UC SOUTHERN REGIONAL ^ ooo mr^-i 1 4 S; 1 . ! ■ 111 . 1 = i ■ i lililllll! :ii;;ir. i ■ .Tjl!-'Mlfn,i);l>|uM[*ll>i! .:: ijllj!i!ill>>ii>}!!lt>)|i il-Jij'jjiiti III 1 M ;|'.!>:iii|ijj!:i!ii!!!ii:!ij!{!!i!j!>l University of California Southern Regional Library Facility & II THE LIBRARY OF THE UNIVERSITY OF CALIFORNIA LOS ANGELES 9. uss& LAW ¥18 DALLAS, TEXAS ixas Digitized by the Internet Archive in 2007 with funding from Microsoft Corporation http://www.archive.org/details/completeshorthanOOtayliala COMPLETE SHORTHAND COURSE BY ARTHUR J. TAYLOR FORMERLY HEAD OF THE COMMERCIAL DEPARTMENT, INDIANAPOLIS HIGH SCHOOL AN ADAPTATION OF THE BENN PITMAN SYSTEM CHICAGO INTERSTATE SCHOOL OF CORRESPONDENCE 1903 Copyright BELLOWS BROTHERS COMPANY 1903 PREFACE This book has been prepared with a steadfast pur- pose to meet the needs of correspondence students. It E is complete as a text, and, in connection with the te careful reading and correcting of the student's recita- g= tion papers, it is complete as a teacher. The Benn Pitman is by far the most reliable, tried and true system that is now before the public. Judg- * ing it in its entirety, which includes its scientific « invention, comparative ease of mastery, absolute legibility when properly written, and its unlimited adaptability for the severest as well as for the most t ordinary uses to which it can be put, it stands unas- sailed . Chicago, July, 1903. A. J. T. 44845 o CONTENTS Pages First Number : Consonants and Vowels 1-12 Second Number : Consonants and Vowels 13-22 Third Number: Consonants, Vowels, Word Signs, Position 23- 32 Fourth Number : Position, Diphthongs 33-44 Fifth Number: Use of el, luh, ar, and ruh 45-58 Sixth Number: The Small Circle 59-70 Seventh Number: The Large Circle; the Loops; Position.. 71- 82 Eighth Number: The weh hook; the weh semicircle; the Aspirate ; Omission of Vowels 83- 94 Ninth Number : The n hook ; the / or v hook 95-108 Tenth Number: The shun hook; Phrasing 109-122 Eleventh Number: The I hook; irregular I hook 123-136 Twelfth Number: The r hook; irregular r hook 137-150 Thirteenth Number: Triple Consonants; the large w hook. 151-164 Fourteenth Number : The Half Lengths ; Special Cases 165-178 Fifteenth Number: Double Lengths; the n curl 179-192 Sixteenth Number: Prefixes 193-206 Seventeenth Number: Suffixes 207-220 Eighteenth Number: Special Vocalization; Omission of Consonants 221-234 Nineteenth Number: Intersecting Strokes; Words Repre- sented by Hooks in Phrases; Miscellaneous Practice Matter 235-248 Twentieth Number: General Comments 249-262 Twenty-first Number: Dictionary of Word Signs 263-280 COMPLETE SHOKTHAND COURSE INTRODUCTION There are two practical purposes, either of which will justify the expenditure of time, labor and money in the mastery of stenography. The first is to become able to record the utterances of others as rapidly as they may be spoken ; the second, to record with an equal degree of facility one's own thoughts. With the achievement of these purposes will come other accomplishments scarcely less valuable than the direct results that have been sought. In language there will be a knowledge of punctuation and capital- ization, a more thorough understanding of grammar and of terse written and spoken discourse, and a higher appreciation of correct pronunciation. Along the line of mental discipline the power of concen- trated attention will be increased, the memory exer- cised and strengthened, and ability to analyze quickly and accurately secured. The ear will be taught keen- ness, the eye quickness, and the fingers deftness in execution. All these and many other desirable quali- fications for usefulness will be more or less developed. However desirable these various attainments may be, they must be looked upon as incidental results ; 1 2 COMPLETE SHORTHAND COURSE and if any of them are sought as the ultimate goal of study, there are more direct ways of reaching them than by the study of stenography. Let the student keep constantly before him the real purposes of this work : To record with speed and accuracy the utterances of others, or to catch and make a permanent record of his own fleeting thoughts. Materials The beginner must use either a good steel pen with a point of medium fineness, or a number two lead pencil of the best quality. Never write on unruled paper. The paper furnished with this course is best adapted for the use of the learner. For further prac- tice work, a reporter's note book, such as may be purchased at any bookstore, or ordered through the school, will suffice. Ordinary ruled paper will not do because the lines are too close together. FIRST NUMBER 1. In stenography, or shorthand, there is a dis- tinct character to represent each separate sound uttered by the English voice. A word then is represented by a combination of the stenographic characters which represent the sounds heard in that spoken word. (a) By the usual method of representing words, which will hereafter be referred to as longhand, there are twenty-six characters, called letters, to represent more than forty sounds ; this necessarily means that in some instances some letter must represent more than one sound. The system is further complicated by the fact that of the twenty-six letters three are practically useless ; many represent more than one sound each, and some as many as eight sounds. Many, taken singly and in combination, represent the same sound. (b) The three characters referred to in paragraph (a) that are practically useless are c, q, and x: c, because it represents, when not in combination with some other letter, either the sound of k as in can, or of s as in mice; q, because in connection with u from which it is never separated, the sounds of Jew are repre- sented, as in queen, pronounced kwecn; x, because it represents a combination of k and s, as in wax, pro- nounced waks. G represents two distinct sounds, as 3 4 COMPLETE SHORTHAND COURSE heard in the words game and gem ; d is used to repre- sent two sounds, as heard in the words loved and talked (luvd and tawkt) ; the letter a represents no less than eight distinct sounds, as heard in the words fate, preface, care, am, arm, staff, talk, what. G and j rep- resent the same sound, as in gem and jam ; f and ph represent the same sound, as in file and phial ; in the words fate, fete, they, eight, Aaron, rain, rein, reign, layer, campaign, we have the same vowel sound repre- sented in ten different ways and the list is yet incom- plete. 2. The alphabet of the English language will not answer the requirements of stenography and is there- fore discarded. (a) The ordinary letters are insufficient in number and they do not each represent one definite, unchang- ing sound. (b) The simplest longhand letters require not less than three distinct movements of the hand to write them ; the stenographic characters require but one movement of the hand for each individual sound, and the characters are of the simplest possible construc- tion. 3. Since stenography is a system of writing by sound, the pupil must first learn to analyze words into their component sounds. (a) Pronounce the words very slowly in an effort to break them into as many sounds as possible. There will usually be found fewer sounds than there are letters in any given word. The sounds heard in the word pay are two in number, that of p and of a. Repeat these sounds aloud ; do not call the first sound COMPLETE SHORTHAND COURSE 5 pe, but simply puh. Ape contains two sounds, a-puh; bay = buh-a; Abe = a-buh; eight = a-tuh; dough= duh-o; ache = a-kuh; cape — kuh-a-puh; ga,it=guh- a-tuh. (b) Silent letters have no effect whatever in spell- ing a word by sounds. 4. To practice stenography the pupil must learn to do three things : First, to break up a written or spoken word into its elementary sounds ; second, to represent these sounds with written characters ; third, to interpret the written characters and speak or write the words which they represent. (a) The foregoing paragraph describes the process of the practicing stenographer ; the learner will do the same things, but in another order from that given above ; he will first interpret stenographic characters and read the exercises provided by this text ; he will next analyze words similar to those of the read- ing exercises ; then he will write these words stenographically . 5. The sounds with which we deal in stenography are of two kinds : first, consonants ; and second, vowels or those sounds which are of a vowel nature. As these two classes of sounds are of an essentially different nature, they are represented by essentially different characters. The consonants are represented by straight and curved lines, and the vowels by dots and dashes. Note. — Read the shorthand on page 7 as you are referred to the various lines. The matter in type is explanatory of the short- hand, and the shorthand, in turn, is illustrative of the printed principles. 6 COMPLETE SHORTHAND COURSE CONSONANTS 6. The first sounds heard in each of the words pay, bay, take, day, chain, jail, Kate, gain, rain, are the first nine consonant sounds of the stenographic alpha- bet, and are called puh, buh, tuh, duh, chuh, juh, kuh, guh, ruh. See line 1. (a) The spelling of the names of these sounds as here given is as near as it is possible to represent the sounds by a word or syllable. The student can readily get the real sounds by first pronouncing words containing them and then eliminating all the other sounds ; thus, pronounce the word rope and then omit the sounds of r and o, and the remaining sound, puh, is the name of the first stenographic character. 7. The characters in line 1 are straight lines and are one-sixth of an inch or a trifle more in length. The first six are written downward, the seventh and eighth from left to right, and the last upward. Chuh and ruh differ in the direction in which they are writ- ten and also in the slant ; chuh, being written down- ward, forms a greater angle with the line of writing than does the upward stroke, ruh. (a) The downward and horizontal strokes are in pairs, each pair being composed of a light and a heavy stroke ; ruh is written with a light stroke only, since an upward stroke can not be shaded. VOWELS 8. The long sound of a, as heard in the words pay, take, chain, etc., is represented in stenography by a heavy dot, placed at the middle of the consonant stroke with which it is to be read. See lines 2 to 5. COMPLETE SHORTHAND COURSE _\__..\ _\_ _v _z. z.. 3- 4- ^ \c. 7-- 8.... 9- X A.^ _H Jk ^.__ZV--^... ^---^ - -^-____:_.._l_.._^t_.x- *3- 14. 8 COMPLETE SHORTHAND COURSE RULES FOR READING 9. Read from the left to the right, and downward. (a) If a vowel stands at the left of a downward stroke, read it before the consonant ; if at the right of a downward stroke, read it after the consonant. (b) If a vowel is above a horizontal or ascending stroke, read it before the consonant ; if below a hori- zontal or ascending stroke, read it after the conso- nant. 10. Read lines 2, 3, 4 and 6, on page 7 before going further, naming the sounds aloud before pro- nouncing the word. Thus, puh-a, pay ; a-puh, ape ; buh-a, bay; a-buh, Abe; a-tuh, ate or eight ; a-duh, aid ; duh-a, day ; a-chuh, H ; a-juh, age ; juh-a, jay ; (line 3), a-kuh, ache ; guh-a, gay ; ruh-a, ray ; puh- a-duh, paid ; puh-a-juh, page ; buh-a-buh, babe ; buh- a-tuh, bait ; buh-a-kuh, bake ; tuh-a-puh, tape ; tuh- a-kuh, take ; (line 4), duh-a-tuh, date ; juh-a-kuh, Jake ; ruh-a-kuh, rake ; ruh-a-tuh, rate ; ruh-a-duh, raid; ruh-a-juh, rage; kuh-a-kuh, cake; ruh-a-ruh, rare ; puh-a-duh-a, pay-day ; (line 5), kuh-a-puh, cape; kuh-a-juh, cage; guh-a-puh, gape; guh-a-tuh, gate or gait ; guh-a-juh, gage or gauge ; kuh-a-kuh- tuh, caked. 11. The long sound of o, as heard in the words oat, toe, Joe, oak, go, row, etc., is represented in stenography by a heavy dash placed at the middle of the consonant stroke with which it is to be read. 12. Read lines 6, 7 and 8, on page 7, not less than ten times before going further, naming the sounds aloud before pronouncing the word. COMPLETE SHORTHAND COURSE 9 13. There are many words of such frequent occur- rence that they are represented in stenography by brief signs called word signs. A heavy dot the length of one consonant stroke above the line is the word the and upon the line a; a light dot on the line is either an or and. See lines 9 to 13, on page 7. 14. The period is represented by a small cross upon the line, and the interrogation point by the same character above the line. 15. Read lines 10, 11, 12 and 13, on page 7, not less than ten times before going further. RULES FOR WRITING 16. After the sounds in the word have been defi- nitely determined, write the consonants first ; this makes what is called the outline of a word. After all the consonants have been written, insert the vowel or vowels. 17. If a word contains but one consonant, write it so that the stroke may rest upon the line of writing. If a word contains more than one consonant, each succeeding stroke after the first should begin where the preceding one ends. See lines 3 to 14, page 7. 18. In a word containing two or more consonant strokes, write the outline in such a way that the first descending or ascending stroke will rest upon the line. (a) This rule requires that outlines beginning with a horizontal stroke followed by a descending one, begin the length of one consonant stroke above the line, as in line 5, page 7. 10 COMPLETE SHORTHAND COURSE 19. If a word contains the same consonant twice with but a vowel intervening, these two consonants should be written with one stroke of the pen, as in the words babe, (line 3) ; cake, rare, (line 4) ; pope, (line 6) ; coke, roar, (line 8). (a) This rule does not apply to w^ords having a double consonant letter with no intervening vowel ; in such cases the double letter is treated as a single one ; in fact, in the majority of instances where there is a double letter there is but one sound. 20. If a word contains two successive consonants written in the same direction, one of which is light and the other heavy, write the combination in such a way that the shading will be gradual or wedge- shaped. See the last line on page 7 ; the combinations in that line do not represent words. 21. Write the following exercise not less than ten times. Writing Exercise I Par. 17. Pay, bay, day, jay, gay, ray, Poe, beau, aid, dough, Joe, ache, go, row, boat, Tobe, Jake, take, paid, poach, page, rope, robe, roach, rage, rate, raid, wrote, rote, rake, rogue. Par. 18. Cape, code, coach, cage, gape, gait, gate, goat, gauge, Cairo. Par. 19. Pope, babe, cake, roar, coke. Par. 20. Toad, date, dote. Re-read the paragraphs, the numbers of which are given, before writing the words which follow the numbers. COMPLETE SHORTHAND COURSE 11 TEST QUESTIONS 1. What is your purpose in studying shorthand? 2. What is the all-important thing with which we deal in stenography : the word, the syllable, the letter, or the sound? 3. What sounds have the following letters in the words immediately following them : b, climb, tomb, debt ; c, civil, ocean, cave, act, indict ; d, end, hissed, Wednesday; /, few, of; g, gun, bag, magic, rage, sign; s, sly, has, ribs, sure, vision? 4. Why are not the longhand letters used in sten- ography to represent sounds, so far as possible? 5. Measure some written characters that you have made when your attention was not centered upon the proper length; how long are they? How long should they be? 6. Is the method of reading shorthand different from that of reading longhand? Tell in what way it is the same or is different . 7. How do you write long a in shorthand? Long of 8. Should consonants or vowels be written first? 9. What consonant stroke in an outline rests upon the line? 10. If a word begins with a horizontal stroke fol- lowed by a descending one, where should the horizon- tal stroke be written? 11. What is a word sign? 12. How often have you read page 7? 13. How many times have you written the writing exercise on page 10? 12 COMPLETE SHORTHAND COURSE MAIL TO THE SCHOOL (a) Your answers to the test questions ; (b) A longhand transcript of all words on page 7, numbering the lines to correspond with the numbers upon the page ; (c) Not less than ten copies, in shorthand, of the writing exercise on page 10 ; (d) Any questions which you wish to ask, or a statement saying that you have no questions. Note. — Extreme care should be observed in complying with the instructions given in Mail to the School. Send everything asked for and nothing more. Paragraph (b) asks for longhand and only longhand, while (c) asks for shorthand and only shorthand. SECOND NUMBER Do not permit yourself to begin this or any sub- sequent lesson until you feel that you have learned the preceding one very thoroughly. The number of times you are required to read and write the exercises — ten each — is the minimum ; twenty or thirty times would be much better. The principles to be learned are not so numerous nor so difficult as is generally supposed by those unacquainted with the subject, but beginners too often overlook the necessity for complete mastery of each principle as it is presented for the first time. It is not a question of whether you understand the text as it is written, but of whether you are able to apply it as occasion may require. This can be accomplished only by oft repeated practice. Practice, practice, PRACTICE. While shorthand is an art in which first impulses must control the writer, these first impulses are not instinctive but must be the results of careful, system- atic training. The mind acts in a certain way when suddenly called upon, because it has frequently acted in that way when not under pressure. These mental habits can be formed only by persistent and sincere effort. Write slowly and carefully, with a mental appre- ciation of everything you do. Do not copy. It is permissible to study a stenographic outline and then 13 14 COMPLETE SHORTHAND COURSE write it, but do not allow yourself to write anything without knowing exactly that which you are writing. When you write an exercise through the second, third, fourth, or tenth time, write it from the printed longhand and not from the first shorthand copy you have prepared. Compare the work of the third and other writings with that of the first, and if you find an error in the third or any subsequent writing that does not appear in the first or any previous writing, it jDroves that some principle which you supposed you had learned has escaped you. This principle must then be studied again, very carefully, so that there may not be a repetition of your mistake. Making errors the first time you write an exercise is natural and is expected ; to make an error in a subsequent writing which was not made in the first should occa- sion a self-rebuke ; to make numerous errors of this kind will call forth sharp criticism from the exam- iner. Submit all work that you do ; you will profit more from having your errors pointed out than from words of commendation only. It is perfectly fair for you to mark with a cross of red ink outlines that you know to be wrong and which you have afterward corrected. This will save you from adverse criticism and prevent the examiner from calling your attention to errors of which you already know. Reading all that you have written will bring to your notice most of the errors which you may have made. Do not erase. As soon as you have written an outline if you realize that it is wrong, strike a line through it and then re-write it. COMPLETE SHORTHAND COURSE 15 The pen or pencil may be held in the usual way or it may be placed between the first and second fingers. It is the experience of many stenographers that the hand is less liable to tire when the pen or pencil is held between the first and second fingers than when it is held in the usual way. The student may follow his own preference as it is a matter of but little moment. Beginners usually write the characters too large. Of course the principal thing in a writer is to be con- sistent in himself with respect to the size of the char- acters, making them uniformly large or uniformly small. It will be found advantageous to cultivate the habit of writing what may at first appear to be small characters. The slanting strokes are naturally a trifle longer than vertical or horizontal ones. Do not cramp your work : that is, do not place the words too close together. Cramped writing is always at the expense of legibility. ADVANCE WORK OF SECOND NUMBER CONSONANTS 22. The first consonant sounds heard in each of the words fun, velvet, think, them, sir, zinc, shine, azure, men, nun, are the next ten of the stenographic alphabet, and are called full, vuh, thuh, th-uh, suh, zuh, shuh, zhuh, em, and en. (a) The distinction between the sounds of thuh and thuh may prove very troublesome to those who 16 COMPLETE SHORTHAND COURSE have not had their attention critically called to it. The following pairs of words, when properly pronounced, will illustrate the distinction : think, this ; thank, them ; wreath, wreathe. For a complete discussion of these two sounds see the Guide to Pronunciation which is usually at the beginning of every dictionary. (b) The sound of zhuh as in azure is variously represented in longhand by z, s, si, ti f and g, as in seizure, measure, fusion, transition, and rouge. 23. These ten sounds are represented as in the first line on the opposite page. (a) All are curved lines and are of the same length as the straight consonants which have already been given. The first eight are written downward and the last two from left to right. (b) With the exception of the last two, these curved consonants, like the straight ones, are in pairs, each pair being composed of a light and a heavy stroke. The heavy strokes need be shaded only at the middle, tapering towards each end. (c) All of these strokes end upon the line of writ- ing ; the last two both begin and end on the line. En being so written will cut below the line. 24. The comma and semi-colon may be made as in longhand ; they are rarely used in shorthand. 25. Proper names are indicated by two short, oblique lines beneath the word, as in line 6. These lines are only for the sake of making reading less difficult and may be omitted where the outline is legible without them. 26. Read lines 1 to 6 not less than ten times. 27. Read lines 7 to 14 not less than ten times. COMPLETE SHORTHAND COURSE 17 .(• ).• _.k.__-L_lv 3... ^i. 4- *n 5 6.. .-(-... ^ ^ X... J£.-_ .4 -(- " ~> ..)-....(•. - ^ .X 18 COMPLETE SHORTHAND COURSE VOWELS 28. The short sound of e as heard in the words pet, bet, tent, etc., is represented by a light dot placed at the middle of the consonant stroke with which it is to be read. See line 1. 29. The short sound of u as heard in the words up, bub, chum, etc., is represented by a light dash placed at the middle of the consonant stroke with which it is to be read. See line 2 . 30. Vowel sounds that are represented by heavy dots and dashes are called long vowels, and those that are represented by light dots and dashes are called short vowels. 31. When a vowel comes between two consonants, it is possible to place it after the first or before the second. The long vowels a and o must be written after the first consonant ; the short vowels e and u must be written before the second. Thus these two dot vowels and the two dash vowels may sometimes be distinguished by the place they occupy, without regard to shading. See lines 3 and 4. 32. Each consonant stroke, without any vowel, represents one or more words ; consonants when so used are called word signs. Some of the signs are the principal or only consonants that would be in the outline of the word if it were written in full. 33. The consonants in lines 5 and 6 represent the following words: Line 5, ivp, be, it, do, which, advantage, come, together, are ; line 6, for, have, think, them, so, was, shall, usual or usually, him or may, know or no. i._..X. COMPLETE SHORTHAND COURSE 19 5... A. --X...LJ Z^JL ^ 6 L ^J..„X...J„._JL..._^_._J....^_.._. L • V k .o....:...2l- 13 X 4 'A/ X ~^K I fr > > * .(•....^..,... ; 1.....^.....X........ \-- Z --V-S *^t «=^i_j .(-.....i -(•-.-. L-J Ve V- 14. 20 COMPLETE SHORTHAND COURSE 34. Read lines 1 to 6 not less than ten times, on page 19. 35. Read lines 7 to 14 not less than ten times, on page 19. Writing Exercise II Par. 22-25. Fade, vague, both, bathe, ace, owes, shame, mow, neigh, aim, fay, fame, faith, dome, make, knave, mope, oath, own, show, shake, tame, they, tomato, vogue. Par. 28. Ebb, Ed, etch, edge, egg, m (e-em), n, death, debt, peck. Par. 29. Us, pup, buck, tub, tug, duck, chum, judge, Dutch, touch, pug, rug, shove, thumb, thug, unsay, unmake. Par. 31. Shade, shed, fade, fed, dome, dumb, road, rut, Mayme, mum, name, numb. Writing Exercise III 1. A tug boat was paid for. 2. They may say it was no advantage. 3. Both May and Faith think the name was Cairo. 4. They usually go up the road together. 5. Which coach do they usually take? 6. They think a potato may do. 7. Fay may take the boat, row up the bay, and bathe the pup. 8. May was the month they came. 9. Come up Monday, Abe. 10. Otho may pay for the opaque jug. 11. Ed rode the burro. 12. The poet wrote an ode and Puck read it. 13. . Have them come for the muff and cape. 14. They usually say so. 15. Show him the oath they shall take. 16. Make no dumb show. 17. Was the keg for us? 18. Do they think they have an advantage? 19. Touch up the edge so it may be red. 20. Abe read an essay. COMPLETE SHORTHAND COURSE 21 TEST QUESTIONS 1. Why is so much practice of prime importance? 2. How should the beginner write, with reference to speed? 3. What objections are there against copying short- hand work? 4. Give three words containing the sound of thuh, and three containing the sound of th-uh ; select words other than those given in paragraph 22 (a). 5. What part of a shaded curved stroke should be made heavy? 6. How often have you read lines 1 to 6 on page 17? 7. How often have you read lines 7 to 14 on page 17? 8. How may proper names be indicated? 9. How many vowel sounds have been given, so far? 10. How many consonant sounds? 11. Tell how each vowel sound is represented. 12. Into what two classes may vowels be divided on the basis of the characters which represent them? 13. Into what two classes may vowels be divided on the basis of the character of the vocalization of the sounds? 14. State the rule which determines the place in which a vowel must be written when it occurs between two consonants. 15. How often have you read lines 1 to 6 on page 19? 16. How often have you read lines 7 to 14 on page 19? 22 COMPLETE SHORTHAND COURSE 17. How many times have you written Writing Exercise II? 18. How many times have you written Writing Exercise III? 19. How many sounds in each of the following words: owes, ace, oath, etch, edge? 20. If you are not certain of the correct pronuncia- tion of any words in the writing exercises, how do you settle the doubt? 21. If the sound of em or en is followed by full, thuh, or suh, where should the em or en be written? 22. If em or en is followed by kuh, guh, or another em or en, where should the first em or en be written? 23. When a light and a heavy straight stroke join without an angle, how should they be written? 24. How do you distinguish chuh from ruh when they are joined to other strokes? MAIL TO THE SCHOOL (a) Your answers to the test questions ; (b) A longhand transcript of page 17 ; (c) A longhand transcript of page 19 ; (d) Not less than ten copies, in shorthand, of Writ- ing Exercises II and III ; (e) Two copies of Writing Exercise I, which appears in the first lesson ; (f) Any questions which you may wish to ask, or a statement that you have none. THIRD NUMBER ANSWERS TO TEST QUESTIONS IN FIRST NUMBER 1. The study of stenography is for the purpose of enabling one to either record the words of others as they are spoken or his own thoughts as they rush upon him. 2. The sound, rather than the letter, syllable or word, is the all-important element in the study of shorthand. 3. B is silent in climb, tomb and debt ; c has the sound of s in civil, of sh in ocean, of k in cave and in act, and is silent in indict ; d has the sound of d in end, of t in hissed, and is silent in the first syllable in Wednesday, and has the sound of d in the last ; f has the sound of f in few, and of v in of ; g has the hard sound of g in gun and bag, of j in magic and rage, and is silent in sign ; s has the sound of s in sly, of z •in has and ribs, of sh in sure and of zh in vision. 4. The longhand letters are not used in shorthand because they do not uniformly represent but one and the same sound, and because of the many distinct movements required to make them. 5. Shorthand characters should not be less than one-sixth nor more than one-fourth of an inch in length. 6. Shorthand is read as we read longhand — from left to right and from up down. 7. Long a is represented by a heavy dot at the middle of the consonant with which it is to be read ; 23 24 COMPLETE SHORTHAND COURSE long o is represented by a heavy dash at the middle of the consonant with which it is to be read. 8. Write all consonants first and then insert the vowels. 9. The first descending or ascending stroke must rest upon the line. 10. If a word begins with a horizontal stroke fol- lowed by a descending one, the horizontal stroke must be written the length of one consonant above the line. 11. A word sign is either an arbitrary character or abbreviated outline used to represent some particu- lar word or words of frequent occurrence. 12 and 13 are questions the answers to which will suggest to the examiners the instructions to be given each individual in order that his work may be improved. A Transcript op the Shorthand on Page 7 (Line 2) pay, ape, bay, Abe, ate or eight, aid, day, H, age, jay, (line 3) ache, gay, ray, paid, page, babe, bait, bake, tape, take, (line 4) date, Jake, rake, rate, raid, rage, cake, rare, (line 5) pay-day, cape, cage, gape, gate or gait, gage or gauge, caked, (line 6) Poe or Po, bow or beau, oat, toe or tow, ode or owed, dough, Joe, oak, go, row, (line 7) Pope, poach, poke, boat, Tobe, dope, toad, dote, choke, joke, (line 8) coke, rope, robe, rote or wrote, road or rode or rowed, roach, rogue, roar, goat, code, (line 9) Jake pay the rogue. Abe paid the rogue. (Line 10) Joe wrote an ode. Take a gay cape, Jake. (Line 11) Obey the Pope. An ape ate the bait. (Line 12) Tobe and Jake rowed the boat. Date the page. (Line 13) Bake a cake. The babe rode the oak rake. COMPLETE SHORTHAND COURSE 25 Writing Exercise I .; n \ i.i.t> ^.\,.\...j l _T1....'Z„^.__"^.T1„_Z1^.' T 1____Z. Do not fail to compare the shorthand given on this page with your own work. In correspondence work in shorthand, the student works first as a teacher in expounding to himself the principles given in the text ; he then becomes a pupil and does the work which will embody the principles discussed ; he then acts as a critic by examining his own work, discovering errors here and points worthy of commendation there. Some of the most expert reporters are shorthand writers who have taught themselves. They have studied a text which was primarily intended for class room work. If the subject so naturally lends itself to self-instruction, without being especially prepared with this end in view, is it not reasonable to expect even better returns from the use of a text which has been especially prepared as a means of self-instruction without any yielding whatsoever to the requirements of a class room? ADVANCE WORK OF THIRD NUMBER CONSONANTS (CONCLUDED) 36. The seven remaining consonants are luh, ar, yuh, wuh, huh, emp or emb, and ung. Line 1. The sounds they represent are heard in the words : low, arc, your, woe, hay, imp or bamboo, and ink. (a) The consonants here given are not in. pairs as most of those heretofore given have been. (b) All are written downward or from left to right, except luh and huh which are written upward. Luh, in special cases, is also written downward, but it must be considered an ascending stroke and always be written upward until the rules governing it as a downward stroke have been given. When written downward, it is called el. (c) The consonant ar represents the same sound as does the straight consonant ruh. (d) Emp or emb represents a combination of two consonant sounds — of m and p or of m and b. VOWELS (CONTINUED) 37. All vowel sounds are not provided for in shorthand. Some are such slight modifications of others, that the same character may be used to repre- sent both. Thus the sound of a in care, fare, air, etc. , is represented by a heavy dot at the middle of the consonant, the same character that is used to represent long a. See the third word in line 2. The word signs in line 8 are : will, your, way, young, improve or improved or improvement. 26 COMPLETE SHORTHAND COURSE 27 2l-jC_3l 8 C C 2* w <«, .x__L X__ _^- i3< JUX-1 Z_JL_x_ 14.. r v / 1 -) .v.. 28 COMPLETE SHORTHAND COURSE 38. Vowels may be written in three different places, at the beginning, middle, or end of the con- sonant with which they are to be read. These three places are called first, second, and third, respectively. (a) The four vowels which have already been given are second place vowels and were accordingly written at the middle of the consonants with which they were read. 39. The four first place vowels, represented by dots and dashes made both light and heavy, are heard in the words eat, if, awed, and odd. See line 1, page 29. (a) When a first place vowel occurs between two consonants, it is written after the first. This rule applies to both light and heavy vowels. Compare this rule with that given in paragraph 31. See line 5. POSITION 40. Outlines may be written in three different positions. These positions are named as are the vowel places, first, second, and third. First position is above the line. See lines 1 to 4. 41. An outline of not more than two consonants, whose accented vowel is a first place vowel, is written in first position. See line 5. (a) Many word signs are exceptions to this prin- ciple. Be, it, which, think, will, etc., are words whose vowels are first place vowels and yet they are cor- rectly written in second position. The word signs in line 6 are for the following words : time, dollar, each, common, give or given, if, ever, wish, me or my, in or any, thing. COMPLETE SHORTHAND COURSE 29 V / /; S v c y ') r /v •- - ^ / v r <> S. r r r r C J ") jr C { >~\\ J XVA / -^4vA * ) x '*• r k il..£ X__.i. L — X ^- «oi_£_t :_Ir__A £lr_ -^•••^ ^—p I2_L_ ._ _^!T„.„ _y!.„„ „x X ^ A X cJ—~ ±LL. IZia ^~_^_>: .? ij 14 30 COMPLETE SHORTHAND COURSE 42. The first descending or ascending consonant in an outline is the one which is placed in position. Caution. If a first position outline has two de- scending consonants, write the first above the line and the second half through the line. See line 5. 43. Outlines which contain three or more con- sonants are written in second position — on the line. Exception. Words derived from words that are written in position are usually written in the same position as their primitives. The purpose of position writing will become evi- dent in subsequent lessons. 44. Read page 27 not less than ten times. 45. Read page 29 not less than ten times. Writing Exercise IV Par. 41. Pick, pitch, pith, pity, Biddy, busy, big, tip, tick, chick, jig, fib, fig, vim, pod, bog, top, dock, dodge, beach, deem, cheek, eve, leap, leave, pshaw, talk, wrong. Par. 42. Nip, kid, copy, keep, cawed, moth. 1. If they do ill, they may know ill. 2. Love may teach us pity. 3. If they make a debt, they will pay it. 4. Show me your copy. 5. Will Tom see your shop? G. They may teach us the way. 7. Do they think they will see the beach ? 8. Bob will pay a dol- lar a day. 9. Tom saw the dummy. 10. See them dip the sheep in the big ditch. 11. Pity him for the wrong they do him. 12. Will the boat reach the dock in time? Caution. After each writing of the above exercise, read that which you have written and correct your errors. COMPLETE SHORTHAND COURSE 31 TEST QUESTIONS 1. How many straight consonants are there? How many curved consonants? 2. What pairs of consonants represent the same sound? 3. Name all the consonants that are written up- ward ? 4. How many different vowel places are there? 5. Where should a first place vowel be written when placed to the consonant luhf Where should a third place vowel be written when placed to the con- sonant ruh? 6. In how many different positions are outlines written? 7. What class of outlines should be written in position? 8. When the words mill, meek, and mob are cor- rectly written what difference do you observe in the positions of the m's? 9. If an outline contains more than two conso- nant strokes, in what position should it be written? 10. How often have you read page 27? 11. How often have you read page 29? 12. How many times have you written Writing Exercise IV? MAIL TO THE SCHOOL (a) Your answers to the test questions ; (b) A longhand transcript of page 27, number- ing the lines to correspond with the numbers upon the page ; 32 COMPLETE SHORTHAND COURSE (c) A longhand transcript of page 29, numbering the lines as in (b) ; (d) Not less than ten copies, in shorthand, of Writing Exercise IV ; (e) Two copies of Writing Exercise II ; two copies of Writing Exercise III. (f) Any questions which you may wish to ask, or a statement saying that you have no questions. FOURTH NUMBER ANSWERS TO TEST QUESTIONS IN SECOND NUMBER 1. Much practice is of prime importance because practical shorthand does not consist in simply know- ing principles but in the prompt application of them. 2. The beginner should make no attempt to do speed work. 3. It is of but little benefit to copy shorthand because the mind rather than the hand and eye must be trained. 4. Thin, then ; bath, bathe ; thaw, through. 5. The middle portion of a shaded curve stroke should be made heavy. 8. Proper names may be indicated by placing two short, oblique lines beneath them. 9. Four vowel sounds have been given. 10. Nineteen consonants have been given. 11. Long a is represented by a heavy dot at the middle of the consonant with which it is to be read ; long o by a heavy dash similarly written ; short e by a light dot ; and short u by a light dash. 12. Vowels may be divided into two classes on the basis of the characters which represent them, namely, dot vowels and dash vowels. 13. On the basis of the vocalization of the sounds, vowels may be classed as long and short and are ac- cordingly represented by heavy and light characters. 33 34 COMPLETE SHORTHAND COURSE 14. If a long vowel occurs between two conso- nants, write it after the first consonant ; if the vowel is short, write it before the second. 19. There are two sounds and only two in each of the words owes, ace, oath, etch, edge. 20. To be certain of the correct pronounciation of a word, consult a dictionary. 21. If em or en is followed by fuh, thuh, or suh, the em or en will be written the length of one conso- nant above the line. 22. If em or en is followed by kuh, guh, or another em or en, write it on the line. 23. When a light and a heavy straight stroke join without an angle, write the combination wedge shaped. 24. If chuh or ruh follows another consonant, the chuh or ruh must begin where the preceding conso- nant ended and it will show whether the stroke was written up or down. If the chuh or ruh precedes the other consonant, then the beginning of the second consonant is where the chuh or ruh ended, and the direction of the stroke is thus shown. Transcript of Page 16. (Line 1) Fuh, vuh, thuh, *feuh, suh, zuh, shuh, zhuh, em, en ; (line 2) they, say, aim, may, nay or neigh, own, foe, oath, so ; (line 3) show, mow, know or no, foam, fame, faith, shave, shame, shape ; (line 4) fade, shade, vague, vogue, shake, maim, name, make ; (line 5) nape, knave, bathe, both, tame, dome, dame, tomato, vacate ; (line 6) May, Mayme, Fay, Otho, Faith, Morro, COMPLETE SHORTHAND COURSE 35 Pharaoh ; (line 7) A game knave rowed the boat. Show Mayme the tomato. (Line 8) Take no oath, make no foe. Fame may fade. (Line 9) Fay may name the babe. Both May and Otho came. (Line 10) They say Job may make the dome. Joe ate the tomato. (Line 11) Fame may shake the faith. The knave may rage. (Line 12) A foe wrote the ode. Make the ape and the goat go. (Line 13) May may sew the robe. May the rogue take the rope? (Line 14) They own the boat so they may go and bathe. Transcript of Page 18. (Line 1) ebb, Ed, etch, edge, egg, echo, essay, m, n ; (line 2) up, us, unbow, uproar, unmake, unsay, uptake, urge ; (line 3) bake, beck, bait, bet, choke, chuck, take, deck, cope, cub ; (line 4) rake, wreck, raid, red, dome, dumb, date, debt, pope, pup ; (line 5) up, be, it, do, which, advantage, come, together, are ; (line 6) for, have, think, them, so was, shall, usual or usually, him or may, know or no ; (line 7) Take up the rope which they make. Fay and Mayme (line 8) may come together. Show us the rope which Joe (line 1) paid for. The pup ate the egg. They may rake (line 10) the meadow. Which cup do they usually take? (Line 11) Show him the rug they own. Death may pay (line 12) the debt. Take the pup which Abe fed. Which (line 13) muff was for Mayme ? Do they think they (line 14) know him ? Bake a cake for Ed and Fay. Note. — In comparing your shorthand with the engraved on the following pages, note whether your consonants are of the right length, slant and shading; and then see whether the vowels should be dots or dashes, light or heavy, and also whether they are cor- rectly placed with reference to the consonants. 36 COMPLETE SHORTHAND COURSE Writing Exercise II 4- ! _L__X. H^ ^■^V-^^^ ._U.L...._ 6- ±>..^^>_.J V V ^...I^..U.^./1.... Writing Exercise III .Jl-X.A_.x_. {__...>_! 1 ..^X-X --^ X ..j. : ..:...^i _ _ZXZ.A-^J_J_A_is i .( -X-~~J-*..,.-^--~ _..:...^-,..^.\.... x__8. JL_l__tt COMPLETE SHORTHAND COURSE 37 - _rs..__. x io.._ ~_r~ ._^r-....3v____> AN £. X_.II . J2 .,:._.x__^i.. -i..-.„ s v__^i^J.„x... j .3...^....(- - k_!._3^—JZ^_X_44._(-._^_)i-). AS-^L-^^-'—A £ J- t X l6,.^7^—.. ^ .U-^-.x_., 7 ..->-: ^A._-).„.i..^-L_i >_x. .x_. _(.....(• L Z. * y. \,.:.._z„l . N V.^]_x_ 2 o.X..^l ...J' __X Writing Exercise I \,.j-...z ^-^.-\..-A -4— --^-k--^- L -^i ..^~_Z^.T1^.."Z...3:_^TN.T1....T1..__T1....Z. •r~f-4 448453 ADVANCE WORK OF FOURTH NUMBER POSITION (CONTINUED) 46. The four third place vowels are represented by dots and dashes, made both light and heavy, and are heard in the words, arm, ooze, add, took. See line 1. 47. An outline of not more than two consonants whose accented vowel is a third place vowel is written in third position. 48. Third position is through the line for descend- ing or ascending strokes and entirely below the line for horizontal strokes. See lines 2 to 5. 49. It was shown (paragraph 31) that when a vowel occurs between two consonants it can be writ- ten after the first or before the second. In such cases all first place and second place long vowels must be written after the first consonant ; second place short and all third place vowels must be written before the second consonant. Line 6. 50. If two consecutive vowels occur between two consonants, write the first vowel after the first con- sonant and the second before the second consonant. Consecutive vowels must be written in this way, with- out regard to the principles given in paragraphs 31 and 49. Lines 7 and 8. 51. When it is necessary to write two vowels to one consonant stroke, place the vowel nearer the con- sonant which is read nearer it. Thus, if the two COMPLETE SHORTHAND COURSE 39 --^--4--tr--V-\^--B-f v^. •At 3 W l^---V -T---d--i (y /] - f ±^.iC!i..^2i. / \' 9 tL .:.....?&.....*....£. t 1_ ' 2 -- X I- iV v • V 13 .*...L..!L..( (• i 14. X___ 40 COMPLETE SHORTHAND COURSE vowels are initial, the first will be written farther from the stroke ; if the two vowels are final, the second will be written farther from the stroke. Line 9. DIPHTHONGS 52. The remaining four vowel sounds are the diphthongs heard at the beginning of the words ice, oil, owl, use. They are represented as in line 1. 53. The first two are first place and the second two third place vowel sounds. It will be observed that the character for i is distinctive ; that is, none of the other characters is like it. Because of this, i may be written in any place since it does not depend upon place for its identity. Line 2. 54. The direction of writing the dash vowels varies according to the consonants to which they are placed. The diphthongs do not vary in the direction of writing. 55. I and oi, when initial, may be attached to the following consonant, provided a good angle is formed when so joined. Ow, u and i may be likewise joined to the preceding stroke when they are final. Lines 4 to 6. WORD SIGNS 56. The signs given in lines 7 and 8 must be very short, about one-third the length of the stroke tuh. These words are of such frequent occurrence that it will be necessary to commit them thoroughly to memory. All are written down except on and should which must invariably be written in the direction of ruh : Of, all, to, too or two, or, already, but, before, oh or owe; (line 8) he, ought, who, I, how, you, on, should, also. 57. In speaking of these brief signs they are COMPLETE SHORTHAND COURSE 41 v ) r j r x c |v V A \ -V- t Lv \V IV *) 1 Vts I i / L ' '_^- JL_ ■ ' V £> x ^1 I . - • v. i: / I v II.J. .:.:..). 12...^. .^LlX • \ I3-..-A. 14-.. ^T... .£.„•■.:/& 1. M 42 COMPLETE SHORTHAND COURSE described by naming the consonants which are writ- ten in the same way and with the addition of toid. Thus, the sign for of is called a puhtoid tick in first position ; for before, a duhtoid tick in second position ; for o?i, a ruhtoid tick first ; for should a ruhtoid second. 58. "Words which are composed of syllables which are themselves words are usually written in such a way as to take advantage of any brief way in which the syllables may be written. Thus, anything is writ- ten by combining the two word signs for any and thing. To-day, to-morrow, although, etc. , employ the brief signs for to and all. When such word signs are used at the beginning of a word they are usually writ- ten in the position in which they should be written when standing alone. Writing Exercise V Par. 47. La, aim, calm, mamma, ask, woo, Lulu, pool, Juno, moody, coo, rue. Par. 50. Poetic, chaotic, Diana, re-echo, fewer, hyena, cayenne, duet, fiat. Par. 51. Iota, Iowa, radii, olio, Judea, Lydia. Par. 55. Idol, oil, endow, avow, bough, sow. 1. I know how you came. 2. They have already given them the money. 3. Who saw the rogue? 4. Will you give me the book? 5. Teach us thy way. 6. Four or five deer came to the pool. 7. Be ready to go if duty should ask you. 8. Was the boy tardy? 9. Who saw the thief take the money? 10. Have you already given your dollar to the boy? 11. The dog was no common cur so it was a pity to see him die. 12. Do you wish to see the cape which I think I shall buy? COMPLETE SHORTHAND COURSE 43 TEST QUESTIONS 1. Give a list of sixteen words which contain the sixteen vowel sounds. Give them in this order : the heavy dots, first, second, and third ; the heavy dashes, first, second, and third ; the light dots ; the light dashes ; the diphthongs. 2. What is third position for (a) a descending con- sonant ; (b) an ascending consonant ; (c) a horizontal consonant? 3. If an outline contains three or more consonant strokes, in what position should it be written? 4. When a third place vowel occurs between two consonants, where should it be written? 6. When two vowels coming together in a word are preceded and followed by a consonant, how should the vowels be written with reference to the con- sonants ? 6. When two vowels coming together in a word are followed by the only consonant in the outline, how should they be written ? 7. When two vowels coming together in a word are preceded by the only consonant in the outline, how should they be written? 8. Explain what is meant by the statement that the character for the diphthong i is distinctive while that for the diphthong oi is not. 9. In what two respects do the diphthongs differ from the dash vowels? 10. Name the tick word signs that are written up. 11. How often have you read page 39? 12. How often have you read page 41? 44 COMPLETE SHORTHAND COURSE MAIL TO THE SCHOOL (a) Your answers to the test questions ; (b) A longhand transcript of page 39, numbering the lines to correspond with the numbers upon that page ; .(c) A similar transcript of page 41 ; (d) Not less than ten copies, in shorthand, of Writ- ing Exercise V ; (e) Two shorthand copies of Writing Exercise IV ; (f) A statement of the principle in this lesson which has caused you the greatest amount of trouble. State this principle, in your own words, as you now understand it. FIFTH NUMBER ANSWERS TO TEST QUESTIONS IN THIRD NUMBER 1. There are ten straight consonants, including huh. There are sixteen curved consonants, counting lull and el as one. 2. Ruli and ar, lull and el are two pairs of con- sonants which represent the same sounds. 3. Ruli, lull, and huh are written upward. 4. There are three different vowel places : first, second, and third. 5. A first place vowel when placed to the con- sonant lull must be at the beginning of the stroke — on the line. A third place vowel when placed to the consonant ruli will be at the end of the stroke — the length of one consonant above the line. 6. Outlines are written in three different positions, known as first, second, and third position. We speak of vowels occupying first, second, and third place. 7. All outlines of but one or of but two strokes must be written in position. All word signs do not conform to this principle. 8. When mill is written in position the m is half the length of the consonant tuh above the line ; in meek the m is the length of the consonant tuh above the line ; in mob the m is one and one-half times the length of the consonant tuh above the line. 9. Outlines containing more than two consonant strokes are written in second position. 45 46 COMPLETE SHORTHAND COURSE A Transcript of the Shorthand on Page 27 (Line 2) lay, low, air, oar or o'er, err, yea, way, hay, ho, oho ; (line 3) ledge, lake, luck, lug, love, loaf, loam; (line 4) loath, loathe, lump, lull, roam, earl, yoke or yolk, yellow ; (line 5) yellower, wake, woke, head, hedge, hub, hung, hush ; (line 6) tongue, dump, temple, rumble or rumple, jump, pump, bump ; (line 7) chum, fair or fare, chair, layer, share, pair or pare, unhung ; (line 8) will, your, way, young, improve-d-ment ; (line 9) They will take up the young hedge. Your way (line 10) may be the improved way. They say no knave (line 11) shall go unhung. Take the oar and row him (line 12) o'er the lake. Show him the chair which they have (line 13) for him. They think the improvement will do. (Line 14) It will be an advantage for us and for him. A Transcript of the Shorthand on Page 29 (Line 1) eat, if, awed, odd ; (line 2) tea or tee, each, g, fee, eve, thee, see, ease, she, lea ; (line 3) key, eke," knee, ear, itch, if, ever, ill, imp, paw, taw ; (line 4) daw, jaw, caw, gnaw, thaw, saw, awes, pshaw, law, haw ; (line 5) botch, top, pod, dodge, dot, Tod, pop, bob, beat or beet, bit ; (line 6) time, dollar, each, common, give-n, if, wish, me or my, in or any, thing. (Line 7) Tom may take the dog which Bob bought. (Line 8) Will they give me the dollar? No, they will give (line 9) him the dollar. Have they ever given Bob anything? (Line 10) Otto will take the dog if they will give him up. (Line 11) Jennie and Jessie are COMPLETE SHORTHAND COURSE 47 both iii the buggy. Dick (line 12) dug a big ditch. Give me the top, Tom. (Line 13) Be ever ready, for your time may come any day. (Line 14) May each day show an improvement in your zeal. Writing Exercise IV l r \ u z v r\ rv j~ A..V.z;..x.^.L...__L.^.. 9 _£i_i._.:... JL~^.__.x.._xo (. \^ 5^. ~Z_x. II.--__jl__-S=5s..X S - -V L_^s-_X I2.._./^T.__. 48 COMPLETE SHORTHAND COURSE Writing Exercise II g — ;-*- Writing Exercise III *x_« .(•-..J. J.J_ i ^_JL_ :...^ AS.-~S>~^ "l K- /— — E x....x6._^- It is easier to learn to read shorthand than to write it. The pupil should therefore pay very careful atten- tion to the writing exercises. Make the consonants of uniform length. Make the light lines very light and shade the heavy ones in such a way that there can be no doubt as to whether they are light or heavy. See that the first descending or ascending stroke occu- pies the correct position. To write a word containing two descending consonants so that the second one rests upon the line shows inattention to the statement of principles. Do not fail to observe that dash vowels must be written at right angles to their consonant strokes. ADVANCE WORK OF FIFTH NUMBER WHEN TO USE EL 59. The downward stroke el, which represents the same sound as luh, being the same character writ- ten downward, is used at the beginning of an out- line when it is preceded by an initial vowel and also immediately followed by kuh, guh, m, n, or emp ; in other cases luh is used at the beginning of an outline. Lines 1 to 3. 60. The downward stroke el is used at the end of an outline when it follows full, vuh, or n ; if there is also a final vowel following the sound of el after full or vuh, then luh must be used. In other cases use luh at the end of an outline. Lines 4 to 6. 61. Use el before ung. Line 7. 62. If the stroke representing the sound of I is the only stroke in an outline, luh must be used. Line 8. (a) While this rule is arbitrary it is necessary so that it may be known whether a vowel written to the stroke is in first or third place. 63. Use either luh or el in the middle of an out- line according to convenience in writing and legibility of the resulting outline. Line 9. 64. The legibility of outlines for reading and con- venience in writing are two very important factors to be considered in making a selection from outlines which may be written in two or more ways. 65. Legibility is of first importance. It depends 50 COMPLETE SHORTHAND COURSE 51 ^r ^r ^r ^r C V Q-£XJL^£L-£. F . & . 9 ^. vx.:..:r .:v^. o_..:v^...v ...!....,. Elx £A_^.i, ^n_ L..\-:-^--^-- A' « -3- i 4 ^-- 52 COMPLETE SHORTHAND COURSE largely upon the angle that is formed by two strokes ; thus, el-tuh is considered a poor outline while luh-tuh is better because it is more distinct. El-ung is more easily written than luh-ung and is therefore more convenient. WHEN TO USE RUH AND AR 66. General Rules. Use ruh at the beginning of an outline ; use ar at the end. Lines 1 and 2. 67. Particular Rules'. Use ar at the beginning when it immediately follows an initial vowel, unless, it, in turn, is followed by a descending stroke other than ar or shuh. Lines 3 and 4. Use ruh at the end when it is immediately followed by a final vowel. Line 5. 68. Special Cases. Use ar before m or emp and after ar. Line 6. Use ruh after m, emp, huh, or ruh. Line 7. Note. Observe the weight of the foregoing rules. The general rules apply in all cases not covered by the particular rules and special cases ; the particular rules apply unless the outline in question comes within the special cases. The special cases may violate the principles of the general and particular rules, and instances under the particular rules may not conform to the principles of the general rules. 69. In the middle of outlines use the stroke which gives the more legible outline and which is more con- veniently written. The use of ruh satisfies these requirements more frequently than the use of ar. Line 8. Earache, the second word in line 3 on the opposite page, is an apparent exception to the rule COMPLETE SHORTHAND COURSE 53 s\ .M *$- 54 COMPLETE SHORTHAND COURSE which requires second place, long vowels, when occur- ring between two consonants, to be written after the first consonant (paragraph 31, page 17) . Compound words or words composed of syllables which are them- selves words are usually represented in shorthand by writing each syllable as it would be written if it stood alone. (Compare par. 58, page 42.) Shorthand is essentially a language study and, as in the statement of the principles of our own and of foreign languages, it is impossible to formulate hard and steadfast rules which are of universal application. In fact we can readily find some positive inconsist- encies in a no less eminent authority than Webster's International Dictionary, which writes schoolmaster as a simple word and makes a compound word of school- teacher. A SUMMARY OF THE VOWEL SOUNDS The sixteen vowel sounds and their signs consti- tute the vowel scale. This can not be learned too thoroughly. The sounds e, a, ah; aw, o, oo; I, g, a; 6, u, oo ; I, oi, ow, u, should be repeated until per- fect familiarity is achieved. When the vowel scale can be repeated within six seconds, actual time by a watch, uttering each sound distinctly, it may be con- sidered learned. Write the dots and dashes, making them both light and heavy, placing them in the three different places, and also the diphthongs, to the con- sonants, tub, kuh, and ruh, until the name of any vowel character can be called instantly when it is seen. In doing this practice work write the signs promiscuously, avoiding any regular sequence, such as occurs in reciting the vowel scale given above. COMPLETE SHORTHAND COURSE 55 The vowel sounds, their signs, how to read and how to write them, have now been discussed for the last time. No one can afford to go further until he is absolutely certain that he can both read and write them promptly. A practical test as to whether they are thoroughly known may be had by placing the fol- lowing table in the hands of some one and requesting him to read promiscuously the words in the first col- umn to see if you can respond promptly with the vowel sounds, and also by naming the sounds to see if you can tell promptly how eacli is represented : Heavy dot, first, e heavy dash, first, ' aw " " second, a " " second, " third, ah " third, 00 light " first, 1 light " first, o " " second, S " " second, u " third, a " third, 00 inverted caret, first, i caret, first, oi caret, third, ow upper h alf circle , third u Writing Exercise VI Par. 59. Illinois, alumni, alack, elm, Olney. Par. 60. Foil, vile, Nile, fail, vale, nail, foul, avowal, delay, assail, belie, tally, tall, tallow. Par. 61. Along, length, kneeling. Par. 62. Law, lea, lie, Ely, ale, low, Ella, lieu, ally, alley, allow, owl. Par. 63. Asleep, calico, tallyho, foliage, mulatto, melody, tulip, lilac. Par. 66. Rabbi, rack, rang, review, rebuke, red, refuge, roe, rode, rock, wreathe, attire, pour, char, miller. 56 COMPLETE SHORTHAND COURSE Par. 67. Oar, arcade, Arctic, ergo, oral, dairy, bury, tarry, marry, chary. Par. 68. Remarry, ramble, ramify, ramp, remedy, rim, ream, mayor, Murray, Moor, hurrah, rare. Writing Exercise VII 1. Allow no rogue to allure you to do wrong. 2. Many admire the tulip and the lilac. 3. Do you know the length of the Nile? 4. The foliage of the tall elm will add to the beauty of the valley. 5. The rabbi will live in Illinois. 6. The arcade rang to the melody of the mulatto. 7. They may all take a ride on the tallyho. 8. They see no folly in carrying ice to the Arctic sea. 9. Go to the dairy if you wish to buy rich milk. 10. The poor Moor will ask to go back to Morocco. 11. Ely Olney became the mayor of Allegheny. Restrictions upon Practice Work Do not attempt to write in shorthand any words which have not appeared in either the engraved pages of shorthand or in the writing exercises. The words which appear in the reading and writing exercises are selected with great care, or, rather, great care is observed in keeping out words which would be written differently after the introduction of new prin- ciples. The beginner can see no reason for not writ- ing such words as man, city, state, etc. , inasmuch as all the sounds heard in each of these words have been given and used. It should be sufficient to say that these and many other words involve principles with which the pupil is not yet familiar. COMPLETE SHORTHAND COURSE 5? TEST QUESTIONS 1. State the difference in the consonant outlines for like and alike. 2. State the principle which immediately applies to the above words. 3. State the difference in the consonant outlines for vale and valley. 4. State the principle which immediately applies to these two words. 5. Should tale be written with an el or a luh? Why? 6. If the sound of I is both preceded and followed by a vowel and there is no other stroke, should the upward or downward character be used? 7. If the sound of I follows two downward strokes, in your opinion which character should be used? Why? 8. State the similarity of the rules for the use of iuh or el and for ruh or ar. 9. If the sound of r is preceded by an initial vowel and also followed by a downward stroke, should ruh or ar be used? (Make your answer complete.) 10. Why, in your opinion, should ar be used before m or emp? 11. Suggest a reason for the statement contained in paragraph 69 that ruh, in the middle of an outline, is more frequently employed than ar. 12. In the word Elihu must lull or el be used? Why? 13. How often have you read page 51? 14. How often have you read page 53? 15. How many times have you written Exercise VI? 58 COMPLETE SHORTHAND COURSE 16. How many times have you written Exercise VII? MAIL TO THE SCHOOL (a) Your answers to the test questions ; (b) A longhand transcript of page 51, numbering the lines as usual ; (c) A longhand transcript of page 63, numbering the lines as usual ; (d) Not less than ten copies, in shorthand, of Writing Exercise VI ; (e) Not less than ten copies, in shorthand, of Writing Exercise VII ; (f ) Two copies of Writing Exercise V ; (g) Any questions you may wish to ask. SIXTH NUMBER ANSWERS TO TEST QUESTIONS IN FOURTH NUMBER 1. The vowel sounds in this order : first, heavy dots ; second, heavy dashes ; third, light dots ; fourth, light dashes ; and fifth, diphthongs, are heard in the following words : Eve, ate, farm ; all, foam, pool ; inn, debt, ham ; tot, cup, foot ; pine, coil, cow, tube. 2. Third position for (a) a descending stroke is through the line, one-half being above and the other half below ; (b) an ascending stroke is through the line, the first half being below and the second half above ; (c) a horizontal stroke is entirely below the line. 3. If an outline contains three or more consonant strokes it should be written in second position, which is on the line. 4. When a third place vowel occurs between two consonants it should be written before the second and not after the first. 5. When two consecutive vowels occur between two consonants write the first vowel after the first consonant and the second before the second consonant. 6. When two consecutive vowels occur before a 59 60 COMPLETE SHORTHAND COURSE consonant write the first a little farther from the stroke than the second. 7. When two consecutive vowels immediately fol- low a consonant, and are not themselves followed by another consonant, write the first nearer to the con- sonant stroke than the second. 8. The character for the diphthong i is distinctive, because no other sound is represented by the same character ; the diphthong oi depends upon place as well as upon form, because the diphthong ow is rep- resented by the same character written in a different place. 9. The dash vowels vary the direction in which they are written according as they are placed by ver- tical, slanting, or horizontal strokes. Diphthongs can not change the direction of writing in such a manner. Dash vowels can never be joined to the consonants with which they are read, while the diphthongs may and should be joined in a great many instances. 10. The characters which represent on and should must be written upward. A Transcript of the Shorthand on Page 39 (Line 1) arm, ooze, add, took, bah, boom, tack, look ; (line 2) palm, balm, par, bar, tar, far, laugh, army; (line 3) tomb, doom, move, coop, shoe, booth, boot, food, loop; (line 4) ash, lap, latch, lack, dam, tag, back, tap, patch, sham; (line 5) book, goody, hood, shook, cook, cuckoo, nook ; (line 6) ream, roam, room, rim, rum, ram, bought, bet, bat ; (line 7) theory, Deity, peony, Iliad, gnawing, Joanna, chaos, COMPLETE SHORTHAND COURSE 61 gayety ; (line 8) Joab, odium, lower, layer, poet, poem, neighing, ruin ; (line 9) owing, Leo, boa, payee, Genoa, ^showy, Noah, shadowy, cameo ; (line 10) Patch the shoe, Bob. Fanny, give me the taffy. (Line 11) Look in the book for the copy. Take the (line 12) bat, Tom, for the ball game. Do they think they (line 13) know the poet? Mary will pay for the shoe. (Line 14) Give him a book, a shady nook, and leave him. A Transcript of the Shorthand on Page 41 (Line 1) ice, oil, owl, use, tie, boy, bow, due ; (line 2) shy, lie, sigh, thy, pie, pike, dike, like ; (line 3) tidy, five, fire, mighty, mica, pipe, type, chime ; (line 4) eyes, icy, ivy, item, Ida, Isaac, oil, oiler; (line 5) bough or bow, dow, vow, thou, pew, due, chew, few, view ; (line 6) sue, nigh, guy, rye, lie, high, Ely, belie ; (line 7) of, all, to, too or two, or, already, but, before, owe ; (line 8) he, ought, who, I or eye, how, you, on, should ; (line 9) All of us will go. Who took the jug, Tom? (Line 10) Give the item to Isaac. He or I should write it. (Line 11) Do you owe him the money? No, he was paid. (Line 12) How do you tie the rope? But few know the right way. (Line 13) Show the boy how he ought to write in the book. (Line 14) Will they allow us to go into the temple ? CAUTION. For shorthand to be perfectly legible, each separate stroke must be so written that there can be no doubt as to whether it is intended to be straight or curved. Straight strokes must be perfectly straight ; curved strokes, while not half circles, should curve uniformly from beginning to end. 62 COMPLETE SHORTHAND COURSE Writing Exercise V -Acr-V~X- .JC..-2. 1..A...:. ( .x — 3 x. ." .4.- 41- » -£= — /^. X— - »_*jsL*dLL hr._ I. ; ' .L. 1 <^\J^, t0 ' ■» -A - r I • X - • L_ ) £ .V II I ,5_-^~ 1 ^.......J„..:...zx....z._..r....(..i-J.^. > : COMPLETE SHORTHAND COURSE 63 Writing Exercise IV Z-j \ u z v r\ rv j~__ .i...:....^..,..,.._..i.....£....L(...r__.L.:....>.^ A.X .z:..x__J L_._Jl.^_.^_J^_J._:__ ^-^--XJ^.^---"------^--^-* II.___]:__^^n..^ 1 (*-___ J ,^ X 12... X____. x...i / .__;...t.^:._L.L..,3....(-....C..j._. C-K_ Restatement of a Difficult Principle. A first place, accented vowel requires first position ; a third place, accented vowel requires third position. ADVANCE WORK OF SIXTH NUMBER THE CIRCLE 70. A small circle may be attached to the begin- ning of any stroke to represent the same sound as the stroke suh. It is called iss, or circle iss. 71. The circle is written on the right hand side of descending, straight strokes, and on the upper side of horizontal and ascending, straight strokes. See line 1, page 65. (The outlines in lines 1, 2 and 3 have no vowels and therefore are not to be read as words. ) 72. When the circle is written on a curved stroke it must follow the direction of the curve. This will place it on the inside of the curve. See lines 2 and 3. 73. When written at the beginning of a stroke the circle must be read first. 74. In outlines in which the circle is used, vowels must be read with reference to the stroke. If a vowel is before the stroke, read it after the circle and before the stroke ; if the vowel is after the stroke, read it after both circle and stroke. See lines 4 to 6. 75. If a word begins with a vowel which is imme- diately followed by the sound suh, the stroke for suh must be used. See line 7. In nearly all other cases the circle is used. Third position word signs, line 8 : Hope, party ; to be ; at, out ; had, advertise-d-ment ; much ; large ; few, half ; however ; thank, thousand ; though ; issue ; whole, allow ; our, hour. 64 COMPLETE SHORTHAND COURSE 65 sZ. ..c5r^v. C— _Ji V~S --Q^~ l^-l^ ! V \ II (5T^. . 2 .j__..i .pJL-»_ JUL 2 :C. ^. Z. ^L_ »3~ H — .n. —-<■ 66 COMPLETE SHORTHAND COURSE 76. The circle is also used at the end of strokes to represent the sound of either suh or zuh. Lines 1 and 2, page 67. 77. When written • at the end the circle must be placed on the same side of strokes as when written at the beginning. This side will henceforth be known as the circle side. 78. "When the circle is at the end of the stroke it must be read last. If a word contains s as its last consonant and has a final vowel, the strokes suh or zuh must be used. Line 3. 79. The circle may also be used in the middle of outlines. Line 4. 80. When the circle occurs between two straight strokes which form an angle it must be written on the outside of the angle. Line 5. 81. Between a straight stroke and a curve, the cir- cle is written on the inside of the curve. Line 6. 82. Between two curved strokes the circle is usu- ally written on the inside of the first curve, although it may be placed on the inside of the second if a more convenient outline is thus obtained. Line 7. Circle word signs, line 8 : Is or his, as or has, speak, subject, its, satisfy or satisfied, said, such, be- cause, signify, several ; line 9, these, this, those or thus, seem or similar, some, seen, sun, yours, wise, house. 83. The circle is regularly added to word signs to form the plural of nouns, and to obtain the third per- son, singular number, present, indicative of verbs. Thus, the plural of time, dollar, thank or thousand, etc. , and the third person forms of the verbs hope, give, wish, etc., are formed by the addition of the iss circle. COMPLETE SHORTHAND COURSE 67 l^ L_ ^Tb . ym„ ^ -i va 1 # > & x ^ > o — cr — 9_.!°.._.i- — £ «=>- ,^,..._f. r.._^?._._ .o...?yr.A-__C\__.2^:_....__. 68 COMPLETE SHORTHAND COURSE APPENDAGES The circle iss is the first of a series of brief signs, circles, loops and hooks, called appendages, by the use of which long and unwieldy outlines may be very materially shortened and improved. It is much easier to write and as easy to read the circle as the strokes suh and zuh ; therefore these strokes are not used unless for a special purpose. Thus, in reading, when the stroke suh occurs at the beginning of an outline in which there are other consonant strokes, it is known that a vowel preceded such stroke. If either the stroke suh or zuh is found at the end of an out- line it is known that the word contains a final vowel. Writing Exercise VIII 1. Paris is several miles south of the city of Cin- cinnati. 2. Oh for a thousand tongues to sing ! 3. She wishes to buy six pairs of vici kid shoes. 4. He thinks they may see signs of gas or oil in this vicinity. 5. The miser saves for the mere sake of saving. 6. "Think before you speak," and "Look before you leap," are maxims for the hasty. 7. His sanity became the issue before the jury. 8. These and similar subjects seem to arouse the sympathy of thousands. 9. The outcome of the case satisfied the judge, but will it satisfy those who will lose the suit? 10. Several boys live in this house. 11. They will allow no new advertisement in this issue of the Sun. 12. I hope to be at your house in half nn hour. 13. Because of his sickness he will stay at your house. 14. Who said " Money makes the mare go "? TEST QUESTIONS 1. Is the direction in which the circle is written on straight strokes the same as that in which the hands of a clock go? 2. On what curved strokes is the circle written in the direction in which clock hands move? 3. May a vowel precede the circle at the beginning of an outline? 4. May a vowel follow the circle at the end of an outline? 5. Does the circle represent the same sound at the beginning of an outline as it does at the end? 6. When the circle occurs between two straight consonants which are written in the same direction, on which side should it be written ? 7. When the circle occurs between two straight consonants which form an angle, on which side should it be written? 8. In what way or ways is it possible to indicate a vowel in certain outlines without actually writing the vowel? 9. What is an appendage? 10. What is the purpose of appendages? 11. How often have you read page 65? 12. How often have you read page 67? MAIL TO THE SCHOOL (a) Your answers to the test questions ; (b) A longhand transcript of page 65, number- ing the lines as usual ; 69 70 COMPLETE SHORTHAND COURSE (c) A longhand transcript of page 67, numbering the lines as usual ; (d) Not less than ten copies, in shorthand, of Writing Exercise VIII ; (e) Two copies of Writing Exercise VI ; (f) Two copies of Writing Exercise VII ; (g) Any questions you may wish to ask. SEVENTH NUMBER ANSWERS TO TEST QUESTIONS IN FIFTH NUMBER 1. Like is written luh-kuh, in first position, and alike is written el-kuh. 2. Luh is regularly used at the beginning of out- lines, but if there is an initial vowel and the second consonant is a horizontal stroke, el must be used. 3. Vale is vuh-el, second, and valley vuh-luh, third. 4. Use el at the end of an outline after full, vuh, and en. Use luh at the end of an outline after full or vuh if it is followed by a final vowel. 5. Write tale with the consonant luh. Always use luh unless some rule requires the use of el ; in the word tale there is no rule which calls for downward el. 6. The upward stroke luh must be used when there is but one stroke in the outline. 7. The sound of I coming after two downward strokes should be represented by luh so that the hand, in writing, may not be carried so far below the line. 8. An initial vowel coming before the sound of r requires the use of ar at the beginning of the outline, and likewise, in some instances, el is used after an initial vowel. Ar is regularly used at the end of an outline, unless it is followed by a final vowel, when ruh should be used, and likewise, in some instances, a final vowel calls for the use of luh when el would otherwise be used. 9. If the sound of r is preceded by an initial vowel and also followed by a downward stroke, other than ar or shuh, the upward stroke, ruh, should be used. 71 72 COMPLETE SHORTHAND COURSE 10. The use of ar before em or emp is required be- cause the resulting outline is more distinct than it would be if ruh were used, and for the additional reason that ar-em is easier written than ruh-em. 11. When r comes in the middle of an outline it is more frequently represented by ruh than by ar for the reason that most consonants are written downward and an upward consonant between two downward consonants keeps the pen near the line of writing. This principle is often spoken of as the balance of motion. It is obvious that outlines going either far above or far below the line should be avoided. 12. In the word Elihn lull must be used for the reason that it is impossible to write the stroke huh after the stroke el. A Transcript of the Shorthand on Page 51 (Line 1) alike, along, elk, elm, Allegheny, al- imony, alum, Alma, (line 2) olive, elf, elbow, elegy, allege, alto, alibi, aloof, (line 3) like, leak, lock, luck, lug, loam, lump, lamp, (line 4) feel, vile, kneel, fail, vale, nail, fool, vowel, (line 5) folly, volley, filly, villa, fellow, folio, fallow, valley, (line 6) boil, toil, keel, jail, gale, mail or male, bowl, pool, (line 7) long, link, length, lung, kneeling, oblong, veiling, oolong, (line 8) lea, lie, eel, oil, lay, low, lieu, allow, (line 9) mileage, ability, monologue, bailiff, athletic, apology, availing. 1. They who toil to lay up money for a rainy day rarely have to ask for aid. 2. The way to folly may also be the road to jail. 3. They who link alimony to love will live but poorly. 4. They saw a lake of oil in the valley of the Allegheny. COMPLETE SHORTHAND COURSE 73 A Transcript of the Shorthand on Page 53 (Line 1) ripe, rob, reck, rich, rake, rosy, rag, rash, (line 2) peer, fire, door, lower, poor, bower, tower, lure, (line 3) irony, earache, early, hourly, arc or ark, argue, error, Irish, (line 4) orb, urge, earth, arid, Europe, arch, archery, Arab, (line 5) fiery, the- ory, opera, fairy, furrow, carry, fury, jury, (line 6) rhyme, rim, romp, roam, rum, ram, room, arm, (line 7) mire, mirror, morrow, Mary, empire, emperor, hurry, shamrock, (line 8) parody, purity, charity, forge, farm, birth, alarm, deride. 1. It was a gory victory, the fame of which came to the lad in the armory. 2. The rich may have money to retire on but nothing to retire to. 3. Dare to do right and fear to do wrong. 4. The meek shall inherit the earth. 5. Time and tide will wait for no tardy fellow. 6. If thou be a king, show us thy power. 7. Take time by the forelock. Writing Exercise VI 74 COMPLETE SHORTHAND COURSE s.. *r ^ Writing Exercise VII __^-^__,^vT^ _V ^T^-__.yv _V J £L_z: i 6____*___rx_^___ /^...i *___^£i 2 --^--- rl x_ix_. r£ COMPLETE SHORTHAND COURSE 75 Writing Exercise V j V --V -x- — -I ^^ A n __^r7^.-.x....2 V. V, t -^....x 3 •- £1 C .4 A... V- -.h: ^...^.A.^_..*...._ | _.._S:.._.i ........ 3L. L -J^b* 1.0....V. a I- A. U / ^-^ -..zjx:.x.j ).....,..^-..._.v...l_..^...I..x.._^. -L--~...^....^..J_.z..zx...z._._:lx.. v ._j..\:. ADVANCE WORK OF SEVENTH NUMBER THE LARGE CIRCLE 84. A circle twice as large as the iss circle repre- sents ses, sez, zes, or zez, and is written on the circle side of all consonants. 85. This large circle is usually at the end of out- lines. Lines 1 and 2. 86. The large circle may be used in the middle of an outline. Line 3. 87. The iss circle may follow the large one by con- tinuing it within the large circle. Line 4. 88. The vowel sound between the two sounds of s or 2 is usually that represented by the second place light dot. Other vowels may .take the place of the short e and, when necessary, may be indicated by writing such other vowel sign within the circle. Line 5. POSITION OF OUTLINES CONTAINING APPENDAGES 89. An outline containing appendages and one stroke must be written in position without regargj. to the number of consonants represented in the append- age or appendages. 90. An outline containing two consonant strokes and an appendage which represents a single sound will be written in position usually. 91. If more than three consonant sounds are repre- sented in an outline, it will be written usually in second position. See exception to paragraph 43. Note. — These rules should be accepted as aids to position writ- ing. Exceptions to them will be found occasionally. 76 COMPLETE SHORTHAND COURSE 77 ^o C nz .W ._._J___ ^--V 2 b vo x) r -alD — 3— « ^> "-1ZSJ" Z_£_i -t c I .-x.__2 )i Lb ^L__\Lx— 3- _V lD_ r ^ 4._._hl_ — . — ^_^_. L.s-- S. ^ -I---'-/-- -olD- ^1 ..)- \ -r JLa. x_ 9 . i?„..C...-dl-*-£_/r..^...C IO._. _ko. \ \ Z2 78 COMPLETE SHORTHAND COURSE THE LOOPS 92. A small loop maybe attached at the beginning or end of any stroke to represent st. This loop is called stuh at the beginning and est at the end of a stroke. Lines 1, 2 and 3. 93. The loop is written on the circle side of consonants. 94. The est loop is frequently used to represent zd. The loop may be shaded on luh, ruh, huh, and en to represent zd. Line 4. 95. The circle iss may follow the est loop in the same way that it follows the ses circle. Line 5. 96. The loop may be used in the middle of outlines only when the following stroke is so written that it will not cut through the stroke to which the est loop is attached. Line 6. 97. The stuh loop cannot be used following an initial vowel, nor the est loop preceding a final one. 98. A large final loop represents str. It is written on the circle side. It must always be greater than half the length of the stroke to which it is attached so that it may nob be confused with the small loop. Line 7. Circle and loop word signs, line 8 : influence ; influences ; influenced ; United States ; must or most ; almost ; stenography ; next ; largest ; first. Writing Exercise IX 1. Is it enough to do the right thing, or must you also do it at the right time and in the right way? 2. As Caesar was ambitious I slew him. — Shakespeare's COMPLETE SHORTHAND COURSE 79 \ / \ ^ ^ r^> ^ JLu£. •/•-V- v_9 v_P v^ V^i ,...i. J ,,..„rk...L.. •{-. „_S. ^ _. ^i Z__-_S._.5_.x.-. 3- / 4....:.._.|..-Li £ Q±0--X- -v^_9- .k^_._.^ 6._..x..^...v_.y.„ a ^._^__i._.y.__ v ;.__.^\z) J 80 COMPLETE SHORTHAND COURSE Julius Caesar. 3. The host sat among his guests to listen to the stories of the west. 4. The season of roses takes away many of the sorrows of the poor. 5. Though Morris's nieces are novices they have voices of rare range. 6. On the stage, the duelists usually step off six paces before they fire. 7. You may store the boxes and bookcases in the empty rooms of this house. 8. Will the state of Massachu- setts allow such abuses to exist long? 9. Stories of fairies, ghosts and uncanny beasts seem sadly mixed in his delirium. 10. If you wish to become an aman- uensis you must first study stenography. 11. If the masts are lost in the storm the sailor loses hope. Writing Exercise X 1. The duke and duchess of Manchester may visit the United States next month. 2. The king's jester had as much influence as his first barrister. 3. The guests must all register. 4. The tourist tossed in his berth all day. 5. The Mississippi rises in Minnesota. 6. It is useless to talk seriously to jesters. 7. The pastor sought his text in the book of Genesis. 8. Many vices are simply the excess of virtues; justice may easily become severity, valor may become rash- ness, and too much exercise is waste. 9. As is the master, so is the dog. 10. Enough will satisfy, a feast will do less. 11. Jesting costs money. 12. They do least who boast most. 13. Feast to-day makes fast to-morrow. 14. He laughs best who laughs last. 15. It is the raised stick makes the dog obey. 16. He must stoop who hath a low door. COMPLETE SHORTHAND COURSE 81 TEST QUESTIONS 1. Give four words which will illustrate the differ- ent consonant sounds represented by the large circle. 2. On which side of the kuh should the ses circle be written in the word accessory? 3. How many consonants are expressed in an out- line containing two strokes and a ses circle? In what position should such an outline be written? 4. (a) How many consonant characters in the word spices? (b) How many consonants are represented? (c) In what position must it be written? 5. Suggest a reason for calling the st loop at the beginning of strokes stuh, and at the end of strokes est. 6. May the iss circle precede the stuh loop in a way similar to that in which it follows the est loop? 7. Explain the difference in the outline for haste and hasty. Give a reason for this difference. 8. What is the length of the ster loop? 9. What difference do you find, with reference to the place of writing the appendages, between the iss circle and the st loop on the one hand and the ster loop on the other? 10. What irregular or erratic word sign occurs in this lesson? 11. How many times have you read page 77? 12. How many times have you read page 79? 13. How many times have you written Exercise IX? 14. How many times have you written Exercise X? 82 COMPLETE SHORTHAND COURSE MAIL TO THE SCHOOL (a) Your answers to the test questions ; (b) A longhand transcript of page 77, numbering the lines in the usual way ; (c) A longhand transcript of page 79, numbering the lines in the usual way ; (d) Your questions upon any part of this lesson, or a statement, as you understand it, concerning any part of the lesson which is not just clear ; (e) Not less than eight copies, in shorthand, of Writing Exercise IX ; (f) Not less than two copies, in shorthand, of Writing Exercise IX in which the vowels are omitted ; (g) Not less than eight copies, in shorthand, of Writing Exercise X ; (h) Not less than two copies, in shorthand, of Writing Exercise X in which the vowels are omitted ; (i) Two shorthand copies of Writing Exercise VIII. EIGHTH NUMBER ANSWERS TO TEST QUESTIONS IN SIXTH NUMBER 1. The direction in which the circle is written on straight consonants is contrary to that in which the hands of a clock go. 2. On the curved strokes suh, zuh, shuh, zhuh, em, luh, ar, wuh, and emp, the circle is written in a direction opposite to that given in answer 1 ; that is, on these strokes it is written in the same direction as that in which the hands of a clock go. 3. A vowel can never precede a circle at the be- ginning of an outline. 4. A vowel can never follow a circle at the end of an outline. 5. At the beginning of an outline, the small circle represents the sound of s only ; at the end, it repre- sents the sound of either s or z. 6. When the circle occurs between two straight consonants which are written in the same direction, the circle should be written on the circle side. 7. When the circle occurs between two straight consonants which form an angle, it must be placed on the outside of the angle. 8. When the stroke suh is used at the beginning of an outline it usually indicates an initial vowel. The use of suh or zuh at the end, likewise indicates a final 83 84 COMPLETE SHORTHAND COURSE vowel. The use of luh at the end, after full or vuli, indicates a final vowel. Ar at the beginning usually indicates an initial vowel and ruh at the end a final vowel. 9. An appendage is a briefer way of representing a consonant than by a regular stroke. 10. Appendages make it possible to write with ease and facility many words which would otherwise be long and annoying. A Transcript of the Shorthand on Page 65 (Line 1) iss-puh, iss-buh, iss-tuh, iss-duh, iss-chuh, iss-juh, iss-kuh, iss-guh, iss-ruh, (line 2) iss-fuh, iss- vuh, iss-thuh, iss-tfiuh, iss-suh, iss-zuh, iss-shuh, iss- zhuh, iss-m, (line 3) iss-n, iss-luh, iss-ar, iss-emp, iss-ung, iss-yuh, iss-wuh, (line 4) sip, sob, sight or cite, seed, such, sage, sick, sorrow, sake, surrey, (line 5) spy, sty, sky, stay, speak, spoke, scathe, Scotch, scoop, scab, (line 6) Seth, says, cease, size, sing, sung, sang, smile, smell, snow, (line 7) ice, ace, us, use, ask, asp, assail, asleep, escape, Esquimau, (line 8) hope or part} r , to be, at or out, had or ad- vertise-d-ment, much, large, half or few, however, thank or thousand, though, issue, allow, our or hour. (Line 9) The sailor will soon sail for Sparta. Spare the (line 10) rod and spoil the boy was a severe saw. (Line 11) Some are sane enough though they do many a silly thing. (Line 12) It was a sad sight to Seth to see such sorrow. (Line 13) If you know how to save time you have something for which (line 14) you should thank somebody. They will search the city for the spy. COMPLETE SHORTHAND COURSE 85 A Transcript of the Shorthand on Page 67 (Line 1) miss, kiss, nice, lease, less, mace, mass, goose, noose, Alice, (line 2) noise, boys, toys, days or daze, foes, chose, choose or chews, adz or adds, owls, news, (line 3) busy, noisy, Tennessee, policy, daisy, legacy, pussy, boozy, Lucy, Jessie, (line 4) risk, rea- son, visit, pasty, dusty, rusty, dozen, muscle, cask, loser, (line 5) disc, bisque, kaiser, desk, Chesapeake, hasty, hasp, rasp, basque, task, (line 6) lisp, poison, deceive, misery, basin, chosen, Johnson, abusive, mask, answer, (line 7) moisten, fossil, officer, unsafe, mason, facing, arson, fasten, assassin, facility, (line 8) is or his, as or has, speak, subject, its, satisfy or satisfied, said, such, because, signify, several, (line 9) these, this, thus or those, seem or similar, some, seen, sun or son, yours, wise, house. (Line 10) Early to sleep and early to rise is the way to have (line 11) riches, also to be wise. I saw two ships come sailing by. (Line 12) Is this a time to be sad? Many things are as they seem. (Line 13) Speak as you think and do as you speak. The sun rose in all (line 14) its richness. Several things seem to weigh on him heavily. Writing Exercise VIII ~1 , / / ) a d 8 _.i.,.._c..__Sc.__f:_..,.._..-N...:___n-:- 86 COMPLETE SHORTHAND COURSE 6-L-L. .L..L..^f..^...7... .__«^._.!V_^..!...^ / l_.a_._'_.^rx. f-'V--^--L f-C- .— k — C—.f—-^ J- __^— (>.-- ^-l-'— Q^—X- :-..I.... x _... N .... f ...yr... / _..__^r'_....^........^.^.. ° \ o tt — v_9 / ^- a ^ 13 /L_ — f____-|— -il— -/--*.- f ' y x Writing Exercise VI 12 r C C £ , C COMPLETE SHORTHAND COURSE 87 -A<5 7- 8_ \L±*UiL-..^utL V- Writing Exercise VII - > » -< =— a-- ----- o i 6____'_ 7--( ;„ 5o2: • r, ^_r. ^ £_I •-^----5— - > ^\ ^.:r...^._.rX .i_. ^1 :...b/_ v. ^ \ s I0_. ;k- n x.u -Jt— ADVANCE WORK OF EIGHTH NUMBER THE WEH HOOK AND WEH SEMICIRCLE 99. A small hook written at the beginning and on the circle side of luh, ruh,emanden represents the sound of w. This appendage is called, the weh hook. 100. Outlines containing the weh hook are vocal- ized in the same way that outlines containing the iss circle are vocalized. Line 1. 101. The iss circle may precede the weh hook by writing it within the hook. Line 2. 102. When the sound of w occurs before conso- nants other than luh, ruh,em and en, it may be rep- resented by the right or left half of a circle. The left half is used when it precedes a dot vowel and the right half when it precedes a dash vowel. 103. The vowel, being indicated by the position of the outline and the semicircle employed, will need to be inserted only in rare cases. Lines 3 to 5. 104. The combination of w and the diphthong i is represented as in the last three words in line 4. 105. The small circle may precede the sound of w by writing it within the semicircle. Line 6. 106. If an initial vowel precedes it or if the w is the only consonant in an outline, the stroke must be used. Line 7. Semicircle word signs, (line 8) we or with, were, what, would, ye, yet, beyond, you, when, one, where. 88 COMPLETE SHORTHAND COURSE 89 •*r-s x- io _o r a-.l_JtJLLe5^_ 7 -./£Z*- ,.,-^._:._c.-.0'__ c _.__;.^_i-i.t7....^.J.«_ u.^..!d„.^...:....f..^..Vw..-q---^-^--~-- — ^_ 90 COMPLETE SHORTHAND COURSE THE ASPIRATE 107. A chuhtoid tick may be joined to any stroke with which it forms an acute angle to represent the sound of h. The strokes before which it is used are kuh, guh, suh, zuh, m, luh, ar, wuh, and emp. 108. The huh tick, like other initial append- ages, does not permit a vowel to come before it. 109. Use the tick whenever it is followed by any of the strokes given in paragraph 107. Lines 1 and 2. In other cases use the stroke. Line 3. 110. The combination wh occurs frequently and is pronounced as though spelled hw. The h is indicated on the weh hook by shading the hook. Line 4. 111. The sound of h is of such little importance in the pronunciation of words that it is omitted in the stenographic representation of many words. OMISSION .OP VOWELS 112. Lines 3 and 4 on page 89, and the word signs which have been given, show that it is possible to read many shorthand outlines in which there are no vowel characters. Even the words in line 5 on page 89, when they occur in sentences, need not be vocalized, for context will show whether the word is wait, weight or wet, wages or wedges, wooed or wood. Writing Exercise XI 1. Give a dog an ill name and you may as well hang him. 2. It is a shame to steal but worse to carry home. 3. He is a wolf in a sheep's guise. COMPLETE SHORTHAND COURSE 91 r r % ~-f- ■r £lzl^_ A J 4.:_C__-_C__^..._!?_-X.--^^.,(CX^(Cx^l-^.. LJL. I 6.__\>. \ . / o .* £ 7 q-,. / . ? s ^_P rv — \. .A...l.^L...v- y" H---W 2L-£. II j-u. TT^V^ :__± V*- / i o ~ "V— T" i 3 . i4_, -__q--^. -X- 92 COMPLETE SHORTHAND COURSE 4. He who would rest must work. 5. It is best to know the worst at once. 6. Wit may work what wishes seek. 7. The wolf and fox are both in one story. 8. If the stars were loaves many would live out of doors. 9. Beware of the stone thou stumbledst at before. 10. Think of ease but work on. 11. Advise no one to go to wars or to marry. 12. Beauty is the wife's best dowry. 13. What costs nothing is worth noth- ing. 14. Once a coxcomb always a coxcomb. 15. Wash a dog, comb a dog, and yet a dog is still a dog. 16. What one wins by marriage soon passes away. 17. Who wives for a dower resigns his own power. Writing Exercise XII 1. You must howl with the wolves when you are among them. 2. All lay load on the willing horse. 3. We are usually best when in the worst health. 4. It is the best spoke in your wheel. 5. One boy's story is no story ; hear both sides. 6. He thinks he hides the sun with a sieve. 7. If you pursue two hares both will escape you. 8. Death will hear of no excuse. 9. We hate delay and yet it makes us wise. 10. The easiest way to dignity is humility. 11. Have your dog in readiness before you loose your hare. 12. If you sell the cow you sell her milk, too. 13. It is easy to give advice when all goes well. 14. Chastise one who is worthless and he will soon hate you. 15. He who does as he likes has no headache. 16. It is easy to help him who is willing to have help. 17. He who fears leaves must stay out of the Wood. 18. Beware of a door which has many keys. COMPLETE SHORTHAND COURSE 93 TEST QUESTIONS 1. If the iss circle and weh hook both appear at the beginning of the same outline, which must be read first? 2. May a vowel ever precede the weh hook or the weh semicircle? 3. If you depend upon the position of an outline and the semicircle used to determine the vowel, what confusion may possibly arise? 4. Why should the left semicircle be used for the word signs we, with and were, and the right semicircle for what and would*! 5. In what direction should the tick for h always be written? This principle is violated slightly in the use of the huh tick before what consonant? 6. Before what consonants would the use of the huh tick be particularly illegible? Why? 7. What is the length of the huh tick? 8. What is the meaning of the word context as it is used in paragraph 112? 9. Give an illustration showing how context assists in the pronunciation of a word in longhand, and another showing how it assists in interpreting the meaning of a word in longhand. 10. In an early number of this course occurs a statement saying that the purpose of position writing will be explained later. In the light of paragraphs 103 and 112, and from a consideration of the word signs, state what you think to be the purpose of posi- tion writing. 11. How many times have you read page 89? 94 COMPLETE SHORTHAND COURSE 12. How many times have you read page 91? 13. How many times have you written Exercise XI? 14. How many times have you written Exercise XII? MAIL TO THE SCHOOL (a) Your answers to the test questions ; (b) A longhand transcript of page 89, numbering the lines in the usual way ; (c) A longhand transcript of page 91, numbering the lines in the usual way ; (d) Your questions or comments upon this lesson ; (e) Not less than seven copies, in shorthand, of Writing Exercise XI ; (f) Not less than three copies, in shorthand, of Writing Exercise XI, in which the vowels are omitted ; (g) Not less than seven copies, in shorthand, of Writing Exercise XII ; (h) Not less than three copies, in shorthand, of Writing Exercise XII, in which the vowels are omitted ; (i) Two shorthand copies of Writing Exercise IX ; (j) Two shorthand copies of Writing Exercise X. NINTH NUMBER ANSWERS TO TEST QUESTIONS IN SEVENTH NUMBER 1. The following words contain the sounds of ses, sez, zes, and zez, respectively : basis, bases, possess, phases. 2. In the word accessory the ses circle should be written on the under side of the kuh, that is, opposite the circle side. 3. An outline containing two strokes and a ses circle represents four consonants, and should be writ- ten in second position regardless of the accented vowel. 4. (a) There are three consonant characters in the word spices, (b) There are four consonants rep- resented, (c) The outline must be written in first position. 5. The small loop, when used initially, can not be preceded by any vowel sound, and is always imme- diately followed by a vowel sound when so used ; therefore, it is of advantage to name the loop stuh. When the loop is used finally, no vowel can follow it, and as a vowel usually precedes it when so used, it is of advantage to call the loop est. 6: The iss circle can not precede the stuh loop. To attempt to so use it would give the combination 95 96 COMPLETE SHORTHAND COURSE s-st, with no possible way of indicating a vowel sound between the two sounds of s. Such a combination never occurs in English speech. 7. The word haste is written with an est loop ; the word hasty with the iss circle and stroke tuh. Est is used in haste because it is shorter than iss-tuh, and iss-tuh are used in hasty because a vowel follows the last consonant sound. 8. The ster loop must be greater than half of the length of the stroke to which it is attached. 9. The iss circle and st loop may be used both at the beginning and at the end of strokes. The ster loop can be used only at the end of strokes. 10. The word sign for first is irregular or erratic. A Transcript of the Shorthand on Page 77 (Line 1) voices, losses, kisses, misses, faces, gazes, raises, lasses, passes, (line 2) tosses, vices, pauses, causes, excess, success, access, abscess, juices, (line 3) necessary, excessive, necessity, successive, possessive, possessing, accessory, Mississippi, possessed, (line 4) excesses, successes, abscesses, possesses, dispossesses, accesses, recesses, repossesses, colossuses, (line 5) ex- ercise, colossus, basis, decisive, capsize, ellipsis, Jesus, thesis, system. 1. Six suspicious cases which they think may be smallpox exist in this city. 2. The masses say the taxes are excessive. 3. To eat to excess is both unnecessary and unwise. 4. Necessity knows no law. 5. Mysterious voices came out of the houses. 6. Are large forces necessary for the suc- cess of the army? 7. The slope of the Mississippi valley is to the south. 8. The right use of the sign COMPLETE SHORTHAND COURSE 97 of the possessive taxes some amanuenses severely. 9. Possess thy riches or they will possess thee. 10. A cube has six sides or faces all of which are alike. A Transcript of the Shorthand on Page 79 (Line 1) steep, stick, stich, stiff, stone, stump, stale, stoop, stout, stamp, (line 2) foist, moist, kissed, post, west, jest, nest, mast, last, boost, (line 3) re- posed, disposed, revised, refused, advised, diffused, disguised, devised, infused, surmised, (line 4) sneezed, noised, raised, hazed, perused, theorized, agonized, housed, roused, snoozed, (line 5) mists, fists, lists, wrists, pests, toasts, coasts, guests, rests, roosts, (line 6) honestly, statistics, destiny, mystify, atheistic, justify, testify, majestic, dishonestly, costly, (line 7) foster, lobster, feaster, tester, jester, gamester, caster, master, rooster, vaster, (line 8) influence, influences, influenced, United States, must or most, almost, sten- ography, next, largest, first. 1. They wish to invest several thousand dollars in oil stocks. 2. The first shall be last and the last shall be first. 3. Chicago is the largest city in the west, and next to the largest in the United States. 4. The decisive test of genius may come in the day of least success. 5. Uneasy rests the head of him who knows he ought to face the gallows. 6. Be honest for honesty's sake though it fail to be the best policy. Note. — On page 98 will be found Exercise IX written in the usual way, that is, with vowels inserted. On page 99 the same Writing Exercise appears with the vowels omitted. With practice the student will be able to read unvocalized stenography as readily, or probably more readily, than that which is fully vocalized. 98 COMPLETE SHORTHAND COURSE Writing Exercise IX, with Vowels O I <~A I » /| V I i L X — _v_.__l y_ ^ ^_ zu_l_j_jl^1 ! r...:.._L* . 2 o ^- J- ^TC_.^r^.^-^lD._..g._^rp x " "V" ..5— -(— - V - Z. XT' ... ' ' y _:_.._£ J. v v ~ \»_*_i. 5-yt t ..„. ^'"^ ' V°... -\-,- D - J- r v - 7 _:..-.c.../-. J ,..x../r..._'...l.. N _...^_...^_^. LO £V N..___V> -v-_x -0--^i- ^35>..<2..I N. 2S ±±~+£ COMPLETE SHORTHAND COURSE Writing Exercise IX, without Vowels u..!....i..._-rk........j.__:.___.rd_.._^...j.....^...^ n i i i ■•• A I ..^...:...d..X; 99 -f- *\ ) :....:..a^..4-:.-^---2.._..u..a...^... C S • . ;/ N • 7.-^-^-^1 -Veor i- -V .^......c.... K ...C: to n. ^.. u ~^^ _ ^r^ T l.. £^\~fO\ ,\.-Jc. 100 COMPLETE SHORTHAND COURSE ^^ Writing Exercise X v_x_a eh. I o / o a _\^_-._^-_.3 <;=> srs;,—?—S^$- — >L-4 1Z. ^ <■/? \ f » o ~~>|j o • ' \ o • | 'j-.-X._Q. Q 1 __. ^, J ___..i_.i„„_l.___-_. -?• — -v- .__g_S ^TS-__ •*— s- _jc-fi_.__L _-V°. -___D_ ._r^-.X.-3. ^ I' i.._..!.._..:-_._._^_._r^...^___o._..:-_J-:_LX..^ J5- -*--'—--» --y---— ^f — ~-^- -t s - COMPLETE SHORTHAND COURSE 101 Writing Exercise VIII -.-{-Up-^ *-3- *~1 -\_-^_.:^. ~~ I " r (. 3 ^ x ' i f -^-^--4 k-i--^ 6.._A__.L___n_ ^_y^TT i__-.q ^__.^r> ^r^.._ .C;... ....^..i_.n- s -..4--- m.-_ „£___ /____. ^__^__^ j Xx___y <^__.x._ ° \ o a — ^_9 / /— p ^*- 13 /L 1- (.„./.— _^>__.x._ ADVANCE WORK OF NINTH NUMBER THE N-HOOK 113. A small hook may be written at the end of any consonant to represent the sound of n. 114. On curved strokes, this hook is written on the circle side. See line 1. 115. On straight strokes, the hook is written on the side opposite the circle side. See line 2. 116. The n-hook, like the other final appendages, can not be followed by a vowel. Thus, fun is written with the hook and funny must be written with the en-stroke. See line 3. 117. When the n-hook and circle iss both appear at the end of a curved stroke, the circle i9 written within the hook, as in the words vines, fence, lanes, etc. Line 4. 118. The n-hook and circle iss are represented on straight strokes by writing the circle on the side opposite the circle side. The circle stands for itself, and being placed on the side opposite the circle side indicates the n. Pins, tones, rains or reigns, etc. Line 5. 119. On straight strokes, n-ses, n-est, and n-ster are represented in a way similar to that given in the foregoing paragraph for n-iss. Dances, danced, punster, etc. Line 6. 120. The n-hook can not be used on curved strokes if it is followed by ses, est, or ster. Line 7 102 COMPLETE SHORTHAND COURSE 103 104 COMPLETE SHORTHAND COURSE THE P OR V-HOOK 121. A small hook, written at the end of straight strokes and on the circle side, represents the sound of /or v. See line 1. 122. The f or v-hook can not be used on curved strokes. 123. The f or v-hook, like the n-hook, can not be followed by a vowel. Thus, chaff is written with the hook, and chaffy must be written with the stroke. See line 2. 124. The circle iss may be written within the f or v-hook. See line 3. Note. — It is very important to get firmly fixed in mind that the n-hook on straight strokes is on the side opposite the circle side, and that the f or v-hook is on the circle side. Also that the f or v-hook is used only upon the straight strokes. 125. While the n-hook and the f or v-hook are usually employed at the end of words, they may frequently be used in the middle of outlines to great advantage. See line 4. Word signs, n-hook series, line 5: upon, punish-d- ment, been, denominate-d-tion, done, religion, general-ly, imagine-d-ation, against, can; line 6, gone or begin, again or begun, began, within, then or than, men, man, opinion, alone, our own. F or v-hook series, line 7 : hopeful, above, whatever, out of, divine, differ-ed-ent-ence, advance, whichever, gave. Writing Exercise XIII 1. Who thinks often of death does nothing worthy of life. 2. How many things are ill done because they are done but once I 3. What may be done at any COMPLETE SHORTHAND COURSE 105 :_.._\. -v _\ J !_... V ■ JL _X__|^. x_.i 3 . 14'- -c- -9 * n I l_ .Of ' -l_ -x.15. i_ • r i- jci6. ^tj-nP-^ \. X S COMPLETE SHORTHAND COURSE 113 Writing Exercise XII J. X! y^?»._./_ !\__X._.I2 n 6. -n 6 -J— A /* — i ° ) — L <^ \ .s- J4 q/j- ^_^.—y. (XSC. . L <£\ a_X__ 1 ^ 15 y h—o 1 » ^_^ f^- i » * 16- J- \-£__X_ 114 COMPLETE SHORTHAND COURSE Writing Exercise IX O I Wl I • /\ W I I_ 1 V v 1 ,rsi _n jflLJ_i_^ji.d i ;^:-.:_--<±j>li 2___o— -*. J- -f— ^r^.^^lp ^_^^...k , • /.f^^' r, -v £-_,..._:__.^_.. 5— {-~ V- .:...^...^..._..v_..^..... Q i!.-..\a...,....(. r.-.-e-^.-^, Vsir L - ___.._^_.__.£:._..^..r^r_-^... o __j^w ll ^ -J \ „ f u .__S...:.^..zZ^:..^.:...q. a ..\.x ;X-^ __..V-- ^p- COMPLETE SHORTHAND COURSE 115 Writing Exercise X .c2___NZ--><--.3.---:----^----^.--A...^;^..4^.:.._..L> V_9 .^c.6.. L_I y>-. A T v- — - L - ■-i -.<$>- O ">£ o U_._x._9 o -^4p- "V l_ !^..r._ J...z:..... ...... .fC s a_X_J.2„ ._rr^-X..I-3.. ^ 1- i._.i.....i._._.:v oj L...:...:.;...-£—t:... J _...__.„__ > .._...y„-.-_- Vf— - -^--fc^ ADVANCE WORK OF TENTH NUMBER THE SHUN HOOK 126. The last of the final hooks is that which rep- resents the syllable shun or zhun. This is variously spelled tion, sion, cian, cion, etc. 127. The shun hook is a large final hook written upon the circle side of all curved strokes. Line 1. 128. The shun hook is written on either side of straight strokes, subject, however, to certain restric- tions : (a) If there is a preceding curve, such as a curved stroke or curved appendage, immediately before the straight stroke containing the shun hook, the hook is placed on the side opposite the preceding curve. Line 2. (b) If there is no preceding curve, write the shun hook on the side opposite the preceding vowel, except on tuh, duh, chuh, and juh, to which strokes the hook is written on the circle side. Line 3. (c) When used in the middle of outlines it is so writ- ten that the next following stroke may be conveniently written. Line 4. 129. The iss circle may be written within the shun hook. Line 5. 130. After the iss or n-iss circle, the shun hook is written by continuing it through the stroke, in a way similar to that in which iss follows ses, est, and ster. The vowel which occurs between the iss and the shun is written before the combination, if a first place vowel, and after it if a second place vowel. There is no provision for a third place vowel. Line 6. 116 COMPLETE SHORTHAND COURSE 117 *-v- 1_3. V t ^Ll b --.L- <^2> - \ I4-— Z3& \. XL. 118 COMPLETE SHORTHAND COURSE PHRASING 131. Phrasing consists in joining words which are closely related, either logically or grammatically. 132. The first word of a phrase is written in its regular position and the following ones come where they will. Lines 1 to 3. 133. It is possible, in a few instances, to so write the first word that, although it may not stand just where it would if it were written alone, it still shows its position and, at the same time, permits the second word of the phrase to occupy its regular position ; e.g., in these, in this, in those. Line 4. 134. In phrases, some words are not written as they are when standing alone, (a) The is represented by a chuhtoid or ruhtoid tick attached to the preced- ing word. Lines 5 and 6. (b) A, an, or and, is rep- resented by a kuhtoid or tuhtoid tick attached to either the preceding or following word. Line 7. (c) When the tick for a, an, or and is used before a following word, only the kuhtoid tick may be used. Line 8. 135. At the beginning of a phrase, the pronoun I is represented by the first half of the regular sign, as in line 9, or the second half of the sign, as in line 10. 136. It is the purpose of phrasing to save time in writing, and to be of material assistance in reading the written shorthand. It saves time in writing by avoiding the unnecessary lifting of the pen between words, and by making it possible to represent some words in phrases in a much briefer way than that in which they are regularly written when standing alone. COMPLETE SHORTHAND COURSE 119 I r k /---^-_-r/_X-^A^.r/Lj__rL-l-.<^-^s.--S y ..«3i o£.. S....L, .^ _-V^- v :^-i-_^. .«*czr... 6„4--^-V-"-— - :r --^- L - i -—- - 8 .....l.__"l_..^...^._X..l._X-^--Z__.]l__I-_ /■ /i /i /wi_*~ v4 / .-^s.^. 9 U -> ^ (C— I /0---p — 13 2_-.,-_^ yyL__9 L__Z! 1 \^_.X___jo A L^__X_J4 a. ^, - ) 128 COMPLETE SHORTHAND COURSE Writing Exercise XI ^ I ° J .c J .- / ^rrC__sT^_x._j2~_i .__..^-e^_..N 1 t4* k—. / ■Ar - .. X— 5--J JSfc ^. :..-j/.. -) • *tbP- .X.._6. c^ ^ ,___:.__^__^__^_: ..,_x, .8 ^ rv ._>...j___ N .„..J:-.^..-9^ > V^... N .. ^j_^.__/ arJ.J> L—L.x. JLQ».-( J — .c^ ,1^ v V ■ ; ,. JL . • V. 7 |_ 14> C>--0 * /g-^-»/_ 3 a Q -IS- jc_i6.. X.. COMPLETE SHORTHAND COURSE 129 Writing Exercise XII i — a. — «» — y_ y^-Vx- * ^-— -r=N^^— 1 *. :_.../. zi..*.. 4 ....L.L..:_.v__'<_:r:_r .c n Q--X— X O.™ /3kl~L. !i_-X._-I2 n___i>__ «. £. ^- A / - — I ° ') — I ^ s •z' _<=»/- _V_J<._I3...J „__<* ;^ D—~ 6— X. J4----Q^_ c^^__X. 6^jZl , C (21 Q.-X- l ^ 15 v b".__o _, a— ^--^— /:Li_X_i6.-L \.i ' .__^-^^. I7 .lx^.^-«,.i..4-.. :..:.__.f__*..,8..JSX---.-i^ ADVANCE WORK OF ELEVENTH NUMBER THE L-HOOK 139. A small initial hook on the circle side of all descending and horizontal straight consonants repre- sents the sound of I. This is unlike other initial appendages in this respect : The sound represented by the hook follows the sound of the consonant to which it is attached, instead of preceding it as in the case of the other initial appendages. 140. The combinations thus formed are double consonants, and must always be so considered. Thus, the hook with the various consonants is pronounced -pel, bel, tel, etc., and not puh-el, buh-el, tuh-el, etc. 141. Vowels are read before or after the double consonant according as they are written before or after. See lines 1 and 2. 142. The 1-hook is also regularly written on the curved strokes fuh, vuh, thuh, Thuh, and sliuh. When the 1-hook is attached to shuh, the stroke must be written upward and there must always be another consonant stroke in the outline. See line 3. 143. The double consonant may follow another consonant. See line 5. 144. In some cases where the double consonant follows another consonant, it is impossible to make a perfect hook. See line G. 145. The circle iss may be written within the hook. See line 7. 130 COMPLETE SHORTHAND COURSE 131 5 <\ *- * vp OV ^ C C ■% JL..&- .cA. 4..__ 5 6.__ s n ' — -r c * > r g ift pV \* ... 9 „__X^_.u___\_— -_. io. -l/ a - L i u ,„„ , x..'r..^L_^_.K— & ^...Jt .._). X- i2 f i_: 13- 14- . •-*JL ._x__ x._ 132 COMPLETE SHORTHAND COURSE IRREGULAR L-HOOK 146. The 1-hook upon the consonants ruh, em, en, and ung is made large so that it may not conflict with the small hook upon ruh, em and en which represents the sound of w. (See paragraph 99). The first three are pronounced rel, mel and nel. 147. These irregular double consonants are vocal- ized in the same way as those which are regular. See lines 1 and 2. 148. The combination ung-1-hook is used to rep- resent the final syllables ing-ly, as in exceedingly, appeal- ingly, glowingly, etc., and is called ingly. See line 3. 149. The double consonant should be used (a) when there is no vowel sound between the stroke and its hook ; (b) when the vowel sound between the stroke and its hook is a short or unaccented long vowel ; (c) and rarely when the intervening vowel is a long accented vowel, as in pole, which, if written puh-luh, would suggest the word polo. Double Consonant Word Signs. (Line 4) people, belong or belonged, belief or believe, until, till or tell, deliver-ed-y, children, angel, call, diflicult-y, glory, (line 5) folio w-ed, full-y, value-d, withal, real, rail, rule, million, only, unless. Writing Exercise XVI 1. They talk like angels but live like men. 2. The applause of-the people is-a blast of air. 3. A black plum is as sweet as-a white. 4. The usual forms of civility oblige no man. 5. The clock goes as it pleases-the clerk. 6. Talk of-the devil and-you hear COMPLETE SHORTHAND COURSE 133 ■\y-£j"d- •V^r-^v.- 3.__7£___V. ^ _ f __-_■ Q_-> s ____f_:.k__. -S --r-.__* _o__X ---£_— ^ — -V-— --.)^- . 3 ._.z:x.:r___47Ll 3 .._i_.A_-. N v. _.___ c V.ll^^.^.iA 12. ■ o O -X. n ___^_ _/ IV 14—-^ 134 COMPLETE SHORTHAND COURSE his bones rattle. 7. Evil fall on him who goes to seek it. 8. Of two evils choose-the least. 9. False in one thing, false in all. 10. Who flees-the bees runs into-the jaws of- the lion. 11. They are as welcome as flowers in May. 12. Full many-a flower is born to blush unseen. 13. Where-the wasp has passed-the fly sticks fast. 14. Hasty glory goes out with-a snuff. 15. An idle man is-the devil's bolster. 16. Idleness is-a house out-of which all sins come. 17. It signi- fies nothing to play well if-you lose. 18. The people arose as one man. 19. I may tell all my bones. Writing Exercise XVII 1. On his own saddle one rides-the safest. 2. Idle- ness is-the root of all evil. 3. Man is-a noble animal. 4. A man must plow with such oxen as he hath. 5. A bushel of March dust on-the leaves is worth-a king's ransom. 6. Man is-an animal who cooks his victuals. 7. Men, like cattle, follow him who leads. 8. The best things are-the most difficult. 9. The desire of glory clings even to-the best men. 10. All shall-be done by-the rule. 11. He resolves to ruin or to rule-the state. 12. This is-a nation which has mil- lions for defence. 13. We-have but small choice with only rotten apples before us. 14. It-is-a time when all goes merry as-a marriage bell. 15. If reasons were as plentiful as blackberries I would give no man-a reason. 16. Hung be-the heavens with black. 17. He mingles-a feast of reason and-a flow of soul. 18. Go where glory waits thee. 19. What-a piece of work is-a man! how noble in reason! COMPLETE SHORTHAND COURSE 135 TEST QUESTIONS 1. Name the strokes upon which the small 1-hook. is written. 2. Give words which will illustrate the difference between the weh-hook and the 1-hook, and explain the principle involved. 3. What is the difference between the initial weh- hook and the initial 1-hook with respect to initial vowels ? 4. Suggest a reason for excluding the use of the 1-hook on shuh when there is no other stroke in the outline. 5. Why is not the 1-hook made small upon ruh, em, and en? G. Give three words which illustrate the meaning of paragraph 149 (a) . 7. Give three words which illustrate the meaning of paragraph 149 (b). 8. What word signs in lines 4 and 5, page 133. are not written in the position called for by the rules of position writing? 9. What word signs in lines 4 and 5, page 133 , have not all the consonants represented that are found in the words? 10. Now that word signs have become quite numer- ous, what method have you adopted or do you propose to adopt for the systematic learning of them? 11. How many times have you read page 131? 12. How many times have you read page 133? 13. How many times have you written Exercise XVI? 136 COMPLETE SHORTHAND COURSE 14. How many times have you written Exercise XVII? MAIL TO THE SCHOOL (a) Your answers to the test questions ; (b) A longhand transcript of page 131, numbering the lines in the usual way ; (c) A longhand transcript of page 133, numbering the lines in the usual way ; (d) Your questions upon any part of this lesson, or a statement, as you understand it, concerning any part of the lesson which is not just clear ; (e) Not less than six copies, in shorthand, of Writing Exercise XVI ; (f) Not less than four copies, in shorthand, of Writing Exercise XVI in which the vowels are omitted ; (g) Not less than six copies, in shorthand, of Writing Exercise XVII ; (h) Not less than four copies, in shorthand, of Writing Exercise XVII in which the vowels are omitted ; (i) Two shorthand copies of Writing Exercise XV. TWELFTH NUMBER ANSWERS TO TEST QUESTIONS IN TENTH NUMBER 1. The n and shim-hooks are both final hooks and are written upon the same side of curved strokes. The first is a small hook and the second a large one. 2. The f or v-hook and the shun -hook may both be written on the circle side of straight strokes. The f or v-hook is the small one and the shun- hook is large. 3. The shun-hook sometimes follows the iss-circle. This is the first instance among the final appendages of the iss-circle permitting anything to follow it. 4. If pull or kuh has an initial circle and also a shun-hook, the shun-hook should be written on the side opposite the preceding curve. 5. If tuh or duh has an initial circle and a] so a shun-hook, the shun-hook should be written on the side opposite the preceding curve. The exception to the rule which calls for the shun-hook upon the side opposite the accented vowel does not apply to tuh and duh when either of these strokes is preceded by a curve. 137 138 COMPLETE SHORTHAND COURSE 6. In writing the words, if you will be, as a phrase and as separate outlines, it will be found that probably one-fourth more words can be written when the words are phrased than when written separately. Thus, if forty words are written as separate words, fifty could be written if the words were phrased. 7. The tick for the may be attached to the preced- ing word only, while the ticks for a, an or and may be attached to the following word as well as to the pre- ceding one. 8. The ascending stroke for I will probably be used more frequently than the descending one, for the reason that the majority of strokes to which the /-tick may be attached are descending ones. Descending strokes require the ascending tick, and ascending strokes require the descending tick. 9. Phrasing should be employed in order to save time in writing, and also to assist in reading the written shorthand. 10. So far as possible the words which form the grammatical phrase are phrased in the written short- hand. While it is impossible, in many cases, to unite in a shorthand phrase all words which are logically or grammatically connected, yet shorthand outlines should not be so phrased unless such logical or gram- matical connection exists among the words so joined. A Transcript op Page 117 (Line 1) mission, vision, motion, notion, nation, evasion, session, fashion, solution, allusion, (line 2) fiction, location, selection, affection, vacation, section, COMPLETE SHORTHAND COTJESE 139 deception, hesitation, station, suction, (line 3) auction, occasion, education, reduction, passion, action, edition, rotation, imitation, addition, (line 4) occasional, dic- tionary, rational, sectional, auctioneer, addi- tional, stationary, cautionless, optional, cautionary, (line 5) missions, omissions, orations, options, libations, invitations, exceptions, sections, pas- sions, cushions, (line 6) physician, decision, causation, accession, position, possession, suppo- sition, indecision, musician, dispensation. (Line 7) Take away the temptation and you will take away the sin. (Line 8) Much caution does no harm. Your young men shall see visions. (Line 9) While the earth lasts, fashion will lead us by the nose. (Line 10) In whom lies the right to make the laws of a nation? (Line 11) Nothing is well said or done in a passion. Ambition has no rest. (Line 12) Euripides said a man's best possession is a sympathizing wife. (Line 13) No man may gain renown by imitation alone. (Line 14) The extinction of party is the origin of faction. A Transcript of Page 119 (Line 1) you are, you will, you will be, you will have, you will do, you will think, you may, you can, you must, you should, (line 2) you should be, you should have, you should think, you are right, you are wrong, if you, if you will, if you will do, if you will have, (line 3) if you can, if you should, if you should be, do you, do you make, do you mean, have you, will you, will you make, (line 4) in these, in this, in those, in each, in which, in much, with these, with this, with those, 140 COMPLETE SHORTHAND COURSE we think, we thank, (line 5) take the, make the, pay the, save the, pass the, oppose the, see the, name the, search the, run the, (line 6) think the, for the, have the, in the, know the, give the, are the, do the, was the, may the, (line 7) take a, make a, save a, see a, run a, give a, go a, for a, have a, in a, (line 8) and it, and do, and which, and for, and have, and these, and this, and those, an advantage, a toy, and they, (line 9) I will, I will do, I will think, I will have, I will ask, I am, I am sorry, I am always, I must, (line 10) I think, I think so, I think we have, I have, I have no, I have none, I have taken, I shall, I shall do, I shall say, (line 11) of the, all the, to the, on the, should the, or the, or a, but the, but a, with the, with a, what the, what a, is the, is a, has the, has a. (Line 12) You will be rich if you will save but a tenth of all you earn. (Line 13) First know when you are right and then go ahead. If you are willing to (line 14) work steadfastly for six days, you should be given one day for rest. REVIEW For the successful study of stenography, with the majority of students, frequent reviews are necessary. Whenever the pupil begins to have confused ideas of the principles which have been given, he will find it greatly to his advantage to take a thorough review. In the reading exercises if outlines are found which cannot be quickly read, or which seem to involve new- principles, then the advance work should be discon- tinued until the difficulties encountered are cleared away. To be reliably thorough must be the first aim of the student of stenography. COMPLETE SHORTHAND COURSE Writing Exercise XV 141 <7* « ■/<■ ._tL_i_ k..i..-:..V!..:...v^V:. __*__ ^— X-5— X^p- .^ :._r.„./^._ Vt- C_x_Z1_£ \. _X__ , 3 .- 1 _ r -J-^-kZ__k_^ J4 .__ / l____C___N,_..^. N V-S> i6.-_W^l _X__i 5 ->— V- 142 COMPLETE SHORTHAND COURSE i. /_. Writing Exercise XIII 2. &.-_««■=!*,,.. ^f^LClZU-^LrJ-L^,-*. 4 (sr^. X.J... 4 ----- -fc- V 5- 6. ■3 O V O V _X X, ..£A.J..|.., /° 3 O q/^ O o X___9 L /£. J _!^-->L__.LO. ^L___. t__X_J4- Q. ^s^, ^.__Xl.i5. .1 £Z^-X___l6.__N_ y / \. n. , N, I7„. _ - / Z.sJ..X\&. .cs- 19 *. 1 :.J. _:__^__ x _ COMPLETE SHORTHAND COURSE 143 Writing Exercise XIV *~s --X..2 L_.^Ao_iZdl _^>._X.. . 3 ^-^-.-^^.J..r.._\__i._r____ v) _ J L.. 4 ....L..o.._ \ \ XJL -4~ ___ .. J .Ji.JC. *-7 ; •^p -X- _ JO._ -»_^_ _ -^j LI ^_^_Jo ^ ->i> >L_L2. . J\ C. X C. v___V JS___i3 t ^/_ Zl 5 JL J-JC. L5 16 r7 18 r _- r ... 4 ...,L._^„.... ■M 1 i.__Zk.__.x .^=3,. _r L_. "^o ^s .\ *) ADVANCE WORK OF TWELFTH NUMBER THE R-HOOK 150. A small initial hook on the side opposite the circle side of all descending and horizontal straight strokes represents the sound of r. This hook is like the initial 1-hook in that the sound it represents follows that of the consonant to which it is attached. 151. The combinations thus formed are double consonants, as in the 1-hook series, and are pro- nounced per, ber, ter, etc., and not puh-ar, buh-ar, etc. 152. The double consonants of the r-hook series are vocalized in the same way that the double conso- nants of the 1-hook series are vocalized. (Paragraph 141.) See lines 1 and 2. 153. The r-hook is also written on the curved con- sonants fuh, vuh, thuh, thuh, shuh, and sshuh. When attached to fuh, vuh, thuh, and thuh, the consonants are reversed, so that fuh and vuh with the r-hook are like the strokes ar and wuh with an initial hook, and thuh and thuh Avith the r-hook are like suh and zuh with an initial hook. See line 3, fry, free, offer, etc. Note. — If pel, bel, tel, etc., are reversed, turning them half around upon an oblique or vertical axis, the resulting characters give the same consonants with the r-hook attached. Likewise, if fel, vel, thel, and thel are similarly turned half around, the double consonants fer, ver, ther, and ther are formed. 154. Sher and zher are regularly written with a small initial hook, and sher will not conflict with shel for the reason that shel is always written upward. 144 COMPLETE SHORTHAND COURSE 145 _v _\^-r ^ JC_ 7 — yi v__._V- :_ o C o rv_^^_xi_ •J* C a -VO r _X_ Ai.^: 13 ^p v_ JLy T_J_.l rvl X 146 COMPLETE SHORTHAND COURSE IRREGULAR R-HOOK 155. The r-hook upon lull is made large to distin- guish it from the w-hook. The double consonant thus formed is pronounced lor or lur. See line 1. 156. The r-hook is also written upon em and en, and is represented by a small hook ; when the r-hook is attached to these strokes they are shaded so that they may not conflict with the same strokes with the weh-hook upon them. See line 2. 157. The circle iss may be written within the r-hook upon the curved strokes. See line 3. 158. The heh-tick may be written before any double consonant to which it will join with an acute angle. See line 4. Word signs, r-hook series : (line 5) appear, principal or principle, practice, perfect, liberty, remember, number or brother, truth, true ; (line 6) doctor, dear, during, doctrine, larger, Christian -ity, care, careful-ly, degree ; (line 7) from, over, very or every, author, three, through, either, their or there, other, sure-ly ; (line 8) pleasure, measure, Mr. or remark-ed-able- ably, more, humor, near or nor, manner, owner, never. Writing Exercise XVIII 1. Angels hear-the humblest human cry. 2. Asser- tion is no proof. 3. He-is-a sorry barber who lias but one comb. 4. A beggar nowhere suffers from famine. 5. It-is-an ill battle where-the devil carries the colors. 6. The barber learns to shave on-the orphan's face. 7. Small invitations will serve a beg- gar. 8. In civil broils the worst of men may rise to honor. 9. Every one thinks his own cross-the COMPLETE SHORTHAND COURSE 147 3 _^____^___^__ v _^___^___^___^__^__ ________ 8.__->L _^_ -ibk— ^ <^-_rk_ A .14 c >__X.___J ^Tts___(o ^—V-Aa-X. ^ J 148 COMPLETE SHORTHAND COURSE heaviest. 10. Curses are like chickens ; they usually come home to roost. 11. A new broom sweeps clean. 12. As men, we are all equal in-the presence of death. 13. Patience is-a remedy for every sorrow. 14. You- should hammer your iron when it-is glowing hot. 15. There-are some remedies worse than-the disease. 16. In stenography practice is-the best teacher. 17. Every day should-be passed as if it were to be our last. 18. He who has plenty of pepper will pepper his cabbage. 19. Every one is-the son of -his own works. Writing Exercise XIX 1. No man knows what he can do till he tries. 2. Everything is worth what its purchaser will pay for it. 3. Unless you preserve degree, the first place is safe for no one. 4. The best plan is, as-the common proverb has it, to learn by-the folly of-others. 5. Vain hopes are often like-the dreams of-those who wake. 6. Those who wish to appear wise among fools, among-the wise seem foolish. 7. Perseverance is more prevailing than violence. 8. We learn from-the proverb, the best things are-the most difficult. 9. It- is-a wise saying, drive on-your own track. 10. Shall we measure reason by size or height, or by principle? 11. Difficulties show what men are. 12. Appear to know only this — never to fail nor fall. 13. Liberty comes with Christianity. 14. The genuine essence of- truth never dies. 15. Truth travels down from-the heights of philosophy to-the humblest walks of life. 16. The promises of authors are like-the vows of lovers. 17. Pleasures may perfect us as truly as prayer. COMPLETE SHORTHAND COURSE 149 TEST QUESTIONS 1. The r-hook is written upon the same side of straight strokes as what small final hook? 2. What is a double consonant? 3. Name the curve strokes to which the r-hook is attached. 4. Name the strokes to which the r-hook is not attached. 5. Name the strokes to which the r-hook may and the 1-hook may not be attached. 6. Name the strokes to which the 1-hook may and the r-hook may not be attached. 7. "What two curved strokes admit of a greater number of hooks being attached to them than any other curved strokes ? 8. What are the word signs for large, larger, and largest? 9. Place the first finger of each hand in a vertical position before you. Crook the fingers at the first and second joints in such a way as to represent initial hooks upon the stroke tuh. Upon which hand do you find a representation of the r-hook and upon which hand do you find a representation of the 1-hook? What do you observe about this that would always enable you to know which is the r-hook and which the 1-hook, if you should become confused as to which side each hook is written upon? 10. Do you find inconsistencies in shorthand? If so, name some. Have you observed that children find inconsistencies in learning their mother tongue? Illustrate. 150 COMPLETE SHORTHAND COURSE 11. How many times have you read page 145? 12. How many times have you read page 147? 13. How many times have you written Exercise XVIII? 14. How many times have \ou written Exercise XIX? MAIL TO THE SCHOOL (a) Your answers to the test questions ; (b) A longhand transcript of page 145, numbering the lines in the usual way ; (c) A longhand transcript of page 147, numbering the lines in the usual way ; (d) Your questions upon any part of this lesson, or a statement, as you understand it, concerning any part of the lesson which is not just clear ; (e) Not less than six copies, in shorthand, of Writing Exercise XVIII ; (f) Not less than four copies, in shorthand, of Writing Exercise XVIII, in which the vowels are omitted ; / (g) Not less than six copies, in shorthand, of Writing Exercise XIX ; (h) Not less than four copies, in shorthand, of Writing Exercise XIX, in which the vowels are omitted ; (i) Two shorthand copies of Writing Exercise XVI; (j) Two shorthand copies of Writing Exercise XVII. THIRTEENTH NUMBER ANSWERS TO TEST QUESTIONS IN ELEVENTH NUMBER 1. The small 1-hook is used upon the strokes puh, buh, tuh, duh, chuh, juh, kuh, guh, full, vuh, thuh, th-uh, and shuh, when written upward. 2. The word won is written with the weh-hook. The sound represented by the hook is the first uttered in the pronunciation of the word. The word play is written with the 1-hook. The sound represented by the hook is uttered after the sound of the consonant stroke to which the hook is attached. The hooks are alike, but the place of giving their sounds is different. 3. When the initial weh-hook is used a vowel can not precede it; when the initial 1-hook is used, form- ing a double consonant, a vowel may precede it. 4. When the 1-hook is written upon shuh the combination must be written upward ; the resulting outline is the same as is obtained by placing the final n-hook on shuh, written downward, and unless there is another stroke joined to the shel the direction of writing will not be shown. 5. The 1-hook upon em, en and ruh can not be represented by a small hook, for the reason that such a hook upon these strokes is the weh-hook. 6. The outlines for play, glue and fly illustrate the use of the double consonant when there is no vowel sound between the stroke and its hook. 7. The outlines for evil, shovel and special illus- 151 1£2 COMPLETE SHORTHAND COURSE trate the use of the double consonant when there is a vowel sound between its stroke and its hook. 8. The following words, which occur in lines 4 and 5 on page 133, are not in the position called for by the rules of position writing : people, till, de- liver-ed-y, children, difficult-y. 9. The following words, which occur in lines 4 and 5 on page 133, have not all the consonant sounds represented in their respective word signs : people, belong, until, deliver-ed-y, children, angel, difficult-y, glory, withal, million. 10. To memorize word-signs offers but little trouble to many and is a trying task to others. It is well to prepare an alphabetical list of all word-signs and then read them over several times each day. An excellent plan is to have some one read to you from a longhand list, which you have previously prepared, and write the signs as you hear the words spoken. A Transcript of Page 131 (Line 1) ply, plea, glee, play, blow, clay, glow, plow, clue, glue, (line 2) eagle, idle or idol, apply, opal, able, ably, ogle, addle, apple, oblige, (line 3) flee, fly, flaw, flock, flay, flow, flew, shelf, shellback, shellac, (line 4) evil, awful, awfully, awfulness, evilness, Eiffel, oval, Ethel, afflict, affluence, (line 5) fickle, giggle, official, initial, pliable, pebble, local, table, special, chattel, (line 6) novel, ripple, feeble, ruffle, reclaim, noble, couple, implore, battle, cavalry, (line 7) sickle, civil, cycle, feasible, sable, disclaim, displease, saddle, satchel, classical. (Line 8) Afflictions are the best blessings in disguise. The COMPLETE SHORTHAND COURSE 153 anvil fears no blows. (Line 9) Nothing but a battle lost can be so melancholy as a battle won. (Line 10) Where you lost your cloak, seek it. Civility costs nothing. (Line 11) Cast a bone in the devil's teeth and it will save you. (Line 12) Eagles fly alone but sheep flock together. The fiddle makes the feast. (Line 13) Evil comes upon us all at once like sticks upon a dog. (Line 14) Blame is the lazy man's wages. Idleness has poverty for wages. A Transcript of Page 133 (Line 1) final, penal, tunnel, panel, canal, chan- nel, spinal, signal, (line 2) flannel, nominal, spiral, rural, mural, animal, family, camel, (line 3) exceed- ingly, appealingly, glowingly, bloomingly, obligingly, alarmingly, affectingly, relishingly, (line 4) people, belong-ed, belief or believe, until, till or tell, deliver- ed-y, children, angel, call, difficult-y, glory, (line 5) follow-ed, full-y, value-d, withal, real-ly, rail, rule, million, only, unless. (Line 6) Philosophy will clip an angel's wings. He plays best who wins. (Line 7) Sudden glory soon goes out. Applause is the root of abuse. (Line 8) Most people judge men only by success. Even the devil has rights. (Line 9) Believe no man in his own cause. Idle dogs worry sheep. (Line 10) Lo, in glory's lap they lie ! Idle folks lack no excuses. (Line 11) Evil to him who evil thinks. Evil is soon believed. (Line 12) The devil hath power to assume a pleasing shape. (Line 13) Children tell in the highway what they hear by the fireside. (Line 14) A bag full of flour and a purse full of money are the best relations. 154 COMPLETE SHORTHAND COURSE Writing Exercise XVI ..X-2. 1 > \ p -p. JL—± J. * ? I V£— > t ^_1„X-^. .^__7.. •- ... *-, v ^ - r y '?..* f ^ w ^ w ^° ^ x * - - ^ .1.2 Js^-.^r^-,^-- .._./.■ ^-^--- -v-4- T N <0> . X.. 17.. v ;;y n ^^' t ;\^ .^r^__X_JQ. .±..A x COMPLETE SHORTHAND COURSE Writing Exercise XVII 155 A^-f_ Ajl. .X--3... /O -A- K .x. 3 ._. -X-_4.__«.__^ **-=. -V*-* =?3F — — - 8,_ ^ v^L-s»— c x-5 Jx— ~x -^---/2x ^__ G7 Z__*I_..X L2.—(o C~b id_JJ,_. t _o .J___.l_X_14._L— r— — p.— *=* _£___. ._<_ *5- .C______ /". ■_. "L i9 156 COMPLETE SHORTHAND COURSE Writing Exercise XV 2 o vo b - .X .__x__ v A. \ V N \. ° ■ / °~ > n^~ ^-5— -Xo9 7^ <±S •v- i_^. .x.. 7~— • *=■ _*._ ' ^TVo , J v <» /^.; ^^ ^o .1. X_., 5 / io. ^-^ I3-- 1_ r -> _.L_-._ V x. „„.0_J5S.jt. Zk. - r _J-..-L 1 ...k^_.^..^ J4 .._ ___\ _^1__\__^_ i6-_^l Jfe». \ .:£?_.._.* COMPLETE SHORTHAND COURSE 157 Writing Exercise XV, without Vowels -r / ~s « r. ./..k.i-i-y:..:...v, 4 .v ___X-_ \ .so—- ^5>-X—5 ...V^1.Z^__!^Z x._ <__/____„ '— C— a^______ \- V .x_. 7 . «rr^ s--:-^-V-^--V-" S ___CL i__>S__9_ _1__^_JL __L__ _„„>_^.J_i_ V , ___i X._ .£L_ »3 — -^ 1 _L 1 __.V_/_Si__L_4.. -X~J 5 ->- /1 _V \ \_s> _x_ i6^_. ._. \ 2X2. ,-A. ADVANCE WORK OF THIRTEENTH NUMBER TRIPLE CONSONANTS 159. By the addition of the circle iss to the double consonants a series of triple consonants is formed. By a triple consonant is meant the occur- rence of three consonant sounds in the same syllable without any intervening vowel. 160. To form the triple consonants of the 1-hook series and of the r-hook series on the curved strokes, the circle is written within the hook. See line 1. 161. To form the triple consonants of the r-hook series upon the straight strokes, the r-hook is changed into a circle and thus represents both the hook and the circle. (Compare paragraph 118.) If there is a pre- ceding stroke the circle is then placed within the hook, the same as in the 1-hook series. See lines 2 and 3. 162. In addition to their use as real triple con- sonants these characters are used to represent words in which occur a combination of the circle iss, some vowel and a double consonant. (See paragraphs 145 and 157.) 163. It frequently becomes necessary to flatten the circle to indicate the hook. See line 4. 164. After duh, the triple consonants skr, sgr, sfr, and svr are more conveniently written as in line 5. 165. The stuh loop may be written on the side opposite the circle side of straight strokes to represent st and the r-hook. See line 6. 158 COMPLETE SHORTHAND COURSE 159 ^jv ^y av <§• 5 . „t F -.L..k.t-:-L-Ll...L.' 7. * Ve._l_^_V & -- \p.._.l_.X. 8 .__. < J. ___i^-_^ /* STl—Cl-X O j 10.__.J- £__\_ ^._.^__ 7 ^^__!___l ___^.__p 1 _L ___._ J _._Z _ i Z ° \ i. ,3...:— ?z..^.._.^__..c:..l.__^i..^.. v .., 14 -___, <_. X/v- . b__.____l\ A \--, X. 160 COMPLETE SHORTHAND COURSE THE LARGE W-HOOK 166. A large initial hook written on the circle side of tub, duh, kuh, and guh, forms the double consonants twuh, dwuh, kwnh and gwuh. 167. These double consonants are vocalized as the small-hook, double consonants are. See line 1. 168. While these large-hook, double consonants are usually found at the beginning of words they may be used after other consonants if the resulting outlines can be conveniently written. See line 2. 169. The circle iss may precede the large w-hook by writing it within the hook. See line 3. Word-signs in line 4 : describe, description, descriptive, surprise, express, expression, suppres- sion, experience, skill, skillful-ly ; line 5 : scale, school, twelve-fth, question, cipher, safer, civil, civilize, civilized, civilian, civilization. Note. — The word-signs which have to be memorized are those which are either written out of position or do not contain a repre- sentation of all consonants heard in the uttered word. In fact, if an outline represents all the consonants and is written in position, it is not a word-sign in the strictest sense, but is simply an outline written without vowels. It is convenient, however, to include in the lists of word-signs outlines which are peculiarly illustrative of principles under discussion. Writing Exercise XX 1. Experience is our only teacher, both in war and in peace. 2. Sloth makes all things difficult, but in- dustry all things easy. 3. Snarl if you please, but- you shall snarl in vain. 4. Prosperity is to-the human breast like-a sunny south wall to-a peach. 5. Man knows nothing but what he learns from COMPLETE SHORTHAND COURSE 161 5 _ e £ r ^^ t C ^ C -----H--^-H- _x_ JC— COMPLETE SHORTHAND COURSE Whiting Exercise XIX i I f_ r. 169 T.' -^9- ,__:V--- A.-:..... L— ^,-^_A.A_...l Jt k». 4 X__6.. I- ^ 1 *- X /1___X.. X ( o__ c ._! ..jl-14-j-Lh^— itp-'-^L 13 i.6. IT. . ^V /T~ — L. 1 <£ I X-2 So — X__^__j^ ^ x 3- ■ \ _V-v n .^l _&__4, L__Ju S — -es^s,— J^-- --_ 14.. .J..., ■\ jui^jL«-^L. J __V?_..- 1 6.i..- P ... / ____ l ._-^_..\„.Y. X. 17 -i-.„.-_^-.,...\...^:...^_x. j8 _:___. < \_^_. „ - ... r A-2—^-i COMPLETE SHORTHAND COURSE 171 Writing Exercise XVII, without Vowels ___________ ^_f_ :u..*_^... - .-_~_1 _V„____.„,._^___* 8 _______ZL___>_<: „..s_l_-._y .._._._ _\-_^Z? N__^/__J___X___L2. — (o ^-p _/_„-0— _ -J_._J-_X_14._L- 0___ / -_-y_ / ____p.__^rvv^/_---\---X- .-X-_6, a A. IS- _<-> _>_. l6- --<£_ __v_- _1_VS .SL -X— 17. j5_4ii___c_L__ ___-___..l_-_.. 19 !. ADVANCE WORK OF FOURTEENTH NUMBER THE HALF LENGTHS 170. By making a stroke half its regular length, a letter is added. To the light strokes t is added, and to the heavy ones d is added. See lines 1 and 2. 171. The regular rules for vocalizing outlines apply to those containing half lengths. A vowel fol- lowing a half length must be read immediately after the stroke and before the added t or d. See line 3. 172. First and second positions for half lengths are the same as for full lengths ; namely, above and on the line. Third position for half lengths is below the line. See line 4. 173. Initial circles, ticks, loops, and hooks are attached to half lengths just as to full lengths. See lines 5 and 6. 174. Final circles, loops, and hooks are written on the half lengths. In such cases the added t or d pre- cedes the final circle or loop, but follows the final hook. See lines 7 and 8. 175. Either t or d is added to single half lengths if there is a final hook upon them. See line 9, pint or pined, joint or joined, etc. 176. The halving principle can not be used if the added t or d is followed by a final vowel. 177. When suh is made half length, it may be written upward or downward according to conve- nience. In such words as finest, gruffest, and nicest, it will be more convenient to write it upward. 172 COMPLETE SHORTHAND COURSE 173 ^__\._ .\_. . V ...^ _. l- . J _ — r- .___-_. ' • _k„ \ 4_ \ ^ C *) --\." ^___. V* — — -J-— A < 5. * •J. Vto D p •K °< r 8_. y ^ A • q7" q7 "^b" \ A fc. -*y & d o 9 — - ?- Ito 5R .Va. * J-- ^ r ■%— "?=T" "or- r ro... K_ ^ ,/ ^ s - ^L_^_^. 14 ._X_. 174 COMPLETE SHORTHAND COURSE SPECIAL CASES IN HALF LENGTHS 178. Either t or d may be added to the single strokes ar, em, and en. If t is added the half length is made light, and if d is added the half length must be shaded. See line 1. 179. Wuh, ump, and ung are never made half length. 180. T is added to lull when it is made half length, and d is added to el (downward), which must always be shaded when made half length. See line 2. 181. Yuh is never made half length. 182. Huh is made half length only when it is joined to some other consonant or has a hook attached to it. See line 3. 183. The halving principle can not be used if the half length would be a continuation of the preceding stroke. See line 4. 184. Verbs whose present tense forms end in t form the past tense by writing a disjoined half length t, close to the preceding consonant. See line 5. Half Length Word Signs — (line 6) about, did, did not, do not, doubt, could, can not, got, good or get, after, fact, (line 7) that, without, let, immediate-ly, made, not, nature, under, hand, lord or read, word. Writing Exercise XXII 1. Not in Nature but in man is all-the beauty and- the worth he sees. 2. Let us not strive to rise too high that-we may not fall too low. 3. Must is-a hard nut to crack but it-has-a sweet kernel. 4. Fortune is merry and in-this mood will give us anything. 5. Good and COMPLETE SHORTHAND COURSE .^„_J*. ir— "if 2 ±. _ c _____ jl...j£^.X. t* — if: r- \y \y '- Jl f.„l_.^_..J 1 „.-f...34-l-|: I J ( -Vw. .L—C- 8.._/-.._.-l._k *• < II. ^^ 1 v V t 12. D P_- ^ .,__ .n. M H- k- v __l_ ~ v — V- * _X___ v- . x , J 3- ■\o" •4— «—- 3l > -— ^ 176 COMPLETE SHORTHAND COURSE bad men are less so than they seem. 6. Grammar knows how to lord it over kings and-with high hand make them obey. 7. Governments exist only for-the good of- the people. 8. Half-the ills we hoard within our hearts are ills because we hoard them. 9. Hard work is still-the road to prosperity and-there-is-no- other. 10. Good is not got without grief. 11. Have- you not heard it said full oft, a woman's nay doth stand for naught? 12. Good deeds in-this life are coals raked up in embers to-make-a fire next day- 13. God defend me from-the man of one book! 14. Good laws often proceed from bad manners. Writing Exercise XXIII 1. Not fame but that which it merits is what-a man should esteem. 2. Nature and Nature's laws lay hid in night, God said ]et Newton be and all was light. 3. Laws are not made like nets to catch, but like sea marks to guide. 4. No man can read with profit that which he can-not learn to read with pleas- ure. 5. Old birds are hard to pluck. 6. Not that 1 loved Caesar less but that I loved Rome more. 7. Doubt of any sort can-not-be removed except by action. 8. Expert men can execute, but learned men are more fit to judge and censure. 9. Faiths that are different in their roots, where-the will is right and-the heart is sound, are much-the same in-their fruits. 10. Nature counts nothing that she meets witli base, but lives and loves in-every place. 11. From-a bad paymaster, get what you-can. COMPLETE SHORTHAND COURSE 177 TEST QUESTIONS 1. Name the four classes of different length char- acters that have been used up to and including the present lesson. Give them in the order of their lengths. 2. If a single, light consonant, such as puh, tuh, chuh, kuh, fuh, etc., is followed by the sound of d, how must the d be represented? 3. Do all the word signs of this lesson comply with the principle set forth in your answer to the second question? 4. If a single, heavy consonant is followed by the sound of t, as in such words as bite, debt, feed, etc., how must the t be represented? 5. Give some word signs that occur in this lesson that are not in accord with the principle given in your answer to the fourth. 6. If an outline consists of a half length consonant, a following vowel, a final hook and a final circle, in what order should the sounds represented be read? 7. Name the different ways in which the sound of t may be represented. 8. Suggest a reason for the statement that the halving principle can not be used if the half length would be a continuation of the preceding stroke. 9. Name the consonants which, as simple conso- nant strokes, admit of the addition of either t or d by being made half length. 10. Distinguish between the word signs for we or with, and that. 11. How many times have you read page 173? 178 COMPLETE SHORTHAND COURSE 12. How many times have you read page 175? 13. How many times have you written Exercise XXII? ' 14. How many times have you written Exercise XXIII? MAIL TO THE SCHOOL (a) Your answers to the test questions ; (b) A longhand transcript of page 173, numbering the lines in the usual way ; (c) A longhand transcript of page 175, numbering the lines in the usual way ; (d) Your questions upon any part of this lesson, or a statement, as you understand it, concerning any part of the lesson which is not just clear ; (e) Not less than five copies, in shorthand, of Writing Exercise XXII ; (f) Not less than five copies, in shorthand, of Writing Exercise XXII, in which the vowels are omitted ; (g) Not less than five copies, in shorthand, of Writing Exercise XXIII ; (h) Not less than five copies, in shorthand, of Writing Exercise XXIII, in which the vowels are omitted ; (i) Two shorthand copies of Writing Exercise XX, without vowels ; (j) Two shorthand copies of Writing Exercise XXI, without vowels. FIFTEENTH NUMBER ANSWERS TO TEST QUESTIONS IN THIR- TEENTH NUMBER 1. The following words, taken from page 159, have the iss of the triple consonant in one syllable and the double consonant part in another : pas-try, dis-trust, massa-cre, dis-close, ex-plosive. 2. The following words, taken from page 159, have a vowel between the iss of the triple consonant and the double consonant part : massacre, disciple, classi- cal, feasible, desecration, disagree, decipher. 3. In some cases, if the circle were not flattened to indicate the hook, the outline would be read as with a circle alone, for the reason that it appears just as an outline would which contained the circle and no hook. 4. In line 5, page 159, the circles between the duhs and the following strokes may not be read simply as circles, for to read them so they must appear on the outside of the angles, according to the principle set forth in paragraph 80. 5. In paragraph 119 is found a use of the loop for st which provides for the representation of n in addi- tion to the nominal value of the loop. 6. The following consonants take a large initial hook to represent 1 : em, en, ung, and run. Tuh, duh, 179 180 COMPLETE SHORTHAND COURSE kuh, and guh take a similar hook to represent w. Lull takes a large initial hook to represent r. 7. When the iss circle is written within a large w-hook, the consonants represented are read in this order : the circle, the consonant stroke, and the hook. 8. Q and u, taken together, since u always follows q, represent the sounds of kuh-wuh. 9. In the word signs for express, expression, and ex- perience, the consonant kuh is omitted. 10. A word sign is a contracted outline, a full out- line written out of position, or an outline which does not conform to the general rules of the subject. A Transcript of Page 159 (Line 1) splice, spliced, splicer, spleen, splay, splotch, splatter, splutter, splash, splasher, (line 2) spry, spree, strife or strive, straw, screen, sprain, spread, scribble, straddle, straggle, (line 3) pastry, distrust, destroy, westerly, massacre, disclose, disciple, display, disclaim, classical, (line 4) explosive, feasible, visible, dispraise, disprove, explain, whisper, pre- scribe, prescription, subscribe, (line 5) descry, discourage, desecration, disagree, disgrace, decipher, disfranchise, dissever, disaffirm, disaffirmation, (line 6) steeper, stopper, stepper, stutter, stager, staker, stag- ger, stupor, stabber, stouter. (Line 7) In common things the law of sacrifice takes the form of positive duty. (Line 8) A sadder and a wiser man he rose the morrow morn. (Line 9) Screw your courage to the sticking-place. All true work is sacred. (Line 10) There is a reaper whose name is death, who has a COMPLETE SHORTHAND COURSE 181 sickle keen. (Line 11) The rose is the fairest flower of spring. Strike for the green graves (line 12) of your sires. Such screams to hear! such sights to see! (Line 13) The green grass floweth like a stream into the ocean's blue. (Line 14) Know how sublime a thing it is to suffer and be strong. A Transcript op Page 161 (Line 1) twice, twist, twine, dwell, dwarf, queen, quest, Guinevere, Guelph, guan, (line 2) require, in- quire, liquid, loquacious, inquisition, Piqua, adequacy, (line 3) squeeze, squaw, squib, squad, squash, exqui- site, disquiet, disquisition, obsequies, (line 4) describe, description, descriptive, surprise, express, expression, suppression, experience, skill, skillful-ly, (line 5) scale, school, twelve-fth, question, cipher, suffer, civil, civi- lize, civilized, civilian, civilization. (Line G) Experi- ence keeps a dear school, but fools will learn in no other. (Line 7) Inquire where the Quaker dwells and you will receive a civil answer. (Line 8) We hear of the warcries of the Guelphs and Ghibellines for the first time (line 9) in the middle of the twelfth century. Come, give us the best of your quality. (Line 10) Quotations may preserve the wisdom of the wise and experience of ages. (Line 11) Unless experi- ence be a jewel, I have purchased at an enormous rate. (Line 12) General Wolfe, with but a small quota of men, took Quebec in 1759. (Line 13) Weakness on both sides is, as we know, the motto of all quarrels. (Line 14) Ask me no questions and I'll tell you no fibs. 182 COMPLETE SHORTHAND COURSE Writing Exercise XX ,..CL^.^_..:±.._c L ....ri-___: \, _JC_ ■) X. ¥-. \-S> c c — -J? ^ c 4 -■>--- V-?' \ D C 5 ^....^ 8__ 9~. ' . ? __._.°Z-.i.ia...x../i.., i_„ v _ J £> ^J._._V)k)._.^-_t2 — . A.. Q^^LXLJL ^^.^.f.^,.^. J X. \ sJ> I COMPLETE SHORTHAND COURSE 183 Writing Exercise XXI .x__. 3 _ _ Q xko.:^J._ / ?-_^_. 5 .--_^--"-.-^.-- 7 i'-._ ( X.__4 A _tyl_V) n. .^:_._^^.^._6.._.i...____ T i__5^_ v „^„ — / r L^_-_.\, X___8- .---V— c^_- ^ J X-._a.. X 184 COMPLETE SHORTHAND COURSE ss_ Writing Exercise XVIII, without Vowels . f ^ "V Iljt^x-kL-L. Z 9 <^ «N to <^o ;„_£L 10. C _D- .JC 9.._a_- c: __.L ^. 11*.-*. 14, £/_ C5"^ _!V_P— ----- JUL-4S- ■ X-.I3...Q. -X--16. J7 ^— ^— -l--^---X--o — V- 18. 1 ^ o V__.1__.\^__._/TI___\ N ^_ .,_-.!> J t .-*._ ^1 V *JA... K— J--— <— -^ I~_-. COMPLETE SHORTHAND COURSE 185 Writing Exercise XIX, without Vowels ^ ^ ' ■'- ' m 1 f___— A _*__._ 4 — 1 - X--6-1-'---: - X - 7 -N---- ._x._. 12, X. W 13- N i4_ _:___.^..^-i-^ I ,-..i..l... l ...^-A:..^... i ..rA." ...y^rr^ 17^ „sJl <^. _^s> 1. iG •K--'°--^- X, ADVANCE WORK OF FIFTEENTH NUMBER DOUBLE LENGTHS 185. By making certain consonants twice their usual length, another syllable is added. 186. Only the curved strokes may be written double length. 187. When ung is made double length, ker or ger is added. See line 1. 188. When emp or emb is made double length, er is added. See line 2. 189. When the other curved consonants are made double length, some one of the syllables ter, der, ther ort&er is added. Usually the syllable ter or der will be added, and if not either of them, then ther or ther will be added. See lines 3 and 4. 190. Double length consonants are vocalized as the half lengths. Hence a vowel following a double length stroke must be read before the added syllable. 191. When a double length is written in position it should be begun at the same point a regular length would be begun if it were written in the same position. 192. When the n-hook is attached to a double length it is read after the added syllable. See the word signs. Double Length Word Signs — (line 5) neither or entire, order, water, modern, northern, eastern, mat- ter or mother, (line 6) voter, letter, weather, another, hunger or younger, latter, father. All of the fundamental principles of shorthand which have a general application have now been pre- 186 COMPLETE SHORTHAND COURSE 187 3- 4 IO._ l^ a __^^„_4i__So -V--X -\ /.Vs_£_-> X- ,^I^___.L_..1._.J>_...^^ JTLJL-2y*. S, V" . I L " - S, N I i.2...___\.__o q__ . L—n .__V^__J A 1_X_. \ II iA J \ 14.. _Lr^. _!___} ,~JX i z Tl^__^v-L_K_ 188 COMPLETE SHORTHAND COURSE sented. All consonants, vowels, circles, loops, hooks and ticks have been given, as well as all modifications of the lengths of consonants. There are, however, many words which would be inconveniently written if there were no provision made for them further than what has already been presented. THE N-CURL 193. A segment of a small circle which is called the n-curl is written backward before the straight, triple, r-hook consonants and before the iss circle on suh, zuh, shuh, zhuh, lull, ar, em, and emp to repre- sent the syllables, in, en, or un. See lines 1 and 2. Word Signs — (line 3) instruct, instruction, instruct- ive, inscribe, inscription, inscriptive, inexperience, inexperienced, inexpressible, unexpressed, (line 4) plead, particular-ly, part, opportunity, spirit, behind, build or built, able-to, told, toward, (line 5) child, charity, gentlemen, gentleman, accord-ing-ingly, court, account, count, cold, coldest, (line 6) gold, great, greatest, followed, flood, afraid, virtue, authority, third, throughout, (line 7) isn't, hasn't, short, world, mind, amount, movement, somewhat, seemed, went. Writing Exercise XXIV 1. A busy mother makes slothful daughters. 2. Render unto Caesar-the things that are Caesar's. 3. To wonder at nothing is almost-the one and only thing which-can make-and keep men happy. 4. Where there-is-a mother in-the home matters speed well. 5. Whether it-be for life or death, do your-own work well. 6. The anger of-a strong man can always bide COMPLETE SHORTHAND COURSE 189 ,_x___.x._..L„_r:___!f___r___^_A__..?v.v ^ «\ .Ov. <\ 'S 5 2 <^_. .£ IL C Co 6....c ^ ,..S ^ 3l <5^ IT*. JL. a- 3 ^1 > X T. V.«Y ._. srs X. -~\. .,,.,,. .£S^^ _X-_ .-xTStJC r 13 ^- 14. -X__..L |/^__..-_.__Ua' ^ *. 190 COMPLETE SHORTHAND COURSE its time. 7. Hunger is-a good cook. 8. Order is-the sanity of-the mind, the health of-the body, the peace of-the city, the security of-the state. 9. There-is-no such flatterer as is-a man's self, and-there-is-no such remedy against flattery of-a-man's self as-the liberty of-a friend. 10. The diameter of-a circle passes through its center. 11. Laughter should dimple-the cheek, not furrow-the brow. 12. To-a father, when his child dies-the future dies. 13. Neither wise men nor fools can work without tools. 14. A father is-a banker pro- vided by nature. Writing Exercise XXV 1. Take fast hold of instruction ; let her not go ; keep her, for she is thy life. 2. What insult is so keen, or so keenly felt, as-the polite insult which-you can-not resent. 3. The particular is-the universal seen under special limitations. 4. There is never but one opportunity of-a kind. 5. The wealth of both In- dies can-not redeem one single opportunity which-you have once let slip. 6. Rule your spirit well for if-it is-not subject to-you it-will lord it over-you. 7. A child may have too much of-its mother's blessing. 8. Charity draws down a blessing on-the charitable. 9. Charity knows no distinction of nation. 10. Gen- tlemen have to learn that-it-is-no part of-their duty or privilege to live on other people's toil ; that-there-is- no degradation in-the hardest manual or-the humblest servile labor, when it-is honest. 11. He-is-the best gen- tleman that-is-the son of-his own deserts and not-the degenerate heir of another's virtue. 12. The great event f or-the world is-the arrival in it of-a new wise man. COMPLETE SHORTHAND COURSE 191 TEST QUESTIONS 1. What is added to a stroke by making it half length and what by making it double length? 2. Why may not straight strokes be made double length? 3. Name the different syllables that are added by the doubling principle. 4. What is the difference in the place of reading the n-hook upon a half length and a double length? 5. If a double length is written in first position, tell where it should begin and where it should end, with reference to the line of writing, for (a) an ascend- ing stroke, (b) a horizontal stroke, and (c) a descend- ing stroke. 6. In a like manner describe the second position for the same three kinds of double lengths. 7. In a like manner describe the third position for the same three kinds of double lengths. 8. Study the strokes before which the n-curl is written, observe that it is not used in such words as unsafe, unseen, instead, insipid, and ensign, and then try to discover the reason for restricting its use to the cases given in paragraph 193. State your conclu- sions. 9. In the light of the definition of a word sign, given in the tenth answer on page 180, tell why plead, able-to, toward, and child are included in the list of word signs. 10. In like manner tell why charity, account, ivorld, and movement are included in the list of word signs. 192 COMPLETE SHORTHAND COURSE 11. How many times have you read page 187? 12. How many times have you read page 189? 13. How many times have you written Exercise XXIV? 14. How many times have you written Exercise XXV? MAIL TO THE SCHOOL (a) Your answers to the test questions ; (b) A longhand transcript of page 187, numbering the lines in the usual way ; (c) A longhand transcript of page 189, numbering the lines in the usual way ; (d) Your questions upon any part of this lesson, or a statement, as you understand it, concerning any part of the lesson which is not just clear ; (e) Not less than five copies, in shorthand, of Writing Exercise XXIV ; (f) Not less than five copies, in shorthand, of Writing Exercise XXIV, in which the vowels are omitted ; (g) Not less than five copies, in shorthand, of Writing Exercise XXV ; (h) Not less than five copies, in shorthand, of Writing Exercise XXV, in which the vowels are omitted ; (i) Two shorthand copies of Writing Exercise XXII, without vowels ; (j) Two shorthand copies of Writing Exercise XXIII, without vowels. . SIXTEENTH NUMBER ANSWERS TO TEST QUESTIONS IN FOURTEENTH NUMBER 1. The four classes of characters of different lengths are the dot word signs, the tick or dash vowel word signs, the half lengths and the full lengths. 2. If a single, light consonant is followed by d, the halving principle can not be used, hence the stroke for duh must be employed. 3. The word sign for could does not comply with the principle given in answer 2, for kuh is a light stroke and d is added in this instance by making it half length. 4. If a single, heavy consonant is followed by the sound of t, the halving principle can not be used, hence the stroke for tuh must be employed. 5. The word signs for about, doubt, got, get, that, and without are some exceptions to the principle set forth in answer 4. 6. If an outline consists of a half length consonant, a following vowel, a final hook, and a final circle, the sounds should be read in this order : the consonant represented by the stroke, the vowel, the final hook, the added t or d, and the circle. Such words as tents, bends, vends, etc., afford illustration. 7. The sound of t may be represented by the stroke tuh, by the halving principle, and, in connec- tion with s, by the stub or est loop. 193 194 COMPLETE SHORTHAND COURSE 8. The halving principle can not be used in cases where the half length would be a continuation of the preceding stroke, for several reasons : First, it could not be determined whether the half length should be read before or after the full length. Second, the combination might be read as a single length which had been made a trifle too long. Third, the combina- tion might be read as two strokes made a trifle too short. All of this applies to straight strokes only. 9. The strokes ar, em, en, and luh and el, con- sidered as one stroke, admit of the addition of either t or d by being made half length. 10. The word sign for ive or with is half of a circle of the size of the iss circle. The word sign for that is a half length th-uh ; it is not a semi-circle ; it is longer than the word sign for ive or with, and it is always made heavy. A Transcript of Page 173 (Line 1) rip, ripped, reach, reached, rake, raked, loaf, loafed, bake, baked, (line 2) tug, tugged, shave, shaved, page, paged, gauge, gauged, club, clubbed, (line 3) pet, bed, pate, bayed, tut, dead, coat, goad, Kate, fate, (line 4) pit, bid, fight, void, east, bad, apt, aft, act, shout, (line 5) spot, sipped, fright, stitched, skate, dread, plate, threat, supped, hooked, (line 6) twit, squat, clot, Scott, smite, ^quote, hugged, split, sprite, street, (line 7) bides, deeds, fights, fates, coats, goads, shoots, shouts, pats, cats, (line 8) point, points, tuft, tufts, brained, chafed, cuffed, cleft, pants, rafts, (line 9) pint or pined, joint or joined, vent or vend, paint or pained, faint or feigned, meant or COMPLETE SHORTHAND COURSE 195 mend, tent or tend, plant or planned, mount or mound, scant or scanned. (Line 10) Bad laws are the worst sort of tyranny. Fortune is like the market (line 11) where, many times, if you can stay a little the price will fall. (Line 12) Mind is the partial side of men, the heart is everything. (Line 13) Next to Christmas day, the most pleasant annual epoch in existence (line 14) is the advent of the New Year. One can live on little, but not on nothing. A Transcript of Page 175 (Line 1) Meet or meat, mead, neat, need, mate, made, hurt, herd or heard, heart, hard, (line 2) light, lied, lot, laud, let, late, old, lute, lad, loud, (line 3) pirate, piratical, exert, ferret, merit, venerate, article, certain, parrot, carrot, (line 4) kicked, piped, popped, bobbed, probed, caked, cooked, gagged, (line 5) dot, dotted, date, dated, await, awaited, audit, audited, dote, doted (line 6) about, did, did not, do not, doubt, could, can not, got, get or good, after, fact, (line 7) that, without, let, immediate-ly, made, not, nature, under, hand, lord or read, word. (Line 8) Let us have faith that right makes might and in that faith (line 9) let us dare to do our duty as we understand it. (Line 10) No word is ill spoken if it be not ill taken. (Line 11) Did I know that my heart was bound to temporal possessions, (line 12) I would throw the naming brand among them with my own hand. (Line 13) Facts are to the mind the same thing as food to the body. (Line 14) Fit words are fine but often fine words are not fit. 196 COMPLETE SHORTHAND COURSE Writing Exercise XXII d Y- .^_./_. X- .&....£. j ^___y___^. p J ._x.. .....L 1 .X. _>i. \ v_9- X__ - 8 .-v-^---^----v-^ „Cxl„_v !< .A..X.. X--9 ^ -J£_.-L1___V^, ^S 1 J. x._ "V. --4 -jp- k. / w X .c%...^ „Ji_X..JJ_ L- .!X. .Ji-_J4 2 -°^p-„ !^i__. X .— <^ -X-, COMPLETE SHORTHAND COURSE Writing Exercise XXIII =, ^-Z.._A-.^-l-l-. C tc'A 197 >s-n J&...J* -^£>- .Jl. \. _!_>. c — 3- 7 C .^p.....\ .T7_ "> c ( J5to <^s__.x„-7.. ..X— 8. ^1 -^l- t- Q^ ^--^ No.., _/^kc . J...__^o...x..jj..!jl ..^___^5 198 COMPLETE SHORTHAND COURSE Writing Exercise XX, without Vowels <-\--°- -*--- -^s--^- «~-™f- v--/--*- « ,, r ^ ° n, \ , a - /•? °^— v ^r..^.£....°S r^-^-w-^-W - ^ .x-i4.._.r^ — y. ,j?„ _.JU?.— "t^— - "■_ Js... COMPLETE SHORTHAND COURSE 199 Writing Exercise XXI, without Vowels V ^ r X~3* v -T" ) \ ^T> j 1} x__. 7 . _£_ f « J 1 - ^ .^L ^--- / _A -V \o °L rx. /-a .JC.__9^- _v ( •\ ,_D JN-. f- /O 1 ^ -^U- r*_jL ^ -^i^-- x - •2 -s ADVANCE WORK OF SIXTEENTH NUMBER PREFIXES 194. The syllables con, com, and cog are repre- sented by a light dot immediately preceding the rest of the outline. See line 1. 195. These same syllables are represented in the middle of an outline by disjoining the parts between which they occur and writing the disjoined parts close together. See line 2. 196. These syllables, when they occur initially, are frequently omitted entirely, or they are indicated by writing the part of the outline which immediately follows the con, com, or cog, very close to the preceding word. See line 3. 197. Ante, anti, inter, enter and intro are expressed by a half length en. See line 4. 198. Contra, contro and counter are expressed by a chuhtoid tick written immediately before the rest of the outline. Before em and rub. the tick is written puhtoid. See line 5. 199. Mac or Mc, in proper names, and magna and magni are expressed by a disjoined em before the rest of the outline. See line 6. 200. Self and circum are expressed by the circle iss placed by the side of the first following stroke of the outline. See line 7. Self -con is represented by writing the circle in the place of the con dot, allowing it thus to represent both self and con. See line 8. 200 COMPLETE SHORTHAND COURSE 201 ■*J3 1 t < ,.:...^...:...X..-rl..._v.... M rx_3 •--^ .-*...-•: ^BT 4- - Kl> ^ •P o 8._..L....V....U._..U— J.__„j§__„.)L.-_ <«L_— «c-= 9. ^ 5j_p___6— > s^ 1-X_ d' yO ,o.._j?... ( :../:...!\_.^'..^.-^:.x..1_..l„... > .....V_.. 13 14- cL ¥.2. S^- — 1. L ._x *— - 202 COMPLETE SHORTHAND COURSE In the exercise upon the opposite page, new words are vocalized the first time they occur and the vowels are omitted in the same words when they occur again. After reading the exercise the usual number of times, make a transcript and have some one read to you from the transcript while you write in shorthand from dictation. The reading should be quite slow at first, gradually increasing the rate until you are able to write the letter within three minutes. In preparing the transcript, mark every tenth word by placing a vertical line after it. The reader should sit with a watch in hand and allow twelve sec- onds to each group of ten words. It is not an easy task to dictate to a learner. The one assisting you must realize that he is helping you — that he is read- ing for you and that you are not writing for him. This is just the beginning of speed work. While those who have successfully pursued the course thus far should be fairly well equipped with the principles of the subject, a failure to observe a due restraint now and to make haste slowly, can result only in harm. Writing Exercise XXVI 1. Compassion will cure more sins than condem- nation. 2. Confidence is-a thing not to-be produced by-compulsion. Man can-not-be forced into trust. 3. Before you begin, consider well ; and when you have considered, act. 4. Interest speaks all sorts of tongues and plays all sorts of parts, even the part of the dis- interested. 5. Confine your tongue lest it confine you. £ Men cease to interest us when-we-find their limita- COMPLETE SHORTHAND COURSE 203 $«■ -L-^^ju^- -^— i--i^r-^--L----^--^S>-.. 5Z*. *--— ia- :i" V-, \ — > ^o .jc.J4. * \ y COMPLETE SHORTHAND COURSE Writing Exercise XXV 211 1...L i„..L.. V .^..l... < t..r-.2v_..r..._ J' t* s~\ I f\ _r v 0^- -•.Vto— -V_— .-L.2....-^.... z ...^i../...A ,_.„„ _a^JL^_ .*._ jt. \ x.. .-5 ,__.^ y. —6 <__ £TS ^^p a. — >v L X__ A..X .x._9. r . Ik X — <^S> _^_>k.__ COMPLETE SHORTHAND COURSE 213 Writing Exercise XXIII, without Vowels r V a - -X, &*. ^ -vj). .£".. X__J_1 r r ...3 ) "> c X_._4.___ ^ .\...-5.„.^/..:_..™....C'_„.^„_l„.-. c .-. J_..x._ s „_/___. f^-^_-_.z.__v_-J __, -_-.__> 5. l_______._-_.__. \ X__. 7 . ..... £r_____. .3L -/\- j*L C. ■—?-—\- ~ .__c5n^ - rr!L -v jL jo— ^_ L--. >o._..j. ADVANCE WORK OF SEVENTEENTH NUMBER SUFFIXES 201. The frequently recurring syllable ing may be represented by a dot placed at the end of the pre- ceding part of the outline. See line 1. Note. — The use of ung for the syllable ing is preferable wher- ever it will join easily. Both the stroke and dot may be safely omitted whenever the word to which either would be attached is strikingly distinctive and context clearly shows its presence, as in the sentence: By do(ing) your work promptly you will be sav(ing) much valuable time. 202. Ings is represented by placing a small circle at the end of the preceding part of the outline. See line 2. 203. Ing-the is represented by a puhtoid or chuh- toid tick immediately following the rest of the outline. See line 3. 204. Ing-ly is represented by ung-1-hook. See paragraph 148, and line 3 on page 133. 205. Ly is usually represented by the stroke luh joined to the preceding stroke. When luh can not be joined, then the syllable is represented by a disjoined el. See line 4. 206. Self as a suffix is represented by an iss circle and selves by a ses circle joined to the preceding stroke. These circles may be disjoined and written at the side of the preceding stroke whenever greater accuracy seems necessary. See line 5. 207. Ship is represented by a disjointed shuh. See line 6. 214 COMPLETE SHORTHAND COURSE 215 ■> — > — -y- / ^._V_£L...^...v^.. . 4 ._.r...!:C..^..^...V-^^-^-V-^ r - b. ^cL — ^ — b — ©___ - -"T\ \ V^ C. t 5* L. V X. 216 COMPLETE SHORTHAND COURSE 208. Ility, ality, arity and erity are represented by disjoining that part of the outline which immediately precedes the suffix. See line 1. 209. Ble and bly may be represented by the stroke bull whenever the preceding part of the outline is of such a nature that the 1-hook can not be attached to the bull. See line 2. 210. The phrase of the is indicated by writing the words between which it occurs close together. See line 3 : day of the month, scene of the battle, etc. 211. From — to — are indicated when each immedi- ately precedes the same word, by writing the words close together. See line 4 : from day to day, from hour to hour, from place to place, etc. 212. And is frequently omitted where context necessarily supplies it, as in such expressions as again (and) again, over (and) over, and right (and) wrong, in which cases the words between which the and occurs are always joined. See line 5. 213. The hyphen is represented by two short par- allel lines, such as are used to indicate proper names, placed between the words joined. The dash is a chuhtoid-tick-kuh-chuhtoid-tick. See lines 9 and 12. Use the letter in lines 7 to 14, on page 215, and the selection in lines 6 to 14, on page 217, as speed exercises. Do with them as you were instructed on page 202, of the sixteenth number, to do with the letter. Writing Exercise XXVIII A country maid was walking to-the town to-sell some milk, which she carried in-a pitcher on-her head. As she went along she said to herself, " I-have already COMPLETE SHORTHAND COURSE 217 L ...^j v _u...z^.\A..i....^..-- fe U-Jl: _^. PS Is. / V : Nt $*„,£-_. 6_. r<- ,4!L....^^-;^. 4— -> •«-r ^r "Jv :„i. JO: 8..___ V^r ^ •Qd^ — 7 -Q-S- \ v ._r. ^> ^ u^..... 12.. i.v.Nr^- 14.. t 218 COMPLETE SHORTHAND COURSE fifty eggs at home ; with-tlie money which I get for my milk I-will buy fifty more. These hundred eggs can-not-fail to bring me at least eighty chickens. The chickens will-be-ready for-market just when poultry is dearest, so that they will sell for-a good sum. With- the money I-will get me a new gown, and when I wear it at-the fair, the young fellows will want to dance with me, but I-will turn from each with-a toss- of-the-head." As she said these words she-could-not help giving her head a-toss, when down fell pitcher, milk, eggs, poultry, gown, sweethearts and all. Count not your chickens before they are hatched. Writing Exercise XXIX Dwight, 111., Dec. 15.— Supt. J. W. Masters, Streator, Illinois. Dear Sir : Before making definite plans for-the next meeting-of-the-Northern Illinois Teachers' Association, which, as you know, is to-be held at Rockford, April 29 and 30, I should like your advice on one or two matters. First, would you advise-the holding of section meetings as has sometimes been-done in-the past? Do-you think it likely that enough superintendents and-teachers will- be on hand Thursday evening to render it advisable to hold some kind of-a meeting then? If-it-is-not imposing too much on-your good nature, I should like to get your advice in regard to-the pro- gram for some section meetings if-it seems best that such be held. I-wish you would have your teachers express their preferences as to subjects for discussion. I-hope you-may find it-convenient to give me an early reply. Yours-truly. COMPLETE SHORTHAND COURSE 219 TEST QUESTIONS 1. Name the different syllables represented by the light dot. 2. Name the different syllables or words repre- sented by the chuhtoid tick. 3. Name the different syllables or words repre- sented by the small circle. 4. What syllables and phrase are represented in the same way? 5. Describe the different marks of punctuation that have been given. 6. When is the better time for supplying marks of punctuation, at the time the shorthand is written or when the transcript is made? The following questions are optional. Answers to them cannot be found in the text, but if the spirit of shorthand has been caught, the correct answers may easily be made. 7. Invent a brief way of representing us in such phrases as give-us, tell-us, for-us, to-us and of-us. 8. How could us be represented in such phrases as gives-us, tells-us, bless-us and choose-us f 9. How could us be represented in such phrases as giving-us, telling-us, taking-us, and striking-us f 10. If it is desired to phrase two words the first of which ends with a circle iss and the second begins with it, how may this be done conveniently? Take the following for illustration : it-is-such, in-this-city , this-is-the, as-has-been, and as-soon-as. 11. How many times have you read page 215? 12. How many times have you read page 217? 220 COMPLETE SHORTHAND COURSE 13. How many times have you written the letter and selection on pages 215 and 217, from dictation? 14. How many times have you written Exercise XXVIII? 15. How many times have you written Exercise XXIX? MAIL TO THE SCHOOL (a) Your answers to the test questions ; (b) A longhand transcript of page 215, numbering the lines in the usual way ; (c) A longhand transcript of page 217, numbering the lines in the usual way ; (d) All of your shorthand practice work of the speed exercises, numbering the copies in the order in which they were written, and stating upon each, in minutes and seconds, the length of time required to write them from dictation. (e) Your questions upon any part of this lesson, or a statement, as you understand it, concerning any part of the lesson which is not just clear ; (f) Not less than three copies, in shorthand, of Writing Exercise XXVIII ; (g) Not less than seven copies, in shorthand, of "Writing Exercise XXVIII, in which the vowels are omitted ; (h) Not less than ten copies, in shorthand, of Writing Exercise XXIX, in which only the necessary vowels are inserted ; (i) Two shorthand copies of Writing Exercise XXVI, without vowels ; (j) Two shorthand copies of Writing Exercise XXVII, without vowels. EIGHTEENTH NUMBER ANSWERS TO TEST QUESTIONS IN SIXTEENTH NUMBER 1. The con dot and a half length kuh with a light dot in second place represent connect. All sounds of the word are represented except one of the n's. It is customary to represent a double letter by but one shorthand character. See paragraph 19a. 2. As a general rule, it is safe to omit the con dot in long outlines and in those which do not make a word without supplying the dot. Sider, squence, sis- tent and even fess are very likely to suggest the full words when met with in sentences. 3. It is much better to write antimony with the en and tuh strokes, because of the principle which pre- cludes the use of the half length immediately before or after a stroke between which and the half length there is no angle, and when both are light or shaded. Antony may be written with the half length en be- cause of the presence of a distinct angle between the half length and the following en. 4. Write contrary with a con dot, tuh-r-hook, ruh, for the sake of suggesting the division of the word into syllables, and also indicating the accented one. It will be found that words written with any of the prefixes usually have the accent upon a syllable which is not represented in the prefix. 221 222 COMPLETE SHORTHAND COURSE 5. The con prefix represents three sounds ; the anti and intro four and five sounds ; the contra tick six ; the disjoined em three or five ; and the circle four, five or seven. As great time-savers that are perfectly legible in reading, the advantages of these prefixes at once become apparent. A Transcript of Page 201 (Line 1) Contain, condemn, conceal, compose, compress, complain, commend, cognomen, cognation, cognition, (line 2) malcontent, reconduct, reconvene, unconfined, recommend, recompense, incompetent, accompany, recognize, (line 3) consider, condition, complex, the law condemns, we must comply, in compliance, no compensation, (line 4) antedate, anti- dote, interrupt, entertain, introduce, antecedent, anti- quary, interview, enterprise, (line 5) contraband, contradict, contravene, controversy, controvert, counteract, counterfeit, counterpoise, countermotion, countermand, (line 6) Mclntyre, McDougal, McMillin, magnanimous, magnanimity, magnify, magnificent, (line 7) self-assertion, self-appointed, self-admiration, self-assurance, circumference, circumlocution, circum- navigate, circumstances, circumvent, (line 8) self- conceit, self-control, self-condemn, selfcontempt, self-contained, self-consistent, self-confidence, self-con- scious, self-conquest, self-command. (Line 9) Con- fidence in one's self is the chief nurse of magnanimity. (Line 10) Constant thought will overflow in words unconsciously. Consider the lilies of the field, (line 11) how they grow ; they toil not, neither do they spin. (Line 12) Interest is the spur of the people, COMPLETE SHORTHAND COURSE 223 but glory that of great souls. (Line 13) We must not contradict but instruct him that contradicts us. (Line 14) Circumstances are beyond the control of man, but his conduct is in his own power. A Transcript of Page 203 Mr. Glenn F. Robinson, Chicago, Illinois. Dear Sir : In response to your request, I enclose sample tag and catalogue in which you will find descriptions and prices of the various styles and sizes made and kept in stock. These tags are so easily attached or moved to meet any condition that they are adapted to a wide variety of uses, the most prominent of which are mentioned in the various pages of the catalogue. Please note particularly the four styles of alphabets. Paper faced tag3 are being used extensively to write names on and are commended in strongest terms. I am so certain that you will find them not only a convenience but a profitable investment that I will be glad to send as many tags as you can use on ten days' trial, with privilege of returning them if they do not prove profitable because of time and labor saved. I hope to be favored with your order. Very truly yours. 224 COMPLETE SHORTHAND COURSE Writing Exercise XXVI __i..--.'-\___/___.7TT^v — L..L. -X__ _>c_8..___ :_._^i___>___^__:_ x > r .j<_ »..JU.^L .^...JL...^. ../> !5l-JC .1... ._xji— . ._x..J3^. /____.( |^?.JCJ 4 _. \ * COMPLETE SHORTHAND COURSE 227 Writing Exercise XXV, without Vowels j—1 — v- r - ^ J o ( ,J..„l„.z£„ JLe-XJ: s .._X 2._ .^:. _C so. .*.. xi.„Z„^.l 3 . f\ c\- ..X..5 Y ._z.a.__ •«v z:. <\ /> .,_._v..z... ^-u^-v- X.JU V c/r_ > /CTi.JC. ADVANCE WORK OF EIGHTEENTH NUMBER SPECIAL VOCALIZATION 214. When the vowel of a double consonant which is between the stroke and its hook is other than the nominal one (short e and short u are the nominal ones) it may be represented by the following scheme of special vocalization : 215. A heavy dot vowel is represented by a small circle written before the double consonant, and in first, second or third place according as the vowel is a first, second or third place vowel. See line 1. 216. A light dot vowel is represented in the same way except that it is written immediately after the double consonant. See line 2. 217. Second and third place, dash vowels are writ- ten through the double consonant ; a first place, dash vowel, immediately before it. See line 3. 218. The diphthongs are likewise written through the double consonant. See line 4. 219. A similar scheme of vocalization may be used with double lengths to indicate a vowel other than the nominal one, in the added syllable. See line 5. If a double consonant is made double length and specially vocalized, the special vocalization will apply to the double consonant, and not to the syllable added by makiug the character double length. Note. — Practically, this scheme of vocalization is used in but few cases. As it is of very great help, however, when there is oc- casion for using it, it should be thoroughly understood. 228 COMPLETE SHORTHAND COURSE 229 I_-° 1 %r^ e.2 ^2 !_S iL.tf££/-..r^n... \ ^~ cJ^ 0° 2.. -cj^rr^- i_..L__---r__ ^ "?- -•^T&.--- A - _7. t _________i_____:-_-_X-^ *_£ __L ___z:__.,__._n_-^_. ..N,__.. ( __...Z > ___\.._/:.x x_._^_-_/_:._.}„^^ ^__.._-._.^-_j^ A J F 240 COMPLETE SHORTHAND COURSE Writing Exercise XXVI, without Vowels i^._1\-_./C__.7II^v ers (i-.-U-v-r) X-aJ^, ._._^_^...^z^.__. c ^>_ D .._ v; ^._. >^ 2 !o7_ o..._.T-^»_„x. ■3 — *~- •*--- ~ 4.. — 1 .. ..X..5.. -_X— 0— ' -X Sj3_s-jljo a. ^_.__^\._..).__^.___5..__^....L_^. i^.-.'rfNj— .o_____: L ' o_o 1_._L.2l. 15 COMPLETE SHORTHAND COURSE 241 Writing Exercise XXVII, without Vowels 15.X. -\-xI\-K _..ki../.^.^..)L..rr..__r...^..F_ is ■^ z\^ \ L-k^-.n...^.....y.-.i^y^. L^...V...Zl..^sz...cA,... > .....^......'. 1^....^.. \.,..K*- >.„>„..^_ .N^ Z\-- -/--v k. 2L. ADVANCE WORK OF NINETEENTH NUMBER INTERSECTING STROKES 228. When the words party, committee, department, company, society, and association form a part of a com- pound name, they are represented by the strokes puh, tuh, duh, kuh, sub, and shuh, written through the preceding word, when it is possible to write them so. See lines 1 to 3. 229. And company is written with a duhtoid tick attached initially to kuh, intersecting the preceding stroke. See line 4. This is the only instance of a vertical tick being used initially for and. HOOKS REPRESENT WORDS IN PHRASES 230. The 1-hook may be used in phrases to repre- sent ivill or all. See line 5. 231. The r-hook may be used in phrases to repre- sent arc or our and on en to represent the syllable re of the following word. See line 6. 232. The n-hook may be used in phrases to rep- resent than, been, own and one. See lines 7 and 8. The hook can not be used after my and thy for my own and thy own, nor after no for no one. 233. The f- or v-hook may be used in phrases to represent have, to have, or of. See line 9. 234. The small weh-hook may be used in phrases to represent we or with. See line 10. 242 COMPLETE SHORTHAND COURSE 243 3-- — 5? i?- j*. b- -=*r. 2fc--ar~ ...I.JC. fe*- ■^-^-A F e^ ^-^v <5_J? ^-P ...,^„.!\ tf-^k— . I 1- / H m r. <\ _„_(,-_ .CL___P XI — .g.^-Ji F 244 COMPLETE SHORTHAND COURSE MISCELLANEOUS PRACTICE MATTER To become thoroughly proficient as a shorthand writer, it is now necessary that a great quantity of practice work be done. This should be by the pupil alone, who should be very careful to write only cor- rect and accurate outlines, and also from the dictation of some patient reader. Restrict the matter for dictation, at first, to that which the pupil has previously worked upon alone. It should be at a rate which will constantly crowd the writer and yet be not beyond his ability to write so legibly that it can be read back promptly. The stenographer must be able to do two things ; namely, write shorthand and afterward read that which he has written. One without the other is of little value. The pupil must conscientiously question himself as to which he is better able to do and then turn his zeal to the improvement of that which he 5nds the more difficult. The course has been pre- pared with the intention of making its students equally proficient in reading and writing, and wher- ever, in individual cases, it fails to do this the remedy is found in the self-direction of the pupil to that in which he finds himself deficient. Material for practice need no longer be confined to that which is offered in the various numbers. Most excellent selections maybe found in Third and Fourth Readers. First-class newspaper editorials, of one to two hundred words each, are very good. Avoid tech- nical or scientific articles and those containing any great amount of conversation. COMPLETE SHORTHAND COURSE 245 .IS— ■W <^> .&.x. .^ <; _ J7 . -- 5 h—cJ. v. % ^i....^_.±„;d__. t ...^...:-i-. ^ \ S ~i«- J. A._.Z__._L. -v- X— 246 COMPLETE SHORTHAND COURSE As a part of the work of this number, prepare shorthand transcripts of newspaper editorials, con- taining, in the aggregate, not less than one thousand words, and mail a copy of your best work to the School. Also send the printed longhand from which the shorthand transcript was made. Instead of the newspaper articles referred to above, shorthand transcripts may be made from any or parts of any of the following publications, and when these are used the printed copy need not be sent in : Lincoln's Gettysburg Speech and Other Papers; Irving's Rip Van Winkle and Other Essays; Hawthorne's Tales of the White Hills and Other Sketches; Benjamin Franklin's Autobiography (Part I). Any of the above books will be sent, postpaid, on receipt of 15 cents by Houghton, Mifflin & Co., Chicago, New York, or Boston. Writing Exercise XXXII t— V- >r ...at band .^-.probably _.._L.__determine .million country -\^-.property ^....cbildren _s.._expect Washington's Address to His Troops. — The time is now near at hand which must probably determine whether Americans are to be free men or slaves ; whether they are to have any property they can- call their own ; whether their houses and farms are to be pillaged and destroyed and themselves consigned to a state of wretchedness from which no human efforts COMPLETE SHORTHAND COURSE 247 will deliver them. The fate of unborn millions will now depend, under God, on the courage and conduct of this army. Our cruel and unrelenting enemy- leaves us only the choice of a brave resistance or the most abject submission. We have, therefore, to resolve to conquer or to die. Our own, our country's honor, calls upon us for a vigorous and manly exer- tion ; and if we now shamefully fail we shall become infamous to the whole world. Let us, then, rely on the goodness of our cause and the aid of the Supreme Being, in whose hand victory is, to animate and encourage us to great and noble actions. The eyes of all our countrymen are now upon us, and we shall have their blessings and praises if, hap- pily, we are the instruments of saving them from the tyranny meditated against them. Let us animate and encourage each other and show the whole world that a free man contending for liberty on his own ground is superior to any slavish mercenary on earth. Liberty, property, life and honor are all at stake ; upon your courage and conduct rest the hopes of our bleeding and insulted country. Our wives, children and parents expect safety from us alone, and they have every reason to believe that Heaven will crown with success so just a cause. The enemy will endeavor to intimidate by show and appearance ; but, remember, they have been re- pulsed on various occasions by a few brave Americans. Every good soldier will be silent and attentive — wait for orders and reserve his fire until he is sure of doing execution. 248 COMPLETE SHORTHAND COURSE MAIL TO THE SCHOOL (a) A longhand transcript of page 243, numbering the lines in the usual way ; (b) A longhand transcript of page 245, numbering the lines in the usual way ; (c) Your questions upon any part of this lesson, or a statement, as you understand it, concerning any part of the lesson which is not just clear ; (d) A shorthand transcript of the newspaper articles referred to on page 246, and also the longhand copy from which the transcript was made ; or, (e) A selection or selections from any of the four books whose titles are given on page 246 ; (f) Not less than ten copies, in shorthand, of Writing Exercise XXXII, in which as few vowels as possible are inserted. TWENTIETH NUMBER ANSWERS TO TEST QUESTIONS IN EIGHTEENTH NUMBER 1. The double consonant, puh-r hook, when pre- ceded by a small circle in second place, forms the syllable par. 2. The vowel represented by the small circle in the preceding question may conflict with the circle for self or circum, in which case context must be depended upon. A first or third place vowel similarly written would not be subject to the same ambiguity because the circle for self or circum is always written in second place. 3. Ordinarily there is no occasion for writing a second place, light dash through a double consonant, because the usual vowel sound in such cases is either short u or short e. Since we frequently allow a double consonant, without any special vocalization, to repre- sent a syllable which does not contain one of the nominal vowels, if we wish to preclude the possibility of any other vowel sound, it is permissible to indicate the short u or short e by the scheme of special vocali- zation. 4. Many consonant sounds which are regularly omitted in the shorthand representation of words are sometimes omitted in pronunciation by careless, indif- ferent speakers. 249 250 COMPLETE SHORTHAND COURSE 5. By the expression " the context necessarily sup- plies the omitted words " is meant that that which goes before and after the omitted word or words forms a part of an expression so familiar to English-speaking per- sons that the omission is at once supplied. The entire expression is so idiomatic that if any word other than the right one were supplied, it would grate harshly upon the ear of the hearer or upon the thought of the reader. A Transcript op Page 229 (Line 1) beard, cheer, realization, chairman, scale, scare, carbon, cartoon, marshal, barter, (line 2) spill, skill, shilling, filter, pilgrim, Calvin, palmetto, cal- umny, canal, (line 3) course or coarse, divorce, roll, rule, jurisdiction, north, border, corporation, collec- tion, (line 4) picture, culture, lecture, capture, rapture, ridicule, calculation, accuracy, (line 5) signature, garniture, furniture, curvature, future, vampire, material. (Line 6). Mr. H. L. Sanderson, Saint Paul, Minnesota. Dear Sir : We have received a communication from Superin- tendent Mayne, of Oshkosh, saying that you are (line 8) interested in our new work on office system which we had (line 9) Superintendent Mayne prepare for us last year. He thinks that a (line 10) certain edition of the work which we are just preparing would best suit (line 11) your needs. This edition will not be out for perhaps two weeks (line 12) when we will be very glad to have you examine it. In the COMPLETE SHORTHAND COURSE 251 meantime (line 13) if there is anything we can give you in reference to the work (line 14) we shall be pleased to do so. Very truly yours, Reed & Bacon. A Transcript of Page 231 (Line 1) adjoin, adjust, adjourn, adjutant, adja- cent, adjacency, adjective, adjudge, adjudicate, adjure, (line 2) distinction, punctual, puncture, anxious, sanc- tion, extinction, sanctity, unction, compunction, (line 3) pumped, dumped, jumped, stamped, champed, clamped, attempt, pre-empt, presumption, exemption, (line 4) postpone, postmaster, postage, postalcard, mistake, mostly, testimony, testify, waistcoat, wrist- band, (line 5) abandonment, assignment, contentment, transmit, transpire, transaction, transcend, transept, transform, transverse. (Line 6) In following a rapid speaker, the occurrence of a phrase or sentence which can be condensed (line 7) into a convenient and famil- iar form, is a godsend to the writer; and if (line 8) two or three such occur close together, they enable him to advance by (line 9) leaps and bounds until he is close at the speaker's heels. The common phrases, (line 10) as a matter of fact and in point of fact, have often helped me over the ground when (line 11) I have been running a hard race ; and I felt really grateful for their (line 12) intervention. In taking evidence, for example, the occurrence of such a (line 13) question as, Do you mean to say as a matter of fact that the accounts of the firm could not be settled, will enable the (line 14) writer to make up much lost ground. T. A. Reed. 252 V COMPLETE SHORTHAND COURSE Writing Exercise XXX - J' 1 I ..Jfc. / d - ^ .:.. K- v-J-----^-^^- ^ / s. £ / x -<2x J . X... rv *v a.. - -4— ,.-:. A.. f ..,_J. .rw£ A j ,. r_j = i 4- v _u 1 COMPLETE SHORTHAND COURSE 253 -^ Writing Exercise XXXI :.^-J^LA-&*.. ..-*, ^t .r...<^..,.\..]^4... A .^...'J±...y-2. x.. O -W ._x._ -Q_p X.. F 254 COMPLETE SHORTHAND COURSE .X._..o. J Writing Exercise XXVIII, without Vowels V„2J f _..C..L._4 A..ZV1. k~dI-Z...^.---Vl....! \ •+— *->- _^rd. .X. 1.JL_jL_£L-<1_Jh j ( _^.../rx____"::._A...zi. i ..._^..x _T__ C- r^___i___( Z——/1—.X-- COMPLETE SHORTHAND COURSE 255 Writing Exercise XXIX, without Vowels L 2s-l Jr^.J5— X_. fhsvsM /?X^\jL X- # o-f- + — X i V -W—-29. 30- ^ f-1— t -X <2 X ...o. o.._ \ ^ -*=\-~ A- .r_. . r t (5~b ._N*____<_____/1__\. „a./^ .\o.X..T/\ea~< ZL-^g -\a-- -S»^-- » — s v v -^ i / y •— x . ^=a— X.y— X— %~X ^^ax^^. ^a 3 — -Sso-V/7. .JL 1 in the world. 2 more or less. 3 cisterns. 4 reformer. 1^4^014. ^-i COMPLETE SHORTHAND COURSE 259 Anvils and Hammers, Continued -^\---^-o--V: ^\ .:..a. JL_. K-Jt — ^-=>- ^e/— , L ^o I ^> - _«z. l_ i..^^_^c. <> C-*JL±-C C^l. -J .2rl„..x X.-X.-X. . _«£_ o~p__x y^~~<2 A -0__ /. °\ ■^-fc .:_. .j^r._.. ___^__ <,_ __Xj?_ . / ~/1_ 3 _.I.__\ .0-^4..\l^_ r^ 5 and purpose. 6 popular. 7 objects. 8 respect. 260 COMPLETE SHORTHAND COURSE Writing Exercise XXXIII (A continuation of Anvils and Hammers) While the world should be more careful and con- siderate in its treatment of those who come to it with a mission of good, the reformer himself should be very patient with the world. He must not only retain his faith in it, but he must not be in too great a hurry to be understood and accepted. He must draw close to the world, where it can look into his heart, and the world should draw close to him until it is rationally satisfied that he has nothing for it. The efforts of opposing forces, backed by the endorsement of the unreasoning multitude, should throw no worker for the world off his poise, nor should they deprive him of the honest judgments of those who think. No true man will ever be in haste to vindicate himself before the world by direct efforts for that end. He has faith in men, and that gives him faith in the ultimate judg- ments of men. He lives and speaks and acts, and he is content to let his life, his words and his actions speak for him. By them he knows that sooner or later the world will judge him, and he is content. Show me a man who gets excited and uneasy under popular clamor and betrays his unhappiness and anxiety by frequent private or public explanations and justifica- tions, and you will show me one who is not to be trusted. He has not the spirit nor the stamina for his work. But he who goes straight forward, confi- dent in his own motives, true to his own convictions and calmly trustful of the ultimate issue of his efforts and his life, is of the true metal, and one may be sure that there is something good in him. COMPLETE SHORTHAND COURSE 261 He laughs be3t who laughs last. The wheels of progress do not stop. The world advances toward and into a better life, and will advance until, leaving the hard, clumsy and jarring pavements of the marts of selfishness behind, it will strike off joyously into the broad avenue of the millennium. No man can be a true worker for human good who does not believe that the cobble-stone pavement has an end and that there is an avenue ahead where it will be his turn to enjoy himself. He believes that the time will come when what he is doing and has done will be accepted at its true value. He may be laughed at now ; he may be scoffed at and scorned ; his motives may be maligned ; he may be hammered by opposition and barked at by popular clamor ; but he knows that some time in the future it will be his turn to laugh, and he is confident that he will laugh last and laugh best. He knows that God will prove to be a good paymaster, and he believes that the world will in the long run be just. If any man propound ideas in advance of the world, the world in its progress will come up to them as certainly as the world continues to exist, and then, if not before, it will remember. Those who cherish truth and stand by the right must be at warfare with those who hold to falsehood and to sin. There is no conscription in this war. It is a voluntary service on both sides, and neither is in want of cowards. There is a contemptible, quiet path for all those who are afraid of the blows and clamors of opposing forces. There is no honorable fighting for any man who is not ready to forget that he has a head to be battered 262 COMPLETE SHORTHAND COURSE and a name to be bespattered. Truth wants no champion who is not as ready to be struck as to strike for her. The eye that can see the triumph of that which is good in the world from afar, the heart that can be certain of victory, though now in the sulphur- ous thickness of the fight, can afford present con- tumely and even present defeat. The bearer of such a heart and eye knows that sooner or later the time will come when he and the band to which he belongs shall celebrate a final victory over all that oppose them — that they shall come home from their contest " with songs and everlasting joy upon their heads." He knows that the last shout will be his, and that the severer the conflict the heartier will that shout be. Ah ! What peans of triumph, what sweeps of ma- jestic music, what waving of banners, what joyous tumult of white-robed hosts, shall greet him who goes home, worn and weary, to take a crown worthily won in the contest with error and with wrong. May that crown be yours and mine! MAIL TO THE SCHOOL (a) A longhand transcript of pages 258 and 259 ; (b) Not less than ten copies, in shorthand, of Writing Exercise XXXIII ; . (c) An article, in shorthand, of a thousand words or more, from any of the sources mentioned on page 246 ; (d) Shorthand copies of the entire selection, An- vils and Hammers, written from dictation. On each copy state the rate at which it was written and the rate at which it was read back from your shorthand notes. TWENTY-FIRST NUMBER TRANSCRIPTS OF SHORTHAND AND WRITING EXERCISE IN NINETEENTH NUMBER A Transcript of Page 243 (Line^ 1) tory party, radical party, whig party, prohibition party, house committee, executive com- mittee, decorative committee, program committee, (line 2) legal department, employment department, silk department, treasury department, railroad com- pany, traction company, cotton company, trading company, (line 3) savings society, humane society, medical society, missionary society, shorthand asso- ciation, building association, employes' association, fair association, (line 4) Smith & Co., Fiske & Co., Pence & Co., Brown & Co., Drew & Co., Black & Co., John L. Dooley & Co., (line 5) it will, which will, each will, they will, if all, for all, by all, at all, in all, (line 6) which are, they are, at our, by our, in our, in reply, in receipt, in response, in regard, (line 7) more than, other than, better than, greater than, longer than, shorter than, larger than, lower than, have been, had been, (line 8) your own, our own, their own, in our own, any one, each one, every one, some one, another one, at once, (line 9) which have, such have, it will have, each will have, hope to have, said to have, out of, each of, in receipt of, time of day, (line 10) we are, we will, we may, we mean, we always, we must, we write, we answer, with my. (Line 11) Dear Sir : We are in receipt of your letter of the 12th, in reply to our notice, and we note your (line 12) promise to settle this account in two installments — the first on (line 13) November 1, and the balance 263 264 COMPLETE SHORTHAND COURSE about December 15. We find this proposition satis- factory (line 14) and shall look for prompt remittances as stated. Yours truly, A Transcript of Page 245 Messrs. Houghton, Mifflin & Co., Chicago, Illinois. Gentlemen : You will please find enclosed herewith 15^ in stamps, for which send me one copy of Irving's Rip Van Winkle and Other Essays. Yours truly, Anderson, Indiana, May 8. Messrs. D. C. Heath & Co., Chicago, Illinois. Gentlemen : To the order for school text-books which was given to your Mr. Smith, who was here yesterday, I wish you to add three copies of Goldsmith's Vicar of Wakefield. If the first order has been filled and for- warded before receipt of this, please hold this order until later in the week, when I shall quite likely add two or three more copies to the order. Very truly yours, Fred H. Wright. Messrs. Henry Holt & Co., Chicago, Illinois. Dear Sirs : Please send us by express eight copies James's Psychology, Briefer Course, and ten copies of Rem- sen's Elements of Chemistry. This order must reach us by the last of the week, so please hurry it forward. Very truly yours, COMPLETE SHORTHAND COURSE 265 Writing Exercise XXXII c I ^^ i^_c.j/ ) ■■— >fZL^^J=i. ^ ; .^.. ; ^..N,...x...i.^...L-_/r.. % ... v __..x< = j'A.i..^ r ■o^y . -xt -e ^ lg-p— I ^,/ '.y^NdL^ \ \ » ., / *$» T ^ r._^v xJl*-S ^^Vv^^- 4,/i — ^— tr -AX...2I.. COMPLETE SHORTHAND COURSE 271 A Dictionary of Word Signs, Contractions, Words Irregularly Written, and Phrases of Frequent Occurrence a » adjourn -£ already able to .Si adjust £- also Q. about adjustment . . c/_ altogether h=r. about as - his- ^^^ us advance-d i always /L_A above board _S^ advancement i am *^ accept d. advantage . . . /L amount ** accept his-us ^ advantageous / an, and . accord-ing- advertise-d- ' ingly-to. ment j and a-an account , after __i*. and the . again and accountable __ again angel ./-- accurate aggregate-d. . _— another — -^^>- acknowledge _Z ago another one -^^z^ across agree .T7 ' any o across his-us a h any one P across that . all anybody act of Con- gress =2r j > all the world. zL anything Adams Ex- press Co. . — Uns\ allow j£L appear careful-ly _ astonish - ed - ment ^ began certain _. at all p. begin "7! c hange-d — at any rate J. begun 9 character _. at first — k behind characteristic — at hand belief-ve characterize -c- 3 at once .j belong-ed-ing > charity 2 at our 1 _1 better >v/ cheer ... attainment .. L> better than ..^ s/2. cheerfully £ A DICTIONARY OF WORD SIGNS, ETC. 273 child ___ defendant I. dollar L children ,£__ degree domestic U =& __ . Christian . _7__ deliver-ed-y 1 doubt _. democrat-ic _=■■_ during A. Christian association. . Christian / denominate-d / church -tion _ each of .__ Christian \ — / society ______ iZT. describe-d each one .... circumstance . _.J_ description each will ...... collect-ed descriptive efficient-ly V_-/_ come determine-d n electric __. common did England-ish consider .1 did not enlarge ._»__ constitution differ-ed-ent- . "^\_ t of the U. S p.... Q . ence X enterprise ___ construction 3j difficult-y <_— entertain _-l dignify-ied- |_ contentment u_ ty especial-ly 1.. correct distinct b-_- essential-ly . ^__. . establish-ed- could distinguish-ed Jte^t ment ^_ country divine eternal-ity J creature do J ever danger X do not 1 every __\ dear 1. doctor everybody -_V December. . . Jn-^ doctrine everyone _!_. 274 COMPLETE SHORTHAND COURSE everything. . . exchange-d . . expect-ed experience . . . experienced. .- explain-ed explanation . explicit explodent . . explosive . . express .... expression . expressly . . . .f^Ly first a. good. first-class . . . X follow-ed Z~ govern-ment . . _°^, for _\v. governor £_ .Ar9.. got _%. for all _>s_ grandchild. for the pur- grandchil- ._\ pose-of .v^ dren for the sake- of r grandson . -W -- great greater and ^-— greater . . . c- exquisite extraordinary -fly - extreme . . . fact familiar-ly. farmer February . . financial-ly --h _^p forever -X. former. __.^o... frequent ^ greater than ^?. 'No. from .°N greatest ---a __.!\l full-y L. guilt-y -_^T. general-ly c/_ had | . ZL generalize aC had been j generalized c/. had had .—.La. gentleman <•. had not v^ gentlemen ... half.. gentlemen of . .A^-v the jury /^hand. j V^ get __ hand in hand — ^-_ give-n has .o. .— W— glory-ied <^_ has as. Q A DICTIONARY OF WORD SIGNS, ETC. 275 . hopefully-to imagine-d-ary have V. have _v^ -ation y. have all _. X_ hospitable-y j..^. immediate-ly have been ^>. how ^ imperfect _C!\^ oe have had ^_ however I important-* s impossible-y- •-& he humor ility „ n improbable-y- ^~ he accepts tr^c hiinger-ry - ^, ility \ he acknowl- ^. > edges €. I Z. improper-ly . . _C!\ . , «_ I acknowl- x improve-d- ^ he can not edge ~? men t __ j am not ^ in his-us . . . heaven and . earth .... .• x£A I can not _^Z in order-to. held C i did not f!. in our ™ hence ^ j do no ^ j \ n reference ~^!i*a high j had a in respect-to — X him ^r-. i have _\_ in response-to— -~_fc himself £. holy /-. i W in v indignant-ly . — w . it COMPLETE SHORTHAND COURSE I- liberal-ly. influence it will influenced January influences justly information kingdom. . . . d kingdom of nscribe-d glory a -> kingdom of inscription. . God nexpressible -^*x it had- would. - -r liberty. -f 1 - lord . . . 7* manufac- ture-d. matter matter of course . . cH 3 inscriptive. knowledge. instead of „!j. language . . instruct-ed I large ^L instructive-ly _u larger larger and instruction _U larger. . . ntellect-ual- _, ually Z-. larger than .^?. ,SX largest -j.. 1 matter of fact- ""^ssr may be - /- measure-d -/?- member - / interest. internal-ly . lastly into irregular-ly- ^_^^ legislate-d- ..rij ure /7. ity. is s his legislation - jZ. ... legislative . LC~ ._ less and less. ._£ /--a mercy er^. million . . O misrepresent- ed ,^\ mistake „^7- more and ^y" \ more than . . . ■ mostly --£-. issue -J. let his-us — .JP. m0 vement A DICTIONARY OF WORD SIGNS, ETC. Mr. object Mr. and Mrs objection much -/. objective much of -/-■ °f much will _ > OV -\ part 1 particular-ly.- 277 _____ J_x party N:> > myself nature near near his-us. neglect-ed . ^v— oh, owe-d passenger _ peaceful-ly. . . on -. peculiar-ly __S — *_* only q^. people-d -Js. — opinion perfect-ly. . . . __* . opportunity perform I" 1 rf ormance . „ \/V_3 v ^ perpendic- neither ordinary _^_-, ular-ly „_v_-~__. ,* _, perpetual- never _V- organ .. ly-tion ___\Z.__ next — -,^p organization phonographer _\_C.. phonographic .Vsj=^. nobody — ^_^ organize ^^ original- nor ly-ity s/~ phonography.— W notwith- ^o standing ot h er ^ plaintiff $► November ."^T^ ought - pleasure 2. number-ed <\^- our own __\. popular-ly-ity X__ O out of L postal _.-^-_. 278 COMPLETE SHORTHAND COURSE. practicable- y-ility practice-al-ly.. principal- le-ly probable- y-ility property prospect-ed . , public-ly ... publication . . publicity publish- ed-ment . . . punish-ed . . . purpose purposed qualify quality quantity . reconstruc- , Q .. m . . .^v_ tion /.\j satisfy-ied p a self-develop- / ment 'A.. recover- r\. ed-y-ing... !\ reform-ed /I self-evident... .e_ self-satis- .V. reformation Aj faction _j?_ ..._.^. regular-ly-ity--^"". self-sufficient.......^. ■ ■ %! religion /- sensible-y ._ q ^.. _ ... \^ religious C September ., %^ . remark-ed- <--v , . p .„.-V_ able-ably f_several-ly.. .— -\- remember-ed shall-t.... 4 ..J. reorganize. should . , _._.\. represent-ed......^X *&**? ^ re K enta : _^ --ilar-ly-ity. <5~N - V- republic Z\ . simple-y . . ^ \ singular- ly, respect-ed ^ W*BT • . ..!Z1 revenge .^s skilfully. question-ed . railroad company. . rather.. rather than. read right and fcrffc • // v somebody .-_ ^- ri8 wt n r g S£L «™'""* -- ...^/T. said to have t «>«'hwest _f\ / speak, speech, <* / . spoke ... £ sanguine v .-.Z.... satisfaction J?. s P eak of satisfactory .£//. special-ly A A DICTIONARY OF WORDS SIGNS, ETC. 279 spoken systematic 1, though ( stenographer _— ?^\ tell of T ...C thousand (_ stenography _ c ^,. territory L three _*) territory of stranger _L the U. S \^P. throughout subject _N. testify L thus f. subjection ^. testimony „Jss»*e»» till C subjective-ly .X>. than X time : subscribe \_ thank L time of „ subscription -^>-^- th & t to .v substantiate-d . -Illy No the to be \ subtraction -Sw. the first a2 together such as /?_ their .). told r_ such had- would them (too v -y° there had- such have-of. £L would toward fl. they had- sufficient-ly ^J.. would , transcribe J suggest d°_. they will K. transcription 3— > jo - >w treasury _ suggestion _<£~^1 thing department -X suggestive-ly <*£.. think 1 trustful-ly ., . ,X-, sure-ly 2. this fe truth _._] surprise „?. this is-has XX truthful-ly A surprised _Z. those — — .Q. try to have . 280 COMPLETE SHORTHAND COURSE. twelve — b. virtue S>. who * two v was ). whole ^ZL under w we c . whoever — ?\ undignified . we are will L.. unessential-ly— r7^4_, we mean wish unexpressed _JSi we will „_. with - c . unholy — *^£- were c with him c^ ^_^^ with refer- uninteresting — JZJL what -. ence -...c/\^. f> United States ^g> whatever L withal -V unjustly y£. when J^_ within -- unless Q^p. whenever ._.^V^ without - — < unsatisfied i-£ where t/„ word 3i unselfish-ly Z. which /__ world tt- unspoken which are Z. would a. n which are until to have £_. ye which had- \ would.... *> upon usual-ly J. which have-of £_ yet _,_, valuation .{^. which will. /2. you a value-d ^ whichever /.. young v very ...A whichsoever.. /_ your C Virginia \y while ^_. yourself €.- INDEX The numbers given are of pages. A, 6, 9, 118 Abbreviation of words phrases, 90, 216, 230 Added t or d, 172 Ality, 216 All, in phrases, 242 Although, 42 An, 9, 118 And, 9, 118, 216 And company, 242 Ante, 200 Anti, 200 Anything, 42 Appendages, 68 Ar, 52 Are, 242 ^lr*Y//, 216 Aspirate, the, 90 Association, 242 Attached vowels, 40 Backward n, 188 Been, 242 £7e, 216 Bly, 216 Capitalization, 16 Ces circle, 76 Circle between strokes, 66 Circle iss, 64 Circle side, 66 Circle word signs, 66 Circum, 200 Cog, 200 Com, 200 and Combinations ol consonants, 9 Comma, 16 Committee, 242 Company, 242 Con, 200 Consecutive vowels, 38 Consonants, 6, 15, 26 Context, 110 Contra, 200 Contractions, 216, 230 Contro, 200 Counter, 200 Dash, the, 216 Deficiencies of the Roman alpha- bet, 3, 4, 5 Department, 242 Derivative words, 30 Diphthongs, 40 Direction of writing circle, 64 Disjoined letters and signs, 200 Double consonants, 130, 144 Double lengths, 186 Earache, 52 El, 50 Enter, 200 Erity, 216 Est loop, 78 F hook, the, 104, 242 First position, 28 From to , 216 281 282 INDEX H, 90 Half lengths, 172, 174 Have, 242 Hyphen, the, 216 I, 40 Ility, 216 Imperfect hooks, 130 Ing, 214 Ingly, 132, 214 Ings, 214 Ing— the, 214 Inter, 200 Interrogation point, 9 Intersecting strokes, 242 Intervocalization, 228 Intro, 200 Iss, 64 Irregular double consonants, 132, 146 Irregular I hook, 132 Irregular r hook, 146 Joining consonants, 9, 10 L hook, the, 130, 132, 242 Large circle, 76 Large w hook, the, 160 Length of consonants, 6, 15 Long vowels, 6, 28, 38, 55 Luh, 50 Ly, 214 Mac or Mc, 200 Magna, 200 Magni, 200 Materials, 2 N curl, the, 188 iVhook, the, 102-242 Names of the consonants, 6 O, 8 Of, 242 Of-the, 216 Omission of consonants, 230 Omission of vowels, 90 Omission of words, 216, 230 On, 40 One, 242 Our, 242 Outline of a word, 9 Own, 242 Party, 242 Period, 9 Phrasing, 118 Plural of nouns, 66 Position, 28, 38, 76, 118, 172, 186 Practice, importance of, 13 Practice matter, 56, 244 Prefixes, 200 Proper names, 16 Punctuation, 9, 16, 216 Purpose of phrasing, 118 E hook, the, 144, 146, 242 Ruh, 52 Rules for reading, 8 Rules for writing, 9 Second position, 30 Self, 200, 214 Self-eon, 200 Selves, 214 Semicolon, 16 Semicircle, the, 88 Shaded loop, 78 Ship, 214 Should, 40 Shun hook, the, 116 Silent letters, 5 Size of strokes, 6, 172, 186 Small loop, 78 INDEX 283 Small w hook, 88 Society, 242 Special vocalization, 228 Speed work, 33, 202 St, 78 Str, 78 Stuh loop, 78 Suffixes, 214 Than, 242 The, 9, 118 Third position, 38, 59 To-day, 42 To have, 242 To-morrow, 42 Triple consonants, 158 Upward suh, 172 F-hook, the, 104, 242 Vocalization of double conso- nants, 228 Vowel places, 28 Vowels, 6, 18, 26, 54 Vowels, omission of, 90 W hook, the large, 160 We, 242 Weh hook, 88, 242 Weh semicircle, 88 Wh, 90 Will, 242 With, 242 Word signs, 9, 18, 24 Writing by sound, 4 Zd, 78 University of California SOUTHERN REGIONAL LIBRARY FACILITY 405 Hilgard Avenue, Los Angeles, CA 90024-1388 Return this material to the library from which it was borrowed. 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