[Instructions for Learning International Morse Characters]
[From the U.S. Government Publishing Office, www.gpo.gov]

*tu|.3s. // _	TM 1M59
Document	■
Reserve	WAR DEPARTMENT
TECHNICAL MANUAL
INSTRUCTIONS FOR LEARNING INTERNATIONAL MORSE CHARACTERS
June 2, 1943
NON-CIRCULATING
*TM 11-459
TECHNICAL MANUAL No. 11-459
WAR DEPARTMENT, Washington, June 2, 1943.
INSTRUCTIONS FOR LEARNING INTERNATIONAL
MORSE CHARACTERS
Paragraphs
Section I. Purpose and scope________________________________ 1-2
II.	Basic instructions to students----------------- 3-10
III.	Learning International Morse characters—tape method______________________________________________ 11-16
IV.	Learning International Morse characters—record method______________________________________________ 17-22
V.	Practice to increase speed______________________23-24
VI.	Learning to send________________________________25-28
VII.	Practice material	for sending__________________ 29-32
Page
Appendix I.	Prosigns________________________________________ 50
II.	International Morse	characters------------------ 51
III.	Typing__________________________________________	53
IV.	Tape reading____________________________________ 60
V.	Suggestions for instructors_____________________ 62
VI.	Army lettering__________________________________ 65
VII.	Japanese Military Morse characters, Russian Morse characters, and Arabic Morse characters_______________________________________________ 68
Index_______________________________________________________ 73
Section I
PURPOSE AND SCOPE
Paragraph
Purpose_______________________________________________________ 1
Scope_________________________________________________________ 2
1. Purpose.—This manual is provided as a text for students learning and acquiring skill in the use of International Morse characters. It may be used by students being taught the characters by either of two approved teaching methods. The tape method makes use of a recorded tape with associated equipment as a source of character sounds. The record method employs phonograph records and reproducing equipment as a source of character sounds.
2. Scope.—a. This manual contains instructional material for student use during his learning of the International Morse characters
♦This manual supersedes TM 11-454 dated April 21, 1942, so far as that manual deals with the teaching of International Morse characters.
525112°— 43-
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SIGNAL CORPS
and for his practice in qualifying for higher sending and receiving speeds after he has learned the characters. The instructions apply primarily to recognition of the character sounds as heard by the student; brief instructions are included for sight recognition as used with blinker signals.
b. The appendixes contain a list of prosigns, the International Morse characters, touch typing instructions, instructions for transcription from tape, suggestions for instructors, army lettering instructions, and Morse characters of some other languages.
Section II
BASIC INSTRUCTIONS TO STUDENTS
Paragraph
International Morse characters____________________________________________  3
Suggestions for students___________________________________________________ 4
Concentration_________________________________________________________ _	5
Practice___________________________________________________________________ g
Confidence_________________________________________■___________________ 7
Patience__________________________________________________________ _	g
Importance of phonic method of instruction________________________________ 9
Copying behind___________________________________________________________ jq
3. International Morse characters.—a. International Morse letters, numerals, and punctuation marks are represented by long and short sounds or combinations thereof. The sound (s) representing a character are known as a character sound and the individual parts of a character sound are known as elements. The long sound is dah. The short sound is dit. These characters may also be transmitted visually by flashing a lamp for long and short periods respectively, or, as in wig-wag, by positions of a flag to the left and right of the flagman as described in FM 24-5. The process of receiving consists of recognizing these combinations of dits and dahs and recording the characters they represent.
b.	At operating speeds of 20 words per minute or higher, the dits, dahs, and spaces of International Morse characters have the following relative lengths:
(1)	A dit is used as the unit of duration.
(2)	A dah is equal to three units.
(3)	The space between elements of any character is one unit.
(4)	The space between any two characters is three units.
(5)	The space between words or code groups is seven units.
Figure 1 graphically illustrates the element and spacing lengths for speeds of 20 words per minute or higher.
c.	At operating speeds below 20 words per minute the time lengths of the elements and spaces within characters are not increased. The
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LEARNING INTERNATIONAL MORSE CHARACTERS
3-8
ELEMENT SPACE	□ *----------1 DIT------>DIT
LETTER SPACE___ U_1_J	*------- 3D ITS ---> DAH
WORD SPACE_____ LJ—1 I	I	I	7DITS
IT ITTT'TTT I I 1 I I I 1. 1 I I I I I I I I l I I I I I I 1 I I I I I I I TT ITIT'T'I 'I ___ LETTER SPACE
?>.S	^-sa—
WE	D	0
n 1111 111111111 1111 11111 111 i it 11 i 11 i ii 11 i 111! rm
Bsi iiSSj&S	BSeSsI	SO	IH
W	0	R	N
TL-448QB
Figuee 1.—Tape-recorded characters (correct spacing for speeds of 20 words per minute or higher).
“20-word character” is used with increased spaces between characters and words or groups. Failure to maintain the “20-word character” at these lower operating speeds will increase the student’s difficulty-in raising his operating speed.
4.	Suggestions for students.—The basic requirements in learning to receive are concentration, practice, confidence, and patience. For emphasis, these points will be covered in detail in paragraphs 5, 6, 7, and 8.
5.	Concentration.—Concentration is of the utmost importance. When practicing, clear your mind df all outside thoughts and close your ears to all outside sounds. Acquisition of speed and proficiency will depend on your ability to do this. Practice constantly on concentration in this manner.
6.	Practice.—Progress in reception will be directly proportional to the amount of practice you apply. You can help to develop your speed, spacings, and rhythm by whistling or sounding the characters by voice, or tapping them out. Listen to any available International Morse character transmissions and try to recognize and copy characters or words.
7.	Confidence.—Resolve from the start that you are going to be a’good operator. Do not allow slow progress to discourage you, for many good operators have had difficulties in learning the characters, and in increasing their speed.
8.	Patience.—Don’t become impatient regarding the time it may take you to learn. You may reach certain speed limits above which you may find it difficult to progress. If this occurs don’t feel that you are lost. Keep plugging steadily and you will succeed. For many students there are certain speed levels where temporary “stagnation” occurs. You may find yourself at a standstill for as long as
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SIGNAL CORPS
1, 2, or 3 weeks on the higher speeds. Just be patient, apply yourself conscientiously, and you will later make up for the lost time.
9.	Importance of phonic method of instruction.—a. This manual is based on the phonic method of instruction. This speeds up the mental process of learning and recognizing characters. You will recognize each signal as the character it represents. This is essentially a new language which you are learning to recognize and use. Soon you will be able to read it, write it, and by means of it, communicate with others.
b.	At first, strive to get each letter on paper just as soon as possible after hearing it. Immediately upon recognizing the character, stop thinking of it as a sound; think of it then only as a letter or numeral to print or type. This leaves your mind free to grasp the next sound while you are printing or typing the previous character.
c.	At all times think of each character as a sound. For example, didah—A; dahdididit—B, etc. Do not count the number of dits and dahs to determine the character. Think only of the sound. The elementary work of learning to recognize each character by sound is one of the most important phases in learning.
d.	The faster you can print or type (as the case may be) the easier it will be for you to copy. When your mind does not have to struggle with the problem of typing or printing in addition to learning International Morse characters, full concentration on character sounds is possible. Therefore, it is urged that you make every effort to increase your ability to print or type.
e.	When copying, if you miss a character, don’t worry about it— go on to the next. Just as soon as you hear the first sound of the next character, stop trying to figure out what the missing character is. During periods of practice your aim should be to get down everything possible without worrying about missed characters. As your ability to copy increases you will miss fewer characters. The more alert you are, the faster you can get characters on paper after hearing them; and you will miss fewer, because you will have more time to think of the next signal.
10.	Copying behind.—The real answer to the ability to copy at high speeds is development of the knack of copying behind. Instead of copying ahead—a faulty and dangerous practice where you anticipate what is coming—the ability to copy behind should be cultivated as soon as possible. After you have thoroughly mastered the International Morse characters, you should start trying to carry two characters in your head before you record either on paper. As soon as you recognize the third character, put thejtrstf on paper, and so on. By constant
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LEARNING INTERNATIONAL MORSE CHARACTERS
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practice you will find yourself able to carry several characters in your head at a time, and, in the case of plain language, you will carry whole words and simple phrases. When copying plain language, you must be especially careful not to be guided by the sense of what you are copying, as this will cause you to anticipate words that may not follow. It is correct to read what you are copying (in the case of plain language), but you must not copy ahead.
Section III
LEARNING INTERNATIONAL MORSE CHARACTERS— TAPE METHOD
Paragraph
General---------------------_------------------------------------- 11
Tape method receiving lesson 1____________________________________ 12
Tape method receiving lesson 2____________________________________ 13
Tape method receiving lesson 3____________________________________ 14
Tape method receiving lesson 4____________________________________ 15
Tape method receiving lesson 5____________________________________ 16
11.	General.—a. Recording by hand (letter printing) and by use of the typewriter (“mill”) are both important. The Army system of lettering is specified in the following lessons. Touch typing is covered in appendix III of this manual. Your practice in copying on the mill may be alternated with practice in copying by hand. You must first qualify on each lesson by hand before qualifying on the mill.
b. The combinations of letters used for the following lessons are based on the positions of typewriter keys and on the fingers used in typing the particular letters by the touch system. Other combinations may be made, to be used according to the method indicated.
c. Definitions.—(1) Character—a letter of the alphabet, a punctuation mark, or an Arabic numeral.
(2) Character sound—the sound, consisting of one or more elements, which represents a character.
(3) Phonetic name—the word spoken to represent a character so that it is certain to be understood.
12. Tape method receiving lesson 1.—a. Objective.—To teach the character sounds of the characters F, G, H, M, J, R, and U and the correct methods of recording them.
b. Information.-—-The elements of the character sound are short sounds (dit) and long sounds (dah). The dah is three times as long as the dit. The sounds making up a single character are separated by a silent space equal to the length of one short sound (dit). The
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characters included in this lesson, together with the phonetic name, character sound, and army lettering of each are shown as follows:
Character	Phonetic name	Character sound
F	Fox	dididahdit
G	George	dahdahdit
H	How	didididit
Army lettering
M	Mike	dahdah
J	Jig	didahdahdah
R	Roger	didahdit
U	Uncle	dididah
'2
c. Directions.— (1) Listen to the sounds and record the characters you recognize.
(2)	If recording by lettering, letter each character as shown, making the strokes in the direction indicated and in the order in which they are numbered. Satisfactory copy consists of five 5-character groups per line correctly printed without write-overs.
£££?? HAND	/ RIGHT HAND
/	/	Z^BACK^
\*LY y	/	I SPACE)
($) CD (2) ® @ (W) ® ® (g) (0) @
® (t)© © CD © (g) ©
®© ©,(J) ® ©© ©
($ © (x) © (v) (bVn) (M).© 0 CD®
SPACE BAR
TL-1973
Figure 2.—Keyboard chart for typewriter MC-88. (The small number above each key indicates the finger of the left or right hand to be used on that key. The typewriter MC-88 differs from standard business typewriters in two respects: all the characters of the alphabet print as capitals, and there is a separate key for the numeral “1.” If a standard machine is used for International Morse character transcription, the student must learn merely to use the small letter “1" to indicate the numeral “1”; otherwise the finger positions are the same. The shift key is locked in the “cap” position, shifting to lower case for numerals.)
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LEARNING INTERNATIONAL MORSE CHARACTERS
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(3)	If recording by typewriter, use only the Jzrsi finger of each hand to type the characters of lesson 1 as shown on the keyboard chart in figure 2. Satisfactory copy consists of ten 5-character groups per line with two space-bar spaces between the fifth and sixth groups and no strike-overs.
(4)	When you have recorded satisfactorily 100 consecutive char- * acters without error, you will be advanced to lesson 2.
13. Tape method, receiving lesson 2.—a. Objective.—To teach the character sounds of the characters B, D, K, N, T, V, and Y and the correct methods of recording them.
b. Information.
Character	Phonetic name	Character sound	Army lettering
B	Baker	dahdididit	B 2
D	Dog	dahdidit	,D 2
K	King	dahdidah	X
N	Nan	dahdit	N'
T	Tare	dah	T
V	Victor	didididah	Vl
Y	Yoke	dahdidahdah	V' •
			L ix
c. Directions.—(1) Listen to the sounds and record the characters that you recognize.
(2)	If recording by lettering, letter each character as illustrated, making the strokes in the directions indicated and in the order in which they are numbered. Satisfactory copy consists of five 5-character groups per line correctly printed without write-overs.
(3)	If recording by typewriter, use only the first and second fingers of each hand for the characters of lesson 2 as shown on the keyboard chart in figure 2. Satisfactory copy consists of ten 5-character groups per line with two space-bar spaces between the fifth and sixth groups and no strike-overs.
(4)	When you have recorded satisfactorily 100 consecutive characters without error, you will be advanced to lesson 3.
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14. Tape method receiving lesson 3.—a. Objective-.—To teach the character sounds of the characters C, E, I, L, O, S, and W and the
correct methods of recording them. b. Information.			
Character	Phonetic name	Character sound	Army lettering
c	Charlie	dahdidahdit	c,
E	Easy	dit	5
I	Item	didit	I
L	Love	didahdidit	t
0	Oboe	dahdahdah	0
S	Sugar	dididit	,s I
w	William	didahdah	wl
c. Directions.—	(1) Listen to the sounds and record the characters		
you recognize.
(2)	If recording by lettering, letter each character as illustrated, making the strokes in the directions indicated and in the order in which they are numbered. Satisfactory copy consists of five 5-character groups per line correctly printed without write-overs.
(3)	If recording by typewriter, use only the second and third fingers of each hand for the characters of lesson 3 as shown on the keyboard chart in figure 2. Satisfactory copy consists of ten 5-character groups per line with two space-bar spaces between the fifth and sixth groups and no strike-overs.
(4)	When you have recorded satisfactorily 100 consecutive characters without error, you will be advanced to lesson 4.
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LEARNING INTERNATIONAL MORSE CHARACTERS
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15. Tape method receiving lesson 4.—a. Objective.—To teach the character sounds of the characters A, P, Q, X, Z, 4, and 5 and the correct methods of recording them.
b. Information.
Character	Phonetic name	Character sound	Army lettering
A	Able	didah	A
P	Peter	didahdahdit	P
Q	Queen	dahdahdidah	Q
X	Xray	dahdididah	K
z	Zebra	dahdahdidit	
4	Fo-wer	dididididah	4^
5	Fi-yiv	dididididit	tn zz-/p;
c. Directions.—(1) Listen to the sounds and record the characters you recognize.
(2)	If recording by lettering, letter each character as illustrated, making the strokes in the directions indicated and in the order in which they are numbered. Satisfactory copy consists of five 5-char-acter groups per line correctly printed without write-overs.
(3)	If recording by typewriter use only the first, third, and fiourth fingers of each hand for the characters of lesson 4 as shown on the keyboard chart in figure 2. Satisfactory copy consists of ten 5-char-acter groups per line with two space-bar spaces between the fifth and sixth groups and no strike-overs.
(4)	When you have recorded satisfactorily 100 consecutive characters without error, you will be advanced to lesson 5.
16. Tape method receiving lesson 5.—a. Objective.—To teach the character sounds of the characters 1, 2, 3, 6, 7, 8, 9, and 0 and the correct methods of recording them.
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b. Information.
Character	Phonetic name	Character sound	Army lettering	
1	Wun	didahdahdahdab	
2	Too	dididahdahdah	2,
3	Thuh-ree	didididahdah	
6	Six	dahdidididit	6
7	Seven	dahdahdididit	7
8	Ate	dahdahdahdidit	8'
9	Niner	dahdahdahdahdit	9?
0	Zero	dahdahdahdahdah	N
c. Directions.— (1) Listen to the sounds and record the characters you recognize.
(2)	If recording by lettering, letter each character as shown, making the strokes in the direction indicated and in the order in which they are numbered. Satisfactory copy consists of five 5-character groups per line correctly printed without write-overs.
(3)	All fingers but the first finger of the left hand are used in typing these characters. Use the proper finger of the proper hand for each character as shown on the keyboard chart in figure 2. Satisfactory copy consists of ten 5-character groups per line with two space-bar spaces between the fifth and sixth groups and no strike-overs.
(4)	When you have recorded satisfactorily 100 consecutive characters w’ithout error, you will be ready to start practice to increase your speed in receiving all International Morse characters. Your next lesson is in section IV.
Section IV
LEARNING INTERNATIONAL MORSE CHARACTERS— RECORD METHOD
Paragraph
General______________________________________________________________________   i7
Record method receiving lesson	1____________________________________________ 18
Record method receiving lesson	2____________________________________________ 19
Record method receiving lesson 3__________________’___________________________ 20
Record method receiving lesson 4______________________________________________ 21
Record method receiving lesson 5______________________________________________ 22
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17. General.—a. Recording by hand (letter printing) and by use of the typewriter are both important. The army system of lettering is specified in the following lessons. Touch typing is covered in appendix III of this manual. You will be required to qualify by hand before taking up the typewriter.
b. The combinations of letters used for the following lessons are based on the positions of typewriter keys and on the fingers used in typing the particular letters by the touch system. Other combinations may be made, to be used according to the method indicated.
c. Definitions .—(fo Character-—a letter of the alphabet, a punctuation mark, or an Arabic numeral.
(2) Character sound—the sound, consisting of one or more elements, which represents a character.
(3) Phonetic name—-the word spoken to represent a character so that the character is certain to be understood.
18. Record method receiving lesson 1.—a. Objective.—To teach the character sounds of the characters F, G, H, M, J, R, and U and the correct methods of recording them.
b.	Information.—The elements of the character sound are short sounds (dit) and long sounds (dah). The dah is three times as long as the dit. The elements making up a single character sound are separated by very short but uniform silent spaces. The characters included in this lesson, together with the phonetic name, character sound, and Army lettering of each are shown as follows:
Character	Phonetic name	Character sound	Army lettering
F	Fox	dididahdit	
G	George	dahdahdit	G
H	How	didididit	H
M	Mike	dahdah	M,
J	Jig	didahdahdah	
R	Roger	didahdit	
U	Uncle	dididah	LU
c.	In the record method of learning International Morse characters you will first hear the character sound representing a character; then after a 3-second pause, a voice will announce its phonetic name. Since each lesson consists of only seven or eight characters, each
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character is repeated many times during the lesson. Through this repetition you will learn to associate each character sound with its phonetic name.
d.	Directions.—*(1) Listen to the sounds and record the characters you recognize.
(2) Letter each character as shown, making the strokes in the direction indicated and in the order in which they are numbered.
(3) After you have heard the various character sounds several times you will be able to check to see how well you are learning your lesson. To obtain this check you will keep a box score on yourself. A portion of this box score form is here reproduced:
				
				
7Z-3144^-1
Use it in the following way:—When you hea^ a character sound, try to think what character it represents. If you identify it, print it in the upper left-hand square. Three seconds after the character sound is heard, a voice will announce its phonetic name. Let us suppose you thought the sound was Fox (dididahdit). You would print the letter F in your first square as shown:
					
					
If the voice says, “Fox,” you will know you correctly identified the sound, so you leave the space blank immediately below F.
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18
Now you hear the next sound and you think it is George. Print G in the second space in the top row as shown:
The voice, however, announces that the sound was not George, but Roger, So you print R underneath G as shown:
Let us suppose that when the next sound is heard you are unable to identify it. You will then make a check mark in the third space as shown:
The voice announces that the sound was Roger, so you print R underneath your check mark as shoWn:

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You think the next sound is Mike and print M in the fourth square. The voice says the sound was Mike, so you leave the fourth lower space blank and your box score looks like this:
You identify the next sound as Uncle and print U in the fifth upper square. The voice says the letter is Uncle, so you leave the lower space blank and your box score looks like this:
Part of the time you will hear two character sounds grouped together such as dahdah didahdit (Mike Roger.) You will record them in your box score in the usual way, using an upper square for each character. Continue to fill out your score card until the lesson is finished. Then by looking at the lower row of squares you can tell which character sounds are giving you trouble. Practice these sounds by speaking them, using dits for short sounds and dahs for long sounds. When you are where you won’t disturb anyone, practice whistling the sounds in a low tone. This is particularly good practice, since the whistle resembles the sound you will hear in your head phones when you begin copying radio messages. A similar check will be made after each lesson. When you have recorded satisfactorily 100 consecutive characters without error, you will be advanced to lesson 2.
19. Record method receiving lesson 2.—a. Objective.—To teach the character sounds of the characters B, D, K, N, T, V, and Y and the correct methods of recording them.
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b. Information.
Character	Phonetic name	Character sound	Army lettering
B	Baker	dahdididit	B 2
D	Dog	dahdidit	,D 2
K	King	dahdidah	K
N	Nan	dahdit	N'
T	Tare	dah	T
V	Victor	didididah	V'|
			
Y	Yoke	dahdidahdah	Y EJ
c. Directions.—(1) Liston to the sounds and record the characters you recognize. The phonetic name of the character will be announced three seconds after you hear the character sound.
(2) Letter each character as shown, making the strokes in the directions indicated and in the order in which they are numbered. Use the box score method you used in lesson 1.
(3) When you have recorded satisfactorily 100 consecutive characters without error, you will be advanced to lesson 3.
20. Record method receiving lesson 3.—a. Objective.—To teach the character sounds of the characters C, E, I, L, O, S, and W and the correct method of recording them.
b. Information.
Character	Phonetic name	Character sound	Army lettering
c	Charlie	dahdidahdit	C,
E	Easy	dit	5
I	Item	didit	I,
L	Love	didahdidit	1
0	Oboe	dahdahdah	O'
S	Sugar	dididit	c
w	William	didahdah	wl
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SIGNAL CORPS
c. Directions.— (1) Listen to the sounds and record the characters you recognize. The phonetic name of the character will be announced three seconds after you hear the character sound.
(2) Letter each character as shown, making the strokes in the directions indicated and in the order in which they are numbered. Use the box score method you have used in previous lessons.
(3) When you have recorded satisfactorily 100 consecutive characters without error, you will be advanced to lesson 4.
21. Record method receiving lesson 4.—a. Objective.—To teach the character sounds of the characters A, P, Q, X, Z, 4, and 5 and the correct methods of recording them.
b. Information.
Character	Phonetic name	Character sound	Army lettering
A	Able	didah	
P	Peter	didahdahdit	p
Q	Queen	dahdahdidah	a
X	Xray	dahdididah	K
z	Zebra	dahdahdidit	2
4	Fo-wer	dididididah	
5	Fi-yiv	dididididit	f~».?
c. Directions.—(1) Listen to the sounds and record the characters you recognize. The phonetic name of the character will be announced three seconds after you hear the character sound.
(2) Letter each character as shown, making the strokes in the directions indicated and in the order in which they are numbered. Use the box score method you have used in previous lessons.
(3) When you have recorded satisfactorily 100 consecutive characters without error, you will be advanced to lesson 5.
22. Record method receiving lesson 5.—a. Objective.—To teach the character sound of the characters 1, 2, 3, 6, 7, 8, 9, and 0 and the correct methods of recording them.
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22-23
b. Information.
Character 1	Phonetic name Wun	Character sound	Army lettering didahdahdahdah	Jr	
2	Too	dididahdahdah	2,
3	Thuh-ree	didididahdah	,3
6	Six	dahdidididit	6
7	Seven	dahdahdididit	7
8	Ate	dahdahdahdidit	8'
9 0	Niner Zero	dahdahdahdahdit dahdahdahdahdah	01
c. Directions.—(1) Listen to the sounds and record the characters you recognize. The phonetic name of the character will be announced three seconds after you hear the character sound.
(2) Letter each character as shown, making the strokes in the direction indicated and in the order in which they are numbered. Use the box score method you have used in previous lessons.
(3) When you have recorded satisfactorily 100 consecutive characters without error, you will be ready to proceed to section V, to practice to increase your speed.
Section V
PRACTICE TO INCREASE SPEED
Paragraph
Speed qualifications_____________________________________________________________ 23
Visual signaling----------------------------------------------------------------- 24
23. Speed qualifications.—a. You will begin practice to attain speed after you have learned the characters and passed all lessons in section III or section IV. The character will still be the “20-word character” but the space between characters will be shorter than that used while you were learning them.
b.	Copy 5 groups to the line if copying by hand, and 10 groups to the line with 2 space-bar spaces between the fifth and sixth groups if copying on the typewriter (“mill”).
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SIGNAL CORPS
c.	Qualifying speeds are normally 5, 7, 10, 12, 15, 20, 25, 30, and 35 words per minute. At speeds 5 and 7 words per minute, the characters are normally evenly spaced. At 10 words per minute the characters are normally transmitted in groups of 5, to teach you to recognize the groups. At 12 words per minute and higher speeds, the copy will normally be in the form of messages, either tactical messages or War Department messages. Fixed station operators will use the War Department messages and all others will use the tactical messages.
d.	To qualify at speeds up to and including 10 words per minute you must copy 100 consecutive characters without write-overs or strike-overs. As soon as you have qualified at a speed you will start copying at the next higher speed. You must qualify at 10 words by hand copying before you will be allowed to try to qualify with the typewriter.
e.	Qualification requirements for speeds of 12 words per minute and higher require copying of the following without error, write-over or strike-over:
(1) Passing requirements for fixed-station operators: —
Total minimum number
Speed	Messages required	of text groups	words or code
15	3	45 or	more
20	3	60 or	more
25	3	75 or	more
30	3	90 or	moie
(2) Passing requirements for high-speed and low-speed operators:
Speed	Messages required	Total minimum of text words groups	number or code
15	3	45 or more	
20	3	60 or more	
25	3	75 or more	
/. You will be required to copy traffic at 12, 15, 20, 25, 30, and 35 words per minute through interference composed of background noise and an interfering signal.
24. Visual signaling.—After passing twelve words per minute you will be given instructions in reading blinker signals. You will work in pairs, alternating between calling the letters as they are flashed from the blinker and writing them down as your partner reads them. You will continue practice until you are able to read the blinker at a speed of 10 words per minute.
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LEARNING INTERNATIONAL MORSE CHARACTERS
25
Section VI
LEARNING TO SEND
Paragraph
Information on sending------------------------>------------------- 25
First sending exercise____________________________________________ 26
Second sending exercise___________________________________________ 27
Semiautomatic telegraph key--------------------------------------- 28
25. Information on sending.—a. Practice in transmitting with the telegraph key will begin either while you are working on lesson 1 or immediately after you have completed lesson 1. Approximately one-third of your time will be devoted to sending practice, with the object of bringing your sending speed to at least ten words per minute by the time you have passed the twelve word per minute receiving test. Sending practice will be arranged so that the slower student’s work can be supervised by instructors or by students who are sufficiently proficient in receiving to recognize and correct transmitting errors. You should transmit at least once a week to a recorder-reproducer (if available) after you have reached a speed of five to seven words per minute, making a two-minute record of your transmission. To pass the test you must receive the transmission at the same speed without error.
b.	Radio operators can receive well only if sending (transmitting) is properly accomplished. Hence, good sending is just as important as good receiving. Bad habits formed when learning to send will stick to you throughout your career. Thus, it is very important to begin your sending practice in a correct manner.
c.	The key must be properly adjusted and the contacts correctly spaced before you begin to transmit. The spring tension (coiled spring) on any key must be adapted to the individual. The spring adjusting screw (fig. 3) controls this tension. If you have trouble in forming dits or dahs, change the spring tension until you are able to send both elements easily. Too much tension is usually indicated by dahs that are too short, irregular and long spacing between characters, and “dit skipping.” Your sending will tend to be irregular if the spring tension is too weak. This will run your characters together, making dits too long and spacing of short and irregular duration. Sufficient adjustment is possible on any key so that anyone can make the action of the key suitable for his own use. Contacts which are spaced too closely together will have the same effect on the characters as insufficient spring tension. If the spacing is too great, an effect, the same as that of strong spring tension, may result. The contacts usually should be spaced approximately the thickness of a postcard. This spacing applies to everyone using a key. The screw for adjusting the gap
19
25
SIGNAL CORPS
between the contact points is at the rear of the key lever, and is called the adjusting screw. The contacts must be alined properly and the key lever must be free to move, with no side play. The trunnion
Space
Lock Nut_______ Adjusting Screw
Trunn/on \	Binding Post
B/nd/ng Post---J	Lot era/ Block
Sprinp Tension Screw	tf \ W to / lock Nut
Lock Nut.	-.^Trunn/on Screw
ft y
B 056----"
Metallic Strip---Lever
key L ever___K ^'■■	L/p
----Contacts

TL-4490
Figure 3.—Hand key.
screws adjust this side play and aline the contact points. Particular care should be taken to see that the pivot points are clean and free from dust. Dirty pivot points will result in a scratchy signal.
d.	Sending on the telegraph key is accomplished principally by the
View from above
Side view
TL-ip/zJ
Figure 4.—Correct position of fingers on key.
muscles of the forearm. The wrist and fingers should be loose always.
e.	With the foregoing in mind at all times, place the elbow on the table at such a distance from the key that the fingers will curve as
20
LEARNING INTERNATIONAL MORSE. CHARACTERS
25-26
illustrated in figure 4 (side view). Your first two fingers should rest on top of the key button as shown. Your thumb should be alongside the key button. Your third and fourth fingers should be allowed to curve under the palm of the hand without tension or rigidity. The palm of your hand should face the table. Your forearm, wrist, and fingers should be slightly arched, the fingers curved, not straight.
f.	After the arm, wrist, and fingers have been placed as described above, check their positions. See that—
(1)	Your elbow (not the forearm) rests on the table.
(2)	There is space under your forearm and wrist.
(3)	Your fingers are curved and flexible, not straight or stiff.
(4)	The finger ends (pads) of your first and second fingers rest on top of the button near the back edge as shown in figure 4.
(5)	Your thumb is on the edge of the button, resting very lightly against it but not grasping it.
g.	Now, with your fingers, wrist, and arm in the position described, press down the key button by a straight downward motion of the forearm. Your elbow stays in place. Your wrist acts as a hinge. Your fingers are flexed—do not let them be stiff. Now when the key has made contact, release the pressure on the button and let the spring bring the key back to the up position. Next, try making dits at the rate of one every second, making sure that the key goes down each time for a distinct dit. Do not allow your fingers to act independently. They merely take part in the coordinated actions of your forearm, wrist, and hand, most of the work being done by the larger muscles of the forearm and upper arm. Continuous independent use of the fingers in sending will cause muscular fatigue and will ultimately result in a “glass arm”—complete loss of muscular action in the arm concerned
h.	When sure that your key is adjusted properly, that your forearm is moving straight up and down, that your wrist is loose and operating like a hinge, and that fingers are flexible, begin your first exercise in sending.
26. First sending exercise.—Take the correct position for sending. Sit square with the table. Check your forearm, wrist, and fingers. Be sure they are flexible. Then begin making dits at the rate of about 100 per minute. Continue this during your sending period. Do not make anything but dits. Try making the dits faster as you feel your muscles limbering up. Do not permit your practice to be erratic—send smoothly. Constantly try to make the spaces between dits equal. If you go faster than you should, the results will check you, as your sending will be rough (unequal and not rhythmic) and your sending may “stutter.” Continue the first exercise until
21
26-27
SIGNAL CORPS
you can send 30 dits in one group smoothly in about 10 seconds. Have your practice checked by an instructor before going to the second exercise.
27. Second sending exercise.—a. Make a few groups of 30 dits each to check your position. Then begin making the character didi-didah. Make the dits at the same rate you used at the end of the first exercise. Make the same space between the third dit and the following dah as you make between the preceding dits. Hold the key down for the dah a time equal to three dits. Begin making the character sound didididah at the rate of about 35 complete characters per minute. Remember to keep your wrist and fingers flexible; doing so will help you to become a good sending operator. Frequently lift your fingers from the keys and drop your wrist loosely back and forth 15 or 20 times, letting your fingers and wrist relax entirely during the exercise. Get the/ceZ of this relaxed condition and maintain it when taking your position at the key. Continue sending V’s until you can send 20 consecutive characters smoothly in 35 seconds. When this has been attained, ask the instructor to check your transmission. If it is satisfactory, you will be advanced to the practice of transmission of the material included in section VII.
b. Samples of recorded transmissions.—A study of the following samples of recorded transmissions should help you develop correct spacing.
J OHN BROWN
Figure 5.
(1) The transmission illustrated in figure 5 was made by machine. Notice the perfect relationship of dits and dahs, spacing between dits, dahs, letters, and words.
J OHN BROWN
TL-4492
Figure 6.
(2) The transmission illustrated in figure 6 was made by an experienced operator using a regular hand key. Notice the near machine perfection.
22
LEARNING INTERNATIONAL MORSE CHARACTERS
27-28

J 0 H N BRO W N
TI--449}
Figure 7.
(3) The transmission illustrated in figure 7 was made with a very small contact space and tight spring. Most of the characters are unreadable. The letters under the tape show what was intended to be transmitted.
ruiHLMiJuiJi—r~in	nnjuuLJiniii tnnjn-ji iLn rnji	|
J O HN BROWN
TL-4494
Figure 8.
(4) The transmission illustrated in figure 8 was made with a wide gap between contacts and with the use of normal spring pressure. The characters are unreadable. Notice how the dahs are split. This was caused by the key bouncing between contacts.
28. Semiautomatic telegraph key.—a. Use.—The semiautomatic telegraph key (commonly known to operators as a “bug”) is used chiefly in fixed stations where the operator is called upon for continuous sending over comparatively long periods of time.
Figure 9.—Semiautomatic key (“bug”).
b.	Operation.—In sending with the bug, the hand is placed in such a position that the thumb presses the dit paddle to the right and the index finger presses the knob to the left (right-handed operator). Dits are sent with the thumb against the paddle. As long as the paddle is held to the right the key sends dits. When the thumb pressure is released, the dits stop. Thus, one dit or many can be sent.
23
28
SIGNAL CORPS
Dahs are sent by pressing the knob of the key to the left with the index finger. Each dah must be sent individually. Motion of the arm and hand in sending with the bug is horizontal, with the pivot at the wrist. Best operation is obtained when the key is adjusted for sending unbiased signals (dits and spaces of equal length). By observing the following instructions, a bug can be adjusted so that it will vibrate long enough to make 25 or more dits before stopping. The first 12 or 15 will be practically perfect (dits and spaces equal).
DIT PADDLE
■OPEN-CLOSE
OPEN-CLOSE KEY LEVER. TENSION ADJUSTING SCREW
_KEY CORD CONNECTIONS
BACKSTOP
ADJUSTING SCREW
DIT CONTACTS
RETRACTIVE
DITIDCKNUT
■MH LOCKNUT
0015 INCH CLEARANCE
-DAH CONTACT ADJUSTING SCREW
DAH CONTACTS 0.010INCH CLEARANCE
DEADENED FOR STOPPING PEED
DAH TENSION ADJU5TINGNUT AND SPRING
f DAH CONTACT KNOB
L FRONT STOP SCREW
VER TICAL VIEW OF PORTION OF HEY BETWEEN "A
FRONT STOP LOCKNUT
■WEIGHT FOR REGULATING SPEED OT DITS
WEIGHT ADJUSTING LOCKNUT
reed-}
BACKSTOP LOCKNUT r DIT CONTACT /SPRING LOCKNUT rDIT CONTACT I SPRING
PIVOT ADJUSTING
RETRACTIVE SPRING
ADJuS^
,RETRACTIVE ADJUSTING SCREW
Figure 10.—Detail of semiautomatic telegraph key.
c.	Inspection.—Before attempting to adjust the bug or when the receiving operator complains of unsatisfactory signals, the bug should be examined for mechanical or electrical defects. First, see that both the dit and dah contacts are clean, in alinement, and with the faces parallel. Second, see that the lever pivoting screw is loose enough to permit free movement of the lever. If the lever pivoting screw is too loose, signals will sound unsteady. Third, examine all supporting parts for rigidity. Fourth, make certain that all stop screws and locknuts are tight. Fifth, look over the cord and plug for possible short circuit or loose connections.
d.	Adjustment.—After inspecting the key, adjust it in the following manner:
(1)	Place the key on a level surface.
(2)	Adjust the back stop screw until the reed lightly touches the deadener, and then tighten the locknut.
(3)	Adjust the front stop screw until the separation between the end of this screw and the lever is approximately 0.015 inch, and then
24
LEARNING INTERNATIONAL MORSE. CHARACTERS	28
tighten the locknut. A separation greater than 0.015 inch is permissible if the operator prefers more lever movement.
(4)	Operate the lever to the right. Carefully hold the lever in this position and stop the vibration of the reed. The next adjustment is very important and determines whether the dits will be too heavy, too light, or perfect. Adjust the dit contact, adjusting screw until the dit contacts just meet. It is necessary that this adjustment be made without flexing the contact spring. Without disturbing the adjustment, tighten the locknut on the dit contact adjusting screw. Recheck the adjustment.
(5)	In case the dits are too fast, move the weight located on the reed in the direction of the deadener. If the dits are too slow, move the same weight in the opposite direction. Keys equipped with two weights should have one weight nearer the outer end-of the reed.
(6)	Adjust the dah contact adjusting screw to about 0.010-inch clearance.
(7)	Adjust the dit retractive and dah tension springs for the most comfortable operation.
e.	Cautions.—Do not readjust the dit contact adjusting screw unless a complaint is received or unless you know definitely that your dits are too heavy or too light. When the bug is correctly adjusted, never change the back stop screw adjustment. It should not be necessary to change the front stop screw adjustment. If the locknut on the front stop screw should work loose, it will be necessary to readjust the dit contact adjusting screw. Do not have the dah contact adjusting screw so close that the dah contacts remain shorted.
/. Permissible changes.—The following permissible changes will not throw the bug out of proper adjustment: first, a change in the position of the weight for the speed of dits; second, a change in the tension of the retractive and dah springs to suit the individual’s requirements
Section VII
PRACTICE MATERIAL FOR SENDING
Paragraph
Code groups, exercises 1 to 54, inclusive__________________________________ 29
Clear English text, exercises 55 to 58, inclusive__________________________ 30
Tactical net traffic, exercises 59 to 78, inclusive____'___________________ 31
War Department net traffic, exercises 79 to 87, inclusive__________________ 32
NOTES
1.	Exercises 1 to 24, inclusive, furnish material for sending practice based upon receiving lessons 1 to 5.
2.	Exercises 25 to 39, inclusive, furnish mixed code groups for sending practice at any desired speed.
525112°—43---4
25
29
SIGNAL CORPS
3.	Exercises 40 to 54, inclusive, furnish unmixed code groups for sending practice at any desired speed.
4.	Exercises 55 to 58, inclusive, furnish clear text material, to be sent at any desired speed. Number of words per line and total number of words in exercise are indicated.
5.	Exercises 59 to 78, inclusive, represent traffic handled in field radio nets. This traffic may be transmitted at any desired speed.
6.	Exercises 79 to 87, inclusive, represent traffic handled in War Department nets.
29. Code groups, exercises (1 to 54, inclusive).—a. Exercises 1 to 3.—The 275 characters in exercise 1 consist of a gradually cumulated presentation of the seven characters in paragraphs 12 and 18, lesson 1. The 189 characters in each of the exercises 2 and 3 consist of nine sequences, each of which is made up of three sets of the seven characters in lesson 1 arranged in random order.
Exercise 1
F F F F F	GGGGG	F GF GF	F F GGF	F GGF G
HHHHH	FHFHF	GHGHG	GHHF G	GHHF F
GFFHG	J J J J J	F J F J F	GJGJG	H J H J H
GFFHH	HJFHG	GHFG J	HF G J J	MMMMM
FMFMF	GMGMG	HMHMH	JM JM J	M J F J G
MHHFM	GMGHF	GHJMJ	J HF F G	R> R R R R
FRFEF	GBGRG	HRHRH	J R J R J	MRMRM
RMMHF	J FGRJ	RRFGJ	G J GFH	F GMHR
MHH J M	VUITVIT	FUFVF	GITGUG	HUHUH
J IT J U J	MUMUM	RURUR	FUR J R	GGRHM
GITMHH	HJR JF	IT J MH IT	J FUMG	R F GMF
Exercise 2
RMG J H	JMGHF	MUHRG	J UF FU	R J G F U
HFMRG	R F J MM	HR J GU	UHFHF	M J RH J
RUMHF	J GMUG	GRU J U	F GHHR	HUMMF
MG J RR	J UGFR	GMGMU	J UM J H	RGHF J
HUFRF	MRGFU	FMM J H	HF G J R	UHU J R
GU J J H	F GGRM	R JMHG	UMF FH	UR J HG
HRFUG	MM J RU	M J UF G	R F H J J	MFMF R
G F GHM	U 3 GUH	URRH		
Exercise 3
HFHFM	GUR G F	GR J UM	J R J UM	H J J UH
HGMF R	UMRRH	GF J GM	UF GFH	J GMUM
MJ RUH	R J F R F	UGHHF	MURFM	H J RUF
GUMGH	J J GR J	GHGUF	R J MR J	F RMHM
UHFUG	UM J UF	MHRHR	RMHGF	GU J F G
J G J UG	RMMRU	HFMFH	J GRHU	F J J F G
F UFM J	HMUHH	MR J GU	RGRFH	FUM J J
F H G G U	GRRM J	MRUH		
26
LEARNING INTERNATIONAL MORSE CHARACTERS	29
b.	Exercises 4 to 6.—The 275 characters in exercise 4 consist of a gradually cumulated presentation of the seven characters in paragraphs 13 and 19, lesson 2. The 189 characters in each of exercises 5 and 6 consist of nine sequences, each of which is made up of three sets of the seven characters in lesson 2 arranged in random order.
Exercise 4
B B B B B	DDDDD	B DB DB	DB B DB	DB DB D
KKKKK	B KB KB	DKDKD	B DKB K	DKB KD
B KB DD	NNNNN	B NB NB	DNDND	KNKNK
DBNBK	BKNDK	B KKDN	NDB DN	T T T T T
B T B T B	D T D T D	KTKTK	NTNTN	KD T B K
NTNKT	BNTBN	NB DKD	KDDTB	V V V V V
B VB VB	D VD VD	K VK VK	N VN VN	T V T V T
N VNKN	K VD T K	VKT T B	KDT B D	TDB VD
BNBVN	Y Y Y Y Y	B YB YB	D YD YD	K YK YK
NYNYN	T YT YT	V Y V Y V	YNT YK	VKDN Y
KBYVN	YK VB N	D T DB K	T B T DB	T VND V
		Exercise 5		
NYKT V	B TDKY	Y VKT D	NDNB V	B KY YB
Y V NKB	DTKBN	D VNT V	D T V T K	DB V VN
T B DKK	BYNTN	D Y YB D	NYD YN	NB B KD
T T K V T	V VKY V	KDT VY	TD T YN	YKB KN
VBNDB	VBBKY	NYTDD	B NKKT	T Y V VN
D T KKB	NT B Y V	D VDND	NVB YK	Y T B ND
V YD T V	B T YD T	YKKNB	NK VDN	DBKTK
Y V Y V T	VNDB N	KB T Y		
YKB D V	B KT DN	Exercise 6		
		Y K B D V	N T Y V N	T D V T T
B NB KB	V YNK V	KND YT	YD V VB	DD YBK
T YKKN	TD VNY	B T NB B	Y VD YK	VDNN V
KB T T N	Y T DK Y	YNT VK	T VDN Y	NTKB B
K V D B D	DKNN V	T T Y YB	B V VKN	B DKD Y
T T T DK	N VDKY	YB NB B	T VK Y V	ND Y VB
KTD VB	N T B K V	N YD T Y	DNKNB	ND V YT
B T VDK	D VKNY	B YTK		
27
29
SIGNAL CORPS
c.	Exercises 7 to 9 — The 210 characters in each exercise consist of five sequences, each of which is made up of three sets of the fourteen characters in lessons 1 and 2 arranged in random order.
Exercise 7
GUJ UM	TMRKB	D Y V N N	H Y G N Y	D B T H J
MV F JR	RHDGK	V FUTK	B F KB B	YVDRF
J R BUR	U YNU Y	T J F GH	J FHGM	MN V D N
TMT HG	DKVKV	NB GGF	HFKGT	RHNMT
R VUYU	HDUB D	MFKT V	M J K J D	Y J B R Y
NGMHN	HDKFR	J Y T UK	J V B B U	F V TKM
GDBD J	N V YR T	F GNRU	YHM J T	J KB RN
B THVK	YNKUM	UHV GD	DRGMD	F YM J R
NHFUF	T B V GY	Exercise 8		
UBNFM	DHUJ N	HUT DM	GKGFR	K K R F T
DHB GB	V YM J J	Y R N V Y	T V F B H	UF YNM
D FKUT	R B V R V	N Y J T M	THMKV	B GGDU
YG J HR	KD JNB	R J GTH	U J J GR	HUT F F
NVKYB	RMKNB	V YDMN	FKYHD	T UMV D
GG V TH	F YBKD	MNU J Y	RB V TH	MDUHT
N F UR F	YMDK V	B K J G J	NRGRG	B D T G V
HFRFN	KDMT U	J YGH J	B R VKN	HTMDB
K Y N Y M	U J F U V	Exercise 9		
U J MKD	HBRNY	GV J UR	T K U D V	MD Y TH
RB J V F	MNT YB	NGGF F	KHF T Y	B VUDD
NTFKJ	NB RHM	HN F K V	YRG J M	RTKG V
HYDUG	J UBMB	T YRKG	ND B GU	VH VUB
F Y J F Y	RNDGN	KDMFM	VHM J H	J KT TR
UGDRN	GHFMB	YNHRB	Y F KUD	GHMUK
KD V T V	T UM J J	F B N T V	J R YDN	VK T V G
DYVBG	HHRMB	RYGF J	J UKKF	FMUNN
B TH J D	R Y TMU			
d.	Exercises 10 to 12.—The 275 characters in exercise 10 consist of a gradually cumulated presentation of the seven characters in paragraphs 14 and 20, lesson 3. The 189 characters in each of the exercises 11 and 12 consist of nine sequences, each of which is made up of three sets of the seven characters in lesson 3 arranged in random order.
28
LEARNING INTERNATIONAL MORSE CHARACTERS
29
Exercise 10
c c c c c	IjI 'ill 'iji Pj Pj Pj Pj P^	C E C E 0	C E C E E	C E C C E
I I I I I	C I C I c	E I E I E	E I C E E	I C C E C
E I C I I	LLLLL	C L C L C	E L E L E	I L I L I
ELC I C	I C L E L	L I C E I	I L E C E	O O O O O
c o c o c	E O E O E	I O I O I	L O L O L	I L O L L
I C I L O	E I O C O	L E O C C	E C E O E	S S S S S
c s c s c	E S E S E	I S I S I	L S L S L	o s o s o
SCOIL	S I L O E	L C O S O	E C E L C	I E S I O
I SOLE	WWWWW	c wc we	EWE WE	I WI WI
L WL WL	OWOWO	S WS WS	L I E WC	C I E C I
O E S WL	WS O E I	OWL E S	LWC C O	I S L S O
		Exercise 11		
I L S C W	O I WO C	E WS I L	C S O L E	E C E O I
E S WI L	C O S WS	WL IOC	E LWE L	L I E C S
OWI S E	I owe L	O C S L E	O I O LW	C OWI E
S W I E L	S C S C O	WL E I O	I S C L I	EWS WE
L C O C S	LEI WO	C WS L C	O S C E I	OWL I E
S S E O E	wo lie	L E L S W	I WC O S	C L S WC
C I L WS	LWE O E	E C L I O	O S I L C	SWISS
C OWO E	L S E OW	C I L I		
		Exercise 12		
L C S WL	O C I E S	C I OWO	L WS E E	I L C O L
WI C C I	S O I S L	EWE WS	E O C L I	LWC L S
OWS O I	WS E C I	E O E I S	E WO L C	O S WWL
E E S C I	I C O LW	LWI S E	O L O C S	I O L C E
I WE S C	I I O LW	WO LWE	E L O I S	S C C S E
C E WO S	O E I L C	L S WE S	C I C O L	I WS C L
I C L O E	WI S EW	S C WI O	O E L C W	S C LWE
L OWO I	E I E S C	L O S I		
e.	Exercises 13 to 15.—The 189 characters in each exercise consist of three sequences, each of which is made up of three sets of the 21 characters in lessons 1,2, and 3 arranged in random order.
Exercise 13
HE O E N KBRGR LD J YM NMC KE MO C DH KM J E T UY SHI KB J B K
L S YE C H C WO S MJ I UD LBBTN HC FRY D CHO S NE NT V DWLYB
UTWFN OIRJT VDWO J I GMO S VR J I T GMKT Y CRJLS UWRG
VKN I B MSLFG YSDVE TUN S W RUUWB F E MV L GVHFN
UKG C T HVB YF GY J VG WD LK I LHF F E UIWIO D F C BO
29
29
SIGNAL CORPS
Exercise 14
L V O J T VKV C S HE J HF E C K N D LKDH V F JTOL RBC JG I MN C S
YMS B D V C ERK KTUYE JVOLH WE FNU CDDNJ LOYRE I KWKB
MV GNB HOUEK YHDRW F YO S C UVWD S T E G VM URLDN UMC E F
WL VFR NT VD Y J KO E R BMHC F V I RLG S THKB RFLB I S CMHL
I GML O TEWS V GC F Y J KB B RG VHGHN HYL J K U D H V W G YKO
Exercise 15
S O V GN B H I HO WJDTM
I VNG V DWO S R C GO S O WVYF V HMVW
WC RB J I D Y F T WML J E T V I C O I T E OM WYRK S DWHB S
G S NMC L I UFH S J T I K VKW J B YKDFG I NUE Y GVGRF
B S RKY WN LIO L J Y S N TRFBR WUG I M V F I B T O N F I E
MC F WG I L T B J YE SME O YRHD C B LNT ND J VT MT E J C
/. Exercises 16 to 18.—The 275 characters in exercise 16 consist of a gradually cumulated presentation of the seven characters in paragraphs 15 and 21, lesson 4. The 189 characters in each of the exercises 17 and 18 consist of nine sequences, each of which is made up of three sets of the seven characters in lesson 4 arranged in random order.
Exercise 16
A A A A A Q Q Q Q Q APQAQ XAQPX A Z A Z A PXZAQ A 4 A 4 A P A 4 QX Z 4XPX X 5X 5X 4 Z A Z P
P P P P P A Q A Q A XXXXX PXQAP P Z P Z P XZ QP A P 4 P 4 P 4 P AX Z 5 5 5 5 5 Z 5 Z 5 Z 5XQPA
A P A P A P QP QP AX AX A A P QX Q Q Z Q Z Q Z A Z P X Q 4 Q 4 Q A Z A Q A A 5 A 5 A 4 5 4 5 4 A Q 5 4 5
A P P A P A P Q P A PXPXP A P A QX XZXZX QP Q AX X 4X 4X Z QXP 4 P 5 P 5 P 5 PX Z 4 QAXQZ
P AAP A P Q A P Q QX QX Q Z Z Z Z Z P Z AX Q 4 4 4 4 4 Z 4 Z 4 Z QP 4 Z Q Q 5 Q 5 Q P 5 PX 4 Z 4 AX Z
Exercise 17
X 4 Q 5 P A A 5 Q 4 Z X Q 5 5 4 P Q Z 5
4	5 5 XX
X A P QX 5 Z QP A 5 Q Z A 4
4 Q Z 5 4 A Z Q Z Q Z 4 PXX XX 5 5 Z 5 4 PXZ P A Z QX 4 5 4 A P 5 4 QX Z
Z 5 Q P A PXP 5 5 Q A A P 4 XP Q A 5 4 Z QP 5 Q 4 5 X Z X 4 5 Z Q P X 5 4
P A Z X A 4XA 4 5 QZ Z Q A P Q 4 Q Z 5 A 4 Q Z Z 5 4PA QXP Z A
XXP Z 4 QP Z P 4 A 4XP A 4 Z A A P XA Q A P
5	4 A Z X XP A P Q
30
LEARNING INTERNATIONAL MORSE CHARACTERS
29
Exercise 18
Z P A5Q Z554P Z Q5QX P4QXP Z AX4A A QA4X ZPZQA 4P A4X
X4P A Q 4Z XP A A AX4A 5AXQP Z5Z45 Z Q5XP Q4A54 5PAQZ
P5XZ A AXZ A5 P Z4A Z 4AXQ5 A Z P A P PZAQ5 ZXQXX Z Z QX
45ZX4 QQP54 ZAQP5 Z PX5Q XPXXQ 4P4X A A5P4A
QQ4PX 5PZXQ 4X5Z4 5ZPQ4 4Q5Q4 5Z54P P55XQ
g.	Exercises 19 to 21.—The 252 characters in each exercise consist of three sequences, each of which is made up of three sets of the 28 characters in. lessons 1, 2, 3, and 4 arranged in random order.
Exercise 19
CVCQF	RXN I Y	UDAE D	X J YHB	AHW4B
P5KDL	5A P I J	S T V Z Y	O G4N Q	Q5UH4
RE JLW	B S WKX	SNE IM	FROCK	T T L G Z
F P ZMO	GRVM5	S ENBR	CHZ I L	DKQZT
F YB J L	P L VOW	YWD4N	MC XO G	MP I QW
FDKQG	S VOT A	V5N AM	5Y J E H	I GRUE
XR Z V T	S J HFB	P C4K4	XAUC L	YDXL5
ZXSWU	S P LD V	J 5UP N	T V I WG	T A QMD
FH45B	F R A F, d	WGT CM	VA I J P	NF ZKH
N4YXO	S4EGI	HO J E E	KOYKV	QB RMB
z c				
Exercise 20
HNR Q I	N4HGU	NB VGT	AU5WX	Z C L P V
XMD L P	EEDOC	YW J RO	I QC5F	4YB R4
MAKF Y	UWT S P	TVS XN	O S 5Z J	QE I GK
LB JKZ	F DH A W	R F WM Z	R F NKX	Q V L S B
F YB UM	P S YT E	AM J S N	AKXZ I	5N C 04
T H C KG	5U I YD	Q ARP D	E4QH V	UZ O J X
54E GW	GT C L O	V L I HD	B J PMI	DKZMX
AUH VW	D A5R V	Y4S B O	M5K VH	NY J S R
FN C P W	QD LNB	5XQ4U	Z B4T E	GYF Z R
TK S H J	U A QGL	E C O I F	P C O L E	GX I J P
WT				
Exercise 21
HB A S B	E PWGO	F Z E V A	XM5YK	5HGO E
V Z X YD	F KR5Q	MN STI	QPNKW	Q I HRN
G C T C V	X4Z B P	CRJS4	ODL A I	J YU J F
ULU4W	ML TDK	F DY XV	VWS J L	E T DN Q
O T P GF	B ONHC	5RO VM	QYR I J	I Z P V A
MP T Q F	KUMR A	S C ZN4	HD Y L E	XG S4W
LKW5H	E GC5X	B J V A I	Z4B R F	U A V P A
4H5Q E	E S H CM	UL4B N	T OKYG	D I J F Y
WXD VB	QDMYM	4R T N F	KQ5C L	Z AB C G
I GUWN	S Z J T I	J O R P W	V L Z O S	PH5XX
E K				
31
29
SIGNAL CORPS
h.	Exercise 22 to 2j.—The 355 characters in exercise 22 consist of a gradually cumulated presentation of the eight characters in paragraphs 16 and 22, lesson 5. The 216 characters in each of exercises 23 and 24 consist of nine sequences, each of which is made up of three sets of the eight characters in lesson 5 arranged in random order.
Exercise 22
mu	22222	12121	21121	21221
33333	13131	23232	23221	11321
31323	66666	16161	26262	36363
13636	26211	32616	12323	77777
17171	27272	37373	67676	62317
71632	17311	27762	63632	88888
18181	28282	38383	68686	78787
76323	21278	13167	61832	87286
67183	99999	19191	29292	39393
69696	79797	89898	36981	81273
62927	63817	86193	32917	62978
00000	10101	20202	30303	60606
70707	80808	90909	03832	13826
71826	90970	79928	61700	37616
19328
Exercise 23
02176	16290	89713	38697	23809
23810	38962	86721	09167	73037
62967	23170	89398	16182	00182
19327	13008	97692	80663	71769
30791	07810	69382	83622	01928
60373	97016	32728	19689	82760
13736	01699	88072	13291	20183
81328	06779	72366	09012	86293
12779	38163	67800	9	
Exercise 2j
03932	96318	07826	18172	06792
79621	18306	87839	30970	62163
20789	19836	27302	70961	81096
93971	67283	80328	61210	78690
70736	23299	12871	08316	26173
37869	18208	90316	27093	70876
03281	91067	26893	29167	03719
38681	70826	31920	29306	91083
79867	32281	20619	7	
32
LEARNING INTERNATIONAL MORIS® CHARACTERS
29
i.	Exercises 25 to 39.—The 216 characters in each exercise consist of two sequences, each of which is made up of three sets of the twenty-six letters and three sets of the ten numbers arranged together in random order.
If sent in If sent in If sent in If sent in If sent in If sent in If sent in If sent in If sent in If sent in If sent in If sent in If sent in If sent in If sent in If sent in If sent in If sent in If sent in If sent in
14 minutes 10 minutes
8 minutes 7 minutes 6 minutes 5 minutes 4 minutes 4 minutes 3 minutes 3 minutes 3 minutes 3 minutes 2 minutes 2 minutes 2 minutes 2 minutes 2 minutes 2 minutes 1 minute 1 minute
24 seconds, 48 seconds, 38 seconds, 12 seconds, 10 seconds, 24 seconds, 48 seconds, 19 seconds, 56 seconds, 36 seconds, 19 seconds,
5 seconds, 53 seconds, 42 seconds, 32 seconds, 24 seconds, 16 seconds, 10 seconds, 44 seconds, 26 seconds,
the speed is the speed is the speed is the speed is the speed is the speed is the speed is the speed is the speed is the speed is the speed is the speed is the speed is the speed is the speed is the speed is the speed is the speed is the speed is the speed is
3	WPM
4	WPM
5	WPM
6	WPM
7	WPM
8	WPM
9	WPM
10	WPM
11	WPM
12	WPM
13	WPM
14	WPM
15	WPM
16	WPM
17	WPM
18	WPM
19	WPM
20	WPM
25 WPM
30 WPM
Exercise 25
P9JZ5	WOR7Y	C I 2L Z	G14S B	V485 I
H8TYK	I 3S EX	1 P K V IT	S QWDM	TQOV6
RKNXY	BMD1L	C0 J T2	0H87C	9WA F3
NNZHG	9X9 J E	KFE37	0A6A F	G4Q56
OLITBU	2DMX7	UY Z 8B	636A I	3ITT S 7
7YRPR	Q2I0M	D E IT96	RP0G1	X9SHV
4T Z 1W	J KXMV	5P V I F	DY9L5	E4O B T
2F O2G	8H L S 8	BAQFQ	AN JKJ	0 0 L W Z
4HEM3	0DKWC	1N N G 5	O	
		Exercise 26		
31H9 J	V Y V0A	NPBQS	7ZZQF	C4F Z G
6H37T	K2HXY	G8O I R	W4ITMM	0OITD G
8KXTW	2MO S A	IT S T59	J V1L 0	8XE E J
F6YPD	490 I A	B60KB	7N P 5D	LE IRR
3WL21	N5Q2P	WB 904	YATQ-C	Y9B I V
GXE43	IT J QL	FURM3	NR7G9	8KXWS
6B DIH	J Z H5A	LDONR	T0K S V	I G Q08
L5KMZ	6F Z P T	5MP6 I	01WX S	V C O2V
DE3EY	C A742	8H7FN	U	
525312°—43----5
33
29
SIGNAL CORPS
Exercise 27
5Z7YP	OBUFH	92RXO	EMQ68	KZ FN0
DK4L2	F4D C R	GDW85	6UEQO	J R0HH
GW1J3	J LMC A	MQX9V	P I T1V	YWGU I
C Z5N S	V S A81	496X7	2LNY S	P7T B I
B3A T E	K30AM	H8TN5	MYY0X	2P2DK
BV0T4	97NW0	5WS L7	3Y CUN	S J I RE
H QMZ O	C4312	KV C XF	L I 8X5	T6A S E
JITDGA	4L6 I O	RUB Z9	IB WH3	7FKD J
609GG	VQ1PP	Z B E F8	Q	
Exercise 28
GUN I K	G6GXZ	R1P6Y	B QDL7	UE3Q1
731B T	59RXN	Y I P EK	O2Y QH	O TXW4
6 I U F N	L A 3 T J	P WZ4E	S S J2A	V87C J
0MH5F	H5C9M	C048B	S V ZKO	WMV D9
FA2L0	D8R4N	E 7 Q C E	F Y936	S C L Q O
Z T247	DI V7 I	2UJDN	WWE0N	MY8H3
VXQ19	BALSZ	FCLP1	G4UXM	XH08R
HD G Z P	09 I KG	M5J6J	V8P S6	A3O WR
UF YBR	T55AB	T O I K2	K	
		Exercise 29		
X 050 P	FDLVI	R S U0G	WX911	M5M0Q
3A2PK	J UN Z Z	X S 9D7	3YU6M	R A V Y9
KB LKO	61QN0	H2WA4	L7 J 63	T E V Z F
J T D Y 5	W2 I PH	S C8 I 4	GB E HE	TQCFG
7C N4R	B88B4	30QK6	D1WY O	2A S G J
Z S 89R	WOX A9	RM7UX	8UF 05	HEMGH
B60O Z	LCB1N	2VD V I	I D P A T	TM72Y
4 J E J W	X59K Q	NU C P K	THY7L	I L GPS
31 C6Z	V F84E	FRSNQ	5	
		Exercise 30		
A WT WX	F S H0P	Z U5A G	X N U B C	0 43 KG
J9IO9	2QTVI	QMV8Z	G YD0C	I E P A 3
U1KYR	ID C W2	B V J 7Z	7YD L6	S F E R 5
F084T	174HK	N36E Q	X28M.T	H L P S N
L65OB	9RMO G	E P YH I	F V O C W	81KH3
M C U T N	U B L B 5	I PHRB	4Y P Z D	9640M
G217F	J 3 G F 5	A O D K 6	2A2TK	A X X V W
518Q E	BCTVD	W9X4Z	0S 8L S	6N Q L J
U Z S J Y	I MR0N	7E73Q	9	
34-
LEARNING INTERNATIONAL MORSE CHARACTERS
29
Exercise 31
H6GBO	5Z05C	OM58H	L64B8	XNVF L
T C E V C	F1NH7	402 S 4	YW7ZK	XQU6Y
MY S 2R	AX9A S	ITPIPV	E3GF T	Q23T I
WB9B N	7L JKP	OWA Q J	9DD81	RMUDE
G31K1	J Z I N3	DKMSK	S I 581	J NW2H
A GWD C	YIT9XX	D6MY G	UZPSK	Z E I W J
V0HBU	F P 30T	6VN P F	L7Y6C	23074
9O9L F	RQRRC	A4A V I	Q11EB	MXT5Q
7L JZT	58Z8O	OGBH4	E	
Exercise 32
40IRT	P I CMT	8Q J XD	1WB S0	6WXO4
UV S35	LDYHE	28N T E	F Z75C	RK I P B
QL CKZ	M91 Z L	B E G9D	3Y2WH	6YOUJ
NSV59	U2G6Q	3GAFK	07V8A	4MA7R
NXP IF	J OHX4	67P IE	3VUOB	MQYU8
98 J7E	2N9IT3	G AWH0	RXT QG	3CWKP
0B L 94	MR V J Z	LZ8JD	C7V S A	N F I P I
T YN Z Q	W65A1	O1H I D	SGFDC	K5B LK
420 E 5	YH2XR	O M T S 6	F	
Exercise 33
H JPVU	2Y8G I	311817	0F C Z Z	W209 O
X J QE3	S 5076	MT C C 6	J B A E G	ITW I 58
DY0LM	BEBNQ	MH61D	E K45V	DFRAQ
Y I X V4	KRGN4	Z9ONF	P3S S T	LLXA2
HW1T R	TP9QB	X9W06	IT S E T A	NM176
AT5PQ	X1G4D	5C Z YO	E2IT J G	HY I I B
Z923H	S M33P	J K804	L PWK2	VLJFD
KR1V4	S 9TH5	FX81 C	B C A G0	WQY8N
OR7V L	ND F E Z	ROM6IJ	7	
Exercise 3j
L IT585	KY5QN	A T WP C	4Z03N	B I UTE
V A S R8	F JMHL	B073Z	O6E IT V	G3R C E
D E6N I	V91Y C	4Y A O J	9M2S 7	HXD Q P
IP R Z O	S D F J W	F G48M	G2EB0	WQ I X9
X1L7H	2T6 I W	W0C 4R	B 16QK	19D5A
J3RPW	VK8VY	O F E Z7	32 V T O	E Z L4Y
T J C D B	ITXY08	X2GM6	LMDITA	T7I HQ
NB 095	65E IF	Q9GFH	P PEAL	I 7H2S
IT C J XN	S GN Z0	R S34M	8	
35
29
SIGNAL CORPS
Exercise 35
w_q	 BI B K) H 3	J3 & e 3 U AAj O' fa ZLb 3	3t»0>X 	.		 3	• ।	।	। • i;	• ; i i! ; I i i i * 	--		. ’ > 1	< a,	■. »	Xx...'	A B W G D E V Z I J K L M N 0 P R S T U F H C OE MM Q Xc Y X .IM AA UI	A B V G D E ZH Z I I K L M N 0 P R S T U F KH TS CH SH SH CH' (♦) I (*) YU YA E	a (car) b (bar) v (vice) g (get) d (day) y6 (yet) zh, s (pleasure) z (zero) ye, ee (meet) y (boy) k (Kate) 1 (lamp) m (might) n (nine^ 6 (or) (never- “oh”) P (pipe) r (rose) s (site) t (time) oo (boot) f (fine)' h (hard) z (German zu, or ts) ch (church) sh (short) sh (longer as if followed by y),. —(Hard sign, used after consonant' to separate vowel). i (writ) —(Soft sign, used after consonant to soften it as if using y after _ it), u (use) ya (yard) 6 (met)
‘Pronunciation sign only.
71
SIGNAL CORPS
3. Arabic Morse characters.—
J	a	>	*—• • • <_-»	b	““ ■	t
	th 		U	j	• ••• c	h	—	kh
••• <_>	d 	 3	dh		r	———.	z
•	(Jp	S 	u5	sh	— — cR	s	• • • — c/3	d
~ -b	t •“	— Jo	z		t	c	— t	gh
	f	o	<1	—— J	k	J	1
- f	m — • c>	n	•• — •• K	h	• —.	J	w. u
	y.T				rL 3706	
72
LEARNING INTERNATIONAL MORSE CHARACTERS
INDEX
Paragraph
Arabic Military Morse characters_____________________ App. VII
Auxiliary training___________________________________ App. V
Box score_______________________________________________ 18
Bug---------------------■:------------------------------ 28
Character_______________1_______________________________ 11
Character sound_________________________________________ 11
Classroom instruction________________________________ App. V
Code practice group_________________________________________ 29
Collation----------------------------------------3; App. IV
Concentration_______________________________________________  5
Confidence___________________________________________________ 7
Copying ahead------------------------------------10; App. IV
Copying behind______________________________________________ 10
Dah--------------------------------------------------3; App. II
Distress signals_______________________________________ App.	II
Dit-------------------------------------------------- 3; App. II
French characters______________________________________ App.	II
General classification test____________________________ App.	V
German characters______________________________________ App.	II
Glass arm_______________________________________________ 25
Guide keys------------------------------------------- App. Ill
Hand key________________________________________________ 25
Home position____________________________________ 4; App. Ill
International Morse characters_______________________ App. II
Japanese Military Morse characters___________________ App. VII
Key adjustment, bug_________________________________________ 28
Key adjustment, hand key____________________________________ 25
Key operation. _____________________________________________ 25
Keyboard chart___________________________________ 11; App. Ill
Keying exercises________________________ _______________26, 27
Keying position______________________________________ 25, 26, 27
Lettering------------------------------- 12-16, 18-22; App. VI
Lettering proficiency charts_________________________App. VI
Patience__________________________________________________    8
Phonetic name_______________________________________________ 11
Phonic method________________________________________________ 9
Portuguese characters_______________.________________ App. II
Practice.____________________________________________________ 6
Printing-------------------------------- 12-16, 18-22; App. VI
Progress chart_______________________________________ App. V
Prosigns--------1------------------------------------ App. I
Radio procedure______________________________________ App. V
Record method___________________________________________ 17-22
Recorded transmissions__________________________________ 27
Russian Military Morse characters____________________ App. VII
Page
68
62
11
23
5
5
62
26
2, 60
3
3
4, 60
4
2, 51
51
2, 51
51
62
51
19
53
29
3, 53
51
68
23
19
19
5, 53
21, 22
19, 21, 22
5, 11, 65
65
3
5
4
51
3
5, 11, 65
62
50
62
11
22
68
73
SIGNAL CORPS
Paragraph
Scandinavian characters_____________________________ App. II
Semiautomatic key_____________________________________ 28
Slip---------------------------------------------------App.	IV
Spacing-------------------------------------- _ 3, 27; App. II
Spanish characters__________________________________   App.	II
Special characters____________________________________ App.	II
Speed qualifications__________________________________ 23
Tape-------------------------------------------------  App.	IV
Tape method_________ _________________________________ 11-16
Time units----------------------------------- 3, 27; App. II
Typing---------------------------------------------- App. Ill
Uniform_____________________________________________ App. V
Page
51
23
60
2, 22, 51
51
51
17
60
5
2, 22, 51
53
62
[A. G. 062.11 (3-26-43).]
By order of the Secretary of War:
G. C. MARSHALL,
Chief of Staff. Official:
J. A. ULIO,
Major General,
The Adjutant General.
Distribution:
B (2); R 1, 2, 4-7, 17, 18, 44 (6); Bn 1, 11 (5), 18 (2), 19 (3); IC 2-7, 17, 19, 44 (3), 11 (10).
(For explanation of symbols see FM 21-6.)
U. S. GOVERNMENT PRINTING OFFiCE: 1943
74
—
f ‘fop
■igiR