THE LIBRARY 
 
 OF 
 
 THE UNIVERSITY 
 OF CALIFORNIA 
 
 LOS ANGELES
 
 By JAMES E. MUNSON, 
 
 OFFICIAL STENOGRAPHER NEW YOKK SUPREME COURT. 
 
 I. The Art of Phonography. 
 
 A Complete Instructor in the Best Method of 
 Shorthand for All Kinds of Verbatim Work, 
 with the Author's Latest Improvements. New 
 revised edition. 12 . . . . $2.00 
 
 II. A Shorter Course in Munson Phonography. 
 
 Adapted for the Use of Schools and for Self- 
 Instruction. 12. 
 
 III. Dictionary of Munson Phonography. 
 
 Giving the Correct Phonographic Outlines of 
 Words and Phrases with partial vocalization. 
 (In preparation.) 
 
 IV. Phonographic Reader. 
 
 Printed in Phonographic Characters, with let- 
 ter-press keys. (In preparation.) 
 
 G. P. PUTNAM'S SONS, NEW YORK AND LONDON 
 
 I
 
 THE ART 
 
 OF 
 
 PHONOGRAPHY 
 
 A COMPLETE INSTRUCTOR IN THE BEST 
 
 METHOD OF SHORTHAND FOR ALL KINDS 
 
 OF VERBATIM WORK, WITH THE AUTHOR'S 
 
 LATEST IMPROVEMENTS 
 
 BY 
 
 JAMES E. MUNSON 
 
 OFFICIAL STENOGRAPHER, NEW YORK SUPREME COURT, AND 
 AUTHOR OF THE MUNSON SYSTEM OF PHONOGRAPHY 
 
 NEW, REVISED EDITION 
 SEVENTH IMPRESSION 
 
 G. P. PUTNAM'S SONS 
 
 NEW YORK AND LONDON 
 
 Cbc fniicfcerbocher press 
 1900 
 
 JJ 
 
 13 VI 10 .;>-
 
 COPYRIGHT, 1895, BY 
 JAMES E. MUNSON 
 
 COPYRIGHT, 1898, BY 
 JAMES E. MUNSON 
 
 Ube ftnicfcerbocher press, Hew jjorft
 
 1 100 
 
 PREFACE TO THE REVISED EDITION. 
 
 By the revisions contained in this edition of THE 
 ART OF PHONOGRAPHY no new phonographic signs 
 or principles are introduced, the only change made 
 being the simplification of the rule of position for 
 phrases composed entirely of breve-signs. Hereto- 
 fore the general rule that the first breve- word of such 
 a phrase be written in its own position, has had cer- 
 2 tain exceptions which for a time were thought to be 
 useful if not absolutely indispensable. It has been 
 K found, however, that we can get along just as well 
 o= without those exceptions, so they have been aban- 
 ^j doned, and the rule is now made universal that the 
 first word of a phrase composed of breve-signs may 
 5? be written in the position it would occupy when 
 n standing alone. This modification of the rule of 
 :| phrase-position, like most other improvements that 
 have been made by me in the phonographic system 
 during the many years that my text-books have been 
 ij published, is altogether in the line of simplicity, and 
 5 will be welcomed by both teachers and students of 
 phonography. The simplified rule may be found at 
 paragraph 761, page 271. 
 
 The COURSE OF TWENTY LESSONS, which until 
 now has been printed in a separate pamphlet, has 
 been added at the end of the book. 
 
 448456
 
 IV PREFACE. 
 
 TO ALL WRITERS OF MUNSON PHONOGRAPHY. 
 
 I will take this occasion, while speaking of phrase- 
 position, to say a word in regard to word-position 
 (see paragraphs 140, 143, 159, 229, 230, 234), and to 
 warn writers of this system of phonography not to 
 listen to the suggestion of phonographers of the old 
 school that it is not necessary or desirable to make it 
 a rule to write words in the positions indicated by 
 their accented vowels. This caution seems to be 
 needed at the present time because of certain state- 
 ments made on the subject by a prominent Washing- 
 ton reporter in a recent work treating of shorthand 
 speed. The claim made by him is that it is not only 
 unnecessary in practice to generally write words in 
 position, but that it is a hindrance to the acquisition 
 of speed. I made answer to this author's statement 
 in a magazine article, of which the following is the 
 substance : 
 
 OUR VOWEL-SCALE AND WORD-POSITION. 
 
 In order to get a true appreciation of the great 
 superiority of the vowel-scale of our system, in which 
 the arrangement is ah, a, e, aw, o, oo, over the old 
 vowel-scale of the "Ninth Edition," the order of that 
 scale being e, a, ah, aw, o, oo, it is only necessary to 
 make a comparison of the results attained by the use 
 of both arrangements of the vowel-sounds. It is 
 a fundamental principle of phonography that like 
 sounds be written or indicated by similar signs or 
 means, and unlike sounds by dissimilar signs or 
 means. This principle has always been carried out
 
 PREFACE. V 
 
 in writing the consonants, so far as it was .practicable 
 to do so, by assigning to each class of sounds a par- 
 ticular set of characters, labials being represented by 
 signs that slant to the left, dentals by perpendicular 
 signs, palatals by signs that slant to the right, and 
 gutturals by horizontal signs ; and by marking the 
 distinction between breath consonants, as p, f, etc., 
 and subvocals, as 6, v, etc., by difference in shading 
 (see paragraphs 43-47). But when we come to the 
 vowel-sounds, the representation of which is .denoted 
 mostly by difference of place at the sides of stems, 
 and only to a limited extent by difference of signs 
 (dots and dashes), we find that this important basic 
 principle of phonographic writing has been violated 
 in a most perplexing manner, in that the old vowel- 
 scale throws into the same vowel-place vowels that 
 are very different in sound, and into vowel-places 
 that are at opposite ends of the scale, vowels that are 
 quite similar in sound. The practical effect of this 
 has been that " Ninth Edition " phonographers have 
 always found it very much harder to observe word- 
 position than writers of our system do. Indeed, I 
 have seldom heard students of my phonography com- 
 plain of difficulty in learning, or in observing when 
 learned, the rule of position that outlines of words 
 be written in the positions indicated by the places of 
 their accented vowels. 
 
 THE TWO VOWEL-SCALES. 
 
 Both of the vowel-scales are shown in the following 
 arrangements. Also see top of page 36.
 
 yi PREFACE. 
 
 OUR VOWEL SCALE. 
 
 ah a aw o I oi ow 
 
 a e 6 u 
 
 e i oo 6b EW 
 
 "NINTH EDITION" VOWEL-SCALE. 
 
 e i aw o i oi 
 
 a e o u 
 
 ah a oo 60 ow EW 
 
 In the vowel-scale of our system all of the open 
 vowel-sounds fall to the first place, that is, are writ- 
 ten opposite the beginning of a stem, while all of 
 the close vowel-sounds go to the bottom of the scale, 
 and take the third place ; so that, whenever a writer 
 hears a word, the loudest vowel of which is one of 
 the broad, open sounds, ah, a, aw, o, I, OI, OW, he in- 
 stinctively raises the outline of the word a little from 
 the line ; and whenever he hears a word, the loudest 
 vowel of which is one of the close or li squeezed " 
 sounds, e, i, do, 60, EW, he just as instinctively lowers 
 the outline a little from the median line. There is 
 no mystery about it at all he could hardly help 
 doing it if he tried. "What can be more natural or 
 easy, with our vowel-scale, than to write in the first 
 position the outlines of such words as pa, saw-, at, 
 ought, on, or, am, by, joy, vow, shock, knife, march, 
 cap, balmy, balky, mighty, voyage, noisy, adorn, 
 benign, origin, barn, thorn, arbor, fibre, decline, law- 
 ful, grammar, adopt, ballot, avoided, opposite, father,
 
 PREFACE. VU 
 
 bother, etc., and to write in the third position the 
 outlines of such words as be, to, see, in, each, due, 
 few, era, adieu, veto, dizzy, ensue, beauty, beacon, 
 impugn, region, rendition, Jupiter, legal, infant, luna- 
 tic, receipt, visit, lucid, mischief, execution? But 
 when the student is taught, as he certainly is if he is 
 learning a system that uses the " Ninth Edition " 
 vowel-scale, that the vowels are all mixed up, that 
 half of the open vowels and half of the close vowels 
 are written in the first place, and the other half of 
 each class are written in the third place, that " odd " 
 belongs to the first position, and " at " to the third, 
 that "adopt" is a first-position word and "ballot" a 
 third- position word, that "calm" and "father" are 
 written in the third position, and " comma " and 
 " bother " are written in the first position, what won- 
 der can there be that the learner becomes confused 
 and finds difficulty in writing words in the positions 
 of their accented vowels ? 
 
 A WORD TO BEGINNERS. 
 
 During the past few years phonography and the 
 type-writing machine have together opened a very 
 large field of industry to young men and young 
 women, which they have not been slow to occupy. 
 The correspondence and other writing carried on in 
 business of all kinds is now done almost entirely 
 through the medium of the amanuensis, who takes' 
 the dictation in shorthand, and prepares the tran- 
 scripts on the type-writer. Now, because phonog-
 
 viii PREFACE. 
 
 raphy, by reason of its naturalness and simplicity, 
 is a most fascinating study to people of all degrees of 
 education to the illiterate as well as to the learned 
 many have been led to take it up, with a view to 
 using it in earning a livelihood, who are not qualified 
 by previous educational training to fill business situ- 
 ations to the satisfaction of employers. I, therefore, 
 feel it but right that a word of caution be said to 
 beginners. It is not enough that an amanuensis be 
 able to write phonography and to manipulate the 
 keys of a type- writer to qualify him to do acceptable 
 work as an employe receiving pay. There are at 
 least four other requisites : he must be a good speller, 
 must be able to write grammatical English, must un- 
 derstand punctuation, and must be possessed of good 
 common sense. Unless one has all of these qualifica- 
 tions he can hardly hope for success in doing the 
 shorthand work of a business house. I, therefore, 
 would not advise any one to take up the study of 
 phonography, with the expectation of using it in 
 business, whose education is defective in the respects 
 which I have indicated. I mention the possession of 
 common sense as being also quite necessary, because 
 some phonographers fail of success through inability 
 to understand the meaning of what is dictated to them, 
 and so are apt to make nonsense of the transcripts. 
 The work of a really good amanuensis is always 
 characterized by accuracy, neatness, and dispatch. 
 
 J. E. M. 
 NEW YORK, April, 1898.
 
 PREFACE. 
 
 In this new instruction book I have endeavored to 
 set forth, with accuracy and great completeness of 
 detail, the exact style of phonography that is used by 
 me in my work as court and general stenographer. 
 The system of shorthand here presented is substan- 
 tially the same as that which was devised and pub- 
 blished by me many years ago ; but it includes also 
 certain modifications and additions which experience 
 and the changes that in recent times have occurred in 
 the requirements of shorthand reporting have made 
 desirable. During the thirty-five years since the be- 
 ginning was made of employing stenographers in our 
 courts by statutory appointment, at no time have the 
 duties of those officials been so exacting as they now 
 are. The vast increase in the business of the courts, 
 which has come with the enormous growth of our 
 great cities in population and wealth, and the conse- 
 quent expansion of all business interests, has com- 
 pelled the courts to seek to expedite their work in 
 every possible way. One of the results is that trials 
 are now conducted much more rapidly than they ever 
 were before, especially as regards the examination of 
 witnesses; thus making it necessary for the stenog- 
 rapher to write with greater speed than was formerly 
 required of him. Another result is that both judges 
 and counsel have learned to depend upon the stenog- 
 rapher for aid in facilitating the trial of cases, which
 
 X PREFACE. 
 
 is manifested by their frequently calling upon him to 
 read his shorthand minutes in open court; a practice 
 which, tests his powers and makes it highly essential 
 that, while taking the notes, he shall form the charac- 
 ters with such care and precision, as well as complete- 
 ness of outline, that they will be readily legible, 
 notwithstanding the greater speed at which they are 
 written. Therefore, in order to meet this increased 
 demand upon the shorthand writer's skill, both in 
 writing and in the prompt deciphering of his notes, 
 and to make his labor as light as possible, and at the 
 same time to add to its efficiency, I have listened will- 
 ingly to suggestions of improvement by others, and 
 have adopted new things if upon trial in actual re- 
 porting they have been found to have merit. 
 
 I claim that the system of phonography taught in 
 this book is better adapted than any other for gen- 
 eral use, and especially with reference to one short- 
 hand writer's being able to read the notes of another, 
 for the reason that in all of its features, from the most 
 comprehensive general rules to the smallest details, it 
 is entirely rational and practicable. It contains noth- 
 ing that is based upon mere theory, because even- 
 thing has been fully tested in thorough and ample 
 practice. It has always been a matter of surprise to 
 those not versed in shorthand that so few phonog- 
 raphers should be able to decipher the notes of other 
 writers. And yet one does not need to look far for 
 the cause of this common inability to read one an- 
 other's notes. It does not, as a rule, come from any 
 radical deviations from the broad, general principles 
 of phonography, but, rather, from certain slight dif- 
 ferences in the mode of carrying out the minor details
 
 PREFACE. XI 
 
 variations from the author's original instruction; 
 which peculiarities the reporter is accustomed to speak 
 of as u little changes of my own." Nothing, however, 
 is more common than to hear Munson writers say, 
 " I write phonography exactly as it is taught in the 
 books." But, in my many years of practice, I have 
 never yet seen one writer of another system, of much 
 experience in reporting, who claimed that he followed 
 with anything like implicitness the teachings of his 
 text-hook. The reason for this is quite obvious. In 
 my books of instruction phonography has been pre- 
 sented exactly as I write it myself. It has, therefore, 
 always been a practical, working system, and those who 
 have learned it from the books have been able, without 
 making any changes, to do good work from the start. 
 On the other hand, as none of the authors of any of the 
 other leading works on phonography, either American 
 or English, have followed the profession of reporting, 
 but have been to a great extent mere theorists, their 
 books teach systems of shorthand which in many im- 
 portant respects are not practicable. The consequence 
 has been that learners from those books, when they 
 have come to put their knowledge in practice in actual 
 work, have been obliged to make many changes in 
 their mode of writing, to depart from the systems as 
 learned, to discard some things as not usable, and to 
 take in expedients from outside sources to make up for 
 the loss. The natural result that has come from this 
 tinkering of systems is that no two followers of any 
 one of them write phonography exactly alike ; and so, 
 without special instruction, they are not able to read 
 each other's notes. In saying this, however, I do not 
 mean to state or even intimate that there are no first-
 
 xii PREFACE. 
 
 rate stenographers among the writers of other sys- 
 tems, for there are many of them. But I do say that, 
 as a rule, those who have become expert and efficient 
 in the art have done so through their own individual 
 efforts, and their ability, guided by experience and 
 further study of the art, to discover the defects of 
 their systems as learned, and to find means to remedy 
 them. 
 
 ART OF PHONOGRAPHY is, without doubt, the most 
 complete book of instruction in shorthand, both in 
 respect to rules and details for the beginner, and also 
 for practical suggestions to the advanced student, 
 that was ever published. For this reason it will surely 
 be welcomed by all unprejudiced lovers of phonog- 
 raphy as being exactly the book that is needed. Every 
 true student of phonography is, of course, anxious to 
 become an expert shorthand writer, and every con- 
 scientious teacher of the art is desirous of seeing good 
 fruits come from his instruction. That this publica- 
 tion will contribute more towards securing successful 
 results in both of these respects than any of its pre- 
 decessors is predicted with great confidence. One im- 
 portant object that I have had in view in its prepara- 
 tion has been to give a personal interpretation of my 
 own system, so that both teachers and pupils will be 
 relieved of the labor of investigation and construc- 
 tion, and can direct all their energies to the study 
 proper of that which has been already worked out for 
 them by the author. 
 
 The reading exercises of classified words scattered 
 through the book, and given in connection with the 
 rules of phonography which they illustrate, are the 
 fullest and most complete that have ever been pre-
 
 PREFACE. Xlll 
 
 sented in an elementary instruction book, and cannot 
 fail to give the student such a familiarity with word- 
 outlines of all sorts and varieties, and such a ground- 
 ing in the principles upon which they are formed, that 
 he will be prepared to correctly write any other out- 
 lines with which he is liable to be confronted. In the 
 early days of phonography the pioneers in the field 
 of phonographic reporting in America were helped 
 onward to decided and most gratifying success by 
 the old phonographic WORD BOOKS of Andrews and 
 Boyle, in which was given, in ordinary type, the great 
 body of the words of the English language, arranged 
 in a succession of exercises, according to the method 
 in which each class has to be written in phonography. 
 The reading and writing exercises contained in this 
 book will afford the same kind of assistance to the 
 learners of to-day, only in a much more efficient way, 
 because the classified words are given not only in 
 common print but in phonographic signs as well. 
 
 Phonographic Reading Matter. One of the most im- 
 portant aids to advanced learners of phonography, in 
 teaching them to write both correctly and with facil- 
 ity, is a suitable supply of phonographic reading ma- 
 terial, properly prepared and printed in shorthand char- 
 acters. Taken in connection with regular daily prac- 
 tice in writing, the reading of phonographic matter is 
 useful in that it extends one's knowledge of outlines, 
 both of words and of phrases, just as they are met 
 with in writing the language. The engraved reading 
 exercises of continuous matter near the end of the 
 book will supply the demand for such phonographic 
 reading as far as it is feasible to do so in a book of 
 this kind. There will, however, soon be issued a se-
 
 XIV PREFACE. 
 
 ries of phonographic readers, printed in the revised 
 phonography, containing carefullj r selected matter, 
 and covering every subject which the phonographic 
 reporter will be liable to encounter in the most diver- 
 sified practice. 
 
 New Order of Presentation. On turning over the 
 leaves of this book, one of the first things that will 
 attract the attention of an old-time phonographer 
 will be the new arrangement of the four chief sub- 
 divisions of phonography. Instead of adopting the 
 ancient stereotyped order of presentation, which is 
 follo\^d substantially in every other text-book, by 
 which the circles and loops are taught before in 
 troducing the hooks or the halving and lengthen- 
 ing principles, the circles and loops are presented 
 last of all, the order being as follows: (1) Simple- 
 stems, (2) Hooked-stems, (3) Modified-stems (i. e., 
 shortened or lengthened stems), (4) Circles and 
 Loops. This change in arrangement, putting the 
 circles and loops after all the others, sweeps away 
 several apparent exceptions to general rules, which 
 have heretofore annoyed teachers and perplexed 
 learners. The exceptions are spoken of as "apparent," 
 because they disappear entirely when the proper order 
 of instruction is applied. 
 
 En-curl and Ismm-hook. The use of the final "curl" 
 after breve-s (the s-circle), etc., for n instead of shun, 
 is new to this system, though not original with me. 
 I had long desired, however, to make this change in 
 the use of the curl, but did not see the way clear to 
 do so until I had devised the new Ishun-hook, to take 
 the place of the old device for writing the final sylla- 
 bles of such words as decision, revision, physician, in*
 
 PREFACE. XV 
 
 cision, musician, sensation, possession, etc. These two 
 expedients taken together, the curl for n and the new 
 Ishun-hook, constitute a great phonographic improve- 
 ment, See pages 210 to 216. 
 
 New System of Breves. But the most important 
 addition that has been made to the system is the pro- 
 vision for writing several of the most frequent words 
 of the language by means of small signs called 
 u breves," an exposition of which will be found under 
 "The Breves in Phrase- writing," at pages 249-276. 
 For this valuable contribution I am indebted to Mr. 
 Edwin X. Robbins, an experienced writer of the sys- 
 tem, and one of the official stenographers of the New 
 York Supreme Court. It should be noted that it is 
 the peculiar manner in which the breve-signs are em- 
 ployed, and not the shorthand characters themselves, 
 that is new. The " tick " or " dash " word-signs of 
 the old phonography (corresponding with our straight 
 breves), as presented in the text-books of other au- 
 thors, were originally selected in a very unskillful, 
 haphazard way. And, besides, the assignment of the 
 characters so chosen to the various words which they 
 respectively represent was made with so little regard 
 for any consideration of the order of sequence or the 
 comparative frequency of those words as they ordi- 
 narily occur, or for the natural requirements and con- 
 ditions of correct pencraft, that in practice they have 
 always proved to be very unsatisfactory. For this 
 reason, after having used them myself in reporting 
 for several years, when I came to make my revision 
 and reformation of Pitmanic phonography, I was im- 
 pelled to discard them altogether, and use stem-signs 
 in their stead, And so, from that time down to the
 
 XVI PREFACE. 
 
 present, one of the marked features of niy phonog- 
 raphy has been its freedom from tick word-signs. 
 But several years ago Mr. Robbins, who is a very 
 enthusiastic student of the stenographic art, think- 
 ing that possibly there might be some good use 
 to which these unemployed characters could be put, 
 set himself to the task of working out that problem. 
 After spending much time in investigation and ex- 
 periment, all the time testing everything in the cruci- 
 ble of actual reporting, he finally succeeded in devel- 
 oping this scheme of breve-signs, which he has kindly 
 allowed me to use. I did not, however, decide to in- 
 corporate it into the system until I had given it a 
 long and thorough trial in my own reporting, and 
 found that it worked exceedingly well in practice. 
 These breve-signs are adapted to the forming of a 
 great many excellent phrase-signs which, as will be 
 found, not only increase the speed of one's writing 
 but also add to its legibility. Other improvements of 
 minor importance, such as the use of the "indepen- 
 dent loops" in word-outlines, the "curl" for "en," 
 "in," etc., in initial hooks, were also suggestions of 
 Mr. Robbins. 
 
 Phraseography. The material of the old PHRASE 
 BOOK a work that at one time was a most excellent 
 assistant to students of the system, but which, owing 
 to the destruction at the printer's some years ago of 
 most of its original drawings, has been out of print 
 for some time has been carefully revised and the 
 substance of it reproduced herein ; so that it is safe 
 to say that no text-book ever gave such complete and 
 thorough instruction on the important subject of 
 Phraseography as this.
 
 PREFACE. XV11 
 
 Special attention is also called to the new rules for 
 the use of downward and upward stems in writing 
 words containing the consonants sh. 7, and r (74-90); 
 the extended employment of the breves for iv, y, and h 
 (217-224) ; the chapter entitled " How to write unac- 
 cented vowels" (228-232) ; rules for the formation of 
 past-tense outlines (281-288) ; ditto of outlines of 
 plurals and possessives (288-292), and the chapter in 
 reference to outlines of words and phrases specially 
 distinguished, with list (350-400). 
 
 The illustrations and reading matter of this book, 
 given in shorthand characters, are printed from plates 
 that were reproduced by the process of photo-engrav- 
 ing from original drawings, nearly all of which were 
 made by the veteran and acknowledged chief of pho- 
 nographic engravers and draftsmen, Mr. Chauncey 
 B. Thome. 
 
 JAMES E. MUNSON. 
 
 NEW YORK, June, 1896.
 
 CONTENTS 
 
 PAGE 
 
 INTRODUCTION 1 
 
 Sounds of the English Language, 3; The Consonant 
 Signs of Phonography, 4; The Vowel Signs of 
 Phonography, 9 ; How to Use the Dictionary, 
 12 ; Preliminary Directions to the Learner, 16 ; 
 Definitions, 17. 
 
 ALPHABET OP MUNSON PHONOGRAPHY 18 
 
 PART FIRST. SIMPLE STEMS 19 
 
 LESSON 
 
 I. Rules for Writing the Stems 19 
 
 II. The Vowel Places Rules for Reading Phonography 
 
 Rules for Writing Phonography 21-24 
 
 III. Chay and Ree Standing Alone Mnemonic Aids to 
 
 the Learner 25-27 
 
 IV. Different Arrangement of Stems 29 
 
 V. The Diphthongs 32 
 
 VI. Word-Position 34 
 
 VII. Names and Sounds of the Characters 40 
 
 VIII. Reading the Vowel-Signs Writing the Vowel- 
 Signs 43-45 
 
 IX. Specific Directions about Writing 47 
 
 X. Words of More than One Stem 52 
 
 XI. Position of Words of More than One Vowel 58 
 
 XII. About Certain Stem-Joinings 64 
 
 XIII. How to Write Concurrent- Vowels Nominal Con- 
 sonant 69,70 
 
 xix
 
 CONTENTS. 
 SON. PAGE 
 
 XIV. Downward and Upward Consonants 73 
 
 XV. Same (continued) 78 
 
 XVI. Same (continued) 80 
 
 XVII. Same (continued) 85 
 
 XVIII. Same (concluded) 88 
 
 XIX. Diphthong-Signs Joined to Stems 91 
 
 XX Capital Letters and Proper Names . . 94 
 
 XXI. Abbreviations List of Simple-Stem Abbrevia- 
 tions 97-101 
 
 XXII. Phraseography 106 
 
 PART SECOND. COMPOUND-STEMS 109 
 
 INTRODUCTORY 109 
 
 XXIII. Hooked-StemsFinal-Hooks 110,111 
 
 XXIV. The En Hook 112 
 
 XXV. The Ef or Vee Hook Exercises on the En and 
 
 Ef Hooks 120-123 
 
 XXVI. The Shun Hook 126 
 
 XXVII. The Ter or Ther Hook Exercises on the Shun 
 
 and Ter Hooks. . r m . 129-131 
 
 XXVIII. Initial Hooks El and Er Hooks on Straight 
 
 Stems 133,134 
 
 XXIX. El and Er Hooks on Curved Stems 138 
 
 XXX. Special Vocalization 142 
 
 XXXI. Way and Yay Hooks on Straight Stems 144 
 
 XXXII. Plural-Vowel Signs 146 
 
 XXXIII. Modified Stems Shortening Principle 150,151 
 
 XXXIV. Shortening Principle (continued) 153 
 
 XXXV. Same (continued) ... 155 
 
 XXXVI. Same (concluded) 156 
 
 XXXVII. Lengthening Principle 164 
 
 PART THIRD. CIRCLES AND LOOPS 171 
 
 INTRODUCTORY 171 
 
 XXXVIII. Small Circle on Simple Stems 172 
 
 XXXIX. The Circle Between Stems 176 
 
 xx
 
 CONTENTS. 
 
 LESSON. PAGE 
 
 XL. Breve-s Added to Hooks 185 
 
 XU. Same (concluded) 187 
 
 XLII. The Large Circle 189 
 
 XLIII. Of the Loops The Small Loop 191 
 
 XLIV. The Small Loop (concluded) 194 
 
 XLV. The Large Loop Independent Loops 196 
 
 XLVI. Implied En and Er Hooks on Straight Stems 198 
 
 XLVII. Vocalization of Sper Stems Ens and Sper Stems 
 
 in the Middle of Words 201,202 
 
 XL VIII. Circles and Loops Joined Together Exercises on 
 
 the Circles 204-208 
 
 XLIX. Curls for the Nasals En and Ing Final Curls. . . . 210 
 
 L. Initial Curls 213 
 
 LI. The Ishun Hook . . 215 
 
 PART FOURTH. ABBREVIATION, WORD-FORMS, 
 
 ETC 217 
 
 LII. Breve Signs for Way, Yay, and Hay Ordinary 
 Letters by Phonographic Signs Table of 
 Equivalents How to Write Unaccented 
 
 Vowels 217-228 
 
 LIII. Com, Cum, Con, and Cog 232 
 
 LIV. Prefixes and Suffixes 237 
 
 LV. Same (continued) 239 
 
 LVI. Same (concluded) Stenotypy 243-246 
 
 LVII. The Breves in Phrase-Writing Breves Slanting 
 
 to the Right 249-252 
 
 LVIII. Breves Slanting to the Left 259 
 
 LIX. Upright and Horizontal Breves Straight Breves 
 
 and Proximity 262-267 
 
 LX. Semi-Circle Breves Enlarging Breves to Add 
 
 " You-r" and " Would" 268-272 
 
 LXI. Breve and Stem Signs for " s," "z," "st," and 
 "str," Words Commencing with "in," "en," 
 
 "nn," "il," "im," "ir" 276-279 
 
 LXII. Rules for the Formation of Past -Tense Outlines ...281 
 LXIII. Rules for the Formation of Outlines of Plurals 
 
 and Possessives 288 
 
 xxi
 
 CONTENTS. 
 
 PAGE 
 
 MISCELLANEOUS ABBREVIATIONS List of Abbreviations 
 and Initials Outlines of Derivatives of the 
 Abbreviations Remarks on the List of Ab- 
 breviations Special Remarks about Abbre- 
 viations Some General Rules of Abbrevia- 
 tion, etc 292-310 
 
 REMARKS ABOUT WORD FORMS Initial and Final Sylla- 
 bles 312,313 
 
 PHRASEOGRAPHY 314-349 
 
 OUTLINES SPECIALLY DISTINGUISHED 350-375 
 
 FORMS OF THE SOLEMN OR POETIC* STYLE 375-378 
 
 READING EXERCISES : 378-399 
 
 KEY TO READING EXERCISES 399-414 
 
 AIDS TO THE ADVANCED LEARNER 414-424 
 
 PRACTICE FOR MASTERY 424-429 
 
 PHONOGRAPHIC PUNCTUATION MARKS, ETC 429 
 
 FRENCH AND GERMAN SOUNDS 430 
 
 NUMERALS FOR SHORTHAND WRITERS 432 
 
 BRIEF FORMS FOR FRACTIONS . 433 
 
 MISCELLANEOUS 434 
 
 INDEX 437 
 
 COURSE OF TWENTY LESSONS 447
 
 ART 
 
 OF 
 
 PHONOGRAPHY. 
 
 INTRODUCTION. 
 
 1. Language is the expression of ideas by means of 
 words, either spoken or written. 
 
 2. A Word consists of one or more sounds of the 
 voice, used by custom to express an idea ; as a, the, 
 for, etc. 
 
 3. The term word also means the collection of letters or char- 
 acters which represent those sounds; as t-h-e,f-o-r, etc. 
 
 4. Writing Defined Writing is the art of tracing, 
 on paper or other material, the letters, signs, or char- 
 acters of words. 
 
 5. A written word presents to the mind, through the eye, the 
 same idea that its spoken counterpart communicates through 
 the ear. 
 
 6. There are two methods of writing English in 
 use, namely, Longhand and Shorthand. 
 
 7. Longhand Defined. The ordinary mode of writ- 
 ing by the use of script letters is called ^ona/iand. 
 
 8. Shorthand Defined. Shorthand is the art of writ- 
 ing words by means of signs or letters which are much 
 more simple, and, therefore, briefer and more quickly 
 made, than the signs or letters of longhand, for which 
 they are substituted.
 
 2 ART OF PHONOGRAPHY. 
 
 9. Phonography Defined. General Definition. In its 
 broad sense, the word "phonography" (from two Greek 
 words, phonos, signifying u sound," and graphehi, " to 
 write") means a mode of writing, whether long or 
 short, in which each speech-sound of the voice is rep- 
 resented by a letter or sign of its own. It is also 
 known by the name phonetic writing. 
 
 10. Special Definition. In the more restricted sense, 
 however, in which the word "phonography" is com- 
 monly employed, it means that style of phonetic short- 
 hand which, for purposes of verbatim reporting, busi- 
 ness correspondence, etc., has come into such general 
 use in the United States and other English-speaking 
 countries during recent years. 
 
 11. Stenography Defined. Stenography (from Greek 
 stenos, meaning "contracted," and grapliein] signifies 
 exactly the same as the word " shorthand," and, there- 
 fore, may be defined in the same language. (See 8.) 
 
 12. At one time, in the early history of phonography, the 
 term " stenograph y," was used quite commonly to designate the 
 older styles of shorthand, with their alphabets arranged on the 
 a-b-e plan, in contradistinction to the new phonetic system 
 then coming into use. But that limitation upon the meaning 
 of the word has become obsolete, and all systems of shorthand, 
 phonography with the others, now come under the general des- 
 ignation of " stenography." 
 
 13. "Stenographer" and "Phonographer " Defined. The 
 writers of every description of shorthand are, at the present 
 time, usually called " stenographers." A writer of phonography 
 is, of course, a "phonographer." But a " stenographer" is one 
 who writes any of the systems of shorthand, phonography being 
 one of them. A " phonographer" is a "stenographer," while a 
 writer of any other shorthand than phonography as, for in- 
 stance, Gurney's is a "stenographer" but not a "phonog- 
 rapher."
 
 INTRODUCTION. 3 
 
 SOUNDS OF THE ENGLISH LANGUAGE. 
 
 14. Number of Sounds. In the English Language 
 there are forty different distinct elementary sounds 
 which are used in forming words. 
 
 15. Kinds of Sounds. Of these forty elementary 
 sounds, sixteen are called Vowels and twenty-four are 
 called Consonants. 
 
 16. Vowel-Sounds. Vowels are those sounds of the 
 voice which are pronounced without being obstructed 
 by the organs of speech. The words ah, owe, awe, 
 are pure, simple vowel-sounds; so are the names of the 
 letters a, e, and o. It is this ease or freedom of utterance 
 that distinguishes the vowels from the consonants. 
 
 17. Consonant-Sounds. Every Consonant is to a 
 greater or less extent an obstructed sound. This ob- 
 struction varies in degree from complete interruption, 
 as in the sounds of p in pipe and b in 616 / to less in- 
 terruption, as in the sounds of /in fife and s in says; 
 down to an almost entire absence of interruption, as 
 in the sounds of w in was, y in yet, and h in lias. 
 
 18. The Vowel Letters of the common alphabet are 
 a, e, i, o, and w. 
 
 19. The Consonant Letters. All of the others 
 namely, &, c, d, f, g, li, j, X, 7, HI, n, p, q, r, s, t, v, w, x, y, 
 and z are Consonant Letters ; except that w and y, 
 besides being employed for consonant sounds, as in 
 tc<ix. i/on, etc., are also used to represent vowel-sounds, 
 as in now, few, ly, city, etc. 
 
 20. The Common Alphabet, used in printing and in 
 longhand writing, has but twenty-six letters with 
 which to represent the forty elementary sounds of our 
 language. For that reason it is said to be notphoneti*
 
 4 ART OF PHONOGRAPHY. 
 
 21. The Alphabet of Phonography differs from the 
 common alphabet not only in being composed of 
 briefer signs, but in the fact that it has a character or 
 letter for each of the elementary sounds of the lan- 
 guage; thus making it phonetic. 
 
 22. Consonants Written First. Phonography also 
 differs from Longhand in that all the consonant-signs 
 of a word are written, one after the other, before 
 writing any of the vowel-signs, no matter what may 
 be the order of the occurrence of the two kinds of 
 sounds in a word. 
 
 23. Even if the word begins \vitb a vowel-sound as in aid, oak, 
 or, orb, above, arm, enough, ink, elk, Albany, infect, abolish in a, 
 etc., no vowel-sign is made until all the consonant-signs have 
 been written down. Therefore, the subject of the consonant- 
 stems will properly be presented first. 
 
 THE CONSONANT-SIGNS OF PHONOGRAPHY. 
 
 24. In Phonography the consonants are written with 
 simple signs, each of which is made with a single stroke 
 of the pen. These signs are called " consonant-stems," 
 or, briefly, " stems." 
 
 25.. How Distinguished. The consonant-stems are 
 distinguished one from another in three ways 5 namely, 
 by being made 
 
 1. Both straight and curved; thus, ) 
 
 2. Either upright, slanting, or horizontal ; thus, 
 
 I .;(--/ V-"O .w 
 
 3. Both light and heavy ; thus, 
 
 \ \ ) ) /
 
 INTRODUCTION. 5 
 
 NUMBER AND ORIGIN OF THE CONSONANT- STEMS. 
 
 26. Number of Stems. The number of simple stems pro- 
 vided by nature, each differing from every other in one or more 
 of the ways stated iu paragraph 25, and for that reason being 
 sufficiently distinguished to prevent any stem from being mis- 
 taken for another, is twenty-four; which just corresponds with 
 the number of consonant-sounds in the language requiring to be 
 represented by those stems. 
 
 27. Origin of the Stems. The source from which all these 
 signs are derived is the circle, with diametrical lines drawn as 
 shown in the following cuts : 
 
 The first cut gives us two straight stems, a perpendicular and 
 a horizontal, and four slanting curves ; and the second gives us 
 two slanting straight stems and four curves, two of which are 
 perpendicular and two horizontal the two diagrams thus fur- 
 nishing twelve distinct signs. Then by making each of the 
 stems shaded as well as light, we get twelve additional signs 
 making twenty-four simple consonant-signs in all (15). 
 
 CLASSIFICATION OF THE PHONOGRAPHIC SIGNS. 
 
 28. In presenting the signs used in phonography, it is cus- 
 tomary to classify them with reference to the nature and char- 
 acteristics of the sounds themselves, and not to arrange them 
 to correspond with the order of the letters in the common 
 alphabet. 
 
 29. Consonants and Vowels. Thus, for instance, all the 
 consonants are given in one group by themselves, and all the 
 vowels in another group by themselves. See the phonographic 
 alphabet on page 18. 
 
 30. Consonant-Groups. Then again, the consonants, consid- 
 ered by themselves, are separated into groups, each having some 
 marked peculiarity of its own. Thus, with reference to the
 
 6 ART OF PHONOGRAPHY. 
 
 nature of the sounds, they are divided into Abrupts, Continuants, 
 Nasals, Liquids, Coalescents, and The Aspirate. And, referring 
 to the place of articulation in the vocal organs, they are called 
 Labials, Dentals, Labio-dentals, Lingua-dentals, Palatals, and 
 Gutturals. 
 
 31. Abrupts. The sounds of Pee, Bee, Tee, Dee, Chay, Jay, 
 Kay, and Gay are called Abrupts, because they begin and end 
 abruptly, and are momentary in duration. They are some- 
 times called Mutes. All ths Abrupts are written with unyielding 
 straight stems. 
 
 32. Continuants. The sounds of Ef, Vee, Ith, Thee, Ess, 
 Zee, Ish, and Zhee are termed Continuants, because, unlike the 
 Abrupts, they are susceptible of being indefinitely prolonged. 
 The consonants Em, En, Ing, Lee, Er, Way, and Yay are also 
 continuants, but they are here classified with reference to 
 other and more important characteristics. All the Continuant* 
 are written with flowing curved stems. 
 
 33. Nasals. In pronouncing the nasal consonants, Em, En, 
 and Ing, the passage through the nose is open, by depression of 
 the soft palate, thus allowing the stream of vocalized breath to 
 pass, while the way through the mouth is cut off. 
 
 34. Liquids. The sounds of Lee, Ree, and Er are called 
 Liquids because they flow into other consonants and other con- 
 sonants flow into them, they serving as intermediates between 
 such other consonants and the sounds of vowels. Eee, for the 
 purposes of this classification, is employed to represent trilled 
 r, which is usually dental, and Er to represent uutrilled r, 
 which is more frequently palatal. In practice, however, no 
 such distinction is made in the use of Eee and Er. 
 
 35. Ooalescents. The sounds of Way and Yay are so closely 
 allied to the vowels do and e respectively that they are some- 
 times called semi-rowels. Their vowel nature enables them read- 
 ily to blend or coalesce with all of the vowel-sounds and with 
 several of the consonants ; hence their name. 
 
 36. Aspirate. The sound of Hay is called Tlie Aspirate, be- 
 cause it consists entirely of breath, expressed with such force as 
 to become audible. The name itself is derived from a Latin 
 verb meaning "to breathe toward or upon." 
 
 37. Labials. The sounds of Pee, Bee, Em, and Way are called 
 Labials, because they are formed at the lips.
 
 INTRODUCTION. 7 
 
 38. Labio-dentals. The sounds of Ef and Vee are formed at 
 the upper teeth and lower lip, and are therefore called Lubio- 
 dentals. 
 
 39. Lingua-dentals. The sounds of Tee, Dee, Ith, Dhee, 
 Ess, Zee, En, Lee, and Eee are made while the tip of the tongue 
 is at or near the upper teeth, and so they are called Lingua- 
 dentals. 
 
 40. Palatals. The sounds of Chay, Jay, Ish, Zhee, Er, and 
 Yay are formed between the tongue and hard palate (back), 
 and hence they are called Palatals. 
 
 41. Gutturals. The sounds of Kay, Gay, Ing, and Hay are 
 formed between the tongue and soft palate, that is, at the 
 throat, and are therefore called Gutturals. Hay is properly 
 classed as a guttural only when it is sounded alone or precedes 
 a throat-vowel. 
 
 42. The foregoing remarks on the divisions of the consonants 
 have a value that is more theoretical than practical. But the 
 classification explained in the four next succeeding paragraphs 
 should be thoroughly mastered, as it will aid the learner in his 
 progress. 
 
 SIMILAR SIGNS FOR SIMILAR SOUNDS. 
 
 43. It will be observed that the first sixteen stems 
 are arranged in eight pairs, each pair consisting of a 
 light and a heavy stern, both of which have the same 
 form and direction. This arrangement has been 
 adopted because the sounds of any two signs so paired 
 are very similar in character; being, indeed, exactly 
 alike in all respects except one -namely, that in each 
 case the consonant represented by the light sign is 
 a mere breath-sound, while that represented by the 
 heavy sign has in addition an undertone, or sub-vocal, 
 as it is usually termed. The consonants represented 
 by the light signs are sometimes called Surds, and 
 those represented by the heavy signs, Sonants.
 
 8 ART OF PHONOGRAPHY. 
 
 44. By pronouncing aloud the following couplets of 
 words the points of resemblance between the conso- 
 nant-sounds of each pair, as well as the one point of 
 difference (the sub- vocal), will be apparent : pup, bub; 
 tight, died; choke, joke ; kick, gig; fief (feef), rive 
 (veev); thigh, thy; sown, zone ; sure, jour (French for 
 "day"), or the last syllable of azure. 
 
 45. Six of the remaining consonants namely, Em, 
 En, Ing, Lee, Er, and Yay are sonants which have no 
 breath or surd mates in our language. The sounds of 
 wh and ic, as in which and wich, are proper mates as 
 surd and sonant, but in practice it is usual to write 
 both sounds with the same sign ; at the same time, 
 means for making a distinction in their representation 
 is provided in the system. 
 
 46. The fact that any two of the last eight conso- 
 nant-signs of the alphabet are similar in appearance, 
 as Em and Hay, En and Ing, Lee and Yay, Er and 
 Way, does not indicate that there is any resemblance 
 between the sounds of the consonants of each pair, as 
 the similarity of the signs is merely accidental (43). 
 
 47. In the following table are shown all the various modes of 
 classifying the consonants which have just been explained. 
 
 CLASSIFIED ARRANGEMENT OF THE CONSONANTS. 
 
 r,.Kv~; Labio- Lingua- -pai^taie <i l 
 Labutls. d en / (l i s . dentals. J " ls - turalx. 
 
 < Surd.... -.Pee Tee Chay Kav 
 
 Abrupte 4 
 
 ^Sonant.. Bee Dee Jay Gay 
 
 (Surd Ef Ith Ess Ish 
 
 Continuants. < n 
 
 /Sonant... \ee Dhee Zee Zhee 
 
 Nasals Sonant . . Em En Ing 
 
 Liquids Sonant. . . 
 
 Coalescents . . . Sonant.. Way 
 
 Aspirate Breathed. Hay
 
 INTRODUCTION. 9 
 
 THE VOWEL-SIGNS OP PHONOGRAPHY. 
 
 48. The vowels are written with dots and short 
 dashes, placed at the sides of the consonant-stems. 
 
 49. How Distinguished. The manner in which the 
 vowel-signs are distinguished one from another, in re- 
 spect to the sounds they stand for, is as follows : 
 
 1. By writing some of the vowel-sounds with a dot, 
 and others with a short dash. 
 
 2. By putting the dot or dash in different places 
 along the side of the consonant-stem. 
 
 3. By making the dot or dash light for some vowels, 
 and heavy for others. 
 
 VOWEL CLASSIFICATION. 
 
 50. Quality and Quantity. Vowel-sounds may be class! 
 fied with reference to both quality and quantity (or length) of 
 sound. 
 
 51. The sound ah is the one perfect vowel from which all 
 other vowel-sounds are derived by modulation (16). 
 
 52. Lingual Vowels. Some of the vowel-sounds are formed 
 by modulation with the tongue, as the vowels heard in the words 
 sat, sate, set, neat, nit, and are therefore called Lingual rowels. 
 
 53. Labial Vowels. Other vowel-sounds are made by modu- 
 lation with the lips, as the vowels heard in the words bought, 
 bot, boat, but, boot, foot, ami hence are called Labial Vowels. 
 
 54. Like Signs for Similar Sounds. The Lingual Vowels 
 are all written with dot signs, and the Labial Vowels with dash 
 signs. 
 
 55. Like Places for Similar Sounds. The open vowel- 
 sounds and diphthongs, heard in arm, at, all, on, ice, oil, out, are 
 all written in the first vowel-place ; the medial vowel-sounds, 
 heard in date, debt, foam, fun, are written in the second vowel- 
 place ; and the close vowel-sounds and diphthong, heard in eat, 
 it, pool, pull, few, are written in the third vowel-place. The 
 meaning of the term "vowel-place" will be explained presently.
 
 10 ART OF PHONOGRAPHY. 
 
 56. Haavy Signs for Long Vowels. The long vowel-sounds, 
 heard in far, fate, feel, call, coal, cool, are written with heavy 
 dots and dashes. 
 
 57. Light Signs for Short Vowels. The short vowel-sounds, 
 heard in pat, pet, pit, dot, dull, full, are written with light dots 
 and dashes. 
 
 CLASSIFICATION OF VOWELS AS LONG AND SHORT. 
 
 58. The phonographic arrangement of the long and short 
 vowels in pairs is different in principle from the one in ordinary 
 use. This is a very important matter, and the learner should 
 at once thoroughly master the distinction between the two 
 methods of vowel classification. 
 
 59. Ordinary Classification. The ordinary method is to ar- 
 range the long and short vowels with sole reference to the 
 printed or written letters, without regard to the sounds that are 
 actually heard, or to any similarity or difference between those 
 sounds. That is, the vowel-sounds heard in fate, beet, pine, note, 
 and cute are called the long sounds of the letters a, e, i, o, and 
 M respectively, while the vowel-sounds in fat, bet, pin, not, and 
 cut are called the short sounds of the same letters; although 
 the so-called "long" and "short" sounds of any one of these 
 letters do not bear any resemblance to each other. And besides, 
 the sounds of i in pine, and of u in cute, are not simple vowels at 
 all, but are in reality diphthongs. 
 
 60. Phonographic Classification. The phonographic plan 
 is to arrange the vowels entirely with reference to similarity 
 of sound, without regard to the letters with which they are 
 written. Thus, the vowel-sounds heard in cart, pate, feet, cauijli f, 
 boat, and boot are long vowel-sounds, of which the vowel-sounds 
 heard in cat, pet, fit, cot, but, and foot are the respective short- 
 sound mates. The two sounds of ay heard in the words say and 
 says are proper examples of the mating of long and short 
 vowels in the phonographic sense of the expression. 
 
 61. The two methods of classification are fully illustrated by 
 the words in the following tables :
 
 INTRODUCTION. 11 
 
 TABLE OF CLASSIFICATION. 
 
 ORDINARY METHOD. PHONOGRAPHIC METHOD. 
 
 Long voictls. Short vowels. Long vowels. Short vowels. 
 
 came cam calm cam 
 
 eel ell ale ell 
 
 isle ill eel ill 
 
 ode odd awed odd 
 
 cute cut coat cut 
 
 pool pull 
 
 G2. In the following table all of the distinct vowel-sounds, 
 and most of the so-called "shade"' vowels, are presented in 
 illustrative words, which are arranged in the form of a pyramid. 
 It will be noticed that at e the palatal vowels meet and almost 
 unite with the consonants at the palatal coalescent ;/; and 
 that, in a similar manner, at do, the labial vowels meet and 
 almost unite with the consonants at the labial coalescent w. 
 The use below of 6 to represent the sound of o in dog is taken 
 from Phyfe's If me xhotild I Pronounce f Webster gives "dog" 
 as the pronunciation. 
 
 CLASSIFIED ARRANGEMENT OF THE VOWELS. 
 
 (a) 
 
 alms all, orb 
 ask dog 
 
 am odd 
 
 care urge, fern, dirge 
 
 end up 
 
 ale old 
 
 111 foot 
 
 eve ooze 
 
 (y) (w)
 
 12 ART OF PHONOGRAPHY. 
 
 HOW TO USE THE DICTIONARY. 
 
 63. It is surprising to find how few people there are who can 
 properly use the dictionary. Every teacher of phonography 
 who has had considerable experience in instructing pupils in 
 that art is aware of the fact that most beginners are very defi- 
 cient in knowledge on this point. Possibly they may be able to 
 find out from the dictionary, with some little trouble, how words 
 are spelled, and they may have a vague idea that the book also 
 teaches how they should be pronounced ; but by what particular 
 means that is accomplished they seem to know nothing. 
 
 64. Now, as writing in phonography is done with signs which 
 represent the sounds of words, and do not stand merely as 
 substitutes for the letters of orthographic spelling, frequent 
 reference to the dictionary on questions of pronunciation be- 
 comes a matter of necessity with the learner. It is therefore 
 essential, when he does consult the dictionary in regard to a 
 word, to ascertain its component sounds, that he shall be able, 
 first, to find the word quickly, and then to determine its pro- 
 nunciation with promptness and certainty. 
 
 65. The following hints and directions are, therefore, offered 
 with the hope that they may prove of value to those whose 
 education in the science of phonetics, especially as it is pre- 
 sented in dictionaries, has been neglected. 
 
 66. For the purposes of illustration and guidance in this line 
 of instruction, WEBSTER'S INTERNATIONAL DICTIONARY has been 
 adopted by the author, as that work is more generally used 
 than any other comprehensive dictionary, and is everywhere 
 recognized, especially in the public schools, as the standard 
 authority. 
 
 67. How to Find a Word. Most people, when they turn to 
 a dictionary to look for a word, are apt to consume too much 
 time in finding it. They open the book at random ; and then, 
 without system or method, and in a confused condition of mind, 
 turn first in one direction and then in the other, back and forth, 
 until finally, after beating the bush a good deal, the hiding- 
 place of the word is discovered. To illustrate, if the word 
 begins with "m," and the dictionary happens to open itself or 
 to be opened at "Q,"the searcher clumsily turns the leaves, 
 at first, quite likely, toward "Z," and then toward "A," until
 
 INTRODUCTION. 13 
 
 " M " is found. After that, then, within the limits of " M " the 
 same uncertain course is further pursued, until words having 
 the same second letter as the word in question are found ; and 
 so on with the third letter, the fourth, etc., to the end. 
 
 68. Now, one and perhaps the chief cause of all this uncer- 
 tainty and stumbling in looking for a word is want of familiarity 
 with the order of the letters of the alphabet, except, possibly, 
 when they are taken straight through, in the accustomed order, 
 from A to Z. 
 
 69. The remedy which is recommended for this difficulty is 
 to practise on the alphabet, naming the letters in the reverse 
 direction, that is, from Z to A, at the same time always keep- 
 ing in the mind's eye the regular A to Z arrangement. Here is 
 the alphabet : A, B, C, D, E, F, G, H, I, J, K, L, M, N, 0, P, 
 Q, R, S, T, U, V, W, X, Y, Z. Now, call the names Z to A, 
 looking at each letter as you go along. Then repeat them with- 
 out looking at the letters. Continue this practice until the Z 
 to A order of the alphabet is as well fixed in the memory as 
 is the A to Z order. It will also be well to practise in this man- 
 ner on detached sections of the alphabet, as M to D, to G, 
 H to B, X to S, and so on. 
 
 HOW TO ASCERTAIN THE PRONUNCIATION 
 OF WORDS. 
 
 70. If our common alphabet, instead of having only its 
 twenty-six letters, contained enough additional ones so that 
 it provided each of the sounds of the language with a letter 
 of its own, and if, in practice, each sound was invariably rep- 
 resented by its one proper letter, there would hardly be any 
 need of ever consulting a dictionary for the correct pronuncia- 
 tion of a word ; because the written word, or the printed word 
 as seen in newspapers and books, would be a perfect key to 
 the spoken word that is, every word would, as it were, pro- 
 nounce itself. Neither would it be necessary to frequently look 
 in a dictionary even to ascertain the proper spelling of a word, 
 for the reason that the sounds would suggest the letters with 
 which they should be written. Learning to spell and read, and 
 to pronounce the language correctly, would then be a much
 
 14 ART OF PHONOGRAPHY. 
 
 easier accomplishment than it now is with our present irra- 
 tional orthography. 
 
 71. But, since things are as they are, and as there seems 
 to be no prospect of reforming our method of writing for a 
 long time to come, we must continue to look to the dictionary 
 for both spelling and pronunciation. 
 
 72. In determining the pronunciation of a word two things 
 are to be considered : first, the sounds of its letters, both con- 
 sonant and vowel, and second, its accentuation. But, as the 
 subject of Accent will be treated of further on, only that of 
 the sounds of letters will be mentioned here. 
 
 73. That which would be taught us through the eye by any 
 matter properly printed or written, if we only had a letter for 
 each sound, namely, the true sounds of words, is imparted to 
 us in the dictionary by virtually extending the alphabet so that 
 the number of characters equals the number of sounds. This 
 is done, not by adding new letters, but by employing only the 
 old twenty-six letters, first in their simple or normal state, to 
 represent a like number of sounds, and then using most of 
 them over again one or more times, but with certain marks 
 added, to represent still other sounds, until every sound in the 
 language is provided with a letter of its own either simple or 
 marked. These additional signs of distinction are commonly 
 called "diacritical marks," or "diacritics." A letter with its 
 diacritic always stands for one and the same sound. For ex- 
 ample, a with a straight horizontal mark over it (a) always 
 represents the vowel-sound heard in ale, aid, eight, day, etc.; 
 with two dots over it (a) the vowel-sound in ah, pa, alms, etc.; 
 with two dots under it (a) the vowel-sound in all, awe, orb, 
 etc.; with a mark over it like a short phonographic En (a) the 
 vowel-sound in at, have, plaid, etc. So, the letter g with a 
 straight horizontal mark over it (g) stands for the hard sound 
 of g in game, get, gimp, etc.; with a dot over it (g) the sound 
 of j (soft sound of g), as in gem, gist, etc. 
 
 74. How to Use the "Pattern Words." At the foot of any 
 two opposite pages of the dictionary is given a set of pattern 
 words, for use in determining the pronunciation of any word 
 printed in the alphabetic columns above. These pattern words, 
 which are always the same, being repeated over and over again 
 through the book together with their diacritics, are the following :
 
 INTRODUCTION. 15 
 
 "ale, senate, care, am, arm, ask, final, all; eve, event, end, 
 fern, recent ; ice, idea, ill ; old, obey, orb, <5dd ; use, unite, rude, 
 full, up, urn; pity; food, foot; out, oil; chair; go; sing, ink, 
 then, thin, box; zh = z in azure." 
 
 75. The manner in which these words, with their marked let- 
 ters, are used in determining pronunciation will now be explained. 
 In the body of the dictionary, where the words of the language 
 are arranged alphabetically, with their definitions, the pronun- 
 ciation of each word is indicated by respelling it phonetically 
 with the letters, marked and unmarked, of the Webster system, 
 and placing the result in parentheses immediately after the word 
 itself. The pronunciation of such respelling, and so of the word 
 itself, may be ascertained by referring to the pattern words be- 
 low, and finding the particular word or words which contain the 
 same letters, and then pronouncing the respelling with the same 
 sounds. Now, to make the explanation clear, let us turn to a 
 few words in the dictionary, and go through the process of as- 
 certaining their correct pronunciation. Aught (at). Looking 
 below we find that in the word "all" the a is marked the same 
 as in the respelling. Then by substituting t for the Fs in the 
 pattern word, but retaining the a with two dots under it, we 
 get "at" as the sound of aught. Aunt (ant). In the pattern 
 word "arm" the a is marked the same as in the respelling, and 
 by putting nt in place of the rm, and keeping the a with two 
 dots over it, we have 'ant' as the sound of aunt. Quay (ke). 
 Pattern word "eve" indicates that this word is pronounced 
 "key." Bade (bad). Pattern word "am" shows that this word 
 is pronounced the same as in "bad boy." Pretty (pritty). 
 Pattern words "ill" and "pity" indicate that the word rhymes 
 with city, and not with petty. Bicycle (bi'si-k'l). In the words 
 "Ice" and "ill" below we have the two sounds of i found in this 
 word. Note that it is not (bi'si-k'l). Squalor (skwa'lor). 
 Pattern word "ale" shows that the first syllable rhymes with 
 IHIIJ, ami not with bah. Again (a-gen). Pattern words "ask" 
 and "end" give the pronunciation of this word as "agen," not 
 "agan." Matron (ma'trun). See "ale" and "up." It is not 
 (mat-run). Tiny (tiny). See "Ice" and "pity." Booth 
 (booth) rhymes with smooth, and not with tooth. (See pattern 
 words "food" and "then.") And so on.
 
 16 ART OF PHONOGRAPHY. 
 
 PBELTMTNAEY DIRECTIONS TO THE LEAENEB. 
 STATIONERY AND IMPLEMENTS REQUIRED. 
 
 76. Ruled Paper. Phonography should always be written 
 on ruled paper ; and paper that has wide ruling is preferred. 
 Most legal-cap and ruled sermon-paper is very suitable. But if 
 only narrow-ruled paper can conveniently be obtained, it may be 
 used by writing on every other line. 
 
 77. Use Either Pen or Pencil. Either pen or pencil may 
 be used in writing phonography. Learners should accustom 
 themselves to writing with both. The author takes notes with 
 a gold pen of ordinary make ; but many experienced shorthand 
 writers prefer the pencil. Some writers use fountain-pens, and 
 others write with a steel pen. By using a wide-mouthed ink- 
 stand, and keeping it always filled to near the top, the occa- 
 sional dipping of the pen that is required, is found to interfere 
 but little with speed, and it is less annoying than the sharpening 
 and frequent changing of pencils. Besides that, long-continued 
 writing with pencils is more fatiguing to the muscles of the hand 
 and arm, than is writing with a pen for an equal length of time. 
 
 HINTS ABOUT WRITING. 
 
 78. How to Hold Pen or Pencil. In writing phonography, 
 the pen or pencil may be held between the thumb and fingers, 
 with the upper end at the left of the first finger, or between 
 that and the second finger, according to what one's habit is in 
 writing longhand. If a pen is used, it should be turned so that 
 the left nib will rest a little lower on the paper than the right 
 nib; that being the position of pen that best facilitates the 
 shading of the stems Bee, Ing, Gay, and Hay. 
 
 79. Accuracy before Speed. The beginner should write all 
 the outlines very slowly, aiming only at accuracy and precision. 
 A deliberate, "drawing" style of writing is much better than a 
 quick and dashing one. No attempt should ever be made to at- 
 tain speed until a thorough, practical, working knowledge of all 
 the principles of phonography has been acquired. If a learner's 
 work is all right, in due time speed will come of itself.
 
 INTRODUCTION. 17 
 
 80. Length of the Stems. Phonographers vary considerably 
 in the average length of stem which they adopt in their writing; 
 but learners will generally find that a sixth of an inch is about 
 the right length to give the best practical results. 
 
 81. Length Should be Uniform. But whatever length of 
 stem is preferred and adopted by the learner, it should be strictly 
 adhered to, and the stems made of equal length. Want of uni- 
 formity in this respect will give an inartistic appearance to the 
 writing, and sometimes may lead to illegibility. 
 
 82. This requirement in regard to uniformity of length of 
 stem is not, however, inconsistent with a phonographer's vary- 
 ing the general size of his phonography at will. He may at one 
 time write very small phonography ; at another time, very large 
 phonography ; and at still another time, medium-sized phonog- 
 raphy. But whatever the size may be, it should be uniform. 
 
 DEFINITIONS. 
 
 PHO'NO-GRAM. A single phonographic stem, either simple or 
 eompound. 
 
 PHRASE, v. To join or combine two or more words in one 
 stenographic sign. 
 
 PHRASE, n. Words that are written by a phrase-sign. 
 
 PHRA'SE-O-GRAM. A phrase-sign. 
 
 PHRA-SE-OG'RA-PHY. The mode of writing phonography by 
 which two or more words are joined or combined in a single 
 outline. 
 
 PHRASE-SIGN. A single stenographic sign or outline standing 
 for two or more words. A phraseogram. 
 
 PHRA'SING. The joining or combining of words in phrase- 
 signs. 
 
 STEN'O-GRAPH, . A character used in writing shorthand. 
 
 STEN'O-TYPE. An ordinary letter or group of letters standing 
 for a stenograph. 
 
 STEN-OT'Y-PY. A system of shorthand representation by or- 
 dinary letters, capitals standing for stem-signs and lower-case 
 letters for adjuncts of stems, such as hooks, circles, loops, etc. 
 
 WORD-SIGN. A single sign used to represent a word ; being 
 usually an abbreviation. A logogram. 
 2
 
 ALPHABET OF MUNSON PHONOGRAPHY. 
 
 CONSONANTS. 
 
 VOWELS. 
 
 Sign. 
 
 Power. Xame. 
 
 Type. 
 
 SIMPLE VOWELS. 
 
 
 f \ 
 \ 
 
 p in pay 
 b " bay 
 
 Pee 
 
 Bee 
 
 P 
 B 
 
 Sign. 
 
 Power. 
 
 Name. 
 
 Type. 
 
 
 
 a in alms 
 
 ah 
 
 a 
 
 
 \ 
 
 t " tie 
 
 Tee 
 
 T 
 
 
 
 
 a " ale 
 
 a 
 
 a 
 
 | 
 
 \ 
 
 d " die 
 
 Dee 
 
 D 
 
 
 
 . 
 
 e " eve 
 
 e 
 
 e 
 
 i 
 
 
 ch " choke 
 
 Chay 
 
 CH 
 
 2 
 
 H 
 
 - 
 
 a " all 
 
 awe 
 
 a 
 
 
 / 
 
 j " joke 
 
 Jay 
 
 J 
 
 
 - 
 
 o " ore 
 
 
 
 6 
 
 
 
 
 c " came 
 
 Kay 
 
 K 
 
 
 k _ 
 
 oo " ooze 
 
 00 
 
 o 
 
 
 I 
 
 g " game Gay 
 
 G 
 
 
 
 a " am 
 
 at 
 
 a 
 
 
 V_ 
 
 f " fan 
 
 Ef 
 
 F 
 
 
 
 e " ell 
 
 et 
 
 e 
 
 
 v^ 
 
 v " van 
 
 Vee 
 
 V 
 
 > 
 
 
 i " if 
 
 it 
 
 i 
 
 Continuants. 
 
 ! 
 
 th " thigh 
 th " thy 
 s " seal 
 z " zeal 
 sh " shore 
 z " azure 
 
 Ith 
 Thee 
 Ess 
 Zee 
 Ish 
 Zhee 
 
 TH 
 DH 
 S 
 Z 
 SH 
 ZH 
 
 i 
 
 - 
 
 o " on 
 u " but 
 oo " foot 
 
 ot 
 ut 
 oot 
 
 6 
 u 
 
 
 
 DIPHTHONGS. 
 
 Sign. 
 
 Power. 
 
 Name. 
 
 Type. 
 
 
 ' V 
 
 i in pine 
 
 i 
 
 I 
 
 
 r^-x 
 
 m " may 
 
 Em 
 
 M 
 
 S 
 
 * 
 
 oi " toil 
 
 oi 
 
 01 
 
 Liquids. Nasa 
 
 ~r 
 
 D 
 
 n " no 
 ng " sing 
 1 " lay 
 r " oar 
 r " roe 
 
 En 
 Ing 
 Lee 
 Er 
 Ree 
 
 N 
 NG 
 L 
 R 
 
 
 
 t- 
 
 ow" now 
 ew " few 
 
 ow 
 ew 
 
 OW 
 EW 
 
 CONSONANT-BREVES. 
 
 Sign. 
 
 Power. 
 
 Type. 
 
 
 0. 
 
 s in suppose 
 
 s 
 
 l^f^N 
 
 w " woe 
 
 Way 
 
 W 
 
 I 
 
 C 5 
 
 w " wade, walk 
 
 w 
 
 c 5 i 
 1 ^ 
 
 y " you 
 h " high 
 
 Yay 
 Hay 
 
 Y 
 H 
 
 1 
 
 f\ \J 
 
 . \ - 
 
 y " yam, youth 
 h " hook, hedge 
 
 y 
 
 h
 
 PAET FIEST. 
 SIMPLE STEMS. 
 
 PREFATORY. 
 
 83. The learner has already been taught in the Introduction 
 (24, 48) that in phonographic writing the consonant-sounds of 
 words are written with simple signs, usually called "stems," 
 and that the vowel-sounds are written with dots and dashes, 
 placed at the sides of the consonant-stems. 
 
 84. But now the entire subject of Phonography is about to 
 be taken up and presented, one thing at a time and in its natu- 
 ral order, and fully explained by means of explicit rules and 
 graphic illustrations; so that when the student has reached the 
 end of the book, and has mastered its contents, both theoreti- 
 cally and practically, he or she will be able to write Phonography 
 with correctness, and will have learned nothing that must be 
 unlearned (a thing which cannot often be said of shorthand text- 
 books), and will need to add nothing except diligent practice, in 
 order to become an expert and trustworthy phonographer. 
 
 LESSON I. 
 RULES FOR WRITING THE STEMS. 
 
 85. The horizontal stems are written from left to 
 right. 
 
 86. The stems Lee, Ree, and Shee are written from 
 left to right and upward. 
 
 87. All the other stems (including El and Ish) are 
 written downward. 
 
 19
 
 20 ART OF PHONOGRAPHY. 
 
 FIRST READING EXERCISE. 
 
 88. The reading of this exercise consists in calling each of 
 the stems by name. It contains all of the straight stems except 
 Chay and Ree. 
 
 \\l I / _\ I / \ _ I \ 
 
 / \ I _ I \ _ \ / I I \ I 
 _ I \ / \ I _ I _\ /_ / 
 I _ I \\ _ I _\ / I \\ 
 
 FIRST WRITING EXERCISE. 
 
 89. Copy the first reading exercise, carefully reproducing its 
 stems, with pen or pencil ; taking great pains, in writing Pee 
 and Bee, to move the pen downward and to the right with a slant 
 of forty-five degrees ; in writing Jay, to move it downward and 
 to the left also with a slant of forty-five degrees ; and in writing 
 Tee and Dee, to move it plumb down. Beginners are apt to 
 unconsciously slant all of the perpendicular stems a little to the 
 right. This tendency should be guarded against with great care. 
 
 90. Complete the writing exercise by writing the stems indi- 
 cated by the following names : 
 
 Tee, Bee, Dee, Pee, Kay, Jay, Tee, Pee, Dee, Tee, Jay, Bee, 
 Kay, Tee, Pee, Dee, Kay, Bee, Jay, Dee, Bee, Jay, Kay, Jay, 
 Dee, Kay, Bee, Tee, Gay, Kay, Tee, Gay, Pee. Bee, Pee, Dee, 
 Jay. Bee, Gay, Jay, Kay, Tee, Pee, Bee, Tee, Bee, Gay, Kay, 
 Gay, Pee, Tee, Jay, Pee, Kay, Jay, Pee, Dee, Jay, Bee, Dee, 
 Kay, Dee, Bee, Jay, Kay, Pee, Bee, Dee. Pee, Tee, Dee, Jay, 
 Kay, Tee, Bee, Kay, Dee, Bee, Jay, Pee, Dee, Gay, Dee, Kay, 
 Bee, Pee, Dee, Jay, Kay, Tee, Pee, Bee.
 
 THE VOWEL-PLACES. 21 
 
 LESSON II. 
 THE VOWEL-PLACES. 
 
 91. There are three places in which vowel-signs are 
 written to the consonant-stems namely, at the side 
 of the beginning, at the side of the middle, and at the 
 side of the finish. 
 
 92. Names of the Vowel-Places. The vowel-places 
 are called respectively, u First-place," " Second-place," 
 and " Third-place." The numbers of the vowel-places 
 are always reckoned one, two, three from the be- 
 ginning to the finish of the stem, as it is written, no 
 matter in what direction it may be struck, whether 
 downward, to the right horizontally, or to the right 
 upward. 
 
 93. Diagrams of Vowel-Places. The three vowel-places 
 may be readily learned from the following diagrams: 
 
 Before consonant-stems 
 
 After consonant-stems 
 
 3 I 2 3 
 
 94. Long and Short Vowels Distinguished. The Heavy 
 
 vowel-signs represent Long vowel-sounds, and the Light vowel- 
 signs represent Short vowel-sounds.
 
 22 
 
 ART OP PHONOGRAPHY. 
 
 TABLE OF VOWEL-SIGNS. 
 
 DOT-SIGNS 
 
 
 Long. 
 \ a in arm 
 
 Short. 
 a in at 
 
 a " age 
 
 e " ebb 
 
 : e " eve 
 
 i " it 
 
 DASH-SIGNS. 
 
 Long. 
 a in all 
 
 Short. 
 o in on 
 
 o " ode 
 
 u " us 
 
 oo "ooze i oo "foot 
 
 95. Same Sound Either Side of Stem. A vowel-sign rep- 
 resents the same vowel-sound whichever side of the stem it 
 is written, so long as it does not change its "place." It is 
 only when the sign changes its location lengthwise of the stem 
 that it varies and represents different vowel-sounds. 
 
 96. Outlines not on the Line. It will be observed that 
 the phonographic outlines of some of the words found among 
 the illustrations and in the reading exercises are not placed 
 on the line, but are written either above, below, or through it. 
 The reason for so writing them will be fully explained presently. 
 However, such words need not cause the learner any trouble 
 in reading, as their consonant and vowel signs are sounded 
 just the same, no matter where the outlines may be written. 
 
 RULES FOR READING PHONOGRAPHY. 
 
 97. If a vowel-sign is written at the right of an 
 upright or slanting consonant-stern, or beloiv a hori- 
 zontal stem, the consonant is read first and the vowel 
 next; thus, 
 
 pay pa day she show ye fee way 
 
 ray low gay key may gnaw no hay
 
 RULES FOR READING PHONOGRAPHY. 23 
 
 98. If a vowel-sign is written at the left of an up- 
 right or slanting consonant-stem, or above a horizon- 
 tal stem, the vowel is read first and the consonant 
 next; thus, 
 
 / -I ^ -( -v -1- _i 
 
 ^S i I" 
 
 age aid oar oath eve at ear it 
 
 X \ ... W . / ...'X-.'.S: 4/ ....-C 
 
 up ebb if edge air off each all 
 
 ache egg aim ohm Ann on am in 
 
 SECOND READING EXERCISE. 
 
 99. In reading this exercise, pronounce the names of the pho- 
 nographic signs, consonant and vowel, of each word, and then 
 the word itself; thus, Pee-ah, pa; Pee-a, pay; Bee-o, beau; 
 o-Pee, ope; a-Dee, aid; o-Kay, oak, etc. 
 
 X X X X X V \ \ 
 
 \- \ i. i- I. i- i. r i- I. 
 / / A /- _ _ . f __ _ 
 
 X X \ -I .1 1 -I -I -| 
 
 -I / _!_
 
 24 ART OF PHONOGRAPHY. 
 
 RULES FOR WRITING PHONOGRAPHY. 
 
 100. One Consonant and Vowel. When a word is 
 composed of one consonant and one vowel, it is 
 written as follows: 
 
 1. Write the proper consonant-stem. 
 
 2. Write the sign of the vowel at the side of the 
 consonant-stem in the following manner: 
 
 I. If the vowel is heard after the consonant, place 
 its sign to the right of a down-stroke or up-stroke, 
 and below a horizontal stem ; thus, 
 
 \ \ I I- ))-(( 
 
 Pee pay Dee day Ess so Thee ' they 
 
 / /- -> -V ( C J J 
 
 Jay jaw Way woe Ith thaw Ish she 
 
 r c ^ ^. / /< r r 
 
 Yay you Ef foe Ree roe Lee lay 
 
 En knee Em ma Em may Hay hoe 
 
 II. If the vowel is heard before the consonant, place 
 its sign to the left of a down-stroke or np-stroke, and 
 above a horizontal stem ; thus, 
 
 / / II I -| \ \ 
 
 Jay age Tee at Dee odd Pee ape 
 
 ( -( ) -) ^ ^ r r 
 
 Ith oath Ess us Ef if Lee ell
 
 CHAY AND REE STANDING ALONE. 25 
 
 Kay oak Gay egg Em am En on 
 
 101. The vowel signs, both dots and dashes, should be writ- 
 ten at a little distance from the consonant-stems. Beginners 
 are apt to place them too close. 
 
 102. The dash vowel-signs should be struck at right angles 
 to the stems near which they are written. 
 
 SECOND WRITING EXERCISE. 
 
 103. At present, in writing the words of this lesson, if ruled 
 paper is used, let each consonant-stem rest on the line. 
 
 Pay, pa, paw, pea, pooh, Po, bow (as in "rainbow"), bay, 
 bah, be, too, tea, toe, Dee, day, do, daw, dough, gee, jay, Joe, 
 jaw, keyj kay, caw, coo, go, gay. 
 
 Ope, Abe, ape, eat, ate, oat, ought, aid, owed, awed, age, 
 eke, ache, oak. 
 
 LESSON III. 
 CHAY AND REE STANDING ALONE. 
 
 104. Chay and Ree Distinguished. Chay and Ree 
 (both being light straight stems slanting to the right), 
 when not joined to other stems, are distinguished one 
 from the other by a decided difference of slant ; Chay 
 being struck downward at an angle of sixty degrees, 
 and Ree upward at an angle of thirty degrees; thus, 
 
 / Chay ./ R ee. 
 
 THIRD READING EXERCISE. 
 
 105. This exercise is read in the same manner as the first 
 namely, by calling each of the stems by its phonographic name.
 
 26 ART OF PHONOGRAPHY. 
 
 The signs for I and sh, as here used, are called Lee and Ish, and 
 not El and Shee. The exercise contains all of the consonant- 
 stems of the alphabet. 
 
 <^X ( ( ) ) J J C ^ ^^ 
 
 ( ) ( > <^ 
 
 ( ) r j ^ j ,~v> ^ r 
 // v_ ) ^ > ( j ( j 
 
 j ( j .( r ) -^-o- //-,_r 
 ^-^^ //^^ ( ( ) ) j j 
 r ~~\ ^~ , ^ ^~> r ^ / / I l 
 \\ __ xr ( ( ^.^^ 
 
 THIRD WRITING EXERCISE. 
 
 106. Copy the third reading exercise. Write each of the stems 
 Ef, Vee, Er, and Way so that a line drawn from tip to tip will 
 slant to the left at an angle of forty-five degrees. Write each of 
 the stems Lee, Yay, Ish, and Zhee so that a line drawn from tip 
 to tip will slant to the right at an angle of forty-five degrees. 
 Write each of the stems Ess. Zee, Ith, and Thee so that a line 
 drawn from tip to tip will be exactly perpendicular. Write each 
 of the stems Em, Hay, En, and Ing so that a line drawn from tip 
 to tip will be horizontal.
 
 MNEMONIC AIDS TO THE LEARNER. 27 
 
 107. Write the stems indicated by the following names : 
 Chay, Eee, Ef, Ith, Ess, Vee, Thee, Zee, Zhee, Ish, Em, Lee, 
 Er, Ing, En, Yay, Way, Hay, Zhee, Ish, Yay, Lee, Vee, Thee, 
 Ess, Ef, Chay, Ree, Zhee, Thee, Ish, Zee, Vee, Ess, Ef, Chay, 
 Ree, Ree, Chay, Yay, Em, Way, Hay, En, Vee, Ef, Thee, Ith, 
 Zee, Ess, Zhee, Ish, Er, Em, Lee, Ef, En, Ing, Vee, Pee, Bee, 
 Chay, Jay, Tee, Dee, Kay, Gay. 
 
 MNEMONIC AIDS TO THE LEARNER. 
 
 108. Beginners will be aided in fixing the consonant-signs of 
 the phonographic alphabet in the memory, so that they may be 
 readily recalled with little effort, by making themselves thor- 
 oughly familiar with the following mnemonic sentences and pic- 
 tures, and their associations with phonographic stems. 
 
 109. Pee is a Pump-handle down to the right. 
 
 110. Tee is the Trunk of a Tree. 
 
 111. Chay is a Chair tipped to the right. 
 
 112. Ree is the Roof of a shed that faces to the Right. 
 
 113. Kay is a Cane (kane) lying on the floor.
 
 28 ART OF PHONOGRAPHY. 
 
 114. Ith and Ess are like 
 
 p a r e n TH e S e s. 
 
 ( ) 
 
 115. Lee and Er are the Left and Eight halves of an arch. 
 
 116. Em is a mound. 
 
 117. En is a nest. 
 
 118. The word FLOURISH contains the sounds of all the 
 slanting light curves ; thus, 
 
 F L ou R i SH 
 
 119. The word MONTHS contains the sounds of all the hori- 
 zontal and upright light curves ; thus, 
 
 M o N TH S 
 
 120. The shaded stems, which are mates respectively of the 
 first eight light stems of the phonographic alphabet, will readily 
 suggest themselves, because of the similarity of sound ; thus, Pee 
 Bee, Tee Dee, Chay Jay, Kay Gay, Ef Vee, Ith 
 Thee, Ess Zee, Ish Zhee. 
 
 121. N in the word Ink has the sound of the stem Ing. 
 
 122. Way and Yay joined make a Y; thus, 
 
 W Y 
 
 123. Hay is a Hat's curled brim.
 
 DIFFERENT ARRANGEMENT OF STEMS. 29 
 
 LESSON IV. 
 
 DIFFEKENT AEEANGEMENT OF THE STEMS. 
 
 124. In the phonographic alphabet (p. 18), the consonant- 
 signs are arranged so as to classify their sounds in a phonetic or 
 scientific manner. But to facilitate the memorizing and correct 
 writing of the stems, and to aid in learning the various rules of 
 phonography relating to the same, it is found better to arrange 
 them with reference to the direction in which they are struck in 
 writing, and to present them in the following order : 1. Stems 
 written from right to left downward. 2. Stems written per- 
 pendicularly downward. 3. Stems written from left to right 
 downward. 4. Stems written from left to right horizontally. 
 5. Stems written from left to right upward. 
 
 TABLE OF CONSONANT-STEMS. 
 / Chay / Jay f~ El f~ Yay J Ish J Zhee 
 
 strokes : 
 
 Down- I Tee I Dee ( ith ( Thee ) Ess ) Zee 
 
 * 
 
 \ Pee \ Bee v_ Ef ^_ Vee ~~^ Er ^ Way 
 
 Hon~<<- K Gay ^ En . ^ Ing ^ Em ^ Hay 
 
 tals : 
 
 stakes: /*** J Shee C Lee 
 
 125. The learner will notice that the names El and Lee in the 
 table stand for one and the same I stem, and that the name Ish 
 and Shee stand for one and the same sh stem. The distinction 
 in each of these cases is in the direction in which the stem is 
 struck, and not in its form ; El and Ish being their names when 
 they are written downward, and Lee and Shee, when they are 
 written upward. 
 
 126. In words of only one stem, which contain these conso- 
 nants, as lair, ail, she, ash, etc., the consonant / is written with 
 the up-stroke Lee, and the consonant sh, with the down-stroke 
 Ish. The down-stroke El and the up-stroke Shee as a rule are 
 used only in conjunction with other stems.
 
 30 ART OF PHONOGRAPHY. 
 
 127. Naming the Stems. From the very commencement the 
 learner should call all the consonant-stems by the names placed 
 opposite them in the alphabet on page 18, and not by the names 
 to which he has been accustomed, when the latter differ from 
 the new or phonographic names. Thus the name of / is Chay, 
 not See-Aitch ; the name of __ is Gay, not Jee ; the names of 
 ( ( are Ith and Thee respectively, not Tee-Aitch; the name 
 of _} is Ish, not Ess-Aitch; the name of _J is Zhee, not 
 Zee-Aitch; the name of (^ (standing alone) is Lee, not El; 
 the names of ~^ /^ are Er and Eee respectively, not Ar; the 
 name of -^^/ is Ing, not En-Jee; the name of ~^ is Way, not 
 Double-you ; the name of f~ is Yay, not Wy ; and the name of 
 x ^ is Hay, not Aitch. 
 
 128. Consonant-Stems and Letters. Most of the conso- 
 nant-stems stand for the same sounds that are represented by 
 the corresponding consonant-letters of the ordinary alphabet ; 
 as Pee audj>, Dee and d, Ef and/, Way and ID, Em and m, etc. 
 But there are several of the stems which require explanation in 
 regard to their correct use. The stems thus referred to repre- 
 sent sounds as follows: 
 
 Chay, always the sound of ch as in chain, charm, reach ; 
 and never the sounds of ch either in chaise, chagrin (sh), 
 or in choral, chronic (k). 
 
 Jay, always the sound of j, and also the sound of g soft, as 
 in gem, gibe. 
 
 Kay, always the sound of k, and also the sound of chard, as 
 can, came ; of ch in chemist, Christian, and of q, as in 
 quail, pique. 
 
 Gay, always the sound of g hard, as in game, gun ; and never 
 the sound of g soft, as in gem, gesture (j). 
 
 Ith, the light sound of th, as in thigh, thin, both. 
 
 Thee, the heavy sound of th, as in thy, then, bathe. 
 
 Ish, the sound of sh in she, of s in sure, and of ch in chaise. 
 
 Zhee, the sound of s m pleasure, and of z in seizure. This 
 sound is identical with that of j and g soft in the French 
 language. It is heard in a number of words that we 
 have adopted from that language, as rouge (roozh), bi- 
 jou (be-zhoo), regime (ra-zheem), etc. 
 
 Ing, the sound of ng in long, sing, and of n in ink, bank 
 (bangk), longer (long-ger).
 
 FOURTH READING EXERCISE. 31 
 
 Er and Ree both represent the sound of r ; but Ree is gener- 
 ally used at the beginning of words, as in ray, raw, 
 rue ; and Er at the end of words, as in or, ore, ear. 
 
 129. Partial Keys of Exercises. In most of the LESSONS 
 of this woi'k, the two reading and writing exercises which 
 correspond witli each other, and illustrate the same rules of 
 phonography, are composed of precisely the same words, but 
 arranged differently ; so that, although one exercise is not a 
 perfect key of the other, yet, knowledge of the fact that one 
 contains exactly the same material as the other, will enable 
 the learner, by a little examination, to determine whether he 
 has read the one, or written the other, with entire correctness. 
 
 FOURTH READING EXERCISE. 
 
 . Vi. ' v* .yt c. ( c (- ) ). 
 
 / -g/ S \ ^ /; N X-T-X / y* s-f~^ 
 
 ^ ^ ^ ^ r r- c ^ -v -Y 
 
 "X >. r r <r ^ ^ /* <- ^ ^< 
 
 x. v. .-< ) .) .) ^ AS ^ 
 
 T r ~r -^ '-^ -^ 
 \ \ 1 .1 I i / ./ / _
 
 32 ART OF PHONOGRAPHY. 
 
 FOURTH WRITING EXERCISE. 
 
 130. Fee, Fay, foe, though, they, thee, thaw, so, see, saw, 
 say, she, shoe, show, Shaw, Shah, may, ma, me, mow (to cut 
 grass), knee, nay, no, gnaw, lea, low, lay, law, we, way, woo, 
 woe, you, ye, yea, hoe, hay. ray, roe, raw, chaw. 
 
 Ace, oaf, ease, eve, oath, ooze, ohm, aim, ale, own, all, eel, 
 oar, ear, or. 
 
 Etch, up, it, ebb, at, edge, add, itch, odd, if, egg, off, on, in, 
 Ann, us, am, ill, ash, ell. 
 
 LESSON V. 
 THE DIPHTHONGS. 
 
 131. Besides the twelve simple-vowels, which are 
 written with the dot and dash signs, there are in our 
 language also four glide-vowels, commonly called 
 " Diphthongs." 
 
 132. Diphthong Defined. A diphthong, in the only 
 sense in which the term is used in this book, is a 
 sound of the voice which is made while the organs 
 of speech are moving from the position that belongs 
 to one simple-vowel to the position that belongs to 
 another simple-vowel. 
 
 133. The name ''Vowel" is generally used indiscriminately 
 as applicable to the diphthongs and to the simple-vowels. 
 
 134. The diphthongs are the sounds of 
 
 1. I in bite or y in by. 
 
 2. OI in oil or oy in boy. 
 
 3. OW in oivl or ough in bough. 
 
 4. EW in fete or u in tube. 
 
 135. Described as "Glides." Diphthongs are sometimes 
 called " Glides." The diphthong I is a glide from a ( in ask) 
 to i; OI is a glide from o (o in lost) to i ; OW is a glide from o 
 to do; and EW is a glide from I to do. When the fourth or
 
 THE DIPHTHONGS. 33 
 
 last glide commences a syllable, its starting point changes 
 from the vowel-sound I to the consonant-sound y (y-oo), as in 
 use, ewer, etc. 
 
 136. Signs for the Diphthongs. The diphthongs are 
 written with small angle-points, placed at the sides 
 of the consonant-stems. The signs of three of the 
 diphthongs are acute angles, pointing iu three differ- 
 ent directions that for I pointing downward ; that 
 for 01, to the left ; and that for E\v, to the right. The 
 sign for ow is a small right angle, formed by a down- 
 ward perpendicular aud a horizontal to the right. 
 
 137. Places of the Diphthongs Three of the diph- 
 thong-signs are written in the first place, and one in 
 the third place; as shown in the following 
 
 TABLE OF DIPHTHONG-SIGNS. 
 
 V [ I < j 01 U JOW J EW 
 
 138. Signs Always Point the Same Way. The angle- 
 points of the diphthong-signs are always turned in the directions 
 shown in the above table, no matter what may be the inclination 
 of the stems to which they are written. In this respect they 
 differ from the dash vowel-signs, which change their direction 
 to accommodate themselves to the inclination of the particular 
 stem to which they are placed, so as to be at right angles to it 
 (102). Examples: 
 
 tie toy bough pie joy due by 
 
 -v '*."--' i " 
 
 --^- v^ - 
 
 cow cue rye how shy few boy 
 
 3
 
 34 ART OF PHONOGRAPHY. 
 
 1 L LI ^~ 
 
 'C ^ ^- ^_ v x vi 
 
 hew my vow lieu nigh out isle 
 
 139. Names of the Diphthongs. The diphthongs are named 
 by simply giving their sounds. Thus, the name of I is the sound 
 of the pronoun "I"; of 01, the sound of the word oil with the / 
 omitted; of ow, the sound of the word out with the t omitted; 
 and of KW, the sound of the word due with the d omitted. In 
 naming the diphthongs 01, ow, and EW, be careful not to say 
 "o-i," "o-double-you," " e-double-you." 
 
 LESSON VI. 
 WORD-POSITION. 
 
 140. There are three different positions, with refer- 
 ence to the line of writing, in which the consonant- 
 outlines of words are placed ; some being written on 
 a median line, which corresponds substantially with 
 the ruling of the paper, while others are either raised 
 or lowered a little from that line. These positions, be- 
 ginning with the upper one and going downward, are 
 called respectively "First-Position," "Second-Posi 
 tion," and " Third-Position." 
 
 141. Meaning of the Dot-line. The dot-line, shown in con- 
 nection with the phonographic illustrations, represents the line 
 or ruling. When an outline appears without the dot-line, it is 
 to be understood that the word belongs to the second-position. 
 
 142. Word of One Stem in Position. A word of only 
 one stem-sign is said to occupy a particular position 
 when its consonant-stem is written in that position. 
 
 143. Three Consonant-Positions. Every consonant- 
 stem may be written, with respect to the line, in three 
 different positions.
 
 WORD-POSITION. 35 
 
 144. First Consonant-Position. The first position for 
 every consonant-stem is above the line or ruling, at 
 such a height that an imaginary horizontal line run- 
 ning along the length of a Tee above the ruling, will 
 cut the stem through its middle ; thus, 
 
 -r/ I \ ^ ) ^/C -- r 
 _ j -------- --------- ..... -------------------- ---------------------- ..... -- 
 
 145. Second Consonant-Position. The second posi- 
 tion for every consonant-stem is on the line; thus, 
 
 146. Third Consonant-Position. The third position 
 for every upright or slanting consonant-stem is across 
 the line, being divided by it into equal parts ; and for 
 every horizontal-stem, just below but not touching the 
 line; thus, 
 
 147. Positions of One- Vowel Words. When a word 
 contains but one vowel-sound, as fie, pay, ma, show, 
 paw, too, etc., the position in which its consonant-stem 
 should be written (whether in the first, second, or 
 third position) is determined by the vowel-place (first, 
 second, or third place) to which that vowel-sound 
 belongs. 
 
 148. In the following table are exhibited the signs of all the 
 vowels, so grouped and arranged as to present the simple vowels 
 in pairs of long and short mates, and also to show at a glance, 
 separately, all the vowels that belong to each of the vowel- 
 places.
 
 36 ART OF PHONOGRAPHY. 
 
 COMPLETE TABLE OF VOWEL-SIGNS. 
 
 ah '; a ~; aw ~| o v ; I < ;oi u |ow 
 
 a e -jo -; u 
 
 e I j do ; do J EW 
 
 THE VOWEL-SOUNDS AND THEIR " PLACES." 
 
 149. All of the long vowel-sounds are heard, in their proper 
 order by "places" (that is, lengthwise of the consonant-stem), 
 in the sentence: "Pa gave me all those shoes." 
 
 150. All of the short vowel-sounds are heard, in their proper 
 order by "places," in the sentence: "Pat went in on one foot." 
 
 151. All of the diphthong-sounds are heard in their proper 
 order in the sentence: "My joys, how few!" 
 
 152. Sounding the Vowels Across. The usual order in 
 which the vowels are sounded is lengthwise of the consonant- 
 stem, from its beginning to its finish ; the six loug vowels be- 
 ing given first, next the six short vowels, and then the four 
 diphthongs ; thus, ah, a, e ; aw, 5, do ; a, e, i ; 6, u, do ; i, oi, 
 ow, EW. The learner, however, should make a practice of oc- 
 casionally sounding them across the consonant-stem, from left 
 to right, and in that way learning all the sounds of each of the 
 three vowel-places by themselves. Thus, first-place, ah, a. aw, 
 o, i, oi, ow; second-place, a, e, 6, u; third-place, e, i, do. do, 
 EW. This kind of practice will help one in determining quickly 
 the proper position in which to write the outline of any word. 
 
 153. All of the first-place vowel-sounds are heard in the 
 sentence : " Laugh at all of my toys now." 
 
 154. All of the second-place vowel-sounds are heard in the 
 sentence: "They get no cup." 
 
 155. All of the third-place vowel-sounds are heard in the 
 sentence: "We bring you good news." 
 
 VOWEL-PLACES SUGGEST WORD-POSITIONS. 
 
 156. First Vowel-Place. The first vowel-place is asso- 
 ciated with and suggests the first word-position that is, above 
 the line.
 
 WORD-POSITION. 37 
 
 157. Second Vowel-Place. The second vowel-place is asso- 
 ciated with and suggests the second word-position that is, on 
 the line. 
 
 158. Third Vowel-Place. The third vowel-place is asso- 
 ciated with and suggests the third word-position that is, 
 through or below the line. 
 
 WORDS OF ONE STEM AND ONE VOWEL. 
 
 159. When a word has but one consonant-stem and 
 one vowel-sound, it is written in position by putting 
 the stem in the position indicated by the place of the 
 vowel, in accordance with the principles laid down in 
 the last three paragraphs. 
 
 160. Thus, the stems Tee, Kay, Thee, and Em of the words 
 I *> m caw, ("" tJiou and "^ my, are written in the first- 
 position, because their vovels, a, aw, ow, and I, are first-place 
 vowels ; the stems Pee, Way, Eee, and Hay of the words \ pay, 
 ~*\ way, ^ roe, and ^~. lioe, are written in the second-position, 
 because their vowels, a and o, are second-place vowels ; and the 
 stems Tee, Yay, Kay, Ef, and Kay, respectively, of the words 
 ..|_ too, ..(^.. you, .___. key, ..^. few and -^^- cue, are written in 
 the third -position, because their vowels, do, e, and EW, aj-e third- 
 place vowels. 
 
 READING EXERCISES TRANSCRIBED INTO LONGHAND. 
 
 161. After reading each of the phonographic reading exer- 
 cises, in the manner described, all of the words should be care- 
 fully written out in longhand, or translated into typewriting, in 
 the ordinary spelling. This practice will gradually qualify the 
 learner for avery important part of the work of a stenographer 
 namely, the making of accurate transcripts of shorthand notes. 
 
 162. In connection with the reading of the following exercise 
 the learner is referred to paragraphs 97-99.
 
 38 ART OP PHONOGRAPHY. 
 
 FIFTH BEADING EXERCISE. 
 
 \ 
 
 (-.,(. )-..!....)... )-.. ._ ./^A..^. 
 
 ^..^.. w ^ v-^ -r- ^. V- * 
 
 .^.... f -,.. r^ ^..C ^ <: ^ \ -i J. 
 
 ...[...1. -i ..'! ..... 1 rv.... A ..^.^,x 
 \ - / / -^ ..... ^ -( - --,> 
 
 ,) ..... v s .,-,/---/-^- '- -' ' -' r* 
 ^ A..-C /. ^ /. / 
 
 163. Figures in Parentheses. The figures in parentheses iii 
 the writing exercises refer to paragraphs which should be re- 
 viewed before writing the examples. 
 
 FIFTH WRITING EXERCISE. 
 
 164. (101-103, 156-159.) Bay, pa, be, paw, bow (of a ribbon), 
 pay, day, tea, they, too, thee, saw, though, say, so, see, coo, caw, 
 Joe, jaw, show, knee, she, me, fee, mow (to cut grass), ma, gnaw, 
 foe, nay, know, shoe, lay, lea, low, thaw, at, raw, ate, ray, ape, 
 rue, it, aid, aught, odd, add, eel, ail, ill, in, on, up, edge, etch, 
 egg, ebb, ear, air, or, oath, ease, oak, ache, eve, ooze, itch, each, 
 ash, am, tow, ode, dough, oat, eke, key, aim, all, may, law, age, 
 oar, row, jay. v
 
 WORD-POSITION. 39 
 
 SIXTH BEADING EXERCISE. 
 
 165. Before reading this exercise the learner should again read 
 over the whole of Lesson V. 
 
 ,. , 
 
 /> > 
 
 V 
 
 c ^ (7 r ^ ^r \ 
 
 
 v >v < 
 x x 
 
 i 
 
 ~.j 
 
 ( 
 
 ( L ( v
 
 40 ART OP PHONOGRAPHY. 
 
 SIXTH WRITING EXERCISE. 
 
 166. (136.) Pie, tie, by (buy), die (dye), sigh, rye, shy, guy, 
 high, thigh, lie (lye), my, vie, thy, nigh, fie, isle, ire, ice, eyed, 
 eyes. Coy, toy, joy, boy, oil, soy. Bough, bow (to bend), row 
 (disturbance), cow, Dow, how, sow, thou, mow (pile of hay), owl, 
 vow, out. Due (dew), chew, pew, jew, sue, hew (Hugh), few, 
 mew, cue, view. Tie, chew, joy, jew, die, due, Dow, toy, pew, 
 boy, by, pie, cow, bow, cue, coy, rye, guy, row. Sow, sigh, soy, 
 shy, my, mew, mow, sue, hew, high, lie, how, fie, thigh, thy, 
 thou, vie, nigh, few, view, vow. Lieu, isle, owl, out. 
 
 SPECIAL LESSONS. 
 
 167. The next three Lessons (VII, VIII, IX) are given for the 
 purpose of firmly fixing in the mind of the learner the basic idea 
 of all phonographic instruction, and to overcome any influence 
 that may still be exerted upon him by the peculiarities of the 
 common orthography. 
 
 LESSON VII. 
 NAMES AND SOUNDS OF THE CHARACTERS. 
 
 OF THE CONSONANT-STEMS. 
 
 168. The syllables Pee, Bee, Tee, Dee, Chay, Jay, Ith, Thee, 
 etc., which are assigned to the various phonographic consonant- 
 stems in the Alphabet, are not given as the sounds of such steins. 
 but are intended merely as their respective names. Still, it will 
 be noticed that each name contains the sound of its stem, but 
 coupled with a vowel-sound, to aid in the pronunciation. 
 
 169. Practice in what is sometimes termed " sound analy- 
 sis," in which the sounds and not the names of the stems are 
 uttered, is recommended to learners, provided they have a 
 competent instructor to guide them. 
 
 OF THE VOWEL-SIGNS. 
 
 170. The names of all the vowel-signs, both of the simple 
 vowels and of the diphthongs, are most appropriately provided
 
 NAMES AND SOUNDS OP THE CHARACTERS. 41 
 
 by the sounds themselves, disconnected from any other. But, 
 while it is not difficult for any one to succeed in giving 
 the sounds of the long-vowels and of the diphthongs sepa- 
 rately in tliis way, as ah, a, e, aw, o, do, I, oi, ow, and EW, yet, 
 to learn to utter correctly, without the aid of a" consonant, the 
 short-vowel-sounds, a, e, t, 6, u, do, usually requires consider- 
 able care and practice. Therefore, it will be well for most 
 learners, and especially those who have not the assistance 
 of a teacher, to at first name the short-vowel-signs by means 
 of their sounds, pronounced with the consonant t; thus, at, et, 
 it, ot, fit, dot. Then, afterward, when the ability to give the 
 sounds with accuracy has been acquired, the t should be 
 dropped, and the vowels sounded alone. 
 
 171. A good method to follow, for the purpose of learning to 
 sound the short-vowels without the aid of a consonant, is the 
 following: 
 
 I. FIRST-PLACE LIGHT DOT. To get this sound, pronounce 
 aloud and rapidly, several times, the word "pat"; then drop the 
 p, and in the same way pronounce the syllable "at" several 
 times; then drop the t, and sound the vowel "a" alone a num- 
 ber of times. Be very careful not to change the sound from a 
 to a, which latter is the same sound as the name of the letter. 
 Thus, say pat, pat, pat, pat, pat, pat; at, at, at, at, at, at; a, 
 
 II. SECOND-PLACE LIGHT DOT. To get this sound, pro- 
 nounce aloud and rapidly, several times, the word "met"; then 
 drop the i, and in the same way pronounce the syllable " et " ; 
 then, as before, drop the t, and sound the vowel "e." Thus, say 
 met, met, met, met, met, met ; et, et, et. et, et, et ; e, e, e, e, 
 e, e. 
 
 III. THIRD-PLACE LIGHT DOT To get this sound, in the man- 
 ner described, say pit, pit, pit, pit, pit, pU ; it, it, it, it, it, it; 
 i, i, i. T, i, i. 
 
 IV. FIRST-PLACE LIGHT DASH. To get this sound, say cot, 
 cot, c<5t, cot, cot, cot ; 6t, ot, ot, ot, 6t, 6t ; o, o, o, 6, 6, 6. 
 
 V. SECOND-PLACE LIGHT DASH. To get this sound, say cut, 
 cut, cut, cut. cut. cut; lit, ut, ut, lit, ut, ut; u, u, ii, ii. ii, u. 
 
 VI. THIRD-PLACE LIGHT DASH. To get this sound, say foot 
 foot, foot, foot, fiJbt, foot ; dot, dot, dot, dot, dot, dot ; do, do, do, 
 do, do, do.
 
 42 ART OF PHONOGRAPHY. 
 
 VOWEL-SOUNDS DISTINGUISHED FROM VOWEL-LETTERS. 
 
 172. The beginner will be assisted in learning to recognize 
 the vowel-sounds, as distinguished from the ordinary letters with 
 which they are written, by pronouncing aloud successively and 
 repeatedly the words in the groups given below. The vowel- 
 sound is the same in all of the words in each of the following 
 sets: 
 
 HEAVY DOT-SIGN VOWEL-SOUNDS. 
 
 1. (ah) Ah, pa, ma, bah, car, far, arm, balm, calm, alms, 
 aunt, gaunt. 
 
 2. (a) Ape, ate, day, lace, aid, bake, gate, pain, they, gray, 
 eight, neigh. 
 
 3. (e) Eve, eat, be, tea, eel, need, read, teeth, heath, breeze, 
 cheat, sleep. 
 
 HEAVY DASH-SIGN VOWEL-SOUNDS. . 
 
 1. (aw) All, or, call, law, aught, talk, salt, warm, bawl, ball, 
 north, bought. 
 
 2. (6) Ore, joke, known, loaf, those, rogue, though, hope, 
 more, door, beau, dough. 
 
 3. (ob) Ooze, do, move, group, lose, who, prove, troop, roof, 
 two, you, too. 
 
 LIGHT DOT-SIGN VOWEL-SOUNDS. 
 
 1. (a) At, rap, bag, pan, jam, damp, tank, slab, had, ash, 
 pack, latch. 
 
 2. (e) Pen, met, beg, vex, belt, bend, test, tent, etch, said, 
 head, fed. 
 
 3. (i) It, is, lip, did, pick, milk, dish, gift, wick, print, flinch, 
 limp. 
 
 LIGHT DASH-SIGN VOWEL-SOUNDS. 
 
 1. (6) On, of, not, fog, hop, was, rod, what, lock, pomp, 
 notch, from. 
 
 2. (u) Up, us, but, pump, hung, drug, duck, son, rough, 
 much, month, does. 
 
 3. (do) Foot, full, put, pull, book, good, could, bush, wool, 
 wolf, took, would.
 
 READING THE VOWEL-SIGNS. 43 
 
 DIPHTHONG VOWEL-SOUNDS. 
 
 1. (i) Ice, mice, by, bite, tie, type, fly, flight, cry, crime, 
 hie, height. 
 
 2. (01) Oil, toil, boy, boil, void, moist, joint, Troy, cloy, loin, 
 noise, coil. 
 
 3. (ow) Owl, out, town, our, trout, bough, foul, stout, brown, 
 couch, frown, rouse. 
 
 4. (EW) Dew, cue, view, blue, slew, mule, duke, tube, feud, 
 muse, news, sue. 
 
 PHONOGRAPHIC SPELLING. 
 
 173. All the words of the reading exercises should be spelled 
 out by the beginner, by pronouncing the phonographic names of 
 their consonant and vowel sounds, in the order of their occur- 
 rence. Thus, the words pay, pa, paw, foe, tea, two, oath, each 
 should be spelled as follows: Pee-a, pay ; Pee-ah, pa; Pee-aw, 
 paw ; Ef-6, foe; Tee-e, tea; Tee-oo, two ; 6-Ith, oath; e-chay, 
 each. This mode of spelling is called " phonographic spelling," 
 to distinguish it from the ordinary method in use in schools. 
 
 174. In the common way of spelling words, the names of the 
 letters are pronounced, and not the names of their sounds ; thus, 
 pe-a-wy, pay ; pe-a, pa ; pe-a-double-u, paw, etc. There are but 
 four words in the language the common spelling of which ex- 
 actly corresponds with the phonographic namely, be (spelled 
 be-e), me (spelled em-e), so (spelled es-o), and no (spelled en-o). 
 
 LESSON VIII. 
 READING THE VOWEL-SIGNS. 
 
 OF THE SIMPLE VOWEL-SIGNS. 
 
 175. A Heavy Dot, written on either side of the consonant- 
 stem, is read as follows : 
 
 1. FIRST -PLACE. If it is placed at the side of the beginning 
 of the stem, give it the vowel-sound heard in each of the 
 words: ah, pa, ma, bah, car, far, balm, calm, alms, aunt, 
 gaunt.
 
 44 ART OF PHONOGRAPHY. 
 
 2. SECOND-PLACE. If it is placed at the side of the middle of 
 the stem, give it the vowel-sound heard in each of the words : 
 ape, ate, day, lace, aid, bake, gate, pain, they, gray, eight, 
 neigh. 
 
 3. THIRD-PLACE. If it is placed at the side of the finish of 
 the stem, give it the vowel-sound heard in each of the words : 
 eve, eat, be, tea, eel, need, read, teeth, heath, breeze, cheat, 
 sleep. 
 
 176. A Heavy Short Dash, written on either side of a 
 consonant-stem, is read as follows : 
 
 1. FIRST-PLACE. If it is placed at the side of the beginning 
 of the stem, give it the vowel-sound heard in each of the words: 
 all, or, call, law, aught, talk, salt, warm, bawl, ball, north, 
 bought. 
 
 2. SECOND-PLACE. If it is placed at the side of the middle of 
 the stem, give it the vowel-sound heard in each of the words : 
 ore, joke, known, loaf, those, rogue, though, hope, more, door, 
 beau, dough. 
 
 3. THIRD-PLACE. If it is placed at the side of the finish of 
 the stem, give it the vowel-sound heard in each of the words : 
 ooze, do, move, group, lose, who, prove, troop, roof, two, you, 
 too. 
 
 177. A Light Dot, written on either side of a consonant- 
 stem, is read as follows : 
 
 1. FIRST-PLACE. If it is placed at the side of the beginnin(/ 
 of the stem, give it the vowel-sound heard in each of the words : 
 at, rap, bag, pan, jam, damp, tank, slab, had, ash, pack, latch. 
 
 2. SECOND-PLACE. If it is placed at the side of the middle of 
 the stem, give it the vowel-sound heard in each of the words : 
 pen, met, beg, vex, belt, bend, test, tent, etch, said, head, fed. 
 
 3. THIRD-PLACE. If it is placed at the side of the finish of 
 the stem, give it the vowel-sound heard in each of the words : 
 it, is, lip, did, pick, milk, dish, gift, wick, print, flinch, limp. 
 
 178. A Light Short Dash, written on either side of a con- 
 sonant-stem, is read as follows : 
 
 1. FIRST-PLACE. If it is placed at the side of the begin n in ft 
 
 of the stem, give it the vowel-sound heard in each of the 
 
 words : on, of, not, fog, hop, was, rod, what, lock, pomp, notch, 
 
 from. 
 
 2. SECOND-PLACE. If it is placed at the side of the middle of
 
 WRITING THE VOWEL-SIGNS. 45 
 
 the stem, give it the vowel-sound heard in each of the words : 
 up, us, but, pump, hung, drug, duck, sou, rough, much, month, 
 does. 
 
 3. THIRD-PLACE. If it is placed at the side of the finish of 
 the stem, give it the vowel-sound heard in each of the words: 
 foot, full, put, pull, book, good, could, bush, wool, wolf, took, 
 would. 
 
 OF THE DIPHTHONG SIGNS. 
 
 179. FIRST-PLACE. A small acute-angle, with point down- 
 ward, placed on either side of a consonant-stem, at its begin- 
 ning, is read by pronouncing the vowel-sound heard in each of 
 the words : ice, mice, by, bite, tie, type, fly, flight, cry, crime, 
 hie, height. 
 
 180. FIRST-PLACE. A small acute-angle, with point directly 
 to the left, placed on either side of a consonant-stem, at its be- 
 ginning, is read by pronouncing the vowel-sound heard in each 
 of the words: oil, toil, boy, boil, void, moist, joint, Troy, cloy, 
 loin, noise, coil. 
 
 181. FIRST-PLACE. A small right-angle, formed by a perpen- 
 dicular and a horizontal to the right, placed on either side of a 
 consonant-stem, at its beginning, is read by pronouncing the 
 vowel -sound heard in each of the words: owl, out, town, our, 
 trout, bough, fowl, stout, brown, couch, frown, rouse. 
 
 182. THIRD-PLACE. A small acute-angle, with point directly 
 to the right, placed on either side of a consonant-stem, at its 
 finish, is read by pronouncing the vowel-sound heard in each of 
 the words : dew, cue, view, blue, slew, mule, duke, tube, feud, 
 muse, news, sue. 
 
 WRITING THE VOWEL-SIGNS. 
 
 OF THE SIMPLE VOWEL-SIGNS. 
 
 183. The vowel-sound heard in each of the words: ah, pa, 
 ma, bah, car, far, arm, balm, calm, alms, aunt, gaunt, is writ- 
 ten with the heavy dot placed at the side of the beginning of the 
 consonant-stem. 
 
 184. The vowel-sound heard in each of the words: ape, ate, 
 day, lace, aid, bake, gate, pain, they, gray, eight, neigh, is
 
 46 ART OF PHONOGRAPHY. 
 
 written with the heavy dot placed at the side of the middle of 
 the consonant-stem. 
 
 185. The vowel-sound heard in each of the words: eve, eat, 
 be, tea, eel, need, read, teeth, heath, breeze, cheat, sleep, is 
 written with the heavy dot placed at the side of the finish of the 
 consonant-stem. 
 
 186. The vowel-sound heard in each of the words: all, or, 
 call, law, aught, talk, salt, warm, bawl, ball, north, bought, is 
 written with the heavy dash placed at the side of the beginning 
 of the consonant-stem. 
 
 187. The vowel-sound heard in each of the words: ore, 
 joke, known, loaf, those, rogue, though, hope, more, door, beau, 
 dough, is written with the heavy dash placed at the side of the 
 middle of the consonant-stem. 
 
 188. The vowel-sound heard in each of the words: ooze, 
 do, move, group, lose, who, prove, troop, roof, two, you, too, is 
 written with the heavy dash placed by the side of the finish of 
 the consonant-stem. 
 
 189. The vowel -sound heard in each of the words : at. rap, 
 bag, pan, jam, damp, tank, slab, had, ash, pack, latch, is writ- 
 ten with the light dot placed at the side of the beginning of the 
 consonant-stem. 
 
 190. The vowel-sound heard in each of the words : pen, 
 met, beg, vex, belt, bend, test, tent, etch, said, head, fed, is 
 written with the light dot placed at the side of the middle of the 
 consonant-stem. 
 
 191. The vowel-sound heard in each of the words : it, is, 
 lip, did, pick, milk, dish, gift, wick, print, flinch, limp, is writ- 
 ten with the light dot placed at the side of the finish of the con- 
 sonant-stem. 
 
 192. The vowel-sound heard in each of the words : on, of, 
 not, fog, hop, was, rod, what, lock, pomp, notch, from, is writ- 
 ten with the light dash placed at the side of the beginning of the 
 consonant-st e m . 
 
 193. The vowel-sound heard in each of the words : up, us, 
 but, pump, hung, drug, duck, son, rough, much, mouth, does, 
 is written with the light dash placed at the side of the middle 
 of the consonant-stem. 
 
 194. The vowel-sound heard in each of the words: foot, full, 
 put, pull, book, good, could, bush, wool, wolf, took, would, is
 
 SPECIFIC DIRECTIONS ABOUT WRITING. 47 
 
 written with the light dash placed at the side of the finish of 
 the consonant-stem. 
 
 OF THE DIPHTHONG-SIGNS. 
 
 195. The vowel-sound heard in each of the words : ice, mice, 
 by, bite, tie, type, fly, flight, cry, crime, hie, height, is written 
 with the sign v placed at the side of the beginning of the con- 
 sonant-stem. 
 
 196. The vowel-sound heard in each of the words: oil, 
 toil, boy, boil, void, moist, joint, Troy, cloy, loin, noise, coil, is 
 written with the sign < placed at the side of the beginning 
 of the consonant-stem. 
 
 197. The vowel-sound heard in each of the words: owl, 
 out, town, our, trout, bough, fowl, stout, brown, couch, frown, 
 rouse, is written with the sign L placed at the side of the 
 beginning of the consonant-stem. 
 
 198. The vowel-sound heard in each of the words: dew, 
 cue, view, blue, slew, mule, duke, tube, feud, muse, news, sue, 
 is written with the sign -> placed at the side of the finish of 
 the consonant -stem. 
 
 LESSON IX. 
 SPECIFIC DIRECTIONS ABOUT WRITING. 
 
 OF THE CONSONANT-STEMS. 
 
 199. Light Steins. Each of the light stems, as Chay, Tee, 
 Pee, Ef, Em, etc., should be made in a clear and even light 
 line, entirely free from shading or any irregularities of thick- 
 ness from the beginning to the end. 
 
 200. Heavy Stems. The heavy stems, as Jay, Bee, Zee, 
 Ing, etc., should be sufficiently shaded to be readily distin- 
 guished from their corresponding light lines, Chay, Pee, Ess, 
 En, etc. Any considerably greater amount of shading is un- 
 necessary, and tends to impair the beauty of the writing, as 
 well as to check one's speed. 
 
 201. Heavy Straight Stems. The heavy straight stems, 
 Jay. Dee, Bee, and Gay, should be evenly shaded from begin- 
 ning to end.
 
 48 ART OF PHONOGRAPHY. 
 
 202. Heavy Curved Stems. The heavy curved stems, 
 Vee, Zee, Hay, etc., should begin with a sharp point, increase 
 in shading gradually to the middle of the stem, and then de- 
 crease gradually to the end, ending with a sharp point. The 
 writer should aim to do the shading correctly the first time 
 the stem is gone over, avoiding any retouching for any pur- 
 pose. When compared one with another, the heavy curved 
 stems should 'all have the same degree of shading in their 
 widest part. 
 
 203. Uniformity of Thickness. And, generally, there 
 should be uniformity of thickness of stem that is, all light 
 stems should be alike in thickness; and all heavy stems should 
 have the same general amount of shading. 
 
 204. Upright Stems Exactly Perpendicular. As has al- 
 ready been stated (90, 91), care should be taken to make the up- 
 right stems, Tee, Dee, Ess, Zee, Ith, and Thee, exactly perpen- 
 dicular. A line drawn from tip to tip of each of the stems Ess, 
 Zee, Ith, and Thee should be perpendicular. Learners should 
 frequently test their work by placing a straight edge, as of a 
 card, to these and other stems, as written by them, to deter-, 
 mine whether or not they are perpendicular, horizontal, or are 
 properly slanted, as the case may be. 
 
 OF THE SLANTING CURVES. 
 
 205. The slanting curves are the most difficult of all the con- 
 sonant-stems to learn to make correctly, and for that reason 
 should receive special attention. Beginners almost invariably 
 make them too straight and stiff. This comes mainly from 
 starting the stems improperly. The following directions, if 
 carefully observed, will correct that tendency. 
 
 206. Ef&nd Vee start with a perpendicular movement down- 
 ward, then immediately but gradually turn to the right, and end 
 with a horizontal tip. 
 
 207. Isli and ZJiee start with a perpendicular movement down- 
 ward, then immediately but gradually turn to the left, and end 
 with a horizontal tip. 
 
 208. Er and Way start with a horizontal movement to the 
 right, then immediately but gradually turn downward, and end 
 with a perpendicular tip.
 
 SPECIFIC DIRECTIONS ABOUT WRITING. 49 
 
 209. El and Yay start with a horizontal movement to the 
 left, then immediately but gradually turn downward, and end 
 with a perpendicular tip. 
 
 210. Lee starts with a perpendicular movement upward, then 
 immediately but gradually turns to the right, and ends with a 
 horizontal tip. 
 
 211. Slice starts with a horizontal movement to the right, 
 then immediately but gradually turns upward, and ends with a 
 perpendicular tip. 
 
 PRACTICE FOR DISCIPLINING THE HAND. 
 
 212. The beginner will be aided in training the hand to give 
 the stems their proper forms and directions by taking a stylus, 
 or other simple smooth pointer of some kind (not a pencil, nor a 
 pen unless without ink), and, holding it as a pen, moving it slowly 
 over the printed consonant-outlines given in the table below. 
 Great care should be taken to follow each outline from begin- 
 ning to end without leaving it ; touching the paper very lightly, 
 so as to avoid scratching or in any way disfiguring the book. 
 
 213. Move the pointer over these characters as follows : 
 
 FROM THE TOP DOWNWARD. 
 
 I I I I I I I I I I 
 \\\\\\\\\\ 
 
 JJJJJJJJJJ
 
 50 ART OP PHONOGRAPHY. 
 
 FROM LEFT TO RIGHT. 
 
 FROM LEFT TO RIGHT AND UPWARD. 
 
 rrrrrrrrrr 
 
 OF THE VOWEL-SIGNS. 
 
 214. Care in Making the Vowel-signs is important both as 
 respects the appearance of the writing and the ease with which 
 it is read. 
 
 215. Thickness of Vowel-signs. The light vowel-signs, 
 both dot and dash, should be made of the thickness of a light 
 consonant-stem ; and the heavy vowel-signs, both dot and dash, 
 of the thickness of a shaded straight stem. 
 
 216. Length of Dash-signs. The dash vowel-signs should 
 be made about one quarter the average length of the stems to 
 which they are written. A large style of phonography requires 
 longer dash-vowel-signs than should be used with a smaller style 
 of writing. 
 
 217. Distance Away from Stems. The vowel-signs, both 
 dot and dash, should be placed at a little distance from the con- 
 sonant-stems to which they are written. As a general rule, the 
 clear space between vowel-sign and stem should be about equal 
 to the thickness of a heavy vowel-sign. 
 
 218. Angle of Dash-signs to Stems. The dash vowel-signs 
 are written at right-angles with the part of the stem to which 
 they are placed ; thus, 
 
 .'!).... "V X _i- -I ...1. -X 
 
 or oar ope oak ode saw woe
 
 SPECIFIC DIRECTIONS ABOUT WRITING. 51 
 
 
 show shoe you on up us odd 
 
 219. Direction in which Dashes are Struck, Each of the 
 dash vowel-signs, as they are written to the various consonant- 
 signs, is made by a movement in the direction of some one of 
 the stems Chay, Tee, Pee, Kay, and Ree. 
 
 220. Dashes which Slant Right ward. Dash vowel -signs 
 which slant to the right may be written either downward, like 
 Chay, Jay, or upward, like Eee. Usually the light dashes are 
 best written upward, and the heavy dashes downward. But 
 when a heavy dash follows a stem, in such words as woe, foe, 
 paw, it may be struck upward. 
 
 221. Caution about First and Third Place Signs. As has 
 been already stated, the vowel-signs are always placed at the 
 sides, and never on the ends, of the stems to which they are 
 written. Care should be taken, therefore, to write the vowel- 
 signs of the first and third places so that they will not extend 
 beyond the end of the stem. They should be kept inside of a line 
 drawn at right angles with and against the end of the stem to 
 which they are written ; thus, 
 
 bah daw we woo ma he
 
 52 ART OF PHONOGRAPHY. 
 
 LESSON X. 
 
 WORDS OF MORE THAN ONE STEM. 
 
 222. Consonant-outline Written Before Vowels. As 
 has been already stated, all the consonant-stems of a 
 word are written before writing any of the vowel- 
 signs. The entire outline is first completed by join- 
 ing the stems, one after another, in proper succes- 
 sion, without any break or lifting of the pen or pencil 
 from the paper. The vowel-signs are then written 
 to the outline, in the order of their occurrence in the 
 word. 
 
 223. To illustrate, in writing the word taking, we first make 
 
 the outline, I ^ . (Tee-Kay-Ing), and then write in the 
 
 vowels, so that the completed word will appear thus: L!_^^. 
 taking. Other Examples : 
 
 filch Alabama envy rebuke victim monthly 
 
 WHICH STEM TO WRITE THE VOWEL TO. 
 
 224. One Vowel between Stems. When one vowel 
 only occurs between consonants, its sign is some- 
 times written to the first stem and sometimes to the 
 second. The general rule that ^governs in such cases 
 is as follows : 
 
 I. The signs of all the first-place vowels, whether 
 long or short, or diphthong, and of the two long sec-
 
 WORDS OF MORE THAN ONE STEM. 53 
 
 ond-place vowels, are written to and after the first 
 stem; thus, 
 
 < / r )- r ^r r\ 
 
 V - N /. X- ^ t- - N (U I \> 
 
 balm rack fall shop chime coil loud make foam 
 
 II. The signs of the two short second-place vowels, 
 and of all the third-place vowels, whether long or 
 short or diphthong, are written to and before the 
 second stem ; thus, 
 
 gem fetch thumb tub deem thick boom shook duke 
 
 225. All vowels which, according to the foregoing rule, are 
 written to the first stein, are heard in the sentence : " Ma and 
 all of my boys now may go." 
 
 226. All vowels that, by the same rule, are written to the 
 second stem, are heard in the sentence: "Let us see if you 
 could mew." 
 
 227. Vowel at the Beginning. If a vowel-sound 
 hi'i/iits a word, its sign is placed before the first stem 
 of the outline ; thus, 
 
 ^ ^ -I 
 
 ark asp eighth elm inch imp orb 
 
 228, Vowel at the End If a vowel-sound ends a 
 word, its sign is placed after the last stem of the 
 outline; thus, 
 
 ^.-.0:.. u 
 
 
 
 palmy also decay fumy pay-day taboo endow
 
 54 
 
 ART OF PHONOGRAPHY. 
 
 POSITIONS OF WORDS OP TWO OR MORE STEMS 
 AND ONE VOWEL. 
 
 229. When a word has two or more consonant- 
 stems and but one vowel-sound, it is, in the great 
 majority of cases, put in its proper position by writ- 
 ing its first stem in the position indicated by the place 
 of the vowel, and adding the following stems on, one 
 after the other, as they occur ; thus, 
 
 t-, ...V. 
 
 chalk tame big shock reap loop check 
 
 vim depth came knock meek maim numb 
 
 230. Horizontals followed by Other Stems When, 
 however, a word-outline begins with a horizontal 
 stem, but also has coming after it one or more up- 
 right or slanting stems, the initial horizontal stem is 
 not put in the position indicated by the place of the 
 vowel, but is raised or lowered, as the case may re- 
 quire, so as to bring the first upright or slanting stem 
 of the outline into that position ; thus, 
 
 "7 
 
 ^7 
 
 match inch mob keep knife mouth gauge 
 
 cooked month nymph gagged gulp garb mange
 
 WORDS OF MORE THAN ONE STEM. 55 
 
 231. The Object of the foregoing rule is to bring all out- 
 lines, composed of both horizontal and upright or slanting 
 stems, as nearly as possible into the same general horizontal 
 line, for each of the positions, irrespective of the order of the 
 stems in such words. 
 
 Examples : 
 
 pack cap fame muff chum much theme myth 
 
 park march pink gimp milked munch thump 
 
 232. A Misleading Rule. There are some phonographers, 
 and among them one or two authors, who, failing evidently to 
 discern the intent of the rule, as stated above, advocate the 
 substitution for it of the rule that the first consonant-stem of 
 an outline in all cases be written in position, no matter whether 
 it is a horizontal or other stem. Such rule, however, is very 
 misleading, and has nothing to recommend it except that it is a 
 little easier to learn. Its effect, if adopted, would be to do much 
 to destroy the symmetry of phonographic writing, and to detract 
 from the benefits to be derived from writing words in position. 
 To be specific, the proposed rule would elevate some words 
 of the first position, as carry, march, narrow, malady, etc., too 
 far above the line, while, at the same time, it would lower other 
 words of the first position, as copy, mouth, enjoy, magic, etc., 
 down onto the line, into the company of, and exactly level with, 
 the outlines of such words of the second position as merry, mirth, 
 gaily, mellow, etc. Many words of the second position, as much, 
 enough, cape, coach, invoice, notary, etc., would be dropped so as 
 to only hang with their tops across the line, entirely away from 
 such other similar words of the second position as talce, check, 
 revoke, territory, etc. And quite a number of words of the third 
 position, as move, keep, image, cubic, etc., instead of being writ- 
 ten across the line, would fall entirely below it, and thus get 
 in the way of first-position words in the next line below.
 
 56 ART OF PHONOGRAPHY. 
 
 233. Practice in Phonographic Spelling. The learner is 
 recommended to read aloud distinctly several times all of the 
 words given below, together with the phonographic spelling 
 which accompanies them. This spelling should be done by pro- 
 nouncing the syllables separated by hyphens. The combination 
 "ah 1 ' is sounded as the interjection ah, "aw" as the word 
 " awe," and " oo " as the first syllable in the word " oo-long." 
 
 Palm, Pee-ah-Em, palm; peach, Pee-e-Chay, peach ; page, 
 Pee-SL-Jay,page; poke, Pee-6-Kay, poke; beam, Bee-e-Em, beam ; 
 boom, Bee-oo-Em, boom; balk, Bee-aw-Kay, balk; bake, Bee-a- 
 Kay, bake; bathe, Bee-a-Thee, bathe; fame, Ef-a-Em, fame; 
 faith, Ef-a-Ith, faith; folk, Ef-o-Kay, folk; vague, Vee-a-Gay, 
 vague; move, Em-oo-Vee, move; maim, Em-a-Em, maim; tomb, 
 Tee-oo-Em, tomb; teeth, Tee-e-Ith, teeth; teethe, Tee-e-Thee, 
 teethe; teach, Tee-e-Chay, teach; deep, Dee-e-Pee. deep; daub, 
 Dee-aw-Bee. daub; doom, Dee-oo-Em, doom; thief, Ith-e-Ef, 
 thief; name, En-a-Em, name; cheap, Chay-e-Pee, cheap; chalk, 
 Chay-aw-Kay, chalk; shape, Ish-a-Pee, shape; coop, Kay-oo-Pee, 
 coop; coupe, Kay-oo-Pee-a, coupe; comb, Kay-6-Em, comb; 
 coach, Kay-6-Chay, coach; cage, Kay-a-Jay, cage; gauge, Gay- 
 a-Jay, gauge; Paul, Pee-aw-El, Paul; bowl, Bee-6-El, bowl ; jail, 
 Jay-a-El, jail; peep, Pee-e-Pee, peep; babe, Bee-a-Bee, babe; 
 coke, Kay-6-Kay, coke; cocoa, Kay-o-Kay-6, cocoa; gawk, Gay- 
 aw-Kay, gawk; cab, Kay-a-Bee, cab; fetch, Ef-e-Chay, fetch; 
 king, Kay-i-Ing, king ; lock, Lee-o-Kay, lock; tongue, Tee-u-Ing, 
 tongue; book, Bee-do-Kay, book; sham, Ish-a-Em, sham ; much, 
 Em-u-Chay, much; thick, Ith-i-Kay, thick; bath, Bee-a-Ith, bath ; 
 file, Ef-i-El, file; fill, Ef-i-El, fill; boil, Bee-oi-El, boil; mouth, 
 Em-OW-Ith, mouth; fume, Ef-EW-Em, fume. 
 
 SEVENTH EEADmG EXERCISE.
 
 WORDS OF MORE THAN ONE STEM. 
 
 57 
 
 Z_ JZ. r. J I 
 
 SEVENTH WRITING EXERCISE. 
 
 Came, palm, bake, calm, cage, meek, team (teem), keep, 
 foam, talk, comb, type, tomb, coop, move, code, match, pack, 
 nag, cap, peck, neck, gem, dim, king, niche, big, ink, dock, 
 mock, cop, vim, mug, tongue, much, cup, took, book, guide, 
 vouch, Boyd, couch, mouth, cube, duke. 
 
 Tick, ask, nap (Knapp), chime, peg, beg, gouge, job, pike, 
 both, life, deck, peach, fame, chum, tithe, bathe, paid, make, 
 dug, cash, dodge, thieve, check, thumb, asp, shame, cape, 
 thawed, beam, budge, catch, tooth, top, Dutch, dike, nick, 
 teach, tube, gush, sham, thick, faith, dime, pink, bang, march, 
 shank, mink, depth.
 
 58 ABT OF PHONOGRAPHY. 
 
 LESSON XI. 
 
 POSITION OF WORDS OF MORE THAN 
 ONE VOWEL. 
 
 234. Up to this point reference has been made, in 
 the rules of position, only to words of one vowel. 
 When, however, a word contains more than one vow- 
 el-sound, the position in which its outline must be 
 written is determined by the " place" of the vowel- 
 sound of the accented syllable. Thus, to illustrate, the 
 word ado has two vowel-sounds, the first being first- 
 place and the other third-place. The accent is on the 
 third-place vowel, 6"o, and, therefore, the word is writ- 
 ten in the third position, rather than in the first; 
 which latter would be its position if the accent were 
 on its initial vowel, a. 
 
 235. The Accented Syllable. In order to make 
 sure and rapid progress in the further study of pho- 
 nography, the learner must at once master the sub- 
 ject of Accent in the pronunciation of the syllables of 
 words. 
 
 236. "Syllable" Defined. A syllable is composed 
 either of a vowel-sound standing alone, as the first 
 sound in each of the words a-lone, e-vent, i-dle, o-ver, 
 etc., or of a vowel-sound pronounced in conjunction 
 with one or more consonant-sounds, all uttered with 
 one impulse of the voice, as the various parts separated 
 by hyphens in the words, trans-plant, con-junc-tion, in- 
 struct, coun-ter, court-ly, dis-arm, stamp-ing, etc. 
 
 237. Contains but One Vowel-Sound. Usually a syl- 
 lable contains one, and it never has more than one, 
 vowel-sound.
 
 POSITION OF WORDS OF MORE THAN ONE VOWEL. 59 
 
 238. Each vowel-sound in a word always belongs 
 to some syllable. 
 
 239. Accented Syllable or Vowel. From the fore- 
 going it follows that there are as many syllables in 
 a word as there are vowel-sounds. It is proper, there- 
 fore, to speak either of the " accented syllable " or 
 of the "accented vowel" as meaning the same thing. 
 
 240. Syllables without Vowels. Sometimes a sylla- 
 ble is formed by the union of two consonant-sounds, 
 without the aid of any distinct vowel-sound ; as the 
 final syllables in ta-ble, rip-pie, sho-vel, ca-per, tun-nel, 
 etc. And, in a few instances, a single consonant-sound 
 constitutes a syllable; as the final syllables in lis-ten 
 (lis'n), often (of n). Such syllables, however, are never 
 accented, and so cannot control the positions of words. 
 
 241. Accented Syllable Defined. The syllable in a 
 word which is pronounced with th^ greatest force 
 is called the "accented syllable." 
 
 242. English Accent. In English the accent maybe placed 
 upon : 
 
 I. The last syllable, as in above, profuse, nevertheless, enter- 
 
 tuin. 
 
 II. The last syllable but one, as in faney, Tuesday, excite- 
 ment, correspond' nt. 
 
 III. The last syllable but two, as in benefit, emphasis, intelli- 
 gent, materiality. 
 
 IV. The last syllable but three, as in operative, dictionary, 
 imaginary, subserriency. 
 
 243. But the tendency is to put the accent as near the begin- 
 ning of the word as possible. 
 
 244. How Accent is Marked. The usual mark with which 
 the accented syllables of words are indicated in dictionaries 
 and spelling-books, is the acute accent, as shown in the follow- 
 ing examples : deceive', stead'y, el'ephant, Pennsylva'nia. 
 
 245. How Syllables are Separated. In our larger dic- 
 tionaries, the syllables of words are usually separated by hy-
 
 60 ART OP PHONOGRAPHY. 
 
 phens ; except that after accented syllables the only separator 
 used is the accent-mark itself, thus: an-te'rior, bash'ful-ness, 
 estab'lish-ment, etc. 
 
 246. Accent in English Surnames. Most English sur- 
 names are accented on the first syllable, as in Allen, Annitage, 
 Bancroft, Breckenridge, Crosby, Cunningham, Dalton, Dela- 
 field, Fuller, Forrester, Gilson, Gregory, Harding, Hamilton, 
 Irving, Ingraham, Jackson, Jefferson, Kellogg, Kiugsbury, Law- 
 rence, Lippincott, Munson, Mattison, Newman, Osborn, Pack- 
 ard, Patterson, Redfield, Richardson, Sedgwick, Stevenson, 
 Terry, Tiffany, Ullman, Underwood, Vinton, Walker, Worth- 
 ington, etc. 
 
 247. Accent on Last Syllable. In each of the following 
 words the accent is on the last syllable : 
 
 I. WORDS OF Two SYLLABLES. Abate, create, reject, severe, 
 submit, beside, retort, alone, above, repose, amuse, import 
 (verb), attempt, express, consent, award, befall. 
 
 TT, WORDS OF THREE SYLLABLES. Appertain, supervene, 
 importune, insecure, interfere, reinstate, disapprove, overlook, 
 reimburse, undersell, indirect, interrupt, engineer, disobey. 
 
 248. Accent on Last Syllable but One. In each of the 
 following words the accent is on the last syllable but one : 
 
 I. WORDS OF Two SYLLABLES. Able, angel, danger, crazy, 
 easy, bacon, treaty, idol, being, dotage, dairy, cater, eagle, na- 
 tion, import (noun), lady, motion. 
 
 II. WORDS OF THREE SYLLABLES. Metallic, splenetic, sar- 
 castic, specific, despotic, didactic, terrific, domestic, dramatic, 
 chaotic, fanatic, spasmodic, phonetic, historic, romantic, me- 
 chanic, fantastic, forensic. 
 
 III. WORDS OF FOUR SYLLABLES. Antecedent, indecisive, 
 supervisor, desperado, apparatus, affidavit, manufacture, in- 
 nuendo, predecessor, mathematics, disinherit, accidental. 
 
 249. Accent on Last Syllable but Two. In each of the 
 following words the accent is on the last syllable but two : 
 
 I. WORDS OF THREE SYLLABLES. Easterly, pilotage, brew- 
 ery, pauperism, cowardice, vigilance, auditor, odorous, polarize, 
 tapering, dangerous, exercise, publisher, ownership. 
 
 II. WORDS OF FOUR SYLLABLES. Exemplify, indemnify, per- 
 sonify, disqualify, electrify, solidify, apologize, geology, contin- 
 uous, perpetual, equivocal, incompetent, monopoly.
 
 POSITION OF WORDS OF MORE THAN ONE VOWEL. 61 
 
 III. WORDS OF FIVE SYLLABLES. Intermediate, testimonial, 
 pusillanimous, anniversary, disobedient, impropriety, ambiguity, 
 contrariety, opportunity, insecurity, possibility, liberality, uni- 
 formity. 
 
 IV. WORDS OP Six SYLLABLES. Materiality, heterogeneous, 
 improbability, mediatorial, particularity, inferiority, impetu- 
 osity, disciplinarian, antediluvian. 
 
 V. WORDS OF SEVEN SYLLABLES. Individuality, valetudi- 
 narian, indivisibility, impenetrability, ineligibility, perpendicu- 
 larity, antitriuitarian. 
 
 250. Accent on Last Syllable but Three. In each of the 
 following words the accent is on the last syllable but three: 
 
 I. WORDS OF FOUR SYLLABLES. Judicature, speculative, 
 operative, nominative, imitative, spiritual, visionary, dictionary, 
 stationary, temperature, literature, missionary, figurative. 
 
 II. WORDS OF FIVE SYLLABLES. Extemporary, derogatory, 
 consolatory, inflammatory, preparatory, subsidiary, vocabulary, 
 preliminary, imaginary, observatory, accompaniment. 
 
 251. Two Accented Syllables. Sometimes a word has two 
 accented syllables that is, besides its syllable with a strongly 
 marked accent, it has another syllable which is slightly ac- 
 cented, as the words " an'atom'ical, de'via'tion, lu'mina'ry," 
 etc. In such cases the heavier is called the "primary accent," 
 and the lighter the "secondary accent." In dictionaries they 
 are distinguished respectively by heavy and light acute accent 
 marks. In some words there are two secondary or subordinate 
 accents, as in "incom'prehen'sibil'ity." 
 
 252. Positions of Such Words. In writing phonographically 
 a word which has more than one accent, the position of the out- 
 line is determined by the "place" of the vowel-sound of the 
 syllable that receives the primary accent. Thus, the word 
 "an'tece'dent" is written in the third-position and not in the 
 first, and the word "in'deci'sive," in the first-position and not 
 in the third. 
 
 253. How to Read Phonography. At paragraphs 99, 173, 
 and 233 directions were given in regard to spelling or reading 
 words printed or written in phonography which were adapted to 
 the learner's experience at that stage of the instruction. But, 
 from this time on, until one is able to read words at a glance, 
 the following will be found a good method to adopt : Read each
 
 62 
 
 ART OF PHONOGRAPHY. 
 
 stem separately with all its vowel-signs. If a stem has no 
 vowel-sign placed to it, give either the name of the stem or its 
 sound. 
 
 pa-mi 
 
 ba-ki 
 
 en-vi 
 
 ml-ti ga-di ti-ni al-tho 
 
 >- 
 
 Ef-ussi Bee-evi Dee-izzi awa-Kay ato-Em ata-Kay ada-Jay 
 
 254. Order of Beading Stems. The consonant-stems of an 
 outline are always read in the order in which they are written. 
 This sometimes, though rarely, requires that of two stems the 
 one that is farthest to the right be read first; thus, 
 
 chide jade jail shoal chill shade Josh 
 EIGHTH READING EXERCISE. 
 
 x ^ , v -*- ^ .,),- 1. -i--^.
 
 POSITION OF WORDS OF MORE THAN ONE VOWEL. 63 
 
 EIGHTH WRITING EXERCISE. 
 
 255. Echo, ago, obey, era, easy, ado, eighty, allay, adieu, 
 ashy, allow, arrow (Er), avow, essay, ague, away, array (Er), 
 annoy. Veto, balmy, needy, meadow, funny, balky, mighty, 
 envy, gaudy, comma, coffee, cony, buggy, choppy, puffy, tiny, 
 coupe, tabby, pithy, shiny, cozy, daisy, gummy, chatty, gouty, 
 fussy, voyage, poet, baggage, chubby, towage, bevy, dizzy, pay- 
 day, awning, jockey, zany, body, goatee, toga, beauty, caddy, 
 epoch, ensue, awake, pica, noisy, chalky, above, attack, inning, 
 decoy, aback, atom, unto, eating, apathy, image, untie, assume, 
 offing, enjoy, uneasy, oozing, enough, espy, piety, petty, Monday, 
 undue, escape, assignee, tunic, carriage (Kay-Ree-Jay), necktie x 
 asking, dynamite, veranda.
 
 64 ART OF PHONOGRAPHY. 
 
 LESSON XII. 
 ABOUT CERTAIN STEM-JOININGS. 
 
 256. A Straight Stem is Repeated by making it 
 double its ordinary length; thus, 
 
 \ 
 
 \ 
 
 Jay Jay-Jay Tee Tee-Tee Chay Ckay-Chay Bee Bee-Bee 
 
 257. A Curved Stem is Repeated by writing it twice 
 without taking off the pen, making a sharp angle 
 between the stems ; thus, 
 
 f > 1 
 
 Ef Ef-Ef Dhee Dhee-Dhee Zee Zee-Zee Er Er-Er 
 
 258. Joinings Without Angles. When stems are joined 
 between which there is naturally little or no angle, no attempt 
 should be made to make one, not even for the purpose of indi- 
 cating where the first stem leaves off and the other begins ; 
 thus, 
 
 O O r\ 
 
 KEY: (1. 1) Chay-Ith, Tee-Ish, Tee-Ef, Pee-Ess, Pee-En, Kay- 
 Er, Kay-Shee, Ree-Em, Ess-Chay, (2) Er-Tee, El-Tee, Em-Pee,
 
 ABOUT CERTAIN STEM-JOININGS. 
 
 65 
 
 Ith-Pee, Lee-Kay, Ef-Kay, En-Bee, El-Ish, (3) El-Ef, El-En, El- 
 Shee, Ith-Ess, Ith-En, Ith-Shee, Ef-Er, Ef-Shee, (4) En-Em, 
 iShee-Lee, Ish-El, Ess-Ith, Ess-El, Er-Ef , Er-Ish, Em-En, (5) Em- 
 Ish, Em-Ess, Lee-Shee, Lee-Ish, Lee-Ess, Lee-Er. 
 
 259. One Light and one Heavy Stem. If one of such 
 stems is light and the other heavy, the shading should be so 
 blended about the joining, that there will be no perceptible 
 point of division; thus, 
 
 //I 
 
 J 
 
 !\\ 
 
 KEY: (1. 1) Chay-Jay, Jay-Chay, Tee-Dee, Dee-Tee, Pee-Bee, 
 Bee-Pee, Kay-Gay, Gay-Kay, Chay-Thee, Jay-Ith, (2) Tee-Zhee, 
 Tee-Vee, Dee-Ish, Dee-Ef, Pee-Zee, Pee-Ing, Bee-Ess, Bee-En, 
 Kay-Way, Gay-Er, (3) Gay-Shee, Eee-Hay, El-Dee, Yay-Tee, 
 Ith-Bee, Thee-Pee, Ef-Gay, Vee-Kay, Ing-Bee, (4) Ess-Jay, 
 Zee-Chay, Er-Dee, Way-Tee, Em-Bee, Hay-Pee, Lee-Gay, El- 
 Vee, El-Ing, (5) Yay-Ef, Yay-En, Ith-Ing, Ef-Way, Vee-Er, Vee- 
 Shee, En-Hay, Ing-Em, (6) Ish-Yay, Zhee-El, Ess-Yay, Zee-El, 
 Er-Zhee, Er-Vee, Way-Ish, Way-Ef, Em-Zhee, Em-Zee, (7) Em- 
 Ing, Hay-Ish, Hay-En, Lee-Zhee, Lee-Zee, Lee-Way. 
 
 260. Hay-Ess and Thee-En Exceptions. In the outlines 
 Hay-Ess and Thee-En, because of the liability of the shading 
 5
 
 66 ART OF PHONOGRAPHY. 
 
 of the first stems to ran too far into the second stems, an angle 
 should be made between the stems. 
 
 261. Both, Stems Heavy. If both stems are heavy, and 
 one or both are curved, and there is no angle between, no at- 
 tempt should be made to sharpen or taper the ends of the 
 curves that are toward the junction ; but the shading should 
 be continued of uniform, heavy thickness right across from one 
 stem to the other ; thus, 
 
 (J 
 
 KEY : (1. 1) Jay-Thee, Dee-Zhee, Dee-Vee, Bee-Zee, Bee-Ing, 
 Gay- Way, Yay-Dee, Thee-Bee, Vee-Gay, Zee-Jay, (2) Way-Dee, 
 Hay-Bee, Yay-Vee, Yay-Ing, Thee-Zee, Thee-Ing, Vee-Way, 
 Ing-Hay, Zhee-Yay, (3) Zee-Yay, Zee-Thee, Way-Zhee, Way- 
 Vee, Hay-Zhee, Hay-Zee, Hay-Ing. 
 
 262. Blunt Joinings. When a straight stem is joined to a 
 curved stem on its concave side, and at right angles to a line 
 drawn from tip to tip of the curve, the point of junction must 
 necessarily be somewhat rounded ; but care must be taken in 
 the writing so that its exact location will be apparent. Ex- 
 amples : 
 
 c c c c
 
 ABOUT CERTAIN STEM-JOININGS. 
 
 67 
 
 KEY: (1. 1) Chay-Ef, Chay-Vee, Jay-Ef, Jay-Vee, Tee-En, 
 Tee-Ing, Dee-En, Dee-Ing, Pee-Ish, Pee-Zhee, (2) Pee-Shee, 
 Bee-Ish, Bee-Zhee, Bee-Shee, Kay-Ess, Kay-Zee, Gay-Ess, Gay- 
 Zee, Ree-Er, Ree-Way, (3) Er-Chay, Er-Jay, Way-Chay, Way- 
 Jay, Em-Tee, Em-Dee, Hay-Tee, Hay-Dee, Lee-Pee, Lee-Bee, 
 (4) El-Pee, El-Bee, Yay-Pee, Yay-Bee, Ith-Kay, Ith-Gay, Thee- 
 Kay, Thee-Gay, Ef-Ree, Vee-Ree. 
 
 263. Disciplining the Hand. The learner will find the 
 illustrations given in this lesson very useful for practice in the 
 way of imitation. Some of the outlines may never occur in 
 actual work, but they will afford admirable discipline for the 
 hand in training it to do what work it has to do with facility 
 and precision. 
 
 NINTH READING EXERCISE. 
 
 /> /-= 
 
 f\-~<- \
 
 ART OF PHONOGRAPHY. 
 
 NINTH WRITING EXERCISE. 
 
 264. Pope, papa, pop, toto, judge, dodo, roar, rare, gag, gig, 
 cake, rear, coke, cuckoo, cocoa, gewgaw, fife, vive, lowly, 
 saucy, lull, ninny, mummy, ha-ha, pious, taffy, tush, pony, 
 fake, lock, eschew, narrow, map, name, far, sheol, money, 
 shyly, Ersch, fishy, lower, mossy, ulna, lash, lessee, mash, 
 data, gawk, tody, keg, fog, posy, pang, out-vie, abbacy, league, 
 bony, mob, gore, dash, evoke, defy, knee-high, thong, mazy, 
 along, veer, lazy, alway, Vichy, honey, hush, huso. 
 
 Chaffy, Java, apish, jiffy, gauzy, tongue, bosh, aiding, gang, 
 tiny, cooky, agog, baby, rarely, rarity, rarefy, reared, roaring, 
 juror, uproar, terror, italic, mope, penny, fearing, fur, averring, 
 shoal, namely, militia, nominee, Messiah, vogue, fig, hang, 
 hussy, nothing, hash, abolishing.
 
 HOW TO WRITE CONCURRENT-VOWELS. 69 
 
 LESSON XIII. 
 
 HOW TO WRITE CONCURRENT-VOWELS. 
 
 265. Final and Initial Concurrent- Vowels. When two or 
 more vowel-sounds occur together, either at the end or at the 
 beginning of a word, as in Qilboa and aerial, the signs of both 
 vowels must of necessity be placed at the same side of one con- 
 sonant-sign; that is, placed either after the final or before the 
 initial stem of the outline, as the case may be. 
 
 266. This cumulative vocalization may be done, in a way that 
 will avoid confusion and show the order in which the vowels 
 are to be read, by writing the vowel-signs at different distances 
 from the stem ; the sign of the vowel that is heard farthest from 
 the consonant being placed at the greatest distance away, and 
 the sign of the vowel that is heard nearest to the consonant 
 being placed nearest to the stem. If there are more than two 
 vowel-sounds in the group of concurrent-vowels, the signs of 
 the intermediate vowels should be written between the inner 
 and outer vowel-signs, in their proper order. Each vowel-sign 
 must at the same time be kept in its proper vowel-place length- 
 wise of the stem. Examples: 
 
 V 
 
 X ...^-... 
 
 = l \ 
 boa Leo payee Goliah Geneseo Genoa 
 
 * ..... ,.... X ... ....... 
 
 / 
 
 >' 
 
 Judea Ohio avowee Aello Oahu Adaiah 
 
 267. Medial Concurrent Vowels. When two vowel-sounds 
 occur together in the middle of a word, the sign of the first 
 vowel may be written to the stem which precedes them, and 
 the sign of the second vowel to the stem that follows them. Or 
 else both vowel-signs may be written to one or the other of the
 
 70 ART OF PHONOGRAPHY. 
 
 stems, in the manner described in the last paragraph, .according 
 to the convenience of the writer. In vocalizing the outlines of 
 such words, the ordinary rule for writing single vowels between 
 stems (224) does not apply. Examples: 
 
 duel chaotic bayonet Tioga Siam biology 
 
 268. Words Composed of Vowels Only. There are a few 
 words in the language, and a number of proper names, which 
 have no consonant-sounds at all, being composed entirely of 
 vowels, as , ah, awe, owe, lo, etc. Of coui'se, the sound^ in 
 such words can only be written with vowel-signs. 
 
 269. One- Vowel Words and Initials. When a word con- 
 sists of but one vowel-sound it is usually written by simply 
 making the sign of that vowel in its proper position with refer- 
 ence to the line, and in accordance with the rule given in the 
 next paragraph. Vowel-initials of proper names are also writ- 
 tensin this way. 
 
 270. Positions of Vowels Without Consonants. The three 
 positions for vowel-signs written without consonant-stems are 
 as follows : 
 
 FIRST POSITION. Above the line the height of the stem Tee. 
 SECOND POSITION. For Dot-signs, just above and a little 
 away from the line; for Dash-signs, resting on the line. 
 THIRD POSITION. Just below but not touching the line. 
 
 271. The following are illustrations of one-vowel words and 
 vowel-initials : 
 
 Ah! A. a E. awe O I 
 
 272. Nominal-Consonant. But words which consist of two 
 or more vowel-sounds without a consonant, and all proper 
 names that are composed of one or any number of vowel-sounds 
 without consonant, are best indicated by writing their vowel- 
 signs at the side of a character called the "Nominal-Conso- 
 nant."
 
 HOW TO WRITE CONCURRENT-VOWELS. 71 
 
 273. This sign, which is merely a canceled consonant-stem, 
 represents no sound at all, but simply provides vowel-places for 
 vowel-signs. 
 
 274. When there is but one vowel-sound to be written, its 
 sign may be placed on either side of the nominal-consonant; 
 but if there are two vowel-sounds, their signs should be written 
 one before and the other after the stem, in the order of their 
 occurrence. 
 
 275. The nominal-consonant is almost invariably used stand- 
 ing alone, and is made perpendicular, like a canceled Tee. But 
 it is allowable to join it to another and a real consonant-stem, 
 and then it may be inclined in any direction, at the option or 
 convenience of the writer. It is seldom necessary to resort to 
 the nominal-consonant in ordinary stenographic reporting. 
 
 276. The cross-mark of cancellation may be located at any 
 part of the stem ; care should be taken to place it at a point 
 where it will not be in the way of any of the vowel-signs. If 
 the vowel is first-place or second-place, the cancellation-mark 
 may be at the finish; if there are two vowels, one in the first- 
 place and the other in the third, the cancellation may be at the 
 middle of the stem. 
 
 277. The nominal-consonant may also be employed to mark the 
 places of single vowel-signs, not only when they are used as ini- 
 tials, but, whenever for any reason it is desired to consider the 
 vowels separately; as, for instance, when speaking of a vowel- 
 sound, without regard to the letter with which it is usually rep- 
 resented. 
 
 Examples : 
 
 T f j i -i "i- .}' i- 
 
 Nominal-consonant Aa eau Aue Eah lo 
 
 I i .t -J. 1 -T U T> 
 
 5 e e aw o 06 oi EW
 
 72 
 
 ART OF PHONOGRAPHY. 
 TENTH BEADING EXERCISE. 
 
 TENTH WRITING EXERCISE. 
 
 278. Noah, Bayou, Mayo, Rio, Leah, Borneo, Owen, rodeo, 
 Josiah, Callao, Hozea, Bilbao, Macao, Lycoa, Gilboa, Aerope, 
 Algoa, Aosta. Diana, tiara, duenna, Joash, Dion, Guiana, 
 Cayenne, Rowan, coyote, Niobe, Moab, Fayal, Scioto, Roanoke, 
 Calliope, diary, Laocoon, diadem, dialect, dial, puerile. Aeae, 
 Ai, Aeaea, Aea.
 
 DOWNWARD AND UPWARD CONSONANTS. 73 
 
 LESSON XIV. 
 
 DOWNWARD AND UPWARD CONSONANTS. 
 CHAY AND REE. 
 
 279. Chay and Ree Isolated. The stems Chay and 
 Ree, when standing alone, whether single length or re- 
 peated (256), are distinguished by difference of slant, 
 Chay or Chay-Chay being written downward at an 
 angle of about sixty degrees, and Ree or Ree-Ree 
 being written upward at an angle of about thirty 
 degrees (104) ; thus, 
 
 chaw raw etch ray each rue chowchow roar 
 
 280. Chay and Ree Joined. But when joined each 
 with any other consonant-stem than itself, it is not 
 necessary to so distinguish these stems, as the direc- 
 tion of the stroke, either upward (indicating Ree) or 
 downward (indicating Chay), is apparent from the 
 outline itself. Examples : 
 
 patch parry fetch ferry Dutch dairy much Murray 
 
 coach curry notch narrow wretch cherry touching tearing
 
 74 ART OF PHONOGRAPHY. 
 
 281. Mnemonic Sentence. The outlines of the words reach 
 and cherry illustrate the foregoing rule. The first is projected 
 upward, and the latter, downward. They may be remembered, 
 therefore, by means of the sentence, " Reach up and take a 
 cherry down." 
 
 ISH, SHEE, EL, LEE, ER, AND REE. 
 
 282. The learner will recall the fact that each of the stems 
 _J and f~ has two names, Ish or Shee and El or Lee, respec- 
 tively; and that the consonant r has assigned to it two stems, 
 
 "^ Er and ^ Eee, each having a name of its own. 
 
 283. It will also be remembered that when standing alone, 
 the stem _J is always written downward, and the stem (~ 
 always upward. 
 
 284. Joined Sh and L Stems. When joined to other stems, 
 however, both the stems J and f~ may be written either up- 
 ward or downward, according to certain rules which are about 
 to be given. 
 
 285. Names of Downstrokes and Upstrokes. Of the six 
 names, Ish, Shee, El, Lee, Er, and Ree, the three names which 
 begin with a vowel and end each with its own particular con- 
 sonant-sound, as iSH, eL, and eE, belong to the doicnstrokes ; 
 and the three names which begin each with its own particular 
 consonant-sound, and end with a vowel-sound, as SHee, Lee, 
 and Eee, belong to the upstrokes (299). 
 
 286. Use of Ree and Er when Isolated. When an r 
 stein is the only one in a word, either Ree or Er is 
 used, in accordance with the following rules : 
 
 I. If there is no vowel before the r, the upstroke 
 Ree is used ; thus, 
 
 s 
 
 ray raw . roe wry rue row Eio 
 
 II. If there is a vowel before the r, no matter 
 whether there is one after it or not, the downstroke 
 Er is used ; thus,
 
 DOWNWARD AND UPWARD CONSONANTS. 75 
 
 air or ear awry arrow array Erie 
 
 287. Use of Joined Downstrokes and Upstrokes The 
 following directions in regard to the proper employ- 
 ment of the downstrokes and upstrokes, whether they 
 occur at the beginning, in the middle, or at the end 
 of word-outlines, are based upon the requirements of 
 speed and legibility of phonographic penmanship, in 
 the respect of securing the easiest stem-joinings and 
 the most facile phonographic forms. 
 
 AT THE BEGINNING OF OUTLINES. 
 
 288. Taking up, first in order, their use at the be- 
 ginning of outlines, the following practice is found to 
 give the best results : 
 
 289. Ish is Preferred to Shee before all of the stems 
 of the phonographic alphabet, except Ith and Thee, 
 before which Shee is preferred, and Tee, Dee and Lee, 
 before which either Ish or Shee may be used ; thus, 
 
 shape shabby Ashby shock sherry shoal sheaf 
 
 -+- 
 
 shave shiny shoeing issuing shower shame sheath 
 
 sheathe Asiatic chateau shade shady Ashley shallow
 
 76 
 
 ART OF PHONOGRAPHY. 
 
 290. Lee is Preferred to El before the stems Chay, 
 Jay, Tee, Dee, Pee, Bee, Ith, Thee, Ef, Vee, Ish, Zhee, 
 Es, Zee, Er, Way, and Lee ; thus, 
 
 i /7 x7 ' l~ /c\ /^"\ -/^~\ 
 ..^ r /. ... ( \ __ 
 
 latch lodge elegy alto laid lap alp 
 
 ^\ r\ Jl -rt- ..^r...:.^..M 
 
 lobe elbow lath although life alive lash 
 
 n- ~n- 
 
 n. 
 
 lasso also lazy lower liar loll lily 
 
 291. Ree is Preferred to Er before the stems Chay, 
 Jay, Tee, Dee, Ith, Thee, Ef , Vee, and Zhee ; thus, 
 
 -^ -^- ^ ^ -^ * --A 
 
 reach arch rage urge riot rota reed 
 
 ^L'JL A .A 
 
 arid wrath earth writhe aerify review rouge 
 
 292. Er is Preferred to Bee before the stems Em and 
 Hay; thus, 
 
 -s< 
 
 arm rhyme aroma Rome room ream rehash
 
 DOWNWARD AND UPWARD CONSONANTS. 77 
 
 ELEVENTH EEADING EXERCISE. 
 
 ELEVENTH WRITING EXERCISE. 
 
 293. (286) Rye, or, ray, ear, raw, ore, roe, air, row (distur- 
 bance), Erie, err, array, arrow, rue, awry, era, airy. Sheep, 
 Ashby, shaggy, shed, Sheba, shake, shale, shawnee, sherry, 
 shying, shove, sheath, sham, shire, Shem, sheathe, shadow,
 
 78 
 
 ART OF PHONOGRAPHY. 
 
 shad, Ashley, chateau, shily. Ledge, lead, Elijah, leech, alight, 
 allowed, lady, elude, loop, lobby, leap, elope, alibi, laugh, loth, 
 alpha, lathe, aloof, leafy, elf, levy, love, Alva, lush, olive, lassie, 
 eyelash, Lucy, allure, Eliza, leeway, leer, lily, lull, alway. 
 Eidge, reach, urge, arch, aorta, aright, rod, aerate, rude, erode, 
 ready, earth, Eeavey, wreathe, rouge, wroth. Kam, arm, roam, 
 army, roomy, Aram, rim, ream. 
 
 LESSON XV. 
 DOWNWARD AND UPWARD CONSONANTS 
 
 (CONTINUED). 
 EFFECT OF ABSENCE OR PRESENCE OF INITIAL VOWEL. 
 
 294. In all other cases than those covered by the 
 rules given in Lesson XIV the use of the downstrokes 
 and upstrokes at the beginning of outlines is con- 
 trolled by the absence or presence of a preceding 
 vowel. If the word does not begin with a vowel, the 
 upstroke is used. If the word does begin with a vowel, 
 the downstrohe is used. Examples : 
 
 like alike lick . ilk lucky lag alga 
 
 Leroy Ellery luna ulna lung along laying 
 
 A 
 
 > 'v 
 
 lamb elm lame Lehigh Elihu ripe orb 
 
 Ii=; r- ~ ...^s- S '~v 
 
 rack ark wreck rogue argue roar aui'ora
 
 DOWNWARD AND UPWARD CONSONANTS. 
 
 79 
 
 roil oriole rally orally rainy arena airing 
 
 A ^v A 
 
 * i 
 
 rash airish racy ursa rosy arrear Rahway 
 TWELFTH BEADING EXERCISE. 
 
 A A A 
 
 TWELFTH WRITING EXERCISE. 
 
 295. Lock, logy, lowery, elk, league, Algoa, lake, Lena, ail- 
 ing. Lang, Illinois, laying, loamy, alum, limb, lamb, rope, herb, 
 repay, Arab, wrap, rabbi, rub, arrack, ergo, rug, orrery, rally, 
 rare, early, rill, Rauuey, rang, Arno, rowing, rash, airing, ursa, 
 airish, arraying, Rousseau.
 
 80 ART OF PHONOGRAPHY. 
 
 LESSON XVI 
 DOWNWARD AND UPWARD CONSONANTS 
 
 (CONTINUED.) 
 AT THE END OP OUTLINES. 
 
 296. Turning our attention now to the proper use 
 of the downstrokes and upstrokes at the end of word- 
 outlines, we find that each of the stems Ish, Shee, El, 
 Lee, Er, and Ree may be joined after any of the stems 
 of the phonographic alphabet. The rule, therefore, 
 governing their employment is of quite general appli- 
 cation. 
 
 EFFECT OF ABSENCE OR PRESENCE OF FINAL VOWEL. 
 
 297. In deciding which to use, the downstroke or 
 the upstroke sign, when one of these three conso- 
 nants occurs at the end of a word-outline, the writer 
 is governed by the absence or presence of a final 
 vowel. If the word does not end with a vowel-sound,- 
 the downstroke is used; if it does end with a vowel 
 sound, the upstroke is used. Examples : 
 
 Jewish tush dash dashy push pasha apish 
 
 S~\ 1~J 
 
 bush bushy mush mashy hush lash Elisha
 
 DOWNWARD AND UPWARD CONSONANTS. 81 
 
 .:../. r~ 
 
 chill chilly jewel July tall tally toil 
 
 vy . 
 
 dull duly pole pulley pile bell below 
 
 T XT 
 
 coil Kelly kill gale gaily rill relay 
 
 fall follow feel vale valley nail Nelly 
 
 -^- y - T -^ - e^~t~ 
 
 shale shyly mail mellow Hoyle highly hollow 
 
 char cherry shower showery tear tarry tore 
 
 deer door dory Tbayer thorough poor parry 
 
 bar burr burrow fear fury veer vary 
 
 6
 
 82 
 
 ART OF PHONOGRAPHY. 
 
 arrear orrery cower cany curry geer gory 
 
 nigher narrow mayor merry layer lower lowery 
 
 298. Exceptions to the Rule. There are a few ex- 
 ceptions to the foregoing rule, as follows : Generally 
 Ish is preferred to Shee after Kay, Gay, Ree, En, or 
 Ing ; Shee is preferred to Ish after Ef or Yee j Lee is 
 preferred to El after Lee, and Ree is preferred to Er 
 after Ree ; thus, 
 
 cash cassia ricochet roguish gash rush rushy 
 
 nausea fishy fish Vichy knavish lavish 
 
 lowly Lowell lull 
 
 299. Use Suggested by the Names. The learner will be 
 aided in remembering the rules for the use of the downstrokes 
 and upstrokes, which relate to initial and final vowels, by not- 
 ing the fact that their very names are illustrations of their 
 proper use. That is to say, the names Ish, El and Er begin with 
 vowels, and their signs are generally associated with preceding 
 or initial vowels ; as in bush, bail, bar, elk, orb, etc. And the 
 names Shee, Lee, and Eee end with vowels, and their signs are 
 associated with following or final vowels, as in tissue, pillow, 
 Bmcery, lake, rob, etc. (285).
 
 DOWNWARD AND UPWARD CONSONANTS. 83 
 
 THIRTEENTH BEADING EXERCISE.
 
 84 
 
 ART OF PHONOGRAPHY. 
 
 
 THIRTEENTH WRITING EXERCISE. 
 
 300. (297) Bush, Josh, bushy, toyish, abash, mash, dish, 
 lush, Elisha, mushy, inesh, leash, toll, jolly, tile, Italy, toil, jail, 
 tallow, agile, towel, dale, dolly, doll, daily, poll (a parrot), duel, 
 oddly, polly, Odell, dilatory, Paul, appeal, pail, appall, pole, 
 peal, appellee, bill, bailee, bail, Bailey, billow, by-law, keel, 
 gulley, bile, kill, kilo, gull, cowl, gall, Cowley, relay, royal, 
 roil, royally, roily, fill, thill, felly, file, fell, filly, foul, vile, foil, 
 afoul, volley, fallow, vial, vill, viol, villa, Nile, Sewell, newly, 
 Sheol, oriole, Shiloh, hourly, waylay, aural, early, orally, maul, 
 Milo, Mollie, mile, highly, Hoyle. 
 
 Tire, chary, jeer, chair, jury, tyro, attire, tore, ajar, dare, 
 tory, dower, dairy, pare, dowry, parry, adore, peer, Peru, poor, 
 opera, peri, bear, power, berry, bower, barrow, Bowery, gore, 
 Carey. Geary, bureau, fur, farrow, furrow, far, affair, fiery, 
 newer, fire, Nero, showery, Czar, shower, zero, assayer, arrear, 
 weigher, miry, orrery, mire, wiry, Mary, mayor. (298) Cosh, 
 gash, rush, cash, rushy, cassia, marsh, fash, knavish, marshy, 
 elvish, oafish.
 
 DOWNWARD AND UPWARD CONSONANTS. 85 
 
 LESSON XVII. 
 DOWNWARD AND UPWARD CONSONANTS 
 
 (CONTINUED). 
 IN THE MIDDLE OF OUTLINES. 
 
 301. When a sign of the sh, I, and r series is the second stem 
 in a word-outline of three or more stems, either the down or the 
 up stroke may be used, according to which will give the best- 
 formed outline ; and in a great majority of instances the stems 
 Ish, Lee, and Eee will be found preferable to Shee, El, and Er. 
 
 302. But, as the learner will be aided by having more specific 
 directions than this general statement, a thorough examination 
 and analysis of a vast number of outlines has been made, and 
 the following new rules educed from them: 
 
 303. Ish Preferred to Shee. After any consonant- 
 stem, except Tee, Dee, Ef, and Vee, Ish is generally 
 preferred to Shee. In the outline of unsheathe, the 
 third stem (Thee) determines the direction of the sk 
 
 'Stem. Examples: 
 
 pushing bishop abashing toy-shop dashing cashing gushing 
 
 rushing unship fishing lashing mashing unsheathe hushing 
 
 304. Lee and Ree Preferred after Straight Steins. 
 After any of the nine straight stems, Lee and Ree are 
 generally preferred to El and Er. The exceptions are 
 in the outlines of words derived from words whose 
 outlines end in El, as tilling from till. But in the 
 case of outlines of words that are derived from words 
 whose outlines end in Er, as boring from bore, the Er 
 is changed to Ree. Examples :
 
 86 
 
 ART OF PHONOGRAPHY. 
 
 jollity deluge tillage delve pulp polity polish 
 
 V7N/ 
 
 bulge bailiff bellowing colleague gulch guilty royalty 
 
 charity torch turkey terrify derrick perch party 
 
 purify barge borrowing dirge carriage career rarity 
 
 :> fc * ^ ' 
 
 pull pulling toil toiling jeer jeering bearing 
 FOURTEENTH READING EXERCISE. 
 
 \ v*\ \ - 
 
 V\- \
 
 DOWNWARD AND UPWARD CONSONANTS. 87
 
 88 ART OF PHONOGRAPHY. 
 
 FOURTEENTH WRITING EXERCISE. 
 
 305. (303) Cashing, rushing, pushing, bishop, dashing, gush- 
 ing, unsheathe, fishing, hushing, mashing, lashing, gnashing. 
 (304) Tulip, agility, toiling, italic, chilling, jollily, tallying, 
 toweling, deluge, delaying, dialogue, delta, dealing, dilemma, 
 apology, pelf, Pollock, pulpy, pillage, epilogue, pillory, piling, 
 pillowing, appalling, bailiff, appealing, bulb, peeling, belch, 
 Bellevue, bilge, bulky, ability, abolish, billet-doux, billing, 
 Caleb, oblong, belaying, billowing, boiling, caliph, calico, 
 calash, colleague, cholera, coiling, colic, gallop, gallery, gulp, 
 Gilboa, Galena, Gallilee, Cherokee, cherub. Gaelic, rallying, 
 charily, roiling, torch, tardy, juror, Turk, terror, jeering, tyr- 
 anny, doric, dearth, tiring, dirge, tearing, dearer, dirty, porch, 
 dirk, uproar, daring, purge, adoring, peerage, appearing, barb, 
 perish, peering, parrying, park, Persia, bearer, barony, barge, 
 birth, Borneo, borrower, birch, barouche, burgh, bark, bearing, 
 Burke, barrack, barring, carriage, gorge, roarer, borrowing, 
 carp, currying, garb, rarefy, rearing, career, rarity. 
 
 LESSON XVIII. 
 DOWNWARD AND UPWARD CONSONANTS 
 
 (CONCLUDED). 
 
 306. After Ef or Vee the stems Lee and Ree are 
 generally preferred, although Er is used instead of 
 Ree if the third stem of the outline is Kay, Gay, Em, 
 Hay, or Lee. But in the case of derivatives from 
 words whose outlines end in either El or Er, as falling 
 from fall, and fearing from fear, the outlines of such 
 derivatives, except in failure and foolery, retain the 
 original form, and do not take Lee or Ree. Examples : 
 
 faulty Philip filth felony following foolish fallacy
 
 DOWNWARD AND UPWARD CONSONANTS. 89 
 
 follower film village vilify forth furrowing virago 
 
 farm firm forum fork forego fairly Varley 
 
 |V V V 
 
 foil foiling fire firing veering failure foolery 
 
 307. After Em the stems Lee and Ree are almost 
 invariably used, without regard to the forms of primi- 
 tive words. Examples : 
 
 milch mileage Malta melody milk Mallory mollify 
 
 Mullaney mellowing militia mulish Melissa molar Mullaly 
 
 march merge married murky America mirror mirth 
 
 meriiio marring marsh mirage Marcy Martha Murphy
 
 90 
 
 ART OF PHONOGRAPHY. 
 FIFTEENTH READING EXERCISE. 
 
 <c/i. 
 
 FIFTEENTH WRITING EXERCISE. 
 
 308. Fealty, filthy, follower, filch, foolish, Philip, faulty, fel- 
 ony, foliage, foolery, film, feeling, foiling, fork, following, forego, 
 filing, farrago, vilify, village, variety, fearing, villainy, heirloom, 
 availing, verity, veering, furrowing, virago, varying, erelong. 
 Mollify, mulatto, Malaga, Malta, mildew, Malacca, moldy, 
 molar, melody, milch, malady, mileage, mirth, milky, merrily, 
 militia, mellowing, mirror, March, emerge, merino, marriage, 
 marshy, merge, mirage, marring, America, marrying, murky.
 
 DIPHTHONG-SIGNS JOINED TO STEMS. 91 
 
 LESSON XIX. 
 
 DIPHTHONG-SIGNS JOINED TO STEMS. 
 
 309. The diphthong-signs are sometimes joined to consonant- 
 steins, both at the beginning and at the end of word-outlines. 
 
 310. The sign "I" is frequently joined at the beginning of 
 outlines. 
 
 311. The signs "OW" and "OI" may also be joined in the 
 same way in a few words. 
 
 312. An initially joined diphthong-sign has the same effect 
 upon the form of the rest of the outline, and upon its vocaliza- 
 tion, as if it were a consonant-stem, in the following respects : 
 
 I. The rule for final upstrokes and downstrokes at 297 ap- 
 plies, instead of the rules at 86 and 286. See examples fire, ire, 
 fiery, Ira, oil, etc. 
 
 II. A vowel-sign written before a stem which has an initially 
 joined diphthong-sign, is read between the diphthong and the 
 stem. See examples iota, eying, iodic, etc. 
 
 313. Any of the diphthong-signs may be joined finally to 
 stems with which they make good junctions. The reporter, 
 however, should not form the habit of joining the signs of the 
 diphthongs to stems. Except in the case of the diphthong I 
 joined initially, it is seldom done. 
 
 Examples : 
 
 !b 1 "~ !Sr. !?. ? 
 
 item eyed Ike ivy ice eyes outlay 
 
 fire ire fiery Ira irony oil owl 
 
 -T wi, ^ ^ Irr. ^7 ^ 
 
 iota lone eying Iowa iodic Ionic lanthe
 
 92 ART OF PHONOGRAPHY. 
 
 guy rye nigh boy coy 
 
 WORDS AND PROPER NAMES WRITTEN AS 
 PRONOUNCED. 
 
 314. There are three things in regard to phonographic writing 
 which it is important to always keep in mind. They are 
 
 I. All words and proper names that are pronounced alike, 
 although they may be spelled differently in the common orthog- 
 raphy, are written alike in phonography. 
 
 II. All words and proper names that are spelled alike in the 
 common orthography, but are pronounced differently, are writ- 
 ten differently in phonography. 
 
 III. Silent letters by which is meant letters that must be 
 indicated in the ordinary mode of spelling words, but which 
 letters do not actually represent any sounds, as k in know, li in 
 hour, one of the Us in ebb, final e in make, these, ire. liome, etc. 
 are never written in phonography. 
 
 315. "R" never Silent. The consonant r is never silent; 
 therefore it should always be written, and especially in such 
 words as par, mar, bar, etc. Some phonographers have fallen 
 into the error of supposing that r after a in such words need not 
 be indicated ; or, in other words, that the words par and -mar 
 are sounded the same as the words pa and ma. 
 
 SIXTEENTH. READING EXERCISE. 
 
 \ ... V ..X .5.... A.. I- _4_. -I 
 
 1.. i- i- .. | ... -i ...._.. * .....<i...). 
 
 i > . /
 
 WORDS AND NAMES WRITTEN AS PRONOUNCED. 93 
 
 , . v . 
 
 /I ..--. XI ... 
 
 -- * 
 
 SIXTEENTH WKITING EXERCISE. 
 
 316. Beau, bow; bay, bey; bow, bough; be, bee; by, bye, 
 buy ; two, too, to ; ought, aught ; tow, toe ; ate, eight ; ode, 
 owed; dough, doe; key, quay; day, dey; due, dew; ray, wray; 
 lea, lee; rye, wry; ail, ale; see, sea; all, awl; me, mi; no, 
 know; oar. ore, o'er; nay, neigh: in, inn : you, yew, ewe; Ann, 
 Anne; way, weigh; hay, hey; hew, hue, Hugh; high, hie; hoe, 
 Ho! 
 
 Pour, pore ; pail, pale ; pair, pare, pear ; pole, poll (the 
 head); ball, bawl; bell, belle; beach, beech; bail, bale; bare, 
 bear; berry, bury; bier, beer; bore, boar; tare, tear; dear, 
 deer; tire, Tyre; tier, tear; tale, tail: kill, kiln; rap, wrap; 
 reed, read, Reid; gauge, gage; red, read (i'ed); rood, rude, 
 rued ; wreck, reck ; rode, road, Rhode, rowed ; foul, fowl ; ring, 
 wring; fore, four; rung," wrung; forth, fourth; ark, arc; laid, 
 lade; mighty, mity; need, knead, kneed; led, lead (a metal); 
 knave, nave.
 
 94 AET OF PHONOGRAPHY. 
 
 LESSON XX. 
 
 CAPITAL LETTEES AND PROPER NAMES. 
 
 317. As there is only one set of characters in the phonographic 
 alphabet to represent the different consonant and vowel sounds 
 of the language, there can, of course, be no such distinction 
 made, in respect to size and shape of characters, as is observed 
 in longhand, by the use of small or lower-case letters and capi- 
 tals. But whenever it becomes desirable or necessary to indi- 
 cate that a shorthand outline stands for a word that begins with 
 a capital, or for a proper name, it may be done by placing 
 underneath or just at the left of the first stem, two short par- 
 allel lines; thus, 
 
 Adam Burke Foucher Ptolemy Ida May Zeno 
 
 318. The learner, however, is recommended not to use these 
 marks of capitalization habitually, as it is better to acquire the 
 ability to read proper names, in their ordinary connections in 
 sentences, without the aid of anything to indicate that their 
 outlines are different from those of other words. 
 
 319. The following reading and writing exercises are made 
 up entirely of proper names, and the marks of capitalization 
 are, therefore, omitted. 
 
 SEVENTEENTH READING EXERCISE. 
 
 x x. \ \ L i -r I / 
 
 'C
 
 CAPITAL LETTERS AND PROPER NAMES. 95
 
 96 
 
 ART OF PHONOGRAPHY. 
 
 SEVENTEENTH WRITING EXERCISE. 
 
 320. Abe, Poe, Abby, Opie, Jay, Ada, Dow, Ida, Ed, Joe, 
 Eva, Fay, Esau, Otho, Asa, Shaw, Eli, Leah, Ella, Emma, Amy, 
 Annie, Anna, lone, Noah, Iowa. 
 
 Bath, Patti, Bessie, Paul, Buel, Edith, Bailey, Ottawa, Dana, 
 Daily, Duane, Dora, Jack, Idaho, China, Job, Joel, Jessie, Jim. 
 Josiah, Johnnie, Jenny, Jonah. Kelly, Katy, Carrie, Casey, 
 Cowen, Gerry, Kehoe, Guicn, Fannie, Foley, 'Avery, Vesey, 
 Ithaca, Lloyd, Isaac, Elijah, Levi, Luke, Lucy, Elias, Eliza, 
 Lizzie, Elisha, Laura, Lowell, Arago, Illinois, Raleigh, Ruth, 
 Maud, Amboy, Moody, Maggie, Mike, Maria, Murray, Emily, 
 Mary, Mamie, Matthew, Minnie, Ned, Omaha, Nassau, Oneida, 
 Nyack. 
 
 Pomeroy, Purdy, Buffalo, Panama, Betsy, Burke, Bombay, 
 Tyler, Bertha, Bennett, Tennessee, Topeka, Dudley, Timothy, 
 Dakota, Jacob, Dorsey, Keokuk, Donohue, Jamaica, Ketchum, 
 Gushing, Liebig, Canada, Gurney, Kellogg, Fargo, Fowler,
 
 ABBREVIATIONS. 97 
 
 Philip, Farley, Esquimaux, Verona, Thorpe, Zachary, Isabella, 
 Alleghany, Chicago, Elmira, Alabama, Rebecca, Rachel, Ra- 
 pallo, Reading, Mobile, Rugby, McKeon, McKosh, Murphy, 
 Miller, Macaulay, Martha, Mohawk, Amanda, Mallory, Niagara, 
 Munich, Anthony, Nancy, Nevada, Newark, Wajlack. 
 
 Tecumseh, Toronto, Baltic, Atlanta, Tippecanoe, Long- 
 fellow, Milwaukee, Macbeth, Onondaga, Edinburgh, McDowell, 
 McAdam. 
 
 LESSON XXI. 
 
 ABBREVIATIONS. 
 
 321. Words of Frequent Occurrence. From careful esti- 
 mates which have been made it is found that of the large 
 number of words used in speaking and writing English, fully 
 one half is made up by the repetition of certain common words 
 such as the, and, of, to, in, a, for, it, be, but, at, they, etc., 
 numbering less than one hundred and fifty in all. 
 
 322. Generally Written in Full. Most of these words are 
 so briefly written in this system of phonography by their regular 
 full outlines that no other provision is required for them. They 
 are sufficiently brief, and can be written with the requisite speed, 
 to enable the skilled and practised phonographer to follow the 
 most rapid speaker and take down his words with accuracy and 
 precision. 
 
 323. But there are several of these frequent words which, if 
 the shorthand writer were obliged to always write them in full, 
 would cause an unnecessary consumption of time and labor. 
 For that reason they are provided with shortened phonographic 
 forms, or outlines which are incomplete ; as illustrated by the 
 following examples : 
 
 ..!.. :\ \ .-.. .J. }.. > :.. :.. 
 
 had part but can shall was her and I 
 
 324. Outlines of this sort are called "Abbreviations"; and 
 they are like, and in some instances are exact counterparts of, 
 
 7
 
 98 AET OF PHONOGRAPHY. 
 
 the abbreviations used in longhand, such as " Wm." for "Wil- 
 liam," " Jan." for " January," "Sept." for " September," " Dr." 
 for "Doctor," " Mr." for "Mister," "etc." for " et cetera," 
 "N. Y." for "New York," "Parl." for "Parliament," "Eev." 
 for "Reverend," "U. S." for "United States," etc. 
 
 325. All other words than those for which abbreviations are 
 provided in this book, should always be written in full. The 
 learner should not devise any abbreviations of his own, and 
 he should avoid adopting any at the suggestion of other pho- 
 nographers. 
 
 326. " Wordsigns " or " Contractions ." Abbreviations are 
 sometimes called "Wordsigns" or "Contractions" by writers 
 on phonography. 
 
 327. Not Vocalized. The abbreviations of phonography as 
 a rule should not be vocalized ; not even by the beginner. 
 
 328. At page 101 will be found a list of simple-stem abbrevi- 
 ations. Others will be introduced as fast as the principles 
 involved in their forms are explained. They should all be 
 thoroughly learned by the student as he reaches them in 
 his progress through the book. 
 
 329. Abbreviations out of Position. It will be noticed that 
 the abbreviations for a few words, as ichich, where, were, etc., 
 are written in other positions than those required by their vow- 
 els. This is done so that in unvocalized phonography, which 
 the learner will eventually use, they will not be mistaken for 
 the outlines of other words; a thing which would sometimes 
 occur if they were written in the positions to which the general 
 rule would assign them. 
 
 330. Other Outlines out of Position. There are also a few 
 other simple-stem words, whose outlines are not abbreviated at 
 all, but yet, for the reason stated in the last paragraph, are 
 written out of their proper positions, as the words do, y<>, >///, 
 etc. Although the outlines of these words are not abbrevi- 
 ations, still, for the sake of convenience of reference they are 
 included in the list. So also are words which are written 
 entirely with vowel-signs. 
 
 331. Composition of Abbreviations. Most of the abbrevi- 
 ations are composed entirely of consonant-stems. But there are 
 a few words which are written with dot or dash sign abbrevia- 
 tions, as the following :
 
 ABBREVIATIONS. 99 
 
 :;:; "An" and "And." The words an and and 
 a iv both written with a light dot in the first-position 
 
 (270). 
 
 333. No mistakes can be occasioned from writing these two 
 words with the same sign, as the context or meaning will always 
 show which is intended. 
 
 334. " A." The word a is written with a light dot 
 in the second-position (270). 
 
 335. " The." The word the is written with a light 
 dot in the third-position (270). 
 
 336. The dot-signs for a and the are made light instead of 
 heavy, because a light dot can be made much more quickly than 
 a heavy dot. 
 
 337. Care should be taken to place the dots for both of these 
 words so that they will not touch the line. By always keeping 
 the a dot distinctly above the line and the tlie dot distinctly 
 below the line, errors from conflict will be avoided. 
 
 338. " I." The pronoun I is written with a short 
 light dash in the first-position, struck upward in the 
 direction of Ree. 
 
 339. "Of." The word of is written with a short 
 light dash in the secoud-position (on the line), struck 
 upward in the direction of Ree. 
 
 340. Of is removed from its proper position above the line, 
 and placed on the line, in order to avoid conflict with the signs 
 of / and hare. 
 
 341. "Have." The verb have is sometimes written 
 with a short heavy dash in the first-position, struck 
 downward in the direction of Jay. It is also written 
 with the stem Vee. 
 
 342. "Who" and "Whom." The words who and 
 whom are both written with a short heavy dash in 
 the third-position (below the line), struck downward 
 in the direction of Jay.
 
 100 ART OF PHONOGRAPHY. 
 
 343. As who and whom are respectively nominative and objec- 
 tive, the context will always tell which is intended ; therefore 
 no mistakes can arise from writing both words with the same 
 sign. In case, however, the writer should wish to distinguish 
 between these words, the dash may be used for who only, and 
 the stem Em may be added to the dash in writing the word 
 whom. 
 
 344. " He." The pronoun he is commonly written 
 with a short light dash, placed on the line, and struck 
 downward in the direction of Tee. He may also be 
 written with the stem Hay on the line. 
 
 345. " Him." Him is generally written with a short 
 heavy dash, placed on the line, and struck in the direc- 
 tion of Dee. Like lie, Mm may also be written with 
 the stem Hay on the line. When written with the 
 stem-sign, he and him do not conflict, for the same 
 reason that who and whom do not, when written alike 
 (343). 
 
 346. "Breves." The dash-signs for the words /, of, lace, 
 who-m, Tie, and him, are called "Breves" or "Breve-signs." 
 Farther on they will be treated of very fully, in connection with 
 other breve-signs. 
 
 347. "New," "Knew" and "Now." The words 
 new, knew, and now are written with the stem En, with 
 abbreviated forms for their final elements joined at 
 the end. 
 
 348. One Sign for Two Words. Whenever in the List of Ab- 
 breviations there occurs an outline with a key opposite it con- 
 taining a hyphen, it means that the abbreviation is used for 
 two words. Thus, ' Give-n" indicates that both give and given 
 are written with the same sign, namely, the stem Gay in the 
 third position. In all such cases of double representation of 
 words by single signs, they are words that will not conflict 
 although written alike, the context invariably showing which 
 word is intended.
 
 LIS 
 
 ABBREV 
 
 T OF SIMPLE-STI 
 a 
 acknowledge 
 advantage 
 ah 
 among 
 an 
 and 
 any 
 anything 
 are 
 awe 
 aye (ever) 
 become 
 beyond 
 but 
 can 
 charge 
 change 
 come 
 could 
 did 
 do 
 
 effect 
 especial-ly 
 ever 
 
 CATIONS. 
 !M ABBRI 
 
 L>.._ 
 
 AVIATIONS. 
 February 
 for 
 forever 
 from 
 gave 
 give-n 
 go 
 Governor 
 had 
 half 
 he 
 health-y 
 hear 
 help 
 her 
 here 
 him 
 home 
 hope 
 I 
 January 
 knew 
 knowledge 
 legislature 
 length-y 
 
 -7 
 
 
 
 
 ^r 
 
 -- - 
 
 
 
 
 ^^^ 
 
 
 1 
 
 ^-^ 
 
 N 
 
 vl 
 
 
 
 
 ^ 
 
 r 
 
 
 ^ 
 
 ... ..V... 
 
 
 
 
 
 
 / 
 
 ^ 
 
 
 
 
 \ _ 
 
 
 ...I... 
 
 c 
 
 _ r lL- 
 
 
 V 
 
 -^- 
 
 101
 
 102 
 
 ART OF PH( 
 
 long 
 member 
 memoranda 
 memorandum 
 
 neglect 
 never 
 new 
 New York 
 November 
 now 
 O, oh, owe 
 of 
 opportunity 
 our 
 own 
 part 
 peculiar 
 peculiarity 
 public-sh 
 recollect 
 regular 
 regularity 
 remark 
 remember 
 represent 
 republic-sh 
 
 )NOGRAPH 
 
 Y. 
 
 Rev (reverend) 
 shall 
 should 
 thank 
 that 
 the 
 them 
 these 
 thing 
 think 
 time 
 together 
 usual-ly 
 was 
 were 
 where 
 which 
 who-m 
 will 
 with 
 worth 
 would 
 year 
 yet 
 young 
 your 
 
 
 J 
 
 n 
 
 i 
 \ 
 
 ; x 
 
 5: 
 
 ( 
 
 
 ( 
 
 
 %- 
 
 ' 
 
 " " 
 
 
 ^ 
 
 
 it 
 
 v 
 
 
 
 s . 
 
 \ 
 
 
 
 j 
 
 v_ 
 
 
 X 
 
 ' 
 
 --^r- 
 
 IIcL 
 
 r- 
 f-~ 
 
 /- 
 
 4
 
 ABBREVIATIONS. 
 
 103 
 
 349. Period, Dash, and Interrogation. As the period and dash 
 of long-hand ( . and ) would be liable in phonographic writing 
 to be mistaken, one for a vowel-sign and the other for the con- 
 sonant stem Kay, it is the practice of phonographers to write 
 the period with a small x-shaped character ( x ), or with a 
 cursive modification of it ( x> )', and to write the dash with 
 double lines, like the sign of equation (=). The sign of inter- 
 rogation is made like Chay-Chay. 
 
 EIGHTEENTH READING EXERCISE. 
 
 -J 
 
 >.....< 
 
 ...j.. ..^. \i 
 
 rTV. 
 
 ) (
 
 104 
 
 ART OF PHONOGRAPHY. 
 
 A-.-pfr..:^?' _^- 
 
 ..../.\. (L:..vi 
 
 = i i- X 
 
 V -K /-. 
 
 / x -y 
 
 . r r x N .... i s . .... ?*r^. . x
 
 EIGHTEENTH WRITING EXERCISE. 105 
 
 EIGHTEENTH WRITING EXERCISE. 
 
 Ice was so dear in July that many gave up taking it. They 
 knew that we were going away on January 10th. Jack will 
 give a penny for my new top. Which boy was it that came 
 up for my cap ? If he should like to, the boy may take the toy 
 home with him. Now she can come and show her new bonnet 
 in our pew. Emma Shaw should show us the way to go home. 
 I know that he can never own any farm in New York. Who 
 was it that came and looked into our door an hour ago ? Rev. 
 Luke Pomeroy came from Newark to take part in our public 
 talk and parade. Your aim in life should be high. Oh, who 
 can fail to remember the awe we were in, for a big bear came 
 by our path ? I remember it, too. Opportunity for hope can 
 never come to all. I hear that they were here in February, 
 though we were in Ohio. Among my memoranda he may see a 
 memorandum that was given me by a member of our legis- 
 lature. I think the Governor had knowledge in November of 
 all they were doing. They acknowledge that our knowledge 
 may give us a large advantage, but beyond that they will say 
 nothing. Are they going where we were in March a year 
 ago? Why shall that thing become an affair of much remark!
 
 106 ART OF PHONOGRAPHY. 
 
 These sheep will all come home together. Do they represent the 
 Republic especially ill, and do they usually half the time ne- 
 glect duty f Have they ever had an opportunity to view the 
 peculiar effect of autumn on foliage in America? I think he 
 should thank them for the help they gave him in time of need. 
 Your nephew was young, and yet he had a polished way of 
 talking. He came away from Albany so she could come back 
 and go home. May you ever have health and have a long life 
 in which to enjoy it. 
 
 LESSON XXII. 
 PHRASEOGRAPHY. 
 
 350. In writing sentences phonographieally, often- 
 times two or more words are joined together in one 
 sign, without taking off the pen ; very much as some 
 rapid penmen connect words together in writing long- 
 hand. This method of grouping words together into 
 single shorthand outlines is called " Phraseography," 
 and is of great practical utility to any phonographer, 
 but more especially to the verbatim reporter. 
 
 351. The simplest kind of phrase is that in which the phono- 
 graphic outlines of two or more words are joined together, with- 
 out changing the form that each would take if disconnected and 
 written by itself. It must not be supposed, however, from the 
 foregoing general definition, that Phraseography means an in- 
 discriminate stringing together of phonographic word outlines, 
 without regard to principles or guiding rules ; for such is far 
 from being the case. There are two faults which cannot be too 
 carefully guarded against, namely, improper phrasing and too 
 much phrasing. Therefore the rules respecting phrase writing, 
 as well as the shorthand illustrations of the same, found in this 
 book should receive most attentive study. 
 
 352. With a view to bringing the learner gradually to a know- 
 ledge of this feature of phonography, a few simple phrase-signs 
 will be given now ; and hereafter, from time to time, as we pro-
 
 PHRASEOGRAPHY. 107 
 
 ceed, other phrase-signs, involving more advanced principles, 
 will be introduced. And then, finally, the entire subje.ct vll 
 be presented by itself. 
 
 353. Ride of Position. When the outlines of words 
 are joined together in this way, it is, of course, im- 
 possible that all of them should occupy their normal 
 positions, as determined by the places of the accented 
 vowels. The general rule, however, is that the out- 
 line of the first word of the phrase-sign shall be 
 written in its proper position, and the outlines of the 
 other words joined on after, in the order of their 
 occurrence. 
 
 354. Breve-sign for "A." In order that the word a 
 may sometimes be joined in phrases, in addition to its 
 dot-sign (334) it is also provided with a breve-sign, 
 which consists of a short light dash, which always 
 has the slant of the stem Pee. This sign may be 
 joined initially as well as finally ; but it is most fre- 
 quently used finally. It is sometimes struck upward 
 to the left. 
 
 355. When Dot-sign Should be Used. But whenever, 
 owing to the form or direction of the adjacent out- 
 line, the breve-sign for a cannot be joined with ad- 
 vantage, the dot-sign for a should be used. 
 
 356. "I" in Phrases. In phrases the breve for I is some- 
 times struck downward, in the direction of Chay. It is always 
 written downward before the simple stems Ish, Ess, Zee, Er. 
 Way, Em, and Hay. But it should never be struck downward 
 if when written upward it will make a suitable junction with 
 the succeeding stem. Therefore J should always be written 
 upward, in the direction of Ree, before the simple stems Chay, 
 Jay, Tee, Dee, Pee, Bee, Kay, Gay, Ith, Thee, Ef, Vee, En, 
 and Ing. 
 
 357. Other Breve-signs will be presented farther on, when 
 their use can be better shown than at present.
 
 108 
 
 ART OF PHONOGRAPHY. 
 
 358. The following are a few examples of the simplest form 
 of^phrase-signs of which mention is made in paragraph 351 : 
 
 KEY: (1. 1) Ask-me, ask-them, at-home, by-my-own, by- 
 which, carry-on, ever-had, (2) for-many, for-my-own-part, for- 
 which, had -they, on-which, in-my, long-ago, (3) long-enough, 
 look-at, may-be, shall-be, shall-go, shall-say, take-them, take- 
 charge, (4) to-me, that-day, they-had, that-was, that-which, they- 
 may-be, were-they, it-may-be, they-may, (5) too-many, it-were, 
 where-had, where-were, which-can-be, which-may. which-were- 
 they, -will-they, will-do, (6) who-may, who-were, are-a, in-a, 
 along-a, cash-a.
 
 PAET SECOND. 
 
 COMPOUND-STEMS. 
 
 INTRODUCTORY. 
 
 359. Up to this point of the learner's advancement 
 the only principles of Phonography which have been 
 presented are such as are used in writing words 
 whose outlines are composed entirely of the simple 
 stems of the phonographic alphabet. 
 
 360. Now, while it is possible to write phonetically, 
 and with considerable speed, the consonants of all 
 words in this way, that is, with the simple stems 
 alone ; yet, in order to attain the remarkable brevity 
 and facileness of outline, and consequent great speed 
 of writing, which distinguish Phonography from every 
 other kind of shorthand, it is necessary to employ 
 a series of compound-stems with which to write cer- 
 tain groups of consonant-sounds that abound in the 
 language, and which in speaking are uttered with 
 great rapidity. 
 
 361. Forming of Compound-stems. Compound-stems 
 are formed from the simple-stems in three different 
 ways, as follows : 
 
 I. By the Addition of Hooks to Stems. 
 
 II. By Variations in the Length of Stems. 
 
 III. By both the Addition of Hooks and Varia- 
 tions in the Length of Stems Combined. 
 
 109
 
 110 ART OF PHONOGRAPHY. 
 
 LESSON XXIII. 
 HOOKED-STEMS. 
 
 I 
 
 362. Hooks, Initial and Final. Hooks may be made 
 at either end of any of the consonant-signs of the 
 alphabet. When made at the finish of a stem, they 
 are called "Final-hooks"; and when made at the be- 
 ginning, they are called " Initial-hooks." 
 
 363. Sometimes a stem has two hooks, one at each 
 end. 
 
 364. Stems with hooks attached are called " Hooked- 
 stems." 
 
 365. How to Write Hooked-stems. A hooked-stem 
 is always made with one continuous movement of the 
 pen from the beginning of the stroke to its end. 
 That is, if the hook is final, the stem is made first, 
 and the hook is then turned on to the end of it, with- 
 out any halting in the writing. If the hook is initial, 
 the hook is made first, and the stem then flows out of 
 it, without break or stoppage. It is not proper to 
 first make the stem, and then afterwards add on the 
 hook by a separate operation of the pen. 
 
 366. Two Sizes of Hooks. There are two sizes of 
 hooks used on stems, being called " Large-hooks " 
 and " Small-hooks." The learner should form the 
 habit of making the large-hooks of a uniform and 
 quite large size, and the small-hooks of a uniform and 
 quite small size j so that there will never be any doubt
 
 FINAL-HOOKS. Ill 
 
 as to which size is intended. The examples given in 
 the reading lessons may be taken as models in this 
 regard. 
 
 367. Hooks on Straight Stems. There are eight dif- 
 ferent hooks that may be added to any straight stem, 
 being formed and located as follows : Four of them 
 are made large and four small ; four are final hooks 
 and four are initial hooks; four are turned on one 
 side of the stem and four on the other side. See the 
 left-hand diagram on the preceding page. 
 
 368. Hooks on Curved Stems There are four dif- 
 ferent hooks that may be written on any curved stem, 
 all of which are turned on the inner or concave side 
 of the stem. The hooks on curved stems are distin- 
 guished as follows: Two are made large and two 
 small; two are final, and two are initial. See the 
 right-hand diagram on the preceding page. 
 
 369. How Hooked-stems are Used. Any hooked-stem 
 may be used either alone or joined to other stems, 
 and may be placed in any part of an outline, at the 
 close, in the middle, or at the beginning. 
 
 FINAL-HOOKS. 
 
 370. As has just been stated, every straight stem has 
 four final-hooks, and every curved stem has two. 
 
 371. Vowel read before Final-hook. Any vowel-sign 
 written to a stem with final-hook, whether it be put 
 before the stem or after it, must always be read before 
 the hook. 
 
 372. Hence it follows that when a word terminates 
 with a vowel-sound, its outline cannot end with a final- 
 hook. In such case a stem-sign must be used, in order 
 to- provide a vowel-place for the vowel-sign.
 
 112 ART OF PHONOGRAPHY. 
 
 LESSON XXIV. 
 THE EN-HOOK. 
 
 / J \ 
 
 / J \ 
 
 r <r c u 
 r c ^ 
 
 cJ ) "^ ^> 
 
 373. N may be added to" all of the consonant-stems, 
 both straight and curved, by a small final-hook, turned 
 in the following manner : 
 
 I. On the left side of any down-stroke straight 
 stem, as Chay, Tee, Bee, etc. 
 
 II. On the under side of any right-stroke straight 
 stem, as Kay, Ree, etc. 
 
 III. On the inner side of any curved stem, what- 
 ever its direction may be, as Ith, Ef, Ing, Ish, Ess, 
 Way, Em, Lee, etc. 
 
 Examples : 
 
 / .../.?. J- 'J- .-I... ^ -v 
 
 J. o 
 
 chain join tone atone din open been
 
 THE EN-HOOK. 
 
 113 
 
 c- 
 
 coin gain run yon thin then fine 
 
 \v 
 
 L O ) V \- ^\ 
 
 >ii \cv--- v y ^-^S </ 
 
 vain even known shun assign zone urn 
 
 arraign one mine omen hen lean alone 
 
 I!, v /TL <~^\ r~\ 
 
 taken balloon machine lemon illumine ribbon organ 
 
 coachman unshaken punish vanish evening remaining 
 374. Hooked-stem words, How read. The directions at 253, in 
 regard to reading words written in phonography, apply with 
 special force to the reading of words whose outlines contain 
 hooked-stems. Thus, referring to the last line of the foregoing 
 examples, we have ko-Chay-man (coachman), pun-ish (punish), 
 Er-eman-Ing (remaining), etc.' 
 
 NINETEENTH BEADING EXEECISE. 
 
 - 
 
 c- C
 
 114 ART OP PHONOGRAPHY. 
 
 ~> ) V 
 
 NAMES OF COMPOUND-STEMS. 
 
 375. The names of compound-stems are usually formed by 
 combining the short vowel-sound e with the consonant-sounds 
 represented by the compound-stems, in such a way that in each 
 case it will best facilitate the pronunciation of the entire 
 group. There are a few exceptions to this rule which should 
 be carefully noted. They are the names of the downward and 
 upward stems, Ish, Shee, El, Lee, Er, Eee, and of Ith, Ing, and 
 Ess, each having the en-hook attached. 
 
 376. Names of En-hook Stems. The names of the En-hook 
 stems, respectively, are as follows: Chen, Jen, Ten, Den, Pen, 
 Ben, Ken, Gen (g hard as in " again")> Een, El J n (downstroke), 
 Yen, Ith'n, Then, Fen, Ven, Nen, Ing'n, Sheen (upstroke), 
 Ish'n (downstroke), Zhen, Ess'n, Zen, Ern, Wen, Men, Hen, 
 and Leen (upstroke). 
 
 377. "Simple-end" and "Hook-end." The simple-end 
 of a stem is the end which has no hook or other attachment. 
 Both ends of any of the stems of the Phonographic Alphabet 
 are simple. The stem of the word chain has its upper end sim- 
 ple and its lower end hooked. 
 
 HOW TO MAKE A PHONOGRAPHIC HOOK. 
 
 378. The hook-end of a stem with an En-hook is made by two 
 principal motions of the pen ; one being in the direction and in 
 continuation of the stem itself, and the other, after a slight 
 lateral movement, being in a return or almost directly opposite 
 direction. These movements are more like those required in 
 forming the end of an ellipse than in striking a half-circle. 
 With a straight stem they are slightly different from what they 
 are with a curve. The tip of a hook on a straight stem should
 
 THE EN-HOOK. 
 
 115 
 
 point a little out from the stem ; while, on a curved stem, the 
 tip should point very nearly at the other end of the stem. The 
 motion with which a hook is formed is more reciprocating than 
 rotary. A circular movement is always to be avoided in making 
 a hook. 
 
 379. Models for the En-hooks. The following cuts give the 
 proper forms for the En-hook on straight and curved stems, 
 and, in fact, for all the small hooks, both final and initial : 
 
 NINETEENTH WKITING EXERCISE. 
 
 380. Tan, tone, dine, June, atone, chin, tine, tune, eaten, 
 dawn, done, down, pawn, pain, ban, pen, pine, iodine, pin, pan, 
 boon, cone, bone, gown, ebon, kine, akin, cane, gone, keen, ran, 
 run, again, rain. Yawn, fan, feign, vine, than, fawn, fun, thine, 
 van, noun, noon, oven, anon, nine, ocean, shine, earn, none, 
 shown, wane, iron, men, man, wine, win, main, moon, hone, 
 amen, hewn, moan (mown), loon, lain, line, loan, loin. 
 
 TWENTIETH READING EXEBCISE. 
 
 y y v-i 
 
 . * J J * i -
 
 116 ART OF PHONOGRAPHY. 
 
 x/ A d A. A */\- ^ /S 
 
 y( /v % y 
 
 /u ______ 1_... _____ /* 
 

 
 THE EN-HOOK. 117 
 
 TWENTIETH WRITING EXERCISE. 
 
 Token, cheapen, tureen, talon, turn, tighten, dudgeon, 
 chicken, outrun, detain, deepen, domain, pigeon, pippin, 
 demon, deaden, adorn, deacon, patten, button, baboon, pagan, 
 bygone, bidden, obtain, beacon, barn, beaten, kitchen, cotton, 
 corn, cabin, barren, benign, cocoon, burn, canine, careen, co- 
 logne, urchin, coffin, region, acumen, gallon, origin, retain, 
 ordain, rattan, redden, ribbon, repine, rotten, ripen, reckon, 
 earthen, orphan, yeoman, ravine, regain, renown, raven, refine, 
 thicken, fern, famine, villain, foreign, thorn, felon, fatten, 
 engine, enchain, inurn, uneven, enjoin, anodyne, unknown, 
 undone, aspen, remain, women, Roman, unman, urban, shaken, 
 awaken, woolen, mutton, impugn, muffin, maiden, imagine, 
 madden, marine, lichen, Latin, machine, legion, malign, liken, 
 laden, Alpine, lighten, layman, leggin, linen, leven. 
 
 Turban, automaton, demijohn, juryman, terrapin, dolphin, 
 tinman, popgun, puritan, barytone, pardon, appertain, pumpkin, 
 Persian, bargain, octagon, canon, octoroon, caravan, Bushman, 
 guillotine, forenoon, napkin, escutcheon, environ, reordain, 
 Vatican, chaperon, regimen, morphine, linden, linchpin, mar- 
 rowbone, lampoon, margin. 
 
 TWENTY-FIRST READING EXERCISE.
 
 118 
 
 ART OF PHONOGRAPHY. 
 
 TWENTY-FIRST WEITING EXEECISE. 
 
 Tannin, tonnage, attaining, dining, tuning, tanto, tanning, 
 dawning, atoning, pansy, opening, candy, banish, county, Dan- 
 ish, pining, canto, paining, canary, rainbow, yawning, conic, 
 runaway, raining, gainsay, Rhenish, finery, feigning, venom, 
 fancy, thinning, finely, fanning, finish, orange, earning, window, 
 minute, windy, nunnery, winch, moaning, winning, arrange, 
 handy, honing, loaning, Hindoo, lining, linsey.
 
 THE EN-HOOK. 
 
 119 
 
 Tenancy, town-talk, downfall, punishing, addendum, tinfoil, 
 poignancy, township, attainable, bantam, candle, finishing, 
 yawniugly, gondola, banishing, feigningly, cantata, finisher, 
 mantilla, manfully, vanishing, moonbeam, mantle. 
 
 Tightening, turning, deadening, detaining, cheapening, turn- 
 key, 'deadened, japanning, deepening, poppinjay, obtaining, 
 burning, deaconess, "beckoning, piquancy, potency, buttoning, 
 cadenza, rejoining, ripening, reckoning, reddening, cabin-boy, 
 repining, retaining, roughening, regaining, thickening, en- 
 renom, ravening, vacancy, refining, leavening, laconic, organic, 
 likening. 
 
 Down-town, tontine, dungeon, tendon, penman, benzine, can- 
 teen, abandon, pontoon, canton, condone, Ehein-wine, henbane, 
 mundane, nankeen, moonshine, condign, pendente, pantaloon. 
 
 TWENTY-SECOND -BEADING EXERCISE.
 
 120 ART OF PHONOGRAPHY. 
 
 TWENTY-SECOND WRITING EXERCISE. 
 
 Dan, Doane, Ben, John, Dean, Jane, Eden, Vaughan, Hahn, 
 Ethan, Aaron, Allen, Hayne, Linn, Ellen, Tyrone, Baden, 
 Byron, Pekin, Bowdoin, Chapin, Sharon, Farren, Ruben, 
 Auburn, Elgin (g hard), Inman, Canaan, Nathan, Newton, 
 Oregon, Milan, Elgin (g soft), Logan, Malone, Maeon, Laban, 
 Chapman, Tilden, Cochran, Bergen, Jonathan, Bolton, Bunyan, 
 Tarrytown, Babylon, Marvin, Neptune, Morgan, Camden, Rari- 
 tan, Rubicon, Martin, Walton, Canso, Milton, Monroe, Arundel, 
 Banning, Denning, Connor, Manton, Condon, Denton, Mon- 
 mouth, Barnum, Mendon, Hancock, Benton, Winton. 
 
 381. En-hook Abbreviations. The following abbre- 
 viations contain the en-hook : 
 
 I 
 
 began begin begun beneficial-ly between financial-ly 
 
 general-ly heaven opinion pecuniary phonographer 
 
 phonographic phonography republican within 
 
 LESSON XXV. 
 THE EP OB VEE HOOK. 
 
 382. Either / or v may be added to any straight 
 stem by a small final hook turned on the opposite side
 
 THE EP OR VEE HOOK. 
 
 121 
 
 from the En-hook. No ambiguity will arise from this 
 double use of the hook, as the context may be relied 
 upon to show which consonant is intended. Examples : 
 
 I 
 
 deaf 
 
 N, X, 
 
 pave puff 
 
 rough 
 
 turf 
 
 chaffing toughen devote define paver cover referee 
 
 deform, poverty bivouac cavalry periphery cavern 
 
 383. Names of F or V Hook Stems. The names of the Ef or 
 Vee Hook stems are as follows : Chef, Jef, Tef , Def, Pef, Bef , 
 Kef, Gef (G hard, as in gaff), Ref. 
 
 TWENTY-THIRD READING EXERCISE.
 
 122 
 
 ART OF PHONOGRAPHY. 
 
 TWENTY-THIRD WRITING EXERCISE. 
 
 384. Puff, chafe, cough, rife, achieve, beef, dive, cove, rave, 
 gaff, tough, arrive, reef, roof, derive, caitiff, rebuff, tariff, be- 
 reave, carafe, outfit, devout, edified, achieving, typhoon, de- 
 votee, divide, deafen, typhoid, tougher, divine, devisee, devour, 
 paving, defer, coffer, diving, puffery, devise, gopher, caving, 
 giver, river, revery, reefer, coughing, rover, refer, roughly, re- 
 veal, raffle, revile, ruffle, defeating, juvenile, devoting, dove- 
 tail, diverge, daffodil, adverb, defining, divinity, dividing, di- 
 vinely, diphthong, beverage, refresh, divining, reflect, covering, 
 devourer, revering, revelry, cavalcade, riffraff, rivalry, refrain, 
 recovery, revolve. 
 
 Dave, Jeff, Abiff, Gough, Jove, O'Keefe, Macduff, Tiffin, 
 Khedive, Japheth, Tiffany, Devereaux, De Vinne, Epiphany, 
 Dover, Baffin, David, Devine, Keifer, Dufferin, McCaffery, 
 Coverley, Cavour, Beverley, McKeever. 
 
 385. Ef or Vee Hook Abbreviations. The following 
 are abbreviations that contain the Ef or Vee Hook :
 
 THE EF OR VEE HOOK. 123 
 
 s. i^ t n _^ x 
 
 before develop differ endeavor govern refer-ence 
 HOOKS IN PHRASE-WRITING. 
 
 386. Besides the use of the hooks to represent con- 
 sonant-sounds in writing words standing alone, they 
 are also sometimes employed in phrase- writing, to 
 indicate one or more entire words. 
 
 387. N Hook in Phrases. The words aw, and, and 
 own may be written with the En-Hook. 
 
 388. F or V Hook in Phrases. The words of and 
 have may be written with the Vee-Hook. 
 
 EXAMPLES OF N AND V HOOK PHRASES. 
 
 at-an if-an in-an off-and-on out-of part-of 
 
 / ..... 
 
 
 to-have could-have which-have who-have I-have 
 
 EXERCISES ON THE EN AND EF HOOKS. 
 TWENTY-FOURTH READING EXERCISE. 
 
 > 
 
 c
 
 124 
 
 ART OF PHONOGRAPHY. 
 
 ( . 
 
 r 
 
 
 - p
 
 EXERCISES ON THE EN AND EP HOOKS. 125 
 
 TWENTY-FOURTH WRITING EXERCISE. 
 
 389. To-morrow evening Benjamin Bacon and Emeline Beek- 
 man may go down and see "Jim the Penman." Ethan Allen 
 and John Kane have gone to Maine for fun, and, may be, both 
 will catch a few fine, finny fish. Imagine a maiden in her new 
 cotton gown baking cake in our kitchen oven. John Chapman 
 came within one of being run down by a big engine. An un- 
 known villain ran into the kitchen and took a muffin and one 
 chicken which Ellen the cook had laid beneath a tin pan. 
 Heaven help us if at high noon a man can do a mean thing like 
 that and yet escape. One day a bee laden with honey came in 
 my window, where I had candy lying handy. I may take up my 
 pen and endeavor to give a general opinion upon our public men, 
 both Republican and Democratic. They differ much in reference 
 to our American tariff. Pardon me if I inform you that one 
 forenoon in January or June Jonathan Morgan, the barytone 
 from Tarrytown, saw your coachman carry into your barn a big 
 demijohn of gin or Bourbon. John Devereaux should refrain 
 from taking even one beverage of gin or wine. David Tiffany
 
 126 ART OF PHONOGRAPHY. 
 
 and John Van Buren have gone down to Long Beach and may 
 arrive before one. That beef was tougher than anything I ever 
 ate before. Many men from Michigan and Oregon come to New 
 York to earn money, and then they go back again. Many young 
 men and young women have much fun bowling in my tenpin 
 alley. Benjamin Lyman and Nathan Chapin will go gunning in 
 Orange County in November. 
 
 LESSON XXVI. 
 THE SHUN HOOK. 
 
 i b \3 - 
 
 b 
 
 
 
 U 7> 
 u ~S 
 
 390. The syllable shun or zhun may be added to 
 any consonant-stem, either straight or curved, by a 
 large final hook, turned on the Ef-hook side of straight 
 stems, and on the inner side of curved stems. 
 Examples : 
 
 ^L_ji2L v^> Vo ^j? . \ 7 
 
 SO i = >X 
 
 option auction effusion ovation notion Parisian
 
 THE SHUN HOOK. 
 
 127 
 
 391. In the common orthography these syllables are written 
 with various combinations of letters, as shown in the following 
 words : n&-tion, ten-sion, fn-sion, mi-ssion, &rte-sian, opti-cian, 
 ca-shion, Pho-cion, gen-tian, etc. 
 
 392. Names of Shun-Hook Stems. The names of the Shun- 
 hook stems are as follows : Cheshun, Jeshun, Teshun, Deshun, 
 Peshun, Beshun, Keshun, G6shun (g hard as in "gash"), Eee- 
 shun, Elshun (downward), Yeshun, Ithshun, Dheshun, Feshun, 
 Veshun, Neshun, Ingshun, Sheeshun (upward), Ishshun, Zhe- 
 shun, Es-shun, Zeeshun, Ershun, Weshun, Meshun, Heshun, 
 and Leeshun (upward). 
 
 TWENTY-FIFTH BEADING EXERCISE.
 
 128 
 
 ART OF PHONOGRAPHY. 
 
 TWENTY-FIFTH WEITING EXERCISE. 
 
 393. Action, fusion, unction, passion, vision, fashion, caution, 
 nation, ration, Hessian, occasion, motion, addition, allusion, 
 oration, evasion, emotion, junction, lotion, adoption, admission, 
 delusion, appellation, petition, adhesion, attention, education, 
 apportion, Caucasian, irritation, ignition, coercion, gumption, 
 collation, caption, revision, affection, vocation, violation, elec- 
 tion, Venetian, allegation, function, negation, animation, as- 
 sumption, irrigation, notation, ascension, erection, invasion, 
 ambition, logician, elevation, emersion, temptation, location, 
 mention, imitation, derivation, population, abduction, dicta- 
 tion, abomination, partition, dimension, academician, corona- 
 tion, redemption, cognition, rejection, reparation, injunction, 
 illumination, rendition, formation, elongation, revocation, 
 intimation, navigation, inundation, invitation, invention, nomi- 
 nation, limitation, aspiration, arithmetician, locomotion, addi- 
 tionally, auctioneer, additional, optional, visionary, dictionary, 
 emotional, occasionally, national, notional. 
 
 [Option, potion, auction, cushion, notion, mission, effusion, 
 ovation, erasion, erosion, irrision, omission, elation, elision, 
 optician, potation, pension, abolition, aberration, fiction, fac- 
 tion, evolution, eviction, mutation, mansion, magician, tension, 
 diffusion, division, devotion, adulation, adoration, donation, 
 diction, libation, elocution, politician, affectation, machina- 
 tion, tactician, adaptation, accumulation, coagulation, den- 
 tition, defection, diversion.]
 
 THE TER OR THER HOOK. 
 
 129 
 
 LESSON XXVH. 
 
 THE TER OR THER HOOK. 
 
 J 
 
 394. Either of the syllables ter, tor, ture, or ther may 
 be added to any straight stem, by a large final hook, 
 turned on the En-hook side. 
 
 395. Name. This hook is usually called the "Ter-hook." 
 
 396. There is no Ter-hook on curved stems. 
 
 397. Names of Ter-hook Stems. The names of the Ter- 
 hook stems are as follows : Chetter, Jetter, Tetter or Tether, 
 Detter, Fetter or Pether, Better or Bether, Ketter, Getter or 
 Gether, and Retter or Rether. 
 
 TWENTY-SIXTH READING EXERCISE.
 
 130 ART OF PHONOGRAPHY. 
 
 TWENTY-SIXTH WETTING EXERCISE. 
 
 398. Totter, tutor, debtor, batter, bather, chatter, tighter, 
 daughter, patter, bother, better, pewter, bitter, eater, gaiter, 
 writer, gather, actor, accouter, rather, tartar, chapter, debater, 
 Jupiter, doctor, barter, porter, capture, rupture, rector, curator, 
 rebutter, picture, elector, nectar, lecture, navigator, alligator, 
 arbiter, reporter, factor, embitter, pattering, caterer, gather- 
 ing, retribution, bitterish, cauterize, rapturous, catering, cau- 
 terization. 
 
 399. The general rule for the position of words consisting of 
 horizontals followed by other stems (230) which requires that 
 when an outline begins with a horizontal, but is followed by an 
 upright or slanting stem, it must be so written that the upright 
 or slanting stem, rather than the horizontal, shall stand in posi- 
 tion is not always followed if the horizontal has a large final 
 hook. Especially is this the case in writing certain derivatives, 
 which are allowed to follow the positions of their primitives. 
 See the words occasional, national, notional, emotional, caterer, 
 etc., in the last two reading exercises. A strict observance of 
 the rule as to such outlines would hinder the writer. 
 
 400. Shun and Ter Hook Abbreviations. The follow- 
 ing are abbreviations which contain the Shun and 
 Ter hooks: 
 
 generation objection recollection publication 
 
 representation revolutionary altogether 
 
 401. Ther-Hook in Phrases. The words there, their, 
 and other may be written with the Ther-hook. Ex- 
 amples : 
 
 but-there at-their each-other can-there by-their
 
 EXERCISES ON THE SHUN AND TER HOOKS. 131 
 
 EXERCISES ON THE SHUN AND TER HOOKS. 
 
 TWENTY-SEVENTH READING EXERCISE. 
 
 _ ._ .
 
 132 ART OF PHONOGRAPHY. 
 
 TWENTY-SEVENTH WEITING EXEECISE. 
 
 402. The violation of law will ever be an irritation and an 
 abomination to our better population. To my recollection I 
 never had an objection to that publication. I take occasion in 
 my own fashion to mention that a navigator may know naviga- 
 tion and yet be lacking in invention and gumption. My daughter 
 was in rapture at a picture by Martha Canning, her tutor, for 
 whom she had much affection. The big alligator in that loca- 
 tion will rather bother the poor bather before long. A nomi- 
 nation may be followed by election or rejection never by 
 coronation. I had an invitation from an academician, who was 
 also a doctor and a logician, to a collation and an illumination 
 on a lawn on an elevation; but pattering rain and fear of an 
 inundation led to our remaining at home. The rector, the 
 curator, the lecturer, the caterer, and "Tom the Tartar" had a 
 rupture which I think did much to embitter the feeling of the 
 writer so I gather from a reporter. The action of our Legis- 
 lature was altogether too revolutionary for our generation.
 
 INITIAL HOOKS. 133 
 
 LESSON XXVIH 
 
 INITIAL HOOKS. 
 
 403. As we already know, every straight stem has 
 four initial hooks, and every curved stem has two. 
 
 404. Vowels and Initial-Hook Stems. Vowel-signs 
 written to initial-hook stems are read the same as if 
 the stems were simple. That is, if placed before the 
 stem, the vowel is read before both stem and hook ; 
 if placed after the stem, it is read after both stem and 
 hook. Note that this rule is different from the one 
 for vowels following final-hook stems (371). 
 
 THE LIQUIDS "L" AND "R." 
 
 405. When the consonant I or r is pronounced directly after, 
 and in the same syllable with, another consonant, it unites or 
 blends with that preceding consonant in such a way that the 
 two form a sort of double-consonant, the elements of which are 
 uttered, as it were, by a single effort of the voice ; as in the 
 words play, pry, tree, claw, crow, blow, brow, glow, grew, flay, 
 fry, throw, shreic, caper, feebte, rumor, favor, evil, tunnel, etc. 
 
 406. Why called Liquids. Owing to the fact that these 
 consonants possess this peculiar flowing character, they are 
 commonly called "Liquids." 
 
 INITIAL HOOKS FOE EL AND ER. 
 
 407. Now, Phonography provides a suitable and very brief 
 way of writing these quickly uttered double-sounds, by means 
 of compound characters, composed in each case of the stem of 
 the first consonant of the pair and a hook joined at the begin- 
 ning of the stem. Hence the following: 
 
 408. General Rule. Either I or r may be added 
 after any consonant-stem by commencing such stem 
 with a hook.
 
 134 
 
 ABT OF PHONOGRAPHY. 
 
 EL AND ER HOOKS ON STRAIGHT STEMS. 
 
 // n 
 
 v\ 
 
 /; n \<\ ^.^ 
 
 409. Specific Rule. Either I or r may be added to 
 any straight stem, to be read after it, by a small 
 initial hook, written as follows : 
 
 I. For I, turned on the same side as the Ef-hook. 
 
 II. For r, turned on the same side as the En-hook. 
 
 410. Mnemonic Phrases. This rule may be recalled, in 
 two respects, by the mnemonic phrases "LauGH and RuN," 
 "gLoVe and cRowN." The latter phrase is also illustrative. 
 
 411. The Diagrams of the Hands. By holding up the 
 Left hand before us, and bending the end of the first finger, we 
 get the L hook. By holding up the Right hand, and bending 
 the first finger in the same way, we get the R hook. 
 
 412. The following examples illustrate the use of the El and 
 Er hooks, and show them in contrast with each other: 
 
 ^ < 
 
 _5t >_ i <___ \ 
 
 ^ 
 
 plea pry ugly agree clue gray apply ably 
 
 prayer breath globe betray voucher teacher
 
 EL AND EB HOOKS ON STRAIGHT STEMS. 135 
 
 topple robber joggle richer regal rigor ladder 
 
 413. Imperfect Hooks. When hooks occur in the middle of 
 outlines, it is not always possible to shape them perfectly. 
 Sometimes the tip of one Astern will form a part of a hook on 
 another stem ; and at other times a mere offset or shoulder will 
 be all that can readily be indicated as constituting a hook. 
 Examples : 
 
 - 
 
 rabble joker riddle euchre ladle escrow needle 
 
 TWENTY-EIGHTH READING EXERCISE.
 
 136 
 
 ART OF PHONOGRAPHY. 
 
 v , .54 .. ... ^ cv ^ '<\3 -X) - 
 NT <=*-? X? i '^- 
 
 r^
 
 EL AND ER HOOKS ON STRAIGHT STEMS. 137 
 
 e , 
 
 71 
 
 TWENTY-EIGHTH WRITING EXERCISE. 
 
 414. Blow, pray, clay, play, brew, crow, grew, tree, able, glue, 
 tray, eagle, Troy, apple, outer, addle, acre, odor, adder, auger, 
 prime, Brady, plum, Plato, pledge, pretty, plague, brag, April, 
 blush, prairie, bring, trial, utterly, trashy, trash, trophy, truly, 
 truck, Tracy, troth, tribe, drop, drowsy, crape, crumb, dream, 
 drag, climb, club, drouth, cloth, crawl, Clara, crutch, creek, cloak, 
 clutch, clear, crazy, clog, glassy, crag, gleam, Greeley, clung, 
 groom, gravy, grog, Greek, blemish, proxy, prolong, property, 
 tropic, drank, critic, clothing, Clark, triumph, brunette, clinch, 
 prolific, aggregate, gravity, promenade, Greenwich, eclectic, 
 jobber, Bible, pebble, toper, chapel, table, paper, double, baker, 
 couple, cackle, curl, kicker, buckle, dicker, keeper, girl, thicker, 
 vocal, fiber, vicar, fable, thickly, Yeager, unable, sugar, neigh- 
 bor, shackle, arbor, Oscar, gnarl, arable, wader, Walker, employ, 
 model, waddle, weekly, wager, madder, ember, Mitchell, maker, 
 label, major, moral, meekly, meager, labor, liquor, laurel, legal, 
 local, lager, patrimony, autocratic, impromptu, phonography, 
 orthography, proper, gambling, Cambridge, electric, broader, 
 bridal, trouble, broker, trickle, cracker, trigger, crackle, Blucher, 
 proclaim, brokerage, applicable, improper, program, embroider, 
 tragical, cradle, tremble, brain, plain, clean, apron, crown, 
 blown, groan, prove, glen, bluff, brief, cliff, glove, crave, ab- 
 rasion, Grecian, oppression, accretion, traitor, platter, crater, 
 blotter, Dublin, unclean, decline, Chaplain, embrown, reprieve, 
 chagrin, improve, traffic, impression, plunge, grantee, plenty, 
 Browning, blacken, bromine, planing, tribune, training, appli-
 
 138 ART OF PHONOGRAPHY. 
 
 cation, Croton, attraction, Brooklyn, Cragin, Breckenridge, 
 Clayton, Brighton, imperfection. 
 
 LESSON XXIX. 
 EL AND ER HOOKS ON CURVED STEMS. 
 
 rr cc 
 
 o } 
 
 0) 
 
 415. Rule for El and Er Hooks. Either I or r may 
 be added by initial-hooks to any curved stem, to be 
 read after it, in the following manner: 
 
 I. For I, a large initial-hook. 
 
 II. For r, a small initial-hook. 
 Examples : 
 
 C SL .0 /( 
 
 ...(!._. ...(or. 
 
 fly fry Ethel through either honor only 
 
 error oral flame frame channel tenor laughingly 
 
 416. Hooks Joined Together. In a few instances it is 
 found convenient to join two hooks together, as shown in the 
 last six outlines of the following reading exercise. When the 
 hooks are joined without an angle, as in writing the word com-
 
 EL AND EB HOOKS ON CURVED STEMS. 
 
 139 
 
 cal, more care is required to form the hooks properly, and the 
 pen must move less rapidly, than in writing a word like ranger, 
 in which there is a sharp angle at the junction of the hooks. 
 
 TWENTY-NINTH BEADING EXEECISE.
 
 140 ART OF PHONOGRAPHY. 
 
 TWENTY NINTH WRITING EXEECISE. 
 
 417. Flow, offer, fro, evil, awful, every, usher, author, shrew. 
 ether, easel, azure, easily, fresh, flap, flood, Friday, flash, thrive. 
 flock, throb, throng, frog, Africa, throughout, flower, frail, en- 
 ergy, shriek, flung, freely, asleep, enrich, shrub, Florida, Islam, 
 flange, Fleming, French, flourish, flurried, Flushing, frailty, 
 joyful, flagging, Jaffray, frolic, afflict, tunnel, banner, dinner, 
 panel, bushel, defray, tanner, pusher, piously, kingly, Palmer, 
 kennel, calmer, rhymer, thinly, calmly rashly, thinner, shovel, 
 finer, enamel, shiver, favor, final, enamor, mainly, measure, 
 manner, lawful, lonely, lover, winner, woeful, usury, humor (if 
 pronounced ' u'mor' ; but when pronounced ' hu'n>or/ it belongs 
 to a future exercise), waiver, weevil, flatten, wafer, flinger, 
 wisher, Henry, threaten, freeman, ownership, fraction, frighten, 
 fracture, ascertain, deflect, plainly, clamor, travel, pleasure, 
 plainer, lovingly, trifle, briefly, crucial, flavor, flowingly, drizzly, 
 shrivel, flannel, approval, freshly, grammar, freckle, floral, 
 primer frugal, glacial, framer, frown, shrine, flown, throne, 
 Devlin, enshrine, financially, dethrone, financial, ranger, con- 
 jure, differential, mechanical, granger, conical. 
 
 418. The Names of the El-Hook Stems are as follows: 
 Chel, Jel, Tel, Del, Pel, Bel, Kel, Gel (g hard), Eeel, El'l, Yel, 
 Thel or Ith'l, Dhel, Fel, Vel, Nel, Ing'l, Sheel, Ish'l, Zhel, Es'l, 
 Zel, Erl, Wei, Mel, Hel, Leel. The names of El-hook stems,
 
 INITIAL HOOKS. 141 
 
 which also have final hooks, as the outlines of dean, blown, 
 bluff, blotter, flown, etc., are formed thus: Klen, Blen, Blef, 
 Blotter, Flen, etc. 
 
 419. The Names of the Er-Hook Stems are as follows : Cher, 
 Jer, Ter, Der, Per, Ber, Ker, Ger (g hard), Keer, El'r, Yer, 
 Ther or Ith'r, Dher, Fer, Ver, Ner, Ing'r, Sheer, Ish'r, Zher, 
 Es'r, Zer, Er'r, Wer, Mer, Her, Leer. The names of Er-hook 
 stems, which also have final hooks, as the outlines of brain, 
 brief, crave, Grecian, traitor, etc., are formed thus: Bren, Bref, 
 Krev, Greshun, Tretter, etc. 
 
 LESSON XXX. 
 
 WAY AND YAY HOOKS ON STRAIGHT STEMS. 
 
 420. The sound of either Way or Yay may be 
 added to any straight stem, so as to be read after it, 
 by a large initial hook, written as follows: 
 
 I. For Way, turned on the same side as the El-hook. 
 
 II. For Yay, turned on the same side as the Er- 
 hook. 
 
 Examples : 
 
 tweak quill quasi guava twain dwarf inquire 
 
 421. The Yay-hook is only used in phrase-writing; and then 
 not as an elementary sign, like the Yay-stem, but to represent 
 entire words. Its use will be explained under Phraseograpliy. 
 
 422. Names of Way-hook Stems. These stems may be 
 named by inserting the 'sound of Way into the names of the 
 respective simple stems, thus, Twee, Dwee, Pwee, Bwee, 
 Kway, Gway, etc.
 
 142 ART OF PHONOGRAPHY. 
 
 THIRTIETH READING EXERCISE. 
 
 V _ta 
 
 ^i v 
 
 THIRTIETH WRITING EXERCISE. 
 
 423. Twill, twig, dwell, quo, quiet, tweed, quota, twang, 
 quip, query, quoth, quell, quag, equal, quick, quash, queer, 
 guava, quire (choir), aquatic, qualm, quarto, quirk, Guelph, 
 quench, quorum, equipage, twelve, Edwin, Gwynn, equator, 
 twine, quaff, queen, twitter, twin, equation, twenty, quiver, 
 quotation, quinine, quinsy, aquiline, twinge, twaddle, quibble, 
 quaker, queenly, quickly, quarrel, twirl, Puebla, iniquity, 
 inquiry* equitable, require, bequeath, anguish, quadruple, 
 unequal, liquid.
 
 INITIAL HOOKS. 143 
 
 424. Initial Hook Abbreviations. Each of the fol- 
 lowing abbreviations contains an initial hook : 
 
 .. ..... v . ..... 
 
 already belief -ve belong brethren brother capable children 
 
 collect correct degree deliver Dr. during dwell Jr. 
 
 language larger Mr. number people practicable practical 
 
 \ 
 
 --"- V -y- 
 
 practice principal-le privilege probable-y qualify religion 
 
 425. El-Hook in Phrases The words all and will 
 may be written with the El-hook. 
 
 426. Er-Hook in Phrases. The words are, our, and 
 or may be written with the Er-hook. 
 
 Examples : 
 
 at-all it-will for-all they-will which-are you-are by-our on-or 
 
 LESSON XXXI 
 SPECIAL VOCALIZATION. 
 
 427. An ordinary vowel-sign placed after a stem 
 with an initial hook is read after both stem and hook. 
 Hence it follows that in writing such words as toil, 
 tire, pail, power, etc., in which there is a distinct vowel-
 
 144 ART OF PHONOGRAPHY. 
 
 sound between the consonants, the hook cannot be 
 used, and the outline, to be capable of being vocal- 
 ized, must be formed of stem-signs. 
 
 428. And yet it has been found so convenient to 
 sometimes deviate from this rule, and to occasionally 
 resort to initial hooks, even when there is an inter- 
 vening vowel-sound, that a scheme of " Special Vocal- 
 ization" has been provided, by means of which it is 
 possible to indicate vowel-sounds which are to be read 
 between a stem and its initial hook. It is as follows : 
 
 I. Dot- vowels are written with very small circles, 
 placed in their 'proper positions, first, second, and 
 third, at the side of the initial-hook stem. It is im- 
 material on which side of the stem the circle is placed, 
 as it can be read nowhere else than between the stem 
 and its hook. But it will add to legibility to observe 
 the - following rule: Place the vowel-circle before the 
 stem to denote the long vowels ah, a, e, and after the 
 stem for the short vowels ft, e, t. When, however, it 
 is not convenient to make this distinction, the circle 
 may be placed at either side of the stem, indiscrim- 
 inately, to indicate either a long or a short vowel. 
 
 II. Dash-vowels and Diphthongs are written with their 
 ordinary signs, and in their usual positions, but are 
 struck across or at the end of the initial-hook stem. 
 
 Examples : 
 
 f P 
 
 --y-' Ho-- ~" 
 
 ear care Yale tell shear till yarn cheerful 
 
 call roll null wool wire yowl cure learn warn
 
 SPECIAL VOCALIZATION. 145 
 
 THIRTY-FIEST BEADING EXERCISE. 
 
 'L-..J- y- 
 
 
 THIRTY-FIRST WRITING EXERCISE. 
 
 429. Term, cherish, shell, church, more, charcoal, adjourn, 
 mere, George, share, wall, sheriff, yawl, York, shore, work, 
 marshal, asylum, shelf, mark, harm, sure, mourn, full, morn- 
 ing, attorney, hark, valve, roller, lurch, curb, warm, furnish, 
 volume, college, mortgage, colonel, torture, carbon, endure, 
 murmur, harbor, normal, galvanic, tolerable, Harlem, termina- 
 tion, journal, impair, Delaware, empire, telegraph, sharpen, 
 New Jersey, paragraph, railroad, rollcall, marble, charmingly, 
 relish, nourishing, warble, Harper, Norway, Fulton, Norwich. 
 o
 
 146 ART OP PHONOGRAPHY. 
 
 LESSON XXXII. 
 PLURAL-VOWEL SIGNS. 
 
 430. In a previous lesson (XIII) directions were given for 
 writing the signs of Concurrent- Vowels, by placing their sepa- 
 rate or individual signs at different distances from consonant- 
 stems. There are, however, certain groups of vowels, of quite 
 frequent occurrence, in which one element is always the short 
 vowel *, for which special signs are provided, each of which re- 
 presents a single group. Some of these signs stand for two 
 vowels, and others for three vowels ; hence they are called 
 " Plural- Vowel Signs." The double-vowel sounds differ from 
 the sounds of the diphthongs, I, 01, ow, and EW, in having a less 
 intimate connection of their elements. A diphthong, like a 
 simple vowel, is always sounded jn one syllable ; while a double- 
 vowel is divided into two syllables. Compare na-ive-te with 
 knife-edge, and jaw-ing with joy. 
 
 431. The Two- Vowel Signs are composed of two breves,- 
 joined so as to form acute angles, similar to the signs of the 
 diphthongs I, oi, and EW, as shown in the table below. That is, 
 double-sign No. 1 (a-i) is the mate in form and in sound of ele- 
 ments of the diphthong V ; I; No. 10 (a-i), of the dipthong 
 
 OI ; while Nos. 14 and 15 (i-o and i-u) are like the diphthong- 
 sign > | EW (i-<56), except that they are not put in the same 
 vowel-position. Nos. 2 and 3 are like No. 1, except also as to 
 position; and Nos. 4, 5, and 6 are the reverse in the order of 
 sounds and in form of sign of Nos. 1, 2, and 3. Nos. 7, 8, and 9 
 are the same as 4, 5, and 6, except that the second element of 
 each is short, for which reason the second breve of the signs is 
 made light. Signs that represent all dot-vowel sounds open 
 either upward or downward (see signs 1 to 9 inclusive in first 
 line of table) ; and signs which stand for groups one element of 
 which is a dash-vowel, open either right ward or leftward (see 
 signs 10 to 15 in second line of table).
 
 PLURALrVOWEL SIGNS. 147 
 
 432. The Three-Vowel Signs are formed by joining a light 
 breve, either finally or initially, to the diphthong-signs, to 
 represent the short vowel i (see signs 16 to 22 in third line of 
 table). 
 
 TABLE OF PLUBAL VOWEL SIGNS. 
 
 123456789 
 
 v: v A- : 
 
 V; A; A; ; 
 
 a-i a-I e-i i-a i-a i-e i-a i-e 1-1 
 10 11 12 13 14 15 
 
 <! ; ' : >: : 
 
 '. '. <' '. ' 
 
 a-i o-i o-i 1-6 . 1-6 i-u 
 
 16 17 18 19 20 21 22 
 
 f. 'r', ' /v: : i.'. 
 
 ': : i *i : : 
 
 1-1 OI-l OW-1 EW-1 1-1 l-OI 1-OW 
 
 433. Horizontal Signs Inclined. The horizontal plural- 
 signs, for greater ease in writing, may be inclined a little towards 
 the slant of the stems Chay and Ree ; thus 1^, drawing, _J^ 
 showy, </T folio, ;S.. boyish. 
 
 434. License in Use of Plural Signs. As a rule the plural- 
 signs are intended to represent groups of vowels in which there 
 is the constant element t. And yet they may sometimes be used 
 with safety and advantage for groups which have some other 
 unaccented short vowel in place of the i ; as in the words mayor 
 (No. 2), theater (No. 3), lago (No. 4), Xoali and Owen (No. 11), 
 vial and viol (No. 16), vowel and avowal (No. 18), fuel (No. 19), 
 etc. So, too, in a plural sign, the breve for t may also stand 
 for the long vowel e, as in using No. 5 for e-d in creator, No. 7 
 for e-d in theatrical, No. 13 for e-d in geometrical. No. 14 for e-d 
 in theology, etc. 
 
 435. Usefulness of the Plural Signs. The phonographer 
 will find all of the plural signs given in the table very useful at 
 times, and so should thoroughly memorize them all, and keep 
 them in daily practice. No. 7 is especially valuable in writing 
 many words derived or adapted from the Latin.
 
 148 ART OF PHONOGRAPHY. 
 
 THIRTY-SECOND BEADING EXERCISE. 
 
 2 _-i X ky L 
 
 xb X 
 
 f^l - T - 
 
 ^r-j^.rV- L 
 
 iX- V
 
 PLURAL-VOWEL SIGNS. 
 
 149 
 
 . ^fy \ 
 
 \ " V-^-^- 
 
 <^ 'V---s ../r\... > 
 
 > 'V- 
 
 
 THIRTY-SECOND WEITING EXERCISE. 
 
 436. Laity, naivete, grayish, aye (yes), deity, haying, voltaic, 
 reiteration, opiate, deviation, radiator, JEneid, lago, radiation, 
 aviary, mediation, retaliation, mediator, pronunciation, Asia, 
 minutiae, area, deviate, Arabia, Julia, ammonia, piano, India, 
 Assyria, Amelia, piazza, alluvial, zodiac, Bolivia, myriad, pneu- 
 monia, regalia, mammalia, menial, Persia, Oceanic, lineal, ma- 
 niac, Victoria, Indian, effluvia, Armenian, ruffian, collegian, 
 Pontiac, librarian, Philadelphia, easier, California, Marietta, 
 Columbia, foliage, laureate, assiento, barrier, acquiesce, lin- 
 eage, requiem, buoy, doughy, babyish, showy, thawing, vary- 
 ing, billowy, Louis, bruin, shadowy, ratio, olio, Louisiana, 
 folio, Mercutio, tapioca, nuncio, punctilio, braggadocio, On- 
 tario, amelioration, anterior, onion, idiom, Gideon, periodic, 
 Ethiopia, million, medallion, rebellion, pinion, Napoleon, cham- 
 pion, pavilion, espionage, alluvium, odium, omnium, opium, 
 encomium, millennium, genii, premium, Honeoye, Fabii, vying, 
 boyish, dewy, ambiguity, crying, annuity, allowing, Noah, 
 fuel, Owen, dial, vowel, mayor, Joel, dower, viol, geography, 
 archteology.
 
 150 ART OF PHONOGRAPHY. 
 
 LESSON XXXIII. 
 
 MODIFIED STEMS. 
 
 437. Definition. A stem is said to be "modified" 
 when it is made either one-half its ordinary length 
 or twice its ordinary length. 
 
 438. Shortening Principle. Halving the length of a 
 stem to add something to its signification, is called 
 the " Shortening Principle." 
 
 439. Lengthening Principle. Doubling the length of 
 a stem to add something to its signification, is called 
 the " Lengthening Principle." 
 
 440. Order of Reading. Consonant sounds that are 
 added to any stem by means of either principle of 
 modification, Shortening or Lengthening, are always 
 read after the stem and its vowel-signs, and after its 
 final-hook, if it have one. It is the very last part of 
 the word to be sounded. 
 
 441. Hence, if a word ends with a vowel-sound, its 
 outline cannot terminate with a modified stem. (See 
 372.) For the sake of brevity, a few exceptions to 
 this rule are allowed, as, for instance, in the outlines 
 of the words liberty, quality, equality, etc., and occa- 
 sionally in writing the termination Mlity. 
 
 442. Vowel-Places on Modified Stems. Three places are 
 assumed for the vowel-signs in connection with modified stems, 
 in the same manner as when they are of the ordinary length 
 (91) ; that is, (1) at the side of the beginning, (2) at the side of 
 the middle, and (3) at the side of the finish. Therefore, it fol- 
 lows that with shortened stems the vowel-places are only half 
 the usual distance apart ; while with lengthened stems they are 
 twice that distance apart.
 
 SHORTENING PRINCIPLE. 151 
 
 SHORTENING PRINCIPLE. 
 
 443. T or D Added by Halving. Either t or d may 
 be added to any stem, straight or curved, simple or 
 hooked, by making it half its ordinary length. 
 
 444. The Names of the Shortened Stems are Chet or Ched, 
 Jet or Jed, Tet or Ted, Det or Ded, Pet or Fed, Bet or Bed, 
 Ket or Ked, Get or Ged, Ret or Bed, Elt or Eld, Yet or Yed, 
 Thet, Thed, or Itht, Dhet or Dhed, Fet or Fed, Vet or Ved, Net 
 or Ned, Ingt, Sheet, Isht, Zhed, Est, Zed, Ert or Erd, Wet or 
 Wed, Met or Med, Het or Hed, and Leet or Leed; Ghent, 
 Tend, Bent, Rent, Fend, Vent, Nent, Essent, Ernd, Mend, 
 Lent, Peshunt, Feshund, Enshunt, Chetterd, Betherd, Plet, 
 Gled, Tred, Bred, Flet, Fred, Nerd, Lerd, Plent, Trend, 
 Frend, etc. 
 
 Examples : 
 
 I I _^_<^>^^J jV^Vo 
 
 Tee Tet Kay Ket Ef Fet Ing Ingt Den Dent Ven Vent 
 
 N <\ <L e \ \ 3 3^^ 
 
 Per Pret Vel Velt Plen Plent Tren Trent Fren Frent 
 
 445. Order of Reading Vowel-Sign. A vowel-sign 
 placed after a shortened stem is read before the 
 added t or d (441). 
 
 Examples : 
 
 v* --i r^ i v -^ ^~5 
 
 I ., I V 
 
 -- -1*- 
 
 coat fight oft hut gaunt dived fund cautioned gathered blood 
 
 N cr ^ Ji .. ^' 3- ^ ..._!: 
 
 braid float fret shirt twit planed drained bluffed drift clattered 
 
 446. Hooks made Smaller. All of the hooks, both large 
 and small, when added to shortened stems, should be made
 
 152 ART OF PHONOGRAPHY. 
 
 considerably smaller than the corresponding hooks on full length 
 stems (471). But the general proportion between the two sizes 
 should still be retained (366). 
 
 447. Positions of Shortened Stems The positions of 
 half-length horizontal stems are the same as the posi- 
 tions of full-length horizontals (144-146). 
 
 448. The positions of half-length upright or slanting 
 stems are shown in the cut below, and are as follows : 
 
 FIRST POSITION. Half the length of a Tee above 
 the line. 
 
 SECOND POSITION. On the line. 
 
 THIRD POSITION. Entirely below the line. 
 
 ' > 
 
 THIRTY-THIRD READING EXERCISE. 
 
 I- |v IV ii. 
 
 / J ..... .. .'...! I' 
 
 VL e vt 
 
 _._ ^ ^ rr vr /..' I 
 
 .< \- -v T 
 
 N N \ X ^ ; ; > . 1.,.,-S -^TS 
 
 ..----..-- ^ ^r ...- -- -,.= - - ^^
 
 SHORTENING PRINCIPLE. 153 
 
 THIRTY-THIRD WRITING EXERCISE. 
 
 449. Chide, etched, chat, jot, Choate, tight, doubt, debt, died, 
 date, jet, deed, taught, pate or paid, bat, put, boat, cat, kite, 
 ached, act, aped, beet or bead, caught, cut, boot, Kate, cute, 
 get, good, rate, yacht, fate, fat, got or God, goat, wrought, 
 thought, root, aft, gout, feet, vied, gnat, night, ant, net, foot, 
 vowed, vat, naught, aunt, ain't, end, not, viewed, note, shut, 
 oozed, wit, might, aimed, inked, East, art, mat, mate, met, wait, 
 Mott, neat, iced, meat, hot, heat, light, let, hat, height, hit, late, 
 hate, mute, heat (het), aged, abbot, abed, added, about, edit, 
 ahead, omit, abut, asset, await, Emmet, eyesight, emit, evade. 
 
 LESSON XXXIV. 
 SHORTENING PRINCIPLE (CONTINUED). 
 
 450. Ambiguity Prevented by Context. Although the 
 shortening principle is used to add both t and d to 
 stems, it is not indiscriminately so employed. As a 
 rule no ambiguity will arise from this double use, as 
 the context may be generally relied on to tell which 
 consonant is intended. In the few cases where un- 
 certainty might result, it is avoided by shortening to 
 add t only, and writing d with its stem-sign. The 
 following are examples of words that are distin- 
 guished in this way: goat and goad, thought and 
 thawed, feet and feed, foot and food, etc. Half-length 
 Kay standing alone is seldom used for M, the stems 
 Kay-Dee being preferred. Half-length simple Ree 
 standing alone is used always for rt never for rd; 
 but when joined to other stems, and also when hooked, 
 it may represent rd as well as rt; as in fired, ruled, 
 etc. Half-length Er, either simple or hooked, may be 
 employed for both rt and rd; as in art, erred, arrant, 
 errand, etc.
 
 154 ART OF PHONOGRAPHY. 
 
 THIETY-FOUETH BEADING EXEECISE. 
 
 t. U 
 
 THIETY-FOUETH WEITING EXEECISE. 
 
 451. Cheeked,, cheered, touched, toiled, tempt, chopped, 
 jammed, chilled, pushed, picked, pulled, tamed, tugged, poured, 
 port, dodged, dirt, patched, deemed, dealt, backed, couched, 
 kinked, calmed, bald, cashed, kept, beamed, coiled, reached, 
 urged, wrecked, ranked, arched, writhed, wrapped, raged, 
 robbed, rushed, theft, veered, felt, fetched, veiled, failed, 
 vouched, thatched, notched, shipped, shaved, armed, asked, 
 shaft, knocked, zincked, shocked, nabbed, matched, mocked, 
 moved, mobbed, mild, mapped, mired, mashed, moored, maimed, 
 latched, lapped, lulled, laughed, linked, lodged, loved.
 
 SHORTENING PRINCIPLE. 155 
 
 LESSON XXXV. 
 
 SHORTENING PRINCIPLE (CONTINUED). 
 
 452. Downward and Upward Stems. The rules for 
 the use of the downward and upward consonant stems 
 (282-308) apply also, as a general thing, to those stems 
 when they are made half-length. See the outlines of 
 the words cheered, tolled, toilet, pulled, pilot, coiled, 
 collate, veiled, valet, etc. 
 
 453. "Pet" and "Bet" after Em, etc. In writing the 
 words mapped, mobbed, and escheat, a slight angle should be 
 made at the junction of the half-lengths with the preceding 
 stems. This is done by bending in the tips of the curved stems 
 a little, so as to allow the halved stems to start with a per- 
 ceptible angle. See these words in the reading exercise. 
 
 THIRTY-FIFTH BEADING EXERCISE.
 
 ART OF PHONOGRAPHY. 
 
 THIRTY-FIFTH WRITING EXERCISE. 
 
 454. Egypt, agent, ticket, toilet, chatted, turret, jaded, eti- 
 quette, attached, jacket, adopt, admit, pocket, upright, pivot, 
 apart, padded, edict, epithet, petted, debate, pilot, bucket, 
 budget, copied, acted, abated, boyhood, cadet, Barrett, ballot, 
 cubit, goaded, ratchet, rated, comet, garret, rigid, collate, guilt, 
 repute, rivet, elect, renewed, faded, thicket, ragged, refute, 
 fatted, ruined, voted, vapid, vivid, valet, noted, vitiate, indeed, 
 availed, enjoyed, avoided, naked, ashamed, estate, associate, 
 escheat, assumed, ingot, shaded, shadowed, espied, isolate, 
 orbit, mated, merit, awaked, muriate, omitted, method, zealot, 
 erect, millet, latchet, eluded, omelet, alleged, eloped, alighted, 
 repudiate, manipulate, dictate, longitude, magnet. 
 
 LESSON XXXVI. 
 
 455. Cautionary. While reading these exercises, the learner 
 should keep in mind constantly the fact that every half-length 
 stem, with all its vowel-signs, is read exactly as if it was a full- 
 length stem, and that the t or d sound is put on last. Other- 
 wise, when half-lengths occur at the beginning or in the middle 
 of outlines, the vocalization may at first be a little confusing. 
 To illustrate, the words potato, epitaph, beautify, actually, In- 
 diana, oratory, catalogue, vitality, and artillery, given in the ex- 
 ercise below, are read as follows : Pot-aT6, ePit-aF, But-iFI, 
 aKt-uaLi, INd-iaNa oRat-oRI, Kat-aLo-Gay, Vlt-aL-iTI, and 
 aRt-IL-eRi.
 
 SHORTENING PRINCIPLE. 157 
 
 THIRTY-SIXTH READING EXERCISE. 
 
 
 S:...: ..?> ..... x _ i .' 1 7...: ? rr... T I v -...' ; rr / . 
 
 THIRTY-SIXTH WRITING EXERCISE. 
 
 456. Total, pottage, optic, epitaph, beautify, chattel, dotage, 
 potato, pottery, potash, bottom, detach, battle, badly, active, 
 cattle, footing, vitally, cottage, actually, rattle, fatal, avidity, 
 godly, rightly, vital, antique, native, nightly, oratorio, entity, 
 natal, Indiana, esteem, until, noting, oratory, weightier, me- 
 dium, hotly, litany, artery, motive, mutual, lottery, Madam, 
 headache, hotel, lately, Potomac, catalogue, artillery, little, 
 butler, vitality, cutlery, bonded, tenant, punished, pattern,
 
 158 ART OP PHONOGRAPHY. 
 
 return, astern, private, opponent, finished, modern, playmate, 
 eastern, prompt, breathed, climate, claret, granite, obliged, 
 tribute, cravat, client, attract, approached. 
 
 THIRTY-SEVENTH BEADING EXERCISE. 
 
 / </ /' J- J v ^ ^ 
 
 -- j 
 
 \r ^ ...^.. X).. 
 
 ^ I 
 
 I. \ "^ ,. T >). ^ r>T 
 
 A Vs \) _ o 
 
 THIRTY-SEVENTH WRITING EXERCISE. 
 
 457. Jaunt, tent, don't, pint, chained, pant, tanned, dined, 
 joint, dint, tinned, point, paint, band, pained, bound, kind, 
 dinned, bent, coined, cant, pound, pent, bond, penned, bend, 
 canned, gained, find, round, vaunt, want, shunned, fiend, 
 thinned, earned, yawned, fond, vent, faint, font, feigned, vend, 
 shunt, wind (turn), went, moaned, hand, hint, loaned, wound 
 (turned), lent, hunt, mend, wind (air), hind, mint, mind, wend, 
 meant, lend, chafed, coughed, roofed, tuft, caved, paved, raft. 
 patient, fashioned, bothered, cushioned, battered, motioned, 
 catered, opened, event, achieved, errand, around, attained, 
 abound, amend, assigned, arraigned, ascent, amount, ascend, 
 {ibaft, efficient, arrived, accoutred, occasioned, ancient.
 
 SHORTENING PRINCIPLE. 
 THIRTY-EIGHTH BEADING EXERCISE. 
 
 159 
 
 THIRTY-EIGHTH WRITING EXERCISE. 
 
 458. Regent, enjoined, obtained, legend, pageant, urgent, pa- 
 tent, cogent, ardent, depend, rebound, elegant, radiant, regained, 
 ordained, unkind, repent, turned, current, elephant, renowned, 
 apparent, refined, invent, burnt, infant, diamond, moment, 
 payment, Ireland, talent, lament, remained, appellant, behind, 
 repaved, Richmond, rebuffed, judgment, argument, refashioned, 
 shipment, tangent, attachment, pavement, merchant, frightened,
 
 160 ART OF PHONOGRAPHY. 
 
 agreement, applicant, dividend, darkened, Vermont, document- 
 ary, elementary, rotundity, violently, genteel, identity, Ken- 
 tucky, countess, pontiff, gently, attentive, country, random, 
 authentic, mountain, London, contour, fountain, laundry, 
 contention, Randall, contagion, contiguity, tendency. 
 
 [Pent up, poundage, appendage, bandage, bondage, phantom, 
 fondle, faintly, fiendish, funding, Montague, assenting, land- 
 ing, renting, quantum, quandary, quantity, quaintly.] 
 
 THIRTY-NINTH READING EXERCISE. 
 
 s? <\* 
 
 < < < 
 
 \ 4 
 
 V 
 
 T.
 
 SHORTENING PRINCIPLE. 161 
 
 THIRTY-NINTH WRITING EXERCISE. 
 
 459. Plot, bread, crowd, great, plate, pride, prate, glad, 
 cried, blot, clad, bred, grate, grade, trot, trait, threat, flight, 
 fruit, shrewd, fraught, fleet, tried, dread, quote, freight, trod, 
 trade, trite, thread, fraud, child, toward, rolled, yield, ward, 
 word, told, cold, yard, short, cord, wild, hurt, applaud, agreed, 
 wield, lard, applied, adroit, honored, assault, abroad, heard, 
 offered, assert, herd, award, injured, migrate, tabled, ordered, 
 Richard, tapered, entreat, anchored, Detroit, cabled, cupboard, 
 Albert, Packard, jabbered, labored, incurred, chuckled, Robert, 
 record, regret, sugared, immigrate, emigrate, insured, beveled, 
 regard, generate, reward, measured, enumerate, Edward, on- 
 ward, partake, rumored, partly, British, Broadway, coldly, 
 gratuity, brightly, brutal, cartage, gladly, courtly, breadth, 
 greatly, relative, mortal, lordly, golden, throttle, hardly, freight- 
 age, garden. 
 
 [Plied, blood, brought, braid, cleat, crate, glued, grit, trout, 
 treat, drought (Dret), flit, fret, quoit ; court, ruled ; tickled, 
 dappled, peopled, pickled, puckered, baffled, capered, colored, 
 gabbled, goblet, rippled, ribald, recruit, euchred, fabled, vibrate, 
 ingrate, unheard, shackled, wavered, wayward, impart, altered.] 
 
 FORTIETH READING EXERCISE. 
 
 w - 
 
 Vj-r 1 "1 
 
 v. 
 
 - V- ' 
 
 11
 
 162 
 
 ART OF PHONOGRAPHY. 
 
 FORTIETH WRITING EXERCISE. 
 
 460. Detect, deadhead, beautified, godhead, chattered, cut- 
 let, dedicate, abdicate, detailed, affidavit, midnight, retort, 
 latitude, evident, mitigate, watered, moderate, esteemed, head- 
 light, pondered, candidate, rendered, fondled, ventilate, au- 
 thenticate, wondered, vindicate, contort, kindest, hundred, en- 
 twined, lieutenant, identified, amendment, abundant, ointment, 
 continent, headland, chartered, fortified, bloodshed, Cortland, 
 Bradford, gratified, fortitude, childhood, Bedford, gratitude, 
 eastward, treatment, fortnight. 
 
 FORTY-FIRST READING EXERCISE. 
 
 " 1 
 
 u - 
 
 AT
 
 SHORTENING PRINCIPLE. 
 
 163 
 
 ^i (^ i i i 
 
 * r 1 
 
 V 
 
 FORTY-FIRST WRITING EXERCISE. 
 
 461. Cheated, petted, voted, cheat, pet, vote, written, writing, 
 ended, ousted, lighted, oust, ending, ousting, lightning, light- 
 ing, attempted, delighted, jolted, jolt, delight, attempt, delight- 
 ful, jolting, delighting, board, lift, enact, bored, boarding, 
 enacting, lifted, boarded, enacted, entitling, ratified, enactment, 
 entitled, entitle, ratify, ratification, estopped, modified, estop- 
 pel, modification, modify, estop, metal, metallurgy, estimate, 
 metallic, estimation, retire, appointed, estimated, appoint- 
 ment, appoint, retired, interment, inventive, retirement, re- 
 tiring, inter, interred, interring, inventory, mortality, handled,
 
 IG4 ART OF PHONOGRAPHY. 
 
 invented, immortality, handwriting, handle, deteriorated, mu- 
 tilation, dentist, shortening, mutilate, dental, shorten, mutilated, 
 dentistry, shorthand, shortened, provident, shortest, impro- 
 vident, indicated, providential, indicate, indication, contusion, 
 printed, cultivated, contused, printing, cultivate, contuse, print, 
 cultivation, rental, assortment, rent, assort, rented, ultimatum, 
 ultimate, meditate, ultimately, meditation, intention, grandest, 
 intent, Medford, rectified, intended, plundered, intend, multi- 
 tude, legitimate, incandescent, fantastic, multiplied. 
 
 Trained, plant, blunt, cleaned, gland, churned, drowned, 
 blind, browned, crowned, grant, braved, grooved, frowned, 
 draft, cleft, quaffed, flaunt, ground, craved, yearned, mourned, 
 adjourned, acquaint, approved, warned, affront, learned, grieved, 
 plaintiff, Clinton, blindly, effrontery, brandish, declined, re- 
 proved, imprint, eloquent, friendly, dethroned, vagrant, planned, 
 grand. 
 
 LESSON XXXVII. 
 
 LENGTHENING PRINCIPLE. 
 
 462. Tr, Dr, Thr, or Ture Added Either ter, der, 
 ther, or ture may be added to any curved stem, 
 whether simple or hooked (either finally, initially, or 
 both), and to any straight stem with final-hook, by 
 making it twice its ordinary length. 
 
 463. The Names of the Lengthened Stems are Ishter, 
 Zhetter, Ester or Esther, Zeeter, Erter or Erther, Wetter or 
 Wether, Metter or Mether, Hetter or Hether, Leeter or Leether, 
 Elter, Ye tier, Ithter, Theeter, Fetter or Fether, Vetter, Enter 
 or Enther, Ingter, Sheeter, Fender, Fletter, Fretter, Chenter, 
 Kenter, Renter or Render, etc. 
 
 Examples : 
 
 ^ "' => 
 
 En Enter Fen Fender Ken Render
 
 LENGTHENING PRINCIPLE. 165 
 
 464. Order of Reading Vowel. A vowel-sign placed 
 to and after a lengthened stem is read immediately 
 following the consonant represented by the stem, the 
 same as if it were not modified, and consequently it 
 is read before the tr, dr, or thr added by the length- 
 ening. 
 
 Examples : 
 
 father nature founder meander kinder pounder 
 
 465. Positions of Lengthened Stems. The positions 
 of Lengthened Stems are as follows : 
 
 I. Of Horizontal lengthened stems, the same as 
 the positions of single-length horizontals. See para- 
 graphs 144 to 146. 
 
 II. Of downward lengthened stems : 
 FIRST POSITION. On the line. 
 
 SECOND POSITION. Half of the stem above the line 
 and half below. 
 
 THIRD POSITION. One-third of the stem above the 
 line and two-thirds below. 
 
 III. Of upward lengthened stems : 
 
 FIRST POSITION. Commencing half a Tee-length 
 above the line. 
 
 SECOND POSITION. Commencing at the line. 
 
 THIRD POSITION. Commencing half a Tee-length 
 below the line. 
 
 Examples of downward and upward lengthened 
 stems standing in the three different positions: 
 
 .V..V. .(.. .^...^
 
 166 ART OF PHONOGRAPHY. 
 
 SHORT RULES FOR POSITIONS. 
 
 466. Shortened Stems. For the three positions a 
 shortened stem always rests on the same level as its 
 full length ; thus, 
 
 \ \ ( ( x/ / C c 
 
 467. Lengthened Stems. For the three positions a 
 lengthened stem always begins_at the same level that 
 its single length does ; thus, 
 
 This rule does not interfere with the direction at 
 465, II., that downward lengthened stems rest on the 
 line. Both rules should be observed. 
 
 468. Ambiguity Prevented by Context. As is the case 
 with the Shortening Principle, ambiguities that might arise from 
 the employment of the Lengthening Principle for more than 
 one purpose, are usually avoided by reference to the context. 
 And when that fails, resort is had to restricting the use of the 
 principle to one thing and writing the conflicting in some other 
 way. The following words are so distinguished : father and 
 fodder, shutter and shudder, waiter and wader, etc.
 
 LENGTHENING PRINCIPLE. 167 
 
 469. Cognate Sounds. The learner must not fail to observe 
 that the plural use of each of the principles of modification 
 Shortening and Lengthening is eonfined to what are known 
 as Cognate Sounds; that is, to sounds of a similar nature. 
 Thus, the consonants t and d are cognate ; so are, t and th, d 
 a*nd dh ; and, consequently, tr, dr, thr, and dhr may be said to 
 belong to the same family. It is this quality of close similarity 
 that makes it safe to sometimes indicate two sounds in the same 
 way. 
 
 470. Lengthened Straight Stems. The principle of pho- 
 nography which allows straight stems with final-hooks to be 
 lengthened to add tr, dr, or thr, leads to an unimportant theoreti- 
 cal conflict With the outlines of a very few words, in which a 
 straight stem is repeated, with a final-hook on the last stem. 
 There are ten of these latter words, namely, pippin, bobbin, 
 baboon, tighten, titan, Teuton, deaden, jejune, cocoon, and Cau- 
 casian. But practically the words of the two classes never 
 interfere with each other. 
 
 471. Hooks made Larger. All of the hooks, both large and 
 small (particularly the former), on lengthened stems, are made 
 somewhat larger than the corresponding hooks on stems of 
 ordinary length (446). 
 
 FORTY-SECOND BEADING EXERCISE.
 
 168 
 
 ART OF PHONOGRAPHY. 
 
 \\\ V 
 
 FOETY-SECOND WRITING EXERCISE. 
 
 472. Father, future, fighter, voter, fetter, neuter, nature, 
 niter or neither, feather, shatter, waiter, matter, water, weather, 
 shutter, wetter, neater or neither, motor, hatter, mother, lather, 
 meter, hither, lighter, hotter, latter, mutter, later, Luther, un- 
 der, oyster, ardor, Astor, Easter, letter, theater, leather, after, 
 order, alter, flatter, orator, yonder, fritter, fonder, nutter, thun-
 
 LENGTHENING PRINCIPLE. 169 
 
 der, fainter, vendor, winter, hunter, fender, hinder, mender, 
 wonder, mentor, lender, anointer, flounder, offender, asunder, 
 chanter, tender, pointer, gender, painter, pander, binder, render, 
 condor, banter, gander, ponder, rauter, attainder, canter, rafter, 
 laughter, juncture, elevator, entering, filter, Waterloo, defender, 
 Zuyder Zee, entertain, alderman, geometrical, wanderer, inter- 
 vene, thermometer, thunderer, inventor, tormentor, engender, 
 remainder, carpenter, rejoinder, decanter, counterfeiter, printer, 
 counteract, counterclaim, grander, blunder, frequenter, planter, 
 blunter, grantor, shorter, further, martyr, norther, murder, 
 shoulder, harder, mortar, shelter, feature, propounder, entire, 
 furniture, preponderate, adventure. 
 
 "MODIFICATIONS" IN ABBREVIATIONS AND 
 PHRASES. 
 
 473. Shortened Stems in Abbreviations. Each of the 
 following abbreviations contains at least one short- 
 ened stem: 
 
 >_ 
 
 according astonish-ed captain difficult-y establish fact 
 
 frequent gentleman gentlemen history immediate 
 
 important intelligent particular e-quality world 
 
 474. Shortening Principle in Phrases. The words it, 
 the, to, and had may be added by Shortening; thus, 
 
 * -L* -i 
 
 ~ \ 
 
 .. ( ..... ... ..^... 
 
 by-it on-it to-the in-the among-the ought-to able-to we-had
 
 170 ART OF PHONOGRAPHY. 
 
 475. Lengthening Principle in Phrases. The words 
 there, their, they-are, and other may be added by 
 Lengthening; thus, 
 
 in-there been-there remain-there on-their can-have-their 
 
 known-their if -they-are among-other from-other in-all-other 
 
 476. " Not " and " Another." The word not may be 
 added by the En-hook and Shortening ; and the word 
 another, by the En-hook and Lengthening ; thus, 
 
 J 
 
 J 
 
 had-not do-not did-riot can-not are-not were-not if-not 
 
 . 
 shall-not or-not may-not will-not in-another or-another
 
 PART THIRD. 
 CIRCLES AND LOOPS. 
 
 INTRODUCTORY. 
 
 477. In addition to the simple stems of the alphabet, 
 and the hooked-stems which have just been present- 
 ed, Phonography also brings into its service the 
 circle and the loop, as briefer modes of representing 
 certain consonants and groups of consonants which 
 are of very frequent recurrence in our language. 
 
 478. Two Sizes of Circles and Loops. There are two 
 sizes of circles and two of loops, making four in all 
 of these auxiliary attachments to stems. They are 
 called respectively " Small Circle," " Large Circle," 
 " Small Loop," and " Large Loop." 
 
 479. Where Circles and Loops May be Used. Each of 
 the circles and loops may be joined to stems both 
 finally and initially; except that, for practical reasons, 
 the large loop is never used at the beginning of a 
 word. 
 
 480. Order of Reading with Vowels. With reference 
 to vowels written to a stem so equipped, the circle or 
 loop is treated as if it were a stem, or an independent 
 sign. That is, if it is joined at the end, it is read 
 
 171
 
 172 ART OF PHONOGRAPHY. 
 
 after the stem and all of its vowel-signs ; and if it is 
 joined at the beginning, it is read before the stem and 
 all of its vowel-signs. 
 
 481. Where Circles and Loops Cannot be Used. It fol- 
 lows, therefore, that a circle or loop cannot be used at 
 the termination of the outline of a word that ends 
 with a vowel sound, or at the beginning of the outline 
 of a word that commences with a vowel-sound. 
 
 482. Vocalization. Vowel-signs are written to a 
 stem which has circles or loops in the same way that 
 they would be written if the stem had simple ends 
 (480). 
 
 LESSON XXXVIII. 
 SMALL CIRCLE ON SIMPLE STEMS. 
 
 f 
 
 f 
 
 rl p 
 
 V> V^D 
 
 o-X J d 6 6 6 
 
 483. Circle for S or Z. Either s or z may be added 
 by a small circle to any consonant-stem, whether sim- 
 ple, hooked, or modified. When the ends are simple,
 
 SMALL CIBCLE ON SIMPLE STEMS. 173 
 
 it is turned on the side and in place of the Ef or El 
 hook on straight stems, and on the inner side of 
 curved stems. But it is not used for z at the begin- 
 ning of words, except in the case of a few proper 
 names (775, III.) 
 
 484. The Name of the Small Circle for s or z is " Breve-s." 
 Whenever it is necessary to distinguish by name the z sound 
 from the s, the circle may be called "Breve-z." 
 
 485. The Names of Stems with Breve-s are as follows: 
 Chess, Jess. Tess, Dess, Pess, Bess, Kess, Gess, Eees, Els, Yess, 
 Thess, Dhess, Fess, Vess, Ness, Ingz, Shees, Ishes, Zhess, Eses, 
 Zees, Ers, Wess, Mess, Hess, Lees; Sech, Sej, Set, Sed, Sep, 
 Seb, Sek, Seg, Seree, Sel, Seyay, Seth, Sedh, Sef, Sev, Sen, 
 Seng, Seshee, Sesh, Sezh, Sessee, Sezee, Ser, Sway, Sem, Sehay, 
 Slee ; Seches, Sejes, Stess, Sefs, Sevs, Sens, Sengs, Sers, Swes, 
 Sems, Slees, etc. 
 
 486. Context Prevents Ambiguity. As has been stated in 
 regard to the employment of hooks and "modifications" with 
 plural powers or meanings (382, 450, 468, 469), the use of the 
 small circle for both s and z can occasion no confusion in read- 
 ing, as the context will tell which sound is meant. And, besides, 
 we are accustomed to the same thing in the common spelling, 
 the letter s being quite generally employed for both of these 
 consonant sounds ; as in in the words yes, has, gas, was, thus, is, 
 IHISI Hi'.ts, business, etc. 
 
 Examples : 
 
 A ^ ^ ^ ^ 
 
 chose side source debts sweets spout salt 
 
 enters seinieter trots gloats fruits flutters puffs. 
 
 ^ f \ *- 
 
 ks ( <O 
 
 fines faints lenders sputters cycle sinner squeal
 
 174 ART OF PHONOGRAPHY. 
 
 FORTY-THIED BEADING EXERCISE. 
 
 ^-^-^f-^.-v-*-^^ 
 I- -I l-.-.^A...^...^ \> x> .. v x 
 
 v ^j \j 1 TT^ __ 
 
 _ _. ,! />..... r......?...c- -c 
 
 /^ /-o - 
 r- 
 
 / / 'M ^ v " 
 
 * -l-> ^ N V -r o-- 
 
 V^, ^ <J. - . -^ 
 
 J ^\ 
 .: ...^.,. 
 
 r f r
 
 SMALL CIRCLE ON SIMPLE STEMS. 175 
 
 FORTY-THIRD WRITING EXEKCISE. 
 
 487. Chase, toss, toes, eats, dice, choice, choose, tease, its, 
 jaws, ties, dies, Tice, days, dues, pays, peace, aids, odds, apes, 
 pus, does, pose, poise, piece, daze, duce, pace, peas, puss, ebbs, 
 cows, ekes, guess, case, cause, base, gaze, ox, bays, eggs, rouse, 
 rose, rise, rays, ruse, rice, race, Rouse, yes, thaws, oaths, use, 
 those, ewes, thus, face, vice, vase, nice, this, ounce, fuss, voice, 
 eaves, fuse, phase, fuzz, vies, nose, shoes, cease, ears, ways, 
 news, sauce, sues, wise, chaise, says, oars, knows, saws, seize, 
 ores, seas, mass, mace, haze, else, alms, miss, lace, loose, mice, 
 house, less, lose, lays, maze; ages, abbess, echoes, efface, etches, 
 oppose, abuse, office, adduce, accuse, abyss, avows, arise, amaze, 
 alas, annoys, arouse, amuse, Alice, allows, ashes, arose. 
 
 Sat, set, sit, sawed, such, sought, stay, suit, siege, sight, seat, 
 site, sad, cite, said, sip, sob, sake, sued, sick, soup, sub, soap, 
 spy, sack, sky, south, safe, sieve, sign, scow, scythe, salve, 
 sawn, sag, soothe, sown, seen, song, sash, snow, sour, sun, 
 soon, sung, seize, sang, seine, son, sewn, sore, Sam, seem, soul, 
 sway, same, soil, slay, psalm, some, sale, sole, seam, sleigh, 
 soar, sail, sill, slow, sum, seal ; city, sorry, sofa, settee, Sarah, 
 Sinai, soda, Sierra, sunny, sinew, snowy, sallow; sides, sobs, 
 stays, spice, sex, suits, skies, space, six, spies, sags, sneeze, 
 source, seems, saves sings, Swiss, sense, sores, sales, seams, 
 slice, sails, sages, sorrows, solace, suppose, suffice.
 
 176 ART OP PHONOGRAPHY. 
 
 LESSON XXXIX. 
 
 THE CIRCLE BETWEEN STEMS. 
 
 488. Rule. The circle is written between stems, 
 when they are simple at their contiguous ends, in the 
 following manner : 
 
 I. If the stems do not form a distinct angle at the 
 point of junction, the circle is written to the first 
 stem just as if it stood alone, and then the second 
 stem is continued on after it; thus, 
 
 Pes-Pee Kess-Gay Mess-Ing Ens-Em Mess-Vee Lees-Pee Ness-Ree 
 II. But if the steins do form a distinct angle at the 
 point of junction, the circle is turned on that side of 
 the first stem which will throw it on the outside of the 
 angle; thus, 
 
 Tess-Kay Pess- Jay Dess-Bee Eees-Kay Tess-El Tess-Lee Vess-El 
 
 V^b v_ft_>- v Jb / -- i 1 Jo \i 
 
 Fess-LeeNess-EnNess-LeeMess-LeeMess-ErThess-ElThess-Lee 
 
 489. Vocalization. When the outline of a word con- 
 tains a circle between two stems, all vowels that are 
 sounded before the circle must be written to the first 
 stem, and all vowels that a"re sounded after the circle 
 must be written to the second stem. Examples : 
 
 ST 
 
 disk gusset choosing besom disown unsought
 
 THE CIRCLE BETWEEN STEMS. 177 
 
 FORTY-FOURTH READING EXERCISE. 
 
 \ 
 
 L 
 
 12
 
 178 ART OP PHONOGRAPHY. 
 
 FOETY-FOUETH WEITING EXEECISE. 
 
 490. Cask, desk, beseech, Tuesday, task, decide, opposite, 
 disobey, bestow, gasp, rescue, receipt, bask, reside, excite, 
 thistle, fossil, using, vessel, unsafe, saucer, facing, resume, 
 evasive, unseen, miser, hawser, loosely, massive, Wesley, 
 muscle, officer, lesser, mussel, amazing, losing, facility, usage, 
 unsullied, ulcer, illusive, offset, visit, nicety, answer, physic, 
 viceroy, nosegay, visage, sausage, musty, hasp, wasp, music, 
 husk, Missouri, message, lawsuit, illusory, chasing, jostle, 
 lucid, chisel, chaser, choosing, lisp, Joseph, deceive, disease, 
 dismay, tussle, dosing, desire, tossing, design, dozing, apostle, 
 passing, opossum, abusive, passive, poser, bustle, poising, bas- 
 ing, baser, castle, bosom, axle, abusing, basely, casing, causeway, 
 gazelle, gaseous, chasm, gazing, accuser, rustle, Eacine, racer, 
 receive, rising. 
 
 FOETY-FIFTH EEADING EXEECISE.
 
 THE CIRCLE BETWEEN STEMS. 
 
 179 
 
 FORTY-FIFTH WRITING EXERCISE. 
 
 491. Rejoice, reduce, tax, righteous, depose, notice, emboss, 
 ethics, bags, Paris, box, peruse, fox, lugs, various, false, obvi- 
 ous, Morris, pathos, revise, refuse, pulse, invoice, allowance, 
 hangs, Chinese, tongs, tissues, genius, lungs, cautious, ensues, 
 force, chimes, Thomas, anxious, James, parse, byways, famous, 
 follows, speech, sagely, siding, Cohoes, sachem, Sidney, spar- 
 row, spire, skill, speck, Sabbath, sketch, spell, scheme, sagging, 
 survey, soothing, severe, solemn, safety, scaly, search, Sunday, 
 sank, sorely, smoke, sneer, seizing, swim, savage, solid, salary, 
 slang, slowly, silk, slave, slower, smooth, synagogue, Saturday, 
 sanitary, ceremony. 
 
 FORTY-SIXTH READING EXERCISE. 
 
 ^-1 
 
 .y^.-.Sf 
 
 . / -S*b
 
 180 
 
 ART OF PHONOGRAPHY. 
 
 FORTY-SIXTH WRITING EXERCISE. 
 
 492. Pacific, expel, vicinity, Chesapeake, absorb, resolve, 
 dispatch, insanity, chancel, pencil, mystery, balsam, tenacity, 
 Elizabeth, deposit, capacity, refusal, offensive, nonsuit, maga- 
 zine, veracity, alongside, Shakespeare, Mexico, Boston, irk-
 
 THE CIRCLE BETWEEN STEMS. 181 
 
 some, Ruskin, Munson, positive, Josephine, examine, deception, 
 mischief, observe, executor, muslin, testator, execution, exemp- 
 tion, fascination, resolution, except, posted, diseased, dispute, 
 exempt, instead, result, instant, absent, absurd, innocent, ex- 
 cellent, thousand, accident, distant, incipient, assessment, ab- 
 scond, basement, intersect, trustee, disorder, presume, pressing, 
 clasp, philosophy, grasped, placid, precept, Thursday, perceive, 
 present, pleasant, twisted, precinct, invested, succinct, intes- 
 tate, tradesman, inclusive, positively, Episcopal, newspaper, 
 exposure, examiner, December, promissory, ecstatic, uncertain, 
 despotic, executive, absolutely, examination, requisite, teles- 
 cope, question, purchaser, observatory, discuss, excuse, justice, 
 business, measles, dishonesty, cautiousness, disposal, dismissal, 
 amnesty, righteousness, nonsense, presence, groceries, trespass, 
 Christmas, blossoms, purpose, notorious, polarize, collapse, 
 fairness. 
 
 [Testily, despoil, disappear, despair, disavowal, dissolve, dis- 
 like, disarm, decency, bismuth, custom, custody, exceeding, re- 
 sold, restore, usurp, vicinage, insignia, cesspool, Oriskany, 
 wisdom, mucilage, hastily, lucidity ; topsail, damask, palisade, 
 obelisk, coincide, refusal, fancied, vouchsafe, animosity, espou- 
 sal, arabesque, majesty, lancet, Tuscan, disdain, buskin, Augus- 
 tine, restive, festoon, Nazarene, Wesleyan.] 
 
 FORTY-SEVENTH READING EXERCISE.
 
 182 
 
 ART OF PHONOGRAPHY. 
 
 I . 
 
 h ? 
 
 J ' ^ 
 
 ci. 
 
 T 
 
 ...-So. 
 
 ^D . - J. . . 
 
 O_--*
 
 THE CIRCLE BETWEEN STEMS. 183 
 
 FORTY-SEVENTH WRITING EXERCISE. 
 
 493. Propose, pledges, creeps, tribes, purchase, clubs, flops, 
 produce, throbs, flax, clothes, grievous, trucks, brings, profess, 
 brigs, flashes, climbs, twigs, floors, quails, denounce, frames, 
 quenches, penance, divers, canvas, deafness, province, doubt- 
 less, prefix, chattels, goodness, evidence, artless, optics, witness, 
 writings, intense, politeness, kindness, attendance, fondness, 
 abundance, vandals, providence, rentals, blindness, acquaint- 
 ance, relentless. Dress, appraise, cross, trace, price, acres, ut- 
 ters, bruise, prize, brews, gross, blues, glaze, place, twice, class, 
 froze, release, fleece, authorize, flees, shears, errors, walls, shells, 
 worse, unless, actress, libelous, redress, injuries, impress, 
 Naples, enclose, manners, replace, generous, Douglas, decrease, 
 measures, deeds, boats, gets, yachts, rates, thoughts, dates, 
 puts, acts, chats, fights, notes, shouts, wits, heads, votes, 
 lights, ends, mates, adopts, assets, repeats, ballots, merits, 
 violates, viands, admits, birds, invites, folds, tickets, shafts, 
 elevates, ignites, methods, associates, traits, prates, brutes, 
 towards, pleats, trades, broods, crowds, clots, grates, relates, 
 blights, courts, colds, glides, blades, yards, threats, efforts, 
 yields, frauds, shields, words, floats, wields, asserts, lords, 
 Richards, imports, retreats, Roberts, rewards, records, Glad- 
 stone, voters, oysters, fathers, shutters, waiters, mothers, let- 
 ters, matters, orders, heaters, mutters, shoulders, fritters, 
 murders, flatters, floaters. 
 
 FORTY-EIGHTH READING EXERCISE. 
 
 P- -f ? v ^ ^ S . 
 
 o j i> -X9. --.- -. <r 
 
 c-
 
 ART OP PHONOGRAPHY. 
 
 * ...V* <e 
 
 FORTY-EIGHTH WRITING EXERCISE. 
 
 494. Spun, stone, sicken, sudden, scan, serene, swan, slain, 
 soften, summon, stove, skiff, station, surf, set-off, scepter, 
 sanation, section., scatter, solution, situation, suasion, sect, 
 spot, sagged, soft, signed, seized, sobbed, soothed, saved, sen-
 
 BREVE-S ADDED TO HOOKS. 185 
 
 ate, scout, sort, smite, summit, sold, sweet, seemed, slight, 
 spent, surround, scattered, scoffed, scant, spend, scanned, sta- 
 tioned, swooned, silent, sufficient, softened, summoned, sanc- 
 tioned, secondary, scandal, central, certified, standard, Scot- 
 land, surrendered, senator, smother, softer, slaughter, sweeter, 
 slender, sermon, surrender, sylvan, surgeon, salvation, specter, 
 spinage, sectional, sputterer, scoffer, stationery, speaker, staple, 
 salable, soldier, simple, signal, silver, circle, seemingly, semi- 
 nary, schooner, speculation, celebrate, speculator, smuggled, 
 support, sluggard, submit, spotted, signet, circuit, solitude, 
 skilled, subordinate, smart, skeptic, sordid, Scottish, symptom, 
 saintly, slightly, sadness, surface, September, sagacious, Syra- 
 cuse, circus, sometimes, sweetness, sanctifies, sounds, spots, 
 smites, skates, slats, sarcasm, slaughters, subserve, Cincin- 
 nati, salesman, spectacles, spontaneous, solicitous, satisfies, 
 specimen. 
 
 [Satin, sadden, spine, Spain, supine, skein, syren, siphon, 
 seven, swain, swoon, salmon, Simon, sullen, saloon, sedition, 
 summation, spatter, sputter, sipped, Scott, skate, soaked, seethed, 
 sift, salved, sand, saint, sonnet, sized, seared, soured, summed, 
 slate, salt, stained, slander, cylinder, swollen, spavin, stationer, 
 stable, sample, sliver, sufficiently, simplicity, symmetrical, cy- 
 lindrical, subservient, subornation, subordination, semblance.] 
 
 LESSON XL. 
 
 495. Breve-s Added to Hooks. Breve-s may be added 
 to any hook, final or initial, by simply turning it on 
 the inside of the hook. 
 
 496. Shape of Breve-S in Hooks. When breve-s is joined 
 in this way to a hook, it should not be made perfectly round, 
 but should be elongated a little. Thus, when added to a final 
 hook, it should end with a motion nearly in the direction of and 
 parallel with the termination of the stem ; and when prefixed to 
 an initial hook, it should commence with a motion nearly in the 
 direction of and parallel with the beginning of the stem. In 
 other words, the shape of the circle is modified by the move- 
 ments required in forming the hook (378, 379).
 
 186 ART OP PHONOGRAPHY. 
 
 FORTY-NINTH READING EXERCISE. 
 
 ...?.. i- "s >' 
 
 J 
 
 ^ 
 
 ss> ..:... r? 
 
 FORTY-NINTH WRITING EXERCISE. 
 
 497. Doves, beeves, roves, chafes, paves, cuffs, gaffs, achieves, 
 caves, roofs, proves, gloves, fence, drives, bluffs, evince, cliffs, 
 Athens, proofs, yawns, announce, loans, assigns, lance, ar- 
 raigns, mines, shuns, zones, once, hence, hens, flounce, ones, 
 France, bitters, actors, gathers, patters, gaiters, debtors,
 
 BKEVE-S ADDED TO HOOKS. 187 
 
 bothers, chatters, writers, platters, glitters, trotters, clatters, 
 additions, patience, cushions, passions, occasions, rations, 
 orations, allusions, fashions, nations, motions, visions, omis- 
 sions, tufts, rafts, gifts, crafts, events, ascends, drifts, wants, 
 mounds, funds, winds, wands, wants, anoints, mounts, errands, 
 minds, hands, lands, ancients, hunts, lends, flaunts, friends, 
 rafters, hunters, fenders, flounders, thunders, settle, supply, 
 sickle, satchel, saddle, sable, sooner, singer, suffer, summer, siz- 
 zle, seizure, social, civil, squaw, squirrel, supplication, spleen, 
 seclude, settled, severed, supplement, splendid, supplant, settle- 
 ment, splendor, supplied. 
 
 LESSON XLI. 
 
 498. Hook with Breve-s used Medially. Sometimes, 
 when occurring together in the middle of outlines, 
 both the hook and breve-s have, of necessity, to be 
 formed somewhat imperfectly. And, in a few in- 
 stances, the breve must be turned on the back of a 
 curved stem. Examples: 
 
 "~^ o . xi* 
 
 explore explosion miscalculation misapplication misbelief 
 
 FIFTIETH READING EXERCISE.
 
 188 ART OF PHONOGRAPHY. 
 
 - U V 
 
 FIFTIETH WRITING EXEECISE. 
 
 499. Archives, improves, repaves, retrieves, preserves, re- 
 buffs, renounce, ordnance, refines, remains, excellence, creditors, 
 embitters, imitators, importers, barters, directors, navigators, 
 applications, inspectors, impressions, munitions, delusions, frac- 
 tions, dimensions, provisions, admissions, intentions, refunds, 
 payments, invents, reminds, talents, demands, acquirements, 
 agreements, remainders, judgments, inventors, splash, splint, 
 suffrage, severing, supplement, swarm, sufferer, splendor, sub- 
 lime, squab, squint, supplies, settlement, squabble, squeeze, 
 square, squander, decipher, prisoner, display, peaceful, dis- 
 honor, personally, misapply, misquote, explain, handsome, sub- 
 sequent, resplendent, peaceable, physical, exclude, venturesome, 
 feasible, disabled, disclose. 
 
 [Braves, breves, cleaves, craves, grieves, graves, grooves, 
 bereaves, engraves, reprieves, deprives, architraves, inventors, 
 slanders, directions, attractions, chapters, alligators, factors, 
 pictures, operators, platters, traitors, attentions, disable, pass- 
 able, gesture, accusable, poisoner, pasture, explanatory, ex- 
 plicit, expounder, lonesome.]
 
 THE LARGE CIRCLE. 189 
 
 LESSON XLIL 
 
 THE LARGE CIRCLE. 
 
 500. Large Circle for ss, sz, etc. Two s or z sounds, 
 when they occur with a single vowel-sound between 
 them, are usually written with a large circle, turned 
 on the same side of a stem as the small circle (483). 
 
 501. The Name of the Large Circle is " Breve-sez." 
 
 502. The Names of the Stems with Breve-sez are formed 
 as follows : Chesses, Pesses, Fesses, Keeses, Erses, Elses, Leeses ; 
 Sesstee, Sesskay, etc. 
 
 503. How Joined. The large circle is joined to stems 
 in the same way, and is subject generally to the same 
 rules, as the small circle. 
 
 504. Use of Breve-sez. The large circle is used to re- 
 present the sounds of any of the following combina- 
 tions of letters of the ordinary spelling : sas, ses, ces, 
 sis, cis, sos, sus, sys, etc. ; and it may occur at the end, 
 at the beginning, or in the middle of words. 
 
 505. Vowel-signs within Breve-sez. In practice it is 
 seldom necessary to write the vowel included in breve- 
 sez. But when it is desirable to do so, it may be done 
 by putting its sign within the circle. The dot or dash 
 may be placed in the upper, middle, or lower part of 
 the circle, according as it represents a first, second, or 
 third place vowel. A diphthong-sign is put in the 
 middle of the circle without regard to the position to 
 which it belongs. Examples : 
 
 pieces Moses Bruce's system exhaustive emphasize
 
 190 ART OF PHONOGRAPHY. 
 
 FIFTY-FIRST BEADING EXERCISE. 
 
 FIFTY-FIRST WRITING EXERCISE. 
 
 506. Passes, teases, possess, abscess, cases, chooses, doses, 
 opposes, abuses, dozes, guesses, vices, masses, laces, raises, 
 noises, arouses, houses, uses, ceases, offices, races, taxes, em- 
 phases, traces, molasses, diagnosis, prices, creases, dresses, 
 braces, grasses, blesses, glasses, phrases, places, closes, fleeces, 
 releases, professes, supposes, success, suffices, sources, spaces, 
 sexes, Sorosis, slices, senses, exercise, necessity, excessive, pos- 
 sessed, synopsis, necessary, accessory, paralysis, possessor, sub- 
 sist, sustain, basis, axis, Mississippi, dispossessing, systematic, 
 bases, theses, amanuenses, axes, crisis, amanuensis, thesis,
 
 THE SMALL LOOP. 191 
 
 crises, Francis, exhaust, Frances, emphasized, season, recess, 
 schism, decisive, precisely. 
 
 [Chases, Jesus, tosses, educes, adduces, pauses, abysses, ac- 
 cuses, gazes, gases, roses, rises, phases, voices, vases, nieces, 
 chaises, sauces, arises, amuses, muses, losses, loses, pleases, 
 blazes, classis, trusses, tresses, process, praises, bruises, crosses, 
 graces, resist, exist, insist, dispossess, dispossessed, spices, 
 suffuses, presupposes.] 
 
 LESSON XLIII. 
 
 OF THE LOOPS. 
 THE SMALL LOOP. 
 
 507. Loop for st or zd. Either st or zd may be added 
 to the simple end of any stem by a small loop, turned 
 on the circle side. 
 
 508. " Breve-est" is the name given to the small loop. 
 
 509. Names of Stems with Breve-est are formed as fol- 
 lows: Chest, Best, Kest, Eeest, Test, Nest, Elst, Leest, Erst, 
 Ishest, Sheest; Stech, Stet, Steree, Ster, Stel, Stelee; Stepest, 
 Stefest, etc. 
 
 510. Size of Small Loop. Breve-est should extend about 
 one third the length of the stem on which it is written. 
 
 511. Vocalization. Vowel-signs are written to stems 
 with loops attached the same as to stems with circles 
 attached. 
 
 512. Where Breve-est is Used. The small loop may 
 be used at the end, at the beginning, or in the middle 
 of words. Examples : 
 
 / ..4,,1-e 
 
 chest feast study steam infest stork vestry
 
 192 
 
 ART OF PHONOGRAPHY. 
 
 FIFTY-SECOND BEADING EXEECISE. 
 
 ...x x 
 
 _^.. 
 
 *? o* 
 
 T^-lfL")- ) .. A .f^ .3.
 
 THE SMALL LOOP. 193 
 
 FIFTY-SECOND WRITING EXERCISE. 
 
 513. Taste, dust, past, post, chest, 'teased, adduced, paste, 
 just, attest, passed, best, cast, guest, roused, fast, abused, 
 accused, rest, used, August, fused, vast, noised, zest, nest, 
 aroused, effaced, arrest, assessed, easiest, honest, west, must, 
 haste, last, moist, housed, least, most, amused. 
 
 Stage, stood, stop, stack, stitch, state, step, staid, stab, 
 statue, steady, stock, stag, stuff, stake, story, steel, stall, store, 
 stale, stung, steal, stem. 
 
 Noticed, eldest, impost, richest, reduced, repast, unjust, 
 robust, coaxed, incased, perused, taxed, annexed, unused, 
 jurist, invest, finest, burst, chemist, earnest, utmost, defaced, 
 lovest, behest, tempest, enforced, manifest, ballast, machinist, 
 molest, foremost, storage, monopolist, stoppage, staging, stock- 
 ing, stately, steamer, sterling, stealth, storm, stylish, stamp, 
 stomach. 
 
 Pastry, ghostly, vastly, justify, distill, postal, chastity, de- 
 stroy, honestly, distillery, wasteful, artistic, disturb, industry, 
 posterity, orchestra, egotistic, manifestly, tapestry, ministry, 
 earnestly, distinction, illustration, abstruse, extortion, in- 
 vestment. 
 
 [Beastly, costly, ghastly, festal, vestal, intercostal, boisterous, 
 industrious, postal-card, Bristol-board (-Bred), priestly, crystal, 
 crystalline, forestall, extradition, installation, installment, mani- 
 festly.]
 
 194 ART OF PHONOGRAPHY. 
 
 LESSON XLIV. 
 
 514. Breve-s for Breve-est or -sez. In a few instances 
 breve-s is substituted for breve-est or breve-sez, when 
 the omitted consonant, in ordinary speech, is an im- 
 perfectly enunciated sound, and an improved outline is 
 obtained by the change. Examples of this kind are 
 found in the outlines of postpaid, breastplate, tasteful, 
 misstate, etc. See the last eleven words in the fol- 
 lowing reading exercise: 
 
 FIFTY-THIRD BEADING EXERCISE. 
 
 V 'V _ N .JN _ V .:N .r^ 
 
 V -^ -
 
 THE SMALL LOOP. 
 
 * 
 
 195 
 
 FIPTY-THIED WRITING EXERCISE. 
 
 515. Priced, bruised, crossed, trust, priest, abreast, crazed, 
 addressed, appraised, placed, prized, classed, glazed, blest, 
 closed, released, twist, thrust, quest, grist, frost, fleeced, nursed, 
 worst, blackest, purchased, eclipsed, protest, uttermost, anar- 
 chist, farthest, druggist, florist, innermost, promised, breakfast, 
 embraced, enclosed, intrust, engrossed, depressed, request, jour- 
 nalist, inquest, reversed, economist, crystal, midst, Bristol, in- 
 terest, pedestrian, nasturtium, frustrate, extraneous, blistered. 
 
 Spaced, sufficed, psalmist, saddest, southeast, soonest, de- 
 spised, disgust, distaste, excused, fastest, mistrust, dishonest, 
 displaced, incensed, starve, stern, stolen, Stephen, stagnation, 
 stoops, sternum, start, stuffed, starter, studded, stubbed, stat- 
 ute, stupid, stilled, stemmed, stultify, started, statement, statu- 
 tory, stipulate, stalwart, student, startle, stitches, steaks, staffs, 
 stars, stalls, studies, stories, stings, steams, stencil, stethoscope, 
 stenographic, statesman, stenographer, steadfast, stenography, 
 steepest, testify, statistics, testamentary, post-office, testimony, 
 text-book, mostly, restless, trustful, postpone, misstatement, 
 pasteboard.
 
 196 ART OP PHONOGRAPHY. 
 
 LESSON XLV. 
 
 THE LARGE LOOP. 
 
 516. Loop for Str. The consonants sir, with inter- 
 vening unaccented vowel-sounds, as heard at the close 
 of such words as master, castor, moisture, texture, etc., 
 may be added to the simple end of any stem, by a 
 large loop turned on the circle side (483). 
 
 517. The Name of the Large Loop is " Breve-ster." 
 
 518. Names of Stems with Breve-ster are formed as fol- 
 lows: Chester, Reester, Fester, Ingster, Elster, Leester, etc. 
 
 519. Size of Breve-ster. The large loop should ex- 
 tend about two-thirds the length of the stem on which 
 it is written. 
 
 520. Breve-ster May be Used at the end and in the 
 middle of word outlines. Examples: 
 
 b- M ^ 
 
 tester poster adjuster coaster fester Gloucester obstruct 
 
 521. Breve-ster is Never Used at the beginning of 
 word outlines (479). 
 
 522. Independent Loops. Either of the loops, breve- 
 est or breve-ster, may be made independent of and 
 apart from any consonant-stem. When so, written 
 they are generally inclined in the direction of .the stem 
 Chay. But in a few phrases it is more convenient to 
 strike the loop in some other direction. Examples of 
 independent loops are found in the signs for the 
 phrases as the and is there (549). 
 
 523. Independent Loops in Word Outlines. By using 
 the independent loops, combined with other consonant 
 signs, in writing word-outlines, we sometimes! get
 
 THE LARGE LOOP. 
 
 197 
 
 briefer and more legible forms than can be secured in 
 any other way. Examples : 
 
 instinct instep obstinate unsteady extinction extract' 
 FIFTY-FOUETH BEADING EXERCISE. 
 
 6- 6- b- b-..^...N& ..
 
 198 ART OF PHONOGRAPHY. 
 
 FIFTY-FOUETH WRITING EXERCISE. 
 
 524. Juster, pastor, castor, Chester, toaster, rooster, boaster, 
 yester, vaster, Nestor, zoster, master, muster, faster, visitor, 
 moister, Worcester, shyster, luster, Hester, Ulster, Leicester, 
 caster, Wooster, Lester, Rochester, lobster, barrister, dab- 
 ster, Baxter, chorister, teamster, pilaster, Munster, paymaster, 
 bolster, blister, Brewster, cloister, blaster, fluster, Dorches- 
 ter, administer, Winchester, norVester, paternoster, solici- 
 tor, sinister, sequester, schoolmaster, distribute, destruction, 
 distribution, abstract, district, obstruction, Amsterdam, post- 
 master, Chesterfield, registering, Westchester. 
 
 525. Extensively, instinctively, extensive, postage, instinct- 
 ive, bestead, extensor, obstinacy, restitution, institute, footstep, 
 institution, bastinado, restated, vestige, unstudied, indistinct, 
 indistinctly, indistinctness, extirpate, extract, extractor, extir- 
 pated, extraction, extirpation, restriction, restringent. extrin- 
 sic, restricted, inextricable, restrictive, restrict, indestructible. 
 
 LESSON XLVI. 
 
 IMPLIED EN AND ER HOOKS ON STRAIGHT 
 STEMS. 
 
 526. From the fact that the circles and loops, when 
 joined finally or initially to the simple ends of straight 
 stems, are invariably turned on the side and in place 
 of the Ef or El hook (483, 500, 507, 516); we are en- 
 abled to utilize the placing of these breves on the other 
 side of straight stems in the following manner: 
 
 527. Rule for Implied Hooks. By merely writing a 
 circle or loop on any straight stem, on the side op- 
 posite the regular circle side, that is, on the En or 
 Er hook side, either n or r, according as the circle or
 
 IMPLIED EN AND EB HOOKS. 
 
 199 
 
 loop is final or initial, is implied, without any hook 
 being actually indicated at all. Examples: 
 
 \\ b \ ^ N N \ N 
 
 pn pns pnss pnst pnstr pr spr sspr stpr 
 
 528. Names of Stems with Implied Hooks. These two 
 sets of compound stems are called respectively the "Ens- 
 series" and the '"Sper-series." The names of the individual 
 stems are formed as follows: Chens, Dens, Pens, Reens, 
 Chenses, Benses, Denst, Kenster; Secher, Stree, Spree, Skray, 
 Seber, Sester, Stetter, etc. 
 
 529. Vocalization of Ens-stems. Stems of the Ens- 
 series are vocalized the same as En-hook stems (371). 
 Examples : 
 
 i ' X /" 
 
 pines rains ponds ganders bounces jounced 
 
 FIFTY-FIFTH BEADING EXERCISE. 
 
 /-../*. K.L\ -\ \'.
 
 200 
 
 ART OF PHONOGRAPHY. 
 
 FIFTY-FIFTH WRITING EXERCISE. 
 
 530. Joins, dines, bones, gains, chains, pence, coins, opens, 
 attains, pens, runs, pittance, cheapens, tokens, turns, engines, 
 coupons, organs, obedience, burdens, inference, appearance, 
 Americans, reverence, abandons, brightens, deference, curtains, 
 blackens, prudence, clearance, darkens, quickens, Watkins, re- 
 turns, Florence, patterns, entertains, plans, bronze, cleanse, 
 trains, crowns, prince, aprons, groans, twins, glance, adjourns, 
 quince, churns, occurrence, entrance, eloquence, inclines, chants,
 
 VOCALIZATION OF SPER-STEMS. 201 
 
 pounds, bonds, rents, joints, kinds, attends, appoints, enchants, 
 repents, legends, torrents, patents, dividends, brigands, appli- 
 cants, painters, renders, tenders, canters, encounters, engen- 
 ders, prints, brands, grounds, plants, blinds, acquaints, plun- 
 ders, printers, glanders, spins, stains, skeins, saddens, sirens, 
 spurns, surgeons, dispense, response, distance, expense, ab- 
 stains, instance, substance, resistance, subsistence, seconds, 
 extends, stands, surrounds, responds, discounts, incidents, un- 
 derstands, sequence, surrenders, splints, squanders, squints, 
 splendors. . 
 
 531. Tenses, pounces, rinses, chances, dances, Kansas, 
 bronzes, cleanses, appliances, occurrences, glances, cadences, 
 residences, inferences, references, chanced, bounced, rinsed, 
 danced, against, trounced, glanced, bronzed, entranced, punster, 
 consternation, standstill, spinster. 
 
 [Chintz, jaunts, taunts, tents, daunts, dents, points, paints, 
 appends, bounds, bends, counts, rounds ; pounders, binders, 
 counters, rounders, blends, grants, grinds, grunts, relents, 
 strands, sprints, blinders, blunders, stones, splinters, jounces, 
 audiences, remittances, jounced.] 
 
 LESSON XLYII. 
 VOCALIZATION OF SPER-STEMS. 
 
 532. Stems of the Sper-series are vocalized the same 
 as Er-hook stems (404). 
 
 533. Order of Reading. When a vowel-sign stands 
 before a stem of this series, as in the words suitor, 
 cedar, saber, secrecy, stoker, etc., the circle or loop is 
 sounded first; then the vowel; next the stem; and, 
 following that, the implied hook. 
 
 Examples : 
 
 OV VCJ 
 
 ov <\ . V- 
 
 ~1.- --OV X 
 
 strive street sprint sprinter cider sabered stupor
 
 202 ART OP PHONOGRAPHY. 
 
 ENS AND SPER STEMS IN THE MIDDLE OP 
 WORDS. 
 
 534. Rule for Ens-Stems. Stems of the Ens-series 
 are never joined before a straight stem, and before 
 curved stems only when the junction will permit the 
 circle to be turned on the back of the curve. In all 
 other cases either both the hook and circle must be 
 distinctly formed, or the consonant n must be written 
 with its stem -sign. 
 
 535. Rule for Sper-Stems Stems of the Sper-series 
 (the Er-hook being implied) may be used after other 
 straight stems. But whenever it is convenient to do 
 so, it is better to indicate both circle and hook. 
 
 Examples : 
 
 - 
 
 v 
 
 prancing Johnsonian dispensatory density disagree execration 
 FIFTY-SIXTH READING EXERCISE.
 
 IMPLIED EN AND ER HOOKS. 
 
 203 
 
 ,.>- -1 
 
 FIFTY-SIXTH WRITING EXERCISE. 
 
 536. Stray, spry, seeker, straw, sadder, spray, saber, suitor, 
 cedar, supper, cigar, strike, stream, sprig, stretch, stroll, spread, 
 soprano, strap, strong, spring, scratch, scrape, supreme, scourge, 
 cigarette, security, scrub, scraggy, scrawny, scream, scroll, 
 secrecy, skirmish, strange, stricken, strength, structure, super- 
 fine, stretcher, scripture, striker, supervision, scraper, scruple,
 
 204 ART OP PHONOGRAPH?. 
 
 strainer, struggle, scribble, sparkle, scrivener, scramble, sprain, 
 sojourn, strewn, screen, strive, separation, strife, separator, 
 suppression, secretion, strict, separated, sacrament, screeched, 
 striven, scarlet, sprouted, sacrifice, supervise, straight, Socrates, 
 sprout, sobered, strut, sacred, separate, strategy, secretary, 
 strand, sprightly, secretly, screened, stress, sprained, suppress, 
 sojourned, spruce, suppressed, supercede, superstitious, screens, 
 strains, strands, sprains, stitcher, stopper, stagger, sister, 
 stager, stoker, cistern. 
 
 537. Dancing, boneset, ransom, chancing, pouncing, gain- 
 said, Jasper, discretion, disagree, discourse, moisture, mas- 
 sacre, chemistry, gesture, vesper, mixture, disapprove, prosper, 
 mastered, express, restrain, rescription, excursion, bowsprit, 
 misprint, disbursement, reciprocity. 
 
 LESSON XL VIII. 
 CIRCLES AND LOOPS JOINED TOGETHER. 
 
 538. The circles and loops may be combiu ed together 
 in various ways, according to the requirements of the 
 case and the convenience of the writer. 
 
 539. Breve-s Joined After. The small circle may be 
 added after the large circle, and after either of the 
 loops, by striking it just on the other side of the stem. 
 Examples : 
 
 \0 /* 
 
 abscesses joists fists posters masters canisters 
 540. Breve es or est Followed by a Loop. A loop may 
 be added after the small circle or another small loop 
 in the manner here shown : 
 
 -X or or II ^-oo 
 
 .. or.r....^ ^--. ^= rf 9 or9 
 
 nicest wisest loosest grossest densest easiest
 
 CIRCLES AND LOOPS JOINED TOGETHER, 205 
 FIFTY-SEVENTH BEADING EXERCISE. 
 
 <0 _ 
 
 -e-
 
 206 ART OF PHONOGRAPHY. 
 
 FIFTY-SEVENTH WRITING EXERCISE. 
 
 541. Recesses, possesses, capsizes, excesses, emphasizes, ex- 
 ercises, successes. 
 
 542. Tastes, dusts, boasts, casts, chests, pests, "beasts, ac- 
 costs, adjusts, ghosts, wrists, attests, rests, feasts, nests, masts, 
 fasts, vests, wastes, lists, assists, hosts, arrests, texts, digests, 
 divests, artists, outposts, tourists, chemists, detests, royalists, 
 forests, amethysts, methodists, theorists, alarmists, molests, 
 infests, druggists, florists, anarchists, priests, crests, thirsts, 
 trusts, thrusts, blasts, vocalists, enlists, moralists, frosts. 
 
 543. Testers, pastors, boasters, jesters, dusters, roasters, cast- 
 ers, adjusters, pastor's, coasters, pastors', pesters, punsters, 
 visitors, musters, fosters, shysters, bolsters, dabsters, gamesters, 
 barristers, teamsters, registers, investors, lobsters, foresters, 
 ministers, flusters, songsters, blusters, cloisters, downstairs, 
 solicitors, back-stairs, upstairs. 
 
 544. Basest, fiercest, praisest, choicest, raisest, closest. 
 
 CIRCLES AND LOOPS IN ABBREVIATIONS AND 
 PHRASES. 
 
 545. Abbreviations. Each of the following abbre- 
 viations contains a circle or loop :
 
 CIRCLES AND LOOPS JOINED. 207 
 
 KEY. (1. 1). As, has, is, his, first (833), possible-y, because, 
 horse, insurance, special, spoke, speak, (2) signify, single, simi- 
 larity, similar, remembrance, sympathy, something, somewhere, 
 somewhat, December, (3) Massachusetts, misdemeanor, mis- 
 take, mistook, mistaken, domestic, aristocracy, savings-bank, 
 circumstantial, (4) southern, suggestion, subjection, September, 
 satisfactory, certificate, understood, San Francisco, distinct, 
 youngest, first (833), (5) next, longest, amongst, almost, circum- 
 stance, describe, described, description, surprise, experience, 
 intelligence, (6) responsible, responsibility, indispensable, super- 
 ficial, consequence, United States. 
 
 546. Breve-s in Phrases. The words as, has, is, and 
 his, and us after breves, may be added by breve-s. 
 
 547. Breve-sez in Phrases. The words as, has, is, and 
 his may be added by changing breve-s to breve-sez. 
 
 548. Breve-est in Phrases. The words the, it, and to 
 may be added by changing breve-s to breve-est. 
 
 549. Breve-ster in Phrases. The words there, their, 
 and they-are may be added by changing breve-s to 
 breve-ster. The word store is also sometimes written 
 with breve-ster. For additional use of this breve, see 
 the word other under Phraseography. 
 
 Examples : 
 
 ri.v..L. 
 
 V-L-. 
 
 b o 
 
 /. L * * * ' \*' O 
 
 CL> VD^ b" " 0"0' 
 
 ^ . 
 
 -(?=> &
 
 208 
 
 ART OF PHONOGRAPHY. 
 
 KEY. (1. 1). As fast as, as much as, as well as, has not, has 
 been, it is not, his own, as has, as is, as his, is as, is his, (2) as 
 soon as, this has been, it is said, as the, as to, as it is, is the, is 
 to, is it as, it is the next, that is to say; as their, as there is, is 
 their, is there not, (3) because there is, where is there ; book 
 store, segar store, shoe store, dry goods store, clothing store. 
 
 550. How the Detached Breves are made. In writing 
 the detached circle and loop breves, begin at the 
 upper right hand part, and move the pen over to 
 the left. The direction should be opposite to that of 
 the hands of a watch, as you look at it. 
 
 EXERCISES ON THE CIRCLES. 
 
 FIFTY-EIGHTH BEADING EXERCISE.
 
 EXERCISES ON THE CIRCLES. 
 
 209 
 
 <S ^ 
 
 
 FIFTY-EIGHTH WRITING EXEECISE. 
 
 551. A Quixotic old man from Nova Scotia thought his name 
 was Christopher Columbus. Thomas Davis has a nice house 
 close by ours. Mr. Morris comes from Boston every Tuesday 
 and goes back Saturday. Shrewsbury oysters resemble gold 
 slightly but will hardly pass as such. A villainous rascal from 
 Elizabeth pursued the dismal damsel through the swampy pasture. 
 Miss Sarah Smith lives in Cincinnati but occasionally spends six 
 months in Kansas City, Missouri. Syracuse, a city situated in 
 Central New York, is celebrated for its salt works. Some mis- 
 chievous boys disturbed a nest of venomous wasps, and they 
 stung Mrs. Thomas and the Misses Matthews most terribly. Mr. 
 Pasko, though not a pessimist, thinks and says the pesky mo- 
 squito is a positive annoyance. Grass grows fast after summer 
 rains. The supply of summer squash is almost exhausted. The 
 II
 
 210 ART OF PHONOGRAPHY. 
 
 execution was returned unsatisfied. The soldier took his knap- 
 sack from his back. Counsel for plaintiffs moves for a nonsuit. 
 The codicil makes James Jones sole residuary legatee. After 
 rations sometimes come orations. 
 
 LESSON XLIX. 
 CURLS FOR THE NASALS EN AND ING. 
 
 FINAL CURLS. 
 
 552. The En-curl. The consonant n may be added 
 after final breves es, est, and ster, by continuing the 
 circle or loop beyond the point of its finish, and form- 
 ing a small semicircular curl on the opposite side 
 of the outline to which it is joined. 
 
 553. The Ing-curl. After the loops (breves est and 
 ster) this same curl-sign may also be employed, with- 
 out danger of ambiguity, to indicate the syllable ing. 
 That is to say, if care is taken to use the curl after 
 breve-s always for n never for ing it may be em- 
 ployed indiscriminately for n and ing after both the 
 loops ; and the results will take care of themselves. 
 
 554. The Reason of this is the fact that proper names seldom 
 if ever terminate in "s-t-i-n-g,"but occasionally do in " s-t-o-n"; 
 while words that are not proper names, with one exception (pis- 
 ton), never end in " s-t-o-n," but very frequently do end in 
 " s-t-i-n-g." Now, as ordinary words and proper names are al- 
 ways easily distinguishable from each other by the context, it 
 follows that this dual use of the curl (for n and ing") can do no 
 possible harm, and, at the same time, will furnish a large num- 
 ber of greatly improved word-outlines. 
 
 555. Used Medially and with Final Breve-s. The final 
 curl may be used in the middle of outlines, and may 
 take on the breve-s, as in the formation of plurals, the 
 possessive case, and the present tense of verbs.
 
 CURLS FOR THE NASALS EN AND ING. 
 
 211 
 
 556. Curl for "ing" in Final Hooks. The use of the curl 
 for ing is also allowable, in a few cases, in connection with 
 final hooks, even when there is no circle intervening. The curl 
 may be turned either on the outside or on the inside of the tip 
 of the hook. This use of the curl on hooks for final ing should 
 only be resorted to when the position of the hook precludes the 
 joining of the stem Ing. 
 
 Examples : 
 
 V 
 
 vSO* 
 
 chasten seizin prison Henderson Peterson Preston western 
 
 coasting feasting mustering masonry dozens Wilson's listens 
 
 puissance castings referring serving apportioning pensioning 
 
 FIFTY-NINTH READING EXERCISE. 
 
 ,. QL_, 
 
 o 
 
 <r~e 
 
 . / '^_, 
 p =<Cr"- -^rvr 
 
 TS 1 ^T <^' .-^ 
 
 Qe r* -
 
 12 ART OF PHONOGRAPHY. 
 
 FIFTY-NINTH WRITING EXERCISE. 
 
 
 
 557. Dozen, poison, oxen, rosin, risen, chosen, basin, cousin, 
 raisin, Addison, cozen, fasten, Orson, weazen, mason, hyson, 
 loosen, moisten, mizzen, lesson, assassin, arisen, Amazon, Jack- 
 son, vixen, Madison, damson, venison, toesin, moccasin, Rem- 
 sen, Jamieson, diocesan, person, blazon, Gleason. frozen, treason, 
 Emerson, brazen, christen, glisten, flaxen, imprison, Jefferson, 
 crimson, emblazon, mizzenmast, messenger, arsenic, eleemosy- 
 nary, Watson, Wattersoii, medicine, jetson, Wesson, flotson, 
 Hudson, grandson, Samson, Saxon, Stimson, Johnson, Patterson, 
 Princeton, Hanson, Benson, Wisconsin. 
 
 Posting, resting, hoisting, casting, attesting, assisting, burst- 
 ing, frosting, investing, interesting, blasting, requesting, foster- 
 ing, disgusting, pestering, dozens, fastens, license, cousins, 
 Thompson's, hustings, hastens, poisons. 
 
 [Atchison, chasten, Jason, Edson, Edison, bison, boatswain 
 (bos'n), cozen, reason, resin, Anson, arson, hasten, listen, Dob- 
 son, Dixon, denizen, bedizen, parson, benison, prison, Nixon, 
 Tennyson, Robinson, Nicholson, Richardson, Robertson, Mor- 
 rison, Manson, Anderson, Clarkson, Atkinson, Cuthbertson, 
 artisan, nonsense. 
 
 Jesting, toasting, dusting, pasting, basting, boasting, accost- 
 ing, coasting, roasting, roosting, fasting, feasting, arresting, 
 wasting, lasting, listing, ballasting, molesting, outlasting, di- 
 vesting, infesting, twisting, festering, mustering, bolstering, 
 registering, arsenal.]
 
 CURLS FOB THE NASALS EN AND ING. 213 
 
 LESSON L. 
 
 INITIAL CURLS. 
 
 558. Curl for "in," "en," or "un." Before the initial 
 breve-s of any stem of the Sper-series (527, 528), and 
 before an initial breve-s on any curved stem that is 
 formed by a movement corresponding with that of 
 the hands of a clock, as Ish, Es, Er, Em, Lee, etc. 
 (125), either in, en, or un, may be joined by a cnrl 
 turned on the opposite side from the circle. Exam- 
 ples: 
 
 Y 
 
 L_ 
 
 instruct inseparable inscribe unceremonious unseemly enslave 
 559. Curl for " in ", etc., in Hooks. Because of the 
 impossibility of joining the stem En before Fel, Vel, 
 Twee, and Dwee, it is allowable, in order to secure 
 briefer and better outlines for certain words, to pre- 
 fix either in, en, or MM to those and other stems by 
 means of an initial cnrl turned on the inside of the 
 hooks (903). Examples : 
 
 inflame involve envelop unfledged untwist indwell 
 SIXTIETH READING EXERCISE. 
 
 X x 
 
 ^ ^ v v ---^ 
 
 y "} } * 
 
 ay^--< " >, *? ..^ r> ..^\-... 
 
 d V \ -if? 'ft 't- i XT 
 
 *? *; HF~Y~j
 
 214 
 
 ART OF PHONOGRAPHY. 
 
 jfc <$^> ^b 
 
 SIXTIETH WRITING EXEECISE. 
 
 560. Instructive, instructor, inspire, instructed, inspiring, in- 
 strument, instructing, inspired, instruction, instrumentation, 
 inspirited, inspiration, inscribing, insecure, insuperable, inse- 
 curity, inscrutable, insecurely, incise, insomnia, insulation, insu- 
 late, insulted, insatiable, insulator, insolence, insular, incised, in- 
 solent, enslavement, unstring, unscrewed, unstrung, unstrained, 
 unscrewing, unscrew, unstratified, unscrupulous, unsportsman- 
 like, unsociable, unceremoniously, unscriptural. 
 
 Inflammatory, inflaming, innate, inflation, inflamed, inflam- 
 mable, inflected, inflating, inflexible, infliction, influx, inflict, 
 influenza, invalid, invalidity, invaluable, invalidate, involved, 
 unflagging, enveloped, untwisting, involuntary, invulnerable, 
 unflinching, envelopment, involution. 
 
 [Inflame, inflamer, inflammability, inflammation, inflatable, 
 inflated, inflationist (-St struck upward), inflatus, inflect, inflec- 
 tion, inflectional, inflex, inflorescence, inflow, invalid, invalida- 
 tion, involucre, involute, involvedness, involvement, unfledged, 
 unflesh, unfleshly, unassailable.]
 
 THE ISHUN HOOK. 215 
 
 LESSON LI. 
 THE ISHUN HOOK. 
 
 561. Shun-hook and Breve-s. A hook joined after 
 a final breve-s, and turned on the same side of the 
 stem as the circle, represents the terminal syllables 
 tsliun, izhun, ashun, and eshiin, in such words as posi- 
 tion. i>hyxici<tn, recision, pulsation, possession, etc. 
 
 562. Name of Hook. This hook, thus joined after breve-s, 
 is called the "Ishun-hook." It is the same as the Shun-hook 
 with a circle included, except that, not being required for str 
 (516), it is also used for Ishun on the Ter-hook side of ens- 
 stems. 
 
 563. Size of the Ishun-hook. The Ishun-hook may be made 
 the size of the Shun-hook; but as it can be mistaken for no 
 other hook, it is allowable to reduce its proportions a little, ac- 
 cording to the taste or convenience of the writer. 
 
 Examples : 
 
 position incision taxation dispensation concession procession 
 564. Used Medially. The Ishun-hook is sometimes fol- 
 lowed, in the same outline, by a stem-sign, and also by breve-s. 
 See last four words in the reading exercise. 
 
 SIXTY-FIEST' BEADING EXERCISE.
 
 216 ART OP PHONOGRAPHY. 
 
 SIXTY-FIRST WRITING EXERCISE. 
 
 565. Possession, excision, recision, decision, accession, cessa- 
 tion, position, musician, physician, deposition, pulsation, lux- 
 ation, imposition, repossession, vexation, annexation, canoni- 
 zation, authorization, relaxation, acquisition, precision, equali- 
 zation, proposition, colonization, inquisition, interposition, meta- 
 physician, malversation, intercession, pulverization, requisition, 
 naturalization, succession, disposition, supposition, sensation, 
 exposition, symbolization, crystallization, solemnization, cica- 
 trization, processional, sensational, processions, transitional. 
 
 [Disquisition, juxtaposition, preposition, apposition, indis- 
 position (Nds-Pzshn 3 ), extravasation (sTr a -Vsshn), inspissa- 
 tion, recession, precession, abscission, laxation, malaxation, 
 fixation, elixation, spiritualization, organization, alcoholization, 
 amortization.]
 
 PAET FOURTH. 
 
 ABBREVIATION, WORD-FORMS, ETC. 
 LESSON LIL 
 
 BREVE SIGNS FOR WAY, YAY, AND HAY. 
 
 566. Besides the heavy stems Way, Yay, and Hay, 
 for the sounds of w, y, and h, breve-signs for writing 
 these consonants are also provided as follows : 
 
 567. Breve-way. W may be written with a small 
 semicircle, attached to a consonant-stem, and opening 
 either to the right or to the left, according to which 
 position gives the easiest junction with such stem. 
 When used initially, except before horizontals, it is 
 generally made to open rightward. But in the mid- 
 dle of outlines, it is frequently turned the other way. 
 This sign is usually called " Breve- way." 
 
 568. Breve-yay. T may be written with a small 
 semicircle, attached to a consonant-stem, but opening 
 either upward or downward, according to which posi- 
 tion gives the easiest junction with such stem. This 
 sign is usually called " Breve-yay." 
 
 Examples : 
 
 wage wig worry wing wiggle youth yoke yarrow yank 
 
 217
 
 218 ART OF PHONOGRAPHY. 
 
 569. Breve-hay. H may be written with a short, 
 light tick-sign, attached to a consonant- stem at either 
 end, being made either perpendicular or horizontal, 
 according to which position gives the easiest junction 
 with such stem. Used initially before the stems En 
 and Ing with simple beginnings, it is struck vertically 
 upward. It is also written upward in the middle of 
 the outlines of a few words, to avoid using the stem 
 Hay. This sign is usually called " Breve-hay." Ex- 
 amples : 
 
 hedge hook hurry hush hum hole honey hang hurl hovel 
 
 570. Breve-hay before Initial Hooks. While it makes no 
 difference, so far as principle is concerned, which direction 
 (perpendicular or horizontal) is given to breve-hay before stems 
 with initial hooks, in practice it is found that the one which 
 makes the sharpest angle of junction with the hook usually 
 gives the best results. This is invariably true of the small 
 hooks, but not of the large hooks. The downward breve should 
 be used before Chel, Jel, Cher, Jer, Tel, Del, Ter, Der, Pel, Bel, 
 Per, Ber, Fel, Vel, Fer, Ver, Sher, Zher, Es'r, Zer, Nel, Ing 5 ! ; 
 the rightward breve, before Kel, Gel, Ker, Ger, Reel, Mer, Ner, 
 Ing'r, Ish'l, Zhel, Ess'l, and Zel; and the upward breve before 
 Mel. 
 
 571. Stem-signs instead of Breves. At the beginning of 
 outlines of words with initial vowels, and at the finish of out- 
 lines of words that end with vowel-sounds, as a rule the stem- 
 signs of these consonants must be used and not the breves ; as 
 the words awake, Owego, Owosso, Ayora, Ahern, Ahab, O'Hara; 
 Kanawha, Himalaya, somehow, LeltigJi, Mayhew, etc. 
 
 572. Before S or z Sound. So, too, before the consonant s 
 or z, the stem-signs are generally used, as in the words wise, 
 wasp, west, yes, usage, house, haze, hasp, husk, Hazlitt, hustle, 
 hostler, huzza, hussy, hazy, etc. There are, however, a few ex- 
 ceptions, such as hospital and husband, with their derivatives, 
 whose outlines begin with downward breve-hay followed by
 
 BREVE SIGNS FOR WAY, YAY, AND HAY. 219 
 
 breve-s, although there is no place in which to write the sign of 
 the intervening vowel. 
 
 573. It is optional with writers whether they employ the stem 
 or the breve sign for h before En and Ing with simple beginnings, 
 as in writing the words hinge, hung, etc. But if the breve is 
 used it should be struck vertically upward ; or, if it be inclined 
 at all, it should be toward the slant of Pee rather than toward 
 that of Chay. 
 
 574. The rule that stem /, when standing alone, should be 
 written upward (86), does not apply when it is preceded by 
 breve-hay (312). See outlines of hall, hale, etc. 
 
 575. Dot-sign for Hay. Before the stems Pee and 
 Bee at the beginning of words, and occasionally be- 
 fore those and other stems in the middle of words, h 
 may be written with a light dot placed near the suc- 
 ceeding vowel. This sign is called " Dot-hay " or 
 " Hay-dot." Examples : 
 
 :>:...:\...x. .x 
 
 happy hop heap hope hub mishap apprehension 
 
 576. Breve-way for Syllable "way." Breve-way, 
 however, notwithstanding the general rule at 571, 
 may sometimes be used to represent the terminal syl- 
 lable way, especially when it will make a better junc- 
 tion with the preceding consonant sign than the stem 
 Way ; as in the outlines of the words gate-way, by- 
 ii'dt/, h(><nhrtn/, RocJcaivay, etc. 
 
 577. Breve-yay for Syllable "U." Breve-yay, be- 
 sides representing the simple consonant y,\s frequently 
 used for the sound u, when it alone forms a distinct 
 syllable ; as in the words u-tiUty, eu-Iogy, eu-phony, em- 
 it-late, er-u-dition, U-tica, U-lysses, etc. 
 
 578. "Uation." Breve-yay and the Shun-hook may 
 be blended together, to represent the termination ua- 
 tion, in such words as valuation, insinuation, etc., in the
 
 220 ART OP PHONOGRAPHY. 
 
 manner shown in the outlines of those words in the 
 reading exercise. 
 
 579. Breve-s may be Joined to breves way and yay, 
 both initially and finally, by turning the circle inside 
 of the semi-circle; as shown in the words switch, 
 Sweden, by-ivays, values, etc., in the reading exercise. 
 
 580. Breve-hay may be Joined initially to breve-way, 
 in words like whiff, wheaten, Whedon, whirl, etc. But 
 generally in such cases the outlines are sufficiently 
 complete for legibility with the aspirate omitted. 
 
 581. Hook-breve for W on Lee. A more facile form 
 than Wei (414, 417) for the combination ^vl, in writ- 
 ing such words as well, wealth, ivill (n.), welcome, Walter, 
 etc., is provided by using Lee with a large initial hook 
 for wl. In form it is identical with Leel (417) ; but 
 as Leel is seldom used, except in words commencing 
 with il (782), no conflict can arise from employing 
 the stem for both U and wl. And by so doing we ob- 
 tain a desirable means of distinguishing by difference 
 of outline as well as of position such opposites as ill, 
 tvell ill-bred, well-bred ill-favored, icell-favored, etc. 
 
 582. Name. The name for this character is Weel. 
 
 583. " Wh." The horizontal breve for li may be joined ini- 
 tially to the stem Weel, in the outlines of such words as whale, 
 Wheel, etc. 
 
 584. The aspirate may als ~> be prefixed to Weel by shading 
 the hook. In practice, however, the h need seldom be indicated. 
 
 585. Dot Sign for "Ing." The terminal syllable 
 ing is sometimes written with a light dot placed at 
 the end of the preceding consonant-stem. 
 
 586. Name and Use. This sign is called "Dot-ing" or "Ing- 
 dot." It is used principally after shortened Tee, Dee, Pee, 
 Bee, El, Yay, Em, and Hay, as in the words trotting, deeding. 
 spiting, bedding, folding, yachting, meeting, hating; occasionally 
 after shortened Chay, Jay, Kay, and Gay, and after abbrevia-
 
 BREVE SIGNS FOR WAY, YAY, AND HAY. 221 
 
 tions, as in the words parting, coming, discharging, remarking, 
 belonging, etc. 
 
 587. The Dot-ing may also be used for the purpose of shorten- 
 ing outlines that would otherwise be inconveniently long ; as 
 the outlines of the words admonishing, indemnifying, etc. 
 
 588. The Syllable "Ings," under circumstances like 
 those stated in paragraph 586, may be indicated by 
 substituting breve-s for the Ing-dot ; as in the words 
 meetings, partings, belongings, etc. 
 
 Examples : 
 
 V O- X ^9-0- ~\. 
 
 petting bleeding hooting believing beginnings buildings 
 
 SIXTY-SECOND BEADING EXERCISE. 
 
 L* -1. 1....X ^ -- 
 
 ** " K V / <i *- 
 
 .-,-. - >^ /-- e 
 
 ?.i*...y/pr^ir..u 
 
 1- 'm..J--s t ..?i .ZZ.jr*. 
 
 !...S\ 
 
 >/ - -,xv~ 
 
 v \ |2L^ ^ u^. 
 
 ../-^-V---^--^--^ ^
 
 222 
 
 ART OF PHONOGRAPHY. 
 
 f 
 
 7*
 
 BREVE .SIGNS FOR WAY, YAY, AND HAY. 223 
 
 ..TT-.^^rrrrst .^;. .. . 
 
 SIXTY-SECOND WRITING EXERCISE. 
 
 589. Wedge, wide, weep, walk, wag, watch, week, web, 
 weighty, widow, wake, weak, withe, woof, wish, wave, wife, 
 weary, wedding, warren, width, wooden, wagon, widen, weaken, 
 waive, woven, wages, wax, washes, woman, woods, weaves, Web- 
 ster, bewitch, Lockwood, waggle, washing, keen-witted, zou- 
 ave, assuage, outwear, Schwartz. 
 
 Yesso, Yazoo, yam, yawp, yore, yellow, yelp, yankee, Yeddo, 
 Yadkin.
 
 224 ART OF PHONOGRAPHY. 
 
 Huge, Hayti, hog, hall, hull, heath, hatch, haughty, hawk, 
 hero, hill, hale, haul, hail, hive, Heine, hash, ham, hollow, hal- 
 loo, Hume, holy, whey, hung, hoof, hove, hiccough, harp, hor- 
 rify, heresy, healing, hackney, havoc, hearth, harangue, howl- 
 ing, Havana, hinge, homage, hammock, haunch, homeopathy, 
 hank, hemorrhage, hemp. Hanover, hidden, heathen, haven, 
 Helen, hyphen, heighten, horn, human, Hawthorne, hector, Han- 
 nibal, Hamlin, Hampton, Hamilton, hempen, hatchel, hobble, 
 hydra, hackle, haply, Hebrew, hover, heifer, Henry, hammer, 
 hosiery, hanger, humor, hedged, wheat, hanged, humid, herald, 
 hatred, hazardous, hideous, hazard, haberdasher, hoax, heaves, 
 heinous, harass, hearse, unhook, inhere, unhitch, unholy, may- 
 hem, inhale, Manhattan, inherent, Hottentot, humidity, Harri- 
 son, hereditary, hemisphere, horizon, horizontal, City-hall, homi- 
 cide, hemstitch, holiness, hogshead, homestead, Tomahawk, Ma- 
 honey, Gehenna, Mohawk, beehive, quahaug. 
 
 Hip, Hebe, hap, hoop, hobby, happiness, hopeful, happen, hy- 
 pocrisy, habitation, habitually, inhabit, habitual, inhabitants, 
 unhappy, hapless, whoop. 
 
 Highway, gateway, midway, Hathaway, alley-way, milky -way, 
 by-way, Eockaway, headway, hallway, half-way, pathway, Utah, 
 Europe, unique, Utica, euphony, Eugene, occupation, Eugenia, 
 attenuated, erudition, mortuary, emulate, estuary, Ulysses, value, 
 eulogistic, attenuation, infatuation, valuation, accentuation, in- 
 sinuation, swage, Sweden, switch, sweaty, swash, swathe, swath, 
 swift, values, by-ways, wheaten, whirl, whiff, Whedon. 
 
 Doubting, boating, yachting, hating, putting, trading, meet- 
 ing, estimating, elaborating, folding, protruding, strutting, meet- 
 ings, separating, beatings, headings, astonishing, beginning, 
 acknowledging, becoming, belonging, exchanging, belongings, 
 discharging, correcting, developing, differing, establishing, col- 
 lecting, delivering, describing, endeavoring, giving, neglecting, 
 parting, publishing, remarking, speaking, manufacturing, prac- 
 ticing, recollecting, representing, thinking, objecting, admon- 
 ishing.
 
 ORDINARY LETTERS BY PHONOGRAPHIC SIGNS. 225 
 OEDINARY LETTERS BY PHONOGRAPHIC SIGNS. 
 
 590. The phonographic equivalents of the letters of the 
 ordinary English alphabet, as they are variously sounded in 
 words of the language, are shown in the table below. A few 
 instances that are rare or exceptional have been purposely 
 omitted. The table will be found convenient for reference, 
 and a careful study of it will aid learners considerably in deter- 
 mining the correct pronunciation of words, from the way their 
 sounds are indicated in the dictionaries. 
 
 591. The regular Phonographic Vowel-Scale of only sixteen 
 signs (see p. 36) falls a little short of providing a sign for every 
 vowel-sound in the language ; hence it becomes necessary in a 
 few instsinces to employ a single vowel-sign to represent more 
 than one vowel-sound. Thus, the light dot in the first-place is 
 used for the three sounds of a heard in the words at, ask, and 
 air ; the light dash in the second-place, for the sounds of u in 
 the words up and fur ; and the heavy dot and heavy dash of 
 the second-place are made to do duty for both long and short 
 vowels (a-a, 6-6), as heard respectively in the words ale- 
 setmtc, old -obey. 
 
 59'2. Then, on the other hand, the sound of e in term (e) and 
 its precise equivalent, the sound of i in mirth (1), are pro- 
 vided with two signs, the light dot and light dash of the second- 
 place ; it being optional with the writer which shall be used. 
 Neither of the signs, with its ordinary sound, as heard in met 
 or but, exactly stands for the sound e-T, but as the dash-sign 
 (u) comes nearer than the dot (e) to representing the true sound 
 of e-f, the author has leaned towards its use. Still, it is 
 largely a matter of convenience which sign shall be employed. 
 Some words are more easily vocalized with the dash-sign (ii) 
 and others with the dot-sign (e). 
 
 593. In regard to the sound of the letter x, in such words 
 as exact, although lexicographers usually give it as gz, the 
 author is of the opinion that it is more properly pronounced 
 frr. Certain it is that the universal practice of phonographers 
 of all schools is to write x with Kess, and never with the heavy 
 stem Gess. For examples of outlines of words beginning with 
 ex, see, on page 180, the words examine, executor, execution, ex- 
 emption, except, excellent, examiner, exposure, executive, etc. 
 15
 
 226 
 
 ART OF PHONOGRAPHY. 
 TABLE OF EQUIVALENTS. 
 
 Letter. 
 
 Sound. 
 
 Word. Sign. 
 
 Letter. 
 
 Sound. 
 
 Word. 
 
 a for 
 
 a in 
 
 ale by 
 
 g for 
 
 g in 
 
 game " 
 
 a " 
 
 a " 
 
 senate " 
 
 g " 
 
 i " 
 
 gem u 
 
 a " 
 
 a " 
 
 at " ' 
 
 g " 
 
 zh " 
 
 rouge " 
 
 a " 
 
 a " 
 
 calm " 
 
 gh " 
 
 g " 
 
 ghost " 
 
 a " 
 
 a " 
 
 ask " 
 
 gh 
 
 f " 
 
 laugh " 
 
 a " 
 
 a " 
 
 care " 
 
 h " 
 
 h " 
 
 hay " 
 
 a " 
 
 e " 
 
 any " - 
 
 h " 
 
 h " 
 
 hook " 
 
 a " 
 
 a " 
 
 all " " 
 
 h " 
 
 h " 
 
 hedge " 
 
 a " 
 
 a " 
 
 wasp " 
 
 i <l 
 
 i " 
 
 ice " 
 
 b " 
 
 b " 
 
 bay " \ 
 
 i '" 
 
 i " 
 
 idea " 
 
 c " 
 
 k " 
 
 came " 
 
 i " 
 
 i " 
 
 it " 
 
 c " 
 
 s " 
 
 cease " ) 
 
 i " 
 
 i " 
 
 mirth " 
 
 c " 
 
 sh " 
 
 ocean " _J 
 
 i " 
 
 i " 
 
 pique " 
 
 c " 
 
 s " 
 
 cite " 
 
 i " 
 
 J " 
 
 jam " 
 
 c " 
 
 ch " 
 
 cello " / 
 
 k " 
 
 k " 
 
 kick " 
 
 ch " 
 
 ch " 
 
 check " / 
 
 1 " 
 
 1 " 
 
 lay " 
 
 ch " 
 
 k " 
 
 chasm " 
 
 m " 
 
 m " 
 
 may " 
 
 ch " 
 
 sh " 
 
 chaise " J 
 
 n " 
 
 n u 
 
 no " 
 
 d " 
 
 d " 
 
 day " | 
 
 n " 
 
 ng 
 
 ink " 
 
 d " 
 
 t " 
 
 liked " 
 
 ng " 
 
 ng 
 
 ring " 
 
 e " 
 
 e " 
 
 eve " . 
 
 " 
 
 " 
 
 note ' ' 
 
 e " 
 
 . i 
 
 evict " 
 
 " 
 
 6 " 
 
 obey " 
 
 e " 
 
 e " 
 
 met " 
 
 " 
 
 6 " 
 
 not " 
 
 e " 
 
 e " 
 
 term " -:: 
 
 " 
 
 6 " 
 
 or " 
 
 e " 
 
 .i " 
 
 English" .; 
 
 " 
 
 6 " 
 
 dog " 
 
 f " 
 
 f " 
 
 fife " V 
 
 " 
 
 a " 
 
 done " 
 
 Sign 
 
 J 
 
 r
 
 ORDINARY LETTERS BY PHONOGRAPHIC SIGNS 227 
 
 Letter. 
 
 Sound. 
 
 Word. Sign. 
 
 Letter. 
 
 Sound. 
 
 Word. 
 
 Sign. 
 
 o for 
 
 o in 
 
 move " 
 
 th 
 
 for 
 
 th in 
 
 then " 
 
 ( 
 
 o " 
 
 o " 
 
 wolf " 
 
 u 
 
 11 
 
 u " 
 
 tube " 
 
 9 
 
 00 " 
 
 o " 
 
 food " 
 
 u 
 
 tt 
 
 u " 
 
 tub 
 
 - 
 
 00 " 
 
 " 
 
 foot " 
 
 u 
 
 it 
 
 u " 
 
 urn " 
 
 - 
 
 oi " 
 
 oi " 
 
 oil " * 
 
 u 
 
 " 
 
 1 " 
 
 busy " 
 
 
 oy " 
 
 oi " 
 
 boy . " * 
 
 u 
 
 " 
 
 u " 
 
 full " 
 
 
 ow " 
 
 ow " 
 
 cow " L 
 
 u 
 
 " 
 
 79. " 
 
 use " 
 
 c 
 
 ou " 
 
 ow " 
 
 out " L 
 
 V 
 
 it 
 
 v " 
 
 view " 
 
 v^ 
 
 p " 
 
 p " 
 
 pay " \ 
 
 w 
 
 ti 
 
 w " 
 
 way " 
 
 >y 
 
 ph 
 
 f " 
 
 phiz " V^ 
 
 w 
 
 u 
 
 w " 
 
 watch " 
 
 c 
 
 q " 
 
 k " 
 
 plaque " 
 
 w 
 
 it 
 
 w " 
 
 walk " 
 
 3 
 
 qu " 
 
 kw " 
 
 queen " <- 
 
 X 
 
 it 
 
 ks " 
 
 Vf&X " 
 
 p 
 
 r " 
 
 r " 
 
 roe " / 
 
 X 
 
 ti 
 
 kz " 
 
 exact " 
 
 o 
 
 r " 
 
 r " 
 
 oar " "^\ 
 
 X 
 
 ti 
 
 z " 
 
 xyst " 
 
 ) 
 
 s " 
 
 s "' 
 
 say " ) 
 
 y 
 
 ti 
 
 y " 
 
 you " 
 
 r 
 
 s " 
 
 s " 
 
 space " 
 
 y 
 
 u 
 
 y " 
 
 youth " 
 
 v 
 
 8 " 
 
 z " 
 
 ease " ) 
 
 y 
 
 it 
 
 y " 
 
 yam " 
 
 
 
 s " 
 
 z " 
 
 rose " 
 
 y 
 
 it 
 
 i " 
 
 my " 
 
 : 
 
 s " 
 
 sh " 
 
 sure " _J 
 
 y 
 
 it 
 
 i " 
 
 sylph " 
 
 .1 
 
 8 " 
 
 zh " 
 
 leisure " _^ 
 
 y 
 
 it 
 
 e " 
 
 myrrh " 
 
 -;! 
 
 t " 
 
 t " 
 
 tone " | 
 
 z 
 
 u 
 
 z " 
 
 zone " 
 
 ) 
 
 th " 
 
 t " 
 
 thyme " | 
 
 z 
 
 it 
 
 z " 
 
 maze " 
 
 
 
 th " 
 
 th " 
 
 thin " ( 
 
 z 
 
 (i 
 
 zh " 
 
 azure " 
 
 J
 
 228 ART OF PHONOGRAPHY. 
 
 HOW TO WRITE UNACCENTED VOWELS. 
 
 594. In copying matter, written or printed in the ordinary 
 way, into fully vocalized phonography, for the purpose of prac- 
 tice, great pains should be taken by the learner, before writing 
 the signs of a word, to make sure that his analysis of its sounds, 
 both consonant and vowel, is entirely accurate. In doing this, 
 reference to the dictionary should be made; and generally it 
 will be found that the instruction there given is amply suffi- 
 cient. At least, so far as the consonant elements and the ac- 
 cented vowels are concerned, it may always be relied upon. 
 
 595. But, in respect to the pronunciation of vowels in unac- 
 cented syllables, which are as a rule very lightly spoken, none 
 of the dictionaries is at all times a satisfactory guide. In many 
 instances either the pronunciation of the vowel is not indicated 
 at all, or else its letter is marked as being "obscure" thus 
 giving no information which will at all aid us in selecting the 
 proper vowel-sign and sometimes the correctness of the con- 
 clusions as to what the sounds really are is a little doubtful. 
 Therefore a few suggestions on the subject of the unaccented 
 vowel-sounds and their proper representation by phonographic 
 characters may be of service to the student. Taking up the 
 vowel-letters in their alphabetic order, and considering them 
 in all their various phases as exhibited in syllables other than 
 those which receive the tonic accent, we reach the following 
 results : 
 
 "A" IN UNACCENTED SYLLABLES. 
 
 596. The letter a has the sound of a (a in at), and should be 
 written with the light-dot a, in most initial unaccented syllables 
 ending with a consonant, as in ab-hor', ab-jure', ac-count', ad- 
 di'tion, af-fect', ag-grieve', al-lege', am-bi'tion, an-gel'ic, ap- 
 os-tol'ic, ar-range', as-cribe', at-tack', av-a-ri'cious, etc. In a 
 few words, before r, it has the sound of a, and should then be 
 written with the heavy-dot a, as in ar-cade', ar-bo're-al, etc. 
 
 597. A has the sound of a (a in ask), and should be written 
 with the light-dot a, in the following cases : 
 
 1. When it either constitutes or ends an unaccented syllable, 
 either initial, medial, or final; as in the words a-bet', a-bove', 
 a-cad'e-my, Ba-va'ri-an, ma-chine', ca-noe', na-tiv'i-ty, pa-
 
 HOW TO WRITE UNACCENTED VOWELS. 229 
 
 thol'o-gy, era-vat', pla-ton'ic, sal'a-ry, par'a-graph, mas'sa-cre, 
 ma-hog'a-ny, pa-pil'la, sa-git'ta, Ha-don'na, al'ge-bra, cu'po-la, 
 quo'ta, etc. 
 
 2. When it occurs in final or medial unaccented syllables 
 ending with H, /, nt, nee, nd, s, ss, st, p or ph or ff, m, or d; as 
 in the words vet'e-ran, ten'an-cy, por'tal, sig'nal, dis'tant, 
 sub'stance, thou'sand, at'las, tres'pass, stead'fast, jal'ap, ser'- 
 aph, dis'tff, myr'ifld, etc. In the dictionary this sound in such 
 syllables is usually (though not always) indicated by italic a 
 instead of a. 
 
 598. Exceptions. A has the sound of a (a in senate), and 
 should be written with the heavy -dot a, in unaccented endings 
 ace, age, and ate (terminating nouns), and when it occurs be- 
 fore another vowel; as in the words pal'ace, bond'age, des'o- 
 late, a-e'rial, cha-ot'ic, etc. 
 
 599. Short Sound of "ai" ("ay"). The regular long 
 sound of ai (ay) is a, as in bail, main, lain, laid, day, tray, etc. ; 
 therefore, it would seem that the natural short sound of ai (ay) 
 must be either e or a, according as the syllable is closed with 
 a consonant or is open. And in the words say(sa,), says(sez), 
 said(sed), J/ON(7rti/(mun'da), etc., we have this theory of the 
 nature of the sound exactly illustrated. And yet, in the dic- 
 tionary, the sound of ai in slightly accented syllables, especially 
 in words ending with ain, is usually marked as ?, as in wassail 
 (-sil), porcelain(-Tln), villain, chaplain, chamberlain, chieftain, 
 fountain, mountain, captain, certain, curtain, etc. The phonog- 
 rapher, however, is recommended to use the .second-place dot 
 e for this sound, rather than the third-place dot i. 
 
 "E" IN UNACCENTED SYLLABLES. 
 
 600. The letter e, unaccented, has the sound of e (e in elude), 
 and may as a rule be written with the heavy-dot e, (a) in most 
 initial or final syllables which either consist of or end with e 
 sounded, and (b) before another vowel ; as in e-con'o-my, e-duc'- 
 tion, e-las'tic, e-pit'o-me, be-calm', be-low', de-mean', se-cure', 
 ac'me, vi'ce, sys'to-le, e-o'li-an. 
 
 601. Exceptions. When, however, (a) the e-sound is very 
 brief, or (b) the word is a derivative from a word in which the 
 sound of the e is short (S), or (c) if the outline is such that the
 
 230 ART OF PHONOGRAPHY. 
 
 third-place e-dot would be thrown into an angle, the second- 
 place light-dot e should be used instead; thus, pe-ti'tion, me- 
 tal'ic, re-spect', re-ceipt', etc. 
 
 602. "E" in Closed Syllables. Usually the letter e, in 
 unaccented syllables ending with a consonant-sound, has the 
 short sound e, and is written with the light-dot e ; as in em- 
 bez'zle, em-a-na'tiou, glad'ness, mar'ket-a-ble, leg-is-la'tion, 
 etc. The obscure sound of e before n, in such words as pru'- 
 dent, de'cen-cy, etc., if indicated at all, should be written with 
 the dot e. 
 
 603. " E " in Medial Open Syllables. In unaccented me- 
 dial syllables, consisting of or ending with e sounded, the letter 
 has a brief e-sound, but it is better in phonographic writing to 
 indicate it. with dot e instead of dot e; as in the words com'e- 
 dy, di-am'e-ter, in-dig'e-nous, Sen'e-ca, Pen'te-cost, etc. ; writ- 
 ing them respectively comedy, diameter, indigenous, Seneca, 
 Pentecost, etc. 
 
 t{ l" IN UNACCENTED SYLLABLES. 
 
 604. The letter i, unaccented, usually has the sound of i (i in 
 ill), and should be written with the light-dot i, as in the words 
 di-vide', fit-nance', o'ri-ent, e-ter'ni-ty, im-i-ta'tion, in-di-vis-i- 
 bfl'i-ty, m-ci-den'tal, in-tim-i-da'tion, ig-nite', cab'in, pac'i-fy, 
 etc. 
 
 605. In unaccented initial syllables which either consist of or 
 end with i, the letter has the sound of i (i in idea), and should 
 be written with the sign of the diphthong I ; as in the words 
 i-am'bic, i-de'al, i-on'ic, i-den'ti-ty, bi-ol'o-gy, tri-bu'nal, etc. 
 But in I-tal'ian the i is short, and should be written with the 
 dot I. 
 
 "O" IN UNACCENTED SYLLABLES. 
 
 606. The letter o, unaccented, has the sound of 6 (o in obey), 
 and should, as a rule, be written with the heavy-dash 6, (a) in 
 most syllables, whether initial, medial or final, which either 
 consist of or end with o, and (b) before another vowel ; as in 
 6-blige', 6-ri'on, 6-ol'o-gy, 6-rig'i-nal, cu'po-la, etc. But when 
 the o sound is quite brief and not very distinct, it is better to 
 write it with the dash 6 ; as in e-con'o-my, etc.
 
 HOW TO WRITE UNACCENTED VOWELS. 231 
 
 607. "0" in Closed Syllables. In syllables ending with 
 consonants, unaccented o usually has the sound o (o in odd), and 
 should be written with the light-dash 5, as in <5b-liv'i-on, dom-i- 
 na'tion, etc. Before r it has the sound of 6 (o in orb), and should 
 be written with the heavy-dash a or 6, as in or-dain', 6r-gan'ic, 
 6r-thog'ra-phy, etc. Sometimes it has the sound of u (u in up), 
 and then it should be written with the light -dash u ; as in bom- 
 bard' (bum-bard'), etc. 
 
 608. In the dictionary this letter, in final syllables (except 
 before r), is marked as having the sound of u, and before r, the 
 sound of e ; as in method (meth'ud), hillock (hll'uk), atom (at'- 
 urn), felon (fel'un), bishop (bish'up). pilot (pi'lut), author 
 (a'ther), tailor (ta'ler), etc. It is recommended that the learner 
 do not follow this pronunciation in writing phonography, but 
 that he write these vowels with the light-dash o. 
 
 U U" IN UNACCENTED SYLLABLES. 
 
 609. When the letter u of itself constitutes an unaccented 
 syllable, it has the sound of ydo, and is written as follows : (o) 
 At the beginning of words, always with the stem Yay and the 
 light-dash do, as in u-nite', and, (6) in the middle of words, 
 sometimes with breve-yay joined in the outline, as in in-sin'u-ate, 
 val'u-a-ble, etc., and sometimes by the sign for the diphthong 
 EW at the side of the outline, as in pop'u-late, stip-u-la'tion, 
 ed-u-ca'tion, etc. 
 
 610. In open syllables commencing with a consonant, un- 
 accented u has the sound of 106, and is always written with the 
 EW-sign, as in the words am'pu-tate, ar'gu-ment, etc. 
 
 "Y" IN UNACCENTED SYLLABLES. 
 
 611. The letter y, used as a vowel and unaccented, has the 
 sound usually of i or y (y in pity), and is written with the light- 
 dot i, as in cop'y, cit'y, y'cleped (i-klept), ytter'bic (it-ter'bik), 
 ethyl (eth'il), etc. In a few words y has the sound of 1, as hy- 
 e'na, my-ol'o-gy, etc. 
 
 WHEN IN DOUBT USE SHORT-VOWEL SIGN. 
 
 612. When in doubt as to what the exact sound of a vowel- 
 letter in an unaccented syllable is, it is generally safe to treat
 
 232 ART OF PHONOGRAPHY. 
 
 it as the short sound of that letter (that is, as either a, e, t, 0, 
 u, or y), and to write it in phonography with its proper short- 
 vowel sign. The following words will illustrate this rule suffi- 
 ciently to make it understood: mortal, metal, vacancy, loyal, 
 guidance, breakfast, madam, infant ; defer, enlarge, ended, rivet, 
 inference, prudent ; pacify, divide, eternity, horrible ; mirror, 
 sailor, atom, collect; circus, pious, gracious. 
 
 613. Primitive Word Controlling. Sometimes the prim- 
 itive word will control as to the derivative ; thus, dis-pos-sess', 
 because of pos-sess', and dis-po-si'tion, because of po-si-tion. 
 
 LESSON LIII. 
 COM, CUM, CON, AND COG. 
 
 614. "Kom," "kum," " kon," " kun," or " kong." When 
 a word commences with one of these syllables which 
 are here spelled according to sound its outline is 
 frequently abbreviated by omitting the consonant- 
 signs of this initial syllable, and simply writing the 
 remainder of the outline in the most convenient way. 
 Examples: "kom," COMpel, Pee-El; "kum," COM- 
 pany, Pee-En; "kum," CUMbersome, Ber-sem; "kon," 
 CONtain, Ten; "kun," CONstable, Stee-Bel; "kong," 
 CONgress, Ores, etc. 
 
 615. How the Syllable is Indicated. The syllable that 
 is thus omitted from the first part of the outline is, 
 however, usually indicated in one of the following 
 ways: 
 
 I. By placing a light dot near the beginning and 
 in line with the first stem of the abbreviated outline ; 
 thus, 
 
 combination company cumbersome constable congress
 
 COM, CUM, CON, AND COG. 233 
 
 II. By simply writing the abbreviated form, with- 
 out the dot, close to the outline of the next preceding 
 word; thus, 
 
 I V- '-S 
 
 they-complained it-contained large-congregation in-connection 
 
 This latter mode is called " indication by proximity." 
 
 616. It is entirely optional with the phonographer which mode 
 of indication he will use ; and one may be employed at one time, 
 and at other times the other mode may be adopted, according to 
 which best suits the occasion. 
 
 617. But those who prefer to write all of their outlines quite 
 near together, will find it safer to most generally use the dot ; 
 as in very close writing "proximity" could hardly be made dis- 
 tinguishable from the ordinary space between words. 
 
 618. Sometimes not Indicated at all. Then, again, in 
 many instances the omitted initial syllable need not be indicated 
 at all, either by dot or proximity, the remaining abbreviated out- 
 lines of themselves having sufficient individuality to insure per- 
 fect legibility. The following words and their derivates are 
 examples of this kind: oombttttion, commercial, compensate (Pens- 
 Tee), compliment, compunction, conference, confine, confiscate, 
 confederate, consider, constitution, contemplate, contingent, contra- 
 distinguish, contrary, conversation, etc. 
 
 619. In the Middle of Words any of these syllables, 
 com, cum, con, etc., and also the syllable cog, may be 
 indicated by proximity ; thus, 
 
 IX L- ?L ^-s 
 
 % 
 
 decompose discontent incomplete inconstant incumbent 
 
 LN ...^. 
 
 disencumber unconscious recognition reconcile reconvey 
 
 620. And sometimes, in the middle of words, even 
 proximity itself is omitted, and the latter part of the
 
 234 ART OF PHONOGRAPHY. 
 
 outline joined to the first, without removing the pen 
 from the paper ; thus, 
 
 accommodation inconsistent inconsiderable circumference 
 
 621. Order of Writing. The dot-sign for com, con, etc., may 
 be written either before or after writing the abbreviated out- 
 line of the word, according to convenience. If the beginning 
 of the first stem is " simple," or if it commences with a small 
 hook or small circle, as in the words compose, complexion, con- 
 gratulate, conspire, etc., it is usually best to write the dot first. 
 But if the first stem begins with a large hook or large circle, as 
 in the words conflict, conquest, consistent, etc., it is better to write 
 the dot last. 
 
 SIXTY-THIRD BEADING EXERCISE.
 
 COM, CUM, CON, AND COG. 
 
 235 
 
 > 
 
 ?i .. 
 
 ix 
 
 . 
 
 .I. 
 
 y ' 
 
 '
 
 236 ABT OF PHONOGRAPHY. 
 
 SIXTY-THIRD WRITING EXERCISE. 
 
 622. Committee, common, commit, comity, convey, compe^ 
 confer, condemn, compare, convict, commune, commission, con- 
 vene, combine, confine, contain, concave, compassion, confusion, 
 condition, commutator, competition, commendation, conjecture, 
 convention, commentator, communication, compunction, com- 
 panion, conditional, compassionate, confessional, component, 
 commercial, confectioner, conveniently, composure, commis- 
 sioner, contempt, communicate, confidence, conjugate, com- 
 manded, competent, committed, confute, comment, compete, 
 command, commending, competitor, combative, compatible, 
 commandment, combined, convened, compound, confound, com- 
 pouuder, commander, compose, concise, conduce, confuse, com 
 merce, commencement, convinced, conference, conscience, 
 compasses, compensatory, compensation, combustion, compo- 
 sition, comply, control, converge, conquer, comptroller, con- 
 tractor, compliment, compromise, contribution, concurrent, 
 complexity, comprehend, conclave, conclusion, completion, 
 conversion, contrivance, congregatioualist, complainant, con- 
 verse, congressional, contrast, conversational, concurrence, 
 conversation, contradistinction, conquest, conclude, conflict, 
 completely, concrete, comfortable, comforter, comparatively, 
 complaint, contradict, confront, compartment, consultation, 
 concentration, consolation, constancy, consent, consult, con- 
 cert, conservatory, consist, consecutive, consols, consistent, 
 constituent, construe, constitutional, conciliation, consider, con- 
 strain, conscription, consecration, construction. 
 
 Discompose, incompetent, unconsciously, incumbrance, cir- 
 cumvent, reconstruction, unencumbered, uncommon, uncondi- 
 tional, accompany, circumscribe, in-consideration, circumjacent, 
 circumlocution ; recommend, incumbrances, recompense, incum- 
 bent, consideration, reconvey, unconditionally, discontented, 
 contend, reconcile, incongruous, recognizing, contention.
 
 PREFIXES AND SUFFIXES. 237 
 
 LESSON LIV. 
 
 PREFIXES AND SUFFIXES. 
 
 623. "Alogy." See Ology (642). 
 
 624. " Ble " and " Bly." Whenever, in making the out- 
 lines of the terminal syllables ble and bly, it is found 
 inconvenient to use the regular form Bel, as occurs 
 in writing such words as provable, fashionable-y, la- 
 mentable-y, sensible-y, etc., the simple stem Bee may 
 be employed instead. In case, however, complete 
 outlines be at any time needed, ble may be written 
 with Bee-El and bly with Bee-Lee. 
 
 625. " Bleness," " Fulness," " Iveness," and " Lessness." 
 These terminal syllables, in such words as teachableness, 
 usefulness, combativeness, carelessness, etc., may be ab- 
 breviated by writing them respectively with detached 
 Bess, Fess, Vess, and Lees. 
 
 SIXTY-FOURTH READING EXERCISE.
 
 238 
 
 ART OF PHONOGRAPHY. 
 
 SIXTY-FOUETH WRITING EXERCISE. 
 
 626. Lamentable, warrantable, insurmountable, fashionable, 
 exceptionable, unwarrantable, profitable, returnable, unprofit- 
 able-y, valuable, accessible, indigestible, inaccessible, permis- 
 sible-y, admissible, defensible, reversible, invincible, discernible, 
 explainable, forcible-y, attainable, incomprehensible, unattain-
 
 PREFIXES AND SUFFIXES. 239 
 
 able, incontestable, assignable, insensible-y, imponderable, sus- 
 tainable, sensible, improvable, sensibly. 
 
 Teachableness, salableness, changeableness, serviceableness, 
 variableness, perishableness, agreeableness, peaceableness, fa- 
 vorableness, corruptibleness, unsuitableness, culpableness, rea- 
 sonableness, advisableness, profitableness, responsibleness, 
 seasonableness. 
 
 Dolefulness, bountifulness, doubtfulness, cheerfulness, bash- 
 fulness, carefulness, hatefulness, plentifulness, powerfulness, 
 joyfulness, artfulness, dreadfulness, hurtfulness, thoughtful- 
 ness, thankfulness, harmfulness, hopefulness, watchfulness, 
 sinfulness, healthfulness, wastefulness, wakefulness, peaceful- 
 ness, fruitfulness, mindfulness, usefulness, delightfulness. 
 
 Concentrativeness, adhesiveness, acquisitiveness, amative- 
 ness, inhabitiveness, alimentiveness, philoprogenitiveness, com- 
 bativeness, constructiveness, destructiveness, secretiveness, 
 cohesiveness, comprehensiveness, talkativeness, positiveness. 
 attentiveness, conduciveness, extensiveness, decisiveness, pen- 
 siveness. persuasiveness, attractiveness. 
 
 Thoughtlessness, thanklessness, shamelessness, worthless- 
 ness, endlessness, fearlessness, heedlessness, groundlessness, 
 boundlessness, carelessness, listlessness, harmlessness, reckless- 
 ness, helplessness. 
 
 LESSON LV. 
 
 PREFIXES AND SUFFIXES (CONTINUED). 
 
 627. "Ever" and "Soever" in Compounds. These 
 words, when not standing alone, are written as fol- 
 lows: 
 
 628. Ever, at the beginning of words, as in everlast- 
 i)i<j. evermore, etc., is always written in full (Ver). 
 
 629. At the end of words, if not immediately pre- 
 ceded by the syllable so, the termination ever is written 
 with either the Vee-hook or the stem Vee.
 
 240 ART OF PHONOGRAPHY. 
 
 630. Vee-hook on Curved Stems. It is allowable to 
 use a large final hook on curved stems for the conso- 
 nant v, to add the termination ever. This hook is 
 also employed in phrase-writing. It would not be 
 safe, though, to use it generally in word-outlines, and 
 hence it is not permitted. It is identical in form with 
 the Shim-hook on curves; but, within the limits of 
 the use to which it is put in this system, it never 
 conflicts with that hook. 
 
 631. Soever is usually written with breve-s and the 
 stem Vee (Sev). But if the primitive word ends with 
 breve-s, stem Ess is used instead of the circle. See 
 outlines of whencesoever and whosesoever. 
 
 632. Position. The outline of the first word of 
 every compound ending in ever should be written in 
 its proper position, without regard to the location of 
 the primary accent. See outlines of however, howso- 
 ever, whoever, whosoever, etc. 
 
 633. "For," "Fore," and "Form." The syllables for 
 and fore at the beginning of words, and the syllable 
 form at the end and in the middle of words, as in the 
 words forbid, forever, foreknowledge, foreshadow, per- 
 form, platform, uniformity, etc., are frequently written 
 with the stem Ef. 
 
 634. Whenever Ef thus stands for fore, it is quite 
 generally disjoined ; as in foreknowledge, foreshadow, 
 forswear, etc. But when it stands for for, it is only 
 disjoined when it is more convenient to write it in 
 that way than to join it; as in forgive, forget, forgot, 
 forgotten, etc. 
 
 635. Position. All words whose outlines are formed 
 in this way follow the regular rule of position, the ac- 
 cented vowel being the guide.
 
 PREFIXES AND SUFFIXES. 241 
 
 636. "Fulness." See Blen ess. 
 
 637. " Iveness. " See Bleness. 
 
 638. " Lessness." See Bleness. 
 
 639. "Magna," "Magne," and "Magni." At the be- 
 ginning of such words as magnanimity, magnetic, mag- 
 nificent, etc., the first two syllables are usually written 
 with the stem Em, disjoined and placed over and near 
 the commencement of the rest of the outline. This 
 latter part of the outline is written in the position re- 
 quired by the accented vowel. 
 
 640. " Mental-ly," " Mentality." The terminations 
 mental-ly, mentality, in such words as sacramental, 
 supplemental, instrumental-ly, instrumentality, etc., may 
 be written by the stem Ment, disjoined and placed 
 after and near the preceding part of the outline. 
 
 641. Position. The outlines of these words, except 
 that of instrumentality, are written in the position of 
 the primary word. 
 
 642. "Ology" and "Alogy." The terminations ology 
 and alogy, as in the words theology, pathology, physi- 
 ology, mineralogy, etc., may be written with the stem 
 Jay, either joined or detached, according to conve- 
 nience. Sometimes the full outline is used, as in the 
 words etymology, philology, tautology, etc. 
 
 SIXTY-FIFTH BEADING EXEBCISE 
 
 ( S 
 
 u
 
 242 
 
 ART OP PHONOGRAPHY. 
 
 r* 
 
 VrU 
 
 ^ . 
 
 "t V -> V ^ / V^ K 7 
 
 - / T A for/.
 
 PREFIXES AND SUFFIXES. 243 
 
 SIXTY-FIFTH WRITING EXERCISE. 
 
 643. Evermore, everlasting, everliving, wherever, however, 
 whichever, whoever, forever, whichsoever, whencever, whence- 
 soever, whosoever, whosesoever, whomsoever, howsoever, 
 wheresoever, whithersoever. 
 
 Forbear, forborne, forbade, forbearance, forbidding, forever, 
 forgiving, forgave, forgiveness, forgive, forget, forgot, forgotten, 
 forgetful, forgetfulness, forgetting, former, formal-ly, formerly, 
 inform, informer, informed, formation, informing, formality, in- 
 formal, informality, reform, reformer, reformed, misinform, mis- 
 information, misinformed, transform, perform, platform, uni- 
 formity, uniform, nonconformity. 
 
 Foreknew, forebode, foreknowledge, foreknow, foreordain, 
 forethought, foreshadow, foreordination. 
 
 Magnesia, magnanimity, magnesium, magnetic, Magna- 
 Charta, magnanimous, magnetism, magnet, magnetize, magne- 
 tization, magnetized, magnetometer, magnify, magniloquence, 
 magnitude, magnificent, magnified. 
 
 Sacramental, ligamental, elemental, fundamental, alimental, 
 complemental, detrimental, instrumentality, instrumental, ex- 
 perimental, ornamental, supplemental, monumental, rudimental. 
 
 Phraseology, archaeology, anthology, ichthyology, ontology, 
 osteology, theology, mineralogy, pathology, mythology, ornithol- 
 ogy, geology, zoology, philology, anthropology, myology, nosol- 
 ogy, physiology, etymology, neurology, cosmology, tautology, 
 meteorology, doxology. 
 
 LESSON LVI. 
 
 PREFIXES AND SUFFIXES (CONCLUDED). 
 
 644. "Self" at the Beginning of Words. In such 
 compounds as self-defense, self-esteem, self-same, etc., 
 self may be written with breve-s on the line ; the rest 
 of the outline being placed close after it, and in its 
 own proper position.
 
 244 ART OF PHONOGRAPHY. 
 
 645. "Selfish." In writing the outlines of selfish and its de- 
 rivatives, selfishly and selfishness, the Ish may be joined to or sepa- 
 rated from the breve-s, at the option of the writer. The prefix 
 un before self may be written with the En-cui-1. 
 
 646. "Self-corn" or " Self-con." When the second 
 word commences with com or con, usually represented 
 by a dot, as in the words self-command, self-conceit, 
 self-control, etc., it is not necessary in practice to 
 write the dot. 
 
 647. "Self" at the End of Words is written some- 
 times with the full outline, Slee-Ef, sometimes with 
 breve-s joined, and occasionally with breve-s detached 
 and placed close to the preceding part of the outline; 
 as in the words herself, myself, oneself, yourself, etc. 
 
 648. " Selves," final, is usually written with the large 
 circle (breve-sez) joined; as in the words themselves 
 and ourselves. In yourselves it may be disjoined. 
 
 649. But standing alone, as independent words, both self and 
 selves should not be abbreviated ; that is, they should be written 
 with the full outlines Slee-Ef and Slee-Vez. 
 
 650. "Ship." The suffix ship, in such words as 
 friendship, hardship, lordship, partnership, etc., may 
 be written with the stem Ish, usually disjoined, but 
 occasionally joined. But if final ship forms an es- 
 sential part of a noun or verb, as in flagship, unship, 
 etc., it should be written in full. 
 
 651. "With." The syllable with, whether it occurs 
 at the beginning, at the end, or in the middle of words, 
 as in the words ivithdraw, withstand, wherewith, forth- 
 with, wherewithal, etc., is written with the stem Dhee 
 or Ith, according to which sound is given to the th. 
 
 652. "Worthy," wherever it occurs in a word, as 
 shown in worthily, praiseworthy, and unworthiness, is 
 written with Breve- way and Dhee.
 
 PREFIXES AND SUFFIXES. 245 
 
 SIXTY-SIXTH BEADING EXERCISE. 
 
 .o ...... 0^4-5 
 
 L oC 
 
 l _ i 
 
 _ i O 
 
 .^\ o^X o^ 0^0 ^O 
 
 p ^ -X 
 
 >.-..of....o... 
 
 or (5 ...... or 
 
 -fe V. b or../o ____ ^o wo \D ....... C> 
 
 ./o 
 
 ^ 
 
 A. 
 
 v* 
 
 .4... 
 
 "-
 
 246 ART OF PHONOGRAPHY. 
 
 SIXTY-SIXTH WRITING EXERCISE. 
 
 653. Self-esteem, self-defense, self-educated, self-destruction, 
 self-evident, self-discipline, self-interest, self-dependent, self- 
 culture, self-examination, self-made, self-reproach, self -same, 
 self-help, self-possessed, self-respect, self-love, self-possession, 
 self -righteousness, self-willed, self-reliance, self -conviction, self- 
 conceited, self-complaisant, self-confidence, self-contradiction, 
 self-conceit, self-conscious, self-supporting, self-sufficient, self- 
 sustaining, selfish, unselfish, selfishly, selfishness, unselfishness. 
 
 Herself, itself, thyself, ourself, ourselves, yourself, yourselves, 
 myself, himself, oneself, themselves, one's self. 
 
 Hardship, lordship, courtship, stewardship, friendship, ward- 
 ship, partnership, workmanship, co-partnership, worship, town- 
 ship, horsemanship, executorship, unship, flagship. 
 
 Withdrew, withal, withdrawal, withdraw, withheld, withstood, 
 forthwith, withdrawn, within, wherewith, withhold, wherewithal, 
 withstand. 
 
 Worthiness, worthily, praiseworthy, blameworthy, thank- 
 worthy, noteworthy, unworthy, unseaworthy, seaworthy, un- 
 worthiness, unworthily. 
 
 STENOTYPY. 
 
 654. A very convenient way of indicating phonographic char- 
 acters and outlines, when it is not feasible to show them in ac- 
 tual engraving, is to represent them with the ordinary printing 
 types, in a manner which will now be explained. This mode of 
 representing phonography by letters is called STENOTYPY. 
 
 655. Use of Capitals. All stem-signs are represented by 
 Capital Letters, as follows : 
 
 1. Roman Capitals. All stem-signs, except those which 
 are struck upward, are represented by ROMAN CAPITALS, 
 thus: CH, J, T, D, P, B, K, G, L > pail), Y, TH, DH, F. V, 
 N, NG, SH A_ shake), ZH, S. Z, R ^V-x army), W, M, H. 
 
 2. Italic Capitals. All stem-signs that are struck upward 
 are represented by ITALIC CAPITALS; thus SH \^. bushy'), 
 L ..fc Leo, _JT' Kelley), R ^ ray, /\ rope).
 
 STENOTYPY. 247 
 
 656. Use of Lower-case Letters. All consonants written 
 with anything else than stems, that is, with hooks, modifica- 
 tions, circles, loops, curls, and breves, are represented by 
 lower-case letters ; thus, Kn _^ cane), SHn ^ shown), Bt /? 
 rough), Xshn ^> nation), Ktr -^ cater), .Rthr /> rather), Pr 
 *\ pray), Gl ^- glow), VI -.Q~. evil), Tws " toice), Fin ^, 
 floicn), Prf ..V.,. proof), Kwtr c_; equator), Fshnt -;-. <$Z- 
 cie0> Pit ^ plate), Wrd ^ word), Trnd 3. trained), Frnd c^ 
 friend), Lit f^~ letter), Ndr ^^ under), .Rndr ./^" ren- 
 der), indr f^~* lender), Gndhr - . gain-their), sPz X, sup- 
 pose), Ksz _JD cases), Tst .; to^fe), stT -f state), Mstr ^ ma- 
 tcr), Kssz .,.-. excesses), Kstrz _,,-, coasters), Kvz _3 caves), 
 Fshnz ^ fashions), sBl ^\ sable), sKw ? squaw), Dns J- 
 dunce), Pnstr \ punster), sPr *\ spray), Kzn c cousin), Fsn 
 ^ fasten), nsKr-B t~ \ inscribe), h-W -^ tcftcy), w-V \_ 
 ware), w-K 2 wafce), y-K ^ yoke), wL (^ well), etc. 
 
 657. Use of Other Types. Other printers' types are used as 
 follows : 
 
 1. A hyphen [-] between two stenotypes indicates that in 
 writing they are to be joined together ; thus, D-M (^ dumb), 
 M-K ^ make), Kn-NG -p^_^ cunning), M-Pr ^~\ em- 
 pire), Kw-L C Y^ quail), 7?-Kwst /^ request), G-Dd ~n 
 goaded), .R-Pt-Bl /^ reputable), F-Kshn-5* v_^> factionist). 
 
 2. An inverted semicolon [ i ] between two stenotypes indicates 
 that in writing the stems are disjoined and written close to- 
 gether; placed before a stenotype standing alone, it indicates 
 that when written the outline is either to be preceded by the 
 com or con dot, or else placed close to the stem that precedes it ; 
 thus, D'.Pz |X decompose), ZrdiSH fj lordship),DE.iPlnd 
 (^ they complained, etc. 
 
 3. A colon [:] between two stenotypes indicates that in writ- 
 ing the stems are disjoined, and the second stem written close 
 to and partially or entirely under the first; thus, K:Dshn |; 
 accommodation}, M:T-K magnetic), THtrLs v ^ thought-
 
 248 ART OF PHONOGRAPHY. 
 
 4. An inverted period [ ] between two stenotypes indicates 
 that in writing the stems are disjoined, and the second stem 
 lapped a.little over the first; thus, D-Td |- dated), W'Td ^ 
 awaited), sB'D \| subjected). 
 
 5. An inverted period in parentheses [( )] indicates the ing- 
 dot ; thus, Mt( ) ..... meeting). The plural is denoted by sub- 
 stituting for the inverted period the mark for degrees ; thus, 
 Mt() - meetings). 
 
 6. A numeral just after and usually near the upper part of a 
 stenotype, indicates the position of its sign ; thus, Pr 1 , practice, 
 Pn 2 -SH, punish, Br^-K, brook, etc. 
 
 658. Circles Between Stems. In using the hyphen to sepa- 
 rate the stenotypes of stems which have a circle between them, 
 the hyphen may be placed either after or before the stenotype 
 of the circle, according as the circle is considered as belonging 
 to the preceding or to the succeeding stem. But the stenotypic 
 representation of such outlines is most suggestive of the mode 
 of writing them, when the following directions as to placing the 
 hyphen are observed : 
 
 1. If in writing the outline the circle would be turned on the 
 regular circle-side of the first gem if it were standing alone (483), 
 the hyphen should be placed after the stenotype of the circle ; 
 thus, N^ Ps-B, y> Bs-J, f~ jffs-K, X. Ps ' V ' ^\ is ' P ' 
 ,~C Ms-i, ^ Fs-E, _^ Ns-M, ^f Nss-T. 
 
 2. But if in writing the outline the circle would be turned on 
 the side opposite the regular circle side of the first stem if it 
 were standing alone, the hyphen should be placed before the 
 stenotype of the circle ; thus, J_ D-sK, j- T-sL, ^- TH-sZ, 
 ^C N-si, _^ K-ss#. 
 
 659. Stenotypes of the Vowel-signs. The stenotypes of 
 the vowel-signs are the vowel-letters, with their diacritics, which 
 represent those sounds ; thus, (simple) a, a, e, a, 6, o or ob, a, e, 
 i, o, u, u or do; (diphthong) I, Oi, ow, EW; (double) Si, ai, ei, la, 
 etc. These letters are printed in with the consonant-stenotypes 
 in the order of their occurrence ; thus, _^ SHe, | aT, \ eB. 
 When a vowel occurs between stems, its stenotype is printed 
 next to the stenotype of the consonant-stem to which its sign is 
 written; thus, ^ ^ Ka-M, -^^ K-iNG, \^^, Ta-M-iNG. 
 When a vowel sign is to be joined to a stem, that fact is noted
 
 THE BREVES IN PHRASE-WRITING. 249 
 
 by means of a hyphen ; thus, i-W ^7> (Iowa). The stenotypes 
 of vowels written by means of "special vocalization" (423) are 
 inclosed in parentheses; thus, ....... N(e)r, [ T(e)l, , , K(6)l. 
 
 Dot-h is indicated by h immediately preceding the vowel and 
 without an intervening hyphen ; thus, -N; heP, X huB, "^ 
 Whit. 
 
 LESSON LVIL 
 
 THE BREVES IN PHRASE- WRITING. 
 
 660. Number of Breve-signs. There are twelve prin- 
 cipal breve-signs used in phonography, the forms of 
 which are here shown : 
 
 / I \ X'/ICSw. AO 
 
 1 2 3 4 5 6 7 8 9 10 11 12 
 
 Of these signs, Nos. 6 and 1 are shaded ; all the rest 
 are made light. 
 
 661. How to Write the Breves. The breve-signs are 
 struck as follows : Nos. 1, 6, and 1 are always written 
 downward, and No. 5 always upward. Nos. 2, 3, 8, and 
 9 are usually written downward. No. 12 is usually 
 struck from the right over to the left, that is, with a 
 movement opposite to that of the hands of a clock. 
 
 662. Striking Breves Backward. The learner should prac- 
 tise writing all of the breves, except Nos. 1, 5, 6, and 7, back- 
 ward as well as forward, so as to become just as expert in 
 striking them in one direction as in the other. The arrow-heads 
 in the following cut show the directions of pen-movement. 
 
 J , J x\ x\ rr T- (% (c 
 
 C
 
 250 ART OF PHONOGRAPHY. 
 
 663. Names of the Breves. Convenient names for the 
 straight and curved breves may be formed by adding the suffix 
 old (meaning "like") to the sounds of the consonant-stems 
 which, as regards form, direction, and shading, the breves re- 
 semble. Thus, the first eleven breves at 660 are named respect- 
 ively as follows: Choid, Toid, Poid, Koid, Roid, Joid, Doid, 
 Thoid, Soid, Noid, and Moid. 
 
 664. Names of Back-stroke Breves. The back-stroke 
 breves may be called Up-Toid, Up-Poid, Left-Koid, Up-Thoid, 
 Up-Soid, Left-Noid, and Left-Moid. 
 
 665. Positions of Breves. Breve-signs may be writ- 
 ten above the line, on the line, or just below the line. 
 
 666. A Study in Outlines. The following exercise is re- 
 commended for occasional practice by phonographei-s. It may 
 be that only a few of the outlines contained in it will ever occur 
 in actual shorthand work ; but the discipline of hand, so indis- 
 pensable in acquiring the technique of the art of stenography, 
 which will be afforded by the writing of such forms as these, will 
 be found of much value. The STANDARD DICTIONARY definition 
 of technique is: "Manner of artistic performance; the details, 
 collectively considered, of mechanical performance in any art, 
 especially in music ; also, mechanical skill in artistic work ; 
 used especially of the practical details of any fine art." 
 
 ,| \ \ , r V- V- 
 
 \ \ _, j -N ^ 
 
 * f* f \ \ ^ ? < / ' ^_^ ^^ J* } } 
 
 yy j j _^ _^ s.<4 ^r ( (<r 
 
 t rr\\. >r j~ Y y ~\ ~\ 
 
 j j \ \
 
 THE BREVES IN PHRASE-WRITING. 251 
 
 J J Ji JS ccX J 
 
 y y j j /- j } ) ^ ^ 
 
 667. Breve-Words in Phrases. When joined in 
 phrases certain words are always written with breve- 
 signs; while there are other words which sometimes 
 are written with breve-signs, and at other times, 
 occurring in different relations, are written with stem- 
 signs, in accordance with certain governing rules and 
 principles which will shortly be explained. The fol- 
 lowing is a list of all words that may be written with 
 breves, being arranged in groups under the particu- 
 lar classes of breve-signs to which they belong: 
 
 I. Slanting to the right: I, of, the, have, who, whom, 
 owe. 
 
 II. Slanting to the left : a, an, and. 
 
 KEMARK. The vowel-words 0, oh, and awe, although written 
 with slanting heavy dash-vowel signs (271), are not included 
 among the foregoing so-called breve-words, because, being sel- 
 dom or never joined in phrases, they do not conform to the 
 rules which apply to the breve-signs proper. 
 
 III. Perpendicular aud Horizontal : he, him, how. 
 
 IV. Semicircle, Thoid or Soid : without, -when, with, 
 what, would, way, away, we ; Noid or Moid: you, your. 
 
 V. Circle: as, has, is, his, us.
 
 252 ART OF PHONOGRAPHY. 
 
 BEEVES SLANTING TO THE RIGHT. 
 
 "I," "OF," "THE," "HAVE," "WHO," AND "WHOM." 
 
 668. The Pronoun " I," when standing alone, is writ- 
 ten by the breve Roid in the first position (338). 
 
 669. Joined in phrases, I is sometimes written with 
 Roid and sometimes with Choid, according to which 
 direction of the breve gives the best junction. 
 
 670. Upward "I." Commencing a phrase and be- 
 fore either of the stems Chay, Jay, Tee, Dee, Pee, 
 Bee, Kay, Gay, Ith, Dhee, Ef, Vee, En, Ing, Lee, if the 
 beginning of the stem is simple, I is written with Roid. 
 
 671. Downward "I." Commencing a phrase and 
 before either of the stems Ree, Ish, Zhee, Ess, Zee, 
 Er, Way, Em, Hay, I is written with Choid. 
 
 672. Either Upward or Downward " I." Before stems 
 with initial hooks or initial breve-s, either Roid or 
 Choid may be used, according to the convenience of 
 the writer. 
 
 673. Position of "I." Standing alone, or commenc- 
 ing a phrase composed entirely of breve-signs, J is 
 written in the first position. But when phrased with 
 stem-signs, I loses its identity of position, and fol- 
 lows that of the word or phrase outline to which it is 
 joined. 
 
 674. "I-have" is written with Choid and a Vee- 
 hook (Chevoid). 
 
 675. " I-will " is written with Roid and an El-hook 
 (Reloid). 
 
 676. I-have and I-will, standing alone, take the first 
 position. In phrases they follow the positions of the 
 words to which they are joined. 
 
 677. Size of Hooks on Breves. Hooks on "breves should b
 
 THE BREVES IN PHRASE-WRITING. 253 
 
 made quite small, being proportioned to the length of the bodies 
 of the breves. 
 
 678. The Preposition " Of." When standing alone, 
 or at the beginning of a phrase composed entirely of 
 breve-signs, of is written by Roid in the second posi- 
 tion. (See 339, 340.) The breve-sign for of is re- 
 moved from the first position to the second, in order 
 to make a positive distinction between o/and I ; al- 
 though in practice it is found that these words, even 
 when written exactly alike, seldom, if ever, conflict. 
 
 679. " Of-him" and "Of-whom." For purposes of distinc- 
 tion, these two phrases are made exceptions to the foregoing 
 rule ; of-him being written Choid-Koid, and of-whom, Eoid-Joid 
 in the third position. 
 
 680. "Of" in Phrases When joined to stems in 
 phrases, of, like the word 7, is sometimes written 
 with Roid and sometimes with Choid, according to 
 convenience. 
 
 681. Position in Phrases. When of commences a 
 phrase not composed entirely of breves, the first word 
 that has a stem-sign is written in its position and the 
 o/-breve follows it. 
 
 682. " Of-all " is written with Roid and an El-hook 
 (Reloid) in the second position. 
 
 683. " Of-all-their " may be written with the sign 
 for of-all and a final hook added on the Ter-hook side 
 of the breve. 
 
 684. Final "The." Provision has already been made for 
 representing the word the in phrases both by the Shortening 
 Principle (474) and by changing breve-s to breve-est (548). Still 
 another mode of indicating the is by a breve-sign, the use of 
 which will now be explained. 
 
 685. Breve for Final " The." At the end of phrases, 
 and sometimes in the middle, but never at the beginning, 
 the may be written with either Choid or Roid.
 
 254 ART OF PHONOGRAPHY. 
 
 686. While this form of representation is specially adapted to 
 use with other breve-words, it may also be employed in connec- 
 tion with stem-signs, even when shortening or looping for the 
 might properly be used instead. Phonographers who have dif- 
 ficulty in writing with sufficient precision to always make a per- 
 fect distinction in length between full-length stems and short- 
 ened ones, may sometimes find the breve the safer though longer 
 mode of writing the. 
 
 687. "I," "Of," and "The." Summary. Breve Roid 
 (or Choid), joined in phrases, represents these words 
 as follows: (1) Initially, either / or of only; (2) 
 Finally, the generally and of and thee occasionally; 
 (3) Medially, either I, of, or the. 
 
 688. "Ing-the." The breve for the, detached and 
 written in the place of the ing-dot, denotes ing-the. This 
 mode of indicating ing-the may be usefully employed 
 oftentimes even when simple ing should not be written 
 with the dot-sign (586). 
 
 689. The Verb "Have." As has been already stated 
 (343), have may be written with the stem Vee or with 
 the breve Joid. When the breve-sign is used, it is 
 governed by the following rules : 
 
 I. When standing alone or joined at the beginning 
 of a phrase composed entirely of breves, have is writ- 
 ten in the first position. 
 
 II. When have commences a phrase not composed 
 entirely of breves, the first word-outline that contains 
 a stem-sign is written in position, the breve for have 
 being raised or lowered accordingly. 
 
 III. Before either of the words the, a, an, we, 
 you, your, us, not, have is written with the breve 
 Roid. 
 
 IV. In the middle of phrases have may be written 
 with either Roid or Choid.
 
 THE BREVES IN PHRASE-WRITING. 255 
 
 690. Hare n't may be distinguished from have-not by writing 
 the former with the stem Vent, and the latter with Roid-Net. 
 
 691. "Who" or "Whom." The breve for who or 
 n-limti (344, 345), when it will join conveniently, may 
 be used at the beginning of any phrase that does not 
 carry it above the line of writing. 
 
 692. When, therefore, this breve is joined initially, 
 it is written in the third position, and controls the 
 position of the phrase in which it is written. 
 
 693. Final or Medial " Who-m." Either who or whom 
 may be joined finally or medially in phrases, without 
 regard to the position it will then take. 
 
 694. "Who-have," "Who-will," and "Who-are," are 
 written by the breve for who with the addition of the 
 hooks respectively for v, I, and r, (Jev-oid, Jel-oid, 
 Jer-oid). 
 
 695. " Who-did," etc. Whenever either of the words did, 
 could, and should follows initial who in a phrase, it should not be 
 written with its ordinary abbreviation (Dee, Kay, or Ish), but 
 with a half-length stem ; otherwise these words would conflict 
 with do, can, and shall respectively. Usually, however, it is 
 better to disjoin and write the words separately with their 
 regular abbreviations in, their proper positions. 
 
 SIXTY-SEVENTH READING EXERCISE.
 
 256 
 
 ART OF PHONOGRAPHY. 
 
 s A 
 
 / 
 i. ----. / --/- 
 
 t ...-i.... 
 
 ' 
 
 -] 
 
 w
 
 THE BEEVES IN PHRASE-WRITING. 257 
 
 / / 
 
 k. ' * t * - 5> ^ 1 < 
 
 >T-or, ............ ..^..^or. ...)- S 
 
 J 
 
 SIXTY-SEVENTH WEITING EXERCISE. 
 
 696. I take, I charge, I did, I think, I could, I object, I judge, 
 I hope, I gave, I can, I fail, I know, I recollect, I make, I hear, 
 I say, I ever, I allow, I want, I should, I was, I believe, I agree, 
 17
 
 258 ART OF PHONOGRAPHY. 
 
 I tell, I call, if I may, I said, shall I, did I not, I rely, I suppose, 
 I have, I have never, I will, I will be. 
 
 697. Of, of you-r, of the, of him, of our, of which, of his 
 (of us), of advantage, of a, of whom, of any, of this, think 
 of, instead of, most of, best of, of them, of her. support of, of 
 my, matter of fact, many of the, some of the, of all the, of all, 
 of all their. 
 
 698. Put the, taught the, wrote the, await the, date the, 
 thought the, establish the, end the, vote the, shut the, not the, 
 get the, let the, met the, after the, hate the, whether the, under 
 the, alter the, called the, told the, quote the, toward the, relate 
 the, offered the, yield the, thread the, assert the, throughout the, 
 award the, joined the, natter the, attend the, count the, appoint 
 the, did aot the, combined the, rent the, paved the, chafed the, 
 gained the, anoint the, assigned the, offend the, around the, 
 shunned the, won't the, tender the, hunt the, mind the, loaned 
 the, venture the, encounter the, render the. 
 
 Noted the, indicate the, matched the, compelled the, robbed 
 the, sent the, speed the, lift the, saved the, ranked the, seized 
 the, slight the, slaughter the, blind the, slant the, concerned the, 
 spend the, grant the, smote the, smother the, summoned the, sur- 
 round the, stand the, slander the, do the, can the, give the, 
 where the, thank the, charge the, pay the, ought the, could the, 
 are the, gave the, were the, think the, them the, own the, show 
 the, should the, shall the, usually the, though the, ever the, know 
 the, why the, say the, hear the, saw the, see the, may the, they 
 are the, allowed the, among the most, reach the, these are the, 
 represent the, like the, neglect the, mob the, avail the, narrow 
 the, above the, rush the, name the, also the, both the, deny the, 
 bear the, along the. 
 
 Attain the, upon the, run the, again the, join the, been the, 
 done the, refer the, out of the, achieve the, before the, which of 
 the, then the, even the, often the, known the, assign the, shun 
 the, caution the, mean the, arraign the, loan the, better the, 
 fashion the, win the, adjourn the, brave the, contrive the, which 
 are the, plan the, deprive the, try the, deliver the, while the, 
 near the, on all the, tell the, practice the, share the. 
 
 Chase the, pass the, which is the, base the, does the, cause 
 the, face the, that is the, this is the, raise the, thinks the, where
 
 THE BREVES IN PHRASE-WRITING. 259 
 
 is the, knows the, says the, shows the, why is the, lose the, here 
 is the (hears the), amuse the. 
 
 699. Doubting the, taking the, reproving the, fashioning the, 
 costing the, meeting the, charging the, moving the, blackening 
 the, mustering the, thinking the, reducing the. 
 
 700. Have, have been, have I, have gone, have as (his), have 
 assigned, have so, have weight, have our, have as much, have 
 a, have the, have you-r, do not have, have we, have us, haven't, 
 have not. 
 
 701. Who were, who is (has), who said, who told, to whom, 
 who believes, whom I, who go, who may, who is (has) not, by 
 whom, who has been, about whom, for whom, upon whom, one 
 who can, who have not, who have, under whom, in whom, at 
 whom, between whom, each of whom, on whom, who have said, 
 who will make, who are these, who did, who should, who do, 
 who will, who are, who will be, who shall, who are much, who 
 are so, who can, who cannot, who could, who could not. 
 
 LESSON LVIII. 
 BREVES SLANTING TO THE LEFT. 
 
 "A," "AN," OE "AND." 
 
 702. The words (t, an, and and, like the, when standing alone, 
 are written each with a light dot (334-339). But, for the purpose 
 of sometimes joining them in phrases, they are also provided with 
 a breve-sign. 
 
 703. Breve for "A," "An," or "And." The breve 
 Poid may be used indiscriminately for either a, an, 
 or and, in any part of a phrase. 
 
 704. Up-Poid or the Dot-sign. Whenever the breve- 
 sign for these words, if written downward to the right, 
 will not make a good junction, it may be struck upward 
 to the left, or else the pen may be taken off and the dot- 
 sign made instead of the breve.
 
 260 AET OF PHONOGRAPHY. 
 
 705. Easier forms will be secured by not attempting after 
 certain stems to give Up-Poid the exact slant of Pee. It may 
 be made nearly level with the line after Ith and Dhee (see 
 think a, that a), and struck almost directly upward after Pee, 
 Bee, Em, and Hay (see by a, from a). 
 
 706. Position. At the beginning of all phrases which con- 
 tain a stem-sign, the breve for a, an, or and follows the position 
 of the outline to which it is attached. When commencing 
 phrases composed entirely of breve-signs, this breve is written 
 as follows : (a) Before a, an, as, has, have, I, he, the, we, and 
 you, in the first position ; (6) Before of, in the second position ; 
 (c) Before is, his, who, whom, and of-whom, in the third position. 
 
 707. " Ing-a." The breve for a may be detached 
 and written in the place of the ing-dot to denote ing-a. 
 This sign for ing-a, like that for ing-the (687), may be 
 used more freely than the dot-sign for ing. That is 
 to say, while it is better, for instance, to use the stem 
 Ing at the end of the word malting standing alone, in 
 the phrase mahing-a, the stem-sign may be replaced 
 by detached Poid. 
 
 SIXTY-EIGHTH READING EXERCISE.
 
 THE BREVES EN PHRASE-WRITING. 261 
 
 SIXTY-EIGHTH WRITING EXERCISE. 
 
 708. A check, and which, and each, and our, and yet, and this, 
 and where, and think, and were, and thither, and thou, and 
 from, and all, a man, a most, a little, and will, and may, a 
 thought, an allowance, and the, and have, and then, and as (has), 
 and he, and we, and I, and the, and of, and who, and you, and 
 is (his), and of whom, and as he, and as (has) a, and as I, and 
 as the, and is of, and have I, and is the, and have the, and is a, 
 and have a, and which are, and ascertain, a truth, and have you, 
 a great, and such, share and share, and said, and sell, and 
 seem. 
 
 709. Each a, which a. know a, such a, in a, on a, among a, 
 under a, show a, along a, shall a, should a, saw a, usually a, 
 or a, was a, upon a, before a, part of a, than a. raise a, began a, 
 cause a, lose a, at a, do a, it is a, to a, by a, could a, think a, 
 can a, gave a, them a, that a, from a, beyond a, all a, thought 
 a, follow a, will a. 
 
 710. Changing a, thinking a, getting a-n, parting a, meeting 
 a-n, giving a-n, making a, engraving a, leaving a, introducing a. 
 
 [Charging a-n, doing a, coming a, going a, recollecting a, 
 thanking a, knowing a, showing a-n. seeing a, hearing a, asking 
 a, catching a, enjoying a-n, liking a, following a, acknowledg- 
 ing a, becoming a, calling a, throwing a, delivering a-n. during 
 a, collecting a, deeding a, cutting a, noting a, omitting a, hitting 
 a, letting a, folding a, greeting a, altering a, noticing a, refusing 
 a. purchasing a, sending a, trusting a, mastering a.]
 
 262 ART OF PHONOGRAPHY. 
 
 LESSON LIX. 
 UPRIGHT AND HORIZONTAL BREVES. 
 
 "HE," "HIM," AND "HOW." 
 
 711. "He" Standing Alone. When standing alone, 
 ke is written either with the stem Hay on the line, or 
 with the breve Toid on the line; preference being given 
 to the latter mode. 
 
 712. "He" in Phrases. When joined in phrases Tie 
 is usually written with Toid or Koid, according to 
 which makes the best junction with contiguous signs. 
 Sometimes Doid instead of Toid is used for he, either 
 to make a distinction in meaning (as between he-can 
 and how-can), or for greater precision of writing (as 
 in he-was, tvas-he, that-he, etc.). And occasionally the 
 stem Hay may be employed with advantage for he in 
 phrases (as in does-he-not, was-he-there, etc.). 
 
 713. Position of Initial Breve " He." At the begin- 
 ning of phrases the breve for he, as a rule, follows the 
 position of the word or phrase to which it is joined. 
 
 714. Exceptions. In the phrases, he-would, he-the, lie-said, 
 he-has-begun, and generally before the stems Ess and Zee, in 
 order to avoid conflict with other outlines, the breve is written 
 on the line. 
 
 715. Position of Initial Stem "He." But when the stem 
 Hay is used for initial he, it is always written on the line. See 
 the phrases he-was, lie-therefore. 
 
 716. Caution in using Koid for "He." When the breve 
 Koid is used for he, either initially or in the middle of phrases, 
 care should be taken not to slant it upward to the right, as it 
 might then be mistaken for /. On the contrary, by giving it a 
 slight downward slant in the direction of Poid all such danger 
 will be avoided and no harm can come.
 
 THE BREVES IN PHRASE-WRITING. 263 
 
 717. But in the middle of phrases it is not so easy to control 
 the direction of the breve as at the beginning, and unless Toid 
 can be substituted, it is usually safer to disjoin and commence 
 a new outline. For an illustration see the outline of the phrase 
 
 718. Up-Toid for " He." For a like reason, when Up-Toid 
 is used for 7<, it should be slanted a little to the left. See the 
 phrases he-know, lit-never, etc. 
 
 719. "Him" Standing Alone. When standing alone, 
 him may be written with either the stem Hay or the 
 breve Doid resting on the line, preference being given 
 to the latter sign. Very rarely him is written in full, 
 that is, with Toid and the stem Em; as in the sentence, 
 " Him that is weak in the faith receive." 
 
 720. "Him "in Phrases. The word him is never joined 
 initially in phrases. It may, however, be joined finally by either 
 of the breves Doid or Koid, and occasionally by Toid. See the 
 phrases by-liim, upon-hhn, chargc-him, fitid-him, etc. 
 
 7:21. Caution as to Final "Him." At the end of phrases 
 him should never be written with the stem Hay, for fear of con- 
 flict with the word me. 
 
 722. " How" Standing Alone. When standing alone, 
 ho IP is written with either the stem Hay or the breve 
 Toid in the first position. 
 
 723. " How," Represented by a Breve, is never joined at 
 the end of a phrase. 
 
 724. " How," Commencing Phrases, may be written 
 with Toid or Koid, according to which gives the best 
 junction, and sometimes with the stem Hay. Writ- 
 ten with a breve, hoic should never be joined at the 
 beginning of a phrase which will bring its sign below 
 or down to the line. It may, however, sometimes be 
 raised or lowered a little, in order that the rest of the 
 outline may take its own position. See the phrases 
 ho/r-fo. linir-hntl. how-do, how-did, how-shall, how-dare, 
 how-often, how-far, etc.
 
 264 ART OF PHONOGRAPHY. 
 
 725. " How" in the Middle of Phrases is written with 
 both the stem Hay and the breve-sign, according to 
 which gives the best phrase outline. See the phrases 
 for-hoiv-long, for-how-much, on-how-many, etc. 
 
 SIXTY-NINTH BEADING EXERCISE. 
 
 1- i T i ^ 1 
 
 1 * -) v J 1- 
 
 3 , 
 
 p-i^,- 
 
 /- V .S r JI...C. 
 
 
 V.^rU.^..!./ 
 
 Vf 
 
 u 
 
 ' ' 
 
 v --- f. 
 
 .- ^.<^
 
 THE BREVES IN PHRASE-WRITING. 
 
 265 
 
 <r- . 1 1 , ,/ I I" r 
 
 or 1 I ...j V 
 
 SIXTY-NINTH WRITING EXERCISE. 
 
 726. He, he charge, he ought, he had, he did, he were, he could, 
 he thank, he gave, he can, he ever, he should, he will, he shall, he 
 may, he came, he began, he generally, he begin, he done, he ran,
 
 266 ART OP PHONOGRAPHY. 
 
 he shown, he then, he mean, he often, he won, he can have, he 
 shall have, he loan, he could have, he doubt, he may have, he 
 got, he will have, he thought, he had not, he shut, he don't, he 
 might, he did not, he could not, he find, he cannot, he were not, 
 he may not, he chose, he found, he will not, he does, he gives, 
 he thinks, he comes, he recollects, he shows, he tell, he lost, he 
 belong, he must, he call, he delivered, he rely, he believed, he 
 told, he tried, he brought, he soon, he who, he speak, he spoke, 
 he signed, he has not, he sent, he has, he send, he has never, he 
 has nothing, he has had, he has no, he has long, he has done, he 
 has gone, he has generally, he has been, he is, he is in, he is be- 
 ginning, he is not, he is only. 
 
 727. He would, he the, he has begun, he hear, he said, he say, 
 he says, he was, he was there, he hears, he was not, which he 
 said, he known, he know, he knows, he never, he therefore, he 
 understood. 
 
 728. Ought he, had he, did he, could he, which he, think he, 
 can he, though he, was he, that he, if he, shall he, where he, 
 should he, were he, will he, did he not, that he was, why he, 
 may he, whether he, does he not, than he, other than he, was he 
 there, then he, than he, had n't he, did n't he, more than he, don't 
 he, can't he, may not he, could n't he, will not he. 
 
 729. Him, charge him, to him, gave him, recollect him, by 
 him, give him, thank him, know him, for him, show him, on him, 
 make him, saw him, upon him, see him, against him, find him, 
 he told him, around him, wrote him, taught him, met him, get 
 him, under him, let him, saw him there (saw me there), after 
 him. 
 
 730. How, how to, how had, how can, how do, how were, how 
 did, how they, how hath, how long, how thy, how was, how my, 
 how shall, how may, how high, how dare, how will, how much, 
 how came, how many, how then, how does, how little, how often, 
 how must, how should, how far, how good, how might, how near, 
 how do you, how great, how did you, how had you, how the, how 
 have, how a, how you, how would, how he, how are, how has, 
 how we, how soon, how has the, how has that, how has a, how 
 has (is) it, how has he, how has it been, for how long, how has 
 (is) there, in how many, for how much, on how many, how are 
 you (somehow, anyhow, however).
 
 THE BREVES IN PHRASE-WRITING. 267 
 
 731. Straight Breves and Proximity. Any of the 
 straight breve-signs may be written close to the be- 
 ginning of a word-outline from which initial com or 
 con has been omitted, thereby (1) writing the word 
 represented by the breve-sign, and (2) indicating by 
 proximity the omitted syllable (615, II.). 
 
 732. Has no Position of its Own. In such cases the breve- 
 sign does not have any position of its own, but accommodates 
 itself to the position of the outline which it precedes. 
 
 733. The straight-breve words before com or con are 
 written as follows: 
 
 A com (or con), always by Poid. 
 And com (or con), always by Poid. 
 I com (or con), always by Roid. 
 Of com (or con), always by Roid. 
 The com (or con), always by Choid. 
 He com (or con), by Toid or Koid. 
 
 734. Breve Written First. The breve-sign should always 
 be written before making the outline of the succeeding word. 
 
 Examples : 
 
 q ft 
 
 .-, >.. J; ..rn-.-li- v_ 
 
 r ' e i. \<^ *' \- r
 
 268 ART OF PHONOGRAPHY. 
 
 LESSON LX. 
 SEMI-CIRCLE BREVES. 
 
 735. "Without." This word is written with the 
 breve Thoid in the first position. It may, however, 
 when desired, be written in full, that is, with the form 
 Thoid-Dhet 1 . 
 
 736. In Phrases The breve-sign for ivitTiout may 
 be joined in phrases, but it must be invariably at the 
 beginning. And, as a rule, it is only phrased with 
 other breve-signs. 
 
 737. Position. The breve for without never varies its posi- 
 tion in the least to accommodate itself to the position of out- 
 lines joined after it. 
 
 738. All of these limitations, mentioned in the last two para- 
 graphs, are placed upon the use of the breve for without, because 
 of its liability to conflict with we (754-757). Hence, before 
 words which are never preceded by we, it may be used with 
 safety; as in the phrases icithout-which, without-it, without-they, 
 without-this, without-such, etc. 
 
 739. "When" Alone and in Phrases Standing alone, 
 the word when is always written with the breve Thoid, 
 placed invariably on the line. And in phrase-writing 
 also, whenever it is feasible to do so, it should be 
 written with that breve. But before certain signs, as 
 the stems Kay, Gay, Ree, Ess, Zee, Er and Way, and 
 the breves Koid and Roid, the breve Thoid cannot 
 well be joined, and so, for the purpose of securing a 
 number of additional and quite useful phraseograms, 
 it is permitted that in such cases the breve Soid be 
 used for ivihen instead of Thoid. 
 
 740. Where " When " may be Joined. The breve for when 
 may be joined initially, but never finally or medially.
 
 THE BREVES IN PHRASE-WRITING. 269 
 
 741. " When- will." This phrase may be written with 
 Thoid2-El, Up-Thoid2-Lee, or with the hook-breve (580) and Lee 
 (Weel) in the second position, according to the preference of 
 the writer. 
 
 742. "Whenever" and "Whensoever" are written 
 with the breve for when and the suffixes for ever and 
 soever added to it (627-632). 
 
 743. " With " Alone and in Phrases." When stand- 
 ing alone, with is written with the breve Thoid in 
 the third position. In phrase-writing with is usually 
 written with the breve Thoid; but in the phrases 
 with-all, witli-their, tcith-all-their, with-reference, witli- 
 regard, etc., the stem Dhee is used. See 651. 
 
 744. Position Of " With " in Phrases. When joined ini- 
 tially in phrases, icith is always placed in the third position. 
 
 745. " What " is written with the breve Soid in the 
 first position. It may be joined in phrases, but at the 
 commencement only. The phrases at- what, to-what, 
 and of-what are exceptions to the rule. What must 
 not be joined before can. 
 
 746. Position. What, commencing a phrase, is invariably 
 written in the first position, except that it may sometimes be 
 raised or lowered a little in its position to allow the second word 
 of the phrase to take its own position. 
 
 747. In the phrase tchat-is-thcre, the loop has the slant of Pee 
 instead of Chay. 
 
 748. " Whatever" and "Whatsoever" are written with 
 the breve for what and the suffixes for ever and soever 
 added to it (627-632).' 
 
 749. Hook-breve for " What." The hook-breve may be 
 used for what before Lee, as in the phrases what-wlll (Weel 1 ) 
 and what-else (Weels 1 ). 
 
 750. "Would" Alone and in Phrases. When stand- 
 ing alone, would is written with the breve Soid in the 
 third position. In phrases it is also usually written
 
 270 ART OF PHONOGRAPHY. 
 
 with its breve-sign ; but occasionally the stem Way 
 is employed. 
 
 751. Joined Initially. At the beginning of phrases would 
 Is generally written with the breve Soid ; but before the stems 
 Em, Hay, and Lee, and in wouldn't and would-there, the stem 
 Way is used. 
 
 752. Joined Finally and Medially. At the end and in the 
 middle of phrases, would is almost invariably written with Soid, 
 never with the stem Way. The exceptions as to the breve are 
 the phrases when-would, tehere-ivoidd, that-would, they-would, and 
 there-would, in which it is allowable to use Thoid for would. 
 
 753. Position. When would is joined initially, it is always 
 written in the third position. When joined finally or medially it 
 has no position of its own, but follows that of the preceding sign. 
 
 754. " We " Alone and in Phrases. The pronoun we, 
 when standing alone, is written with the stem "Way in 
 the third position. But in phrases we is generally 
 written with a perpendicular semi-circle breve. 
 
 755. " We " Joined Initially. At the beginning of phrases 
 Thoid is usually employed for ice ; but sometimes Soid or Way 
 is used. Thoid is preferred when it will join readily to the 
 sign that follows, otherwise Soid is used. The stem-sign Way 
 is better than either of the breves (Thoid or Soid) before Em and 
 Hay. See the phrases ice-may, we-make. Way is also preferred 
 in the phrases we-liave and we-are. 
 
 756. "We" Joined Finally and Medially. At the end 
 and in the middle of phrases either Thoid or Soid may be used 
 for we, preference being given to Thoid when it will join readily. 
 The hook-breve may be used for we before Lee, as in the phrase 
 we-will (Weel 3 ). 
 
 757. Position. When a breve-sign is used for ice, it has no 
 position of its own, but invariably follows that of the outline to 
 which it is joined. This rule applies as well when the breve 
 for we is initial as when it is final or medial. See the phrases 
 we ought, we did not, we shall, that we, should we. 
 
 758. "Way," "Away." At the termination of a 
 few phrases ending in way or away, when the stem 
 Way cannot conveniently be joined to represent the
 
 THE BREVES IN PHRASE-WRITING 271 
 
 word, the breve Thoid or Sold may be used in- 
 stead. 
 
 759. "You" and "Your" Alone and in Phrases. 
 Standing alone you is written with the breve Moid or 
 Noid (preferably Noid), placed below the line, and 
 your with the stem Yay, also in the third position. In 
 phrases, both of these words are usually written with 
 the breve Moid or Noid ; preference in each case usu- 
 ally being given to the form of breve that will make 
 the best junction. They are also sometimes written 
 in phrases with the stem Yay : as in you- a re, you-have, 
 your-oicn. But whenever it will cause no loss in 
 speed to write you with the breve and your with the 
 stem-sign, it is well to do so. 
 
 760. Position. Like the breve-sign for we, the breve for you, 
 when joined in a phrase, has no position of its own, but follows 
 that of the outline to which it is joined. See the phrases you had, 
 yon diil, ij on am, tli/it you. if i/oti. 
 
 761. Rule of Position for All Breve-Words When 
 a phrase is composed entirely of breve-signs, the 
 outline of the first word is always written in its own 
 position, that is, in the position it occupies when 
 standing alone. But, when a phrase begins with a 
 breve-word, and a stem-word is joined after it, in 
 such case certain of the breve-words are written in 
 their own positions, while others lose their positions, 
 being raised or lowered to allow the stem-word to 
 take its proper position. The breve- words that at 
 the beginning of phrases always retain their own 
 positions, are irJio. Jiare. hnir. iritJioxf, when, with, what, 
 would, and is. The breve-words that at the beginning 
 of phrases lose their own positions, and accommodate 
 themselves to the position of the stem-word joined 
 after them, are a, an. and, I, of, he, ire, you-r, and as.
 
 272 ART OF PHONOGRAPHY. 
 
 762. Enlarging Breves to Add "You-r" and "Would." 
 Either you or your may be added after any word* 
 written with the breves Thoid and Soid; and would, 
 after any word written with Moid and Noid, by simply 
 enlarging the breve; as in the phrases without-you-r, when 
 -you-r, with-you-r, what-you-r, ivould-you-r, you-would. 
 
 763. How to Enlarge Semi-Circle Breves. The best form 
 of enlarged semi-circle breve is obtained by making it just a 
 little wider than the small breve, but with quite long and nearly 
 straight ends, as shown in the illustrations. 
 
 SEVENTIETH BEADING EXEECISE. 
 
 r. ..L.?...i..?.,~.!. ?-?-/ -1 .1 ( 
 
 ( C- C / 
 
 f
 
 THE BREVES IN PHRASE-WRITING. 273 
 
 ^ ^-^ H ^ ?. 
 
 .j 
 
 ....... ...^.. 
 
 . 
 
 5 
 
 u 
 
 /> 3 
 
 or ....... or 
 
 V
 
 274 ART OP PHONOGRAPHY. 
 
 v^i^ 7 r ~ 
 
 -A - - --- - 
 
 SEVENTIETH WEITING EXEECISE. 
 
 . 764. Without, without the, without a, without he, without him, 
 without we, without his (us), without you-r (762), without you 
 would, without it, without they, without which, without this, 
 without its, without them, without such, without those. 
 
 765. When, when the, when a, when he, when we, when have, 
 when is, when do, when he was, when did, when they, when this, 
 when your, when that, when those, when its, when were, when 
 is your, when can, when was, when could, when you would, 
 when are, when you-r (762), when will (741), when you had, 
 when is the, when is (has) his, when is (has) there, when would 
 you-r, whenever, whensoever. 
 
 766. With, with the, with a, with him, with his (us), with 
 whom, with it, with advantage, with which, with your, with 
 that, with them, with you-r (762).
 
 THE BREVES IN PHRASE-WRITING. 275 
 
 767. What, what the (I), what a, what he, what would we 
 (what we would), what is, what would (we), what is the, what 
 is he, what it, what is a, what is there, what is his, what do, 
 what day, what had, what did, what date, what part, what were, 
 what difference, what part of the, what right, what shall, what 
 should, what for, what was, what her, what are, what way, what 
 interest, what not, what next, what business, what about, what 
 is it, what you-r (762), what would you, what you would, what 
 you say, what else, what will, to what, at what, of what, what- 
 ever, whatsoever. 
 
 768. Would, would the (I), would a, would he, would his, 
 would do, would we, would it, would be, would give, would never, 
 would go, would ever, would not, would take, would he not, would 
 not be, would make, would like, I could, would you (762), I 
 would not, how would, who would, would there, he would, it 
 would, so would, why would, which would, or would, when would, 
 that would, where would, they would. 
 
 769. We, we have, we judge, we take, we do, we had not, we 
 charge, we ought, we had, we did, we do not, we can, we could, 
 we did not, we cannot, we could not, we give, we go, we recol- 
 lect, we gave, we were, we were there, we were not, we thank, 
 we thought, we feel, we think, we own, we show, we know, we 
 shall, we should, we see, we may, we saw, we hear, we may not, 
 we once, we make, we want, we never, we will. 
 
 770. Have we, which we, have we the, ought we, are we, can 
 we, were we, think we, that we, yet we, thought we, though we, 
 if we, shall we, why we, for we, after we, should we, may we, 
 will we., all we, when did we, what do we. 
 
 771. Come away, go away, put away, get away, all the way, 
 from the way, in the way, float away, how far away, fritter 
 away. 
 
 772. You, your, you and (a), yon and I, you ought, you had, 
 you charge, you take, you do, you had not, you did, you did not. 
 you can, you do not, you cannot, you could not, you could, you 
 were not. you thank, you were, you were there, you think, you 
 own, you feel, you shall, you know, you show, you saw, you see, 
 you should, you say, you hear, you will, you will have, you may, 
 you will not, you would (762), you would be, you would not, if you 
 would, you would recollect, whether you would, you would go. 
 
 773. And you-r, of you-r, have you, and you would, have you
 
 276 ART OF PHONOGRAPHY. 
 
 the, have you not, have you a, I-owe-you, how are you, who are 
 you-r, how you, what is your, when did you, what did you, I 
 charge you, which you, thank you, if you-r, for your, that you-r, 
 for you-r, after you-r, in you-r, show you, on you-r, shall you, 
 should you, see you-r, saw you-r, was your, why you-r, all you-r, 
 or you-r, may you-r, will you-r, done you-r, assign your, which 
 have you, did not you-r, won your, "I said you people, not your 
 people." 
 
 LESSON LXI. 
 
 BREVE AND STEM SIGNS FOR "S," "Z," 
 "ST, AND "STR." 
 
 774. When to Use Breve-s. The breve-sign is used 
 indiscriminately for the sound of either s or z, at the 
 end and in the middle of words, and for the sound of 
 s at the beginning of words; as in the words chase, 
 cause, face, shows, such, save, seeks, suppose, source, 
 sums, etc. 
 
 775. When to Use the Stem-sign. The stem-sign, Ess 
 or Zee, should be used instead of breve-s, in the fol- 
 lowing cases: 
 
 I. When the only consonant-sound in a word is that 
 of s or z (except as and is always, and us after 
 breves) ; as the words saw, ice, essay, ease, eyes, zea, etc. 
 
 II. At the finish of the outline of a word that ends 
 with a vowel-sound; as the words posse, Nassau, 
 dizzy, noisy, etc. ; and at the beginning of the out- 
 line of a word that commences with a vowel-sound ; 
 as the words ask, assign, east, oyster, oozing, etc.
 
 BREVE AND STEM SIGNS FOR " S," " Z," ETC. 277 
 
 III. Always for a z-sound at the beginning of an 
 outline, even when a vowel-sound does not precede 
 it ; as in the words zany, xebec, zeal, zone, etc. It is 
 permissible, however, in the case of a few proper 
 names commencing with Z, as Zimmerman, Zweifel, 
 etc., in order to secure easier and briefer forms, to 
 use the breve-sign for z at the beginning of the out- 
 line. 
 
 IV. Generally when the sound of s or z is imme- 
 diately preceded or immediately followed by two dis- 
 tinct concurrent-vowels, as in the words pious, Mas, 
 joyous, Jewess, chaos, acquiesce, Elias, Lewis, JEmas. 
 Boaz, science, sciatic, etc. 
 
 776. Exceptions to Rule IV. Most words ending in e-us or 
 i-us take the breve instead of the stem s ; as nucleus, hideous, 
 miscellaneous, extraneous, instantaneous, spontaneous, cutaneous, 
 igneous, erroneous, piteous, radius, dubious, tedious, perfidious, 
 fastidious, invidious, compendious, melodious, copious, precarious, 
 nefarious, various, salubrious, serious, delirious, glorious, noto- 
 rious, curious, obvious, envious, etc. But the words plenteous, 
 bounteous, courteous, beauteous, duteous, aqueous, insidious, odious, 
 and. studious follow the rule and take the stem Ess instead of 
 breve-s. Of words ending in ii-us, conspicuous, promiscuous, as- 
 siduous, ambiyuous, contiguous, mellifluous, superfluous, strenuous, 
 continuous, take breve-s. All words ending in tuous, as unc- 
 tuous, spirituous, sumptuous, virtuous, etc., take Chay with final 
 breve-s ; while vacuous, innocuous, deciduous, arduous, ingenuous, 
 sinuous, congruous, and incongruous follow the rule and take 
 stem Ess. 
 
 777. Use of Breves Est and Ster. The places in out- 
 lines in which the loops may be employed have already 
 been stated (512, 520). Breve-est may be used at the 
 commencement of the outlines of words that begin 
 with st, and at the finish of the outlines of words that 
 end with the sounds st or zd. It is also used for sd,
 
 278 ART OF PHONOGRAPHY. 
 
 as in the outline of jurisdiction (Jrsd 3 -Kshn). And 
 breve-ster may be used at the finish of the outlines 
 of words ending in ster, sture, xture, etc. 
 
 778. When Breve-est Cannot be Used Finally. Breve- 
 est cannot be used at the finish of the outline of a 
 word that ends with a vowel-sound, as tasty, dusty, be- 
 stow, Augusta, rusty, nicety, musty, hasty, etc.; or if 
 there is a vowel-sound between the s-t, s-d, or z-d 
 sounds, as in the words tacit, opposite, episode, beset, 
 busied, exit, accede, gusset, receipt, reside, faucet, visit, 
 onset, ensued, lawsuit, lucid, audacity, paucity, obesity, 
 residue, etc. 
 
 779. When Breve-est Cannot be Used Initially. Breve- 
 est cannot be used for st at the beginning of the out- 
 line of a word that commences with a vowel; as 
 asthma, astound, astray, astrology, estate, esteem, esti- 
 mation, estop, eastern, astern, isthmus, ostensible, os- 
 trich, etc. And before the stem En standing alone 
 breve-est is not used, such words as stain, stone, stun, 
 etc., being written with breve-s and the stem Tee with 
 n-hook. But in longer outlines breve-est is used before 
 stem-En, as in writing stencil, stenography, stenographic, 
 etc. 
 
 780. When Breve-ster Cannot be Used. Breve-ster 
 cannot be used at the beginning of any word-outline 
 (521) ; and it cannot be used at the finish of the out- 
 line of a word that ends with a vowel-sound, as mas- 
 tery, monastery, mystery, pastry, ministry, registry, 
 sophistry, chemistry, etc. 
 
 781. With Intervening Vowel. But it is allowable to use 
 breve-ster even when there is an unaccented vowel between the 
 sounds of the s or s and the t, as in visitor, depositor, expositor, 
 etc. So, too, in writing canister, the enster-loop is employed, 
 although there is a vowel-sound between the n and the s.
 
 WORDS COMMENCING WITH " IN," "EN," ETC. 279 
 
 WORDS COMMENCING WITH "IN," "EN," 
 "UN," "IL," "IM," "IR." 
 
 782. When the prefix in, en, or un is added to words 
 beginning with n (as in nerve-innerve, noble-ennoble, 
 necessary-unnecessary), or the equivalent prefix il, im, 
 or ir, to words beginning with I, m, or r, respectively, 
 (as in legal-illegal, moderate-immoderate, regular-ir- 
 regular}, the outlines of the derivatives (inner ve, ennoble, 
 unnecessary, illegal, immoderate, irregular, etc.) are dis- 
 tinguished from those of the primitives (nerve, noble, 
 necessary, legal, etc.) by repeating the sign of the first 
 consonant of the primitives. 
 
 783. This repetition of the consonant-sign should be retained, 
 even when in ordinary speech but one of the consonant sounds 
 is distinctly uttered. The reason for this is that when the de- 
 rivatives are spoken, the voweTof the prefix is always heard, 
 thus enabling the ear to discriminate between the words, with- 
 out the aid of the extra consonant-sound ; while, in unvocalized 
 phonography, the discrimination, which is for the eye alone to 
 perceive, must be made by doubling the consonant-sign. See 
 the outlines of innumerable, illiberal, immortal, etc. 
 
 784. "Innate," "Innocent." The outline of innate, al- 
 though it has no English primitive in use, is also formed ac- 
 cording to this rule, being written En-Net ; while the outlines 
 of innocent and innocence do not double the En, notwithstanding 
 the existence of the rarely used primitive nocent (hurtful). 
 
 785. Sometimes the rule at 294, for the use of downstrokes 
 and upstrokes at the beginning of outlines, as affected by the 
 absence or presence of an initial vowel, may be applied, there- 
 by obviating the necessity of duplicating the first consonant; 
 as in the outlines of irrigation, illustration, illustrate, irrelevant, 
 irreligious, etc.
 
 280 ART OF PHONOGRAPHY. 
 
 SEVENTY-FIRST BEADING EXEECISE. 
 
 SEVENTY-FIRST WRITING EXERCISE. 
 
 786. Innoxious, innutritions, innerve, innumerable, ennoble, 
 unnecessary, unnatural, unnoticed, unnavigable, illegal, illand- 
 able, illegible, illiberal, literate, illiterate, licit, illicit, imma- 
 ture, immoderate, immerge, immaterial, immemorial, immoral, 
 immovable, immutable, immortal, immure, irrational, irrecon- 
 cilable, irrefragable, irregular, irredeemable, irregularity, irre- 
 claimable, irrecoverable, irrefutable, remediable, removable, 
 irremediable, irremovable, irreproachable, irreparable, irresist- 
 ible, irrepressible, irresolute, irresponsible, irrevocable, irrev- 
 erent, irrespective, irreversible. Ruption, irrelevant, illumina- 
 tion, illustration, irrigation, irruption, irreligious, illustrate.
 
 RULES FOR PAST-TENSE OUTLINES. 281 
 
 LESSON LXII. 
 
 RULES FOR THE FORMATION OF PAST- 
 TENSE OUTLINES, ETC. 
 
 787. The phonographic outlines of the past tense of 
 regular verbs are generally formed from those of the 
 first person of the present tense, in accordance with 
 the following rules. 
 
 RULE I. TERMINATIONS IN FULL-LENGTH STEMS. 
 
 788. When the form for the present tense consists 
 of or ends with a full-length stem, whether simple or 
 hooked, usually by halving such stem (see etched, 
 viewed, catted, fined, cautioned, attached, etc.) ; but oc- 
 casionally by simply adding to it the stem Dee, espe- 
 cially if the word has but one consonant-stem; see 
 keyed, roived, annoyed, laid, etc. 
 
 789. When, however, the form of the present tense 
 contains more than one stem, and the last stem can- 
 not properly be halved, sometimes an equivalent stem 
 that may be halved is substituted (see dash, dashed, 
 fire, fifed) ; but as a general thing in such cases the 
 final stem is not changed, and either Tee or Dee is 
 added to it. See evoked, looked, bobbed, etc. 
 
 RULE II. TERMINATIONS IN HALF-LENGTH STEMS. 
 
 790. When the form for the present tense consists 
 of or ends with a half-length stem, whether simple or 
 hooked, by making it fall length and then adding 
 Ted or Ded. See cheated, included, amounted, etc. 
 
 791. But, in case the present-tense form ends with
 
 282 ABT OF PHONOGRAPHY. 
 
 a hook so situated that in making the past-tense out- 
 line the final Ted or Ded cannot readily be added to 
 it, the stem-form must be substituted for the hook, 
 and the final Ted or Ded joined on to that. See 
 anointed and grafted. 
 
 792. After the stems Tee, Dee, Way, and Yay with 
 simple terminations, the final Ted or Ded of the past- 
 tense outlines must be disjoined. See doubted, awaited. 
 
 793. Sometimes when the stem Way, Yay, or Hay 
 is used in the present-tense forms, its breve-sign equiv- 
 alent is used in the past-tense forms. See iveigh, 
 weighed ; wait, waited ; heat, heated, etc. 
 
 RULE III. TERMINATIONS IN LENGTHENED STEMS 
 WITHOUT FINAL HOOKS. 
 
 794. When the form for the present tense consists 
 of or ends with a lengthened stem without final hook, 
 either by simply adding Dee to the present-tense 
 outline, or by changing the double-length to a single- 
 length stem, and then adding Tred, Dred, or Dherd, 
 according to which is required to be added by the par- 
 ticular word in question. See feathered, loitered, shat- 
 tered, ordered, withered, etc. 
 
 RULE IV. TERMINATIONS IN LENGTHENED STEMS 
 WITH FINAL HOOKS. 
 
 795. When the form for the present tense consists 
 of or ends with a lengthened stem ivith final hook, 
 by changing the double-leu gth to a half-length with 
 the same final hook, and then adding Erd. See pon- 
 dered, foundered, blundered, slandered, etc. The out- 
 line of engendered cannot be written according to the 
 rule.
 
 RULES FOB PAST-TENSE OUTLINES. 283 
 
 RULE V. TERMINATIONS IN BREVE-S NOT INSIDE OF 
 A HOOK OR CURL. 
 
 796. When the form for the present tense ends with 
 breve-s, not written inside of a final hook or curl, 
 by changing the circle to a small loop (breve-est). 
 See passed, used, chanced, etc. 
 
 RULE VI. TERMINATIONS IN BREVE-S INSIDE OF A 
 HOOK OR CURL. 
 
 797. When the form for the present tense ends with 
 breve-s, written inside of a final hook or curl, by 
 writing the hook or curl consonant with its stem- 
 sign, and changing the circle to a small loop (breve- 
 est). See fence, fenced ; license, licensed, etc. 
 
 RULE VII. TERMINATIONS IN BREVE-SEZ. 
 
 798. When the form for the present tense ends with 
 breve-sez, by simply adding Dee to the large circle. 
 See emphasized, etc. 
 
 RULE VIII. TERMINATIONS IN BREVE-EST. 
 
 799. When the form for the present tense ends with 
 breve-est, by changing the loop to breve-s, and then 
 adding Ted. See adjusted, assisted, etc. 
 
 RULE IX. TERMINATIONS IN BREVE-STER. 
 
 800. When the form for the present tense ends with 
 breve-ster, by changing the large loop to a small 
 one, and then adding Erd or Red, whenever it is con- 
 venient to make the outline in that way ; otherwise, 
 it is done by changing the large loop to breve-s, and 
 then adding Tred. See bolstered, pestered, mastered, etc.
 
 284 ART OF PHONOGRAPHY. 
 
 RULE X. TERMINATIONS IN FESTAL CURL. 
 
 801. When the form for the present-tense ends with 
 a final curl, by changing the curl to a half-length 
 En. See chasten, chastened ; fasten, fastened, etc. 
 
 802. Past Tense of Abbreviations. With reference to verbs 
 which in the present tense are usually written with abbrevia- 
 tions, it should be noted that while as to some of them the out- 
 lines of the past tense are formed in accordance with the fore- 
 going rules, as acknowledged, belonged, established, referred, in- 
 fluenced, etc., yet as to others the past tense is written in full, 
 as believed, charged, collected, etc. See 812. 
 
 803. In some cases the outlines of the past tense are formed 
 by placing a disjointed Dee or Tee after the forms of the present 
 tense, as in objected, subjected, published, etc. 
 
 804. The practice which is encouraged by some authors, of 
 using generally the same form of abbreviation for both the 
 present and the past tense, is not recommended, as it often 
 causes confusion and illegibility. 
 
 805. There are a few abbreviations for both present and past 
 tense forms, which may be properly and usefully employed 
 when joined in compound words, and occasionally in phrases, 
 but which are not safe to use for the verbs when standing alone ; 
 as the outlines of cover, covered, recover, recovered, discover, dis- 
 covered, uncovered, irrecoverable, discharged, etc. 
 
 SEVENTY-SECOND READING EXERCISE. 
 
 |V six -^ .^V 
 
 ...
 
 RULES FOR PAST-TENSE OUTLINES. 285 
 
 -X 

 
 286 
 
 ART OF PHONOGRAPHY. 
 
 -^ - ' V -V 
 
 Qi ox^ v^r^ ; :
 
 RULES FOR PAST-TENSE OUTLINES. 287 
 
 SEVENTY-SECOND WRITING EXERCISE. 
 
 806. Paid, tied, ebbed, etched, aided, ached, owned, guyed, 
 aimed, viewed, ailed, aired, called, prayed, applied, glowed, 
 agreed, honored, offered, ushered, dawned, chained, opened, 
 atoned, rained, coined, yawned, fined, waned, thinned, shunned, 
 arraigned, moaned, assigned, leaned, arrived, achieved, cau- 
 tioned, catered, motioned, fashioned, craved, rowed, planned, 
 laid, keyed, annoyed, allowed, shaved, attached, argued, foamed, 
 wronged, delayed, fired, fire, coiled, dashed, dash, betrayed, peo- 
 pled, suited, beveled, steamed, saved, stopped, waived, yoked, 
 wedded, walked, heaved, hummed, rebuffed, inclined, imagined, 
 deprived, kicked, evoked, bobbed, looked. 
 
 Shout, prompted, cheat, shouted, prompt, cheated, defraud, 
 included, plant, defrauded, include, planted, wield, wielded, 
 amount, bonded, patent, amounted, bond, patented, invent, 
 grafted, draft, anointed, graft, drafted, anoint, invented. 
 
 Doubt, trotted, toot, doubted, trot, tooted, await, dreaded, 
 dread, awaited, betide, imitated, award, betided, imitate, 
 awarded, agitate, annotated, annotate, agitated. 
 
 Wait, bated, hate, waited, weigh, heated, heat, weighed, 
 yacht, yachted, unyielding, yield, yielded. 
 
 Shattered, feathered, loitered, fettered, altered, nattered, or- 
 dered, filtered, sheltered, withered, frittered, shouldered, lath- 
 ered, furthered. 
 
 Tendered, rendered, pondered, cantered, bantered, thundered, 
 wondered, foundered, blundered, ventured, hindered, floundered, 
 encountered, engender, engendered, indentured, slandered. 
 
 Dosed, raced, raised, faced, voiced, ceased, passed, kissed, 
 educed, used, confused, noised, missed, housed, aroused, leased, 
 amused, forced, rejoiced, taxed, elapsed, witnessed, sufficed, 
 spaced, sneezed, pleased, released, traced, appraised, excused, 
 closed, fleeced, addressed, bruised, graced, crossed, authorized, 
 pounced, chanced, bronzed, condensed, glanced. 
 
 Evince, minced, fence, evinced, wince, fenced, mince, winced, 
 convince, flounced, silence, convinced, flounce, silenced, li- 
 censed, licenses, license. 
 
 Criticised, capsized, ostracised, emphasized, exercised, dis- 
 possessed, anglicised.
 
 288 ART OF PHONOGRAPHY. 
 
 Posted, roasted, vested, arrested, hasted, adjusted, accosted, 
 attested, fasted, assisted, wasted, lasted, trusted, disgusted, 
 blasted, frosted. 
 
 Festered, pestered, bolstered, fostered; registered, adminis- 
 tered, blustered, ministered, plastered, cloistered, blistered, 
 flustered, glistered, mustered, mastered. 
 
 Poison, chastened, poisoning, chastening, chasten, poisoned, 
 fasten, reasoned, fastening, reason, fastened, reasoning, moisten, 
 hastened, moistening, hasten, moistened, hastening, loosen, 
 lessened, listen, loosened, lessen, listened, lessening. 
 
 LESSON LXIII. 
 
 RULES FOR THE FORMATION OF OUTLINES 
 OF PLURALS AND POSSESSIVES. 
 
 807. The phonographic outlines of nouns in the 
 plural number, ending, according to the general rule, 
 in sor es, as stars, churches, and also the outlines of 
 nouns in the possessive case, as star's, church's, are 
 formed from the outlines of the singular number, in 
 accordance with the following rules: 
 
 I. If the outline of the singular number consists of 
 or terminates with a stem having a simple ending 
 (377), by adding breve-s; as in days, Mary's, doubts, 
 rewards, etc. 
 
 II. If the outline of the singular number consists 
 of or terminates with a straight stem and the en- 
 hook, by changing the hook to breve-s; as in pins, 
 grounds, blunders, etc. 
 
 III. If the outline of the singular number consists 
 of or terminates with any stem having a final hook, 
 except it be a straight stem with the en-hook (II.), 
 by turning breve-s within the hook ; as in fans, worn- 
 arts, Hunt's, caves, actions, writer's, physicians, etc.
 
 RULES FOB OUTLINES OF PLURALS, ETC. 289 
 
 IV. If the outline of the singular number termi- 
 nates with breve-s, not written within a hook, by 
 enlarging the circle to breve-sez ; as in cases, James's 
 chances, etc. 
 
 V. If the outline of the singular number terminates 
 with breve-s, written within the en-hook, by chang- 
 ing the hook to the stem En and adding breve-sez ; 
 as in fences, lances, etc. 
 
 VI. If the outline of the singular number terminates 
 with breve-sez, or with either of the loops, by add- 
 ing breve-s at the conclusion of the circle or loop 
 (539) ; as in abscesses, frosts, bequests, posters, punsters, 
 spinsters, etc. 
 
 VII. If the outline of the singular number ends 
 with the final en-curl, by turning breve-s within the 
 curl ; as in poisons, masons, Watson's, etc. 
 
 VIII. If the outline of the singular number ends 
 with the final en-curl, with breve-s turned within the 
 curl, by changing the curl to the stem En and add- 
 ing breve-sez ; as in absences, licenses, etc. 
 
 IX. If the outline of the singular number ends with 
 the ing-dot, by changing the dot to a small circle; 
 as in meetings, bttildings, belongings, divellings, foldings, 
 etc. 
 
 808. Singulars Ending with Ess or Zee. If the outline of 
 the singular number terminates with the stem Ess or Zee, the 
 outline of the plural number, or of the possessive case, should 
 be formed according to Eule I. ; that is, by simply adding breve-s, 
 and not by omitting the stem Ess or Zee, and using breve-sez. 
 The observance of this rule will give a distinction in outline be- 
 tween such words as lassies, Casey's, posies, etc., and lasses, 
 cases, poses, etc. 
 
 809. When a noun has the same form for the plural as for the 
 singular, as sheep, deer, salmon, of course the same outline is 
 used for both numbers.
 
 290 
 
 ART OF PHONOGRAPHY. 
 
 SEVENTY-THIRD BEADING EXERCISE. 
 
 ' - . .X . ...JL. ,- 
 
 S- ^ ^ o 
 
 ..... V' --- V ; 
 
 *? - = *? - D Sf S^ ^~* ^> 
 
 .............. V-V -- 
 
 \ 
 
 _D
 
 RULES FOR OUTLINES OF PLURALS, ETC. 291 
 
 . 
 
 -V- 
 
 K 
 
 'V 
 
 SEVENTY-THIRD WRITING EXERCISE. 
 
 810. Wrongs, days, sheep's, essays, Mary's, peaches, odors, 
 assemblies, rates, tribes, doubts, feats, fruits, pockets, rewards, 
 saints, spots, streets, matters, precincts, senators. 
 
 Clan, pins, spoon, clans, pin, spoons, gland, pints, ground, 
 glands, pint, grounds, incidents, dividends, painter, counters, 
 blunder, painters, counter, blunders. 
 
 Nouns, fans, men's, woman's, saloons, funds, famines, Hunt's, 
 inventors, founders, talents, pavements, infant's, garments, 
 chiefs, caves, doves, roofs, actions, passions, nations, magi- 
 cians, aggressions, stations, mansions, patients, discussions, ac- 
 tors, ancients, sectors, Peter's, scepters, abbreviations, tatters, 
 writers, possessions, incisions, acquisitions, sensations, physi- 
 cians, musicians, concessions, successions,
 
 292 ART OP PHONOGRAPHY. 
 
 Voice, misses, case, voices, miss, cases, hisses, clauses, 
 houses, boxes, grasses, sources, fleeces, James's, purposes, busi- 
 nesses, surfaces, business, sicknesses, tenses, Jones's, occur- 
 rences, chances, expenses, appearances. 
 
 Essence, fences, offence, essences, fence, offences, lance, 
 lenses, romance, lances, lens, romances, Stevenses, Stevens. 
 
 Processes, abscess, posts, frosts, abscesses, lasts, bequests, 
 pessimists, pianists, optimists, posters, master's, chorister's, 
 cloisters, spinsters, roosters, lusters, monsters, punsters, north- 
 easters. 
 
 Basins, Johnson's, Wesson's, lessons, medicines, poisons, 
 poison, cousins, reasons, Watson's, assassins, masons, Cranston's, 
 prisons. 
 
 License, nuisances, obeisance, licenses, absence, obeisances, 
 nuisance, absences. 
 
 Plotting, buildings, belonging, dwellings, folding, meetings, 
 dwelling, belongings, building, plottings, meeting, foldings. 
 
 Pansy, daisies, daisy, dazes, lassie, pansies, lasses, lassies, 
 agency, traces, Tracy, agencies, Tracy's. 
 
 MISCELLANEOUS ABBREVIATIONS. 
 
 811. The following list contains all the miscellaneous phono- 
 graphic abbreviations that are required by shorthand writers, 
 even in the swiftest verbatim reporting ; and learners should 
 not adopt any others. Speed in writing phonography does not 
 come from the use of a great number of contracted forms. 
 And yet it is true that there are times when the reporter, in or- 
 der to both save time and avoid the labor of repeatedly writing 
 the long outline of some oft-recurring word, will improvise an 
 abbreviation for it, to be used for the time being only. Then 
 again, on the other hand, there is nothing absolutely compulsory 
 about the invariable employment of all these abbreviated out- 
 lines. If the reporter chooses, for reasons of his own, to some- 
 times use the full outline of a word, instead of the abbreviated 
 form, he may do so. But the author recommends that every 
 writer of the system adopt, and, as a rule, use, the list in its 
 entirety.
 
 LIST OP ABBREVIATIONS AND INITIALS. 293 
 LIST OF ABBREVIATIONS AND INITIALS. 
 
 A. 
 A. 
 
 . . A archbishop 
 
 1 . architect-ure 
 
 a 
 
 .-..^ ..... architectural 
 _<\. are 
 
 according (to) 
 
 acknowledge 
 
 ] aristocracy-tic 
 
 krs_w? administratrix 
 
 / advantage 
 1 
 v advertise 
 
 artificial-ly 
 
 S\) 
 
 as 
 
 \^~^ assemble-y 
 
 advertisement 
 
 astonish-ed 
 
 .. . " ah 
 
 N 
 
 awe 
 
 almost 
 
 ave (ever) 
 
 already 
 
 V 
 
 aye (yes) 
 
 altogether 
 
 B. 
 
 V B. 
 
 ' ' bank-note 
 
 v^^. among 
 ^_^> amongst 
 an 
 
 ^^ bankrupt 
 
 and 
 
 ^ ^ bankruptcy 
 
 /I. - angel 
 
 .. V7_.. baptism 
 
 **jy^... anniversary 
 
 baptist 
 
 . another 
 
 because 
 
 antagonistic 
 
 \ . . become 
 
 r - 
 
 \ before 
 
 any 
 
 anybody 
 
 began 
 
 .. anything 
 
 begin 
 _. begun 
 
 . ~^ ... . archangel
 
 294 
 
 ART OF PHONOGRAPHY. 
 
 ^. belief-ve 
 
 circumstantial 
 
 j* belong 
 
 P. citizen 
 
 .. v '_ beneficial 
 \ benignant 
 
 ...c collect 
 ... come 
 consequence 
 
 -\^iii-- 
 
 J between 
 
 beyond 
 
 consequent 
 
 ...\._ bishopric 
 S brethren 
 
 1 contingency 
 
 r) controversy 
 
 % .... brother 
 \ . . . brother-in-law 
 \ but 
 
 . c .. correct 
 could 
 
 ~^ county 
 
 C. 
 
 .) . C. 
 
 .. cross-examine 
 
 D. 
 ...1.. D. 
 
 . cabinet 
 
 ... can 
 
 r 
 h danger 
 
 ... Jx.... December 
 I defendant 
 
 ... . \... capable 
 
 captain 
 
 catholic 
 
 degree 
 
 b/ ' celestial-ly 
 certificate 
 
 r delinquent 
 
 p deliver 
 
 / change 
 
 democracy-tic 
 
 . - characteristic 
 
 ---U-N..-. democrat 
 describe 
 
 charge 
 
 ./>. children 
 _ Christian 
 
 description 
 
 U^.... develop 
 ...I... . did 
 
 ...o., . circumstance
 
 LIST OF ABBREVIATIONS AND INITIALS. 
 
 295 
 
 r 
 
 differ-ence-ent 
 
 ...s^_. evangelical 
 
 
 difficult-y 
 
 ....x_ ever 
 
 1 
 
 diernifv 
 
 " o o > executrix 
 
 ^ 
 
 dignity 
 discriminate 
 
 - *y.... experience 
 ,. . , extraordinary 
 
 1 
 
 distinct 
 
 
 I 
 
 
 .. V. F. 
 
 
 do 
 
 ..^.....^ fact 
 
 1 , 
 
 Dr. (doctor) 
 
 -..L.r^.-.. familiar 
 
 \ 
 
 doctrine 
 
 t v ^'^ s familiarity 
 
 f 
 
 dollar 
 
 .. V_ . . February 
 
 |^_^ 
 
 domestic 
 
 _, , financial-ly 
 
 .. I..... 
 
 during 
 
 No or first 
 
 , | 
 
 ....P. , 
 
 dwell 
 
 r ....^ for 
 
 
 E. 
 
 form 
 
 
 E. 
 
 r found 
 
 ^ 
 
 effect 
 
 \ frequent 
 
 r 
 
 electric 
 
 i^ from 
 
 "^1 
 
 electrical-ly 
 electricity 
 electro- 
 endeavor 
 
 0. 
 
 r... -+.... G. 
 t 1 gave 
 ... v. - general-ly 
 
 --V--- 
 
 episcopal 
 equality 
 
 t-- ..(s A generation 
 B-. .. gentleman 
 
 .--Sv-i 
 
 especial-ly 
 establish 
 
 /^. . . .j gentlemen 
 , eive-n
 
 296 
 
 ART OF PHONOGRAPHY. 
 
 - fiTO 
 
 ......^....T.- immediate 
 
 ... ^> .... govern 
 
 important-ce 
 
 ....^N-... governor 
 
 inartificial 
 
 - e^N....j Great Britain 
 
 ..^r^\ indignity 
 
 H. 
 
 v ^>...^. indispensable-y 
 
 ....^x.... H. 
 
 ....TrTV-.. infer 
 
 1 ! had 
 
 . _>-\^... influence 
 
 .....Si half 
 
 inscribe 
 
 
 
 has 
 
 insurance 
 
 or _ have 
 
 <X intelligence 
 
 .. i..or_x-. he 
 
 y . intelligent 
 
 ...A..... health-y 
 
 interrogatory 
 
 _. -N hear, here 
 
 is 
 
 . . Vc> heaven 
 
 J. 
 
 held 
 
 / ... J. 
 
 , A help 
 
 r^. . January 
 
 \ 
 
 
 IX... her 
 
 /..... Jr. (junior) 
 
 .-..or.s-^. him 
 
 .....?- jurisprudence 
 
 . his 
 
 K. 
 
 o 
 
 
 ' history 
 
 ... K. 
 
 ... s-**... home 
 
 kingdom 
 
 , _\ .... hope 
 
 knew 
 
 A..-., horse 
 
 ' knowledge 
 
 I. 
 
 L. 
 
 V . L 
 
 . ;c..~ L. 
 
 . I. 
 
 language
 
 LIST OF ABBREVIATIONS AND INITIALS. 
 
 297 
 
 : tf., languish 
 
 N. 
 ....^...., N. 
 ^-TTT... neglect 
 . . .^^4e . . negligence 
 ...>^->..- negligent 
 t...r~\ never 
 ,..^t-A/T?.. nevertheless 
 .. new 
 ]" .. New-York 
 
 large 
 
 . . larger 
 
 largely 
 
 ... ft. legislature 
 lenerth-v 
 
 , long (adj.) 
 
 M. 
 -..^.... M. 
 
 malignant 
 
 .--v_<?... next 
 . . . >- ^\ . . . nobody 
 
 
 
 * ' notwithstanding 
 
 
 ,.-:.^~\*. November 
 
 
 now 
 
 
 , !S.. number 
 
 ^~^- member 
 
 O. 
 .. .. / O. O, oh, owe 
 
 
 ob'ject 
 
 .... -=>--.. mental 
 
 \ .. object' 
 
 Ni objection 
 
 ... ^~<STT.. mistake 
 y*^ Mr. (mister) 
 ... mistook 
 
 (f observation 
 
 V observe 
 
 . s Of 
 
 \ opinion 
 
 _\. opportunity 
 f 
 
 . other 
 
 
 . TTlOVAmAnt.
 
 298 
 
 ART OP PHONOGRAPHY. 
 
 our 
 
 over 
 
 own 
 
 P. 
 
 ^,.\.... P. 
 
 parliament 
 
 ^ part 
 
 [... particular 
 
 ...I.V-- peculiar 
 
 c ....rrr peculiarity 
 
 ,-.... \. i pecuniary 
 
 t ....\.... people (n.) 
 
 _\._-.. perform 
 
 ... performance 
 
 s^.._. perpendicular 
 
 I 
 
 -- perpendicularity 
 phonographer 
 
 phonographic 
 
 phonography 
 
 , N plaintiff 
 
 iV plenipotentiary 
 
 -\ 
 N . . . popular-ity 
 
 ...: possible-y 
 
 ^ 
 
 practicable-y 
 
 practical-ly 
 practice 
 
 V.. 
 > 
 
 . practised 
 
 - preliminary 
 . prerogative 
 
 - preservation 
 . principal-le 
 
 . privilege 
 
 . probability 
 
 .. probable-y 
 
 . proportion 
 
 . public-sh 
 
 Q. 
 
 . Q. 
 
 .. qualify 
 
 . quality 
 
 . quarter 
 
 . question 
 
 R. 
 
 . R. 
 
 .. recollect 
 
 . recollection 
 
 _ recover 
 
 s?_ refer-ence 
 
 .../7~T regular 
 
 C... .... regularity 
 
 ....s...- religion 
 
 remark
 
 LIST OP ABBREVIATIONS AND INITIALS. 
 
 299 
 
 ^V fc ... remembrance 
 
 
 
 similar 
 
 /\ ... represent 
 
 <J~N 
 
 <J~~N 
 
 similarity 
 
 s\ representative 
 
 
 single 
 
 ... //N) representation 
 -S\ republic-sh 
 
 '"&'" 
 
 singular 
 singularity 
 
 ..//\^.._ repugnant 
 >A---- responsibility 
 responsible-y 
 
 ..<r-^... 
 
 something 
 somewhat 
 somewhere 
 
 ,<^. resurrection 
 
 ... c. . 
 
 southern 
 
 ****- Rev (reverend) 
 
 
 speak 
 
 
 \ 
 
 special-ly 
 
 . . . L^\ .. . Roman Catholic 
 S. 
 
 ....V- 
 \ 
 
 specification 
 spoke 
 
 :..) s . 
 
 ...A .... 
 
 subject 
 
 . San Francisco 
 
 \> 
 
 subjection 
 
 p9_0 
 .. . satisfaction 
 
 \ 
 
 subjective 
 
 ? . satisfactory 
 
 \1 
 
 subscription 
 
 ... Vo ... savings-bank 
 
 ^ 
 
 suggestion 
 
 ... .V. . .. Savior 
 
 
 superintendent 
 
 . send 
 
 NO 
 
 surprise 
 
 tx 
 
 ^s~* _ . Se ptember 
 
 ^ 
 
 swear 
 
 v several 
 
 *> 
 
 swore 
 
 . . -^ shall 
 
 ^ 
 
 sworn 
 
 ....^) should 
 
 .. o.... 
 
 sympathy 
 
 ... A significance 
 
 ^. 
 ....p.... 
 
 system
 
 300 ART OF PHONOGRAPHY. 
 
 T. ./: were 
 
 I _ T. '. what 
 
 >. thank c when 
 
 V. that ^. where 
 
 the / which 
 
 _ (...., their, there who-m 
 
 .( them >_._. whom (343; 
 
 \ these - ^ width 
 
 thing fT...... will 
 
 r think - with 
 
 _ time without 
 
 ___. i .. together <^ world 
 
 ds,. transubstantiation C worth 
 
 I truth V worthy 
 
 TT. would 
 
 n -r-t~. U. Y. 
 
 .-."^rrrjl- understood ^1 Y. 
 
 .--- uniform fC..... year 
 
 C.... United States C yet 
 
 s^_ universe (-~ young 
 
 i usual-ly "u" "-f^ you 
 
 ._,-.^---. usury C- vour 
 
 \r v z 
 
 -J,A usunous/ 
 
 W. -^-- V - 
 
 r> . w. 00. x. 
 
 ._ was ^*
 
 MISCELLANEOUS ABBREVIATIONS. 301 
 
 OUTLINES OF DERIVATIVES OF THE ABBREVIATIONS. 
 
 812. In the following collection of words printed in phonog- 
 raphy will be found the outlines of most of the derivatives of 
 the words given in the foregoing List of Abbreviations. 
 
 ......... ...
 
 302 
 
 ART OF PHONOGRAPHY. 
 
 a- a 
 
 -'^^V" 
 
 V^^r^-N \|...\X\ 
 
 <K. 
 
 V 
 
 C ^t. 
 
 ^\ 
 
 ^-CT GT 
 
 /^\ <C?>s. 
 
 <x^> 

 
 MISCELLANEOUS ABBREVIATIONS. 303 
 
 KEY TO DEKIVATIVES OF ABBREVIATIONS. 
 
 813. (line 1) Accordingly; acknowledged, acknowledging, 
 acknowledgment; advantageous, advantageously, advantageous- 
 ness, disadvantage; advertised, advertising, advertiser; an- 
 gelic; (1. 2) assembled, assembling; astonishing, astonishingly, 
 astonishment ; awed, awing, awe-struck, awful-ly ; becoming, 
 becomingly ; (1. 3) beforehand ; believed, believing, disbelief, 
 unbelief ; belonged, belonging, belongings ; capability, inca- 
 pable ; changed, (1. 4) changing, changeableness, exchange, in- 
 terchange, interchanged, unchangeable ; charged, charging, 
 chargeable, discharge, discharged; (1.5) Christianity; col- 
 lected, collecting ; consequential, consequently ; corrected, cor- 
 recting, (1. 6) correctly, correctness ; cross-examined, cross-exam- 
 ining, cross-examination ; delinquency ; delivered, delivering, 
 delivery, (1. 7) deliverance, deliverer, redeliver, redelivery, unde- 
 livered ; described, descriptive ; developed, developing, devel- 
 opment, (1. 8) undeveloped ; differed, differing, differences, 
 differential, indifferent ; difficultly ; dignified, (1. 9) dignify- 
 ing ; indiscriminate ; distinctness, indistinct, indistinctness ; 
 indoctrinate ; dwelt, dwelling ; effected, (1. 10) effecting ; elec- 
 trify ; endeavored, endeavoring ; established, establishing, es- 
 tablishment ; experienced, experiencing, inexperienced ; ex- 
 traordinarily ; familiarize, familiarized, (1. 11) familiarizing, 
 familiarly, unfamiliar; firstly; formed, forming, inform, in- 
 formed, information, (1. 12) informer, informal, informality, re- 
 form, reformation ; frequented, frequenting, frequently, infre- 
 quent, unfrequented ; (1. 13) degeneration, regeneration ; 
 going ; governed, governing, government, governmental., un- 
 governable ; having; (1. 14) healthful, healthfulness, healthily, 
 healthiness, unhealthy; hearing; heavenliness, heavenly, 
 heavenward ; beheld, upheld, withheld ; (1. 15) helped, helping, 
 helpful, helpfulness, helpless, helplessly, helplessness ; histo- 
 rian, historic, historical-ly : (1. 16) homeliness, homely, home- 
 ward ; horseman ; immediately, immediateness ; importantly, 
 unimportant ; (1. 17) inferred, inferring, inferable, inferential; in- 
 fluenced, influencing, influential, uninfluenced; (1. 18) inscribed, 
 inscribing, inscription ; intelligibility, intelligible, intelligible- 
 ness, intelligently ; largest, largeness ; lengthwise ; longer,
 
 304 ART OF PHONOGRAPHY. 
 
 longest ; (1. 19) non-manufacturing, unmanufactured ; mistak- 
 ing, mistaken, unmistakable ; neglected, neglecting, (1. 20) 
 neglectful ; newly ; numbered, numbering, numberless, out- 
 number, unnumbered ; objected, objecting, objectionable ; 
 (1. 21) opinionated, self-opinioned ; overcome ; owed, owing, 
 owes ; owned, owning, owner ; parliamentary ; parted, parting, 
 partly, (1. 22) counterpart ; particulars, particularly, particu- 
 larity, particularize ; peculiarly ; popularly, unpopular ; im- 
 possible-y; (1. 23) impracticability, impracticable, practicing, 
 practices ; principally, unprincipled ; improbability, improb- 
 able-y ; disproportion ; published, (1. 24) publishing, publica- 
 tion, publicly, unpublished; qualified, qualifying, qualification, 
 disqualify, disqualification, unqualified, (1. 25) inequality ; 
 questioned, questioning, questionable, unquestionable-y, cross- 
 question ; recollected, recollecting ; (1. 26) recoverable, irre- 
 coverable ; regularly, iiTegular ; irreligion ; remarked, remark- 
 ing, remarkable ; remembered, remembering, (1. 27) disremem- 
 ber ; represented, representing, misrepresent, misrepresenta- 
 tion ; republican, republication, republicanism ; repugnancy, 
 repugnantly ; (1. 28) irresponsibility, irresponsible-y ; dissatis- 
 faction, satisfactorily, unsatisfactory ; significancy, significant, 
 signification, insignificant, insignificancy, signified, (1. 29) sig- 
 nifying; dissimilar, dissimilarity; singularly; speakable, be- 
 speak, unspeakable, bespoke, spoken, bespoken, outspoken, 
 unspoken; (1. 30) surprised, surprising; swearing; sym- 
 pathized, sympathizing, sympathetic, sympathetically; sys- 
 tematic, systemize, (1. 31) systematize; thanked, thanking, 
 thanksgiving-day ; things, something, nothing ; thinking, 
 thinks, bethink, thinker, (1. 32) unthinking, unthinkingly; 
 timely, untimely; truthful, truthfulness, untruth, untruthful, 
 untruthfulness ; (1. 33) unusual-ly ; whatever; whenever, when- 
 soever ; anywhere, nowhere, somewhere ; wilful-ly, willing, 
 willingly ; (1. 34) within ; worldliness, worldly ; worthless, 
 worthlessness ; worthier, worthiest, worthies ; years, leap-year ; 
 younger, youngest ; yours.
 
 MISCELLANEOUS ABBREVIATIONS. 305 
 
 REMARKS ON THE LIST OF ABBREVIATIONS. 
 
 814. Heavy Consonant Initials. While doing rapid work 
 it is not always possible, in writing consonant initials of proper 
 names, to make the signs with sufficient precision to be able to 
 distinguish with absolute certainty between the light and the 
 shaded stems. A Tee made a little too heavy, might be taken 
 for " D ; " and a Dee made light, might be taken for " T ; " like- 
 wise a light Vee for " F," or a heavy Ef for " V," etc. ; because, 
 as is evident, the context can afford no assistance. Therefore, 
 in order to insure entire security from any. such mistakes as 
 these, the stenographer may, perhaps not at all times, but 
 whenever he deems it advisable to do so, arbitrarily mark the 
 shaded stems Bee, Dee, Vee, Way, Hay, Yay, etc., with a tick 
 struck across them somewhere between the middle and the 
 finish, to distinguish them from the respective corresponding 
 light stems Pee, Tee, Ef, Er, Em, Lee, etc., which are written 
 without such tick. See initials " B," " D," " G," etc. 
 
 815. The same tick may be used to distinguish such words as 
 got, get, bags, etc., from the respective conflicting words caught, 
 cut or come, box or boxes, etc. 
 
 816. Words out of Position. Advantage (J) is put in the 
 third-position, because of large (J) in the first and age in the 
 second ; almost (Mst), in the first, because of most in the second ; 
 already (Lr), in the first, because of well (wL) in the second ; 
 altogether (Gthr), in the first, because of again in the second ; 
 (mother, in the first, because of no other in the second ; any, in 
 the third, because of no in the second ; do, in the second, be- 
 cause of did (D) in the third ; equality, in the third, because of 
 quality in the first ; for (F), in the second, because of after and 
 of their (when written with Vetherl) in the first ; found, in 
 the third, because of find in the first ; gentleman (Jnt), in the 
 first, because of gentlemen (Jnt) in the second and man in the 
 first ; go, in the first, because of come (K) in the second ; he 
 and him (H), in the second, because of me in the third and 
 the breve-signs (Toid and Doid) for he and liim follow the stem- 
 sign (H) to the second-position ; held, in the third, because of 
 hold in the second ; of (Bold), in the second, because of 7 and 
 hace in the first ; other, in the first, because of there and their in 
 
 20
 
 306 ART OF PHONOGRAPHY. 
 
 the second; there and their, in the second, because of at-all 
 (Tl) in the first ; over, in the first, because of very in the second ; 
 own, in the first, because of know in the second ; send, in the 
 third, because of sent in the second ; truth (Tr), in the second, 
 because of true, in the third ; were (E)' in the third, and where 
 (K), in the second, because of are (K) in the first; and which, in 
 the second, because of each in the third. 
 
 , 817. Past-Tense. For the past-tense outlines of abbrevia- 
 tions, see 802-805. 
 
 SPECIAL REMAEKS ABOUT ABBREVIATIONS. 
 
 818. "A," "An," and "The." When standing alone, the 
 articles a, an, and the are written with a light dot, and are dis- 
 tinguished by writing them equi-distant apart, placing an the 
 height of the stem Tee above the line, a just above the line, and 
 the a little below the line. 
 
 819. So far as the words a and an themselves are concerned, 
 there would be no danger of confusion if both were written in 
 the same position ; but as a always indicates that the next 
 word begins with a consonant-sound, and an that it begins with 
 a vowel, it adds to certainty in reading to have the signs dis- 
 tinguished as mentioned above. And, besides, also, the rule of 
 position is observed in respect to them. 
 
 820. But, on the other hand, as the and a would be constantly 
 conflicting if not properly distinguished, care should always be 
 taken to distinctly write the below the line and a above the line, 
 even if a should encroach a little upon the place of an, with 
 which it cannot conflict. 
 
 821. It is because a and an are not liable to conflict that we 
 may write both with the same breve-sign (703). 
 
 822. "According." This word is so generally followed by 
 the preposition to that the same sign may be used for both ac- 
 cording and according to; the context being a sufficient guide as 
 to which is intended. 
 
 823. " Artificial-ly." Excepting in the outline of official-ly, 
 the termination ficial-ly may always be written with ~F-SH ; as 
 in artificlal-ly and inarti ficial-ly, given in the list, and in super- 
 fitial-ly (sPr3-F-ET).
 
 MISCELLANEOUS ABBREVIATIONS. 307 
 
 824. " Brother." This word should, as a rule, be written 
 with the abbreviation, Br 2 . If it is ever written with its full 
 outline, Brdhr 2 , it should be vocalized to prevent its being mis- 
 taken for the abbreviation of brethren (Brn 2 ). 
 
 825. "Christian." In general writing and reporting this 
 word should be written in full (Krs-CHn) ; but in sermon report- 
 ing, and in a few phrases, as Christian-religion, christian-world, 
 etc., the abbreviation may be used. 
 
 826. "Consequent" "Consequently." These words 
 should always be written with their abbreviations, because their 
 full forms are liable to clash with the outlines of second and 
 secondly. 
 
 827. "Danger." The outlines of challenger and stranger may 
 be shortened in the same way as that for danger ; thus, CHl-Jr, 
 sTr-Jr. 
 
 828. " Defendant." See remarks under Plaintiff. 
 
 829. " Difference." The hook of this abbreviation should 
 be made quite small to avoid the stem's being mistaken for 
 Dshn, the outline of condition. In writing difficult or involved 
 matter, it is sometimes best to use the full form, Df-#ns. 
 
 830. "Distinct." The abbreviation (Dst) should always be 
 employed in writing this word, because the full outline Dst-NGt 
 conflicts with Df-Nt, definite. 
 
 831. " Dollar." This word should be written with its full 
 outline, D l -L-R, except when used in connection with numbers 
 denoting sums of money; and then D may be employed. 
 
 832. "Electric" "Electro." The abbreviations for the 
 word electric and the combining form electro, will be found very 
 useful in writing such words and phrases as electric energy, 
 electric fluid, electric jar, electric-light, electric-meter, electric- 
 motor, electro-deposit, electro-motor, electro-static, etc. 
 
 833. "First." The most natural and convenient abbrevia- 
 tion for this word is the old one, Fst ; but as some shorthand 
 writers find difficulty in keeping that form distinct from Nst, 
 the abbreviation of the conflicting word next, the optional form 
 of detached breve-est is also provided. 
 
 834. "Insurance." The words with which the abbreviation 
 for insurance (Ns 3 ) is liable to conflict are things and goods; 
 and sometimes, especially while reporting insurance cases, 
 whenever the word stands by itself, it is better to use the full
 
 308 AET OF PHONOGRAPHY. 
 
 outline, N-SHrns 3 . But it is always safe to use the abbrevia- 
 tion in phrases; as insurance agent, insurance company, etc. 
 
 835. " Kingdom." In taking notes of sermons and other 
 discourses of a religious character, as well as of lectures on 
 natural history, the abbreviation K 3 for kingdom is useful ; but 
 in general reporting it should be used sparingly. 
 
 836. "Language." This abbreviation should be carefully 
 shaded and the hook made quite large, so that it can never be 
 mistaken for call. 
 
 837. "Languish." The terminations nguish and nquish, in 
 the words distinguish, extinguish, vanquish, and relinquish, and 
 their derivatives (except distinguishing), may be abbreviated in 
 the same way as in languish, that is, written with NG-SH. 
 
 838. "Large." The abbreviation for this word, J 1 , may 
 generally be used with entire safety ; but when writing about 
 " bones," it is liable to be mistaken for jaw, as jaw bone for 
 large bone; and then the full form, Lr^-J, should be used. 
 
 839. " Liberty " " Majority." While it is the general rule 
 that outlines of words ending with vowel-sounds cannot prop- 
 erly terminate with shortened stems, because they furnish no 
 vowel-place for the signs of such vowels, yet there are several 
 words of that class which occur so frequently in reporting that, 
 for the convenience of the writer, the rule is relaxed as to them, 
 and the Shortening Principle is used instead of the stem-sign, 
 T or D. Thus, the words liberty and majority may be written 
 with the forms i 3 -Brt and M-Jrt 1 ; although the regular, full 
 forms are Z 3 -Br-T and M-Jrl-T. Other abbreviated outlines of 
 this kind are those of equality, nobody, etc. See 867. 
 
 840. "Long." The abbreviation NG 1 is employed for long 
 only when the word is used as an adjective or adverb. When 
 used as a verb or noun, long is written in full (Li-NG). 
 
 841. " New " " In the." If one should prefer to write in 
 the always with N 3 -Choid instead of Nt 3 , and should, therefore, 
 wish to distinguish the outline of e?cfrom it. it may be done by 
 slightly curving the breve of new downward. It then becomes 
 a modification of the breve for u instead of a contraction of the 
 diphthong-sign EW (347). 
 
 842. "Oil-y." The words oil and oily, both standing alone 
 and in some of their derivatives and compounds, may be written 
 with the abbreviation Poid-Lee.
 
 MISCELLANEOUS ABBREVIATIONS. 309 
 
 843. " Ology " in Abbreviations. The derivatives of words 
 whose outlines are abbreviated by using J for "ology" or 
 "alogy," maybe written by means of the signs of the primitive 
 words, with the additional consonants properly indicated. 
 Examples : Theologian, TH2-Jn ; theological, THl-J-Kl ; phy- 
 fiiliH/ifit, Fzl-Jst ; mineralogist, M-Nr-Jst 1 ; mineralogical, M- 
 Nr-J!-Kl; osteologer, Sti'Jr; osteologist, St 1- Jst; archaeologist, 
 Rl-K-Jst; arclneohgical, K1-K-J-K1 ; pathologic, Pl-TH-J-K ; 
 ]>nthi>lo ; /ical, Pl-TH-J-Kl ; jxitiinlo./ist, Pl-TH-Jst. 
 
 844. "Parliament-ary." The abbreviations for these words 
 should only be used in legislative work. Generally the full 
 forms (Pr-//-Miit, Pr-//-Mut-.R) should be employed. 
 
 845. "People." The abbreviation, PI 3 , is only used for the 
 noun ; people used as a verb being written in full, P 3 -P1. 
 
 846. "Plaintiff" "Defendant." The abbreviations for 
 these words, P 2 and D 2 , should only be employed in work con- 
 nected with the law. In general reporting the full forms, 
 Plnt 2 -F and Df2-Nd-Nt, are preferable. 
 
 847. "Representative." In general work this word is 
 written with the outline given in the list ; but in congressional 
 and other legislative reporting, and always in speaking of the 
 members of a representative body, the shorter outline, -R 2 -P, 
 may be used. 
 
 848. " Revolutionary." The form of this abbreviation na- 
 turally suggests that the words revolution and revelation might 
 be written with Zshn 3 and ishn 2 respectively, but it would not 
 be safe to do so as a rule. And yet, if these words should occur 
 very frequently in rapid work, they may be abbreviated in that 
 way. 
 
 849. " Well." See 1035, under Phrascography. 
 
 850. " Will." This word standing alone, and used (a) as an 
 auxiliary verb, is almost invariably written with the abbrevia- 
 tion, i 3 ; (6) as an intransitive verb it is sometimes written 
 with i 3 , but generally with the stem Weel ; (c) as a transitive 
 verb it is generally written with Weel ; and (</) as a noun it is 
 generally written with "Weel ; though in probate proceedings the 
 reporter frequently uses the abbreviation. Examples : (6) It 
 shall be as you trill ( 3 ). I trill (Weel3) that it be done. (c) 
 He may trill (Weel 3 ) his estate. (d) She has a strong will 
 (Weel 3 ). Make your will (Weel or 12).
 
 310 ART OP PHONOGRAPHY. 
 
 SOME GENERAL EULES OF ABBREVIATION, ETC. 
 
 851. Omission Of Hooks. There are a few words, most of 
 which are derivatives, whose outlines naturally suggest the use 
 of a hook, but which hook, owing to some peculiarity of form, 
 cannot readily be made without taking off the pen. In such 
 cases the hook may be omitted. Examples : i-Dt-Kl identical, 
 T-Mnt attainment and atonement, S-Mnt assignment, Kn-S-Mnt 
 consignment, sPd-THr-Ft spendthrift, Jr-Mnt adjournment, sJr- 
 Mnt sojournment, Lnd-Ld landlord. 
 
 852. Omission of Implied Hooks. One of the most valu- 
 able principles of abbreviation, affecting quite a large class of 
 words, is that which permits stems of the Ens and Sper series 
 to be connected with other stems, in violation of the rules laid 
 down at 534 and 535, as, for example, the forms of trans and 
 pose, andpre and scribe, in writing the words transpose and pre- 
 scribe respectively. The outlines, because of the joining, cease, 
 of course, to contain the implied hooks, and only signify the 
 contractions traspose and preskibe. But the fact that the con- 
 nected outlines appear to the eye to contain the forms of the 
 component parts, makes them qiiite legible, notwithstanding the 
 omissions. 
 
 853. The following are some of the more common of the words 
 that are abbreviated according to this principle: transposal, trans- 
 pire, transport, transparent, transmit, transalpine, Transylvania, 
 translate, translation, translucent, transship, transact, transaction, 
 chancery (CH-sR), chancellor (CH-si-R), counselor (K-sZXR), Penn- 
 sylvania, dispensary (-P-S.R). And in the case of a few words, as 
 transcribe, transcription, transgress, transgression, etc.. both the 
 implied hooks, n and r, are lost by reason of the joining. The 
 outlines of transplant and transatlantic may be abbreviated to 
 Trs-Plnt and Tr-sint-K. The stem N, instead of the implied 
 hook, should be used in writing the following words and their 
 derivatives: transfuse (Tr-Ns-Fz), transfer, transform, trans- 
 fix, transfigure, transverse (-V-Rs), transitive, transitory, tran- 
 scend, transcendental, chancel, pencil, cancel, council, and counsel 
 (except in phrases, when K is sometimes used). 
 
 854. K and P sometimes Omitted. When the sound of k oc- 
 curs after the sound of ng, and when the sound of p occurs after 
 the sound of m and before certain consonant sounds the k or
 
 MISCELLANEOUS ABBREVIATIONS. 311 
 
 sound, as the case may be, is scarcely perceptible, and its 
 signs may, therefore, be omitted from the outline. The follow- 
 ings words are examples of such abbreviation : anxious (angk'- 
 shus) NG-SHsl, sanctity (sangk'tity) sNGt-Tl, ranked (rangkt) 
 J?i-NGt, linked (Hngkt) i3_NGt; tempt T2-Mt, assumption S?- 
 Mshn, assumpsit S--Ms-T, sumptuous sM-CHs 2 , pumpkin P2-M- 
 Kn, Tompkins Ti-M-Knz, Thompson Tl-Msn, glimpse Gl3-Ms, etc. 
 Whenever it is necessary to do so, md may be distinguished 
 from nipt by using the stem signs, M-D ; as in writing thumped 
 (TH2-Mt) and thumbed (TH* -M-D). For other abbreviated out- 
 lines, similar in character to the foregoing, see 514. 
 
 855. K before " S " or "t." There is a number of outlines 
 from which the stem K, occurring before the consonant s or t, 
 may be omitted with safety, of which those that are regularly 
 so written are given in the List of Abbreviations, as the forms 
 for extraordinary, experience, fact, etc.; while the others, the 
 use of which is optional, are as follows : sJrt 1 exaggei'ate, sJr 1 - 
 Td exaggerated, sJrshn 2 exaggeration, sKt-i 1 exactly, sKU-Ns 
 f.n/cfi/f'ss, sTrv!-Gns extravagance, sTrvi-Gnt extravagant, sT 2 - 
 Pr-Ns extemporaneous, sTr 3 -M-Z- extremely, .Z?s 2 -Pt-Fl respect- 
 ful-Ill, sPrs 2 express (as noun, but not as verb), sPrs 2 -L, 
 expressly. The use of this principle must not, however, be 
 extended beyond these examples and a few of their derivatives. 
 
 856. M Omitted from T-M-Pr. The stem M may gen- 
 erally be omitted from the outline T-M-Pr. Examples : T-Prns 
 ti-mprrnm-r, N-T-Prt intemperate, T-Pr-Z? temporary, T-Pr-.fil 
 temporarily. 
 
 857. Words ending in "ntial-ly." Most words ending in 
 ntial or ntiaUy, may be abbreviated by omitting from their out- 
 lines everything that follows the consonant n ; and usually that 
 consonant may be written with the En-hook. The following are 
 words in which this principle of abbreviation may be employed: 
 
 rty, pcstilential-ly t deferential, differential, reverential^ 
 infcrcnfial-ly, influential, consequential, etc. 
 
 858. Stem Ing Used for " ng-g." Whenever in the com- 
 mon orthography the letters ng have the double sound of ng-g, 
 as in the words anger (ang-ger),^w^er (fing-ger), dangle (dang- 
 gle), English (ing-glish), etc., it is allowable in reporting to 
 write the two sounds (ng-g) with the stem Ing alone, without 
 the addition of the stem Gay.
 
 312 ART OF PHONOGRAPHY. 
 
 859. En-Hook Used for Ing. In the ordinary orthography 
 the letter , before a k-sound at the end of a syllable, takes the 
 sound of the sign Ing; as in ink, monkey, icrinkled. It is, there- 
 fore, safe and permissible to apply the converse of that fact and 
 sometimes write the sound of Ing before Kay with the En-hook ; 
 as in the words thanked (THn-Kt), frank (Frn-K), Franklin, 
 flunk, nunc, etc. 
 
 KEMAEKS ABOUT WOED-FORMS. 
 
 860. The Termination "ngly." Whenever the form of 
 the outline will permit, the frequent termination ngly is written 
 with the stem Ingl; as in the words doubtingly, laughingly, 
 strongly, enticingly, exceedingly, seemingly, etc. But if Ingl will 
 not join readily, as in the outlines of mincingly, puffingly, cun- 
 ningly, fawningly, scatteringly, amazingly, etc., the form Ing-El is 
 usually employed instead. 
 
 861. The Termination " ington." The syllables ington, 
 with which so many names of towns and cities terminate, as 
 Washington, Lexington, Arlington, etc., may be written in two 
 ways, either of which is correct, namely, NG-Tn and NGt-N. 
 The first form is the more distinctive of the two, but the latter 
 is generally more quickly written. But if the stem NG does not 
 join at an angle with the preceding stem, the form NG-Tn must 
 be used; as in Wr-DH-NG-Tn Worthington, Fi-E-M-NG-Tn 
 Farmington, etc. 
 
 862. Final L after Shortened En, Ing, Em, and Hay. 
 Final I, whether followed by a vowel-sound or not, when it 
 comes after half-length Em or Hay, is written upward, and 
 after half-length En or Ing, it is generally written down- 
 ward ; as in the words motley, metnl, mutual, hotly, hotel; defi- 
 nitely, until, succinctly, etc. But neatly and nightly are written 
 with the outline Nt-i. 
 
 863. Initial L before M-P or M-B., as in the outlines of 
 lamp, limp, limbo, lumbago, etc., is better written with El than 
 
 Lee ; thus, ^\ lump. 
 
 864. Stems Struck Vertically Upward. In the case of a 
 few outlines ending with st preceded by a final-hook, in which 
 it is impracticable to write the st either with breve-est, or with
 
 MISCELLANEOUS ABBREVIATIONS. 313 
 
 
 
 the stem St written in the ordinary way, it is allowable to 
 strike the stem upward, as in writing the words fusionist, fash- 
 ionixt, visionist,jactionist, anointest, etc.; thus, (+% elocution- 
 ist. In like manner, in writing the word affectionate, the stem 
 T may be written upward from the end of the Shun-hook; and 
 in affectionately, the stem L may be joined on at the top of the 
 upward T. 
 
 865. Non-vocalizable Word-forms. As phonography is 
 largely a matter of consonant representation, it is allowable for 
 the reporter in writing certain words to use very brief outlines, 
 without regard to whether they can be fully vocalized or not ; 
 provided there be no conflicting words, and such outlines are 
 not difficult to form or too complicated. Examples : 
 
 .Vo .... 
 
 > 
 
 KEY. Profit, profitable, indefatigable, anticipate, antici- 
 pated, anticipating, anticipation, participate, participated, par- 
 ticipating, participation, midst, modest, modesty, detest, 
 detested, detesting, detestation, detestable, protest, protested, 
 protesting, protestation, Protestant, Protestantism, supervisor, 
 professor. 
 
 INITIAL AND FINAL SYLLABLES. 
 
 866. The following statement will show some of the more 
 frequent initial and final syllables of words as they are usually 
 written in phonography: 
 
 867. Initial Syllables. The initial syllable ant- is usually 
 written by Xt: astro-, by Str; bene-, by Bn ; cal-, by Kl; car-, 
 by Kr; cat-, by Kt ; cent-, by sNt; chir-, by Kr; eir- (except 
 before Kl) by sR, before Kl by sR, in circum- by sE or sR; 
 col-, by Kl; cor-, by Kr; counter-, by Kntr : cut-, by Kt; del-, 
 by Dl ; enter-, by Ntr; fer- and fur-, by Fr; hept-, by hePt ; 
 hydra-, by Toid-Dr , hydro-, by Toid-Dr or Hdr ; hyper-, by
 
 314 . ART OF PHONOGRAPHY. 
 
 Toid-Pr ; liypo-, by hiP ; int-, by Nt ; inter-, by Ntr ; jur-, by 
 Jr; Mai-, by Ml or M.-L; met-, by Mt; mult-, by Mlt or M-it; 
 oct-, by Kt ; jpr- and per-, by Pr ; phil-, by Fl ; poly-, by P-Z, or 
 PI; gwa-, by Kw; re/-, by J?l; retro-, by .K-Tr or .Rtr; sept-, 
 by sPt; sfs-, sys-, and sus-, by breve -sez ; stereo-, by stR; si- 
 fer-, by sBtr; super- and supr-,\)y Spr; under-, by Ndr; #aZ-, 
 t'0Z-, and t'wZ-, by VI ; and ver-, by Vr. 
 
 868. Final Syllables. The final syllables -Mlity are written 
 by the stems Bl-T or the stem Bit, except in the outlines of 
 ability, inability, nobility, sensibility, insensibility, and risibility, in 
 which they are written by B-i-T (or -Li) ; -ble-y is written by Bl ; 
 -cal-ly, by Kl ; -ciously, by Shs-i; -cise, by breve-sez ; -cism, by 
 breve-sez and M ; -form, by F or F-M ; -ful-ly, by Fl ; -grapher, by 
 Grf-B; -graphy, by Gr-F; -holder, by Toid-idr, Koid-Ldr, or 
 Hldr, according to which is the most convenient ; -hood, by Hd ; 
 -ive, by V or the Vee-hook; -lion, by Zn ; -mal, by Ml ; -al, by Nl ; 
 -neous, by Ns ; -ometer, by Mtr ; -rial, by J?l ; -rian, by Sn ; 
 -riously, by Es-L; -san, -sen, -sin, and -son, by breve-s and the 
 n-curl ; -sis and -sus, by breve-sez ; -ted and -tude, by Td ; -tial, 
 by Shi ; -tare, by the Ter-hook or by lengthening ; and -sture 
 (-xture), by breve-ster or sCHr. 
 
 PHRASEOGRAPHY. 
 
 869. As the learner has been going along through the book, 
 studying the various principles of Phonography as they are ap- 
 plied in writing the outlines of separate words, he has also, at 
 the same time, been made acquainted with most of the rules 
 which relate to the writing of words by means of phrase-signs. 
 But, in order that the subject of Phraseography may be so pre- 
 sented that any part of it can be readily referred to, and also 
 for the purpose of giving additional instruction in respects 
 wherein the teaching has heretofore been somewhat incomplete, 
 it will now be taken up again and given in its entirety. 
 
 870. Definition. As applied to Phonography, the term 
 Phraseography is employed to denote the indicating of two or 
 more words by a single shorthand outline. 
 
 871. Two Kinds of Phrases. Phrase-signs may be divided 
 into two general classes, namely :
 
 PHRASEOGRAPHY. 315 
 
 I. Those signs which are formed by simply joining together, 
 without alteration, the ordinary outlines of words as they are 
 written when standing alone. For examples, see under 358. 
 
 II. Those signs which by means of the alphabetic characters 
 and the various hooks, modifications, circles, loops, etc., group 
 together the consonants of two or more words, without regard to 
 the individual form of each outline, when standing alone. In 
 phrases of this kind, a portion, and sometimes all, of the words 
 lose their identity of outline ; although, as a rule, there is at least 
 one word-form w r hich remains intact, and around which the 
 others gather in a sort of verbal cluster. For examples, see un- 
 der paragraphs 387, 388, 402, 422, 474, 475, 476 and 549. 
 
 872. Phrases of the first class are, of course, the simplest in 
 their construction, the words being joined one after another, 
 very much as some long-hand writers connect the words on each 
 line of the paper. 
 
 873. But in the second class of phrases all of the elementary 
 principles of Phonography are brought into service to write the 
 collections of consonant-sounds of phrases, very much as the 
 same principles are used in writing the consonants of single 
 words. That is to say, the briefest method of representing them 
 is adopted that is consistent with both speed and legibility; no 
 particular attention being paid to derivation and meaning, as 
 they are abundantly able to take care of themselves, provided 
 the outlines are sufficiently ample and are phonetically correct. 
 
 874. Rule of Position. The general rule for the position of 
 phrase-signs is that the outline of the first word be written in 
 the position it would occupy if standing alone. For examples, 
 see under 358. 
 
 875. Exceptions to Rule. When the word that commences 
 the phrase belongs to the first position, and is written with a 
 circle, loop, horizontal stem, or any half-length stem, if neces- 
 sary to secure greater legibility and especially when the 
 second word depends upon its position for distinction the first 
 word may be raised or lowered, as the case may be, so as to al- 
 low the second word of the phrase to be written in the position 
 it would occupy if standing alone. Examples: as good as, as 
 goon as, as lately as, as little as, on this, can this. For other 
 examples, see the 67th, 68th, 69th, and 70th Beading and Writing 
 Exercises.
 
 316 ART OF PHONOGRAPHY. 
 
 876. Difficult Junctions. It is generally better to disjoin 
 than to make phrase-outlines that contain difficult junctions. 
 But occasionally speed is gained, and legibility not impaired, 
 by including in a phrase-sign stems whose junctions require a 
 little extra care in the writing. Examples : Little while after, 
 that will be. 
 
 877. Occasionally, when a phrase that contains slanting stems 
 extends an unusual distance below the line, the defect may be 
 partially remedied by giving the inclined part of the outline an 
 unusual slant. Examples : Any part of their, days afterward, 
 depend upon their, took charge of their. 
 
 878. Sometimes, when incorporated in phrase-signs, for the 
 purpose of securing easy junctions, words are written with out- 
 lines that would not be safe or allowable if they were standing 
 alone. Such changed outlines are generally mere variations of 
 the full consonant word forms ; but sometimes they are abbre- 
 viations adapted specially to the phrase or phrases in which 
 they occur. Examples : After business hours, any statement, 
 eternal life, for instance, for the purpose, in full, in March, 
 stand still, mean to be understood. 
 
 FROM SIGNS TO PHRASES. 
 
 879. The various hooks, modifications, circles, etc., are used 
 in phrase-writing to represent words, in. the manner shown in 
 the following statement : 
 
 THE FINAL HOOKS. 
 
 880. En-hook. The En-hook is used for an, and, and oicn, 
 for than after comparatives, and rarely for been and one. For 
 examples, see under 387 and 388, and the following : Their own, 
 more than, other than, every one, some one. 
 
 881. Vee-hook. The Vee-hook is used for of and have. At 
 630 will be found a description of the Vee-hook on curved- 
 stems. For examples, see under 387 and 388, and the follow- 
 ing: All of, they have, may have. 
 
 882. Shun-hook. The Shun-hook is sometimes used for 
 ocean. Examples: Atlantic Ocean, Pacific Ocean. 
 
 883. Ther-hook. The Ther-hook is used for there, their 
 other, and they-are. For examples see under 401.
 
 PHRASEOGRAPHY. 317 
 
 THE INITIAL HOOKS. 
 
 884. El-hook. The El-hook is used for all and will. 
 
 885. Er-hook. The Er-hook is used for are, our, and or. 
 For examples of the El and Er hooks in phrases, see under 
 
 421 and 4:22. 
 
 886. Way-hook. The Way-hook is sometimes used for we. 
 But generally this word is written with the breve Thoid or 
 Soid. 
 
 887. Yay-hook. The Yay-hook is frequently used for you 
 or your. Examples : Can you, at your, by your, etc. 
 
 THE MODIFICATIONS. 
 
 888. Shortening Principle. The Shortening Principle 
 may be used for it and the, for had after all pronouns that are 
 written with a stem-sign, and, in a few phrases, for to. For ex- 
 amples, see under 474. 
 
 889. The En-hook and Shortening Principle combined may be 
 used for not. For examples see under 476. 
 
 890. The Ef-hook and Shortening Principle combined may be 
 used for of the. Examples : Day of the, part of the, for the 
 sake of the. 
 
 891. Breve-s and the Shortening Principle combined may be 
 used for its. Examples : By its, of its, in its. 
 
 892. Lengthening Principle. The Lengthening Principle 
 may be used for there, their, thcy-are, and other. For examples, 
 see under 475. 
 
 893. The En-hook and Lengthening Principle combined may 
 be used for another. For examples, see under 476. 
 
 894. The Ef-hook and Lengthening Principle combined may 
 be used for after. Examples: Day after day, week after 
 week, hour after hour. 
 
 THE CIRCLES AND LOOPS. 
 
 895. Breve-S. Breve-s is used for as, has, i-s, and his, and, 
 after any other breve, for ns. For examples, see under 549. 
 
 896. Breve-sez. By changing breve-s to breve-sez the 
 words as, has, is, and his may be added. For examples, see un- 
 der 549.
 
 318 ART OF PHONOGRAPHY. 
 
 897. Breve-sez is also occasionally employed in connecting 
 the outlines of two words, the first of which ends, and the sec- 
 ond begins, with an s or z sound. Examples : It is said, this 
 speech, those circumstances, witness stand. 
 
 898. Breve-est. By changing breve-s to breve-est, the 
 words the, it, and to may occasionally be added. For examples, 
 see under 549. 
 
 899. Breve-est at the end of a word may sometimes be 
 changed to breve-s, in order to secure an easier junction with 
 the succeeding word. Examples : Must be, must not, Post 
 Master General, most likely. 
 
 900. Breve-ster. By changing breve-s to breve-ster, the 
 words there, their, and they-are may be added. And sometimes 
 the word store is written in the same way. For examples, see 
 under 549. 
 
 THE CURLS. 
 
 901. Final En-curl. The final En-curl may be used for 
 than, in, an, and been. Examples : Less than, faster than, 
 it is in, that is an, it has been. 
 
 902. Initial En-curl. The initial En-curl may be used for 
 in. Examples: In consideration, in some, in separating, in 
 quest. 
 
 903. En-curl in Final Hooks. A small En-curl, turned on 
 the inside of the Ter and Vee hooks, may be used for than, own, 
 or been. Examples : Bather than, by their own, had there 
 been, may have been, there have been. 
 
 FROM WORDS TO PHRASES. 
 
 904. "A," in phrases, is written with the breve Poid or Up- 
 Poid. See'703-706. For Examples, see under 707. 
 
 905. "A" following "Ing." See 707. 
 
 906. "A Com." See 731-734. Examples: A combination, 
 a command, a common, a confused, a connected, a complicated, 
 * conflict, a consciousness, a cumbersome. (See under 734.) 
 
 907. In a few phrases of distinct individuality the article a 
 may be omitted. Examples : Once in a while, to a certain ex- 
 tent, year and a half.
 
 PHRASEOGRAPHY. 
 
 90S. "After." After, in phrases, is usually written with 
 Fetter. But in a few phrases it may be written with the Ef- 
 hook and Lengthening Principle combined. Examples: Long 
 after, after me, before or after, week after, Saturday afternoon. 
 
 909. "Ain't." See "Can't." 
 
 910. " All," in phrases, is written as follows : 
 Initially 
 
 With the stem Lee. Examples : All directions, all such. 
 Finally and medially 
 
 a. With the El-hook. For examples see under 421, 422. 
 6. With the stem El or Lee. Examples : After all, that is 
 all, that was all. 
 
 911. The El-hook should seldom be used for all after words 
 that take the same hook for will. Thus, the stem DH1 may be 
 used for they will and them all, but not for they all. 
 
 912. "An," in phrases, is written as follows : 
 Initially 
 
 With the breve Poid. Examples : An alarming, an emer- 
 gency, an important. 
 Finally and medially 
 
 a. With the breve Poid or Up-Poid. Examples: Began an, 
 known an, let an, alter an. 
 
 6. With the En-hook. For examples, see under 387, 388. 
 <. With the final En-curl. Examples : It is an, that is an, 
 she is an, lose an. 
 
 913. "And," in phrases, is written as follows: 
 Initially 
 
 With the breve Poid. Examples : And that, and yet, and 
 this. Also under 707. 
 
 Medially and finally 
 
 ". With Poid and Up-Poid. Examples : Now and then, short 
 and clear, that and, by a4 by. 
 
 b. With the En-hook (387). Examples : Over and above, up 
 and down, sum and substance. 
 
 c. Occasionally with the final En-curl after circles and loops 
 and En-curl in final hooks (903). Examples : Fuss and, cross 
 and, false and, less and, faster and, better and. 
 
 914. Usually, however, when ami occurs between repeated 
 words, its sign may be omitted. Examples : Again and again, 
 for ever and ever, more and more, years and years.
 
 320 ART OF PHONOGRAPHY. 
 
 915. "And com." See 731-734. Examples: And com- 
 pared, and concerned, and consisted, and contained, and com- 
 bined, and commanded, and contended, and compromised, and 
 concluded. (See under 734). 
 
 916. " Another," in phrases, is written as follows : 
 Initially 
 
 With Enther in the first position. Examples : Another af- 
 fair, another day, another point. 
 
 Finally and medially 
 
 a. With the En-hook and Lengthening Principle combined. 
 For examples, see under 476, and the following : At another, 
 such another, on another occasion, in another manner. 
 
 6. Occasionally with Enther= Examples: Before another, 
 I have another. 
 
 917. "Another " " Any other ""No other." The out- 
 lines of another, any oilier and no other may be distinguished 
 when necessary as follows : Another is joined freely in phrases 
 without vocalization ; any other is disjoined and written in the 
 third position, and no other may be joined to a preceding word, 
 but the vowel-sign 6 should generally be inserted. Examples : 
 Before another, before any other, before no other. 
 
 918. "Any" and "No." When standing alone or com- 
 mencing a phrase, any is written in the third position, instead 
 of the second, so as to avoid conflict with no. But when joined 
 to preceding words, of course, no such distinction can be shown. 
 And, although there is no rule covering all the cases, in practice 
 the following course respecting these words seems to be the 
 most natural: 
 
 . After in join any, but not no. Example : In any case. 
 
 6. After there is join no, but not any. Examples : There is 
 no, think there is no, yet there is no. 
 
 c. When the context will tell which word is intended, either 
 may be joined. Examples : More than any, whether or no, 
 yes or no. 
 
 919. "Anybody" and "Any one" should always be dis- 
 joined and written in the third position. Examples : Was there 
 anybody, was there any one. 
 
 920. "Any other." See 917. 
 
 921. The phrases any other and no other, in some respects, do 
 not come under the same rules as any a:id no.
 
 PHRASEOGRAPHY. 321 
 
 922. "Anything" may be joined in any part of a phrase. 
 Examples : Anything about, did you have anything, was there 
 anything said or done. 
 
 923. "Are," in phrases, is written as follows : 
 Initially 
 
 Always with the stem Bee. Examples: Are they, are a, 
 are all. 
 
 Finally and medially 
 
 (i. With the Er-hook. For examples, see nnder 421, and the 
 following : they are, we are ready, which are likely. 
 
 b. Including preceding they, with the Ther-hook, with the 
 Lengthening Principle, and with breve-ster. Examples: For 
 which they are, think they are, if they are, that they are, since 
 they are, unless they are. 
 
 c. With the stem Er. Examples : There are, those are, 
 what are you, than there are. 
 
 924. Caution. Ree is never used for are except when the 
 word stands alone or begins a phrase. (See 1041.) 
 
 925. "As," in phrases, is generally written with breve-s 
 (546). Examples : As early as, or as, such as. 
 
 926. Sometimes as is included in breve-sez, or in a loop. For 
 examples, see under 549. 
 
 Position. At the beginning of phrases as follows the posi- 
 tion of the second word, if it has a stem-outline. Examples : 
 As if, as good as, as great as, as long as, as soon as, as we, as 
 our, as you. 
 
 927. But if the phrase has no stem-sign, as, following the 
 general rule, is written in the first-position. See 353, 874, and 
 875. For examples, see under 549. 
 
 928. " Been," in phrases, is written as follows : 
 Initially 
 
 With the stem Ben 3 . Examples : Been the, been there. 
 
 Medially and finally 
 
 a. With the stem Ben. Examples: Had been done, had 
 been there, it has not been. 
 
 6. With the En-hook. Examples : Must have been, that has 
 ever been. 
 
 c. Occasionally with final En-curl after circles and loops, and 
 the En-curl in final hooks (903). Examples: It has been, had 
 there been, may have been, there have been. 
 21
 
 322 ART OF PHONOGRAPHY. 
 
 929. "Belong" "Believe." When belong is joined to a 
 preceding stem it should be written in full, because its abbre- 
 viation (Bel), in such case, would conflict with believe. Ex- 
 amples : Do you belong, do you believe. 
 
 930. "Bill," in phrases, may be written with either Bee-El 
 or Bee-Lee, according to which makes the most convenient out- 
 line. Examples : Bill of Exchange, bill of particulars, bill of 
 sale. 
 
 931. Occasionally Mil is written with the stem Bel. Ex- 
 ample : True bill. 
 
 932. "Can" "Could." Can maybe joined freely in any 
 part of a phrase. But could written with its abbreviation (Kay) 
 should never be joined except when it commences a phrase, or 
 when it immediately follows a breve-sign, which begins the 
 phrase. If written with the stem Ked, could may occasionally 
 be joined with advantage to a preceding stem. Examples : 
 Can be seen, can there be, he can, I can, you could. 
 
 933. " Can't " "Could n't " " Did n't " " Don't " 
 "Hadn't" "Should n't.' Can't, couldn't, didn't, don't, 
 had n't, and should n't, abbreviated forms of the expressions can- 
 not, could not, did not, do not, had not, and should not, respec- 
 tively, though seldom used in dignified and formal delivery, are 
 very frequently met with in colloquial speech, and are heard 
 constantly in the examination of witnesses. 
 
 934. In reporting phonographic ally, it is not convenient to 
 distinguish, by difference of outline, between the full and the 
 contracted forms of these words ; and cannot and can't are 
 both written with the stem -Kent 1 ; could not and could n't. with 
 Kent 3 , etc. ; it being left to the memory or judgment of the 
 writer to afterwards determine which form of expression shall 
 be employed in the transcript. 
 
 935. From careful observation of the usage, in this respect, 
 of public speakers, and especially of witnesses and examining 
 counsel in trials, the following general conclusions have been 
 arrived at : 
 
 a. The abbreviations can't, could n't, etc., are more commonly 
 used in the taking of testimony than in formal speeches. 
 
 6. In questions and answers they are generally used at the 
 beginning of sentences, or at least when other words follow in 
 the same sentence.
 
 PHRASEOGRAPHY. 323 
 
 c. Standing alone, or at the end of sentences, the full forms, 
 cannot, could tiot, etc., are more generally heard. 
 
 936. The foregoing statement is by no means an infallible 
 gui'lc in regard to the use or non-use of these contracted forms 
 of speech. In very rapid and excited examinations they are 
 almost always employed. Should any one desire to make a dis- 
 tinction between the two forms, it may be done, by using the 
 apostrophe, in connection with the outlines when representing 
 the contractions, but placing it under instead of over the char- 
 acters (963). Examples : Can't, could n't, didn't, don't, had n't, 
 should n't. 
 
 937. " Charge " " Change." Charge, written with its ab- 
 breviation (Chay), may be joined in any part of a phrase. But 
 clmniir, when joined to a preceding stem, should be written 
 with its full outline (CH-N-J). Examples: Charge of any- 
 thing, took charge of their, no change. 
 
 938. "Company," standing alone, is written with iP 2 -N; 
 but in phrases K is generally used. Example: Insurance 
 compauy. 
 
 939. " Could." See 932. 
 
 940. " Could n't." See " Can't." 
 
 941. " Date " " Day." The outline for date should al- 
 ways be made quite short, so that it will never be mistaken for 
 the word day. Examples : On the date, on the day, this date, 
 this day. 
 
 942. "Did." See " Had Do " " Did" 
 
 943. "Didn't." "Don't." See "Can't." 
 
 944. "Do." See " Had" " Do" " Did." 
 
 945. " Else " " Less." When standing alone else is vocal- 
 ized to distinguish it from Jess. But in phrases the words are 
 distinguished, when necessary, by writing else downward and 
 less upward. Examples : Anything else anything less, little 
 else little less, nothing else nothing less. 
 
 946. ' : Ever " " Have." Ever, in phrases, is always writ- 
 ten with its abbreviation, the stem Vee. It cannot be written 
 with the Vee-hook without danger of its conflicting with Itarc. 
 Examples : Did you ever, did you have, I ever, I have. 
 
 947. "Extent," joined to a preceding stem, may generally 
 be abbreviated to Steut. Examples: Certain extent,, ver; 
 great extent.
 
 324 ART OP PHONOGRAPHY. 
 
 948. "Far." The usual sign for far, in phrases, is its full 
 stem form, Ef-Er; but occasionally the stem Fer is used, as 
 being more convenient. Examples : As far as they, so far as, 
 how far. 
 
 949. " Found " " Find." Except after have, found should 
 not be joined to a preceding stem-sign. But it may be joined 
 after a breve-sign, because then it can take its own position, 
 below the line" (816-). Examples: I find I found, we find 
 you found, I have found. 
 
 950. "From To." When from is followed by a word that 
 is repeated with only the preposition to intervening, both from 
 and to may be omitted, and the two forms of the repeated word 
 written close together to represent the entire phrase. Exam- 
 ples : From day to day, from hour to hour, from place to place, 
 from week to week. 
 
 951. Occasionally the forms of the repeated word are joined 
 together. Examples: From generation to generation, from 
 time to time. 
 
 952. " Give." When give is joined to a preceding stem, it 
 should have its vowel I inserted. Examples : Did you give, 
 to give. 
 
 953. " Had," in phrases, may always be written with the stem 
 Dee ; but after pronouns written with stem-signs, it is allowable, 
 though not always advisable, to indicate it by the Shortening 
 Principle. Examples : Had they, they had, had we, we had, 
 had you, you had, she had. 
 
 954. " Had " " Do " " Did." Had and do (both written 
 with the stem Dee) maybe joined freely in any part of a phrase ; 
 though, if any conflict should arise, do should be disjoined 
 rather than had. But did, written with its abbreviation (Dee), 
 should never be joined except at the beginning of a phrase, or 
 when it immediately follows a breve-sign, which commences 
 the phrase. But if written with the stem Ded, did may be 
 joined to a preceding stem or breve-sign. Examples : Had a, 
 had the, what had, do you believe, I can do, it will not do, what 
 do, did you ever, did you have anything, what did you, they 
 did, where did you go. 
 
 955. " Had n't." See " Can't" 
 
 956. "Has," is written the same as as. See 546 and 925 to 
 927 inclusive, and the examples there referred to.
 
 PHRASEOGRAPHY. 325 
 
 957. " Have," in phrases, is written as follows : 
 Initially 
 
 a. With the stem Vee. Examples: Have seen, have there, 
 have another. 
 
 b. With breve Joid or Eoid. See 689 and 690. For examples, 
 see 700. 
 
 Finally and medially 
 
 a. With the Vee-hook. For examples, see under 388, and the 
 following : may have, they have. 
 
 b. With the breve Joid or Roid. For examples, see 700. 
 
 958. "Have been" "Have been there." The phrase 
 It/n-f )>ee, after curves, is generally best written by the Vee- 
 hook with the Eu-eurl turned inside. But have been there should 
 be written, in such cases, by the Vee-hook and the stem Benthr. 
 Examples : May have been, may have been there, they have 
 been, they have been there. Some phonographers write hare 
 been after straight stems also, by the Vee-hook with the En-curl 
 turned inside ; and then add there by lengthening the stem ; 
 as in the phrases couM hare been, could hare been there. 
 
 959. But if the stem Benthr will not join to the Vee-hook, the 
 hook should be omitted and the words have been there added by 
 the stem Venthr. Examples : Shall have been, shall have 
 been there, should have been, should have been there. 
 
 960. " Have n't " " Have not." See 690. 
 
 961. "He," "Him," and "How." For full instructions in 
 regard to writing the words he, him, and how, see Lesson LIX. 
 
 962. "He com."--See 731 to 734. Examples: He com- 
 bined, he commenced, he compelled, he concluded, he commands, 
 he consumed, he contented, he contracted, he constructed, he 
 comforted. See under 734. 
 
 963. " He '11 " - ' J 1 11 " - " She 11 " - " They '11" - " We 
 '11" "You'll." These contracted forms for lie will, I will, 
 etc., maybe marked, when necessary, by placing the apostrophe 
 over the outlines of the full expressions he icill, I will, sht- will, 
 etc. (936). Examples : He 'II, I '11, she '11, they '11, we '11, 
 you '11. 
 
 964. "Him." See 961. 
 
 965. "His," in phrases, is written the same as is, which see. 
 For examples, see under 549. 
 
 966. "HOW." See 961.
 
 326 ART OF PHONOGRAPHY. 
 
 967. "I." For full directions in regard to writing the prox 
 noun /, see 668 677. For examples, see 696. 
 
 968. "I believe." In making this outline care should be 
 taken not to curve the stem B. It should be distinctly shaded, 
 made straight, and given a little extra slant, in order to prevent 
 its conflicting with I tit ink. 
 
 969. "I com." See 731 734. Examples: I commenced, 
 I competed, I congratulate, I conjure, I contracted, I confessed, 
 I commend, I confronted, I concede. (See under 734). 
 
 970. "I think" "Until." See " Until" and "I believe." 
 
 971. "I'll," See "He'll" 
 
 972. " In," in phrases, is generally written with the stem En. 
 
 973. In a few phrases in is written with the En-hook, or with 
 the En-curl (both final and initial). Examples: Bear in mind, 
 bearing in mind, it is in, in some, in quest. 
 
 974. "Ing a-n." See 707. 
 
 975. " Ing the." See 688. 
 
 976. " Is," in phrases, is generally written with breve-s. 
 
 977. Sometimes is is included in breve-sez or in a loop. For 
 examples, see under 546 549. 
 
 978. At the beginning of phrases is is always written in 
 the third position. 
 
 979. " It," in phrases, is written both with the stem Tee and 
 with the Shortening Principle. For examples, see 358 and 474. 
 
 980. "Its," in phrases, is sometimes written with the Short- 
 ening Principle and breve-s combined. Examples : At its, on 
 its, of its, for its, among its. 
 
 981. " Lately " " Little." When lately is joined to a pre- 
 ceding stem, it should always have the vowel a inserted, to dis- 
 tinguish it from little. The writer may choose between joining 
 lately vocalized, and disjoining and writing it in position with- 
 out vocalization. Examples : But lately, but little, very lately, 
 very little. 
 
 982. "Less" "Else." See "Else" "Less," 
 
 9.83. "Mr." The abbreviation Mr. (mister), when joined to 
 another outline, should follow its position. Examples: Mr. 
 Smith, Mr. Chairman, Mr. President. 
 
 984. " No " and "Any." See " Any and No." 
 
 985. "No Other." See "Another" "Any other" "No 
 other."
 
 PHRASEOGRAPHY. 327 
 
 986. "Not," in phrases, is written as follows: 
 Initially 
 
 By the stem Net 1 . Examples: Not at that time, not the, 
 not to my knowledge. 
 Finally and medially 
 
 a. By the stem Net. Examples : Are we not, has it not, 
 that is not, they have not. 
 
 b. By the En-hook and Shortening Principle combined. For 
 examples, see under 476. 
 
 987. In case, however, the writer wishes to follow not with 
 another stem, which in the particular instance cannot be joined 
 to the En-hook, the stem Net may be employed. Examples: 
 Shall not, shall not be, should not, should not be. 
 
 988. "Not necessary." These words should not be joined 
 together if the not is itself connected with a preceding stem, 
 because they would then be liable to be mistaken for the out- 
 line of the word unnecessary. Thus, the phrase it is not neces- 
 x'O'i/, if written with a continuous outline, would be liable to be 
 read it /* unnecessary. 
 
 989. But the words not necessary, standing by themselves, or 
 beginning a phrase, may, of course, be joined. 
 
 990. " Of," iu phrases, is written as follows : 
 Initially 
 
 With the breve Roid or Choid. For full directions, see 678- 
 683. For examples, see first three lines of page 256. 
 
 Medially and finally 
 
 a. With the breve Eoid or Choid. For examples, see second 
 and third lines of page 256. 
 
 &. With the Vee-hook. For examples, see under 388, and the 
 following : day of the date, variety of, all of, know of. 
 
 991. Medial "Of" Omitted. In a few phrases the sign of 
 medial of is omitted, the outlines of the words between which 
 it occurs being joined together. Examples : Bill of sale, cause 
 of action, causes of action, in point of fact, point of view, best 
 of my recollection. 
 
 992. " Of" by Proximity. Since the adoption of the breve 
 sign, Roid or Choid. for of, the indication of this word by prox- 
 imity has been abandoned. Still, there is no necessity for 
 writers of the system, who have long been accustomed to the 
 use of proximity for of, giving it up in their own practice.
 
 328 ART OP PHONOGRAPHY. 
 
 993. " Of com." See 731-734. Examples : Of command- 
 ing, of conduct, of conjecture, of considerable, of constant, of 
 consummate, of compensation, of conflict, of confusion. (See 
 under 734.) 
 
 994. "Of the," standing by itself, is written with Eoid- 
 Choid ; joined to other outlines, it is written with either Roid- 
 Choid or Choid-Roid, according to which form makes the best 
 joining. Rarely it is written with Vet. For examples, see first 
 and third lines of page 256, and the following : one of the, most 
 of the time. 
 
 995. " Of the " by Proximity. Many phonographers are in 
 the habit of omitting the sign for of the altogether, and indicating 
 the phrase by writing the outline of the next following word close 
 to that of the preceding one; thus, C loss of the money. The 
 practice is not a safe one, especially in writing technical or diffi- 
 cult matter ; but it is well to be possessed of the expedient, as 
 it is sometimes useful in very rapid work. 
 
 996. " On " " In." Because of its liability to conflict with 
 in, on is never joined in phrases except at the beginning, where, 
 of course, it is distinguished by its position. Examples: 
 Which were on, which were in. 
 
 997. "Once" may sometimes be written with the Way-hook 
 and ens circle combined. Example : At once. 
 
 998. " One," in phrases, is written as follows: 
 Initially 
 
 By the stem Wen 2 . Examples: One after, one evening, 
 one side of the. 
 
 Finally and medially 
 
 rt. By the stem Wen. Examples: Any one, no one else, on 
 one occasion. 
 
 6. By the Way-hook and En-hook combined. Examples : 
 At one time, which one. 
 
 c. In a few cases only all of which are to be learned sepa- 
 rately as arbitraries by the En -hook. Examples: Every 
 one, some one. 
 
 999. If it were made a general rule to write one with the En- 
 hook, it would frequently conflict with an. 
 
 1000. "One or" is written with the outline Way-Ner. Ex- 
 amples : One or both, one or more, one or two.
 
 PHRASEOGRAPHY. 329 
 
 1001. " Or," in phrases, is written as follows: 
 Initially 
 
 By the stem Er. Examples : Or the, or have been, or some 
 such, or you. 
 
 Medially 
 
 a. By either Er or Bee, according to which is most conve- 
 nient. Examples : Day or two, eight or ten, four or five, 
 greater or less, had or not, once or twice, said or done, true or 
 not. 
 
 6. When two numbers, separated by or, are expressed in fig- 
 ures, the or may be indicated by writing the figures that come 
 after it above the line, that is, in the first position. Ex- 
 amples: Fifteen or twenty, ten or twelve or thirteen. 
 
 Finally and medially 
 
 By the r-hook. Examples: At or, in or about, on or be- 
 fore, two or three. 
 
 1002. " Other," in phrases, is written as follows : 
 Initially 
 
 By the stem DHrl. Examples : Other than, other than that. 
 Finally and medially 
 
 a. By the Ther-hook. Examples: Each other, such other. 
 1). By the Lengthening Principle. Examples: Any other, 
 from all other. 
 
 1003. " Other " " Their." If written with the same out- 
 line and in the same position, other and their would frequently 
 conflict. It is for this reason that, when standing alone, or be- 
 ginning a phrase, other is written in a different position from 
 their. But when joined to preceding stems that mode of dis- 
 tinction cannot, of course, be applied, and resort must be had 
 to some other. 
 
 1004. The rule for the distinguishing of these words, when 
 joined finally and medially, is as follows : 
 
 a. The Ther-hook and the Lengthening Principle, without 
 vocalization, may always be used for their. 
 
 b. They may also be used for other in connections where 
 their never or seldom is used, as, for instance, after most ad- 
 jectives, and nouns and pronouns in the possessive ease. 
 
 c. In cases where there is liability of conflict, if other is 
 written either with the stem Dher, or with the Ther-hook or 
 Lengthening Principle or detached breve-ster, the sign should
 
 330 ART OP PHONOGRAPHY. 
 
 always be vocalized with the short-vowel u of oilier. Examples : 
 By other, of other, or other, as other. 
 
 1005. " Our," in phrases, is written as follows : 
 Initially 
 
 By the stem Eee 1 . Examples : Our own, our own business. 
 
 Finally and medially 
 
 a. By the Er-hook. Examples: All our, among our, in 
 our, on our account. 
 
 6. Occasionally by the stem Ree. Examples : As our, or 
 our, words of our text. 
 
 1006. " Own," in phrases, is written as follows : 
 Initially 
 
 By the stem Enl. Examples : Own a. own the, own use. 
 
 Finally and medially 
 
 a. By the En-hook on stems. Examples: From your own 
 knowledge, our own, their own. 
 
 &. Occasionally with final En-curl after circles and loops, and 
 with the En-curl in final hooks (903). Examples: Its own, at 
 their own, by their own. 
 
 1007. "Own" "Know." Own, in phrases, should always 
 be vocalized when it is used as a verb, as it is liable to conflict 
 with Tcnow. Examples: Do you own, do you know. 
 
 1008. But when it is used as an adjective, there is no danger 
 of such conflict, and it need not be vocalized. Examples: 
 For his own account, my own opinion. 
 
 1009. "Part," when standing alone, is written with the ab- 
 breviation Pee 1 . But when joined to a preceding stem, it is 
 written with either Pee or Pret, according to which makes the 
 easiest junction. Examples: On my own part, on my part, 
 take part. 
 
 1010. "Remember" is generally written with the abbrevia- 
 tion Er-Em ; but after did you and do you it is contracted to Em. 
 Examples : Did you remember, how do you remember. 
 
 1011. "Say" "See." The word see, when joined as the 
 final word of a phrase, should always be vocalized, to distin- 
 guish it from say, which need never be vocalized. Examples : 
 Cannot say, cannot see. 
 
 In the middle of phrases, however, this precaution is seldom 
 required. Example : Did you see me. 
 
 1012. " Sessions," in phrases, is sometimes written with
 
 PHRASEOGRAPHY. 331 
 
 breve-s and the Ishun-hook. Examples: Extra session, legis- 
 lative session. 
 
 1013. The plural of session, so written, is formed, of course, 
 by adding breve-s (807, VII.). Examples: Court of Sessions, 
 Court of General Sessions. 
 
 1014. "Shall" "Should." Shall maybe joined freely in 
 any part of a phrase. But *l/nl<! is never joined except when 
 it Commences a phrase, or when it immediately follows a breve- 
 sign which begins the phrase. Examples: Shall a, shall the, 
 I shall, we shall ; should a, should go ; he should, I should. 
 
 1015. "Than," in phrases, is written as follows: 
 Initially 
 
 By the stem DHen 1 . Examples: Than a, than it, than 
 otherwise, than the, than the otln-r. 
 
 Finally 
 
 a. By the En-hook. Examples : Larger than, longer than, 
 other than, slower than. 
 
 &. Occasionally with final En-curl after circles on loops, and 
 the En-curl in final hooks (903). Examples : Less than, faster 
 than, rather than. 
 
 c. Occasionally with the stem DHn. Examples: shorter 
 than, softer than. 
 
 1016. "That," in phrases, is written as follows: 
 
 a. The abbreviation DHi is used only when that begins a 
 phrase. Examples : That day, that has, that have, that a-n, 
 that the, that it, that its, that there is, 'that therefore. 
 
 6. The stem DHt is used always when that is joined to a pre- 
 ceding word. Examples: At that, can that, for that, about 
 that, after that, and that, without that, has that, that that. 
 
 1017. After an Ess or Zee stem with simple termination, 
 that should be made quite short and thick, and with a sharp 
 curve, especially at the point of junction. Examples: Isaythat, 
 so that, UT.S that. 
 
 1018. " The," in phrases, is written as follows : 
 
 a. With the Shortening Principle. For examples, see under 
 474. 
 
 6. By changing a preceding breve-s to breve-est (548). For 
 examples, see page 207 and 208. 
 
 <. With the breve Clmid or Roid. For full directions, see 
 684-688. For examples, see pages 256 and 257.
 
 332 ART OP PHONOGRAPHY. 
 
 1019. "The com." See. 731-734. Examples : The com- 
 mandments, the commerce, the complaint, the complainant, 
 the congressman, the contract, the complete, the consideration, 
 the contempt, the confidence. (See under 734.) 
 
 1020. " The other " is the only phrase in which the word the 
 is written with the stem DHee. This phrase-sign may be joined 
 with safety to preceding words. Examples : Can the other, 
 on the other, as long as the other. 
 
 1021. " Their," in phrases, is written the same as there, which 
 see. Examples : Their own, all their, among all their, at their, 
 become- of their, charge of their, for their, sanction their, be- 
 gin their. 
 
 1022. " There," in phrases, is written as follows : 
 Initially 
 
 By the stem DHr 2 ; Examples : There are, there is, there 
 will, there would. 
 
 Finally and medially 
 
 a. By the Lengthening Principle. Examples: Although 
 there is, any one there, doing there, I wish there was, if there 
 be, here and there, down there. 
 
 b. By the Ther-hook. Examples : About which thei'e, be 
 there, could there be, they were there, where there has been. 
 
 c. By changing a preceding breve-s to breve-ster. Examples : 
 Always there, any one else there, is there, since there is, has 
 there been. 
 
 1023. "Therefore," in phrases, may frequently be written 
 with some one of the short methods of expressing the consonant- 
 combination thr the Ther-hook, the Lengthening Principle, or 
 breve-ster followed by either the stem Ef or the stem Per, 
 according to which makes the best junction. Examples: 
 Had therefore, it is therefore, is therefore, it therefore, I am 
 therefore, shall therefore. 
 
 1024. " They are." The phrase they are is written as fol- 
 lows: 
 
 Initially 
 
 By the stem DHr 2 . Examples : They are able to, they are 
 not, they are said, they are there. 
 
 Finally and medially 
 
 a. By the Lengthening Principle. Examples : If they are, 
 that they are, think they are.
 
 PHRASEOGRAPHY. 333 
 
 b. By the Ther-hook. Examples : For which they are, 
 where they are. 
 
 c. By changing a preceding breve-s to breve-ster. Examples : 
 And as they are, as long as they are, I suppose they are. 
 
 1025. Caution. While all of these brief modes of writing 
 they are, finally and medially, in phrases, are given, and al- 
 though they are of great assistance in very rapid work, yet, 
 if the reporter does not happen to be pushed for speed; or if 
 he is liable, without warning, to be frequently called npon to 
 read his notes publicly, he had better bisect the phrase-signs, 
 and write they are with the stem DHr, as being more certain in 
 its legibility. 
 
 1026. "Time" "Autumn." The word time, standing 
 alone, should always be written with its abbreviation (Em 1 ), to 
 prevent conflict with autumn (Tl-M). But in phrases, following 
 other stems, time is generally written in full either with the 
 stems Tee and Em, or with t indicated by halving and the stem 
 Em. Examples : Any other time, long time, this time ; some 
 time, day time. 
 
 1027. After a stem that is halved to add the, time is added 
 either by the abbreviation, M, or by the full outline, according 
 to which makes the best junction. Examples : During the 
 time, at the time, in the time. 
 
 1028. " To" or "Too," in phrases, is written or indicated as 
 follows : 
 
 Initially 
 
 a. By the stem Tee. Examples : To a, to have, to my re- 
 collection, to the, to their. 
 
 ft. By omitting the to and dropping the outline of the suc- 
 ceeding word to the FOURTH POSITION that is, writing it one 
 half the length of a Tee below the third position of the same 
 outline. Examples : To be, to it, to make, to reply, too much, 
 to our, to use. 
 
 Finally and medially . 
 
 . By the stem Tee. Examples : Take to. not to my know- 
 ledge, ought to have been, seems to have. 
 
 6. By halving the stem of the preceding word. Examples: 
 Able to, honor to be, I decline to say, mean to, so to speak. 
 
 c. By changing the preceding breve-s to breve-est. Ex- 
 amples : As to. that is to say.
 
 334 ART OF PHONOGRAPHY. 
 
 1029. Caution as to "Fourth Position." No words of 
 the third position, whose outline consists wholly of horizontals, 
 or of shortened stems of any kind, should be written in the 
 Fourth Position to indicate a preceding to or too ; and, as a rule, 
 every similar outline of words, even of the first or second posi- 
 tion, when so written, should be vocalized. Examples : To 
 go, to nature, to get, too bright. 
 
 1030. Phrases ending With "To." Sentences ending with 
 the sign of the infinitive, though common in conversation and 
 in extemporaneous speaking, are not, according to the strict 
 rules of grammar, entirely correct, in that there is an omission 
 of the verb. When in such cases the to is written with the 
 stem Tee, it should be vocalized with do, to prevent its being 
 mistaken for it. Examples : I want to I want it. 
 
 1031. " Until " " I think." Until should always be writ- 
 ten with a decided backward slant to the stem El, to prevent 
 its conflicting with I think. Example : Until there is. 
 
 1032. " Us," in phrases, is written as follows : 
 
 a. After any breve-sign, with breve-s. Examples : Of us, 
 without us, with us. 
 
 6. After any stem-sign, with stem Ess. Examples : Against 
 us, among us. 
 
 Exceptions: The word us, if written regularly with breve-s, 
 would be liable to conflict with the termination of the third per- 
 son singular of regular verbs. And yet, in several stem-sign 
 phrases, especially after prepositions, vs may safely be written 
 with breve-s. Examples: Let us, from us, in us, before us, 
 among us. 
 
 1033. "Was," in phrases, is written as follows: 
 Initially 
 
 By the stem Zee. Examples : Was a, was an, was another, 
 was he, was said, was the, was there. 
 Finally and medially 
 
 a. By the stem Zee. Examples: Always was, he was, I 
 was, nothing was said, that was. 
 
 b. By the initial Way-hook in combination with a final 
 breve-z. Examples: It was, where was your. 
 
 1034. " Was not," standing alone or beginning a phrase, is 
 written with Zee^Net, because Zent 1 , in rapid writing, would 
 conflict with had not (Dent 1 ).
 
 PHRASEOGRAPHY. 335 
 
 1035. But when was not is joined to a preceding outline, with 
 which it forms a distinct angle, Zent may be used. Example : 
 I was not. 
 
 1C?6. "Was there." When teas there (Zeether) is added to 
 the stem Hay, it should be extended down quite low, so that it 
 will nov conflict with simple was. Examples : He was, he was 
 there. 
 
 1037. "We," in phrases, is written as explained at 754-758. 
 For examples, see page 273, lines 7 to 10. 
 
 1038. The stem-sign for we is generally used in phrases in 
 which it makes a better junction than the breve. Examples: 
 We believe, such as we were, such as we have. 
 
 1039. We is also sometimes written with the Way-hook. Ex- 
 amples: But we, can we, do we, ought we, where we. But 
 the writer has the option of writing we in such phrases with the 
 breve-sign. 
 
 1040. " Well." Standing alone, or at the beginning of a 
 phrase, well is written with the stem Weel ; but in the middle or 
 at the end of phrases, it is frequently written with the abbrevia- 
 tion Lee or El. Examples : Well done, well known, as well 
 as, it is well known, just as well as, may as well. 
 
 1041. "Were." Written with its abbreviation, Kee, were 
 may be joined in any part of a phrase. Examples: Were a, 
 were the, were they, such were, then there were, there were, 
 they were not, what were you, where were they, which were. 
 See 924. 
 
 1042. "Will," in phrases, is written as follows: 
 Initially 
 
 By the stem Lee 3 . Examples : Will be, will have, will there 
 not be, will you look. 
 
 Finally and medially 
 
 a. By the 1-hook. Examples: It will be, where will, that 
 will. 
 
 1). Occasionally by the stem Lee. Examples: As far as 
 will, there will be. 
 
 See 850. 
 
 1043. "Would," in phrases, is written as explained at 750- 
 753. For examples, see page 273, lines 3 to 6. 
 
 1044. "You" and "Your," in phrases, are written as ex- 
 plained at 760-763. For examples, see 772 and page 274.
 
 336 
 
 ART OF PHONOGRAPHY. 
 
 LIST OF 
 A. 
 
 PHRASES. 
 ' an important _T77^_ 
 
 Able to. .S.. 
 
 and as there has . . -.. 
 
 about that 1 . . 
 
 and as they are .. ... 
 
 about which there / / 
 
 and that ' 
 
 above all ... \... 
 
 v V - 
 
 after all _ N.,. 
 
 and this --?"- 
 and yet (T.. 
 
 r v 
 
 after business hours V_ 
 
 another affair . TTT^-^., 
 
 ^-\_ s> 
 
 \ ^^_^"^ 
 
 after me V_x-~x 
 again and again ...,. 
 against us.. .. or... ^=>_, 
 
 another day v 1 
 another point ^^ "^ 
 any other . . . 
 
 all directions __C..~5 
 
 any other time 
 
 all of ^ 
 
 any part of their . . 
 
 all our ' or v 
 all right 
 
 any statement p 
 T--^ 
 anyone 
 
 /7 
 all such ' 
 
 all the r T f* 
 all their ' 
 
 anyone else there ^_^. 
 anyone there (j 
 anything about 
 
 alter an . / . 
 
 anything else 
 
 although there is. _/7._ 
 
 /ON ^> 
 always there . u 
 
 anything less ^ /'^ 
 are a . . 
 
 always was \ 
 among all their.. 5i <^. 
 among its sj> 
 
 are all </ 
 
 are we not *^ or ( ^ 7 
 
 *s >^ 
 as a matter of fact . 
 
 among our *^-s 
 among us ^ ^\ or v^ P 
 an alarming . *~* / 
 
 (TN. X-O 
 
 as early as ...V... 
 as far as -^S- - - 
 as far as they ^^ 
 
 an emergency . v ^~>^7- - 
 
 P V 
 
 as far as will ,.rry:..
 
 PHRASEOGRAPHY. 
 
 337 
 
 as good as 
 
 as great as . . a-P. 
 as if . . ^___ . 
 as lately as 
 as little as . 
 
 as long as ?T^. 
 
 as long as the other 
 
 q 
 
 as long as they are . 
 
 as other 
 
 as our .. 
 
 as soon as 
 as to 
 
 as we . .<T^ 
 as well as . . 6 _ . 
 
 . 
 
 ask you 
 
 at all events . IAJ> 
 
 r 
 
 at all times 
 at another 
 
 at its ... b 
 at once . . y. . 
 
 at one time ... K . . 
 ^ 
 
 at or . . .'. . 
 
 at some time . 
 
 at that ..<!.. 
 
 at the same time . . . 
 
 at the time 
 
 at their .H.. 
 
 at their own . y. . 
 
 at your '. 
 
 Atlantic Ocean 
 
 B. 
 
 Baptist Church . . 
 be there .A... 
 bear in mind 
 bearing in mind .VT. 
 because they are 
 become of their 
 been the ----- 
 been there 
 before and after 
 before another 
 before any other 
 before no other 
 before or after 
 before us ^s 
 
 began an 
 
 begin their 
 best of my recollection, 
 best of your recollection 
 best recollection ^^ 
 better and (or than) ..^ 
 between the ..,.- 
 bill of exchange 
 bill of particulars -> 
 bill of sale
 
 338 
 
 ART OF PHONOGRAPHY. 
 
 but lately . \/.. or _ \ ff.. 
 
 common law . v 
 
 but little V^~ 
 but we \ or \ 
 
 Constitution of the U. S. .. 
 could have been 
 
 by and by \ - . 
 
 could have been there 
 
 by its V 
 V 
 
 by other 
 
 by that C 
 by the by ^\ 
 by their own ^ 
 
 could there be 
 couldnt ^ 
 Court of General Sessions . . 
 Court of Sessions c 3 
 cross and . 
 
 by your ^ or 
 C. 
 Can be seen ~~~\ 
 
 D. 
 Danger of ...U... 
 day after day 1 
 
 can that 
 
 day of the l> 1 
 
 can the other . .7771 . . . 
 can there be \ 
 can this .777... 
 
 can we ~ or c 
 can you ^ or 
 can you tell ^" 1 
 cannot say j 
 
 day of the date lj 
 day or two H 
 day time ..-. U-^... 
 days afterward b 
 dear sir ---!--- 
 defendant's counsel.. JT-T?.. 
 depend upon their. . . L . . . _ 
 
 cannot see ^ 
 
 did you ever - - * 1 - - - 
 
 can't > 
 cause of action . . 
 
 did you give (] 
 did you have H 
 
 causes of action 
 
 did you have anything f\ 
 
 certain extent ...oo-^f... 
 charge of anything i^n^tr? 
 
 did you remember (l^^ 
 did you see me H 
 
 charge of their / . 
 
 didn't 
 
 circumstances of the case__cT7f 
 
 do we '.. \. or., |.. 
 
 17
 
 PHRASEOGRAPHY. 
 
 339 
 
 do you believe . . J . . . 
 
 fifteeu or twenty. . 7tT_ 
 
 \n 
 do you belong J 
 
 do you ever 
 
 first time . . ^s s 
 five or six . .:?. . . . 
 
 nV 
 
 
 do you have U 
 do you know t_^ 
 do you mean to be U^ 
 do you own [^i^, 
 do you recollect 
 do you remember L -v 
 
 for ever and ever V^- 
 for his own account V^^" ^, 
 for instance . . .Vj? . . . 
 for its <j> 
 for that V_ 
 for the purpose . . .^ 
 
 does not ... t/. . . 
 doing there ---1 ^--- 
 
 for the sake of the ^1-3 
 for their V 
 
 don't J . 
 
 ...y... 
 
 for which they are v_ 
 
 
 
 during that time.. /I... 
 
 from all other < ~. ^ 
 
 during the time \ ;-- 
 E. 
 Each other ,/.-.. 
 
 from day to day.. .11.. . 
 
 from generation to generation,, if.. 
 
 ~~\\ & 
 from hour to hour . .* ... 
 
 U 
 Eastern States -A 
 
 eight or ten ... vv . 
 
 from place to place . . .\>\5. . . 
 from time to time 
 
 
 eternal life ^J 
 
 from us 
 
 every one v^> 
 
 from week to week . 
 
 extra session U 
 
 from your own knowledge... ~f.. 
 
 F. 
 
 fuss and ...Wf_. 
 
 False and... /T. ._ 
 
 L*** 
 
 fast or slow ^^ . 
 
 G. 
 Good deal 
 
 faster and ^^ 
 
 great number of c-*V . 
 
 faster than .. ^~? 
 
 great while ago c*^i 
 
 fellow citizens -^-f---- 
 
 greater or less" ^"^^y^o
 
 340 
 
 ART OF PHONOGRAPHY. 
 
 H. 
 
 Had a * . 
 
 House of Representatives ^7. 
 -Houses of Congress . 
 
 had been done \ 
 had or not " 
 
 how do you remember ...V- 
 how long have you 
 
 had the . .! . or _ > 
 
 had there been 
 
 \ am therefore ^ ^L. 
 
 had therefore V__ 
 
 \ can 
 
 had they / 
 P ^ J 
 
 1 can do I 
 
 n i 
 
 had you ' or ' 
 hadn't 
 
 ' 1 
 I decline to say .... 
 
 I ever ,..\ * 
 
 half an hour ..^T\... 
 
 I find .>"_ 
 
 has it not . ... . - 
 
 I found 
 
 e 
 
 has that 
 
 I have 
 
 has there been . . .. . ^ .. 
 have another ...V^_= 
 have seen . _? ^ . 
 
 I have another 
 I have found ..!V?.. 
 I have not 
 
 have there . V . 
 
 I'll .?... 
 
 he can 
 
 I mean to be 
 
 he could 
 
 I might not 
 
 he should ...7).... 
 he stated --A--- 
 he was , x-^v .. 
 
 I say that ....)... 
 I shall ...-/. 
 I should . /. . 
 
 he was there . . ^ >. . . . 
 he'll .. P . / 
 
 I should not ... 
 
 cJ 
 
 I should not be j . 
 
 here and there . . -"^^ - - 
 honor to be IT^\ 
 
 e>v 
 
 I stated .,/!... 
 I suppose they are ^i .. 
 
 hour after hour -^^^ 
 
 I want it ..!?.. 
 
 ^Ao
 
 PHRASEOGKAPHY. 
 
 341 
 
 I want to .-.?.. 
 I was ...) 
 
 I was not 
 
 in your opinion - ~^_^. 
 instead of the .. v TTf... 
 insurance company - - 
 
 I will not 
 
 is it not 
 
 I wish there was . .!j. . . 
 
 is that 
 
 if there be.., i... j 
 
 is there 
 
 if they are V \ 
 
 is therefore 
 
 in another manner 
 
 it has been 1 
 
 in any case 
 
 *N.> 
 
 it has not been 
 
 in consequence ^_ja__ 
 in consideration . U . . . 
 in full or . .fa. .. 
 
 b^ 
 
 it is an 
 
 it is in or 1 
 it is said . . L. . 
 
 in its f 
 in March x_~> 
 in or about 
 in order that ,_ 
 in other words _^r> 
 in our 
 in point of fact v^_^~ 
 in quest .. d^=>.. .. 
 in reference ^^/' 
 in regard _ 
 in relation ^_^ f /' > 
 in separating . .*N 
 in some .. . / ZT~-N ... 
 in the time 
 
 *"! 
 
 in the world ^_<^ 
 
 ~<^\ r '^"o' 
 in us ) 
 
 it is therefore 1 . . . k . . . 
 it is well known 
 it therefore A C^ 
 it was ... p 
 it will be p 
 it will not do 
 its own 1 or 1 | 
 J. 
 Just as ... v ... 
 
 just as much as CT~y 
 /6 
 just as well as /"O 
 
 K. 
 
 Kingdom of Christ . ... , 
 Kingdom of Heaven 
 know of . . .^JP... . 
 known an . . .Oa. . .
 
 342 
 
 ART OF PHONOGRAPHY. 
 
 L. 
 
 Mr. Chairman ^~^ . 
 
 J 
 
 Larger than . . *?. 
 
 legislative session ( U 
 
 Mr. President . ...\>... 
 j 
 
 Mr Smith ^~^~~> 
 
 less and f. 
 
 much more / - 
 
 less than t 
 let an ... f 
 
 much more than /--^ 
 must be / ?x. 
 
 let us / 
 life estate... ...T... 
 little else....y^'. 
 little less jf 
 
 r> 
 
 little while after f I 
 
 must have '""^ 
 must have been ^-K> 
 must have been there '^F* 
 must not ^-~t>^> 
 my dear sir " ^1 OT '. 
 
 long after. 7""T\.. .. 
 
 *s 
 
 . . I X ^\ 
 
 my own opinion ^ 
 
 long time V v 
 longer than 
 lose an.../" 6 
 
 K. 
 
 v^_^x 
 
 New York Citv i 
 New York State <T 
 
 M. 
 
 nine or ten ..^r- J : " . 
 
 May as well.. s~To_. .. 
 may have ^~^> 
 may have been s~^> 
 may have been there . ^ 
 
 no change ^__^ 
 no one else ^ ^^7 
 no, sir v^> 
 Northern States 
 
 mean to 
 
 not at that time J 
 
 mean to be understood 
 
 not the L- v 
 
 Methodist Church j--- 
 more and more ^_^ ^ 
 more than <=^~^ 
 more than any ^-^_^ 
 most likely ,- ^ 
 
 not to my knowledge ."fl^. . 
 
 ^~~^f ^^~/ 
 nothing else ... L'. 
 
 nothing less >^ 
 nothing was said ^ A 
 notwithstanding the fact | *^_ 
 
 <crc . 
 most of the time 
 
 now and then C . . .
 
 PHRASEOGRAPHY. 
 
 343 
 
 0. 
 Ofit... L .. 
 of its ^ 
 of other. X 
 of that 
 
 one side of the . .7^. . . 
 or an ... 
 
 or have been ^ 
 or not 
 or other . . t 
 
 of their ^_ 
 of us... j>... 
 on another occasion .... 
 
 or our 
 or some such ^ 
 or something like that ~~-^ 
 or the "^ OT ^ 
 
 or you-r 
 f 
 other than " . 
 
 on its 
 on my own part "^^ 
 on my part 
 on one occasion J-^> 
 on or before ~\> 
 on our account 
 on the contrary V 
 on the date 
 on the day I 
 on the other { 
 on this . ^~f. . . 
 
 other than that \ 
 
 ought to have been w or Lv 
 f\ j ^ 
 ought we or <- .. 
 
 our own 
 
 our own business ' >i_p 
 out of town .....H.... 
 over and above . .^V. . . 
 own a-n 
 
 v 9 % ^\ 
 On US or / 
 
 once in a while .-!*_S^ 
 once or twice ^X^ 
 one after ^fc o 
 one evening "^b 
 one of the ^_ 
 one or both "^.^^ 
 one or more ~^__p^^ v. 
 one or two L-^J 
 
 own the 
 own use ifc 
 P. 
 Pacific Ocean 'V 
 
 part of a ..x. 
 
 part of the 
 ss. 
 party of the first part - -V^ 
 
 party of the second part ""C^
 
 344 
 
 ART OF PHONOGRAPHY. 
 
 peculiar cir*ces of the case. A. . . . 
 
 \ /^ ->> st- 
 
 per annum v O 
 
 res judicata..^. 
 right and wrong ^^^ 
 
 per cent. \r 
 
 personal estate . . . r Xo .... 
 ^ 
 place of business . \o . . 
 
 right or wrong 
 Roman Catholic Church. /T7 
 5. / 
 
 V^ o 
 .. 
 
 point of view . . ^_ . 
 
 Said and done ...J... 
 said or done v\ 
 
 police court X/ 6 " 
 
 sanction their . 
 
 Postmaster-General . . . <w^>. . . 
 postage-stamp \> - - 
 postal card . **&... 
 Presbyterian Church . oo. _ . 
 President of the U. S. .% 
 
 \ c 
 
 prima facie case V s / 
 
 Saturday afternoon .*:. I . 
 season of the year - - Q . - 
 Secretary of State .. c-f..(. 
 Secretary of War o-^N 
 seems to be -^-~^- 
 seems to have 
 
 pro rata \/i 
 
 p ; 6 Q 
 set forth V\ \> 
 
 promissory note 
 
 shall a <^ 
 
 Q. 
 
 Quite certain 
 
 shall do r 
 i 
 
 shall have been 
 
 quite sure they are 
 quo warranto. . C_r->y . . 
 
 Rather than 
 
 read the second time . . S~I? . _ 
 read the third time si 
 real estate ..... '^~ N 
 re-cross examination > . 7T^rrz 
 
 shall have been there \ 
 shall not .. 
 shall not be *\ 
 shall the or * 
 shall therefore ^^ 
 she had .... or .J.. 
 she is an *J 
 she '11 r\ 
 
 re-direct examination /Sj ^? 
 res gestse "V 
 
 short and clear . . .r ; .. ~. . . . 
 
 
 
 short time [
 
 PHRASEOGRAPHY. 
 
 345 
 
 shorter than,._<^l_ 
 should a.. .J?.. 
 
 such as we were . . G\./..- 
 such other (/ 
 
 should go ) 
 should have been i 
 
 such were & 
 sum and substance . . <fT9^. . . 
 
 I 
 
 should not --,.-. v^> 
 should not be ...)... 
 shouldn't 
 
 surrounding circumstances ?^rf.. 
 T. 
 
 Tako oare of LJ -* 
 
 cJ 
 
 since there is -- 
 
 take oo-ORsiT I ~^ 
 
 since they are 
 six or eight - ^... -.,/[... 
 
 six or seven f 
 ef^> 
 
 slower than ~~^ 
 
 take part 1 i\ 
 take to 1 
 take your own 1 _ 
 takes occasion 1 .,-> 
 
 so far as..J. .. 
 so long ago )^ 
 so that ) 
 so to speak <5 
 
 tell him.. C ... 
 tell how long L ^-s 
 tell me K~\ 
 ten or twelve or thirteen fO 
 
 softer than.\-y.,. 
 
 c 
 
 some one ... cr~s , 
 some time <rv N 
 
 ten thousand dollars. /v... 
 than a ..^... ^ 
 than it ..A.. 
 
 some way a ^ 
 
 |O 
 
 Southern States C 
 
 than otherwise \rv 
 
 / ( * 
 than the V or . v 
 
 stand still- ($.. 
 state of facts .. [^ ... 
 State of New York ty 
 such another / 
 
 than the other V 
 than their d , 
 than there are V 
 thank the > 
 
 a </ 
 
 such as 6 
 such as we have S 
 
 thank you *" 
 that a-n ,.....,
 
 346 
 
 ART OF PHONOGRAPHY. 
 
 that and ..?... 
 
 there is no .Vj /. 
 
 that day S 
 
 there the. C or 
 
 that had 1 
 
 there were (/ 
 
 that has 
 
 there will (/ 
 
 that has ever been iP 
 
 there will be v > 
 
 that have ^ 
 
 there would C 
 
 that is all ( 
 
 C. 
 
 there you ^ 
 
 that is an x or "* 
 
 they are .A.. 
 
 that is not **" 
 
 they are able to \ 
 
 that is the * or * 
 
 X 
 
 they are not C 
 
 that is to say ^ 
 
 they are said C, 
 
 that it ( 
 
 they are there / 
 
 
 s V 
 
 that it has not ** 
 
 they did C 
 
 that its " 
 f 
 
 they had ( 
 
 that that V 
 
 they have C 
 
 that the *r ' 
 
 they have been v) 
 
 that there is . \>. . . 
 that therefore .. V ... 
 
 they have been there Os. 
 / ^^ 
 they have not \f^ 
 
 that they are A... 
 
 they were not L^ 
 
 that was \ 
 
 they were there v/^ 
 
 / ( 
 
 that was all V 
 Cr 
 
 they '11 C 
 
 , u . ~i~ 
 /o 
 that will be V. 
 
 think there is no../, 
 think they are / *Z^s 
 
 their own . . C 
 
 this afternoon S ( 
 
 then there were . . / . 
 there are . _C_ _ . . 
 
 ] ft 
 
 - -b" 
 this date / > ^_y 
 
 this day / 
 
 there have been v> 
 there is (o 
 
 this evening 1 / 
 this morning ^> ' 1
 
 PHRASEOGRAPHY. 
 
 347 
 
 this speech..^... 
 this time / / 
 
 those are rT^.tu... 
 1 / 
 those circumstances p 
 
 three or four. (V\. 
 to a 1 
 
 too bright 
 
 K 
 too much -^--~ 
 
 took charge of their..! 
 true bill.. 0... / 
 true or oOA^t 
 twelve or fifteen 1i 
 
 I 
 to a certain extent \ 
 
 to all p 
 to all intents 
 
 to an 1 or 1 
 J d 
 
 to be 
 to get .... 
 to give . i . . 
 
 two or three . 
 
 (B 
 
 Under a . N. * .. . 
 under the circumstances ^ ,-f 
 U. 8. of America. &->/~. 
 U. 8. Senate & 
 U. 8. Senator ^] s 
 
 1 . 
 to go 
 
 unless there is ..2.. 
 
 to have . . I. . 
 
 unless they are ^*Z? 
 
 to it 
 
 until there is . ./f. . 
 
 to make .. 
 
 up and down V--- 
 
 to my recollection i O 
 to nature 
 
 up or down \/J 
 up to the time \ 
 
 to our 
 ...... 
 
 to reply 
 to sell ..i... 
 to the ... or ..i.. 
 
 V N 
 upon the part of the \ 
 
 upon the subject of \^ 
 F. 
 Variety of \ / ^ 
 
 1 I 
 to the end i 
 
 to the time 
 to their 1 
 to use 
 
 very great extent . vj^f. . . 
 very lately vvr or ^..c. ... 
 very little \^r 
 very seldom Vo 
 
 to*yourself "f" 
 
 very shortly after v^/\
 
 348 
 
 ART OF PHONOGRAPHY. 
 
 very 8ure..x_n... 
 
 we shall .._. 
 
 very well ^+ 
 W, 
 Was a < 
 
 we will ... (~... 
 we'll ^~ 
 week after 
 
 was an * 
 
 week after week 
 
 \ 
 
 was another if... 
 
 week or ten days ., X) . 
 
 was he r 
 
 was he not 
 was he there * N 
 was it... 01- / 
 
 V 
 
 was or not ** 
 
 J a <A 
 well done ..6]... o 
 
 well known 
 were a ../*... 
 were it 
 were it not . . 
 
 was or was not ) 
 was said 3 
 was that c 
 was the . . or * 
 
 were the..^... 
 were they /( 
 were you aware .. ^\... 
 what are you "^ 
 
 was there... /.. . 
 was there anybody / 
 
 what did you .... 
 what do. 1 
 
 was there anyone / 
 
 what had ' 
 
 was there anything said t-~+jt 
 Ways and Means.. 7^ra.._ 
 we are ..sx... 
 we are ready c> v/l 
 
 what of it . .r. 
 what of that .!>.. 
 what of the . ^. . 
 what were you 
 
 we believe -N 
 we find . C ' ... ^ 
 we had .... or ...[. 
 we have ..T\... 
 we regard . . > ^.. 
 
 where did you go . S^ . . 
 where the . . ^f. . 
 where there has been ^*\ 
 where they are /^ 
 where was . C/^ 
 
 we regret . . ->^~ 
 
 where was a C^
 
 PHRASEOGRAPHY. 
 
 349 
 
 where was it . . XT_ 
 
 with regard. i-^~. 
 
 where was the C^m cS 
 
 with relation ( ^ 
 
 where was their 6X 
 
 with respect / '& 
 
 where was your Of or Cx* 
 
 with us 
 
 where we C/ or X* 
 
 without that .* .. 
 
 where were they x^ ^ 
 
 e 
 without us 
 
 where were you x"^ 
 
 witness-stand 
 
 where will - / 
 
 ~\D 
 words of our text . . . c yL= 
 
 whether or not .7?X... 
 
 Y. 
 
 whether you are^v 
 
 Year after year XT. 
 
 which are likely .( . r^7~^ 
 
 year and a half ( .s- . 
 
 which one. _</... 
 
 year or two x>i ^~ 
 
 which were r 
 which were in t/^~ 
 which were on r 
 
 years and years x~ 
 years of age x" ' 
 years old x 
 
 which will not i/ 1 
 
 yes or no ...&^~' 
 
 which you have <> 
 
 yes, sir O or ^X" 
 
 why is it ...A.. 
 
 -x 
 
 yet there is no.S^~.. 
 
 why it is 
 
 you could or -- - . 
 
 why the of y 
 
 you found 
 
 will be -.XTV.. 
 
 ^> I 4 
 
 you had .... r ..!. 
 
 will have f~) 
 
 yon have.. xr. 
 
 will the ar- ./frS. 
 
 you knew 
 
 r t /-^~\ 
 
 / 
 
 will there not be ./.....' 
 
 you must satisfy . . /v ^ i - . 
 
 will you look /^ 
 
 you should ..^)... ^~- 
 
 with all that.. A.. 
 
 you'll..^?. 
 
 with aU the. or n 
 
 your Honor.. XT.. 
 
 with reference . (^?. . 
 
 your own . XT. .
 
 350 ART OF PHONOGRAPHY. 
 
 CERTAIN OUTLINES SPECIALLY DISTIN- 
 GUISHED. 
 
 1045. Notwithstanding the usually quite adequate distinc- 
 tion of outline which, in a natural way, so generally exists be- 
 tween the various word and phrase forms of unvocalized pho- 
 nography, when they are merely written in the ordinary manner, 
 that is, in accordance with the regular rules of the system, 
 there are, nevertheless, certain words and phrases which from 
 experience it has been found necessary, in reporting practice, 
 to distinguish by some further and special means, in order that 
 they may not conflict and cause confusion and illegibility. The 
 different ways in which such special distinction has been secured 
 are the following : 
 
 I. When the words (or phrases) contain the same or cognate 
 consonant-sounds, and outlines of dissimilar appearance, but 
 of like or identical significance, are attainable, by assigning 
 such outlines to the different conflicting words of the particular 
 pair or group, in such a way as to best secure the desired result 
 of distinction. In making such assignment, due regard has 
 been had to the requirements of speed of writing. Everything 
 else being equal, the briefest forms have been given to the 
 shortest or to the most frequently recurring words; and when 
 possible the assignment of outlines has been done in a syste- 
 matic way. Examples : Abandoned abundant, adverse 
 diverse, operation portion, auditor doubter, corn grain, 
 garden guardian, marked market, ministry monastery, al- 
 titude latitude, Mrs. misses, broad bright, inevitable 
 unavoidable, persecute prosecute, ashore shore, birth 
 breath, capitol capital, caustic exotic, concussion connec- 
 tion, decease disease, diffract deflect, princess princes, 
 purpose propose, burned burnt, petrify putrefy, garnet 
 granite, flowed float, Charleston Charlestown, disturb dis- 
 tribute, scorch scratch, defer defray. 
 
 II. When the words (or phrases) do not contain similar con- 
 sonant-sounds, but their outlines, if written regularly, would 
 too closely resemble each other for safety in writing, by arbi- 
 trarily giving to one of them either (a) a full outline different in 
 form from what it would naturally be, or else (fc) an abbreviated
 
 OUTLINES SPECIALLY DISTINGUISHED. 351 
 
 sign, to represent it. Examples : Account amount, at least 
 
 at last, consign sign, minute month, plaster blast, pure 
 
 poor, possible passable, bags boxes, heavy active, 
 knowledge analogy, woman women, bank-note bank-ac- 
 count, captain cabin, January June. 
 
 III. When it is not practicable to give different forms to the 
 outlines of the conflicting words (or phrases), by either (a) 
 changing the positions of some of them and not of the others, or 
 else (/>) inserting vowel-signs to some, and writing the others 
 without vowels. Examples : Accusation causation acces- 
 sion, advantage age, any no, held hold, over very, send 
 
 sent, army arm, avow vow, baby babe, else less, fully 
 
 full, inner near, leave live, test taste, loaned lent, 
 ruddy red, premise promise, germane German, recognize 
 
 recommence, other there, preeminent permanent. 
 
 IV. By invariably joining in outlines the component parts of 
 certain words and phrases, and always disconnecting those of 
 others. Examples: By the way about when, indeed in 
 doubt, countrymen countryman, for use for yourself, un- 
 necessary not necessary. 
 
 V. Sometimes two or more of the foregoing methods of se- 
 curing distinction of outline are employed in combination, in 
 providing forms for a single group of conflicting words (or 
 phrases) . Examples : Above before, come came go, 
 gentlemen gentleman agent, hardly heartily mortally, 
 safe sofa stove. 
 
 1046. The following list of words and phrases specially dis- 
 tinguished is the most complete collection of the kind that has 
 yet been published. It is the product of many years' experience 
 in actual stenographic reporting, having been carefully collated 
 mostly from the author's own shorthand notes. It should be 
 thoroughly studied by all learners, and its forms adopted into 
 their practice. The examples given under the preceding para- 
 graph, 1045, will be found in this list. Whenever two different 
 outlines, separated by or, are given for a single word, it means 
 that either form is correct, and that it is optional with the 
 writer which of them shall be used. For examples of this kind 
 see the following words : Adjoin, affix, anterior, or-not, con- 
 siderate, first, for-yourself, have, him, however, myself, oldest, 
 product, queer, totally, yes-sir, etc.
 
 352 ART OF PHONOGRAPHY. 
 
 WORDS AND PHRASES SPECIALLY 
 
 DISTINGUISHED. 
 
 A. 
 
 ....... a,:.*. .an,.... -the 
 
 . . . ^ . abandoned, V abundant 
 c .about when,.. 5. .by the way 
 
 \ above, \ before 
 
 o^ 
 
 ... T 1 .. absence,. v business 
 
 . .'V.. . .absolute, . .TT. obsolete ; v/". absolutely, jC... obsoletely 
 
 . ~^. account, . ^. . amount, ....*. cotton, .77". . kind 
 
 ... accusation, causation, s accession 
 
 ..77~|... acute. ..^..cute 
 
 *l I ^ I 
 
 adamant, diamond,. .demand 
 
 ...y... .or ../... adjoin,..^., join 
 \ tr / adjudge, / judge 
 
 - administered, administrate, V-^ demonstrate, V-& demon- 
 strated 
 
 administration, U-s> demonstration 
 \r^ or I/ adultery... KJ. or..!].. idolatry 
 ..y... advantage, ./.. joy, / age 
 .../.... ad vautageous,..v. joyous 
 J adverse, U^ diverse 
 advert, U, divert 
 
 . attiriu, v^ s frame, .^7^. form.S^.... conform,^ confirm
 
 OUTLINES SPECIALLY DISTINGUISHED. 353 
 
 affirmation, ^o formation,^ conformation, confirmation 
 . >-3 
 
 ........ or^ affix, .y.. A fix 
 
 o agent (see gentleman) 
 rr\. all the time,.r7rr7r.. from the time 
 almost, ^ ^ most 
 
 r f~[ 
 
 altitude, . \\ . .latitude 
 
 altogether, together, again 
 
 C~^ or . T amelioration, C"^^ meh'oration 
 an,.. -..a, ....the 
 
 * 
 
 anew, new 
 
 ^T^7. . anomaly, .^rfrTT. animal 
 
 k or . ,t. anterior, ^r-^v^or . ->x. . interior 
 
 any, .._<.. no 
 
 , anybody, .>rrfV. nobody 
 
 _ anyone, ..v ^^.. no one, ^-^ none 
 
 o N ^ 
 
 .^. . . _. any other, another, ^ ^ no other 
 
 anything, \^, nothing 
 
 ..^t-... apathetic, N pathetic 
 \/\ appertain, N. pertain 
 
 v -O J 
 
 ..^.... apportion, \-^ portion, \^ operation 
 
 . . . /P. . . apposite, ... .opposite, 
 
 ..^.. apposition, ..^..opposition, .V\.. composition, ..N^.. position, 
 
 ,\i... possession 
 . -^V\ approbation, *\ probation, .v . . . prohibition 
 
 K \ /I ^ ^ 
 
 N\ appropriate, purport, . . .\/.l property, . . ;*v. .propriety 
 
 I 
 
 23
 
 354 ART OF PHONOGRAPHY. 
 
 . approximate. ...;I77^?... proximate 
 approximation, > g-^ proximation 
 are,.. s^.. where,. .f... were 
 
 .. /T77?. army, . .XT^., arm 
 
 *S* -s. 
 
 ........ or .... ..... or not,.. ....around 
 
 .^ ashore, J? shore 
 ...^....assure, ...J). .sure 
 
 ..^/...assured,.. ..or ..^..shrewd ;...J.... assuredly,..^?.. shrewdly 
 
 & o r i i r" 
 
 ......... at our,... ...at your,. .r^.. at her, ..!.. at or 
 
 \s - atheism, ..(.....theism 
 
 (> atheist, . . f. . . theist ; . . /.... . atheistic, ./.... theistic 
 
 ^ ^ 
 
 ... /?.. ..at least,. .Y^.. at last 
 
 l^ atonement, U> attainment, L_-^ tenement 
 
 .. ^.doubter, daughter, ._.. auditory, (see editor) 
 V^x avert, - convert 
 . /^r. . .7. avocation, V. r> vocation, vacation 
 . . ^. . . avoid, . .S . .void ; . . Vn . . avoided, . .S._ voided 
 . . ^7. . . avouch, .^5 . . vouch 
 . . !^i. . avow, . _ . . .vow 
 
 B. 
 
 \baby, \ babe 
 v \ 
 
 bags, . .^rr. . box, 
 
 .bank-account, . .rrTT. . . bank-note 
 
 v v 
 
 . . ?rrf?. . bags, . .^rr. . box, , .?rfr . . boxes 
 
 ^ .71. . . . barley, . . . . barrel
 
 V 
 
 OUTLINES SPECIALLY DISTINGUISHED. 355 
 
 beatify, . ... beautify 
 become, \ -. became 
 
 \> before, \ above 
 ..v. beheld, N^ behold 
 
 \/t birth, berth, N breath 
 . \/ bribery, . >V briber, barber 
 
 ._] .broad, bright 
 
 v brood, brute, bruit 
 
 I N 
 
 \^ burned, X" burnt 
 
 ...^'... by a, ..^. or \.by the 
 ...^..by and by, .^V^^..by the by 
 
 C. 
 ..../*.. . capital, . . . . . p . capitol 
 
 x . captain, . . . . .^ . . cabin 
 
 ' caricature, "..... ~ J . . character 
 
 causation, accusation, s accessiom 
 
 .?... . caustic, . . ~r. . exotic 
 
 2** 7^\ 
 
 ..'. Charleston, . . . J . Charlestown 
 
 e. / chlorate, <= /I chloride 
 
 (^ coalition, collation, ....(D. collusion, collision, 
 
 (.\collapse, .frrrv. eclipse 
 
 " come, ' x came, go ; o comes goes 
 
 " coming, going 
 
 ^. ^> communication, ^ connection
 
 356 ART OF PHONOGRAPHY. 
 
 ..*\ i; . .. comparative, . .W_ . operative, .\^. cooperative 
 
 -. "> concussion, r> connection 
 
 ^ Connecticut, * Kentucky 
 
 .}. Connor, . . . ^T*. . Connelly, ..... J. O'Connor, O'Connell 
 
 - ^ Y 
 
 consequent, H> second; '..consequently, -f secondly 
 
 ...,-. or . . .1 . . considerate, . considered 
 
 ^ ' ") ^ J 
 . ;-.-. y. .. consign, . . ... assign, sign ; consigned, .... assigned, 
 
 ,..?T / ... signed ;.~7T?.. . consignee,. .y-.. assignee; ... r?. consign- 
 
 ment...'^:, assignment; ...!~.. consignor,. ~rr.. assignor 
 
 construe, . .1 . . consider 
 
 content, J contend ;. 1^. .contents, J contends 
 
 contention. \^_z> continuation, \^> attention 
 
 .cork, crack 
 
 .corn, <^^> grain 
 ..corner crossing 
 
 corporal, e Sx corporeal 
 
 c correct, = 1 corrected, '...aggregate 
 
 *> t 
 cost...... ...caused 
 
 ' countryman, -S~* countrymen 
 crammed, cramped 
 
 D. 
 
 damnation, I y> domination, 1~>O contlcmuation 
 
 I 
 
 .-..y... daughter, doubter, ..V^.. auditor 
 
 ..J..... dear t ../|...tcae
 
 OUTLINES SPECIALLY DISTINGUISHED. 357 
 
 dedicate, l_ deduct, detect 
 dedication, I -> deduction, detection 
 I . decease, . J disease ;.. L deceased, j diseased 
 l~v defer, J defray 
 T delivery, . . j*. . delivering, . f deliver 
 
 ls> demonstrate, I ..administered 
 i~^_X 
 
 U-s> demonstration, V-^_? administration 
 4-7^ dedication, o* dissection, J ^ discussion 
 i destination, L-> distinction, I destine 
 k.... devise, ..L^. advise, advice 
 
 .diamond, V^. adamant, . demand 
 
 . (\ .... did you ever, ...L do you ever, ...N^... had you ever 
 .' r >^. diffract, Q| _ deflect ;. * r V 1 -,. . diflfraction, Q| deflection 
 . . . I. . , disease, I decease ;...!.. diseased, . L. deceased 
 K disproportioned, K disproportionate 
 
 JL. dissipation, i . deception 
 
 N disturb,. .L. distribute 
 
 Ux diverse, divorce, J adverse 
 U divert, ^ advert 
 I ..do, | did, 'had 
 ...A... doctor (Dr.), !__, conductor 
 
 -> domination, . '.. damnation, l->sO condemnation 
 
 . . . y . . doubter, daughter, . Vv. . auditor 
 I <^ drug-store, Le druggist, ..^...drygoods-store 
 L duration, .1 . derision, U^ adoration
 
 358 ART OF PHONOGRAPHY. 
 
 E. 
 
 ~\_^ earnestly, ~^~f> erroneously 
 ....).... easier, ../).. easily 
 L editor, J debtor (see auditor) 
 
 ^ effect, ^ affect, . . ^ . . fact 
 
 (^ else, (** less 
 , e ^ emigration (see migration) 
 
 ^ ever, V_ every 
 rfO exorcise, 6 exercise 
 
 ^>^ extensive, i expensive, \ si . expansive 
 
 -pZ) extenuation, -p^> extension, ....^T-- 5 .. expansion 
 ....^....extract', \ extricate 
 
 >fl 
 
 .extraction, I z> extrication 
 
 F. 
 
 ....... fact, ^ 
 
 S^^x- fairly, 
 'T /.Sialsifier, 
 . falsity, 
 .. fantasy, 
 favorite, 
 .S^"^ finely, 
 ^=> or first, 
 
 h. 
 
 effect, ^ --- 
 thoroughly 
 philosopher 
 falsehood 
 
 . fancy 
 favored 
 
 finally 
 
 ^> next 
 
 affect 
 
 fiscal, .V-.... physical 
 ^L flowed, CL float
 
 OUTLINES SPECIALLY DISTINGUISHED. 359 
 
 fluency, frenzy 
 
 ... foot, feet 
 
 form (see affirm) 
 forms, . S?. . office 
 
 forma 1-ly, . .h*TT!.. formerly 
 
 former, .. ^f. farmer 
 
 S*> . . forward, . . >Ley . afterward 
 
 v^ ~ or V_ t for yourself, V. for use 
 
 found,.. .. find 
 
 .Q_, . . fully, . .Q_. . full, A.. . full () 
 1, V^-.. . funeral 
 
 G. 
 
 c i 
 
 ........ garden, r. guardian 
 
 ~r/. . . garnet, granite 
 
 .... gentleman, </ gentlemen; L agent, .. .. giant 
 . f~ gentlemanly,.^, jointly, ^J gentle-y, ..genteel, 
 
 r 
 
 , -.- genteelly 
 Ari germane, f~-$ German 
 
 go, come, * x came ; goes, o comes 
 
 God, ..... .guide 
 
 going, coming 
 
 ^- gold, . . gilt, guilt 
 L graduation, b gradation 
 ...guide,. ~..0od
 
 360 ART OF PHONOGRAPHY. 
 
 H. 
 
 .S:... or..'., have,.. ST.. halve 
 haven't, .f^.... have not 
 
 ...... heartily,...^.... hardly, ..If?:.... mortally 
 
 *~~\ -\ 
 
 V- heavy,... .TT.. active 
 
 held, c^ hold (see beheld) 
 
 ' hereat, .. whereat; ..^...herein, .~\ bereon 
 
 v) ^_^ 
 
 ....,?... hereof, ...^^.. hereafter, .._. . whereof 
 
 . .^ - - - hereto, . ^X] whereto 
 . . .^xf. . . herewith, . ^xf. . wherewith 
 ...TT... Highland,.. x ~ /0 . Holland 
 ....I.... or.,--!rs..him, ........ me 
 
 himself, ........ or .'TT*. .S. myself 
 
 -history, . .TT\/. . mystery 
 
 . Holland, ....... Highland 
 
 v__< 
 
 . honestly, ........ nicely 
 
 horse-racing, . . . ../*TT. horse raising 
 . or ..!*... however, . .V. . how far 
 
 humble, / ^\ amiable 
 
 ...T... I cannot, I am not 
 
 . . . I could not, I mean to 
 
 if t-^ 
 
 ./r~.... idleness, J dullness 
 
 V^\ t 
 
 .!:.. '...r..*| idolatry, K^ or fX adultery
 
 ^-^^y immaturely, 
 
 s~^~*Sj immerge, - 
 
 s*^J? immersion, * 
 
 . . . immigrate, - 
 
 . . . .^.immigration, 
 
 . . < <\ . . impaired, 
 
 X- . 
 
 .\i. impassionate, 
 
 v^ 
 _ ^ indication, 
 
 OUTLINES SPECIALLY DISTINGUISHED. 
 
 ^. .^r. immaterially 
 
 emerge, merge 
 ? emersion, mersion (rare) 
 emigrate, . . .TT. . . migrate 
 -< ^ emigration, . f ~^*~ .... migration 
 important 
 
 impassioned, ' \j impatient 
 induction 
 
 .7?, . . . indicted, undoubted, ^1 indebted, 1 1 undated 
 in effect, in fact 
 
 ...or. ... .. in doubt, . indeed, . in him 
 
 I 1 - " I 
 
 . in him, indeed, or .'. . . in doubt 
 
 1 i" 
 
 *--v 
 v^ inevitable-y, . . . :*ri . . . unavoidable-y 
 
 ^TTT! inform, ^V. notify 
 
 notified 
 
 . u notification 
 
 _^ notifying 
 
 ingenious 
 near 
 
 361 
 
 . informed, v 
 ^\_^j information, 
 
 ;. informing, 
 
 ingenuous 
 inner, . . 
 
 V.innerve, v_ unnerve, V. nerve 
 
 ^"^o innovation, * Vi invasion 
 
 < P intention, L_J> inattention 
 
 interested, v s understood 
 
 /\) irruption, ~^ eruption, /\) ruption 
 . land, higliluud
 
 362 ART OF PHONOGRAPHY. 
 
 J. 
 
 .. rrr?. .. January , .. y. .. J une 
 ~ ...... Johnston, .^ ... . Johnson 
 
 K. 
 .-^./l.. kindred, S country 
 
 > - knowingly, 5> intentionally 
 
 "~~7 / 
 
 : ,. . knowledge, .... analogy 
 
 L. 
 
 .f. . . latitude, . . . ' '. . altitude 
 
 C learned (), I or C learned (adj) 
 r... leave, ..^rn . live 
 
 . licorice, . .^~~ . . liquors 
 \ . . literate, --(~^ illiterate 
 <? loaned, /" lent 
 
 luckily.. ^ C7^.. likely 
 
 M. 
 
 T7^.. machine, ....... mission ;.'").. machinery,. ^_^.. missionary 
 
 T/!\ manufactory, . . J!: . manufacture, ..... . S^. manufacturer 
 
 marked, . .T7X . . . market 
 ^. . . maturely, . ^^_./r.. materially 
 .'.memoranda, ........... memorandum 
 
 migrate, < *- emigrate, .. ._. .. immigrate
 
 OUTLINES SPECIALLY DISTINGUISHED. 363 
 
 ......... migration, - T ^ emigration, . . . . ^. . immigration 
 
 .j^..-/.. ministry, ...... . r^. . . monastery 
 
 ...T7r > ...min'ute, ' ^~t month, ..rr^ri.. minute* 
 ^~^-r^. mixture, .......... mixed 
 
 'T or o mold, ^ f melt 
 
 . ^ or *^i molder, ^ / melter 
 
 * . . mortally, . .T: . . . Jiardly, . ... .. . . . heartily 
 
 ..msses 
 
 ^-> 
 
 I munlen-ss. I murderous, <: -- 1> murders 
 ....... my own, ...... mine 
 
 . ....... or .^7. ._. myself, +\. himself 
 
 AT. 
 
 ^.s narrated, c. ( quoted 
 
 *-f 
 
 ____ * ... New York, . .^r^-^T^ ____ . Newark 
 
 s_^7 next, ^^ annexed 
 . . .^JXnot necessary, ^_O^ unnecessary 
 ........ nuisance, ........... incense 
 
 O. 
 
 ...... occupy, \_ copy,. rrrv.. keep 
 
 occupied, copied, \ kept 
 
 O'Connell, Connelly, .O'Connor, '.. . ConneTy 
 
 . X....of,..V^...for, .> aft-r 
 
 v' old, r late; * older, ft elder, f later
 
 364 ART OF PHONOGRAPHY. 
 
 vl or v~ oldest, i\ eldest, ' o or < latest 
 on the whole, .T?.... undoubtedly 
 
 .*.. opposition, _;^._ apposition, .'^..composition, ..\A.. position, 
 
 \J possession 
 . jC. . O'Reilly, . . ^f.. . . Reilly 
 ^Y^rrr. O'Rourke, ..yL. Rourke 
 
 ........ or .....or not, .^..around 
 
 C f 
 
 ....... other, . .C . . there, their, ..... at all 
 
 C /) 
 
 .Jr.... others, . .(, . . theirs 
 
 our, i her; .._.. ours, ~^ hers 
 
 ../^... over, V_ very 
 
 .^n-.-. overdrew, ,^j.. overdraw 
 
 c U-i c xn 
 
 .rrf. . ! . overlade, .rr. . . _ overload 
 
 .overreach, overarch 
 
 . . . overrun, . . Tn. . . overran 
 ..^... oversee, ,;^.. oversaw, ..S<_... oversew 
 
 Oyl ^ 
 
 .^rr:.\. overshadow, ..^.. overshade 
 
 t I c 
 
 J^,.... overtook, .7^ overtake ( .rr[ overtaken) 
 
 ..^... overthrew, .^p.. overthrow 
 
 .rnf.. own, ^^ know; owns, ^~s> knows 
 
 P. 
 
 ./^rr. panic, .^KTTT. bank 
 ...... part, .: apart, ._:.. party 
 
 partly, ._... happily, .>.. haply
 
 OUTLINES SPECIALLY DISTINGUISHED. 365 
 
 . part-owner, . . rrr^ . partner 
 
 .)?.. pasture, ...... pastor, ./>]... compositor 
 
 \y \' 
 
 .. pattern, Xi patron 
 
 v J 
 
 \) patient, ..Vj... passionate 
 ../P... paused, ../?.. passed, past 
 .. pellucid, ./>P... placid 
 penury, .\. ____ pioneer 
 people (n), ..V... pupil, people (v) 
 persecute, ..\r.. prosecute 
 persecution, . .\. . .-^ . . - prosecution 
 Persia, X^ or *\ Prussia 
 Persian, .v/?.. Parisian, \) Prussian 
 personate, per cent., N^ present, ..\.-fi'.. pursuant 
 petrify, ..\^. .. putrefy 
 petrified,.. v.... putrefied 
 petrifaction, .^[...-^. . putrefaction 
 
 s v- Pittsylvania, YV_s_^ Pennsylvania 
 
 . plaster, .^*.. blast; .^... plastered, ..T... blasted 
 
 plasterer, ..^...blaster 
 
 v ' v 
 
 ..* ..... plastering, ..??... blasting 
 
 -. . plenary, _^ plainer 
 portend, *\ pretend 
 porter, .._.. operator 
 
 ' \ \ "7 \? 
 
 \-> portion, \S operation, ...Y.... apportion 
 
 ...:*... possible, .^.. passable
 
 <> 
 
 
 366 ART OF PHONOGRAPHY. 
 
 predict, <v_ protect, *\ predicate, ..V^.. or ./rr. product 
 
 prediction, ^ ~> protection, *X predication, *\ or 
 .^TTHd production 
 
 .preeminent, v a_x permanent, ../TT?^.. prominent 
 Vx prefer, ...\^.. proffer 
 
 premise, . .jTT*. . promise 
 
 ...proscribe 
 -*V-- princess, ---*^.-- princes 
 
 .-^l.-. product, *\ predicate, V_ protect, predict 
 
 *\ production, *\ predication, l \_l) protection 
 
 prediction 
 
 . -V/1. - . property, \\ appropriate, purport, . /^s. . . . propriety 
 \ proportion, \ ^ preparation, \\ appropriation 
 \ proportioned, \ proportionate 
 
 \ v 1 
 
 .proscription, . .\ . - - . - - prescription 
 
 pure, . v.. . poor ; -V^- purely, -\^ . . . poorly 
 
 \-//-- purer, ..N^-.. poorer; ..\./C^T-?.. pureness, .\--- ____ poorness 
 
 ' X_P 
 
 .\j#.. purest, -\--- poorest 
 
 \/\ purpose, \ propose, ,.?V.. perhaps 
 
 pursuant, \/" personate, per cent., NJ^ pi-esent 
 pursuer, V^ oppressor 
 
 Q- 
 
 ..quality, I equity 
 
 t ..or .'rrrr:^.. queer, frrrrrx.. clear
 
 OUTLINES SPECIALLY DISTINGUISHED. 367 
 
 /?. 
 recognize, / " recommeuce 
 
 recollect, . f^'. ____ recall 
 
 ' XV 
 
 refinery, ____ 75rr<. refiner 
 
 registrar, X$ register, ^/"" registry 
 ........ refract, X reflect 
 
 refraction, / reflection 
 
 /*-*. renewed, . ./^. . ruined 
 /\) representation, /^, reputation 
 
 resume, 
 A ruddy, A red 
 
 S. 
 vj safely, v. safer, V^" very well 
 
 . . x . . . school, ..^Tjr... skill 
 
 /I "~J 
 
 ^TTT.'.. scorch, ..... ' . . . scratch 
 
 ...>... secession, <J cessation 
 ...\.... seize,. .A. .cease 
 
 ........ seized,... V. ceased 
 
 ....... send, <-^ sent 
 
 ^x 
 
 "N separate (see spread) 
 
 \) separation, V^ suppuration, Aj suppression 
 . . . P. . . settee, . . P. . seat, city 
 
 v_ several, ^- e /' severally 
 ._'... shadow, .-^ or j shade
 
 368 ART OF PHONOGRAPHY. 
 
 ^) shoal, shale, J shore, J? shell 
 
 C situation, D station 
 
 p p P 
 
 'V sofa, I stove, x_ safe 
 
 ..It... society, . . P. . system 
 >o special class, * o sub-class 
 NO! special committee, \| sub-committee 
 V) *- special contract, \ sub-contract 
 \ spread, "^ separate, \ separated, \s support, sport. 
 
 ..\v.. spared, % suppurate 
 
 staid, I steady 
 
 Lstaidness, (_P steadiness 
 P p 
 
 ^ stated, I said, f state' 
 
 P p 
 
 . .7^ .. statesman, t~* statesmen 
 
 C stove, X_ sofa, x_ safe 
 ^> supposed, \> suppose 
 
 AJ suppression, \) separation, \^ suppuration 
 \^ suppurate (see spread) 
 ^ suspend, P sustained 
 .. . . P . . system, , e \... society 
 
 T. 
 
 l_^ tenable, J attainable 
 t test, k taste; b' tester, b taster 
 
 .. . > thank the, . . . . .thought, . . YT. . thanked 
 
 ..V.. thawed, thought
 
 OUTLINES SPECIALLY DISTINGUISHED. 369 
 
 ........ the,. :..a, ..... an 
 
 ..(.... theism. V-> atheism 
 . . . ( . .,_ t hoist , ^ atheist 
 .. ( theistic...f atheistic 
 . . \ .,, . there, their. ..... at all, ..:.. other 
 
 (L there are. (/ tliere were 
 
 ...S... thereat,. ..C- thereto 
 
 f I f 
 
 ...C... therein, _r. thereon, V thereof 
 
 ...-. thereinto, v^_i thereunto 
 
 ...v.. these, ^. this, C those 
 
 I 
 . . ..... .. time, ________ autumn 
 
 ...I... to sell, ... to use 
 
 r C 
 
 together, .Tr.. altogether, , again 
 
 ..|...^. or ..^..too young, .. .to you-r 
 
 i ^~^ 
 
 (I or I totally, r wliolly 
 
 ...1 ..... trinity, L-< eternity 
 ...I.... tnith, ..'].. true 
 is turn, J train 
 
 C- ulcerate... r..... lacerate; C^ ulceration, i hiceration 
 unavoidable-y, ^v inevitable-y 
 unceasing, v_Q^ incessant 
 understood, ......... interested 
 
 .HIT. undoubtedly, on the whole (see indicted) 
 
 M
 
 370 ART OF PHONOGRAPHY. 
 
 V. 
 
 jr.. valiant, ..S^.. violent ; ...^..valiantly, ..V^... violently 
 .valuable, >>- available, .V/?.^y. voluble 
 
 v^> valuation, ^/^ violation, X_ or \O convulsion 
 /v i 6 
 
 SC-.c.-Vanderbilt, Vvo^.Vanderpoel 
 
 \^~ very well, \S~ safely, x_ safer 
 
 ..S... void, ./^.. avoid ; ...S... voided, /^..avoided 
 
 W. 
 
 wake, woke, i aw,ake, awoke 
 
 a :, waken, i ^ awaken 
 .."x.. we are, ..ST.. we will, ..Y... we all, what will 
 
 C well (when will), ..ST.. ill, ..K... already 
 
 U~ well-bred, ..^S... ill-bred 
 
 ..^f.. were, ...... are, ..*?.. where 
 
 were not, ...^j.. were there 
 
 ) what was, / which was,.. [>.. it was 
 
 e when, ......why, ~~\ whether 
 
 t, when did you, c I when do you, c when had you 
 
 ...}.. whereat, ..^...whereto; !.. hereat, ..^...hereto 
 
 . . . _ . whereof, . .^ . hereof, . ..,. . hereafter 
 
 .. i/ ^... wherewith,. .^xf.. herewith 
 .../.. which, ../..each 
 
 .. wide, . .... white, "> wet
 
 OCTUNKS M'KCIALLY I)ISTIN iFISHED. 371 
 
 Y. 
 
 b yes, fo or C^~ yes, sir 
 
 ...C.. yourself. use :. ..6~ . yourselves,../^", uses 
 . f? .. you are, .../^. you will, .^^ . you were 
 .... you are not, ..you will not, .you were not 
 
 C ^ ** 
 
 ...^...you were not. ^s) ..you were there 
 ...fr*... young man. ^> young men 
 
 SPECIAL REMARKS ON THE LIST, ETC. 
 
 1047. " At some time " "At the same time." It is well 
 to write the word at, in the first of these phrases, a little longer 
 than the stem Tee, and at the in the second, quite short, so that, 
 in rapid writing, the phrases will never conflict. 
 
 1048. "Bank-note" "Bank-account." The stem Kay is 
 omitted from the outline of bank-note, to avoid the possibility 
 of its being mistaken for hank-account. 
 
 1049. " Captain " " Cabin." The old form, K-Pn, al- 
 though it is the most natural abbreviation for captain, has been 
 discarded because of its liability to conflict with K-Bn, cabin. 
 
 1050. " Cart " " Car " " Cargo. " These words are 
 liable to conflict unless care is taken to write cart quite short, 
 car, of ordinary length, and cargo, quite long. 
 
 1051. "Construe" "Consider." Many people mispro- 
 nounce the word con'.^nie by accenting the last syllable instead 
 of the first. But, no matter how it may be pronounced, the re- 
 porter should always write the word in the first position, or else 
 it will conflict with consider. 
 
 1052. "Deemed" "Admit." The word deemed should 
 always be vocalized to distinguish it from admit, not vocalized. 
 
 1053. " Delivery " " Delivering. " Care should be taken 
 in writing the dots of the abbreviations for delivery aud dclir< r- 
 itiy, lest the words get confused. 
 
 1054. "Dissection" "Discussion." The circle (breve- 
 sez) in the outline of the first of these words should be made 
 quite large, and the circle (breve-s) in the outline of the sec- 
 ond word made quite small, or else the words will conflict.
 
 372 ART OF PHONOGRAPHY. 
 
 1055. " Doctor " " Conductor." The form Dr should be 
 used not alone for the abbreviated title " Dr.," but generally for 
 the noun doctor ; because the full outline, D-Ktr, conflicts with 
 the outline of conductor. But the verb doctor is always written 
 with the outline D-Ktr. 
 
 1056. " Drugstore " " Druggist." If the termination 
 store, in the word drugstore, were written with brev-ster, there 
 would be constant danger of conflict with the outline of drug- 
 gist. 
 
 1057. "Fairly " " Thoroughly." The distinction be- 
 tween the outlines of these words, given in the List, is very 
 necessary, because of the danger of conflict between the stems 
 Ef and Ith joined before Reel. 
 
 1058. " Forms " "Office." The word forms should always 
 be written with the abbreviation F-Mz, as the old form, Fz, is 
 liable to be mistaken for the word office. 
 
 1059. " Forward " " Afterward." The Er-hook should 
 always be used in forward, to avoid conflict with afterward. 
 
 1060. "Grand-street" " Grant-street." In towns or 
 cities where there is both a Grant-street and a Grand-street, Grnt 
 may be restricted to the former, and Grand written with either 
 Gr-Nd or Grn-D. 
 
 1061. "Humble " " Amiable." The word humble is dis- 
 tinguished from amiable, by always beginning its outline with 
 the breve Toid, whether the h is sounded or not. 
 
 1062. "Inform" "Notify." Written with the old out- 
 lines, N-F and N-Fd, the words inform and informed were con- 
 stantly clashing with notify and notified. 
 
 1063. "Lamp-post" "Lamps." The word lamp-post 
 should always be vocalized with 6, to distinguish it from lamps ; 
 thus, L-M-P6st L-M-Ps. 
 
 1064. "Loaned" "Lent." The first of these words 
 should always be vocalized, to distinguish it from its synonym, 
 lent, with which it would otherwise be constantly conflicting, 
 the context affording no assistance in reading. 
 
 1065. " Minute " " Month." If the word minute (sixty 
 seconds) were written with the outline M-N-T, the tendency of 
 the stem Tee, joined after En, to curve toward the form of Ith, 
 would lead to conflict between minute and month (M-N-TH). 
 Therefore, the former word is written Mn-T.
 
 OUTLINES SPECIALLY DISTINGUISHED. 373 
 
 1066. " My dear friend " " My true friend." The out- 
 lines of these two expressions are distinguished by joining the 
 word forms of the first and disconnecting those of the latter. 
 
 1067. "Nobody" "Anybody." Care must be taken to 
 let the stem Bd of nobody rest on the line, instead of the N, or 
 else it is liable to conflict with anybody. 
 
 1068. " Pain " " Bother." If carelessly written, the out- 
 lines of these words, as well as the outlines of their derivatives, 
 paining and bothering, are liable to conflict. 
 
 1069. " O " sign Joined. The vowel-sign 6 is joined initi- 
 ally to the outlines of the words old, older, etc., and may like- 
 wise be so joined to the outlines of most proper names com- 
 mencing with O'. And when written in that way the sign may 
 be struck in the most convenient direction. Thus Doid is used 
 in writing O'Conor, O'Hara, O'Keefe, O'Mallcy; Boid, in writing 
 old, O'Leary, O'SulUran; and Goid, in writing O'Donnell, O'Dowd, 
 0' Gorman, O'Grady. 
 
 1070. " Or not" " Around." Ooce in a great while the 
 phrase or not, written with End, will conflict with around, as in 
 the expressions, "Did the horse turn or notf " and "Did the 
 horse turn around f" Being thus forewarned, the reporter will 
 always know when to make a distinction by using .ff-Nt. 
 
 1071. "Snow" "Sun;" "Sunny" "Snowy." The 
 word snow should always be vocalized, to distinguish it from 
 sun, which may be written without its vowel. The final vowel, 
 i, of sunny should always be inserted; and snowy should be vo- 
 calized with the two-vowel sign 6-1 (See 431-433). 
 
 1072. " Some " " Same." In business correspondence 
 same should be vocalized to distinguish it from some. 
 
 1073. " Stated " " Said " " State." The new form for 
 stated meets a long-felt want of reporters, to be able to distin- 
 guish that word, in rapid writing, from said and state. The out- 
 line is also well adapted to joining in phrases. 
 
 1074. " Stove " " Sofa " " Safe." As the three articles 
 here named are often mentioned as being in the same room, 
 the reporter will find the distinction between their forms given 
 in the List very convenient and desirable. 
 
 1075. "We will" "We are." The stem Way with El- 
 hook (Wei) must never be used for ice-will, as it is liable to con- 
 flict with we-are. (See 758.)
 
 374 ART OF PHONOGRAPHY. 
 
 1076. "When." This abbreviation is new to this system. 
 Written with the old sign, W 2 , when sometimes conflicted on 
 the one hand with why and on the other with whether. 
 
 1077. " You were not " " You were there." If the out- 
 line of you-were-not is always kept below the line, and that of 
 you-were-tJierc is made to always cross the line, these phrases 
 will never conflict, otherwise, they are liable to do so. 
 
 1078. Words beginning with "Wh" and "W." Whm 
 an outline beginning with a w-sign represents two words, one 
 of which commences with aspirated w and the other with sim- 
 ple w, everything else being equal, the stem Way may be used 
 for trh, and the breve-way for ic. Examples: Whang (W 1 - 
 NG), wing (W-NG3), whip (W3-P), weep (w-P3), whack 
 (Wi-K), walk (w-Ki), whig (WS-G), wig (w-G3), wherry 
 W2-E), worry (w-J?2) i _ w hinny (W3-N), wiunow (w-N3). But 
 wharf is written with the breve-sign (w-.Rf ). See 580, 583, 584. 
 
 1079. Outlines ending in "tl " and "dl." In order to al- 
 ways have a perfect distinction between words whose outlines 
 end with the consonants tl and dl, when practicable, tl should 
 be written with the Shortening Principle and the stem El or 
 Lee, instead of with the stem Tel ; and (U. with the stem Del. 
 
 Examples: Chattel (CHtl-L), title, detail, petal, battle, 
 cattle, rattle, fatal, vital, natal, wattle (-), metal, little, brittle, 
 greatly, twattle, throttle, scuttle ; dawdle (Dee-Del), paddle, 
 boodle, caudle, riddle, fiddle, noddle, waddle, muddle, ladle, 
 bridle, griddle, twaddle. 
 
 Exceptions: Totally, which is written Tee-Tl, because Tet- 
 Lee would conflict with Toid-Lee, wholly ; and shuttle of neces- 
 sity is written Ish-Tel. 
 
 1080. How to Avoid Ambiguities. In order to avoid ambi- 
 guities in short-hand writing, phonographers should at all times 
 endeavor to be as precise and exact in their phonographic pen- 
 manship as possible. This they will do by observing the fol- 
 lowing suggestions: All upright letters should be made ex- 
 actly perpendicular, and never inclined either way especially 
 not to the right. Slanting letters, particularly those with a 
 leftward inclination, should not be allowed to approach the 
 perpendicular. Straight-stems should not be curved at all ; and 
 curved stems should be sufficiently bent or rounded to prevent 
 their being mistaken for straight stems. Shortened stems
 
 FORMS OF THE SOLEMN OR POETIC STYLE. 375 
 
 should be made quite short, and lengthened stems quite long, 
 so that they will not be confused with the ordinary-sized stems, 
 which should be made uniform in length. The distinctions be- 
 tween light and shaded stems, small and large hooks, small and 
 large circles, and small and large loops, should be carefully ob- 
 served. Furthermore, the rule of word-position should be most 
 iinplicity obeyed. And, to make assurance doubly sure, an 
 occasional vowel-sign may be inserted, if the writer feels that 
 it will be needed. 
 
 1081. Illustrative Examples. Special care, in several of 
 the particulars mentioned in the last paragraph, is required in 
 writing the outlines of the words of the following groups, lest 
 doubt and consequent errors should arise: dock, deck; 
 track, truck, contract; take, dig, pick; taking, digging, 
 picking ; evidence, affidavits, papers ; report, reiterate ; 
 reported, reiterated; reporting, reiterating; adjudication, 
 allegation ; assignment, demand ; Murphy, Martha ; at- 
 tracted, directed; every -day, Friday; elevating, lifting; 
 open, bent ; implied, employed ; advance, defiance, defense ; 
 
 appurtenant, pertinent ; clannish, clownish ; infectious, 
 inefficacioiis ; tenor, tenure (T 2 -N-E) ; abolition, ablution; 
 
 influence, infuse ; commit, commute; name, enemy; 
 duty, deity; admonition, diminution; partner, brother-in- 
 law; most, must; eyes, eyesight; endless, needless. 
 
 FORMS OF THE SOLEMN OR POETIC STYLE. 
 
 1082. The instruction to the learner in regard to word-forms 
 would be incomplete if nothing were said about the outlines of 
 verbs having the ancient inflections, now obsolete in common 
 usage, but which are still employed in what is called the Solemn 
 or Poetic Style of English that being the form of the language 
 which has been preserved to us in our translations of the Bible. 
 The particular inflections referred to are the following: 
 
 1. Est (or st) for the second person singular in the present and 
 past tenses of the indicative mood. Examples : Thou walkest, 
 thou walkedst. 
 
 2. Eth (or th) for the third person, singular, present indica- 
 tive. Examples: He walketh, he maketh.
 
 376 ART OF PHONOGRAPHY. 
 
 1083. Verbs Ending in "Est." The outlines of verbs end- 
 iug in est (or sf) are formed as follows : 
 
 1. In the great majority of instances they are composed of 
 the outline of the root-verb unchanged, with breve-est added 
 finally. Examples : Knowest, seest, mayest, teachest, mock- 
 est, movest, lookest, terrifiest, criest, carest, troublest, saidst, 
 seekest, savest, searchest, choosest (540), castest, increasest, 
 trustest, etc. 
 
 2. Sometimes, however, it is necessary to change the form of 
 the outline of the root-word, in order either to make it feasible 
 to join breve-est, or else to bring the outline within certain 
 rules of phonography, especially those relating to the use of up- 
 ward and downward stems. Examples: Shinest (SHi-Xst), 
 chastenest, delightest, bearest, dealest, desirest, devourest, fall- 
 est, killest, etc. 
 
 3. Whenever it is desirable, in the interest of distinctness 
 and legibility, to preserve the form of the outline of the root- 
 verb intact, the final syllable is added by means of the " inde- 
 pendent" breve-est (522, 523). This is usually done with words 
 whose outlines consist of or end with shortened stems with 
 simple terminations, as sendest, repeatest, etc., and with most 
 words that are written with abbreviations, as givest, thinkest, 
 speakest, etc. The "independent-loop," so employed, is usually 
 slanted downward to the left ; but it may be struck in other 
 directions when it is more convenient to do so, as upward to the 
 right in mightest, boldest, etc., downward to the right in aston- 
 ishest, etc. But when the abbreviated outline ends the same as 
 the complete form would end, as is the case with the signs for 
 hear, swear, etc., the ordinary instead of the "independent" 
 breve-est is used. 
 
 1084. Verbs Ending in " Edst." The outlines of verbs end- 
 ing in edst are nearly always formed by adding Dst to the un- 
 changed outlines of the root-words. Examples: Calledst, 
 buildedst, commandedst, cursedst, executedst, followedst, obey- 
 edst, passedst, promisedst, refusedst, respectedst, sacrificedst, 
 skippedst, strengthenedst, stretchedst, subduedst, testifiedst, 
 walkedst, woundedst. 
 
 Exceptions : In a few instances the outlines of the root- 
 word must be changed before it can take on the added stem, 
 Dst. Examples: Anointedst (N-Nt-Dst 1 ), desiredst (Di-s-R-
 
 FORMS OF THE SOLEMN OB POETIC STYLE. 377 
 
 Dst), filledst (F3--Dst), killedst (K-.L3.Dst), trustedst (Tr2-st- 
 Dst or Trs2-Dst), wateredst (Wtl-^-Dst). 
 
 1085. Verbs Ending in "Eth." The outlines of verbs end- 
 ing in eth are formed by added Ith to the outline of the root- 
 word, which is frequently modified so as to permit a suitable 
 junction to be made with such final stem. 
 
 1086. Position. In writing words of this class verbs end- 
 ing in eth the outline of the root-word should always be writ- 
 ten in its proper position, without regard to the fact that it is to 
 take on another stem. Hence, if such outline be composed en- 
 tirely of horizontal stems, as make, cause, know, or sing, it is 
 written in the same position with reference to the line that it 
 would occupy if the upright stem Ith were not to be added. 
 Examples: Causeth (Kzi-TH), accuseth (Kz3-TH), knoweth 
 (N2-TH), cutteth (Kt2-TH), entereth (Ntr2-TH), goeth (Gi-TH), 
 giveth (G3-TH), sinneth (sN3-TH), sendeth (sNdS-TH), cometh 
 (K2-TH), correcteth (Kr2-K-TH). 
 
 1087. In the outlines of the following words the upstrokes B, 
 L, and SH are substituted for the downward forms, K, L, and 
 SH, of the root-words: Abhorreth, appeareth, availeth, bear- 
 eth, befalleth, cheereth, uasheth, dealeth, declareth, deferreth, 
 faileth, falleth, feareth, filleth, foldeth, killeth, poureth, pre- 
 pareth, requireth, restoreth. spareth, spoileth, teareth, tilleth. 
 
 1088. The En-hook and En-curl are changed to the stem N in 
 the following: Convinceth, chanceth, cleanseth (Kl 2 -Ns-TH), 
 chasteneth, hasteneth (Hs2-N-TH). 
 
 1089. Breve-est is changed to sT in the following words : 
 Casteth, listeth, resteth, tasteth. thrusteth, trusteth. 
 
 1090. The final TH is disjoined and written near the outline 
 of the root-form in the following: Approveth, cleaveth, de- 
 serveth, faiuteth, fasbioneth, findeth, graveth, grieveth, leaneth, 
 leaveneth, lendeth, ministereth, preserveth, proveth, puffeth, 
 reproveth, reserveth, serveth, uncovereth (X 2 -KvTH), vaun- 
 teth, changeth (CH2-TH). 
 
 1091. Care must be taken in joining the TH after CH and J, 
 in such words as Acknowledgeth, catcheth, cheweth. judgeth ; 
 also after the final hooks in the following: Burneth, counteth, 
 crowneth, darkeneth, declineth, gathereth, groaneth, hearken- 
 eth, hindereth, hunteth, inclineth, meaneth, mourneth, refrain- 
 eth (.Rf 2 -2?n-TH), reigneth, remaineth, rendereth, returneth,
 
 378 ART OF PHONOGRAPHY. 
 
 runneth, scattereth, scorneth, slandereth, turneth, wakeneth. 
 Examples : 
 
 KEY: Knowest, teachest, shinest, chastenest, bearest, kill- 
 est, sendest, repeatest, madest, givest, thinkest, hearest , call- 
 edst, trustedst, maketh, knoweth, goeth, cometh, giveth ; 
 convinceth, chasteneth, boasteth ; approveth, fainteth, changeth, 
 acknowledgeth, mourneth. 
 
 1092. Auxiliary Verts. The folio wing are the forms of the 
 auxiliary verbs of this old style of English : 
 
 \ 
 
 ( 
 
 KEY: Art, wert, shalt, wilt, didst, dost, doest, hadst, -wast, 
 wouldest (or wouldst), shouldest (or shouldst), mayest, canst, 
 mightest, couldest (or couldst), hast, hath. 
 
 READING EXERCISES. 
 
 1093. The following pages of printed phonography should be 
 carefully read many times over, until every outline is entirely 
 familiar to the learner, as practice of this kind will greatly 
 assist him in applying his knowledge of principles in actual 
 phonographic writing. The phonography of the first article is 
 fully vocalized, but all subsequent ones are given in the style 
 used by reporters, that is, unvocalized phonography.
 
 READING EXERCISES. 
 GEORGE WASHINGTON. 
 
 379 
 
 , / T^.^VYV 
 
 ; 
 
 1. 
 
 ^JL^ 
 
 , "9
 
 380 
 
 ART OF PHONOGRAPHY. 
 
 c- k . 
 
 . 
 
 . !!>.., (- . 
 
 ^^,..-. r 
 
 .. 
 
 .i- ...:. 
 
 X 
 
 -) 
 
 5rr^. ..'.... ...p. 
 
 V
 
 READING EXERCISES. 
 
 381 
 
 ..i... 
 
 J. 
 
 SPEECH BY DANIEL WEBSTER. 
 
 :.v, i 
 - 
 
 V\o, ^ 

 
 382 
 
 ART OF PHONOGRAPHY. 
 
 S 
 
 -J 
 
 ^ 
 
 
 .X 
 
 y 
 
 ---l -t 
 
 t 
 
 \ 
 
 / 
 
 r
 
 READING EXERCISES. 
 
 383 
 
 : - <^ V 
 
 ,.i,,,-^'X;. 
 
 
 
 Li 
 
 . ,.. t . 
 
 ^ 
 
 *
 
 384 ART OP PHONOGRAPHY. 
 
 VI ^ VI * Q 
 
 L - ^-^--- 
 
 .\sai_ > ' -f ^ j _ a 
 
 ' 
 
 
 
 V 
 
 -rrl
 
 READING EXERCISES. 
 
 385 
 
 MISERIES OF WAR,
 
 386 
 
 ART OF PHONOGRAPHY. 
 
 SOURCES OF LEGAL KNOWLEDGE. 
 
 [^ . / . X^ ^ f* V^> 
 
 " I ^ "U3 \ 
 
 , \ 4 -7^^^ r= 
 
 /^ ^ -^>^ ^; "^> ^ jc - ^ \ 
 
 >. - v -*-*;:: ^x^" x 
 
 L r ' ; ^> ; 
 
 p _ / Q__P - -"- 
 
 k ... r ...!.. n.^ /, .VC/.^- 
 
 " ^ *-* i v ...^.. 
 
 _ .. ..N.. 
 
 > --- ^ C--0,--^-' -f, --Hy-^
 
 READING EXERCISES. 
 
 387 
 
 . 
 
 \ 
 
 C 
 
 N 
 
 c x^ ; 5 
 
 4. -* 
 
 r 
 
 r
 
 388 ART OF PHONOGRAPHY. 
 
 C-D...V. ^^.. (* ...' 
 
 ? ' 
 
 - x-^ r - ^- r I 
 
 o' -^> 
 
 ^ r ^ "5 
 
 LETTER No. 1. 
 
 O s- ~*\s~? i-ft- -Af. Jd&frn/a/rn/. G? ^ 
 
 - - y- - - -_j>- - - 
 
 ...r.. r. -
 
 READING EXERCISES, 
 AN ERRATIC GENIUS. 
 
 389 
 
 
 
 . \ 
 
 ) 
 
 ..... v ' fe -\^- 
 .Vrfl...'' ^ -^'>. ./--- 
 
 ,.. 1 
 
 * 
 
 .... v T...<;.-..n-..Y. /.. 
 
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 390 ART OF PHONOGRAPHY. 
 
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 392 ART OF PHONOGRAPHY. 
 
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 KEY TO READING EXERCISES. 399 
 
 KEY TO READING EXERCISES. 
 
 GEORGE WASHINGTON. 
 
 We think that the Americans of this generation have a better 
 understanding of the character of the man George Washington 
 than was possessed by their ancestors of the previous two or 
 three generations. The encomiums pronounced upon him after 
 the war of the Revolution, and for many years after his death, 
 were not only unmeasured, but were indistinctive, unjudicial, 
 uncritical, and largely untrue to human nature. He was often 
 represented as a flawless character, as a complete embodiment 
 of every perfection, as one separated or set apart from all the 
 rest of mankind, and even, indeed, as a supernatural being. He 
 came to look like a sculptured figure chiselled by the hand of 
 genius from a block of marble. He seemed to be too cold, too 
 serene, too dispassionate, and too high for this earth. 
 
 A singular injustice was thus done to Washington, who lived as 
 a man among men, who was true to nature all his life long, who 
 was warm-blooded and impulsive, who possessed the ordinary 
 traits of our species, who went through experiences like those 
 of other people, who had many of the ways of a Virginia planter 
 of his time, who was in high spirits or low according to circum- 
 stances, and who, happily, was not altogether free from the foi- 
 bles which belong to humanity. 
 
 In view of his person and his life and his achievements,. how 
 much more congenial and attractive is our Washington when 
 thus understood. He is of us. He is a man of our kind. He is 
 one whom we know. We can be his friends, can look into his
 
 400 ART OF PHONOGRAPHY. 
 
 noble face, can grasp his hand, can listen to his words, can ex- 
 change thoughts with him, can love him as we could not if he 
 were of another order of creation. 
 
 We of this generation have come to know Washington better 
 than he was known by our grandsires, though we are so much 
 further away from him than they were. We think he is to us 
 more of a man, more of an American, and less of a demigod, 
 than he was to them. Thus he is exalted in our eyes. Thus he 
 stands higher in our affections than he stood in those of the 
 American youth of fifty or sixty years ago, to whom he was as a 
 statue of Pentelican marble. 
 
 We have come to know him the better through the revelations 
 made in his own letters and in the letters of his contemporaries 
 which have been printed ; through the reminiscences of his ac- 
 quaintances ; through the perusal of documents and reports that 
 can now be obtained ; through the publication of more satisfac- 
 tory biographies of him ; and through a closer study of his per- 
 sonality and deeds from his early days till the close of his life. 
 It is thus possible to get a more satisfactory comprehension of 
 his real nature than it was in other times. 
 
 He grows upon his country and the world with the procession 
 of the generations as he is seen the more distinctly and truly. 
 He is the noblest national hero seen in any country of the earth 
 since the creation of man. 
 
 The revival in these days of what we may call Washingtonism 
 is most pleasant to contemplate. It means the strengthening of 
 the republic, the renewal of its pristine spirit, the purification of 
 politics, and the animation of patriotism. The name of Wash- 
 ington is synonymous with all that is desirable and glorious in 
 American life. 
 
 We are especially well pleased to know that the school chil- 
 dren all over the United States will to-day celebrate the birthday 
 of our Washington as they never celebrated it before. It is an 
 excellent idea to furnish a portrait of him to every schoolhouse 
 in this city. The boy or the girl who looks upon that portrait will 
 be a better American through life. It is an engaging lesson in 
 truthfulness, honor, and gracefulness. It is an illustration of 
 the highest and best qualities of the human mind. 
 
 Honor ever to the name of the Father of his Country! From 
 the N. Y. Sun, February 22, 1895.
 
 KEY TO READING EXERCISES. 401 
 
 SPEECH BY DANIEL WEBSTER. 
 
 I owe the honor of this occasion, and I esteem it an uncom- 
 mon and extraordinary honor, to the young men of this city of 
 Albany ; and it is my first duty to express to these young men 
 my grateful thanks for the respect they have manifested towards 
 me. Nevertheless, I do not mistake you, or your object, or your 
 purpose. I am proud to take to myself whatever may properly 
 belong to me, as a token of personal and political regard from 
 you to me. But I know, young men of Albany, it is not I, but 
 the cause ; it is not I, but your own generous attachments to 
 your country; it is not I, but the constitution of the Union 
 which has bound together your ancestors and mine, and all of 
 us, for more than half a century. It is this that has brought 
 you here to-day to testify your regard towards one who, to the 
 best of his humble ability, has sustained that cause before the 
 country. 
 
 I am requested by those who invited me, to signify my senti- 
 ments on the state of public affairs in this country, and the in- 
 teresting questions which are before us. This proves, gentle- 
 men, that in their opinion there are questions sometimes arising 
 which range above all party, and all the influences and consider- 
 ations and interests of party. What are the questions which are 
 overriding, subduing, and overwhelming party, uniting honest, 
 well-meaning persons to lay party aside, to meet and confer for 
 the general public weal ? I shall, of course, not enter at large 
 into many of these questions, nor into any lengthened discus- 
 sion of the state of public affairs, but shall endeavor to state 
 what that condition is, what these questions are, and to pro- 
 nounce a conscientious judgment of my own upon the whole. 
 The last Congress passed laws called adjustment measures, or 
 settlement measures ; laws intended to put an end to certain in- 
 ternal and domestic controversies which existed in the country, 
 and some of them for a long time. These laws were passed by 
 the constitutional majorities of both Houses of Congress. They 
 received the constitutional approbation of the President. They 
 are the laws of the land. To some or all of them, indeed to all 
 of them, at the time of their passage 1 , there existed warm and 
 violent opposition. None of them passed without heated dis- 
 cussion. Government was established in each of the territories
 
 402 ART OF PHONOGRAPHY. 
 
 of New Mexico and Utah, but not without opposition. The 
 boundary of Texas was to be settled by compromise with that 
 State, but not without determined and violent opposition. 
 These laws all passed ; and as they have now become, from the 
 nature of the case, irrepealable, it is not necessary that I should 
 detain you by discussing their merits and demerits. Neverthe- 
 less, gentlemen, I desire on this and on all public occasions, in 
 the most emphatic and clear manner, to declare, that I hold 
 some of these laws, and especially that which provided for the 
 adjustment of the controversy with Texas, to have been essen- 
 tial to the preservation of the public peace. I will not now 
 argue that point, nor lay before you at large the circumstances 
 which existed at that time, the peculiar situation of things in 
 so many of the Southern States ; or the fact that many of those 
 States had adopted measures for the separation of the Union ; 
 the fact that Texas was preparing to assert her rights to terri- 
 tory which New Mexico thought was. hers by right ; and that 
 hundreds and thousands of men, tired of the pursuits of private 
 life, were ready to rise and unite in any enterprise that might 
 open itself to them, even at the risk of a direct conflict with tiie 
 authority of this Government. I say, therefore, without going 
 into the argument with any details, that in March of 1850. when 
 I found it my duty to address Congress on these important top- . 
 ics, it was my conscientious belief, still unshaken, ever since 
 confirmed, that if the controversy with Texas could not be ami- 
 cably adjusted, there must, in all probability, have been civil 
 war and civil bloodshed. And in the contemplation of such a 
 prospect, it was of little consequence on which standard victory 
 should perch ; although in such a contest we took it for granted 
 that no opposition could arise to the authority of the United 
 States that would not be suppressed. 
 
 But what of that ? I was not anxious about the military con- 
 sequences of things ; \ looked to the civil and political state of 
 things and their results ; and I inquired what would be the con- 
 dition of the country if in this agitated state of things, if in this 
 vastly extended though not generally pervading feeling at the 
 South, war should break out, and bloodshed should ensue in 
 that extreme of the Union? That was enough for me to inquire 
 into and regard; and, if the chances had been but one in a 
 thousand that such would have been the result, I should still
 
 KEY TO READING EXERCISES. 403 
 
 have felt that that one-thousandth chance should be guarded 
 against by any reasonable sacrifice ; because, gentlemen, san- 
 guine as I am for the future prosperity of the country, strongly 
 as I believe now, after what has passed, and especially after 
 those measures to which I have referred, that it is likely to hold 
 together, I yet believe firmly that this Union, once broken, is 
 utterly incapable, according to all human experience, of being 
 reconsti-ucted in its original character, of being re-cemented by 
 any chemistry or art or effort or skill of man. Now, gentle- 
 men, let us pass from those measures which are now accom- 
 plished and settled. California is in the Union, and cannot be 
 got out ; the Texas boundary is settled, under provision of law, 
 according to accustomed usage in former cases ; and these 
 things may be regarded as settled. 
 
 But then there was another subject, equally agitating and 
 equally irritating, which, in its nature, must always be subject 
 to consideration or proposed amendment, and that is the fugi- 
 tive slave law of 1850, passed at the same Session of Con- 
 gress. Allow me to advert, very shortly, to what I consider the 
 ground of the law. You know, and I know, that it was very 
 much opposed in the Northern States ; sometimes with argu- 
 ment not unfair, often by those whirlwinds of fanaticism that 
 raise a dust and blind the eyes, but produce nothing else. Now, 
 gentlemen, this question of the propriety of the fugitive slave 
 law, or the enactment of some such law, is a question that must 
 be met. Its enemies will not let it sleep or slumber. They will 
 " give neither sleep to their eyes nor slumber to their eyelids " 
 so long as they can agitate it before the people. It is with them 
 a topic, a desirable topic, and all know who have much experi- 
 ence in political affairs, that for party men, and in party times, 
 there is hardly anything so desirable as a topic. Now, gentle- 
 men, I am ready to meet this question. I am ready to say that 
 it was right, proper, expedient, just, that a suitable law should 
 be passed for the restoration of the fugitive slaves found in free 
 States, to their owners in the slave States. 1 am ready to say 
 that, because I only repeat the words of the Constitution itself, 
 and am not afraid of being considered a plagiarist, nor a feeble 
 imitator of other men's language and sentiments, when I repeat 
 and announce to every part of the country, to you here, and at 
 all times, the language of the Constitution of my country.
 
 404 ART OF PHONOGRAPHY. 
 
 Gentlemen, before the Revolution slavery existed in the South- 
 ern States, and had existed there for more than a hundred years. 
 We of the North were not guilty of its introduction. That gene- 
 ration of men, even in the South, were not guilty of it. It had 
 been introduced according to the policy of the Mother Country, 
 before there was any independence in the United States ; in- 
 deed, before there were any authorities in the Colonies compe- 
 tent to resist it. Why, gentlemen, men's opinions have so 
 changed on this subject, and properly, the world has come to so 
 much juster sentiments, we can hardly believe, that which is 
 certainly true, that at the peace of Aix-la-Chapelle, in 1748, the 
 English Government insisted on the fulfilment, to its full extent, 
 of a condition in the treaty of the Assiento, signed at Utrecht, 
 in 1713, by which the Spanish Government had granted the un- 
 qualified and exclusive privilege to the British Government of 
 importing slaves into the Spanish Colonies in America. That 
 was not then repugnant to public sentiment ; happily, it would 
 be now. 
 
 MISERIES OF WAR. 
 
 Oh! tell me, if there be any relentings of pity in your bosom, 
 how could you endure it to behold the agonies of the dying man 
 as, goaded by pain, he grasps the cold ground in convulsive 
 energy ; or faint with the loss of blood, his pulse ebbs low, and 
 the gathering paleness spreads itself over his countenance, or 
 wrapping himself round in despair, he can only mark by a few 
 feeble quiverings that life still lurks and lingers in his lacerated 
 body ; or lifting up a faded eye, he casts on you a look of im- 
 ploring helplessness for that succor which no sympathy can 
 yield him. It may be painful to dwell thus in imagination on 
 the distressing picture of one individual, but multiply it ten 
 thousand times say how much of all this distress has been 
 heaped together on a single field. Give us the arithmetic of 
 this accumulated wretchedness, and lay it before us with all the 
 accuracy of official computation, and, strange to tell, not one 
 sigh is lifted up among the crowd of eager listeners as they 
 stand on tiptoe and catch every syllable of utterance which -s 
 read to them out the registers of death ! Oh ! say what mystic 
 spell is that which so blinds us to the suffering of our brethren ;
 
 KEY TO READING EXERCISES. 405 
 
 which deafens to our ear the voice of bleeding humanity when 
 it is aggravated by the shriek of dying thousands ; which makes 
 the very magnitude of the slaughter throw a softening disguise 
 over its cruelties and its horrors; which causes us to eye with 
 indifference the field that is crowded with the most revolting 
 abominations, and arrests that sigh which each individual would 
 singly have drawn from us, by the report of the many that have 
 fallen and breathed their last in agony along with him. 
 Chalmers. 
 
 SOURCES OF LEGAL KNOWLEDGE. 
 
 I shall not here attempt to give you an accurate definition 
 of law. Not less than twenty have been proposed, with each 
 of which hypercriticism might perhaps find some fault. But 
 thus much may be safely said: the term law, though used in 
 a great variety of relations, always means an established rule. 
 Thus, whether we speak of the laws of God or of man, of matter 
 or of mind, we uniformly refer to those established rules of 
 action or operation which belong to the subject matter in 
 question. And it was in this comprehensive sense that Hooker 
 spoke of law when he said: "Her seat is the bosom of God, 
 and her voice the harmony of the world ; all things in heaven 
 and earth do her homage ; the very least as feeling her care, 
 and the greatest as not exempted from her power." But our 
 inquiries relate only to that class of laws which are denom- 
 inated municipal, and which comprehend the established 
 regulations of political society. And it was of law in this 
 sense that Burke spoke when he called it "the pride of the 
 hun\an intellect, and the collected wisdom of ages ; combining 
 the principles of original justice with the boundless variety 
 of human concerns." Blackstone also describes it as "a science 
 which distinguishes the criterions of right and wrong ; which 
 teaches to establish the one, and to prevent, punish, or redress 
 the other; which employs in its theory the noblest faculties 
 of the soul, and exerts in its practice the cardinal virtues of 
 the heart ; a science which is universal in its use and extent, 
 accommodated to each individual, yet comprehending the whole 
 community." Nor can such language be deemed extravagant; 
 for municipal law is indeed the grand regulator of human
 
 406 ART OF PHONOGRAPHY. 
 
 affairs. Its functions may be appropriately compared to those 
 of gravitation. If you could imagine even a momentary sus- 
 pension of that great law which regulates the universe of matter, 
 keeping the minutest particle as well as the mightiest mass in 
 its proper condition, the stupendous confusion which would 
 theuce result, and which we designate by the fearful name of 
 chaos, furnishes a strong but faithful illustration of that social 
 disorder which would as certainly result from the suspension 
 of municipal law, and which we designate by the hardly less 
 fearful name of anarchy. It is to be remembered, also, that 
 just in proportion as society advances in civilization, the im- 
 portance of municipal law becomes greater and its functions 
 more complicated. Barbarians need few laws, because they 
 have few interests to be regulated by law ; but every step in 
 the progress of improvement gives occasion for adding to the 
 body of law some new provision, until the aggregate becomes 
 formidable to the boldest mind. What could once be written 
 upon ten or twelve tables anon spreads over thousands, until 
 the practice of law becomes a distinct avocation, and a thorough 
 comprehension of all its infinite details requires the labor of 
 a long and industrious life. Moreover, the criterions of law 
 are not like those of other sciences. When the question is, 
 What is the law regulating a given matter? it resolves itself 
 into two others: Who has the law-making power in reference 
 to this matter? and What has this power in fact ordained? 
 Now, you cannot, as in natural science, resolve these questions 
 by analysis or induction. You cannot apply to them the prin- 
 ciples of mathematical demonstration. They cannot be reached 
 by reasoning a priori. Nor can you, as in ethics, appeal to the 
 monitor within. Conscience may inform you what the moral 
 law is, and what the municipal law ought to be; but it might 
 greatly mislead you as to what the municipal law actually is. 
 To determine this, you must search the voluminous records of 
 law until you find the positive regulation; in which constant 
 searching chiefly consists the labor of a lawyer. 
 
 AN ERRATIC GENIUS. 
 
 Keokuk, a long time ago, was an occasional loafing-place 
 of that erratic genius, Henry Clay t)ean. I believe I never saw
 
 KEY TO READING EXERCISES. 407 
 
 him but once, but he was much talked of when I lived there. 
 This is what was said of him : 
 
 He began life poor and without education. But he educated 
 himself on the curb-stones of Keokuk. He would sit down 
 on a curb-stone with his book, careless or unconscious of the 
 clatter of commerce and the tramp of the passing crowds, and 
 bury himself in his studies by the hour, never changing his 
 position except to draw in his knees now and then to let a 
 dray pass unobstructed ; and when his book was finished, its 
 contents, however abstruse, had been burnt into his memory, 
 and were his permanent possession. In this way he acquired 
 a vast hoard of all sorts of learning, and had it pigeon-holed 
 in his head where he could put his intellectual hand on it when- 
 ever it was wanted. His clothes differed in no respect from 
 a "wharf -rat's," except that they were raggeder, more ill- 
 assorted and inharmonious (and therefore more extravagantly 
 picturesque), and several layers dirtier. Nobody could infer 
 the master-mind in the top of that edifice from the edifice itself. 
 He was an orator by nature in the first place, and later by 
 the training of experience and practice. When he was out on 
 a canvass, his name was a loadstone which drew the farmers 
 to his stump from fifty miles around. His theme was always 
 politics. He used no notes, for a volcano does not need notes. 
 In 1862, a son of Keokuk's late distinguished citizen, Mr. 
 Claggett, gave me this incident concerning Dean : 
 
 The war feeling was running high in Keokuk (in '61), and a 
 great mass meeting was to be held on a certain day in the new 
 Atheiiffium. A distinguished stranger was to address the house. 
 After the building had been packed to its utmost capacity with 
 sweltering folk of both sexes, the stage still remained vacant, 
 the distinguished stranger had failed to connect. The crowd 
 grew impatient, and by and by indignant and rebellious. About 
 this time a distressed manager discovered Dean on a curb-stone, 
 explained the dilemma to him, took his book away from him, 
 rushed him into the building the back way, and told him to make 
 for the stage and save his country. 
 
 Presently a' sudden silence fell upon the grumbling audience, 
 and everybody's eyes sought a single point, the wide, empty, 
 carpetless stage. A figure appeared there whose aspect was 
 familiar to hardly a dozen persons present. It was the scare-
 
 408 AET OF PHONOGRAPHY. 
 
 crow Dean, in foxy shoes, down at the heels; socks of odd 
 colors, also "down"; damaged trousers, relics of antiquity, and 
 a world too short, exposing some inches of naked ankle ; an un- 
 buttoned vest, also too short, and exposing a zone of soiled and 
 wrinkled linen between it and the waist-baud ; shirt bosom 
 open; long black handkerchief, wound round and round the 
 neck like a bandage ; bob-tailed blue coat, reaching down to the 
 small of the back, with sleeves which left four inches of forearm 
 unprotected; small, stiff -brimmed soldier-cap hung on a corner 
 of the bump of whichever bump it was. This figure moved 
 gravely out upon the stage and, with sedate and measured step, 
 down to the front, where it paused, and dreamily inspected the 
 house, saying no word. The silence of surprise held its own 
 for a moment, then was broken by a just audible ripple of mer- 
 riment which swept the sea of faces like the wash of a wave. 
 The figui-e remained as before, thoughtfully inspecting. An- 
 other wave started, laughter this time. It was followed by 
 another, then a third, this last one boisterous. 
 
 And now the stranger stepped back one pace, took off his 
 soldier-cap, tossed it into the wing, and began to speak with de- 
 liberation, nobody listening, everybody laughing and whisper- 
 ing. The speaker talked on unembarrassed, and presently de- 
 livered a shot which went home, and silence and attention 
 resulted. He followed it quick and fast with other telling 
 things ; warmed to his work, and began to pour his words out, 
 instead of dripping them ; grew hotter and hotter, and fell to 
 discharging lightnings and thunder, and now the house began 
 to break into applause, to which the speaker gave no heed, 
 but went hammering straight on; unwound his black bandage 
 and cast it away, still thundering; presently discarded the bob- 
 tailed coat and flung it aside, firing up higher and higher all the 
 time ; finally flung the vest after the coat ; and then for an un- 
 timed period stood there, like another Vesuvius, spouting smoke 
 and flame, lava and ashes, raining pumice-stone and cinders, 
 shaking the moral earth with intellectual crash upon crash, ex- 
 plosion upon explosion, while the mad multitude stood upon 
 their feet in a solid body, answering back with a ceaseless hur- 
 ricane of cheers, through a thrashing snow-storm of waving 
 handkerchiefs. 
 
 "When Dean came/' said Claggett, "the people thought he
 
 KEY TO READING EXERCISES. 409 
 
 was an escaped lunatic; but when he went, they thought he was 
 an escaped archangel." MARK TWAIN, in " Life on the Missis- 
 sippi " (by permission). 
 
 LETTER No. 1. 
 
 NEW YORK, July 3, 1895. 
 THE NEW ENGLAND EXPRESS Co., Boston, Mass. 
 
 Gentlemen: On the 18th of last month we sent, via your com- 
 pany, 4 cases of woolen goods, marked F. M. Benham, 38 Court 
 St., Bennington, Vt. We have a letter this morning from Mr. 
 Benhain, stating that the goods have not yet been received and 
 that he has heard nothing from them. 
 
 We do not understand how this can be the case, and cannot 
 see why it should take from 15 to 20 days to deliver goods at a 
 distance of less than 400 miles. 
 
 If this delay is necessary, however, we should much prefer to 
 go back to the old-fashioned but seemingly more rapid style of 
 delivery known as the "prairie schooner." 
 
 We trust, however, that such occurrences will be extremely 
 rare in the future, and that you will at once send a tracer after 
 these goods and find their whereabouts. 
 
 Your immediate attention to this matter will oblige, 
 Very truly, 
 
 LETTER No 2. 
 
 NEW YORK, April 6, 1895. 
 Messrs. GOODRICH & WILD, Atlanta, Ga. 
 
 (i ni tl< nn'ii : Your favor of April 3d, in relation to our in- 
 voice of March 28th, came duly to hand, and we note carefully 
 what you say in reference to prices charged in that invoice. 
 
 In reply we would say, that you are in error in regard to our 
 quotation of March 24th, as you will readily see by reference to 
 our letter of that date. The price you name for No. 4 is right, 
 but. as we then stated, on Nos. 6 and 8 we cannot allow more 
 than 25 per cent, off from list, or $.90 net. 
 
 Trusting that you will find we are correct in this matter, and 
 awaiting your further orders, we remain, 
 Yours respectfully,
 
 410 ART OF PHONOGRAPHY. 
 
 LETTER No. 3. 
 
 NEW YORK, September 3d, 1895. 
 PROVIDENCE BRASS & COPPER Co., Providence, R. I. : 
 
 Gentlemen : We have on hand in the neighborhood of five thou- 
 sand pounds scrap copper which we should be glad to sell you 
 if you can make use of same. 
 
 This scrap consists entirely of the trimmings of the disks 
 which you have made for us during the past year. It is packed 
 in barrels and boxes, ready for shipment, is free from oil and 
 dirt, and can be recast directly without undergoing any cleansing 
 process whatever. 
 
 We send you by express to-day a sample of the scrap, and 
 will guarantee the whole lot to run as good if not better than 
 the sample sent. 
 
 Kindly let us know at once what this is worth to you F. O. 
 B. steamer, and oblige 
 
 Very truly yours, 
 
 LETTER No. 4. 
 
 NEW YORK, April 19, 1895. 
 Messrs. McKAY & MULL, 281 East Twenty-third St., City. 
 
 Gentlemen : Your favor of the 17th inst. came duly to hand 
 this morning, and we note very carefully all you say regarding 
 the packing of the goods on your export order inclosed in same. 
 
 In reply we beg to assure you that we will carry out your in- 
 structions to the letter, and have no reason to believe that the 
 entire shipment will not arrive in as good condition as when 
 packed. 
 
 We shall use tin-lined cases, and shall solder the joints, mak- 
 ing them practically air-tight. In our judgment it is the only 
 method by which moisture can be kept out, and during a long 
 sea voyage the salt air is very liable to attack and rust the pol- 
 ished parts of the machine, unless this is done. 
 
 We shall deliver the order complete at the docks on Wednes- 
 day as directed by you, and trust that your customer will find 
 everything to his satisfaction. 
 
 Thanking you for your favors in the past, and awaiting a con- 
 tinuance of same, we remain, 
 
 Truly yours,
 
 KEY TO READING EXERCISES. 411 
 
 LETTER No. 5. 
 
 NEW YORK, February 26, 1895: 
 DAY NOVELTY Co., Palmer, Mass. 
 
 den flatten : Your favor of the 20th is at hand, together with 
 catalogue and samples. In reply we hand you an order inclosed 
 with the understanding that the goods are sent to us subject to 
 our approval, and that if they do not turn out to our satisfac- 
 tion they may be returned within 60 days. Unless you are will- 
 ing to allow us this privilege we do not feel like making a trade 
 with you at the present time, as we are between summer and 
 winter and do not care to carry over a large stock to next 
 season. 
 
 We will, of course, do our very best to make a prompt sale of 
 the articles named in the enclosed order, but, as it is a question 
 whether or not we can do so at this late day, we prefer to 
 receive the goods subject to the above-mentioned terms. 
 
 If you feel that you can consistently comply with our request, 
 please send forward the order at once. 
 Yours truly, 
 
 LETTER No. 6. 
 
 CHICAGO, ILL., August 1, 1895. 
 THE UNITED STATES ADVERTISING Co., 
 
 312 White St., New York City. 
 
 Gentlemen : We are about making our advertising contracts 
 for 1895, and would be pleased to have you quote us bottom 
 price for say five inches single-column ad., in 200 provincial 
 weekly papers having a circulation of not less than 1500 each. 
 
 We should also like price on a similar list in Great Britain, of 
 about 100 monthly publications, in which we would wish to insert 
 an ad. of about 225 words. 
 
 These advertisements in both cases to run for the entire year 
 1895. 
 
 We inclose copy for both home and foreign use, from which 
 you can get some idea as to the space necessary for a proper 
 display. Cuts will be furnished by ourselves, and the type mat- 
 ter must be followed as closely as possible. 
 
 Kindly let us hear from you at once, giving us full informa-
 
 412 AET OF PHONOGRAPHY. 
 
 tion in regard to this matter, as the time is already very short 
 and we wish to make the contracts without unnecessary delay. 
 
 Very truly, 
 
 LETTER No. 7. 
 
 NEW YORK, February 25, 1895. 
 Messrs. PRESTON & HARRISON, Princeton, N. J. 
 
 Gentlemen: Your favors of the 16th and 21st inst. came duly 
 to hand in the absence of the writer, which explains the delay 
 in our reply. 
 
 We have entered orders No. 810 and 812, and the goods are 
 now in the hands of the shipping clerk, and will go forward to- 
 day by express. 
 
 We must, however, decline to fill order No. 811 until we have 
 some better and more satisfactory information concerning 
 Hynes & Co., as we do not think it would be wise to ship so 
 large an order to a comparatively strange house. We do not 
 find their rating in any of the commercial agencies, and would 
 ask you to look into the matter carefully and wire us any and 
 all information you can get with reference to same. 
 
 We are somewhat surprised that you gave Myers such a low 
 figure, but suppose it is an export order and for immediate ship- 
 ment. 
 
 We send you inclosed our new list, which will go into effect 
 March 15. Please examine same carefully and only take orders 
 upon the basis of this list. 
 
 Yours respectfully, 
 
 LETTER No. 8. 
 
 NEW ORLEANS, November 3, 1895. 
 PENNSYLVANIA CIGAR COMPANY, Beading, Pa. 
 
 Gentlemen : I have sent you by to-day's express the proof of 
 the new sample card, lettered according to your instructions, 
 and which I trust will please you in every respect. 
 
 I have followed as closely as possible the lines laid down in 
 your favor of the 23d ult., and am myself well pleased -with the 
 result.
 
 KEY TO READING EXERCISES. 413 
 
 Please examine the card very carefully when received, and 
 report without delay, when, if it is satisfactory, I will go ahead 
 and get the first lot out. 
 
 As I understand the matter, delivery is to be made in lots of 
 five thousand each ; first delivery to be made on or before 
 December 15, and the entire lot to be in your hands January 1, 
 1895. Is this correct ? 
 
 Kindly let us hear from you at your earliest convenience and 
 oblige, 
 
 Yours respectfully, 
 
 LETTER No. 9. 
 
 NEW YORK, January 10, 1895. 
 Messrs. G. W. ROBINSON & Co., Greenwich, Conn. 
 
 t',i ntlf-nii-n : Your favor of the 8th hist, is at hand. We send 
 you by this mail copy of our illustrated catalogue, on page 76 
 of which you will find cuts and price-list of articles required. 
 These can either be had separately or in combination, as may 
 be desired. 
 
 Messrs. Grott & Co., of your town, act as our agents and can 
 sell you at our prices, making you a considerable saving in time 
 and cost of transportation. We have sent your letter to them, 
 requesting that they see you at once regarding this matter. 
 As soon as we receive your order through them we will give 
 it prompt attention and will guarantee the safe arrival of the 
 machines and parts. 
 
 Trusting you may favor Messrs. Grott & Co. with your order, 
 we remain, 
 
 Yours respectfully, 
 
 LETTER No. 10. 
 
 NEW YORK, August 19, 1895. 
 Messrs. NEWTON & MASON, Philadelphia, Pa. 
 
 Gentlemen: Yours of the 2d instant is at hand and contents 
 carefully noted. 
 
 Inclosed please find order for goods to go to Chicago under 
 same conditions, prices, and terms as order No. 9.
 
 414 ART OF PHONOGRAPHY. 
 
 Kindly do the very best you can for us in the matter of trans- 
 portation and hasten the goods forward with all possible speed. 
 
 Inclosed we hand you check covering amount of invoice, and 
 trust that the same will be found entirely satisfactory. 
 
 We are greatly encouraged by the ready sale of the goods 
 ordered July 15, and presume we shall be in a position to send 
 larger and more valuable orders in the near future. 
 
 Please acknowledge receipt of check and oblige, 
 Yours respectfully, 
 
 LETTER No. 11. 
 
 XENIA, OHIO, May 18, 1895. 
 MRS. F. L. Eoss, San Francisco, Cal. 
 
 Dear Madam : Your favor dated May llth is at hand and in 
 reply we would say, we send you to-day, under separate cover, a 
 catalogue descriptive of the " Florence" studio kiln, to which we 
 ask your kind attention. 
 
 Regarding this kiln we have to say that it has many points of 
 superiority over any other appliance of its nature ever pre- 
 sented to the public, and in view of the fact that thousands 
 have been sold without complaint to the manufacturers, with- 
 out a single failure recorded against it to perform its work to 
 the entire satisfaction of the purchaser, we feel justified in 
 stating that it is practically a perfect kiln. 
 
 A kiln that will fail to fire china perfectly in every case is 
 an expensive affair, no matter what inducements are offered to 
 the purchaser, as one kiln full of ruined china means in many 
 cases more than the first cost of the kiln. 
 
 It would afford us much pleasure to fill your order, and we can 
 assure you that in purchasing the "Florence" you will get the 
 best there is. 
 
 Very truly, 
 
 AIDS TO THE ADVANCED LEARNER. 
 
 1094. When the student of Phonography, after having gone 
 through the instruction book, makes his first essay at writing 
 phonographically the words of the language, as they actually
 
 AIDS TO THE ADVANCED LEARNER. 415 
 
 occur in sentences, paragraphs, articles, speeches, etc., he is 
 apt, indeed, he is almost sure, to become more or less con- 
 fused in his attempts to apply correctly the rules and principles 
 of the Art, with which, if taken separately, he may be quite 
 familiar. To be able to determine at once, as one goes along, 
 just what words are to be written with isolated outlines, and 
 what groups of words should be included in phrase-signs, re- 
 quires close attention and some practice. And yet, no one is 
 fully qualified to write phonography as it should be written 
 until he has acquired the ability to do this very thing. There- 
 fore, for the purpose of providing a sort of support or help past 
 this critical point in the phonographer's career, so that he will 
 thereafter be fitted to proceed alone, the following series of 
 exercises have been prepared, which are so marked by means 
 of well-known printers' signs, that the winter will find little or 
 no difficulty in rendering them properly in phonographic forms. 
 The signs of the vowels need not be inserted, as these exercises 
 are intended for training on consonant-outlines of words and 
 phrases. 
 
 EXPLANATION OF THE USE OF THE SIGNS. 
 
 1095. The following is an explanation of the use of the vari- 
 ous signs, or punctuation-marks, that are employed in these 
 exercises: 
 
 () "Marks of Parenthesis" inclose words that are writ- 
 ten with a Phrase-sign; thus: (at last), (few persons), 
 etc. Although usually by the term " phrase-sign " is 
 meant a connected outline which stands for two or 
 more words, yet there are exceptions to that rule. See 
 paragraphs 906, 950, 962, 969. 993, 1028, 6. 
 t A " dagger," placed before and close to a word, de- 
 notes Proximity. See 615, II. When two outlines are 
 thus brought in proximity, they are treated as belong- 
 ing to a phonographic phrase, although their signs are 
 not connected ; thus, (most {conclusive), (they are 
 {consumed), etc. 
 
 \ An "inverted dagger" denotes Fourth Position. See 
 1028, 6.
 
 416 ART OF PHONOGRAPHY. 
 
 t A "double dagger" denotes both Fourth Position arid 
 Proximity ; that is, that an outline is not only written 
 in the "fourth-position" (the to being omitted), but is 
 placed close to the preceding outline , thus, (intendt to 
 complain), (said Jto contain), etc. 
 
 * An " asterisk " marks a word that is not written in the 
 position indicated by its vowel (or accented vowel) ; 
 as "go," " any," " own," " other," etc. See 816. 
 Italics When a word is printed in italic letters, it indicates 
 that it is written with an abbreviated outline. A few 
 words, like are, our, etc., that are written in an ex- 
 ceptional manner, are also embraced in this class. 
 Words so printed are usually to be found in the List 
 of Abbreviations, pages 293 to 300. 
 
 FEOM "THE SWISS FAMILY ROBINSON." 
 
 (/ cannot tell) (how glad) (we all) were (when we) (at last) 
 (saw a) change (in the) sky, and felt once more the warm rays 
 (of the) sun. (In a) (few days) the floods sank (in the) earth, 
 (and left the) ground (of a) bright green hue ; the air grew warm 
 (and dry), and (there* were) (no more) dark clouds (jto be seen) 
 (in the) sky. 
 
 (We found*) our young trees had (put forth) new leaves, (and 
 the) seed (we had) sown had come up (through the) moist ground. 
 The air (had a) fresh sweet smell, (for* it) (bore the) scent ( oj 
 the) bloom which* hung like snow-flakes (on the) boughs (of the) 
 (fruit trees); the songs and cries (of the) birds were (jto be) 
 heard (on all sides), and (we could) see them fly (from tree to 
 tree) (in search of) twigs (jto build) their nests. This (in fact) 
 (was the) (spring of the year), when all things (put forth) new 
 life; and (we knew) (that the) time was now come when (we could) 
 once more (range the) woods and till the soil, (and this) made 
 the boys leap for* joy. 
 
 Some planks (had been) (blown off the) roof (of The) Nest, 
 (and the) rain had got in (here and there; so our first job was (to 
 mend) our house, and make it fit (jto sleep) in. 
 
 (This done), Jack, Fritz (and I ) set out to Tent House. (We 
 found*) it (in a) sad state. The storm had (thrown down the)
 
 AIDS TO THE ADVANCED LEARNER. 417 
 
 tent, (blown off) (some of the) (sail cloth), (and let) (in the) 
 rain (on our) casks, (some of which) held* a (store of food). 
 Our boat was still safe, (but the) raft w/tubs had (broke up), and 
 >chat (there* was) left (of it), lay in splints (on the) shore. 
 
 Our loss (in the) storm (had been) so great that (/felt) (we 
 ought) (at once) (to seek) (for* some) place (on the) rocks 
 ukere" (we amid) put (n-hat wax) left. 
 
 (We went) all round the cliffs (in the) hope (that we) might 
 find a cave, but (in vain). 
 
 " (There* is no way), but (to hew) one (out of the) rock," said 
 Fritz, "/or* (we must not be) beat." 
 
 "(Well said), Fritz," said Jack; "(we have) (each an) ax. 
 (Why not) try this cliff (at once) ? " 
 
 VIRTUE AND POVERTY. -Dickens. 
 
 (It is not) easy for* (a man) (\to speak of) (his own) books. 
 (/ dare say) that (few persons) (have been) more interested in 
 mine than /, and (if it be) (a general) principle (in nature) (that 
 a) lover's love is blind, (and that a) (mother's love) is blind, (I 
 ) (it may be said of an) author's attachment (to the) crea- 
 tures (of his own) imagination, (that it is a) perfect model (of 
 tconstancy) and devotion, (and is the) blindest (o/all). 
 
 (But the) objects and purposes (/have had) (in view) are very 
 plain (and simple), (and may be) easily told, (/have) (always 
 had) (and. always) (shall have) an earnest (and true) (desire }to 
 (contribute), (as far a*) (in me) lies, (to the tcommon) (stock of) 
 healthful cheerfulness and enjoyment. (/ have) (always had), 
 (and always) (shall have), an 'invincible repugnance (to that) 
 owl-eyed philosophy which* (loves the) darkness, and winks and 
 scowls (in the) light. 
 
 (I believe that) virtue shows (quite as well) in rags and patches, 
 as (she does) in purple nr7 fine linen. (/ believe that) she and 
 every beautiful object in external nature claims some sympathy 
 (in the) breast (of the) poorest man who breaks his scanty loaf 
 (of daily bread). (/ believe that) she goes* barefoot (as well as) 
 shod. (/ believe that) she dwells oftener in alleys and by-ways 
 than (she does) (in courts) and palaces, (and that it is) good and 
 pleasant and profitable (|to track) her out and follow her. 
 27
 
 418 ART OF PHONOGRAPHY. 
 
 / believeihat) (jto lay) one's hand upon (some of those) rejected 
 ones (whom the) world has too long forgotten, and (jtoo often) 
 misused, and (jto say) (to the) proudest and most thoughtless, 
 " These creatures (have the) same elements and capacities of 
 goodness as yourselves, (they are) moulded (in the) same form, 
 and (made of the) same clay; and, though (ten times) -worse 
 (than you), may, in having retained anything* (of their) original 
 nature amidst the trials and distresses (of their tcondition), be 
 really (ten times) better," (7 believe that) (jto do) this in (jto 
 pursue a) worthy and not useless vocation. 
 
 THE REFOKMER. Greeley. 
 
 Though the life (of the) reformer (may seem) rugged and ar- 
 duous, (it were) hard (jto say tconsiderately) that (any* other) 
 were worth living (at all). (Who can) thoughtfully affirm (that 
 the) career (of the tconquering), desolating, subjugating warrior; 
 (of the) devotee of gold, or pomp, or sensual joys; the monarch 
 (in his) purple, the iniser (by his) chest, (is not a) libel (on 
 humanity), (and an) offence against God? 
 
 (But the) earnest, unselfish reformer, born (into a) (state of) 
 darkness, evil and suffering, and honestly striving (jto displace) 
 these by light and purity and happiness, may fall and die, as (so 
 many) (have done) (before him), but (he cannot) fail. His vindi- 
 cation shall gleam (from the) walls (of his) hovel, his dungeon, 
 his tomb; it shall shine (in the) radiant eyes of uncorrupted 
 childhood, and fall in blessings (from the) lips of high-hearted 
 generous youth. 
 
 (As the) untimely death (of the) good (is our) strongest moral 
 assurance (of the) resurrection, (so the) life wearily (worn out) 
 (in a) doubtful and (perilous tconflict) with wrong and woe is 
 our (most tconclusive) evidence that wrong and woe shall vanish 
 forever. 
 
 Life (is a) bubble which* any* breath may dissolve; wealth or 
 power a snow-flake, melting momently (into the) treacherous 
 deep, across whose wave (we are) floated on (jto our) unseen 
 destiny; but (to have) lived (so that) one less orphan is called 
 (jto choose) between starvation and infamy, one'less slave (feels
 
 AIDS TO THE ADVANCED LEARNER. 419 
 
 the) lash applied in mere wantonness or cruelty, (to have) 
 lived (so that) some eyes (of those) whom fame shall never know 
 are brightened and others* suffused (at the) name (of the) be- 
 loved one, (so that the) few trl> Ictttir hint truly shall recognize 
 him (as the) bright, warm, cheering presence, (which was) here 
 (for* a) season, (and left the) world (no worse) (for* his) stay 
 (in it); (this is) surely (to have) really lived, and not wholly 
 (in vain). 
 
 THE DIGNITY OF LABOR. Hall. 
 
 The dignity of laborl Consider its achievements! Dismayed 
 by no d(tfienlty, shrinking from no exertion, exhausted by no 
 struggle, ever eager for* renewed efforts (in its) persevering 
 promotion of human happiness, ''clamorous Labor knocks (with 
 its) hundred hands (at the) (golden gate) (of the) morning," 
 obtaining each day, through succeeding centuries, fresh bene- 
 factions (for* the world). 
 
 Labor (clears the) forest, and (drains the) morass, (and makes 
 the) wilderness rejoice (and blossom) (as the) rose. Labor drives 
 the plow, (scatters the) seed, (reaps the) harvest, grinds the corn, 
 (and tconverts) it into bread, the staff of life. Labor gathers 
 the gossamer web (of the) caterpillar, the cotton (from the) 
 field, (and the) fleece (from the) flock, and wves them into 
 raiment, soft and warm and beautiful the purple robe (of the) 
 prince (and the) gray gown (of the) peasant being alike its 
 handiwork. 
 
 Labor, diving deep (into the) solid earth, (brings up) its long- 
 hidden stores of coal (jto feed) (ten thousand) furnaces, and 
 in millions of habitations (jto defy the) winter's cold. Labor 
 hews (down the) oak, (shapes the) timber, builds the ship, and 
 guides it (over* the) deep, plunging (through the) billows, and 
 wrestling (icith the) tempest, (jto bear) (\to our) shores the 
 productions of every clime. Labor, laughing at difficulties, 
 spans majestic rivers, pierces the solid mountain (with its) 
 dark, undeviating tunnel, blasting rocks and filling hollows. 
 Labor (draws forth) its delicate iron thread, and stretching it 
 (from city to city), (from continent to continent), through 
 mountains and (beneath the) sea, realizes Cmore than) fancy
 
 420 AET OF PHONOGRAPHY. 
 
 ever fabled, -while (it ^constructs) a chariot (on ichich) speech 
 may outstrip the wind, compete (with the) lightning, and fly as 
 rapidly as thought itself. 
 
 Labor seizes the thoughts of Genius, the discoveries of Science, 
 the admonitions of Piety, and, (with its) magic types, impressing 
 the vacant page, renders it pregnant with life and power, per- 
 petuating truth* (jto distant) ages, and diffusing it (to all) 
 mankind. ( Who, tcontemplating) such achievements, will deny 
 (that there is) dignity in Labor? 
 
 A PATRIOT'S LAST SPEECH.. Emmet. 
 
 Let no man dare, (when I am) dead, (jto charge me) with 
 dishonor! Let no man attaint my memory by believing that (I. 
 could have) engaged (in any) cause (but that) (of my country's) 
 liberty and independence; (or that) (I could have) (become the) 
 pliant minion of power (in the) oppression or miseries (of my) 
 countrymen. 
 
 (I would not have) submitted (to a) foreign oppressor (for* 
 the) (same reason) (that I would) (resist the) domestic tyrant. 
 (In the) dignity of freedom (I would have) fought (upon the) 
 threshold (of my country), and its enemy should enter only by 
 passing over* my lifeless corpse. 
 
 (Am I), (wh lived) but (for* my country), (and who have) 
 subjected myself (to the) dangers (of the) jealous and watchful 
 oppressor (and the) bondage (of the) grave, only (to give) my 
 countrymen their rights, (and my) country her independence, 
 (am 7) (|to be) loaded with calumny and not suffered (\to resent) 
 it or repel it? No ! God forbid! 
 
 (If the) spirits (of the) illustrious dead participate (in the 
 tconcerns) (and cares) (of those who are) dear (jto them) (in 
 this) transitory life, O ever dear and venerated shade (of my) 
 departed father, (look down) with scrutiny (upon the tconduct) 
 (of your) suffering son, and see (if /have ever) (for* a moment) 
 deviated (from those) principles of morality and patriotism which 
 (it was your) care (jto instil) (into my) youthful mind, and (for* 
 which) (I am now) about (jto offer) up (my life). 
 
 My lords, (you are) impatient (for* the) sacrifice. TJie blood 
 (which* you) seek (is not tcongealed) (by the) artificial terrors
 
 AIDS TO THE ADVANCED LEARNER. 421 
 
 which* (surround your) victim ; it circulates warmly and unruf- 
 fled (through the) channels which* God created for* noble pur- 
 poses, hut trhich (you are) bent (jto destroy) for* purposes so 
 grievous (that they) cry (|to heart-it}. 
 
 Be yet patient; (/have) (but a)few words (-fto say). (Jam 
 going*) (to my) cold and silent grave ; my lamp of life is 
 nearly extinguished ; my race is run ; the grave opens (.fto 
 receive) 7ne, (and I) sink into its bosom! (/ have) (but one) 
 request (Jto ask) (at my) departure (from this world), (it is 
 the) charity (of its) silence. Let no man write my epitaph ; for* 
 as no man icho knows my motives dare now vindicate them, let 
 not prejudice or ignorance asperse them. Let them and me 
 repose in obscurity and peace, (and my) tomb remain unin- 
 scribed until other* tint** and other* men can do* justice (to 
 my) character. When (my country) takes her place (among the) 
 nations (of the) earth, then, and not (till then), let my epitaph 
 be written. (/ have done). 
 
 FATE OF THE INDIANS. Story. 
 
 Everywhere, (at the) approach (of the) (white man), the In- 
 dians fade away. We hear the rustling (of their) footsteps, (like 
 that of the) withered leaves of autumn ; and (they are) gone for- 
 crt:r. They pass mournfully (by us), (and they) return (no 
 more). 
 
 Two centuries ago the smoke (of their) wigwams (and the) fire 
 (of their) councils rose in every valley. The shouts of victory 
 (and the) war-dance rung (through the) mountains (and the) 
 glades. The thick arrows and deadly tomahawk whistled (through 
 the) forests ; (and the) hunter's trace (and the) dark encampment 
 startled the (wild beasts) (in their) lairs. 
 
 l\~li< re notr (arc the) villages, and warriors, and youth? the 
 sachems (and the) tribes ? the hunters and their families? (They 
 have) perished. (They are fconsuined). The wasting pestilence 
 (has not) alone (done the) mighty work. No, nor famine, nor 
 war. (There has been a) mightier power, a moral canker, 
 H - /mv'f*hath eaten (into their) heart-cores, a plague (which* the) 
 touch (of the) (white man tcommunicated), a poison which* 
 betrayed them (into a) lingering ruin. The winds (of the) At-
 
 422 ART OF PHONOGRAPHY. 
 
 lantic face (not a) single region which* (they may) note (call 
 their own). 
 
 (Already the) last feeble remnants (of the) race are (on their) 
 journey (toward the) (setting sun). The ashes are cold (on their) 
 native hearths. The smoke no longer curls round their* lowly 
 cabins. They move on (with a) slow, unsteady step. The (white 
 man) is (upon their) heels for* terror or despatch; (but they) 
 heed him not.' They turn (jto take) (a last) look (at their) de- 
 serted villages. They cast (a last) glance (upon the) graves (of 
 their) fathers. They shed no tears ; they utter no cries ; (they 
 have no) groans. 
 
 (There* is) something (in their) hearts which* passes speech. 
 (There* is) something (in their) looks, not (of vengeance) or sub- 
 mission, but (of hard) necessity, which* stifles both, which* 
 chokes all utterance. (It -is) courage, absorbed in despair. 
 They linger but (for* a moment). Their* look is onward. (They 
 have) passed the fatal stream. It shall (never be) repassed (by 
 them) no, never. They know (and feel) (that there is) (for* 
 them) still one remove farther, not distant nor unseen. (It is) 
 (to the) general burial-ground (of their) race. 
 
 MY COUNTRY. Legare. 
 
 Sir, (/dare not) trust myself (Jto speak of) my country (with 
 the) rapture which* /always feel ichcn (/fcontemplate) her mar- 
 vellous history. (Wliat is) (|to be fcompared) (with it) i (On 
 my) return (Jto it), after an absence of only four years, (I was) 
 filled with wonder (at all) (/ saw) (and all) /heard. / listened 
 (+to accounts) of voyages (of a) thousand miles in magnificent 
 steamboats (on the) waters (of those) great lakes which* but 
 (the other day) /left sleeping (in the) primeval silence (of na- 
 ture), (in the) recesses (of a) vast wilderness ; (and I felt', (that 
 there is a) grandeur (and a) majesty (in this) irresistible onward 
 march (of a) race, created (as I believe), and elected (+to pos- 
 sess) and people a continent, which* belong (jto few) other* ob- 
 jects, either (of the) moral or material world. 
 
 (We may) become (so much) accustomed (+to such things) 
 (that they) (shall make) (as little) impression upon our minds 
 (as the) glories (of the) heavens (above us) ; but looking (on them)
 
 AIDS TO THE ADVANCKD LKARNER. 423 
 
 lately as (with the) eye (of the) stranger, (/ felt) that, far front 
 being without poetry, as some have vainly alleged, our whole 
 country is one great poem. Sir, (it is) so ; and (if there be) (a 
 man) that can (tliiitlc of) (what is doing*), (in all parts) (of this) 
 most blessed (ofa.ll) lands, (Jto embellish) and advance it, (icho 
 am fcontemplate) that living mass of intelligence, activity (and 
 improvement) (as it) (rolls on), (in its) sure and steady progress, 
 (to the) uttermost extremities (of the) West, (who can) see 
 scenes of savage desolation transformed, almost (with the) sud- 
 denness of enchantment, into those of fruitfulness, and beauty, 
 crowned with flourishing cities, filled (with the) noblest (0/all) 
 populations; (if there be) (a man), (7 say), that can witness 
 (all this), passing (under his) very eyes, without feeling his heart 
 beat high, (and his) imagination warmed and transported (by 
 it), (be sure), sir, (that the) raptures of song exist not (far him}; 
 (he would) listen (in vain) (to the) poet (telling ) tale (of the) 
 wars (of the) knights and crusaders, (or of the) discovery (and 
 fconquest) (of another) hemisphere. 
 
 THEOPHRASTUS SUCH. George Eliot. 
 
 Thus, (if / laugh) (at you), O fellow-men! if (/ trace) with 
 curious interest your labyrinthine self-delusion, (note the) in- 
 consistencies (in your) zealous adhesions, and smile (at your) 
 helpless endeavors (in a) rashly chosen part, (it is not that) (/ 
 feel) myself aloof (from you) ; the more intimately (/ seem) (jto 
 discern) your weaknesses, the stronger (to me) (is the) proof 
 that (I share) them. How otherwise could I (get the) discern- 
 ment? for* even (what we are) averse to, (what we) vow not 
 (|to entertain), (must have) shaped or shadowed itself (within us) 
 (as a) possibility (before we can) (think of) exorcising it. No 
 man can (know 7/j.s-) brother simply (as a) spectator. Dear blun- 
 derers, (/ am) (one of you), (/wince) (at the) fact, (but I am 
 not) ignorant (of it), that /, too, am laughable on unsuspected 
 occasions; nay, (in the) very tempest and whirlwind (of my) 
 anger, (7 include) myself under (my own) indignation. (If the) 
 (human race) (has a) bad reputation, (/perceive) that (/cannot) 
 escape (being tcompromised). (And thus), while /carry in my- 
 self the key (jto other) men's experience, (it is only) by observing
 
 424 ART OF PHONOGRAPHY. 
 
 others* that (I can) (so far) correct my self-ignorance (as to) ar- 
 rive (at the) certainty (that I am) (liable {to commit) myself un- 
 awares, and (\to manifest) some incompetency which* (/know) 
 (no more of) (than the) blind man knows (of his) image (In the) 
 glass. 
 
 (Is it), then, possible to describe one's self (at once) faithfully 
 and fully. (In all) autobiography (there* is), nay, (ought to be), 
 an incompleteness (which* may have) Ihe effect of falsity. (We 
 are) (each of us) bound to reticence (by the) piety (we owe) (jto 
 those who have been) nearest (jto us) (and hare) (had a) mingled 
 influence over* our lives; (by the) fellow-feeling which* ^Inn/Id 
 restrain us from turning our volunteered and (picked tcoufes- 
 sions) (into an) act of accusation* against others,* (who have) 
 (no chance) of vindicating themselves; and, most (of all), (by 
 that) reverence (for* the) higher efforts (of our tcommon) na- 
 ture, (which* tcommands) us (Jto bury) its lowest fatalities, its 
 invincible remnants (of the) brute, its most agonizing struggles 
 with temptation, in unbroken silence. (But the) incompleteness 
 which* comes of self-ignorance (may be tcompensated) by self- 
 betrayal. (A man) (who is) affected (\to tears) in dwelling (on 
 the) generosity (of his own) sentiments makes me (aware of) 
 several things not included (under those) terms. 
 
 PRACTICE FOR MASTERY. 
 
 1096. All practice by the learner in writing phonography 
 should be for Mastery of the Art in its every aspect and bearing, 
 and for no other or any one single purpose. Some authors 
 and teachers of phonography lay great stress on what they are 
 pleased to call " Speed Practice," and in their instruction on the 
 subject give a great number of directions and suggestions, man}' 
 of which are misleading and hurtful, being based altogether 
 upon theory and not upon the experience of practical shorthand 
 reporters. Such, for instance, are the following recommenda- 
 tions, which are to be found in the books of one author: "By 
 leaving out the endings of all long words (say, after writing 
 three stroke-consonants) the writer will obtain the reporting 
 outline of each word." "When the student can follow the 
 reader at from 80 to 100 words per minute, he can attempt note
 
 PRACTICE FOR MASTERY. 425 
 
 taking in public." "In reporting speeches the writer should 
 accustom himself to be several words behind the speaker." The 
 truth is that no phonographer ever did or could learn to do 
 verbatim reporting by making a practice of cutting off the tails 
 of long outlines in the way here suggested; no one can, with- 
 out injury to his phonography, attempt note taking in public 
 until he can write at least 125 \vords a minute; and the writer 
 of phonography should at all times keep as close to the speaker 
 as he possibly can. Such instruction as the above quoted, to 
 say nothing of its falseness, works an injury to the learner by 
 causing him to look in the wrong direction for expertness in 
 shorthand writing. Very many ambitious students of phonog- 
 raphy have failed of success in the phonographic profession, 
 because, in their efforts to get speed through practice of the 
 wrong kind, they have lost on the one hand correctness of out- 
 line, and on the other that sufficient degree of exactness or pre- 
 cision of penmanship which is essential to legibility, and hence 
 to accuracy of transcription. 
 
 1097. It should be borne in mind that Speed in phonography 
 does not come from striving after it specially or directly. And, 
 while it is true that no one can attain great speed without much 
 persistent Practice, yet it must be practice of the proper kind, 
 it must be practice in which the chief aim is excellence instead 
 of Kiriftitt'Kf* of execution. Speed will take care of itself. When 
 one has mastered phonography completely, he will have all the 
 speed that is required. 
 
 1098. All verbatim shorthand writing, whether it is employed 
 in reporting the proceedings of courts of law, of legislative 
 bodies, of public meetings of any kind, or in doing clerical or 
 amanuensis work, as the learner is no doubt already aware, is 
 done with unvocalized phonography. Therefore, every phonog- 
 rapher, before he can be said to have mastered the art, must 
 be able to both read and write phonography from which the 
 signs of the vowels have been omitted. 
 
 1099. The following directions in regard to shorthand prac- 
 tice will conduce very greatly to the acquisition of speed, with- 
 out in the least detracting from accuracy of work, and should 
 therefore be carefully noted by the learner: Always make up 
 your mind what is the correct outline of a word or phrase, 
 before touching pen to paper to write it. Then put the pen on
 
 426 ART OF PHONOGRAPHY. 
 
 the paper and make the outline as quickly as possible, consistent 
 with exactness of formation. Do not jump at the outline and 
 ilar-li it off with an uncontrolled movement of the pen; but 
 rather make it with that calm but quick deliberation that an 
 expert draughtsman displays in making lines in free-hand 
 drawing. Avoid all false motions. Some longhand writers of 
 training and skill have a habit, before writing a capital letter, 
 of making two or three preparatory flourishes with the pen 
 above the paper. All such meaningless pen-movements have no 
 place in phonographic writing. When you have finished writing 
 one outline, immediately divest the hand entirely of the motion 
 it acquired while making it. If this is not done before beginning 
 to write the next outline, distortion of form will result. Shorten 
 as much, as possible the time occupied between the writing of one 
 character and the beginning of the next. This is more of a 
 mental than a physical process. It involves, principally, the 
 making up of your mind as to what is the proper form and 
 position of the next outline as quickly as possible, and, hence, 
 it lies at the foundation of all phonographic speed. In other 
 words, and to summarize the foregoing directions, make all your 
 outlines with sufficient deliberation to insure careful work, and 
 also cut down as much as possible the time consumed while the 
 pen is off the paper, that is, the time spent between the 
 phonographic outlines. 
 
 1100. After the learner has written and re-written all of the 
 marked exercises commencing on page 416 until he is familiar 
 with all the phonographic outlines contained in them, he may 
 then proceed on his own account to do work of a similar kind, 
 by copying into phonography matter that has not been so marked 
 for him. Suitable material for such practice may be found in 
 newspaper editorials, reports of political speeches, sermons, 
 lectures, etc., and in the ordinary school readers. The following 
 mode of proceeding in this work of practice is recommended as 
 possessing considerable advantages : .After making a selection 
 of matter, measure off a section of say three or four hundred 
 words and practise on it first. But, before commencing to write 
 any of it in phonography, go carefully over it all, and decide in 
 your mind upon the outline of every word and phrase and the 
 position that it should occupy ; at the same time, and as you 
 proceed, tracing the outlines with a pencil point in the air, the
 
 PRACTICE FOR MASTERY. 427 
 
 right hand resting stationary on the table and in position for 
 writing. After having gone through the entire section in this 
 way, then it should be carefully written phonographically either 
 with pen and ink or with pencil. At the commencement of this 
 mode of practice, and for first lessons in it, it will be well to 
 take as the subject matter of the work the printed Key to the 
 advanced unvocalized reading exercises given in this book, 
 commencing at page 401. Then, after the learner has finished a 
 section, in the manner described, he will be able to detect any 
 errors that he may have made, by comparing his own writing 
 with the phonographic outlines of the Reading Exercises them- 
 ehres. 
 
 1101. The line of practice mapped out above, of copying 
 matter into phonography, should be followed by the learner 
 until he is able to apply all of the principles of phonography 
 properly, and to make with considerable facility the outlines of 
 words and phrases in the order in which they actually occur, 
 that are to be found in any ordinary, simple subject matter. 
 After that he should commence practising with some one to read 
 aloud to him. For, after all, no amount of mere copying into 
 phonography will ever qualify a phonographer to follow a rapid 
 speaker; because he is simply learning to write words as they 
 look to him. He must learn to write words as they sound to 
 him, as well. When we read anything inaudibly and copy it, 
 the line of mental telegraphy is from the visible words on the 
 paper to be copied, (1) to the eye, (2) to the brain, (3) to the 
 fingers; so that, so far as the head is concerned, the eye, and 
 not the ear, gets all the training. But, when we write after the 
 oral reading of another, the line of communication is from the 
 spoken words, as uttered by the reader, (1) to the ear, (2) to 
 the brain, (3) to the fingers ; and the ear is trained along with 
 the eye. 
 
 1102. Hence it is evident that to the student of phonography 
 who proposes to use it in a professional way, either in steno- 
 graphic reporting or doing dictation work of any kind, it is 
 absolutely essential that he learn to write phonographically 
 from an aural rather than from an ocular acquaintance with 
 words and sentences. Therefore, in order to get the right kind 
 of practice to this end, it is indispensable that he have the ser- 
 vices of an oral reader. It is also quite important that such
 
 428 ART OF PHONOGRAPHY. 
 
 reader, in performing his part of the work, should be careful to 
 deliver or rather dole out the spoken matter to be written by 
 the student at a rate of speed gauged to the writer's ability to 
 take it properly; which rate should not be too fast for the 
 writer, lest it lead to hurried and slovenly penmanship and con- 
 sequent illegibility. So, it is not well for the learner to practise 
 writing from the conversation of persons about him, because 
 the conversational style of speaking is generally'very rapid and 
 irregular, and is exceedingly difficult to take even by the most 
 experienced and expert stenographers. Where two learners 
 are practising together, of course, by taking turns each may 
 read for the other. And in cities or other large towns, where 
 there are apt to be many students of phonography residing, 
 reading clubs may be formed for mutual aid in shorthand 
 practice. 
 
 1103. Vocalization. The correct dotting in of the vowel- 
 signs to the consonant outlines of words, at the time the writing 
 is done, and as it goes along, is called "vocalizing;" and one 
 great fault with many shorthand writers, even among experi- 
 enced reporters, is that of neglecting to acquire and to retain 
 expertness in doing this part of the work. It would seem that 
 because of the fact that in actual note-taking the signs of the 
 vowels are not often indicated, the mistake is made of assuming 
 that there is really no necessity for learning to write them at all. 
 
 1104. Now,- on the contrary, it is sometimes quite essential 
 that vowel-signs be inserted at the time of writing, to provide 
 safeguards against mistakes in reading or transcribing after- 
 wards, especially if considerable time has elapsed since the 
 taking of the notes and the subject matter has been partially 
 or wholly forgotten, or if the transcription is to be done by some 
 one other than the writer himself. 
 
 1105. Therefore, whenever, in the interest of legibility or 
 certainty of reading, the presence of vowel-signs in connection 
 with the outlines of words is required, then, in order that they 
 may be inserted properly that is, written with their proper 
 signs, placed to the proper consonant-stems, and on the proper 
 side of the stems, and correctly located as to position it is 
 indispensable that the phonographer be able to write them in 
 with the same precision and celerity that he traces the conso- 
 nant-signs of the words.
 
 PHONOGRAPHIC PUNCTUATION MARKS, ETC. 429 
 
 1106. But to attain the skill necessary to enable one to do 
 this will require considerable effort. It cannot be done with- 
 out practice. So, it is recommended to all advanced students 
 and writers that they devote a little time regularly to the writing 
 of vocalized phonography. Short exercises, written from dicta- 
 tion and noted in fully vocalized outlines, form the best sort of 
 practice; but copying matter into the same style of phonog- 
 raphy will answer the purpose pretty well. In carrying on 
 correspondence in phonography, learners should make a practice 
 of vocalizing rather fully, and not attempt to advance to the use 
 of un vocalized outlines too soon. Letter-writing furnishes a 
 convenient and useful means of practice in writing vocalized 
 phonography. 
 
 PHONOGRAPHIC PUNCTUATION MARKS, ETC. 
 
 1107. The phonographic forms of the Period or Full-Point, the 
 Dash, and the sign of Interrogation, were given on Page 103. 
 Sometimes, in slow writing, but never in reporting, the form 
 
 / is used for the latter. 
 
 1108. The character / is the sign of Exclamation. 
 
 1109. Two parallel ticks, made either horizontal or slanting, 
 as = or In are used for the Hyplini. 
 
 1110. The Paragraph, (^,, whether used at the beginning or 
 in the middle of a line of phonography, denotes that in tran- 
 scribing the notes, the matter immediately following the sign 
 should begin a new line, the first word of which should be in- 
 dented, that is, placed a little to the right of the starting-point 
 of other lines. 
 
 1111. The sign is the mark of Quotation, and may be em- 
 ployed both before and after the matter quoted. 
 
 1112. ParattlHwx may be written with the forms /_ ~/ ', but 
 made quite large, so as to resemble the outlines Chay-Chay-Kay 
 and Kay-Chay-Chay. If the ordinary forms, ( ), are used, they 
 should be made quite long, and canceled with a Chay-slanting 
 tick struck across the middle, to prevent their being mistaken 
 for lengthened Ith and Ess.
 
 430 ART OP PHONOGRAPHY. 
 
 1113. The accented vowel of a word may be indicated by 
 placing a small cross near it ; thus, ; ? arrows, ^'- arose. 
 
 1114. The Comma, Semicolon, Colon, and Apostrophe are the 
 same in phonography as in longhand. 
 
 1115. Some phonographers use the signs ^ for Applause, 
 and ? for Laughter. 
 
 1116. Punctuation Indicated by Spaces. In doing ver- 
 batim reporting, because of the rapidity of the work, it is not 
 practicable, as a rule, to write in the punctuation marks ; but 
 the reporter may indicate them approximately by means of 
 spaces between words. Thus the Period may.be denoted by a 
 large space, equal in length, say, to the width of the ruling of 
 the paper, and any minor space, as the Comma or Semicolon, by 
 one half that space. 
 
 1117. Questions and Answers. The reporter, in taking tes- 
 timony, does not put the mark of Interrogation (Chay-Chay) after 
 each question, but makes a distinction between question and 
 answer by bringing each line of the former out to the left-hand 
 margin, and indenting each line of the latter about one third 
 the width of the page or column ; thus, 
 
 Did you overhear Mr Delevan say anything about the Magnus 
 Company having a place for the manufacture of metal at Ster- 
 ling 
 
 Yes 
 What was it that ho said 
 
 Well Mr Morris said that he used to go over to 
 
 Sterling to help make the metal that he knew 
 
 how to make it 
 
 FRENCH AND GERMAN SOUNDS. 
 
 1118. Every shorthand reporter, in a varied professional ex- 
 perience, has occasion, once in a while, to write foreign words 
 and names, containing sounds that do not occur in English and 
 are not, therefore, provided with signs in ordinary phonography. 
 The two languages as to which this is especially true are the 
 French and German. Now, in order that the phonographer may 
 not be entirely crippled in his work when such instances arise,
 
 FRENCH AND GERMAN SOUNDS. 431 
 
 additional provision has been made for the representation of 
 such extra sounds in the manner about to be explained. 
 
 1119. There are no consonant-sounds in French that are not 
 heard in English ; but there are at least six vowel-sounds with 
 w r hich we have nothing that exactly corresponds. And German 
 has both consonants aiid vowels that never occur in words of 
 our language. 
 
 1120. French "u." This sound, which is quite unlike that 
 of our u, can be obtained in the following manner: Articulate 
 the sound e ; continue to hold the tongue in the position re- 
 quired for that sound; at the same time protrude the lips, put- 
 ting them in position to sound the vowel oo; then, while the 
 vocal organs are so fixed, utter vocal sound, and it will be the 
 sound of French u, as heard in the word vu (seen). It is 
 identical in sound with the German ii. 
 
 1121. French "eu." In like manner, the sound of eu, as 
 heard in the French word/<?M (fire), or of German 6, may be pro- 
 duced by sounding a (without the glide or vanish heard in Eng- 
 lish pronunciation) ; then, holding the organs rigidly in the posi- 
 tion required by that sound, closing the lips to the position for 
 sounding 6, and then uttering vocal souud. 
 
 1122. These two vowel-sounds (Fr. u and eu, or Ger. ii and 
 6), because of the above-mentioned peculiarity in the positions 
 of the vocal organs, are sometimes called "composite vowels." 
 The most appropriate sign for them, as representing both the 
 dot-vowel and dash-vowel elements, e-oo and a-o, is the comma ; 
 thus: Fr. u; Ger. ii, v Fr. eu; Ger. 6. 
 
 1123. French Nasal Vowels. There are also in French 
 four nasal vowels, usually represented by an, in, on, and un, 
 and which are respectively the simple-vowels *; a (ah), a, 
 
 : a (aw), and - i u, each uttered with resonance in the nose. 
 The manner in which these nasal vowels are represented in 
 French is a little peculiar, a-nasal being written by either an. 
 am, en, or em ; a-nasal, by in, ii, din, dim, ein, or eim ; a-nasal, 
 by on or om; and u-nasal, by tin. The letter H or m in each of 
 these combinations is silent, its only office being to nasalize the 
 preceding vowel-sound. Thus the words fin (end) and faitn 
 (hunger) are the same in sound, and so are won (not) and nom 
 (name), each of the words ending with a nasal vowel sound.
 
 432 ART OP PHONOGRAPHY. 
 
 It, therefore, follows that the terminal consonant letter should 
 not be indicated in phonography. 
 
 1124. The author has adopted, as the most appropriate signs 
 for these nasal vowels, the breves Thoid, Soid, Moid, and Noid : 
 thus, c - an (an), 5 j in (an), n ; on (an), . un (u). 
 
 1125. How to Sound the Nasal Vowels. By a little care- 
 ful analysis any one can produce these sounds as they are spoken 
 by the French. Pronounce the syllables an (aim), an, an (awn), 
 un, at an ordinary rate of speed ; then again, more slowly, and 
 then more slowly still, allowing the voice to dwell on the vow- 
 els a, a, a, ii, but giving them from the start to the finish a de- 
 cided nasal twang, through the influence of the n. It will be 
 noticed that at the very close of each effort the tip of the tongue 
 rises against the roof of the mouth. Now, by pronouncing each 
 of these syllables in the same way, but stopping before the tip 
 of the tongue rises or moves, we have the four nasal vowel- 
 sounds of the French language. 
 
 1126. French Accent. In French prose the accent is al- 
 ways laid upon the last distinctly pronounced syllable of a word ; 
 thus resume (ra-zu-ma'X protege (pro-ta-zha'), trousseau (trdo- 
 so'). In this respect, French is entirely different from either 
 German or English. (See 242.) 
 
 1127. German "Oh" and "G-." The peculiar sounds of 
 German ch and g, as heard in Dach and tag, are represented by 
 _$_ cli, _5_ g. 
 
 NUMERALS FOR SHORTHAND WRITERS. 
 
 1128. Whole Numbers. For all ordinary purposes, the regu- 
 lar Arabic characters for numerals, 1, 2, 3, 4, etc.. are found to 
 be sufficiently brief for the reporting of numbers that are whole. 
 And yet when " 1 " and " 6 " stand by themselves, owing to their 
 resemblance to phonographic word-outlines, they had better be 
 written with the forms Wn and sKs. If the figure 1 is used it 
 should be written /. The number "10" is sometimes written 
 
 with the outline Tn. 
 
 1129. Fractions. The characters commonly used for frac- 
 tions, as i-o, %, %, %, %, etc., are not adequate to the proper 
 recording of such expressions, if they occur with much fre-
 
 NUMERALS FOR SHORTHAND WRITERS. 433 
 
 quency or in any great quantities, unless they are spoken more 
 slowly than the usual rate of utterance. A little time may be 
 saved by omitting the line between the numerator and denomi- 
 nator, and merely placing the figures one above the other. But 
 for phonographers who have much figure writing to do, the signs 
 given below are recommended. 
 
 BRIEF FORMS FOR FRACTIONS. 
 
 9 ? f L *) I it If f 
 
 a ) //-/-}// // // ff 
 
 f'f i *"** 
 
 
 f 
 
 ..... -/ ..... ....... > ..... 
 
 1130. Some of the figures in the foregoing table have two or 
 more forms, the use of which will be obvious from the illus- 
 trations. Each fraction, except when "4" enters into it, is 
 written without a break. And, in most instances, the nume- 
 rator is written above the line and the denominator below the 
 line ; thus making the ruling of the paper perform the office of 
 the dividing mark of fractions. These abbreviated figures 
 should not, however, be used in writing whole numbers. 
 
 28
 
 434 ART OF PHONOGRAPHY. 
 
 1131. Figures for Mnemonics. For use in Mnemonies, to 
 enable one to remember numbers and dates by associating 
 them with the phonographic outlines of words, the consonants 
 of which represent numerical values, the characters of the al- 
 phabet have been assigned to the ten digits as follows : 
 
 1 2 34 56 7 8 9 
 
 I ~ ~ / 'r / _ ^ \ ) 
 
 ( ( .. -> tt I (I l< tt 
 
 { ^ _J O 
 
 / ii tt J (I It II 
 
 MISCELLANEOUS. 
 
 1132. Shaded En-Hook. The En-hook on shortened stems 
 may be shaded to indicate that d and not t is added by the mod- 
 ification ; so that, by making the hook light when the added 
 consonant is t, and shaded when it is d, we are enabled to make 
 a distinction of outline between such words as ^ paint, ^ pained; 
 pent, penned ; feint, feigned; vent, vend; meant, mend; mount, 
 mound; lent, lend or loaned ; rent, rend ; went, wend, etc. 
 
 1133. Shaded Hook for Zhun. Whenever it is desirable to 
 distinguish between shun and shun, it maybe done by making 
 the hook light for the former and shaded for the latter ; thus, 
 ^ ovation, (^ evasion. 
 
 1134. Shaded Circles and Loops. In like manner the 
 circles and loops may be shaded to denote that a z-sound is in- 
 tended; thus, /C laws instead of <C loss, raises instead of 
 /? races, '^ raised instead of ^ raced. 
 
 1135. The distinctions by shading, mentioned in the last 
 three paragraphs, are seldom used in reporting. Once in a 
 great while they will be found handy, and so the learner should 
 not pass them as entirely useless. 
 
 1136. The "Three I's." The very frequent objection to 
 questions, "Objected to as incompetent, immaterial, and irrele- 
 vant," which is usually spoken with great rapidity, and often
 
 MISCELLANEOUS. 435 
 
 times is injected into the proceedings without there being any 
 halt whatever in the examination, may be indicated by the re- 
 porter by simply writing "3 i-Z," the second form (i-Z) being 
 identical with the outline of the plural "eyes." 
 
 1137. Suggestions about Outlines. It is not always the 
 shortest outline for a word that in practice is the quickest written. 
 If, at the instant of writing the word, the phonographer is struck 
 with a doubt as to the legibility of the form he has used, hesi- 
 tancy is pretty sure to result and consequent loss of time. 
 Whereas, if the doubt had not arisen, there would have been 
 ample time to have made a longer but more certain form. Of 
 the examples given below, the first fourteen words, from alien to 
 embroglio, are intended as illustrations of this fact. And yet, 
 if, because of the peculiar character of the subject matter, any 
 of these words should occur quite frequently, in that event 
 shorter forms may be used. Thus, alien might be written L 2 -N 
 or in 2 , alienation L 2 -Nshn, etc. Then, on the other hand, it 
 is allowable for the reporter to use the abbreviating expedients 
 of phonography to the greatest extent that is consistent with en- 
 tire legibility. See the outlines of penetrate, locomotive, etc. 
 Examples : Alien i 2 -Yn, alienability i 3 -Yn-B-it, alienable L%- 
 Yn-B, alienage i 2 -Yn-J, alienate i 2 -Yn-T, alienated Z 2 -Yn-Td, 
 alienation 2 -Yn-Sflh, alienator Z 2 -Y-Ntr, aliene L 3 -Yn, alienism 
 Z 2 -Ynz-M (or -Z-M), alienist i 2 -Y-Nst, alienor ZA-Yn-K, buoyant 
 Bl-Ynt, embroglio M-Br 2 --Y, vegetate V 2 -Jt-T, vegetated V 2 -Jt- 
 Td, vegetarian V'^-Jt-jRn, vegetation V 2 -Jt-/S.Hh, penetrate Pnt 2 - 
 Et, arbitrate Rl-Bt-^t, reciprocity Bs l -P-Es-f (after the form of 
 reciprocal Bs^-P-E-Kl), territory Trt 2 -#, territorial W-Et-El, lo- 
 comotive Z 2 'Tv, locomotion Z 2 'Shn.
 
 INDEX. 
 
 " A " (article), breve-sign for, 107, 
 259 
 
 position of in phrases, 260 
 
 dot-sign for, 99, 259 
 
 (vowel), in unaccented sylla- 
 bles, 228 
 
 exceptions as to, 229 
 Abbreviations and initials, list of, 
 293 
 
 miscellaneous, 292 
 
 special remarks about, 306 
 
 outlines of past tense of, 284 
 
 with circle or loop, 206 
 Abrupts, how written, 6 
 Accent, English, 59 
 
 how marked, 59 
 
 in English surnames, 60 
 Accented syllable denned, 59 
 
 syllable or vowel, 39 
 Accents, words with two, 61 
 Accuracy before speed, 16 
 Aids to the advanced learner, 414 
 " Ai " (" ay ") short sound of, 229 
 " Alogy," 241 
 
 Alphabet of Mun son Phonography, 
 18 
 
 phonography phonetic, 4 
 
 the common, not phonetic, 3 
 Ambiguities, how to avoid, 374 
 
 illustrative examples of, 375 
 Ambiguity prevented by context. 
 
 153, 166. 173 
 " An," " aud," breve-sign for, 259 
 
 position of in phrases, 260 
 
 dot-sign for, 99 
 
 "Away" added by Tboid or Soid, 
 271 
 
 B. 
 
 " Ble " and " bly," 237 
 " Bleness," 237 
 " Breve-es," 173 
 
 added to hooks, 185 
 
 for breve est or sez, 194 
 
 hook with, used medially, 187 
 
 in abbreviations, 206 
 phrases, 207 
 
 added to loops and large cir- 
 cle, 204 
 
 names of stems with, 173 
 
 shape of in hooks, 185 
 
 when to use, 276 
 " Breve-est," 191 
 
 in abbreviations, 206 
 phrases, 207 
 
 names of stems with, 191 
 
 when not used finally, 278 
 initially, 278 
 
 where used, 191, 277 
 Breve-outlines, a study in, 250 
 " Breve-sez," 189 
 
 in phrases, 207 
 
 how joined to stems, 189 
 
 names of stems with, 189 
 
 use of, 189 
 
 vowel-signs within, 189 
 Breve-signs, how to write, 249 
 
 for Way, Yay, and Hay, 817 
 
 names of, 250 
 
 number of, 249 
 
 positions of, 250 
 
 written backward, 249 
 
 names of when so written, 250 
 Breve-way, 217 
 
 used for syllable ' way," 219 
 Breve-words in phrases, 261 
 
 497
 
 438 
 
 INDEX. 
 
 Breve-yay, 217 
 
 used for syllable " u," 219 
 
 with shim-hook, for " uatioii," 
 
 219 
 " Breves," 100 
 
 enlarged to add " your," and 
 " would," 272 
 best form of, 272 
 
 in phrase-writing, 249 
 
 joined, 220 / 
 
 size of hooks on, 252 
 
 stem-signs instead of, 218 
 " Breve-ster," 196 
 
 in phrases, 207 
 
 names of stems with, 196 
 
 size of, 196 
 
 where never used, 196, 278 
 
 where used, 196, 277 
 
 with intervening vowel, 278 
 
 C. 
 
 Capital letters indicated, 94 
 Chay and Bee, how distinguished, 
 
 25,73 
 Circle for " s " or " z," 172 
 
 between stems, rules for, 176 
 Circles and loops, 171 
 in phrases, 317 
 joined together, 204 
 order of reading with vowels, 
 
 171 
 
 shaded, 434 
 two sizes of, 171 
 vocalization of stems that 
 
 have, 172 
 where they may be used, 171 
 
 cannot be used, 172 
 Circles, exercises on the, 208 
 Cognate sounds. 167 
 "Com," "cum," "con," "cog," 
 
 how indicated, 232, 233 
 in middle of words, 233 
 order of writing, 234 
 sometimes not indicated at 
 
 all, 233 
 
 Compound-stems, how formed, 109 
 names of, Hi 
 
 Concurreut-vowels,how to write, 69 
 Consonant letters, 3 , 
 
 sounds, 3 
 Curls for nasals En and Ing, 210-214 
 
 final, 210 
 
 where used, 210, 318 
 used for En and Ing, 210 
 
 in final hooks, 318 
 
 in initial hooks, 213 
 
 in phrases, 318 
 
 initial, 213 
 
 for " in," " en," or " un," 213 
 Consonant-steuis, 4 
 
 how distinguished, 4 
 
 length of, 17 
 
 names and sounds of, 40 
 
 naming the, 30 
 
 number of, 5 
 
 order of reading, 62 
 
 origin of, 5 
 
 positions of, explained, 34, 35 
 
 repeated, 64 
 
 rules for writing, 19 
 
 arranged as to direction 
 struck, 29 
 
 specific directions about writ- 
 ing, 47-50 
 
 written first, 4, 52 
 Continuants, how written. 6 
 
 D. 
 
 "D" added by halving, 151 
 Derivatives of abbreviations, out- 
 lines of, 301 
 
 key to, 303 
 
 Detached breves, how made, 208 
 Dictionary, how to use the, 12-15 
 Difficult junctions, 316 
 Diphthong defined, 32 
 
 signs always point the same 
 way, 33 
 
 joined to stems, 91 
 
 table of, 33 
 
 names of, 32 
 
 number of, 32 
 
 places of the, 33 
 
 signs of the, 33
 
 INDEX. 
 
 439 
 
 Dl, outlines ending In, 374 
 
 Dot-hay, 219 
 
 Dot-line, meaning of, 34 
 
 Dot-sign for Hay, 219 
 Ing, 220 
 name and use of, 220, 221 
 
 Downward and upward stems at 
 
 beginning of outlines, 75 
 at end of outlines, 80 
 In middle of outlines, 85 
 Ish, Sbee, El, Lee, Er, and 
 
 Ree, rules for use of, 73-90 
 use suggested by names, 74, 82 
 
 E. 
 
 " E " in unaccented syllables, 229 
 
 exceptions as to, 229 
 
 in closed syllables, 230 
 
 in medial open syllables, 230 
 "Edst," verbs ending in, 376 
 Ef or Vee hook, 120 
 
 abbreviations, 122 
 
 In phrases, 123 
 
 stems, names of, 121 
 Ef or Vee, stems preferred after, 88 
 El-hook on curved stems, 138 
 
 straight stems, 134 
 
 stems, names of the, 140 
 
 specially vocalized, 142-144 
 El-hooks, 134-144 
 
 abbreviations containing, 141 
 
 in phrases, 143 
 
 rules for the, 134, 138 
 Em, stems preferred after, 89 
 En and Vee hooks, exercises on, 
 
 125. 126 
 En-curl after breves es, est, and 
 
 ster, 210 
 
 English accent, 59 
 En-hook, 112 
 
 abbreviations, 120 
 
 implied, 198 
 
 in phrases, 123 
 
 models for, 115 
 
 shaded, 434 
 "stems, names of, 114 
 En-hook used for Ing, 312 
 
 Enlarged semi-circular breves, 272 
 Ens-stems, rules for use of, 202 
 
 vocalization of, 199 
 Equivalents, table of, 226 
 Er and Rce not joined, use of, 74 
 Er-hook on curved stems, 138 
 
 straight stems, 134 
 implied, 198 
 
 stems, names of the, 141 
 
 specially vocalized, 142-144 
 Er-hooks, 134-144 
 
 abbreviations containing, 141 
 
 in phrases, 143 
 
 rules for the, 134, 138 
 Er preferred to Ree, 76 
 Ess, when to use the stem, 276, 277 
 " Est," verbs ending in, 376 
 " Eth," verbs ending in, 377 
 
 position of, 377 
 "Ever" in compounds, 239 
 
 position of, 240 
 
 Exercises, reading and writing, 
 partial keys of each other, 31 
 
 F. 
 
 Final curls, 210 
 
 hook, vowel always read be- 
 fore, 111 
 hooks, 111 
 
 in phrases, 316 
 syllables, 314 
 vowel, effect of absence or 
 
 presence of, 80 
 exceptions to rule, 82 
 ' For," " fore," " form " in com- 
 pounds, 240 
 positions of, 246 
 Fourth position, 333 
 Fractions, 432 
 
 brief forms for, 433 
 French accent, 432 
 
 and German sounds, 430 
 "eu" (Ger. o), 431 
 nasal vowels, 431 
 
 how to sound the, 431 
 "u" (Ger. u), 431 
 " Fulness," 237
 
 440 
 
 INDEX. 
 
 G. 
 
 German sounds, 430 
 
 " ch " and " g," 432 
 
 '-Have-not" and "have n't" dis- 
 tinguished, 255 
 "Have," written with breve-sign 
 
 or Vee, 99, 254 
 
 rules for use of breve-sign, 254 
 Hay-dot, 219 
 
 " He," caution in using Koid for, 262 
 in phrases, 262 
 position of breve, 262 
 
 of stem, 262 
 standing alone. 262 
 Up-Toid for, 263 
 written with breve-sign or 
 
 stem-Hay, 100 
 
 " Him," caution as to final, 263 
 in phrases, 263 
 standing alone, 263 
 written with breve-sign or 
 
 stem-Hay, 100, 263 
 Hook-breve for w on Lee, 220 
 Hooked-stem words, how read, 113 
 Hooked-stems, 110 
 
 how to write, 110 
 
 used, 111 
 " Hook-end " of a stem, 114 
 
 how made, 114 
 
 Hooks imperfectly formed, 135 
 initial and final, 110 
 joined together, 138 
 omission of, 310 
 on breves, size of, 252 
 curved stems, 111 
 lengthened stems made 
 
 larger, 167 
 shortened stems made 
 
 smaller, 151 
 straight stems, 111 
 two sizes of, 110 
 
 " How," commencing phrases, 263 
 in the middle of phrases, 264 
 standing alone, 263 
 
 M I" (pronoun), breve-sign for, 99, 
 252 
 
 in phrases, 107, 252, 254 
 
 position of. 252 
 , standing alone, 99, 252 
 
 written with Choid, 252 
 either Choid or Roid, 252 
 Eoid, 252 
 
 (vowel), in unaccented sylla- 
 bles, 230 
 " I have," 252 
 Imperfect hooks, 135 
 Implied En and Er hooks, 198 
 
 names of stems with, 199 
 
 omission of, 310 
 
 rule for, 198 
 "In," "en," "un," "il," "im," "ir," 
 
 words commencing with, 279 
 Independent loops, 196 
 
 in word-outlines, 196 
 " Ing-a," 260 
 Ing-curl after loops only, 210 
 
 in final hooks, 211 
 " Ing," dot-sign for, 220 
 " Ing-the," 254 
 " Ings," how indicated, 221 
 "Ington," the termination, 312 
 Initial curls, 213 
 
 for "in," "en," or "un," 213 
 
 in hooks, 213 
 Initial hook abbreviations, 143 
 
 stems, vowels and, 133 
 Initial-hooks, 133 
 
 for El and Er, 133 
 
 in phrases, 317 
 Initial syllables, 313 
 
 vowel, effect of absence or 
 
 presence of, 78 
 Initials, list of abbreviations and 
 
 293 
 
 Ish preferred to Shee, 75, 86 
 Islam-hook, 215 
 
 size-of, 215 
 
 used medially, 216 
 "Iveness," 237 
 "I will," 252
 
 INDEX. 
 
 441 
 
 j. 
 
 .Coming breve-es between simple 
 
 steins, 176 
 to breves sez, est, and.8ter,204 
 
 way and .vay, 2.'<> 
 
 hooks, 185, 187 
 
 simple-stems, 172, 173 
 breve-hay before initial 
 hooks, 218 
 
 to breve-way, 220 
 breve- srz to simple stems, 189 
 breves way, yay, and hay to 
 
 stems, 217, 218 
 Chay and Ree to stems, 73 
 diphthong-signs to stems, 91 
 ens-stems, 202 
 hooks together, 136 
 "6" sign to steins, 373 
 simple consonant-stems, 52, 
 
 65,66 
 
 sper-stems, 202 
 stems where " com "or " con " 
 
 has been omitted, 233 
 straight and semi-circle 
 
 breves to stems, 250, 261 
 
 K. 
 
 Kay before " s" or "t" sometimes 
 
 omitted, 311 
 Kay and Pee sometimes omitted, 
 
 310 
 
 L. 
 
 " L" and " R", the liquids, 133 
 L, final, after certain half lengths, 
 
 312 
 
 initial, before M-P or M-B, 312 
 Language defined, 1 
 Large circle (see "Breve-sez"),l89 
 
 loop, size of, 1% 
 Lee and Ree preferred after 
 
 straight stems, 85 
 Lee preferred to El, 76 
 Lengthened stems, hooks on made 
 
 larger, 167 
 names of, 164 
 positions of, 165, 166 
 
 Lengthened straight stems with 
 
 final hooks, 167 
 Lengthening principle, 164 
 
 defined, 150 
 
 in phrases, 170 
 " Lessness," 237 
 Long-vowels, 10, 11 
 Longhand defined, 1 
 Loop added to breve es or est, 204 
 
 for "st" or "zd," 191 
 
 "str," 196 
 Loops, detached, how made, 209 
 
 independent, 196 
 
 shaded, 434 
 
 M. 
 
 M omitted from T-M-Pr, 311 
 
 ' Magua," "magne," "magni," 241 
 
 " Meutal-ly, " mentality," 241 
 
 positions of, 241 
 Miscellaneous, 434 
 Mnemonic aids to learners, 27 
 
 sentences, 36, 74, 134 
 Mnemonics, figures for, 434 
 " Modifications " in phrases, 317 
 Modified stems defined, 150 
 
 order of reading, 150 
 vowel-sign placed after, 151, 
 165 
 
 three short rules forpositions 
 of, 166 
 
 vowel-places on, 150 
 
 Names of lengthened stems, 164 
 shortened stems, 151 
 the El-hook stems, 140 
 
 Er-hook stems, 141 
 Way-hook stems, 141 
 " New," " knew," and " now," 100 
 " Ng-g," stem Ing used for, 311 
 "Ngly," the termination, 312 
 Nominal-consonant, 70, 71 
 Non-vocalizable word-forms, 313 
 " Ntial-ly," words ending in, 311 
 Numerals for shorthand writers,
 
 442 
 
 INDEX. 
 
 " O " in unaccented syllables, 230 
 
 in closed syllables, 231 
 "O,""Oh!" (interj.), 70 
 " Of," breve-sign for, 99, 253 
 
 in phrases, how written, 253, 
 254 
 
 position of, alone and in 
 
 phrases, 253 
 
 " Of-all," how written, 253 
 " Of-all-their," 253 
 " Oil-y," 91, 308 
 " Ology," 241 
 
 in abbreviations, 309 
 One-vowel words and initials, 70 
 Ordinary letters by phonographic 
 signs, 225 
 
 P. 
 
 Past-tense outlines, rules for, 281, 
 
 284 
 
 of abbreviations, 284 
 Paper used in writing phonog- 
 raphy, 16 
 Pen or pencil, either used, 16 
 
 how to hold, 16 
 "Pet" and "Bet" joined after 
 
 Em, 165 
 
 " Phonographer " defined, 2 
 Phonographic spelling, 43 
 
 practice in, 56 
 " Phonography " defined, 2 
 " Phraseography " denned, 106, 314 
 rule of position in, 107, 315 
 
 exceptions to, 315 
 Phrases, from signs to, 316 
 words to, 318-335 
 list of, 336-349 
 Plural vowel-signs, 146 
 usefulness of, 147 
 Plurals and possessives, rules for 
 
 outlines of, 288, 289 
 Position, abbreviations and other 
 
 outlines out of, 98 
 fourth, 333 
 of words, 34 
 
 Position of words of but one stem, 
 34,37 
 
 of but one vowel, 35, 37, 54 
 of more than one stem, 54 
 of more than one vowel, 58 
 
 when outlines begin with 
 horizontal stems followed 
 by upright or slanting 
 stems, 54 
 
 object of latter rule, 55 
 
 misleading rule, 55 
 
 word of one stem in, 34, 37 
 
 words out of, 305 
 
 Positions of consonant-stems ex- 
 plained, 34, 35 
 
 shortened stems, 152, 166 
 
 lengthened stems, 165, 166 
 
 vowels without consonants; 
 70 
 
 words with two accents, 61 
 Practice for mastery, 424 
 Primitive word controlling, 232 
 Proximity, " com," " con," etc., in- 
 dicated by, 233 
 
 "of" indicated by, aban- 
 doned, 327 
 
 "of -the" indicated by, 328 
 
 straight breves and, 287 
 Punctuation, phonographic, 103, 
 423 
 
 indicated by spaces, 430 
 
 Q- 
 Questions and answers, 430 
 
 * 
 
 R. 
 
 " R " never silent, 92 
 
 Reading exercise, 1st, 20; 2d, 23; 
 3d, 25; 4th, 31; 5th, 38; 6th, 39; 
 7th, 56 ; 8th, 62 ; 9th, 67 ; 10th, 72 ; 
 llth, 77;' 12th, 79; 13th, 83; 14th, 
 86; 15th, 90; 16th, 92; 17th, 94; 
 18th, 103; 19th, 113; 20th, 115; 
 21st, 117 ; 22d, 119 ; 23d, 121 ; 24th, 
 123 ; 25th, 127 ; 26th, 129; 27th, 131 ; 
 28th, 135 ; 29th, 139 ; 30th, 142 ; 31st, 
 145 ; 32d, 148 ; 33d, 152 ; 34th, 164 :
 
 INDEX. 
 
 443 
 
 35th, 155; 36th, 157; 37th, 158; 
 38th, 159; 39th, 160; 40th, 161; 
 41.<t , 162 ; 42d, 167 ; 43d, 174 ; 44th, 
 177 ; 45th, 178 ; 46th, 179 ; 47th, 181 ; 
 48th, 183; 49 h, 186; 50th, 187 : 51st, 
 190 ; 52d, 192 ; 53d, 194 ; 54th, 197 ; 
 55th, 199 ; 56th, 202 ; 57th, 205 ; 58th, 
 208 ; 59th, 211 ; 60th, 213 ; 61st, 215 ; 
 62d, 221 ; 63d, 234 ; 64th, 237 ; 65th, 
 241 ; 66th, 245 ; 67th, 255 ; 68th, 260 ; 
 69th, 264 ; 70th, 272 ; 71st, 280 ; 72d, 
 284; 73d, 290 
 
 Reading exercises, 379-399 
 key to the, 399-414 
 transcribed, 37 
 
 Reading phonography, rules for,22 
 
 Ree and Er not joined, use of, 74 
 
 Ree preferred to Er, 76 
 
 8. 
 
 " 8 " added by small circle, 172 
 " Self" at beginning of words, 243 
 at end of words, 244 
 standing alone, 244 
 " Self-corn " or " self-con," 244 
 " Selfish," 244 
 " Selves," final, 244 
 
 standing alone, 244 
 Semi-circle breves, 268 
 Sh and L stems, when joined, 74 
 "Ship," 244 
 Shortened downward and upward 
 
 (Stems, 155 
 stems.hooksonmade smaller, 
 
 151 
 
 in abbreviations, 169 
 names of, 151 
 positions of, 152, 166 
 Shortening principle defined, 150 
 
 in phrases, 169 
 " Shorthand " defined, 1 
 Short-vowel sign, use, when in 
 
 doubt, 231 
 Short-vowels, 10, 11 
 Shun-hook, 126 
 
 and breves, 216 
 stems, names of, 137 
 
 Shun and Ter hook abbreviations, 
 130 
 
 exercises on, 131 
 Silent letters, 92 
 
 Similarsignsforsimilarsounds,? 8 
 " Simple end " of a stem, 114 
 Small circle on simple stems, 172 
 
 loop, the, 191 
 size of, 191 
 
 "Soever" in compounds, 239, 240 
 Solemn or poetic style, forms of, 375 
 
 auxiliary verbs, 378 
 Sounds in English language, num- 
 ber of, 3 
 
 kinds of, 3 
 
 Special vocalization, 143 
 Specially distinguished, certain 
 outlines, 350 
 
 list of words and phrases, 
 
 352-371 
 
 special remarks on, 371-374 
 Speed, accuracy before, 16 
 " Speed Practice," 424 
 Sper-stems, rules for use of, 202 
 
 vocalization of, 201 
 
 order of reading, 201 
 " Stenographer" defined, 2 
 " Stenography " defined, 2 
 Stenotypy, 246 
 Straight stems with final hooks, 
 
 lengthened, 167 
 
 Suggestions about outlines, 435 
 Syllable, accented, 58, 59 
 
 defined, 58 
 
 has only one vowel-sound, 58 
 Syllables without vowels, 58 
 
 T. 
 
 " T " or " D " added by halving, 151 
 Ter or Ther hook, 129 
 " The," dot-sign for, 99 
 
 final, breve sign for, 253, 254 
 Ther-hook in phrases, 130 
 " Three I's," the, 434 
 "Tl" and "dl," outlines ending 
 In, 374
 
 444 
 
 INDEX. 
 
 U. 
 
 "U," syllable, by breve-yay, 219 
 (vowel) in unaccented syl- 
 lables, 231 
 
 " Uation," by breve-yay aud Shim- 
 hook blended, 219 
 Unaccented vowels, how to write, 
 228 
 
 V. 
 
 Vee-hook (see Ef and Vee hook) 
 
 on curved stems, 240 
 Vertically upward, stems struck, 
 
 312 
 
 Vowel-letters, 3 
 Vowel-places, 21 
 
 diagrams of, 21 
 
 names of, 21 
 
 number of, 21 
 Vowel-signs, 3 
 
 complete table of, 36 
 
 how distinguished, 9 
 
 names and sounds of, 40-43 
 
 plural, 146 
 
 reading the, 43-45 
 
 specific directions about writ- 
 ing, 50, 51 
 
 table of, 22 
 
 writing the, 45-47 
 Vowel-sounds, 3 
 
 classification of, 9-11 
 Vowels only, words composed of, 
 
 70 
 Vowels sounded across, 36 
 
 W. 
 
 " W " on Lee, hook-breve for, 220 
 Way and Yay hooks, 141 
 '' Way," the word, added by breve- 
 way, 271 
 
 syllable, by breve-way, 219 
 " We," alone and in phrases, breve 
 
 aud stem signs for, 270 
 hook breve for, 271 
 joined finally and medially, 
 271 
 
 " We " joined initially, 270 
 
 "Weel," 220 
 
 " Wh," 220 
 
 "AVh" and "w," words beginning 
 
 with, 374 
 " What," alone and in phrases, 
 
 breve- sign for, 269 
 hook-breve for, 270 
 position of in phrases, 269 
 "Whatever" and "whatsoever," 
 
 270 
 "When," alone and in phrases, 
 
 breve-sign for, 268 
 where it may be joined, 268 
 "When-will," how written, 269 
 "Whenever" and "whensoever," 
 
 269 
 
 " Who " and " whom " distinguish- 
 ed, 100, 225 
 " Who-are," " who-have," " who- 
 
 will," 255 
 " Who " before " did," " could," and 
 
 " should," 255 
 " Who " or " whom," breve-sign 
 
 for, 99 
 
 in phrases, 255 
 position, 255 
 Whole numbers, 432 
 "With," alone and in phrases, 
 breve and stem signs for, 269 
 position of in phrases, 269 
 the syllable, 244 
 " Without," breve-sign for, 268 
 In phrases, 268 
 position of in phrases, 268 
 " Word " defined, 1 
 Word-position explained, 34 
 Word-positions suggested by vow- 
 el-places, 36 
 Words and proper names written 
 
 as pronouuced, 92 
 Words of more than one stem, how 
 to write the vowel-signs of, 
 52, 53 
 
 more than one vowel, posi- 
 tion of, 58 
 " Worthy," 244
 
 INDEX. 
 
 445 
 
 "Would," alone and in phrases, 
 
 breve and stem signs for, 270 
 
 indicated by enlarging Moid 
 
 or Noid, 272 
 
 joined filially and medially 
 270 
 
 initially, 270 
 position in phrases, 270 
 '- Writing " defined, 1 
 Writing exercise, 1st, 20; 2d, 25; 
 3d, 26; 4th, 32; 5th, 38; 6th, 40; 
 7th, 57 ; 8th, 63 ; 9th, 68 ; 10th, 72 ; 
 llth, 77 ; 12th, 79 ; 13th, 84 ; 14th, 
 88; 15th, 90; 16th, 93; 17th, 96; 
 18th, 105; 19th, 115 ; 20th, 117 ; 21st, 
 118 ; 22d. 120 ; 23d, 122 ; 24th, 125 ; 
 25th, 128; 26th, 130; 27th, 132; 
 28th, 137; 29th, 140; 30th, 142; 
 31st, 145 ; 32d, 149 ; 33d, 153 ; 34tb, 
 154; 35th, 156; 36th, 157; 37th, 
 158; 38th, 159; 39th, 161; 40th, 
 162; 41st, 163; 42d, 168; 43d, 175; 
 44th, 178; 45th, 179; 4Cth, 180. 
 47th, 183; 48th, 184; 49th, 186; 
 
 50th, 188; 51et. 190; 52d, 193; 53d, 
 195; 54th, 198; 55th, 200; 56th, 
 203; 57th, 206; 58th, 209; 59th, 212; 
 60th, 214 ; 61st, 216 ; 62d, 223 ; 63d, 
 236 ; 64th, 23 ; 65th, 243 ; 66th, 246 ; 
 67th, 257 ; 68th, 261 ; 69th, 265 ; 70th; 
 274 ; 71st, 280 ; 72d, 287 ; 73d, 291 
 Writing phonography, rules for, 24 
 
 Y. 
 
 " Y " in unaccented syllables, 231 
 " You " and " your," alone and in 
 phrases, breve and stem 
 signs for, 271 
 indicated by enlarging Thoid 
 
 or Sold, 272 
 position of in phrases, 271 
 
 Z. 
 
 " Z " added by small circle, 172 
 Zee, when to use the stem, 276, 271 
 Zhuu-hook (see " Shim-hook") 
 shaded, 434
 
 COURSE OF TWENTY LESSONS. 
 
 The Essentials of Phonography, taught in this book, 
 are condensed into the following course of twenty 
 lessons. 
 
 References are to paragraphs, unless otherwise stated. 
 
 Some things are to be merely read over and others 
 are to be thoroughly learned. The former are indicated 
 by the word " Read " and the latter by the word 
 " Learn." 
 
 " Read or transcribe " means either to read (men- 
 tally or orally), or to write out in longhand. 
 
 Words enclosed in brackets at the end of Writing 
 Exercises are not intended to be included in these Les- 
 sons. (See words following paragraphs 393, 459, 492, 
 etc.) 
 
 LESSON I. 
 
 1. Read 14 to 22, pages 3 and 4, and 76 to 82. 
 
 2. Memorize first 16 consonant-stems in the Alphabet 
 on page 18, calling each by the name opposite it in the 
 third column. 
 
 3. Learn 85 to 87. 
 
 4. Read the First Reading Exercise, page 20, accord- 
 ing to direction at 88. 
 
 5. Write the First Writing Exercise, page 20, accord- 
 ing to directions at 89, 90. 
 
 6. Learn 91, 92, 97, and 98, and study carefully all 
 of the illustrations under 97 and 98. 
 
 7. Read 93 to 96. 
 
 8. Memorize the signs of the long-vowels in the 
 Alphabet, page 18, and in table of vowel-signs, page 
 22, calling them by their names respectively, ah, a, e, 
 aw, o, oo. 
 
 447
 
 448 COURSE OF TWENTY LESSONS. 
 
 9. Read or translate the Second Reading Exercise, 
 page 23, as directed at 99. 
 
 10. Learn 100, studying carefully all of the illustra- 
 tions under subdivisions I. and II. 
 
 11. Learn 101 and 102. 
 
 12. Write the Second Writing Exercise at 103, page 
 2 5- 
 
 LESSON II. 
 
 1. Learn 104. 
 
 2. Memorize last 9 consonant-stems on page 18, call- 
 ing each by name given in third column. 
 
 3. Read four lines of the Third Reading Exercise, 
 page 26, according to directions at 105. 
 
 4. Write three lines of 107, page 27. 
 
 5. Read or translate Fourth Reading Exercise, page 
 
 3 1 - 
 
 6. Write Fourth Writing Exercise, page 32. 
 
 LESSON III. 
 
 1. Read 131 to 133. 
 
 2. Learn 134 and 137, and study carefully examples 
 under 138, pages 33 and 34. 
 
 3. Read 140 and 142. 
 
 4. Learn 143 to 147, and 159. 
 
 5. Read 160 to 162. 
 
 6. Read or translate the first four words of each line 
 of the Fifth Reading Exercise, page 38. 
 
 7. Write first four words of each line of the Fifth 
 Writing Exercise, same page. 
 
 8. Read or translate the first four words in each line 
 of the Sixth Reading Exercise, page 39. 
 
 9. Write the first four words in each line of the 
 Sixth Writing Exercise, page 40. 
 
 LESSON IV. 
 
 1. Read 222 and 223, page 52. 
 
 2. Learn 224, 227, and 228, carefully studying the 
 four lines of illustrations on page 53.
 
 COURSE OF TWENTY LESSONS. 449 
 
 3. Learn 229 and 230, and read 231 to 233. 
 
 4. Read or translate the first three words in each line 
 of the Seventh Reading Exercise, pages 56 and 57. 
 
 5. Write first three words in each line of the Seventh 
 Writing Exercise, page 57. 
 
 LESSON V. 
 
 1. Learn 234. 241, and 253. 
 
 2. Read or translate first three words in each line of 
 the Eighth Reading Exercise, pages 62 and 63. 
 
 3. Write first three words in each line of the Eighth 
 Writing Exercise, page 63. 
 
 4. Learn 256 and 257. 
 
 5. Read or translate first three words in each line of 
 the Ninth Reading Exercise, pages 67 and 68. 
 
 6. Write first three words in each line of the Ninth 
 Writing Exercise, page 68.' 
 
 LESSON VI. 
 
 1. Read 265 to 271, carefully studying the illustra- 
 tions. 
 
 2. Read 279 and 280. 
 
 3. Learn 286. 
 
 4. Read 289, 290, 291, 292, 294, 296, 297, 298, 303, 
 304, 306, 307, 310, 311,. 317, and 318. 
 
 5. Read or translate first two words in each line of 
 Reading Exercises numbered Eleventh, page 77 ; 
 Twelfth, page 79; Thirteenth, pages 83, 84; Four- 
 teenth, pages 86, 87; Fifteenth, page 90. 
 
 6. Write first two words in each line of corresponding 
 Writing Exercises, pages 77, 78, 79, 84, 88, 90. 
 
 LESSON VII. 
 
 1. Read 321 to 349. 
 
 2. Read or translate Eighteenth Reading Exercise, 
 pages 103 to 105. 
 
 3. Write Eighteenth Writing Exercise, page 105. 
 
 4. Read 350 to 358.
 
 450 COURSE OF TWENTY LESSONS. 
 
 LESSON VIII. 
 
 1. Read 359 to 372. 
 
 2. Learn 373, carefully studying the illustrative ex- 
 amples. 
 
 3. Read or translate the Nineteenth Reading Exer- 
 cise, pages 113, 114, and the first five lines of the 
 Twentieth Reading Exercise, page 115. 
 
 4. Write the Nineteenth Writing Exercise, page 115, 
 and the first five lines of the Twentieth Writing Exer- 
 cise, page 117. 
 
 5. Learn 382. 
 
 6. Read or translate first two words in each line of 
 Twenty-third Reading Exercise, pages 121, 122. 
 
 7. Write first two words in each line of Twenty-third 
 Writing Exercise, page 122. 
 
 8. Read 381 and 385. 
 
 9. Read or translate the Twenty-fourth Reading Ex- 
 ercise, pages 123 to 125. 
 
 LESSON IX. 
 
 1. Learn 390 and 394. 
 
 2. Read or translate first three words in each line of 
 the Twenty-fifth and Twenty-sixth Reading Exercises, 
 pages 127, 128, and 129. 
 
 3. Read 400 and 401. 
 
 4. Read or translate Twenty-seventh Reading Exer- 
 cise, page 131. 
 
 5. Write first three words in each line of Twenty-fifth 
 Writing Exercise, page 128, and Twenty-sixth Writ- 
 ing Exercise, page 130. 
 
 LESSON X. 
 
 1. Read 403 to 408. 
 
 2. Learn 409, page 134, and 415, page 138. 
 
 3. Read or translate first two words in each line of 
 Twenty-eighth Reading Exercise, pages 135 to 137, 
 and Twenty-ninth, pages 139 and 140.
 
 COURSE OF TWENTY LESSONS. 451 
 
 4. Write first two words in each line of correspond- 
 ing Writing Exercises, pages 137, 138, and 140. 
 
 5. Learn 424, pages 142 and 143. 
 
 6. Read or translate first two words in each line of 
 Thirtieth Reading Exercise, page 143. 
 
 7. Write first two words in each line of Thirtieth 
 Writing Exercise, page 144. 
 
 8. Learn 426. 
 
 LESSON XI. 
 
 1. Read 437 to 442. 
 
 2. Learn 443, 445, 447, 448. 
 
 3. Read or translate first two words in each line of 
 the following Reading Exercises: Thirty-third, page 
 152; Thirty-fourth, page 154; Thirty-fifth, page 155; 
 Thirty-sixth, page 157 ; Thirty-seventh, page 158; 
 Thirty-eighth, page 159; Thirty-ninth, page 160. 
 
 4. Write first two words in each line of the corre- 
 sponding Writing Exercises, pages 153, 154, 156, 157, 
 158, 159, 160, 161. 
 
 5. Learn 462, and 464 to 467. 
 
 6. Read or translate first two words in each line of 
 Forty-second Reading Exercise, pages 167, 168. 
 
 7. Write first two words in each line of Forty-second 
 Writing Exercise, pages 168, 169. 
 
 LESSON XII. 
 
 1. Read 477 (page 171) to 482. 
 
 2. Learn 483 and study examples at bottom of page 
 
 173- 
 
 3. Read or translate the first three words of each line 
 of Forty-third Reading Exercise, pages 174, 175. 
 
 4. Write first three words of each line of Forty-third 
 Writing Exercise, page 175. 
 
 5. Learn 488, 489, and 495. 
 
 6. Read or translate first two words of each line of 
 Reading Exercises numbered Forty-fourth, page 177;' 
 Forty-fifth, page 178; Forty-sixth, page 179; Forty-
 
 452 COURSE OF TWENTY LESSONS. 
 
 seventh, page 181; Forty-eighth, page 183; Forty-ninth, 
 page 186; and Fiftieth, page 187. 
 
 7. Write first two words of each line of Forty-fourth 
 to Fiftieth Writing Lessons. 
 
 8. Learn 500 and read 503 to 505. 
 
 9. Read or translate the first three words of each line 
 of Fifty-first Reading Exercise, page 190. 
 
 10. Write first three words of each line of Fifty-first 
 Writing Exercise. 
 
 LESSON XIII. 
 
 1. Learn 507, 511, and 512, and read 514. 
 
 2. Read or translate first three words of each line of 
 Fifty-second Reading Exercise, page 192, and Fifty- 
 third Reading Exercise, page 194. 
 
 3. Write first three words in each line of Fifty-second 
 and Fifty-third Writing Exercises. 
 
 4. Learn 516, 519, 520, 521, 522, and 523. 
 
 5. Read or translate first three words of each line of 
 Fifty-fourth Reading Exercise, page 197. 
 
 6. Write first three words of each line of Fifty-fourth 
 Writing Exercise. 
 
 LESSON XIV. 
 
 1. Learn 527, 529, and 532 to 535, and 539 and 540. 
 
 2. Read or translate first two words in each line of 
 Reading Exercises, Fifty-fifth, pages 199, 200; Fifty- 
 sixth, pages 202, 203; and Fifty-seventh, page 205. 
 
 3. Write first two words in each line of corresponding 
 Writing Exercises, pages 200, 203, 204, 206. 
 
 4. Read or translate Fifty-eighth Reading Exercise, 
 pages 208, 209. 
 
 LESSON XV. 
 
 1. Learn 552 and 553, page 210, read 555, and study 
 three lines of examples under 556, page 211. 
 
 2. Learn 558, 559, and 561, and study examples 
 under 563.
 
 COURSE OF TWENTY LESSONS. 463 
 
 3. Read or translate first three words in each line of 
 Reading Exercises Fifty-ninth, pages 211, 212; Sixtieth, 
 pages 213, 214; and Sixty-first, pages 215, 216. 
 
 4. Write the first three words in each line of the cor- 
 responding Writing Exercises. 
 
 LESSON XVI. 
 
 1. Learn 567, 568, 569, 575, 576, 577,578, 579, 5 8 , 
 581, 588. 
 
 2. Read or translate first three words in each line of 
 the Sixty-second Reading Exercise, pages 221 to 223. 
 
 3. Write the first three words of each line of the 
 Sixty-second Writing Exercise, pages 223, 224. 
 
 4. Learn 614, 615, 619, 620. 
 
 5. Read or translate the first three words in each line 
 of the Sixty-third Reading Exercise, pages 234 and 
 235, down to the ninth line on page 235, and the whole 
 of lines 10 to 14 on same page. 
 
 6. Write the first three words of each line of the 
 Sixty-third Writing Exercise, page 236. 
 
 LESSON XVII. 
 
 1. Learn 624, 625, 627, 628, 629, 630, 633, 639, 640, 
 642, 644, 648, 650, 651, 652. 
 
 2. Read or translate the first two words in each line 
 of the following Reading Exercises: Sixty-fourth, page 
 237; Sixty-fifth, pages 241, 242; Sixty-sixth, page 245. 
 
 3. Write or translate the first two words in each line 
 of the corresponding Writing Exercises, pages 238, 243, 
 and 246. 
 
 LESSON XVIII. 
 
 1. Learn 669, 673, 678, 680, 681, 685, 687, 688, 689, 
 691, and read everything else from 660 to 695. 
 
 2. Read or translate first two characters in each line 
 of Sixty-seventh Reading Exercise, pages 255 to 257. 
 
 3. Write the following phrases: I did, I think, I 
 could, I hope, I can, I say, I want, I shall, I believe,
 
 454 COURSE OF TWENTY LESSONS. 
 
 if I may, I suppose, I have, I will be. Of your (760), 
 of the, of him, of his, of a, of whom, of this, instead of, 
 matter of fact, many of the, some of the, of all the. 
 Put the, thought the, under the. Sent the, stand the, 
 pay the, are the, saw the, above the, name the, bear 
 the, along the. Done the, which of the, before the, 
 assign the, then the, try the, while the, near the. Pass 
 the, which is the, cause the, thinks the, where is the. 
 Meeting the, charging the, giving the, moving the. 
 Have been, have I, have a, have the, have you, have 
 we (756). Who were, who is, who may, to whom, who 
 have, who will, who can, who could. 
 
 4. Learn 703, 704, 707. 
 
 5. Read or translate the first three characters in each 
 line of Sixty-eighth Reading Exercise, page 260. 
 
 6. Write the following phrases: A check, and which, 
 and our, and were, and this, and yet, and will, and all, 
 a little, and the, and is a, and is the, and as the, a 
 great. Which a, in a, such a, under a, before a, that 
 a, to a, could a. Thinking a, leaving a. 
 
 7. Learn 711, 712, 713, 719, 720, 722, 724, 725. 
 
 8. Read or translate first three characters in each line 
 of Sixty-ninth Reading Exercise, page 264. 
 
 9. Write the following phrases: He ought, he did, he 
 can, he will, he shall, he may have, he found, he does, 
 he thinks, he has not. He would, he said, he says, he 
 was, he never, he understood. Did he, which he, can 
 he, was he, whether he, than he, can't he. To him, 
 recollect him, by him, know him, he told him, around 
 him. How can, how do, how long, how was, how much, 
 how often, how far, how near, how did you, how soon, 
 on how many, how are you. 
 
 LESSON XIX. 
 
 1. Learn 735 to 737, 739, 743, 744, 745, 746, 750, 
 753, 754, 759, 760, 762. 
 
 2. Read or translate first three characters in each 
 line of Seventieth Reading Exercise, pages 272 to 274. 
 
 3. Write the following phrases: without the, without
 
 COURSE OF TWENTY LESSONS. 455 
 
 a, without him, without us, without you-r (762), with- 
 out which, when the, when a, when he, when we, when 
 your, when you-r (762), when is your, when will (741), 
 when is the, whenever. With the, with a, with him, 
 with his (us), with which, with you-r (762), what the, 
 what a, what is, what is the, what is a, what you-r (762), 
 what else, at what, whatever. Would the, would a, 
 would do, would not, would like, would you (762), how 
 would, he would, they would. We have, we would, we 
 do, we did not, we were, we think, we know. How far 
 away. You and I, you had, you cannot, you were 
 there, you will, you would (762), you would not. And 
 you, have you, how you, what is your, when did you, if 
 you, show you, did n't you. 
 
 LESSON XX. 
 
 r. Read 774 to 809. 
 
 2. Read or translate first two words in each line of 
 Seventy-first Reading Exercise, page 280; first three 
 words in each line of Seventy-second Reading Exercise, 
 pages 284 to 286; and first two words of each line of 
 Seventy-third Reading Exercise, pages 290 and 291. 
 
 3. Write like number of words of each line of corre- 
 sponding Writing Exercises.
 
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