O 
 
I f 
 
 3 Oe 
 i I 
 
 iV^f ^ 
 
 %OJITVJ-JO^ ^5 
 
 ^OKAUF(% 
 
 c^ 
 
STENOGRAPHY ; 
 
 
 OR, 
 
 AN EASY SYSTEM OF SHORT HAND, 
 
 UPON 
 
 MATHEMATICAL AND MECHANICAL PRINCIPLES '. 
 
 (Taking the Systems of Lew d Richardson as its basis) 
 
 BY WHICH THE GREATEST 
 
 EXPEDITION IN WRITING 
 
 Is completely effected, with a positive certainty of reading the 
 notes at any distance of time ; 
 
 AND A REGULAR PLAN LAID DOWN FOR 
 
 STUDYING THE WORK 
 WITHOUT THE ASSISTANCE OF A MASTER: 
 
 BY E. HINTON, 
 
 Late of Trinity Hall, Cambridge ; 
 
 Master of the Classical, French, Commercial and 
 Naval Academy, Chichester. 
 
 CHICHESTER : 
 
 PRINTED FOR THE AUTHOR, 
 
 BY W. MASON, EAST STREET j 
 
 SOLD BY LONGMAN, REES, ORME, BROWN, AND 
 GREEN ; G. B. WHITTAKER ; AND DARTON AND 
 HARVEY, LONDON. 
 
ADDRESS. 
 
 
 IN laying the following Pages before 
 his Subscribers, the Author feels called 
 upon to express his most grateful sense 
 of the liberal and distinguished Patron- 
 age he has received ; and the very po- 
 lite, friendly, and in many cases, spon- 
 
 oe , 
 
 taneous manner in which it has been 
 
 g 
 
 conferred. His first wish is, therefore, 
 that his work may be found, in every 
 respect, equal to the just expectations 
 f| of his Friends. If any thing can add 
 to his satisfaction, it will be to learn, 
 u that he has succeeded in exciting an 
 | interest for, and extending the know- 
 ledge of, an art, universally admitted to 
 be of the greatest utility. 
 
 Chicfceiter, April, 1826. 
 
 /*> coor? *- 
 
 ^Q^I^O*. 
 
of S 
 
 His Grace the Duke of Richmond, (2 copies) 
 
 Right Honorable the Earl of Arran, 
 
 Right Honorable Lord Selsey, 
 
 The Lord Bishop of Chichester, (2) 
 
 The Right Honorable William Huskisson, M. P. 
 
 Lord George Lennox, M. P. 
 
 W. S. Poyntz, Esq. M. P. (2) 
 
 Walter Burrell, Esq. M. P. 
 
 Thomas Read Kemp, Esq. M. P. 
 
 General Nicolls, 
 
 Lieutenant General Widdrington, 
 
 Colonel Brereton, 
 
 Colonel Teesdale, 
 
 Lieutenant Colonel Buekner, C. B. 
 
 Captain Schomberg, R. N. 
 
 Lieutenant Colonel Hill. 
 
 Lieutenant Gascoigne, R. M. 
 
 LADIES. 
 
 Lady Murray, 
 Lady a 
 Bailey, Mrs. 
 
SUBSCRIBERS. 
 
 Bailey, Miss, 
 Fleet, Miss, 
 Eraser, Mrs. General, 
 Kilgour, Mrs. 
 Mahomed, Mrs. 
 Michell, Mrs. 
 Michell, Miss, 
 Parker, Miss, 
 Quennell, Mrs. 
 Strickland, Mrs. 
 
 MAGISTRATES. 
 
 E. Humphry, Esq. Mayor, of Chichester, (2) 
 
 W. Milton Bridger, Esq. Recorder, 
 
 J. B. Freeland, Esq. Deputy Recorder, 
 
 Baker, Joseph, Esq. 
 
 Baker, Charles, Esq. 
 
 Cobby, Samuel, Esq. 
 
 Comper, Harry, Esq. 
 
 Daysh, George, Esq. 
 
 Diggens, Francis, Esq. 
 
 Diggens, John, Esq. 
 
 Donovan, Alexander, Esq. 
 
 Farhill, George, Esq. 
 
 Murray, John, Esq. 
 
 Peachey, John, Esq. 
 
 Woods, Edmund, Esq. 
 
 Woods, John, Esq. 
 
 CLERGYMEN. 
 
 The Dean of Chichester, (2) 
 Rev. Archdeacon Webber, 
 Ayling, Rev. H. 
 Barb tit. Rev. S. 
 
SUBSCRIBERS. 
 
 Bayley, William, D. D. 
 
 Cartwright, Rev. Edmund, 
 
 Cogan, Rev. T. W. 
 
 Crowe, Rev. J. 
 
 Davies, Rev. J. 
 
 Davison, Rev. Mr. 
 
 Deacon, Rev. Mr. 
 
 Fullagar, Rev. J. 
 
 Goddard, Rev. E. 
 
 Holland, Rev. W. W. 
 
 Horsfield, Rev. T. W. 
 
 Middleton, Rev. Mr. 
 
 Miller, Rev. Mr. 
 
 Pilkington, Rev. Charles, 
 
 Porcher, Rev. George, 
 
 Sargent, Rev. John, 
 
 Tufnell, Rev. S. J. 
 
 Tumour, Honorable and Rev. E. J. 
 
 Watkins, Rev. W. 
 
 Webber, Rev. Charles, Jun. 
 
 MEDICAL GENTLEMEN. 
 Sanden, Thomas, M. D. 
 Forbes, John, M. D. 
 Manasse, Louis M. D. 
 Birkbeck, George, M. D. 
 King, William, M. D. 
 Burnand, William, Esq. 
 Burnali, John, Esq. 
 Elliott, Robert, Esq. 
 Guy, William, Esq. 
 Gruggen, William, Esq. 
 Gruggen, John, Esq. 
 Hollingsworth, William, Esq. 
 Jones, Thomas, Esq. 
 
SUllSCIUliKKS. 
 
 Jones, William, Esq. 
 Peskett, George, Esq. 
 Phillipson, Richard, Esq. 
 Slight, Julian, Esq. 
 Toone, John, Esq. 
 Follett, Mr. 
 Pratt, Mr. 
 Winton, Mr. Harry, 
 
 GENTLEMEN OF THE LAW. 
 G. Clough Marshall, Esq. 
 J. Price, Esq. Town Clerk, 
 Attree, Thomas, Esq. 
 Bennett, S. W. Esq. (2) 
 Bowyer, J. Esq. 
 Calhoun, W. H. Esq. 
 Compigne, David, Esq. 
 Cruickshank, Robert, Esq. 
 Dally, Richard, Esq. 
 Dennett, W. H. Esq. 
 Freeman, Thomas, Esq. 
 French, Robert, Esq. 
 Fuller, Richard, Esq. 
 Powell, J. Esq. 
 " Raper, Robert, Esq. 
 Sherwood, John, Esq. 
 Sowton, William, Esq. 
 Wardroper, Richard, Esq. 
 Wilmot, W. W. Esq. 
 
 A 
 
 Adams, Mr. William. 
 Allen, Samuel, L. L. D. (6) 
 Allen, Mr. 
 
 Barton, John, Esq. 
 Basevi, Esq. 
 
SUBSCRIBERS. 
 
 Beckett, Mr. John, 
 
 Bennett, Alfred, Mus. Bac. Oxford, 
 
 Beves, Mr. 
 
 Biffin, Mr. James, jun. 
 
 Bigwood, Mr. James, 
 
 Binstead, Mr. B. 
 
 Black, R. Harrison, L. L. D. 
 
 Black, James, Esq. 
 
 Blagden, Esq. 
 
 Blunt, Richard, Esq. 
 
 Boimaison, Mr. B. 
 
 Brenton, John, Esq. 
 
 Brookes, Mr. E. 
 
 Brooks, Mr. William, 
 
 Bryan, Mr. William, 
 
 Buckell, M. Esq. 
 
 Byron, H.-Esq. 
 
 Boyce, Edward, Esq. 
 
 Brothers, C. Esq. 
 
 Caffin, Mr. B. 
 Challen, John, Esq. 
 Charge, Mr. Stephen, 
 Clark, Henry, Esq. 
 Colbatch, Mr. 
 Combes, Mr. G. 
 Cottrell, Mr. William, 
 Creasy, JE. Esq. 
 Creswell, Charles, Esq. 
 Cox, Mr. J. P. (2) 
 Cutten, Mr. James E. 
 Collings, Mr. 
 
 Deane, Mr. 
 .Dendy, C. C. Esq. 
 Draper, George, Esq. 
 Dunn, James Tracy, Esq. (2) 
 
SUBSCRIBERS, 
 
 Dusautoy, Mr. 
 Ellyett, Mr.- 
 
 Farndell, Mr. 6. /- 
 Fleet, Mr. William 
 Fogden, Mr. C. 
 Freeland, Joseph, Esq. 
 Freeland, Mr. W. B. 
 Fuller, E. Esq. 
 
 Gatehouse, Mr. R. 
 Gilford, J. Esq. 
 Gill, Mr. James, 
 Gilbert, Mr. Joseph, 
 Goodeve, W. S, Esq. 
 Gregory, B. Esq. 
 
 Hack, Mr. James, Jun. 
 Harris, Mr. H. (2) 
 Henty, Mr. 
 Hewlins, Mr. 
 Hobgen, Mr. Charles, 
 Hobgen, Mr. Thomas, 
 Hoffmeister, H. Esq. 
 Hodge, Mr. (2) 
 Humphreys, Mr. J. 
 Humphreys, Mr. J. Junr. 
 Howard, D. Esq. 
 Harrison, Mr. 
 Honebourn, F. D. Esq. 
 Hookey, Mr. Robert, 
 
 Inkson, Mr. William, 
 
 Insoll, Mr. 
 
 Jones, E. Esq. C. C. College, Camb. 
 
 Joyes, Mr. 
 
 Langtry, Mr. Charles, 
 
SUBSCRIBERS 
 
 Lee, Mr. William, 
 Levin, Zadick, Esq. 
 Lewis, Mr. Thomas, 
 Lewis, Mr. Charles, 
 Long, Joseph, Esq. 
 Love, Mr. Thomas, 
 Linvell, J. H. Esq. 
 Marsh, John, Esq. 
 Marsh, J. Esq. Jun. 
 Mason, Mr. William, 
 Mason, Master W, Hayley, 
 Murray, G. Esq. 
 Murray, Richard, Esq. 
 Newland, W. C. Esq. 
 Newland, Mr. J. 
 Newman, Mr. Jacob, 
 Newman, Mr. James 
 Notley, W. Esq. 
 Parker, Mr. H. 
 Partington, C. F. Esq. 
 Patching, Mr. J. 
 Phillips, Henry, Esq. 
 Pitt, Mr. 
 Porter, Mr. 
 Powell, Charles, Esq. 
 Powell, James, Esq. 
 Powell, W. S. Esq. 
 Powell, Mr. H. 
 Purchase, W. Esq. 
 Ricardo, M. Esq. 
 Ridge, Charles, Esq. 
 Ridge, William, Esq. Jun. 
 Roake, Mr. G. 
 Rouse, Mr. J. 
 R , Mr. 
 
SUBSCRIBERS. 
 
 Samuel, Mr, 
 Sandle, Mr. 
 Shipley, Mr.T . Juu. 
 Shippam. Mr. F. 
 Smith, Mr. YV. 
 Smith, Mr. YV. Anindel, 
 Smither, Mr. William, 
 Smithers, J. Esq. 
 Snook, M. Esq. 
 Sowter, Mr. 
 Stamper, Mr. 
 Stephens, Mr. G. A. 
 Stich, Mr. William, 
 Stoveld, J. Esq. 
 Sexton, Mr. James, 
 Taylor, Mr. 
 Taylor, Mr. J. 
 Teesdale, Christopher, Esq. 
 
 Terry, Mr. H. /- . /?// , . i 
 
 -v"**- <*** 
 
 Tireman, W. W. Esq. -v"**- 
 
 Titchener, Mr. 
 
 Trimmings, J. Esq. 
 
 Yoke, Mr. James, 
 
 Weguelin, W. A. Esq. 
 
 Weller, Mr. 
 
 White, Mr. 
 
 Williams, Thomas, Esq. 
 
 Wills, Mr. E. P. 
 
 Wills, Mr. R. 
 
 Wilson, J. Esq. (2) 
 
 Wilson, Esq. 
 
 Wilson, Mr. C. C. 
 
 Wood, Mr. B. 
 
 Wright, Mr. H. 
 
 Wright, Mr. J. 
 
 Wyatt, Mr. James, 
 
STENOGRAPHY. 
 
 CHAPTER I. 
 
 INTRODUCTION. 
 
 AS this work may fall into the hands of 
 some who may be desirous of obtaining in- 
 formation relative to the rise and progress 
 of the art of Short-hand, and wishing to 
 make it as interesting as my limits would 
 permit, the following concise sketch of 
 its History, from the most authentic 
 sources, will, it is hoped, be acceptable. 
 Its early History is involved in great 
 
 B 
 
obscurity, some are of opinion that the 
 Hebrews were acquainted with the art, 
 and they quote passages of Scripture to 
 support their opinion, among the rest 
 Psalm xlv. verse 1, " My tongue is the 
 pen of a ready writer.'* They consider 
 this expression, with some others, as in- 
 dicative that the art of short-hand was 
 known to them. Others are of opinion, 
 and I think with more reason, that it 
 may only mean those persons who 
 handled the pen with dexterity. The 
 Hebrews have a kind of abbreviation 
 peculiar to themselves, that of writing 
 their language with consonants alone : 
 the vowels are sometimes supplied by 
 points , but these are by no means 
 thought necessary to enable a person, 
 conversant in the language, to read 
 Hebrew. 
 
 The omission of intermediate vowels 
 is universally adopted by modern short- 
 hand writers, and with perfect safety as 
 to legibility. 
 
The Greeks became very famous for 
 using abbreviations in their writing 1 . It 
 is thought that Xenophon was the In- 
 ventor of contractions. No mention is, 
 however, made of any thing like a regu- 
 lar system of contracted characters hav- 
 ing been practiced by the Greeks. If 
 we take into consideration the uncouth 
 shape of some of the letters of the He- 
 brew and Greek alphabets, together with 
 the continual necessity of removing the 
 pen to make the accents, &c. we must 
 conclude that neither of these nations 
 could ever have attained any great per- 
 fection in the art of quick writing. The 
 Romans paid very considerable attention 
 to this subject, for, besides adopting the 
 plan of using initial letters for whole 
 words, such as U. C. Urbs Condita. 
 S. P. Q. R. Senalus, Populus-que Roma- 
 nus, &c. &c. They formed a system of 
 short writing by characters, which they 
 called Nolce. To bring this to perfection 
 was a work of considerable time, and 
 several contributed to make the work 
 complete. 
 
 li 2 
 
6 
 
 Cicero's Free-man, Tullius Tyro is 
 said to have invented this mode of writ- 
 ins". Cicero himself made use of similar 
 
 O 
 
 characters in writing and assisted in 
 perfecting 1 them. 
 
 By this plan, an arbitrary character 
 was adopted for each word, consequently 
 it must have been an endless task to have 
 become thoroughly acquainted with such 
 a system ; besides, from the great variety 
 of characters employed, the major part 
 of them must, necessarily, be difficult to 
 make ; so that after all the time sacrificed 
 to acquire a system thus constituted, the 
 great end that of keeping pace with a 
 public speaker, could never be attained. 
 The mode Cicero is said to have pursued 
 for this purpose, was to place several 
 persons writing the system in different 
 parts of the Forum. Plutarch says, 
 " Cicero the Consul dispersed about the 
 Senate House several expert writers, 
 whom he had taught to make certain 
 figures, which did in little and short 
 strokes express a great many words.'* 
 
These writers together may have been 
 able to take down the whole of a dis- 
 course. Of so great importance was the 
 art held by the Romans, even in this im- 
 perfect state, that they considered no 
 sacrifice too great, nor spared any pains, 
 to acquire it. 
 
 I will now proceed to notice the Rise 
 and Progress of Short-hand in our own 
 Country, where it has been cultivated 
 with an attention, in some degree, com- 
 mensurate with its importance, and where 
 it has arrived at a pitch of perfection 
 unexampled by other nations at any pe- 
 riod of the world. 
 
 It is possible the Romans may have 
 stiggested the idea of abbreviations, as 
 they were continually seen on their Coins 
 and various other inscriptions. We have 
 adopted some of these as A. M. magisler 
 artium, master of arts, P. S. post scriptum, 
 written afterwards, &c. 
 
 The first step towards reducing an 
 abbreviated mode of writing to any 
 
thing like a system, was taken by a Mr. 
 Ratcliffe of Plymouth. He employed 
 the common alphabet, omitting the 
 vowels, and occasionally a consonant in 
 a word where it could be done with safety; 
 it is supposed he took this idea from the 
 omission of the points (which are the 
 vowels,) in Hebrew. This book was 
 printed and published in London anno do- 
 mini 1688, after the death of the Author -, 
 it must have been many years after his 
 death, otherwise it could not have been 
 the first, as a work was published on the 
 subject by Timothy Bright, M. D. in the 
 year 1588, during the reign of Queen 
 Elizabeth, and dedicated to her Majesty ; 
 it was entitled Characterie, or an art of 
 short, swift and secret writing by cha- 
 racter ; his method was very similar to 
 that of the Romans, making distinct ar- 
 bitrary marks to stand for words. 
 
 This was followed soon afterwards by 
 another work, on nearly the same plan, by 
 a Mr. Peter Bales : the only material 
 
difference appears to have been, that 
 Bales divided his Characters into dozens, 
 to facilitate the process of learning them 
 by heart. The next, and most impor- 
 tant step, was the invention of a Steno- 
 graphic Alphabet by John Willis, B. D. 
 in 1602 ; the alphabet, as may be ex- 
 pected, was a very imperfect one. Its 
 defects, chiefly consisted, in many of the 
 single letters having been formed by the 
 union of two other letters ; this must of 
 course, much retard the writing, a stop- 
 page of the pen taking place at the angle 
 formed by the junction of the characters ; 
 but a still greater evil ensued the diffi- 
 culty, if not the impossibility (in some 
 cases) of reading what had been written, 
 however, upon the whole, I consider it 
 a good and ingenious alphabet as a first 
 production. I would have introduced it 
 into this work, but thought it may not 
 be sufficiently interesting to the gene- 
 rality of my readers. Should any one, 
 however, wish to see Willis's alphabet, I 
 
10 
 
 should feel much pleasure in furnishing 1 
 a copy of it. 
 
 Very little real improvement appears 
 to have been made in the art during the 
 space of one hundred and fifty years from 
 this period ; although it was much cul- 
 tivated, and some ingenious systems were 
 published. Rich's in 1654 and 1659 
 may be reckoned amongst the best, par- 
 ticularly the latter. Locke speaks very 
 favourably of it in his Essay on Educa- 
 tion ; it served as a model for several 
 succeeding treatises. From my own 
 knowledge of it, however, I consider it 
 will bear no comparison with many 
 modern works on the subject. 
 
 Gurney's system published in 1753, 
 founded upon Mason's, has been much 
 studied. It does not profess to use in- 
 termediate vowels, but they are provided 
 for by beginning the next consonant, in 
 a certain position, relative to the pre- 
 ceding one. Thus the place to represent 
 a and e is level with the top, i and y 
 
11 
 
 in the middle, o and u in a line with 
 the bottom. Those who may wish to 
 take in the intermediate vowels, I would 
 recommend to adopt the same plan ; 
 but the progress of the writing is imped- 
 ed by this method. I make no provision 
 for these vowels in my own writing, nor 
 that of my pupils, as I find it perfectly 
 legible without it. There is ambiguity, 
 also, in Gurney's alphabet, arising from 
 the cause above alluded to, when speak- 
 ing of Willis's ; however, it is but justice 
 to say that it has been practised, very 
 succesfully, in the Courts of Law, by the 
 members of Mr. Gurney's family. 
 
 I followed this system for several 
 years my principal motive for changing 
 it was, for the advantage of a more scien- 
 tific and simple alphabet. 
 
 Byrom's system came out in 1767 and 
 was by far the most complete of any 
 that had made its appearance previous 
 to his time. Its characteristic feature 
 was that of employing a loop in the 
 
12 
 
 formation of the alphabet ; this was an 
 excellent plan to determine, positively, 
 the letter intended ; but one inconveni- 
 ence attends this method that of re- 
 quiring an additional motion of the pen 
 to form the loop. 
 
 Taylor's system published in 1786 and 
 Dr. Mavor's in 1789, both founded, in 
 some measure on Byrom, have, deserv- 
 edly, had a considerable share of popu- 
 larity, though a bare inspection of the 
 specimens written by either will clearly 
 testify, that vast practice must be ne- 
 cessary to acquire sufficient expedition 
 for following a speaker. 
 
 Several systems have appeared since 
 Dr. Mavor's. Richardson, in, 1800, 
 struck out a new path by the invention 
 of his mechanical lines, which tend to 
 shorten the labour very materially; these 
 are something upon the plan of musical 
 lines, from which I have no doubt he took 
 the idea. Had Mr. Richardson been as 
 judicious in the use as he shewed himself 
 
13 
 
 ingenious in the invention of his lines, 
 the following pages would never have 
 made their appearance. I am informed 
 that this work is now out of print. Those 
 who are convinced of the advantages 
 derived from the use of the lines, will, I 
 doubt not be pleased to find another sys- 
 tem published wherein the use of lines is 
 continued, with, I flatter myself, consi- 
 derable improvement. 
 
 Mr. Lewis's work came out in 1812, 
 he has done much for advancing the art, 
 and been very successful in promulgat- 
 ing his system. His history of Short- 
 hand is a very elaborate and useful work. 
 Several systems, since Mr. Lewis's, have 
 appeared, with different degrees of claim 
 for public favour. 
 
14 
 
 CHAPTER II. 
 
 ADVANTAGES OF SHORT-HAND. 
 
 Having dedicated the foregoing chap- 
 ter to a sketch of the History of Short 
 hand, I shall, as a stimulous, to promote 
 the study of it, endeavour to point out 
 some of its most striking advantages. 
 The fact that it has engaged the atten- 
 tion, more or less, of all civilized nations, 
 for so long a series of years, and the num- 
 ber of treatises on the subject, which are 
 continually issuing from the press, are the 
 

 15 
 
 most convincing proofs of the high esti- 
 mation in which it has been and continues 
 to be held. It would, therefore, be quite 
 unnecessary for me to offer laboured ar- 
 guments in support of its utility, I will 
 content myself, on this head, by quoting 
 the opinions of others, rather than in of- 
 fering my own. Mr. Gawtress in his 
 Introduction to Byrom, observes "In 
 England" at least, this may be considered 
 a national blessing, and thousands who 
 look with the utmost indifference upon 
 it are daily reaping the fruits of its cul- 
 tivation. It is scarcely necessary to 
 mention how indispensable it is in taking 
 minutes of public proceeding. If all the 
 feelings of a Patriot glow in our bosoms 
 on a perusal of those eloquent speeches 
 which are delivered in the senate, or in 
 those public assemblies where the people 
 are frequently convened to exercise the 
 Birthright of Britons we owe it to 
 short-hand. If new fervour be added 
 to our devotion, and an additional stimu- 
 lus be imparted to our exertions as Chris- 
 
16 
 
 tians, by the eloquent appeals and en- 
 couraging statements, made at the anni- 
 versaries of our various religious socie- 
 ties we owe it to short-hand. If we 
 have an opportunity, in interesting judi- 
 cial cases, of examining the evidence 
 and learning the proceedings with as 
 much certainty, and nearly as much mi- 
 nuteness as if we had been present on 
 the occasion we owe it to short-hand. 
 In short all those brilliant and spirit-stir- 
 ring effusions which the circumstances of 
 the present times combine to draw forth, 
 and which the press transmits to us with 
 such astonishing celerity, warm* from 
 the lips, and instinct with the soul of the 
 speaker, would have been entirely lost 
 to posterity, and comparatively little 
 known to ourselves, had it not been for 
 
 * It is a well known fact that on two several oc- 
 casions of great public interest, one half of the 
 speeches of a celebrated orator were printed and 
 being read by the community at large, while the 
 latter parts were being delivered, and his voice still 
 sounding in the ears of the assembly to whom he 
 spoke. Scientific Gazette, No. 28. 
 
17 
 
 the facilities afforded to their preserva- 
 tion by short-hand. Were the operations 
 of those who are professionally engaged 
 in exercising this art to be suspended 
 for a single week, a blank would be left 
 in the political and judicial history of our 
 country, an impulse would be wanting 
 to the public mind, and the nation would 
 be taught to feel and acknowledge the 
 important purposes it answers in the 
 great business of life. In addition to 
 these inestimable advantages, Science 
 and Religion are indebted to this noble 
 art for the preservation of many valua- 
 ble lectures and sermons, which would 
 otherwise have been irrecoverably lost. 
 With so many vouchers for the truth of 
 the remark, we can have no hesitation in 
 stating it as our opinion, that since the 
 Invention of Printing, no cause has con- 
 tributed more to the diffusion of know- 
 ledge and the progress of Refinement, 
 than the improvement of this invaluable 
 art. It offers its assistance to every 
 
18 
 
 rank and station in life, to the man of 
 business as well as to the man of science, 
 for the purposes of private convenience 
 as well as general information. The fa- 
 cility it affords to the acquisition of 
 learning ought to render it an indispen- 
 sable branch in the education of youth. 
 To be enabled to treasure up for future 
 study, the substance of sermons, lec- 
 tures, <Scc. is an accomplishment attend- 
 ed with so many evident advantages that 
 it stands in need of no recommendation. 
 Nor is it a matter of small importance 
 that the youthful student is furnished 
 with an easy means of making a number 
 of valuable extracts in the moments of 
 leisure and of thus laying up a stock of 
 knowledge for his future occasions ; the 
 pursuit of this art also materially con- 
 tributes to improve the student in the 
 principles of Grammar and Composition. 
 While studying the rules of abbrevia- 
 tion and connection, while tracing the 
 various forms of expression by which 
 
19 
 
 the same sentiment can be conveyed ; 
 and while endeavouring to represent by 
 modes of contraction, the dependence of 
 one word on another, he is insensibly ini- 
 tiated in the science of universal lan- 
 guage, and particularly in the know- 
 ledge of his native tongue." 
 
 Mr. Lewis, speaking of this subject, 
 remarks, that " Of all the perfections of 
 the mind there is none more capable of 
 improvement than the memory, and 
 none that will reward our labours with 
 more pleasure and advantage. How of- 
 ten from the lips of some admired 
 speaker have we heard the most in- 
 structive lectures upon those very 
 branches of useful knowledge with 
 which we were most anxious to become 
 acquainted, yet without obtaining any 
 material advantage from the important 
 information disclosed, and through the 
 treachery of our memory, without being- 
 able to form even a clear and satisfac- 
 tory idea of the subject, when by means 
 of Stenography, not only the thoughts 
 c 
 
which pass in our own mind receive a 
 visible form and can be communicated 
 to the mind and understanding of others 
 at the most distant period ; but likewise 
 we are enabled to catch the living ideas 
 of a speaker in the very words by which 
 they are conveyed to our own ears, copy 
 from the lips of an oraior all his studied 
 beauties of language, his arrangement of 
 elegant expressions and force of reason- 
 ing, which we can with the utmost sa- 
 tisfaction review at pleasure. There 
 are many short-hand writers and parlia- 
 mentary reporters of the present period 
 who, previous to the exercise of this art, 
 could with difficulty remember on their 
 return home the heads of a discourse ; 
 yet they have been so trained to ha- 
 bits of attention and to regular sys- 
 tematic methods of investigation, and 
 their memory has been so wonderfully 
 improved and mechanically strength- 
 ened by the practice of the Steno- 
 graphic art, that they are now enabled 
 to collect with verbal accuracy every 
 
21 
 
 sentence of a long 1 oration. This is in- 
 deed the true nature, the chief design 
 and great utility of the art." 
 
 Nicholson in his Treatise on Educa- 
 tion, says, " When we advert to the dis- 
 patch with which Short-hand enables a 
 person to register his ideas, make ex- 
 tracts, and bring away, at least, the sub - 
 stance of a discourse or lecture, it is a 
 most valuable attainment to men of let- 
 ters or of business." 
 
 The Rev. Mr. Angell says, " I would 
 recommend a knowledge of short-hand 
 to our English youth of both sexes, as a 
 very innocent, agreeable, and advan- 
 tageous amusement, wherein the small 
 trouble they may take to acquire it, will 
 be abundantly compensated by the plea- 
 sure and profit that will naturally and 
 necessarily arise from it." I would only 
 add, that I perfectly accord with these 
 opinions, and that no study ever gave me 
 so much pleasure and satisfaction as that 
 which is the subject of these remarks. 
 c 2 
 
CHAPTER III. 
 
 OUTLINE OF THE SYSTEM. 
 
 I have ever considered it one of the 
 greatest efforts of human art and indus- 
 try to be able to take down, on paper, a 
 speech, verbatim, as delivered from the 
 lips of a speaker. From an ambition to 
 attain this perfection, I have made Short- 
 hand my study, as much as my time 
 would permit, for several years. I have, 
 as I before observed, written successive- 
 ly, the systems of Rich, Gurney, Lewis 
 
23 
 
 and Richardson. I practised Lewis's 
 system a great deal, and think it goes 
 as far towards perfection as any one, not 
 embracing general mechanical aid ; I 
 must, however, confess, that since I have 
 been in the habit of using the lines, as 
 recommended by Richardson, I am, de- 
 cidedly in favour of their universal adop- 
 tion ; the labour being so materially de- 
 minished, and the certainty of decipher- 
 ing the writing at any distance of time, 
 so completely established by their means, 
 I considered it desirable to endeavour to 
 simplify the manner of employing them, 
 so as to bring them into general use. If 
 I have contributed, in any degree, to 
 this desirable end, it will be a source of 
 the highest satisfaction to me. I have 
 spared no pains to make the system as 
 complete as possible ; to effect which, I 
 have not so much studied to produce 
 novelty as to aim at practical utility. As 
 I had discontinued Gurney's system and 
 adopted Lewis's, principally on account 
 
24 
 
 of the superiority of his alphabet, I have 
 made as little alteration in the charac- 
 ters as I could help, consistently with 
 my plan of employing an alphabet, 
 formed on the most simple geometrical 
 principles. 
 
 My next object was to reduce within 
 the narrowest compass, that part re- 
 quired to be learnt by heart ; with this 
 view I have entirely done away with the 
 use of second places, i. e. passing com- 
 pletely over the two different perpendi- 
 cular lines without writing between them. 
 Richardson used this method, first to 
 enable him to give two columns more of 
 words written by points and commas 
 only. I have reduced these two co- 
 lumns to one, and represent the words 
 by inverted commas ; secondly, he used 
 them to distinguish where a Preposition 
 was employed. I find, as I use the lines, 
 that I am enabled to reduce the table of 
 Prepositions and Terminations, materi- 
 ally, which is so much relief to the me- 
 
25 
 
 mory as they must be learnt by rote ; 
 thirdly, for the Pronouns ; moods, tenses, 
 &c. of auxiliary verbs. They must like- 
 wise have been committed to memory. 
 
 I have a still greater objection to 
 these spaces, as they may, in some cases, 
 endanger legibility. I also found that 
 they interfered, prejudicially, with that 
 systematic, uniform motion of the hand 
 acquired by writing in the regular 
 way I have therefore discarded them 
 altogether, thus simplifying the system 
 so as to be understood, in its general 
 bearing, by one minute's explanation 
 I shall enter into particulars in the pro- 
 per place. 
 
 It may be necessary to point out in 
 what way the lines contribute to shorten 
 the writing In the first place, this is 
 done by a point, ow/y, being made in the 
 position representing the particular let- 
 ter each place may stand for, when ei- 
 ther of the words against such letter is 
 understood by the point. 2ndly. A 
 
comma in the letter's places represents 
 (generally) two most useful words, as 
 may be seen by inspecting the table of 
 commas. 3rdly. A set of words most 
 difficult to write, represented by an in- 
 verted comma. 4thly. By the first let- 
 ter in a word being written by the place 
 standing for that letter then proceed- 
 ing to write the second letter. This is, 
 indeed, the leading characteristic feature 
 of the system, and on which, piincipally, 
 it lays claim to superiority. Richard- 
 son, very justly observes, in allusion to 
 the first letter being understood as made 
 by the place, that a considerable part of 
 an oration is written by the ruled lines*, 
 before the orator opens his mouth. 
 
 It remains for me to shew that the dif- 
 ficulty of falling upon the letters' places 
 
 * I have a quantity of Ruled Paper in books and 
 in sheets, similar to the Specimen after the Plates ; 
 also some with wider spaces, for the accommo- 
 dation of beginners. 
 
27 
 
 is not so great as it would be to make 
 the additional letter in a word. I think 
 it will not be difficult to convince even 
 the most skeptical, on a moment's re- 
 flection, that this cannot be the case, 
 arguing from analogy alone. We have 
 most of us seen with what readiness the 
 fingers, even of a very young child, fall 
 upon the right keys of a Piano Forte, or 
 the proper strings of a Harp without 
 any apparent effort, though the child 
 may have to play two parts and sing 
 a third. 
 
 We are told that " Ccesar scribere el 
 leyere simul, diclare et audire solebat." 
 Caesar was accustomed to write and 
 read, to dictate and to give audience at 
 the same time. 
 
 Richardson has aptly compared the 
 act of using the lines, to the daily prac- 
 tice of the compositor in the regular 
 routine of printing. He takes up the 
 letters he wishes, and returns them to 
 their proper places with a certainty and 
 
rapidity truly astonishing. I am cre- 
 dibly informed, that this becomes so 
 completely mechanical, by practice, 
 that it may be done with nearly, if not 
 quite, the same facility if the operator 
 were blindfolded. The art of reading- 
 is also an exemplification of this princi- 
 ple. We have only to cast our eye 
 upon a word, be it ever so long, and we 
 can instantly name it, without the least 
 hesitation. Even the common act of 
 wrapping up a newspaper, is done by 
 those persons accustomed to it with al- 
 most incredible expedition. But I have 
 the greatest and most satisfactory proof, 
 in my own experience and that of my 
 pupils. I find that my pen falls upon 
 the place intended, without the slightest 
 previous consideration. Several of my 
 young gentlemen have learnt my system 
 during the last six months ; and I uni- 
 formly find, that in about three weeks or 
 a month, at most, of an hour's study a day, 
 they acquire the system completely, and 
 
29 
 
 are in that time enabled to write it con- 
 siderably quicker than they can the com- 
 mon hand. Continuing- the practice in 
 the same manner, at the end of about 
 four months, they will keep pace with a 
 person speaking or reading moderately 
 slow. I have some young Gentlemen 
 with me now, who can take down a ser- 
 mon, and who have not begun to write 
 short-hand more than five months. They 
 all agree that they fall upon the lines, 
 readily, after about a month's practice. 
 
 I trust, i have clearly, and I hope, 
 satisfactorily, shewn by analogy and 
 actual practice, that the lines are capa- 
 ble of leading the writer on to any pitch 
 of perfection, according to the degree of 
 attention he pays to the subject. This 
 much he may depend upon, that his la- 
 bour will always be one third less, than 
 it can be by using a system that does 
 not provide mechanical aid. This, though 
 important of itself, would be compara- 
 tively trifling in point of practical utility, 
 
30 
 
 were it not for another ad vantage the lines 
 afford that of assisting to read what has 
 been written upon them. They may be 
 said to serve as a key to decipher the writ- 
 ing at the most distant period of time. 
 
 I speak from experience, when I say 
 that the first syllable of a word (which 
 is provided for by the lines) offers the 
 greatest difficulty in reading short-hand 
 notes, particularly, when it is recom- 
 mended to omit the initial vowels, and 
 where they are directed to be always 
 used, it may be often difficult to deter- 
 mine which is intended ; and to say the 
 least, the writing must be impeded by 
 making them, The lines save the trouble 
 of making the vowels, in common with 
 all initial letters, without the least un- 
 certainty in regard to legibility. There 
 is another advantage attendant upon 
 using the lines, which at first sight may 
 appear trivial, but which to the expe- 
 rienced short-hand writer, is of consider- 
 able importance, viz, that the pen does 
 
31 
 
 not require to be dipped into the ink 
 more than half the number of times, 
 that it does where the lines are not used. 
 It will, I presume, be unnecessary to 
 advance any thing 1 farther on this head. 
 I hope I have established the fact, that 
 it is advantageous to use the lines ; and 
 that a person may, with much more ease, 
 from equal practice, follow a speaker, 
 than he could, with the best system, 
 without such assistance. 
 
CHAPTER IV. 
 
 AN EXPLANATION OF PLATE IST. 
 
 Figure the 1st. in this plate is the 
 circle with divisions, and subdivisions, 
 containing the whole alphabet, which 
 may be thus explained ; a is represented 
 by a point, which as defined in Euclid, 
 hath no parts, or hath no magnitude. 
 We must not take this definition literally, 
 but we may readily comprehend what he 
 would convey by it, viz. that a Point 
 is the most minute and simple mark in 
 
 
7ZATJS 
 
 /' ) 
 
 e 
 
 7 
 
 
 -; - C 
 
 u 
 
 *> 
 
 o 
 
 r 
 
 ~> 
 
 ^ 
 
 -fr 
 
 n^> 
 
 en 
 
 s. fn trie n^s- 
 t'ffft 
 
 t//tf/e-7" 
 
 &tt 
 
 
 f/' e<>tt4>m 
 * / * 
 lfl>(t1?lt>fl 
 
33 
 
 nature ; in this sense, it may with pro- 
 priety claim a precedency in the list of 
 stenographic characters. 
 
 I have considered it, in this figure, as 
 the centre of the circle, whence the lines 
 (which are said to be the extension of a 
 point) diverge. The next letter b, is 
 the fourth part of the circle, extending 
 from 1 to 3 ; c and k hard are also ano- 
 ther fourth part of the circle, from 7 to 1. 
 It may be necessary to explain why this 
 character is made to represent two of the 
 letters of the common alphabet. In 
 short-hand, the sound of letters alone, is 
 to be attended to. These two letters 
 have exactly the same sound, so that one 
 character only, is required to represent 
 them. The other double letters, have a 
 sound sufficiently similar, to be perfectly 
 well conveyed by the single character 
 substituted for them. The letter d is 
 made from right to left and forms an 
 angle, with the diameter or perpendicu- 
 lar, of 45 degrees, dividing the quadrant 
 
34 
 
 into two equal parts, leading from 2 to 
 the centre ; e is a point as a ; f, and v, 
 forming" the same angle as d, in the di- 
 rection from right to left, viz. from 8 to 
 the centre: g 1 and j, these are repre- 
 sented by a horizontal line, with a small 
 curve at the end, in the direction 7, 6. 
 The curve is so slight and blends into 
 the line so imperceptibly, that no more 
 time is required to make it than the sim- 
 ple line, consequently, it cannot be con- 
 sidered a compound character the 
 curve is used to distinguish it from the t, 
 and begins from the under side, to dis- 
 tinguish it from the next letter h, which 
 is made by bringing the curve down- 
 wards and running into the line, as g : i 
 and y, is a semicircle on the right side of 
 the perpendicular, from 1 , to 3, 5 : 1 is 
 another semicircle on the left side of the 
 perpendicular, from 1, to 7, 5 : m is a 
 semicircle cut off by the diameter from 
 7, to 1. 3 on the upper side ; n is also a 
 semicircle in the under side of the 
 
35 
 
 diameter from 7 to 5, 3 : o is a comma, 
 which may be said to be the extension of 
 a Point a small distance in the direction 
 of the circle from 3 towards 4, made by 
 a single stroke of the pen : p a perpen- 
 dicular line from 1 to the centre : qu 
 the q is always followed by u, so that the 
 character stands for both these letters, 
 and to shew that it represents two let- 
 ters, also to distinguish it from the wi, it 
 is made half a diameter larger; but with 
 only one motion of the pen : r, there are 
 two characters for this letter the for- 
 mer, is used in the composition of a word 
 with other letters, the latter, when stand- 
 ing alone : this will be seen, repeatedly, 
 in the examples at the end of the book. 
 It will be observed that one of the charac- 
 ters is made the same as d, but is distin- 
 guished from it by beginning at the bot- 
 tom, as shewn by a point underneath. 
 As such, it can never be read for d, be- 
 cause the remainder of the word from r, 
 will go on at the upper (wd of the let- 
 
 D 
 
36 
 
 ter whereas for d, the word would go 
 on at the bottom. This is exemplified 
 in the words under and drummer. Fig. 4. 
 The other character for r is some- 
 thing resembling a comma turned up, 
 beginning at 5 and turning in the di- 
 rection 4 : s, z, and c soft, are re- 
 presented by the whole circle, and is 
 the only character which requires two 
 motions of the pen in its formation ; and 
 this is only the case when it stands 
 alone: at the beginning or ending of 
 another letter it requires but one stroke 
 to make it, being formed in its con- 
 nection with the letter. In the middle 
 of words it is generally written without 
 any additional motion of the pen, as part 
 is made with one letter and part with 
 the other, which would otherwise form 
 an angle, and, consequently, a stoppage 
 of the pen. This may be exemplified in 
 the words outside, manifest, fye. Fig. 4. 
 I take the average, and consider it, 
 in this view, only a simple charac- 
 
37 
 
 ter : t, this is a horizontal line from 7 
 to the centre; u as o; w a segment of 
 the circle from 7 to 5 ; x the remain- 
 ing segment from 3 to 5, and thus the 
 alphabet is completed by 21 simple cha- 
 racters, formed upon the most geometri- 
 cal principles, readily distinguished 
 from each other, and capable of being 
 joined with ease and neatness in every 
 possible way they may be brought toge- 
 ther in the formation of words. 
 
 The figures 119 and 26 shew the 
 number of distinct motions of the pen 
 required in writing the respective alpha- 
 bets, supposing the remaining five letters 
 in the stenographic alphabet to be made 
 simple as the others to make them equal 
 in number. 
 
 It would be a great advantage to sub- 
 stitute these simple characters in com- 
 mon writing instead of the complex 
 ones in the written alphabet. By refer- 
 ing to the figures, it will be found that 
 the common alphabet requires more 
 D 2 
 
 452235 
 
38 
 
 than four times the number of motions 
 of the pen to make it than is requisite 
 for the short-hand characters. On this 
 consideration alone, it is worth any one's 
 while to learn the alphabet, if he did no 
 more, and write with it, at least, for pri- 
 vate purposes. I will now proceed to 
 explain fig. 2, 3, and 4. There are three 
 horizontal and two perpendicular lines ; 
 these lines afford twenty-eight places 
 which are seven more than the steno- 
 graphic alphabet requires; thus pro* 
 viding for some of the most useful dou- 
 ble letters. The first point on the long 
 line at top shews the place of the letter 
 h: if a word, therefore, begin with h, I 
 do not make the h, but the next letter 
 from the place representing the h thus 
 in fig. 4, I have made rs from the place 
 of h and the word horse is produced. It 
 may be observed here, that those letters 
 only are used in short-hand which are 
 necessary to convey the sound of the 
 word. I go on to the second point 
 
39 
 
 on the first line : this is explained in fig. 
 3, to be a ; in fig. 4, a word is written 
 from this place with the characters 
 for net, this of course, forms the word 
 and. It should be remembered that 
 this first line (which is the blue one on 
 the ruled paper) contains the vowels' 
 places, beginning on the first horizontal 
 line and proceeding through the spaces 
 and centre line to the third horizontal 
 line See fig. 3, The examples on this 
 line will be easily read in fig. 4, by 
 taking fig. 2 and 3 as a key to them. 
 The first point in the space on a line 
 with h represents ck. The word cham- 
 ber is seen written in fig. 4, by making 
 mbr from the place of ch the word then 
 stands thus chmbr. Proceeding down- 
 wards on the first horizontal line is a 
 point, representing the place of b in fig. 
 4 the characters for rst are written 
 from the place of b, making brst, the 
 manner in short-hand of writing breast. 
 An inspection of the words written on 
 
40 
 
 this space in fig. 4, and referring to fig. 
 2 and 3, will render any further explana- 
 tion unnecessary. The same may be 
 said of the next line which is drawn ra^ 
 ther shorter than the other, but upon the 
 ruled paper its distinction is much more 
 apparent, being represented by a red 
 line this and the next space complete 
 the twenty-eight places as seen in fig. 2 
 and 3. The words in fig. 4 go on to ex- 
 emplify them to the number twenty- 
 eight, corresponding with every letter's 
 place. It would be good practice to 
 read over these examples till the places 
 and letters used in the words become 
 quite familiar, always referring to fig. 1 
 for the formation of the characters. 
 
'"" ''<' ''''<'"' #'''' '' 
 
 / 
 
 SJ/ 
 
 \ 
 
 V. 
 
 &n0h / /i6ciy, -t< 
 ////>'/; 
 ff it //' 
 j/jftf////. //////// 
 
 
 /'f rr> y'// , 
 
 / 
 
 mct-if. s/f . t-d/ 
 
 ,>/////, 
 /frr/s. 
 ts'ft '/ s( 
 
 - m-tza ristfu, 
 
 a fi -ft 
 
 f r 
 
 
 / 
 
 / 
 
 in/-elene? 
 
 cement 
 
41 
 
 CHAPTER V. 
 
 PLATE 2ND; EXPLAINED. 
 
 This Plate contains, what is called, 
 in the language of Stenographers, Pre- 
 positions and Terminations ; that is, the 
 beginning and ending of long words. 
 For the Prepositions, I write the re- 
 mainder of the word from the place 
 which signifies the preposition intended, 
 thus in the word advantage, I write t y, 
 only, in the place of a, which, as a pre- 
 position, signifies either anla, and, 
 advan, and the word by this means is 
 spelt advantg. I may be asked, how it 
 
42 
 
 may be known when a preposition is 
 employed ; this is shewn by placing a 
 comma over the word as seen in the ex- 
 ample the same in the word endless 
 place the pen in e and write / s; the 
 word then stands endls. the distinguish- 
 ing comma being set over it; proceed in 
 the same way to the end of the Preposi- 
 tions. The Terminations are thus used: 
 1 place the pen in n, which from its sound 
 would give the syllable en or in. I 
 then write ferenee by making f, only, 
 which may be seen signifies eitherybrwi, 
 or ferenee, the word inference is then 
 complete. I know when a termination 
 is used by placing a point, under the f, 
 this being the distinguishing mark to 
 shew it. I proceed in the same manner 
 with the next word pity ; I lay my pen 
 in the place for p and write the character 
 for t which stands for ily, ing, &c. this 
 with the point underneath shews imme- 
 diately the word intended. For the word 
 cement, I place the pen in s which is the 
 
43 
 
 soft sound of c and write ment by the 
 Termination. In the word multitude 1 
 have used a Preposition and Termination, 
 this is done by making the character for 
 lude, viz. t, from the place representing 
 m, which may be seen signifies multi 
 thus the place multi, and the t complete 
 the word. When a preposition and ter- 
 mination are both used in a word, I shew 
 this by a point above the word See ex- 
 ample. If plurals are intended to be dis- 
 tinguished, I place a comma under the 
 termination instead of a point. I have 
 been as sparing in the use of prepositions 
 and terminations as I could, conve- 
 niently, since it is necessary to make 
 either a comma or point to distinguish 
 them, and in most cases the word would 
 be as soon written in the common way, 
 which should always be preferred, unless 
 some obvious advantage be gained by a 
 deviation from this principle. 
 
44 
 
 CHAPTER VI. 
 
 PLATE 3RD. EXPLAINED. 
 
 The Bay and the Wolf (a Fable). 
 
 I make a point in the place of a, which 
 signifies a, see table of points ; for boy, 
 pen on place of b and make y j was, s in 
 the place of w ; sent, pen in s write nt ; 
 to, pen on t make a point ; keep, p from 
 the place of k ; a, point in a ; flock, pen 
 on f, write Ik ; of, point in o ; sheep, p 
 from sh ; on a, comma in the place of u, 
 (see table of commas) ; hill, 1 in the 
 place of h ; near, r in the place of n ; 
 the, point in th j side, id from the place 
 

 ffl 
 
 y 
 
45 
 
 of s ; of a, comma in o ; wood, d in the 
 place of w; and, point in a ; as he, com- 
 ma in s ; was, s in w ; fond, nd in f ; of, 
 point in o; sport, prt froms; he, point 
 in h ; would, Id in w ; cry, ry from the 
 place of c and k : out, t in the place of 
 ou ; the, pen in th make a point; wolf, 
 the wolf, the wolf, pen on w write If, the 
 two dashes underneath signify that the 
 word is twice repeated ; a repetition is 
 expressed by a dash under a word, two 
 (as in this case) two dashes ; when, 
 pen in w write n ; there, pen in th write 
 r ; was, as before; no, pen in n make a 
 point ; wolf, pen in w write If; to, point 
 in t : be, point in b ; seen, pen in s write 
 n ; now, pen in n write w ; you, pen in 
 y and make a point ; know, point in n ; 
 that, pen on th make t; the, point in th ; 
 wolf, as before ; will, pen in w write 1 ; 
 kill, pen in k write 1 ; sheep, pen in sh 
 write p; and, point in a; eat, pen one 
 write t; them, pen on th write m ; too, 
 pen on t, a point; and the, comma in a; 
 
40 
 
 boy, pen in b write y as before ; thought, 
 pen in th vmte t; if, pen on i write f ; 
 he, point in h , should, pen on sh and 
 write Id; want, pen on w write nt; 
 help, from h, write Ip ; that, as before ; 
 the, as before ; men, pen in m write n ; 
 who, point in w ; were, pen in w write 
 r; at, pen in a, write t; work, from w 
 write rk ; near, pen on n write r ; him, 
 from h write m ; would, as before ; come, 
 pen on c write m ; to, as before ; drive 
 pen on d make rv ; away, pen in a, write 
 wy ; the, as before ; wolf, as before ; so, 
 point in s ; by, point in b ; these, s in th ; 
 means, ns in m ; he, as before ; drew, pen 
 in d write rw ; those, pen in th write s ; 
 men, as before ; who, point in w ; were, 
 pen in w write r ; in the, comma in n ; 
 field, Id in f ; from their, commain f ; work, 
 rk in w ; and. point in a ; then, n in th ; 
 made, d in m ; sport, prt in s ; of them, 
 comma in o ; and, point in a ; told, Id in 
 t; them, m in th ; he, point in h; was, 
 as before ; only, pen in o write uly ; in, 
 
47 
 
 n in i j fun, pen in f write n ; at, t in a ; 
 last, st in 1 ; the, as before ; wolf, as be- 
 fore ; did, d in d ; come, as before ; and 
 the, comma in a; boy, as before; ran, n 
 in r ; to the, comma in t ; men, as be- 
 fore ; to, as before ; tell, lint; them, m 
 in th ; of the, comma in o ; wolf, the 
 wolf, as before with one dash under the 
 word ; but, t in b ; the, as before ; men 
 as before ; would, Id in w ; not, t in n ; 
 now, w in n ; hear, r in h ; him, as be- 
 fore ; still, pen in st write 1 ; the boy, 
 as before ; said, dins; the wolf, as be- 
 fore ; was, as before ; come, as before ; 
 and, as before ; will, 1 in w ; kill, 1 in k ; 
 all, 1 in a; the sheep and, as before ; lambs, 
 ms in 1 ; the men then told him that, as be- 
 fore; they, y in th; would, Id in w ; not, t 
 in n ; go, point in g ; for, r in f ; he, point 
 in h ; told, as before ; false Is in f ; tales, 
 Is in t ; we, point in w ; know, point in 
 n ; you, point in y ; too, as before ; well, 
 1 in w ; they, y in th ; said, d in s ; we, 
 as before ; do, point in d ; not, t in n ; 
 
48 
 
 think, nk in th ; any, ny in a; thing 1 , 
 the termination ing made in the place of 
 th, point under to shew that it is a termi- 
 nation ; yon, as before ; say, y in s ; is, 
 point in i ; true, r and a point in u's 
 place (level with the bottom) in t; in, 
 n in i ; vain, n in v ; did, as before ; he, 
 as before ; cry, ry in c ; and, as before ; 
 ask, sk in a; for, r in f ; help, Ip in h ; 
 for, r in f ; no, point in n ; one, n in o ; 
 would, Id in w ; go, point in g ; near, as 
 before; him, as before; so, point ins; 
 the wolf, as before ; fell /I in f ; upon 
 the, comma in n ; sheep and lambs, as 
 before; ran, n in r ; off, fin o; with, 
 point in w ; one, n in o ; left, ft in 1 ; 
 two, point in t ; or, r in o ; three, r and 
 point in th ; dead, d in d ; upon the, as 
 before ; ground rndin g ; and, point in a ; 
 bit, t in b ; eight, t in e ; or, r in o ; 
 nine, n in n ; more, r in m v ; now, pen in 
 n write w ; you, point in y ; see, point 
 in s; what, t in w ; a, as before; sad, d 
 in s ; thing, pen in th make the termina- 
 
tion ing ; it t in i ; is, point in i ; to, 
 point in t ; tell, 1 in t ; lies, pen in 1, 
 write is; hence, ns in h; I, point in i ; 
 hope, p in h ; yon, as before ; will, 1 in 
 w ; speak, pk in s ; the, as before ; 
 truth, rth in t ; at, t in a ; all, 1 in a ; 
 times, ms in t ; or, r in o ; else, Is in e ; 
 no, point in n ; one, n in o ; will, 1 in w ; 
 like, k in 1 ; or, r in o ; believe, Iv in b ; 
 you, as before ; we, point in w ; must, st 
 in in ; not, t in n ; tell, lint; lies, s in 
 1; no, point inn; not, tin n; in, n in 
 i ; sport, prt in s. 
 
 Having- gone thus, minutely, through 
 the fable, by shewing how every word is 
 formed, it may be tedious to pursue this 
 plan any further. The learner should ex- 
 ercise his skill in deciphering the other 
 examples himself, he will find no diffi- 
 culty in doing this, by occasionally re- 
 ferring to the contents of the plates. 
 
 It would be desirable, at this period of 
 the Student's progress, to advert to tables 
 l,2,nnd 3, containing the meanings of the 
 
50 
 
 points, commas, and inverted commas 
 in the letters' places. 
 
 In table 1, it is shewn that by making 
 a dot in the place of a, either of the 
 words and or always is understood, as 
 the sense may direct : in b, the words 
 belong or between are represented by the 
 dot : in d, a point would indicate the 
 words duty, duties, or dutiful, or any 
 word taking 1 duty for its root, the con- 
 nexion will shew which meaning to 
 take. A point in d, also signifies down, 
 downwards : a point in e, gives the words 
 error, errors, erroneous, %c. to all words 
 derived from error ; a point in e, also 
 gives evident and its derivatives. The 
 same may be observed of the rest of the 
 Table. These meanings should be 
 committed to memory, thoroughly, as 
 much depends upon a ready recollection 
 of the words represented by a point in 
 each letter's place. Table 2nd. is exceed- 
 ingly useful, as two words are, in most 
 instances, represented by a single comma, 
 
and this only requires one motion of the 
 pen. A comma in a, signifies either and 
 a, and the, and I, and thou, he, she, it, 
 we, ye or you, they ; that is, the con- 
 junction and with either of the articles, 
 or any of the personal pronouns in the 
 nominative case. It may be thought, 
 from this extensive use of the comma, 
 that a difficulty would ensue in decipher- 
 ing the writing this is not the case ; as 
 it would signify and a, and the, only, 
 when coming immediately before a noun, 
 without reference to any thing gone be- 
 fore. It represents the conjunction and 
 any of the personal pronouns with great 
 safety ; because a pronoun being a word 
 used pro for or instead of a noun, it must 
 have reference to the word going before, 
 which it substitutes ; this will always 
 determine the number, person, and gen- 
 der when the third person is referred to ; 
 for instance, If I have been speaking of 
 a man, boy, &c* instead of repeating the 
 word man, &c. I should say and he ; if 
 
 E 
 
52 
 
 a woman, girl, &c. has been spoken or 
 written of, I should understand the com- 
 ma to signify and she \ if a neuter noun, 
 the comma would signify and it, &c. See. 
 The youngest of my pupils have no dif- 
 ficulty in comprehending this clearly, 
 even though they may not be able to 
 give any grammatical reason for thus 
 using the commas. It is so perfectly 
 natural, that few would err in this re- 
 spect. The next is a comma in b, which 
 signifies the preposition %, and the arti- 
 cle a or the ; or the pronoun me, thee, 
 him, her, it, us, ye or you, them. The 
 only difference is, that it puts the pro- 
 noun in the objective case, which would 
 occur and be readily understood, with- 
 out knowing why. It is, therefore, 
 perfectly natural perfectly safe. A 
 comma in d, signifies the auxiliary verb 
 with its regular variations before the 
 pronouns, that is, do I, dost thou, does 
 he, she, it, do we, ye or you, they, &c. 
 The rest of the Table needs no explana- 
 
tion. This Table is easily acquired 
 and readily remembered ; for having 
 run through the meanings of one or two 
 of the commas, the rest will come as a 
 matter of course. I would recommend 
 a thorough knowledge of this Table, 
 as it will be found of the greatest im- 
 portance, and will help, even a slow 
 writer along in an astonishing manner ; 
 as a simple comma is, alone, required to 
 be made while the speaker must pro- 
 nounce two words. 
 
 Table 3rd. contains a class of words 
 represented by reversed commas ; these 
 meanings may be varied most advan- 
 tageously to suit the convenience of any 
 particular profession they may well 
 represent many technical terms of the 
 attorney, peculiar scriptural expressions 
 of the divine, and many anatomical 
 terms of the surgeon, &c. &c. They 
 may be used so as to prevent, even a 
 person skilled in the system, from reading 
 the writing and thus it may be used 
 E 2 
 
54 
 
 for secret purposes. The words I have 
 chosen are some of common occurrence, 
 and such as I found rather difficult to 
 make, however, by the aid of the lines, 
 they may, most of them, be dispensed 
 with easily, if more useful ones, as it re- 
 gards a particular profession, may be 
 thought preferable. 
 
 EXPLANATION OF PLATE 4TH. 
 
 Dr. Mavor's system of short-hand, 
 having had a very favorable reception 
 by the Public, was considered by Rich- 
 ardson as the best for him to compare 
 his system with, to shew its superiority. 
 I shall not follow his example any fur- 
 ther than in the specimen of the Lord's 
 Prayer, as given in plate 4th. The 
 figures underneath each example, shew 
 the number of motions of the pen re- 
 quired to write it. The Lord's Prayer, 
 
v 
 
 / 
 
 forsvw 
 
 '/ U. 
 
 < t 
 
 n 
 
 
 / 
 
 .r^- 
 
 1/7 rent,; 
 
 DfMavor. 
 
 5 V N \ 
 
 Mi'U <$4 
 
 1 
 
 \ 1 
 
 i ' 
 
 - d ! 
 
 
 
 
 
 
 
 I 
 
 
 , 
 
 
 
 i 
 
 
 
 
 
 
 J_ 
 
 
 
 
 ' 
 
 
 
 
 
 
 
 
 
 
 
 
 4 
 
 
 
 '+" 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 * 
 
 
 
 
 
 
 
 
 ^ 
 
 
 
 ( 
 
 
 
 
 ^ 
 
 
 
 
 
 
 
 
 
 N 
 
 
 
 
 
 ' ' 
 
 
 ' <| 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ( 
 
 
 
 a= 
 
 
 1 - 
 
 
 
 '// 
 
 -^ 
 
 
 
 'z 
 
 F^ 
 
 , 
 
 tht 
 
 ? 
 
 
 . 
 
 /z 
 
 r^ 
 
 
 
 c, 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ' i | 
 
 .Mine un. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 - 
 
 $6 remcn 
 
 'es 
 
 
 ^ 
 
 D 
 
 , 
 
55 
 
 with the common alphabet, requires 748 
 such motions. I have this engraved in 
 a fac-simile of running 1 hand, as better 
 adapted to the purpose of making a just 
 comparison. Then follows the same 
 specimen on Dr. Mavor's system : this 
 requires 117 distinct marks. I have 
 written the same two ways by my sys- 
 tem; first, without the lines, and then 
 with them. I have the advantage, con- 
 siderably, both ways; but I shall only 
 remark upon the latter, as peculiar to 
 the system. I write the Lord's Prayer 
 with 51 motions of the pen less than Dr. 
 Mavor does. This is nearly equal to 
 the number of distinct marks I require 
 to write the whole ; there is, conse- 
 quently, nearly double the labour to 
 write it by Dr. Mavor's system and 
 more than eleven times by the common 
 hand. In writing the Letter against 
 Waste of Time, plate 5th. I gain 
 upon Dr. M. 187 marks of the pen. 
 This must be an important considera- 
 
36 
 
 lion in point of cane, supposing each 
 took the same time: which, however, 
 cannot be the case with equal practice. 
 This will hold good with all systems 
 that do not afford some mechanical aid 
 to shorten the work. In writing with- 
 out lines it is necessary to give two or 
 three meanings to each letter, as with 
 the points, &c. in this system ; they are 
 generally small words in most frequent 
 use. I have written the Lord's Prayer, 
 by considering the same meanings to 
 the letters, that I was accustomed to 
 give them upon Lewis's system. 
 
 It may not be amiss for me to explain 
 the process of writing this one example, 
 without the lines, as it will shew the 
 mode of abbreviating, adopted by short- 
 hand writers in general. 
 
 The word our, is represented by the r ; 
 father, fthr; which, w; art, rt; in, n ; 
 heaven, h; hallowed, hid; be, b; thy, 
 thy ; name, nm ; thy ; kingdom, k ; 
 come, cm j thy ; will, wl ; be ; done, 
 
57 
 
 <lu ; in, n ; earth, rth ; as, s ; it, t ; is, 
 s; in; heaven; give, gv ; us, s; this, 
 ths; day, d; our; daily, d; bread, brd ; 
 and, a ; forgive, fg ; us ; our ; debts, 
 dts ; as ; we, w ; forgive ; our ; debtors, 
 dtrs; and; lead, Id; us; not, n ; into, 
 n ; temptation, the preposition, tempt, 
 and the termination, ation; a point over 
 shews that both are used ; but, b ; deli- 
 ver, dlvr ; us; from,f; evil, vl: amen, 
 amn. 
 
 It will be needless to say any thing 
 more of the plates, as their contents will 
 be perfectly understood by the general 
 instructions given in the work. 
 
 There are a few useful characters at 
 the bottom of plate 7th, which should be 
 learnt. They are frequently employed 
 in the examples. Where double letters 
 are required to be made, I distinguish 
 them, in general, by making the charac- 
 ter larger, as the ss in the last syllable of 
 the word Jesus, see plate 7, the Creed, &c. 
 
58 
 
 I write plurals of substantives in the 
 same manner, but would not recom- 
 mend this to beginners, as the s, which 
 forms the plural, is readily made, and the 
 writing more easily read. Where it is 
 necessary to use figures for dates, &c. I 
 would employ the common ones, as they 
 will strike the eye more forcibly, and are 
 not difficult to make ; they can always 
 be made in the time of pronouncing 
 them. 
 
 CHAPTER VII. 
 
 DIRECTIONS FOR THE LEARNER. 
 
 HAVING explained every part of the 
 work where it appeared at all necessary, 
 I will, briefly, shew the course I would 
 advise the student to pursue, in order to 
 become acquainted with the system. 
 J would refer him to plate 1st. It may 
 require about half an hour to learn the 
 
59 
 
 stenographic alphabet perfectly. Re- 
 ference should be made to fig. 1st. for a 
 proof of the geometrical construction of 
 each letter : this will assist in learning 
 the characters, and make an indelible 
 impression upon the mind, as to the ex- 
 act shape and relative part each letter 
 bears to the figure. 
 
 Figs. 2 and 3 will next engage the at- 
 tention. It will not require more than 
 half an hour to know all the places as 
 explained in fig. 3. In learning these I 
 would recommend continual attention 
 to fig. 4. where words are written to ex- 
 emplify the letters' places, and the mode 
 of joining the characters. Plate the 1st. 
 may be thoroughly learnt in an hour. 
 
 The next lesson should be the mean- 
 ing of points when standing in the let- 
 ters' places : See table 1st. The better 
 way would be to divide this in two 
 parts, for the convenience of learn- 
 ing. Short monosyllables should first 
 engage the attention to give a readi- 
 
GO 
 
 ness in falling upon the hues, and to 
 make the characters perfectly. This 
 should be the first week's practice of an 
 hour a day. The writing book with 
 lines rather farther apart, should be used, 
 as allowing more room to make the cha- 
 racters, and affording greater ease in 
 distinguishing the places. 
 
 The Table of commas should now 
 be learnt, in two lessons, as the points 
 were \ but these will be more easily ac- 
 quired and retained than the points, as 
 they are mechanical in their arrange- 
 ment. I would recommend the writing 
 of monosyllables, generally, at this pe- 
 riod. Plate 3rd. should be copied with 
 care several times. I have only written 
 copies on every two pages in the first 
 writing book, that the alternate page 
 may be used for Progressive Practice. 
 The prepositions and terminations should 
 be learnt ; these will form but one short 
 lesson. The third and fourth week's 
 employ of an how a day, (or longer if 
 
61 
 
 time can be spared) should be in writ- 
 ing words of more than one syllable, 
 such as the Lord's Prayer, plate 4th. and 
 copying off the manuscript examples in 
 the writing book No. 1. The next and 
 last thing to be learnt, is the table of re- 
 versed commas. It will be convenient 
 to divide this in two lessons. The smaller 
 ruled paper should be now used, viz. 
 writing book, No. 2. The student may 
 proceed to copy all the examples in the 
 plates regularly throughout, at the same 
 time he should exercise himself in writ- 
 ing from the Psalms, or some book of 
 easy familiar language. Pursuing this 
 plan for about a fortnight (in all six 
 weeks), the first book may be written 
 through, and all the examples in the sys- 
 tem, with several others on the small 
 lines and spaces, No. 2. He may then 
 copy any subject. 
 
 It would be very advantageous from 
 this time, for the practitioner to get 
 some one to read slowly to him, and to 
 
62 
 
 take it down in sort-hand, directing the 
 reader to advance something 1 quicker as 
 he finds he is able to follow him. The 
 daily progress will, by these means, be 
 most striking and rapid ; and the prac- 
 tice pleasing and satisfactory. This is 
 not an imaginary result, but what I see 
 accomplished, continually, in the actual 
 progress of my pupils; when they are 
 thus far advanced, which is the case at 
 the end of a month, studying as here di- 
 rected, one boy reads to a class with the 
 happiest effect. A practice something 
 of this kind should be continued until 
 freedom of the hand be acquired. There 
 is another very great advantage in this 
 procedure. If care be taken in select- 
 ing books, the mind may be improved at 
 the time proficiency is being made in 
 short-hand; for, as every word is writ- 
 ten down at the moment it is read, the 
 writer need not think of any thing but 
 the subject, and he may attend to it 
 even better, than if he were not engaged 
 in writing. 
 
63 
 
 1 would lay down as a positive rule, 
 which ought by no means to be departed 
 from, to read every line as soon as writ- 
 ten, at least for the first month or six 
 weeks ; for the next fortnight, two 
 lines; after which, as many as half a 
 dozen may be written previous to read- 
 ing any part. Go on thus increasing 
 the quantity as facility is gained, but on 
 no account, for the first three months, 
 should the writing be laid aside without 
 this process. At the expiration of three 
 or four months it will be read with the 
 same facility as the common hand. The 
 lines assist wonderfully in deciphering 
 the writing. 
 
 Short-hand, upon this plan, may be 
 introduced into schools as a part of the 
 general routine, both in gentlemen's and 
 ladies' seminaries, and would form a 
 most useful branch of education. In 
 the arrangement of my system, I have 
 directed my attention particularly to 
 make it useful as a school book. 
 
64 
 
 The copy books which 1 have adapted 
 to the system, are most essential auxili- 
 aries in the instruction of classes, particu- 
 larly No. 1. containing the manuscript 
 copies. Learners may write these as 
 they would in the common writing 1 
 books, and having the original before 
 them, may correct any errors they may 
 inadvertently have committed. I have 
 done all in my power to produce a sys- 
 tem that would afford every necessary 
 instruction for acquiring the valuable art 
 of short-hand, with the least compara- 
 tive labour, without the assistance of a 
 master. It cannot be denied that this 
 in common with every other scientifical 
 and mechanical study, may be more rea- 
 dily learnt where a master can be ob- 
 tained, who has applied himself to the 
 subject attentively, and acquired free- 
 dom in writing ; besides vive voce in- 
 struction is always less irksome than stu- 
 dying from a book, as a single word 
 may, in a moment, put the student in 
 
65 
 
 the way to proceed, where he may other- 
 wise have found difficulty, particularly, 
 as, what may appear quite evident to 
 one person, may not be so readily per- 
 ceived by another. It would be very 
 advantageous for practitioners to corres- 
 pond with each other in short-hand ; 
 this would make them ready, not only 
 in reading their own writing, but that of 
 others using the system ; and should a 
 difficulty occur, an explanation may be 
 instantly given. This practice would 
 also operate materially in forming an 
 epistolary style, and improving the 
 writer in the composition of his native 
 language. 
 
PLATE III. 
 
 OF THE MOON. 
 
 O, WHAT a fine night ! how clear is the moon ? and 
 the stars shine bright almost as the day, Look at 
 the moon : she is now quite round, she is now in 
 her full. The moon goes round the earth once in 
 a month, and in two weeks more she is not to be 
 seen, for then she will be in that part of her path 
 which is between us and the sun, and the side that 
 gives light is from our sight. Soon after this you 
 will see a new moon. What did you say, a new 
 moon ? Yes, but I do not mean that it is a fresh 
 moon, but that is what we say when the light side 
 again comes in view. Then, in two weeks after 
 that, you will again see her at full. The moon 
 has its light from the sun, like our earth, and one 
 side is always dark and the other light. Who 
 made the sun, the moon, and the stars ? God made 
 the sun, moon, and the stars, and all that we see : 
 he made us, and the little worm that crawls on the 
 ground. Where is God? God is in heaven, and 
 we on the earth. As the heavens are high above 
 the earth, so are his ways above our ways. It is 
 he'who gives light to the sun, and makes the moon 
 and stars to rise. God made the world, and all 
 things in the world. 
 
/V,. 177*' 
 
 f "V/V, 
 
 fc 
 
 
 
 
 
 ff 
 
 / ///////////> -r, 
 
 r/ 
 
 
 
 
67 
 
 PLATE V. 
 DOUGLAS TO LORD RANDOLPH. 
 
 MY name is NORVAL : on the Grampian hills 
 
 My father feeds his flocks ; a frugal swain, 
 
 Whose constant care was to increase his store, 
 
 And keep his only son, myself, at home. 
 
 For I had heard of battles, and i long'd 
 
 To follow to the field some warlike lord : 
 
 And heaven soon granted what my sire denied. 
 
 This moon which rose last night, round as my shield, 
 
 Had not yet filled her horns, when, by her light, 
 
 A band of fierce barbarians, from the hills, 
 
 Rush'd like a torrent down upon the vale, 
 
 Sweeping our flocks and herds. The shepherds fleii 
 
 For safety and for succour. I alone, 
 
 With bended bow, and quiver full of arrows, 
 
 Hover'd about the enemy, and mark'd 
 
 The road he took, then hasted to my friends ; 
 
 Whom, with a troop of fifty chosen men, 
 
 I met advancing. The pursuit I led, 
 
 Till we o'ertook the spoil-encumber'd foe, 
 
 "We fought and conquer'd. Ere a sword was drawn, 
 
 An arrow from my bow had pierc'd their chief, 
 
 Who wore that day the arms which now I wear. 
 
 .Returning home in triumph, I disdain'd 
 
 The shepherd's slothful life ; and having heard 
 
 That our good king had summon'd his bold peers 
 
 To lead their warriors to the Carron side, 
 
 I left my father's house, and took with me 
 
 A chosen servant to conduct my steps : 
 
 Yon trembling coward who forsook his master. 
 
 Journeying with this intent, I pass'd these towt-rsj 
 
 And Heaven-directed, came this day to do 
 
 The happy deed that gilds my humble name- 
 
 HOME. 
 
PLATE V. 
 
 LETTER AGAINST WASTE OF TIME. 
 
 CONVERSE often with yourself, and neither lavish 
 your time, nor suffer others to rob you of it. Many 
 of our hours are stolen from us, and others pass in- 
 sensibly away ; but of both these losses, the most 
 shameful is that which happens through our own 
 neglect. If we take the trouble to observe we 
 shall find that one considerable part of our life is 
 spent in doing evil, and the other in doing nothing, 
 or in doing what we should not do. We do 
 not seem to know the value of time, nor do we 
 consider that every moment brings us nearer our 
 end. Reflect upon this, I entreat you, and keep 
 a strict account of time. Procrastination is 
 the most dangerous thing in life. Nothing is pro- 
 perly ours but the instant we breathe in, and all 
 the rest is nothing ; it is the only good we pos- 
 sess ; but then it is fleeting, and the first comer 
 robs us of it. Men are so weak that they think 
 they oblige by giving trifles, and yet reckon that 
 time as nothing, for which the most grateful per- 
 son in the world can never make amends. Let 
 us therefore consider time as the most valuable of 
 all things, and every moment spent without some 
 improvement in virtue, or some advancement in 
 goodness, as the greatest sublunary loss. 
 
/V..-17'A' 
 
 '-- '- -- H R -5 1 \~f\ 1~ 
 
 " 
 
 ^ IT . 
 
 ^^djMt 
 
 , l t i ; i -. v^- 
 
 I I*". 
 
 - rrrr n r-fl lYprrnrp 
 -kin- . : ^4 r ^ j a 
 
 ^F3t-~'fEr -.j-PT- 
 
 ' 
 
 
 
 I i 
 
 I 3 
 
 E -Brookes . Scmp. 
 

 PLATE VI. 
 
 PSALM GXXXIX. 
 
 LORD, thou hast searched me out, and known me. 
 
 2. Thou knowest my down-sitting, and mine up- 
 rising, thou understandest my thought afar off. 
 
 3. Thou compassest my path, and my lying 
 down, and art acquainted with all my ways. 
 
 4. For there is not a word in my tongue, but 
 lo, O Lord, thou knowest it altogether* 
 
 5. Thou hast beset me behind and before, and 
 laid thine hand upon me. 
 
 6. Such knowledge is too wonderful for me : 
 it is high, I cannot attain unto it. 
 
 7. Whither shall I go from thy spirit? or whi- 
 ther shall 1 flee from thy presence ? 
 
 8. If I ascend up into heaven, thou art the. e: if 
 
 1 make my bed in hell, behold, thou art there. 
 
 9. If I take the wings of the morning, and dwell 
 in the uttermost parts of the sea: 
 
 10. Even there shall thy hand lead me, and 
 thy right hand shall hold me. 
 
 11. If 1 say, surely the darkness shall cover 
 me : even the night shall be light about me. 
 
 12. Yea, the darkness hideth not from Ihee ; 
 but the night shineth as the day : the darkness 
 and the light are both alike to thee. 
 
 F 2 
 
70 
 
 13. For thou hast possessed my reins : thou 
 hast covered me in my mother's womb. 
 
 14. I will praise thee, for I am fearfully and 
 wonderfully made ; marvellous are thy works, 
 and that my soul knoweth right well. 
 
 15. My substance was not hid from thee, when 
 I was made in secret : and curiously wrought in the 
 lowest parts of the earth. 
 
 16. Thine eyes did see my substance yet being 
 imperfect, in thy book all my members were writ- 
 ten, which in continuance were fashioned, when as 
 yet there was none of them. 
 
 17. How precious also are thy thoughts unto 
 me, O God ? how great is the sum of them? 
 
 18. If I should count them, they are more in 
 number than the sand : when I awake, 1 am still 
 with thee. 
 
 19. Surely thou wilt slay the wicked, O God : 
 depart from me therefore, ye bloody men. 
 
 20. For they speak against thee wickedly, and 
 thine enemies take thy name in vain. 
 
 21. Do not 1 hate them, O Lord, that hate 
 thee ? And am not 1 grieved with those that rise 
 up against thee ? 
 
 22. I hate them with perfect hatred : I count 
 them mine enemies. 
 
 23. Search me, O God, and know my heart : 
 try me, and know my thoughts, 
 
 24. And see if there be any wicked way in me, 
 and lead me in the way everlasting. 
 
71 
 
 PLATE VI. 
 
 PSALM LXVII. 
 
 GOD be merciful unto us, and bless us : and cause 
 his face to shine upon us. 
 
 2. That thy way may be known upon earth, 
 thy saving health among all nations. 
 
 3. Let the people praise thee, O God ; let all 
 the people praise thee. 
 
 4. Let the nations be glad and sing for joy ; 
 for thou shalt judge the people righteously, and 
 govern the nations upon earth. 
 
 5. Let the people praise thee, let all the peo- 
 ple praise thee. 
 
 6. Then shall the earth yield her increase ; and 
 God, our own God shall bless us. 
 
 7. God shall blesa us, and all the ends of the 
 earth shall fear him. 
 
72 
 
 PLATE VII. 
 
 FABRICIUS'S REPLY TO PYRRHUS. 
 
 As to my poverty, you have indeed, sir, been 
 rightly informed. My estate consists in a house 
 of but mean appearance, and a little spot of 
 ground, from which by my own labour I draw my 
 support ; but if by any means you have been per- 
 suaded to think, that this poverty makes me less 
 considered in my own country, or in any degree un- 
 happy, you are extremely deceived. I have no rea- 
 son to complain of fortune ; she supplies me with 
 all that nature requires ; and if I am without su- 
 perfluities, I am also free from the desire of them. 
 With these I confess I should be more able to suc- 
 cour the necessitous, the only advantage for which 
 the wealthy are tobe envied ; but as small as my pos- 
 sessions are, I can still contribute something to the 
 support of my friends. With regard to honours, my 
 country places me, poor as I am, upon a level with 
 the richest ; for Rome knows no qualification for 
 great employments but virtue and ability. She ap- 
 points me to officiate in the most august ceremonies 
 of religion ; she entrusts me with the command of 
 her armies ; she confides to my care the most import- 
 ant negociations. My poverty does not lessen the 
 weight and influence of my counsels in the senate. 
 
73 
 
 The Roman people honour me for that very poverty 
 which you consider as a disgrace ; they know the 
 many opportunities I have had in war to enrich my 
 self without incurring censure ; they are convinced 
 of my disinterested zeal for their prosperity ; and 
 if I have any thing to complain of in the return 
 they make, it is only the excess of their applause. 
 What value then can I set upon your gold and sil- 
 ver ? What king can add any thing to my fortune ? 
 Always attentive to discharge the duties incum- 
 bent on me, I have a mind free from self-reproach, 
 and I have an honest fame. 
 
 THE APOSTLES' CREED. 
 
 I BELIEVE in God the Father Almighty, Maker of 
 Heaven and Earth : and in Jesus Christ his only 
 Son our Lord ; who was conceived by the Holy 
 Ghost, born of the Virgin Mary; suffered under 
 Pontius Pilate, was crucified, dead and buried, 
 he descended into hell ; the third day, he rose 
 again from the dead, he ascended into heaven, 
 and sitteth at the right hand of God the Father 
 Almighty ; from thence he shall come to judge the 
 quick and the dead. 1 believe in the Holy Ghost ; 
 the holy Catholic Church ; the Communion of 
 Saints ; the forgiveness of sins ; the resurrection 
 of the body, and the life everlasting. Amen. 
 
74 
 
 TABLE I. 
 
 SIGNIFICATION OF POINTS IN THE LETTERS- 
 PLACES. 
 
 a 
 b 
 d 
 e 
 
 f 
 
 9 
 h 
 
 i 
 
 h 
 I 
 m 
 
 n 
 o 
 
 P 
 
 qu 
 
 r 
 
 s 
 
 t 
 
 u 
 
 V 
 
 n> 
 x 
 
 y 
 
 ch 
 
 sh 
 th 
 
 on 
 
 ,t ) 
 
 sir j 
 
 and, always 
 
 belong, between 
 
 duty-ies, 6fc. down-wards 
 
 error-s, &c. evidence-ent-ly 
 
 from, free-quent, &c. 
 
 again-st, ago 
 
 himself, herself 
 
 eye, individual, is 
 
 can, consider-able 3cc. conquer &c 
 
 lie-ar, lord-ship 
 
 may, myself, misunderstand, &c. 
 
 in-to, know-est 
 
 owe-s, &c, occasion-ed, &c. 
 
 peace, &c. probable, &c, 
 
 qualify, &c. question, See. 
 
 are, art, remember, &c. 
 
 as, surround, &c. 
 
 itself, together, to, unto 
 
 us, understand, &c. upon 
 
 very, voluntary, &c. 
 
 which, with, 
 
 except, &c. extreme, &c. 
 
 you, your-self-selves 
 
 character, &c. church, &c. 
 
 shall, should not, shoot 
 
 themselves, through-out 
 
 how-ever, thou 
 
 strict-ly, &c. constrain, &c. 
 
TABLE II. 
 
 SIGNIFICATION OF COMMAS IN THE LETTERS' 
 PLACES. 
 
 a 
 
 b 
 d 
 e 
 
 f 
 
 9 
 h 
 
 i 
 
 k 
 
 I 
 
 m 
 
 n 
 
 o 
 
 P 
 
 qu 
 
 r 
 
 9 
 t 
 U 
 V 
 
 w 
 
 X 
 
 y 
 
 ch 
 
 sh 
 
 th 
 
 ou 
 
 str 
 
 (and a, and I, thou, he, she, it, 
 
 ( we, you, they 
 
 bya,the,me,thee,him,her,it,us,&c, 
 
 does he, she, &c. do we, &c. 
 
 every one, everlasting, &c. 
 
 from a. the, &c. 
 
 against me, him, &c 
 
 has he, she, &c. 
 
 is a, the, he, &c. 
 
 can or could I, he, &c. 
 
 let me, him, her, &c. 
 
 may or might I, he, &c. 
 
 in, into a, the &c. 
 
 of a, the, &c. 
 
 put a, the, me, &c. 
 
 quiet, &c. quantity-ies 
 
 or a, the &c. 
 
 as a, the &c. 
 
 to or unto a, the, &c. 
 
 on or upon a, the &c. 
 
 for a, the, &c. 
 
 with a, the, &c. 
 
 extraordinary, extravagant, &c. 
 
 if a, the, &c. 
 
 chapter-s, choice, choose, &c. 
 
 shall or should I, &c. 
 
 that which, a, the, I, &c. 
 
 out of me, &c. 
 
 strength, &c. strong, &c. 
 
76 
 TABLE III. 
 
 SIGNIFICATION OF REVERSED COMMAS IN THE 
 LETTERS' PLACES. 
 
 a 
 I 
 d 
 e 
 
 f 
 
 9 
 h 
 
 i 
 
 k 
 
 I 
 
 m 
 n 
 o 
 
 P 
 
 qu 
 
 r 
 
 s 
 
 t 
 
 u 
 
 V 
 
 rv 
 x 
 
 V 
 ch 
 
 sh 
 th 
 ou 
 
 st 1 
 
 str) 
 
 after- wards, accord-ing-ly 
 belong, behave, &c. 
 discharge,&c.daily, distinguish, &c. 
 establish, &c. eminent, &c. 
 fortunate, &c. favor-able, &c. 
 glory, &c. grateful-ly-itude 
 heaven, &c. high-er, &c. 
 ignorant, &c. inconvenient, &c. 
 concern^c.converseSfc.kingdom-s 
 language-s lion 
 mortal-s-ity, mischief, &c, 
 notwithstanding, numerous-ly 
 opportunity, observe, &c. 
 practice-able, &c. punish-ed, &c. 
 quarter, quarrel, &c. 
 riot, &c. religion, &c. 
 subject, &c. substance, See. 
 towards, transgress. &c. 
 universe, &c. unlike-ly 
 virtue, fyc. vegetable-ation 
 without, world, &c. 
 exceed, &c. example, exemplify 
 yesterday, young, &c. 
 christ-ian-ity, chaos-otic 
 short-er, &c. shame-ful, &c. 
 thank, &c. thought, &c. 
 outside, ourselves 
 
 strange, &c, stratagem 
 
76 
 TABLE III. 
 
 SIGNIFICATION OF REVERSED COMMAS IN THE 
 LETTERS' PLACES. 
 
 a 
 I 
 d 
 e 
 
 f 
 
 P 
 
 qu 
 r 
 
 s 
 
 t 
 u 
 
 V 
 
 rv 
 x 
 
 y 
 
 ch 
 
 sh 
 
 tli 
 
 ou 
 
 st ) 
 
 *rj 
 
 after- wards, accord-ing-ly 
 belong 1 , behave, &c. 
 discharge,&c.daily, distinguish, &c. 
 establish, &c. eminent, &c. 
 fortunate, &c. favor-able, &c. 
 
 practice-able, &c. punish-ed, &c 
 quarter, quarrel, &c. 
 riot, &c. religion, &c. 
 subject, &c. substance, &c. 
 towards, transgress. &c. 
 universe, &c. unlike-ly 
 virtue, fyc. vegetable-ation 
 without, world, &c. 
 exceed, &c. example, exemplify 
 yesterday, young, 8cc. 
 christ-ian-ity, chaos-otic 
 short-er, &c.shame-ful, &c. 
 thank, &c. thought, &c. 
 outside, ourselves 
 
 strange, &c, stratagem 
 
\\\E-UNIVERS/ 
 
^M-LIBKARYQ^ -^