CURRY c^ Shorthand Manual REVISED EDITION BY JAMES S. CURRY > ' :> o • THE BURROWS BROTHERS COMPANY CLEVELAND, OHIO I917 Copyright, 1908, 1914 BY THE BURROWS BROTHERS COMPANY J. F. TAPLEY CO. NEW YORK PREFACE This text presents in a new, simplified, and mod- ernized rendition, the Graham system of shorthand ; a system which, for fifty years, has been found best to meet all the requirements of the stenographer from the business office to the most technical, legal, medical, and legislative reporting. It is the system used by a large majority of expert writers. Its principles are easily mastered; it^is capable of the highest possible speed ; it is entirely legible. Our aim has been not to elaborate the system, but to make its presentation comprehensive and at the same time the simplest and most practical that has ever been achieved. We have striven to keep in mind the learner's needs. Earnest efforts have been expended to see that nothing was overlooked tending to lighten his labors and to increase his interest in the work. In this text-book several unique and interesting fea- tures make their appearance for the first time: (a) The Suggestive Helps, both in connection with the consonant alphabet and elsewhere, will prove very helpful to the learner in the mastery of the lessons in which they occur. iii 449588 iv PREFACE (b) The nomenclature, or nayning oj outlines, is de- veloped in a practical manner in the second and subse- sequent lessons. (c) The introduction of Nomenclature Words is an original and important feature. (d) No word for which the principle has not already been explained is to be found in any Reading or Writing Exercise. This is of the utmost importance, as it does away with the necessity of unlearning or learning anew outlines for numerous words. {e) Very few changes in phrasing are required as the result of the introduction of new principles, the develop- ment being logical and connected. To hundreds of experienced teachers and writers through- out the United States and Canada we are indebted for valuable suggestions in the preparation of this work. We trust this book will materially lighten the labor of the instructor, brighten the pathway of the student, and make the mastery of a valuable and useful art a pleasant as well as a profitable undertaking. Unitedly and sincerely, The Author and the Publishers. INTRODUCTION Stenography is a term applicable to any system of short- hand writing, whether phonetic or non-phonetic. Phonography is a system of shorthand writing which represents phonetically the sounds, syllables, and words of a language by means of simple geometrical signs. In phonography, it should be borne in mind, everything is written according to sound, and without special reference to the common spelling; thus, came is written as though it were spelled kdm\ rough, as though it were spelled riij; eight and ate, as though they were spelled at; silent letters are omitted. C, Q, and X do not appear in the short- hand alphabet. C has two sounds, that of k and s\ Q has one sound, that of k; X has three sounds, that of k', in express, gz in example, and k in exceed. When these letters appear in the common spelling of words, use the character which expresses the sound re- presented. Any young person of fair intelligence, possessed of patience and perseverance, a desire to learn, and a deter- mination to succeed, can master shorthand. Each lesson should be thoroughly mastered before pass- ing to the next. The first well learned, the second will be easy, and so to the end. Vi INTRODUCTION Three things are essential to the success of the short- hand student: ist. A thorough mastery of the principles; 2d. FaciUty in applying the principles in writing; 3d. Ability to read readily and accurately what has been written. Frequent review of the lessons will secure the first; writ- ing every practice exercise at least the required number of times will develop the second; reading all that the student writes over and over again will give the third. This systematic work, combined with a reasonable knowledge of English grammar and a broad, general fund of informa- tion, will develop a stenographer whose services will always be in demand at high rates of compensation. Exercises on the Analyses of Words, etc. In the parallel columns of the following list is to be found the common and phonetic spelling of the words presented. In the phonetic spelling silent letters are omitted, and the correct vowel sounds indicated by the diacritical marks. A careful study of these words will materially aid the student to write phonographically the words presented in the lessons of the text. Common Phonetic Common Phonetic Spelling Spelling Spelling Spelling toe to anew anu due du age aj buy bl edge gj doughy dot hedge hgj ague agu ledge I6j INTRODUCTION Vll Common Phonetic Common Phonetic Spelling Spelling Spelling Spelling page paj ridge rij peck p6k wreath reth comb kom rage raj gem jem kneel nel back bak coil koil bake bak rye ri baggage bagaj law la came kam lime llm same sam choose chooz days daz slow slo eight at lace las ate at source sors psalm sam fuse fuz bought bat slap slap caught kat ship ship dog dog smile smil shop shop slash slash feud fud discuss diskus doze doz Cicero STs6ro wrote rot causes k^zez write rit paste past height hit cost kost ooze ooz lost I6st noose noos sea se noon noon Esau Esa book book easily eziil wool wool scion sI6n shook shook Waugh Wa lack lak woes woz tallow talo wayside wasid Vlll INTRODUCTION Common Phonetic Common Phonetic Spelling Spelling Spelling Spelling wisely wizl 1 lately lalli await awat fatal fatal awoke awok fumed fumd wall wal paged pajd Arab Arab attached atacht weary weri wired wird wore wor midnight midnlt win win compute komput queen kwen Hugh Hu quire kwlr hue hu squire skwir haze haz quench kwench hissed hist walk wak hedge hej weave wev prose proz wages wajez price pris Yale Yal phrase fraz empire empir framed framd impede imped cycle sikel dead ded exclaim eksklam fought fat expect ekspekt fade fad disclose diskloz vied vid disclosed disklozd shade shad cedar scdiir shut shut street stret Meade Med secret sckret saint sant deceptive deseptiv signed sind puffed puft sinned sind dawn dan cut kut China China sealed seld Emma Ema ascend asend Anna Ana INTRODUCTION KEY TO PRONUNCIATION a long age, aid, lace. a sliort at, sat, cat. a Italian arm, far, calm. a broad all, fall, call. e long me, fear, eat. e short met, men, .sell. I long Ice, pine, die. I short it, pin, miss. o long . old, sold, loaf. 6 short on, not, lot. oo long moon, boot, noon. 66 short wool, foot, wood. u Jong tube, dupe, Ose. u sJiort up, us, tub. TABLE OF CONTENTS PAGE Preface iii Introduction v Exercise on the Analysis of Words vi Key to Pronunciation ix Lesson One: Consonant Alphabet 1 Suggestive Helps 2 General Instructions 3 Reading Exercise 4 To the Learner 4 Writing Exercise 5 Remarks S Review Questions 6 Lesson Two: Consonant Strokes Joined 7 Nomenclature 8 Nomenclature Word-signs; First List 8 Reading Exercise 9 To the Learner 9 Writing Exercise 9 Review^ Questions 10 xii TABLE OF CONTENTb Lesson Three: pagb Vowels and Diphthongs 11 Vowel and Diphthong Alphabet .' 12 Suggestive Helps 12 Order of Reading the Vowels and Diphthongs 13 Position of Words 13 Position of Words of One Consonant 13 To the Learner 14 Reading Exercise 15 Writing Exercise 15 Review Questions 16 Lesson Four: Nomenclature 17 Suggestive Helps 18 Consonant and Vowel Word-signs; First List 19 Punctuation and Other Marks 20 Review Questions 21 Lesson Five: Phrase Writing 22 A, An, And Joined 22 The Joined 22 / Joined 23 He Joined 23 Other Principles of Phrasing 23 Reading Exercise 24 Writing Exercise 25 Review Questions 25 Lesson Six: Words Containing Two or More Consonant Strokes 26 Rules for Placing Vowels and Diphthongs Between Two Consonants 26 Rules for Position of Words of Two or More Consonant Strokes 27 Reading Exen ise 28 Writing Exercise 28 Review Questions 29 TABLE OF CONTENTS xiii Lesson Seven: page Consonant and \'o\vel Word-signs; Second List 30 Reading Exercise 31 To the Learner 31 Writing Exercise 31 Lesson Eight: Upward L and R 32 Downward L and R 32 Ish and Shay 33 Exceptions 33 To the Learner 33 Reading Exercise. 34 Writing Exercise. . 34 Review Questions 35 Lesson Nine: Consonant Word-signs; Third List 36 Suggestive Helps 37 Reading Exercise 37 Lesson Ten: Circles and Loops, and 5 and Z Strokes 39 Small Circle 39 Vocalization 40 Order of Reading 40 large Circle 41 Small Loop 41 Large Loop 41 lis added to Sez, Steh, and Ster 42 Rules for the Use of the Strokes S and Z 42 Writing Exercise 44 Review Questions 44 Lesson Eleven: Reading Exercise — Iss, Sez, Steh, and Ster 45 Writing Exercise — Iss, Sez, Steh, and Ster 46 civ TABLE OF CONTENTS Lesson Twelve: pagh Nomenclature 47 Circle and Loop Nomenclature Word-signs; Second List. . 48 Lesson Thirteen: Circle Word-signs; Fourth List SO Phrasing; Miscellaneous Principles 51 Supplementary List 52 Writing Exercise S3 Review Questions S4 Lesson Fourteen: Reading Exercise 55 Writing Exercise 56 Lesson Fifteen: Methods of Expressing W and Y 58 Strokes ior W and Y 58 W Expressed by Hook 59 W Expressed by Semi-circle 59 Y Represented by Semi- circle 60 To the Learner 60 Reading Exercise 62 Writing Exercise 63 Coalescents 63 Review Questions 64 Lesson Sixteen: W and Y Word-signs; Fifth List 66 Suggestive Helps 66 . To the Learner 67 V/ and Y Nomenclature Word-signs; Third List 67 Semi-circle Word-signs Enlarged 68 Phrase List 69 Reading Exercise 69 Writing Exercise 71 Review Questions 72 TABLE OF CONTENTS XV Lesson Seventeen: page Shaded M 76 Prefixes Con, Com, and Cog 73 Suffix Ing 73 Ing The, and lug A, An, And 74 Reading Exercise 75 Writing Exercise 1U Review Questions 77 Lesson Eighteen: Contractions; first List 78 Suggestive Hel])s 79 Derivatives 79 To the Learner 80 Reading Exercise 80 Writing Exercise 82 Review Questions 82 Lesson Nineteen: Shortening Principle 83 To the Learner 85 Reading Exercise 86 Writing Exercise 86 Review Questions 87 Lesson Twenty: Half-length Nomenclature Word-signs; Fourth List 88 Reading Exercise 89 Writing Exercise 90 Lesson Twenty-one: Half-length W'ord-signs; Sixth List 91 Reading Exercise 92 Miscellaneous Half-length Principlts 93 Writing Exercise— Half-length Phrases 93 Review Questions 94 xvi TABLE OF CONTENTS Lesson Twenty-two: i-age Methods of Expressing // 95 Rules for the Stroke lor II 95 The Tick for i? 96 Reading Exercise 9€ Writir.g Exercise 97 Review Questions 98 Lesson Twenty-three: Initial Hooks for L and R 9? Z-hook 99 Z-hook Table 100 i?-hook 100 i?-hook Table 101 Vocalization 102 Reading Exercise 103 Writing Exercise 103 Review Questionr- 104 Lesson Twenty-four: Initial Hook Word-signs; Seventh List 106 Reading Exercise 108 Writing Exercise 109 Lesson Twenty-five: Iss Prefixed to the Z,-hook 110 Iss, Sez, and Sieh Prefixed to the /?-hook Ill To the Learner 112 Reading Exercise 113 Writing Exercise 113 Review Questions 114 Lesson Twenty-six: Ler and Rel-hooks 115 Vocalization 116 Reading Exercise 116 Writing Exercise 117 Review Questions 117 TABLE OF CONTENTS xvii Lesson Twenty-seven: page Miscellaneous Initial-hook Principles 118 All and Will, Are and Our Added 118 Z,, R, Ler, and Rcl-hook Phrases 119 Initial-hook Nomenclature Word- signs; Fifth List 120 Miscellaneous Word-signs; Eiglilh Li^t 121 Reading Exercise 121 Writing Exercise 122 Review Questions 122 Lesson I'wenty-f.ight: Final Hooks for F, V, and iV 123 F-hook 123 iV-hook 123 Vocalization 124 Iss, Sez_ Steh, and Stcr Joined 125 To the Learner 125 Reading Exercise 126 Writing Exercise 127 Review Questions ... 127 Lesson Twenty-nine: Hooks for Shon and Tiv 129 Shon 129 Tiv 130 Vocalization 130 Iss added 131 Shon, Eshoii, and 7"/x'-hooks Between Strokes 131 Reading Exercise 132 Writing Exercise 132 Review Questions 133 Lesson Thirty: Final Hook Word-signs; Ninth List L34 Final Hook Nomenclature Word-signs; Sixth T,ist L36 Reading Exercise 137 Writing Exercise 13S xviii TABLE OF CONTENTS Lesson Thirty-one: page Final Hook Miscellaneous Principles; Phrasing 139 Words added by the i-'-hook 139 Words added by the iV-hook 139 Reading P'xercise 140 Writing Exercise 141 Review Questions 142 Lesson Thirty-two: Lengthening 143 Vocalization 144 Order of Reading 144 Position of Outlines 145 Miscellaneous Principles; Phrasing 145 Double-length Word-signs; Tenth List 146 Double-length Nomenclature Word-signs; Seventh List 146 Reading Exercise 146 Writing Exercise 148 Review Questions 149 Lesson Thirty-three: Contractions; Second List 150 Suggestive Helps ISO Reading Exercise 151 Writing Exercise 152 Lesson Thirty-four: Prefixes 153 General Principle ■ 155 Additional Prefix Print iijlcs 156 Reading Exercise 157 Writing Exercise 158 Review Questions 159 TABLE OF CONTENTS xix Lesson Thirty-Five: page Suffixes 160 To the I>earner 163 Reading Exercise 163 Writing Exercise 164 Review Questions 164 Lesson Thirty-six: Omission of Consonants, Vowels and Diphthongs 165 Omission of Consonants 165 Vowels and Diphthongs Omitted 166 Reading Exercise 167 Writing Exercise 168 Review Questions 169 Lesson Thirty-seven: Phrase Writing 170 General Rule for Phrasing 170 Other Principles of Phrasing 171 Position 173 Lesson Thirty-eight: Phrase List 175 Lesson Thirty-nine: Special Word-signs 179 Numerals 179 Miscellaneous Numerals 180 Days of the Week 182 Months 182 XX TABLE OF CONTENTS Lesson Forty: page Business Letters 183 Index to Business Letters: No. 1 56 No. 2 70and 71 No. 3 70 and 71 No. 4 76 No. S 82 No. 6 89 No. 7 90 No. 8 92 No. 9 97 No. 10 104 No. 11 108 No. 12 108 No. 13 121 No. 14 137 No. 15 140 No. 16 149 No. 17 151 No. 18 168 No. 19 183 and 186 No. 20 184 and 187 No. 21 185 and 188 No. 22 185 and 188 LESSON ONE I. CONSONANT ALPHABET SHOWING DIRECTION OF STROKES g o r \ P P \ B b y. F f ^ V V ^ R rH < ^ Way w T t D d ( Ith th ( THee th ) S s ) Z z V i-J G 3 O C/3 y J' sh a, S 5 o tn c; 2 S2< / Chay / J r Yay ^ Ish ^ Zhay zh (^ Lay / ^ Ray rj r^ Hay h K Ti Gay g ^—-. M m ._^ N w. Ing *i?is represented by one of the two strokes. "^ LESSON ONE 2. SUGGESTIVE HELPS, ,0 a y) I rn ru >v nr-^^^ fy\ fy\ z:K .rcs. vv \/j} vjy ^ ■ > vy. ^j Q CONSONANT ALPHABET GENERAL INSTRUCTIONS 3. The stroke for sh is always written downward when standing alone. When joined to other strokes it is written either upward or downward. When written downward it is called Jsh; when written upward it is called Shay. 4. The stroke for I is always written upward when standing alone. When joined to other strokes it is written either upward or downward. When written upward it is called Lay; when written downward it is called L. 5. Ray and Hay, which are always written upward, slant more than Chay. 6. Light strokes should be made very light, and the shaded ones just enough heavier to distinguish them from the light stems. Straight strokes should be shaded equally their entire length, while curved stems should be shaded in the middle and diminished to a light line at the ends. 7. The consonant stroke should be about one-sixth of an inch in length, or about the size of the engraving em- ployed in this text. 8. The letters C, Q, and X do not appear in the short- hand alphabet. Phonetically, C represents the sounds of 5 or ^; Q the sound of k; X the sounds of ks, gz, and k. 9. The nomenclature, or naming of the outlines, Gay, Lay, L, Ray, etc., is very important. Th's principle is fully explained in Sec. 19, Lesson Two. For the present consider it a matter of convenience. LESSON ONE 10. READING EXERCISE .\.....Z ^....Z......Z.. \ L..../.. _. .A.....C. ::^.....^ ^___._-^. (.. ^......^.. ..w ) J c ^....w....r .w.......::^.. ,._! ^.....::^. c....^.j....A \ J J... \. /.. L _ ^ _ .(...J L TO THE LEARNER II. Shorthand is one of the most interesting and fasci- nating branches of education. To what extent you enjoy this subject will depend largely upon how thoroughly you .•naster each lesson. Do not get the impression that because the alphabet is composed of the simplest geometrical characters that facility of writing and ability to read everything that is written can be acquired without a great deal of patient practice. The above exercise should be read many times. Page after page should be written of the following exercise until every stroke can be made neatly and accurately, and at a fair •ate of speed. CONSONANT ALPHABET 12. WRITING EXERCISE 1. M i8. Zhay 35. Ray 2. D 19. Lay 36. Gay 3 R 20. Ish 37. AT 4. La;y 21. Z 38. / 5. 5 22. D 39. /^ 6. ///t 23. B 40. 5 7. B 24. / 41. //// 8. Z 25. PFa^; 42. Ray 9. Fc/y 26. F 43. Chay \o. V 2-]. F 44. Thee 11. F .28. /«^ 45. P 12. N 29. Ga)' 46. Hay 13. iJa;y 30. C/wy 47. 5 14. /w^ 31. Yay 48. X 1^. Thee 32. Z/?fl;y 49. /^/j 16. r ;^;^j. K 50. M 17. Way 34. r REMARKS 13. The learner should be able to answer correctly the questions for review, readily write, and, from his own shorthand, read the lesson exercises before he should permit himself or be permitted by the teacher to proceed to the next lesson. LESSON ONE REVIEW QUESTIONS.— Lesson One 1. What kind of characters compose the consonant alphabet? 2. What is the proper length of consonant strokes? 3. How are the shaded curved strokes made ? 4. What letters do not appear in the shorthand alphabet? 5. Describe the manner of writing the sign for sh when standing alone. When joined. 6. Give the name of the downward stroke for sh. The upward, 7. Describe the manner of writing the sign for / when standing alone. When joined. 8. Give the name of the upward stroke for /. The downward. 9. How are Hay and Ray written ? 10. How distinguish between Cliay and Ray} LESSON TWO CONSONANT STROKES JOINED 14. All the consonants of a word should be written with- out lifting the pen. In this lesson the first upright stroke in the outline should rest on the line of writing. "' T-k ~k-T" 'P-M N-P M- Ray Chay-M-K Note. — In the above section and in subsequent lessons, the term upright is applicable to sloping as well as peroendicular strokes. 15. When a curved stroke is repeated, it Is written twice. When a straight-line consonant is repeated, it is made twice the single length. R-R F-F M-M Chay-Chay K-K T-T 16. A light and shaded stroke, without a distinct angle, are joined in such a manner that the point of union is not discernible. P-B B-P D-T K-Gay Lay-Gay 17. The inclination or curvature of a stroke may be varied slightly for convenience of joining. ....t. V......_i/........^ ..k: ^ Chay-Lay N-L Ish-Ray Ray-Ish Z-Lay Ray-L 7 8 LESSON TWO i8. When standing alone, Chay and Ray are distin- guished by difference in slant. When joined they are readily distinguished by the direction in which they are written, Chay being always written downward and Ray upward. NOMENCLATURE 19. The reason for naming the consonant strokes, Way, Gay, Lay, L, Ray, etc., is clearly illustrated in the follow- ing table, where the name of each consonant outline plainly suggests the word opposite. Hundreds of other words arc more or less clearly suggested by the names of their out- lines. Nomenclature Words; First List ..C-.,..Lay, lay ..■rrrr.....Gay, -gay .^......Ray, -ray ...^ Way,. .way, weigh ..(C..-..Hay, hay .C _La7/-7i,----lake .CL....L-K, elk .i2a7/-/C— -rake N(7a?/-3/,-.-game .^^...... Gay-Lay,, gai\y ../- Gay-L, gale -.^\7. Way-Lay, .y\:iy\3.y L. Lay-M, lame .(^ L-M, elm X.. D-Lay,. delay .^-..- J-K,. Jake /J— Z,a7/-A -- lady I . D-K, decay CONSONANT STROKES JOINED READING EXERCISE 20. Read the following outlines until they can be named readily. This accomplished, copy the exercises ten times, thinking or naming each outline as you make it. -'^■;J--<--> -^-^ ^ ^— ..:\/„..(q ^.z......c:^ k:.._-N..-.^r:^^....L (1. ) L, U-..2.. TO THE LEARNER 21. While speed is important, never sacrifice form and accuracy for the sake of rapid writing. Shorthand should always be written carefully. Speed will take care of itself if THOROUGHNESS is made your motto. WRITING EXERCISE 22. The learner should now be able to write the proper shorthand outlines in the exercise belov/. After he has written it a time or two, he should have some one name the outlines while he writes them in shorthand. This practice should be continued until all the forms can be lO LESSON Tv^/O written neatly and correctly, and at a fair rate of speed. Write steadily; avoid a nervous, hesitating movement of the hand. I. Ish-M i8. Chay-N 35- K-Ing 2. L-K 19. Way-Ray 36. Chay-R 3- T-K 20. N-B 37- Hay-Z 4. Ray-T 21. Z-Ray 38. R-Way 5- M-F 22 R-K 39- S-K 6. P-F 23- F-D 40. Zhay-R 7- Lay-Ith 24. M-Hay 41- S-Ing 8. Ith-Lay 25- B-P 42. F-V 9- M-Ish 26. S-N 43- P-P ID. Hay-Lay 27. B-Gay 44- Yay-R II. D-Chay 28. V-J 45- N-F-M 12. P-D 29. Ray-Hay 46. M-N-Ith 13- Ray-Gay 30. Hay-V 47- Ish-P-Lay 14. P-R 31- D-N 48. Ray-Ith-LoA 15- Lay-J 32. AI-V 49- N-K-M i6. T-Shay 32,- T-Chay 50- R-M-Ray 17- F-Shay 34- J -Gay REVIEW QUESTIONS.— Lesson Two 1. How are all consonants of a word written? 2. In this lesson which stroke should rest on the line? 3. When a curved stroke is repeated, how is it made? 4. When a straight stroke is repeated, how is it made? 5. How are light and shaded strokes in the same direction made? 6. For what purpose mc.y the slant or curvature of a stroke be varied? 7. How are Ray and Chay distinguished ? 8. What is the advantage of the nomenclature? 9. What elements are essential in the study of shorthand (Sec. 21) ? 10. How shall you acquire proficiency in shorthand? LESSON THREE VOWELS AND DIPHTHONGS 23. The vowel letters of the English alphabet (a, e, i, 0, and «, and sometimes w and y) represent twelve distinct vowel and four diphthong sounds. The six long vowels are represented by heavy dots and dashes, and the six short vowels by light dots and dashes. They are written beside the consonant stroke in three positions: at the beginning or first-place, at the middle or second -place, and at the end or third-place. 24. The four diphthongs are represented by small angular marks, and are written beside a consonant stroke in two positions: at the beginning or first-place, and at the end or third-place. 25. The straight line beside which the vowels and diphthongs are placed serves only to show the position of the sign. While T is used in the following table, any other consonant stroke would serve the same purpose. 26. Dash vowels are written at right angles to the part of the stroke by which they are placed, and should be made about one-fourth the length of the consonant sign. When convenient the diphthong signs mav be joined. \ /■■ - .^- \ r 1 _ 27. In speaking of the vowels as a class, those repre- sented by dots may be called dot vowels, and those repre- sented by dashes, dash vowels. zi 12 LESSON THREE Vowel and Diphthong Alphabet 28. The italic letter or letters in the words opposite the vowel or diphthong signs illustrate the sounds repre- sented. Long Vowels K Short Vowels < Diphthongs A as in all " O as in old (whole) _ Oo as in fools O as in got U as in cut - Oo as in foot A Oil or Oiv as in noio < t7 as in due SUGGESTIVE HELPS 29. The following sentences, made up of the illustrative words in the above alphabet, represent all the vowels and diphthongs: "Lee may arm all old fools," contains all of the long vowels. "Hzs pet cat got cut foot," contains all of the short vowels. " Fixe hoys now due," contains all of the diphthongs. 30. By associating the four diphthong signs with the small X, it will materially aid the learner ^n remembering VOWELS AND DIPHTHONGS 13 these sounds. / is the part of the x opening upward; oi or oy, the part opening to the left; ou or 0-^', the part opening downward; 11 , the part opening to the right. Order of Reading the Vowels and Diphthongs 31. When a vowel or diphthong is pLiced to the Icjt of an upright stroke or above a horizontal, it is read hcjore the stroke. ape aid oath aim oak 32. When a vow-el or diphthong is placed to the right of an upright stroke or below a horizontal, it is read ajter the stroke. ..N: h / A ^.. bay day Jay Joe go Position of Words 33. There are three positions for words, corresponding to the three vowel positions. The position of a word is determined by the vowel or diphthong, if a word of one syllable; by the accented vowel or diphthong, if a word of two or more syllables. Words of One Consonant (i) First Position. If the governing vowel or diphthong is first-place, the consonant in the word, if an upright stroke, is written half the height of a T-stroke above the line; 14 LESSON THREE if a horizontal, about the height of a T-stroke above the line. r c V - -^ tie thaw eave key annoy (2) Second Position. If the governing vowel is second- place, the consonant in the word rests on the Hne. -•J -^ :l : -^- -^- ate foe owed egg echo (3) Third Positiott. If the governing vowel or diph- thong is third-place, the consonant in the word, if an upright stroke, is written through the line; if a horizontal, below the line. -[ -^ ^-- -^--S- add cue Ann cow abbey 34. When two vowels or a vowel and a diphthong are written beside a single consonant, that which is heard next to the consonant should be written nearest to it. T. V ^. idea iota TO THE LEARNER 35. It is important that the learner shall read and write the illustrative words in this and subsequent lessons until he is familiar with the forms given. These words are not repeated in the regular reading and writing exercises. 36. Words are written in shorthand exactly as they are pronounced, and without special reference to the ordinary VOWELS AND DIPHTHONGS 15 spelling. Edge is written as though it were spelled "ej; age, as though it were spelled aj; ache, as though it were spelled ak; ate, or eight as though they were spelled at. READING EXERCISE (50 Words) 37. Read the following exercise again and again, until every word can be read easily, and then write it carefully and correctly five times. -•^^ v-^ v-^ ^ ^4 ^ ''- 3.\ I ^^ / -l 'I ! 1 :r..^ ^ 1 ):.../; 'lZi... O ^ / ' V 4, V AVRITIXG EXERCISE 38. In this and subsequent lessons, first write the con- sonant or consonants of a word in the position indicated by the vowel or accented vowel, and then insert the correct vowels and diphthongs. Write the exercises once, and after your work has been corrected, write it ten times. When you shall have v.ritten the exercise the designated number of times, you should have some one pronounce the words while you write them. 1 6 LESSON THREE Continue to do this until you can write every word cor- rectly and without hesitation. Silent letters are printed in italics. I. up lO. few 18. inn 2. by II. in 19. dew 3- at 12. no 20. boy 4- out 13- toe 21. doughy 5- each 14. due 22. Ada 6. me 15- hity 23. ague 7- my 16. owed 24. Ida 8. ma.y 17- ode 25- anew 9- if REVIEW QUESTIONS.— Lesson Three 1. How many vowel sounds are there? 2. What kind of characters represent the vowels? 3. How are the long and short vowels distin-ruished ? 4. How many diphthongs are there ? 5. What kind of characters represent the diphthongs? 6. Describe the vowel positions. 7. Describe the diphthong positions. 8. Are the diphthongs sometimes joined? 9. Describe the placing of the dash vowels. 10. What sentence contains all of the long vowels? 11. What sentence contains all of the short vowels? 12. What are the methods suggested for learning the diphthongs? 13. When is a vowel said to be before a consonant? 14. When is a vowel said to be after a consonant? 15. There are how many positions for words? 16. Describe the first position for words. 17. Describe the second position for words. 18. Describe the third position for words. 19. How are the positions of words determined? 20. When two vowels occur be^ors or after a consonant, how are they written? LESSON FOUR' CONSONANT AND V')\VEL WORD-SIGNS; FIRST LIST rUNCTUATION MARKS 39. There are many words which, by reason of their frequent occurrence, are represented by the briefest possible outline. These shorthand characters are called word- signs, and the words which they represent are called sign- words. NOMENCLATURE 40. Every shorthand character has a name. This is both a matter of convenience and of vast importance from the standpoint of legibility, as illustrated in Lesson Two, Section 19. The student who is determined to make the most possible out of shorthand will familiarize himself with the names of the different word-signs and the outlines for the illustrative words in the various lessons. 41. The learner will observe that nearly every vowel word-sign presented in tliis and Lesson Seven is the prin- cipal vowel in the word represented. The dash vowel signs, which are one-fourth the length of a consonant stroke, are written in three positions and in the direction of P, T, and Cliay, and are named as if they were con- sonant strokes \^th ei added; thus, Pet, Tet, Chet, etc. 42. In the word-sign lists, the shorthand character appears in the first column, the word or words represented in the second, and the name of the outline in the third. For convenience the figures 1, 2, 3, and 4 are used to 17 l8 LESSON FOUR indicate the first, second, third, and fourth^ positions, and are read P two, P three, etc. * Note. — Any upright consonant or dash vowel sign, written below the line, is said to be \n fourth position. SUGGESTIVE HELPS 43. There is nothing particularly difficult in learning a list of word -signs. Exercise a little patience, and couple with it studious, concentrated attention. The outlines for the first twelve words of the writing exercise in Lesson Three, with the vowels omitted, are word-signs. Eight of these words, up, hy, at, out, each, me, my, and may, constitute a part of the following list. 44. Going on the theory that we best learn to do by doing, select a word-sign and write it carefully ten times, all the while thinking the name of the stroke, and the word or words represented by it. Take another word-sign and after writing it ten times as above, point to and name the two words written. Write another word-sign as above, after which point to and name the three words written, and so on. 45. After you have pretty well learned a group or column of word-signs, it is an excellent practice to cover the printed words and read from the shorthand characters up and down, and skipping from place to place. Then have some one pronounce the sign-words while you write and name the word-signs. CONSONANT AND VOWEL WORD-SIGNS 19 CONSONANT AND VOWEL WORD-SIGNS; FIRST LIST (30 Word-signs; 51 Words) 46. This and subsequent word-sign lists must be so well learned that every word can be readily and easily written from dictation, and read back from your own writing. The importance of this fact in both writing and reading shorthand cannot be overestimated, inasmuch as the vocabulary represented constitutes about two-thirds of the ordinary office dictation. When a sign-word is printed with a hj'phen, the word- sign represents both the word preceding the hyphen and the one composed of the letters before and after it; thus, advertise-d-ment represents the words, advertise, advertised, and advertisement. Note. — When a word-sign represents two or more words, the context will enable the learner to determine the word represented. ..\ up,_. P' ..'^_ hope, happy, party, P* time, r' ...L it, take, _ _ T^ ...L. at, out,_. T^ / each, Ghay ./ which, change, .Chay* ..yC much, charge, Chay' ^-hy, --B' _\_ be, object, objected, B^ \._tobe,_ Z?' dollar, D* 20 -Ldo, _ -— .1 .had, advei'/ise-d-ment, D^ me, my, M' 7^. am, may, him, make, ... M ... home,__. 31 LESSON FOUR D thing, _ Ing language, __ Ing^ Jong, along, -Ing' the, Dot' :... a, an, and, Dot '-of,.... Pet' X.. to, Pet' ^. to the, Pet* _Chet' on, ./— he, should, Chet -^— how, Chet V I, eye, high,. Pet-Ret .^... to a, Tet* TUNCTUATION AND OTnV:R MARKS 47. The comma, semicolon, and colon, when used, ar? written as in longhand. , Comma J Semicolon ! Colon ../'.or X Period / / 7 ../..OT X Interrogation X Exclamation // Underscore "" Quotations Dash CONSONANT AND VOWEL WORD-SIGNS ^i It is seldom necessary to use any other punctuation than the period in practical shorthand work, for if the writer knows what marks of punctuation should be used while taking dictation, he certainly will know what to use when he transcribes his notes. The double length Chay is recommended as preferable to the small x for the period. The period is also used in this text for the interrogation. REVIEW QUESTIONS.— Lesson Foto 1 . What are word-signs .•* 2. What are sign-words? 3. How are the positions of outlines indicated? 4. How are the vowel word-signs named? 5. How are the punctuation marks represented? LESSON FIVE PHRASE-WRITING A, AN, AND, THE, I, AND HE joined 48. In shorthand the outlines for many common words may be joined without lifting the pen from the paper; this is called phrase-writing. Proper and judicious phrase- writing adds to speed without sacrificing legibility, and the learner should make use of this time-saving principle from this time on, as the several principles of phrasing shall be introduced. In this lesson a, an, and, the, I, and he are joined. In order to join the words a, an, and, and the, the dot must be changed into a light tick. These are named Ket, Tet, Chet, etc., in accordance with Section 41. A, AN, AND JOINED 4Q. A, an, or and may be joined to a following word in any position by a tick in the direction of T or K. L„....r... A - , a dollar a key an object a thing and he Ket-D' Tet-K' Ket-B' Kef- Ing' Ket-Chet' THE JOINED 50. The may be joined to a preceding word in any position by a tick in the direction of P, Chay or Ray -L I ^ -.> do the at the by the of the and the D-Ret T-LRet B'-Chet Pet'- Chet Kef- Chet rHRASE-VVRITING 23 J JOINED 51. The pronoun I may be joined above the line to the following word by writing the first half of the sign in the direction of P or the second half in the direction of Chay or Ray. I may also be joined in the first position to a preceding and. ^ \ I do I had I hope and I and I am Ret-D' Bet-D' Ret-P' Ket- Chef Ket- Chef- M HE JOINED 52. lie may be joined on the line to a following word by writing its sign in the direction of P, Chay, or Ray. he had he objected he may Ret '- D Ret -- B Chet '- M 53. Phrase-writing is not confined to the joining of a, an, and, the, I, and he. The principle is extended to the joining of all the words which properly belong in a phrase or clause. As a rule the first word of a phrase is w-ritten in its usual position, the other words following without regard to position. OTHER PRINCIPLES OF PHRASING 54. Writing two outlines close together indicates the omission of oj the between the words so written. which (of the) party much (of the) time eight (of the) part^ Chay': P' Chay': T' T': P' 24 LESSON FIVE 55. Dropping a sign below the line indicates the omis- sion of a preceding to. (to) do (to)day (to) take (to) hope D' D' T' P'- 56. When not convenient or in accordance with the fore- going principles of phrasing, the word-signs for these words must be used. READING EXERCISE.— Lessons Four and Five 57. Read the following exercise until it can be read as easily as if written in longhand; then copy it ten tiiucs. The vocalized outlines are words taken from Lesson Three. Unvocalized outlines are word-signs. ' -- -r 2.- I ^ ^. 2 ^ -- - \ ' ^ ' "t^ ^ " ^ r-^' 5 ' .r.-.-..^ I ^../ PHRASE-WRITING WRITING EXERCISE.— Lessons Four and Five 25 58. In this and subsequent writing exercises, sign-words appear in regular type. Words used in preceding lessons, appear in italics. Words used for the first time will appear in SMALL CAPITALS. Words connected by a hyphen are to be joined. Words enclosed in parentheses, are to be omitted and implied in accordance with Sections 54 and 55. 1. I-am to-be at-home {to)day. 2. Ejfie and-Ida may go to-the abbey. 3. It-may be time (to) take-the party home. 4. My idea may aid him. 5. He-may object to-a charge of a-doll:ir each. REVIEW QUESTIONS.— Lesson Five 1. Joining words together is called what? 2. What is to be gained by phrasing? 3. Describe the joining of a, an, and and. 4. Describe the Joining of the. 5. Describe the joining of 7. 6. Describe the joining of lie. 7. Is phrasing confined to above words? 8. How indicate omission of of the? 9. How indicate omission of to? 10. When should the word-signs for a, an. and, the, I. and he be used ? LESSON SIX WORDS CONTAINING TWO OR MORE CONSONANTS 59. In Lesson Three are presented words of one con- sonant. In this lesson are presented words of two or more consonants. RULES FOR PLACING VOWELS AND DIPHTHONGS BETWEEN TWO CONSONANTS 60. (i) First-p\a.ce vowels and diphthongs and long second-place vowels are written after the first consonant. L .L. tick Tom pike dome came T'-K T'-M P'-K D'-M K'-M (2) Short second-pVxce vowels and third-place vowels and diphthongs are written before the second consonant. L deck tuck tack fume D'-K T'-K T'-K F'-M (3) When two vowels, or a vowel and a diphthong, occur between two consonants, the first is usually placed beside the first stroke and the second beside the second. However, 26 WORDS CONTAINING TWO OR MORE CONSONANTS 27 it is sometimes best to place both vowels beside the same consonant, in accordance with Section 34. > n; poem poet voyage gaiety pLM P'-T V'-J Gay-T' RtTLES FOR POSITION OF WORDS OF TWO OR MORE CONSONANTS 61. (i) The first upright consonant in a word should be half the height of a T-stroke above the line for first posi- tion, on the line for second, and through the line for third. L pitch cheap duck touch pack cab P'-Chaij Choij'-P D'-K T-Chay P'-K K-D' (2) If the word is composed entirely of horizontal con- sonants, they should be written the height of a T-stroke above the line for first position, on the line for second, and below the line for third. meek kick game mum nag Mack M'-K K'-K Gay^-M M'-M N'-Gay M'-K 28 LESSON SIX READING EXERCISE (50 Words) 62. Practice this exercise until the words can be spelled and named almost as readily as if written in longhand. Copy the plate five times, being sure to think or name every character as you make it. Always write the con- sonants of a word first and i)l.ice the vowels afterward. >:^-^ ^ ^ ^.--L--:^.-:^-::^ ^^ V ^ u ^ WRITING EXERCISE 63. Write the f()lk)wiiig e.xercise once, placing the vowels and diphthongs, and after the errors have been corrected rewrite ten limes. When this shall have been accom- plished, have some one pronounce the words while you write them several times, omittinj the vowels. Read back from the unvocalized work. WORDS CONTAINING TWO OR MORK CONSONANTS 20 1. cap 18. peck 35- beam 2. cube 19. team 36. fame 3- chalk 20. comb 37- fang 4- check 21. cook 38. fog 5- choke 22. thatch 39- beg 6. death 23- top 40. bog 7- dime 24. vt)uch 41. Ijoom 8. judge 25- tyi)e 42. enj)y 9- keep 26. vim 43- infamy lO. king 27. mouth 44. denote II. knife 28. gem 45- Jacob 12. move 29 inch 46, dogma 1.3- muff 3°- fife 47- baggage 14. nip 3^- dug 48. Timothy IS- page 32- Dutch 49. tomato 16. path 33- back 5°- unpack 17- tab 34- bake REVIEW QUESTIONS.— Lesson Six 1. Of what does this lesson treat? 2. Describe the placing of vowels between two strokes. 3. How are two vowels between two strokes written? 4. Describe the position of a word of two or more consonants when at least one of them is an upright stroke. 3. Describe the position of a word composed of horizontal strokes. LESSON SEVEN CONSONANT AND VOWEL WORD-SIGNS; SECOND LIST (23 Word-signs; 39 Words) 64. The method for learning the word-signs outlined in Sections 44 and 45 is recommended for this and subse- quent lists. -common, kingdom, .3z-^. come, country, K company. give-n, Gay' .?^^. together, ...Gciy' ./--. ad vantage,— J' ../.-large, j' ( think,- Ilh' ../l...thank-ed, thousand,- J^/i^ _ wish, she,. Jsh .^.. shall, shalt, IsJi' ./....will, wilt,. Lay' ../T- whole, Lay^ .^..if, .F' k.._for, fact, F' .V_...few, half,..._ F^ all, Bet' -A, ...two, too, ...Bet'' already, awe, Det' .1 O, oh, owe, Det^ ought,. .._Jet' ./ who, whom,.. Jief * -...- or, Tet' ..i....but, Tet' 30 CONSONANT AND VOWEL WORD-SIGNS 31 READING EXERCISE 65. Read the following exercise until it can be read without hesitation; then copy ten times: -^ ~ - ^---" ^--■~-/' 2.L._ N^ !z......:r:........L...._..^.. / "^ ^ ^ ^ - — f/- /-•■• ^ - - ^ " "/- 5._.._....v ^....} /^...._.....k-..J /.. TO THE LEARNER 66. When reading or writing an exercise, the learner should not fail to give close attention to every principle involved. If at any time a principle has been forgotten, at once turn to it for a careful review. WRITING EXERCISE 67. "Write the following exercise once, and after the same has been corrected, practice it until it can be written correctly and without hesitation from dictation: I The party may be at-home (to)day. 2. I-shall give him a-dollar or two for-the advertisement. 3. He-may take-the whole thing to-the country. 4. I-hope to-be at home {io^day. 5. Noah and-EJife will-take charge (of the) abbey {to)day. LESSON EIGHT UPWARD AND DOWNWARD L, R, AND SII 68. For convenience of joining and the legibility of the writing, r is represented by a curved and a straight stroke, and / and sh are written both upward and downward. The rules governing the use of the upward and downward strokes for these letters are as follows: [ When the first sound in the (i) Upward L and R \ word, and when followed by L a final vowel. .!>:: ^. fe-. lamb luck rogue rich mellow^ daily cherry Dora Lai/-M Lctij-K Eay-Gay Eay'-Cluaj M-Lay'D'^Lay Cluiy-Ray D~-Ray f W^ien preceded by an initial (2) Downward L and R ! vowel, and when the last [ sound in the word. .'^- > ^--^■- alike alum arm argue pail vale door fear L'-K L'-JI R'-M E'-Gaij F^L V'-L D'-It F'-R (3) WTien the only consonant stroke, the sign for I l- always written upward, as shown in the alphabet. ^. .C. ^ ^ r/C._..... oil lea low allow oily Lay* Lay' Lay' Lay^ Lay' 32 UPWARD AND DOWNWARD L, R, AND SH 33 {Shay is always used after T and D and l)efore and after Lay. Ish is used in almost every other case. U^ V ■^ '^' tush dish lash shawl show cash rash T-Shuy D-Shaij Lay-Shay Shay-Lay Ish' K-Ish^ Ray-Ish (5) In the Middle of Words use the up or down stroke lor /, r, and sh, according to convenience. Use Lay following M; Use L initially when followed by N, Ing, iss-N, and iss-^ng. Use Ray when followed by T, D, Chay, J, Ith, Thee, and after ////. Use Ray-Ray for two r's, as in roar. Use R initially when followed by M or iss-M. (6) Exceptions ^ .^_.....zl. room iT?anf aright Archie urge earth mile R'^-M rLm Ray'-T Raif-T Ray ~- J Ray '-Ith M-Lay TO THE LEARNER 69. The utmost familiarity with the rules given in this lesson is necessary, to the end that the writer will not hesi- tate a single instant in determining which stroke is to be used. The learner who shirks the labor necessar\ to thoroughly master every rule and principle in each lesson and apply the same in writing, may safely conclude that he has not 34 LESSON EIGHT the necessary qualifications to succeed in shorthand, or any other profession where close application and faithful study are necessary to success. READING EXERCISE (50 Words) 70. The following exercise is to be read, and then written jive limes: i...f....^....._^.....^..-.fZ .^ ^....y:... 2.\^..._.J.....^. — ^. f£^.....,X\..^.....:rC:._ z...{Z...A.^ ^..\^..../^....s:::l.^..r^... ^■^^ i.-:^-:^-^^--^--4 -^ 6....^-..--X.^^...--^--'^--X..-v---.^Ao/-'- WRITING EXERCISE 71. The following words are to be written, corrected, and then rewritten ten times: I. law 7- tallow 13- wreath 2. ail 8. below 14. wrong 3- lath 9- niiy 15- rage 4- lime ID. rye 16. rack 5- look II. ridge n- rag 6. lack 12. rope 18. repack UPWARD AND DOWNWARD L, R, AND SH 35 19. remedy 20. repay 21. jury 22. Mary 23. narrow 24. tarry 25. notary 26. borrow 27. coil 28. file 29. kneel 30. oar 31. ire 32. orb 33- anny 34. four 35- jar 36. tire 37. shallow 38. tissue 39. reach 40. shop 41. shape 42. mush 43. push 44. ream 45. rely 46. shower 47. armory 48. elbow 49. melody 50. mileage REVIEW QUESTIONS.— Lesson Eight 1. When should Lay be used? 2. When should L be used? 3. When use R? 4. When use Ray? 5. When is Shay used ? 6. When is Ish used ? 7 How are they written in the middle of words? 8. What are the exceptions to these rules? 9. How are the strokes for / and sh written when standing alone ? 10. Which sign is used for initial r followed by Af ? LESSON NINE CONSONANT WORD-SIGNS: THIRD LIST (24 Word-signs; 37 Words) 72. Again we remind the learner of the. necessity of memorizing the word-signs. They are the "backbone" of reporting, and he who has not the patience necessary to learn the different lists may safely conclude that he will find his vocation lying in some other direction than that of shorthand. SUGGESTIVE HELPS 73. The words, see, saw, so, say, use, use, in, no, know, thee, thy, they, thou, way, and our, in the following list, are sign-words, represented by their respective consonants, written in the position indicated by the vowel. see, saic,_ S' ./. so, say,... S" ..\ us, tise, S' -/ — was, Z' -S it.se, in, any. .N' ^^^....no, know, N~ own, N^ .- thee, thy, Tllee \.....them, ilmj, _.TUte^ f though, thoH, Tllee' .._-/... usual-ly, Zliuy' ./r.--.your,. why,- CONSONANT WORD-SIGNS 37 .Yay' ever, F"* Way' ^....have, V' ^--away,- ...Way^ ^—however, V her, here, hear,- -—R' ■ . /...holy, .Hay A..I10W, N-Pet .new, knew, N-Chet ::^....*are,.. 22' ..->...- our, hour, — i2 ♦ Note. — In phrase-writinj^ are may be represented by either R or Ray acrording to convenience READING EXERCISE 74. Read the following sentences until they can be read without hesitation; then copy ten times: .(. .r\. 5.:r...if. Tc ..?> .^ 6. 1 (. .N /.. -^■ T..U \- -^-Z 449588 38 LESSON NINE « -~^---^- k ^ — 9.-..I .^. ^.....:h....^ ,-. 10.. ..t:^. _ L. 75. After writing once and correcting the following exercise, write it again and again until it can be written from dictation correctly and without hesitation: 1. I-shall-be happy (to) see them. 2. They owe her a-dollar or two for-the robe. 3. They already have-them at an -advantage. 4. WTay do-they come here daily? 5. They-may have time (to) see him. 6. I-know she ought (to) look for-them. 7. She knew it-was to-be given (to) them. 8. They say he-will-be here in a.-day or two. 9. They ought to-be here at eight. 10. Will-the change be (to) your advantage? LESSON TEN CIRCLES AND LOOPS, AND THE STROKES FOR S AND Z 76. In this lesson is presented the principle of repre- senting 5 and z by a small circle; ses, sez, sus, sys, cise, etc., by a large circle; st and zd by a small loop; str by a large loop; the rules governing the use of the strokes for s and z. SMALL CIRCLE 77. The small circle, called iss, represents s at the beginning of a word and 5 or z in the middle or at the end of a word. It is joined to consonant strokes as follows: (1) To STRAIGHT STROKES, or BETWEEN STRAIGHT STROKES EXTENDING in the SAME DIRECTION, it IS made by a movement opposite to that of the hands of a clock. In the following examples the arrow indicates the direc- tion of the circle; --^■-.--.-c^ ^ f _ sip chase soak stay testy iss-P' Chaif-iss iss-K" iss-T^ T'-iss-T (2) To CURVED STROKES, Or BETWEEN a STRAIGHT and CURVED STROKE, it is tumed on the inside of the curve. ....X. J^ f^ Sp. .^ safe face sins visit .raisin iss-F^ F^-iss iss-N-iss V-iss-T Ray'-iss-N 39 /|0 LESSON TEN (3) Between straight strokes in different directions, it is turned on the outside of the angle. ■ ^ -^----t ^- k- ^ desk risk task opposite dispose D'-iHs-K Ray'-Us-K T-iss-K P'-iss-T D^-iss-P-iss (4) Between two curved strokes it is usually turned on the inside of the first curve. muscle mason missive vessel Lesley M-iss-Lai/~ 3I-iss-N 3I-iss-V V-isa-L Lay^-iss-Lay VOCAI.IZATION 78. In vocalizing outlines with circles attached, the vowels are placed before or after the stroke, the same as if no circles were used. :^ ______£ ..'^. sob said soars spokes palms isH-B' iss-D- iss-P'-iss iss-P~-K-iss P'-il/-t.ss ORDER OF READING 79. In reading outlines hcginning with a circle, the circle is the first tiling read. If an outline ends with a circle, the circle is the last thing read. .....A..... ^ \ k^ 5::^.. soap save suppose foams smiles iss-P" iss-V' iss-P—issF-M-iss iss-3I-Lay'- i8S CIRCLES, LOOPS, AND STROKES FOR 6' AiND Z 41 LARGE CIRCLE 80. The large circle, culled sez, represents any syllable formed by two j or z sounds or a combination of 5 and s with a vowel between them; as, sis, sys, siis, zez, zes, etc. The vowel in the s}llable may be indicated by writing its sign within the circle. Plowevcr, it is unnecessary tc do this when the syllable to be written is " sez." system gazes exercise cases slices jScz-T'~M Gay'-Sez K-iss-Iiay'-sez K-sez iss-Lay'-aez SMALL LOOP 81. The small loop, called steh, represents st, at the beginning and st or zd at the end of a stroke. 1- ^ w > step stock post fast paused steh-P- sieh-K' P~-steh F'-steh P'-steh LARGE LOOP 82. The large loop, called ster, represents str at the end of a word. It is never used at the beginning. --A;o= ^ \>--- -P----^^^-- faster muster pastor coaster monster F-'- ster 31- ster P-ster K^-ster U'-N-ster 83. The method of vocalizing, the order of reading, and the manner of joining sez, steli, and ster is the same as for iss. 42 LESSON TEN 84. When st occurs between two strokes, / may be omitted, and iss only used. ^--- (^ ^--- -^^- --'^- testify justify postal must have must be T-iss-F J'^-iss-F P^-iss-L M-iss-V M^-iss-B 85. Iss may be added to sez, steh, and ster by forming it against the opposite side of the stroke. .....^ -e X- -/^ — >^-- exercises successes posts musters pastors K- iss- Ray- iss-K- P'-steJi-iss Master- P'-sfer- sez-iss sez-iss iss iss 86. The plural number or possessive case of a noun, and the third person singular of a verb in the present tense, may be formed by adding iss. _ - ^ I - _ kmgdoms things dollars gives comes K'—iss Ing'-iss D'-iss Gay -iss K-iss RULES FOR THE USE OF THE STROKES S AND Z 87. The employment of different signs for the same letter adds to the beauty, lineality, and speed in writing. The circle for 5 and 2 is more generally used than the stroke; however, the latter must be employed in accord- ance with the following rules: (i) When the only consonant in the word. 'ce sue assay easy S' S' S' z' CIRCLES, LOOPS, AND STROKES FOR 5 AND Z 43 (2) When two 5 or z sounds are the only consonants in the word, one of them must be represented by the stroke. L ):. 1 >._._.. cease essays saucy ices S'-iss S'-iss iss-S' S-iss (3) When preceded by an initial vowel. ---■t :)^ ^ ^ ask assume assignee Ezra S?-K S-M S'-N Z'-Ray (4) When followed by a final vowel. n. .__. ^ ^ lazy racy Lissie fussy Lay^-Z Ray'-S Lay'-S F'-S (5) When two vowels or a vowel and a diphthong come between the 5 or z and the other consonant. _L.... L .....II 4l, science seance chaos sayings S'-N-iss S'-N-iss K-S' S'-Ings (6) When z begins the word. )i......_..h _ y. L^..... I zero zeal zest zenith zeno Z'-Ray Z'-Lay Z'- Steh Z'-N-Ith Z'-N 44 LESSON TEN WRITING EXERCISE 88. The eighty-five illustrative words in this lesson are to be practiced as a writing exercise. Write each word ten iiir.cs, all the while studying the principles involved. After this shall have been accomplished the learner should read the exercise from his o\\ti notes. The regular reading and writing exercises will be found in Lesson Eleven. REVIEW QUESTIONS.— Lesson Ten 1. What is the name of the small circle? 2. What does the small circle represent? 3. What is the name of the large circle? 4. What is represented by the large circle? 5. What is the name of the small loop? 6. What letters are represented by the small loop? 7. What is the name of the large loop? 8. What does the large loop represent? 9. When a character represents more than one letti^i, how is the letter represented determined ? 10. Describe the joining of iss and scz. 11. Describe the joining of sleh and sler. 12. How is a circle or loop read when joined at the beginning of words? 13. How is a circle or loop read when joined at the end of words ? 14. Describe the vocalization of outlines with a circle or loop attached. 15. What does iss represent at the beginning of a stroke? 16. What does steh represent at the beginning of a stroke? 17. Is the sler loop used at the beginning of a word? 18. Describe the joining of iss to sez, sleh, and sler. 19. Is sleh used between two strokes? 20. Give the rules governing the use of the strokes for s and z LESSON ELEVEN rp:ading exercise ISS, SEZ, $TEH, STKR, S, AND Z (loo Words) 89. Read the following exen ise until the words can be spoken as readily as if written in longhand; then copy the plate five times; 2^, £^ jUil.-.cs::^ '.A ^ / ^ ^ <--^ "^-^ %r^ 3......./^. .t^..h^...Cy_ 4..ko..^._..^ .cl^._..t^......ff......"if..____\p...S....L._. c:.-.-^- ^---A.....y.A s^_...__... < sk .V='.„..^.-'^-..._/f?. .~i> fc J.. .^. 9..-#_...3.....^....^ .t_..2 1 •} h.J..^. 4S 46 LESSON ELEVEN WRITING EXERCISE ISS, SEZ, STEM, STER. S, AND Z 90. The following exercise to be written, corrected, anc then rewritten ten times: 1. such 2. choose 3. slow 4. fees 5. lace 6. ashes 7. seems 8. seams 9. source 10. fuse 11. keeps 12. slap 13. ships 14.. smile 15. slash 16. discuss 17. reason 18. dispatch 19. lesson 20. lessen 21. possess 22. Cicero 23. supposes 24. losses 25. sources 26. causes 27. surmises 28. paste 29. dust 30. cost 31. coast 32. lost ZZ- rust 34. honest 35. molest 36. supposed 37. jester 38. lister 39. costs 40. tests 41. casts 42. possesses 43. sea 44. sew 45. Esau 46. espy 47. asks 48. easily 49. Lucy 50. scion LESSON TWELVE NOMENCLATURE 91. The nomenclature in shorthand is both a matter of convenience, Section 9, and of the utmost importance as to legibility, Section ig. By this; method the names of the outlines for hundreds of words suggest perfectly or so closely the words themselves, that vocalization is wholly unnecessary in writing this class of words. In numerous instances where the nomenclature is not wholly suggestive in itself, reference to the position of the outline will render it absolutely legible. This principle is appli- cable, also, to a part of a word, and is of inestimable value to both the learner and the stenographer. ^:^- -C 'yr. ark arm ink Ellen early R^'-K n'-M Ing'-K L~~N R~-Lay 92. With different methods for representing certain con- sonants, and whole syllables, comes additional advantage from the naming of outlines. In Lesson Ten, the large circle, sez, and the large loop, ster, represent the important syllables of such words as cdiSes, s\\ces, ia,ster, muster, psistor, coaster, and monster. 93. It will be found advantageous in this and subse- quent lessons sometimes to spell the letter names, presented in the alphabet as follows: PBTD J KFVMN Fee Bee Tee Dee Jay Kay Ef Vee Em En 47 I 48 LESSON TWELVE By adding or prefixing ^ or st to these consonants, so spelled, together with Chay, Gay, Lay, Ray, Hay, etc., the syllable names thus formed will, in many cases, be- come the word represented. Hereafter iss and steh may be named separately or in conjunction with the consonants to which they are attached, as shall be most suggestive. CIRCLE AND LOOP NOMENCLATURE WORDS; SECOND LIST (27 Signs; 31 Words) 94. Review Section 19, and read an^ write the following exercise ten times, associating the names of the outlines with the words they represent: \ \ P/- .pea Pees'... peace,... peas P-sez, pieces \ Peest'. Im. Bees',. .pieced .bee .bees -Beestl beast T,'.. -tea Tees', -—teas, tease _6_-.Clicvf-sez, chases ../..Chaystf. .chased ^,~D.K-scz, .cases .==rf=>.Kayst;-... -cased -TT^. Gays,~- gaze .^....Gay-sez, gazes ^.... Hays,'- .raise, jcays J^...- Ray-sez, races, raises ,-^^.i2^-7C- -ark .-^^^2^^-J/, arm Q,...L--N., .-Ellen LESSON THIRTEEN CIRCLE WORD-SIGNS; FOURTH LIST (i6 Word-signs; 20 Words) 95. A thorough mastery of this list of word-signs is necessary. Directions for learning the list will be found in Sections 44 and 45. ..c:7...first,_ steh'^ o is, his,... iss' ..o as, has, iss" .1... .itself, .Tees^ - business, Bees' \_...subject-ed, iss-B' S several, iss-V~ because,.. Kays' ^,<<'....soon, iss-N' .influence, Ens' >^^....next, N'-steh -C...._this,— ..THees- ^-....-those, thus, THees^ b-.-.yes,. Yays- yes sir,. .Vay^-scz \ superior, .iss-P' 50 CIRCLE WORD-SIGNS • 51 phrasing;, miscellaneous principles 96. Is, his, as, has, iis, city, and self may be added to .vord-signs by iss; first by steh; selves by sez. L V. O. C..:..< L^^ it has for us myself your city at first themselves r--is.s F^-iss 31 '-iss Vay^-iss T-steli THee~-sez 97. The word-signs for is, his, as, and has may be en- larged to add one of the same words. The sign enlarged retains its position when standing alone; when joined to a consonant word-sign, it takes the position of the word to which it is attached. _ — .0 D ....ko- is his as his it has his for his is sez' sez^ T-sez F-sez 98. The past tense of a verb ending with s may be formed by changing iss into steh. influence influenced Ens' N'-Steh 99. In applying the principles contained in Sections 86 and 96, if the word ends with iss, the iss must be changed to sez. -^ i 6 .. influence influences gives gives us this this is Ens ' N'-sez Gay'- iss Gay'- sez THees ^ THee ^- sez 52 LESSON THIRTEEN SUPPLEMENTARY LIST (i6 Forms; 32 Words and Phrases) 100. The words and phrases in this list are Avrillcn in accordance with the foregoing principles. If you have mastered the principles contained in this lesson and the word-signs here introduced from preceding lists, you will find it an easy task to write and read the following exercise: — L._its, it is, it has, T- iss _J... at first,. T-steli C these, thyself, THees /■ this is, this has, -Ao. themselves, THee-HCz hears, hers, herself,, .^rs' ..■^.^. ours, hours Ars^' ■•^- ourselves. R-scz is his, is as, his is, his has, sez' myself, ...M'-iss -^rrs himself, 3I~- iss h... yours, yourself,. Yai/S- D... yourselves, Yay-sez influence, Ens' -^ influences, .., _. JS-sez influenced,.. Eust' as has, as is, as his, .0... has his, has as, sez^ Write the list ticcnty limes, and read it ^ack from your own writing until the words can be named as readily as if written in longhand. CIRCLE WORD-SIGNS 53 WRITING EXERCISE loi. Apply the principles already learned in writing the following words and phrases. \\'rite and correct the list, and then write it over and over again until every word and phrase can be written without hesitation. 1. hopes 2. parties 3. objects 4. dollars 5. subjects 6. charges 7. advantages 8. commons g. kingdoms 10. countries 11. comes 12. gives 13. facts 14. advertises 15. changes 16. thinks 17. thousands 18. thanks 19. sees 20. saws 21. says 22. uses 23. uses 24. homes 25. knows 26. wishes 27. things 28. languages 29. longs 30. ways 31. owes 32. whose ^;^. owe us 34. who is 35. who has 36. of his 37. of us 38. on his 39. on us 40. to us 41. to his 42. he has, Chet^-hs 43. has he, iss-Ret ^ 44. he is, Ret '-iss 45. is he, iss-Chet^ 46. as he is 47. and is 48. and as 49. at his 50. for us 51. by us 52. your city 53. if his 54. had his 55. which has 56. have us 57. hear us 58. hear his 59. she has 60. in his 61. know his 62. give us 6^. gives us 64. gives his 65. thanks us 66. this city 67. influence us 68. influenced us 69. he has as 70. it is as 71. it has his 72. for his is 73. if his has 74. thinks his is 75. this is his 54 LESSON THIRTEEN REVIEW QUESTIONS.— Lesson Thirteen 1. How is the plural number and possessive case of nouns indi- cated? (Sec. S6.) 2. How is the third person singular of a verb in the preseni tense formed? (Sec. 86,) 3. What words are added by iss? 4. Enlarging the word-signs for is, his, as, and has, adds wh? ^' 5. The past tense of a verb ending with iss is formed how? LESSON FOURTEEN READING EXERCISE 102. This, as well as the writing exercise, is supple- mentary to Lessons Ten, Eleven, Twelve, and Thirteen. Read and write the sentences and letter until this work can be accomplished with ease and accuracy. .r c\ . y-^ \ .._ c. i /- ft 8 .e.___..:„: \ l^...„.:..:5 : Lx A ir^ : ^ ......:i^ 7....I Z^.._,.L-...\_.^. ZZ..._:>^. V \ 9...:::^ .. ..X...::\......L....^ io.i...2r^*.^.....k.....l....>^.....[^.....^: / *NoTE. — A word-sign may be used in forming a derivative. See unusual in the tenth sentence. 55 50 LESSON FOURTEEN WRITING EXERCISE 103. The following letter appears in shorthand as a part of the Reading Exercise: Write the sentences once, and after the same have been corrected, write the entire exer- cise over and over again until it can be written easily and accurately, and at a fair rate of speed. (No. I, 62 Words) Fayktte, Mo., May 5, 1908. Thomas H. Mason, Ada, Mississippi. Sir: — I-shall ship-the six boxes of books, the two dozen BOXES of ink, the jo2ir dozen ink eraser,s, and-the half DOZEN boxes of chalk, next Tuesday. These things ought (to) reach your store in-time for-the SALE-the last (of the) month. Yours, Archie W. Lawson. WRITING EXERCISE 57 1. All who wish to go to-the city should-be ready soon. 2. They should arrest the boys who sel fire to-the six COACHES On-SUNDAY. 3. Those who ask justice should-be ready to give it. 4. The company shall obey our kingdom's laws. 5. I-shall visil in Nevada, Missouri, Alabmia, and- Mississippi, in July and-AuGusT. 6. My SONS, Joseph and-LESLiE, will sail for Europe in-(a)-few-(i«y.s'.* 7. She-is on her way to-the CITY. 8. It-is-as much-as he-will ever do for-us. 9. It-is-as \ve.-said, however it-may seem. 10. He-has given a-BOX of books to-his cousin. * Note. — Omit a in writing the phrase, in a few days. It will not endanger the legibility. LESSON FIFTEEN DIFFERENT METHODS OF EXPRESSING W AND Y 104. As has already been shown, each lesson presents some new principle of abbreviation, some shorter method of representing letters, syllables, and words. Remember that each new principle adds to the facility of w-iting words where such principle can be applied, and at the same time gives material for increasing speed; hence the necessity of thoroughly learning and applying these principles is obvious. 105. W is expressed by a stroke, a hook, and two semi- circles. Y is expressed by a stroke, and two semi-circles. STROKES FOR W AND Y 106. The rules for the use of the strokes for w and y are as follows: (i) When the only consonant stroke in the word. - :^ ^.~ ^ ^ (T- woe woo Waugh sway yew Way- Way^ Way' iss-Way^ Yay\ (2) When initial and followed by iss, steJi, or ster. - ^ "^- - wise wasp Wooster yeast Ways' Ways' -P Way^-ster Yay'-steh 58 AlEllIODS OF EXPRESSJNG iV AND Y 59 (3) When preceded by an initial vowel. - -^ ^-- -^ V- awoke awake Owasco oyer Way'-K Way^-K Ways'- K Yay'-B ■-k (4) When followed by a final vowel. ;^:> _r\ L highway leeway outweigh Ottaway Pet-Ret-Way' Lay'-Way TtWay T'-Way (5) When two vowels or a vowel and a diphthong come between the stroke and another consonant. V V Wyoming Wyola Way'-M-Ing Way --Lay W REPRESENTED BY A HOOK 107. The w-hook is used when the consonant following w is L, Lay, M, N, or Ray. The outlines thus formed are named Wei, Wem, Wen, Wer. a--...-:'::^. '::f ...}::: wealth Wimrick Wednesday war unwell Wel'-Ith Wem-Ray'-K Wens-D' War' N-WeW W REPRESENTED BY SEMI-CIRCLES 108. The semi-circles foi w, weh _. c _ and wuh ..^.. are joined at an angle to a consonant stroke. X. :ti _L wave wade week unwed tweak iveh-V" weh-D" iculi-K' N-weh-D" T'-nmh-K 6o LESSON FIFTEEN Y REPRESENTED BY SEMI-CIRCLES 109. The semi-circles for y, ych --u.__ and yuh ..it- are joined at an angle to a consonant stroke. --^- --^ -^ \ .J^-rr^.. yoke yellow yore Yates unyoke ych-K~ yuh-Lay- ytih-Eay~ yeh-Tees- N^yeh-K 110. Iss may be prefixed to the W-hook and the semi- circles by writing it distinctly within the hook or semi-circle. :^ ::: _±^..........^. L... swallow swim swine swore sweet iss-Wel' iss-Wem' iss -Wen' iss-Wer~ iss-iceh-T' 111. The IF-hook and the semi-circles for w and y, like the circles and loops, are read first when they appear at the beginning of a word. The convenience of joining determines whether weh or wuh, or yeh or yuh should be used. TO TFIE LEARNER 112. The necessity of a thorough understanding of every principle presented in eacli advanced lesson cannot be urged too strongly. The experience of Charles Dickens, as given in his own language in "David Cop})erfield," will be the experience of every learner of shorthand who only half masters the principles. It will be as impossible to make satisfactory progress in the art without thoroughly under- standing the principles presented in each lesson, as it would METHODS OF EXPRESSING W AND Y 6l be for a workman to erect a building without a suitable foundation. Do not get the impression that you are smarter than others who have learned shorthand, and that it will only be necessary for you to "glance over the lessons." If you do you will be disappoined, for you will find that you will have the work to do over again, providing you did not thoroughly master the principles as they were presented. Take this lesson as an illustration as to what should be done; first, ask yourself the cjuestion: "What is the object of this lesson, and what does it present?" It presents the different methods of representing iv and y, and illus- trates the rules where the different methods are to be used. If you are to write a word in which w must be repre- sented, find out first if it Is to be written with the stroke; decide this by reference to the rules under Section io6. Is it to be represented by a hook? This will be decided by reference to Section 107. If it is not to be represented by a stroke or hook, then the brief sign must be used. If a word is to be written in which y must be represented, apply the rules for writing that letter; decide this by reference to Section 106; if the stroke is not used, then it is to be repre- sented by the semi-circle. It may be asked: "Must a similar process be gone through with every time a word is to be written in which u' and y occurs?" By no means; for, if the principles are thoroughly fixed in the mind, there will be no more hesi- tancy as to which method is to be employed for represent- ing the letter than there is in deciding, in the common long- hand, when w shall be written with a capital letter, or that we put a period at the end of a declarative sentence, or an 62 LESSON FIFTEEN interrogation point at the end of an interrogative sentence, there is no mental effort about it. So it will be in applying the principles in shorthand; after they are thoroughly un- derstood they will be applied with no thought or mental effort as to which method of representing the letter is to be employed. Say to yourself: "I will begin with this very lesson, and will not leave it until I am as famihar with the principles presented as I am with the letters of the alpha- bet. " Let this be your method of practice with every lesson, and success is guaranteed. READING EXERCISE (50 Words) 113. Read and write the following exercise ten times: 1. ^ "^ ^ METHODS OF EXPRESSING \V AND Y 63 WRITING EXERCISE 114. The following exercise is to be written, corrected, and then rewritten ten times: 1. woe 2. Waugh 3. Iowa 4. yea 5. sway 6. woes 7. yeas 8. wayside 9. wisely 10. west 11. wist 12. Wooster 13. Worcester 14. Yost 15. await 16. awake 17. Owego 18. wall 19. wails 20. wool 21. weary 22. wore 23. wealthy 24. Willis 25. win 26. wane 27. window 28. warfare 29. queen 30. quire 31. acquire 32. squire 33- twine 34. quench 35. unwary 36. wit 37. widow 38. walk 39. web 40. weave 41. wing 42. swine 43. swear 44. wages 45. swarm 46. sweet 47. sweat 48. yon 49. Yale 50. subway COALE5CENTS WEH, WUH, YEH, AND YUH IN THE VOWEL POSITIONS 115. Well and yell, written in the vowel positions, ex- press w and y and the dot vowel of that position. Wuh and yuh, written in the vowel positions, expresses w and y and the dash vowel of that position. If the sign is shaded, 64 LESSON FIFTEEN the vowel expressed is long. If the sign is light, the vowel expressed is short. WEII DOT GROUP. WUH DASH GROUP we wa wa wa wo woo wi we wa wo wti vfd'o YEH DOT GROUP. YUH DASH GROUP ye ya ya Ya yo yc yi ye ya yo yu yoo Ii6. This principle is not extensively used, the advanced writer nearly always omitting the w and y in this class of words. -L- -. She may hear (of the) bequest at the time (of the) inquest. REVIEW QUESTIONS.— Lesson Fifteen 1. Name the methods for expressing it'. 2. Give the names of the different signs for w. 3. Name the methods for expressing y. 4. Give the names of the different signs for w. 5. Give the rules for the use of the strokes for w and y. METHODS OF EXPRESSING U' AND Y 6$ 6. Which of the rules for the use of the strokes for w and y are the same as for 5 and z ? 7. Name the strokes to which the w-hook is joined. 8. How are weh, wuh, yeh, and yuh joined ? 9. How are the W-hook, weh, wuh, yeh, and yuh read? 10. Describe the joining of iss to the TF-hook and the semi- circles? LESSON SIXTEEN SUGGESTIVE HELPS 117. Before learning the word -signs for we will, we are, we may, with me, with my, with him, and we know in the following list, note that u'C and with, the first words in the list, are joined as a hook to the word-signs for will, me, my, may, him, and kii07i', already learned. We and with govern the position of the alcove phrases, except with him, which is written on the line to distinguish it from with me. W AND Y WORD-SIGNS; FIFTH LIST (16 Word-signs; 24 Words and Phrases) r .?.._ were, we, with, Well' — Well what, Wuli .= .. would, Wuli^ u ---- ye, year, Yeh' H- yet, Yell --- beyond, Yuh! ^- you,. Yuh' while, we will, -Wcl' .... we are, -Wer' ^. where, work, JVer- ^_ aware, Wcr^ .... we may, with me,...Wem' with my, :^- with him, ...Wenr ..- when, we know, Wen' . c.........:£. Ld. ^ / / J .^. i^. .a-i-^ /^ :>. r .r:....:c:!:_.__A...._^...,.L_^.J...._Z^. .-=v \ .^^.^z^. O. k 1 W AND Y WORD-SIGNS 71 WRITING EXERCISE 127. The following letters appear in the reading exer- cise of this lesson. The accompanying sentences are to be written, corrected, and then rewritten ten times: (No. 2, 51 Words) Edwin W. Wells, Willis, Texas. Sir: We-have-your request of August 5. Allow us (to) say in ANSWER, we wash all wool just as-soon-as we receive it. ^^e-desire to know w'hen we-are (to) weigh a.nd-ship-the wool to-the ciTV. Yours, Webster, Wilson & Co. (No. 3, 32 W0RL)3) Sir: Your request for one dozen boxes, eight inches long, four wide, and-two deep, came in-the first of-this week. We-shall have them /xady by Tuesday or Wednesday. Yours, 1. What-would you-have me do with-your books should- you leave-ihe city? 2. When will you go with-me (to) Webster a.nd-Oswego? 3. We-think we-shall like your new book as well-as-t?he one we-had last week. 4. We-saw one or two yoke of oxen while in-the country. 5. W'e-were with-them on Wednesday of last week. 72 LESSON SIXTEEN REVIEW QUESTIONS.— Lesson Sixteen 1. Enlarging a iveh or wuh word-sign in its natural direction adds what ? 2. Enlarging a yeh or yuh word-sign in its natural direction adds what ? 3. Enlarging a weh or -wuh word-sign in the direction of Ray or Chay adds what ? 4. Describe the joining of you to a following upright stroke. 5. When may the word-signs for we and you be reversed? LESSON SEVENTEEN MISCELLANEOUS TRINCIPLES SHADED M 128. M may be shaded to add p, h, or the sign -word be. The name of the shaded m is Enip or Emb, according as the shading indicates the addition of p ox b. A vowel is read before or after Enip or Emb, but never between the letters represented. .\^ c. ^. pump lump embezzle embarrass may be P~-Emp Lai/'-Emp Emb-iss- Enib-Rays^ Enib^ Lay- PREFIXES AND SUFFIXES 129. The frequently occurring syllables con, com, and cog are expressed by a light dot placed at the remainder of the word; accom, by a heavy dot. commit conscious convey accompany cognizance Com: T' Con: Ish'- Con: V^ Accom: Cog: N'-iss- iss P'-N Ens 130. The suffix ing may be indicated by a light dot placed at the end of a word; ings, by a heavy dot. I .^. ^ 1 1 taking making having eating doings T": ing M': ing V~: ing T': ing D\- ings 73 74 LESSON SEVENTEEN (i) \\'lien it can he conveniently joined, tngs is better expressed with Ing-iss. After iss, Ing is frequently ex- pressed by the stroke. t ^ \^ ^ sayings facings passing rising S'-Ings Efs'-Ings Pees^-Ing Rays'- Ing (2) The Ing-doi cannot be used in words of one syllable which end in ing; in such words the stroke must be used. ring king ' sling May' -Ing K'-Ing Iss -Lay' -lug 131. The suxTix ing and a following the may be expressed by a disjoined tick in the direction of P or Chay, choosing that direction which is most variant from the stroke with which it is to be read. I -:. .- ... -v^.... s^ doing tlie giving the having the knowing the D"': Chet Gay': CItet FV Chct N': Pet 132. The suffix ing and a following (/, an, or and may be expressed by a disjoined tick in the direction of T or K; the direction chosen is that which is most variant from the stroke in connection with which it is to be read. 1 -' ^ ^, doing a giving an making a having and X»': Ket Gay': Tet i/V Tet V\- Tet MISCELLANEOUS PRINCIPLES 75 133. The advanced writer usually omits the prefix and sutTix signs when, by reference to the context, the word intended can easily be determined. When ing can safely be omitted, a following ilie, a, an, or and should be joined in accordance with the principles contained in Section" 4^) and 50. READING EXERCISE (50 Words) 134. The following exercise should be read and copied ten times: e-'-' 76 LESSON SEVENTEEN WRITING EXERCISE 135. The following words, phrases, and letter to be written, corrected, and then rewritten ten times: I. limp 10. thump 18. being 2. pomp II. mop 19. objecting 3- jump 12. mob 20. talking 4- impost 13- comb 21. jumping 5- imposed 14. stung 22. causing 6. imi)ede 15- composes 23- seeing the 7- empire 16. committee 24. seeing a 8. empower 17- cogware 25- giving the 9- bump (No. 4, 79 Words) Thomas H. Sims, Mason City, Iowa. Sir: B. M. Smith will visit with-you di-icw-days early next month. He-will come (to) this-c:z73'-the last (of the) month (to) work for-us. We-wish you-would arrange (to) come with-him. Wc-would like (to) do a-BiG business this season, and-if you-will give-us a-few weeks in July -dnd- August wc-shall pay-yon well for-your SERVICES. Yours, James &-Company. MISCELLANEOUS TRINCIPLES 77 REVIEW QUESTIONS.— Lesson Seventeen 1. Shading M adds what letters? 2. What is the shaded M called? 3. How is a vowel read when used in connection with a shaded M i 4. How are the prefixes con, com, and cog represented? 5. How is accom represented ? 6. How is the suffix ing expressed ? 7. How is higs expressed ? 8. When ing is a part of a syllable, how is it represented ? 9. How may ing and a following the be represented? 10. How may ing and a following a, an, or and be represented T LESSON EIGHTEEN FIRST LIST OF CONTRACTIONS (31 Word-signs; 48 Words) 136. In addition to word-signs, usually consisting of a single stroke, with or without a circle, loop, or hook, and nomenclature-words, words composed of outlines whose names are the words represented, there are also contrac- uons, words not written in full, but as the term implies contracted. Contractions are important words contain- ing three or more consonants and usually represented by outlines containing two or more consonant strokes. ..y.. acknowledge, ..K-J .../. knowledge, N-J~ .familiar-ity, F'- M regiilar-ity, Ray'- Gay ' inegular-ity, . it! - Gtiy JS-T' nothing, : N-Ith' -^^\ — referred, Ray'-F r^.^-.^refers-ence,- Ray'- F- iss ^^ impossible, .Emp'-iss impossibility, .- enough,.... N-F' objector, B~-R important -auce,.E7?i2? ' .-/^rs improve-ed-ment,-.£'»ijj- may be, ...Jo disadvantage, ..J5- iss-J ^TA^... never, N-V' 78 FIRST LIST OF CONTRACTIONS --peculiar-ity, P - K -.represent-ed, -Ray'- P 79 .- respect-ed- Ray'- ful-ly, iss-P ^r!fC ..-nevertheless, ....iV: V~ intersect- ing SL...- notwithstanding N': T~ intersect- ing SUGGESTIVE HELPS 137. With the exception of the outlines for inquire and highly, the following words, a part of the list of contrac- tions, are formed by the combination of two word-signs, or a word -sign and another word -form: .anything,. JV-Jjigr anywhere, N- icer inquire, forever,-.. -F'- V onto, Ret '- Pet -highly, Pet '-Lay I will. something^ iss -71/- Ing \_-.. whenever, wen-V~ t/.v^... wherever, wer-V^ .\=^... become, -B^- K. V to become,- -JS^-K DERIVATIVES 138. When a primitive word is represented by a word- sign, a derivative may be formed by prefixing or sufl&xing to the sign the necessary consonant or consonants to form the derivative, joining them if convenient; if not, they may be disjoined. peculiar P'-K peculiarly P'-K-Lay familiar F '-M unfamiliar N-F'-3J 8o LESSON EIGHTEEN TO THE LEARNER 139. It does not take a long time, comparatively, to learn the principles presented in a lesson; it is the illus- trating the principles in writing that requires time, and this is the real work in learning shorthand, and is generally where the learner fails. He does not write enough. He seems to have forgotten the three rules, practice! practice! prac- tice! If you are not writing the exercises the designated number of times, then you should set yourself to this task at once, and never leave a lesson until this part of your work has been well and faithfully done. The best teacher in the world cannot help you in this respect. The real work must be done by the learner himself. And this work, v,e repeat, is practice! practice! practice! READING EXERCISE 140. The following sentences, which contain all of the contractions in the foregoing list, should be read and written ten times: :C.. Z ^. -V .:\„. .:rf.....^. 1... J 2^ 3.,y. L .^.\o\..s v^--. .( aA v^....v . .--...— .>o ■V .^....rx.-...-...-..-.^.....|^. -5..^..„^A„.-!o...j..-.A....i .i<.„.zv^....).. .».../.. FIRST LIST OF CONTRACTIONS .6. ^M / u. _ / r.. A /-^ 9. 10 V. 11 n.. -,-^- /. / ■^ ^z- 13....V/V 15 L6._./.... n....V 18. 19. 20 _C_ u :2.„..k.__...N^ t \ \. LESSON EIGHTEEN WRITING EXERCISE 141. The following letter should be written, corrected, and then practiced until it can be written correctly, and at a fair rate of speed: (No. 5, 96 Words) James H. Mason, Chicago, Illinois. Sir: The package \o\\-ask us (to) ship you will go by steamer on-Tuesday, and-it ought (to) REACH-you by next Wednes- day. We-hope this will-be in-time to-be of sernice to-the l).irty (to) whom you-refer. W'e-have several large bills (to) pay on-the first of next inonlk, and-we-are asking those who ow^e-us (to) pay something on uie bills long due. We-shall-be happy (to) acknowledge-the receipt of -your check for $1,000. Yours respectfully, Jackson &: -Thomas. REVIEW QUESTIONS.— Lesson Eighteen 1. What are contractions? 2. What is the difference between contractions and word-signs and nomenclature-words ? 3. Why are the last words in the foregoing list of contractions particularly easy to remember? 4. How are derivatives formed? 5. What must the learner require of himseir to succeed as a writer of shorthand ? LESSON NINETEEN THE SHORTENING PRINCIPLE 142. The letters / and d occur so frequently that it is necessary to provide some method of representing them other than the stroke. The method that best answers the purpose of speed and legibility is that of shortening or making half-length the stroke that precedes / or d. The context will readily determine which letter is added. 143. Half-length outlines are vocalized the same as full-length strokes. The / or d added by shortening is read after a vowel and final hook, and before a circle or loop. 144. The rules governing the position of full-length strokes, Sec. ^j,, rules i, 2, and 3, are also applicaljle to half-lenglhs. 145. Half-length outlines are named by adding et or ed to, or by combining the sound c-f / or d with the letter shortened. . r ': 1. ':.. ^ . . cheat taught date cheats fade thoughts Cliet' TeV Det- Chets' Fed' TheW 146. The strokes Way, Yay, Ing, Emh, and Emp a'-e never made half-length unless they have an initial or final hook. 83 84 LESSON NINETEEN 147. As the simple strokes Way, Yay, Ing, Emp, and f.Dih are not made half-length, the corresponding light strokes, R, L, N, and M, without an initial or fmal hook, may be made half-length and shaded to indicate that d follows; unshaded, that / follows. r ...., .^ /5N old light soared sort mode moat wind Eld' Let' iss-Ard' iss-Art' Med' Met'. Wend' 148. Occasionally, to avoid an awkward outline, it is better to write / and r upward instead of downward, when shortened to add d; upward strokes, of course, are not shaded. ^ /^- ^ ^-- gored lard embezzeled misled Gay -Red' Lay^-Red Emb-iss-Led~ M-iss-Led' 149. JRay, when standing alone, is never made half- length to add / or d. 150. When a regular verb is represented by a full-length stroke the past tense is generally indicated by making the sign half-length. When t or d is preceded by another t or d sound, it is sometimes necessary, in order to denote the ])ast tense, to disjoin the last t or d. ^ ' ) y t h 'i wish wished use used ask asked dated Ish' Isht' Z' Zed' S'-K S'-Ket Det~:D THE SFIORTENIN3 TRINCIPLE 85 151. The halving i)riiuiple, like many others in short- hand, is not to be invariably employed; but judgment must be used, and due attention given to analogy, angles, syllabi- cation, and outlines that obviate difticult joinings. 152. A straight or curved stroke, following another stroke in the same direction, should not be made half length to add / or d; the full outline should be used. liked fagged evoked Lay'-K-T F'-Gmj-D V-K-T 153. The addition of a syllable requires the use of the stroke for / and d. _„r 3. n: ^. \ DL, need needed needy pit pity Kitty Ned' Ned-D' N-D' Pet' P'-T K-T' TO THE LEARNER 154. You must be careful to distinguish the half from the full-length strokes ; too much pains cannot be taken in this particular, for often illegible notes can be traced directly to carelessness in this respect. It is better to make the half- lengths a little short rather than too long. As t and d are the most frequently recurring consonants, it is necessary to understand the halving principle, no matter how long it may take you to do so. We are anxious to have you ''get on," but it must not be done at the sacrifice of correct 86 LESSON NINETEEN outlines and legible notes, which is sure to occur if you do not give the necessary time to the mastery of this lesson, one of the most important in the book. READING EXERCISE (50 Words) 155. The following exercise is to be read and copied ten times: IV /. - r- 2.---^--^--v..-.a.--:^*---^--:L-" ^ 3. 9y. ^ '9^ -w^—? L. -h l^ ^ •_ ' ! -Iryj^......)^.. .,- !^ ^ C:.. WRITING EXERCISE 156. Write the following exercise, correct, and rewrite ten times: I. deed 8. shades 15- mad 2. fought 9- shut 16. might 3- fades 10. lot 17- saint 4- fad II. late 18. signed 5- vied 12. sold 19. sinned 6. shot 13- Meade 20. spade 7- shade 14- mode 21. spot THE SHORTENING PRINCH'LE 87 22. cut 23. sand 24. sealed 25. spouts 26. badly 27. astound 28. ascend 29. ascends 30. madam 31. absurd 32. lately 33- fatal 34. fumed 35. inward 36. paged 37. melt 38. malt 39. attached 40. metal 41. wired 42. worried 43. midnight 44. mitigate 45. latitude 46. dedicating 47. stating 48. compute 49. compete 50. ultimo REVIEW QUESTIONS.— Lesson Nineteen 1. Making a stroke half-length adds what letters? 2. How can the writer determine which letter is added? 3. In what order are the letters added by shortening, read? 4. How are half-length sign:: vocalized? 5. How are half-length signs named? 6. What strokes are not made half-length unless they have an initial or final hook ? 7. What strokes are shaded when made half-length to add d? 8. What strokes, when standing alone, are never shortened to add^? 9. When must the full length strokes for I and d be employed? 10. How is the past tense denoted? • LESSON TWENTY HALF-LENGTH NOMENCLATURE WORDS; FOURTH LIST. (iS Signs; 34 V/orus) 157. In the following list the names of the outlines are the words they represent. It is therefore unnecessary to memorize these as regular word-signs. Review the lists in Sections 19, gj, and 118, and write this list tc:i times, as- sociating, as you do so, the names of the outlines with the words represented. --N Pet^- —-pet -<^. Jetsf- ..\o Pets-.. Bd;_. \ No -pet -pets -bet Bcd;- -bed Bets,i .bets Bcdsi -beds y i Dctl... debt Ded,~— -dead -t Dets^- ....debts ./ Jet; .jet jets .^_ Get-. get .^ Gets;, .gets ..V Fed- fed .C......Let-. .let .-^ Arti^ ...art -:^ Arts,^. arts ^. Met;.... met, .J^et,- _net, .^. Nets,^. ....nets, HALF-LENGTH NOMENCLATURE WORD-SIGNS Tq ,, ,, T.J, .-(^. Werd^- word AecZ,:.- .Ned ..c^. Werds',. words .. Endsl -ends Went;. went Wcnd^- wend Welt;- welt Weld~- weld C READING EXERCISE 158. The following letter to be read and written ten times : (No. 6, 64 Words) 1 ^ "^ V-^ ^"-^-FT^ ^- ....l...vw;<.. natural-ly, Net~- L .5-'.. .under, hundred, End~ want,. - ...Went' .wished, Isht' .y..used,. .Zed' READING EXERCISE i6i. The following sentences and letter should be practiced until they can be read and written correctly and without hesitation: ..v. -3...C- :^.-...--^.. „ I ^ r [.....r:.....\....>^.....r. ~^. .cA......).-.-^....:k' HALF-LENGTH WORD-SIGNS 93 MISCELLANEOUS HALF-LENGTH TRINCIPLES 162. The words il and ichal may be added by making a preceding word-sign half-length, in its regular position. Had and would may Le added in like manner, the word- sign shortened being written in the third [Kwition. . I -/ if it in what it had which would FeV ' Net' Ted' died' 163. Derivatives may be formed from the following, or any preceding or suljsequent Hst of word-signs by pre- fixing or suffixing, joining or disjoining, according to con- venience, the consonants necessary to form the derivative. God godly good goodness Ged' Ged-Lay' Ged' Ged'-N-iss WRITING EXERCISE Half-length Phrases 164. The following phrases are written in accordance with the principles contained in Sections 96 and 162. In writing the phrases is if, as if, and has if, Z is used to exy)ress the first word of the phrase, and shortened to add //. Write, correct, and rewrite the list fen fimes. 94 LESSON TWENTY-ONE I. it had 13- if it 25. have it 2. it would 14- for it 26. while it 3- which it 15- for what 27. when it 4. which would i6. see it 28. acknowledge it 5- which had 17- say it 29. represent it 6. by it i8. was it 30- is it 7- doit 19. use it 31- as it 8. had it 20. in it 32. has it 9- give it 21. in what 33- is not lO. think it 22. know it 34- as not II. she had 23- they had 35- has not 12. she would 24. thev would 36. let us REVIEW QUESTIONS.— Lesson Twenty-one 1. What words are added by shortening a word-sign in its regular position ? 2. What words are added by shortening a word-sign and writing it in third position? 3. How are derivatives formed ? 4. Explain the principle involved in writing the phrases is it, as it, and has it? LESSON TWENTY-TWO METHODS OF EXPRESSING H 165. H is the weakest element and one of the most frequently occurring letters in the English language. It always comes before a vowel, and in shorthand is repre- sented in two ways: by a stroke and a tick. The Stroke for H 166. The rules for the use of the stroke for h are is follows (Note the similarity of these rules with those for s and z, section 87, and w and y, section 106): (i) WTien the only consonant in the word. ><....Jiaughty, Hay'-T 95 96 LESSON TWENTY-TWO The Tick ior H 167. j\Iany writers prefer to omit h in all words except where the stroke is required. It is not anticipated that any difficulty will be experienced because of such omission in practical work, ^\^len desired, h may be expressed by a sloping tick, joined to the following stroke. ^ 1 L^ ::s _....^ hate heaJ hitch whey whine Ret-T~ Bet-D~ Ret-Chay' Chet-Warf Pet-wen' Note. — In common orthography, such words as whey, ivhiiie, whig, etc., are written with the h after the w, although the aspira- tion is before it. In shorthand, h is correctly written before the w. READING EXERCISE (50 Words) 168. The following exercise to be practiced until it can be read and written correctly, and without hesitation: ,.A...<.^A..A...^..A ^....Xl.^ ,.S. rJl -..•C....^ -- ^.-1 H omitted: METHODS OF EXPRESSING H 97 (No. 9, S3 WURDS) -^- ^ ^-....^-/...... -!y-..-r^-...o....^ \...:...c .^......v......^....C:^.. i^--^-4 -- |,--^--:r:...__w.....^_ ^... l..J._...l ,.....r::.....^.^CA. , _ .A. WRITING EXERCISE 169. The following exercise to be written, corrected, and then rewritten ten limes: 1. hue 2. aha 3. hew 4. Hugh 5. ^ la hew 6. hazy 7. Harry S. halo 9. Hettie 10. hisses 11. hoes 12. Hess 13. haze 14. hazes 15. Ha/'en 16. hissed 17. hosts 18. hasty 19. hate 20. hat 21. hitch 22. hedge 23. harm 24. whey 25. whit 98 LESSON TWENTY-TWO Omit h in the new words of the following sentence He HiT-the white horse a -hard whack on-the head with a-HUGE HICKORY WHIP. REVIEW QUESTIONS.— Lesson Twenty-two 1. In how many ways is h represented? 2. When should the stroke for h be used? 3. Describe the tick for h. 4. When should h be omitted ? 5. The rules governing the stroke for h are similar to those for what other letters? X4S ^■^U^S. 7>; LESSON TWENTY-THREE INITIAL HOOKS FOR L AND R 170. The consonants / and r are classified as liquids, because they so readily coalesce with a preceding con- sonant, as in the words fly, play, pray, gray, etc. So perfectly do the / and r blend with preceding consonants, that the union forms a kind of consonant-diphthong, and the pronunciation of the two is made, seemingly, with but a single effort of the vocal organs. Z,-HOOK 171. A small initial hook, joined on the circle side of P, B, T, D, CJiay, J, K, Cay, F, V, Ith, THee, Shay, and Yay, indicates the sound of a following /. The L- hook is also joined to Ray, M, and A^, but it must be made large to distinguish it from the TP^-hook on the same strokes, Section 107. Shay has the 1,-hook at the bottom, is always written upward, and never stands alone. The combinations formed as alcove are named Pel, Bel, Tel, Del, Chel, Jel, etc., and as a class, may l;e called the Pel signs. ^ --■ - \y \^ t- play clay evil barrel bushel pannel Pel' Kel- Vel' B'-Rel B'- Shel P'-Nel 99 TOO LESSON TWENTY-THREE i-nOOK TABLE 172. The following table illustrates the manner of placing the L-hook to all the consonant-strokes to which this hook is attached. Copy the table ten times, speaking or thinking the name of the outline at the time of \\jiting. ....\......A C... f ..Z A .^......s^... ri Bl Tl Dl Chi Jl Kl Gl Pel Bel Tel Del Cliel Jel Kd Gd Fl VI Thl Thl Shi Yl Rl Ml Nl Fel Vel Thel THel Shel Yel Rel Mel Nel 173. The L-hook is never joined to S, Z, Ish, Zhay, R, L, Lay, lug, Way, and Hay. i?-nooK 174. A small initial hook, joined on the opposite to the circle or L-hook side of P, B, T, D, Chay, J,- K, and Gay on the circle on inside of F, V, Ith, THce, Ish, Zhay, M, and N, indicates the sound of a following r. The com- binations thus formed are named Per, Ber, Ter, Der, Cher, Jcr, etc., and as a class may be called the Per signs. ^ 1 ^ ^ _ TX pray eater crow acre gray dream Per- Ter' Ker~ Ker~ Ger~ Der'-M 175. As the small hook on F, V, Ith, and THee is em- ployed for /, it is necessary, in order to represent the INITIAL HOOKS FOR L AND R loi 7?-hook on these letters, to turn them over, or reverse them. As R, Way, S, and Z do not take the R-hook, no confusion will result from the change. '^ "^ ^ !> 7 _^ offer fry free aver three gather Fer' Fer' Fer' Ver- Ther' Gay-THer^ 176. As the small initial hook on A^ and M is employed for IF, and a large hook for /, it is necessary, in order to express r on these letters, to shade the stroke. As Emp and Ing do not take the 7?-hook, no confusion will result from the shading of M and N. \, I inner banner rumor dinner Ner' B-Ner Rmf-Mer D'-Ner i?-HOOK TABLE 177. The following table illustrates the manner of placing the /^-hook to all consonant-strokes to which this hook is attached. Copy the table ten times, speaking the name of the outline at the time of writing. ....■\ ^ 1 1 _/..._._/_ c^_ .-.- Pr Br Tr Dr Chr Jr Kr Gr Per Ber Ter Dcr Clier Jer Ker Ger .^ r^ 5 .) d J. ^ .^. Fr Vr Thr THr Shr Zhr Mr Nr Fer Ver Ther Tiler Sher Zlier Mer Ner 10 2 LESSON TWENTY -THREE Vocalization 178. Vowels and diphthongs are placed beside a con- sonant with an L or i?-hook in the same manner as if the hook were not attached. They are read before or after both consonants in the group according as they are written before or after it. flee Ter' Ter' VeV FeV Gel' Ker' '. j;^-. try tree oval flee glee cry 179. Occasionally the L and i?-hooks are used when a distinct vowel sound occurs between the stroke and hook, in which case it will be necessary to observe the following rules: Dot vowels are made into circles and written before the group, if long, and after it, if short. Dash vowels and diphthongs are written through the stroke in the proper position. i\::::- r. 1 -e^^- feel dark fill core cool cure FeV Der'-K Fel' Ker' KeV Ker' 180. In some combinations it will be necessary to retrace the preceding stroke to form the hook. cobble ripple chipper baker tiger K-BeV Ray'-Pel Chay'-Per B'-Ker T'-Oer INITIAL HOOKS FOR L AND R 103 READING EXERCISE (50 Words) 181. The following exercise should be practiced until it can be read and written correctly and without hesitation: WRITING EXERCISE 182. The words and letter to be written, corrected, and then rewritten ten times: I. plea 10. luckily 19. payable 2. prose II. phrase 20. meager 3- price 12. frame 21. noble 4- looker 13- freely 22. tunnel 5- keeper 14. usher ^i- owner 6. idle IS- throw 24. apple 7- initial t6. official 25- draw 8. lover 17- pressed 26. treat 9- likely 18. liable 27. azure I04 LESSON TWENTY-THREE 28. address 36. club 44. radical 29. editor 37- copper 45- cable 30- bloom 38. fable 46. cabled 31- bul:)ble 39- frame 47- final 32- employ 40. framed 48. coarsely 33- employed 41. reapers 49- clew 34- buckle 42. rubber so- park 35- buckled 43- robber (No. 10, t:,9 Words) Parker, Bricker &-^Ieeker, Caldwell, Ohio. Sirs: We-have-yours (of the) .iSth, and-in-EEPLY would-say that-you-may purchase for-us, a.nd-ship by railway, one barrel of sugar, two barrels of 'RiCE,fonr tubs of butter, one keg of pickles, and twenty-five boxes of pepper. If, for any reason, you-are UNABLE-to (Blci^) make-the purchase, please let-us know immediately. Our check for $85.00 will-/jo (to) you by first A! ail on-Wednesday. Respectfully-yours, A. W. Baker &-Co. REVIEW QUESTIONS.— Lesson Twenty-three Describe Ihc joining of the Z,-hook. Name the strokes to which the i-hook is attached. Why is the Z-hook made large on Ray, AI, and N? Name the strokes that do not take the i-hook. Describe the joining of the 7?-hook. Name the strokes to which the i?-hook is joined. INITIAL HOOKS FOR L AND R 105 7. Why arc the strokes M and N shaded, and the strokes F, V, Ilh, and THee reversed, when the /?-hook is joined ? 8. Name the strokes that do not take the i?-hook. 9. How arc the L and i?-hook combinations named ? [O. Describe the vocalization of the L and 2?-hook combina- tions. LESSON TWENTY-FOUR INITIAL HOOK WORD-SIGNS; SEVENTH LISl (48 Word-signs; 74 Words) 183. Inducing the student to familiarize the word-signs and contractions is one of the most difficult experiences of the shorthand teacher. Word-signs and contractions are the rapid writer's most powerful ally. Constant repetition alone can secure command of what is found to be the bulk of all shorthand writing. people,. Pel' \ proper, Per' ..-\.. principle, Per' principal-ly, .-<\ -..practice, -Per^ practical-ly, (\ .particular, Pret' .'N... pretty, Pret' opportunity, "belong-ed^ Bel' \ .able, believe-ed, ..\.. member, remember-ed. BeV -Ber' ..'V.jiumber-ed, -Ber^ brotlier, .1— till, -Tel' r. until, TeV .P__,at least, Tef-steh r__.told, - .Teld' J. ..truth, Ter' ..l._. toward, .doctor,. dear,. 1 -during, Der' -Der' Der" great, Gret^ INITIAL HOOK WORD-SIGNS 107 call, equal-ly, Kel' called, equaled, Keld' -^^-difficult-y,- Kel~ accordingly, Kred' =rrr. care, Ker~ ..qr.. .cared, Kred~ ..L..full-y,....- Fel' .-^_value,..-_ Vel^ ..^-.valued, Vled^ -form, .J'er formed,- -Fred' ..._N Jrom, Fer^ -over, Ver' ..-T^ -every, very, Ver^ cv ..favored,. '^.. favor, -Vcr^ Vred' authority, -Thret' ...O.- throughout, Thret^ ../..through, TJiei^^ .._ either,.... THer' .- /-there, their,-- -THer'' -^ other, THer^ .y...suTe-\y, Slier' .^..pleasure, Zher" Mr., mere, Mer' re mark -ed, cr?\-more, Moore, Jder^ near, nor,. Ner..'-.. -S— ^.manner, Nen?~.^ io8 LESSON TWENTY-FOUR READING EXERCISE 184. The following letter is to be read and written ten times, or until both the reading and writing can be accom- plished with case and accur.icy: (No. II, 100 Words) T-^- ..jT. ^ >fe. .r. TV'""' \- r T ■^-■r-f -^ ^ -^-,- ■-1 ^ INITIAL HOOK WORD-SIGNS 109 WRITING EXERCISE 185. The following sentences and letter to be written, corrected, and then rewritten ten times: 1. The month of August is usually very 'ixnirm in-this PART (of the) country. 2. He PLACES no treasure in-TRIFLES, but INVESTS his MONEY in things valuABLE. 3. The principal and-PREACHER, each spoke to-the people on-the subject of "Rei'orm." 4. Your favor (of the) 13th was received a.-week ago. 5. Judge Moore refused (to) hear-the pica (of the) people (of the) humble parish. (No. 12, 37 Words) Dear Sir: We-are in-receipt (Ner-iss-T^) of-your favor of May 13, and-iN-REPLY {Ket-Ner-PeP-) thereto, beg (to) say that our people are very likely to call on-you during their stay in-the city. Yours-respectfuUy, LESSON TWENTY-FIVE ISS PREFIXED TO THE Z.-HOOK 186. Iss is prefixed to the L-hook by writing it distinctly within the hook. When spoken of as a class these combi- nations may be called the iss-Pel signs. Copy the follow- ing table ten times: ...A .\ r_ r. A ./^. .^. ^- sPl sBl sTl sDl sChl sjl sKl sGl iss-Pel iss-Bel iss-Tel iss-Del iss-Chel iss-Jel iss-Kel iss-Gel L_-..X ( C ^. e^.......G::s......<^... sFl sVl sThl sTHl sShl sRl sMl sNl iss-Fel iss-Vel iss- iss- iss-Shel iss-Rel iss-Mel iss-JVel Thel THel 187. As iss is always read first when it occurs at the beginning of a stroke, section 79, a vowel that is placed before an iss-Pel or iss-Per sign is read after the circle and before the stroke by which it is placed. i :t r ^ ;'^ settle settled sickle satchel civil iss-Tel' iss-Teld' iss-KeV iss-ClieV iss-Vel' 188. Iss may be joined to an L-hook in the middle of words, but the formation is sometimes imperfect. ^ - (.■ taxable visible display T'-K- iss-Bel Vees'-Bel Dees'- Pel no ISS PREFIXED TO THE Z-HOOK m ISS, SEZ, AND ST EH Prefixed to the R-hook. 189. Iss is prefixed to the 7?-hook on a straight stroke by making the hook into a small circle, and to the i?-hook on a curved stroke by writing it distinctly within the hook. When spoken of as a class these combinations may be called the iss-Per signs. Copy the following table ten times: ......\ ^ 1 1 z / -.^_ ^^.... sPr sBr sTr sDr sChr sjr sKr sGr Sper iss-Ber Ster iss-Der iss- Cher iss-Jer Sker iss-Ger .....!^........^.......l 1....J......J ^ .^.... sFr sVr sThr sTHr sShr sZhl sMr sNr iss-Fer iss-Ver iss- iss- iss- iss- iss-Mer iss-Ner Ther THer Sher Zher 190. Making an i?-hook on a straight stroke into a large circle, prefixes sez; into a small loop, steh. 1 '\ sister stopper sticker Sez-Ter' Steh- Per' Steh-Ker' 191. The i?-hook, between two straight strokes extend- ing in the same direction, may be made into iss or sez. In all other cases iss must be written distinctly within the hook. prosper destroy disaster extreme Per'-iss-Per D'-Ster D'-sez-Ter Kays-Ter'-31 112 LESSON TWENTY-FIVE 192. R may be omitted between two strokes when iss cannot be joined in accordance with Section 191. describe subscribe D'-Skay-B Iss-B-Skay-B TO THE LEARNER 193. You were told in the first lesson to thoroughly memorize ihc alphaljct. The alphabet is like the founda- tion of a house; upon it everything is built. Whatever the abbreviating principle may l)e, whether a circle, loop, or hook, it is attached to the same old alphabet that you learned in Lesson One. You will now readily under- stand the necessity of being able to write quickly any new combination or modification of the consonant strokes. This is the material with which we build up shorhand. We may know and be al)le to tell how to make use of the material, but this is quite a different thing from putting into practice what we know. There must be no slighting of the amount of writing to be done. Copy every table and exercise the designated number of times. Following the directions given in each lesson insures success. Learn the principles thoroughly. Do not slight any part of your work. Do not get discouraged, but work away. What thousands of others have done, even without a teacher, you can do. Your motto should be: practice! practice!! PRACTICE I ! ! ISS PREFIXED TO THE Z-IIOGK II' READING EXERCISE (50 Words) 194. Practice the following exercise until it can be read and written correctly and without hesitation: WRITING EXERCISE 195. The following exercise to be written, corrected, and then rewritten ten times: 1. settle 2. settled 3. saddle 4. saddled 5. cycle 6. sickly 7. disclose " 8. discloses 9. disclosed 10. supposable 11. peaceably 12. feasible 13. blissful 14. exclaim 15. sachel 16. scramble 17. cedar 18. solder 19. soldered 20. secret 21. seclude 22. strayed 23. street 24. spread 114 LESSON TWENTY -FIVE 25. spruce 26. supper 27. sicker 28. stretcher 29. safer 30. sinner 31. scream 32. scrape 33- struggle 34. prospered 35. tapestry 36. listener 37. prisoner 38. stagger 39. scratch 40. secrecy 41. stream 42. scraper Omit R: 43. descry 44. described 45. subscribed 46. subscriber 47. proscribe 48. proscribed 49. prescribe 50. prescribed REVIEW QUESTIONS.— Lesson Twenty-five 1. Describe the joining of iss to the L-hook. 2. Describe the joining of iss, sez, and sieh to the i?-hook on straight strokes at the beginning of words. 3. Describe the joining of iss to the i?-hook on curved strokes. 4. Describe the joining of iss to the i?-hook between two strokes. 5. How is a vowel read when placed before an L or i?-hook group with iss prcfi.xed ? LESSON TWENTY-SIX BACK HOOK; L AND i?-HOOKS ENLARGED ZjV-Hook 196. The syllables in, en, un, and sometimes on, and the word in, may be expressed by a small back hook, called the in-hook. It is joined as follows: To the straight line iss-Per signs, To iss-Tel, iss-Del, and iss-Vel, and To iss joined to Lay, R, M, and Way. ......1 r. ^ 5 _...^ instruct unsettle enslave onslaught in same in-Ster- Ket in-iss in-Slau—V in-Slet' in-iss-M' Tel' Ler and Rel-Hooks 197. Enlarging the small L-hook adds the sound of r, and is called the Ler-hook. Enlarging the i?-hook adds the sound of /, and is called the Rel-hodk. The combi- nations thus formed, when spoken of as a class, are called the Pier and Prel signs. The following complete table of Pier and Prel signs should be copied ten times: ^ . ^ r .. L......./2......./2. Pier Kler Bier Tier Dler Chler Jler ..c_ .L.......L......X.......X......_c^.._ Gler Fler Vler Thler THler Shier "5 Il6 LESSON TWENTY-SIX .....^......^ 1 .1 .Z 2 _cr.___...c^..„ Prel Brel Trel Drel Chrel Jrel Krel Grel or Perl Berl Terl Deri Cherl Jerl Kerl Gerl Frel Vrel Threl THrel Slirel Zhrel Mrel Nrel or Ferl Verl Therl THerl Sherl Zherl Merl Nerl Vocalization 198. A vowel written before a Pier or Prel sign is read first. If written after such sign it is read before the r ox I added by the enlargement; that is, the r or / is read last. k. c;. :x.. ..^ ^:. abler glare April trials Bler^ Gler- Prel^ Trels' READING EXERCISE (50 Words) 199. The following exercise is to be read and written ten times: 1 4^ 5.-.C 6...n- BACK HOOK; L AND i?-HOOKS ENLARGED 117 WRITING EXERCISE 200. The following exercise is to be written, corrected, and then rewritten ten times: 1. ensober 2. ensobered 3. unstrung 4. unscrew 5. unsuppressed 6. insuperable 7. unsettled 8. unsaddle 9. unsaddled 10. enslaved 11. insoluble 12. unsurmised 13. unswayable 14. unsolvable 15. onslaught 16. unsullied 17. clergy 18. traveler 19. gambler 20. gobbler 21. bachelor 22. tolerable 23. tolerably 24. smuggler 25. cobbler 26. dabbler 27. mackerel 28. secular 29. clear 30. Colorado 31. color 32. clarify Z2,- bugler 34. shingler 35. rambler 36. tattler 37. discolor 38. discolored 39. declares 40. circular 41. fiddler 42. fumbler 43. trial 44. trail 45. peddler 46. thrall 47. enthrall 48. orchestral 49. mineral 50. minerals REVIEW QUESTIONS.— Lesson Twenty-six 1. Give the names of the three hooks introduced in this lesson. 2. What syllables or letters are expressed by them? 3. How are the enlarged hook-groups named, and what are they called when spoken of as a class? 4. How is the / or r added by the enlargement r-'ad ? 5. How is a vowel read when it follows a stroke with an enlarged hook? LESSON TWENTY-SEVEN MISCELLANEOUS INITIAL-HOOK PRINCIPLES All and Will, Are and Our, Added 201. All and will may be added by the L-hook to a full- length consonant or vowel word-sign, and to the horizontal and-iick. [ _____..r f. ^ it will at all they will of all and all Tel' Tel-' Tllef Pkt' Klet' 202. Are and our may be added by the 7?-hook to a full- length consonant or vowel word-sign, and to the horizontal and-{\c\.. y :.„.:^ Ter' Tiler Pret' Kret' •■-1- at our they are of our and our 203. All and ivill may be added by enlarging the R- 1.00k, and are and our by enlarging the Z-hook, on a full- length consonant stroke. .^ .^. -Q. there will from all value our THrel' Frel' Vler' X18 MISCELLANEOUS INITIAL-HOOK PRINCIPLES 119 204. All or will and are or our may be added by the Ler-hook. Are or our and all or will may be added by the Rel-hook. ^ P ^ for all are at all our they are all Fler' Tier' THrel' 205. Selves may be added by sez to word-signs to which our has been added by the 2<-hook. .^ to ourselves by ourselves Fret'- sez Ber'-sez L, R, Ler, and REL-B.00K Phrases 206. The following phrases should be written, cor- rected, and then practiced until they can be written from dictation, and read back from the phrase-signs thus written, correctly, and without hesitation: I. by all 14. have all 27. and will 2. it will 15- they will 28. by our 3- at all 16. are all 29. by ourselves 4. at all our 17- know all 30- at our 5- do all 18. in all 31- do our 6. had all 19. of all 32. which are 7- each will 20. to all 33- if our 8. which will 21. all will 34- for our 9- much will 22., but will 35- for ourselves 10. if all 23- on all 36. from all Il- for all 24. should all 37- they are ia. for all are 25 who will 38. they are all 13- for all our 26. and all 39- there will I20 LESSON TWENTY-SEVEN 40. in our 44. to ourselves. 48. who are 41. know our 45. all our 49. and our 42. of our 46. on our 50. and are 43. to our 47. should our INITIAL-HOOK NOMENCLATURE WORDS; FIFTH LIST (20 Signs; 27 Words) 207. Remember that the names of the outlines for all nomenclature word-signs are the words they represent. Write and read the following list ten times: A..Pelt: pelt .S..Bef. -bell ..S>...Bdt:. __'^_J .S. .belt ^blur Blertl blurt Bert:. Berd. Bret:. Bert .bird .Bret Bred bred, bread .l....Tred": BlerdL .blurred l..1. Dredt ...L.DelL ../l-JelL. ..^JFell. ...^..FeltL .tell dell jell fell felt ..Si-FlerL flirt ..^Peri: Pearl ..Kerr. ..Gerf. \ Fret: Fred: .tread ..dread _curl -gill .fret .Fred Thret: threat Tlired: thread .Therstl thirst MISCELLANEOUS LNITLVL HOOK PRINCIPLES I2i 208. JMISCELLANEOUS WORD-SIGNS; EIGHTH LIST (8 Word-signs; 9 W^ords and Phrases) ./TTTb. Messrs , Ems-Rays' /- Mrs., Ems-S' ..C\... truly, ^Trel' .l\>- express, surprise, -S/jers' spirit,..- iss-Pj(i' «^ in order, Nerd' P ..... till it,. Telt' .p.. until it, Telt^ READING EXERCISE 209. The following letter is to be practiced until it can be read and written accurately and without hesitation: (No. 13, 54 Words) ^-v/- ..._^. c. .t^. \^ ^. -In. ■P w 122 LESSON TWENTY -SEVEN WRITING EXERCISE 210. The following sentences should be written, cor- rected, and then rewritten ten times: ■ 1. They-will surely be able-to (Blet^) send-us a.-check by-the last (of the) month. 2. We believe there-will-be no trouble on-that score in-the future. 3. They-are-all fully aware (of the) value of-his serv- ices. 4. They-are very-sure to-come over in-time for-the address. 5. The proper thing for-all of-us (to) do is (to) practice each exercise many time5. 6. Por-all we-know it-will-be here in-time for-the jail TR.\DE. 7. It-will-be impossible for-all of-us to-be in-the city next week. 8. We-have received your check for $8, for hill of April 13. 9. It-will-be DISPLAYED in-our office and-in-the show windows of-all (of the) drug stores (of the) city. 10. In answer fto) your recent favor, we-would state that we-shall-be able-to meet you sometime in April. REVIEW QUESTIONS.— Lesson Twenty-seven 1. Name the words added by the L-hook. 2. Name the words added by the i?-hook. 3. Name the words added by the Zer-hook. 4. Name the words adcied by the /?e/-hook. LESSON TWENTY-EI(;HT FINAL HOOKS FOR F, V, AND TV i^'-HOOK 211. A small final hook, joined on the circle side of straight and sometimes to curved strokes, adds / and v, and is called the i^-hook. When this hook is joined to curved strokes it is made considerably longer than when joined to straight strokes. The following table, which shows the mannei of joinhig the i^-hook, and the names of the outlines, should be copied ten times: .......\„. X I L ......Z... ./ .. Pf-v Bf-v Tf-v Df-v Chf-v Jf-v Pef Bef Tef Def Chef Jef ...... ^....^ z z ...L ...L.... Kf-v Gf-v Rf-v Hf-v Th-v THf-v Kef Gef Bef Hef Tlief THef N-nooK 212. A small final hook, joined on the circle or con- rave side of curved, and on the opposite to the circle or F-hook side of straight strokes, adds n, and is called the A'-hook. I2f, 124 LESSON TWENTY-EIGHT The following table, which shows the manner of joining the iV-hook, and the names of the outlines, should be copied ten times: ...x...:a....-.J_-_...J. z .z....._.....^.... Pn Bn Tn Dn Chn Jn Kn Gn Pen Ben Ten Den Chen Jen Ken Gen .....v^. s^__..J L i ). J.......J.... Fn Vn Thn THn Sn Zn Shn Zhn Fen Ven Then THen Es-n Zen Shen Zlien Ln Yn Rn Wn Mn Nn Ngn Rn Hn Len Yayn Am Wayn Men Nen Ing-n Ren Hen Vocalization 213. A vowel written after a consonant stroke with an F or A^-hook attached, is read after the stroke and before the hook. _x .^^ f! A i .. puff pin chief chain thieL Pef Pen' Chef Chen' Thef' 214. The F and A^-hooks may be used between two consonant strokes. r^... -v. ^ C bravery province French thinness Bref'^Ray Pref'-Ens Fren- Chay Then'- Em FINAL HOOKS FOR F, V, AND N 125 215. If a final vowel follows /, v, and n, the stroke and not the hook must be used. An additional syllable usually calls for an additional stroke. V --^ - puffy tiny coffee deny P'-F T'-N K-F' D'-N ISS, SEZ, STEM, AND STER, Joined 216. Iss may be attached to the i^-hook, to the A/"-hook on curved strokes, and to the iY-hook between two strokes, by making it distinctly within the hook. .\; .....C 5!... ._..^., puffs chiefs mines loans lonesome Pefs'' Chefs' Mens' Lens' Len'-iss-M 217. Making an iV-hook on a straight stroke Into a small circle, adds s or z; Into a large circle, two 5 or z sounds; Into a small loop, st or zd; Into a large loop, str. ^... ^ -= i :^ cleanse cleanses cleansed condensed Punster Klens^ Klen^sez Klenzd^ coniDenst^ Pen'-stcr TO THE LEARNER 218. In writing shorthand, if the word to be written is not a word-sign or contraction, it is usually represented by the full outline. Due care should be taken, however, to represent the word by the outline that can be most easily 126 LESSON TWENTY-EIGHT and quickly written, and at the same time is most suggestive of the word for which it is used. The briefer sign for a letter is supposed to be used, when permissible; that is, the circle for s, instead of the stroke, and the hooks for w, I, r, /, V, and n. It should be borne in mind, however, that these time-saving principles are nof invariably em- ployed, but judgment must be used and due attention given to angles, analogy, syllabication, etc. Go about the work of learning any new principle in shorthand as you would go about anything else, using judgment, reason, and draw- ing heavily on your stock of common sense. Thoroughly master every principle and apply it in writing. The more thoroughly you learn a thing the better you will hke it. and the better you like it the more you will want to learn about it. READING EXERCISE (50 Words) 219. The following exercise should be read and copied ten times: \......^ L...^ ^ ^.... ..r:::..±...k.A..l X, / ./• .^• 2. 3 ^....-V^.-^ — -^ --Xi \ i ^^-'^--:> > .k ...\3 \^._. -S.-\: ■'^"■"'^" FINAL HOOKS FOR F, V, AND N 127 WRITING EXERCISE 220. The following exercise should be written, corrected and then rewritten ten times: 35. drover 36. plenty 37. openness 38. finish 39. finely 40. be\'y 41. coughs 42. stoves 43. strives 44. violence 45. France 46. rains 47. chance 48. chances 49. chanced 50. spinster I. beef 18. contrive 2. tough 19. contrived 3- dive 20. pan 4- dived 21. gain 5- calf 22. tan 6. chaff 23- atone 7- rave 24. cone 8. raved 25- fun 9- rove 26. loan 10. skiff 27. ran II. clef 28. grown 12. gruff 29. mined 13- repave 3°- noon 14. repaved 31- stone 15. brave 32. proved 16. drive 2>Z- approve 17- strive 34- driver REVIEW QUESTIONS.— Lesson Twenty-eight 1. Describe the joining of the i^-hook. 2. Describe the joining of the A''-hook. 3. What are the outUnes formed by the junction of the F-hook with a consonant stroke called ? 4. What are the outlines formed by the junction of the A/^-hook with a consonant stroke called? 5. Describe the order of reading a vocalized consonant stroke with an F or iV-hook. 128 LESSON TWENTY-EIGHT 6. May the F and AT-hook be used between two consonant strokes ? 7. How must/, V, and n be represented when followed by a final vowel? 8. Describe the joining of iss to the i^-hook, to the A''-hook on curved strokes, and to the AT-hook between two strokes. 9. Describe the joining of jss and sez to an iV-hook on a straight stroke. 10. Describe the joining of steh and sler to an AT-hook on a straight stroke. LESSON TWENTY-NINE HOOKS FOR SHON AND TIV Shon 221. The syllable shon, variously spelled, as in motion, evasion, Grecian, ia.shion, ocean, . etc., is represented in two ways; that is, A large hook, called the Shon-hodk, and A small back hook, called the EsJion-hook. 222. The Shon-hook is joined on the circle side of straight and curved strokes. -L tenti K'-Shon Pi^Shon M-Shon T'-N-Shon .^ili -\^,-^- caution option motion attention 223. The Eshon-hook is joined to a preceding iss. Note — In the word ocean the syllable shon contains the only consonants in the word, and should be represented by Shen. .\... ...;v !^ . possession compensation physician Pees'-Eshon Pens'-Eshon Efs'-Eshon 129 I30 LESSON TWENTY-NINE TlVE 224. The syllable /we is represented in two ways; that is, By a large hook, called the Tiv-hook, and Bv Tef, 225. The Tiv-hook is joined on the TV-hook side of straight strokes. This hook cannot be joined to curved strokes as it would conflict with the SJwn-hook on these letters. J: ^. dative active captive D -- Tiv K'- Tiv K- P '- Tiv 226. Tcf, T with the 7^-hook, must be employed for live following curved strokes and following iss on any stroke. yi. native motive iV-re/^ 3I-Tef P"!;^!:!, Pees'-Tef Vocalization 227. Sho7t and Tiv-hook outlines are vocalized in the same manner, and the sounds represented by them read in the same order, as are the F and AT-hook combinations, Section 213. notion Grecian negative N^-Shon Ger'-Shon N'-Gay-Tiv HOOKS FOR SHON AND Ti V 131 228. In words requiring the use of the EsJion-hodk there is always a vowel between the s, represented by iss, and the syllable sJion. This vowel, if a first-place, is written before the hook or by the side of it nearest the beginning of the stroke; if second-place, it is written after the hook or by the side of it nearest the end of the stroke. A third- place vowel very seldom occurs in words of this class, and if it does, no difficulty will result from its omission. opposition accession condensation Pees'-Eslion Kays' -Eshon Con: Dens'- Eshoti ISS Added 229. Iss may be added to the Shon, Eshon, and Tiv hooks by writing it distinctly within the hook. v_9 V. notions physicians captives N'-Shon-iss Efs'- Eshon -iss K-P^-Tiv-iss Shon and Tiv betv/een Strokes 230. The Shon, Eshon, and Tiv-hooks may be used in the middle of words. v y optional transitional effectiveness F'- Shon- Lay Trens'- Eshon -Lay F^-K-Tive-Ens 132 LESSON TWENTY-NINE READING EXERCISE (50 Words) 231. The following exercise should be read and written ten times: P. r ^ 6. .1 ^....1. ^^ a...,..t^....L.....t^., WRITING EXERCISE 232. The following exercise should be written, cor- rected, and then rewritten ten times: 1 . The position is one of trust. 2. There- will-be no relaxation of -our activities for-the SUPPRESSION of vice in-this section (of the) city. 3. The decision (of the) committee was unjust, and-we CONDEMN it. 4. Passion and-OPPRESSiON drive people (to) revolu- tion. HOOKS FOR SHON AND TIV 133 5. He-is likely (to) bring an-action against-the auc- tioneer. 6. The three Smith brothers are physicians of reputa- tion and-enjoy a-LUCRATiVE practice. 7. Your PROFESSION is comparatively lucrative as compared (to) that of-your Ijrother Charles. 8. A study (of the) birds and-/Iowers of ones native country is a-FASClNATiNG occupation. 9. There-was no reason for-the opposition to-the motion made by-the Grecian auctioneer. 10. We call-the attention (of the) native population to-the auction on Wednesday to-be held in con- nection with-our notion sale. REVIEW QUESTIONS— Lesson Twenty-nine 1. Describe the joining of the Eshon-hook. 2. Describe the joining of the SItoii-hook. 3 Describe the joining of the Tiv-hook. 4. When is Tef used for the syllable live ? 5. Describe the vocalization of outlines with the Shon, Eshon and Tiv-hodks, attached. LESSON THIRT\' FINAL HOOK WORD-SIGNS; NINTH LIST (46 Word-signs; 59 Words) 233. The necessity of learning the word-signs cannot be over-estimated. There is no method of study that will obviate the necessity of a perfect familiarity with the word- signs and contractions, and the learner should apply him- self diligently and faithfully to this part of his task. ..-^-- upon, _Pen- ..V.. happen,. ...Peil^ -\-- happiness, ..-Pens^ \^ combine combination, Ben' combined, Bend' ...V. been,- .--Ben~ ..\^- to have been, Ben^ ..\).. before,- Bef~ _V.. above,-— B'-V .--3-- remembrance, Brens" .\)_ obj ection, B~- Shon .-0-. objective, B^-Tive ..\)_subjection,.---zss-Z?- (S/io/i - .0 - subj ecti ve , — iss -B~- Tive — T^-can, question, Ken~ CTT?. carefully, -Kref^ 134 FINAL HOOK WORD-SIGNS 135 kind, Kent' ..T^.. account, .Kent' --=«P..gave,.... .-..Gef- begin-ning, Gen~ .Trr^_ begun, again, Gen- began, Gen^ I have, Teft' _.L. whatever, Tef^ ...L..truthfuMy, Tref~ ...l_ differ-ent-ence, Def^ ..]-.. done, De7i- ...\ .. down,— -_ Deii^ did not, Dent' ._<>^-.were not, Wernt~ _c/:..generaMy, Jen~ --V- imaglne-ation, Jen' gentlemen, JenV .of., gentleman, Jent" _Vo- often, phonography. Fen' even, Ven' ( .within, THen' /—than, THen^ . /:.... alone, leani, Len' .'^--will not, .Lent^ mind, MeJld' -i^—amount, Ment^ men, J/e?i' - man, Men~ opinion, Nen' .none, known,. -Nen* 136 LESSON THIRTY FINAL HOOK NOMENCLATURE WORDS SIXTH LIST (23 Signs; 29 Words) 234. The names of the outlhies in this as well as id other nomenclature lists, are the words represented Write and read the list ten times: A Dent den X.. Def;. \.. Ten' -deaf pen _.^-J Pent,"-- pent Pend,'. penned --S.- Ben,- —Ben Bent,". -bent Bend" bend ..-S..J Blent,-- blent Blend,'-- blend —a— Blends'. -blends -J... Ten-- ....ten ..J J Tent^-. Tendi ..tent ..tend ..J.... Trend" trend A Denti. -dent {Rent I rent Rend',- rend '?.... Roi'i wren r:>---.Glen-, glen =;>— J'eJlf- fen .--.^ Fern, fern _C THeni then C^^—Len'-, Len L Lens",- lens fLent^.__^ lent Lend, lend -^rr^ Ment,'. meant :>_ Kent, Kent FINAL HOOK WORD-SIGNS I37 READING EXERCISE 235. The following letter should be practiced until it can be read and written accurately and without hesitation: (No. 14, 90 Words) ...C \ L .^..-._... ?>■ to our own 6. we will have 20. or if 34- at our own 7. may have 21. but if 35- and our owi 8. we may have 22. whichever 36. at one 9- shall have 23- whoever 37- at once 10. we shall have 24. go forth 38. if one II. who have 25- set forth 39- for one 12. to have 26. call forth 40. each one 13- should have 27. our own 41. which one 14. all have 2S. of our own 42. any one 142 LESSON THIRTY -ONE 43. no one 44. use one 45. April one 46. May one 47. July one 48. October one 49. more than 50. ' sooner than 51. or not 52. but not 53. am not 54. may not 55. we may not 56. have not 57. we have not we will not which will not do not 61. we do not 62. had not 63. we had not 64. was not 58. 59- 60. 65. are not 66. we are not 67. if not 68. all would 69. of what 70. to what 71. and what 72. and would 73. and what has 74. to what has 75. and what is REVIEW QUESTIONS.— Lesson Thirty-one 1. What words are added by the i^-hook, and to what are they added ? 2. What words are added by the A^'-hook, and to -vhat are they added ? 3. What word is added by an A''-hook and shortening? 4. How, and to what, are the words what and would added in this lesson ? 5. How may is, his, as, and has be added to what and would, as above ? LESSON THIRTY-TWO LENGTHENING 244. Another important modification of consonant strokes is that of lengthening; that is, making a full-length stroke double its usual length. These signs are named by adding to the stroke lengthened, the syllable added by lengthening. 245. Lengthening Ing, adds hr and gr or the syllables ker and ger. sinker linger iss -Inker ' Lay - Incjer 246. Lengthening Emp or Emh adds er. ^^ _ _ _ _ _ v-s_ timber romper T '-Ember M'-Emper 247. Lengthening any other stroke adds ir, dr, and thr, or the syllables ter, der, ther, and THer. letter winder mutter scatter Layter^ Wender' Emter- iss-Kayter 143 144 LESSON THIRTY-TWO The writer, however, must use judgment as to what extent he should apply this principle to straight strokes, as this sign, made double length, is the same whether it adds tr, dr, thr, or repeats the consonant. Bear in mind the context will always determine the letter, syllable, or word when more than one may be represented, no matter what principle is involved. Vocalization 248. Double-length strokes are vocalized the same as the full and half lengths; that is, first-place vowels and diphthongs are written at the beginning of the stroke; second -place vowels, at the middle; third-place vowels and diphthongs, at the end. See examples in above sec- tion. Order of Reading 249. The sounds denoted by lengthening are read after the vowel that follows the stroke, and before a final hook, circle or loop. If a final vowel follows the sounds to be represented, the stroke and the i?-hook, representing these sounds, must be used. modern mutters angry entry Emdern' Emters^ Ing^-Ger N-Ter'' LENGTHENINa 145 Position' of Outlines 250. Begin to write a double-length stroke at the same point, with reference to the line of writing, that a full- length stroke should begin, for the same position. First position: X^ Second position:. V _V..._J; ^\^..^.^. L-..J.-..,cTy^..^^^:zr^^ Third position:.__\^._jL. '^::::::>^.-.^.^^....^...-L MISCELLANEOUS PRINCIPLES; PHRASING 251. A full-length stroke, without a final hook, circle or loop, may be lengthened to add their, there, they are, and other. ^^ in their have there if they are several other Enther' Veether^ Efther' iss-Veether^ •252. Own, one, and not may be added by an A^'-hook tc a double-length sim. if their own any other one had J there not Efthern' Entliern' Deetherji^ 146 LESSON THIRTY-TWO 253. DOUBLE-LENGTH WORD-SIGNS; TENTH LIST (8 Word-signs; 10 Words) neither, entire, Enter' no other Enther' another,..- -Enther^ . matter. Emter~ .-T^.. rather,- -Arther' -TT^-.. whether, Wayther" -(- the other, THether~ !\T\ ..farther, furtlier, Ferther 254. DOUBLE-LENGTH NOMENCLATURE WORD-SIGNS SEVENTH LIST (5 Word-signs; 5 Words) - Layter^l- later -Enter f- .enter -Merder-- murder -Ester f- Esther -Arther,^- -x\rthur READING EXERCISE 255. The following words and sentences should be practiced until they can be read and written accurately and witliout hesitation: LENGTHENING (50 Words) 14: I :6. -h-. > .:^., A i- ~7 6,...^ >; ^ 148 LESSON THIRTY-TWO WRITING EXERCISE 256. Write the following words, phrases, and letter, correct, and then rewrite the whole ten times: I. ladder 10. anchor 18. diameter 2. lantern II. stronger 19. smother 3. shutter 12. slander 20. smatter 4. shutters 13. defaulter 21. scatters 5. shudder 14. temper 22. alter 6. lumber 15. mother 23. alteration 7. jumper 16. mutter 24. alternate 8. thinker 17. leather 25. entries 9. winker Phrases I. are there 10. had there 18. while they are not 2. know their II. to be there 19. one other 3- no other one 12. if their 20. one other one 4- any other 13- for their 21. represent their 5- any other one 14. for they are 22. represent their own 6. from their own 15- will there 23- whenever they are 7- by their 16. will there not 24. through their 8. out there ^7 may there not 25- was there not 9- do their LENGTHENING 149 (No. 16, 113 Words) Mr. Walter H. Anderson, Waterloo, New York, Dear Sir: We-are \r\-receipt of-your esteemed order (of the) 21st for-one carload of hardwood flooriNG, 1 in. by 4 in. by 14 and 16 //. We-have-5e»/-the order to-the niil! and- will GET it out early next week. Since sending you-the last car of lumber there-has-been a-ait in-FREiGHT of $1.00 per thousand. We-will give-you- the BENEFIT (of the) reduction in-this ^///^ment we-are now getting out for-you. Thank/^o'-you for past favors, and-hop/«^ (to) receive your-ORDERS in-the future, we-are Yours truly Mountain Lumber Co. REVIEW QUESTIONS.— Lesson Thirty-two 1. Lengthening I}ig adds what two syllables? 2. LengtJiening Emp or Emb adds what syllable? 3. Lengthening any other stroke adds what syllables? 4. If a final vowel follows the letters ordinarily expressed by lengthening, how are they written? 5. Describe the first position of double-length strokes. 6. Describe the second position. 7. Describe the third position. 8. Name the order of reading the sounds expressed by the double- length outline. 9. What words are added by lengthening ? 10. What words are added to double-length signs by the iV-hook? LESSON THIRTY-THREE CONTRACTIONS; SECOND LIST (28 Contraction-signs; 37 Words) 257. Contractions, like the word-signs, must l)e so thoroughly memorized that they can be written with the rapidity of syieech, and the ability to do this is accom- plished by writing the words again and again, either sepa rately or in sentences. SUGGESTIVE HELPS 258. In the following list of contractions, afterward^ forivard, and onward, are represented by affixing the word- sign for word to the word-signs for ajter, for, and on. Affix K and Ray to the word-sign for phonography, for phonographic and phonographer; Bel to the word-sign for remark, for remarkable; SJion and Tiv to the word-sign for represent, for representation and representative; shorten / in acknowledge to form the past tense acknowledged. —V-j/ afterward, Fet'- Werd ./_. \l .represent ation.^iJaj/'-Pees'ion K.- —-forward, F'- Werd -onward, Ret -Werd V .phonographic,. . Fell'- K . phonographer, -i^cH'-TJa 2/ N— remarkable, — Mer - Bel " ^ -lY intell .representative, Ray"- Pcetive .acknowledged,.. K- Jed ' .anticipatc-ed, ,..£)(?- iss-Pci Si\b\c-y,....Ent-J-Bel .innuential, N-Shel SECOND LIST OF CONTRACTlOiN? 15^ N-V'-iss- investigation, Eshon acquaint-ed- , ance, K- Net V— capable-ility,--. .K'-BeZ * nP . inconsistent, N-sez-Tent' indiscriminate- ^ lion, End -iss-K b mdispensable-y.^iirf-iss-Pens .d/ intelligence, Ent- Jens" .^. intelligent, Ent-Jent" . interest, .Eut-iss-T' u !-._.. Ter--!ss-K- transcript, Pet ransgress, Ter-iss-Gciys M-N-iss-K- ^ manuscript, Pet" .praciicable-iIity,Per'-ifet .\- probable-ility,--- Per -B -^ understood, End- iss-Ted .^_ understand, End-iss'Tend READING EXERCISE 259. Practice the following letter until it can be read and written accurately and without hesitation* .k. (No. 1 7, 90 Words) ,L...i...:L....C: k. .^.. L .s^^.. ..ci;...!..;^ ' L. '^ ......1 WRITING EXERCISE 260. The following sentences should be written, cor- rected, and then rewritten ten times: 1. The truth (of the) entire matter was acknowledged afterward by-the representative. 2. He-understood-the practicability (of the) suljjecl which-was up for investigation. 3. I-understand that he-will pay-\he. principal and- interest within ien-days. 4. No-one DOUBXS-the man's capability. 5. We-do-not question-the gentleman's intelligence. 6. The probability is that an-indiscriminate use (of the) manuscript is practicable. 7. The man who-is making-the investigation is influen- tial, intelligent, capable, and-a remarkable pho- nographer. 8. Another intelligible transcript, whicli-will greatLY interest-the phonographic representation, will go forward within Vi-iew-days. 9. It-is inconsistent for-him (to) further transgress-the laws, which-are indispensable to-the highESX good (of the) people. 10. Whether your time calb you (to) live or die, do both like ^-prince. LESSON THIRTY-FOUR PREFIXES 261. In the preceding lessons is presented the different modifications of the consonant alphabet; that is, circles and loops, initial and final hooks, shortening, lengthening, etc. In this lesson some of these forms are used to repre- sent the frequently occurring prefixes. 262. Circtim and self are expressed by iss written in any position before the remaining part of the word. circumspect self-respect iss : Sj^ee "- Ket iss : Ray-- Sjxe 263. Contra, contro, and counter are expressed by a short dash written in any position and at right angles tc the first stroke of the remaining part of the word. \ "^ 1^^ contraband controvert counteract diet : Bend ' Cliet ; Vert ' Tet : Ket^ 264. For and jore are expressed by F on the line and joined to or written near the remaining part of the word. ■¥ k^. forsooth foreknowledge F'-iss-Ith F:N-J' 153 154 LESSON THIRTY-FOUR 265. Intro, inter, and enter are expressed by Net written in any position before the remaining part of the word. -b- 1- introduce interpose entertain Net : Decs ' Net : Pees ' Net ; Ten '' 266. Magna and magni are expressed by M written in any position and partly over the first stroke of the remain- ing part of the word. magnanimous magnitude M:N'-M-iss M:Ted^ 267. Accom is expressed by writing a heavy dot at the beginning of the remaining part of the word. (See Section 129.) -b- - :>. accommodation accomplish accom : D ~- Shoii accom : Pel '- Ish 268. Con, com, and cog are expressed by a light dot, called the con-doi, written at the beginning of the remain- ing part of the word. (See Section 129.) k. !s 1 convey complain cognate con ; V ' com : Plen^ cog .• NeV PREFIXES General Principle 155 269. Wlien con, com, and cog, as a part of a prefix, occur in the middle of words, as in misf(?//duct, incompetent, into^ito, etc., the outline for the part of the prefix pre- ceding C071, com, and cog, may be written in the place of the con-dot, or as nearly in its place as convenient, thus expressing the first part of the prefix and implying con, com, and cog. This principle applies to the prefixes pre- sented in the following table: PREFIX pIe^f^X nomenclature I miscon....(£'ms) misco?lduct, Ems : D'-Ket [^misc'om..-(£'wis) --^^ misc07)ipute, Ems :Pet^ incon (N) incojzstant,.. N': Stent' incom (N') incowjplete, N'lPlet' ^ incog (iV') - J incogfnito, N':N-T' neon (N') -w; unco?iscious, N':Ish-iss uncom.__.(iV') j-,^ unco7Jipressed, N': Pcr-steh uniecon ..{Ner)-,..,^.\ unre^JO/icilable, iVc'r : iss-Lay~-Bd unrecom. (A'e/') i^ unrecowtpensed, Ner : Peast' unrecog...(i\'er).....S-!r^;;»^....unreco(7nized, Ner : N - steh 156 LESSON THIRTY -FOUR SIGN- NOMENCLATURE noncon. ...{Nen) J noncontent, Nen: Tent' noncom...(Ae?i) nonco7?i7Uital, Nen: TeV discon (Dees) disconsolate, Dees -.iss- Let' .discom-— (Z)ces) . bl/ disco?nfoit, Dees:F'-Ret decom-_..(Z)) I.^nd decompose, D.Pees^ X recon (Ray^)..^- ..reconcile, Ray^ : iss- Lay' recom {Ray~)..^-\ reco/zipenstd, Ray": Pens- recog {Ray').. ■^}^.— recognize, Ray~: N-iss irrecon.__.(22") .l^! irrecojicilable, R": iss-Lay-Bel Additional Prefix Principles 270. The outline for an additional syllable may be joined to any prenx-sign in this lesson. unforeseen unmagnified N-F':iss-N' N-M:Fed' 271. Con, com, and cog may be expressed by writing the outline for a preceding word in the place of the con-dot. c/ _:x^.- generally contend in this connection Jen' : Tend ~ N- Tllees ~ : Ka yshon * 272. The advanced writer may safely join many of the foregoing prefix-signs instead of disjoining them. The prefixes that best permit of joining are as follows: PREFIXES 157 For, fore, inlro, inter, enter, incon, inconi, uncon, nncora, recon, recom, recog, and irrecon. W------^^ -f\; ;^ foreseen inconvenient introduce interview F'-iss-N N-Ven'-Ent Net-Dees' Net-V^ 273. Word-signs may also be used as prefixes, and, with the exception of under, they retain their position when joined. 1 v-ra undertake almost forenoon End - r ~ Bet'-M- steh F *- Nen READING EXERC'SE (50 Words) 274. The following exercise should be studied until it can be read correctly and without hesitation, and then written ten times: I L ^ _v^ fe=_ „^^^ ^ >^ -I -ir^ ^-+^ ,1 1. ^ 3.-.U5— _.r|^ '}^..—-^. ZZ\..... 5o.....a. 3 ^• o..£v_ 1 y I^j k_ IIC........4.. r_,x^„ :P__ _d ./;v5 ^r::r:^:^ ::^ - \,-- formality instability popularity Fcr'-.M N-iss-T':B P^P-.Lcnj 281. Ble and bJy are expressed by Bel or B, joined. - ^ ^ ^ - remarkably sensible fashionable Mer- Bel " iss -Ens -- B EfsJi n'-B 282. For, fore, and Jar are expressed by F, joined. ^ 1:-- therefor, therefore so far THer'-F S'-F 283. Mental and mental ifv are expressed by ifeuf, joined or disjoined. T 1<^X «.r3 instrumental-ity fundamental in - Ster --Ment Fend '-.Ment 284. Ology is expressed by J, joined or disjoined. y ; - >-.-- physiology theology zoology Efs'-J Ith'-J Z'.J l62 LESSON THIRTY-FIVE 285. Ship is expressed by Ish or Shay, joined, according to convenience. --■ -j>; 5- ^; - friendship courtship lordship Frend '- Ish Kert ^- Ish Ard '- Shay 286. Soever is expressed by iss-V, joined. .^ H^ ^ wheresoever whensoever whosoever Wer '- iss -V Wen-iss-V^ Jets -- V 287. In is sometimes expressed by an A^-hook. ^^ 1 ^ herein therein wherein Aim' THern- Wern' 288. A word-sign may be used as a suffix-sign, jointH or disjoined. ::^ 1 1 :^. > herewith thereafter hereinafter hereon hereafter R'-Weh Ther~-Fet Arn'-Fet R'-Rct R'-Fet 289. When a suffix is represented by a disconnected full or half-length stroke, it is an excellent practice, when convenient, to write the suffix-sign through the preceding part of the outline, thus distinguishing it from the omission of of the, Section 54. -^ .... V ..........1^. .1 _.. formality popularity nobility instrumentality Fer'-M P'-P:Lay N'-.B' in-Ster' : Merit SUFFIX KS 163 TO THE LEARNER 290. Take every opportunity to analyze and mentally outline words. Read an article and note what words are word-signs and contractions, at the same time recalling the sign. Do the same with words to be written in full, and learn to do it quickly; of course, the more practice you get in writing the outlines which you form in the mind the sooner you will be able to make practical use of shorthand. Be regular in your study. Do not let a day pass without giving some portion of it to either writing or reading. READING EXERCISE 291. The following exercise should be read and written ten times: (?5 Words) 1_X^,..__.^. ^__.„^ ^. / o 2....>\ ....^ ^. ...}...cZ\^ ^......v^^:r?......\.^ ^^- j»- b ■) -^- '^^ C---^- ■^- 164 LESSON THIRTY-FIVE WRITING EXERCISE 292. The following exercise should be written, cor- rected, and then rewritten ten times, or until the principles involved are thoroughly mastered: I. amazingly 14. monumental 2. boastingly 15- rudi mental 3. thoughtlessness 16. sentimental 4. harmlessness 17- phrenology 5. faithfulness 18. ownership 6. sensibility 19. battleship 7. solubility 20. whatsoever {T--iss-V) 8. unsurmountable 21. whomsoever 9. mendable 22. thereof 10. obtainable 23- forthwith II. heretofore {Ret--F) 24. clerkship 12. complimenta' 25- copartnership 13. regimental REVIEW QUESTIONS —Lesson Thirty-five I. What are suffixes? 2 How is ingly expressed ? 3. How is /e55«e5S expressed ? 4. Hew are hleness, fulness, and sameness expressed ? 5. How are ality, ility, and arity expressed? 6. How are ble and hly expressed? 7. How Sixe for, fore, and /ar ex Dressed ? 8. How are mental and mentality expressed? 9. How is ology expressed? 10. How is ship expressed? 11. How is soever expressed? 12. How is in expressed? 13. May a word-sign be used as a suffix? 14. What advantage is sometimes to be gained by writing a suffix- sign through the preceding part of the outline? LESSON THIRTY-SIX OMISSION OF CONSONANTS, VOWELS, AND DIPHTHONGS 293. If the directions for study and practice given in the preceding lessons have been faithfully followed you should be able to write any word in the English language, and with the best outline for that word. Rules have been given for the complete consonant expression of words and the full vocalization of the same, and if you have learned them as thoroughly as you ought, you will have no difficulty in writing any word in the language. You should be pos- sessed of such a thorough knowledge of the principles and outlines as to make the practice of shorthand writing easy, pleasurable, and useful. Omission of Consonants 294. It is to be remembered that in phonography silent letters are omitted. Consonants, unimportant to the legibility of the writing, may be omitted. Legibility, however, must not be sacrificed for the sake of brevity. The full consonant outline is better than a brief one that is illegible. 295. P is omitted in such words as: U .rzt.^ ^>±^ V::-^...._ tempt exemption resumption puml^kin T'-Met Kays~-EmshonR'-iss-Emt,hon P^-M-Ken 165 1 66 LESSON THIRTY-SIX 296. T is omitted when st occurs together between two strokes, Section 84. custom testify lastly Kays^-M Tees'-F Lays^-Lay T is also omitted in the phrase just-as. J. ......J... just just as Jaysf J'-Sez 297 Consonants distinctly sounded may be omitted when such omission prevents a difiBcult outline, or when the omission does not endanger the legibility of the writing. (See Section 192.) ■>■ ..\. passenger explain tra?isaction Pees^-Jer iss-Plen^ Ter^-iss-Kayshon Vowels and Diphthongs Omitted 298. As the result of position writing and the nomen- clature, the experienced writer may, without sacrificing legibility, omit most of the vowels and diphthongs. While it is expected that the advanced writer will do this, it is absolutely essential that he be able to place any of the vowels and diphthongs quickly and correctly. While it is not obligatory, it is an excellent rule to place OMISSION OF CONSONANTS. ETC. 167 as many of the vowels and diphthongs, when taking dicta- tion or reporting, as time will permit. U ...v^....-- ^ .>'. domain broken rainbow enjoin D'-Men Ber'-Ken Rerv-B N-Jen' 299. If it is found necessary to distinguish words con- taining the same consonants, it may be done by difference of outline, difference of position, or by inserting the ac- cented vowel. The latter method is preferable. Simmons Simons iss-Mens' iss-Mens' READING EXERCISE (25 Words) 300. The following words and letter should be practiced until they can be written from dictation accurately and without hesitation: i68 LESSON THIRTY-SIX -- ^---^ \--r--/--- - /-^ , , \ -- <-^ J^w^r^ __^__'-:_____^_._±__.__x .7A...J .., --" ^ -^ -X- ./-..s^y...i...L /A.._lS. .„......-C: ^.. / 6 / WRITING EXERCISE 301. The following exercise should be written, cor- rected, and then rewritten at least ten times: 1. Thorn (/?)son 2. exem(p)t 3. preem(/>)tion 4. prom(/>)t 5 cram(/>)ed 6. lim(/>)ed 7. Sam(/7)son 8. vas(01y 9. (h)ones(l)\y 10. domes(/)ic 11. a((/)jus(/)able 12. tes(/)imony 13. tas(/)eless 14. contes(/)able 15. pos(/)mark 16. pries (/)c(;-)aft 17. tra(/;)sport 18. tra(/?)saction 19. tra(«)scend 20. instru(r)tion 21. restri(c)tion 22. husba(w)dman 23. messe(«)ger 24. ide(«)tical 25. explai(«)able OMISSION OF CONSONANTS, ETC. 169 1. The passe(»)ger says that-the DESTRu(f)TiON (of the) TEMPLE was complete. 2. He-was very anxious (to) receive his exem(/>)tion PAPERS before-the first (of the) year. J. The messe(;z)ger was iNSTRucT(e(^) (to) call-the passe(»)ger at jour o'clock in-the MO(r)NiNG. 4. He-is ANXIOUS to-have you come to-the city as-soon-as convenient. 5. They-had already promised (to) give-us-the work as-soon-as our services were needed. REVIEW QUESTIONS.— Lesson Thirty-six 1. What disposition is made of silent letters? 2. What is the advantage of the omission of consonants and vowels ? 3. What consonants are usually omitted? 4. When are consonants that are distinctly sounded omitted? 5. What principles add to the legibility of the writing when certain consonants and vowels are omitted? LESSON THIRTY-SEVEN PHRASE WRITING 302. Shorthand writers are not agreed as to the extent to which phrase writing can be profitably carried. Some stenographers phrase but little, others a great deal. As three words can be written together almost as quickly as two can be written separately, it is evident that judicious phrase writing adds to speed. Phrase writing, however, must be done in accordance with well defined principles. General Rule for Phrasing 303. Words which, grammatically, constitute a phrase or clause may be written together in one outline, except: (i) When the phrase-sign would extend too far above or below the line of writing. (2) When the phrase-sign would be of inconvenient length. (3) When the joining of the phrase-sign would be in- convenient. 304. The most common principles of phrasing are those that provide for the joining or representation, in preceding lessons, of the following words: (i) A, an, and, the, I, he, oj the, and to. Sections 49 to 55 inclusive, and ing and o, an, and, and the, Sections 131 and 132. 170 PHRASE WRITING I71 (2) Is, his, as, has, us, city, self, selves, and first, Sections 96, 97> 99> 100' ''^nd 205. (3) We, witJi, were, what, would, ye, year, yet, beyond, and you, Sections 117, 120 to 125 inclusive, and 306. (4) //, what, had, and would. Sections 162 and 164. (5) In, Section 196, and all, will, are, and our. Sections 201 to 204 inclusive. (6) Have, of, ij, ever, and jorth. Section 237, and half. Section 313. (7) Own, one, than, not, what, and would. Sections 238 to 241 inclusive, and one, than, and not, Section 252. (8) There, their, they are, and other. Sections 251 and 305- Other Principles of Phrasing 305. Their, there, they are, and other may be joined by a heavy tick. Bet or Jet, to any sign that cannot be lengthened; that is, to any half-length stroke, dash vowel word-sign, horizontal aw^^-tick, the semi-circle W and Y word-signs, and to full-length strokes ending with a circle or hook not there of their with their can there Net'- Jed Pet '-Jed Weh'-Jed Ken'- Bed 306. We may be prefixed to K and Gay like the Z-hook. we can we cannot we give weh - Ken ' weh -Kent ' weh - Gay ' 172 LESSON THIRTY-SEVExN 307. The initial or final hook of a word-sign may some- times be omitted, provided the writing of the hook would prevent the formation of a desirable phrase-sign. ^~T:> it can only be it has been said human soul T'-K-Nel-B T'-iss-B-iss-D 2I-iss-Lay Words Implied, Expressed, or Omitted 308. The repetition of an outline for the same word, written close together, implies the omission of jrom before and to between the two outlines. (from) time (to) tirne;(from) day (to) day; (from) week (to) week T':T' D': D' wuh -K': wuh-K' 309. The repetition of an outline for the same word, written close together and the second a little higher than the first, implies the omission of hy. - I': ----- ^ - day (by) day hour (by) hour D':D' R:R' 310. The repetition of an outline for the Same word, written close together and the second a little lower than the first, implies the omission of ajter. - ii- -I-I --.-- time (after) time day (after) day week (after) week r'.-r*' D--D^ iL-eek-K' : week-K~ PHRASE WRITING I73 311. Have may be (,)mitted preceding been and done. ......I < - -7^ shall (have) been shall (have) done cannot (have) done Ish'-Ben Ish'-Dcn Kent -den' 312. The advanced writer may safely omit any word that must and naturally will be supplied to complete the sense, the most common of which are iji, 0], to, or, and, and the. ...„_. _^._ 2 ^...^.^ hand in hand word of God according to that more or less EncV-End icerd^-Gcd Kred'-THet Mer'-Lays 313. In writing mixed numbers, such as one and a half, three and a half, six and a half, etc., omit a and express Jialf by the F-hook. ^ , '^ ^ 5U^ I one and (a) half three and (a) half six and (a) half Wen'- Teft Tlier '- K,ft Skays '- Teft 314. Been may be added to the word-sign for have b}- the A-hook. V^_have been, Ven^^. Position 315. The first word of a phrase is usually written in its proper position, the other words following without regard to position. The second word governs the position of a phrase as follows: 174 LESSON THIRTY-SEVEN (i) When the first word of a phrase belongs in the first position, it may be written farther above or closer to the line of writing that the second word may occupy its usual position. The observance of this rule will sometimes permit the third word to re- main in its proper position. --1 ---:-^- :^ -.-^ "-- I had in these in this in those if he may Ret-D' N-THees' N-THees"' N-THees' F-Chet'-M (2) When as begins a phrase, the second word may retain its position when the legibility of the phrase depends more upon the position of the second word than the first. -A ^ 4, as much as large as few iss-Chay^ iss-J^ iss-F^ (3) When the first word is a, an, or and, the second word governs the position of the phrase (Section 49), except when the second word is a or the, in which case the first word retains its position. --^--- 1- -A.- -.-^.. -.,.... and give and do a few a whole and the Tet-Gay' Ket-D" Ket-F' Ket-Lay' Ket'-Chet Note. — Phrase list, illustrating the foregoing princi])Ies, Lesson Thirty-eight. LESSON THIRTY-EIGHT PHRASE LIST (104 Phrases) 316. The following phrases are to l^e written in accord- ance with the principles contained in Lesson Thirty-seven. Write and read the h'st many times. -•y-. about their, Bet^-Jet <="{ Kred - - according (to) that, Thet ,-\ — after they are,- -Eft- Jet all there is, Bet'- Jets _->-_ are not there, -^Arnt'- Jet as if,. iss-F' .-p... as (to) a,- ...iss^-Tet r^— a word,- ..Ket-Wei'd' by (and) by, B'.B' --TT^ can there,- -Ken'-Bet --t:^- could not, Ket~-Net ..-^-. could there, Ked'-Jet ...dow(n) there, ...DectJicr^ -->3- express their,. .-\ace,-..,Pels^: Pels' (from) town (to) town, Ten^:Ten' hand (in) hand, — .End^-End -\ Chet'- he can be, -...J{^en-B CJid"- . he cannot be,- -.Ke/iNS -1 Chet'- .. he can do, Ken-D Chet'- .. he cannot do,-. Kent -D he has bee(n) Chets'- there, Beether he is not Rets~-Net- -/?rt- there,. Jet Chet'-Ems >rT>^^he mus(t) not, ]Vet .\^.- hope (to) have, Pef" '\ , , diet -Ken- ..\ 1 can be,. B~ A. I Chet-Kent- cannot be, B~ Chet-Ken- can do,- D' Ir Chet- cannot 6.o,...Kent-D I have bee(n) Teft- there, Beether^ I have \.he\x,.jreft'-Bet Chef 'Ems - I mus(t) not, Net I shall (have) Ret-Ish^- been, Ben I think it is Ret-Thets- -h-. there, Jet imagine they --/- are, Jen'- Jet in receipt, Ner-Stee' in iega.{r)d,. .. .Ner'- Ged ^. in reply, Ner-Pel' ^■.. in response, _.iVer-»S'j3eus' in (the) c\ty,. _N-Stee' in (the) house,N-Hays'' rrr:. in (the) world, N-Eld * PHRASE LIST 177 Xi in your city, — N-Yays- »-/k.. it is there, Tees^-Jet month (after) M-N-Ith' ~ • month,,. il/-iV-/f/i^ more. (and) "s more, Mer'-Mer ^_ under their, End^-Jet --/)— upon ih.e\x,_._Pen"-Bet _-\— used their, Zed^-Bet ^~ valued their,__P7e(Z - Jef we are in Wer'-Ner- _ receipt, Stee Well -Ken - _we can be, B'^ Weh-Kent- . we cannot be, B~ Well- Ken - .we can do, D^ Weh-Kent- .we cannot do, D^ — Weli'-Ken- .we can give, Gay .1. -we cannot Well -Kent- - give, Gay _we give, Well'- Gay Well- Gay, _we go, voc. _we mus(t) no\.,Wein)i'-Net .-^-. were there, Weli^-Jet Wehyeh^- .(/.. were you there, — Jet si Willi- iss- .\.what has been, Beii' what has bee(n) Wuh-iss- their, Beetlicr- \ Willi- iss- ^ what is there, Bet i we shall (have) Well -Isli ■ been, Ben c Wehweh'- we were there, Jet J wish (to) have,5'7io_ seven, iss -Ven" J..- eight,— T' nine,-, Xen' _i.- ten,_ ....Ten" l\^ eleveQ,__„_ Lay'-Ven .L. twelve, Tlef rrr^- thirteen,- .Thvet'-N v^. hundred,- ^nd' /.... thousand,- Ith^ ' N million, il/eZ billion, BeV 1 trillion, TreV d... first, Steli'' .?3_ second, SJcc7id^ ±. third, Therd'^ .fourth, ..F-Ith 179 i8o LESSON THIRTY-NINE ..twenty -thirty .-forty ..fifty V/ 3^.. sixty , seventy ...eighty __jiin.e^-!< hundred, iss-Ven'-End -^-^'^ nine hundred,....JVe7l -£^nd I twelve hundred, Tlef - End 1 thirteen Thert'-N- JriCr.huadred, End t one . thousand, Wen'-Ifh two thousand, Bet^- Ith five .thousand, F-V-Ith .?..r. thousand, Skays -Ith^ ._ thousand, Ten"- Ith twelve .. thousand, Tlef "-Ith one hundred Wen^-End- s^r^ thousand, Ith three hundred27ier'^-£'nrf- thousand, Ith „ ri_six hundred Skays -End- .TTT-f thousand,, Jth^ yr twenty 2L\\' yr thirty thousand, SO -Ith thirty thousand, 30- Ith ^yf ninety .^i thousaiid, 90 -Ith twenty -eight Ith' twenty-eignt 2ZZjliousaadC.....f5; +WO hrmdred fifty 2i72iihousand, 250 : Ith" I»2 LESSON THIRTY-NINE 320. Days of the Week .... I- Sunday,. Ass-N-D' ' L. Monday, Men-D" _J-...Tuesday, Tees^-D ± Weduegday,. Wens-D .J.. Thursday, Thers'-D ..L Friday,. .Fer'- D Saturday, Ester" 321. Months / -^^^ January, J'-N ^_ February, F^-B .^^7- March,,.. ..M-Chay' -.^_ April, Prd' -^^zT^. May,_. _ M' ..y.. June, Jen^ - July, J'-Lay - August, Gayst' i^rn. September, Spet^-M ..-\ October, Kei-Ber^ .rnAwNovember, N-V" -Jt^s- December Dees^-M LESSON FORTY BUSINESS LETTERS 322. Practice the following letters until they can be read and written with ease and accuracy. A translation of these letters follows under Section 323. Jv;/ (No. 19, 193 Words) ^ V \ ._U^_„,!\. .\. -"^- ^ L J. l- ^. .v.. .). >. .':::^._j A--^-^ ^ -^-^-J '---^V- V./VO -K?- o^ /v .^. \ ^ .\. .\. ^--- =^- 183 _.^.-k,....^....^.r c..y.....^ i (No. 20, 92 Words) H- - -- - - -^------^-/-^-/- BUSINESS LETTERS (No. 21, 176 Words) A=. .-X....j-^....1...\..\^ <^- l.^/j ^.....!1. ?.....\ _^_ ^ ■-I i-/--f-y- -)■ ^ /f -/^ (No. 22, 192 Words) ^-/- \ i86 LESSON FORTY i'?....-Y....L..r......\...^. "r\'// V "7 -^■ .,...L.1A. ^ :jr\. ■^- -v^- -^- y K \ ^ V. _^.-._-,.._A..-zr/. I 1^ ■<5_^ .:>. -V L C. r .:>-. 1 -V 323. The following letters appear in shortiiand under Section 322: (No. ly, 192 Words) Dear-Sir: We appreciate-the business we-have-received from-you (from) time (to) time, but upon looking over our records, BUSINESS LETTERS 187 find that-\ve-have-not had-the pleasure of filling an-order recently, and-are writing (to) inquire if-you-are-not at present in-the market for something in typewriter supplies. We trust-the service rendered you in-(the)-past has proven so satisfactory that-we-are-in line for-your continued favors. If-you-are-not in a-position (to) place an-order now, we-would greatly appreciate-the assurance that-you- will remember us as your necessities arise. You-are doubtless familiar with-our full line of supplies, but-if-not, we-shall-be-pleased (to) send-you a-copy of-our latest catalogue upon request. We-are-in a-position (to) furnish you the best goods at-the lowest prices, and-assure- you that your-orders, whether large or small, will receive our prompt and-careful attention. We-have "Everything for-the Stenographer," want your business, and-can please you. Thanking you for past favors, and-hpping (to) hear from-you again, we-are Very-truly-yours, (No. 20, 81 Words) Dear-Sir: In compliance with-the request contained in-your-letter (of the) 6th-inst., we-are enclosing herewith samples of- our work in-the different colors. We-charge for circular work, by-the hundred, four cents per line for composition and forty cents per hundred for printing, or $4.00 for-the first thousand and-$2.oo for each additional thousand. We-shall-be-glad (to) do your work, or to-furnish any further information you-may desire. Truly-yours, LESSON FORTY (No. 21, 92 Words) My-dear-Sir: Both-the post-office authorities and-the officers of-this Association respectfully and-urgently request that members, in remitting assessments, do-so either by-their personal check, bank draft, or post-office or express money order, thereby enabling them (to) secure a-duplicate, if-lost en- route. We-cannot-be responsible for-the safe delivery to-us of currency remittances. Do-not send currency, except by registered mail. We always send receipt promptly for remittance received. Please notify us if-your receipt is-not received in-due time. Yours -truly, (No. 22, 176 Words) Dear-Sir: With-the approach of summer you-are, no-doubt, con- templating a-vacation and-are possibly figuring on where to-go, the probable cost, time consumed, and-numerous other details in-which we-might be able-to help you. A-tour to-the Pacific Coast, taking in enroute Pike's Peak, the Royal Gorge, the Black Canyon, and-other points of interest in Colorado; the Grand Canyon (of the) Colorado, in Arizona; the Yosemite Valley, in California; the Yellow- stone National Park, in Wyoming, would-be a-most de- sirable trip. All of-our proposed trips are easily and-economically made via our lines, and-the rates and-arrangements for-the summer are unusually liberal. BUSINESS LETTERS 189 I-?hall-be-pleased (to) assist you in-planning your summer trip, (to) advise you regarding details, and-(to)-furnish you beautifully illustrated booklets descriptive (of the) scener\- in -the far West. We-are here for-this purpose, and- although you-do-not purchase a ticket via our lines, we shall-not consider our time lost in talking with-you. Very-truly -yours, UNIVERSITY OF CALIFORNIA LIBRARY Los Angeles This book is DUE on the last date stamped below. 1 II 11 III 11 M III! II 1 II III 1 II 1 1 1 li.iii z 56 L 6o9 512 276 8 C93ft. 1917 UC SOUTHERN REGIONAL LIBRARY EACILITY Jll