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.

Plain, brief, and pertinent Rules, for a Judicious and ar∣tificial 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 numerati∣on 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 num∣ber of Syllabls, in a word, that there is of of Vowels, as in most, one Vowel, [o] and there∣fore but one Syllabl: utmost, two Vowels, [u] & [o]

and therefore two Syllabls, &c. Herein are thrée 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 séem to be a Vowel more than Syllabls, as [j] in jar, [v] in vent, and both in Iavan, [y] in yet.

3. When there is a Vowel, in a word not soun∣ded, 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, Beaumont, 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, hide; or in [es] as bones, stones, &c. Here we are to note these Ex∣ceptions.

Except. 1. Forraign proper names, ending in [e] may have as many vowels, as syllabls; as Der-be two syllabls, not Derbe one syllable: Pe-ne-lo-pe four syllabls, not Pene-lope thrée syllabls; as also certain Monosyllabls that end in [e] as be, he, &c.

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, &c.

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 shes, as rushes.

Rule 3. Words ending in [e] or [es] derived, or compounded, have the vowel [e] more than syl∣labls; as in lameness, therefore, hatefull, &c.

4. [i] Is not sounded in neither, chariot, medi∣cin, nor betwixt [u] & [t] as in fruit, suit, &c.

Except in recruit, circuit, conduit, subtil.

Rule 4. [i] Is not sounded after a Consonant, and before [e] as in Priest, pieces, &c.

Except in dier, diet, quiet. And all words end∣ing in [y] made derivativs by changing [y] into [i] adding [ed] thereunto, as tied, died, espied, yet they are doubtless more truly writen tyed, dyed. espyed, &c.

Rule 5. [o] Is not sounded in Polysyllabls end∣ing in [ous] as furious, vicious, &c. Nor in these words, Leopard, Tortois, Gaol, Ieoffery, infeoff, iron, peopl, yeoman, jeopardy, damosel, oeconomick,

soloecism, bloud, floud, courtesy, countrey, touch, troubl. doubl, enough, cough, coupl.

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 fol∣lowing, buy, victuals, brought, bought, nought, ought, build, conduit, circuit.

Rules for the Division of Pollysabls.

Rule 1. VVHen two Vowels com together not making a Diphthong; then they must be divided, and the former must end the former syl∣labl, and the latter must begin the latter, as [i] [a] in tri-••l [••] [••] in tri-umph [ay] [i] in stay-ing, [e] [ai] in re aid. [oy] [ou] in joy-ous.

2. When one Consonant coms betwixt two vow∣els, it must begin the following syllabl, as [n] in a∣ny [v] in e-ver. [l] in failing

Except. 1. In words ending in [e] or [es] with one Consonant before them, derived, or compoun∣ded, as in hate, bated, hatefull.

2. In some compound words, as [s] in dis-esteem, [p] in up on.

3 When [x] coms betwixt two vowels, as in ex∣ampl•• ex-ercise, &c.

3. When more consonants than one, come in the

middl of a word, then so many as may begin a word, must begin the following Syllabl, and the rest must end the former, as [cr] in de-creas, [fr] in re fringe, [str] in re-strain, [spr] in de-sprinkl, [str] in con-strain. Here it is to be observed, that no word can begin with abov thrée Consonants; so that the main business of Division in Syllabication, lyes in the Consideration of two, and thrée Conso∣nants 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 plow
• Pr: as in prate
• Qu: as in quart
• Sc: as in scant
• Sk: as in skill
• Sh: as in sharp
• Sl: as in slip
• Sm: as in smart
• Sn: as in snow
• Sp: as in speed
• St: as in stab
• Sw: 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 kéep that order in their Divi∣sion, by reason they often take their first Primitiv & Derivativ words for their first Syllabl, as state-ly, shame-full, dis-esteem, 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 thrée 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 thrée 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 praeceding Books, and the Rules of Syllabication.

IT hath now (for many years) been my greatest care and thoughts to perfect an English Abceda∣ry, whereby to compleat any one in the Artifici∣al. Grammatical, and judicious spelling, reading, and Orthographical writing of our English Tongue; the first parts whereof I have herewith made publick; the reasons whereof are too many, and for some con∣siderations unfit to be here inserted, only this their coming abroad in this bare and naked condition, in∣forces me hereby to unlock and unfold, their mani∣fold, great, and profitabl use, for the Benefit of all, but especially the first enterers, to learn to spell, and

read; wherein I must take leav 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, Appren••ices, 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, be∣cause person unabl for such a purpose, though very honest, and conscientious in other matcers, whil'st unabl, can never bring any to spelling, reading, & writing, with reason and judgement. 2. Having provided such a School-master, or School-mistris, they must leav the main business of their Childrens teach∣ing, to their care and discretion, providing such Books and necessaries for them, as their said Master or Mistris 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 arrow_forward twenty Children well nurtured, & tutored at home, than in two or three, whose Parents or Ma∣sters 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 cariage be expected

from them at home or at School; a tax too great for any singl mans 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 troubl, and vexattion at School than all the rest. 3. Ma∣sters, 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 caus, nor their Books, without the Advice of the Teachers, therein not wishing too ha∣sty or speedy a progress, but to giv time and leasure, 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 hinderance in their Childrens 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 painfull 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 arrow_back teaching arrow_forward .

1. That they be painfull, and diligent; in the per∣formance 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 atten∣tivly, 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 o∣ther books, than in the carefull hearing of their Scho∣lars Lessons or exercise, not omitting any form, or any Scholar, hearing them all with leasure, care, and heed.

2. Skill, it is besides my business, and mine Inten∣tions, herein to giv directions to the great and learn∣ed profest Grammar-Schoolmasters of our Nation; that they may gain skill by my help: my aim and un∣dertaking herein, being only at an Instruction of those who undertake the arrow_back teaching arrow_forward of English, and are wil∣ling to be perswaded to make use of this my way, wherein it is as yet impossibl, for any Man to be as apprehensiv as my self, 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 tea∣ching 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 venter upon arrow_back teaching arrow_forward thē to others; after which they may find therein abundance of profit, and de∣lightful recreation and thereby be fully inabled for so laudabl an undertaking, as the arrow_back teaching arrow_forward thereof.

3. Discipline and Government; All things, with∣out this, are various, fickl, and unsteady, without which no School can ever be ordered aright; there∣fore when the Teacher hereof hath got skill, if he purpose to make use of this way in arrow_back teaching arrow_forward , his next care must be orderly to govern and rule his Scholars; as much as in him lies, keeping them in a knowledg; of themselvs and their business, with fitting Reve∣rence and respect to all their betters, and Superiours; but especially unto all those, under whose care and charge they stand, and more particularly their Tea∣chers. But to speak more home, who ever you be that are willing to entertain, and make use of this cours, your next buisiness will be, if your number of Scholars will bear it, to divide them all into four Forms, which for brevities sake, I call the highest, higher, lower, and lowest Forms, wherein (hearing, and arrow_back teaching arrow_forward 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, ac∣cording to their several strengths and abilityes to take, and conceiv Learning; which you shall see more plainly and fully, in the manner and Method of Tea∣ching: Having thus placed them in their proper Classes, therein draw them on by Emulation, Privi∣leges, and Immunities; but in case these (as in som 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 pla∣ces.

2. By Privileges and Immunities; let that Boy, that coms first to School in the Morning, bear the name of Captain of the School that day, and every boy that coms 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 comming in the morning, and ever after so long as he keeps it, to observ 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 ob∣serv the Custos of his Form to neglect his duty here∣in, let him take the ferular frō him, giving to the Cu∣stos 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 dayes together, though he come first both dayes; Let also that Boy that comes to School first, if unwash't, uncomb'd, or undress't, be denyed the priviledg of being Cap. whe∣ther it be in the School, or in his Form, without pow∣er to win places, before he be washt, comb'd, and dress't: Your Scholars being thus marshall'd, disci∣plined, and ordered, keep them constantly and con∣tinually 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 arrow_back teaching arrow_forward these books, wherein it must be understood, that they are contrived, and composed onely 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 hea∣ring

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 tea∣ching 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 Chap∣ter,) is made in that Order you see; Having all your Scholars in this form disciplin'd and marshall'd, as was but now said, when they are to say their Les∣sons, let them all stand out each in his place and or∣der, 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, some∣times 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 fes∣kews; and the next [e] and so every one in order, thorough 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, arrow_back teaching arrow_forward them how to hold their books, and feskews, and how therein to direct their eyes and feskews, whereby in few dayes they will know what to do; When they have thus lear∣ned their vowels, let them proceed to the next Chap∣ter, 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, &c. 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 igno∣rantly, 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] doubl [u] but woo] nor [z] zed, nor zad, nor ez t, nor uzet, nor uzz••rd, but [ez] the eas whereof in their lear∣ning, and the benefit thereby in their proceeding, (this way being but once tryed, 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, &c. except in shall.

2. [o] after [w] or before [m] or [n] hath usu∣ally the sound of] 〈◊〉〈◊〉 as in w••••t, som, son, &c. before [ld] it hath often the sound of [••u] as in old, bold, &c.

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 Apostrophus, hath ever the sound of [s,] as 〈◊〉〈◊〉, ci••••, cytron, lac't, fac't, 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 it self, 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, caus, &c. The Limitations and Excepti∣ons 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 woo) y (wy) in the same section. So z, (calling it ez) o, zo 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, o, for k o, ko: &c. g, a, ga: g, e, for jee, e, je: g, i, for j, i, ji: g, o, go, &c. j (calling it jee) j. a, ja, j, e, je, &c. All which you may conceiv from the fore∣said 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, rea∣dily 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 ano∣ther Lesson, which they must needs do very perfect∣ly (if taught as before directed) in once or twice say∣ing over; After which, let them proceed on in the Book, learning to spell it in order, as it lies, follow∣ing 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; arrow_back teaching arrow_forward them to observ these following dire∣ctions 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 wee, we; but in all o∣ther 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 puting to e, is made bite, 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, &c. And that when two th's com together, they must learn to sound the one hard, as th, in thy the Pronoun, the o∣ther soft, as th in thigh, the Member of a Mans 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, markt with hands, a••d stars, so far as therein they find the practice of any of the aforesaid Rules. When this Lowest Form hath gon over all them places in all the twelv first Chap∣ters, 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

arrow_back teaching arrow_forward them to learn their names, by spelling a, i, ai, a, y, for a, i, ay, &c. 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, &c. And when they can, according to these, and all former directions therein usefull, spell the 13th and 14th Chapters perfectly, then let them proceed to the lear∣ning 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 thorough 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 don, let them spell over a∣gain all the four first Chapters, and all places thorough the Book mark't with a hand, or a scar; spelling them so often over as will make them pret∣ty nimbl, and ready, then let them spell over again only those places mark't with hands; all which pla∣ces so mark't 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, es∣pecially

for the sonnding of c, and g. At which places mark't with hands and stars, are not abov a line, or two, wherein the force of those rules ly: Except in the seventh page, where it beginneth with gab, and ends with gux: And in the ninth, beginning with cab, and ending with cuze; 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, Con∣sonant 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, strang, st, r, a, n, g, l, strangl. st, r, a, n, g, l, d, strangld. Thus when your Lowest Form are according to these In∣structions, 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.

VVHilst 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 fit∣test

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 skilfull 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; [ow] 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
  • ...aw ew ow
• The four improper Diphthongs.
  • ...ée oo ea oa
• The eighteen Con∣sonants.
  • ...b c d f g h k l m n p q r s t w x z. j v y.
• Consonants to be reformed in their names.
  • ...g j h v w z.

A Syllabl is a full and perfect sound, &c. as before in the Rules of Syllabication throughout.

Directions for arrow_back teaching arrow_forward the Lower Form.

YOur lowest Form being thus perfected in spel∣ling, 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, midl∣most, 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, til they have in the same man∣ner read over the same 7 first Pages; after that be∣ginning to read the same again every Scholar rea∣ding his line, in order, through the twenty two Chapters: and over the places mark't with hands, and stars, as was directed in spelling, til they are a∣ble to read all the said Chapters very readily, and perfectly; but especially the four first Chapters, and all places mark't with hands, and stars, and

every last Section of every Chapter.

Directions for the Exercize of the Lower Form.

VVHen 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, thorough the Book; as in the last Section of the third Chapter, saying thus: be is a digram, with its vowel in the second place: eb is a digram, with its vowel in the first place &c. So likewise in the fourth Chapter: eb is a digram, with its vowel in the first place: ad, is a digram, with its vowel in the first place: ide is a tri∣gram, 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, &c. In the sixt Chapter: bab is a tri∣gram, with its vowel in the second place, &c. Thus thorough the 22 Chapters, til they are prompt and ready therein, and have learned their Rules for Syl∣labication, and then let them take any last Section in the said Chapters: Except the three first, and learn to syllabicate Monosyllabls in thi•• manner fol∣lowing: Chap. 19. Section the last: brew'd, is a Mo∣syllabl, though there be two vowels, because ew 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, becaus 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, becaus 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 Eng∣lish word is not sounded, according to the 2d rule for vowels, not sounded; and therefore there is a vow∣el more than syllabls, according to the third Excep∣tion, and so on through the Book.

Directions for arrow_back teaching arrow_forward of the Higher Form.

VVHen 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 there∣in, as shall be here directed, and read the Monosylla∣bary, every boy his line in the afternoons, as before in the Syllabary, till they can read it readily, and per∣fectly, after that let them read what part of the Bible,

in the afternoons you shall think fit; in the fore∣noons arrow_back teaching them first to spel every Syllabl in or∣der, as you see them there divided, and putting them together, as he spels 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, &c. as in the first Section G, e for J, e; je, n, e, ne Gene-s, i, s sis Genesis E, x Ex, o per se, o, Exo, d, u, s dus, Exodus, &c. as in the second Secti∣on, til 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 leav, 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 com∣petently, put them to learn by heart, which being don, put them continually to the Practice of their Rules, in Syllabication; as they read either these Directi∣ons, or their Bibles, or both; for after they have learned them, they must learn these Directions in the forenoons, til they read them perfectly also, and af∣ter 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 exer∣cise 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 Mo∣nosyllabl, though there be two vowels, becaus 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 ex∣ception, fast is a tetragram, hold is a tetragram, hould, not hold, because o before ld, hath the souud of ou, according to the 2d rule for spelling, Direct. p. 16. Instruction is a tetrasyllabl, because it hath four vow∣els, and no Exception: In- is the first syllabl, becaus n and s are two Consonants comming 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 be∣gin the latter, according to the third rule of Divisio••; struc- is the second syllabl, becaus c, and t, are two consonants comming together, which cannot begin a word, and therefore cannot begin a syllabl, but must be divided, according to the same third Rule of Di∣vision, struck, not strus. because c, before e, i, or y, &c. as in the third Rule for spelling, Direc. p. 16. instruc: ti- is the third syllabl, because i, and o, are two vowels comming together, and no Diph∣thong, therefore they must be divided, and the for∣mer must end the former syllabl, and the latter must begin the latter, according to the first Rule of Divi∣sion: shi, not ti, becaus ti, before a vowel, hath usu∣ally 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 vow∣els, because e, in the end of an English word is not sounded, according to the Rule for vowels not soun∣ded; therefore there must be a vowel more than syl∣labls, according to the third Exception: di, is the first Syllabl, because l is one consonant comming be∣twixt two vowels; therefore it must begin the follow∣ing syllabl, according to the second rule of Division, dili-gence is the last syllabl: jence, not guence, becaus g, after d, and before e, i, and y, &c. gense, not genke becaus c, before e, i, or y, &c. diligence, and so the rest. These are all the Directions I can as yet give, by reason mine Abcedary is not yet made publick,

wherein this form and the highest are to be perfected in reading the hardest English can be gathered out of History, Divine, or Prophane, and all other Lear∣ning; as also to be taught the first part of Arithme∣tick, 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 Ta∣ble, is an help and directi••n to the Teacher of these Books, in exercising their Scholars to spell a∣ny 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 sixt Column conteining all singl Consonants; the seventh all the two Con∣sonants; 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 thorough all sorts of syllabls, and monosyllabls, ending with them of nine letters, which is done in this manner, at the first set all your Schollars 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 bee, 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 observ diffe∣rence of signification, distinguisht by difference in spelling or writing as in due, and dew: too

and two; so black and blake; 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 remem∣bred, that I conceiv it best (especially at the first) to make this a dayly exercise for your whole School, and afterward for every Form their part and por∣tion, according to their learning and ability, and the discretion of the Teacher; and every Form to perform their several exercise in knowing their Vow∣els, 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