THE LIBRARY OF THE UNIVERSITY OF CALIFORNIA LOS ANGELES 1331 Grand Ave. OfTK MO. 21+ LA DAL A SHORTHAND FOR HIGH SCHOOLS AMERICAN-PITMAN PHONOGRAPHY. BY L. E. BARNES. ... ST. LOUIS: ARTHUR J. BARNES, PUBLISHER. 1903. COPYRIGHTED, 1903, BT A. J. BARNES. 3 FOREWORDS. The sentence method, universally employed by public school in- structors in teaching pupils to read and write, has been applied with equal advantage to shorthand. It saves from twenty-five to fifty per cent of the time usually spent in memorizing the phono- graphs. By the sentence method, the student begins, not with a formidable array of disconnected signs, but with word outlines and easy sentences, from the practice of which he gains a mastery of the phonographic characters. The shorthand sentences m this book are carefully graded so that the student practices uothinsr in Please read at least the first three arugraphs of the "Forewords* can. fully <> 'hey give the g*st of the author s idea in Jh.e preparation of the ^^^ o iuuy uiustftttecl by shorthand sentences, with long- hand translation underneath, that the student is enabled to learn them with very little effort. In fact, it would be difficult for him to read the text and practice the sentences without understanding and memorizing the principles. It is suggested that the first five or ten minutes of class time be devoted to the writing of these sentences upon the blackboard by students, in order that any carelessness or failure in their work may be detected and corrected. During the remainder of the time, the lesson may be written from the teacher's dictation, papers ex- changed, notes read and criticised, then the lesson written again and again until it can be written rapidly as well as correctly. (iii) FOREWORDS. The sentence method, universally employed by public school in- structors in teaching pupils to read and write, has been applied with equal advantage to shorthand. It saves from twenty-five to fifty per cent of the time usually spent in memorizing the phono- graphs. By the sentence method, the student begins, not with a formidable array of disconnected signs, but with word outlines and easy sentences, from the practice of which he gains a mastery of the phonographic characters. The shorthand sentences m this book are carefully graded so that the student practices nothing in advance of the lesson, and yet he writes every outline as an expert should write it. He practices reporting outlines from the start. lie learns nothing that he has to unlearn. Translated shorthand sentences containing all of the straight phonographs are given in the first lesson. In the second lesson the curved phonographs are embodied in similar sentences, with longhand translation underneath. These sentences should be copied until learned, then written repeatedly from the teacher's dictation in the class room. Though not so named, speed practice really begins with the very first lesson. In a similar way, the wordsigns are learned, not by memorizing a list of arbitrary forms, but by practice of shorthand sentences containing the wordsigus. The principles set forth in each new lesson are so fully illustrated by shorthand sentences, with long- hand translation underneath, that the student is enabled to learn them with very little effort. In fact, it would be difficult for him to read the text and practice the sentences without understanding and memoi'izing the principles. It is suggested that the first five or ten minutes of class time be devoted to the writing of these sentences upon the blackboard by students, in order that any carelessness or failure in their work may be detected and corrected. During the remainder of the time, the lesson may be written from the teacher's dictation, papers ex- changed, notes read and criticised, then the lesson written again and again until it can be written rapidly as well as correctly. 448366 IV FOREWORDS. Halving has been introduced in a simple way in one of the first lessons, in order to impress students early with the fact that a change in the length of a stroke changes its meaning, and to make them careful from the start about the length of their strokes. The lessons are brief, to give time for the study of other branches in connection with shorthand. It has been found that a bright, intelligent student can learn one of these lessons in about an hour's time. In one school quarter, therefore, students can learn all of the principles, and also acquire considerable facility in writing and in reading shorthand. Afterward, "Business Letters in Short- hand " may be taken up, and miscellaneous matter practiced until new as well as practiced selections can be written legibly and rapidly. This book has been written especially for High School students by one who has had ten years' experience in teaching in High School, seminary and college, and more than that in conducting a shorthand school and in writing shorthand and typewriting text- books. This volume has been written, therefore, from a High School as well as from a shorthand point of view. We do not present any new system, but the Standard American Phonography, that of Isaac Pitman's ninth edition, generally known as Benn Pitman phonography. Under one name or another, it is used by ninety per cent, of our best reporters, and has been em- ployed for years in taking verbatim notes of the proceedings of the United States Senate and the House of Representatives. It has stood the test and has been found equal to all requirements; it can be rapidly written, easily read, and when properly presented, quickly learned. It is the shorthand that can be read by others as well as by the wrfter. Every student of it can and should write so that his notes are legible to others. Stenographers are occasionally called upon in business to read each other's notes. They should be trained to read each other's shorthand in the class room. The Key at the back of the book gives merely the names of the phonographs in the outlines. It will be of little service to the indolent, but it will enable the faithful student to test the correct- ness of his work. Shorthand Alphabet. CONSONANT PHONOGRAPHS. Phono- graph. \ I / / First Place. Second Place. Tiird Place. Name. PC Be Tc De Chay Jay Kay Gay Hay Ray Ar Way Lay Sound of. p in pop. b in 606. t in tight. d in died. ch in church. j in jud^e. k in kick. g in ff*ff' h in he. r in roe, tarry. r in oar, tar. w in tooe. 1 in He. Phono- graph. xr__, Nanie ' Sound of. Ef fin/i/e. Ve v in hiue. Ith th in breafA. The th in breaZAe. Es s in cease. Ze z in zeal, ease. Ish sh in sure, busA. Zhe zh iu azure, rougre. Em m in ?nay. Emp- mp or mb in lamp, En n in no. [awi&ush. Ing ng in sing, bank. Yay y in yes. VOWELS. Long Vowels. Short Vowels. IE He eat I Aw saw C_ talk |A Jane 10 Jones, L_ (- take though Ah JOo Artie move 11 it pityl e get / edge .la that lo on odd -Is up. Diphthongs. V A I Oi boy. r my dime toil tub _|oo wool pool AlOW round pull couch olO you. pew LESSON 1. STRAIGHT CONSONANT PHONOGRAPHS, Left Down Strokes. to Right. Up Strokes. Names: P 13 T 1) Chay J K Gay Hay Kay Phonograph. : \ \_. .. [ _;.] """7/.".Zll""""~~^^. Sound of ch j or SOft g k hard g h r As heard in church judge gag hue rye 1. In shorthand, write words as they sound, without regard to the spelling. Write know th j same as no; judge, juj; chasm, kazm; enough, enuf; etc. The signs represent sounds, not letters; hence they are called phonographs. Many of them are simply called The pupil should begin with Lesson 1, ;ing the Alphabet page* His first .ting is the shorthand ai the bottom of ; page , an iuraediite application of the -.-tance Method* Kotice that in oraer to mXs tho sari ten seat legible, two irowels are given in connection with the con sonants , same as when first teaching a child to 5 str&ight consonants are most learned froa. thia line of cor- Ho more vowels; ar given until the upil has mastered all the consonants. Up strokes : Hay Ray hurry Long vowels : A Bake a cake. A gay age. Take a page a (Jay. Joe Koach hoed a row Shorthand Alphabet. CONSONANT PHONOGRAPHS. Phono- graph. Name. \^ PC \ Be I Tc De I / / Chay Sound of. p in pop. b in bob. t in tight. d in died. ch in church. Phono- graph. X. Sound of. ) Es Name. Ef fin/i/e. Ve v in hive. Ith th in bre&th. The th in breathe. a in cease. Third Place. n take though edge , Ah Artie JOo move pool a that I add tub\ _| oo wool round Ju you. pull couch pew LESSON 1. STRAIGHT CONSONANT PHONOGRAPHS. Left Down Strokes. to Right. Up Strokes. Names: P B T 1) Chay J K Gay Hay Kay Phonograph, : Sound of ch j or SOfl g k hard g h r As heard in church judge gag hue rye 1. In shorthand, write words as they sound, without regard to the spelling. Write know th3 same as no; judge, juj; chasm, kazm; enough, enuf; etc. The signs represent sounds, not letters; hence they are called phonographs. Many of them are simply called strokes. 2. Omit all silent letters, also the vowels (a, e, i, o, u, final w and y). 3. Join the strokes in a consonant outline WITHOUT LIFTING THE PEN, and insert the vowels afterward, if at all. Examples of consonant outlines : take dug poach budge T-K D-Gay P-Cbay B-J 4. Learn these two pairs of outlines, and you will know eight strokes T, a light vertical; K, a light horizontal; etc. What sound is indicated by the shaded vertical? By the shaded horizon- tal? By the light slant to the right? By the light slant to the left? By the shaded slant to the right? By the shaded slant to the left? What kind of a stroke is T? D? B? P? Chay? J? Gay? K? J? D? P? Gay? Chay? K? T? B? 5. You will also learn from the above outlines that K and Gay are written from left to right, and that the other strokes are writ- ten with a downward motion. NEVER WRITE THEM UP. Upstrokes: Hay Ray hurry Long vowels: A / Bake a cake. A gay age. Take a page a day. Joe Iloach hoed a row 2 SHORTHAND LESSONS. 6. Observe that hard g is represented by Gay, and soft g by J. Never say g (jee), but always say Gay or J. Never say c-h (see- aitch), but always Chay. 7. The heavy dot representing long A, and the heavy dash repre- senting long O, must be placed exactly at the middle of the stroke. When on the line of writing, the heavy dot stands for the word a. 8. Since Ray is always written up and Chay is always written down, it is easy to distinguish them by their direction when they are joined to other strokes. When alone, Hay and Ray are slanted much more than Chay, and do not therefore extend to the upper ruled line. Bay, Chay, Ray-Chay, Chay-Ray, Ray-P, Chay-P. 9. Read the first line of Exercise No. 1, at the end of this lesson, thus: T-K, K-T, etc. Read each line three times as rapidly as you can without making an error. 10. Observe in lines 1 and 2 of Exercise No. 1, that the horizon- tals K and Gay are written on the top line whenever they are. followed by a down stroke, in order that the down stroke may extend from line to line. 11. Practice the outlines given previously for take, dug, and hurry until you can make T and D exactly vertical, until you can give the proper length to K and Gay, and until you can make both hook and main line of Hay perfectly straight. Then copy Exercise No. 1, making each stroke exactly like the copy in length, direction, and shading. 12. Learn to write each stroke first correctly, then quickly. Think of only one stroke at a time. Draw that as quickly as you can and make it exactly right. Hold the pen on the paper an instant until you can think how to write the next stroke, then draw that quickly and perfectly. EXERCISE NO. 1. SHORTHAND LESSONS. LESSON 2. CURVED CONSONANT PHONOGRAPHS. Names: F V Ith The S Z I_sh Zhe Phonographs: V^ ^_ C ( ) ) ^ Sound of th th sli zh As heard in bath bathe sure vision Names: - M Emp N Ing Lay Ar Yay Way Phonographs:^^ y-Ts "N ^ s x (C ^S ' "f ^ Sound of mp, mb n 1 r y w As heard in ambush lamp sing bank your woe N 13. Notice that Lay is the L eft half of an arch, and Ar is the R ight half. M is like the first part of a running m. Way is like the first part of a simple capital w. 14. The curved consonant phonographs are all contained in the outlines below. Copy each sentence ten times. X? y^ I Five noisy thnmbs are thumping away on-the yellow door. F-V N--Z Ith-Mz Ar Ith-Emp-Ing Way Yay-Lay D--Ar :c:::z:::i::::i^c They sftow us a mirage. The lab S M-liay-Zhe 4 SHORTHAND LESSONS. 15. S or z is generally represented by a very small circle except when it is necessary to place a vowel by s or A. If a word ends in a vowel sound after s or z, as is the case with noisy, the stroke, and not the circle, must be used. 1G. Notice that the ticks for on the are both slanting. ON is always written UP, just under the upper line. The is generally written down, in the direction of Chay. 17. Write Lay up. Write the other strokes down except the hori- zontals which are Avritten from left to right. . 18. Make the ticks as short and the circle as small as they can be made and still be distinct. 19. Copy the shorthand outlines given above ten times; then see if you can write them perfectly from memory. Try to make every stroke exactly like the copy in length, shading, and direction Slant the slanting strokes from the beginning to the very end. Most beginners do not slant the slanting strokes enough. In ( ( ) ) curve outward most at the center and end exactly under the point of beginning./^ ^X"^ auc l ^~ must never curve in at the end. Slant them out. 20. Give both names and sounds of the phonographs in the exer- cise below. When you can do this correctly and without hesita- tion, make an exact copy of the exercise and hand to the teacher. EXERCISE NO. 2. i is study of the consonants c Exercise 3. 23. Outlines composed entirely of horizontals should be written just above the lower line, resting upon it. Copy line 4 three times. 21. When an outline begins with a horizontal followed by a down stroke, begin the horizontal at the top line, so that the down stroke will extend from line to line. You will probably forget this and make many mistakes in consequence. Copy line 5 three times. 25. In most cases, there should be a sharp point or angle at the joining of two strokes. There should always be an angle between Ef or Ve and En or Ing, also between Lay and Em or Emp. Copy line G. 26. When a light and a shaded stroke join without an angle, make them with one continuous motion of the pen. The shading should be gradual, not abrupt. Copy line 7 until you can write it easily. 27. Make a correct copy of Exercise 3 and read it from your notes. EXERCISE NO. 3. GCCJDITH: wl a \ ant 1 alw wril 17 zont 18. made 19. if yoi ---- wvery stroke ^ *** iciigtn, shading, aiid direction Slant me slanting strokes from the beginning to the very end. Most beginners do not slant the slanting strokes enough. In ( ( ) ) curve outward most at the center and end exactly under the point of beginning, f ~^\^\ and f must never curve in at the end. Slant them out. 20. Give both names and sounds of the phonographs in the exer- cise below. When you can do this correctly and without hesita- tion, make au exact copy of the exercise and hand to the teacher. EXERCISE NO. 2. SHORTHAND LESSONS. LESSON 3. REVIEW OF THE CONSONANT PHONOGRAPHS. 21. Hay and Ray are always written up, Lay is generally written up, Ish is very seldom written up, and the other phonographs are never written up. 22. The first down (or up) stroke in an outline should extend from line to line, and the other strokes should go- below the line, above the line, or between the lines, as is most convenient. Copy line 3, Exercise 3. 23. Outlines composed entirely of horizontals should be written just above the lower line, resting upon it. Copy line 4 three times. 24. When an outline begins with a horizontal followed by a down stroke, begin the horizontal at the top line, so that the down stroke will extend from line to line. You will probably forget this and make mauy mistakes in consequence. Copy line 5 three times. 25. In most cases, there should be a sharp point or angle at the joining of two strokes. There should always be an angle between Ef or Ve and En or Ing, also between Lay and Em or Emp. Copy line G. 26. When a light and a shaded stroke join without an angle, make them with one continuous motion of the pen. The shading should be gradual, not abrupt. Copy line 7 until you can write it easily. 27. Make a correct copy of Exercise 3 and read it from your notes. EXERCISE NO. 3. XSZC3ISIZZ22.7I SHORTHAND LESSONS. 28. As has been said before, the whole of an outline is written without lifting the pen, and the vowels are inserted afterward, if ;it all. The vowels are a, e, i, o, u, final w and y. All silent letters are omitted. 29. There is no c, g, or x, in shorthand. C is represented by Es or Kay according to its sound ; g, by Jay, or Gay ; x, by ks or gz, according to its sound. 30. A double letter is represented in shorthand by a single phono- graph. Ex. funny, cherry, tobacco, 31. Write the consonant outlines of the following words, care- fully observing the foregoing rules : WKITING EXERCISE. Take, kitty, dug, giddy, tug, gayety, duck, caddy, peck, cape, beg, gab, beck, cab, peg, gap, chalk, catchj joke, gauge, pity, booty, tub, depot, pitch, ehop, badge, job, touch, Judah, baby, dado, judge, cake. (Use Ray) Berry, cherry, rich, right, hitch, ray, etch, hay. 32. Look over your work carefully, and correct every error you can flnd in it. Then compare your work with Exercise 1 and note all differences and the reason for those differences. Rewrite the exercise without help from Exercise 1. Not until you have done SHORTHAND LESSONS. 7 the best you can yourself should you ever compare your work with the printed phonography. Rewrite and compare until you can write the exercise correctly without aid. LESSON 4. WRITING EXERCISE. Fife, five, veto, vouch, tooth, dizzy, faith, path, puffy, both, fetch, thatch, voyage, ask, shake, espy, shabby, aside, shadow, zouave, coffee, Gath, chaos, cozy, gauzy, cash, gash, gassy, covey, kith, mail, honey, lung, yellow, awake, waylay, make, king, showing, Assam, vamp, zenith. Use Ar: Arm, early, Arab. Use Ray: Rub, roar, merino, empire, terror. i Ian suggested in Pare the pupil to self-reliai teacher much work* TA* principal object In jasre i& a halving principle (Par , s i 556 the irapo rt ari ee r of tha proper length /s the f oun da tic . . r ing principle ^ iie pupil really comes t fc recognizes it as r ' what he already v ral * can yourself. If necessary, rewrite. 35. Making a stroke half as long as usual adds the sound of t or d. The half lengths are called Pet, Bet, Tet, Det, etc. Ray and SHORTHAND LESSONS. 28. withoi all. 1 are on 29. or Ka; accon 30. graph 31. fully ( Tak beg, g tub, c judge etch, 32. Look over jour work carefully, and correct every error you can flnd in it. Then compare your work with Exercise 1 and note all differences and the reason for those differences. Rewrite the exercise without help from Exercise 1. Not until you have done SHORTHAND LESSONS. 7 the best you can yourself should you ever compare your work with the priuted phonography. Rewrite and compare until you can write the exercise correctly without aid. LESSON 4. WRITING EXERCISE. Fife, five, veto, vouch, tooth, dizzy, faith, path, puffy, both, fetch, thatch, voyage, ask, shake, espy, shabby, aside, shadow, zouave, coffee, Gath, chaos, cozy, gauzy, cash, gash, gassy, covey, kith, mail, honey, lung, yellow, awake, waylay, make, king, showing, Assam, vamp, zenith. Use Ar: Arm, early, Arab. Use Ray: Rub, roar, merino, empire, terror. 33. After writing the above, look over your work carefully and correct, as far asyow can, any errors you may have made. Then, and not until then, compare your work with Exercise 2 and note every difference between your shorthand and the printed phonog- raphy. Rewrite, and compare again. Your work should now be correct. WRITING EXERCISE. Bathe, shaggy, fatigue, love, jump, hung, heavy, came, camp, muddy, chap, pump, bump, fang, Fannie, cheap, lame, chill, chime, damp, hatch, name, money, among, neck, gong, move, mummy, naughty, niche, muff, knave, knob, enough, vying, limp, limb, lamp, lamb, ambush, catch, gauge, engage, ambiguity, tidy, ditto, keg, foggy, dialogue, dumping, damage, apology, Chicago, looked, kicked, kingdom, Ottawa, chimney, Lehigh. 34. You have doubtless made several errors in writing the above exercise. What letters are silent in knave, knob, limb, etc.? What is the last sound in looked and kicked? Should you use Jay or Gay in apology and damage? Does Chicago begin with the sound of Chay? Did you use Emp in ambush and ambiguity? Review the rules in Lesson 3 and correct your work as far as you can yourself. If necessary, rewrite. 35. Making a stroke half as long as usual adds the sound of t cr d. The half lengths are called Pet, Bet, Tet, Det, etc. Ray and O SHORTHAND LESSONS. Hay ; however, are not halved unless joined to another stroke or to a hook to be learned hereafter. Ex. Date, mate, paid, hate, hated, lamed, caged, road, parade. 3(>. Write the consonant outlines of the following: Loved, left, pitied, delayed, talked, dipped, digged, packed, ducked, loaded, vetoed, chopped, decayed, loathed, hopped, boiled, toiled, picked, begged, pulled, pegged, pitched, cheated, jotted, damaged, get, debt, late, shut, mate, note, fetched, shamed, bathed, mailed, combed, bed, shaved, shopped, kept, caged, moved. LESSON 5. A, O, eh, uh. 37. A light dot placed at the middle of a stroke represents eh the short sound of e heard in egg, met, etc. Ex. . egg, \ . beg, /\ red. 38. A light dash placed at the middle of a stroke represents uh, the short sound of u heard in up, love, etc. Ex. -^\ us, X cup, I l duck. 39. The order of reading and writing in shorthand is the same as in longhand, from left to right and from above downward. If a vowel is placed at the left of an up or a down stroke, it is read before it; if placed at the right of the stroke, it is read after it. See Exercise 4, lines 1 and 2. If a vowel is placed above a hori- zontal, s-^^^. -^^^ ',it is read before it; if placed below the horizontal, it is read after it. See lines 3 and 4. Ex. J day, .| aid, .gay,_j_ache,^~^ aim, 40. Dash vowels are always written at right angles to the gen- eral direction of the stroke horizontally by a vertical stroke, vertically by a horizontal stroke, and slanting by a slanting stroke. Ex. /\ ^" > s ~[j v Joe sows, no oats. 41. When coming between two strokes, the heavy vowels, A and O, are placed by the first stroke, and the light vowels, eh and uh, are placed by the second stroke. SHORTHAND LESSONS. EXERCISE NO. 4. -i *" y..\ i- * > s ^ \ / r \ > -i -i nd-plact is ar order to give tiie pupil a -3 of vowel writing before h* ^n- r tfca first or th/j t; / the <^x v< O SHORTHAND LESSONS. Hay, however, are not halved unless joined to another stroke or to a hook to be learned hereafter. T> .X C" I ..,. 38. the s L_< 39 as in VOW" befo} See ZOlltar horizontal, it is read after it. SeeTIues^3~an3 4. .ux. j- uj, -. , gay,_i_ achc,^N aim, 40. Dash vowels are always written at right angles to the gen- eral direction of the stroke horizontally by a vertical stroke, vertically by a horizontal stroke, and slanting by a slanting stroke. Ex. /\ ^ s -[,, x J e sows, no oats. 41. When coming between two strokes, the heavy vowels, A and O, are placed by the first stroke, and the light vowels, eh and uh, are placed by the second stroke. *. e /j; SHORTHAND LESSONS. ^_ .' EXERCISE NO. 4. 1 X \ 1- ( > X >t 2 \ / r \ ) -i -i 3 ST^. X_X f S 4 _,_ \ / | / ^ > 5 (_ > k. _ ^ >C -< 1 6 k ^ ^ J^ V J_ Y 1 ^~~^ ~N /^ \ ^ 7 V k^ /1 A ,W -p/" Xl 8 ^ /^" Z. A rf ^ A 9 V ) L. V_ A V- U 10 V v K K x\ xA r 1 11 >--r-^ 13 14 V, V< 10 SHORTHAND LESSONS. Ex. Bake, beck, bale, bell, dome, dumb, kept, engaged. 42. The vowel sound heard in air, bare, pear, etc., is represented by the same as long A. Ex. NL pair, I: fare. 43. The vowel sound heard in burgher, sir/\etc., is represented by _J_the same as uh. Ex. V^^ ur ~7\ herb. 44. Write f~ 1 downward after\i_xand ^_^ as in v y> / nail. The angle is sharper and the strokes are more distinct in rapid writing. The down stroke is called El to distinguish it from the up stroke, Lay. Unless directed otherwise, always use Lay. 45. Study Exercise 4 until you can read it quickly as well as cor- rectly. In this and in the succeeding exercises, the dotted lines are omitted unless it is necessary to insert them for the instruction of the student. Where only one line is given, it is the lower dotted line, the line of writing, that is intended. In the writing exercise, be careful to observe the rules in Lesson 3 as well as the rules given in this lesson. WRITING EXERCISE. Ebb, Abe, Ed, gay, etch, age, edge, bail, bell, ode, oak, oath, deck, pail, peck, lake, lame, leg, owed, owes, name, neck, own, up, us, dome, dumb, mole, mull, goal, gum, Pope, Puck, loaf, love, poach, nail, Nell, cup, mope, muff, knave, nudge, Dutch, bowl, jump, numb, bathe, null, babe, faith, dado, lull, obey, meadow, engage, tongue, gem, bump, lug, shove, bulb, pulp, echo, essay, check, knell. Halve for final t or d: Baked, get, paid, late, let, begged, tamed, poked, ducked, shaped, touched, poached, joked, mate, mote, met, nut, note, coat, date, debt, left, love^, edged^ shaved, loathed, combed, pumped, kept, nailed, engaged, fate, shut, shoved. SHORTHAND LESSONS. 11 a*$tard the four stcond-plas* ar-jugr at -place v is da ay iur tt* * ia* ui iioi^io^ at th* fc3 up th* firs, **iX ne rota the snort souuu 01 i uuaru m uau vvuius n, m, m. ^ -.e,... ____ ,._. . dash represents the short sound of o heard in the words odd, top, on. v _ represents the long sound of I heard in the words ice, pie, my. ^ _ represents the sound of Oi heard in the words oil, boy. The first-place vowels are all found in the sentence, She saw Jim rob my boy. Memorize this sentence. She saw Jim rob my boy. Esau hid Tom Pike's oil. Pete bought -^f-^~ -^--^-^ ------- -, ..... e -^ ^--^ x -- 1 Y- I _______________ ..... X..* ......... ----- V ........... _ ...... JL --- x ........... Mollie Boyd's ivy. Roy thought they might not flt me. Copy. 4H. When convenient, I and Oi may be joined to the following stroke, as in oil and ivy in the foregoing sentences. 49. When between two strokes, first-place vowels are always written by the first stroke,""as in Jim, rob, etc. 50. The outline of a word containing a first-place vowel sound 8HOHTHAND LESSONS. E2 b I deck, pall, pcun., . _, us, dome, dumb, mole, mull, goal, gum, ru^o, ~ _ poach, nail, Nell, cup, mope, muff, knave, nudge, Dutch, bowl, jump, numb, bathe, null, babe, faith, dado, lull, obey, meadow, engage, tongue, gem, bump, lug, shove, bulb, pulp, echo, essay, check, knell. Halve for final t or d: Baked, get, paid, late, let, begged, tamed, poked, ducked, shaped, touched, poached, joked, mate, mote, met, nut, note, coat, date, debt, left, love;!, edged^, shaved, loathed, combed, pumped, kept, nailed, engaged, fate, shut, shoved. SHORTHAND LESSONS. 11 LESSON 6. FIRST-PLACE VOWELS. 46. First-place vowels are those written at the beginning of a stroke; that is, at the left end of the horizontal strokes, at the top of the down strokes, and at the bottom of the up strokes, Hay, Eay, and Lay. The stroke K is given below simply to show the place of the vowels. Short. Diphthongs. Aw 01 Eat law - If odd rye toy 47. A first-place heavy dot represents the long sound of E heard in me, fear, eel.:; _ never represents the short sound of e heard in met. A heavy iirst-place dash represents the sound of Aw heard in the words saw, all, talk. A light first-place dot represents the short sound of i heard in the words it, ill, in. A light first-place dash represents the short sound of o heard in the words odd, top, on. v represents the long sound of I heard in the words ice, pie, my. A represents the sound of Oi heard in the words oil, boy. The first-place vowels are all found in the sentence, She saw Jim rob my boy. Memorize this sentence. She saw Jim rob my boy. Esau hid Tom Pike's oil. Pete bought \A" / i v- -^-^ } - V; : >-*( ---/ ..... <^r-' ^--^-^ \ I ____________________ X._*_._ ...... ----- V .................. - -X. ........... Mollie Boyd's ivy. Roy thought they might not fit me. Copy. 48. When convenient, I and Oi may be joined to the following stroke, as in oil and ivy in the foregoing sentences. 49. When between two strokes, first-place vowels are always written by the first stroke, as in Jim, rob, etc. 50. The outline of a word containing a first-place vowel sound 12 SHORTHAND LESSONS. V EXE . RCISE N.O. ^ . 6. . 1 > ) ~S 7 / 2 1 \ 7 c n L 10 r-^ i 11 12 13 r V SHORTHAND LESSONS. 13 may be written in first position; that is a little higher than usual, half a stroke higher if the outline contains an up or a down stroke, but nearly a stroke higher if the outline is purely hori- zontal. The object of position will be explained in a later lesson. 51. Write the first down or tip stroke in an outline in position as if it were the only stroke to be written, and let the other strokes follow after without regard to position. 52. When using double-line paper, be careful to have the first down or up stroke, if a full length, cross the upper line so as to be half above and half below it. If the first down or up stroke is a half 1nHjt.li, it should be written like the horizontal outlines just ninliT the upper line, and touching it. Make ten exact copii-s of .the shorthand sentences given abovel 53. Study Exercise 5 until you can read it easily as well as cor- rectly and can write any word in it. LESSON 7. FIRST-PLACE VOWELS CONTINUED. 54. Copy lines 1, 8, 9, and 14 of Exercise 5 five times. Then write the following words, first writing each outline in its proper position and afterwards inserting the vowel or vowels: WRITING EXERCISE. Eat, jaw, if, each, pie, odd, fie, thaw, toy, thigh, sigh, boy, shy, my, coy, buy, pshaw, ice, thy, joy, easy, rye, eel, raw, ivy, ill, gnaw, caw, eyes, icy, oil, nigh, meek, dike, chip, five, sheep, peel, chime, type, mill, bib, lime, teach, heath, lick, peep, Tom, Paul, thick, tall, cheek, bob, ball, kick, beech, pill, fib, gig, bile, pith, theme, chalk, peach, teeth, deep, pig, doll, chick, niche, fob, cheap, tithe, dig, ding, ink, pink, miff, king, kink, vim, milk, myth, team, job, cog, moth, dog, timely, decoy, belie, finny, chilly, shock, easily, daub, jolly, lily, poppy. Halve for t or d: Might, not, died, bought, tight, cheat, got, fit, shot, taught, sheet, light, copied, mild, written, writing, lighting, pitied, robbed, picked, boiled, toiled, digged, pitched. 55. Read your shorthand carefully to see if you have observed every direction given in the last lesson. Correct all errors and rewrite the exercise for the teacher. SHORTHAND LESSONS. SECOND-PLACE VOWELS. 50. Second-place vowels are written by the middle of the stroke. They are A, O, eh, and uh, previously learned. 57. If the vowel in a word is second-place, the outline is written in second or natural position, resting pn the lower line, the first down or up stroke extending from line to line. That is, it is written like the outlines first learned. 58. A word containing two or more vowels is written in the posi- tion of the principal or accented vowel. Thus, A governs the posi- tion of decay; eh, of many; I of untie. ;")'.). Write the following words in the first or in the second posi- tion as indicated by the accented vowel. WRITING EXERCISE. Amy, Effle, money, dummy, impish, decay, foggy, many, delay, jockey, enjoy, defy, tiny, doily, mileage, minnow, balky, pithy, chiming, poppy, billow, below, envoy, pillow, item, relay, rely REVIEW QUESTIONS.. What phonographs are always written up? Par. 5. What phonograph is generally written up? What one is seldom written up? Par. 21. How is Ray distinguished from Chay when. alone, and when joined to other strokes? Pars. and 7. What is said of Lay, Ar, Way, and Yay in Par. 1!)? How should Hay be written? Par. 7. How should a consonant outline be written? Par. 28. How should a double letter be represented in shorthand? Par. 30. What is said of the angle between strokes? Par. 25. When a light and a shaded stroke join without an angle, how are they written? Par. 20. When should Gay, and when should J be used for g? Give the sounds of the first-place vowels, of the second-place vowels. When a vowel c >mcs between two strokes, by which stroke should it be written? Par. 70. SHOKTHAND LESSOR, What diphthongs may be joined to the stroke, uiul when? Which stroke in tin outline should be put in position? When a word contains two or more vowels, which vowel governs the position of the word? LESSON 8. WORDSIGNS. Be, it, do, for, have, think, them, are, y /. i-. n / L. .~f... A I him, but, you, was will, your, how, on. high, They think you-will-do it for-him. So you-arc going, are you? I owe you. But was it your ball? I know you have them. Oh, no ; Tom owed him for it. _.L. A. _.........l_.. /...V... But how high will it be? Oh, do not let them see it on him. Was it right? 14 SHORTHAND LESSONS. SECOND-PLACE VOWELS. 56. Second-place vowels are written by the middle of the stroke. They are A, 0, eh, and uh, previously learned. 57. If the vowel in a word is second-place, the outline is written in second or natural position, resting pn the lower line, the first down or up stroke extending from line to line. That is, it is written like the outlines first learned. 58. A word containing two or more vowels is written in the posi- tion of the principal or accented vowel. Thus, A governs the posi- tion of decay; eh, of many; I of untie. ;">:). Write the following words in the first or in the second posi- tion as indicated by the accented vowel. WRITING EXERCISE. Amy, Effic, money, dummy, impish, decay, foggy, many, delay, jockey, enjoy, defy, tiny, -doily, mileage, minnow, balky, pithy, chiming, poppy, billow, below, envoy, pillow, item, relay, rely REVIEW QUESTIONS,. What phonographs are always written up? Par. 5. What phonograph is generally written up? What one is seldom written up? Par. 21. How is Ray distinguished from Chay when. alone, and when joined to other strokes? Pars. and 7. SHORTHAND LKSSONS. What diphthoiigs may be joined to the stroke, and wlieu? Which stroke in an outline should be put in position? When a word contains two or more vowels, which vowel governs the position of the word? LESSON 8. WOKDSIGNS. XTZI ::ZI:::::SZ:Z^:ZIIZZI:T^Z Be, it, do, for, have, think, them, are, '""". in"." ) " '""C... "".. ~_~A"' I him, but, you, was will, your, how, on. high, They thiiik you-will-do it for-him. So you-arc going, arc you? I owe you. ... / ..... ' -i But was it your ball? I know you have them. Oh, no; Tom owed him for it. .. i.. A C...L.V..I-.-I .____.:_X .___'_. L._^ x . J..J But how high will it be? Oh, do not let them see it on him. Was it right? GO. Wordsigns are exceptions to the rules. Most of the word- signs are written in the second or natural position regardless of the vowels which they contain. Thus, it, for, think, him, etc., are writ- ten between the lines, in second position, although the vowel in each of these wordsigns islirst-place. The position of a wordsign must be carefully memorized, as a change in the position of a word- sign changes its meaning. fll. Notice that the same wordsign represents either I or high. rr>rs .and heroes. lx:g 'Ar or Ray* art o *naoi* LESSON 12. WRITING EXERCISE. Use Ray : Raw, rye, road, ripe, rage, Ruth, wrath, wrap, bury, ferry, cheery, tyro, Harry, mirth, mirror, rear, inferior, terror, inhere. Use Ar: Arm, earl, ear, our, hour, ire, Erie, airy, door, tower, dire, fewer, bare, herb, pare., tire, Europe, ream, romp, farm, arrear, rim. 20 SHORTHAND LESSONS. nie, due, view, shoe, new, tag, bag, patch, vouch, tap, dupe, catch, gash, cash, cap, loop, coop, hatch, doom, loom, took, look, fume, lack, boom, lamb, calm, tomb, pool, pull, push, bush, booth, map, match, endue, endow, shadow, nook, attack, shook, pack, package, Juno, mule, moody, anthem, couch, cuckoo, newel, pulled, pushed, patched, duped, rapid, packed, bag, tapped, ragged, calmed, tagged, mute, put, shoot, boot, doubt, act, art, foot, chat, pad, bad, about. LESSON 11. RAY OR AR. 80. Two considerations determine whether Eay or Ar should be used, the vowel and the angle. The vowel rule is given in the names. 81. Ray begins with the sound ofr; hence Ray is used in words 85. In shorthand, the consonants are of far more importance than the vowels, hence the above rules should never be followed when the resulting consonant outlines would be indistinct or liable to be misread. Bad outlines. Good outlines. rm rt ' rch rr rm mr rt rch rr 86. The first outlines are bad because there is no sharp point or angle at the joining of the strokes, and the strokes are, therefore, SHORTHAND LESSONS. 21 indistinct and liable to be misread. The first outline might be mistaken for a lengthened Lay (to be learned hereafter). The second outline looks like a lengthened Ar, while the third and fourth outlines, if written rapidly, would be apt to resemble Ar-Ish and Lay-Ar. 87. In the good outlines given above, there is a sharp angle at the joining of the strokes, except in Hay -Kay, and that is so plain that there is not the slightest difficulty in reading it. 88. In order that the consonants may be written so plainly that they cannot be mistaken, the following angle rules must be observed, regardless of the vowel rules : 89. Always use Ar before M and Emp, and Eay after M and Emp, as in ~~\^< Use Kay also after Kay and Hay. Examples : Rome's emperors and heroes. 90. When Ar does not make a good joining with the following stroke, as it does not with several of the down strokes, Ray must be used instead of Ar. Urge arch aright earth 91. In the middle of an outline, use whichever stroke for r makes i f /I the better joining with the other strokes ^<. farm ^/y forage. 92. Copy the examples under the angle* rules until you know them. Read Exercise 7 and be able to tell the reason for the choice of Ar or Ray in each outline. LESSON 12. WRITING EXERCISE. Use Ray : Raw, rye, road, ripe, rage, Ruth, wrath, wrap, bury, ferry, cheery, tyro, Harry, mirth, mirror, rear, inferior, terror, inhere. Use Ar: Arm, earl, ear, our, 'hour, ire, Erie, airy, door, tower, dire, fewer, bare, herb, pare, tire, Europe, ream, romp, farm, arrear, rim. 22 SHORTHAND I.KSSONS. EXERCISE NO. 7. 9 - :*.. x" 13 <,Lr.l\ A ^ XI SHORTHAND LESSONS. 23 Which stroke for r, and why? Ray, ore, row, rack, ark, rag, argue, early, rely, hourly, rob, orb, wrong, wreath, tar, tarry, bar, berry, fair, fairy, fare, dare, dairy, bore, borrow, shower, showery, fire, fiery, lower, Laura, fir, furrow, bureau, error, thorough, Rome, room, mire, ram, rhyme, mar, empire, roar, hero, heroic, horrify, emperor, rare, umpire, earth, carry, fear, urge, power, tore, arch, roam, morrow, aright, interior, form. LESSON 13. RULES FOR HALVING. 92. Every stroke in an outline should be perfectly distinct so that there can be no possible doubt as to what stroke is intended, or as to the length of the stroke, whether full or half length. There- fore, make a half-length too short rather than too long. Be especially careful about its shading. 93. Since Ray and Hay closely resemble Ghay, they should not be halved unless joined to a stroke or to a hook to be learned later on. Do not halve, therefore, in such words as rate, road, hit, head, etc., but halve in hated, writing, rated, etc. 94. Halving is not employed in unusual words or in proper names where it would be dilllcult to tell whether T or D were intended. 95. The stroke T or D must be used instead of halving when- ever a word ends in a vowel sound after T or D or when two necessary vowels come between T or D and another consonant; that is, whenever it is necessary to place a vowel by Te or De. Jet, jetty, pit, pity, lot, Lottie, poet. 96. DO NOT HALVE A STROKE UNLESS IT MAKES A SHARP ANGLE WITH THE OTHER STROKE OR STROKES TO WHICH IT IS JOINED. In /C 7 ") locate, K cannot be halved, for if it were the outline would look like Lay- K, or like Lay only. The only exceptions to this rule are where spot shading, a hook,or the opposite direction of the curve makes the half-length distinct. Ex. V_x~*> named. 97. In several ways, 1, m n, and r are treated a little differently 24 SHORTHAND LESSONS. from the other consonant strokes. When halved for d, they may be shaded to distinguish between conflicting words like maid and mate, old and late, etc. The light half-lengths are called Let, Met, Net, and Art. The shaded half-lengths are Eld, Med, Ned, and Ard. There is no danger of confusing them with half-length Yay, Emp, Ing, or Way as will be seen later on. 98. Eld is written down as it is difficult to write a shaded stroke up. 99. In words ending in ted or ded, write the part preceding ted or ded, then add the half-length Tet or Det if the joining is good; otherwise write Tet or Det apart from the rest of the outline, to the right of the preceding stroke and a little below it, but very close to it so it will not look like a separate word. Examples : En-ded, ma-ted, dee-ded, awai-ted, nut, end, late, old, feared. 100. When a lialf-length is put in position, it is not written across the line, but as previously directed, under the upper line for first position, on the lower line for second position, and under t-he lower line for third position. Read Exercise 8 and write the following WRITING EXERCISE. Halve for T or D : Ended, noted, loaded, hated, righted, fitted, dated, doted, pitied, cheated, dotted, awaited, written, writing, east, esteem, esteemed, estimate. Do not halve: Locked, looked, judged, kicked, peeped, radiate, fiat, liked, roared, reared. Should you halve or not, and why? Net, Nettie, mud, muddy, naught, naughty, date, data, dado, not, knotty, paid, petty, dot, ditto, ditty, Monday, tidy, sheet, shady, fight, let, lady, ninety, get, bought, tight, cheat, chat, fat, giddy, locate, raked, caked, rated, headed, write, heat, haughty, doubted, doubt, riot, met, meadow, shot, shoddy, made, end, old, aired, nut, night, late, nailed, need, needy, diet, mute, added, better, intend, intended, fortunate. SHORTHAND LESSONS, 25 EXERCISE NO. 8. A ... . X- .. ! A j 10 11 12 13 - 14 7 i.. jji Dl . \. .. V Y-- A VI V ^-^1 V V 1 26 SHORTHAND LESSONS. LESSON 14. THE SMALL CIRCLE. 101. The sound of s or z is generally represented by a small circle called Iss to distinguish it from the strokes S and Z. 102. The circle at the beginning of an outline is read before everything else; that is, before the vowel and before everything that will be learned hereafter. The circle at the end of an outline is read after everything else. I '*L I >T" - v Sirj city, soft, acts, puts. 103. Curves. Iss is always written on the inside of curves. Sons, seems, sofas, sells, sashes. 104. Straight strokes. When alone, or when joined to a single straight stroke, make the circle with a motion contrary to that of the hands of a clock. This puts the circle On the right side of a down straight stroke. On the left side of an up straight stroke (Hay or Ray). On the upper side of a horizontal straight stroke. x \ L I / / - ^ Pees, Bees, Tees, Dees, Chays, Jays, Kays, Gays, Hays, Rays, \\f f/ /a_u_ o^ Iss-P Iss-B Iss-T Iss-D Iss-Chay Iss-J Iss-K Iss-Gay Iss-Ray. 106. Though called a circle, Iss is not exactly round when joined to a straight stroke, for the straight stroke forms one side of Iss. Be careful to make the stroke perfectly straight in these two copies. In the flrst copy, make the stroke quickly ; then stop an instant before making the curve that finishes Iss. In the second copy, begin Iss at right angles to the stroke, not parallel with it, and when a little more than one-half of a circle is made, stop an instant, and with a straight, quick motion, draw the line which completes Iss and makes the required stroke. Thus, o not e , SHORTHAND LESSONS. 27 106. Make Iss as small as it can be made distinctly. DO NOT BE GUILTY OF PLACING A SINGLE CIRCLE ON THE WRONG SIDE OF A STROKE. Putting the circle on the other side of the stroke would change its meaning. Thus, [ stay wovfld become stray, audX^ buzz would become buns if the circle were written on the left side of the stroke. As you learn the foregoing paragraphs, write the shorthand under each paragraph five times carefully. Copy the following sentences ten times, then write them ten times from memory. Does Smith sell jackets? Seth Hayes says they chose a rose for your sake. v/ . -- ______ \o ....No I suppose Bess lives in-the city. Gus needs six pairs of cotton hose. 107. Between strokes. When one of the strokes is a curve, Iss is written on the inside of the curve. BETWEEN TWO STRAIGHT STROKES, Iss must be written on the OUTSIDE OF THE ANGLE, if any ; otherwise as directed in Par. 104. Our desks are dusty. These gossips may discuss your looks. CL^^:^:?;^:::::} ::::i:~^:-':. My cousin recites nicely. Have-you decided to resign? A risky task. I sent him a dozen razors Tuesday. She puts them at -**- your disposal. Your accuser acts badly. Despise such deeds. 28 SHORTHAND LESSONS. EXERCISE NO. 9, 1 r / I / ...^ -r r 2 \ ^V 3 ^ A *4.~** x x_^ 4 i ?r- i O ' P 5 ST\ i if s * V /^ ^ ^ r V-6 ?^^ K 8 J-> 9 10 11 12 13 r ^/ SHORTHAND LESSONS. 29 108. In desks, cousin, and similar words, the vowel does not come between two strokes, but between a stroke and a circle; therefore Par. 76 does not apply. 109. Practice these sentences until you can write them correctly and unhesitatingly. Make a longhand transcript of the reading exercise, carefully noting the place of the circle in each outline. Observe that the down stroke El is placed before Iss-En, and Kay is used after Ens and Kays. LESSON 15. THE SMALL CIRCLE CONTINUED. 110. When placing the vowels in this lesson, consider what the stroke is in each word, and write the vowel on the same side of the stroke as if there Avere no circle. The vowel belongs to the stroke, not to the circle. Eat, seat, eke, seek, ill, sill, age, sage. 111. Write the first seven lines of Exercise 9 from your longhand transcript without help from the printed phonography. Make any other mistake rather than make a mistake with the circle. Care- lessness in regard to the circle will cause you no end of trouble throughout your shorthand career. You can write every word in both exercises without getting a single circle wrong. Others have done it. You can do it. Compare your work with the engraved page ; correct and rewrite the seven lines. Proceed in the same way with the last half of Exercise 9. When you have written Exercise 9 without error, write the exercise below. See to it first, that every circle is properly placed, and afterwards that every vowel is on the proper side of the stroke. WRITING EXERCISE. Nose, face, sign, voice, same, saves, seems, sour, snows, shoes, sings, less, ashes, ways, yes, oars, slice, pass, piece, dose, choice, juice, does, guess, case, race, hues, house, spies, scope, picks, 30 SHORTHAND LESSONS. loops, lacks, lax, fix, mix, safety, sketch, cause, Sundays, suppose, notice, obvious, soaks, sinks, skip, dies, cheese, passive, dozen, surpass, searches, fastens, hose, heroes, hats, discuss, dispose, desire, casks, decides, reason, risk, receipt, dispatch, cellar, salary, salaries, ditches, acts, gets, puts, fits, cots, sit, set, sat, city, soap, such, same, sides, sole, sake, suits. LESSON 16. 112. A few of the wordsigns take the position indicated by their vowels. Be sure to review the wordsigns daily. Give, any, is, as, of, to, too, we, were, he, the, a, and, Given his, has, two, .. , ,.. to-the, is-the, was-a, and-is-a, and-has-a/liave-a, and-a, and-the. ^> c x ._ P c V n 5. L...x.....b.-x Were any-of-them with you? We-were in-the city two days. /- j, ...o ---------- 6 ^ ____________ 6 ______ > ____ > _________ ----- * ----- c James has given some of-his sketches to two of-the boys. Were Zr:::;i: ^::: ):::::::;:i:::;x :*::::;:::::c^ any-of-you with him? Was-the thought yours? Has-the agent "\ _ j bought our tickets? Are-the ladies going to-the office to-morrow? ------- ^ (^------P ------- ... ____ .V-..X.--l...-b.-. .V-.. We-have-a bag and-a basket. Oh, yes ; the ice is thick aud-safe. SHORTHAND LESSONS. 31 113. A word that is always vocalized, like ice, need not be put in position. Proper names should almost always be vocalized. 114. The may be represented by a slanting tick added to the end of a word. This tick is usually written down like diet, only not more than half as long as Chet; but for the sake of a sharper angle, it is sometimes written up like Ret. When written down, it is called Chetoid, meaning like Chet. (Oid means like.) When written up, it is called Retoid. 115. At the beginning of a sentence, or when the cannot be con- veniently added to the end of a word, the may be represented by a heavy dot placed on the upper line. 116. A, an, or and may be represented by a horizontal tick added to the beginning or to the end of a word as is most convenient. For the sake of a sharper angle, a vertical tick is sometimes used for a, an, or and. All of the ticks must be made as short as possi- ble without looking like dots ; otherwise they may be mistaken for half lengths. Since the ticks for a, an, and and are made like Ket or Tet, they may be called Ketoid or Tetoid. 117. Write the shorthand examples in this lesson at least ten times. Then write the exercise below very carefully. Read your notes, not only for the purpose of detecting any error you may have made but also for the sake of learning to read your notes quickly. Read every exercise each time that you write it. WRITING EXERCISE. Will you give-me-a dime for-the ball? Have-you seen any- of-them since they-were sick? Did-you know we-were at your house Tuesday night? You-will-have-a bad time if-you do not know your lessons. Has-the agent left-the city? We bought two tickets of him. Will you give them to me? Will you go and get me some salt? Were you in-his office at-the time? You have-a spot on your hat. He paid me two cents for it. We-think Fannie is too naughty to listen to-the singing. We-think they-will-be ready for-you. Are these your skates? 32 SHORTHAND LESSONS. EXERCISE NO. 10. \ ^ 10 11 12 14 v * ^ v Vn n n c ir..\ x 8 ( r o ") /I Cc -----v-n- ( , SHORTHAND LESSONS. 33 LESSON 17. CIRCLES AND LOOPS. No Pees, Peesez, Peest, Peester, Kays, Kaysez, Kayst, Kayster, etc. 118. A large circle, called Sez, represents two sounds of s or z with a vowel between them; as sez, sis, size, sus, zaus, heard in pieces, suspect, exercise, etc. If desired, the vowel may be writ- ten within a large circle; but this is seldom done in actual reporting. 119. Steh, a lean loop, half as long as the stroke, represents the sound of st or zd, as heard in raced or raised. 120. Ster, a larger loop, two-thirds as long as the stroke, repre- sents the sound of ster. This loop is seldom used at the beginning of words. Mrs. Case's roses are-the best. Move fast; move faster. Our store 3T ST>~~.MxI !.X.!"^EB .x."." was on fire last Saturday. Sam stole six boxes of scissors. Foster possesses artistic tastes. Our pastors testified at your earnest .. ^ _ _| ^ h suggestion. It exhausted our resources. Systematized statistics. 121. Iss may be added to final Sez, Steh, and Ster. 122. Like the small circle, Sez, Steh, and Ster at the beginning of an outline are read before everything else. At the end of an outline, 34 SHORTHAND LESSONS. EXERCISE NO. 11. {* / 6v V V \ -r 10 k. 12 X^ 13 y U V V o-LQ t- - / xf / SHORTHAND LESSONS. 35 they are read after everything else. Like Iss also, they are always written on the inside of curves, on the right side of down straight strokes, the left side of up straight strokes, and the upper side of horizontal straight strokes. 123. In the middle of an outline, a loop always makes an angle with the stroke that comes after it. It is never formed by the crossing of two strokes as the circles are. Exercise 11, line 11. 124. Make the loops and circles as unlike each other as possible, the loops long and narrow, and Sez very much larger than Iss. 125. Copy each of the foregoing shorthand sentences ten times. Then write each one ten times from memory. Learn to write these sentences both correctly and rapidly. Study Exercise 11 until you can read it correctly and quickly. LESSON 18. WRITING EXERCISE. Pieces, passed^- pastors, boasts, posters, box, boxes, abscess, ab- scesses, cast, casts, castor, castors, kisses, kissed, jest, jester, jests, jesters, guess, guessed, mist, muster, nest, haste, hissed, hisses, fosters, fasts, taste, lasts, arrest, amazed, safest, still, lustre, faster, refused, test, testify, justify, steal, still, store, star, possess, possessed, voices, successes, gazed, dust, excesses, roasts, Mrs., Mississippi, dusters, basin, music, inside, nicely, necessary, dis- pose, dusk, tusk, gasp, bask, bestows, discusses, casks, razors, resources, dispossesses, styles, storm, stillest, biggest, chosen, hasten, chastises, scissors, Cicero, Caesar, surfaces, dozen, lessons, listens, restores, message, miseries, mason, answer, nicer, sincer- ity, receipt, dispatch, resolve, passive, rejoiced, Rochester, artistic, artists, surfaces. 126. After writing this exercise, look over your work carefully to see if you have made the loops thin and of the required length. See if every loop and circle is on the proper side of the stroke, if Iss is made as small as possible, and Sez very much larger than Iss. After correcting the exercise, rewrite it more carefully for the teacher. 127. Since Iss is read after everything else, halving and the circle 36 SHORTHAND LESSONS. may be employed for ts or dz, but not for st or zd. Use the loop for final st or zd. .... .^... - _._ v ^.. > ------ >c ... _ ------- x ^_. . The beast is in-the midst of-the beets. Have you missed your mitts? The bees buzzed among-the buds. A-list of-the lots. 128. Add the following to the writing exercise : Ned' s, nest, beds, best, lost, lights, dazed, dates, needs, sneezed, fist, fights, refused, refutes, debased, debates, vest, voiced, revised. LESSON 19. CIRCLE OR STROKE FOR S OR Z. 129. The stroke S is never used except when it is necessary to put a vowel by s. There are four cases : 1. When a word begins with a vowel sound before s, as in ask. 2. When a word ends in a vowel sound after s, as in mossy. 3. When two necessary vowels come between s and another con- sonant, as in science, pious, etc. . 4. When S is the only stroke in the word, as in o/ siss, J size, ~\ sized. 130. The rule for z is the same as for s except that when a word begins with the sound of z, the stroke Ze is always used whether a vowel precedes or not. Six noisy boys will receive zero for-the noise and chaos. 131. These and the previous rules given for the circles and loops are the most important rules in shorthand. They should be re- peated every day until they are indelibly impressed upon the mind. 132. Make a longhand transcript of Exercise 12. Study the exer- cise until you can read it correctly and quickly. Observe that the Steh loop cannot be used when a vowel sound comes between s and t, as in gusset, nor when a vowel sound comes after st at the end of a word, as in gusty. i V * -E r ~.J- r . L I 8 > 9 -) ......... > n/ nt>/ 10 L> y- t / \ 1 > > ... } . 12 ;1_ __ : ^. is X A " L ) .) > / V / o k^x ^-*x v 448366 x) X) VI The beast is in-the midst of-the beets. Have you missed your ______________________ V> ..... /- ^^/ ______ \> X __ _____ mitts? The bees buzzed among-the buds. A-list of-the lots. 128. Add the following to the writing exercise : Ned' s, nest, beds, best, lost, lights, dazed, dates, needs, sneezed, fist, fights, refused, refutes, debased, debates, vest, voiced, revised. LESSON 19. CIRCLE OR STROKE FOR S OR Z. 129. The stroke S is never used except when it is necessary to put a vowel by s. There are four cases : . 1. "When a word begins with a vowel sound before s, as in ask. 2. When a word ends in a vowel sound after s, as in mossy. 3. When two necessary vowels come between s and another con- sonant, as in science, pious, etc. . 4. When S is the only stroke in the word, as in o) siss, J size, ^ sized. 130. The rule for z is the same as for s except that when a word begins with the sound of z, the stroke Ze is always used whether a vowel precedes or not. Six noisy boys will receive zero for-the noise and chaos. 131. These and the previous rules given for the circles aud loops are the most important rules in shorthand. They should be re- peated every day until they are indelibly impressed upon the mind. 132. Make a longhand transcript of Exercise 12. Study the exer- cise until you can read it correctly and quickly. Observe that the Steh loop cannot be used when a vowel sound comes between s and t, as in gusset, nor when a vowel sound comes after st at the end of a word, as in gusty. SHORTHAND LESSONS. 37 .r -E r EXERCISE NO. 12. >\ r ^ ^ r r ) --) >- n/ n ' 9 10 11 12 _. 13 X " L > s > -:3 ..4. .v..... > .v. ' X) /- I j oln t I ^ /j? ^N. v 448366 38 SHORTHAND LKSSONS. LESSON 20. CIRCLE OR STROKE FOR S OR Z CONTINUED. 133. Write Exercise 12 in shorthand from your longhand tran- script without help from the printed page. Compare your work with the printed phonography and correct all errors, marking the longhand words on which you failed. Study the exercise until you can translate the longhand into correct shorthand without help from the printed exercise. Then write the following : WRITING EXERCISE. Sap, asp, seed, sleep, asleep, sack, sick, ask, same, seem, Assam, soil, sail, assail, sill, sip, espy, spy, soot, seat, Estey, moss, mossy, rose, rosy, race, racy, saw, see, essay, seek, sign, scion, pious, pies, scope, escape, skip, sense, essence, hazy, haze, daisy, days, mass, mazy, noise, noisy, easy, easel, seal, zeal, zero, Jessie, juicy, juice, fuss, fussy, news, ensue, bias, since, science, soul, silly, Sierra, czar, Zion, chaos, assume, assist, list, haste, hasty, dust, dusty, misty, mist, fast, test, must, musty, gusset, faucet, zinc, Suez, chastise, eyes, sigh, sighs, size, zigzag, raised, perused, sized, rust, russet, rusty, honest, honesty. LESSON 21. WORDSIGNS. 134. A dot placed just before a stroke and in a line with it indi- cates con, conn, com, or comm. Ex. \^^ company, V convey. 135. The affix Ing may be represented by the stroke Ing, or when that does not make a good joining, by a dot placed after the stroke, close to it and in a line with it, as in \ paying. All, already, ought, of, or, on, together, ago, this, those, SHORTHAND LESSONS. 39 I I- -( V dollar, had, thing, long, anything, thank, though, to-be, advertise-ment thousand c | -V- '- - v "~ x --"- - A ---^---- We had to-be on-the alert for all of-them. They have already given _ ; 1 ^^P ~~ _7 _.____x.___._.__/> 2 .__ _*. ^ y /\ A A a > > * * v ( \ ~\ N 6 v V *- y~(-(- > / - r zr x \ S f I <^^ ^~N V I i--V, . 8 9 10 11 12 13 K .:. 14 * .. ( I- V_ \( V/ ' v ' V- X a \ SHORTHAND LESSONS. 41 of'the, on-the, ought-the. or-the, but-the, think-the, was-the, are-the, though-the, thank-the, on-the-way, of -your, of-you ; of- them. * * * Be earnest and-thorough in your tasks. Have- you seen my scissors? The company will advise. Have-you given them the suggestions? These roses are-the nicest. Honesty. These laws, though severe examples. LESSON 22, WOKDSIGNS CONTINUED. 140. Make a longhand transcript of Exercise 13. Translate the longhand into shorthand without help from the printed page. Compare your work with the engraved page and correct every error. Practice the corrections till you know them; then write the exercise below. Read everything you write in shorthand, not only for the sake of detecting errors but also for the purpose of learning to read your notes as easily as you read print. WRITING EXERCISE. All but two of -you will go to-the farm to-morrow. They ought to-be already ou-the way. James or Sam will pack your books for- you. Two hours ago, I saw them going to-the picnic. They all had on new hats. Have-you all of-your examples? Yes, and all of-them are right. No, two of-them are wrong. Oh, will you give-me a piece of-your peach? No, the peach is too sour for-you. Will you pay me the two dollars you owe me f or-the tool chest? I saw-the house on lire an-hour-ago. Though they sit together to study, they do no talking. These boys desire to thank-you for assisting them as you do. They think-you-are nice and-they like- you. Will you allow me to go to-the store? You ought to stay in-the house, for-you-are too sick to go out. Is-the ink on-the desk? All of-them think as you do. Have-you-a thousand dollars? Have- you seen anything of-them? They-were all-right. We will have to advertise for a boy. They have already given two thousand dol- lars. They ought to-be with him. Did-you say these things or those things? This is-a long piece. 42 SHORTHAND LESSONS. LESSON 23. TICK OR STROKE FOR or Hk, hg^, hm, hmp, hi, hw, hr. Why does-the hag hook hemp for her home on-the hill? 141. The h tick is really the hook line of Hay. It is called Chet- oid because it is like Chet. It .is always written down like Chet, never like P or T, and is never made longer than one-rfourth of a stroke. 142. The tick is used in the above combinations because it makes a better joining and is easier to write than Hay. Some use Chetoid before S and Z, P and B. Always iise Hay before other strokes. See line 6 of Exercise 13. 143. Like Iss, the h tick at the beginning of an outline is read before everything else. 144. All words beginning with wh should be written as pro- nounced hw, for the h sound comes first. Thus, ichy and whisk should be written as pronounced hid and hwisk. 145. Use Hay-Ray for hr whenever the rules forr call for the use of Ray. Use Chetoid-Ar for hr whenever the rules for r call for the use of Ar. Lines 7 and 8. 146. H is omitted in a few words of very frequent occurrence, as hear, hope, happy. Line 9. HT. Copy the shorthand sentence given above ten times. Read Exercise 14, lines 1-11, then write the writing exercise carefully that there may be no mistake in it, and that you may not have to write it again. Write and read the letter in lines 12-14 five times. Read it each time after writing it. KEY: Answering sample mower such-as superior newest I-hope et-cetera. 14 c ^ ^ or C Hk, hej, hm, hmp, hi, hw, hr. Why does-the hag hook hemp for her home on-the hill? 141. The h tick is really the hook line of Hay. It is called Chet- oid because it is like Chet. It. is always written down like Chct, never like P or T, and is never made longer than one-fourth of a stroke. 142. The tick is used in the above combinations because it makes a better joining and is easier to write than Hay. Some use Chetoid before S and Z, P and B. Always use Hay before other strokes. See line 6 of Exercise 13. 143. Like Iss, the h tick at the beginning of an outline is read before everything else. 144. All words beginning with wh should be written as pro- nounced hw, for the h sound comes flrst. Thus, why and ivhisk should be written as pronounced hioi and hwisk. 145. Use Hay-Ray for hr whenever the rules for r call for the use of Ray. Use Chetoid-Ar for hr whenever the rules for r call for the use of Ar. Lines 7 and 8. 146. H is omitted in a few words of very frequent occurrence, as hear, hope, happy. Line 9. 147. Copy the shorthand sentence given above ten times. Read Exercise 14, lines 1-11, then write the writing exercise carefully that there may be no mistake in it, and that you may not have to write it again. Write and read the letter in lines 12-14 live times. Read it each time after writing it. KEY: Answering sample mower such-as superior newest I-hope et-cetera. SHORTHAND LESSONS. 43 EXERCISE NO. 14.. 14 44 SHORTHAND LESSONS. WRITING EXERCISE. Hay, hook, honey, harm, hang, hatch, hag, hedge, hulls, holly, hero, heavy, hid, whole, harrow, hearty, home, head, hack, homeliest, hush, hawk, hem, Harry, hum, why, hollow, heed, ham, hilly, hoop, hearth, hop, hair, hairy, hoar, hoary, hug, hinge, whey, her, help, whoa, huge, hurry, homily, haughty, Hague, hemp, havoc, hump, hassock, hammock, hoarse, whistle, whig, hussy, humility, Hindoo, halo, whew, whistler, harangue, husk, heaviest, whiskey, wheeze, hackney, hope, hasten, horizon, hazardous, headway, happy, un- healthy, here, hereby, height, highway. LESSON 24. SEMICIRCLES FOR W AND Y. 148. When w is the first sound in a word, it is generally repre- sented by a small semicircle c Weh or D Wuh. Well is used unless Wuh makes a sharper angle or an easier joining. Lines 1 and 2. 149. When y is the first sound in a word, use u Yeh or o Yuh. Yuh is generally used if it makes as sharp an angle as Yeh. Lines 3and4. \\11/A__VVU) \JJ ^ 150. Copy the examples above many times. Make the semi- circles as small as they can be written distinctly, and very close, more like horseshoes than semicircles, If made too open, they may be mistaken for the half lengths ( ~) ^ /^ . 161. Iss may be written within the semicircle, but it must be made thin like a loop so that it will go inside the semicircle easily. Wait and I will sweep the walk. The Yale boys have-a yacht. Mrs. 1- ^x... _.^r:_. x v/^ ... x. Wing, a Swede, does our weekly washing. The youngest is yelling. SHORTHAND LESSONS. 45 152. Like S, the strokes Way aiid Yay must be used when a word begins with a vowel sound before w or y, as in awake; (2) when a word ends in a vowel sound after w or y, as in woe, yea; (3) when two necessary vowels come between w or y and another consonant, as in Wyoming; (4) when there is no other stroke in the same syllable by which to place the vowel, as in Swiss, waylay, yeast, etc. Use the stroke for w or for y rather than for s. 153. L, m, 11, and r have their own w which joins like a hook. In Paro 14 the pupil begins to reoog- ? w J r SS by their *>*>* outlines the vowels o He also begins join- wora;*, as in the phrase on the, With- :*^ l l ado about *P hra sing,*~thT~pupii es , tablishes the habit fro* the first , ihe circle 9 introduced in such a way the pupil cannot ftelp srasp its si*~ nificance, is briefly referred to in Par 5, is not developed fully until later* 156. Make the w hoOK as smuu aa ijussiuie TO prevent n, ucm & mistaken for a large hook to be learned by and by. Make the hook line perfectly straight, and parallel to the general direction of the stroke. If it curves in, it may be mistaken for Iss. 157. Copy each line of examples and each sentence five times ; then write them five times from memory. Be able to read Exer- cise 15 quickly as well as correctly. 44 SHORTHAND LESSONS. sented by a small semicircle c Well or D Wuh. Weh is used unless Wuh makes a sharper angle or an easier joining. Lines 1 and 2. 149. When y is the first sound in a word, use u Yen or o Yuh. Yuh is generally used if it makes as sharp an angle as Yeh. Lines 3 an Well, why not wear one? Where-is Edwin? We hear him whining. She-is so whimsical. Whales swim on-the swelling waves. It is- a warm day. x Be(5S ;ire swarming. We'll walk if we're on time. We'll wait a while. We will we are 154. While Eay-M is never used, Wer-M is safe because the hook prevents its being mistaken for a lengthened Lay. Notice that in several words beginning with wa, a has the sound of short o. 155. The shaded half lengths Eld, Med, Ned, and Ard are NEVER USED WITH A HOOK. Be careful to make Weld, Wemd, Wend, and Werd, always light. The windward side of-the ship. Did-you send word to them? 156. Make the w hook as small as possible to prevent its being mistaken for a large hook to be learned by and by. Make the hook line perfectly straight, and parallel to the general direction of the stroke. If it curves in, it may be mistaken for Iss. 157. Copy each line of examples and each sentence five times ; then write them five times from memory. Be able to read Exer- cise 15 quickly as well as correctly. 46 SHOBTHAND LESSONS. EXERCISE NO. 26. ^ ^ f :i -1 \ VJi_ / v\ N ? ' * ' 3 . i 4~1 , / / J.....;..l 6 ^X "/\ x 7 i ' ' 8 ~V , < i. fj, i 10 r r !..fe 11 X f/\ C\ | I J J / ; .-=_'.< Pen, Ben, Ten, Den, Chen, Jen, Ken, Gen, Hen, Ren. 176. The eh in the above names represents any vowel that may come between the stroke and its hook. Pen with a change of vowel, may represent pan, pin, pun, pen, pine, pawn or pain. ------- _-_.-,/ ^ . ------- -^ .-- .-.p- t _ 6 ___________________________ ox > ....... ___ ....... ----- bx Dave gave-the chief river in Spain. Cover the hive with-the stuff. The sudden pain sent Henry running to-the dentist. David Stone o --------- .>_ ..... ---- _ ---------- --, x ....... .. .......... .-.... x b U has gone to-the pine woods of Michigan. John is keen, brave, attentive 177. Ray is generally used after the f or v hook on account of its better joining. Ex. *C cover. SHORTHAND LESSONS. EXERCISE NO. 18. 57 1 XV 6 / / 2 __ ^ ___, ^x 5 /^ xf ^xf 3 .jL IT .. L~ or t 4 V I- r^ _ . 8 9 10 11 12 13 \ 14 ' f \ V L V 58 SHORTHAND LESSONS. 178. The hook must always be used for f, v, or n, after straight strokes, except in the following cases: 1. When a word ends in a vowel after f, v, or n; as, puffy, gravy, pony. 2. When two necessary vowels precede f, v, orn; as, Bowen, ruin. 3. After a hook or a circle, the stroke must be used for f, v, or n, as in \_&_/ define, C \2__^/ person. 4. In the middle of an outline, either the hook or the stroke may be used for f, v, or n, as is most convenient. Lines 10-13. A sharper angle can often be secured in the middle of a word by the use of the hook. Thus, I is not as good an outline for define as I./, because the absence of an angle makes the stroke hard to write and harder still to read, especially if written rapidly. The use of the final hook always means there is no vowel after the f, v, or n. The use of the stroke generally means there is a vowel after the /, v, or n. 180. Make a longhand transcript of Exercise 18. Translate the longhand into shorthand without help from the printed page. In all your practice do not allow yourself to place a single hook on the wrong side of the stroke. Write and rewrite each line, especially lines 8-14-,uutil .you find it easy to place each hook where it belongs. Be able to write Exercise 18 correctly from dictation. LESSON 31. SMALL FINAL HOOKS ON STRAIGHT STROKES CONTINUED. 181. You can write the whole of the writing exercise the first time without one mistake in the hooks. Do it. Make any other error rather than misplace a hook. Eemember the worst mistake you can make in shorthand is to put a circle, loop, or hook on the wrong side of a stroke. Write the following exercise at least five times without misplacing a hook. SHORTHAND LESSONS. 59 WEITING EXERCISE. Pave, pain, buff, bun, doff, done, dove, pine, cave, chafe, chain, run, rough, den, huff, dun, tough, bluff, bean, hewn, hove, chief, ten, Jane, achieve, Jeff, Dane, hive, join, dive, drive, roof, crane, gave, grave, keen, clean, cliff, plain, rove, brown, ran, drain, brief, "drawn, brave, reef, rain, grain, skein, hen, heave, spine, bluff, blown, prove* (second position), half, approve, brine, grown, glean, cleave, clever, pan, clover, referee, train, drove, ripen, broken, blacken, drown, cleanly, clinic, brandy, river, Henry, clover, plenty, stone, sudden, mechanic, provoke, proverb, divine, dentists, Grover, prefer, prefix, detain, economical, poverty, proving. See Par. 178. Rain, rainy, John, Johnny, cough, coffee, Cain, Canua, grave, gravy, serve, survey, pin, piano, bone, bony, huffy, pony, chin, China, coin, person, canny, reef, review, cone, cony, cousin, deaf, defy, dozen, boon, Bennie, presence, Defoe, Davy, preserve, deserve, observe, Dana, paean, ruin, Hun, honey, Jane, Jennie, beef, bevy, tin, tiny, cove, covey, penny, Bowen. LESSON 32. ISS COMBINED WITH SMALL HOOKS ON STRAIGHT STROKES. If Str Stl Tens J L Tefs or Tevs. U N, \\\ c \ \ \ ^ \ \ PI, Spl, Pef , Pcf s, Pr, Spr, Sezpr, Pen, Pens, Pensez, Penst, Penster. 182. S is prefixed to the PI series, or added to the Pef series by writing Iss, made long and thin, within the I and the f hooks. Ex. ,^_ sickle, c s> gloves. 183. Except in the middle of words, Iss or Sez may be prefixed to the Pr series by writing the circle in place of the r hook, making Iss or Sez with a motion like that cf the hands of a clock. Ex. seek, seeker, J sister. * Prove is put in the second position, although its vowel is third place, to distinguish it from approve which has the same consonant outline. 60 SHORTHAND LESSONS. 184. Except in the middle of a word, Iss, Sez, Steh, or Ster, may be written in place of the n hook, to indicate ns, nsez. nst, or nster. Glance, glances, danced, spinster. He doffs his cuffs and serves. He settled for-the saddle when-he o brought-the bicycle. Prof. Sickles explained his exclusive -A- -Q .N .^ X * > 7^- X . J. "~\ rights as-an explorer. The streets are sprinkled. A dense growth of pines, spruces, and cedars. Clarence is growing sicker and sadder. Mrs. Jones' sister thinks-the chances in Kansas are against punsters. 185. In words like explained, exclusive, etc., Iss must be made long enough to show the 1 hook plainly. See Exercise 19, line 2. 186. In the middle of words, Iss is generally written within the r or the n hooks; but in a few words like disagreeable and jasper, the circle is written in place of the r hook, and is made with a motion contrary to the hands of a clock. See lines 8 and 9. He warns them not to ransack the barns. He strove for-the mastery. Jasper talked iu-a discourteous, discouraging, and disagreeable way. SHORTHAND LESSONS. 61 EXERCISE NO. 19, v v ^ 1 5r_ f \ \s> w F > X % vX . ^ 'V A! ) \ -\i \. ^ -f i -/ - --"-- *-'- ij- 1^7 H K H v J: J J ...y,....^ X >^' 12 ..._ N ^ i^ ^X I- \ P V 16 . -/$I?\ Ql \_, L,^ ... xfrrrf-. \ 14 F >*'-V V A 62 SHORTHAND LESSONS. 187. A hooked stroke may be halved the same as a simple stroke. Remember that the t or d indicated by halving is read last of every- thing except the circles or loops. In naming the half lengths,, let eh represent any vowel that may intervene between the stroke and the final hook. Thus, S Blent with a change of vowel becomes blind, blunt, blend, or bland; % Dreft with a change of vowel becomes drift or draft; *\ Spret with a change of vowel becomes sprite, spread, or sprout. The correct naming of these combina- tions is a great aid to the correct writing and reading of short- hand. A student should never be allowed to call 1 Splents, for instance, s-p-1-n-t-s, but should give it its one-syllabled name, Splents, a name suggestive of the word splints. ..... ------ "S -*- -% - "7 He spends all of -his money for plants. He-sent-the drafts. She stands close to-him and attends to his wants. Gifts blind-the eyes of -the wise. 188. Spend two minutes in copying and naming the line of con- sonants at the head of this lesson. The triple consonants Spl, Stl, etc., are pronounced like the last syllables of gospel, pistoJ, etc. The triple consonants, Spr, Str, etc., are pronounced like the last syllables of prosper and master. Be careful to make the hooks very small, the same as if there were no Iss. 189. Write the sentences in this lesson until you can write them correctly and rapidly. Read and transcribe Exercise 19. LESSON 33. 190. Write Exercise 19 in shorthand from your longhand tran- script without help from the engraved page. Compare and correct as directed in previous lessons; then write the following exercise : WRITING EXERCISE. Idle, sidle, supple, sickle, cycle, dives, paves, drives, braves, grieves, pray, spray, screw, strive, adder, sadder, upper, supper, SHORTHAND LESSONS. 63 seeker, cider, sober, sicker, canes, chains, pains, buns, gains, duns, settle, sable, spleen, saddle, subtle, straw, strew, droves, graves, proves, tones, bones, stones, display, explore, explain, spring, stroke, stream, sprinkle, craves, doffs, coughs, cuffs, bluffs, tunes, towns, boons, browns, stray, stripe, strike, scrawl, scrape, scribe, coins, trains, sprains, strains, brains, gospel, displease, explosive, cleans, pens, restrains, mourns, turns, scrip, prosper, extreme, descry, disagree, deserves, observes, roves, hives, disagreeable, sister, tenses, dances, Kansas, canst, against, chanced, pounced, punster, spinster, chances, prances, pranced, glanced, glances, bounces, bounced, splash, splurge, enhance, sponsor, sisterly, cistern. LESSON 34. WORDSIGNS. T^j^-^r^^ Dr., dear, during, opportunity, hope, party, ever, however, general -ly -/ -y u n . . __/______/ /. /. u _ which, much, advantage, large, year, yet, beyond, quite, could, good, important-cc, improve-ment, usual-ly, common, come, can, been, upon, ...... -~ r - .^-.-.---.-. V - ' -- - N - ^ l- nowever-thc General hopes to-makc important improvements during-the . ._ \ V .... . , x x ___ x _j\ 2. j^_ /...\ iL.i-/ year. Are such opportunities ever common? Which party is-thc largest? Those goods have boon quite dear. How much can you improve upon it? ;;:i n/r;::^ zr..::^:z:LC:r; XT Yet it is as large as usual. Could the doctor come? It is beyond us. SHORTHAND LESSONS. EXERCISE NO. 20. j. A _ 7 ..rx\ / /*-s / P ^ - <=*. _ yt/_____ J /~b .....^ A.. 3 \ \ * / .X A X >> ) u. / !\ _...___i-__ 12 14 C SHOUTHAND LESSONS. 55 TRANSLATION OF EXERCISE 20. DEAR-SIR: We-have-made some quite important changes and extensive improvements in-our store during-the past year. With our present advantages, we can handle an unusually large stock-of (stok-ov) goods with ease and dispatch'. We-have been to con- siderable expense to please our patrons, but we believe we-shall-be compensated by larger sales. Hoping that we-may soon have-an opportunity of serving you, and-promising that all of-your pur- chases shall-be attended to with our usual promptness, we-are, Yours-respectfully (Resp.), How much is-the doctor worth? The parties we-are looking for have not yet come. However large his income may-be, you-can not depend upon it. These changes are generally made during-the spring months. Beyond-the clouds, the sun is still bright. How could-you ever have been so extravagant? The common people have not yet been consulted. Each year brings new advantages, yet much precious time is lost. Have-you seen anything which- would surpass it in elegance? These things seldom move me in any degree. Saturn is-a long distance beyond Mars. These-things are too large to-be of any use to-you or to me. 191. Study Exercise 20 until you can read it in two minutes. Be able to write both exercises in correct shorthand without hesitation. At least half an hour of class time should be spent in writing these exercises from dictation and in reading the shorthand notes each time after writing them. WRITING EXERCISE. I-hope-you-will improve your opportunities this year. His sug- gestions are usually of no importance. The doctor has not yet come. How much are-you worth? It is beyond my power. This ribbon is quite good but it is too dear. Has-the general ever been here? We could not do-the work, however, during-the summer. Can you depend upon them? Which one of these large parties will sacrifice anything for-the common weal? What will be-the advantage of-this improvement? 66 LESSON 35. SMALL HOOKS ON CURVES. ^ ^ c c Fl VI Thl Thl Shi Zhl. 192. Shi' and Zhl are ALWAYS WRITTEN UP. Make the hook line close to the main line and straight; if it curves in, it will look like Iss. 193. The names of the double consonants given above are found in the last syllables of muffle, oval, 'Ethel, bushel and usual. Copy and name the line of double consonants three times, then write the following sentences five times : Ethel brought me a beautiful oval hand-glass. They'll get bushels of nuts. They will. Fr Vr Thr Thr Shr Zhr Mr Nr Wem Wen 194. The names of these double consonants are heard in the last syllables of offer, over, author, either, usher, pleasure, roomer and bamzer. Read and write the following many, many times: J^ C'.*S J ^ C "\^J 195. Observe that Mr and Nr differ from Wem and Wen only in being shaded. Fr, Vr, Thr, etc., are formed by turning Fl, VI, etc., over so that the hook is on the other side. There is no danger of mistaking them for Ar, Way, S, and Z, because the latter never take the r hook. 196. When the hook is indicated by retracing the previous stroke, as in line 10, Exercise 21, make the retracing very distinct, so that the hook will be plain. SHORTHAND LESSONS. 67 197. Fl, Fr, etc., are used when no vowel, or only an obscure vowel, comes between the f and the 1 or the f and the r; but when a vowel intervenes, the two strokes must be used. Do not divorce married consonants. c-x <\ Offer it to every-one of-the authors. The pressure brought upon-the r~ -c-}" X framer of-this measure. The signers are either dishonorable or ignorant. 198. Curves take the final u hook, but not the f or v hook. :r""T7::v:cr _________ x The moon shone upon-the face of -the woman. Tho Atlantic ocean. A manly man. 199. Iss is never written in place of any hook on curves, but is always written within the hook. This civilized laud has no thrones for its men and women of renown. V Vines, frowns, and woolens are all nouns. We-have special officials to attend to-thc financial state of our Union. All remonstrance is in vain. 200. Sez, Steh, and Ster cannot be combined with the hook on curves, but must be added to the u stroke in such words as fences, convinced, etc. 201. In words like remonstrance, minstrel, etc., Iss must be lengthened enough to make both the n and the r hooks distinct. Write and name Fr, Vr, etc. five times, then write the shorthand sentences in the lesson twenty times. Be able to read Exercise 21 rapidly as well as correctly. 68 1 2 3 4 5 6 SHORTHAND LESSONS. EXERCISE NO. 21. c L. *" V ) (. 13 v> ^^ 14 V 7 t SHOKTHAND LESSONS. 69 LESSON 36. 202. Make a longhand transcript of Exercise 21. Write the same in shorthand from your transcript as directed in previous lessons. Then write the following exercise : WRITING EXERCISE. Fly, ruffle, offer, weaver, either, gather, harsher, travel, joiner, tanner, Ethel, armor, bushel, erasure, measure, plainer, thrill, sooner, free, leisure, frail, miner, throb, tamer, freak, African, Bethel, rumor, fresh, Abner, friar, palmer, flsher, fissure, dimmer, freely, rhymer, saner, Friday, enamor, frame, Eleanor, calmer, tenor, banner, donor, civil, thrill, shrivel, essential, evils, flip, flap, flabby, sinner, effluvia, flame, signer, phlegm, finer, oval, flume, hovel, flighty, official, fluid, senor, fleecy, gavel, flail, cavil, flier, fever, fifer, mover, designer, lawful, shuffle, dinner, bevel, swivel, youthful, grammar, initial, trainer, special, especial, shrew, frog, vine, flown, mine, none, renown, fine, thin, assign, shun, lines, loans, mines, nouns, fines, ovens, iron, vain, nun, feign, shines, lean, moon, even, thine, shuns, union, refrains, heaven, shown, fans, woolens, women, woman, nine, means, remains, thrones, shrines, finish, humanity, vanish, manly, finance, irons, vines, ocean, oceans, lawns, earn, unions, summons, seven, softens, slain, earns, sullen, horn, refines, Romans, refinery, fancy, infancy, lin- ing, meaning, frowning, financial, frenzy, lonesome, monstrous. LESSON 37. LENGTHENING. 203. Doubling the length of Ing makes it inker or inger. Doubling the length of Emp makes it emper or ember. Doub- ling any other curve adds to it thr (their, there, or they are), tr (ture), or dr (dear). The tinker's finger is broken. The temperance house will open in 70 SHORTHAND LESSONS. Decemoer. Father wrote a-letter to-the leader of-his party. An x interesting paper on Modern Defenders of -the Faith. Softer materials X ._ \ r x for- the handkerchiefs. We-are pleased if-they-are satisfied. Are-there 'X- -*~s X any books on Finnish literature iu-their library? My-dear-friends. 204. The first half of a lengthened curve is put in position re- gardless of the extra length. 205. A final hook, circle or loop added to a lengthened curve is read after the added syllable, as in modern and interesting given above. 206. Make lengthened curves too long rather than too short. If too short, they may be mistaken for single lengths. Practice the shorthand examples here given until you can write them rapidly as well as correctly, then write the writing exercise. WRITING EXERCISE. Linger, languor, hunger, tinker, canker, rancor, anchor, finger, thinker, temper, chamber, lumber, damper, amber, clinkers, anger, temperament, temporal, temperature, September, mother, sender, smother, another, render, order, orderly, surrender, tender, voter, Easter, oysters, fighter, fetter, fatter, lighter, letters, latter, litera- ture, temperance, literary, Arthur, defender, adveuturej motherly, wilder, wilderness, entered, diameter, cylinder, thither, lantern, entertain, materials, interest, interested, handkerchiefs. SHORTHAND LESSONS. 71 LESSON 38. WORDSIGNS. Pleasure, their, other, feel, full-y, value, whatever, differ-ent, till, there, fill, ce, tell. until, particular-ly, part, from, remark, more, sure-ly, assure, matter. Mr. 207. Study the wordsigns and Exercise 22 until you know them well. Write the exercises below. Write the letter five times from dictation. WRITING EXERCISE. Whatever their remarks may have been, I feel sure they gave pleasure to-tho others in-the party. Mr. Walters will tell me-the full particulars of-this matter. There is more difference than you think. Wait till you hear from Esther. He assures me that this part is quite valuable. The longer they linger, the harder will-be their task. Some tell more, others less, than they know. Mr. Senter is generally quite willing to tell all-the particulars of-his wonderful adventures. His part is quite different from mine, but he could play either with good success. Until lately whatever you have done has been done well. Mr. and Mrs. Luther generally go to Connecticut the latter part of September if-the weather is fine. The senate chamber is reserved for the highest legislators of-the land. TRANSLATION OF LETTER. My-dear-Sir: Replying-to-your valued favor, would-say that-we feel very-sorry that-you have been disappointed in-the matter of- 72 SHOBTHAND LESSONS. EXERCISE NO. 22. V. c r o -f s -c 5.. + x..^ C K /I ? V C C ^ ^ ^ 6 W x _...;..n J . ...... .... 7 i/ A x\' V JL 8 c \..^..:...: ) ... / L ^.i:^ir L. 10 , _!__;__. 1 __.. ......^... n ^..^ (x c..^..:., r..^x ^ i^\ L 12 / p <^ ^_^f ^^ I (T ** _____ b n v ______ -- / -cs -T-- LJ? x : .V i . o/i x Their actions attract attention. That edition is out-of circulation. ..... L..../e,..^ x The decision of-the physicians caused a sensation at-the last session. It was-a delightful transition from-an operation to an excursion. 211. A large final hook on the circle side of any stroke adds the sound of shun or zhun to the stroke. 212. The shun hook must be added to a stroke. When the sound of shun follows Iss or the ns circle, it is indicated by continuing the line of the circle until it forms a curl on the opposite side of the stroke, as in.^" decision, I condensation. This curl is called Ishun. A vowel, 1, e, or a,* always comes between the s and the shun when Ishun is used. I is indicated by a light dot placed before the combined circle and curl ; e or a is denoted by a light or a heavy dot, as the case may be, placed after the combined circle and curl. Line 11. 213. Remember that when the hook is used for shun, a stroke and not a circle precedes the shun. When Ishun is used, s, expressed by a circle, is followed by the sound ishun or izhun, eshuu or ezhun, ashun or azhun. Line 12. 214. Iss may be added to Ishuu. 215. Write the shorthand sentences five or ten times. Learn to read Exercise 23 quickly. Make a longhand transcript of the exercise. LESSON 40. 216. Translate your longhand transcript of Exercise 23 into shorthand without help from the engraved page. Compare and correct as directed in previous lesson. Then write the writing exercise. SHORTHAND LESSONS. 75 EXERCISE NO. 23. r 2 3 4 5 6 7 rJL t _ ^ -v t 9 10 15 L 13 1 v c/ c/ /"TV 76 SHOKTHAND LESSONS. WRITING EXERCISE. Twin, quack, quail, quill, squall, channel, tunnel, peril, panel, color, carol, cannel, animal, cooler, learned, final, mammal, collar, venal, gallery, penal, nominal, keeler, enamel, ferule, quantity, rail- road, action, petition, attractions, session, twins, motion, nation, fashions, twain, notion, effusion, auction, passion, edition, proba- tion, decision, position, transition, creation, queen, quince, physician, quaint, mission, evasion, disposition, sensation, twice, queer, ora- tions, revision, stations, section, attention, dispossession, patience, oblation, quibble, twig, secretion, operation, transitional, sensa- tional, squib, quack, missionary, squeal, association. 'LESSON 41. WORDSIGNS. ^ A ^ Remember-ed, number, appear, principal, practice, bill, build, Member, principle, built. principally, p 3C^S^^ able-to, balance, board, tol'd, toward, entire, practiced, deal, deliver-y. z equal-ly, difficult-y, near, character, correct, danger, larger. nor The principal members of -the class appearto-be able-to remember-the SHORTHAND LESSONS. 77 ..._._ ::?* larger numbers correctly. The difficulty nearly equals-the danger. He practiced toward that end. An entirely honorable practice. I-am --------- - . f -------------------- --V- told the dealer \vould-not deliver-the shingles nor-the flooring. When will you pay-the balance of-your board bill? Character building. 217. Practice the foregoing shorthand until you can write it from dictation without hesitating. Be able to read Exercise 24 cor- rectly in two minutes. LESSON 42. WORDSIGNS CONTINUED. 218. Learn to write Exercise 24 correctly and without hesita- tion from dictation. Then write the writing exercise carefully and read it from your notes. HEAD EVERYTHING YOU WRITE IN SHORTHAND AND READ IT EACH TIME YOU WRITE IT. WRITING EXERCISE. 4* The doctor's practice is larger during-the winter months. 1-am able-to pay the balance of-my board bill. The principal difficult} 7 , I-am told, is-the danger of contagion where large numbers con- gregate. It gives me pleasure to assure you that-the character of each member of-the board is beyond reproach. However dear-the goods may be, I-am-sure-the values as billed are entirely correct. Let me know if ever he deals unfairly with you. Neither John nor- his sister appear to feel right toAvard their father. He-has prac- 78 SHORTHAND LESSONS. EXERCISE NO. 24. C <\ > 5 V ...A 8 L. -|-\ 9 10 \ I ) C c \ / j ^ o C^- ^\ o / ) v-- SHORTHAND LESSONS. 79 ticed typewriting a-long-time and I-feel sure that-he-will till-the bill. Your sentiments aud-your delivery are equally to-be praised. Do-you remember delivering the full number of packages? Neither- the doctor nor-his sister live near their father-aud mother. Are- the due-bills entirely correct? It-would be difficult to find a-man of sounder principles aud-larger heart than Dr. Jones. He appears to-be principally engaged in building lumber mills. Can you bal- ance your books? He-is equally effective in argument aud-in action. He assured me that-the estate was valued at ten thousand dollars. He-has been dealing largely with-the dangerous classes. Heretofore, we-have been highly pleased with his progress. The supply does not always equal-the quantity needed. Have-you been able-to balance your accounts* this mouth? Is-that-the entire amount* of-your bill? "We-are all highly pleased with-your annual report. What is-the amount of-the due-bills? While we-were in Rome, we-were engaged partly in teaching but principally in preaching. He appeared to-be much excited on account of our presence. We send you two copies numbered Nos. 308 and 309. LESSON 43. PREFIXES. The Committee recognizes the selfishness that commenced the unseemly I fO : controversy and the magnanimity that ended it. Circumvented and enslaved. 219. Con, conn, com, comm, or cog, is indicated by a dot placed just before the beginning of a stroke and in a line with it. See line 1 of Exercise 25. But in the middle of a word, these syllables are denoted by proximity ; that is, by writing the part that follows con, etc., close to and a little below the part that precedes the con, etc. Line 2. * NOTE. Account is in the second position and count in the third; amount is in the second and mount in the third position. 80 SHORTHAND LESSONS. 220. Circum or self is denoted by a detached Iss. In very fre- quent words the circle may be joined. Line 3. 221. Contra, contri, contra, or counter is expressed by a slanting tick placed just before the beginning of a stroke. Line 4. 222. En, in, or un. The n curl as shown in line 5, is used for en, in, or un, whenever the stroke N cannot be conveniently used before the circle. This occurs when the circle is made with a motion like that of the hands of a clock ; as in the Spr series, Slay, Sem, Sar, Sish, etc. 223. Magna or magni is indicated by writing M over the center of the stroke following magna or magni. Line 6. 224. Write the shorthand examples at the beginning of this les- son ten times each. Observe that position is used to indicate, not the vowel in the prefix for that is known, but the unknown vowel in the remaining portion of the word. AFFIXES. 225. Use B for ble, bly, and in long outlines, for bility. Line 7. 226. Write F for fore; use either f stroke or hook for ful and fully. Line 8. 227. In place of the ing dot, write Iss for ings, a light slanting tick for ing-the, and a heavy slanting tick for ingly. Lines 9 and 10. Use the stroke Ing after a circle, and generally after a hook. 228. Ility, ality, and arity, may be indicated by disjoining the stroke immediately preceding ility, ality, or arity. In instrumen- tality, a disjoined ment indicates mentality. 229. Use Iss for self, Sez for selves, and Ish for ship. These are detached only when it is not convenient to join them. 230. When it is just as easy to write a word in full, do so. When the use of a prefix or an affix would make the outline easier to write and the result w 7 ould be legible, use the prefix or the affix. For example : it-is easier to write beautiful in full, Bet-Fl, than to use the affix and write it B-T-F or even Bet-F. 231. A wordsign may be used as a prefix or an affix provided the resulting outline can be easily read. It is joined when it makes a good angle; otherwise it is detached. Line 14. The diggings are profitable ; they-are therefore making-the successful SHORTHAND LESSONS. 81 EXERCISE NO 25. fjv 1 _L: 1. sS - 1 - - ...... vW V 2 3 Q\. . c\^ 1 v \ ov n r /v. In Par. 227 you will recognize a ual>ie expedient. While not strictly Pit , it will not conflict* ^ 1 9 N - . I 10 ^/ ..L... 7 r 11 /7 V \ V 12 ^~fe / ..0. _^N o 6 r 7 7 --i- *j c v .:> 80 SHORTHAND LESSONS. 220. Circum or self is denoted by a detached Iss. In very fre- quent words the circle may be joined. Line 3. 221. Contra, contri, contro, or counter is expressed by a slanting tick placed just before the beginning of a stroke. Line i. 222. En, in, or un. The n curl as shown in line 5, is used for en, in, or un, whenever the stroke N cannot be conveniently used before the circle. This occurs when the circle is made with a motion like that of the hands of a clock ; as in the Spr series. Slay, Sem, Sar, Sish, etc. 223. Magna or magni is indicated by writing M over the center of the stroke following inagna or magni. Line 6. 221. Write the shorthand examples at the beginning of this les- 228. Ility, ality, and arity, may be indicated by disjoining the stroke immediately preceding iUty, ality, or arity. In instrumen- tality, a disjoined ment indicates mentality. 229. Use Iss for self, Sez for selves, and Ish for ship. These are detached only when it is not convenient to join them. 230. When it is just as easy to write a word in full, do so. When the use of a prefix or an affix would make the outline easier to write and the result would be legible, use the prefix or the affix. For example: if is easier to write beautiful in full, Bet-Fl, than to use the affix and write it B-T-F or even Bet-F. 231. A wordsign may be used as a prefix or an affix provided the resulting outline can be easily read. It is joined when it makes a good angle; otherwise it is detached. Line 14. -/ - The diggings are profitable ; they-are therefore making-the successful SHORTHAND LESSONS. 81 EXERCISE NO 25. f i !.., k vj> _!- -o^ v 2 3 \ achieved popularity for-himscK and- has e-mierrud honor upon all those who count themselves happy in- his friendship. Onward, whosoever will. 232. Write the foregoing examples ten times. Read Exercise 25 once and write it in longhand. LESSON 44. PREFIXES AND AFFIXES CONCLUDED. 233. Write Exercise 25 in careful shorthand from your longhand transcript as directed in previous lessons. Then write the follow- ing exercise and read it from your notes : WRITING EXERCISE. Contain, contrive, command, decompose, reconcile, accompany, recognize, countermine, circumspect, circumscribe, selfish, instruct, instrument, enslave, magnify, conditions, commutation, giving-the, blushingly, passmg-the, doing-the, confront, counteract, exceed- ingly, lovingly, having-the, magnificent, conquest, accommodate, inspiration, self-esteem, complain, inscribe, unseemly, counterfeit, insolvent, discontent, recommend, inscription, recompense, uucon- fined, controversy, inconvenient, inconsiderable, profitable, painful, successful, beautiful, wherefore, legibility, sensibility, instrument- ality, myself, yourself, hardship, whenever, admissible, himself, herself, kindly, stability, craving, peculiarity, ourselves, friendship, susceptibility, considering, kinship, yourself, condensation, insula- tion, unsalable, insurmountable, interestingly, trustingly, paying- SHORTHAND LESSONS. 83 the, advertising-the, valuing-the, facing-the, charmingly, self- defense, magnanimity, conquest, self-possessed, insult, tidings, compliment, profitability, concave, congress, commence, buildings, commune, countermarch, magnetism, commit, onward, forward, goodness, forever, although, hitherto, ourselves, unceremoniously, watchful, hopeful, unselfish, wherever, self-made, counterpart, magnanimously, circumference, insolvency, circumnavigate, com- municated, accomplish. LESSON 45. SPECIAL VOCALIZATION. 234. In words of frequent occurrence, Chay, J, K, Gay, and sometimes Ish, may be divorced; that is, separated by a prominent vowel from their 1 or r hooks. If, however, a final vowel follows the 1 or the r, the stroke must be used for 1 or r; as in chilly, carry. This rule enables the students to write from principle many words usually memorized as wordsigns. :V The court appointed-the child's guardian. George has seven shares. 235. A reporter seldom vocalizes these words, preferring to write a longer outline to taking the time necessary to insert a vowel. If, however, vocalization is desired, an intervening dot vowel may be expressed by writing a circle instead of a dot in first, second, or third place, as the case may be. Dash vowels and diphthongs are written across the stroke unless prevented by the presence of a circle, loop, or hook; in such case, the vowel is written just before or just after the stroke, as required. Charles ordered-the coal for-the college. Figures do-not lie. 236. The double consonants formed from these five strokes can be safely used, because the words which they represent are so few 84 SHOBTHAND LESSONS. that the context of the sentence will easily determine which word is meant. In case of other strokes, a divorce is sometimes advisa- ble (1) to prevent a bad joining, (2) to shorten an outline that can be easily read by its consonants alone, or (3) to give a word a more distinctive, legible outline. Thus, Br-Lay is a better outline for barrel than B-Iiel because the latter in rapid work is apt to resem- ble Be-Shl, the outline for bushel. SH AND L. 237. When ^/ is written upward, it is called Shay. Shay may be used whenever it makes a better joining than Ish; as after F, V, Lay, or a hook on the circle side of a stroke. -J The fleshy boy polished my shoes. He-is deficient in social qualities. 238. Always use upward Lay when 1 is the only stroke consonant in the word. Lay is almost always used for I except in the fol- lowing cases: 1. After N and Ing, use the downward El for the sake of a sharper angle. 2. Use El after F, V, and Ray unless a vowel follows 1. 3. When 1 at the beginning of an outline is preceded by a vowel and followed by a horizontal, use the down stroke El. 4. El may be used whenever Lay would make a bad joining, or whenever it is necessary to indicate that a word begins with a vowel before 1 or ends with the sound of 1. Alone on-the Nile. File ends iu-a silent vowel. An elegant elm. 239. Do not simply read Exercise 2G. Study to know the reason of each outline. In the writing exercise, use the 1 or the r hook whenever the preceding vowel is italicized, as well as in the cases cited in Par. 234. SHORTHAND LESSONS. 85 EXERCISE NO. 26. ^-H> 2 c^ 3 4 5 6 7 |c~- / f I A / J "' I o 1 I ~ 1C ^ u f vr H ^ "~^ --"-"-(/- V^ ----- ^- ^^^ _- o? ^-^ < -xr.... may be used with a dash vowel, These rare cases of vocalization are exemplified in the following : ... The atheist, Guy Lewis, is in snowy Siberia. The payee or-the drawee. SHORTHAND LESSONS. 87 LESSON 46. Object-, objection, subject-, subjection, U. S., govern-ed, accord-, ed, ed, ment, ing-ly, several, hundred, nature, establish-ed, immediate-, impossi-ble, under, ment, ly, bility, circumstances, notwithstanding, information, nevertheless, ' < \1 gentlemen, gentleman, after, future, never, before, aware, above, opinion, somewhat, over, very, whoever, rather, because, spirit, influence, first, experience, describe, descriptive, afford, property. proper-ly. 241. The first syllable of a word is often used in longhand as an abbreviation; as Bap. for Baptist, pub. for public, publishing, or publication. In like manner, in shorthand the first one or two syllables are sometimes enough to suggest the whole word. Thus, gov. may be used for govern, governed, or government; accord may be used for according or accordingly. /\ n/ \ We shall prob. pub. a list of the prop, holders whom you rep. Sometimes the last syllable of a word is indicated as well as the first, to make the word plainer. Thus, /Xj representative, /\j representation. This principle of abbreviation may be applied by each stenographer to his special line of business, provided he con- fines it to words in every-day use and to words that can be correctly and instantly read when shortened. Some naturally incline to con- tractions and find it easy to write and read an abbreviated style that would be very unsafe for others. SHORTHAND LESSONS. We happen to know the spirit of the first gentleman, and his -3 s ______ X L_ So __________ _vL_.vj x...7\ _______ ^. ______ "*_____ opinion upon subjects of this nature. Are you aware, gentlemen, that these objects demand your immediate attention? Nevertheless, .... . _. __ o .___. ^ x _-.- : _-^_ v _^, j, .. - -\- -^- the public is somewhat interested in the future of this establish- ment. Under the circumstances, it is impossible now to publish .... ._.,...... .... SN_ _. n x :\ V> x -->-- -6 Y" vc our objections. What is the profit over and above the expense? Notwithstanding the influence of the U. S. government, several hundred were left in a state of subjection. Whoever sins must --CJ- 0>^- ^-- _o C . \^) suffer. His experience probably accords with ours. The informa. ^-^v \ \ V o._. __X _V ^ s~* \.-_X /--. ^\ \ _____ \---.X _____ / _________ I _____ fJ ______ \ Li tion has never before been made public. He was very attentive V "V s~~.^- j - \ V .^.- both before and after the meeting, because he wished our influence. He was influenced by principle rather than by policy. You will find .. _. ^_D - ^^-'- a-^- -^ - ^-"~i~/ <._S --------------------------------------------------- =.. Q_X..._x... ._./ N_. ._x ISo... \ He must go as soon as possible. He may be sick. We have been With him. We will send you price lists. We were not satisfied. wern't 251. Pay especial attention to position when writing the phrases in this lesson. Be able to write the examples and speed sentences correctly and quickly from dictation ; then write the exercise below. WRITING EXERCISE. You may, you can, you will, you may try, you can do, you may think, you will do, you will find, you will try, we were, we will find, we will try, we are, we are found, we think, we think that, we think you may, we think you must, we think you will, we have seen, they were, they think that, they thought that, it was, it would be, he cannot, he will not, he will not be, he must do, he must not, what would be, what was done, in each, in which, in much, they said, and with that, he must go, he must be, you must do, you must not do, you must not have, we have been, I have been, I did not, I did not know, I had not, we have seen you, when you can, by the way, as good as, as long as, as soon as possible, who are, they sent you, they sent us, with him, we are glad, we are sorry, I shall not be, I must, 1 must have. LESSON 48. MISCELLANEOUS EXPEDIENTS. 252. A large hook on then-hook side of a straight stroke is used by the writers of several shorthand systems to represent thr, tr or dr. SHORTHAND LESSONS. 93 EXERCISE NO. 28. 12 13 V 6^| V bM ^ ~tfl n n J% <->| -^ -^ SHORTHAND LESSONS. EXERCISE NO. ~"J. i .4.1. 2 ^ d 5 5 3 5' -VS^v-i n<- .^ P*r. 253. Ths ^Jd tick will n*vr conflict with tha* try it in writing mentioned. 256. As a rule, the outline of each word in a phrase should be distinct and unmistakable. But as the words of a frequently re- iterated expression are sometimes run together when speaking, so in writing, the words of an every-day phrase may be run together as if the whole were a single word. The-other day As-there seems to be. At-hand. We-are-in receipt. Thuther. Azther. Atand. Weern. SHORTHAND LESSONS. EXERCISE NO. ->9. SHORTHAND LESSONS. 96 My brother married the director's daughter. Electors, collectors and x _. executors. The quarterly report of the Agricultural Department. 253. A light slanting tick is used by some of our expert writers to represent the syllable eel when the latter cannot be conveniently represented in any other way, or when it is desired to retain the form of the primitive word. Founded, invented, freighted, started, dreaded, converted, awaited. 254. To may be indicated by writing the following word in the fourth position, entirely under the line, half a stroke below the third position. M* may be used for to me, but never for to him. As a rule, however, it is the second-position or more common word that is written in the fourth position. To have, to take, to think, to Bay, to ask, to me, to do or to-day. 255. The half length Est is sometimes written up, as in / \ elocutionist, f _ \ gravest. PHRASING CONTINUED. 256. As a rule, the outline of each word in a phrase should be distinct and unmistakable. But as the words of a frequently re- iterated expression are sometimes run together when speaking, so in writing, the words of an every-day phrase may be run together as if the whole were a single word. The-otherday As-there seems to be. At-hand. We-are-in receipt. Thuther. Azther. Atand. Weern. 96 SHORTHAND LESSONS. 257. Thus the 1 hook may be used in phrasing for will or all; the r hook for are or our; the n hook for than, own, or one; the f or v hook for of or have, and the n curl for in. Nr is used to ex- press in followed by re, as in the phrases, in regard, in reply, etc. V-- -\ _____ x -x__9 x Which-will it be? This is better-than that. In our business. Which'll better'n <-. / U_,_:_N x l\^_. x nT^ D x \x Rate of freight. It will have to be. In some cases. In reply. 258. One of the most valuable devices in phrasing is" the repre- sentation of their, there, they are, and less frequently, dear and other. These words may be added to a curve by doubling the length of the curve ; they may be added to a straight stroke by placing a large hook on the -hook side of the stroke ; they may be added to a hook, circle, loop, or half-length curve by a heavy slanting tick, Betoid or Jetoid. c, 3 I think there will be time. We had their permission. We were there. When-did you go there? Ask them if they are ready. They were not there. Wend 259. Every profession has its technical terms and peculiar phrases. These should bo written in full until the writer becomes familiar with them, when they maybe abbreviated or phrased with safety and advantage, a Thus the sermon reporter may write Vo kingdom of Heaven, \ children of Israel, and the law reporter may use such phrases as \o what is your business, and c/j where do you reside, e/^" sworn and examined. 2GO. Occasionally a special phrase should be formed for a special occasion, as when a longhand difficult combination of words SIIO11THAND LESSONS. 97 is frequently repeated. Thus, (C maybe used for "New York Central R. R. Co.,/~^~ for Lake Shore and Michigan South- ern R. R. Co. The phrase should be written in full in the margin of the notes Dear its ilrot insertion. 261. The student should phrase carefully, using at present only the most common phrases and those given in these pages. Although phrasing adds greatly to speed, it is better to phrase too little than to phrase wrongly. OMISSIONS, CONTRACTIONS, ETC. 262. An unaccented vowel, an obscure consonant, or in very com- mon words and phrases, even a syllable or a word may be omitted, especially when its insertion is difficult and when what remains is sufficient to make the reading certain and easy. W, y } h, or t in syllables ending in st, are the consonants most frequently omitted. The adverb termination ly, or the final syllable of a long word, is frequently omitted. Common words beginning with ex are often abbreviated as in Express Co., given below. I suppose the postmaster comprehends the situation. Express Co. 263. In frequent expressions, con or com may be indicated by writing the remainder of the word so that it almost or quite touches the preceding word. Of the should almost always be indi- cated by proximity. Tnere is no other expedient that saves so much time as the omission of of the. --------------------- X ----- Your letter (of the) 2d inst. at hand and (con) tents noted. In (con) sequence. Gentlemen of the jury, in compliance with your wishes, etc. 2G4. An outline that contains only a part of the consonant sounds in a word is called a contraction. When easily read, long- hand abbreviations and even, slang words may be used as contrac- tions. 98 SHORTHAND LESSONS. Y Ex. N. Y., New York; steno., stenographer, reg., regular; 265. A few contractions may be formed by intersections, as fol- lows : Agent by an intersected / Ex. \ / Book agent. Association by an intersected _J Ex. V^ Stenographic As- sociation. Company by an intersected - Ex. // Oil Co. Department by an intersected | Exl cA" War Dept. Railroad by an intersected / Ex. \^ Pennsylvania Rail- road. Society by an intersected j Ex. ''"^/Missionary Soc. Superintendent by an intersected \ Ex. $\ Gen. Supt. 266. As a rule, omissions and contractions should be used only in every-day words and phrases. WRITING EXERCISE. As there seems to be, by their, at their, it Is not there", in conse- quence, to prove, to me, to him, to blame, profits of the business, settlement of the estate, expiration of the policy, members of the firm, copy of the advertisement of the book, proceedings of the court, laws of the United States, list of the names of the collectors, minutes of the Secretary, hardware department. LESSON 49. RESUME OF APPENDAGES. f i p t f i b i r P 1 1 i i 1 JJdJdl IblJjlJPIl 267. All of the appendages that can be joined to a straight stroke are given above, with T as a sample stroke. The stroke Lay is given below with the appendages that may be added to a curve. c r /* ...\^.... _| Found, founder, foundry, foundation, continue, continued. 272. A derivative is written unlike its primitive when necessary to secure a good joining or to distinguish between words contain. ing the same consonant sounds. Thus : / J s^x ";\> V" Be/"~~see3""assrgn, "assignor, approve, approval. 273. Words differing in meaning, but containing the same con- sonant sounds may be distinguished, 1. By an arbitrary or a natural difference in their outlines ; as f/ gentlemen, ^ agent. 2. By a difference in position; aa ^_ ~ migrate, /^-^r^ emigrate. 8. By vocalizing one of the words; as"> 1? i? <>^ i T Dash, parenthesis, quotation marks, laughter, applause. 280. While in engraved phonography it is advisable to save room by using a cross or the double length Chay for the period, it is much better in ordinary reporting to use spaces for periods, com- mas, etc. Leave a long space whenever the speaker makes a long pause, and a short space whenever he makes a short pause ; then you will find your notes easy to read and the transcript easy to punctuate. Each separate statement will stand out clearly, and the sense of the passage can be easily grasped. If a page were printed without capitals or punctuation marks, it would take some time to read it understandingly; and occasionally it would be im- possible to tell which of two meanings were intended. Shorthand without punctuation is like such a page, difficult or impossible to SHORTHAND LESSONS. read intelligently. Shorthand with all the pauses indicated by spaces of different lengths, is like that page with periods, commas, and semicolons properly inserted, rendering the meaning clear and unmistakable. 281. CONCLUSION. All the principles of phonography have been presented to the student. He should now take two or three hundred words at a time of the following shorthand pages, reading and writing each lesson until the shorthand is as plain as print, and until it can be written correctly from dictation. Then he should write the lesson several times from dictation, reading his notes each time that he writes them, and gradually increasing his speed as he can without lessening the accuracy of his notes. The student will find that an occasional word may be written in more than one way, and that authorities differ as to which is the best method of writing the word. Thus private may be written Pr-Vet or Pref-Te. November may be written in full En-Ve-Ember or it may be abbreviated Eu-Ve. Some write more rapidly with fuller outlines, while others naturally adopt contractions. The stu- dent should select and invariably use that outline which is easiest, most natural to him, most in accordance with his habit of thought. As a rule, however, there is only one right way of writing any given word, though there may be several possible outlines repre- senting the same consonants. There are ten ways in which s-t-r may be expressed in shorthand, and yet such is the influence of the vowels in determining the proper outline of any word, that of these ten outlines, hardly any one of them can be correctly used to repre- sent more than one word. Let the student write a different out- line for each of the following words containing the consonants s-t-r, and let him give a reason for the selection of each outline: Store, story, satire, (et) cetera, estuary, (h)istory, astray, astir, and oyster. 282. The phrasing, contractions, outlines of conflicting words, the final wordsigu exercise, and the review questions may be taken little by little in connection with dictation lessons. The court tes- timony should not be taken up until the student can write business letters with considerable facility. Our " Business Letters in Shorthand" and "Typewriting Instructor" contain excellent dictation matter, and should follow the business letters in this book. 102 SHOliTUAND LESSONS. REVIEW QUESTIONS. On which side of a straight stroke is the 1 hook written? The r hook? The f or v hook? The n hook? Write and name the PI series of double consonants, both straight and curved. Write and name the Pr series of double consonants, both straight and curved. When should the hook, and when should the stroke be used for 1 or for r? How are Mr and Nr distinguished from Wem and Wen? What two curved double consonants are Avritten up? What consonant phonographs take the u hook? What phonographs take the f or v hook? Par. 198. Write and name the double consonants of the Pef series. How is Iss combined with the 1 hook? With the f or v hook? How are words like explained and exclusive written? What may be written in place of the n hook on straight strokes? When must Iss be written icithin the n hook? Pars. 18G and 1'J'J. What may be written in place of the r hook? When must Iss be written within the r hook? How are words like disagreeable and jasper written? What is the effect of doubling the length of lug? Of Emp? Of any other curve? Which half of a lengthened curve is put in position? Is a final hook read before or after the thr, tr, or dr? Write Tway, Dway, Kway, and Gway. How do Ler, Mel, Nel, and Rel differ from Wei, Wem, Wen, and Wer? On which side of a stroke is the Shun hook written? What vowels are placed by the Ishun curl, and on which side is each written? When should the Ishun curl, and when should the Shun hook be used? How are con, com, cog, etc. indicated at the beginning of a word? How are they indicated in the middle of a word? What prefixes are indicated by Iss? By Em? By a slanting tick? When should the n curl take the place of the u stroke? SHORTHAND LESSONS. 103 What affixes are deuoted by Be? By Ef? By the f hook or stroke? By Sez? By Ish? How are ings, ing-the, and ingly written? When should the stroke Ing be used instead of the ing dot? How are ility, ality, arity, etc., written? When should a prefix or affix be used, and when should a word be written in full? What consonants may be divorced from their 1 or r hooks? How is an intervening dot vowel expressed? An intervening dash vowel? Write the following : Ah, it fills me with awe ; The atheist, Guy Lewis, is in snowy Siberia; The payee and the drawee. When should Shay be used instead of Ish? When should Lay, and when should El be used? What classes of words may be phrased? Which word in a phrase is put in position? How are the following represented in phrasing : /, he, us, is his, as is, may be, have been, not, we, icith, were 1 ? What words may be indicated by lengthening a curve? How may these words be added to a straight stroke? When should they be expressed by Betoid or Jetoid? What words may be indicated by the 1 hook, the r hook, the n hook, the f or v hook? How may to be indicated? How are con and of the sometimes indicated? What consonants are most frequently omitted? What other sounds and syllables are sometimes omitted, and when? If two words contain the same consonant sounds, how can they be distinguished? How should long words be written? Can a word be correctly written in more than one way? Attach all of the appendages that a stroke may take to the stem Te, and name the resulting combinations. Attach all of the appendages that a curve may take to the stem Lay, and name the resulting combinations. 104 SHORTHAND LESSONS. CONTRACTIONS. KEY TO PAGE 105. Line 1. Suggest, suggested, adjust, adjusted, adjourn, tempt, contempt, consumption, presumption, stamped. Line 2. (Omission of W.) Require, inquire, quality, qualify, dissuade, persuade, persuasion, withdraw, within, withstand. Line 3. (Omission of Y or U.) Suggestion, behavior, situation, picture, fracture, feature, temperature, literature, moisture. Line 4. (Omission of H.) Comprehend, apprehend, comprehen- sion, apprehension, withhold, behold, inheritance, inherited, be- hindhand, history. Line 5. (Omission of T by changing the Steh loop in the middle of a word to a circle.) Mostly, postpone, postal-card, postage, postoflice, testimony, adjustment, western, mistake, customer. Line 6. (Omission of II when its insertion would be difficult.) Southern, Southerner, quarterly, purpose, surprised, subscribe? superscribe, prescribe, proscribe. Line 7. Intelligent, intelligence, intelligible, passenger, mes- senger, brief, or briefly, positively, chiefly, stiffly. Line 8. (Omission of N where its insertion is difficult.) Penn- sylvania, translation, transaction, transcribe, identical, adjourn" ment, assignment, disappointment, abandonment, attainment. Line 9. (Omission of ing, ent-ly, tial-ly.) Understanding, Thanksgiving, sufficient or sufficiently, efficient-ly, deflcient-ly, pro- flcient-ly, substantial-ly, prudential-ly, differential-ly, circumstan- tial-ly. Line 10. (Omission of Kay or Gay after Ing.) Distinguish, anxiety, distinct, distinction, junction, sanction, relinquish, bank, bankrupt. Some omit Kay also in the very common words, expenses, excep- tion, except, examine, examination. Line 11. Explain, explicit, excursion, experiment, express, expressive, etc. When the sound of K comes between T and the shun hook, some of the best reporters omit the Kay while others equally expert insert it. K may also be omitted between F and shun. Thus: Line 12. Attraction, instruction, contraction, distraction, con- struction, obstruction, misconstruction, satisfaction, justification. Line 13. New York, inst., prox., reg., irregular, ad. (vertise- ment), steno. (grapher), Feb., Nov., January. Line 14. Re-establish, brightness, badness, rewritten, hereafter, supernatural, reorganization, appointment. SHORTHAND LESSONS. 105 -i- \ 14 106 SHORTHAND LESSONS. EXERCISE NO 30. L L /-A Lkl iL SHORTHAND LESSONS. 107 PHRASING CONTINUED. R are, our. rp L will, all. N than, own. iL V have, of . Key to Pnrnsing on Page 106* 1. It will, which will, they will, it will be, which will be, it will not, it will not do, it will not be, which will you have, at all, at all times, in all cases, in all such cases, of all, by all, b.y all means. 2. Which are, they are, they are going, they are making, in our, in our business, by our, by our request, which are likely, at our, at our request. 3. More than, better than, harder than, longer than, rather than, later than, greater than, sooner than, higher than, other than, further than, less than, shorter than. 4. Your own, her own, our own, their own, for their own, have their own, of their own, it is your own, is their own, was their own, as-has their own, in our own, in their own, for your own. 5. Which have, which have been, which have not been, it will have, it will have to be, said to have, is said to have, said to have been, I hope to have, we hope to have, which are to have, such have, who have been, who have not been, who have never been, who have not done. 6. City of New York, state of New York, city of Boston, out of, out of the way, out of the city, instead of the, lack of, number of cases, copy of, rate of, right of, care of. 7. Dear sir; no, sir; yes, sir; your favor, at hand, truly yours, yours truly, I am in receipt-of your favor, we are in receipt of your favor, we will say. 8. Do you remember, by express, by return mail, heard from you, he heard from you, not only, it is only, we were not, they were not, who arc not, who would be, at first, at last. 9. Please send us, please wire us, please let us know, let me know, with respect, yours with respect, sincerely yours, with rela- tion, with reference. 10. It seems to me, it is important, it is impossible, at any rate, at all events, at length, next day, with regard, southeast, northeast, southwest, northwest. . 11. State of Missouri, state of Minnesota, railway company, hardware company, railroad company, Smith & Co., oil company. 12. In consideration, in some cases, in some instances, in as many as possible, call your attention, and contents noted, at once, at one time. 13. If it, if it is, of it, of its, is it, as it, as it is-has, as it seems to be, as it seems likely, as it is important, as it is impossible, at it, had it, take it, over it, took it, from it. 14. Erie Railroad, Pennsylvania Railroad, War Department, Legal Department, Medical Society, Missionary Society, Savings Association, General Superintendent, it ought to be, it ought not to bej or not. 108 SHORTHAND LESSONS. EXERCISE NO. 31. SHORTHAND LESSONS. 109 PHRASING CONTINUED. Key to I'lirasrs on Page 108. Lines 1-9, see Par. 258. Line 10, Par. 257. Lines 11, 12, Par. 263. Lines 13, 14, Par. 262. 1. If they are-their-re, for they are-their-re, have their-re, are their-re, in their, saw their-rc, think they are-their-rc, seen their, for there is not, for there is no one, between their. 2. I think there is, I think there will be, are there many, when there is, wherever there is, whenever there is, will there be, I saw there was, receive their permission, in their business, over there. 3. I am sure there is, furnish their, if there is anything, sign their petition, finish their, shorten their, if there will be, do you know their names. 4. Is there, as tl:ere, is there anything, of their, as there will be, as there are, as they are going, as there is not, is there no one, of their friends, as there will not be, of their demands. 5. The other, the other day, on the other side, some other, no other, send us another, some other person, another delay. 6. We have seen their, as there seems to ine, sending there-ir, pleasing their, causing their, going there. 7. My dear sir, iny dear friend, my flear nadam, my dear brother, my dc ,r child. 8. By their, do their, had their, where they are, go there, be there, giv their, call there-ir, deliver their, make their, if you go there, we had their. 9. l)id you go there, I will be there, he can go there, I will deliver their, I will call there, he can be there, where they arc going, where there is, he will do their, at other times, at their. 10. In regard, in reply, in response, in relation, in respect, in reference, in receipt, in order that, in order to, in order that we may, in order that you may. 11. I will comply, in connection, in compliance, I will contrive, I must confess, in this connection, you are comparatively, we are in communication. 12. Letter of the 2d inst., we have your letter of the 1st inst , remarks of the speaker, members of the board, salary of the prin- cipal of the school, circumstances of the case, gentlemen of the jury, in consequence. 13. Again and again, over and over, two or three, more or less, cast or west, for the first time, one of the most, one of the best, one or the other, one of the greatest, by and by, in reply to yours. 14 . From time to time, from year to year, from week to week, from hour to hour, from house to house, from street to street, from city to city, from day to day, from month to mouth. SHORTHAND LESSONS. CONFLICTING WORDS. KEY TO PACK 111. 1. Train, turn, poor, pure, cancel, counsel, castle, intention, inattention, account, count. 2. Disease, decease, predict or product, protect, Saturday, yes- terday, older, later, oldest, latest, amount, mount. 3. Spread, separate, sport, support, cost, caused, wait, await, mere, remarkable, prove, approve. 4. God, guide, Mrs., misses, firm or frame, form, written, retain, patient, passionate, edition, addition. 5. Auditor, daughter, detect, deduct, attainable, tenable, gentle, gentlemanly, situation, station, real, rail, rule. 6. Appropriation, preparation, proportion, birth, breath, traitor, trader, back, book, credence, accordance. 7. Comply, apply, operation, oppression, science, essence, de- vise, advise, division, devotion, needless, endless. 8. Fix, affix, room, army, business, baseness, absence, imminent, eminent. 9. Notch, inch, effect, affect, consequently, secondly, regret, regard, surprise, express, suppi'ess. 10. Eliminate, illuminate, unavoidable, inevitable, prompt, per- mit, promote, indicted, indebted, undoubted. 11. Opposition, position, possession, apposition, ruin, renew, less, else, occupy, copy, keep. 12. Pre-eminent, prominent, permanent, prosecute, persecute, except, accept, writer, order, reader. 13. Relevant, irrelevant, resolute, irresolute, responsible, irre- sponsible, legal, illegal, logical, illogical. 14. Natural, unnatural, material, immaterial, necessarily, unnec- essarily, moderate, immoderate, mature, immature. SHORTHAND LESSONS. 111 SHORTHAND LESSONS. PHRASING CONCLUDED. Line 1. See Par. 253. Down there, been there, were not there, had not there, around there, round there, will not there, they were not there, I believe there Cor they-are), drawn there, were there, would there, we were there, begun there, sent there. Line 2. Send there, I trust there (or they-are), is not there, he is not there, he sent there, as long as there (or they-are), as soon as there (or they-are), more than there, better than there, we meant to have been there. Line 3. Munson, Graham and others use an f or v hook on curves. The hook is useful after Ith and The because these strokes do not make a good jointing with Ef and Ve. It should be made thin and pointed, and half as long as the stroke, to distinguish it from the n hook. Thief, they have, they have been, they have done, they have known, they have gone, they have not been, they have not done, they have never, they have come, they have never found. Line 4. Some intelligent and very careful writers add the small hooks to the ticks in phrasing. Or not and who have are safe for anyone, but in general it is better not to add hooks to the ticks. Or not, who have not, who have been, who have not done, who are, who will, all have been, all have not been, all have gone, I have been, I have never done, I have not been, I have not gone, who art in heaven, of our, all our. Line 5. In court reporting, whether is sometimes represented by a double-length curve. Do you know whether or not. A triple-length curve is used by some. Do you know whether there is; do you know whether there was. It is also convenient in court reporting to enlarge and slant the signs for with, were, what and would, to denote the addition of you. With you, were you, what you, would you, when were you, where were you. 113 ( \ Pagee 113137 practically - tuu an additional book, moat of tbe mat- ter baring b6n aIctd fro Barnes Shorthand Reader #3. Pagfcfi 145150 can be used to great- est advantage. . 1 CLP s SHORTHAND LESSONS. PHRASING CONCLUDED. Line 1. See Par. 253. Down there, been there, were not there, had not there, around there, round there, will not there, they were not there, I believe there Cor they-are), drawn there, were there, would there, we were there, begun there, sent there. Line 2. Send there, I trust there (or they-are), is not there, he is not there, he sent there, as long as there (or they-are), as soon as there (or they-are), more than there, better than there, we meant to have been there. Line 3. Munson, Graham and others use an f or v hook on curves. The hook is useful after Ith and The because these strokes do not make a good jointing with Ef and Ve. It should be made thin and pointed, and half as long as the stroke, to distinguish it from the n book. Tb' * f hey have, they have been, they have done, they have kn^ -"me. they have not been, they have not done, t' ~" they have never found. " - 1 writers add the small ~" Q safe for It is aiavr _ signs for with, were, <~.. With you, were you, what yoxt^ __ were you. 1...I... ^ ^ K (^ SJ /J P '\ 2Q_^\ Q-^. & A * 113 Cj I I CLP I I 114 V "X u I I ) L ) k. V/v*^ 115 C c \ A \ i "X A_/' /..... /.... n r L 116 / n ix . > r ^: r-A _L. / \ ^ N 3: \ u ^1 \, 117 -V S 1 * ^/ *~>n...^.. 6 * V r ^ S^y- i - s. n 118 y 1..A...A. o ^ C \ \ ^ V i/..:... v /$ 5 s < ^ D in c N'~^ w- k P ^ \ N o ^- - \ d te ^T,,,.:.. ...V..." . s L L 119 V/ ... P. ^ \o 120 . \ ^- \ \ , / L ->c"' \ ( "<

..<^ \ K -. ^..A-N-- - \ fj b > \ ^ A ^ <^, / i /i ^_ ^/ s ^^^.. 5L> x \ .:I^._ ^j? .. Lix. r ^ C \ 122 SHORTHAND LESSONS. \ IX V x -< ^\ \ Is v^^ ^~- d ,-.-)> ^* ^^ V v - * Vi- V Vo f \ /^> V <3-P X. ../.... / d x -o x _^ v__-x .. V5 L^ r ...I r c r- n v > ~\ V .... SHORTHAND LKSSOXS. 123 124 r_,. Y - s < v - - o " ^ ..v.f-..- C - X j - ( > /! > 3 V-X- \ / y^" \ -s- A ' \r- ..._., I/ "/-.- X.. /i 3 ~ -^A--- ^- L A- r \ ) v. V- Jx ' e / /v , ' \ r ^ C \ \ i - A ^ .tx .^>. I_ 5....TT_.....A-.x \ _\ 125 C \ r V C s -i r _v_, \ w .hr?....!^. C . Us x \ V 1 * I x . t/ Vv ^ o P \ V-, r ..e [ .- X I ^JP >^~^ \ XI' > \ 126 820 \n 7 40 A XI <-x Ov __ 1 4- ' X X ^? \ V T. ' V^ a \ j v \ \ .-4- ~ .1^.. X ^^ ^~* -N ^ SA . A . t> b 128 .'. \ c_ v. \ . v /i :> \ \ .~. ( A .> v* / .*. v ( \ . \ i IT C /" f 20 > . L ^ > "V^ . f; ^ I .r..^ ^ J x "7 \ 129 > ^>v f ... ] T^ / , n r. I? =r ^ V /r V7 V A 130 ^-T v\ /\ V P U j r I x ... \ 1 _T" ^ :.*- A i > -A \ -*O" *:.V/l 131 ^ -' V -^ ^>-- \ c L 1 \ c j s, - ( .. ( ( x 'Z-9 f> ^ - < i\^k..t'J. V v, V, * r . -^ } IL.\, \ :...*i^ ^ ( 7 ...< ^ X* cv s c t^f; - 'V-:;- . K ^^ 1 L ^ s:> . I * i ^-/ ^-^ s 132 rf . i r (/ \ V r \ A 133 r-Cj V L ^ ^ r L. - r y \ I > ."?. .Q_D V s ^ "A i i V, c /v.rj..^ ^...r ,,= /^_.,V__. v )y vj? X 134 ^l.!N \ _> v o i _y i VD - ^ X) \ ^.._ v q....A. v b \ ^ 7?C X A) \ \a 135 t \> o 136 ^ / ) / ..... ' ---- *' 137 / r v s - xr> ex i \ J . / t? I ^ ^ f s-o \ c. <\ "A V _ o\ ^ x_^x^_P /6 ^-"' x / V^sx--.. e ^^- 1_D ^ .... d .... . r- / V, 1 c k-> f) c '-[^ ^-- ?: -l^ ^C? V n V I C ^ 138 WORDSIGN DICTATION EXERCISE. 7 S 10 77 72 73 .\ 3 \ .V. V -V .\ 3 - J -\" ^ ^ s , : ...... x .-.J. L_ c \ L c c ./. C,.., V \..:.-i t-- 1 w. X V..X Q _ o 142 State of Missouri vs. Hugh M. Brooks alias W. If. Maxwell V/- - \ V A. U v..'.. f /* -\ \> ~r VA ^ V gs . u-.c/rzi^i'N . . 33 ^ \ c fV^ \ VJ Cv H3 r 'Cv v \~: ' (c> i STATE OF MISSOURI, 1 _ vs In the St. Louis Criminal Court, HUGH M. BROOKS, J. State of Mo. a ifa s Before Hou. G. b. Van Wagoner, W. II. MAXWELL. J Jud rc aud Jurv - APPEARANCES. For the State : Ashley C. Clover, Circuit Attorney. Marshall F. McDonald, Asst. Circuit Attorney. For the Defendant: Martin and Fauutleroy. Defendant sworn in his own behalf testified as follows : DIRECT EXAMINATION BY P. W. VAUNTLEROY. Q. State your full name. A. Hugh Mottram Brooks. Q. How old are you? A. Twenty-live. Q. Where were you born? A. In Hyde, Cheshire, England. Q. Is Hyde your home? A. Yes, sir. Q. Are your parents living at the present time? A. They aro, sir. Q. When did you first engage in business, Mr. Brooks? A. Do you mean to practice or study? Q. I mean in any business, after you left off being a school-boy, when did you first engage in business of any kind? A. In lt>3. Q. What business did you go at then? A. I misunderstood you. Five years previous to that I entered the law olfice of Mr.Browu. Q. Where was that? A. Stockport, about four and a half miles from Hyde. Q. Five years prior to 1883, you went into his office? A. Yes, sir. Q. How long did you remain in his olfice? A. I remained there over four years. Q. What were you doing there? A. Studying law. After I left Brown's office, I went to his London agents, Messrs. Brown St Howe, and completed the five years there. Q. You are a lawyer by profession, then? A. I am. Q. Have you ever studied medicine or surgery? A. I have. Q. To what extent? A. Well, at the Collegiate school in Man- chester, I was on the science side, and the curriculum included physiology, anatomy, chemistry, and kindred sciences. Q. At the Collegiate school at Manchester? A. Yos, sir. Q. Did you study medicine otherwise than you have mentioned, there? Have you ever studied outside of these studies or in addition to these studies? A. I have. Q. How long did you study It? A. More or less ever since I left school. I was very much Interested in science and medical studies generally, and I tried to keep up my knowledge of them as far as I could. Q. You are not a licensed physician, aro you? A. I am not. . tj. Never received any diploma or license as a physician? A. No, sir; not as a physician. Q. You nave as a lawyer? A. I have as a lawyer. Q. How long did you practice law, Mr. Brooks? A. Not qulto two years; as near as I can remember, about a year and nine months. Q. I will get you to state to the jury when and where you first met Mr. Preller, O.Arthur Prcllcr. A. On board the Well, I first met him ut the Northwestern hotel, Liverpool, but I first became acquainted with him on board the steamship Cephaloma. Q. You first met him at me Northwestern hotel, Liverpool? A. Yes, sir; that was the evening previous to the day on which the ship sailed. Q. That was the day prior to sailing? A. Yes,'sir ; the day prior to sailing. Q. You say that you met him theu, out that you did not become acquainted with him. Did you have any introduction or know who ho was at that. time? A. No, sir. SHORTHAND LESSONS. 143 OPTIONAL WORDSIGNS. Wtoero no number is given, second position la understood. epecial-ly, Spe especial-ly, Es-Pe peoplc-d, PI bclong-ed, Bl 1 practical-ly, Pr 3 it aught, Tet 1 degree, Gr 1 similar-ity, Sem 1 shuple-ly-icity, Semp 1 Biugular-Jy-ity, Sing 1 siguify-ied-cant, Iss-Gay 1 significance, Iss-Geus 1 signification, Iss-Gayshuu 1 children, Chi Speech-eak-oke, Spe 1 spoken, Spen 1 plaiutiff, Plent ^/ defendant, De client, Klent 1 <^> liberty, Br l ^s holy, Hay 3 eternal-ly-ity, Tren divine, Def 1 denominate-ed-ation, Den 1 religious, Jays 1 religion, Jen 1 generation, Jayshun 2 angel, Jl evangelize, Jls 3 evangelized, Jlst 3 ^^> evangelization, Jlslshun 3 kingdom, Kay 1 Christian-ity, Kr 1 ^^> Lord Jesus Christ, Lay-Jay-Kay start, Stret 3 advancc-cd, Def J advancement, Dcesmeut^ perfect-cd-ly-iou, Pref ^_x combine-ation, Beii 1 satisfy-ied Ste 3 suit, satisfaction, Steeshuu 3 truth, Tr \~* phonography, Fen whichever, Chef with our, Wer 3 it had, Tet- language, Ing a home, Eni 3 own, En 3 it would, Tet 3 thus, Thees 8 guilt-y, Git 1 movement, Ment 3 throughout, Thrct 3 extraordinary, Kayster 1 mere, Mr 1 \^ portion, Prshun Savior, Iss-Vc scripture-al, Skr 1 virtue, Vrt thcology-ical, Thl doctrine, Drcn 1 revelation, Layshun revolution, Layshun 3 Word of God,Ard-Get or Wcrt- Gct creature, Kret 1 question, Ken 146 LESSONS IN SHORTHAND. KEY. The following is the key to pp. 140 aud 141. Two or three sen- tences of this review should be written several times each day until the whole can be written correctly at a high rate of speed. REVIEW EXERCISE ON THE WORDSIGNS. We have a good opportunity to sell a large part of the Doctor's property to advantage. A member of the Board of Public Im- provements is the party who wishes to buy. You will probably remember the gentleman when I tell you his name, John Long of the United States Army. The information is correct, I assure you, for Mr. Short told me the full particulars at the committee meeting. He remarked that it was somewhat astonishing, though the fact is the General is well able to act his own pleasure. It is impossible to tell how much he is worth, as the opinions of the public upon this important matter have never been published; nevertheless, he is commonly reported to bo worth two millions. As you are aware, he is now building an establishment for the government, and he is also engaged in large advertising schemes. Accordingly, it is quite difficult to give any accurate information on a subject of this nature. We think, however, that he can surely afford to pay every cent of its value, whatever that may be, be- cause to my knowledge he owes nothing and he has several hun- dred dollars in the bank. Whoever deals with him admires his character. The different representatives under his influence, were invited the first of last year to work for the danger signal bill. I acknowledge that there are a number of objections which must be considered, and difficulties to be overcome,before their object can be attained. It appears that our principal representative is a dear friend of the General's and has a larger interest in the passage of the bill than any other person. I feel sure though that he will not do very much until after the first of the year. If ever we take hold of this thing together, I shall rely entirely upon his represen- tation of matters. lie has proved himself equal to every emergency in the past, aud I believe he is equal to anything that may happen in the near future. He usually knows how to balance accounts LESSONS IN SHORTHAND. 147 with others who come iu his way. What would we do without him to represent us? Aud yet I am not altogether satisfied nor pleased. I should think they ought to begin issuing the bonds immediately. Your brother told rue above a week ago that he had already spoken to several gentlemen about the issue's being behind time, but it appears they had too little public spirit to do what they r.ould toward pushing matters. He gave me a laughable de- scription of his experience with them. I thanked him and told him that his descriptive powers were beyond criticism, and I would like to have him practice during the summer and then de- scribe the situation to the legislature. Notwithstanding all the obstacles we have had to encounter since we begun the work, I believe we shall yet meet with success. SHORT DRILLS FOR DAILY CONCERT RECITA- TION. VOWELS. Give the sentence containing the first-place vowel sounds. Give the first-place vowel sounds. Give the second-place vowel sounds. Give the sentence containing the third-place vowel sounds. Give the third- place vowel sounds. When a vowel comes between two strokes, where should it be placed? See Par. 76. Which stroke in an outline should be put in position? Give the three positions for full length up or down strokes. Give the three positions for horizontal outlines. What are the three positions for half lengths? These positions are the same as for what other class of strokes? Give the vowel sign, and state by which stroke it is placed in each of the following words : James, gem, Bailey, Bell, Rhodes, rub, Buck, Reed, Hyde, Knapp, Dodge, Fitch, Pope, Wright, Poole, Downie, Page, Booth, Ball, Pierce, Bangs, Beck, Barr, Cheney, Finney, Dooly, Miller, Fowler, Matthew, Thomas, Boyle, Duke, Loomis, Tousey, Long. AR OR RAY. When is Ar generally used at the beginning of an outline? When is Ray generally used at the beginning of an outline? 148 WESSONS IN SHORTHAND. When is Ar generally used at the end of au outline? When is Kay generally used at the end of an outline? Which stroke is used in Erie, and similar words? Which stroke is used in early? Why? In rally, oral, hourly, irksome, racket, argue, ragged, wrong, Perry, morrow, poor, thor- ough, fire, fiery, bureau, flower, flowery, share, queer, query, arrow, dare, tire, glory, Ira, bore, Harry, airy, era, etc.? What two considerations determine whether Ar or Kay should be used? Which is more important, the vowel or the angle? For thC sake of the angle, which stroke is always used before Em or Emp? Which stroke is always used after Em or Emp? After what other strokes is Ray always used? When is Kay used at the beginning of an outline even though the word begins with a vowel sound? Should Ar or Ray be used in earth, orb, urge, herb, orthography, Irving, Arab, Home, mire, terror, army, romp, empire, rare, arch, rhyme , aright, error, artery, arrears, arduous 1 } CIRCLES AND LOOPS. What sounds are represented by the small circle? By the large circle? By the small loop? By the large loop? When joined to a curve, where is the circle written? When joined to a straight stroke where is the circle written? When alone; that is, when not joined to any stroke, how is the circle written? How is the circle written between two curves? Between two straight strokes? On which side of a stroke are the loops written? Between two strokes, how are the loops written? STROKE OR BRIEF FORM FOR S, Z, W, Y, F, V, N, T OR D. Give four cases where the stroke Es must be used instead of the circle Iss. Are the rules for z the same as for s? What is always used for z at the beginning of a word? The rules for s are similar to the rules for what other conso- nants? Answer ; W, y) f , v, n, t and d. LESSONS IN SHORTHAND. 149 Give four cases wheu a stroke should be used instead of a semi- circle for w or for y. Give three cases wheu a stroke should be used iustead of a hook for 11, f or v. Give two cases wheu vowels require the use of a stroke iustead of halving for t or d. What strokes should uot be halved wheu aloue unless they have a hook? What classes of words should uot be halved? Give auother very important case wheu it is not best to halve for t or d. DOUBLE AND TRIPLE CONSONANTS. Name the PI series, the Pr series, the Fl series, the Fr series. Why are these double cousouauts said to be married? When must the stroke be used iustead of the hook for 1 or for r? Name the Pen series, the Pef series? What does the vowel iu these names represent? What two small hooks are sometimes changed to circles? What besides Iss may be written in place of the r hook? What may be written iu place of the n hook? How is the circle written in disagreeable aud similar words? Wheu should the circle be written within the hook, aud not in place of it? Auswer: Always within the 1 hook, the f or v hook, aud all hooks ou curves; generally within all hooks iu the middle of words. What married consonants are written upward? How do Mr and Nr differ from Wem and Wen? PREFIXES, AFFIXES, AND PHRASING. What prefixes are indicated by a dot, by a slanting tick, by Iss, by a disjoined Em, by the n curl? How are con, com, etc., indicated iu the middle of a word? When should the n curl be used for in, 3n, or un? What affixes are indicated by Be, Iss joined, Iss disjoined, Sez, lih, hook or stroke for f, light slanting tick, heavy slanting tick? How are ility, ality, etc., indicated? Which word iu a phrase is generally put in position? Give the exceptions to this rule. BARNES' TYPEWRITING INSTRUCTORS Teach the pupil from the start to write by touch; that is, without looking at the keyboard. By this method he can become a compe- tent operator in less time than by the old method, and a mastery of the touch method enables the stenographer to do his work in half the time required without It. How to Become an Expert in Typewriting, or Bumfs' 1 Complete Typeiorittng Instructor, is furnished for either the Remington, Smith Premier,. Yost or Oliver, and contains 216 pages. In addition to the Touch Writing, it fully illustrates every feature of commercial correspondence; contains 180 busi- ness letters selected from 21 different lines of business; over 40 legal forms; specimens of testimony and specifications ; an article on general office duties; a sample Civil Service examination, and an especially valuable list of technical terms, classified according to the different lines of business. Price, 1.50. Barnes* Special Typewriting Instructor, for the Remington, Smith Premier or Rem-Sho. Practically the same as the Complete, with the exception of the classified letters, a part of the Legal Forms, the Civil Service examination, and the technical terms. Price, $1.00. Barnes' Abridged Typewriting Instructor, adapted to any standard keyboard, 56 pages, contains the Touch Lessons, Commercial Correspondence, Tabulated Work, selections from the Legal Forms, Testimony and Specifications, 50c. SHORTHAND BOOKS. Barnes' Business Letters in Shorthand contains 63 letters pertaining to about a dozen lines of business, given in both shorthand and print; 31 pages of engraved phonography, without key, for reading practice ; and 100 letters, covering a wide range of subjects, in print only. Barnes' Shorthand Readers. No. 1, 24 pages of shorthand, with key, 30c. No. 2, 36 pages of shorthand, with key, 50c. No. 3, 37 pages of shorthand, with key, 60c. (Several pages of Header No. 3 are the same as some of the last pages of this book.) No. 4, '2 1 pages of shorthand taken from court work,with key, 30c. Barnes' Shorthand Dictionary. 7400 words and phrases. Pocket size, $1-00. The Arthur J. Barns Publishing Company, St. Louis. BARNES'- SHORTHAND READERS. These Readers contain a large amount of finely en- graved shorthand, the matter being carefully selected, and calculated to instruct as well as interest. Reading correctly engraved phonography not only helps the stenographer read his own notes, but the resulting familiarity with new outlines is a great factor in his speed. It also tends to eliminate errors in his own writing. READER NO. \ contains 24 pages of shorthand, a large part of the matter being in the nature of stories. Price, post- paid, 30 cents. READER NO. 2 has 36 pages of shorthand. Most of the matter is of special interest to stenographers, one article being a most valuable contribution by Hon. Wm. T. Harris, U. S. Commissioner of Education, on " Getting Speed." Price, 50 cents. READER NO. 3 contains 37 pages of shorthand very general in char- acter. Articles on ancient relics aad ruins, business letters , and practical talks , occupy a part of the space. Price, 50 cents. "READER NO. 4 -TESTIMONY. 21 pages of shorthand of special value to those aspiring to court work or a position in a law office. The key contains a reduced facsimile of nicely arranged typewritten title page of Transcript of Testi- mony. Price, 30 cents. ARTHUR J. BARNES PUB. CO., St. Louis, Mo. I have just now looked through each of the books sent me and am satisfied that they arc worthy of very high commendation. In some respects I should say that THEY ARE SUPERIOR TO ANY OTHER PHONO- GRAPHIC WORKS THAT I HAVE SEEN. W. T. HARRIS, U. S. Commissioner of Education, Washington, D. C. After comparing the manual with other text-books and using it experimentally in class, I had it adopted as the text-book for this school. We now use three hundred copies in the first year of our course and are highly pleased with the results obtained. It is an invaluable aid to the teacher where large classes arc to be instructed. It is superior to any book we have seen in that it carefully avoids the teaching of any- thing that has to be unlearned in advance work. IT IS PRE-EMINENTLY THE CLASS BOOK FOR THE PUBLIC SCHOOLS. C. A. DAVIS, Principal Washington Business High School, Washington, D. C. UNIVERSITY OF CALIFORNIA LIBRARY Los Angeles This book is DUE on the last date stamped below. SEP 1 195S AUG Form L9-25w-9,'47(A5618)444 UNIVERSITY ol AT LOS ANGELES LIBRARY UC SOUTHERN REGIONAL LIBRARY FACILITY A 000 561 631 3