Stenotypy (Classic Reprint)

Stenotypy (Classic Reprint)

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Excerpt from Stenotypy

Each of the first ten lessons of this manual begins with a finger drill which embraces the use of all letters previously learned, and includes the new letters or combinations introduced in that lesson. These should be written from dictation by the teacher, the student striking each letter or combination several times, while the teacher pronounces it once.

All arbitrary combinations used as letters should be referred to in each case only by the name of the letter represented. In this way the student will recognize H, when standing alone, as H; B, When standing alone, as R; and HR as L. To read well, the student must secure an unconscious association between the letter and the combination which rep resents it. Stenotypy is written in English and can be read only in the English letters which form the words; consequently, it is of paramount importance that the letter represented by the combination be recognized instantly.

The student should write the words in the same manner as suggested for the keyboard drill, striking each word as many times as he can, evenly, after the teacher's pronunciation. After the words have been dictated as they appear in the vertical columns, they should be dictated across the page by lines.

Oral recitation on abbreviations should precede machine practice. The student should learn the letters which represent the sounds in the abbrevia tion, rather than the Stenotypic combination which forms it; for example, ne, any, instead of tph E.

The phrases preceding the sentences should be recited orally, and thoroughly practiced until they can be written and read as easily as single words. Students should accustom themselves to writing logical phrases and to reading such phrases instantly.

The sentences accompanying each lesson include not only the new principles to be developed, but also a drill on all new abbreviations, and practice in phrasing.

All words connected by hyphens are phrases and should be written at a single stroke.

The sentences are arranged for self-dictation and should be practiced until they can be written easily and smoothly without conscious effort; they are also to be used for general classroom speed work. Fifteen minutes in both the morning and the afternoon should be assigned to this practice, the teacher timing the class for fifteen or thirty seconds at a time. The more advanced student should be able to write any given sentence two or three times while the beginner is writing it once.

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