The Forrest City times., 1892-03-18
The Sixth Lesson.

VowELs. The students chief con. .cern Is to know when to write and when not to write the vowel sounds. He can, however, be supplied with no specific rule. He must exercise his own judg- ment in applying this rule, viz.: In re. porting, insert as many yoweis as may be necessary to render the notes easily decipherable when tho transcript is afterwards made. More vowels thar these are superhuous, and ought not to be written. Just what, however, is meant by "easily decipherable2"
 Some persons require the notes to be pre- ty fully vocalized, or they find them. selves 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 out their reports, af rewards. 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 observ- ation 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 read ing 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 trans cribing. Stenogrsphers in time acqui.J an intuitive faculty telling them as they write, no matter how swiftly, that this word or that requires vowel, or else, in the peculiar connection in which it oc- CUTS, it's meaning will be doubtful after wards when the tracks of his flying pencil are being translated into English"
 The signs in line should be as light and small as possible. On and should are always written ap,cdrds. The vowels, although not commonly employed in re- porting, should be thoroughly learned. The student will be aided in recollecting both the character and order of the long vowels by committing to memory the following rhyme:
 In the g-dy cdr
 See gray cZ-d-r.
 In sm-d-ll gold b-oo-ts,
 Tall d-oe shoots.
 Suggestions. - Frequently review for mer lessons. Carry this paper in your pocket and devote spare moments to study. Correspond with two or three other students, using characters as Tar asyou are able. If requested, the Author will furnish addresses. It is well to have a cla.ssmate with whom to practice two evenings each week. Keep your diary in shorthand. Study little every day = do not miss a single one.
 Exercise. - Saul fall tall laws tar CZar doom Paul ball pause cause also moss walk hawk snow geese goose sly toss small jaw thaw.
 Sentences. --l. Do you know how to hoe peas? ?. He Is going to show them how to peel a potato with spade. 3. She likes to 20 to the lake and slide on the ice. 4. We have loaf of rye and bowl of ale for tea. 5. We also have saucer of choice meal, and an eel which we will boil. 6. They have no rice, but oatmeal cake aud pail of spice beer.
 KEY TO PLATE 6.
 Balk talk chalk sought armpalm boom loom. Hoot gall shawl balm laws Ross yawl wasp. Maui sauce gauge tomb far bar mar jar. What will he do with that small jar of tar? 5 Paul will take itand pay for it right away. Word-sigHs. Of two or but on should with were what would. Translate lines to l5.
 PLATE 6.