Gregg Speed Studies

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Gregg Speed Studies (1917)
by John Robert Gregg

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GREGG SPEED STUDIES

by

JOHN ROBERT GREGG

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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

FOUNDATIONS OF SPEED AND ACCURACY
		PAGE
The Right Start—Correct Habits Vital—Materials—Pen or Pencil—Posture—Position of Hand and Arm—Light Touch—Efficiency Methods—Turning Leaves—Passing from One Outline to Another—Spacing—Size of Notes—Correcting Outlines—Concentration—Systematic Methods—General Principles—Writing Positions Illustrated by Mr. Swem, Mr. Gurtler, Miss Tarr, Miss Werning, Mr. Shaffer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .		1-18
Speed Study
I.	Drills on Consonants and Circle Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	20-24
II.	Drills on Consonants and Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	25-29
III.	The O-Hook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	30-32
IV.	The OO-Hook; W and Y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	33-36
V.	S; Th; Ng; Ngk; Ing-thing; Ings; Ily-ally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	37-40
VI.	The Diphthongs; Concurrent Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	41-42
VII.	The Blended Consonants; Letters 1-6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	43-48
VIII.	The Reversing Principle; Letters 7-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	49-53
IX.	Methods of Learning Wordsigns; Words of High Frequency; Letters 13-18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	54-58
X.	Past Tense of Wordsigns; "Er-Or"; Abbreviating Principle; Letters 19-25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	59-63
XI.	Phrase-Writing; Letters 26-35. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	64-70
XII.	Rounding Angles; Reading and Dictation Material; Letters 36-43 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	71-76
XIII.	Vocabulary; Size of Characters; Compactness; Reading and Dictation Material; Letters 44-53 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	77-83
XIV.	Prefixes; Reading Ability; Correcting; Reading and Dictation Material; Letters 54-61 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	84-90
XV.	The Law of Rhythm; Reading and Dictation Material; Letters 62-69 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	91-98
XVI.	"Less" and "Ness"; Reviews; Off-hand Writing; Reading and Dictation Material; Letters 70-79 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	99-105
XVII.	Analogical Abbreviation; Quick Transitions; Reading and Dictation Material; Letters 80-89 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	106-112
XVIII.	Analogical Abbreviations; Keep On; Reading and Dictation Material; Letters 90-96 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	113-119
XIX.	Phrasing; Reading and Dictation Material; Letters 97-107 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	120-127
XX.	The Jog; Mental Shorthand Practice; Reading and Dictation Material; Letters 108-115 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	128-134
XXI.	Wordsign Derivatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	135-137
XXII.	Wordsign Derivatives (Continued); Key; Reading and Dictation Material; Letters 116-130 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	138-161
XXIII.	Similar Words; Reading and Dictation Material; Letters 131-141 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	162-184
XXIV.	Similar Words (Continued); "Pre" and "Pro"; Reading and Dictation Material; Letters 142-152 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	185-206
XXV.	Names of Women; Names of Men; Reading and Dictation Material; Letters 153-161 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	207-228
XXVI.	The Commonest Surnames; Reading and Dictation Material; Letters 162-168 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	229-249
XXVII.	Names of Cities; Reading and Dictation Material; Letters 169-173 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	250-270
XXVIII.	Canadian and Foreign Names; Reading and Dictation Material; Letters 174-178 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	271-290
XXIX.	Railway Phrases; Reading and Dictation Material; Letters Material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	291-309
XXX.	Common Business Expressions; Reading and Dictation Material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	310-398

TITLES OF ARTICLES IN SHORTHAND

A Man Passes for That He Is Worth	Ralph Waldo Emerson	176
Association and Memory	William James	219

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

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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, 1930, and is in the public domain worldwide because the author died at least 100 years ago.

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