THE schoolmasters AUXILIARIES, To remove the Barbarians Siege from Athens; ADVANCED UNDER TWO GUIDES. The first, leading by Rule and Reason to read and write English dexterously. The second, asserting the Latin TONGUE in Prose and Verse, to its just enlargement, splendour, and Elegancy. LONDON, Printed by T. R. for the Author. 1654. Errata. IN the first Guide, page 3. l. 6. and 7 place first i consonant and last i. vowel, line 22. add u little Rakes head with the teeth upward, p 4. l. 17. change Co, cum, co, to Ca, cum, co, l. 19 blot i, and l 20. add cheese, That's good after meat, p 5. l. 13. blot s in words, p. 7. l. 3. change lynse to jynx, p. 8. l. 2. 14. i. for j. and l. 3. put u. for v. p. 10. l. 10. put e. for c. and l. 11. change c into t. p. 11. l. 2. put u. for v. p 12. l 8: place the Comma that is before with sound after them, p: 13: l: 15: blot the Comma p. 14. l. 10. put other for any, p. 16. l. 9 write commixtion, and l. 11. motion, p. 18. l. 25. add g. before m. or n. of the same syllable, as in phlegm, feign, p. 19 l. 23. write not for no, p. 20. l. 21. blot own, p. 24. l, 7. write blood for blood and l. 13. write be for be p. 25. l. 1. write knowledge, p. 29. l. 4. put a Comma after couple, and change whereof to Then, l. 5. blot the Comma, p. 30. l. 3. write often times, and p. 38. l. 20. suffering, p. 40. l. 11. write 2. 8. for r. s. p. 43. l. 6. write where in. p, 44, l. 2, write leaning, p, 47, l, 3, write pulse, p, 48, l, 26, write regular, p, 50, l, 7, write heaven, l, 12, write in appellative names of dignity, p, 51, l, 17, write Sr. your. Mr: In the second Guide, p, 11, l, 22, write specifically, p. 12, l, 11, write animo, p, 25, l, 3, write defecimus, p, 37, l, 27, add unto the Rule, And it may come after an Infinitive of Verbs Substanive, or Passive of calling, in apposition to a precedent Accusative, as Nolo te meumesse aut dici Magistrum. p, 44, l, 5, write all Adjectives of three divers endings, p, 47, l, 8, write otis or es edis, p, 48, l, 7, after i, blot vel, c, p, 51, l, 31, write tristis for tussis, p, 56, l, 11, under Genitivo blot u, p, 61, l, 21. after declined write alias ille & ipse, p, 68, l, 28, write ereor for tueo●, p, 71, l, 14, unto reddo add abscondo 1, 22, write Imitatives, p, 72, l, 17, before frequenta●ives blot simple, and after it blot being Polysyllables ●, 77, l, 6 after the Infinitive Mood, add having always the sign to, l, 16, write abscindere, l, 28, write Gerunds, p, 82, l, 12, write and in the Imperative, p, 89, l, 14, after of all blot other, p, 98, l, 20, write pol for sep: so p, 104, l, 4, p, 115, l, 28, blot the Comma between ruit and aeris, p, 127, l, 22, write eo for ec, p, 128, l, 2, write after adversum ante pone cis circiter circa before circum, p, 132, l, 32, write yet both as such, p, 138, l, 9, join praeterpropter, l, 23, sever prae, clam, ad per, p: 143: l: 24: write Pleonasmus, p: 155: l: 17: write perhibent, p: 167: l: 25: write Juventutis, and blot the Colon after consors, l: 26: write Comes for Compes, p: 171: l: 30: write with such other, p: 181: l: 14: write a judicious, p: 189: l: 33: write if really From page 192, unto the end all the pages want orderly Numbers, according to which due orders, p: 199: l: 26 write Learners, p: 200. l 16: write as how, p, 202: l: 21: write a form, p: 206: l: 34: write caelebs for caelestis, p: 207: l: 22: place the Comma before, after Minions, l: 28: write such Clients for her Clients. In Prosodia, p 1: l. 12: addito l, p: 4: l: 13: scribito hydra, p: 9: l 9: post abscindit dele i.: necnon scribe Conia pro Covia, p. 13. l. 20. scribe l. five r. p. 14. l. 14: scribe reicitquel: 18 quantitati, p: 15. l: 6: scribe sic pro si, l: 13: Vires pro vireo, p: 16: l: 17: scribe incrementi p: 17 l. 19: scribe alterutrinquep: 19: l: 14, scribe per et enis, l. 19 Anienis, p. 21. l. 6. scribe hujuscemodi, l. 12. biduum, l: 19: u. vel y. p: 24 l: 17: scribe foris, l: 20: Dativi Gerundiorum, l, 23: ut co p: 9: schedae C, atquel: 9: scribe fertilioris, l: 18: aspiratae, p: 10: l: 1: scribe utpote, l: 27: scribe indolis pro imolis, p: 16: l: 29. scribe nun: ro, l. 33: Lyricorumquep: 17: l: 16: scribe sedi, p: 23: l: 12: scribe did actylo, p. 49. l. 18. scribe tetrametrum Maeonium, l. 19 sacrosancta, p. 50. l. 1. pone Comma post co● is. l, 8. scribe cogat pro rogat, l. 24. trinario pro trimario, l. 36 sic salus, p. 51 l. 9 iniquam, p. 52. l. 5: tetrametrum, l. 14. ortum, l. 16, Dianapasto. l: 20: hypercatalectica, l: 32, Idem Maeo nio, p: 53: l: 32: dacty lospondaicum, p: 54: l: 1: Quid, p: 55, l: 12: praesentia, l: 13: x, l. 32: majestas tui, p, 56: l: 31: Idem trimetrum, p: 57: l: 15: condensius, p: 59: l: 5: longam, l: 11: dicolon recipiens, p: 61: 〈◊〉 Cumulatos, p: 63: l: 31: r●i metricae. Of Reading. SPEECH is no gift of Nature, but an help of Art, which doth require a Method necessary as in other Offices, so in Reading, whether of Print, or Written books: for which purpose this short Treatise is composed, prescribing plain and certain Rules unto the Reader, who must walk by steps, and not by skips, else may prove lame and disabled for further Progress. Therefore he that will read rightly, must learn first the Letters and their Properties, then proceed unto the nature and constitution of a Syllable; and lastly to distribute Polysyllables to their just parts. Of Letters. LEtters are the first Elements of every word needful to be perfectly known of Learners in three Properties. First, in the Shape or Figure. Secondly, in their Force or Power. Thirdly, in their several Names taken from their several powers in Pronunciation. The figure of Letters. THE Figure of Letters should be made familiar to the Learners, specially the different parts thereof distinguishing each from other, to prevent mistakes: and for that purpose Teachers may accustom Children to some easy resemblances of each Letter, suitable to their Wits. To prescribe therein aught satisfactory unto schoolmasters, were impossible; yet till better judgement provide a better way, such as want a Guide may at first entrance begin with small Roman Letters, according to the Example following. a the half Hart. b the new Moon stuck at the bottom of a Stake. c the old Moon. d the old Moon stuck at the bottom of a Stake. e the weeping Moon. f the thetchers' Rake. g the Carriers Pack. h the back chair. i the long Stake half in the ground. j the little Stake with a Boitles head over it. k the back chair and footstool. l the long Stake above ground: m the great Rakes head with the teeth downward. n the little Rakes head with the teeth downward. o The ring, or full Moon. p The new Moon at the stakes head. q The old Moon at the stakes head. r The old Moon with a stake at her back. ss The hedghook and link of a chain. To The old Moon spotted on the top. v The little Bell turned up. w Two Bells both turned up. x The cross, or two bells tied top to top. y The Bell and Rope. z The tack. Thus Learners may take perfect notice of every letter which of them are like, and by what unlikeness each letter may be discerned from any other. The power of Letters. THe speediest and easiest way to gain a certain knowledge of every letters power in pronunciation will be, to assign such names for them as will best express their sounds, and (as nearly as can be comprehended in familiar words) the mere pure sounds thereof having no mixture of any other with addition of some pleasing gloss for the learners better memory, as in the ensuing instances. a A The deaf man's answer. b B That doth make the honey. c CoCuco That doth sing always the same ditty. Che ceci The Latin for blind men. d D'ye Saith the Master when boys do amiss. e E The Kids bleating. f Fee The lawyer's reward. g Gagogu The Ganders call. Gheegegi The Carters charge. h he That speaketh of a Male. j jay That devoureth the garden fruit. i I The best scholar. k Key That doth lock and unlock the doors. l Lee That is used to drive Buck-cloths. m me Whom all should favour. n Ney The speech of Horses. o O The wonderers language. p Pye Both bread and meat. ph Phy A note of dislike and loathing. qu Qui The Latin for which. r Ree The drivers words to put Horses from him. ss See The office of the eyes. sh she Whereby we speak of Females. t T'ee The word amongst good fellows. th' The thy That part between hip & knee. tio Tio The scene of hypocrites. v Vie The common exercise of Gamesters. u U A note of courting Doves. w we The scholars. wh Why A word requiring reason. x Xee That fetched up knotty phlegm. y ye The Teachers. z see The noise of hot iron in water. IT were an easy matter with coining a new figure for every letter, to make their shape as well as sound to be suitable to their names. But such hieroglyphics, like new devised Characters, would conduce rather to enthrall, then to enlarge knowleledg, being useful for the Learned, not for Learners, for acting private Interests, not advancing the public good. Wherefore it is omitted as devious from that only end aimed at herein, to wit, the enabling of Learners to read with understanding those good Authors extant, never hoping to repair the loss of such a fruitful Harvest by the gleanings of new fangled fancies. Children may with their sports be taught their letters, having upon Dice or Cards the Alphabet instead of spots, as a. for Ace, b. for blank, c. for Catre, d. for Dewse, or the like invention for such and all the rest. Otherwise, wealthy men may with small charge, and their children's great encouragement in learning, procure several pictures to be exactly drawn, and coloured, with the first letters of their names: as for instance, Anthus, Bittor, cock, Dove, Eagle, Finch, Goose, hawk, jay, Kite, lark, Martin, Nightingale, owl, pie, Quail, Rook, Snite, teal, Vultre, Widgeon, Jynx, Yelamber, buzZard, or some other names of any creatures most familiar to the scholars, and agreeable to the purpose, being useful to make Learners more readily remember both the shapes and sounds of letters, but further are not fit for proper names, conducing to spell words thereby, wherein the only expedient must be a recourse unto the Abcedary. The distribution of the Letters. TO perfect knowledge in the sound of Letters, it will be necessary to understand that some are vowels, and that the rest are Consonants. Of vowels. The Vowels, so called, because they sound of themselves, are six, a. e. i. o. u. y. all which are aspirated, having h. before them. Of Consonants. Consonants, so named, because having no sound of their own, they join in sound with vowels, are twenty, b c d f g h i k l m n p q r s t u w x z. The division of Consonants. Consonants are considered with reference either formally to the sound, or instrumentally to the Organs that frame the sound, or accidentally to their variation; for some by conjunction with different letters differ in their sounds. Their division by the sound. Consonants with reference to their sounds are mutes, liquids, asperates, or double consonants. Of Mutes. The Mutes are eleven, b c d f g k p q t j v. so called, because of themselves they have no sound, neither will any two thereof move before a vowel in English words, nor but seldom after. In Greek words they will move before by couples, as in Bdellium, Ctesiphon, Ptolemy. Of Liquids. The liquids or half-vowels are five, l m n r w. whereto some add s and h; so named, because having clearer sound than mutes, and being liker unto vowels, two or more of them together, or joined unto mutes, will move with any vowel: as in shrill, strength. Of Aspirates. The Aspirates are nine, s h ch gh ph sh wh th' and tio, and in Greek words rh. Of double Consonants. The double Consonants are two, x and z, either of both having the sound of a mute and liquid, as Axe, sounding like Acse, and Maze like madse; whereto may be added the former Aspirates, having a double sound. Division of Consonants by the Organs. Consonants referring to the Organs, whereon they sound are gutturals, palatalss, linguals, dentals, labials. Of gutturals. Gutturals sounding from the throat are seven, a e i oh u y and w, whereto may be added gh wh. Of Palatalls. Palatalls' sounding on the roof of the mouth are seven, r s x z j consonant, with e and g before e and i vowel, whereto may be added c before h, and c before i, with another vowel following. Of Lingualls. Linguals sounding on the tongue are four, k q and c g both before a oh u. Of Dentalls. Dentals sounding on the teeth are four, d l n t and t h. Of Labialls. Labialls' sounding on the lips are five, u b f m p; whereto may be added ph. Division of Consonants by variation of the word. Few letters in any tongue, whether vowels or consonants, but with reference to the affections of words, are mutable, and so they are found in English, as I, me, we, us, thou, thee, you, he, him, they, them, she, her, mine, our, thine, your, his, their, foot, feet, staff, staves, man, men, am, art, is, are, do, did, have, had, make, made, flee, fled, flown, buy, bought, dare, durst, slay, slew, slain, help, holp, smite, smote, smitten, sling, slang, slung, and in such other words; yet in other Languages letters are not varied, either so many, or so often, as in the Greek and Latin, having several Declensions and Conjugations, which other tongues do generally want, and therefore have fewer mutable letters. It is a property of English, that some letters by conjunction amongst themselves in syllables do become mutable only in sound or power, not in shape or figure, which will appear in the following observations upon the several letters. Of the constitution of Syllables. The premises rightly understood, will easily inform Learners in the nature of a syllable, being the least part of a word pronounced, with sound so named, as comprising no more but a single note, which may be either any of the six vowels severally, as we are wont to say (a by itself) or a composure of two, or more letters, whether they be all vowels, called homogeneous syllables, as being all of a kind, and called Dipthongs, as carrying a double sound, or else be vowels and consonants joined together, called heterogeneous syllables, because made of divers kinds of letters, which may be many in the same syllable, as in straits. Of single syllables. A I and O are oft found separable, but any other vowel as well as they will require in many words to be spelled apart, as in a-men, equal, idol, o-ven, u-surp, iron. Of heterogeneous Syllables. Syllables made of Vowels, or Dipthongs joined with Consonants in words of one or many Syllables, beginning with Vowels or Consonants, and these either Mutes, or Liquids, severally or jointly are in particular instanced in the Abcedary, or Primar. The reason of dividing Syllables. EVery Syllable that doth not end a word, should end in a vowel, if no more Consonants follow then will begin a word, according to the series of words, beginning with Mutes, and Liquids in the following Abcedary. When more Consonants follow, the precedent vowel than will begin a word, those over and above what will begin a word should be taken with the precedent, and all the rest being initials should be put to the next succeeding vowel, as in purchas, brass-pan: Such Consonants as otherwise would begin a word, being parcels of many words compounded, and commonly the formatives of words derived, should be severed, as in composition, so in derivation, to notify their respective condition; so not a-brupt, but abrupt, not cognize, but cog-nize, not di-suse but disuse, and pas-ture, not pa-sture, scripture, not scripture, doc-trine, not do-ctrine pleas-ed, not plea-sed, but pla-ced, ra-ging because c. and g. move only before e. and i● in that peculiar sound, having different sound when they move after any vowel. Observations upon the Letters tending to right Syllabizing. THough to strengthen Memory by the sound of known words, sundry Consonants are moved in the former Names by sundry Vowels, yet were it very expedient i● framing Syllables to move all Letters uniformly, as in the following Abcedary, no only Vowels, as in the common Alphabet but also Consonants, to wit, as be, cee dee; so likewise see, gee, he, &c. all in a distinct sound from any vowel, thereby making them receptible of the sound of every vowel without confusion in a repetition of the same sound in spelling, From which Rule must he excepted, ce, ci, tio, differing them from see; and key, differing it from cee, and jay, differing it from ge, gi', and fie, differing it from fee. And lastly ye, differing it from i. reserving only unto these the former Names, assigned to express their power in Pronunciation, for better notice of distinct Characters, having the same common sound. The Letters j and v have either of them two distinct Figures, one as Vowels, the other as Consonants, and therewith a distinct sound, the property of distinct Letters. Wherefore if either next before a vowel, or a diphthong doth begin a Syllable; as enjoin, rejoin, veil, prevail, or if v after a vowel, or after I or after r in the same Syllable doth end it, as in cave, knives, calves, carve, than they are Consonants, else both are always Vowels. The Letter s without change of sounds hath change of Figures; the last, being properly final, is designed in that figure to close words with more grace in a lesser, model. Other Letters in English have more sounds than Figures, whereas in the Mother Tongues each aspirate, as ch ph th' in Greek, and the same with gh shilling in Hebrew, have every one their peculiar figure yielding their entire sound. It is proper to the Latin with modern authors, that t hath a sibilation sounding like s before i, and another vowel in middle syllables, having neither s nor x immediately precedent, as in Caution: not in fustian, commixion: And in English both vowels with t make but one syllable, as in Cretians, pa-tient, moiton, all dissylables well known in poetical measure. W. is a letter proper unto English, and before a vowel moveth only with h and r as in who, wrote; but after vowels moveth with t d k or any liquids, as in spout, bawd, hawk, brawl, rewm, down, flower, stews, and with c in the sound of s, as in sauce. Q. is a letter proper to the Latin tongue, associated everywhere with u, else doth sound like k, another letter proper to the English, and both sound like c before a oh u, before which vowels g doth keep like sound, but not quite so strongly. Both c and g have always a strong sound in the end of syllables, except e silent doth immediately follow, as in ne-glect; but both moving after vowels with h are aspirated, as in high, rich, and c with h moving before a vowel, as in chief: both c and g moving before e i. or y being the final vowels, are softened, as in clemence, or clemency, or cle-men-cy, sponge, or spongy, and everywhere before e or i in any Latin word, as in centre, circle, gentle, gi-ant; but in English words g doth commonly sound strongly, as in get, give, and likewise moving with silent h before a vowel, as in ghost, & also c moving with h silent in words borrowed from the Hebrew and Greek, as Chemosh, Character. In the beginning of Greek words h after r●s soundlesse, as in rhetoric: And the final h in Hebrew words is silent, as in Selah, Sarah, so is h in John. The final e movable in all proper names being of other Languages, as Jesse, Phoebe, is always silent, or quiescent in English words, except in, the, where the office of e being silent, is to soften the next precedent letter, as in robe, differing it from rob, and it retaineth the same office in the midst of compounds, or derivatives, as in robe-like, a-merce-ment, engagement, and so it doth continue silent with a final s, the common note of plurals, or genitives, for, of, as in robes, or in a robes place, for the place of a robe; but that final e will move in plurals, between consonants of like sound, to keep either from being soundlesse, as in faces, patches, wages, wedges, roses, rushes, foxes, and such others; so in all exotic proper names, as Chremes, unless they be forced by custom to an English termination, as Theb's, Rhod's. Moreover u will be silent with a final e after q and g in words both simple and compounded, as in relic, plague, relic-like, plagues-mark, where u silent doth fortify g, as also in guest, guide, and such like. Lastly, o before a final n doth after liquids give no sound, as in prison, iron, which are pronounced prisne, iron: Likewise ou is silent after v consonant, and before a final r in primitives or derivatives, as in favour, favourable, pronounced fau're, favourable: so is e silent before a final n and r, as in Steu'n, given, even, ne'er, flow're, tabre, massacre, powdre, maulgree, capre, flatre, smoothre, and such like. O is silent between ti and us in the same syllable, as in spacious. And any vowel by Crasis or Synaeresis may be silent, or change sound in the improper dipthongs, as in the following instances. A in Aetna, ease, beauty, goat. E in view, rheum, George, neutre, friend. I in chief, fruit. O in Oedipus, feoff, people, blood, good, precious. U in ancient, guile, humours, Y in jay, key, pronounced like Jea, kea. The vulgar use in English schools to desert uniformity of names, or to keep constantly to one sound of letters, are either way exceeding prejudicial unto Learners, and therefore do require some good redress. It is against both rule and reason of the best Grammarians, that y a vowel sounding of itself should take thereto a consonant to express its sound, being vulgarly called wy. And it is no less irregular, that w, a plain consonant, and no vowel should be called double u, a name taken from the figure, not from the form or sound, which should denominate letters: And so it is no less incongruous that all consonants have no uniform names beginning with their proper sound, moved by a subsequent vowel; not some by subsequent, as be, cee, dee, others by precedent Vowels, as ef el 'em en es ex ar, and others by precedent and subsequent, as izard; which complication of letters in the name would amaze a learner to find out the proper sound of letters that are so named. It is likewise unreasonable, that h a mere aspiration serving to any vowel, and to many other consonants, no less than c should from thi● last be called ache, if it must have no proper name being due thereto, as having distin●● shape and sound, it should with more equit● joyno in the appellative name with s, as ne●● rest thereto in sound and nature, both being Aspirations; wherefore Sir with us in the Saxon tongue, whence English cometh, called she The forementioned letters I. U. C. G. with all the Aspirates, must be allowed different sounds, and therewith names, or el●● the names and sounds which should be suitable, will by their own unconformities beg●● mistakes, yet will be read for jet, wary for very, mask for mack, rage for rag, and in li●● sort other words, if as it ought the sound shound be pursued rightly. Now if ●●ny should tell John do, having sheep maked with A. B. that A. is for John, and B. for do, neither A. nor B. conferring any sound proper to any letter of his name, it would be thought those sheep were plundered, and so pass for a bitter jeer. And so we are no less mocked with names of letters that are impertinent to their sounds. True it is, that such names are at last corrected in the practic part, and custom doth overmaster the first error against the known sound and common sense: But it would be far more congruous and successful, that principles and practice should concur with us, leaving that property to the French men, who affect a pronunciation of their words quite different from what they are in print or writing. This did move the Author to propound a new Abcedary, with a Preface, declaring the true reasons of Innovation, being no affectedness, which he doth most deeply abominate, much less any inclination to disturb the vulgar, whom he heartily endeavoureth by much hardship in this enterprise, though seeming never so despicable, to relieve by a surer and shorter way of gaining literature: And for evidencing the truth thereof, he doth willingly refer himself to any impartial Judgements to determine which way shall seem most reasonable and likeliest to succeed with most proficiency upon a just comparison of the principles in rules and practice of either methods, to wit, of the vulgar way formerly accustomed, and of the new form here propounded, desiring first these premonitions to be remembered. The rules of right and ready spelling. 1. ALl letters joining in one sound should pass under one name, agreeable to that sound, as in Dipthongs, and Queen tio, with all aspirate consonants instanced in the examples following, and ca co cum ceci, ga go gum goe gi', having no certain sound, but as moved by certain vowels, should for a certainty be moved constantly therewith. Learners also should observe the difference between cee or give fortified, moving after vowels, and ce or ge mollified before e i. or y in the end of words, or in any place of Latin words. 2. The letters h o u and e should be notified when they are silent as a just account when their sound is missing: And so should a silent vowel in any improper diphthong be likewise specified where one vowel only soundeth by Synaeresis, or the succeeding sound, when the sounds of both vowels are changed by Crasis. Therefore in pursuance of the proper sound of every letter, being the peculiar use or end thereof, take this particular theme as a pattern for all others. Good physicians ought to quit vicious humours with what speed they can, striving next to engender wholesome blood: And the chief care in Christian Schools should be zealously to eject errors from children's lives and judgement, then to endeavour quick progress in virtue and knowledge meet for ingenuity. The practic way of spelling. Gee double o (for long u) dee (good) fie ye fie see i. si tia nee see tians (Physicians) ou (for o long) ghee tee (ought) tee o (to) Queen l double tee (e silent) (Quit) ye i vi tiou (o being silent) see tious (Vicious) he, u hu me ou (for o long) ree see mours (humours) we i thee (with) whee a tee (what) see pee double e (for shrill e) dee (speed) thee ey (they) ca nee (can) see tee ree i ye striv i. nee gee ing (striving) nee e xee tee (next) tee o (to) i nee in ge nee gen. dee e ree der (Engender) whee o lee (e silent) whole see o me (e silent) some (Wholesome) be lee ou (for u long) d'ye (blood) A nee dee (And) thee e (the) chee ie (for e shrill) fee (chief) cee a ree (e silent) (care) i nee (in) cee (he silent) ree i chri see tee i sti a nee an (Christian) see cee (he silent) double o (for u long) e silent) see (Schools) she ou (for u long) lee d'ye (should) be double e (for shrill e) be) zee ea (for e long) zea lee ou see louse lee ye lie (zealously) tee o (to) e (by itself) jee e cee tee ject (eject) e ree er ree ou (for o long) ree see rours (Errors) fee ree o me (from) chee i lee dee child ree e nee see rens (Children's) lee i ye (e silent) see (lives) a nee dee (and) jee u dee ge (silent) judge me e nee tee ment (Judgement) thee e nee (Than) tee o (to) e nee en dee ea (for e long) day ye ou (for o long) ree vour (endeavour) or d'ye ea ye (ou silent) ree deau'r (Endeau'r) Queen i cee key (quick) pee ree o pro gee ree e see gres (Progress) i nee (in) ye e ree ver tee u e silent tue (Virtue) a nee dee (and) kee nee o we know lee e dee ge (silent) ledge (Knowledge) me double c tee (meet) fee o ree (for) i nee (in) ge (by itself) nee u nu i (by itself) tee ye ty (ingenuity.) Thus a just account is given of every letter in the right sound thereof: and when the same is silent, or doth vary from the proper sound, which the vulgar Alphabet cannot perform, wanting convenient principles, whence the common people versed only thereunto ever failed in Orthography; for when they write their own affairs, after much racking of their wits, it were easier to uncipher characters, then to read their riddles Therefore being quitted by these or the like helps from the thraldom of the former evil grounded custom, though at the first use the strangeness of a new method may seem irksome, yet learners in short time will find therein both ease and pleasure, joined with much profit, to their no less contentment, than amazement, that they were freed no sooner. Directions to teach and learn with profit. 1. Of Prayer. Teacher's fore and after Schoole-employments, both in the Morning and Afternoon, should make humble addresses to the Father of lights, the Author of wisdom and all good things in a set form of devotion appointed by grave judgement of godly Magistrates, as fittest for public use, which should be common and familiar to all the company, that God may bless their labours, without which no good success can be expected. 2. Of catechism. Master's likewise ought once or twice in every week to design a set time for catechising of their scholars in authorised forms; for by such instructions they will better understand what grace they want, and more heartily petition for it, and more seriously endeavour to exercise it in their daily practice. Of attendance in School-time. It is necessary that Masters be constantly present with their company to keep Learners to their several tasks, else improvident youth will be disperately careless to improve their time. 4. Of short Lessons. Learners will be much encouraged by small and easy lessons, whereas greater tasks might soon amaze them. 5. Of slow and sure progress. He that will teach with speed and good success, must not suffer scholars to proceed until they are perfect in that which they have in hand: as for instance, none can read with reason, or understandingly, that cannot syllabize rightly, or be made a perfect speller, except he doth first know the affections of letters for the constitution of a syllable, or understand their affections, without knowledge of their certain sounds, or be free from error in any of the premises, being not well skilled in the distinct figure of every letter, each degree being subservient one to another in the due progress made therein. 6. Of entering beginners carefully. A small error at first entrance will soon get ground, and hardly be discontinued, which should add to the Master's care, that each beginner be first entered by himself, or by such as he may trust, and in his presence, until the Novice is well acquainted with the properties of all letters and monosyllables, and enabled by the Laws thereof to divide the polysyllables to their just parts, according to the rules prescribed in that behalf. 7. Of putting syllabizers to set forms. Scholars that can syllabize rightly, will be made therein more ready, if they be ranged into forms by couples, or rather by three or four in company; that while one doth spell the Lesson, the rest giving good heed thereto, some may learn thereby to do the like: And others that have better skill may reform mistakes of him that is the Reader, until all of them by turns have spelled, and read their Lesson: And in conclusion, they may equally divide the Lesson into several parts, for every couple whereof, each one in his turn reading word by word in his Book, the others part may require his Partner to spell the same accordingly without book: And the Reader that heedeth the same by Book, may reform all errors of the speller, swarving thence; which being used with care and diligence for a while, will for ever after make right spelling habitual to the company. 8. Of scholar's communicating knowledge. Scholars that have attained the true reason of reading rightly will be much perfected therein by reducing received precepts to frequent practice, which is done to the best advantage when such do teach their fellows; for as the more ingenious are thereby more exercised, so the duller sort are more capable of instruction from them, having among themselves an easier method in a proportion near their own capacity, by a more familiar discourse, fuller of freedom for ingenuity to express itself where there is no disgrace for mistakes, no fear of offence, much less any amazement, as oft as it happeneth in rendering to hasty Masters, besides that scholars made super-visors of their fellows, are far more studious and considerate in teaching others, than when they learn themselves, expecting more credit or disgrace as guides, then guided: And in such scholar's exercise, Masters, who have forgotten that they were children, may by fresh experience find what will suit with children's wits, and apply all industry thereunto. 9 Of emulation bred in scholars. It will much excite the wit of Learners to nourish in them a conceit of excellency, and set each at strife with other who shall be most eminent, and upon fit occasions to foment such good ambition. 10. Of retributions. Proficients should be encouraged with any lawful contentments, specially such as are serviceable to their own and others' further progress, as by notifying to them, that all the credit, profit, and pleasure that befall them, are attendants on ingenuity: and contrariwise loiterers should be discountenanced by abridgement of their delights, adding thereto some disgrace and penance, as by sticking at their girdle a rod, or by branding their hands with ferules, so making them exemplary to their company, until they do repair their former negligence by more care and industry. 11. Of time to be spent at school. Scholar's should not ordinarily be kept unto their Books above four hours together, or less than two: an abatement hurteth less than an excess therein; for that doth only delay proficiency, this doth dull the Learners, and quite discourage them. 12. Of scholar's recreations. Recreations should not be granted in School-time, but as the reward of former, or bribe of future diligence; and the sports allowed should be by special thoise proportioned to advance ingenuity as well as to refresh the Body, and therefore free from uncivility unto men, and much rather from dishonour unto God. 13. Of correcting evil manners. Common faults of ordinary conversation should be corrected by Parents, or other Friends at home where they are committed, not brought to school for punishment, which would more endeer that place to Learners, where the Master's presence doth acquit them of such crimes: But otherwise to make schools houses of correction, will make scholars no less impatient of good literature, then of the severity annexed thereto. 14. Of removing Truants. Masters after friendly exhortations unto virtue, and implacable dislike declared unto vices, to prevent contagion in the company, should remove the unreclaimable, continuing either in profaneness against the known principles of piety, or contumaciousness against the rules of government, the main support of human society, specially when either is defended with a flourish of excogitate sophistry, a plain evidence of impenitency capital in childhood, by a maxim in the Law, that malice doth comprehend a manhood. The Abcedary, Or Primar Teaching. The Figure, power, and names of letters with their affections for framing SYLLABLES. a A b be c Cee ca co cum c Ce ci ch Chee. d D'ye e E. f Fee. g Gee ga go gum g goe gi' gh Ghee h he Vowels b. e. a. e. i. o. u. y. Consonants 27. 11. Mutes, b c d f g k p q t j r 7. Liquids, l m n r s w h. 2. Double consonants, x z 7 Aspirates, ch gh ph sh wh th' tio. 9 Mutable in sound, c g h j p ● t u w. Quiescent vowels are sometimes e o u, or any vowel a. A. b. Bee. c Cee. ca. co. cu. ce. ci. ch. Chee. d. Dee. e. E. f. Fee. g Gee. ga: go gum. Goe gi'. gh. Ghee. h. he. j. Jay. i. I. k. Key. l. Lee. m. me. n. Nee. o. O. p. Pee. ph. Phy. qu. Quee. r. Ree. s. s. See. sh. She. t. Tee. Th'. Thee. tio. Tio. v. ye. u. U. w. we. wh. Whee. x. Xee. y. ye. z. Zee. Six vowels, a. e. i. o. u. y. twenty seven Consonants, whereof eleven Mutes, b. c. d. f. g. k. p. q. t. j. v. and seven Liquids, l. m. n. r. s. w. h. and two double Consonants, x. z. and seven Aspirates, ch. gh. ph. sh. wh. th'. tio. likewise nine thereof be mutable in sound, c. g. h. i. p. s. t. u. w. and five Quiescents, g. before m. and n. with h. e. o. u. or any vowel in improper Dipthongs, eighteen proper Dipthongs, ai. au. ay. ei. eu. ey. ia. ie. io. oi. ou. oy va: ve. ui. ya. ye. yo. Eighteen improper Dipthongs, A. long aa. au. E. long, ae. oe. ea. ay. ey. E. shrill, ee. eo. J. long, ie. ei. O. long, eo. oa. ou. V. long, eu. ou. oo. ui. Five Homogeneous Syllables, aye. eye. yea, ye, you. Heterogeneous Syllables of Consonants and vowels. ab. ebb. ib. ob. ub. ba. be. by. bo. but. by. ac. ec. ic. oc. uc. ca. co. cu. ce. ci. cy. cha. che. chi. cho. chu. chy. ag. egg. ig og. ug. augh, eigh, ough, ja, je, jo, ju, av, ev, iv, ov, va, ve, vi, vo, vu, vy. aph, eph, iph, oph, uph. pha, phe, phi, pho, phu, phy. ash, esh, ish, osh, ush. sha', she, shi, sho, shu. qua, que, qui, quo. o'th', eth i'th', oath, uth. tha, the, thy, tho, thou, thy. tia. tie, tij, tio, tiu. wha, when, why, who, why. barn, best, bitch, both, buckles, camp, centre, circle, cobble, cursed, chyts, dazzle, fence, gigs, given, got, gulf, gathre, geld, gentle, height, john, kiss, lust, maze, ne'er, pith, philter, quote, rogues, relics, sauce, shelf, tithes, tongues, thirst, po-tion, vultre, wart, whelp Xer-Xes, york, Zuph. Syllables of Consonants and proper Dipthongs. gainful, laugh-ter, pay-able, feig-ned, beauty, ney-ing, Gra-tian, pa-tient, mo-tion, vicious, joi-full, house-wife, toilsome, per-suade, banquet, lan-guish, yately, yelping, yo-ked. Syllables of Consonants with improper Dipthongs. Aa-ron ancient, Ae-gipt, Phœbus, pleasant, of-pray, money, feoste-ment, thievish, peopl-ed, neighbour, chiefest, yeo-man, georgics, roaring, humour, unthought, guileful, roaches, fav-rable, neu-ter, spacious, bloody, goodness, fruitful. Syllables of Mutes and Liquids before vowels or Dipthongs. Bdel-li-um, black, bread, chrism, cloistre, Cneius, crawl, Cte-nes, draught, dwell, phlegm, fringe, ghost, glance, pygmies, gnash, grudge, guest, knight, Mne-ster, phrase, plague, Pnyx, prison, psalms, pti-san, rheum, Sceptre, school, sclandre, scruple, shields, shrove, skeins, sleights, smoothre, snaffle, speak-spleen, sprinkle, squibs, stople, struggle, switch, through, thwarte, Tmo-lus', troubles, twice, wharf, wreathes. GOod physicians ought to quit vicious humours with what speed they can, striving next to engender wholesome blood: And the chief care in Christian schools should be zealously to eject errors from children's lives and judgement, then to end eavour quick progress in virtue and knowledge, meet for ingenuity. OUr father which art in Heaven, Hallowed be thy Name, thy kingdom come, thy will be done, in Earth as it is in Heaven, give us this day our daily bread, and forgive us our Trespasses, as we forgive them that trespass against us, and lead us not into temptation, but deliver us from evil, for thine is the kingdom, the Power, and the Glory, for ever, and ever, Amen. Of Mutes and Liquids, with either of them. Blains, bread, cheese, chrism, cloistre, Cnei-us, crawl, Cte-sias, drench, phlegm, freeze, glut, gnash, grief, grig, knight, mne-ster, phrase, pledge, pneu-ma-tic, prince, psalm, pti-san, quit, rhewm, sceptre, school, slander, shield, shrouds, skains, sleights, smoothre, snuffle, spouse, springs, square, stews, strokes, swim, the, thrush, thwart, Theo-pole-mus, Tmo-lus', troubles, twin, wharf, wreathes. Of Polysyllables. abraham, Bel-te-shaz-zar, Cle-o-phas, Dy-o-ny-si-us, E-le-a-zar, For-tu-na-tus', Ga-ma-li-el, Ha-ba-cuc, Is-ra-el, Ke-ren-hap-puck, Le-mu-el, Ma-la-chi-as, Na-than, O-ba-di-as, Phi-ne-as, Quar-tus, Rechab, Sam-son, Ti-mo-thy, U-ri-as, Wen-ces-laus, Xan-thus', Yo-lan-da, Ze-lo-tes, Hal-le-lu-jah. Copies, or precedents. 1. i u n m c e oh x r s t z v w a q g j p y l b d h k f ff s ss sh. 2. ambm amdm emsm gmhm jmim kmlm mmnm ompm quirm smstm umum wmxm ymzm, &c. 3. Expect thyself surprised here in toils, Being quit of them, take heed of worser foils. 4. A. B. D. P. R. C. G. X. O. Q. S. E. Z. L. I. T. F. H. K. M. N. U. V. W. Y. 5. A B C D E F G H I K L M N O P Q R S T U V W X Y Z. 6. Who is content with his afflicting fate, Doth place therein his bliss, though not till late entirely reaped, Ropasts suffice him now, Hard crusts at work, when he doth leave the plow; Being well assured of endless feast and Ease; That maketh hardship the mean while to please. A stock, or Stoic he's not without sense Of suffering, his support is Continence, Grounded on faith, that matter must take form From passive power, freed from destructive storm: lo he delights in durance, not as bliss, Nor end, but means, which ne'er thereof do miss. Know then that virtue's Quintessence, whose Zeal, Yea Xanthicke venom, turns to healthy meal. The rules of Art in writing. 1. SUch as will learn to write with good proficiency, aught as a necessary ground or principle thereof, have a perfect skill in Reading: And being so far prepared, they should make it their first care to mark well their Copies, observing therein the shape of every letter in the likeness and unlikeness of each to others; for which purpose both sorts of letters, small and capital are ranged for the Learners easier apprehension, in such an order as they have most affinity among themselves, the leading Characters in either Alphabet showing the way how the rest that follow may be performed with the best advantage. 2. Learners should likewise know the terms of Art in writing: as for instance, they should know the threads, as,- which do begin and end all letters, joining each to other in every word, and therefore should be made as small as Pen can draw them, to be thereby distinguished from the main part of any letter, the downright strokes, as i u n m called Minims; the waved strokes, as r s t v w a z: the rounds, as c e oh x: the stems or pillars, as b d l h k: the reversed or slope, as j p y g q: the full length, as f s: the traverse or cross thread, as in t and f: Last, the parallels of four sorts, that is to say, the mean sort, all contained in a double line, as a c e i m n oh r s t u v w x z, the over-lines, as b d h k l: the underlines, as g j p q y: the over and underlines, as f s. 3. It should be further understood, that the breadth or fullness of every stroke (the thread excepted) ought to be made equal in all letters of the same sort, whether small or capital, proportionable to the rest of the same rank; for to make some strokes thicker, and others thinner, either in the same letters, or others of the same sort, doth argue too much impetuousness. 4 The fullness of every stroke in all the smaller letters, should be a just third part of the length of mean letters, and their length an even half length of the over, or under-line letters: But the over and under-line letters should have thrice the length of mean. 5. The distance between word and word in every line should be the breadth of three downright strokes called Minims, and between letter and letter in every word the breadth of one such stroke; in which space the thread should join the end of every letter to the beginning of the next that doth successively follow throughout the whole word: such composures of letters keeping a just proportion of the several parallels in fullness compass, light and length, are called equidistances, adding a meet decency to all writings, necessary to be aimed at industriously, and attained to by Learners: But an ignorance of the Premises will disable both Masters readily to inform, and scholars rightly to understand which way to draw the letters, where and why the same being made may be allowed, or where and how they fail. 6. Teachers at first entrance of their scholars should draw before them a dry pen upon the letters in the Copy, and then give the pen unto the Learners, and make them do the same, and tell them when they do amiss; and if need require, guide their hand, and not give them over until they do it rightly, being a necessary help to a further progress. 7. Pit Instruments being provided; that is to say, a vial of shining ink, good Pens, a smooth Rule, and flat for steadiness, a little Compass, a keen soft-edged Knife, and strong smooth Paper folded for short lines, in the first Copy-book four leaves to a sheet, and five or six sheets to a Book. Then Learners should be taught with their compass to prick their Paper-books at three lengths of Minims between prick and prick, and afterwards to take the Rule and draw a double line upon every prick with the compass points, or a forked quill made distant a Minims length, where all empty spaces between such double lines will be two Minims length, for the over and under-line letters just height and depth to keep them from encroaching either upon the others places: Or the Paper-book may be ruled in a speedier way with a piece of Iron or Ivory made comb-wise, with short and sharp teeth, fitted to draw lines equally distant at a Minims length each from another; wherein every four lines, the first will bound the height of the over-line letters, and the fourth will bound the depth of underline letters, and the two middle lines will bound both height and depth of mean letters: Likewise the three first lines will bound both height and depth of Capitals, sorting therein with over-line letters: And each several bound being made familiar in writing, by ruled lines after frequent use thereof, will grow customary and habitual without ruling. 8. After preparation as aforesaid, the scholar sitting at some distance from desk or Table whereon his Book is laid, with an upright body toward the light, should take his pen (Dipped in ink so full as none may drop from it) between the two fore-fingers of his right hand set out at length, & the thumb meeting the foremost finger on the other side of the pen, having the back upward, and the cut side leaning close under the nail upon the top of the middle finger, having the two lesser closed together, leaving under it for a certain stay to give a quick impulsion, with all advantage to the Pen, being held gently and steadyly, not gripped hard, being a let to speed, which doth give the lustre and life to writing. 9 Then the Learner should set out his pen, hand, and arm well settled to the elbow, kept close unto his body, straight towards his Paper-book, having thereon a blotting piece, both to keep clean his Book, and to assay therein all difficult letters before he doth write them in his Book for good: And withal he should lay his left hand fingers, two over and two under the writing place, or keep the point of a Knife in that hand, close under the line that he doth write upon, either of both helps being needful to keep the paper-book smooth and steady in the writing place. In which posture he should begin with Minims, both as the easiest Characters, and as the principles to all other letters, which will be a competent exercise for some day's employment. 10. If any Novice prove so dull, that he doth not understand how to frame his letters by the former rules, specially when he cometh to some difficult strokes in the over and under-line letters, it will be requisite that the Teacher with a leaden pen doth draw before him such hard letters, giving him good notice at every turn, and afterwards require him in the same manner to draw his writing Pen, being full of ink, upon those letters; for after such experiments a Learner can hardly mistake right draughts: And such attempts of diligence will be most necessary in the first draughts of capital letters, whereof in their due place. 11. Young Writers must not be suffered at the first entrance to scribble, or follow their own fancy, or frame letters in any other way then according to their copy, and the directions of their Teacher, or to proceed faster than they can make good proficiency, or to begin the transcribing of any letter in fewer draughts than a whole line, or more, as need requireth, and so to continue in their progress until they can attain a true and perfect stroke in all the Alphabet, according to the first Copy or precedent. 12. When Learners are well skilled in the draughts of the smaller letters, it will be expedient, before they enter upon the capital, to teach them upon fresh memory how to join the same together, first by couples with m after every letter in proportion of so many words, as in the second Copy; and when that is performed regularly, to proceed unto the third succeeding precedent: both which will require much time to gain therein perfection; for Learners should endeavour therein exact performance of all circumstances required in the third and fourth, and fifth precedent Rules. 13. After a good habit gotten in composing handsomely all the letters in several words, Learners may conveniently assay to form the capital or great letters, as it is prescribed in the tenth rule, and in the fourth and fifth copies: But that work being the masterpiece, should be done piecemeal to gain therein the mastery, being the knottiest parcel in all the task: and when that is well accomplished, Learners will only want a constant exercise of transcribing the sixth and last copy, to make the due joining of small and great letters alike habitual, which is never performed dexterously, until the Writer can finish any word with a light and nimble pull, before he taketh off the pen, the only way to make smooth clear letters, which slow penmen will never attain unto with their oft correcting, the Art becoming thereby tedious to such Dullards, which to swift penmen is delightful in dispatch of business with speed and ease, the Authors chief end in these directions. 14. Writers should add to their former knowledge a competent skill, to make and amend their Pens, which is sooner learned by the guidance of a well skilled Teacher, then by Book-rules, be they never so exact; yet to supply defects, Learners may use the Instructions following, to wit, taking Goose quills, the strongest and roundest that they can choose, let them first scrape clean a quill, and rub it smooth, then cut slope-wise the forepart thereof two inches long; next fork the back part at end. Afterwards, giving it with their knife a short straight cleft in the midst of the fork, let them slit the cleft with another quill an inch deep, straight and smooth, without snarling: And lastly, let them them cut the quill first on the side next to the thumb, then upon the finger's side, after the form of the pens wherewith they wrote before; so cutting smooth the nib, being left twice as long as the slit upon the nail of their left hands thumb, and enlarging the slope of the forepart, if it be not well near an inch long, to avoid blurring. The work is done by rule and reason; which if trial approve for good, it will not need correction: Else if the pen will not make clean strokes, and there is no hair therein, the fault is in a snarling and ragged slit, or in the unevenness of the nib, which must be amended by a smother and clearer slit, and an evener nib: otherwise if the pen doth write too full, the slit must be made shorter, or the nib smaller, or happily both: And contrariwise, if the pen prove overhard, the slit is too short, or the nib too sharp, and is to be reformed accordingly. Last, as the skilful Swimmers do convert to another use the Bladders, formerly good helps, but since grown hindrances to their exercise: So may quick and ready penmen do with rule and compass, when without them all their lines and strokes prove irregular. 15. It will much perfect the learners hand, and withal improve their skill and dexterity for inditing any affairs if they practise daily to transcribe some useful matter from printed or written Books, conducing to their employments; for such exercise will habituate them, as in Orthography and sensible expression of what they write, so in reading and understanding with ease and readiness the writings of other men: Whereas by neglect of this practic part, good Pen men have proved so silly Clerks, that they durst not profess their skill, for fear of betraying their ignorance, and by long disuse grew quite disabled in that Art. It is commonly found in Writing Schools that Learners are never taught to read their Copies, much less what themselves do write: It is not so much regarded there how falsely copies are transcribed, so as the same he but fairly imitated, amounting often to just nothing: which is here advertised, in hope that so great an oversight will be looked unto, and a better provision made for more proficiency, being the Authors hearty wish, free from all intention of aspersing any with disgrace. 16. Lastly, to make Learners complete penmen, they should know where and when to use all kinds of letters both great and small in every word, and how to put a proper point, or due stop to every sentence. The places of capital letters. Great letters take place as followeth: A capital letter should begin the first word in every period, as Our father which art in Heaven. 2. The first letter is capital in proper names, as Augustus Caesar. 3. The first letters in words derived from proper names, as Augustan, Caesarean. 4. The first letter in appellative names, as King, Queen, Lord, Master, &c. 5. The first letter in any word of singularity, as Law, gospel, virtue, Vice, Grammar, logic. 6. The first letter in every verse or meeter, as War through our saviour's grace. May from us slide, That truth may bide, And shine in every place. The places of small letters. Small letters will take any place in words excepting, 1. The places designed for capital letters specified in the former Rule. 2. That the short waved s doth always take the last place in words, whereas s of the full length doth serve for the first, or middle letters; both which places the short s joined with the stems, will take in the Roman, but specially in the Italian Characters, as in least, skill. 3. That the waved v doth ever begin the word, be it either vowel or consonant, as in up, void, but it hath no other place to stand for a vowel, whereas the Minim u may be used indifferently for a vowel or consonant in any place besides the first. 4. That the waved r is mostly used with o, being final, as in honour, or with any letter in words contracted, as in Sir, your, Mr. 5. The e of two small rounds will fit best at last, as in the. Of points or stops. Points direct to the true meaning of words, being all in number 11. to wit, 7. primary and usual, whereof four be simple, Comma, Semicolon, Colon, Period: and three mixed, having besides their own commonly a period implied therewith, Interrogation, Exclamation, Parenthesis: which seven are pauses, or stops for sentences; and four secondary points of lesser use, serving only for words, not sentences, Apostrophus, Diaeresis, Hyphen, Ecthlipsis. Of the four simple Points. Comma is the shortest pause of most imperfect sense in a simple axiom, or sentence, marked thus, Semicolon is the next shortest stop of imperfect sense, commonly in a compound axiom, marked thus; Colon is a point of perfect sense, but not of perfect sentence constantly in a compound axiom, marked thus: Period is the longest pause of perfect sense and sentence, marked thus. Of all which take this following instance: A Samaritan passed by, where the wounded lay; and when he saw him, he had pity upon him: And he bound up his wounds, and brought him to an inn, and took care of him. Of the three mixed points. Exclamation is a long pause mostly of a simple axiom, imperfect for most part in sense and sentence, marked thus! Interrogation is a short pause commonly of a compound axiom; perfect in sense, but not in sentence, marked thus? An instance of both: O generation of vipers! who taught you to flee from the wrath to come? bring forth fruit meet for repentance. Parenthesis, called by some parathesis, both having the same use, is a short pause, mostly of a simple axiom, having a perfect sense, not sentence, inserted to a precedent axiom, where it may be spared without detriment of sense or structure, being used for explanation of the former, and marked thus () as for instance, judaes (not Iscariot) asked a question. All the Egyptians (both Horses and Chariots) pursued the Israelites. The captain without violence (for he feared the people) put the prisoners in ward. Of the four points for words. Apostrophus is a note of a diphthong, or vowel cut off in the same, or divers words, as in favoured for favoured, learned saint for learnedest; loved, given, ne'er, it's nothing, for it is nothing; is't for is it; th' Author, for the Author; And sometimes a liquid is cut off, as Pth house, for in the house; usually s doth stand for of, a sign of genitives, as the sheep's head, for head of the sheep. Diaeresis is a note of two vowels parted, as in Lais, Bagoas, dyers. Hyphen doth notify a continuation of the same word, being a compound, or derivative, as ratsbane, harmless, lameness. Ecthlipsis doth notify an abatement in the beginning, or end of verses: — Repasts suffice him now, Hard crusts at work, when he doth leave the plow; Being well aessured of endless feasts— FINIS.