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.
New York, July 1 , 1917
