taught vs by God in the holy Scriptures What call you the holy Scriptures The word of God contained in the Bookes of the Old and New Testamenâ— Doth this Scripture or word of God containe in it all points of true religion and euerything necessary for the Saluation of a Christian Yea. Tell me then from this Scripture how many Gods there be One What is God An euerlasting Spirit Immortall Inuisible most strong and onely wise How many persons are there Three Which be they The Father the Sonne and the Holy Gâ—ost How is God knowne By his Workes Word and Spirit Who created the World God Whereof did he create it Of nothing and that by his word Who made you God the Father How did he create you In Holinesse and Righteousnesse Why were you thâ—â— created To glorifie God Are you able to doe this of your selfe No. Why so Because I am a sinner How come you to be a sinner seeing you were so perfectly created By the fall of Adam What was his sinne Disobedience against God in eating of the forbidden fruit How comes it to passe that you are become a sinner in Adam Because he was the Father of all Mankinde How doe you proue that you are a sinner By the Testimonie of mine owne Conscience and by the Law of God What is the Law of God A perfect rule of righteousnesse commanding good and forbidding euill the summe whereof is contained in the Commandetmens How many be there Tenne Rehearse them 1 Then God spake all these words and said I am the Lord thy God which hath brought thee out of the Land of Aegypt out of the house of bondage Thou shalt haue no other Gods but mee 2 Thou shalt not make to thy selfe any grauen Image nor the likenesse of any thing that is in Heauen aboue nor in the Earth beneath nor in the water vnder the Earth thou shalt not bow downe to them nor worship them for I the Lord thy God am a jealous God and visit the sinnes of the Fathers vpon the Children vnto the third and fourth generation of them that hate me and shew mercy vnto thousands to them that loue me and keepe my Commandements 3 Thou shalt not take the Name of the LORD thy GOD in vaine for the Lord will not hold him guiltlesse that taketh his name in vaine 4 Remember that thou keepe holy the Sabbath day sixe dayes shalt thou labour and doe all that thou hast to doe but the seauenth day is the Sabbath of the Lord thy God In it thou shalt doe no manner of worke thou and thy Sonne and thy Daughter thy Man-seruant and thy Maid seruant thy Cattell and the stranger that is within thy Gates for in sixe dayes the Lord made Heauen and Earth the Sea and all that in them is and rested the seauenth day Wherefore the Lord blessed the seauenth day and hallowed it 5 Honour thy Father and thy Mother that thy dayes may be long in the Land which the Lord thy God giueth thee 6 Thou shalt doe no Murther 7 Thou shalt not commit Adulterie 8 Thou shalt not Steale 9 Thou shalt not beare false witnesse against thy neighbor 10 Thou shalt not couet thy neighbours house thou shalt not couet thy neighbours wife nor his Seruant nor his Maid nor his oxe nor his asse nor any thing that is his Are these words I am the Lord thy God c. a Commandement or Preface A Preface to the whole Law How be the Commandements diuided Into two Tables or Parts How many be there of the first Table Foure How many of the second Sixe What doe the Commandements of the first Table teach you My duty towards God What doe the Commandements of the second Table teach you My duty towards my neighbour Are you to vse the Commandements as Prayers No because they be no Petitions but Commandements Are you able to keepe them without breaking any one of them in thought word or deed No Why Because I am ready and disposed by nature to offend both God and my Neighbour To what end then serueth the Law To shew vs our miserie and to leade vs to Christ and to be a rule euer after for the well ordering of our liues What is the punishmant for the breach of the Law Eternall destruction both of body and Soule Js there no way to escape it and be saued Yes How By Iesus Christ Who is this Christ The Sonne of God perfect God and perfect Man Could there no other meanâ— or person bee found in Heauen or Earth to saue you but the Sonne of God must doe it No verily Must he needs be God and Man Yes Why First because he must dye for vs and God cannot dye therefore he must be Man Secondly hee must ouercome Death which being onely Man he could not therefore he must be also God did he saue vs As he was Man perfectly righteous hee performed the perfect obedience of the Law and satisfied the justice of God for me And as he was God he ouercame death and raised vp his body the third day Are all men partakers of this benefit of Redemption purchased â—y Christ No there are a number that shall haue their part in Hell with the Diuell and his Angels Who are they that shall haue their part in the death of Christ Onely such as truly beleeue What is Faith Faith is a full assurance of my saluation in Iesus Christ alone Hath euery man this faith in himselfe Noâ— for it is the guift of God and not of nature How is faith gotten By the outward hearing of the Word of God Preached and the inward working of the Spirit How is it strongthened and increased in you By the same preaching of the Word and the vse of the Sacraments and Prayer How shall any man know whether hee haue this true and sauing faith or no By the fruits and markes thereof What be the fruits of faith A hatred of all sin a continuall care to please God in the duties commanded and vnfained loue to Gods word and to his people Rehearse the summe of your faith I beleeue in God the Father Almighty maker of Heauen and earth and in Iesus Christ his onely Sonne our Lord which was conceiued by the Holy Ghost borne of the virgin Mary suffered vnder Pontius Pilate was crucified dead and buried hee descended into Hell the third day he rose againe from the dead he ascended into Heauen and sitteth on the right hand of God the Father Almighty from thence shall he come to judge the quicke and the dead I beleeue in the Holy Ghost the holy Catholike Church the Communion of Saints the forgiuenesse of sinnes the resurrection of the body and the life euerlasting Amen How many parts be there of this Creed Two Which be they The first is of God the second is of the Church vs now come
Scholler of whom thou maist enquire and doe not thinke it any discred it to declare thy want being in a matter pertaining to Grammar or other such things as those of thy condition are vsually vnacquainted with rather assure thy selfe that all wise men will commend thee that desirest knowledge which many reiect but they which refuse to be directed I know are such as delight in their â—oâ—tish ignorance like Scoggius Priest who because he had vsed his old Annumpsimus for these doâ—en yeares would not forsake it for the other new Assumpsimus though it were neuer so good Two things generally you must marke for the vse of this Booke first the true vnderstanding of it in the â—atter secondly the manner of learning it if thou be onely a Scholler then the order of teaching it if thou be also a Teacher And for the first where I professe to teach with farre more ease and pleasure to the learner And therefore with greater speed than others vnderstand the reason Thou hast but two principall things to learne to spell truly any word of one syllable and to diuide truly any word of many For the first I haue disposed syllables so in the first Booke howsoeuer at the first sight they may seeme common as that thou canst meete none but either thou hast it there set downe or at least so many like both for the beginning or end as that none can bee propounded vnto thee that thou shalt not be skilfull in And I haue so begunne with the easiest procâ—eding by degrâ—es vnto harder that they first learned all the other will follow with very little labour These syllables knowne because all words bee they neuer so long or hard be made of them thou hast nothing to learne but to diuide them for which I haue laid downe so easie and certaine Rules beleeue me that haue tryed as that thou shalt neuer â—rrâ— in any hard word I doubt not but thine owne experience shall finde this true and so my promise in that point performed to the full Maruell not why in this first booke I haue differed in writing many syllables from the vsuall manner yea from my selfe in the rest of the worke as templ without e tun with one n and plums not plummes c. My reason is I haue put there no more letters than are of absolute necessitie when in the rest I haue followed custome yea often I write the same word diuersly if it bee vsed indifferently the better to acquaint thee with any kind of writing Touching the speeches at the end of the 1 2 4 7 and 8 Chapters regard not the matter being vaine but my purpose which is to bring thee to present vse of reading words of one syllable which thou hast learned to spell and so thou maist haue nothing in the second booke to learne but onely diuision of words and other hard obseruations The titles of the chapters and notes in the margent which I would alwayes haue thee diligently read and marke will make these things more 〈◊〉 vnto thee Also where I vndertake to make thee to write the true Orthography of any word truely pronounced I must meane it of those words whose writings determined for there are many wherein the best English-men in this Land are not agreed as some write malicious deriuing it from malice other write malitious as from the Latin malitiosus So some write Germane from the Latine some Germaine from the French Neither doe I deale with proper names strange words of Art in seuerall Sciences nor the vnknowne tearmes of peculiar Countries if they differ from ordinary rules vnlesse sometimes vpon some speciall occasion I know ere this thou thirstest that art a Teacher to heare how thou maist with more ease and profit teach a hundred Schollers than before forty follow my aduice and I warrant the successe Let euerie one of thy Schollers for the best thou hast shalt learne that heere which hee neuer knew neither needeth he any other for English prouide and vse this Booke then diuide thy Schollers in 2 3 or 4. sorts as thy number is for moe thou needest not although thou hast a hundred Schollers place so many of them as are neerest of like forwardnesse in one lesson or fourme as in Grammer Schooles and so goe thorow thy whole number not making aboue foure companies at the most so that thou shalt haue but foure Lectures to heare though thou hast a hundred Schollers whereas before thou hadst forty Lectures though but forty Schollers Then when thou wouldest heare any fourme call them forth all be they ten twenty or more together heare two or three that thou most suspectest to be most negligent or of dullest â—onceit and let all the other attend or let one read one line sentence or part another the next and so thorough so that all doe somewhat and none know when or what shall be required of him encourage the most diligent and tenderest natures And thus doubt not but thou shalt doe more good vnto twenty in one houre than before vnto foure in seuerall lessons For the apposing each other as I haue directed in the end of the second Booke emulation and feare of discredit will make them enuy who shall excell By this meanes also euerie one in a higher fourme shall be well able to helpe those vnder him and that without losse of time seeing thereby hee repeateth that which hee lately learned Now touching the framing and sweet tuning of the voyce I haue giuen thee this helpe I haue added for prose all sorts of stile both dialogue and other and for verse Psalmes and other verses of all the seuerall sorts vsualâ— which being well taught will frame thee to the naturall reading of any English But here I must make earnest request vnto all carefull Ministers that as they tender the good education of the youth in their Parishes they would sometimes repaire vnto the Schooles of such Teachers as are not GraÌ„marians to heare their children pronounce and to helpe such with their direction that desire to vse this Booke in their Schooles for it is lamentable to see into what ignorant handling silly little children chance which should at the first bee most skilfully grounded which is the onely cause of such wofull ignorance in so many men and women that cannot write without great error one sentence of true English therefore let Parents now be wise vnto whom they commit their children But to returne to my teaching Tradesmen If thou desirest to be informed how to teach this Treatise marke diligently the directions giuen in all places of the Booke and as thy Scholler is in saying his lesson marke what words he misseth and them note with thy pen or pin and let him repeat them at the next Lecture and so vntill he be perfect not regarding those where he is skilfull And let his fellowes also remember them to appose him in them in their appositions But mee â—hought I heard thee say that my reasons
thrée or moe Consonants together in the middest of a word Ma. Yea altogether For as many Consonants as can must be joyned and the rest diuided Schol. How many Consonants may come in the beginning of a word Ma. Thrée and no more therefore if in the midst there come foure or mo they must be diuided although foure may end a syllable as in words Schol. How shall I be sure which thrée may be joyned Ma. They are all set downe in the beginning of the fift Chapter of the first book But for more plainnesse sake I will giue euery one of them an example whereof wée haue an ordinary English word as scraps skrew shrink stroke spilt spring thrall twhiâ—e Schol. Giue an example for diuiding of these words wherein many consonants come together Mast One or two may serue if you remember what hath béen taught As for this word con-straine you may not say co-nstraine nor cons-traine const-raine nor constr-aine but con-straine because ns cannot begin a syllable str can therefore it must begin it so im-ploy King-dome destruction ac-know-ledge trans-gresse c. And this rule must you carefully still-practice that you may readily giue the reason in all such words why euery consonant must goe to this syllable rather than to that But still looke as before that soâ—le compound words must be markt as mis-take dis-like transpose with-out through-our c. Which if they had béene simple words we must haue spelled them thus mi-stake dislike tran-spose as yée haue learned because in composition euery word must haue his owne letters not mingled with other Schol. But Sir some men spell deriuatiue words thus speak eth strength en-ing otherwise than you haue taught Mast I know it well yet because if such words should be so spelled we must for them frame new rules which were to bring a néedlesse oppression on childrens memories and that the former rules can bring no inconuenience in any word therefore follow them without feare or doubt And thus may you by this that you haue learned spel truly certainly with judgment any English word that can be laid before you Schol. Object Although all men will grant that these rules must of necessity bring a spéedy course of readiâ—g to as many as are of yéeres able to discerne yet many will not easily beléeue that little children can conceiue them and make vse of them and then they will rather bring confusion than profit Mast Answ But experience hath taught the contrary for a child of an ordinary capacity will and hath easily conceiued these rules being orderly taught But discretion must be vsed not to trouble them with any new rule before they be perfect in the old The words of art here vsed are not aboue eight in all the most of them I would haue the child learne while he is learning to spell in the first booke as I haue giuen dâ—rection there in the beginning which words there and rules héere being orderly taught as is prescribed neuer by the blessing of God doubt of a comfortlesse successe therefore I wish that no man with a preindicate opinion doe reiect them before he hath made good tryall vpon some ordinary wits but would haue all such as teach to reade that they would make their Schollers as perfect in the rules of these thrée Chapters as may bée being of the chiefest necessity and vse the other that follow because some of them be more hard containing onely difference of sounds of our English letters and other obseruations for true writing if your child be very young or dull trouble him with vnderstanding no more of them than he is fit to containe and vse yet let him learne to reade them all for it were granted that he could vnderstand none of them no nor some of the former yet while he reades them he learneth as much and goeth on as fact as by reading any other matter For I demand what he vnderstands when hée readeth a Chapter in the Bible Yet will no man deny him profit by reading And this hath made me longer by the one halfe for plainnesse sake than otherwise I might knowing that in practising to reade he looseth not his labour Although these three Chapters be of greatest vse for Readers yet let your Scholler diligently reade the rest For although he doe not vnderstand some of the rules following at the first reading yet he may at the second CHAP. IIII. This Chapter layeth forth a more full declaration of certaine rules mentioned before as of e in the end of a word of those letters which are not pronounced and for writing any words of the plurall number Schol. I Remember you told me the e in the end of a word is not pronounced beside that it draweth the syllable long it also changeth the sound of Letters I pray which are they Ma. It changeth the sound of these letters u c g. when any of these vowels go before as au eu iu ou ac ic oc uc ag ug so iu ag ig as in * hau haue leu leue lou loue so caue saue salue hiue thriue so a without c is sounded like k but ace with e like ase as in accord but place race so lic lice truc truce also ag age as stag stage so cag cage so â—â—g huge deluge so hang strange string fringe so larg large in most of which e doth also draw the syllable long aâ— you saw in ag age hug huge Where you must marke that the sound which g hath in age and huge being long in short syllables is made by putting d before g as in badg trudg So it is also when e i or o come before g as leg ledge rig ridge log lodg which vowels before g are neuer long except in leig sieg which is the putting in i. Schol. But Sir you haue vsed e in the end of many words not sounded when neither it changeth sound nor maketh the syllable long why is that Ma. Wée sée it indéed often but rather of custome as they say for beautie than of necessitie as after i but not after y as in bie by and after two consonants or a consonant doubled as in article angle barre chaffe sonne whereas the learned languages neither double the consonant nor vse such e as the Latines say mel as ros we mell as rosse And sometime we vse not e when the word is long as after ll as in all fall shall yea we vse as longer without e than asse with it Yet sometime we vse e after two consonants to draw the syllable long for difference sake principally if the end of them be l as in cradle ladle least they should be pronounced short like saddl ladl which some men would distinguish by doubling dd as saddle But it is both vsuall and néedlesse to write bibbl and chilld to make them differ from bible and child And some pronounce these words blind find behind short other blinde finde behinde with e long
THE ENGLISH SCHOOLE-MASTER Teaching all his Schollers of what age soever the most easie short and perfect order of distinct Reading and true Writing our English-tongue that hath euer yet beene knowne or Published by any And further also teacheth a direct Course how any vnskilfull person may easily both vnderstand any hard English words which they shall in the Scriptures Sermons or elsewhere heare or reade and also be made able to vse the same aptly themselues and generally whatsoeuer is necessarie to bee knowne for English speech so that hee which hath this Booke onely needeth to buy no other to make him fit from his Letters vnto the Grammar-Schoole for an Apprentise or any other his priuate vse so farre as concerneth English And therefore is made not onely for Children though the first Booke bee meere childish for them but also for all other especially that are ignorant in the Latine-tongue In the next Page the Schoole-Master hangeth forth his Table to the view of all beholders setting forth some of the chiefe commodities of his Profession Deuised for thy sake that wantest any part of this skill by Edward Coote Master of the Free-Schoole in Bury St. EDMOND Perused and approued by publike Authoritie and now the Eighteenth time imprinted with certaine Copies to Write by at the end of this Booke added LONDON Printed for the Company of Stationers 1630. ☜ The Schoole-master his Profession I Professe to teach thee that art vtterly ignorant to Reade perfectly to Write truely and with judgement to vnderstand the reason of our English-tongue with great expedition ease and pleasure I will teach thee that art vnperfect in eyther of them to perfect thy skill in few dayes with great ease I vndertake to teach all my Schollers that shall be trained vp for any Grammar Schoole that they shall neuer erre in writing the true Orthography of any word truely pronounced which what ease and benefit it will bring vnto Schoole-masters they best know and the same profit doe I offer to all other both Men and Women that now for want hereof are ashamed to write to their best friends for which I haue heard many Gentlemen offer much I assure all Schoole-masters of the English-tongue that they shall not onely teach their Schollers with great perfection but also they shall with more ease and profit and in shorter time teach a hundred Schollers sooner than before they could teach fâ—rtie I hope by this plaine and short kind of teaching to incourage mady to read that neuer otherwise would haue learned And so more knowledge will hee brought into this Land and moe Bookes bought than otherwise would haue beene I shall ease the poorer sort of much charge that they haue beene at in maintaining their childâ—en long at Schoole and in buying many Bookes Strangers that now blame our Tongue of difficulty and vncertainty shall by mee plainly see and vnderstand those things which they haue thought hard J doe teach thee the first part of Arithmeticke to know or write any number By the practice therunto adjoyned all learners shall so frame and tuâ—e their voyces as that they shall truely and naturally pronounce any kind of stile eyther in prose or verse By the same practice Children shall learne in a Catechisme the knowledge of the principles of true Religion with precepts of vertue and ciuill behauiour J haue made a part of a briefe Chronologie for practice of reading hard Words wherein also thou shalt bee much helped for the vnderstanding of the Bible and other Histories and a Grammer Scholler learne to know when his Authors both Greeke and Latine liued and when the principall Histories in them were done J haue set downe a Table contayning and teaching the true writing and vnderstanding of any hard English word borrowed from the Greeke Latine or French and how to know the one from the other with the interpretation thereof by a plaine English word whereby Children shall bee prepared for the vnderstanding of thousands of Latine words before they enter the Grammer Schoole which also will bring much delight and judgement to others Therefore if thou vnderstandest not any word in this Booke not before expounded seeke the Table Jf I may bee generally receiued J shall cause one vniforme manner of Teaching a thing which as it hath brought much profit vnto the Latine tongue so would it doe to all other Languages if the like were practised Finally J haue giuen thee such Examples for faire Writing whereby in euery Schoole all bad hands may be abandoned that of thou shouldest buy the like of any other which thou shalt seldome finde in England they alone will cost thee much more money than I aske thee for my whole Profession If thou desirest to bee further satisfied for the performance of these things reade the Preface where thou shalt also see the reason of some things in the first Booke which thou mightest otherwise dislike The Preface for directions to the Reader OTher men in their writings gentle Reader may justly vse such stile as may declare learning or eloquence sit for a Scholler but I am enforced of necessity to effect that plaine rudenesse which may â—it the capacitie of those persons with whom I haue to deale The learneder sort are able to vnderstand my purpose and to teach this Treatise without further direction I am now therefore to direct my speech to the vnskilfull which desire to make vse of it for their owne priuate benefit and to such men and women of trade as Taylors Weauers Shop-keepers Seamsters and such other as haue vndertaken the charge of teaching others giue me leaue therefore I beseech thee to speake plainely and samiliarly to thee yea let me intreate thee to giue diligent regard to those thingâ— which I shall deliver vnto thee I seeke nothing by thee but thy owne pleasure ease profit the good of theschollers If peraduenture for 2 or 3. dayes at the first it may seeme somewhat hard or strange vnto thee yet bee not discouraged neither cast it from thee for â—f thou take diligent paines in it but 4. dayes thou shalt learne many very profitable things that thou neuer knewest yea thou shalt know more of the English tongue than any man of thy calling not being a Grammatian in England knoweth thou shalt teach thy Schollers with better commendation and profit than any other not following this order teacheth thou maist sit on thy shop boord at thy Loomes or at thy needle and neuer hinder thy worke to heare thy Schollers after thou hast once made this little booke familiar to thee The practise and order of study I know is a stranger vnto thee yet must thou now be sure that thou passe not ouer any one word before thou well vnderstandest it If thou caâ—st not find out the meaning and true vse of any rule or word and hauing none present to helpe thee make a markethereat with thy Pen or Pin vntill thou meetest with your Minister or other learned
haue perswaded thee to bee willing to â—each this but thou canst not moue all their Parents to bee willing to bestow so much mony on a Booke at the first Tell them from mee that they need buy no more and then they shall saue much by the bargaine But they will reply that his little yong child will haue torne it before it be halfe learned Then answer him that a remedy is prouided for them also which is this First the Printer vpon the sight hereof hath framed his Horn-booke according to the order of this book â—aking the first part of my second page the matter thereof which in my opinion â—â—e did with good reason for a child may by this Treatise almost learne to spell â—â—rfectly in as little time as learne well the other Horne booke But this latter â—â—ing first learned being the ground worke of spelling all the rest of this work will 〈◊〉 gotten with small labour Secondly I haue so disposed the placing of my first â—â—oke that if the child should teare out euery leafe as fast as he learneth it yet it â—â—ll not be greatly hurtfull for euery new following Chapter repeateth and teachâ—â—h againe all that went before I hope if he be a reasonable man that this anâ—â—er will suffice Touching my Chronologie and Table I haue before the enâ—â—ce into them prefixed the manner how to vnderstand the vse of them whereâ—â—â—o I referre thee hauing beene already ouer-tedious For the particular ordiâ—â—â—y sounding of the letters I wholly omit leauing it to the ordering of the Teaâ—â—â—r especially it being before sufficiently and learnedly handled by another Thus â—â—e I so plainely pratled and lisped vnto thee as that I hope thou vnderstandest purpose and single heart for thy good which if I find accepted I may perâ—â—â—enture hereafter proceed in my course for the easie and speedie attaining the â—â—â—rned Lâ—nguages an argument which as it is more pertinent to my professiâ—n so might it rather be expected from me than this poore Pamphlet But in the meane time if in this thou find my words true accept my good will and giue glory to GOD. A. a. b. c. d. e. f. g. h. i. k. l. m. n. o. p. q. r. r. s s. t. v. u. w. x. y. z. A. B. C. D. E. F. G. H. I. K. L. M. N. O. P. Q. R. S. T. V. W. X. Y. Z. A. a. b. c. d. e. f. g. h. i. k. l. m. n. o. p. q. r. s s. t. v. u. w. x. y. z. A. B. C. D. E. F. G. H. I. K. L. M. N. O. P. Q. R. S. T. V. W. X. Y. Z. Ae. A. a. b. c. d. e. e. f. g. h. i. k. l. m. n. o. p. q. r. s s. t. v. u. w. x. y. Z. z. A. A. B. B. C. C. D. D. E. E. F. G. G. H. J. I. K. L. M. M. N. N. O. P. P. Q. Q. R. S. T. V. V. W. X. Y. Z. Ae. ct ij fr. fi si sh fl sl ff ss ss st st The first Booke of the English Schoole-Master CHAP. I. TEaching all Syllables of two Letters beginning with the easiest and joyning them together that are of like sound as you may perceiue by placing c betwixt k and s and coupling them as you see and then teaching to read words of two Letters When your Scholler hath perfectly learned his Letters teach him to know his vowels and after two or three dayes when hee is skilfull in them teach him to call all the other letters consonants and so proceed with the other words of Art as they stand in the Margent neuer troubling his memory with a new word before heâ— be perfect in the old  a e i o u a e i o u  Ab eb ib ob ub Ba be bi bo bu  Ad ed id od ud Da de di do du  Af ef if of uf Fa fe fi fo fu  Ag eg ig og ug Ga ge gi go gu  Ah eh ** oh ** Ha he hi ho hu  Al el il ol ul La le li lo lu  Am em im om um Ma me mi mo mu  An en in on un Na ne ni no nu  Ap ep ip op up Pa pe pi po pu  Ar er ir or ur Ra re ri ro ru  At et it ot ut Ta te ti to tu  Ak ek ik ok uk Ka ke ki ko ku  Ac ec ic oc uc Ca ce ci co cu  As es is os us Sa se si so su  Az ez iz oz uz Za ze zi zo zu Dipâ—â—ongs Ai ei * oi * Ia ie ji io iu Now you may teach your Scholler that hee can spell nothing without a Vowell Ay ey * oy * Ya ye ** yo ** Au eu * ou * Va ve vi vo vu Aw ew * ow * Wa we wi wo **  Ax ex ix ox ux Qua que qui quo ** Teach him that y is out for i the vowell and make him readâ— these lines distinctly If you doe ill fy on vs all Ah is it so hee is my foe Woe be to me if I doe so Vp go on loe I see a pyâ— So it is if I doe lye Woe is me oh I dye Ye see in me no lye to be CHAP. II. TEacheth to ioyne the two former sorts of syllables together I meane ab and ba. and so the rest with practice of reading the same sorts of words of three Letters And here you see that this and euery new Chapter doth so repeate all that went before that your Scholler can forget nothing Ba bab ba bad ba bag ba bar bat bay Be bed be beg be bet Bi bid bi big bi bil bi bit Heere you may teach your Scholler to call these words syllables and that so many letters as wee spell together wee call a syllable And you may repeate the first two letters as often as the capacitie of a Child shall require it And for the more pleasuâ—e of the child I haue vsed such syllables as are vsed for English words Bo bot bo bon bos bo box boy Bu bud but bug bu bul bu but buâ— Da dad dag da dam daw day De den det de dew Di did dig dim din dip Do dog dol do dop dor dot dow Du dug dul du dun Fa fal fan far fa fat Fe fed fel fe fen few Fi fil fin fir fit Fo fog fop for fo fox Fu ful fur Ga gad gag ga gap gay Ge ges get Gi gib gig gil Go gob god got Gu gub gug gul gu gum gun gup got Ha had hag hap ha hat haw hay He hed hel hem hen hew Hi hid hil him hi hip his hit Ho hog hod ho hom hot hop Hu huf hug hul hu hum hue La lad lag lap la las law lay If your Scholler bee ready in the former termes of
mee so grosse and so far out of the way that he will whâ—p me well â—o that I may know what I am to doe CHAP. V. SEtteth downe all Syllables of foure Letters beginning with three Consonants Secondly joyneth them like the former Chapter with like practice of reading Lastly it teacheth syllables made of Dipthongs Appose your Scholler in these as I willed you in the third Chapter for the same purpose the first of these is euer s or th Scra scre scri scro scru Skra skre skri skro skru Scla scle scli sclo sclu Skla skle skli sklo sklu Shla shle shli shlo shlu Shra shre shri shro shru stra stre stri stro stru spla sple splt splo splu spra spre spri spro spru thra thre thri thro thru thwa thwe thwi thwo Scra scrap scrat skre skru scre scrub Shra shrap shre shred shrew shri shrig shril shru shrub shrng Stra strag strau stray stre stres stri strop strut Spla splay spli split Spra sprat spre spred spri sprig Thra thral Thro throt Thru thrum Make your scholler know perfectly these Dipthongs and vse him to spell the two last by their sound and not call them double ee or double oo Ai ail â—ail quail stai staid brai brain twain wai waie Bra brau braul scaul lau laud. Toi toil boi voil spoil Ioi ioin coin hoi hois Ou our your out stout fou foul soul cloud hou hous Fée féed bléed shée shéep fée féel héel quéen Bo boo book look hook hood stood good fool hool stool CHAP. VI. TEaching all Syllables of three Letters that can end any word with two consonants The former Chapters do fully teach to begin any word these are for endings which wee call terminations therefore heere I am enforced to vse syllables that are not words Abl ebl obl ubl Abs ebs ibs obs ubs Ach ech ich och uch Acl Akl ecl ekl icl ikl ocl okl ucl ukl Adg edg idg odg udg Ads eds ids ods uds Alf elf ilf olf ulf Ald eld I ld old uld Alk elk ilk olk ulk Alm elm ilm olm ulm Alu elu ilu olu ulu Alp elp ilp olp ulp Al 's els ils ols uls Alt elt ilt olt ult Amb emb imb omb umb Amp emp imp omp ump Ams ems ims oms ums And end ind ond und Ang eng ing ong ung Ank enk ink onk unk Ans ens in s on s uns An t ent in t on t unt Apl epl ipl opl upl Aps eps ips ops ups Apt ept ipt opt upt Arb erb irb orb urb Ard erd ird ord urd Arf erf irf orf urf Arg erg irg org urg Ark erk irk ork urk Arm erm irm orm urm Arn ern irn orn urn Arp erp irp orp urp Ars ers irs ors urs Art e rt irt ort urt Ash esh ish osh ush Ask esk isk osk usk Asl esl isl osl usl Asp esp isp osp usp Ast est ist ost ust Aith eith i th o th uth Atl etl itl otl utl At s ets its ots uts CHAP. VII ADioyneth the syllables of the former Chapter with the first of the first Chapter and others that begin syllables with such practice of reading as before Babab babl Gagad gadl wrab wrabl scrabl Pe ped pedl Bi bib bibl nibl dri dribl scri scribl Co cob cobl bobl go gob gobl hob hobl Hu hub hubl stu stub stubl Cra crab cras dra drab dras stab stabs We web webs Ri rib ribs Lo lob lobs so sob sobs Tu tubs stubs Ri ich rich whi which Mu uch much su such La lad lads shad shads squads Be bed beds peds Li lid lids Go god gods rods Ba baâ— batl snact Mu mufl shufl rufl Ha haf haft craft De def cleft Gi gif gift lift rift si sift clift Lo lof loft soft Hu huf huft tuft La lau laugh Hi high nigh plo plou plough thro through Da dag dagl gag pagl wagl dragl stragl Gi gigl higl wri wrig wrigl Go gog gogl stru strug strugl Ba bal bald sca scau scaul scauld He hel held geld Gi gil gild mil mild pild child wi wild Bo bou bould gould hould would should Cu culd Ca cal calf half ralf Pe pel pelf self shelf twel twelf Gu gul gulf Ba bal balk chalk walk stalk Mi mil milk silk Yo yol yolk Hu hul hulk Ba bal balm ealm palm He hel helm Fil film Hol holm Fa fal faln Sto stol stoln swo swoln Sca scal scalp He hel help Whe whelp Gu gul gulp Fa fal fals Pu pul puls Fa fal falt Sha shalt Be bel belt felt melt smelt Gi gil gilt hilt tilt wilt spilt * La lam lamb Kem kemb Com comb Dum dumb thumb Cam camp damp lamp cramp stamp Shri shrim shrimp Po pom pomp Du dum dump Iu ium tump cump stump Da dam dams hams Ste stem stems Plu plum plums Da dau daua daunc faunc iaunc launc chaunc Fe fen fenc penc henc Qui quiuc stâ—c Oâ— oun ounc Ba ban band hand land sand wand Ben bend lend spend send Fi fin find blind wind Bon bond Ho houn hound round Ha han hang. Si sin sing thing string Yo you yong strong wrong Du dun dung Ba ban bank rank blank flank frank shank Li lin link brink pink drink shrink Mon monk Pa pan pant plant gra graunt haunt Be ben bent lent ment rent went shent spent Di din dint mint flint mint splint Fo fon font wont Hu hunt lunt blunt Da dap dapl grapl gripl Ni nip nipl Co cou coupl Ca cap caps raps traps chaps Hip hips lips quips So sop sops tops chops drops strops Ca cap capt grapt lapt chapt shrapt Ke key kept Di dip dipt ript tipt slipt skipt tript stript Do dop dopt sopt copt cropt Su sup supt He her herb Cu cur curb Ca car card gard lard quard ward yard Be ber berd Gi gir gird Lo lord word Cu cur curd Ca car carf dwarf scarf wharf Tu tur turf Ba bar barg larg charg Ve ver verg Di dir dirg Go gor gorg Su sur surg spurg Ba bar bark dark hark mark park clark spark Wo wor work Lu lur lurk Ba bar barm farm harm warm charm swarm Te ter term Fi fir firm Wo wor worm storm Ba bar barn warn yarn Fer fern quern stern Bo bor born corn torn Bu bur burn turn spurn Ca car carp harp warp sharp Ver vers Wo wors Cu cur curs purs Ca cart dart hart part quart wart smart swart Di dir dirt For fort sort short Hu hur hurt Da dash da * ash lash ra rash gua guash Fre fresh Fi ish fish Gu ush gush push rush tush blush brush crush Ca cas cask mask task Des desk Hu hus husk musk Fri fris frisâ— wrist Mu mus must rust Ga gas gasp hasp rasp wasp Ri risp wisp crisp Cas cast fast hast last
tast vast wast chast Be bes best ie iest nest rest west yest chest wrest Fi fis fist list wist Co cos cest host lost most post Du dus dust lust must rust Ra rat ratl pratl Ke ket ketl Ti titl spitl Ru rut rutl Ba at h bath say saith hath lath at h saith wrath Wi ith with sith Do oth moth mouth south flouth Thru thrust Thra thre thresh Thro throng Thwa thwai thwait thwaits Tell me now in truth How rich art thou What hast thou that is thine owne A cloth for my table a horse in my stable Both bridle and saddle and a child in the cradle But no bag of gold house or free-hold My Coine is but small finde it who shall For I know this my selfe it is all but pelfe Both cow and calf you know not yet half She doth yeeld me milke her skin soft as silke I got without help a cat and a whelp A cap and a belt with a hog that was gelt With a pot of good drink full to the brink And I had a Lark and a Fawn from the Park Thus much in haste may serue for a taste And so I must end no vaine word to spend CHAP. VIII TEaching words ending first in three then in foure Consonants containing the hardest sâ—llables of all sorts with practice of reading â—he same Cat ca caught naught taught Ey eight Hei height weight Si sight bright Bou bought ought fought wrought sought Ru rug rugl rugls Bel belch welch Fi fil filch milch pilch Am amb amble bramble Scra scramble Ni nimbl wimbl Fu fum fumble mumble stumble Ni nim nimph Am amp ampl sampl crampl Tem templ Pim pimpl Pu pum pump pumpl Pomp pomps Pumps Ba blaâ—ch branch panch Ben bench wench wri wrinch Ca can candl handl Spren sprendle Ma man mantl Spra spran sprantl Grun gruntl Ten tenth Ni nin ninth De dep dept Ca cam camp campt stampt Tem tempt Stum stump Ki kind kindl spindl Bu bun bundl An ankl Wri wrinkl sprinkl Un vncle Man mangl tangl strangl wrangle Min mingl singl Ga gar garb garbl marbl warbl Cu curb curbl Ci cir circ circl Far fard fardl Gir girdl Hu hur hurdl Gar gargl Hu pur purp purpl Ki kir kirt kirtl mirtl Tur turt Wo wor world Cu cur curld Ca cast castl Wra wrast Thi thist thistl Iust iustl Da dash dasht lasht swasht Pu push pusht rusht As ask askt Cla clas clasp clapt Ca catch watch scratch It itch witch Words ending in foure consoâ—ants most of â—hem being the plurall number Len length strength Eygh weight weights Hand handl handls Spin spindls hardls girdls Turtls Worlds As I went through the Castle-yard I did chance to stumble in a queach of brambles so as I did scratch my heeles and feet and my gay girdle of gold and purple Then I sought how I might wrastle out but I dasht my hands into a bundle of thistles till at length by the strength of mine armes and legs I wrought my self out but did catch a cough and caught a wrench in mine ankle and a scratch on my mouth but now I am taught whilest I am in this world how to wrangle with such as are too strong and full of might for me The end of the first Booke The second Book of the English Schoole-MASTER Wherein are taught plaine and easie Rules how to diuide truely and certainly any long and hard word of many Syllables with Rules for the true writing of any word CHAP. I. In this Chapter are set downe the words of Art vsed in this Treatise with other necessary rules and obseruations especially for words of one Syllable both for true writing and reading I diuide your syllables for you vntill you haue rules of diuision and then I leaue you to your rule Master DOe you thinke your selfe so suf-fi ci-ent-ly in-struc-ted to spell and read distinctly any word of one syl la-ble that now we may procéed to trach Rules for the true and easâ—â— di-ui-si-on of any word of ma-ny syl-la-bles Scholler Sir I doe not well vnderstand what you meant by a syl-la-ble Mast A syl-la-ble is a perfect sound made of so many letters as we spell together as in di-ui-si-on you sée are foure syl-la-bles Schol. Now maâ—ny let-ters may be in a syl-la-ble Ma. A-ny num-ber vâ—-der niâ—â— as I do say that welsh knight brougâ—t strength Schol. What let-ters make a syl-la-ble a-lone Ma. Any of the vowels a e i o u as a-ny e-uill I-doll o uer-tur-neth v-ni ty Schol. But Sir I sometime find two vowels to-ge-ther in one sylâ—able what shall I doe with them Ma. You must then call them a Dipthong which is nothing else but a sound made of two vowels Schol. Will any two vowels make a Dipthong * Teach that any two vowels that will make a perfect sound is called a Dipthong Ma. No noâ—e that are fully soun-ded but these oi ei oi au eu ou oo ee as in say either coin taught eu eu-nuch ought good feed Which when you finde you must joyne to-ge-ther ex cept in some proper names as in Beer-she ba Natha-ni-el so in see eth agree-ing and such words where a syllable begins with e or i is added to a per-fect word ending in e as see a-gree de-gree But aa oo and such like make no dipthongs and therefore may not be ioyned Schol. Yet doe I finde ia ie io iu va ve vi vo ioyned toge ther as in Iames Iesus ioyne Iudas va-lew ve-ri-ly visir vow I pray you are they then no dipthongs Mast No for i and v. ioy-ned with a vo-well in the be-gin-ning of a syl-la-ble are tur-ned from vo-wels in-to con-so-nants as A hi-iah Schol. What meane you by a Consonant Mast I meane all the other let-ters ex-cept the vo-wels which can spell nothing without one of the vo-wels as take e out of strength and strngth will spell nothing Schol. Why Sir y did euen now spell a word yet is there in it none of the fiue vowels Ma. Indéed y is often vsed for i when it is a vo-well but when they be Con-so-nants they differ for y is also a Con-so-nant when it is ioyned in the beginning of a syl-la-ble with a vo-wel as in yes you so iet dif-fe-reth from yet and such like Schol. I pray you shew me the reason why in like which was the last word you vsed and in many other before you put in the end which is not sounded Ma. This letter in the end of a word not sounded hath two principall vses The first and chiefest is to draw the syl-la-ble long as he is made mad A Mill dam. A â—â—rewd dame My man hath cut my horse mane A great gap gape wide Spare this Spar. Be ware of war * Feed vntill thou hast well fed * In this sound when e is long it is commonly doubled and made a Dipthong Make your Schollers very perfect in these and then
Which e if we should write after some words it would vtterly ouerthrow the naturall sound as if we should write hang with e thus hange we must pronounce it like strange and hence ariseth the difference of the last syllable in hanger and stranger So words sounding as long song and ending in ing as reading writing if they should haue e would sounded like fringe hinge as swing him in a rope swinge him with a rod which must not be written with dg frindg as some thinke as the former examples shew and these words fringed hingell where d is neuer written Schol. If this be custome without reason what certainty shall I hold Ma. Although it were good and easie both for our owne Country learners and for strangers that certaine rules were knowne and practised which thing might easily be done yet because it lyeth not in vs to reforme I wish you rather to obserue the best and follow that which we haue than to labour for innouation which wée cannot effect And let this admonition serue for all customes in the rest Schol. I remember you promised mée to set downe those words which haue other letters besides c either not at all or but little pronounced Mast I will either set you them downe or else giue you rules to know them Marke them therefore as they follow is not pronounced when ea or oa come together as in earth wealth beautie abroad toat boat Where a doth draw the syllable long like e in the end as appeareth by these words Beast best bread bed goad god coast cost as if you wrote brede gode c. And hereupon this word yeare yeere yere is diuersly written yet we say be-atitude create cre-a-tor c. but creature and in forreigne proper names wée commonly pronounce both as in Ichoshable-ath Gile-ad Teco-a Bo-az e Not pronounced in George trueth i In shield field priest chief brief shrieue grieue siege Maister their view mischiefe fierce friese atchieue marueil reliefe griefe biere adiew interfier kirchiefe lieutenant fruit suit bruise bruit o In people floud bloud yeoman ieopardy u In guest guife buy guide prologue build tongue guile guilty conduit league dialogue plague epilogue sinagogue b In lamb comb thumb debt doubt bdelium c In backe packe decke pecke licke sticke rocke knocke hucke lucke And all alike for we vse no short words ending in e without k so in these that end in ackle eckle ickle ockle uckle Schol. Why may we not say that k is not pronounced in these aswell as c Mast It differeth not much which for although that k doth end our English words when they be long as in bake cake seeke speake like looke duke yet these that we make short the Latines make the same sound in c as lac nec dic sic hoc duc when we say lacke necke dick sick hock duck g In signe resigne ensigne flegme raigne soueraigne Gascoigne h In Christ mirth Ghost Iohn whole scholler eunuch chronicle authority anchor choler chrystall Rhene rhenish rhetoricke abhominable melancholy So in forreigne proper names as Thomas Achaia Cheaanath Zacharias Zichri Chios Aristarchus So those that end in arch as Monarch but in the beginning seldome as Archangell therefore commonly writ Arkangell gh Comming together except in Ghost are of most men but little sounded as might fight pronounced as mite fite but in the end of a word some Countries sound them fully others not at all as some say plough slough bough other plou slou bou Thereupon some write burrough some borrow but the truest is both to write and pronounce them n In solemne hymne p In Psalme receipt accompt s In Isle t Is alwaies written but little sounded before ch when the syllable is short not hauing another consonant next before as in catch stretch ditch botch smatch except in rich which much in which custome hath preuailed against rule But if the syllable be long or hath another consonant with ch then t is not written as in attach reproch couch bâ—lch bench c. Here againe obserue that custome hath preuailed against reason else why should a be written in boar boat rather than in dore dote or i in fruite rather than brute But to know whan to write them and when not you shall find all that may bréed doubt set downe in the table at the end of the book where you may aske councell as your doubts shall arise and not for those sorts onely but for any other hard or doubtfull word not mentioned before in this booke In such rules of writing you must not onely vnderstand the first originall word but all deriuations rising from them Note that â— long soundeâ— as in Se not as Sea is alwayes written wiâ—h ea Words of the plural number Schol. You told me you would obserue something more in words ending in es I pray you what is it Mast Well remembred it is this words ending in es are most of the plurall number and are made of the singular by adding s for where it is not néedfull to vse e in the end of the singular number it shall not be néedfull to vse es in the plurall as in iewels ingines except the singular end in a vowel or in w put for â— as in flies pies toes crowes Therfore shall you find hands things words more vsuall in the exactest writers than handes thinges wordes w t e although both wayes be common and this maketh the difference betwixt mils and miles tuns and tunes curs and cures and not by writing them being short with the consonant doubled as milles tunnes curres which is néedlesse though vsuall vnlesse it be sometime for difference of words as to make Sonnes differ from the sound of the latine word sons Schol. Are there then neuer more syllables in the plurall number than in the singular Mast Yes sometime as when the singular number endeth in ce ch gd dg s or sh As in graces places churches cages hedges noses fishes And this maketh the difference betwixt gags for the mouth and gages for a Uessell Note also that if the singular number end in f it is turned in the plurall into u as wife knife calfe whose plurals are wiues kniues calues Schol. Doe all words of the plurall number end in es Ma. No for we may say lice mice men bâ—â—thren oxen teeth feet kine and many other And sometime the singular and plurall are both one as one sheepe ten sheepe one mile twenty mile or miles CHAP. V. This Chapter teacheth all obseruations that are necessary for the perfecting of a Scholler VVHat is the first thing next to be learned You shall fâ—nde some word witten with e and o single when they should be written with the dipthongs ee oo as he be me she do mother for hee bee mee doe c. but thee when we speake vnto one and the otherwise and so must their pronunciation differ as I will tell
no sound Robert True yet we must write it because it is one of the words we learned wherein o is not pronounced John Are there any moe of them Robert Yea many I will repeate them if you will Iohn No that would be ouer-long But tell me why pronounce you not e in the end of people Robert It is not pronounced in the end if there bée another vowell in that syllable John To what end then serueth it Robert We haue learned two principall vses one is it draweth the syllable long as h a t spelleth hat but h a t e is hate Iohn How spell you Iesus Robert I e s u s. John How know you that this is not written with g e Rob. Because it is not in the Table at the end of my book for all that be written with g e be there our Master taught vs that all other of that sound must be written with I e. John How write you Circle Robert S i r c l e. Iohn Nay now you misse for if you looke but in the Table you shall find it Circle Therefore now you must appose me Robert I confesse mine error therefore I will try if I can requite it What spelleth b r a n c h. Iohn Branch Robert Nay but you should put in u. Iohn That skilleth not for both wayes are vsuall Robert How spell you Might Iohn M i g h t. Robert Why put you in gh for m i t e spelleth mite Iohn True but with gh is the truer writing and it should haue a little sound Robert If your syllable begin with b what consonants may follow Iohn Duely l or r. Robert Where learne you that John In the third Chapter of the first Booke Robert And which will follow g John l n or r. Robert How proue you it Iohn Because g l a spels gla g n a gna and g t a spels gra Robert When thrée consonants begin a syllable how shall I know which they be Iohn We haue them before twice set downe besides put a vowell vnto them and sée whether they then will spell any thing as str put a and it spelleth stra but btra will spell nothing they cannot begin a syllable Robert Doth not str spell stra Make your Scholler read ouer this Dialogue so often vntill he can do it aâ— readily and pronounce it as naturally as if he spake without book John It spelleth nothing without a vowell Robert How many syllables are in this word rewarded John Thrée Robert How proue you that John Because it hath thrée vowels without any of the thrée exceptions Robert How diuide you them John Re-war-ded Robert Why put you w to a John Because it is one consonant betwéene two vowels Robert And why diuide you r and d Iohn Because they cannot begin a syllable Robert What is the best way to spell a long word as this admonition Iohn I must marke how many syllables it hath which I finde to be fiue then take the first a d ad then take the next m o mo then put them together admo so spell and put to the third admoni and so vntill you come to the end Robert What if a man should did you write this word John I must follow the same order first write downe ad then write vnto it mo admo then joyne vnto that ni admoni so the rest admoniti admonition Robert What is the best way to make vs perfect inspelling hard syllabies Iohn My Master doth sometime practice vs in harsh counterfeit syllables through all the fiue vowels as in thraugh threugh thriugh through thruugh Wrasht wresht wrisht wrosht wrusht Yarmble yermble yirmble yormble yurmble Waight weight c. vaigh veigh c. janch jench jinch ionch iunch Rob. What if you cannot tell what vowell to spell your syllable with how will you doe to finde it as if you should write from and know not whether you shall write it with a or o. Iohn I would try with all the vowels thus fram frem frim from now I haue it Rob. But Good man Taylor our Clarke when I went to Schoole with him taught me to sound these vowels otherwise than me thinks you doe Iohn How was that Let the vnskilfull Teachers take great heed of this fault and let some good Schollers heare their children pronounce these syllables Rob. I remember he taught me these syllables thus for bad bed bid bod bud I learned to say bad bid bide bod bude sounding a bed to lye vpon as to bid or command and bid as bide long as in abide bud of a trée as bude long like rude for these thrée vowels e i u are very corruptly and ignorantly taught by many vnskilfull Teachers which is the cause of so great ignorance in true writing in these that want the Latine tongue Iohn You say true for so did my Dame teach mâ— to pronounce for sa se si so su to sa see si so soo as if shée had sent me to see her sow when as e should be sounded like the sea and su as to sue one at the Law Robert But let mée returne to appose you how were wée taught to find out the naturall sound of consonants Iohn By the spâ—ch of a stutterer or stammerer as to obserue how he laboureth to sound the first syllable of a word as if the stammerer would pronounce Lord before hée can bring it forth he expresseth the sound of l which is the first Letter and so of all the other consonants Robert How many wayes may you expresse this sound si John Onely thrée si ci and sci or xi which is csi Robert Now haue you erred as well as I for ti before a vowell doth commonly sound si and now I will giue you ouer for this time but I will challenge you againe to morrow both in some few questions in somâ— part of that which we haue learned and also after every lesson and as you are insaying I will marke where you misse and therein will I deale with you Iohn Do your worst I will prouide likewise for you and neuer giue you ouer vntill I haue gotten the victory for I take not so much pleasure in any thing else all day Robert I am of your mind for I haue heard our Master say that this apposing doth very much sharpen our wiâ—s helpe our memory and many other commodities But now let vs looke vnto our Catechisme for our Master will examine vs next in that Iohn Nay by your leaue we shall first read ouer againe all that we haue learned with the Preface Titles of the Chapters and Notes in the Margents of our Books which we omitted before because they were too hard for wée shall goe no further before we be perfect in this The end of the second Booke short Catechisme VVHat Religion doe you professe Christian Religion What is Christian Religion It is the true Profession beleeuing and following of those things which are commanded and
Yeere 272 Regulus Polibius Cleanthes Yeere 267 Warre of Carthage and Rome two and twenty yeeres Yeere 241 Battell African with Numidia Yeere 237 Iesus Sirach Yeere 236 Neuius Plaâ—tus Yeere 224 Antiochus Magnus Yeere 219 Second Battell of Carthage because that Hannibal had receuered Spaine from Rome Yeere 131 The third Battell of Carthage which was in three yeeres vtterly cestroyed by Scipio Iunior Yeere 129 Pharises Saduces and Esses began their Sects Yeere 89 Ciuill War in Rome 8. yeres betweene Marins and Sylla because Sylla being yonger was chosen Captain into Asia to the Battell Miâ—hridaticke Yeere 87 Tigranes King of Armenie Yeere 65 Cato Vticensis Salustius Yeere 57 Cicero Consull Yeere 52 Britaine entred vpon by Iulius Cesar Yeere 47 Iulius Cesar raigned Emperour fiue yéeres Yeere 45 Virgil Horace Liuy Ouid Cornelius Nepos Yeere 42 Octauius Augustus Emperour 56 yeeres Yeere 34 Herod the Great made King of Iewry after whose death his foure sonnes were confirmed in his Kingdome and called Tetrarchs See Luke 3. 1. Temple againe sumtuously builded by Herod Christ borne in the 42 yeere of Augustus from which beginneth our vsuall account CHAP. 5. After the death of Christ Yeere 16 Tiberius Emperour after the birth of Christ 16. yeeres Yeere 33 Christ crucified Yeere 33 Stephen stoned Yeere 34 Paul conuerted Yeere 42 Herod Agrippa President in Iury he beheaded Iames. Yeere 42 Matthew wrot his Gospell Yeere 44 Iames beheaded Yeere 44 Marke preached in Egypt Yeere 46 Luke wrote Yeere 50 Epistle to the Galatians written from Antioch Yeere 53 Epistle to the Thessalonians from Athens Yeere 54 Philip martyred Yeere 55 1 Epistle to the Corinthians from Ephesus Yeere 55 1 To Timothy from Troas Yeere 55 To Titus from Troas Yeere 55 To Corinth from Philippi Yeere 55 Peters first Epistle Yeere 56 Peters second Epistle Yeere 59 To the Rom from Corinth Yeere 57 Claudius Nero persecutor Yeere 59 Epistles to the Philippians Ephesians Colossians Philemon from Rome Yeere 61 Acts by Luke now as is thought Yeere 63 Iames throwne downe from a Pinnacle Yeere 69 Epistle to Timothie Yeere 69 Paul martyred at Rome Yeere 73 Ierusalem destroyed by Vespasian and Titus Yeere 76 Ignatius Bishop of Antioch Yeere 83 Domitian Emperour Yeere 85 Nicholaitan Hereticke Yeere 90 Cornelius Tacitus Sueton Aulus Gellius Plutarâ—h Quintilian Iâ—â—enal Appian Appuleius 93 Iohn banished to Pathmos where as is thought hee wrote his Gospell and the Reuelation Yeere 97 Iohn returned from Pathmos to Ephesus Yeere 100 Iohn dyed Yeere 114 Pliny writeth for the Christians Yeere 133 Galen Yeere 170 Iustinus dyed a Martyr Yeere 180 Irenaeus of Lyons Yeere 187 England receiued the Gospell Yeere 202 Clemens Alexandrinus Yeere 210 Tertullian Yeere 216 Origen Yeere 249 Cyprian Yeere 289 Constantine raigned in England Yeere 307 Eusebius Yeere 333 Athanasius Yeere 347 Hillarie Yeere 347 Gregory Nazianzene Yeere 371 Ambrose B. of Millaine Yeere 375 Hieronymus Yeere 409 Chrysostome Yeere 409 Augustine Yeere 414 Theodoret. Yeere 500 Gothes conquered Italy then increased Barbarisme and Papistry Directions for the vnskilfull IF thou hast not beene acquainted with such a Table as this following and desirest to make vse of it thou must get the Alphabet viz. the order of the Letters as they stand without booke perfectly to know where euery letter stands as b neere the beginning m about the midst and v toward the end Therefore if the word thou wouldest finde begin with a looke in the beginning of the Table if with t looke toward the end Againe if the word beginne with ba looke in the beginning of the letter b but if with bu see toward the end of that letter and if thou obseruest the same for the third and fourth letters thou shalt finde thy word presently Secondly thou must know the cause of the difference of the letters all written with the Romane as in abba are words taken from the Latine or other learned Languages Those with the Jtalike letter as abandon are French words made English those with the English letter are meerely English or from some other vulgar Tongue The word ioyning vnto it is euer in English and is the interpreter of it in a more familier English word But those that haue no word expounding them are set downe to let thee see their true writing where I thought thou mightst otherwise erre And know further that all words that haue in them y or ph together or begin with chr where h is neuer pronounced or end in isme are all Greeke words as Hypocrite philosophie Christ Baptisme But where I say they are Greeke I meane with some difference of termination for they were brought from Greece to vs through Rome where they were newly stampt and when they came to vs we coined theÌ„ after our fashion as Christ is in Latine Christus in Greeke Christos so Baptisme is in Latine Baptismus in Greeke Baptismos The like must bee obserued for the Latine words as those that we haue ending in ion the Latine hath in io creation remission in Latine is creatio remissio But touching the French we haue some of them with difference and some without and thus thou shalt discerne them those with difference are marked with this starre * as accomplish in French is accomplir therefore you shall find it by this marke * the other haue none Sometime I referre thee from one word to another as thus at this word brigantine see barke then those two bee of one signification and so shalt thou also learne variety of words When a word hath two significations if one be well knowne I omit that as to barke as a dog is well knowne but a barke that is a little Ship is not so familiar therefore I put downe that If I should put downe all deriuations it would be ouer-long therefore I hope the diligent Scholler will learne by practise soone from the primatiue or originall I haue therefore set downe some few of the hardest yet some rules for them thou shalt find in the end There are many moe From Latine and French but being well knowne I omit them Abandon cast away abba father abbesse abbatesse mistres of a Nunnery abbreuiate short abbridge see abbreuiate abut lye vnto abecedary the order of the letters or he that vseth them abet to maintaine abominable  abhorre  abiect base abiure renounce abolish make voyd abricot * k. fruit aboord  abrogate see abolish absolue finish absolute perfect absolution forgiuenesse abstinence refraining abstract see abâ—eniate absurd â—ooâ—ish acceâ—t tune accept take liking accesse free comming to accessary partaker accident befall accomodate fit to accomplish * finish account * to râ—ckon accord * agreement accurate cunning accrew * grow acertaine * make sure atchieue sée accomplish acorne  actiue nimble actuall in act acute witty addict giuen to adieu farewell addresse prepare to direct adiacent lying to adiourne  adiure make to sweare administer gouerne or serue admire maruaile at admirall chiefe by Sea admission receiuing adopt take for