Selected quad for the lemma: cause_n

Word A	Word B	Word C	Word D	Occurrence	Frequency Band	MI	MI Band	Prominent
cause_n	know_v	lord_n	see_v	3,997	5	3.2299	3	true

Text snippets containing the quad

ID	Title	Author	Corrected Date of Publication (TCP Date of Publication)	STC	Words	Pages
A91861	Learning's foundation firmly laid, in a short method of teaching to read English, more exact and easie then ever was yet published by any comprehending all things necessary for the perfect and speedy attaining of the same. Whereby any one of discretion may be brought to read the Bible truly in the space of a month, though he never knew letter before. The truth whereof hath been confirmed by manifold experience. / By George Robertson, schoolmaster between the two North-Doors of Paul's, in the new buildings.	Robertson, George, schoolmaster.	1651 (1651)	Wing R1606; Thomason E1237_2; ESTC R210438	26,709	81

base wicked and unjust ends were ashamed and fell off from them I know that there is no evill in the City but the Lord hath done it who is holy and just in all his judgments and will not punish without a cause before whom I lay my hand upon my mouth and acknowledge my self not able to answer one of a thousand of his judgments but in regard of them the righteous Lord judged righteously and brought forth my righteousness as the sun and disappointed them of all their wicked and unjust plots I beleeve I say none of my profession have met with more honest customers then I have done who notwithstanding these things have trusted me and do not repent when they see their children so perfect of the English and can give so good accompt of their proceeding in Latine in so short a time and see the vast difference between those that have been removed from me for a time and these who have been constant with me These my endeavours Reader I recommend to thee and to all Parents of children and my brethren of the profession wishing from my heart that you were acquainted with them in the effects as I am that you might accept of them and make use of them so shall I find reward in my labours and rest thy friend G. R. Brief Directions LEt as many learn together as conveniently may matching every one with a fit mate let all say by course principally the most negligent the rest especially the mate looking on and correcting what he misseth Let each one carefully point to every Letter with a Fescue drawn leisurely and steddily from Letter to Letter sounding every one as he toucheth it that he do not miscall misplace put out nor put in the fore-finger of the left hand may guide them to the beginning of the next line Encourage the well-doer by commendation or reward to keep them in striving to excell one another Let them not take a new Lesson untill they have well learned the old nor take too much at a lesson nor continue too long without intermission Let them give every Letter his true sound distinctly not sounding e as ee nor confounding pb. bv vf cg gj. td mn sz j ch ch sh What Let is to any most difficult let him carefully observe you drawing it with your pen in a fair paper To learn the Consonants let them oft repeat it with the two first syllables made thereof Beware they give not too much sound unto them especially to the Mutes In a syllable let them not divide the sound of the consonant from the vowel The words of the rule of Quantity are to be read by pairs the short with the long as fire fir In spelling of a long word let them go on to the end without stop or division into syllables and instantly go it over again once or twice every time faster untill they have the right pronunciation of it Let the Numbers be read both as cardinals and ordinals a e i o u y i o a e u y a i u e o y e u i a o y u a i e ai ei oi au eu ou ea oa ee oo ay ey oy aw ew ow ea oa ee oo ea oi au ei ow ay oa eu oo oi ee ei oa eu au ea e au a oa o ee i u oo e ea a au o oa i ee oo u. m ma me mi mo mu mee moo n na ne ni no nu nee noo s sa se si so su see soo f fa fe fi fo fu fee foo v va ve vi vo vu vee voo d da de di do du dee doo b ba be bi bo bu bee boo l la le li lo lu lee loo r ra re ri ro ru ree roo g ga ge gi go gu gee goo k ka ke ki ko ku kee koo z za ze zi zo zu zee zoo w wa we wi wo wee woo t ta te ti to tu tee too y ya ye yo yee p pa pe pi po pu pee poo j ja je ji jo ju jee joo c ca co cu coo h ha he hi ho hu hee hoo s as es is os us ees oos x ax ex ix ox ux eex oox d r l b d p c g s f v w m n k c g s z s t x h j y l r b d u m s f v j g c b p d w t s z f k s h. b d p d b p u n b p d u n j s f l k n h b d p d b p d h p b p h d. ae ei oe oi au ee oo oa ea ba ca da fa ga ha ja ca la ma na pa ra sa ta va xa ya za be de fe ge he je ke le me ne pe re se te ve xe ye ze bi di fi gi hi ji ki li mi ni pi ri si ti vi xi yi zi bo co do fo go ho jo ko lo mo no po ro so to vo xo yo zo bu cu du fu gu hu ju ku lu mu nu pu ru su tu vu xu zu ca do fi le nu sa ri bo me gu ha bi pe ru to vi za la mo de ru si va go ne bu fi za ko we tu pi ca jo hu ly ma do re su vi ga ye no be fu zi ka wo te pu yo di ja he lu my da se vu gi bo na fe lamoderusivagonebufi zakowetupicajohuly madoresuvigayenobe funazowitepudijahe wolumydarosevuka gibofezuyokokiwato pecujalemudirasovegu nibafozetawikupoha lymedurisavojubige nupazoketibunegova pyrudemolajocasiwe cotuzafinogadumelo banijuvesoradimule am as an al af az ax ab ad ag ap at ar ac ah em es en el ef ez ex eb ed eg ep et er ec eh im is in il if iz ix ib id ig ip it ir ic ih om os on ol of oz ox ob od og op ot or oc oh um us un ul uf us ux ub ud ug up ut ur uc uh uk om is ul en of az ib uc ed og ap it ur ex om as il un ef oz ab ic ud eg op at ir ux em es al in uf ez ob id ug ep ot ar ix um es ol an if uz eb oc ad ig up et or ax im us el on af iz ub ec od ag ip ut er ex ah iz ea ead eal eam ean ear eat oa oad oal oam oan oar oat eal oam ean oar eat oan ear oat ead oal eam oad mam mas man mal maf maz max mab mad mag map mat mac mar mah mak mem mes men mel mef mez mex meb med meg mep mec met mer meh mek mim mis min mil mif miz mix mib mid mig mip mic

Learning's Foundation FIRMLY LAID IN A SHORT METHOD of Teaching to READ ENGLISH More exact and easie then ever was yet published by any Comprehending All things necessary for the perfect and speedy attaining of the same Whereby any one of discretion may be brought to read the Bible truly in the space of a month though he never knew letter before The truth whereof hath been confirmed by manifold experience BY GEORGE ROBERTSON Schoolmaster between the two North-Doors of Paul's in the new Buildings LONDON Printed by Thomas Maxey 1651. To the Reader THou hast here good Reader a more easie familiar and perfect way to read English then ever was published Wherein is not only contained a speedy and certain way for reading of English but also for understanding of numbers usual abbreviations all manner of points clearly described in their names and uses And generally all things usefull or incident to reading so as the learner shall not need any other book for his help of reading but only this which being perfectly learned the learner shall be able to cast up any chapter of the Bible and read it truely and perfectly though he have never seen a Bible before wherein the progresse will be very easie being from letters to syllables and words of all sorts first in order then out of order to prevent learning by rote By which with some directions which I shall be willing to impart one that can read may perform what is here promised upon any of ordinary capacity being desirous to learn which directions are here altogether omitted because the principall of them cannot be imparted but by word of mouth My genius indeed leads me so much to other studies as that I could hardly afford my felfe any spare time to look after this if my conscience did not tell me that that candle which the Lord hath lighted to me in this way so bright beyond all that ever were before me must not he put under a bushell but on a candle stick that so far as I am able I may make it shine to all the world especially to the place where my lot is cast And indeed when I seriously consider the fruits of my labours by this Method and by my way of teaching the same and the fruits of the labours of them that learned the same of me who live comfortably by it acting far beyond what others of the profession do which is a testimony of the validity of the Method by which they do act I can see no one thing besides whereby I can benefit the Common-wealth more then by this as I have found by experience For some have come to me after spending many years at School untill for stature and years they were ready to be prentices but void of all other qualifications whom in a short time I have considerably qualified in every kind Others of age have for the space of some 12 some 16 some 20 and some more years together scarched diligently after reading of English and not attained it in any measure whom by Gods blessing I have brought to read the Scriptures truely in the space of a month Reading of English is a very easie thing but the easie way is not as yet known of all But some may say That such things may be performed upon those that are quick of apprehension But there may be as small hopes of those that are dull by that way as by another To whom I answer I know nor do acknowledg no such thing as a dull person either young or old but though there be degrees in that as in other things all are capable for I have taught those by this Method who never could be made to couceive any thing by the old way to read the Bible perfectly in a short time yea some who were very imperfect in speeking I have made read plain before they couldspeak plain who after have spoke as plain as others by practising reading after the way of this Method and all in a short time to the admiration of parents and others that did see and hear it who will be ready to witness the same upon occasion So those that be called block-heads or dul are much injured because the reasons do not proceed from themselves but either from the carelesness of parents who do not keep their children close to Schoole or their too much indulgency that will not commit them wholly to the Tutor or from the rigor of a rigid cruell teacher or from an irregular endless Method of teaching of many years practise and in the end no perfection impossible to be comprehended of a tender-brained childe and therfore must be beaten in with rods and scourges and what he gets must be deerly bought with blood and sweat whereby he is discouraged and his affections quite crushed and withdrawen from all learning and from Schoole which turneth to be a grinding and tormenting house unto him and not a delight And to teach one of discretion and years by these old jumbling irregular wayes is just as one searching for the Philosophers stone to be ever searching and never finding as I have known by hundreds in my time and never finding as I have known by hundreds in my time and never heard of one come to perfection to the which I shall bring them in a monthes time with ease and delight to the learner And as for young children if they have an easie ingression by a pleasant Method and a smiling Tutor who in the first place laboureth to get into their affections and to find out their dispositions and follow them according thereto Then will they run the way of their learning with alacrity rejoycing in their loving Master and triumphing in their victories by their easie Method of reading every degree of progresse incouraging them to a further advance So that nothing shall be more pleasant then the School nothing more delightfull then their Masters company This good Reader have I found by experience and therefore I exhort thee whether thou be Tutor or Parent that thou prejudge not this Work as slight and inconsiderable untill thou hast well weighed those necessary directions that I have yet further to impart whereby thou shalt find the same effects which I have found who I assure you never met with any young nor old desirous to learn but I brought them to reading unlesse it were the fault of the Parent distrustfully pulling them away in the very nick of time and but a very few of those for I beleeve notwithstanding a combination of base people for whose good I have hazarded my own undoing suborned such as themselves both private and publick every one acting according to their qualifications some by subtle underminings others more shamelesse by open practices endeavouring to subvert me by polluting the ears of my honest Neighbours and Customers with the poyson of Asps which is under their tongues yea and deceived honest people perswading them to run that course with them who afterward seeing their