PART II.

SHORT-HAND SHORTENED.

THE preceding system is complete in itself, and has no dependence on the following rules. The learner, therefore, should have nothing to do with short-hand shortened, till he is quite familiar with short-hand. He may then increase his facility of writing, by adding other links to the chain of abbreviations, without weakening those which precede.

Notwithstanding the instruction here given is considered sufficient, still the learner may, upon the same plan, go much further by the use of other stenographic letters above or below the line; and all this without material encroachment upon the fundamental principles of the system; but it is no more necessary to the common stenographer, than conic sections or fluxions to the humble arithmetician.

1. Make a horizontal touch,

RULES.

above the line of writing for and the or by the; and the same touch, below the line, for in the or of the.

2. Make two dots, above the line of writing, for for the or from the; and the same,.. below the line, for with the or was the.

3. Make a circle, above the line, for over or above; and the same, . line, for under, beneath, below.

4. Place the circle over or under words for the prepositions over or under.

below the

5. When two words of a contrary signification come together, with a word or two between them, write first the contrary word, and afterwards express the opposition by drawing a line, thus

from the east to the west,

517/

When two words come together denoting the difference of sex, write as above. Ex. he and she, male and female, man and woman. Or if two corresponding terms of relation fall together, they are signified in the same way. Ex. husband and wife, father and mother, parents and children, son and daughter, &c.

6. When a word is repeated, and not repeated till something else occurs, write down a word or two and make the mark for &c.

SHORTENING RULES,

For enabling the writer to follow the most rapid speaker.

7. The first word or two of every sentence should be written very plain and intelligible. This will secure a connection, and render the whole sentence easy to be read, though much abbreviated in the latter part.

8. The articles a, an, and the, and the sign of the genitive case, of, may be always omitted.

9. The first consonant and termination of a word is often sufficient to express the whole.

10. In many cases the terminations are such that no mark need be made for them.

10. Many words may be expressed by two or three of their leading consonants, or by their initials where the sense is clear; and in most long sentences a number of small words may be dropped without impairing the perspicuity of the sentence.

11. The sign of the plural of nouns, together with s, eth, ed, and est, terminations in the tenses of verbs, may be omitted.

12. Such words as are usually abbreviated in long hand, may be abbreviated in sh.h. 13. Poetic contractions may also be made use of: as morn for morning, &c.

14. Some compound words may be written singly, thus; with out, with draw, child hood, &c.

ARBITRARIES.

The following are a few arbitrary (or contracted) characters, which may be used at the option of the pupil.

Plate XIII.

EXERCISE I.*-1st Chapter of Genesis.-See Plate xiv.

1. In the (1) beginning God created the [8] heavens [24] and the [1] earth. 2. And the earth was without [14] form, and void; and darkness was upon the face of the deep: and the spirit of [8] God moved upon the face of the waters. 3. And God said, let there be light: and there was light. 4. And God saw the light, that it was good: and God divided [30] the light from the [2] darkness. 5. And God called [11] the light day, and the darkness he called night and the evening [13] and the morning [13] were the first day. 6. And God said, let there be a [8] firinanent in the midst of the waters, and let it divide [30] the waters from the waters. 7. And God made the firmament, and divided the waters which were under [3] the firmament from the waters which were above [3] the firmament: and it was so. 8. And God called the firmanent heaven; and the evening and the morning were the second day. 9. And God said,

*The references in this exercise refer only to the instruction given in Part II.; and the italic type distinguishes such words and parts of words as are abbreviated according to the rules therein given.

let the waters under the heaven be gathered together [23] unto one place, and let the dry land appear: and it was so. 10. And God called the dry land earth, and the gathering together of the waters called he seas: and God saw that it was good. 11. And God said, let the earth bring forth grass, the herb yielding seed, and the fruit tree yielding fruit after [20] his kind, whose sced is in itself, upon the earth: and it was so. 12. And the earth brought forth grass, and herb yielding seed after his kind, and the tree yielding fruit, whose seed was in itself, after his kind: and God saw that it was good. 13. And the evening and the morning were the third day. 14. And God said, let there be light in the firmament of the heavens, to divide the day from the night; and let them be for signs, and for seasons, and for days, and years. 15. And let them be for lights in the firmnent of the heaven, to give light upon the earth: and it was so. 16. And God made two great lights; the greater light to rule the day, and the lesser light to rule the night: he made the stars also. 17. And God set them in the firmament of the heaven, to give light upon the earth. 18. And to rule over the day, and Over the night, and to divide the ligh from the darkness: and God saw that it was good. 19. And the evening and the morning were the fourth day. 20. And God said, let the waters bring forth abundantly the moving creature that hath life, and the fowl that may fly above the earth in the open firmament of heaven. 21. And God created great whales and every living creature that moveth, [11] which the waters brought forth abundantly after their kind, and every winged fowl after his kind: and God saw that it was good. 22. And God blessed them, saying, be fruitful, and multiply, and fill the waters in the seas, and let the fowl multiply in the earth. 23. And the evening and the morning were the fifth day. 24. And God said, let the earth bring forth the living creature after his kind, cattle, and creeping things and beast of the earth after his kind and it was so. 25 And God made the beast of the earth after his kind, and the cattle after their kind, and every thing that creepeth upon the earth after his kind and God saw that it was good. 25. And God said, let us make man in our image, after our likeness; and let them have dominion over the fish of the sea, and over the fowl of the air, and over the cattle, and over all the earth, and over every creeping thing that creepeth upon the earth. 27. So God created man in his own image, in the image of God created he him; male and female [5] created he them. 28. And God blessed them, and God said unto them, be fruitful, and multiply, and replenish the earth, and subdue it: and have dominion over the fish of the sea, and over the fowl of the air. and over every living thing that moveth upon the earth. 29. And God said, behold I have given you every herb bearing seed, which is upon the face of all the earth, and every tree, in the which is the fruit of a tree yielding seed; to you it shall be for meat. 30. And to every beast of the earth, and to every fowl of the air, and to every thing that creepeth upon the earth wherein there is life, I have given every green herb for meat; and it was so. 31. And God saw every thing that he had made, and behold, it was very good. And the evening and the morning were the sixth day."

6

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MISCELLANEOUS INSTRUCTION.

The pupil should accustom himself to write short-hand small and neat, and not be too anxious to write expeditiously before the rudiments of the art are permanently fixed in the mind.

The first great object proposed by short-hand is, to commit words

to paper with the least possible time and labour; therefore, in writing, the less expression there is the better for the sake of brevity, which justifies the greatest omissions, provided what is left be intelligible. Though the omission of vowels and the abbreviation of words may for a while present difficulties to the learner, still he should not be discouraged, nor hence infer that the system is incomplete, or the art unattainable, even if he should not be able at first to read his own writing without hesitation. For with the same propriety might the young reader condemn and abandon the use of the common alphabet, because he cannot at once read elegantly; the young musician discard his notes, or the young mathematician his elements of Euclid. Let him, therefore, persevere; and when he has become a little more accustomed to writing, abbreviating will become natural, and habit will render reading perfectly easy.

Nor is it to be supposed that a person can record the language of a public speaker, without the aid of previous practice. To turn this necessary practice to the best possible account, the learner who is desirous to improve in useful knowledge, should procure a person to read such facts and items of information as may be considered inmediately interesting or worthy of future perusal, with much deliberation, while he records them in a common-place book-the reader increasing in speed as he finds the writer's ability to follow him increased. By this method he will become familiarized with the manner of following a voice, and will overcome that confusion which creates an impediment to prompt execution in a practitioner's first attempts to write after a public speaker. Thus pursuing this course repeatedly, he may in a short time note down with the utmost exactness whatever is spoken in public, for his future gratification and instruction.

Directions.-The learner should begin with the alphabet, and study each column successively; and when the rudiments of the art are well understood, go on to copy the contents of the several plates in their progressive order, carefully comparing every doubtful character with the rules and explanations, till the whole system is familiar. The compiler of this chart has deemed it proper to number the rules uniformly through the different classes, in order to preserve a symmetry of reference.

Every obscure and ambiguous word that occurs in the exercises here given, is rendered perspicuous and easy in the following manner. (See plate ix.) The figures 23, placed after the word persecute, refer to rule 23, which indicates that the character for the preposition is distinguished by a comma placed under it; the figure 8, placed after pieces, refers to rule 8, which shews that s sometimes supplies the place of c, as in this case; 2, after none, refers to rule 2, which denotes the formation of double letters; the same of the other words.