth in text-book or periodical, and will, it is believed, not be found incompatible with the principles of Standard Phonography. It might be said, in passing, too, that the author is personally responsible, and therefore perhaps blameworthy, for the ap- 164 PHRASING AND ABBREVIATION . pearance of many of those suggested outlines. However, they have been found very helpful in general work and in business correspondence, lines of work in which is engaged the great- est number of stenographers. These illustrations are not presented with the idea that they are to be memorized, for to do so is no more possible than it would be to memorize a dictionary, but simply to be used for reference. In fact, that which led to the preparation of these lists is a knowledge of the utter futility of trying to memorize phrase-lists, and then perhaps waiting a long time, likely forgetting the form, before some of these particular ex- pressions are used. There are principles underlying the forma- tion of phrases, and it is these underlying principles that the illustrations are intended to set forth. Hence the stenographer having these lists for reference can be guided in his own work, and can apply the principles set forth where the frequency of expression demands it, without the necessity -of memorizing everything he writes, which has a tendency to cause constant hesitation as to whether this or that form is being written ac- cording to the outline he has endeavored to memorize. Under- stand the principle, and apply it in your own work when fre- quency of expression requires it. Thus the writing is natural, and is done without uncertainty and hesitation. The most important principles are indicated, as nearly as may be, by more extended examples, the most important in each case being illustrated first. All outlines are in the sec- ond position unless otherwise indicated. For fuller explana- tion of position, see page 303. The exercises in Part II will afford the student a thorough drill, especially in writing phrases. There is nothing no device, scheme, plan, short-cut, absolutely nothing that will take the place of a thorough drill in shorthand study and prac- tice, or do for the student what a drill will do. This part should, therefore, be devoted more particularly to a drill in shorthand phrasing than to questions and answers as in pre- vious exercises. After studying and practicing each principle until it is thoroughly understood, the principle may be applied by the student, in the review exercises, which contain some of the most frequent and useful phrases involved in the principle under consideration. ISS. 373. The circle Iss may be joined as follows: Initially or finally to every stroke, full length, lengthened, or half- length, whether with or without other initial or final modi- fications; to every tick, light or heavy; to the semicircles, large or small ; on strokes otherwise unmodified, combined with a preceding Iss, making Ses ; or it may be disjoined. 374. From this it will be seen that there is practically no limit to the application of the circle Iss to any of the conso- nant stems or other modifications. 375. The purposes for which it is used are illustrated in the examples shown below : Is: it is I is the other ( then it is t for theirs is the \o His: if his V. promised his 'Vr? is it his . 3 . how his ... of his.'!, has his o is his o As : as if it were^ as it ought .C. as that ^ as to the -t- - as would -)- as it ia J so as to be <^ whereas ^ inas- much ^ forasmuch L* white as snow V^ be as scarlet\s <~ twice as long li_/ Has: which has L as it has <) how hasy what has.-. Us : for us ^ promised us retells us o makes us T3 against us -^> with us G invites us v ~" 1 o all of us v (reminds " costs us ~* D --)-- ) -\ Of Us: think of us (. two of us < both of us^ either of us... rest of us.X to usward v each one of us X .none of us^s> Self-: selfish 3 self-conceit i self-evident t self-sacri- fice of itself _^_ by itself v Circum- : circumference C/" circumvent ^ under the pres- ent circumstances j r \ Wise: (Generally Way-Iss) likewise. .. be otherwise-V- House: in this house ~k your house custom house-tf- keeps house7\> City: New York" City ^ Sir : yes, sir Hast: thou hast been \ 165 166 CIRCLES AND LOOPS South: southwest"^ [South Dakota -. ] Frequently added to form plural (influences ^ ), possessive case of nouns (John's^ ), or third person singular of verbs in the present tense (comes o ). Sometimes omitted when its use would be inconvenient (once moree_*-v). ^ (Disjoined) -bleness, -fulness, or -someness: feebleness. . 8erviceablenesSoAo c painfulness \ wholesomeness -<-_" SES. 376. The circle Ses may be used as follows: Preceding or following every unmodified consonant stroke, full length. lengthened, or half-length; preceding straight strokes having Ar-hooks ; following straight strokes having En-hooks; or it may be disjoined. 377. Ses may not be used following Ses, Steh, or Ster ; neither can it be employed on any stroke having other modifi- cations, other than the straight strokes named above. 378. The purposes for which it is used are illustrated thus : Is His, As Has, Has His, Has As, Etc.: it is his (3 is as if v of what is his &. but has his b has he his O as to us O as it is as d as that is as > as he has O thou hast his-^- 1)5 His: tell us his b ^ -Selves: yourselves 6 to ourselves *X> .like ourselves^, our own selves^ for ourselves ^ - System : solar system f~b(this system 6> ) Size : large size ~&- any size ."-p. Sister: my dear sister CT^ brother and sister ^w- your sister & o (Disjoined) -lessness : carelessness thanklessness -(- use- lessness ) boundlessness.^., (our own selves \o._) o o SESIS. 379. A treble-size circle, called Sesis, may be used in all the cases named for Ses. Its use is not recommended, and its ap- plication is quite limited. 380. The following examples illustrate its use: (Treble size) this is his O his existence 1 in his suspense ^\ as is to us O is as ne has as ne has his O his is as ^ is as sacred 0~ yours is as (^ it has sustained L "self-existent p CIRCLES AND LOOPS 167 STEH. 381. The small loop, Steh, may be used in the following cases: Initially to all unmodified consonant strokes; full length, lengthened, and half-length, except Hay; finally to , all consonant strokes without exception, with or without ini- tial modifications ; preceding straight strokes having Ar- hooks, and following straight strokes having En-hooks. It is not used in connection with initial and final hooks, large or small. It is disjoined only for one word, first. 382. In phrasing it is very frequently contracted to Iss, because of the impossibility of joining the following stroke when making the loop. 383. The following illustrations exemplify its use: p East : southeast V> Stick: broomstick 'V-^candlestick-^ yardstick v Wast : thou wast (^ - First: when it first ^ upon the first \ which were first ? at (the) first -(- - during the first -\~- your first (T original and first inventor^-c (first- rate "/I first day ^> ) 1st, -Est : capitalist ^ naturalist Y'~ straightest 1 guiltiest < r^ > . State: New York State T State agency Standard.: Standard Phonography ^ Hast: thou hast ^-- hast thou A- - Haste: such haste /* Step: instep~\J ""\ footstep ^ - Step-: step-brother -\-- Stone: loadstone s Testament: New Testament -* Old Testament f [Host: heavenly hostV^> angel host /* ] [Hosts: Lord of Hosts 1 * _ angel hosts # ] Stock : take account of stock 1^, bank stock \^ [stock- holder (f^ stockyard i ] [Street: Van Buren Streett\X King StreetT^ Main Street^ ] Last: during the last -\- (Charleston / ) (Many times contracted to Iss : in the last days^"^ dost thou jo next year^.^ it must be ^~\ longest day '*-f greatest man c-51 best place V nearest point^ in the constitution"^ cast up - ) ^> 168 CIBCLES AND LOOPS STER. 384. The large loop, Ster, is employed in the following cases: With slight exception it is not used initially; it may be used finally as follows: On every consonant stroke, with or without initial modifications ; and following straight strokes having En-hooks. It is never disjoined. Like Steh, it is sometimes contracted to Iss in phrasing. 385. It is used for purposes indicated below : Star: starfish vL/(rarely used initially), north star... pole- star V^* fixed stars 7^. evening star ^^ Store: in store ^ at the store A- - your store naval stores ~3^ Storm: thunderstorm C^ Stroke: masterstroke""*^ sunstroke < ^ ? -struck: panic- struck \^=> terror struck ^r -Quisitor: inquisitor ^ r ^ = ' -Sture: moisture f^ Stir: bestir \> Easter: southeaster ( northeaster ^^> STERS. Stairs: upstairs \s downstairs J> backstairs-Jk- - Strings: leading strings &" shoestrings ^4,- - (Frequently contracted to Iss : faster than it is possibles faster and faster -V ) >* QUESTIONS ON LESSON 12. 1. State how the circle Iss may be used on various strokes. 2. Is its use limited? 3. State some of the more important purposes for which it is used. 4. State on what strokes the circle Ses is employed. 5. Can it be disjoined? 6. Name some of the important purposes for which used. 1. Is Sesis frequently used? 8. To what strokes can Steh be joined? REVIEW 169 9. Is it ever used in connection with initial or final hooks? 10. Why not? 11. Is it ever disjoined ? 12. How is it frequently contracted? Why? 13. Is Ster ever used initially ? 14. State on what strokes it is used finally. 15. Is it ever disjoined ? Contracted ? REVIEW EXERCISE 12. In harmony with the preceding principles, write the follow- ing phrases : What is, how is, there is, where is, that is, if it is, shall his, makes his, that his, how his, as if, as much as, as soon as, as long as, as usual, has been, has that, that has, it has, has known, let us, before us, tell us, makes us, under us, of us, by us, in us, have us, not one of us, self-same, selfish, self-satisfied, self-supporting, myself, ourself, thyself, circumstance, circum- spect, forcibleness, agreeableness, which is his, gives his, be- cause his, themselves, every size, half size, brother and sister, worthlessness, boundlessness, the first thing, first-class (Efs 2 -Kels), first time (Efs 2 -Tee), in the first place (En-Ef 2 -Pel), prohibitionist, revolutionist, atheist, strongest evidence, mean- est, State papers, Fulton street, for the last, statistics, domes- tic, longest time, to the best of your, drug store, in our store, restore, bestir. A REVIEW OF WORD=SIGNS. In connection with the lessons in Part II are some exercises which it is believed will assist the student in learning the word-signs. A three-fold object was kept in view in preparing these exercises : First, to furnish a drill upon the word-signs in sentence work; second, to incorporate as many of these useful expedients as possible ; and third, to so direct the student in his practice that he will secure the very best pos- sible results. The method of practice for speed to be followed in connection with these exercises, as well as the lessons in Part III, is outlined on page 341 et seq., which see. 170 REVIEW THE ADVANTAGE OF WORD=SIGNS. It will take some time and considerable practice for one to be able to use all the word-signs with readiness and ease. If it were not for these expedients, however, the work of the stenographer could not be done as rapidly as it is possible for it to be done with such signs ; for it is evident to any one who will carefully look into the matter that there is nothing which gives more assistance to the stenographer than the wise use of the expedients which it is possible for him to employ in con- nection with the advanced principles of the .system. While it is necessary that special thought be given to the matter of the movement of the hand, yet there is a speed beyond which it is impossible to hope to attain, and the only way by which one can ever hope to secure the necessary speed to enable him to work to the best advantage is to abbreviate the matter to be written. In order to become familiar with these brief signs, it will be necessary to spend much time upon their acquisition. It is evident that they are not to be learned without effort, but that the work must be taken up with a determination to win. All the time and effort necessary must be given for the purpose of doing the work assigned. And in addition to the word-signs of the system, special contractions should be provided for all the frequent words and phrases which are common to every line of work, and a list of these should be made for study, until they are well learned. It is only thus that the stenog- rapher can ever hope to secure the highest skill, and be able to do the best work, in his profession. (298 words; 218 strokes; 73$). LESSON 13 EL-HOOK. 386. The El-hook may be used as follows: A small initial is employed on fifteen strokes, and all the ticks; a large initial hook is used on three strokes; and the sixteen steins having Ar-hooks may be enlarged to add the sound of 1. 387. In connection with these hooks, the Iss circle and the In-hook may be employed. 388. The uses of the El-hook are shown below : All: at all-f- - shall all ^ to almost V-^and although^-- for although ^, but although-^- - between all^, our through all Q during all ^|-- had all .p. over all have all ^ my all ^ ' may all be c~Vare all by almostV-p in almost^^T? ''^ e a " oiher /* teach all nations^-, in all parts of the world^ from almost .7^ from almost every one v ~^ (into all the worldV*" ) [It willbeallrlght^ ] Al, AI-: withal' . which always ^ they are always -4 Will: it will be C all will ___ how will -j- and will <- [there will r ] there will be ) they will C nor will _ ^ at will L. she will _ (never will J7. one wilL^y-- divine will.p. ) Law: mother-in-law--^ at law.p. in (the or a) law [Well: it will be well / ] Like: they look like * (/* it looked like V*~ (in looking 9-^ ) While: meanwhile T^r*. t^, Less : much less-/ 1 - unless ... in less than <: ~f- - S 1- ^ ** Lieu : in lieu ^-^ Last : in the last case 5^TT for the last time AR-HOOK. 389. The Ar-hook may be used as follows : A small initial hook is employed on sixteen consonant strokes, and all the ticks ; and the fifteen strokes having small El-hooks may be enlarged to add the sound of r. 171 172 THE INITIAL HOOKS 390. In connection with these hooks, the Iss circle and the In-hook may be employed. 391. The uses of this hook may be exemplified thus: Are: such are ? many are -** how are you y, [there are ] thouart-0-- who are ? Our: between our.^-f of ourT._ with our_^ in our <-^ until our-P- all (of) our ?.. for our ^y- for our own*^y - had our -"]--if all ourV like ours /^such of our J by all our \ by all our own S like all our ^- Hours : at all hours "p- Were: who were y asitwere^-- such were.^- they all were .p. she were 2 [there were -- - ] IN-HOOK. 392. The In-hook may be used on all consonant strokes full length, lengthened, or half-length having El- or Ar- hooks, small, large, or enlarged. It may also be employed on ten unmodified stems where, when preceded by Iss, it would be difficult to employ the stroke En. 393. In connection with the eight straight strokes having small Ar-hooks preceded by Iss er Ses, the sound of n is ex- pressed by an initial hook on the circle side of the stroke. On all other strokes having initial hooks, whether small, large, or enlarged, the In-hook is written outside the hook or the circle which it precedes. 394. The In-hook is never used in connection with ticks. 395. The following examples illustrate the purposes for which it is used : In, En, Un, or On : in idle I insolent fC in toleration I ^in tolerable P" (intolerable 7 ) in settlement (^ enslaved ^- invalid C inutility'r unexampled V-=- ensamples^-^ unexpressed S> in seclusion~l5 in civili- zation ^ onslaught^, insurmounting '^~ uncon- cerned <^ In The or A: in the selection f% in an explanation ^ in the secret ?T. in the same a-^ in a similar in the sick room ^~^ in the schoolroom d_^^ THE INITIAL HOOKS 173 In As : in as little ^f in as sacred in as great d in as cheerful I in as short Jp_ In His: in his line ^ in his way^ in his house ^~~ in his creation d-^ in his failure^ in his appearance b in his delivery f in his plan $_ in his sympathy ^-^ in his favor rCy.- In En, Unen, In In, Etc.: in instructing i. unenslaved -^ v> in inspired "Tf^ be instructed ^ ^ may instruct""^ """I will not instruct ^\ plenary inspirationS/Aounigstruct- ed v *1 unconcerned 3^ in an inscription in an onslaught ^f_ / An-: ancillary r & ^ Uncircum : uncircumcised uncircumcision \} Unself : unselfish J_ ' / United States : United States of AmericaTT^l United States territory v ' ^ United States Supreme Court cl v- QUESTIONS ON LESSON 13. 1. On how many strokes is a small hook used for 1? 2. A large hook ? 3. State why it is necessary to use a large hook ? 4. Is this hook also used on the ticks ? How many ? 5. How many strokes having Ar-hooks are enlarged to add the sound of 1? 6. What- modifications may precede the sound of I in all these cases ? 7. On how many strokes is a small hook used for r? 8. How many of the ticks may employ an Ar-hook ? 9. How many of the small El-hooks are enlarged to add the sound of r? 10. What other modifications may precede the hook ? 11. Specify the cases where an In-hook may be used in con- nection with the strokes having initial hooks. 12. Name the unmodified stems preceded by Iss where the use of the In-hook is advantageous. 13. State the advantage. 14. Is this hook ever used in connection with the ticks ? 174 KEVIEW REVIEW EXERCISE 13. In accordance with the foregoing principles, write the fol- lowing phrases: By all, for all, in almost, in all parts, from all others, from almost, though all, of all, they will, we will, which will, each will, such will, it will not, much will, she will, there will, nor will, that will, this will, and will, all will, but will, or will, who will, two will, divine will, last will, in the last instance, which are, all are, who are, but are, or are, but are not, you are, than are, these are, that are, some are, we are, none are, by our, at our, at all our, from all our, to our, all our, of our, on our, with our, of all our, it were, which were, in his home, in silence, in secret, insoluble, in his trial, in his profession. THE NECESSITY OF WORD-SIGNS. It will be well for the student to understand the necessity there is for word-signs, in order that he may know why it is important that so much time be spent in learning to correctly use and accurately road these brief signs. It may be stated that brief signs are selected for all words in frequent use. If REVIEW 175 such signs are written with only one stroke they are called word-signs; if two strokes are employed, they are denominated contractions. In all matter there are only the two classes named, in addition to the outlines for all words which are written in full. Since word-signs are selected because of their frequency and brevity, it therefore follows that they are the most useful signs that a shorthand writer employs,, and that they are in fact the very key to his highest success. It is ab- solutely impossible, therefore, to avoid the learning of the signs for all the freqaent words in the language, the writing of each of which requires but one slight movement of the hand, and at the same time expect to advance in the profession as one should do. It should be understood, however, that these brief signs (powerful though they may be as useful serv- ants) are of little use to the writer unless he has mastered them, and has trained his hand in their use so he can write them without the slightest hesitation. It would make but little difference if one were to hesitate on an infrequent word now and then, but not so with these words which make up the greater part of all matter. Hence it will be seen at once that he who has not learned the proper signs for frequent words, so that the full outline could be written more quickly than he can think of the abbreviated form, is working at a disadvantage, and is not securing the help there is in the system he is fol- lowing. The power of the system the stenographer has adopted must be transferred from the theory of the text-book to a practical application at the point of his pen, and until it is done, he is not working correctly. (362 words; 320 strokes.) HOW TO LEARN WORD=SIGNS PRACTICALLY. REVIEW Now it is all very well to say that word-signs are helpful, and that they should be studied ; and, furthermore, to present lists for such purpose, and to say to the would-be stenographer, "Help yourself ; it is all there. Success to you." True, the signs are all there, and many of them remain there in the lists ; and that is the whole difficulty. The student may even know that they are there, too ; for he has faithfully endeavored to learn them, and has no doubt of their existence. But the difficulty he experiences is that when he begins to do practical work, their relation is so different, and the changes in their use so frequent, that it is impossible for him to recall the signs in time for them to be of assistance to him in trying to do rapid work. 1 speak from personal experience when I say that the learning of every word-sign in the entire list, so that all can be repeated in succession, is not sufficient to enable one to use these signs with facility for the purpose of doing actual work. That is only the first step in their acquisition. Another and more important step must be taken they must be placed in sentences, and used in that relation, in order that readiness and exactness in tlioir use may be acquired. There is no ques- tion that this is the best way to learn these helpful expedients. However, the question may arise, Why should they not be studied in this manner at the first? To which this answer may be given, because such practice would be largely a study of arbitrary characters, and not a study and application of principles. In connection with the presentation of each im- portant principle, the word-signs involved should be studied in ihe lists as given throughout the work. Then the writing of sentences should be taken up, and these signs thoroughly fixed in mind, and on the point of the pen, by writing such matter a sufficient number of times to give the necessary skill in the use of the corresponding signs. It ought to be the delight of every student to take up the work here set forth, and to prop- erly complete each lesson before beginning the next exercise. LESSON 14 EN-HOOK. 396. The En-hook is used in the following cases : On every consonant stroke full length, lengthened, or half-length whether initially modified or not; and on all the ticks. 397. On curves, Iss may follow the En-hook by writing the circle, clearly within the hook ; on straight strokes, Iss, Ses, .Steh, and Ster may follow by writing these modifications on the Eu-hook side. 398. The purposes for which the En-hook may be employed are illustrated below : Own : my own . _ . for their own V^ at our own -J- by our own"*S of our own ?.. .[their own j ] with our own ^ to (or take) their own J some of their own - } " upon their own N. about their ownV~> and our own Than : more than <^*> better than \s snorter than 7. in . stronger language than that L_^_^. more clearly than later than ( mightier than _ . One : any one ^~ ^ in one at one time -J- every one * for one Vj from one ^ no other one ' ~^_^? Been: have been (^ [had been -J-- ].(it has been saidl. ) has ever been-Q^- ever have been j^ _ T Not: can there not > could there not UlU, had -there not ~\~~ did there not 1 [they are not j ] might there not t'^T^ -x In: order in which ,0 let him in ^^ sit in J carry him in= ^^fall in^o bring irf^? call in c ~~ 3 sail in ^" I i dip-ped inJL_ take-ing in J dwell in y suit in chan- cery -$- are in~^ be in \ -In: wherein"/ 7 herein^, therein 7-< hereinafter^^ thereinto t* hereinbefore/^., within' On, -On: bring on Vj insist on y get it on"^J""put it on ^J hereon^.. keep on~^ and so on J thereon!) set on foot J looker-onT^T' hanger-on ""^i ' ^ ~~? * Honor : your Honor C your Honor's attention \^ Man, Men: young ma,n ^y Englishmen^. Frenchmen jf chairman J Irishman ) schoolman holy men -/*- workman 12 177 178 SMALL FINAL HOOKS Manner: in like manner rf_\. Length : at length -$- Down : upside down \> Natural: supernatural ?V r - Once, One's, One of Us: atonce-J-- any one's ^ anyone of us^~f_ each one of us ___ no one's -^ In His : hope in his -- - ENSESi [Necessary: it will not be necessary AT- ] EF-HOOK. 399. The Ef-hook is used in the following cases : It is added by a small hook on the circle side of every straight stroke, whether initially modified or not On the concave side of curves it is expressed by a longer hook (an unclosed Steh). Its use on curves, however, is applied mostly in phrasing, and only in a limited way. It is rarely used on curved half-lengths. 400. The Ef-hook may also be used on ticks, light and heavy, and the semicircles, large and small. 401. The circle Iss may follow the Ef-hook on the straight strokes and the ticks by writing the circle clearly within the hook. 402 The following illustrations indicate the purposes for which the hook is employed : If: but if L or if _*__ Have : which have / . can have > could have " they have () did have *- [there have t ] do have I are having^ 7 you would have had 'j (many times omitted: we have done ] we have been *\ ) would have s To Have : willing to have his (or us) r beg to haveV-^ able to have V, cause it to have ~t agree-d to have m allowed to have f\-- try-ied to have 1 you had to have ^- :i ^_ Of : power of -\?- are of /? kingdom of God glory of God _j- were of & ray of SMALL FINAL HOOKS 179 Of, Off: whereof ^ set otf . Ever, -Ever: if I ever have^T . if I ever-knewj^f shall I ever ^ he ever c had ever beetT*^" it will ever have C can there ever > whichever / what- ever I Fore, For, Forth : can therefore" could therefore ^ may therefore search-ed-ing for but for the K set forth call forth "r^L (calls forth -X_ ) -Ful, -Fully, -Fullness: thankful -()--- powerful A/*-- faith- ful S useful-^-- wasteful"^ rightfully/^ careful- ness c > usefulness ) - awful-iy_^ lawful" /^ Off: call off f ' put it off ^ switch-ed off e" gives it offt / Ought to, Have: which ought to/have < _ each ought, to have (_ they ought to have . she ought to have _^_ Would Have: it would have- [-- which would have-/-- she would have -J ' ' the y would have (j - Had to Have: they had to have ^-- it had to have-[-- which had to have /- - [Half : four and a half X, six and a half ~^ ] [Evening: Saturday evening] Monday evening "" Wednesday evening <- ] [Do You Live : where do you live ^S ] QUESTIONS ON LESSON 14. 1. On how many strokes is an En-hook used? 2. May these strokes be initially modified? 3. Can the hook be used on the ticks ? 4. Can the circle and loop modifications follow this hook on straight strokes? 5. How are they written ? 6. How many of these modifications are employed on curved strokes? 7 Why are other modifications not employed ? 8. How is the Ef-hook written on straight strokes ? 9. On curves ? 10. To what extent is this hook used on curves? 11. Can the Ef-hook be used on ticks and semicircles? 12. Specify tho kind in each case. 13. What modifications of the circle may be employed in connection with the Ef-hook? 14. Why can not Ses, Steh, and Ster be used after an Ef-hook ? 180 KEVIEW REVIEW EXERCISE 14. In accordance with, the foregoing principles, write these phrases : Of their own, make their own, her own, our own, your own, in our own, think their own, from their own, further than, harder than, longer than, sooner than, rather than, larger than, any other one, another one, no other one, every one, some one, the other one, some other one, young men, which have, it will have, such have, which will have, much will have, they have, or have, to have, but have, said to have, hope to have, which were to have, such were to have, like to have, out of, aware of, each of, number of, if therefore, whichever, eight and a half, Tuesday evening. HOW TO ACQUIRE FACILITY IN USING WORD=SI(iNS. The study of the outlines for sentences, even those com- posed almost wholly of word-signs, is not alone sufficient to. give one the desired skill in their use. After these brief signs have been read and studied many times, until they are thor- oughly understood, the student should begin writing, and for the purpose of securing a high rate of speed, should have the REVIEW 181 services of a good reader. It is a very true saying that "writing makes an exact man." So it is in the case of short- hand ; the writing of these signs after a reader gives an exact- ness and a rapidity to be secured in no other way. This manner of practice should be followed, and the reading gradu- ally increased in rapidity, to the point that will give one the skill so essential. In doing this, it may be necessary to have the sqlection read many times. However, there is a proper way of doing this work. It is better to take a short selection, and write it as indicated, until it seems that the limit of speed on that is reached ; then take another, and write it in the same manner. Then there should be a review of the matter first selected. By this review you will be able to create a more vivid and lasting impression, and the mind will have had made upon it a stronger and better idea regarding the proper signs. It will be a good plan thus to review each exercise several times, and every time opportunity will be offered to note the improved results in the work done. I believe it is better to return to an exercise several times rather than to endeavor to learn all the outlines at one time. If the practice on an exer- cise is extended for a long time, the mind is working in a routine, and very little real assistance will be secured ; whereas, if there is a frequent review, truer success will be realized. OBJECT OF THESE EXERCISES. 182 EEVIEW In connection with the preceding lessons have been exer- cises which have dealt briefly with the advantage derived from the use of word-signs, and how best to secure both a knowl- edge and a skill in the use of these helpful signs. Shorthand notes are given in the same connection, which exemplify, in a practical way, the object sought, namely, the brevity neces- sary to do rapid work in a correct way. An examination of the notes will at once make it evident that considerable brevity in writing is secured. Some of the notes are somewhat in advance of the lists heretofore presented, but are in accord- ance with the principles set forth in Part II of this work, and also in harmony with the illustrations appearing in the latter portion of the book. If these exercises are studied, and prac- ticed as suggested, the student will be able to enter heartily upon the work of Part III, in which there is an application of all the word-signs, contractions, and phrases in a practical way. These advanced lessons may be taken up in the same manner. Thus there is outlined before you a very definite way in which to work to obtain the knowledge and the ability you desire in using these brief signs so essential to your highest and best success. You may not think it is possible to con- form to every feature here outlined, but you will find that it is the easiest way in which you can learn what you desire in this respect. It should therefore be a pleasure to you to do all you can to carry out the plan here given, for when it is done, and the work faithfully performed, you will have had a realization of the right way to continue the work of succeeding lessons, that your highest and truest success may ultimately be attained. LESSON 15 SHON=HOOK. 403. The sound of shon is indicated by a large final hook, which may be joined to every stroke without exception. To this hook may be added final Iss, but no other modification. 404. The uses of this hook are shown below : -Cian, -Sian, -Tian, -Tion, -Cion, -Shion, -Sion, -Xion, etc.: magician ~~, Persian \> tertian \j suspicion v>\ fashion lo passion-\^y derision "L flexion 'o portion \o (Frequently omitted: recollection/" resurrection ^r interpretation "A anticipation -^ dissatisfac- tion "I" degredation \- ostentation^ temptation l~ inspection ~\ manifestation 7T~! ) Shall : it shall (j they shall they shall be (j\ they shall see (^ thou shall -(3 - (there shall be V\ ) Ocean : Atlantic Ocean /"-^ Pacific Ocean V, wide ocean \j from ocean to ocean j^ [ Attention":" our attention ^-- ] (Deficient-ce-cy I, Considered and written as a double-size Shon-hook.) SHONS. Actions : your actions ^ TIV=HOOK. 405. The sound of tive is represented by a large final hook, added only to the ten straight strokes, to which may be added a final Iss, but no other modification. 406. On all curved strokes, Tef must be employed. (Added to straight lines only) Sound of -tive: active ^ motive t (Following curves, Tef is always used) (Sound of -tive on derivative word-signs or contractions fre- quently added by Ef-hook; as, prospectiveV. instructive I ESHON. 407. The sound of shon following the circle and loop modi- fications and the small final hooks, is represented by a small backward hook. 183 184 LARGE FINAL HOOKS 408. The most frequent use of this hook is in connection with the circle Iss. 409. The following examples illustrate its use : Testification A justification // appreciation \> divi- nation... taxation -^-- specification \ molestation s-~T [resolution/'' ] intercession -. intoxication... ac- cusation :_LJ^ capitalization K, mystification TT- orna- mentation /* naturalization v-, (division U, ) starva- tion u, condensation J, Session: last session 7^ next session ^-^ annual session cli. every session*^ legislative session V^ court of general sessions % Association: which association/ railway association i/* Section : that section ___ your section^" in the (a) sec- tion ^ ' Ocean : vast ocean'^ 7 " ~*v~ [Instruction: your instruction u thy instruction^ our instructions ^- ] Secession: prevent secession \>2 acts of secession __p into secession ~^\^ LENGTHENING. 410. Every stroke, with or without any initial modification, but not with a final modification, may be lengthened for the purpose of adding the sounds of ter, der, ther, dher. 411. After the stroke has been lengthened, it may receive any of the final modifications, for the purposes illustrated in the preceding exercises ; but the original stem must contain no final modification. However, in the case of some frequent words, the omission of a small final hook, or the lengthening of a half-length stroke, is sometimes resorted to, in order to secure greater advantage. 412. Some phrases beginning with words usually repre- sented by ticks are changed into lengthened strokes, to secure briefer forms. 413. Incidentally, it may be stated here that if the stroke have a final modification, either Iss, Ses, the Ef- or the En- hook, the sound of ter, der, ther, or dher should be indicated by the heavy Dhr-tick, the use of which is explained in Les- sons 4 and 19. LARGE FINAL HOOKS 185 414. The purposes for which strokes are lengthened may bo illustrated thus : Implies the endings, ter, der, ther, dher, tor, ture, etc.; add- ing the words, there, their, they are, other, another, they were, dear [whether]. -Ter, -Der, -Tor, -Ture: later than ( perverter fornicator sweeter than -V- mightier than--. interpreter \ separator \. persecutor prose- cutor 577~~louder than/-- leader _ wider than^_. embitter" -^.some better^- v instructor \ abbrevi- elector C educator! speculator \ . writer -^ return x^" tempter I -. -Ther, -Dher: during all their -| - until another -T- - such x another -/- where another* some how or other, someway or (an) other ^N. in one way or other ^ no, >- ' c v sir, there is noW-o-'paiitherv^^from their own \ they will otherwise! let there be i with their own J\- V \ ~~ e:> above all others \ y^ all others ___ might there --- as there is -J-- every other one \ is there some )^ or there will be y\ it seems to me there isj^ ___ ^nfold rather\/ai if it were not ^ less than it was with it with its * all its j^~ ) Oflt: out "of it -I-- charge of it-/-- knowledge of it^'^ think of it ( use of it -)-- Had: they had -(-- ever had S where had / will have had f" or had I\_ - when had M_ one had <^ had had- 1- - than had- C- - to be had -v - What: if what ^. . for what ^ between what~_ in what ~ _ from what ^__ through what *) by what is ^ at what -I- - in what is known (of what _\ ) somewhat f7_ P Ought: they ought < it ought as it ought where ought ^ she ought -^ 189 190 HALVING Would: it would -i- - each would .' . ever would ^_ than would -(.-- one would never suppose~ A \ ) none would ^ or would ?__ notwithstanding it would M-' Take: it will take f retake^* betake % it takes (, Took : it took -| - - it took us away ^r - To : able to make S- * At : set at liberty tv until at last- p^*- hereat ^ whereat / leave him at <^~7 Out : put him out ~v^~ make out ^ carry out <- inside out v TA. right side out X* Time, Time sometime *-^ more time <- at the same time-^- until such time C over timeTl. every time ^ [all the time f _ in due time "^ by the time^__ at which time -J-- ] Times : at all times g (ancient times ^~o]d times ^-& ) Head : Hand over head <*> (Right: copyright ^-^right side "| right time ^ right hand ^_ ) (Ret is never written alone, but always joined to other Strokes). -Ing It: requiring it ^_\_ [Done: to be done -\-- it has been done ^ can be done \ it may have been done U ] Ivity, -Allty, Etc: acclivity ^ actuality^- affinity r^_ minority -"TV majority -7 [Old: when did ^. where did ^ ] [Does : it does I it does not ^ ] [Day: seventh day had there not'J" ) [Did Not: they did not .^ it did not _ J she did not X. ] [Do Not: they do not C it does not t- which do not J ] Had Not : they had not-t- it had not -J-- which had not -J-- On It : set my eyes on it -\ interest on it "/ set his eyes on it put it on its ^ In It: put it in it s we are in it .^ hope in it -V sat In it-/-- fall in it Sf. keep in it 7?. hope in its V" One Had or Would: no one had \y none would o- A End: upper end 'N opposite end V wrong end/ atari (or the) end -J-- wide end 5 Around : step around ^ look around-^*-" Not: it notj leave it not /^ let it not ^ should it not 3-- cometh not f'believeth not^ hath not'O-- bringeth not*X^; them not (, think not 6 art ihou not \ Than It Is or Has : better than it is (or has) V -In Itself: within itself.^. Int-: your intention ^-2 One of Its : no one of its ~^e>~ Have Been Had : to have been had -y - may have been had ^ In Its: put them in its 't deal in it V* dip-ped in it L, Point : in some points / 3r in some point of view "^s EFT, EVD. Of It: to the other side of it P much of it - rid of it^ 1 V O I copy of it... (speak of it ... ) aware of it - < ^-- l /- member of its "V* number of its -<\9 Have It: would it have it did it have it., can have it -^ did have it Ji, do have it I 193 HALVING Have Had : each ought to have had (or it) _^. which have had (or it) L could have had ~_3~ such would have had (or it) - - - ' until I have had -FJ- - Having Had: it having had I To Have Had or It : prefer to have it 'V you are said to have had r^ may be said to have it'T^ you will try to have U S^ To Have It : had to have it -i it had to have it -i- - are you going to have it ^N^ After: search-ed-ing after till after C until after -fc- hereafter ? _ Ought to Have Had or It: as it ought to have had _~ _ Would Have Had or It: which would have had --- such would have had -- as it would have it --- Fact, Effect: such a fact _ such effect - take effect U QUESTIONS ON LESSON 16. 1. How many consonant strokes may be halved? 2. For what purpose? 3. Can halved strokes have initial or final modifications ? 4. Name the different modifications. 5. Name some of the principal words indicated by halving a stroke without a final hook. 6. What does a stroke made half-length and written in the first position generally indicate ? 7. What does such a stroke placed in the third position generally indicate ? 8. What is frequently added by halving without change of position ? 9. Name some of the principal words indicated by halving a stroke with an En-hook. 10. Name some of the principal words indicated by halving a stroke with an Ef-hook. REVIEW EXERCISE 16. Write the following phrases in harmony with the preceding illustrations : If it is, for it is, if it were not, from it, when it is, until it is, at it, where it is, with its. [Dhets, the bottom of which should be the height of Tee from the line. This is the only vertical REVIEW 193 or inclined half-length that height, all other such signs being half the height of Tee from the line.] It had, which had not, there had been, they had not, she had, somewhat, from what, they ought not, able to go, able to make, carry it out, at the same time, all the time, at all times, at which time, in due time, sometime, in your hands, longhand writing, to be done, priority, prosperity, when did, it does not, in the hands, at hand, it ought not, they would not, which would not, think not, may not, will not, have not, are not, we are not, why not, they did not, they do not, they had not, look around, dwell in its, speak of it, number of its, each of its, copy of it, side of it, m-ich of it, which of its, rid of it, out of it, said of it, aware of it, it will have had, which have had, it would have had, said to have had, said to have it, going to have it, till after, here- after, search after, to take effect, it effected, which fact, which effect, had effect, at all events [Telf 3 -Ents]. THE MOVEMENT OF THE HAND NECESSARY FOR SPEED. _ fe- / ^Tt ~-n"7 >..\Vy^L.^ ^-^.^\^. ^j/ii!^A\r: :a ,,-,A/iL / ^ // ' < / x^ 9 *-/ / , \ ^ \ V n^ k /..I... I..C/...v-../.....\.. ...\. d t / /\ ....S^/..^.^.^.....^^/^ri D \..i^..^..^.. ^T> ^ \ / XD There is still another matter -to which I wish to call your attention in this connection, and that is the matter of the movement of the hand. You have now written shorthand a 13 194 REVIEW sufficient length of time to begin to understand and appreciate what I am about to say. Now there is a secret in writing which I wish to tell you at this point, in order that you may have the benefit of it in your future work. It is a matter of no small consequence to you, for it is possible for one to con- tinue in shorthand work for years without acquiring the degree of skill for which he longs, and which he so greatly needs in order to do rapid work. Now for the secret : Unless you carry a light hand, and secure a quick, springy touch of the pen, it is possible for you to be seriously disappointed in your work. If a writer simply allows his pen to drag on the paper, and uses a heavy touch in writing, he may write on for years, and never know what is the difficulty, why he does not advance in speed as he fondly hoped he would. The proper position of the hand and of the pen are fully described in the Introduc- tion, to which you are again referred. Study the matter care- fully. Of course you can not secure this lightness in touch at once, but work to that end. Keep that object ever before you in all your work. Put some snap in your movement of the fingers. This refers to your practice of these very exercises, as well as of later lessons. This of course presupposes a familiarity with the outlines, as mentioned on page 188. PURITY OF CHARACTER. (Continued from page 188.) A man who has spotted and soiled his garments in youth, though he may seek to make them white again, can never wholly do it, even were he to wash them with his tears. When a young man leaves his father's house, with the blessing of his mother's tears still wet upon his forehead, if he once loses that early purity of character, it is a loss he can never make whole again. Such is the consequence of crime. Its effects can not be eradicated, they can only be forgiven. Beccher. LESSON 17 PREFIXES. 417. All the prefixes in frequent use are represented by the leading and most easily executed portion of their signs. Thus there is uniformity in their writing, and when once the various signs are learned, they may be universally applied, without the necessity of endeavoring to memorize every word to be written. A thorough familiarity with these prefixes will enable the stenographer to apply them in many combinations, and will be of great assistance to him. 418. The following statements cover most of the prefix- signs, and the purposes for which they are used. The remain- ing prefixes will be sufficiently explained to the student by the illustrations which follow: Accom : Denoted by a heavy dot preceding the remainder of the word. A better way to represent accom is by the stroke Kay. The following reasons may be stated : The illustrations which follow indicate that con, com, and cog are often omitted, especially when they occur, either initially or medially, in frequent words. This omission is indicated by writing the following portion of the word near or joined to the preceding stroke. There are hundreds of words written in this manner, with which the stenogra- pher must necessarily become familiar. There are but four primitive words having the prefix accom; viz., accommo- date, accomplice, accompany, and accomplish. In writing the two last named, the representation of accom is en- tirely omitted; hence in writing only two primitive words and their derivatives is the prefix accom ever indicated in any way. Since, then, as stated above, in all other cases" where com is used medially in frequent words, the follow- ing stroke is joined to the preceding; and since the heavy dot is slowly made, not at all suggestive, neither analagous to the numerous other prefixes, it seems perfectly consist- ent to indicate accom by Kay joined to the remainder of the word, in the two words where it is necessary to repre- sent the syllable. This will also afford a clear distinction from other words in frequent use. Ante=i: Usually represented by Net ; rarely En-Tee. After: Expressed by Fet. 195 196 PEEFIXES Circum : Usually indicated by Iss joined to remainder of the outline; sometimes Iss disjoined. Occasionally, however, omitted in words of frequent use. Cog: Represented by a light dot preceding the remainder of the word, or the dot omitted, and the prefix implied by writing the remainder of the word under, or near, the preceding stroke. Com : Indicated by a light dot preceding the remainder of the word on words of infrequent use ; on words in more fre- quent use the dot may be omitted and the prefix implied by writing the remainder of the word under, or near, the preceding stroke, as for Cog. In addition to the above, on frequent words the remainder of the outline may be joined to the preceding stroke, no recognition whatever being made of the prefix. Since the prefix contains a first- position vowel, which is frequently accented, many out- lines containing this prefix are written in the first position. Con: Indicated, implied, or omitted, as Com. Contra-e=i=o, Counter: Represented by a light disjoined tick written at right angles to the general direction of the stroke which it precedes. Rarely indicated as Com. Cum : Generally represented by a light dot preceding the re- mainder of the word, as Cog. When used medially it may be implied by writing the following stroke under the preceding. Com, Con, Cum, occurring medially : These prefixes may be implied by writing the following portion near to, or under, the preceding stroke, or omitted entirely by joining the following stroke to the stroke preceding the prefixes named. See Incom, Recom, etc. En : Generally expressed by En ; sometimes by In-hook. Enter : Generally expressed by Net ; rarely by Enter. Ex: Expressed by Kays. However, frequently omitted both in word-signs and other contractions. For=e : Expressed by Ef . In a few cases where it would be inconvenient to employ Ef, especially because of a poor angle, Fer is employed. Im : Generally indicated by writing the form in the first position. In : Expressed by En, the In-hook, or, rarely, by first position. Incom-n : Expressed by En or In-hook joined to the following stroke. This is simply the omission of the syllable com=n, as noted above. Many words are written in harmony with this principle. The syllable cog, being less frequent, is more often implied by nearness. PREFIXES 197 Inter, Intro : Generally represented by Net. Ir: The stroke Ar is generally employed because of the vowel sound preceding. Magna-e=i : Generally represented by Em, written over, or partially over, the remainder of the word. In a number of frequent words this method is not followed, but a briefer way is resorted to, namely the expression of the first two consonant stems, Em-Gay, subject to modification. Non : Generally expressed by Nen ; where this sign can not be readily phrased, En-En may be employed. Rarely abbre- viated to En ; as, nonsense. On : Generally represented by Retold in the first position. Out: Expressed by Tee, third position, which stroke is sub- ject to modification. Re: The stroke Ray is employed, because it represents the initial sound. Post: Expressed by Pees, which readily admits of being phrased. Recog=m=n, Recum : Indicated by Ray near, or over, the re- mainder of the word. Self: Indicated by Iss joined to the following stroke, or, rarely, disjoined and placed over the outline for the re- mainder of the word. Trans : Generally expressed by Tors ; rarely by Trens. Un : Expressed by the In-hook, or by En, which stroke is subject to modification. Under: Expressed by End, joined or disjoined, and written in the position required by the following stroke. Where: Expressed by Wer 2 . With; Expressed by Dhee 1 , which is subject to modification. Accom: (Denoted by heavy dot or frequently omitted) accom- modation (j accom panyV^ accomplish \ accomplice \, Amp-b: ample'-^ amplitude^-/ ambitious J Ante-i: antedate ^ antichristian~fT! (Usually Net; some- times En-Tee) After: afternoon v -v_? afterthought 1 , Clrcum circumference ^/ circumstances / in circum- ference^/* Co: co-efficient~\_y co-essential ~~\^ Cog: (indicated by light dot, or written as Com) cognate cognizable^A cognizance^"*"" incognito ^~1 recognize /-* Com: (dot frequently omitted) complaint s commend *-> (generally indicated by writing the remainder of 198 PREFIXES the word under preceding stroke, or joined to it; rarely represented by a disjoined light dot) commence- ment v -* committeej _ (comrade 7-5^ commissary / comical :^2r~ commiseration *-i? ) Con: (indicated same as Com) conscious J ' connection^ conviction v_p inconvenient _^_ under consideration^ Concom: concomitant j Contra-e-i-o-Counter: .contravene ^ contributive ^ non- contributing V controvert lr > counterfeiter! coun- teract T-" Cum: cumber \ cumbersome 'y^ De-dis-com-n- cum: decompose Ix^ discommode l| discon- tinue '(_ disconnect |- discumbency |\ Dlsencum: disencumber \^_^ Disinter: disinterested L, ^ En: (generally implied by En-stroke, sometimes In-Hook) endurance^- energetic!-/ enormity* 1 " ^ entangle* entity"! enlighten^ LU enlist ^-^ enslaver ^T^ ensample V-N entirely ~7" Encom-cum: encompass \, encumber <\ Enter: enterprise \ entertainment ~1_> entrencli 7' entrance ^ ^~f Ever: evermore^, everlasting ^S" Ex: exact "ii~ exclaim e_ excellent C example^' exchange -f^ c For-e: forbidden'X forever^, foreseen^ foretold p forego'X, foreheads ^- Forth : forthcoming *s Hemi : hemisphere ^^ . ^ 9 II: illegal . illegitimate _/_ illness. __ Im: imbitter<"r^> immaterial^~^Ti mm0( ierate JTX. Impa=e=l=o=u: impatience ^D impersonal^^, impious C?_ imposter ^f^ impoverish'~ <: V > impure ^^/~ In: inhuman^_^ ) inasmuch v =7^ inexperience ^ inscribe^ insolent r* invalid""^- inexpedient^ instructor]^ individual ^ inner ^ . inlace ^ intoxication -* indignant ^T3 ^ Incog: incognito ~~^\ Incom: incomplete ~~^ incomprehensible Incon: inconceivable"^, inconsistency^ inconsiderate 1 PREFIXES 199 In Con, Etc.: in connection with - ? in conversation * in- cumbersome~*-v incumbent^ (represented by En 1 ) Incontra-e=i=o, In Counter: incontrovertible""*^ in counter- . acting"" 1 " in contradiction L/ in contributing""^. Incum: incumbent"^ incumbered' '^ superincumbent \ Intent: intemperate ' N intimidate ^_ Inter: interested^ interchange 7 interject " inter- cept"^ internal ' intermission^^ intercession e. interfere"^- (generally Net) Intercom: intercommunication "O ^ intercommunion ^-^ Intro: introduction^' Irrecon: irreconcilable^ 1 ^ Ir: irresponsible'X Magna-e-i: magnanimous^--^ magnetic--^ > magnificent'-i magnified^ magnitudo"^" magazine, magnesia T* (generally represented by Em, written over, or partially over, the remainder of the word) Mai, Mel : malform cr-s malicious O malarial C~&/ melan- choly c~^- Mis: misrepresent --iA misrule/^rf misapply^"&c mistake^^ misstate ^\ Mlscom=n: misconduct ^ misconceived 1 miscon- jecture'/^ Mult: multiform cr^\ multiply c~- Nitro: nitrogen y l ^$ Non: (generally Nen; sometimes En-En) nonsense non- sensitiveL nonsuit^T'-f- nonentity nonemphatic" 1 ^ nonresistance^slT nonobservance" 3 a nondescript -s> Noncom=n: noncommittal ' f Oct: October "A On: onto_^ onward^" Out: outfit -L outdare "Vr~ outbreak "ir~ outcome \^ outward M^~ ~ Over: overanxious *-y overthrow JJ.- Proteo: protect v. protest % protocol r-. r ^\~ -- -^ Re: re-appear'T_ re-assemble Post: postponed Recogm=n=cum: (Ray near the remainder of the word) recognize/^- 9 recommend-ation /~ reconsider-^ recumbent O Self-: (joined or disjoined Iss) selfish _? self-evident K. 200 PEEFIXES Self-con-m: self-conceit J__ self-control I Self-contra: self-contradiction (_, , Trans: (generally Ters) transaction )__> -JT transfer transform f\ transcribej Un: unaware o untold V locked ^-^ unceremoniously^ y, unimportant -^~^ unyielding.' ' unregeneratev-^/ Uncon: unconcerned ^ ^~\ i^ Uncom : uncomely k _^.c^uncomfortable ^^ uncommonly--'- Unaccom: unaccomplished""'^ Ucircum: uncircumscribed 6~A Uncontra: uncontradicted "^1 Undecom: undecomposed^l^ Under: undertake ^| _understand \f underscorewo under- sellV'' undergone *-f~~* (End is sometimes written in a position to accommodate the stroke to which it is joined.) Unfor-e: unforeseen ^*-^ Uninter: uninteresting"""" [ uninterrupted^"^ Unre: vmreasonable^-**-^ Unself: unselfish J Unrecog-m-n: unrecognized "^unreconciled f unrecom- peiised *~*\ Where: whereto ; or the form changed; as, weight weighed 1 Ence: violence ** prominence j^_ permanence v ^ inference /A. preference *\j^ c ^ r Ency : insolvency(?}j tendency J incumbency j fluency^ Er: worshiper t/2 remembrancer di loftier A^divinery^ supporter^Jx^ remaind^r^-^ holier_Xl settler f* improver^v. bearerv (bear V^ ) Est: givest holiest --- considerest o wickedest ^_ kindest ITL shortest^, grandest "-r? seest 6 believest ^ oughtest f nicest ^\ AFFIXES 207 Eth: giveth ~T (sometimes omitted) thinketh no evil ( ^_ fainteth <^,( Ever: forever *x_ Fer : infer~V refer/I, transfer V Fere: interfere^ Form: inform""^ reform"^_ transform"^ multiform manhood-' r j > ~ehildhood_ / I sisterhood __ lal : gladitorial ^ Ibe: describeJTT inscribef^" prescribe a Ic-al-ness: emblematic'X- diplomatic! photographic^" systematic-al P scientiflc-al-lyL characteristic sympathetic ^ mechanical-ly-nesS'-^-canon-ic-al-ness stomachic socialistic Ion: indigestion*^ digestion ) congestion ^ Ish : admonish-^ diminish t-^ / ^^ Ism: unionism^ mesmerism-^-^heathenism^" rationalism/ 1st: opinionist^ factionist^. _ ^> unionist "v3"" atheist d revolutionist -fi. naturalist ^~ J> " sentimentalist "-^ Ity: nationality^? profanity V- proximity'V- rigidity /^ extremity] sensuality *-*> prosperity^ credulity <- r trinity J\_ atility^. agility _^ utility /_ phrasability J\ priority V animosity^! intellectuality simplicity""^ impurity ^/ fidelity V_ _ brutality V~ naturallyy'^ masterly ^~^~\ needfully ~V. officially 1 ^:, safely 'v. namely-*^ surely 9 correctly 77_ truly Q- manfully ^-^_-- mournfully^- J\^ authoritatively evi- dently v^ indignantly^. _ uniformly -r^y rashly/f^ _ certainly o^ neighborly \ largely-/^- wickedly]^ weekly 5rr strangely 3 worldly/:., leisurely /"9 [duly received -lA .. ] bitterly^/ falsely.Sf, Ment: adjournment ] commencement - entangle- ment -^ betterment V/"^ disappointment indignant T_ _ Ness: sad ness -f-. proneness "X^, darkness -]-- boldness ;^p\ (generally Ens) Ology: doxology L->/ zoology )/ physiology ^ geology/". Ous: voluptuous ^ tempestuous l^ marvelous '^ mon- strous ^ monotonous ""_, Scape: landscape (*^r-. Scope: telescope $ stethoscope tL. microscope/^* ^ Script: transcript J v manuscript ' ' v ' s-*~j> Self: myself C*. our own self ^-- Selves: (joined or disjoined Ses) yourselves & our OAVII selves^ Serve: observe \" preserve^ deserve \^ subserve V Ship: friendship y lordship^/.., fellowship "^ wor- ship ^ workmanship -SJ steamship <*~} Someness: wholesomeness f~-- irksomeness^ gladsome- ness^* cumbersomeness % Soever: wheresoever tX_ whithersoever y whosesoever ^-- whosoever f^-- Tion: action ~-^> motion s-$ ^position \> devotion U AFFIXES 209 > Tfal (Clal), Tious: initial impartial""V fii.Ancia/V. financial matters^"* conscientious J_^ ostentatious ^ Tive-ly: descriptive / What: somewhat f\ Y: thirsty 3 tasty i cozy"^ treaty! QUESTIONS ON LESSON 18. 1. In what way is able indicated ? 2. What is the sign for ality ? 3. Name the ways of representing ance. 4. State how ants or ents is indicated. 5. How is arlan written ? 6. In what manner is bility expressed ? 7. State how ble-y are expressed ? 8. How is bleness written ? 9. State how cious is indicated. Name an exception. 10. How is the syllable ed indicated when the primitive ends in Steh, Ster, a lengthened, or a half-length stroke ? 11. How is it expressed when the primitive word ends in Iss or a full-length stroke, with or without other initial or final modifications? 12. What is the sign for the affix ence? 13. How is the syllable er expressed ? 14. Name the different ways of representing est. 15. State how eth is represented. 16. How is ever indicated ? 11. State how form is distinguished from fer=e. 18. Name the different ways in which ful=ly are represented 19. State how fulness is indicated. 20. In what way is for=e indicated ? 21. What is the sign for gram or graph=ic? 14 210 REVIEW 22. State the different ways in which ing is represented. What sign is generally employed with verbs and participles? What is used mostly for nouns and adjectives ? 23. How is the represented following ing? 24. How is a, an, or and represented following ing? 25. What is the sign for ingly? 26. How is ings represented? How indicated? 27. How is ity frequently indicated ? 28. In what ways is less expressed ? 29. How is lessness indicated ? 30. Name the ways of expressing ly. 31. State the different ways of representing ment, mental, and mentality. 32. What is the sign for ology or alogy ? 33. In what ways are self and selves indicated ? 34. State how ship is indicated. 35. In what manner is someness indicated ? 36. How is soever indicated ? 37. How is the sound of shon expressed? When is it omitted? 38. What sign is frequently employed for tive? 39. How may ward be expressed ? 40. How is where expressed ? 41. In what way is what indicated ? 42. How are final vowel sounds generally indicated? REVIEW EXERCISE 18. Write forms for the following in harmony with the preced- ing illustrations : Noticeable, miserable, changeable, negotiable, sociable, approvable, deliverance, hindrances, entrance, remittance, compatibility, responsibility, Vicksburg, precious, entered, arrested, restored, proposed, waited, approved, objected, holier, kindest, keenest, fastest, referred, transfer, reform, perform, deform, faithfully, rightful, peaceful, lithograph, mechanic, characteristic, trying the, improving the, inviting a, inviting the, invitingly, meetings, finish, varnish, pros- perity, ability, impurity, instructive, suggestive, objective, us.elessness, boundlessness, naturally, officially, surely, largely, weekly, worldly, rashly, forevermore, physiology, transcript, himself, our own self, themselves, reserve, in reserve (Ners 1 - Ray), irksomeness, whatsoever, palatial, safety, onto, Nash- ville, eastward, reward. TICKS AND SEMICIRCLES. Ticks. On the following page is a table showing all the modifica- tions, and most of the uses, of the ticks. Special uses are illustrated on page 213. In using this table, first read the word at the top of the column, to which should be added the word or syllable in the respective column at the left. 421. The ticks may contain the following modifications: The circle Iss, initial or final; rarely Ses ; and the small ini- tial and final hooks. Heavy ticks are written in three directions, light ticks in four directions. With the exception of the tick for how (third position), they are written in the first, the second, and the fourth positions; and may be used after Iss, Ses, the Ef- and the En-hook The Phrasing of Ticks. The writing of ticks following final hooks, according to Standard Phonographic principles, is to write them at an angle to the direction of the stroke to which they are joined. Thus writing upon the, Pen-Chetoid; concerning the, Sarn- Chetoid; run the, Ren-Petoid, etc. Of course it is a matter of individual choice; but a careful comparison will make it apparent that, with most persons, the ticks can be more rapidly written, if the direction selected be the same as that of the stroke to which they are joined; thus: upon the, Pen-Petoid; concerning the, Sarn-Petoid ; run the, Ren- Retoid. In the list of word-signs many of the ticks are omitted, the entire number of modifications being shown on the fol- lowing page. 211 212 TICKS AND SEMICIRCLES & $ $ \ $ n $ 1) V S / & 4 ^ / f * / ff * I a-n-d 1 L A N . L A xl u XI 1 L / s L L- the > V /I S V J x/ > \, 1? * ^ all ^ r !S <; r cX r r will r r A/ 7? t/ ] 7 "?" A 1 > ^_ 1 own j not j j o/ j a/hat ^> -) 4 ^ ~3 what is - has b -* )s would -> 7* X 5 ib ^_ x> b ^ ^ 3 (to)haoe L v> b (t C L i V L V, L 3^ i if, of I v V I , ever b L I V for-e ^ t fu/-Jy I as, has b t ? 'f> X3 b i, _o b is, his \> b 9 \> b ? f ^> v> b 6 k _D b Us, of us V> b 9 >g b X) V 6. -D has his b p 6 _Q wtflhaoe all of C a C ^v C >f\F v 5 -/ V | ,/./ '/ / < t Fl] l. ing ^ i to A < 3 I L L. /I /\ "1 t. /, 1 he v V j > > /- e- T how "/' 7 TICKS AND SEMICIECLES 213 VARIOUS USES OF THE TICKS AND SEMICIRCLES. Taking a j taking the \ and what is-has?!. would as- his 3 and what is thej^almost ^T? 1 . suits their - - before their V\ since their ^" would their ^ were therefore I would therefore ^ about their y\~ must we^j onto our^. howbeit^~ howsoever"^" Howell^A Howard V" we hear ^>_ I hear \ none of their-other ^f O'Connor t ^_ on his house j-^on their having _"L there were 1 this would from what I have^. have I not \j hugely ^ I ought ?_ as to you-r would therefore ^ perhaps their ^, onto ^_ but I would L-, but he would i/> butitis'L" but their ; i^ ex o v from what you said _T_ should it -i- - so we I of what their ^ just as they are o(. who their < ought their ^ should their -/ should otherwise -*^J were there ) onward ~^ onset ]_ to what his own V when it is other wise c -^-v whosesoever 6 I would, __ whether I would^Y^ but for the k but yet K would seem?-^ but It is "4 (at his -[--) although^-all things"^, after all-\--to our knowledge V^ -recover their/ "'please you ^y go ye there- fore^;; but there is i^ we are all how rarely^x^is he graced "f^ it is all ^ were willing to let t- is to have ^_ among all ^-^-A has he done H-- all the while y. - all the more^*"^ can owe p at whose-]-- which he would otherwise A^. his other ) ? of all nations V?i we come to Thee, O Lorcf^ Awe give Thee, Lord, the gratitude of our hearts ^^ all explained v we thank Thee -1- - to give Thee -^- we beseech Thee \ and I ?.. t-lo Lord, by beholding Theei^X what sort j__ loving others A.^ [in the regions beyond^^lA ] to deal with'y^ and as we -e unless we do c "~^ we unders'tand ^ verily, verily, I say unto theeWn [and a-n"- and the-- there are 1 there will . f their own J there have u there has been k there has not k^ to him for him 's ] Semicircles. 422. The semicircles in most frequent use are the following- named : We: The semicircle for we is always written in the first position, both when written alone and when beginning 214 TICKS AND SEMICIRCLES phrases. When the semicircle is changed into a hook and attached to the following stroke, that stroke is invariably written in the first position. When the semicircle is used medially or finally, it is joined to the preceding stroke without reference to position. Way or Away : These frequent words may be conveniently expressed by Brief-Way, generally Weh, joined in any position. Were: Phrases beginning with were may be expressed by Brief-Way, generally the semicircle Weh, or as a Weh- hook, second position. Occurring medially or finally, it is written in the position required by the preceding stroke. It is many times expressed by an Ar-hook on an outline written in the third position. What: This word is generally indicated by Wuh, first posi- tion, or Weh may be used in phrases, and the sign written in the position required by the phrase. The word is also frequently indicated by halving the preceding stroke and placing the sign in the first position. With : With is generally indicated by Weh, first position. In some derivative words, Ith or Dhee is used instead. Would : Would is generally expressed by Wuh, second posi- tion, or Weh may be used in phrases, and the sign written in the position required by the preceding stroke. It is frequently indicated by halving the preceding stroke and writing it in the third position. Year=s : These words are generally indicated by Yeh, first position, but Yuh is frequently employed in phrases, and written in the position required by the phrase. You : You is generally indicated by Yuh (opening downward), second position. However, Yeh (opening upward) is fre- quently employed in phrases, or in frequent phrases you may be entirely omitted. Sometimes this omission is im- plied by writing the form of the preceding word in the third position. Beyond : beyond that which 7 - /" s r .s We: we come shall we / we met fl werather.-. we satisfy Jf. as we < we can '7^?. should we^<. ought we A TICKS AND SEMICIRCLES 215 Way or Away: go away x this way 4 that way irregu- lar way"X_c pathway -V- give-n-ing away "~-^-_ far away ^i" put-ting away-^^ make away with --^ pass- ed-ing away Nf Were : were late f were made o there were 5 were gone <=T> were come c as were c yours were ~ What: about what~ without what { what is in- volved ^~\ what is the matter^fTT^hat sort ^ beyond what O With : with such f with salvation -/?. with his own ^ " withhiscustom^~^ r ~\vithit with its ^ herewith) wherewith^ with her ^ " , Would: that would ( this'would 4 the other would \ would certainly^ you would show-O.. you would say -0-. Year-s : about a year "v two years ago '^r^- some years ago ^_ leap year (\> several years agot^ next year^-ju in the course of the year year bookA-. beyond his years ^ You: you do I you have v in you^ any of yovC^. you say there is T " in what you^f. which of you / you said ^ " maKes you s-v* could you do it ~\ all you do ^ can .you then you 6, before you canVu , within you^ convince you'^f you would take n_. do you see V you take _ what did you do^ [have you - ^-- are you ^ - will you ,p. doyou.j.-] QUESTIONS ON LESSON 19. 1. Name the modifications that may be attached to the ticks. 2. In how many directions are heavy ticks written ? 3. Light ticks 1 4. In how many positions are they written 1 5. Name an exception. 6. What modifications may precede the ticks . 7. In what direction may ticks be more conveniently joined to strokes ? 8. For what purpose is a tick disjoined, and written at a right angle at the end of the stroke 1 9. At an acute angle 1 216 REVIEW 10. What is the manner of indicating medial or final I? 11. Medial or final he? 12. How is I represented initially ? 13. How is he represented initially ? 14. For what purpose is a heavy tick used medially or finally ? 15. State how we is written. 16. What is the invariable position when beginning phrases? 17. In what manner may way or away be indicated ? 18. State how were may be indicated, and in what position. 19. Name the different ways of expressing what. 20. State the various ways of expressing with. 21. Name the ways of expressing would. 22. State how year-s is indicated. 23. Name the ways of indicating you. 24. How may its omission be implied ? REVIEW EXERCISE 19. In harmony with the foregoing illustrations, write the fol- lowing : Of a, on a, to a, but a, but the, and but, he is has, he should, should he, I have, or if, how will, how are, all will, to have, and to the, but if, or if, two are, two will, who are, who will, there are, there will, who have, there have, and our own, but not, ought to have, ought their, and how, and ought, but are not, and I (Ketoid 1 ), and I have (Keftoid 1 ), and the (Light dot 4 ), and a-n (Ketoid 4 ), giving a, making the, it seems there- fore, onto, perhaps there are, I would be, he would be, would seem, it would seem, is the time, we give, we said, as we should, to give away, as there were, wherewith, with us, with our, with our own, with it. (Dhet the height of Tee above line. Only vertical or inclined half-length that height, all other such signs being half the height of Tee above line of writing.) You would, would you, two years, two or three years, next year, some years ago, in the year, have you, you have ? if you, before you, then you have, do you think, you shall. LESSON 20 OMISSIONS.* A: as a personal Saviour <2J^_ nowadays ^~\ for a time V. awhile... (Omission of a of frequent occurrence.) Able: profitable ?^_ Accom : (usually omitted) accompany V_^ accomplish- ment j [accommodate | ] After: day after day (| week after week ___ [ 777 ] time after time J| . year after year .^ [ ^ J -A1-: God Almighty ^ Lord Almighty "v- All : to all intents and purposes -v-^r An : such an intellect <- Ni And: to and fro- 1 *^- in and in^" up and down \ deeper and deeper ML shorter and shorter j. heaven and earth Wt again and again*-, blacker and blacker"^ better and better \v/ brother and sister ^\o~ quicker and quicker~Tf7 by and by^ east and west \ right and wrong/V^ stronger and stronger^.- such and such J> through and through \ forever and ever \_. further and further ^\ this and that ( this, that, and the other P greater and greater *- c -' (and what ~. and would( -> ) here and there^ (and to find --^ and to give-,^_) i_'Q_ By : step by step %, week by week ---- day by day II year by year^X- [ u ] moment by moment *~v-** justification by faith Circum : your circumstances jT Con-, Com-, Concern-: content J convenient-., con- veniences ^ committee concomitant * Ed : called it ^ mentioned it o kept it ~~^ For: reason for their/ ''take it for granted l- took it for granted |~, learned counsel for defense^" \ good for nothing ~f From : away from him ^N^ to hear from you From To: from place to place \^ from day to day \\ from hand to hand *-^> Have : will have had /~ we have done J we have been ^ would have known a_? what must haver been^~\ it will have sailed ^> it will, have addressed \ I have every reason to believe that^\ I have delivered.f (I de- liver (* ) I have broken \-_>I have driven V I have * Many words, in freciuent use, are omitted, yet easily supplied by con- text, or by the manner of writing preceding or following strokes. 217 218 OMISSIONS PC , received ^_"_ (I received ^_"_ ) I have assured > (I assured 2 ) I have said (I said | ) I have satis- fied-f (I satisfied -\ - ) I have complained t (I com- plained \ ) I have told f 1 (I told T ) J have embraced l ""\ I have failed (J. I have presented \^_, (I presented^Vx ) I have also ^ (I alsoO ) you have known -^? we have known it "_ we have made Cl_ I have madeJt: (I made ^ ) I have settled f* ([ settled (* ) I have started \ I have suggested / (I suggested/ 3 ) I have suspicipned\ I have tried \ I have agreed^ (I agree ^J2 ) I have explained <^ I have waited 'j I have wondered rrrfl have worked ^ (I worked..*^ ) (are you going to haveitTN-bJ ) He: is as he has j;_ as he has his ~) has he his O as he has O what he says J , I : which I have seen prep_ared 6 ~ ( \ till I have L which I have / whether I canV^ which I trust you will//- until I have had--- for what I did not "3 Jio, sir, I did noto"^ which I can not Z, if I doS__ than I can-_^,- ln : bears in mind V\ borne in mindV"* puts in practice put in evidence-^- take it in your hand In A: put in a word or two'^C =Ing: if they are willing thatvy^ loving-kindness/^ doing it \ being it \ making it ^ taking it \ calling it ^ trying it J.. thinking it C saying it ) seeing itj> usingiit -> valuingit-$_- making us -a showing there was < from their own showing y going to be ^ going to do it ^ on their having'* stepping-stone \ resuming his^^o leaving u&^-o taking up I stumbling- block . (seeing therefore ^ giving their own "^^proceedings g Ing To : taking to it I from beginning to end'^ ^ are you going to havev J , Into: take into consideration \j took it into considera,tion"4" put into the case\_ take that into considerations It: it took it -I-- (the last "it" being omitted) let it be remembered /\. let it be seen /A (let her^-/ ) had it not been ~4,~ were it not t/ Of: nothing of it *~^ member of its *\ two of us V> more OMISSIONS 219 of its n any one of us ^?. most of you rr* who of you A in consideration of his [^ Of A-n : meaning of a text 'I subject of an article \< Of The: fathers of the church Vo one of the worst thing"* x *" P peculiar circumstances of the case^"^, first day of the weeK^__ seventh day of the weeki) one of themostc o to the end of the world ~-f-~ Of Our: in the year of our Lord ^0 On: puts on his boots ^ puts on his coat y_ put on trial on either hand 3 on the one hand On The: sermon on the mount"W on the other hand D Or: at or about'i;* at or near-^/ better or worse V^ good or bad -\ can or can not -> one or two< >\ has or has notQ' either has orjalis not C^ will or will not ^* are somehow or other^' some day or other O greater or re? I y\ less c- more or less C~^ sooner or VaterQ^y a year or two?^, whether or not\_^ would or would not ^ Period : The character for the period, double-length Chay, is frequently omitted in rapid work, a little more space than usual serving to indicate the omission. Personal Pronouns I, He, They, She, We, It, You: before come V united stand ^-j, as far as can ~^o.r_, Possessive Pronouns His, Our, Your, My, Their: in the words of ttxt c-P in the circle of acquaintance ^-/ PHRASES: Finally, brethren, whatsoever things are true, whatsoever things are honest, whatsoever things are just, whatsoever things are pure, whatsoever things are lovely, whatsoever things are of good report, if there be any vir- tue, and if there be any praise, think on these things. The: totheother I on the contrary y on the nextpage^> on the whole -f~ upon the most v^^> upon the sub- jcctV K what is the matter^T^on the way^ in the near future -^. (omissK)n of the of frequent occurrence) Their: it took their I n : more than_o_ne<^^ larger than one to the eye -j- to the sacredness-^ To: to-morrow^s/ to-day -r- to-night -o- one year ago to-day C-AJ i To Have : claims to have securedc-^-^- to have been -^-- was to have gone 1, To Their : according to their according to the other --i Upon : line upon line r outrage upon outrage~|-l//- - Will : if your Honor will take -^:_ if your Honor will refer -^- With : in connection with the -* in accordance with that together with a I together with which "7" together with you j> together with me (my or him) _ ^T-N connected with the -r ^_^ a Your: what is your occupationv-) what is your business x> put your, trust in God'v" OMISSION OF CERTAIN STROKES IN WORDS. P: attempt U trumpet U T: obstacle \_ hostage sf vestige ^o institute^ destitute f> egotistical ~~i _ D: adjacent ^ adjustment eA> adjust / J : damage (^ OMISSIONS 221 K: (frequently omitted before Shon- or Eshon-hooks) bank\^ anxious "v" anxiety H* modification ^o gratification '"^ topic _l^_ inkstand .Tf F: [Pacific Coast \^ ] pontificate ^. S: dissatisfied ~k " this State ^ this system p this summer &-!/ United States Constitution u United States Senate X - Q - next season ^_Q_^ . .- various States L/C this doctrine ^i in this direction ^i this oltyt L: manual labor '^A infallible^V envelope v, eternal 1116 U V <_> , R: purpose \ purport \ fornication surplus \ warm 57l surmount ^v - proportion \j arrange si refer /V transfer 1 interfereX infer"^ birth N merchant'-^ submerge^ margin ~J- southern ^ search / mark market --- March ~IJ. - M: symptom _^L * temporal K^ pamphlet \_ seldom^ problems -\,- blaspheme \^ prime minister^"^ slumber <^\lumber /^\ N: arrangex/ passenger y identical rr" agency / general system c/ gentlemen of the juryj. Western States V Western world V^ /do not un- derstand me Af_^ revenue y\_ than that y~ atone- ment t, downcast -J^, downfall ~(^~ downward "L," can sustain P"can we c grand-child _ parentage V/ pencil Y" upon you V, W: next week^ * this week > .witness j-^f for the week > husband and wife H: just as soon as the harvest /^horrible .^- - REVIEW EXERCISE 20. Write the following in accordance with the preceding illus- trations : For a long time, in such a case, such a position, indispensa- ble, accompanied, more and more, ladies and gentlemen (Elds- Jent), less and less, under the circumstances, convenient-ly, from month to month, from night to night, I believe, I have 222 KEVIEW believed, I said, I have said, as well as he can, as far as he can, as soon as he can, before I can, more than I can, which I can, which I have, and I have (Keftoid 1 ), bear in mind, going there, sewing machine, this morning, this evening, making it, doing it, thinking it, stepping-stone, everlasting life, evenings, meetings, proceedings, from beginning to end, going to be, going to do, going to have, take it into consideration, were it not, had it not, kingdom of Christ, life of Christ, laws of God, kingdom of heaven, many of them, gospel of Christ, righteous- ness of Christ. Word of God, Spirit of God, one of them, some of them, at the close of the day, at the end of the year, history of the world, one of the most, in all parts of the world, signs of the times, ways of the world, does or does not, one or more, once or twice, two or more, whether or not, in the world, to the world, to the place, to the other, on the subject, for the pur- pose (Ef-Pee), for the world, at the present time, all the world, at the present, more, than once, longer than usual, in reply to your, in order to be, according to that, it seems to me, so as to make, wish to be, as to whether, to go to New York, as to your, as to be, want to do it, it seems to be, in regard to that, in reference to the, according to that, to the world, to the day, to the time, in connection with, in harmony with (Ner^Em), what is your business, what is your name, it must be, just now, anxious, next time, next day, next year, Christian life, foreign, arrangement, upon him, next week, this week, by the week, and his wife. LESSON 21 MISCELLANEOUS PRINCIPLES, INITIALS, PROPER NAMES. BMP, EMB. Be: may bex-^am to be x**s if I am to bej*"^ assume-d to hq?,. cause him (or me) to be"^ "^ we may become < f~ x 3" am being / *> . Back : carry him (or me) back c ^^ Body : somebody a > Pipe : steam pipe fTT Party : Democratic party I < Boat : steamboat cr^ EMPEN. Been : may have been """"^ we may have been may have been done^~"?seem-ed to have been 6~~* such may have been /^ EMBEND. Behind : came behind ^ Stroke Written under Preceding Stroke implies con-, com-, cog-, accom-, accum-; the latter stroke, however, is many times joined Nearness or sometimes Joined implies of, of a-n, of the. Fourth Position implies to, to a-n, to the: to-day | to- night'o- to- morrow;^/ to knowxc^ 7 todo ~\ to war -&- to wall "v^ ' to sail --~- to the house-^- to Sicily- ~- to the relation i^-to the reality -?* to steal -f- to the story ^- to how-/- tothe-s,- to a-n -7- to whom-/-- to the man s^> to warrant ~r J -^Nj- -/* - As To : as to you J\ as to whether A as to your f as to this ~C~ " as to _^_ . as. to the- ^- - as to how-/o- as the./o _ as to a-n -P- - as to it "f" ' (as it were -\- -) Too: too much y too great"^ toohard"^ too little V (Let rarely used downward) too old y ~ too m-^ny-^^: too high ~v " 223 224 MISCELLANEOUS PKTNCIPLES Two: two days fe two months t> two years" " (day or twoagol month or two ago' *) two-edged two-fold -<[-- two-masted~U^ ) Lapping: attitude l| critic^ "" dietetic'i taught it \ tell it would (j where there &re<^^ propound^ catechism"i = ^ r ^so much )j viva voce VJ^_ vice versa^ re-establish *> Crossing: notwithstanding T nevertheless ^^C. noncon- formity"^, nonconducting U. noncontiguous *% - Dot (initial): Con-, Com-, Cog-, [Cum- cumulative /i ] connect committee | cognate -' (Usually, im- plied by writing remainder of the word UNDER the pro- ceding stroke. Accom (accum) also designated in the same manner; accomplish ^ accompany V_^ ) [Can- canvass >o canvasser Cj>/ ] ' Dot (final): Ing: giving ' doing I in writing *". taking the \ acting a ~_y doing their \ seeing you \ (The syllable ing is many times omitted. See under "Omissions.") cv License: very much more than /-> ancient world < Old and New Tt i stament/ rv ^* two or -three more N ^ once more_sr> much more /-^ A-: astraddle "^1 [await ~\ ] aslope -T\ aslant -9 aweary-i/ 'ashore ~J apart -<\ aright -A if they do itarightV. aglow t . apace \ athwart "9 agoing i__^ amassed -< across -fTt afar ^v^- A ._ , B \ C i P \~~ Q - V v^_ W c X - Examples : A. W A. A. -, A. J. } z / INITIALS. D 1 E /.. F V. K L r M ^ R ^ So T \ Yf Z ) W. A * A. H. -7 A. A. C J C. C. \ C. G M.-^ H. > W. H. ? H. W . I J. H.A S, H / W. S. A. S. - O. A. l_ T. H. \ J, T '/I D. T. U In Familiar Names : [J. T ./ D . T, \ S. c.3 S. W. e S. S. S. H. J C. H. / W . L. ^" W. Rt/ W. M.*~^ W \.<-j R. T. -^ L. T. ^ p. T. \ W. T. f ' R. D. ^ L. D. f C. D. ) W. w.c H. H. A P. L. S P. RA P. P.\. p. N. ^3 PROPER NAMES 225 Great benefit will result to the shorthand writer by the use of the initials shown on the preceding page. The use of those shown in the last paragraph under "In Familiar Names," must rest solely with each person. The illustrations are only sug- gestive. Considerable latitude and brevity are allowable in writing familiar names, as indicated by the paragraph referred to. PROPER NAMES. It is very necessary that the stenographer form the habit of writing proper names in shorthand ; for if this is not done, he is placed at a decided disadvantage in taking dictation, re- porting addresses, or doing other work where proper names are frequently used ; in fact he is unable to indicate a very essential part of the matter, hence his report is practically worthless. The use of longhand for such purpose will not meet the requirements of rapid work. It is as necessary to become familiar with the common proper names as to learn the forms for other common words. Any one who attempts to continue in shorthand work, and yet not employ signs for proper names, is greatly handicapped. Every stenographer should become thoroughly familiar with the outlines for the names of persons, cities, States, countries, etc., in frequent use in his work. If engaged in sermon reporting, the outlines for the books of the Bible should be as thoroughly learned as any other common forms. In case of difficulty in spelling names of persons, a tempo- rary resort may be had to vocalizing the shorthand outline according to the spelling rather than according to the sound of the word. For instance, it will be easy enough, and yet sufficiently clear, to indicate the difference in spelling between Hansen and Hanson, Andersen and Anderson, Austen and Austin, Read and Reade. In receiving dictation, where a queer spelling of a proper name is given, if difficulty is expe- rienced in remembering the exact spelling, this plan may be followed until the names are familiarized. All names and addresses, titles of articles, etc., should be written outside left marginal line of note-book, for greater ease of reference, and also for greater advantage in making transcript. A number- of other reasons might be assigned why this is advisable. The shorthand pages in Part IV ex- hibit the proper method of writing names and addresses, titles of articles, etc. 15 226 PROPER NAMES Days of the Week. *i TU Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sabbath Months, January f_^ February L March ^yv April C\ May ^ June / July y August ^, September ,*""' V > October -^ November ^\_ December I Names of the Books of the Bible. Genesis (/ Exodus f Leviticus A b Numbers Deuteronomy Joshua Judgos Ruth 1 Samuel 2 Samuel ^ 1 Kings e _ 2 Kings cs . 1 Chronicles ~ZL_S 1 John a J Nebraska ^~\ 2 John ^/ Nevada ^-\_^- 3 John / Jude /-- New Hampshire New Jersey ^ Revelation f~> New Mexico ^L Maryland ^r 3 Manitoba -\ Massachusetts ^ ~3 ^--* Mexico \ Michigan ") "^ New Zealand ^ Minnesota Nf Newfoundland x Mississippi Z\^"o New Brunswick ^-V-~A Missouri ^V Norway ^ 228 PROPER NAMES Nova Scotia Ontario Quebec Russia Scotland Sweden South America South Africa Switzerland United States Cities; Akron c Alameda ' Albany f Alexandria Allegheny (. Allentown /] Amsterdam Anderson Ann Arbor * Asheville Ashland Astoria Atchison Atlanta I Augusta Aurora Baltimore , Batavia Battle Creek "^ Bay City Beatrice Beloit Bethlehem , Beverly Birmingham Bloomington Boston Bowling Green Bradford Brooklyn Brunswick Buffalo , Burlington *> Butte Cairo Calcutta Canton Cape Town Cedar Rapids Charleston Christiania Charlotte Chattanooga Chicago Cincinnati -v- /, ^ Colorado Springs*^)" Columbia _A- S> Columbus <-^~t> Constantinople f. / Copenhagen Corinth ,- TT, Cortland Council Bluffs Dallas Davenport Denver Des Moines Detroit Duluth Elmira Emporia Erie Evansville Fond du Lac Fort Worth Fort Wayne Fostoria Grand Rapids Greenville Indianapolis Hamburg Hamilton Harrisburg Hastings Helena PROPER NAMES 229 Hobart Honolulu Houston Jackson Janesville Jefferson City Kalamazoo Kankakee Kansas City Keokuk Key West Kingston Knoxville Kokomo La Crosse Lafayette Lancaster Lansing Leavenworth Lincoln Liverpool Logansport London Los Angeles Louisville Lowell Mansfield Marshall Melbourne Memphis Meridian Michigan City Milwaukee Minneapolis Mobile Montgomery Montreal Nashville Nebraska City New Albany New Bedford New Orleans Newport Newton New York ~^f Oakland Omaha Oshkosh Oswego Ottawa Paris Philadelphia Phoenix Pittsburg Plainfield Port Huron Portland Providence Pueblo Quincy Raleigh Richmond Rochester Rock Island St. Louis St. Paul Salt Lake City San Francisco San Jose Seattle Shreveport Sioux City Sioux Falls Springfield Streator Stockholm Superior Sydney Syracuse Toledo Topeka Vicksburg Walla Walla Washington Wellington Wheeling Williamsport Wichita Worcester Ypsilanti Zanesville 230 PROPER NAMES Some Frequent Surnames. Adams l^ Anderson* 'v.^Ai. Andrews v^* Austin \ f ^ f Bartlett *\^ Bell \^ Berry \/ Brown X Butler "^~\ Campbell c~* Christiansen -f Clark c Cooper ^ Curtis ci Daniells j Eastman j^ Edwards L Eldred ^\ Emerson rJ~~^ Evans C^U Field ^ Fisher ^9-- Foster ^ Franklin ^.. French ^ Gardner 'e*-* Hall *r Hansen ^~*~'> Harris ^^ Hill .t. Howe r^y Howell 5^^. Hughes %* - Hunter '^r-^'j Johnson "^ ** Jones / Kennedy "~T King T^ Kellogg - , Lane 'so Lawrence /"^ Lindsey /j Lewis y^. Logan ^ Long <^, _ Mackintosh ^ L_, Marsh ^=^^ Martin ^-^-^ Matthews '~/_ . , Miller ( ^y Mitchell ^ Morrison ^-^-^ Morse - .- Nelson Olsen ^ Osborn ^ Palmer x^_^ Peterson \P- ' Read ~~/\ Rice ~^s Richardson ^^/ Robertson /^-^ Robinson /\^ ft Sanders <^ ? Sharp 9 Smith ^ \ / / ^ t > "S" "I" Ni BUSINESS LETTERS 245 D. A. Wheeler, Wakefield, N. H. Dear Sir : Your letter of October 31 was duly received. I should have replied to it a long time ago, but the matter has been neglected. You state that you received word from me that we had not reveived your annual dues for the current year. But the statement sent to you was evidently sent about the time you forwarded your dues, and it had not yet been credited on our books. Your dues have been received all right, and you have received proper credit on our books. With kind regards, we are, Yours sincerely, (100) W. F. Schwartz, Williamsport, Pa. My dear Sir : Your card of March 11 is just received. We note that you are waiting anxiously for the little leaflets entitled "Ex- tracts on Missionary Work." We did not have a supply of these in stock when you requested them ; but a supply has lust reached us, and we take pleasure in forwarding the number you desire. Yours truly, (64) R. L. Polk & Co., 122 La Salle St., Chicago, 111. Gentlemen : We are in receipt of the Iowa Directory frotn your Detroit house all right. Please accept our thanks for your prompt- ness in getting it to us on time. We will remit to the Detroit house, as per your direction. Will say that we shall likely want a Kansas Directory before very long; but we note from your list that you have not issued a Kansas Directory since 1898. Are you getting out a new one ? If so, how soon will it be out ? We are anxious to have the latest, and could wait for a time for it in case you are getting one out. Please let us know the exact facts in the case. Very truly yours, (128) W. S. Smith, Marshall, Mich. Dear Sir : The new radiator which you kindly purchased for us has been placed in position, and the one that we had taken out is now at your disposal. What do you want us to do with it ? Please give instruction in regard to this at your earliest convenience. Truly yours, (55) J. V. Willson, 603 East Twelfth St., Des Moines, Iowa. My dear Sir: I am in receipt of your communication of March 13, and note that you think you will want from 100 to 300 copies of the Year Book. This starts out pretty well. But you do not say what you think about our suggestion to have your librarians canvass your territory, and endeavor to get this publication in the home of every family. Trust that you will give that matter consideration, and that ,we may hear what you think about it. Yours truly, (98) Arthur H. Smith, 605 Fifteenth St., Oakland, Cal. Dear Friend: I have your card of March 6, in which you acknowl- edge the receipt of my letter of December 22, though you say the lit- erature did not reach you, owing to your coming to this country. I shall be pleased to comply with your request to send you another package, which I trust you will carefully examine. Shall be pleased to learn the results of your investigation. I feel sure that you will find in this literature something that will aid you in your work, and hoping to hear from you in regard to it, I remain, Yours respectfully, (109) LESSON 25 X \ s~ Vj BUSINESS LETTERS 247 Mr. C. P. Bollman, 11 West Twentieth St., New York, N. Y. Dear Sir: We are in receipt of yours of March 12, and it should have had a more prompt reply. We note what you say about the letter from Channings. Our Mr. Howell will look the matter up further. Glad to know that you have had such a good meeting in Jersey City. Good reports are coming from our workers in all parts of the Held. They say that they are having excellent meetings. Are pleased to know that you will reach this city about the last of the month. You will be here in time for the beginning of the council. Respectfully yours, (115) W. A. Blakely, Esq., 550 Drexel Ave., Chicago, 111. Dear Sir: We have requests from you to send the revised edition of "State Papers " to Lambert Brothers, to the Independent Patriot, the Truth Seeker, and to the Seventh-day Baptist Outlook, of Plain- field, N. J. Is this all the list you have furnished us so far? or did we return you some names that you have not returned to us ? If so, if you will return the same, we will place the requests on file, and as soon as "State Papers" is from the press, we will see that they are sent out at once. Very sincerely yours, (109) Hon. J. S. Collins, Detroit, Mich. My dear Sir: Please accept our thanks for your communication of March 23, enclosing the matter for the revised edition of "State Papers." Will forward the same to Mr. Blakely, the editor of the book, and you will no doubt receive a response from him also. With kindest regards to you for the favor, we are, Cordially yours, (63) Hon. S. F. Wilson, Gallatin, Tenn. Dear Sir: We are in receipt of your letter of recent date, and are glad that you received the literature we sent you all right, and also that you are in conference with Mr. Carter in regard to the Oapps case. Fraternally yours, (48) Mr. Richard Wellington, 136 Kelley St., Amherst, Mass. Dear Sir : We beg leave to advise you that we have sent you by this mail under separate cover, eleven pages of English copy which we wish translated into Spanish, to be printed in a catalogue. We thought Jthat as you are with a Spanish professor you could furnish us with a first-class technical translation. We trust you will put the work in hand at once, and let us have the manuscript at the earliest possible moment, as it is wanted for an urgent job for a par- ticular customer. When you return the proofs, will you kindly give us the price for do- ing this kind of work ? If we can get the translation done for a reason- able figure, we can perhaps furnish you with quite a good deal of it. The eleven pages we have sent you is only a part of the catalogue that we are going to print. Your usual prompt attention will be esteemed a great favor by, Yours very truly, (166) 248 BUSINESS LETTERS 4 7 x, 1 >. A* o s"\ / < % /-Y -\ \ r^rrrrr;../. .w -^-- r 1 / N BUSINESS LETTERS 249 Rev. S. B. Horton Church Hill, Md. Dear Sir: I have yours of the 23d inst., and note what you have to say regarding the Price case. We have made a memorandum of the matter, and will have it brought before our Board. We make a note of what you say with reference to the tracts that you think should be circulated in that field, and will also bring that in for consideration, and you can be assured that the Association will supply all the liter- ature that can be used to advantage in that State. Will write you more fully as soon as our Board is through with its meeting. With kindest regards, I am, (106) Yours sincerely, Mr. James R. Latham, Room 469, Commercial Building, Chicago, 111. Dear Sir : We have just received a telegram from you quoting us a price of five and fifteen hundredths cents per pound delivered, for special book paper, cash fifteen days. Our Mr. Nelson is in Chicago to-day, and we have written him with reference to the contents of your telegram. He will call and see you on Monday next, and tell you what we are prepared to do. Thanking you for your promptness in the matter, we remain, Yours very truly, (96) International Publishing Company, 165-173 South Clinton St., Chicago, 111. Gentlemen : Please find herewith bill of lading for four boxes of corrected plates of your Physiology book, shipped to you to-day via the Grand Trunk Railway. The balance of the corrected plates belong- ing to the dummy you sent us will be shipped to-morrow. We enclose with this a proof showing some patches which It would seem should go in the second book, for which you have sent us no dummy. If you will kindly supply us with a dummy, we will have these plates patched and returned to you as soon as possible. Vary truly yours, (114) Mr. John H. Graham, Kalamazoo, Mich. Dear Sir : We beg to confirm our telephone message to you this morning, relative to an exhaust fan. We find that we were mistaken when we wrote you on July 28 that the fan measured forty-four inches. We find that it is a sixty inch fan right hand down blast, overhung wheel, two inlets, oscillating damper, divided blades. The fan cost us $250. Our Mr. Kellogg promised to call and see you to-day with refer- ence to this matter. He is anxious to make a trade with you for the dynamo that you have for sale. We return herewith the enclosures which accompanied your letter, and remain, Yours very truly, (110) Mr. P. H. Milham, Jacksonville, Fla. Dear Sir : We have received your letter of the 19th inst., asking us to send you three copies of Map No. 9, Captivities of Judah and Israel. We concluded, of course, that you did not want these copies until all the colors and journey lines had been run, and as we will not finish printing the colors until Monday, we regret that we are unable to send you the maps. We hope to be able to do so on Tuesday after- noon, however, without fail, and trust this will be time enough for you. Yours fraternally, (90) LESSON 26 250 BUSINESS LETTERS 251 Smith, Tuttle & Co., Detroit, Mich. Gentlemen : We are duly in receipt of your letter of the 84th inst., also the sample of the No. 1 Enameled Book to which you refer. After examining this sample, we have decided that it would not be best for us to use it. While the finish is very good, we think you will be free to confess that it was badly blackened in the calenders. (76) Very truly yours, American Tar Board Company, Neave Building, Cincinnati, Ohio. Gentlemen: We have been waiting to learn definitely whether or not we would be successful in securing a large binding contract before replying to your letter of July 21. It now looks as if we will get the lob, and if we do, we shall place an order for at least one carload of board, and perhaps two cars. We write now to know if it would not be possible for you to lay the board down here at Hammond at the price quoted in your letter above referred to viz., $45 per ton. We had an offer from another house of $45 per ton F. o. B. Hamilton; but we fear that their board is not as good as yours, and we prefer to give you our business. Kindly let us hear from you by return mail, and oblige, Yours respectfully, (154) Miehle Printing Press and Mfg. Co., 75 North Clinton St., Chicago, 111. Gentlemen: Just a line in reply to your telegram to tell you that the press has arrived, and is now here on the railroad track. We have just had a new freight agent installed, who refuses to deliver the press until we present him with the bill of lading. Will you kindly send your erector and the bill of lading immediately, and greatly oblige, Yours truly, (78) Model Index Company, Elk hart, Ind. Gentlemen: We are duly in receipt of your letter of the 29th inst., and in reply beg to thank you for your kind inquiry re prices for electrotyping. Owing to the increase of cost, both of materials which enter into the manufacture of electrotypes and the increased wages that we are now paying, we can not see our way clear to make you any better discount than what we are now allowing you. If you can see your way to place your work with us at the old rate, we will endeavor to give it our best attention, and will appre- ciate your kindness very highly indeed. Yours truly, (113) The Stromberg-Oarlson Telephone Mfg. Co., 48 East Jackson Boulevard, San Francisco, Cal. Gentlemen: Please send us as soon as possible, one battery call desk 'phone. When your Mr. Davidson was here, he promised to send us some switchboard drop numbers. He has evidently overlooked the matter, as up to the present they have not materialized. Will you kindly jog his memory about the matter, and see that the drop numbers are forthcoming, and we will esteem it a great favor. Yours very truly, (85) MISCELLANEOUS PBACTICE MISCELLANEOUS PRACTICE 253 [The matter for the nine exercises following has been selected from that excellent journal entitled Success. These selections are presented not alone for the illustration of shorthand notes of fre- quent expressions, but it is believed that the required study of the matter can not but be stimulating and stamina producing.] PRACTICAL EDUCATION. The great revolution in business methods has given rise to a new order of things, an order that demands special training, a practical adaptation of things. The age of the theorizer, the dreamer, is past. The world of realities, with its manifold problems, confronts us. Most institutions of learning have awakened to this fact, and are fast eliminating from their curricula those studies which do not iu some tangible way help the student. The dead languages are giving way to the modern, the theoretical training of the past to the prac- tical, which fits men and women to cope with the real in life. Many students, who stand high in school and college, prove but sorry bunglers when they are called upon to go out in the world to earn their living. Graduates who can conjugate Greek verbs glibly, who can write a composition in several languages, who can talk bril- liantly, and theorize in a masterly way, often fail utterly when they attempt to reduce their theories to practical terms. Perfectly at home in the university or college, they find themselves completely at sea in actual life. We know plenty of these brilliant impracticables, who impress one as knowing a great deal, and yet never seem to accomplish much. Like a fish thrown up by the waves on the beach, they seem to be out of place in the workaday world of facts. In the world of theory, they can swim, but on the beach their fins are useless. A practical busi- ness man, when asked his opinion of one of these impracticables, said: "Oh, he is one of those men who are always soaring after the infinite, and diving after the unfathomable, but never pay cash." One of the defects of a so-called liberal education is that it does not emphasize sufficiently the fact that the great object of life is to achieve, not merely to theorize and study. Any course which tends to paralyze the practical faculties, and to turn the creative energies into theoretical or impractical channels, will be condemned by the better sense of this century. (351) WHAT DOES YOUR POSITION MEAN TO YOU? YOUNG people who are working for small salaries, as a rule, feel that they are kept down, and that their services are not appreciated. They feel that they are overworked and underpaid, and question why they should study the interests of their employers, and do more than they are told to do. Banish from your mind the idea that you are being overworked and underpaid. As long as you are dominated by this idea, your work, instead of elevating you, is constantly demoralizing you; for, instead of sharpening your faculties, drawing out your finest nature, and developing your ambition, you are strangling all that is best and noblest within, and forming habits which will reduce you to medi- ocrity. Not the boy who watches the clock and does merely what he is told to do, but the one who is forever trying not only to fill his place, but to overflow it; who is ever on the alert for new ideas and improved methods; the boy who never thinks of his salary, but re- gards his position as a great opportunity, a grand stepping-stone to something higher and better; the boy who looks upon his position as a splendid discipline to make him more thorough, more accurate, more methodical, more energetic, this is the boy who climbs above his fellows. A boy's ambition is easily killed and his desire to climb is soon checked, if he does not constantly aspire to something higher, and does not look up instead of down. It is a g^od plan for boys to constantly ask themselves this ques- tion : " What does my position mean to me ? Does it mean inferiority or superiority, success or failure? (2861 LESSON 27 a. i .X^ a 144/31 ^VAU^^ v ^..y-LsV. A.-I; :u J Ld ..l.JQL...yjA.>P n.. 1 P T 1 -:/.^rI ^4 vLli^- ; t v S54 MISCELLANEOUS PRACTICE 255 "IF I REST, I RUST." The heights by great men reached and kept Were not attained by sudden flight; But they, while their companions slept, Were toiling upward in the night. Longfellow. The significant German inscription, found on an old key," If I rest, I rust," would be an expellent motto for those who are afflicted with the slightest taint of idleness. Even the industrious might adopt it with advantage to serve as a reminder that, if one allows his facul- ties to rest, like the Iron in the unused key, they will soon show signs of rust, and, ultimately, will not do the work required of them. Those who would attain " The heights by great men reached and kept," must keep their faculties burnished by constant use, so that they will unlock the doors of knowledge, the gates that guard the entrances to the professions, science, art, literature, agriculture, every depart- ment of human endeavor. Industry keeps bright the key that opens the treasury of achieve- ment to the ambitious. If Hugh Miller, after toiling all day in a quarry, had devoted his evenings to rest and recreation, he would never have become a famous geologist. The celebrated mathemati- cian, Edmund Stone, would never have published a mathematical dic- tionary. He would never have found the key to the science .of mathe- matics, If he had given to idleness his spare moments, snatched from the duties of a gardener. Had the little Scottish lad, Ferguson, allowed the busy brain to go to sleep while he tended sheep on the hillside, instead of calculating the position of the stars by the help of a string of beads, he would never have become a famous astronomer. "Labor vanquishes all;" not inconstant, spasmodic, or ill-directed labor, but faithful, unremitting daily effort toward a well-directed purpose. Just as truly as eternal vigilance is the price of lioerty, is eternal industry the price of noble and enduring success. Seize, then, the minutes as they pass; The woof of life is thought. Warm up the colors; let them glow, With fire of fancy fraught. (345) A DIVINE HUNGER FOR GROWTH. Whenever you see a youth yearning for more education, for a fuller life; when you see him devoting every spare moment to acquir- ing information which may help him in his business or occupation, or enlarge his mental horizon; when you see him cheerful and prompt, always trying to do everything he touches to a finish, you may be very certain that that boy will succeed. (70) Literature, the ministry, medicine, law, and other occupations are cramped and hindered for want of men to do the work, not for the work to do. If you wish to test the truth of this statement, hunt up a first-class editor, reporter, business manager, foreman of a machine shop, mechanic, or an artist in any branch of industry, and try to hire him. You will find him already hired. If you need idlers, shirk- ers, half-instructed, comfort-seeking editors, lawyers, doctors, and mechanics, apply everywhere. They are plentiful. MARK TWAIN* (99) MISCELLANEOUS PRACTICE MISCELLANEOUS PRACTICE 257 FAR-AWAY OPPORTUNITIES. DISTANCE seems to have a great charm for youth, especially for boys. It is very hard for them to see opportunities where they are. They are all looking for great chances, for unusual openings. 15 is difficult to convince them that almost all the successful men of the country found their opportunities right where their duties placed them, and did not succeed by running away to some other city or country. Very few. boys to-day, though they live in a paradise of good opportunities, think they have any chance. If they could only get to Chicago, San Francisco, New York, or some other large city, they feel sure they could succeed, but they can not see an opportunity on the farm or in a little country town. If youths would only realize that every little task in the store or on the farm is an opportunity to cultivate the very principles upon which every success must stand, to cultivate dispatch and system, to enlarge the observation, to practice good manners, to learn the value of politeness and courtesy; if they could only realize that these are all stepping-stones to something higher; that the ladder upon which they must climb to success, if at all, is close to th Q m; that every task lightly done will advance them a step on their way, they would be far on the road to success. Boys are always dreaming about genius, of what it can accom- plish, and wondering why they do not have it. They do not under- stand that drudgery is the right hand 9f genius, and that persistence performs miracles. They do not realize that the great majority of men who have risen to be superintendents, managers, and proprie- tors of great stores, found their first opportunity in sweeping the floors of those very stores. Remember, young men, that the chances are that the stepping- stones to your promotion are right where you are, not somewhere else. If you fill your present position, whatever it may be, full to overflowing; if you are faithful, careful, and prudent; if you study the needs of the next higher step above you, you may soon take that step. (364) THE SECRET OP SUCCESS. VERY few ever get full command of their energies. Most people get their living hy thoir weakness rather than by their strength. They never seem to utilize more than a fraction of themselves. They use only a part of their faculties. Their power is potential, not real. They remain undeveloped possibilities. Only one side of their nature has been unfolded. To have the power to fling one's self unreservedly upon whatever one does; to bo, as Goethe said, a whole man to everything one touches, to bo able to throw, not a quarter, not a half, but one's entire weight upon the task in hand, this is the great secret of success. To getcompleto possession of yourself, absolute mastery of your faculties; to seize your life-purpose with the whole of your being and fling your life out to it, this is to succeed, indeed. To feel the thrill which comes with the consciousness of complete self-mastery, this is life raised to its highest standard. One who is out of his place can not get possession of himself. He must fill the niche which nature made for him, or he will bo a failure. He must feel the whole of himself, all his faculties, his entire being, tugging away at his life-aim, if he would make the most possible of himself. A man whom nature cut out for a statesman will be a f ailureon the farm. One patterned for a shoemaker will still cobble, though he be in congress. One trouble with most of us is, that we seek for power outside of ourselves; we think we can absorb it from books, from a teacher, from a school, a university; but the creative energy which accom- plishes things, the original, vitalizing force of achievement, must ever come from within. It can not be found in books or colleges; it can not be put into us from without; it must be evolved from within. Borrowed power never accomplishes anything; it is the man who gets a firm grip on all his powers, impelling them as by a coiled spring within himself, that is ever the master of the situation, and accom- plishes grand results. (370) 17 MISCELLANEOUS PRACTICE 259 MAKING EDUCATION PRACTICAL. THE prime object of education is to gain power, ability to grasp, to hold, to administer, to cope with men and things; to become more effi- cient in the great struggle for existence; to concentrate all one's powers upon one point. This is an intensely practical age. The great throbbing world of fact and competition, where only the fittest sur- vive, has little use for mere theory or theorists only. Hard common sense is the genius of the century. Men care very little, to-day, about what might do or what ought to do, but they want to know what will do. Not theories, but considerations confront the world of actuality. The world is always hunting for an efficient man; a, man who can do things; a man with executive ability; a man who has transmuted every bit of his Knowledge into practical power. a,nd has learned to bring it out with great energy upon whatever he undertakes: this is the kind of man who is always in demand. For ordinary purposes, a man with one idea and with great energy behind it; a one-talented man who knows how to use his talent, is in greater demand than a ten-talented man with a head crammed with facts and theories, but who does not know how to use them. This is the reason why the man who gets his power at first-hand from reali- ties, from actual experience and contact with the world, always has a great advantage over the merely encyclopedic college man who can not effectively use what he knows. The boy who takes the highest rank in school or college is often graduated only to take the lowest rank in real life. Do not suppose that we would depreciate in the least a college education. On the contrary, we advise every youth who can possibly do so to go to col- lege, but we wish to emphasize the great necessity of making an edu- cation practical by being able to transmute it into power. This is why the students who are obliged to work their way through school or col- lege are often more successful in life than those who have plenty of money. They have learned, while getting their education, how to make their knowledge available in order to minister to their own ne- cessities. After all, necessity is the greatest and most practical schoolmaster. No college, no institution, of itself can give this pe- culiar transforming power. If a boy does not take it to college with him, he will not take it away with him. He will take away just what he brought. It may be in a more elegant shape, but it will be the same material. If a mental scythe is made of good steel, the college grindstone will bring it to an edge, and make it do more effective work. But if the scythe is made of soft steel, all the college grind- stones in the world will not make it effective. How often do we see men who seem to be drowned in their talents ! They know so many things that they can not marshal them effect- ively upon anyone point. Their heads are so stuffed with facts and theories that they do not seem to be able to concentrate their energies with sufficient force to accomplish anything. There is a vast differ- ence between knowledge or mere learning and practical wisdom. A mind stuffed with other men's ideas is not necessarily an educated mind. To be the mere passive recipient of what others have thought out is to be a sort of reservoir, but not a fountain. A man may have a vast amount of knowledge, and yet not be able to accomplish any- thing. The memory is the lowest faculty of the brain ; it merely holds what is put into it, but has no power to use it. The will, the practi- cal faculties, must seize this information and put it to real use, or the education will be lost. Literary culture alone will never make a strong man. Mere piling up of facts and theories, reading of books, or memorizing other peo- ple's ideas will not necessarily make a man who can accomplish things. A youth who is graduated from college with high honors may be absolutely powerless to cope, in the actual affairs of life, with some narrow-minded, comparatively ignorant, but hard-headed man, who, perhaps, can not even write his own name. The college may give knowledge, but not necessarily wisdom or working ability. (753) 260. MISCELLANEOUS PKACTICE MISCELLANEOUS PRACTICE 261 WHY PEOPLE ARE OUT OF WORK. IT Is most interesting to study the people who hang about employ- ment offices in great cities, or who are constantly going about looking for work, "trying to get a job." They often claim that the trusts or un- toward social conditions are to blame for their i'dleness. But, if we ex- amine these people, we shall find, in many a case, that there is a screw loose somewhere. Some of them are dissipated; some have been drifting about for years as "Jacks-of -all-trades;" some are sloven or have filthy personal habits; most of them are shiftless; many have bad manners, or have been so wretchedly brought up that employers could not endure them in their stores or offices; some are lazy, while many of them are hopeless wrecks. The great majority do not know how to do things properly. They have not been trained to accuracy or thoroughness; they only half do things. This is the great secret of the army of the unemployed. Not more than one in twenty of the domestic servants who are seeking situations can fill a position efficiently. They botch their work; they are careless; they do not seem to know how to live with civilized people; they scratch costly furniture, ruin tapestries, break valuable china, while most of them do not know even the first principles of cleanliness, and practically nothing of sanitary science. Not one cook in a hundred knows anything of the chemistry or science of the kitchen, and yet most of them com- plain of a condition of things which keeps them from getting work. Probably not more than one person in fifty of those who are looking for positions as bookkeepers knows how to keep a set of books. They are not naturally accurate; they do not know how to concentrate their minds, and consequently blunder, make erasures, and blot their pages. Thou- sands of stenographers are out of positions, but how rare it is to find one who is really competent. Very few of them know anything of the laws of punctuation or English composition; they can not spell correctly, and most of them are so narrow in their education and experience that they are of little use to a broad-minded man. They know little of geography, biography, or history; and, if reference is made to anything outside the office routine, they are utterly at sea. They know little of books, of countries, or of men. They have simply learned to write shorthand mechanically, entirely overlooking the fact that, in order to be a really successful stenographer, one must have a broad general education. How difficult it is to find an office boy who is bright, quick, thoughtful, at- tentive, discreet, courteous, and polite. Every employer very quickly appreciates merit, and notwithstanding the army of unemployed in every large city who can not procure situa- tions, scores of business men and institutions are constantly looking for employees who can properly fill positions. First-class stenographers, bookkeepers, hotel employees, clerks, etc., are exceedingly rare; and there are very few young men and women who are thoroughly competent to serve as managers, superintendents, or in other positions of a responsi- ble character. Competency and efficiency are always in demand, while incompetents and inefficient workers by the thousands are starving for want of em- ployment. 'The first thing to do, if you have not done it, is to fall in love with your work. You can not in any given case, by any sudden and single effort, will to be true if the habit of your life has been insincerity. We are. all apt to lose sight of the fact that wisdom is not what. a man knows, but what he is. The important thing is not what we drill into our children, but what we drill them into. (639) LESSON 29 MISCELLANEOUS PRACTICE 2G3 A RECIPE FOR WISE LIVING. Most people merely exist; they do not live at all, In the broader sense of the term. 19 inhale and exhale, to eat and drink, to attend to the necessary routine of everyday life, is a small part of real liv- ing. Wise living means wise thinking, and most of us do not think; we worry and fret, we are over-anxious about our affairs, but we do not know the A-B-C of real thinking, nor the luxury of knowing how to concentrate the mind. To focus the eye on a pinhole, and try to think of one thing is not what we mean by concentration. Con- centration, in the highest sense, is the focusing of the whole being, the flinging of one's highest power upon one point, the combination of the ethical, spiritual, and physical powers in the development of manhood and womanhood. Many people, in trying to concentrate the mind, merely narrow their mental vision by trying to keep it within certain limits. True concentration is a very broad term. It means the bringing into har- monious, effective action, the powers of all the faculties, mental, spiritual, and physical. Man is a very complex being, and, for his symmetrical develop- ment, requires a great variety of nourishment. Birds, flowers, land- scapes, pictures, music, and society are just as essential to a full and complete development of manhood and womanhood as the technical education of the school. The man who expects to become great by concentrating his mind upon one thing, day in and day out, year in and year out, will surely dwarf his success, as he would dwarf a tree by cutting off all butone branch. We must send force-sap into every avenue of our beings; every pore of the mind and soul must absorb power, or the man wjll be stunted. If nourishment is cut off in any direction, the life will be circumscribed in proportion. The man who is not constantly extending his horizon will soon get into a rut. Those people who leave their mark upon the world, who broaden and enrich the life 9f their community, are constantly growing. The world has little use for the men who stop growing, no matter what their age may be. It is the fuller life, the broader experience, the deeper culture that time brings, that enrich civilization. Every occupation is crowded with men who have stopped grow- ing, men who have got into ruts, and can not get out. They are pig- mies, as far as public spirit is concerned, pigmies in society, and outside of their own little narrow groove. These men do not bene- fit the world much, and are not missed when they retire from the active duties of life. It is the men who learn the secret of wise living, men who are broader than the bread-and-butter question, that the world wants. (481) JOHN 1:1-13. In the beginning was the Word, and the Word was with God, and the Word was God. The same was in the beginning with God. All things were made by him; a.nd without him was not anything made that was made. In him was life; and the life was the light of men. And the light shineth in darkness; and the darkness comprehended it not. There was a man sent from God, whose name was John. The same came for a witness, to bear witness of the Light, that all men through him might believe. He was not that Light, but was sent to bear witness of that Light. That was the true Light, which lighteth every man that cometh into the world. He was in the world, and the world was made by him, and the world knew him not. He came unto his own, and his own received him not. But as many as received him, to them gave he power to become the sons of God, even to them that believe on his name: which were born, not of blood, nor of the will of the flesh, nor of the will of man, but of God. (200) MISCELLANEOUS PRACTICE MISCELLANEOUS PRACTICE 265 THE HEAVENLY INHERITANCE. Peroration of Sermon by Elder U. Smith, delivered at Battle Creek, Mich., October 26, 1890. The goodly land! I can hardly forbear, before I close, casting a glance forward to that heavenly inheritance which is the objective point of all our struggles, our toils, and our desires. I see there a land which stands in a wonderful contrast to this. As the hymn says "Oh I how unlike the present world, Will be the one to come!" I see fields smiling in living green, trees majestic in their wealth of verdure, flowers dazzling with their rainbow hues, and on neither field nor trees nor flower do I see the touch of frost or the pale hand of decay. I see no foot-prints of the curse, no scars of sin. I see no pesti- lence walking in darkness, nor destruction wasting at noonday. I see no forms distorted with pain, nor brows furrowed with anxiety and care. I see no mournful shafts telling where weary forms and sad and broken hearts have gone down into dust and darkness. I see no painful messages passing over that land, telling that a friend, a brother, a fellow laborer, has fallen beneath the cruel stroke of a relentless foe. I see no darkened room where the tide of a precious life is ebbing slowly away. I see no bosoms heaving with anguish, no badges of mourning, no funeral trains, no yawning, insatiate grave. But on the other hand, I see a glorious company who bear bright palms of victory over death and the grave. I see, as one of our hymns says, that " The glory of God like a molten sea, Bathes the immortal company." I see every eye sparkling with the fulness of the joy that reigns within. I see'on every cheek the bloom of eternal youth and everlasting health. I see every limb lithe and strong. I see the lame man leaping as an hart. I see the blind gazing with rapture on the celestial glory. I see the deaf listening enchanted to the heavenly melody. I see the dumb joining with loud voice in the anthems of praise. I see the mother clasping to her bosom the children she had lost awhile in the land of the enemy, but now recovered forever. I see long parted friends meet in eternal reunion. I see a river so pure and clear, so charged with every element of refreshment and life, that it is called "the river of life." I see a tree over-arching all, so healing in its leaves, so vivifying in its fruits, that it is called "the tree of life." I see a great white throne in whose effulgence there is no need of moon or sun to give us light. I hear a voice saying to that victorious company, "This is your rest forever, and you shall no more be acquainted with grief; for there shall be no more pain or death, and sorrow and mourning have forever fled away." And in all the universe I then see no trace of "sin or suffering; but I hear from every world and from every creature, a joyous anthem, like the sound of many waters, going up to God; and they say, "Blessing, and honor, and glory, and power be unto him that sitteth upon the throne, and unto the Lamb forever and ever." Such is the goodly land we may go up and possess. Such is the land that awaits every laborer who is faithful to the end. The Spirit and Bride say. Come; and whosoever will, may come. If any here have not yet turned their feet Zionward, let me say, "Come with us, and we will do thee good." (624) LESSON 30 206 MISCELLANEOUS PRACTICE 267 VOCAL MUSIC IN EDUCATION AND WORSHIP. An address by Prof. W. W. Prescott, at the Commencement Exer- cises of Battle Creek College, June 18, 1894. The brief contribution which I shall make to our program this evening, is but the outgrowth of work which we have actually done during the present year. , Having taken up a line of work in vocal music which has been allowed to lie in neglect, and having presented in our recital this afternoon some of the results of our first year's work, it seemed but proper that some brief reference should be made in the program of the evening to this part of our work. Music has been defined as being the art which employs sound as the medium of artistic expression for what is not within the province of literature, of sculpture, of -painting, of acting, or of architecture. Of course vocal music is that department in which the human voice is the medium. The gift of artistic speech is one of God's greatest gifts to man, and the vocal apparatus with which man is endowed is the most wonderful of all musical instruments. It is itself a thing of life. It is under the direct control of the mind and the will without any intermediate mechanism. In compass, in range, in variety, it vies with any instrument, and it is certainly worth the while to give it due attention, that one may be able to use, to the best possible advantage, this gift of gifts. And this is true not merely of the one who is a professional singer, not merely of the one who wishes to use his voice for singing; it is valuable also for one who wishes to know how to use the melody of his voice, a/id to use it on any occasion, to the best advantage. It often happens that what is written in the form of poetry and where the lines are made to rhyme, is, after all, but prose, and some- times a very poor quality of prose. It is also true that much that is written in the form of prose is poetical both in thought and expres- sion. So, too, there is the music of the voice, a melody that should be preserved in speaking as well as in singing. When we come to the question of the intellectual value of vocal music, it opens before us a wide range. There is no other kind of music so universal; in every age, in every land, and almost with every individual, vocal music is universal. The mother sings a lull- aby o'er the infant of a few days; we chant requiem at the grave of the departed; and so it may almost simply be said that we are sung into life and sung out of life. To be able to appreciate music is worth the while, and richly repays for such time and study as may be devoted to it. Music is an independent, intricate, competent, and universal language. It has its grammar, laws of phrasing, forming clauses, and rounding periods; it has its rules of position, agreement, govern- ment, and progression; its principles controlling climaxes, repeti- tions and other rhetorical figures; nor is it wanting in idiom, as we shall realize when we compare Oriental and western systems, ancient and modern, or note the peculiarities of the different western schools. It has also its mannerisms or provincialisms, so that a tyro may readily know whether he is listening to a Scotch, an Irish, an Italian or German melody. As an organized and veritable language it manifests its strength in its ability to express thought, portray feeling, and arouse emotion. In all these it is the superior of verbal utterance. The eagle of intellectuality, it soars into those regions of exalted thought which verbal formulae can not penetrate, and where logic would droop with weary wing; it beats the pulseless ether of abstract thought, with confident, buoyant pinion. We might properly ask a series of questions when we attempt to weigh the intellectual value of the study of music, and that whether it be vocal or instrumental. These questions might properly be propounded : 2G8 MISCELLANEOUS PEACTICE ....... MISCELLANEOUS PRACTICE 269 1. Does the study of music strengthen the memory ? 2. Does it bring the reason into active play ? 3. Does it favor habits of thought. 4. Does it inspire the Imagination ? 5. Does it enhance the perceptive faculty ? 6. Does it facilitate expression ? 7. Does it arouse the emotional nature ? 8. Does it cultivate the esthetic prin- ciple ? 9. Does it give breadth of mental comprehension ? If these questions, or any considerable number of them, should be anwered in the affirmative, it would seem evident that there is intellectual value in the study of music. Not having the time to elaborate upon these questions, or to defend them as propositions, I can simply raise the questions, believing, at the same time, that such answers can be given, and truthfully given, as would indicate an intellectual value in the study of music entitling it to its place in the curriculum of any institution. As to music in worship: From the beginning to the present, span- ning the whole course of time, we find music taking its prominent place in the worship of God. When the foundations of the earth were laid, then it was that "the morning stars sang together, and all the sons of God shouted for joy." When he was born whose mission it was to seek and to save that which was lost, and the angel came to bring the glad news, ''then suddenly with the angel there was a mul- titude of the heavenly host praising God. saying, Peace on earth, good will to men." When he ascended up on high, and led captivity captive, then it was that the choirs of angel voices answered with the inquiry and with the song of reply, " Who is the King of glory? The Lord strong and mighty; the Lord mighty in battle." And all along through the course of history we have repeated instances where music has played a prominent part in the worship of God, and we are assured that it will be so in the eternal ages; for " the redeemed shall return and come to Zion with songs and ever- lasting joy upon their heads." When religion has waned, music has waned; when religion has been revived, music has been revived. It is a part of the history of the Dark Ages that music was taken away from the people; it is a part of the history of the Reformation of the sixteenth century, and by no means an unimportant part, that music was restored to the people in the worship of God. Since Luther's time, the people have sung; the Bible inspired their songs, and the impulse given at the epoch of the Reformation produced in later years those noble orato- rios which seem to be the summit of this art. It would certainly seem to be clear, even with this brief sugges- tion, that music has an important place both in education ana in worship. (480) LINCOLN'S GETTYSBURG SPEECH. Fourscore and seven years ago, our fathers brought forth on this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so con- ceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But in a larger sense we can not dedicate, we can not consecrate, we can not hallow, this ground. The brave men, living and dead, who struggled here, have consecrated it far above our poor power to add or detract. The world will little note, nor long remem- ber, what we say here; but it can never forget what they did here. It is for us, the living, rather to be dedicated here to the unfinished work which they who fought here have thus far so- nobly advanced. It is rather for us to be here dedicated to the great task remaining before us, that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion, that we here highly resolve that these dead shall not have died in vain, that this nation, under God, shall have a new birth of free- dom, and that government of the people, by the people, for the people, shall not perish from the earth. (270) LESSON 31 MISCELLANEOUS PRACTICE 271 PORTION OF PRESIDENT McKINLEY'S LAST SPEECH. [Used by permission of The Winthrop Press, New York Oity. J PRESIDENT MILBURN, DIRECTOR-GENERAL BUCHANAN, COMMISSION- ERS, LADIES AND GENTLEMEN : I am glad to again be in the City of Buffalo, and exchange greet- ings with her people, to whose generous hospitality I am not a stranger, and with whose good will I have been repeatedly and signally honored. To-day I have additional satisfaction in meeting and giving welcome to the foreign representatives here, whose presence and participation in this exposition have contributed in so marked a degree to its interest and success. To the Commissioners of the Dominion of Canada and the British Colonies, the French Colonies, the republics of Mexico and of Central and South America, and the Commissioners of Cuba and Porto Rico, who share with us in this undertaking, we give the hand of fellowship, and felicitate with them upon the triumphs of art, science, education, and manufacture, which the old has bequeathed to the new century. Expositions are the time- keepers of progress. They record the world's advanco-ment. They stimulate the energy, enterprise, and intellect of the people, and quicken human genius. They go into the home. They broaden and brighten the daily life of the people. They open mighty storehouses of information to the student. Every expo- sition, great or small, has helped to some onward step. Comparison of ideas is always educational, and as such instructs the brain and hand of men. Friendly rivalry follows, which is the spur to industrial improvement, the inspiration to useful inventions and to high endeavor in all departments of human activity. It exacts a study of the wants, comforts, and even the whims of the people, and recognizes the efficacy of high quality and low prices to win their favor. The quest for trade is an incentive to men of busi- ness to devise, invent, improve, and economize in the cost of pro- duction. Business life, whether among ourselves or with other peoples, is ever a sharp struggle for success. It will be none the less so in the future. Without competition we would be clinging to the clumsy and antiquated processes of farming and manufacture, and the methods of business of long ago, and the twentieth would be no further advanced than the eighteenth century. But though commer- cial competitors we are, commercial enemies we must not be. The Pan-American Exposition has done its work thoroughly, pre- senting in its exhibits evidences of the highest skill, and illustrating the progress of the human family in the western hemisphere. This portion of the earth has no cause for humiliation for the part it has performed in the march of civilization. It has not accomplished everything; far from it. It has simply done its best, and without vanity or boastfulness, and recognizing the manifold achievements of others, it invites the friendly rivalry of all the Powers in the peaceful pursuits of trade and commerce, and will co-operate with all in advancing the highest and best interests of humanity. The wisdom and energy of all the nations are none too great for the world's work. The success of art, science, industry, and invention is an international asset, and a common glory. After all, how. near one to the other is every part of the world. Modern inventions have brought into close relation widely separated peoples, and made them better acquainted. Geographic and politica} divisions will continue to exist, but distances have been effaced. Swift ships and fast trains are becoming cosmopolitan. . . . 272 MISCELLANEOUS PRACTICE " L ^- c ^.7 /-^ C. ' " MISCELLANEOUS PRACTICE 273 The period of exclusiveness is past. The expansion of our trade and commerce is the pressing problem. Commercial w;irs are unprof- itable. A policy of good will and friendly trade relations will prevent reprisals. Reciprocity treaties are in harmony with the spirit of the times; measures of retaliation are not. If, perchance, some of our tariffs are no longer needed for revenue or to encourage and protect our industries at home, why should they not be employed to extend and promote our markets abroad? Then, too, we have inadequate steamship service. New lines of steamships have already been put in commission between the Pacific Coast ports of the United States and those on the western coasts of Mexico and Central and South America. These should be followed up with direct steamship lines between the eastern coast of the United States and South American ports. One of the needs of the times is direct commercial lines from our vast fields of production to the fields of consumption that we have but barely touched. Next in advantage to having to sell is to have the conveyance to carry it to the buyer. We must encourage our mer- chant marine. We must have more ships. They must be under the American flag, built and manned and owned by Americans. These will not only be profitable in a commercial sense; they will be mes- sengers of peace and amity wherever they go. We must build the Isthmian Canal, which will unite the two oceans, and give a straight line of water communication with the western coasts of Central and South America and Mexico. The con- struction of a Pacific cable can not be Jonger postponed. In the fur- therance of these objects of national interest and concern, you are performing an important part. This Exposition would have touched the heart of that American statesman whose mind was ever alert and thought ever constant for a larger commerce and a truer fraternity of the republics of the New World. His broad American spirit is felt and manifested here. He needs no identification to an assemblage of Americans anywhere, for the name of Blaine is inseparably associated with the Pan-American movement, which finds here practical and substantial expression, and which we all hope will be firmly advanced by the Pan-American Congress that assembles this autumn in the capital of Mexico. The good work will go on. It can not be stopped. These buildings will disappear, this creation of art and beauty and industry will remain to "make it live beyond its too short living with praises and thanksgiving." Who can tell the new thoughts that have been awakened, the ambitions fired, and the high achievements that will be wrought through this Exposition! Let us everremember that our interest is in concord, not conflict; and that our real eminence rests in the victories of peace, not those of war. We hope that all who are represented here mny be moved to higher and nobler effort for their own and the world's good, and that out of this city may come not only greater commerce and trade for us all, but, more essential than these, relations of mutual respect, confidence, and friendship which will deepen and endure. Onr earnest prayer is that God will graciously vouchsafe prosperity, happiness, and peace to all our neighbors, and like blessings to all the peoples and powers of earth. J8 LESSON 32 274 MISCELLANEOUS PRACTICE . 275 A TASTE FOR READING. WE can not linger in the beautiful creations of inventive genius, or pursue the splendid discoveries of modern science, without a new sense of the capacities and dignity of human nature, which naturally leads to a sterner self-respect, to manlier resolves and higher aspira- tions. We can not read the ways of God to man as revealed in the history of nations, of sublime virtues as exemplified in the lives of great and good men, without falling into that mood of thoughtful admiration, which, though it be but a transient glow, is a purifying and elevating influence while it lasts. The study of history is espe- cially valuable as an antidote to self-exaggeration. It teaches les- sons of humility, patience, and submission. When we read of realms smitten with the scourge of famine or pestilence, or strewn with the bloody ashes of war; of grass growing in the streets of great cities; of ships rotting at the wharves; of fathers burying their sons; of strong men begging their bread; of fields untilled, and silent workshops, and despairing countenances, we hear a voice of rebuke to our own clamorous sorrows and peevish complaints. We learn that pain and suffering and disappointment are a part of God's providence, and that no contract was ever yet made with man by which virtue should secure to him temporal happiness. . . . For the knowledge that comes from books, I would claim no more than it is fairly entitled to. I am well aware that there is no inevit- able connection between intellectual culture on the one hand, and individual virtue or social well-being, on the other. "The tree of knowledge is not the tree of life." I admit that genius and learn- ing are sometimes found in combination with gross vices, and not unfrequently with contemptible weaknesses; and that a community at once cultivated and corrupt is no impossible monster. But it is no overstatement to say, that, other things being equal, the man who has the greatest amount of intellectual resources is in the least danger from inferior temptations, if for no other reason, because he has fewer idle moments. The ruin of most men dates from some vacant hour. Occupation is the armor of the soul; and the train of Idleness is borne up by all the vices. I remember a satirical poem, in which the Devil is represented as fishing for men, and adapting his bait to the tastes and temperaments 9f his prey : but the idler, he said, pleased him most, because he bit the naked hook. To a young man away from home, friendless and forlorn in a great city, the hours of peril are those between sunset and bedtime; for the moon and stars see more of evil in a single hour than the sun in his whole day's circuit. The poet's visions of evening are all compact of tender and soothing images. It -brings the wanderer to his home, the child to his mother's arms, the ox to his stall, and the weary la- borer to his rest. But to the gentle-hearted youth who is thrown upon the rocks of a pitiless city, and stands "homeless amid a thousand homes," the approach of evening brings with it an aching sense of loneliness and desolation, which comes down upon the spirit like darkness upon the earth. In this mood, his best impulses become a snare to him; and he is led astray because he is social, affectionate, sympathetic, and warm-hearted. If there be a young man thus Cir- cumstanced, let me say to him, that books are the friends of the friend- less, and that a library is the home of the homeless. A taste for read- ing will always carry you into the best possible company, and enable you to converse with men who will instruct you by their wisdom, and charm you by their wit; who will soothe you when fretted, refresh you when weary, counsel you when perplexed, and sympa- thize with you at all times. GEORGE S. HILLAED, 276 MISCELLANEOUS PRACTICE r _!!!A.-Trrr\....V! MISCELLANEOUS PEACTICE 277 THE PEN AND THE PRESS Young Genius walked out by the mountains and streams, Entranced by the power of his own pleasant dreams, Till the silent, the wayward, the wandering thing Found a plume that had fallen from a passing bird's wing; Exulting and proud, like a boy at his play, He bore the new prize to his dwelling away; He gazed for a while on its beauties, and then He cut it, and shaped it, and called it a Pen. But its magical use he discovered not yet, Till he dipped its bright lips in a fountain of jet; And, Oh! what a glorious thing it became! For it spoke to the world in a language of flame ; While its master wrote on, like a being inspired, Till the hearts of the millions were melted or fired; It came as a boon and a blessing to men, The peaceful, the pure, the victorious Pen. Young Genius went forth on his rambles once more, The vast, sunless caverns of earth to explore ; He searched the rude rock, and with rapture he found A substance unknown, which he brought from the ground; He fused it with fire, and rejoiced at the change, As he moulded the ore into characters strange, Till his thoughts and his efforts were crowned with success, For an engine uprose, and he called it the Press. The Pen and the Press, blest alliance! combined To soften the heart, and enlighten the mind: For that to the treasures of knowledge gave birth, And this sent them forth to the ends of the earth: Their battles for truth were triumphant indeed, And the rod of the tyrant was snapped like a reed; They were made to exalt us, to teach us, to bless, Those invincible brothers, the Pen and the Press. JOHN CRITCHLEY PRINCE. 278 GENERAL NOTES In preparing matter for the preceding pages, the dominant thought has been conciseness, presenting only that which is most essential for the student, and directing him to journals and works of reference for much additional valuable informa- tion. These pages might have been considerably extended by remarks and notes upon various points ; but it seemed that such would only tend to divert the student from the object in view, original thinking and practice. Little would be gained by a statement of personal preferences regarding various principles: the requirements of shorthand are varied; the uses therefore should be according to the requirements. Each writer should always hold himself ready quickly to accept suggestions that will be advantageous to him, from whatever source they may come. The selection of the outlines for the latter portion of this treatise can not be said to be unalterable; indeed, it would be difficult for such notes to be prepared; for special uses make necessary special outlines. A work of this character can of course treat the matter only in a rather general way. A final Avord regarding the plates used for this work. Although much time has been spent in finishing them as nearly perfect as possible, yet, from the nature of the work, It is evident that unobserved errors may easily occur, even after the printing is begun. We all have to do with mutable things. The student will also find that, notwithstanding his best efforts, mistakes will sometimes occur in his work. For instance, he will write a wrong outline, or assign a form to a wrong position. An unvarying way of correcting such errors will tend to save time. For this purpose an outline may be eliminated by writing two short strokes through it; and like- wise the proper position of the line of writing may, to save rewriting a form, be indicated by a light stroke of the pen. This manner of correcting mistakes while taking notes is rapid, neat, and offers a ready distinction, enabling one easily to avoid errors in making transcript. PART IV GENERAL REMARKS. This Part contains complete lists of word-signs and con- tractions, as well as an illustrative list of frequent phrases, in a form considered most convenient for reference by the student and the stenographer. Contractions Include All Abbreviations of Standard Phonography. In selecting matter for the accompanying list of contractions, an important question was, What should be included ? Since the list is intended for reference by persons preparing for various lines of work, it was deemed advisable to incorporate the entire number of contractions of the Graham system, as well as a number of special contractions of some frequently occurring words. Thus there are pre- sented, in the list of word-signs and in this list of contrac- tions, all the abbreviated outlines of Standard Phonography. All words not included in these lists are written in full, unless frequency of use makes necessary the formation of special abbreviations, illustrations as to the formation of which are shown through the various lists. Position of Word-Signs and Contractions. To the novice, the position of word-signs and contractions seems a difficult thing. It may appear to him that before writing any stroke, he must first determine its position. But this hesitation will be for only a short time, comparatively; for by reference to the list of contractions, it will be seen that nearly every contraction is written in the second position. As is evident, this position is more favorable for speed than any other. After a brief -practice, the stenographer will find that most of the word-signs are written in the second position, that the majority of the contractions are thus written, and that nearly all the remainder of the words having outlines written in full may also be placed in the second position. In order, however, to secure legibility, the word-signs and con- tractions assigned to the other positions, as indicated in the lists, should be written as designated. Position of Distinct Outlines. There are only three general classes of outlines, word-signs, consisting of one stroke; contractions, consisting of two or more strokes, and outlines having complete consonant representation. Lists showing position of the two classes first named have just been shown. The position which should be assigned to outlines 280 GENERAL REMARKS 281 having forms written in full must, of course, be determined by each writer. Of course the accented vowel of the word governs the position of the outline ; yet it will generally be the case that after a few years' use, nearly all words having distinct outlines will be written in the second position. Derivative Contractions. Reiated to this, is the question regarding the use of the derivative contractions presented in the preceding list. Many reporters, in writing such words, will write the particular ending required; as, assembly, Es-Em; assemblage, Es-Em-Jay; acceptation, Spet; accept- ance, Spet : Ens; hesitation, Zet; hesitancy, Zet-En-Es. This course is to be commended for beginners, especially where the same sign is suggested for words of the same parts of speech. The use of these contractions must rest solely with each person. The student is advised not to attempt to memorize the forms given in the list of contractions, but to refer to the list for words that occur in his own line of work. Thus he will obtain practical benefit, and will employ the best expedi- ents possible for his special need. Continued Advancement Essential. It is understood, of course, that a beginner is not an accomplished stenographer, and business men are willing to make due allowance for one who is beginning his work. But do not always be beginning. More persons fail on this particular point than on any other. This is the crucial test. Stenographers generally do not fail in their study of the lessons; they can write the exercises perfectly, and seem to practice sufficiently; but after taking up practical work, they do not make satisfactory advance- ment, and hence after a brief trial, they are excused, and their position is filled by one more competent. Examination of Notes, and Comparison with Lists. The most helpful suggestion it seems possible to give on this point, is that after beginning work, you should see that you are writing the briefest and most consistent forms for your particular work. Abbreviations not occurring in your writing you can safely let alone for the present; they do not concern you just now. But for months, at the close of each day's work, examine your notes carefully and critically, comparing them with the outlines suggested in the lists of word-signs, contractions, and phrase-lists, fixing in mind by sufficient practice, the best forms for your particular work. 282 GENERAL REMARKS Special Contractions. In addition to this, make your own special contractions, rarely writing a frequent word with more than two strokes. If you follow this plan, rapid advancement will be made, and only a short time will suffice to make it apparent that you are improving, and have in you the elements that make for success. Reason for High Abbreviation. The question may arise, Why is there presented in this treatise such high abbreviation, when many reporters decry against it, claiming that some of the principles of high abbreviation are impracticable ? The reason for the presentation of all the abbreviated outlines herein, as has been remarked before, is that the student may have opportunity to select and use such as will be most beneficial to him in his work. A consistent selection of principles for general use is illustrated in the engraved out- lines following, leading to brief yet legible writing. It is absolutely impossible for one to determine beforehand, and present, only such principles as will be most helpful to another. It is essential that each writer shall apply principles for him- self, do a little inventing on his own account, but in furnishing matter for all, there must of necessity be a briefer presentation than would perhaps be used by each until after considerable practice. The exercises and lists will probably indicate about five or ten per cent, briefer outlines than would be adopted at first. Brief Outlines for Frequent Words. Moreover, there is a very great difference in the kind of matter abbreviated. Little benefit results from trying to memorize abbreviated forms for infrequent words; such as, reprehensibility, neo- logically, etc. Vastly greater benefit comes from using very brief forms for such frequent expressions as has been, they do not, it will not. One of the strongest features of this treatise will be found to be the presentation of exceedingly brief outlines for expressions occurring frequently; the more frequent the word, the greater the necessity for abbreviation. Some brief outlines for less frequent words are shown in the list of contractions, largely for reference in case such may be used in more advanced work. How to Prepare for Reporting Work. To prepare to do rapid verbatim work, it is essential that a stenographer taking dictation for business correspondence, for instance, employ GENERAL REMARKS 283 the same brief signs in his work that he must necessarily use in rapid reporting. It is improbable that one will use, in rapid work, briefer signs than those to which he is accus- tomed. In fact, in rapid writing it is generally the case that one does not employ as brief outlines as he does at a lower rate of speed. However, a person should have, as nearly as possible, but one style of writing for all work, and, if speed is desired, that style should be the briefest consistent with legibility. On the one hand, speed demands brevity; while on the other, legibility requires accuracy on the part of the stenographer. Fortunate indeed is he who can always sail his stenographic craft amid the billowy waves of a seemingly boundless sea of oratory, so as to avoid both Scylla and Charybdis, to attain the requisite speed, and yet maintain the desired legibility. Speed Versus Legibility. The following suggestion may prove helpful to the beginner. After completing your study of the principles, and perhaps taking up practical work to some extent, there will of course be offered opportunity to do work at a speed that you have not yet attained. When such a condition is met, it does not present the most favorable opportunity for study of shorthand principles, and perhaps not even the application of them. If the rate of speed be high, and you wish to take the matter accurately (which of course you do), let your absorbing thought, your concentrated effort, be wholly in the way of pushing the pen as rapidly as possible, selecting the first form that comes to your mind. You will get more out of the exercise by studying shorthand principles after you get through more words and more helpful suggestions; for you will find that almost any kind of mark in your note-book, even after u .s "cold," can be read better than a line left blank while you are thinking of the' correct form. Now this is not to even suggest that you should not attempt to follow correct forms; but your first and perhaps more extended study of those forms should not be at a time when important aiatter is being delivered at a high rate of speed. The most necessary thing to be done at such a time is to keep up with the speaker; and you will find, too, that almos any kind of notes can be read, if nothing is emitted. 284 GENERAL REMARKS Rapid Writing Necessitates Brief Outlines. Through- out the various lists and exercises only the briefest and what is considered the most consistent way of writing is illustrated. The objection may be raised that the outlines are too brief; that longer forms are preferred. The only object of shorthand is to report speech accurately; if this can be done by using longer forms, and with less strain of both mind and hand, very well. Each person is, of course, at liberty to employ only such abbreviating principles as seem to him to meet his re- quirements. However, one will not be engaged in reporting work more than a few years until he will begin to realize the fact that verbatim work, even with the very briefest signs, requires a rapid movement of the hand, and that there results a much less strain, with greater possibility and accuracy, by using brief outlines. It has been facetiously remarked by one writer that he heard of a stenographer who, when the rapidity of utterance became very great, and he fell behind by using shorthand, would change to longhand in order to "catch up." If the briefer signs of shorthand are not thoroughly learned, so that more rapid work can be done with the longer forms, or with "longhand," if you choose, it is undoubtedly the case that such writing^is not at a very practical speed. High, accurate, practical speed will inevitably result when the briefer signs are thoroughly learned. Quick Relief from Fatigue. When the hands and wrist are thoroughly tired out by hours of writing, either in short- hand or typewriting, quick relief is secured by bathing them in very cold water, preferably ice water. The application of cold acts as a tonic, and the tired feeling of muscles and nerves is quickly relieved. This is also an excellent method of treating writer's cramp, alternating hot and cold. Preservation of Notes. After beginning practical work, it is well for the stenographer to preserve his notes. For this purpose use only bound note-books. With a small ink-pad and dater, the time of transcribing can be indicated at the bottom of each page, and this will also afford an index for what has been written, since the date placed on the bottom of the page of notes will correspond with the date on the letter, as shown by the copying-book or stamped on the letter itself. It is generally from these two sources alone that any tracing is GENERAL REMARKS 285 begun, and this method affords a ready means of quickly finding anything that has been written. Method of Handling Correspondence. In handling a large correspondence, there is need of absolute accuracy in making enclosures, both of letters and other matter. Because of the necessary haste in making ready and mailing, one who has no method in doing such work is liable to be brought into serious embarassment, besides causing great annoyance, delay, and loss by the exchange of enclosures of letters. The following suggestions offer one simple, but absolutely certain, way of doing such work. In receiving dictation and enclosures, place the papers to be enclosed, face down. If there are many, the name of the person to whom it is to be sent may be written on each, in shorthand. At the conclu- sion of the dictation, the first thing should be to address the envelopes, laying them face down. Ease of reference, as well as despatch in addressing envelopes, will be facilitated by beginning the writing of shorthand notes of names and addresses, or titles of articles any heading or name of speaker outside of marginal line on left edge of note-book, as shown by facsimile pages following. After the envelopes are addressed, place the enclosures in them in their order. The letters may then be written, laying each sheet face down. When signed, the letters should be turned face down, and when copied, they will be in the same order as the envelopes, in which they can be quickly placed for mailing. Unneces- sary delay is occasioned in making ready for the mail a large number of letters when the envelopes are in promiscuous order. Greater accuracy and more speed will always 'result from doing but one thing at a time, and that in a methodical manner. The number of copies to be made for enclosures to different correspondents may be indicated by placing a nu- meral in connection with the name of the person to whom the letter is dictated, that the required number may be made at one writing. Shorthand notes of quotations may, for convenient refer- ence, be begun about one-half inch from the left marginal line. Transcribing Letters. In transcribing letters, it is custo- mary for the stenographer to place the initial of his surname at the bottom of the letter, at the extreme left. A distinction between the letters for which he receives dictation and those composed by himself (which is sometimes done) may be made by his placing on the latter the initials of both his given name and his surname. 286 GENERAL REMARKS Keep up with the Speaker. In reporting a speaker it is best not to attempt to write too far behind, with the idea of taking advantage of phrasing. Phrases can not be studied and first made at the time of the speaking. They should be learned beforehand, and should flow from the pen without studied effort. The disadvantage of keeping far behind the speaker is that a sudden rapid flight or burst of eloquence will leave the stenographer too far behind for accuracy. About three Or four words behind will be sufficient for phrasing, besides being less taxing than trying to carry twelve or fifteen words and the signs for the same. Reporting is a triple opera- tion anyway, the hearing of the words, thinking of the corresponding signs, and the writing of the signs. It would therefore seem that the work is sufficiently difficult without making it still more so by keeping far behind the speaker, in order to think out same nice phrases. Better keep close up with the delivery, and let the phrases flow naturally, extem- poraneously, the parts being such as have been written many times. Brevity of Outlines. A statement regarding choice and brevity of outlines as herein presented, should be made, that the question may be settled once and for all as relates to this work. Some seem to think that all the brief signs presented must be employed by all persons in all cases; and because some do not seem able to do this, they consider the principles at fault. It would seem that a consistent view to take of this matter is, that if you are unable to use all the briefer signs of shorthand, you should have the fullest liberty of resorting to longer forms, or even to longhand, if you desire, and that is the best you can do using shorthand to write longhand a little faster; but while you have that liberty, another writer, whose capacity for remembering and ability for quick move- ments, as well as training and requirements, are different, should have the same liberty to employ the very briefest pos- sible signs where his work demands the use of such signs. The endeavor therefore has been to set forth that which would be suitable for different classes of work, and various kinds of writers; and 'every one should, after due investiga- tion, have the fullest freedom in the selection of such outlines as seem best adapted to his work and his manner of working. The way for one to have a text-book presenting only what he GENERAL REMAKES 287 considers best adapted to his own needs, is to prepare such a book, and he may then be further from realizing his desire than he was before. But in the matter of brevity of outline it may be truly stated that until a writer experiences the pressure which comes from being under an avalanche of words, a cloud-burst of phrases, a Niagara of sentences, which frequently occurs in reporting work, he may be inclined to question the propriety of brief outlines; after such an experi- ence never. Fallibility of Notes. A common error on the part of many beginners is to believe that their notes are infallible, that they can never be mistaken in them; and hence in making a transcript, those crooked marks must be followed, whether they make sense or nonsense. No business man wishes his correspondence to appear ungrammatical ; no speaker desires his language "murdered." If the stenog- rapher will use discretion in departing from his notes at proper times, his course will be appreciated by every one. There are exceedingly few who speak or write with such exactness as to make revision unnecessary ; the majority will appreciate any proper corrections that may be made in their diction. One should, of course, exercise tact in doing this work, and have a discriminative understanding of the matter involved. The reference works suggested below will be found helpful, and the stenographer wishing to advance steadily along the most practical lines will avail himself of every opportunity for improvement. Business men everywhere are anxiously searching for stenographers who put brains into their work, and it is to these that promotions come most rapidly. BOOKS OF REFERENCE. Standard Phonography: The series of publications issued by A. J. Graham & Company, especially the " Hand-Book of Standard Phonography," the Second Reader, the Dic- tionary, and the Reporter's List. Punctuation: John Wilson's "Treatise on Punctuation;" "Why We Punctuate," by the Lancet Publishing Co., Minneapolis, Minn.; Professor G. H. Bell's "Guide to Correct Language" and his .series of language works, published by the Review and Herald Publishing Co., Battle Creek, Mich.; "Punctuation," by P. Horace Teall, published by D. Appleton & Co., New. York. 288 GENERAL EEMAEKS Language: "The Verbalist," and "The Orthoepist," by Alfred Ayres, published by D. Appleton & Co. Spelling: Acquire the dictionary habit until there is obtained a thorough familiarity with the spelling, pronunciation, definition, and use of words. Spelling-books are also helpful. Among the many good spellers that might be named, the "Modern-Method Commercial Speller," by A. S. Heaney, of Providence, R. I., is worthy of special mention. It contains some very helpful rules. Dictation: "The Universal Dictation Course," Graham edi- tion, by W, L. Musick, St. Louis, Mo.; "The Science and Art of Phrase-Making," by David Wolfe Brown; for sale by the Shorthand Publication Bureau, Washington, I). C. Journals: The Student' s Journal, 1135 Broadway, New York, N. Y. , The Typewriter and Phonographic World, 335 Broadway. New York, N. Y. Shorthand Numerals: "Smith's Shorthand Numerals, or Quick Way of Writing Figures," by Ruel Smith, Bangor, Me. In studying the list of word-signs, pages 289-300, it will be observed that the outlines of all word-signs having the prefixes con or com are written in the first position, except for the following eleven frequent primitive words and their derivatives, which are written in the second position : Comprehend-ed-sion-sive-ible-ility ; complexion ; contract-ed- tion-tive; construct-ed-tion-tive-ness; control-led; constitution- al-ly-tive; consider-able-ness-ation; condition-al; concern-ed- ing; consumption; commence-s-d-ment-s; and the following, which are placed in the third position: conclusive-ness; con- clude-d-sion; consume-d. Other laws of implication will also be noticed; as, for instance, the assignment of the third position for nearly all outlines of phrases containing were, had, or would occurring finally or medially; while all outlines for phrases containing ought occurring finally or medially are assigned the first position. It will also be observed that all phrases beginning with I and we are written in the first position, while those beginning with he and were are written in the second position. In both the word-signs and the contractions (pages 303-323), there may also be observed the omission of the prefix ex in many.words, especially those of frequent use; and the frequent omission of Kay before the Shon- and Eshon-hooks. WORD-SIGNS 289 WORD-SIGNS. There is shown below, in phonographic-alphabetical order, as well as order of presentation of modifications, the entire list of word-signs of the Graham system, less than 2,000 in number. In connection with preceding lessons thery have been given the word-signs coming under each principle con- sidered, so that this list will be only a duplication, arranged for convenient reference; and to be of greater assistance in this respect, there are given both the shorthand signs and the sign-names. Thus the student is enabled to compare the signs with the sign-names, and can be certain that the sign- names are understood. A proper knowledge of these will be a key in readily understanding the names used in the list of contractions which follows this list : p Pee \ Sup [party.happy 3 hope, patent-ed, - 1 expressed, spiritual- Sperst ^ 2 surprised [ized-ist 3 suppressed Pees \, 1 possible- y-ility /-\ ] preliminary Prel ' \ 2 parallel-ed 2 posterior 3parliment-ary Pees*, \j 3 happiest Sperl 6\ 2 superlative-ness o 1 speak, superior-ity Spee \ 2 expect-ed-ation Pen \ 2 upon, puuish-ed- 3special-ty-ity [ment O 1 suspicion-clous Ses- \ 2suspect-ed Pens \ 2 punishes-ments o 3 happiness Pee 3 exasperate- d-ation 1 spoken Steh- [explanation 1 pernicious-ly-ness Pren A 2 comprehension-sive 3 apprehension-sive Pers \. 2 principles-als, pres'- 3 practices ,, 1 appearance [ility Prens )> 2 comprehensible- Perst \ 3 practiced 3 apprehensibie-ility Sper <\ 1 spirltual-ity \ 2 supreme-acy Spren t\ 3 supernatural-ness ,. 1 express-ive, spirit- gpers \j 2 surprise [ualize Sprens \ 2 experience In- cj 2 inexperience, in (the) Surens 6 [experience 19 290 WORD-SIGNS Pef \ 1 poverty ^ 3 hopeful-ly-ness, Prend 2 professor, prove, Splent ^ 2 explained, splendor d 3 supplaut-ed 3 approve-al [proof rfprent \ 3 superintend-ed-ent- Spee- \J 2 exception-al * [ence 3 shon 1 completion Pel- \\2complexion shon 3 application v Iby Bee \ 2 be, object-ed 3 to be, book Spel- \J 2 supplication Bees N> 1 business shon Sbee ^. 1 subordinate-d-ion 1 perfection N 2 subject Per- *\j 2 operation shon 3 oppression Yuh- r"\-2 you be Bee \ Sper- (\ 1 expression shon M 2 separation Bel C 1 belong-ed, by all N 2 able-y, believe-d rt\ 3 suppression Sbel \ Isublime-ity \ 1 opposition Pees- fJ 2 position eshon ~ 3 possession - 1 liberty, by our Ber \ 2 member, remember 3 number-ed, brother- [hood Spers- \ 1 spiritualization v 1 combine-ation eshon Ben \ 2 been 3 to have been Pee- \ 2 upon thr, up thr dhev \ 3 hope-d thr, patent-ed Brens J 2 remembrance [thr Bef \j 2 before Pet \ 3 put, hoped Blef 1 complete-ness, com- shon Sbee- \ N 1 exhibition shon ^ 2 subjection " 3 applied [plied Bel- ^\ 2 obligation [ed sbxm ^^ 1 particularly, appear- Beetiv ^ 2 objective Pret 'X 2 opportunity, pretty 3 part Sbeetiv \ 2 subjective-ness Spret a 1 spirit ^ 2 separate, expert [prophet \1 by their, by other 2 be their uuc 3 to be thr 1 profit-ed-'able, Preft % 2 proved, provident- ce 3 approved Bel- \ 1 by all thr dher \ 2 believe-d thr Pent v 1 upon what 1 body, by it, by what Bet \ 2 be it, be had, beauty- * 2 upon it [spontaneity 3 about liiul 1 spontaneous-ness, Sbet ^ lexhibit-ed Spent S 2 expenditure 3 expand [ability Bled ^ 1 build-ing, built. 2 behold,beheld,able to Seeh- ^ 2 stupendous-ness Pend i complaint Bred 'X 1 abroad 2 remembered Plent i aplenty, plentiful-ly- [ness, plaintiff Beft V 8 before it 3 applicant 1 behind, combined Bend ^ 2 be not,' abundant-ce WORD-SIGNS 291 T 1 it ought to have 1 time Tef 2 whatever Tee | 2 it, take w 3 it would have | 3 at, out, took Stef P 1 set off Tees /' 2 its, It is, it has {, 2 set forth L 3 itself Telf P 2 twelve-f th, it will Teest 1 3 at first, at the first have I Stee p 1 citizen [tory-ily T 3 satisfy-ied, satisfac- Tref 1 contrive-ance 2 truthful-ly-ness l> 3 attractive Ses- p> 1 consist Tee p 2 exist, system, sys- [tematic-al-ly Stref t2 constructive-ness 3 extra vagant-ce-Iy Steh- 2 state In- T 2 instructive-ness Tee { Stref u Tel A 2 it will, till, tell 3 until, at all Tee- shon Ul tuition 2 it shall- Tier n 2 tolerate-d-ion 11 internal 2 truth, contract'-ed 3 true, it were, attract- Stee- shon LI situation 2 station 3 satisfaction [ed, at our a 1 external-ly-ity [ed Ster | 2 extreme, construct- Steh- Tee- \j 2 constitution-al-ly 1 3 extract-ed, as it were SJQOJQ In- ( 2 instruct-ed Ster 1 Ter- shon \j 2 contraction 3 attraction Ses- Q 2 sister Ter 1 Ster- shon ^2 construction 3 extraction Trel C] 1 trial 1 2 control-led In- Ster- shon ^^instruction, in (the) [construction Jl contain 2 taken ^ 3 at one, attain Steh- n Tee- 1 1 2 constitutive tiv r Jl contains ft 3 attains, at once Ter- ' 1 2 contractive tiv u n 1 constancy Sten f 2 extension-sive J 3 circumstantial Ster- , 1 3 extractive tiv u Stens P 2 extensible d 3 circumstance Tees- eshon I 2 testification T> 3 taxation Ses- p 1 consistency Ten J 2 sustain Tee- dher 2 to thr 3 out of thr, at thr Ses- Q 1 consistence-cies Tens 2 existence Tel- f 2 till thr. tell tbr - Tien P 3 at length dher 3 at all thr, until thr J Tee- 2 it therefore 2 tolerance dherf i "> Tren T 2 eternal-ly, eternity * 3 at our own 2 it will therefore, tell (or till) therefore (or have) Stren 3 1 extrinsic-al J 2 strange Tee- dhern 2 to their own, take [their own J 3 at their own, out of [their own 292 WORD-SIGNS Stee- [ 2 as to their own dhern j 1 doctor-ed Der I 2 dear, direct-ed ' 3 during, dark Tel- f 2 till- tell their own, tern [till they are not Sder 1 2 consider-able-ness v 3 at all their own, until [they are not Ins- < 2 inconsiderable-ness , 1 it ought Der 1 Tet ' 2 take it 3 at it, it had, it would 1 denominate-d-tion _. 1 as it ought Stet r 2 stood Den I 2 done 3 down [had been] 3 as it would, as it bad Yuh- r\ 2 you have done Ses- p \ consisted Den Tet 1 2 existed Sdens P 3 saddens, sadness Steh- P 1 constttute-d J Tet ' 2 stated Dlen p 1 delinquent-cy 1 till it [quencies Telt f 2 told, tell it Dlens r 1 delinquents, delin- 3 until it j 2 deliverance Telft C 2 it will have had Dren 1 doctrine-al J 3 darken-ed Tred 1 2 toward 31 doctrines Teft i 1 it ought to have had 3 it would have had 2 directness 3 darkens, darkness Treft 1> 1 contrived . 1 divine-ity Def 1 2 differ-ed-ence 1 it ought not, contain- Tent J 2 it not, tend-ency [ed " 2 defense-ive 3 advance-d 3 attained, it had not, it would not, at hand Sdef 2 said to have Stent P 1 constant Ses- P 2 is said to have J 2 extent, extend Def t Ses- D 1 consistent Tent f 2 existent, sustained I contradiction Dee- 1 2 condition-al shon U 3 addition-al Steh- S 1 constituent 1 derision Tent Der- 1 2 direction Tlent ? 1 it will not shon u 3 duration Tlernt w 1 tolerant Sder- l . 2 consideration shon ^ Ter- *b 2 transient shont Dees- 1 2 decision eshon D. Dee- \ 2 do thr, done thr (1 dollar, contradict-ed dher \ 3 down thr 2 do, defendant 3 had, advertise -d 1 did [ment-r Deest I 1 contradistinct-ion 2 distinct-ly-ness, dis- Ded 1 2 do it [ed 1 3hadhad,hadit,doubt- -^ [tinction Yuh- -1-2 you did, you had had Ses- P 2 is said Dee Ded Yuh 1- 2 you do, you had Dee 1 Delt P 1 delight-ed 3 delude-d, dilute-d n 1 deride-d Del r 1 idle-y-ness Dred ' 2 dread-ed 1 2 deliver-ed, delivery 3 during it Sdred 1 considered-ate-ness WORD SIGNS 293 Dreft 1, 1 derived, derivative 1 such ought to have Scheft P 2 such have had [had 1 did not, didn't 3 such would have had Dent 1 2 do not 3 had not. hadn't Chent / 1 which ought not v 3 which would not Sdent P 2 accident-al-ly v Schent 1 such ought not Yuh- -O-2you did not, you do u 3 such would not. such Dent " [not, you had not [had not Dee- (j 1 conditioned Chlent J 1 l which will not shond J. CH. /I each Jay / 2 advantage, Jesus / '< I'lfiro 2 which, change-d O Idigo 3 much, charge-d, Jays t 1 religious [chapter f, 2 advantages-eous /> 1 each will Chel / 2 which will, children 3 much will Jayst / 2 just-ice d 3 largest ?1 cheer, each are Jay- /, 2 just as 2 which are, chair ses 3 which were jay p 2 suggest- ed-ion Scher Q 2 such are / 3 as large / 3 such were Jel /-> 2 angel Chler P 3 bachelor / 3 evangel-ic-al Chen / 1 each one Jels F 3 evangelize J 2 which one Schen f 2 such a one Jer o 2 danger / 3 larger, jury, junior I which ought to have Chef / 2 whichever, which Jers 2 1 jurisdiction 2 dangers-ous v [have y\ religion 3 which would have 2 general-ly p 1 such ought to have 3 imagine-ary-ation Schef (, 2 such have 3 such would have Jens J 2 generals, generalize 1 cheerful-ness Oherf 7 2 which are to have, Jenst / 1 religionist " 2 generalized i [which are of 3 which were to have, [which were of /I Jehovah, joyful-ly- 2 Jove [ness 3 juvenile-ness-ity Schay- / 2 such (an) other p dher / Sjef i 2 suggestive-ness Chet 1 which it, which ought ' 3 which would, which Jay- /, 2 generation [had shon Schet p 1 such ought / 3 such would, such had J av " , / 3 imaginative-ness tiv V Chelt r 1 child-hood, which [will it Sjer- A 2 exaggeration shon . 1 cheered Chert / 2 which are had Jays- ff 2 justification 3 which were had. eslion [charity-able 1 which ought to have Jels- f 1 3 evangel i/atioii Oheft (, 2 which have had [had eshon 3 which would have Jers- D 1 jurisdiction (or Jersi; [had eshon I 294 WORD-SIGNS Jens- J 2 generalization Kef *-> 2 cover-ed eshon Sjert 9 2 exaggerate-d Kief _J 1 call forth 1 gentlemen Sklef c-^lskillf ul-ly Jent 1 clairvoyant-ce Kref I corrective . 2 careful-ly-ness Kay 1 common, kingdom ~~ 2 come, came, country Skref a = I descriptive-ness Kays 1 because In- ^-ol inscriptive 2 country's, countries Skref Kay- _o 2exercise-d Kay- -) 2 occasion Shoo ~ 3 action ses Kayst _^ 1 commonest Skay- fcO3 exaction shon 2 exterior Skays 1 exquisite-ness *- 3 excuse-able Kel- c_r>l collision shon 3 conclusion Skay- .jo 2 success-f ul-ly ses Skel- g -^2 exclusion shon 3 seclusion 1 call, equal-ly Ker- ^ 1 correction Kel c_ 2difficult-y shon c 2 creation 3 calculate-d-ion-or Kels **> 3 conclusive-ness 1 skill Sker- 0-3 1 description shon Skel e 2 scale 3 school In- a-^1 inscription Sker- Skels 2 exclusive-ness sbou - Sseclusive Kay- 3 curious Kays- e 2 accession eshon 3 accusation Sker 1 scripture-al, de- 3 secure [scribe-d Kay- 2 can thr dher 3 could thr In- i__ 1 inscribe-d Sker 3 insecure Ket 1 quite 2 could Kler c 1 clear-ed-ness-ly Sket a_ 2 sect-arian 2 clerk, color-ed 3 exact-ed-ness-ly Skier (0 1 scholar ~~ 2 secular Wen- r- 1 we could Ket Ken 2 can, question-ed, > [countrymen 3 countryman Klet 1 called, equaled, qual- - [ity-ative 3 conclude-d Sken * 5 1 consequential-ly- 1 skilled [ness Skeld - 2exclude-d Pkens "- 1 consequence 3 seclude-d, schooled Web.- < > 1 we can 1 accordlng-ly, crea- Ken [ture Kren ~^> 1 Christian-ity Kret c ~ 2cared,occurred,court 3 cured, accurate-ness Krens _1 Christians, christian- Skret 1 if all are-our,follower Q. ^ 2 failure, for all are- Gay 1 givp.Ti tour, fuller . 2 together 1 if our, form-ed Sgay 1 signify-ied, signifi- [cant-ce-ly Fer r\ 2 from, free l 3 for our Wen- 1 we give, we have Frel r\ 2 from all Gay [given, we go ) Gel * 2 glory-led, glorify-ied Fen r 1 if one, foreign \o 2 often, phonography, Gels * 2 glorious Sgler C 1 singular-ly-ity Steh- Fen [for one 9 2 Standard Phonog- [raphy 1 fallen, fall in Ger " 1 degree Flen C 2 fell in [ically-ist ^ 3philanthropy-ic- 1 begin-ning, organ Gen * 2 again, begun 3 began 4 to have gone Fren ,- 1 if our own, frequency A 2 furnish-ed, furniture, \ [from one 3 for our own Gens o 1 organ s-ize Ef- , 1 fiction \O2 fashion Sgen * l significancy shon i 3 affection-ate-ly Wen- c ,1 we have gone Gen 2 were gone Fel- shon Cjl affliction 2 flexion Gef ' 2 gave,govern-ed-ment Fer- CN 1 formation . i 2 fraction Wen- c_o i we gave shon ^ 3 fruition gef Sgay- - ~> 1 signification Fer- dher \ 2 farther,f urther, from ) [thr shon 1 feature, if it Gel- t_D 2 glorification Fet ^- 2 after, for it, for what shon 3 f uture-ity Gens- & 1 organization eshon Fetst ^ 3 footstep Sgay- 0-3! significative-ly 1 fault-y. filled, fol- tiv [lowed, feel it, fill it Ged _ 1 God Flet 2 failed, for all it-had- 2 good 3 fooled [would, fel*; Glet < Iguilt-y Fret ^ 1 from what 2 from it Gret c 2 great Geft > 2 gave it Fent 1 if not t^ 2 for not Grend ~J 3 grand-eur 3 found-ed-atlon F. Frent c^ 1 frequent-ly lif . V. Ef \,2 for, fact . 1 ever 3 few, affect-ed, far Vee V 2 have Ef s V^o 2 first 3 however, halve Sef 1 with all, withal Vel ^_ 3 value Dhel I 2 they will, they all 3 thou wilt (or will) 1 over _ 1 either Ver ) 2 every, very 3 favor-ed Dher 1 2 their, they are, there / 3 other Vers ~ 1 conversant 3 2 universe-al-ly Dhrel ^y 2 there will, they are all 3 averse Cl within, thine Ven ( 1 even, evening Dhen 2 then ^ 2 have (ing) been 3 than Vren 2 every one Sdhen C 2 southern , 1 conviction Vee- shou \J 2 vocation 3 avocation Dhef / 1 they ought to have y 2 they have _ 1 conversion 3 they would have Ver- shon A 2 version vJ 3 aversion Dhelf /> 1 with' all of [all have 2 they will have, they Vee- \ 1 of thr 3 thou wilt have dher V 1 there ought to have Vet 1 of it, avoid-ed-ance V. 2 have it, evident-ce-ly Dhref D2 they are to have, [there have 3 halved 3 there would have Veld t 3 valued Dhrelf .12 they are all to have, 1 over it, convert-ed " [there will have Vert <) 2 virtue 3 avert-ed Dhee- / 1 that thr, within thr 1 2 the other, then thr Vent (^ 1 convenient-ly, con- 2 have not [vened dher \ 3 though thr. than [thr, without thr TH. Ith ( 2 think [th v 3 thank-ed, thousand- Dhee- dhern / 1 within their own 1 2 the other one, then [their own v 3 than their own Sithst 2 southeast 1 that, they ought Dhet / 2 without Yuh- -9- 2 you think * 3 they would, they had, 1th ( [though it Ther *) 2 through Dhelt C 1 with all it Thren J 2 through one 1 there ought Thef G 3 thankful-ly-ness Dhret 7 2 there it 3 there had-would Thet / 1 thought > 2 think it Dhent 1 within it, they ought / 2 then it [not Thret 9 1 authority-ative [it ** 3 than it (had-would) 2 throughout, through [they would not, they DH. [had not (1 thee, thy Dhl- r 1 they will not Dhee 2 they, them ent t 3 thou wilt (or will) not 3 though, thou 1 on either hand, there Dhees / t these, thyself (o 2 this Dhr- ent D [ought not 2 on the other hand 3 those, thus 3 there would-had-not WORD-SIGNS 297 s. Steh 2 first I 1 she ought to have had Sheft 2 shall have had \ , 3 she would have had \ 1 see Sherd 1 2 assured Es ; 2 so x 3 shared 3 us, use [ask-ed] ZH. i Es- /) 2 assist-ed-ance-ants Steh Zhay ) 2 usual-ly Yuh- 1 2 you see, you say Es / Zher 2 pleasure -* 3 measure-able-ably Esef ^ 3 usef ul-ly-ness Zherd _} 3 measured Es-Iss- \ 2 cessation eshon fl Estern 1 1 eastern L. Lay - 2 will, wilt, willing f ! 3 whole J Wei >* 1 we will, while - 1 astonish-ed-ment, C V 2 well Est ) [see it ' 2 establish-ed ment, so [it, so had, say it Slay ^-' 2 as well 6 / 3 salvation Z. Len /^ 2 alone, learn-ed Iss o 1 h-is 2h-as Lef /7 2 will have, willing to Zee "\ 2 was Welf (? 1 we will have ' 3 use Lay- 2 revelation, election Zef ) 2 was to have shon (3 revolution " 3 used to have Slay- /} 2 selection )1 is thr shon * 2 was thr 3 h-as thr . lisit Lay- /^lallthr dher ( 2 let thr Zet ) 2 as it, has it, hesitate- 3 used [d-ation Let _ l little, all it, will it 2 let, will have had Zeft j) 2 was to have had Lets 1 all its, little as-is ' 2 let us-his SH. . 1 she, wish Slet C 1 as little Ish ) 2 shall, shalt Welt C 1 while it, we will have 3 issue [had Yuh- -o-you shall, you wish Eld f 2 world Ish _/ Seld f> 2 seldom Shel c^ 1 she will Eld- ff~ 2 Old Testament est 1 wisher, she were Lent f* 1-will not Sher n 2 sure, assure -^ 3 share Welent C 1 we will not Shrel J 1 surely R. 1 hear, here, her 1 wish-ed to have, she i [ought to have Shef / 2 shall have A.T ^ 2 are (sometimes Ray for 3 ourfconvenient phrasing.) Ars ~~\ 1 hers, herself, hears 3 she would have 2 ours, ourself . 1 wished-it, she ought, Isht J 2 shall it 3 she would-had, issued Arses |Q 3 ourselves Sara "^ 2 concern-ing Arder A 1 order-ed \ 2 rather (or Eayter) 298 WORD-SIGNS / Ray- / 2 return Merl /--^ 1 immoral-ly-ity tern 2 examine-ation, some Sarnd 5 2 concerned [one Em- /^~$ 2 mention 1 we are, with our shon Wer / 2 where, work-ed 3 aware Sem- f~$ 2 consumption shon , 1 real-ly-ity Rel / / 2 relate-d-ion, rela- V 3 rule-d [tive-ly MP. Emp s~^ 1 important-ce Rels ,9 I realize 2 improve-d-ment [may be 1 we are in, with our Wern x 1 [own Emps /-$ 1 impossible-ility " 2 whereon,workman-en Ren- /*) \ ornamentation GStlOD 1 simple-y-icity Semp Sexemplify-ied-ica- o** [tion, somebody ^ 1 arrive-al, reveal-ed Ref / 2 are to have, are of, 3 example Stemp^^ 2 extemporaneous-ly [revolve-d Wembtf^N 1 we may be 1 we are of, we are to Werf ^7 2 whereof [have 3 aware of Emb- ^ 2 may have been en 1 irrational-1 y-ity Ray- 2 reformation Wemb *"" 1 we may have been en shon / 3 rational-ly-ity Iss- / 2 certain-ly-ty Ret Emp- '*^> 3 impassion shon Wert i/ 2 word, were it, where Emp- '-^y 2 impatience SilODS [it-had Reft j 1 arrived 2 hereafter Em- . s 1 might thr dher 2 matter Rent X 7 2 are not Sem- 6 % 2 some other Wernt c/ 7 1 we are not dher Weh- (_/> 1 we were;not wernt Sem- ., N 2 some other one dhern n. Met ^ 1 might-y 1 me, my 2 may it, make it Em / s 2 am, may, him, make Med <** 1 immediate-ly 3 home 2 made Ems ^* 1 myself Smet [we met 2 were met, were made 1 million-th Mel C~N 2 promulgate-d-ion 3 family Mert 1 immortal-ly-ity ^ 2 mortal-ly-ity Mer x-^ 1 Mr., mere, remark-ed " 2 more, mercy-ful-ly 1 mind Ment 2 may not, am not, r ~ 3 2 umount-ed. mental- WORD-SIGNS 299 Sment 2 language 3 long, along, length 3annual-ly Sing Q_S 1 single-d, singly Nels c9 1 unless 2 as long 2 only h-as, h-is, no less 1 Englishman-men 1 uear,nor,in our,north Ingen N-? 2 young man-men 3 lengthen Ner ^S 2 manner 3 owner Singen 4_? 2 sanguine-ly-ness Nerl d/ 1 nearly, nor will Ing- v ^3 along thr dher 1 opinion, any one, in Nen -^ 2 none, known (one lag'- ^ 1 England end 2 lengthened, longhand 3 no one W. Snen 1 synonym-ous-ly, is * 1 why o_ [known-none 2 has known-none Way i ) 2 way 3 away 1 we have known-none Wen- c -' 2 were known-none Swayst ^ 2 southwest en 3 were no one Sway- h 2 south wester En- v_9 1 information ster ^^ shon Wayf M 1 why have Nems c_9 1 ignorance 1 entire, any other En- * '-S 2 another Way- N 1 water-ed, with thr, \ [with another, why thr dher NJ 2 whether dher 3 no other Way- \ 2 whether thr Wen- 2 wonder-ed-ful-ly, one dher- dher * [(an) other dher 300 WORD-SIGNS Waynd 1 why not J 3 wound-ed Yaysea^ 2 yourselves; yours is- [bas; yes, sir Sway- o\ 1 swindle-d-r Ld Yayn C 2 your own Yeld r lyield-ed Weh c 1 we, with 2 were 2 your other Wuh 3 1 what 2 would Yaynd f 2 your hand [with what Weh- (- 1 we were (or would) weh * 2 were we(withor what) Yeh w 1 ye, year-s 2 yet Wuh- _1 what we (would or Wuh _) [were) Yuh rt 1 beyond 2 you 2 would we (or what) Yeh'- ill ye were (or would) weh ^ [yet we (were, with, Weh'- t . 1 we yet, with you yeh t/ 2 were you what, or would) Wuh'- 1 what you (ye or yet) yuh < ) 2 would you (ye or yet) Y. Yuh'- /-\ 1 beyond what wuh ' 2 you were-would H. Yay / 2 your Hay / 2 eh * 3 ah, holy Yays / 2 yours, yourself Hayst / 3 holiest THE PHRASING OF WORD-SIGNS. Word-signs may generally be freely phrased in connection with other outlines. If, however, the following exception in their phrasing is observed, it will tend greatly to increase cer- tainty in their use: A word-sign whose outline represents but a small part of the consonantal portion of a word, will not be as quickly or easily read if written in connection with a phrase-sign, and hence frequently out of position, as will an outline for a word-sign whose consonantal representation is very full and complete. Such may be freely phrased, and con- sequently often written out of position, and yet their legi- bility not seriously impaired. SUGGESTED DISCRIMINATIONS. Although the word-signs may be used with absolute certainty in almost every case, yet there are certain connec- tions where some of the signs may at times need to be specially distinguished, and a few such examples are presented below. It is not considered necessary to illustrate how these contrasted signs may conflict; since the work of each writer varies, his necessity for using certain outlines will vary. The forms presented below are only suggestive : Advance Def 3 Laid Lay-Dee Advanced Def 3 -Enst Lead Eld 1 Complete Plet 1 Law of God Lef-Ged 1 Completed Pel J -Ted Love of God Lay-Vee:Ged Correct Ker 1 Lengthy Ing 3 -Ith Corrected Ker-^Ted Long Ing 3 Direct Der 2 Manifest Em J -Ens Directly Der 2 -Lay Manifested Em '-Ens-Ted Forenoon Ef-Ar (Ray) -Nen Need End 1 Afternoon Eft a -Nen Needed En^-Ded Fit Fet 1 See, do not phrase very free- Fitted En-Ted ly, but write, disjoined,- *From Fer 2 Es 1 . ^Through Ther 8 Say, phrase whenever possi- Have not Vent 2 ble; otherwise Es 2 . Have Been Ben 8 Spent Spent 8 Expend Kays-Pend 2 Into En-Tee* Subject Is-s-Bee z Want Went * Subjected Iss-Bee 2 :Dee Wanted Wen-Ted 1 To me Petoid-Em 2 We tmd Weh-Fend 1 To him Em* We found Weh-Fend (voc- Unto En-Tee 3 Urge (u) Ray-Jay Arrange Ray-Jay The omission of of the following such words as many some, few, several, will have to be indicated with ca-i writing the following stroke near the preceding. If the words named are not followed by of the, it would perhaps be well to join the following stroke. [*These two words are the same parts of speech, and in rapid writing the forms may closely resemble each other. If difficulty arises, the positions suggested may be helpful, or "through" may be indicated by Ith 3 .] [301] 302 SUGGESTED DISCRIMINATIONS Do not phrase or and but very freely, except with semi- circles and ticks, also the hooks in connection with the signs for these words, leaving the use of the tick for the more fre- quent word and; as, and come, and give. Even such a common practice as the ommission of of the may at times be attended with uncertainty; as, It would be difficult to say which topic was of the most importance. It would be difficult to say which topic was most important. Such cases are, however, rare, and the careful writer will endeavor to be on the alert to correctly indicate such expres- sions. COMPARATIVE BREVITY. Below is shown the length of time required to write the various modifications, hooks, circles, loops, etc., as com- pared with the writing of a normal full-length stroke, taking the average of light and heavy, straight and curved, strokes, which is adopted as the unit of time: Small circle 70 per cent. Large circle 125 " " Small loop 100 " " Large loop 150 " " Brief -Way or -Yay ; 85 " " Small initial hook 50 " " Large initial hook 80 " " Small final hook 33 " Large final hook 55 " " Lengthening 107 " " Halving 92 " " Lifting " 33J '"' " The shortest outline is not always the most quickly writ- ten. A comparison in respect of time may be made by writ- ing one outline, say thirty seconds, and at the same speed write the corresponding sign for the same length of time. The difference in the number of times written will generally indicate which is the briefer form to employ. COMPARATIVE FREQUENCY OF MODIFICATIONS. A count of all the modifications used in notes covering various lines of work, as illustrated herein, demonstrates their frequency in the order given below. This shows the per cent FREQUENCY OF MODIFICATIONS 303 of actual use, and not the proportion of one hundred per cent, since one stroke may contain two or more modifications, which would, of course, make the total per cent greater than one hundred. Only a moment's reflection is necessary to make pl%jn the fact that the modifications that are the most quickly written (as shown in the preceding table of "Com- parative Brevity," which is a theoretically correct basis upon which to reckon) occur the most frequently in actual use. That is, it is demonstrated by this table that the most fre- quent combinations in actual use are represented by the brief- est and most easily written modifications. The secret of the great possibility and adaptability of the Graham system lies in this fact. The following Is the order : Per cent Per cent Full-length stroke 48. Small circle Iss o 17.4 Halving 14 Ticks 13 Ar-Hook 8.5 El-Hook 6 En-Hook 5 Small Loop Steh 3 4th position, omitting to, to a, to the 2.5 Lengthening 2.2 Ing-dot 1.6 Large circle Ses O... 1.1 Shon-Hook 8 Weh or Wuh 8 W as a hook 7 Yehor Yuh 7 Enlarged initial hook, Rel, .6 Enlarged initial hook, Ler, .5 Eshon 3 Dot for the 2 Dher-tick 2 Tiv-Hook 1 Ster-Loop .1 Ef-Hook 1.4 LIST OF CONTRACTIONS. In the list of contractions presented herewith, there are also shown some words the outlines of which may be written in various ways. These as well as many words requiring different outlines from words having similar sounds, are shown for reference by the student. Some word-signs are given, showing additional derivatives from those presented in list of word-signs preceding, or for comparison. The term contraction denotes the abbreviating of words to but two or more strokes; and in the case of derivatives, the abbreviation is made by selecting that portion in which the various words coincide. The numeral 1 indicates first position; 3, third position. All outlines not thus indicated are written in the second position, on the line of writing, in which position, it will be observed, nearly every outline is written. The FIRST inclined 304 CONTRACTIONS or vertical stroke governs the position of the outline, whether it is composed entirely of inclined or vertical strokes, or these strokes combined with horizontal. In the case of outlines composed entirely of horizontal strokes, the outline is written thus: first position, the height of tee above the line; second position, on the line; third position, below and free from the line. Hyphens are used between parts of derivative words, for abbreviation. For a similar reason, semicolons -divide parts of derivative words and their corresponding sign-names. Parentheses indicate that the names of signs so enclosed may be omitted in writing the outline if desired, writing the derivative words like the primitive. This is also true of the parts of derivative words so enclosed. Brackets denote changes of forms from those suggested in the publications of the Graham system. The colon designates that the following stroke is to be dis- joined, and written near the preceding; the dagger, that the following stroke is to be written through the preceding. The numeral is placed in connection with that part of the name of the outline that should be written in the position indicated; thus: Anybody, En-Bed 1 ; inhabit, En-Bed 2 ; nobody, En 2 -Bed. The numerals are generally placed by the vertical or inclined strokes, since they govern the position of outline when it is composed of both vertical and horizontal strokes, or inclined and horizontal strokes. The abbreviation fr. indicates frequent; phr., phrasing or phrases. Abandon, Ben-Den I Academy-ic-al, Ked-Em. Abandoned, Ben-Dend. (See Accept-ed-ation-ance, Spets abundant) Ability, BleU Aboue, Bee-Vee Abrupt-ly-ness, Bee-Ray-Pet Abscond-ed-er, Beesi-Kend Absolute-ly, Beess Let. (See obsolete) Abstain-inent-inence, Bees-Ten Abstract-ed-ly-er, Bees3-Ter. (See obstruct) Absurdity-ly, Bees-Ard Abundant-ly-ce, Bend. (See abandoned) Accommodate-d, [Kay-Det] Accommodation, [Kay-Deeshon] Accompany, Pee-En Accomplish-ed-ment, Pel-Ish Acid, Est Acknowledge- ment, Kay-Jay. Acquaint-ed-ance, Kay-Net Active-ly-ity, Kaytivs Adapt-ed-ation, Dees-Pet. (See adopt) Adhere, Dee-Ar Adjacent, Jays-Ent Adjourn-ment, Jern CONTRACTIONS 305 Adjudge-d, Jay-Jay Adjunct-ive, Jay-Ing. Administer, Dee3-lss-Ter. (The circle distinctly within the hook; see destroy) Administration, Dee 3 -lss-Ter- shon Admit-ted-tance, Deei-Met Admonish-ed-tion, Dee 3 -Men. (See dominate and dimin- ish) Adopt-ed, Deei-Pet. (See adapt) Adoration, Dee-Rayshon Adult-ery, Dee-Let. (See idola- try) Advancement, Dees3-Ment Adventure-d-r, Defs- Enter Advert(-ed-ence-y-cnt-ly, Def- Ret Advice-se, [Veesi] Advised, [Veesti] Advisedly, [Veesi-Dee-Lay] Adviser-ory, [Veesi-Ray] AHirm, Fer-Em. (See farm) Afford-ed, Ef-Red [or FerdJ Aforesaid, Efs-Dee Agency, Jay-Es Aggregate-d-ion, Ger-Gay Agitate, Jet-Tee Agitated, Jet-Tet Agitation, Jay-Teeshon Agriculture, Ger-Kel Alcohol, El-Kay-El Alienate, Layi-Net Alike, El-Kay Alkali, El-Kel All, Bedoidi; rarely Lay; as, into all the world, En-Toe- Lay-Eld Allegory-ic-al, El-Ger Allopathy-ic-ist-ically, Lay- Pee- (Ith) Alphabet-ic-al, Lay-Ef-Bet Alternate, Layteri-Net Altitude, Let-Tee-Dee. (See latitude) Always, Lay-Ways Amalgam-ate-d-ation, Mel-Gay Ambassador, Embs-Der. (See impostor) Ambiguity, Embi-Gay Ambiguous-ly, Embi-Gays Ambitious-ly-ness, Emb-Ishi Ameliorate-d, Mel-Rets America, Em-Kay, or Em; as, South America, Sith-Em American, Em-Ken, or Men Ample, Emp-Lay Anatomy-ic-al-ly, En-Tee-Em Anglo-Saxon, Ingses-En Angle, Ing-Gel, if fr., Ing Ancestor-try-tral, En-.Es'ster Animal, En-Mel; if fr., En Anniversary, Vers-Ray Answer, Ens-Ray; if fr., Ens Antagonist-ic-ism-ize-ed, Nets- Gay Anticipate-d, Nets-Peti Antique-ity, Net'-Kay Anxiety, Ings-Tee I Anxious-ly-ness, Ing-Ish Anybody, En-Bedi Anyhow, Eni-Hay Anything, En^-Ing Anywhere, En J -\Ver Apostle, Pces-Lay. (See epistle) Appendicitis, [Pend-Ests] Appertain, Pee3-Ret-En. (See pertain) Applicable-y-ility, PeP-Kay Appoint-ed-ment, Penti [ap- pointment, Peti-Ment] Appreciate-d, Per-Isht Appreciation, Perseskon Appropriate, Per-Pret. (See propriety) Approximate-d, Persi-Met Arbitrate-arily-ai'y-atiori-ator, Ars-Bet Archangel-ic, Ar-Jel Archbishop-ric, Ray-Chay-Bee Arcliitect-ure-ui - al, Ar-Ket Arctic, Ars-Ket Argument, Ar3-Gay Aristocrat-ic-al-cy, Ar-Stee Arithmetic-al-ian, Rav-Ith-Met Arrange-ment, Ray-Jay Arranged, Ray -Jed Artificial-ly-a'lity, Reti-Ef Ascend-ed-ant-ency, Es-End Ascribe-d, Es-Ker Aspect, Ess-Pee 30 306 CONTRACTIONS Assemble-d-y-age, Es-Em Assert-ed, Es-Ret. (See assort) Assets, Es-Tees [Ests] Assign-ment, Es'en* Assimilate-d-ion, Esi-Em Associate-d, Es-Shayt Association, Es-Isseshon; fre- quently indicated by Isse- shon joined to preceding stroke Assort-ed-ment, Esi-Art. (See assert) Astraddle, Ketoid-Ster-Del Astronomy-leal- er, Esteri-En At any rate, Tee3-Nert Attention, Tee-Enshon; rarely Enshon; as, call your at- tention, Kel-Yay-Enshon; our attention, [Arshons] Atheist-ic, Ithst; -ical-ly, -Kel Atlantic, Tee-Lent-Kay Atmosphere-ic-al, Tees-Fer Atonement, Tee-Ment Atrocious-ly-ness, Ter-Shay Attainment, Tee3-Ment Audacious-ly-ness, Dee-Shay Auditor, Deti-Ar. (See editor, doubter) Augment-ed-ation-ative, Gay- Ment Auspicious-ly-ness, Es^Pee Authentic, Thent-Kay Authenticity, Thent-Est Authority-ative-ly, Thret 1 Autobiography-er-ic-al, Tee- Bee-Ger Autograph-ic-y, Tee-Ger Available, Vel-Bel. (See valu- able) Avaricious-ly-ness, Ver-Shay Avenge, Vee-Jay Aventie, Vee3-En, [Vee3] Average, Vee3-Jay Await, [Ketoid-Weh-Tee] Awhile, Well Back, Bees Balance, Blens; -d, Blenst Bank-rupt-cy, Bee :! -Ing Baptfze-d-r-ism-al-ist-ic-al, Bee3-Pee, or [2] Bear, Bee-Ar; in phrasing, sometimes Ber Bearing, Bee-Ray-Ing Beatify, Bee- Tee- Ef Beauty-iful-ly, Bet Become, Bee-Kay Behavior, Bee-Hef Being, Bee-Ing; in phr., some- times Bee; as, human be- ing, Men3-Bee Believe, Bel; [in phr., some- times Bee; as, I do not be- lieve, Retoid-Uent-Bee] Believer, Blef-Ray Belief, Blef Benediction, Bee-En-Deeshon Benefactor, Bee3-En-Ef; -tion, -Efshon Beneficence-ent, Ben-Ef Beneficial, Beei-En-Ef Benefit, Bee-En-Fet; in phr., sometimes Bee; as, for the benefit, Ef-Bee Benevolent-ce, Bee-En-Vee Bereave-ment, Brefi Bible, Bee-Bel, or Beei Bibliography-er-ic-al, Bee-Bel- Ger Bigot-ed-ry, Beei-Get Biography-er-ic-al, Bee-Ger Birth, Bee- (Ray) Ith Birthright, Bee-Thret Bishop-ric, Bee-Ish Black, Bels-Kay; if fr., Bel3 Blank, Bela-Ing-Kay; if fr., [Bels-Ing, or Blens] Blaspheme-d-y-r-ous, Bels-Ef Bombast-ic-al-ly, Bee-Embst Bondage, Bendi-Jay; if fr., [Bendi] Bondman, Bedi-Men Book, Bees Some book, Iss-Emb-Kay Bookkeeper, Bee3-Per Botany-ic-al-ist, Bet-En Breath, Ber- Ith British, if fr., Breti Bulletin, Bee-Let-En Burden, Ber-Den; if fr., [Berd] Busy, Bee-Zee; sometimes Bees; as, very busy, Ver-Becs CONTRACTIONS 307 Calculate-d-ion-or, Calculable, Kel3-Bel, and not Kel-Bel3 Calvin-ism-ist-ic, Kel-Vcn Came, Kay Canon-ic-al-ness, Kay-Xen Capable-ness-ility, Kay-13ce Capacious, Kay-Pee 2 Capaciousness, Kay-Pee2: Ens Capacity, Kay-Pee Capital-ol, Kay-Pet Capricious-ly-ness, Kay-Peri Captain-cy, Kay-Pet Captious-ly-ness, Kay-Pee-Ish Carpenter-try, Ker-Pent Catalogue, Ket-Lay-Gay; if fr., [Ket] Catarrh, Ket-Ray Cater, Kay-Ter Category, Ket-Ger Catholic-ism-ity, Kay-Ith Caused, [Kay-Steh (shaded)] Cautious-ly-ness, Kay-Ishi Celestial, Slay-Es Centrifugal, Senter-Ef Centripetal, Senter-Pet Century, Sent Ceremony-ial-ious, Sar-Em Certify-icate, Iss-Ret-Efi Cessation, Es-Isseshon Chairman, Chern Challenge-d-r, Chel-Jay Chamber, Chay-Ber Chancellor, Chay-En Chancery, Chays-Ray, or, if fr., Chays Chapter, Chays Character, Ker-Kay; -istic-al -ly, -Kayst Charity-able-y-ness, Cherts Charter-ed, Chert Chemical-ly, Kay-Em Chemistry, Kay-Em Chirography-ic-al, Ker-Ger Christ, generally Kerst; in phr., sometimes Kayst or Kay Christian, Kreni; in phr., some- times Ker Church, Cher-Chay; in phr., sometimes Chay Cirele-d-ulate-ar-ation, Skel, Skelt, Skier, Skelshon; [Iss -Bel] Circuit, Sket Claim, Kel-( Em) Coalition, Kay-Layshon Cogency, Kay-Jen Cogitate-d-ion, Kay-Jet Collateral, Kay-Layter Collect-ed-ion, Kel-Kay Collision, Kelshon Collusion, Kay-Layshon3 Colonization, Klenseshon Comfort-ed-able, Ef-Ret, or [Fert] Comforter, [Ferter] Commission, Shen Commonly, Kay-El Company (as an abbreviation), Kay, generally disjoined and written slightly above preceding stroke Conjecture-d-al, Jay-Kay Conserve, Iss-Ref Conservative-ism, Iss-Ray-Vee Conservatory, Iss-Reft-Ray Consideration, Iss-Dershon; in phrasing, frequently Iss- Deeshon Conspicuous-ly-ness, Speei- Kays Contaminate-d-ion, Tee-Men Contemplate-d-ion, Tee-Emp Contemplative-ly-ness, T e e - Emp-(Lay-tef) Contention, Tee-Enshon Continent-al, Ten-Ent Contingency, Tee-En-Jen Continual-ly, Tee-Nel Continuation, Tee-En-Shen Con'tract-ed, Ter-Ket Contradistinguish-ed, D e e s t - Ing; -tive, -Vee Contrary, Ter-Ray Contribute-d, Beti Contribution, Beeshon 3 Controversy, Ver-Es, or Veri Controversial, Veri-Shel Contumely (a noun ending in ly), Tee-Em-Lay Convenience, Veni Convenient-'ly, Venti 308 CONTRACTIONS Conversation, Verseshon Corporal-ly, Ker-Prel Corporeal, Ker-Pee-Rel Correct, Ker 1 ; -ed [Ker-Ted] Correspond-ed-ent-ence, K e r - Spendi Corrupt-ed-ly-ness, Ker-Pet Council-sel-ed, [Kays-Lay] ; if fr., in phr., Kay Councilor-selor, [Kays-Lay-Ar] Covenant-ed, Kay-Ven; if fr., [Kef] Crank, [Kren-Kay] Credential, Kred-En-Shel; if fr., [Kred] Criminal-ly-ity-ate-d-ation, Ker i- Men Criticise- [ism], Kret-Ses 1 Crucifixion, Kers-Efshon, or Kerseshon Culpable-y-ility, Kel-Pee Curiosity, Kers-Tee3 Damage-d, Dee-Em Damnation, Dee3-Em-Enshon Deadly, Ded-Lay Deal, Dee-Lay; in phr., Dee; as, good deal, Ged2-Dee Daughter, Deei-Ter Debtor, Det-Ar Decapitate-d-ation, Dee-Kay- Pet Decease, Dees-Es Deception-tive, Dees-Pee (shon- tiv) Declaim-ed-ant-er-ation-atory, Dee-Kel Declare-d-ation (ative-atory), Dee-Kler Decline-able- ation, Deei-Klen Declivity-itous, Dee 1 -Kel-(Vet) -Vets Deferential, Def-Ren Deficient -ly-ce-cy, Dee-Ef-Shay. (Written as a double-size Shon-hook) Defile, Def-El Deform-ed-ity-ation, Deei-Fer Degenerate-d-acy; ation, Dee- Jen; Jayshon Degrade-d-ation, Dee-Gred Rejected- ed- (edlv) -ion, Dee- Jay Delegate-d, Del-Get; if fr.,[Delt] Deliberate-d-ly, Del-Bret Deliberation, Del-Bershon Delicate-ly ; cacy, Del-Ket; Del -Kay Delicious-ly-ness, Del-Shay Delusion, Delshons Democrat-ic-cy, Dee-Em Demonstrate-d; ation, Dee-Ems -Tret; Tershon Dentist, Dentst Denunciate-d-ion-or-ory, D e e - Nen Dopart-ed-ment-ure, Dee-Pret Depend-ed-ence-cy-ent, Dee- Pend Deplore-d-able-y, Dee-Pier Deportment, Dee-Pret-Ment Depositor-y, Dee-Peester Deprecate-d-ion, Dee-Per Depth, Dee-Pee Depute-d-ation-y, Dee 3 -Pet Derange-ment, Der-En-Jay Derogate-d-ory-ily, Der-Get Desecrate-d; ation, Dee-Sk(r)et; Sker(Kay)shon Deserve-d-ly, Dees-Ray Desiderata-um, Dees-Dret Designate-d-ion-(ive), Dees-Gay Desire, Dees-Ar Desolate-d; ation, Dees-Let; Layshon Despicable-y-ness, Dees-P e e - Kay Despond-ed-ency-ent-ently, Dees-Pend Despot-ic-al-ly, Dees -Pet Despotism, Dees-Pets -Em Destinate-d-ation, Dees-Ten Destine - Dees - Ten Destined-Dees-Tend Destiny, Deest-En Destitute, Dees-Tct Destroy, Dees-Ter Destruction, Dees- Tershon. (See administer) Destructive, Dees-Tref Detail, Deti-El Detain-ed-ention, Dee-Ten CONTRACTIONS 309 Deteriorate; d; ation, Det-Ray- Ray-Tee; Ted; Rayshon L)eter, Dee-Ter Determine-ation-ate-able-y, Dee-Tven Determined-ly, Dee-Trend Detest; ed; ation, Dets-Tee; Ted; Dets-Tee(slion) Detract-ed, Dee3-Ter Detriment-al, Dee-Ter Develop-ment; ed, Dev-Pee; Pet Devolve-d, Dev-Vee Dexterity, Dee-Kays-Tee Diameter-iieal-ly, Dee-Emter Dictionary, Dceshon-Ray Differential, Def-Ren Dignify-fied-ty (tary), Dee-Gay Dilapidate-d-ion, Del-Pet Diminish-ed-ution, D e e - M e n. (See admonish and domi- nate) Diploma-cy, Dee-Pel Diplomat-ic- (ist) , Dee-Pel-Met Disadvantage-d, Dees-Jay Disadvantages-eons, Dees- Jays Director, Der-Ter Directory, Der-Ket Disappoint-ed-ment, Deesi-Pent Disarrange-ment, Dees-Ray-Jay Discharge-d, Dees-Chay Disclaim-ed-ation, Dees-Kel Discord-ant-ance-ancy, Deesi- Kred Discover-ed-ery- (erer ) , Dees- Kef Discountenance-d, Dees3-Kent Discrepancy, Dees-Kay-Pen, (or Pee) Discriminate-d-ly-ion (ive) , Dees-Kay Disease-d, Deesesi Disembitter, Dees-Embter Disenchant-ed-ment, Dees-En- Chent Disentangle-d-ment, Dees-Ent- Ing Disinthrall-ed-ment, Dees-En- Threl Disjunctive-ion, Dees-Jay-Ing Disobedient-ly, Deesi-Bed Disparage-ment, Dees-Pee-Jay Disparity, Dees-Pee Dispel, Dees-Pee-Lay Display, Dees-Pel Disrepute-able-ation, Dees- Ray-Pet Disrespect-ful-ly, D e e s - 11 a y- Spee Dissatisfy-ed-action-atory, Deess-Tee Disseminate-d-ation, Dees-Men Dissimilar-ity, Deeses-Em Dissolute-ly, Dees-Elt Dissolution, Dees-Elshon Distance, Dees-Tens, or, if fr., Dee; as, long distance, Ing 3 - Dee Distensible-sion, Dees-Ten Distinctive, Deest-Vee Distinguish-ed, Deest-Ing Distinguishable, Deest-Ing-Bel (or Bee) Distort-ed, Dees-Tee-Ret Distract-ed-edly-er-ness, Deess- Ter Distraction, Dees3-Ter (shon) Distribute-d-tion, Decster District, Dees-Ter-Ket, or Dees, or Dee [DeestJ Divert-ed, Def-Ret Divulge, Def-Jay Dominate-d-arit-ion, Deei-Men. (See admonish and dimin- ish) Door, Dee-Ar (in phrasing, Der) Doubter, Dets-Ar. (See audi- tor, editor) Downcast, Dee3-Kayst Downfall, Dee3-Fel Downright, Dee3-Nert or Dee3- Ret Downtrod-den, Dee3-Tred Downward, Dee^-Ard Dramatic-al-ly, Der^-Met Drunk, [Der-Kay]. Drink and drank written the same. Drunkard, [Der-Kred] Dutiful, Dee-Tef Dyspepsia-tic, Dees-Pee-Pee 310 CONTRACTIONS Earth, Ray-Ith, or Ith Eastward, [Esti-Ard] Eccentric-al-ly-ity, Kays-Enter Ecclesiastic-al, Kelses-Tee Eclectic-ticism, Kel-Kay Economy-ic-al-ly, Keni-Em Editor, Dee-Ter. (See auditor, doubter) Effect-ed-ual-ly, Ef-Kay Effeminate-ness-ly-acy, Ef-Men Efficient-ly-ce-cy, Ef-Shay Elaborate-d, El-Bret Electric-al-ity(ian), Electro, El- Kay Element, El-Ment Embarrass, Emb-Rays Embitter-ed, Embter Embody, Emb-Dee Emerge, Em-Jay Emergency, Em-Jen Emigrate-d, Em-Gret Emigration, Em-Gershon Eminent-ly, Men-Ent. (See im- minent) Emphatic-al-ly, Em-Fet Employ, Em-Pel Employer, Em-Pier . Endanger, En-Jer Endeavor-ed, En-Def Encounter-ed,. En-Kay-Enter Enlarge-ment, En-Jay 3 Enlarged, En-Jeds Enlighten-ed-ment, We 1- T e n [En-Elti] Enormity, Neri-Em Entangle-d-ment, Ent-Ing Enthusiast-ic-al-ly-m, En-Ithses Entitle-d, En-Teei Entrance, Enter-Ens Envelop-e, En-Vee-Pee Episcopal-ly-ian-ism-cy, Pees- Kay Epistle, Peesi-Lay. (See apos- tle) Equivalent-ce, Kay-Vee Equivocal-ly, Kay-Vee-Kel, or Kefi Equivocate-d, Kef-Ket Escape-d, Es-Kay Especial-ly, Es-Pee Essential-ly-ality, Es-En Eternality, Tren-Tee Ethnography-er-ic-al, Ith-En- Ger Evaporate-d, Vee-Pee Evening, Veni Event-ual-ly-ate-d, Vee-Net Everywhere, [Ver-Ray] Exaggeratory, Sjert-Ray Exceeding-ly, Sdeei Exchange-d, Kays-Chay Exclaim-ed-ation-tory, K a y s - Kel Execute-d-ter, Kays-Ket Executive, Kays-Kaytiv Executor, Kays -Ray Executrix, Kays -Kays Exercise-d, Kayses Exhort- ed-ation ( ative-atory ) , Kays-Reti Expect-ed-ation(ance-ancy-ant- er), Spee Expedient-ly-ce-cy, expedition, Speti Experiment-al-ist-ly, Sper-Ment Expert-ness, Spert Exponent, Kays-Pen Export-ed-ation, Kays-Pee-Pet Exporter, Kays-Pee-Rayter Extemporary, Stemp-Ray-Ray Extenuate, Sten-Tee Extenuation, Sten-Shen Exterminate-d-ion (or-ory ) , Ster-Men Extinct-ion, Extinguish-ed- (ment), Kays-Tee Extraordinary, Ster-Ard Extremity, Ster-Tee Eyes, Zeei Facetious-ly-ness, Efs-Shay Facilities, Efs-Elts Factious-ly-ness, Ef3-Kay Faculty, Ef-Klet Faith/Ef-Ith; sometimes indi- cated by Ef; as, justifica- tion by faith, Jays-Ef Faithful-ly-ness, Ef-Thef Fallacious-ly-ness, Fol-Shay Familiar-ity-ly, Ef-Em Fanatic-al-ly-ism, Efs-Net CONTRACTIONS 311 Fantastic-al-ly, Fent-Est Far, Ef3 Farm, Ef-Ar-Em; if fr.,Ef3-Em. (See affirm) Fastidious-ly-ness, Efs-Ted Fatality, Fet-Elt Favorite, Ef-Vret Federal, Efdher(Lay) Feeler, FeP-Ar Ferocious-ly-ness, Ef-Ray-Ish Fervent-ly-ness, Ef-Ray-Vent Fictitious-ly-ness, Ef -Kay-Tee- Shay Financial-ly, Fen- (En); or if fr., Fen Firm, Fer-Eni First, Steh2; occasionally Efs; as, for the first time, Ef- Efs-Tee Fiscal, Efs -Kay- El Fix, Ef-Kaysi, or, if fr., Efsi Flexible-ility-ness, Fels-Bee Forceful, Ef-Rays-Ef Forever, Ef-Vee Forbear, Fer-Bee-Ar Forbid, Fer-Bed Foreclose, Ef-Kels Forego, Fer-Gay Foreign, Feni Foretell, Fer-Tel Forgive-ness, Feri-Gay Forgot-ten, Fer-Get For instance, Ef-Stens Formal-ly-ity, Freli Formerly, Feri-Ar Fornicate-or, Fen-Ket Fornication, Fen-Kayshon Forsake, Fer-Skay Forth, Ef-Ith; in phrasing, fre- quently Ef Fortune-ate-ly-ness, Efi-Ret. (Unfortunate, En- Fret) Forward-ed, Ef-Werd Fractious-ly-ness, Fer-Kay-Ish Fragment-ary, Fer 3 -Gay Frank, Fer3-Kay Frantic, Fret3-Kay Fraternal-ly-ity, Fertern Freedom, Ferdi-Em Froward, Fer-Ard Futility, Feti-Elt Gallant-ly-ness-ry, Glent Galvanic-ism-ist (ize-d), Gel- Ven Genteel-ly, Jeti-El Gentile, Jet2-El Gentle-y, Jay-Ent Genuine-ly-ness, Jay-Nen Geogi-aphy-ic-al-ly-er, Jay-Ger Geology, Jel-Jay Geometry, Jay-Emt Geometric-al-ly, Jay-Emter Gospel, Gays-Pee; if fr., Gay; as, minister of the gospel, Men-Ester-Gay Governor, Gef-Ray Gracious-ly-ness, Ger-Ish Gravitate-d-tion-Ity, Ger-Vet Grievance, Gref-Ens Habeas Corpus, Hay-Ker Habit, Bets Had been, [Dens] Handwriting, NertS; Ing-dot Haphazard, Pees-Ard Hazard-ed-ous-ously, Zee-Ard Heavenly, Vee-Nel Hemisphere, Ems-Fer Hence, Ens Heart, Art; rarely Ret; as, my heart, Emi-Ret; in his heart, Ensi-Ret Henceforth, Ens2-Ef Her, Ari; rarely Ray; as, let her, Let-Ray Heredity-tary-itarily, Hay-Ray -De't Hereto, Ari-Petoid Heretofore, Ret-Ef Herewith, Ari-Ith Enclose herewith, [En-Kels- Ith] Hesitate-d-ion (hesitant-ancy), Zet Hieroglyph-ic-al, Ari-Glef High, Petoid-Retoidi ; rarely Hay; as, as high as, Iss- Hays; occasionally Petoid; as, high pressure, Petoid- Per-Sher; high priest, Pet- oid- Perst 312 CONTRACTIONS Higher, Ari Hindrance, Ender-Ens History-ic-al-ly, Esti-Ray; in phr., sometimes Est; as, natural history, Net2-Est Hitherto, Theri-Petoid Holiday, Hay-Lay-Dee; if fr., [Lay-Dee] Holiness, Hay3-Ens Holy Ghost, Hay3-Gay Honorable, Ner-Bel; if fr., Neri Horizontal-ly, Hay-Rays-Ent Horrible-y, Ar-Bel Horticulture- al, Art'-Kel Hospital-ity-able-y, Hays-Pet Hour, Ar3; rarely Ray; as, at this hour, Tee 3 -Dhees-Ray House of Representatives, Hays3-Ray Houses of Parliament, HaysesS- Pee Hospital-ity-able-y, Hays-Pet Hotel, Tee-Lay Huge, Retoid-Jay3 Humble-y, Em-Bel3 Hypocrisy, Peei-Ker Hypocrite-ic-al-ly, Peei-Kret Hypothetic-al-ly, Pee-Thet Identification, Dent-Efshon Identify, Dent-Ef Identity, Dent- (Tee) Idolater-y, Dee-Layter Illegible-y-ility, El-Jay Illegitimate-ly-acy, El-Jet Illiberal-ly-ality, El-Brel lllogical-ly, EP-Jay Illuminate-d-ation-tor, El-Men Imaginable, Jen3-Bee Imitate, Met- Tee Imitator, Met-Ter Immaterial-ly, Emteri-Lay Immeasurable-y, Em-Zher3 Immigrate, (i)Emi-Gret Imminent, Meni-Ent Immoderate-ly-ness, Medi-Ret Immoral-ly-ity, Merli. (See moral) Immortal-ly-ity, Merti. (See mortal) Impart-ed-ation, Em-Pret. (See import) Impassion-ate, Empshons Impel, Emp-Lay Impenitent, Empent-Ent Imperfect-ly-ness, Em-Prefi Implacable-y-ity-ness, Em-Pel- Kay Implicit-ly-ness, Em-Pelsi Imply, Em-Peli Import- ed-ation-er, Emp-Ret. (See impart) Importunate-ly-ness, Emp-Reti Impostor, Empster. See am- bassador) Impoverish-ed-ment, Emp-Ver Impracticable-y-ity- (ness), Em- Pers-Ket Impregnate-d-ion-ble-y, E m - Per-Gay Improper-ly, Em-Per 1 Impropriety, Em -Peri Improvidence-ent-ly, Em-Preft Impulse, Emp-Lays Impunity, Empen-Tee 3 , or Empen3 Impure, Emp-Ray 3 Impurity, Emp-Ret3 Inaccuracy, En-Ker3 Inaccurate-ly, En-Kret3 Inapplicable-ity(ness), En-Pel 3 - Kay Inauspicious-ly-ness, Ens-Pee- Ish Incapable-y-ness, En-Kay-Bee Incline-ation, En-Kleni Incomplete-ness, En-Plet l Include-d, En-Kled Indebt-ed-ness, [En-Det] Indefinite-ly-ness, End-Ef Indemnify-ied-ity, Endi-Em Indent-ed-ure-d, End-Ent Independent-ce-cy-ly, End-Pend Indescribable- y, End-Skay-Bel (or Bee) Indicate-d, Endi-Ket. (See In- duct) Indication, Endi-Kayshon Indict-ment, Endi-Tee Indifferent-ce-ly, En-Def Indigested-ible-ness-ion, End- Jayst CONTRACTIONS 313 Indignant-ly-tion-ity, Endi-Gay Indirect- ly- ness, En-Der Indiscreet-ly-ness, Endsi-Ket Indiscriminate-ly-ation, Ends 1 - Kay Indispensable-ness-bly, Ends- Pens Indissoluble-y-ity-bleness, Ends -EU Indite-d-ment, End-Teei Individual-ly-(ism), End-Vedi Individuality, End-Vedi Indivisible-ity-bleness, E n d - Veesi Induct-ed, End-Ket. (See indi- cate) Induction, End-Kayshon Indulge, End-Jay Indulgent, End-(u)Jent. (See intelligent) Inevitable-y, En-Vet 2 -Bel. (See unavoidable) Infallible-y, En-Ef-Bel (or Bee) Infallibility, En-Ef-Blet infect- ed, Nef-Ket Infer-red-ence, En-Ef Inferential-ly, En-Fen Inferior-ity, En-Efi Infidel-ity, En-Fed* Infinite-y-ly- (ness-ive-ude) , Nefti Infirm-ity-ly-ness- (ary ) , E n - Fer2 Inflexible-y-ity-ness, En-Fels- Bee Inflict, En-Feli Influential-ly, Eni-Shel Inform-ed-er, En-Feri Infringe-d-ment-r, En-Freni Ingenuity, En-Jay-Net Inglorious-ly-(ness), En-Gels Inhabit-ed-ant-ancy-able, En- Beta Inherit-ed-ance, En- Arts Iniquity, [En-Ket 1 ] Initial, Eni-Shel Injudicious-ly-ness, En-Jedi-Ish Inordinate-ly-ness, Nerd-Net Inquire-y, En-Weri In regard, Neri-Ged Inseparable- y, In-Sper-Bel Insignificant-ly-ce-cy, Ens-Gay Insipid-ly-ity-ness, Ens-Pedi Inspect-ed-ion-(or), En-Spee Instant, Ensti, following dates Instructor, Ins-Terter Insubordinate-tion, Ens-Beei Insurmountable -y - i t y, Ins. Insurrection-al-ary, Enseshon Intangible-ness-ity, Ent-En-Jay Integrity, Ent-Gret Intellect-ual-ly-(uality), Enti- Ket Intelligent-ly, Ent-Jent. (See indulgent) Intelligence, Ent-Jens Intelligible-y-(bleness), Ent- Jay Interest, Ent a- Tee Interfere-d-ence, Ent-Efi Interpret-ed-ation, Ent-Pret Interrogate-d, Ent-Get Interrupt-ed, Ent-Pet Intimidate-d-ion, En^-Med 1 Into, En-Tee Intolerable-y-ant-bleness-ance, Ent-Eli Tntoxicate-d, Ents-Ket Intrepid-ly-ity, Enter-Ped Intricate-ly-ness, Enteri-Ket Introspect-ed-ion, Ent-Spee Inutility, In-hook-Telt Invention, En-Ven Invent-ed-or-ive- (ory), En-Vent Investigate-d, En-Vees-Get Investigation, En-Veeseshon Inveterate-ly-ness, En-Veeter- Tee Invisible-y-ity-b 1 e n e s s, En- Veesi Invite-d-ation, En-Veti Involve-d, En-Veei Irrecoverable-y-bleness, Ar-Kef Irregular-ly-ity, Ar-Gay Irresistible - y - ility - bleness, Arses-Tee Irrespective-ly, Ar-Spef Irresponsible-y-ility, Ar-Spens Irrevocable-y-ity-bleness, A r - Vee Item, Teei-Em 314 CONTRACTIONS Jealous, Jels Jealousy, Jel-Es Jeopard-ed-y, Jay-Pred Jcsuit-ic-al-ly-ism, Jay-Zet Jesus Christ, Jay -Kay Joyous-ly-ness, Jayi-Es. (See religious) Judicial-ly, Jed^sh Judiciary, Jedi-Sher Judicious-ly-ness, Jed*-Shay Jurisprudence, Jers-Pee Juror, Jer3- (Ar) Just-ly-ice-ness, Jayst Keeper, Kay-Per; in compound words, sometimes Per; as, bookkeeper, Bee 3 -Per Knowledge, En-Jay Largely, Jay3-Lay Latitude, Let-Ted. (See alti- tude) Lead, Eldi; [if desired, to dis- tinguish from conflicting forms, Lay-Dee] Lecture, Lay-Kay-Ter, or Lay (or El) -Kay Legacy, El-Gay- (Es) Legible-y-ity, Lay-Jay Legislate-d-ive-ion-ure-or, Lay- Jay Legislator, [Lay-Jay-Ar] Legitimate - d - ly - cy-ion - ness, Lay-Jet Levite-icus-ical, Layi-Vet Lexicography-ic-al-er, La y s - Kay-Ger Liberal-ly-ity-(ism), Layi-Brel Libidinous-ly-ness, Layi-Bed Licentious-ly-ness, El-Sen- (Ish) Life, generally Lay-Ef; some- times El-Ef ; as, in this life, En-Dhees-El-Ef; some- times indicated by Ef; as eternal life, Tren-Ef; in life, Neli-Ef Literal, Layter-(Lay) Literary, [Leti-Ray] Literature, [Leti-Ter] Lithograph-y-ic-al-er, Lay-Ith- Ger Logic-al-ly, Layi-Jay Long-suffering, Ing 3 -Sef Look[s]-ed like, Lay3-Kel-Kay Loquacious-ly-ness, Lay-Kay- Ish Loving- kindness, Lef-Kend Machine, Em-Ish; or, if fr., Em Machinery, Em-Ish-Ray Machinist, Em-lsh-Steh Magazine,'Em-Gay Magistracy, Em-Jay- (Ster-Es) Magistrate, Em-Jay- (Stret) Magnet-ic-al-ly-ism, Em-Gen Magnificent-ly-ce, Emi-Gay Magnify-ied-ier, Em-Gay Maintenance, Ment-Nena Majesty-ical-ly, Em3-Jay Majority, Em-Jerti Malevolent-ly-ce, Mel-Vee Malform-ed-ation, Mel-Fer2 Malicious-ly-ness, Mel-Ish Malignant -ly-ce-cy, Malignity, Meli-Gay Manager, Em-Jer Manifest-ed-ation, 1 y - n e ss, Emi-Ens Manipulate-d, Em-En-Plet Manufacture-d-r-ing-ory, E m - (En)-Ef Manuscript, Em-Ens-Kay- (Pet) March, Em-Chay 3 Margin-al, Em-Jen3 Mark, Em3-Kay Marked- et, Em 3 -Ket Marriage, Em- (Ray) -Jay Martyr, Mert-Ray 3 Marty red- dom, Mert-Red 3 Material-ly, Emter-Lay Maternal-ity, Emtern Mathematic-al-ly-ian, Em-Ith- ( Met) Matrimony-ial-ly, Emter-Em Mature, Met- Ray s Matured-ity, Met-Rets Maxim-imum, Ems-Em Meanwhile, Em-Neli CONTRACTIONS 315 Mechanic'al-ly-ism, Em-Kay Medical-ly, Med-Kel; if fr., Med Medicine, Med- (Sen) Mediterranean, Med-Tren Melancholy-ily, Mel-Kel Meliorate-d, Mel-Ret Membrane, Em-(Em)-Bren Memorable-y, Em-Em-Bel Memoranda-urn, Em- Em .Memory, Em-Em Mercantile, Mer-Kent Mercenary-ily-iness, Em-Rays- En Merchant-disc, Em-Chent Mesmeric-al-ly-(ism), Ems-Em Message, Ems-Jay, or Em2 Messenger, Ems-Jer Messrs., Ems-Rays Method-ic-al-ly-ism, Em-Thed Methodist-ic-al-Iy, Em-Thedst Metropolitan, Emter-Pel 1 Microscope-ic-al-ly, Em-Skay- Pee Middle, Med-Lay. (See model) Migrate-d, Em-Gret 1 Militate, Melt 1 - (Tee) Military, Melt-Ray Millionaire, Melen-Ar Mingle-d, Em-Ing 1 Minim-imum-ima, Men-Em 1 Minister-ed-ial-ly, Men-Ester Ministry, Men-Est-Ray Minority, Emi-Nert Minute, Men-Tee [Menti] Minute', Em-En-Tee Misfortune-ate, Ems-Fret 1 Mistake, Ems-Tee Mistaken, Ems-Ten Mixture, Em-Kayster Model, Em- Del Moderate-d-ly-(ness), Emder 1 Moderator, Emderter Modest-ly- (ness), Medsti Mohammed-ism-an-anism, Em- Med Moisture, Emster 1 Moment-ous-ly-ness-um, Em- Ment Monopoly, Men-Pee- (Lay) Monotony, Em-En-Tee-En [Ment-En] Monster, Em-Ensteri Monstrous-ly-ity, Men-Steea Month, Em-Ith " Monthly, Em-Ith-Lay Monument-al-ly, Men-Menti Moral-ly-ity, Merl. (See im- moral) Mormon-ism, Mer-Men 1 Morn- ing, Men 1 Mortal-ly-ity, Mert. (See im- mortal) Mortgage-d, Mer-Gay 1 Most High, Ems-Hay Mrs., Ems-Es (Miss, Ems 1 ) Multiform-ity, Melt-Fer 1 Multiply-ied- (ication) -multi- tude, Melt2 Municipal -ity, Em-Ens-Pee Munificent-ly-ce, Em-En-Ef 1 Murder, Merd-Ray Mysterious-ly, Ems-Ters Narcotic-al-ly-ism-tine, Ner-Ket Natural- ly, Nt2-(El)' Nauseous-ly-ness, En-Ish Navigate, Nef-Get Neglect-ed, En-Gay N"eglectful-ly, En-Gef Negligence-ent-ly, En-Gel Negotiation, if fr., [En-Gays- eshon] Neutrality, Enter- Elt Nevertheless, EnfVee Newly, Ens-El Next, Enst2; in phr., freqviently Ens; as, next time, Ens2-Tee Nohow, En-Hay Nobody, En2-Bed Noisy, En-Zee Nominate-d-ive-ion- (or ) , En 1 -Men Non-conduction, NenfDeeshon Non-conductor, NenfDee-Ket Non-conformity, NenfEf Non- conformist, NenfEfst Non-contagious, NenfTee-Jays Nondescript, Nends-Kay 1 Nonentity, En-Nent Nonsense, En- (En) -Sens 1 North- (ern) Ner 1 316 CONTRACTIONS Nothing, En-Ith Notwithstanding, EnfTee Nourish-ed-able-ment, Ner-Ish Novelty, En(o)-Velti Now, En 2 -Petoid; initially in phrases, En3; as, now there is, EnthersS; now it is, Netss Nowhere, En2-Wer Noxious-ly-ness, En-Kay-Ish Nuisance, En-Sens' Obedient-ly-ce, Bedi Obligate-d-atory, Bel-Get Obliterate-d, Blet-Ret Oblivion-ious-ness, Blefi Obnoxious-ly-ness, Bee-En-Kay Obscure-ly-ity, Bees-Kay Observe-d- (r) -ation-ance-ant, Bees -Ray Obsolete-ness, Beesi-Let. (See absolute) Obstinate-cy-ly, Beesi-Ten Obstruct-ed, BeesrTer (see ab- stract) Obstruction, Bees-Tershon Obstructive, Bees-Tref Occasion-al-ly, Kayshon Odd (and its derivatives), Dee*, vocalized to distinguish from other frequent words of same outline Offer, Fer2 Officious-ly-ness, Efi-Ish Oligarchy-al-ical, El-Ger Omit, Em-Tee Omitted, Em-Ted Omnipotent-ly-ce-cy, Men-Pee Omniscient-ly-ce-cy, Men-Ish Onset, Retoid-Stee Onto, Retoid-Petoidi Operate-d, Preti Orator, Ar-Ter Ordain-ed-er, Redi-En Origin-al-ly-ity, Rayi-Jen Originate, Rayi-Jay-Net Orthodox-ly-ness-y, Rayi-Ith Orthography-ic-al-ly-er, R a y - Ith-Ger Ostentatious-ly-ness-ion, Ent Outward-ly, Tee3-Ard Overwhelm-ed, Veri-El Esti Pacific, Pees-Ef Panoram-ic, Pee-Ner-Em Pantheism, Pen-Ith Pantheist-ic-al, Pen-Itlist Pantomime-ic-al, Pent-Em Papacy, Pee-Pee-(Es) Papist-ic-al-ry, Pee-Peest Parisian, Pee-Rayshon Part, Pret; sometimes Pee; as, party of the first part, Pee- Efs-Pee Pastoral, Pees-Trel Paternal-ly, Pet -Ren Pathetic-al-ly-alness, Pee-Thet Pathology-ic-al, Pee-Ith-Jay Patriot-ic-ism, Pee-'lret Patron-age, Pet-Ren Pattern, Pets-Ren Peculiar-ity-ly, Pee-Kay Pecuniary-ly, Pee-Ken Pedant-ic-al-ly-ry, Pee-Dent Peevish-ly-ness, Pefi-Shay Pencil, Pees-Lay Penetrate-d, Pent-Ret Penitentiary, Pent-En- (Slier) Per, Per Per cent-ury-um, Per-Sent Peradventure, Pred-Vent Perceptible-y, Pers-Pet Perfect, Pref 1 Perfected, PreP-Ket Perform-ed-ance- (er), Per-Fer Perhaps, Per-Pees Periodical-ly, Pee-Red-Kel Perish, Per-Ish Permanent-ly-ce-cy, Per-Men Permit-ted, Per-Met Perpendicular-ly-ity, Per-Pen Perpetual-ly-ate-ed-ation-uity, Pee-Ray-Pet Perplex-ity, [Per-Pels] Persecute-d, Pee-Rays-Ket [Pers2-Ket] Persecution, Pee-Rays-Kayshon [Perseshon 2 ]. (See prose- cution) CONTRACTIONS 317 Person, Pers Persons, Perses Personage, Pers- (En) -Jay Pertain Pee-Ret-En. (See ap- pertain) Pharisee-aic-al-ness-ism, Fer-Es Phenomenon-a-al, Fen-Em Philanthropy-ic-al-ist, Flen3 Philosophy-ic-al-ly, Fels-Ef Phonetic-al-ly, Ef-Net Photography-ic-al-er-ist, Feti- Ger Phrenology-ic-al-ly, Fren-Jay Physical-ly, Efs-Kel, sometimes Efs in phrasing Physiology-ic-al-ly, Efs-Jay Placable-ness-ity, Pel-Kay Place, Pels; sometimes Pel; as, in the first place, En-Ef-Pel Plenty-ful-ly-ness, Plent Political-ly, Pleti-Kel Ponderable-ility, Pend i-Bee Pontiff-ical, Pent'-Ef Poor, Pee-Ar Popular-ly-ity, Peei-Pee Populate-d, Pee-Pee-Let Population, Pee-Pee-Layshon Portion, Peeshon Postal, Pees-Lay Posterity, Pees-Tee Potential-ly-ity, potency, Pee- Ten Power, Pee3-Ray Powerful-ly-ness, Pee3-Ref Practicable-ly-ity-bleness, Per 3 - Ket Practical-ly-ity-alness, Pers Practiced, Persts Precious-ly-ness, Per-Ish Precipitate-d-ion-or, Pers 1 -Pet Predetermine-ation, Pred-Tren Predicate-d, Prcd-Ket Predict-ed, Predi-Ket Predominate-d-ion-nt-nce-ncy, Predi-Men Pre-eminence, Per -Men- Ens Prefigure-d-ation-ative, P r e f - Gay Pregnant-ly-cy, Per-Gay Prejudicial-ly, Per-Jed-Ish Premature, Per-Met-Ray Prepare-atory-ation, Per-Pee- Ray [-atory,-Ret] Prerequisite, Per-Ray-Kay Prerogative-d-ively, Per - Ray - Gay Presbyter-y-ial-ian-ianism, Pers-Bet Prescribe-d, Peri-Skay Present'-ed-ation, Pers-Ent President, Pers-Dent; if fr., Pers. Presidential, Pers-Den Preserve-d-(r)-ation, Pers-Ray Prestige, Pers- (Tee) -Jay Presumptuous-ly-ness-tive, Pers-Emt Pretentious-sive-sion, Per-Ten Prevalence, Per-Vel Principality, Per : (Tee) Privilege-d, Per-Vel or 1 Probable-y-ility, Per-Bee Problem-atical-ly, Peri-Bel Proclaim-ed-ation-(er), Per-Kel Prodigious-ly-ness Pred^Jay Product, Per-Dee [Pred-Ket] Production, Per-Deeshon Productive, Per-Def Proficient-ce-cy, Per-Ef Profligate, Prefi-Get Profound-ly-ness-undity, Pref- End Prognosticate-d-ion- (or ) , Per 1 - Gay Prohibit-ed, Peri: Bet Pro'ject, Peri -Jay Project'-ed, Per -Jay Prolific-al-ly, Prelfi Prominent-ly-ce-cy, Per l -Men Promote-d, Per3-Met Promoter, Per3-Emter Prompt-ed-ness-ly, Peri-Met Promulgate-d-ion, Mel Proper -ly-iety, Per 1 . (See ap- propriate) Property, Peri-Pee Prophecy-sy, Prefi-(Es) Prophetic-al, Prefiti-Kay Proportion, Per-Peeshon Propose, Per-Pees Proscribe-d-r, Per-Skay Prosecute-d, Persi-Ket CONTRACTIONS Prosecution, Persi-Kayshon, or Perseshon 1 . (See persecu- tion) Prospect-ed-us^ Persi-Pee Prospered-ity, Pers-Pret Protect-ed, Pret-Ket Protestant-ism, Pretsi-Tent Protest, Prets2-Tee Protracted, Per3-Ter Providential-ly, Preft-En Proximity, Persi-Met Prudential, Per-Den Public-ly-ation, publish-ed-er- (ment), Pee-Bee Pugnacity-ous-ly, Pee-Gay Pulpit, Pel-Pee Punctual-ly-ity, Pee-Ing Punctuate-d-ion [if fr., Pee- ing] Pure, Pee-Ray Purely, Pee-Rel Purify, Pee-Ray-Ef Puritan-ic-al-ism, Pee-Ret-En Purity, Pee- Ret Purport-ed, Pee-Pee-Ret Purpose, Pee-Pees For the purpose, Ef-Pee Pursuance, Pee-Ray-Es- (Ens) Pursue, Pee-Ray-Es Pursued, Pee-Rays-Dee Pursuit. Pee-Rays-Tee Quadruped, if fr., Ked-Pedi Quantity, Kenti-(Tee) Quarantine, Krenti-(En) Quarter, Kay-Werter [Kay- Wert] Raised [Ray-Steh (shaded)] Rapid-ly-ness-ity, Ray-Ped Rash, Ray-Ish Ration-al, Rayshons Read (past tense) [Ardi], same as read (present tense) Reader, Arderi (See writer) Realization, Relseshoni Recant-ed-(er-ation), Ray 3 - Kent Rccapitulate-d-ion, Ray - Kay - Pet Recent-ly, Rayi-Sent Reciprocate-d-ion, reciprocal-ly- ness-ity, Rays-Per Reclaim-ed-ation, Ray-Kel Recollect- ed- ion, Ray-Kel-Kay [if fr., recollect-ed, Ray; re- collection, Rayshon] Reconcile, Ray: Slay [Ray- Slay] Reconciliation, Ray : Slayshon [Ray-Slayshon] Recover-ed-y- (or), Ray-Kef Recriminate-d-ion-ive- (ory), Ray-Ker-Men Recruit-ed (er-ment), Ray 3 - Kret Redeem, Ardi-Em Redeemer, Ardi-Mer Redeliver-y, Ar-Del Redound-ed. Red3-End Reduction, Ray-Deeshon Redundant- ly-ce-cy, Red-End Refer-red-ence, Ray-Ef Refers-ences, Ray-Efs Renect-ed-ion- (ive-or ) , Ray-Ef - Kay Reform-ed-er- (ist) -atory- (ative), Rayi-Fer Refresh-ed- (ment), Ray-Fer-Ish Refute-d-ation, Ray-Fet Regarding, Ray3-Gred: Ing-dot; or [Rayi, quite slanting], Regard-ed, Ray3-Gred Regenerate- d-cy-( ness), Ray- Jen Regular-ly-ity, Ray-Gay Regulate-d-(or), Ray-Glet Reject-ed-ion-(er), Ray- Jay Relative (noun), Reltiv Relative (adj.), relatively, rela- tion, relate-d, Rel Relevant, Rel-Vent Relevancy, Rel-Ven Reliable-y, ReU-Bel Reliance, Relensi Religious-ly,Jaysi. (See joyous) Relinquish-ed-(er)-ment, Rel- Ing Relish, Rel-Ish CONTRACTIONS 319 Reluctant-ly-ce-cy, Rel-Ket Remember, Ber; [in phr., some- times Bee; as, I do not re- member, Retoid-Dent-Bee] Remainder, Ar-Mend Remarkable-y, Mer-Bel Remit-ted-tance-tent, Ar'-Met Remonstrate-d-(or), Ar-Ems- Tret Render-ed, Ray-Ender Renewed, Rays-En-Dee Renunciate-d-ion, Ray-Nen Reorganize, Ray-Gens; ation,- Genseshon Repeat-ed-ition- (er), Rayi-Pet Repel, Ray-Pee-Lay Repent-ed-ant-ance-(er), Ray- Pent Replenish-ed, Ray-Plen Reply, Ray-Pel Report-edj Ray-Pee-Ret; [Ray- Fret] Reporter, Ray-Perter Reprehend-ed-(er), Ray-Prend Reprehensible-y-ness-ility, Ray- Prens Reprehension-sive-(sory), Ray- Pren Represent-ed, Ray-Pee .Representation, Ray-Peeshon Representative, Ray-Peetiv Republic-ation, republish-ed, Ray -Pee -Bee Repudiate-d, Ray-Pee-Det Repugnant-ly-ce-cy, Ray-Pee- Gay Repute-d-ation, Ray3-Pet Request-ed, Ray-Kayst [or, your request, Yay-Kayst] Require, Rayi-Ker Requisite-ness, Ray-Kay Resemble-d-ance, Ar-Sem Resent-ed-ment, Rays-Ent Reserve-d-ly-ation, Rays-Ray Resignation, Rays-Gay Resist-ible-ility, Rayses-Tee Resolution, Rays-Layshon [Rayseshon] Respectable-y-ility-ness, Ray Spee-Bee Respect-ed- (er) -ing-ful-ly, Ray Spee Respeetive-ly, Ray-Spef Resplendent-ly-ce-cy, Rays- Plend Responsive-ly, Rays-Pen Restore-d-ation-er [Rayster]- Restrict-ed, Rays-Ter Resurrect-ed-tion, Rays-Ray Retail, Art-Lay Retain, Ret2-En Responsible-y-ity-(ness), Rays- Pens Retard-ed, Arts-Ard Retire-ment, Art x -Ar Retired, Arti-Ard Retract-ed, Ray3-Ter Retraction, Rays-Tershon Retrospect, Art-Ray-8pee Return-ed, Raytern Revenge, Ray-Vee-Jay Revenged, Ray-Vee-Jed Revengef ul-ly-ness, Ray- Vee- Jef Revenue, Ray-Vee Reverend, Ray-Vee Reverential-ly, Ref-Ren Reverent-ly, Ref-Rent Revive-d-al, Rayi-Vee Revivify, Rayi-Vee-Ef Rhetoric- al-ly, Art -Ray Rheumatic-ism, Ars-Met Ridicule, Rcdi-Kel Righteous-ly-ness [Ray-Chays] Rigid-ity-ness-(ly), Rayi-Jed Roman Catholic, Ar-Kay-(Ith) Royal, Ray -El Royally, Ray-Lay Sabbath, Iss-Bee3-lth; if fr., Iss-Bee3 Samaritan, Sem-Ret-(En) Sanctify-ied- (ier) -cation, Sing- Ket [Sing] Sanctimony-ious-ly-ness, Sing- Em Sanguine-ly-ness, Singen Sanguinary, Singen-Ray School, Skels [or 2] ; j n phr., Skay may be used; as, re- form school, Rayi-Fer- 320 CONTRACTIONS Skay; in our school, Neri-Skay Science, Esi-Ens Scientific-al-ly, Esi-Ent Sculpture-d-(al)-or-(ile), Skel- Pet Search, Iss-Chay Secretary, Skret, [Sket for more convenient phrasing] Select-ed, Slay-Kay Selection, Slayshon Selfish-ly-ness, Sish Senate, Sent Senator, Senter Sententious-ly-ness, Sent-En- Ish Sentiment-al-ality-ally (ism), Sent-Ment Separate-d, Spret [rarely Spet; as, under separate cover, End2-Spet-Kef] Serpent, if fr., Spent Servant, if fr., Svent Service, if fr., Svees Session, Iss-Shen, [Esshon] when not convenient to add Isseshon to preceding stroke Shade, Isht Shadow, Ish-Dee Shake, if fr., Ish Sickness-ens, [Skayens 1 ] Sight, Steel; rarely, Est; as, eyesight, i-Esti Signature, Sgayi-(Net) Simultaneous-ly-ness, Sem-Let Skeptic-al-ly-ism, Skay-Pet Snare, Sen-Ar Sneer, Sneri Sociable-y-ity (ness), Sish-Bee Social-ly-ity-ness-ism, Iss-Shel Society, Es-Stee; in phr., fre- quently tEs, or -Es Soldier, Slayder jSolemn, Sel (downward) -Em Solitary, Sleti-Ray Somehow, Sem-Hay Something, Sem-Ing Somewhere, Sem-Ray Somnambulic-ist-ism-(ation), Smen-Bee Sorrowful-ly-ness, Iss-Refi Southern, Iss-Dhen [or Iss- Dhee; as, Southern States, Iss-Dhee-Stets] Southwest-ern, Swayst Sovereign-ty, Sveni Spacious-ly-ness, Spee-Ishes Specification, Speeseshon Specific-al-ly-ness, Speesi-Ef Specious-ly-ness, Spee-Ish Speculate-d-or-(ory), Spee-Klet Speech, Spee-Chay; sometimes Spee; as, in his speech, En- Ses-Pee Spirit, Spreti; in phrasing, sometimes Spet; as, Holy Spirit, Hays-Pet Stagnate-d-ion-nt-ncy, Steh- Standard, Sted-Ard Starvation, Strefeshon State, in phrasing, Stet (same form used when written alone will avoid hesitation) Statement, Stet-(Ment) Steadfast, Steh-Def-Est Steam pipe, Steh-Einpi Steamboat, Steh-Emp Stereotype, Stret-Pee Stockholder, Steh- Kay i- Elder; if fr., [Steh-Laydher] Straightforward, Stref-Ret Stranger, Iss-Ter-Jer Strategic-al-lv, Stret-Jay Strength, Iss-'Ter-Ith Strengthen, Iss-Ter-Then Stretch, [Ster (loop)-Chay] Subject, Iss-Bee Upon the subject, like Peea- Ber Subjugate-d-ion, Sbee-Jay Submerge, Sbee-Em-Jay Subscribe-d-(er), Sbee-Skay Subscription, Sbees-Kayshon; if fr., [Sbeeseshon] Subserve-d-ience-cy-ient-ly, Sbees-Ray Substantial-ly-ity-ness, Sbee- Stee Substantiate-d, Sbees-Ten Subtract-ed- (er-ion) , Sbee-Ter Succinct-ly-ness, Ses-Ing-Ket 1 CONTRACTIONS 321 Suffer-ed, Sef Sufficient-ly-cy, Sef-Shay Suffocate-d-ation, Sef-Kay Superficial-ly-ity-ness, Sper-Ef Superscribe- d, Sper-Skay Superstitious-ly-ness, Sper-Stee Surgeon, Iss-Jen Surpass, Spees^ Surplus, if fr., Spels Surrender-ed, Iss-Ray-Ender Surreptitious-ly-ness, Iss-Ray- Pet Surround-ed, Iss-Rend Survive-d-or-al, Iss-Rayi-Vee Symbol-ic-al-ly, Sem-Bel Sympathetic-al : ly, Semp-Thct Symptom, SemtMEm) Synonym-ous-ously-(y), Sneni Synthetic-al-ly, Sen-Thet Tabernacle, Tee-Ber Talent-ed, Tlent 3 Tangible-y-ility, Tee-En-Jay Technic-al-ly-ity-ness, Tee-Kay Technology-ical-ly, Tee-Kay- En-Jay Telegraph-y-ic-al, Tel-Ger Telegraph-ed [Telf] Telegram, Tel-Ger [Tel-Em] Telescope-ic-al-ly, Tel-Skay Temperance - ate - ly - (ateness - ment-al-ly), Tee-Emp Temperature, Tee-Empter Tempered, Tee-Em-Pred Tempest - nous - ly - ness, T e e - Empst Temple, Tee-Pel Temporal- (ly)-ity, Tee- (Em) - Prel Temporary-rily-ness, Tee-Emp- Ray-Ray Tempt-ed-ation, Tee-Emt Tenacious-ly-ness, Tee-En-Ish Tenant-ed-ry, Ten-Ent Tender-ed-(ly-ness), Tee-Ender Terminate-d-ion, Ter-Men Terrible-y-Tee-Ray-Bee Terrific, Tee-Refi Territory, Tret-Ray Testament, Tees-Ment Testify, Tees-Ef Testimony, Tees- Em Text, Teest, or Tees in phras- ing Texture, Teester Theater-ric-al-ly, Ithter* Theoretic-al-ly, Ith-Ret Therapeutic, Ther-Pet-(Kay) Thereinto, Dher-En-Tee Thereon, Dhren Thermometer-ical, 'Iher-Em Thorough, Ith-Ray Thoroughly, Ith-Rel, or [Ther- Lay] Thunder, Thend- Ray Thwart-ed, Ith-Wert Timid-ly-ness-ity, Tee-Medi Title, Teei-Tel; sometimes Tee*; as, entitle, En-Teei To-day, Dee* To-morrow, Em*-Ray, rarely Em*; as, to-morrow morn- ing, Em^-Men To-night, Net* Topic-al-ly, Teei-Pee Trader, Tred-Ar Traffic, Tref-Kay Tragedy, Tragic-al-ly, Ter-Jay Train, Tren Traitor, Ter-Ter, or Terter Tranquil-ly, Ter3-Kel Transaction, Ters-Kayshon, or TrenseshonS Transcend-ed, Ters-End Transcendent-al-ism-ist, Ters- Nent Transcribe-d-(r), Tersi-Kay Transcript, Ters-Kay-Pet Transfer-red-rence- (rer), Ters- Ef Transform-ed-ation- (ative), Ters-Fer Transient-ly, Tershont Transition, Trenseshoni Transparent - ly - ness - ce - cy, Ters-Pee Transplant-ed-ation-(er), Ters- Plent Transport-ed-ation, Ters-Pee- Ret [Ters-Pet] 21 322 CONTRACTIONS Tremendous-ly, Ter-Mend Trial, Treli Trinity-arian-ism, Trent 1 Tropic-al-ly. Teri-Pee Trouble, Ter-Bel Truly, Ters-Lay, or Trel Trumpet [Ter-Met] Turn, Tee- Ren Typewrite-r-n, [Tee-Pret] Typic-al-ly, Tee-Pee-Kay Typography-ic-al-ly-er, T e e - Pee-Ger Ulterior, Let-Ray-Ray Ultimate, Elt-Met Ultimo, Elt-Em, [or Elt] Unattached, Ent-Chets Unavoidable-y, En-Vedi-Bel. (See inevitable) Unconscious-ly-ness, En-Ish Undetermined, End-Trend Undoubted-ly, End-Teds Undoubtful, En-Dets-Fel Undutiful-ly-ness, End-Tefs Uneasy, En-Zee 1 Unenslaved, En-Slay-Ved. (Unen implied b y E n . rather than In-hook.) Unfavor-able, En-Ver3 Unfortunate-ly-ness, En-Fret 1 Uniform-ly-ity, En-Fer3 Universe-al-ly-ity- (ality-al- ness), Vers Unto, En-Tee Untouched, Ent-Chet Useful-ly-ness, Esefs Usurp, Zee -Pee Utility, Telt 1 Utterly, Ter-Lay Vacillate-d, Veess-Elt Valid-ly-ness, Velds Validity, Veld 1 -(Tee) Valuable, Vels-Bel Vanity, VeeS-TSTet Vanquish-ed, Vee3-Ing Vapid-ly-ness, Vee3-Ped Vegetable-al-ate-ted-arian-ism- ation, Vee-Jet Vengeance, Vee-Jens Venture, Vent-Ray Verbatim, Ver-Bet-(Em) Vessel, Vees-El Vestige, Vees-(Tee)-Jay Vexatious-ly-ness, Vees-Shay Via, Vee 1 Vice-President, Vee-Pers, or Vee-Pee Vice versa, Ver-Ver Vicinity, Veesi-Net Vicious-ly-ness, Veei-Ish Victorious-ly-ness, V e e - K a y - Tee-Rays Victory, [Vee 1 -Kay] Vigilant-ly-ce, VeeWay Virgin, Vee- Jen Virtual, Vert-Lay Virtuous, Vert-Es or Verts; -ly, Verts-Lay Visible-y-ity, Vees 1 Visual, Vee-Zhel, or Vee-Shel Vital, VeU-El, or Lay, or, if fr., Vet 1 Vitality, Vet-Elt Vivid-ly-ness, Veei-Ved Volunteer-ary-ily, Vlent 1 - (Ray) Voluptuous-ly-ness-ary, V e 1 - Pet Voracious-ly-ness, Vee-Ray-Ish Waiver, Way-Ver Waken, Wuh-Ken War, Wer 1 \\'arfare, Wer 1 -Ef-(Ar) Warm, Wemi W T asteful-ly-ness, Ways-Tef Watchful-ly-ness, Weh-Chefi Waver, Way-Ver Weaver, Weh-Vee-Ar Weekly, Weh-Kel 1 Welcome-ed, El-Kay Welfare, Wel-Ef-(Ar) Western, Ways-Ren Whatsoever, Tees -Vee Whence, Wens Whenever, Wen-Vee Whensoever, Wens-Vee Whereat, Wert Whereby, Wer-Bee CONTRACTIONS 323 Wherefore, Wer-Ef Wherein, Wer- En Whereinto, Wer-En-Tee Whereof, Werf Whereon, Wern Whereunto, Wer-(u) En-Tee Wherever, Wer-Vee While, Awhile, Well; rarely El- hook; as, meanwhile, Nel White, Weh-Teei Whiter, Wayteri Whosoever, Jedsoid2-Vee Wicked-ly-ness, Wuh-Kedi \Vider, Wayderi Withstand, Dhee-Stend Witness, Teei-Ens Work-ed, Wer Worker, Wer-Ker [Wer- Ray] Worship-ed-er, Wer-Ish Wretched-ly-ness, Ray-Ched Writer, Rayter*. (See reader) Yard, Ards Year-ly-s, Yehi Yesterday, Ester; or, in phras- ing, rarely Est; as, day before yesterday, [Dee-Bef- Est, or Def-Ester] Youth, Iths Youthful-ly-ness, Thefs Zoology, Zee: (-) Jay LIST OF PHRASES. The following pages are for the purpose of illustrating the various principles of phrasing. To set forth an illustration of these principles, is possible ; to prepare a list exhibiting all the phrases that are likely to occur in every relation, is im- possible ; and even if it were, its use would be impracticable; for phrases should not be memorized with the expectation that such effort will of itself be of immediate, or even of very great ultimate, assistance to the writer, since particular memorized expressions may occur only rarely in actual work. The prin- ciples upon which all phrases are based should be thoroughly understood, and these principles can then be applied in every instance where the phrase-sign would be beneficial. Above all things, do not attempt only to memorize the signs, but in- stead endeavor to study principles. These phrases are for the most part in harmony with the principles exemplified in Part II, which is devoted wholly to a presentation of the principles of phrasing and abbreviation; yet they are not a repetition of the phrases there shown. Thus there is a greater variety and scope of matter presented in the two lists than there would be were the same phrases dupli- cated here. The illustrations are in some cases in advance of any pre- vious exemplification of principles ; yet the signs will be suffi- ciently explanatory, suggestive, and helpful to warrant their presentation. Some of the advanced phrases, so far from being written in harmony with the tenets of any phonographic creed, may be considered tentative in character. One who neither makes nor accepts a creed in phonographic belief or practice, as to forms, is in a position readily to accept an im- proved form when the principles which he is following con- sistently and advantageously permit of such change. Choice in the use of two signs for the same phrase may be made by each one, according to his desire and need. Thr means either of the words there, their, they are, other. 324 LIST OF PHEASES 325 Abide v V^ able to make able to have \, ^ ^^ f s am not am to be ^ ^s ^ am there am to be there /^ 3_ among, ancestor-y * a-n-d able to be \ able to tell ^ about that time | V about their own \ above all its yT * above all ot tiers \ \ above another Vp \T" above our V | accommodate-d ' ) accommodation | """" according to his according to the way ^ T, according to this advice-se * ^ y ^ advisor-y a few days ago -i . < after all VU__- ^ after that v e= against his-us against it -- p -,=> against the T- I against your .< . *?. against them ( V <\ \j all are-our-of our all have-of /" S* all thr 1 - and a and all the and are and his wife and in and to . ^ ~v " and to the and to take 1 " t^- ' and to go _ and to ask v and but and should and or V _,, and if and of the "' : and the 7 . ' and I 7 and I have and he and know '^^ and own _, - si V L .1 .... at any rate at any time arrange-ment arranged ~ T s T 5 V i _ at every step at length a short time ago as ever as early as as if as far as as fast as as follows, as great as i__ O | O &- ~ \o .r- & C P J t f \ ....1 I -j at first at its at one at one time at once at present at such a time at our own as good as as has been as he as I * i J i' 1 Y> at the present time at some time [date at the earliest possible at the time as if it were not as it is & )\ 1 i - at the same time at their own as it should be as long as as many as as much as as quickly as possible as soon as \ Q_J> r J \ at this time at what at which time auditing committee away from him Back and forth as to as to the as though _ R /> \ be able to be it be done be not be thr because he has because he is because I am because I do because it may be because thr because there are because we are been done been said been thr before us-his before its before the time before thr behind that behind thr behind which below its below their beneath its beneath thr best time best way better than better and better better thr between its between our between thr beyond his-us beyond what beyond you regions beyond bill of lading both of its both of their both of us brother and sister but a-n LIST OF PHRASES J \ 327 f "I > \ ............. > 5 but all-will but are not (, but for the but have-if j p but not but he has A-. C - C \. but we can but will have but you but you think by all by all its by almost by all of by all of our by far by its by others by our own by that time V \L j\ \ b y tne wa y i i by their own by this time by us-his V V VI \ No X 2 by what ) by which it is S\/ TTX-I.. .,-.... Came to hand "^\T came up _, can a-n v can be done ? -j.-.^ can have V_ can it make ^ . can not be done can thr ,__ a..., - can there f ore-have-ever can there not-own -ICLA...' ...p. can only be N J can sustain _ c _^, _ can we know can we take can .you make can you have 328 cait off I 1 } during the chattel mortgage _^^ A^C children of Israel f L^u during the coming . / "> during the summer Christian life jj concerning it ^ ^ concerning us-his concerning which ^ ^) f>f Each of his-us /each of which each one of us / ^^-A each will therefore concerning a-n / could a-n _ 6 V enter upon their x> _ xs _. 2^ enter into their could do could be done ever been St *^| ever and ever could have X => could have had ^' every hand )r~z everlasting life could therefore -= "> could there not-own ^ every man p \ every one of them l)ay or two ago > deem best *"* I ( J every other one ^ y every time depend-ed upon did a-n \ >-V Father in heaven V, V, heavenly Father did do it v^-* did ever-have did he not did not know -"\-~- f e n i n SV for a long time for a time VL (a for awhile they did not know it divine life H (, for its-it has-it is V., CL for all do have do not do it J for all had Co C for all its do thr do their own do therefore do you L ' , Vv_,'i V: for all thr vjj for all others ' X0 ~ . for all our own V^ <\ for consideration do you make J" do you know \^s'i r! j for our own Vj L for one does he " " v> " does not know ^^ does that " f it does not - L I down the J upside down V, during a-n during our T O during all the "" tT '" t- Xi for the first time C. ( for the last time ^T"" for the benefit Kl^. for the purpose .... ^_ ^^^ ^^^ present (& % _ 1 for the sake of " Vi for there is-others ^ for these reasons l o ^'-- f rom a ii his LIST OF PHRASES 329 from almost ^"V-. ^ from another te* \ from beginning to en J """*-' \ from thr from its <^ *") t 1- 1 'l J TIT r k "^^ L had ever-to have had had-it nad I the time had thr had you from what i has as many has been from year to year further than c> \ ") Gather together that - j *T give forth i ' [ give it give the 7 t \ D a/I J L has been done has been seen has been told has done it has he had has his give a-n-d give thr give his-us gives us go away go together - jfc C Q. ^ Q ^ V? has it not has just come to hand has learned has never has to be have all been go through / go up -" C (S- have all its have all our own God has given us ~""\ God's way "* ~^ u i, have been received have been made God's Spirit -9 __o goes thr going to be going to do it .. t. y gone forth T_ \ .VI .^ have not have been have not been have you he believes he came good deal he can have he can not do it good for not h ing ""^ _ A ..^A he did not think it he does not gospel of Christ gospel of salvation V n X V he had returned he has not great deal ""-* great extent ^ _^ ^. z. (^ he has never he heard greater than _/ ^ greatest day greatest time & \ Had been "i" J he may not be he must have he shall be he should have he will take 330 LIST OP PHRASES he who has . i^'/a^ "\ ~\S~ * believe thr he would come / ^ d '\ I believe you will X v\ \^ f I bring them hear its "^ \ ~^T" I brought that ^T / ~^~^ i call this , hears us O v ,, hence it is henceforth . * her own " v^ high degree i highway his own , I can never I can not do so ^ I could not 1 1 I do not believe A. >r ' I do not remember ^ ^ ' I do not think it is I enter . '^* ? ^ I know there is Holy Ghost Holy Spirit X o Holy Sabbath -f \ hope to have v \ I feel 1 . * I had some J^ I did not ^ ^i I do not hope they are "\j V " hour has come ^ -s. hour to two ago j V house of God 9 fe^'^c in this house at his house i ' i 9 how are ^ \f 7 how can j I had not H \ I have had I have been 1 i f I decided I have decided I 3 -f I have said I said . A o I hope it may how could / __ f _ how far it is v-^-s w I hope you are having ^ ^~\ I hope thr how has he "^_ ^ how have y I may not have been j) I must say how is it 6 ^\ how many I have received JL i/\ I received how shall j ^_ ^ how will I have represented 1) I represented human being /> s^ human heart I have addressed j) J I addressed I admit -;^r I agree with you f ~~^' ^~\/ \T I shall be i\ H \ V. I should be I am aware I am glad I should have I should know I am never I am satisfied v *) I should take I suppose there is I am writing I take it LIST OF PHRASES 331 .1 think it is t 1 \ \ if it would make I think there are * vT" 1 " I think there is 7 T _ ^-^- ^- jj j t would not be 1 ^0 if there is anything 1 think you have been ~j~ I think you must be ^-x t/\ \oo y if you wish ^ ^/ in a (the) book I think you will be \ I thought I had had 1 \ in (a) general ^H < Z~P in addition to the I thought that I tried him -> *\f v> (j in all circumstances ^(j _H in all conditions I trust you will I have trusted you would j-\ 1 I trust you can I trust you were J~\ p in all their ^"1 fc in a few days N in all parts of the world ^-/ ^_5 in charge I understand that /\ A I was going to state / I was there \ "j I was to be ) > / in connection with the L v 1 in (the) consideration in due time \ in each one I will also \~~ I will declare "* . r ^.y \, in fact I will do all 1 can I will furnish > ' o *! in hand in foreign countries 1 will not do it I will take ^J \ in harmony with the ^~^(*~ in harmony with your re- I would be I would not have **V in heart [quest <5> in his heart I would come I would like to have in his most \ ? / in his brain I would know-never I would rather ^\ ^ v in his power x~ > inspirit y p it will have ' it will take in the hands ^ g_ <1 v it will not be don'- in the sacred \ it will not do in the day time J It would not be in others J^ \ Just about in their own (^ in this department I)' / just as certnin-ly VD J ust as far as possib'e V f *f in this way ( / in touch h Qo just as well as not T ' just as soon as in what you /f just as much as in which they are / just received <^- M 7 //' y V in writing ^A just returned instead of it t Keep instead of such / d j_y_j__ keeps into consideration (_, keeper into his own ^ J \P bookkeeper into our own V Sabbath-keeper -1 Q_ into the other ^__ / vj> know better is a-n / ^~v know its-it is is another v^ ^ ^J> know their own is its -~j- knows it is ^ <^> is there /& /^ Late session is known / { ' last session CL-r /O is not able to /- f& last week is the ( / last year it appears to me / ' > learn thr it could not \^..u \ """ leave them it dors not (T, i iP L I leaves thr it had not been X. ^" less than it had been . L f^ S* > let alone it has not been IT" ^V let him be it is only 1 h f~-s tf let not it is said Xl^ V let them it is thought L_o-D f<\ . let there be it looks like it is T *-v" l et us t> ear ' n m iiKi it is well known \ it ought not to be -**- ^ /^\ / u .. , let us be \ let us go LIST OF PHRASES 333 let us make it ^^ ^ ^^-^ o_^ 9 many of us x" lighter than f like like all * C ^.^ -__^ may accomplish N. y~' may be sure may become like all thr ' likely may have been may it like thr , -^ may not likelihood I c may thr ^-/ . ^ may be certain like our own may be thr _.. '"* medical association like to have - dislike r ^ meetings "~\ Vs. might be like it is might have ^\T\L__ might have been looks might not be done i might seem looks like "_ n'~" o looks like it has-is likes to do it '. n ^ 0, S&... likes DO know it lines of work little further than __\ / little more than v) look minute or two "* ? cX~> month after montn more and more ~*^ once more look (ed) after look (ed) at-out must be done ^-Q. ^-a _ must become looks looks like it is "' " '*'* looks like thr own r - s ^ Make it seem .""n _, make thr ^ ^ ^-^ S* <^2(j>. I^~D - must receive must learn ^-t>^\ s-0~\ must never be \ \ must not be - ,, ^"A must take it makes it makes no difference ^ s^ i ' 7 \ my brother o ^ my dear sir manager t manner in which m -~~-/ ^~CJV manual labor many are ~ts-s ^~^\ many times " t my heart v_j7~1 my time [and people ^ should all regarding it regarding the matter \ should be ^ ^ xv i should he in regard to the matter " regarding them ^\ <\ remember it remember that 'X /^__^ "/ . should thr A <^*~S should you do | x? shoulder to shoulder see it see thr since nothing J since there is \ so as to be , some amount seems to be * 6 8 s 6 ir> seems to me some better than c5" s sometime o I ^nj such were 9 ? such of our ~f~" / O such would have P I \ that would be J J that you did not that YOU shall C, Cv / that you think " "(" ' that you should 1 A tQe wa y surely there is ~J ^/ Take-ing away 1 { >j the day _ I the latter part take-ing care take for example J-^ j-j take for granted take-ing it into considera- ( y the other ( f after the ~ and the _f \, and of the take-ing effect [tion r" takes it into consideration c are the p B .... as the taught us 7 1 teach teacher as to the V - Vsr^- before the enter the LIST OF PI e A he -4......... \ PHKASES 33 ' *i and there are had the \; .4 in the but there are /-> Vr~~^> . .u .. they almost regarding the that the , they do not M / ... . they do not see it were the would the 3 "), ' their own at their own I V ' 6 they had not (j v^ _ they have they have not IK " before their V CK by their own \ ^ concerning their J from all thr \ \ could they not ....C. (Q \ -i how they are i ^ if they are by themselves f \ T take care of themselves \Q t> then again ( T (^ of what they are cTZT^v 1. presume they are J so they are to be C since they are / 9 / then there are others / / / then there is \7 yy v> then they are / / the other day the other one / /I think it is j 1 _ think there is Vo (^ think their own U U think you have V V_ this fact p 6 this is so Vj C the second time 5, V^ J \ this is to be la (2. this time . for the other F 7 to the other ) a there are there are many 1-^^^ \ there are several ~~-^- there are some 3 N. t there have-fore their own j p this week io* A _ this year ' thou art / thou shall t> thou hast done though it is not though there is f. thought I did there were three times a week J .P through all through its 22 338 through their through another through the day throughout some till accomplished till after till I can till its till thr time after time time has come before the time during the time every time the first time from time to time next time no time present time sometime that time the time the other time to the to all our to all thr to a-ri to a certain extent according to his according to that and to be and to do and to our and to us and to you as to the as to a-n as to our own as to their as to you said to have wish to be LIST OF ) ^ PHRASES to do the same "~r~ ' ia e"" to get away v , to go to New York ijr ^- to his people to have its i t T" ; U & '"[ "V ' to hear from you v, <\ to his-us f " to our own to-day T f ^ to-night i to-morrow 1 ^ to talk with you i ii -" s*^ to him v _^ /- to me T V 1 --I """"f to still . to some extent 1 1 \ c -o v> two or more T"' * J - < j fy two or three 4 two years ago tr-~* "XT typhoid fever LIST OF PHRASES 339 Undertake it undertake their under consideration * ^ ( ~~\ 3 'a T we must be we shall be we will be United States of America "3r5 r-\ c .(,. N, o. .. well enough until after until it is until they are - r ....ri ^ ^ it would be well just as well very well upon his own J L \ S c/> were I upon which ^ Cx <> were you about us any of us by us V \> -3 ; it were not such were there were each of us a-* Y T what he said makes us ^ SD what is the matter wants us Very much very well <> ^\ 7 3 what you say about what and what way of doing R o~3i n \ beyond what give way - r c in what that way ( ^ , when had two ways U 1 when they are we are all T; ^ b _^ when do you think where it is-has we can C-, c_ x v where there is anywhere we have been we know we may we may be _J ! -^ everywhere somewhere elsewhere. to where whether they are 340 which all-will which are therefore which it is-has which ought to have which they are which have-I have which were who are who have who will who were wife husband and wife and his wife wilderness will not all will but will I will it will she will that will with all the with all its with all our hearts with all thr with his-us with him with it with its LIST OF L / PHRASES "^js with me-mv with reference to the / \ with such / ^ with their own ^ with the - 7 7 with our own o 2 with you / / "\ would be 3 <> would we V would you _, all would 7 t Xr and would . , it would not ^ r vr they would <^ot be ft you would r _^-r f Yonder _ n you have ' \^ Y~ y u do n^-* n you must be ^ (T 7 : c \ J you shall be -o ,/X- - vou think / you will be f] (~\ vou were C ( you would v_x> in vou c knows you *"* V^ i near you ( (, V have you / o your other your own ARRENDIX A. SHORTHAND SPEED, AND HOW TO SECURE IT. The author desires to add a few remarks in this edition, so quickly following the three former editions which have met such unexpected commendation from both students and expert stenographers, regarding the best method of securing the highest possible speed in writing shorthand, with the least possible loss of time in practice. What Is Speed in Shorthand? A speed of 125 to 150 words per minute is common in shorthand work, and requires but a steady not necessarily rapid movement of the hand. In these remarks, what is meant by speed is the continuous writing of 180 to 225 words per minute, with a capacity for writing still more rapidly for a limited time when occasion requires. The addition of a speed of fifty to seventy-five words per minute to a speed of 150 words a minute is the goal for which all writers are striving, the attainment of which is always amply rewarded, both in compensation and satis- faction. These suggestions are made, with the assurance that, if observed, they will result in such an increase of your speed as will amply repay you for the effort required. I say effort required ; for you should remember that shorthand skill is neither inherited, pur- chased, nor transferable, but is secured only by patient, painstaking, persistent 'effort. However, much time can be saved, and discourage- ment somewhat avoided, if this effort is well directed. The only "short-cuts" and "speed secrets" worthy the name are consistently brief forms and continuous practice in writing them. Nothing else will solve the problem, unlock the treasures, and bring the results. Your Cooperation Essential. Therefore you should understand, first of all, that if these suggestions are to be of any value whatever, you should apply yourself in practicing in the manner indicated. Unless you faithfully do the work outlined, the writing and printing of these suggestions will be largely a waste of time and ink. High- sounding platitudes avail nothing in this kind of practical work, hence they will not be indulged, but instead some plain, specific di- rections given concerning an effort in which you are more interested than any other person, and which, if complied with, will do more for you in the matter of shorthand speed than can possibly be done by any one else. Skill in General. Before you can make a thorough success of shorthand, and be prepared to do work of a character that will enable you to develop as you desire, you must become skilful, and thoroughly so. Skill is defined as being "the familiar knowledge of any science, art, or handicraft, with the corresponding readiness and dexterity in execution or performance, or in the application of sci- ence, art, or knowledge in general to practical purposes." In its truest sense, shorthand is embraced under the three specifications 341 342 SHORTHAND SPEED named; for its study includes the science of signs; its application, the art of writing; and to its possessor are opened avenues of knowledge otherwise unattainable : all being devoted to practical purposes. Skill in Shorthand. Skill embraces two points: First, familiar knowledge ; and, second, corresponding readiness and dexterity in execution. These are the elements constituting skill in shorthand, and they are stated in their logical order. There must first be familiar knowledge, which must be followed by corresponding readi- ness and dexterity in execution; for until there is familiar knowl- edge, there can not at least there should not be readiness in execu- tion. Knowledge must precede the execution, and the knowledge must be familiar so familiar that the execution is natural, graceful, legi- ble, and not unnatural, hesitating, and illegible. It is therefore apparent that these two points brevity of outline and rapidity of movement cover the entire field of shorthand skill, and any endeavor to become skilful in shorthand work should be within these lines, and in the order stated, knowledge of forms, and rapidity of movement in the execution of those forms. What Constitutes Rapidity. Readiness and dexterity in the exe- cution of forms embrace two points: 1. Continuity and rapidity of pen movements. 2. Such correctness of execution as will give the necessary legi- bility, even when writing rapidly. As has been already stated, a steady movement of the pen will give one a speed of 150 words a minute. Perhaps the first difficulty experienced by a beginner is to secure a steady, continuous move- ment of his hand. Nearly as much time is consumed by his pen in making gyrations and circumlocutions in the air as in tracing the out- lines on the paper. The next, and even greater, difficulty is to secure a rapid pen movement, and at the same time legibility of notes. Objects Sought. The suggestions herein offered are intended to correct errors regarding three points: 1. A better knowledge of the forms to be written, a. A continuous movement of the hand. 3. Increased rapidity of movement and legibility of notes. Brevity Alone Not Sufficient. While it may be true that this, work sets forth considerable brevity of outline, yet the student should not consider brief outlines a substitute for a rapid movement of the hand. In addition to thoroughly learning the brief outlines intro- duced throughout this work, the student should also endeavor to train his hand in the correct and rapid writing of those outlines, for it is thus alone that he will be able to achieve the best results, both in rapidity of execution and correctness of transcript. Necessary Requisites. The requisites for this practice work are a good quality of smooth paper, properly ruled, and good pen and ink. See remarks on these points in the Introduction, pp. ' 3 and 19. Do not practice with a pencil. AND HOW TO SECURE IT 343 Proper Position for Writing Shorthand. Nothing is of more im- portance in this connection than the proper position of the pen and of the hand and arm for writing. Note carefully and observe par- ticularly the instruction found in the Introduction, pp. 16 and 17. The wrist should not rest upon the paper ; for there can not be a con- tinuous movement when the wrist is allowed to drag upon or touch the paper as a support for writing. A light, springy touch of the fingers should be given. The Forearm to Supply the Motive Power. The most necessary thing to he done by the average writer in endeavoring to increase his shorthand speed is to write with less movement of his fingers. The forearm should supply the motive power for the writing of shorthand. The fingers have their proper sphere, which is to assist in turning and controlling the pen for the best and quickest action of the hand ; but they should not supply the power for the stroke. If there is any doubt regarding this point, let one attempt to write shorthand with a finger movement for several hours, and note the extreme fatigue, especially if the rate be rapid ; whereas the arm can supply the power for writing, without undue fatigue, with a good freedom of movement, and increased legibility of notes, for an almost indefinite length of time; and, furthermore, there is unquestionably less lia- bility to "writer's cramp" by the movement here recommended. An Exercise on Speed. As a means of assisting the student, as well as the more advanced writer, to obtain the proper movement of the hand and arm, let him write the following phrases, which re- quire more of arm movement, and less of fingers, than some other out- lines which could be chosen. As many as fifteen or twenty lines of each phrase should be written, with the utmost rapidity of stroke, and the least loss of time between strokes, possible. Endeavor to write the phrases in. the following list at the rate of ten to twelve in five seconds ; that is, one phrase written in succes- sion ten or twelve times in five seconds. Able to be, BeP-Bee. Above all others, Bee' 2 -Veldhers. As far as possi- Sefs 3 -Pees. ble, At the same time, Tees 3 -Met. Be able to, Bee 2 Blet. It must be, Tee 2 -Ems-Bee. For the last Fels 2 -Tee. time, For the purpose, Ef 2 -Pee. For the present, Ef'-'-Pers. He will think, Petoid 2 -Lay-Ith. I hope you will, Retoid-Pee 3 -Yuh- Lay. I shall be, Betoid-Ish 2 -Bee. In fact, En-Ef 2 . It is said, Teeses- 2 -Dee. It should be, Tee 2 -Retpid-Bee: Let there be, Laydher"-Bee. Must come, Ems 2 -Kay. During the time, Der 3 -Retoid-Tee. Time has come, Tees^Kay. Next time, Ens 2 -Tee. Next day, Ens 2 -Dee. The primary object sought by the foregoing exercise is a con- tinuous and rapid motion of the hand. Write the outlines with a quick, springy action, allowing little, if any, motion of the fingers. Observe that the hand and arm move together. An Acceleration of Speed. The phrases given below will be found somewhat more difficult than those in the preceding list, especially to avoid a motion of the fingers. Write fifteen or twenty lines of each phrase, as rapidly as you can, and if possible at the rate of twelve 344 SHORTHAND SPEED to fifteen phrases in five seconds ; that is, one phrase repeated that number of times in the time staved. According to the Kred'-Chetoid- way, Way. Around which, Arnd 2 -Chay. As early as, Iss 2 -Ar-Lays. As it should be, Zet 2 -Retoid-Bee. As soon as pos- Ses-Ens^-Pees. sible, At the present Tee 3 -Pers-Tee. time,, At the time, Tee 3 -Retoid-Tee. Because there are.Kays^Jedoid-Ar. Because we are, Kays'-Wer. For a long time, Ef 2 -Ing-Tee. From beginning Gen-End 1 . to end, From this time, Fer 2 -Dhees-Tee. I am satisfied, Petoid Ems-Tee 3 . I do not know, Retoid-Deiit^-En. I do not think it Retoid-Dent 2 - is, Ithts. I should be, Tetoid^Retoid- Bee. Pentoid^Bee. Pentoid^Kef. I would be, I would like to have, If there is any- thing, Efdhers^En-Ing. In addition to the, En-Deeshon 3 - Petoid. In a few days, En-Ef 3 -Dees. In all parts of NeP-Prets-Eld. the world, In harmony with Ner 1 -Em-Retoid. the, In order that you Nerd'-Dhet-Yuh may, Em. In response, Ner'-Spens. In the first place, En-Ef 2 -Pel. From month to month, Once more, Must learn, Em-Em-Ith 2 . Wen-Mer 2 . Ems-Len 2 . On any subject, Retoid-En-Sbee 2 On the face of Retoid-Efs 2 -Ith. the earth, It seems to be, Tees 2 -Ems-Bee. Since there are, Sens-Jedoid-Ar 2 . What you say, Wuhyuh'-Es. You will be, Yuh-Lay-'-Bee. Taken into con- Tees 2 -Dershon. sideration, Those who are, Dhees 3 -Jedoid-Ar. There are some, Derdoid 2 -Sem. Hand and Brain to Act in Kapid Concert. A very important point gained by this method of practice is that both hand and brain are trained to act in rapid concert. Having laid a foundation for legible notes by drawing shorthand characters in your study up to this point, you are prepared to advance in that respect, and to make your movements more rapidly. The way to write rapidly is to write rapidly, not study or think about it, but just do it. No amount of study of principles, or of desiring more speed, will take the place of proper drilling in speed work. Speed Writing on Sentences. A more important step is next presented, requiring more time to practice properly than either of the foregoing exercises ; for each phrase should be written twenty- five to fifty times, and when all the phrases composing a sentence have been thus written, the sentence should be written at an in- creasing rate, until a speed of at least 250 words a minute is reached. If the parts composing the sentence are written as indicated, it will not be nearly so difficult to write the sentences at the rate named, as if such speed were attempted without preliminary practice. A little calculation may help you to realize whether or not it is possible for you to write this matter at the rate of 250 words a minute. If in writing the preceding exercises you secured a speed of fifteen phrases in five seconds, each phrase averaging three words, your speed was at the rate of 540 words per minute, of course just simply repeated words ; but the sole purpose was to enable you to secure a rapid action of the hand, and get the proper movement for rapid writing. In changing to phrases and writing them in sen- tences, instead of a repetition of the same phrase, you will of course AND HOW TO SECURE IT 345 not be able to write so rapidly. But allow as little loss of time be- tween strokes as possible. Write the outlines in phrases as indicated by the nomenclature, a comma dividing each phrase: Under the circumstances, we can not expect them to reach there. End'--Stenses, Weh-Kent 1 , Spee 2 -Dhee, Petoid-'-Ray-Chaydher. In the first place, he has not had the advantages he should in this work. En-Ef 2 -Pel, Retoid'--Sent-Dee-Retoid, Jays, Retoid--Chetoid, En- Dhees 2 -Wer. We are sorry to learn that you can not go sooner than you have stated. Wers^Ray, Petoid 2 -Len, Dhet l -Yuh-Kent-Gay, Snern 2 , Yuh 2 -Vees-Tet. In all such matters we should be careful to give a full explanation. Nel'-Schay-Emters, Weh^Chetoid-Bee-Kref, Gay 4 -Tetoid-Pel, Spten 2 . There are many such cases which should be understood. Derdoid 2 -Em-En-Schay-Kayses, Chay 2 -Retoid-Bee, Ends 2 -Ted. What has been said about the matter should be taken into consideration. Wuhs'-Bees-Dee, Bet 3 -Emter, Retoid--Bee, Tees 2 -Dershon. We shall be pleased to help in the matter if we can be of any service. Weh'-Ish-Bee-Pelst, Petoid 2 -Lay-Pee, En'-Chetoid-Emter, Ef l -Weh- Ken-Bee, Ens-Vees 2 . As soon as it is possible for you to do so, they expect you to come. Ses 2 -Ens-Tees-Pees, Ef 2 -Yuh (or Ef 3 ), Dee 4 -Es, Dhee--Spee-Yuh, Kay 4 . At the time we were there this matter was under careful consideration. Tee 3 -Retoid-Tee, Wehweh l -Jedoid, Dhees-Emter, Zee 2 -End, Kref-', Iss- Dershon 2 . It is not necessary for me to reply to your recent letter on this point. We hope to see you at the time you have named, yet we may not be there. As soon as we can do so, we shall reply to your letter of recent date. If it were not for that, I should not have any hope in its success. How that can be done in due time is more than I can say just now. It seems to me they did not think of attempting such a thing. We had been told that it was proper for us to go there. At the same time we were trying to follow the course he had marked out. We hope to hear from you at an early date regarding your future plans. It is said that he will go with them to the place of which you told us. I appreciate the friendly counsel you gave us at our recent council. Of course there must be good reasons for his transfer to that State. I shall write freely to him with reference to the distribution to be made. I think you can appreciate our situation better than some others can. I would like to write you at length regarding the matter, but can not now. Pentoid-Kay 1 , Petoid 2 -Ray-Tee-Yuh, Tien 3 , Ray^Chetoid-Emter, Tetoid 2 , Kent^En-Petoid. Please give me all the information you can upon the subject before us. Your favor of the 10th instant is at hand, and contents noted. I shall try to comply with your request to place the matter before him. Scope of Method. The foregoing statements are offered not with the idea that they constitute the only proper method of practice. They offer a method of practice. Any method by which the student will do the writing outlined is the method. And it is not necessary to practice 346 SHORTHAND SPEED with watch in hand, to time all your writing. The rate of speed is stated only that the student may have some idea of the rapidity of movement he should endeavor to secure. Summary of Advantages. Some of the advantages of this method of practice may be stated thus: 1. Increased rapidity in the correct execution of outlines. 2. A steady, continuous movement of the hand. 3. The fixing of outlines, not only in the mind, but on the point of the pen as well, not by phrase memorization, but by actual work. 4. Each phrase considered and treated as a distinct outline given an individuality without the necessity of analyzing its con- stituent parts before writing. 5. An increase of speed greater than can be secured by any other manner of practice in a given time. 6. The student is able to practice to better advantage without the assistance of a reader than by the ordinary method where he is dependent wholly upon the services of a reader frequently not secured. 7. The memory strengthened in "carrying" outlines to be written. Matter for Further Practice. Matter for continuing this method of practice may be found in Parts II and III. The exercises found on pages 170, 174-176, 180-182, 187, 188, 193, and 202, of Part II, and all the exercises in Part III, may be used to excellent advantage for this purpose. Method of Continuing this Work. In continuing this practice upon the matter just indicated, or upon general matter, first write a phrase or group of related outlines, repeating that phrase or group until a number of lines have been written, depending upon your familiarity with the signs, and your speed in writing them ; then practice similarly the next phrase or group of related outlines, until all the phrases in the sentence have been thus written, after which the entire sentence may be written a number of times. Treat succeed- ing phrases and sentences in the same manner, when the entire exer- cise should be read to you by a good reader, at a gradually increasing rate -of speed. Re-read your own notes, for this will prove helpful to you both in reading and also in writing notes. Results to be Expected. If this manner of practice is followed diligently, the result will be a material increase of speed over what the student would secure by the ordinary way of slowly or carelessly drawing his characters and expecting speed to come as a consequence at some future time. Speed is the inevitable result of making an earnest, proper endeavor to secure it. It is more than likely that the rate of writing stated in connec- tion with the exercises in Part III will be greatly exceeded by the student who follows the method of practicing outlined above. Greater speed will be secured where fewer signs are involved ; therefore the student should have no cause for discouragement if he is able to write phrases or a single sentence at a more rapid rate than an entire exercise. ADVANCED PHRASES 347 ADVANCED PHRASES. Below are some phrases which are common in law reporting and other lines of advanced work, and which are written in a manner briefer than many of the phrases illustrated in the preceding pages; consequently some advanced principles are involved, which are here more fully illustrated than elsewhere. Afternoon, Eftern 2 . Ahead, Dee 3 . (In like manner, many words having initial sound of a may be represented by the form for the remainder of the word written in the third position, or the tick used to indicate a; as, Ketoid-Sdee, aside.) All right, iffre- Art 1 . quent, And a-n, . Ketoid 3 . And the, Light dot 3 . And I, Ketoid 1 . And I have, Keftoid 1 . And I have been, Kentoid 1 . I have been, Tentoid 1 . Anything to do En-Ing-Det 1 . with it, As a matter of Semter-Lay 2 . law, As a mattSr of Semter 2 -Ef. fact, As rapidly as Iss-Ray 2 -Spees. possible, Back and forth, Bef 3 . Backward and Bef 3 -Bet. forward, B-efore and (or) Beft 2 . after, Christian En- Krendseshon 1 . deavor Asso- ciation, Oonvict-ed, Vet^-tion, Vee- shon 1 . Conflict-ed, Flet ] ;-tion, Fel- shon 1 . Corresponding Ker-Sped-Sket. Secretary,' Covenant, Kef 2 . Day after, Deft 2 . Day before, Def 2 . Day before yes- Def-Est. terday, Depreciate, Dee-Pers-Tee ; -ed, -Ted; -ation, Dee-Per- seshon. (Treat similarly all words end- ing in ciate.) Describe to the Sker^Jer. jury, Do you recollect, Dee 3 -Ray. Do you remem- Dee 3 -Ber. ber, Do you know the Dee 3 -En-Dee. defendant, From the stand- Fer-Retoid-Spent point, From first to Fers-Layst. last, Gained his at- Gendseshon 2 . tention, Got his attention, Getseshon 1 . Guilty or inno- Glet'-Sent. cent, Guilt or_ inno- Glet^Sens. cence, Have you or Vee 3 -Vent. have you not, Headquarters, Dee-Kayters. How do you Retoid 3 -Dee-En. know, I called his at- Ketoid-Kleds- tention, eshon 1 . I do not recol- Retoid Det 2 - lect whether Raydher-Ent. or not, If my memory Ef'-Em-Ems- serves me Rays-Ret. right, If my memory is Ef'-Em-Ems-Ret. right, Iniquity, En^Ket. Institution, Enseshon 1 ; -al, -El. Insurance, En-Ish. In the midst, Nedst 1 . Lightning, Letting. Liquor traffic, Lay 2 -Kayterf. Long distance, Ing 3 -Dee. Man, woman, and Em 2 -Weh-Ched. child, Men, women, and Em'-Weh-Chay. children, Men and women, Em-Weh 1 . Minister, Ester ;-ry, Est- Ray ; -ation, Estershon. Minute or two Ment 1 -Art-Gay. ago, Monday night, Men-Dent. (Night may be added by En- hook and halving.) Most excellent, Emses-Lent. My best j.udg- Embs'-Jay-Jay. ment, Nothing to do En-Ith-Det. with it, Objected to as Bee-Em-Rayt Pee immaterial, ir- relevant, and incompetent, 348 ADVANCED PHRASES Off and on, Fen'-Retoid. Older and older, Laydher-Eldher. Paragraph, Pref 2 . Pilgrim, Pel-Em. Plan of salvation, Pel 3 -Slay. Program, Per-Em. Publishing work, Pee-Wer. if fr., R. F. D.j Reft 2 . Reeollect-iqn, Ray 2 . Regard-ed-ing, Ray 1 . Religious life, Jays^Ef. Religious legisla- Jays'-Jay. tion, Religious instruc-Jaystereshon 1 . tion, Resolve-d, Rays 2 . Resolution, Rayseshon 2 . Rest-ed-ing upon, Rays-Pen. Revised Version, Ray-Veeseshon. Right or wrong, Rayter-Ing. See your way, Es^Yuhwuh. Telegram, Telegraph-ic, Teach, Teaches, Tel-Em. Telf. Chay 1 . Chays 1 . Teaching, Chay^Ing. Teacher, Cher 1 . That is my rec- Dhets^Ray. ollection, They did not, Dhent 1 . They do not, Dhent 2 . They were, Dedoid 3 . Three times a Rets^Kay. week, Through which, Ith 3 -Chay. Twice a week, Tees^Kay. Will you swear, Lays 3 -Ray. W. C. T. U., Wayseshon. Y. M. C. A., Yay-Ems-Ketoid. Y. W. C. A., Yuhwuh Iss Ketoid. Young men and Ing 2 -Weh. women, Young men and Ingoing- Weh. young women, (See Men and women.) Your : From your let- Fer-Yuh-Layter. ter, With which Weh-Chay Yuh- your letter, Layter. THE ESHON-HOOK. On page 303, in connection with the table showing Comparative Frequency of Modifications, the statement is made that the modifica- tions most quickly written occur the most frequently in actual work. In general this is correct. One exception may be noted, however, in the case of the Eshon-hook, which, according to the showing there presented, occurs, as ordinarily used, but three-tenths of one per cent in all matter. It is therefore evident that this sign, so little used, and withal so easily and quickly written, is not employed suf- ficiently frequent when its ease of writing and utility are considered, but may be advantageously employed in many more cases with no impairment of legibility. There is but a slight change of sound in employing this sign for sn (eliminating h, as is so frequently done in writing). Accordingly the following rule may be formed: Where the joining of En is inconvenient, the sound of n may be indicated by the Eshon-hook^ as, Atkinson, Tee-Kenseshon ; Wilkin- son, El-Kenseshon ; Dickinson, Dee-Kenseshon. (See p. 230.) Than, been, and own may be added by the Eshon-hook following Iss; as, less than, Layseshon ; it has been, Teeseshon; man's own, Menseshon (opening to left). (See bottom of p. 213, and 332.) The extent to which this last-named principle should be applied must be determined by each writer. It is manifest that it can not be universally applied; yet its partial application produces many ex- cellent, easily executed, and legible forms, instead of the heavier and more cumbersome outlines generally used. In certain phrases the word attention may also be indicated by the Eshon-hook; as, Court's attention, Kretseshon ; your honor's attention, Yaynseshon (opening upward). (See p. 183, where atten- tion is indicated on unmodified stem by the Shon-hook.) GENERAL NOTES 349 GENERAL NOTES. Theoretical Instruction versus Actual Conditions. In selecting the outlines to illustrate the principles set forth in the preceding pages of this work, the limited scope consistent with the purposes of this work was apparent. It is evident, therefore, that the student will not be able to find all the outlines in this work that he may be called upon to write during his experience as a stenographer; yet it is believed that the fundamental principles are fully treated, and many expedients helpful to the stenographer are given. But in nothing can theoretical instruction take the place of actual condi-. tions. The military student finds that the theoretical instruction he received must be supplemented by the knowledge gained while in action on the field of battle. Modern methods and rapid-fire guns have to be reckoned with. So, too, the student of shorthand, in dealing with actual conditions, must face rapid-fire guns. It is hoped that the suggestions herein offered will be found serviceable at such times. The Essential Qualification. In shorthand work, skill is the con- sideration of first importance ; and in the last analysis of skill as related to this question, it will be found that rapidity of accurate pen movements constitutes the most important element, and is always in the greatest demand. There are many qualifications essential in order to make a practical use of shorthand; but there is no qualification that will take the place of, or stand for more than, accurate speed. Ability to write shorthand rapidly and read it readily is the chief desideratum. Your success in shorthand hinges upon a very small point the point of your pen; for it is the rapidity of accurate pen movements that always determines the measure of the success at- tained by the stenographer. He who would succeed must consider no detail, however small and apparently trifling, of little consequence, but, with an enthusiasm born of determination and nursed by constant perseverance, must apply himself assiduously to the understanding of every detail, the overcoming of every obstacle, the mastering of every difficulty, however small it may appear; for it is the proper doing of all the little things that make up the complete, perfected whole, which changes what would otherwise be an inglorious failure into a grand success. It is the hope of the author that the suggestions offered will assist in giving the student such a familiar knowledge of the proper forms, such an intelligent idea of how to perform their execution rapidly, and such a love for an art that is among the most useful and beau- tiful, that his interest may be deepened, his work made easier, and his best success assured. H. E. ROGERS. Washington, D. C., August 27, 1905. EXTRACTS FROM TESTIMONIALS REGARDING "THE ROGERS COMPENDIUM OP THE Graham System of Shorthand." From Mr. Thomas I. Daniel, since 1870 Official Court Stenographer, Jackson, Mich. "This work gives Graham writers more ounces to the pound and pounds to the hundredweight than has hitherto been dreamed possible." From Mr. F. H. Hemperley, Editor of "The Stenographer," Philadel- phia, Pa. " One of the most advanced text-books for the successful teaching of shorthand that I have seen." From Mr. James H. Emery, Official Stenographer, Toledo, Ohio. "No better text-book could be put into the hands of a pupil." From Mr. Bates Torrey, Author of "Instruction in Practical Short- hand," Boston, Mass. "The 'Compendium' is very ambitious and extensive." From Mr. David Wolfe Brown, since 1864 Official Reporter of Debates, House of Representatives, Washington, D. C. "A monument of conscientious and intelligent labor." From Prof. B. E: Crawford, Union College, Lincoln, Nebr. "I find it more satisfactory than any other book that I have used as a shorthand text." From Mr. D. W. Miller, Official R3porter, Denver, Colo. "The most complete, thorough, and practical teacher of the best sys- tem of shorthand with which I have any acquaintance." From Prof. F. B. Cornwall, Columbia Commercial College, Evansville, Ind. "Replete with practical shorthand information, and will fill a long- felt need in the shorthand world." From Mr. E. E. Parlin, Stenographer and Notary, San Francisco, Cal. " One of the best treatises on learning to write shorthand I ever saw." From Rev. John A. Cole, Jackson, Mich. " There is new truth taught in the old way, and old truth taught in a new way." From Mr. W. M. Marshall, Cambridge, omo. "I find it the long- and anxiously-sought perfect text of Standard Pho- nography, the acme of the Reporting Style of Graham." Prom Prof. R. P. Fetch, Instructor in Stenography, Ferris Institute, Big Rapids, Mich. "This book is one of the best, if not the best, that is now published." "I concur in the above opinion." W. N. Ferris, President. From Mr. Le Roy Weber, Reporter, Newport News, Va. " It is the best instructor of the Graham System that I have ever seen." From Mr. A. B. Hoover, Official Court Reporter, Marshalltown, Iowa. "It seems to me to be about perfect in setting forth the Graham System." From Mr. H. E. V. Porter, President Jamestown Business College, Jamestown, N. Y. " We have no hesitancy in giving this book our unqualified endorse- ment." From Mr. Henry L. Dietz, Stenographer and Notary, Chicago, III. " Does away with all useless study." From James W. King, Official Stenographer, i.sth Judicial Court, Three Rivers, Mich. " The best condensation of any shorthand system I have ever seen." From Ruel Smith, for 20 years Official Stenographer of the Maine Su- preme Judicial Court, Bangor, Me. " The best arrangement for the study and acquirement of Graham stenography that I have ever seen." From Prof. L. W. Damon, Principal Modern School of Commerce, La Grande, Oregon. " The ' Compendium ' is not only a text-book, but can be used by short- hand writers as a book of reference as long as they follow the profession, and always find something new." From Prof. J. H. Haughey, Berrien Springs, Mich. " It is scientific in its arrangement, and clear in its presentation ; and for brevity and legibility, as well as thoroughness, it will not have a rival for many a year." From E. R. La Grange, Stenographer, Battle Creek, Mich. "Any one who takes up the study of this 'Compendium' may rest assured that he has the best shorthand extant." From Prof. L. T. Curtis, Healdsburg, Cal. "The 'Compendium ' carries the student far beyond the range of the ordinary text-book, taking up the abbreviating expedients used by the most rapid reporters." From Roy V. Ashley, Reporter, Battle Creek, Mich. "The best text-book on the subject of shorthand, whether for school or home study, that has ever come to my notice." From Mr. J. W. Draughon, Nelson and Draughon Business College, Fort Worth, Texas. "You have the best work ever published on shorthand. We are not afraid to recommend it, for it will stand the test." From Mr. Karl K. White, San Antonio, Texas. "After making a thorough examination of the 'Compendium,' I find it to be the best text on the Graham System published." From Mr. Wm. I. Alexander, Elmira, III. "Your 'Rogers Compendium of Shorthand' is the most complete and conscientious book on shorthand that I have ever seen, and I have been a writer for twentv years. "Enclosed find money order in payment of bill. I would not take twenty dollars for the book for my personal use." From Mr. Wm. H. Price, Boston, Mass. "Your 'Rogers Compendium' is a very fine work, the best on the subject of shorthand that I have seen. If I were acquainted with Mr. Rogers, I would certainly congratulate him on his ability to write so in- telligently His work is'as a brilliant star in comparison with most works of this character. One can not but be greatly benefited from a study of his 'Compendium.'" From Mr. Ray Jones, Public Reporter, La Grande, Oregon. "I will always speak a good word for the 'Compendium.' I know the book thoroughly and by means of it I have worked up a speed of two hundred words a minute with much less practice, I know, than would have been required by any other system." From Mr. D. D. Warne, 105 Landon Ave., Syracuse, N. Y. "Some weeks ago I received from you, two copies of 'Rogers Compen- dium of the Graham System.' Later on I think I ordered still another copy, lioth of these I have given away to teachers of the Graham System in this city. I am informed, by several who have used this book during the past month, that it is far in advance of the old Graham. To this com- mendation I add my own, and will state that in arrangement, subject- matter, and teaching points, it is unequaled. "I wish three copies to place in the hands of other teachers and en- close money order for same." From Mr. \V. C. Massey, Teacher and Reporter, Atlanta, Oa. "I am amazed to think I did not find the 'Compendium' sooner. 1 am delighted with it, and so are all who have seen it. It is a very logical presentation of the Graham system, and is an encouragement to earnest students." From Mrs. Minnie C. Harnden, Stenographer, Battle Creek, Mich. "An arrangement of stenographic principles in such a way as to make what nrght be dry and tedious technicalities (Emerson calls them 'always melancholy') breathe with a living interest, thus engaging and holding the attention and concentration from beginning to end. The arrangement of the book, and the manner of presentation, are both natural and compre- hensive, and any student faithful to its teachings, may become a tirst-class stenographer without other assistance." Price, in Cloth Binding, Postpaid, $1.75. THE HAMMOND PUBLISHING CO., Ltd., Lansing, Michigan. UNIVERSITY OF CALIFORNIA LIBRARY Los Angeles This book is DUE on the last date stamped below. v Form L9-25m-9,'47(A5618)444 UNIVERSITY of CALIFORNIA Z56 Rogers - R651c The Rogers com" pendium of the Graham system of shorthanl. UC SOUTHERN REGIONAL LIBRARY FACILITY A 000 573 632 7 JAN 1 1 1951 OVERDUE B. 0, BAKEU Z56 R631c