Plain, brief, and pertinent RULES, For the Judicious and Artificial SYLLABICATION OF ALL ENGLISH WORDS, According to Art, and the Institution of the same Tongue. WITH Directions for the use of the English Syllabary, and the English Monosyllabary, and the said Rules of Syllabication. By Jo. Brooksbank. LONDON, Printed for the Author, 1654. To the Right Honourabl Sir Tho. Vyner Knight, Lord Mayor of the City of London, all Health and Happiness external, internal, and eternal. My Lord, YOur at this time being the great Parent and Father of this large and populous City, causeth me to acquaint your Honour with my present Intention to make public, these brief and short rules for the Syllabication of our English Tongue, they being a preparation to an Art by me invented, for a speedy, certain, and judicious facilitating, and perfecting of the Orthography thereof. In this first divulging whereof, I apprehend none more fit, (considering their Occasions to make use thereof) whereunto to commit the same for Patronage, than the Prentices of your City of London, they being the lowest estate and rank, under your Lordship's great care and charge, whose right welfare and propriety is determined, stated, and secured, by your Authority and Fatherly care; Wherefore in my thoughts hereon, I conceived it a foul piece of Impudence, and disorderly boldness in me, to let such an attempt appear in the world, before I had made an Address to your Honour for Allowance and approbation thereof: I humbly therefore prostrate both myself, and these my Endeavours, at your Lordship's feet, in all humble wise craving your good leave in, and favourabl acceptance of this my clear intention in this enterprise, for the unspeakable benefit of my Nativ Country; which if your Lordship will pleas to further, I shall ever remain, Your Honour's thankful Servant in the work of our Lord Jesus. Jo: Brooksbank. March 1654. To the right Worshipful the Aldermen of the City of London, all peace and true happiness in this life, and that which is to come. Right Worshipful, THe Government and well-being of this City lying under your care and charge, and God's providence having lead me to an Invention for the unspeakabl good of my Nativ Country comprehended in a brief and judicious Art of teaching to spell, read, and write our English tongue, which I call Syllabication; the Profit whereof you may easily discern by the perusal of the succeeding R●les and Directions, dedicated to the Prentices of your City, who are under your rule and governance; wherefore I conceiv it my duty humbly as it is, to present it and my self to your Worship's allowance and approbation, in all humble manner craving your favour and furtherance therein; and I shall ever remain, March 1654. Yours in the Lord Jesus, Jo: Brooksbank. To the hopeful, and renowned Estate of Apprentices, in the great, famous, and ancient City of London, the glorious Mother, and Metropolis of the admired Isle of Great Britain, all Success and Prosperity in this World, and that which is to come. Hopeful Gentlemen, and Apprentices, THis Dedication may seem strange, but the nature of this business is such, that I know not where more fitly to desire shelter, than from yourselves, you generally abov all others having learning and ingenuity to apprehend, leisure to peruse, and occasion to use all these present pieces, as the best remedy yet extant to perfect the Orthography of our English Tongue, with judgement, Art, and Experience. Your universal and unanimous complaints of your wants herein, and the view of your Shop-books, Receipts, Bills, and Letters to your best and dearest Friends, and not only amongst you, but indeed usually amongst most of men, there being few able rationally and artificially to write our Mother tongue, hath prevailed with me to make an offer of my earnest desire of your favour to patronise and protect these rules of Syllabication, and directions for the use of these two Tracts, contrived and composed for the speedy profit, and perfecting of all first Learners to spell, read, and write our English Tongue; An Art, the Mystery whereof you may well find out, with that Trade you are set apart to learn to live by: which being done, I know you may thereby, not only unspeakably profit, and benefit your selus, but also vent the Mystery thereof, as far, or farther than your Wares, which to all well disposed youth will be a glory, a delight, and a profit; but knowing that long ago you have learned what this means, Verbum sapienti, relying upon your Candour, and Ingenuity herein, I am, March, 1654. Yours, in the service of our Lord jesus, Io: Brooksbank. Plain, brief, and pertinent Rules, for a Judicious and artificial Syllabication of all English Words according to Art, and the Institution of the same Tongue. IN a true, regular, and Artificial Syllabication, of English words, it must be noted, and observed, that A syllabl is a full and perfect sound, made of so many letters as we spell together; wherein the numeration of syllabls must be first known, and then their right, and regular Division, according to the Rules ensuing, as followeth. Rules for the Numeration of syllabls in any word. Rule. FOr the most part, there is the same number of Syllabls, in a word, that there is of of Vowels, as in most, one Vowel, [o] and therefore but one Syllabl: utmost, two Vowels, [u] & [o] and therefore two Syllabls, etc. Herein are three Exceptions. Except. 1. When there is a Diphthong in a word, as [oy] in boy, [ou] in four, [ee] in heed, [ea] in earth. 2. When [i] [u] or [y] are made Consonants, there may seem to be a Vowel more than Syllabls, as [j] in jar, [v] in vent, and both in javan, [y] in yet. 3. When there is a Vowel, in a word not sounded, as [a] in beauty, [e] in George, [i] in field, [o] in peopl, [u] in guide. In this Exception it must be known, when, and where any of the vowels are not sounded; which may be by the Rules, Exceptions, and Limitations following. Rule 1. [a] Is not sounded in steward, coward, beauty, creature, Sabaoth, Pharaoh, Baal, Canaan, Isaac, Beaumond, Beawley, Beauchamp. Rule 2. [e] Is not sounded in George, nor till of late in Geometry; nor in words that end in [en] as taken; or in [e] as bare, hid; or in [es] as bones, stones, etc. Here we are to note these Exceptions. Except. 1. Foreign proper names, ending in [e] may have as many vowels, as syllabls; as Derbe two syllabls, not Derbe one syllable: Pe-ne-lo-pe four syllabls, not Pene-lope three syllabls; as also certain Monosyllabls that end in [e] as be, he, etc. Lim. Yet we say Mamre and Tyre Monosyllabls, and Eustace two syllabls. Except. 2. All proper names ending in [es] have as many syllabls as vowels when they end in [es] as Azores, Antipodes, etc. 3. There are six English Terminations ending in [es] which may have as many syllabls as vowels, when they end in 1 ges, as cages 2 ces, with [c] as faces 3 ses, with [s] as roses a xes 4 zes, as Mazes, 5 ches, as riches, 6 she's, as rushes. Rule 3. Words ending in [e] or [es] derived, or compounded, have the vowel [e] more than syllabls; as in lameness, therefore, hateful, etc. 4. [i] Is not sounded in neither, chariot, medicine, nor betwixt [u] & [t] as in fruit, suit, etc. Except in recruit, circuit, conduit, subtle. Rule 4. [i] Is not sounded after a Consonant, and before [e] as in Priest, pieces, etc. Except in dier, diet, quiet. And all words ending in [y] made derivatius by changing [y] into [i] adding [ed] thereunto, as tied, died, espied, yet they are doubtless more truly written tied, died. espied, etc. Rule 5. [o] Is not sounded in Polysyllabls ending in [ous] as furious, vicious, etc. Nor in these words, Leopard, Tortoise, Gaol, jeoffery, infeoff, iron, peopl, yeoman, jeopardy, damosel, oeconomick, soloecism, blood, flood, courtesy, country, touch, troubls. doubls, enough, cough, couple. Rule 6. [u] Is not sounded after [q] as in quart, qu●lt. Rule 7. [u] Is never sounded after [g] before a vowel, as in guard, guide. Rule 8. [u] Is not sounded in words ending in [our] as labour, honour; Except in our, your. Rule 9 [u] Is not sounded in these words following, buy, victuals, brought, bought, nought, aught, build, conduit, circuit. Rules for the Division of Pollysabls. Rule 1. When two Vowels come together not making a Diphthong; then they must be divided, and the former must end the former syllabl, and the latter must begin the latter, as [i] [a] in tri-●l [●] [●] in triumph [ay] [i] in stay-ing, [e] [ai] in re aid. [oy] [ou] in joy-ous. 2. When one Consonant comes betwixt two vowels, it must begin the following syllabl, as [n] in any [v] in e-ver. [l] in failing Except. 1. In words ending in [e] or [es] with one Consonant before them, derived, or compounded, as in hate, bated, hateful. 2. In some compound words, as [s] in , [p] in up on. 3 When [x] comes betwixt two vowels, as in example ex-ercise, etc. 3. When more consonants than one, come in the middl of a word, than so many as may begin a word, must begin the following Syllabl, and the rest must end the former, as [cr] in decreas, [fr] in re fringe, [stir] in re-strain, [spr] in de-sprinkl, [stir] in con-strain. Here it is to be observed, that no word can begin with abov three Consonants; so that the main business of Division in Syllabication, lies in the Consideration of two, and three Consonants which may begin words. The two Consonants which may begin a word, are thirty, viz. Bl: as in blame Br: as in brave Ch: as in chair Cl: as in clap Cr: as in cramp Dr: as in draw Dw: as in dwell Fl: as in flame Fr: as in frame Gl: as in glad Gn: as in gnat Gr: as in grant Kn: as in know Pl: as in plough Pr: as in prate Queen as in quart Sc: as in scant Sk: as in skill Sh: as in sharp Slightall: as in slip Sm: as in smart Sn: as in snow Sparke: as in speed St: as in stab sweet: as in swine Th: as in think Tr: as in tree Tw: as in two Wh: as in which Wr: as in wrench. The three Consonants which may begin a word, are eleven, viz. Sch: as in school Scr: as in scrape Skr: as in skreek Shr: as in shrew Spl: as in splint Spr: as in sprint Squ: as in squint Str: as in strength Thr: as in throw Thw: as in thwait Chr: as in Christ. Excep. In these two last rules, this exception is to be well known, that Derivativ and Compound words, do not always keep that order in their Division, by reason they often take their first Primitiv & Derivativ words for their first Syllabl, as state-ly, shameful, , trans-pose. That the Syllabication of our Language, may be Artificial; words may be known by these Terms of Art following. A word of one letter, is a Monogram A word of two letters, is a Digram A word of three letters, is a Trigram A word of four letters, is a Tetragram A word of five letters, is a Pentegram A word of six letters is an Hexagram A word of seven letters, is an Heptagram A word of eight letters, is an Octogram A word of nine letters, is an Eneagram A word of many letters, is a Polygram A word of one syllabl, is a Monosyllabl A word of two syllabls, is a Dissyllabl A word of three syllabls, is a Tryssyllabl A word of four syllabls, is a Tetrasyllabl A word of five syllabls, is a Pentesyllabl A word of six syllabls, is an Hexasyllabl A word of seven syllabls, is an Heptasyllabl A word of many syllabls, is a Polysyllabl. Instructions and Directions; how and in what manner to use the two preceding Books, and the Rules of Syllabication. IT hath now (for many years) been my greatest care and thoughts to perfect an English Abcedary, whereby to complete any one in the Artificial. Grammatical, and judicious spelling, reading, and Orthographical writing of our English Tongue; the first parts whereof I have herewith made public; the reasons whereof are too many, and for some considerations unfit to be here inserted, only this their coming abroad in this bare and naked condition, enforces me hereby to unlock and unfold, their manifold, great, and profitabl use, for the Benefit of all, but especially the first enterers, to learn to spell, and read; wherein I must take leave to speak a litl unto three sorts of peopl. 1 All Family Masters whom it may concern. 2 The Learners thereof. 3 All Teachers thereof. 1. All Family Masters that commit their Children, Servants, Apprentices, or others, to the learning of the English Tongue, it is their parts and duties, 1. To provide honest and able Teachers: Honest, to take pains therein with care, and Conscience: able, because person unabl for such a purpose, though very honest, and conscientious in other matcers, whilst unabl, can never bring any to spelling, reading, & writing, with reason and judgement. 2. Having provided such a Schoolmaster, or School-mistris, they must leave the main business of their children's teaching, to their care and discretion, providing such Books and necessaries for them, as their said Master or Mistress shall think fit: keeping their Children mannerly, civilly, and orderly at home; for a School-teacher shall find more eas and content, to himself, with greater profit to all Parties concerned therein, in teaching twenty Children well nurtured, & tutored at home, than in two or three, whose Parents or Masters suffer them to be at home, without Order or Government. It is also a silly, Nonsensical conceit amongst the vulgar, That the Scholars Manners and Carriage depends solely upon the School-teachers care, and heed; whether their carriage be expected from them at home or at School; a tax too great for any singl man's performance; How may any man think? whilst he himself rules not his few at home, any Schoolmaster can govern his great number, according to his desire, both at School, and at home; their Children being so disordered by them whilst they are with them, frequently occasioning more troubls, and vexattion at School than all the rest. 3. Masters, or Parents having thus committed their charge, to fitting Teachers, they must likewise have a care to send them constantly at all School-hours, which in all well ordered Schools, is seven in the morning, and one in the afternoon, at the farthest; and what they have learned in the School every day, to hear them repeat it every night, as they were taught it; not desiring to change their School teacher, except upon very good cause, nor their Books, without the Advice of the Teachers, therein not wishing too hasty or speedy a progress, but to giv time and leisure, and they will learn with much more judgement, and certainty, in far less time than Parents can expect; for Parents neglect in these things causeth great delay, and hindrance in their children's learning. 2. There are four things required in Learners, 1. Lov of Parent●, Teachers, and learning. 2. Obedience and Submission unto all. 3. Attention and heed to what is taught. 4. Study and Industry in their Books. 3. All Teachers, especially those who first enter the learners of our English Tongue, are to giv heed unto four things, 1 That they be painful and diligent therein, 2 That they have skill and ability to perform the same. 3 Discipline, and Government. 4 A right way and Method in teaching. 1. That they be painful, and diligent; in the performance of their charge, without which no desired end can be attained in pursuance, whereof they are to be very zealous for the glory of God, the edification of his Church, and a laudabl education of youth, for which purpose they must follow their School attentiuly, without the least remissness therein, and that continually all School-hours, not taking the least time, either to study any other thing, or to read other books, than in the careful hearing of their Scholars Lessons or exercise, not omitting any form, or any Scholar, hearing them all with leisure, care, and heed. 2. Skill, it is besides my business, and mine Intentions, herein to giv directions to the great and learned professed Grammar-Schoolmasters of our Nation; that they may gain skill by my help: my aim and undertaking herein, being only at an Instruction of those who undertake the teaching of English, and are willing to be persuaded to make use of this my way, wherein it is as yet impossible, for any Man to be as apprehensiv as myself, it being an Invention, which I have made my main business, this last eleven years, and upwards, those therefore that are willing to be so acquainted herein: as to make use thereof, in teaching others; first they must carefully read over, and seriously study, all these several pieces, so as they may fully understand the Method, and discern the scope thereof, but especially in the Rules of Syllabication, and these present Directions, all which will easily be done by diligent observation, and must be had before they venture upon teaching them to others; after which they may find therein abundance of profit, and delightful recreation and thereby be fully enabled for so laudabl an undertaking, as the teaching thereof. 3. Discipline and Government; All things, without this, are various, fickl, and unsteady, without which no School can ever be ordered aright; therefore when the Teacher hereof hath got skill, if he purpose to make use of this way in teaching, his next care must be orderly to govern and rule his Scholars; as much as in him lies, keeping them in a knowledge; of themselves and their business, with fitting Reverence and respect to all their betters, and Superiors; but especially unto all those, under whose care and charge they stand, and more particularly their Teachers. But to speak more home, who ever you be that are willing to entertain, and make use of this course, your next buisiness will be, if your number of Scholars will bear it, to divide them all into four Forms, which for brevity's sake, I call the highest, higher, lower, and lowest Forms, wherein (hearing, and teaching them, in a Grammar School way) you have but (if your number will amount to so many) four lessons to hear in your whole English School, matching them in their forms and places therein, according to their several strengths and abilities to take, and conceiv Learning; which you shall see more plainly and fully, in the manner and Method of Teaching: Having thus placed them in their proper Classes, therein draw them on by Emulation, Privileges, and Immunities; but in case these (as in some they will not) cannot prevail, then by punishments. 1 By Emulation setting those that learn best, and labour hardest, highest in their Form; by this you shall oftentimes have one form turned, and changed up and down in one Lesson saying; Children taking more delight in nothing, than in winning places. 2. By Privileges and Immunities; let that Boy, that comes first to School in the Morning, bear the name of Captain of the School that day, and every boy that comes first of his Form, Captain of his Form for that day, none having power to win the Capts. place for his day, except he miss twice for his once, that strives for his place. It will also be an excellent thing, to have for each Form a Ferular provided, which every Capt. is to take at his first coming in the morning, and ever after so long as he keeps it, to observe diligently, who amongst his Form-fellows first plays, talks, makes a nois, loiters, or otherwise neglects his Book, and to giv it to him with a smart clap on the hand, he that receivs it doing the like, and so the rest; but if at any time any one shall observe the Custos of his Form to neglect his duty herein, let him take the ferular from him, giving to the Custos two smart claps on the hand for his so mis-doing; But here note, that it will breed an iaconvenience to suffer the same Boy to be Capt. two days together, though he come first both days; Let also that Boy that comes to School first, if unwashed, uncombed, or undressed, be denied the privilege of being Cap. whether it be in the School, or in his Form, without power to win places, before he be washed, combed, and dressed: Your Scholars being thus marshaled, disciplined, and ordered, keep them constantly and continually labouring their books, saying their Lessons, or performing their exercise till they depart School; and in their going out, let every Boy stand in his place, repeat a full point, or claus in the Elements of the English tongue, wherein when any one makes too long a stay or paus before he begin to go on where his Foreman left, let him that takes it up first, go out in his place, and thus in order through all the rest, every Scholar going out of the School in his Order, with Civility and Manners. 4. The Manner a●d Method of teaching these books, wherein it must be understood, that they are contrived, and composed only for the perfecting of the lowest, and lower Forms, and a competent entrance of the higher Form, and herein, though it will be your best order in hearing of Lessons or Exercise, to begin with the highest Form, and to end with the lowest, yet in this my Direction, my Method must be to begin with the lowest Form. Directions for the Manner and Method in teaching the Lowest Form. THey of your Lowest Form, are all to be the first Learners to know their L●tters, and to spell, for whom all the English Syllabary (except the last Chapter,) is made in that Order you see; Having all your Scholars in this form disciplined and marshaled, as was but now said, when they are to say their Lessons, let them all stand out each in his place and order, with his book in his left hand, open, at the first Chapter, and his feskew on the foremost finger of his right hand, then bid sometimes the highest, sometimes the midlmost, and sometimes the lowest in that Form, or which you pleas, begin to name the first Letter [a] in a English Letter, he and all the rest in the Form pointing at the same with their feskews: then let the next name the next letter, which is also [a] in a Roman letter, all the rest likewise looking upon the same, and pointing thereat with their feskews; and the next [e] and so every one in order, through the Form, till they all perfectly know their six vowels, where ever they see them in those two Characters; but if your Scholars be very young, or dull, then let some Boy of the Form next abov, stand behind each such, teaching them how to hold their books, and feskews, and how therein to direct their eyes and feskews, whereby in few days they will know what to do; When they have thus learned their vowels, let them proceed to the next Chapter, there to learn their Consonants, and to spell: where let them begin with those seven lines in the two first Columns, which teach only 7 Consonants by two and two of the nearest affinity together, as d & t, b & p, etc. wherein when they perfectly know them in any place, let them proceed to spelling, till they can spell, and tell all the Letters and Syllabls in the first three Sections perfectly without let, or stop, then let them take a new Lesson, learning the three next Sections in the same manner they learned the three former, till they are well able to take all the six at one Lesson; which when they can do, let them go on to the seventh Section, learning the same as they did the former, till they can perfectly spell them also. But here it must be noted, that in all these Nine Sections, and every where else, that you must not suffer your Scholars to call these six Letters h, g, j, v, w, z, as they are usually, but most ignorantly, and unfittingly called here in England, but to giv them names according to the Analogy of the names of the rest of our Consonants, and their own proper powers, as not to call [h] [ache,] but [eh,] ●or [g] [jee,] but [guee;] nor to call [j] [i] but [jee;] nor [v] [u,] but [ev;] nor [w] doubls [u] but woe] nor [z] said, nor zad, nor ez t, nor uzet, nor uzz●rd, but [ez] the eas whereof in their learning, and the benefit thereby in their proceeding, (this way being but once tried, and sufficiently proved) will be found to be the only way to smooth the greatest roughness in this their first entrance to learning, by the observation and practice of these ensuing Rules in all spelling whatever. Rules to be observed in spelling. Rule 1. [a] before [l] hath usually in English words the sound of [au] as in tall, ball, etc. except in shall. 2. [o] after [w] or before [m] or [n] hath usually the sound of] 〈◊〉 as in w●●t, some, son, etc. before [l] it hath often the sound of [●u] as in old, bold, etc. 3. [g] after [d] or before [e, i, or y,] hath the sound of [j] ever else it keeps its own sound. 4. [c] after [e] [i] or [y,] or before [r] after an Apostrophes, hath ever the sound of [s,] as 〈◊〉, ci●●, cytron, laced, faced, ever else it hath the 〈…〉 [k] as in cap, cope, cup, lack, crack; Ex●●●● English words when it comes before [h] and 〈…〉 ha●● a sound proper to itself, as in chap, chi●●●, 〈◊〉 5 [s] In verbs, betwixt two vowels, and in the end of a word, hath usually the sound of [z] as in use, Jesus, cause, etc. The Limitations and Exceptions of these Rules, and many more, are reserved to mine English Abcedary. All which considered aright, will direct you to teach your Scholars to begin to learn to spell thus: (h, calling it ch) i, h●, (v, calling it ev) a, va: in the fourth section, and w (calling it woe) y (why) in the same section. So z, (calling it ez) o, so in the seventh section; and in the same section to spell thus, c, a, for k a, ka: c, e, for s, e, sc: c, i, for s, i, si: c, oh, for k o, ko: etc. g, a, ga: g, e, for jee, e, je: g, i, for j, i, ji: g, oh, go, etc. j (calling it jee) j a, ja, j, e, je, etc. All which you may conceiv from the foresaid rules, and that spelling of s, c, k, g, and j, may be discerned by the braces: Also, when your Scholars can, according to these Rules, and Directions, readily and perfectly spell all the first 9 Sections, (All which Sections, as these so the rest through the Book, may be known by their lines drawn for that purpose) in the second Chapter, at one Lesson, then let them at the next Lesson, take the two last Sections at another Lesson, which they must needs do very perfectly (if taught as before directed) in once or twice saying over; After which, let them proceed on in the Book, learning to spell it in order, as it lies, following all the foresaid directions, never going back, till they have learned to spell the twelv first Chapters, never taking a new Lesson till they be perfect in the old; teaching them to observe these following directions more, that in all the last sections of each Chapter, beginning with the third, what Digrams soever they meet with ending in e, in their spelling to say thus, e, for ee, as w, e, for we, we; but in all other words ending in e, with a singl Consonant after another vowel, that e, is not sounded, but draweth the Syllabl long, or changeth the sound of c, or g; as bar, short, by putting to e, is made bare, long: bit, short, by putting to e, is made by't, long: and fac by putting to e, is made face, changing c, from the sound of k, to the sound of s: rag, by putting to e, is made rage, changing the sound of g, into j, etc. And that when two th's come together, they must learn to sound the one hard, as th', in thy the Pronoun, the other soft, as th' in thigh, the Member of a Man's body; when in this manner they have spelled over the twelv first Chapters, and are perfect therein, then that what they have learned may be deeply rooted, and firmly digested, let them go back again, and spell over the four first Chapters again, as formerly, and all the places after them, marked with hands, a●d stars, so far as therein they find the practice of any of the aforesaid Rules. When this Lowest Form hath gone over all them places in all the twelv first Chapters, let them in the next place proceed to the 13th Chapter, and there learn the Diphthongs, variously placed, as were the vowels in the first Chapter, first teaching them to learn their names, by spelling a, i, ai, a, y, for a, i, ay, etc. Which when they can do smoothly and readily, let them learn to name them by their sound, and to do so ever after when they spell, where ever they meet with them; as in the next Section in their spelling, not to say b, a, i, bai, but b, ai bai, d, ay day, not d, a, y, day, etc. And when they can, according to these, and all former directions therein useful, spell the 13th and 14th Chapters perfectly, then let them proceed to the learning of all their Capital Letters, which are there set down, in three Characters, 1 English, 2 Roman, and 3 Italian, which when they have learned, they will know all their Letters, capital and small, in all three Characters; for they had learned all their small Letters in English, and Roman before; and so let them spell on through the Book, according to all the former directions, and Instructions, till they shall in a competent manner have spelled over the twenty two Chapters of the English Syllabary, which when they have done, let them spell over again all the four first Chapters, and all places through the Book marked with a hand, or a scar; spelling them so often over as will make them pretty nimbls, and ready, then let them spell over again only those places marked with hands; all which places so marked with hands, or stars, are to be spelled so far in their last going over, as you shall discern therein the practice of any of the former Rules, especially for the sonnding of c, and g. At which places marked with hands and stars, are not abov a line, or two, wherein the force of those rules lie: Except in the seventh page, where it beginneth with gab, and ends with gux: And in the ninth, beginning with cab, and ending with cousin; but if your Scholars in their spelling or Syllabls seem to be bogl'd at words ending in many Consonants, let them spell to the vowel, or diphthong first, and then take the rest, Consonant by Consonant, thus: As suppose the syllabl were crafts, or strangld: then let them learn to find them, or the like words or syllabls out thus, c, r, a, cra, c, r, a, f, craf, c, r, a, f, t, craft, c, r, a, f, t, s, crafts; s, t, r, a, stra, st, r, a, n, stran, st, r, a, n, g, strange, st, r, a, n, g, l, strangl. st, r, a, n, g, l, d, strangld. Thus when your Lowest Form are according to these Instructions, Rules, and Directions, perfected in spelling the two and twenty first Chapters of the English Syllabary, they are fitted to enter into the next form, which is the Lower Form. Directions for Exercising the Lowest Form. Whilst your Lowest Form, is learning to spell the twelv first Chapters, when you think fit, or can best, let them take what place you think fittest in their Books, and show which be Vowels, and which be Consonants, as in the last Section of the first Chapter, in this manner: [h] is a consonant, [o] is a vowel, [v] is a consonant, made of [u] vowel; [a] is a vowel, and so on, till they perfectly know which be Vowels, and which be Consonants, using this for their exercise in the twelv first Chapters; till they have learned the thirteenth and fourteenth Chapters, which when they have learned, let them learn to be skilful also in knowing which be proper Diphthongs, and which be improper, exercising them thus: [oi] is a proper Diphthong, made of [o] the prepositiv vowel, and [o] the subjunctiv; [ay] is a proper Diphthong, made of [a] the prepositiv vowel, and [y] for [i] the subjunctiv; [owe] is a proper Diphthong, made of [o] the prepositiv vowel, and [w] for [u] the subjunctiv, [ee] is an improper Diphthong, made of [e] and [e] and so on in the rest, where, and when you pleas, till they readily know, which be Vowels, which Consonants, and which Diphthongs, whether proper, or improper, which when they know perfectly, let them learn to spell all Monosyllabls of all sorts without book, according to the directions hereafter, for the use of the Spelling-table; but here it is requisite that you know, what be the grounds, and Elements of our English Tongue; which your Scholars are to repeat over, in Order, at their going out, which are as followeth. The Elements of our English Tongue. The twenty four Letters. a b c d e f g h i k l m n o p q r s t u w x y z. The six vowels. a, e, i, o, u y. The twelv proper Diphthongs. ai ei oi ay ey oy au eu ou awe ewe owe The four improper Diphthongs. ée oo ea oa The eighteen Consonants. b c d f g h k l m n p q r s t w x z. j v y. Consonants to be reform in their names. g j h v w z. A Syllabl is a full and perfect sound, etc. as before in the Rules of Syllabication throughout. Directions for teaching the Lower Form. YOur lowest Form being thus perfected in spelling, you must now enter them in the next, which I call the lower form, wherein they are to learn to read, what they formerly spelled, which you must do in this manner; When that Form are to read their Lesson, call them all out together, and let them all stand with their Books and feskews in order, as they did in spelling, then bidding the highest, midlmost, or lowest, or whom you pleas, read the first syllabl in the first Chapter, all the rest looking on, and pointing thereat with their feskews, be ready to read the syllabl, if bid, and when it is their turn; and thus let them read every Scholar his syllabl by turn, till they have learned over the 7 first Pages: then let them read them over again, every one his two, three, or four syllabls a piece, till they have in the same manner read over the same 7 first Pages; after that beginning to read the same again every Scholar reading his line, in order, through the twenty two Chapters: and over the places marked with hands, and stars, as was directed in spelling, till they are able to read all the said Chapters very readily, and perfectly; but especially the four first Chapters, and all places marked with hands, and stars, and every last Section of every Chapter. Directions for the Exercise of the Lower Form. When your lower Form hath perfectly read the the three first Chapters of their Syllabary for their Exercise, let them take three, or four lines, in each last Section of every Chapter, in order, through the Book; as in the last Section of the third Chapter, saying thus: be is a digram, with its vowel in the second place: ebb is a digram, with its vowel in the first place etc. So likewise in the fourth Chapter: ebb is a digram, with its vowel in the first place: ad, is a digram, with its vowel in the first place: ide is a trigram, with one Consonant in the second place. In the fift Chapter: by is a digram, with its vowel in the second place: try is a digram, with its vowel in the third place, etc. In the sixth Chapter: bab is a trigram, with its vowel in the second place, etc. Thus through the 22 Chapters, till they are prompt and ready therein, and have learned their Rules for Syllabication, and then let them take any last Section in the said Chapters: Except the three first, and learn to syllabicate Monosyllabls in thi● manner following: Chap. 19 Section the last: brewed, is a Mosyllabl, though there be two vowels, because ewe is a proper diphthong made of e the prepositiv vowel, and w, for u, the subjunctiv; therefore there is a vowel more than syllabls, according to the first Exception: breed is a Monosyllabl, though there be two vowels, because ee is an improper diphthong, made of e, and e, and therefore there is a vowel more than Syllabls, according to the first Exception. And in the tenth Chapter thus: dive, is a Monosyllabl, though there may seem to be three vowels, because v, is u vowel turned into ev consonant, and therefore there may seem to be a vowel more than Syllabls, according to the second Exception; and e in the end of an English word is not sounded, according to the 2d rule for vowels, not sounded; and therefore there is a vowel more than syllabls, according to the third Exception, and so on through the Book. Directions for teaching of the Higher Form. When you have brought your Scholars into the Higher Form, let them take their Lessons in the forenoon in the twenty third Chapter of the Syllabary, learning to spell all the Polysyllabls therein, as shall be here directed, and read the Monosyllabary, every boy his line in the afternoons, as before in the Syllabary, till they can read it readily, and perfectly, after that let them read what part of the Bible, in the afternoons you shall think fit; in the forenoons teaching them first to spell every Syllabl in order, as you see them there divided, and putting them together, as he spells them in this manner, c, h, a, p-chap, t, e, r, s ters' chapters u, u, m, num- b, e, r, s bers, numbers, etc. as in the first Section G, e for I, e; je, n, e, ne Gone- s, i, s this Genesis E, x Ex, o per se, o, Exo, d, u, s dus, Exodus, etc. as in the second Section, till they can spell the whole Chapter readily, and perfectly, without stop or stay, and then put them to learn to read the same, as they formerly learned to read Syllabls, and Monosyllabls, which when they can read well, let them leave, and learn to read all the Rules of Syllabication, labouring to bring them to the understanding thereof, along as they learn them; which when they read readily, and understand competently, put them to learn by heart, which being done, put them continually to the Practice of their Rules, in Syllabication; as they read either these Directions, or their Bibles, or both; for after they have learned them, they must learn these Directions in the forenoons, till they read them perfectly also, and after that the Bible in both ends of the day, except the Teacher conceiv of some other Book fit to be taught therewith the one part of the day. Directions for the Exercise of the Higher Form. WHen your Higher Form hath read their Rules of Syllabication, and somewhat understands them, let them learn to Syllabicate, which is to find out a word by its syllabls, which that they may do of themselves when they have occasion, let them exercise as followeth; for an instance herein, I will take 2 verses, of the 4th Chapter of Proverbs, 13. Take fast hold of Instruction, let her not go; keep her, for she is thy life. 23. Keep thy heart with all diligence: for out of it are the issues of life. Which is syllabicated in this manner, Take is a Monosyllabl, though there be two vowels, because e in the end of a word is not sounded, according to the 2 rule for vowels not sounded; and therefore there is a vowel more than Syllabls, according to the third exception, fast is a tetragram, hold is a tetragram, hold, not hold, because o before l, hath the sowed of ou, according to the 2d rule for spelling, Direct. p. 16. Instruction is a tetrasyllabl, because it hath four vowels, and no Exception: In- is the first syllabl, because n and s are two Consonants coming together, which cannot begin a word, and therefore cannot begin a syllabl, but must be divided, and the former must begin the former syllabl and the latter must begin the latter, according to the third rule of Division; struc- is the second syllabl, because c, and t, are two consonants coming together, which cannot begin a word, and therefore cannot begin a syllabl, but must be divided, according to the same third Rule of Division, struck, not strus. because c, before e, i, or y, etc. as in the third Rule for spelling, Direc. p. 16. instruc: ti- is the third syllabl, because i, and o, are two vowels coming together, and no Diphthong, therefore they must be divided, and the former must end the former syllabl, and the latter must begin the latter, according to the first Rule of Division: shi, not ti, because ti, before a vowel, hath usually the sound of shi, instructi on, is the last syllabl, Instruction, all the following Monosyllabls as before, Diligence is a Trissyllabl, though there are four vowels, because e, in the end of an English word is not sounded, according to the Rule for vowels not sounded; therefore there must be a vowel more than syllabls, according to the third Exception: di, is the first Syllabl, because l is one consonant coming betwixt two vowels; therefore it must begin the following syllabl, according to the second rule of Division, diligence is the last syllabl: jence, not guence, because g, after d, and before e, i, and y, etc. gense, not genke because c, before e, i, or y, etc. diligence, and so the rest. These are all the Directions I can as yet give, by reason mine Abcedary is not yet made public, wherein this form and the highest are to be perfected in reading the hardest English can be gathered out of History, Divine, or Profane, and all other Learning; as also to be taught the first part of Arithmetic, with the Derivations and Compositions in our Mother Tongue and learning to write the same: only there is one Exercise more to be generally used amongst all your Scholars, at such time as you shall find fit, which is to hear all your Scholars spell all Monosyllabls, by the help of the Table of spelling; which Table, and the use thereof followeth. The use of the Spelling-Table. THe main Scope and Intent of this ensuing Table, is an help and direction to the Teacher of these Books, in exercising their Scholars to spell any English Monosyllabl, which will be best for them to do every day, more or less; for which purpose the Table you see is divided into Nine columns: in the fourth whereof are the six vowels, without which no Articulate sound can be made, before which there are three Columns, wherein are all Consonants which may begin a word, in the first whereof are all the three Consonants which may begin a word; in the second all the two; and in the third all the singl; after which are five Columns, in the fift whereof are all Diphthongs, proper and improper, all which may begin or end a word; after which are four Columes, wherein are all Consonants, which may end a word; the sixth Column containing all singl Consonants; the seventh all the two Consonants; the eight all three; and the ninth all four which may end a word; whereby exercise them in spelling all words or syllabls, beginning with them of two letters, then proceeding to them of three, and so in order, till you have gone through all sorts of syllabls, and monosyllabls, ending with them of nine letters, which is done in this manner, at the first set all your Scholars in order, then ask one what spells ba, he will answer b, a, the second what spells [be] he will answer b, e, then answer him, that is be the syllabl, but how spell you be, to which teach him to answer b, e, for b, ee; th' n say this is [be] the verb, but how spell you the be, that makes Honey; to which let him answer b, ee; then demand whereof is ee made; to which teach him to answer, e, and e; and so in every word wherein you may observe difference of signification, distinguished by difference in spelling or writing as in due, and dew: too and two; so black and black; star and stare, and such like: from which few the least of capacity and ingenuity, may gather the use, and practise of the whole Table. Only here it may be remembered, that I conceiv it best (especially at the first) to make this a daily exercise for your whole School, and afterward for every Form their part and portion, according to their learning and ability, and the discretion of the Teacher; and every Form to perform their several exercise in knowing their Vowels, Diphthongs, and Consonants: by Syllabycation, (according to their learning and ability,) them two hours they learn in a Thursday in the afternoon, and the Saturday in the forenoon, except they be able to learn their Catechism, or Precepts of Manners. FINIS ERRATA. Courteous Wellwishers, you who are pleased to make use of these several Tracts; amongst many, I beseech you correct these following faults with your Pen, as most Material. In the Syllabary, pag. 2. line the last, lm, make lafoy, p. 3. l. 15. oo, m. oc. p. 14. l. 20. dtoss, m. dross. p. 17. l. 11. wive, make wive. p. 18. col. 2. l. 2. nncls, m. uncls. p. 19 col. 1. l. 2. uskc, m. usked. p. 20. l. 2. vow, m. now. p. 32. l. 3. English, m. English. l. 20. damsel, m. damsel, l. 22. victuals, m. victuals. l. 25. hated, m. ha-ted. In the Epistl to the Teachers of the Monosyllabary, there is this claus, You must have skill, in those Rules, I have set out before my Syllabary, which Rules are now in the 16 pag. of these Directions. In which Monosyllabary are some faults, the chief whereof I wish you to correct thus: Chap. 4. l. 8. tu, m. to. c. 8. l. 70. begets, m. ●●ts, l. 73. deal one. l. 79. ever, m. e'er, c. 9 l. 28. before, m. e'er. l. 39 over, m. o'er. c. 11. deal lines 6, & 7: l. 8. judgs, m. judge. l. 9 ledgs, m. ledg. ib. wedg's, m. wedg. c. 13. l. 23. His, m. As. c. 16. deal l. 6. c. 18. l. 1. These siegs, m. This siege. In the Directions, p. 2. l. 11. in, m. in, p. 3. l. 17. put subtle after Medicine. l. 18. deal subtle. p. 4. l. 12. Polysabls, m. Polysyllabls. p. 8. l. 7. Apprentices, m. Apprentices. p. 10. l. 19 business, m. buisiness. p. 13. l. 6. jaconvenience, m. Inconvenience. p. 16. l. 22. after, m. before. p. 24. l. 16. Digram, m. Trigram.