Rensselaer Republican, Volume 23, Number 32, Rensselaer, Jasper County, 9 April 1891 — SHORT – HAND. [ARTICLE+ILLUSTRATION]

SHORT - HAND.

A Class for the Million Membership only s2.oo—Send for Particulars. The Sixth Lesson of. our Popular Course Giving the Reporting Style of the Pitman System in a Nut-shell. . narXBXD XSI*>OIAXI.T FOB THIS PAPXX BI FBOK XLDOS MOBAK, OX ST. LOUIS. MO. (Copyrighted.) Vowkls. —The student's chief concern is to know when to write and when not to write the vowel sounds. He can, however, be supplied with no specific rule. Hemustexercisehisown judgment in applying this rule, viz.: In reporting, insert as many vowels as may be necessary to render the notes easily decipherable when the transcript is afterwards made. More vowels than these are superfluous, and ought not to be written. Just what, however, is meant by “easily decipherable?” Some persons require the notes to be pretty fully vocalized, or they find themselves at sea when the report is to be written again. There are some few writers who dispense with vowels almost entirely. They form their characters well, choose accurate outlines, and bring to bear an exceptional judgment and memory, in writing ouj, their reports afterwards. Those who use vowels to quite an extent, learn to depend on them, and the practice becomes necessary mainly through force of habit. Nothing short of experience and observation Will teach the young reporter to what extent he ought to use vowels in order to render his notes intelligible to himself. The difficulty he finds in reading certain outlines will cause him to vocalize them when next they occur. Gradually also he learns to drop vowels which he does not find helpful in transcribing. Stenographers in time acquire an intuitive faculty telling them as they write, no matter how swl ftly, that this word or that requires a vowel, or else, in the peculiar connection in which it occurs, its meaning will be doubtful afterwards when the tracks of his flying pencil are being translated into ** English.” EXPLANATION. The signs in line 6 should be as light and small ispossible. On and should are always written upwards. The vowels, altho not commonly employed in reporting, should be thoroughly learned. The student will be aided in recollecting both the character and order of the long rowels by committing to memory the following rhyme: In th-e g-ey c-a-r S-ee gr-ay cz-a-r. In sm-a-11 g-o-ld b-00-ts, T-a-lld-oe sh-00-ts. Suggestions. —Frequently review former lesions. Carry this paper In your pocket and derate spare moments to study. Correspond with ;wo or three other students, using characters is far as you arc able. If requested, the Author vlll furnish addresses. It is well to have a classnate with whom to practice two evenings sach week. Keep your diary in short-hand. Study a little every day—do not miss a single >ne. Exercise— Saul fall tall laws tar Czar doom 9 aul ball pause cause also moss walk hawk mow geese goose sly toss small jaw thaw. Sentences. 1. Do you know how to hoe peas ? L He is going to show them how to peel a potato with a spade. 3. She likes to go to the ake and slide On the ice. 4. We have a loaf of ■ye and a bowl of ale for tea. 5. We also have 1 saucer of choice meal, and an eel which we rill boll. 6. They have no rice, but oatmeal lake and a pall of spice beer.

KEY TO PLATE 6. 1 Balk talk chalk sought arm palm boom loom. 2 Hoot gall shawl balm laws Ross yawl wasp. 8 Maul sauce gauze tomb far bar mar jar. 4 What will he do with that small jar of tar? 6 Paul will take It and pay for it right away. Wordiignt. 6 Of to or but on Should with were what would. Translate lines 7to 15. Slat' 6»