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TEN DAY 
 
 SHORTHAND 
 
 COMPLETE 
 
 I 
 
 PRICE ONE DOLLAR 
 

 2 
 
 a 
 
 Ten Day Shorthand" 
 
 (Complete) 
 
 THE DUDLEY SHORTHAND COMPANY 
 
 Publishers 
 
 132 Broad Street .*. Elizabeth 
 
 New Jersey 
 
 PATENT APPLIED FOR 5 C 
 
 Copyright 1918 by George L. Dudley 
 
 ' 
 
CLA497906 
 
 p i 
 
 

 "Ten Day Shorthand" 
 
 DUDLEY SHORTHAND IS THE MOST 
 IMPORTANT LABOR-SAVING DEVICE 
 
 that the business world has seen in half a cen- 
 tury. It is NOT an improvement upon any 
 antiquated English systejn, nor upon any non- 
 sensical system using vowels, BUT 
 IT IS A BRAND NEW INVENTION, 
 a new process, and a complete revolution in the 
 art of writing sounds and syllables. 
 
 It is the result of seventeen years of experi- 
 mentation, the persistent belief that a PER- 
 FECT SYSTEM could be invented to supplant 
 the present-day shorthand parodies, and a de- 
 termination to discover those new and perfect 
 laws which must finally conquer any art. 
 
 Out of the haze of mistakes and nothingness, 
 SHORTHAND PERFECTION HAS BEEN 
 BROUGHT AND MADE TANGIBLE:— 
 
 and I am proud to offer the world 
 
 Dudley Ten Day Shorthand! 
 
.... 
 
 GEORGE LAWRENCE DUDLEY 
 Author and Inventor of Dudley Shorthand 
 
J 
 
 JUSTIFICATION FOR DUDLEY SHORTHAND 
 
 No man is justified in placing an inferior article of any kind upon the market. 
 Unless Dudley Shortland is a step in advance and can be readily proven such, I 
 am wasting the time of myself and others in placing it upon the market. 
 
 Heretofore there has been no such thing on the market as an ideal system of 
 shorthand! An ideal system of shorthand must be sufficiently brief in its funda- 
 mental principles for those principles to prevail thruout the development of the 
 system without change or alteration: There must be only a very few basic 
 rules and there must be absolutely no exceptions to any rule : The pupil should 
 learn only what is in logical accord with the fundamental principles and should 
 not be called upon to UNLEARN anything: All vowels must be omitted: 
 All consonant strokes must be of the same length: Wordsigns must be so few 
 as to scarcely exist and then based solely upon the alphabet: It should be 
 possible to write most words with one stroke only, and where that is not pos- 
 sible, two strokes should be sufficient for ordinary words: Where two or more 
 strokes are joined, angles should be sharp. — Such principles would produce 
 the maximum amount of speed and legibility with the minimum amount of 
 mental and manual effort. 
 
 Now ask any shorthand teacher, author or expert, if there is such a thing as 
 an ideal system based upon the above quoted needs, and he will tell you "NO!" 
 He will tell you that such a system has never been invented and likely never 
 will be: — he will tell you that the world is actually praying for such a system: — 
 that such a system would be a GODSEND to the pupil, the teacher and the 
 business world in general! 
 
 NEVERTHELESS DUDLEY SHORTHAND is exactly that ideal system! 
 Dudley Shorthand is the only system of "shorthand" worthy of being called 
 "short!" It does not have to be studied — it merely has to be learned: when you 
 have examined Dudley Shorthand and learned the theory, you have at the same 
 time mastered the practice, for theory and practice are one and the same in Dudley 
 Shorthand — and theory is neither shamed nor mutiliated by practice! 
 
 I am proud of the fact that Dudley Shorthand requires only one-tenth the 
 printed space for a complete exposition that the antiquated systems require. 
 Those systems which require 200 pages or more, simply confess to any right- 
 thinking person that the last half to nine-tenths of those pages are utterly absurd 
 and vain attempts to shorten and butcher the outlines and thus gain the "speed" 
 that their fundamental principles should but do not possess! (See Gregg Short- 
 hand Manual, Lessons Nine and Ten! 
 
 Learning Dudley Shorthand is fascinating, no matter whether you read 
 the book for a pastime, or expect to make shorthand your life work. You can 
 completely master the theory and practice of Dudley Shorthand in a week's 
 time at odd moments in your home, and the United States Government will 
 pay you $100 per month as soon as you are competent and can write 100 words 
 per minute. That is a fine return for your money, considering you can buy 
 the complete manual for $1, or can take the entire course by mail or in night 
 class for $10. For further information or instruction, address, DUDLEY 
 SHORTHAND COMPANY, 132 Broad St., Elizabeth, N. J. 
 
LESSON I A 
 
 THEORY 
 
 Shorthand is the art of writing the sounds of words by the briefest strokes, 
 characters or outlines. 
 
 PRACTICE 
 
 The practice of shorthand cannot be successfully pursued unless speed is at 
 the immediate command of the stenographer at all times. Speed can only be 
 obtained and retained (the latter being the more important consideration), thru 
 briefness of outline and simplicity of fundamental principles. Memory is 
 treacherous, and, if overburdened by the complications of a lengthy shorthand 
 system, it will utterly fail the stenographer at crucial moments. 
 
 PRINCIPLES 
 CONSONANT OUTLINE WRITING 
 
 The first principle of speed writing is the immediate elimination of all useless 
 sounds or strokes, retaining nothing but the bare skeleton of the consonant outline : 
 
 Thus, in the word "cat," we omit the vowel and write merely the consonant 
 sounds which are "kt." As "c" has the sound of "k" in some words, and the sound 
 of "s" in others, "c" is therefore expressed by either "k" or "s" according to sound. 
 
 Example: — The word "fence" is expressed by the consonant outline "fns," 
 "trance" by "trns," "France" by "Frns," "chance" by "chns," "call" by "kl,\ 
 "mace" by "ms," etc. 
 
 In the writing of a word containing a double or repeated consonant, such as 
 "tt," "11," "ss," etc., a single consonant is written only, the repeated or second 
 consonant being always omitted. 
 
 Example: — The word "matter" is expressed by the consonant outline "mtr," 
 "fell" by "fl," "tell" by "tl," "mess" by "ms," "stress" by "strs," "patter" 
 by "ptr," etc. 
 
 In the writing of a word containing either silent vowels or silent consonants, 
 only the consonant outline which is sounded must be written. 
 
 Example: — The word "guess" is expressed by the consonant outline "gs," 
 "freight" by "frt," etc. 
 
 In the writing of words where "g" has the sound of "j," the "j" stroke must 
 always be used. 
 
 Example: — The word "German" is expressed by the consonant outline 
 "Jrmn," "germ" by "jrm," "margin" by "mrjn," etc. 
 
 Any word must be written according to the proper sound of it, rather than 
 the spelling of it. 
 
 Example: — The word "soldier" is expressed by the consonant outline "sljr," 
 "laugh" by If," "draught" by "drft," etc. 
 
 WORDS USED IN SENTENCES are expressed by the bare consonant 
 outline precisely as above explained. 
 
 Example: — The sentence "We were there" is expressed by the consonant 
 outlines "W wr thr." It will be seen that "W" stands for the word "We," "wr" 
 stands for "were," and "thr" stands for "there." 
 
 The sentence "He may be there" is expressed by "H m b thr." 
 
 The above may seem slightly difficult to the beginner — but that is solely be- 
 cause it is an entirely new idea to him — in practice it is extremely simple and easy. 
 
 6 
 
LESSON I B 
 
 OUTLINE WRITING— CONTINUED 
 WRITING IN "POSITION" 
 
 In all the examples on the preceding page of "Consonant Outline Writing," 
 it will be noticed that either the vowel sound of "e" or the vowel sound of "a" 
 is used — those outlines are, therefore, written on the line, which is termed, "Second 
 Position." 
 
 Since all vowels are omitted from the consonant outlines in shorthand (and 
 no system of shorthand can be written speedily otherwise), it becomes advisable 
 to ndicate by some method the vowel sound so omitted. This is accomplished 
 by writing the consonant outline in one of three positions : thus, consonant out- 
 lines omitting the vowel sounds of either "i" or "o" are written above the line 
 of writing in First Position; consonant outlines omitting the vowel sounds of 
 either "e" or "a" are written on the line of writing in Second Position; and con- 
 sonant outlines omitting the vowel sounds other than "i," "o," "e" or "a" are 
 written thru the line of writing in Third Position. 
 
 Thus we find that the consonant outline "kt" is written above the line in 
 First Position to indicate the word "kit" or "cot" — on the line in Second Position 
 to indicate the word "cat" or "Kate" — and thru the line in Third Position to 
 indicate the word "cut" or "cute." 
 
 Likewise the consonant outline "pt" stands for "pit" or "pot," when written 
 above the line in First Position — "pet" or "pat" when written on the line in Second 
 Position — and "put" or "pout" when written thru the line in Third Position. 
 
 Example: — The following words are written above the line in First Position, 
 because either the vowels "i" or "o" are omitted from their consonant outlines: 
 
 Mile, ml; style, * goat, & coat, kt; float, A t; gloat, 9 lt; go, #' etc. 
 
 The following words are written on the line in Second Position, because either 
 the vowels "e" or "a" are omitted: 
 
 Trail, trl; mail, ml; sail, si; certain, srtn; relieve, rlv; pet, pt; pail, pi, etc. 
 
 The following words are written thru the line in Third Position, because 
 either the vowels or diphthongs "u," "oi," "ow," or "oo" are omitted: 
 
 Toil, a . fuel, fl . new, n; presume, prsm; flowers, flrs . coil, kl; cow, ^ etc. 
 
 Examples in sentences: — The sentence, "Shall we toil this night to pick flow- 
 ers?" is written: 
 
 Shi w U ths nt t P k th 
 
 flrs. 
 
 In this sentence it will be seen that the words "this," "night," and "pick," 
 are written in First Position above the line of writing; that the words "shall," 
 "we," and "the" are written in Second Position on the line; and that the words 
 "toil," "to," and "flowers" are written in Third Position thru the line. 
 
 The pupil should practice similar words and sentences. When you have 
 mastered the above, you have completely mastered the theory of shorthand speed 
 writing. 
 
LESSON II A 
 
 SHORTHAND CONSONANTS 
 
 Stroke 
 
 No. 
 
 (See Chart (a), Page 
 Name EXAMPLES IN WORDS 
 
 Z_Ka as Kate /^ Kite ' 
 / Ga as Gate A Onat ^ 
 Z_Pe as Pate ^l_Pot * 
 
 .C—Be as Bait ^JBight _L_ 
 
 ,/ Fe as Fate /^ Fight ^ 
 ^Z Ve as Vague J Vogue f 
 
 \f 
 
 1 K 
 
 -1G 
 ^ 3 P 
 \4 B 
 
 5 F 
 
 6 V 
 
 7 H 
 / 8 Y 
 
 9 S _ 
 
 10 Z __ 
 
 11 W JX-We as Wait "V" wii "^ 
 
 12 W h "N Whe as Whet ^V^ Whip ^ 
 
 13 J I Ja as Jade LZ_Job \_jL 
 
 14 Ch I Cha as Chap _J Chop jz. 
 
 15 Sh L Ish as Shape (, Shop }- 
 
 16 Th ) Ith as That V ThiVk f 
 
 \ He as Heat V^ Height 
 
 \_Ye as Yet V^ Yoke ^ 
 
 V Fs as Sea ^~ Sigh 
 
 V Zp as Zero XX Zip x" 
 
 17 L 
 
 18 M 
 
 19 N 
 
 20 R 
 
 21 T 
 
 22 D 
 
 .Light 
 
 _La as Late — 
 
 _Me as Mate _^ 
 
 _Ne as Neat _^= 
 
 _Ra as Rake ^7 Ripe 
 
 _Might 
 _Night 
 
 _Te as Take S? Type 
 _De as Deep ^f Dope 
 
 
 16) 
 
 Now that you have learned 
 the principles of consonant 
 sound writing as explained in 
 the preceding lesson, you 
 will be able to write simple 
 words in shorthand by apply- 
 ing the same principles, just 
 as soon as you learn the 
 shorthand alphabetical con- 
 sonant strokes shown in the 
 chart on the left margin of 
 this page, and also shown in 
 chart (a) on Page 16. 
 
 Notice there are 22 con- 
 sonant strokes all exactly 34 
 of an inch long. The seven 
 strokes expressing G, B, V, 
 Y, Z, Wh and Ch, are written 
 heavy or shaded, while the 
 rest of the strokes are written 
 light or unshaded. The first 16 
 strokes are written down- 
 ward as shown; the next 3 
 strokes expressing L, M, and 
 N are written horizontally 
 forward; and the last 3 
 strokes expressing R, T and 
 D are written forwardly and 
 slanted upward at an angle of 
 30 degrees. The name of 
 each stroke follows it to- 
 gether with two examples of 
 its use in words. 
 
 The pupil should practice 
 and learn these 22 strokes 
 thoroly, being careful to pre- 
 serve the length, slant, form, 
 and shading of each stroke. 
 
 After the pupil has mas- 
 tered the consonant alphabet 
 he should carefully copy, 
 write and study the Ex- 
 amples in Words and should 
 especially notice the omis- 
 sion of the vowels and the 
 "position" that the conso- 
 nant outline is placed in to 
 indicate the omission of such 
 vowels. 
 
LESSON II B 
 ALPHABETICAL PHONETICS 
 
 (See Chart A, Page 28) 
 
 On Page 28 will be found a complete table of ALPHABETICAL PHO- 
 NETICS and wordsigns. The twenty-eight words printed in capital letters 
 are wordsigns, while the remaining words on Page 28 are written solely according 
 to sound writing and are therefore phonetics. 
 
 It is most important that the pupil carefully study and thoroly learn all the 
 shorthand alphabetical characters and the words they represent when written 
 in three different positions, all as shown on page 28. Until you thoroly master 
 page 28, you cannot properly proceed with the rest of the system ; but when once 
 you have mastered it, the rest of the system will be easy and simple to you. 
 
 THE PRONOUN "YOU" AND "I" 
 
 A small deep "hook" similar to the longhand letter "u," written vertically, 
 or sitting up when alone, expresses the pronoun "you:" And a larger "hook," 
 similar to the longhand capital letter "U," written vertically when alone, ex- 
 presses the pronoun "I." 
 
 These pronouns "you" and "I" may be attached to a preceding or a following 
 word for the purpose of speed where legibility is not sacrificed, and, when so 
 joined to a preceding or following word, the pronoun "hook" must be joined in 
 a reversed manner as it could not be otherwise properly read. Study the follow- 
 ing examples: 
 
 EXAMPLES 
 In Phonetics, Wordsigns and Pronouns 
 
 I see you v^ I know you I can see you / v^ 
 
 We know you___i We see yo n ^N v^ We can see yo n a / V-^ 
 
 You may go ^-^ C We may go v—% ' I can go now / 
 
 Who will go N — * We will see ^— V ^ You can see it / V 
 
 Roy can go ^^ / ' Do it now__^u_ No I judge not f *~^. 
 
 I could eat jf ^ We could too ^ / /* Which way nowi N 
 
 What did they d o A J_ _^/ How much are the goods \ ^ /) / 
 
 Hugh may tie it \ ^ Did you see the show l / ^ 
 
 Pay the way now L. 2 2} <m ^ Why are the goods hig h * ^) / x 
 
 Who would sew it >l ^ Did she know the way ( )*\ 
 
 (NOTE :— See " Punctuation," Page 29.) 
 
LESSON 1 1 1 A 
 
 VOWELS 
 
 Altho it is absolutely necessary to omit the vowels in any system of shorthand 
 before any degree of speed can be obtained, and, altho in Dudley Shorthand, 
 vowels are expressed by the "position" of the consonant strokes, nevertheless 
 vowels and vowel "positions" must be carefully studied and fully learned before 
 it is possible to place the consonant outline in the correct "position" 
 
 Vowels are placed when used, and at other times indicated, in three positions: 
 
 (1) First Position 
 
 (2) Second Position 
 
 (3) Third Position 
 
 When necessary to be written, vowels are expressed by dots and dashes 
 (called "ticks") in their respective positions, thus: 
 
 VOWEL POSITION CHART 
 
 short long short medium long 
 First Position Vowels i i I o ^ o o 
 
 Second Position Vowels e . e = a. 
 
 Third Position Vowels u u oi s ow oo. 
 
 First Position Vowels are written above the line, thus: 
 
 T 
 
 / 
 
 Bit -Li Bite v ~ Rot _ Wrought ^ ' Wrote 
 
 Second Position Vowels are written on the line, thus: 
 Pet ^ Pete '£" Pat K Caught /C Pate ^ 
 
 Third Position Vowels are written thru the line, thus: 
 Cut— /^- Cute /^ Coy / Cow / Coo _ /_ 
 
 EXAMPLES IN WORDS 
 
 Right -^~ Rate ^f Root _^LRout ^^ Tuck ^ Took ^i 
 
 Ditch ^ Patch /v_Dutch ^ Pitch £_Bid ^ Bad (/ 
 
 Bout ^ Gout /^ Pout /S- Shout //' Shut (S Shot K 
 
 Shade Us Shoot Q f Hoot \f Rope * Dupe ^^-Boot ^ 
 
 Hit ^ H a tP \f Sheet (£ Beet fT Boat (^ Feet Jf 
 
 (NOTE :— See Extra Vowel Rules in Lesson IXA.) 
 
 10 
 
LESSON III B 
 
 VOWELS CONTINUED 
 
 In the following words where a long vowel preceeds a single consonant stroke 
 it is well to write the vowel tick joined to the consonant stroke for legibility, thus: 
 
 Ada 
 
 Ale 
 
 Eve 
 
 Oak 
 
 Ike 
 
 / 
 
 z 
 
 i^ Abe f Ache / 
 
 <— Ail ^— Heir 
 7 Eat -f E'en 
 Oat ^ Oath 
 
 Ire Oil 
 
 J 
 
 Ape 
 
 Air 
 
 Eke 
 
 Ode 
 
 Owl 
 
 Zl_ Ace C 
 
 Ate 
 
 ^ Aide ^ Aid ^ 
 
 I— Ear 
 
 *s 
 
 Own 
 Oar 
 
 Eel 
 Old 
 Ore 
 
 VOWEL WORDSIGNS 
 
 The following Vowel Wordsigns (also shown on Page 29), must be carefully 
 studied and fully learned: 
 
 Third Position 
 
 ultimo 
 
 .usual-ly 
 
 _annoy-ance 
 
 h-our-s 
 
 
 First Position 
 
 
 Second Position 
 
 See i 
 
 
 ill-s 
 
 e 
 
 . 
 
 el else 
 
 Chart 
 
 
 
 
 
 
 B i_ 
 
 
 eye-s ice 
 off 
 
 e 
 
 . 
 
 ease-y-ly 
 
 on o 
 
 \ 
 
 a 
 
 N. 
 
 altho 
 
 Page o 
 
 / 
 
 ordpr-s 
 
 a 
 
 1 
 
 ah all 
 
 29 o_ 
 
 / 
 
 owe-s (over) 
 
 a 
 
 / 
 
 a 
 
 u = 
 
 OL 
 
 OW. 
 
 00. 
 
 .ooze-y-s 
 
 EXAMPLES IN SENTENCES 
 
 The ice oozes easily. 
 You owe me no ill-will # 
 May can order ice easily now. 
 They usually go at all hours. 
 A good eye will not annoy you. 
 It may be easy to order our ice. 
 Altho hours late we will order now. 
 On the 5th ultimo you can get orders 
 
 
 ^ 
 
 — 
 
 
 
 
 
 
 & 
 
 / 
 
 / 
 
 — 
 
 1) 
 
 
 
 
 
 / ' 
 
 - 
 
 
 1/ 
 
 
 ) 
 
 
 / ^ 
 
 § 
 
 
 ' W 
 
 
 / 
 
 / 
 
 - 
 
 — V J 
 
 ; 
 
 n 
 if 
 
 
 
 / 
 
 r ~ 
 
 ^~ 
 
 V 
 
 \ 
 
 II 
 
 
 v 
 
 
 
 / 
 
 1 
 
 1 
 
 /I 
 
 C 
 
 f 
 
 / 
 
 /- 
 
 1 
 
 
 u 
 
 11 
 
LESSON IV A 
 
 LENGTHENING AND SHORTENING 
 
 (Refer to Charts (a), (b), (c), on Page 16) 
 All consonant strokes, shown in Chart (a), may be extended to double length 
 as shown in Chart (b), to indicate a following "R"; 
 
 And also be contracted to half length, as shown in Chart (c), to indicate 
 a following "L", thus: / 
 
 K / key Kr / care Kl / keel 
 
 See See / See 
 
 Chart P L pay Chart Pr / pair Chart PI _£_pail 
 
 (a) . (b) J (c) 
 
 F / fee Fr _^_fear Fl _J! feel 
 
 Most of the strokes in the charts (a), (b), (c), indicate more than one word, 
 according to the vowel sound considered, but, in actual usage, this will not con- 
 fuse the pupil. Learn the charts thoroly. 
 
 EXAMPLES IN ONE SYLLABLE WORDS 
 
 whale > fear S wail ^ fail Z. tail <zi pail £. sell . 
 
 where jL_nail ^~* heel ^ reel ^ veil J yell ^ _near_ 
 
 share _A lair rare -^seer _S^ veer z^_ keel Z knee. 
 
 chair I je*er I gray JL gale / pair L year \ dare. 
 
 J— jai 
 
 shell £ there /jail 1 mere^ — ^mail ^ deal ^ tareZl 
 
 When written in all three positions, LENGTHENING AND SHORTENING 
 automatically supply us with extremely brief outlines for a great number of 
 words written entirely according to rule, as: 
 
 See 
 Chart First Position Second Position Third Position 
 
 (a) K Co. K Z key K _/ coy 
 
 (b) Kr ' core Kr /— care Kr ^___cure 
 
 (c) Kl / coal Kl /L keel Kl mil 
 
 EXAMPLES IN TWO SYLLABLE WORDS 
 shelter J2_ pelter k murmur fervor / murder- "'serve 
 
 whopper f welter V^ Warner \_^ curfew y girder ^^ lurch _J 
 
 flicker y£_ purple / compel -jL helper \> future iz: Jersey __I 
 
 Mercer ~ t baker f poker / caper S defer — ~y maker r~^> 
 
 12 / ^ ' 
 
LESSON IV B 
 
 HOOKS 
 A small hook joined to a consonant stroke indicates "n," thus: 
 
 See 
 Chart 
 
 (d) 
 
 (e) 
 
 (f) 
 
 (g) 
 (h) 
 (i) 
 
 First Position 
 Kn 
 Krn 
 
 Second Position 
 
 / 
 
 cone 
 crone 
 
 Kin 
 
 6 
 
 Kline 
 
 Kn 
 
 Krn 
 
 Kin 
 
 X 
 
 / 
 
 .cane 
 
 .crane 
 
 .clean 
 
 Third Position 
 
 Kn / rnin 
 
 Krn J- crown 
 
 Kin £ clown 
 
 A larger hook joined to a consonant stroke indicates "m," thus: 
 
 Km 
 
 Krm 
 
 Kim 
 
 / 
 
 c 
 
 _comb Km 
 .crime Krm 
 .climb Kim 
 
 .came 
 
 Km 
 
 -6- 
 
 come 
 
 L, 
 
 .cream Krm 
 .claim Kim 
 
 crumb 
 ^ column 
 
 See 
 Chart 
 
 C N. 
 
 on N_ 
 
 Page M. 
 
 29 M. 
 
 First Position 
 
 c 
 on 
 
 in 
 
 HOOK WORDINGS 
 
 Second Position, 
 « end (enter) 
 
 N. 
 
 N. 
 
 .on-the M_ 
 .in-the M. 
 
 .an any 
 
 .am 
 
 _and-the 
 
 N. 
 N. 
 
 Third Position 
 unusual 
 
 until (under) 
 
 M must 
 
 M. 
 
 .until-the 
 
 affection ^ mention 
 
 HOOK EXAMPLES 
 
 define refine 
 
 detention 
 
 -/£ 
 
 thunder 
 
 s~j> pencil ^ tender 
 
 \/ sppnHpr _ie=^_render 
 
 attention rj^ happen 
 "M" Temper 
 
 temporary ^^ bumper 
 
 temptation _Z^L_temple 
 d u mbwaiter_^<-2y4ncome 
 tempermental z£r_comfort 
 
 \ Helen 
 
 G 
 
 ^ y welcome ^ 
 
 jumper 
 
 s^* pencil 
 
 fumigate 
 
 *& 
 
 ^ 
 
 fender 
 tinsel 
 
 .hinder 
 
 
 .mason 
 
 1 became. 
 
 _^ — jumper _J_ 
 
 gamble Z claim . 
 
 S^C compel ^ Cs compete 6>. homely. 
 
 -Jl become _z: compile £i_Jame . 
 
 ^ crumpel / trumpet ,^ i P' dumb . 
 
 13 ' 
 
 ■f 
 
 O 
 
See 
 Chart 
 
 (J) 
 
 (k) 
 
 (1) 
 
 LESSON V A 
 
 CIRCLES 
 A small circle joined to a consonant indicates "s," thus: 
 
 Third Position 
 
 Ks 
 
 Krs 
 
 Kls 
 
 First Position 
 
 / 
 
 / 
 
 kiss 
 
 cries 
 
 close 
 
 Second Position 
 Ks C- case 
 
 / 
 
 Krs 
 Kls 
 
 craze 
 class 
 
 Ks 
 
 Krs 
 
 Kls 
 
 -J- cuss 
 
 —/- cruise 
 
 -/. clues 
 
 (m) Ksz . 
 (n) Krsz 
 (o) Klsz. 
 
 A larger circle joined to a consonant indicates "sz," thus: 
 
 I ....... ... i 
 
 / 
 
 .kisses Ksz . 
 .crisis Krsz. 
 .closes Klsz. 
 
 z 
 
 .cases Ksz . 
 .creases Krsz. 
 
 .classes Klsz. 
 
 jL cusses 
 
 / nrnisfts 
 y + clusses 
 
 See 
 Chart 
 
 C on 
 
 First Position 
 
 o 
 is 
 
 CIRCLE WORDSIGNS 
 
 Second Position 
 
 S o as 
 
 Third Position 
 S ^ us ous 
 
 Page 29 Sz. 
 
 .society 
 
 Sz__Q__system-atic Sz_ 
 
 .success-ful 
 
 <<o»» 
 
 Wise A 
 
 CIRCLE EXAMPLES 
 ties_l nose 
 
 / 
 
 goes, 
 vase n/ 
 
 mice 
 
 mace ^-» 
 gaze / 
 
 music terms r 
 
 *7, 
 
 eggs / pays £__ pies cows / 
 
 hasp C bass C boys S vice 
 
 blameless 6 — * joyless— {. n trespass f£> 
 
 fineness___L painless £—° compass y shows ^f_ tries 
 
 "Sz" sassafras */ cessation C. praises. 
 
 suspense__« suspend — £— 
 
 scissors_ < £_ suspect ( 
 
 flounces.^/ bounces / n 
 
 keys dL 
 
 bays C 
 lies 
 
 A. bases *L_ 
 
 amuses 
 
 sister 
 
 traces 
 
 trounces / ^ B jounces — L— 
 cesspool ^ sustain 
 
 cession ^ races 
 
 sessile faces q=^_ 
 
 refuses ^y paces ^1 
 
 cestus ^ deduces_^__ laces — o 
 
 places 6. amasses ^-p vases <y 
 
 NOTE:— Circles may be used at the beginning, middle and ends of words. 
 
 14 
 
See 
 Chart 
 
 (P) 
 
 (q) 
 
 (r) 
 
 (•) 
 
 (t) 
 (u) 
 
 See 
 Chart 
 
 C 
 
 on 
 
 Page 
 
 29 
 
 LESSON V B 
 
 LOOPS 
 
 A small loop joined to a consonant indicates "st," thus: 
 
 Second Position Third Position 
 
 Kst _£_cost Kst A. cast Kst ^ — cust 
 
 Krst_^_crossed Krst Li crast Krst ^_ — crust 
 
 Klst i 
 
 First Position 
 
 / 
 
 .closed Klst 6. classed Klst / — .clust 
 
 A larger loop joined to a consonant indicates "str," thus: 
 
 Kstr . 
 Krstr. 
 Klstr. 
 
 / 
 
 .coaster 
 
 Kstr 
 
 A. 
 
 .castor 
 
 / 
 
 .chorister Krstr. 
 
 L 
 
 .craster 
 
 / 
 
 Kstr J. Custer 
 
 Krstr uL cruster 
 
 .closter Klstr d. claster Klstr £ cluster 
 
 LOOP WORDSIGNS 
 
 First Position 
 
 st_j£ 
 
 Str. 
 
 / 
 
 Sty stow 
 Strike 
 
 Second Position 
 
 St Z stay 
 
 Str &L stray 
 
 St ~^ east 
 
 Str < — =- Easter 
 
 Third Position 
 
 St ^ stew 
 
 Str ^ strew 
 
 St. 
 Str. 
 
 .oust 
 .oyster 
 
 "St" 
 most . 
 
 LOOP EXAMPLES 
 
 Cost 
 .mist , 
 
 / 
 
 .cast _ 
 .mast 
 
 .post . 
 .moist 
 
 / 
 
 .past 
 
 / fist 
 
 list 
 
 Jost 
 
 s 
 
 -fast 
 
 Jast 
 
 best pest </ .step ( stop ' stir _£_. store _f_ stare S 
 
 style stale ^- , steel <=» — stole steer ^ stutter ./^ 
 
 "Str" straight d— muster pastor d— 
 
 strange *=^ strain < =^ faster <z? stream_c^^_ 
 
 booster ^T struck f 
 
 blister " strive ' 
 
 street ^ 
 master ^<=> 
 
 strand 
 poster 
 
 bolster 
 
 straddle 
 
 stranger 
 
 * 
 
 plaster _^1 
 
 rr 
 
 NOTE: — Loops may be used either at the beginning or end of words. 
 
 15 
 
MAGIC— 
 
 ANY WORD IN THE ENGLISH LANGUAGE— 
 
 Altered Lengths Added "n" Hook Added "m" Hook 
 
 '(IP^dT^^Tc) (d) (e) (f) "(g7 ~ (h) ~ Tif 
 
 K ^Kr JU&\ /_Kn Z_Krn Z_Kln /_Km ^Krm £_Klm <£_Ks ^Lkfs Z_ 
 Z_Gr ^Gl >L_Gn ^_Grn Z^Gln £_Gm £_Grm £_Glm £_Gs ^_Grs Ll 
 *_Pr Z_P1 /l_Pn <L_Prn /_Pln ^_Pm 0_Prm 0_Plm £_Ps ^_Prs L_ 
 4 B <_JBr L_B1 /L_Bh £_Brn k_Bln ^ Rm 6 Brm 6 Blm £_JBs £_Brs £_ 
 >/ F r /F l Z_Fn c/_Fm oZ^Fln <Z_Fm CZ_Frm cZ^Flm c2_Fs «Z_Frs <*/_ 
 ^_Vr ^Vl ^_Vn <Z_Vrn c^_Vln JLVm <JLvrm C-Zvim ci_Vs a/_Vrs eZ_ / 
 7 H \jIr\uJIl VJHn V^rn\ i ^Hln\ 1 _JIm\^JIrm^^ ^ 
 
 \ Yr \ Yl >^_Yn V-Yrn\i_Yln \x.Ym\i_Yrm XxYlra \^_Ys\j_Yrs\<L> j 
 S S^Sr ^Sl S^_Sn \o_Srn X^Sln WSm N2i_SrmX^Slm Vp S» Vx> Srs^-o 
 Z V^ 7. t V- 71 V^_Zn Va ZrnNoZln Vo Z m Vq Z rm^3 Z lm Vo'Z s Vg Z r«\^ fl 
 11 w\\Vr Awi X-Wn ^-Wrn _Wln ^_Wm\wrm aIWIid ^_Ws^.Wrs^, 
 h^Whr_VWhl >^Whn ^.Whrn^iwhln2b_Whm QWhrm^Whlm ^ Whs^Whrs > 
 J i_Jr _Lri J__Jn L_Jrn L-Jln L_Jm L_Jrm L_Jlm L__Js L__Jrs _L_ 
 J_Chr _J_Chl J_Chn _L_Chrn JLchln i_Chm Jj_Chrm Jj_Chlm L_Chs JLchrs _L m 
 L_Shr _k_Shl _C_Shn L^Shrn L_Shln £_Shm G_Shrm ilShlm _L_Shs <L_Shrs L_ 
 16 Th ) Thr _J_Th\ X-Thn u2_Thrn _«Z_Thln XThm iJ_Thrm LZ.Thlm cLxhs _J. Thrs U- 
 
 1 
 
 2 G 
 
 3 P 
 
 4 B 
 
 5 F 
 
 6 V 
 
 7 H 
 
 8 Y 
 9 
 
 10 
 11 
 12 
 
 13 
 
 14 Ch 
 
 15 Sh 
 
 17 L T,r — - — TJ — Ln — zz_Lrn -L in "T2_Lm ~^_Lrm iLIm rzD— Ls — ° Tjs p 
 
 18 M^=^_Mr^=*.Ml ,«v_Mn ^=a_Mrn-*=aMln *=a_Mm,^>.Mrm^-=^.Mlm ^^_M s ^=a_Mrs ^=r> 
 
 19 N ^^Nrv — -Nl v^Nn — ? N m ?Nln ^-j Nm — ^Nrm ^=2Nlm -^_Ns ^-g N rs^ — * 
 
 20 R ^Rr^Rl ^i_Rn ^^Rrn^^Rln ^LRm ^2LRrm ^_Rlm ^2_Rs ^rf_Rrs ^<^L 
 
 21 T/HTr /_T1 ^l_Tn /H_Trn ^_Tln /^_Tm <<2.Trra /_Tlm /^2_Ts /^.Trs C_ 
 
 22 D ^Dr_^4)l _^Dn _-^£_Dm^^Dln ^ZDm ~^lDrm ^JDXm -JZ-Ds .^h ™ ^_ 
 
 16 
 
Kls 
 Gls 
 Pis 
 Bis 
 
 ^-CHART 
 
 —CAN BE WRITTEN FROM THIS CHART 
 
 Circle Added "sz" Circle Added "st" Loop Added "str" Loop 
 
 ""(IT^ (ra)~ ~ (i0 (o? "(p7' _ (q) £T "(sT _ (t) O^T 
 
 ^_Ksz ^_Krsz &_Klsz ^_Kst ^l_Krst /_Klst /_Kstr /Z—Krstr ^_Kl8tr ^L_ 
 
 £_Gsz &_Grsz 4— Glsz ^_Gst £_Grst &_Glst / Gstr &_Grstr ^L-Glstr £_ 
 
 £_Psz ^L_Prsz 4_Plsz 6_Pst ^__Prst aL-Plst *£_Pstr ^_Prstr #_Plstr <1__ 
 ^ Bsz b Brsz 4_Blsz 6_Bst f Brst P Blst ^__Bstr U R ratr # Blstr ^L_ 
 
 ! Fls o^_Fsz oLjFrsz oZ-Flsz oL_Fst ^_Frst ^__Flst ^_Fstr ^_Frstr ^_Flstr <^_ 
 Vis oZ_Vsz c/_Vrsz c/_Vlsz p/_Vst «/_Vrst <^_Vlst <s/_Vstr <s2L_Vrstr <*/_Vlstr <i^_ 
 His \a_Hsz \i_Hrsz\oJHlsz "^_Hst ^^JHrst Nfc_Hlst S^ ff atr'^-Hrstr^-Hlstr ^_ 
 
 I Yls V_Ysz Vo_Yrsz\l_YIsz \a_Yst \^Yrst^_Ylst V_Ysfr ^L.Yrstr ^L_Ylstr ^_ 
 Sls S-a_Ssz VQ.Srsz \g_Slsz *SQ_Sst W_Srst ^*_Slst v £5_Sstr ^^.Srstr ^^_Slstr ^ 
 Zls Vc-Zsz V2_Zrsz \e_Zlsz \o_Zst V=> Zrst^-==» Zlst Vs ZstrX^ Zrstr^^ Zlstr ^a_ 
 Wis ^_Wsz ^'XWrsz jLwisz "^_Wst^_WrstV.Wlst >fc.Wsti ^LWrstr X*_Wlstr "^>_ 
 Whls^Whsz Awhrsz_^.Whlsa^-Whst^Vwhrst3Whlst XwhstrVwhrstr\_Whlstr Z3fc. 
 
 JIs L_ Jsz L-^Jtsz Q_J1sz L_Jst 6 Jrst (j Jlst t Jstr Jrstr (l Jlstr U 
 
 Chls _L_Chsz b-Chrsz Jb_Chlsz L_Chst t_Chrst ILChlst L-Chstr U__Chrstr t-Cblstr h— 
 Shis £fi_Shsz t-Shrsz ia_Shlsz £i_Shst 6__Shrst &_Shlst £_Shstr (jL_Shrstr Q_Shlstr &_ 
 Thls A_Thsz c£_Thrsz <2L_Thlsz <5_Thst 2_Thrst <Z_Thlst X-Thstr ^Z-Thrstr ^LThlstr ^ 
 Lis — ^__Lsz ^-£_Lrsz'-r=^Llsz -£l_Lst — t^_Lrst — =^Llst -^_Lstr — «s_Lrstr — r^Llstr ~-=2__ 
 Mis ,cra_Msz ^x^LMrsz^rd^lsz <<2_Mst ^^2_Mrst^-s=a.Mlst ^=^Mstr^s==LMrstr^-===JVllstr ^» 
 Nls >~2lNsz ^2_Nrsz ^=£Nlsz ^=2_Nst ^^_Nrst --^.Nlst ^-^_Nstr *-^_Nrstr —rf^LNlstr ** *=> 
 Rls ^£_Rsz ^^Rrsz^-Rlsz ^_Rst ^£_Rrst ^_Rlst ^flRstr ^f^Rrstr .^Jllstr ^ 
 
 *Tls f?_Tsz /^f_Trsz <_Tlsz <^_Tst ^^Trst (_Tlst ^£_Tstr f^Trstr t—Tlstr f 
 Dls_^£_Dsz ,-^.Drsz^^JDlsz -=^.Dst ^^_Drst _^4)lst ^_Dstr^^Drstr ^V> \*\r J? 
 
 17 
 
LESSON VI A 
 
 EX, EXES, AND EXEN COMBINATIONS 
 
 A small tick crossed at either end of a consonant stroke indicates "X", ("X" 
 is only used in combinations with short vowels), thus: 
 
 Knox _^ box sox ^ fox ** pox * 
 
 Dix — ^ fix :*_ six ^ nix Styx_ 
 
 Max ^— * tax /__ lax — * vex «Z crex_ 
 
 At the discretion of the pupil, it is permissible to use the sign "X" in com- 
 bination with short vowels, especially short "a" and "i" even tho the longhand 
 spelling is "cks," thus: 
 
 Jacks 
 
 I 
 
 lacks 
 
 -v 
 
 shacks y- 
 
 racks . 
 
 ^ 
 
 whacks 
 
 \ 
 
 Macks 
 
 <-> 
 
 packs . 
 
 / 
 
 facts .*/ 
 
 hacks 
 
 \ 
 
 sacks 
 
 <v 
 
 Hicks 
 
 \ 
 
 kicks . 
 
 / 
 
 chicks * 
 
 licks 
 
 -* 
 
 ticks 
 
 S< 
 
 By crossing the end of a consonant stroke with a following "S" stroke, "exes" 
 is indicated, thus: 
 
 Texas ^C\- taxes /^N, fixes ~^- mixes ^^^- sixes v— 
 
 boxes *- vexes m \/ relaxes ^ v^ 
 
 By crossing the end of a consonant stroke with a following "N" stroke, 
 "exen" is indicated, thus: 
 
 Klaxon )4-^ Maxon^=^.^ Paxon V^-- Saxon ^v.^ oxen *~~^ 
 
 Flaxon ^-^ vixen 2_ Dixon o 
 
 "X" at the beginning of a consonant strokes indicates "ax," "ex," "ox," 
 "ux," and thus: 
 
 uxoriously ^__axiomatic A-^Z/axiom ,v-^ axis \. axle •* — a x x 
 
 J _ I 
 
 uxorious oxygenize __L oxygen _ oxymel oxide ox 
 
 At the discretion of the pupil, it is permissible to use the sign "X" to express 
 the sound of "ax" in the following words, thus: 
 
 accidental_=v=— — accede n ^ accident ^^ accelerate 
 
 -accessible — S— access v> accession \ accessory x/^ accent - 
 
 flccppt-iMft rf acceptance r accelerations -\ j accidentally. 
 
 18 
 
LESSON VI B 
 HOOK, CIRCLE AND LOOP COMBINATIONS 
 
 Hooks, Circles and Loops may be joined when desired, thus: 
 
 France &/ Francis OS dance ^ dances ^ masters _^==>_ 
 
 bounce f bounces / pounce £ pounces ^ castors /? __ 
 
 choicest k juciest k basest & loosest posters _r_ 
 
 western _jk__ cistern postern_f_ plasters & testers /^ 
 
 cousin y poison .yl prison boasters jesters 
 
 FINAL VOWELS 
 
 In the following words and similar cases, final vowels are indicated by 
 the use of a final consonant stroke to distinguish them, thus: 
 
 Sail ^ bees C. tale ^ keel Z mar ^ ^ 
 
 Sally o — Bessie { tally /^""~" Kelly ^— Mary_^=v^L 
 
 Fill man <■ — ^ moon a buys g sill 
 
 Philly^s? many _^^>^ money _, busy _L silly 
 
 OMISSION OF WEAK CONSONANTS 
 
 When two consonants are final in a single syllable, the weaker (generally the 
 second) of the two consonants has but little value and it is advisable to omit it. 
 The following come under this rule: 
 
 Omit "T" and "D" when final after "N," thus: 
 
 accountable /. account £ count / spend C spent L. 
 
 disappoint _s? appoint __y^ point y bend C bent L. 
 
 pheasant rj pleasant £. friend ^S find fund ^/ 
 
 ornament peasant <* meant ^-a mend ^-— s dent ? 
 
 Omit "T" and "D" when final after "R" thus: 
 
 shortage — 2» — chart I short S. _ cart / hard \ 
 
 mortgage *^~/ smart <r~~^ heard _ \ part / card / 
 
 retort r_ reward ^^^v heart \ port ' lard - 
 
 19 
 
LESSON VII A 
 
 JOINED PREFIXES 
 
 (See Chart D, Page 30) 
 
 The "n" hook placed at the beginning of consonant strokes indicate the pre- 
 fixes "an," "en," "in," "on," and "un," thus: 
 
 antique <TZ anchor 
 envoy 9 envelope 
 induce ^,9 
 
 onward 
 unload 
 
 incase 
 onerous 
 
 Z 
 
 answer 
 
 envy 
 
 invite 
 
 2. 
 
 announce, 
 engage . 
 
 _j, anarchy <^ 
 Z_ enjoy _JJ_ 
 
 _ ontology onus 
 
 L-J< 
 
 unnerve 
 
 onset l ~b onslaught. Cj onyx 
 
 unravel ^? ungainly < ^-- onion *\ . 
 
 The "m" hook placed at the beginning of consonant strokes indicates the pre- 
 fixes "am," "em," "im," "om," and "um," thus: 
 
 amber JL ample (2. ambitious _Z ampere __Z ambush _/2_ 
 
 r . r ^^ . < 
 
 ember _x_empire _! embitter eminent c — <? employ fQ 
 
 l imitate £1 
 
 i mmense cT~a> image 
 omelet ominous 
 
 .impair _ 
 
 .imp 
 
 umpire 
 
 .umbrella 
 
 omnipotant. 
 umpirage 
 
 _i_ omniftc y A omnibus ^° 
 
 j umbrage i umber / 
 
 The "K" stroke joined before consonant strokes indicates the prefixes "can" 
 and "con," thus: . 
 
 f candle Ll. 
 
 canteen- 
 
 canvas 
 
 canister </g, cancel ^_ cannon ^ 
 
 candid canton 
 
 confuse. 
 console k_ 
 
 conduse /J concert 
 
 / CO 
 
 candor 
 ncord 
 
 Canada 
 condole 
 
 2Z. 
 
 confess 
 
 / consort _L confirm / condemn /*? 
 
 The "au" vowel tick (see vowel wordsigns), stands for the word "all," and, 
 when joined to a consonant stroke, expresses "al," thus: 
 
 alteration . 
 
 alterative . 
 
 alternation r ^ alternate 
 
 altar-cloth f s altercate 
 
 alderman _l 
 alterable r 
 
 all-hail . 
 all-wise . 
 all-spice . 
 j^l almighty. 
 
 
 S 
 
 almost 
 always 
 already 
 
 I^5S 
 
 ^ 
 
 almanac V<? 
 
 20 
 
LESSON VII B 
 DISJOINED PREFIXES 
 
 (See Chart D, Page 30) 
 
 The "n" hook disjoined at the beginning of a consonant stroke indicates the 
 prefixes "enter" and "inter," thus: 
 
 </ 
 
 enterprise __L_entertain c /^ r> l ntprviW ^-interludej^y interval LL 
 
 interf used_^L_intervene V intersect / interfere Z. interior. 
 
 interweave_l_interrupt <-^<s interlock £ interboro intermix 
 
 The "n" hook disjoined but reversed indicates "under,*' thus: 
 underwrite * understand? (^undertake s^/^ underdone *_^P Underwood J ^y 
 undervalue _^!_underscore ' undertone * underhand \mndermine _ 
 
 V nnrlAreio'ri 
 
 underneath j^-=^underbrush ( undersell p V undershot V undersign 
 
 The "K" stroke disjoined before a consonant stroke indicates "contra" 
 "contri," "contro," and "counter," thus: 
 
 contractor /r contradict / contraction // contrast /i — 
 
 contributor ^_ contribute / /£ > contrivance '& contrive —JL — 
 
 controller controversy ' / contribution / control 
 
 controversy ' / contribution—/! 
 
 countersign / ^° counterpart /* counterfeit y^— counterplea ^aL 
 
 The "F" stroke disjoined indicates "after," thus: 
 
 afterwards/ d afternoon 2- aftercrop//^ aftermost^_ZT afterwit_Z 
 
 afterpiece ^A. aftermath /^x afterclap <y/ afterthot J Y afterall *Zx 
 
 The "D" stroke disjoined indicates "deter," thus: 
 detrimental -.=^=/1ietermine^^_ detrude ^^ detrain-^—r' detriment r^H 
 
 deteriorate _*^^_ detrition ^r^ deterge ~^\ detract-^/ detergent S L , 
 
 The "Ds" stroke and circle disjoined show "distra." thus: 
 distraction — ^/ distribute (Cf distract -^y district C. disturb ^^/ 
 
 disturbance ^J>£ distortion -*"^ distress ^v distrust _^^T distort •~^"~, 
 
 21 
 
illiterate 
 
 illigible 
 
 kistrate 
 
 LESSON VIM A 
 DISJOINED PREFIXES CONTINUED 
 
 (See Chart D, Page 30) 
 The vowel dot "i" disjoined indicates "ill," thus: 
 
 illusive •— -e ill-bred (.S illness *y— ? illume 
 
 HI ill-nature _^-^_ ill-will illicit * illegal * ~~7 
 
 lusion 
 
 J^T_ illation ZZ_ illapse 
 
 illude 
 
 The vowel tick "o" disjoined indicates "over," thus: 
 
 oversee 
 
 A. 
 
 overwhelm— u_ overcome__Z_ overture _^__ overbear 
 
 overboard l_ overcast _^_ overlook _-y overdone_z^2_ overawe __i 
 
 overpower / overalls 1 overarch ^i overshot :l_ overall _J_ 
 
 overheard \ overhead_\^i overdraw^^_ overdose 
 
 overt 
 
 *L 
 
 The "x" sign disjoined indicates "exter" and "extra," thus; 
 
 extraordinary ?L 
 
 extravagance _ 1/ 
 
 extravaganza J 
 
 extermination _2L 
 
 exterminate 
 extraction 
 extraneous __* 
 
 extricate _^1 externals 
 
 extractor 
 
 extract 
 
 >: 
 
 extremity extreme_2i 
 
 c 
 
 extradition JL 
 
 u 
 
 extradite 
 
 exterior. 
 
 The "s" circle disjoined indicates "sub," thus: 
 subsistence * f> substance q <=*-* suburban «,s£ subsist ^ sublet 
 subtracted q /^- subreption °*^- subsidy sublime 
 
 subordinate 
 subtrahend 
 
 submerses 
 
 subside _. 
 
 subsoil _^j 
 
 subdue, 
 submit. 
 
 °r^* submarine^ ^ — ^ subserve _S~. subject A suburb ^s 
 
 The "sz" circle disjoined indicates "super," thus: 
 
 supercede jO. 
 
 superintendent ogr superinduce ^^,9 supercargo 
 
 superstitious *° superlative ° — '/ superfluity <D }/^ superb i 
 
 supercilious _V_ superfluous Q. supervise 
 
 °J °J 
 
 ^ superfine 
 
 superstructure °^^~ superintend o<r superhuman il 
 
 22 
 
 superable ^1 
 
LESSON VIII B 
 JOINED AFFIXES 
 
 (See Chart E, Page 30) 
 The "Sh" stroke joined to a consonant is "ship," thus: 
 Friendship,^/ shipment- (r-a troopship -^Z— shipyard — L_ worship ^ 
 shipwright ^__ hardship \_ steamship ^z^_ shipmate C^Vreship ^v 
 
 The "SI" stroke joined indicates "self," and the "Sis" stroke joined indicates 
 "selves, thus: 
 
 self esteem _*=^_ self made ^^^/yourself <^_ himself ^- herself \ 
 
 yourselves « themselves <) ourselves ^/\ selfish y itself 
 
 Final "mp" is expressed by the "M" stroke shaded; final "ng" is expressed 
 by the "N" stroke shaded; and final "nk" is expressed by the "N" stroke shaded 
 with the "K" stroke added; (the shading of these strokes may be omitted in 
 speed writing if desired); — thus: 
 
 limp ^ crimp tramp Z_ damp— -^__ stamp <^^> 
 
 lamp — s*~^ cramp <A* trump ^^__ bump /^ stump c ^^ 
 
 sing singer sang ^_, ^ sung J song 
 
 sink ___ sinker S/ Sank u y sunk tank /^y l_ 
 
 DISJOINED AFFIXES 
 
 (See Chart E, Page 30) 
 
 A dot under the end of a word, especially in the case of a progressive verb, 
 indicates the sound of "ing;" an "s" circle placed under the end of a word indi- 
 cates the sound of "ings;" and an "1" stroke placed under the end of a word 
 indicates "ingly," thus: 
 
 viewing _ i showing 2 seeing _v= paying f going ' 
 
 I turnings ^^^ showings S> feelings y filings ° doings ^> / ° 
 
 pleadingly,^^ knowingly ^~^~~~ feelingly ^ willingly - — smilingly 
 
 A small tick struck upward underneath the end of a word expresses the past 
 tenses "ed," "ted," and "ded." thus: . 
 
 demanded ^Ot detected ^j2. melted ^ heated N^ wanted "^V 
 
 defended -^y divested ^ formed c ^ turned ^^- viewed / 
 
 invested tt pretended r^ divided ^_ parted / mended ^-> 
 
 23 
 
LESSON IX A 
 
 UNUSUAL WORDS 
 
 The stroke for "shr" is shaded to indicate the sound of "zhr" iii the following 
 words, thus: 
 
 treasure rl 
 
 pleasure /L 
 
 leisure 
 seizure 
 
 T 
 
 azure 
 measure 
 
 i 
 
 glazier Z 
 
 Frazier 
 
 Sz 
 
 -In the following few words beginning with "inst" and "instr" the "n" hook 
 will be slighted, and sometimes omitted, before the "st" and "str" loops in speed 
 writing; it is, therefore, advisable for the pupil to practice and become familiar 
 with the speed forms of these words, thus: 
 
 r instinct 
 
 instigate 
 institute. 
 
 ZZ. 
 
 instrument 
 
 instruct /J? instate <? instep r 
 
 install <=^» — instill instead_^__ 
 
 In words containing vowels of more than one position, the heaviest, or strong- 
 est accented, vowel determines the position, thus: 
 
 Pharoah 
 surmise 
 
 >- 
 
 primer, 
 demise. 
 
 /C 
 
 assign 
 
 design 
 
 v. 
 
 ^> 
 
 t 
 
 resume 
 refute ^. 
 
 Owen 
 renew 
 
 S 
 
 Where two vowel sounds are contained in the middle of a word, the word 
 should be placed in position according to the stronger vowel, and the tick repre- 
 senting the stronger vowel placed under the word to distinguish the word (the 
 tick may be omitted in speed writing), thus: 
 
 dory 
 diary 
 dearie 
 dairy 
 
 loose . 
 Louise . 
 Lucy . 
 Louisa- 
 
 right 
 riot 
 rind 
 Orion 
 
 pity 
 piety 
 dot 
 diet 
 
 ^ 
 
 f 
 
 sign 
 
 
 Zion 
 
 Ss 
 
 trill f 
 
 trial / 
 
 ^^=~ 
 
 Where there is a combination of two vowel sounds at the ends of words, the 
 word should be placed in position according to the stronger vowel and the tick 
 for that vowel joined to the word, thus: 
 
 Messiah ^Zt*Z. 
 Sapolio J~ZL 
 Romeo <■ 
 Arabia 
 
 if- 
 
 via 
 trio 
 Leo 
 
 J 
 
 Samoa 
 
 olio 
 
 Cameo 
 
 A 
 
 area /-^^ Lydia 
 
 Noah 
 
 snowy 
 
 — doughy 
 ^L Media 
 
 Allao 
 blowy 
 showy 
 India 
 
 < 
 
 (, 
 
 24 
 
LESSON IX B 
 
 PHRASES 
 
 Simple words and wordsigns may be phrased for speed provided legibility is not 
 
 sacrificed. 
 
 as soon as 
 as rich as 
 as poor as 
 as easy as 
 as hard as 
 as well as 
 as sick as 
 as good as 
 as bad as 
 as high as 
 as low .as 
 as many as 
 as few as 
 as long as 
 as short as 
 as much as 
 as little as 
 as fast as 
 as slow as 
 he will be 
 it will be 
 we will be 
 she will be 
 can not be 
 
 4a- 
 
 <</ 
 
 ■£- 
 
 x 
 
 £ 
 
 7^ 
 
 V 
 
 *5 
 
 c 
 
 *L 
 
 c 
 
 X 
 
 > 
 
 Z 
 
 >1 
 
 ~¥TL 
 
 <o 
 
 ^^ 
 
 X 
 
 X. 
 
 L. 
 
 s~ 
 
 J3 T 
 
 L_ 
 
 X. 
 
 t 
 
 Dear Sir: 
 Dear Madam: 
 Gentlemen : 
 Yours truly 
 Truly yours 
 Yours sincerely 
 Sincerely yours 
 Yours as ever 
 As ever yours 
 Yrs. respectfully 
 Respectfully yrs. 
 Your kind favor 
 Your kind letter 
 Your favor of 
 Your card of 
 30th ultimo 
 16th instant 
 for instance 
 ship instantly 
 please ship me 
 return mail 
 long past due 
 trusting to hear 
 from you soon 
 
 ^L 
 
 -^ 
 
 v 
 
 v 
 
 A 
 
 A 
 
 LY 
 
 7 
 
 jUL 
 
 ^ 
 
 c 
 
 -t: 
 
 ~7^ 
 
 ,^e 
 
 \ 
 
 25 
 
 * 
 
North 
 
 Sunday 
 Monday 
 
 January 
 February J 
 March <- ■ 
 
 I 
 
 ^ 
 
 One 
 
 Two 7 ^i 
 
 Three 1 
 
 First 
 
 Inch 
 Foot 
 Grain 
 
 y 
 
 East 
 
 LESSON X A 
 MISCELLANEOUS 
 
 COMPASS 
 <=- West ^ South 
 
 -3- 
 
 DAYS 
 
 A^_ Tuesday ^ Thursday ) Saturday 
 
 Wednesday "^ Friday ' Week 
 
 ^ 
 
 April 
 May 
 June 
 
 Four 
 Five 
 Six 
 
 Second 
 
 . Yard 
 . Rod 
 
 MONTHS 
 Z_ July 
 > August 
 
 t 
 
 ^ 
 
 J September £_ 
 
 NUMBERS 
 
 V 
 
 z 
 
 Seven_s^Z_ 
 
 Eight >^ 
 
 Nine lz_. 
 
 Third >L 
 
 MEASURES 
 \ Chain 
 
 Mile 
 
 C- Pennywt. (.r^ Ounce 
 
 Hundredwt 
 Dram 
 
 3 
 
 Ton 
 Pint 
 
 y^ 
 
 <r 
 
 Dozen 
 Quart 
 
 >* 
 
 T 
 
 Cent 
 Penny 
 500 
 S5.00 
 
 L 
 
 c 
 
 ^ 
 
 \ 
 
 cS' 
 
 Nickle 
 Shilling 
 5,000 
 $500.00 
 
 -v 
 
 ^ 
 
 MONEY 
 _ Dime 
 _ Pound 
 _ 500,000 
 
 J> 
 
 \F^ 
 
 §5,000.00 _^ 
 26 
 
 y- 
 
 ir 
 
 October 
 
 November 
 
 December 
 
 Ten 
 Eleven 
 Twelve 
 Fourth 
 
 / 
 
 ^ 
 
 ^ 
 
 
 . League 
 Degrees 
 Pound 
 Gill 
 Gallon 
 
 Dollar 
 
 Sovereign 
 
 5,000,000 
 
 "7 
 
 
 S 
 
 Z 
 
 ^* 
 
 $5,000,000 _,£: 
 
/ 
 
 Alabama 
 Alaska 
 Arizona 
 Arkansas 
 California . 
 Colorado 
 Connecticut. 
 Delaware ^\ 
 Dist. of Col .-A 
 
 Florida zL 
 
 Georgia — j — 
 
 Idaho 
 
 Illinois 
 
 Indiana 
 
 Iowa 
 
 Kansas 
 
 LESSON X B 
 STATES AND CITIES 
 
 ~£~- Nebraska JL Albany C. — 
 
 / Nevada ^^ Atlanta f 
 
 ^° N. Hampsh. ^\^ Baltimore J^L 
 ^ New Jersey L_ Birmingham Z^_ — 
 
 ^\ 
 
 New Mexico 
 New York 
 N. Carolina 
 N. Dakota 
 Ohio 
 
 Oklahoma 
 Oregon 
 Panama 
 
 c 
 
 -^-* Boston 
 
 A_ Bridgeport 
 
 5fL Buffalo 
 
 Cambridge 
 
 Chicago 
 
 Cincinnati 
 
 Cleveland 
 
 Columbus 
 
 + 
 
 <, 
 
 /> 
 
 ~t 
 
 Pennsylvania £— Dayton 
 
 Rhd. Island -^~^ Denver 
 
 Kentucky <£/? 
 Louisiana ^ 
 Maine 
 Maryland 
 Mass'setts 
 
 S. Carolina 
 
 S. Dakota 
 
 Tennessee 
 
 Texas 
 
 Utah 
 
 Vermont 
 
 Virginia 
 
 ~/ 
 
 Detroit 
 
 Fall River 
 
 -h. 
 
 ^ 
 
 & 
 
 f^ Grand Rapids £ £ 
 /^^ Indianapolis <^^ 
 
 j^ Jersey City __i 
 
 J 
 
 ^Z_ Kansas City ^_ 
 
 Los Angeles 
 
 Michigan _k_ 
 
 Mississippi 
 
 Missouri 
 
 Montana 
 
 Washington ^\ Louisville — y 
 W. Virginia "^ Lowell " 
 
 Minneapolis 
 
 Nashville *~X 
 
 New Haven — \— 
 
 New Orleans ^ ^ *" 
 
 N. York City \ o 
 
 Newark / 
 
 Oakland 
 
 Omaha 
 
 Paterson 
 
 Philadelphia 
 
 Pittsburgh 
 
 Portland 
 
 Providence 
 
 Richmond 
 
 Rochester 
 
 St. Louis 
 
 St. Paul _^ 
 
 San Francisco ^ 
 
 Scranton 
 
 Seattle 
 
 Spokane 
 
 Syracuse 
 
 Toledo 
 
 
 ^ 
 
 ^ 
 
 V 
 
 Wisconsin 
 Wyoming 
 
 ~v 
 
 Memphis ^r> 
 Milwaukee ^"^ 
 
 27 
 
 Wash'n, D. C.^V 
 Worcester ^ 
 
ALPHABETICAL PHONETICS 
 
 And a few Alphabetical Wordsigns, showing the meaning of alphabetical char- 
 acters when standing alone or phrased. Word signs are shown in small capitals. 
 
 Chart 
 A 
 
 51 K 
 
 52 G 
 
 53 P 
 
 54 B 
 
 55 F 
 
 56 V 
 
 First Position 
 KIND Co. 
 
 Z_Guy go 
 L pie Poe 
 
 f 
 
 (See Lesson II B) 
 Second Position 
 
 K _Z_key CAN 
 
 C -X-gay egg 
 
 P / pea pay 
 
 J 
 
 buy beau B ( be bay BEG 
 
 fie if F J f ee Fay 
 
 Z_vie of V J HAVE 
 
 57 H ^ h igh ho HOPE H \ he HAD 
 
 58 Y > YESTERDAY Y A^ 
 
 59 S _ 
 
 60 Z so sew 
 
 YESTERDAY Y \ ye YET 
 
 sigh S V see 
 
 Z \ say saw 
 
 61 W ^ with wish woe W \ we way 
 
 62 W h * why whoa Wh ^V what 
 I 
 
 63 J 
 
 Joe 
 
 .edge age Jay 
 
 64 Ch _L_itch WHICH Ch ( each 
 
 65 Sh ^ shy sho SHIP Sh ( she ash shay 
 
 66 Th ) thy t.hn this Th ) the they 
 
 67 L lie low LONG L lee lay WILL 
 
 68 M my mow M ^^_rae may 
 
 N : 
 
 Third Position 
 K / cue cow COULD. 
 G / GOOD-S 
 P / up PUT 
 B / boy bow BUT 
 F ^.few 
 
 V J view vow~ 
 
 H \ N hew how Hugh 
 
 Y V yew use 
 
 S v^ sue SOON 
 Z V sow 
 W -n n woo WOULD 
 Wh "^ who 
 
 J | Jew JUDGE JUST 
 Ch 1 chew ouch SUCH 
 Sh ( shoe issue SHOULD 
 Th \ thew thou 
 L allow Lou 
 
 M MUCH 
 
 69 N 
 
 70 R 
 
 71 T 
 
 72 D 
 
 .nigh no 
 
 jye roe or 
 
 .tie toe it 
 .die DID doei 
 
 R 
 T 
 D 
 
 .knee nay NOT N __new now 
 
 _are raw ray R ^y rue Roy row 
 
 .tea eat at T ^ to too toy out 
 
 .day AND D _^ldo dew 
 28 
 
Chart 
 B 
 
 51 
 
 52 
 
 53 
 
 54 
 
 55 
 
 First Position 
 _l_ill-s 
 
 eye-s ice 
 
 ' off 
 order-s 
 
 VOWEL WORDSIGNS 
 
 (See Lesson III B) 
 
 Second Position 
 
 e_= el else 
 
 e_= ease-y-1 y 
 
 a n altho 
 
 a_J ah all 
 
 .owe-s (over) a L- 
 
 Third Position 
 u____ultimo 
 u ^ usual-ly 
 
 oi. 
 
 .a 
 
 oo_ 
 
 ^ annoy-ance 
 
 ow . h-our-s 
 
 ooze-y-s 
 
 ADDED CONSONANT WORDSIGNS 
 (See Lessons 4B, 5A, 5B) 
 
 Chart 
 C 
 
 
 First Position 
 
 i 
 
 
 Second Position 
 
 
 Third Position 
 
 51 
 
 N 
 
 N 
 
 c 
 a 
 
 on 
 _in 
 
 N . 
 N 
 
 c 
 
 end (enter) 
 
 N 
 N 
 
 
 unusual 
 
 52 
 
 3 
 
 an any 
 
 c 
 
 until (under) 
 
 53 
 
 M 
 
 C 
 
 on-the 
 
 M 
 
 c 
 
 am 
 
 M 
 
 C 
 
 must 
 
 54 
 
 M 
 S 
 
 3 
 o 
 
 in-the 
 is 
 
 M 
 
 S 
 
 
 and-the 
 as 
 
 M 
 
 S 
 
 
 until-the 
 
 55 
 
 o 
 
 us ous 
 
 56 
 
 Sz 
 
 O 
 
 society 
 
 Sz 
 
 o 
 
 systematic 
 
 Sz 
 
 O 
 
 success-ful 
 
 57 
 
 St 
 
 • 
 
 sty stow St 
 
 ^ 
 
 stay 
 
 St 
 
 —*- 
 
 stew 
 
 58 
 
 Str 
 
 s 
 
 strike 
 
 Str. 
 
 s 
 
 stray 
 
 Str 
 
 jf 
 
 strew 
 
 59 
 
 
 
 
 St 
 
 . <=- 
 
 east 
 
 St 
 
 ±=*~ 
 
 oust 
 
 60 
 
 
 
 
 Str 
 
 -— 
 
 Easter 
 
 Str 
 
 «=~ 
 
 oyster 
 
 
 
 
 
 
 PUNCTUATION 
 
 
 
 
 Chart F 
 51 _4 
 
 comma 
 
 (Position as shown) 
 
 52 • spnrn-rnlnn 
 
 > 
 
 53 
 
 • 
 
 colon 
 
 54 
 
 — =r 
 
 dasll 
 
 
 55 
 
 period 
 
 56 
 
 •h 
 
 .paragraph 
 
 57 
 
 f 
 
 exclamation 
 
 
 58 II question 
 60 \ /parenthesis. 
 
 59 
 
 o 
 
 capital (up) 
 
 29 
 
51 
 52 
 
 PREFIXES 
 
 (Prefixes do not have "position") 
 JOINED 
 Chart D (See Lesson VII A) 
 
 N c hnnk is "en" 53 K / strnl^ is "con" 
 
 AT C hook is "em" 54 au__4_ —tick is "all" 
 
 61 
 62 
 
 63 
 64 
 65 
 66 
 
 DISJOINED 
 (See Lesson VII B) 
 N c hook is "enter" 
 
 N. 
 
 71 
 
 .hook is "under" when 
 reversed 72 
 
 K / stroke is "contra" 
 
 F A stroke is "after" 
 
 D ^y stroke is "deter" 
 
 73 
 
 74 
 
 (See Lesson VIII A) 
 i ! dot is "ill" 
 
 .tick is "over" 
 .sign is "extra* 
 
 .circle is "sub" 
 
 Ds__»— A stroke is "distra" 75 sz Q__circle is "super" 
 
 AFFIXES 
 
 (Affixes do not have "position") 
 
 51 Sh. 
 
 c 
 
 Chart E 
 
 .stroke is "ship' 
 
 61 
 
 52 SI S*= stroke is "self" 
 
 53 Sis ^£ stroke is "selves" 62 s 
 
 54 M. 
 
 63 
 
 55 N. 
 
 (See Lesson VIII B) 
 
 .dot under the end of a 
 word is "ing" 
 
 56 Nk_ 
 
 "^ 
 
 .stroke is "mp" 
 when shaded 
 
 .stroke is "ng" when 
 shaded 
 
 stroke in "nk" with 64 Td_ 
 "N" shaded 
 
 ^ circle under the end of a 
 
 word is "ings" 
 
 .stroke under the end of a 
 word is "ingly" 
 
 .tick under the end of a word 
 is "ed," "ted," or "ded" 
 
 30 
 
WARNING 
 
 Any person who wilfully and for profit shall infringe any 
 copyright secured by this act, or who shall knowingly or 
 wilfully aid or abet such infringement, shall be deemed 
 guilty of a misdemeanor and upon conviction thereof shall 
 be punished by imprisonment for not exceeding ONE 
 YEAR or by a fine of not less than ONE HUNDRED 
 DOLLARS nor more than ONE THOUSAND DOLLARS 
 or BOTH, in the discretion of the court. 
 
 Section 28, U. S. Copyright Law 
 In force July 1st, 1909 
 
 NOTICE : 
 
 All rights reserved by the author. Infringers 
 
 will be prosecuted. Patent applied for upon all 
 
 Dudley Fundamental Abbreviating Principles. 
 
 Copyright 1918, by G. L. Dudley. 
 
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