COMPLETE S HORTHAND COURSE

A R T H U R J T A Y LO R
.

F O R MER LY H EA D O F T H E C O MMER C IA L D EPA R TMENT ,

I ND I A NA P O LIS HI G H S C H OO L

A N A DA PTA TI O N O F TH E B ENN PITMA N S Y S TEM

’

CH IC AG O

I NT ERS TA T E S C H O O L O F C O R R ES P O NDENC E

1 903
 C O P Y R IG H T
O WS
B ELL BR O THE R S CO M P A NY
1903
 P REF A CE

This b ook h as been prepared wi th a steadfast pur

pose to m eet th e n eed s of c orre spondence students I t .

i s c omplete as a text and in connectio n with th e

, ,

’
care ful reading an d correctin g o f the student s recita
tio n papers it is co mplete as a teacher
, .

The B e n n P itm an is by far th e m o st reliable tried ,

and true system th at is now before th e p ublic Ju d g .

in g it in i ts entirety which include s i ts scientific

,

invention co m p arative e ase of m astery absolute

, ,

legibility whe n proper l y written and i ts unli m ited

,

adaptability for the severe st as well as for the m ost

ordin ary u ses to which it c an b e put it st ands unas
-

s ailed
.

C H IC A G O J uly
, , 1903 . A J T
. . .

44 8 453
 CONTENTS

P A G ES
Fi rs t N umbe r Consonan ts an d Vo we ls
: 1 12

S e con d N um be r : Con son an t s an d Vow e l s 13 22

T h ird N u m be r Conson an t s Vo we ls W ord S i gn s Posi t ion

: , , , 23 32

Fou rth N u m b e r Pos i t ion D i p h th on gs

: , 33 44

F i fth N umb e r U se o f cl l uh ar an d ruh

: , , , 45 58

S i x th N u m be r The S m all C irc l e

: 59 70

S e v e n th N umbe r The Larg e C irc l e ; the Loops ; Pos i t ion

: . 71 82

Ei ghth N u mbe r Th e we h hook ; th e weh se mi c irc l e ; the

:

A sp irate ; O mi ssion o f Vo w e ls 83 94

Ni n th N umbe r Th e n hoo k ; th e f or O h oo k
: 9 5-108

Te n th N umbe r : The shu n h oo k ; P h ras i n g . 109 -122

E l e v e n th N umbe r Th e I h ook ; irre g ul ar l h oo k

: 123 -13 6

T w e l fth N u mbe r : Th e r h ook ; i rre gul ar r h ook 137 -150

T hirte e n th N u m be r Tri pl e Consonants ; the l arge w hoo k

: . 151-1 64

Fourte e n th N umbe r : Th e H al f Le n gt h s ; Spe c i al C ase s 1 65-178

F i fte e n t h N u m be r : D ou b l e Le n gt hs ; th e n curl 179 -19 2

S i x t e e n th N u m be r Pre fix e s : 19 3 206
-

S e v e n te e n th N u m be r : Su ffi x e s 207 -220

Ei g h t e e n th N u m be r : S pe c ial Vocali z at ion ; O m i ss ion o f

Consonan ts . 221 -234

Nin e t e e n t h N umbe r : In t e rse c t i n g S trok e s ; W or ds Re pre

se n t e d b y B oo ks i n P h rase s ; Mi s ce llan e o us P rac t i ce

Matte r
N e utie th N umbe r : G e n e ral
T we n ty firs t N umbe r : D i c t ionary o f W ord S i gn s
-
 CO MPLETE S H O R TH AND CO UR SE

INTRODUCTI ON

There are two p ractical p urposes either of which

,

W ill j ustify th e expenditure o f time l abor and m oney

,

in th e m astery of stenography . The first is to b ecom e

able to record the utterance s of oth ers as rapidly as
they m ay b e spoke n ; th e seco nd to recor d with an
,

e qual degre e of facility on e s own thoughts

’
.

With th e achievemen t of the se p urp oses will com e

other accom plish me nts sc arcely less valuable th an the
direct results th at h av e b ee n sought I n lan guage .

there will b e a knowledge of p unctuatio n and c apital

i z ati on a m ore thorough u nder s tanding of gramm ar
,

an d o f ters e writte n an d spoke n dis course and a ,

higher appreciation of correct pron unciation A long .

the lin e of m ental d iscipline the power of c o nee n

trate d attentio n will b e incre ased the m emory e x e r
,

c i s e d and strengthene d and ability to an aly z e quick ly

,

and accurately secured T he e ar wil l b e taught k een

.

ne ss the eye quickness an d th e fi ngers deftness in

, ,

e xecutio n A l l thes e and m any o ther desirable quali

.

fi cati on s for us efulnes s will b e m ore or l ess developed .

H owever desirabl e the s e v arious attainm ents m ay

b e they m ust b e looked upo n as incidental results ;
,
2 C O MPL ET E S H O RT HAND C O U RS E

and i f any of th e m are s ought as the ultim ate go al

of study there are m ore direct ways o f reachin g them
,

than by th e study of stenography .

L et th e stude nt k eep co n s t antly b efore him the

re al purpo se s of this work : To record with speed
and ac curacy the utterance s of others or to catch and ,

m ake a perm ane nt record of his own fl eeting thoughts .

MA T ER I A L S
Th e b eginner m ust u s e either a good steel pe n with
a point of m ediu m fi nene ss or a number two lead
,

pe ncil of th e b e s t qu ality N ever write on unruled

.

paper . The p ap er furnished with this course is best

adapted for th e u s e of the le arner For further p rac
.

tic e work a rep orter s n ote b ook su c h as m ay be

,
’
,

purch ased at any b ook store or ordered through the

,

school wil l su ffic e

,
O rdinary ruled paper will n ot
.

do bec aus e th e line s are too clos e together .

 F I R ST NUMBER

1 . I n stenography shorth and there i s a dis

,
or ,

tinct ch aracter to represent e a c h separate s ou nd uttered

by the E nglish voice A word the n i s represe nted by
.

a combination of the stenographic ch aracters which

repre s ent th e s ounds heard in th at spoken word .

( a) B y th e u s ual meth od of repre s entin g words ,

whi c h will hereafter b e referred to as l ong han d there ,

are twenty -six ch aracters called letter s to represent

, ,

m ore than forty s ounds ; this neces s arily m ean s th at

in so m e instances som e letter m ust repre sent m ore
th an on e s ound The system is further compli c ated
.

by th e fac t that of the twenty six letters three are -

practic ally usele ss ; m any repre s ent more th an on e

sound each an d som e as m any as eigh t sounds
,
.

M any take n singly and in combin ation repre s e nt the

, ,

s am e s o und .

b
( ) Th e three c h aracters referred to in p aragraph

a
( ) th at are practi c ally usele s s are c g an d x: 0 be c au s e
, , ,

it r e presents whe n n ot in combinatio n with s om e

,

other letter either the s ou nd o f k as i n can or of s

, ,

as in m i ce ; q b ec au s e in connection w i th u from whi c h

,

it is n ever sep ar ated the s o unds of kw are re p re

,

sented as i n q ueen pronounced kween ; so bec au s e it

, , ,

repre s e nts a c ombin ation of k and s as i n war p ro , ,

n ou n ce d wales G repre sents two distin c t sounds as

.
,

3
4 CO MPLETE S H O RT HAND C O U RS E

h e ar d in the words game an d gem d i s u sed to re p re

sent two sounds as h eard in the words l ov ed and ,

talked ( l uv d and tawk t) ; the letter a represents n o les s

than eight distinct sounds as he ard i n the words fate , ,

p reface care am arm ,

s tafi tal k what
,
G
,
and j,
rep , , .

resent th e s am e sound as i n gem an d j am ; f an d p h ,

represent the sam e sound as in fil e and p hi al ; i n th e ,

words fate fete they ei g ht A aron rai n rei n re ign

, , , , , , , ,

l ay er camp ai gn we h ave th e s am e vowel sound r e p re

, ,

sented in te n diff eren t ways and the list i s yet i n com

p l e te .

2The alphabet o f the E nglish language will n ot

.

answ e r th e require ments o f stenography and is there

fore discarded .

( )
a The ordinary letters are insu fficient i n n umber
an d th ey do not ea c h repre s e nt o ne defi nite u n c hang ,

i ng s ou n d .

( b)
The simplest lon ghan d letters require n ot less
th an three distin c t m ovem ents of th e h and to write
them the ste nographic ch aracters require b ut on e
m ovem ent of th e h an d for each i ndividual s ound and ,

th e characters are of th e simple s t pos s ibl e constru o

tion .

3 Since ste nography i s a s y s tem of writin g by

.

sound the pupil mu s t fi r s t learn to an alyz e w o rd s into

,

their c omponen t sounds .

( )
a P ronounce th e words v ery slowly i n an effor t
to b reak them into as m any sounds as po s s ible .

There will usually b e foun d fewer sound s than there

are letters in any give n word Th e sou nd s h e ard i n .

the word p ay are two i n n umber th at o f p an d o f a ,

.

Repeat these sou nds aloud do n ot c all the firs t s ound

 CO MPL ETE S H O RT HAND CO U RS E 5

pe, b ut simply p a h Ap e co ntain s two sounds , a-p a h;

"
.

bay ba h-a; Ab e a-bu h; eight a-tu h; dough

du h-o; ache a-ku h; c ap e ka h-a-p a h; gait g u h
a-tu h .

(b) Silent letters h ave no eff ect whatever in s pell

in g a word by sounds .

4 To practice ste nography th e p upil must learn

.

to do three things : First to b reak u p a writte n or ,

spoke n word into i ts elem enta ry soun ds ; second to ,

represent thes e s ound s with written ch aracters third ,

to interpre t th e writte n ch aracters and speak or write

th e words which they represent .

( a) The foregoin g p aragraph describes the proce ss

o f the practicing stenograph er th e le arner will d o the
sam e thing s b ut i n another order fro m th at given
,

above he will first interpret steno gr aphic ch aracters

and re ad th e exercise s provided by this text ; he will
next an alyz e words similar to those of the read
in g exercises ; then he will write these words
stenographic ally .

5 The sounds wi th which we d eal in stenogr ap hy

.

are of two kinds : first conso nants ; an d second , ,

vowels or those sounds which are of a vowel n ature .

A s these two classe s of soun d s are of an essentially

diff erent n ature they are repre sente d by e ssentially
,

diff ere nt ch aracters The co nson ants are represe nted

.

by straight and curved lines and the vowels by dots ,

and dashes .

—
N O TE Read the short h and on page 7 as yo u are re fe rre d to
th e v arious l i n es The m atte r in ty p e i s e xp l an atory o f th e s hort
han d an d t he s horthan d in t urn is i llus trat i v e o f the pri n te d
, ,

pr in c i p l es
.
6 CO MPL ET E S H O RT HAN D CO U RS E
N S O NANTS CO

6 . The first sounds h eard i n e a c h the words of

ay bay take day chai n j ai l K ate gai n rai n are the

p , , , , , , , , ,

fir s t nine c o n son ant sounds o f the stenographic alpha

b et and are c alled p uh b uh tuh duh chuh j uh
, , , , , , ,

kuh guh ruh

,
S ee line 1
, . .

( )
a The spelling o f th e n am es of thes e sounds as
here give n i s as near as it is p ossible to represent th e
sounds by a word or syllable The student c an .

re adily get the real sounds by fir s t pronoun cin g word s

c ontaining them an d the n elimin atin g all the other

s o und s thus pronoun c e the word rop e and then omit

,

the s ounds of r and o an d the rem aining s ound p u h , , ,

is the n am e o f th e first sten ographic c h aracter .

7 The chara c ter s i n line 1 are straight lines and

.

are o n e sixth o f an inch or a trifle m ore i n len gth

-
.

The fi rs t six are writte n downward th e seventh an d ,

eighth from left to right an d th e l ast upward Chuh

, .

and r uh diff e ri n the directio n i n which they are writ

te n and also i n the slant ; chuh b eing written down ,

w ard form s a gre ater angle with the line of writi ng

‘

th an does the upward stroke ruh ,

.

( a ) The downward an d horizon tal strokes are in

pairs e ach p air b ein g c ompo s ed of a ligh t and a
,

h eavy stroke ruh is writte n with a light s trok e o nly ,

sin c e an upward st roke c an not b e sh aded .

VO W EL S’

8 The long sound o f a as heard in the words

.
,

p ay,
ta ke chai n etc,
i s represe nted i n stenography by
,
.
,

a h eavy d ot placed at the middle of the conson ant

,

stroke with whi c h it is to b e re ad S ee lines 2 to 5 . .

 CO MPL ET E S H O RT HAND CO U RS E

I:

3 . L
8 CO MPLETE S H O RT HAND CO U RS E

R U L ES FO R R EA D IN G

Re ad fro m th e left to th e right and do wn war d

9 .
, .

a I f a vowel stands at the left o f a downward

( )
stroke re ad it be fore th e con son ant ; if at the right of
,

a downward stroke re ad it after the con son ant ,

.

( )
b I f a vowel i s above a hori z ontal or as c ending

stroke read it be fore th e c on son ant ; if below a hori

,

z on tal or asce ndin g stroke re ad it after the conso ,

n ant .

10 Read line s 2 3 4 and 5 on p age 7 be fore

.
, , ,

going further n amin g the sounds aloud b efore pro ,

n ou n ci n g the word Thus puh a p ay ; a p uh ap e ; .

,
-
,
-
,

b uh a b ay ; a-buh A b e ; a tuh ate or eight ; a d uh

-
, ,
-
,
-
,

aid ; duh -a d ay ; a chuh H ; a j uh age ; j uh -a j ay ;

,
-
,
-
, ,

( lin e a-kuh ach e ; guh a gay ; ruh ,

a ray ; puh -
,
-
,

a duh p aid ; p uh a-j uh p age ; buh a-b uh b ab e ; b uh

-
,
-
,
-
,

a tuh b ait ; b uh -a-kuh

-
,
b ake ; tuh -a puh tape ; tuh ,
-
,

a kuh
- take ; ( lin e
,
duh a tuh d ate ; j uh a k uh - -
,
- -
,

J ake ; ruh a kuh rak e ; ruh a tuh rate ; ruh a duh

- -
,
- -
,
- -
,

raid ; ruh a j uh rage ; k uh a kuh c ake ; ruh a ruh

- -
,
- -
,
- -
,

rare ; puh -a-duh -a p ay -day ; ( line kuh l a-puh , ,

c ape ; kuh -a j uh c age ; guh a puh gape ; guh -a-tuh

-
,
- -
, ,

gate or gait ; guh -a j uh gage or gauge ; kuh a l kuh -

,
-

tuh c aked
, .

1 1 The l ong soun d o f o as he ard i n th e word s

.
,

o at ,
toe Joe o ak go row e tc i s represe nted in
, , , , ,
.
,

stenography by a h eavy da s h p l a c ed at th e m iddle of

th e c onsonan t stroke with whi c h it is to b e read .

1 2 Read line s 6 7 an d 8 o n page 7 n ot le ss than

.
, , ,

te n times be fore g o in g further n amin g the s oun d s ,

aloud before p ronouncing the word .

 CO MPL ET E S H O RT HAN D CO U RS E 9

13 There are m any wor d s of su ch frequent o c cur

.

renc e that they are repre s ented i n st e nography by

brie f sign s c alled word signs A heavy dot the length .

o f on e con son ant strok e above th e lin e is th e word

the an d upo n th e line a; a ligh t dot o n the line is

either an or and S ee line s 9 to 1 3 on p age 7

.
,
.

1 4 T he perio d is repre s ented b y a sm all cro s s

.

upo n the line and the interrogatio n p oint b y the

,

s ame character above the line .

1 5 Re ad l i nes 1 0 1 1 1 2 an d 1 3 on page 7 not

.
, , , ,

l ess th an ten time s b e fore going further .

R U L ES FO R WR I T IN G

16 . A fter the sounds in the word h ave b een d e fi

n i te l y determined write the c on son ants fi rst ; thi s
,

m ake s wh at i s called th e outline o f a word A fter .

all the c onson ants h ave been written insert the vowel ,

or vowel s .

1 7 I f a wor d contains b ut on e con sonant write it

.
,

s o th at th e strok e m ay re st upo n the line o f writing .

I f a word contain s m ore th an on e conso n an t each ,

s ucceeding stroke after th e fir s t should begin where

the preceding on e end s S ee line s 3 to 14 p age 7

.
, .

1 8 I n a word co ntaining two or m ore con son ant

.

strokes write the outline in such a w ay that the first

,

desce ndin g or ascendin g stroke will rest u p on th e

line.

( a) This rul e require s th at outline s beginning

with a horizo ntal s troke followe d by a de s cending
on e begin th e length o f on e con son ant strok e above
,

the line as in line 5 page 7

, , .
10 C O MPL ET E S H O RT HAND CO U R S E

19
I f a word contain s th e sam e c o nson ant twi c e
.

with but a vowel intervening the se two c o n s on ants ,

s hould b e writte n with on e s trok e of the pen as in ,

th e word s b ab e ( lin e c ake rare ( line ,

pope , , ,

( line coke roar ( lin e , ,

( a) This rule doe s not apply to word s h avin g a

double c on sonant letter wi t h no intervenin g v owel ;
in su c h c a s e s the doubl e l etter i s treated as a s ingle
on e ; in f act i n th e m aj ority o f instance s where there
,

is a d ouble letter there Is but on e s ound .

20 I f a w o rd c ontain s two s ucce s s ive con so nants

.

written i n th e s am e dire c tion o n e o f which i s ligh t ,

and th e othe r he avy write th e c ombination in such a ,

way that th e sh adin g will b e gr adual or wedge

'

sh aped S ee th e la s t lin e on page 7 the combination s

.

in th at line do not repre s ent word s .

2 1 Write th e following exercise n ot less than ten

.

times .

W R IT ING EX ER C I S E I

P ar 1 7 P ay b ay day j ay gay ray Poe be au

. .
, , , , , , , ,

aid dough Joe a che g o row b o at T o be J ake t ake

, , , , , , , , , ,

p aid po ach p age rope robe ro ach r age rate raid

, , , , , , , , ,

wrote r o te rake rogue

, , , .

P ar 1 8 C ape c od e c oa c h c age gape gait gate

. .
, , , , , , ,

goat gauge C airo

, , .

P ar 1 9 P op e bab e c ake ro ar coke

. .
, , , ,
.

P ar 20 Toad d ate d o te
. .
, , .

R e re ad the p aragraph s th e number s o f whi c h are

-
,

given be fore writin g the words which follow the

,

numbers .
12 C O MPL ET E S H O RT HAND C O U RS E

MA I L TO TH E SC HOO L
( a) Your answers to the test question s
(b ) A longh and tran script of all words on p age 7 ,

nu m berin g th e line s to correspon d with the n umbers

upo n the p age
( c ) Not less th an ten copie s in shorth and of the
, ,

writing exercise on p age 1 0

( )
d A ny questions which you wish to ask or a ,

statement sayi ng that you h ave n o que stions .

NOTE —E x tre m e care s houl d b e obse rv e d i n com pl y i n g w i th th e

i nstru c t ions g i v e n i n Ma il to the S ch ool S e n d e v e ryth i n g as k e d
.

for an d n oth i n g more . Para grap h ( b ) as ks f or lon g h an d an d on l y

longhan d w h i l e ( 0 ) as ks f or s horthan d an d on l y s horth an d
, .
 S ECOND NUMB ER

D o n ot permit yourself to begin this or any s ub

s e quent lesso n u ntil yo u feel th at y ou h ave learned

th e precedin g on e very thoroughly Th e number o f .

t i m e s yo u are required to re ad an d write th e exercises

—te n e ach —i s th e minim um twenty or thirty tim es
woul d b e m uch b etter .

Th e principles to b e learned are not s o num erous

n or s o diffi cult as i s generally suppose d b y those

un ac qu ainted with th e subj ect b ut b eginn ers too

,

o fte n overlook the necessity for c ompl ete m astery of

each p rinciple as it i s presented for th e first tim e It .

i s n o t a questio n o f whether y ou understan d th e text

as it i s written b ut of whether y ou are ab le to apply
,

it a s o c c asio n m ay require This c an b e accompli s hed

.

on ly b y oft repeate d pra ctice P r actice P RA C T I C E

.
, ,

PR A C T I CE .

While shorthan d i s an art in which first impulses

m u st contro l the writer these first i m pulse s are not
,

instinctive b ut must b e the re sults of c are ful system ,

atic trainin g Th e m ind acts in a certain way when

.

sudde nly calle d upon b ecause it h as frequently acted

,

in th at way whe n n ot under pressure Thes e m e n tal .

h abits c an b e form ed only by persisten t and sincere

eff ort
.

Write slowly an d c arefully with a m ental ap p re

,

c i ati on of e verything yo u do D o not copy I t i s

. .

permi s sible to study a stenographic o utline and then

13
14 CO MPL ET E S H O RT HAND CO U RS E

write it but do n o t allow your s elf to write anythin g

,

without knowing exactly th at which you are writing .

Whe n you write an exercis e through th e second ,

third fourth or tenth tim e write it fro m the printe d

, , ,

longh and an d n ot fro m the first shorthand copy you

h ave prep ared C omp are th e work o f the third and
.

other writings with that of the first an d i f y ou fin d an ,

error in the third or any s ub seque nt writin g that

doe s n ot appear in th e first or any previous writin g ,

it prove s that som e princip le which y ou suppo se d y ou

ha d l e arned h as e s caped y ou This principl e m ust
.

the n b e studied again very c areful ly s o th at there

, ,

m ay n o t b e a repetitio n of your m i s t ake M aking .

error s th e first time you write a n exercise i s n atural

an d i s e xp ected ; to make an err or i n a s ubsequent
writin g which was n ot m ade i n th e firs t should occ a
sion a s el f rebuke ; to m ake nu mero u s errors o f this
-

kind wil l c al l forth sharp criticis m fro m the exam

iner .

Sub mit all work that you do yo u wil l p ro fit m ore

fro m h avin g yo ur errors pointe d ou t than fro m words
o f com mendatio n only I t is p erfectly fair for yo u to
.

m ark with a c ro s s o f red ink o utline s th at y ou know

to b e wron g and which y ou h ave afterwar d c orrected .

This will s av e yo u fro m advers e critici s m an d prevent

th e examiner from c allin g your attentio n to errors of
which yo u alre ady know Re adin g al l th at yo u h ave
.

writ ten will b rin g to your notice m os t of the errors

w h ich y ou m ay h ave m ade .

Do n ot er as e A s so o n as y ou h av e writte n an
.

outlin e i f you r e aliz e th at it i s wrong strike a line ,

through it and the n re write it -

.
 CO MPL ET E S H O R TH A ND C O U RS E 15

The pe n or pen cil m ay be held in the usual way or

it m ay be pl aced between th e fi r s t and second fingers .

I t i s th e exp erie nce o f m any stenographers that the

hand i s le s s liable to tire when th e p en or pencil is held
betwee n th e fir s t an d s e c ond fin gers th an when it i s
held in th e u s ual w ay The s tudent m ay follo w
.

his own pre ference as it is a m atter of b ut little

mom ent .

B eginner s u s u ally write the c h ar ac ters too l arge .

O f c ourse the prin c ip al thin g i n a wri ter i s to b e c on

sist e nt i n himsel f with respe c t to th e s iz e of the char
ac te rs m aking the m uniform ly l arge or u niformly
,

sm all I t will be found advantageo us to cultiv ate the

.

habit o f writing wh at m ay at fir s t appear to be s m all

ch ara cters The sl antin g stroke s are n atural ly a
.

tri fl e lon ger th an verti c al or horizontal o n es .

D o not cramp your work th at is do not pla c e the ,

word s too c l o s e t o gether Cramped writin g is always

.

at th e expe n s e of legibility .

AD V AN C E W O R K O F S E C O ND NU MB ER

CO NS O NANTS
22 .Th e first conson ant s ounds heard in ea c h of the
w o rds fun velvet think -th em s i r z inc shin e
, , , , , , ,

a z ure m en n un are the next te n of the st e nographic

, , ,

alph abet and are c alled fub

, v uh thu b th ub s uh , , , , ,

zuh s huh zhub em an d e n

, , , ,
.

( a) The distin c ti o n b e twee n th e sound s o f th a h

and th u h m ay prove very tro uble s om e to those wh o

16 CO MPLET E S H O RTH A N D CO U RS E
h ave n ot h ad their attention criti c ally c alled to it The .

followin g p airs of words whe n properly pronoun c ed

, ,

will illustrate the distinction : think this ; thank , ,

th e m wreath wre athe For a complete di s cussio n o f

,
.

the se two sounds s e e the G u i de to Pronun ci ati on which

i s usually at th e b egi nning of every dictionary .

( )
b T h e soun d o f z h u h as i n a z ure is v ariously
represe nted i n longh and by z s s i ti and g as in , , , , ,

sei z ure m eas u re fusion tran sition and rouge

, , , , .

23 These te n sounds are represented as in the

.

first line on the oppo site p age .

( a) A l l are curved lines and are o f the s a m e length

as th e straight con sonants whi c h h ave alre ady been
given . The first eight are written downward and the
l ast two from le ft to right .

( )
b With th e exception of th e last two th ese ,

curved con sonants like the straight on es are in p air s

, , ,

e ach pair bein g com posed o f a light an d a h e avy stroke .

The heavy strokes need b e shaded only at the middle ,

taperin g towards e a c h end .

( )
0 A ll ; o f th es e s troke s e nd up o n th e line o f w rit

in g ; the l ast two both be gin and end on th e lin e E n

bein g s o writte n will c ut belo wthe line
.

2 4 The co mm a and s emi colon m ay be m ade as

.
-

i n longh an d ; they are rarely u se d in shorth and .

2 5 P r oper n am es are indicate d by two s hort

.
,

oblique line s b ene ath th e word as i n line 6 These , .

line s are only for th e s ake of m akin g r eading les s

diffi c ult an d m ay b e omitted where the outline i s
le gibl e without them .

2 6 Read lines 1 to 6 not les s than te n times

. .

2 7 Re ad lines 7 to 1 4 n ot l ess than te n ti m es

. .
 C O MPL ET E S H O RT HAND C O U RS E 17

x
. K
-
. J u n
18 CO MPL ET E S H O RT HAND CO U RS E

VO W E L S

The short s ound o f e as h eard i n th e words

28 .

pet bet tent etc i s represented by a light dot pl ac ed

, , ,
.
,

at the middle of the c on s on ant str o ke with whi c h it is

to b e re ad See lin e 1. .

2 9 The short sound o f u as he ard in th e words

.

up bub chum etc i s represente d by a light d a s h

, , ,
.
,

pl aced at th e m iddle of th e conson ant stroke with

whi c h it is to b e read S ee lin e 2 . .

3 0 Vowel sounds th at are repre s ented by h e avy

.

dots and d ashe s are c all e d lon g vowel s and those th at ,

are represented b y light dots an d d ashe s are c alled

short vowel s .

3 1 When a vowel com es b etwee n two con son ants

.
,

it i s po s sibl e to pl ace it after th e fir s t or b efore the

se c ond Th e lon g vowel s a an d 0 m ust be wri tten
.

after the first con son ant ; th e s h ort vowels e an d u

m ust b e writte n be fore the second Th u s these two .

dot v owel s an d th e two d as h vowels m ay s ometime s

b e distin gui s hed by th e pl ace th ey o cc upy without ,

regard t o s h ading S e e lin e s 3 and 4 . .

3 2 E a c h c on s on an t strok e without any v owel

.
, ,

repre s ents on e or m ore word s ; con s on ants whe n s o

u s ed are c alled word signs Som e o f th e s ign s are the .

principal or o nly c on s on ants that would be i n the

outline of the word if i t were writte n i n full .

3 3 The c on s o n ants i n line s 5 and 6 r e pre sent th e

.

following word s : L i ne 5 up b e it do which , , , , , ,

adv antage com e together are ; lin e 6 for h ave

, , , , , ,

think them s o w as s h all usual or usu ally him or

, , , , , ,

m ay k now or n o
, .
20 CO MPLET E S H O RT HAND C O U RS E

34 . Read line s 1 to 6 n ot les s th an ten ti m e s , on

p age 19 .

35 . Read line s 7 to 14 n ot les s th an ten ti m es ,

on

p age 1 9 .

W R I T ING EX ER C I S E I I
P ar 22 2 5 Fade v ague both b athe ace owe s
. .
, , , , , ,

sh a m e m ow neigh ai m fay fa m e faith dom e m ake

, , , , , , , , ,

kn ave mope o ath own S how shake ta m e they

, , , , , , , ,

tom ato vogue P ar 28 Ebb E d et c h edge egg

,
. . .
, , , , ,

m ( e- e m ) n death debt peck P ar 2 9 U s pup , , , , . . .

, ,

buck tub tug duck ch um j u d ge D utch touch

, , , , , , , ,

pug ru g shove thumb thug uns ay unm ake

, P ar
, , , , , . .

31 . Shade shed fade fed do m e du mb ro ad rut , , , , , , , ,

M ay m e m u m n am e numb , , , .

W R I T ING EX ER C I S E I I I
1A tug b oat w as p aid for 2 They m ay s ay it
. . .

was n o advantage 3 B oth M ay and F aith think . .

the n a m e was C airo 4 They usually go up the . .

road toget h er 5 Which co ach do they us ually . .

take ? 6 They think a potato m ay do 7 F ay . . .

m ay take the boat row up the b ay and b athe the , ,

pup 8 M ay was th e m onth they c am e 9 C om e

. . . .

up M onday A be 1 0 O tho m ay p ay for the op aque , . .

j ug 1 1 E d rode the b urro

. 1 2 Th e poet wrote an
. . .

od e and P uck re ad it 13 H ave them com e for the . .

.

m uff and c ape 14 They usually s ay s o 1 5 Show . . . .

him the o ath they S h al l take 16 M ake n o dumb . .

show 1 7 Was th e keg for u s ? 1 8 D o they think

. . .

they h ave an ad vantage ? 1 9 Tou c h u p the edge s o .

it m ay be red 2 0 A be read an e s s ay . . .
 CO MPL ET E S H O R TH A ND CO U RS E '

21

T ES T QU E S TIO NS
1 Why i s so m u c h practice of pri m e i m p ortance ?
.

2 H o w S h ould the beginner write with reference

.
,

to sp eed ?
3 Wh at obj ections are there against copying s hort
.

h an d work ?
4 G ive th ree wor d s containin g the sound of th u h
.
,

and thre e cont ai n in g th e s ound o f th uh select words

other th an tho s e give n in p aragraph 22 ( a) .

5 What part o f a sh aded curved stroke sh ould be

.

m ade heavy ?
6 H o w o fte n h ave you read line s 1 to 6 on p age

7 H ow ofte n h ave yo u read line s 7 to 14 on page

8 . H ow m ay prop er n am e s b e indicate d ?
9 . H o w m any vowel sou nds h ave bee n give n ,
so

far ?
10 H ow m any consonant sounds ?
.

1 1 Tell h ow e ach vowel so und i s repre se nted

’

. .

1 2 I nto wh at two classes m ay vowels be divided on

.

th e b asis of th e ch aracters which represent the m ?

1 3 I nto W h at two cl as s es m ay vowel s b e divided
.

on th e b asis o f the chara c ter of the vocali z atio n of the

s ounds ?
1 4 S t ate the rule which determine s the p la c e in
.

which a v owel m ust be writte n when it occurs betwee n

two con son ants .

1 5 H ow o fte n have you read line s 1 to 6 on p age

.

16 . H ow o fte n h ave yo u read line s 7 to 14 on p age

22 CO MPL ET E S H O RT HAN D CO U RS E
17 H ow m any times h ave y ou written Writing
.

Exercis e I I ?
1 8 H ow m any time s h ave y ou written W riting
.

Exercise I I I ?
1 9 H o w m any sounds in e ach of the following
.

words : owe s ace o ath e tch edge ?

, , , ,

2 0 I f y ou are n ot certain of the corre ct pronun cia

.

tion of any words in the writing exercises how do ,

y ou settle the doubt ?

2 1 I f the sound o f e m or e n i s followed by f ub
.
,

thub or s ub wh ere should th e e m or e n b e writte n ?

, ,

2 2 I f em or e n is followed by kuh guh or another

.
, ,

em or en where should the first e m or e n b e written ?

,

2 3 When a light and a h e avy straight strok e j oin

.

without an angle h ow s hould they be written ?

,

2 4 H ow do y ou distin gui s h C huh from ruh when

.

they are j oined to other stroke s ?

MAI L TO TH E SC HOO L
( a) Your an swers to the te st que s tions ;
(b ) A longh and transcript of page 1 7
( c ) A longhand tran s cript of p age 19
( d ) N ot less than ten c opies in shorth and of Writ
, ,

ing Exer cise s I I and I I I ;

( e ) Two copie s of Writing E xercise I which ,

app e ars in the fir s t lesson

()f A ny que s ti o ns whi c h
y ou m ay wish to ask or ,

a statement th at you h ave none .

 THI RD NUMB ER

ANS WER S TO T ES T QU E S TIO NS IN F IR S T

NU M B ER

1 The study of s tenography is for the purp o s e Cf

.

e nabling on e to either record th e words of others as

they are s poken or h i s ow n though ts as they ru s h
upo n him .

2 The sound r ather than the letter syllable or

.
, ,

word is the all importan t elem e nt in the study of

,
-

s horthand .

3 B i s s ilent in climb tomb and debt ; 0 h as the

.
,

sound of s in civil of s h in o ce an of k in c ave and in

, ,

ac t and i s S ilent in indi c t ; d h as th e sound of d in

,

end o f t in hissed and is sile nt i n the first syll able in

, ,

Wedne s day and h as the sound of d in th e last ; f h as

,

the soun d of f in few and of v i n of ; g h as the hard

,

soun d of g in gun an d b ag of j in m agic an d rage , ,

and i s silent in S ign S h as th e s ound of s i n s l y of z ,

i n has and ri bs of s h in sure an d of z h i n vi s ion

,
.

4 The longh and letters are n ot u s ed in shorthand

.

because they do not uniform ly repre s ent but on e and

th e s am e sound an d b ecause of the m any distinct
,

m ovements require d to m ake them .

5 S horth and ch aracters should not b e le s s than

.

o n e sixth nor m ore th an on e -fourth o f an inch i n length

-

6 Shorthand i s read as w e re ad lon gh and —fro m

.

left to right and from up d o wn .

7 L o ng a is represen ted by a heavy dot at the

.

middle of the co n s on ant with which i t i s to b e re ad ;

23
24 C O MPL ET E S H O RT HAND CO U RS E

long 0 is represe nte d by a heavy d ash at the middle

of the con s on a nt with which it is to b e read .

8 Write all consonants firs t and the n insert the

.

vowels .

9 Th e first de scendin g or ascen ding stroke m ust

.

rest u p o n the line .

10 I f a word begin s with a hori z ontal stroke fol

.

lowed by a d escending on e th e hori z ontal strok e m ust ,

b e written the len gth of on e cons onant above the line .

1 1 A word S ign i s either an arbitrary ch aracter

.

or abbrevi ated outline use d to repre sent s om e p arti cu

l ar word or words of frequent occurrence .

1 2 and 1 3 are question s the an swers to which wi l l

sugge st to the examiners the in struction s to be give n
e a ch individual in order that his work m ay be
improve d .

A TRA N S C R I PT O F TH E S H O R T H A N D C N PA G E 7
( L in e 2 ) p ay ap e b ay A b e ate o r eight aid d ay
, , , , , , ,

H age j ay ( line 3 ) ache gay ray p aid p age b ab e

, , , , , , , , ,

bait bake tap e t ak e ( lin e 4) date J ake rake rate

, , , , , , , ,

raid rage Cake rare ( lin e 5) p ay -d ay c ape c age

, , , , , , ,

gape gate or gait gage or gau ge c aked ( line 6 ) PC S

, , , ,

or PC b ow or be au o at toe o r tow o d e o r o wed

, , , , ,

dough Joe oak go row ( line 7) P ope po ach poke

, , , , , , , ,

bo at Tobe dope to ad dote choke j oke ( line 8)

, , , , , , ,
'

coke rope robe rote or wrote ro ad or rod e or rowed

, , , , ,

roach rogue roar goat code ( line 9 ) J ake p ay the

, , , , ,

rogue A be p aid the rogue ( L ine 1 0 ) Jo e wrote an

. .

od e . Tak e a gay c ape J ake ( L ine 1 1 ) O bey the , .

P ope A n ap e ate the b ait ( L ine 1 2) Tobe and Jake

. .

rowed the b oat D ate th e p age ( Line 1 3 ) B ake a . .

c ake The b ab e ro d e the oak rake

. .
 C O MPLET E S H O RT HAND C O U RS E 25

W R I T ING EX ERC I S E I

D o not fail to comp are th e shorthand given on this

p age with your own work .I n corre s pondence work
in shorthand the stude nt work s fi rs t a s a teacher in
,

expounding to him self the principle s give n in the t ext

h e the n b ecom es a pupil an d does th e work which will
embody th e principle s d iscussed ; h e the n act s as a
critic by examining his own work discovering errors
,

here and p oints worthy of c om mendation there .

Som e of the m ost expert reporters are shorthan d

writers wh o h ave taught themselves T hey h ave
.

studied a text which was prim arily inten d ed for cl as s

roo m work . I f th e s ubj ect s o n aturally l ends itsel f
to self in struction without b eing espe c ially prep ared
-
,

with thi s e nd in view i s it not reason able to expect

,

even better returns fro m the use of a text which h as

been e specially prep are d as a m ean s of self instruction
-

without any yieldin g whatsoever to th e re quire m ents

of a class roo m ?
 AD V AN C E WO R K OF T HIR D NU MB ER

( C O N C L U D ED)
C O NS C NA NT S

3 6 The seve n rem ainin g con son ants are luh ar

.
, ,

yuh w u b huh e In p or emb and ung L ine 1 Th e

, , , ,
. .

sounds they repre s ent are he ard i n th e words : l ow ,

arc y ou r woe hay i mp o r bam boo

,_ , ,
and i n k
, , .

( )
a Th e con s on ants h ere give n are n o t i h p air s as

m o st of those heretofore give n h ave b een .

( )
b A ll are writte n downward or fro m left t o right ,

except luh and huh whi c h are writte n up ward L uh

‘

in special c ases i s als o writte n downward b ut it

, ,

m ust b e con sidered a n ascendin g stroke and always

be writte n upward u ntil th e rules go vernin g it as a
downward stroke h ave b ee n given Whe n writte n .

dow nward it is c alled cl , .

(0 ) Th e c on son ant ar represe nts th e s am e sound as

does the straight c o n son ant ruh .

s ent s a combination o f tw o
( d ) Em p or e mb repre
conson ant s ou nds — of m and p or of m and b .

VO W EL S ( CO N T IN U E D )
37 A ll vowel sounds are n ot provided for in
.

shorth and S ome are such slight m odification s of

.

other s th at th e s am e char ac ter m ay b e u s e d to re p re

,

sent b o th Thu s the s ound o f a i n c are fare air

'

.
, , ,

e tc
. i s represente d by a heavy do t at th e middle of
,

the con s o n ant the sam e chara c ter th at i s used to

,

represent long a See the third word i n line 2

. .

The word sign s i n line 8 are wi l l y our way y o u ng , , , ,

i mp ro v e o r i mp rove d or i mp ro v e m e nt .

26
28 CO MPL ET E S H O RT HAND C O U RS E

38Vowels m ay b e writte n i n three d iff erent

.

pl ace s a t th e b eginning m iddle or e n d o f th e con

, , ,

son an t with which they are to be read These three .

place s are c alled first second and third respectively , , ,

.

( )
a The four vowels which h ave alre ady b ee n
given are s econd place vowels and were accordin gly
writte n at the middle of the con son ants with which
they were re ad .

3 9 The f o ur fir s t plac e v owel s repre sented b y

.
,

dots and d ash e s m ade bo t h light and h e avy are h eard ,

i n the word s eat if awe d and odd See line 1 page 2 9

, , ,
.
, .

a
( ) When a first place vowel o ccurs between two
con son ant s it is writte n after th e first This rule
,
.

applies to both ligh t and heavy vowels C om pare .

this rule with that give n in p aragraph 3 1 Se e line 5 . .

PO S IT IO N
40 . O utlines m ay be in three di ff ere nt writte n
p osition s These position
. s are n amed as are th e vowel

place s first second and third First positio n i s ab ove

, , ,
.

the line See lines 1 to 4

. .

41 A n outline o f not m ore th an two con son ants

.
,

who se ac ce nted vowel is a fir s t place vowel is writte n ,

in first p o s ition See line 5 . .

( a ) M any wor d signs are exception s to this p ri n

ci p l e .B e i t whi ch thi n k wi l l etc are word s whose
, , , , ,
.
,

vowel s are first place vowel s and ye t they are cor

re c tl
y written in secon d po s ition .

Th e word sign s i n line 6 are for the followi ng

words : ti me dol l ar e ach comm on gi ve or gi ven if
, , , , , ,

e v er , wi s h , m e or my , in or any , thi ng .
 CO MPLET E S H O RT HAND CO U RS E 29

I
L
‘

) J

O
x -
A

— ‘
v
a J ( 1

5 > kfi )

A x -A r m "
30 CO MPL ET E S H O RT HAN D C O UR S E

42 The first descending or a s cendin g con s on ant

.

in a n o utline i s th e on e which i s p laced in position .

C aution I f a first po s ition outline h as two de

.

scending c o nson a nt s write the fir s t above th e line ,

and th e s e c ond h alf through th e line S ee line 5 . .

43 O utlines whi c h co ntai n thre e or m o re c on

.

s onants are written i n sec o nd positi o n — ou the line .

Exceptio n Words derived from words th at are .

'

written i n po s ition are u s u ally written i n th e s am e

po s i t i o n as th e ir primitive s .

The purpo se of p o s itio n writing will become evi

dent in s ub s equen t les s o n s .

44 Read p age 2 7 n ot les s th an te n time s

. .

45 Read p age 29 n ot l e s s than te n time s

. .

W R I T IN G EX ER C I S E I V
P ar 41 P i ck pit c h pith pity B iddy b u sy big
. .
, , , , , , ,

tip tick chi ck j ig fib fig vim pod b og top do ck

, , , , , , , , , , ,

dodge be a ch deem c he e k eve l eap leave ps h aw

, , , , , , , ,

t alk wr o ng
,
.

P ar N ip kid c opy keep c awed m oth

.
, , , , , .

1 I f th ey do ill th ey m ay know ill

. 2 L ove m ay
,
. .

tea ch u s pity 3 I f they m ake a debt they will p ay. .

,

it 4 Show m e your copy 5 Will Tom s e e yo ur

. . . .

sh op ? 6 They m ay tea c h us th e w ay
. 7 D o they . .

think they wil l se e th e b each ? 8 B ob will p ay a dol .

l ar a day 9 Tom s aw th e dum my 1 0 S ee the m

. . . .

dip th e s heep i n the big ditch 1 1 P ity h i m for the . .

wrong they do him 1 2 Will th e b o at rea c h th e dock

. .

in tim e ?
C A U TIO N After e ac h w ri t i n g o f th e abov e e x e rc i se re ad th at
.
,

w h i c h y ou h av e wri tte n an d corre c t y our e rrors .

 CO MPLET E S H O RT HAND CO U RS E 31

T E S T QU ES TI O NS

1 . H ow
m any straight con sonants are there ? H ow
m any c urved c onson ant s ?
2 Wh at p airs of conson ants represent the sam e
.

sound ?
3 N am e all the co ns on ants that are writte n u p
.

ward ?
4 H ow m any diff erent v owel pl ace s are there ?
.

5 Where should a first pl a c e vowel b e written

.

whe n placed to the con son ant l uh ? Where sh ould a

third p la c e vowel b e writte n when placed to th e con
s on an t ru h ?

6 . I n how m any diff erent p o s ition s are outlines

written ?
7 Wh at c l a s s of outline s s hould b e written in
.

po s ition ?
8 Whe n th e words m i l l m ee k and m ob are c or
.
, ,

r e ctl written wh at diff ere nc e do y ou observe in the

y
p o sition s of the m s ? ’

9 I f an outline contain s more th an two con so

.

n ant strokes in wh at position should it be writte n ?

,

1 0 H ow often have you read page 2 7 ?

.

1 1 H ow often h ave y ou read page 2 9 ?

.

1 2 H ow m any times have y ou written W riting

.

E xercise IV ?

MAI L TO TH E SC HOO L

( a) Your answer s to the te s t que stion s

(b ) A lon ghand tran s cript o f p age 2 7 n umber ,

in g the lines to correspond with the numbers upo n

the page
32 C O MPL ET E S H O RT HAND C O U R S E

( c ) A l onghan d tran s crip t of p age 29 nu mb ering

,

th e line s as in (b )
(d ) N ot less th an ten c opie s in shorth and of
, ,

W riting Exercise I V ;
( e ) Two C opie s of Writing Exercise I I ; two copie s
o f Writing Exercise I I I .

()f A ny questions which you m ay wi s h to ask or,

a stateme n t s ayin g that you h ave n o question s .

 FO URT H NUMB ER

ANS WER S TO TES T QU E S TI O NS IN S E C O ND

NU M B ER

1 .M u ch practice i s o f prime importance be c ause

pra ctic al s horthand does not c onsist l n S i mply know
ing prin cipl e s b ut i n th e prompt appli c atio n o f them .

2 The b eginner S hould m ake n o attempt to do

.

speed work .

3 I t is of b ut little b enefit to copy shorth and

.

b ec aus e th e mind rather th an th e h and and eye m u s t

b e trained .

4 Thin t h en ; bath b ath e ; thaw t h ough

.
, , , .

5 The middle portio n o f a shaded curve str o ke

.

s hould b e m ade h e avy .

8 P roper n ames m ay be indic ate d by placing t wo

.

short oblique line s b en e ath them

, .

9 Four vowel sounds h ave bee n given

.
.

1 0 N inetee n c on s on ants h ave b ee n given

. .

1 1 L ong a i s represented by a he avy dot at the

.

middle of the c onson ant with whi c h it is to b e read ;

long 0 by a heavy da s h sim ilarly written s hort e by
a light dot ; an d s hort i t by a light da s h .

1 2 Vowels m ay be divided into two classes on the

.

b asis o f the ch aracter s which repre s ent th em n amely , ,

dot vowels and da s h vowel s .

1 3 O n the b asis of the voc aliz atio n o f the so unds

.
,

vowel s m ay b e c las s e d as l o ng and short and are ac

c ord i n l repre e nted by he avy and light characters
g y s .

33
34 C O MPL ET E S H O RT HAN D C O U RS E

14 . I f a l o ng vowel occurs betwee n two con so

n ant s ,
write it after th e first c o nso nant ; i f the vowe l
is short write it be fore th e se cond
,
.

1 9 There are two s ound s and only two i n e a c h of

.

the words owes ace oath et ch edge , , , ,

.

2 0 To b e c ertai n o f th e c orre c t p ron o u n ci ati o n o f

.

a word c o n s ult a di ction ary

, .

2 1 I f em or on i s f o llo wed by fu b th u h o r s uh
.
, , ,

th e em or e n will b e writte n the len gth o f on e c on s o

n ant above th e line .

22 I f e m o r e n is followed by k uh g u h or
.
, ,

anoth er em or en wri t e it o n th e line , .

23 Whe n a light an d a h e avy straight strok e j oi n

.

without an angle write the combin ation wedge ,

sh aped .

24 I f chuh or ruh f o llow s anoth er c on s on ant the

.
,

chuh or ruh m u s t b egin where th e preceding c on s o

n ant e nded and it will S ho w whether th e strok e w as
writte n up or down I f th e c h uh o r ruh pre c ede s th e
.

o ther con son ant then th e beginning o f the s econ d

,

c onson ant i s where the chuh o r ruh e nded and th e ,

d i rection of th e s troke i s th u s s hown

-
.

TRA N S C R I PT O F PA G E 1 6 .

( L ine 1 ) Pub v uh th u h t hu b s uh
,
z uh S huh , , , , ,

zh u h em e n
, ( line 2 ) t
,
hey s a y aim m ay n a y o r n e igh
, , , , , ,

ow n ,
fo e o ath so ; ( line 3 ) S how m o w k no w or n o
, , , ,

foam fame faith sh ave s h am e sh ape ; ( line 4) f ad e

, , , , , ,

shad e v ague v o gue sh ake m aim n ame m ak e ( lin e 5)

, , , , , ,

nap e k n ave b ath e both tam e dom e d ame tom ato

, , , , , , , ,

vacate ( line 6 ) M ay M aym e F ay O th o F aith M orro , , , , ,

36 CO MPL ET E S H O RT HAND CO U RS E

W R I T ING Ex ER C Is E I I

W R I T ING EX ER C I S E III
CO MPL ET E S H O RT HAND CO U RS E 37

IO .

A X

W R I TIN G EX ERC I S E I
 AD VANC E W O R K OF F O U R T H NU M B ER

P O S I T I O N ( C O N T IN U E D )
46 The four third p l ac e v o wels are represented
.

b y dots and dashe s m ade b oth light and he avy and

, ,

are h eard in the words arm o o z e add took

, , ,
S ee
, .

line 1 .

47 A n Outline o f n ot m ore tha n two c on s onants

.

whos e ac c ented vowel i s a third pl ac e vowel is written

in third positio n .

48 T hird po s ition i s thro ugh the lin e for de s cend

.

in g or ascending stroke s an d e ntirely b elow th e line

for horizontal stroke s . S ee lin es 2 to 5 .

49 I t was shown ( p aragraph 3 1 ) th at when a

.

vowel occurs b etwee n two co n s o n ants it c an b e writ

ten after th e first or b efore the s eco nd I n s uch .

c a s e s all firs t place an d secon d p l ac e lo n g vowels

m ust b e writte n after th e fir s t c o n s o n an t ; second
place sh ort and all third pla c e vowels m us t b e written
b efore th e seco nd c on s onant L in e 6
. .

50 I f two conse c utive v owels o c cur b etwee n two

.

con s onant s write the first vo wel afte r the first c on

,

s on an t and the se c o nd b efore th e s e c on d conson ant .

C on s ecutive vowels m ust be writte n i n this w ay with ,

o u t r e g ard to th e principle s give n i n p aragraph s 3 1

and 49 . L ine s 7 and 8 .

51 Whe n it i s neces sary to write two vowel s to

.

on e conso nant s troke pl ac e the vowel ne arer th e c on

,

sonan t which i s re ad n e arer it Thus if th e two

.
,

38
 CO MPL ET E S H O RT HAN D CO URS E 39

A A —
fi f L L A
k
K>
4

S L
—l A -

A
40 CO MPL ET E S H O RT HAND CO UR S E

vowels are initial th e fir s t will b e writte n farther

,

fro m the s troke ; if th e two vowel s are fi nal th e ,

second will b e written f arther fro m the stroke .

L ine 9 .

D I P H T H O NG S
52 The rem aining four vowel s o un ds are th e
.

diphthongs he ard at th e b eginning of the word s i ce ,

oi l ,
ow l use They are represented as i n lin e 1
, . .

53 The first two are fi r s t pl a c e and th e secon d

.

two third pla c e vowel sound s I t will b e ob s erved .

that the ch aracter for i is di s tinctive th at is n o ne of ,

the oth er ch ara cters is like it B e c au s e of thi s i m ay .

,

b e writte n in any plac e since it doe s n ot dep end upo n

pl ace for i ts identity L ine 2 . .

54 The dire ction o f writing the dash vowel s v arie s

.

accordin g to the con son ants to which they are pl a c ed .

The diphthongs do not vary i n the directio n of writin g .

55 I and oi whe n initial m ay b e atta c h ed to th e

'

.
, ,

followin g co nson ant provi d ed a good an gle 1 s form e d

,

whe n s o j oin ed O w u and i m ay b e likewi s e j oin e d

.
,

to th e precedin g stroke whe n they are fi nal L ines .

4 to 6 .

W O RD S IGN S
56 Th e sign s given in line s 7 and 8 m u s t be very
.

s hort ab o ut on e third th e length o f th e s troke tuh

,
-
.

Thes e words are of su ch frequent o cc urre n c e th at it

will b e n e c essary to c ommit t h e m thoroughly to
m emory A ll are writte n down ex c ept on an d s houl d
.

whi c h m ust inv ariably b e written in the directio n of ruh :

Of al l to too or two or a l re ady but befor e oh or
, , , , , , , ,

owe; ( lin e 8) he o u g ht w ho I how y ou on s hou l d al so

, , , , , , , ,
.

57 I n sp e aki ng o f th ese brief s ign s they are

.
 CO MPLET E S H O RT HAND CO U RS E 41

V
) K K
—
V

A W c

0 t x i i L r m

"
i ,

w F
V
V V
42 CO MPL ET E S H O RT HAND CO U RS E

describe d by n aming the con son ants whi ch are writ

ten i n the sam e w ay and with th e additio n o f toi d .

Thu s the S ign for of i s c alled a p u htoi d tick i n fir s t

,

po s ition for befor e a d uhtoi d ti c k i n seco nd p osition ,

for on a ru htoi d tick first for s houl d a r u htoi d s econd

, .

58 Word s which are c ompo s ed of syllable s which

.

are them selves words are usually writte n i n such a

way as to take advantage of any b rie f w ay i n whi ch
the syllab les m ay b e writte n Thu s an y thi ng is writ .
,

te n by combinin g th e two word sign s f or an y and

thi ng To day to m orrow a l tho ug h etc
.
-
,
employ the-
, ,
.
,

brief s ign s for to and al l Whe n s uch word sign s are .

used at the beginning o f a word th ey are us ually writ

te n i n th e po sitio n i n which they should b e writte n
whe n standing alone .

W R I T IN G EX ER C I S E V
P ar 47 L a al m c alm m am m a ask w oo L ulu
. .
, , , , , , ,

pool J uno m oody c oo rue

, , , ,
.

P ar 50 P oetic chaotic D ian a re e c ho fewer

. .
, , ,
-
, ,

hyena c ayenn e duet fi at

, , ,
.

P ar 51 I ota I owa radii olio Jude a Lydi a

. .
, , , , ,
.

P ar 55 I do l oi l e ndow avow b ough s ow

. .
, , , , ,
.

1 I k now h ow y ou c am e
. 2 They h ave already . .

given them th e m o ney 3 Who s aw th e rogue ? 4 . . .

Will you give m e the book ? 5 Teach us thy way . .

6. Four or five deer c am e to th e po o l 7 B e ready . .

to go if duty should as k y ou 8 Was th e boy tar dy ? . .

9 IV
. h o s aw the thie f tak e the m oney ? 10 H ave .

ou already given your dollar to the b oy ? 1 1 The

y .

dog was n o c omm o n cu r s o i t w as a pity to s e e him

die 1 2 D o y ou wish to s e e the c ape whi c h I think
. .

I sh all buy ?
4-
4 CO MPL ET E S H O RT HAN D C O U RS E

MAI L TO TH E SC HOO L
Your an s wers to the te s t question s ;
( b ) A lon gh and tran s c ript o f p age 3 9 numbering
,

th e line s to corre s pond with th e n umbers u po n th at

p age ;
( c ) A S imil ar tr ans c ript of page 41
( )
d N o t le s s th an te n c opie s in s hor t h and o f Writ
, ,

in g Exercise V
( e ) T wo shorth an d c opi e s of Writing Exer c ise I V ;

()f A state ment o f th e prin c iple in t hi s l e s s on

which h as c au s ed y ou th e gre atest am ount of trouble .

State thi s principle i n your own words as you n ow

, ,

under s tand it .
 F I FT H NUMB ER
A NS WER S TO T E S T QU E S TI O NS IN T H IR D
NU M B ER
1 .There are ten straight c o nsonants in c ludin g ,

huh . Th e re are S ixtee n curved conson ant s c ounting ,

luh and e l as on e .

2 Ruh and ar l uh and e l are two p air s o f con

.
,

son ant s which repre s en t th e same sounds .

3 .Ruh luh and huh are writt e n u pward

, ,
.

4 There are three diff erent vowel pl aces : first

.
,

second an d third
,
.

5 A first plac e vowel whe n placed to th e c on

.

son ant luh m u s t be at the b eginnin g of the stroke — on

the line A third place vowel when placed to the
.

cons o n an t ruh will b e at the e nd of the stroke — the

length o f o n e con son ant abo ve the line .

6 .O utline s are written in three di fferent positions ,

known as fir s t s econ d an d third p osi ti on IVe spe ak

, ,
.

of vowel s occ upyin g fir s t s e c ond and third p l ace

, ,
.

7 A ll outlines of b ut one or o f b ut tw o stroke s

.

must b e writte n i n p o sition A ll wor d si gns do n ot

.

conform to this principle .

8 Whe n m i l l is writte n i n positio n th e m i s h alf

.

the length of the con s on an t tuh ab ove the line ; in

m ee k the m i s the len gth o f the con son ant tuh above
the lin e ; in m ob the m is on e an d on e h al f time s the -

length o f the co n s on ant tuh above th e line .

9 .O utline s containing more than two conson ant

strokes are writte n i n secon d p o s ition .

45
46 CO MPL ET E S H O RT H AND CO U RS E

A TRA N S C R I PT O F TH E S H O RT H AN D ON PA G E 27

(
’
L ine 2 ) lay low air o ar or o e r err ye a way
, , , , , , ,

h ay ho oh o ; ( line 3 ) ledge l ake luck l ug love

, , , , , , ,

loaf loam ; ( line 4) l o ath loathe l um p l ull roam

, , , , , ,

e arl yoke or yolk yellow ; ( line 5) yellower wak e

, , ,

woke head hedge h ub hung hush ; ( lin e 6 ) tongue

, , , , , ,

dump temple rumb le o r rumple j ump p ump b um p

, , , , ,

( line 7 ) chum fair o r fare ch air layer ,

sh are p air , , , ,

or p are unhung ; ( lin e 8) will yo ur w ay young

, , , , ,

improve d m ent ; ( lin e 9 ) They will take up th e yo un g

- -

hedge Yo ur w ay ( lin e 1 0 ) m ay be the improved

.

way They s ay n o kn ave ( line 1 1 ) s h all go unhun g

. .

Take the o ar an d row him ( line 1 2) o e r th e l ak e ’

.

Show him the c h air whi c h they h ave ( line 1 3 ) for

hi m . They think the improve m e nt will do ( L in e .

14) I t will b e an advantage f or u s and for him .

A TRA N S C R I PT on TH E S H O RT H AN D O N PA G E 29

( L ine 1 ) eat if awed odd ( line 2 )

,
te a o r tee
,
e ach , ,

g fee eve th ee s e e e as e S he l e a ; ( lin e 3 ) key eke

, , , , , , , ,

k nee ear itch if ever ill imp p aw t aw ; (line 4) d aw

, , , , , , , , ,

j aw c aw gn aw th aw s aw a we s p sh aw l aw h aw ;
, , , , , , , ,

( line 5 ) bot c h t op pod dodge ,

dot T od pop ,
b ob , , , , , ,

beat or b eet bit ; ( line 6 ) ti m e dollar each c ommo n

, , , , ,

give -n if wish m e o r my i n or any thing ( L ine 7 )

, , , , ,
.

Tom m ay take th e dog which B ob b ought ( L ine 8) .

Will they give m e the dollar ? No they will give ,

( lin e 9 ) him th e doll ar H ave th ey ever give n B ob .

anything ? ( L in e 1 0 ) O tto will tak e the dog i f they

will giv e h i m up ( L ine 1 1 ) Je nnie an d Jes s ie are .
 C O MPL ET E S H O RT HAND CO U R S E 47

b oth in the b uggy D ick ( line 1 2) dug a big ditch

. .

G ive m e th e top Tom 1 ) f

,( L ine 3. B e ever r e ady or ,

your tim e m ay com e any d ay ( L in e 1 4) M. ay e ach

day S how an improvement i n your z eal .

W R I T ING EX ER C I S E I V

[
A A x A

/
V “
N 7 T

E x
C _

a (A c
.
5 x

C l A
é
48 CO MPL ET E S H O RT HAND CO U RS E

W R I T ING EX ER C I S E I I

W R I T ING EX ER C I S E I I I
 CO MPL ET E S H O RT HAND CO U RS E 49

K h m n l m . A - x - J
_ _

L _ - I
,

__ A
(
- m x A

“fl u n k -_ l _ x_ 2 0 . A -_ l:
C A UT I O N

I t is e asier to le arn to re ad s horth and than to write

it The pupil should therefore p ay very c areful atten
.

tio n to the writin g exerci s e s Mak e the con son ants .

of uniform le ngth M ake the ligh t lin e s very light

.

and shade the he avy one s i n s u c h a w ay th at there c an

b e no doubt as to whether th ey are ligh t or heavy .

See th at the firs t de s cendin g or as c endin g stroke oce n

pie s the corre c t positio n To write a wor d c ontaining .

two descendin g consonants s o th at the secon d on e rests

upo n the l i ne shows i natte ntio n to th e state m ent of
principles D o n ot fail to ob s erve th at dash vowel s
.

mu s t be writte n at right angle s to their c o nson ant

stroke s .
 AD V ANC E WO R K OF F I F T H NU M B ER
W H EN TO U S E EL

59 . The downward stroke e l which represents the ,

sa m e s ound as l uh b eing the s am e ch aracter writ

,

ten downward is used at th e beginning o f an ou t

,

lin e when i t is pre c eded by an initial vo we l and also

imm ediately followe d by kuh guh m n or emp ; in , , , ,

other c a s e s luh i s u sed at th e beginning of an outline .

L ine s 1 to 3 .

6 0 The downward strok e c l is used at the e nd of

.

an o utline whe n it follows f ah v uh or n ; i f there i s, ,

al so a fi nal vowel followin g th e sound o f e l after f u b

or v u h then luh m ust b e used
,
I n other cases u s e
.

luh at th e e nd o f a n outline L ine s 4 to 6

. .

61 . U se e l b e fore ung .L ine 7 .

62 . I f th e s trok e representing the sound of l is the

only s troke m an outline luh must be u s ed
,
L ine 8 . .

( a ) While this rule is arbitrary it i s necessary so

that it m ay b e known whether a vowel written to the

stroke i s in fir s t or th i rd pl ace
'

63 . U s e e ith er luh or e l i n the middle of an out

line accordin g to c o nve nien c e in wri ting and legibility
of th e re s ultin g outlin e . L ine 9 .

6 4 The legibility o f o utline s f o r rea d ing and con

.

v e n i e n c e in writing are two very important fa c tors to

b e c onsidered i n m aking a s electio n from outlines

whi c h m ay b e writte n i n two o r m ore way s .

6 5 L e gibility i s o f fi r s t importance
. I t depend s .

50
52 CO MPLET E S H O RT HAN D CO U RS E

largely upo n the angle that is form ed by two s troke s ;

th u s e l tuh i s considered a p oor outline while luh tuh
,
- -

is better becaus e it is m ore distinct El -un g i s more .

e asily written th an l uh ung and is therefore m ore -

convenie nt .

W H EN T o U S E R U H A ND A R
66 G e neral Rules
. U se ruh at the beginning of
.

an o utline use ar at the end L ines 1 and 2 . .

"
6 7 P articular Rules
. U s e ar at th e b e ginning
.

whe n it imm ediately follows an initial vowel unles s ,

it i n turn is followed by a descending stroke o ther

, ,

th an ar or shuh L ine s 3 an d 4 U se ruh at the end

. .

wh en it i s im m ediately followed by a fi nal vowel .

Line 5 .

6 8 Special C ases
. U se ar b efore In or emp and
.

after ar L ine 6 . U se ruh after m emp huh or

.
, , ,

ruh . L ine 7 .

NO T E O bserve th e weight of th e foregoing rule s

. .

Th e general rules apply i n all c ases not covered by the

p articular rule s and s pe cial c ases the particular rule s
apply unles s the outline i n question comes within th e
spe c ial c ases T h e sp ecial c ase s m ay violate the
.

principles of th e general an d particular rules and ,

in stances under th e p articul ar rules m ay not con form

to th e prin ciple s of the general rule s .

69 .I n th e m iddle o f outlines use the stroke which

give s the m ore le gibl e o utline and whi c h i s more con
v e n i e n tl y written The use o f ruh sati s fie s these
.

r e quirem ents m ore frequently than the use o f ar .

L ine 8 .

Earache th e second word i n line 3 on th e

,

opposite p age is an app are n t exceptio n to th e rule

,
CO MPL ET E S H O RT HAND CO U RS E

C -
n
54 CO MPL ET E S H O RT HAND CO U RS E

which r e quires s econd place long vowels whe n occur , ,

rin g b etwee n two c o n s o nant s to b e writte n after the ,

firs t co nson ant ( par agraph 3 1 page C ompound ,

words or words composed of syll ables which are them

s elve s words are usually represented i n shorth and by
writing ea c h syllabl e as it would b e written i f it stood
alon e ( C omp are p ar 58 p age
. .
,

S horthand i s essentially a l anguage study and as ,

in the statemen t of the principle s of ou r own and of

foreign l anguages it i s impossible to form ulate h ard
,

and steadfast rules which are of universal application .

I n fact w e c an re adily fi nd s om e positive i n con s i s t

e n ci e s in a n o les s emine nt authority th an Web ster s
’

I ntern ation al D i c tion ary whic h write s s chool m aster as

,

a S impl e word and m akes a compound word of school

teacher .

U M M AR Y O F T H E VO W E L S O U N D S
A S

Th e sixtee n vowel sounds an d their sign s consti

t ute the vowel scale This c an n ot b e learned too
.

thoroughly ; Th e s ound s e a ah ; aw o 0 0 ; i éa; , , , , , ,

C u 0 0 ; 1 C i C W 11 s hould b e repeated u ntil per

, , , , , ,

fe ct familiarity i s a c hieved When the vowel scale .

c an b e repeate d within s i x second s a c tual time by a ,

watch uttering e ach sound di s tinctly i t m ay b e con

, ,

s i d e re d le arned Write the d ots and dashe s m akin g

.
,

the m both light and he avy placing them in th e three ,

different place s and al s o the diphthongs to the con

, ,

sonants tuh kuh and ruh until th e n am e of any

, , , ,

vowel ch aracter c an be c alled instantly when it is

seen . I n doin g this practice work write th e S igns
promiscuously avoidi n g any regular se quen c e s uc h
, ,

as o c curs in reciting the vowe l scale given above .

 CO MPL ET E S H O RT HAND C O UR S E 55

The vowe l s o und s their sign s how to read and , ,

h ow to write them h ave n ow bee n discus s ed for th e ,

l ast tim e N o on e c an afford to go further u ntil he

.

i s absolutely c ertain th at he c an both read and write

the m prom ptly A practic al te s t as to whether they
.

are thoro ughly k nown m ay be h ad by placing the fol

l o wing table in th e h ands of s om e on e an d requestin g
him to read promiscu o usly th e words in the fir s t c ol
u m n to s e e i f you c an respond promptly with th e

vowel sounds an d also by n amin g th e s ounds to s e e i f

,

y o u c an t e ll pro mptly h ow e a c h i s r e pre s ented

H e avy dot fir s t , ,
h eavy dash fir s t , ,

se c ond ,
s e c ond ,

third ,
third ,

fir s t ,
fir s t ,

s e cond ,
s ec o nd ,

third ,
third ,

inverted c aret first , ,

c aret fir s t
, ,

c aret third
, ,
u p p e r h al f c i rcl e , th i rd

W R I T ING EX ER C I S E V I
P ar 59 I llinois alum ni al ack elm O lney
. .
, , , , .

P ar 60 Foil vile N il e f ail vale n ail fo ul

. .
, , , , , , ,

avowal delay a s s ail b e lie tal l y t all tallow

, , , , , ,

P ar 6 1 A lon g length kn eelin g

. .
, ,
.

P ar 6 2 L aw le a lie E ly ale l ow E lla lieu

. .
, , , , , , , ,

ally alley al low owl

, , ,
.

P ar 6 3 A sleep c alico tallyho foliage m ul atto

. .
, , , , ,

melody tulip lilac

, ,
.

P ar 6 6 Rabbi ra ck ran g review re b u k e re d

. .
, , , , ,
~

refuge roe rode rock wr e ath e attire pour ch ar

, , , , , , , ,

miller .
56 CO MPL ET E S H O RT HAND CO U RS E

P ar 6 7 O ar arcade A rctic ergo oral dairy

. .
, , , , , ,

b ury tarry m arry c h ary

, , , .

P ar 6 8 Rem arry ramble r amify ramp remedy

. .
, , , , ,

rim re am m ayor M urray Moo r hurrah rare

, , , , , , .

W R I T IN G EX ER C I S E V I I
1 A llow n o rogue to allure y ou to do wrong
. 2 . .

M any admire the tulip an d th e lilac 3 D o y ou . .

k now the length of the N ile ? 4 The foliage o f the .

tall elm will add to th e be auty of th e v alley 5 The . .

rabbi will live in I llinoi s 6 The arcade ran g to .

.

the m elody o f th e m ulatto 7 Th ey m ay al l take a . .

ride on th e tallyho 8 They s e e n o folly i n carrying . .

i ce to th e A rctic s e a 9 G o to th e d airy if yo u wish . .

to buy rich milk 1 0 Th e poor M oor will as k to go

. .

b ack to M orocco 1 1 E ly O l ney b e c am e the m ayor

. .

of A lleghe ny .

R ES T R I C T I O N S U P O N PRA C T I C E W O R K
D o not a ttempt to wri t e in shorth an d any words
which h ave n o t appeared in eith er the engraved page s
of shorth and or in the writing exercise s The word s .

which appe ar i n th e readin g and writing exerci s e s are

selected with great c are or r ath e r gre at c are is , , ,

observed i n k eeping out word s whi c h would b e

written differently after th e intr o du c tio n o f n ew prin
cip l e s The beginner c an s e e no rea s on for n ot writ
.

ing s uch word s as m an ci ty s tate etc in asm uch as , , ,

.
,

al l th e sound s h eard in e a c h o f the s e words h ave been

given and u s ed I t S h ould b e s ufficie nt to s ay th at
.

thes e and m any other words involve principles with

which the pupil i s not yet familiar .
 CO MPLET E S H O RTH A ND CO U RS E 57

T ES T QU E S TI O NS
1 . State th e difference i n th e conson ant outline s
f o r l i ke and al i ke
.

2 S tate the principle whi c h imm ediately applie s

.

t o the above w o rds .

3 . State the di ffere nce in the c on son ant outline s

for v al e and v al l ey .

4 State th e prin ciple whi c h immediately a pplies

.

to these two words .

5 Should tal e be writte n with an e l or a luh ?

.

Why ?
6. I f the soun d o f l is both preceded an d followed
by a vowel and there i s no other stroke s h ould the ,

upward o r downward ch aracter be u s ed ?

7 I f the sound of l follow s two downw ard stroke s
.
,

In your O pinion which c h aracter S hould b e used ?

Why ?
8 State the similarity o f the rule s for the u s e of
.

l u h or e l and f o r ruh o r ar .

9 I f th e sound o f r i s pre c eded by an initi al vowel

.

and also followed by a downward stroke S hould ruh ,

or ar b e used ? ( M ake your an s wer complete

) .

1 0 Why
.
,
in your O pinion should ar b e used
,

b e fore In or emp ?
11 . S uggest a reason for the s tatement contained
i n paragraph 6 9 th at ruh i n the middle of an outline
, ,

i s more frequently employed th an an

1 2 I n the word El i hu m ust luh o r e l b e used ? Why ?
.

1 3 H ow o fte n h av e y ou re ad p age 51 ?
.

1 4 H ow o ft e n have you re ad p age 53 ?

.

1 5 H ow m any time s h av e yo u written Exer c i s e V I ?

.
58 CO MPL ETE S H O RT HAND C O U RS E

16 . H ow m any time s h ave you writte n Exerci s e

VI I ?
M A I L T O TH E S C H O O L
( )
a Your an swers to the te s t questio n s

( )
b A longhand tran s c ript o f p age 51 n umb ering
,

th e line s as u s ual ;
c) A longh an d tran s cript o f p age 53 n umberin g
( ,

th e lines as usual ;
( d ) N ot less than ten copies , in sh orthand o,
f
Writing E xer c is e V I
( )
e N ot less th an te n copies,
in s horth and o,
f
Writing Exercise VI I ;
( )
f Two C opies o f Writi ng Exer c ise V ;

( )
g A ny questions y o u m ay wi s h to as k .
60 CO MPL ET E S H O RT HAN D CO U RS E

con son an t write the fir s t a little farth er from the

stroke th an the second .

7 Whe n two con secutive v owel s imm ediately fol

.

low a c onson an t and are n ot them selve s followed by

,

another con son ant write the first n earer to the con ,

son ant s troke th an the second .

8 The ch aracter for the diph thon g i i s distinctive

.
,

because n o other sound i s represe nted by th e s am e

ch aracter ; the diphtho ng oi depends upo n plac e as
well as upo n form be c au s e th e diphthong ow i s rep ,

re sented by th e s ame ch aracter writte n in a different

place .

9 Th e dash vo wel s vary the direction i n which

.

they are writ t en a ccordin g as they are pl aced by ver

tical slanting o r horiz ont al strokes D iphthon gs c an
, ,
.

not ch an ge the directio n o f writin g i n s uch a m anner .

D ash vowel s c an never be j oined to th e co ns onants

with which they are read while the diphthongs m ay ,

and should b e j oined i n a g reat m any in s tance s .

10 The characters which represent on and s houl d

.

m ust b e writte n upward .

A TRA N S C R I PT O F TH E S H O RT H A N D ON PA G E 39

(Line 1 ) arm ooze add took b ah b oom tack , , , , , , ,

look ; ( line 2) palm b alm p ar b ar tar far l augh , , , , , , ,

army ; ( line 3 ) tomb doom move coop shoe booth , , , , , ,

boot food loop ; ( line 4) ash lap l at ch lack dam

, , , , , , ,

tag b ack tap pat ch s h am ; ( line 5) book goody

, , , , , ,

ho o d s hook c ook c u c koo nook ( line 6 ) ream r o am

, , , , , ,

ro o m rim rum ram b o ught bet b at ; ( lin e 7 )

, , , , , ,

theory D eity peony I liad gnawin g J o ann a ch ao s

, , , , , , ,
 CO MPL ET E S H O RT HAND CO URS E 61

gayety ; ( line 8) Jo ab odium lower layer poet , , , , ,

poem neighin g ruin ; ( lin e 9 ) owin g L eo b oa

, , , , ,

p ayee G eno a [
,
showy N o ah shadowy c a m e o ; ( line
, , , ,

1 0) P atch th e shoe B ob Fanny give m e th e taffy , .

, .

( L ine 1 1 ) L ook in th e b ook for th e copy Take the .

( lin e 1 2) b at Tom for th e b all gam e D o they think

, , .

they ( lin e 1 3 ) know the poe t ? M ary will p ay for th e

shoe ( L in e 1 4) G ive him a book a sh ady nook an d
.

, ,

le ave him .

A TRA N S C R I PT O F T H E S H O R T H A N D O N PA G E 41

( Line 1) ice oi l owl u se tie boy bow due ; ( lin e , , , , , , ,

2) sh y lie sigh thy pie pik e dike like ; ( lin e 3 )

, , , , , , ,

tidy five fire m ighty m ica pipe typ e chim e ; ( lin e

, , , , , , ,

4) eyes icy ivy item I da I saac oil oiler ; ( lin e 5)

, , , , , , ,

bough or b ow d ow vow thou pew d ue chew few , , , , , , , ,

view ; ( line 6 ) s u e nigh guy rye lie high E ly , , , , , , ,

belie ; ( lin e 7) of all to too or two or alre ady b ut , , , , , , ,

before owe ; ( line 8) he ought wh o I or eye how

, , , , , ,

you on should ; ( line 9 ) A ll of u s will go Who took

, ,
.

the j ug Tom ? ( L ine 1 0 ) G ive th e ite m to I s aac H e

, .

or I should write it
( L in e 1 1 ) D o y ou ow e him th e .

money ? No h e w as p aid ( L in e 1 2) H ow do y ou
, .

tie the rope ? B ut few know th e right way ( L ine .

1 3 ) S how th e boy how he ought to write i n the book .

( L in e 1 4) Will they allow u s to go into the temple ?

C A U T I O N For shorthand to b e p erfectly legible
.
,

e ach separate stroke m ust b e s o writte n that there c an

be no doubt as to whether it is inte nded to b e s traight
or curved Straight strok e s m u s t b e perfectly
.

straight ; curved strokes while n o t h alf circles , ,

should curve uniformly from beginning to end .

CO MPLET E S H O R TH A ND CO U RS E

W R I T IN G EX ER C I S E V
 CO MPL ET E S H O RTH A N D CO URSE 63

L I ( A

- )
f . .
6 A .

-
E \
C . - m __

a. - f 5

- C _ - l
'

. - x 9
-

K
v

- . - x

O F A DI FF I C U L T PR IN C I P L E A first
R ES T A T E M EN T .

place acce nted vowel require s firs t positio n ; a thir d

,

place ac cented vowel require s third p ositio n

, .
 AD VANC E WO R K O F S IXT H NU M B ER

TH E C IRC LE
70 . A sm all circ le m ay b e attach ed to the b egi n
ning o f any s trok e to represent th e s ame sound as th e
stroke s u h .I t i s c alled i ss or ci rcl e i ss ,
.

7 1 Th e cir c le is writte n on th e right h and side of

.

de scendin g straight strok es and o n th e upper side of

, ,

horizontal and ascen di ng s traight strok e s ,

S e e line .

1 page 6 5
, .
( Th e outline s i n line s 1 2 and 3 h ave n o ,

v owel s an d therefore are n ot to b e re ad as words ) .

7 2 Whe n th e circle is writte n on a curved stroke

.

it m ust follow the directio n of th e curve Thi s will .

place it on the inside of the c urve Se e lines 2 and 3 . .

7 3 When writte n at the b eginnin g o f a strok e the

.

circle m ust b e read first .

74 I n outlines in which the circle i s used vowel s

.
,

m ust b e read with re fere nce to th e stroke I f a v o wel .

is be fore the stroke re ad i t after the circle and before

,

the stroke ; if the vowel is after th e stroke r ead it ,

after both cir c le an d strok e Se e lines 4 to 6. .

7 5 I f a word begin s with a vowel whi c h i s i mm e

.

d i ate l y follo wed by th e s ou nd s u h the stroke for suh ,

m u s t b e u sed S e e line 7
. I n n early all other c ases
.

the c ircle i s u sed .

Third positio n word signs line 8 : H op e p arty ; , ,

to be ; at o u t ; h ad advertise d meut ; m uch ; l arge ;

, ,
- -

few hal f ; ho wever ; thank tho us and ; though ; i ss ue ;

, ,

whole allow ; ou r h o ur
, ,
.

64
 CO MPL ET E S H O RT H A ND C O U RS E 65

I. i - E f

A m i . $
1 “-f C
- -2

6 a
. f 2 9
4:

l L b - l _

L u n

g A

F A S
l

-: L _ - 4 _ - C ag
66 CO MPLET E S H O RT HAND CO U RS E

76 The circl e i s also used at the e nd o f stroke s to

.

represent th e s ound o f either s u h or z uh L ine s 1 .

and 2 p age 6 7 ,
.

77 Whe n w ri tte n at the e nd the cir c le m ust be

.
°

placed on th e s am e side of stroke s as whe n writte n at

the b egin ning This side will h en c eforth b e known
.

as th e ci rcl e s i de .

7 8 Whe n the circle i s at th e e n d of th e stroke it

.

m ust b e read last I f a word contain s 3 as i ts l ast .

con son an t and h as a final vowel the strok es s u h or ,

z uh mu s t b e u sed L ine 3 . .

7 9 The cir c le m ay also b e used in the m iddle of

.

o utline s L ine 4 . .

80 Whe n the circle occurs b etween two straight

.

s trokes whi c h form an angle it m ust b e writte n o n

th e outside o f th e angle L ine 5 . .

81 B etwee n a s trai ght stroke an d a curve the ci r

.
,

cle is writte n on the inside of th e c urve L ine 6 . .

82 B etwee n two curved stroke s th e c ircle is u s u

.

ally written on the inside of the first c urve although ,

it m ay b e pl ace d o n th e in s id e of the second i f a m ore

convenient o utline is thus obtain ed L ine 7 . .

Circle word signs line 8 : I s or his as or h as , , ,

speak subj ect its s ati s fy or sati s fied s aid s uch b e

, , , , , ,

c ause signify se veral line 9 these this thos e or thus

, , , , , ,

seem or similar so m e see n s u n yours wise house

, , , , , ,
.

83 The c ircle i s regul arly added to word signs to

.

form the plural o f noun s and to obtain th e third per ,

s on singular n umber present indic ative o f verbs

, , ,
.

Thus the pl ural o f tim e dollar th ank o r thousand

, , ,

etc and th e third person form s of the verb s hope give

.
, , ,

wish etc are form ed by the addition of th e iss circle

, .
,
.
es C O MPLET E S H O RT HAND C O U RS E

A PP EN DA G ES

The c ircle i s s is the first of a s erie s of b rief signs ,

cir c le s loops an d hook s called app end ages by the

, , ,

u se of which long and u nwieldy o utlines m ay be

very m aterially shorte ne d and improved I t is m uch .

e asier to write an d as e asy to re ad the cir c le as th e

strokes suh an d z uh ; therefore th ese stroke s are not
used u nle s s for a special p urpose Thu s i n re ading .
, ,

when th e strok e suh occurs at th e b eginning of an

o utlin e in which there are other cons on ant stroke s it ,

is k nown th at a vowel precede d such strok e I f either .

th e strok e s u h or z uh is found at th e e nd o f an ou t
line i t i s k nown th at th e word c ontain s a fi nal vo wel .

"
W R I T IN G EX ER C I S E V I I I
P aris is several m ile s s outh of th e city of Cin
1 .

ciu mati 2 O h for a thousand tongue s to sing

. . 3 .

Sh e wishe s to buy si x p airs of vici kid shoes 4 H e . .

think s th ey m ay s e e signs of gas o r oi l i n this vi cinity

“
.

5 Th e m iser s ave s for the mere s ak e o f s av i n g

. 6 . .

”
Think b efore y ou s pe ak and L o o k be fore you
,

”
le ap ,
are m axim s f or th e h asty 7 H is s anity . .

b ecam e the is sue b e fore th e j ury 8 Th ese and . .

similar s ubj ects see m to arou s e the s ympathy o f

tho usands 9 Th e o utco m e O f the c ase s atisfi ed the
. .

j udge but will it s atisfy tho s e wh o wil l l o s e the s uit ?

,

1 0 S everal b oys live i n this h ou s e

. 1 1 They will . .

allo w no new adverti s em en t i n thi s i s s ue o f th e S un .

1 2 I hop e to b e at y o ur h ouse i n h al f an h our

“
. .

1 3 B ec aus e o f h i s si c kn e s s h e w ill st a v a t you r h o use

. .

14 W h o said
. M o ney m ake s the m are g o
 T ES T QU ES TI O NS
1 . the directio n in which the circle is written
Is
on straight strokes th e s am e as that in whi ch the

h ands o f a c lo ck go ?
2 O n wh at curved strokes i s the circle written in
.

the directio n in which clock h and s m ove ?

3 M ay a v owe l prec ede the circle at the b egin ning
.

o f an outlin e ?

4 M ay a vowel follow the circle at the end o f an

.

o utline ?
5 D oes th e c ir c le represe nt the s ame sound at the
.

beginnin g of an outline as it doe s at the e nd ?

6 Whe n the cir c le oc curs betwee n two s traight
.

con son ants which are written in the sam e directio n ,

o n which side should it b e writte n ?

7 Whe n th e circle o ccurs between two straight
.

conson ants which form an angle on which side should

,

it be written ?
8 I n wh at way or ways i s it possible to i ndic ate a
.

vowel i n certain o utline s witho ut actually writin g the

vowel ?
9 W h at is an appen d age ?
.

10 W hat i s th e p urpo se o f appen dage s ?

.

1 1 H ow o ften h ave you read p age 6 5?

.

1 2 H o w o fte n h ave y o u re ad p age 6 7 ?

.

MAIL TO THE SC HOO L

( a) Your answers to th e test question s
( b) A longhand tran script of p age 6 5 n u m ber
,

in g the line s as usu al ;

70 CO MPL ET E S H O RT HAND C O U RS E

( )
c A longh and transcript of p age 6 7 n um b ering
,

the line s as u sual ;

( d ) N ot les s th an te n copie s in s hor than d of
, ,

W riting E xercise V III

( )
e Two copies of Writin g Exercise V I ;

()f Tw o c opi es of Writin g E xercise V II ;

( g) A ny question s you m ay wish to ask .
 S EVENTH NUMB ER

ANS WE R S TO T E S T QU E S TI O NS IN F I F T H
NU MB ER

1 . Li ke is written luh kuh in fir s t po sition and

-
, ,

al i ke writt e n e l k u h
is -
.

2 L uh i s regularly used at th e b eginning o f out

.

line s b ut i f there i s an initial vowel and the s econd

,

c on s on ant is a horiz o ntal stroke e l m ust b e u s ed , .

3 Val e is v uh c l sec o nd and v al l ey v u h l uh third

.
-
, ,
-
,
.

4 U s e e l at th e end of an outline after tu h v u h

.
, ,

and e n U se l uh at the e nd O f an outline after fuh or

.

v u h i f it is foll o wed by a fi n al vowel .

5 Write tal e with the c o nson ant l uh

. A lways .

u s e luh unless s om e rule requires the use o f e l ; i n the

word tale there is n o rule whi c h c alls for downward cl .

6 The upward stroke l uh m ust b e used whe n

.

there is b ut on e stroke in the outline .

7 Th e sound of l comin g after two downward

.

strokes should b e represe nted by luh s o th at the h an d ,

i n writing m ay not b e c arried S O far below th e line

,
.

8 A n initial vowel coming b efore the sound of r

.

requires th e u s e o f ar at th e b eginnin g o f the outline ,

a n d likewi s e in som e i nstances e l i s used after an

, ,

initial vo wel A r is regularly use d at the e n d o f an

.

o utli n e unle ss it i s followed by a fi nal vowel wh e n

, ,

ruh should be used and likewi s e in s o m e in st an ce s

, , ,

a final vowel c all s for th e u s e O f luh when e l would

o therwi s e b e used .

9 I f the sound o f r is preceded by an initial v owel

.

and al so followed by a downward stroke other than ,

ar or shuh th e upward s troke ru h should be used

, , ,
.

71
 CO MPL ET E S H O RT H AND CO U RS E

10 Th e use of ar before e m or e mp i s re quired b e

.

c ause th e re s ulting o utline i s m o re di s tinct th an it

would b e if r uh wer e u s ed and f o r th e additional ,

re ason th at ar e m i s eas ier writte n than ruh em - -

.

1 1 Whe n r c ome s i n the middle o f a n outline it is

.

m ore frequently r e pre s ented by ruh th an by ar f o r the

reaso n th at m ost con s o nant s are writte n downward
and an upward con s on ant b etwee n tw o downward
co nson ant s ke e p s th e p en n e ar th e lin e O f writin g .

This principle i s O fte n s poke n o f as th e bal a nce of

m oti on I t i s O bviou s t h at outlin e s goin g e i th e r far
.

above or fa r below th e line S h ould be av o id e d .

1 2 I n th e word El i h u l uh m u s t b e u sed f o r th e
.

re as o n that it i s impos s i bl e to write the s tr o ke h uh

after t he s tr o k e e l .

A TRA N S C R I PT O F TH E S H O RT H AN D ON PA G E 51

el m al
( L in e 1 ) alike alo ng elk A llegh eny , , , , ,

i m on y alum A lm a ( line 2) O liv e elf el b o w elegy

, , , , , , ,

alleg e alto alibi aloo f ( line 3 ) like leak lock lu ck

, , , , , , , ,

lug loam lump l a m p ( line 4) fe e l vile k neel fail

, , , , , , , ,

vale n ail fool vowel ( l ine 5) f o lly volley fi lly

, , , , , , ,

vill a fellow folio fallow v alley ( line 6 ) boil toil

, , , , , , ,

keel j ail g ale m ail or m ale bowl p ool ( lin e 7) lon g

, , , , , , ,

li nk length l un g k neeling oblo ng veiling o olong

, , , , , , ,

( line 8 ) lea lie eel O il l ay l

,
o w lieu allow (,
line 9 ) , , , , , ,

mil e age ability m onolog ue b aili ff athletic apology

, , , , , ,

availing 1 They wh o t o il to l ay up m oney f or a

. .

rainy day rarely h ave t o as k f o r aid 2 The way to . .

folly m ay al s o be the road to j ail 3 They who lin k . .

alimony to lov e will live but p o orly 4 They s aw a . .

lake of oi l in th e v alley O f the A llegheny .

 CO MPL ET E S H O RT HAND CO URS E 73

A TRA N S C R I PT O F T H E S H O R T H A N D O N PA G E 53
( Lin e 1 ) ripe rob re ek rich rake ro sy rag , , , , , , ,

rash (line 2) peer fi re doo r l ower poor bower

, , , , , ,

tower lure ( line 3 ) irony e arach e early h ourly are

, , , , , ,

or ark argue error I ri s h ( line 4) o rb urge e arth

, , , , , , ,

arid E ur o pe ar ch ar c hery A rab ( line 5) fi ery the

, , , , , ,

o ry,
oper a fairy furro w c arry fury j ury ( line 6 )
, , , , , ,

rhyme rim romp roam rum r am room arm ( lin e

, , , , , , , ,

7) mire mirror m orrow M ary e mpire e mperor

, , , , , ,

hurry sh amrock ( li ne 8) p arody purity ch arity

, , , , ,

forge farm birth alarm d eride

, ,
1 I t was a gory , ,
. .

victory th e fam e o f which c am e to the l ad i n th e

,

armory 2 The rich m ay h ave mo ney t o retire on but

. .

n othing to retire to 3 D are to do righ t and fear to . .

do wron g 4 The meek s h all inherit th e e arth

. . 5 . .

Time and tide will wait for no tardy fellow 6 I f . .

thou b e a king sho w u s thy power 7 Take time, . .

by the forelock .

W R I T IN G EX ER C I S E V I
74 CO MPL ET E S H O RT HAND CO U R S E

W R I T ING EX ER C I S E VII

21
 AD V ANC E WO R K O F S E VENT H NU MB ER

T H E L AR G E C I RC L E
84A ci rcle twice as large as th e i s s cir c le re p re
.

s ents s e s s e z z e s or z ez an d i s written on th e cir c le

, , , ,

S ide of al l c on so n ants .

85 This l arge circle i s usu ally at the e nd o f ou t

.

line s L ines 1 an d 2
. .

86 Th e l arge circle m ay be used i n the middle of

.

an o utline L ine 3 . .

87 The i ss circle m ay follow the large on e by con

.

tinning it within th e large circle L ine 4 . .

88 The v owel sound b etween th e two sounds of s or

.

z is u sually th at repres ented by the seco nd place light

dot O the r vowel s m ay t ake the pl a c e o f th e short e

. .

and whe n n eces sary m ay b e i ndi c ate d by writing

, ,

s uch other v owel S ign within th e circle L ine 5 . .

P O S I T I O N O F O UT L IN E S C O N T A ININ G A PP EN DA G ES
89 A n o utlin e c o ntainin g appendage s and one
.

stroke m u s t b e writte n i n p o s itio n without reg a r d t o

the number o f c o nso nant s repre sented in th e append
ag e or appendages .

9 0 A n o utlin e co ntainin g two c on s on ant s troke s

.

an d an append age which repr e s ents a singl e s ound

will b e writ t e n i n po s itio n u s ually .

9 1 I f m ore th an three c on sonan t s ounds are re p re

.

s e n t ed i n an o utli ne it will be written u s u ally i n

,

seco nd po s i t i o n Se e ex c eptio n to p aragraph 43

. .

N OTE —Th e se rul e s s houl d be ac ce p t e d as ai d s t o pos i t ion w ri t

in g. E x c e p t ion s to th e m w i l l be fou n d oc cas ion all y .

76
 CO MPL ET E S H O RT HAND CO U RS E 77

I
SO (
0

B is N

5 G
°

J A N
E P
A M

A
78 CO MPL ET E S H O RT HAND CO U RS E

T H E LO O P S
92 A sm all loop m ay b e attached at th e be gi nning
.

or e nd o f any s trok e t o repre s e nt s t This loop is .

c alle d s tah at th e begin ning and es t at the en d of a

stroke L ines 1 2 and 3
.
,
.

9 3 The loop is written o n the circle side of

.

c ons onant s .

9 4 The e s t loop is freque ntly used to repre s e nt 2 d

‘

. .

The loop m ay b e sh ad e d o n l uh r uh h uh and e n to , , ,

repres ent zd L in e 4 . .

9 5 The c ir c le is s m ay follow the e s t loop in th e

.

s am e way that it follow s the s e s circle L ine 5 . .

9 6 The l oop m ay b e us ed in the middle of outline s

.

o nly whe n the follo win g s troke i s s o writte n that it

will n ot c ut through th e stroke to which the est loop
i s attached L i ne 6
. .

9 7 The s tu h loop c an not b e u sed followi ng an

.

initial vowel n or the e st loop preceding a fi nal on e

, .

9 8 A large fi nal l oop represents str

. I t is writte n .

o n the circle S ide I t m us t always b e gre ater than

.

half the length o f the st roke to which it i s attached s o

that it m ay n o t b e conf u sed wi t h the s m all l oop .

L ine 7 .

C ircle and loop word signs line 8 : in fl uence ; ,

in fl ue n c es ; i n fl uenced ; U nited State s ; m u st or m ost ;

almost ; stenography ; next ; l arge s t ; first .

W R I T ING EX ER C I S E I X

1 . I s it e nough to do the right thing ,

or m ust yo u
al s o d o it at the right tim e and i n th e right w ay ? 2
A s C ae s ar was ambitiou s I S le w him —Shakespeare s
.

’
.
 CO MPLET E S H O RT HA ND CO U R S E 79

iss ”
I
js
r
f .

N N MJA .

L -_
J . x

2 Q_ _

(
ém z
n u n k fld u x .

- J_ _ -f _ _

é
80 CO MPL ET E S H O RT HAND C O U RS E

Julius C ae sar 3 The host s at am on g his gue sts to

. .

listen to th e stories of th e west 4 Th e seaso n of . .

ro ses t ak es away m any of the sorrows of th e poor .

5 Though M orris s niece s are novices they have

’
.

voices of rare ran ge 6 O n th e st age th e dueli s ts . .

,

usually step off s i x p ace s be fore they fire 7 Yo u . .

m ay store the boxe s and bookcase s i n the e mpty

room s of th is ho u s e 8 Will th e state of Mass ach u . .

setts allow such abuse s to exis t long ? 9 S torie s of .

fairies gh o s t s and u nc an ny beasts s ee m s adly m ixed in

,
'

h i s delirium 1 0 I f y o u wish to becom e an am an

. .

u e n s i s y ou m ust first study stenography 1 1 I f th e . .

m asts are lost in th e stor m th e s ailo r lose s hope .

W R I T I NG EX ER C I S E X
The duk e and duche s s of M anchester m ay vi sit
1 .

th e U nit e d States next m onth 2 The king s j ester . .

’

had as m u c h in fl uence as his first barri s ter 3 The . .

guest s m ust all regi s ter 4 The tourist tosse d in h i s . .

berth all day 5 The M ississippi ri s e s in M innesota

. . .

6. I t i s usele s s to talk seriously to j e s ters 7 Th e . .

pastor sought h i s text i n th e book o f G enesis 8 . .

M any vi ce s are simply the exces s o f virtue s ; j ustice

m ay ea s ily becom e sev e rity valor m ay beco m e rash ,

nes s and too m uch exerci s e i s wa s te

,
9 A s i s the . .

m aster s o i s the dog 1 0 E nough will s atis fy a fe ast

,
. .
,

will do les s 1 1 Je s tin g c osts m oney

. . 1 2 T hey do . .

least wh o b oa s t m ost 13 Fea s t to -day m ake s fast . .

to m orrow
-
1 4 H e laugh s b est wh o l augh s last
. . .

1 5 I t i s the raised sti c k m ake s th e d og O b ey

. 16 H e . .

m ust sto o p w h o h ath a l ow door .

 C O MPL ET E S H O RT HAND CO U RS E 81

TE S T QU ES TI O NS

1 .G ive four words whi c h w il l illu s tr ate the diff er

ent conson ant sounds repre s ented by th e l arge c ircle .

2 O n whi c h side o f th e kuh should th e s e s c ircle

.

b e writte n i n the word accessory ?

3 H ow m any co n s on ants are expressed in an ou t
.

lin e co ntaining two strokes and a s e s circle ? I n what

posi t io n should s uch an outline be writte n ?
4 ( a) H ow m any c on s o n an t c har ac t er s in the word
.

sp i ce s ?
( )
b H o w m a ny c o n s on an t s are repre se nted ?
( )
c I n wh a t p o sitio n m u s t it be writte n ?
5 S uggest a rea s on for c allin g th e s t loop at the
.

b eginning of stroke s s ta h an d at th e e nd o f strokes

,

es t
.

6M ay th e i s s circle pre c ede th e s tu h loop i n a

.

way simil ar to th at i n which it follows the e st loop ?

7 E xplai n th e diff erence in th e outline for haste
.

and has ty G ive a rea s o n f or this difference

. .

8 What i s the length o f the s ter loop ?

.

9 What differenc e do you fi nd with re ferenc e to

.
,

the pl ace of writing the a pp en d ages betwee n th e i s s

,

circl e an d the s t loop on the on e h an d and the ster

loop on the other ?
1 0 W hat irre gular or erratic word S ign oc curs in
.

this l esson ?
1 1 H ow m any times have you re ad p age 7 7 ?
.

1 2 H ow m any tim e s have you re ad p age 7 9 ?

.

1 3 H ow m any t imes h ave yo u writte n Exercise

.

IX ?
14 H ow m any ti m es h ave yo u written E xercis e X ?
.
82 C O MPL ET E S H O RT HAND CO U R S E

MAI L TO TH E SC HO O L

( )
a Your answers to th e test question s
( b) A longh an d tran script of p age 7 7 n umbering ,

the lin es in the usual way ;

( )c A longh an d transcr i pt o f p age 7 9 numbering
,

the line s in the u s ual way ;

( d ) Your question s u po n any p art o f thi s les s o n,

or a s tate ment as you under s tand it c o ncernin g any

, ,

part o f the les so n whi c h is n ot j u s t cle ar ;

( e ) N ot le ss th an eight copie s i n s horth and o f
, ,

W ritin g E x e rcise I X ;
( )f N ot less th an two c opie s i
,
n s horth and ,
o f
W ritin g Exercis e I X in which th e vowel s are omitted ;
g
( ) N ot les s than eight copie s in ,
shorth and ,
O f
Writin g Exercis e X
( )
11 N ot les s th an two copie s ,
i n S horth an d ,
o f
Writing E xercis e X i n which the vowel s are omitted ;
( )i T wo shorthand c o pies of Writing E xercise
VI I I .
84 C O MPL ET E S H O RT HAN D CO U R S E

vowel The u se o f l uh at the e nd after f uh or v uh

.
, ,

indicates a fi nal vowel A r at the b eginning usually .

indicate s an initial vowel and ruh at th e e nd a fi nal

vowel .

9 A n app endage i s a briefer w ay of representing

.

a con son ant th a n by a regul ar stroke .

10 A ppendage s m ake i t possible to write with

.

ease an d facility m any words which would otherwise

b e lon g and annoying .

A TRA N S C R I PT O F TH E S H O RT H A N D O N PA G E 65

( L ine 1 ) iss p ull iss b uh i s s tuh iss duh iss chuh

-
,
-
,
-
,
-
,
-
,

i ss -j uh i s s kuh i s s-guh i s s -ruh ( lin e 2 ) i ss f uh iss

,
-
, , ,
-
,

v u h i ss -th u h i ss -t h u h iss suh

, ,
i ss z uh i ss shuh iss ,
-
,
-
,
-
,

zhuh i s s -m
, ( line 3 ) is s ,
11 iss luh is s ar i s s em p -
,
-
,
-
,
-
,

iss -ung i ss yuh i ss w u h ( line 4) si p s ob sight

,
-
,
-
, , ,

or cite seed such s age sick sorrow s ak e surrey

, , , , , , , ,

( line 5 ) pys s ty s k y s tay

,
s pe ak spoke s cathe
, , , , , ,

Scotch scoop scab ( line 6 ) Seth say s cease si z e

, , , , , , ,

sing sung sang s mile s m ell s now ( lin e 7 ) ice ace

, , , , , , , ,

u s u se ask asp ass ail asleep e sc ap e E squim au

, , , , , , ,

( line 8) hope or p arty to b e at or o u t h ad or ad , , ,

v e rti s e d ment -
m uch l arge h alf or few however ,
-
, , , ,

th ank or thousand though issue allow ou r or h our , , , ,

.

( L ine 9 ) Th e s ailor will soo n s ail for Sp arta Sp are .

the ( line 10 ) rod and s poil th e boy was a s e vere s aw .

( L ine 1 1 ) S om e are s ane e nough though they d o m any

a silly thing ( L ine 1 2 ) I t w as a s ad S ight to S eth
.

to s e e such sorrow ( L ine 1 3 ) I f y ou k now ho w to .

s ave tim e y ou have s om ething for which ( line 1 4) yo u

should thank som ebody They will search th e city .

f or th e sp y .
 CO MPL ET E S H O RT HAND CO U RS E 85

A TRA N S C R I PT O F TH E S H O RT H A N D O N PA G E 67

( L ine 1 ) miss kis s ni ce le ase less m ace m as s , , , , , , ,

goos e noo s e A lice ( line 2) noi s e boy s toy s days or

, , , , , ,

da z e foe s ch o s e choo s e or c hews ad z or adds owl s

, , , , , ,

n ews ( line 3 ) b u s y n o isy Te nn essee policy d ai s y

, , , , , ,

leg acy pu s s y boozy L ucy J e ssie ( line 4) risk re a

, , , , , ,

s on ,
vi s it p as ty dus t y rusty doze n m uscle c ask
, , , , , , ,

lo s e r ( line 5) dis c bisque k aiser de s k C he s apeake

, , , , , ,

hasty h asp ra s p b a s que ta s k ( li ne 6 ) lisp poiso n

, , , , , , ,

de c eive misery b a s in chosen J ohnson abusive

, , , , , ,

m ask answer ( line 7 ) m oisten fo s sil O fficer u n s afe

, , , , , ,

m a s on facing ar s on fasten as sassin facility ( line 8)

, , , , , ,

is or h i s as o r h as spe ak s ubj ect i ts s atisfy or

, , , , ,

s ati s fied s aid such becau s e s ignify several ( line 9 )

, , , , , ,

the s e this thu s or th ose see m or s imil ar som e s een

, , , , , ,

s u n o r s o n your s wi s e h ouse ( L ine 1 0) E arly to

, , ,
.

sleep an d e arly to ri s e i s the way to h av e (line 1 1 )

ri ches also to b e wi s e
,
I s aw two ship s c om e sailing .

by ( L ine 1 2) Is thi s a t i m e to be s ad ? M any

.

things are as they s e em ( Li ne 1 3 ) Spe ak as y ou .

think and do as y o u spe ak The s u n ro s e i n all ( lin e .

14) i ts ri ch ness S ever al things see m to weigh o n .

him h e avily .

W R I T ING EX ER C I S E V II I

F fig h x u z u
86 CO MPLET E S H O RT HAND CO U RS E

A a : /
A
A

1 -n

W R I T IN G EX ER C I S E VI
CO MPL ET E S H O RT HAND CO U RS E 87

W R I T ING EX ER C I S E V I I

- . x"
 AD VANC E WO R K O F EI G H T H NU M B ER

TH E W EH HOO K A ND W EH SE M I C I RC L E
99 A sm all hook written at the b eginning and on
.

the circl e side of luh ru h e m an d e n represents the

, ,

sound o f w Thi s appendage i s cal l e d th e weh hook

. .

1 0 0 O utline s containin g the w e h ho ok are vocal

.

i z e d i n the same w ay th at outlines con taining the i s s

circl e are vocali z ed L ine 1 . .

101 The i s s circl e m ay precede the weh b ook by

.

writin g it within th e h ook L in e 2 . .

1 02 Whe n th e so und o f w occurs before conso

.

n ants other than luh r u h e m an d en it m ay b e rep

, , ,

resented by the right or le ft h al f o f a circle Th e left

‘
.

half is used w h e n i t precedes a dot vowel and the

right h al f whe n it precedes a dash vowel .

1 0 3 The v owel being i ndi c ated by the p osition of

.
,

the outline an d the semicircle e mployed will need to ,

b e inserted o nly in r are c as e s L ine s 3 to 5 . .

104 The combin atio n o f w an d the diphthong i

.

is repre sente d as i n th e l ast three word s i n line 4 .

1 05 The sm all cir c le m ay precede th e sound O f w

.

by writing it wi thi n the s emicircl e L ine 6 . .

106 I f an initial vowel precede s i t or i f the w i s

.

th e only con son ant i n an outlin e the stroke m ust be ,

used . L in e 7 .

S emicircl e word sign s ( line 8) we or with were, , ,

what wo uld ye yet beyo nd you whe n o n e where

, , , , , , , , .

88
 CO MPL ET E S H O RT HAND C O URS E 89

I y/ i f w

l l l k l l J
'

- t 1 1
_
, g
5
. l
-
i l l ] A Z _ _ -
f
K i l l j i f
90 CO MPL ET E S H O RT HA ND CO URS E

T H E A S P I RA T E
107 A ch uh toi d tick m ay b e j oined to any Stroke
.

with which it form s an acute angle to r epresent the

soun d of h The stroke s be fore which it is u se d are
.

kuh guh s uh z uh m luh ar wu h and e m p

, , , , , , , ,
.

1 08 Th e huh tick , like other initial appen d

.

age s doe s n ot per m it a vowel to co m e be fore it

, .

1 09 U s e the tick wh enever it is followed by any

.

O f the strokes given i n p aragraph 1 0 7 L ine s 1 and 2 . .

I n other c ase s us e the stroke L ine 3 . .

1 1 0 The co m bination wh occurs frequently and i s

.

pro nounced as though spelled hw The h is indicated .

on the weh b ook by sh ading the hook Li ne 4 . .

1 1 1 The soun d of h is of s u ch little importance i n

.

the pro nun ciatio n of word s th at it is omitted in the

ste nographic repre se ntation o f m any words .

O M IS S IO N . OF VO W E L S

1 12 . Line s
an d 4 on p age 89 and the word sign s
3 ,

which h ave bee n given sho w th at it i s possible to read

,

m any shorthand o utline s in whi c h there are n o vowel

ch aracters E ve n th e words i n line 5 on p age 89
.
,

wh e h they occur in s enten ces need n ot b e vocalized , ,

for context will sh ow wh ether the word is wai t we ig ht ,

or wet, wages or wedges , wooed or wood .

W R I T IN G EX ER C I S E X I
1G ive a d o g an ill n am e a nd y ou m ay as well
.

h ang him 2 I t is a sham e to s teal b ut worse to

. .

’
carry home 3 H e i s a wolf in a sheep s guise
. . .
92 CO MP LET E S H O RT HAND CO U RS E

4. H e wh o would rest m ust work 5 I t i s b est to . .

kn ow th e worst at once 6 Wit m ay work wh at wi s hes . .

s eek 7 The wol f an d fox are both in o n e story

. . .

8 I f th e stars were loave s m any would live ou t o f

.

doors 9 B eware of th e sto ne th ou s tu m bl e d s t at b efore

. . .

10 Think o f e a s e but work on

. 1 1 A dvise n o on e to . .

go to w ar s or to m arry 1 2 B eauty is th e wife s . .

’

best dowry 1 3 Wh at costs nothing i s worth noth

. .

ing 14 O nc e a coxcomb alw ays a coxco m b

. . .

1 5 W as h a d og c o m b a dog an d yet a d og i s still a

.
, ,

d og 1 6 W h at on e wins by m arriage soo n p asses

. .

away 1 7 Who wive s for a dower resign s his own

.

p ower .

W R I T ING EX ERC I S E X I I
1 . Y
mus t howl with the wolve s whe n you are
ou

among them 2 A ll lay load on the will i ng horse

. . .

3. W e are us u ally best whe n i n the worst h e alth .

4 I t i s the best spoke in your wheel

’
. 5 O ne boy s . .

story i s no story ; hear both side s 6 H e thinks h e . .

hide s the s u n with a sieve 7 I f yo u pursue two . .

hares both wil l e scape yo u 8 D eath wil l hear of no . .

excuse 9 W e h ate delay an d yet it m ake s u s wise

. . .

1 0 Th e e asies t way to dignity is humility

. 1 1 H ave . .

your dog in readines s before yo u loose your hare .

1 2 I f yo u sell the cow y ou sell h er m ilk too

. 1 3 I t is , . .

e asy to give advice when all goe s well 1 4 C hastise . .

on e wh o is worthles s and h e wil l soon h ate you .

15 H e wh o doe s as h e like s h as no headache

. .

1 6 I t i s e asy to help hi m w h o is willin g to h ave h elp

. .

1 7 H e who fe ars le ave s m u st stay ou t of the W ood .

1 8 B eware of a doo r which h as m any keys

. .
 C O MPL ET E S H O RT HAND CO U RS E 93

TES T QU ES TI O NS
1 . I f the iss circle an d weh h ook both appe ar at
th e b eginnin g of the s ame outline which m ust be ,

read fi rst ?
2 M ay a vowel ever precede the weh hook or the
.

weh semicircle ?
3 I f you depen d upo n the po sition o f an outline
.

and th e semi circle u sed to determine th e vowel what ,

con fusio n m ay possibly arise ?

4 IV
. hy shou l d the left semicircle b e used for the
word s igns we wi th and were and the right semicircle
, ,

for w hat an d wou ld ?

5 I n wh at direction should the tick for h always
.

b e written ? T h is principle i s viol ated slightly in the

use O f th e h uh tick before wh at conso nant ?
6 B e fore what con son ants would the use of the
.

h uh tick b e p articularly illegible ? Why ?

7 Wh at is th e length of the huh tick ?
.

8 What i s th e m eaning of the word con text as it is

.

u sed in p aragraph 1 1 2 ?
9 .G ive an illustratio n S howing how context
assists in the pronun c iatio n of a word i n longh and ,

and ano ther showing how it assists in interpretin g

the m eaning o f a word in longhan d .

10 .I n an e arly numb er of this cours e occurs a

statement saying th at the purpo s e of position writin g
will b e explained later I n th e light of p aragraph s
.

1 03 and 1 1 2 and fro m a con siderati o n of the word

,

signs s tate wh at you think to b e the purpo se o f p osi

,

tio n writin g .

1 1 H ow m any time s have you re ad p age 89 ?

.
94 CO MPLET E S H O R TH A N D CO URS E

m any time s h ave yo u re ad page 9 1 ?

m any times h ave y ou writte n Exercise

m any tim es h ave y ou writte n E xercise

MAI L TO TH E SC HO O L

( a) Your answers to th e te st que stion s

A longh and transcrip t of page 89 nu mb erin g
,

the lines in the usual way ;

( 0 ) A longh and tr anscript o f page 9 1 n umb ering
,

the line s i n the usual way ;

( )
d Your question s o r com m e nts upon this l es son ;

( e ) N ot les s th an seve n copies i n sh orth and of

, ,

Writin g E xercise X I ;
an three c op i es
( )
f N ot le ss th in,
shorth and o f,

Writing E xercise X I in which the vowels are omitted

,

( g ) N ot les s than seve n copies in,

sh orth and o f,

Writing Exercise X I I ;
( h) N ot le ss than three copies i n shorthand of
, ,

Writing E xercise X II in which the vowels are

,

omitte d
()i T wo shorth and copies o f Writing E xercise I X

()j Two shorthand copie s of Writing Exercis e X .

96 CO MPLET E S H O R TH A ND CO U RS E

s -s t,with no p ossible way of indic ating a vowel soun d

between th e two sounds of 3 S uch a co mb in atio n .

n ever occurs in E n glish speech .

7 The word haste i s written wi th an e st loop the

.

wor d hasty with the i ss circle and strok e tuh E st i s .

used i n haste b ec ause it i s shorter th an is s -tuh and ,

iss -tuh are u sed i n hasty becaus e a vowel follows the

last conson ant sound .

8 Th e ster loop m ust b e greater than h alf of the

.

length of th e stroke to which it i s attached .

9 The is s circle and s t loop m ay b e used both at

.

the b eginning and at the e nd O f strokes The ster .

loop c an be u sed o nly at th e e nd of stroke s .

10 The word S ign for firs t is irregul ar or erratic

. .

A TRA N S C R I PT O F TH E S H O R T H AN D O N PA G E 77
( L ine 1 ) voices losse s kis se s m isses faces gazes
, , , , , ,

raises las ses p asse s ( lin e 2 ) to sses vice s p auses

, , , , , ,

c auses exces s success acce s s ab scess j uices ( lin e 3 )

, , , , , ,
‘

necessary e xcessive n ec e s s ity successive pos ses sive

, , , , ,

poss essing accessory M issis sippi p ossessed ( line 4)

, , , ,

exce sses succe sses ab sce sse s poss esse s dispossesses

, , , , ,

accesse s recesse s repossesses colossuse s ( lin e 5) e X

, , , ,

e rci s e colossu s b asis d ecisive c apsi z e ellipsis

, , , , , ,

Jesus thesis sy s tem

,
1 S i x suspicious cases which
,
. .

they think m ay be sm allpox exist in this city 2 The . .

m as ses s ay the taxe s are exce ssive 3 To e at to . .

exces s i s both unnecess ary and unwise 4 N ecessity . .

k nows no law 5 M ysterio us voices c am e ou t o f the

. .

house s 6 A re l arge force s nec essary for th e s u c

. .

cess of the army ? 7 The slope o f the M issis sippi .

v alley is to the south 8 The right u se of the sign . .

 CO MPL ET E S H O RT HA ND CO U RS E 97

of the pos ses s ive taxe s som e am anuense s severely .

9 P o s s e s s thy ri c h es o r they wil l p os s es s th ee

. 10 A . .

fl
c ub e has s i x side s or fa c e s all o f whi c h are alike .

A TRA N S C R I PT O F TH E S H O RT H AN D O N PA G E 79

( L in e 1 ) s teep sti c k sti ch s t stum p , , ,

i
“stone , , ,

stale s to o p stout s tamp ( line 2) foist m oi s t kissed

, , , , , , ,

po s t we s t j e s t n est m ast l a s t boost ( lin e 3 ) r e

, , , , , , ,

p o s ed dispo s ed revi s ed refu s ed advi s ed diffused

, , , , , ,

disgui s ed devised in fused surmised ( line 4) s neezed

, , , , ,

n oised raised h azed peru s ed theorized agonized

, , , , , ,

hou sed ro u s ed s nooz ed (line 5) mi s ts fi s t s li s ts

, , , , , ,

wri s ts pe s ts t o a s t s c oast s guest s rests roosts

, , , , , , ,

( line 6 ) h one s tly stati s ti c s d e s tiny mystify athei s ti,c , , , ,

j ustify testify m aj e s ti c di s ho ne s tly c o s tly ( line 7)

, , , , ,

foster l ob s ter fe a s ter tester j ester g am ester c ast e r

, , , , , ,
-
,

m aster roo s ter vaster ( lin e 8) in fl uen c e in fl uen ce s

, , , , ,

in fl uen ced U nited S tates m ust or m o s t almo s t ste n

, , , ,

og rap h y next l arge s t first,

1 They wi s h to invest
, ,
. .

s everal thousand dollars i n oi l s to c ks 2 The fir s t . .

sh all b e last and the l as t sh all be first 3 Chi c ago . .

is th e largest city i n the wes t a nd n ext to the l arge s t ,

in th e U nited State s 4 Th e de cisive test of genius . .

m ay com e in th e day of l ea s t s u c cess 5 U nea s y . .

re s t s th e he ad o f him who k n o ws he ought to fa c e the

’
gallow s 6 B e h o ne s t for h onesty s s ake though it
. .

fail to be the best policy .

N O TE —O n p age 9 8 w i ll b e fou n d E x e rc i se IX wri tt e n i n th e

u s u al w ay t h at i s w i th v o w e l s i n s e rt e d O n p ag e 9 9 th e sam e
, , .

W r i t i n g E x e rc is e appe ars w i t h th e v o w e l s omi tt e d W i t h prac t i ce .

th e s t u d e n t w i ll be ab l e t o re ad u n v oc al i e d s t e n o grap h y as re ad i l y z ,

or prob ab l y more re ad i l y t h an t h at w hi c h i s f u ll y v oc al i z e d ,
.
98 CO MPLET E S H O RT HAND CO U RS E

W R I T ING EX ERC I S E IX W I T H V O W EL S
,

e
h D
100 C O MPL ET E S H O RT HAND C O U R S E

W R I T IN G EX ER C I S E X

A M 9 A -
 CO MPL ET E S H O RT HAND C O UR S E 1 01

W R I T IN G EX ER C I S E V I I I

1 _ - _ Q

L gi n it
? N A M

f l u

” ( f -
u

Q-
S’
F
K

- _ . -

j
 AD V ANC E WO R K OF NINT H NU MB ER

TH E N-H O O K

1 13 A small hook m ay b e writte n at the e n d of

.

any conson ant to repres ent the s ound o f n .

1 14 O n c urved stroke s this hook i s written on

.
,

the circl e side S ee line 1

. .

1 1 5 O n s traight strokes th e hook is written on

.
,

the S ide opposite the circle side S ee line 2 . .

1 1 6 The n -hook like the othe r fi nal appe ndages

.
, ,

c an n ot b e followed by a vowel Thus f u n i s writte n .

,

with th e hook and funn y m ust b e written with the

e n -stroke Se e line 3
. .

1 1 7 Whe n th e n hook and cir cle is s both app ear

.
-

at th e e nd of a curved stroke the circl e is writte n ,

within the h ook as i n th e words v i nes fence l anes

, , , ,

etc. L ine 4 .

1 1 8 The n h ook and circle iss are represented on

.
-

straight strok es by wr iting the circle on th e side

O pposite the circle side The circle stands for itself
.
,

and bein g pl aced o n the side opposite the circle side

indicate s the n Pi ns tone s rai ns or reigns etc
.
, , ,
.

L ine 5 .

1 19 O n straight strokes n -ses n -e s t and n -ster

.
, , ,

are repres ente d i n a way similar to th at given in the

foregoing p aragr aph for n -iss Dances dan ced p unster .
, , ,

etc. L ine 6 .

1 20 The n -hook c an not be used on c urved strokes

.

if it is followe d b y s e s e s t or ster L ine 7

, ,
.

1 02
1 04 CO MPL ET E S H ORTH A N D CO U RS E

TH E F OR V-H O O K

121 A s m all h o ok writte n at the e nd of straight

.
,

stroke s an d on th e cir c le s ide represents th e sou nd o f ,

f or v Se
. e line 1 .

1 22 The f or v hook can n ot be u s ed o n curved

.
-

stroke s .

1 23 The f or v hook like the n h ook can not be

.
- -
,

foll o wed by a vowel Thu s chaff i s writte n wi t h the .

,

hook an d chafiy m us t be writt e n with the stroke

,
.

See lin e 2 .

1 2 4 The cir c le i s s m ay b e writte n withi n th e f o r

.

v -hook Se e li ne 3
. .

N G TE —It is v e ry im p ort ant to g e t firm l y fi x e d i n mi n d t h at th e

n h ook o n s t rai g h t s t rok e s i s on th e s i d e O ppo s i t e t h e c i rc l e s i d e
-
,

an d t h at t h e f or v h oo k i s on t h e c i rc l e s i d e
-
A l so th at th e f or .

v h ook i s u s e d o n l y upo n t h e s trai g ht s t ro k e s

-
.

Whil e th e n h ook and the f or v h o ok are

1 25 .
- -

usually e m ploye d at the end of word s they m ay ,

frequently b e u sed in the middle o f o utline s to gre at

advant age S ee lin e 4 . .

Word sign s n -hook serie s lin e 5: upon punish d

, , ,
-

me nt b een
,
de nomin ate d tion
,
done religion - -
, , ,

general l y i m agine d ation again st c an ; lin e 6

-
,
- -
, , ,

gon e or b egin agai n or begun beg an with in th en

, , , ,

or th an m e n m an opinion alone our ow n F or

, , , , ,
.

v hook series line 7

-
hopeful above wh atever ou t of
, , , , ,

divi ne differ e d en t-e nce ad vance whiche ver gave

‘

- -
, .
, , ,

"
W R I T ING EX ER C I S E X I I I
1 Who thinks O fte n of death does nothin g worthy
.

o f life 2 H ow m any thin gs are ill do ne be c au s e they

. .

are done but o nce 3 What m ay be done at any .

C O MPL ET E S H O R TH A ND C O U R S E 1 05
106 C O MPL ET E S H O RT HAND C O U RS E

t i m e will b e d o ne at n o ti m e 4 Som e e at the s te w . .

an d th e n ask for the p an 5 What is m ine is m in e . .

’
alon e wh at is Joh n s is his and m ine 6 N on e are
, . .

s o busy as tho se wh o do n othing 7 P atience is s or . .

’
ro w s s alve 8 A fool m ay ch ance to s ay a wise
. .

thin g 9 Whe n it rains it po urs 1 0 The he n s

’
. . . .

eye s are with h er chicke ns 1 1 TO O m uch cunning . .

undoe s 1 2 Feign death and th e b ull will le ave you

. . .

13 . P atie nce open s all doors 1 4 Silence has m any . .

a d vantage s 1 5 I am m on arch of all I survey

. . .

1 6 TO O m uch res t beco mes a p ain 17 Silence

“
. . .

re ap s W h at speech sows 1 8 B y th e work we know . .

th e work m an 1 9 Who is it c an s ay . I a m at the.

’
vvors t ?
W R I T IN G EX ER C I S E X I V
1 To err is hum an to forgive divine
. 2 What , . .

ever H e ave n ordains is b e st 3 Fo s ter a rave n and . .

it wil l peck ou t your eye s 4 Wh atever h as been . .

don e by m an c an by m an b e d o ne agai n 5 To m ake . .

any gain som e o utlay i s n eces sary

,
6 H e write s . .

with a n iro n pen 7 H e run s heavily wh o i s forced

. .

to ru n 8 H e wh o serves well an d s ays nothing

. .
,

ask s e nough 9 D eep rivers m ove i n silence S hal

. .
,

1 0 A m an s own opinion i s
’
lo w o ne s are n oi s y . .

always righ t 1 1 E ach on e think s his own religion

. .

is the b est 1 2 A m on arch sho uld b e slow to punish

. . .

13 . A work wel l b egun i s h alf done 1 4 Worth . .

make s the m an and la ck o f it the fellow 1 5 M any . .

go ou t for wool wh o com e b a ck shorn 1 6 W om en . .

’
fear too m uch eve n as they love 17 O ne m an s . .

we alth i s O fte n m any m en s ruin 1 8 Th e wa l ls

’
. .

h ave e ars and the beach h as eyes .

108 CO MPL ET E S H O R TH A N D CO U RS E

M A I L TO T H E S C H O O L
( a ) Your an swers to the te s t que s tions ;

( )
b A longhand tran s c ript o f page 1 0 3 numberin g
,

the line s in th e u sual way ;

( c) A longhand tran script of page 1 0 5 nu m bering ,

the line s in the u s ual w ay ;

( )
d Your question s upo n any p art o f this l esson ,

or a statement as y ou understand it concerning any

, ,

p art of the les s on whi c h is n ot j ust cle ar ;

( )
e N o t le s s th an s eve n copie ,
s in s horthand ,
O f
Writing Exercise X II I
( )
f N ot le ss th an three copie ,
s i n shorth and ,
o f
Writing E xercise XI I I i n which th e vowels are
omitted ;
( g ) Not less th an s e ve n copies i n s horthand of
, ,

Wri ting Exerci s e X I V

(11) N ot le s s th a n three c opies i n shorthand O f
, ,

Writing Exercis e X I V i n which the vowel s are

omitted
(i ) Two Shorth and c opie s O f Writin g Exer c i s e X I
( j ) T w o shorthand copies o f Wri t ing Exerci se X I I .
 T ENTH NUM BER

ANS WER S TO TE S T QU E S TI O NS IN EI G H T H

NU M B ER

1 When the i s s cir cl e and weh hook both appe ar

.

at th e beginning o f the s am e ou t line the c ircl e i s read

,

first.

2 A vowel can never be re ad b e fore a weh hook

.

or a semi cir c le .

3 I f th e vowel is to b e determined by th e semi

.

cir cle used and th e p o s ition i n whi ch th e outlin e i s

wri t ten there i s nothing to s how wh ether th e vowel
,

is a light or a he avy on e .

4 . The left semicircle should be u s ed as word

signs for we wi th and were b e c ause the le ft semicir c le
, ,

is used for dot vowel s and dot vowel s ounds are heard
,

i n the s e word s The righ t s em i cir c le s hould b e u s ed

.

as word sign s for what an d wou l d because th e right

semi cir c le i s u s ed for d as h vowel sounds and d ash ,

vowel s ound s are h eard in these words .

5 The tick for 11 sh o uld always be writte n i n th e

.

direction o f c huh Whe n it precede s l uh it becom es

.
,

necessary to write it m o re nearly lik e tuh .

6 The u s e of th e huh ti ck would be p articularly

.

illegible before s uch c o n sonants as chuh j uh s hu h , , ,

z uh e l etc b ec ause th e direction o f the beginning of

, ,
.
,

these stroke s is the s am e as that of th e huh ti ck .

1 09
11O C O MPL ET E S H O RT HAN D CO U R S E

7 Th e huh tick should not b e greater th an one

.

fo urth of th e len gth of a conso nant .

8 The word con text as u sed i n p aragraph 1 1 2

.
, ,

m ean s th e accomp anying words or the com plete

thought expressed by the se ntence i n which a given
word occurs
9
“
H ave you read this book ?
.

”
”
.

N o b ut I in ten d “ ,

to re ad it H ere are found two words wh ich are

“
.

spelled alike and which the c ontext shows m ust be

,

pron oun c ed differe ntly I n th e sentence I saw him .

,

tak e the s aw fro m th e sh el f are fo und two diff erent ,

words which are spelled alike an d pronounced alike ,

an d yet the context shows plainly the correct m eaning

of e ach .

10 The purpo se o f positio n writing 1 8 to en able

.

th e writer of shorth and to omit vowel s and yet h ave

an outline which will sugge st th e right vowel and
preclude m any which would be wron g .

A TRA N S C R I PT O F PA G E 89

( L in e 1 ) wall wire wine w i n wear or ware wore , , , , , ,

we alth worse wor s t wor s hip ( line 2) swim s wine

, , , , , ,

swan swallow sw o re swell swain swimm er swam

, , , , , , ,

swoon ( line 3 ) w i t witty witch we ed widow

, , , , , ,

weave watt wad walk wash ( line 4) web waif

, , , , , , ,

wave woke wove wood or wo oed woof wight

, , , , , ,

wide wife ( line 5) wait wet wade or weighed wed

, , , , , ,

wage wedge w ages wedge s wooed wood ( line 6)

, , , , , ,

sweep s wab sweet Swede switch s we a t s w aye d

, , , , , , ,

swage s wish swa s h (1ine 7) aw ak e aw ok e aw ai t away

, , , , , ,

w oe w ay w oo way s woe s w ooe s ( lin e 8) w e or with

, , , , , , ,
112 CO MPLET E S H O RT HAN D CO UR S E

W R I T IN G EX ER C I S E X I

— / Q
’

"
A A - 6 A / e

- X_

Q
O

- A -t _ _ - -a IS
- .

L o
f L
 C O MPL ET E S H O RT HAND CO U R S E 1 13

W R I T IN G EX ER C I S E X I I

- x _ 1 3 .

O .
7

L A N - ( L A W A _ m u fil
n u .
1 14 CO MPL ET E S H O RT HAN D CO U RS E

W R I T IN G EX ER C I S E I X
 AD V AN C E W O R K OF TE N TH NU M B ER

TH E S HUN HOO K

1 26 . Th e
l ast of the fin al hooks is that which rep
resents the syllable s hun or zhu n This is variously .

spelle d ti on si on ci an ci on etc
, , , ,
.

1 2 7 The shun hook is a large fi nal hook writte n

.

upon the circle side of all curved strokes L ine 1 . .

1 28 .The shun hook i s written on either side of

straight strokes s ubj ect h owever to certai n re s tri c
, , ,

tion s : ( a) I f there is a preceding c urve s uch as a ,

curved stroke or curved appendage imm ediately ,

be fore th e straigh t s troke containin g th e shun hook ,

th e hook is placed on th e S ide oppo site th e preceding

curve . L ine 2 ( b ) I f there i s n o preceding curve
.
,

write the shun hoo k on the side opposite the p receding

vowel except on tuh duh chuh and j uh to which
, , , , ,

stroke s th e hook is writte n on th e circle side L i ne 3 . .

(c ) Whe n us e d i n the middle of o utline s it is s o writ

te n tha t the next following strok e m ay b e conveniently
written L ine 4
. .

1 2 9 The iss circle m ay b e written within the shun

.

hook . L ine 5 .

1 3 0 A fter the is s or n -i s s circle the shu n hook i s

.
,

written by continuin g it through the stroke in a way ,

similar to that i n which i ss follows s e s e st and ster , ,

.

Th e vowel which o cc urs b etwee n the i s s and the sh un

is written before th e combi n ation i f a firs t pl ace ,

vowel and after it i f a second pl ace vowel There

, .

i s no provisio n f or a third p lace vowel Line 6 . .

11 6
C O MPL ET E S H O RT HAND C O URS E 117

[
a
K3
v
“
k X _ X

A
°
5

o .
 118 CO MPL ET E S H O RTHAND CO U RS E

P H RA S ING

131 . P hrasin g consis ts i n j oinin g words which are

clos e ly related eith e r logic ally or gram m atic ally
, .

1 3 2 The fi rst word o f a phrase i s writte n i n its

.

regular positio n an d th e following ones com e where

they will L ine s 1 to 3 . .

1 33 I t i s po ssible i n a few instances to s o write

.
, ,

the firs t word th at although it m ay n ot st and j ust ,

where it would if it wer e written alone it still shows ,

its positio n and at th e s am e time perm i ts th e second

, ,

word o f th e phras e to occupy its regul ar position ;

e g
. . i n th ese i n this i n those
, ,
L in e 4 , . .

1 3 4 In phrase s s om e word s are n ot written as

.
,

they are wh e n s tanding alon e ( a) The is represented .

by a ch u h toi d or ru h toi d tick attached to th e preced

in g word L i n e s 5 and 6
.
( b ) A an o r a nd i s rep .
, , ,

resented by a k uh toi d or tuh toi d tick attach ed to either

th e precedin g or following word L ine 7 ( )
c Whe n . .

th e tick for a an or an d is used b efore a following

, ,

word only th e k uh toi d tick m ay be used

,
Line 8 . .

1 3 5 A t t h e b eginni n g o f a phr ase the pro n ou n I

.
,

i s represe nted by the first h al f o f t he regular S ig n as ,

in lin e 9 o r th e s e cond h al f o f th e S ign as in line 1 0

, , .

1 3 6 I t is th e p urpose o f ph ra s i n g to s ave time i n

.

writin g and to b e o f m aterial a s s ista n c e i n readin g

,

th e writte n sh orthand I t s aves ti m e i n wri t ing by

“
.

avoidi n g th e unnecessary li fting o f th e pe n between

words an d by m aking it possibl e to represe nt some
,

word s i n phrase s i n a m uch b rie fer way th an th at i n

which they are regul arly written whe n sta n ding
alone .
120 CO MPL ET E S H O RT HAND CO U RS E

P hrasi n g is o f m aterial assistanc e i n reading

13 7 .

by s ugges t in g a logic al co nnectio n be t ween the words

o f the phrase and by b rin gin g into u se peculi arly
,

distin ctiv e outline s which th e stenogr aph er becomes

,

able to recogniz e quickly and with decision .

1 3 8 I n d eterminin g what w ords to unite i nto a

.

phras e th e fi rs t co n siderati o n i s t o the e ase o f wri t ing

,

t hem toge t h e r an d th e distinctive nes s o f the re sulting

,

outline Th e secon d consideratio n h as to do with the

.

logical c onne ctio n o f th e words s o j oined it bein g a ,

principl e th at word s m u st n o t b e j oi ned u nl es s there

i s a logic al o r gram m atic al co nnectio n betwee n them .

W R I T IN G EX ER C I S E XV
1 11
this an d al l followin g e Xe rci s e s words which ,

are j oi n e d by th e hyph en S h ould b e writte n as phrases .

1 S e t your affectio n u po n things above th e e arth

. .

2 A mbitio n is as hollo w as the soul o f an echo

.
- -
.

3 E ach physici an think s his pill s th e be st

. 4 B yron . .

spoke of R om e as the N iob e o f n a t ion s

- 5 A bsenc e . .

o f occup atio n i s u n rest 6 G overn yo ur p as sions or

. .

your p assion s will govern you 7 A m an o f resolu . .

’
tio n c an d o al mo s t any task 8 O n lif e s vast ocean . .
,

p assio n is th e g ale 9 Me n o f t e n j udge a n O pinio n

"
- .
.

b y th e reputatio n o f h im w h o gave i t
- 1 0 N o m an . .

c an gues s wh at h e m ay d o i n a p assion 1 1 Solid -

. .

m en o f B o ston m ak e n o lon g or at io n s 1 2 S uch

“
.
,

seemin g love is a w e ak i nventio n o f t h e e nemy

- -
.

1 3 I-took i t for a fairy vision

.
- 14 I will do my . .
- -

best h as w o n m any a vic t ory 1 5 To t he p ure all

- . .
-

things are p ure 1 6 Y o u-wi ll see k powe r i n v ain by

. .

irre solutio n and i n action .

 CO MPLET E S H O RT HAND C O U RS E 121

TE S T QU ES TI O NS

1 What two fi n al hook s are writte n on the s am e

.

side of c urved strokes ? H ow are they distinguished ?

2 Wh at two final hook s m ay be written o n th e
.

circle side o f straight stroke s ? H ow are they d i s

tin g u i s h e d
3 What fi n al append age m ay follow th e i s s circle ?
.

I s this th e fi rs t in s t ance amo n g th e fi n al appe ndage

o f th e is s circle yielding i ts pl ace ?

4 I f p uh o r k uh h as an i niti al circle and also a

.

shu n hook on which side o f the stroke should the

,

hook b e writte n ?
5 I f tuh or duh h as an initial circle an d also a
.

shun h ook on which side should th e hook be written ?

,

6 Write the phr a se if y ou wi l l be as rapidly as

.
- - -

p ossibl e for sixty seconds and the n write th e same

,

words without j oin i n g them for another sixty s e c

,

ouds H o w m any words i n th e first wri t ing an d how

.
,

m any i n th e second ?
7 Wh at differe nce do y o u fi n d betwee n the place
.

o f writing th e tick f or the an d the place for t he tick

,

for a , an , o r an d ?

8Which h alf of th e S ign for I will likely be m ore

.

frequently employed Why ?

9 Why should phrasin g b e used ?
.

1 0 I s there any similari t y in the writte n phrase

.

an d the spoke n word s which co ns t itute such phrase ?

1 1 H ow m any tim es h ave you re ad p ag e 1 1 7 ?
.

1 2 H ow m any time s h ave you read p ag e 1 1 9 ?

.

1 3 H ow m any times h av e y o u writte n Exercise

.

XV ?
122 CO MPLET E S H O RT HAND CO U RS E

MAI L TO TH E SC HO O L

( )
a You r a n swers to th e t e st qu e stio n s
( )
b A l o n gh a n d transcript o f p a ge 1,
1 7 numberi ng
th e li n e s i n th e u su al w ay ;
( )
c A l ongh an d tran scrip t o f p age 1,
1 9 n umbering
th e l in e s in th e us ual w ay
( )
d Your ques t ion s o r com m e n ts upo n this l e sso n

( )
e N ot le s s th a n s e v e n C opi e s
,
i n shor t ha n,
d of
Writing E xercis e XV
f
( ) N ot les s th a n thre e copies ,
in shor t h and
,
o f
Wri t ing E xercis e XV i n which the v owel s are
omitted
( g) Two shorth an d copi e s o f Writing Exercis e
XII I
( 11) Two shorthand copie s of Writing E xercis e
X IV .
 24 C O MPLET E S H O RT HAN D C O U RS E

b e m isle a d ing While it i s true th at th e e n stroke

.
-

s ugge sts th e possibility of a fi nal vowel th e res ultant ,

reading woul d b e sunn y or s enn a a s well as s un and ,

in any c as e the context woul d clearly sh ow whether a

final vowel i s to be supplied or not .

8 The l ast syllable of p e nu r y c an n ot b e written

.

with downward ar bec au se of the prese nce of the fi nal

vowel R uh c an n ot b e u sed after the n hook o n puh
.
-

because it would ch an ge the hook into a circle The .

correct w ay to write p e nu r y will be give n later .

9 B ees beans and beev es are all written in first

.
, ,

positio n and with the sam e vowel I n bees th e circle .

,

is upon th e circle side ; i n be ans th e circle i s upon ,

the side opposite th e circl e side ; and in beeves the ,

circl e i s withi n th e s m all v hook -

.

1 0 Shorthan d i s such a highly abbreviated style

.

of writing th at o f t e n a very sligh t ch ange m akes a

m aterial diff erenc e in th e word which a given outline

represe nts .

A TRA N S C R I PT OF TH E S H O RT H A N D ON PA G E 1 03
( L ine 1 ) fi nethine assign sh own o r sh on e lane
, , , , ,

m ain urn or e arn m oon no on n oun ( line 2) be an

, , , , , ,
‘

dean chin ten de n hen rain or r e ign tune ran

, , , , , , , ,

gown ( line 3 ) fi n fin n y pen penny bone b un ny

, , , , , , ,

Jane Jenny fan F anny ( lin e 4) fi nes shines lines

, , , , , , ,

fen s or fence thence im mense feigns l anes l ance

, , , , , ,

N an s ( line 5) pin s bean s coins tones dunce or

’
, , , , ,

dun s chains rain s or reigns towns coons cans ( line

, , , , , ,

6 ) dances bounces ch ances danced pounce d dis

, , , , ,

t an c e d enh ance d punster spinster spinsters

, ( line,7) , , ,

e vinces evi nced f e nce s fenced m on ster m inister

, , , , , ,
 CO MPLET E S H O RT HAND C O UR S E 1 25

essences silenced minces minced 1 I t is a long l an e

, , ,
. .

which has n o tur n 2 H e wh o feeds the he n ough t to . .

h ave th e egg 3 I t is e asy to op en a shop but less. .

easy to k eep i t open 4 I f we p ay for th e m usic we . .

will j oi n i n th e d ance 5 A sudden de ath is th e best . . .

6 L e ave well e nough alo ne

. 7 G ain at the expense . .

o f heal t h i s b ut a loss at l ast 8 N o o n e k nows . .

where th e shoe pinches s o well as h e w h o wears it .

A TRA N S C R I PT OF TH E S H O RT H A N D ON PA G E 1 0 5
n e 1 chi e f dive beef
( L i ) c ave c ove rave tough , , , , , , ,

raff c alf r e bu ff ( line 2) b uff b evy ch a ff ch affy

, , , , , , ,

covey D u ffy ta ffy review terrify d e fy (li n e 3 )

, , , , , ,

dives achieves skiffs he ave s p av es r aves t ariffs

, , , , , , ,

r affs cu ff s c ave s ( line 4) pinch finish sponge mil

, , , , , ,

liner lo n ely p overty devote s ervile c over diver

, , , , , , ,

( line 5) upon p unish e d me nt bee n denomi

,
n ate d tion - -
, ,
- -
,

done religio n ge ner al l y im agine d atio n against

, ,
-
,
- -
, ,

c an ( line 6) go ne or begin again or begun began

, , , ,

wi thin the n or th an m en m an opinion alon e ou r

, , , , , ,

ow n
( line
,
7 ) hopeful above whatever out o f divine , , , , ,

differ e d ent adv ance whichever gave 1 Th e eye s

"
- -
, , , . .

serve for e ars to th e de af 2 First d e serve the n . .

,

desire 3 Where the river i s deepest it make s le ast

. .

nois e 4 H ail to th e chief

. . 5 H e who thinks his .

busi n es s below him will always be above his b usine ss .

6 A m an d ances all th e s am e though he m ay dance

.

ag ainst h i s will 7 D o as m ost m en do and m e n wi ll . .

speak well o f thee 8 H e aven would o ften be unj ust . .

if it g ave an swer to all ou r suits 9 D i ff erent sore s . .

m ust h ave differe nt s alves 1 0 P u n ishm ent comes . .

slowly but it co me s .
 CO MPL ET E S H O RT HAN D CO U RS E

W R I T ING EX ER C I S E X II I

X
. _ J4
128 CO MPL ET E S H O RT HA ND CO U RS E

W R I T IN G EX ER C I S E X I

L f
K If
0
C h a n —
L
A

0
y
O
.

m 1

. m
 C O MPL ET E S H O RT HAND C O U RS E 129

W R I T IN G EX ER C I S E X I I

- x -I
3 .

L - A m L 7 A
V

(
m
v

A _ _ k - u n z - m -_ E1
-

-
f
_ - x_-18 . 3_ 4 -_ o - x_
 AD V ANC E WO R K O F E LE VE N TH NU M B ER

THE L- H O O K
13 9 A s m all initial hook on th e circl e side o f all
.

d esce ndin g an d h orizo ntal s traight con son ants re p re

sent s th e s oun d o f Z Thi s i s u nlike oth er initial
.

tpp e n d a e s i n thi s respect : The soun d repre sented

g
by th e hook follows th e s oun d of th e conson ant to
which it i s attached i nstead of preceding i t as i n the
,

c ase o f the oth e r initial appen dages .

1 40 Th e co m bi natio n s thu s form ed are double

.

conson ant s and m u st always be s o con sidered Thu s

,
.
,

th e h ook with th e v ario us co n so n ants i s pronounced

p e,l b el tel
,
etc ,
a nd n o t
.
p u
,
h e l bu b d tu h e l e t c -
,
-
,
-
,
.

1 41 Vo w e ls are r e ad b e fore o r a f t e r th e double

.

con son an t according as th e y are writte n be fore or

after . S e e lin e s 1 and 2 .

142 Th e l h ook i s al so regularly writte n on th e

.
-

curved s trok es f uh v u h thu b t h ah a n d shuh

, , , ,
.

W hen th e l ho o k i s attach ed to shuh th e strok e mu st

-
,

b e writte n u p ward an d th e re m ust al ways b e ano t h er

conson ant stroke in the outlin e S e e li n e 3 . .

1 43 Th e doub le c on sonan t m ay follow ano th er

.

con s o nant See line 5

.
.

1 44 I n s om e c as e s wh ere t h e double con s o n an t

.

follows another c on so na n t it is impos sible to m ak e ,

a perfect h ook S ee line 6

. .

1 45 The circl e i ss m ay b e written wi t hin the

.

hook . S e e line 7 .
132 CO MPLET E S H O RT H AND C O U RS E

I RR EG U L AR L-H O O K
1 46 Th e l hook upon th e con son ants ruh em e n
.
-
, , ,

and ung is m ade large so th at it m ay n o t conflict with

the sm all hook u p on ruh e m an d e n which repre sents ,

the sou n d of w ( See p aragraph . The first thre e

are pronounced rel m el and nel ,
.

147 These irregular doub le c on so nants are vocal

.

i z e d i n the s ame w ay as those which are regular See .

lines 1 an d 2 .

1 48 The combinatio n u ng l hook i s u sed to rep

.
- -

resent the fin al syllables t ng l y as in e xcee di ng l y app eal

’

-
, ,

i ngl y gl owi ng l y e tc
,
and i s called i ngl y
,
S e e line 3
.
, . .

1 49 The double conson an t sh oul d b e used ( a)

.

when th ere is n o vowel s ou nd b etwee n the stroke a nd

its hook ; ( b ) wh e n the vowel soun d between th e
stroke and its hook i s a S hort or u n accented long
vowel ; ( c) and rarely whe n th e i ntervening vowel is
a lo n g accented vowel as i n p ol e which i f written , , ,

p uh luh woul d sugges t th e word p ol o

-
, .

D o uble C onson ant Word Signs ( L in e 4) p eople .

,

belong o r belonged b elie f o r b e lieve u nt i l till or , , ,

tell deliver e d y children angel c all d i ffic ul t y

,
- -
, , , ,
-
,

glory ( line 5) follo w e d ful l y v al ue d with al re al

,
-
,
-
,
-
, , ,

r ail rule million o nly unles s

, , , ,
.

W R I T IN G EX ER C I S E XV I
1 . lik e angels bu t live like m en
Th e y tal k 2 The . .

appl au se o f t h e p e opl e is a bl as t o f air 3 A bl ack

- -
. .

plum i s as swee t as a whit e 4 The u sual form s of - . .

civility oblige n o m an 5 Th e clock goe s as it . .

ple ase s the clerk - 6 T alk of th e d evil and you h ear

. .
- -
 CO MPLET E S H O RTH A ND CO U RS E 13 3

k C
- “ t k
n - - Z
< - _
U
/

V /L
“ A
v

v o
H L
f I A
f
13 4 CO MPLET E S H O RT HAND C O U RS E

fl
his bones rattle 7 E vil fal l on hi m who goe s to
. .

seek it 8 O f two evil s choose th e le ast 9 F alse

. .
-
. .

in one thing false in all ,

1 0 Wh o e e s the bee s run s . .
-

i nto the j aws of th e lion

- 1 1 They are as welcome
-
. .

as flowers in M ay 1 2 Full m any a flower is b orn to

. .
-

blush u nseen 13 V Vh e re th e wasp ha s p assed the

. .
- -

fly sticks fast 1 4 H asty glory goes o u t with a snuff

. .
-
.

1 6 I dleness
’
1 5 A n i d le m an i s th e devil s b olster
.
-
. .

i s a house ou t of which all sin s com e

- - 1 7 I t s ign i . .

fies nothing to pl ay well i f-you lose 1 8 Th e people . .

arose as on e m an 1 9 I m ay tell al l my bones . . .

W R I T IN G EX ER C I S E XVI I
1 . O n h i s own
s addle o ne ride s -the s afe st 2 I dl e . .

ne ss is t h e root of all evil 3 M an is a n oble anim al

- . .
-
.

4 A m an m ust plo w with such oxe n a s h e h ath

. .

5 A bu sh el o f M arch du st o n the le aves i s worth a

.
- -

king s r ansom 6 M an is an anim al wh o cooks his

’
-
. .

victuals 7 M e n like cattl e follow him wh o leads

. .
, ,
.

8 The best things are the m ost difficult

. 9 The - . .

desire o f glory cli n gs eve n to the best m en 10 A l l -

. .

sh all b e done by the rule

- 1 1 H e resolves to ruin or
-
. .

to rule the state-

1 2 This is a n atio n which has mil
. .
-

lion s for defence 1 3 W e -h av e b ut s mall choice with

. .

o nly rotte n apples b efore us 14 It-is a tim e wh en . .

-

all goes m erry as a m arri age bell 1 5 I f reasons

-
. .

were as plen tiful a s b l ackberries I would give no

" "
m an a reaso n
- 1 6 H un g b e -the he avens with black
. . .

1 7 H e mingles a feast o f reaso n and -a flo w of soul

.
- .

1 8 G o where glory waits thee

. 1 9 Wh at -a piec e of . .

wor k is -a m an h ow noble i n reas on

136 CO MPL ET E S H O RT HAN D CO U RS E

14 . H ow m any times h ave yo u written Exercise

XV I I ?
M AI L TO THE SC HO O L

( )
a Your answers t o the tes t que stions
o f p age 1 3 1 n umberin g
( )
b A longhand transcrip t ,

the line s i n th e u sual w ay ;

( )
0 A l ongh an d transcript o f page 1 3 3 numbering
,

the line s i n the usual w ay ;

( )
d Your que stio n s upon any part o f this l e sso n ,

or a statem ent as yo u understan d it co ncerning any

, ,

p art o f the l esso n wh ich is not j ust clear ;

( )
e N o t less th an s i x copies i
,
n shorthand ,
o f
Writing E xercise XV I
()
f N o t l ess th a n four copies i n
,
shorthand ,
o f
Writin g Exercise XV I in which the vowel s are
o mitted ;
( )
g N ot les s th an s i x copies i
,
n shorth and ,
of

Writin g E xercis e XVII ;

( )
h N ot les s th an four copies i n
,
shorth and o
,
f
Writing E xercise XV I I i n which the vowels are
o mitted ;
(i) Two shorthand copies o f Writing Exercise XV .
 TW ELF TH NUMB ER

A NS WE R S TO TES T QU E S TI O NS IN T EN T H
NU M B ER

1 . The n an d shun -hooks are both final hooks a nd

are writte n upo n the sam e S ide o f curved strokes The .

first is a sm all hook and the second a l arge o ne .

2 The f or v ho o k and th e sh un -hook m ay both

.
-

be writte n on th e circle side of straight strokes .

The f o r v hook is the sm all o n e and the sh un

-

hook is l arge .

3 .The shu n -hook sometime s follows the iss circle - .

This i s the first instance amon g the fi nal appe ndages

o f the is s circle p ermittin g a
- nything to follow it .

4 I f puh or k uh h as an initial circle and also a

.

sh un h ook th e shu n hook should b e written o n t he

-
,
-

side opposite the preceding curve .

5 I f tuh or d uh h as an initial circle and a l so a

.

sh un hook the sh un ho ok S h ould be written o n the

-
,
-

S ide opposite th e preceding cur v e The exceptio n to .

the rule which c all s for the shu n hook upon the side
-

opposite th e accen ted vowel d o e s n ot apply to tuh and

duh whe n either of these strokes i s preceded by a curve .

1 37
138 C O MPL ET E S H O RT HAN D CO U R S E

6 . I n wr i ting th e words if y ou wil l be as a phrase

,
.
,

and as sep arate o utlines it will be found th at prob ably

,

on e fourth m ore w
- ords c an b e writte n when the words
are phrased than when written sep arately Thus if .
,

forty words are written as separate words fi fty could ,

be written if th e words were phr ased .

7 The tick f or the m ay b e attached to the pre ced

.

ing word o nly while the tick s for a an or and m ay be

, ,

attached to the following word as well as to the pre

ceding on e .

8 The ascending strok e for I will prob ably be

.

used more fre quently th an the descending one for the ,

reaso n that th e m aj ority of strokes to which th e I-tick

m ay b e attached are descending o ne s D escending .

stroke s require the asce nding tick and ascending ,

stroke s require the desce nding tick .

9 P hrasing should b e employed i n order to s ave

.

tim e in writing and als o to assist in re ading th e

,

writte n shorth and .

10 S o far as pos sible the words which form the

.

gramm atical phrase are phras ed in th e writte n S hort

h and While i t is impossible in m any cases to unite
.
, ,

in a shorth and phrase all words whic h are logic ally

or gram m atic ally connected yet shorthand o utlines ,

should not be s o phrased u nles s such logic al or gram

m ati cal connection exists amo ng the words s o j oined .

A TR AN S C R I PT OF P AG E 1 1 7

( L ine 1 ) mission vision m otion notio n ,

n ation , , , ,

evasion session fashion solu tion allusion ( lin e 2)

, , , , ,

fictio n loc atio n s election a ffec tion vac ation sectio n

, , , , , ,
 MPLET E S H O RT HAND U RS E
’

1 40 CO CO

we think we th ank ( line 5) take th e m ake th e p ay

, , , ,

the s ave t he p ass the oppose th e see the n am e the

, , , , , ,

se arch t he run the ( line 6 ) think the for the h ave

, , , ,

the in the know the give the are the do the was
, , , , , ,

the m ay th e ( line 7) take a m ake a save a s e e a

, , , , , ,

run a give a go a for a h ave a i n a ( line 8) and it

, , , , , , ,

and do and which and for and have and t hese an d

, , , , ,

this and those an advantage a toy and they ( line

, , , , ,

9 ) I will I wil l d o I will thi nk I wil l h ave I will

, , , ,

ask I am I am sorry I am always I m ust ( line 1 0)

, , , , ,

I think I think s o I think we h ave I have I h ave no

, , , , ,

I h ave none I have take n I sh all I sh all do I sh all

, , , ,

ay ( line 1 1 ) o f the all the to the on the sho uld th e

, , , , , ,

or the or a b ut t h e but a wi th th e with a wh at the

, , , , , , ,

wh at a is the i s a has the h as a ( L ine 1 2) Yo u

, , , ,
.

will be rich i f yo u will s ave but a te nth of all you e arn .

( L ine 1 3 ) Firs t kno w wh en yo u are right and th en go

ahead I f you are willing to ( line 14) work ste ad fa stly
.

for six d ays yo u sh o uld be given o n e d ay fo r res t

, .

R EVI EW
For t he successful study of ste nography wi t h th e ,

m aj ority o f stude nts frequent reviews are nec ess ary , .

Whe never t he pupil begins to h ave con fused ideas o f

th e pri nciple s which h ave bee n given h e will fi nd i t ,

gre atly to his advantage to take a thorough review .

In t he reading exercises if o utline s are found which

c an n ot be quickly read or which s eem to i nvolve n e w ,

pri nciples the n the advance work should b e discon

,

tinn ed u ntil th e difficulties encountered are cleared

away To be reliably thoro ugh must be the first aim
.

of the stude nt o f stenograp h y .

 CO MPL ET E S H O RT HAND CO U RS E 1 41

W R I T IN G EX ER C I S E XV
I - C . X
.

_
K

-
v
—
Q —5 ( 1x

X
_ _
M

U
_ XJ S
- .
X
- _
C O MPL ET E S H O RT HAND C O U R S E

W R I T IN G EX ER C I S E X I I I
 AD V AN C E W O R K OF T WE LF T H NU MB ER

TH E R- HOO K

1 50 A small initial hook on the side oppo site th e

.

circle side of all descendi n g an d horizo n t al straigh t

stroke s represents th e s ound o f r Thi s hook i s lik e .

th e i nitial l hook i n that th e so u n d it repre sents follows

-

th at o f the c on sonant to which it is att ached .

1 51 The combin a t ion s thus formed are double

.

conson a n ts as i n th e l hook serie s an d are pro

,
-
,

n ou n ce d per b e r te r etc ,
and n ot puh ar b uh -ar etc
, ,
.
,
-
, ,
.

1 52 The doub l e co n so n an ts of th e r hook s erie s

.
-

are voc alized i n th e s am e way that t he double c onso

n ants o f th e l hook serie s are vo caliz ed -
( P aragraph .

S ee li n e s 1 an d 2 .

1 53 The r hook i s also wri t te n o n the cur ved con

.
-

son an t s f u b v u h th u h th uh shuh and zh u h Whe n

, , , , , .

attach e d to f u b v u h thub and th ub the conson an t s

, , , ,

are reversed so th at f u h and v u h with the r-hook are

,

like th e strokes ar and w a h with an i n itial hook an d ,

th ub an d th u h with the r hook are like s u h and z uh -

wi t h an initi al hook S ee line 3 f ry f ree ofier etc

.
, , , ,
.

N O TE —If pe l b e l te l e tc are re v e s e d t urn i n g th e m h alf

, , ,
.
, r ,

a o u n d u p o n an ob l i q u e or v e rti c al ax i s th e re s u l ti n g c h arac t e s
r ,
r
,

g i v e th e sam e c o n so nan t s wi th t h e r h oo k att ac h e d Li k e w i se i f -

.
,

fel , e l t h e ] an d fhe l a e s imi l arl y t ur n e d h alf aro u n d th e do u b l e

v , , r ,

co n so n an t s f e r e r th e r an d th e r are f orm e d
, v , , .

1 54
Sher an d zh er are regularly wri t t e n wi t h a
.

sm all initi al h ook an d sh e r will not c onflict wi t h s h e l

,

for th e re aso n th at sh e l i s alw ays written upward .

144
CO MPL ET E S H O RT HAND CO UR S E 1 45
1 46 CO MPLET E S H O RT HAN D CO U RS E

I RR EG U L A R R H O O K -

1 55 The r h ook upon luh i s m ad e l arge to distin

.
-

guish it fro m th e w h ook The double c on so n an t th us - .

form ed is pro n ounc e d l e r o r lur S e e lin e 1 . .

156 The r hook i s also writ t en upo n e m an d en

.
-
,

and is repr e s e n t e d by a s m al l h ook ; wh e n th e r-hook

is attached to thes e stroke s they are sh aded s o th at
t h e y m ay not c o n flict w i t h the s am e stroke s with the
w e h hook u po n th em
- See lin e 2 . .

1 57 Th e circl e iss m ay b e writte n with in the

.

r-hook upon the c urv e d strokes S e e lin e 3 . .

1 58 The h eh tick m ay b e writte n be fore any

.
-
‘

double cons o n an t to which it will j oin with an acute

angle See line 4
. .

Word signs r h ook s eries ( line 5) appear principal

,
-
,

or principl e practice p e rfect lib e rty rem ember

, , , , ,

number o r broth er truth true ( lin e 6 ) doctor dear , , ,

d uri n g doc t rin e l arg e r C hristi a n ity c are c are ful l y

, , ,
-
, ,
-

degree ; ( line 7 ) fro m over very o r e very author , , , ,

three through either their o r there o th e r sure l y ;

, , , , ,
-

( line 8 ) ple a sure m easure M r or rem ark e d able , ,

.
- -

ably m ore humor n ear or n or m a n ner o wn er never

, , , , , , .

W R I T IN G EX ER C I S E X V I I I
1 . A n g e l s h e ar-th e h u m b l e s t h u m an
A sser cry . 2 .

tio n i s n o proof 3 H e is a s orry b arbe r w h o h as . .

- -

but one comb 4 A begg ar n owh ere suffe rs from . .

famine 5 It is an ill b at tl e w h e re t he devil c arrie s

. .
- - -

th e colors 6 The b arber le arn s to sh ave o u t he

. .
-

’
orph an s fac e 7 S m all i nvi t a t ion s will serve a beg
. .

gar 8 I n civil broils the worst o f me n m ay rise to

. .

honor 9 Every o n e thinks his ow n cro ss the

. .
-
1 48 CO MPL ET E S H O RT HAN D CO U RS E

he aviest 10 C urse s are like chicken s ; they usually

. .

com e hom e to roo st 1 1 A new broom sweeps clean . . .

1 2 A s m e n w e are al l equal i n th e pres e nce o f de ath

.
,
-
.

13 P atience i s a r e m edy for every sorrow

. 14 Y o u-
. .

sho uld h amm e r your iron whe n i t-i s glowing hot .

1 5 There ar e som e rem edies worse than -the dise ase

.
-
.

16 I n stenography practice i s the best teach e r

. 17 - . .

E very day should b e passed as i f it were to be our l ast - .

18 H e w h o h as plenty o f pepper will pepper h i s

.

c abbage 1 9 E very on e is the s on of-his own works

. .
- .

W R I T IN G EX ER C I S E X I X
1
N o m an k n ows wh at he c an do till h e tries
. .

2. E verythin g is worth wh at its purch aser will pay

f or it 3 U nles s you preserve degree the first place
. .
,

i s s afe for no on e 4 Th e best plan is as -the com mo n . .

,

proverb h as i t to learn b y the folly of others 5 V ain,

- - . .

hopes are ofte n like the dream s of those wh o wake - - .

6 Thos e wh o wish to appe ar wise am on g fool s

.
,

amo ng the wise see m foolish-

7 P ersevera n c e i s . .

m ore pr e vailing th an viol e nce 8 IV e l e arn from the . .

-

proverb th e b e st things are -th e m ost d ifficult 9 It

,
. .

is a wis e s ayin g drive ou your own tr ack

-
1 0 Shall
,
-
. .

w e m e asure r e aso n by siz e or h eight or by pri n cipl e ? ,

11 D ifficultie s sho w wh at me n are 1 2 A ppe ar to

kn ow only this—n ever to fail nor f all
. . .

13 L ib e rty . .

com e s wi t h C hristia n ity 1 4 Th e genuine ess e nce O f . .

truth n e ver dies 1 5 Tru t h trav e ls dow n from th e. .

-

h eigh ts o f philo s ophy to the hu mblest w alks o f life - .

16 The promis e s o f auth ors are like the vows o f

.
-

lovers 17 P le a s ure s m ay perf e ct us as truly as

. .

prayer .
 CO MPLET E S H O RT HAND CO U RS E 1 49

TE S T QU E S TI O N S

1 The r hook i s writ t e n upo n th e same S ide of

.
-

straight stroke s as wh at sm al l fi n al hook ?

2 Wh at i s a double con son ant ?
.

3 N am e the curve strokes to which the r hook i s

.
-

attached .

4 N ame the stroke s to which the r-hook is not

.

attached .

5 N am e th e stroke s to which the r-hook m ay and

.

th e l -hook m ay n o t b e attached .

6 Nam e th e stroke s to which th e l hook m ay and

.
-

the r hook m ay not b e attached

-
.

7 Wh at two c urve d strok e s admit o f a gre ater

.

n umber o f h ook s b ei n g attached to them than an y

other curved stroke s ?
8 What are the word sign s f or l arge l arger and
.
, ,

l argest ?
9 P lace the fi rst fi n ger of each h a nd in a vertical
.

p ositio n before y ou Crook the fi ngers at the firs t an d

.

s econd j oints i n such a way as to represen t i nitial

hook s upo n th e stroke t uh U p on wh ich h and do yhu

.
i

find a repre sent atio n o f th e r -hoo k an d upo n which

hand d o yo u fi n d a representatio n of th e l hook ? -

Wh at d o yo u ob serve about this th at would always

en abl e y ou to know which i s the r hook an d which _
-

the l hook i f y ou S h oul d b ecome confused as to which

-
,

side e ach hook is writte n upon ?

10 D o you fi nd inconsistencie s i n sh orth and ? I f
.

so,
n am e s om e H av e y ou ob served th a t childre n
.

find inconsisten cie s i n lear ni n g t heir m other tongue ?

I llustrate .
1 50 CO MPL ET E S H O RT HAND CO U RS E

11 . H ow m any tim es h ave you re ad p age 1 45?

12 . H ow m an y tim e s h ave yo u read p age 147 ?
13 . H o w m any times h av e y ou w rit t e n Exercise
X VI I I ?
1 4 H ow m any tim e s have y ou writte n Exercise
.

XIX ?
M A I L TO T H E S C H O O L
( )
a Your an swers t o th e test que stions ;
( )
b A lo n gh and tran script o f page 1 4 5
,
n umbering
th e line s i n th e u sual w ay ;
( )
c A l ongh an d tran script o f p age 1 4 7
,
numbering
th e lines in the usual w ay ;
( )
d Yo ur questions upon an y p art of this le sson ,

o r a statem e nt as y o u understand it co ncerning any

, ,

part of th e lesso n which is n ot j ust clear ;

(e ) N ot les s th an s ix C opie s in shorth and of
, ,

Writing E xercise XVI II ;

of
( )
f N o t les s t h a n four C opies ,
in shorth and
,

Writing E xercise X VI I I I n which th e vowel s are

,

o mitted ;
,
(g ) N o t less th an S i x copie ,
s i n sh orth and
,
of

Writin g Exercise X IX ;
( )
h N ot l ess th an four copies ,
i n shorth and
,
of
Writi n g Exercise X I X in which the vowels are
,

om itted ;
i
() Two shorth and copies of Writing E xercise
XVI ;
j
( ) T w o shorth and c opie s o f Writing E xercise
XVI I .
1 52 CO MPLET E S H O RT HAND C O U RS E

trate the u s e of the doub le co nson an t wh en there is a

vowel s ou nd betwee n i ts stroke and i ts hook .

fl
8 T he following word s which occur in lines 4
.
,

and 5 o n p age 1 3 3 are n ot i n th e p osition c alled for ,

by the rule s of positio n wri t ing : p eople till de , ,

liver e d y children d i i cu l t y
- -
, ,
- .

9 Th e followin g words which occur i n lines 4

.
,

and 5 on p age 1 3 3 h ave n ot all th e con son ant sounds ,

represented in their respective word sign s : people ,

b elong u ntil deliver -e d -y children angel diffi cult -y

, , , , , ,

glory with al million

, , .

10 To m em oriz e word sign s o ff ers b ut little

.
-

trouble to m any and is a trying task to others I t is .

well to prep are an alph ab etical list of al l word -sign s

an d then re ad th em over several times each d ay A n .

excellent p lan is to h ave som e on e re ad to y ou from a

longh and list which yo u h ave pre viously prepared , ,

an d write the signs as yo u he ar the words sp oke n .

A TRA N S C R I PT O F PA G E 1 3 1

flfl
( L ine 1 ) ply plea glee play blo w clay glow , , , , , , ,

plow clue glue ( line 2) e agle idle or idol apply

, , , , , ,

fl
opal able ably ogle addl e apple oblige ( line 3 )
, , , , , , ,

fle e fly aw flock ay flow fl ew shelf shellback

, , , , , , , , ,

shellac ( lin e 4) evil awful awfully awfulness

, , , , ,

evilnes s Eiffel oval E th el afflict af uence ( line 5)

, , , , , ,

fickle gi ggle o fficial initial pliable p e bble local

, , , , , , ,

table special chattel ( lin e 6 ) n ovel ripple feeble

, , , , , ,

fl
ruffle recl aim nobl e
,
couple i mplore battle, , , , ,

cavalry ( line 7) sickle civil cycle feasible s able

, , , , , ,

disclaim displease s addl e s atchel classical ( Line 8)

, , , , .

Af i cti on s are the b es t blessings in disguise The .

 CO MPL ET E S H O RT HAND CO U R S E 1 53

anvil fears no blows ( L ine 9 ) N othing b ut a b attle . .

lo st can b e so mel ancholy as a b attle w on ( L ine 1 0) .

Where you lost yo ur clo ak seek it C ivili t y costs , .

nothin g ( L ine 1 1 ) C ast a bone i n th e devil s teeth

.
’

an d it will s ave you ( L i e E agl s fly alone but

n 1 2 ) e .

sheep flock together Th e fiddle m ake s th e feast . .

( L ine 1 3 ) Evil com e s upon u s all at o nce like sticks

upo n a dog ( L ine 1 4) B l am e is the lazy m an s
.
’

wages I dlenes s has poverty f or wages

. .

A T RA N S C R I PT o f PA G E 1 3 3
( L ine 1 ) fi nal pen al tunnel p an el ,
c an al ch an , , , ,

nel spin al sign al ( line 2) fl an n el n ominal spiral

, , , , , ,

rural m ural animal family c am el ( lin e 3 ) exceed

, , , , ,

i n g l y appe alingly glowingly bloomingly obligingly

, , , , ,

al armingly affectingly relishingly ( lin e 4) people

, , , ,

belong -e d belie f or believe until till o r tell d eliver

, , , ,

cd -y ,
children angel call d i ffi c u l t y glory ( line 5)
, , ,
-
, ,

follow e d full y v al ue d with al real l y r ail rule

-
,
-
,
-
, ,
-
, , ,

million o nly u nless ( L ine 6 ) P hilosophy will clip

, , .

an angel s wings H e pl ays bes t wh o win s ( L in e 7)

’
. .

S udden glory soon goe s ou t A ppl ause i s th e root of .

abuse ( L ine 8) M o s t people j udge m e n only by

.

success E ven t he devil h as righ t s ( L in e 9 ) B elieve

. .

n o m an i n his ow n c ause I dle dogs worry sheep . .

( L ine 1 0 ) L O i n glory s lap they ,

li e I dle folk s lack ’

no excuses ( L ine 1 1 ) E vil to him wh o evil thinks

. .

E vil i s soo n believed ( L ine 1 2 ) The devil hath .

power to assum e a ple asing S hape ( L in e 1 3 ) C hildre n .

te l l i n the high way wh at they h ear by th e fireside .

L i ne 14 A b ag full o f flour and a purse full of

( )
money are th e best relations .
1 54 C O MPL ETE S H O RTH AND C O U RS E

W R I T IN G EX ER C I S E X V I
—
(L L K
f KK K

k
_ _ - O
.

fi li n s

Q
1 56 C O MPL ET E S H O RT HAN D C O U R S E

W R I T IN G EX ER C I S E XV

I .

O
K
 CO MPL ET E S H O RT HAND CO U RS E 1 57

W RI T ING EX ER C I S E XV W I T H O U T V O W E L S
,

A gu s x
V A

x
h - __ n u n
ADVANC E WO R K OF TH IR TE EN TH NU MB ER

TRI PL E C O NS O NANTS
1 59 .B y th e addition of th e circle is s to the
double c on so nants a s erie s o f triple conson ants is
formed . B y a tripl e conson an t is m eant the occur
rence o f three con son ant sou nds in t h e sam e syll able
without any intervening v owel .

1 60 To form th e triple c on son ants o f th e l -hook

.

s eri e s and of the r hook serie s on the curved strokes

-
,

the circle is writte n within the hook S ee line 1 . .

1 6 1 To form the triple c on sonants of th e r hook

.
-

serie s upon t h e straight stroke s the r-hook is ch anged ,

into a circle and th us repres ents b oth th e ho ok and

th e circle ( C om pare p aragraph
. I f th ere i s a pre
ceding stroke the circle is th e n pl aced within the h ook ,

th e s ame as in th e l hook series- Se e line s 2 an d 3 . .

1 6 2 I n addition to their u se as real triple co n

.

son ants th ese ch aracters are used to represent words

i n which o wi r a c ombination o f the circle iss s om e ,

vow e l and a doubl e conson ant ( See p aragraph s 1 45 .

and 1 57 )
1 63 I t frequently b ecom es n ece ssary to flatten
.

th e circle to indicate t h e hook S ee lin e 4. .

1 64 A fter duh th e tripl e c onson ants s k r s g r s fr

.
, , , ,

and svr are more c onve nien t ly wri t ten a s in lin e 5 .

1 6 5 The s tu h loop m ay b e w ritten on th e side

.

opposite t he circle side o f s t r aight stroke s to represent

s t and th e r ho ok - See lin e 6
. .

1 58
160 CO MPL ET E S H O RT HAND C O U RS E

TH E L AR G E W HOOK '

1 66 A l arge initial hook written on th e circle

.

side o f tuh d uh kuh and guh form s the double

, , , ,

consonants twu h d w uh k w uh and gw ah , ,

.

1 6 7 Thes e double c onso nants are v ocalized as th e

.

s mall hook double conson ants are

-
,
Se e line 1 . .

1 68 While th e se large hook double co nsonants

.
-
,

are usually fo und at the beginnin g o f words they

m ay b e used af t er other conson ants if the re sulting
ou t lin e s c an b e c onveniently writte n See line 2 . .

1 6 9 The circle i ss m ay precede the large w hook

.
-

by wri t in g it wi t hin the hook Se e line 3 . .

Word sig ns i n line 4 : describe description

-
, ,

descrip t ive s urprise express expre ssion s u pp re s

, , , ,

sion experience skill skillful l y ; line 5 : sc ale

, , ,
-
,

school twel ve -f t h questio n cipher s afer civil

, , , , , ,

civilize civilized civilian civiliz ation

, , ,
.

N O TE —The w o rd s i gn s w hi c h h av e to be m e m o ri e d are th ose

-
z

w hi c h are e ith e r w ri tte n ou t o f p o siti o n or do n ot co nt ain a re p re

se n tati o n o f al l c o n s o n an t s h e ar d i n t h e u tt e re d w o d In fac t i f r .
,

an o u t l i n e re p re se n t s al l th e c o n s o n an t s an d i s w ritt e n i n po s iti o n ,

it i s n ot a w o d s i g n i n th e s t ri c t e s t s e n se b u t is s im pl y an o u t l i n e
r -
,

w itt e n w ith ou t vo we ls It is c on v e n i e n t h o we v e r to i n cl u de i n
r .
, ,

t h e l i s t s o f w o d s i g n s o u t l i ne s w hi c h are pe c u l i arly i ll us t rati v e o f

r -

pri n c i ple s un d e r d i sc uss i o n

W R I T IN G EX ER C I S E XX
1 Experience is ou r o nly teacher bo t h i n war and
.
,

in pe ace 2 Sloth m ake s all thin gs diffi cult but i n

. .
,

d u s try all things easy 3 S narl i f you ple ase b ut . .

,

yo u sh all s n arl i n v ain 4 P rosperity i s to the . .

-

h uman br e ast like a s unny sou t h w all to a pe ach - - .

5 Man k nows n othing b ut what he learns fro m

.
 CO MPL ET E S H O RT HAND CO U RS E 161

E f
V N

L
J [
Z
u lz n
c
' fi

0
—3
‘

G
J
o
\
°
- o _ XI
- _

S
E Q Q 0 Q Q QQ
5
.

C
‘
3
_
/i .. A A A A

”
1 CP I
/ A
q
_ /l
162 CO MPL ET E S H O RTH A ND C O U RS E

experience 6 We sh ould de sire few things wi th

. .

e agernes s i f we well k new th e worth of what w e

strive for 7 M en tal strength rests in sobriety
. .
,

for thi s keep s th e reaso n fre e from passion

- 8 -
. .

Scarcely anything i s p erfectly pl ain but wh at is also -

perfectly c omm on 9 S e e what a scourge i s laid . .

-

u pon yo ur h ate whe n heav en give s m eans to kill your

j oys with love 10 S kill surpasses streng t h 11 . . . .

There are proselyte s fro m atheism but non e fro m

-

superstition 1 2 A busy life gives heal t h s obrie t y

. .
, ,

an d m orals 13 Sh allow stream s m ake m o st d i n

. . .

1 4 E veryon e shoul d exercis e discretio n in all things

. .

W RI T IN G EX ER C I S E XX I
1 T wenty people c an gain m o ney for-on e wh o c an
.

use i t 2 Quick steps are best over miry soil

. . .

3.
Quick to borro w i s always slow to p ay 4 S m all . .

s ervice i s tru e service while it l asts 5 Expe rienc e . .

i s th e b es t te acher o nly -the school fees are h eavy

-
,
.

6. We m ay s e e glances o f re al be auty i n the face s oi -

"
those w h o dwell in true meek ness 7 I n th e as . .
-

suranc e o f streng t h there is stre n gth and -they are -the -

,
-

we akest h oweve r strong wh o h ave n o faith i n -their

, ,
-

ow n p ower 8 T wi st ye twine ye . even s o m ingle

.
, ,

sh ades of j oy an d w oe hop e an d fear and peac e and , ,

strife i n th e thread of h um an life 9 Whe n two

,
- . .

qu arrel b oth are to blam e 1 0 To an swer a ques

‘

.
-
, .

'

tio n s o as to allow n o reply i s -th e test of a m an -

.

11 N othin g i s sa fer t h an despatch i n civil quarrel s

. .

12 I ncrease d m eans and increased leis ure are -the

.

two civil izers of me n .

1 64 C O MPL ET E S H O RT HAND C O U R S E

MAI L TO THE SC HO O L

( )
a Your an swers to t h e test que stion s
( )
b A longh and tran script o f page 1 59 n umb ering
,

the line s in th e usual w ay ;

( )
c A longhan d tran script o f p age 1 6 1 numbering
,

th e line s in the usual way

(d ) Your questions upo n any p art o f this lesson ,

o r a statem ent ,
as y ou understand it co ncernin g any ,

p art of th e lesso n which is n ot j u st clear ;

(e ) Not le ss than six copies in shorth and of , ,

Writing E xercise XX ;
( )
f N o t less th an four C opie s in shorth
,
and of
,

Writing E xercise XX i n which t he vowel s are

,

omitted ;
of
( )
g N ot less th an s i x copie s in shorth
,
and ,

Wri t ing E xercise XXI ;

h N ot less th an four copies i n shorth a nd of
( ) , ,

Writing Exercise XXI in which th e vowels ar (

,

omitted ;
i
() T w o sh orth and copie s of Writing Exercis e
XVII I without vowel s
,

C W
’
j
( ) Two shor t h and opie s o f riting E xercise
XIX without vowels
, .
 F O URTEENTH NUMB ER

AN S WE R S TO TE S T QU ES TI O NS IN T WELFT H
NU M B ER

1 . Th e r hook is writte n upo n the s am e side of

-

straigh t con so nants as the n hook -

.

2. A double con so nant i s the combin ation of two

con son ants in the sam e syllable without any inter
v e n i n g vowel or with only an ob scure vowel between
, .

3 . The r-h ook i s at tached to th e curved c onso

n ants fuh v u h thub th u b sh uh zhub em en and
, , , , , , , , ,

luh.

4 The r-hook is not attached to th e fo llowin g

.

strokes : suh z uh ar yuh w u h emp an d un g

, , , , , , .

5 The r hook m ay and the l hook m ay n ot b e

.
- -

attached to the stroke s z h u h and l uh .

6 . The l hook m ay an d the r hook m ay n ot b e

- -

attach ed to the strokes ruh and un g .

7 O f th e curved stroke s e m an d e n admit o f a

.
,

gre ater n umber o f hook s bein g attached th an any

others .

8 The word sign s for l arge l arger and l arges t are

.
, , ,

j uh third j uh -r hook third j uh est third

,
-
,
-
.

9 . B y crooking th e firs t finger o f e ach h and a ,

representatio n of the r h ook is foun d upo n the right -

h and and of the l hook upon the l e ft h and The first

,
-
.

l e tter of ri g ht suggests the r-hook and the first letter ,

o f l eft suggests the l hook -

.

1 0 There are i nconsistencie s in shorth and

. We .

are taught to write short outlines i n the positio n indi

165
166 C O MPL ET E S H O RT HAND CO U R S E

c ate d b y th e accented vowel yet th e m aj ority of ,

an d

word signs are written in so me oth er p osition I n the .

first initial appendage s studied the append age was ,

re ad b e fore the conson ant while wi t h th e l ho ok and ,

-

th e r hook we find th e appe ndage read after th e c on

-
,
-

sonant We are led to feel that words comp osed of

.

syll able s which are them selve s words should b e wri t ,

te n by combinin g th e signs which represe nt the syl

l ab l e s whe n standing alone ; and yet al way s and i n to
are not combin ation s of the signs which sta n d for th e
separate syll ables .

C hildren fi nd m any incon sistencie s in le arnin g

their m other tongue Th ey fin d th at m ost verb s form

“
.

the p as t tens e by th e addition of d or e d and this

.
,
”
causes them to s ay we runned aw ay h e singed , ,

a song an d they goed aw ay

,
B ec au se n early al l .

adj ec t ives are regul arly compared they s ay gooder , ,

” ”
worser and lit t ler ,
.

A TRA N S C R I PT OF PA G E 145

( L ine try tree dry cr

y crow grow pr
,
ow , , , , , ,

b rew crew grew ( line 2) e ager agre e u pper utter

, , , , , , ,

udder etcher acre outer euchre accrue ( line 3 ) fry

, , , , , , ,

free o ffer eth er fray av er throw thro u gh or thre w

, , , , , , ,

thrust throne ( li n e 4) fi fe r fi sher vigor increase

, , , , , ,

shrimp s hrine vapor loafer fl avor fresh ( L ine 5)

, , , , ,
.

I t takes tw o to m ake a b argain I f wishes were .

h orses ( line 6 ) t he n beggars would ride M any are .

brave when th e enemy flies ( L ine 7) C ourage ought .

to have eye s as well as arm s ( L in e 8) H e is rich .

’
i n H eaven s best tre asures pe ace and heal t h ( Line 9 ) ,
.

M y soul is in arm s and e ager for the fr ay ( Line 10) .

168 C O MPL ET E S H O RT HAND C O U RS E

W R I T IN G EX E R C I S E X V I I I

A 4

lx
\
6
. -J _ _ - _ A h X
-

n ix A A
S L .
”
-

A
A

fX
\ Cf
4
6 - . - -x

[R z o X
- fi
'

e - A A S

V
_ _ x

c
254 2 o A
 C O MP LETE S H O RT HAND CO U RS E

W R I T IN G EX ER C I S E X I X

- f
_ _ - _ L - l

E JLX L“

fl
_ R R

R
170 C O MPL ET E S H O RT HAND C O U RS E

W R I T IN G EX ER C I S E X VI W I T H O UT V O W EL S
,

__ R

X_ _ Io .
AD V AN C E W O R K OF F O U R TEEN T H NU MB ER
TH E H A L F L ENG T H S
1 70 .B y m aki n g a s t rok e h al f its regul ar l en gth a ,

letter i s added To the light stroke s t is added and

.
,

to th e he avy o ne s ( 1 is added S ee lines 1 and 2 . .

1 7 1 Th e regul ar rule s for v oc alizing ou t lines

.

apply to tho se containin g h al f len gth s A vowel fol .

lowin g a hal f len gth m ust b e read im mediately af t er

the stroke and b e fore th e added t or d See lin e 3 . .

1 7 2 Firs t an d second positio ns for h al f leng t h s

.

are t h e same as for full l en gths ; n am ely above and ,

o n the line Third positio n for h al f length s is below

.

the line S ee lin e 4

. .

1 73 .I nitial circles ticks loop s an d hooks are

, , ,

attached to h al f l ength s j ust as to full lengths See .

lines 5 and 6 .

1 74 Final circles loop s and hooks are writte n on

.
, ,

the h alf length s I n such case s th e added t o r d pre

.

cedes th e fi nal circle or loop b ut follows the fi n al ,

hook . Se e line s 7 and 8 .

1 7 5 E ither t or d is added to S ingle h al f length s

.

i f th ere is a fin al h ook u pon them See line 9 p i n t or .

,

i n e d j oi n t or j oi n e d etc
p , , .

1 76 The h alvi ng principle c an not b e used if th e

.

added t or d is followed by a final vowel .

1 7 7 When s uh is m ade h al f length it m ay b e

.
,

writ t e n u pward or downward accordin g to c on v e

n i e n ce . I n s uch words as fin est grufiest and n i cest , , ,

it will b e m ore c onvenient to write it u pward

1 72
 C O MPL ET E S H O RT HAND C O U RS E 173

V
Q
5
1 o
r
_ 9

V A

_ R, q J
Q,

- . K“
1 74 C O MPL ET E S H O RT HAND C O U R S E

S P EC I A L C A S ES IN H A L F L ENG T H S
1 78 E ith er t or d m ay b e added to th e single
.

strokes ar em and e n If t is added th e h al f leng t h

, ,
.

is m ade light and if d i s added the h alf length m ust

,

be S h aded See lin e 1 . .

1 79 W u b ump and ung are n ever m ade hal f

.
, ,

length .

1 80 T i s added to luh when it is m ade h al f

.

length and d i s added to e l (downward ) which m us t

, ,

always b e sh aded w he n m ade h al f len gth S ee line 2 . .

1 81 Yuh is never m ade h al f len gth

. .

1 82 R uh i s m ade h alf length only wh en it i s

.

j oi n ed to som e o ther con sonant or h as a hook attached

to it S ee line 3
. .

1 83 The h alvin g principle c an not be us ed if the

.

h al f length would b e a co ntinuatio n of the preceding

stroke Se e lin e 4
. .

1 84 Verb s whose present ten se form s end i n t

.

form the p ast ten se by writin g a disj oined h al f length

t close t o th e precedin g conson ant See line 5
H al f L en g t h Word Signs —( line 6 ) about did did
, . .

, ,

n ot do n ot do ubt could c an not got good or get

, , , , , , ,

after fact ( line 7) th at witho ut let im m e diate l y

, , , , ,
-
,

m ade not n ature under h and lord or read word

, , , , , ,
.

W R I T IN G EX ER C I S E XX I I
1 Not in N ature but i n m an is all t h e beauty and
.
-

the worth h e sees 2 L e t u s n ot s t rive to rise too hi gh

. .

that -w e m ay n ot fal l t o o l ow 3 M ust is a h ard nut to . .

-

crack b ut i t h as a sweet k ernel 4 Fortu n e i s m erry

- - . .

an d i n this m ood will give us anything 5 G ood and

- . .
1 76 CO MPL ET E S H O RT HAND C O U RS E

b ad m e n are l ess s o th an th ey seem 6 G ram m ar . .

knows h ow to l ord it over kings and with high h and -

m ak e the m obey 7 G ove rn m ents exist o nly for -th e

. .

good o f the people 8 H alf the ills we hoard wi t hin

-
. .
-

o u r h earts are ills b ec aus e w e h oard them 9 H ard . .

work is still t h e ro ad t o prosperity and there is -no

- - -

other 1 0 G ood is n ot go t without grie f

. . 1 1 H ave . .

"
’
you n ot he ard i t s aid full o ft a w om an s n ay doth ,

st an d fo r n aught ? 1 2 G ood deeds i n this li fe are .

-

co al s rake d up in e mbers to make a fi re n ext d ay - - .

13 . G od defend m e from th e m an of o n e book - '

1 4 G ood l aws o f t e n proceed from bad m an ners

. .

W R I T ING EX ER C I S E XXII I
1N ot fam e but th at which it m erits i s wh at a
.
-

m an sho ul d e steem 2 N ature an d N ature s l aw s

. .
’

l ay hid i n nigh t G od s aid l e t N ewton b e and all was

,

light 3 L aws are not m ade like nets to c atch b u t

. .
,

like s e a m arks to guide 4 N o m an c an read wi th . .

profit th at which h e can not le arn to read with ple as -

ure 5 O l d birds are h ard to pluck

. . 6 N ot th at I . .

loved C aes ar les s b ut th at I loved R om e m ore 7 D oub t . .

of any sort c an -n ot b e rem oved exc e pt by action - .

8 Expert m e n c an exec ute but learn ed m e n are m ore

.
,

fi t t o j udge and c e ns ure 9 F ai t h s t h at are diff ere nt i n

. .

th e ir roo t s wh ere the wil l i s right and th e heart is

,
- -

sou n d are m uch the s am e i n th e ir fruits 1 0 N ature

,
- -
. .

counts nothin g th at S h e m ee t s wi t h b ase b ut liv e s and ,

loves i n every pl ac e - 1 1 From a bad p aym aster get

. .
-
,

W ha t y ou c an -
.
 C O MPL ET E S H O RT HAND C O U RS E 1 77

TE S T QU E S TI O N S
1 N am e the four classe s o f different leng th ch ar
.

acte rs th at have bee n u sed up to and including the

present l es so n G ive them in the order of their

.

length s .

2 I f a single light c onson ant such as p uh tuh

.
, , , ,

chuh kuh f u b etc i s followed by the sound of ( 1

, , ,
.
, ,

h ow m ust th e ( I be represented ?
3 D o al l th e word signs o f this l es son comply with
.

the principle s e t forth i n your an swer to the second

question ?
4 I f a S i n gle he avy c ons on ant i s followed by the
.
,

soun d o f t as i n s uch words as bi te de bt fee d etc

, , , , .
,

h ow m u st the t b e represented ?
5 G ive som e word sign s that occur in this lesson
.

that are not in accord with the principle give n in your

-

answer to th e fourth .

6 I f an o utline co nsists of a h alf le ngth con so nant

.
,

a following vowel a fi nal hook and a fi n al circle in , ,

W hat order should th e s ound s represented b e read ?

7 N am e the di ff ere nt ways i n which th e s o un d o f
.

t m ay be represented .

8 Suggest a reason for th e statement that th e

.

h alvin g principle c an n ot be u sed i f the h al f length

would be a co ntinuation of the preceding strok e .

9 N ame t h e c onso nants which as S im ple con so

.
,

nant strokes admit o f the addition o f eith er t o r d by

,

being m ade h al f length .

1 0 D istinguish b etwe en the word sign s for we or

.

wi th and that
,
.

1 1 H ow m any times h ave y ou read page 1 7 3 ?

.
178 C O MPL ET E S H O RT HAND C O U R S E

12 . H ow m any times h ave yo u re ad page 1 7 5?

13 . H ow m an y tim e s h ave y ou writte n Exercise
XX I I ?
14 . H ow m a n y times h ave you writte n E xerci s e
X X II I ?
MAI L TO THE SC HO O L

( )
a Your answers t o the test questio n s
( )
b A l onghand transcrip t o f p age 1 73 n umberin,
g
th e line s i n th e usual way ;
( )
0 A l ongh an d t ran scrip t of page 1 7 5 numbering ,

the lin es in th e usual w ay ;

( )
d Your questions upo n any p art o f t his lesson ,

o r a statem ent as yo u understand i t co ncerning any

, ,

p ar t o f th e lesso n which i s n ot j u st clear

( )
e N o t le s s th an five copies i n shorth
,
and of ,

Writing E xercise XXII

f N o t les s th an five copies i n shorth and of
( ) , ,

Wri t ing E xercise XXII in which the vowel s are

,

omitted
( g) N ot le ss th an five copie s i n shorth and o f , ,

Wri t ing E xercise XX I I I ;

1
( )1 N ot les s th an fi ve c opie s i n shorthand
,
o,
f
Writi n g E x e rcise XX I I I i n which th e vowels are
.

omitted ;
()i Two S horth and copies of Writing Exercise
XX witho u t vow e l s ;
,

j
( ) Two shorth and copies o f Writing E x e rcise
X X I without vowels
, .
1 80 CO MPL ET E S H O RT HAND C O U R S E

k uh an d guh take a si mil ar h ook to represent w

, .

L uh takes a l arge initial hook to repre sent r .

7 Whe n the is s circle is writte n W ithin a l arge

.

w hook th e co nson ants repre sented are re ad in t his

-
,

order : the circle the co nsonant stroke and the hook , , .

8 Q and 11 take n together since u al ways follows

.
, ,

q represent the sounds of kuh wu b

,
- .

9 I n the word signs for exp r ess exp r ess i on and ex

.
, ,

p e ri e nce the con son an,

t kuh is omitted .

1 0 A word S ign is a co ntracted o utline a full o ut

.
,

line writte n o ut o f positio n or an o utline which doe s ,

n ot co nform to th e general rules of the s ubj ect .

A TRA N S C R I PT o f PA G E 1 59

( L ine 1 ) splice splic ed splicer splee n spl ay , , , , ,

splotch spl atter spl utter S pl ash spl asher ( line 2)

, , , , ,

S pry spree strife o r strive straw s creen sprain

, , , , , ,

spre ad scribble straddle straggle ( li ne 3 ) p as try

, , , , ,

distrust destroy westerly m assacre disclose dis ciple

, , , , , ,

displ ay discl aim cl assical ( lin e 4) explosive feasible

, , , ,

visible dispraise disprove expl ain wh i sper pre

, , , , ,

scribe prescriptio n
,
s ub scribe ( line 5) descry , , ,

discourage de secration dis agree disgrace decipher

, , , , ,

dis franchise dissever d i s affirm d i s affi rm ation (line 6)

, , , ,

s teeper stopper stepper stutter stager staker stag

, , , , , ,

ger stupor stabber stouter ( Li ne 7) I n co m mo n

, , ,
.

t hings th e l aw of s acri fice takes the form o f positive

duty ( L ine 8) A s adder an d a wi ser man h e rose the
.

morro w morn ( L ine 9 ) Sc re w your co urage to t he

.

sticking -pl ace A ll true wo rk i s sacred ( Line 1 0)

. .

There is a re aper whose n am e is de ath who h as a ,

 CO MPL ET E S H O RT HAN D CO U RS E 1 81

" "
sickl e keen ( L ine 1 1 ) The ros e is the faire st flower
.

o f spri n g Strike for the green grave s ( line 1 2) of

.

your sires S uch scream s to hear s uch sights to se e

.

( L ine 1 3 ) The green grass fi ow e th like a stream into

the ocean s bl ue ( L ine 1 4) K now how su b lime a
’
.

thing it is to s u ff er and b e strong .

A TR A N S C R I PT or PA G E 1 61

( L ine 1 ) twice twist twine dwell dwarf queen , , , , , ,

quest G uin evere G uelph guan (lin e 2) require i n

, , , , ,

q u i re l i q u i d loquacious inquisition P iqu a ad equacy

, , , , , ,

( line 3 ) squeez e squa w squib s quad s quash , e x q u i , , , ,

site disquiet disquisition obsequie s ( lin e 4) describe

, , , , ,

description descriptive surprise expres s expression

, , , , ,

suppression experie nce skill skillful l y ( line 5) scale

, , ,
-
, ,

school twelve fth question cipher suff er civil civi

,
-
, , , , ,

lize civilized civili an civilization ( L in e 6 ) Ex p e ri

, , , .

ence keep s a dear school but fools will le arn in n o ,

oth er ( Lin e 7) I nquire where the Quaker dwells and

.

you will receive a civil answer ( L ine 8) We he ar of .

the warcri e s of the G uelphs and G hibellines for th e

first time ( line 9 ) in the middle of the t w elfth century .

C om e give u s th e be st o f yo ur quality ( L ine 1 0 )

,
.

Quotatio ns m ay preserve th e wisdom of the W ise

and experience o f age s ( L ine 1 1 ) U nle ss e x p e ri .

ence be a j ewel I h ave purch ased at an enorm ous ,

ra t e ( L ine 1 2) G eneral Wolfe with but a sm all quo t a

.
,
-

o f m en took Quebec in 1 7 59 ( L ine 1 3 ) We ak ness o n

,
.

both side s is as we know the m otto of all qu arrels

, ,
.

( L ine 1 4 ) A k m e no questions and I ’

s ll tell you no
fib s .
1 82 CO MPLET E S H O RT HAND C O U RS E

W R I T IN G EX ER C I S E X X
v

r
f
fi u f
j v
W “ m i

A .

- 12 .

s a il ,
-
f .
—
E
‘
A
V ‘ U
1 84 C O MPLET E S H O RT HAND C O U RS E

W R I T IN G EX ER C I S E XV I I I W I T H O U T V O W EL S
,

is
-
4
.

R l i f
n

nfi x s
h u

6
4
- zc .

v
’
l
f / x
v

s
 CO MPL ET E S H O R TH A N D C O U RS E 1 85

W R I T ING EX ER C I S E X I X W I T H O U T V O W EL S
,

- f A H A - "1x

y k k"
C O

3 ~ -_ n _ - h

m m V

7
(

A l
X “

c c
-I 4_ éq X L

xs- _ fl - f3
k

Xi i g K -

(
7
9 Z
 AD V ANC E W O R K OF F I F T EENT H NU M B ER

D O U B L E L ENG T H S
1 85. B y m akin g c ertain co nson ants twice th eir
u sual length another syllab le is added
, .

1 86 O nly the curved stroke s m ay be writte n

.

double length .

1 87 W he n ung is m ade do uble len gth ker or ger

.
,

is added .S ee line 1 .

1 88 Wh e n emp or emb is m ade double le n gth or

.
,

i s added .S ee lin e 2 .

1 89 When the oth er curved con sonants are m ade

.

double len gth som e o ne of the syllable s ter der th er

, , ,

or th er i s added U sually the syll abl e ter or der will

.

b e added and if n ot either of them then ther or th er

, ,

will be added S ee line s 3 and 4

. .

1 9 0 D ouble length con son ants are voc alize d as

.

the hal f len gth s H ence a vowe l following a doub le

.

length stroke m ust b e read b efore the added syllable .

1 9 1 When a d o uble length i s written in position

.

it sh ould b e begu n at the sam e point a regul ar len gth

would be b egun i f it were writte n i n the s am e positio n .

1 9 2 Wh e n th e n -h ook is attached to a double

.

length it i s read after the added syllable See the .

word S igns .

D o uble L ength Word Sign s —(line 5) neither or

e ntire order water m odern northern e astern m at
, , , , , ,

ter or m other ( line 6 ) vote r letter weather another

, , , , ,

h unger or younger latter f ather , , .

A ll o f th e fundame ntal principle s o f shorth and

which h ave a ge neral application h av e n ow been pre
1 86
1 88 CO MPL ET E S H O RT HAND C O U RS E

sented A ll co nson ants vowel s circle s l oops hook s

.
, , , ,

and tick s h ave been give n as wel l as all modification s ,

o f the lengths o f co n son ants There are however .

, ,

m any words which would b e i nconvenie ntly writte n

i f there were no provision m ade for them further th an
wh at h as alre ady bee n presented .

TH E N-C U R L

19 3 . A segme nt
a s m all circl e which is called of

the n -curl is writte n b ackward be fore th e str aight ,

triple r-hook con son ants and before the is s circl e o n

,

s uh zuh S huh zhub luh ar e m and emp to re p re

, , , , , , ,

sen t th e syllable s i n en or a n See line s 1 and 2 ,

f
, ,
. .

Word Signs —(line 3 ) instruct instruction instruct , ,

ive in scribe inscription inscriptive inexperience

, , , , ,

i nexperienced inexpre ssible unexpressed ( line 4)

, , ,

p lead p articul ar -l y p art opportunity S pirit behind

, , , , , ,

build or built abl e -to told to ward ( lin e 5) child

, , , , ,

ch arity gentle me n g e n tl e m an accord -ing -i ng l y c ou rt

, , , , ,

account count cold coldest ( line 6) gold gre at

, , , , , ,

gre atest followed flood afraid virtue authority

, , , , , ,

third throughout ( line 7) is n t h asn t S hort world

, ,
’
,
’
, , ,

mind am ount m ovem e nt som ewh at seemed wen t

, , , , , .

W R I T ING EX ER C I S E XX I V
1 A
b usy m other m akes sloth ful daughters
. .

’
2 R ender u nto C aesar t he things th at are C aesar s
.
-
.

3 T o wo n d e r at n o t hing i s almost -the on e and only

.

thin g which -can m ak e an d k e ep m en h appy 4 Where - . .

there is a m othe r i ii -th e hom e m atters spe e d well

- -
.

5 Wheth er i t b e for life or d eath do your -ow n work

.
-
,

well 6 The anger o f-a s tron g m an c an always bide

. .
C O MPL ET E S H O RT HAND C O U R S E 1 89
190 CO MPL ET E S H O RT HAND CO UR S E

fl
its tim e 7 H unger is -a good cook
. . 8 O rde r is th e . .
-

s anity of-the mind the h e al t h o f the body the pe ac e ,

-
,

o f the city th e sec urity o f th e s tate

-
,
9 There is n o -
. .
- -

’
such at te re r as is a m an s s elf and there -is n o s uc h -
,
- -

remedy against fl attery o f a m an s s el f as th e liberty - -

’
-

of a friend
- 1 0 The diameter o f a circ le p asses through
. .
-

its c enter 1 1 L aughter sho ul d d i mple th e cheek

. .
-
,

not furrow th e bro w 1 2 To a f ather whe n his child

-
. .
-
,

dies th e f u ture dies

- 1 3 N eith er wis e me n no r fool s . .

c an work without tools 1 4 A father is -a b anker pro . .

vi d e d by n ature .

W R I T IN G EX ER C I S E XXV
1T ake fast h old of instruction ; let h er n ot go ;
.

k eep h er fo r sh e i s thy li fe 2 What insul t i s s o

,
. .

keen or so kee n ly felt as the p olite insult which y ou

, ,
- -

c an -n ot resent 3 The p articular is th e universal

. .
-

see n under special li m itatio ns 4 There i s n eve r b ut

on e opportunity of—
. .

a kind 5 Th e we alth of both In . .

die s c an not redee m on e S ingl e opportunity which -yo u

-

h ave once l e t slip 6 R ule your S pirit well for if-i t . .

i s not subj ect to -you i t will lord i t over you 7 A

- - - . .

child m ay h ave too m uch o f i t s m other s blessing -

’
.

8 Ch arity draws down a b lessing o n the charitable

.
-
.

9 Charity knows n o distinctio n o f n ation

. 1 0 G en . .

tl e m e n h ave to l e arn th at i t is no p art o f th eir d uty or - - - -

’
privileg e to live o n other people s toil ; th at t here is - -

n o degradatio n i n the h ardest m anu al or-th e humblest -

s ervile l abor whe n i t i s h onest 1 1 H e -is -the best gen

,
- . .

tl e m an th at is th e s on o f his own deserts and n ot t h e

- - - -

’
de genera t e h e ir o f another s virtu e 1 2 The great event . .

for the world is t h e arrival i n it o f a new wise m an

- - -
.
19 2 C O MPLET E S H O RT HAN D CO U R S E

11 . H ow m any time s h av e y ou read page 1 87 ?

12 . H ow m a n y time s h ave y ou read p age 1 89 ?
13 . H o w m any time s have yo u writte n E xercise
XX I V ?
14 . H ow m any tim es h ave yo u written Exercise
XXV ?
MAI L TO THE SC HO O L

( )
a Your answers to the te st question s
o f p age 1 87 n umb erin g
( )
b A longh and transcript ,

the line s i n the us ual way ;

( )
0 A l onghand tran script o f p age 1 89 n umberin ,
g
th e line s i n the usu al w ay ;
( )
d Yo ur questio n s upo n any p art o f this le sson ,

or a statem ent as yo u u nderstan d it c o ncerning any

, ,

p art o f th e lesso n w hich i s not j ust clear

( )
e N ot less th a n five copie s i n S horth
,
an d of ,

Writin g E xercise XX I V
( f) N ot les s tha n fi ve copies i n S horth and of , ,

Writin g Exercise X X I V in which the v owel s are,

o mitted ;
( )
g N ot les s th an five copies i n shorth
,
and o f,

Writin g E xercis e XXV ;

1) N ot less th an fi ve copies in S horth and of
( 1 , ,

Writing E xercise XXV i n which the vowel s are,

o mitted ;
()i Two shorth and copies o f Writin g E xercise
XX I I without vowel s ;
,

(j ) Two S h orth and C opies of Writing E xercise

XX I I I without vowels
,
.
 S IXTEENT H NUMB ER

AN S WER S TO TES T QU E S TI O NS IN
F O U R T EEN T H N U M B E R
1 .The four classes of characters of different
len gt hs are the d o t word signs th e tick or dash ,

v o we l word S igns the h alf len gth s and th e full leng t h s

,
.

2 I f a S ingle light con son ant i s followe d by d

.
, ,

the h alving principle c an n ot b e used hence the ,

stroke for duh m ust b e employed .

3 The word S ign for cou l d doe s not com ply with
.

“
the principle given in an swer 2 for k uh is a ligh t ,

s t roke an d d is added i n this in stance by m aking it

hal f length .

4 I f a single he avy consonant i s followed by the

.
,

sound o f t the h alving principle c an n ot be used

, ,

hence the stroke for tuh must b e employed .

5 The word signs for abou t dou bt g ot g e t that

.
, , , , ,

and wi thou t are som e exception s to the principle s e t

forth in answer 4 .

6 I f an outline consists o f a h alf length conson ant

.
,

a following vowel a fi nal hook and a fi nal circle the

, , ,

sounds should be read i n this order : th e consonant

repres ented by th e strok e the vowel the final hook
, , ,

the added t or d and the circle ,

S uch words as ten ts
.
,

ben ds v en ds etc
,
f
afford illustratio n
,
.
, .

7 The sound o f t m ay b e represented by the

.

strok e tuh by th e h alving pri n ciple and in co nnec

, , ,

tio n with s by th e s tu h or e s t loop

,
.

193
194 CO MPL ET E S H O RT HAND C O U R S E

8 Th e h alving principle c an not b e used in case s

.

where th e h alf length would b e a continuation of th e

precedin g stroke f or several re ason s : First i t could , ,

not be determined whether the half length should be

re ad b efore or after th e full length Second the .
,

combin atio n migh t b e re ad as a S ingle length which

h ad bee n m ade a trifle too long Third th e combin a .
,

t ion might be re ad as two stroke s m ade a trifle too

S hort A ll o f this applies to straigh t stroke s on ly
. .

9 Th e stroke s ar e m e n and luh and e l c on

.
, , , ,

s i d e re d as on e stroke admit of the additio n of either ,

t or d by being m ade h alf length .

1 0 The word S ign for we or wi th i s h alf o f a circle

.

of the size of th e i ss circle The word S ign for that i s .

a h al f le ngth th u b it i s n ot a semi circle it i s longer -

th an the word S ign for we or wi th and it i s al ways ,

m ade he avy .

A TRA N S C R I PT o r PA G E 1 7 3
( L ine 1 ) ri p ripped reach re ached rake ,
rak ed , , , ,

loaf lo afed b ake b aked ( line 2) tug tugged S have

, , , , , , ,

sh aved p age p aged gauge gauged cl ub clubbed

, , , , , , ,

( line 3 ) pet bed pate bayed ,

tut dead co at goad , , , , , , ,

K ate fate ( line 4) pit bid fight void east b ad apt

, , , , , , , , ,

af t act shout ( line 5) spot sipped fright stitched

, , , , , , ,

S kate d re ad plate threat supped hooked ( line 6 )

, , , , , ,

twit s quat clot Scott s m i te q u ote h u gged split

, , , , ,
f
, , ,

sprite street ( lin e 7) bide s deeds fights fates

, , , , , ,

co ats goads shoots S houts p ats c ats ( lin e 8) point

, , , , , , ,

points tu ft tufts brained ch afed c uffed c left p ants

, , , , , , , ,

rafts ( lin e 9 ) pint or pined j oint or j oined ve nt or

, , ,

vend paint or p a i ned faint or feigned m eant or

, , ,
196 CO MPLET E S H O RT HAND CO U RS E

W R I T IN G EX ER C I S E XX I I

A Z 71 . f L W

n a
 CO MPL ET E S H O RT HAND CO U RS E 197

W R I T ING EX ER C I S E XX I I I

X -
C . - f A
v

V N c
X -
4
.
198 C O MPL ET E S H O RT HAND C O U RS E

W R I T IN G EX ER C I S E XX W I T H O U T V O W EL S
,
 A D V AN C E WO R K OF S IXT EENT H NU MB ER

P R EF I X ES
1 94 . Th e syllables con com and cog are re p re , ,

sente d by a light d ot im mediately precedin g the re st

o f the outline S ee line 1
. .

1 9 5 These s am e syllable s are represented i n th e

.

middle o f an o utline by disj oining the p arts b e tween

which they occur and writing the disj oined p arts clo se
together S ee lin e 2
. .

1 9 6 Th e se syllable s when they occur initially

.
, ,

are frequently o mitted e ntirely or they are indicated ,

by writin g the p art of the outlin e which imm ediately

follows th e con com or cog very close to the preceding
, , ,

word . S ee line 3 .

1 9 7 A n te an ti i n ter e n ter and i ntr o are expres sed

.
, , ,

by a h alf length e n S ee line 4 . .

1 9 8 Contra ce ntre and coun te r are expre ssed by a

.
,

ch u h toi d tick writte n i m medi ately be fore the res t o f

th e outline B efore e m and rub the tick is writ t e n

.

p u h toi d . S ee line 5 .

1 9 9 Mac or Me i n proper n am e s an d m agn a and

.
, ,
.

m ag ni are expre ssed by a disj oined e m b e fore the

re st of th e outline S ee line 6 . .

2 0 0 S e lf and ci r c um are expressed by th e circl e

.

is s placed by th e S ide o f th e firs t fol lowing stroke of

th e outlin e S ee line 7
. S e lf con is repre sen t ed by
.
-

writing the circle i n th e place of the con dot allowing ,

it thus to represe nt both 3 e and con S ee line 8 . .

200
 CO MPL ET E S H O RT HAND CO U RS E 20 1

_ _A

—
m
202 CO MPL ET E S H O RT HAND CO U RS E

I n the exercise upon the O ppo site p age new words ,

are voc alize d the first time th ey occur and th e vowels

are o mitted in the s am e words whe n they occur again .

A fter re ading the e xercise th e usual number O f

tim es m ake a transcript and h ave some one re ad to
,

you from the transcrip t while y ou wri t e in sh or t h and

from dictatio n The reading should b e quite slow at
.

first gradually increasing the rate u ntil you are able

,

to write the letter withi n thre e m inutes .

I n prep aring th e transcript m ark every tenth ,

word by placing a vertical lin e after it The reader .

should sit wi t h a watch in h and and allow twelve s e c

ouds to each group o f ten words I t is not an easy .

task to dictate to a l e arner The one assisting y ou .

m ust realize that h e is h elpi n g y ou —th at h e is read

ing for y ou and th at you are n o t writing for him .

This i s j ust the beginning o f sp eed work While .

those w h o h av e succe ss fully purs ued the co urse thus

f ar sh ould be fairly well e quipp e d with the principles
o f th e s ubj ect a fail ure to observe a due restraint
,

n ow and to m ake has te s l owl y c an result only i n ,

h arm .

W R I T IN G EX ER C I S E XXV I
C om passio n will cure more sins than c on d e m
1 .

n ation 2 C on fide nce is a thing no t to b e produced

. .
- -

b y com pulsion
- M an c an not b e forced into trust
.
- - .

3 B e fore yo u beg i n co nsider w e ll a n d whe n you h ave

.
,

con sidered act 4 I nterest speak s all sorts o f tongue s

,
. .

and plays all sorts o f p ar t s eve n the p art o f the dis

,

i nterested 5 C on fi ne your to ngue lest i t c onfine y ou

. .
.

6 M e n cease to i ntere s t us when w e fin d their limita - -

204 CO MPL ET E S H O RT HAN D CO U RS E

tions 7 O u th e n eck O f the you n g m an sparkle s no

. .
- -

ge m s o gracious as e nterprise 8 O u r self -m ad e m e n . .

are the glory o f ou r institution s

-
9 Mag n i fice n ce . .

can n ot b e cheap f or wh at i s cheap c an n ot b e m ag

- -
,
- - -

n i fice n t 10 The first s i n i n o u r universe was L uci

. .

’
f e r s that of s el f conceit 1 1 G re at interests are apt
,
-
. .

to cl ash with e ach oth er 1 2 C arry o n every e nterp rise . .

as if all d e pende d on-the s ucces s o f it 1 3 Self prais e . .

-

is o ffe nsive 1 4 S elf love is the instrume nt of ou r

.
.
- -

preservation 1 5 M agn animity owe s to prudenc e n o

. .

account of its m otives .

W R I T ING EX ER C I S E XXV I I
M ichigan D ep artm ent o f S t ate L ansing A ugust 1 5 , , .

D ear Sir : I-am

"
M r P W Crane Toledo O hio
. . .
, ,
.

in receip t O f your letter O f A ugust 1 3 i n -which y o u

- - -

ask for in form atio n upon the industrie s and resources -

of M ichigan I n reply I will s ay that reports m ay b e

.
- - -

had fro m this D epar t m e nt upo n horticulture and agri

culture W e h ave n o reports upo n either th e ston e or
.
- - -

l umber i ndustry Th e C ommissioner of M ineral Sta .

ti s ti cs publish es a report b ut there h as bee n s uch a de

- - - -

m an d f or i t th at t he sm all editio n printed i s exh austed

- - -
.

This D epartm ent al so h as copie s O f the report O f-the -

R ailroad C om missioner which gives inform atio n and ,

sta t istics relative to railro ads of th e S tate There are -

.
-

also reports rel ative to the charitabl e and pe nal i n s ti tu -

tion s of the State for distrib ution b y this D ep artment

- - .

If-y o u wish I S h all -b e ple ased to sen d yo u copies

,
- - -

O f-th e v arious reports There will b e no ch arge for .

- -

them except for tra n sport at io n Very respectfully .

- .

In fo m ati o n re n s h u n b ook fi rs t p o s iti o n

-
, .
 C O MPL ET E S H O RTH A ND C O U RS E 205

TE S T QU E S TI O NS
1 The word connect is writte n with the con do t and
.

a hal f length kuh with a light dot i n s econd place b e

,

fore i t A re all o f the sounds of the word actually

.

represented ?
2 The stateme nt is m ade that the co n d ot is f re
.

quently omitted at the beginning of o utlines When .

do yo u th in k i t would b e s afe to o mit it and whe n

should it be supplied or i ndicated ?
3 Would you write the word an ti m ony with a h al f
.

length e n or a combinatio n O f e u tuh ? Why ? L ike -

wise A n tony ?
,

4 Would yo u write con tr ar y with a co n dot tuh -r

.
,

hook ruh or with the contra tick ruh ? Why ?

, , ,

5 H ow m any sounds are represented by e ach of

.

these abbreviated device s for pre fixes ?

6 H ow m any tim es h ave yo u re ad p age 2 01 ?
.

7 H o w m any time s h ave y ou re ad p age 20 3 ?

.

8 H ow m any times h ave you written p age 2 0 3

.

from dic t atio n ?

9 H ow m a n y times h ave you writte n E xercise
.

XXV I ?
10 H ow m any times h ave y ou written E xercise
.

XXV I I ?

M AI L TO THE SC HO O L

( )
a Your an swers to the test questio n s ;
( )
b A longhand transcript of p age 2 01 n umbering,

th e lines in th e usu al w ay ;
( 0 ) A longhand tran script O f page 2 0 3

( )
d A ll O f your shorth and practice work of the
206 CO MPLET E S H O RT HAN D CO U RS E

letter o n pag e 2 0 3 numberi n g the copies i n the

,

order i n which they were written and statin g upon ,

e ach in mi n ute s and seconds the length o f tim e

, ,

re quired to write th e letter fro m dictatio n ;

( )
e Your questions upon any p art O f this lesso n o r ,

a statement as you u nderstand it co ncernin g any

, ,

p art O f the lesso n which is n o t j ust clear ;

()
f N ot less th an five copies in ,
shorth and o f,

Writin g E xercise XXV I

( )
g N ot less th an fi ve copies i n,
shorth and O f,

Writing E xercise XXV I i n which the vowel s are

,

omitted ;
( )
h N o t less th an ten copie s i n,
sh orth and of ,

Writin g Exercise X XV I I in which only the n eces sary

,

vowel s are i nserted ;

()
i Two S horth and copies of Writin g Exercise
XX I V W it h out vowel s
,

j Two S h orth and copies of Writin g Exercis e

()
XXV witho ut vowels
,
.
208 CO MPL ET E S H O RT HAND CO U RS E

b egin s h al f a length above and e nds on e and one h alf -

le ngths b elow th e line o f wri t in g .

8 Th e u s e O f th e stroke e n to represent the s y l

.

l ab l e s i n e n or a n would m ake v ery inconvenien t or

,

impossible outlin e s i n m any c as es an d for this reason ,

th e b ackward n -curl i s gi ven The curl is used only .

wh ere it i s inconv e nie n t to u se en .

9 Pl ead
. towar d and chi ld as word S igns
,
each , ,

h ave d added to a l ight stroke while abl e to h as t -

added to a he avy stroke This is contrary to the .

h alving principle .

1 0 Th e o utline for char i ty i s a word S ign bec ause

.

th e h alvin g principl e c an n ot b e used regul arly if a

fi n al vowel follows the added t A ccoun t i s writte n .

out o f position an d worl d and m ovem en t h ave not all

,

consonants represe nted .

A T RA N S C R I PT of PA G E 1 87

( L i ne 1 ) t inker ling e r longer S inker fi nger anger, , , , , ,

( line 2) timber S imper temper b umpe r d amper , , , , ,

amber ( line 3) fitter fighter litter ni t er meter

, , , , , ,

loiter fritter fatter ( line 4) thither ; wither whither

, , , , ,

altar wheth e r s mother A rthur L uther ( line 5) neither

, , , , ,

or e n t ire order water m odern north ern e astern

, , , , , ,

fl
m other o r m atter ( line 6) v oter letter weather , , , ,

a n oth er yo unger or hunger latter father ( L ine 7 )

, , ,
.

N either hew down th e wh ol e forest no r com e hom e

without wood ( L ine 8) E very atte re r live s at th e
.

expe nse O f h im who list e n s to him ( L in e 9 ) L augh .

ter is the cipher-key wherewith we decipher th e whole

m an .
( L i n e 10
) Tenderness i s t h e repo s e o f p assion .

O rder is H e ave n s fi rst law ( )

’
L ine 1 1 D ickens s aid .
 CO MPL ET E S H O RT HAND CO U RS E 209

that there is something good in all we athers ( L ine .

1 2) Whether yo u b oil s no w or poun d it you c an h ave

but w ater o f it ( L i ne 1 3 ) A nger resteth in the b osom
.

( 1 4)
’
o f fools L uther s words are h alf b attles
. L ine .

Temper i s s o good a thing that we S ho uld n e v e r l

lo se it .

A TRA N S C R I PT O F PA G E 1 89
( L ine 1 ) I ncise incised incisor e nsl ave u nstring
, , , , ,

u nstrung instrume nt insoluble in solence inso

, , , ,

b ri e ty ( lin e
,
2) in sul ation u ns alable in s urrection , , ,

in sertion u nseemly unstrained u nscree ned ins ole

, , , , ,

in sult ins ul ator ( lin e 3 ) instruct instruction in struct

, , , ,

ive in scribe inscription i nscriptive in experie nce

, , , , ,

inexperienced inexpr e s sible unexpressed ( lin e 4)

, , ,

plead particular l y part O pportunity spirit b ehind

,
-
, , , , ,

build o r b uilt able to told toward ( lin e 5) child -

—
, , , , ,

ch arity ge ntlem en ,
gentlem an accord in g i n gl y , ,
-
,

co ur t acco u n t count c old c olde s t ( line 6 ) gold

, , , , , ,

great greate s t followed flood afraid virtue author

, , , , ,

ity third throughout ( li n e 7) isn t hasn t short

, , ,
’
, , ,

world m ind amount m ovem ent somewhat se em ed

, , , , , ,

went ( L ine 8) E very attempt to c r ush an i n surrect i o n

.

with mean s inadequate to the end ( line 9 ) fom ents

inste ad o f suppressin g it I f your mind and i ts aff e c .

tion s b e (li n e 1 0) p ure an d S incere and m o d erate ,

noth ing sh all h ave th e power to ensl ave you ( L ine .

1 1 ) I t is righ t to d e riv e in s t ruction eve n fro m an e ne my .

I n lapidary ( line 1 2 ) i ns cription s a m an is not upo n

o ath . Some would b e tho ught to do great ( lin e 1 3 )
things wh o are but tools an d instruments like the fool ,

w h o ( li n e 14) f an ci e d h e p laye d upo n th e organ whe n

he only blew th e bellows .
210 C O MPL ET E S H O RT HAN D C O U RS E

W R I T ING EX ER C I S E XX I V

O
U 3 0 m

4
- . A
-<

Q “—
‘
D
s.

X 8

“
_ . _

r t AA
f
a -

D
\
V _ - c

QJ O
212 CO MPL ET E S H O RT HAND CO U RS E

W R I T ING EX ER C I S E XX I I W I T H O UT V O W E L S
,

_ A

1
(

)
f . m
-

\ / v
°
m / TC . K
W

f l C
“
W c
 CO MPLET E S H O RT HAND C O UR S E 213

W R I T ING EX ERC I S E XX I I I W I T H O U T V O W EL S
,

CE L
V
A - Q

“
Z L TQ / 16
C)
. M - .

’
b c
5 0 -” L
 ADV ANC E W O R K O F S E V EN TEENTH

NU MB ER

S U FF I X ES
20 1
Th e frequently recurring syll able i ng m ay
.

b e represen t ed by a dot placed at the e nd of th e pre

c eding p art of the o utline S ee line 1 . .

N G TE —The use o f u ng for th e sy ll ab l e i ng is pre fe rab l e w h e r

e v e r i t w i ll jo i n e as i l y B o th th e s t ro k e an d do t m ay be s afe l y
.

o m itt e d w h e ne v e r th e w ord t o w hi c h e ith e r w o ul d be attac h e d is

s t i k i n g l y d i s ti n c ti v e an d c o n t e x t cl e a l y s h o w s i ts p re se n c e as
r r ,

i n th e s e n t e n c e B y d o ( i n g ) y o u r wor k p ro mp tl y y ou wi ll be s a v( i ng)
:

m u ch v a l ua bl e ti me .

20 2 . Ings i s repre sented by placin g a small circle

at the end of th e preceding part of the outline S ee .

line 2 .

203 . Ing-the
i s represented by a p u h toi d or chuh
toi d tick i mm ediately following the rest of the o utline .

S e e l i ne 3 .

2 04 Ing l y i s repre sente d by u ng l -hook

.
- S ee - .

p aragraph 1 48 and lin e 3 on p age 1 3 3

,
.

20 5 Ly is us ually represen t e d by th e stroke luh

.

j oined to th e preceding stroke Whe n l uh c an not b e .

j oined the n t h e syllable is repres e nted by a disj oined

,

cl . S ee lin e 4 .

2 06 S e lf as a suffix i s r e pre se nted by an is s circle

.

and se l ves by a se s circle j oi n ed to th e precedin g stroke .

Thes e circles m ay b e disj oined and written at th e S ide

o f th e p receding strok e wheneve r gre at e r accur acy
s eem s necessary S ee line 5 . .

2 0 7 S hip i s re p resente d by a disj ointed S huh

. .

Se e lin e 6 .
 16 CO MPL ET E S H O RT HAND C O U RS E

208
. Il ity , al i ty , ari ty
an d e ri ty are represented by
disj oining t h at p art of the o utline which im mediate ly
precedes th e s uffix See line 1 . .

20 9 B l e and bl y m ay b e repre sented by th e stroke

.

buh whenever th e precedin g part o f th e outlin e is o f

such a n ature th at th e l -hook c an n ot b e attached to
the buh See line 2
. .

2 1 0 The phrase of the is indica ted by wri t ing the

.

words between which it occurs clos e togeth er See .

line 3 day of the m on th scen e of the battl e etc , ,

.

2 1 1 F rom —to— are i ndicate d w h e n e ach i m m e d i

.

ately precede s th e s am e word by w riti n g th e words ,

close togeth er Se e line 4 from day to day from hour

.
,

to hou r from p l ace to p l ace e t c

, , .

2 1 2 A n d is frequently omitted where context

.

necessarily supplie s it as i n s uch expre ssion s as agai n

,

( and ) ag ai n over ( and ) ov er an d r i g ht and ) wrong in

, ( , ,

which c ase s the words betwee n which th e an d occurs

are always j oined See line 5 . .

2 1 3 The hyph e n i s repre sented by two short p ar

.

allel lines such as are u sed to indic ate prop er n ames

, ,

placed betwee n th e words j oin ed Th e dash is a .

ch u h toid tick kuh ch u h toi d t ick

- - See lines 9 an d 1 2
- - . .

U s e th e lette r i n line s 7 to 14 o n p age 2 1 5 and , ,

th e selectio n i n line s 6 to 1 4 o n p age 2 1 7 as speed , ,

exercises DO with them as y ou w ere i nstructed o n

.

p age 2 0 2 of the S ixteenth number to do with the letter

, ,
.

W R I T IN G EX ER C I S E X XV II I
A country m aid w as walking to th e town to sell - -

som e milk which she c arrie d i n a pitcher o u her he ad

,
- -
.

A s sh e we nt along s h e s aid to herself I-hav e already ,

CO MPL ET E S H O RTH A ND CO U RS E 2 17
2 18 C O MPL ET E S H O RT HAND C O U RS E

fi fty eggs at home with -th e m o ney which I get for

my m ilk I-will b uy fi fty m ore These h undr e d eggs .

c an n ot -fail to b ring m e at least eigh ty chickens

- The .

chicken s will b e ready f or-m arke t j ust whe n po ultry i s

- -

dearest so that they will sel l for a good s u m With

,
-
.

the m oney I will ge t m e a n ew gown and whe n I

-
,

wear it at th e fair the youn g fellow s will want to

-
,

dance with m e b ut I will turn fro m e ach with a toss

,
- -

”
of the h ead
- -
A S s h e sai d th ese words S he could -n ot
.
-

h elp g iving h er h ead a toss whe n dow n fell pitcher -

, ,

milk eggs poultry gown sweethearts and al l C ou nt

, , , ,
.

n ot your chicken s be fore they are h atch ed .

W R I T IN G EX ER C I S E X X I X
D wight I ll D ec 1 5 — Supt J W M asters
,
.
,
. . . . .
,

Streator I lli nois ,

D ear Sir : B e fOre m aking d e fini t e
.

plans for -the next m eetin g of the N orthern I llinois - - -

Teachers A ssociation which a s y ou k now is to b e

’
, , ,
-

h eld at R ockford A pril 2 9 an d 3 0 I S houl d like , ,

your advice on on e or two m atters First wo uld .

,

y ou advise the holdin g of-

sectio n m eetings as h as
som etim es b een don e i n the pas t ? D o yo u thin k it
- - -

likely th at enough superintendents and teachers will -

b e o n h an d Thursday evenin g to render it advisable

to h old som e kind O f a m eeting the n ? -

If i t is not imposing too m uch o n your good n ature

- - - -
,

I S hould like to ge t your advice i n regard to the pro -

gr am for so me sectio n m eetings i f i t seem s best th at -

such b e held I w ish y o u would h ave your teachers

.
-

expre ss their pre ference s as to s ubj ects for discussion .

I-hope yo u m ay fi nd i t convenie nt to give m e an

- -

e arly reply Yo urs -truly . .

220 CO MPL ET E S H O RT HAN D CO U RS E

13 H ow m any times h av e yo u writte n th e letter

.

and s electio n o n p ages 2 1 5 and 2 1 7 fro m dictatio n ?

,

1 4 H o w m any time s h ave yo u writte n E xercise

.

X XV I I I ?
1 5 H o w m any tim es h ave you writte n E xercise
.

X XIX ?
M A I L TO T H E S C H O O L
( )
a Your answers to the test questions ;
( )
b A longhand transcri p t o f p age 2 1 5 n umberin g,

th e line s i n the u su al way ;

( )
c A l o nghand transcript o f p age 21 7 n umb eri ng,

th e lines i n the usual w ay ;

( )
d A ll O f yo ur S horth an d practice work o f th e
S peed exercise s n umberin g the copies i n th e order in
,

which they were w ri tte n and s tatin g upo n each i n

, ,

m inute s an d seconds th e le ngth of tim e require d to

,

write th e m from dictation .

( ) Yo ur questio ns upo n any p art o f this les so n

e ,

o r a statement as you u nderstand it c oncerning any

, ,

p art o f th e lesso n wh ich i s not j ust cle ar ;

( f) N ot less than thre e copies in shorth and of , ,

Writing E xercise XXV I I I

( g) N ot less tha n s even c opie s i n shorth and O f , ,

Writin g E xercise XXV I II i n which the vowels are,

o mitted ;
( )
1 1 N ot l ess than te n copies i n,
shorthand o f ,

Writing Exercis e X X I X i n which only th e necess ary

,

v owels are i nserted ;

()i Two shorth an d copies O f Writing E xercis e
XXV I without vowel s
,

( j ) T wo shorth and copie s of Wri ting E xe rcis e

XXV I I witho ut vowel s
, .
 EI G HTEENTH NUMB ER

A NS W E R S TO TE S T QU E S TI O NS IN S IXTE ENT H
NU M B E R
1 . The c o n dot and a h alf length kuh with a light
dot in second place represe n t con ne ct A ll sound s o f.

the word are represented except on e of the n s I t is ’

.

custom ary to represent a do ubl e let t er by but on e

S horthand character . See p ar agraph l 9 a .

2 A s a general rule it is s afe to o mit the c on dot

.
,

in lo n g o utlines and i n thos e which do not m ake a

word without supplying the dot S i der s guen ce s i s
.
, ,

ten t and eve n fess are very likely to suggest the full
words whe n m et with in sente nces .

3 I t is m uch better to write anti m ony with th e e n

.

and tuh strokes because of th e principle which pre

,

cl u d e s th e use o f the h al f length im mediately b efore

or after a stroke betwee n which and the h al f length

there is no angle and whe n both are light or S h aded
, .

A n ton y m ay b e writte n with the hal f length e n b e

c ause of th e pre se nce o f a distinct angle betwee n the
h al f length and the following e n .

4 Write con tr ar y with a c on dot tuh r-hook ruh

.
,
-
, ,

for the sak e o f s ugge sting th e divisio n o f th e word

i n to syll ables and also i ndic at ing the accente d o n e
,
.

I t will b e found th at words writte n with an y o f th e

pr e fixe s usu ally h av e t h e accent upon a syllable which
is n ot represe n t ed in the prefix .

221
2 22 CO MPLET E S H O RTH A ND CO U RS E

5 The con pre fix represents three sounds ; the

.

anti and i n tr o four and fi ve sounds ; the con tr a tick

S i x ; the disj oined e m three or fi ve ; and the circle

four fi v e or seven
,
A s great tim e savers that are .
-

perfectly legible i n reading the advantages o f these ,

prefixes at once beco me appare nt .

A TRA N S C R I PT OF PA G E 20 1

( L ine 1 ) C o ntain conde m n conce al compose

, , , ,

c ompress c ompl ain c ommend cognome n cognation

, , , , ,

cognition ( line 2) malco nte nt reco nduct reconvene

, , , ,

u nconfi ned recom m end reco mpe nse inco mpetent

, , , ,

accomp any recognize ( line 3 ) consider c onditio n

, , , ,

c omplex the l aw co nde m ns we m ust c omply i n

, , ,

co mpliance n o compensation ( line 4) antedate anti

, , ,

dote interrupt entertain in troduce antecedent anti

, , , , ,

q u ary i ntervie w e nterprise ( line 5) contraband

, , , ,

contradict contrave ne ,
controversy controvert , , ,

counteract c ounterfeit c ounterpoi se coun term otion

, , , ,

cou ntermand ( line 6) McIn ty re Mc Dou g al McMi l l i n

, , , ,

m agnanimous m agnanimity m agnify m agnificen t , , , ,

( line 7 ) sel f assertio n self-appointed self ad m iration

,
-
,
-
,

self ass urance circum ference circ umlocutio n circum

-
, , ,

n avigate circum stances circ umven t ( line 8) self

, , ,

co nceit self control

,
sel f condem n
-
s e l fcon te m p t
,
-
, ,

sel f co ntained sel f -co nsistent sel f c o nfid e n ce sel f-c on

-
, ,
-
,

scious s elf co nquest sel f com m and ( L ine 9 ) C on

,
-
,
-
.

fi d e n ce in one s sel f is th e chie f n urse o f m agnanimity

’
.

( L ine 1 0 ) C o nstant tho ugh t will o verflo w i n word s

unconsciously C onsider th e lilie s o f th e fi eld ( line
.
,

1 1 ) ho w they gro w ; th ey toil n ot n e ither do they ,

e rest i s the spur of th e people

spin .

( L ine 1 2 ) I nt ,
2 24 CO MPLET E S H O RT HAND CO U RS E

W R I T IN G EX ER C I S E XXV I

x .

T
’

i A
r

-_
x
4

f k" ls
f

x 14 . _ z
- - _ - _ x
CO MPL ET E S H O RT HAND CO U RS E 22 5

W R I T IN G EX ER C I S E XXV I I

1 5 -x - 1
x

A f
’
v x

L
—
E
o
t /
C
- A _ _ _ L
2 26 CO MPLET E S H O RT HAN D CO U RS E

W R I T IN G EX ER C I S E X X I V W I T H O U T V O W EL S
,
.

E AL A/ SL L p
" “
v K
J J J A
;
H .
ADV ANC E W O R K O F EI G H TE EN T H NU MB ER

S P EC I A L VO C A L I Z A T I O N

2 14 .Whe n the v owel of a double consonant

which is betwee n t h e stroke an d its hook i s other th an
the nomin al o ne ( S h ort e and S hort 11 are t he n omi nal
o nes ) it m ay be represe nted by the following schem e
of S pecial voc alization

2 1 5 A heavy d ot vowel is represente d by a s mall

.

circle wri tte n b e fore the double c onson ant and i n ,

first second or third pl ace according as the vowel i s

,

a first sec ond or thir d pl ace vowel

,
Se e line 1 . .

2 1 6 A light dot vowel is repre sented i n the s ame

.

way except that it is writte n imm ediately after th e

double conson ant . S ee line 2 .

2 1 7 S econd an d third place dash vowels are writ

.
,

ten through th e double co nson ant ; a first place dash ,

vowel im mediately before it

,
See li n e 3
. .

2 18 The diph t hongs are likewise writte n through

.

the doubl e consonant S ee line 4

. .

2 1 9 A similar schem e O f vocalization m ay be used

.

with double leng t hs to indic ate a vo w e l o t her th a n

the n ominal on e i n the added syllable
,
See line 5 . .

I f a doubl e conson ant is m ade do ubl e l ength and

specially voc aliz ed th e S pecial vocaliz ation wil l apply
,

to the double co nsonant an d n ot to the syllable added

,

by m akin g the character dou b le length .

N OTE —Prac t i c all y thi s s ch e m e O f vo c ali z ati on i s use d i n but

,

f e w case s A S it i s O f v e y g re at h e lp h o w e v e r w h e n th e re i s oc
. r , ,
’

c as i on f or us i ng it it s h oul d be th o o u g h ly u n d e rs t ood
,
r .

228
 CO MPL ET E S H O RT HAN D CO U RS E 229

\l
R
1 I
’

“
1A
3
.
. - _

M T1
H -

3 1
A
1 4 s
°
w
6
~ f
i
23 0 CO MPL ET E S H O RT HAND CO U RS E

22 0 C onsonants m ay b e omitted from o utlin es when

.

O f little aid in sugge st ing the words in which they occ ur .

2 2 1 D uh is O f t e n o mitted be fore j uh
. See line 1 . .

2 2 2 K u h is O fte n omitted after ung

. See line 2 . .

2 23 Pu b is o fte n omitted after e m ( see line

.

b ut never unle ss another co nso nan t follows it .

2 2 4 C onson ants are o m itted fro m o utline s if it

.

is incon ve nient to i nser t them and i f s uch o missio n ,

does not re nder the writte n o utline illegi ble .

22 5 T uh i s O fte n o m itted by ch anging the est loop

.

into a circle for c o nvenience i n writing S e e line 4 . .

This is als o done in phrase s such as m ust be ,

- .

2 2 6 The n hook i s freque ntly drop ped for th e

.
-

s ak e o f a g ood j oi n ing o f th at which precede s with

that which follows t h e 11 S ee line 5 . .

2 2 7 Words are s ometi m es o m itted fro m phr as e s

.

where t he c ontex t n ecess arily s upplie s the o m i t te d

words I llus tratio ns are i n li ne s 1 0 an d 1 3
. A s (a) .
-

m atte r ( of ) fact i n p oi nt (of ) fact do y ou m ean ( to) say

- -
,
- - -
,
- - - - .

U s e the le t ter i n lin es 6 to 1 4 p age 2 29 and the , ,

selec t io n i n lines 6 t o 1 4 p age 23 1 as speed exercise s

, ,
.

W R I T ING EX ER C I S E X X X
N O TE —A l l f u t u e w i ti n g e x e rc i s e s are t o b e p h rase d by th e p u p i l
. r r .

A frie nd o f D ean S wift on e d ay se nt him a turbo t ,

as a p resent by a servant wh o h ad frequently bee n o n

,

similar errands b ut who h ad never received the m ost

,

’
trifling m ark O f the d e an s ge nerosity H e O pened th e

“
.

d oor of th e study a b ruptly p u t down the fi sh an d

“
, ,

crie d very rudely M aster h as se nt yo u a turbot

, .

”
Young m an s aid the d ean risin g fro m his e asy
, ,

chair , is that th e w ay you deliver your m essage ?

232 CO MPL ET E S H O RT HAN D CO U RS E

L et m e teach you better m anners S it down i n my ;

chair we will change S ituations and I will S h o w you
, ,
”
how to b ehave in future The boy s at down ; and

“
.

the de an goin g to the door c am e up to th e tab le wi t h

, ,

a respectful p ace and m aking a low bow s aid

, , Sir , ,

my m aster pre se nts hi s kind co mpliments hopes

“
,

you are well and requests your acceptance O f a s mall

” ”
prese nt D oes he ? replied the boy
. return him
my be st thanks and there i s h al f a c rown for your
,
”
self . The de an thus drawn i nto an act o f generosity
, ,

l aughed he artily and gave the b oy a crown for his w i t

,
.

W R I T ING EX ER C I S E XXX I
D ear Sir — I am i n receip t O f yo ur reques t and
send yo u i n this m ail a copy of o ur l atest c a t alo gue ,

as well a s som e other b ulletin s Yo ur s truly . .

D e ar Sir — I send yo u by s am e m ail with this a

copy o f our c atalogue an d S h al l b e pleased to give yo u
further inform atio n concerni n g the U niversity if yo u
de sire it Very truly yo urs
. .

D ear Sir — Yo ur request for inform atio n regard

ing the U niversity of C hic ago has bee n received an d ,

a circ ul ar h as b ee n se nt yo u which it i s believe d will

answer yo ur questio ns I f this doe s n ot reach you
.

pro mptly or i f additio nal i nform atio n is de s i re d pl ease ,

write again Yours very truly William R H arper , .

D e ar Sir —R eplying to your request for the 1 8th

. .

report of the work o f the S tate A gricultural Exp e ri

m e nt S tatio n will s ay that this p ublic atio n i s v ery
,

rare and we are keepin g the few c opie s on h an d to

complete library sets I f yo u wish a copy O f th e s ame
.

we S hall b e obliged to charge fi fty cents Yo urs truly . .

 C O MPL ET E S H O R TH A ND CO U R S E 23 3

T ES T QU E S TI O NS
1 . I f the double consonant p uh r hook is pre
,
- -
,

ceded b v a sm all circle i n s econd p lace what syllable ,

is formed ?
2 Wi t h what migh t th e vowel spoke n of i n the
.

first question conflict ? Would a firs t or third pl ace

vowel S imilarly written b e subj ect to th e s am e am
, ,

b i g ui ty which yo u have j ust discovered to b e prese nt

wi t h the seco nd place vowel ? Why ?
3 Is there ever an y real o cc asio n to write a
.

second place light das h t hro ugh a double consonant ?

,

Why ?
4 DO y o u fi nd th at the conson ants which m ay
.

be o mitted i n certain shorth and word s are also f re

que ntly omitted in ordinary c onvers ation ?

t h e express i on “
5 Explain wh at i s me ant i n p ar agr aph 2 2 7 by
.

the c ontext necessarily suppli e s the

,

omitted words .

6 H ow m any times have y ou re ad p age 2 2 9 ?

.

7 H O W m any time s h ave y ou re ad p age 2 3 1 ?

.

8 H o w m any times h ave yo u writte n th e l etter

.

and selection o n p age s 2 2 9 an d 2 3 1 from dictatio n ?

9 H ow m any time s h ave y o u wri t ten Exercise
.

XXX ?
1 0 H ow m any t imes h ave you written E xercise
.

XXX I ?

MAIL TO THE SC HO O L

( )
a Your an swers to th e test questio ns

( )
b A lo ngh a n d tra n scrip t o f pag e 229 ,
n um ber
ing the lin e s i n the u sual w ay ;
234 C O MPL ET E S H O RT HAN D C O U RS E

( c ) A longh an d tran script O f page 2 3 1 nu mb

,
ering
the line s i n the usual way
( d) A ll of yo u r S horth an d practice work of the
speed exercises n umbering the C opies in the order i n
,

which they were written and statin g upo n e ach in

, ,

min utes an d second s th e len gth of time required to

,

write the m fro m dictatio n

( )
e Your q ue stio n s upo n any p art o f this l esson ,

or a state ment as yo u u nderstand it co ncernin g any

, ,

p art of the lesso n which is n ot j ust clear

( f) N ot les s th an thre e c opie s i n S horthand of
, ,

Writin g E xercise XX X ;
( g) Not les s th an s eve n c opie s i n S horth and of
, ,

Writin g E xercise X XX i n which the vowel s are

,

o mitted ;
( h ) N ot le ss th an te n C opies i n S horthand of
,

Writing E xercise X XX I in which o nly the neces sary

,

vowels are inserted

()i Two shorth and copies o f Writin g E xercise
XXV I I I witho ut vo w el s
,

(j ) Two shorth and c opies of Writing Exercise

XX I X without v owels
,
.
23 6 CO MPL ET E S H O RT HAND C O U RS E

9 . G i v i ng , tel l i ng , taki ng ,
and s tr i ki ng e ach h ave an
ing d ot B y changin g this dot to a circl e w e h ave the
-
.

phrase s g i v i ng -a s te l li ng as taki ng-u s and str i ki ng a s ,

-
, ,
- .

1 0 To phras e two words the fi rst of which en d s

.
,

and the secon d begin s with sm all circles u se a l arge ,

circl e to repre sen t th e two s mall o ne s Thus tuh se s .

,
-

ch uh e n-tl i u h -se S tuh tfi u h ses tick s e s b uh -n hook

‘
- - - - -
, , , ,

an d s e s-e u i ss represent i t-i s such i n thi s-ci ty thi s i s

-
,
-
,
-
,
-

the as -has bcen an d as s oon -as

,
-
,
-
.

A T RA N S C R I PT OF PA G E 2 1 5

( L in e 1)
trying shining lying ironin g mincin g , , , , ,

d o i n g c o ming becomin g dancin g pl anning ( lin e 2)

, , , , ,

writings drawin gs re adings linin gs fili n gs s avings

, , , , , ,

doings p aintings sayings m attings ( line 3 ) tryin g

, , , ,

th e c alling th e paying th e doing th e telling the

,
-
,
-
,
-
,
-
,

m aking th e planning th e j oinin g the len ding the

-
,
-
,
-
,
-
,

wishin g -th e ( line 4) blindly kindly j ointly chiefly

, , , , ,

plainly u ngainly m anly openly grandly ( line 5)

, , , , ,

mysel f thysel f yoursel f h erself him self them selve s

, , , , , ,

yours elve s o urselve s on e s sel f itsel f ( lin e 6 ) lord

, ,
’
-
, ,

ship se am anship kinship s tatesm anship frie ndship

, , , , ,

co urtship generalship rel ation ship scholarship h ard

, , , ,

ship ( L i ne 7) M r S am uel G ath Sheldon I owa

. .
, , .

D ear Sir : I h av e j ust rec eive d your letter ( lin e 8)

dated M ay 4th which was forwarded to m e at this ,

place ( L ine 9 ) This will account for the del ay y ou

.

will e xperience i n receivin g th e reply .

( L in e 1 0 ) When I was i n O m ah a last week it w as

my intentio n ( line 1 1 ) to go from there to Sheldon I .

wished to be sure of fi ndin g yo u whe n I ( line 1 2)

c alled and as I did n o t feel c er t ai n that you were at
,
 CO MPLET E S H O RT HAND CO U RS E 23 7

hom e I cam e here ( L in e 1 3 ) I sh all be ob liged to

.

rem ai n here fo r a week or ten d ays P le as e write m e .

( line 1 4) stating whether yo u will b e in yo ur O ffice on

the 1 6 th instan t Very truly yours . .

A TRA N S C R I PT OF PA G E 2 1 7

( L ine 1 ) fe asibility stability flexibility regularity , , , ,

p rosperity ,
re spo nsibility pop ularity frugality i n , , ,

s tru m e n tal i ty )
( lin e 2 ,
se asonable achievable se n , ,

sible p ardon able attain able governable depend able

, , , , ,

accountabl e taxable ( line 3 ) day o f th e m onth scene

, , ,

of th e b attle time O f th e year city O f the plain s pres

, , ,

ident O f th e sen ate advantage O f th e pl an expe nses , ,

Of the trip e n d o f th e story ( lin e 4) from day to day

, , ,

from hour to h our fro m place to pl ace from city to , ,

city fro m year to ye ar from week to week from door

, , ,

"
to door ( line 5) les s and less m ore and m ore larger
, , ,

and l arger worse and worse l adies and gentlem en

, , ,

heave n and e arth north and south ( L in e 6) O mighty

,
.
,

fl
poet thy work s are not as th ose O f other m en ( line 7) ,

S imply and m erely gre at work s O f art ; b ut are also

like th e ( line 8) phenom en a O f n ature like th e s u n ,

an d th e s e a th e stars an d the owe rs— ( line 9 ) like

,

frost and s now rain and dew hail storm and thunder
, ,
-
,

( line 1 0 ) which are to b e studied with e ntire s u b

mission of ou r ow n facultie s ( line 1 1 ) and in the per ,

fe ct faith that i n th e m there can b e n o too much or

( line 1 2 ) too little nothin g useles s or,
inert — but that ,

th e farth er we ( li n e 1 3 ) progr e ss i n ou r discoverie s ,

th e m ore w e sh al l s e e proofs of ( line 14) design and

self supporting arrang e m ent where the c areless eye
-

had see n not hing b ut accident .

23 8 C O MPL ET E S H O RT HAN D C O U R S E

W R I T IN G EX ER C I S E XXV I I I

4
2 40 CO MPLET E S HO RT HAND CO U RS E

W R I T ING EX ER C I S E X XV I W I T H O UT V O W EL S
,

- 1> Q L X_ n

i
°

b
r
4 3 .
6

a s C -
L V
- f - 6

7 m
(
[ a

1 - _ _x 7 .

A - 2 o -_ x

ra 4 fi
T 9
t
/
A u u
x
 CO MPL ET E S H O R TH AND C O U RS E 2 41

W R I T IN G EX ER C I S E XXVI I W I T H O UT V O W EL S
,

A
\l
_ x
 AD V AN C E WO R K OF NINE TEEN TH
N U MB E R

IN T ER S EC T IN G S T R O K ES

2 28 . W h e n th e w ords p arty ,
com m i ttee , dep ar tm e n t,
and associ ati on form a part O f a c om
comp an y , soci e ty ,

pound n a m e they are repre sente d by th e stroke s puh

, ,

tuh duh ku h s ub and sh uh writte n throu g h th e

, , , , ,

p receding word wh en it is possib l e t o w rite the m s o

,
.

S e e line s 1 to 3 .

22 9 . A nd comp an y
is written wit h a d u h toi d tick
attached initially t o kuh intersectin g th e preceding ,

stroke . S e e line 4 T his is th e only in stance O f a

.

Vertica l tick being u sed initially for an d .

H O O K S R EP R ES EN T W O RD S
P H RA S ES IN

2 3 0 T h e l h ook m a y be us ed i n ph rases to re p re
.
-

sent wi l l or al l S e e line 5 . .

2 3 1 T he r h ook m a y be u sed in ph rases to repr o

.
-

sen t are or ou r and on e n to represent the syllable re

of th e followin g w ord S e e l ine 6 . .

23 2 T he n h ook m ay be used in phrase s to rep

.
-

resen t than bee n own and on e S e e lines 7 and 8 T h e

, , . .

h ook ca n n ot be u sed a fter m y and thy for m y own and

thy own n or a fter n o for n o one
, .

2 3 3 T h e f o r V h ook m ay be used in ph rase s to

.
-

represe nt hav e to hav e o r of , S e e line 9 , . .

2 3 4 T he s mall weh h ook m ay be used i n ph r as es

.
-

to repre sent we or wi th S e e line 1 0 . .

2 42
2 44 CO MPL ET E S H O RT HAND CO U RS E

M I S C ELL A N EO U S P RA C T I C E M A TT ER
T o becom e th orou g h ly proficien t as a sh orth an d
w riter it is n o w n ece ss ary th at a gre at quantity O f
,

practice w ork be done T his shoul d be by the pupil

.

a l on e , w h o should be very care fu l t o w rite o nly c or

rec t and accurate outli nes and a l s o from th e dictation
,

O f s om e p atie nt reader .

R estric t th e m atter for dictation at first t o t h at , ,

w hich th e pupi l h as p reviously worked upon alone .

I t sho uld be a t a r ate w hic h will c onstan tl y c rowd

th e w riter a nd ye t b e n ot beyon d h is abi l it y to write
80 l egibl y that i t c an b e re ad back p ro m ptly .

T h e stenograph er m ust be able t o d o two thing s

n amely w rite S h orth and and after w ar d read th at
,

which h e h as w ritten O n e w ith o u t th e oth er i s O f

.

little valu e T h e pupil m us t c onscientiously question

.

him sel f as t o w hich h e is better able t o d o an d t h e n

tu rn h is z e al to th e improvem en t Of tha t w hic h h e
fi nds th e m ore diffi cult T h e c ourse h as b ee n pre
.

p ared W ith the inte ntion of m akin g its students

e qu ally proficient i n readin g an d writing an d wh e r ,

ever i n individu al c ase s i t fail s t o do this th e rem ed y

, ,

is foun d i n th e self directio n of the pupil to th at in

-

w hic h h e fi nds himsel f deficient .

M aterial for practice n eed n o l onger be c onfi ned t o

th at w hich is O ffered in th e v arious numbers M ost .

excelle nt selections m ay be fou nd in T hird and F o urth

R eaders F irst -class n ewspaper editorials O f o n e to
.
,

two hundred words each are very g ood A void tech ,

.

n i c al o r scientific articles an d th ose containing an y

gre at am ount O f conversation .

CO MPL ET E S H O RT HAND C O U RS E 2 45

V A C i
f/ e A .

—n

J
2 46 C O MPL ET E S H O RT H AND CO U RS E

As a part O f the wor k of th is nu mber prep are ,

sh orth and t ran scripts o f n ewspaper editorials con ,

taining in th e a g gre g a t e n ot les s th an on e th ousan d

, ,

words and m ai l a c opy o f y our be st work t o the

,

S chool A ls o send th e printed l ongh and from w hic h

.

the sh orth an d tran script w as m ade .

I nstead of th e n ewsp ape r articles referred to above ,

s h orth and tran scripts m ay be m ade from any o r p arts

O f any o f th e followin g p ublication s and wh en these ,

are u sed the prin ted c opy n eed n ot be s en t in

L incol n s G e tty sbu rg Sp eech an d O ther Pap ers;
’

I rvin g s R ip Van l V i nkl e an d O ther Es say s ;

’

H a w thorne s Tal e s of the W hi te H i l l s an d O ther

’

S ke tches;
s A u tobi ograp hy ( P ar t
B e n j amin F ranklin
’

A n y o f the above b ooks will b e se n t p ostp aid o n , ,

receipt O f 1 5 c en t s by H oughton Mi fii i n CO , .
,

C hicag o Ne w York or B oston

, ,
.

W R I T IN G EX ER C I S E XXX I I

- at ha dn p
- rob ab l y l d e te m i
- r ne m i l l i on
_

J
. - .

t
c ou n ry - i
X p rO p e rty ch i l d re n e Xpe ct

W A S H ING T O N S AD D R E S S TO H IS TR O O P S — Tl l e time
’
.

i s now near at h and which m u s t p robably d etermine

w heth er A m erican s are to be fre e m en or sl aves ;
whether they are to h a v e any property th ey c an cal l
th eir o wn ; whethe r th eir h ouse s and farm s are to be
pilla g ed and destroyed and th em selve s c onsi g ne d t o a
state o f wretchedne s s from whic h n o h um an e ffort s
2 48 C O MPL ET E S H O RT HAND CO U R S E

M AI L TO TH E SC HO O L

( )a A longh and transcript O f page 2 43 numberin g

,

the line s in th e usu al way ;

(b) A longh and tran script O f p a g e 245 n umbering
,

t h e line s in the u su al way

( c ) You r question s upon an y p art Of this lesson ,

o r a statement as y ou u nderstand it concerning any

, ,

p art Of the less on w hich is n ot j ust clear ;

(d ) A sh orth and transcrip t o f th e n ewspaper
article s referred to on p age 246 and als o the longh an d
,

C opy fro m w hich th e tran scrip t was m ade or

m
,

( e ) A selection or selection s fro any of th e four

b ooks wh ose titles are gi v en o n p age 246 ;

( f ) Not less th an te n c opie s in S h orth and of
, ,

W riting Exercis e X XX I I in w hich as fe w vo w els as

,

p ossib l e are inserted .

 TW ENTI ETH NUMB ER

ANS WE R S TO T E S T QU E S TI O NS IN
E I G H T EEN T H NU M B ER

1 . T he double c onson ant p uh -r h ook whe n pre

, ,

fl
ceded by a sm all circle in second p l ace form s the
,

syllabl e p ar .

2 T he vowel repre sen ted by the sm al l circle in

.

th e precedin g question m ay con ic t w ith th e circle for

se lf or ci r cu m i n wh ich c ase c ontext mu st be depe nded
,

upon A first or third place vowel simil arly writte n

.

would n ot be subj ect to th e sam e ambiguity because

th e circle for se lf or ci rcu m i s al w ays w ritten i n second
pl ace .

3 O rdinarily there is n o occ asio n f or writin g a

.

second place light dash th rou g h a double c on son ant

, ,

bec ause the usual vowel sound i n such c ases is eith er

s h ort 11 or short e S ince we frequently allow a d ouble
.

consonant w ith out any special vocali z ation to re pre

, ,

sent a syllable which doe s not contain o n e o f th e

n omin al vo w els if we w ish t o p reclude th e p ossibility
,

o f any other vowel sound it is permissible to indicate

,

th e sh ort 11 or S h or t S by th e sche me O f special voc ali

z ati on .

4 M any conson an t sou nds which are regu l arly

.

omitted i n th e shorth and represe ntation O f w ords are

sometime s omitted in pronunciation by careless ,
i ndi f
fe re n t speakers .
2 50 CO MF ET E S L H O RT HAND C O U RS E

5 By
th e expression th e c ontext necessarily sup
.

plies th e omitted wor d s i s m e ant th at th at which goe s

b efore a nd after the omitted word or w ords form s a p art
o f an expre ssion s o familiar t o English -speaking per

s on s that the omission is at o nce supplied T he .

e ntire expressio n is S O idiom atic th at if any word other

th an th e righ t on e were supplied it would grate ,

h arshly up on th e e ar of the b e are r or up on the

though t of th e reader .

A TRA N S C R I PT OF PA G E 22 9
( L ine 1 ) b eard cheer re ali z ation ch airm
,
an sca l e , , , ,

scare carb on cartoon m arsh al b arter ( line 2) spill

, , , , , ,

skill shillin g filter pil g rim C al v i n p almetto cal

, , , , , ,

u m ny canal (lin e 3 ) c ourse or c oarse divorc e roll

, , , , ,

rule j urisdiction n orth border corp oration c ol l e c

, , , , ,

tion (line 4) picture culture lecture capture rapture

, , , , , ,

ridicule calcu lation accuracy (line 5) S ign atu re

, , , ,

g arniture furnitu re c urvature future vamp ire

, , , , ,

m aterial ( L ine .

M r H L S anders on
. . .
,

S ain t P aul M innesot a , .

Dear S i r
W e h ave recei v ed a comm u nication from S u p e ri n
tendent M ayne o f O shkosh s ayin g that y ou are , ,

( line 8) intere sted i n o u r new w ork on O ffice syste m

which we h ad ( lin e 9 ) S uperintenden t M ayne prep are
for u s last y ear H e th inks th at a ( lin e 1 0) certain
.

edition O f th e work which we are j ust preparing

would bes t suit ( line 1 1 ) your n eed s T his edition .

will n ot be o u t for p erh aps t wo weeks ( line 1 2) whe n

w e will be very glad to h ave yo u e x amine it I n the .
 2 52 CO MPL ET E S H O RTH AND CO U RS E

W R I T ING EX ER C I S E XXX
J
'

” I f . 7
C O MPL ET E S H O RT HAND C O U R S E 2 53

W R I T ING EX ERC I S E XXXI

2 54 CO MPL ET E S H O RT HAND CO U RS E

W R I T ING EX ER C I S E XXVI I I W I T H O UT V O W E L S
,
 AD V AN C E W O R K OF T WE N TIE T H NU M B ER

W hile it is the aim o f m ost auth ors Of Stenographic

system s and writers upon the m to reduce th e systems
t o exact science s c omplete succes s along this line h as
,

ye t to be attained I f th e m ental expense O f the

.

fl
le arne r is th e factor which determine s the meth od of
p resent atio n the n th e absol utely scie ntific presenta
,

tion i s certainly n ot the m ost ec onomical F or .

e x a m ple knowl e dge is brie y written e u j uh and

,
-
,

acknowl edge kuh juh

,
- I t is p ossibl e to state the abb re
.

v i ati on s h ere employed as principle s thu s A fter e n ,

and be fore j uh th e sound o f l is omitted wh ile after ,

kuh and be fore j uh b oth e n and e l are omitted A n

, .

excep tion to the rule p ermittin g th e omission of th e

s ound O f 1 after e n and be fore j u h i s fou nd wh e n th e
e n is p receded by f uh r h O O k - Examples knowl e dge
- .
, ,

ackn owl e dge p hr e nol og y

,
.

T he supposed p rinciple s above se t forth would

probably h a v e to be further qualified and limited wh en
a nal og y hy m nol og y a nd othe r similar w ords are c on
,

s i d e re d
. I t would be p ossible h owever to formulate , ,

a principl e for the abbre v iatio n o f th es e t wo word s

and any othe rs which mi g h t p re sen t th e s am e c ondi
tions bu t t o do s o w ould c ertainly resul t i n a c ompli
,

c ate d and w ordy r ule wh ose m aste ry w ould require a

much gre ater m e ntal e ff ort th an th e m em ori z in g of

th e p articul ar instan ce s .

O n pa g e s 2 7 1 to 280 will be found i n an alph abetic al ,

arrangement m os t O f th e word signs th at h a v e bee n

,

2 56
 CO MPL ET E S H O RT HAND CO U RS E 2 57

give n in the preceding p age s of this text all illustra

tions of contracted outline s ap pe aring in this text
w hich h ave bee n contracted acc ording to the prin
ci p l e s h erein set forth bu t not all th e p ossible il l us
,

trati on s of such principles ; and als o m any O f the ‘

arbitrary contraction s which skilful practic a l report ,

ers h ave found advantage ous to adop t in their w ork .

I t is not intended th at thi s list sh ould be m em

'
ori z e d I t sh o uld be gone o ver m any m any tim es I t
.
,
.

will recall to y ou word signs and contractions which

you h ave once know n and m oment arily for g otten and ,

will apprise y ou Of c ontraction s which y ou will s u b s e

quently l ook up and adopt at a ti m e w hen you fee l a
need for such contraction s .

S horth and is a s ubj ect which is n ot m astered i n a

w eek a m on th a ye ar or a life tim e
, ,
Just as i n the .

us e O f your m oth er tongu e i n wh ich you are contin ually

learning ne w w ord s n e w ph rases n e w m odes of
, ,

e x pres sin g you r th ou g hts and in which you are disc ard
,

ing some of th e Old words and phrase s from time t o

time j ust s o i n sh orth and should you improve and
,

p ut aside th e less for th e m ore expeditiou s devices .

T hree g re at aids to th e furthe r growth i n S h ort

h and and the retention of th at which you h ave
al re ady acquire d are found i n two book s and a m aga
z ine. T h e b O O ks are The S ci e nce an d A rt of Phrase
,

m aki ng by Da v id W olfe B rown a n O ffi cial reporte r o f

, ,

th e U nited S tate s H ouse o f R epresentati v es a nd The ,

Phon ogr ap hic D icti onary an d Phrase B ook by B en n ,

Pitm an and Jerom e B H oward T h e m a g a z ine re

. .

ferre d to is th e Phon ograp hi c Mag azi n e published at ,

C incin nati O hio ,

.
2 58 C O MPL ET E S H O R T HAND C O U R S E

EX ER C I S E . ANVI Ls A ND H A M M ER S .

—
XS
-
C
-
.

Q7 Q_ _ L

V a fl ‘
N o / A
”
Q u i p

i n t he w o rl d .
2
mo re or less c i st erns ref o r m er
.
3
.
4
.
260 CO MPL ET E S H O RT HAN D C O U RS E

W R I T ING EX ER C I S E X X X I I I
( A c on tinu ation O f A n v i l s an d H am m e r s)
W hile th e world sh ould be m ore c areful and c on
siderate in its tre atme nt of th ose w h o c om e t o i t with
a mission of g ood th e reform er him self should be
,

ve ry p atient w ith th e world H e m us t n ot o nly retai n

.

hi s faith in it b ut he m ust n ot b e i n too g re at a hurry

,

to be u nderstood an d accep ted H e m u s t draw cl os e .

t o th e w orld w h ere i t c a n l oo k int o h i s h eart and th e

, ,

world sh ould dra w close to hi m u ntil it is rationally

satis fied th at h e h as n othin g for i t T h e e fforts Of .

Opposin g force s backe d by th e e ndorsem en t O f th e

,

unreasoning m ultitude should thro w n o w orker for

,

th e w orld O ff h is p oise n or sh ould they deprive hi m

,

O f the honest j udgm ents o f those wh o think NO true .

m an will ever be i n h aste t o vindic ate h im self be fore

th e worl d by direc t e fforts for th at e nd H e h as fait h .

i n m en and th at gives him faith in the ultim ate j udg

,

ments O f m en H e lives and speaks and acts an d h e is

.
,

con tent to l et h i s life h is w ords an d h i s ac tion s spe ak

,

for him .B y them he knows that s ooner o r l ate r th e

world will j udge him an d h e is c onte nt,
S h ow m e a .

m an wh o g ets excited and uneasy u nder p opul ar

cl am or and betray s his u nh appiness and anxiety by
frequen t pri v ate or p ublic explanations and ju s ti fic a
tion s and you will sh ow m e one wh o i s n ot t o be
,

tru sted . H e h as n ot th e spirit n or th e sta mina for

his w ork B u t h e w h o g oes s trai g h t forward c on fi
.
,

de nt i n h is o wn m otives true to h is o w n con v ictions

,

and calm ly trustf u l O f the ul t im ate issue o f h is e fforts

and hi s life i s O f th e tru e m e tal an d one m a y be
, ,

s ure th at there is som ething good in him .

 CO MPL ETE S H O RT HAND CO U RS E 26 1

He laugh s best wh o l aughs l ast T he wheels O f .

progre ss do n ot stop T h e w orld a d vances to w ard

.

and into a better life and w ill ad v ance u ntil le avi ng

, ,

the h ard clum sy and j arring p a v em ents of the m arts

,

of selfishnes s behind it will strike O ff j oyously into

,

the broad a v en ue O f th e millennium NO m an can be

.

a true worker for h um an good wh o does n ot believe

th at th e cobble stone p a v em e nt h as a n end and that
-

there is an a v e nue ahead w here i t will be hi s turn to

e nj oy him self H e belie v e s th at the time w ill come
.

whe n w hat h e i s doin g an d h as done will be accepted

at its tr ue value H e m ay he l aughed a t now ; h e
.

m ay be scoffed at and scorned ; h is m otive s m ay be

m aligned ; he m ay be h am mered by opposition and
barked at by pop ul ar clam or ; but h e kno w s th at
som e tim e in th e futu re i t will be his tu rn to l au gh ,

and h e is confiden t th at h e will l au g h l ast and l augh

best H e knows th at G od will pro v e t o be a good
.

p aym aster and h e believe s th at th e world will in the

,

long ru n b e j u st .

I f any m an p ropound idea s in ad v ance o f the

world the world i n its pro g res s will c om e u p t o them
,

as certainly a s the world c o ntinues to exist a nd then , ,

if n ot before it will remember T hose wh o ch erish

,
.

truth and stand by the ri g h t m ust be at warfare w ith

those wh o h old to falseh ood and to sin T here i s n o .

con scrip tion i n thi s w ar I t is a v ol untary ser v ice o n

.

both sides and n either is in want o f c owards

,
T here .

is a contemptible quie t p ath for all th ose wh o are

,

afraid O f th e blows and clam or s O f O pposin g forces .

T here is n o h onorable fi ghtin g for any m an who is n ot

re ad y to forget th at h e h as a h ead to b e battered
262 CO MPL ET E S H O RT HAND CO U RS E

a nd a n am e to be besp attered T ruth wants n o

champion wh o is n o t a s ready to be struc k as to strike
for h e r T he eye th at can s e e th e tri ump h of th at
.

which is good i n th e w orld from a far th e h eart t h at ,

c an b e certain O f vic tory th ough n ow i n the sulph ur

,

O u s thickness o f th e fi g h t c an afford pres ent con

,

tu m e l y and even prese nt de fe at T h e bearer of s uch

.

a h eart a nd eye knows th at sooner or l ater th e time

wil l c ome wh en h e and th e ba nd to which h e belongs
sh al l celebrate a fi n al victory over all th at O ppose
them —

fl
th at th ey sh all c ome h om e fro m the ir c ontest

"
”
with s ongs and e v erlastin g j oy u pon th eir heads .

H e knows th at the l ast S h ou t will be hi s and th at the ,

severer th e co n ict the he artier wil l th at sh out be .

Ah W hat pe ans o f triumph wh at s w eep s Of m a

,

je s ti c m usic wh at w avi ng O f banners wh at j oyo us

, ,

"
tum ul t O f w hite robed h os ts sh all gree t h i m wh o goes
-
,

hom e worn and weary to t ake a crown worthil y won

, ,

in th e c ontest with error and with wrong M ay th at .

c rown b e yours and mine

M A I L TO T H E S C H O O L
a
( ) A l on g h and tran scrip t O f page s 2 58 and 259

b
( ) N o t les s tha n te n C opie s ,
i n sh orth and o f ,

W riting Exercise X X X I I I
( )
0 A n article i
,
n sh orth and ,
O f a t h ou s a n d words or

m ore from any O f the s o urces m entioned on p age 246

,

( )
d S horth and c opie s o f th e e ntire selection A n ,

v i l s an d H a mm e r s w ritte n from dictation

,
O n each .

copy state th e rate a t wh ich i t w as writte n and th e

rate at w hich it w as read bac k from your shorthand
n otes .
264 CO MPL ET E S H O RT HAND CO U RS E

about December 1 5 W e fi nd this proposition s atis

.

factory ( lin e 1 4) and sh all l o ok for p rompt remittances

fl
as stated . Yours truly ,

A TRA N S C R I PT OF PA G E 245
M essrs H ou g hton Mi f i n
. CO , .
,

C hicago I llinois , .

G entlemen You will please fi nd e nclosed h ere with

1 5¢ in stamp s f o r which send m e o n e c opy O f I r v in g s
’

R ip V an W i n kl e an d O ther Ess ays .

Yours truly ,

A nderson , I ndiana , M ay 8 .

M e ssrs D C H e ath
. . . CO , .

C hic a g o I llinois , .

G en tle me n
T o th e orde r for sch ool text -books which was
give n t o your M r S mith w h o w as h ere yesterd ay I
.
, ,

w is h you to add th ree copies O f G oldsmith s Vi car of ’

W akefie l d
'

.I f th e fi rs t order h a s bee n fi lled and fo r

w arded b efore receip t o f this please h old this order ,

u nti l l ater in th e w eek wh en I sh all quite l ikely add

,

two or three m ore c opies t o the order .

Very truly yours ,

F red H . W ri g ht .

M e ssrs H enry H ol t
. CO .

C hica g o I llinois , .

De ar S irs
P leas e s end u s by expre ss ei g h t copie s Jame s s ’

Psy chol ogy B ri efe r C ourse and te n copies O f R e m

, ,

se n s El em en ts of C hem i stry T h is orde r m us t reach

’
.

u s by th e l ast of th e week SO p lease hurry it forward

,
.

Very truly yours ,

CO MPL ET E S H O RT HAND C O U RS E 26 5

W R I T ING EX ER C I S E XXX I I
266 C O MPL ET E S H O RT HAN D C O U RS E

T R AN S C R I P T S O F S H O R TH AND A ND WR ITING
—
E XER C I S E IN TW E N TIE T II NU MB E R

A TRA N S C R I PT OF PA G ES 258 A ND 2 59

R eadi ng Exerci se —A n v i l s an d H am mers

Ev ery m an in th e w orld wh o give s blo w s m u st

take blows Every m an w h o occupies th e p osition O f
.

a p ositive forc e bearin g upon th e th ough t and life O f

,

th e world i s a h am m er th at m ore or less must

, , ,

submit itsel f t o th e ful filment o f th e Offi ce Of an anvil .

T hose whom h e assails or th e supporters Of that

,

whic h h e as sail s wil l turn up his face and under

,

take to straigh ten th eir croo k ed n ail s on it or refasten ,

th e rivets Of th eir bro k e n cistern s On it or pound ,

th e w rinkle s out o f t h eir battered Opinions on it or ,

punish it w it h spite ful indentations T he perfection

.

Of art wit h suc h a m an is to stri ke h earti l y w h en h e

assum es t h e office of a h amm er an d bear bravely
,

"
wh e n h e is compelled to be an anvil U ntil a m an .

becom es as good an a nvi l as h e is a h ammer he fai l s ,

to be t h oro u gh ly fitted for h i s w or k W h at an indu

.

rate O l d anvi l M artin L uther w as H e s mote errors

an d abuse s and sins w ith blows th at sent their reso
n ant ech oes throug h al l th e ce nturie s H e w as a .

m oral S ledge -hamm er assai l ing a syste m th at s h oo k

,

th rough all its rotte n timbers ; but th at syste m and

i ts de fenders returned h is ass au l ts and tested h is
268 CO MPL ET E S H O RT HAND CO U RS E

are n am e s O f reproach Y ou S hrink from associ a

.

tion with th os e w h o b e ar th em I f yo u en ter their.

presence y o u e nter s uspiciou sly a s i f y ou feared a

, ,

tain t or guilti l y a s if y ou though t th e m conscio us o f

, ,

t h e c o ntemp t in w hic h y ou h o l d t h e m You think .

becau s e th ere i s s o m uch outcr y against t h em there

m us t b e s om et h ing b ad in them .

L oo k b ac k over th e p ast an d s e e h ow m any of

th o se w h om t h e w orld o nce abu sed are the w orld s ’

ido l s W h o are the p reachers whom you m os t delight

.

to h e ar ? H ave t h ey n o t a t s om e tim e in t h eir h is

,
’
tor y bee n t h e obj ects O f t h e world s Outcry an d of
, ,

you rs too ? L oo k at th e ballots w h ich y ou c arry to

,

t h e p o ll s w it h c on fi dence and perh aps with unlimited

enth u sias m DO th ey n ot b ear th e n am es O f m en
.

w h om y ou once verily believed t o b e t h e incarn ations

of se l fi s h ne ss an d de magogism ? T hin k o f the
s tate smen h unted to th eir grave s by the h ounds Of
,

p opular c l am or wh o are n o w am ong t h e n ation s

,
’

imm ortals R emember all th e m en agains t w hom

‘

y ou h ave j oine d in de nunciation an d w h om y ou h ave

le arned to resp ect if n ot t o love b y getting near
, ,

to t h e m and Obtaining a l ook i nto t h eir h one s t h earts

and a vision o f t h e i r de v oted l ive s L oo k over the .

w h ole trac k of h istory an d s e e h ow e v ery on e w h o

ever did great good in th e world h as bee n the Obj ect
’
of th e w orld s m alediction s and the n b e c are ful h ow
,

y o u j oi n i n an u nreasonin g o utcry agains t any m an .

S ele cte d from the wr i ti ng s of Dr J G H ol l an d . . . .

 CO MPL ET E S H O RT HAND CO U RS E 269

W R I T IN G EX ER C I S E XXX I I I

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270 C O MPL ET E S H O RT HA ND CO U RS E

W R I T ING EX ER C I S E X XXI I I C O N C L U D ED
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272 CO MPL ET E S H O RT HAND CO U RS E

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 A D ICT IO NA R Y OF W OR D S IG NS ETC 273

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 4 CO MPL ET E S H O RT HAND CO URS E

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k
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express fr om .
grea t es t .

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y gu i l t -
y .

exp ressly -
X .
general ly
-
.

general i z e .

general i z e d

ex t re m e L gen t le m an ha d n ot .

gen t le m en
gen t le m en o f
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fi n an c ial -l y gl o ry -
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2 76 CO MPL ET E S H O RT HAND CO URS E

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 A D IC T IO NA R Y OF W OR D S IG NS , ETC . 277

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 2 78 CO MPL ET E S H O RT HAND C O U RS E .

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r i g h t an d left s om e bod y -
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2 80 C O MPLE T E S H O R T H A N D CO U RS E .

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 INDEX

Th e num be rs g i v e n are o f p ag e s .

A , 6 9 , 118 ,
C om 200 ,

A bbre v i ati o n of w o rd s C o m b i nati o n s of c on so nant s , 9

p h rase s . 9 0 2 1 6 , 23 0
, C o m m a 16 ,

A dd e d t or d 172 , Co mmi tte e 242 ,

A l i ty 2 16 , Co mp any 242 ,

A l l in, p h rase s , 242 C on 200

,

l
A tho u g h , 42 C o n se c u ti ve v o we l s 3 8 ,

A n, 9 , 1 18 C o n son an t s 6 1 5 26 , , ,

A n d 9 118, 21 6
, , C o n t e x t 1 10 ,

A nd co mp any , 2 42 Co n tra 200 ,

A nte , 200 C o n t rac ti on s 216 230 , ,

A n ti ,
200 C on tra 2 00 ,

A ny thi n g 42 , Co un ter , 2 00
A ppe n d ag e s , 68
A r , 52 D as h th e 216
, ,

A re 2 42 , De fic ie n c ie s o f th e R o m an a lpha
A ri ty 2 16 , be t 3 4 5, , ,

As p i ate th e 9 0 r , , Dep ar tm e n t 242 ,

A ss oc i ati o n 242 , D e ri v ati v e w o rd s 30 ,

A tt ac h e d vo w e ls , 40 D i p hth o ng s 40 ,

D i re c ti on o f w riti ng c i rcl e 64 ,

Ba c k ward 71 ,
188 D i sjo i n e d l e tt e rs an d s i g n s 200 ,

B e e n 242 ,
Dou bl e c o n s on an ts 1 30 144 , ,

B l e 21 6
, Dou b l e l e n g th s 186 ,

B ig 2 1 6
,

C ap ital i z ati o n 1 6 ,

0 63 c i rcl e 76 ,

C i rcle be t w e e n s tro k es ,

C ircl e i ss 64 ,

C i rcl e si de 66 ,

C i cl e w ord si g ns 66
r , F h oo k the 1 04 242
, , ,

Ci rcu m 200 , F i rs t p o s iti o n 28 ,

C og , 2 00 F ro m to
2 81
2 82 IND EX

H , 90 O , 8
H al f l e ng ths , 17 2 1 74 , Of , 242
H av e 242 ,
Of -the, 2 16
H y p h e n th e , 2 16 ,
O miss i o n o f c on so nan t s ,
23 0
O mi ss i on o f vo we l s 90 ,

I 40
,
O miss i on o f w ord s 2 1 6 , , 23 0
Il i ty , 216 O n 40 ,

Im pe rfe c t h ook s ,
130 O ne , 242
I ng 2 1 4 , O u r 242 ,

I ng ty , 132, 2 14 O u t l i ne o f a w ord .
,
9
In gs , 2 14 O wn 242 ,

I ng f -th e 2 14 ,

In ter 200 ,
Pa rty 242 ,

In t e rrog ati o n p o i nt , 9 P e ri od 9 ,

In t e rse c tin g s trok e s , 242 P h ras i n g 118 ,

Inte rv ocal i z ation , 228 P l u ral o f n o un s 66 ,

I n tro 200 ,
P os iti on 28 3 8 76 1 18 172 , , , , , ,

1 3 3 , 64 P rac ti c e im po r tan c e o f 13 , ,

Irre g u ar l dou b l e c onso n an t s , 132 P rac ti c e m att e r 56 244 , ,

146 P re fixe s 200 ,

Irre g u lar I h oo k , 132 P ro pe r n am e s 1 6 ,

Irre gul ar r h oo k , 1 46 P un c t uati o n 9 1 6 2 1 6 , , ,

P u rpo se o f p h ras i n g 118 ,

Joi ni n g c onso nan t s 9 10

, ,
R h oo k , th e , 144, 146, 242
R u h 52
L h oo k the 130 13 2 242
,

, , , ,
Ru l es f or re ad i ng , 8
Larg e c i rcl e 76 ,
R ul e s f or w riti n g 9
Larg e w h oo k th e 1 60
,

, ,

Le n gt h o f c o n so n an t s 6 , ,
S e c o n d p os iti on , 30
Lo n g vo w e l s 6 2 8 3 8 55 , , , ,
S e lf 200 2 14 , ,

Lu h 50 ,
S e lf con 200 -
,

Ly 2 14 ,
S e l ves 214 ,

S e mi c o l on 1 6 ,

Mac or Me 200 , S e mi c i rcl e th e , , 88

Mag na 200 , S h ad e d l oo p 78 ,

Mag n i 2 00 ,

Mat e ri al s 2 , S ho u ld 40 ,

S hu n h oo k the 1 1 6 , ,

N c u rl , t h e 1 88 , S i l e n t l e tt e rs 5 ,

N h oo k , th e , 1 02 -242 S i z e o f s t rok e s 6 1 72 , , , 1 86
N am es o f th e co nso n ants , 6 S m al l l oo p 78 ,