Duployan Shorthand - adapted to English

Fifth Edition

C. Brandt, S. J.
1904

1
Contents

1 Part I - Elementary Course 9

1.1 Lesson 1 - The Signs of the System . . . . . . . . . . . . . . . . . . 10

1.1.1 The Consonants formed from the Straight line . . . . . . . 11

1.1.2 The Consonants formed from the Semi-circles . . . . . . . . 11

1.1.3 The Consonants CH J TH hard TH soft . . . . . . . . . . . 11

1.1.4 The Consonants Y and W . . . . . . . . . . . . . . . . . . . 12

1.1.5 The joining together of consonants . . . . . . . . . . . . . . 12

1.1.6 Consonants . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

1.2 Lesson 2 - Vowels 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

1.2.1 The vowels AH AW OO UH (short) . . . . . . . . . . . . . 14

1.2.2 The joining of vowels and consonants . . . . . . . . . . . . . 14

1.2.3 The vowels AH AW OO O (long) . . . . . . . . . . . . . . . 15

1.3 Lesson 3 - Vowels 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

1.3.1 The vowels EH and EE . . . . . . . . . . . . . . . . . . . . 16

1.3.2 The method of joining these signs to others . . . . . . . . . 16

1.3.3 The vowels EY and EE . . . . . . . . . . . . . . . . . . . . 17

1.4 Lesson 4 - Diphthongs . . . . . . . . . . . . . . . . . . . . . . . . . 19

1.4.1 The diphthong AI . . . . . . . . . . . . . . . . . . . . . . . 19

1.4.2 The diphthong OW . . . . . . . . . . . . . . . . . . . . . . . 19

1.4.3 The diphthong OI . . . . . . . . . . . . . . . . . . . . . . . 19

1.4.4 The diphthong JU . . . . . . . . . . . . . . . . . . . . . . . 20

1.5 Lesson 5 - Nasals . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

2
 1.6 Lesson 6 - H Aspirate . . . . . . . . . . . . . . . . . . . . . . . . . 23

1.6.1 At the beginning of a word . . . . . . . . . . . . . . . . . . 23

1.6.2 In the body of a word . . . . . . . . . . . . . . . . . . . . . 23

1.6.3 Rule for non-compounded words and aspirated vowel-words 24

1.7 Lesson 7 - More on nasals . . . . . . . . . . . . . . . . . . . . . . . 25

1.7.1 Nasal followed by G . . . . . . . . . . . . . . . . . . . . . . 25

1.7.2 NK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

1.7.3 Single vowels or nasal sounds . . . . . . . . . . . . . . . . . 25

1.8 Note on Part II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

1.9 Summary of Brandt’s Duployan Shorthand . . . . . . . . . . . . . 28

1.10 A Psalm of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

1.11 A Psalm of Life - without key . . . . . . . . . . . . . . . . . . . . . 33

2 Part II - Basic Method of Abbreviation 36

2.1 Lesson 1 - Common Terminations . . . . . . . . . . . . . . . . . . . 37

2.1.1 The diacritical position . . . . . . . . . . . . . . . . . . . . 37

2.1.2 Consonant signs in miniature . . . . . . . . . . . . . . . . . 37

2.1.3 Consonant signs . . . . . . . . . . . . . . . . . . . . . . . . 37

2.2 Lesson 2 - Compound Suffixes . . . . . . . . . . . . . . . . . . . . . 38

2.2.1 The preceding abbreviations . . . . . . . . . . . . . . . . . . 38

2.2.2 The terminations -ERN and -RN . . . . . . . . . . . . . . . 38

2.3 Lesson 3 - Prefixes . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

2.3.1 Common prefixes . . . . . . . . . . . . . . . . . . . . . . . . 39

2.3.2 Compound prefixes . . . . . . . . . . . . . . . . . . . . . . . 39

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 2.4 Lesson 4 - Signs and Grammalogues . . . . . . . . . . . . . . . . . 40

2.5 Lesson 5 - The Auxiliary Verbs . . . . . . . . . . . . . . . . . . . . 41

3 Part III - Reporting Techniques 42

4
Preface

In adapting to English the Méthode Sténographie Duployé I have endeavoured to

retain the admirable simplicity which characterizes both its principles and outlines.

Duployan Shorthand being in such a general use upon the Continent, an adaption of
it to English, such, that every sound common to the two languages is represented
by the same sign, will at once commend itself to those engaged in commercial
correspondence. To a student, the Duployan system offers a unique advantage
since it puts within his reach reading matter stenographically represented and
therefore with true sound values, in at least ten languages, inter alia, German,
Italian, French, Portuguese, Turkish, etc.

The system has a large and varied literature and also several newspapers and
journals. It has met with remarkable success as an educational factor in elementary
schools, which is owing in part, to the fact that it is not burdensome to the memory,
as it does not call into its service any of the multitude of bewildering devices such
as thickening, lengthening, raising above the line, etc., to add new sounds, or
disconnected vowels or worse still the discarding of vowels. In this system every
sound is represented so clearly that the transcribing, and even fluent reading of it,
is an easy matter.

In the first part a system is offered that will enable any one of average intelligence
to write from three to four times as fast as in longhand. I have endeavoured to place
within the reach of “the many” a system that, to use a popular phrase, supplies
a long felt want, that is to say, a system written and learnt with ease, and, most
important of all, capable of being read with ease.

In shorthand examinations the marks for transcription are on an average five times
as many as are given for the shorthand. If then for the sake of legibility some little
advantage in speed has been sacrificed this will be more than atoned for by the
ease with which the pupil will read his notes.

In the second and third part there is explained, for those whose goal is the reporters
table, a complete system of abbreviated shorthand.

Part II deals with all common prefixes and suffixes abbreviated forms of common
words, together with a novel and simple method of representing the auxiliary verbs.
Part III, in a few pages expounds our completed system.

I take this opportunity of expressing my thanks to the Rev. D.H. Thompson

[Stonyhurst] for the help he has given me in framing this adaptation. If it meets

5
with any success it will be owing to my collaborateur’s suggestions. November 4th,
1901. C. B.

6
The Phonetic Principle

The letters of the Alphabet serve to indicate not only the sounds of the language
but also the etymological differences, the variations of pronunciation, and the
exigencies of grammar. Consequently we find that certain letters under varying
circumstances, assume the characteristic sounds of other letters. In stenography
this cannot happen, for, to each and every sound we have given a sign, which
unvaryingly represents that one sound only.

To write phonetically, then, all that is required of us is to catch the sounds uttered
and represent them by the signs of the stenographic alphabet, paying no attention
to the variations of orthography.

In the word high there are four letters but only two sounds, and these two sounds
alone, viz, the aspirate and the diphthong, claim the stenographers attention.
There are seven letter in the word through to express three sounds; phonography
confines itself to the three sounds.

In ordinary writing the sound uh as in nut is represented by different letters in each

of the following words: much, love, circle, pearl, sermon, pillar, courage, blood. Now
in phonography one sign is used for this sound. Again, the pronunciation which
we give to the letter i in the alphabet, i.e. the sound it has in fine, it altogether
different in fin and first, Phonography recognizes here three distinct sounds and
to each of them allots a sign.

The combination ch has a different rendering in each of the following words cheap,
chaise, schism, scheme. Phonetically their values are ch-ee-p, sh-ai-z, s-i-s-m,
s-k-ee-m.

We distinguish also the varying sounds of t in the following words: net, nation,
feature, hasten.

These few examples are sufficient to illustrate what we mean by the phonetic
principle. There is no need for us to discuss its utility.

We conclude these few fore-words by calling the pupil’s attention to an essential

point in our phonetics. Stenographic signs represent sounds. Now, the names of the
consonants of our ordinary alphabet are Bee, eF, Gee, eM, eL, ahRe, etc. in other
words they have in the majority of cases a sound very different from that which
they have in words – for example – church spelt out is: see-aitch-eu-ahre-see-aitch.
Analyzing the sounds of the word we find that there are but four sounds. Take the
first part of the word, viz, ch, pronounce it slowly, the sound given is that of the

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two consonants followed by a short sharp e or uh sound; similarly the final ch. It
will be found that all other consonants are sounded after this manner. Take for
example the s and p in sermon and person; they are not eS, Pee but suh, puh, or
se, pe. The consonants in our phonetic alphabet are therefore sounded Be, Fe, Le,
Me, Re, Te, etc. or Buh, Fuh, Luh, Muh, Ruh, Tuh, etc. This is of great importance
and must always be borne in mind.

If therefore a syllable is formed by this obscure vowel sound added to a consonant,

it will be indicated by the consonant sign alone. Thus we phonetically represent
the following words much, love, pearl, cousin, in this way: M[uh]-CH, L[uh]-V,
P[uh]-R-L, K[uh]-S-N.

If however the “uh” is accentuated it may then be indicated by its vowel sign. The
vowel “uh” in the beginning of such words as earl, earnest, etc. must be shown.

Any want of clearness in the above explanation will be dispelled by noting the
application of it in the following lessons to the numerous examples given.

8
1 Part I - Elementary Course

9
1.1 Lesson 1 - The Signs of the System

The signs of this System are formed from the two simplest of geometrical figures,
namely the Straight Line and the Circle.

The straight line both full length and half length takes the following directions indi-

cated by the arrow:

A large and small circle are used, the latter being about half the size of the former:

These circles are now divided first by a line drawn through them Vertically

thereby giving us these four signs: . Next by a line dividing them Hori-

zontally and giving us the following signs: i.e. .

And lastly, the circles are cut into quadrants: = =

The following supplementary signs, chiefly used as diacritical or distinguishing

marks, are also made use of: a dot , a dash , and the acute , and grave
accents.

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1.1.1 The Consonants formed from the Straight line

B P drawn straight downwards

D T drawn from left to right

G K drawn obliquely from right to left

V F drawn obliquely from left to right

R L drawn upwards from left to right

Observe that the soft and longer sounds B, D, G, V are expressed by the longer
lines whilst their corresponding hard and shorter sounds P, T, K, F are expressed
by the shorter ones.

The consonant R has two distinct shades of sound, one hard or trill-sound as in
broil, umbrella; the other is a soft and frequently barely audible sound as in door,
fear, heart, this latter may be distinguished from the former by a dash written in

the middle of the sign: .

1.1.2 The Consonants formed from the Semi-circles

S Z drawn from left to right

Sh Zh drawn from left to right

M N & NG drawn downwards

It will be noticed that the soft sounds Z and ZH as in zeal, as, vision, are distin-
guished from their corresponding hard sounds by a dot. The difference between
the two nasals N and NG is also indicated by a dot.

1.1.3 The Consonants CH J TH hard TH soft

The true sound-value of the consonant CH is found in the words church, chariot,
chess, etc.

The corresponding soft sound is J as in jerk, giant, jest, etc. CH is formed from

two quadrants of a small circle written in the same direction as the sign for K
viz .

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J is written the same way but two quadrants of a large circle are used viz .

Since TH is a blending of the sounds of T and D, we write its equivalent phonetic

character which is formed from two quadrants of a circle joined together, in the
same direction as T and D viz i.e. .

The soft sound as in There is written full length .

The hard sound as in Thistle is written half length .

1.1.4 The Consonants Y and W

Y. A small semi-circle in this position , written downwards and having a dot

above is Y.

W. The consonant sound W is represented by a quadrant of large circle traced

upwards, on the right hand side of which a dot is placed viz

1.1.5 The joining together of consonants

In order to connect two consonants together we add the sign of the second to the
termination of the first, writing the compound sign with one stroke without lifting
the pen.

Examples: kl , lk , mt , tm , sg , st , gr ,

rg , chr , rch , sd , dj , jr , lp

, pl , thm , mth , nr , rth , thr

It is better to avoid forming an angle between two consonants, wherever is is

optional, as for instance , it is more rapidly written thus .

Ex: vs , rsh , md , ps , dn , shp ,

mn , nm .

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Note the following somewhat difficult connections: jm , nj , njm , js

, gj .

1.1.6 Consonants

P K CH T TH F L S SH M Y

B G J D TH V R R Z ZH N NG W

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1.2 Lesson 2 - Vowels 1

1.2.1 The vowels AH AW OO UH (short)

AH as sounded in gnat is represented by a small circle

AW as sounded in cod is represented by a large circle
OO as sounded in foot is represented by a radiated circle
UH as sounded in nut is represented by a dot

1.2.2 The joining of vowels and consonants

1. In the beginning of words

Join the vowel in such a way that it is either to the left or below. The
reason for this will appear later. We may tabulate this rule thus:

The vowel goes to the left for

The vowel goes below for Ex: ag ,

ar , ob , om , at , od , as , us , ath , oth

, ang , ur , ut , up , ug , etc.
2. In the body of words
Trace the vowel outside the angle formed by two consonants, viz f-d
with a vowel f-a-d .

Ex: back , dock , rob , top , took , foot , full

, pull , that , sad , mask , cast , charge

, god , good , block , clock , etc.

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 3. At the end of a word
Vowels may be written either above or below, to the right or to the left.

Ex: shadow , show , to , body , army , know

, blue .

1.2.3 The vowels AH AW OO O (long)

AH arm

AW all

OO food

O code
UR urn

1. AH AW OO
These are the long sounds of the short vowels AH AW OO. We write no
new sign for these, we simply place over the short vowel sign a horizontal
dash that is commonly used to denote a long sound.
N.B. The dashes may, in practice, be omitted as the context will usually
supply their omission. Such signs are necessary, however, in cases where any
uncertainty may arise.

Ex: awl, all , bawl , dawn , walk , caught ,

bought , lawn , fought , laugh , palm , jar , art

, farm , star , father , arm , food

, flute , prove , fool , poor , tooth ,

room , suit , tool .

2. O
Represented by a large circle with a dot, .

Ex: foal , pole , soap , shoal , etc.

15
1.3 Lesson 3 - Vowels 2

1.3.1 The vowels EH and EE

EH net

EE knit

The short vowel EH as sounded in net and let is represented by any one of the
four small semicircles .

For the short vowel EE, as in knit, give, the same signs are used but with the
addition of a small dot placed above them .

1.3.2 The method of joining these signs to others

It is important to clearly understand and faithfully follow this rule, viz. “In
joining these signs to others you must avoid in so doing forming an angle. From
a consonant to a vowel an angle must never be formed. Nor from a vowel to a
consonant, when at the beginning of a word.”

In the body of a word there will be an angle sometimes, from a vowel to a consonant,
but never from a consonant to a vowel.

The following examples will illustrate this rule.

1. When a word begins with a vowel

Begin with the little semi-circle and place the consonant-sign that follows, to
the right or above, in accordance with the rule enunciated in Lesson 2, 2, a.

Ex: echo , ebb , elm , elbow , if , it , is , ill ,

elk , elf , effort , error , Italy , idiot ,

essay , ember , else , ell , egg , embark ,

16
 ignore , imp , etch , livery , irritable , image

, etc.

Of the for equivalent signs choose the one that can be used without

forming an angle, e.g. in joining ‘e’ to ‘b’ if forms an angle, viz ; nor no. 2

, or no. 4 ; but with no. 3 there is no angle formed: .

2. From a consonant to a vowel
Choose the semi-circle that will not form an angle with the consonant-sign.

Ex: bill , bell , sell , sill , mill , melt , ef-

fect , this , else , ell , elder , egg ,

best , practice , tell , till , chest , dip ,

rip , cellar , fellow , bellow , below , jest

, skip , whip , rest , mistress ,

nest , get , give , jet , gelid , people .

1.3.3 The vowels EY and EE

EY eight
EE deep

These are the long vowels corresponding to the short vowels EH and I. The outline
figure is the same in both cases, but EH is distinguished from EY by the latter
having a dot placed under it, e.g. EH , EY .

Also, EE is distinguished from long EE by the latter having the horizontal dash
placed above it, e.g. EE , long EE .

17
Ex: eight , late , place , maid , afraid , mislaid

, plate , age , chamber , brief , deep , steep

, meat, meet , feature , leader , seem , believe

, green , vain , air , see , say , thee .

N.B. The consonant Y is always represented by the small semi-circle but drawn
downwards: .

Ex: year , yard , yoke , Yorkshire , yacht ,

young , yellow , yawn , yet , yield , yearn , youth

18
1.4 Lesson 4 - Diphthongs

1.4.1 The diphthong AI

The diphthong AI ( ) as sounded in file and my is represented by the same

sign-outline as that employed to express the vowels EH and I, but it is differentiated
from these latter by the method of writing it to the other signs.

The rule laid down in Lesson 3-2 is here disregarded and exactly the opposite made
use of, i.e. express the diphthong AI by making the semi-circle form an angle.

Ex: tie , thigh , time , mile , file , fine , line , like ,

sigh , pie , right , while , choir , blithe , my .

1.4.2 The diphthong OW

The diphthong OW ( ) as sounded in fowl and cow is expressed by combining

the two signs representing AH and OO thus .

The formation of this sign both at the beginning and end of words, offers no
difficulty. When it comes between two consonants the simplest and quickest way
of writing it, is to trace it in the same direction as the following sign.

Ex: out , hour , ounce , cow , now , plough , bow , about

, fowl , mouse , crowd , gout , growl , gown ,

mouth , spouse , rouse , spout .

1.4.3 The diphthong OI

This diphthong ( ) is formed by combining the vowel-signs OH and EE, viz.

or or .

19
Ex: boil , toil , joy , noise or , boy , point , coin

, toy .

1.4.4 The diphthong JU

The phonetic U ( ), as sounded in use and view, is represented by a quadrant

of a large circle: . Avoid an angular union wherever possible.

Ex: use , music , view , knew , obscure , pure

, duke .

N.B. The consonant W likewise, represented by , is always written upwards.

Ex: wish , with , wig , wife , we .

20
1.5 Lesson 5 - Nasals

The sounds AN ON EN IN UN are such as are found in pan, pond, pen, pin, and
pun. They are combinations of the short vowels a, o, e, i, and u, with the nasal n.

If, however, such combinations produce long sounds such as mane, bone, green,
soon, the above remarks do not apply.

The short nasal sounds an, on, en, in, un are of such frequent occurrence that
both speed and legibility is gained by expressing them by a short, simple sign.

They are then always represented by anyone of the four quadrants of a small circle,
viz. . The rule laid down in Lesson 3-2 about the method of joining
vowels must also be observed here.

In order to distinguish the signs for these various nasal sounds we make use of an
acute and grave accent, written either above or below the quadrant.

The following table will illustrate the method of writing them.

AN with an Acute above.

ON with an Acute below.
EN without any accent.

IN with a Grave above.

UN with a Grave below.

Ex: done , son , print , sent , dent , grant

, month , money , funny , tenth , thin , front

, channel , chance , man , men , until , lunch ,

many , none , sentry , sponge , woman , women

21
 , land , Sunday , winter , appearance ,

phonography , bondage , fancy , condense , pontiff

.

N.B. When the nasal n is preceded by the long vowel sounds AH, AW, OO, O,
EY, EE, it must be written out in full.

Ex: moon , brain , dean , pain , mean , groan , stone

, own , stain , lawn , pawn , meanful , known ,

soon , fawn , painter .

22
1.6 Lesson 6 - H Aspirate

1.6.1 At the beginning of a word

Vowel signs, diphthongs, and the short nasal sounds may be joined to a following
consonant sign at the beginning of a word in one of two ways, viz. either by being
written forwards or backwards (See Lesson 2-2 and 3-1).

They are written forwards for .

They are written backwards for .

Now, to show an aspiration at the beginning of words write the vowel in the
opposite way, that is to say, if “at” is written thus , then by transposing the
vowel in this way , the “H” aspirate (“hat”) is indicated. Therefore, trace
upwards or forwards for a simple vowel, downwards or backwards for an aspirate.

Ex: at , hat , all , hall , it , hit , is , his , as ,

has , air , hair , and , hand , ale , hale , arrow

, harrow , aft , haft , am , ham , altar , halter

, ark , hark , arm , harm , earl , hurl

or & , art , heart , eel , heel , eve , heave ,

edge , hedge , elm , helm , ire , hire , old ,

hold .

1.6.2 In the body of a word

When “H” aspirate is sounded in the body of a word, if it is a compound word as

“overheard”, we may write separately the two words “over” & “heard” and indicate
the aspirate in the latter word, in the manner described in no. 1. In order to show

23
that the two signs represent one word they must be written close together.

Ex: tender-hearted , overhang , warehouse , short-

hand , Stonyhurst , loophole , underhand , up-

heave

1.6.3 Rule for non-compounded words and aspirated vowel-words

The position of the aspirate in words which are not compounded, e.g. behalf or
enhance, or in aspirated vowel-words, e.g. how or who, is indicated by a short
horizontal dash written below the vowel.

Ex: behalf , behind , enhance , who , high , how , apprehen-

sion .

24
1.7 Lesson 7 - More on nasals

1.7.1 Nasal followed by G

When the short nasal sounds are followed by “G” the pronunciation of the syllables
will not be an + g, on + g, etc., but a + ng, o + ng, etc. Add therefore the short
vowel sign to the consonant sign ng.

Ex: song , single , angle , lasting , bring , flung ,

bangle , sing , wrangle , long , thing .

1.7.2 NK

The sound “NK” is made up of ng + k : + and is stenographically expressed

by adding the “K” sign to “ng”: .

Ex: bank , sank , brink , ink , wrinkle , link , wink ,

sink .

N.B. Although it is phonetically incorrect to express the sounds ank, ink, etc. by
adding the “K” sign to the short nasal sign still it may be used as an abbreviated
form of the sounds.

Ex: bank , sank , brink , ink , wrinkle , link , wink

, sink .

1.7.3 Single vowels or nasal sounds

Words expressed by single vowel or nasal sounds are always represented by the sign
appropriate to each in the synoptical vowel table.

25
Ex: I, eye , high , he , eh , an , on , in , hen , you , hew

26
1.8 Note on Part II

By means of the system explained in this elementary course, every word in the
English language can be written without difficulty. Those, however, who have
desired primarily a very rapid and brief method of writing, will find in the legibility
of this system and the ease in acquiring it, a compensation for the want of elegance
resulting from the long form of some of the stenographic word-signs. For those,
however, who desire a more rapid system of writing we have drawn up in Part II
a method of abbreviating which is at the same time easily acquired, written with
facility, very legible and proved to give excellent results.

27
1.9 Summary of Brandt’s Duployan Shorthand

Vowels

Short Long
AH fat AH father

AW not AW naught
O note
OO foot OO food
UH nut UR urn
EH net EY nail
EE knit EE kneel

Diphthongs

AI OW OI JU

Nasals

AN ON EN IN UN

Consonants

P K CH T TH F L S SH M W

B G J D TH V R R Z ZH N NG Y

28
1.10 A Psalm of Life

Tell me not in mournful numbers,

“Life is but an empty dream!”

For the soul is dead that slumbers,

and things are not what they seem.

Life is real life is earnest

and the grave is not its goal:

“Dust thou art to dust returnest”

was not spoken of the soul

Not enjoyment and not sorrow,

is our destined end or way

29
But to act, that each to-morrow

finds us further than to-day.

Art is long and time is fleeting

and our hearts though stout and brave,

Still, like muffled drums are beating

funeral marches to the grave

In the world’s broad field of battle

in the bivouac of life,

Be not like dumb, driven cattle

be a hero in the strife!

Trust no future, howe’er pleasant!

let the dead past bury its dead

30
 -
Act - act in the living present!

heart within and God o’er head!

Lives of great men all remind us

we can make our lives sublime;

And, departing, leave behind us

foot-prints on the sands of time:

Footprints that perhaps another,

sailing o’er Life’s solemn main

A forlorn and shipwrecked brother,

seeing, shall take heart again.

Let us then be up and doing,

with a heart for any fate;

31
Still achieving, still pursuing, -

learn to labour and to wait!

Henry W. Longfellow

32
1.11 A Psalm of Life - without key

33
-

34
35
2 Part II - Basic Method of Abbreviation

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2.1 Lesson 1 - Common Terminations

2.1.1 The diacritical position

Vowel sign can be joined to final consonants in two ways. They may be written:

Forwards or backwards for .

Above or below for .

Ex: illustrating this for UH and EH (EE) :

1. The terminations -OUR and -OUS

2. The terminations -EE and -AI
3. The terminations -LY and -LESS
4. The terminations -TED and -DED
5. The terminations -IVE and -ISE

2.1.2 Consonant signs in miniature

2.1.3 Consonant signs

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2.2 Lesson 2 - Compound Suffixes

2.2.1 The preceding abbreviations

2.2.2 The terminations -ERN and -RN

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2.3 Lesson 3 - Prefixes

2.3.1 Common prefixes

1. The principle of diacritical position

2. The prefix BE
3. Common prefix list

2.3.2 Compound prefixes

1. Prefix combination
2. The prefixes IN- and UN-
3. The prefix UNIN-

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2.4 Lesson 4 - Signs and Grammalogues

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2.5 Lesson 5 - The Auxiliary Verbs

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3 Part III - Reporting Techniques

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