PHONOGRAPHY 
 
 >*< .^ >k. 
 
THE LIBRARY 
 
 OF 
 
 THE UNIVERSITY 
 
 OF CALIFORNIA 
 
 LOS ANGELES 
 

Digitized by the Internet Archive 
 
 in 2007 with funding from 
 
 IVIicrosoft Corporation 
 
 http://www.archive.org/details/americanphonograOOandeiala 
 
AMERICAN 
 
 PHONOGRAPHY 
 
 BY 
 
 WILLIAM LINCOLN ANDERSON 
 
 HEAD OF THE DEPARTMENT OF COMMERCIAL BRANCHES 
 DORCHESTER HIGH SCHOOL, BOSTON, MASSACHUSETTS 
 
 REVISED EDITION 
 
 GINN & COMPANY 
 
 BOSTON . NEW YORK • CHICAGO • LONDON 
 
Copyright, 1905, 190S 
 By WILLIAM LINXOLN ANDERSON 
 
 ALL RIGHTS RESERVED 
 
 GINN >'v COMPANY • PRO- 
 PRIETORS ■ BOSTON • U.S.A. 
 

 PREFACE 
 
 This book contains a complete exposition of that method of pho- 
 nography which is called " American " on account of its widespread 
 use in the country of its adoption. One of the objects which the 
 author has kept in mind has been the incorporation into this work of 
 the best and newest features which American phonographers of the 
 ^ Pitmanic school have produced. The great utility and adaptability 
 fej of Pitmanic shorthand cannot be questioned. 
 
 It has been the purpose of the author to make this volume a unit 
 5 which should contain all the material that is essential for the develop- 
 so ment of the finished phonographer. To accomplish this, the follow- 
 ~' ing features have been introduced : (i) a phonetic introduction, as 
 the means by which the student may be led from illogical and incon- 
 5^ sistent spelling to logical and consistent sound writing ; (2) a com- 
 •* plete presentation of both the amanuensis and reporting styles of 
 ^ phonography, in which technical terms are carefully avoided ; (3) a 
 section containing the differing features of the other standard Pit- 
 manic systems as "optional expedients," which affords an oppor- 
 ^ tunity for teachers to use those principles for which they may have 
 g a preference ; (4) a section of eighty pages of graded supplementary 
 material, consisting of word exercises, sentences, letters, and general 
 dictation matter taken from standard works. 
 
 Although this book contains several new features, the author would 
 emphasize the attempt that has been made throughout the book to 
 have hand training, so necessary to success in shorthand, keep pace 
 with mind training. The value of exercising a great degree of care 
 is repeatedly brought to the attention of the student. At the end 
 
 448405 
 
IV 
 
 PREFACE 
 
 of each section special speed drills are arranged, which are to be 
 practiced until a satisfactory rate of speed has been attained before 
 succeeding principles are undertaken. Shorthand penmanship exer- 
 cises, or hand drills on outline combinations, have been introduced 
 in each part because of the great need of developing ease of execu- 
 tion and facility in forming outlines. 
 
 It is believed that certain pedagogical principles which are a 
 feature of this book will prove to be of great value. In presenting 
 the shorthand alphabet, the consonant sounds are expressed by a 
 method of phonetic spelling which uniformly employs the most 
 obscure vowel sound. The short sound of u, rather than a variety 
 of vowel sounds, is used for this purpose. This is conducive to 
 sound writing. Furthermore, the principle of proceeding from the 
 known to the related unknown has been followed in presenting a 
 more abbreviated method of expressing that which previously has 
 been represented by an elementary form. For instance, before the 
 introduction of the semicircle for 10 the pupil is informed that there is 
 to be such an abbreviation, but the rules for the continued use of the 
 stroke iv are ilrst given and amply illustrated. This general principle 
 is followed in introducing all methods of abbreviation. All word 
 signs are given in connection with the principle to which they are 
 related, and when thus introduced each is presented as an arbitrary 
 sign, a contraction, or an outline with the vowels omitted. At the end 
 of each part these signs are gathered in a review list, and later all 
 word signs are placed in one alphabetic list. Principles of phonogra- 
 phy which have been found very difficult to acquire have been divided 
 and placed in different parts of the book, the simpler portion of the 
 subject being treated and mastered before that which is complex. 
 
 Those who use this book should bear in mind that the sentences 
 which are introduced as exercises on the signs and principles have 
 practical rather than literary value. 
 
 The lessons herein contained have been left without numbers 
 because it is thought that greater frcjJom of action on the part of 
 
PREFACE V 
 
 the teacher is thus made possible. In general, however, it may be 
 said that the centered headings in large capitals mark what are 
 thought to be convenient and practical assignments for lessons. 
 
 In reading the proof of the text, valuable assistance was rendered 
 by Mrs. Isabel C. Barrows, of Tompkinsville, N.Y,, and by the late 
 Mr. John H. Moore, of the Charlestown High School, Boston. To 
 the latter, my constant friend and successful colaborer in commercial 
 work, my warmest thanks are due for his unflagging interest in the 
 development of every feature of the book and his self-sacrificing 
 care in reading most discriminatingly everything that was presented 
 for his perusal. 
 
 In accomplishing this task I was greatly aided by Miss Mary 
 A. Leavens, of the Dorchester High School, Boston, who read the 
 original manuscript and made helpful criticisms on the English. 
 
 My grateful thanks are also due to the following persons and pub- 
 lishers, who generously permitted the use of selections from their 
 writings and books. From the publications of Messrs. Ginn & Com- 
 pany I had the privilege of drawing with marked freedom. The 
 A. Flanagan Company, of Chicago, furnished the very attractive 
 selection "The North Story of how the Robin got its Red Breast"; 
 C. P. Farrell, of New York, kindly allowed the use of "A Vision of 
 War," from the writings of Colonel Robert G. Ingersoll, and Mrs. 
 L. L. Dame, of Medford, Mass., the use of "The Washington Elm." 
 The selections from the writings of John Burroughs, Oliver Wendell 
 Holmes, and Henry D. Thoreau are used by permission of and by 
 special arrangement with Messrs. Houghton, Mifflin & Co., of Boston. 
 
 WILLIAM LINCOLN ANDERSON "^ 
 Boston-, Mass. 
 March 19, 1905 
 
CONTENTS 
 
 Condensed Table of Phonographic Adbreviations xi 
 
 PART I 
 
 Phonetic Introduction 
 
 PART II 
 CONSONANTS, VOWELS, DIPHTHONGS, AND COALESCENTS 
 
 Straight Strokes lo 
 
 Long Vowels 13 
 
 Position Writing — First Section 13 
 
 Curved Strokes 16 
 
 Joined Consonants 21 
 
 Common Errors on Consonants 23 
 
 First List of Word Signs 25 
 
 Short Vowels 27 
 
 Second List of Word Signs 29 
 
 Vowels between Strokes 31 
 
 Common Errors on Vowels 34 
 
 Diphthongs 35 
 
 Punctuation Marks 37 
 
 Coalescents 37 
 
 Third List of Word Signs . . .' 39 
 
 Consecutive Vowels 41 
 
 Choice of Outline 44 
 
 Fourth List of Word Signs 45 
 
 Speed Practice 47 
 
 Fifth List of Word Signs 49 
 
 Shorthand Penmanship Exercises 50 
 
 Review List of Signs 52 
 
 vii 
 
Vlii CONTENTS 
 
 PART III 
 L- AND R-STROKES, S-CIRCLES, AND HALVING BEGUN 
 
 PAGE 
 
 Initial and Medial L and R 54 
 
 Final L and R 57 
 
 Upward and Downward Sh . ' 58 
 
 S- and Z-Strokes and S- or Z-Circle 59 
 
 The Double S-Circle 64 
 
 The St- and Str-Loops 66 
 
 Sixth List of Word Signs 68 
 
 The Halving Principle — First Section 70 
 
 Common Errors on S-Circles and Halving Principle 73 
 
 Seventh List of Word Signs 74 
 
 Speed Practice 79 
 
 Eighth List of Word Signs 80 
 
 Shorthand Penmanship Exercises 81 
 
 Review List of Signs 83 
 
 PART IV 
 
 H-TICK, INITIAL HOOKS, SEMICIRCLES, AND PHRASING BEGUN 
 
 H-Stroke and its Substitutes 84 
 
 W-Stroke and its Substitutes 87 
 
 Y-Stroke and Y-Semicircles 89 
 
 Double Consonants 90 
 
 Irregular Double Consonants 91 
 
 Ninth List of Word Signs 94 
 
 Irregular Vowel Representation 96 
 
 Triple and Quadruple Consonants 98 
 
 Backward N Hook 100 
 
 Tenth List of Word Signs 102 
 
 Phrasing — P'irst Section 104 
 
 Lxercise on Simple Phrases, and The Ticks 106 
 
 Common Errors on Semicircles and Doulile Consonants 108 
 
 Eleventh List of Word Signs 112 
 
 Speed Practice 113 
 
 S'li'Vthand Penmanship Exercises 115 
 
 Kevi(?\v List of Signs 117 
 
CONTENTS ix 
 
 PART V 
 
 FINAL HOOKS, LENGTHENING, AFFIXES, HALVING AND 
 PHRASING CONCLUDED 
 
 FAGB 
 
 N-Hook and F- or V-Hook ii8 
 
 The Shun-Hook , I2i 
 
 The Se-shun-Hook 122 
 
 The Lengthening Principle 124 
 
 Twelfth List of Word Signs 126 
 
 Omitted Consonants 128 
 
 Affixes 129 
 
 Disjoined Prefixes 129 
 
 Disjoined Suffixes 132 
 
 Halving Principle — Concluded 135 
 
 Common Errors on Final Hooks, Lengthening, Halving, Ticks, and Affixes 137 
 
 Thirteenth List of Word Signs 139 
 
 Omission of Vowels 141 
 
 Phrasing — Concluded 143 
 
 Exercise on Advanced Phrases 145 
 
 Position Writing — Concluded 147 
 
 Fourteenth List of Word Signs 148 
 
 Additional Contractions 150 
 
 Speed-Practice Letters 157 
 
 Shorthand Penmanship Exercises 159 
 
 Review List of Signs 160 
 
 Choice of Outlines 162 
 
 The Reading of Shorthand 165 
 
 An Alphabetic List of All Signs 168 
 
 Standard Selections in Shorthand 175 
 
 PART \T 
 REPORTING ABBREVIATIONS AND OPTIONAL EXPEDIENTS 
 
 Prefixes aiid Affixes 186 
 
 Omission of Unimportant Parts 192 
 
 Brief Phrasing Principles 197 
 
 Exercise on Reporting Phrases 203 
 
X CONTENTS 
 
 FAGB 
 
 Distinguishing Like Words 206 
 
 Writing in Position 207 
 
 Variation of Outlines 209 
 
 Insertion of Vowels ' 211 
 
 Treatment of Figures 213 
 
 Optional Expedients 214 
 
 Benn Pitman System * 215 
 
 Isaac Pitman System 218 
 
 Graham System 220 
 
 Munson System 223 
 
 Osgoodby System 226 
 
 Expressing Sounds of Modern Languages 231 
 
 APPENDIX 
 
 SUPPLEMENTARY WORD AND SENTENCE EXERCISES, WORD-SIGN LETTERS, 
 AND GENERAL DICTATION MATTER 
 
 Supplementary Word Exercises - 233 
 
 Supplementary Sentences 239 
 
 Supplementary Word-Sign Exercises 251 
 
 General Dictation Matter 264 
 
 INDEX 315 
 
t- 
 
 >i\|\iX 
 
 p^ 
 
 1 — ! — r 
 
 
 ._! 
 
 il 
 
 \ ■ 
 
 (■'!~t"( 
 
 tad 
 
 ^s, ^ S"P 
 
 
 /^ 
 
 .^M-M™^" 
 
 
CONDENSED TABLE OF PI 
 
 Consonant 
 Alphabet 
 
 of 
 Phonogra- 
 phy 
 
 As the prospective traveler to a strange country economizes time, energy, and nervous 
 do well to consult this chart, observe the difficulties, notice the intricacies, and wisely resolv 
 
 This table should prove useful to both pupil and teacher as a basis for reviews and com 
 line, designated by a number. As each principle, or deviation from it, is treated in a Sep 
 By tracing across lines 7 and 17 a somewhat comprehensive view of all abbreviating expedi 
 the stroke at the beginning of the line. 
 
 Sound Stroke 
 
 suh 
 
 suh 
 
 ses 
 
 ses 
 
 sluh 
 
 stub 
 
 stur 
 
 huh 
 
 huh 
 
 wuh 
 
 wuh 
 
 final 
 wuh 
 
 yuh 
 
 final 
 ur 
 
 final ur g 
 rreBulM' 
 
 puh \ 
 
 \ 
 
 \ 
 
 \, 
 
 ■^ 
 
 \ 
 
 \ 
 
 \. 
 
 ^\ 
 
 
 
 \ 
 
 ^ 
 
 \ 
 
 N 
 
 
 buh \ 
 
 \ 
 
 \ 
 
 V 
 
 ^ 
 
 V 
 
 \ 
 
 Nf, 
 
 ^^ 
 
 
 
 \ 
 
 ^ 
 
 \ 
 
 \ 
 
 
 tuh 
 
 
 f 
 
 V 
 
 r 
 
 ) 
 
 f 
 
 h 
 
 ^ 
 
 
 
 c 
 
 r 
 
 
 1 
 
 
 duh 
 
 I 
 
 p 
 
 
 P 
 
 i 
 
 f 
 
 b 
 
 ^ 
 
 
 
 1 
 
 r 
 
 1 
 
 1 
 
 
 chuh / 
 
 / 
 
 /" 
 
 / 
 
 
 / 
 
 / 
 
 4 
 
 ^ 
 
 
 
 / 
 
 
 / 
 
 / 
 
 
 juh / 
 
 / 
 
 /■ 
 
 / 
 
 /" 
 
 / 
 
 /> 
 
 4 
 
 ^ 
 
 
 
 / 
 
 
 / 
 
 / 
 
 
 kuh 
 
 
 
 
 
 
 
 
 <-^ 
 
 
 
 
 
 2- — 
 
 ^_ 
 
 
 
 
 Kuh 
 
 
 Q 
 
 £) 
 
 Q 
 
 
 ^ _ 
 
 -^ 
 
 
 
 
 
 <^ 
 
 
 
 ' 
 
 ruh ^^'^ 
 
 ^ 
 
 n^ 
 
 ^ 
 
 n^ 
 
 y 
 
 r^ 
 
 p 
 
 y^ 
 
 
 
 
 
 „y 
 
 
 
 Imh ^ 
 
 y 
 
 ^ 
 
 ^ 
 
 
 y 
 
 
 ^ 
 
 ^ 
 
 
 
 
 
 
 
 
 thuh ( 
 
 ( 
 
 c 
 
 c 
 
 e 
 
 k 
 
 I 
 
 (^ 
 
 A 
 
 
 
 \ 
 
 
 \ 
 
 
 1 
 
 (heavy) / 
 thuh V 
 
 ( 
 
 c 
 
 c 
 
 e 
 
 i 
 
 i 
 
 6 
 
 A 
 
 
 
 { 
 
 
 ( 
 
 
 ) 
 
 suli ) 
 
 ) 
 
 ) 
 
 ;^ 
 
 s 
 
 \ 
 
 5 
 
 }, 
 
 
 ) 
 
 
 ) 
 
 
 1 
 
 
 
 zuh ) 
 
 )l ) 
 
 > 
 
 5 
 
 ;> 
 
 S) 
 
 ?) 
 
 
 ) 
 
 
 ) 
 
 
 1 
 
 
 
 urn ^ — ^ 
 
 
 
 
 y-^ 
 
 CT^ 
 
 ^-v^ 
 
 
 
 ^^ 
 
 
 
 
 
 fT-V , 
 
 ump or 
 umb ^/"—^ 
 
 ^^1^^ 
 
 r^ 
 
 ^^ 
 
 r^ 
 
 rr^ 
 
 ^^ 
 
 
 /— > 
 
 
 -^-^ 
 
 
 rV—^ 
 
 
 
 "" V ^ 
 
 9 
 
 <i y 
 
 s 
 
 Q y 
 
 ^^0 
 
 c^ y 
 
 V n 
 
 r^ 
 
 
 c y 
 
 
 
 i>^ y 
 
 
 c.^ 
 
 ung ■\^^y 
 
 ^w? 
 
 ^^1^^ Q V 
 
 
 ^^ 
 
 ^>o 
 
 r^ 
 
 
 
 i^ 
 
 
 "N-^ 
 
 
 
 luh (^ 
 
 r 
 
 c r'< 
 
 ^ 
 
 r 
 
 P 
 
 
 r 
 
 r 
 
 
 
 A 
 
 
 (1 
 
 yuh C 
 
 c 
 
 r'.C^r 
 
 r 
 
 r 
 
 rr 
 
 
 
 
 
 
 
 
 
 ur \ 
 
 ^ 
 
 ^ 
 
 ^ 
 
 °A 
 
 >^ 
 
 "^ 
 
 ^ 
 
 
 ^ 
 
 
 ^ 
 
 
 ^ 
 
 
 
 wuh ^ 
 
 ^ 
 
 ^ 
 
 "> 
 
 ^ 
 
 ^ 
 
 ^ 
 
 ^ 
 
 
 ^ 
 
 
 
 
 ^ 
 
 
 
 fuh V 
 
 Vp 
 
 
 
 
 
 V, 
 
 ^ 
 
 
 A 
 
 
 
 V 
 
 
 \ 
 
 
 A 
 
 vuh ^ 
 
 »^n 
 
 ^ 
 
 ^0 
 
 ^ 
 
 V. 
 
 ^ 
 
 v^ 
 
 A 
 
 
 
 V 
 
 
 \ 
 
 
 A 
 
 sluih J 
 
 J 
 
 9 
 
 .-^J 
 
 
 ^ 
 
 y 
 
 ^ 
 
 A 
 
 
 
 ; 
 
 
 ; 
 
 ; 
 
 
 zhuh J 
 
 ^ 
 
 l± 
 
 ^ 
 
 ^ 
 
 -^ 
 
 Ll 
 
 ryl 
 
 A 
 
 
 
 ; 
 
 
 ; 
 
 ;' 
 
 
 A B C D E 
 
 G H 
 
 M N O 
 
NOGRAPHIC 
 
 ABBREVIATIONS 
 
 
 
 
 
 
 
 
 i by a previous study of maps, routes, and the character of inhabitants, so the student of phonography would 
 ;xpend the time and care which are so necessary to its mastery. 
 
 ions. Reference may easily be made to any abbreviation by speaking of its column, which is lettered, or its 
 J column, the student can readily determine to which strokes any abbreviation is attached or applies, 
 nay be gained. Add the sound for the abbreviation, found at the head of any column, to the sound given to 
 
 m, en 
 or un 
 
 in, en 
 or un 
 
 final 
 ul 
 
 float ul 
 rrefuUi 
 
 •uh to 
 lulul 
 
 un 
 
 nn-sub 
 
 vuh 
 
 TUb-Suh 
 
 shun 
 
 se^htin 
 
 un 
 
 s»>Bhan 
 
 tor, der, 
 ortber 
 
 
 flnal 
 tuh or 
 duh 
 
 untuh 
 or duh 
 
 suh 
 
 
 \ 
 
 
 \ 
 
 
 \ 
 
 \ 
 
 \ 
 
 \. 
 
 \ 
 
 \^ 
 
 \ 
 
 \ 
 
 
 
 N 
 
 >, 
 
 I 
 
 A 
 
 
 \ 
 
 
 \ 
 
 \ 
 
 \ 
 
 \, 
 
 \, 
 
 \^ 
 
 \ 
 
 \ 
 
 
 
 N 
 
 \ 
 
 2 
 
 IT 
 
 
 r 
 
 
 r 
 
 I 
 
 
 L 
 
 1. 
 
 1_ 
 
 
 |•^ 
 
 
 
 1 
 
 \ 
 
 3 
 
 1 ] 
 
 
 f 
 
 
 r 
 
 J 
 
 
 1, 
 
 I 
 
 V 
 
 
 
 
 
 1 
 
 \ 
 
 4 
 
 / 
 
 
 Z' 
 
 
 
 ./ 
 
 y 
 
 
 / 
 
 / 
 
 / 
 
 / 
 
 
 
 / 
 
 c/ 
 
 5 
 
 / 
 
 
 /> 
 
 
 y 
 
 y 
 
 y 
 
 / 
 
 / 
 
 /. 
 
 / 
 
 / 
 
 
 
 / 
 
 r/ 
 
 6 
 
 .^ — 
 
 
 
 
 ^ 
 
 
 
 
 c» 
 
 -> 
 
 — p 
 
 P, 
 
 
 
 
 — n 
 
 7 
 
 
 
 !- 
 
 
 
 
 
 ^ 
 
 ^ 
 
 _J 
 
 
 
 
 
 
 -T> 
 
 8 
 
 
 
 
 r^ 
 
 p^ 
 
 ^ 
 
 y 
 
 ^ 
 
 ^ 
 
 ^ 
 
 ^ 
 
 ^ 
 
 
 
 
 ^o 
 
 9 
 
 
 
 
 
 
 ^ 
 
 /^ 
 
 y 
 
 y 
 
 ^ 
 
 ^ 
 
 y 
 
 
 
 
 r^ 
 
 lO 
 
 
 
 c 
 
 
 { 
 
 L 
 
 i 
 
 
 
 r, 
 
 i 
 
 
 
 
 ( 
 
 To 
 
 ij 
 
 
 
 ( 
 
 
 c 
 
 ( 
 
 ( 
 
 
 
 (. 
 
 i 
 
 
 
 
 ( 
 
 Q 
 
 12 
 
 
 1 
 
 
 
 
 ] 
 
 ) 
 
 
 
 ,^ 
 
 \ 
 
 
 Y 
 
 
 ) 
 
 ^ 
 
 13 
 
 
 -) 
 
 
 
 
 ,) 
 
 ,) 
 
 
 
 ^ 
 
 \ 
 
 
 ') 
 
 
 ) 
 
 ^ 
 
 14 
 
 
 
 
 r~-s 
 
 
 
 y—f^ 
 
 
 
 
 y 
 
 
 / 
 
 
 
 /--Sl 
 
 15 
 
 
 7r> 
 
 
 
 
 ^^ 
 
 y-^ 
 
 
 
 ^^ 
 
 /'-^ 
 
 
 
 ^^^ 
 
 
 /r^ 
 
 16 
 
 
 
 
 O y 
 
 (^ y 
 
 V, 
 
 X. <7 
 
 
 
 V O 
 
 ■^ J^ 
 
 
 \- ^ 
 
 
 
 ^ c? 
 
 17 
 
 
 
 
 
 <? y 
 
 
 
 
 
 ^0 
 
 s J>- 
 
 
 
 
 
 
 18 
 
 
 ^ 
 
 
 
 
 r 
 
 r 
 
 
 
 r 
 
 ^ 
 
 
 r 
 
 
 rr 
 
 (^ 
 
 19 
 
 
 
 
 
 
 
 
 
 
 
 
 
 r 
 
 
 
 
 20 
 
 
 ^ 
 
 
 
 
 ^ 
 
 "^ 
 
 
 
 y 
 
 
 
 A 
 
 
 ^ "> 
 
 ■^ 
 
 21 
 
 
 
 
 
 
 
 
 
 
 
 
 
 N 
 
 
 
 
 22 
 
 
 
 ^ 
 
 
 
 \. 
 
 V. 
 
 
 
 V-. 
 
 V. 
 
 
 V 
 
 
 V 
 
 '^.^ 
 
 23 
 
 
 
 <;. 
 
 
 
 \. 
 
 v.. 
 
 
 
 V,-. 
 
 ^ 
 
 
 V 
 
 
 ^, 
 
 u 
 
 24 
 
 
 / 
 
 
 .A 
 
 .M 
 
 
 J 
 
 
 
 r/ 
 
 J 
 
 
 J 
 
 
 / 
 
 pf 
 
 25 
 
 
 ^ 
 
 
 
 
 J 
 
 J 
 
 
 
 r^ 
 
 ^ 
 
 
 J 
 
 
 ) 
 
 e) 
 
 26 
 
 Q R 
 
 U V W X Y Z AA BB CC 
 
 DD EE FF 
 
a>iCMT-Aiv:r^' 
 
 [>r .ow yi' ji-rjiinw^i; }ij:;' )'•■': s;f) oa ,-;ini ifffkri.i! '!'S'; ■rj.'n.iff. >.t.' br 
 
 i-iJ-LLimj. 
 
 \|\|\| VI \j 
 
AMERICAN PHONOGRAPHY 
 Part I 
 
 PHONETIC INTRODUCTION 
 
 1. Speech. The basis of phonography is speech. Speech is 
 breath expelled by the lungs, variously modified in the throat and 
 mouth. It is divided into two classes of sounds ; namely, vowels 
 and consonants. 
 
 A vowel may be described as voiced breath modified by some 
 arrangement of the air passage, but without obstruction or audible 
 friction. A consonant is a sound resulting from a momentary or 
 partial stoppage of the breath or an audible friction in some part of 
 the throat or mouth. In the consonants the narrowing or stopping 
 of the air passage gives to the sound its essential characteristics, 
 while in the vowels the mere arrangement of the mouth modifies the 
 vocalized breath. 
 
 2. Sound Writing. As English spelling is most bewildering, incon- 
 sistent, and illogical, it is necessary to disregard it altogether in 
 phonography and study only the sounds of words. 
 
 Our common spelling is confusing and troublesome for the follow- 
 ing reasons : - — 
 
 a. It contains numerous silent letters. 
 
 b. Many words sounded exactly alike are spelled quite diflferently 
 
 c. Many of the letters of the alphabet have a variety of sounds. 
 
 d. A variety of letters often produces the same sound. 
 
2 PHONETIC INTRODUCTION 
 
 3. Silent Letters. These may be either vowels or consonants, and 
 may occur at the beginning, middle, or end of words. 
 
 Silent Vowels 
 
 a. Initial: (^)uphony, (^)urope, (^)esop, (.?)ider, (.f)uchre, (rt;)isle, 
 (^)aron. 
 
 /;. Medial : e(a)r, a(i)\, fle(<?)t, ahe(^)d, ne(/)ther, a.d(ie)u. 
 
 c. Final : te(a), ho(^), alo(^), cu(^), tre(^), dialog(«^), masq(«<»). 
 
 Silent Consonants 
 
 a. Initial: (^)naw, (/^)nock, (w)hole, (w)rong, (^)nu, (2£/)hom, 
 (//)onest, (/)shaw. 
 
 b. Medial : a(/)ms, wou(/)d, ta(/)k, rei(^)n, de(<^)t, s((:)ene, lo(rt!')ge, 
 r(/^)yme, diz(3)y, al(/)oy, e(/)ch, hei(^//)t. 
 
 c. Final: ra(j), ad(6?), los(i-), fal(/}, bom((^), dum(3), hym(«), 
 bric(-('), mo(z£/), nei(<^/^), throu(<^/z). 
 
 EXERCISE I 
 
 Write a list of the silent letters in the following words : — 
 Cocoa, lamb, scent, adjutant, feud, cuff, gnash, school, pair, knit, 
 talk, mnemonics, condemn, journal, pneumonia, acquisition, burr, 
 rescind, itch, pour, navvy, wrung, Bordeaux, pay, fuzz. 
 
 As the list of letters is reviewed, what is noticed about it that is 
 remarkable ? Does it not offer a striking illustration of the incon- 
 sistencies of our spelling and the necessity of writing by sound? 
 
 4. Words Alike in Sound but Unlike in Spelling. Observe with 
 care the great difference in the spelling of these words : — 
 
 Deer, dear ; die, dye ; owe, oh ; isle, aisle ; ought, aught ; ate, 
 eight ; doe, dough ; roll, role ; piece, peace ; nay, neigh ; ode, owed ; 
 new, knew; pours, pores; wait, weight; colonel, kernel; air, ere, 
 heir; site, cite, sight; I, aye, eye; vein, vane, vain; to, two, too; 
 pear, pair, pare. 
 
PHONETIC ILLUSTRATIONS 
 
 EXERCISE n 
 
 Write after each of the following another word pronounced like it 
 but with different spelling, and after each of the last five write two 
 such words : — 
 
 See, hole, fair, slay, no, lie, gate, road, dun, sell, been, beer, choir, 
 one, knows, rite, reign, ye'w, raze, rowed. 
 
 5. Letters varying in Sound. Letters and combinations of letters 
 are variable in their sounds. Notice with care these differences in 
 the same letter or letters. 
 
 Vowels 
 
 a lane, man, wall, ah, any, wan. 
 
 e he, t(fn, wh^re, st^n. 
 
 i in, wme, f/rst, p/que. 
 
 h(?le, on, none, to, nor. 
 
 u t«ne, «p, T?Ae, iuW. 
 
 00 s^^i^n, good, blood, door. 
 
 ou out, soul, you. 
 
 Consonants 
 
 c rat, cease, o<rean. 
 
 d league^/, soldier, leaked (ed= t in this word). 
 
 g ^et, ^em, regime {g — zh in this word). 
 
 s see, aj, jugar. 
 
 X vex, A'erxes, e.rample {ex = egz in this word). 
 
 y yes, dry, ditty {y = short / in this word, not long e). 
 ch c/iild, e/idilse, c/io\r, spinas/; (ck =j in this word). 
 gh <^/;ost, IdMgh, \v\eeo\xgh {gh =p in this word). 
 th thick, this, 77/ames. 
 
 c, s, t, and 70 when followed by // are changed in sound : czt, chzt; 
 sun, shnn ; /en, then ; lOdM, tchzXe. 
 
4 PHONETIC INTRODUCTION 
 
 EXERCISE m 
 
 Write a list of words containing three sounds of a, e, i, o, u ; and 
 two sounds of c, d, g, s, x, ch, gh, th. 
 
 6. Variety of Letters with Similar Sounds. Another difficulty 
 encountered in our ordinary spelling is due to the fact that different 
 letters or combinations of letters may produce the same sound. 
 
 Study carefully the following lists of vowels and consonants until 
 this fact is impressed on the mind : — 
 
 Vowels 
 
 a fl-te, ^re, ayo., <?/ght, aix, c^ey. 
 
 e md-ter, cr^^d, xea^, rel/>ve. 
 
 i h/gh, allj*, eye,, aye, gui\Q, cried, aisle. 
 
 ore, doe, oats, mow. 
 
 u time, it'iid, ewe, you, hue. 
 
 u (short sound) c«p, n^me, tough, earth, iix. 
 
 e (short sound) ied, says, aga/n. 
 
 i (short sound) g/ld, finnj', guild, honey. 
 
 00 (short sound) p«t, loot, could. 
 
 oi oil, hoy, huoy. 
 
 ow co7i', out, sauerkraut. 
 
 aw sczlt, lord, aid, iault, sought. 
 
 EXERCISE rV 
 
 Write three words, if possible, as illustrations of the variety of 
 ways in which each of the sounds represented by the following 
 letters may be spelled: oi, aio, 07c> ; the long sounds of a, e, i, o, u; 
 and the short sounds of e, i, u, and oo. 
 
 C0XS(3XAXTS 
 
 f yiist, cvxff, sul///ur, IdiUgh. 
 g ^et, egg. c:\tdilogue, ghowl. 
 k kmg, column, h-xek, 3.che, ms-sgue. 
 
PHONETIC EXERCISES 5 
 
 j /aw, ^em, sol<//er. 
 
 s Vut, iuss, are. 
 
 t me/, wi//y, mock<r</ (e^ = / in this word). 
 
 z 0one, is, lives. 
 sh j^e, ma<r//ine, na//on, or^n. 
 zh a^ure, treasure, rou^<? (g = 2-^ in this word). 
 
 EXERCISE V 
 
 Write three words for each of the following letters, in which the 
 sound suggested by the letter is expressed in three different ways : 
 LgJ,k,s,t,z. 
 
 EXERCISE VI 
 
 Write the following phonetic reading exercise in correctly spelled 
 English. Notice carefully the difference between spelling by sound 
 and by our ordinary method of spelling. 
 
 Doo yoo no hwot this iz ? This iz a kuntri skoolhaus. It haz 
 onli wun room, and thar iz but wun wa too entur it. Both boiz and 
 gurlz go in and aut ov the sam dor. The stepz ar az wid az the 
 haus, and thar iz wun windo on ech sid ov the dor. 
 
 I wundur hwethur thar iz eni skool in seshun nau. I supoz sum 
 ov the skolarz kum from grat distansez, for most ov the pupilz ov 
 the skool liv on larj farmz, and tha atend skool in the wintur tim 
 onli. Az a uzhual thing, good pupilz go too skool everi da. 
 
 Thar ar meni trez in the skool yard, and tha mak it a shadi plas. 
 
 EXERCISE VII 
 
 Write the following easy selection, using spelling in which the 
 combinations of letters shall be as near the sounds of the words as 
 possible : — 
 
 Jack was a young dog that was very good to the boys who knew 
 him. The boys would pat and tease and pull him, but Jack would 
 
6 PHONETIC INTRODUCTION 
 
 not get angry. The boy who owned him was named John, and he 
 and Jack were very fond of each other. In the winter John would 
 hitch him to a sled and he would pull John rapidly over the snow. 
 Jack would chase the cows home at night, and in this way he was 
 very useful. Many dogs are worth a large sum of money, and some 
 wealthy men spend much time and money on them. You c-i:. ne^- 
 tell when a faithful dog will do some good deed for you/'lj^j you 
 should treat him kindly at all times. 
 
 EXERCISE Vra 
 
 Write the following phonetic reading exerc'se in correctly spelled, 
 well-written English. Notice that it is nee ssary to use the same 
 character for several sounds of the same letter, and this is especially 
 true of the vowels. Observe the a in gras,faln, larj, a.nd graf. 
 
 This iz a fotograf ov a fin haus in the kuntri. Yoo wil notis that 
 thar ar feldz ov gren gras abaut this horn, and that a wid rod pasez 
 bi it. Thre litl boiz liv in this haus and tha enjoi plaing in the shad 
 ov the larj trez yoo se ner thar horn. A par ov robinz uzhuali bild 
 thar nest in the grat chesnut tre in frunt ov the haus. Tha ar so 
 tarn that sumtimz tha wil et krumz aut ov the handz ov the boiz. 
 
 The fathur ov thez boiz onz a fin larj hors namd " Silvur Gra." 
 He iz verl jentl and eni child kood rid him. Altho he iz ajed he 
 kan trot abaut az briskli az a yung hors. 
 
 Ner the haus ihar iz a larj lak, on hwich the boiz luv too ro thar 
 bot. Boiz shood lurn too swim befor tha lurn too ro a bot, then thar 
 is les danjur ov being' draund. W'un da thar fathur, hoo swimz veri 
 wel, savd the lif ov a man hoo had fain intoo the lak. 
 
 On varius partz ov this farm ar too be sen apl, pech, and cheri 
 trez, az wcl az pi-:,'z. k us. kauz, ges, duks, shep, and uther animalz. 
 
 E'li v.un lioo enjoiz the kar ov animalz wood be delited too spend 
 sum tim on this tin fartn. Sum da thez thre boiz wil bekum the 
 onurz ov lliis valuabl pLis. 
 
GENERAL PHONOGRAPHIC PRINCIPLES 7 
 
 7. General Phonographic Principles. The preceding careful study 
 and drill on sounds will have prepared the student for the following 
 general statements : — 
 
 a. Phonography should provide a separate sign or character for 
 each simple sound. 
 
 ^.. Tte? combinations ch^ th, sh, zh, and ng should be represented 
 respe«^i ■ /ely by a separate sign or character, as they do not have the 
 full sounds of the letters that compose them, but do have a single 
 and indivisible sound. 
 
 c. All repeated letters, since they represent but one sound, should 
 be expressed by one si.;, or character. 
 
 d. No silent letters sl^ould have representation. 
 
 e. A separate sign on^character should be provided for each sound 
 of every vowel, as each of them has two or more sounds. 
 
 /. Words pronounced alike but spelled differently should be writ- 
 ten in precisely the same manner, and the meaning gathered from 
 the context, or the thought contained in the words preceding and 
 following, as is done in conversation. 
 
 g. A constant review of spelling should be maintained during all 
 phonographic study, in order to overcome the tendency to misspell, 
 due to the fact that spelling is necessarily disregarded in phonography. 
 
 8. Diacritical Marks. The student will do well to become familiar 
 with the following diacritical marks, or marks to distinguish between 
 different sounds of the same letter. This knowledge will be found 
 useful when consulting a dictionary (which should be done frequently 
 in shorthand study), and will be necessary to a clear understanding 
 of this work. 
 
 Those sounds which are so nearly alike that only a scientific 
 scholar would need to make distinctions, are grouped under one 
 sound in all systems of shorthand. A comparison is made in the 
 following table in two lists. In the first column the diacritical marks 
 are taken from Webster's International Dictionary ; in the second the 
 marks that are necessary for shorthand work are given. 
 
PHONETIC INTRODUCTION 
 
 Table of Diacritical Marks 
 
 Webster 
 
 S, as 
 a, as 
 
 5, as 
 a, as 
 a, as 
 a, as 
 e, as 
 e, as 
 e, as 
 e, as 
 i, as 
 1, as 
 i, as 
 
 6, as 
 6, as 
 6, as 
 0, as 
 u, as 
 u, as 
 u, as 
 u, as 
 u, as 
 u, as 
 
 Co, as 
 
 do, as 
 
 y, as 
 
 Phonography 
 
 a, as in ale. 
 
 a, as in am. 
 
 n ale 
 n air 
 n am 
 n ask 
 n arm 
 n all 
 n eve 
 n event 
 n end 
 n earn 
 n ice 
 n idea 
 n /'// 
 n old 
 n obey 
 n orb 
 n odd 
 n ^ise 
 n unite 
 
 n rude u, as 6o in food. 
 
 wfuU u, as 00 in foot. 
 
 n /// ) 
 
 n urn ) 
 
 n moon So, as in moon. 
 
 Vifoot 66, as in foot. 
 
 n pity y, as i in ///. 
 
 a, as in arm. 
 a, as in all. 
 
 e, as in eve. 
 
 8, as in end. 
 e, as u in up. 
 
 i, as in ice. 
 
 i, as in ///. 
 
 6, as in old. 
 
 6, as a in all. 
 0, as in odd. 
 
 u, as in use. 
 
 ii, as in up. 
 
 9. Obscure Vowels. Unless there is some definite understanding 
 about the treatment of obscure vowels, there will always be dis- 
 a2:reemcnt between the teacher and some members of the class. 
 
OBSCURE VOWELS 9 
 
 Students of phonography constantly differ as to the vowel sounds 
 that are heard in certain words. For instance, the second vowel 
 heard in the word baggage is thought by some to be 5 ; by others, e ; 
 by still others, a. It is sufficient for all practical purposes if the 
 student uses the vowel as it sounds to him, but for the work in the 
 class room a definite rule is necessary. 
 
 Authorities on pronunciation disagree as to the sound of certain 
 obscure vowels. These diff^erences may be found under discussion 
 in the introductory part of Webster's International Dictionary, where 
 numerous words may be found which contain obscure vowels in the 
 second syllable. For instance, vowel a is illustrated on page Ixi, para- 
 graph 48, in botany, salary, village ; vowel e, page Ixii, paragraphs 78, 
 90, and 95, in society, several, heaven; vowel /, page Ixiii, paragraph 
 104, in visible, horrible, visibility ; vowel 0, page Ixiv, paragraph 124, 
 in actor, atom, felon. A uniform rule is necessary, and the following 
 suggestion will probably be found to be a practical and helpful one : — 
 
 To indicate an obscure vowel, use a vowel sign which represents 
 the letter of the alphabet to be expressed, employing the sign which 
 most nearly represents the sound of the obscure vowel. For instance, 
 in the word botany, give a the sound oi d; in society, <?the sound of e; 
 in visible, i the sound of / ; in actor, the sound of 0. This is 
 a uniform rule, and is accurate enough for all practical purposes. 
 It must be borne in mind that, although the individual student may 
 use the sound as it impresses him, the teacher must have a uniform 
 method of representing these disputed sounds. 
 
 Before r some vowels take the sound of 11 as in up. For instance, 
 the vowel e is so sounded in err, her, infer ; i infr, bird, irksome; in 
 word, luork, worvi. In such cases it is well to treat these vowels 
 uniformly as 11, and thus remove any doubt. 
 
Part II 
 
 CONSONANTS AND VOWELS 
 
 STRAIGHT STROKES 
 
 10. Sound Alphabet. In order to meet the demands of shorthand 
 work, the sound alphabet should conform to certain natural require- 
 ments ; namely, 
 
 a. As far as possible, each sound should be represented by one 
 simple character. The simplest characters possible are short straight 
 or curved strokes and small dots and dashes. 
 
 b. The sounds that occur most frequently should be represented 
 by those strokes that are most easily written. 
 
 c. When sounds have a strong resemblance or relation to each 
 other, characters which have a strong resemblance should be selected 
 to represent them. 
 
 11. Straight Strokes. There are ten straight strokes which are 
 used to represent consonant sounds. 
 
 These strokes are written and pronounced as follows : — 
 
 Sound Name kttk guk fiiJi huh tiih duh chiih juh ruk huh 
 
 S^g" ...^.... _ „\ \ I __ I /__/ ^^ 
 
 Use ^uU ^"'ull /ug /'ug /ug (i'lig f//unk/unk rug //i:g 
 
 12. Method of Learning. These strokes should be thoroughly mem- 
 orized, and then written repeatedly and with great care until the 
 hand executes them neatly and with absolute uniformity as to length, 
 
 lO 
 
STRAIGHT STROKES II 
 
 slant, and shading, Rtih and ////// are written upward. It will be 
 observed that light strokes represent light sounds, and heavy strokes, 
 heavy sounds. All the early lessons should be treated as drawing 
 rather than writing lessons. Study the following simple diagrams 
 until a lasting mental impression is secured. The diagrams should 
 be drawn at least ten times, or oftener if their perfect mastery demands 
 it. The names and arrows need not be drawn, but great care should 
 be taken to write each stroke in its proper direction. 
 
 iA. 
 
 Jl/-. << 
 
 X'^-^-zfe Xo^-A ^^ss^ 
 
 13. Direction. These strokes are never written except in the direc- 
 tions indicated by the arrows, — two to the right, six downward, and 
 two upward. Chiih and ruh are written at different angles /^^ 
 and in different directions /^^S^- Huh should be written with the 
 same slant as ruh, and the small hook should begin with a horizontal 
 movement to the left ; thus, <; ^ ; not ^ (^ . This is done to 
 avoid curving the stroke, for if curved it would be an entirely 
 different shorthand character. 
 
 14. Shading. Make light strokes very light and heavy strokes only 
 dark enough to make a clear distinction between them and the light 
 ones. Never retrace shaded strokes ; they must be written by one 
 stroke of the pen. 
 
 15. Length. The length of strokes should be about one fifth of 
 an inch. This length should be diminished, rather than increased, 
 as proficiency is attained. 
 
 16. Distinguishing Guh and Juh. Guh is hard g ; juh is either soft 
 g ox J. Do not confuse them. Compare gun with gin, gust with gist, 
 and the two sounds of g in the word baggage. 
 
 17. Exercise on Straight Strokes. First read Exercise I through with 
 care (reading by sound, not by letter), at the same time tracing the 
 strokes with a dry pen point or the tip of a penholder. Next, write 
 
12 CONSONANTS AND VOWELS 
 
 a number of neat, perfect copies of the whole exercise. Do not 
 presume to stop practicing on it until every stroke is thoroughly 
 memorized and can be neatly, easily, and rapidly executed. Hand 
 training is fully as important as head training. Each copy should 
 be an improvement on the preceding one. 
 
 Be careful to observe four important points with regard to each 
 stroke ; namely, slant, shading, length, and the direction in which it 
 should be written. 
 
 Do not grasp the penholder tightly. That is useless effort and will 
 produce muscular trouble. Turn the holder slightly to the left to 
 draw guh. 
 
 The strokes in this exercise are written between lines. Shorthand 
 characters are always written with reference to the line. This 
 gives the student better opportunity to judge of the accuracy and 
 uniformity of the slant and length of the strokes. 
 
 Endeavor to make each copy better than the preceding one. At 
 each stage of the work the student should be a severe critic of his 
 own work. Set a very high standard of excellence and strive toward 
 that standard always. Even when one's best is done there probably 
 is much yet to accomplish. 
 
 EXERCISE IX 
 
 = H = ~ WWWW 1 1 1 1 1 I [I ////////,, 
 
LONG VOWEL SIGNS 13 
 
 LONG VOWELS 
 
 18. Vowel Scale. Owing to the fact that each of the regular vowels 
 has two or more diflferent sounds, a vowel scale representing twelve 
 distinct sounds is necessary. In shorthand outlines, vowels are not 
 so important an element as consonants ; therefore they are expressed 
 by less prominent characters than the strokes. Dots and small dashes 
 written beside the strokes are used for this purpose ; light dots and 
 dashes represent short sounds, and heavy dots and dashes represent 
 long sounds. 
 
 19. Vowel Sounds. The six long vowel sounds are found in the 
 words lea, lay. Id, law, low, loo. 
 
 20. Vowel Position. The exact sound represented by a dot or dash 
 depends upon its position in relation to the consonant stroke ; that 
 is, it is placed at the beginning, middle, or end of a stroke. Those 
 placed at the beginning are first-place vowels ; those at the middle, 
 second-place ; those at the end, third-place. 
 
 21. Vowel Signs. To illustrate these six vowels, their signs are 
 here placed on six tuh strokes. 
 
 Observe that the dots and dashes are written close to the strokes, 
 but that they do not touch them. 
 
 Table of Long Vowels 
 
 5, as in be | a, as in law 
 
 a, as in bay \ 6, as in low - 
 
 a, as in bah I 00, as in loo J 
 
 22. Writing Outlines in Position. The four points upon which we 
 rely for the correct reading of shorthand characters are the sounding 
 of the consonant outlines (sometimes called the "skeletons " of words), 
 the writing of vowels, the aid which context gives, and writing out- 
 lines in position. Of these, position writing only needs explanation. 
 
14 CONSONANTS AND VOWELS 
 
 23. Rules for Position "Writing. The outline of a word is placed in 
 position according to its vowel. If the word contains more than one 
 vowel, it is given position according to its accented vowel. 
 
 Students should not undervalue the ability to write outlines in posi- 
 tion, unhesitatingly and unerringly. The practice of writing in posi- 
 tion should be persevered in most earnestly, as it will aid in developing 
 accuracy and quick decision. The following rules are to be most 
 carefully observed : — 
 
 a. When the vowel of a word is of the first place, write the first 
 ascending or descending stroke above the line. 
 
 b. When the vowel is of the second place, write the first ascending 
 or descending stroke so that it rests on the line. 
 
 c. When the vowel is of the third place, write the first ascending 
 or descending stroke through the line. 
 
 d. An outline with horizontal strokes only is written above the line 
 if the vowel is of the first place ; so that the outline rests on the line 
 if the vowel is of the second place ; entirely under the line if the 
 vowel is of the third place. 
 
 raw row rue eat ate add key oak coo cock cook 
 
 24. Use of Position. Hereafter all work should be written in 
 
 position, according to the foregoing rules, even when the vowels are 
 written, so that the student may become accustomed to position 
 writing. 
 
 25. Direction of Dash Vowels. Dash vowels are written at right 
 
 angles with the general direction of the strokes. 
 
 ode oak Joe coo toe raw awed caw auk ope hoe 
 
 ..-L_.._^__ ./...____.__„]: <:... l...:z.._^.z: ^ ^.... 
 
LONG DOT AND DASH VOWELS 1 5 
 
 26. Order of Reading. In phonography, as may be observed from 
 these illustrations, the order of reading is precisely as in longhand — 
 from top to bottom or from left to right. Therefore, when a vowel 
 sign is placed on the left of an ascending or descending stroke, or 
 above a horizontal stroke, it is to be read first ; if it is placed on the 
 right of an ascending or descending stroke, or below a horizontal 
 stroke, it is to be read after the stroke. Thoughtfully observe this 
 rule as illustrated in the following words : — 
 
 eat tea age jay eke key owed doe jaw raw paw 
 
 JL1../..Z....I: z. A..±../:.<:...1. 
 
 27. Third-Place Vowels. Notice that third-place vowels are written 
 at the end of strokes, not necessarily at the bottom. Upward strokes 
 demand the sign for the third-place vowel at the end. 
 
 jaw Jew raw rue bee bah haw hah paw Pa 
 
 Do not make any vowel sign very heavy, but remember that these 
 six must be written heavy enough to distinguish them from the six 
 light dots and dashes that are yet to be given. 
 
 28. Exercise on Long Vowels. In writing the following words into 
 neat shorthand outlines, first determine the sounds of each word by 
 pronouncing the word very slowly, paying no attention to its spelling; 
 thus, bay, huh-a ; toe, tuh-o ; too, tuh-Uo ; each, e-chuh ; Y>^\v,puh-a ; 
 bah, buh-d. Having determined the sounds of a word, next write the 
 stroke, being certain that the correct one is used. Then write the 
 proper vowel sign in its proper place on the stroke, being careful to 
 place it before the stroke, if it occurs first ; after, if it occurs last. 
 
 Write the shorthand outlines beside a neatly arranged and care- 
 fully written longhand list of these words, arranging them in columns 
 and numbering exactly as in the list. Do this in all writing exercises. 
 
i6 
 
 CONSONANTS AND VOWELS 
 
 1. eat 
 
 2. tea 
 3- aid 
 
 4. day 
 
 5. oak 
 
 6. coo 
 
 7. Abe 
 
 8. beau 
 
 9. caw 
 10. pea 
 
 11. hay 
 
 12. hoe - 
 
 EXERCISE X 
 
 21. eke 
 
 22. Joe 
 
 13. age 
 
 14. jay 
 
 15. ode 
 
 16. dough 
 
 17. paw 
 
 18. bah 
 
 19. tow 
 
 20. ate 
 
 23. gay 
 
 24. pah 
 
 25. jaw 
 
 26. toe 
 
 27. bay 
 
 28. doe 
 
 29. Coe 
 
 30. rah 
 
 31. ray 
 
 32. chew 
 33- daw . 
 34. auk 
 35- Poe 
 36. ope 
 37- Ego 
 
 38. oho 
 
 39. O'Day 
 
 40. haw 
 
 29. Teacher's Dictation Exercise. Tee, chew, age, jay, pay, ape, 
 jaw, Jew, pooh, Poe, hay, haw, roe, Ray, go, aid, bee, chaw, eight, toe, 
 oat, day, daw, ope, key, Abe, bow, eke, raw, paw, caw, ache, Coe, 
 Dee, oak, aha, Ego, obey, oho, oboe. 
 
 CURVED STROKES 
 
 30. Vertical and Horizontal Curved Strokes. The remaining sixteen 
 consonant sounds are all expressed by curved strokes. They will be 
 more easily learned if mastered in two sections of eight each. 
 
 They are represented and pronounced as follows : — 
 
 Sound 
 name 
 
 Sign 
 
 Use 
 
 um litnp (or uml>) tin ung 
 
 thuh thuh (heavy) 
 
 ..( (... 
 
 suh zuh 
 
 .1.1. 
 
 chuw chu7«/ [umier) su>t sn/ig 
 
 Icit/i la//ie 
 
 hus buzz 
 
 31. Stroke for Ump and Umb. The stroke for 2im/> is used for two 
 sounds, for the reason that it is not needed for any simple sound and 
 because the strokes for urn and pu/i join awkwardly. The same stroke 
 is for the same reasons used to express the union of «;« and duA. 
 The words containing these sounds are comparatively few hence 
 there is little difficulty in determining which is intended. 
 
CURVED STROKES 1/ 
 
 33. Method of Learning. Memorize these strokes by the use of 
 these simple diagrams — light and shaded arcs, or portions of a circle. 
 The dotted lines represent the eight strokes yet to be learned. The 
 eight strokes now presented are always written in the directions indi- 
 cated by the arrows ; four to the right, four downward. 
 
 um ump or umb 
 
 ..-^"^^^^"N. /'^^^^'X /^-~^ Exact Rela- 
 
 thuhfr iWh thuh/f l^zuh f\ |\tive Position 
 
 VV */ U // V I / OF Curves 
 
 \ / \j_ _i/ 
 
 X. >_^ y' >j_~___^ (Enlarged) 
 
 ung 
 
 y 
 
 33. Two Sounds of Thuh distinguished. In order to make a distinc- 
 tion between the two sounds of t/iu/i, in the future when the heavy 
 sound is referred to it will be printed thus, ^u/i. Suh and the light 
 stroke for thuh have a distinct hissing sound, but their mates have 
 voiced sounds. The difference between light and heavy thuh may 
 be observed in the words //nn, /^en, baM, ba//^e. The pen should be 
 turned slightly to the left in writing ump, as in guh. 
 
 34. Writing Vertical Curves. Be very careful to make thuh, thuh, 
 suh, and zuh perfectly upright ; otherwise, they will resemble some 
 of the strokes that are yet to be introduced. To overcome a tendency 
 to slant them, it is well to write a series of tuKs and place these 
 four strokes on them. 
 
 (] i <^ .(] ..i I)......J....i. 
 
 35. Shading Curved Strokes. All shaded curved strokes should be 
 made thickest at the middle, with light ends. 
 
 .(. .(......_._.) )....-^...^.....w w. 
 
 36. Exercise on Consonants. Read the following exercise through, 
 tracing and reading by correct sounds, then write several perfect 
 copies. Remember that the successful mastery of the alphabet, 
 
l8 CONSONANTS AND VOWELS 
 
 mentally and manually, means a good foundation for future work. Do 
 not make the strokes longer than in the exercise. Be careful about 
 uniformity of length and shading. Make curved strokes somewhat 
 flat, rather than deeply arched. 
 
 EXERCISE XI 
 
 
 37. Proper Names. Two parallel marks beneath an outline indicate 
 a proper name ; thus, Sioux )_ . 
 
 38. Transcribing from Shorthand. Make a carefully written trans- 
 lation of the following reading exercise after sounding and tracing 
 each word. Arrange the list neatly, so that it may be easily examined. 
 Do this in all subsequent exercises. Remember that neat and care- 
 ful penmanship, always persevered in, leads to better control of the 
 hand in shorthand work. IjC very careful with the spelling; consult 
 a dictionary without hesitation, and frequently, if necessary. If one 
 cannot spell correctly, or is not willing to work in order to make him- 
 self a good speller, he has but little hope of success in shorthand work 
 
CURVED STROKES 19 
 
 EXERCISE xn 
 
 
 Do not proceed unless perfectly familiar with the eighteen conso- 
 nants already presented. Mastery now means no review later on, 
 and no confusion with the remaining strokes of the alphabet. 
 
 39. Inclined Curved Strokes. There are but eight consonant strokes 
 yet to be mastered. 
 
 They are represented and pronounced as follows : — 
 
 Sound /uA yuh ur wuh fuh vuh shuh zhuh 
 
 name 
 
 Sign r r :^ :> v. k, j j 
 
 Use /earn ^earn urn a/on _/un z'ain j^un aaure 
 
 The former diagrams may be adapted, with changes, to a study of 
 these eight consonants. The dotted lines represent the consonants 
 recently mastered. It will be noticed that luh and ytih, as well as 
 ur and 7uiih, are not closely related in sound, or mated, as are all the 
 other consonants except r-uh and hiJi. 
 
 fuh \ y'shuh vuh V...^' zhuh \-J^ (Enlarged; 
 
 Exact Slant 
 OF Curves 
 
 40. Direction of Luh. Do not fail to notice that of these eight 
 strokes, hih only is written upward. Observe, also, that luh, a light 
 stroke, is written upward ; while its mate, yuh, a heavy stroke, is 
 written downward. Do not fail to remember and practice this. Ur 
 is another form of r. Ruh is used in such words as rub and berry, 
 
20 CONSONANTS AND VOWELS 
 
 where a vowel follows the r \ ur is used in words like urn and /ur, 
 where a vowel precedes the r. 
 
 41. Breath Sounds. J^uA and sM/i have a distinct hissing sound, 
 while their mates have voiced sounds. This makes, in all, four hiss- 
 ing, or breath sounds, in which the breath is blown through the teeth 
 or lips — st(/i, thuh, fuh, and shuh. 
 
 42. Exercise on All the Consonants. Read and trace Exercise XIII 
 with care, naming each sound. Next write several absolutely perfect 
 copies, using great care with regard to uniformity of size and correct- 
 ness of slant. Do not write one character in the wrong direction. 
 
 EXERCISE Xm 
 
 
 43. Review. If each consonant stroke and sound is now thor- 
 oughly mastered by both mind and hand, a good foundation for further 
 study has been laid ; if not, it is needless to proceed, as the study of 
 phonography cannot be successfully pursued without a thorough 
 knowledge and control of the entire alphabet. Until it is completely 
 mastered, review, review, review, and let all else be forgotten until 
 that is accomplished. 
 
RULES FOR JOINING CONSONANTS 
 
 21 
 
 JOINED CONSONANTS 
 
 44. Rules for joining Strokes. Comparatively few words are writ- 
 ten with but one consonant stroke ; many words require from two to 
 five strokes to form the " skeleton " of the word. The following rules 
 for joining consonants are very important : — 
 
 a. When consonants are to be joined, never lift the pen until all 
 the strokes of the word have been written, each in its proper direc- 
 tion, the second beginning where the first ends, the third commencing 
 where the second ends, etc. Insert vowels after the outline is finished. 
 
 The outlines which follow in paragraphs b toy and in Exercise XIV 
 are not outlines for words ; hence they are all written in the second 
 position and illustrate merely the correct method of writing joined 
 consonants. 
 
 b. The first upward or downward stroke should rest on the base 
 line, and attached strokes may go where they must, without regard 
 to the line. 
 
 c. Outlines containing only horizontal strokes should rest on the 
 line. 
 
 d. When two strokes join without an angle, they should be made 
 with a continuous motion, light strokes being tapered into heavy, or 
 heavy strokes into light ones. 
 
22 
 
 CONSONANTS AND VOWELS 
 
 e. When an outline begins with a horizontal, followed by a descend- 
 ing stroke, the horizontal stroke should be written high enough to 
 allow the descending stroke to rest on the base line. 
 
 ..-^..n.:^. 
 
 :7.Q.^. 
 
 f. When standing alone, luh is always written upward and shuh 
 downward, but when joined to other strokes they may be written 
 either upward or downward. This is done to give good, clear angles. 
 
 > 
 
 The foregoing principles should be thoroughly understood before 
 Exercise XIV is attempted. 
 
 45. Exercise on Joined Consonants. Sound, trace, and make several 
 perfect copies of the following exercise : — 
 
 EXERCISE XIV 
 
COMMON ERRORS ON CONSONANTS 23 
 
 46. Review. If the work thus far performed has been executed 
 with thought and care, and according to directions, every stroke is 
 perfectly familiar, the hand executes it readily, accurately, smoothly, 
 it is joined to other strokes properly, and written with a proper 
 regard to the base line. If these results have not been attained, 
 review is absolutely necessary. 
 
 47. Common Errors on Consonants. A list of the most common 
 errors made by beginners in phonography, if carefully considered, 
 ought to be of great service to the student. 
 
 The following are common errors on consonant strokes : — 
 
 a. Failing to slant pu/i, biih, chuh, Juh, fuh, vuh, shuh, and zhuh 
 sufficiently. 
 
 b. Failing to write iuh, duh, thuh, t^iuh, su/i, and zuh perfectly 
 upright. 
 
 c. Failing to write chuh downward or ruh upward. 
 
 d. Writing any stroke except ruh, huh, or Iuh upward when stand- 
 ing alone. 
 
 e. Writing r«/? upward because !uh is so written. 
 
 f. Curving the huh stroke. 
 
 g. Mistaking^//// iovj'uh, or vice versa. 
 
 h. Lifting the pen before finishing all the strokes in a word. 
 
 /. Beginning a horizontal stroke on the line when it is followed by 
 a descending stroke. 
 
 J. Failing to have it clearly settled in the mind when a vowel is 
 definitely and certainly placed before or after a stroke. 
 
 h. Tendency to write the first stroke of a word, and then a vowel 
 which follows it, rather than finishing all the consonants and then 
 placing the vowels. 
 
 /. Failing to appreciate the fact that, as the consonants repre- 
 sent a new alphabet, great care must be used in memorizing the 
 strokes, and greater care in writing them. Remember that it is 
 control of hand that bothers most shorthand pupils, and practice 
 accordin£;lv. 
 
24 CONSONANTS AND VOWELS 
 
 WORD SIGNS 
 
 48. Principles of Abbreviation. Owing to the fact that fully one 
 half of the words used in ordinary correspondence and conversation 
 occur with very great frequency, a great saving of time is effected 
 by the use of brief and appropriate signs for many of these words. 
 This shortening method is employed in phonography in connection 
 with a few hundred words only, and it is highly essential that the 
 student should regard the memorizing of these signs as a matter of 
 the greatest importance. 
 
 In this method of abbreviation, the following principles are 
 employed : — 
 
 a. A simple stroke is used for a word in which that stroke is the 
 only consonant, the vowel being omitted and the stroke written in 
 position as far as possible. By writing the stroke in position is 
 meant the placing of that stroke above the line of writing if its vowel 
 is of the first place ; on the line if its vowel is of the second place ; 
 through the line if its vowel is of the third place. If the vowel is of 
 the third place, and the stroke horizontal, it is written under the line. 
 
 b. One or two suggestive strokes are used to represent a word 
 when the word contains several consonants. This principle is like 
 the use of a few letters of a word as an abbreviation for that word, 
 and is termed a cofiiraction. 
 
 c. Some brief but arbitrary character is used for a word which 
 cannot be readily expressed by a more suggestive sign. 
 
 49. Definitions. A word sign is the sign which is used to represent 
 a word ; a sign word is the word which the sign represents. 
 
 50. Method of Learning. First memorize the following signs, and 
 then w'rite each with care and great frequency until both mind and 
 hand are quite familiar with them. 
 
 Cover the sign words with a piece of heavy paper and try to name 
 each of them while looking at the word signs. Next cover the word 
 
' WORD-SIGN EXERCISES 2$ 
 
 signs and try to write them while looking at the sign words. Perse- 
 vere in this practice until each sign in each list is very familiar. 
 
 61. One Stroke representing Several Words. When a hyphen is used 
 between a word and letters which follow, it indicates that the same 
 word sign is used to represent the word and those which are formed 
 by the addition of the letters after the hyphen ; thus, improve-d-ment 
 means that the words improve, improved, and improvement are 
 expressed by the word sign which is written beside them. It will not 
 be found difficult to determine which word is intended when the sign 
 is used with a sentence, as the context will readily make it evident. 
 When a comma is used between words, it indicates that both words 
 are represented by the same stroke. 
 
 First List of Word Signs 
 
 Without Vowels: 
 
 /each I ^~^ "*® 
 
 _\be ^^ I do ^^^re ^though ,,^__^ no, know^,.^ JP^y _ ) 
 
 ^ . ^_so 
 
 own -' -"- '- 
 
 Arbitrary: 
 
 • fhe \ all I already, awe-d / ought, aught 
 ^ a .vA°9iJ^^9 I. -before ^_ who 
 
 I oh, owe-d 
 
 52. Transcribing Sentences. The following sentences should be 
 translated into neatly written longhand, and then carefully practiced 
 in shorthand several times : — 
 
26 CONSONANTS AND VOWELS 
 
 A 
 
 .^:_b..r_i 
 
 53. Sentence Exercises. Write neat and accurate shorthand outlines 
 
 for the following sentences, and, after they have been found to be 
 correct, practice them several times. In all writing exercises of Part 
 II the student will be asked to write words which require only the 
 upward strokes for / and r. Write all outlines in position ; see page 14. 
 
 EXERCISE XVI 
 
 1. They know me ; do they know Eve too ? 2. They saw the 
 Pope age each day. 3. They who ought may say they saw the gay 
 show. 4. Heed the rogue who owes Esau the fee. 5. Before they 
 go, name the day. 6. Oh, no; they may all see the game, 7. All 
 who take the oath may go. 8. They who owe Lou may pay me. 
 9. Though she show faith, she may be a thief. 10. Already they say 
 they saw Paul shake a rogue. 11. They say Ray Shaw saw Job Ego 
 all the day. 12. They who shape a keel do take the oak. 13. The 
 sheep, too, may say "bah." 14. They who are meek may own faith. 
 15. So Abe Roach rowed a league too. 
 
SHORT VOWEL SIGNS 2/ 
 
 SHORT VOWELS 
 
 54. Light Dot and Dash Vowels. There are six short vowel signs 
 yet to be learned. The sound of each is found in the following 
 
 words : ill, ell, Al (abbreviation of Albert), cot, cut, could. 
 
 To illustrate their positions, they are placed on six tuh strokes. 
 
 Table of Short Vowels 
 
 i, ds in // I 8, as in odd 1 
 
 e, as in Ed ■[ u, as in up -I 
 
 S, as in add J 66, as in hood \ 
 
 55. Method of Learning. The student may have some difficulty in 
 getting a clear and distinct sound for each of these vowel sounds, and 
 yet they are sounds that are in constant use. To pronounce any 
 of the vowels accurately, say the word slowly, make audible only the 
 vowel sound that it is desired to pronounce, and simply breathe the 
 other sounds. 
 
 These six sounds will probably be learned more easily if memo- 
 rized in connection with the long vowels. To this end, the following 
 sentence is introduced in the hope that the student will repeat it very 
 frequently, until each sound is familiar and its sign under control: — 
 
 He gave Pa all those boots since Ed and John cut wood. 
 
 No literary value is claimed for this sentence ; it may be very 
 useful, nevertheless. It contains but twelve words of one syllable 
 each, and each word has but one vowel sound. The sentence should 
 be repeated every day for several weeks, and the signs imagined as 
 the sound of each is spoken. 
 
 56. Exercise on Long and Short Vowels. Make a neat translation of 
 the following exercise after tracing and sounding each outline : — 
 
28 
 
 CONSONANTS AND VOWELS 
 
 EXERCISE XVn 
 
 A_zi..uZ._l4.2.._^.L..^..A_.^._l.;L..j^ 
 
 57. Treatment of Final Y. Observe again that words ending in y 
 
 have either the long sound of / or its short sound, / — not <?; thus, 
 yfy (long /) ; yf/Zy (short /). Either sound, of course, would give the 
 word, but a light dot is more easily written than a heavy one. 
 
 58. Exercise on Short Vowels. Write the following exercise neatly : — 
 
 
 
 
 EXERCISE XVIII 
 
 
 
 I. 
 
 add 
 
 II. 
 
 nip 
 
 21. Dickey 
 
 31- 
 
 Edith 
 
 2. 
 
 etch 
 
 12. 
 
 Eddy 
 
 22. hip 
 
 32. 
 
 doggy 
 
 3- 
 
 edge 
 
 13- 
 
 itchy 
 
 23. heap 
 
 33- 
 
 jockey 
 
 4- 
 
 Ann 
 
 14. 
 
 Annie 
 
 24. pitch 
 
 34- 
 
 veto 
 
 5- 
 
 ash 
 
 15- 
 
 alley 
 
 25. peach 
 
 35- 
 
 Osage 
 
 6. 
 
 ill 
 
 16. 
 
 abbey 
 
 26. page 
 
 36. 
 
 adage 
 
 7- 
 
 ell 
 
 17- 
 
 oozy 
 
 27. odd 
 
 37- 
 
 pity 
 
 8. 
 
 ease 
 
 18. 
 
 eighty 
 
 28. alp 
 
 38. 
 
 Maumee 
 
 9- 
 
 off 
 
 19. 
 
 Eva 
 
 29. audit 
 
 39- 
 
 aunty 
 
 o. 
 
 Emma 
 
 20. 
 
 Dick 
 
 30. attic 
 
 40. 
 
 rosy 
 
 59. Teacher's Dictation Exercise. Ate. Ed, big, off, knob, ship, chop, 
 chalky, Kitty, giddy, body, job, pitch, pith, pitchy, Ada, baby, ditto, 
 dig, ask, ashy, see, alley, asp, coffee, cosy, kith, gauzy, gig, jig, choppy, 
 thick, waylay, limb, hip, top, Haiti, bob, Maumee, jockey, Johnny, fish, 
 rip, pop, itchy, Ella, attic, fop, us, elbow. 
 
WORD-SIGN SENTENCES 29 
 
 WORD SIGNS 
 
 Second List of Word Signs 
 Arbitrary : 
 
 sof lOr ^on I. ,v /he (downward) 
 ^??i-??.4:.... .\i9 > ^HLw - should > ^ P 
 
 Contractions : 
 
 I time I dollar /which y advantage 
 
 sh.qE? I /.-/- /../. 
 
 \ I had /much ^ large 
 
 -kingdom, common give-n 
 
 ^_come_ j p'^gthgr <:^h°}y. 
 
 60. Transcribing Sentences. After the above signs have been mem- 
 orized, and the student has written the signs and repeated the words 
 for which they stand, the work of transcribing and writing sentences 
 is in order. Translate into neat longhand, and then practice several 
 times in shorthand, the following sentences : — 
 
 EXERCISE XIX 
 
 ...i..x.-. -:5.-r_. I: 
 
 .X 
 
 A. 
 
 
 ■ IL 
 Li... 
 
 i}i^ . 1' L ., 
 
 ■^ 
 
30 CONSONANTS AND VOWELS 
 
 6 ' 
 
 J J ^V 
 
 2 X • -S jw-l-1 ^ ^_: .• <^-J-...'S~^.ii.. 
 
 8..z._.L_z.i.L..._...;^...i.r:::^j. 
 
 I o Z....L . ...y... /.._=...x.:..x L..^..... 
 
 /- 
 
 -x 
 
 EXERCISE XX 
 
 1. They owe a dollar, and may pay it to us before they go. 2. They 
 hope to keep together all the time they are away. 3. Do they know 
 which of us they saw on the coach ? 4. They may be of much advan- 
 tage should they be given to me. 5. She saw a large ball on the 
 dock. 6. Do no wrong, and Mary may come to see us. 7. They 
 who teach Lou each day should know the law of the kingdom. 
 8. They say she had the advantaQ:e all the day. 9. He may give me 
 a common lock and key. 10. They may go away together if they 
 come in time. 11. Before they go, bake a loaf of cake and give it 
 to me. 12. A holy faith may take away much shame. 13. They go 
 to the lake or bay to bathe. 14. He may go to see both Joe Shaw 
 and Ann Ash. 15. She should take the bow and give me a dollar. 
 16. They who owe much should pay all of it. 17. Show me the 
 ball and Joe may see the joko. 18. She saw a large beach on the 
 road to the bay. 19. Take the peach which they saw on the beach 
 and give it to Dora. 20. They may see the large fish on the dish. 
 21. Dig deep in the ditch and see if they had the hoe. 22. He should 
 knock at the lodge and see if they own the dollar. 23. They should 
 show it to May before 'hey take it away. 24. Abe may take the ship 
 to the dock. 25. All should take time to be holy. 
 
RULES FOR VOWELS BETWEEN STROKES 31 
 
 VOWELS BETWEEN STROKES 
 
 61. Rules for writing Vowels between Consonants. Owing to the 
 great variety of angles that are formed by consonant strokes when 
 joined together, a uniform set of rules for placing vowels that occur 
 between consonants is necessary. These rules do not relate to 
 
 vowels that begin words, as the first vowel in adage \ or opaque 
 X ; or to vowels that end words, as the last vowel in decay I 
 
 r 
 
 or depot I . They relate entirely to sounds that occur between any 
 
 two strokes. 
 
 In presenting these rules, it is thought best to introduce that 
 w'hich relates to second-place vowels first, as it is more difficult. 
 
 a. Rule for Second-Place Vowels. When a second-place vowel occurs 
 between two strokes, if it is a long sound, place it after the first 
 stroke ; if it is short, place it before the second stroke. 
 
 make muck rogue rug faith fetch cake keg page 
 
 > 
 
 There are but two long second-place vowels {a and ^), and both 
 are placed after the frst stroke ; and but two second-place short 
 vowels {e and //), and both are placed before the second stroke. 
 
 h. Rule for First-Place Vowels. All first-place vowels occurring 
 between consonants are written after the first stroke. 
 
 peak chalk tip poll deep caulk rich chop 
 
 V r ' — - ^ 
 
 Avoid this error: keep ' \, not N^ ; talk f , not I ; 
 
 cock 1 . not I . 
 
32 CONSONANTS AND VOWELS 
 
 c. Rule for Third-Place Vowels. All third-place vowels occurring 
 between consonants are written before the second stroke. 
 
 book catch coolc char hoot patch look 
 
 -t"--^^^- 
 
 Avoid this error : hood ^,^^, not ^^.-^ ; gag • , not 
 
 book \ , , not \, 
 
 62. Vowels Written with more than Two Strokes. As there may be 
 three or more strokes in a word, it should be observed that when the 
 rule refers to placing a vowel offer the first consonant, it means the 
 /irsf of those two between which it occurs ; likewise, when it refers 
 to placing a vowel before the second stroke, it means the second of 
 those two between which it occurs. If this is not understood, vowels 
 will be placed after the first stroke, for instance, when they should 
 be placed after the third stroke. Notice the application of these 
 rules in the following words : — 
 
 pillage perish cabbage anatomy catechetic efiiciency 
 
 (9 \ ./, -. ^ -^. "^-J^ 
 
 63. A Briefer Rule. Pupils who prefer to memorize a short rule, 
 
 and who will apply it to every vowel they place between strokes, will 
 appreciate the brevity and clearness of the following single rule for 
 placing vowels between strokes. In memorizing this rule, the pfupil 
 should be very particular not to make a mistake concerning any of 
 the words printed in italics. 
 
 All first-place vowels and second-place lo7ig vowels occurring be- 
 tween two consonants are written after the stroke immediately /r^- 
 ceding them ; all third-place vowels and second-place short vowels are 
 written If ore the stroke immediately y6'//6'Zt////^ them. 
 
VOWELS BETWEEN STROKES 
 
 33 
 
 EXERCISE XXI 
 
 64. Exercise on Vowels between Strokes. In writing the following 
 words into correct shorthand, first determine each sound, then write 
 all the consonant strokes without lifting the pen, and finally write any 
 vowels that occur. Carefully apply the rules for placing vowels that 
 occur between strokes, if dealing with vowels that do occur so. 
 Otherwise, ignore the rules. Every error that is made will cause 
 trouble in getting rid of such mistakes. Be very careful. Make 
 several perfect copies, and treat all subsequent exercises in the same 
 manner. 
 
 EXERCISE xxn 
 
 1. sheep 
 
 2. lick 
 
 3. balk 
 
 4. chop 
 
 5. poach 
 
 6. touch 
 
 7. shave 
 
 8. death 
 
 9. peach 
 10. patch 
 
 11. meadow 
 
 12. daisy 
 
 13. embassy 
 
 14. doom 
 
 15. shook 
 
 16. pitchy 
 
 17. hurry 
 
 18. reap 
 
 19. penny 
 
 20. happy 
 
 21. hang 
 
 22. havoc 
 
 23. infect 
 
 24. pigmy 
 
 25. knickknack 
 
 26. nominee 
 
 27. calico 
 
 28. intimacy 
 
 29. mulberry 
 
 30. hubbub 
 
 31. navigate 
 
 32. mimic 
 
 33. moneyed 
 
 34. maggoty 
 
 35. indemnity 
 
 36. dimming 
 
 37. cockney 
 
 38. coquette 
 
 39. entombing 
 
 40. embellish 
 
34 
 
 CONSONANTS AND VOWELS 
 
 65. Teacher's Dictation Exercise. Engage, dumping, malady, Dutch, 
 batch, booty, baggage, Dakota, bedeck, tobacco, bevy, juicy, Jenny, 
 covey, fang, thick, honey, hung, camp, head, neck, topic, naughty, 
 knotty, roach, became, becalm, limb, lip, limbo, ambush, damage, 
 notary, indemnity, mammoth, cockney, apology, monopoly, chimney, 
 infect, shaggy, shallow, emphatic, hunchback, impeaching, pumping, 
 nutmeg, evoked, entomb, antimony. 
 
 66. Common Errors on Vowels, Study to see whether any of the 
 following errors are being made : — 
 
 a. Mistaking a for o ; compare tar, top ; far, fop; cart, cot. 
 
 b. Mistaking a for o ; compare caught, cot ; naught, not ; naughty ^ 
 knotty. 
 
 c. Mistaking u for oh ; compare cut, cook; luck, look; -tuck, took. 
 
 d. Mistaking ^ for ^ ; compare boot, book; hoot, hood; pool, pull. 
 
 e. Writing vowels that begin or end words as though they were 
 governed by the rules in Section 58. 
 
 f Failing to locate a vowel between those two consonants with 
 whic!h it is sounded. 
 
 
 
 
 EXERCISE XXIII 
 
 I. 
 
 leap 
 
 14. 
 
 naughty 
 
 27. 
 
 tuck 
 
 2. 
 
 lip 
 
 15- 
 
 knotty 
 
 28. 
 
 took 
 
 3- 
 
 chalk 
 
 16. 
 
 luck 
 
 29. 
 
 touch 
 
 4- 
 
 chock 
 
 17- 
 
 look 
 
 3°- 
 
 navy 
 
 5- 
 
 bake 
 
 18. 
 
 pool 
 
 31- 
 
 fellow 
 
 6. 
 
 beck 
 
 19. 
 
 pull 
 
 32. 
 
 rosy 
 
 7- 
 
 joke 
 
 20. 
 
 ask 
 
 ZZ- 
 
 mellow 
 
 8. 
 
 jug 
 
 21. 
 
 atom 
 
 34- 
 
 opaque 
 
 9- 
 
 move 
 
 22. 
 
 attack 
 
 35- 
 
 bouquet 
 
 10. 
 
 hood 
 
 23- 
 
 decay 
 
 36. 
 
 shaky 
 
 11. 
 
 map 
 
 24. 
 
 haughty 
 
 37- 
 
 choppy 
 
 12. 
 
 paddy 
 
 25- 
 
 body 
 
 38. 
 
 heavy 
 
 13- 
 
 neck 
 
 26. 
 
 ready 
 
 39- 
 
 Harry 
 
 40. picnic 
 
 41. log-book 
 
 42. wreckage 
 
 43. pillage 
 
 44. locate 
 
 45. legatee 
 
 46. veto 
 
 47. debauch 
 
 48. bedaub 
 
 49. cockade 
 
 50. cockatoo 
 
 51. chickadee 
 
 52. roguish 
 
DIPHTHONGS AND TRIPHTHONG 35 
 
 DIPHTHONGS 
 
 67. Definitions. A diphthong is the union of two vowel sounds in 
 one sound. When pronounced very slowly, it becomes evident that 
 diphthongs are composed of two sounds ; as ordinarily spoken, they 
 appear as one sound. 
 
 In phonography there are three diphthongs: a and e make our 
 familiar sound of /; a and e make oi \ a and 00 make ow. 
 
 A triphthong is the union of three vowel sounds in one sound. 
 The three sounds 00, a, and e make the sound of wl. 
 
 68. Writing Diphthongs. Being compound in sound, diphthongs 
 have a compound representation. They must be made very small 
 and without lifting the pen ; that is, the sign for i should be written 
 with a downward and an upward stroke, oi and ow with an upward 
 and a downward stroke. They must also be made to open invariably 
 directly upward or downward. 
 
 These four combinations of sounds are expressed by small angular 
 signs in position on the strokes. 
 Diphthongs are treated as vowels. 
 
 Table of Diphthongs and Triphthong 
 
 Diphthongs . /, as in isle ; oi, as in oil ; ow, as in owl 
 
 I I aI 
 
 LI 
 
 Triphthong wi, as in wife 
 
 69. Position of Diphthongs. Notice that / and oi are written in 
 the first place ; ow in the third place. There is no second-place 
 diphthong. Between strokes, ow is written before the second stroke. 
 
 When a diphthong begins or ends a word and can be joined read- 
 ily and with a good angle, it may be attached at the beginning or end 
 of the stroke ; as in ivy, oil, and thou. 
 
36 
 
 \ 
 
 DIPHTHONGS 
 EXERCISE XXIV 
 
 3-:^. (- A.-;^,- - 
 
 <^ < 
 
 ->■ 
 
 "YC ) 
 
 
 
 
 EXERCISE XXV 
 
 
 
 I. 
 
 guy 
 
 14. 
 
 toil 
 
 27. 
 
 annoy 
 
 40. 
 
 doughty 
 
 2. 
 
 coy 
 
 IS- 
 
 gouge 
 
 28. 
 
 deny 
 
 41. 
 
 dime 
 
 3- 
 
 Dow 
 
 16. 
 
 dyke 
 
 29. 
 
 avouch 
 
 42. 
 
 pica 
 
 4- 
 
 sigh 
 
 17- 
 
 coil 
 
 3°- 
 
 ossify 
 
 43- 
 
 pipe 
 
 5- 
 
 joy 
 
 18. 
 
 downy 
 
 31- 
 
 chime 
 
 44. 
 
 mime 
 
 6. 
 
 cow 
 
 19. 
 
 allied 
 
 32. 
 
 high 
 
 45- 
 
 gibe 
 
 7- 
 
 ice 
 
 20. 
 
 rowdy 
 
 ZZ- 
 
 icy 
 
 46. 
 
 tile 
 
 8. 
 
 nigli 
 
 21. 
 
 allowed 
 
 34- 
 
 Ida 
 
 47- 
 
 coyly 
 
 9- 
 
 tliou 
 
 22. 
 
 fife 
 
 35- 
 
 noisily 
 
 48. 
 
 alloyed 
 
 lO. 
 
 by 
 
 23- 
 
 envoy 
 
 36. 
 
 belie 
 
 49. 
 
 roily 
 
 1 1. 
 
 boy 
 
 24. 
 
 mouth 
 
 37- 
 
 wight 
 
 5°- 
 
 pouch 
 
 12. 
 
 bow- 
 
 25- 
 
 ivy 
 
 3S. 
 
 wife 
 
 51- 
 
 dowry 
 
 13- 
 
 type 
 
 26. 
 
 avow 
 
 39- 
 
 espy 
 
 52. 
 
 dowdy 
 
 70. Teacher's Dictation Exercise. Shy, toy, cow, rye, Roy, row, by, 
 
 boy. bow, knife, mighty, decoy, enjoy, gouty, pouch, dowdy, vouch, 
 defy, annoy, belie, lounge, boil, couch, hide, Isaac, sigh, thou, wife, 
 wide, revive, alive, tidy, doily, endow, mileage, vilify, mica, item, 
 pipe, rowdy, roily, allowed, allied, alloyed, doughty, Ida, espy, ivy, 
 Downey, noisy. 
 
COALESCENTS 37 
 
 Punctuation Marks 
 
 71. Shorthand Punctuation. The following are all the marks of 
 punctuation that are necessary in phonography : — 
 
 Period x or / ; quotation marks " " or <' ^ ; interroga- 
 tion point Z or y-. exclamation point ] ; dash -v-; under- 
 score — ; parentheses > > ; hyphen & . 
 
 72. Figures and Initials. Figures for which no signs have been 
 provided may be written as in longhand ; and initials may be written 
 in small longhand letters ; thus, S. K. Gage, J^ '/ . 
 
 COALESCENTS 
 
 73. Coalescing Sounds. We are taught in English grammar that 
 zu and y are ordinarily consonants, but sometimes vowels. In pho- 
 nography, also, they are treated both as consonants and vowels. For 
 the present, they will be treated as vowels. 
 
 In attempting to pass rapidly from the first-place long-dot vowel to 
 the third-place long-dash vowel, we get the sounds of e-^, or you. 
 In passing from the e sound to that of any other vowel, we get some 
 other sound of y. Likewise, in passing from the third-place long- 
 dash vowel to the first-place long-dot vowel, we get the sound of 
 'oo-e, or we. In passing from the sound of oo to that of any other 
 vowel, we get some other sound of w. The two vowel sounds are said 
 to coalesce, or unite in one sound, and these coalescents demand some 
 appropriate representation, which may be used as vowels are used. 
 
 74. Position of Coalescents. Small semicircles, shaded or light to 
 express the coalescence with long or short vowels, are used for this 
 purpose. When the semicircles are turned upward or downward, they 
 
 448405 
 
38 CONSONANTS AND VOWELS 
 
 express a sound of y, and are placed in the position of the second 
 vowel of the coalescent ; when they are turned to the right or left, 
 they express a sound of w, and are placed in the position of the 
 second vowel of the coalescent. 
 
 Table of Y Coalescents 
 
 e-5, or y6 "I e-a, or ya "I e-i, or yi ^1 6-6, or yo 
 
 e-a, or ya J\ e-o, or yo «| e-e, or ye ul e-u, or yu 
 
 e-a, or ya „| e-oo, or yoo „! e-a, or ya ^^| e-oS, or yoo 
 
 Table of W Coalescents 
 
 oo-e, or we "^1 oo-a, or wa '| oo-i, or wi "^ oo-o, or wo 'I 
 
 I .... I I I 
 
 oo-a, or wa cj oo-o, or wo 3 oo-e, or we cl 00-u, or wii J 
 
 oo-a, or wa d 00-00, or woo J oo-a, or wa cl 00-00, or woo ^l 
 
 75. Memorizing Coalescents. The signs for all these coalescents 
 should be thoroughly memorized. It will not be found a very diffi- 
 cult task, as the vowels occur in their regular order. The sounds _)'«, 
 yd, yd, yc, yu, wd. and ice occur somewhat frequently, but yoo occurs 
 with great frequency. 
 
 76. Position of Coalescents. Coalescents are written on the strokes, 
 in the position of their second vowel. A third-place coalescent may 
 be joined at the end of a stroke if the stroke ends the word and 
 the coalescent can be conveniently written in its proper direction. 
 
 bewail Hopewell fume beauty lawyer endue malaria imbue 
 
 M- 
 
COALESCENTS 39 
 
 77. The Words New and Now. In words in which the coalescent 
 yW follows at the end of U7i, the semicircle may be attached, opening 
 somewhat to the right; thus, new ^—^ , renew ^^'^"'^"^ . The word 
 now may be expressed by writing the second half of the diphthong ow 
 joined to the iin stroke ; thus, ^— ^. Write new and now on the line. 
 
 78. Free Use of Coalescent Signs. In each of the words referred 
 to in paragraph 76 both of the sounds which help to form the coa- 
 lescent occur in the same syllable. The coalescents may be used 
 in a class of words in which the two sounds occur in different syl- 
 lables, but which are spoken so rapidly that they are thrown closely 
 enough together to suggest the use of the coalescents, instead of two 
 separate vowels. When the first of two consecutive vowels is an 
 unaccented e or i, the two vowels may be expressed by a coalescent of 
 the _v-series, the second vowel determining which j'-coalescent should 
 be used. This principle does not apply in words like radii and reecho. 
 
 period deviate happier cameo area tarrying ammonia Algeria 
 
 Third List of Word Signs 
 
 Without Vowels : 
 it 
 
 ,«P , 
 
 I at, but ago /use (noun) /use CverbT 
 
 >my ^- — -^ in, any V jf 
 
 am 
 
 .TX-'Y^X- 
 
 Contractions : 
 
 ^will (^ thmk thank-ed, thousand } was ^!t°^F 
 
 ^■^ impoj-tani-ce x^_^ thing, Engl ^^^ 
 
 ^^-^"him (them ^,—^ improve- d-rrvent \ ^_y young 
 
40 CONSONANTS AND VOWELS 
 
 EXERCISE XXVI 
 
 EXERCISE XXVn 
 
 1. They hope he will be in time to use the mail coach. 2. He 
 will be happy at any time to know of your improvement. 3. All 
 should improve time and show the improvement each day they 
 live. 4. A thing so important should be looked at now. 5. She will 
 thank them if they come and take the rick of hay. 6. Though 
 he was calm and cool, they think he was guilty. 7. The young dog 
 was in the way each time he came on deck. 8. A thousand-dollar 
 check was in your book the day she saw us. 9. He should give 
 
CONSECUTIVE VOWELS 
 
 41 
 
 May time to go up to the hotel at the lake. 10. A day or two ago 
 they saw my boy on a dock in England. 11. Bob and Jenny may 
 go out on the bay in my ship, though it may be calm. 12. The big 
 type was easy to see, but the large book was too heavy to give him 
 to use. 13. He may go to China in my own ship at any time he 
 may name. 14. They hope she may give a dollar to him if he will 
 come back. 15. The boy was too noisy, but he will now take a nap 
 on the couch. 
 
 CONSECUTIVE VOWELS 
 
 79. Single Sign for Consecutive Vowels. As diphthongs and coa- 
 lescents are composed of consecutive vowel sounds, and have been 
 expressed by compound signs, it is very convenient and appropriate 
 to represent the union of a long vowel followed by a short but unac- 
 cented vowel in practically the same manner. The acute accent 
 above the first letter indicates that it is accented. 
 
 Table of Consecutive Vowels 
 e-u, as in idea a-ii, as in gnawing 
 
 a-u, as in pajv?r < 6-u, as in N^ah >j 
 
 a-ii, as in hurr<z///ng oo-ii, as in ]ewish J 
 
 80. Unaccented Vowels approximately represented. These signs do 
 not always stand for the exact sounds given in the above list, as the 
 second sound, ii, represents only approximately the sound for which 
 it stands. It may be used for afiy short, unaccented vowel, provided 
 it follows a long, accented vowel. It will be noticed that the first of 
 the two vowel sounds is definitely settled by the place of the sign ; the 
 second is guessed, or determined by one's knowledge of words. 
 
 deity gaiety hurrahing sawing lower ruin idea Noah 
 
 r — n ^ 5 Y f 
 
 \ I ,.^^..Z^„-___S^...-jf^r^.._.^-:v>_i__..... 
 
42 CONSONANTS AND VOWELS 
 
 81. Additional Ticks. A small tick attached to a diphthong or 
 coalescent sign expresses, in like manner, a short, unaccented vowel, 
 the sound of which is to be determined by a knowledge of words. 
 It may be used for any one of the six short vowels, if unaccented. 
 
 diary joyouS bower annuity Messiah annoying avowing ingenuity 
 
 '-----^---^'^-- ' — -^ ^^- 
 
 82. Separate Signs for Consecutive Vowels. All other consecutive 
 vowels are too distinct to be left to indefinite or approximate repre- 
 sentation ; if both the vowels are long or the second of two consecu- 
 tive vowels is accented, they must have definite representation. 
 
 a. When two vowels begin a word, write the last vowel nearer the 
 stroke than the first, so that it shall be read in proper order; likewise, 
 when two vowels end a word, write the first vowel nearer the stroke 
 than the second. 
 
 aerial iota Ionic Leo radii bayou 
 
 _ -[ j^ ^ _xr v__ 
 
 b. When two vowels occur between strokes, unless the second is 
 short and unaccented (or a coalescent of the jc-series is used), write 
 the first vowel after the first stroke and the second before the second 
 stroke, except when the angle forces both before the second stroke. 
 
 voyage poetic chaotic evacuate : sciatic duello duality 
 
 ^.. X___ .^t: -L- -X- ll. 
 
 n 
 
CONSECUTIVE VOWELS 
 
 43 
 
 EXERCISE XXVin 
 
 ■iy^:.i'^:..Z....y^. 
 
 ^^ t 
 
 EXERCISE XXIX 
 
 1. hip 
 
 2. hedge 
 
 3. duke 
 
 4. tick 
 
 5. bake 
 
 6. tack 
 
 7- gig 
 
 8. keg 
 
 9. cuckoo 
 10. babe 
 
 11. pipe 
 
 12. Bobby 
 
 13. assuage 
 
 14. hewed 
 
 15. rebuke 
 
 16. emu 
 
 17. Amelia 
 
 18. begonia 
 
 19. demoniac 
 
 20. ferrying 
 
 21. babyish 
 
 22. deviate 
 
 23. tedium 
 
 24. idiotic 
 
 25. Leah 
 
 26. tapioca 
 
 27. neighing 
 
 28. thawing 
 
 29. viewing 
 
 30. pious 
 
 31. defying 
 
 32. moiety 
 
 33. vowing 
 
 34. Nashua 
 35- Ionia 
 
 36. genii 
 
 37. duet 
 
 38. coact 
 
 39. hyena 
 
 40. reanimate 
 
 83. Teacher's Dictation Exercise. Leah, gaiety, hurrahing, thawing, 
 poesy, Lewis, viewing, laity, Noah, idea, mania, maniac, cameo, 
 deviate, tarrying, thwack, boyish, Maria, Padua, duad, duality, poet, 
 poetic, neighing, reecho, coact, lola, avowee, iota, radii, voyage, 
 Joanna, feeing, avowing, duello, Genoa, zoology, cyanic, Dewey, 
 Siam, biology. 
 
44 
 
 CONSONANTS AND VOWELS 
 
 84. Basic Rules for deciding on the Best Outline to Choose. In de- 
 termining which of several possible outlines it is best to write, it 
 should be borne in mind that the simplest outline is desired but 
 is not always the most practical. There are two important points 
 which must be given due consideration. These have to do with the 
 future of the student's work as much as with the present. Both are 
 vitally related to ease in reading shorthand notes, most of which 
 eventually will be written under pressure of speed. 
 
 First, in general an outline should be written syllabically ; that is, 
 a stroke should be written for each syllable. 
 
 Second, in general an outline which expresses a derivative word 
 should be based upon the form which is used to express its primitive. 
 
 It must be added, however, that there are individual cases where 
 both of these rules must be laid aside, and this is done whenever the 
 following of the rule is a distinct hindrance, or the breaking of the 
 rule is a distinct help. 
 
 EXERCISE XXX — REVIEW 
 
 EXERCISE XXXI — REVIEW 
 
 1. page 5. shiny 9. cow 13. toil 
 
 2. dug 6. Dinah 10. tiptoe 14. bowery 
 
 3. ditch 7. tie 11. baggage 15. Cuba 
 
 4. fag 8. joy 12. dynamite 16. cubeb 
 
WORD-SIGN EXERCISES 
 
 45 
 
 17. bedew 23. unallied 29. jackknife 35. cacao 
 
 18. adieu 24. unalloyed 30. hewing 36. Ionic 
 
 19. zebu 25. aloud 31. attenuate 37. meadowy 
 
 20. shaggy 26. cowl 32. Tioga 38. Media 
 
 21. debauch 27. Leah 33. Fayette 39. variety 
 
 22. biped 28. neighing 34. Cayenne 40. buoyant 
 
 WORD SIGNS 
 
 Fourth List of Word Signs 
 Arbitrary: 
 
 V I, eye c we, with 5 what o ye r> Leyond 
 
 AhoW c_?L??? 3.^'?.yl4 uy.^1 n J'P.y 
 
 Contractions : 
 
 I ever 
 , for v_ 1 have 
 
 V lui -v^ I nave , ) , , 
 
 \^ I half Vl^ I however Z?2l?P-*_ -/"??-^yy. 
 
46 CONSONANTS AND VOWELS 
 
 n-C-._\.--V_ / 1 \.„o.^ 
 
 85. Additions to Word Signs. Observe that in the word to-day, in 
 the third sentence, the part of the word which is a sign is written 
 in position, and the balance of the word is allowed to fall where it 
 may with relation to the line. The same principle applies to words 
 like to-morrow, half-pay, forgive, altogether, U7icommonly, etc. The 
 portion of the word which is represented by a sign may be written 
 in the position of the sign, whether the sign portion occurs at the 
 beginning, middle, or end of the word. 
 
 In a few words it is expedient to refrain from the use of the sign. 
 This is because the sign portion does not join conveniently to the 
 balance of the word. The word also in the first sentence of Exer- 
 cise XXXIII, as well as the word into, which will be observed in the 
 fifteenth sentence, should not be written with the signs which occur in 
 them, but with two full strokes. 
 
 EXERCISE XXXin 
 
 1. Myra will also teach ISIina to write with chalk to-morrow. 
 2. W'e shall make a voyage to China in the month of July. 3. I 
 think I shall now go to see the boy enjoy the couch which was given 
 to him. 4. What do you think of my new toy, and would you like to 
 have it for your own ? 5. It may be beyond what you ever saw for 
 half the money. 6. They usually aim to attack him by the use of 
 loud talk. 7. Joe may owe much money and yet pay all of it in due 
 time. 8. If life w-ere given us to enjoy, we should make much of it 
 each day we live. 9. However he may have come, it will be of 
 
SPEED PRACTICE 47 
 
 much importance to know the route he took. 10. How you would 
 enjoy a bath in the sea on a July day! 11. Ye who were at the 
 marriage at Oak Lodge know how lovely the wife looked. 12. He 
 who would be happy should know and do the right. 13. Asa Pike 
 saw Josie Downey catch a large eel. 14. Chicago will bewail the 
 death of Joshua Kenney. 15. With a heavy thwack Johnny Babcock 
 took a jump into the lake. 
 
 SPEED PRACTICE 
 
 86. Speed-Practice Letters i and 2. The following letters contain 
 words representing the principles that have been introduced in Part H. 
 They are given with the view of testing the student's ability when 
 writing easy matter, as well as affording an opportunity for the devel- 
 opment of speed in the use of the principles of this part of the work 
 before any new lessons are undertaken. 
 
 87. Method of Practice. The letters should first be written in neat 
 shorthand outlines, using great care to get each word exactly correct, 
 and then each outline should be carefully scrutinized to ascertain 
 whether any error has been made. After each letter has been found 
 by the teacher to be correct, it should be practiced many times, with 
 gradually increasing speed. It will be found helpful to have the 
 last few copies dictated, so that the student may be accustomed to 
 taking matter from dictation before the teacher gives it at a rapid 
 rate. A speed of fifty or more words per minute should be attained 
 in writing these letters. 
 
 88. Omission of Vowels. In the future, all speed-practice letters, 
 general speed matter, and sentences, after they have been written in 
 shorthand, corrected by the teacher, and repeatedly practiced, should 
 be further practiced or taken from dictation with their vowels omitted. 
 
 89. Numerical Indications. In these and subsequent speed-practice 
 letters and general dictation matter the selections will be marked 
 off into sections of twenty-five words. The name, address, salutation, 
 
48 CONSONANTS AND VOWELS 
 
 complimentary closing, and signature will not be counted in this 
 and subsequent speed work, but should by all means be practiced 
 as faithfully as the rest of the matter, and dictated each time. 
 
 90. Strokes for L and R. Remember that ur is used when r ends 
 a word ; riih when a vowel follows r at the beginning or end. In the 
 middle the most convenient form of r is used. Each time the sound 
 of / occurs in these letters it is to be expressed by the upward stroke. 
 
 EXERCISE XXXrV 
 
 Pikeville, Tenn., July 7. 1905. 
 Jos i ah Owen, Esquire, 
 
 19 Oak Avenue, Lima, Ohio. 
 My Papa: 
 
 I came to the Leo Hewitt farm on Monday in a large coach. It was a 
 raw day. On the way I saw a large ^' fish in a lake. It was a pike, so 
 they say. 
 
 To-morrow I hope to hoe a tomato row. I shall pile hay, too, 
 which™" will be carried into the mow. I saw a boy rake hay and carry a 
 large pile on a fork to the rick. I ride'" on a hayrake and have a mule 
 to pull it. 
 
 May I row on the lake, fish in the bay, or jump in the mow"'" each 
 day? 
 
 We have a big meal each time we eat. For lunch we had lamb and 
 fish, raw tomato with oil, cabbage, coffee, cake,'-^ and cherry pie, 
 
 I shall be happy to come to you in a day or two now. With my usual 
 love for you and mamma, '^ I am 
 
 Your loving boy, 
 
 LAFAYETTE SAWYER OWEN 
 
 EXERCISE XXXV 
 
 Lima. Ohio. July 9, 1905. 
 
 Lafayette Owen, 
 
 Pikeville, Tenn. 
 My own Boy : 
 
 I had much joy in knowing you were on so large a farm in Pikeville. 
 I knew Leo Hewitt, a rich and jolly fellow, in^ Chicago, in 1876. 
 
 I think it would be a happy idea for you to keep a diary of what 
 you do each day, for I™ know your chum would like to see it. 
 
 You may take a row on the lake daily if it will make you happy. If 
 you'-"' do go out to catch fish, be ready to row back in a hurry, for you 
 may have a heavy shower at any time. 
 
 You'"" should know how much to eat each time you go to a meal. You 
 ought to eat to live, but you may be living to'== eat. I think lamb and 
 fish, tomato and cabbage, cake and pie are too much at any meal for a 
 young boy of your age.'-'* 
 
 With love, 
 
 JOSIAH OWEN. 
 
WORD-SIGN EXERCISES 
 
 49 
 
 WORD SIGNS 
 Fifth List of Word Signs 
 
 Contractions : 
 
 peculiar-ly-ity \_P"^'"^ \ object v bank 
 'change-d y^ acknowledge ^;^knowledge y^ regular-ly-ity 
 ^ irregular-ly-ity y^K represent-ed V February 
 ^/^ January ___ _^^_ magazine _^~'^A»^ never, November 
 
 manufacture-d 
 
 'fnachinery 3^ influential 
 
 EXERCISE XXXVI 
 
 1. I know I ought to pay for all the time you give me, but I 
 acknowledge I have no money to give you to-day. 2. We hope you 
 will take advantage of the knowledge given out in each issue of our 
 magazine, for we think it may be an object to you to buy it each 
 month. 3. You saw the large pile of machinery, and we should 
 like to know what you would give us for all of it if you took 
 it. 4. The young fellow should know we never have any change 
 to give him in January or February, for we use too much money 
 in the manufacture of machinery. 5. The importance of the im- 
 provement was a thing of which he had no knowledge in November; 
 however, he already had a peculiar advantage. 6. You ought to 
 know it to be an irregular thing to do what you do with your money, 
 and have no idea how much you owe or how you are to pay for 
 what you use. 7. He was a peculiar and influential public foe, 
 who had eyes which looked for any irregularity in the common folk. 
 8. The way in which he regularly changed money was so easy no 
 
50 CONSONANTS AND VOWELS 
 
 bank would object to being represented by him. 9. I am aware of 
 the peculiarity of the machinery you use, but I should like to own 
 much of it, for I would use it to advantage. 10. A month ago we 
 had a change in the time of leaving the dock, and we now have hope 
 of leaving with regularity. 
 
 SHORTHAND PENMANSHIP EXERCISES 
 
 91. Drill on joining Strokes. All students of phonography, even 
 though they may be good penmen, will be benefited by carefill drill 
 on the following exercises. For those who are poor penmen, or 
 those who find it difficult to execute shorthand characters with rapid- 
 ity and uniformity, this drill is absolutely essential. 
 
 The best movement for shorthand work is a combination of mus- 
 cular and finger ?novefnent, the latter coming into play as the study 
 progresses. The natural movement for writing is the finger move- 
 ment ; therefore the greater effort should be expended on that which 
 is more difficult to acquire. 
 
 92. Muscular Movement. Rest the forearm on the muscles on 
 the underside of the arm just in front of the elbow. Notice that the 
 hand may be pushed forward and backward, as well as to the right 
 and left, without moving the arm to a new position, or resting place, 
 and without keeping it suspended at the shoulder. The wrist must 
 not touch the table and should be as flat as possible. 
 
 The nails of the third and fourth fingers should be turned under 
 the hand and used as a rest, — an easy means of sliding the hand 
 over the paper. The thumb and first two fingers should hold 
 the penholder lightly about an inch and one half from the point 
 of the pen. These three fingers should remain somewhat rigid, 
 but not strained. Practice this until an easy and natural posi- 
 tion and feeUng are secured. The fingers and wrist should be 
 rigid. There should l)e very little independent movement of these 
 parts. Practice the following exercise until it is mastered: — 
 
SHORTHAND PENMANSHIP EXERCISES 
 Straight Strokes 
 
 SI 
 
 In like manner practice each straight stroke, sounding each as it 
 is written. Work for uniformity of size and slant, as well as speed. 
 
 Combined Straight Strokes 
 
 Z13I1.I1D 
 
 1/ 
 
 LLLlX.L/.l/.kL<:. 
 
 '-^ 
 
 A slight pause at the joining of the strokes will enable the student 
 to make the direction certain. Try to get an easy, continuous motion. 
 
 Curved Strokes 
 
 ^k.L. 
 
 \m^^;^l)K^ 
 
 In this same way practice each curved stroke, sounding it, until 
 every stroke can be written neatly and uniformly and with rapidity. 
 
 Combined Curved Strokes 
 
 Vi 
 
 :L.^^-Z. 
 
 •±± 
 
52 
 
 CONSONANTS AND VOWELS 
 
 Treat in the same manner every combination of curved strokes 
 that can be thought of. Strive for uniformity of size, shading, and 
 slant. Try to develop a light, gliding motion. 
 
 Combined Straight and Curved Strokes 
 
 Every combination that can be thought of should be practiced 
 until it can be written very rapidly and accurately. Do not hesitate 
 to hunt for work. 
 
 93. Review of Word Signs. The following list is intended to fur- 
 nish the student an opportunity of comparing the signs of Part II, 
 arranged logically but without reference to the nature of each, as well 
 as to make a thoroush review of the same. 
 
 up 
 
 Review List of Signs 
 
 each 
 wliich 
 
 . hfipe 
 
 A 
 
 be 
 
 time 
 
 I it 
 
 -Z 
 
 / much 
 adwintaere 
 
 / lai-< 
 
 common, kingdom 
 come 
 
 holy 
 
 me, my 
 may, him, am 
 
 I at, out 
 
 I dollar 
 I do 
 
 had 
 
 give-n 
 
 together 
 
 aso 
 
 importaat-ce 
 improve -d-ment 
 
-WORD SIGNS 53 
 
 ^_^ in, any ^ of 
 
 _v y_ no, know ^Xo __^ /..S^^%^.'A 
 
 ~^— ^'own " -y— 
 
 ^^ thing, Engl I and _ ^x ^ 
 
 ^^^ young „.l...-.iiyi .^..."^Jl^.^i^.l?! 
 
 ( / thank-ed. thousand '^ should } ""P'^^'" 1Z.J^?^^^^]^^1^ 
 
 / them X he (downward) ^— , , . 
 
 (^ /; though _ __ _ y/^ regular-ly-ity 
 
 ^ all 
 
 ) sf ° _ V too^two ^__Jrregular-ly-ity 
 
 y use (noun)" 
 
 V was • already, awe-d 
 
 . K ..I before .V^?-!?.!^.^ry. „ 
 
 / use (verb) ' oh, owe-d ^\ 
 
 V_^^ f ought, aught 
 
 .V^for _ _ _ _^ >v^.ho _ .— ^ magazine 
 
 ""Vhalf" " 
 
 V ^^^^ V I, eye 
 
 ■y^have "^never, November 
 
 ^ however 
 
 ^shall-_t _ A how _ _ _y^^y\'^^Y^^^^^'^'^^_ 
 
 c we, with 
 ^ usually c.yere^ __ \ object 
 
 \ objec 
 
 3 what 
 /^will_ _ _^ would_ V bank 
 
 ^ - ye / 
 L..1?^L ..„_u.yet cL'-J.^^.^^jy 
 
 „ beyond. ^-^_^ 
 
 ^ way you ^"v. manufacture -d 
 
 . the 
 
 ^peculiar-ly-ity ^"^ machine_ry 
 
 and \ public ^ "^ influential 
 
 
Part III 
 
 L- AND R-STROKES, S-CIRCLES, AND HALVING BEGUN 
 INITIAL AND MEDIAL L AND R 
 
 94. Upward and Downward L and R. Owing to the fact that the 
 consonants / and r may each be expressed by both upward and 
 downward strokes, a special set of rules is necessary for the guidance 
 of the student. 
 
 95. Name of Downward L. When / is written downward it may be 
 called ul. 
 
 96. General Rules. The general rules for the use of these strokes 
 are as follows : — 
 
 a. If a vowel precedes / or r at the beginning or end of a word, 
 use ul or ur. 
 
 b. If a vowel follows / or r at the beginning or end of a word, use 
 luh or ruh. 
 
 97. Necessary Exceptions. While these are the general rules on 
 which the use of these strokes depends, the following difficulties 
 stand in the way of their adoption without exception : (i) good, 
 sharp, convenient angles would not always result, and a loss of speed 
 in writing and inaccuracy in reading would follow ; (2) when no good 
 reason exists for the use of ///, it is better to avoid the use of that 
 stroke, as it carries the hand backward rather than forward. The 
 following special directions are very important, and should be 
 mastered in detail before proceeding with other lessons: — 
 
 54 
 
INITIAL AND MEDIAL L AND R 55 
 
 98. Rules for Initial L and R. a. When / begins a word write luh, 
 
 unless it is followed by ung. 
 
 leap lake lodge lag lion lasTi Lehigh long link length 
 
 b. When r begins a word write ruh, unless it is followed by urn 
 or ump. 
 
 robe red rich wreck rainy roar rouge ram . rim _^romp 
 
 c. When a vowel begins a word and is followed by / write luh, 
 unless it is followed by a horizontal stroke {kuh, guh, um, ump, un, 
 and ung). 
 
 alack Allegheny alum Olympia allied allege elbow elf 
 
 ,^...0)--.....,^ 5>. ^. ri. CX..:(X.. 
 
 d. When a vowel begins a word and is followed by r write ur, 
 unless it is followed by a descending stroke, with the exception of 
 Jir and shiih. 
 
 ark argue army arena orang- error Irish Arab arch earth 
 
 outang , j^ 
 
 99. Rules for Medial L and R. a. When / occurs in the middle of 
 a word write luh, if a convenient outline results ; otherwise ul may 
 be used. 
 
 village apology delayed valid mill-dam amplify feeling film monologue 
 
56 
 
 L- AND R-STROKES, S-CIRCLES, HALVING 
 
 b. When r occurs in the middle of a word write ruh, if a convenient 
 outline results ; otherwise ur may be used. 
 
 married gorge terrier operatio carriage tyric fioxm inform theorem 
 
 EXERCISE XXXVn 
 
 ^..^. 
 
 ^ /I _ ^ ^ - 
 
 ;....\/l...\<^....^<L^ 
 
 EXERCISE XXXVin 
 
 ledge 
 
 1 1. 
 
 caliph 
 
 21. 
 
 reap 
 
 31- 
 
 forego 
 
 lap 
 
 12. 
 
 foliage 
 
 22. 
 
 rob 
 
 32. 
 
 forelock 
 
 loam 
 
 13- 
 
 gulch 
 
 23- 
 
 wrong 
 
 Zl- 
 
 lark 
 
 lodge 
 
 14. 
 
 Elmira 
 
 24. 
 
 raid 
 
 34- 
 
 largo 
 
 lung 
 
 15- 
 
 alumni 
 
 25- 
 
 room 
 
 35- 
 
 erelong 
 
 longed 
 
 16. 
 
 elk 
 
 26. 
 
 rhomboid 
 
 36. 
 
 ergo 
 
 lily 
 
 17- 
 
 Ilion 
 
 27. 
 
 rampage 
 
 37- 
 
 Arno 
 
 lull 
 
 18. 
 
 alto 
 
 28. 
 
 merino 
 
 3S. 
 
 Arabia 
 
 bulge 
 
 19. 
 
 albino 
 
 29. 
 
 furrowed 
 
 39- 
 
 erode 
 
 filthy 
 
 20. 
 
 alive 
 
 3°- 
 
 borrowing 
 
 40. 
 
 arrayed 
 
FINAL L AND R 
 
 57 
 
 100. Teacher's Dictation Exercise. Loaf, Lena, lip, Hon, long, link, 
 latch, loyal, pillage, fealty, gallop, bilge, mulatto, elm, Allegheny, 
 alum, alike, elbow, allege, elf, rib, repay, wring, ready, rim, rampage, 
 farina, borrowed, tarrying, bay-rum, infirm, lyric, curfew, erelong, Eric, 
 argue, orb, arrayed, arch, urge, Rome, allopathy, Archie, olive, leap, 
 robe, forage, alimony, alack, arena. 
 
 FINAL L AND R 
 
 101. Rules for Final L and R. a. When / ends a word write /«//, 
 unless it follows fuh, vuh, riih, or two consecutive vowels, one 
 accented, when ul should be used. 
 
 pile deal chill cull mill zeal shell fill Israel dual royal 
 
 r 
 
 ry/f 
 
 b. When r ends a word write «r, unless it follows um, titnp, ru/i, 
 huh, or two descending strokes, when ruh should be used. 
 
 par tear jar layer fear skear mere umpire rear hewer espiex 
 
 c. When a vowel ends a word and is preceded by / write /////, 
 unless it follows un or wig. After uii or ung use /// ahnost always, 
 filly value royally belie jelly gaily Nellie vanilla annually 
 
 -W^ 
 
 ISt 
 
 ■?■■ 
 
 d. When a vowel ends a word and is preceded by r write ruh. 
 berry jury tarry gory fiery slio-weiy merry hero Aurora Cairo 
 
 "^ /> 
 
58 
 
 L- AND R-STROKES, S-CIRCLES, HALVING 
 
 e. When r is the only consonant in a word write ur, if a vowel 
 precedes ; otherwise use ruh. 
 air ear ray row rye airy arrow Ira 
 
 y * 
 
 .A 
 
 .::^. 
 
 102. True Sound of L and R. Although the upward and downward 
 
 forms for / and r are given different names, the true sound of / is 
 «/, and the true sound of r is ur, and the pupil should give them 
 these sounds when reading shorthand. 
 
 Upward and Downward Sh 
 
 103. The Most Convenient Outline. Either form of shuh may be used 
 in a word of more than one consonant, as convenience of outline 
 alone determines which form should be used. 
 
 fish fishy cash rush lash shell Shelley shady slieU 
 
 ^---^--/9- 
 
 gnash 
 
 EXERCISE XXXIX 
 
 Jt 
 
 rT-J^-J^-^^-^ ^-^-'-^^ 
 
 // // // 
 
 ^ ^ >:}. 
 
 \J\r 
 
S- AND Z-STROKES AND S- OR Z-CIRCLE 
 
 59 
 
 EXERCISE XL 
 
 1. bill 
 
 2. tail 
 3- gale 
 
 4. mile 
 
 5. shawl 
 
 6. fail 
 
 7. veal 
 
 8. rill 
 
 9. jewel 
 10. bier 
 
 11. chair 
 
 12. layer 
 
 13. fair 
 
 14. shore 
 
 15. moor 
 
 16. impure 
 
 17. furor 
 
 18. unmoor 
 
 19. espial 
 
 20. delay 
 
 21. billow 
 
 22. mellow 
 
 23. daily 
 
 24. namely 
 
 25. merrily 
 
 26. anneal 
 
 27. Emmanuel 
 
 28. unkingly 
 
 29. fairy 
 
 30. Nero 
 
 31. Laura 
 
 32. notary 
 
 33. Ezra 
 
 34. Ira 
 
 35. burrow 
 
 36. bear 
 
 37. dairy 
 
 38. dare 
 
 39. ship 
 
 40. dish 
 
 104. Teacher's Dictation Exercise. Tile, file, bowl, vile, rill, rally, 
 towel, tallow, fill, fuel, nail, knoll, kingly, wrongly, lung, along, Philo, 
 daily, pallid, value, annual, folio, dally, policy, valley, annul, fellow, 
 fall, arrow, allay, borrow, buyer, ferry, fear, bureau, bear, fire, fiery, 
 shear, sherry, liar, Larry, furrowed, terrific, merge, reform, maritime, 
 mere, empire, embower, mirror, hero, hewer, rear, Harry, notary. 
 
 S- AND Z-STROKES AND S- OR Z-CIRCLE 
 
 105. Rules for Use of Strokes for S and Z. The strokes for s and z, 
 with which the student is already familiar, are to have a briefer 
 representation ; but the stroke form will continue to be used under 
 the following circumstances : — 
 
 a. When s or 2, or two j-sounds, are the only consonants in a 
 word, or when the sound of z begins a word. 
 
 sea ease easy essay 
 
 Esau zero zeal zenith 
 
 _ ; ;) T ). I.„„.^..JiJ 
 
 Zebedee 
 
6o L- AND R-STROKES, S-CIRCLES, HALVING 
 
 b. When either J' or 2 is preceded by a vowel at the beginning of 
 a word or followed by a vowel at the end of a word. 
 
 ask Aztec assume escape Jessy rosy dizzy lasso 
 
 -■-t-t ^^ ^ f-^ S---^-- 
 
 c. When two vowels, one accented, follow j or 2 at the beginning 
 of a word or precede j- or 2 at the end of a word. 
 
 Siam Zion sciatic sawyer chaos Jewess pious Boaz 
 
 t ^ ^ f ^ ^- 
 
 106. Rules for the Use of a Circle for S or Z. In all other cases 
 s or z may be represented by a small circle attached to a stroke. If 
 a distinction between s and z were necessary, the circle might be 
 shaded for z, but from practical experience this has been found to 
 be unnecessary. 
 
 There are a few strict rules for writing this circle; namely: 
 a. When written at the beginning or end of a straight stroke, 
 it must be written witli left motion. This motion is opposite the 
 movement made by the hands of the clock. 
 
 set sup sake surrey dose base eggs rose 
 
 _......-i..........k.._^..__._..^..._....l:,.. N... ^.......^.. _. 
 
 /'. When written at the beginning or end of a curved stroke, it 
 must be written inside the curve. On curves, then, it may be writ- 
 ten with either left or right motion. 
 
 safe snr^w se;il sore sasli v.-i?e yes lace sways nose 
 
 .^ €...£.. .!!. 
 
 I 
 
S- AND Z-STROKES AND S- OR Z-CIRCLE 6l 
 
 c. When s ox z occurs between two straight strokes which form 
 no angle, it is written with left motion ; if the straight strokes form 
 an angle, it is written outside the angle. 
 
 dusty cask razor hawser pass-book passage gossip rasp dusk 
 
 > 
 
 d. When j or 2 occurs between a straight stroke and a curve, it 
 is written inside the curve. 
 
 misery Chaucer reason dozen chasm lusty inside 
 
 ........_„_....fl: !!__ 
 
 A When s ox z occurs between two curved strokes, it is usually 
 written inside the first curve. There are a few cases when it is easier 
 to place the circle outside the first curve. 
 
 evasive assassin arson officer vessel loser facility vassalage 
 
 107. Writing Vowels with S-Circle. a. Vowels are placed with 
 reference to the stroke, not to the circle. 
 
 eat seat ache sake eel seal no nose chew choose 
 
 IT r f 
 
 b. When the j-circle occurs in the middle of a word, the rules for 
 placing vowels between consonants cannot be adhered to, as the 
 vowels might then be read out of their proper order. In such cases 
 write the vowel on the stroke between which and the s the vowel is 
 sounded. 
 
 mask desk task hasp gusset rSsset passage 
 
 '-^^ i-..-^.-..A--:3......^ __^..„_ 
 
62 
 
 I^ AND R-STROKES, S-CIRCLES, HALVING 
 
 108. Reading the S-Circle. When the j-circle is written at the 
 beginning of a consonant, it must be read before all other sounds ; 
 when at the end, it must be read after all other sounds. 
 
 lt)9. Methods of treating X. a. The letter x is composed of the 
 sounds e-kuh-suh or e-guh-zuh — eks or egz. In words in which the x 
 is followed by an accented syllable beginning with a vowel sound, or 
 by a silent h, this letter generally has the sound of egz ; in all other 
 words it has the sound of eks. 
 excel exilic expel exjotic extol exude 
 
 expose exu-viate 
 
 ■=f- 
 
 ^ 
 
 b. In reading shorthand outlines in which the stroke kuh and the 
 j-circle, or the stroke guh and the j-circle, occur, the student should 
 first read the combination as e-kuh-suh or e-guh-zuh, thus assuming 
 the presence of an initial vowel. If the word is not thus secured, 
 try kuh-suh or guh-zuh ; that is, with no vowel preceding the stroke. 
 Observe the contrast in the following words : — 
 
 excel castle expose cusps exit custody e:xterior. .Castoria 
 
 EXERCISE XLI 
 
 /v VA . J ) 
 
S- AND Z-STROKES AND S- OR Z-CIRCLE 
 
 63 
 
 
 
 
 EXERCISE 
 
 XLH 
 
 I. 
 
 spy 
 
 II. 
 
 eyes 
 
 21. 
 
 policy 
 
 2. 
 
 sod 
 
 12. 
 
 sigh 
 
 22. 
 
 mossy 
 
 3- 
 
 sink 
 
 13. 
 
 ease 
 
 23- 
 
 boozy 
 
 4- 
 
 saith 
 
 14. 
 
 seas 
 
 24. 
 
 jealousy 
 
 5- 
 
 pays 
 
 15- 
 
 Zeno 
 
 25- 
 
 sewer 
 
 6. 
 
 rows 
 
 16. 
 
 easier 
 
 26. 
 
 scion 
 
 7- 
 
 noose 
 
 17. 
 
 asp 
 
 27. 
 
 Matthias 
 
 8. 
 
 fuse 
 
 18. 
 
 zebu 
 
 28. 
 
 Elias 
 
 9- 
 
 snatch 
 
 19. 
 
 Ezra 
 
 29. 
 
 Darius 
 
 10. 
 
 search 
 
 20. 
 
 noisy 
 
 30- 
 
 besought 
 
 31. hasty 
 
 32. dusky 
 
 33. disposal 
 
 34. resource 
 
 35. unmask 
 
 36. supposing 
 
 37. nuisance 
 
 38. mason 
 
 39. larceny 
 
 40. dislike 
 
 110. Teacher's Dictation Exercise. Safe, loose, knees, race, gaze, 
 fix, locks, patches, eases, see, ask, sack, asp, sap, pass, race, racy, 
 police, policy, sign, scion, signs, science, juice, Jewess, fox, gas, 
 gassy, fusty, musty, bestow, rusty, dusty, dizzy, chosen, mason, 
 beseech, bias, base, rising, loser, citizen, obelisk, supposing, desks, 
 lisps, discuss, resource, suffusing, duskiness. 
 
 EXERCISE XLm 
 
 I. 
 
 seat 
 
 13- 
 
 Sam 
 
 25- 
 
 tease 
 
 37- 
 
 testy 
 
 2. 
 
 sad 
 
 14. 
 
 sang 
 
 26. 
 
 daze 
 
 38. 
 
 cask 
 
 3- 
 
 soak 
 
 15- 
 
 sooth 
 
 27. 
 
 cause 
 
 39- 
 
 razor 
 
 4- 
 
 sag 
 
 16. 
 
 cease 
 
 28. 
 
 gas 
 
 40. 
 
 bask 
 
 5- 
 
 sap 
 
 17- 
 
 sole 
 
 29. 
 
 pass 
 
 41. 
 
 rasp 
 
 6. 
 
 sob 
 
 18. 
 
 sway 
 
 30. 
 
 abuse 
 
 42. 
 
 risk 
 
 7- 
 
 spa 
 
 19. 
 
 save 
 
 31- 
 
 choice 
 
 43- 
 
 cousin 
 
 8. 
 
 sage 
 
 20. 
 
 silly 
 
 32. 
 
 juice 
 
 44. 
 
 pacer 
 
 9- 
 
 sorry 
 
 21, 
 
 sun 
 
 33- 
 
 rags 
 
 45- 
 
 risen 
 
 10. 
 
 sore 
 
 22. 
 
 sneeze 
 
 34- 
 
 oars 
 
 46. 
 
 chosen 
 
 II. 
 
 seer 
 
 23- 
 
 sacks 
 
 35- 
 
 ears 
 
 47- 
 
 mask 
 
 12. 
 
 sash 
 
 24. 
 
 signs 
 
 36. 
 
 hours 
 
 48. 
 
 wasp 
 
64 L- AND R-STROKES, S-CIRCLES, HALVING 
 
 THE DOUBLE S-CIRCLE 
 
 111. Syllables Ses, Sez, Zes, Zez. Two sounds of s may be expressed 
 by writing a circle twice the size of the ^-circle at the beginning, 
 middle, or end of outlines. Zes and zes may be shaded to distin- 
 guish them from ses and sez, but such distinction is scarcely neces- 
 sary. The rules which govern the writing of the j-circle apply to 
 the double ^--circle. 
 
 cases juices vices roses noses necessary ' successive accessory 
 
 / 
 
 .^. ^ 
 
 9__ .vJK ;S^...r3:*' 
 
 I 
 
 112. Special Vocalization of Double S-circle. Ordinarily the large 
 circle has the sound of st^s, but a more prominent vowel than e occur- 
 ring between the two sounds of j- may have special representation. 
 As the circle is large enough to permit a vowel to be written within 
 it, advantage is taken of the opportunity thus offered to express 
 definitely those prominent vowels which occur with the greatest 
 frequency between the two sounds of s by writing their respective 
 signs within the large circle. Evidently but one vowel of each sort 
 may be used in this manner, and the choice is made as follows : — 
 
 (7. First-place heavy dot, e, is written within the circle. 
 
 /'. First-place heavy dash, a, is written within the circle. 
 
 c. First-place light dot, /, is written within the circle. 
 
 d. Second-place light dash, u, is written within the circle. 
 
 (?. Third-place light dot, a, is expressed by a circle within the circle. 
 /. I and 7^'a are expressed by their respective signs within the circle. 
 
 bases basis sausage suspicious Texas incisive dissuasive 
 
 N^ No t. 
 
 t 
 
THE DOUBLE S-CIRCLE 
 
 65 
 
 113. The Syllable Seses. An additional s may be expressed by 
 continuing the stroke through the outline and writing the circle 
 opposite the large double j-circle. 
 
 abscesses recesses successes italicize exercises dispossesses 
 
 V -'^- [^—-^^- <^; 
 
 EXERCISE XLIV 
 
 EXERCISE XLV 
 
 I. 
 
 teases 
 
 1 1. 
 
 atlases 
 
 2 I. 
 
 excesses 
 
 31- 
 
 symbolizes 
 
 2. 
 
 cheeses 
 
 12. 
 
 annoyances 
 
 -> 
 
 possessed 
 
 32. 
 
 supposes 
 
 3- 
 
 gazes 
 
 13- 
 
 sciences 
 
 ^3- 
 
 system 
 
 2,3- 
 
 solemnizes 
 
 4- 
 
 nooses 
 
 14. 
 
 peruses 
 
 24. 
 
 emphasis 
 
 34- 
 
 apologizes 
 
 5- 
 
 muses 
 
 15- 
 
 victimizes 
 
 -5- 
 
 emphasize 
 
 35- 
 
 exegesis 
 
 6. 
 
 ruses 
 
 16. 
 
 indisposes 
 
 26. 
 
 exercising 
 
 36. 
 
 ^Mississippi 
 
 7- 
 
 looses 
 
 17- 
 
 necessity 
 
 27- 
 
 capsizes 
 
 37- 
 
 Parnassus 
 
 8. 
 
 amuses 
 
 iS. 
 
 successful 
 
 2S. 
 
 deputizes 
 
 3S. 
 
 synopsis 
 
 9- 
 
 refuses 
 
 19. 
 
 inaccessible 
 
 29. 
 
 revises 
 
 39- 
 
 molasses 
 
 lO. 
 
 bodices 
 
 20. 
 
 sneezes 
 
 30- 
 
 necessitously 
 
 40. 
 
 injustices 
 
66 L- AND R-STROKES, S-CIRCLES, HALVING 
 
 114. Teacher's Dictation Exercise. Ruses, poses, mazes, chases, 
 causes, hisses, fixes, loses, debases, refuses, carouses, arises, rises, 
 leases, Alice's, theorizes, memorizes, Jesus, Colossus, systems, resist, 
 emphasizes, capsizes, exhausts, sausages, theses, thesis, scissors, 
 Caesar, Cicero, rejoices. Genesis, imposes, desist, affixes, successive, 
 necessary, Sussex, Sicily, excesses, vexes, sciences, senses, census, 
 ounces, abscess, repulses, recesses, exercises, accessory. 
 
 THE ST- AND STR-LOOPS 
 
 115. Syllables St and Zd. By enlarging and flattening the J-circle 
 the sound of sf or zd with no intervening vowel may be expressed. 
 This loop is written on about one third of the stroke and is governed 
 by the rules of the ^--circle. It is sounded sfuk. 
 
 paste guest laced fast stains staid amazed housed stillest 
 
 •[„„„.^..„_.i^_„....:.{:._ 
 
 .-?U!^.. 
 
 -/- 
 
 It will not be necessary to distinguish between s^ and zd, as the 
 context will readily determine the word intended. 
 
 116. Vowels after St. When a vowel follows sf at the end of a 
 word, the ^-circle and the stroke fii/i must be used. The j/-loop may 
 be used in the middle of words, but not when the stroke which fol- 
 lows s^ continues through the stroke to which the j"^loop is attached. 
 The loop may not be used in words like postage, vestige, Gustavus, 
 castigate. 
 
 must musty dust dusty beast bestow testify ghostly statistics 
 
 .1: LA._ V t _£-..t...„ 
 
 h-^ -V 
 
 117. The Syllable Str. A larger loop, written on about two thirds 
 the length of the stroke, expresses the sound of str. This loop is 
 
THE ST- AND STR-LOOPS 
 
 67 
 
 written at the middle or end of words, and is governed by the rules 
 of the j-circle. It is sounded star. 
 
 master duster jester investor bolsterer muster-file impostor 
 
 ..^ .b: I. .^::fe...._.^>^......:^ -^.....^ 
 
 118. The Syllable Strs. An additional s may be added to the 
 
 st- and j/r-loops. 
 
 guests 
 
 vests 
 
 .^.. 
 
 mists invests songsters readjuster-s investors 
 
 .:rVi=.......:^. ^:.._.r^„ 
 
 >r-^ /T^ 
 
 .^...^...^.•^..^. 
 
 ;\ 
 
 '(T%' 
 
 EXERCISE XL VI 
 
 l_.v-^.--:5.-:i5._A..j_.._.<f..^_jL. 
 
 >sl^. CNJJ?. *<L.... 
 
 4£.fl:..^^..._^...^^....^.■...v.^-.::rjto...N...x...>*. 
 
 ■\f?- 
 
 N. 
 
 ■ViT- 
 
 1. post 
 
 2. poster 
 
 3. chest 
 
 4. Chester 
 
 5. mast 
 
 EXERCISE XLVn 
 
 6. master 
 
 7. vast 
 
 8. vaster 
 
 9. staid 
 
 10. 
 
 study 
 
 11. style 
 
 12. story 
 
 13. stair 
 
 14. sliced 
 
 15. silenced 
 
 16. stuff 
 
 17. stamping 
 
 18. stomach 
 
 19. stimulus 
 
 20. sinister 
 
68 L- AND R-STROKES, S-CIRCLES, HALVING 
 
 21. atheistic 26. theorized 31. musterer 36. theists 
 
 22. statistical 27. stolid 32. teamsters 37, Axminster 
 
 23. theistic 28. steerage 33. molests 38, choristers 
 
 24. sophistical 29. sincerest 34. gamesters 39. stammers 
 
 25. scholastic 30. luster 35. outcasts 40. paymasters 
 
 119. Teacher's Dictation Exercise. Cast, castor, fast, faster, dust, 
 duster, jest, jesters, post, posters, past, pastor, coast, coasters, roasts, 
 roasters, stage, step, stiff, store, story, stump, stole, styles, stillest, 
 silliest, stars, gust, gusty, gusset, rust, rusty, russet, gist, justice, test, 
 testify, justify, mast, musty, mist, misty, mystify, destiny, majestic, 
 sophistic, invests, investors, stores, stories. 
 
 WORD SIGNS 
 
 Sixth List of Word Signs 
 Arbitrary : 
 
 o is, his 
 _Q as, has ^ first _ 
 
 Contractions : 
 
 c<~N similai-ly d because 
 
 P satisfy-ed _ _(5'^ somebody V^several 
 
 V_^ influence v^ influenced /.— ^impossible-ility 
 
 ^yours v^^^j. licnce ^^^_^ next _ <^suggest 
 
 WitJioiit I'o'cL'ds : 
 
 (■ X seem ^^^_^ seen , . 
 
 e 
 
 f(f~^ seem '?._y seen , . this 
 
 ^'^'^ /.. ^^^^^^ i£—-^ some, sum j^ its Q^ / those 
 
 mn=;t. rnost 
 
 y/ju? 
 
I. 9a^- 
 
 :..r...zJ.. 
 
 WORD-SIGN SENTENCES 69 
 
 EXERCISE XLVra 
 
 --J^-^ ^ z^- 
 
 2 £-— ^ . ./. - 
 
 i..i-r..^;.I.v,..^..,.3-^.:J_.:..^. - -r 
 
 -\ )C 
 
 - , o p o / o ^ 
 
 .?..-/^-^cr!Ci..i^^..,<5r>>..x.JSi_.....U-_-^ ^0\^ s....h...x. 
 
 § .^. ^..L..-v^--^--|-^-<::$— 
 
 X. 
 
 l.^...fe::-o...|:.^...^...^-'..\i-..-w..^r:^..!. 
 
 .u 
 
 EXERCISE XLIX 
 
 1. Isaac, if you arise early, awake Howard, and coax him to go on 
 with the study of the book. 2. He may buy some of those toys if 
 he has six dollars in his bank. 3. The seals sleep on the rocks 
 and seem to be satisfied with such easy lives. 4. He said he should 
 be on his way to the city the first thing to-morrow, because he must 
 make several sales before sunset. 5. Miss Emily Chase sang " The 
 Last Rose of the Season," and it would be impossible to state its 
 influence. 6. Jesse took several doses of Jackson's Panacea, and 
 said he never was so joyous in his life. 7. The sun was a ruddy orb 
 
JO L- AND R-STROKES, S-CIRCLES, HALVING 
 
 as it set to-day, leaving the earth arrayed with lovely hues ; I think 
 Saturday will be fair. 8, Lester's being such a jester may sug- 
 gest the likeness to a king's fool which some have noticed. 9. Thou- 
 sands of seals were seen on the coasts of Siberia in just the same 
 way many months ago. 10. Enough pure lime and alum to satisfy 
 you may be seen at the chemist's house, but you should know he has 
 no regular shop. 11. A similar desk came to Thomas Foster at dusk, 
 but the cost was too heavy ; hence his refusal to receive it. 12. This 
 seal's fur is smooth, and it will make a nice wrap for somebody. 
 13. It is an impossibility for the thief to steal the king's jewels, 
 for they are locked up in the tower next to the stockade. 14. I have 
 seen the aurora borealis arch with rare beauty in the sky, and feel 
 you would enjoy a sight of it. 15. Our cook rang the alarm bell, and 
 so may have influenced your cook the day of the fire. 
 
 THE HALVING PRINCIPLE — FIRST SECTION 
 
 120. Halving for Tuh and Duh. In English / and d are letters of 
 frequent occurrence, and on that account furnish an unusual oppor- 
 tunity for an abbreviating principle in phonography. In addition 
 to this, the fact that both are represented by downward strokes and 
 frequently follow each other, or other descending strokes, makes 
 it desirable to shorten this downward tendency ; otherwise the out- 
 lines would often be written too far beneath the line. 
 
 121. Relation of Like Sounds. In English there is a marked 
 tendency for light sounds to follow each other, and heavy sounds 
 to be accompanied by other heavy sounds. In this connection it 
 should be observed that </ often takes the sound of / if it follows a 
 light sound ; thus, efi/i, etched ; like, liked. 
 
 By writing a stroke half its usual length, the sound tuh is added 
 to a light stroke, or duh to a heavy stroke. 
 
 tack tacked robe roLed etched edged cot God east eased pat bad 
 
 — —*)') 
 
 --[^ [^ Z>X...^--^ y- \......l,, -v--xr- 
 
THE HALVING PRINCIPLE— FIRST SECTION yi 
 
 122. Reading Halved Strokes. A vowel written before a half-length 
 stroke is read first ; written after, it is read before the added fuA 
 or duA. Any circle or loop, however, is read before the vowel if the 
 circle or loop is at the beginning ; or after the vowel and the added 
 tuA or duA if at the end. 
 
 itcted ebbed cat jade sift sfcibbed spite staved beads goads lofs 
 
 A — ^..A ^ » — y.^...^^ — 
 
 Half-length outlines in the third position are written entirely beneath 
 the line. 
 
 123. Halving L, M, N, and R. As duh occurs but seldom after the 
 sound of um/>, ung, yuh, and wuh, there is great advantage in decid- 
 ing that these four strokes when standing alone may never be 
 halved to add duh. As a result of this decision, um, un, luh, and 
 tir, the "mates" of these four strokes, are halved and shaded to add 
 duh. These half-length shaded strokes cannot be confused with 
 ump, ung, yuh, and wuh, as these strokes are not halved when standing 
 alone. Half-length shaded luh must be written downward. 
 
 meet mead not nod lot old art aired smite sound slight stared 
 
 -S^ /f^ f-^ js^ /^ ^ ^ 
 
 — - - ^ x^^ -^ *- 
 
 124. Halving Upward S and Upward R. Half-length suh may be 
 written upward if necessary; and half-length ruh must not stand 
 alone. The syllable est may be expressed by the jZ-loop. 
 
 nicest risest laxest write rat rate turret garret neatest softest 
 
 _!:f.__li-.^....:^.._._^ A l...„_..^..J^.. 
 
 125. Halving forbidden, a. The halving principle may not be used 
 when strokes are joined without forming a distinct angle ; otherwise it 
 would be difficult to tell where the first stroke ended, especially when 
 
72 
 
 AND R-STROKES, S-CIRCLES, HALVING 
 
 rapid writing made it difficult to be careful about the angle 
 lacked fagged evoked Jcicked 
 
 not 
 
 not 
 
 b. Do not halve when t or d \s preceded by two vowels, one 
 accented ; when a vowel follows t ox d zX the end ; or when a vowel 
 occurs between / and d, r and d^ or h and d. 
 fiat poet Fayette gidd y haughty veto laid reed 
 
 L..,V-a 
 
 hoed 
 
 exercise: l 
 
 ' /• 
 
 •5 J- 
 
 \a 
 
 ^ 
 
 ■.--» 
 
 -£„.r....a 
 
 
 -A 
 
 rn. 
 
 ^-1 F V 
 
 t^-V 
 
 
 
 
 EXERCISE 
 
 ; LI 
 
 
 
 I. 
 
 rake 
 
 1 1. 
 
 deed 
 
 2 I. 
 
 pilot 
 
 31- 
 
 stored 
 
 2. 
 
 raked 
 
 12. 
 
 bathed 
 
 2 2 . 
 
 antic 
 
 32. 
 
 wrought 
 
 3- 
 
 urge 
 
 13- 
 
 caged 
 
 23- 
 
 aimed 
 
 ZZ- 
 
 ride 
 
 4- 
 
 urged 
 
 14. 
 
 cats 
 
 24. 
 
 pared 
 
 34- 
 
 riot 
 
 s- 
 
 back 
 
 15- 
 
 jades 
 
 25- 
 
 field 
 
 35- 
 
 bobbed 
 
 6. 
 
 backed 
 
 16. 
 
 scouts 
 
 26. 
 
 fault 
 
 36. 
 
 leaked 
 
 7- 
 
 page 
 
 17- 
 
 sonnets 
 
 27. 
 
 timid 
 
 37- 
 
 slaked 
 
 8. 
 
 paged 
 
 18. 
 
 summits 
 
 28. 
 
 soundly 
 
 38- 
 
 roared 
 
 9- 
 
 fit 
 
 19. 
 
 lacerate 
 
 29. 
 
 index 
 
 39- 
 
 stacked 
 
 lO. 
 
 aft 
 
 20. 
 
 resound 
 
 30- 
 
 indigo 
 
 40. 
 
 stemmed 
 
THE HALVING PRINCIPLE— FIRST SECTION 73 
 
 126. Teacher's Dictation Exercise. Rubbed, leaped, topped, kept, 
 raged, bagged, rocked, ragged, booked, hatchet, cheat, late, bid, fit, 
 shot, eased, goad, fights, voids, omits, buds, maids, mats, swords, 
 scouts, active, antic, billet, cottage, results, lit, ailed, mit, aimed, 
 knots, nods, art, aired, boomed, paired, ruined, bailed, refilled, lagged, 
 locket, reared, piped, cocked, model, steamed. 
 
 127. Common Errors on S-Circles and Halving Principle, a. Tendency 
 to use the i--circle where the stroke should be used. 
 
 Compare sack with ask; sail with assail ; pies with pious 
 
 r V- ^ \ 
 ^..^...^..£:.....^.^k:. .) 
 
 signs with science ; spice with spicy ; days with daisy 
 
 ...L^........S \ i I- _. 
 
 <2LP 
 
 b. Failure to appreciate the fact that circles and loops do not 
 have the value of strokes, hence they generally have less effect on 
 the choice of r-stroke than a vowel which precedes or follows the r. 
 Write store, story, circus, stork, stirrup, forces, forest, forester. 
 
 c. Failure to observe that when s ox z occurs in the middle of a 
 word the ^--circle may always be used, without reference to vowels 
 preceding or following, except in cases of derived words. 
 
 d. Failure to understand and apply the rules which govern the 
 j-circle when it occurs in the middle of a word. 
 
 e. Tendency to write the j-Z-loop in words like gusty or gusset. 
 
 Compare ^«j^, gusty, gusset; rust, rusty, russet 
 
 .....^_.^ZT_„.3,„.„^.„zd....^.„... 
 
 f Tendency to write words like lacked, kicked, bobbed, reared, etc., 
 with the halving principle. If this is done, there is no angle to tell 
 where the full-length stroke ends and the half-length begins. Stroke 
 tuh or duh must be used. 
 
74 L- AND R-STROKES, S-CIRCLES, HALVING 
 
 g. Failure to write a stroke tuh or duh in words like pity, giddy, 
 veto, Biddy, etc. The halving principle must not be used in this 
 class of words. 
 
 h. Tendency to confuse words like beads and beast. 
 
 Compare beads with beast ; pats with past ; nets with nest ; mats with mast 
 .^^ \---^-5 >--^ 
 
 /. Failure to observe that convenience of outline generally makes 
 it best to use nl before sn, and after/f, vs, and ns ; also ruh after iis. 
 
 WORD SIGNS 
 
 Seventh List of Word Signs 
 
 Without Vowels : 
 
 _ got I did ( thought ( that ^ ^^^ 
 
 _ _could —A^.l'SpO- 
 
 ^ about 
 ^ might <y> seemed 
 
 i-N_?L^<?? C-}-^ -- 
 
 Contractions : 
 
 ,-^ immediate-ly 
 
 (without _^^ "5i^!l?._ >^ 'i"^?''__ C- ^9-^4'_]}f^^ _ 
 
 ^'hand 
 ^ Lord, read <^ somewhat 
 i^atter r>_word _ 
 
 - '"^"fact' 
 
 For convenience, several of the heavy-stroke signs are used to 
 express an added t, and one light-stroke sign is used to represent 
 an added d. 
 
 128. Adding Circles and Loops to Word Signs. S, st, or str may be 
 
 added to a word sign ; thus : t/iiugs, \_^ knows, \^^_ youfigest, 
 
 \^ yoiiitgstcr. A word sign may sometimes be made half-length to 
 express the past tense •, thus : hoped, ~7". acknoioledgcd, used, 
 
 _-_. seemed, etc. 
 
WORD-SIGN SENTENCES 75 
 
 EXERCISE Ln 
 
 EXERCISE Lm 
 
 1. The cat made the dog mad as they fought about the piece of 
 meat. 2. He took a note of the items in the deed and said he 
 would get a good copy after a time. 3. Joseph wrote at a fast 
 rate, and could read his notes easily. 4. What made you go away 
 immediately, and how did you manage to allow the boys to assist 
 after you had left ? 5. They had not seen him before, and thought, 
 by the way his hand shook, that he was as old as Moses Forrest, 
 at least. 6. Without our knowing the nature of the joists, you ask us 
 
1^ 
 
 L- AND R-STROKES, S-CIRCLES, HALVING 
 
 to buy some, and you still expect us to let our buyer send for so 
 many. 7. To make immediate use of all the abilities we possess is 
 the best that we may hope to do. 8. We should hold the good deeds 
 of our enemies before our gaze, and not always see the bad side. 
 9. If all would stick to the facts in any case, justice would be 
 satisfied. 10. By the word of the Lord many have seemed to get 
 a holy zeal. 11. Though she may be somewhat rickety now, the 
 old steamer has pulled many a large party to Buzzard's Bay. 12. The 
 rat lived under the house for a long time, and took his meals 
 as he felt disposed. 13. Samson was an unusual being, and was 
 possessed of a might such as few have enjoyed. 14. Those who 
 have all the money they need have got all they should ask for or 
 could expect to enjoy. 15. It is held that all have the common right 
 to aim for happiness. 
 
 EXERCISE LIV — REVIEW 
 
 j^\ A zl__^._::<:.r^„:^_______:\.^_-^.b^-. 
 
 ^:^^.4 
 
 EXERCISE LV — REVIEW 
 
 I. 
 
 like 
 
 6. 
 
 lengthiest 
 
 1 1 
 
 rooming 
 
 16. 
 
 alive 
 
 2. 
 
 alike 
 
 7- 
 
 rack 
 
 12 
 
 remedy 
 
 17- 
 
 reach 
 
 3- 
 
 alkali 
 
 S. 
 
 Arcadia 
 
 13 
 
 leap 
 
 18. 
 
 archway 
 
 4- 
 
 lugged 
 
 9- 
 
 rear 
 
 14 
 
 elope 
 
 19. 
 
 ruby 
 
 ,v 
 
 alongside 
 
 lO. 
 
 Romish 
 
 IS 
 
 live 
 
 20. 
 
 Arabic 
 
WORD EXERCISES 
 
 n 
 
 21. Ruth 
 
 2 2. earthy 
 
 23. acerbity 
 
 24. cherubim 
 
 25. inform 
 
 26. unfairly 
 
 27. etymology 
 
 28. evolve 
 
 29. bowl 
 
 30. foal 
 
 31. leer 
 
 32. Leary 
 Tf-i^. renewal 
 
 34. dowel 
 
 35. Nile 
 
 36. annul 
 
 37. impel 
 
 38. mayor 
 
 39. emperor 
 
 40. embargo 
 
 EXERCISE LVI — REVIEW 
 
 4-ii-wM-#-- '^ 
 
 .:::i...±L^....L. 
 
 ^.l..=^^,^.lZ...'^...^':^ 
 
 X-"^-^-:^ 
 
 -/ 
 
 EXERCISE LVn— REVIEW 
 
 I. 
 
 zodlogy 
 
 II. 
 
 assayer 
 
 21. 
 
 design 
 
 31- 
 
 ounces 
 
 2. 
 
 zest 
 
 12. 
 
 cyanic 
 
 22. 
 
 cowslip 
 
 32. 
 
 adzes 
 
 3- 
 
 acidity 
 
 13- 
 
 Boaz 
 
 23- 
 
 message 
 
 ZZ- 
 
 suspicious 
 
 4- 
 
 auspicious 
 
 14. 
 
 dais 
 
 24. 
 
 disuse 
 
 34- 
 
 emphasizes 
 
 5- 
 
 espouse 
 
 15- 
 
 expire 
 
 25- 
 
 noisome 
 
 35- 
 
 jest 
 
 6. 
 
 poesy 
 
 16. 
 
 excuse 
 
 26. 
 
 housing 
 
 36. 
 
 justice 
 
 7- 
 
 posy 
 
 17- 
 
 cusk 
 
 27. 
 
 nuisance 
 
 37- 
 
 opposed 
 
 8. 
 
 Melissa 
 
 18. 
 
 custom 
 
 28. 
 
 visage 
 
 38. 
 
 opposite 
 
 9- 
 
 Sierra 
 
 19. 
 
 tusk 
 
 29. 
 
 incendiary 
 
 39- 
 
 barristers 
 
 10. 
 
 joyously 
 
 20. 
 
 musk 
 
 30- 
 
 viciousness 
 
 40. 
 
 teamsters 
 
78 L- AND R-STROKES, S-CIRCLES, HALVING 
 
 EXERCISE LVni — REVIEW 
 
 , ^ r^ ^^ -^ 
 
 I 
 
 2 ...^„..^.. X. 
 
 z:..../^„ 
 
 ^._N^....»^-._S> 
 
 S£ 
 
 .^...7\..^.^-. 
 
 .iL>^.4R.. 
 
 •■5 •■) ^^ x'^^ '^ ^ A 
 
 id..;r...d.....xi.. 
 
 .£11. 
 
 ^ 
 
 EXERCISE LIX — REVIEW 
 
 1. tipped 
 
 2. digged 
 
 3. foot 
 
 4. bode 
 
 5 picket 
 
 6. jagged 
 
 7. loathed 
 
 8. pocket 
 
 9. lightest 
 
 10. deeds 
 
 11. alights 
 
 12. nets 
 
 13. nods 
 
 14. moats 
 
 15. moods 
 
 16. shouts 
 
 17. fiats 
 
 18. voids 
 ig. ants 
 20. gnats 
 
 21. soaked 
 
 22. sobbed 
 
 23. stacked 
 
 24. stopped 
 
 25. naughty 
 
 26. gnawed 
 
 27. gnat 
 
 28. annoyed 
 
 29. mote 
 
 30. mowed 
 
 31. ailed 
 2,2. alight 
 7,2,- aired 
 
 34. art 
 
 35. sacked 
 
 36. scout 
 
 37. smites 
 
 38. snouts 
 
 39. sleets 
 
 40. sifts 
 
 41. stirred 
 
 42. stained 
 
 43. intense 
 
 44. desolate 
 
 45. disowned 
 
 46. fetlock 
 
 47. sketched 
 
 48. surfeit 
 
 49. mimicked 
 
 50. hitched 
 
 51. steamed 
 
 52. staved 
 
 53. stocked 
 
 54. stoned 
 55- buds 
 
 56. cheats 
 
 57. goads 
 
 58. cats 
 
 59. skates 
 
 60. spots 
 
 61. afield 
 
 62. appalled 
 
 63. teamed 
 
 64. fascinate 
 
 65. insect 
 
 66. desired 
 
 67. hide 
 
 68. red 
 
 69. peeped 
 
 70. slacked 
 
 7 1 . vacate 
 
 72. caulked 
 
 73. caged 
 
 74. loafed 
 
 75. rugged 
 
 76. rocked 
 
 77. hatchet 
 
 78. imitate 
 
 79. associate 
 
 80. packet 
 
SPEED-PRACTICE MATTER 79 
 
 SPEED PRACTICE 
 
 129. Speed-Practice Letter 3. A speed of fifty or more words per 
 minute should be attained on the following letter. To this end, first 
 write it neatly and carefully, then have it corrected. Practice it 
 repeatedly, correcting as you go along, and have it dictated the last 
 few times, omitting the vowels. Observe whether your last copy is 
 as accurate as the first correct one. 
 
 Tuscaloosa, Alabeima, August 6, 1905. 
 JAMES SISSON, Esquire. 
 
 Peoria, Illinois. 
 Sir: 
 
 We received your note of the 15th ultimo, and heg to bslv that we 
 are sorry to be informed that the package we sent you ^ has not yet 
 reached you. We did our best to get it off in good time, and think you 
 will yet receive it early enough™ to allow you to use the posters for 
 the object you name. We shall write to the carriers of the goods 
 immediately, and hope we "^ may get some news in time to meet your needs. 
 
 It seems peculiar, since the necessary costs were already met, that 
 they should be so"* long on the road. We still suppose you will get them 
 by the day you name, and we would advise you not to let the '^ delay em« 
 barrass you in the least. We think you will be safe if you look for 
 them by the 13th, for you certainly will receive them'™ by that day. 
 
 We desire to inform you that we have on hand to-day some good 
 books, about which we ask your serious thought. We"" feel certain they 
 would assist you in your studies and make some of your arduous tasks far 
 easier. We shall send sample copies for perusal^. 
 
 Yours as ever, 
 
 THOMAS TALCOTT & SOH. 
 
 130. Speed-Practice Matter i. The following selection is adapted 
 from ^sop's Fables, and is intended to furnish the student with 
 matter different from business letters to be written in neat short- 
 hand, corrected, and practiced until the whole can be written from 
 dictation in four minutes : — 
 
 It was said that the lion was sick and could not leave his lair, but 
 that he would be happy to see any of the "^^ beasts who might come 
 
8o L- AND R-STROKES, S-CIRCLES, HALVING 
 
 to pay the respect that was due to him. Many took advantage of his 
 goodness and loyally sought the house of** the " Lord of the Forest," 
 but it was noticed that the fox wisely kept away. 
 
 The lion noticed his absence and sent a jackal to^^ say that he 
 hoped that he was not void of the respect he owed to the lion. He 
 desired him to come and do his ^°° duty, as did the rest of the beasts. 
 
 The fox said to the jackal: "Give my sincerest respects to your 
 master and say that I ^^^ had intended to come to see him, but I 
 notice that all the footmarks at the mouth of his house face the 
 door. No visitors ^^" seem to have left him, for no footmarks are 
 seen that indicate they have come out. Because of this important 
 fact I have decided to ^'^ stay away. I hope he will excuse me." 
 The lion's illness was a mere sham to lure the poor innocent and 
 foolish beasts to death. -"'^ 
 
 WORD SIGNS 
 
 Eighth List of Word Signs 
 Contractions : 
 
 satisfactory ^subject S. subjected jDecember ''^/'Massachusetts 
 
 ^ " T 
 
 purpose ""^""^ nevertheless manuscript I disadvantage 
 
 \" r ~"'"^;,,„r " 
 
 bankrupt ,establish-ed- H"- .^ ^V_^ - - indiscriminate 
 
 ■^- 
 
 EXERCISE LX 
 
 L I would suggest that it might be a good thing to pay your 
 interest, so that you may be at no disadvantage if Ezra is ready 
 to establish the fact that you owe him such a large sum of money. 
 2. I am satisfied that he said such things as you speak of, because 
 this fellow is of such a nature that he would not hesitate to say all 
 
SHORTHAND PENMANSHIP EXERCISES 
 
 8l 
 
 that he thought. 3. It is my purpose to sell him a large bill of 
 these goods in December; and immediately after 1 have sold to him 
 I have no fear that anybody else will get his custom. 4. The bank- 
 rupt said he would be ready to sell the manuscript to any good 
 house in the book business, but he would insist on being given 
 a note subject to six per cent interest. 5. I might take immediate 
 steps to hold him to his word, but I feel somewhat uncertain about 
 the result of such a way of dealing with a large buyer of goods. 
 6. Nobody of any importance lives in the house which we saw on 
 our way to the Salem news store. 7. He wrote the manuscript 
 for the purpose of which you spoke, but he did not get so much 
 for it as he should have had because its subject was not satis- 
 factory. 8. It is a fact that he became bankrupt, but not as the 
 result of his own faults ; nevertheless, he failed last December, in 
 Chelsea, Massachusetts. 9. It is an established fact that indiscrim- 
 inate exercise is as bad for the body as too little ; hence all should 
 show a wise interest in this important subject. 10. I have seen 
 similar sights several times, but I do not let such things influence me. 
 
 SHORTHAND PENMANSHIP EXERCISES 
 
 131. Drill on Circles and Loops. Do not fail to practice the mus- 
 cular movement and to use it constantly. 
 
 Circles between Straight Strokes 
 
 
 Be careful about the size of the circles and loops. Write each 
 combination many times, until it can be made with an easy, continu- 
 ous movement. Each stroke must be perfectly straight. 
 
82 L- AND R-STROKES, S-CIRCLES, HALVING 
 
 Circles between Straight and Curved Strokes 
 
 k^..L^_o/L5.oA^ . 
 
 .!^_V:.La. 
 
 k_aUjc?:^(A3..9_.?^,g_fcrp.cr:i(cc/<^.o<^„\°--\^---L^ 
 
 Some of these are difficult, but their mastery means ease of execu- 
 tion in a part of your chosen field of work. 
 
 Circles between Curved Strokes 
 
 ^ak:k?-C_..Lak^> 
 
 Some of these circles and loops must be made with great care. 
 Persevere in practicing them faithfully. 
 
 COMBIXATIONS OF CIRCLES AND HALVING 
 
 L/L/Zl^.. 
 
 Through all these exercises there is an attempt to illustrate the 
 rules. V,e thoughtful as you write them. Do not leave this exercise 
 until it is written speedily and yet neatly. 
 
 Do not "scrawl"; better slowly draw all exercises than do that. 
 Persevere. Remember your hand needs the training, or you would 
 have no trouble with these exercises. That is a fair test. 
 
WORD SIGNS 
 Review List of Signs 
 
 o is, his 
 _Qa§,_has 
 
 a.i}Ts^__ 
 
 satisfy-ied 
 
 -r- 
 
 I said 
 
 influence 
 hence 
 
 v_p influenced 
 v^^^ next 
 
 "^ Lord, read 
 ^ word 
 
 <'^ S'omewhat 
 
 <5^ seemed 
 
 8-3 
 
 could 
 
 anybody 
 
 — got 
 
 __ get, good 
 
 ^e 
 
 nobody 
 establish-ed-ment 
 
 ,5—^ seem, similar-ly 
 rt— ^ some, sum 
 
 I did 
 
 about 
 
 V bankrupt 
 
 k 
 
 December 
 
 -^somebody 
 V^ several 
 
 ( thought 
 
 // Massachusetts 
 I disadvantage 
 
 / 
 
 ( that 
 ( without 
 
 ijl\ 
 
 , not 
 
 nature 
 
 purpose 
 subject 
 
 because 
 
 L 
 
 this 
 
 \> those 
 
 ^ yours 
 
 '~6 impossible-ity 
 
 (^ after 
 ^"facV" 
 
 r. 
 
 let 
 
 > 
 
 ■>, 
 
 subjected 
 
 under 
 
 hand 
 
 might 
 
 k 
 
 satisfactory 
 
 ^^-55 must, most 
 ..(/.>ft 
 
 /-y immediate-ly 
 -_ made 
 
 indiscriminate 
 
 1 
 
 interest 
 
 r_ 
 
 held, hold 
 
 — manuscript 
 nevertheless 
 
 /. 
 
 suggest 
 
Part IV 
 
 H-TICK, INITIAL HOOKS, SEMICIRCLES, AND PHRASING BEGUN 
 
 H-STROKE AND ITS SUBSTITUTES 
 
 132. H-Stroke at the Beginning. There are two substitutes for the 
 /^-stroke. This stroke, however, will continue to be used under the 
 following conditions : — 
 
 a. When huh is the only stroke in a word ; 
 
 b. When a vowel precedes huh at the beginning of a word ; 
 
 c. When huh begins a word before all consonants except kuh,guh, 
 um, n?fip, suh, zuh, (unless a stroke follows s or z), ur, 7vuh, and luh. 
 
 hoe hue ahoy ahead Ohio aheap hedge heavy hash hang hath 
 
 133. H-Tick at the Beginning. The //-stroke does not join con- 
 veniently with certain strokes ; therefore a small tick is substituted. 
 When huh begins a word and is followed by huh, guh, um, unip, suh, 
 zuh, ur, wuh, and luh, a small tick written in the direction of chuh 
 may be used. Observe that these strokes are natural pairs, except 
 one. Four are written horizontally, four downward, and one upward. 
 The order in which they are given makes it easier to conimit them 
 to memory. 
 hack hug hum hemp hair why Hessie whose whole hectic Helena 
 
 84 
 
 ^r^. 
 
H-STROKE AND ITS SUBSTITUTES 
 
 85 
 
 134. H-Stroke in the Middle. When acute angles result, the ^-stroke 
 is used in the middle of words before all consonants except the nine 
 before mentioned. To get a full //-stroke it is sometimes necessary 
 to retrace the hook of the huh on the preceding stroke. 
 
 boyhood unhitch 
 
 unhinge 
 
 rawhide 
 
 abhor 
 
 unhappily 
 
 135. H-Tick in the Middle. When two acute angles result, the 
 //-tick is used in the middle of a word, provided it occurs before any 
 one of the nine consonants before mentioned. 
 
 unhook 
 
 inhume 
 
 Nahum 
 
 rehear 
 
 inhale unwholesome 
 
 136. H-Dot in the Middle. Whenever it is inconvenient to use the 
 /^-stroke or the //-tick in the middle of a word, a dot written beside 
 a dash vowel or before a dot vowel may be used to express the 
 sound of //////. 
 
 adhere 
 
 L 
 
 mahogany hardihood Mohawk Jehovah uphill 
 
 ■£■ -^ 
 
 137. The Sound of Wh. With the exception of a few words (like 
 who, whom, whose, whole, and their derivatives), words beginning 
 with the spelling wh are pronounced as though they were spelled hw ; 
 thus, when is pronounced as though it were spelled hwen. 
 
 whey 
 
 whiskey 
 
 wheeze 
 
 whistle 
 
 V 
 
 whist 
 
 ^ 
 
86 INITIAL APPENDAGES AND PHRASING 
 
 EXERCISE LXI 
 
 ,^<y...^...^A. 4....^. _^..^ 
 
 EXERCISE LXII 
 
 1. hip 
 
 2. heathy 
 
 3. hod 
 
 4. hobby 
 
 5. haughty 
 
 6. hatch 
 
 7. hedge 
 S. Havana 
 9. hyena 
 
 10. hi<rh 
 
 11. hoy 
 
 12. hah 
 
 13. oho 
 
 14. aheap 
 
 15. hackney 
 
 16. hoax 
 
 17. Hague 
 iS. hemmed 
 
 19. haunch 
 
 20. hussv 
 
 2 1 . hollow 
 
 22. harm 
 hill 
 help 
 harvest 
 hero 
 
 27. horrify 
 
 28. heard 
 
 29. behead 
 
 30. unhappy 
 
 24 
 
 25 
 26 
 
 31. unhappiness 
 
 32. inhuming 
 ^-i^. whom 
 
 34. unheard 
 
 35. unhealthily 
 
 36. cohere 
 
 37. Bohemia 
 
 38. uphill 
 
 39. history 
 
 40. histology 
 
 138. Teacher's Dictation Exercise. Head, haughty, hip, huge, 
 Hannah, hunch, heavy, hung, hol^by, hay, oho, Ahab, hack, hog, 
 humming, humpy, history, hazy, hear, whey, heel, harming, hackney, 
 heaviness, Harry, horrid, boyhood, abhor, hard, humid, unhinge, un- 
 hanged, whistler, whiz, unhealthy, inhere, Nahum, unhook, hardihood, 
 babyhood, hedgehog, Dahomey, upholster, Johanna, hunchback, 
 hodgepodge, horseback, horizon, hogshead, Hopewell. 
 
W-STROKE, W-HOOKS, AND W-SEMICIRCLES 87 
 
 W-STROKE AND ITS SUBSTITUTES 
 
 139. Rules for the Use of W-Stroke. The stroke form of wuh will 
 continue to be used under the following conditions : — 
 
 a. When wuh is the only consonant in a word ; 
 
 b. When wuh is preceded by a vowel at the beginning of a word; 
 
 c. When wuh is followed by a circle, loop, or hook ; 
 
 d. When wuh is followed by two vowels, one accented. 
 
 ■woe weigh way away awoke weighs west- wasp wJiisk 
 
 ::^'... .::^.. :^ ... ::^- X=.._.....Zs........::s...._X,-'^- 
 
 140. The Small W-Hook. A small hook may be written at the be- 
 ginning of luh, um, un, and ruh to express the sound of W7ih. These 
 consonants are easily memorized, as they occur in alphabetic order. 
 
 wall willow wine winnow wire weary Wimrick 
 
 tL. 
 
 141. The Semicircles for "W. A small semicircle may be used for 
 the sound of 7i<iih before all other strokes. The semicircle may be 
 turned either to the right or left, whichever gives the sharper angle. 
 
 weak wag wet wage wing wampum wave wish 
 
 ...-"T. _ .1 ...z. .^.....^-::t: L I 
 
 Observe that the 7t'-hooks and semicircles are read first, as is the 
 ^•-circle. 
 
 142. H preceding W. The sound of huh preceding wuh may be 
 expressed by shading the to-hook, or by placing a dot beside the 
 semicircle. 
 
 wheel whim whine whir wheat whip Whittier whiteness 
 
 ■r ^ ^ _^ i N 1 \^ 
 
88 
 
 INITIAL APPENDAGES AND PHRASING 
 
 143, The Large W-Hook. When the sound of wuh follows kuh, guh, 
 iuh, duh, and occasionally puh and buh, a large hook may be written 
 with left motion before any of these six strokes. The stroke and 
 hook are regarded as one character, as they represent a compound 
 sound. The hook is written first but read last. 
 
 quest guava twist dwell quick guano tweezers dw^elt Dubois 
 
 t^Tz..... t. _..£. 
 
 144. W in the Middle. The small or large z£/-hook and the semi- 
 circles may be used in the middle of words, and are to be read in 
 regular order. 
 
 Edwin beware unworthy unwell outwit bewitch request languish 
 
 JUCK 
 
 4 
 
 ,„L. 
 
 145. S preceding W. The j-circle may be written inside these 
 hooks and the semicircles, and should be made somewhat fiat and 
 long when used at the beginning. As the j/-loop may not be used 
 inside a hook, the flattened circle will not be mistaken for that loop. 
 swell swim 
 
 ..r. 
 
 swine swear Swede swift squib dissuade elsewhere disquiet 
 
 Of.. 
 
 EXERCISE LXIII 
 
 l...:^.X^-r:„.^._ A ^,..^f-...!5^..!^ 
 
 -">- 
 
 .r..^..^.^'^.._..lZ.L..::^..}!:.ll. 
 
Y-STROKE AND Y-SEMICIRCLES 
 
 89 
 
 1. woes 
 
 2. waist 
 
 3. await 
 
 4. awaked 
 
 5. wisely 
 
 6. wool 
 
 7. winnow 
 
 8. warfare 
 
 9. winsome 
 [Q. work 
 
 EXERCISE LXIV 
 welfare 21. Whitney 
 
 II 
 
 12. winch 
 
 13. want 
 
 14. windiest 
 
 15. witch 
 
 16. waif 
 
 17. walk 
 
 18. wove 
 
 19. wig 
 
 20. whiff 
 
 22. whitecap 
 
 23. Whig 
 
 24. while 
 
 25. whelp 
 
 26. whirl 
 
 27. whinny 
 
 28. quoth 
 
 29. dwelling 
 
 31. twig 
 
 32. squash 
 
 33. require 
 
 34. loquacity 
 
 35. un worried 
 
 36. Ep worth 
 
 37. swoon 
 
 38. sweep 
 
 39. bewitch 
 
 30. Guatemala 40. disquiet 
 
 146. Teacher's Dictation Exercise. Woe, wise, west, await, wisely, 
 wail, whale, wine, whine, wit, whit, willow, winnow, Wednesday, 
 weed, Swede, witch, switch, wealthy, swim, wane, swain, welfare, 
 Edwin, quail, Guelph, twice, dwell, request, squeeze, squeak, unworthy. 
 
 Y-Stroke and Y-Semicircles 
 
 147. The Stroke for Y. The stroke jy must be used as follows : — 
 a. When yuA is the only consonant in a word ; 
 
 /'. When yt/A is preceded by a vowel at the beginning ; 
 <r. When yu/i is followed by a circle or loop ; 
 //. When yu/i is followed by two vowels, one accented, 
 yes oyes yeast 
 
 yea 
 
 oyer 
 
 --^^■ 
 
 r. 
 
 148. The Semicircles for Y. A small semicircle may be written be- 
 fore any stroke to express the sound oi yuh, turned upward or down- 
 ward, whichever gives the sharper angle. This semicircle may 
 sometimes be used in the middle of a word. 
 
 yoke vacht 
 
 . '1 
 
 yam yarrow 
 
 youth 
 
 -r- 
 
 yore 
 
 euphony unyoke yard yield 
 
90 INITIAL APPENDAGES AND PHRASING 
 
 DOUBLE CONSONANTS 
 
 149. The Use of Strokes for L and R. The stroke forms of / and 
 r were thoroughly discussed in Part III. A substitute for these 
 strokes is to be introduced, but the use of the stroke forms must first 
 be thoroughly understood. It will be observed that the words y?^<? and 
 free each contain but two separate and distinct sounds. In the word 
 flee the sounds axe fl-e ; in the viord free, fr-e. The. fuh and «/ and 
 the fuh and ur unite in a single sound of a compound nature. 
 Further, it will be noticed that each of these words is uttered by but 
 two impulses of the breath or voice. But in the vrords fee/ a.nd fear 
 there are three separate sounds in each word. These words contrast 
 as follows : flee (fl-e),fee/ (fu/i-e-u/) ; free (fr-e), fear {fuh-e-ur). In 
 words Vike.feel and fear, therefore, where a distinct vowel sound occurs 
 between a consonant and / or r, the stroke form of / or r must be used, 
 feel fear pole pore filly parjy gull .fur mill mire 
 
 150. The L- and R-Hooks. In words likey7^<? a.nd free, where no vowel 
 sound occurs between the consonant sound and the sound of / or r, a 
 small hook, written at the beginning of the stroke, may be used for 
 the sound of / or r. On straight strokes the /-hook is written with 
 left motion, and the r-hook with right motion. These hooks, although 
 written first, are read last; or, rather, the two are read as one com- 
 pound sound. The /- or r-hook is never read separate from the 
 stroke, but as one with it. 
 
 ply pry eagle gray idle dry glib crib blow brow glee crow 
 
 151. L- and R- Hooks in the Middle. These hooks may be used in 
 the middle of words, but a perfect hook cannot always be formed, 
 
DOUBLE CONSONANTS 91 
 
 owing to the variety of angles formed by the joined strokes. In 
 such cases slightly retrace upon the preceding stroke, 
 bubble paapex table taper taokle tacker meekly meages: 
 
 --\ ^ ^ \ t:-^^- 
 
 152. Writing Vowels with Double Consonants. It will be noticed 
 that the vowels in bubble, tackle, and tacker are placed as though the 
 word consisted of but two simple strokes. This is because a double 
 consonant is considered as one consonant, even though it represents 
 a compound sound. Thus it will be seen that the rules for placing 
 vowels between consonants are applied to double consonants. 
 
 Irregular Double Consonants 
 
 153. R-Hook on Curved Strokes. As hooks may be written only on 
 the inside of curves, it follows that some special arrangement will be 
 necessary in order to place both /- and r-hooks on curved strokes. 
 This necessitates some irregular double consonants. 
 
 154. Inversion of Fr, Vr, Thr, and Thr. Following the practice on 
 straight strokes, a hook made with left motion may be placed onf, v, 
 th, and t/i to form the double consonants yf, vl, thl, and thl ; but, since 
 a hook may be placed on but one side of a curved stroke, it is neces- 
 sary to invert the strokes,/, v, th and t/i in order to obtain the double 
 consonants fr, vr, thr, and thr. These four irregular consonants 
 should not be mistaken for rr, wr, sr, and zr, for the reason that rr 
 is written with two r-strokes, wr with the wAxooV. on upward r, sr 
 with the x-circle on the r-stroke, and 2;r with the 0-stroke and r-stroke. 
 
 fly fry oval over Ethel three Bethel bother flame frame 
 
 _^.^_jL....!'i .t-l-V--^ _i__..:i__ 
 
 The thoughtful student has observed that the /-hook is written 
 with /eft motion, and the r-hook with right motion, up to this point. 
 
92 
 
 INITIAL APPENDAGES AND PHRASING 
 
 155. Other Irregular Double Consonants. The z£/-hook on luh, um, 
 un, and ruh creates a difficulty about placing the /- and r-hooks on 
 those strokes. To obviate this difficulty, the hooks on ml, ?il, ngl, 
 rl, and Ir are enlarged, while mr and nr have their strokes shaded. 
 As the r-hook is never placed on ump or U7ig, there should be no 
 trouble arising from shading the n- and »2-strokes for nr and mr. Shi 
 is written upward, and must be used only when joined to another 
 consonant. 
 animal tunnel grudgingly spiral Naylor hammer banner official 
 
 'Z 
 
 \^ 
 
 156. Memorizing Irregular Double Consonants. A thoughtful study 
 of the following comparison of the irregular double consonants and 
 those outlines with which they conflict will remove the difficulties 
 from this confusing part of phonography. The accompanying letters 
 represent the sounds of the double consonants, but not necessarily 
 the spelling. 
 
 Irregular Double Consonants and Conflicting Outlines 
 
 wulj wTim 
 
 L-hooks: 
 
 lur 
 
 R-hooks: ^ 
 
 mul 
 
 mur 
 
 nil 
 
 ingl 
 
 fill 
 
 fur 
 
 vul 
 vur 
 
 thul 
 
 thur 
 
 thul 
 
 C.. 
 
 thur 
 
 .1. 
 
 shul 
 shur 
 
 A. 
 
 zTiur 
 
 157. H before Double Consonants. The //-tick may be prefixed to 
 any double consonant to which it can be joined when written in its 
 proper direction — that of the consonant cliuh, 
 
 hobl)le hovel huddle hitlier hopper hatx:her hatter 
 
 '^ -^ -r _•)_ \__ ^ _ ^_ 
 
 tL 
 
DOUBLE CONSONANTS 
 
 93 
 
 158. Halving Double Consonants. The halving principle may be 
 used in connection with double consonants, and the / or // is read 
 finally. 
 
 plate breed clot grade flit fright humored honored 
 
 \ ^ ^ ^ - - 
 
 .Sf. 
 
 -^- 
 
 EXERCISE LXV 
 
 ::^;^jL^Z-7- 
 
 
 
 
 EXERCISE LXVI 
 
 
 
 I. 
 
 tale 
 
 II. 
 
 club 
 
 21. devil 
 
 31- 
 
 rural 
 
 2. 
 
 tare 
 
 12. 
 
 grub 
 
 22. Dover 
 
 32. 
 
 cooler 
 
 3- 
 
 mail 
 
 13- 
 
 pickle 
 
 23. fisher 
 
 33- 
 
 roamer 
 
 4- 
 
 mayor 
 
 14. 
 
 picker 
 
 24. officially 
 
 34. 
 
 dinner 
 
 5- 
 
 play 
 
 15- 
 
 shovel 
 
 25. shrimp 
 
 35- 
 
 carol 
 
 6. 
 
 pray 
 
 16. 
 
 shiver 
 
 26. thrive 
 
 36. 
 
 Schiller 
 
 7- 
 
 glade 
 
 17- 
 
 papal 
 
 27. brother 
 
 37- 
 
 miner 
 
 8. 
 
 grade 
 
 18. 
 
 paper 
 
 28. family 
 
 38. 
 
 calmer 
 
 9- 
 
 place 
 
 19. 
 
 flow 
 
 29. finally 
 
 39- 
 
 Hummel 
 
 lO. 
 
 praise 
 
 20. 
 
 fro 
 
 30. appetizingly 
 
 40. 
 
 heather 
 
94 
 
 INITIAL APPENDAGES AND PHRASING 
 
 159. Teacher's Dictation Exercise. Ply, pry, blows, brows, idle, 
 drew, adder, addle, apple, uppfer, clay, grow, claim, crawl, repress, 
 replace, ripple, cheaper, impress, maple, maker, uncle, sugar, 
 shackle, pickle, poker, flee, fry, Ethel, ether, evil, favor, bother, 
 Bethel, enamel, tunnel, debasingly, mural, killer, roomer, tanner, 
 spiral, color, schemer, schooner, baffle, fever, manner, kennel, hopple. 
 
 WORD SIGNS 
 Ninth List of Word Signs 
 
 Without Vowels . 
 
 <z._^ when '^-^whensoever 
 
 /"^ well (^ y one, won ^^ wHere ^^x^^__wlieresoevier | till, tell 
 
 ^ call ^.follow-ed ^^^^^real-ly 
 
 \ able, ably 'v^full-y q^^ °'^'y (;;;^__^ unless 
 
 Cofitractiofis , 
 difficult-y 
 
 peopled 
 
 \belong-ed | until 
 
 EXERCISE LXVn 
 
 ,C 
 
 
 k. 
 
 
 6.(- 
 
 \ 
 
 L- 
 
 c. 
 
 
 r ^^ 
 
 .)..: 
 
 y-v.^ 
 
 -^t" 
 
 .:tv. 
 
WORD SIGNS 95 
 
 ?...^i^J.^..<.:rw........^...^..A..V...s:...!pS>.. 
 
 ...:.^..:......V..)..k...):...N.^...x.L:...^.z\L.r.. 
 
 EXERCISE LXVm 
 
 1. It is difficult to tell just when they will call, or how long they 
 may stay if they decide to come. 2. Pope says that fools rush 
 in where angels fear to walk. 3. Many noble warriors were present 
 at the unveiling of the statue which the people raised to the memory 
 of Stonewall Jackson. 4. Wheresoever he might go, and whensoever 
 he undertook a task, he was absolutely certain to be successful. 
 5. You may feel free to take one or two bushels of plums when you 
 are in our neighborhood. 6. The large flocks of sheep which you 
 saw belong to our Uncle Hiram and graze in his meadow. 7. If 
 you should be present at the club dinner, I hope you may be able 
 to enjoy fully the feast of good things. 8. He should do his 
 work ably and well, for he has a clear voice and a pleasant and 
 impressive manner. 9. If you hear the rooster crow, it may be only 
 because daybreak approaches ; but if all the fowls cackle, it may be 
 that an eagle or a hawk is overhead. 10. The frog croaks, and the 
 crow is heard to follow suit ; the blue jay's call rings through the 
 woods, and makes the boys feel playful. 11. In Black's grocery store 
 you should see a full stock of sugar, pickles, hominy, wax tapers, and 
 a large variety of groceries. 12. While the watch ticks off the flying 
 hours, idle people really seem pleased to waste time in silly chatter. 
 13. Uriah is the Yale boy to whom the yacht Euphe7nia belonged 
 last year. 14. The wolf yelps in a really savage way, till the squaw 
 
96 INITIAL APPENDAGES AND PHRASING 
 
 in the wigwam has no difficulty to keep awake. 15. Wesley's widow 
 walked by the wayside and watched the wasp as it followed a little 
 boy and finally stung him. 
 
 IRREGULAR VOWEL REPRESENTATION 
 
 160. Free Use of Double Consonants. To adhere strictly to the 
 general principle laid down in section 149, without making excep- 
 tions when good results would follow, would be unwise and short- 
 sighted. In short words and those in which no long or awkward 
 outline results from the use of the stroke / or r, the double consonants 
 should not be used when a vowel occurs between the sound of a con- 
 sonant and the sound of / or r. If, however, a long or awkward 
 outline is avoided by the use of the /- or r-hook, the double consonant 
 may be used, but in such cases some method of showing that a vowel 
 occurs between the stroke and the hook becomes absolutely necessary. 
 
 161. Vowel Signs struck through Double Consonants. Dash vowels, 
 diphthongs, or coalescent signs are written directly through the 
 double consonants, unless they interfere with a hook or circle at the 
 beginning or end, when they may be placed just before the beginning 
 or after the end of the double consonant. 
 
 rulable person course lecture craniology border collect qualify 
 
 ^^t^..^.....cn.IY.^ \Jzi\ .^. 
 
 162. Circles for Intervening Dot Vowels. When dot vowels are to 
 be indicated as occurring between a consonant and a hook, a heavy 
 dot may be expressed by a small circle placed before the stroke, 
 and a light dot may be expressed by a small circle placed after the 
 stroke, in either case in its proper place on the stroke, 
 barter cardinal deteriorate direct charter pere-mptory canal 
 
IRREGULAR VOWEL REPRESENTATION 
 
 97 
 
 163. The Syllables Rel, Rul, Real, Rail, Roll. Intervocalization of 
 double consonants is particularly helpful in words like the following; 
 and nearly all words which begin with the spellings rel, rul, real, rail, 
 and roll should be written in this way. 
 
 railroad realm enroll ruler relate railway 
 
 EXERCISE LXIX 
 
 EXERCISE LXX 
 
 I. 
 
 fulcrum 
 
 1 1. 
 
 normal 
 
 21. 
 
 charge 
 
 31- 
 
 cartage 
 
 2. 
 
 coarsely 
 
 12. 
 
 burglar 
 
 22. 
 
 Carthage 
 
 32. 
 
 regardless 
 
 3- 
 
 occur 
 
 13- 
 
 enrolling 
 
 23- 
 
 marble 
 
 ZZ- 
 
 ignored 
 
 4- 
 
 corpse 
 
 14. 
 
 ethnology 
 
 24. 
 
 paralysis 
 
 34- 
 
 rebuild 
 
 5- 
 
 affirm 
 
 15- 
 
 technology 
 
 25- 
 
 develop 
 
 35- 
 
 shortness 
 
 6. 
 
 Columbus 
 
 16. 
 
 capture 
 
 26. 
 
 philologic 
 
 36. 
 
 partner 
 
 7- 
 
 attorney 
 
 17- 
 
 lecturer 
 
 27. 
 
 philosopher 
 
 37- 
 
 porter 
 
 8. 
 
 divulge 
 
 18. 
 
 figure 
 
 28. 
 
 pilgrim 
 
 38. 
 
 inverse 
 
 9- 
 
 courtesy 
 
 19. 
 
 portrait 
 
 29. 
 
 marvel 
 
 39- 
 
 purplish 
 
 ID. 
 
 picture 
 
 20. 
 
 Birmingham 
 
 3°- 
 
 envelop 
 
 40. 
 
 sycamore 
 
98 INITIAL APPENDAGES AND PHRASING 
 
 164. Teacher's Dictation Exercise. Germ, turkey, curb, corpse, 
 curse, cordial, north, normal, divorce, churchly, infers, culture, 
 divulges, picture, captures, rapture, unroll, partial, darlings, barley, 
 relax, relish, roller, telescope, paralyze, parallel, charge, developed, 
 marble, Kalamazoo, carnage, envelop, martial, generic, darkish, 
 railway, ruler, cursory, realizes, realm, cursive, morsel, outboard, 
 shortened, cartage, courthouse, overboard, beardless, builder, infer. 
 
 TRIPLE AND QUADRUPLE CONSONANTS 
 
 165. S before Double Consonants. When the sound of s occurs 
 before a double consonant, as in splice, spray, splash, sprig, etc., the 
 sound of s unites with the double consonant, and a triple consonant 
 is formed. Triple consonants are pronounced by one impulse of 
 the voice ; thus, spl-l-suh {splice'), spr-i-guh (sprig). 
 
 166. Straight Triple Consonants. As the plain \y-circle is written 
 with left motion on straight strokes, it is evident that by writing the 
 j-circle with right motion the simple i'-circle is not intended. There- 
 fore, when a straight double consonant of the r-hook series is closed 
 into an ^--circle it expresses a triple consonant, as in spray, strip, etc. 
 Owing to the fact that the plain i--circle is written with left motion, 
 on triple consonants of the /-hook series the j'-circle must be written 
 within the hook. Alake the j'-circle within the hook somewhat long 
 and flat. The ^-circle here, as elsewhere, is read first when used at 
 the beginning. 
 
 spy spry splice set setter settle sad sadder saddle sicker sickle 
 
 I \ f 
 
 167. Curved Triple Consonants. On curved strokes, whether with 
 the /- or r-hook, the circle must be written within the hook, and it is 
 
TRIPLE AND QUADRUPLE CONSONANTS 99 
 
 more easily made when written long and flat. Triple consonants 
 may be used in the middle of outlines. 
 
 cipher. civil sinner simmer display destroy classical execrate 
 
 \--A- 
 
 168. Imperfect Triple Consonants. When the j-circle occurs in the 
 middle of an outline before an imperfect double consonant on which 
 the hook would be retraced on the preceding stroke, the outline must 
 be written so as to show the hook clearly. In the following illus- 
 trations this principle is shown in every other outline only. 
 
 displace dispraise expressive explicit atstruse massacre rascal 
 
 169. Irregular Triple Consonants. In some words it is necessary 
 to write triple consonants of the r-series entirely on the opposite 
 side from the plain ^--circle. This is done to avoid conflict with the 
 plain j-circle. 
 
 desjxe dec-ipher discuss dissouajse Jesstop jasper disgrace 
 ...^ H J^. trfc?- o/- / trf. - 
 
 170. Irregular Use of Triple Consonants. In a few outlines it is 
 necessary to write the triple consonants so that the j-circle is on the 
 outside of the preceding curved stroke. 
 
 misapply vesper "masonry songstress offspring sopTiistry vestry 
 
lOO 
 
 INITIAL APPENDAGES AND PHRASING 
 
 Backward N-Hook 
 
 171. The Syllables Ins, Ens, and tins. When the sound of n pre- 
 cedes the sound of J, it is sometimes inconvenient to write the 
 ;^-stroke. The ^-stroke, however, is used whenever possible, as 
 that is the normal form ; but when it cannot be used, the back- 
 ward ;/-hook is its substitute. In many cases a small backward 
 hook written before the j-circle expresses the sound of in, en, or 
 U7i. General knowledge of words must determine whether in, en, or 
 U7i begins the word. All the following illustrations are so grouped 
 as to contrast the use of the ^-stroke and the backward «-hook. The 
 backward «-hook is used under the following conditions: — 
 
 a. When one of these three syllables and s precedes a curved 
 stroke which is written with right motion. 
 
 insufficient enslave insanity unseemly unsoothed tmceasing 
 
 -Hje- 
 
 
 safe insatiate unsavory unsurmised incendiary ensample 
 
 '^^ 
 
 -w^-^ 
 
 h. \\\vtx\ one of these three syllables precedes a straight triple 
 consonant of the r-series. 
 
 install 
 
 instruct unstable 
 
 unstrung 
 
 I 
 
 inspect 
 
 insnper 
 
 able 
 
 mspire 
 
 inseparable insignia unscrijjtural 
 
 172. Quadruple Consonants. When the sound of st occurs before 
 a straight double consonant of the /'-series, as in sticker, stouter, stag- 
 ger, etc., a quadruple consonant is formed, and the loop st may be 
 
TRIPLE AxND QUADRUPLE CONSONANTS 
 
 lOr 
 
 written on the straight double consonant. The sounds of the quad- 
 ruple consonants are read as follows : st-i-kur (sticker), st-ow-tur 
 (sioiikr), st-d-gur (stagger). 
 
 sticker stouter stagger stager steeper stutterer staggered 
 
 .__._.. /.-....:\ 1 ...„ 
 
 EXERCISE LXXI 
 
 1 -P . e;x ""^^.^ 
 
 i 
 
 ■W-^ :S,.-:^ 
 
 supper 
 
 supple 
 
 seeker 
 
 Siegel 
 
 spliced 
 
 spruce 
 
 sever 
 
 8. civilize 
 
 9. soother 
 10. passport 
 
 EXERCISE LXXn 
 
 11. display 
 
 12. disburse 
 
 13. disable 
 
 14. proscribe 
 
 15. briskly 
 
 16. explore 
 
 17. express 
 
 18. exclaim 
 
 21. 
 
 22. 
 
 -3- 
 24. 
 
 25- 
 26. 
 27. 
 28. 
 
 ig. excrescence 29. 
 20. desk 30. 
 
 descry 
 
 disgust 
 
 disgraced 
 
 dissect 
 
 discreet 
 
 mistress 
 
 gesture 
 
 mixture 
 
 unsteady 
 
 31- 
 32. 
 32- 
 34- 
 35- 
 36. 
 37- 
 33. 
 39- 
 
 unstretched 40. 
 
 insuperable 
 insuppressible 
 
 nsufficiency 
 
 nsoluble 
 
 ncense 
 insomnia 
 stopper 
 stoker 
 stabbcr 
 stepper 
 
I02 INITIAL APPENDAGES AND PHRASING 
 
 173. Teacher's Dictation Exercise. Cider, Seidl, seeker, sickle, 
 setter, settle, explicit, express, sable, sober, civil, sever, suffer, civi- 
 lize, seether, satchel, splash, sprang, cypress, spliced, sooner, soother, 
 simmer, sufferer, summer, sinner, extreme, displace, orchestra, dis- 
 close, distress, classical, descry, bicycle, discourage, prosper, Jasper, 
 discursive, described, enslave, instructed, unstitch, inscriptible, insult, 
 unstable, ensilage, stager, stalker, stupor, stutter. 
 
 WORD SIGNS 
 
 Tenth List of Word Signs 
 
 Without Vowels : 
 
 c«v rivPT ^ either 
 
 c\appear-ed^ -^ uvci ) ,, ■ <-/ near, nor 
 
 \ 1 , c^ ^ , f\their-re ^-^ 
 
 care ^ |dear l_S^^^^ll2!'Ji7...hJ^l!'^....l\ c^TN "?°l? _ 
 
 / other 
 
 Cofitractions : 
 c\ principal-le-ly remember-ed n 
 
 \^ c\ \ ^ I *^''"t'^ 1 during 
 
 ^ practice-d-ai-iy ^ number-e"d | 
 
 ^;~N Mr., remark-ed-able-y 
 '^from ^_ sure-ly ^ pleasure 
 
 EXERCISE LXXin 
 
WORD SIGNS 103 
 
 6i...........i..^^. ,^^.,^.. crz>so...i...v^..... 
 
 EXERCISE LXXIV 
 
 1. Mr. Frank Sickles will surely lecture at the Drummers' Club this 
 spring on several special subjects. 2. The other day when the new 
 purse was given to Mr. Mitchel, the girls' instructor, his pleasure and 
 happiness were very enjoyable. 3. Our cousins there in Cedar Lake 
 are sure to please you all, for they are each very dear to us. 4. His 
 progress in business was remarkable in every aspect, especially 
 when you remember how few advantages he had enjoyed. 5. It is 
 not a disgrace to be poor, but surely it is only natural to disguise the 
 fact or hide the real truth. 6. It is natural that the strikers should 
 endeavor to secure supremacy over their employers, for the principle 
 which is at stake is remarkably dear to each of them. 7. The phi- 
 losopher's disciple was not able to decipher the scroll, though he 
 appeared to have an honest desire to do so. 8. Worry and care 
 appear to give as much trouble to the physical nature of some persons 
 as hard work. 9. The difficulties which some people endure spring 
 principally from their own lack of thought and energy. 10. We do 
 not have either of the numbers you speak of in stock, nor are we 
 sure to have any more of them for about three weeks, unless we send 
 a telegram for them. 11. Many persons have succeeded in the mas- 
 tery of shorthand in a remarkably short space of time, but only by 
 
I04 INITIAL APPENDAGES AND PHRASING 
 
 the most strenuous efforts. 12, Frank Sprague remarked last night 
 that he surely would locate near our cottage next season. 13. They 
 saw Mr. Emerson's horse stagger under his pack, but he kept on, for 
 he was an " old stager." 14. The principal of the school subscribed 
 liberally for the hospital and wished that it might prosper. 15. The 
 poor fellow's days were numbered, for his supply of edibles was 
 meager and he endured fearful distress. 
 
 PHRASING — FIRST SECTION 
 
 174. Joining Related Words. One of the most valuable shorthand 
 expedients is phrasing, or the joining together of words, provided 
 that the phrase is short, the angles are good, the words are 
 naturally connected in thought, and the phrase is of frequent 
 occurrence. 
 
 175. Rules for Phrasing. The general rule is that the first word of 
 a phrase is written in its own position, and those words which follow 
 are joined to it without regard to their position. Context will readily 
 determine the meaning, if the following suggestions are heeded: — 
 
 a. As a rule, do not try to join more than three words, unless the 
 angles are very good and the phrase is easy to write. 
 
 l>. Phrase only such words as are naturally related, grammatically 
 or by reason of frequent association. The following may safely be 
 phrased : — 
 
 (i) The subject of a sentence and its qualifier. 
 
 this notice these things that place those people your people 
 
 k f 
 
 (2) A pronoun and its verb. 
 
 I have you aii; he was they were you must 
 
 :^ ^. i... (•... ...._... 
 
PHRASING — FIRST SECTION 105 
 
 (3) A verb and its auxiliary, 
 we have had we shall come you should be yon \dn have 
 
 . ...^ X. ^. Z\ 
 
 (4) Clauses introduced by conjunctions and prepositions, 
 in either case of course it seems as fast as but you will be 
 
 idL. ^^- .....^ ^-.- 
 
 (5) Commercial terms or words of natural association. 
 State rights Civil Service railroad car South America Sunday school 
 
 ...M J^rf^ _..::<t r .....'Jl^..... 
 
 // 
 
 c. Distinguish between conflicting phrases by writing the second 
 
 word in position. 
 
 , , . , . . , , ^, . , . we think we thank 
 
 we do we had in this in Ihose 01 this or those you yoa 
 
 -J - 1 ^ ^ ^- i ^ -h- 
 
 176. /, He, Must, Time, Phrased. When the word /begins a phrase, 
 it may with safety be represented by the first half of its sign struck 
 downward or the last half struck upward. 
 
 I am I will I l«n:o-v I have I had I did I may I own. I do 
 
 .r: :{r. .cr:. v r, ' .^ ,.^...1.. 
 
 By this method there is no conflict between / and Ae at the 
 beginning. 
 
 he may he could not he has he is he had he did 
 
 . -J^- -^ ^ -1 r '. 
 
io6 
 
 INITIAL APPENDAGES AND PHRASING 
 
 In the middle he maybe written either upward or downward ; the loop 
 of must may be changed to a circle ; and time should be written in full. 
 
 for he must for he was will he know you must be yoia must come 
 
 w— 
 
 -V 
 
 EXERCISE ON SIMPLE PHRASES 
 
 177. a. The student should write the following phrases very care- 
 fully, observing the naturalness of it all. If some of the phrases are 
 found to be difficult, they should be practiced until their execution 
 becomes easy and natural. 
 
 this advantage 
 this age 
 this bill 
 this business 
 this one thing 
 this passage 
 this people 
 this period 
 this place 
 this reason 
 
 it could 
 
 it could be 
 
 it could be made 
 
 it could be said 
 
 it could not have 
 
 it is enough 
 
 it is just 
 
 it is necessary 
 
 it is no 
 
 it is no use 
 
 it is not 
 
 it is not necessary 
 
 is not only 
 
 is not so 
 
 is nothing 
 
 is one 
 
 is only 
 
 is only necessary 
 
 is this 
 
 is unnecessary 
 
 is wrong 
 
 is your 
 
 is yours 
 
 appears 
 
 seemed 
 
 seems 
 
 seems so 
 
 should 
 
 should be 
 
 sliould not be 
 
 should be said 
 
 should not have 
 
 was 
 
 was necessary 
 
 was never 
 
 it was not 
 
 it was nothing 
 
 it was unnecessary 
 
 many as possible 
 many cases 
 many more 
 many such 
 many things 
 
 you are 
 you are never 
 you are ready 
 you are supposed 
 you might 
 you might not be 
 you require 
 you should 
 you should be 
 you should not 
 you should do 
 you will be 
 you will be sorry 
 
EXERCISE ON SIMPLE PHRASES 
 
 107 
 
 you will do right 
 you will do wrong 
 you will remember 
 you will think 
 
 they will 
 
 they will decide 
 
 they will do 
 
 they will remember 
 
 they will think 
 
 which will 
 which will be 
 which will be sent 
 which will be such 
 which will become 
 which will bring 
 which will embrace 
 which will never 
 
 such will 
 such will be 
 such will become 
 such will never 
 
 did you 
 did you go 
 did you come 
 did you receive 
 do you reach 
 do you go 
 do you recall . 
 do you remember 
 for you 
 for you are 
 for you may 
 for you will be 
 give you 
 give you my 
 
 give you my reasons 
 
 had you 
 
 had you reasons 
 
 if you 
 
 if you may 
 
 if you must 
 
 if you will 
 
 I thank you 
 
 I think you must 
 
 so you may 
 
 so you must 
 
 so you should be 
 
 so you will be 
 
 take you 
 
 tell you 
 
 thank you 
 
 there you are 
 
 there you must 
 
 there you will be 
 
 till you 
 
 till you are ready 
 
 till you receive 
 
 till you reply 
 
 you may 
 you may go 
 you may receive 
 you may remember 
 you may recall 
 you might not 
 you must 
 
 you mus(t) accept 
 you mus(t) also 
 you mus(t) ask 
 you mus(t) be 
 you mus(t) become 
 you should be 
 you should do 
 you should know 
 
 you should never 
 you should not do 
 you should not be 
 you should take 
 you will become 
 you will be made 
 you will be saved 
 you will be seen 
 you will be supposed 
 you will do 
 you will do something 
 you will have 
 you will have seen 
 you will know 
 you will leave 
 you will never 
 you will please 
 you will receive 
 you will remember 
 but you are 
 but you must 
 but you will be 
 
 by his 
 
 by his own 
 
 by many 
 
 by many more 
 
 by many persons 
 
 by many such 
 
 by some 
 
 by such 
 
 by such things 
 
 by that 
 
 by that which you 
 
 by their 
 
 by them 
 
 by this 
 
 by those who 
 
 by which 
 
io8 
 
 INITIAL APPENDAGES AND PHRASING 
 
 by which many 
 by which you are 
 by which you may 
 
 in any way 
 
 in anything 
 
 in business 
 
 in effect 
 
 in every case 
 
 in his 
 
 in his business 
 
 in his own 
 
 in his own business 
 
 in this case 
 in this claim 
 in this manner 
 
 as good as 
 
 as good as ever 
 
 as little as 
 
 as long as 
 
 as long as it is 
 
 as long as it may 
 
 as long as possible 
 
 as many 
 
 as many as 
 
 of them 
 of this 
 of this act 
 of this age 
 of this bill 
 of this work 
 
 East Indies 
 Sabbath day 
 St. Paul 
 St. Peter 
 stockbroker 
 city rights 
 
 The Ticks 
 
 b. Joining of Ticks for A, An, And, The. Besides their dot signs, 
 the words a, an, and, the may be expressed by small, light ticks joined 
 to outlines as follows : — 
 
 a. A, an, or and may be represented by a tick at the beginning 
 or end of words, written in the direction of tuh or kuh. 
 
 by -a shall-a send-a across-a so-an judge-an writes-and and-with-a 
 
 ^ / 
 
 h. The may be expressed by a tick at the end of a word, written in 
 the direction of chuh or r////. 
 
 by-the break-the have-the notice-the watch-the sees-the amongst-the 
 
 K-::^- 
 
 178. Common Errors on Semicircles and Double Consonants, a. Failure 
 to make semicircles somewhat long and flat (more like horseshoes than 
 half circles), so that they may not be mistaken for half-length strokes. 
 
EXERCISE ON SIMPLE PHRASES 109 
 
 i. Failure to remember clearly on what four strokes the Zf^hook is 
 written. The semicircles will be more easily understood when these 
 are memorized. 
 
 c. Failure to observe that the semicircles opening to the right or 
 left are always written for with, and that those opening upward or 
 downward are always written for yuh, the decision as to direction in 
 either case resting on the matter of a clear, sharp angle. 
 
 d. Failure to make the hook part of double consonants parallel 
 with the strokes, so that they may not be mistaken for the j-circle 
 when written hurriedly. This should be practiced until it becomes 
 a habit. 
 
 e. Failure to MTite all j-circles that are written inside of hooks 
 somewhat long and flat. If written as true circles, there is a strong 
 tendency to curve the strokes to which they are attached. 
 
 f. Failure to observe that the /eft hand held up with the fingers 
 bent gives a rough outline of the /-hook, and that by the same 
 means the r-hook may be outlined on the right hand. Turning 
 either hand to the angle which will agree with the slope of any 
 straight consonant will present a rough outline of the /- or r-hook on 
 any straight stroke. 
 
 g. Failure to remember that the double consonants represent an 
 indivisible compound sound, and that they are never used when 
 vowels occur between the sound of the consonant and the sound of 
 / or r, except when their use prevents a long or awkward outline. 
 
 //. Failure to understand thoroughly and to memorize the compari- 
 son of hooks in section 156. 
 
 /. Failure to notice that the backward «-hook is not intended to 
 take the place of the stroke «//, except when it is difficult to write 
 that stroke ; also that the backward //-hook is not used with triple 
 consonants of the /-series. 
 
 j. Failure to make it a habit to write so deliberately that the first 
 mistake in writing hooks is not made. If the first mistake is not 
 made, or if the word is rewritten repeatedly every time a mistake i§ 
 
no 
 
 INITIAL APPENDAGES AND PHRASING 
 
 made on a hook, all the hooks would soon be completely under 
 control. 
 
 k. Failure to notice that the w-, /-, and r-hooks can never be written 
 except at the beginning of a stroke. They may be written at the 
 middle of a word, but never at the end of a stroke. 
 
 EXERCISE LXXV — REVIEW 
 
 EXERCISE LXXVI — REVIEW 
 
 hood 
 
 hedgerow 
 
 hog 
 
 haul 
 
 hominy 
 
 6. unhusked 
 
 7. cohere 
 
 8. Ivanhoe 
 
 9. hardihood 
 
 10. Utah 
 
 1 1 . wag 
 
 1 2 . yawl 
 
 13. weep 
 
 14. wick 
 
 15. yawn 
 
 16. wedge 
 
 17. Yankee 
 
 18. widow 
 
 19. yellow 
 
 20. web 
 
 2 1 . wedged 
 
 22. wept 
 
 23. wore 
 
 24. weary 
 
 25. whim 
 
 26. winnow 
 
 27. 
 28. 
 29. 
 3°- 
 31- 
 32. 
 Z?>- 
 34- 
 35- 
 3^>- 
 37- 
 38- 
 39- 
 
 wall 
 
 win 
 
 whit 
 
 whelm 
 
 whelp 
 
 wheelhouse 
 
 swoop 
 
 swung 
 
 swallow 
 
 swan 
 
 swim 
 
 swear 
 
 swill 
 
 40. swarthy 
 
 41. queer 
 
 42. Quaker 
 
 43. twill 
 
 44. squeal 
 
 45. squaws 
 
 46. iniquity 
 
 47. quaver 
 
 48. squirrel 
 
 49. quoit 
 
 50. sabered 
 
 51. threatened 
 
 52. straighter 
 
EXERCISE ON SIMPLE PHRASES III 
 
 EXERCISE LXXVn — REVIEW 
 
 1. ocher 
 
 2. Ogle 
 
 3. prow 
 
 4. apply 
 
 5. dry 
 
 6. addle 
 
 7. fray 
 
 8. flay 
 
 9. through 
 
 10. shrew 
 
 11. offer 
 
 12. fro 
 
 13. ether 
 
 14. threw 
 
 15. fator 
 
 16. ushers 
 
 17. supple 
 
 18. supper 
 
 19. saddles 
 
 20. cedars 
 
 
 EXERCISE 
 
 Lxxvm 
 
 [ — REVIEW 
 
 
 
 21. 
 
 glacier 
 
 41. 
 
 shuffle 
 
 61. 
 
 propose 
 
 22. 
 
 glacial 
 
 42. 
 
 Schaffer 
 
 62. 
 
 boisterous 
 
 23- 
 
 pauper 
 
 43- 
 
 Towner 
 
 63- 
 
 moralist 
 
 24. 
 
 Bible 
 
 44. 
 
 rimmer 
 
 64. 
 
 parol 
 
 25- 
 
 bugle 
 
 45- 
 
 Schaller 
 
 65- 
 
 risible 
 
 26. 
 
 beggar 
 
 46. 
 
 mural 
 
 66. 
 
 relish 
 
 27. 
 
 jobber 
 
 47- 
 
 supplies 
 
 67. 
 
 disagreeabl 
 
 28. 
 
 chattel 
 
 48. 
 
 cypress 
 
 68. 
 
 salable 
 
 29. 
 
 knuckle 
 
 49. 
 
 Seaver 
 
 69. 
 
 unsalable 
 
 30- 
 
 negro 
 
 5°- 
 
 signer 
 
 70. 
 
 inseparable 
 
 31- 
 
 ripple 
 
 51- 
 
 tenors 
 
 71- 
 
 precepts 
 
 32. 
 
 ripper 
 
 52- 
 
 hammers 
 
 72. 
 
 trespassers 
 
 zz- 
 
 shoveler 
 
 53- 
 
 Keeler 
 
 73- 
 
 portraiture 
 
 34- 
 
 shiverer 
 
 54. 
 
 Carroll 
 
 74. 
 
 analyzes 
 
 35- 
 
 bother 
 
 55- 
 
 fevers 
 
 75- 
 
 amalgam 
 
 36. 
 
 Bethel 
 
 56. 
 
 bevels 
 
 76. 
 
 realms 
 
 37- 
 
 regal 
 
 57- 
 
 frozen 
 
 77- 
 
 rulable 
 
 38. 
 
 rigger 
 
 58. 
 
 flesh 
 
 78. 
 
 fulcrums 
 
 39- 
 
 uncle 
 
 59- 
 
 enamels 
 
 79- 
 
 boarders 
 
 40. 
 
 vigor 
 
 60. 
 
 funnels 
 
 80. 
 
 normal 
 
112 INITIAL APPENDAGES AND PHRASING 
 
 WORD SIGNS 
 
 Eleventh List of Word Signs 
 Contractions : 
 
 probable -y-ility <\ practicable-ility ^ capable-ility I danger 
 
 ■>' 
 
 'N. Surprise 
 
 -character _s;r. j-f"-^- characteristic <■< — \ commercial-ly 
 
 whosoever 
 
 ^'^ intelligible-y _ I whatsoever > w 
 
 EXERCISE LXXIX 
 
 (Here and hereafter phrase all words connected by double hyphens.) 
 
 \. It = would = be well for - you to follow in = his footsteps, for = you 
 : will soon see that = he = is a capable lawyer ; and=what he deems it 
 wise to undertake you surely should try to = do. 2. Whosoever will 
 speak for us may say whatsoever he = will, as every = member of = 
 our society may be relied on as being most liberal and reason- 
 able. 3. He = was unable to boast of any unusual capabilities, but 
 he soon won = his way to = the hearts of = the people by = his frank, 
 cheerful, = and civil manners. 4. I = could = not tell = you how much 
 surprise = and pleasure I = felt when I = got past = the danger, for I = was 
 = sure there were robbers in = that neighborhood. 5. His scheme 
 will = probably be = said to be very = dii^cult = and not at all practicable, 
 except when numerous people make = this practice a = firm rule of = 
 their = lives. 6. If = you = will - call on Mr. Keller for aid during this = 
 dithculty = and follow = his = advice, it = is probable that = you = will either 
 get = some practical help from = him or hear of = some = other person 
 who = will care for = you. 7. I = must wait till I = know more of; his 
 character, for - he appears to = belong to = the class of = persons who = 
 are overwhelmed with troubles at home and = with commercial 
 difficulties. 8. The real difficulty to be overcome in = this = case is 
 seen more clearly when = we reiiect on = his lack of ability in - English, 
 
SPEED PRACTICE II3 
 
 for = his language is scarcely intelligible to; those = who have lived 
 near him for years. 9. One of = the most essential characteristics of ; 
 the successful commercial = traveler is = the ability to secure such -- a 
 large = number of sales each week that = there -is ^^l strong probability 
 that = he i will = sell enough to pay; his = own wages, at - least. 10. Mr. 
 Darling says there = is = no other scheme which = has = the advantage 
 of practicability, and = it = is probable that = he = will insist that - his 
 suggestions be followed. 
 
 SPEED PRACTICE 
 
 179. Speed-Practice Letter 4. Follow the directions given in connec- 
 tion with the two previous letters, except as regards the speed finally 
 to be attained. On this letter, after a number of copies have been 
 carefully made, a speed of fifty or more words should be reached ; 
 the whole letter should be written in three minutes. 
 
 EXERCISE LXXX 
 
 Omaha, Nebraska, April 23, 1905. 
 Mr. William Wagner, 
 
 Cedar Creek, Utah. 
 Dear = Si r : 
 
 We'have:your esteemed favor of=the 19th, and=wish to say in^answer 
 that=we fail to see why = there should = be anything wrong^ with=the car = 
 load of threshers sent two weeks = ago. We = shall go -' over our shipper's 
 list to see if = he = has made = an error;'" and,= if=so, shall notify = you of» 
 the fact without delay. 
 
 We are always < ready to make careful inquiries as to all = such 
 difficulties; and ,"' = if = thi s is due to = an error of = our shipper, shall' 
 be 'Pleased to correct it immediately. We = shall bring this = case to = the 
 special"-*^ notice of = the manufacturers; and, = i f -i t ' is our place to act. 
 they=will direct us to=do=so. 
 
 It = is = a regular rule with'-' us tO'have = the items of-a car=load 
 fully ascertained previous to sending»them by railroad. Please send= 
 
 these numbers and - we will adjust .'•'"'*' 
 
 Yours truly, 
 
 BEAVER & SPICER. 
 
 180. Speed-Practice Letter 5. The letter on the next page should 
 be practiced as was the one above, and then written from dictation 
 in three minutes. 
 
114 INITIAL APPENDAGES AND PHRASING 
 
 EXERCISE LXXXI 
 
 Dover. New Heunpshire, February 7. 1905. 
 Messrs. Seidl. Tasker & George, 
 
 North Webster, Mass. 
 Dear = Sir8: 
 
 I=desire to=have=you know my nephew, Mr. Charles Street, the bearer 
 of 'this message, who=was for=several years engaged with=the firm^ of 
 Yale & Supplee, wood= turners, of = this city. During that°time he traveled 
 in=the South for » these = people, and=his success was remarkable.^ If= 
 they had not failed, I = presume he=would still be = with= them. 
 
 My object in= sending him to = you is to=get=him in"- touch with^an 
 establishment as = good = a3 yours, so = that I = may = have = him make ° a per- 
 sonal plea f or = such help as he needs. 
 
 It '""-may not be inappropriate to add that I=know him to be sober, 
 honest, industrious, reliable, and=careful. He=is civil=and pleasant, 
 of good'-== address, and = accustomed to = the details of = your branch of 
 business. I = trust you = will = oblige him with = your helpful advice, and = 
 thus = oblige = me. '« Truly = your3, OLIVER BRIDGE. 
 
 EXERCISE LXXXn 
 
 181. Speed-Practice Matter 2. The following selection is adapted 
 from y^sop's Fables and should be taken from dictation in four 
 minutes, after careful and faithful practice : — 
 
 A : farmer, hoeing his young flax fields, was - noticed by = a swallow, 
 who, like = the rest of her tribe, had traveled a = good = deal and^ was 
 very clever. Among other = things she = knew that = this same flax, 
 when ; it grew ; up, was = manufactured into nets = and snares to entrap 
 her^'-* innocent neighbors, the little birds. Hence she besought them 
 to help her scratch up and = eat = the hateful seeds before they = had 
 time to = spring'^; up. Edibles of = a much nicer sort were to be seen 
 on = all hands, however, and = it ^ was so pleasant to fly, chirp, and = 
 sing^'"' that = they heeded not her most sober entreaties. 
 
 After ; a while blades of flax came rising out of = the earth, and = the 
 worrying advice of^-^ = the swallow was renewed. " It = is scarcely 
 too = late yet,'' said she. '"Pull it all up and = destroy it, blade by 
 blade, and = you = may ^"^ escape = the trouble which otherwise is = in 
 store for = you and = your families."' The little birds, nevertheless, did 
 not regard = the remarks of = the swallow^'" as being worthy of serious 
 thought. In due time the flax was gathered and = made into large 
 nets, and numerous birds were entrapped in = them.-°° 
 
SHORTHAND PENMANSHIP II5 
 
 SHORTHAND PENMANSHIP EXERCISES 
 
 182. Drill on Initial Hooks and Circles. Remember the correct posi- 
 tion and movement. Be patient and persevering. Honest effort has 
 sure reward. 
 
 W-HooKS AND Semicircles 
 
 .ri.r:i..v:..'v:.lz.lz^^.\ 
 
 The w- and j'-semicircles are here given alternately. Be sure 
 to make them somewhat like a horseshoe in shape. Always pro- 
 nounce the zouh or yuh. 
 
 L- AND R-HOOKS ON STRAIGHT STROKES 
 
 Here the double consonants are placed in contrast. Write them 
 carefully and very frequently, pronouncing each as you write it. 
 
 L- AND R-HoOKS ON CURVED STROKES 
 
 Be very careful about the size of the hooks, the shading, and the 
 sounds of these double consonants. 
 
Il6 INITIAL APPENDAGES AND PHRASING 
 
 Initial Hooks contrasted 
 
 -\~i-m 
 
 .^..^ 
 
 Here conflicting combinations are contrasted, and on these con- 
 trasts much careful thought should be spent. 
 
 Triple Consonants contrasted 
 
 -^-^c^s _^_^::^ %~^-^ .^rO, 
 
 In this exercise be careful to make ^--circles tliat occur within 
 hooks somewhat long and flat. These may be found difficult and 
 will therefore need careful practice. 
 
 Take pride in the neatness and easy execution of these exercises. 
 Always work with that end in mind. Remember also the necessity 
 of acquiring speed on all this work. 
 
 No matter how difficult some exercises may appear, they should be 
 undertaken with the idea of mastery, and persevered in until that 
 end is attained. 
 
 It is almost impossible to set too great a value on hand training. 
 No amount of mere mental dexterity can make up for a lack of it. 
 No matter how well principles are understood, outlines must be 
 written legibly, or they cannot be read. 
 
 Another feature of these penmanship drills should not be lost sight 
 of. One can hardly write intelligently arranged exercises with fre- 
 quency without getting a clearer conception of the principle on 
 which the exercise is a drill. Do not fail to keep up the habit of 
 sounding the various combinations as they are written. 
 
.C.ji^± 
 
 SHORTHAND PENMANSHIP EXERCISES 
 Review List of Signs 
 
 \^VV^^r ^_^ near, nor 
 
 principle-ally 
 
 117 
 
 '\- 
 
 ■when 
 
 ^ 
 
 practice-d-al-ly 
 remember-ed 
 
 ^ 
 
 probable-y-ility 
 character 
 
 M^» 
 
 hensoever 
 
 number 
 
 truth 
 
 ^^ where 
 ^^^^/\^wheresoever 
 
 dear 
 
 .c characteristic 
 
 during 
 
 practicable -ility 
 
 r 
 
 until 
 
 tell 
 
 ^ from 
 
 capable -ility 
 
 \ peopled 
 
 "^ over 
 
 '^ every, very 
 
 commercial-y 
 
 C^ belong-ed 
 \ able-y 
 
 three 
 either 
 
 \ 
 
 danger 
 So surprise 
 
 call 
 difficulty 
 
 (\ eith 
 yov th 
 
 >, 
 
 real-ly 
 only 
 
 other 
 ^ sure-ly 
 
 / intellisrible-y 
 
 V - -" 
 
 I whatsoever 
 
 t 
 
 whosoever 
 
 .CL^_ 
 
 ..CL^_ 
 
 unless 
 
 \^ follow-ed 
 
 pleasure 
 
 (^-~>^ Mr., remark-ed-able-y 
 ^^-^ more 
 
 t 
 
Part V 
 
 FINAL HOOKS, LENGTHENING, AFFIXES, HALVING AND 
 PHRASING CONCLUDED 
 
 N-HOOK AND F- OR V-HOOK 
 
 183. Strokes for N and V. There are hooks that are used for 
 the sound of im, as well as for fuh or vuh. The last two sounds 
 will be represented by the same hook. The stroke form for n, how- 
 ever, as well as for f or z', must be used when one of these three 
 sounds is followed by a vowel at the end of a word, or when it occurs 
 at the end of a word and is preceded by two vowels one of which is 
 accented. 
 
 penny minnow pceon Cayenne lion coffee horrify Levi review 
 
 184. N- and V-Hooks at the End. At the end of straight strokes 
 only, a small hook written with left motion represents f ox v; if 
 written with right motion, it expresses n. 
 
 cave cane beef bean tough ton chaff chain tariff retain 
 
 ----^--■^--^ t J...^....^ ^„._.^.. 
 
 It is scarcely necessary to distinguish between _/ and v, but shading 
 the hook for ?' would answer all practical purposes. 
 
 ii8 
 
N-HOOK AND F- OR V-HOOK II9 
 
 185. Stroke V after Curves. As hooks may be written on but one 
 side of curved strokes, the «-hook is written on the inside of curves ; 
 and, therefore, the_/^ or z/-hook is written on straight strokes only. 
 
 lone love shun shove fine five thin thief riiae knifie 
 
 .^. ^...„a J .!:f_-_..VlJ__r:i.._t::S: 
 
 ■^ 
 
 186. N- and V-Hooks in the Middle. Both the n- and/-hooks may 
 be used in the middle of outlines, if a convenient form is thus 
 secured, 
 punisli peevisTi gunnery cover lonely reverie finish poverty pavex 
 
 187. S after N and V on Straight Strokes. As the j-circle is written 
 with left motion on straight strokes, it is evident that an «-hook and s 
 may be expressed by writing an j-circle with right motion, thus closing 
 the ;?-hook into a circle. With the /-hook, however, the circle must 
 be written inside the hook. The x-circle here, as everywhere at the 
 end, is read last, 
 pays pains paves dies dines dives cTiains chafes case canes caves 
 
 188. S after N and V on Curved Strokes. On curved strokes the 
 j-circle must be written inside the «-hook. At this time it is well to 
 recall that the /-hook is written at the end of straight strokes only. 
 
 fines fifes lines lives lance laughs balloons bailiffs 
 
 189. Loops St and Str with N-Hook. On straight strokes the large 
 ^--circle, or the st- or j/r-loop, may be written with the closed «-hook 
 to express n-ses, n-st, or n-str \ but on curved strokes they may not 
 
I20 FINAL APPENDAGES, HALVING, PHRASING 
 
 be written inside the small «-hook. In such cases the stroke n must 
 be used, 
 
 chances danced pUiister lances fenced minster dispenses evinces 
 
 x......p^.. ^ ■■ - \ '^^ 
 
 -■V---i 
 
 k 
 
 190. Other Combinations with N-Hook. When a straight triple con- 
 sonant of the r-series, or a simple curved stroke preceded by the 
 j-circle, occurs after the «-hook, it may be clearly shown inside 
 the ;/-hook. 
 
 moTistrouS demonstrative remonstrance kinsman sponsor lonesome 
 
 n- 
 
 lr~5> 
 
 EXERCISE LXXXin 
 
 
 V 
 
 EXERCISE LXXXrV 
 
 I. 
 
 bees 
 
 6. 
 
 chiefs 
 
 1 1. 
 
 moan 
 
 16. 
 
 toughen 
 
 2. 
 
 beans 
 
 7- 
 
 loans 
 
 12. 
 
 muff 
 
 17- 
 
 runner 
 
 3- 
 
 beeves 
 
 8. 
 
 loaves 
 
 13- 
 
 shines 
 
 18. 
 
 cover 
 
 4- 
 
 chess 
 
 9- 
 
 line 
 
 14. 
 
 sheaves 
 
 19. 
 
 vacancy 
 
 5- 
 
 chance 
 
 lO. 
 
 live 
 
 IS- 
 
 Spanish 
 
 20. 
 
 rival 
 
THE SHUN-HOOK 
 
 121 
 
 21. barrenly 
 
 22. paving 
 
 23. Hawes 
 
 24. hones 
 
 25. hoofs 
 
 26. lanes 
 
 27. loves 
 
 28. danced 
 
 29. lanced 
 
 30. bounces 
 
 31. announces 36. fences 
 
 32. punsters 
 
 33. Munster 
 
 34. bounced 
 
 35. silenced 
 
 37. pincers 
 
 38. ransom 
 
 39. monstrosity 
 
 40. demonstrate 
 
 191. Teacher's Dictation Exercise. Puff, pun, pave, pain, dive, dine, 
 chafe, chain, cuffs, canes, graves, grains, hones, heaves, drain, bluff, 
 brave, brain, plain, cliff, gruff, prone, warn, wharf, hen, train, sworn, 
 swerve, defense, devote, rover, hennery, gunnery, cleaver, ingrain, 
 engrave, plunge, deafness, danced, lanced, rinses, lances, punster, 
 minsters, silenced, pounced, minces, lonesome, ransom, Spencer. 
 
 THE SHUN-HOOK 
 
 192. The Syllables Tion, Sion, Cian, Shion, etc. The sound of 
 
 shu?i, which is variously spelled in English, is expressed by a large 
 hook at the end of strokes. This hook is written on the inside of 
 curved strokes, and on straight strokes it is written on the side 
 opposite any circle, loop, hook, or curved stroke which precedes the 
 straight stroke. This is done to avoid curving the straight stroke. 
 
 fashion motion section collection exclusion 
 
 .-\ ^rr:) ^^:^35......^r:::r7D. ......._ _... 
 
 faction 
 
 location 
 
 193. Attaching Shun-Hook to Straight Strokes. When nothing is 
 attached at the beginning of straight strokes, this hook is gener- 
 ally written on the side opposite the accented vowel, except after 
 tuh, dnh, chti/i, and ;>c//, where it is written with left motion. The 
 x-circle may be written inside the s/iiin-h.ook. 
 aviction occasion options passions editions imitations magicians 
 
122 FINAL APPENDAGES, HALVING, PHRASING 
 
 194. Shun-Hook in the Middle. This hook may be used in the 
 middle of outlines and, in such cases, on either side of straight 
 strokes. 
 
 visionary missionary rational dictionary auctioneer optional stationary 
 
 The Se-shun-Hook 
 
 195. The Syllables Ishun, Eshun, Ashun. When the s- or z-circle or 
 the «x-circle occurs before the sound of ishun, eshun, or dshun, the 
 shun is expressed by a small backward hook after the j-circle. 
 
 As these three vowels are the only ones that occur in connection 
 with the sc-shun-hooV, i is written before the combined circle and 
 hook, while e and a are written after it. 
 
 position possession causation physician secession sensation dispensation 
 
 ..1 S---i-^ -'::^- L--.?^. 
 
 Third-place vowels which are to be written on the stroke of sc-shun 
 outlines should be written on the stroke, and not beside the combined 
 circle and hooTc. The coalescent for the sound wd is located pre- 
 cisely as the vowel a would be. 
 
 196. Se-Shun-Hook in the Middle. The sc-sJiun-\\oo\. may be writ- 
 ten in the middle of outlines, and the J^-circle is written within the 
 small hook. 
 
 positional sensational prepositional positions physicians dispensations 
 
THE SHUN-HOOK 
 
 123 
 
 EXERCISE LXXXV 
 
 
 L....J......!^....i^k^_..._.:^£=^_^Zl 
 
 1. effusion 
 
 2. notion 
 
 3. equation 13. station 
 
 4. expression 14. divisions 
 
 5. eviction 15, exceptions 
 
 12. inception 
 to- 
 
 EXERCISE LXXXVI 
 
 II. discussion 21. avocations 31. solemnizations 
 
 22. recessions 32. potation 
 
 23. sensations ^;^. taxation 
 
 24. depositions 34. invention 
 
 25. pulsations 35. indecisions 
 
 6. hesitation 16. restitutions 26. successional 36. visions 
 
 7. vacation 17. rational 27. oppositional 37. excisions 
 
 8. cushion 18. cautionless 28. arrogation 38. dislocation 
 
 9. auction 19. decision 29. apposition 39. ruination 
 10. exhibition 20. accession 30. fumigation 40. inundation 
 
 197. Teacher's Dictation Exercise. Action, petition, attractions, sec- 
 tions, adhesion, motion, fashions, notions, efTusions, auctions, passion, 
 edition, probation, decision, positions, incisions, physician, missions, 
 evasions, disposition, sensation, attention, dispossession, oblation, 
 secretion, operation, sensational, missionary, national, reaction, auc- 
 tioneer, stationer, stationery, sectional, passionless, successional, tran- 
 sitions, transitional, exhibitions, inventions, taxations, recessional, 
 excisions, pulsations, rationally, inceptions. 
 
124 FINAL APPENDAGES, HALVING, PHRASING 
 
 THE LENGTHENING PRINCIPLE 
 
 198. The Syllables Ter, Der, Ther. Any curved stroke may be 
 written twice its usual length to add the sound of ter^ der, or ther. 
 The context will readily determine which is intended. 
 
 alter fodder mother oyster whether smatter trumpeter fritter 
 
 199. Placing Vowels on Lengthened Strokes. It will be observed 
 that vowels are placed on the lengthened stroke as if they were of 
 single length. Vowels that are written before the stroke are read first ; 
 vowels that are written after the stroke are read before the ier, der, 
 or ther. If a final vowel occurs after the added syllable, the lengthening 
 
 principle must not be used; \\vViS, feathery ->-j^., cntt-y L. 
 
 200. The Syllables Nker, Nger, Mper, Mber. In addition to the fore- 
 going sounds, her and ger may be added to img, and er to ump and 
 umb, by lengthening. 
 
 anchor hunger tinker linger jumper lumber hamper cucumbar 
 
 201. Intervocalizing Lengthened Strokes. A dash vowel, diphthong, 
 or coalescent which occurs between the t and r, the d and r, or the th 
 and r of the lengthened stroke may be expressed by striking its sign 
 through the stroke, or by placing the circle which is a substitute for 
 the sign beside the stroke, each in its proper position. An «-hook at 
 the end of the lengthened stroke, as always, must be read last. 
 
 entire furniture future astern northern modem material martyrs 
 
THE LENGTHENING PRINCIPLE 
 EXERCISE LXXXVn 
 
 125 
 
 ^....W_ 
 
 enter 
 
 fetter 
 
 shutter 
 
 shatter 
 
 niter 
 
 6. diameter 
 
 7. laughter 
 
 8. ardor 
 
 9. invader 
 10. Luther 
 
 EXERCISE 
 
 1 1 . whither 2 1 , 
 
 12. clinker 22. 
 
 13. thermometer 23. 
 
 14. inviter 
 
 15. winter 
 
 16. lateral 
 
 17. smother 
 
 18. defrauder 
 
 19. hinder 
 
 20. oleander 
 
 24. 
 
 25- 
 26. 
 27. 
 28. 
 29. 
 30- 
 
 Lxxxvra 
 
 bewilder 
 
 rancor 
 
 linger 
 
 damper 
 
 tamper 
 
 simper 
 
 thumper 
 
 encumber 38 
 
 reenter 39 
 
 Wilder 40 
 
 31- 
 32. 
 
 33- 
 34- 
 35- 
 36. 
 37- 
 
 upholder 
 
 clamber 
 
 Munger 
 
 somber 
 
 timber 
 
 plumper 
 
 curvature 
 
 materials 
 
 further 
 
 eastern 
 
 202. Teacher's Dictation Exercise. Ladder, mutter, center, smother, 
 render, orderly, fighter, fetter, fatter, latter, later, litter, literary, ardor, 
 surrender, defender, tender, sifter, voter, Easter, motherly, Walter, 
 entered, temperature, chamber, jumper, hamper, damper, cumber, 
 lumber, hunger, tempered, linger, temperer, wonderful, September, 
 legislature, garniture, upholder, defrauder, thermometer, literally, 
 literature, deluder, bewilder, farther, plumper, somber, wintering, 
 diameter. 
 
126 FINAL APPENDAGES, HALVING, PHRASING 
 
 WORD SIGNS 
 
 Twelfth List of Word Signs 
 Without Vowels: 
 \ V II — r» gone V often • 
 
 ^—3 men <;— ^ women 
 .^^jplcnown^ /^alone ^,_^ man _j^-—~j woman \,^ above -. gave \^ belief -ve 
 none 
 
 Contractions : 
 
 >'general-ly I whatever I differ^ed-ence-ent / whichever 
 
 ^— ^ opinion (, within v u u Pi 
 
 ^ V phonography twelve 
 
 EXERCISE LXXXIX 
 
 \.Crr^....y \.rr-^.L.]\ o ^. X. 
 
 ^..b 
 
 f- 
 
 L....C"_..o....s..-....:j.^.i.:.L':>zi..'ii>^.^. 
 
 3 
 
 4°-^ 
 
 
 5 V -.Xi.oV.'lj..^.. 
 
 fv.-"-- 
 
 .ls.r-rT^./^_x-_P- > — ^n^..^..Vv^,_/rN ^^^.(^^Ts. ..Vj.-b l.i 
 
THE LENGTHENING PRINCIPLE 12/ 
 
 .<^.l.>..t,..^..>^.-^.Jt>r. Z-k.. 
 
 «i:.^.i.:dK:..C.ir!L:.Mf..^.^::::..w:L^!:v..t:f. 
 
 EXERCISE XC 
 
 1. The young cheesemonger lingers for news, and = calls = upon = the 
 banker when = he - is alone. 2. At = the battle of = the Wilderness = the 
 federal general Henderson sought to defeat ; the rebel forces and s 
 make = them surrender by ; an attack on: their center. 3. I = believe 
 Arthur can = master Phonography within six months, and s then he s 
 may earn more = money = than John. 4. We should prefer a = stay with 
 Father Vetter, whatever he decides upon, to = a trip with others to 
 different sections of = the globe. 5. Chambers is = an older man, and = 
 goes to = his place of business in = the store above s the opera = house 
 not later = than twelve o'clock each = day. 6. The men slaughtered s 
 the sheep and = rendered ; the tallow, while the crew anchored = the 
 schooner just :: as = the captain gave orders to = do. 7. His lectures 
 were often instructive, though sensational, and - generally cost = the 
 association ten = dollars. 8. The missionary, with zealous devotion, 
 has often gone = to uncivilized habitations to give what he = could of 
 illumination and = elevation. 9. The genial operative, who = was as 
 man of = some knowledge, took us through = the watch works, and - 
 there we saw what = could ; be done by capable women. 10. I = have -- 
 been down = town and = back, but = will go again if = you think - it ad- 
 visable or necessary. 11. This woman raised much opposition to =his 
 occupation of = the position before = the judge's opinion was = rendered. 
 12. Davy Jones, the brave woodsman, climbs cliiTs = and bluffs in = 
 search of plover, but often gets none. 13. Whichever way you s look,s 
 
128 FINAL APPENDAGES, HALVING, PHRASING 
 
 the surf heaves high its mighty crest ; but = the appearance of oceans 
 may differ to ; a wonderful degree. 14. Levis differed from Harvey 
 in = that he = made it a = rule to s strive to achieve things honorably, 
 and = he = would frown upon every mean plan for = the acquisition of 
 wealth. 15. The woman spins or weaves several sorts of thin cloth for 
 fans, but = there = is ; no = difference in = the prices which she charges. 
 
 OMITTED CONSONANTS 
 
 203. Unimportant Sounds omitted. In a comparatively small num- 
 ber of words an unimportant consonant sound may occur which 
 may be omitted without interfering with the reading. They are as 
 follows : — 
 
 a. Omit puh after jim : 
 
 jumped presumption stamped attempt glimpse swamped tempt 
 
 ^A. _Vd__... ^._ _.L i^rr:^ L 
 
 b. Omit kjiJi after ung : 
 distinction sanctuary anxious punctuation unction 
 
 I- 
 
 -V, 
 
 ..Si2_ 
 
 c. Omit tuJi after snh, and change the loop to a circle: 
 
 post-master post-office postal-note mostly postage waistcoat 
 
 > --::V... 
 
 d. Omit nil in tratis^ and wherever the «-hook is difficult to write : 
 transpose transmit transcribe danger penman bondman Pennsylvania 
 
 c-^.-i---K } .^^--..-tz :yv^^ 
 
OMITTED CONSONANTS 129 
 
 In a few cases it is necessary to separate a word in the middle in 
 order to prevent a difficult angle. 
 
 badness deadness hereafter supernatural re-establish re-written 
 
 ^-^ -V -v--^^-- 
 
 Affixes 
 
 204. Abbreviating by disjoining Familiar Parts. The principle of 
 disjoining an important portion of a word, either at the beginning or 
 end, as the case may be, is a very helpful expedient in Phonography. 
 These disjoined portions are known as affixes. When disjoined at 
 the beginning, they are prefixes ; when at the end, suffixes. 
 
 Prefixes are largely derived from the Latin, and form the begin- 
 ning of a numerous class of words. Suffixes comprise the endings of 
 words which occur with great frequency. 
 
 As the method of expressing these affixes is to a very great extent 
 arbitrary, it is important that the student should make a very careful 
 study of them. Experience shows that the affix symbols are easily 
 forgotten ; this entails the writing of a very long outline where a 
 short one should be employed. As there is so much to be gained 
 by their mastery, the student should neglect no opportunity which 
 the exercises afford, to understand, memorize, and persistently use 
 the affixes. 
 
 Disjoined Prefixes 
 
 205. Principles of disjoining Prefixes. Many otherwise long words 
 may be abbreviated by disjoining a suggestive part at the beginning. 
 
 a. Con, com, or cog may be expressed by writing a dot immediately 
 before the beginning of an outline; acco7n by disjoined, vocalized /'?//?. 
 
 condone commence cognomen considerable compatible cognate 
 
 ...J:. .^.^..^ 1 . V 
 
I30 FINAL APPENDAGES, HALVING, PHRASING 
 
 Con, com, or cog may be expressed in the middle of a word, or 
 between words, by writing close together that which precedes and 
 follows the syllable. 
 
 inconceivable Tecommend recognize reconcile she confesses John's confusion 
 
 b. Circuni or self vciz.^ be expressed by writing an j-circle beside the 
 first stroke of an outline ; self-con or self com, by writing it before the 
 beginning of the word in place of the r^«-dot. 
 
 circumstance circumscribe selfishness self-conceit self-command 
 
 c. Inter, intro, or enter may be expressed by writing a half-length n 
 at the beginning. 
 
 interfere introduce entertain interjection introspection enterprisingly 
 
 _.„rv :i :_\\_ jL. rv^....l^.. 
 
 d. Magni or 7tiagna may be expressed by writing a stroke ;/; at 
 
 the beginning. 
 
 magnify macrnanimity magnificence Magna Charta 
 
 ^- -"^- --'^- -C>r^,-- 
 
 e. Counter, contra, or contra may be expressed by a short stroke, 
 in the direction of riih ox puh, at the beginning. 
 
 counterfeit contradict controversy countercheck contrabass controversially 
 
 l„_ :a... X r^^ ."^..- 
 
 -^"- V- -^ 
 
DISJOINED PREFIXES 
 
 131 
 
 EXERCISE XCI 
 
 
 1. encamped 11. messenger 
 
 2. thumped 12. post-road 
 
 3. punctuate 13. transgress 
 
 4. postman 14. attempt 
 
 15. conducive 
 
 16. accomplice 
 
 17. incongruous 
 
 18. inconvenient 
 
 19. discommode 
 
 5. postboy 
 
 6. transfix 
 
 7. translate 
 8. transact 
 9. aptness 
 
 10. outfit 
 
 EXERCISE XCII 
 
 2 1 . your confusion 3 1 . self-conscious 
 
 22. their condition 32. intervene 
 
 23. consider 33. enterprising 
 
 24. competency 34. introducer 
 
 25. cognizance 35. Magnificat 
 
 26. condensation 36. magnanimously 
 
 27. unconcern 37. counterbalance 
 
 28. inconstancy 38. counter-drain 
 
 29. circumflex 39. controversialist 
 
 20. our consideration 30. self-defense 40. countershaft 
 
 206. Teacher's Dictation Exercise. Ghostly, postpone, Postal Union, 
 testimony, post-rider, translation, transaction, transverse, prompt, 
 badness, camped, thumped, punctuation, contrive, command, decom- 
 pose, reconcile, recognize, countermine, circumspect, circumscribed, 
 selfish, discontinue, self-conviction, magnify, counteract, magnificent, 
 irreconcilable, counterfeit, self-consuming, recommend, uncontrolled, 
 controversy, inconvenient, inconsiderable, condensation, self-defense, 
 magnanimity, self-possessed, recommendation, countermarch. 
 
132 P^INAL APPENDAGES, HALVING, PHRASING 
 
 DISJOINED SUFFIXES 
 
 207. Principles of disjoining Sufl^es. a. Ing may be expressed in 
 
 two ways, as follows : — 
 
 (i) By writing the stroke ung after ruh, huh, ujn, ump, and all 
 curved strokes, hooks, or circles written with left motion, 
 rowing haying aiming thumping bathing awning fishing 
 
 (2) By writing a dot at the end of all other straight strokes and 
 the remainder of the curved strokes. 
 
 payi 
 
 aging tyi'ig lying airing 
 
 y. r il..-.:?^.. 
 
 saying showing 
 
 ....)• A... 
 
 In words of one syllable the stroke ting must be used. 
 
 king bring sing fling string wing 
 
 /'. ///;o' may be expressed by a small circle in all places where ing 
 is expressed by a dot ; elsewhere, by the stroke ung and the j'-circle. 
 
 liuviiigs takings edgings airings sayings awnings hayings feelings 
 
 \ I. ' • ' 
 
 /. 
 
 c. Iiig-iJic may be expressed bv a s:nall disjoined tick, written in 
 the direction of riiJi or /n/i, in all places where ing is expressed by 
 a dot ; elsewhere, by the stroke ung and the tick for the. 
 
 buying th.e cleansing-the sliowing-the knowing-the feeling-the fishing-the 
 
DISJOINED SUFFIXES 133 
 
 d. Ship may be expressed by the stroke shuh. 
 hardship fellow^ship lelationahip courtship horsemanship lordship 
 
 ..-.VuS'..... 'o^^ */. '^ Z 
 
 e. Self may be expressed by a small circle written at the side of 
 the last stroke of an outline ; selves, by a large circle. 
 
 himself herself yourself themselves ourselves yourselves 
 
 ,r^ !^... J^. ^k .::^- (9.. 
 
 f. Iliiy, ality, arify, or erity may be expressed by disjoining from 
 the preceding part of a word that consonant stroke which precedes 
 any one of these suffixes. 
 
 responsibifity vitality vulgarity prosperity popularity barbarity 
 
 - '^ ^ -t: X X^ 
 
 g. When luk will not join conveniently at the end, it may be dis- 
 joined to express the final syllable ly. 
 
 mainly womanly finely justly i wantonly vainly 
 
 ^. "^.C /r.. ^.c 
 
 /^x:i, 
 
 EXERCISE XCm 
 
 :^'^_Lj..v---t.,-:>\5\^..xX-v 
 
 i..^.,_^^Ji_...._U|..^^.t^_4;^.-N.>N.-„....-.X-.-V 
 
134 FINAL APPENDAGES, HALVING, PHRASING 
 
 EXERCISE XCIV 
 
 dressing 1 1 
 
 ringing 1 2 
 
 longing 
 
 obeying 
 
 aiding 
 
 making 
 
 doings 
 
 8. drawings 18. 
 
 9. sneezings 19, 
 10. puffings 20. 
 
 fishings 2 1 . 
 
 tracings 22. 
 
 chastenings 23. 
 
 dividing-the 24. 
 
 estimating-the 25. 
 
 arranging- the 26. 
 
 foiling-the 27. 
 
 flushing-the 28. 
 
 singing-the 29. 
 
 revising-the 30. 
 
 rinsing-the 31. 
 
 scholarship 32. 
 
 deanship 33. 
 
 ownership 34, 
 
 ladyship 35. 
 
 trusteeship 36. 
 
 professorship 37. 
 
 suretyship 38. 
 
 thyself 39. 
 
 aflability 40. 
 
 hospitality 
 
 inability 
 
 susceptibility 
 
 cordiality 
 
 stability 
 
 volubility 
 
 principality 
 
 punctuality 
 
 versatility 
 
 infidelity 
 
 208. Teacher's Dictation Exercise. Legibility, sensibility, insepa- 
 rability, myself, yourselves, hardship, himself, herself, themselves, 
 stability, ourselves, singularity, relationship, susceptibility, kinship, 
 yourself, debility, popularity, acceptability, township, lordship, 
 apprenticeship, credulity, cordiality, hospitality, prosperity, vulgarity, 
 ownership, deaconship, versatility, infidelity, vitality, principality, 
 frugality, volubility, malleability, dexterity, polarity, servility, states- 
 manship, queenship, clerkship, fellowship, futility, fatality, inhumanly, 
 suddenly, plainly, slovenly, imperatively. 
 
 
 
 
 EXERCISE 
 
 ' xcv 
 
 
 
 I. 
 
 hurrahing 
 
 1 1. 
 
 mowings 
 
 21. 
 
 reaping-the 
 
 31- 
 
 gentility 
 
 2. 
 
 hoeing 
 
 12. 
 
 hoeings 
 
 22. 
 
 hearing-the 
 
 32- 
 
 rascality 
 
 3- 
 
 maying 
 
 13- 
 
 innings 
 
 23- 
 
 sewing-the 
 
 33- 
 
 posterity 
 
 4- 
 
 nothing 
 
 14. 
 
 failings 
 
 24- 
 
 opening-the 
 
 34. 
 
 risibility 
 
 5- 
 
 inning 
 
 15- 
 
 tyings 
 
 25- 
 
 winning-the 
 
 35- 
 
 expansibility 
 
 6. 
 
 flashing 
 
 16. 
 
 chewings 
 
 26. 
 
 meaning-the 
 
 36. 
 
 secularity 
 
 7- 
 
 dying 
 
 17- 
 
 sowings 
 
 27. 
 
 paving-the 
 
 37- 
 
 potentiality 
 
 8. 
 
 aching 
 
 iS. 
 
 paying-the 
 
 28. 
 
 censorship 
 
 3S. 
 
 prodigality 
 
 9- 
 
 laying 
 
 19. 
 
 seeing-the 
 
 29. 
 
 myself 
 
 39- 
 
 heavenly 
 
 0. 
 
 erring 
 
 20. 
 
 accusing-the 
 
 30. 
 
 ourselves 
 
 40. 
 
 suddenly 
 
THE HALVING PRINCIPLE 135 
 
 HALVING PRINCIPLE — CONCLUDED 
 
 209. Halving for T or D. Up to the present point the student 
 has been taught that by halving, tuh is added to a light stroke and 
 diih to a heavy stroke. It is the common practice of the great 
 majority of phonographers to add either tuh or duh by the halving 
 principle and to depend upon the context for the correct reading of a 
 passage. It is true that conflicts may occur in a few words, but this 
 difficulty is theoretical rather than practical. In most cases the 
 conflicting words will be found to be different parts of speech. 
 
 210. Halving Consonants with Hooks. Single, double, triple, quad- 
 ruple, and final hook consonants may be written half length to add 
 tiih or duh. W-hook outlines are not shaded for duh when halved. 
 
 paid plead grit sepctled spread stuttered fined vent wilt mot-icorecl 
 J^ ^ S^C A _-ki /D„„. 
 
 211. Reading Final S-Circle. Tuh or duh must be read after a final 
 vowel or hook, but before a final j^-circle or loop. 
 
 laie mad padnit occasioned, friend paints iriends slants glands broadest 
 
 >_.-.._^....S...„.ti?. .fS-. .-b- 3 ^,.....^. 1__ 
 
 212. Halving W, Y, Mp, and Ng when Hooked. When standing 
 alone, luuh, yuh, ump, and U7ig may not be made half length unless 
 they have a final hook. 
 
 impound impugned ambient impassioned sanctioned 
 --^. — -^- r -^^ - -o3 
 
 213. Joining Halved and FuU-Length Strokes. A half-length stroke 
 may be joined to a full-length only when a distinct angle results, or 
 
136 FINAL APPENDAGES, HALVING, PHRASING 
 
 when two curved strokes are joined without an angle, if one of them 
 
 is shaded. 
 
 fetched erecf dashed wretched midnight feared lured madden named 
 
 214. Joining the D-Stroke to express the Past Tense. When the 
 present tense is expressed by a half-length stroke, the past tense is 
 usually expressed by joining the stroke du/i. 
 
 goad goaded saint sainted point pointed expended seconded. acted 
 
 .^.3 .«<. n f J... -r^ 1 4_ 
 
 215. Disjoining the D-Stroke to express the Past Tense. If the half 
 length does not form a distinct angle with the added du/i, or if it is 
 difficult to join, the added stroke may be disjoined. 
 
 trade traded affrighted yielded darted gifted fainted dotted rotated 
 
 h 1 ...n. ' ■ 
 
 .^. 
 
 ^ ^ — -^ M- ' ^ 
 
 216. Halving the Final Stroke to express the Past Tense. When a 
 
 word ends with a simple stroke tuh or duh^ the past tense may be 
 expressed by halving the final stroke. 
 
 seat seated defeat defeated loot rooted weed weeded related 
 
 .1 ! \ i .^_.....^......„.L___J..-....c^_.. 
 
 217. Halving Double Consonants to express the Past Tense. When 
 
 the present tense is expressed by a lengthened stroke, the past tense 
 may be expressed by the use of a halved double consonant, if a bet- 
 ter outline results. 
 
 water watered order ordered fritter frittered flatter flattered 
 
 --A--^-^A--: 
 
THE HALVING PRINCIPLE 
 EXERCISE XCVI 
 
 ....Z...„.vi....^ .:*:. 
 
 137 
 
 !....:^.IL1_.^ 5?..^.^ 
 
 -■J--^f i-1--^- 
 
 EXERCISE XCVII 
 
 1. act 
 
 2. acts 
 
 3. oft 
 
 4. soft 
 
 5. nods 
 
 6. jet 
 
 7. bets 
 
 8. gates 
 
 9. dots 
 10. prod 
 
 11. deduct 
 
 12. robed 
 
 13. butter 
 
 14. motioned 
 
 15. point 
 
 16. cuffed 
 
 17. heft 
 
 1 8. concerned 
 
 19. blot 
 
 20. proud 
 
 21. severed 
 
 22. sprayed 
 
 23. snored 
 
 24. requite 
 
 25. wind 
 
 26. popped 
 
 27. legged 
 
 28. looked 
 
 29. navigate 
 2^0. dished 
 
 31. afford 
 
 32. warned 
 
 2>Z- comprehend 
 
 34. waited 
 
 35. imitated 
 
 36. hoarded 
 
 37. sorted 
 
 38. twitted 
 
 39. inserted 
 
 40. counteracted 
 
 218. Teacher's Dictation Exercise. Beets, beast, poised, pods, 
 buzzed, beds, best, mist, midst, modes, mast, needs, sneezed, wends, 
 bodes, wilds, fates, avoids, nods, evoked, liked, road, Marryat, stated, 
 rooted, cheroot, avoided, potted, imitated, red, roared, dialect, doted, 
 locked, collect, reflect, credit, credited, date, data, mud, muddy, fired, 
 lured, naught, sneered, suffered, dashed, wormed, spread. 
 
 219. Common errors on final hooks, lengthening, halving, ticks, and 
 affixes, a. Failure to fix in the mind the important fact that the 
 y-hook is never written except at the end of straight strokes. 
 
138 FINAL APPENDAGES, HALVING, PHRASING 
 
 b. Failure to observe that, as the «-hook is used at the end of 
 curved strokes, it is necessary to express the^/ or z' by a stroke con- 
 sonant on curved strokes, not by a hook. 
 
 c. Failure to notice that the j-circle must be written inside the 
 y^hook, as the hook is written on the same side of straight strokes as 
 the plain j-circle. 
 
 d. Failure to comprehend fully the difference between the shun- 
 hook and the se-shnn hook. One contains the sound of a consonant 
 preceding the sound of a vowel and shun ; the other, the sound of 
 a consonant, a vowel, and the sound of J preceding the sound of a 
 vowel and s/nin. Remember that the sounds of the latter will always 
 be st-shiin, se-shufi, sa-shun, or zt-shun, ze-shun, zd-shun. 
 
 e. Failure to become so thoroughly familiar with the lengthening 
 principle that it will always be used in words ending in the sounds of 
 ter, der, or i/icr after a curved stroke. Most pupils finally get into 
 the habit of using the double consonants to express these syllables. 
 
 f. A strong tendency to fail so to memorize the various affixes that 
 they will not escape the mind when writing rapidly. Students often 
 attempt to write their sounds in full, rather than take the time to 
 learn faithfully the representative of each. 
 
 g. Failure to observe that the halving principle is one of the great- 
 est time-saving expedients in phonography, and worthy of the time 
 which it is necessary to spend in order to master each detail. 
 
 //. Failure to notice that words ending in 7it or 7id usually are 
 written with the ;/-hook on a half-length stroke. 
 
 /. Failure to remember that the J'-circle, even when used with a 
 halved stroke which has a final hook, must be read last. Emphasize 
 this by writing outlines for chants and chanced, lands and laficed, refits 
 and rinsed, glanced and glands, fenced ■A.nil fends. 
 
 j. Failure to perceive that there are three ways of expressing the 
 past tense : by halving when the present tense ends in a full-length 
 stroke; by halving a double consonant when lengthening and duh make 
 a poor outline ; and by adding a stroke duh after a half-length stroke. 
 
WORD-SIGN SENTENCES 139 
 
 WORD SIGNS 
 
 Thirteenth List of Word Signs 
 
 Without Vowels: 
 
 ^ ^^"^^ /I child ^ mind 
 account q told iNjpart toward 
 
 C^ q'^te o^ spirit 
 
 cared great ^^ent 
 
 Contractions : 
 
 cannot \ behind J did not f/ gentlemen <\particular-ly 
 
 __ __ J_^_qnot </.g^?5.lt™^.^ 
 
 '" "" J had not" ^"opportunity 
 
 <r- accord jng-ly independ- .. ^ 
 
 world •^ ent-ce ^ mtelhgent ^ notwithstanding 
 
 EXERCISE XCVm 
 
 
 
 
 >"'" "" ^" - — - 
 
 ■^ - - V 
 
 7.vl..o.^^..L,:'a:A._t.Vz.k..v.b.^!:^. 
 
140 FINAL APPENDAGES, HALVING, PHRASING 
 
 to 
 
 EXERCISE XCIX 
 
 1. The gentlemanly and = faithful instructor supplied = the youths 
 who = were under = his control with fitting physical = culture at every = 
 convenient opportunity. 2. A strong ; wind came up from behind = the 
 mountain, = and blew such * a gale that = the good ship Enterprise broke 
 her anchor=chain and = slowly moved toward = the rocks. 3. He who 
 stops to dispute with fools proves himself to be of weak = and childish 
 mind and = of contrary spirit. 4. I should = be = glad to meet s the 
 gentleman to - whom = you = referred, but I = am ; afraid you s cannot 
 depend = upon meeting me at = the = time you = mentioned. 5. In -- his = 
 account of - the fire he said that, without regard to = the fact = that = the 
 underwriters were informed of = the preservation of thousands of 
 yards of holland shirting, they = had settled = the loss in full. 
 6. Self-respect = and self-improvement have = a great s deal to = do with s 
 one's success in life, particularly when = one = is brought into close; 
 contact with others. 7. P'or = his part, he thought = his merit was = not 
 recognized, and = he, consequently, was = not reconciled to = his posi- 
 tion. 8. According to = some = accounts, his speech was interrupted 
 by a ; few intelligent hearers, and = some of = them went = out of = their = 
 way to contradict = his statements. 9. If = you = can accustom your- 
 self to = our circumstances, you = may accompany us while we cir- 
 cumnavigate = the world. 10. Our forefathers failed to foresee = the 
 magnificent growth of = this = country, though they = were particular 
 to assert their = rights and - show their independence on many 
 occasions. IL As = the contraband was acquainted with many of = the 
 secrets of = the Southern army, he called out ; the countersign 
 and = went through = the lines quite easily. 12. The order for = the 
 
OMISSION OF VOWELS 141 
 
 immediate arrest of = the counterfeiter was countermanded, but = his 
 independent manners caused his motives to be misconstrued. 
 13. According to all = accounts, they recognized each = other and = a 
 reconciliation followed immediately, for each s had cared much for : 
 the = other before = a quarrel had blighted their pleasure. 14. By 
 introducing interchangeable parts, = the office = boy had succeeded in 
 getting = the machine to = work again, but he had - been badly 
 affrighted for = a while by = his predicament. 15. She = is noble = 
 and womanly, and = her popularity is due to ; her affability, hospi- 
 tality, and = true friendship. 
 
 Omission of Vowels 
 
 220. Reading without Vowels. Up to the present the student has 
 been expected to insert all vowels, except where they have already 
 been previously practiced in speed letters. The object of this has 
 been to make the student very proficient in locating vowels both 
 quickly and accurately. 
 
 While it is true that the ability to insert every vowel readily and 
 accurately would be a valuable accomplishment, it is also true that 
 very rapid writing is not possible when this is attempted. Indeed, 
 many words are read about as easily without vowels as they would 
 be with them. 
 
 221. Writing without Vowels. As rapidly as the outlines of cer- 
 tain words without vowels become familiar, the vowels may be 
 omitted, thus making possible a greater speed without seriously 
 interfering with legibility. 
 
 222. Principles for omitting Vowels. Vowels are omitted or written 
 under the following well-defined circumstances : — 
 
 a. Omit vowels in words in which the only important vowel in the 
 word is expressed by the position of the word. 
 
 lodgment packet labor fish ask regal preach. blind bluntly 
 
 A-^-^ -'^~- X '---^^ 
 
142 FINAL APPENDAGES, HALVING, PHRASING 
 
 b. Omit vowels in words having no important vowels. 
 
 Beujanrtn memarablje 
 
 x- 
 
 murmur dozen legitimate garlic irmscle 
 
 c. Omit vowels in words which have strikingly peculiar outlines, 
 or which have become familiar by frequent usage. 
 
 ftoancial amalgamatioii exejcised foundation received accept fa^or 
 
 d. Omit those vowels which are suggested by the manner of writ- 
 ing a stroke. 
 
 zero army alil^e penny alkali legal illegal elegant Lucy 
 
 }l.^.^...^£:. \^.........^r-:_._A __c 
 
 -r)^ 
 
 e. Omit all but the first vowel in words in which the initial vowel 
 is sufficient to designate the word intended. 
 
 opaque unique ideal immigrate Aztec allied 
 
 Isaac apron 
 
 1. .V. 
 
 f. Omit all but the last vowel in words in which the final vowel is 
 sufiicient to designate the word intended. 
 
 Jericho folio croquet Bellevue piano bestow monarchy German'ia 
 
 -4--^- ^.-v:^--v-^---v--^^^-4^- 
 
PHRASING 143 
 
 g. Omit all but the distinguishing vowel in words in which the 
 outlines are written exactly alike. 
 
 veracity voracity permission promotion effect affect predict protect 
 
 h. Proper names and unusual words should have as many vowels 
 written as possible. 
 
 Elsie Daly Lizzie Dooley Edwin Johnson Daniel Jackson ad valorem 
 
 y '" '" ^-^.u:;;-- 
 
 // // 
 
 u 
 
 Phrasing — Concluded 
 
 223. Advanced Principles of Phrasing, a. The words of and 0/ the 
 may be expressed by writing the preceding and following words close 
 together, but a vowel word sign may not be treated in this manner. 
 
 House of Lords place of meeting day of fhe week liberty of the House 
 
 - # - -'^- - -1^ ^^ - 
 
 b. The words from and to may be omitted in phrases like the 
 following : — 
 
 from day to day from house to house from place to place from hour to hour 
 
 H- 
 
 A'^ ^^ ^ 
 
 c. Us may be expressed by a joined j-circle. 
 
 alius have us 
 
 .C... k. oZ 
 
 give us take us for us will us have us show us bring'us 
 
144 FINAL APPENDAGES, HALVING, PHRASING 
 
 d. We may be expressed by the a/-hook. 
 
 we will we may we know we are Tve received we are sorry 
 
 .....r. ^ ^ .c/;. ^ ...^.. 
 
 e. Not may be expressed by the «-hook attached to a word sign 
 made half length. 
 
 have not are not will not maynot if not do not had not 
 
 ._ \j... _,^ /:?.. ./cs.... J- , _ 
 
 J 
 
 f. Than may be expressed by the ^^-hook after a full-length stroke. 
 more than sooner than better than higher than further than 
 
 .(Tt .1. 
 
 g. Their or there may be expressed by the lengthening principle. 
 
 have their-re for their-re know their-re follow their-re 
 
 V. 
 
 h. The irregular double consonant nr may be used to express the 
 word 171 and the syllable re in combinations like the following : — 
 
 in regard in response in respect in reply in receiptf 
 
 _^_ _._^._ ^^.._______..^_ .^ _ 
 
 It should be observed that if all the vowels were written in these 
 combinations of two words, no sound would be missing ; the syllables, 
 however, are disregarded. 
 
 /. While the word / may safely be expressed by writing the first 
 half of its sign downward or the second half upw^ard, the whole sign 
 should be written before the strokes for siih or ziih. 
 
 I will I believe 1 have I think I see I was I saw him I use 
 
 \. l.__„_.l J. \ 
 
 -> 
 
PHRASING 
 
 145 
 
 EXERCISE ON ADVANCED PHRASES 
 
 224. Drill on Phrasing. Let the student write carefully and with 
 concentrated mind each of the following phrases, spending time and 
 effort on those which are difficult to write or those which do not seem 
 perfectly natural or logical. 
 
 child (of) God 
 children (of) God 
 children (of) men 
 church (of) England 
 church (of) God 
 church (of) Rome 
 city (of) Boston 
 city (of) Manchester 
 city (of) Norfolk 
 city (of) Norwich 
 condition (of) things 
 constitution (of) England 
 course (of) business 
 court (of) chancery 
 court (of) claims 
 court (of) justice 
 fear (of) God 
 freedom (of) speech 
 good many (of) them 
 house (of) God 
 house (of) prayer 
 in point (of) fact 
 in the presence (of) God 
 Jesus (of) Nazareth 
 kingdom (of) Christ 
 kingdom (of) heaven 
 kingdom (of) this world 
 kingdoms (of) this world 
 laws (of) God 
 laws (of) life 
 
 laws (of the) land 
 
 from us 
 
 liberties (of the) people 
 
 take us 
 
 homes (of the) citizens 
 
 after us 
 
 circumstances (of the) case 
 
 among us 
 
 every part (of the) world 
 
 before us 
 
 freedom (of the) people 
 
 behind us 
 
 freedom (of the) press 
 
 bring us 
 
 gentlemen (of the) jury 
 
 for us 
 
 history (of the) world 
 
 give us 
 
 liberty (of the) press 
 
 let us 
 
 member (of the) bar 
 
 near us 
 
 members (of the) bar 
 
 over us 
 
 one (of the) best 
 
 receive us 
 
 one (of the) most 
 
 remember us 
 
 one (of the) worst 
 
 thank us 
 
 
 through us 
 
 (from) church (to) church 
 
 under us 
 
 (from) city (to) city 
 
 assesses us 
 
 (from) day (to) day 
 
 chooses us 
 
 (from) door (to) door 
 
 excuses us 
 
 (from) end (to) end 
 
 exposes us 
 
 (from) hour (to) hour 
 
 induces us 
 
 (from) man (to) man 
 
 refuses us 
 
 (from) moment (to) moment 
 
 rejoices us 
 
 (from) month (to) month 
 
 surprises us 
 
 (from) ocean (to) ocean 
 
 against us 
 
 (from) point (to) point 
 
 amazed us 
 
 (from) side (to) side 
 
 aroused us 
 
 (from) tower (to) tower 
 
 authorized us 
 
 (from) town (to) town 
 
 blessed us 
 
146 
 
 FINAL APPENDAGES, HALVING, PHRASING 
 
 we are never 
 
 we are known 
 
 we are right 
 
 we are then 
 
 we are in this 
 
 we are ready 
 
 we may 
 
 we may also 
 
 we may always 
 
 we may have 
 
 we may go 
 
 we may never 
 
 we may perhaps 
 
 we may probably 
 
 when we may 
 
 we will 
 
 we will ask 
 
 we will be 
 
 we will become 
 
 we will call 
 
 we will do 
 
 we will find 
 
 we will have 
 
 we will have none 
 
 we will have taken 
 
 we will judge 
 
 we will know that 
 
 we know 
 
 we know not 
 
 we know nothing 
 
 we know one thing 
 
 we know tliat 
 
 we know that vou are 
 
 we know that you can 
 
 we know the most 
 
 we know them 
 
 we know this 
 
 we know we have 
 
 we know we mav 
 
 we know we must 
 we know we were 
 we know where we are 
 
 am not 
 
 I am not 
 
 I am not to leave 
 
 are not 
 
 are not known 
 
 are not asked 
 
 which you are not 
 
 if you are not 
 
 I do not know 
 
 I do not now 
 
 I do not think 
 
 I do not say 
 
 we do not ask 
 
 we do not know 
 
 we do not say 
 
 we do not think 
 
 we are not 
 
 we are not to leave 
 
 we are received 
 
 we are recognized 
 
 we are not many 
 
 will not 
 
 will not ask 
 
 will not be 
 
 will not become 
 
 will not have 
 
 will not receive 
 
 will not say so 
 
 will not make 
 
 I will not say 
 
 I will not ask 
 
 I will not receive 
 
 you will not be 
 
 you are not to leave 
 
 we have not been 
 
 easier than 
 greater than 
 harder than 
 longer than a 
 longer than the 
 more than 
 
 more than necessary 
 more than enough 
 more than would be 
 rather than 
 rather than ask 
 rather than make 
 rather than mention 
 rather than receive 
 rather than say 
 sooner than 
 sooner than required 
 sooner than risk 
 
 from their 
 
 from their representation 
 
 I am sure there 
 
 I have seen there 
 
 I know there has been 
 
 I know there have 
 
 if there be 
 
 if there is 
 
 if there has been 
 
 if there has not 
 
 if there is anything 
 
 in their 
 
 in their discharge 
 
 in their interest 
 
 in their opinion 
 
 in their place 
 
 it was there 
 
 may have their 
 
 near there 
 
 never there 
 
POSITION WRITING 
 
 M7 
 
 only their 
 
 say there 
 
 say there is 
 
 say there should be 
 
 for there is 
 
 for there will 
 
 for there will be 
 
 when there was 
 
 when their advantages 
 
 in regard (to) that 
 in regard (to) them 
 in regard (to) this 
 in regard (to) this one 
 in regard (to) your 
 in reply (to) him 
 in reply (to) it 
 in reply (to) many 
 in reply (to) several 
 
 in reply (to) such 
 in reply (to) that 
 in reply (to) their 
 in reply (to) this 
 in reply (to) yours 
 in respect (to) him 
 in respect (to) his 
 in respect (to) one 
 in respect (to) these 
 
 POSITION WRITING — CONCLUDED 
 
 225. Rules for writing Words on Base Line. Heretofore all out- 
 lines have been written in the position of the only vowel in the word, 
 or in the position of the accented vowel if the word contained more 
 than one vowel. The following deviations from that rule should be 
 carefully observed : — 
 
 Outlines of two strokes, either of which is modified by a circle, 
 loop, hook, halving, or doubling, and outlines of more than two 
 strokes, may be written on the line, unless a similar outline conflicts. 
 
 speech aTchire depressed 
 
 manifest 
 
 allopathy illuminated 
 
 -k-- 
 
 Words having like outlines, especially if they are of the same 
 part of speech, must be written in the position of their accented or 
 distinguishing vowel. 
 
 despised disposed effect affect voluble valuable irritate rotate 
 
 ^ i. 
 
 W\ 
 
 •^^ 
 
148 FINAL APPENDAGES, HALVING, PHRASING 
 
 In some instances words of like nature will have their accented 
 vowel of the same place. Variation of the outlines is necessary in 
 such cases, but the outlines may also be written in position. 
 
 train turn Mrs. misses garnet granite pooT pure 
 
 1 1>:'..„_^.„....2)...._-..-^....^. 
 
 Derivative words are written in the position of the word from 
 which they are derived, notwithstanding a change in the place of the 
 accented vowel. 
 
 perfect perfectly imperfectly ideal ideality idealization local locality 
 
 .!i3.__..!X^_. 
 
 Some outlines of two simple strokes occur with such great fre- 
 quency that, their forms being so familiar, they may be easily read if 
 written on the line. 
 
 also 
 
 always into 
 
 ..,c:i .^_ 
 
 loner 
 
 being 
 
 keep 
 
 FOURTF.EXTH T.IST OF WORD SiGNS 
 
 JVif/iout J'o7i'els : 
 
 letter 
 
 matter 
 
 neither ^ 
 
 another ^duration v possession ^^^ather 
 
 Coutrartions : 
 
 reprcpent- ^^ represent- 
 
 \ objection \. subj 
 
 ection 
 
 determination 
 
 determine 
 
 satisfaction ""^ — ^ information 
 phonographic \ ^^'^'^plionographer yr intelligence ^\ indispensable 
 
WORD-SIGN EXERCISES I49 
 
 EXERCISE C 
 
 Apply the rules for position writing to these and all subsequent 
 sentences. Follow the phrase marks carefully. See page 143, par. 223. 
 
 1. Every intelligent and = worthy student - of = phonography and - 
 every full-fledged phonographer shouldsunderstand - the importance - 
 of = keeping up an=active interest in = daily practice, notwithstanding 
 other duties which = may = press upon him. 2. There = is s a great s 
 deal s of = satisfaction in knowing = that phonographic skill and intelli- 
 gence are generally appreciated and = are = considered indispensable 
 to = the successful = conduct = of = modern commercial enterprises. 
 3. Men or women who = are = anxious to = live according to = the letter, 
 rather = than in = accordance with = the spirit of = a matter, often find 
 they have = done more harm to ; a good cause than can ; be righted 
 again by years = of = faithful = and well-spent efforts. 4. Within, around, 
 and = above their house, = the entire = group = of 5 buildings seemed 
 enveloped in flames, which - were rapidly creeping toward another 
 part = of s the = city, where = none but - the wealthiest lived. 5. From = 
 the : information which I = received I = cannot determine which gentle- 
 man called on me first as = the representative = of ; the = firm in = which = 
 you = are ; interested, for neither = of = them gave = his card to = the 
 servant when = he went out - of = the = door. 6. The child went toward - 
 the man with determination in = every feature and independence 
 in = his manner ; but after he = had told = him = his story he acted 
 as = though he felt = his duty were done. 7. " Taxation without repre- 
 sentation " was - the cry = of = the = opponents = of = the = British in = the 
 Revolutionary = War, and none cared to opposes them except = the 
 Tories and = the subjects; of = King George. 8. From all = the informa- 
 tion that = is = in = my possession I = have come to = view this = subject as = 
 a = matter = of = personal = opinion alone, and I = think I should = not =be 
 called = upon to = express that opinion in = public. 9. Whatever objec- 
 tion I = may ; have = had to giving you possession ; of = the * papers 
 I = then held, has = been removed by = the statement = of - several - 
 gentlemen who=told = me that - you had = been particularly good to = 
 this child. 10. The duration = of = the = period = of = subjection was 
 
I50 FINAL APPENDAGES, HALVING, PHRASING 
 
 entirely too extended for people who = had won = their independence 
 by s their s own energy, and on no account could = they have = been 
 induced to=submit to = such unequal representation in = the General 
 Assembly. 11. In = whichever = of = the = foreign languages he speaks, 
 I ; find = his sentences scarcely intelligible, and I s am = very = particu- 
 lar to 5 give closest heed to = everything he says, in = the hope that 
 I = may = not = fail to comprehend anything s valuable he = may let fall. 
 12. The young = gentleman=of = whom I spoke was = a = man = of = excel- 
 lent spirit = and unusual intelligence, and = his -- father was = a gen- 
 eral in = the Civil = War and -- suffered from not less than ten 
 wounds. 13. When twelve men agree on = a verdict, the law = is apt 
 to ; accept = their decision as = final, except in = cases where s it = can s 
 be shown that ; a bribe has - been - taken by = one or more members = 
 of = the = jury. 14. If = one = is = disposed to s have ? a ; mind of - his s 
 own, or to = stand alone in = a = matter = of ^ principle, he will - not find s 
 a multitude = of = the = people of = this = world in = harmony with = his 
 views, as he otherwise might. 15. Judging by accounts that = have 
 reached = me in = regard to = this young - woman, I s have = concluded 
 that she = is = an intelligent, industrious, = and capable phonographer, 
 and not = a whit behind = the other person whom s you = mentioned. 
 
 ADDITIONAL CONTRACTIONS 
 
 226. List of Contracted "Words and Phrases. There are many outlines 
 of words, phrases, and contractions which once learned will save 
 the student much time and labor. 
 
 Practically all of these additional contractions are of great value 
 to the student, for the reasons that they either avoid an awkward 
 outline or are worthy of memorizing on account of their frequent 
 occurrence. 
 
 Let the student first see the reason for the choice of the outline 
 for the word or phrase and observe how much effort it saves, and 
 then practice it carefully many times. 
 
i. District of 
 
 ADDITIONAL CONTRACTIONS 
 Contractions 
 
 Columbia \^\^ Pennsylvania^ I. territory 
 
 151 
 
 North Carolina 
 (^ South Carolina 
 
 j^ New York 
 
 mistake 
 
 ^/ Nevr J 
 
 Virginia 
 "West Virginia 
 
 ^ may be 
 at hand 
 
 New York City 
 
 mistaken 
 
 v_g. 
 
 United States 
 
 respect-fully 
 
 
 merchandise 
 
 company 
 
 passenger 
 
 post-office 
 
 Contracted Phrases 
 
 order- to ^ as well 
 
 ^\^ in receipt-of 
 
 we are in receipt-of 
 we regret to say 
 
 at once 
 
 ^^\ in reference-to 
 ,~r- in regar'd-to 
 
 better than 
 
 ^r^. 
 
 more than 
 
 we enclose 
 
 _~\^in reply- to 
 \in respect-to 
 
 we remam 
 
 rather than 
 
 F- 
 
 yours truly 
 
 "A;n 
 
 free on board 
 
 ^ in response-to 
 
 with reference-to 
 
 yours very truly 
 
 /I 
 
 \^/ bill of lading 
 
 the first \ to be 
 
 \- 
 
152 FINAL APPENDAGES, HALVING, PHRASING 
 
 Words with Vowels omitted 
 
 J^ Iowa 
 
 enough 
 
 \,^^ being 
 instead 
 
 perhaps 
 
 person 
 quality 
 
 Kentucky 
 
 .Connecticut 
 
 V. 
 
 business 
 
 \^.. 
 
 turn 
 
 /1o Rhode Island 
 
 earnest 
 
 " work 
 
 America 
 
 (^J also 
 /'"^ always 
 
 iry 
 
 refer 
 
 r learn 
 
 necessity 
 against 
 
 (^^^ relation 
 ^/^ railway 
 
 , among 
 
 many 
 
 ^ Misses 
 
 x^-^^}yi\ 
 
 railroad 
 
 mal<e 
 
 Mrs. 
 
 twenty 
 
 take 
 
 further 
 
 likewise 
 
 mto 
 
 keep 
 
 material 
 
 render 
 
 et cetera (and so forth) 
 
 'enclosure 
 
ADDITIONAL CONTRACTIONS 
 
 153 
 
 ^ 
 
 whether 
 
 C^.ieM_..!^\i^fim 
 
 month 
 
 ■nothing 
 
 better 
 
 • report 
 
 \/1 yesterday 
 
 \_ iorget-got; 
 
 forgive 
 
 V-— forego 
 v_y] hundred 
 
 ^-^ 
 
 indeed 
 
 heretofore 
 
 N-^ indebted 
 . , intend 
 
 seldom 
 
 return 
 
 little 
 
 sometime 
 
 per cent 
 
 '^^^ between 
 credit. 
 
 ^ > method 
 
 article 
 
 EXERCISE CI — REVIEW 
 
 /T/TV 1.1 
 
154 FINAL APPENDAGES, HALVING, PHRASING 
 
 EXERCISE Cn— REVIEW 
 
 I. 
 
 daze 
 
 II. 
 
 tinge 
 
 21. 
 
 subsection 
 
 31- 
 
 resolutions 
 
 2. 
 
 Danes 
 
 12. 
 
 deafness 
 
 22, 
 
 inscription 
 
 32. 
 
 vaccinations 
 
 3- 
 
 Dave's 
 
 13- 
 
 leaner 
 
 23- 
 
 legation 
 
 33- 
 
 occasional 
 
 4- 
 
 kiss 
 
 14. 
 
 rougher 
 
 24. 
 
 irrigation 
 
 34. 
 
 petitioner 
 
 5- 
 
 cans 
 
 IS- 
 
 potency 
 
 25- 
 
 fiction 
 
 35- 
 
 incision 
 
 6. 
 
 calves 
 
 16. 
 
 devotee 
 
 26. 
 
 restoration 
 
 36. 
 
 impositions 
 
 7- 
 
 shins 
 
 17- 
 
 monstrously 
 
 27. 
 
 adoptions 
 
 37- 
 
 dispositions 
 
 8. 
 
 shaves 
 
 18. 
 
 Spencer 
 
 28. 
 
 expeditions 
 
 38. 
 
 relaxations 
 
 9- 
 
 noon 
 
 19. 
 
 lotion 
 
 29. 
 
 diffusions 
 
 39- 
 
 recessional 
 
 lO. 
 
 knave 
 
 20. 
 
 recitations 
 
 30- 
 
 attentions 
 
 40. 
 
 sensationally 
 
 EXERCISE cm — REVIEW 
 
 1. Esther 
 
 2. fighter 
 
 3. litter 
 
 4. slaughter 8. tender 
 
 EXERCISE CIV — REVIEW 
 
 5. rafter 9. wither 
 
 6. wonder 10. father 
 
 7. tinder 11. weather 
 
 12, tinker 
 
 13. fingering 
 
 14. lingering 
 
 15. distemper 
 
 16. cumber 
 
REVIEW EXERCISES 
 
 155 
 
 17. material 23. diameter 29, presumption 35. postscript 
 
 18. entirely 24. federal 30. exemption 36. pasteboard 
 
 19. murder 25. literary 31. trumped 37. transitive 
 
 20. subaltern 26, literature 32. function 38. pertness 
 
 21. waiter 27. centered 33. injunction 39. suddenly 
 
 22. deserter 28. motherless 34. distinctive 40. mainly 
 
 EXERCISE CV— REVIEW 
 
 
 EXERCISE C VI — REVIEW 
 
 1 . accomplishment 1 1 . 
 
 2. accompaniment 12. 
 
 3. self-conquest 13. 
 
 4. their conduct 14. 
 
 5. her complaint 15. 
 
 6. incognito 16. 
 
 7. recognizable 17. 
 
 8. incompatible 18. 
 
 9. in conclusion 19. 
 10. in consideration 20. 
 
 unconsciousness 2 1 . 
 composition 22, 
 complicate 23, 
 
 cognitive 24 
 
 reconstruct 25, 
 inconvenience 26 
 circumstances 27, 
 self-assumption 28 
 self-confidence 29 
 enterprise 30 
 
 introspection 3 1, 
 interloper 32. 
 magnificent 33. 
 countersign 34. 
 controversial 35. 
 booming 36. 
 witching 37. 
 
 sharing 38. 
 
 teachings 39. 
 takings 40. 
 
 longings 
 
 casings 
 
 packing-the 
 
 guiding-the 
 
 filing-the 
 
 knowing-the 
 
 kingship 
 
 deaconship 
 
 flexibility 
 
 posterity 
 
156 FINAL APPENDAGES, HALVING, PHRASING 
 
 EXERCISE CVn — REVIEW 
 
 -\L:-ts.-^- 
 
 „.<K>-./»3a_. 
 
 !...^..£:^...^.J.„Lj.-/^.„s,. 
 
 .^A..-.^^- 
 
 EXERCISE C VIII — REVIEW 
 
 1. shut 
 
 2. shuts 
 
 3. mount 
 
 4. mounts 
 
 5. grants 
 
 6. blunts 
 
 7. insult 
 
 8. contained 
 
 9. boat 
 
 10. toads 
 
 11. dates 
 
 12. dazed 
 
 13. pats 
 
 14. past 
 
 15. coats 
 
 16. coast 
 
 17. pounds 
 iS. pounced 
 
 19. cod 
 
 20. diet 
 
 21. biter 
 
 22. robbed 
 
 23. prayed 
 
 24. dedicate 
 
 25. petitioned 
 
 26. painted 
 
 27. heaved 
 
 28. roofed 
 
 29. cleft 
 
 30. crowned 
 
 31. cleaned 
 
 32. craft 
 33- prints 
 
 34. plants 
 
 35. drifts 
 ^6. clefts 
 
 37. around 
 
 38. thread 
 
 39. cried 
 
 40. sneered 
 
 41. strut 
 
 42. prod 
 
 43. adequate 
 
 44. waned 
 45- gagged 
 
 46. locked 
 
 47. screened 
 
 48. seclude 
 
 49. sprint 
 
 50. splint 
 
 51. strained 
 
 52. sojourned 
 
 53. sprints 
 
 54. splints 
 
 55. lagged 
 
 56. vacate 
 
 57. lodged 
 
 58. numbed 
 
 59. flowered 
 
 60. warmed 
 
 61. annotated 
 
 62. delighted 
 
 63. herded 
 
 64. cogitated 
 
 65. seeded 
 
 66. obeyed 
 
 67. moaned 
 
 68. frittered 
 
 69. wandered 
 
 70. nodded 
 
 71. shunted 
 
 72. rotated 
 
SPEED PRACTICE 157 
 
 SPEED-PRACTICE LETTERS 
 
 227. Speed-Practice Letters 6 and 7. The following letters should 
 be practiced faithfully, in accordance with the directions for previous 
 speed-practice letters, until a speed of fifty or more words per minute 
 is attained. Each letter should be taken from dictation in four 
 minutes. Do not fail, when practicing these for dictation, to com- 
 pare them with the corrected copy. 
 
 The student should not give unwillingly the time which it takes to 
 practice these letters, for such practice will have an important bear- 
 ing on future success. That which is accomplished now will not 
 need to be accomplished hereafter. Every word the outline of which 
 becomes familiar by practice is thus made a part of one's shorthand 
 vocabulary. 
 
 Nashville. Tenn. . April 11. 1905. 
 Mr. Archibald Henderson. 
 
 Canton. Ohio. 
 Dear = Sir : 
 
 In = response to = your = letter = of = the - 9th inst. . it = gives me 
 great = pleasure to = grant your = request , and=I now write giving an 
 expression ^ = of = my = opinion as to = your efficiency in = the position => 
 of = assistant general manager = of = the = Danville water works during = the 
 last six years. I ™ = am = pleased to say = that in professional training, 
 general education, and = personal = character I = found you magnificently 
 equipped to = render valuable aid in = all phases '^ = of = your occupation. 
 
 It = was = my custom, as general manager, to intrust to = you for exe- 
 cution many = of = the = most important = matters of = our service ,""' includ- 
 ing = the supervision = of = the = force = of = men. In = this capacity you 
 displayed such gentlemanly self-control and = were so quick to = recognize 
 true worth in '" = the employees that = you soon gained their friendship 
 without any display = of = hostili ty on = their=part . In = discharging your 
 duties you = gave evidence » of = technical '™ ability andean excellent 
 knowledge = of = human = nature, while your great= energy « and constant 
 desire to = oblige your superiors were most noticeable. 
 
 I = shall always "^ = be deeply interested in = hearing f rom = time = to = 
 time of = your progress , which I = assuresyou I = believe you deserve and = 
 are bound to achieve.*''" 
 
 Yours truly. 
 
 WILLIAU F. DEVIME. 
 
158 FINAL APPENDAGES, HALVING, PHRASING 
 
 Philadelphia, September 5. 1905. 
 Mr. David Schreiner, 
 
 General Superintendent, 
 Roanoke, Va. 
 Dear = Sir : 
 
 I = am= in = receipt = of »your favor = of = September 3d, = containing your = 
 condensed balance sheet = and statement = of = expenses = connected with 
 tempering your steel output'' during = the last business year. I = always 
 appreciate having = such figures furnished, as = i t enables me to compare 
 them with similar facts from = other establishments'^ under my supervi- 
 sion. I = have = carefully = compared = the figures forwarded to me by Pitts- 
 burg = and Denver, and = find that = you = are = considerably higher=than 
 either '■'''= of = them. I = presume that = this = is largely due to = the increased 
 expenses that = you have labored under ever = since your = plant was par- 
 tially destroyed'"*' by = the tornado. I = do = not suppose that = you = will- 
 fully recover from=thi3 additional cost f or = more = than = a year. Do = 
 not allow yourself '-"' to = grow discouraged on = this = account . We = know = 
 the circumstances in; the = case, and = shall = not - fail to = make = allowance 
 when s we = consider your expenses.'™ 
 
 I = trust. however, that = you = will = be = as enterprising = and econom- 
 ical as = possible, without interfering with=the quali ty = of = the = prod- 
 uct of = your ^ mill . I f''''= you ; are = compelled to=make = a reduction = of = 
 ten per=cent in=the pay of=your help, we=will stand by=you through 
 any trouble.-'^ 
 
 Yours = very = truly , 
 
 FRANCIS G. PENDBXTER. 
 
 228. Speed-Practice Matter 3. Practice as before on this selection, 
 and then have it dictated in four minutes. 
 
 Samuel Morse, f rom = his first experiment with = the electric tele- 
 graph in 1835 till = his experimental essay in 1844, struggled hard 
 against ol:)stacles = and indifference, with'-^ scanty = means, for nine 
 years. The Congressional session = of ; 1842-43 was = a memorable; 
 one. On = the - last night he waited, almost without hope, and''" = left = 
 the House = of = Representatives discouraged = and poor, reduced to = 
 Ills last dollar. He = retired to bed after arranging for - his departure 
 home - the next ' ' day. On = the = morning of = that = day, March 4th, 
 1843, he = was startled by = the announcement that, in = the = midnight 
 hour ; of - the = expiring session, ^"'^ = Congress had voted to = place at = 
 his disposal thirty thousand ; dollars for = his experimental essay. 
 
 Many of = us still = remember = the first line from Washington ^^^ 
 to Baltimore, when = the practicability and utility = of = the ; electric 
 
SHORTHAND PENMANSHIP EXERCISES 
 
 159 
 
 telegraph were demonstrated to = the world. The ocean telegraph, 
 bringing two continents into almost instant s^®° communication, is = a 
 triumph = of - scientific skill, a 5 monument = of 5 enterprise and = faith 
 in i human capability, an = evidence = of ; persevering determination in 
 overcoming 5 the most '^'^ discouraging obstacles. 
 
 All ' honor to = the men - who, through discouragements and = failures, 
 by = their indomitable perseverance bore so honorable a = part in s 
 that great enterprise.^"" From Platform Echoes, by John B. Gough. 
 
 SHORTHAND PENMANSHIP EXERCISES 
 
 229. Exercises on Final Hooks and Halving. Carefully practice these 
 combinations of/- and «-hooks with straight strokes. Avoid a jerky 
 style of writing. 
 
 F- AND N-HOOKS ON STRAIGHT STROKES 
 
 F-HooKS ON Straight and N-Hooks on Curved Strokes 
 
 These combinations are given to emphasize the fact that the 
 /hook cannot be written on curved strokes. 
 
 F-, N-, AND Shun-Hooks 
 
 As you practice these /, ;/-, and shu7i-)\ooV.s, sound each as it is 
 written. Do not fail to practice each until it can be written easily 
 and with a flowing motion. 
 
l6o FINAL APPENDAGES, HALVING, PHRASING 
 Shun- and Se-Shun-Hooks 
 
 ..c:G5_e,. 
 
 This exercise is given to help emphasize the difference between 
 the shim- and se-shun-\iooV.%. Sound each as it is written. Make the 
 j--circle somewhat long and flat. 
 
 Halving, Shun- and Se-Shun-Hooks 
 
 ISTT^. 
 
 ^^-r^.\^..- 
 
 In practicing these combinations under the halving principle, be 
 sure to sound before the combination which follows it the tuh or duh 
 which is added by halving. 
 
 230. Review of Shorthand Penmanship Exercises. If the student has 
 not yet developed an easy, smooth, rapid, and flowing style of writing, 
 it would be well to take some spare time to practice all the penman- 
 ship exercises of the parts from Part II through Part V. Such a 
 style is worth all the effort that it costs to secure it. 
 
 \ up 01 
 
 .J_ 
 
 Review List of Signs 
 
 within 
 (j then, 
 
 than 
 
 opinion 
 none 
 
 men 
 man 
 
 ^ behind 
 
 J did nob 
 J do not 
 
 i-^'^ 
 
 ^—^ women 
 ^-^ woman 
 
 J had not 
 cannot 
 account 
 
WORD SIGNS 
 
 l6l 
 
 ^/ general-ly 
 
 n 
 
 twelve 
 
 y gentlemen 
 
 ^ gentleman 
 
 ^ ran 
 
 y^^ alone 
 
 ^^ mind 
 
 5 gone 
 
 5 again 
 
 \, belief-ve 
 
 ^ world 
 
 \j above 
 
 p told 
 
 ^ went 
 
 whatever 
 
 /o child 
 
 c_ quite 
 
 
 CL_ called 
 
 <\ spirit 
 
 ^ whichever 
 
 fX particular-ly 
 c\ part 
 
 ^/\ independent-ce 
 
 , , -, cave 
 
 "^ opportunity 
 q toward 
 
 ■^ intelligent 
 
 Vo often 
 
 V phonography 
 
 ^ accord-ing-ly 
 ^ cared 
 
 -P notwithstanding 
 
 ^-^ rather 
 
 determination 
 
 ^\. representative 
 
 ( letter 
 
 vj? information 
 
 1 determine 
 
 neither 
 V^__^/ another 
 
 \ objection 
 
 V phonographic 
 
 ^ — ^ matter 
 
 7 
 
 \ subjection 
 
 l ^^ phonographer 
 
 duration 
 
 r 
 
 ■' satisfaction 
 
 >^ intelligence 
 
 ^/\j representation 
 
 J 
 
 s possession 
 
 \ indispensable 
 
l62 FINAL APPENDAGES, HALVING, PHRASING 
 
 CHOICE OF OUTLINES 
 
 231. Many Outlines Possible. One Best Outline. As thirteen of 
 the twenty-six strokes of the alphabet have each had one or more 
 substitutes introduced for the sake of abbreviation {ruh, ur, luh,/uh, 
 ifuh, and tin having hooks ; tuh and duh having the halving prin- 
 ciple ; suh and zuh having the circle ; wuh and yuh having the semi- 
 circles ; and huh having the tick and dot), it follows necessarily that 
 there may be several ways of writing many outlines for words. There 
 may be several ways, — some right ways, but only one best way. The 
 principles on which a choice of outlines is made are as follows : — 
 
 (i) The outlines of all primitive words should be used as the 
 basis for derivative words, unless an outline results which is difficult 
 to write at a rapid rate. 
 
 cozy cozier coziest coziness cozily fine finer finest finery finely 
 
 not 
 
 moderate immoderate moderately script scriptural unscriptural 
 
 This rule cannot always be followed, and should not be if a loss of 
 speed or legibility results. Notice some of the following derived words. 
 
 rust rusty rustier pa-stor pastorate pastoral ■ ship shippef 
 
 shut shutter water watered dust dustless dustier dustlessness 
 I 
 
 A....i: h i: Jtnf- 
 
CHOICE OF OUTLINES 
 
 163 
 
 (2) The outlines for primitive words should be chosen for their easy 
 execution in rapid writing rather than for mere brevity of outline. 
 
 dirty chandler infirm virtue ureirtal dignify Martin ttiunieipal 
 '^^ not fc--*..^-^;- - 
 
 .3... 
 
 -1 
 
 The following suggestions are made in order to aid in the use of 
 the foregoing principles : — 
 
 a. Secure acute angles whenever possible, avoiding obtuse angles, 
 clinic dingy French planet emphatic vacate turnip forward 
 
 b. Secure flowing outlines whenever possible, avoiding abrupt 
 or unnecessary checks to the hand. 
 
 warranty Tange infirmary immensity Canada cringe mantle 
 
 tiot 
 
 .^^ 
 
 3 ...j: 2. 
 
 c. Secure perfect hooks whenever possible, avoiding imperfect 
 hooks. 
 
 panic Juniata dinner joiner tonic sojourner plainer sCrainer 
 
 t -^ [^- g V--t- 
 
 not 
 
 f K--<- -X^ ^ ^ 
 
l64 FINAL APPENDAGES, HALVING, PHRASING 
 
 d. Secure outlines in which the straight strokes are kept straight 
 whenever possible, avoiding the use of two hooks written with similar 
 motion, 
 guarantee grange branch superintend screener Bmner springeing 
 
 / not fJ / 
 
 -"^•----'^- -> -^ '^ -V-;> 
 
 232. Determining the Best Outline. It should be borne in mind 
 that an outline which might be easily written and read when written 
 slowly may be difficult to write or read when written rapidly. That 
 outline should be chosen which, when it becomes distorted by very 
 rapid writing, will look most like that for which it was intended. 
 In order to determine which is the best outline, it may often be 
 expedient and helpful to write very rapidly fifteen or twenty times 
 any outline that is thought to be the best for a word. If it is easily 
 written and resembles closely the outline which it was written to 
 represent, it probably is the best. 
 
 233. Two Types of Phonographers. The student of phonography 
 has now had all those principles which are essential to success. 
 The so-called "reporting principles" have not been given, and are 
 not essential to success in the work of the average student. All 
 students of phonography naturally divide into two classes : those 
 who have difficulty with much memory work and must develop 
 speed through learning comparatively few principles thoroughly, thus 
 throwing much of the work on a rapid hand ; and those who have 
 excellent memories and can therefore master many difficult tasks in 
 the way of numerous abbreviations, depending not so much on a 
 rapid hand as on shortened outlines and numerous abbreviating 
 principles, thus throwing much of the work on an excellent memory. 
 
 234. Taking up Reporting Principles. For these reasons, and 
 especially because the average student is found to be of the first 
 
THE READING OF SHORTHAND 165 
 
 class rather than of the second, it is deemed advisable to call atten- 
 tion to the fact that it may not be advisable for all pupils to do 
 the work of Part VI, but immediately proceed with dictation work in 
 connection with the Appendix. If the principles of the first five parts 
 are not under perfect control, or the signs, in particular, are still 
 troublesome, this in itself is evidence of the fact that the student is 
 certainly not prepared to proceed with the more difficult work of 
 Part VI. Those who have no trouble with either the principles or 
 the signs of these first five parts, and desire a more abbreviated style 
 of writing, need not be deterred from proceeding with this work at 
 once, unless the teacher advises otherwise. 
 
 THE READING OF SHORTHAND 
 
 235. Speed causes Poor Outlines. Assuming that the student, after 
 so much drill, is able and willing to write consistently according to 
 the preceding rules, there ought to be no difficulty in reading short- 
 hand notes ; but the natural effect of an increase of speed is either 
 to confuse the mind or render the hand incapable of executing the 
 outlines as they would be executed if deliberation were possible. 
 
 236. Smooth Style of Reading. Obviously, nothing need be said 
 about those outlines which can be easily read, except, perhaps, that 
 the student should endeavor to avoid a jerky, spasmodic style of 
 reading. Better read all portions of a selection slowly than read 
 some parts rapidly and then halt or stop to puzzle on others. The 
 impression on the mind of the dictator would then be favorable. 
 
 237. Reading the Difficult Words. It is deemed advisable that some 
 hints be given to the student as to the method of procedure in those 
 cases where a word or words cannot be read at a glance. The fol- 
 lowing method has been thoroughly tested and found satisfactory : — 
 
 (i) Sound. Carefully sound each element of the outline. If 
 properly written and sounded, this should give the word at once. 
 
l66 FINAL APPENDAGES, HALVING, PHRASING 
 
 (2) Look ahead. Read ahead a few words. A hasty glance of 
 this sort often reveals the secret. 
 
 (3) Get the context. Read the preceding clause or sentence, 
 sound the troublesome outline quickly, and read the subsequent 
 words of the sentence. This method gives the context and should 
 result satisfactorily. 
 
 (4) Is it a sign ? As the difficult word may be a sign word, the 
 student should now determine whether this is the case or not. 
 
 (5) Is it a phrase? The outline under consideration may be a 
 shorthand phrase. If this is the case, the first word of the phrase, 
 if not all the words, will probably be a word sign, and it should be 
 easily read. 
 
 (6) Is there a mistake? If the foregoing plan has not revealed 
 the word, some mistake has probably been made when it was written. 
 To determine whether this has been the case is a somewhat long and 
 tedious process. The student should imagine the straight stroke 
 to be curved or the curved stroke to be straight ; the light stroke 
 heavy or the heavy stroke light ; hooks and circles should be sounded 
 as if on the opposite side ; half-length strokes should be sounded 
 as full-length or double-length ; full-length strokes regarded as half- 
 length or double-length. 
 
 (7) Vowels. If there is any hint as to a vowel, it should now be 
 carefully considered. In many cases the first or last stroke of a 
 word suggests a single or a double vowel preceding or following that 
 portion. All this should be weighed. 
 
 (8) Position. The last hope of getting the word rests on the 
 position it occupies. Every vowel suggested by the position should 
 be tried, both before and after the stroke. 
 
 (9) Synonym. If success has not yet been achieved, the student 
 should carefully read the context and insert a synonym for the 
 troublesome word or words. Use common sense in its selection. 
 
 (10) Ask the dictator. When all the above have failed, and not 
 until then, ask the dictator, whether teacher or employer, kindly, to 
 
THE READING OF SHORTHAND 167 
 
 supply the needed aid ; but do not allow this to happen often, if you 
 expect to have either teacher or employer regard you as a stenographer. 
 
 238. Perseverance Necessary. The above plan demands patience, 
 perseverance, and painstaking care, but if it is carefully and per- 
 sistently followed, practically everything can be read. 
 
 239. Synopsis of Rules. In order to aid the student in applying 
 these rules, a brief synopsis is here given which may be memorized 
 and easily followed. 
 
 1. Sound. 6. Possible mistake. 
 
 2. Look ahead. 7. Hints as to vowels. 
 
 3. Read context and sound. 8. Position. 
 
 4. Word sign. 9. Synonym. 
 
 5. Phrase. 10. Ask dictator. 
 
 240. The Value of Word Signs. The student should not fail to 
 place a proper value on word signs. Those which are given in the 
 long tables which follow have been chosen either because they 
 represent words of frequent usage or because an awkward or con- 
 flicting outline is thus avoided. 
 
 To appreciate the value of these word signs, it will be found profit- 
 able to take a selection from almost any book, magazine, or paper 
 which is not too technical and place in one column a mark for each 
 word which has not a sign, and in another a mark for each sign 
 word. A count of the two will probably reveal a great argument on 
 the value of learning them. 
 
 Having observed the value of these signs, determine that they 
 must be mastered, one and all, at any hazard. By the use of a 
 piece of heavy paper to cover first the word signs and then the sign 
 words while the word or sign is recalled, an excellent mental drill 
 may be used to good advantage. A thorough written drill is also 
 needed. These signs should be reviewed every week, until they all 
 are perfectly farniliar. Unless a sign is as familiar as one's name, 
 it is a hindrance, as it causes hesitation. One cannot afford not to 
 know them at all ; one cannot afford to know them vaguely. 
 
l68 FINAL APPENDAGES, HALVING, PHRASING 
 
 An Alphabetic List of all Signs 
 
 A 
 a 
 
 
 already, awe-c 
 
 1 
 
 article 
 
 
 belong-ed 
 
 \ 
 
 able 
 
 s 
 
 also 
 
 n 
 
 as 
 
 o 
 
 better 
 
 ..S^. 
 
 about 
 
 
 always 
 
 r^ 
 
 at 
 
 
 between 
 
 \y 
 
 above 
 
 \, 
 
 am 
 
 
 aught 
 
 / 
 
 beyond 
 
 rt 
 
 accord-ing- 
 
 h: 
 
 
 America 
 
 
 B 
 
 
 business 
 
 \, 
 
 account 
 
 / 
 
 among 
 an 
 
 .^ 
 
 bank 
 bankrupt 
 
 \ 
 
 but 
 
 . 1 
 
 acknowl- 
 edge 
 
 
 C 
 
 
 advantage 
 
 / 
 
 and 
 
 
 be 
 
 \ 
 
 call 
 
 c . 
 
 after 
 
 ..-*^_ . 
 
 another 
 
 
 because 
 
 n 
 
 called 
 
 <- 
 
 again 
 
 
 answer 
 
 ^ 
 
 been 
 
 N 
 
 came 
 
 
 against 
 
 
 any 
 
 ^ 
 
 before 
 
 
 can 
 
 
 ago 
 
 
 anybody 
 
 ^ 
 
 behind 
 
 >s 
 
 cannot 
 
 - 
 
 all 
 
 \ 
 
 appear 
 
 N 
 
 being 
 
 \^ 
 
 capable-ility 
 
 \ 
 
 alone 
 
 r ' 
 
 are 
 
 
 belief-ve 
 
 \> 
 
 care 
 
 
 
 j 
 
 
 
 
 
 
 
ALPHABETIC LIST OF SIGNS 
 
 169 
 
 D 
 
 done 
 
 every 
 
 .!^. 
 
 cared 
 
 danger 
 
 > 
 
 do not 
 
 eye 
 
 dear 
 
 duration 
 
 I- 
 
 change-d 
 character 
 
 December 
 
 L. 
 
 during 
 
 fact. 
 
 determine 
 
 February 
 
 character - 
 istic 
 
 determin- 
 ation 
 
 each 
 
 filTTl 
 
 child 
 
 /> 
 
 did 
 
 earnest 
 
 first 
 
 ..0... 
 
 did not 
 
 either 
 
 follow-ed 
 
 commer- 
 cia[-lj^_ 
 
 differ-ed- 
 ent-ence 
 
 enclosure 
 
 for 
 
 difficult- 
 
 England-ish 
 
 forego 
 forget-got 
 
 company 
 
 disadvan- 
 tage 
 
 -} 
 
 enough 
 
 _:^.. 
 
 Connecticut 
 
 District of 
 Columbia 
 
 establish- 
 ed-ment 
 
 -k- 
 
 forgive 
 
 could 
 
 do 
 
 from 
 
 
 credit 
 
 dollar 
 
 et cetera 
 
 fully 
 
I/O FINAL APPENDAGES, HALVING, PHRASING 
 
 fuller 
 
 G 
 
 ^hadnofc 
 half 
 
 .V^- 
 
 how 
 
 however 
 
 .^. 
 
 influence 
 
 influenced 
 
 v>_^ 
 
 gave 
 
 general -ly 
 
 hand 
 
 J.. 
 
 has 
 
 hundred 
 I 
 
 .Vr^. 
 
 influential- 
 
 information 
 
 vj? 
 
 gentleman 
 gentlemen 
 
 
 have 
 
 .^ 
 
 V. 
 
 instead 
 
 4 
 
 he 
 
 immediate- 
 
 intelligence 
 
 Z. 
 
 get 
 
 held 
 
 important- 
 
 intelhgent 
 
 .^._- 
 
 give-n- 
 
 hence 
 
 impossible- 
 
 ility 
 UTipiove--ed- 
 
 ment 
 
 ^>> 
 
 gone 
 
 heretofore 
 
 intelli^ble 
 intend 
 
 < 
 
 good 
 got 
 
 him 
 
 indebted 
 
 _.^.. 
 ^--1 
 
 1 
 
 his 
 
 indeed 
 
 .:i. 
 ..^. 
 
 great 
 II 
 
 hold. 
 
 independ- 
 ent-ce 
 
 _r^. 
 
 Iowa 
 
 holy 
 
 indiscrimin- 
 ate 
 
 irregular-ly 
 
 had 
 
 hope 
 
 indispens- 
 able 
 
 .:^. 
 
ALPHABETIC LIST OF SIGNS 
 
 171 
 
 it 
 
 Its 
 
 J... 
 
 L 
 
 J[aivuar^ 
 just 
 
 
 ^eep 
 
 Kentucky 
 
 kingdom 
 
 let 
 
 letter 
 
 likewise 
 
 little 
 
 .lojisr 
 
 Lord 
 
 M 
 
 machinery 
 
 made 
 
 (^^ 
 
 
 many 
 
 Massachu- 
 setts 
 
 material 
 
 matter 
 
 may 
 
 merchan- 
 dise 
 
 method 
 
 .2. 
 
 ^^ 
 
 
 month 
 
 most 
 
 .„/;:?=) .^ 
 
 Mr. 
 
 Mrs'. 
 
 ^"b 
 
 much 
 
 must 
 
 my 
 
 IT 
 
 know 
 
 knowledge 
 
 magazme 
 
 might 
 
 nature 
 
 :7' 
 
 make 
 
 mind 
 
 <i.^ 
 
 ..^Ti. 
 
 large 
 
 J earn 
 
 / 
 
 mannifac- 
 ture-d 
 
 manuscript 
 
 Misses 
 
 mistake 
 
 ._2).. 
 
 necessary 
 
 necessity 
 
 ^.. 
 
 mistaken 
 
 ^r 
 
 neither 
 
172 FINAL APPENDAGES, HALVING, PHRASING 
 
 neverthe- 
 less 
 
 New Jersey 
 
 
 November 
 
 number 
 O 
 
 ^ other r\ 
 
 .:rL 
 
 other 
 ought 
 
 perhaps 
 
 person 
 
 phonography 
 phonogra- 
 pher 
 
 New York 
 
 object 
 
 objection 
 
 > 
 
 phonograph 
 
 New York 
 Citj 
 
 r 
 
 => 
 
 pleasure 
 
 of 
 
 owe-d 
 
 possession 
 
 .2. 
 
 often 
 
 post-office 
 
 nobody 
 
 oh 
 
 Ohio 
 
 'i.^ 
 
 North 
 Carolina 
 
 only 
 
 .c^. 
 
 particular- 
 part 
 
 peculiar-ly- 
 
 ity 
 
 Pennsylva- 
 nia 
 
 practicable- 
 ility 
 
 
 passenger 
 
 ->■ 
 
 practice-ical 
 
 principally 
 
 principle 
 
 
 probable-y- 
 
 ility ^ 
 
 nothinj: 
 
 opinion 
 
 notwith- 
 standing 
 
 ^ 
 
 opporlun- 
 
 ...... ii);_-_. 
 
 people-d 
 per cent 
 
 pul^lic 
 
 ./' 
 
 purpose 
 
ALPHABETIC LIST OF SIGNS 
 
 173 
 
 remember- 
 ed 
 
 A 
 
 South 
 Carolina 
 
 .X. 
 
 quality 
 quite 
 
 .::i. 
 
 (^^ 
 
 render 
 
 seemed 
 
 spirit 
 subject 
 
 report 
 
 seen 
 
 > 
 
 R 
 
 represent- 
 ed 
 
 seldom 
 
 subjected 
 subjection 
 
 railroad 
 
 railway 
 
 c^ 
 
 representa 
 tion 
 
 several 
 
 L. 
 
 ^^^^ represent - 
 
 shall-t 
 
 such 
 
 rapid 
 
 respect- 
 fully 
 
 should 
 
 suggest 
 
 Z- 
 
 rather 
 
 return 
 
 similar-ly 
 
 read 
 
 Rhode 
 Island 
 
 A. 
 
 sure-ly 
 
 .1. 
 
 real-ly 
 
 surprise 
 
 refer 
 
 said 
 
 regular-ly- 
 .. ity___ 
 
 satisfaction 
 
 somebody 
 
 .^r^. 
 
 take 
 
 .L 
 ..L 
 
 relation 
 
 remark -ed 
 ably 
 
 satisfacto 
 
 <r^ 
 
 '7 
 
 satisfy ied 
 
 1^- 
 
 sometime 
 
 somewhat 
 
 tell 
 
174 FINAL APPENDAGES, HALVING, PHRASING 
 
 territory 
 
 yT... 
 
 thought 
 
 ( 
 
 two 
 
 V..- 
 
 w 
 
 
 than 
 
 c 
 
 thousand 
 
 -_ /- _. 
 
 U 
 
 
 was 
 
 ) 
 
 thank- ed 
 
 .._/ . 
 
 three 
 
 
 under 
 
 ..%• .. 
 
 way 
 
 "> 
 
 that 
 
 ( 
 
 till 
 
 p 
 
 United 
 States 
 
 ..^Q.^ 
 
 we 
 
 c 
 
 the 
 
 • 
 
 time 
 
 
 unless 
 
 .Si^.. 
 
 well 
 
 r 
 
 their 
 
 ) 
 
 to 
 
 
 until 
 
 r\ 
 
 went 
 
 
 them 
 
 ( 
 
 together 
 
 
 up 
 
 \ 
 
 were 
 
 c 
 
 then 
 
 c 
 
 told 
 
 r 
 
 upon 
 
 \ 
 
 West 
 Virginia 
 
 \ 
 
 there 
 
 ) 
 
 too 
 
 _ \ 
 
 use Cn') 
 
 .— V- 
 
 what 
 
 > 
 
 3 
 
 thing 
 
 
 toward 
 
 1... 
 
 use cv) 
 
 J 
 .V-- 
 
 whatever 
 
 i 
 
 think 
 
 ( 
 
 truth 
 
 r 
 
 usual-ly 
 
 
 whatsoever 
 
 
 this 
 
 c 
 
 turn 
 
 \^ 
 
 V 
 
 
 when 
 
 V 
 
 those 
 
 ...(.- 
 
 twelve 
 
 ~\ 
 
 very 
 
 "^ ■ 
 
 whensoever 
 
 M^ 
 
 though 
 
 -(- 
 
 
 
 twenty 
 
 ...L. 
 
 Virginia 
 
 y 
 
 where 
 
 -.C<^_ 
 
STANDARD SELECTIONS IN SHORTHAND 
 
 ^75 
 
 whereso- 
 ever 
 
 ^ 
 
 with 
 
 c 
 
 w^ord 
 
 .-.r\.... 
 
 yesterday 
 
 ^ 
 
 'whether 
 
 '^ 
 
 within 
 
 c 
 
 work 
 
 r/ 
 
 yet 
 
 
 which 
 
 / 
 
 without 
 
 ( 
 
 world 
 
 
 you 
 
 
 whichever 
 
 / 
 
 woman 
 
 -.(T^.. 
 
 would 
 
 p 
 
 young 
 
 N,^ . 
 
 who 
 
 JL... 
 
 women 
 
 cr^ 
 
 Y 
 
 
 your 
 
 r 
 
 whosoever 
 
 ...^.... 
 
 won 
 
 
 ye 
 
 u 
 
 yours 
 
 r 
 
 will 
 
 
 
 
 
 
 
 
 See page 216 for additional signs. 
 STANDARD SELECTIONS IN SHORTHAND 
 
 241. Standard Selections for Reading. The ten pages of choice 
 selections which follow were chosen from national sources and should 
 commend themselves as appropriate selections. They should prove 
 not only useful but instructive and inspiring. 
 
 The instructions for reading shorthand, and particularly the hints 
 for reading the difficult words, should be most faithfully followed 
 when reading these selections. To read every word with no aid but 
 these hints and perseverance would be a long step in the right direc- 
 tion. The successful student will have many a battle alone with 
 words which are difficult to read ; learn the secret of victory in this 
 work. 
 
 These selections may also be used with profit as writing exercises. 
 They may be practiced repeatedly and carefully, and then might be 
 attempted from rapid dictation. 
 
176 FINAL APPENDAGES, HALVING, PHRASING 
 
 
 .crfc?.. 
 
 / // // // 
 
 L..L.i!/.-r.(..i^« 
 
 
 
 4( 
 
 ^^ 
 
 ( 
 
 x: .\. 
 
 (A 
 
 
 t 
 
 .L. :z.. 
 
 1 
 -U 
 
 ( 
 
 ^^-1 
 
 
 \ 
 
 i^ 
 
 ')1 
 
 
 
 \ 
 
 
 .^c 
 
 ..^ b-X.K>x 
 
 
 Y-.-f'-'^-xxx: 
 
STANDARD SELECTIONS IN SHORTHAND 177 
 
 2 .4?.s^ 
 
 .....!::^..:^..p.:r:..:rfz..L..-:^i^r.i.:..r.Li^.=^. 
 
 
1/8 FINAL APPENDAGES, HALVING, PHRASING 
 
 
 
 rr..^ 
 
 * For this and other foreign sounds, see page 231. 
 
STANDARD SELECTIONS IN SHORTHAND 179 
 
 "Vj-W^-^A-v- 
 
 iLx."^ .,J^\^^.s^l>. 
 
l8o FINAL APPENDAGES, HALVING, PHRASING 
 
 
 .t^.~r:^.L,„^l 
 
 \ 
 
 > 
 
 A 
 
 -^-J- 
 
 _:^_ 
 
 ^r X 
 
 V 
 
 ■:^. 
 
 ^. 
 
 
 f 
 
 (^ 
 
 -E. 
 
 .V 
 
 17 
 
 
 .\ - - X -~s <\x XM:>i. 
 
 c/T- 
 
 -^^■ 
 
 X 
 
 c\ 
 
 \ 
 
 ,L. 
 
 <\. 
 
 ±A. 
 
 
 :tV 
 
 .l.,^,z: 
 
STANDARD SELECTIONS IN SHORTHAND l8l 
 
 ^^--' -^-^-^ — -^ ^ ^ 
 
 ..-^^rr^ p.^^_9-..\... .\>..l -V_^. .TTTftr^. 
 
 ^ ^ J// " > J^ 
 
 ^ <5^ p 
 
 x\^i:2 x— .L 
 
 •v^- 
 
 -y 
 
 ('\ 
 
 y'-x.^ 
 
 
 ':^"^ ^ 
 
 ..VJ../ 
 
 li 
 
 
 ^_ 
 
 1^- 
 
 ^- 
 
 \:: 
 
 V 
 
l82 FINAL APPENDAGES, HALVING, PHRASING 
 
 .Q.^.._:i — ^-x.. 
 
 n 
 
 
 .J^^c 
 
 X 
 
 .\, 
 
 Ll.l 
 
 \.__^.:\e.. .?., i.li!:.r\ 
 
 \ 
 
 ■;)■ 
 
 n- 
 
 <■ 
 
 I \ 
 
 • ^ > 
 
 ■\-^-) 
 
 \ 
 
 -.P_-6.->>^ XX XXX 
 
STANDARD SELECTIONS IN SHORTHAND 183 
 
 ' /..--S l.rrrj- n ?__ d.-o-yi^rtrrr?....*^.-— rTrr>...-o.f\Xxxx... 
 
 ..(.^ — uy^ji.TTTZ — u- / X..— ^- — ^.r..o.x 
 
l84 FINAL APPENDAGES, HALVING, PHRASING 
 
 — -V^-^-^ 
 
 
 
 Lor 
 
 9s \ 
 
 >"-|-----'^-^W 
 
 (r> 
 
 v^ 
 
 .x/.C^_ 
 
 
 T 
 
 
 2..^..i:.i._^..^ \.l)_.-„ .._-. ^. L.:^_L..^..!rl,I 
 
 .?'V^ 
 
 ,>^ 
 
 ^..— "._lrT..)^..L.X..A3..A 
 
 * See page 214, paragraph^. 
 
STANDARD SELECTIONS IN SHORTHAND 185 
 
 ^o..cr.r.:. 
 
 ..e^j- 
 
 :..\.i 
 
 •■( 
 
 •^ 
 
 )4--'--/ 
 
 /\.i 
 
 ^■ 
 
 r^ 
 
 
 » 
 
 1_. 
 
 
 .^z:\. 
 
 ^^^. 
 
 
 ^ ^r\.\ 
 
 
 ^.f5.^.,^.^o0.^1 .^ X.... ......:^.. 
 
 ...I .y.s^^. L --a-- y^_.(>..._x._„_\> J!Srrr!.I.^..]_^.....NL 
 
 K 
 
 1% 
 
 ^^^ 
 
 ^ 
 
 -zL. 
 
 
ART 
 
 VI 
 
 REPORTING ABBREVIATIONS AND OPTIONAL EXPEDIENTS 
 
 242. Content of the Reporting Style. The reporting style consists of 
 (i) additional prefixes and afiixes, (2) omission of unimportant parts, 
 (3) brief phrasing, (4) distinguishing like words, and (5) a treatment 
 of figures. 
 
 These principles may require most determined efforts on the part 
 of the student on account of their arbitrary character. 
 
 PREFIXES AND AFFIXES 
 
 243. Joined Prefixes. Siuf (.\-circle joined). 
 selfish self-esteem self -centered 
 
 .^__^.A__ _____,._5^ .^brd.... 
 
 self-reproach 
 
 Inter, intra, enter (half-length n joined). 
 
 interrupt 
 
 introduce 
 
 enterprisingly entertainment 
 
 i 
 
 Anti, aute (half-length // joined). 
 
 antiseptic 
 
 antedilu\-ian 
 
 anticyclone 
 
 T^6 
 
 antecedent 
 
 ._^. 
 
PREFIXES AND AFFIXES 
 
 187 
 
 244. Omitted Prefixes. Con^ com (dot omitted ; expressed by 
 proximity to preceding word, if necessary). 
 
 in comparison in consideration condition consult 
 
 ^l L 
 
 X 
 
 Contro, contri, contra (prefix sign omitted). 
 
 controversy contribution contradistinction controversial 
 
 --a \) U- --!12 
 
 Circum (prefix sign omitted). 
 
 circumstances circumstanced circumflexion circumvention 
 
 Ex {k omitted before triple consonants), 
 explicit extravagant explore expression expletive 
 
 .L...... -.-.V .!i...... 
 
 245. Joined Affixes. Ble, bl}\ bility (final h). 
 attainable responsibility 
 
 4; 
 
 sensibly 
 
 fashionalily 
 
 Tive (z'-hook). 
 
 respective legislative 
 
 - ^... 
 
 objective 
 
 corrective 
 
 > 
 
 Ful (stroke/). 
 
 peaceful teaspoonful 
 
 handful 
 
 wonderful 
 
l88 REPORTING ABBREVIATIONS AND EXPEDIENTS 
 
 Ful (hook/). 
 
 careful cupful pitiful gleeful joyful 
 
 \ 
 
 Cient, ciently, ciency (final sK). 
 
 sufficient proficiently deficiency efficiently 
 
 .l_^. .^^_ U. .k_^... 
 
 ^^//"(^--circle joined). 
 
 myself herself yourself hunseOf thyself 
 
 .C' .::> c. ^ £.. 
 
 Selves (double s joined). 
 
 yourselves theinselves ourselves 
 
 c... -_ j; 
 
 ---^ 
 
 Is77i (j'-circle and ni). 
 
 mechanism Buddhism 'Methodism CaMnism 
 
 Est (j-Moop after half-length strokes). 
 
 greatest lightest amidst sendest 
 
 d=t : Si? 
 
 246. Omitted Affixes. Bk, l>Iy, hility {b omitted). 
 
 indispensable practicability probability assembly 
 
 ir.... 
 
 Cy (stroke s omitted after ;/-hook). 
 
 persistency competency potency discrepancy 
 
PREFIXES AND AFFIXES 189 
 
 Tial, tially^ tiation (omitted after «-hook). 
 
 prudential substantial inferentially consubstantiation 
 
 ^■■- — ^ ^---■: ^ 
 
 Serve, served, servation, servient, servience, serviency (zA-hook and 
 
 rest of word omitted). 
 
 reserve observation siibservteney preserved 
 
 ....^ ^.r::. _ \^1_ ^^ 
 
 Scribe, scribed (b omitted). 
 
 proscribe subscribed inscribe superscribed 
 
 Ing {dot omitted). 
 
 chastising opposing rejoining submitting 
 
 :^ r^.... X.. 
 
 247. Omitted Medial Sounds. Struction (k omitted). 
 
 instruction destruction misconstr:uction 
 
 L ( 2L.._ 
 
 1. 
 
 Traction {k omitted). 
 
 extraction subtraction distraction protraction 
 
 ...-71,. 
 
 t""- v- 
 
 Striictive {k omitted), 
 obstructive destructive constructive instructive 
 
 \-- ^- 
 
 ......1 .L 
 
 Scription (J> omitted). 
 
 prescription proscription subscription superscription 
 
 ^. ...^^....., 
 
I90 REPORTING ABBREVIATIONS AND EXPEDIENTS 
 
 Scriptive (J> omitted). 
 
 inscriptive proscriptive descriptive 
 
 Az=e. 
 
 Faction, fication {k omitted). 
 justification putrifi cation purification Tatifi.cation 
 
 monuments lodgments/^7 
 
 Ments («-hook omitted), 
 ornaments judgments 
 
 --- /■ 
 
 Mental^ mentally («-hook omitted), 
 ornamental regimental monumentally elemental 
 ^.,^... ..dj:. ..rWl ^L..... 
 
 Mentary («-hook omitted), 
 rudimentary documentary elementary segmentary 
 
 EXERCISE CIX 
 
 
 Z.::^ L 
 
 1.. 
 
 .^.. 
 
 .^.....X- 
 
 K 
 
 'Z^J.....^ iC^.. 
 
 \ 
 
PREFIXES AND AFFIXES 
 
 191 
 
 EXERCISE CX 
 
 1. self-evident 11. 
 
 2. self-assertive 12. 
 
 3. self-luminous 13. 
 
 4. self-made 1 4. 
 
 5. self-restrained 15. 
 
 6. self-same 16. 
 
 7. self-satisfied 17. 
 
 8. entertain 18. 
 
 9. interfere 19. 
 10. intercede 20. 
 
 international 21. 
 interloper 22. 
 interaction 23. 
 introspective 24. 
 comprehend 25. 
 consular 26. 
 concentrate 27. 
 considerable 28. 
 commingle 29. 
 concert 30. 
 
 confusion 31. 
 controversialist 3 2 . 
 
 circumspectly 33. 
 
 explicable 34. 
 
 extravagance 35. 
 
 experiment 36. 
 
 exclusion 37. 
 
 sensibility 38. 
 
 reprehensible 39. 
 
 fashionable 40. 
 
 accountable 
 
 serviceably 
 
 needful 
 
 disdainful 
 
 baneful 
 
 manful 
 
 doleful 
 
 heedful 
 
 dreadful 
 
 hopeful 
 
 EXERCISE CXI 
 
 .-^^_ 
 
 \\-\ 
 
 y^..l^...^:^r.:^s^..L^.\^ 
 
 1. softest II. 
 
 2. mightiest 12. 
 3. broadest 13. 
 
 4. tightest 14. 
 
 5. impossibility 15. 
 
 6. assemble 16. 
 
 7. expediency 17. 
 8. regency 18. 
 9. exorbitancy 19. 
 
 10. reverential 20. 
 
 EXERCISE 
 
 substantiation2i. 
 prudentially 22. 
 preservation 23. 
 subjection 24. 
 subscribed 25. 
 constriction 26. 
 restrictive 27. 
 receptive 28. 
 
 abstractive 29. 
 representative 30. 
 
 cxn 
 
 demonstrative 31. 
 
 retractive 32. 
 
 subtraction ^^. 
 
 distraction 34. 
 
 sanctification 35. 
 
 petrification 36. 
 
 vilification 37. 
 
 mollification 38. 
 
 habiliments 39. 
 
 raiments 40. 
 
 segments 
 
 supplemental 
 
 instrumental 
 
 experimental 
 
 sedimental 
 
 elementary 
 
 promontory 
 
 fragmentary 
 
 fragments 
 
 instruments 
 
192 REPORTING ABBREVIATIONS AND EXPEDIENTS 
 
 OMISSION OF UNIMPORTANT PARTS 
 
 248. Contracted Outlines. There are many words in which the diffi- 
 cult or unimportant parts are omitted. 
 
 249. Simple Stroke Contractions. 
 
OMISSION OF UNIMPORTANT PARTS 193 
 
 '^X omnipotent-ly-ce \y^\ perpendicular-ly-ity 
 
 omnipresent-ly-ce /^ \ repugnant-ly-ce 
 
 ' ^~^ omniscient-ly-ce /\ Tepublic 
 
 ^y\' orthodox-y-Iy \^ languish 
 
 \^y^\^ performed ance [^ — ^ democrat'-ic-al-ly-cy 
 
 250. Contractions with Circles or Loops. 
 
 aristocrat-ic-al-ly-cy \^_^ extinct-ion 
 
 J designate-ed-tion Vn y^ facetious-ly-ness 
 
 \ episcopal-ly-ian i. instinct-ive-ly 
 
 y -^t. example ^\ irresponsible -y-ity 
 
 ^ ^ executor ^ conspicuous-ly-ness 
 
 executrix /^^ j celestial 
 
 expect-ed-ation |>-«^ distinct-ly-ness 
 
 resemble-d-ance I despicable-ly-ness 
 
 ^■*^\^^ sanctify I dyspepsia-tic 
 
 l^m^ extemporaneous-ly R^^ ^ eccentricity 
 
194 REPORTING ABBREVIATIONS AND EXPEDIENTS 
 _ /_ exchange -d \/^\o barbarous-ly-ism 
 
 fastidious-ly-ness ^— ^ „ — magnetism 
 
 J[jJL^ distinguish-ed _ . howsoever 
 
 251. Contractions with Hooks. 
 
 congregated l^_^ tranquil-ly-ity 
 
 aggregate-d \ o approximate-ly-tion 
 
 challenge-d I director 
 
 collect-ed I directory 
 
 .l^'^ 
 
 correct-ed-lvness I develop-ed-ment-al 
 . ^ 
 
 criminally ity-ate-d ,__p__ agriculture-al-ly 
 
 \^^ delinquent-ly-cy ■ ^_^ o Anglo-Saxon 
 
 '\f^ liberal-ly-ity "~N, archangel 
 
 parlianient-ary I deform-ed-ity 
 
 mortgage-d ^^.^-< neglect-ed 
 
 maligiiarit-ly-cy n microscope-ic-al-ly 
 
OMISSION OF UNIMPORTANT PARTS 195 
 
 proper-ly-ty %,,^ perspicuous-ly-ity 
 
 ^/"^ preliminary ^\ privilege-d 
 
 ^\y^ prerogative %^ prospect-ed-ive 
 
 -^■"'^"^" - Y"^""'- — -■ 
 
 •^■"^"^ — ^"^^ 
 
 /^^^y relinquish-ed /''^\o ''^formation 
 
 y jurisprudence /7 legislation 
 
 publisher \ -, irrevocable-y 
 
 \ plenipotentiary ^ jurisdiction 
 
 yy\. replenish-ed J constitutionality 
 
 ^-.^// emergency L discrepant-cy 
 
 economy-ic-al-ly I ^ — >. discriminate-d-ly-tion 
 
 I contingent-cy ~~\ irrespective-ly 
 
 J 3 discover-ed-y /y ■worshiped 
 
 y/ regenerative \ publication 
 
 yY regeneration ^^ vice president 
 
196 REPORTING ABBREVIATIONS AND EXPEDIENTS 
 252. Contractions with Half-Length Strokes. 
 
 Almighty ^^^/^ perpetual-ly-ated-tion 
 
 ^^ individual-ly-ity 
 astonish -ed-metit 
 
 antagorritee-d-ist asm 
 
 indigiTant-ly-ity-tion 
 
 ^^ hospita'1-able-y-ity 
 f intellect-ual-ly 
 
 arithmetical-ly 
 
 \ 
 
 advancement 
 
 infimte-ly-ity 
 infinitesimaljy 
 
 intiniidate-d-tion 
 
 253. Memorizing Reporting Contractions. As nearly every contrac- 
 tion in the preceding; four lists represents a word which is both long 
 and difficult, the value of memorizing each will surely be evident to 
 the student. But this work cannot be done in a short time. It must 
 be taken up again and again, until each outline is a part of the stu- 
 dent's shorthand vocabulary. These contractions, nearly one hundred 
 and fifty in number, represent over three hundred words. The use 
 of a contraction for a primitive word and its principal derivatives 
 will be found perfectly safe. 
 
BRIEF PHRASING 197 
 
 BRIEF PHRASING PRINCIPLES 
 
 254. Principles of Regular and Irregular Phrases. All that has been 
 said in regard to phrasing is applicable to the briefest and most 
 rapid writing. It would be well to read those remarks again. 
 
 For the sake of aiding the student in mastering this subject, phrases 
 are divided into two classes, regular and irregular. 
 
 A regfular phrase is one which follows some definite, consistent, and 
 easily comprehended rule of usage. An irregular phrase is one in 
 which advantage is taken of the fact that a group of words may be 
 expressed in some unique way, even if there is no definite underlying 
 basis for the method of expression. 
 
 255. Regular Phrases, (i) Adjacent Circles. When a word which 
 ends with a circle precedes a word which begins with a circle, the 
 two circles may be written together. 
 
 it-is-said on this side as soon as there is something 
 
 J^_Jl 3r^s^ 
 
 \ f 
 
 his success on this section these circumstances as certain 
 
 Q D 
 
 (2) Unimportant and Difficult Parts omitted. In phrases, as in 
 words, unimportant and difficult parts may sometimes be omitted 
 without seriously interfering with legibility. 
 
 I depend upon you as far as possible again and again more or less 
 
 T^ .rr^..... 
 
 absolutely^necessarjr. '^ ^^ ^ ^^^^^ ^^^^^^ it j^^s been said 
 
 -^- — --cL-- 
 
198 REPORTING ABBREVIATIONS AND EXPEDIENTS . 
 
 (3) Restored Forms. In phrasing it is permissible that a word 
 be written in other than its regular form, in order that it may make 
 a part of a good phrase. 
 
 these shipments you can only when are you m these parts 
 
 in that state do you really ( you must learn such as are 
 
 ._J!1.. LZ .v-r^C:^ 
 
 (4) Abbreviations given Word Values. Each of the principles intro- 
 duced as time savers in the corresponding style may be used to great 
 advantage in the reporting style by giving definite word values to 
 each. These are /-, r-, ;/-, ?'-, w-, backward 71-, shun-, and se-shuji- 
 hooks, ^-circle, xZ-loop, halving and lengthening principles. 
 
 a. The 1-hook expresses loili and all. 
 
 it will Avhich will they will at all by all means in all for all 
 
 [ Z! ( _ _p "^-?^ .^. L 
 
 b. The r-hook expresses are, our, and, in the third position, were. 
 whicli are they are such are they are not at our in our had our request 
 
 ^_....Z }. _Z D. _. 
 
 Avhich were it Avere as it Avere they were such were 
 
 ") ■/ 
 
 c. The n-hook expresses oicn, one, and, after other, rather, and 
 adjectives or adverbs of the comparative degree, than. 
 
 our own my own their own her own some one which one every one 
 
 r^. l/.... _ a) 67^.. ..(Z.. -^ 
 
 another one more than sooner than quicker than other than 
 
 >-'~^- ^ ■ ^- ^-- 3- 
 
BRIEF PHRASING 199 
 
 d. The v-hook expresses of, have, and to have. 
 out of each of such of advantage of side of come of 
 
 _„^. /.._ z:....._ /.. t _ 
 
 which hawe said to have hope to have such have 
 
 /.. C .V ^ 
 
 ---V 
 
 e. The w-hook expresses we and with. 
 
 ■we will we must we request we may we know 
 
 with him with my request with whom you are -with me 
 
 f. The backward n-hook expresses in. 
 
 in some in some cases in some respects in some instances 
 .'ZCTiv.. .-zcr^^.^- 'zcrx/So .-ac^s^. 
 
 g. The shun-hook expresses ocean. 
 
 Pacific Ocean Indian Ocean Atlantic Ocean Arctic Ocean 
 
 - ^- - - - -- 
 
 // 3 
 
 h. The se-shun-hook expresses session. 
 this session winter session spring session entire session 
 
 /. The 8-circle expresses is, his, as, has, and us when final. 
 
 and his name this is it so as to be as much as possible 
 
 ■f V 
 
 ' Ipt lis liavp lis ^ 
 
 give us send us ' let us have us take us 
 _<5_j). iy_ V^ [.__n_ 
 
200 REPORTING ABBREVIATIONS AND EXPEDIENTS 
 
 /. The st-loop expresses yfrj/. 
 at first the first time first-class 
 
 my first 
 
 our first 
 
 --^- 
 
 .^. 
 
 --'^- - 
 
 k. The halving principle expresses //, ought, had, would, and to . 
 It after a word sign or a final straight stroke : 
 from it do it have it telLit preach it shook it 
 
 ^ L -.<s Q ....^ .J...... 
 
 Ought after word signs placed in the first position : 
 
 such ought they ought there ought some ought it ought 
 
 /^ ( ') ^ \ 
 
 Would after word signs placed in the third position : 
 
 such would they would there would some would it would 
 -^ -^ ^ ,5^- I 
 
 Had ziltr word signs placed in the third position: 
 
 such had they had there had some had it had 
 
 y, ^ ^ -^- 1 
 
 To after any stroke or sign : 
 in regard to in order to liable to able to 
 
 ^^_ ^ fy, ^ 
 
 /. The lengthening principle expresses there or their, they are, 
 other, and triple length adds any of these word values after the 
 lengthening principle. 
 
 if there for their think there wish their through there 
 
 so they are 
 
 when they are 
 
 however some other 
 ^they are _ aCTTTT^--- 
 
 no other 
 
 winter there .render their enter their services 
 
 murder their 
 reputations 
 
BRIEF PHRASING 
 
 20 1 
 
 256. Irregular Phrases, (i) Arbitrary hi Character. Many of the 
 following phrases and others as unique are helpful and, being purely 
 arbitrary, should be carefully memorized. 
 
 at any time 
 
 my time 
 
 some time her time 
 
 at all events at any rate at length our text my text 
 
 -b 1 b"-- ^ "^ 
 
 ■may be we may be we may be sure 
 
 we may be requested 
 
 ^- 
 
 on either hand > 
 
 on the other hand oh the one hand. 
 
 cX tJL 
 
 at hand at once it seems to me for instance more and more 
 
 in such a (rase for flie sake of under the circumstances in consequence 
 
 ^- ^ --T - ^ 
 
 in consideration it may as well it is well known House ot 
 
 a) I ^ I Representatives 
 
 The thoughtful student will see that there is no regular underlying 
 principle of omission or variation in these phrases. The combina- 
 tions are short, suggestive, readable, and for that reason they are 
 permissible. In these phrases no essential sound or necessary con- 
 7iective H'ord is omitted. 
 
 (2) PJirasing by Ititersection. A stroke may be written through a 
 preceding outline to express some regular word. This principle is of 
 great value in writing titles of organizations. When the last con- 
 sonant of the preceding outline will not permit the striking through 
 of the stroke, it may be written beside it. 
 
202 REPORTING ABBREVIATIONS AND EXPEDIENTS 
 
 a. Stroke k expresses company. 
 Adams Express Co. Permsylvama R.R. Co. Union News Co. Standard Oil Co. 
 
 .--.,,:,,^ ^-...- 
 
 Philadelphia Gas Co. International Navigation Co. Buffalo Elevator Co. 
 
 ir\^ 
 
 b. Stroke p expresses party. 
 Labor Party Radical Party Liberal Party Federal Party Republican Party 
 
 - ^\----l,"---^- 
 
 c. Stroke t expresses committee. 
 Finance Committee Relief Committee Senate Committee Naval Committee 
 
 
 d. Stroke d expresses department. 
 
 War Department Treasury Department Purchasing State Department 
 
 ^c\ rv Department 
 ____._,_ __ _.],__. 
 
 c. Stroke s expresses society. 
 Temperance Society Medical Society SinL:;in£; Society Benevolent Society 
 
 ^^.._..l. ^ ^ ■ 
 
 /. Stroke sh expresses association. 
 
 Mutual Aid 
 Christian Association Park .Vssociation Association Savings Association 
 
 I,'. 
 
 -Oj S>- 
 
REPORTING PHRASES 
 
 203 
 
 EXERCISE ON REPORTING PHRASES 
 
 257. The student should seek for and attempt to impress on the 
 mind the principle of abbreviation represented in each phrase. 
 
 as has 
 
 as has been 
 
 as has been done 
 
 as has never 
 
 as is known 
 
 as is now 
 
 as soon as 
 
 as soon as it may 
 
 as soon as possible 
 
 has several 
 
 has somehow 
 
 has supposed 
 
 is as 
 
 is as general 
 
 is as important 
 
 is safe 
 
 is seen 
 
 is several 
 
 is somehow 
 
 is something 
 
 in his senses 
 
 in his subject 
 
 in this city 
 
 it is said 
 
 it is something 
 
 it is seen 
 
 it is such 
 
 tliere is some 
 
 there is some reason 
 
 tliere is something 
 
 this century 
 
 this is done 
 
 this is your 
 
 again (and) again 
 better (and) better 
 ladies (and) gentlemen 
 longer (and) longer 
 lower (and) lower 
 more (and) more 
 over (and) over 
 right (and) wrong 
 such (and) such 
 more (or) less 
 right (or) wrong 
 two (or) three 
 at (the) present day 
 for (the) benefit 
 for (the) mos(t) part 
 for (the) present 
 in (the) world 
 under (the) necessity 
 it might as (w)ell 
 as (w)ell as 
 as (w)ell as you may 
 it is (w)ell enough 
 it is (w)ell known 
 it may as (w)ell 
 has bee(n) able 
 has bee(n) there 
 upo(n) their 
 upo(n) themselves 
 upo(n) those who 
 ]as(t) December 
 las(t) Monday 
 las(t) month 
 mos(t) beautiful 
 
 mos(t) important 
 mos(t) reasonable 
 mos(t) sure(ly) 
 mus(t) also 
 mus(t) always 
 jus(t) enough 
 jus(t) now 
 
 it will 
 
 it will also 
 
 it will always 
 
 it will be 
 
 it will bring 
 
 it will be seen 
 
 it will be said 
 
 they will 
 
 they will decide 
 
 they will do 
 
 they will remember 
 
 they will think 
 
 which will 
 
 which will be 
 
 which will be sent 
 
 which will be such 
 
 which will become 
 
 which will bring 
 
 which will embrace 
 
 which will never 
 
 by all 
 
 by all means 
 
 by all measures 
 
 by all persons 
 
 by all such 
 
204 
 
 REPORTING ABBREVIATIONS AND EXPEDIENTS 
 
 for all places 
 
 every one does 
 
 number of names 
 
 for all this 
 
 every one knows 
 
 number of packages 
 
 if all this 
 
 every one says 
 
 number of pages 
 
 if all this is 
 
 every one shall be 
 
 number of papers 
 
 if all those 
 
 if every one does 
 
 
 if all your 
 
 if every one knows 
 
 hope (to) have 
 
 in all places 
 
 if every one says 
 
 hope (to) have a 
 
 in all such cases 
 
 send another one 
 
 hope (to) have his 
 
 in all they 
 
 some one 
 
 hope (to) have enough 
 
 in all we have 
 
 some one's 
 
 hope (to) have infor- 
 
 
 some one asked 
 
 mation 
 
 they are 
 
 some one was 
 
 said (to) have 
 
 they are also 
 
 some one was there 
 
 said (to) have infor- 
 
 they are always 
 
 your own 
 
 mation 
 
 they are certain 
 
 your own decision 
 
 said (to) have now 
 
 they are no more 
 
 your own judgment 
 
 said (to) have been 
 
 they are now 
 
 your own knowledge 
 
 said (to) have known 
 
 they are right 
 
 your own name 
 
 
 which are 
 
 your own opinion 
 
 in seeming 
 
 which are also 
 
 your own position 
 
 in seizing 
 
 which are made 
 
 their own 
 
 in selfish 
 
 which are meant 
 
 their own fault 
 
 in selling 
 
 which are ready 
 
 their own position 
 
 in sermons 
 
 by our 
 
 
 in sleep 
 
 by our leave 
 
 which have 
 
 in small 
 
 l;)y our many 
 
 which have become 
 
 in small numbers 
 
 by our mistake 
 
 wliich have been 
 
 in some 
 
 by our permission 
 
 wliich liave done 
 
 in some cases 
 
 in our answer 
 
 which have no 
 
 in some instances 
 
 in our case 
 
 which have not 
 
 in some measure 
 
 in our haste 
 
 which have now 
 
 in some one 
 
 in our hurry 
 
 whicli liave taken 
 
 in some other 
 
 in our siuht 
 
 eacli of 
 
 in some other respects 
 
 in our way 
 
 each of us 
 
 in some other way 
 
 which were received 
 
 each of his own 
 
 in some you will find 
 
 which were right 
 
 each of them 
 
 in something else 
 
 which were to be 
 
 each of which 
 
 in some you are 
 
 which were wrong 
 
 each of your 
 
 in some you may 
 
 whicl) were ready 
 
 number of us 
 
 in some you will be 
 
REPORTING PHRASES 
 
 205 
 
 had it made 
 
 had it received 
 
 if it 
 
 if it be 
 
 if it did 
 
 if it does 
 
 if it had 
 
 by which it is 
 
 by which it is not 
 
 by which it may not 
 
 by which it may be 
 
 by which it mus(t) be 
 
 by which it was 
 
 for which it is not 
 
 in which it is 
 
 in which it has been 
 
 able to 
 
 might not be able to 
 you may be able to 
 I may be able to 
 you should be able to 
 we are able to 
 when I am able to 
 you are able to 
 
 it would 
 it would leave 
 it would make 
 it would receive 
 it would be received 
 such would be 
 such would require 
 such would never 
 such would now 
 there would 
 there would be 
 there would never 
 which would 
 
 which would be 
 which would be necessary 
 which would be required 
 which would be received 
 
 had had 
 had had reason 
 had had some 
 had had something 
 had had trouble 
 have had 
 have had none 
 have had several 
 there had 
 there had been 
 there had never 
 there had no doubt 
 
 so there 
 
 so there can be 
 
 so there is not 
 
 so there must 
 
 so there will 
 
 still there 
 
 still there is 
 
 still there never 
 
 when there 
 
 when there is 
 
 when there is not 
 
 when there never 
 
 when there shall be 
 
 whenever there 
 
 whenever there is 
 
 whenever there has been 
 
 I know they are just 
 
 I know they are not 
 
 I think they are sent 
 
 if they are seen 
 
 so they are right 
 
 when they are done 
 when they are seen 
 why they are ready 
 why they are received 
 one other 
 
 one other advantage 
 one other person 
 one other position 
 several other 
 in several others 
 some other 
 some other man 
 some other person 
 some other reason 
 some other rights 
 enter their names 
 enter their service 
 I wonder there is not 
 render their decision 
 tender their thanks 
 whether there will be 
 
 Democratic Party 
 Phonetic Society 
 Cotton Company 
 Beneficial Association 
 National Party 
 Finance Committee 
 Railway Department 
 Republican Party 
 
 there are many 
 there are some 
 are you going 
 are you willing 
 are you sure 
 better times 
 he has no time 
 at any time 
 
206 REPORTING ABBREVIATIONS AND EXPEDIENTS 
 
 each ought to be 
 there ought to be 
 it ought to be 
 some one ought to be 
 this one ought to be 
 that one ought to be 
 which ought to be 
 such ought to be 
 
 Indian Ocean 
 Arctic Ocean 
 Atlantic Ocean 
 Pacific Ocean 
 Antarctic Ocean 
 
 winter session 
 summer session 
 extra session 
 las(t) session 
 this session 
 nex(t) session 
 these sessions 
 our sessions 
 
 he was on time 
 she can only 
 there can only 
 you may learn 
 we may learn 
 she may learn 
 we must learn 
 she must learn 
 did you really 
 do yoif rely 
 such as are there 
 such as are willing 
 in this state 
 in your state 
 in those states 
 in this part 
 in those parts 
 this shipment 
 those shipments 
 very much 
 so much 
 was much 
 from much 
 
 all is 
 with his 
 what is 
 were his 
 as they 
 as large 
 as large as 
 as far as 
 as good as 
 has not been 
 has never been 
 has long been 
 let us 
 
 received us 
 behind us 
 among us 
 addresses us 
 chooses us 
 first day 
 at first 
 her first 
 their first 
 your first 
 
 DISTINGUISHING LIKE WORDS 
 
 258. Distinguishing by Position, Outline, and Vowels. There are 
 three methods of distinguishing words that have the same outline : 
 (i) by writing in position, (2) by varying the outlines, (3) by insert- 
 ing vowels. 
 
 It will require most faithful application on the part of the student 
 to memorize the lists which follow, but it is believed that the troubles 
 which will thus be averted will justify the labor. 
 
 Of course the student will need to revert to these lists again and 
 again, and they should be written each time they are the subject of 
 study, for the eye can be of very great assistance to the memory in 
 this work. 
 
DISTINGUISHING LIKE WORDS 
 Writing in Position 
 
 207 
 
 repetition 
 
208 REPORTING ABBREVIATIONS AND EXPEDIENTS 
 
 immature i • , . 
 
 Vr^ violent 
 mature i 
 
 ^»-' valis 
 
 indicate 
 induct 
 
 valiant 
 fluent 
 
 affljuent 
 
 ^<i illegitimate 
 /^ legitimate 
 
 ^/^ immortal 
 _/^ mortal 
 
 J^T'" .•y.°'!:°.'°!!. nS-i'!!™?!?. 
 
 b 
 
 attempt 
 
 absolute 
 
 petrify 
 
 putrefy 
 
 V 
 
 I defined 
 |I^de_fimte__ 
 
 q_L 
 
 extract 
 
 imminent 
 eminent 
 
 ^\_ predict 
 c\_ protect 
 
 Q 
 
 element 
 
 ^- 
 
 e'xeept 
 aeeept 
 
 ' exalt 
 exult 
 
 aliment 
 
 prominent 
 permanent 
 
 unavoidable 
 
 fix 
 focus 
 
 inevitable 
 __p causation 
 —P accession 
 
 affix 
 peaceable 
 possible 
 
 ammunition 
 voluble 
 
 r^/-rvavailable 
 
 _PV^. 
 
 ^~^ \ valuable 
 
 accusation 
 auditor 
 editor 
 
 bter 
 
 au 
 
 |\euiior 
 \ ^ doul 
 
 passable 
 
 petition^ \ operation ■ v . a 
 
 • . \ ^nnrtinn ^—1 mdlCted 
 
 competition \V-<Portion ' • j u^ i 
 
 \ x" ' \^ . ^ ^ indebted 
 
 computation 
 collision 
 
 collation 
 
 D 
 
 collusion 
 
 volition 
 
 apportion 
 prohibition 
 
 probation 
 
 ^ undoubted 
 prompt 
 permit 
 
 approbation 
 
 promote 
 
 I diamond 
 I demand 
 
 absence 
 
 k* 
 
 adamant 
 
poor 
 
 DISTINGUISHING LIKE WORDS 
 Variation of Outlines 
 
 pure 
 
 209 
 
 ^ " righteous 
 
 r staid I steady 
 
 
 ^- 
 
 patron v/^ pattern 
 
 breath \z^ '^"'^^^ 
 
 I/? turn 
 
 train 
 
 attainable I ^ t 
 
 tenable 
 
 /j, ingenious ^^_^ ingenuous 
 .... ^ 
 
 person 
 
 parson 
 
 fierce 
 
 furious 
 
 proffer 
 
 prefer 
 
 frame 
 
 form 
 
 prosper 
 
 perspire 
 
 defiance 
 persecute 
 optic 
 
 /y logical /^ illogical 
 
 _^/ \^ Tepressible ^V irrepressible 
 
 In defense 
 Nv_ prosecute 
 
 ^ irrecon- 
 y^^_\ reconcilable \^ \ cilable 
 
 \j_^ present 
 
 Prussia ^\y^ ^^^ 
 
 predict 
 support 
 
 personate 
 predicate 
 
 1 
 
 station 
 
 separate 
 beatify 
 
 \ ple dge 
 
 \/Z.^R?}2^7.. 
 
 beautify 
 
2IO REPORTING ABBREVIATIONS AND EXPEDIENTS 
 
 \ eclipse / ^^ collapse 
 
 y^ cudgel ^^ cajole 
 
 !r2^. 
 
 culminate 
 
 calum- 
 niate 
 
 ■ legal 
 resistible 
 
 C.y 
 
 llegal 
 
 '^jrudge .-— <r^-I?.''F.e_ 
 
 irresistible 
 
 rational 
 
 irrational 
 
 4 
 
 debtor 
 
 editor 
 
 extenuation 
 
 idolatry 
 
 c^ adultery 
 genteel 
 
 ^/\x repression ^^\/''^reparation 
 *^~-~~~-' domination i^'^ji 
 
 b 
 
 Z.g^."}!^ <^1. 
 
 diminution 
 
 _/ excoriate 
 
 I condem- 
 
 l_.^^^_^ nation L— n dimension 
 
 unscrewed 
 
 unsecured 
 
 i^ 
 
 damnation , admonition 
 
 devotion \^ deviation 
 
 accordance J credence 
 
 b 
 
 limal ._^-— V^ anomaly 
 
 "v 
 
 broad \ bright 
 
 [ 
 
 ^ — ^ idleness V^ dullness 
 
 aspiration ) aspersion 
 
 ^___ga_r_dj 
 
 guardian 
 '' garnet 
 
 de\'ote 
 
 deviate 
 
 granite 
 
 fimeral 
 
 funereal 
 
 favored 
 
 favorite 
 
 poral ^ ^\yf corporeal ' \<y^^ aberration '\, abrasion. 
 
DISTINGUISHING LIKE WORDS 
 
 211 
 
 contrition 
 
 I 
 
 \ 9 patient 
 
 4- 
 
 contortion 
 
 resolute 
 
 V. passionate 
 
 T 
 
 ^\y' irresolute 
 
 (Z. 
 
 learned 
 
 n 
 
 latitude 
 
 ruined 
 
 /''^^ learned 
 altitude 
 
 1 
 
 ;-^ 
 
 renewed 
 
 \ forward 
 /"^ labored 
 
 ^' 
 
 froward 
 
 D except 
 
 " God 
 
 expiate 
 
 elaborate 
 
 n 
 
 guide 
 
 -> 
 
 abandoned 
 
 \ abundant 
 n trader 
 
 .^- 
 
 insult 
 
 n. 
 
 insulate 
 
 ^\ oppressor 
 -^ 
 
 daughter 
 
 impassion 
 
 peruser 1 traitor 
 
 .S.^.". 
 
 ditor 
 
 .__.. 
 
 ■"P- 
 
 ..-r-^ 
 
 impassionate 
 
 pursuer tartar 
 
 auditory 
 
 impatient 
 
 Insertion of Vowels 
 
 } 
 
 seat 
 site 
 
 ^ 
 
 rusty 
 
 ^^ 
 
 mission 
 
 V, 
 
 fluent 
 
 VP 
 
 A 
 
 russet 
 
 •/-^ 
 
 emission 
 
 
 effluent 
 
 ^. 
 
 city 
 
 
 roseate 
 
 1 
 
 omission 
 
 ^. 
 
 affluent 
 
212 REPORTING ABBREVIATIONS AND EXPEDIENTS 
 
 satisfy 
 
 i 
 
 suit 
 
 > ^ monarch ^ monarchy 
 
 z' squeal i z' squall 
 
 copy 
 
 occupy 
 
 fuse 
 
 V^ face 
 
 effuse 
 
 V efface 
 
 (2^ squeak (^ squawk 
 
 relevant v^,^^ irrelevant 
 t affair 
 
 far 
 
 afar 
 
 fair 
 
 echo 
 
 I \ lawyer U \ li 
 
 ■v^ 
 
 island 
 
 I honesty I 
 
 ins'jfrht 
 
 i_ 
 
 antitliesis 
 
 highland 
 ^~f antitheses 
 
 nino.xious 
 
 'Z.^ 
 
 ^:-/ 
 
 idle 
 
 y 
 
 idol 
 
 I /P veracity L, /f voracity 
 
 name enemy 
 
 infectious "^"■'A inefficacious 
 
 army 
 
 migration 
 
 ) immigration 
 
 / I aricc 
 
 ht 
 
 ,__ motion __ emotion. 
 
 /rr::) xz::) 
 
 /n load XH- lady 
 
 fu>ion effusion 
 vj) \o" " 
 
TREATMENT OF FIGURES 213 
 
 "■ n nutrition ^^""^^l innutrition /'V sulphate /^ Sulphite 
 
 ^ nutritioTls ^ — \ 9innutritious 
 "X principal 'X upper 
 
 endowed 
 
 endued 
 
 adapt 
 
 I 
 
 \ 
 
 depute 
 
 P German ^^ germane 
 
 2 Germany ^' Germania 
 
 position 
 
 apposition 
 
 prominent 
 
 -preeminent. 
 
 TREATMENT OF FIGURES 
 
 259. Shorthand for Small and Large Numbers, a. Provision has 
 already been made for writing shorthand for one ..s:_^._f two ...x..., 
 
 three /--, six , ten .J___, and trvelve _..u__. These charac- 
 ters should always be used when these figures stand alone, as the 
 Arabic numerals may be mistaken for shorthand outlines, 
 
 b. Large amounts may be expressed as follows : — 
 Hundreds, by a horizontal stroke after the figure ; thus, 
 
 '^ \ = 1 400. 
 Thousands, by a horizontal stroke below the figure ; thus, 
 
 ££ = 26,000. 
 
 Millions, by a heavy dash in the direction of b just after and below 
 the figure ; thus, . '^y- = 19,000,000. 
 
 c. Biblical and other book references may be expressed by writing 
 the figure for the volume or book in the first position ; for the chapter^ 
 in the second position ; for the verse ox paragraph^ in the third position ; 
 
 thus, 
 
 1. means volume two, chapter seven, 
 
214 REPORTING ABBREVIATIONS AND EXPEDIENTS 
 
 2 
 
 paragraph nine ; and ?r:>.-<fT:=s-^<^^^...o_ means Second Book of 
 
 Chronicles, sixth chapter, ninth verse. 
 
 d. Feet and inches may be expressed by writing the number of 
 feet in the second position and the number of inches in the third ; 
 
 thus, ...?- means g feet 6 inches. 
 6 
 
 e. Expressions like " seven or eight," " five or six," may be written 
 
 thus, ' » ^- Expressions like " from seven to eight," " from five to six," 
 8 6 
 
 may be written thus, 7-8, 5-6. 
 /. Fractions of a certain sort may be expressed as follows. 
 
 ^=7i -^ = 7t -7- = 71 -7^ = 71 
 
 T" = 7l»or7| ~r = 7i, oryl y^ = 7|, oryf 
 
 g. In writing dates in years belonging to the nineteenth century, the 
 18 may be omitted ; thus, 76, meaning 1876 ; 99, meaning 1899. This 
 agrees with common usage. Of course the century figures for all 
 other centuries must be written. 
 
 OPTIONAL EXPEDIENTS 
 
 260. Selections from the Benn Pitman, Isaac Pitman, Graham, Mun- 
 
 son, and Osgoodby Systems. It is deemed advisable to incorporate 
 into this work references to the best principles of some of the lead- 
 ing or representative Pitmanic systems, so that teachers who are 
 willing to teach the Benn Pitman system, but who are enthusiastic 
 about some of the principles of another Pitmanic system, may have 
 the privilege of referring to the same. 
 
 The Isaac Pitman, Graham, and Munson systems, being strictly 
 standard and well known, were chosen because of their standard 
 qualities ; the Osgoodby, although not so well known, is possessed of 
 so many unique but good points that it was selected as a representa- 
 ti\-c of a large class of comparatively new Pitmanic systems. 
 
BENN PITMAN SYSTEM 21 5 
 
 Benn Pitman System 
 
 261. Treatment of Halving and Coalescents. As the author of Ameri- 
 can Phonography, as well as a majority of authors, teachers, and 
 phonographers, dififers from Benn Pitman in these two principles, it is 
 deemed but fair to give the Benn Pitman method of presenting each. 
 
 262. Halving for T and D. Under ordinary circumstances a light 
 stroke is not halved for d, nor is a heavy stroke halved for /; thus, 
 
 paid ^\., shade y^., Jet y.., boat ^\. 
 
 263. Freedom in using Halving. Nevertheless, some freedom is 
 taken in making exceptions to this rule, especially if there is no 
 
 conflicting word ; thus, doubt __, about , rapid ..^.^^ freedom 
 
 predict _\!^.., notified >p=^. 
 
 264.^ Coalescents joined. W or y is expressed by a semicircje 
 joined at the beginning only when a first-place vowel ends the coa- 
 lescent sound and readily joins when written in its proper direction ; 
 
 thus, weed ...., 2int .,.., walk , wash , year . . 
 
 265.^ Coalescents disjoined. In other cases the coalescent sign, 
 written in its proper position beside the stroke, may be used ; thus, 
 
 wake rr^ woke S^.-, wedge jL.., wood .1, yacht ...,., yam -^^— ^c C/tica .1'..... 
 
 266.^ Use of Strokes W and Y. In some cases the 7v- or ^-stroke 
 is regarded as more convenient than the disjoined coalescent sign ; 
 
 thus, yellow v^., yoke Q_, wave ._A._.., wing 
 
 ^ In the BeiDt Pitvian Magazine of December, 1 910, the decision to teach the 
 semicircles, as on page 87 of this book, vas announced. 
 
2l6 REPORTING ABBREVIATIONS AND EXPEDIENTS 
 
 267. Additional Principles, Word Signs, and Phrases. The follow- 
 ing changes have recently been published as part of this excellent 
 system : — 
 
 a. Principles. Ing-us or ing-his may be expressed by writing a 
 disjoined j-circle at the end of an outline. 
 
 checking-US charging-iis leaving-his saving-hi§ 
 
 z.„ ^ /TCo j^^ 
 
 h. Word Signs. 
 
 ^ear ,. ^^ ^°"e 
 .... ./issue ^^ I 
 
 -^ ^i^ owing I advertise-ment 
 
 ^English ^-^length —^August V;.even value-d 
 
 deliver-ed 
 c balance J. doubt _._ 1^.?."'.°!!?.'!! II^'!!!"'! ^.am.qun.t_ 
 
 \^ wisdom / Jiandle g^^SeptemLer c^^ politic 
 
 \ y longei- ,,-^ ^ 
 
 v^ y younger '^ everybody / messenger V California 
 
 c. Phrases. 
 
 \l have-been . had-been . at-first 
 
 J b 
 
 ^-/^ New- York ^7^ New-York-Citv .^ • 
 
 f (5 ^ — ^"""^N in-no-way 
 
 for him /'^'\^ marked-price 
 
 The following changes in phrasing must also be noted : — 
 If better outlines result, / may be expressed by its first stroke, he 
 by its sign written upward, Jnnv by its first stroke, and you may be 
 inverted at the middle or end of phrases. In phrasing, time must be 
 expressed by two strokes, and much may be so expressed. 
 
BENN PITMAN SYSTEM 
 
 217 
 
 I-am I-'will I-will-take I-thinlc I-fhamlir 1S^W& 
 
 t ~ 
 
 he-had he-takes he-shall shall-he-take he-never-had 
 
 t---^ 
 
 Iiofw-haA'e how-shall how-were-they how-large how-long 
 
 -t: ■:^ — t / ^-- 
 
 if-you-have will-you-do are-you-ever should-you-take 
 
 ._ C\ ,ZS. 
 
 take-fime at-any-time have-you-time arrive-on-time 
 
 t-"-v-- -^■-- 
 
 so-much too-miuch he-was-much . saw-so-much. 
 
 --V— -^ — -V ----% 
 
 268. Substitute Rules for L- and R-Strokes. The Benn Pitman rules 
 for /- and r-strokes have been followed in this work, but, like the same 
 rules in most systems, they are the last principles that students learn 
 to use consistently and intelligently. 
 
 The following substitute rules are given as an aid to teachers who 
 do not believe in the use of the Benn Pitman rules, and for those 
 students who, after faithful trial, find themselves unable to apply the 
 same : — 
 
 (i) When / or r is followed by a vowel at the beginning or end of 
 a word, use upward / or r, unless an inconvenient outline results. 
 
2l8 REPORTING ABBREVIATIONS AND EXPEDIENTS 
 
 (2) When / or r is preceded by a vowel at the beginning or end of 
 a word, use downward / or r, unless an inconvenient outline results. 
 
 An inconvenient outline results if / or r is joined to a stroke at an 
 obtuse angle when an acute angle might have been secured by ignor- 
 ing the rule. 
 
 (3) Between strokes use the most convenient form of /or r, always 
 favoring acute angles. 
 
 Isaac Pitman System 
 
 269. Alphabet. Only three consonant strokes differ from the Benn 
 
 Pitman system; namely, wuh c^.., yuh r^., and huh y^-, or .tfT^r^. 
 
 270. Vowels. The Benn Pitman dot-vowel scale is inverted ; thus, 
 
 .-,;J 
 
 ■J- "" 
 
 « _.. a .J., e ._\ a..... (f .1.. i_ 
 
 Dash vowels correspond to the Benn Pitman scale. 
 
 271. Diphthongs. There is a slight change in the representation 
 
 of diphthongs ; thus, / , 07v -L oi -., wi ~.^ . 
 
 272. Sw-Circle. 6" preceding unih may be expressed by a large 
 initial circle; thus, swi?ig ...,. siuitch ..-yo., swear .-^\, swish .— Q , 
 
 switcher .._ 9, siueeter ._j. 
 
 273. L- and R-Hooks. On straight strokes these hooks correspond 
 to the Benn Pitman scheme. On curved strokes the /-hook is 
 
 an enlarged hook ; thus, fl .SL or ...-J, vl >L. or _\, thl \>_ or .Z, 
 ////.\. or .v/, sill .^- (downward) or .cZ. (upward), ml CTTTn, nl Cl_^... 
 
ISAAC PITMAN SYSTEM 219 
 
 On curved strokes the r-hook is a small hook ; thus,yr .X. or ...J\, 
 
 vr -V^. or --^, thr A_ or .-/._, thr A., or ./.-, shr _^., zhr ^., 
 mr cirrrx, mpr ^rr^s, «r S_^_, ngr 5;-*^. 
 
 The duplicate forms are provided for use in cases where the 
 normal forms would produce awkward or impossible outlines. 
 
 274. Other Double Consonants. As enlarged hooks have been used 
 on curved strokes only, kw .Qt^=_, gw .9^?—^., and wh .C^.. have 
 enlarged hooks. Wl £.— and whl C... are written respectively with 
 
 small and large hooks on the luh stroke. Lr JL-. and rr __Il may 
 be expressed by shading luh and tir respectively. 
 
 275. The Treatment of Huh. When huh is the only consonant in a 
 word, or when it is followed by kuh or guh, use the stroke which is 
 
 / /' Z 
 
 written downward ; thus, hay /'—, high , hack , hook ..^. 
 
 When the upward stroke makes a better angle it should be used ; 
 
 thus, hang .'.- , Harry .:......., hobby .\ , heavy ts^^^\^.. 
 
 When huh occurs before s, z, m, mp, /, and downward r, a tick 
 
 in the direction of chuh may be used ; thus, hazy » /_, Hessie .j)i_, 
 
 hump ./^"Ts., home ./rrr^s, hair ,X\.. 
 
 276. Halving. In words of one syllable, if a final hook or circle 
 follows, or in words of more than one syllable, either t or d may 
 be expressed by halving; thus, affront .:5i., cleft c^., taints .J'.., 
 
 rapid , rabbit , inclined v_-=Vr3, tethered ..0.., cheated -,• 
 
 \ 
 
 277. Coalescents. These are the same as in Benn Pitman, except 
 that the dot-vowel scale is inverted. Wa or wo may be joined to k, 
 
 1 -- 
 
 upward r, /r, chr, shr; thus, walk , water , warn , 
 
220 REPORTING ABBREVIATIONS AND EXPEDIENTS 
 
 washer _ . The dissyllabic diphthongs e-d, e-i, and e-ii are expressed 
 by an angular character written in the third place; thus, idea 1 ., 
 
 fealty .S-X-L, deity ..I.., tedium 
 
 f 
 
 Graham System 
 
 278. Diphthongs and Triphthongs. These signs diflFer but slightly 
 from the Benn Pitman. 
 
 wot wow ■ 
 
 279. Prefix Accom. This prefix is expressed by a heavy dot ; thus, 
 
 ; . \ \ 
 
 accommodate 'V., accomplice , accompatncd ..\--^. 
 
 280. Ings Dot. A heavy dot expresses i?ii^s when the stroke ing 
 
 / ^ 
 
 and s are not more convenient ; thus, etchings -/-.., beings , 
 
 clean sings "^-^ro*- . 
 
 281. Ing-a, -an, -and. These sufBxes are expressed by a light 
 tick at the end of an outline, in the direction of tu/i or /eu/i ; thus, 
 
 secking-a , showifig-an |^\, fooUng-and ..V ., giving-a , 
 
 sending-a .0:^1. . ^( 
 
 282. Ler- and Rel-Hooks. This principle belongs strictly to the 
 reporting style. The sound of / is added to the r-hook, and the sound 
 
 of r to the /-hook, by enlarging the hook; thus, April ..__\, drill 
 , addler _p., blare A , scholar ?rr^., secular ^~rf^. 
 
GRAHAM SYSTEM 221 
 
 It will be observed that the added / or r is read after all vowels or 
 strokes ; in other words, last. 
 
 283. V-Hook on Curves. This principle belongs to the reporting 
 style. On curved strokes the hook for f and v., or any word value 
 that it may represent, may be expressed by making the hook, for 
 
 C 
 
 distinction, longer than the «-hook would be; thus, thief , infec- 
 
 tion .<, 
 
 ', they have been ys^.., thankful ./...., think of ..li-.. 
 
 284. Shon- and Tive-Hooks. Shon may be expressed by a large 
 hook on the circle side of straight strokes ; tive, by a similar hook on 
 
 the opposite side ; thus, operation ....^., provocation ..^^s^jt:.., opera- 
 
 ■ ""X • Vi 
 
 tive .--O., provocative ...sfcr}).. 
 
 285. Shon added to V-Hook. After the j'-hook a small semicircle 
 
 may be added to express the sound of shon; thus, diffusion I"...., 
 
 • I' 
 
 profession .A>^'.., aggravation err^., devotion -Ll. 
 
 286. Word Values for Hooks on Tick Signs. The /-, r-, «-, and z'-hooks 
 may be used on certain tick signs with definite word value ; thus, 
 
 who have -C.., all of , to have -m.., or not — , but not -J-, but 
 
 are not J^, of our own , to our 07vti ..ri_., by our own . Open- 
 ing a tick sign to the left to resemble what or 7vould represents these 
 
 words; thus, all would , 07i what , to what ..:>.. I have n\z.y 
 
 be written 
 
 287. Certain Suflixes. Final b may be used for ble or bly when the 
 hook cannot be used conveniently; thus, profitable ^^V-, sensibly 
 .!77\. The j-circle may be used for bleness, fulness, or someness; thus, 
 
222 REPORTING ABBREVIATIONS AND EXPEDIENTS 
 
 serviceableness .o<^Vd^., teachableness --^.., resourcefulness .^^:^...^ sin- 
 fulness , irksotneness „'\.^^o, lonesomeness ./}..... Lessness may be 
 
 expressed by the large circle ; thus, recklessness /.. ,, worthless- 
 
 fiess jc^-x-, carelessness errrr.o. Ingly may be expressed by a heavy 
 disjoined tick written in the direction of j ox b\ thus, lovingly /^/V.^, 
 sparingly .\. , amazingly /TaA. Ology may be expressed by/, joined 
 
 or disjoined; thus, theology .__L, zoology )~.. Where the j-circle and 
 stroke v cannot be written conveniently, the j-circle may be used to 
 
 express soever ; thus, ^uhithersoever .-.j^., howsoever ^a°... 
 
 288. Enlarged Semicircles. When a small semicircular word sign 
 of the ziz-series is enlarged, a word sign of the Z£/-series is added; 
 
 c 
 thus, 7vi/h what , would we »-^, were we .C-.. When a semi- 
 circular sign of the _>'-series is enlarged, a word sign of the w-series 
 is added; Xhws^ you were -r'x.^ yet we .yj.., you would ..Cs... When a 
 semicircular sign of the rt^-series is enlarged, a word sign of the_>'-series 
 
 is added ; thus, we yet , 7i.'ere you -C',., would you ..O... In the 
 
 last principle the enlarged semicircle must have the general slant 
 of chuh. Have, ever, if, or of may be added to enlarged semicir- 
 cular signs by writing a small hook within the enlarged semicircle ; 
 
 G S 
 
 thus, we 7ocrc of , ^chat 7vould ever , you 7uere of -H)-., were you 
 
 ever ..(D^., ^uould you have J^... 
 
 289. Lengthened Straight Strokes. A straight stroke maybe length- 
 ened to add their, there, or they are, and the hook must be read last ; 
 
 thus, had their own .1 , give their own __.., by their own -\- . There 
 
 I , give their own __.., by their own -V- 
 
MUNSON SYSTEM 223 
 
 or their may also sometimes be expressed by a heavy tick in the direc- 
 
 tion of b or/; thus, 7vould their .3.., since there --T., makes their ^rf>^^.. 
 
 290. You expressed by a Hook. When the sign for you occurs so 
 that it may be conveniently joined as a hook on the outside of a 
 curved stroke, in its proper direction, the word may be so expressed ; 
 thus, you have n,.., yoic think ...o-, you then — o-. 
 
 291. Repeated Words. Expressions in which repeated words occur 
 may be written by dropping part of the first word ; thus, deeper and 
 
 IT T 
 
 .'_?X, drier and drier -h_^, 
 
 deeper J_N , drier and drier -Vj.^, century after century 
 
 drop by drop 
 
 292. Expression of Numbers. One, two, three, six, ten, and twelve 
 each have signs ; other numbers may be expressed in figures, or as 
 
 follows : twenty Z/i..., thirty Y,.. , forty Z^.., fifty 6...... seventy .A^..^ 
 
 eighty X-, ninety .1^..-^, four hundred .X->^_, ig thousand -/-f/-,, 
 2 J million .ZJcr::^- 
 
 MuNSON System 
 
 293. Consonants. In the Munson system the consonants are simi- 
 lar to those of the Benn Pitman except huh, which is written /rr"^- 
 
 ump is written ->. 
 
 294. Vowel Scale. The Benn Pitman dot-vowel scale is inverted. 
 
 ■-.t" 
 
 a fl- I - ^ .4_. a e .A.. i ..\ 
 
 295. Diphthongs. 
 
224 REPORTING ABBREVIATIONS AND EXPEDIENTS 
 
 296. L-Hooks. For double consonants of the /-series the hook is 
 enlarged; thus, Jlow)^-, shell -<^-, wail .^, yell /?— , hail CT^, 
 
 lull C..., muzzle ./. 
 
 297. Ter-Hook. A large hook written on the «-hook side of 
 
 straight strokes indicates ter or ther; \.\\\xs, gather , actor -, 
 
 rather , bidder v .. 
 
 298. Lengthening Principles. Ter, ther, der, and ture may be 
 expressed by lengthening strokes, and the added syllable is read last 
 
 if the ;/-hook be used ; thus,, /latter ..V„., feather \^..., shudder —-JL, 
 
 furniture, ^^r:s^^^^-^->^,., fender \-...., mentor z^^TH^ , countermine , 
 
 indenture _.. 
 
 > 
 
 299. St-Loop after S-Circle. This combination may be expressed 
 in either of the following ways : sneezest ,^_, wisest , 
 
 prancest , causest 
 
 300. Backward Hook for Sn. In certain words the sound of sn is 
 difficult to execute after the ^'-circle. The se-shun may be used to 
 
 express this combination ; thus, niasoji /ttts^, arsenic , Wilsons 
 
 0._, lessons /----., I Fender son /^-'--^- 
 
 301. Curl for in, En, or Un. As it is impossible to write the ^-stroke 
 
 before _//, r/, tjvuh, and d:,.'i//i, a curl within the large hook may express 
 
 in, en, or //;/ ,■ thus, influx ^SttW^, untwisted p..., invaluable _-^-, 
 
 injlate .vL*, indwelling J--. 
 
MUNSON SYSTEM 225 
 
 302. The I-shun-Hook. After the i'-circle a hook following the 
 motion of the circles may express the sounds of the vowels If, e, and a 
 
 before the sound of s/mn ; thus, precision ?\.., possession \^, vexa- 
 tions > — i^, colonization ir- ,.„,^a., transitional ._3, authorization _y.. 
 
 r 
 
 303. Distinguishing Derivative from Primitive "Words. Words whose 
 derivative forms are secured by adding in, en, un, tl, im, or tr to the 
 primitive are best written by repeating their first consonant ; thus, 
 
 noble _ '\, ennoble _... .'..\, nutritious S^-.^, innutritious -"^^r^^^S^ J^^_, 
 
 noticed W., unnoticed -b-., legal /CS^^r^, illegal .^—A., moder- 
 ate L^..., immoderate '.. , redeemable -A , irredeemable 
 
 304. Expressing The. 77/<? may be expressed by halving; ihw^, beyond 
 
 r 
 
 the , give the --^- : by changing the ^-circle into the jMoop ; thus, 
 
 thinks .f..., thinks the -{---: by a tick in the direction of chuh or ruh in 
 the middle or at the end of phrases ; thus, choose the .../-, ran the l 
 
 305. Expressing A, An, or And. A, an, or and may be expressed at 
 the beginning, middle, or end of phrases by a tick in the direction of 
 
 puh ; thus, a man ._ , share and share .y^l, give and ^ , an ill- 
 ness ../^z>>~Jl., again and again .r-r ^ , sho2a a man ,;J:!l^.. 
 
 306. Expressing Ing. Ing may be expressed after a final hook by an 
 
 additional hook ; thus, observing \^_., roving ^. . 
 
 307. H-Tick. When the stroke h is inconvenient, a short vertical 
 or horizontal tick may be used as a substitute ; thus, huge —7., 
 
 hack , harrow , hash , hovel , hang . 
 
226 REPORTING ABBREVIATIONS AND EXPEDIENTS 
 
 308. Strokes for Bleness, Fulness, Lessness, and Iveness. These suf- 
 fixes may be expressed by detached strokes ; thus, feebleness V ._, 
 
 teachableness 1, seasonableness -.\^, wakefulness ir?=:L.., hate- 
 
 fulness ^TsL.., groundlessness .^<s>., Its ties sness .^<Q/rq., extensiveness 
 
 ..J^.., secretiveness _.,L.... 
 
 309. Strokes for Ology and Alogy. These suffixes may be expressed 
 
 by a stroke attached or detached; thus, theology .!._ , mythology 
 
 physiology \ , mineralogy _/... 
 
 310. Enlarged Semicircles. You ox your may be added to when, were, 
 with, ivhat, or would by enlarging the half circle ; thus, when 
 
 D 
 
 you-r -^-, what you-r , would you-r .--^., with you-r -,,. Would 
 
 is added to you by the same method ; thus, you would ..\j.., if you 
 
 would 
 
 "a; 
 
 OsGOODBY System 
 
 311. Alphabet. The alphabet in this system differs only in the 
 stroke for //////, \vhich corresponds with the ump stroke; thus, huh ^^tts.. 
 Ump is represented by the strokes m7i d^nd puh. 
 
 312. Concurrent Vowels. When two vowels occur together, the first 
 may be definitely and the second approximately expressed by an 
 acute angle written in the place of the first vowel of the two, opening 
 upward for a dot vowel, downward for a dash vowel. If the first 
 vowel of the combination is long, the down stroke of the angle may 
 
 r 
 
 be shaded ; thus, idcin ___., layer /^.!7^, hurrahing 
 ing ^ lozver lT..,a, ruin .^<?s_2:. 
 
OSGOODBY SYSTEM 22/ 
 
 313, L- and R- Strokes, a. When / or r is the first consonant in 
 an outline of more than one stroke, id or iir is used if a vowel 
 
 precedes, and luh or ruh if not; thus, elk L=, Eric ..3^..^, luck 
 
 /I , wreck ./.. 
 
 /'. When / or /- is the last consonant in an outline of more than 
 one stroke, luh or ruh is used if a vowel follows, and ul or ur if 
 
 not ; thus, follow , bureau .V^, fell V ., _/"ar .V^^..... 
 
 c. The following exceptions should be noted : Luh is used before 
 puh, buh, tuh, duh,fuh, vuh, thuh, thuh, shuh, zhuh, luh, yuh, and ruh, 
 and after suh, zuh, shuh, zhuh, luh, ur, um, wuh, a.nd yuh; ulis used 
 after un and u/ig. Ruh is used before tuh, duh, chuh, j'uh, thuh, 
 um, and huh; ur is used before um and huh. 
 
 314. Huh-Stroke and Substitutes. The stroke for huh is seldom 
 used, as substitutes are more convenient. The substitutes are a dot 
 
 beside a vowel sign ; thus, hitch , half V ._ : a tick written in the 
 
 direction of chuh on all strokes with which it forms an acute angle ; 
 
 ,, hazy .')..., 
 
 .r 
 
 thus, hack ._, , ha~y .7..., hem ./^r^., heel : a dash vowel written 
 
 parallel with the stroke; thus, hoed A ^, hobby , hogshead 
 
 315. L-Hook. On straight strokes this hook is written as in the 
 Benn Pitman system, except that rul may be expressed by a small 
 
 hook on the upper side of ruh; thus, rural ,^^..-, barrel Jt^., 
 paralyze 2>^.. : rier may be expressed by a small hook on the 
 opposite side ; thus, farrier .V^., carrier .■_.^, merrier .^:zx^... 
 A small hook is used for r in all places ; thus, error — A, fry , 
 
228 REPORTING ABBREVIATIONS AND EXPEDIENTS 
 
 inner ^ mirror .'. a, singer , manner .y^rzt^.-^.. On curved 
 
 strokes the /-hook is expressed by a shott, broad hook on the 
 
 inside of the strokes ; thus, shuffle (vZ, Bethel .-X, fizzle Xr\., 
 
 animal jt^^CTTN.,, floral 
 
 316. Further Use of N-Hook. Before k the «-hook may be used 
 
 V 1- 
 
 for the sound of ung or ang; ihviS, punk J^^=, trunk X^^, frank . 
 
 flank Ji<:jrr:3, Lincoln /C. In connection with the «-hook the 
 
 se-shun-\\0Q\. may be used to express the sound of sn when the stroke n 
 
 is inconvenient ; thus, mason /rrrnsi, Robuisori ^.--Vi, Thompson — ^ — ., 
 
 Wisconsin .._drr rtn, arsenic . "^^i-^. 
 
 317. The Y-Hook. In phrasing only, a large initial hook on the 
 r-hook side of straight strokes, made long and narrow on curved 
 strokes, stands for the woxAs yon, your, you arc, or year ; thus, do you 
 
 kn07o _'i.^_^.. if you tuill S^j__, may you not X^Z^., hai'e your own .N<j-, 
 that year 70o.s 
 
 318. The W-Hook. A large initial hook on the /-hook side of 
 straight strokes expresses the sound of 7i' ; in phrasing it signifies 
 the words loc, would, what, whether, 7c>ay, and aivay ; thus, which 
 
 we may /rrr^., upon ichat place .\.., go a7oay off ^^■^^.., which 7V0uld 
 
 319. The Ter-Hook. A large final hook on the ;/-hook side of 
 straight strokes expresses the sound of ter, der, or ther ; thus, 
 
 < r 
 
 chatter v., splatter V, blotters , tighter . jjathers . In 
 
OSGOODBY SYSTEM 229 
 
 phrasing it signifies the words their, there, they are, or other. lug may 
 be expressed by a hook within this hook; thus, gathering ^~--, 
 
 chattering -^v^- 
 
 320. The M-Hook. A short, broad hook written on the_/^hook side 
 of straight strokes and on the inside of curves expresses the sound 
 
 of m ; thus, plumb .A!), oakum ^^^., lame?iess Js.'^nrf.., fiameless 's~J2..., 
 gloom . ^...-r^ . In phrasing this hook signifies may, him, time, make, 
 or my. ' 
 
 321. The Shun-Hook. This syllable is expressed by a small circle 
 
 and backward hook; thus, adoption .'.v., rotation ./^k^ junction .xj^., 
 detention \, extensions Ji.. In words where the shun sound is fol- 
 lowed by a consonant sound the small hook need not be written ; 
 ihns, educational .Yr^..., professional .^.-./i:, /actio7iist .>-=.=?o,j vision- 
 
 ary , abolitiotiist \/^_'. When a word ends in the sound of 
 
 shun after any^hook on stroke duh, a small hook may be added after 
 
 the y^hook to express the sound of shun ; thus, division , devo- 
 
 tional Ji_.: if two vowels precede the sound of shun when thus preceded, 
 
 r 
 
 the stroke shuh and ;/-hook must be used; thus, deviation _^., 
 abbreviation .--y.. Sc-shun may be expressed by using the large 
 
 r 
 
 y-circle ; thus, physician .._Jr:., decisions ...., dispensation \.. The 
 
 consonant immediately preceding shun may be halved to express 
 the past tense ; and when a word ends in ate, half-length « may be 
 
230 REPORTING ABBREVIATIONS AND EXPEDIENTS 
 
 used; thus, fashion V .., fashioned , auction _, auctioned , 
 
 motion ^^rpsi, motioned ^-, notionate .^~^., affectionate ^!>:~z%~gL, pro- 
 portionate ^\^. .. 
 
 322. Ed-Tick. The past tense may be expressed by adding a tick 
 at an acute angle to the form which is used for the present tense ; 
 
 thus, gifted ., shouted . , estimated h^_, assorted , , pestered .!x>., 
 
 pasted ..^. 
 
 323. Affixes. i?<f/may be expressedbytherw/^ stroke and the /-hook; 
 
 thus, reliable .*..., relish i:<^.^ relax c^. .., realization . 
 
 Tial^ tially. These affixes may be expressed after the «-hook by 
 
 the stroke shuh ; thus, prudentially ..-\., substantial ....<Sp, essen- 
 tially 
 
 For, form. These affixes may be expressed by the stroke fuh; 
 thus, reform ^.S^, foreordain ,V^J*. 
 
 Rity, lity. These affixes may be expressed by halving an /- or 
 r-stroke or a double consonant of the /- or r-series ; thus, infidelity 
 
 _"Srr:^_, temerity Lcr^^, legality C.--"-, majority ^_.'.j?.. 
 
 Fill, fulness. These affixes are expressed by the _/////-stroke or 
 
 the /////-stroke with the ^--circle ; thus, ar}?ful ."T^s— , cheerful .\^, 
 harmfulncss ->x--., 7villfiil>icss L\.^. 
 
 Lessiiess. This affix is expressed by the ////z-stroke and i--circle ; 
 thus, heedlessness , carelessness crfr--/.._. recklessness / 
 
OSGOODBY SYSTEM 
 
 23 r 
 
 Ography, ographer. These affixes may be expressed by the guh- 
 stroke, with or without the r-hook ; thus, photographer -<^-r, biogra- 
 phy JScrr^ stenographer X—^. 
 
 Ing. This affix may be expressed by writing the following word 
 in the place of the ing dot, or by striking the first stem of the 
 succeeding word through the last stem of the first word ; thus, 
 
 taking a 1=,., checking us .^9., losing them -jr^\^ having taken \L .... 
 
 324. Expressing Sounds of Modern Languages. In expressing accu- 
 rately the sounds of foreign languages, the following special symbols 
 will be found useful: — 
 
 French Vowels 
 
 e, as in se 
 
 e, as in phr 
 a, as in dme ; 
 eu, as in/eu 
 u, as in me 
 0, as in Ivonne 
 
 i, as mfini \ 
 e, as in don?ie \ 
 a, as in canne j 
 
 in, as m crm s| 
 en, as in enfant \ 
 un, as in lundi ^| 
 on, as in don ^j 
 
 German Vowels and Consonants 
 11 
 b, as in Hohle \ ch, as in dich — 5— 
 
 b, as in Roche \ gh, as in vorige — ^ 
 
 ii, as in luge7i J 
 
 Italian Welsh 
 
 r, as in amor ^ J^ 11, as in Llatielly I 
 
APPENDIX 
 
 SUPPLEMENTARY WORD AND SENTENCE EXERCISES, WORD- 
 SIGN LETTERS, AND GENERAL DICTATION MATTER 
 
 SUPPLEMENTARY WORD EXERCISES 
 
 In the first four exercises all /- and r-strokes are to be written 
 upward, 
 
 EXERCISE I 
 
 Long and Short Vowels 
 
 Ashy, inch, beam, shape, daub, shop, pay-day, decay, big, shock, 
 chip, gimp, theme, bosh, myth, fame, comb, cage, meek, foam, niche, 
 inky, king, vim, cob. Job, Jonah, gong, bathe, thieve, dodge, mossy, 
 toady, data, leash, taming, dip, pink, lobe, milky. 
 
 EXERCISE II 
 
 Vowels between Strokes 
 
 Pope, dodo, judge, mummy, lessee, Macey, bony, vichy, honey, 
 tongue, gang, peach, page, budge, patch, look, mash, agog, cooky, 
 rang, poppy, abolish, nominee, abbacy, elfish, Genesee, bailiff, guilty, 
 Mallory, Malta, merino, fallacy, melody. Philippic, Verona, Eskimo, 
 Canada, Kellog, Macbeth, Deborah. 
 
 -33 
 
234 APPENDIX 
 
 EXERCISE m 
 
 Diphthongs 
 
 Tie, boy, bow, alloyed, allied, allowed, row, Roy, rye, Nye, lye, owl, 
 alloy, aisle, shiny, magpie, decoy, mouth, pouch-like, eyed, thou, oil, 
 eye-tooth, widely, endow, oil-like, mightily, Nina, dynamite, toy-shop, 
 Dinah, Lowney, dowdy, eye-beam, oil-cake, avouch, hautboy, goutily, 
 dowdily, rightly. 
 
 EXERCISE IV 
 
 COALESCENTS AND CONCURRENT VoWELS 
 
 Asia, Bolivia, Juno, bacteria, Joshua, Julia, burying, Ethiopia, Libya, 
 Ophelia, Althea, Leon, Lucia, reengage, showy, Diana, Lydia, shadowy, 
 sienna, Laocoon, Laodicea, aguish, Boaz, Scioto, Suez, Andalusia, 
 cozier, foliage, Malayan, Borneo, cassia, colliery, curio, Pomerania, 
 dialogue, Isaiah, pneumonia, folio, envying, sawing. 
 
 EXERCISE V 
 
 L- AND R-Strokes at Beginning 
 
 Locked, lady, lugged, leech, larrup, largo, alchemy, Aleppo, Aleck, 
 allopathy, allege, Elijah, album, olive, Elmo, Eliza, Iliad, deluge, 
 bilge, filmy, reed, ready, rage, wreck, wring, rouge, rarefy, rug, rump, 
 room, army, Arabia, Arcadia, archway, arena, aroma, orb, carriage, 
 Persia, terrify. 
 
 EXERCISE VI 
 
 L- AND R-Strokes at End 
 
 Tale, meal, kill, mole, ample, shell, knoll, fool, vile, burial, nail, 
 vowel, tire, bier, chair, dare, jeer, core, fear, shear, mire, empire, 
 tally, Malay, Kiley, amply, Neal, annually, rare, Harry, borrow, fury, 
 Murray, vanilla, arrowy, arrear, array, Manuel, fairy, gayly. 
 
SUPPLEMENTARY WORD EXERCISES 235 
 
 EXERCISE vn 
 S-ClRCLES AND STROKES 
 
 Sup, geese, sing, fuss, seethe, shows, ice, essay, sigh, owes, puss, 
 pussy, sad, espy, zero, Zebedee, assayer, scion. Sierra, pies, pious, 
 case, chaos, nasty, rusty, bestow, fix, foxy, goose, goosy, race, racy, 
 lice, Elias, decency, resin, cask, discuss, disown, officer. 
 
 EXERCISE Vra 
 
 Large S-Circles 
 
 Sesame, Sussex, system, losses, paces, passes, houses, leases, 
 sneezes, census, resist, gazes, refuses, agonizes, saucer, chooses, 
 dozes, abuses, synopsis, sexes, spaces, Sorosis, subsist, schism, Jesus, 
 abysses, chaises, exist, suffuses, axis, possessor, accessory, excesses, 
 exercises, dispossesses, supposes, emphasizes, abscesses, lionesses, 
 desists. 
 
 EXERCISE IX 
 
 St- and Str-Loops 
 
 Chest, taste, posed, abused, August, roused, fists, vests, assists, 
 waste, stitch, story, sting, stall, unjust, reduced, imposed, robust, 
 chemists, molests, ghastly, egotistic, misty, honesty, gusty, rust, 
 rusty, roaster, Nestor, Worcester, minster, Hester, lobster, sinister, 
 festers, testers, registers, masterpiece, muster-book, musterer. 
 
 EXERCISE X 
 
 Halving — First Section 
 
 Shout, cheat, scout, died, goad, sobbed, spot, saved, submit, 
 saintly, smites, skates, slightly, summit, signet, poisoned, chastened, 
 invades, puts, acts, chats, deeds, ends, maids, moods, art, aired, lot, 
 old, shouts, jades, writ, rat, licked, fagged, kicked, peeped, petticoat, 
 evident, ultimate. 
 
236 APPENDIX 
 
 EXERCISE XI 
 
 H-TicK AND Strokes 
 
 Hue, high, Ohio, O'Hara, ahem, hapless, Harris, heroes, hubby, 
 Horatio, hostile, hyssop,. haddock, Hadley, hoarseness, hail, Hallam, 
 history, haziness, hair-cell, hickory, howler, hemmed, hugged, hacked, 
 hardness, hard-mouthed, inhuming, unheard, inhale, unhappy, behead, 
 rehash, Nahum, hardihood, Mahoney, housetops, race-horse, Reho- 
 both, exhume. 
 
 EXERCISE XII 
 
 W-HooKS, W-Semicircles, and Large W-Hook 
 
 Woo, away, awake, waist, woes, wasp, whisk. Waller, Wallace, 
 Winship, warm, window-seat, war-ship, woodcock, wedded, wash-day, 
 wages, weak, wagged, waved, wheel, whirl, whine, quick, squeeze, 
 guano, twitch, squelch, square, requests, liquefy, unworthily, Agawam, 
 Edwin, beware, swing, swash, swoon, dissuaded, unswathed. 
 
 EXERCISE XIII 
 
 Double Consonants 
 
 Dale, idle, tear, tray, keel, clay, core, crow, plea, pry, glee, agree, 
 crib, globe, topple, robber, regal, rigor, rabble, joker, blush, bring, 
 throb. Bethel, Hail, frail, bevel, Dover, measure, initial, flannel, man- 
 ner, family, humor, glaringly, kneeler, freely, flabby, tunnel, framer. 
 
 EXERCISE Xiy 
 
 Inikkvocalt/aiton 
 
 Cheerfully, recall, churches, Georgia, turmoil, shellac, attorneys, 
 Marner, lurch, roller, volume, colleges, curbed, mortgagee, murmur, 
 colonel, torpor, journalize, tolerably, terminate, sharpness, relish, 
 railway, roll-call, marbled, nourished, Norwich, Norway, Marshalls, 
 torture, turtle, purplish, Delaware, telegram, sharpest, reversal, par- 
 tially, Calvary, Calcutta, Coleridge. 
 
SUPPLEMENTARY WORD EXERCISES 237 
 
 EXERCISE XV 
 
 Triple Consonants and Backward N-Hooks 
 
 Stretch, spliced, scrub, satchels, striker, sepulcher, suffers, splashed, 
 skirmish, sufferer, sever, physically, prisoner, peaceful, disclosed, dis- 
 able, bicycle, Exeter, rostrum, scroll, scraper, Cyclops, gossamer, 
 dishonor, staggered, stalker, stutter, described, dissevered, posture, 
 enticeable, enslaver, ensnare, insalubrious, insanitary, insecurity, 
 install, unsliced, inspirer, unsprung, 
 
 EXERCISE XVI 
 
 N- and V-Hooks 
 
 Din, deaf, atone, achieve, boon, dive, fine, omen, coachman, lemon, 
 cheapen, acuitien, tendon, dolphin, morphine, referee, juvenile, daf- 
 fodil, divinity, dunce, achieves, cones, caves, mains, noons, moons, 
 pounced, manses, lanced, rinsed, minces, Benjamin, orange, barytone, 
 beverage, Van Buren, Jonathan, Michigan, Chipman. 
 
 EXERCISE XVn 
 
 Shun- and Se-Shun-Hooks 
 
 Ignition, education, ovations, petitions, revisions, abduction, 
 derivation, dimension, violations, elevations, attention, renditions, 
 formations, aspirations, locomotion, benefactions, occasionally, dic- 
 tionaries, nationalization, notional, mansions, missionary, Hessians, 
 cautionary, lotions, mention, appellation, ascensions, limitations, taxa- 
 tion, affectations, incision, additionally, processions, accumulations, 
 excisions, mentions, dispensations, evictions, transitions. 
 
 EXERCISE XVIII 
 
 Lengthening 
 
 Neuter, lather, hindering, wetter, orator, invader, motorman, en- 
 gender, Weatherly, Leatherbee, promoter, gas-meter, latterly, tenderly, 
 alderman, motherliness, Waterloo, wonderer, thunderer, Arthur, 
 
238 APPENDIX 
 
 senators, martyr, mortar, norther, tenderness, softer, bumper, clamper, 
 finger, cucumber, rancor, anchor, defaulter, adventure, stockholder, 
 murderer, flatter, immaterial, entirety, simper. 
 
 EXERCISE XIX 
 
 Omitted Consonants and Prefixes 
 
 Presumption, contemptible, conjunction, pumped, decamped, trans- 
 lation, transfuse, promptness, discommode, discontinue, reconvey, 
 disconnect, incognito, unconditional, consolation, circumscribed, 
 circumference, self-abased, selfishly, self-possessed, self-condemned, 
 postman, listlessly, testamentary, text-book, testimony, magnifier, 
 counterclaim, counteraction, counterpoised, controversialist, contra- 
 distinction, intervening, interspersing, introactive, entertainer, intro- 
 duce, enterprisingly, interjection, introduction. 
 
 EXERCISE XX 
 
 Suffixes 
 
 Housing, ringing, feeling, deeding, choosing, cling, breathing, 
 hearings, roofings, lashings, dealings, rowing-the, rehearsing-the, 
 loosing-the, inducing-the, fearing-the, amusing-the, heirship, steward- 
 ship, horsemanship, flagship, herself, yourselves, itself, feasibility, 
 liability, nobility, instability, polarity, fertility, vulgarity, credulity, 
 vitality, solidarity, brutality, servility, cordiality, dexterity, prosperity, 
 eligibility, applicability, exhaustibility, externality, formality, infidel- 
 ity, principality, frugality, insolubility, futility, incompatibility. 
 
 EXERCISE XXI 
 
 Halving — Secoxd Section 
 
 Pit, pits, pride, prods, paint, punts, played, bleeds, cuffed, gifts, 
 cautioned, soothed, strut, streets, split, scolds, suffered, snorts, beard- 
 less, hovered, detect, elective, native, betrayed, wound, ward, throats, 
 roared, cocked, leagued, effect, rated, turret, toady, Betty, cracked, 
 inhabited, weeded, mended, tided. 
 
SUPPLEMENTARY SENTENCE EXERCISES 239 
 
 SUPPLEMENTARY SENTENCES 
 
 In all these exercises, up to that on upward and downward /and r, 
 whenever / or /- is given the upward stroke should be used. 
 
 EXERCISE XXn 
 
 Long Vowels 
 
 1. Show me the way, and^ Joe may take the coach. 2. They say 
 Eve may show me the ball and the cage. 3. They came and saw 
 me the day before pay-day. 4. Though they own the lake, she may 
 take a row each day. 5. All who saw the thief may see the rogue 
 too. 6. She may keep the peach and bake me a cake. 7. Job Day 
 and Paul Shaw both know me. 8. She saw the rogue rage and 
 shake the pole. 9. Take the rake and poke the hay before the sheep. 
 10. Though they saw the Maumee leak, she may leap the foam and 
 reach the beach. 
 
 EXERCISE XXm 
 
 Long and Short Vowels 
 
 1. They may see the enemy in the valley daily. 2. The king 
 came to see the lame lad. 3. Bessie saw many big fish in the dish, 
 4. The cab at the lake should take us to the mill. 5. Joe may pull 
 the rope and ring the bell. 6. Many keep cash in the money bag, 
 but many lay up no money. 7. Ask Johnny if Sue may make me a 
 bowl of oatmeal. 8. Bessie and Josie go to the shallow pool to 
 bathe. 9. They saw the dumb lad push the dog into the ditch at the 
 back of the mill. 10. Jim married Rachel in May, but Jack married 
 Lizzie in March. 
 
 EXERCISE XXIV 
 
 Diphthongs 
 
 1. I should like to lie on the couch and have my book. 2. Nina 
 and Myra came to see Roy milk the cow. 3. Isaac Boyle will buy it 
 for Eliza. 4. Mile will have the book on botany at Rugby in May. 
 
 1 The word cz;;t/ may be expressed by a light dot on the line. 
 
240 APPENDIX 
 
 5. They have no right to shake the boy off the lounge. 6. The boy 
 was noisy, and I took him out for a ride. 7. Uncoil the rope and 
 take it to Isaac. 8. The teeth in the mouth of the shy boy look like 
 ivory. 9. Roy saw two lively pike in the bay to-day. 10. The boy 
 may be out on the road by the mill. 
 
 EXERCISE XXV 
 
 COALESCENTS 
 
 1. Juno was the rogue who should have had the rebuke. 2. He 
 had a mania to take a ride on each mule. 3. The cameo was a gem 
 of rare value. 4. She saw the idiot take the oil for the lamp into 
 the house. 5. Will Hugh come back to have a ride on the Cuba? 
 
 6. Matthew House, Esquire, was a lawyer of fame. 7. Joe should 
 be I'cady to assuage the fury of the duke. 8. They should now allay 
 the fury of the pneumonia. 9. Julia should be ready to take a ride 
 in Algeria. 10. I will look out for the ague if she will take Amelia 
 to Asia. 
 
 EXERCISE XXVI 
 
 Concurrent Vowels 
 
 1. Joanna and Louis Leon, of Tioga, are both poetic. 2. By thaw- 
 ing the ice they saw the fish in the lake. 3. Naomi and Viola will 
 buy at Niagara a book on biology. 4. Leah may have to see the 
 payee to-morrow. 5. Josiah Owen and Joanna Hewitt will reach 
 Fayette, Ohio, in July. 6. With boyish gayety he took the peony and 
 laid it on the piano. 7. Matthias will empower Josiah to make the 
 cube. 8. My panacea will aid the pious Jewess. 9. The boyish fellow 
 took the poesy to the idiot. 10. lona and lola took the bowie-knife 
 to Leah. 
 
 EXERCISE XXVII 
 
 Upward and Downward L and R 
 
 1. I should like to row a league on the lake in the Alps. 2. See 
 the lame boy lug tlie heavy lump of coal to the rear. 3. Nora, the 
 Irish lady, was in error, for Lucy was alive. 4. Laura shall have the 
 
SUPPLEMENTARY SENTENCE EXERCISES 241 
 
 alum to give to the umpire to-morrow. 5. We saw them take the red 
 shawl out of the shallow pool. 6. File off the nail in your shoe, or 
 you may become lame. 7. The allopath took the album to Albany 
 to show it to Isabella. 8. I shall take my manual with me to Manila 
 on the Algeria. 9. Harry came along with us, but was feeling poorly. 
 10. I saw Olney Raleigh, of Lowell, in the balcony, 
 
 EXERCISE XXVni 
 
 Mp and Mb Strokes 
 
 This exercise is introduced because it is largely related to the 
 strokes / and r and therefore could not have been introduced earlier. 
 
 1. The imp fell by the pump on the damp earth. 2. We will em- 
 bark for Bombay to-morrow. 3. Jump into the camp and take away 
 our lamp. 4. The umpire will have a shampoo with Pompey. 5. We 
 have ample time to make a map of Pompeii. 6. I empower you to 
 embalm the body. 7. We will embargo the Empire to-day. 8. You ■ 
 should aim to remove the ambiguity. 9. Will you embody it in your 
 new book t 10. The dimple impairs the beauty of the belle. 
 
 EXERCISE XXIX 
 
 S-ClRCLES 
 
 1. Samuel Adams takes music lessons of Elizabeth Salisbury. 2. If 
 you decide to deceive and disobey Joseph, he will ask you to resign 
 your office. 3. The desk was dusty, and so she set the books on the 
 safe. 4. Sarah says she knows the policies are in the south side of 
 Jesse's safe at Savannah. 5. The sink was of zinc, and so were the 
 basins. 6. The lazy lass lies lifeless on the Pacific shore. 7. It was 
 a serious, solemn scene, and we saw a look of sadness and despair 
 on the face of the young sailor. 8. Harrison leaves for Mexico the 
 sixth of July. 9. The justice sits and listens to each speech in the 
 case. 10. James Simpson and Alice Johnson were together at Salem 
 on Sunday. 
 
242 APPENDIX 
 
 EXERCISE XXX 
 
 Large S-Circles 
 
 1. In his speech to the masses he abuses the bosses with much 
 emphasis. 2. See the faces of the lasses as they notice the chaises at 
 the races. 3. The taxes are excessive, and he refuses to pay them. 
 4. Caesar will give a synopsis of the book of Genesis. 5. It em- 
 barrasses our nieces to receive the kisses. 6. The unsuspicious fellow 
 affixes the seals to all the leases in the cases. 7. It will be necessary 
 for you to italicize some of the names in the exercise. 8. He chooses 
 to buy the cheeses and the molasses at Morris's. 9, He advises me 
 to take the atlases to Cicero's house. 10. Moses tosses the leases to 
 the bosses in the chaise. 
 
 EXERCISE XXXI 
 
 St-Loops 
 
 1. The guest fell on the staircase and lay still for a long time. 
 2. Paste a list of the costs on the back of the book. 3. We have 
 missed the stains on Rollo's vest. 4. A jest may be serious and 
 cause many a sting. 5. We have many stoves in stock, which you 
 should take out of the store. 6. We noticed the arrest and said the 
 police had been just. 7. The stag may step on the nest and cause 
 the young to leave. 8. If you will go to the lower story, you may 
 see a sight which will justify study. 9. They say the ghost was seen 
 in the mist at the top of the ship's mast. 10. To pay for the cost 
 of the stamp it may be necessary to dispose of all the stock. 
 
 EXERCISE XXXn 
 
 Str-Loops 
 
 1. Will the gamester take away the box of books and the songster ? 
 2. Our pastor will leave for I^ancaster, Texas, on Tuesday. 3. The im- 
 postor was embarrassed by the bargemaster at Manchester. 4. Master 
 Dexter will take the music to the chorister for you. 5. Shall I allow 
 Chester Foster to stop to register in the large book .-' 6. The seal 
 we saw in the tank was Tom Foster's. 7. Take the duster and shake 
 
SUPPLEMENTARY SENTENCE EXERCISES 243 
 
 it beside the banister by the paymaster's room. 8. Will your master 
 take the lobsters to Worcester or to the teamster's store ? 9. The 
 baggage master took the case and stood it in the passageway. 
 10. Lester Munster's name should be on the muster-file. 
 
 EXERCISE XXXin 
 Simple Halving 
 
 1. The cat fell into the pit and died in a fit a few minutes after. 
 2. It is wise to avoid the use of tobacco, for it may check the life and 
 power of boys. 3. The soft answer of the good boy made it neces- 
 sary for the bad boy to indicate that he had failed in his dishonest 
 scheme. 4. The boy put the fat in the fire and saw that he lacked 
 not fuel. 5. The star of the show stared at the zealot and seemed 
 to think that she had not good sense. 6. The savages would accept 
 the best beads as though they were of much value. 7. The ship had 
 the right of way, and after an early start steamed into the bay before 
 any vessel of the same size. 8. The ditty that they sang was soft, 
 but the music had a good effect on those who listened. 9. The 
 nicest taste is necessary in the arts; and if she possesses it, it. will 
 readily become evident. 10. The mule kicked the bag of nuts into 
 the bushes, and the boy hurried away. 
 
 EXERCISE XXXIV 
 H-TiCKS, H-Strokes, and H-Dots 
 
 1. Will Helena have to take up harmony at Havana ? 2. Harvey 
 Hill will hire a gig and take you home. 3. Nahum Hume is unhappy 
 at Hemlock Lake, but he will adhere to his task. 4. I saw Ahab 
 Hadley, of Haiti, harrow on a hill in the Mohawk Valley. 5. I have 
 a new rawhide whip, with which the Hawley boy will do no harm. 
 6. Elihu is the hail fellow in Ohio whom we all like. 7, We had 
 honey and hominy for lunch on the hilltop. 8. He is an unhealthy 
 boy, but we admire his humanity. 9. Hannah fell out of the ham- 
 mock and had to be carried home. 10. Horatio will help you to 
 hang up the heavy ham. 
 
244 APPENDIX 
 
 « 
 
 EXERCISE XXXV 
 
 Small W-Hooks 
 
 1. Wallis and Edwin Welsh, of Winchester, will ride Pope wheels 
 to Winnebago. 2. Wheeler and Wilcox are both worthless fellows. 
 
 3. While out in our sleigh we saw Wolf, the miser, on horseback, 
 
 4. The boy swore as he hit Wimrick, who took a ride on his wheel. 
 
 5. I will ask Swayne to sing before we go to swim. 6. Young 
 ladies should beware of such unworthy warriors. 7. The fellow who 
 pushes that wheelbarrow certainly is worthless, but many in our 
 Epworth League still hope to save him. 8. We have whale-oil for 
 sale in our warehouse. 9. Irwin's work will wear him out because 
 he worries so much. 10. The swallows should beware of the boys 
 on the beach. 
 
 EXERCISE XXXVI 
 W- AND Y-SeMICIRCLES 
 
 1. The woes of the king keep him awake, while his warriors wage 
 war on the weak enemy. 2. The yacht Yankee may have a yellow 
 ensign, if you wish me to make it. 3. The wag may laugh or weep, 
 hut I still fear to walk in the woods. 4. The wolf's yelp made 
 the small boy yell with fear. 5. A wide road passes along the edge 
 of tlie woods ; you may yoke the oxen in this path. 6. To make a 
 success of the voyage to PLurope, we must have unity in our party. 
 7. To outwit the young Yankee, we must unyoke the oxen and 
 unweave the whiplash. 8. The snow may wet the sail of the yawl, 
 but Dora will soon reach yon city and leave on the large yacht. 
 9. W'v^lxster may whack the team with his wliip and watch the small 
 hovs fall in the road. 10. The Swede may sweep the walk and 
 swing his switch to the right. 
 
 EXERCISE XXXVII 
 
 Lar(;e W-Hooks 
 
 1. Ask Joe Dwyer to twist the rope over the twigs for you. 2. See 
 Twillcr twirl his mustache as he watches the chap from Quebec. 
 3. The face of the quagga was seen to twitch in a queer way. 4. An 
 
SUPPLEMENTARY SENTENCE EXERCISES 245 
 
 answer to the query was said to be requisite before the quest was 
 announced. 5. Your inquiry for guano came Saturday, and we shall 
 heed your request. 6. The lawyer dwells in the new house on the 
 hill, opposite the stone quarry. 7. She quietly said, " Elizabeth will 
 quickly require a quorum." 8. When the earthquake came Dwight 
 Quigley was seen to quake with fear. 9. You must have a quick 
 pace, or you will lose the quail. 10. The squire will soon deny what he 
 has said of the choir. 
 
 EXERCISE XXXVra 
 
 L-HooKS — Regular 
 
 1. Clara has clear blue eyes and glossy hair. 2. Harness Dapple 
 and ride to the chapel to blow the bugle. 3. Mabel says her amiable 
 uncle has many apples and plums on his farm at Clark's Hill. 4. One 
 of the Black boys climbs on the house to pluck an apple, but he gets 
 nothing but a tumble. 6. Pick some flowers on the way, and carry 
 them to Jessie Mitchell, in Plymouth. 6. If uncle fails to shackle 
 the steam shovel, you may hear a wrangle. 7. The feeble youth may 
 hurt his weak ankle if he goes on the ice. 8. The Clark and Glass 
 boys sit in idleness all day long. 9. Uncle is engaged in clerical 
 work in the Globe office. 10. We will take a couple of baskets of 
 apples to the club on Tuesday. 
 
 EXERCISE XXXIX 
 R-HooKS — Regular 
 
 1. In this work the writer traces the trials and troubles of the 
 Greeks up to the triumph at Troy. 2. Gray will be pitcher, and 
 Hooper Badger catcher, at the ball game on Wednesday. 3. We saw 
 Roger Bridger, the traitor, try to cross Crow's Creek just below 
 Gray's mill-dam. 4. It is a new trick for Bridge to wager money on 
 the success of his horses. 5. Peter Hopper is ill with measles at the 
 home of Major Thatcher, the checker player. 6. A liberal teacher 
 will address us in the library on Wednesday. 7. Major Price agrees 
 
246 APPENDIX 
 
 to take all this red pepper to the baker. 8. The rocker broke and 
 dropped the preacher on the grass. 9. The new lodger took some 
 crackers to Nagle, the bugler. 10. The air was oppressive in the 
 large crib, but it is agreeable to breathe the pure air here. 
 
 EXERCISE XL 
 
 Irregular Double Consonants 
 
 1. We saw the signal at the mouth of the channel, placed there by- 
 Mr. Fry. 2. He obligingly offers to see Mr. Fletcher Keeler, the 
 author, for Ethel. 3. It is cooler here, and I think we shall be able 
 to see the camels just as well. 4. Homer is sending his grammar 
 to Eleanor, who has the fever, 5. Carroll will have the honor of 
 singing before the famous tenor's brother. 6. May I have the honor 
 of knowing the name of the donor of the thresher ? 7. Our drummer 
 will look out for new customers for the special goods. 8. His 
 daughter's generosity enrages the miser in a great measure. 9. His 
 family speaks to him appealingly, but he seems not to hear their 
 cries. 10. He speaks very glowingly of the success of this novel 
 steam hammer. 
 
 EXERCISE XLI 
 
 Intervocalization 
 
 1. Charley is too partial to martial music. 2. George Porter, of 
 Gurney, will enroll on Thursday. 3. The burly fellow rolls the 
 barrels into the cellar witli ease. 4. The colonel will bring suit 
 against the railroad authorities in May. 5. The lecturer charges too 
 much for his pictures. 6. It is calumny to say he is the most vulgar 
 boy in the college. 7. Pearl Varney, of Kalamazoo, drew a charcoal 
 picture of the cardinal for the attorney. 8. Cheerful Charles is on a 
 journey through the Carolinas. 9. Culture and accuracy are very 
 desirable qualities in any young person. 10. We saw them take the 
 burglar to jail when we were on our way to the church. 
 
SUPPLEMENTARY SENTENCE EXERCISES 247 
 
 EXERCISE XLH 
 
 Triple Consonants 
 
 1. At first the sober drummer took cider in a social way ; now he 
 goes on a spree every month. 2. Is it possible to describe such a dis- 
 grace and use no disagreeable language ? ' 3. He displays an eagerness 
 to settle the exclusive care of the farm on his son, who is very suc- 
 cessful. 4. He struck the strings of his harp and produced very 
 agreeable music. 5. The songstress will appear at our vesper service 
 this week. 6. We saw him stagger in his stupor when he lost the 
 stopper from his flask. 7. The screw steamer sprung a leak off 
 Cyprus and soon put up her flag of distress. 8. The careless scribe 
 scratches and scrawls in a style which is scarcely legible. 9. Cedars 
 and cypresses strew the shores of the stream. 10. Supply the sickly 
 youth with physical culture as soon as possible. 
 
 EXERCISE XLin 
 
 Backward N-Hooks 
 
 1. The unscrupulous officers unceremoniously enslave the travelers 
 there. 2. The thoughts they have inscribed are an insult and nothing 
 less. 3. The unsympathetic fellow only laughs at the speech and 
 says he knows the weaknesses are far from being insuppressible. 
 
 4. My nerves are all unstrung because of his unscriptural language. 
 
 5. The unscrupulous fellow never suffers from any form of insom- 
 nia. 6. Through all his insobriety he was not insane enough to 
 ask for aid from those who caused his ruin. 7. The soldierlike 
 bearing of the colonel gave the unscrupulous gossips a basis for talk. 
 8. I fear the invoice of silk is unsalable, and request you to 
 settle. 9. They labor unceasingly, but see that the difficulties are 
 insuperable. 10. As I see it, his remarks were not unseemly, 
 but uncivil. 11. The unsociable fellow was remarkably civil to 
 his instructors. 
 
248 APPENDIX 
 
 Students should be urged to do some independent phrasing in all 
 subsequent exercises. 
 
 EXERCISE XLIV 
 
 N-HooKS 
 
 1. Dan Brown ran to aid Simon Ryan, who had fenced in the 
 lot a few days before. 2. Ethan Allen and Henry Jones are in 
 the insurance business in Clinton, Maine. 3. Stephen Green and 
 Jonathan Pullman have gone to France to buy fancy woolens for 
 Mansfield & Son, of Canton, 4. He took his chances when in Kan- 
 sas and danced with every lady he chanced to know. 5. Jane and 
 Ellen Dunn will take the bonnets to the Spanish milliner on Monday. 
 6. Eugene has taken ten of my fine ripe Florida oranges. 7. Ellen 
 may buy fancy fans, fine muslin, and woolen gowns at Tyrone's. 
 8. Deacon Jones can furnish you ten coils of hempen rope. 9. They 
 mean to detain Spencer in the dungeon until he can obtain means to 
 pay the ransom. 10. The dunce's expenses, in several instances, 
 were paid by Jenny Tompkins. 
 
 EXERCISE XLV 
 
 F-HooKS 
 
 1. David Gough will take a rifle to the sheriff for you. 2. Here is 
 an exhaustive review of the McKinley tariff. 3. The fugitive will 
 have to behave now, for the sheriff has taken him to Fairview. 4. He 
 will arrive here to-day with some giraffes and mastiffs. 5. Jeff 
 Murphy is stone deaf, but he can sail his skiff on the river in any 
 storm. 6. The defense will aim to divide the jury in the Keefe 
 case. 7. The sorrow of the poor slave was enough to move the 
 most callous observer. 8. Your horse will always cough and puff, 
 for he has the heaves. 9. The sensitive fellow will starve before 
 he will ask for any help. 10. His diffidence causes the governor 
 much annoyance. 11. The diver may go down into the river and 
 heave on the chain. 
 
SUPPLEMENTARY SENTENCE EXERCISES 249 
 
 EXERCISE XLVI 
 
 Shun- and Se-Shun-Hooks 
 
 1. I have a notion to visit the mission of the Salvation Army 
 to-day. 2. What does he say of the physician's devotion to his pro- 
 fession ; and what was the decision as to compensation ? 3. Fashion 
 is nothing but the science of imitation. 4. I am happy in anticipa- 
 tion of the reception which will follow the exhibition. 5. The logician 
 will buy fine editions of fiction for us at Albany. 6. Buy the station- 
 ery and the dictionary of the auctioneer who lives at the junction. 
 
 7. He has a visionary idea of educational conditions in this section. 
 
 8. What can the opposition say to the accusations of the associa- 
 tions ? 9. I have some hesitation in naming him for the position, 
 for I fear such dissipation as he daily practices will be his ruination. 
 10. He had his vacation before the annexation of the territory. 
 
 EXERCISE XLVn 
 
 / Lengthening Principle 
 
 1. Arthur Henderson and Luther Anderson will take the orders 
 for another week at least. 2. Esther Saunders and Ellen Snyder 
 will visit us at Easter. 3. Our alderman says that his ther- 
 mometer registers 98° in the shade. 4. The thunder-storm was so 
 severe as to shatter the shutters of the west windows. 5. We may 
 buy oysters and corn fritters at the chop-house yonder on our way 
 from the theater. 6. We had an unusual adventure at the furniture 
 store a little farther down the street. 7. The longer you linger the 
 harder it will be to leave your father. 8. The singer is a hard 
 drinker, and his family is suffering from hunger. 9. Close the 
 damper and remove the clinkers, or you will smother the fire. 
 
 EXERCISE XLVm 
 
 Prefixes 
 
 1. As you have promised to be circumspect in your conduct, I will 
 secure accommodations for you. 2. If you can accommodate me 
 now, you may accompany me when I circumnavigate the globe. 
 
250 APPENDIX 
 
 3. The feud which exists between them is caused by their incompati- 
 ble tempers, and they seem to be irreconcilable. 4. The disease is 
 noncontagious; but we were unconscious of it and accustomed to 
 entertain an unconquerable antipathy to it. 5. He was magnanimous 
 and unselfish, but he thought he saw insuperable obstacles to the 
 ultimate success of the enterprise. 6. The introduction of word 
 signs and contractions into each lesson facilitates the construction 
 of sensible sentences. 7. Your delay so inconvenienced us that we 
 felt obliged to contradict a clerk who said he had given the order. 
 
 8. If the affair is not carried on selfishly, I shall not interfere with 
 the enterprise. 9. Though he interposed difficult questions, he was 
 neither unreasonable nor full of self-conceit. 10. Your noncom- 
 pliance with my request has put me to no little inconvenience. 
 
 EXERCISE XLIX 
 
 Suffixes 
 
 1. While walking on the beach I saw a man bringing some of the 
 wreckage to the shore. 2. Knowing the advantages of having our 
 daughter study under the teachings of a prominent musician, we 
 have arranged to have her study with Madame Nordica. 3. " Do 
 thyself no harm " is a Biblical injunction to which all would do well 
 to give heed. 4. The authorship of this book is not known, but by 
 many it is thought the responsibility rests upon James Lane Allen. 
 5. Owing to the unusual vitality which was possessed by Pope Leo 
 XIII, his life was spared till the ripe age of ninety-three. 6. Self- 
 denial and frugality are two cardinal virtues which all should endeavor 
 to practice. 7. The prosperity of the weak and unworthy is often 
 the means of their undoing. 8. While she is very womanly and 
 blessed with great social possibilities, I must say that I dislike her. 
 
 9. Those who take honor to themselves for their very great mentality 
 should reflect whether they do not owe much of it to their fathers 
 and mothers. 10. Avoid being vulgar, for vulgarity links one to 
 the most common and unhealthy relationships. 11. The undue pop- 
 ularity of tlie smaller boys may partly explain some of their strange 
 and unmanly habits. 
 
SUPPLEMENTARY WORD-SIGN EXERCISES 25 I 
 
 EXERCISE L 
 
 Halving 
 
 1. I am quite naturally annoyed at not having received the goods 
 last night. 2. The painter tipped over the paint pot and spilled the 
 paint on the floor. 3. Bartlett and Bradley intended to notify the new 
 establishment of their decision. 4. I understand that you hurt your 
 hand badly when you caught the striped bass. 5. If you are willing 
 to accept, notify me immediately to that effect. 6. The goods were 
 left in the yard and were slightly damaged by the floods. 7. I warned 
 him that it was a prodigious undertaking and that he was certain to 
 be treated harshly. 8. He found the locket in the road, picked it 
 up, put it in his pocket, and hastened away. 9. A neatly dressed 
 lady handed the note to the porter and requested him to give it to 
 the half-starved old man. 10. Did our^ agent notify you that we 
 cannot forward you the goods ordered by this gentleman on the 2d 
 instant ? 
 
 SUPPLEMENTARY WORD-SIGN EXERCISES 
 
 All sign words which are to be emphasized in each letter are given 
 in italics. Each section of twenty-five words is clearly marked. 
 
 EXERCISE LI 
 
 PuH Word Signs 
 
 Princeton, April 8, 1905. 
 Messrs. Prentis & Powers, Publishers, 
 
 Providence, R.L 
 Gentlemen : 
 
 Tho. principal thing that = we = zxo. particular to ; have in = large type 
 
 is = the little sketch we = inclose, explaining = the /«r^^j-<? = of = the = book, 
 
 which ^probably will appear in = the front -- of = the - same ?l.s part- of - 
 
 the - preface. We = hope it = will express clearly the spirit in = which s 
 
 the ' book is placed before - tho. public. 
 
 1 Agent and gentleman must be distinguished. Write the former with the 
 halved «-stroke. 
 
252 APPENDIX 
 
 It = will ; be = a surprise to = us if = the book does - not meet with 
 instant approval by = the peopk^vih.o have - the opportunity to = come 
 \n\.o possession of = it, as = it has = been our practice, up to - the present s 
 time, to -' send = out only'= that - which - is interesting as = well = as 
 instructive. 
 
 Any = further information in = regard to - the above we - shall gladly 
 write ' you upon application. 
 
 Yours = truly, 
 
 123 words. H. C. PENFIELD & SON. 
 
 EXERCISE LII 
 
 BuH Word Signs 
 
 Boston, Mass., February 8, 1905. 
 Mr. Albert C. Byers, 
 
 Buffalo, N.Y. 
 Dear ; Sir : 
 
 Inclosed please = find plans - and specifications for = the structure 
 about to = be erected on Main street in = your = city, just behind ^ 
 the customhouse. 
 
 You = will ' = remember that = one = of = the = main questions brought = 
 forward at = the last meeting = of = the = Board = of = Directors was 
 relative to = the object we - had ' in = showing such = a large = number = 
 of = ventilators abo-'e each floor. 
 
 By looking over = our drawings you = will = see that = we have = been 
 able to ' overcome = the above objections to ; a great extent and, besides 
 dispensing with = a great = many ventilators, we = have = placed them 
 just where we = think - they ' belong. The balance = of = the = plans we - 
 bclie-cc liave = not = been = the subject - of = criticism. 
 
 Hoping that our :: plans will meet with ; your approval, we ' = are, 
 
 Respectfully = yours, 
 126 words. BATES & BROWN. 
 
SUPPLEMENTARY WORD-SIGN EXERCISES 253 
 
 EXERCISE Lm 
 
 TuH Word Signs 
 
 Taunton, Mass., November 10, 1905. 
 Messrs. Titus & Treager, 
 
 Tiverton, R.I. 
 Gentlemen : 
 
 // = is our custom, from = time s to = time, to = send = out a = card to = 
 the business - public calling its attention to new lines 5 of = goods'dis- 
 played at -- our store, 10 and 12 South street. 
 
 You, as = a patron s of * the = house, need = not = be told that what- 
 ever our statements as'= to quality - of -- goods, etc., they may = be de- 
 pended upon as = the truth. Our attitude toward our customers for 
 ten years has = always = been to'= satisfy them, and until some unfore- 
 seen event proves =the contrary, we = beg to = tell - you that all favors 
 will receive our prompt attention. 
 
 Thanking you'for past favors, and hoping to = have ; the satisfaction 
 of ; a continuance of - your patronage, we -- remain. 
 
 Yours = truly, 
 1 17 words. C. T. TINKER & SONS. 
 
 EXERCISE LIV 
 
 DuH Word Signs 
 
 Dedham, Mass., December 10, 1905. 
 Mr. David C. Dickens, 
 
 Maiden, Mass. 
 Dear - Sir : 
 
 Some ' time = ago you placed an order with ; us for ten = tons = of = 
 coal, at eight dollars per = ton, to - be delivered during- the month ' = 
 of = October. 
 
 Owing to ; the long duration - of - the = coal strike, we = have = not = 
 been able to = do as we said, for we = did - fiot'receWe = a single ship- 
 ment in October. Had it not been for = the above reason, your ; order 
 would = have = been filled long - ago, notwithstanding = the great'= df- 
 ference in prices now existing and = those quoted you at - the = 
 
254 APPENDIX 
 
 time s of ' purchase. We = have ; done all in = our power to=overcome 
 all obstacles,' and s will = complete your ; order at = the earliest possible 
 moment. 
 
 Trusting you = will pardon = the inconvenience we - have unavoidably 
 caused you, we . are. Respectfully = yours, 
 
 123 words. . DUNCAN & DRAKE. 
 
 EXERCISE LV 
 
 Chuh Word Signs 
 
 Chicopee, Mass., October 12, 1905. 
 Mr. J. W. Chase, 
 
 Secretary, Aid Society, 
 
 Charlestown, Mass. 
 Dear = Sir : 
 
 Knowing = the purpose of = your Society, and - its great aid in = the 
 charity work of = your large city, I = desire to = call = your attention to'= 
 a case which = has recently been brought before = me. 
 
 A ' woman and = a five-year-old diild are living at 9 John street, 
 in = very'destitute circumstances, and = a visit from = your Society at = 
 such = a time as = this would bring 7fiuch cheer to = each of = them. 
 
 Upon investigation I'= think = you = will ; find = the above - case a = 
 very worthy ; one, luhichcixr way you = may view it. 
 
 Yours ; truly, 
 92 words. CHESTER C. CHOATE. 
 
 EXERCISE LVI 
 
 JuH Word Signs 
 
 Jackson, Ga., June 10, 1905. 
 Messrs. Jennings <S: Jones, 
 
 Jessup, Ga. 
 
 Gentlcnicii : 
 
 We = wish to inform - you that in = addition to = our general line - of = 
 goods we = have = made a-great r//^7//^(?in = our business and = have' -jiist-^ 
 received a = large stock of new importations in oriental furnishings 
 appropriate for = a gentleman' s reception = room. 
 
SUPPLEMENTARY WORD-SIGN EXERCISES 255 
 
 You = can imagine how = readily they ; will = be ' disposed of in s the 
 month' oi'/afiuan; and = we = would sug'ges/ that ^ a. call at = our rooms 
 would she = of = mutual advantage. There -is- danger f =of = the = wholes 
 consignment being sold immediately, and = we = hope we may=be = 
 able to ' furnish you at = an early date with = a = good assortment' = of = 
 the = same. 
 
 If ' you happen to - have knowledge of = a young ; man = of ; real 
 intelligence and = good = address, who - would like to = make = a ' place 
 for himself in = our business, we should = be = pleased to hear - from = 
 you. We ackttowledge that - we = have great * difficulty in securing 
 intelligent salesmen.' 
 
 Hoping that - you ; will favor = us with ; an early response, we - are, 
 
 Respectfully ; yours, 
 162 words. O. Y. JAMETRI. 
 
 EXERCISE LVn 
 
 KuH Word Signs 
 
 Kansas City, Mo., October 11, 1905. 
 Messrs. Kellog & Kreager, 
 
 Keokuk, Iowa. 
 Gentlemen : 
 
 We = desire to -call -yonx attention to = the inconvenience experi- 
 enced by = us because - of = the = difficulty we = have with shipments = of = 
 the = common building brick ' due on our account. 
 
 It = is = now quite six weeks since our Mr. = Brown called at = your 
 office in = regard = to = this same = matter, and ' ^according to = your 
 promise then made to him, we could expect another car-load of 5 some 
 quality within two weeks at = the latest. Up to'=the time = of = writing 
 not = a car has come into = our yard, and = we = have, with = the greatest = 
 of = care, been able to fill but ' = a small - part - of = our = contracts. 
 
 We mw/^/ = continue to^do business with you under existing; condi- 
 tions, and, = unless orders are filled with = your characteristic ' prompt- 
 ness, can only say that = we = shall = be forced to discontinue our 
 
 relations with = your firm. Vnnr<; - trnlv 
 
 ^ ^'''^^ ' ^'"'>' KELLY & COATES. 
 141 words. 
 
256 APPENDIX 
 
 EXERCISE LVra 
 
 GuH Word Signs 
 
 Green Bay, Wis., August 11, 1905. 
 The Gregg Elevator Company, 
 
 Grand Rapids, Mich. 
 Gentlemen : 
 
 Some ; time = ago we = were in = your = city and --.together went;Over 
 plans for = the = construction = of = elevators to 5 be installed in ; our 
 new office sbuilding. Since = that = time we = have again --gone over = 
 the plans you -gave = us and now find we - have got to - make many = 
 changes in'= their = construction target good service, owing to altera- 
 tions that have = been made in = the interior = of = the = structure. 
 
 It = would = be = of = great assistance'to = us if - you = could give s us = a 
 call here and = go over = the = entire ground with = us, thereby enabling 
 us to s make - a speedy'decision as to = the = matters involved. 
 
 Yours = truly, 
 106 words. GRIFFITHS & GRAVES. 
 
 EXERCISE LIX 
 
 RuH, Ur, and With Word Signs 
 
 Rochester, N.Y., March 14, 1905. 
 ]Mr. Orville C. Rogers, 
 
 Raritan, NJ. 
 Dear = Sir : 
 
 We = are in = receipt - of = your order for =the temples to = be used on 
 silk looms, and = \vill send }ou word as soon = as = they'«r^ ready for 
 shipment. 
 
 We = are aware that = a rather difficult problem surrounds =the art 5 
 of = silk weaving all = over = the = worlds and = we /r^//y'believe that in ; 
 this temple of Lord Kenton we - have = found = the solution = of ; it. 
 
SUPPLEMENTARY WORD-SIGN EXERCISES 257 
 
 The temple is well adapted to any class = of = work,' whether regular 
 or irregular, and - has met with greatssuccess wherever 5 it = has been 
 in = operation. You = may read of all -~ its strong s points in'= our 
 catalogue. 
 
 Trusting = that where you s can you = will = favor ; us with further 
 orders, which s our representative will get off in 5 the = most prompt 
 way} we = are, 
 
 Yours ' truly, 
 
 127 words. RHODES & ORMOND. 
 
 EXERCISE LX 
 
 Um and Ump Word Signs 
 
 Memphis, Tenn., May 15, 1905. 
 Messrs. Miller & Miner, 
 
 Mansfield, Miss. 
 Gentlemen : 
 
 Your ; letter = of = the = 12th instant to Mr. Manning, asking him tos 
 recommend to = you sonie young = man thoroughly qualified to act as 
 your stenographer,' has = been referred to me for answer. 
 
 I ; am happy to say that few business fucji who have engaged a s 
 li'otnan as stenographer have = had's an experience similar to = your 
 own. It certainly is ; not impossible to secure = a s competent female 
 stenographer, and so far - as my observation goes V- must say - that 
 all -^ouxi^' women whom'=I=have recommended in = the past have 
 seemed to - give most satisfactory service. 
 
 However, as you scc7n to'know just what you need and = have some = 
 
 convictions in = the = inatter, I ; shall = have two young ; men call = 
 
 upon you at = the = ofiice of'= your magazine on Monday, at which time 
 
 you = might avail yourself = of = the = opportunity to = give each = of = 
 
 them a = trial. As both = of = these 'candidates will = be persons well 5 
 
 known to me personally, you = can hardly make = a mistake in choosing 
 
 eitlier. 
 
 Respectfully ; yours, 
 
 168 words. MANNING MORTON. 
 
258 APPENDIX 
 
 EXERCISE LXI 
 
 Um and Ump Word Signs — Continued 
 
 ^, ^ ^ ,, Boston, Mass., November 14, igoc. 
 
 Mr. Emery G. Mason, -*' y o 
 
 Manchester, N.H. 
 Dear = Sir : 
 
 I wish once more to - call 5 your attention to = the improvement which 
 somebody has tnade in = the 5 immediate vicinity of - your property at 
 Marion, MassJ This = matter, to = my - mind, is of = great = importance 
 to ; you as = well = as to me, as 1 5 may - have remarked in - my former » 
 letter, 'to - which I = have received no s answer. 
 
 If ; it = seems to = you that = these improvements are of = a somewhat 
 important nature and = sufficiently so to's warrant you in paying your 
 share = of = the = sii7n which = has = been expended, you = may send = 
 your check for = an = amoimt which = you = consider just.' The total 
 cost has = been $420. 
 
 Trusting that = the above will appeal to = you as = a fair statement = 
 of = the . mattern " am, yours . respectfully, 
 
 127 words. A. J. MANTON. 
 
 EXERCISE LXII 
 
 Un and Ung Word Signs 
 
 ,, ., ^ . , Norwich, Conn., November 14, looi;. 
 
 INIr. Aorman Cunningham, 
 
 Newton, Mass. 
 Dear ; Sir : 
 
 We sold you herewith a circular from = one = of = our corre- 
 spondents /;/ = England, relative to = the establishment of = a plant for = 
 the manufacture = of ; cotton ' machinery at Nottingham. In - our 
 opinion, any = one having money on hand could = 7wt = do better = than to 
 buy = the stock of = this jv^v/V;,^ corporation, 'as we = /'«<7i£/ of ;/^ ; more 
 reliable and ; progressive set = of = men than those = connected with = 
 this company. Another - tiling />/ = this circular that = has' impressed = 
 us as = a practical claim is = the fact = that = the Utiglisk market offers 
 cheap labor = and reduced cost ; of = raw material ; hence their saving' 
 
SUPPLEMENTARY WORD-SIGN EXERCISES 259 
 
 in -- the s cost - of = production will enable them to ; sell = their machinery 
 at s a price which = is = considerably under s our own in s this - country 
 and'still leave = a margin to = declare a - liberal dividend. While we s 
 do ' not wish to injiuence you unduly in ; this - matter, we - think = 
 that we's have never before known of = a proposition of = such = a nature 
 as to justify = us in -- calling your attention to - it. 
 
 If = you i should = decide 'in ; the near future to invest money ins 
 this enterprise, we should - be = pleased to = have = you use our name 
 whe7i corresponding in = reference to'; the = matter. 
 
 Yours = respectfully, 
 
 202 words. NEAL & UNGLAUB. 
 
 EXERCISE LXm 
 
 Un and Ung Word Signs — Continued 
 
 Boston, Mass., January 15, 1905. 
 Mr. Nathan Norcross, 
 
 New London, Conn. 
 
 Dear - Sir : 
 
 I 5 ami going to hold another sale = of = about one-hundred choice 
 water colors and oil paintings at = my studio. These may = be seen 
 on 'exhibition the afternoons - of = «^.r/ week, these being = the only ^ 
 times when = I = shall = be in - attendance. None = of = these pictures 
 have = ever s been shown'at any previous public exhibition, nor = have = 
 they been viewed by any but my closest friends, notwithstanding some = 
 of = them have = had most favorable = comment'from ////7z/^« //a/ persons. 
 
 I = trust that I - may see = you some afternoon next week uftiess = 
 that - time proves to = be entirely unsatisfactory to = you, in'= which 5 
 case I = shall take great = pleasure ///^showing them to = you in private. 
 
 From reliable sources I = have = the information that our New = 
 Haven ' friends wefit on = their long-expected tour to = Europe last 
 week. As neither - of - them has = been there for = the past two years, 
 we ; may'look for ione or two masterpieces upon their return. 
 
 Sincerely = yours, 
 159 words. NILES F. NAY. 
 
260 APPENDIX 
 
 EXERCISE LXrV 
 Thuh Word Signs 
 
 Bath, Me., September 12, 1905. 
 Messrs. Thurston & Co., 
 
 New = York = City. 
 Gentlemen : 
 
 Within = the last three weeks we =have disposed = of = about = one = 
 thousand copies of = your two publications without much effort on our = 
 part, and = thought' ^ you would like to hear 5 of ; our success with = these 
 books. We = think = that - this is = a very = good showing for = the very 
 short = time'they have = been before = the people, and - there = is = no = 
 doubt that - those = who do = not yet possess either of = thetn can = do no 
 better'; ///CZ7/ to avail themselves of = /"/«> opportunity to secure one = of 5 
 these volumes ; theti we = think = they will desire = the other. 
 
 Though we ; shall probably' keep = you informed of = our success 
 from = time = to = time, we = take = ////>= occasion to = express our thanks 
 for = the friendly interest you have shown'toward = us. 
 
 ^'ours = truly, 
 127 words. TIIADDEUS LEATHERBEE & CO. 
 
 EXERCISE LXV 
 
 SuH, ZuH, Shuh, AX]) Zhuh Word Signs 
 
 San Francisco, Cal., December 22, 1905. 
 Mr. Osgood S. Fisher, 
 
 Sacramento, Cal. 
 Dear = Sir : 
 
 Your = letter was = received = the Jirst of = this week and = has ; had 
 our usual attention. 
 
 We = shall surely use all our influence in aiding you'in = the establish- 
 ment of = your headquarters in ; this = city. The feasibility of = your 
 proposition, which = is so clearly stated in = your = letter, appeals to ; us' 
 
SUPPLEMENTARY WORD-SIGN EXERCISES 26l 
 
 strongly and = we = have = no = doubt = of = the = ultimate issue s of ; the s plan. 
 We = feel - confident that here=w = a good = field for ; your line's of = 
 work, and 5 would = say that if - the use of = our name in s connection 
 with = this = matter will = be = of ^ assistance to = you, it s will 'give = us 
 pleasure to ^ have = you Jise it, as Mr. - Smith has = always felt grateful 
 to s his benefactor. 
 
 Trusting ; that - you s will meet with such 'success as you deserve, 
 
 ' Yours = truly, 
 
 131 words. C. F. SHELBY & SONS. 
 
 EXERCISE LXVI 
 
 LuH AND YuH Word Signs 
 
 Lancaster, Penn., July 15, 1905. 
 Messrs. Lewis & Elgin, 
 
 Lebanon, Penn. 
 Gentlemen : 
 
 Your ' letter asking for particulars in = regard to ; the sale of = the 
 house ; and - land now in - the hands = of = the = Builders' Loan Asso- 
 ciation has'= been received. 
 
 The property itself is ^iiell located in = the best residential section 
 of = this = city, and = will let for not less than fifty dollars' per = month. 
 The house alone is held zt $5000 and = is = worth = the amount required 
 for purchase, and although of late perhaps not'kept up to = the usual 
 standard, a = very = little outlay linll restore it to = its original state. 
 We hold that = a better investment could = not'; be = found, and inclose 
 photograph and plans = of = the - dwelling, showing style = of = archi- 
 tecture, etc. 
 
 We = think it = would = be to -your advantage to = come'into posses- 
 sion of = this piece = of = real; estate, and should; be = glad to learti that = 
 you desire to negotiate with = us immediately in = regard = to'; this ; 
 
 matter. r> ^.f n 
 
 Respectfully = yours, 
 
 152 words. WILLIAM LEITER & SONS. 
 
262 APPENDIX 
 
 EXERCISE LXVn 
 
 FuH AND VuH Word Signs 
 
 Boston, yiz.ss., February ii, 1905. 
 Mr. Frank C. Vance, 
 
 Fitchburg, Mass. 
 
 Dear = Sir : 
 
 It = is = -a, fact - that after = this month we = shall change our present 
 location for larger quarters and = shall occupy over half :^oi'-\h.Q. = 
 building'at 100 Summer street. However, in -^^ several - diZ.ys after our 
 removal we = shall 5 be = ready for business, and intend to -follow along 
 our old 'lines; besides, /r^^? now on, carrying even a. ^ full stock s oi : 
 everythi?ig pertaining to phonography, as we very often have s had calls « 
 for supplies in'= the past by persons interested in = that kind 5 of = work. 
 
 If ' you = are ever in ; the -- market /^r any = of = the = above supplies, 
 we = shall'; not forget to show you every attention, and = trust you - will 
 bear ; us in mind for some future occasion. 
 
 Yours = respectfully, 
 119 words. LOVELL & FOLEY, Stationers. 
 
 EXERCISE LXVIII 
 
 COALESCENT AND DiPHTHONG WoRD SiGNS 
 
 Winthrop, Mass., November 19, 1905. 
 
 Messrs. Watts & Yale, 
 
 De Witt, Utah. 
 Gentlemen : 
 
 Last summer, when 7iie = 7C'ere traveling through = the West with 
 Cook's personally^conducted tour, Mrs. Watson and J-were delighted 
 by 7vhat'-we saw going 'over Georgetown Loop and = the mountains 
 beyo?id. 
 
 Would you like to ; purchase for ; us a = good set = of = photographs 
 of = this = Section = of i the = country, 'and = let = us know how much we '- 
 are indebted to = you for - them } 
 
SUPPLEMENTARY WORD-SIGN EXERCISES 263 
 
 We s found ; the trip both interesting and instructive, and are say- 
 ing to'all our = friends who have:not_;'i?/' taken this glorious trip, "All 
 ye who = are worn = and weary cannot ; do better = than visit = the wild' 
 and woolly West." 
 
 Sincerely - yours, 
 
 t03 words. THOMAS G. WATSON. 
 
 EXERCISE LXIX 
 
 Tick Word Signs 
 
 Boston, Mass., September 19, 1905. 
 Mr. Jacob Jackson, 
 
 Wellesley, Mass. 
 Dear = Sir : 
 
 We = have already called = the attention of- our Mr. ; Marsh to - the = 
 matter about = which you have written us, and = he will surely call onJ 
 you at ' your office in s a day or two. If = he should = not = be = able to = 
 do = so this trip, we=will=promise you that =/;<? = will see=you before^th.^^ 
 end = 0/'- the = next visit in - your vicinity. 
 
 Ife = is a = man whom = you = can trust with = a Iist'= ^^ those s who 
 owe ' you large bills, and = we = feel sure, too, that = you = will = find him 
 <z// = that = we = have claimed for ; him in'= the s way = ^; ability to -- 
 make prompt collections. 
 
 We = wish you to = feel free to use his services for ; the work which s 
 is so pressing,'/'/// - we request that = you do = not detain him more = 
 than = a week. He ought to = be = able to accomplish much in - that - 
 time. 
 
 We'= feel that = you = are ; not likely to -^ repose too = much - confidence 
 in him, as we = have always found him most deeply absorbed in = his = 
 work,'and thoroughly devoted to = the interests of - his employers. 
 
 Yours = respectfully, 
 
 184 words. JOHNSON & WHIPPLE. 
 
264 APPENDIX 
 
 GENERAL DICTATION MATTER 
 The North Story of how the Robin got its Red Breast 
 
 Long ago, in the far north, where it is very cold, there was only 
 one fire. An old man and his little son took care ^ of this fire and 
 kept it burning day and night. They knew that if the fire went out 
 all the people would freeze and the ^** white bear would have the north 
 land all to himself. 
 
 One day the old man became very ill, so that his son had every- 
 thing to "^ do. For many days and nights the boy bravely took care 
 of his father and kept the fire burning. But at last he got so ^°° tired 
 and sleepy that he could no longer walk. 
 
 Now the white bear was always watching the fire. He longed for 
 the time when he ^-^ should have the north land all to himself. When 
 he saw how tired and sleepy the little boy was he stayed close to 
 the fire ^^*^ and laughed to himself. One night the poor little boy 
 could keep awake no longer and fell fast asleep. 
 
 Then the white bear ran as ^"'' fast as he could and jumped upon 
 the fire with his wet feet and rolled upon it. At last he thought it 
 was all out,-'^'^ and went happily away to his cave. 
 
 l]ut a gray robin had been Hying near and had seen what the white 
 bear was doing. She "-^waited until the bear had gone away. Then 
 she flew down and searched with her sharp little eyes until she found 
 a tiny live spark. -'''■' 
 
 For a long time she patiently fanned this spark w-ith her wings. 
 
 Her little breast was scorched red, but she did not give up. After ^'^ 
 a while a fine red blaze sprang up. Then she flew away to every 
 hut in the north land. Fverywhere that she touched the ground ^"^ 
 a fire began to Inirn, so that soon, instead of one little fire, the 
 whole north land was lighted up. 
 
 Xow, all that the white ^-'' bear could do was to go further back 
 into his cave and growl. For now, indeed, he knew that the north 
 land was not alP^'" for him. 
 
GENERAL DICTATION MATTER 265 
 
 And this is the reason why the people in the north country love 
 the robin. And they are never tired of telling their ^''^ children how 
 it got its red breast. From Flora Cook's MyfAs. 
 
 382 words. 
 
 The Sponge 
 
 " What is a sponge ? Can you tell me, May ? " 
 
 "No, Miss Hall," said May. " I use my sponge every day, but I 
 have never thought^* how it is made. Let me think. Do men make 
 sponges as they do cloth and many other things ? " 
 
 " No ; people used to think a ^^ sponge was a plant, but that is not 
 true. It is a little animal." 
 
 " An animal ! How very strange ! Where is its home .'' " 
 
 " Its home "^ is in the great ocean. The sponge comes from an 
 egg. When it is hatched the baby sponge sends out little hairs 
 which help it ^'^'^ to move about in the water. As the baby has no eyes, 
 it does not know where it is going and often gets a hard -^-^ bump." 
 
 " Oh, Miss Hall, has the poor baby a head, ears, legs, tail, or arms ? " 
 
 " No, May," was the answer, " it has none of those ^^^ ; but it has 
 a hole called a mouth. Soon it settles to the sea bottom. With its 
 mouth it fastens itself to something and never '^'^ moves from that spot. 
 
 " The sponge has hard and soft parts. The hard part is called 
 its skeleton, and it is this part of the •^"'^ sponge which we use. The 
 soft parts were like jelly and have been taken out. When the 
 sponge was alive all the holes were filled"^ with the jelly. 
 
 " Sponges are not all of the same form. Some are cup-shaped, 
 some pear-shaped, and some have many branches. There are "^^^ some 
 as large as a man's head, and others no larger than an egg. 
 
 '• Men fish for sponges, and divers go into the water and "■^'^ tear 
 them from the rocks. 
 
 " When they are taken out of the ocean they are thrown into large 
 tanks of water. Then all the soft ^"'^ parts are beaten out. The 
 skeletons are washed and dried in the sun." 
 
 " How many strange animals there are in the ocean," said May, 
 " and ^-^ what a strange picture the sea bottom would make ! " 
 
 334 words. From Strong's All the Year Round — Winter. 
 
266 APPENDIX 
 
 The Blue Jay 
 
 No bird can be so noisy when he tries, or so silent when he thinks 
 best, as the jay. If he is stealing or thinks ^^ he may be suspected 
 of any wrong, he slips off through the branches so quietly that, unless 
 you catch sight of the splendid blue and ^"^ white of his dress, you 
 will hardly know what he is. 
 
 But if he is with two or three jolly friends and the weather is ''^ 
 pleasant, he fills the woods with his screams and calls. They are not 
 sweet sounds, but are not unpleasant to hear, particularly in winter, 
 when -^"^ few birds are here. Some are like a hawk's cry, and some 
 like an ungreased wheelbarrow. 
 
 While the jay is making these sounds he often ^^^ hops up the tree, 
 from one branch to the next, or accompanies his cries with an odd 
 motion of his wings and tail. He is ^''° a good deal of a clown, and 
 as a pet, amusing. He learns to speak a few words, which is a great 
 thing in a ^"^ bird. 
 
 It is not safe to leave valuables about where he can reach them, 
 for he is a great collector. When he is free he ^""^ gathers acorns 
 and chestnuts and stores them in hollow trees. 
 
 The jay has without doubt planted many trees where they would 
 not otherwise have been ^'^ found ; for he drops the nuts as he flies off 
 with them, and if they fall into good soil the jay's children's children 
 long after ~^'^ may gather fruit from the trees that will spring up. 
 
 The jay's neighbors do not like him particularly, for he has one 
 very bad habit. ^'° He cannot resist egg hunting. But for this he 
 might not be regarded with disfavor, for he sometimes renders good 
 service. In fact, when an ^"^ owl comes into the woods the jay is 
 often the first to discover him and announce his presence to the other 
 birds. 
 
 The jay is ^-° closely related to the crow in this country, and in 
 Europe to the jackdaw and magpie. The whole family are talkative, 
 bustling birds, very light- ''^''" fingered we should call them if they had 
 fingers, but for all that they are amusing, and we should miss them if 
 they were gone.'^"^ From Stickney's Birii World. 
 
 375 words. 
 
GENERAL DICTATION MATTER 267 
 
 The Sparrow and the Cat 
 
 A sparrow was sitting on the top of a fence singing a sweet little 
 song. An old cat heard him, and came down that way,^* When the 
 sparrow saw her he flew up into a tree. The old cat came under 
 the tree and looked up at the sparrow, and ^° the sparrow looked down 
 at the cat. 
 
 " What makes you kill poor little birds } " the sparrow said at last. 
 
 " What makes you kill poor little '^ bugs ? " asked the cat. 
 
 "Why, I must have something to eat," said the sparrow. 
 
 " So must I," said the cat. 
 
 " But you can eat mice ^°^ and ever so many other things," said the 
 sparrow. 
 
 " And you can eat crumbs and seeds," said the cat. 
 
 " I can't always find those," said ^^^ the sparrow. 
 
 " I can't always find mice," said the cat ; " and besides I like a 
 bird now and then for a change." 
 
 " Well, you can't ^°° have this bird," said the sparrow ; and away he 
 flew to another field. From Turner's £asy Stories. 
 
 163 words. 
 
 What Harold did 
 
 Harold is a little boy who always wants to do what he sees other 
 people do. One day he saw his father wind up the ^ clock and set it. 
 " I think I could do that," he said to himself. 
 
 A few days afterwards, when there was no one in the ^^ room, he 
 made up his mind to try. He climbed up on the table, reached up, 
 and opened the door of the clock. Just as "^^ he did so the clock 
 struck. The sound startled him, it was so near and loud, and he 
 sprang quickly back and fell to the ^°° floor. His cries soon brought 
 his mother to the room. How frightened she was when she saw him ! 
 
 "What is the matter, dear? " she said ^'^^ as she took him up. 
 
 " I was going to wind up the clock and it struck me," answered the 
 little boy. His mother laughed and ^^"^ said, " Don't try to wind up 
 the clock again, Harold, till you can reach it without standing on the 
 table." From Turner's Easy Stories., 
 
 170 words. 
 
268 APPENDIX 
 
 What the Slate wished 
 
 The schoolroom was very quiet, for all the children had gone 
 home. The sun had set some time before, and there was only a 
 faint ^^ light in the room. A reading book and a slate lay side by side 
 on Harry's desk. He had forgotten to put them away. All ^^ at once 
 the reading book said, " Well, Slate, if I could n't spell any better than 
 you can, I would try very hard to learn. Now,''^ you never see a 
 misspelled word on my pages, but I see three words spelled wrong 
 on you." 
 
 " I can't help it, Reader," said the ^°° poor slate. " It 's no fault of 
 mine. You see that careless little Harry does make me spell so that 
 I really feel ashamed of myself.^-^ A little while ago Mary White 
 had me, and she only made me spell one word wrong all the time she 
 kept me. And then ^^'^ you ought to see the answers Harry makes 
 me give to the examples ho has to do in arithmetic ! Oh, dear ! I do 
 wish the '^''' teacher would give me back to Mary White." 
 
 183 words. From Turner's Easy Stories. 
 
 Feathers and Fur 
 
 Little Polly Patterson was dressed in her new winter suit to go 
 out shopping with her mamma. Her hat was trimmed with pretty 
 feathers, her '^ cloak had a border of white fur, and she carried a 
 white fur muff. She knew that she looked well, and she wanted her 
 grandpapa ^'^ to see how pretty she was in her new suit. She went 
 close up to him and said, " See, grandpapa ; don't I look nice ? " 
 
 (jrandpapa"'' lifted his hands and said: "Dear me ! who is this 
 dressed all in feathers and fur ? Is this Polly ? " 
 
 " Ves, sir," said Polly, with a "'^ smile. 
 
 " And where did these line things come from ? " asked grandpapa. 
 
 " Oh. they came from Wx. Prown's store down on Broadway," 
 said Polly. 
 
 '• They had ^-'to come a good many thousand miles to get there," 
 said grandpapa. 
 
 '• Did thev 't " asked Polly. 
 
GENERAL DICTATION MATTER 269 
 
 " Yes. In the first place somebody away off in ^^^ Asia or Africa 
 had to catch an ostrich and pull out some of his feathers. The 
 feathers were sent across the ocean before Polly could "^ have them 
 on her hat. And somebody up at the far north had to catch a white 
 fox or two and send his fur over ^^ rivers and mountains before Polly 
 could have a muff and a border around her coat." 
 
 " Is this a true story that you are telling, grandpapa .?" ^^^ asked 
 Polly. 
 
 " Yes, 't is a true story. What do you think about it, Polly ? " said 
 grandpapa. 
 
 "I'm too little to think about such big things," -^'^ said Polly. 
 
 " Well, what can little girls think about .'' " asked grandpapa. • 
 
 " Oh, they can think how nice it is to go shopping and buy 
 candy ! " ^"° said Polly. " I '11 buy you some to-day if you '11 give 
 me the money." Grandpapa made a funny face at Polly ; but he 
 gave her '^'^^ a ten-cent piece. 
 
 Then Polly went shopping ; but she did think also about the ostrich 
 that had worn her pretty plumes in the hot ^-^ desert, and the white 
 fox with big bright eyes, a pointed nose, and a bushy tail, and she 
 asked her grandpapa to tell her more ^^^ about them. She knew that 
 no amount of money could have bought the fur if there had been no 
 white fox that needed it first ^"" to cover every part of its body, even 
 to the soles of its feet. From Stickney's £ariA and Sky. 
 
 3SS words. 
 
 The Ovster 
 
 When we see the oyster and its shell house it is hard to believe 
 that it came from an egg. The egg is very small. -^ After being sent 
 into the water, the wee baby in it begins to grow. It has a perfect 
 little shell when it is hatched. 
 
 The '"" baby oyster is a lively little fellow, and for two or three days 
 after it is born, swims about like a young fish. Then it "^settles 
 down for life by fastening itself to an old shell or rock on the sea 
 bottom. Many of these little oyster babies do not ■'-'' live to be grown 
 oysters. They are swallowed by other sea animals. 
 
270 APPENDIX 
 
 The oyster's shell is not pretty. You can see the layers as they ^^ 
 have been built up, and its age is known by the lines of growth and 
 also by its size. The oyster is fit for food ^^° when it is four or five 
 years old. 
 
 The shell has two covers joined by a hinge. Shells that have two 
 parts are called bivalves. ^'^ The oyster can open and close its shell. 
 It will close it at the least noise. 
 
 The shell is fastened to the sea bottom by '^'"' one of the valves, so 
 this valve is larger than the other. There is a spot on the white 
 lining of each valve. It is ^^^ near the middle of the valve and is a 
 dark purple. The oyster has a strong muscle which is fastened to 
 the shell where you ^"° find the purple spots. 
 
 It breathes with gills. The mouth is at the smaller end near the 
 hinge. The gills and mouth have little hairs ^^^ all around them. 
 These keep moving and breathing when the shell is open. They 
 push the water into the mouth. 
 
 Sometimes oysters are found together ^"° in large numbers. They 
 cover the bottom of the sea for miles and miles. These places are 
 called oyster beds. 
 
 A bird called the oyster ^-^ catcher, the starfish, and the crabs are 
 their enemies and destroy great numbers of the oysters. 
 
 ■lAi words. From Strong's All the Year Round — Winter. 
 
 Dew 
 
 Farmer Davis was going to the orchard very early one morning to 
 gather apples. The night before, he said to his little grandson who 
 was "® visiting him, " Edward, should you like to go with me in the 
 morning ? " 
 
 " Yes, indeed ! " said Edward ; " please don't forget to call me." 
 
 His grandfather '^'^ did not forget, but called him at five o'clock. 
 As they walked across the large yard-, Edward said, "Oh, grandpapa, 
 my feet are very wet ! "^ I did not know that it rained last night." 
 
 " It did not rain," said his grandfather. " It is the dew which has 
 wet your feet.^'"^ See how the dewdrops sparkle when the sun strikes 
 them ! " 
 
GENERAL DICTATION MATTER 2/1 
 
 "They look like millions of diamonds," said Edward. "The grass 
 and flowers are covered with ^'^^ them." 
 
 " Yes," said his grandfather, "the flowers and grass enjoy drinking 
 the fresh, cool water." 
 
 *' But how did these drops come .-• " asked Edward. 
 
 " The earth ^^^ gets its heat from the sun, not from the air," said his 
 grandfather. " The earth and all kinds of plants give off their heat. 
 So^'^at night, when there is no sun to give them more, they grow 
 cold. 
 
 " When the air, which is full of vapor, touches the cold ^°° plants 
 and grass, the vapor is changed into little drops of water, called dew. 
 
 " How is it, Edward, that there are drops of water on ^^^ the out- 
 side of a pitcher of ice water ? " asked his grandfather. 
 
 "I think I see now," said Edward. "The warm air in the room 
 holds ^^^ vapor ; but when it strikes the outside of the cold pitcher, 
 this vapor is changed into drops of water. But do you know, grand- 
 papa, I ^'^ used to think those drops came through the pitcher ? " 
 
 His grandfather laughed, and said, " You are not the only one that 
 
 has thought that." 
 
 From Strong's All the Year Round — Whiter. 
 299 words. 
 
 Robert visits the Pigs 
 
 " Can I help you about anything this morning ? " asked Robert of 
 James, as he strolled out into the barnyard after breakfast. 
 
 " I am going to ^^ feed the pigs," said James. " You may go with 
 me if you like." 
 
 Robert did not seem very much pleased with this invitation, and, 
 as ^° James looked surprised, he said : 
 
 " I do not like pigs, they are so dirty. Besides, they are always 
 squealing, and they live in such a "^^ disagreeable place under the 
 barn." 
 
 James smiled. " Come with me and see our pigs," he said ; " per- 
 haps you will like them better than you think." '"° 
 
2/2 APPENDIX 
 
 James had a large wheelbarrow with him, and on the way he 
 stopped in a fine field of clover and cut enough of it to ^^^ fill the 
 wheelbarrow to the very top. Robert helped him pile up the clover, 
 and he would have liked to wheel the barrow, but it ^^° was too heavy 
 for him. 
 
 They passed on into another field where Robert saw a row of little 
 houses. Each little house had a yard ^'* inclosed by a board fence, 
 which was not too high for Robert to look over. 
 
 In the first yard was a fine, large sow and^"" six clean little pigs, — 
 four of them white, and the other two black and white. They were 
 frisking around their mother and playing almost as ^^* prettily as young 
 puppies. There was space enough in the yard to give them plenty 
 of room for their frolic. 
 
 Robert was so delighted with -*" them that he wanted to feed them, 
 and James let him put an armful of the sweet clover into the yard. 
 "I have fed them -'^ once this morning," said James. "They had 
 their regular breakfast before I had mine, which was very early." 
 
 Robert went on to the next yard ^^^ where a large hog was lying 
 contentedly*in the sun. He gave a cheerful grunt as if to say "thank 
 you,"' when James threw some ^'^ clover over the fence. 
 
 " Here, old fellow, are some acorns ! " said James, as he took a 
 handful from his pocket and flung them over into ^"''^ the clover pile. 
 "That's right. Hunt them up!" 
 
 Robert laughed to see what a good time the hog was having. As 
 he went on he ^'^ saw that all the yards were clean and so were the 
 pigs. There was a trough of fresh water in each yard, and another 
 trough ■*" " for tlie food. 
 
 '• 1 thought all pigs were dirty," said Robert. 
 
 " No. indeed ! " said James. "They like to be clean and to have 
 room to '*'" run about. They need to root in the earth and roll in the 
 mud, but they prefer clean earth and clean mud to the filthy ■'''° stuff 
 they often get." 
 
 "There's a great difference in mud," said Robert, in such a wise 
 way that James laughed. 
 
 From Eddy's Friends and Helpers. 
 
 470 words. 
 
GENERAL DICTATION MATTER 273 
 
 The Eagle 
 
 It is hard to tell just how the bald eagle came to be our national 
 emblem. It certainly is not from the character of the ^ bird, for he is 
 a sort of tramp, and sometimes even a thief. 1 think it must have been 
 from his splendid power of flight,^" and the fine appearance he makes 
 when he is soaring high in the sky. An eagle with his great wings 
 outspread looks so majestic and "^ so powerful that he might easily, 
 in such an attitude, represent the power and greatness of a nation. 
 
 Watch a bald eagle getting his dinner,^*"* and much of your respect 
 for him will vanish. If he does not steal it, he picks it up here and 
 there like a street ^'^ dog, — a dead fish by the shore of a lake, or a 
 dead lamb which the dogs have killed. He often watches an osprey 
 or^^°fishhawk till he sees him catch a fish, and then chases him till 
 the hawk with a scream of disappointment drops the meal for which ^"^ 
 he has worked. The eagle picks it up and enjoys the ill-gotten food. 
 
 Let us try to gain for our national emblem such a ^''° reputation 
 that people will think only of tlie power and majesty of the eagle and 
 forget his lazy and thievish habits. From Stickney's Bird World. 
 
 221 words. 
 
 The Robin 
 
 Long before you are awake the robins have had a morning meet- 
 ing, sung a very jolly chorus, visited two or three cherry trees, and 
 by -'" the time you have breakfasted and come out to play they are 
 taking a second meal on the lawns. 
 
 Watch one for a moment and*' then try to tell how he looks. He 
 is larger than a sparrow, nearly twice as large ; his bill is longer, 
 sharper, and is bright "^ orange in color. 
 
 Robin's head is wholly black, not patched like that of the spar- 
 row ; his back is brown, and his breast much the color ^''° of your 
 Jersey cow. 
 
 Instead of squabbling and scratching in the middle of the street or 
 flying off in flocks to houses or tree tops, ^-^ he stands straight and 
 diimiti?d, his plump breast showing clearly against the green grass, 
 or runs a few steps and then draws himself up stiffly ^^'^ again. 
 
274 APPENDIX 
 
 Fruit is very dear to the robin. Cherries in summer, strawberries 
 in spring, and cedar berries in winter. But when you see him on "^ 
 the lawns he is hunting for food which only a fish would care to 
 share with him. He braces himself on his feet and pulls ^ and 
 pulls till the poor worm he is seeking has to let go, and after some 
 hard pounding by robin's sharp bill it is carried ^'^^ off to the nest 
 for the little ones, or gulped down by robin himself. 
 
 Mr. James Russell Lowell calls the robin's nest "an adobe house." ^^ 
 Perhaps some of you have read how people in Colorado build houses 
 of dried clay which bakes in the sun. This is called adobe, and ^^ 
 both the robin and the swallow know how to build in this fashion. 
 
 Four eggs of "robin's egg blue," laid early in May, hatch into^"" 
 very ugly and very hungry youngsters. Their big yellow mouths are 
 opened vvide whenever the mother or father comes near. These 
 parents are kept busy ^^'^ all day and every day for a fortnight till the 
 young birds grow big, till feathers cover their naked little bodies, 
 and one of them ^^"^ steps to the edge of the mud nest and looks out. 
 
 This is an anxious time for the parents. Soon the boldest young- 
 ster tries his®"'' wings and makes for a neighboring twig. If he misses 
 it and flutters down to the ground, the parents fly back and forth, 
 making a ■*'^"' great outcry which collects many other birds. If no cat 
 comes prowling about, the little one tries again and perhaps gets 
 safely off, but often *'^ a bunch of gray feathers tells the sad story of 
 his short life. 
 
 When the young birds who escape all the dangers from cats and ^^'^ 
 hawks are strong enough to find food for themselves, the parents 
 build another nest and rear another brood. Meanwhile the first brood 
 flies each night^'^to some neighboring grove, where they are joined 
 by other young robins from miles around. The birds assemble in 
 such numbers that the pattering of ^"'^ their wings on the leaves, while 
 they are arranging their places for the night, sounds like falling rain. 
 
 Not only do the young birds come ^-^ to these " roosts," as they are 
 called, but father-robins also, who cannot help their wives after sunset 
 join their children, or perhaps show them ^'''^ the way. 
 
 -"2 words. From Stickney's Bird World. 
 
GENERAL DICTATION MATTER 2/5 
 
 The Coal Forests 
 
 Try to imagine yourself in a forest years and years ago. You will 
 not meet any one, for this was long ago when the world ^^ was young, 
 and before man came to live on this earth of ours. It is a strange 
 forest that we are about to enter. There ^° is no winter there; the 
 trees grow all the year round. 
 
 You know how your plants at home grow and bloom in the hot 
 days " of July. All the days are warm July days in this forest. The 
 ferns are as large as our trees. It is a dense forest, ^°° for every little 
 seed falling into the warm mud below sprouts and is soon a large 
 tree. Do you think that much sunlight could pierce ^^ through the 
 many branches.'' You are right; it could not, and it is dark and 
 gloomy among these great trees. 
 
 Hark ! Is that the chirp ^^° of a robin ? No ! Here we have trees 
 without birds, a forest without a song, for there are, as yet, no birds 
 upon the earth. ^"* The only sounds to break the stillness are the 
 hoarse croaking of a strange frog and the chirp of a grasshopper. 
 
 Here we meet our ^°° old friends, the pines and the firs, and see 
 the well-known cones waving among the branches. We can find 
 plenty of water plants and ^^ ferns, but not one flower or bright berry. 
 
 The trees spring up quickly in the soft, warm mud. The leaves 
 come, fade, and fall just ^^^ as quickly. The trees, with their roots in 
 mud, are easily blown down. They are then buried in the water, and 
 partly decay. This matter ^"" becomes packed so closely that it turns 
 into peat. 
 
 Hundreds and hundreds of years pass; tree after tree springs up, 
 reaches its height, dies, and ^°° decays in the dark below. 
 
 Let us come away from the forest now, for a strange thing is about 
 to happen. 
 
 Look ! Do you see ? ^^^ A flood has covered the place where we 
 stood such a short time ago. The beautiful great trees have fallen 
 upon the soft bed of ^*' mud where their parents and grand parents 
 have lain for hundreds of years. 
 
 Now the mud and sand are settling upon them, forming shale 
 and ^'^ sandstone. These press heavily upon the beautiful old trees. 
 
276 APPENDIX. 
 
 After many years the water will disappear and a new forest will 
 spring up. It will ^'^° grow, and then again the same thing will happen. 
 
 The weight becomes greater and greater as these layers are formed. 
 The trees are packed more ^^ and more tightly until they become one 
 solid mass, called coal. p^.^^ Strong's A// the Year Round— Winter. 
 
 436 words. 
 
 The Ship of the Desert 
 
 The home of the camel is in Arabia. In that country there are 
 many miles of sandy desert. 
 
 We use ships to carry goods and ^^ men across the sea ; in Arabia 
 the camel is used to carry goods and men across the sand. He car- 
 ries heavy loads over the scorching ^"^ deserts, and for this reason he 
 is called the Ship of the Desert. 
 
 No horse or donkey could tread where the camel does. Their 
 hoofs "^ would sink in the loose, dry sand. But the foot of the camel 
 is like a broad pad or cushion, and it spreads out as ^"^^ he puts it 
 down, so that it neither slips nor sinks. It has also a very thick sole 
 to protect it from the burning heat^-^'of the sand. 
 
 The camel is able to go for a long time without food or water. He 
 can do this because he carries with ^•''^ him a supply of both. The 
 hump on his back is a large lump of solid fat, which the camel is 
 able, in some strange ^'"^ way, to use as food. He does not bite it or 
 take it into his mouth, but it wastes away and grows smaller and 
 smaller -""when he is making a long journey with little to eat. If 
 the poor camel is starved, his back becomes quite flat. 
 
 The camel stores --' up a supply of water in his two stomachs, a 
 part of which is lined with, masses of cells. When the camel drinks 
 he lills'-''- these cells, keeping the water in them for future use, so that 
 he is not thirsty again for a long time. 
 
 The camel's sense of -''' smell is very acute. It is said that he can 
 detect water long before it is in sight. 
 
 When he is carrying a burden across ^'-" the wild, barren places 
 where no green thing grows he is fed with a few dates, beans, or 
 
GENERAL DICTATION MATTER 277 
 
 cakes. Sometimes he finds a dry thorny ^-^ plant to browse upon, but 
 when other food is gone he must depend upon his hump. 
 
 In a caravan there are often thousands of camels.^^° Without them, 
 merchants could not send their goods across the desert, for no other 
 animal could endure so long a journey under such conditions. 
 
 374 words. From Eddy's Friends and Helpers. 
 
 The Owl 
 
 No one can mistake an owl. In every country where owls are 
 found (and they are found nearly everywhere) their wise-looking, 
 solemn faces are ^ well known. What is it that gives the owl this 
 look, so grave that we have the saying " wise as an owl " .'' 
 
 Look at the ^^ picture and notice that the eyes are placed far for- 
 ward, and that around each large eye is a broad circle or disk of flat 
 feathers."'' These circles of feathers make the eyes seem even larger, 
 and go far toward giving the bird its solemn look. 
 
 An owl's beak and claws ^'^^ are curved and strong. They resemble 
 those of another family which includes the hawks and eagles, who 
 also live by violence. 
 
 Hawks, if they are ^"^ robbers, are at any rate like the robber bar- 
 ons of old, dependent on their strength and swiftness as much as on 
 surprise. The owl is ^^^ more like a stealthy thief, and his success 
 depends almost wholly on silence and secrecy. Twilight is his f;ivor- 
 ite time, or moonlight nights. His feathers, ^''^ moreover, are edged 
 with such soft down that an owl might pass directly over your head 
 and you would hardly hear it. 
 
 Think of the ^°" whistling of a pigeon's wings and you will see how 
 remarkable this silence is. Here is, then, the secret of the owl's 
 success, — broad, powerful —^ wings on which he relies for stealthy, 
 noiseless flight; large eyes, like a cat's, which gather up all the dim 
 light; and sharp, strong claws -"" which seize and tear his victim. 
 An owl is a cat on wings. 
 
 It was long believed that an owl could not see by day,""'' and that 
 he hunted on the darkest nights. Probably neither statement is true. 
 The owl can see as well, if not better, in the daytime ^'"' than we can; 
 
2/8 APPENDIX 
 
 but if there is no light he cannot see at all. Why does he hide by 
 day, you will ask, in the ^^ barn or belfry, or in the hollow tree, and 
 only come out at dusk ? 
 
 If a pickpocket had a certain mark by which every one ^''^ knew 
 him the moment he appeared, it would be easy to avoid him, and he 
 would probably have to get his living by honest work^"^; the owl is 
 known the moment he is seen, and the fuss the little birds make 
 when he happens to appear in the daytime would *°'' warn his victims 
 and keep him hungry till he starved. 
 
 No one who has seen an owl surrounded by a crowd of furious 
 birds scolding ^-^ and flying excitedly about can forget the scene. It 
 seems as if they were calling him "rascal," "thief," and "murderer." 
 Sometimes a cheerful little chickadee,*^" looking over an apple tree, 
 puts its head into a hollow trunk, and instantly his feathers bristle, 
 and he calls loudly to his friends, " There 's^'^ an owl in here! there's 
 an owl in here ! " 
 
 They answer in the greatest excitement, and all the birds round 
 about come to peer in ^"'^ at the villain. You can imagine, therefore, 
 that the owl does a better business, and leads a more peaceful life, 
 if he puts off his ^-^ tour of the orchard till evening. 
 
 , From Stickney's Bird World. 
 
 531 words. •' 
 
 MUSIC-POUNDING 
 
 Oliver Wendell }Iol»!es 
 
 I have been to hear some music-pounding. It was a young woman, 
 with as many white muslin flounces round her as the planet Saturn -^ 
 has rings, that did it. She gave the music stool a twirl or two and 
 fluffed down on to it like a whirl of soapsuds °'^ in a hand basin. 
 Then she pushed up her cuffs as though she was going to fight for 
 the champion's belt. Then she worked her '"wrists and hands, to 
 limber 'em, I suppose, and spread out her fingers till they looked as 
 though they would pretty much cover the keyboard, ^'^ from the growl- 
 ing end to the little squeaky one. Then those two hands of hers 
 made a jump at the keys as if they were ^-'' a couple of tigers coming 
 
GENERAL DICTATION MATTER 279 
 
 down on a flock of black and white sheep, and the piano gave a great 
 howl as if its tail ^^^ had been trod on. Dead stop — so still you could 
 hear your hair growing. Then another jump and another howl, as 
 if the piano had ^'^ two tails and you had trod on both of 'em at once, 
 and then a grand clatter and scramble and string of jumps, up and^**** 
 down, back and forward, one hand over the other, like a stampede 
 of rats and mice more than like anything I call music. I like ^'^ to 
 hear a woman sing, and I like to hear a fiddle sing, but these noises 
 they hammer out of their wood and ivory anvils^'* — don't talk to 
 me ; I know the difference between a bullfrog and a wood thrush. 
 
 265 words. ^'^"^ ^y^^'^ speaker. 
 
 A Trapper's Story 
 
 One day a trapper, whom we will call Beaver Jim, was sitting upon 
 the bank of one of the frozen rivers of the West. He ^ had had a 
 long journey on skates, and was now resting, while his skates lay on 
 the ground near him. Suddenly, without any warning, he ^'^ was sur- 
 rounded by a crowd of yelling Indians. His quick eye at once saw 
 that they were on the war path, and that they belonged " to a tribe 
 that was strange to him. He knew that his life hung upon a thread; 
 many an arrow was fitted to the string^*"' and several tomahawks were 
 raised near him. He never flinched or showed the least sign of fear, 
 but, addressing them in a mixture of Indian ^^ tongues, he asked why 
 they were upon his hunting-grounds. One of the tribe understood 
 him, and through him the chief said, "The Great Spirit ^^° gave these 
 hunting-grounds to us, his children ; and it is the pale-face who in- 
 trudes upon them." To this Beaver Jim replied, "The Great ^'^ Spirit 
 takes care of all his children. The red-men and the pale-faces 
 are brothers." Just then one of the Indians noticed the skates "^ 
 and asked what they were for. A ray of hope darted through Jim's 
 mind as he answered, "The Great Spirit has shown the pale-face ^"^ 
 how to make wings, so that he may skim the ground as the bird flies 
 through the air." The Indian gave a grunt and expressed ^^ a wish 
 to try them. So Beaver Jim fastened them on the Indian's feet 
 
28o APPENDIX 
 
 and started him. Instantly he fell his length on the ice.^''^ Nothing 
 dismayed, he rose to his feet, after several failures, only to fall as 
 before. Again he rose, but no sooner was he on his ^'^ feet than he 
 fell. All this amused the Indians, who were roused out of their 
 usual state of calmness into laughter. Then they made Jim ^"^^ try 
 them, to show how they should be used. He played queer antics 
 at first, pretending that he could not stand. Then he begged his ^^^ 
 gun, which had been taken from him, to support him on the ice. 
 Having obtained it, he began making circles, which he ever widened, 
 until ^'^ with a shout and a yell he started off with the speed of an 
 arrow. The Indians were so much astonished that before a bow*"" 
 could be bent and a shaft sent in pursuit, Beaver Jim was out of 
 reach of their arrows. Many a night after, round the camp *^ fire, 
 when the men had eaten their supper, did Beaver Jim tell the tale of 
 how he outwitted the Indians and describe their blank looks *^° as he 
 darted away. From Cyr's TAird Reader. 
 
 454 words. 
 
 The Squirrel's Story 
 
 Do you know who planted that little butternut tree in the field? 
 I planted it ; I, a tiny gray squirrel. 
 
 To tell the truth, I -^ did not think of setting out a tree when I 
 dropped my nut in the ground. I meant to leave it in a safe place ^^ 
 until I was ready to eat it, and I forgot where it was. The first 
 thing I knew it was sending up a fine green '^ shoot through the 
 loose earth. 
 
 I suppose you think I steal your nuts. Please remember that I 
 plant nut trees, too. That ought to be ^°° put down to my credit. 
 
 I have a very pleasant home, high up in a large elm tree. It is 
 carefully hidden so that the ^^^ boys may not see it. That is the 
 most important thing to think of in building a house. 
 
 My house is made of the smallest -^^^ twigs, of dry grass, and of 
 straw that I found in the field. I built it near a house where all 
 the family are kind ^'" to me. The children feed me with apples 
 and nr.ts. 
 
GENERAL DICTATION MATTER 281 
 
 I have had some happy days in my life, but I have had some sad ^^^ 
 ones, too. The saddest days were when I lost my two little children. 
 The brightest child I ever had was Chippy. He liked to ask^^® 
 questions and look at every new thing he saw. This was all very 
 well if he had been a little more careful. One day when ^^° I was 
 away Chippy saw a box under the tree. Down he went to see what 
 was in the box. Of course you know what ^'^ happened. Chippy 
 was caught in a trap. 
 
 The boy who had set the trap carried Chippy home and put him in 
 a cage. He was ^"^ kind to the little fellow and gave him fruit and 
 nuts to eat. Still Chippy was not happy. He longed for the green 
 trees and^^^a frolic in the open fields. 
 
 For several days after Chippy was caught I was very unhappy, but 
 I tried to be cheerful for the ^^° sake of my dear little Bushy Tail. 
 Then I lost this little one in a way that is almost too sad to think of. 
 
 Bushy ^^^ Tail was playing in a tree one day, running up and down 
 and jumping from limb to limb, when some boys saw him among 
 the *°° green leaves. 
 
 They began at once to stone him. Poor little Bushy Tail ran up 
 the tree as far as he could, but at last ^^^ a stone hit him. For a 
 minute he clung trembling to the branch, and I hoped he was not 
 hurt, but another stone struck him ^^° and he fell. 
 
 The boys shouted when they saw him fall, but a little girl ran and 
 picked him up so gently that I have *~^ loved her ever since that day. 
 1 was his mother, but I could not help him. 
 
 She carried him to a house near by and ^'"^ put him in a box filled 
 with soft grass, but the little fellow was badly hurt. Three days 
 later I saw her bury him in ^^^ her little garden, and I knew his pain 
 was over. 
 
 I went home feeling that I could never be happy again, but a great 
 surprise ^^' was in store for me. When I had climbed up to my nest 
 there sat Chippy safe and sound. 
 
 " My dearest Chippy, how did you ^~^ get out of the cage ? " I asked. 
 
 "Frank let me -out," said the joyful Chippy. "He was watching 
 me this morning, and at last he*^°°said, 'Chippy, I don't believe I 
 
282 APPENDIX 
 
 should like to run in a wheel if I had been used to running in trees. 
 
 1 think those ^^ wires must make your feet sore. I am sure I should 
 
 like my own home better than this dull cage. Chippy, old fellow, 
 
 I am ^^^ going to let you out.' 
 
 " Did n't I run ! I forgot to say * Thank you,' I was so happy, 
 
 but I think he knew how glad ®^^ I was." 
 
 From Eddy's Friends and Helpers. 
 677 words. 
 
 The Cat Family 
 
 Our little house cat belongs to the same family as the lion, the 
 tiger, and the leopard. They are known as the old and powerful ^* 
 family of cats, and though pussy is small, tame, and gentle, she is not 
 unlike her fierce cousins in many of her ways. 
 
 All cats ^° have sharp claws which can be drawn back until quite 
 out of sight. They walk softly because their feet are padded with 
 soft, elastic cushions.'^ Not only is a cat one of the most sure-footed 
 animals in the world, but she is also one of the most graceful. 
 
 Cats ^'^° are restless creatures, and in a wild state they are prowling 
 about, day and night, with only short periods of rest. Yet, when 
 they are ^^^ hunting for food they will patiently lie in wait for hours. 
 
 It is the nature of all cats, big and little, to pounce upon their '^'"^ 
 prey and not to chase it. No cat likes to run. She will hide from 
 danger if she can, and she runs only when she ^"^ must. 
 
 The teeth of cats are sharp and pointed so that they can tear their 
 food in pieces. Their tongues are rough and are of ^"^ great use in 
 eating. The surface is covered with little prickly points, which also 
 serve pussy in the place of a brush and comb. 
 
 A ^'^^ cat's whiskers are very sensitive. Even to touch them lightly 
 sometimes hurts her, and to pull them is to make her suffer intense 
 pain. Little -'''^ children, who do not know what delicate nerves are 
 bound up with their cat's whiskers, are often the cause of great suf- 
 fering to their pets.^'^ 
 
 Have you ever looked at your cat's eyes ? How well she sees in 
 places that seem dark to us ! In what way are Uer eyes ^°° different 
 from ours ? 
 
GENERAL DICTATION MATTER 283 
 
 At noon the black spot in a cat's eyes is only a narrow slit, but as 
 the light grows less bright, the ^'■^^ pupil of the eye grows rounder and 
 larger. In this way her eyes gather in more and more light as dark- 
 ness comes on, so that ^^"^ at twilight she can easily find her way. 
 When it is really dark her sensitive whiskers help her to feel what 
 she cannot see. 
 
 Pussy's ^'^ tail is part of her backbone or spine, which is made up 
 as carefully and delicately as our spines are. If we pull a cat's*"" 
 tail, we run the risk of giving her as severe pain as we should feel if 
 our spines were hurt. From Eddy's Friends and Helpers. 
 
 420 words. 
 
 A Vision of War 
 Robert G. Ingersoll 
 
 The past rises before me like a dream. Again we are in the great 
 struggle for national life. We are with the soldiers when they '^ enlist 
 in the great army of freedom. We see them part with those they 
 love. Some are walking for the last time in quiet, woody ^" places, 
 with the maidens they adore. Others are bending over cradles, kiss- 
 ing babes that are asleep. Some are receiving the blessings of old 
 men. Some ''" are parting with mothers who hold them and press 
 them to their hearts again and again, and say nothing. And some 
 are talking with wives,^*^" and endeavoring with brave words, spoken 
 in the old tones, to drive from their hearts the awful fear. We see 
 them part. We see the ^^^ wife standing in the door with the babe 
 in her arms, — standing in the sunlight sobbing. At the turn of the 
 road a hand waves ^*°; she answers by holding high in her loving 
 arms the child. He is gone, and forever. 
 
 We see them all as they march proudly away ^'^^ under the flaunting 
 flags, keeping time to the grand, wild music of war — through the 
 towns and across the prairies — down to the fields of ^"^ glory, to do 
 and to die for the eternal right. 
 
 We go with them, one and all. We are by their side on all the ^"^ gory 
 fields — in all the hospitals of pain — on all the weary marches. We 
 stand guard with them in the wild storm and under the '^^^ quiet stars. 
 
284 APPENDIX 
 
 We are with them in ravines running with blood, in the furrows of old 
 fields. We are with them between contending hosts, unable"^ to 
 move, wild with thirst, the life ebbing slowly away among the withered 
 leaves. We see them pierced by balls and torn with shells, in ^"^ the 
 trenches, by forts, and in the whirlwind of the charge, where men 
 become iron, with nerves of steel. 
 
 We are at home when the ^-^ news comes that they are dead. We 
 see the maiden in the shadow of her first sorrow. We see the silvered 
 head of the old ^^"^ man bowed with the last grief. 
 
 These heroes are dead. They died for liberty — they died for us. 
 They are at rest. They sleep in ^'^ the land they made free, under the 
 flag they rendered stainless. Earth may run red with other wars ; 
 they are at peace. In the midst ^"'^ of battle, in the roar of conflict, 
 they found the serenity of death. I have one sentiment for soldiers 
 living and dead : cheers for the *-'' living ; tears for the dead. 
 
 , From Ingersoll's Prose Poems and Selections. 
 
 430 words. ^ 
 
 Patient Weavers 
 
 Is a spider an insect ? If you have thought so, you have been 
 mistaken. Insects are made up of three distinct parts ; they always 
 have ■^''' six legs, and they breathe through air tubes along the sides of 
 their bodies. 
 
 Spiders breathe through lungs as we do. Their bodies are in ^^ 
 two sections, and instead of six legs they have eight. They have six 
 or eight eyes on the top of the head. The spider spins '^ from her 
 body a silk so line that wo can scarcely see it, of which she makes a 
 web as carefully measured as if she ^"" had a foot rule. In fact, she 
 has a useful pair of compasses in the shape of claws at the ends of 
 her forelegs. 
 
 The ^-■' spider is one of the most industrious, cleanly, and patient 
 workers in the world. More than six hundred separate strands go to 
 make one slender ^'" thread of her web. She can choose, moreover, 
 whether she will spin a fine or coarse, a dry or spangled thread for 
 the particular work ^■■' she has in hand. 
 
GENERAL DICTATION MATTER 285 
 
 In an hour a spider will make a web more than half a yard across, 
 and of a strength wonderful in ^'^'^ proportion to its size. Steel wire 
 of the same thickness as a spider's thread would be less than two 
 thirds as strong. 
 
 The spider is -~^ a devoted mother and will die with her little ones 
 rather than leave them. Some kinds of spiders carry their babies 
 with them, while others ^'^ fasten their cradles to a crevice in the 
 wall. Spiders are very useful to us in destroying the flies and 
 troublesome insects that annoy us.^'^ Though spiders are often 
 called cruel, they never torture their victims, but kill them at once 
 by means of a poisonous fluid which is said ^"^ to deaden pain. 
 
 One day when the Scotch king, Robert Bruce, lay sick and dis- 
 couraged in a lonely shed, he watched the patient efforts of '^ a 
 spider to repair its web. Six times she tried to throw the frail thread 
 from one beam to another, and six times she failed.^''*' 
 
 •* Six times have I been beaten in battle," said Bruce. " I know 
 how to pity that poor spider." 
 
 But the spider was not discouraged. A ^"^ seventh time she flung 
 her thread, and this time she succeeded in fastening it to the beam. 
 
 Bruce sprang to his feet. " I will try *'"' once more," he said, and 
 went forth to victory. Since that day, the story goes, no member of 
 the family of Bruce will injure a *^ spider. 
 
 ^^ J ' From Kddy's Friends and Ifelpers. 
 
 Britain in the Old Days 
 
 Before the Birth of Christ 
 
 A long, long time ago, before the English came to live in England, 
 the country was called Britain, and the people who then lived in "^ it 
 were called Britons. Now you must know, and keep in mind, that 
 Britain in the old days did not look as England does now^"; and that 
 the old Britons did not live like the English people of our day, or 
 dress like them, or speak as they speak. I "^ am going to tell you 
 about people who lived two thousand years ago. Think what a long 
 time that is, — a hundred years before Christ '^^^ was born ! 
 
286 APPENDIX 
 
 Now if you had been living in England two thousand years ago, what 
 would you have seen ? I am sure you cannot tell ^^^ me, so I will tell 
 you. You would have seen the same hills that are to be seen to-day, 
 and the same valleys, and ^^° rivers, and lakes. But little else would 
 have been as it is now. You would have seen no busy towns, no 
 quiet, cozy villages, with ^'^ their church spires peeping out above the 
 trees, no farms, no orchards or gardens, no paved streets, no steam 
 or electric cars, no big cotton ^"^ mills, and no network of telegraph 
 wires ; but instead you would have seen great forests spreading far 
 and wide, where the wolf and the bear ^^^had their dens ; and broad, 
 still pools where the land was low ; and patches of open country that 
 the plow had never broken. 
 
 Here and -^° there you might have seen a number of huts made 
 of wickerwork and mud, with no windows, with only a hole at the 
 top to ^'° let out the smoke. They were built on the edge of some 
 forest, with a ditch dug round them, or trunks of trees piled up ^°° 
 in front of them to keep out the wild beasts. All the towns they had 
 were only clusters of such huts. 
 
 And how did the ^-" people look, you will ask, in those dim, long-past 
 ages? Well, they were tall and fair; they had blue eyes and long yellow 
 hair.^"'" But they looked like savages, and lived like savages. They 
 did not know how to read or write. Most of them went half-naked, 
 with ^'^ only the skins of wild beasts about them ; and they stained 
 their faces, arms, and breasts with a blue dye to make themselves 
 look fierce.'*'"^ They made no coins, but used metal rings for money. 
 They were clever in basket work, as savage people often are ; and 
 they could make "•-'a coarse kind of cloth, but their earthenware was 
 very poor. 
 
 They had basket-l^oats made of twisted twigs and covered with 
 the skins of """"' animals. In these they paddled along the rivers 
 to catch fisli. They killed the fish with spears made of wood, or else 
 caught them with ^''' hooks made of bone. Many of their boats were 
 so light that a man. or even a boy, could carry one home on his 
 back."'" Many of the old Britons were hunters, who lived on the 
 animals they slew, and on the wild fruits that grew in the woods. 
 
GENERAL DICTATION MATTER 287 
 
 Some ^^* of them were herdsmen, who lived mostly on milk and the 
 flesh of their cattle, A few, who dwelt in the south and were less ^^ 
 savage, tilled little patches of grain, and traded with merchants who 
 now and then came over from lands beyond the seas. 
 
 They made swords of *'® copper mixed with tin ; but these swords 
 were of an awkward shape, and so soft that a heavy blow would bend 
 them. The Britons made ^'"' light shields, short-pointed daggers, and 
 spears. After they had thrown daggers and spears at an enemy, they 
 jerked them back with a long strip ®^^of leather fastened to the shaft. 
 At the butt end of the spear or dagger was a rattle which the warrior 
 used to frighten an ^°° enemy's horse. The ancient Britons, being 
 divided into as many as thirty or forty tribes, each with its own little 
 king, were constantly fighting with ®" one another, as savage people 
 usually do. 
 
 They were very fond of horses. They could break them in and 
 manage them wonderfully well. They were '"" also very clever in 
 making Avar-chariots. These chariots had a large, sharp-curved 
 scythe fastened to the axle of each wheel, and made much '-^ havoc 
 when driven into the thick of the fight. 
 
 While at full speed the horses would stop at the driver's word. 
 The men within would '^'' leap out, deal blows about them with their 
 swords, leap on the horses or upon the pole, spring back into the 
 chariots, and as soon '"^ as they were safe the horses would tear 
 away again. 
 
 I am sorry to tell you that these old Britons did not know the 
 true ^° God. They used to worship the sun and the moon, and 
 held sacred the mistletoe that grows on the oak tree. Their priests, 
 who were ^^^ called Druids, used to teach them that their souls, 
 when they died, would go into the bodies of beasts ; and that it 
 was right and ^^" pleasing to their gods to burn their enemies whom 
 they took in battle. These Druids had very great power among 
 the people. They settled alP'^ disputes, and if any man refused to 
 obey their orders, he was treated as an outcast from the tribe. The 
 Druids carried on their worship ^"''in the gloomy shade of oak groves. 
 Sometimes they put to death great numbers of men and women, as a 
 
288 APPENDIX 
 
 religious oiTering to their gods.®^ These Druids had great regard 
 for the mistletoe. When this plant was found growing upon an oak 
 tree the chief Druid called the tribe together ®^° on the first day of 
 the new year, and with much show cut down the plant with a golden 
 sickle. The mistletoe was then given ^''^ away in pieces, to be taken 
 home as a lucky charm for the new year. 
 
 At Christmas time we still like to place this plant ^***"' in our houses, 
 and in this way we are put in mind, when the glad holiday comes, 
 of this old custom of the Druids. But ^°^^ the mistletoe has a better 
 meaning for us. Living and bearing fruit in winter, when other 
 plants seem dead, it reminds us of the life ^'^^° that neither winter nor 
 time can kill. From Blaisdell's SAori Stories from English History. 
 
 1057 words. 
 
 The Story or the Brave Warrior Queen 
 Sixty-one Years after the Birth of Christ 
 
 In the eastern part of Britain there lived, in the old days of which 
 I am telling you, a British queen named Boadicea. She was ^^ the 
 widow of a king who had ruled over a large and warlike tribe. The 
 Roman general who commanded in Britain at this time had '"'^ gone to 
 the other side of the island to attack the Druids. In his place he 
 left an oliicer — a cruel man who hated the '° Britons. This cruel 
 officer tried to force Boadicea to give up her land to him ; and be- 
 cause she would not, he ordered her to be ^'^'^ publicly beaten with rods. 
 So the proud queen was scourged in the presence of the Romans, 
 and her two daughters were also cruelly treated. 
 
 When ^-"^ Boadicea was set free, she called upon the Britons to rise 
 and fight against the Romans. So they gathered at her bidding by 
 tens of ^''" thousands. Standing in her chariot, with her long yellow 
 hair streaming in the wind, a large golden collar on her neck, a loose 
 mantle fastened ^"^ by a clasp on her breast, she poured forth fierce 
 and fiery words to the warriors around her. 
 
 "Know you,"' she cried, "what these bloodthirsty ^"^ Romans 
 have dune to your queen ! If you are men, you will rise and sweep 
 
GENERAL DICTATION MATTER 289 
 
 these invaders from our shores ! Me, a Briton queen, they '^^ 
 scourged in the presence of their hired legions — me they marked 
 with their cruel whips ! Rise, Britons, fight for your queen and 
 your homes or ^^° be forever slaves ! " 
 
 The savage Britons answered their queen with furious shouts and 
 with the clash of the swords and shields. She led them against ^'^ 
 the enemy and routed the Roman army with great slaughter. Then 
 she turned against three Roman cities, and put every man, woman, 
 and child to *"' the sword. Seventy thousand of them were slain. 
 The land ran with Roman blood ; and it seemed as if the Britons 
 were once more to ®-^ hold the island as their own. But when the 
 news came to the chief Roman general, he hurried back with his 
 men, and fell upon ^'° the British tribes. The brave but unskilled 
 Britons went down before the short heavy swords of the Romans like 
 grain before the scythe of the ^'° reaper. Boadicea herself, when she 
 saw all her hopes gone, and nothing but a life of slavery before her, 
 took poison and died, we are ■*"** told, rather than fall into the hands 
 of the victor. 
 
 In spite of all that the brave Britons could do, the Romans made 
 themselves masters *'-^ of the country. They kept many thousands of 
 soldiers in it, and ruled it for nearly four hundred years. At the 
 end of that time "'^''' they took away their officers and soldiers, because 
 these were needed in their own land. So Britain once more was 
 left to itself. 
 
 Under the ^''' rule of the Romans the Britons lost their freedom, but 
 they learned a great deal from their masters. They learned to build 
 good houses and ""'^'^ fine roads, to have better clothes, and to live very 
 much more comfortably than they did before the Romans came. 
 Often, even now, when men ''-'' are digging in England, they find 
 things that were used by the Romans in these old times, — rusty 
 coins, pieces of plate from which they ^'" ate, of goblets from which 
 they drank, of pavements on which they trod. The wells which the 
 Romans dug give water yet ; and the roads ^'^ which they made are 
 highways still. In some old battlefields, British spearheads and 
 Roman armor have been found, mingled together in decay, as they 
 
290 APPENDIX 
 
 fell ®'"' in the thick of the fight. Traces of Roman camps overgrown 
 with grass, and of mounds that are the burial places of Britona, are 
 to ^^^ be seen in many parts of the country. Across the black moors 
 those dreary plains in the north of England, the old flattened ridge 
 of ®^° the Roman wall, overrun with moss and weeds, still stretches, a 
 strong ruin ; and the shepherds and their dogs lie sleeping on it as 
 they ®'^ tend their flocks in the long summer afternoons. 
 
 English oaks have grown up from acorns, and withered away, when 
 they were hundreds of years old,'°° — and other oaks have sprung 
 up in their places, and died too, centuries old, — since the fearless 
 captive king and the heroic warrior queen fought '^^'^ so bravely for 
 their native land. 
 
 From Blaisdell's Short Stories from English History. 
 731 words. 
 
 How THE English became Christians 
 
 About 600 }'t:a?-s after the Birth of Christ 
 
 When the I^nglish first settled in England they were still heathen, 
 and did not believe in the true (xod. They used to worship the sun ^ 
 and the moon, and other pagan gods, and even springs and trees, 
 the sea and the lightning. One of the gods was Thor, the thunder ^° 
 god, whose hammer they thought they heard in the thunder-clap. 
 Another was Woden, the great god of war, who, they said, was the 
 father "'^ of their kings. The English named the days of the week 
 after their gods. Thus, Sunday meant the Sun's day, Monday the 
 Moon's day, Wednesday ^^"^ was Woden's day, and Thursday was 
 the day of the thunder god, Thor. It was a strange, wild, warlike 
 sort of faith. They thought that '-'^ only those who died in battle 
 would be happy forever with the gods, and that in heaven they 
 would hunt or fight all day, and ^^° have as much boar's flesh and 
 ale as tluy could eat and drink. When a chief died they buried 
 him in full armor, and laid '"''his sword and his spear beside him. 
 They also slew his favorite horse and his dog, and placed their 
 
GENERAL DICTATION MATTER 
 
 291 
 
 bodies near his, believing that they ^^ would be of use to him in the 
 other world. 
 
 One thing the Saxons loved above all others, and that was freedom. 
 They did not -'-^ give their chiefs very great power. No chief nor 
 king could make a new law. They loved justice, and they set each 
 man to watch -^° every other, so that he should do no wrong. If any 
 one did wrong and ran away, all the people in each town had to ^'^ pay 
 a fine. They were thus sure to watch that no wrong-doer escaped. 
 
 In the place of this worship of pagan gods was slowly **° to come the 
 gospel that told these fierce warriors of peace and good will to all 
 mankind. The mountains, the rivers, and ancient oaks were '^^ soon 
 to echo back the worship of the true God, and not to remain the 
 objects of idolatry. I will now tell you of an ^^^ incident that paved 
 the way for it. Though the Saxons loved freedom for themselves, 
 we are sorry to say that, like most other people of ^'^ their time, they 
 had many slaves. When a Saxon noble had more people on his 
 land than he needed, or more slaves than he could ^"^ find food for, 
 he would take some of the boys and girls and sell them as slaves to 
 the people of other countries. In this *^ way English boys and girls 
 were sent even as far as Rome to be sold as slaves. When they 
 reached the Imperial City they were ^^° taken to the slave market 
 and offered for sale. Trembling and frightened the captive children 
 stood, feeling as we would feel if we found ourselves *~^ in a strange 
 place with no one to care for us, and not knowing one word of the 
 language the people around us were speaking.^*'" 
 
 One day some English boys who had been carried off as slaves 
 were standing in the market place at Rome, waiting for some one 
 to ^-^ buy them, when a kind-hearted monk named Gregory came 
 walking by. When he saw their sweet, fair faces, their blue eyes, 
 and their golden ^^*' hair, his heart was moved with pity for the 
 children. He asked a keen-eyed merchant of what nation they were. 
 He was answered, " They ^'^^ are Angles." " They should be angels," 
 said Gregory, " for they have the faces of angels." Then he asked 
 what country they came from ; and when ^""^ they told him, he said, 
 " The praises of God shall some day be sung in tliat land." 
 
292 APPENDIX 
 
 Years went on, and the good monk became ®^^ the Pope of Rome, 
 but he did not forget the poor slave children. When he heard that 
 an English king of Kent had married a ^^° Christian princess named 
 Bertha, he sent a monk named Augustine, with forty other monks, 
 to go and preach the gospel to the English. The monks ^^^ landed 
 in Kent ; then they sent word to the king, telling him why they had 
 come. 
 
 King Ethelbert said he would hear what they had "'"' to say, but 
 he dared not let them into his house for fear they might bewitch 
 him. So he sat on his throne under an '-^oak tree ; and the monks, 
 marching two by two over the green fields, bearing a silver cross and 
 a banner of the Saviour, came before "''"him, singing as they came. 
 When Ethelbert had heard all they had to say about the true God, 
 he said to them, " Your words and "^ promises seem fair, but they 
 are new and strange to me, and I cannot at once give up the gods of 
 my fathers. But you *'^" may stay in this land, and I will give you 
 food and shelter ; and if any man will believe as you believe, I will 
 let ^~'' him." And he gave them his own house to live in ; and also 
 gave them a church near it, which had been built in the ^^° time of 
 the Romans. 
 
 So the monks stayed in Kent and preached the gospel ; and after a 
 time King Ethelbert and many of his people ^'^ became Christians. 
 From Kent the faith spread and spread ; and one hundred years 
 after the landing of Augustine all England had become Christian. 
 So the '""'worship of Thor and Woden passed away; and the "little 
 angels " in the market place of Rome thus became the messengers 
 of a higher and''-'^a nobler faith. 
 
 We must, however, remember that many years before the time of 
 Augustine, soldiers and merchants who came from the Continent 
 began to ■'''' introduce Christianity into Britain. Scarcely anything is 
 known of its progress in the island. There is no doubt that in dif- 
 ferent parts of the country '^'^ rude churches were built and other 
 sacred structures were erected in which the people kept up a regular 
 worship. P>om Blaisdell's S/iori Stories from English History. 
 
 994 words. 
 
GENERAL DICTATION MATTER 293 
 
 The Legend of the Poplar 
 
 The forest trees slept. The leaves were still. Even the quiver- 
 ing, shivering poplar leaves were quiet, and deep was the hush over 
 the whole forest.^ Once a sleepy little bird broke the silence by a 
 call to his mate ; then all was still again, until nearer and nearer 
 came the ^ cautious footsteps of an old man. He entered the wood 
 and peered carefully in every direction ; no one was in sight, and he 
 went farther "into the wood. With every step dry leaves rustled, 
 and every now and then a twig crackled. He could see nobody, to 
 be sure, but ^"^ the noises terrified him. He was startled each time 
 a twig snapped, and he kept looking nervously over his shoulder. 
 Still he saw no one, ^^^ but his courage rapidly oozed away and soon 
 was entirely gone. Another noise, and he thrust among the thick 
 branches of a poplar tree a ^^"^ heavy round object that he had 
 hugged tight under his cloak. Then he turned and hurried out of the 
 wood as fast as his stiff ^" old limbs could carry him. Not a tree woke, 
 and only the old man himself knew what was hidden in the poplar tree. 
 
 The next ^*^° morning the trees awoke to see a most beautiful day 
 dawning. Only the afternoon before a shower had washed all nature 
 bright, and it seemed ^-^ this fair morning as if some of the beautiful 
 rainbow tints still lingered in the air. The poplar was shaking a 
 few last drops from ^^^ its leaves and looking proudly at the shade it 
 cast — for the thick branches of the poplar were straight branches 
 in those days — when a ^"^ cry went ringing through the forest. 
 
 It was the voice of Iris, beautiful goddess of the rainbow. 
 
 " The pot of gold at the foot of ^"^ the rainbow has been stolen ! 
 Stolen! Know you anything of it?" 
 
 The trees all shook their heads in denial. Who would be so base 
 as^'^^to steal the pot of gold from Iris? Not they. 
 
 On sped Iris in her rainbow colors to seek Father Jupiter. She 
 told him the ^'''^ calamity, and the anger of the ruler of the universe 
 was kindled. 
 
 " We will find its hiding place, my daughter," he said ; and straight- 
 way the ^'^ eyes of Jupiter were turned from the sights of Olympus 
 to those of Earth. 
 
294 APPENDIX 
 
 "Who knows the hiding place of the pot of gold?" thundered **" 
 Jupiter. 
 
 " Not I, not I, not I ! " chorused the trees. 
 
 *' Lift up your branches to show you speak the truth," commanded 
 the mighty Jupiter, and *^* lo ! to the surprise of every tree and to 
 the poplar most of all, from the branches of the poplar tree fell the 
 treasure. Scornfully *^^ all the other trees looked on the poplar, and 
 the poor poplar shivered and trembled. Soon, however, the poplar 
 straightened and stiffened. 
 
 " Never again," it *''^ solemnly said, " shall my thick branches shel- 
 ter the stolen goods of others ; always, hereafter, shall my branches 
 point straight to heaven to declare my innocence ^°'' and to signify 
 my truthfulness." 
 
 Long, long ago this happened, but the arms of the poplar are 
 upraised even to this day. 
 
 , From Stone and Fickett's Trees in Prose and Poetry. 
 
 522 words. -^ 
 
 Lowell's Early Childhood 
 
 James Russell Lowell was the youngest of the family. His mother 
 loved him very much and used to tell him beautiful stories. The 
 whole world-' seemed to him like one great story book. 
 
 As he played in the woods he thought of the songs his mother sang 
 for him. The '^'^ birds sang in the trees, and their songs were full of 
 happy thoughts. When he looked up at the sky, the white clouds 
 seemed like '^ stray lambs. Some days he would imagine that the 
 birds' song was news from heaven, sung by the angels. He loved 
 the flowers, too, and ^'''^ was glad to see the yellow dandelions. 
 When tliey first came they seemed like a promise that May would 
 soon be here. He thought their ^-^ gold was beautiful. He said the 
 bee in the white lily's breezy tent could not feel happier than he when 
 the dandelions burst into bloom. ^"'^ They seemed like a generous 
 gift from the spring. They made him love people better, for they 
 helped him to see that every one had ^'•' a little of heaven in his 
 heart. 
 
GENERAL DICTATION MATTER 295 
 
 The Charles River was near his home, and he played beside it. 
 He said it was beautiful in '^°'^ the spring when the banks were soft 
 and green ; but it was still more beautiful in winter. It was then 
 covered with ice which gleamed ^^^ like silver in the sun. 
 
 He went to school in a little house not far from his home. In 
 those days the children began their ^^^ reading by learning the alpha- 
 bet Then they put letters together. In this school they recited 
 their lessons in chorus. The teacher seemed to know who ^^ had 
 learned them and who had not. If any child did n't learn his lesson 
 he had to wear a tall dunce cap. There was a ^*"^ high stool, too, for 
 the dunce to sit upon. The good children had pretty cards to carry 
 home. If a child was very good his ^^^ teacher let him wear home a 
 silver half dollar hung on a ribbon ; but he was to bring it back 
 the next day. Some of ^° the children in this school came from a 
 distance. They stayed all day and brought their dinners in tin pails. 
 
 What good times these children ^'^ had at their play! They would 
 bend pins to make fish hooks, and catch little minnows. They 
 played horse, and rode upon sticks cut from *°° the willow bushes. In 
 the springtime their pockets were filled with marbles, and often with 
 balls and tops too. In the fall they gathered horse- *^ chestnuts, and 
 sometimes they dug in wet places for sweet flagroot. 
 
 Near by was the Charles River with boats sailing over its quiet 
 waters. Sometimes ^^° a farmer, who often drove along as James 
 was going home, would let him ride with him. The farmer told 
 him many things, and James*''" admired his horse, which made the 
 old man smile. He told James never to buy a horse that wore four 
 white stockings. The old farmer ^°° was a polite man and always 
 bowed to every one so kindly that James never forgot it. When 
 they reached the lane leading to the ^-° house James would leave the 
 farmer and begin to whistle, and in the fall he would wade through 
 the fallen leaves as he ran up^^^to the house. His mother loved to 
 hear his whistle, for it told her that her dear boy was coming home. 
 His little dog would '^'^ run to meet him. He would bark and wag 
 his tail for joy when he saw James coming, for he missed his little 
 playfellow. 
 
296 APPENDIX 
 
 When ^°° James became older he went to school to Mr. William 
 Wells. Mr. Wells was a good teacher, and he studied with him 
 for many years.®^ When James was fifteen years old he entered 
 Harvard College. He learned his lessons very easily, but liked to 
 read poetry better than study. Elmwood ^^ was full of books, and 
 James had soon learned to read them. His mother was a help 
 to him in choosing his books and talking ^'^ of them to him. He 
 admired noble men and women, and grand thoughts. He was very 
 quick and bright, and made witty answers ; but was '^°*' always kind- 
 hearted. He was a good son and a firm friend. He wrote very 
 good letters and often put his thoughts into verse. 
 
 After '^'^ his course at Harvard he went to the Law School and 
 
 intended to be a lawyer, but he loved poetry better than the law 
 
 books, ''^° and soon gave up his practice. 
 
 From Cyr's Third Reader. 
 756 words. 
 
 Famous Dogs 
 
 The story of the dog Argus was told two thousand years ago by 
 the great poet Homer. Argus may not have been a real dog,-" but 
 the poet must have known some dog like him or he could not have 
 told the story so well. 
 
 Argus belonged to Ulysses, king ^° of Ithaca. He was only a 
 puppy when his master went away to the Trojan War. The years 
 went by and Ulysses did not return.'^ Every one thought that he 
 was dead. At last Argus grew so old and feeble that he could not 
 run about the palace. All day ^°^ long he lay in the warm, sunny 
 courtyard, too weak to move. It was twenty years since he had 
 heard his master's voice. 
 
 One day ^-^ a beggar came into the courtyard. No one knew who 
 he was. The queen looked at him coldly. There was no friendly 
 face to greet ^^° him. But the old dog lifted up his head and whined 
 and wagged his tail for joy. The beggar's rags could not deceive 
 him. He ^"^ knew his master had come back at last, and Ulysses 
 stooped to caress him with tears in his eyes. 
 
GENERAL DICTATION MATTER 297 
 
 The most famous dog in the ^"^ world was a mastiff of St, Bernard's. 
 His name was Barry. He lived high up in the Alps where it is 
 winter the greater part ^^ of the year. He was trained, by the good 
 monks with whom he lived, to go out and hunt for travelers lost in 
 the snow.^^° When he found a man lying half frozen in the drifts, 
 he would run back, barking for help. Then the monks would follow 
 him and '^'^ bring the traveler to their warm house. 
 
 Barry knew all the dangerous places, and when there had been a 
 snow slide he was sure to ^^'^ be on the spot as soon as he could, to 
 see if any one were hurt. Once he found a little boy in the snow ^^ 
 and in some way made him understand what he must do. The child 
 climbed upon the dog's broad back and was carried safely to the*^° 
 fire and the good supper always waiting for the lost ones. 
 
 Barry lived with the monks for twelve years, and saved forty lives. 
 Other St.'''^ Bernard dogs have been brave and wise, but Barry's name 
 stands first among them all. 
 
 Many great men have had dogs whom they loved and ^"^ trusted. 
 Sir Walter Scott, one of the most famous story-writers that ever 
 lived, had several dogs. He used to take them with him when- 
 ever ■'-^ he went to walk. There was an old staghound named Maida, 
 and a black greyhound called Hamlet, after one of Shakespeare's 
 heroes. Then there was ^"'^ a beautiful setter with long ears and a 
 silky coat. Her name was Finette. Sir Walter would often stop 
 and talk to these four-footed ''^^ friends and they seemed to under- 
 stand what he said. In one of his best stories a dog plays a very 
 important part. 
 
 From Eddy's Friends and Helpers. 
 497 words. 
 
 The Freedom of the Fly 
 
 Jo Jin R It skin 
 
 We can nowhere find a better type of a perfectly free creature than 
 in the common house fly. Nor free only, but brave. There is ^^ no 
 courtesy in him ; he does not care whether it is king or clown whom 
 he teases ; and in every step of his swift mechanical ^^ march, and in 
 
298 APPENDIX 
 
 every pause of his resolute observation, there is one and the same 
 expression of perfect egotism, perfect independence and self-confi- 
 dence, and '® conviction of the world's having been made for flies. 
 Strike at him with your hand ; and to him the aspect of the matter 
 is what ^°'* to you it would be if an acre of red clay, ten feet thick, 
 tore itself up from the ground and came crashing down with ^"^^ an 
 aim. He steps out of the way of your hand and alights on the back 
 of it. You cannot terrify him, nor govern him,^^ nor persuade him, 
 nor convince him. He has his own positive opinion on all matters ; 
 not an unwise one, usually, for his own ends; and ^'^ will ask no 
 advice of yours. He has no work to do — no tyrannical instinct to 
 obey. The earthworm has his digging ; the bee her ^°° gathering and 
 building ; the spider her cunning network ; the ant her treasury and 
 accounts. All these are comparatively slaves, or people of business. 
 But your ^^^ fly, free in the air, free in the chamber — a black incar- 
 nation of caprice — wandering, investigating, flitting, flirting, feasting 
 at his will, with rich variety '^^° of choice in feast, from the heaped 
 sweets in the grocer's window to those of the butcher's backyard, — 
 what freedom is like his ? From Queen of the Air. 
 
 273 words. 
 
 Catching a Grasshopper 
 
 He)i7-y JVard BeecJier 
 
 To catch a grasshopper is no slight feat. At the first step you 
 take, at least forty bolt out and tumble headlong into the grass ; -^ 
 some cling to the stems, some are creeping under the leaves, and not 
 one seems to be within reach. You step again ; another flight takes ^° 
 place, and you eye them with fierce penetration, as if thereby you 
 could catch some of them with your eye. You cannot, though. You 
 brush '° the grass with your foot again. Another hundred snap out 
 and tumble about in every direction. There are large ones, and 
 small ones, and middling- ^'^- sized ones ; there are gray and hard old 
 fellows ; yellow and red ones ; green and striped ones. It is won- 
 derful to see how populous the ^"° grass is. If you did not want 
 
GENERAL DICTATION MATTER 299 
 
 them, they would jump into your very hand. But they know by your 
 looks that you are out ^^^ a-fishing. You see a very nice young fellow 
 climbing up a steeple stem, to get a good lookout and see where you 
 are. You ^'° take good aim and grab at him. The stem you catch, 
 but he has jumped a safe rod. Yonder is another, creeping among 
 some delicate ^"^ ferns. With broad palm you clutch him and all the 
 neighboring herbage too. Stealthily opening your little finger you 
 see his leg ; the next finger ^^ reveals more of him ; and opening the 
 next you are just beginning to take him out with the other hand 
 when out he bounds and ^^^ leaves you to renew your pursuit. Twice 
 you snatch handfuls of grass and cautiously open your palm to find 
 that you have only grass. It ^'^ is quite vexatious. There are thou- 
 sands of them here and there, climbing and wriggling on that blade, 
 leaping off from that stalk, twisting and kicking ^"^ on that spider's 
 web, jumping and bouncing about under your very nose, and yet not 
 one do you get. If any tender-hearted person ever ^"^^ wondered how 
 a humane man could bring himself to such a cruelty as impaling an 
 insect, let him hunt for a grasshopper in a hot ^^^ day among tall 
 grass ; and when at length he secures one, the affixing him upon the 
 hook will be done without a single scruple, with ^'^ judicial solemnity, 
 and as a mere matter of penal justice. 
 
 385 words. 
 
 From Sfar Papers. 
 
 The Red Maple 
 
 Henry David Thoreau 
 
 By the twenty-fifth of September the red maples generally are 
 beginning to be ripe. Some single trees, wholly bright scarlet, seen 
 against others of '^^ their kind still freshly green, or against ever- 
 greens, are more memorable than whole groves will be by and by. 
 How beautiful, when a whole tree ^° is like one great scarlet fruit full 
 of ripe juices, every leaf, from lowest limb to topmost spire, all aglow, 
 especially if you look toward'^ the sun! What more remarkable 
 object can there be in the landscape? Visible for miles, too fair to 
 
300 APPENDIX 
 
 be believed. If such a phenomenon occurred ^"^ but once, it would 
 be handed down by tradition to posterity, and get into the mytliology 
 at last. 
 
 A small red maple has grown, perchance,^'^^ far away at the head 
 of some retired valley, a mile from any road, unobserved. It has 
 faithfully discharged the duties of a maple there,^^" all winter and 
 summer, neglected none of its economics, but added to its stature, in 
 the virtue which belongs to a maple, by a steady "^growth for so many 
 months, never having gone gadding abroad, and is nearer heaven 
 than it was in the spring. It has faithfully husbanded its ^° sap and 
 afforded a shelter to the wandering bird ; has long since ripened its 
 seeds and committed them to the winds, and has the satisfaction ^^ 
 of knowing, perhaps, that a thousand little well-behaved maples are 
 already settled in life somewhere. It deserves well of mapledom. 
 Its leaves have been -"'' asking it from time to time, in a whisper, 
 "When shall we redden?" And now, in this month of September, 
 this month of traveling, when -'^ men are hastening to the seaside, or 
 the mountains, or the lakes, this modest maple, still without budging 
 an inch, travels in its reputation, — runs ^^'^ up its scarlet flag on that 
 hillside, which shows that it has finished its summer's work before 
 all other trees, and withdraws from the contest. ^"^ At the eleventh 
 hour of the year the tree which no scrutiny could have detected 
 here when it was most industrious is thus, by the ^^'^ tint of its 
 maturity, by its very blushes, revealed at last to the careless and 
 distant traveler, and leads his thoughts away from the dusty ^'^ road 
 into those brave solitudes which it inhabits. It flashes out con- 
 spicuous with all the virtue and beauty of a maple. 
 
 ^06 words. From Stone and Fickett's Tiees in Prose and Poetry. 
 
 Winter Trails 
 
 The snow had come, and with it a Christmas holiday. For weeks 
 I had looked longingly out of college windows as the first tracking 
 snows "'' came sifting down, my thoughts turning from books and the 
 problems of human wisdom to the winter woods, with their wide 
 
GENERAL DICTATION MATTER 
 
 301 
 
 white pages written all ^^ over by the feet of wild things. Then the 
 sun would shine again, and I knew that the records were washed 
 clean, and the hard- '^^ packed leaves as innocent of footmarks as the 
 beach where plover feed when a great wave has chased them away. 
 On the twentieth a change ^^'^ came. Outside the snow fell heavily, 
 two days and a night ; inside, books were packed away, professors 
 said " Merry Christmas," and students were scattering, like ^'^^ a bevy 
 of flushed quail, to all points of the compass for the holidays. The 
 afternoon of the twenty-first found me again in my ^®° room under 
 the eaves of the old farmhouse. 
 
 Before dark I had taken a wide run over the hills and through 
 the woods to the ^'^ place of my summer camp. How wonderful it 
 all was 1 The great woods were covered deep with their pure white 
 mantle ; not a fleck, not^^^a track soiled its even whiteness; for the 
 last soft fiakes were lingering in the air, and fox and grouse and 
 hare and lucivee were -^^ still keeping the storm truce, hidden deep 
 in their coverts. Every fir and spruce and hemlock had gone to 
 building fairy grottoes as the snow -^•^ packed their lower branches, 
 under which all sorts of wonders and beauties might be hidden, to 
 say nothing of the wild things for whom Nature ^'® had been building 
 innumerable tents of white and green as they slept. The silence 
 was absolute, the forest's unconscious tribute to the Wonder Worker. 
 Even ^""^ the trout brook, running black as night among its white- 
 capped bowlders and delicate arches of frost and fern work, between 
 massive banks of feathery ^-^ white and green, had stopped its idle 
 chatter and tinkled a low bell under the ice, as if only the Angelus 
 could express the wonder ^^'-' of the world. 
 
 As I came back softly in the twilight a movement in an evergreen 
 ahead caught my eye, and I stopped for one '"^ of the rare sights of 
 the woods, — a partridge going to sleep in a warm room of his own 
 making. He looked all about among *^^ the trees most carefully, lis- 
 tened, kwit-kwitted in a low voice to himself, then with a sudden 
 plunge swooped downward head-first into the snow.*^^ T stole to 
 the spot where he had disappeared, noted the direction of his tunnel, 
 and fell forward with arms outstretched, thinking perhaps to catch ^^^ 
 
302 APPENDIX 
 
 him under me and examine his feet to see how his natural snowshoes 
 (Nature's winter gift to every grouse) were developing before letting 
 him go *'^ again. But the grouse was an old bird, not to be caught 
 napping, who had thought on the possibilities of being followed ere 
 he made ^°*' his plunge. He had plowed under the snow for a 
 couple of feet, then swerved sharply to the left and made a little 
 chamber for ^-^ himself just under some snow-packed spruce tips, 
 with a foot of snow for a blanket over him. 
 
 When I fell forward, disturbing his rest ^^° most rudely ere he had 
 time to wink the snow out of his eyes, he burst out with a great whir 
 and sputter between my ^'^ left hand and my head, scattering snow 
 all over me, and thundered off through the startled woods, flicking 
 a branch here and there with his ^''^^ wings, and shaking down a 
 great white shower as he rushed away for deeper solitudes. There, 
 no doubt, he went to sleep in the evergreens,"-^ congratulating 
 himself on his escape and preferring to take his chances with the 
 owl rather than with some other ground-prowler that might come 
 nosing'"'^" into his hole before the light snow had time to fill it up 
 effectually behind him. 
 
 Next morning I was early afield, heading for a ®'^ ridge where I 
 thought the deer of the neighborhood might congregate with the inten- 
 tion of yarding for the winter. At the foot of a wild '°° little natu- 
 ral meadow, made centuries ago by the beavers, I found the trail of 
 two deer which had been helping themselves to some hay that "'^^ had 
 been cut and stacked there the previous summer. My big buck was 
 not with them ; so I left the trail in peace to push "^*^ through a belt 
 of woods and across a pond to an old road that led for a mile or 
 two towards the ridge I was '"■' seeking. 
 
 Early as I was, the wood folk were ahead of me. Their tracks 
 were everywhere, eager, hungry tracks, tliat poked their noses into 
 every '''''-' possible hiding place of food or game, showing how the two- 
 days" fast had whetted their appetites and set them to running keenly 
 the moment "-■-' the last flakes were down and the storm truce ended. 
 
 o , From Long's Sc\rets of the Woods. 
 
 833 words. '^ ■^ 
 
GENERAL DICTATION MATTER 303 
 
 Earthworms and Snakes 
 
 The little earthworm, crawling across the garden path or burrow- 
 ing its way into the loose soil, seems very common and insignificant, 
 but it is a ^^ most useful servant to man. 
 
 Without the earthworms it would be difficult for us to live. It is 
 by their help that grass grows for ^° the cattle, and the garden yields 
 food for our own use. 
 
 Long before any one thought of making a plow, the hard lumps 
 of earth '^ were broken up by the slender bodies of the earthworms. 
 These worms have no eyes or feelers or feet, but they have, on each 
 ring ^"^ of their bodies, four pairs of bristles, which aid them in mak- 
 ing their way through the earth. 
 
 Air is let into the soil through the ^^^ holes that the worms make, 
 and the moisture is drained away. Thus the roots of the plants are 
 kept in good condition. 
 
 Worms are useful ^^^ in another way. They can make poor soil into 
 rich mold. This they do by swallowing earth and dried leaves. 
 
 After passing through the body ^"^^ of the worm, the earth is cast 
 up in little heaps, which are soon scattered by the wind and rain. 
 Hundreds of these " casts " may '^°° be seen in any large garden, and 
 thus the whole surface is constantly changing. 
 
 In this way fields which were unfit for crops of any ^^^ kind are 
 made ready for the farmer's use. In some places it has been found 
 that ten tons of dry earth on every acre are ^^° made into good soil 
 each year by the worms. 
 
 No gardener can prepare fine mold for plants so well as the 
 worms can do it,-'^ and no farmer can so carefully make ready his 
 fields. 
 
 There are some animals which are commonly disliked and avoided 
 because they are not attractive ^''° to look at. Often this is a mere 
 prejudice against them, and careful study reveals a beauty not noticed 
 before. There is a very general ^^^ and absurd feeling against snakes 
 which is the cause of much unnecessary suffering. This fear is so 
 common that for many children and grown people ^^'^ a walk in the 
 woods and fields loses half its pleasure. 
 
304 APPENDIX 
 
 Most of our common snakes are harmless and are useful in destroy- 
 ing insects. Instead ^'^ of shuddering with horror at the little green 
 snake, watch him as carefully as you can. Soon you will begin to 
 wonder how he can ^^^ go so fast, what he eats, and where he makes 
 his home. You will find that he is not at all like the earthworm. 
 He ■*-" belongs to a very different class of animals, but he is as inno- 
 cent as the worm of any wish to do you harm. He prefers *^'^ to be left 
 to himself in the long grass, but you may be sure if he should glide 
 over your feet, or across your hand,*'^ he would not hurt you at all. 
 
 4S2 words. From Eddy's Friends and Helpers. 
 
 The Apple 
 JoJin Burroughs 
 
 Not a little of the sunshine of our northern winters is surely 
 wrapped u}) in the apple. How could we winter over without it ! 
 How -' is life sweetened by its mild acids ! A cellar well filled with 
 apples is more valuable than a chamber filled with flax and wool. 
 So '"" much sound ruddy life to draw upon, to strike one's roots down 
 into, as it were. 
 
 The apple is full of su2;ar and mucilage, which "^ make it highly 
 nutritious. It is said, "The operators of Cornwall, England, con- 
 sider ripe apples nearly as nourishing as bread, and far more so 
 than ^' potatoes. In the year 1801 — which was a year of much 
 scarcity — apples, instead of being converted into cider, were sold 
 to the poor, and ^-'^ the laborers asserted that they could 'stand their 
 work ' on baked ap])les without meat ; whereas a potato diet required 
 either meat or some other substantial '^''^ nutriment. The French and 
 Germans use apples extensively, so do the inhabitants of all European 
 nations. The lal)orers depend upon them as an article of ^'^ food, 
 and frequently make a dinner of sliced apples and bread." 
 
 Vet tlie English apple is a tame and insipid affair, compared with 
 the intense - ' sun-colored and sun-steeped fruit our orchards yield. 
 The best thing I know about Chile is this fact, which I learn from 
 Darwin's A'oyage ; "^ namely, that the apple thrives well there. 
 
GENERAL DICTATION MATTER 
 
 305 
 
 Darwin snw a town there so completely buried in a wood of apple 
 trees that its streets were "" merely paths in an orchard. The tree, 
 indeed, thrives so well that large branches cut off in the spring, and 
 planted two or three feet ^'^^ deep in the ground, send out roots and 
 develop into fine, full-bearing trees by the third year. The people 
 know the value of the *'" apple, too. They make cider and wine of 
 it, and then from the refuse a white and finely flavored spirit ; then 
 by another process a ^-^ sweet treacle is obtained, called honey. The 
 children and pigs eat little or no other food. He does not add that 
 the people are healthy ^^^ and temperate, but I have no doubt they are. 
 
 The apple is the commonest and yet the most varied and beautiful 
 of fruits. A dish ^"^ of them is as becoming to the center table in 
 winter as was the vase of flowers in the summer, — a bouquet of 
 spitzenbergs and *°" greenings and northern spies. A rose when it 
 blooms, the apple is a rose when it ripens. It pleases every sense 
 to which it can "^ be addressed, — the touch, the smell, the sight, 
 the taste ; and when it falls in the still October days it pleases the 
 ear. It is *^'^ a call to a banquet ; it is a signal that the feast is ready. 
 
 How they resist the cold ! holding out almost as long as ^'^ the 
 red cheeks of the boys do. 
 
 4S2 words. From Stone and Fickett's Tr^^s in Prose and Poetry. 
 
 Snow-Bound 
 
 March is a weary month for the wood folk. One who follows them 
 then has it borne in upon him continually that life is a -^ struggle, — 
 a keen, hard, hunger-driven struggle to find enough to keep a-going 
 and sleep warm till the tardy sun conies north again with ^° his rich 
 living. The fall abundance of stored food has all been eaten, except 
 in out-of-the-way corners that one stumbles upon in " a long day's 
 wandering ; the game also is wary and hard to find from being con- 
 stantly hunted by eager enemies. 
 
 It is then that the "° sparrow falleth. You find him on the snow, 
 a wind-blown feather guiding your eye to the open where he fell in 
 mid-flight ; or ^-^ under the tree, which shows that he lost his grip in 
 
3o6 APPENDIX 
 
 the night. His empty crop tells the whole pitiful story, and why you 
 find"" him there cold and dead, his toes curled up and his body 
 feather-light. You would find more but for the fact that hunger- 
 pointed ^'^ eyes are keener than yours and earlier abroad, and that 
 crow and jay and mink and wild cat have greater interest than you 
 in finding ^° where the sparrow fell. 
 
 It is then, also, that the owl, who hunts the sparrow o' nights, 
 grows so light from scant feeding that he ^^ cannot fly against the 
 wind. If he would go back to his starting point while the March 
 winds are out, he must needs come down ^^ close to the ground and 
 yew-yaw towards his objective, making leeway like an old boat with- 
 out ballast or centerboard. 
 
 The grouse have taken to ^"^ bud-eating from necessity — birch buds 
 mostly, with occasional trips to the orchards for variety. They live 
 much now in the trees, wliich they dislike ; ^"^ but with a score of 
 hungry enemies prowling for them day and night, what can a poor 
 grouse do ? 
 
 When a belated snow falls, you ^-° follow their particular enemy, 
 the fox, where he wanders, wanders, wanders on his night's hunting. 
 Across the meadow, to dine on the remembrance of field ^'^'^ mice — 
 alas ! safe now under the crust ; along the brook, where he once 
 caught frogs; through the thicket, where the grouse were hatched; 
 past the ^'^ bullbrier tangle, where the covey of quail once rested 
 nightly ; into the farmyard, where the dog is loose and the chickens 
 are safe under lock ■*''° and key, instead of roosting in trees; across 
 the highway, and through the swamp, and into the big bare empty 
 woods; till in the sad '^-^ gray morning light he digs under the wild 
 apple tree and sits down on the snow to eat a frozen apple, lest his 
 stomach cry ^"'^ too loudly while he sleeps the day away and tries to 
 forget that he is hungry. 
 
 Everywhere it is the same story: hard times and '*'^ poor hunting. 
 Even the chickadees are hard pressed to keep up appearances and 
 nave their sweet love note ready at the first smell of spring ^°° in the air. 
 
 This was the lesson that the great woods whispered sadly when a 
 few idle March days found me gliding on snowshoes over "^ the old 
 
GENERAL DICTATION MATTER • 307 
 
 familiar ground. Wild geese had honked an invitation from the 
 South Shore ; but one can never study a wild goose ; the only satis- 
 faction ''^*' is to see him swing in on broad wings over the decoys — 
 one glorious moment ere the gun speaks and the dog jumps and 
 everything ^'^ is spoiled. So I left gun and rifle behind, and went off 
 to the woods of happy memories to see how my deer were faring.^" 
 
 The wonder of the snow was gone ; there was left only its cold 
 bitterness and a vague sense that it ought no longer to cumber ^^ the 
 ground, but would better go away as soon as possible and spare the 
 wood folk any more suffering. The litter of a score of ®^° storms cov- 
 ered its soiled rough surface ; every shred of bark had left its dark 
 stain where the decaying sap had melted and spread in the ®'^ midday 
 sun. The hard crust, which made such excellent running for my 
 snowshoes, seemed bitterly cruel when I thought of the starving 
 wild things and '^^ of the abundance of food on the brown earth, just 
 four feet below their hungry bills and noses. 
 
 q J, From Long's Secrets of the Woods. 
 
 A Taste of Maine Birch 
 
 Johti Burroughs 
 
 I read in Gibbon that the natives of ancient Assyria used to cele- 
 brate in verse or prose the three hundred and sixty uses to which ^^ 
 the various parts and products of the palm tree were applied. The 
 Maine birch is turned to so many accounts that it may well be ^ 
 called the palm of this region. Uncle Nathan, our guide, said it was 
 made especially for the camper-out ; yes, and for the woodman and "^^ 
 frontiersman generally. It is a magazine, a furnishing store set up 
 in the wilderness, whose goods are free to every comer. The whole 
 equipment of ^^^ the camp lies folded in it and comes forth at the 
 beck of the woodman's ax ; tent, waterproof roof, boat, camp utensils, 
 buckets, cups, plates,^^^ spoons, napkins, tablecloths, paper for letters 
 or for your journal, torches, candles, kindling wood, and fuel. The 
 canoe-birch yields you its vestments with the ^^^ utmost liberality. 
 Ask for its coat, and it gives you its waistcoat also. Its bark seems 
 
3o8 • APPENDIX 
 
 wrapped about it layer on layer and comes ofT "^ with great ease. We 
 saw many rude structures and cabins shingled and sided with it, and 
 haystacks capped with it. 
 
 Near a maple-sugar camp ^°° there was a large pile of birch-bark 
 sap buckets, — each bucket made of a piece of bark about a yard 
 square, folded up as ^-^ the tinman folds up a sheet of tin to make a 
 square vessel, the corners bent around against the sides and held by 
 a wooden ^^° pin. When, one day, we were overtaken by a shower in 
 traveling through the woods, our guide quickly stripped large sheets 
 of the bark from ^'" a near tree, and we had each a perfect umbrella 
 as by magic. When the rain was over, and we moved on, I wrapped 
 mine ^'^^ about me like a large leather apron, and it shielded my 
 clothes from the wet bushes. When we came to a spring Uncle 
 Nathan would '"^ have a birch-bark cup ready before any of us could 
 get a tin one out of his knapsack, and I think water never tasted"^" 
 so sweet as from one of these bark cups. It is exactly the thing. It 
 just fits the mouth, and it seems to give new ^""^ virtues to the water. 
 It makes me thirsty now when I think of it. In camp Uncle Nathan 
 often drank his tea and coffee from *"'^ a bark cup ; the china closet 
 in the bircli tree was always handy, and our vulgar tinware was gen- 
 erally a good deal mixed, and the ''"'"' kitchen maid not at all particu- 
 lar about dish-washing. We all tried the oatmeal with the maple 
 syrup in one of these dishes, and the ■*"" stewed mountain cranberries, 
 using a birch-bark spoon, and never found service better. Uncle 
 Nathan declared he could boil potatoes in a bark kettle, and ^'^ I 
 did not doubt him. Instead of sending our soiled napkins and table 
 spreads to the wash, we rolled them up into candles and torches ^"^ 
 and drew daily upon our stores in the forest for new ones. But the 
 great triumph of the birch is, of course, the bark canoe.^"^ The 
 design of a savage, it yet looks like the thought of a poet ; and its 
 grace and fitness haunt tlie imagination. I suppose its ^^° production 
 was the inevitable result of the Indians' wants and surroundings, but 
 that does not detract from its beauty. It is, indeed, one of the ^''^ 
 fairest flowers the thorny plant of necessity ever bore. 
 
 c;<S 1 vrortls. From Stuno and T'lckett's Trees in Prose and Poetry. 
 
GENERAL DICTATION MATTER 309 
 
 The Washington Elm 
 L. L. Dame 
 
 At the north end of the Common in Old Cambridge stands the 
 famous Washington Elm, the most famous of American trees. It is 
 of goodly ^^proportions, but as far as girth of trunk and spread 
 of branches constitute the claim upon our respect, there are many 
 nobler specimens of the ''" American elm in historic Middlesex. 
 
 Extravagant claims have been made with regard to its age, but it 
 is extremely improbable that any tree of this "^ species has ever 
 rounded out its third century. When Governor Winthrop and 
 Lieutenant-Governor Dudley, in 1630, rode along the banks of the 
 Charles in ^*' quest of a suitable site for the capital of their colony, it 
 is barely possible that the great elm was in being. The life of ^'^the 
 tree, however, probably does not date farther back than the last 
 quarter of the seventeenth century. In its early history there was 
 nothing to ^^° distinguish it from its peers of the greenwood. When 
 the surrounding forest fell beneath the ax of the woodman, the trees 
 conspicuous for size and ^''' beauty escaped the general destruction; 
 among these was the Washington Elm ; but there is no evidence that 
 it surpassed its companions. 
 
 But when troublous times -''° came, and the murmurings of discon- 
 tent were voicing themselves in more and more articulate phrase, the 
 old tree must have been privy to a good "''deal of treasonable talk — 
 at first whispered, with many misgivings, under the cover of darkness; 
 later, in broad daylight, fearlessly spoken aloud. The smoke of -"*' 
 bonfires, in which blazed the futile proclamations of the king, was 
 wafted through its branches. It saw the hasty burial, by night, of 
 the Cambridge -'° men \\\\o were slain upon the nineteenth of April, 
 1775 ; it saw the straggling arrival of the beaten, but not disheartened, 
 survivors of Bunker Hill ; '^--' it saw the Common — granted to the town 
 as a training field — suddenly transformed to a camp, under General 
 Artemas Ward, commander in chief of ^-^ the Massachusetts troops. 
 
 The crowning glory in the life of the great elm was at hand. On 
 the twenty-first of June, Washington, without allowing ^'"Miimself 
 
3IO APPENDIX 
 
 time to take leave of his family, set out on horseback from Philadel- 
 phia, arriving at Cambridge on the second day of July. Sprightly 
 Dorothy ^'^ Dudley in her Journal describes the exercises of the third 
 with the florid eloquence of youth. 
 
 "To-day, he (Washington) formally took command, under one**"* 
 of the grand old elms on the Common. It was a magnificent sight. 
 The majestic figure of the General, mounted upon his horse beneath 
 the ^^^ wide-spreading branches of the patriarch tree; the multitude 
 thronging the plain around, and the houses filled with interested 
 spectators of the scene, while the *^° air rung with shouts of enthu- 
 siastic welcome, as he drew his sword, and thus declared himself 
 commander in chief of the Continental Army." 
 
 Great events ^'^ which mark epochs in history bestow an imperish- 
 able dignity even upon the meanest objects with which they are 
 associated. When Washington drew his sword beneath ^°** the branches, 
 the great elm, thus distinguished above its fellows, passed at once 
 into history, henceforward to be known as the Washington Elm. 
 
 [-2^ words. From Stone and Fickett's Trees in Prose and Poetry. 
 
 HoLMF.s's School Days 
 
 Oliver Wendell Holmes was sent to school when he was a very lit- 
 tle boy. The school was in Cambridgeport ; and the little fellow had 
 a -•' long walk across the green fields and through the lanes, for there 
 were very few houses standing there then. His first teacher was a 
 stout ''" lady whom the children called "Dame Prentiss." She used 
 to have a long willow rod which reached across the room. If the 
 children were idle "'' or in mischief, she would touch them with this 
 rod to remind them that it was thiie to study. The boys in Cam- 
 bridgeport used to ^"" make fun of Oliver and tease him. One day 
 he went to school wearing a new hat with a wide brim. " Hullo you. 
 Sir ! " said ^-^ a roguish boy, " did you know there was going to be a race 
 to-morrow ? " '' Xo, who 's going to run ? Where 's it going to be?"^^"' 
 " Squire INIills and Dr. Williams 'round the brim of your hat." Then 
 the boy made a face, and Oliver knew he was making fun of ■^"' him. 
 
GENERAL DICTATION MATTER 311 
 
 The future poet was full of childish fancies. He would throw a 
 stone at a tree to get the answer to a question. If^'^'he hit the 
 tree, he would think the answer was " Yes." When he was walk- 
 ing he would try to step from one stone to another, '^^ or else walk 
 upon the patches of grass. There was a glove-maker whose store he 
 used to pass on his way to school. This ^^° man had hung out a large 
 wooden hand for a sign, and the wind made it swing and creak, 
 which frightened the little boy. "Oh,^"^that dreadful hand!" he 
 said, " always hanging there, ready to catch a little boy, who would 
 never come home to supper, or see his mother '"^ again." A wooden 
 pail of drinking-water stood in the schoolroom, and the children had 
 a brown mug from which they drank. The pail was ^^ made of white 
 pine, and it gave the water an odd taste. Oliver always remembered 
 the taste of that water, and the mug with the ^^° piece broken from 
 the rim. The children thought that a red-cheeked, curly-haired boy 
 named Edmund had bitten the piece out one day when ^'^ he was in 
 a hurry for a drink. When Oliver grew a little older, he went to 
 another school in Cambridgeport. 
 
 He was a boy ^°'' who thought. He often wondered why certain 
 things came to pass, and tried to find some reason for what he saw. 
 He noticed how articles *"® wore out, one part giving way at a time. 
 Sometimes things would break down instead of wearing out. He 
 could understand why it was so ^^'^ with some things ; but oftentimes 
 with other things there seemed to him to be no cause for it. One 
 day he said to his brother *'^ John, " If you should make something, 
 and have each part of it just as good as every other part, it would all 
 go to pieces ^'•"' at once, would n't it ? " After many years had gone 
 by and he had grown to be a man, he put this idea into a poem.''^^ 
 This poem was about a Deacon who was going to have a chaise. 
 A chaise is a two-wheeled carriage with a covered top. Some ^^ 
 people used to call it a " shay." The Deacon decided to make every 
 part of his chaise so strong that it could never break down.^'^ He 
 found the strongest oak wood to make the floor and spokes and sills. 
 He sent for lancewood to make the thills and got the''*'*' best wood for 
 every part. The finest of steel made the springs, and the strongest 
 
312 APPENDIX 
 
 bufifalo hide was used to cover the top, boot, and ®^^ dasher. When it 
 was finished each part was as strong as could be made, and the 
 Deacon looked with pride upon his work. The chaise ^° was a 
 wonder. The Deacon and his wife used it all their lives ; so did 
 their children and their grand-children. At last it had ^^^ been used 
 for a hundred years. It then belonged to a parson, and it began to 
 show that it was old ; but one part was '"'*' still as good as another, 
 and it showed no sign of breaking down. 
 
 One morning the parson was driving in the chaise and thinking 
 about '^^^ the text for his next Sunday's sermon, when all of a sudden 
 there was 
 
 — 1' iist a shiver, and then a thrill, 
 
 Thfii something decidedly like""'' a spill, — 
 
 And the parson was sitting upon a rock. 
 
 Where was the poor old chaise ? It had gone entirely to pieces. 
 Every part was ' '^ worn out at the same time, for each part was as 
 strong as the other. When the parson got up and looked around, he 
 found ^'^'^ the pieces of the old chaise all in a heap, — 
 
 As if it had been to the mill and ground ! 
 
 After his year of study ^'-■' at the Academy in Andover, Oliver was 
 ready to enter Harvard College. He proved to be a good student, 
 and wrote many poems during his *^"''^ college course. Many in his 
 class became famous men. They in after years used to meet and 
 talk of their college days. Mr. Holmes was ^'^ chosen class poet, and 
 he wrote several poems in honor of "The boys of '29," as he called 
 them. One of these "boys " was the'"^° Rev. S. F. Smith, who wrote 
 the poem beginning " 'My country, 't is of thee." The words of this 
 ]X)cm have been long sung to the ''-■'' familiar tune of "America." 
 One of Holmes's fust well-known poems was "Old Ironsides," the 
 nickname given to the v/arship '• Constitution." This noble vessel 
 canie''"'^ into Ijoston llarbor, one Fourth of July, firing a salute. She 
 had been a fine ship, and had won many victories in the service of °"^ 
 the counlrv. It was found that the wood in some of her timbers 
 was unsound, and il was proposed to break her up. The people ^°°'' 
 
GENERAL DICTATION MATTER 313 
 
 loved the old ship, and did not wish to have her destroyed. Doctor 
 Holmes felt so indignant that he wrote a poem resenting this pro- 
 posed ^°^^ action. It was written one afternoon as he sat beside a 
 window in his home at Cambridge, He said in his poem it would 
 be "*° a shame to tear down her banners and strike away her masts. 
 It would be better to nail her flag to the mast, set her ^"''^ sails, and 
 let her ride upon her ocean home until she found a grave beneath 
 its waves. This poem so stirred the hearts of the "°° people that the 
 grand old ship was saved. 
 
 After his graduation at Harvard, Mr. Holmes went to Boston to 
 study medicine. He was there three ^^^^ years, from 1830 to 1833, 
 when he sailed to Paris to complete his studies. He came back 
 in two years and opened a doctor's office ^^^° in Boston. He was so 
 bright and cheerful that every one liked him. It made them feel 
 better to see his cheery smile. After a "'^ few years he gave up the 
 practice of medicine and devoted himself for nearly forty years to 
 giving lectures at the Harvard Medical School in ^^°° Boston. 
 
 In his spare time he wrote many works, both in prose and verse. 
 All of his writings have been widely read. During most oi^^^ 
 his life Doctor Holmes lived in Boston ; his different homes over- 
 looked the river Charles, which he loved so well. He lived to be 
 very old ^^^° and died in 1894. Few men have been admired and 
 respected as was Doctor Holmes for his genius as a writer and 
 his rare character ^-'^ as a man. 
 
 From Cyr's Third Reader. 
 
 1278 words. 
 
INDEX 
 
 A, an, and, and t/ie ticks, io8. 
 
 Abbreviation, principles of, 24. 
 
 Abbreviations, table of, xi. 
 
 Additions to word signs, 46. 
 
 Affixes, 129, 186; common errors on, 
 137; disjoined, 132; omitted, 188; 
 supplementary sentence exercise 
 on, 250; supplementary-word exer- 
 cise on, 238. 
 
 altiy expressed by disjoined stroke, 
 
 133- 
 All expressed by /-hook, 198. 
 Alphabetic list of signs, 168. 
 An and and \.\cks, 108. 
 anti and ante, the prefixes, 186. 
 Appendix: 
 
 Selections for general dictation, 264. 
 
 Supplementary sentence exercises, 
 
 239- 
 Supplementary word exercises, 233. 
 Supplementary word-sign exercises, 
 251. 
 Are expressed by r-hook, 198. 
 a7ity expressed by disjoined stroke, 133. 
 As expressed by j-circle, 199. 
 dshun, the syllable, 122. 
 Association expressed by j^-stroke, 202. 
 
 Backward «-hook, 100; supplementary 
 sentence exercise on, 247 ; supple- 
 mentary word exercise on, 237 ; to 
 express in, 199. 
 
 ber, the syllable, 124. 
 
 ble, bly, and bility, the affixes, 187, 188. 
 
 Breath sounds, 20. 
 Brief phrasing principles, 197. 
 btih, supplementary word-sign exercise 
 on, 252. 
 
 Choice of outline, 44, 162. 
 chuh, sign exercise on, 254. 
 cian, the syllable, 121. 
 cient, ciently, and ciency, the afiixes, 188. 
 Circle, double s-, 64. 
 Circle for s or z, 60. 
 Circles for intervening dot vowels, 96. 
 Circles, s-, and strokes, word exercise 
 on, 235 ; J-, large, word exercise on, 
 
 235- 
 
 circutn expressed by circle, 130. 
 
 circum, the prefix, 187. 
 
 Coalescent signs, 39. 
 
 Coalescents, 37 ; supplementary sen- 
 tence exercise on, 240 ; supple- 
 mentary word exercise on, 234 ; 
 supplementary word-sign exercise 
 on, 262. 
 
 fcj' expressed by dot or separation, 129. 
 
 com expressed by dot or separation, 
 129, 187. 
 
 Committee expressed by Astroke, 202. 
 
 Company expressed by /^-stroke, 202. 
 
 con expressed by dot or separation, 129, 
 187. 
 
 Concurrent vowels, coalescents and 
 common errors on, 44 ; supplemen- 
 tary sentence exercise on, 240 ; suf>- 
 plementary word exercise on, 234. 
 
 315 
 
3i6 
 
 INDEX 
 
 Consecutive vowels, 41. 
 
 Consonant, definition of, i. 
 
 Consonants, vowels and, 10 ; common 
 errors on, 23 ; common errors on 
 double, 108; contrasted, triple, 116; 
 curved triple, 98 ; double, 90 ; 
 double, supplementary word exer- 
 cise on, 236; exercises on, 17, 20; 
 free use of double, 96; h before 
 double, 92; halving, with hooks, 
 135 ; irregular double, 91, 92 ; irreg- 
 ular double, supplementary sen- 
 tence exercise on, 246 ; joined, 
 21; omitted, 128; omitted, supple- 
 mentary word exercise on, 238 ; 
 quadruple, 100; rules for joined, 
 22 ; rules for writing vowels be- 
 tween, 31; s before double, 98; 
 silent, 2 ; straight triple, 98 ; triple, 
 supplementary sentence exercise 
 on, 247 ; triple, supplementary word 
 exercise on, 237; triple and quad- 
 ruple, 98. 
 
 contra expressed by detached stroke, i ^o. 
 
 Contractions, additional, 150; sim])le 
 stroke, 192 ; with circles or loops, 
 193; with half-length strokes, 196; 
 with hooks, 194. 
 
 contra, contri, and contra, tlie prefixes, 
 187. 
 
 counter, contra, and contra expressed by 
 detached stroke, 130. 
 
 Curved strokes, 16. 
 
 Curved triple consonants, 98. 
 
 Curves, writing vertical, 17. 
 
 cy, the atfix, iSS. 
 
 d, disjoining to express the ])ast tense, 
 13''); halving for. 13s: ioining, to 
 express the past tense, 136. 
 
 ^/-stroke to express department, 202. 
 
 Dash vowels, 14. 
 
 Department expressed by ^/-stroke, 202. 
 
 der, the syllable, 124, 
 
 Diacritical marks, 7, 8. 
 
 Dictation matter : 
 
 Apple, The, 304. 
 
 Blue Jay, The, 266. 
 
 Britain in the Old Days, 285. 
 
 Catching a Grasshopper, 298. 
 
 Cat Family, The, 282. 
 
 Coal Forests, The, 275. 
 
 Dew, 270. 
 
 Eagle, The, 273. 
 
 Earthworms and Snakes, 303. 
 
 Famous Dogs, 296. 
 
 Feathers and Fur, 268. 
 
 Freedom of the Fly, The, 297. 
 
 Holmes's School Days, 310. 
 
 How the English became Christians, 
 290. 
 
 Legend of the Poplar, The, 293. 
 
 Lowell's Early Childhood, 294. 
 
 Music Pounding, 278. 
 
 North Story of how the Robin got 
 its Red Breast, The, 264. 
 
 Owl, The, 277. 
 
 Oyster, The, 269. 
 
 Patient Weavers, 284. 
 
 Red Maple, The, 299. 
 
 Robert visits the Pigs, 271. 
 
 Robin, The. 273. 
 
 Ship of the Desert, The, 276. 
 
 Snow Bound, 305. 
 
 Sparrow and the Cat, The, 267. 
 
 Sponge, The, 265. 
 
 Squirrel's Story, The, 280. 
 
 Story of the Brave Warrior Queen, 
 The, 2SS. 
 
 Taste of Maine Birch, A, 307. 
 
INDEX 
 
 317 
 
 Trapper's story, The, 279. 
 Vision of War, A, 283. 
 Washington Ehii, The, 309. 
 What Harold did, 267. 
 What the Slate wished, 268. 
 Winter Trails, 300. 
 Difficult words, reading, 165. 
 Diphthongs, 35 ; supplementary sen- 
 tence exercise on, 239; supple- 
 mentary word exercise on, 234 ; 
 supplementary word-sign exercise 
 on, 262. 
 Dot at beginning to express con, com, 
 
 or cog, 1 29. 
 Dot vowels, intervening, 96. 
 Double consonants, 90 ; common errors 
 on, 108; free use of, 96; h before, 
 92 ; halving to express the past 
 tense, 136; intervocalization of, sen- 
 tence exercise on, 246 ; intervocal- 
 ization of, word exercise on, 236; 
 irregular, 91, 92 ; irregular, sentence 
 exercise on, 246 ; supplementary 
 word exercise on, 236. 
 Double j-circle, 64. 
 Downward / and r, 54. 
 Downward sh, 58. 
 
 duh, halving for, 70 ; supplementary 
 word-sign exercise on, 253. 
 
 ens, the syllable, 100. 
 
 enter expressed by halved «-stroke, 130. 
 
 Errors, common, on concurrent vowels, 
 44 ; on consonants, 23 ; on final 
 hooks, lengthening, halving, ticks, 
 and affixes, 137 ; on j-circle and 
 halving principle, 73 ; on semi- 
 circles and double consonants, 108 ; 
 on vowels, 34. 
 
 t'r/Vj/ expressed l)y disjoined stroke, 133. 
 
 ?skun, the syllable, 122. 
 
 est, the affix, 188. 
 
 ex, the prefix, 187. 
 
 Exercises on phonetics, 2, 3, 4, 5, 6. 
 
 Exercises, reading, 12, 18, 19, 20, 22, 25, 
 ^8, 29, 23, 36. 40, 43. 45' 56, 58, 62, 
 65. 67, 69, 72, 75, 86, 88, 93, 94, 97, 
 loi, 102, 120, 123, 125, 126, 131, 
 "^ZZ, ^yit 139. 190. 191; review, on 
 reading, 44, 76, 77, 78, no, iii, 
 153, 154, 155, 156; shorthand pen- 
 manship, 50, 81, 115, 159; supple- 
 mentary sentence, 239 ; supplemen- 
 tary word, 233 ; supplementary 
 word-sign, 251; teacher's dictation, 
 16, 28, 34, 36, 43, 57, 59, 63, 66, 68, 
 73, 86, 89, 94, 95, 98, 102, 121, 123, 
 125, 131, 134, 137; writing, 16, 26, 
 28, 30. 33' 34. 36, 40, 43. 46, 49. 56, 
 59, 63, 65, 67, 69, 72, 75, 80, 86, 89, 
 93' 95' 97. loi, 103, 112, 120, 123, 
 125, 127, 131, 134, 137, 140, 149, 
 191 ; writing, review, 44, 76, 77, 78, 
 no, III, 154, 155, 156. 
 
 y^hook, 118; supplementary sentence ex- 
 ercise on, 248. 
 
 faction a.r\d. fication, 190. 
 
 Figures and initials, 37. 
 
 Figures, shorthand characters for, 213. 
 
 Final / and r, rules for, 57. 
 
 Final j-circle, reading, with halving, 135. 
 
 Final ^-circle to express is, his, as, has, 
 and us, 199. 
 
 First expressed by jAloop, 200. 
 
 fr, inversion of, 91. 
 
 From and to omitted in phrasing, 143. 
 
 fiih, supplementary word-sign exercise 
 on, 262. 
 
 fid, the affix, 187, 188. 
 
3i8 
 
 INDEX 
 
 ger, the syllable, 124. 
 
 Graham system (optional expedients), 
 
 220. 
 guh and juh, distinguishing, 11. 
 guh, supplementary word-sign exercise 
 
 on, 256. 
 
 h before double consonants, 92. 
 
 /5-dot, 85. 
 
 ^-dots, sentence exercise on, 243. 
 
 h preceding w, 87. 
 
 ^-stroke and its substitutes, 84. 
 
 /^-strokes, sentence exercise on, 243. 
 
 /4-tick, 84. 
 
 ^-tick and strokes, supplementary word 
 
 exercise on, 236. 
 ^-ticks, supplementary sentence exercise 
 
 on, 243. 
 Had expressed by halving, 200. 
 Half-length strokes, contractions with, 
 
 196. 
 Halved and full-length strokes, joining, 
 
 135- 
 
 Halved strokes, reading, 71. 
 
 Halving, 70, 135; exercises on final 
 hooks and, 1 59 ; supplementary sen- 
 tence exercises on, 243, 251 ; sup- 
 plementary word exercises on, 235, 
 238. 
 
 Halving double consonants, 93. 
 
 Halving principle to express it, ought, 
 had, would, and to, 200. 
 
 Halving shnu'SLwCs. se-shuti hooks, 160. 
 
 Has expressed by j--circle, 199. 
 
 Have expressed by ^'-hook, 199. 
 
 He, phrasing, 105. 
 
 His expressed by j-circle, 199. 
 
 Hook, attaching straight strokes to 
 shun-. 121; backward ;/-, ico; 
 backward ;/-, to express i>i. 199 ; ;--, 
 
 on curved strokes, 91 ; slf-shun-, 
 122; se-shun-, to express session, 
 199; shun-, 121 ; shun-, to express 
 ocean, 199; the large w-, 88; the 
 small w-, 87. 
 
 Hooks, 1 59 ; contractions with, 1 94 ; 
 contrasted, initial, 116; halving 
 consonants with, 135 ; /-and r-, 90. 
 
 Horizontal and vertical curved strokes, 
 16. 
 
 Hyphens for phrasing, 112. 
 
 /, phrasing, 105, 144. 
 
 ility, ality, arity, and erity expressed 
 by disjoined stroke, 133. 
 
 Inclined curved strokes, 19. 
 
 In expressed by backward «-hook, 199. 
 
 ing expressed by dot and stroke, 132. 
 
 i7ig, omitted affix, 189. 
 
 ings expressed by circle and stroke, 
 132. 
 
 ing-the expressed by detached tick and 
 stroke, 132. 
 
 Initial and medial / and r, 55. 
 
 Initials and figures, 37. 
 
 In re expressed by phrasing, 144. 
 
 ins, the syllable, 100. 
 
 inter, ititro, and enter expressed by 
 halved w-stroke, 130, 186. 
 
 Intervocalization, supplementary sen- 
 tence exercise on, 246 ; supple- 
 mentary word exercise on, 236. 
 
 Intervocalizing lengthened strokes, 124. 
 
 intro expressed by halved «-stroke, 130. 
 
 Inversion oi fr, vr, thr and thr, 91. 
 
 Irregular double consonants, 91, 92; 
 sentence exercise on, 246. 
 
 Irregular phrases, 201. 
 
 Irregular triple consonants, 99. 
 
 Irregular vowel representation, 96. 
 
INDEX 
 
 319 
 
 li expressed by j-circle, 199. 
 ishiin, the syllable, 122. 
 ism, the affix, 188. 
 It expressed by halving, 200. 
 
 Joined consonants, exercise on, 22. 
 Joining ^/-stroke to express the past 
 
 tense, 136. 
 juh s^rxA guh, distinguishing, 11. 
 juh, supplementary word-sign exercise 
 
 on, 254. 
 
 /^-stroke to express company, 202. 
 ker, the syllable, 1 24. 
 kuh, omitted after ung, 128; supple- 
 mentary word-sign exercise on, 255. 
 
 / and r, final, 57; general rules for, 54; 
 true sound of, 58; halving, 71 ; up- 
 ward and downward, 54 ; upward 
 and downward, supplementary sen- 
 tence exercise on, 240 ; use of 
 strokes for, 90. 
 
 /-hook to express will and all, 198. 
 
 /- and ;-hooks, 90 ; on straight and 
 curved strokes, 115; regular, sup- 
 plementary sentence exercise on, 
 245. 
 
 /- and r-strokes at beginning, supple- 
 mentary word exercise on, 234. 
 
 /- and r-strokes at end, supplementary 
 word exercise on, 234. 
 
 /- and r-strokes, initial and medial, 
 
 54- 
 Lengthening principle, 124; common 
 errors on, 137 ; supplementary sen- 
 tence exercise on, 249 ; supplemen- 
 tary word exercise on, 237 ; to ex- 
 press t/u-re, their, they are, and 
 other, 200. 
 
 Letters, silent, 2 ; variety of, with simi- 
 lar sounds, 4. 
 
 Letters varying in sound, 3. 
 
 Loops, contractions with circles or, 193; 
 drill on circles and, 81 ; st- and str-, 
 66 ; st- and str-, supplementary word 
 exercise on, 235 ; st- and str-, with 
 w-hook, 119; st and zd, 66 ; strs, 67. 
 
 luh, direction of, 19 ; disjoined at end, 
 133 ; supplementary word-sign ex- 
 ercise on, 261. 
 
 m, halving, 71. 
 
 magni2i.nd magna expressed by/w-stroke, 
 
 130. 
 mb- and ^/-strokes, supplementary 
 
 sentence exercise on, 241. 
 Medial sounds, omitted, 189. 
 ments, mental, mentally, and mentary, 
 
 ■the affixes, 190. 
 Munson system (optional expedients), 
 
 223. 
 Muscular movement, 50. 
 Must, phrasing, 105. 
 
 «- andy^ or z'-hooks, 1 18. 
 
 «- and zz-hooks, supplementary word 
 exercise on, 237. 
 
 «, halving, 71 ; stroke for, 118. 
 
 «-hook, backward, 100; backward, sup- 
 plementary sentence exercise on, 
 247 ; backward, to express in, 199; 
 to express own, one, and than, 198. 
 «-hook with loops st and str, 119. 
 
 «-hooks, backward, supplementary word 
 exercise on, 237 ; supplementary 
 sentence exercise on, 248; supple- 
 mentary word exercise on, 237. 
 
 Names, manner of indicating proper, 18. 
 
 A'ew and now, the words, 39. 
 
320 
 
 INDEX 
 
 ng, halving when hooked, 135. 
 iV(7^ expressed by phrasing, 144. 
 //ow and new, 39. 
 Numerical indications, 47. 
 
 Obscure vowels, 8. 
 
 Ocean expressed by shun-hodk., 199. 
 
 Of and 0/ the omitted in phrasing, 
 
 143- 
 O/" expressed by the w-hook, 199. 
 One expressed by «-hook, 198. 
 One stroke representing several words, 
 
 25. 
 Optional expedients : 
 
 Benn Pitman system, 215. 
 
 Graham system, 220. 
 
 Isaac Pitman system, 218. 
 
 Munson system, 223. 
 
 Osgoodby system, 226. 
 Other expressed by lengthening, 200. 
 Oui^ht expressed by halving, 200. 
 Our expressed by r-hook, 198. 
 Outlines, choice of, 44, 162. 
 Oiujt expressed by //-hook, 198. 
 
 Phrasing, 104, 143, 197 ; abbreviations 
 given word values in, 198; brief 
 principles of, 197 ; hyphens for, 112; 
 restored forms of, 198. 
 
 Phrasing by intersection, 201. 
 
 Phrasing /, he, and inust, 105. 
 
 Pitman, Benn, system (optional ex- 
 pedients), 215. 
 
 Pitman, Isaac, system (optional expedi- 
 ents), 218. 
 
 Poor outlines caused by speed, 165. 
 
 Position, distinguishing like words by, 
 206; outlines written in, 13; writ- 
 ing in, 13, 147, 207. 
 
 Position of coalescents, 38. 
 
 Position of diphthongs, 35. 
 
 Prefixes, disjoined, 129; omitted, 187; 
 suj^plementary sentence exercise 
 on, 249 ; supplementary word exer- 
 cise on, 238. 
 
 Proper names, manner of indicating, 18. 
 
 pith, omitted after urn, 12S; supple- 
 mentary word-sign exercise on, 251. 
 
 Punctuation, shorthand, 37. 
 
 /-stroke to express party, 202. 
 
 Past tense expressed by halving prin- 
 ciple and l)y joining and disjoining 
 (/-stroke, 136. 
 
 Penmanship exercises, shorthand, 50, 
 Si, 115, 159. 
 
 per, the syllable, 124. 
 
 Phonetic introduction, i. 
 
 Phonetics, exercises on, 2. 3, 4, 5, 6. 
 
 Phonographers, two types of, 164. 
 
 Phrases, contracted, 151; exercise on 
 advanced, 145 ; exercise on re- 
 porting, 203; exercise on simple, 
 106; list of contracted words and. 
 
 Quadruple consonants, 100. 
 
 r, halving downward and upward, 71; 
 the use of strokes for, 90 , upward 
 and downward, 54 ; upward and 
 downward, supplementary sentence 
 exercise on, 240. 
 
 r-hook, 90, 91. 
 
 ;-hook to express are, our, and were, 198. 
 
 /--hooks on curved and straight strokes, 
 
 r-hooks, regular, supplementary sen- 
 tence exercise on, 245. 
 
 /--stroke at beginning, supplementary 
 word exercise on, 234, 
 
INDEX 
 
 32 » 
 
 r-stroke at end, supplementary word 
 
 exercise on, 234. 
 rand /, general rules for, 54 ; true sound 
 
 of, 58. 
 rail, the syllable, 97. 
 real, the syllable, 97. 
 Regular phrases, 197. 
 rel, the syllable, 97. 
 Related words, joining, 104. 
 Reporting abbreviations, 186. 
 Restored forms in phrasing, 198. 
 Review lists of word signs, 52, 83, 117, 
 
 160. 
 roll, the syllable, 97. 
 ruh, supplementary sign exercise on, 
 
 256. 
 ml, the syllable, 97. 
 
 s after n and v on curved and straight 
 
 strokes, 119. 
 s before double consonants, 98. 
 s, halving upward, 71. 
 J preceding w, SS. 
 s- and z-strokes and s- or «-circle, 
 
 59- 
 j-circle, double, 64 ; reading the, 62. 
 j-circle to express is, his, as, has, and 
 
 IIS, 199. 
 j-circles and strokes, supplementary 
 
 word exercise on, 235. 
 j-circles, common errors on, 73 ; large, 
 
 supplementary sentence exercise 
 
 on, 242 ; large, supplementary word 
 
 exercise on, 235 ; reading final, 135; 
 
 supplementary sentence exercise 
 
 on, 241. 
 j-stroke to express society, j.02. 
 scribe and scribed, the affixes, 189. 
 scription, the affix, 1S9. 
 scrip five, the affix, 190. 
 
 Selections in Shorthand : 
 
 Declaration of Independence, The, 
 
 176. 
 President Lincoln's First Inaugural 
 
 Address, 181. 
 President Lincoln's Gettysburg Ad- 
 dress, 184. 
 Washington as a Statesman, 178. 
 Washington's Farewell Address to 
 the People of the United States, 
 179. 
 self, the prefix and affix, 186, 188. 
 self-con and self com expressed by circle, 
 
 130. ^32>- 
 
 selves, the affix, 133, 188. 
 
 Semicircles, common errors on, ic8. 
 
 Semicircles for w, 87 ; iox y, 89. 
 
 Semicircles and w-hooks, 115. 
 
 Separation in middle for con, com, or 
 cog, 129. 
 
 serve, served, servation, servient, ser- 
 vience, and servieiicy, the affixes, 
 1 89. 
 
 ses and sez, the syllables, 64. 
 
 seses, the syllable, 65. 
 
 se-shitn-hooV., 122; supplementary sen- 
 tence exercise on, 249; supplemen- 
 tary word exercise on, 237. 
 
 se-shun-'hoo\i to express session, 199. 
 
 session expressed by s^-shtin-hook, 199. 
 
 j/^-stroke to express association, 202. 
 
 sh, upward and downward, 58. 
 
 Shading curved strokes, 17. 
 
 Shading strokes, 11. 
 
 shion, the syllable, 121. 
 
 ship expressed by the j/^-stroke, 133. 
 
 Short and long vowels, supplementary 
 word exercise on, 233. 
 
 Shorthand penmanship exercises, 50, 
 Si, 115, 159. 
 
322 
 
 INDEX 
 
 Shorthand, punctuation marks in, 36 ; 
 reading of, 165; standard selec- 
 tions in, 175. 
 
 Short vowels, 27. 
 
 shuh, supplementary word-sign exercise 
 on, 260. 
 
 j^««-hook, 121 ; supplementary sen- 
 tence exercise on, 249 ; supplemen- 
 tary word exercise on, 237. 
 
 j/^««-hook to express ocean, 199. 
 
 Sign word, definition of, 24. 
 
 Signs, alphabetic list of, 168; vowel, 13. 
 
 Silent letters (consonants and vowels), 2. 
 
 sion, the syllable, 121. 
 
 Small w-hook, 87. 
 
 Society expressed by j-stroke, 202. 
 
 Speech, i. 
 
 Speed practice, 47, 79, 113, 157; letters 
 for, 48, 79, 113, 157 ; matter for, 79, 
 114, 158. 
 
 j-^loop to express 7? rj/", 200. 
 
 st, the syllable, 66. 
 
 st- and j/;--loops, 66; supplementary 
 sentence exercise on, 242 ; supple- 
 mentary word exercise on, 235. 
 
 st- and j-^r-loops with «-hook,i 19. 
 
 sir, the syllable, 66. 
 
 Stroke for ?■, 1 18. 
 
 Stroke v after curves, 119. 
 
 Strokes, contractions with half-length, 
 196; curved, 15; direction of, 11 ; 
 drill enjoining, 50; f- and ;/-hooks 
 on curved and straigiit, 1 ^<); use of, 
 for / and ;-, 90 ; for ;/ and z\ \ iS ; 
 inclined curved. iS; intervocaliz- 
 ing lengthened. 124; joining hahed 
 and full-length. 135; /- and ;•-, at 
 beginning, supplemen.tary word ex- 
 ercise on, 234 ; /- and r-. at end, 
 supplementary word e.xeicise on. 
 
 234 ; length of, 1 1 ; method of 
 learning, 10, 16; placing vowels on 
 lengthened, 124; rules for joining, 
 21 ; shading, 1 1 ; shading curved, 
 17 ; j-^««-hook attached to straight, 
 121; sound alphabet of , i o ; straight, 
 10; straight supplementary exer- 
 cise on, 11; vowels between, 31; 
 vowels between, supplementary 
 word exercise on, 233 ; vowels 
 written with more than two, 32, 
 
 Strokes and circles for s and z, 59. 
 
 sirs, the syllable, 67. 
 
 struction, the affix, 189. 
 
 structive, the affix, 189. 
 
 suh, supplementary word-sign exercise 
 on, 260. 
 
 Supplementary sentence exercises, 239. 
 
 Supplementary word exercises, 233. 
 
 Supplementary word-sign exercises, 251. 
 
 Syllable seses, 65. 
 
 Syllable str, 66. 
 
 Syllable j/rj, 67. 
 
 Syllables his, ens, and itns, lOO. 
 
 Syllables fshun, eskiai, and dshun, 122. 
 
 Syllables ker, ger, per, and her, 1 24. 
 
 Syllables rel, r«/, real, rail, and roll, 97. 
 
 Syllables ses, sez, zes, and zez, 64. 
 
 Syllables st and zd, 66. 
 
 Syllables ter, der, and ther, 124. 
 
 Syllables tion, sion, cian, and j/iw«, 121- 
 
 t. halving for, 135. 
 /-stroke to express committee, 202. 
 ter, the syllable, i 24. 
 Than expressed by «-hook, 198. 
 Than, phrasing, 144. 
 The tick, loS. 
 
 Their, there, and they are expressed by 
 lengthening, 144, 200. 
 
INDEX 
 
 323 
 
 iher, the syllable, 124. 
 
 Third-place vowels, 15. 
 
 thr, inversion of, 91. 
 
 thuh, supplementary word-sign exer- 
 cise on, 260 ; the two sounds dis- 
 tinguished, 17. 
 
 tial, tially, and tiation, the affixes, 189. 
 
 Ticks, 108 ; additional, 42 ; common 
 errors on, 137; supplementary 
 word-sign exercise on, 263. 
 
 tion, the syllable, 121. 
 
 To and front omitted in phrasing, 
 
 143- 
 
 To expressed by halving, 200. 
 
 To have expressed by z'-hook, 199. 
 
 traction, the affix, 189. 
 
 Triphthong, definition of, 35. 
 
 Triple and quadruple consonants, 98. 
 
 Triple consonants, contrasted, 116; im- 
 perfect, 99 ; supplementary sen- 
 tence exercise on, 247. 
 
 Triple consonants with «-hook, 1 20 ; 
 supplementary word exercise on, 
 
 237- 
 tnh, halving for, 70; supplementary 
 
 word-sign exercise on, 253. 
 tiih omitted after suh, 128. 
 
 itm and tinib, supplementary word -sign 
 exercise on, 257, 258. 
 
 limb and ump, stroke for, 16. 
 
 Unaccented vowels approximately repre- 
 sented, 4r. 
 
 uit and Jiiig. supplementary word-sign 
 exercise on, 258, 259. 
 
 un omitted in trans and where difficult, 
 128. 
 
 Unimportant parts, omission of, 192. 
 
 tins, the syllable, 100. 
 
 Upward and downward / and r, "54. 
 
 Upward and downward sit, 5S. 
 
 Upward s and r, halving, 71. 
 
 ur, supplementary word-sign exercise 
 
 on, 256. 
 us expressed by final j-circle, 199. 
 us expressed by phrasing, 143. 
 
 z/-hook, 1 18 ; supplementary word exer- 
 cise on, 237. 
 
 zz-hook to express of, have, and to have, 
 199. 
 
 Variation of outlines for distinguishing 
 like words, 209. 
 
 Vertical and horizontal curved strokes, 
 16. 
 
 Vertical curves, writing, 17. 
 
 Vocalization of double j-circle, 64. 
 
 Vowel, definition of, i. 
 
 Vowel representation, irregular, 96. 
 
 Vowel signs struck through double con- 
 sonants, 96. 
 
 Vowels, a brief rule for learning, 32 ; 
 supplementary word exercise on, 
 
 233- 
 
 Vowels between strokes, 31. 
 
 Vowels, circles for intervening dot, 96; 
 common errors on, 34 ; common 
 errors on concurrent, 44 ; concur- 
 rent, and coalescents, supplemen- 
 tary word exercise on, 234 ; consec- 
 utive, 41; direction of dash, 14; 
 distinguishing like words by, 206; 
 light dot and dash, 26; long, 14; 
 long, exercise on, 1 5 ; long, sup- 
 plementary sentence exercise on, 
 23c) ; long and short, exercise on, 
 26; long and short, supplemen- 
 tary sentence exercise on, 239; long 
 and short, supplementary word ex- 
 ercise on, 233 ; method of learning 
 
324 
 
 INDEX 
 
 short, 27; obscure, 8; omission of, 
 47, 141; on lengthened strokes, 
 placing, 124; order of reading, 15 ; 
 principles of omitting, 141 ; reading 
 without, 141; rules for writing, be- 
 tween consonants, 31 ; sentence for 
 learning, 27 ; separate signs for con- 
 secutive, 42; short, 27; short, ex- 
 ercise on, 28 ; silent, 2 ; single, sign 
 for consecutive, 41 ; unaccented ap- 
 proximately represented, 41; with 
 double consonants, writing, 91 ; 
 with double i'-circle, writing, 61 ; 
 words with, omitted, 152; writing 
 without, 141. 
 
 Vowels for distinguishing like words, 
 21 r. 
 
 Vowels varying in sound, 3. 
 
 Vowels written with more than two 
 strokes, 32. 
 
 vr, inversion of, 91. 
 
 viih, supplementary word-sign exercise 
 on, 262. 
 
 -M coalescents. 38. 
 
 w, halving, when hooked, 135; h pre- 
 ceding, S7 ; s preceding, 8S. 
 
 w-hook, large. 88 ; large, supplementary 
 sentence exercise on. 244 ; large, 
 supplementary word exercise on, 
 236; small, 87; small. su])plemen- 
 tary sentence exercise on, 244 ; 
 small, supplementary word exercise 
 on, 236. 
 
 w-hook to express ive and vjith, 199. 
 
 7f-ho()ks and semicircles, 115. 
 
 w-semiiircles, supplementary sentence 
 exercise (jn, 244 ; word exercise on, 
 2 -•,(\ 
 
 z<:;-stroke and its substitutes, 87. 
 
 We expressed by phrasing, 144. 
 
 We expressed by w-hook, igg. 
 
 Were expressed by r-hook, 198. 
 
 wh, the sound of, 85. 
 
 Will expressed by /-hook, 198. 
 
 With expressed by w-hook, 199. 
 
 Word exercises, supplementary, 233. 
 
 Word sign, definition of, 24. 
 
 Word-sign exercises.supplementary, 25 1. 
 
 Word signs, supplementary exercises on, 
 251. 
 
 Words alike in sound but unlike in 
 spelling, 2. 
 
 Words and phrases, contracted, list of, 
 150. 
 
 Words, joining related, 104 ; one stroke 
 representing several, 25 ; reading 
 difficult, 165; rule for writing, on 
 base line, 147. 
 
 Words with vowels omitted, 151. 
 
 Word signs, 24 ; first list, 25 ; second 
 list, 29 ; third list, 39 ; fourth list, 
 45; fifth list, 49; sixth list, 68; 
 seventh list, 74; eighth list, 80; 
 ninth list, 94 ; tenth list, 102 ; 
 eleventh list, 112; twelfth list, 126; 
 thirteenth list, 139; fourteenth list, 
 148; adding circles and loops to, 
 74; additions to, 46; alphabetic 
 list of, 168; review lists of, 52, 83, 
 117, 160; the value of, 167. 
 
 Would expressed by halving, 200. 
 
 Writing diphthongs, 35. 
 
 Writing in position, 36, 147; distin 
 guishing like words by, 207. 
 
 Writing, sound, i. 
 
 Writing vertical curves, 17. 
 
 Writing without vowels, 141. 
 
 ■wuh, supplementary word-sign exercise 
 on, 256. 
 
INDEX 
 
 325 
 
 *, methods of treating, 62. 
 
 y coalescents, table of, 38. 
 
 y, halving, when hooked, 135; treatment 
 
 of final, 27. 
 j-semicircles, supplementary sentence 
 
 exercise on, 244. 
 ^-stroke and semicircle, 89. 
 
 yuh, supplementary word-sign exercise 
 on, 261. 
 
 z-circle, rules for use of, 60. 
 2-strokes, rules for use of, 59. 
 zd, the syllable, 66. 
 zes and ?/z, the syllables, 64. 
 xuh and zhtth, supplementary word-sign 
 exercise on, 260. 
 
UNIVERSITY OF CALIFORNIA LIBRARY 
 
 Los Angeles 
 
 This book is DUE on the last date stamped below. 
 
 SEP 1 1959 
 
 Form L9-25i/i-9,'47(A.3(il8)444 
 
 TlNlVKHSITY of CALIFORNIA 
 
 XT 
 
 LOS ANGELES 
 
Z56 
 
 A55a Anderson - 
 
 |_JJ08__Am9rioajl 
 
 phonogrftphy, 
 
 A 000 564 817 5 
 
 Z56 
 
 A55a 
 
 1908