ABSTRACT OF THE DISSERTATION

History of Shorthand Instruction in Schools of the United States

The many phases of shorthand instruction have experienced numerous changes in their evolution from the time shorthand was first taught during the colonial days of American history until 1950.

Shorthand was first taught in America principally by the apprenticeship and individual study methods. The business college, public high school, and college became dominating influences during succeeding periods.

Following are some of the general changes made in shorthand instruction from colonial days to 1950.

1. During colonial times, shorthand was used mainly for reporting sermons and public speeches. When the typewriter was invented, however, shorthand became an office tool. The vocational aim has since been the most popular objective for teaching and learning shorthand. Other aims have been expressed in terms of mental and moral values, and personal-use values.

2. Many hundreds of shorthand systems have been invented. The first major system introduced in America was that of Isaac and Benn Pitman. The system continued to grow and today ranks second in popularity. Pitman is surpassed only by the system of John Robert Gregg. Both systems have been revised many times since their introduction to make them easier to learn and write.

3. Shorthand writing and voice-writing machines have affected the history of shorthand instruction, but lack of research makes it difficult to determine the extent of their influence.

4. Little is known about teaching methodology until 1920 because there were no means for dispensing information. Around 1920, however, psychologists began to study principles of skill learning. Teaching methods changed from stress upon rule memorization to rule application, isolated word drills to contextual word drills, writing to reading as the major learning activity.

5. Methods of learning have followed closely the changes in methods of teaching shorthand.

6. The earliest standards in shorthand were expressed in terms of verbatim reporting. The word-per-minute standard was finally introduced. Today both schools and employers establish word-per-minute standards for stenographic efficiency. These standards have remained fairly constant over the years.

7. Until the twentieth century, the textbook was probably the only material used in teaching and learning shorthand. Today, however, there is a wealth of teaching and learning materials.

8. Considerable experimentation has been done in prognosis of shorthand learning ability. Intelligence quotient, English grades, and grades in other subjects have been studied. It has been determined that each of these devices has some value for prognosis, but none is absolute.

9. One of the great advances that has been made in shorthand is training in transcription. The purpose of the course is to train stenographers to transcribe shorthand notes onto the typewriter rapidly and to produce mailable copy. The course is offered as a separate subject at the completion of the shorthand course.

10. Early shorthand teachers were trained in business colleges; and, while they were skilled in writing shorthand, they knew little about teaching methods. Some efforts were made before World War I to train business teachers, but the great impetus came after the war. Since then, there has been a constant improvement in teacher preparation.

March 28, 1920-Born at Dumas, Texas June, 1942-B.S., University of Oklahoma

February, 1948-M.A., University of California, Los Angeles 1948-1952-Associate in Office Management and Business Education,

University of California, Los Angeles