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Learning Matlab 6 Release 12 Matlab Student Version
2nd Printing Edition The Mathworks Digital Instant
Download
Author(s): The MathWorks
ISBN(s): 9780967219530, 0967219531
Edition: 2nd Printing
File Details: PDF, 2.16 MB
Year: 2001
Language: english
 MATLAB
®

STUDENT VERSION

Computation

Visualization

Programming

Learning MATLAB
Version 6 (Release 12)
How to Contact The MathWorks:

www.mathworks.com Web
ftp.mathworks.com Anonymous FTP server
comp.soft-sys.matlab Newsgroup

[email protected] Product enhancement suggestions

[email protected] Bug reports
[email protected] Documentation error reports

ISBN 0-9672195-3-1

Learning MATLAB
 COPYRIGHT 1999 - 2001 by The MathWorks, Inc.
The software described in this document is furnished under a license agreement. The software may be used
or copied only under the terms of the license agreement. No part of this manual may be photocopied or repro-
duced in any form without prior written consent from The MathWorks, Inc.
FEDERAL ACQUISITION: This provision applies to all acquisitions of the Program and Documentation by
or for the federal government of the United States. By accepting delivery of the Program, the government
hereby agrees that this software qualifies as "commercial" computer software within the meaning of FAR
Part 12.212, DFARS Part 227.7202-1, DFARS Part 227.7202-3, DFARS Part 252.227-7013, and DFARS Part
252.227-7014. The terms and conditions of The MathWorks, Inc. Software License Agreement shall pertain
to the government’s use and disclosure of the Program and Documentation, and shall supersede any
conflicting contractual terms or conditions. If this license fails to meet the government’s minimum needs or
is inconsistent in any respect with federal procurement law, the government agrees to return the Program
and Documentation, unused, to MathWorks.
MATLAB, Simulink, Stateflow, Handle Graphics, and Real-Time Workshop are registered trademarks, and
Target Language Compiler is a trademark of The MathWorks, Inc.
Other product or brand names are trademarks or registered trademarks of their respective holders.
Printing History: August 1999 First printing New manual
January 2001 Second printing Revised for MATLAB 6.0 (Release 12)
 Contents
Introduction
1
About the Student Version . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2
Student Use Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2
Differences Between the Student Version
and the Professional Version . . . . . . . . . . . . . . . . . . . . . . . . . . 1-3

Obtaining Additional MathWorks Products . . . . . . . . . . . . . 1-5

Getting Started with MATLAB . . . . . . . . . . . . . . . . . . . . . . . . . 1-6

Finding Reference Information . . . . . . . . . . . . . . . . . . . . . . . . 1-7

Troubleshooting and Other Resources . . . . . . . . . . . . . . . . . . 1-8

Documentation Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-8
MathWorks Web Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-10
MathWorks Education Web Site . . . . . . . . . . . . . . . . . . . . . . . 1-10
MATLAB Related Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-10
MathWorks Store . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-10
Usenet Newsgroup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-10
MathWorks Knowledge Base . . . . . . . . . . . . . . . . . . . . . . . . . . 1-10
Technical Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-11
Product Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-11

About MATLAB and Simulink . . . . . . . . . . . . . . . . . . . . . . . . . 1-12

What Is MATLAB? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-12
What Is Simulink? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-14

iii
 Installation
2
Installing on Windows . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-2
System Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-2
Installing MATLAB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-4
Installing Additional Toolboxes . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5
Accessing the Online Documentation (Help) . . . . . . . . . . . . . . . 2-6

Installing on Linux . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-7

System Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-7
Installing MATLAB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-8
Post Installation Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-13
Installing Additional Toolboxes . . . . . . . . . . . . . . . . . . . . . . . . . 2-13
Accessing the Online Documentation (Help) . . . . . . . . . . . . . . 2-14

Development Environment
3
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-2

Starting and Quitting MATLAB . . . . . . . . . . . . . . . . . . . . . . . . 3-3

Starting MATLAB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-3
Quitting MATLAB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-3

MATLAB Desktop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-4

Desktop Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-6

Command Window . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-6
Launch Pad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-8
Help Browser . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-8
Current Directory Browser . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-11
Workspace Browser . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-12
Editor/Debugger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-14

Other Development Environment Features . . . . . . . . . . . . . 3-15

iv Contents
 Getting Started
4
Matrices and Magic Squares . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-2
Entering Matrices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-3
sum, transpose, and diag . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-4
Subscripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-6
The Colon Operator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-7
The magic Function . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-8

Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-10
Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-10
Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-10
Operators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-11
Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-11
Examples of Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-13

Working with Matrices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-14

Generating Matrices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-14
The load Command . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-15
M-Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-15
Concatenation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-16
Deleting Rows and Columns . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-16

More About Matrices and Arrays . . . . . . . . . . . . . . . . . . . . . . 4-18

Linear Algebra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-18
Arrays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-21
Multivariate Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-23
Scalar Expansion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-24
Logical Subscripting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-25
The find Function . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-26

Controlling Command Window Input and Output . . . . . . . 4-28

The format Command . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-28
Suppressing Output . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-30
Entering Long Command Lines . . . . . . . . . . . . . . . . . . . . . . . . 4-30
Command Line Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-30

v
 Graphics
5
Basic Plotting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-2
Creating a Plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-2
Multiple Data Sets in One Graph . . . . . . . . . . . . . . . . . . . . . . . . 5-3
Specifying Line Styles and Colors . . . . . . . . . . . . . . . . . . . . . . . . 5-4
Plotting Lines and Markers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-5
Imaginary and Complex Data . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-6
Adding Plots to an Existing Graph . . . . . . . . . . . . . . . . . . . . . . . 5-7
Figure Windows . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-9
Multiple Plots in One Figure . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-9
Controlling the Axes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-10
Axis Labels and Titles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-12
Saving a Figure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-13

Editing Plots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-14

Interactive Plot Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-14
Using Functions to Edit Graphs . . . . . . . . . . . . . . . . . . . . . . . . 5-14
Using Plot Editing Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-15
Using the Property Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-16

Mesh and Surface Plots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-18

Visualizing Functions of Two Variables . . . . . . . . . . . . . . . . . . 5-18

Images . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-24

Printing Graphics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-26

Handle Graphics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-28

Graphics Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-28
Setting Object Properties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-31
Finding the Handles of Existing Objects . . . . . . . . . . . . . . . . . 5-33

Graphics User Interfaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-35

Graphical User Interface Design Tools . . . . . . . . . . . . . . . . . . . 5-35

Animations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-37
Erase Mode Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-37
Creating Movies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-38

vi Contents
 Programming with MATLAB
6
Flow Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-2
if . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-2
switch and case . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-4
for . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-4
while . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-5
continue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-5
break . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-6

Other Data Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-7

Multidimensional Arrays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-7
Cell Arrays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-9
Characters and Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-11
Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-14

Scripts and Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-17

Scripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-17
Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-18
Global Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-20
Passing String Arguments to Functions . . . . . . . . . . . . . . . . . . 6-20
The eval Function . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-22
Vectorization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-23
Preallocation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-23
Function Handles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-24
Function Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-24

Demonstration Programs Included with MATLAB . . . . . . 6-27

Symbolic Math Toolbox

7
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-2

Getting Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-4

vii
 Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-5
Symbolic Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-5
Creating Symbolic Variables and Expressions . . . . . . . . . . . . . . 7-6
Symbolic and Numeric Conversions . . . . . . . . . . . . . . . . . . . . . . 7-7
Creating Symbolic Math Functions . . . . . . . . . . . . . . . . . . . . . 7-14

Calculus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-16
Differentiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-16
Limits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-20
Integration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-22
Symbolic Summation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-27
Taylor Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-28
Extended Calculus Example . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-29

Simplifications and Substitutions . . . . . . . . . . . . . . . . . . . . . 7-43

Simplifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-43
Substitutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-51

Variable-Precision Arithmetic . . . . . . . . . . . . . . . . . . . . . . . . . 7-58

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-58
Example: Using the Different Kinds of Arithmetic . . . . . . . . . 7-59
Another Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-61

Linear Algebra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-63

Basic Algebraic Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-63
Linear Algebraic Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-64
Eigenvalues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-68
Jordan Canonical Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-74
Singular Value Decomposition . . . . . . . . . . . . . . . . . . . . . . . . . 7-76
Eigenvalue Trajectories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-78

Solving Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-86

Solving Algebraic Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-86
Several Algebraic Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-87
Single Differential Equation . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-90
Several Differential Equations . . . . . . . . . . . . . . . . . . . . . . . . . 7-92

viii Contents
 MATLAB Quick Reference
A

Symbolic Math Toolbox Quick Reference

B

ix
x Contents
 1

Introduction
About the Student Version . . . . . . . . . . . . . 1-2

Obtaining Additional MathWorks Products . . . . . . 1-5

Getting Started with MATLAB . . . . . . . . . . . . 1-6

Finding Reference Information . . . . . . . . . . . 1-7

Troubleshooting and Other Resources . . . . . . . . 1-8

About MATLAB and Simulink . . . . . . . . . . . . 1-12

1 Introduction

About the Student Version

MATLAB® & Simulink® are the premier software packages for technical
computation, data analysis, and visualization in education and industry. The
Student Version of MATLAB & Simulink provides all of the features of
professional MATLAB, with no limitations, and the full functionality of
professional Simulink, with model sizes up to 300 blocks. The Student Version
gives you immediate access to the high-performance numeric computing power
you need.
MATLAB allows you to focus on your course work and applications rather than
on programming details. It enables you to solve many numerical problems in a
fraction of the time it would take you to write a program in a lower level
language. MATLAB helps you better understand and apply concepts in
applications ranging from engineering and mathematics to chemistry, biology,
and economics.
Simulink, included with the Student Version, provides a block diagram tool for
modeling and simulating dynamical systems, including signal processing,
controls, communications, and other complex systems.
The Symbolic Math Toolbox, also included with the Student Version, is based
on the Maple® V symbolic kernel and lets you perform symbolic computations
and variable-precision arithmetic.
MATLAB products are used in a broad range of industries, including
automotive, aerospace, electronics, environmental, telecommunications,
computer peripherals, finance, and medical. More than 400,000 technical
professionals at the world’s most innovative technology companies,
government research labs, financial institutions, and at more than 2,000
universities rely on MATLAB and Simulink as the fundamental tools for their
engineering and scientific work.

Student Use Policy

This Student License is for use in conjunction with courses offered at a
degree-granting institution. The MathWorks offers this license as a special
service to the student community and asks your help in seeing that its terms
are not abused.
To use this Student License, you must be a student using the software in
conjunction with courses offered at degree-granting institutions.

1-2
 About the Student Version

You may not use this Student License at a company or government lab. Also,
you may not use it for research or for commercial or industrial purposes. In
these cases, you can acquire the appropriate professional or academic version
of the software by contacting The MathWorks.

Differences Between the Student Version and the

Professional Version
MATLAB
This version of MATLAB provides full support for all language features as well
as graphics, external interface and Application Program Interface support, and
access to every other feature of the professional version of MATLAB.

Note MATLAB does not have a matrix size limitation in this Student
Version.

MATLAB Differences. There are a few small differences between the Student
Version and the professional version of MATLAB:

• The MATLAB prompt in the Student Version is

EDU>>

• The window title bars include the words

<Student Version>

• All printouts contain the footer

Student Version of MATLAB

This footer is not an option that can be turned off; it will always appear in
your printouts.

1-3
1 Introduction

Simulink
This Student Version contains the complete Simulink product, which is used
with MATLAB to model, simulate, and analyze dynamical systems.

Simulink Differences.

• Models are limited to 300 blocks.

• The window title bars include the words
<Student Version>

• All printouts contain the footer

Student Version of MATLAB

This footer is not an option that can be turned off; it will always appear in
your printouts.

Note Using Simulink, which is accessible from the Help browser, contains all
of the Simulink related information in the Learning Simulink book plus
additional, advanced information.

Symbolic Math Toolbox

The Symbolic Math Toolbox included with this Student Version lets you use an
important subset of Maple. You can access all of the functions in the
professional version of the Symbolic Math Toolbox except maple, mapleinit,
mfun, mfunlist, and mhelp. For a complete list of all the available functions, see
Appendix B, “Symbolic Math Toolbox Quick Reference.”

1-4
 Obtaining Additional MathWorks Products

Obtaining Additional MathWorks Products

Many college courses recommend MATLAB as their standard instructional
software. In some cases, the courses may require particular toolboxes,
blocksets, or other products. Many of these products are available for student
use. You may purchase and download these additional products at special
student prices from the MathWorks Store at www.mathworks.com/store.
Although many professional toolboxes are available at student prices from the
MathWorks Store, not every one is available for student use. Some of the
toolboxes you can purchase include:

• Communications
• Control System
• Fuzzy Logic
• Image Processing
• Neural Network
• Optimization
• Signal Processing
• Statistics
• Stateflow® (A demo version of Stateflow is included
with your Student Version.)

For an up-to-date list of which toolboxes are available, visit the MathWorks
Store.

Note The toolboxes that are available for the Student Version of MATLAB &
Simulink have the same functionality as the full, professional versions.
However, these student versions will only work with the Student Version.
Likewise, the professional versions of the toolboxes will not work with the
Student Version.

1-5
Random documents with unrelated
content Scribd suggests to you:
regarding this matter, and to give an estimate of the cost. I shall
also be glad to know if you can undertake to complete the work in
the course of next week. A prompt answer will be appreciated,
Yours truly,
Edward Simpson.

85. From a Gentleman to a Firm of House Decorators, Asking

for Time to Settle His Account.

N——, February 3, 19—.

Messrs. Gold, Ruby & Co.,
City.
Gentlemen:—
I am really sorry that I am unable to settle the whole of
your bill to-day; but I send you a check for $25 on account and will
endeavor to let you have the balance, $73.31, on the 21st of next
month.
Yours truly,
Stephen Caldwell.

86. From a Gentleman to a Firm of Publishers, Enclosing

Subscription.

M——, May 10, 19—.

Messrs. Harper & Brothers,
New York.
Gentlemen:—
Enclosed you will find a money order for four dollars ($4),
for which please send to my address a copy of "Harpers Magazine"
for one year, beginning with the first number of the present volume.
 Yours respectfully,
David Strong.

87. To the Baggage Master of a R. R. Depot, Concerning Lost

Baggage.

D——, May 10, 19—.

Baggage Master C. B. & Q. R. R. Co.
Union Depot, City.
Dear Sir:—
On arriving here from N—— this evening over your line,
by the 7:20 train, I gave my check to the Local Express Co.'s agent,
and he has just reported that a large leather portmanteau is missing.
I left C—— on Wednesday, by the 6:30 train, and saw my baggage
checked for D——, over your road. I hold your check No. 27,131.
Kindly trace the missing article by telegraph, and have it forwarded
without delay, as I need it badly. It bears my initial letters, C. S., and
has also a parchment label marked with my name.
I am, Sir,
Yours faithfully,
Charles B. Smith.

88. From a Lady to a Dressmaker, Complaining of

Extravagant Charges.

B——, January 25, 19—.

Mrs. Dudley has received Miss French's account, and is sorry to
find that it is considerably higher than she had expected. She will
call and see Miss French early next week respecting two or three
items which require explanation.
89. From a Lady to a Dressmaker Postponing the Settlement
of an Account.

N——, January 8, 19—.

Mrs. Selborn is sorry she cannot send Miss Jackson a check by
return mail as requested, but hopes to be able to do so in the course
of the next ten days. She had not forgotten Miss Jackson's account,
and is only sorry that she has been obliged to keep her waiting such
a long time for full settlement.

90. From a Gentleman to His Tailor.

D——, December 18, 19—.

Mr. Shears,
City.
Dear Sir:—
The Prince Albert coat you sent me yesterday is a misfit in
every way. It is too large across the shoulders, tight under the arms,
narrow in the chest; the sleeves also are too short, and the collar is
full of wrinkles. Considering that I was measured for it, and that it
was subsequently tried on, there is no excuse for its fitting so badly.
I have this morning returned it to you, and if the alterations are not
made to my satisfaction, I shall of course decline to keep the
garment.
Yours faithfully,
Alfred Sandringham.

91. Applying for a Situation as Teacher.

D——, July 25, 19—.

Secretary School Board,
D——.
Dear Sir:—
Understanding that a vacancy in the faculty of your school
has occurred, I beg leave to offer myself as a candidate for the
position.
I am 20 years old, a widower with one child. Am a graduate of O
—— State Normal School, and have taught successfully for five
years. Please find enclosed a copy of my certificate from the County
Superintendent of——.
Would be willing to teach for the first year at a salary of $1,000.
If you can give me any encouragement, I shall be pleased to make
personal application.
Yours respectfully,
Harold Strong.

92. Recommending a Teacher.

D——, July 24, 19—.

To Whom It May Concern:—
Having learned that Mr. Harold Strong is about to leave this State
to engage in the work of teaching in —— State, I am pleased to say,
that I have known him for over five years, that his character is above
reproach, and that he has shown himself possessed of scholarship,
tact, enthusiasm, ability to keep discipline; in short, of all the highest
qualities of the successful teacher.
I, therefore, earnestly recommend him to any who desire to
employ a competent instructor, feeling confident that he will satisfy
all reasonable expectations.
 Markham Stone.
County Supt. of Schools.

93. From a Lady to Her Lawyer Concerning a Claim Against

Her.

B——, July 6, 19—.

Henry T. Turner, Esq.
Dear Sir:—
This morning, I received the enclosed letter from Messrs.
Barnes & Butler, Mr. White's lawyers, asking for compensation for
damage done to his bicycle by its coming into collision with my
automobile. I will send my driver to you tomorrow morning that he
may explain the nature of the accident, and I think you will see that
no blame attaches to him. Will you have the goodness, after you
have seen him, to write to Messrs. Barnes & Butler to this effect?
Believe me,
Yours very truly,
May Wilkinson.

94. From a Lady to a Lawyer Concerning a Bill of Costs.

C——, January 20, 19—.

Robert Hazard, Esq.,
Counselor-at-Law,
City.
Dear Sir:—
Please find enclosed my check for $126.25, in full
discharge of all claims against me up to date, according to your bill,
which I enclose and desire you to return to me receipted.
 With regard to incurring further costs of any kind, I beg to say
that I do not intend doing so; neither do I wish to take up your
valuable time in correspondence at my expense.
I remain,
Yours respectfully,
Evelyn Story.

Front Position,
Side View.

Correct Position of Body.

 CHAPTER III
PRIVATE BUSINESS
We include under this head, letters on matters of business
between parties that do not belong to the world of affairs.

95. Asking a Friend to Make a Purchase for the Writer.

T——, April 21, 19—.

My Dear Miss Clancy:—
Will it impose too much upon your kindness to ask you to
attend to a little business for me?
I want to buy a nice wrap, and I have no idea what people are
wearing just now. I seldom go to town, as you know, and there are
no styles to study in these parts; indeed, we are very primitive as
regards dress, and I do not like to trust entirely to fashion plates, for
fear of ordering something exaggerated.
Your taste is excellent, and you know so exactly what is most
suitable to my figure and height, that I should feel more than
satisfied if you would choose a coat for me at about $45, for which I
enclose a check.
Have you been buying anything pretty this spring? I know you are
a great authority on dress, and I suppose you brought home some
exquisite gowns from Paris. Are the hats as large as ever? and what
will be the favorite color this season?
We are as usual very quiet down here; but I am going to pay a
few visits in the northern part of the State, next month.
Believe me, dear Miss Clancy, with many thanks in advance,
 Affectionately yours,
Evelyn T. Innes.
P. S.—I enclose measurements.

96. From a Lady Asking a Friend to Visit Furnished Houses

for Rent.

P——, January 10, 19—.

Dear Mrs. Durant:—
We are thinking of coming to visit the city for the rest of the
winter, if we can find a small furnished house to suit us. Messrs.
Roberts & Higgins, Real Estate Agents, of—— B'way, have sent me
several particulars of houses, which they highly recommend.
Would you be so very kind as to go over and examine for me two
houses for which I have received visiting permits (enclosed), and tell
me your opinion of them; whether they are fairly well furnished, and
thoroughly clean—I mean as regards bedding, etc.
They ask a very moderate rent—$30 per week—so that I do not
expect too much in the way of furniture and carpets, and I shall be
satisfied if you could give a satisfactory report as to the general
condition of things in either of these houses.
It would be a real favor if you would do this for me, as I am
anxious to avoid the journey to town which personal attention to this
matter would entail.
Thanking you warmly in advance, and hoping that we shall see a
great deal of each other next winter,
Believe me, as ever,
Very truly yours,
Harriet Billings.
97. From a Lady to a Friend, Asking Her to Engage Rooms at
the Sea-shore.

C——, June 15, 19—.

Dear Mrs. Johnson:—
We have almost decided to spend two months at Long
Branch, and I should much prefer taking furnished apartments to
going to a hotel. I thought perhaps you might be able to recommend
us some rooms where we should be comfortable. If not, would you
mind the trouble of making a few inquiries?
We should like to face the sea if possible, and require a sitting-
room and three bed-rooms, with private bath. I suppose the rent
would be about $25 per week.
Should you see any rooms likely to suit, would you engage them
for us from the 1st of July for eight weeks certain? I fear the place
will be very full, and that without your help we should have no little
difficulty on our arrival in securing desirable accommodation.
I hope we shall have fine weather during our stay at the sea-
shore, and see a great deal of you all.
With our united kind regards, believe me,
Very sincerely your friend,
Ellen Brookes.

98. From a Lady to a Lawyer Requesting His Immediate

Attendance upon Her Father.

B——, February 14, 19—.

Henry T. Turner, Esq.
Dear Sir:—
 My father requests me to ask you to call upon him this
afternoon, if convenient, on urgent business; he seems very anxious,
and begged me to lose no time in sending the message.
Faithfully yours,
May Wilkinson.

99. From a Lady to a Medical Man, Requesting His

Immediate Attendance.

G——, August 10, 19—.

Dear Dr. Stanley:—
My little girl is suffering from a severe sore throat. I shall be glad if
you will call and see her this forenoon. I feel very anxious about her,
and am afraid I ought to have sent for you yesterday.
Very truly yours,
Evelyn G. Dinsmore.

100. From a Lady to a Medical Man, Asking for His Account.

G——, October 3, 19—.

Mrs. Dinsmore presents her compliments to Dr. Stanley, and
wishes to know the amount she is indebted to him for his
attendance on her daughter, as she is going to leave G——, in a few
days.

101. To a Gentleman Concerning a Note the Writer has

Indorsed for Him.

O——, January 9, 19—.

My Dear Robinson:—
 I was persuaded to indorse a note for you on the clear
understanding that the money would be forthcoming at the time
agreed upon, and that I should hear nothing more regarding it. I
yesterday received notice from a Mr. Wilson, whom I do not know,
that the note has been presented at your bank, but payment
refused, and I have, of course, been compelled to pay it at once, at
great inconvenience to myself. You will have the goodness to attend
to this matter immediately, and, allow me to add, you had no right
to deceive me in this way.
Yours truly,
Martin Lloyd.

102. Requesting a Loan from a Friend.

N——, December 10, 19—.

My Dear Williams:—
May I ask a favor of you, with the hope that you will be able to
grant it? I have a most pressing need for $300. Do you think you
could oblige me with that sum for a couple of months, when I shall
refund the amount promptly? I feel the greatest reluctance in
making this request, and only the extreme urgency of the case
induces me to do so, although I feel that, if it is in your power to
serve me, you certainly will not hesitate to do so.
Believe me, dear Williams,
Ever yours,
Harry Denison.

103. Answer to the Above.

N——, December 12, 19—.

My Dear Denison:—
 I hasten to answer your note of Saturday, which reached my
desk this a.m. Nothing would have done me greater pleasure than to
come to your assistance to the full amount requested. But I am
pretty hard up myself, especially toward the end of the year. Still, I
don't feel like leaving an old friend in a hole, and I beg you to accept
the loan of the $100 enclosed, to be returned at your convenience.
I trust that all are well at home. Hoping to see you soon, well and
hearty,
I remain,
Your sincere friend,
Phillip Williams.

104. Asking a Relative for a Temporary Loan.

P——, December 10, 19—.

My Dear Bess:—
I am in great financial trouble at the present moment, being
unexpectedly called upon to pay a heavy bill of costs to my lawyers,
which they demand in a rather threatening manner. You know that I
recently lost an important suit which I found among the assets (?) of
my poor Harry. The bill amounts to $357, and they ask for this
amount within ten days. I am unable to meet this heavy sum just
now, and I write to ask if you would be so very kind as to lend me
$125.
You may depend upon my repaying you as soon as my late
husband's affairs are straightened out; although, I must say, the
resources left me, after all just debts shall have been settled, will be
possibly inadequate to meet my many expenses, which renders this,
may I say extortionate, demand the harder to submit to; but in the
hands of lawyers one feels helpless and powerless. At least this is
my experience of the profession.
 I do trust you may be able to grant my request. I shall be
sincerely grateful to you for any assistance you can give me.
Believe me,
Your affectionate cousin,
Mabel Dwight.

105. From a Lady to Another Concerning a Furnished

Country House.

N——, August 15, 19—.

Mrs. Edwards presents her compliments to Mrs. Robbins; she
understands from her friend Mrs. Ludlow, that Briar Villa is to be let
furnished for next year's season—from May to November—, and she
thinks from the description it would be very likely to suit her;
perhaps Mrs. Robbins will let Mrs. Edwards know when it will be
convenient for her to see it.

106. Answer to the Above.

B——, August 6, 19—.

Mrs. Robbins presents her compliments to Mrs. Edwards, and begs
to thank her for her note respecting her house, but she has already
received an offer for it, which she is disposed to accept. However,
should the matter fall through, she will let Mrs. Edwards know at
once.

107. From a Young Lady Desirous of Securing Farm-House

Board.

S——, May 27, 19—.

Mrs. Silas Marner,
The Uplands Farm, B—— Lake, Minn.
Dear Madam:—
I have had charge for four years of the millinery
department in one of the largest dry goods establishments in this
city. During that period it has never seemed convenient for me to
take a vacation. The time has at last come when I must seek full
relaxation; although not an invalid, I am dreadfully run down. The
doctor prescribes immediate and thorough rest. He says I do not
require medicine, but a month in a quiet home, where I shall have
pure air, plain food and no worry. Miss Etheridge, who is a friend of
mine, and was a neighbor of yours until she came to S——, says the
Uplands Farm is the very place for me, and that you are just the
kindly friend I need to make a month of peace and quiet a season of
perfect delight. I write, therefore, to ask if you could find room for
me in your hospitable home, and on what terms. I promise to give
you little trouble, for I am not an invalid, nor am I given to "fine city
ways," or full of foolish fancies. I want perfect freedom from care
and worry; to sleep, to read, to ramble in the woods and meadows;
anything to give my poor, tired mind and body four weeks of
unbroken rest. Miss Etheridge will write by this mail, and I shall be
glad to hear from you at your earliest convenience, as I should like
to begin my vacation about June 17.
I am, dear madam,
Yours truly,
Selma White.

108. Answer to the Above.

The Uplands Farm,

B—— Lake, Minn. May 29, 19—.
My Dear Miss White:—
 I was a little surprised to find two letters awaiting me at the
post office this morning. I am afraid our mutual friend, Miss
Etheridge, has been drawing a little upon her imagination.
We are a very plain sort of people at the Uplands Farm, as she
knows right well. Still, if simple living, fresh air, and perfect rest is
what you require, I think we can accommodate you. B—— Lake is
within walking distance, and the whole neighborhood is very
beautiful. If $—— for the month's board meets your views, I think I
could undertake to entertain you, with the hope of providing what
you desire.
Pray give my kind regards to Miss Etheridge.
Yours very truly,
Susan Marner.

109. From a Lady Desirous of Placing a Sick Child at a Farm

House.

D——, May 17, 19—.

Mrs. Matthew Jones,
The Hollands Farm, W——.
Dear Madam:—
My little girl, Mary, who is just 11 years old, has been
growing much too fast for her health. The doctor says there is
nothing at all the matter with her, and that she has a splendid
constitution, but thinks a little special attention just now would be of
great advantage to her through life, and he, therefore, suggests that
she spend the coming summer at a farm house, where she would
have the benefit of a simple fare and of living almost entirely in the
open air.
Mary is not an invalid, nor even in delicate health. If you could
make it convenient to board her for the summer, I should esteem it
a great favor. You are not very far from D——, so Mary could
occasionally visit her home and some of us could come out and visit
her; in that way she would not probably be troubled with
homesickness. She is a good, obedient child, and would give you
little trouble. I shall be glad to hear from you at your earliest
convenience.
I remain, dear madam,
Yours truly,
Agnes Williams.

110. Answer to the Above.

The Hollands Farm,

W——, May 20, 19—.
My Dear Mrs. Williams:—
Your letter of the 17th to hand. I think I could make room for
your daughter during the summer if, as your letter indicates, she
would be perfectly content with plain living and the simple comforts
of a farmhouse. I find my second daughter, Sophia, is already
acquainted with your little girl, having met her on two or three
occasions at D—— during the Christmas holidays of last year. This
would make it pleasant for both children.
As to details, since you are not more than two or three hours' ride
from us, would it not be well if you could make the short journey?
Matters could be settled so much easier by an interview than by
letters.
I am,
Yours truly,
Alice Jones.

111. From a Lady to a Teacher of Music.

 Mrs. Howland would be obliged if Signor Leonti would let her
know the terms for a course of twelve lessons at her own residence;
perhaps Signor Leonti would make it convenient to call upon her any
morning during this week before 1 o'clock, when he would be able
to judge of the progress her daughter has already made.
C——, May 7, 19—.

112. Answer to the Above.

Signor Leonti presents his compliments to Mrs. Howland, and begs

to say that his terms are $5 per lesson of forty-five minutes, at
pupil's home; he makes no reduction for a course of lessons. He will
have the honor of calling on Mrs. Howland on Thursday morning at
11.
C——, May 8, 19—.

113. To an Artist Concerning a Portrait.

Mrs. Donaldson is very desirous of having a portrait of her

husband painted by Monsieur Carolus. Will he therefore kindly
appoint the most convenient hour to receive her at his studio, when
the price of the portrait, the number of sittings to be given, and
other details can be discussed.
N——, March 17, 19—.

114. From a Lady Asking Private Reformation about a

School.

N——, June 10, 19—.

Dear Mrs. Beamans:—
 Will you allow me to ask you a few questions respecting a school
kept by the Misses Primley. I understand your little girl is one of their
pupils. Are you thoroughly satisfied with the system of education
followed at this school, and are the domestic arrangements with
regard to comfort and living all that you could wish? My little girl is
rather delicate, and requires care. Do you think she would be happy
in the Misses Primley's charge, and is your daughter likely to remain
with them beyond this term? I should feel grateful for any
confidential particulars you could give me on this to me most
important subject, and hope you will kindly excuse my troubling you
with these inquiries.
Thanking you in advance
I remain,
Very truly yours,
Edith Carrlyon.

115. Answer to the Above.

N——, June 12, 19—.

Dear Mrs. Carrlyon:—
You ask if my daughter is to remain at S—— beyond this term. I
am seriously thinking of having her home at once, as she has not
been at all well lately, and I doubt if the confinement of school hours
altogether agrees with her. I can hardly express an opinion with
respect to the progress she has made in her studies, as she has
been there so short a time. I believe the living is fairly good, but, as
you know, delicate children require especial care and attention. The
Misses Primley's school was not personally recommended to me by
any friend of mine; it came to my notice simply through an
advertisement. I shall be glad to hear that these few lines have been
of some service to you.
Believe me, as ever,
Very truly yours,
 Carlotta Beamans.

Chicago, Jan. 1, '95.

Dear Readers,
This is a sample of business writing, written easily and
rapidly, with the combined movement and a coarse pointed pen.
It is as simple as is consistent with ease and legibility and can be
written continuously, for any length of time, without fatigue.
This style is the natural outcome from the study and practice of
the standard forms.
Very truly,
C. L. Ricketts.
 PART II
FAMILY CORRESPONDENCE

CHAPTER I
INTRODUCTORY REMARKS

"Kind messages, that pass from land to land;

Kind letters, that display the heart's deep history,
In which we feel the pressure of a hand—
One touch of fire—all the rest is mystery."
—H. W. Longfellow.

"Every day brings a ship,

Every ship brings a word;
Well for those who have no fear,
Looking seaward well assured
That the word the vessel brings
Is the word they wish to hear."
—R. W. Emerson.

The nineteenth century is the grandest of all the centuries of time.

It has done more for the education, the culture and the comfort of
the world than all the ages that have gone before. Schools,
seminaries and colleges have increased to an almost fabulous
extent. With the increase in numbers there has been also an
increase in efficiency and influence to such an extent that our
institutions of education have become the glory of our land. In the
eventful years of this century science has marched on with majestic
strides, revealing to the earnest student the long-kept secrets of
nature; while the spirit of invention has been busy through all the
years making the path of life easier to walk, and redeeming our
common life from much of its hardship and drudgery. The railway,
the steamship, the telegraph and the telephone are hard at work
bridging over space, and making minutes sufficient for tasks that not
long ago required months to perform. The printing press is regarded
by common consent as one of the greatest inventions the world has
ever seen. It has been described not inaptly as the miracle of the
fifteenth century. But within the last few years the typewriter has
come to claim a share in its honors, and to take its place among the
most wonderful contrivances of the age.
It would seem as though letter-writing, which half a century ago
was a luxury and a delight, is about to become a lost art, a mere
memory of days of happy leisure. Before the advent of Sir Rowland
Hill, and the establishment of that wonder of our civilization, the
modernized post office, men and women of education occupied their
leisure hours in writing long, delightful letters to their friends.
It is interesting to note that much of the most admirable literature
of the eighteenth century took the form of letters. The best critics
and essayists of that time, such men as Addison, and Steele, and
Pope were aptly described as "men of letters." The severest and
most caustic political strictures ever written were "The Letters of
Junius," though who "Junius" was remains a secret, and will
probably remain so to the end of time.
But the world moves on! The days of leisure are passed, and a
busier age demands quicker methods. In answer to this demand the
writing-machines have appeared. These marvelous labor-saving
inventions have already wrought a revolution in our commercial life,
and they bid fair to put an end to letter-writing in all branches of
commerce and in clerical professions generally. Yet, as long as the
world lasts letter writing will hold an important place; indeed, it will
always be a part of our best life. Business even will sometimes
assume such importance, and involve so many intricate details, that
it will seem that nothing short of a long and carefully written letter,
in which the individuality of the writer appears in the character of his
hand-writing, will fully serve the purpose of the occasion.
There is something formal and official inseparable from a type-
written letter. Type-written letters are more or less all alike, they
have no individuality, are marked by no personal characteristics;
while, on the other hand, no two letters from the pens of different
writers are ever alike. A firm may send a dozen type-written letters
on some important subject, with little or no result. But if the head of
some department, or better still, the head of the firm himself, with
his own hand, write a letter, then the matter is sure to receive
prompt attention. Indeed, any matter of more than ordinary
importance is surely well worth the trouble of a written letter.
In more intimate intercourse, the hand-written letter still reigns
supreme. The mother does not want a machine-written letter from
her son. Type-written letters might be from some other son to some
other mother. She wants to see her son's hand-writing, for to her
loving eyes, his angular, awkward, and even misspelt, letters are a
thousand times more beautiful and symmetrical than any letter any
typewriter ever produced. What ardent lover would care to receive a
type-written letter? Do not lovers fondly linger, and dote, and dream
over the very characters wrought by the hand they love so well? A
letter from a lover's hand is a revelation that no machine-written
letter can ever be. Besides all this, are there not dottings of i's and
crossings of t's, and countless twists, and turns, and underlinings, all
full to the brim of mystic meanings that no typewriter on earth could
convey?
 There are other things, moreover, that it would show very poor
taste to commit to the typewriter. Such, for example, as letters of
condolence or congratulation. No thoughtful, cultured person would
send a letter of condolence to a mother who had lost a child, or a
letter of congratulation on a wedding anniversary, written on a
machine! It would be as far from good taste as though sent from a
printing office in printed form.
Who would have cared to have received type-written letters from
the brave boys who were fighting the battles of freedom thirty years
ago? What treasures those letters were! Written from the battle-
fields, on scraps of paper, with the drum head for a desk. Written in
haste while "the foe was suddenly firing"; crumpled, blotted, and
sometimes stained with blood. How the mothers and sweethearts
kissed the precious missives, and even sturdy fathers were not
ashamed of tears! The straggling, imperfect penmanship was
beautiful, seen by the eyes of love. While love and tenderness
endure, love letters and letters sent home must be written by the
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