# Light-Line Phonography (Gregg)/Light-line Phonetic Handwriting

Layout 2
LIGHT-LINE PHONETIC HANDWRITING.
FIRST LESSON.
Consonants. :
| K.G. | ?? | R.L. | ?? | T.D. | ?? |
| Vowels. ||||||
| ǐ, ě, ē | ? | ah, eh | ? | aw, oh | ? |
WRITING EXERCISE.
| Cake, | k ā k | ? |
| Call, | k aw l | ? |
| Clay, | k l ā | ? |
| Creed, | k r ē d | ? |
| Clear, | k l ē r | ? |
| Care, | k ā r | ? |
| Got, | g aw t | ? |
| Get, | g ě t | ? |
| Gate, | g ā t | ? |
| Gale, | g ā l | ? |
| Grade, | gr ā d | ? |
| Rarely, | r ā r l ǐ | ? ​ |
| Read | r ē d | ? |
| Rate | r ā t | ? |
| Rail | r ā l | ? |
| Road | r ō d | ? |
| Rogue | r ō g | ? |
| Laid | l ā d | ? |
| Lark | l ah r k | ? |
| Lake | l ā k | ? |
| Lock | l aw k | ? |
| Tale | t ā l | ? |
| Take | t ā k | ? |
| Taught | t aw t | ? |
| Dig | d ǐ g | ? |
| Day | d ā | ? |
| Dear | d ē r | ? |
| Dot | d aw t | ? |
| Dock | d aw k | ? |
| Date | d ā t | ? |
| Daily | d ā l ǐ | ? |
| Allot | ah l aw t | ? |
| All | aw l | ? |
| Agree | ah g r ē | ? |
| Early | ě r l ǐ | ? |
| Egg | ě g | ? |
| Eke | ē k | ? |
| Era | ē r ah | ? |
| Idiot | ǐ d ǐ aw t | ? |
| It | ǐ t | ? |
SECOND LESSON.
Consonants. :
| P.B. | ?? | F.V. | ?? | N.M | ?? | S.Z. | ?? |
| Vowels. ||||||||
| | | uh, oo | ? | ū | ? |
WRITING EXERCISE.
| Pair, | p ā r | ? |
| Pace, | p ā s | ? |
| Post, | p ō s t | ? |
| Pour, | p ō r | ? |
| Pure, | p ū r | ? |
| Bail, | b a l | ? |
| Balance, | b ah l ah n s | ? |
| Beef, | b ē f | ? |
| Bevy, | b ē v ǐ | ? |
| Body, | b aw d ǐ | ? |
| Boom, | b oo m | ? |
| Famous, | f ā m ū s | ? |
| Feeds, | f ē d s | ? |
| Few, | f ū | ? ​ |
| Fop, | f aw p | ? |
| Vote, | v ō t | ? |
| Nail, | n ā l | ? |
| Near, | n ē r | ? |
| Neat, | n ē t | ? |
| News, | n ū z | ? |
| Noble, | n ō bl | ? |
| Make, | m ā k | ? |
| Moved, | m oo v d | ? |
| Money, | m ǔ n ĭ | ? |
| Marry, | m ah r ĭ | ? |
| Must, | m ǔ s t | ? |
| Save, | s ā v | ? |
| Alone, | ah l o n | ? |
| Same, | s ā m | ? |
| Say, | s ā | ? |
| Seat, | s ē t | ? |
| Scheme, | s k ē m | ? |
| School, | s k oo l | ? |
| Steal, | s t ē l | ? |
| Spear, | s p ē r | ? |
| Sore, | s ō r | ? |
| Am, | ah m | ? |
| Crop, | k r aw p | ? |
| Up, | ŭ p | ? |
| Us, | ŭ s | ? |
| Call, | k aw l | ? |
| Cord, | k aw r d | ? |
| Above, | ah b ŭ v | ? |
| Renew, | r ē n ū | ? |
| Appear, | ah p ē r | ? |
| Else, | ĕ l s | ? |
| Lazy, | l ā z ĭ | ? |
| Quick, | k oo ĭ k | ? |
| Papa, | p ah p ah | ? |
| Lip, | l ĭ p | ? |
| Quit, | k oo ĭ t | ? |
| Took, | t oo k | ? |
| Case, | k ā s | ? |
| Cup, | k ŭ p | ? |
| Days, | d ā s | ? |
| Room, | r oo m | ? |
| Look | l oo k | ? |
| Appeal, | ah p ē l | ? |
| Impose, | ĭ m p ō z | ? |
| Appal, | ah p aw l | ? |
| Notice, | n ō t ĭ s | ? |
| Embers, | ĕ m b ĕ rs | ? |
| Duly, | d ū l ĭ | ? |
| Unity, | ū n ĭ t ĭ | ? |
| Roof, | r oo f | ? |
| Done, | d ŭ n | ? |
| Use, | ū z | ? |
| Due, | d ū | ? |
| Troop, | t r oo p | ? |
THIRD LESSON.
Consonants. :
| Sh. Zh. | ? | Ch. J. | ?? | Th. | ?? | H. | ? | Ng. | ? | W. | ? | Y. | ? |
| Diphthongs. ||||||||||||||
| | | | i | ? | oi | ? | ow | ? | | | | | |
Note— The combination "NK" may be denoted by slightly lowering the "N" sign thus ? RANK. After a little practice it will be found unnecessary to depress the sign.
WRITING EXERCISE.
| Shot, | sh aw t | ? |
| Shout, | sh ow t | ? |
| Shame, | sh ā m | ? |
| Shine, | sh ī n | ? |
| Shoot, | sh oo t | ? |
| Chatter, | ch ah t ĕ r | ? |
| Chain, | ch ā n | ? |
| Church, | ch ŭ r ch | ? ​ |
| Chief, | ch ē f | ? |
| Joke, | j ō k | ? |
| Jar, | j ah r | ? |
| Judge, | j ŭ j | ? |
| This, | th ǐ s | ? |
| Throw, | th r ō | ? |
| Thought, | th aw t | ? |
| Hear, | hē r | ? |
| Him, | hǐ m | ? |
| Hum, | hŭ m | ? |
| Hope, | hō p | ? |
| Hoot, | hoo t | ? |
| Walk, | oo aw k | ? |
| Wait, | oo ā t | ? |
| Yawn, | ē aw n | ? |
| Yacht, | ē aw t | ? |
| Year, | ē ē r | ? |
| Yoke, | ē ō k | ? |
| Yore, | ē ō r | ? |
| Twig, | too ǐ g | ? |
| Out, | ow t | ? |
| Vow, | v ow | ? |
| Oil, | oi l | ? |
| Boil, | b oi l | ? |
| Thank, | th ah n (g) ko | ? |
| Search, | s ě r ch | ? |
| Knowledge, | n aw l ě j | ? |
| Both, | b ō th | ? ​ |
| Bath, | b ah th | ? |
| Dine, | d ī n | ? |
| Touch, | t ŭ ch | ? |
| College, | k aw l ě j | ? |
| Much, | m ŭ ch | ? |
| Line, | l ī n | ? |
| Fight, | f ī t | ? |
| Died | d ī d | ? |
| Might, | m ī t | ? |
| Method, | mĕ th aw d | ? |
| Voice, | v oi s | ? |
| Astonish, | ah st aw nǐ sh | ? |
| Fascinate, | f ah s ǐ n ā t | ? |
| Such, | s ǔ ch | ? |
| South, | s ow th | ? |
| What, | hoo aw t | ? |
| When, | hoo ě n | ? |
| Month, | m ǔ n th | ? |
| Reach, | r ē ch | ? |
| Crush, | k r ŭ sh | ? |
| Death, | d ě th | ? |
| Arrange, | ah rā n j | ? |
| Large, | l ah r j | ? |
| Latch, | I ah ch | ? |
| Dodge, | d aw j | ? |
| Purchase, | p ŭ r ch ā s | ? |
| Wink | wǐn (g) k | ? |
| Torch, | t aw r ch | ? |
FOURTH LESSON.
BLENDED CONSONANTS.
I.—The student should practice the following combinations until he can execute them freely and neatly:
Pr ? ; Pl ? ; Br ? ; Bl ?
Kr ? ; Kl ? ; Gr ? ; Cl ?
Td Dt Dd ? ; Ss ?
II.—Every practical Shorthand writer has experienced the great difficulty of joining rapidly and legibly two straight lines forming an obtuse angle. The natural tendency of the hand is to allow such lines to form a curve thus, ? ? ? ? and to prevent this an unnatural restraint is exercised on the hand, causing a very decided pause and consequently a decrease in speed of execution As our method is based on nature obtuse angles are dispensed with, and the lines are allowed to coalesce thus:
Tn Dn ? ? ; Tm Dm ? ? ; Nt nd ? ?
WRITING EXERCISE.
| Shot, | ? |
| Pray, | ? |
| Process, | ? |
| Produce, | ? |
| Promote, | ? |
| Progress, | ? |
| Play, | ? |
| Place, | ? |
| Plain, | ? |
| Played, | ? |
| Plot, | ? |
| Plated, | ? |
| Branch, | ? |
| Brand, | ? |
| Breach, | ? |
| Bring, | ? |
| Broadm, | ? |
| Brush, | ? |
| Blade, | ? |
| Blame, | ? |
| Bleed, | ? |
| Bless, | ? |
| Blank, | ? |
| Blood, | ? |
| Bloom, | ? |
| Blush, | ? |
| Crash, | ? |
| Crayon, | ? |
| Cream, | ? |
| Crisp, | ? |
| Crushed, | ? |
| Claim, | ? |
| Clash, | ? |
| Grand, | ? |
| Grade, | ? |
| Glad, | ? |
| Tenure, | ? |
| Deny, | ? |
| Denote, | ? |
| Demolish, | ? |
| System, | ? |
| Temper, | ? |
| Wisdom, | ? |
| Demure, | ? |
| Victim, | ? |
| Denominate, | ? |
| Denounce, | ? |
| Attained, | ? |
| Sudden, | ? |
| Land, | ? |
| Respond, | ? |
| Talent, | ? |
| Intend, | ? |
| Potent, | ? |
| Depend, | ? ​ |
| Beyond, | ? |
| Dawned, | ? |
| Owned, | ? |
| Deemed, | ? |
| Dreamed, | ? |
| Blamed, | ? |
| Doomed, | ? |
| Tamed, | ? |
| Lamed, | ? |
| Aimed, | ? |
| Devote, | ? |
| Dividend, | ? |
| Defeat, | ? |
| Gentle, | ? |
| Intelligent, | ? |
| Agent, | ? |
| Regent, | ? |
| Urgent, | ? |
| Diligent, | ? |
| Allotted, | ? |
| Waited, | ? |
| Rated, | ? |
| Coated, | ? |
| Loaded, | ? |
| Shaded, | ? |
| Possess, | ? |
| Causes, | ? |
| Masses, | ? |
FIFTH LESSON.
Abbreviated Words.
Note.—Some of the following words are contracted under subsequent principles of abbreviation.
| A, an | ? |
| After | ? |
| Always | ? |
| And | ? |
| Any | ? |
| Are, our | ? |
| Be, but | ? |
| Been | ? |
| Because | ? |
| Before | ? |
| Between | ? |
| Can | ? |
| Could | ? |
| Ever-y | ? |
| For | ? down |
| Form | ? |
| From | ? |
| Give | ? |
| Glad | ? |
| Good | ? |
| Great | ? |
| Have | ? |
| In not | ? |
| Is | ? down |
| It | ? up |
| Little | ? |
| Lord | ? |
| Many | ? |
| More | ? |
| Most | ? |
| Never | ? |
| Of | ? |
| One | ? |
| Other | ? |
| Put | ? down |
| Shall | ? down |
| Should | ? |
| Some | ? |
| The | ? uр |
| That | ? up |
| Them | ? |
| Thing | ? |
| Time | ? up |
| Upon | ? |
| Very | ? |
| Was | ? |
| Well, will | ? |
| What | ? |
| Which | ? down |
| Wish | ? |
| Would | ? up |
| Wonder | ? |
| Word, work | ? |
PHRASEOGRAPHY.
The student should assiduously cultivate the practice of Phraseography, or the joining of small words together, for without this practice great proficiency can never be attained. Light-Line Phonography on account of the continuity of the writing adapts itself to phrase writing in a remarkable manner.
Examples.
| It is | ? |
| To be | ? |
| To the | ? |
| Of the | ? |
| In the | ? |
| On the | ? |
| Is the | ? |
| Of all | ? |
| In our | ? |
| Of our | ? |
| And our | ? |
| May be | ? |
| I have | ? |
| I will | ? |
| I shall | ? |
| For the | ? |
| What is | ? |
| And the | ? |
| And have | ? |
| On which | ? |
| Of which | ? |
| Of other | ? |
| I do not | ? |
| I can not | ? |
| I did not | ? |
| It is not | ? |
| Of its own | ? |
| It shall be | ? |
| We have not | ? |
| I can not be | ? |
| Is the most | ? |
| It will not | ? |
| Will now be | ? |
| That is the | ? |
| Which may be | ? |
| Might not be | ? |
| I will not be | ? |
| There is not | ? |
| For the time | ? |
| I should not | ? |
| There will be | ? |
| For some time | ? |
| Some time ago | ? |
| I shall not be | ? |
| And which have | ? |
| There should be | ? |
| Which would be | ? |
| There will not be | ? |
| For it will not be | ? |
| That it will not be | ? |
| For some time in the | ? |
| And which may not be | ? |
RULES OF ABBREVIATION.
I.— Drop the terminations of words, i.e., write so much of the outline as will, with the aid of the subject matter and vocalized context, suggest the whole word, as "unan" for "unanimously," "diplom" for "diplomacy." This simple rule, a result of the insertion of the vowels, enables us to obtain great brevity without resorting to arbitrary and ambiguous devices.
II.— Where two vowels-not forming a diphthong-come together omit the minor as, ? real, ? buoyant ? theory.
PUNCTUATION.
The period is indicated by graph by ? , the end of a paragraph by ? , and the dash by ? . All other punctuation marks are written in the usual way.
READING AND WRITING EXERCISES.
Try to be something in the world and you will be something.
Aim at excellence and excellence will be attained.
This is the great secret of success and eminence.
"I can't do it" never accomplished anything.
"I will try" has wrought wonders.—Hawes.
Good temper is the essence of good manners.
| Reading Exercise. | Writing Exercise. |
| ? | SELF-RELIANCE. |
| ? | Don't rely on your friends. Don't rely upon your ancestors. Thousands have spent the prime of life in the vaini hope of help from those whom they call friends, and thousands have starved because they had a rich father Rely upon the good name which is made by your own exertions, and know that better than the best friend you can have is an unquestionable determination united with decision of character. |
| ? | It is a fine thing in friendship to know when to be silent. |
WRITING EXERCISE.
English Literature.
It cannot be doubted that English literature is beyond all comparison the amplest, most various, and most splendid literature which the world has ever seen; and it is enough to say of the English language that it is the language of that literature. Greek literature compares with English as Homer compares with Shakespere—that is as infantile with adult civilization. It may further be said of the English language that it is a native tongue of nations which are preeminent in the world by force of character, enterprise, and wealth, and whose political and social institutions have a higher moral interest and greater promise than any which mankind has hitherto invented. To the original creations of English genius are to be added translations into English of all the masterpieces of other literatures, sacred and profane. It is a very rare scholar who has not learned much more about the Jews, the Greeks and the Romans through English than through Hebrew, Greek or Latin.—Professor Elliot.