THE 
 
 PHONOGRAPHIC TEACHER: 
 
 
 lit 
 
 fipoHitiati 
 
 OF 
 
 PHONOGRAPHY, 
 
 i: TENDED AS A SCHOOL BOOK, AND TO AFFORD COMPLETE AND 
 
 THOROUGH INSTRUCTION' TO THOSE WHO HAVE NOT 
 
 THE ASSISTANCE OF AN O,t..L TEACHER. 
 
 BY E. WEBSTER. 
 
 N s TO $ or k: 
 
 PUBLISHED BY FOWLER AND WELLS, 
 
 No. 308 BROADWAY. 
 
THE LIBRARY 
 
 OF 
 
 THE UNIVERSITY 
 OF CALIFORNIA 
 
 LOS ANGELES 
 
 
0* 
 
 L/ 
 
 V' 
 
 
 i 
 
THE 
 
 PHONOGRAPHIC TEACHER 
 
 BEING 
 
 in StthuHne fxpnttinn 
 
 OP 
 
 PHONOGRAPHY, 
 
 IMTENDED AS A SCHOOL BOOK, AND TO AFFOKD COMPLETE AND 
 
 THOROUGH INSTRUCTION TO THOSE WHO HAVE NOT 
 
 TH ASSISTANCE OF AN ORAL TEACHER. 
 
 BY E. WEBSTER. 
 
 REVISED BY ANDREW J. GRAHAM. 
 
 N e m I? o r k : 
 
 PUBLISHED BY FOWLER AND WELLS 
 
 Nc 309 BKOADWAT. 
 
 Bcton, US WuhinffV* *"..} [Retail ph*e, 40 wnt, 
 
Entered, according to Act cf Congress, in the year 1857, by 
 
 E. WEBSTKR, 
 is the Cloik't Office or the Southern District of the State of New York. 
 
0)31 
 
 CONTENTS, 
 
 PAGt 
 
 PREFACE, _.-.---. 7 
 
 INTRODUCTION, - - - - - - - 11 
 
 EXPLANATION OK TKRMS, ----- 22 
 
 M PHONOGRAPHIC ALPHABET, - - - - - 23 
 
 IS EXPI AN'ATION OF T1IE PHONOGRAPHIC ALPHABET, - 25 
 
 ^. POSITION OF THE VOWELS, ----- 26 
 
 PLACING VOWKLS TO THE CONSONANT-PHONOGRAJHS, - 27 
 
 I 
 
 E MARKS OF PUNCTUATION, ----- 29 
 
 INDICATION OF AN EMPHATIC SENTENCE, 29 
 
 READING EXERCISE, ------ 29 
 
 > 
 
 5* WRITING EXERCISE, ..---. 30 
 
 | CONSONANJ OUTLINE, ------ 31 
 
 -> RULES FOR PLACING THE VOWELS, - - - - 31 
 
 READING AND WRITING EXERCISES, 32 
 M UPWARD R, ------- -32 
 
 F READING AND WRITING EXERCISES, 33 
 
 P THE S-CIRCLK, ------- 34 
 
 VOCALIZATION OF TIIK S-CIRCLE, 35 
 
 TIIE VOWEL PRECEDING THE S, ----- 35 
 
 WRITING EXERCISE, ...... 35 
 
 449552 
 
VI CONTESTS. 
 
 WORD-SIGNS, 36 
 
 WRITING EXERCISE, ------ 37 
 
 PREFIXES AND AFFIXES, ------ 38 
 
 READING EXERCISE, ------ 38 
 
 WRITING EXERCISE, ------ 39 
 
 W AND Y, CONNECTED win VOWELS, 39 
 
 READING EXERCISE, - 40 
 
 WORD-SIGNS, - - - - - - - 41 
 
 WRITING EXERCISE, - - - - - - 41 
 
 EXPLANATION OK WORD-SIGNS, 42 
 
 P IMPLIED BY MAKING M HEAVY", - - - . - 42 
 WoRD-SlGNS, AND READING EXERCISE, 43 
 
 THE L-HOOK, -------44 
 
 READING AND WRITING EXERCISES, 45 
 
 THE R-HOOK, ------- 40 
 
 M MADE HEAVY, TO IMPLY THE R-HOOK, - - 47 
 
 READING AND WRITING EXERCISES. 48 
 
 THE S-CIRCLE ix THE L AND R-HOOKS, 50 
 
 READING AND WRITING EXERCISES, - - - - 51, 53 
 
 WORD-SIGNS, -----._ 54 ; 55 
 
 THE N-HOOK, - 56, 57 
 
 THE SHN HOOK. 58, 59 
 
 HALF-LENGTUED PHONOGRAPHS, - - - - 61, 66 
 
 THE ST-LOOP 67, 68 
 
 PECULIARITY OF VOCALIZATION, - - - - 69, 70 
 READING AND WRITING EXERCISES, - - 71, 76 
 
 PREFIXES AND AFFIXES, - - 77, 79 
 
 WORD-SIGNS, - 80, 86 
 
 REAMNG AND WRITING EXERCISES. - - 87, 104 
 
PREFACE- 
 
 PHONOGRAPHY is the invention cf Mr. ISAAC 
 PITMAN", of Bath, England. It has been before 
 the public since the year 1837 and, on account 
 of its great philosophical beauty and utility, has 
 won many warm and enthusiastic admirers, both 
 in Great Britain and America. The world will 
 ever be indebted to the indefatigable author of 
 this beautiful system of writing, for the great ben- 
 efit it is destined to confer upon millions, who now 
 know not of the existence of this mental railroad. 
 Mr. PITMAN, aided by others who have thoroughly 
 mastered the art, has, from time to time, been able 
 greatly to simplify and improve the system in some 
 of its details. 
 
 Two years ago, a Phonetic Council of one hun- 
 dred persons (fifty in Great Britain, and fifty in 
 
Vlll PKEFACE. 
 
 America) was elected by a popular vote of the 
 Phonographers of each country, for the purpose of 
 uniting the efforts and skill of all in effecting some 
 further improvements in the art. This Council 
 terminated its labors (so far as Phonography is 
 concerned) on the first of January, 1852. After a 
 long and patient investigation of the subject, it was 
 almost unanimously agreed to introduce two new 
 letters into the Phonographic alphabet, and change 
 the system in some other respects. It is reasonable 
 to believe, that, after so long and so thorough an 
 investigation, made by the most experienced Pho- 
 nographers, the system is as near perfection as it 
 is possible for an art to approximate ; and that 
 there exists no necessity for change hereafter. 
 
 These improvements have rendered the publica- 
 tion of a new treatise on Phonography necessary, 
 and hence the present work. 
 
 The author of the following pages claims nothing 
 original in Phonography, having simply embodied 
 his own experience, as a practical teacher of the 
 art. He has thoroughly studied the wants of the 
 
PREFACE. IX 
 
 beginner, and has, by a series of simple, analytical, 
 and inductive exercises, endeavored (and lie has 
 reason to hope tke effort has been successful) to 
 remove all that is embarrassing and discouraging 
 to the student in the commencement of his Phono- 
 graphic studies. Under each rule is a Beading 
 Exercise in Phonography, and a Writing Exercise 
 in common type, so that he at once makes a prac- 
 tical application of the rule, both in reading and 
 writing, and no word is introduced until it can be 
 written the best way. This arrangement precludes 
 the necessity of his ever being required to unlearn 
 that which has cost him much time and labor to 
 learn ; but, on the contrary, he is led on, step by 
 step, from principle to principle, until he has trav- 
 elled over the whole ground occupied by Phonog- 
 raphy, or, in other words, the whole ground occu- 
 pied by the English language, and made complete 
 master, not only of an art by which he can write 
 with the speed of oratorical speech, but the 
 philosophy and fundamental prirciples of all lan- 
 guages. 
 
X PREFACE. 
 
 If tlie following pages shall be instrumental in 
 spreading more widely the benefits of Phonog- 
 raphy, the author will feel himself amply rewarded 
 for his labor. 
 
 M "WEBSTER. 
 
 EDITOR'S NOTE 
 
 THE revision of this work was commenced at the instance of 
 several phonographic teachers who preferred it to other treatises of 
 the kind. The revision has been completed. A few words as to its 
 character and extent. It is now completely conformed to all the 
 improvements that were made in Phonography by the Phonetic 
 Council in 1852; the faulty outlines have been replaced by those 
 which experience has shown to be best ; the exercises at the closf 
 of the book have been re-engraved, and made to accord with the 
 " improvements ;" a chapter of miscellaneous observations has been 
 added ; and the authorized and alphabetically-arranged lists of 
 word-signs have replaced the list given in former editions. This 
 treatise, it is now believed, will subserve the purposes of both- 
 teachers and pupils better than any other phonographic instruc- 
 tion-book extant. Together with the " Reporter's Manual," ic fur- 
 nishes a complete course of instruction in phonetic shorthand. 
 Thousands, even without the aid of a phonographic teacher, have 
 become gcocl phonographic writers by their aid may thousands 
 more! 
 
 PHONETIC DEPOT, NEW YORK, October, 1856. 
 
11 
 
 INTRODUCTION. 
 
 IN commencing a new study, it is natural for 
 persons to wish to know something concerning the 
 nature of the art or science that is about to engage 
 their attention, and occupy their time. And it is 
 not only natural, but wise, for them to inquire 
 what benefit they can reasonably expect to derive 
 from it To enable them to form a correct judg- 
 ment upon this point, is our present object. 
 
 Phonography has been before the public since 
 1837 and has stood the test of criticism, scru- 
 tiny, and investigation. It has, by its simplicity, 
 utility, and philosophical beauty, attracted the at- 
 tention, interested, and instructed, many hundred 
 thousand persons, in Great Britain and America. 
 The learned and unlearned have investigated it; 
 and, without exception, awarded it their unre- 
 served praise. The study is a source of pleasure 
 and delight : the old admire its simplicity and phi- 
 
rH INTRODUCTION. 
 
 iosophical brevity ; the young hail it as a time aud 
 labor-saving art. For accuracy and despatch in 
 business transactions, it is unsurpassed by any 
 system of writing ever known. To the lawyer, 
 the minister, and the editor, it is as the railroad to 
 the traveller. That the steam engine has given 
 some additional facilities in locomotion, no one 
 will deny. To travel from INCW York to Boston, 
 or Washington, is now a pleasant excursion; the 
 time was, when it required more days than it now 
 does hours; and no man, after having been once 
 dragged through the mud, in the old, uncomfort- 
 able, lumbering stage-coach, occasionally prying it 
 out of the mire with a rail, has any wish or incli- 
 nation to travel over the route again. 
 
 What the steam engine has done in locomotion 
 and commerce, PHONOGRAPHY will do in fastening 
 thought upon paper. Speeches, sermons, and edi- 
 torial articles, that now require the labor of six 
 hours, can be written in one. Introduce Phonog- 
 raphy into our schools ; let the children study it, 
 as they study other branches of learning, guided 
 by a competent and judicious teacher; and, when 
 they enter the business of life, they will pen their 
 own thoughts at the rate of two hundred and fiftv 
 
INTRODUCTION. Xlll 
 
 words per minute ! Nay, start not at this state- 
 ment ; though startling, it is, nevertheless, true I 
 We have seen boys write over two hundred words 
 in one minute, in less than two years from the 
 time they first saw the Ponographic alphabet. 
 
 Now, contrast this with the speed at which the 
 most rapid long-hand write} can commit words to 
 paper, and it will be seen that the gain is immense. 
 The most rapid writer, in the common hand, can, 
 by great effort, write only forty -three words pei 
 minute, and that only for a few minutes at a time. 
 The ordinary rate of long-hand writing is about 
 twenty or twenty -five words per minute. 
 
 The literary men of the coming generation, by 
 mastering Phonography, can pen their thoughts 
 at the rate of two hundred and fifty words per 
 minute, and send them to the press without being- 
 driven to the disagreeable drudgery of scrawling 
 them out in long-hand. The amount of mental 
 work a man can do in a lifetime, with this mighty 
 engine at his command, is almost beyond computa* 
 tion. It is a fact, no less true than lamentable, 
 that a man's best thoughts are often the most 
 evanescent: they come like the vivid flashes of 
 lightning, to ilHmine the darkness of the night 
 
tlv INTRODUCTION. 
 
 for a moment, and are gone, perhaps never to 
 return; like shadows o'er the heath they come, 
 so depart, leaving no t~ace behind. 
 
 Every man, who has been in the habit of wri- 
 ting, knows that there are moments, when he seems 
 to be elevated by a kind of inspiration: thought 
 crowds on thought, impatient for utterance; the 
 imagination is alive, and acts with all the speed 
 of electricity. In these favored moments, he feels 
 the want of some rapid means of fastening words 
 upon paper: the tardy movements of the hand crip- 
 ple and clog the imagination in its sublime and lof- 
 ty flights: the mind, without Phonography, is like 
 an eagle without pinions strong, but powerless. 
 
 He that writes much, will in time write well ; 
 and the ready writer is in the way of becoming a 
 deep thinker: the deep thinker and ready writer 
 will become, in time, a correct and ready speaker. 
 
 Tlie incidental advantages derived from the 
 study of Phonography are numerous. A correct 
 knowledge of the fundamental principles and phi- 
 losophy of all language is secured : and the mental 
 discipline, in following a speaker, is unsurpassed, 
 even by the* study of mathematics ; every faculty 
 of the mind is aroused ; every energy is brought 
 
INTRODUCTION. XV 
 
 to a focus; " thoughts that breathe, and words that 
 burn," pass in at the ear, and run out at the finger- 
 ends, in characters as legible and symmetrical as if 
 done by the Daguerreian's art speech daguerreo- 
 typed ! 
 
 The young man, who commences life without a 
 knowledge of Phonography, starts upon a long 
 journey, perhaps, in an old, worn-out, rickety, 
 Mexican Diligence, drawn by woe-begone skeleton- 
 mules, urged on by the motive power of a Mexican 
 " goad." If, on the contrary, he commences this 
 journey, with a thorough knowledge of this art 
 in his head, and its practical utility at his finger- 
 ends, he starts upon this eventful career in a 
 strong, well-made car, drawn by the snorting fire- 
 steed, whose iron sinews never tire. That the 
 latter enjoys advantages over his more conserva- 
 tive fellow-traveller, no man of sense will deny. 
 Said THOMAS BENTON, when presented with a 
 verbatim report of one of his masterly speeches, 
 taken by a little boy, " Had this art been known 
 forty years ago, it would have saved me twenty 
 years of hard labor!" The Honorable Senator 
 uttered but a part of the truth : the labor of .TOB 
 years can be d :ne in one / 
 
XVI INTRODUCTION. 
 
 For verbatim reporting, correspondence, book- 
 keeping, memoranda, and composition, Phonogra- 
 phy is unequalled by any system of writing ever 
 invented. Books are written, and sent to the conv 
 positor in Phonographic manuscript, and set up 
 without difficulty, and with less errors than is 
 usual with common long-hand manuscript; in 
 proof of this, we point in triumph to the fact, that 
 this work has been written entirely in Phonogra- 
 phy, and set up by Mr. CHARLES BLANCHARD, 
 Phonographic Compositor ; making a clean saving 
 of five-sixths of the mechanical labor to the author. 
 
 Business letters are dictated by merchants to 
 their Phonographic clerks, in a few minutes, that 
 would require hours to write them themselves ; 
 and inventories of goods are taken as rapidly as 
 they can be called off. Literary men, who do 
 not understand Phonography, employ Phonograpic 
 amanuenses, thereby securing to themselves the 
 advantages of Phonography, without being at the 
 trorble of learning it, as the business man avails 
 himself of the despatch of the telegraph, without 
 building one of his own. 
 
 To the mechanic and working man, Phonogra- 
 phy comes as a co-laborer, to aid him ir the acqui 
 
I.NTROUUCIION. xvii 
 
 gition of knowledge, as the steam engine aids him 
 with speed and power, in the accomplishment of 
 ends to which muscular power is utterly inade- 
 quate. 
 
 To the young, who are toiling up the hill of 
 science, Phonography affords great facilities. If 
 the student be poor, let him master this great art, 
 and convert his knowledge into gold. "Phonogra- 
 phic boys," not yet nineteen years old, are now 
 getting $200 per month! If they were to-day 
 destitute of a knowledge of Phonography, they 
 could not get $20 per month. What has been 
 done, can be done again; it requires but the 
 determined effort. 
 
 Most of the verbatim reporting in the United 
 States is now done in Phonography ; but that a 
 few should become rapid writers, and make money 
 out of Phonography, is, to our thinking, a very 
 small matter; the art is like the air we breathe, or 
 the light of the sun for everybody for the mil" 
 lion. It knocks gently at the door of the school- 
 house, and unobtrusively asks for admission. It 
 comes to lend its aid and stimulus to the young 
 and vigorous mind ; not to one, but to all. Pho- 
 nography should be as familiar in the school-house 
 
INTRODUCTION. 
 
 as the spelling-book, and as well won. Here is & 
 great boon, the common property of all ; shall thej 
 not have it ? To the schoolmaster, to the school 
 committee, to the trustees and controllers, to one 
 an4 to all, we say, Shall they not have it ? What 
 hinders? Teachers may master Phonograph j r from 
 the books, and teach it to the chip jii under their 
 care, if they are persons cf energy ; if not, they 
 have no business in the school-room : the leprosy 
 of indolence is contagious, and the school-house is 
 no place for a person afflicted with that disease. 
 Let it not be said that the trustees and directors 
 are fearful of innovations. The art of printing was 
 once a great innovation; but wliat a glorious morn 
 was that, when GUTTENBEBG, in his smoky, dusty 
 shop, said, by the power of moveable types, 
 
 " Let there be light ! ' 
 
 and light was. Your magnetic telegraph, your 
 steam engine, your cotton gin, were all, all, once 
 innovations, and yet you could not nay, you 
 would not do without them now. Think not 
 of the innovation, but of the immense benefit you 
 will confer upon the children under your care- 
 they are innocent and helpless; they take whal 
 
INTRODUCTION. XIX 
 
 you give them; you bring them mental food, as 
 the old bird feeds her young ; they ask for bread, 
 will you give them a stone? You have a more 
 rapid means of transit from place to place than 
 your fathers had, and you rejoice in the improve- 
 ment; give the children, under your fostering care, 
 a means of fastening thought upon paper with the 
 rapidity of oratorical speech, and they will reward, 
 you, with overflowing hearts of gratitude, when, 
 in the years of maturity, they shall appreciate the 
 boon. 
 
 To the editorial fraternity, we appeal with confi- 
 dence for aid in this great work of mental eleva- 
 tion. Phonography is an invention second to none 
 that has ever blessed and gladdened the hearts of 
 men ; aid us, then, with your powerful pens, and 
 with your influence. If so be that you never 
 enjoy its advantages, your children may ; if not 
 your children, perhaps the orphan boy, and the 
 friendless, may be benefited by it. A kind-hearted 
 old man will plant fruit-trees, although he knows 
 that, in all probability, he will slumber in the 
 silent grave ere the golden fruit shall ripen upon 
 their branches. 
 
 All may not have the time to peruse the pages 
 
XJC INTRODUCTION. 
 
 of this work. To enable such to form a correct 
 estimate of the time saved by phonographic wri- 
 ting, we ask you to look carefully at the following 
 illustrations. Take, for example, the word 
 
 w 
 
 and you are required to make twenty-four move- 
 ments of the hand to write it ; and yet there are 
 but two sounds. In Phonography, the sound rep- 
 resented by the letters ih is represented by a line, 
 thus ( The sound represented by the ough, by a 
 heavy dash, thus _ Now, if you place these two 
 characters together, you write the word by two 
 simple movements of the hand, thus (- making 
 a saving of eleven-twelfths of the mechanical 
 labor. 
 
 It will be seen, by a little investigation, that the 
 Phonographic alphabet is composed of the most 
 simple characters that can be formed with the pen: 
 the dot, dash, straight and curved line. In wri- 
 ting, the pen naturally glides from the formation 
 of one letter to that of another, until the whole 
 word is written, and, in many instances, several 
 words, and even a whole sentence, without its 
 being lifted from the paper 
 
INTRODUCTION. XXI 
 
 Take, for instance, the phrase, 
 
 tncze ivouuz ??<V nave vecn, 
 
 and, in writing this phrase in common long-hand, 
 you must make one hundred and forty-two move- 
 ments of the pen: written in Phonography, but 
 seven, thus v. Here is a gain of one hundred 
 and thirty-five motions of the hand. To the Pho- 
 nographer, the last is as legible as the first. The 
 abridgment of the mechanical labor is so great, 
 that the hand keeps pace with the organs of 
 speech, with ease and pleasure to the writer. 
 
 In this introduction, the author has not dwelt 
 upon the beauty and philosophical symmetry of 
 the system a theme full of interest to every stu- 
 dious mind but he 'ias endeavored, rather, to 
 place Phonography before the uninitiated, in its 
 true light, convincing all, if possible, of its intrinsic 
 worth, and thereby securing its speedy introduc- 
 tion into every school, academy, and college, as a 
 necessary branch of education. 
 
EXPLANATION OF TERMS. 
 
 PHONOGRAPHY is the art of writing by sound. 
 The term is derived from two Greek words: phone, 
 sound, or voice ; and graphein, to write, to write 
 the voice ; or to write the sounds of the voice by 
 using characters, eacli one of which represents an 
 elementary sound. 
 
 PHONOGRAPH, a written letter or character repre- 
 senting a sound of the voice; as, e, \ b. 
 
 LOGOGRAM, a word-sign or phonograph which, 
 for the sake of brevity, represents a whole word; 
 as, / for advantage. 
 
 PHONOTYPY, printing by sound ; by using an 
 alphabet containing as many letters as there are 
 elementary sounds in the language. 
 
 PHONETICS, the science on which phonography 
 and phonotypy are based. 
 
 "A science consists of general principles that are 
 to be known; an art. of particular rules for some 
 tiling that is to be done." Arclibishvp Whateley. 
 
: 
 W/ 
 Y/L&~KsO- 
 
 -7**z*^xHIC ALPHAS 
 
 ' 
 
 ET. 
 
 
 VOWELS. 
 
 
 LoBO. 
 
 SHOAT DIPIITH isoc. 
 
 
 Ifert. 
 
 i fate. 
 
 '! fit. v; might. 
 I met. A j toil. 
 
 ' CaugJiey. 
 
 > StOiC. 
 
 J father 
 "i taught. 
 
 .: Cat. /vi plow. 
 "! fop *; Deity. 
 
 TRIPTHONGS 
 
 -! though. 
 J food. 
 
 - up. <; clayey. 
 
 _ foot. . < : a/i-i. 
 
 wire 
 wound. 
 
 
 CONSONANTS. 
 
 
 \ 6ate. 
 1 tide. 
 1 day. 
 / cAesk. 
 
 ^v^/arm. r 
 ^j> v^ vice. "> 
 
 ( iAem. ^ 
 ) sight. ^ 
 ) zeal. / 
 
 line. 
 ray. 
 ?;iight. 
 iight. 
 long. 
 or Aate. 
 
 _ kite. 
 
 j shoQ. ^ 
 
 wide. 
 
 -go. 
 
 j pleasure. r 
 
 yes. 
 
 AND 
 
 Y CONNECTED WITH A 1 
 
 fOWEL. 
 
 c we. 
 
 iPick. "1 year. 
 
 "': 
 
 * way. 
 
 < wed. ; yea,. 
 
 -j yet. 
 
 c wah 
 
 c wag. J yaA 
 
 yam. 
 
 v wa\\. 
 
 watch. "j yawn. 
 
 "I yon. 
 
 > wo. 
 
 5 wonder. i yoked. 
 
 '! yowng. 
 
 woo. 
 
 > wood. ,!yoM. 
 
 **T ' 
 

25 
 
 LESSON I. 
 
 EACH phonograph or letter should be committed 
 to memory as the representative of a distinct sound. 
 It should not be associated in the mind with the 
 letters of the old alphabet, but should be so fixed 
 in the memory, that the phonograph will bring to 
 mind the sound that it represents, and the sound 
 will suggest the phonograph. To accomplish this, it 
 id well to make the phonograph repeatedly, giving 
 the sound it represents at the same time. If there 
 is doubt in the mind as to the correct sound, let the 
 student pronounce the word containing the sound, 
 and then the letter or letters representing the same 
 sound that the phonograph does, and he will have 
 no difficulty in giving the correct sound. 
 
 In the phonographic alphabet, it \vill be seen that 
 the letter or letters representing the same sound that 
 the phonographic character does are in Italics. For 
 instance : in the word now, the first element is rep- 
 resented by the phonograph- ^,, and the last by A ; 
 let him pronounce the whole word, and then drop 
 the first element, and he will have the sound repre- 
 sented by the ow, or * 
 
 2 
 
26 
 
 PHONOGRAPHIC TEACHER. 
 
 The vertical and inclined phonographs are writ- 
 ten downwards, with the exception of f when 
 standing alone, which is made from the line of 
 writing upward; the horizontal from the left to the 
 right. 
 
 The first place is at the point of beginning ; the 
 second place in the middle; and the third place at 
 the end or termination of the phonograph. 
 
 TABLE OF VOWELS, DIPHTE'NGS, AND TRIPTHONGS, 
 
 DOT-VOWELS. 
 
 DASH-VOWELS. 
 
 
 Long. 
 
 Short. 
 
 Long. 
 
 Short. 
 
 First place. 
 
 ' e 
 
 I 
 
 " aw 
 
 ~ 6 
 
 Second place. 
 
 a 
 
 e 
 
 - o 
 
 - uh 
 
 Third place. 
 
 .ah 
 
 . a 
 
 . cc 
 
 _ do 
 
 First place. 
 Second place. 
 Third place. 
 
 DIPHTHONGS. 
 
 TRIPTHO5GSL 
 
 L wi n wot 
 
 ayey 
 oiv 
 
 -;oe 
 < ahi 
 
27 
 
 LESSON II. 
 
 To write words phonographically, it is necessary 
 first to ascertain the sound heard in their pronuncia- 
 tion ; this can be done very readily, by pronouncing 
 the words slowly. 
 
 The consonant -phonographs are written first, the 
 pen passing from the formation of one consonant to 
 that of another, without being raised from the paper 
 until the consonant outline of the word is completed. 
 The vowels are inserted afterwards, but must not 
 be allowed to touch the consonants. 
 
 If the vowel precedes the perpendicular or inclined 
 :onsonant, it is placed at the left, thus : "I , .1 ; if 
 it follows, it is put on the right, thus : I" , "\ If 
 the vowel precedes the horizontal consonant, it is 
 placed above it, thus: ~, _i_; if it follows, it ia 
 placed below, thus : _ , y 
 
 The first-place vowels are put on the side of the 
 consonant, near its beginning, thus: 1 , C , *""; the 
 second-place vowels at the middle, thus : -I , TN , ^ 
 and the third-place vowels near the end, thus: .1 
 
 The dash-vowels are usually written at right 
 angles with the consonants, thus : _ , v 
 
28 PHONOGRAPHIC TEACHEK. 
 
 The diphthongs and tripthongs occupy the same 
 position in the word that they do in the phonetic 
 alphabet, never inclining to the position of the con- 
 sonant ; as, \ , \ 
 
 The position of the vowels may be indicated by 
 a dotted line; as, -I; or the nominal consonant, 
 thus : f , \ , or J_ , according to the situation of the 
 vowels placed to it; as, '-f Eali, a proper name; 
 J. JBj for >Edmund; J A, for Alfred; et cetera. The 
 stroke-vowels may be written thus: 7 0, for Oliver; 
 S -f <^R_ H(enry) U(mfreville) Janson. When 
 joined to a consonant, this nominal stroke may be 
 written in any direction ; as, -^x"- maoua. 
 
 Horizontal consonants having an accented vowel 
 in the first place are written above the line, thus: 
 ~, *" ; but if the accented vowel is second or third 
 place, it is written on the line, thus : _ , ^ Him 
 and any are exceptions ; him being written on the 
 line, and any above, thus: >-,, 
 
 If two vowels precede a consonant, ike first vowel 
 is put a little further from the consonant than the 
 other, thus : *-|- ; if they follow, the last vowel is 
 put a little further from the consonant, thus : T- 
 
 When a vowel is preceded by the aspirate A, it is 
 written thus : "X , or -\ ; w may be aspirated 
 by a tick, th-Qs : *V awhile. If there is no con- 
 sonant in the word, the stroke-letter is used ; as, 
 % Ohio. He is written by a light and heavy 
 dot above the line, thus : '* 
 
PHONOGRAPHIC TEACHEE. iJ 
 
 The period is indicated by a small cross, thus : * ; 
 the note of exclamation, by I ; the mark of inter- 
 rogation, 5 ; grief, I ; laughter, ? ; the other marks 
 of punctuation are the same as in ordinary writing. 
 The exclamation, A, is written by a large dot and ex- 
 clamation thus : . i,and e/i, by a small dot thus /. ~>r 
 1 . 
 
 An emphatic word or sentence is indicated by a 
 waved line being drawn beneath it, thus : J_ ; a 
 capital letter is shown by two parallel dashes being 
 placed directly below it, thus: * . 
 
 READING EXERCISE. 
 
 1, /, % v, > r, <,, ^, ^ ^, r 
 
 > > ) T , --x -x * ( ) ) , -<X V. , I " (' 
 
 X, \, I-, . -I, .\ y, -.,-! A 
 
 /, -I, N, / * -I, /* S, Vx .!,..!, "| * 
 
 ^, ^, r, c, -\ , -\, >\ i, i, i-, (-, 
 
 v:, + -), -( , 4, r, *-, *, x, x, 1, X< 
 
 /, L, J, J, >, Si -S ">; % "I, "If ^, ! V 
 
 ^, r, r, A -x, v ^> . 
 
30 PHONOGRAPHIC TEACHER. 
 
 WRITING EXERCISE. 
 
 Me, may, mow, nay, no, gnaw, ache, oak, aim, 
 own, ray, lay, law, lea, she, show, age, etch, ape, 
 ate, odd, hop, hope, hoop, dough, do, though, sow, 
 sigh, rye, my, shy, ice, eyes, tie, toy, boy, joy. 
 
31 
 
 LESSON III. 
 
 WHEN" several consonant-phonographs are united, 
 they are termed the consonant outline or skeleton of a 
 word. The first inclined consonant should rest upon 
 the line of writing, thus: ~^\ cape, \_ beak. Hori- 
 zontal consonants, having an accented vowel in the 
 first place, are written above the line, thus: 
 nick, ^~ meek. 
 
 All first-place vowels are put to ihefirsi conso- 
 nant, thus: *~\ keep, L tick. 
 
 All second-place long vowels are put to the first 
 consonant; as, \_ bake, , game. 
 
 All second-place short vowels are put to the sec- 
 ond consonant; as, V^. beg, U dumb. 
 
 All third-place vowels are put to the second con- 
 sonant; as, v_' book, T7 catch. 
 
 If two vowels come between two consonants, they 
 may be divided between the consonants, without 
 regard to their being short or long vowels ; as, \/ri 
 palliate. 
 
 A straight-line phonograph is repeated by making 
 
 it twice the length of a single phonograph ; as, ,. 
 
 ' kick. 
 
32 PHONOGRAPHIC TEACHER. 
 
 Note. Previous lessons should always be thoroughly 
 reviewed at eajh recitation. 
 
 READING EXERCISE. 
 
 f -j t L, L-, LJ, s, k, 
 
 WRITING EXERCISE. 
 
 Shake, peak, bake, bale, cheek, check, chalk, 
 peat, pat, pate, pet, foal, feel, fell, fail, fore, fear, 
 keep, cape, cope, cap, form, cheaply, took, coop, 
 chafe, move, make, book, bake. 
 
 It has been found convenient, in practice, to give 
 R a second form ; which is struck from the line of 
 writing upward, at an angle of thirty degrees, and 
 may be called the up-stroke R; as, A roe, ^ ray. 
 It can readily be distinguished from / cA, which 
 is always written downwards, at an angle of sixty 
 degrees ; as, IL cheek, /I rich. This form of the JR 
 
PHONOGRAPHIC TEACHER. 33 
 
 is generally used at the end of a word, when fol- 
 lowed by a vowel ; as, J carry. 
 
 READING EXERCISE. 
 <^, ^, \>, /\, V> , M, 77, .;?, ^ , r"- rT"^ 
 
 WRITING EXERCISE. 
 
 Fail, folly, liar, bill, meanly, thumb, alarm, cash, 
 shook, gnash, push, shave, ship, shallow, shed. 
 
 Write, lock, diary, ready, robe, derive, poorly, 
 harp, form, power 1 , fire. 
 
 2* 
 
LESSON IV. 
 
 THE s and z may be represented by a small cir- 
 cle, thus: o s, o z; the circle being thickened a 
 little on one side for 2, when great accuracy is 
 required. This, however, in practice is seldom 
 done. This form of the s and 2 increases both the 
 beauty and speed of the writing. The circle may 
 be joined to the other phonographs. It is made 
 upon the left of the upward ?, the upper side of &, 
 and on the right side of <, ch, etc., as exhibited in 
 9 ?/> the annexed figure. It is put upon the con- 
 *^ cave side of the curves, as will be seen by 
 the following simple arrangement: 
 
 \ sp, \ sb, f st, f sd, /* sch, /* sj, ._ sk, 
 o_ sg, t sf, ?. sv, C sth, C sth, J ss, ) sz, 
 } ssh, J szh, c si, ^ sr, </ sr, ^ sm, <o sn, 
 ^ sng. 
 
 The circle is turned in the most convenient way 
 when it comes between two straight or two curved 
 phonographs, but is very rarely placed upon the 
 back of the curve, thus: J^_ task, t. chosen, ^^ 
 mason. 
 
 If the sound of s o 1 " 2 is heard twice or more in 
 
PHONOGRAPHIC TEACHER. 35 
 
 a word, and in close contact, the circle is made 
 twice its usual size, thus: ^ piece, \D pieces, _o 
 guess, _) guesses. 
 
 This character is seldom vocalized, but may be by 
 putting the vowel in the circle, thus: _^_/> eaercise. 
 A large circle is never used at the commencement 
 of a phonograph. 
 
 The stroke-phonographs are vocalized the same 
 as if the circle had not been joined to them, thus: 
 T seat. The circle is read first, then the vowel, 
 and lastly the consonant-phonograph. But if the 
 vowel follows the circle, the two consonants may 
 be read together ; as, (" stay, f sty, slow, s _, snow. 
 
 If the circle terminates a word, the vowel is read 
 between the stroke-consonant and the circle, thus: 
 V,, face, * moose, /-* mouse. 
 
 But when a vowel precedes the s at the begin- 
 ning of a word, the stroke-phonograph should be 
 used, thus: .!_ ask, "li_ Isaac. When the vowel fol- 
 lows the s or z, the stroke-phonograph should be 
 used, thus: V busy, ^^ rosy. 
 
 Words which have no other consonant in them 
 should be written with the long sign, thus: )* sea, 
 ) essay. 
 
 READING EXERCISE. 
 
 f-, T, L L, r r, r , .r, .r, ^, % -^ 
 
36 PHONOGRAPHIC TEACHER. 
 
 WORD-SIGNS. 
 
 Line. On the Lint. 
 
 the, . and, an, 
 
 all, . a, 
 
 of, * two. 
 
 or, x to, 
 
 awe, already, but, 
 
 ought, oh, 
 
 on, , who, 
 
 for, should, 
 
 give, how, 
 
 I, aye (yes), 
 
 in, I it, 
 
 that, ( without, 
 
 is, o as, 
 
 his. o has. 
 
 WRITING EXERCISE. 
 
 Expensive, business, discourse, sell, soil, song, 
 sun, slay, size, eggs, nose, time, toil, rusty, boots, 
 passes, supposes, observes, sorrows, scissors, life, 
 says. 
 
PHONOGRAPHIC TEACHER. 37 
 
 Give me my book. Kiches may fill an empty 
 head, and make it giddy; but we all know that 
 "money makes the mare go." He that does not 
 look, to his own business, may come to poverty. 
 The poor may have many joys that the rich have 
 not. lie who has no business is seldom happy. 
 
 4.4955 
 
38 
 
 LESSON V 
 
 THE prefixes com and con are expressed by a 
 light dot at the commencement of a word, thus: 
 'X> compose, \^ condemn. 
 
 The termination ing is written by a light dot at 
 the end of a word, thus: \ being, \. doing. A 
 heavy dot may be placed at the end of a word to 
 express ings, thus: "\ beings, I. doings. It is some- 
 times better to use the long sign, thus: ^ ings, 
 f-^^^g meanings. 
 
 A tick may be joined to a word-sign to express 
 the, thus : > of the, > all the, > to the, etc. 
 
 READING EXERCISE. 
 
 t , t , si. <Vi -r* HI "*, /, u, x, t, 
 
 " t y 
 
PHONOGRAPHIC TSAJHER. 39 
 
 WBI'-ING EXERCISE. 
 
 Compel, common, concede, conceit, convince, 
 conceal, changing, causing, aiming, fishing, hear- 
 ing, common sense, laughing, company, commen- 
 cing, compose, being, beings, sitting, guiding, 
 committee, diminishing, seize, confess, copying, 
 escaping. 
 
 Common sense is a safe guide in business. Cus- 
 tom, and not common sense, is the common guide. 
 The epicure lives to eat, but the wise man eats to 
 live. 
 
 The w represents a light whispered sound, and 
 is very seldom heard by itself. In the pronuncia- 
 tion of almost every word in the language, it is 
 heard in connection with a vowel ; hence, the two 
 sounds are represented by a small semi-circle, thus : < 
 The same rules are applied to this character that 
 govern the rowel arrangement. The learner will be 
 very much assisted in committing these characters 
 to memory, by associating them with the vowels 
 thus: 'I e, ; a, j aA; c we, < wa, < wall. The 
 semi-circle never inclines to harmonize with the 
 long phonograph, but should always be placed in 
 its proper position, thus: c \ weep, _>_ woke, _< wag, 
 \ wave. 
 
 The above observations will apply to the y, 
 
40 
 
 PHONOGRAPHIC TEACHER. 
 
 which always represents a whispered sound, and is 
 heard in connection with a vowel, and is governed 
 by the same rules that the w semi-circle is, thus: 
 1 youth, _a_ yoke. 
 
 W CONNECTS WITH A VOWEL. 
 
 Long. Short. 
 
 Long. Short. 
 
 First place. 
 
 we * 
 
 wi 
 
 > 
 
 wau; ' 
 
 wo 
 
 Second place. 
 
 wa 
 
 we 
 
 
 
 wo 
 
 wiih 
 
 Third place. . c 
 
 wah 
 
 wd 
 
 "j 
 
 woo ^ 
 
 woo 
 
 wi n j wow; 
 
 Y CONNECTED WITH A VOWEL. 
 
 First place. w j ye "\yi ~\ yaw "j yo 
 
 Second place. ! ya -! ye ! yo -j yz^/i 
 
 Third place. J yah J ya J yoo J yoo 
 
 J, 
 
 READING EXERCISE. 
 
 , V, V, 'I, -x, ^ - 
 
PHONOGRAPHIC TEACHER. 
 
 41 
 
 WORD-SIGNS. 
 
 we, - ye, why, 
 
 ( will, v yet, \ be, 
 
 -> would, you, "> way, 
 
 with, f your, ..^ away, 
 
 what, g yours, " beyond. 
 
 c were. g yourselves. 
 
 WRITING EXERCISE. 
 
 "Wing, weep, wane, worse, walk, woolly, wap 
 waggish, woes, wall, switch, square, wash, worth, 
 always, bewail, weakness, swop, Sweep, window. 
 Young, youth, year, yoke, lawyer. 
 
 He that goes to law will have use for his money. 
 A good boy will get his lessons well, but a lazy boy 
 will always be at the foot. 
 
 Who would not choose to reside out of the city, 
 where he could listen to the enchanting melody of 
 the sweet songsters of the air ? 
 
 What is the issue of war, but woe and misery ? 
 Beyond all, the young should always speak openly 
 and without reserve. 
 
LESSON VI. 
 
 
 THE word-signs are a very great abreviation in 
 
 the mechanical labor of writing. They are appro- 
 priated to words of the most frequent occurrence, 
 and that portion of the word is selected which is 
 the most suggestive ; for instance : in the word 
 what, the sound ' is the most promiment; hence, 
 the semi-circle 5 is chosen, and put in the first 
 place, because it is a first-place voweL Words 
 containing a second-place or third-place vowel are 
 generally placed upon the line of writing. 
 
 In a large class of words in the language, p 
 follows 7n., and is closely joined to it in pronuncia- 
 tion, and it has been found convenient to represent 
 the sound of the p by making the ^ phonograph 
 heavy, thus: < ^ empire. 
 
 WORD-SIGNS 
 
 \ up, \ be, 
 
 I it, I do, 
 
 / which, / advantage, 
 
 ~ kingdom, given, 
 
PHONOGRAPHIC TEACHER. 43 
 
 _ come, together, 
 
 v^ for, V- have, 
 
 ( think, ( them, they, 
 
 ) so, ) was, 
 
 j shall, J usual- Ij, 
 
 ^ are, ..\. away, 
 
 ^ may, ^ improve- ment, 
 
 '~ N me, ^ import- ant, ance, 
 
 ' in, " thing, 
 
 ^ no. ^ language. 
 
 READING EXERCISE. 
 
 i n > , i .v ^ NJ s * n ' 
 
 T v 04, x C . ^ / -,- _ x V . r* 
 \ ~1, 1 ^r* r I I I 7>~ x - ( o . 
 
 c ' , n ^ 
 
 WRITING EXERCISE. 
 
 The wise think before they speak ; the unthink* 
 ing speak before they think. He that likes a warm 
 welcome and new ideas, will not seek the society 
 of fops. To will, is to do. All agree that time is 
 money; but few take as good care of it as they 
 would of money. 
 
44 PHONOGRAPHIC TEACHER. 
 
 The -sound represented by I readily blends with 
 the sounds represented by several other letters, and 
 the two sounds are uttered by one impulse of the 
 voice; thus, in the words play, plea, blow, glow, etc., 
 the p, b, and g, are spoken with the I; as, pi, bl, gl. 
 
 To increase the facility of phonographic writing, 
 when I blends with other letters, it is represented 
 by a hook, thus: x. play, c__ clay, ^ glow. This 
 hook may be placed at the beginning of a word, 
 
 or in the middle of it, thus: \ people, v power- 
 
 si ** \ 
 
 jut. 
 
 The following diagrams will assist the student in 
 remembering this hook. If the left hand be held 
 up, with the first finger bent, the outline of the 
 Miook will be seen, thus : 
 
 chl 
 
 The Z-hook is made on the same side of the long 
 sign as the s-circle, and on the inside of the curves. 
 The long phonograph is vocalized the same as if 
 the hook had not been joined to it. The Z-hook is 
 not appended to m, n, I, r, ng, w, y, or h. It is 
 joined to sh only when struck upward, and con- 
 nected with another phonograph ; as, "^ official. 
 
PHONOGRAPHIC TEACHER. 
 
 THE Z-HOOK. 
 
 \ pi \ bl 
 
 f tl f dl 
 
 / Chi /jl 
 
 ^- kl _ gl 
 
 V f 1 ^ vl 
 
 C thl f thl 
 
 J shl j zhl 
 
 READING EXERCISE. 
 
 WRITING EXERCISE. 
 
 Display no false colors. When the day is clear, 
 the flowers will bloom. He that does not apply 
 himself closely will not be a scholar. All should 
 be useful in society. No one has a right to be 
 idle; if we are idle, we shall be miserable. A 
 place for every thing, and every thing in its right 
 place, is a good rule. 
 
LESSON VII , 
 
 THE r is a liquid, and readily blends with other 
 letters ; for this reason, it is represented by a hook, 
 turned in the opposite direction from the Z-hook, 
 thus: 1* tree, \ pray, S^ brim. This liook will be 
 easily remembered by associating it with the fol- 
 lowing diagrams. By holding up the right hand, 
 and crooking the fore-finger to the left, the r-hook 
 will be indicated. 
 
 The 2, , r, mp, I, w, A, and ng are never writ- 
 ten with the r-hook. When the r-hook is append- 
 ed to m and n, they are made heavy, thus : ^~^> 
 manner, _r^ comer. The sh and zh are written 
 with the r-hook when made downward only, thus: 
 y wisher, ^~3 measure. It is inconvenient to place 
 the r-hook upon the back of a curve; hence, the 
 phonographs ^. f, { v, ( th, ( TH, are reversed 
 
PHONOGRAPHIC TEACHER. 47 
 
 when the r-hook is added, thus : ^ /r, ^ m } thr, 
 ) THR ; as in the words "^ clever, '"""} mover. 
 
 When the vowel g occurs between the p and 
 find the r, and the word is written with the r-hook, 
 it is rarely necessary to vocalize, thus: V^ person. 
 There is no difficulty in the reading of these words, 
 although the phonograph representing the sound 
 e is not inserted. 
 
 The r-hook should generally be expressed in the 
 middle of a word when it follows the s-circle: as, 
 ~"*X express, but in some cases it may be included 
 in the s-circle, particularly when the long phono- 
 graphs follow each other in a straight line, thus: 
 "i prosper, J* destroy. 
 
 There is a class of words, where the phonographs 
 do not follow each other in a straight line, in which 
 the r-hook may be included in the s-circle ; as, X 
 tubscribe, J* describe. 
 
 THE 
 
 \ pr *\ br 
 
 1 tr 1 dr 
 
 /chr Sp 
 
 *- kr c- gr 
 
 ^ fr *> vr 
 
 ) thi ) tfa 
 
 J shi J zki 
 
 ^s mr <^, nr 
 
48 PHONOGRAPHIC TEACHER. 
 
 READING EXERCISE. 
 
 V_j. ^_. s ^ T, N X . ^ .1, 
 
 WRITING EXERCISE. 
 
 Criminal, bridge, trial, wisher, drum, ditcher, 
 pursue, describe, plumber, sure, thrive, brother, 
 eagerness, mover, clever, converse, neither, dis- 
 agree, crawl, groom, creep, crime, anger, armor, 
 whatsoever. 
 
 He that would succeed in any business should 
 persevere, and not waste his energies on too many 
 pursuits. One person makes all things aid him in 
 effecting and finishing whatever he may commence, 
 while another divides his labor among so many 
 trades and pursuits, that he does nothing well ; the 
 former will be very likely to succeed; the latter 
 
PHONOGRAPHIC TEACHER. 49 
 
 will be very sure to fail. It is quite probable that 
 war would be more agreeable to some persons, if 
 it was not a game at which two parties may play: 
 tiger hunting is very exciting, agreeable and good 
 exercise, so long as we hunt the tiger ; but it is far 
 otherwise when the tiger takes it in to his head to 
 bunt us. 
 
f0 
 
 LESSON VIII. 
 
 THE 5-circle is joined to the compound phono- 
 graphs \ II, f tl, ^_ lc\ etc., by making it inside 
 the hook, thus: f sdl, %, sbl. When a circle is 
 placed inside the hook, it should be made a little 
 smaller than usual, and it is not important that it 
 should be a perfect circle, but may be elongated a 
 little, thus : ^ svl, e_ ski. In this case the circle is 
 made first, and therefore should be read first. If 
 a vowel precedes the s, the long phonograph must 
 be made, thus: A ) oysters, .)" aside. If a vowel 
 
 comes after the s, and before the^pZ, it is placed the 
 same as if no circle had been made with the word, 
 and reads between the s and the compound conso- 
 nant, thus: ^ supple, T sidle, c ^_ swivel, * sickle. 
 
 By writing the circle upon the r-hook side, it is 
 made to express both the r^hook and the s, thus: 
 N, spray, \ spree, ^^x scrape. If a vowel follows 
 the 5, and precedes the pr, br, etc., the s is read 
 first, then the vowel, and lastly the other conso- 
 nants, as before directed, thus: % supper, *X sober, 
 i^ sumrme, "1 cider. 
 
PHONOGRAPHIC TEACHER. 51 
 
 This contraction cannot take place with the 
 curves ; the r-hook must be written ; as, ^ sinner. 
 Thew;-hook is distinguished from the /'hook, when 
 joined with the n and m phonographs, by their 
 being made heavy for the r-hook, and light for the 
 w-\\ook. Seepage 63. 
 
 S COMBINED WITH THE L-HOOK. 
 \ spl \ sbl 
 
 r sti r sdi 
 
 I* schl P sjl 
 
 e_ Ski e_ Sgl 
 
 ^ sfl { svl 
 
 S COMBINED WITH THE .B-HOOK. 
 
 <\ spr \ sbr 
 
 *} sir *) sdr 
 
 / schr /? sjr 
 
 r skr ^ sgr 
 
 READING EXERCISE. 
 
 j> ff .-4 <UP "", X 
 7 } \ 
 
 / / i V_o 
 
52 PHONOGRAPHIC TEACHER. 
 
 c * r . M_ i . f ~i 
 
 . <Y ^ T- v, . c x S ( - X 
 
 (^ v -l 1^, < ). ' 
 
 i ^ , <^ I , * '^ , CT v- r 
 
 .1 . U,, > ^ ' \ v_ 7 * 
 
 i y -^ .f \ /^ 
 /i u*)l t^Oo- 
 
 1 * 'I > ^ ^ . \ v ' 
 
 I 
 
 r \ K , 
 
 ^ 
 
 
 WORD-SIGNS. 
 
 c \ principle, al, ^ remark, 
 
 ^. full, ^, more, 
 
 ^'! knowledge, ^, nor, 
 
 1 truth. J pleasure, 
 
 ^ sure. *) their. 
 
 V acknowledge. 
 
PHONOGRAPHIC TEACHER. 53 
 
 WRITING EXERCISE. 
 
 Sidle, swivel, supple, sickle, sable; sapper, cider, 
 sicker, saber, simmer; consider, construe ; strength, 
 Saturday, icicle, streaming, supremacy, scratch. 
 
 Rashness is the error of youth, timidity of age; 
 manhood is the isthmus between the two extremes; 
 the period of life when we have the head to con- 
 trive, and the firm hand to execute. 
 
 Always look at those whom you are talking to ; 
 never at those you are talking of. Misery magni- 
 fies danger, as a fog the sun ; we fear that which 
 we cannot see clearly. No two things differ more 
 than hurry and despatch ; hurry is the mark of a 
 weak mind, despatch of a strong one. The weak 
 man in office, like a squirrel in a cage, is laboring 
 eternally, but to no purpose ; he is always stirring, 
 but does not get on ; he is in everybody's way, and 
 stops nobody; he looks into everything, but sees 
 into nothing; he has many irons in the fire, but 
 very few of them ever get hot ; and with those few 
 that do, he only injures himself. 
 
5-1 
 
 LESSON IX. 
 
 WORD-SIGNS. 
 
 Abate the Line , On tht Lint. 
 
 the, . an, and, 
 
 ' all, . a, 
 
 x of, % two, 
 
 1 or, v to, 
 
 1 awe, already, i but, 
 
 ' ought, oh, before, 
 
 on, , who, 
 
 ^ from, , should, 
 
 ~ give, given, . how, 
 
 v I, v aye (yes), 
 
 ~* in, I it, 
 
 * that, < without, 
 'is, o as, 
 
 * his. o has. 
 
 "W AXD Y SERIES OF WORD-SIGNS. 
 
 * we, e were, L why, 
 
 v ye, L while, 
 
 , would, w yet, 
 
PHONOGRAPHIC TEACHER. 55 
 
 ' with, A you, ^ \vaj, 
 
 3 what, f your, ' beyond, 
 C yours. 6" yourselves. ..->,.. away. 
 
 CONSONANT WORD-SIGNS. 
 
 \ up, \ be, 
 
 I it, I do, 
 
 / which, / advantage, 
 
 ~ kingdom, _ together, 
 
 come, V^ have, 
 
 V. for, ( them, 
 
 ( think, ) was, 
 
 ) so, j usual- ly, 
 
 J shall, ^ important, ance, 
 
 "> are, ^. improve- ment, 
 
 ^ may, ^ thing, 
 
 ^ me, ^ language, 
 
 ^ no. """^ anything. 
 
 r will. "^ are. 
 
 WORD-SIGNS OF THE L AND .ff-HOOK SERIES. 
 
 \ principle, al, *\ re- member, 
 
 1 truth, ) pleasure, 
 
 } sure, ^ very, 
 
 ^ full, ) there, their, 
 
 *~7 knowledge, <rs remark, Mr. 
 
 ^v more. ^ nor, near. 
 
 ."rr. call, ,_ care, <. difficult-y. 
 
56 PHONOGRAPHIC TEACHER. 
 
 THE JV-HOOK. 
 
 The w-hook is placed at the termination of the 
 straight consonant-phonographs, upon the side oc- 
 cupied by the r-hook, thus: % bn, \ pn, __, Ten; 
 S bean, H pain, __, cane ; it is also placed on the 
 concave or inside of the curves, thus: ^, w?, ^ mn, 
 ~^ rn; as, <^ vine, ^ man, X* run. The annexed 
 rn figure will assist the memory. The 
 Jr\ kn 5-circle is made within the hook, upon 
 
 tftn </ J i pn 
 
 < the concave phonographs, thus : C vines, 
 
 ,/ shines The final rc-hook may be turned into a 
 circle, on straight lines for ns, as /- stone, - stones. 
 If there are two ss, as in the words tenses, expenses, 
 the double circle is used, thus; J- tenses, "^ expenses. 
 The consonant-phonographs are vocalized as though 
 the w-hook had not been used. The third-place 
 vowel is put outside of the hook, thus: (. than. If 
 the word ends with simple s, the circle is placed on 
 the side of the Miook, thus: ^> piece, _o guess. If 
 a vowel follows the final n, the long phonograph 
 must be used, thus : \_, company. 
 
 THE JV-HOOK WORD-SIGNS. 
 
 \ upon, \y phonographer. 
 
 _, can, ^ men, 
 
 C alone, -* man, 
 
I'flONOGRAPHIC TEACHEK. 57 
 
 v ~' opinion, \ been, 
 
 \ phonography, J done, 
 
 \r- phonographic. / general-ly. 
 
 BEADING EXERCISE. 
 
 / j J* , ^ | X , '"" , J-> , C 5 ^ } HS > > 1 1 
 
 t~* /* \- \. I f <~^ r \ 
 
 t / s-$ , Jr J j J* , fr , , J , > , , n 
 
 ^ ^ x, r < / ^ -> ^\i, . ( / 
 
 < < *y* . > o cr ^ u < v 
 
 WRITING EXERCISE. 
 
 Throne, iron, seven, express, expensive, assign, 
 sudden, pain, bone, den, dean, mean, glance, dance, 
 prance, trance, 
 
 The man who knows the world, will not only 
 make all he can out of what he does know, but of 
 many things that he does not know ; and will gain 
 more by his adroit way of hiding his ignorance, 
 than the fop, by his awkward endeavor to show 
 his knowledge. 
 
 He that would be a ready speaker, should write 
 much. He that writes much is very likely to be a 
 
 3* 
 
58 PHONOGRAPHIC TEACHER. 
 
 deep thinker. Perseverance will often make what 
 the world looks upon as genius. 
 
 THE SUN-HOOK. 
 
 The terminations, clan, sion, tion, arc frequent in 
 the English language. This sound is represented 
 by a hook, called the s/m-hook, and made, at the 
 end of the straight phonographs, on the side of the 
 Miook, thus : I d-shn, .1 addition ; \ p-shn, "v 
 passion. 
 
 The final s and z may be written, by turning the 
 circle inside of the hook, thus: I d-sAns, .1 addi- 
 tions; \a p-s/ins, \ passions. 
 
 The sAn-hook, when joined to the curves, is made 
 twice its usual size, thus: 'o f-shn, \o- fashion; o 
 n-s/m, ^> nation. 
 
 The s-circle may be written inside the sAn-hook, 
 thus: Vj> visions. 
 
 The vowel may sometimes be written inside of 
 the sAn-hook ; as, -^ revolution. 
 
 THE SUN-ROOK. 
 
 \ pshn \ bshn 
 
 L tshn I dshn 
 
 _> kshn / jshn 
 Vo fshn 
 
PHONOGRAPHIC TEACHER. 59 
 
 G thslin o vshn 
 
 t) sshn C THslm 
 
 c.' shshn <_) zshn 
 
 sz msbn <J zhshn 
 
 C n Islm xj? ngshn 
 
 S 7) rshn ^o nshn 
 
 READINO- EXERCISE. 
 v ? ^ ' > ^-r 1 ; ", 5 /' ^ j F.I 
 
 - 1 * 
 
 . ^ ^ \ ^X T. , / c 
 
 , w C 
 
 v XI J 
 
PHONOGRAPHIC TEACHER. 
 
 WRITING EXERCISE. 
 
 Confusion, institution, demonstration, confisoa 
 tion, exclusion, revolution, donation, concentration, 
 evasion, seclusion, condition, mission, consternation, 
 equivocation, resurrection, continuation, construc- 
 tion, resolution, notions, seditions, apprehension, 
 nation, national, preparation, revelation, assump- 
 tion. 
 
 The wise man, while in health, will make provi- 
 sion for his declining years, when care and toil may 
 have drawn heavily upon his physical and mental 
 powers. 
 
61 
 
 LESSON X. 
 
 BY making some of the consonant-phonographs 
 half their usual length, a t or d is implied ; or, in 
 other words, by making them half as long, they 
 mean as much again. This is one of the most beau- 
 tiful contractions in the whole system. The sounds 
 of t and d are of frequent occurrence in the English 
 language, and often united with a preceding conso- 
 nant, with or without the intervention of a vowel. 
 
 A light half-lengthed phonograph generally im 
 plies a t, and a heavy one a d ; but this, however, 
 is not always the case ; but the sounds of t and d 
 are so nearly alike, that no difficulty is experienced 
 in determining which is implied. 
 
 When to the sound of I, r, m, and n, the sound 
 
 of d is added, the half-leugthed phonograph is made 
 
 heavy, thus : Y old, * read, ^ made, ^ end ; and 
 
 of t, the half-lengthed character is light, thus: f lei 
 
 -^ art, ^ met. 
 
 A phonograph with a final hook, implying a d 
 may be thickened a little, thus: 3 constaint, 3- 
 constrained. S and z are added to the halved phono- 
 graphs by the circle, in the same manner that they 
 
62 PHONOGRAPHIC TEACHER. 
 
 are to the full-lengthed, thus: '- fit, ^ jits; % 
 plant, % plants. 
 
 A halved phonograph occupies but. half the space 
 of a full-lengthed character, and is generally com- 
 mence 1 at the same point where a full-lengthed 
 character commences, except in some instances, 
 where the accented vowel is second or third-place; 
 as, \>. found. If the accented vowel is first-place, 
 it is written thus: ' meeting, V street. 
 
 The half-lengthed phonographs are vocalized the 
 same as the full-lengthed, but as the t or d only is 
 implied, the vowel preceding it is put to the halved 
 phonograph ; if it follows, it is put to the second 
 phonograph, thus : /~ little, \y bitter. 
 
 The half-lengthed I may be struck up or down ; if 
 upward, it is made light; as, Vr felt; if downward, 
 heavy, thus: ^ field. 
 
 The up-stroke r is halved for t; as, v part; the 
 downward r is much better when the d is implied, 
 thus: 4* cheered. 
 
 When a vowel follows t or d at the end of a 
 word, the full-lengthed character should be used ; as 
 _/ guilt, -SI guilty ; and when a third-place vowel 
 follows, it is better to use the full-lengthed character, 
 thus: V, spatter, and not v 
 
 If the halved phonograph does not make a dis- 
 tinct angle with the full phonograph to which it ia 
 united, it cannot be used. 
 
PHONOGRAPHIC TEACHER. G3 
 
 A hook on the circle side of I, m, n, and up- 
 stroke r, at the beginning expresses w (when thick- 
 ened, 10 A), as .C weal ; .C wheel ; ^-' wine ; 
 J/ wear. This hook is read immediately before 
 the vowel preceding the stroke. Instead of thicken- 
 ing the hook for aspiration, a dot h may be placed 
 before the vowel, as v ~" 1 whim ; ^ when. An t s 
 may precede it when attached to r, as ^ swear. 
 
 If three long charcters follow each other, as dated, 
 treated, it is better to divide the word, thus : If. dated, 
 1 r * treated. If the word runs too far below the line 
 of writing, it may also be divided in the same man- 
 ner; as J L attitude. 
 
 READING EXERCISE. 
 
 r r 
 
 c -^ 
 
 N^ , V. 
 \ T 
 
64 PHONOGRAPHIC TEACHER. 
 
 WRITING EXERCISE. 
 
 Beautiful, dispute, fight, soft, saved, wished, fit, 
 feet, wisdom, friend, sent, send consumed, need, 
 hand, sand, noble, enobled, troubled, flight, con- 
 sidered, discovered, patient, pained. 
 
 Hesitation is a sign of weakness ; for inasmuch 
 as the comparative good and evil of the different 
 modes of action about which we hesitate are seldom 
 of equal weight, the strong mind should perceive 
 any slight inclination of the beam with the glance 
 of the eagle, as there are cases where the prepon- 
 derance will be very minute, even although there 
 sb?ukl be life in one scale, and death in the other. 
 
 HALF-LENGTH WORD-SIGNS. 
 
 ^ x opportunity, j gentlemen, an- ly, 
 
 .^... particular- ly, " God, 
 
 object, _ good, 
 
 .V. spirit ^ great, 
 
 r told, ( that, 
 
 1 toward, < without, 
 
 v. after, > word, 
 
 3 short, " immediate- ly, 
 
 according- ly, w under, 
 
 " cannot, ) establish- ed, ment, 
 
 account, ^ lord, 
 
 ' \ represent- ed. ' not. 
 
PHONOGRAPHIC TEACHER. 
 
 WRITING EXERCISE. 
 
 He that lessens the road to knowledge lengthens 
 life; and we are all of us more indebted than we 
 believe we are, to that class of writers whom John- 
 son termed the pioneers of letters, doomed to clear 
 away the rubbish for those heroes who press on to 
 honor and victory, without deigning to bestow a 
 single smile on the humble drudge that facilitates 
 their progress. 
 
 Liberty will not descend to a people, but a peo- 
 ple can raise itself to liberty; it is a blessing that 
 must be earned before it can be enjoyed. That 
 nation cannot be free, where parties are but differ- 
 ent roads, leading to one common end plunder! 
 That nation cannot be free, where the rulers will 
 not feel for the people until they are obliged to 
 fall with the people ; and then it is too late. That 
 nation cannot be free, that is bought by its own 
 consent, and sold against it ; where the rogue that 
 is in rags is kept in countenance by the rogue that 
 is in ruffles; and where, from high to low, from 
 the lord to the lacquey, there is nothing rational 
 but corruption, and nothing contemptible but pov- 
 erty ; when both patriot and policeman, perceiving 
 that money can do anything, are prepared to do 
 anything for money. That nation cannot be free, 
 where religion is, with the higher orders, a matter of 
 
66 PHONOGRAPH .C TEACHER. 
 
 / 
 
 indifference; with the middle, of no consequence ; 
 and with the lower, fanaticism. That nation can- 
 not be free, where the leprosy of selfishness sticks 
 to it as close as the curse of Elisha to his servant 
 Gehazi ; where rulers ask not what gives credit to 
 a man, but who; and where those who want a rogue, 
 have no occcsion to make, but to choose. I hope 
 there is no nation like this on earth ; but if there 
 were, these are the things that, however great she 
 may be, would keep such a nation from liberty, 
 and liberty from her. These are the things that 
 force themselves upon such a nation ; first, a loss 
 of expedients; second, difficulties; and lastly, of 
 danger. Such a nation could begin to feel only by 
 fearing all that she deserved, and finish by suffering 
 all that she feared. 
 
(57 
 
 LESSON XI. 
 
 THE st, sdj and zrf, are represemed by elongating 
 the s-circle a little, and making it a loop, thus : r 
 less, C least. This loop is usually made about half 
 the length of the long phonographs ; but it may be 
 joined to the half-lengthed characters, and, in that 
 case, should be made proportionably short, thus: 
 ,_ great, ^ greatest. The loop is generally made a 
 little shorter when joined to the curves, than when 
 joined to the straight phonographs. 
 
 It may be placed at the commencement of a woid, 
 thus : ,f~ steel, ? state, * cr ~ N steam ; and, when so 
 placed, is read first. 
 
 By making the loop a little longer, the r also is 
 expressed, thus: V^ fast, V> faster. When placed 
 at the beginning of a word, and on the r-hook side 
 of the phonograph, it includes the r, thus : ^ sto- 
 ke? . When written on the w-hook side, it expresses 
 n, thus : _^ canst, _^ against ; if the loop is elonga- 
 ted a little, it implies the r, thus : \ punster. 
 
 The s is added to the st and str-]oops, by contin- 
 uing the stroke to the other side of the phonograph, 
 thus : 'v feasts, ^ crusts, \ punsters. 
 
68 PHONOGRAPHIC TEACHEK. 
 
 The sMoop may be placed in the middle of a 
 word, thus: \^~ distinct. 
 
 The tion, sion, or s/m-hook, may be expressed by 
 continuing the s-circle to the other side of the pho- 
 nograph, thus: ^ position, \ t persuasion. This 
 s/m-hook can be vocalized for the first-place vowel, 
 by writing the vowel before the hook, thus: <C 
 decision ; and after it, for a second-place vowel ; as, 
 ^. conversation; but cannot be vocalized for a third- 
 place vowel. 
 
 The circle may be placed inside the hook, to ex- 
 press the plural, thus : '~v. conversations, ^ physi- 
 cians. 
 
 When the s-circle is turned upon the n-hook side 
 of the phonograph, it expresses n, thus : 'V com- 
 pensation, 3, transition. 
 
 The prefix in, may be expressed before the com- 
 pound phonographs spr, skr, str, by a small hook 
 on the side of the s-circle, and a circle upon the 
 r-hook side of the phonograph, thus : 'H inspira- 
 tion, ^~\ inscription, ti> instruction. 
 
 The diphthongs '; , <! , j , occur but seldom 
 in the language, but when it is necessary to use 
 them, they are written thus : T Deity, .__ clayey, (L 
 Stoic. 
 
 The w stroke may be aspirated by a tick (as ex- 
 plained on page 28), or by placing a dot-aspirate 
 before the following vowel. 
 
 The I, when standing alone, or connected with 
 
PHONOGRAPHIC TEACHER. 69 
 
 the s-circle, should always be struck upward, thus 
 f C swell, f sleigh, ,C soil. 
 
 The sh, when connected with other consonant- 
 phonographs, may be made either up or down; 
 but when standing alone, or when connected with 
 the s-circle, it should be made downward, thus : J 
 shoes, ^ shows. 
 
 The s-circle may be joined to h, thus: /, as, ^ 
 tSoho, ^-^ /Sahara. 
 
 Making a curve-stroke double length indicates 
 the addition of thr, as .^^ mother ; f-~ leather; 
 ~^\ loeather ; ~~> whether; ~\ rather; ^ ' in 
 their; "~r v another; \^._ father. 
 
 When it is required 10 express a vowel between 
 two phonographs, a small circle may be used for 
 the dot-vowels, thus: ,!_ dark] making the circle 
 a little larger for the full vowels. For the short 
 vowels, thus: ^ bell, "^-. envelop. 
 
 The dash-vowels may be written at the end of 
 the phonographs, or struck through them, thus: 
 ^D course, ,_, scorn ; in the latter word, the s is read 
 first, and the vowel between the k and r. 
 
 The semi-circles for w and y follow the same rule; 
 as, "~V quality, 'v^* figuration, ^-.^~ calculation. 
 
 The nominal consonant is used simply to indi- 
 cate the position of the vowels, when several of 
 them occur in a word, without the intervention of 
 * consonant; as, Ma*'ua. Here it is necessary to 
 
70 PHONOGRAPHIC TEACHER. 
 
 mark the position of the vowels, otherwise we 
 could never pronounce the word. This character 
 may be either a dotted line, thus: I or, a straight 
 line, with a dash struck through it, thus: t> 4" > 1 
 *-f; Eah, a proper name. The nominal consonant 
 may be written with other phonographs, thus : 
 ,-j^- Maoua. 
 
 By the aid of the nominal consonant, the sound 
 of the first letter in a proper name may be indi- 
 cated, thus: j. E, for Edmund; ^ A, for Alfred. 
 The dash- vowels may be written thus: J 0, for 
 Oliver; s -f- <^_,, H(enry) U(mphreyville) Janson. 
 When joined to a consonant, this nominal stroke 
 may be written in any direction. 
 
 READING EXERCISE. 
 
 ? < ^- ^e. i * i j i JP 
 
 , j. k -i f ft V *^f ^t 
 
PHONOGRAPHIC TEACHER. 71 
 
 r T, r 
 
 ^ ^ C- . > -; ,,^\ V - 
 
 ^ o xv U . ( 
 
 X/7 "^ 'At 
 
 \ 
 
 \ . > ^, . V - 
 
 i . IL f * 
 
 , . , J tf*s U- \ 
 
72 PHONOGRAPHIC TEACHER. 
 
 WRITING EXERCISE. 
 
 Style, disgraced, distribution, blazed, blessed, 
 pest, nest, rest, west, clause, past, mast, advanced, 
 manifest. 
 
 Accusation, imposition, physician, pronunciation, 
 illustration, position, inscription, instruct, instruc- 
 tion, superstition, persuasion. 
 
 Habits. The whole character may be said to be 
 comprehended in the term habits ; so that it is not 
 so far from being true, that "Man is a bundle of 
 habits." Suppose you were compelled to wear an 
 iron collar about your neck through life, a chain 
 upon your ankle; would it not be a burden, every 
 day and hour of your existence ? You rise in the 
 morning, a prisoner to your chain ; you lie down 
 at night, weary with your burden ; and you groan 
 tbe more deeply, as you reflect that there is no 
 shaking it off. But even these would be no more 
 intolerable to bear than many of the habits of 
 men, nor would they be more difficult to be sha- 
 ken off. 
 
 Habits are easily formed, especially such as are 
 bid; and what seems-to be a small affair, will soon 
 Income fixed, and hold you with the strength of a 
 cable. That same cable, you will recollect, is made 
 l>y spinning and twisting one thread at a time; but, 
 when once completed, the proudest ship turns her 
 
PHONOGRAPHIC TEACHER. J.'i 
 
 head towards it, and acknowledges her subjection 
 to its power. Habits of some kind will be formed 
 by every student. He will have a particular course 
 in which his time, his employment, his thoughts, 
 and his feelings, will run. Good or bad, these habits 
 soon become a part of himself, and a kind of second 
 nature. Who does not know that the old man, wno 
 has occupied a particular corner of the old fire-place 
 in the old house for sixty years, may be rendered 
 wretched by a change ? Who has not read of the 
 release of the aged prisoner of the Bastile, who en- 
 treated that he might again return to his gloomy 
 dungeon, because his habits there formed were so 
 strong, that his nature threatened to sink under the 
 attempt to break them up. You will probably 
 find no man of forty, who has not habits which he 
 laments, which mar his usefulness, but which are 
 so interwoven with his very being, that he cannot 
 break through them. At least, he has not courage 
 to try. 
 
 I am expecting you will form habits. Indeed, I 
 wish you to do so. He must be a poor character, 
 indeed, who lives so extempore as not to have 
 iiabits of his own. But what I wish is, that you 
 form those habits which are correct, and such as 
 will every day and hour add to your happiness and 
 usefulness. If a man were to be told that he must 
 use the axe which he now selects through life, would 
 he not be careful in selecting one of the right pro- 
 
 4 
 
74 PHONOGRAPHIC TEACHER. 
 
 portions and temper? If told thut he must use the 
 same clothing through life, would he not be anxious 
 as to the quality and kind? But these, in the cases 
 supposed, would be of no more importance than is 
 the selection of habits, in which the soul shall act. 
 You might as well place a body in a straight jacket, 
 and expect it fo perform, with ease, and comfort, 
 and promptness, the various duties of the body, as 
 to throw the soul into the habits of some men, and 
 then expect it will accomplish anything great or 
 good. 
 
 Do not fear to undertake to form any habit which 
 is desirable ; for it can be formed, and with more 
 ease than you may at first suppose. Let the same 
 thing, or the same duty, return at the same time every 
 day, and it will soon become pleasant. No matter 
 if it be irksome at first ; but how irksome soever it 
 be, only let it return periodically every day, and 
 that without interruption for a time, and it will 
 become a positive pleasure. In this way, all our 
 habits are formed. The student, who can with ease 
 now sit down and hold his mind down to his studies 
 nine or ten hours a day, would find the laborer, 01 
 the man accustomed to active habits, sinking undei 
 it, should he attempt to do the same thing. I have 
 seen a man sit down at a table spread with luxuries, 
 and eat his sailor's biscuit with relish, and without 
 a desire for any other food. His health had com- 
 pelled him thus to live, till it had become a pleasant 
 
PHONOGRAPHIC TEACHER. 75 
 
 habit of diet. Previous to this, however, he had 
 been rather noted for being an epicure. 
 
 "I once," says an excellent man, "attended a 
 prisoner of some distinction, in one of the prisons 
 of the metropolis, ill of typhus fever, whose apart- 
 ments were gloomy in the extreme, and surrounded 
 with horrors ; yet this prisoner assured me after- 
 wards, that, upon his release, he" quitted them with 
 a degree of reluctance! Custom had reconciled 
 him to the twilight admitted through the thick- 
 barred grate ; to the filthy spots and patches of his 
 plastered walls ; to the hardness of his bed ; and 
 even to confinement." 
 
 I will now specify habits which, in my view, are 
 very desirable to the student. 
 
 Rules for the Formation of Habits. 
 
 1. Have a plan laid beforehand, for every day. 
 
 2. Acquire a habit of untiring industry. 
 
 3. Cultivate perseverance. 
 
 4. Cultivate a habit of punctuality. 
 
 5. Be an early riser. 
 
 6. Be in the habit of learning something from every 
 man with whom you meet. 
 
 7. Form fixed principles on which to think and 
 act. 
 
 8. B'e simple and neat in your personal habits. 
 
 9. Acquire the habit of doing every thing well. 
 
76 PHONOGRAPHIC TEACHER. 
 
 10. Make constant efforts to be master of your tem- 
 per. 
 
 11. Cultivate soundness of judgment. 
 
 12. Observe a proper treatment of parents, friends, 
 and companions. 
 
 [Todd's /Student's Manual 
 
77 
 
 LESSON XII. 
 
 PREFIXES. 
 
 A PHONOGRAPH may be written, as a prefix, 
 near to the following part of a word, but must not 
 be united with it ; as, 
 
 I for discon, discom; |j discontent, \\ discompose, 
 IL, discontinue. 
 
 o for circum; as, f circumstance, ^N circum- 
 scribe. 
 
 . for com, con,' as, U^ contemn, \> compose, <r< 
 consume. 
 
 A heavy dot may be written for accom, thus : \ 
 accomplish. 
 
 -- for incom, incon, written above the line, thus: 
 V incomplete, T inconstant. 
 
 ^ for intro, inter, placed in any position near the 
 following letter, thus : ~L introduce, ^^ intervene. 
 
 ^ for magni, magna, placed above the other part 
 of the word, thus : < ^k> magnificent, ^" r ~'|' magna- 
 nimity. 
 
 / for recon, recog ; as, /*> recommend, ^ recog- 
 nise. 
 
78 PHONOGRAPHIC TEACHER. 
 
 ^ for irrccon ; as, "V irreconcikd. 
 
 o for tidf; as, ) selfish, J self-destruction. This 
 
 prefix should be written larger than the vowel- 
 circle. 
 
 _ for uncom, i.ncon ; as, *~<^ uncommon, -^^ un- 
 tonfined. This prefix is written on the line. 
 
 The half-lengthed ra, with an w-hook, may be 
 disconnected from the other phonographs in a 
 word, thus : '~ f \ government, , contentment. 
 
 A word-sign may be used as a prefix, thus: ^ for 
 under, ~L, undertaken ; / for advantage, /-) advan- 
 tageous. 
 
 AFFIXES. 
 
 The affixes are written separately, but near the 
 preceding part of the word; as, f for ly ; V" openly, 
 ..Vo^ heavenly. 
 
 o for self, thus : (' thyself; o selves, (o them- 
 selves. 
 
 A \ may be placed after a word, to represent 
 lility ; as, /T legibility. 
 
 Enter and inter, prefixes or suffixes which are 
 similar in sound to one of the foregoing, may be 
 represented by the sign already furnished, thus : 
 ^ may represent enter, as well as inter; ^^ may 
 represent incum, as well as incom, incon ; as, -J* 
 entertain, >^' enterprise^ "v incumbent. 
 
PHONOGRAPHIC TEACHER. 
 
 79 
 
 A word-sign may be used as an affix, thus : *V 
 hereafter, Q therefore; or united, thus: ) there- 
 fore. 
 
 A word-sign may sometimes be joined in the 
 word, thus: "f understand, ^ understood. 
 
 The hyphen is indicated in a compound word, 
 by two parallel ticks, thus: 1^ two-fold. 
 
 The following words and phrases arc abreviated, 
 thus : ^ nevertheless, 4- notwithstanding, - , now, 
 ^ new, knew, *}- corresponding society, /V^ report- 
 ing society. 
 
 A word-sign may be made plural, by adding the 
 eir )le, thus : ^ thing, ^ things. 
 
 A consonant stroke disjoined from the preced- 
 ing portion of the word expresses the addition of 
 I ty or r-ty (with any vowel preceding or following 
 the I or r}. For and m disjoined are written for 
 formality; dis and p disjoined, for disparity / 
 princ and p disjoined, for principality instru 
 and ment disjoined, for instrumentality. Ment is 
 also used for mental as in fundamental. 
 
 A circle may be used as an affix for soever, as 
 after where for wheresoever; after who for whoso- 
 ever. It is not liable to be confounded with self. 
 
 In a tew such words as postpone, postpaid, rest- 
 less, honestly, mostly, where t occurs between s and 
 another consonant, t may be omitted without im 
 pairing legibility. 
 
WORD-SIGNS 
 
 OF THE CORRESPONDING STYLE OF PHONOGRAPHY. 
 Words marked with a (*) are written alovt thf line. 
 
 LIST No. 1. FOR LEARNBRS. 
 
 . A 
 
 1 it .1 
 
 we* 
 
 x all* 
 
 v_/ not* 
 
 C well 
 
 and 
 
 \ of * 
 
 were 
 
 ~Vre 
 
 I oh 
 
 , what * 
 
 o as 
 \be 
 
 1 but 
 
 ' on* 
 i or* 
 
 <^y when * 
 / which 
 
 , who 
 
 =can 
 
 J shall 
 
 f will 
 
 ~> cannot * 
 V__ for 
 
 / should 
 ( that* 
 . the* 
 
 e with * 
 ( without 
 
 ^ from 
 
 
 -^ word 
 
 - God 
 
 good 
 
 x_/ thing * 
 
 a would 
 
 . 1)avQ 
 
 ( think 
 
 w \ r P ^ 
 
 ^* 
 
 x tO 
 
 n }" ou 
 
 V I* 
 
 \ upon 
 
 f your 
 
 o is * 
 
 ) was 
 
 (~ yours 
 
 7 
 
WORD-SIGNS IN CORRESPONDENCE. 
 
 81 
 
 LIST No. 2. FOR GENERAL USE. 
 
 e- According* 
 
 (/ gentleman 
 
 / ought * 
 
 account 
 
 </ gentlemen* 
 
 ^ particular* 
 
 / advantage 
 
 give-n* 
 
 \cj Phonograph^ 
 
 ^- after 
 
 e- great 
 
 -3 pleasure 
 
 ~-=> again 
 I alone 
 
 A how 
 
 % princip^ 
 - quite * 
 
 1 already* 
 
 * immediate* 
 
 ^remark* 
 
 an 
 
 '^ importan c l e * 
 
 \ remember 
 
 N> been 
 
 ^^ improve-ment 
 
 2 short* 
 
 " beyond * 
 
 kingdom* 
 
 
 G_call* 
 
 v_/ language 
 
 J SO 
 
 *- called * 
 
 -x Lord * 
 
 e\ spirit * 
 
 c care 
 
 \ member 
 
 \ subject 
 
 come 
 
 ^ might * 
 
 <l subjection 
 
 could 
 
 ^more 
 
 J)sure 
 
 ] dear 
 
 ^Mr.* 
 
 r *i u 
 
 c_ difficult-y 
 
 /^my* 
 
 ( them 
 
 | do 
 
 ^ nature 
 
 (^ then 
 
 J done 
 
 ^no 
 
 C this 
 
 ) establish 
 
 ^xnor* 
 
 ( thought * 
 
 ^ every 
 
 X object (ob) 
 
 <) three 
 
 # first 
 
 \j objection 
 
 together 
 
 ^full 
 
 ^j? opinion * 
 
 P told 
 
 y general 
 
 *s opportunity 
 
 1 towar^ -y " 
 
82 
 
 WORD-SIGNS IN CORRESPONDENCE. 
 
 1 truth 
 
 J usual 
 
 i- while 
 
 * two 
 
 "\ way 
 
 L why* 
 
 w under 
 
 ^ went * 
 
 e/ world 
 
 \up 
 
 (/ where 
 
 yet 
 
 LIST No. 3. FOR RULED PAPER. 
 
 -ftr~ Allow 
 
 ^S he" 
 
 I... see 
 
 ... .[.... at 
 
 ..\>L.. however 
 
 ""{ than 
 
 .r>v. away 
 
 V_ if 
 
 ../ thank 
 
 i 
 
 \ by 
 
 ^ i i- 
 
 ^ thee 
 
 -t- itself 
 
 differen.1 
 
 -~ - - CC 
 
 --/-- large 
 
 _ (o__ these 
 
 1 Doctor 
 
 / much 
 
 (-~ those 
 
 1 down 
 
 .!S^_. number 
 
 ... (-- though 
 
 ,j u-own 
 
 \- during 
 
 - J- other 
 
 J-- through 
 
 X each 
 
 .r^y- our 
 
 time 
 
 ^ either 
 
 \... r>nrc( 
 
 ...Y~. US 
 
 
 v^ ever 
 
 ~7^-- ourselves 
 
 - y use (verb) 
 
 
 .-L few 
 
 own 
 
 r .. value 
 
 .. L.. had 
 
 ^ perfect 
 
 
 .... happy 
 
 %.. practic 
 
 C will ( noun ) 
 
 ,1 
 
 1ST No. 4. OCCASIONAL. 
 
 -^ Any* 
 
 /^N may 
 
 ^ read * 
 
 -> heard 
 
 '"^ me * 
 
 . / . thus 
 
 her 
 
 s-* mind * 
 
 N use (noun) 
 
 \r\^A * 
 
 ..out 
 
 *~X TTOTTT 
 
 ll- 
 
83 
 LIST OF CONTRACTIONS 
 
 OP THE CORRESPONDING STYLE OF PHONOGRAPHY. 
 
 Words marked ivitk a (*) are written above the line. 
 
 y Acknowledge 
 
 _^ now 
 
 /^ 
 
 
 -7, acknowledged*" 
 
 V v \ Phonetic Society 
 
 ^\^/ anything* 
 
 (^ Phonographer 
 
 * because* 
 
 Vo Phonographic 
 
 ^s forward 
 
 /V^/ Reporting Soc>'. 
 
 highly* 
 
 /\ represent 
 
 ,'-~b himself 
 
 /N| represented 
 
 <"& impossible * 
 
 /\ representation 
 
 X - J> influence* 
 
 ^ several 
 
 v_V influential* 
 
 6~N^ something 
 
 interest 
 
 ^ ^v-^ Spelling Reform 
 
 ^7 knowledge 
 
 ^o surprise 
 
 -' ^-$-% manuscript 
 / '^M > 
 
 j ^ transcript 
 
 Mechanics' Inst n . 
 
 
 
 so with transcription, etc. 
 
 / ?> myself * 
 
 P 
 <i_^> transgress 
 
 ~7*~~ natural 
 
 ^ understand 
 
 ^-A^_ never 
 
 ^ understood 
 
 v (s nevertheless 
 
 ^\_ whenever 
 
 N^ new 
 
 S^ wherever 
 
84 PHONOGRAPHIC TKACHEE. 
 
 WRITING EXERCISE. 
 
 MILTON'S PARADISE LOST. When Milton wrote 
 his matchless poem of Paradise Lost, the British 
 press was subject to censorship, and he experienced 
 some difficulty in getting licensed. It was sold to 
 Samuel Simmons, a bookseller, for an immediate 
 payment of five pounds, with a condition that on 
 1,300 copies being sold, the author should receive 
 live pounds more ; and the same for the second^ 
 and third editions. The second edition was sold, 
 printed 1674. The third edition was published in 
 1678, for which Simmons gave Milton's widow 
 eight pounds; so that 18 (about $90) was the 
 sum total paid for the best poem of the first of 
 British poets. 
 
 Power o f Wit. Every faculty has its use and 
 influence, and it is interesting to witness the power 
 of broad humor and frank wit on the public mind. 
 Is there a more effectual mode of running any ridi- 
 culous opinion or custom out of existence, than by 
 well timed caricature, containing wit and showing 
 up error and folly to the ridicule of the world? 
 
 Dan Russell, candidate for Auditor, in the State 
 of Mississippi, in one of his speeches, remarks: 
 
 " Fellow citizens, you have called on me for a 
 few remarks. I have none to make. I have no 
 prepared speech. Indeed I am no speaker. I do 
 not desire to be a speaker. I only want to be ai> 
 A udi'vr" 
 
PHONOGRAPHIC TEACHER. 85 
 
 Again: 
 
 "LADIES AND GENTLEMEN: I rise but there's 
 no use of telling you that ; you know that I am up, 
 as well as I do. I am a modest man very but I 
 have never lost a picayune by it in my life; because 
 a scarce commodity among candidates. I thought L 
 would mention it, for fear, if I did'nt, you never 
 would hear of it. 
 
 Candidates are generally considered as nuisances, 
 but they are not; they are the politest men in the 
 world, shake you by the hand, ask how's your fam- 
 ily, what's the prospect for crops, &c.; and I am the 
 politest man there is in the State. Davy Crockett 
 says, the politest man he ever saw, when he asked 
 a man to drink, turned his back, so that he might 
 drink as much as he pleased. I beat that all hollow ; 
 I give a man a chance to drink twice if he wishes, 
 for I not only turn around, but shut my eyes. I am 
 not only the politest man, but the best electioneerer : 
 you ought to see me shaking hands with the varia- 
 tions, the pump-handle and pendulum, the cross-cut 
 and wiggle-waggle. I understand the science per- 
 fectly, and if -any of the country candidates wish 
 instructions, they must call on me. 
 
 Fellow citizens, I was born if I hadn't been, I 
 wouldn't have been a candidate, but I am a going 
 to tell you where 'twas not in Mississippi, but 
 'twas on the right side of the negro line ; yet that's 
 no compliment, as the negroes are mostly born on 
 
80 PHONOGRAPHIC TEACHER. 
 
 the same side. I started in the world as poor as a 
 church mouse, yet I came honestly by my poverty, 
 for I inherited it, and if I did start poor, no man 
 can't say but that I have held my own remarkably 
 well. 
 
 Candidates generally ask you, if you think they 
 are qualified, &c. Now, I don't ask your thoughts ; 
 I ask your votes. Why, there's nothing to think of, 
 except to watch and see that Swan's name is not 
 on your ticket; if so, think to scratch it off, and put 
 mine on. I am certain that I am competent, for 
 who ought to know better than I do? Nobody. I 
 will allow that Swan is the best Auditor in the 
 State ; that is, till I am elected then perhaps it's 
 not proper for me to say anything more ; yet, as an 
 honest man, I am bound to say that I believe it's 
 a grievous sin to hide anything from my fellow-cit- 
 izens; therefore say that it's my private opinion, 
 publicly expressed, that I'll make the best A'uditor 
 ever in the United States. 
 
 'Tis not for honor I wish to be Auditor; for in 
 my own county I was offered on office that was all 
 honor, Coroner; which I respectfully declined. The 
 Auditor's office is worth some $5,000 a year, and I 
 am in for it like a thousand of brick. To show my 
 goodness of heart, I'll make this offer to my com- 
 petitor. I am sure of being elected, and he will 
 lose something by the canvass therefore I am will- 
 ing to divide equally with him, and make these two 
 
PHONOGRAPHIC TEACHER. 87 
 
 offers. I'll take the salary, and lie may have the 
 honor or he may have the honor, and I'll take the 
 salary. In the way of honors, I have received 
 enough to satisfy me for life. I went out to Mexico, 
 eat pork and beans, slept in the rain and mud, and 
 swallowed everything except live Mexicans. When 
 I was ordered to "go," I went ; "charge," I charg- 
 ed ; and "break for the chaparral" you had better 
 believe I beat a quarter nag in doing my duty. 
 
 My competitor, Swan, is a bird of golden plu- 
 mage, who has been swimming for the last four 
 years in the Auditor's pond, at $5,000 a year. I 
 am for rotation. I want to rotate him out, and to 
 rotate myself in. There's plenty of room for him 
 to swim outside of that pond ; therefore, pop in 
 your votes for me ; I'll pop him out, and pop myself 
 in. 
 
 I am for a division of labor. Swan says he has 
 to work all the time with his nose down upon the 
 public grindstone. Four years must have ground 
 it to a pint. Poor fellow ! the public ought not to 
 insist on having the handle of his mug ground clean 
 off. I have a large, full grown nose, and tough as 
 sole leather. I rush to the post of duty. I offer it 
 up as a sacrifice. I clap it on the grindstone. Fel- 
 low citizens, grind away grind till I holler enuff } 
 and that'll be some time first. 
 
 Time's most out. Well I like to forgot to tell 
 you my name. It's Daniel, (for short Dan ; not a 
 
88 PHONOGRAPHIC TEACHER. 
 
 handsome name, for my parents were poor people, 
 who lived where the quality appropriated all the 
 nice names; therefore, they had to take what was 
 left and divide around among us but it's as hand- 
 some as I am,) R. Russell. Remember, every one of 
 you, that it's not Swan. 
 
 I am sure to be elected; so, one and all, great 
 and small, short and tall, when you come down to 
 Jackson, after the election, stop at the Auditor's 
 office the latch string always hangs out enter 
 without knocking take off your things, and make 
 yourself at home." 
 
 DAN was elected, by an overwhelming majority. 
 
 Manual Labor. Its Influence upon the 
 Mind. When an invention is made which adds 
 materially to the comfort of men, or a discovery 
 revealing hitherto disguised truths in the natural 
 world, or a book is written full of life and beauty 
 by a working man by one of those obscure toilers 
 who labor for their daily bread, the world is aston- 
 ished ! On every side we hear exclamations of 
 surprise. And yet these cases are not so un fre- 
 quent, that there is cause for so much wonder. In 
 the best history of the world, we see that a large 
 proportion of those who have shone as stars in the 
 literary world, or illumined the paths of scientific 
 knowledge; who have been the benefactors of thp ; - 
 
C TEACHER. 89 
 
 rac-<3, the water-spirits of their age ; have been toil- 
 ers, faave been born in obscurity, reared in poverty, 
 and obliged to work for a livelihood. And, even 
 no\v, we have men who labor at the anvil and fol- 
 low the plow, and weave the basket and tend the 
 loom, and yet have strength and time to improve 
 their raee ; to send forth strains which elevate and 
 purify, and find a response in every soul. We have 
 philosophers, statesmen, and orators eloquent, from 
 among the working-classes, who far outstrip men 
 born in affluence, and who make study the business 
 of life. 
 
 We should look at these facts intelligently not 
 expressing a vague surprise, or attributing the re- 
 sults we see to mere peculiar genhis. We should 
 examine the causes of effects which are apparent 
 to the least observing, and thus ascertain some of 
 the advantages the working-man has over the mere 
 student. 
 
 The working-man has more physical strength, 
 and the mind and body are so intimately connected, 
 that weakness or inactivity of one generally pro- 
 duces a like manifestation in the other. Muscles 
 strengthened by exercise, and a brain refreshed by 
 pure blood, enable a mind to conceive with clear- 
 ness and act with vigor and force. The student, 
 who sits poring over his book all day, has not this 
 advantage. His brain, darkened by impure blood, 
 closes hi? thoughts, and throws a shade over the 
 
90 PHONOGRAPHIC TEACHER 
 
 page before him. Although there may be more 
 romance in a " pale intellectual brow," " weak 
 nerves," and a "fragile form," it requires strong 
 nerves and sturdy health to make long continued 
 mental effort. The delicate lark soars high, but 
 soon falls; it is only the eagle, with broad and 
 strong wing and clear eye, that can sustain long 
 flight in the upper air, and gaze at the sun. To 
 possess a sound mind, we must have a sound body. 
 The working-man is forced to cultivate self-reli- 
 ance. He has nothing to fall back upon; he must 
 earn his own bread. There is none to lighten his 
 heavy burdens he has to bear them, and they 
 strengthen him. His trials through poverty make 
 more of him. He feels that he is a man nobly 
 independent of others' aid, and self-made men are 
 heroes in the moral world. When he applies his 
 mind to the acquisition of knowledge, he is not dis- 
 couraged by difficulties. He is familiar with them 
 in the outward, and expects them in his inner life. 
 He does not think his mind will grow without hard 
 study without systematic application any more 
 than he expects golden harvests without digging 
 his field or sowing seed, or that his arms will ac- 
 quire strength to wield with force the implements 
 of labor, without exercise of their muscles. In his 
 daily occupations, whether he is a farmer or me- 
 chanic, he must study and apply natural laws; 
 adapt means to an end, watch cause and effect 
 
PHONOGRAPHIC TEACHER. 91 
 
 He knows that nothing conies to perfection by 
 chance. He has learned that nature's grand secret 
 of success is work, and applies it to his mental pro- 
 gress. 
 
 The working-man does not go to study as a task. 
 It is not toil to him. Manual labor, when not ex- 
 cessive, invigorates his body, and rouses his mind, 
 but cannot satisfy its wants ; and, therefore, it is 
 recreation it is real pleasure to search the hidden 
 mysteries of knowledge. His books are treasures ; 
 no miser ever stole, in the dusky eve, to count his 
 golden stores, with as keen delight as the laborer 
 returns, after each day's toil, to scan the precious 
 pages. The necessity which is laid on him to 
 labor which tears him away from study ere it tries 
 his mind and injures health, is the very thing that 
 makes him return with new avidity, and one reason 
 why he makes such rapid progress. The student 
 wearies -of continual mental effort; his mind is 
 weakened. He longs for excitement, and seeks it 
 not in useful labor, which would benefit himself 
 and others, but in the gay circles of pleasure, too 
 often in the intoxicating cup, which, for a time, 
 stimulates his mind, and renders its powers more 
 brilliant and active, but hastens ther decay. Such 
 temptations lie not in the path of the worker. 
 
 The working-man lives more out of himself. 
 The student often has his eyes turned inward, con- 
 tinually watching the operations of his own mindj 
 
92 PHONOGRAPHIC IEACHER 
 
 forgetting that to know himself aright he must 
 compare himself with others, and see what are the 
 relations he bears to the outward world. Hence it 
 is, that often the noblest mind "preys on itself, and 
 is destroyed by thought." But the man with a 
 learning mind, who digs the ground or sows the 
 seed, makes rapid progress. He sees the benevo- 
 lence of God in every opening bud and blushing 
 flower. 
 
 (: The warbling woodland, the resounding shore, 
 The pomp of groves, the garniture of fields." 
 
 have all a voice for him, which goes to his heart, 
 and wakes strange, beautiful thoughts there. He 
 learns lessons of utility, of design in the natural 
 world, and with a soul enlarged yet humbled, he 
 applies to books and art, the exponents of other 
 men's minds and looks into his own to discover 
 the laws by which it is governed, and the links by 
 which he is bound to his fellow-men. He feels 
 that the elevation of the race should be the aim of 
 every man the end for which all knowledge is 
 given. He knows that earth, with all its pomp, is 
 " passing away " mind only is immortal ; and there- 
 fore he alone is wise, and in sjanpathy with the 
 source of all knowledge, who takes the means given 
 to elevate and enlighten first his own mind, then 
 the mind of every human being over whom he has 
 
PHONOGRAPHIC TEACHER. 9o 
 
 any influence. And not only to believe tins, but 
 to act to live it a man must do more than spend 
 a life in study. 
 
 The working-man also mingles with all classes 
 of society; he sees the workings of the human 
 heart unrestrained by outward forms; he knows 
 the rudiments of mind, and watches its gradual 
 development, and sees what its wants are, and can 
 in part see what are the yearnings of the human 
 soul that fearful mystery whose depths can be 
 fathomed only by its Creator. The student has 
 not this advantage. He is conversant only with 
 those whose minds are educated to a certain height, 
 whose manners are adopted, whose souls are veiled, 
 so that their lights and shadows cannot be seen, 
 and therefore where he would instruct and elevate 
 his fellow-men, he often fails. 
 
 The working-man, therefore, in all ages of the 
 world, has been more successful in doing good, in 
 advancing the interests of humanity, than a man 
 who is learned only in book knowledge. The lat- 
 ter may desire to do as much, but never can accom- 
 plish it ; being ignorant of the material on which 
 he is working. No one can be so good as he who 
 has been governed. No one can speak such worda 
 of encouragement and sympathy to the poor and 
 suffering as he who has really felt, not imagined, 
 their hardships. It is only he who has taught him- 
 self, who has worked his own path up, that can 
 
94 PHONOGRAPHIC TEACHER. 
 
 stimulate the ignorant, the friendless, and forgotten, 
 to exertion. Self-reliance means something from 
 him. He has known what it is to be without a 
 friend; he knows every obstacle which lies in their 
 pathway ; they were in his. No one can enter into 
 the feelings, or soothe the weary, wounded spirit of 
 the toiler, as a fellow-laborer can, who has battled 
 with poverty and ignorance, and gained the victory. 
 His hands are strong to uphold his fainting brother. 
 His voice is clear and hopeful to whisper words of 
 cheer. He can point onward and upward while 
 working by his side. The trials and sufferings he 
 met and overcame have fitted him to help others. 
 They formed his character ; for, as in the natural 
 world, the richest fruit must be touched by the 
 frost ere it ripens and mellows, so it would seem in 
 the mental world, no character becomes perfect 
 until it is touched by the frosts of suffering. 
 
 The working-man gives example as well as pre- 
 cept to the world. He is in it, and of it, and can 
 make himself felt by it, in a manner the student 
 cannot who lives apart from its active scenes. The 
 latter often gets too far above it, and dwells in the 
 regions of fancy or imagination, so that he cannot 
 exert a practical influence. But the man who 
 works as well as studies, is, as it were, midway 
 between heaven and earth near enough to earth 
 to feel with deep sympathy every movement, and 
 near enough to heaven's light and knowledge tc 
 
PHONOGRAPHIC TEACHER. 95 
 
 point others to the right way, leading upward. 
 There is no man who reflects and looks into the 
 future with a clear eye, but must discover truths 
 which the great mass of mankind are not prepared 
 to receive calmly. They will not hear them with- 
 out opposition. And here the working-man tri- 
 umphs. He is not afraid to speak wholesome but 
 disagreeable truths. No one can take away his 
 means of livelihood. He has a trade to work at, if 
 his pen fails to suppcrt him. His reputation is his 
 own his friends did not put it on him. He is 
 independent. And such men have done much for 
 the world, and their memory is blessed. The stu- 
 dent often conceals what he knows to be true, 
 because he cannot live without his accustomed 
 mode of maintenance, his reputation, and friends. 
 
 The working-man also exhibits a greater degree 
 of freshness and originality in his writings. There 
 is a naturalness in the thoughts ; they come from 
 the heart and go to other hearts with a force they 
 could not have, if first analyzed by the critic's head. 
 They are as flowers fresh from beside the hedge- 
 row, fragrant and blooming ; not flowers taken apart 
 and torn by the botanist. The student who does 
 not let the emotions of kindness those sudden 
 impulses which at times arise in the soul like star- 
 tled birds in a grove gush forth, but would first 
 dissect them, is like a child watching bright bub- 
 bles on a silver stream, and, anxious to know what 
 
 5 
 
06 PHONOGRAPHIC TEACHER. 
 
 they are made of, puts forth 'his tiny hand to touch, 
 but they break, and the charm is gone. The man 
 at work in God's beautiful world gets his heart too 
 full ; his emotions will gush forth, and they fall on 
 other hearts like summer rain on the parched earth, 
 causing every green thing to grow, and the desert 
 to bud and blossom as a rose. As long as time 
 shall last, the pious words of the worker Bunyan 
 shall echo through the earth. And the music which 
 gushed from the soul of Burns, as he followed the 
 plow and sang to the " Wee modest crimson-tipped 
 flower," shall never die away until the last soul- 
 chord breaks, for such music is immortal. It has 
 its home in every soul, and vibrates there; but all 
 may not express it. And that noble song, "A 
 man's a man for a' that," will be a watchword for 
 future generations. 
 
 As the world advances, its workers take a higher 
 position ; the dignity of labor becomes more appa- 
 rent. The land of Franklin has shown what a 
 single nation of workers can do towards civilizing 
 and christianizing a globe ! The time draws near 
 when he who does nothing will le nothing, and 
 when there will be no aristocracy but that of 
 labor no noblemen but the workers. Not until 
 then will the beneficral influences of work upon the 
 mind be fully understood. In the clear light of 
 that day will the people of the earth begin to per- 
 ceive the wisdom and goodness of God, who, when 
 
PHONOGRAPHIC TEACHER. 97 
 
 be created man, although a world lay before him 
 to study, yet put him in a garden to ''keep and 
 dress" it, and who tempered judgment with mercy 
 when, sending him forth from Eden, he made labor 
 pleasant and desirable to him. 
 
 [American Phrenological Journal. 
 
 PHRASEOGRAPHY. 
 
 By an extensive use of phraseograms, phono- 
 graphic writing is executed much more rapidly. 
 They are made by joining word-signs or two or 
 more words together, without raising the pen from 
 the paper, and are governed by a few simple rules; 
 and are as legible as it is possible for writing to be. 
 
 The first word-sign or word in a phrase should 
 keep its natural position, but the word-signs or 
 words that are joined in the phrase, may take any 
 position that most effectually facilitates the writing. 
 Thus, the phrase: A should have been done. It 
 
 will be seen here, that the words, have, been, and 
 done, are thrown out of their proper place ; or, in 
 other words, the position they occupy when stand- 
 ing alone. 
 
 Phraseography is more generally introduced into 
 the reporting style, but a limited nunber of phrases 
 of the most familiar words in the corresponding 
 style is very convenient. 
 
PHONOGRAPHIC TEACHLli. 
 
 PHRASEOGRAM3. 
 
 ^_ could not, 
 _^^ could not be 
 C as well as, 
 \ for instance, 
 J-^^ at the same time, 
 <w> as good as, 
 ^ as great as, 
 cu> as soon as, 
 r> you must, 
 L it is not, 
 
 \ to be, 
 
 L it is not to be, 
 
 ( which would, 
 
 L, which would not, 
 ^ which would not be, 
 
 * that is, 
 
 ^_ you must not, 
 *-, you can, 
 V I have, 
 ^ I have not, 
 
 'V. 
 
 I have not had, 
 
 I have not seen, 
 I have seen, 
 V we have, 
 ^_ we have not, 
 _f^ we have seen, 
 V we have done, 
 
 we have not doiu 
 " I am, 
 ' I am not, 
 . should be, 
 should not be, 
 
LA-, JLi< 
 PHONOGRAPHIC TEACHER. . 99 
 
 f> this is, 
 
 } so as, 
 
 J so as to be, 
 
 ^* must be, 
 
 7" in such, 
 "o in such a case, 
 C^ long hand, 
 
 short hand, 
 
 ^ if it, 
 
 ^ if not, 
 
 *) there are, 
 
 ^ there are not, 
 ^ it should not be, 
 
 <* I will not, 
 
 *" you will not, 
 
 ^ as far, 
 
 ^ as far as, 
 
 S by the. 
 
 
 it should be, 
 so as to, 
 
 as soon as possible, 
 if it had not, 
 I have not, 
 I must have, 
 I must not, 
 I must not have, 
 "*- there would not, 
 
 there would not 
 \ 
 
 have been, 
 I with which it is, 
 L with which it is not, 
 with which it wculd 
 
 have been, 
 ~5> are not, 
 <j.. as it were, 
 s\ responsible, 
 
100 PHONOGRAPHIC TEACHER. 
 
 The following exercise may be written entirely 
 with the word-signs, and will make a practical 
 application of most of them. 
 
 WRITING EXERCJSE. 
 
 Estahlishments for improvement, and for know 
 ledge-in-general, are very important things in a 
 kingdom ; and the more so, where it-is usual with- 
 them to represent and acknowledge good principles. 
 A phonographic establishment, in particular, is not- 
 only an immediate advantage to every gentleman 
 who-is a, member of it, but to all. According to 
 general opinion, phonography is a subject we should 
 all have pleasure in, and think upon ; without it, 
 language is not what-it-should-be : a remark in- 
 which there-is great truth, and to-which there-can- 
 be no objection. How, or on-what principle, can 
 we-be good or great without-improvement ? Re- 
 member that every thing is an object of-importance 
 that comes under it ; and, beyond all, that the sure- 
 Word (of the) Lord God was given for improve- 
 ment. 
 
 After what-I-have-told-yv. u, are- there yet objec- 
 tions to-it? Were there, an account of-them would 
 already have-been given. Great and good things 
 cannot come together without-improvement. Should 
 I-bo told-that it-may-have-been-so, I-shall remark- 
 that, from what-I-know (of the) general spirit of all, 
 
PHONOGRAPHIC TEACHER. 101 
 
 the truth is as Lhave given it, nor-can you object 
 to-it. In short, gentlemen, establish it as your first 
 principle, that-you-will-not give up ; but, as you- 
 liave opportunity, do all that-can-be-done towards 
 improvement in everything; so will you give pleas- 
 ure, not-to-me-alone, but to all. 
 
 NOTES FOR, THE STUDENT. 
 
 LABOR. " Nothing good without labor," is writ- 
 ten all over the intellectual heavens. Let no per- 
 son suppose that phonography will be acquired by 
 dreaming over it. The much-coveted art of short> 
 hand is to be attained only by persistent study and 
 practice. Hearty, energetic labor is not half so 
 tiresome as a lounging, yawning, listless shirking. 
 There is always a Sabbath for the determined work- 
 er, but for the persistent shirker there 18 a trouble 
 forever. If there is any thing that troubles you, 
 seek not to avoid it : meet it and master it. And 
 so proceed in your studies, and the art will soon be 
 acquired. For the want of this lesson many hare 
 doubtless relinquished phonography, just as they 
 have every thing else which they were not com- 
 pelled to pursue, and have lost the numerous 
 advantages of an art which is easily acquired, 
 
102 PHONOGRAPHIC TEACHER. 
 
 provided it be studied with the determination to 
 master it. 
 
 REPORTING STYLE. The student should not make 
 any attempt to write in the reporting style till the 
 corresponding style can be written and read with 
 ease. It is not well even for the reporter to write 
 very contracted forms. Those forms which occupy 
 the least space are frequently the most difficult to 
 write. To avoid an excess of contractions, vocalize 
 fully for some time, making it a general rule that a 
 word-form which can not be fully and easily vocal- 
 ized should not be employed. "With this rule in 
 view, such words as bear, bar, far, fall, feel, will 
 not be written with the I and r hook-signs, but with 
 full phonographs. With few exceptions, the best 
 corresponding forms are best for reporting. The prin- 
 ciples of the reporting style are fully developed in 
 the " Reporter's Manual," from which work numer- 
 ous persons throughout America have learned to 
 write with the rapidity of speech. An accomplish- 
 ment so valuable the majority of phonographers 
 will strive to acquire, though, perhaps, they are 
 not intending to become professional reporters. 
 
 PHONOGRAPHIC JOURNAL. Just as soon as the read- 
 ing exercises given in this book can be easily read, 
 the student should subscribe for the "Universal 
 Phonographer," or some other phonographic jour- 
 nal. It will supply reading and writing exercises, 
 
PHONOGRAPHIC TEACBKR. 103 
 
 furnish useful and entertaining matter, point out 
 the pronunciation with greater den'niteness than the 
 ordinary pronouncing dictionaries, answer your 
 queries, dispel your doubts, remove your difficul- 
 ties, give you the best outlines, and guard against 
 those that are incorrect in fine, render easy the 
 acquisition of an art u whose usefulness," says Dr. 
 Johnson, "is not confined to any particular science 
 or profession, but is universal." 
 
 The " Phonographer" may be made serviceable 
 in this manner : Copy out of it an article into long- 
 hand (phonetic longhand is best, as it accustoms the 
 pupil to phonetic analysis) ; transcribe the article 
 into phonetic shorthand without looking at the 
 " Phonographer ;" compare this shorthand copy 
 with the original ; correct the errors, if any, and 
 re-write. This course should be continued so long 
 as there are any errors to correct, when another ar- 
 ticle should be copied. Assiduous practice of this 
 kind for a few weeks will fix the forms of the more 
 frequent and effective words of the language. It 
 will'also be useful to copy into shorthand the pho- 
 netic print furnished in the " Phonographer." In 
 this case the pupil has the phonetic analysis of each 
 word provided for him. 
 
 PHONOTYPY AND PHONETIC LONGHAND are based 
 upon the principle of a sign for each elementary 
 sound-- no more, no less. Therefore, double letters 
 
10-1 
 
 PHONOGRAPHIC TEACHER. 
 
 are employed in phonetic print and phonetic long 
 hand for those double sounds (diphthongs) which 
 are expressed in phonography (for stenographic rea- 
 sons) by single letters, such as ch (composed of t 
 and sh), j (composed of d and zh),pl,pr, tr, dl. 1, 
 oi, ou, ew. It will be observed that j is used for 
 zh, as in French. 
 
 The complete alphabet is as follows : 
 
 n ee, 
 
 &f & e 
 
 ait, tfgf, air, 
 
 LONG VOWELS. 
 H, C) O, 
 
 ope, 
 
 U 
 
 u\ms>, all, 
 
 SHORT VOWELS. 
 Be, A a, o, U u, 
 
 e <&a 00. tyv 
 
 xlge, <rr, fl-t, re, puss, not, nor, cut, cur, 
 
 UJ ui; 
 
 food; 
 
 IX u ; 
 
 DIPHTHONGS. 
 
 ei, ai, 01, ou, m ; 
 . . . 
 
 aye, voice, now, new; 
 
 CONSONANTS. 
 
 B b, ad, e $ 
 
 t^en, vicious, 
 
 b, d, f, g- h, j, k, I, m, n, p, r, s, t, v, w, y, z. 
 
 fre, do, ./or, go, Ae, edpe, ting, tet, me, no, pie, roar, so, to, trie, ice, yet, aed. 
 
 Phonotypy closely resembling the genuine nfay 
 Be produced by using the common types according 
 to the following scheme : Long Vowels a, B, a (or 
 A), o, o' (or b), oi. Short Vowels i, e, a, o, u (or 
 q), u. Diphthongs ei, ai, oi, ou, iu. Consonants 
 th, th (or dh), c (or sh), ng, b, d, f, g, h, j, k, 1, m, 
 n, p, r, s, t, v, w, z. 
 
v^ 
 
 ~7 . X . 
 
 \ 
 
 . r 
 
 \ , 
 
 r 
 
 i -. r N < 
 c _, \ j % x- 
 r, , x -, 
 
 , \ 
 
 (flW 
 
*i r 's., v <;/f 
 
 '^f 
 
SMis-*. 
 
 ( ^ 
 
 V> . 
 
 ^ ^t 
 
 ) VI 
 
 X " 
 
 r ~i^^ \ r ^N-' 
 ^ ^ ^_ i. ? c ' r ^ 
 y . ^ ^-^^ v r 
 - > i. , i ^' \ . ^ . -> i 
 
 ^' . V x r / , 
 
 C , \ 
 
 107 
 
 VM 
 
 v. 
 
 
 r -?. 
 
 '' V 
 ._ 2.. 
 
,-^'r- 
 >Fr-^ 
 
 108 
 
 V 
 
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