1. A glance at the contents of this volume will show that it differs widely, both in plan and execution, from the ordinary "phrase-book." It seeks to teach phrasing by a new method. From the start it calls on the pupil, not to memorize phrases but to make them for himself, by putting into practice the principles according to which correct phrases are constructed. In the opinion of the author, the mere copying and attempted memorizing of alphabetically-arranged phrase-lists, as a means of learning the art of phrasing, has had its day. Phrase-formation, like word-formation, is governed and guided by certain defined principles. These are few and simple, although the phrases which are their outgrowth are innumerable. To these principles all professional reporters, so far as they phrase at all, must conform. Only by acquiring familiarity with these principles, whether such familiarity be acquired directly or indirectly, consciously or unconsciously, with time wasted or time economized, can phrase-writing be learned effectually and thoroughly.

2. A highly intelligent teacher of long experience* has happily laid down the correct method of teaching or learning the art of phrasing. "If the teacher," he says, "will take up one principle at a time, explain it to the pupil, and give him a sufficient number of phrases to accustom him to its application, and the next day take up another in the same way, and so on from day to day, he will find that the pupil will soon be able to write phrases as naturally as he writes single words." But where is the text-book by means of which phrasing can be thus learned or taught? "Where is the book which will inspire the student, in the language of Isaac Pitman, to "grasp the principle of uniting words,

rather than endeavor to commit phrases to memory?" The very well informed writer just quoted concedes that one who seeks a book from which the principles of phrase-writing may be learned or taught in the manner he recommends, will seek in vain. The present volume undertakes to supply that want. It aims to exhibit clearly, systematically and concisely, in a series of progressive lessons, the comparatively few and simple rules and principles of the phrasing art, with illustrations and exercises appropriate to each. The course of study here laid down must, in the opinion of the author, prove not only instructive but highly interesting, and cannot fail to give the student in a short time a far better command of the art of phrasing than can ever be attained by the laborious and uninteresting course of study usually adopted - the study of mere phrase-lists arranged alphabetically, with no attempt to reach, through logical classification, the particular principles which different phrases exemplify. When the student once learns, as he may from such a book as this, to "grasp the principle of uniting words," the memorizing of tediously-extended phrase-lists is no longer a necessity. Relieved from "the burden of empirical and imitative practice," the student gradually but rapidly learns to make phrases for himself in limitless number - not in the dangerously incorrect way so common with young writers, but safely and correctly, because he works along the clearly-illuminated lines of well-understood practical principles.

*VV. S. Rogers.

3. If any student or teacher should be disappointed when he fails to find opposite each phrase herein given its shorthand representation, he should understand that if the various phrases had been given in shorthand characters as intended to be written by the pupil, the prime purpose of the book - to teach students to make correct phrases for themselves - would have been defeated. If the lessons be taken up one by one in the order given, no such shorthand key will be necessary; for care has been taken that no lesson shall contain any word or phrase which at the time of

its introduction cannot be correctly written in accordance with the instruction previously given in this book, or the knowledge which the student may reasonably be presumed to have acquired before undertaking its study.

4. The author's purpose has been to make this emphatically and pre-eminently a practical book. It aims to define and expound, not what in his opinion the art of phrasing ought to be, but what it is. It seeks to exhibit the art as exemplified in the daily work of practical reporters, who, though they do not all phrase to the same extent, do all phrase more or less, and so far as they phrase at all, conform consciously or unconsciously to well-settled principles as exhibited in this volume.

5. If the contents of this book should not be found at every point absolutely original, the author will consider this fact no reproach; for an instruction-book, if it is to meet the needs of those who are to use it, must embody, as it is hoped the present volume does, the best fruits of the labors of previous workers in the same field. In many cases the views and instructions of others have interwoven themselves inseparably with the ideas of the author, so that it has been impossible to credit particular suggestions to particular writers. Where the exact words of any author have been used, such use (unless oversight has prevented) is indicated.

6. Among the books which the author has found more or less useful in the preparation of these lessons, the following may be named: Pitman & Howard's Reporter's Companion and Phonographic Dictionary; Graham's Handbook, Dictionary and Second Reader; Dement's Pitmanic Shorthand; Palmer's Expert Reporter; Practical Shorthand, by L. B. Case and others; Isaac Pitman's Phrase-Book; Humphrey's Interlinear Shorthand; Barnes's Shorthand Manual; T. A. Reed's Leaves from my Note-book; Munson's Phrase-Book; The Phrase, by F. G-. Morris.

7. If some of the views and instructions herein given should, in the opinion of anyone, vary from views hereto

fore expressed by the author, he can only say that he does not feel too old to acquire new ideas, and that he values truth more highly than consistency. In his previous book, "The Factors of Shorthand Speed," an effort was made to direct the pupil as to what course he should pursue, with the means then within his reach, to acquire the art of phrasing. Some paragraphs in that book, especially under the title "Practical Suggestions about Phrasing," need not have been written, and probably would not have been, if there had then existed such a oook as the present, to which the author might have referred the help-needing reader.

8. The question may be asked, "At what stage of the student's course may the study of this book safely and beneficially begin?" The author believes that the learner, with such a book as the present to guide him in right methods and guard him from wrong ones, may not only safely but profitably begin the study of phrasing much earlier than has heretofore seemed wise and practicable. As each abbreviating principle of t«ord-formation - such as the s circle, the double-length principle, the I or r hook, the n hpok, the f-v hook, the half-lengthing principle, etc. - is reached in its order, there seems to be no reason why the application of this particular word-forming principle to phrase-formation - for instance, the use of the I hook to express phraseographically the word will, or the use of the double-lengthing principle to express their, other, etc., or the use of the n hook to express one, own, than, etc. - should not immediately be made familiar to the learner. Experience has shown that the eagerness of immature writers to indulge in phrasing practice can scarcely be restrained: let such practice, then, be wisely directed, so that it may be safe and profitable.

9. Under the system of study heretofore generally pursued, many simple word-groups which the mere beginner necessarily meets in his writing and reading, are first presented to him, not as phrases, but as separate words, and for the time being are so read and written by him, because

of the seeming necessity that the subject of phrasing be reserved until a later stage. Thus the beginner, by reading and writing as isolated words some of the commonest and most useful phrases, acquires methods of thinking and writing which must later be unlearned at considerable cost of time and labor. But by the method of study herein laid down, the early introduction of simple phrases is made possible and profitable. The student's primary exercises in reading and writing can, by the judicious introduction of correct phrases, be largely diversified in the scope of their ideas and language, and thus made much more interesting and beneficial. If phrase-formation thus keeps equal pace with word-formation, the study of shorthand, as the author believes, may be made vastly more interesting than at present, and the student's progress be greatly accelerated.

10. In respect to most of the principles and methods of phrasing herein presented, the Graham and Benn Pitman systems practically coincide. Wherever any principle or expedient included in this volume is not found in both systems, the fact distinctly appears; so that writers of either may freely use this book without fear of unconsciously imbibing matter disapproved by the authority whose teaching they have chosen to adopt. No important or useful phrasing principle of either system has been consciously omitted.* In a few cases, methods of phrase-writing are herein presented which possibly neither of these high authorities has approved. Yet because these expedients are somewhat extensively (though not generally) used, and do not appear to the author objectionable, it has been thought best to include them, and thus allow the student or the teacher to exercise his own discretion as to their adoption. In every such case, however, due notification is given, so that these few and minor portions of the book may, if desired, be passed over.

*If this book should enable Graham, and Benn Pitman writers to see in how many points the two systems agree, ami in how few they vary, the author will feel that he has incidentally worked out a result well worth accomplishing.

11. The lessons in this book, to be profitable, must be not only studied but mastered.* A smattering acquaintance with them will simply confuse the student, and delay or defeat his acquisition of speed. Without genuine study, the art of good phrasing can never be learned; and without a thorough knowledge of this art, no one can ever become a truly accomplished reporter.

12. The author cannot send out this volume to the public without acknowledging his indebtedness to his esteemed friend and professional co-worker, Mr. Fred Irland, for valuable aid and counsel, cheerfully and continuously given, from the inception of the work until its completion.

*For the author's suggestions as to the method in which the exercises may be most profitably used by teacher and student, see note to Paragraph 65.