# Gregg Speed Studies

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GREGG SPEED STUDIES
by
JOHN ROBERT GREGG
THE GREGG PUBLISHING COMPANY
NEW YORK CHICAGO SAN FRANCISCO
COPYRIGHT 1917, BY THE GREGG PUBLISHING COMPANY J 81
PREFACE
The intensification of the course of study in shorthand departments of both public and private schools has resulted in a happy welding of theory with speed practice. This has meant a "scrapping" of the old methods of instruction which were based upon the idea of a distinct separation of the theory work from the advanced.
Speed Studies is intended to give practical effect to this modern tendency. It is an effort to put into teachable form the principles outlined by me in two addresses which were delivered before educational associations on "The Application of Modern Efficiency Principles to the Teaching of Shorthand." While it breaks new ground so far as shorthand textbooks and practice books are concerned, everything contained in it has been proved by the acid test of my own classroom experience.
In planning the "studies" preceding each section of the book, the method adopted by the great industries in developing efficiency has been followed. Just as the best method of performing any mechanical operation is first established in a factory by scientific test, and each new workman is required to conform to that method, so in this plan of teaching advanced shorthand, we endeavor from the first to teach the student the best possible way of writing shorthand. He is taught the correct posture for writing, the correct manner of holding his pen, the correct manner of turning the pages, the quickest and easiest way to make the various combinations, the importance of compactness in writing, to make rapid transitions between the forms, and to eliminate what Herbert Spencer called "unregistered movements of the pen."
An examination of the book will, I believe, disclose many notable contributions to the pedagogy of shorthand; but the two outstanding features are:
First, the presentation of practice material in its shorthand form, instead of in print as is done in most dictation books.
Second, the development of a large and varied writing vocabulary through the unique plan of incorporating vocabulary drills with the work in dictation.
The first of these features can hardly be overemphasized. Much observation in teaching shorthand has convinced me that the best results are obtained through the reading of shorthand. The reasons may be summarized briefly:
1. The student is more interested in reading shorthand than in reading print, and interest in a subject is of the first importance in securing results.
2. As he may be called upon to read the shorthand notes at any point in the assignment, he will naturally give more time to preparing himself to read fluently. ​In doing this he familiarizes himself with the correct forms for words and phrases, and every new form makes a vivid impression on his mind.
3. The visual impression of the outline secured through reading enables him to write it readily when the matter is dictated to him. This inspires confidence, which is an important factor in the development of skill.
4. Through reading shorthand that has actually been written (not drawn by rule and compass) he learns the changes in length, slant, curvature, etc., which outlines undergo in various joinings, and he becomes impressed with the importance of absolute accuracy.
5. In reading from his own notes he is helped, to a certain extent by memory of the subject matter and even of the actual dictation; but in reading shorthand that has not been dictated to him, he must depend entirely upon his knowledge of the system and of the forms. This stimulates his mind to greater alertness and leads to much greater fluency in reading his own notes.
6. The student trained in this way finds shorthand a real medium of communication, and learns the application of the word-building principles through almost effortless absorption. In any art, imitation plays an important part. It is fully utilized by this plan.
The method of developing the writing vocabulary presented in Speed Studies offers an unusual opportunity for constructive work (synthesis) and has the very great advantage of making the words so practiced a part of the context of the daily dictation drill. The student thus develops a vocabulary by use of the words in their natural environment and not as a distinct entity. I believe that this feature of Gregg Speed Studies will do more toward enriching the student's writing vocabulary than any other method that has been devised.
Another feature that deserves special mention is the content of the business letters and articles. The letters have been selected with great care to eliminate everything that does not comply with the best usage. The articles have been selected for their literary, informational, and vocabulary-building value.
In the preparation of this book I have been assisted by suggestions from teachers in all parts of the country, and I desire to make grateful acknowledgment to them for their co-operation. In particular I desire to acknowledge the assistance I have received in the preparation of the book for the press from Mr. Rupert P. SoRelle, Miss Alice M. Hunter, Mr. W. D. Wigent, Miss Kitty Dixon, and Mr. H. M. Munford ; to Mr. Gurtler, Mr. Swem, Miss Tarr, Miss Werning, and Mr. Shaffer for posing for the photo-cuts illustrating the various methods of performing the work, which add so much to the value of the book, and to Miss Winifred Kenna for the artistic shorthand plates.
JOHN ROBERT GREGG
New York, July 1 , 1917
METHODS OF HANDLING
Speed Studies is readily adaptable to three general methods of use. Preceding the work under any of the plans, however, a thorough study should be made of "Foundations of Speed and Accuracy."
First Plan. The first plan contemplates the use of Speed Studies Simultaneously with the Gregg Shorthand Manual, a corresponding lesson in Speed Studies being assigned with each Manual lesson. This plan probably will secure the most satisfactory results, as it makes possible early dictation, and a complete welding of theory with practice.
Second Plan. With the second plan, Gregg Speed Studies is intended to be introduced after the student has completed the Gregg Shorthand Manual, the aim being to use the early "speed studies" and drills as a review. Emphasis should be placed upon the reading and dictation drills provided in the shorthand plates.
Third Plan. In the third plan, the material presented in the "studies" and the executional drills contained in the first eight lessons, may be introduced as supplementary material to the Manual. From Study VIII on to XXI the work may be concentrated wholly on the reading and dictation material in the shorthand plates, and the "studies" held for convenient assignments with the dictation material contained in Studies XXI-XXX after the Gregg Shorthand Manual has been completed.
An alternative plan which will be used by some teachers is to employ the shorthand plates of Speed Studies beginning with Study VII and postpone assigning the introductory studies of each lesson until the Gregg Shorthand Manual has been completed.
Advanced Work. Attention of teachers is directed particularly to the material for reading and dictation beginning with Study XXI. This section of the book is intended to be introduced with the advanced work in business schools, and in the third semester in high schools. By dividing the reading and dictation material and vocabulary into convenient assignments, Studies XXI-XXX may be completed in one semester, leaving the last semester of high school free for the more advanced work of new dictation, transcribing and office training.
Divisions of Material in Studies. Each lesson is composed of, first, a "study" of material vital in the acquirement of speed and accuracy; second, shorthand plates (beginning with Study VII) for reading and dictation practice; third, vocabulary drills at the bottom of the shorthand pages.
Method of Handling the Studies. The work on the introductory part of each "study" should be assigned and handled exactly as a textbook lesson should be, emphasis being placed upon practical drills in writing.
Method of Handling Shorthand Plates. These should be assigned for practice in reading, and a sufficient number of copies required to insure familarity with the forms; after which dictation should be given until facility in writing is secured.
Method of Handling Vocabulary. After the shorthand plate has been read, the vocabulary words given at the bottom of each page should be assigned for practice until the forms are mastered. The preparation of the vocabulary should, of course, precede the dictation.
CONTENTS
TITLES OF ARTICLES IN SHORTHAND
* A Man Passes for That He Is Worth
* Association and Memory
* Basis of Speed, The
* The Business Career,
* Business Habits
* Business Reliability
* Concentration
* Counting the Cost
* Dead Work
* The Discipline of the Time Schedule
* Earnestness
* Famous Women Workers
* The Feeling for Literature
* Free Education
* The Function of Literature
* The Genius of Persistence
* The Gettysburg Address
* Great Art
* Greater Thrift, The.
* Imagination in Business.
* Importance of the Principles The
* Independence Day Address
* Liberty and Union
* Modern Banks
* Modern Commercial Publicity
* New Ideas
* Object of Literary Culture, The.
* Pass It On
* Pioneers of the Pacific Coast
* Playing the Game
* Power of Ideas, The
* Practice from Actual Speaking
* Preparedness in Business
* President Wilson's War Message
* Productive Employment
* Real Business Man, The
* Reportorial Experiences
* Secret Blotting Pad, The
* Self-Reading Shorthand
* Service of Business Schools, The
* Skyscraper, The
* Spirit of Loyalty, The
* Stenography a Fertile Field.
* Story of Electrical Wire, The
* Success in Shorthand
* Tenacity of Attention
* Turning the Grindstone
* What Is Efficiency
* The Young Man in Business
CHARLES L. SWEM Personal Stenographer and Official Reporter to President Wilson. Study the Writing Position Mr. Swem Assumes at the Desk
This work was published before January 1, 1929, and is in the public domain worldwide because the author died at least 100 years ago.
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