the only real experience of that kind which we had, a great deal of time and effort was necessary to get a very fine writer to acquire greater facility. She had acquired a certain uniform method of writing, and it seemed impossible to "force" her speed beyond that point. In the case of younger writers, just out of school, we could see definite progress from week to week, but in her case for quite a long time there was no perceptible progress. She wrote a very precise style, and it seemed impossible for her to get a more rapid one. She did finally succeed, and she made a record as a writer of which she had reason to be proud, but I am convinced that if we had taken her through the course from the beginning it would have required less time.
The point I am trying to make is that the way to make shorthand teaching more effective is to drill the students in correct habits from the beginning, and
