[5.2.1.1] Wherein are taught plaine and ea{|si}e rules , how to deuide truly
[5.2.1.2]  and certainly any long and hard word of many |syllables, with
[5.2.1.3]  rules of the true writing of any word.

[5.2.1.4]   In this Chapter are |set downe the words of art v|sed in this trea­
[5.2.1.5] ti|se, with other nece{|s|s}ary rules, and ob|seruations , e|specially for
[5.2.1.6] words of one |syllable,both for true writing and reading.

[5.2.1.7] Mai-{st}er.
[5.2.1.8] DOe you think your |selfe |so |suf-{fi}-ci-ent-ly in-{|st}ruc­
[5.2.1.9] ted,to |spell & read di-{|st}in{ct}-ly any word of one |syl­
[5.2.1.10] lable,that now we may pro-c{'ee}d,to teach rules for
[5.2.1.11] the true and ea-|sy di-ui-{|si}-on of a-ny word of ma­
[5.2.1.12] ny |syl-labls?

[5.2.1.13] Scho-ler.
[5.2.1.14] Sir: I do not well vn-der-{|st}and what you meane by a |syl­
[5.2.1.15] lable.

[5.2.1.16] Mai. A |syl-lable is a per-fe{ct} |sound, made of |so ma-ny let­
[5.2.1.17] ters,as we |spell to-ge-ther: as in di-ui-{|si}-on you |s{'ee} are fow­
[5.2.1.18] er |syl-lables.

[5.2.1.19] Scho. How ma-ny let-ters may be in a |syl-lable?

[5.2.1.20] Mai. A-ny nom-ber vn-der nine,as: I do |say that welch knight
[5.2.1.21] brought {|st}rength.

[5.2.1.22] Scho. What let-ters may make a |syl-lable a-lone?

[margin]
I deuide your
|syllables for
you, vntill you
haue rules of
diui{|si}on,and
then I leaue
you to your
rule.

Looke not for
any exa{ct} de{fi}-
nitions,but for
|such de|scripti­
ons as are {fi}t
for children.

I make (h) a
letter for plain­
nes,which ex­
a{ct}ly is none
but a note of
breathing.
[margin]

[5.2.1.23] Mai. A-ny of the {fi}ue vo-wels : a.e.i.o.u. as a-ny e-uill I­
[5.2.1.24] doll o-uer tur-neth v-ni-ty.

[5.2.1.25] Scho. But Sir, I |som-time {fi}nd two vo-wels to-ge-ther
[5.2.1.26] in one |syl-lable: what {|sh}all I do with them?

[margin]
Diphthong.
[margin]

[5.2.1.27] Mai. You mu{|st} then call them a * Diph-thong, which is
[5.2.1.28] no-thing els, but a |sound made of two vo-wels.

[margin]
*Teach that a-
ny two vowels
that will make
a per{fi}t |sound,
is called a
diphthong.
[margin]

[5.2.1.29] Scho. Will a-ny two vo-wels make a diph-thong?

[5.2.1.30] Mai. No: *none that are ful-ly |soun-ded but the|se : ai,ei,
[5.2.1.31] oi, au, eu, ou, oo, ee: as in |say, ei-ther, coin , taught , eu-nuch,
[5.2.1.32] ought, good, feed. Which when you {fi}nd you mu{|st} ioyn to­
[5.2.1.33] ge-ther, ex-cept in |some pro-per names , as in Be-er-{|sh}e-ba,
[5.2.1.34] Na-tha-ne-ell:|so in |se-eth, a-gree-ing, & in |such words,where a
[5.2.1.35] |syl-labl be-gin-ning with (e or i) is ad-ded to a per-fe{ct} word
[5.2.1.36] en-ding in (e) as |see, a-gree, de-cree. But aa, ao, oe, and |such
[5.2.1.37] like make no diph-thongs, and there-fore may not b{'ee} ioy­
[5.2.1.38] ned.

[margin]
For when one
is little |soun­
ded, I call them
improper
diphthongs.
(ae and œ) in
latine words
make a diph­
thong.
[margin]

[5.2.1.39] Scho. Yet do I {fi}nd ja,je,jo,ju, and va,ve,vi,vo, ioy-ned to­
[5.2.1.40] ge-ther, as in Iames, Ie-|sus, ioyn, Iu-das, va-lew, ve-ri-ly, vi-{|si}t,
[5.2.1.41] vow. I pray you, are they then no diph-thongs?

[5.2.1.42] Mai. No: for j , and v, ioy-ned with a vo-well in the be-
[5.2.1.43] gin-ning of a |syl-labl, are tur-ned from vo-wels in-to con­
[5.2.1.44] so-nants, as in A-hi-jah.

[5.2.1.45] Scho. What mean you by a Con-|so-nant?

[margin]
Con|sonant.
[margin]

[5.2.1.46] Mai. I mean all the o-ther let-ters ex-cept the vo­
[5.2.1.47] wels which can |spell no-thing with-out one of the vo­
[5.2.1.48] wels, as take, e, out of {|st}rength, and {|st}rngth will |spell no­
[5.2.1.49] thing.

[5.2.1.50] Scho. Why Sir (by) did e-uen now |spell a word, yet is
[5.2.1.51] there in it non of the {fi}ue vo-wels.

[5.2.1.52] Mai. Ind{'ee}d (y) is of-ten v-|sed for (i) when it is a vo-well :
[5.2.1.53] but when they be con-|so-nants they dif-fer, for (y) is al-|so a
[5.2.1.54] con-|so-nant, when it is ioy-ned in the be-gin-ning of a |syl­
[5.2.1.55] lable with a vo-well, as in yes,you:|so jet, dif-fe-reth from yet :
[5.2.1.56] and |such like.

[5.2.1.57] Scho. I pray {|sh}ew me the rea-|son, why in (like) which
[5.2.1.58] was the la{|st} word you v-|sed, and in ma-ny o-ther be-fore,

[5.2.1.59] you put (e) in the end, which is not |soun-ded?

[5.2.1.60] Mai. This letter (e) in the end of a word not |soun-ded
[5.2.1.61] hath two prin-ci-pall v-|ses. The {fi}r{|st} and chie-fe{|st} is to draw
[5.2.1.62] the |syl-lable long, as he is made mad
[5.2.1.63] A mill dam : A {|sh}rewd dame.
[5.2.1.64] My man hath cut my hor|se mane.
[5.2.1.65] A great gap : gape wide.
[5.2.1.66] Spare this |spar . Be-ware of war.
[5.2.1.67] *Feed vntil thou ha{|st} well fed.
[5.2.1.68] You feele not my paine. A wa|sp is fell.
[5.2.1.69] He hid the oxe hide.
[5.2.1.70] It is a mile to the mill.
[5.2.1.71] A little pin: my {fl}e{|sh} doth pine.
[5.2.1.72] A branch of {fi}r, g{oo}d for the {fi}re.
[5.2.1.73] A dor {|si}tteth on the dore.
[5.2.1.74] Tos the ball: To|se the w{oo}ll.
[5.2.1.75] You haue a Dot on the no|se: and you dote.
[5.2.1.76] Rud is not rude.
[5.2.1.77] A tun of wine: the tune of a |song.

[margin]
(e) Not |soun­
ded.
[margin]

[margin]
*In this |sound
when (e) is
long, it is com­
monly doub­
led and made
a diphthong.
[margin]

[margin]
Make your
Scholers very
perfe{ct}in the|se,
therefore you
may try them
in other like.
[margin]

[5.2.1.78] Scho. What is the |se-cond v|se?

[5.2.1.79] Mai. It chan-geth the |sound of |some let-ters : but this v|se
[5.2.1.80] with the fur-ther de-cla-ra-ti-on of this let-ter, be-cau|se it
[5.2.1.81] is har-der, then you will at the {fi}r{|st} ea-{|si}-ly con-ceiue, I will
[5.2.1.82] re-ferre vn-to a-no-ther place.

[5.2.1.83] Scho. Are no o-ther let-ters not at all, or but lit-tle pro­
[5.2.1.84] noun-ced?

[5.2.1.85] Mai. Yes , Very ma-ny:as(a)is not pro-noun-ced in earth,
[5.2.1.86] goat : nor (e) in Georg : nor (i) in briefe : nor (o) in people:
[5.2.1.87] nei-ther is (u) pro-noun-ced in guide : all which words
[5.2.1.88] of all |sorts , I will |set downe af-ter-ward, when I haue gi­
[5.2.1.89] uen you more ne-ce|s-|sary rules in the|se three {fi}r{|st} chapters,
[5.2.1.90] and you bet-ter able to v|se them.

[margin]
Letters not
pronounced.
[margin]

[5.2.2.1]     By this Chapter you {|sh}all ea|sylie and plainly know, how many
[5.2.2.2] |syllabls are in euery word.

[5.2.2.3] Mai. IF you di-li-gent-ly ob|serue the|se things, you can-not
[5.2.2.4] erre in a-ny word of one |syl-lable : There-fore I will
[5.2.2.5] pro-c{'ee}d in the di-ui-{|si}-on of |syl-lables,which if you wil care­
[5.2.2.6] ful-ly marke, you {|sh}al ne-uer fayle in di-ui-ding the lon-ge{|st}
[5.2.2.7] or har-de{|st} word,that e-uer you {|sh}all read.

[5.2.2.8] Scho. That will a|s-|su-red-ly bring me great pro-{fi}t and
[5.2.2.9] plea-|sure; for when I m{'ee}t with a long hard word, I {|st}icke |so
[5.2.2.10] fa{|st} in the mire, that I can nei-ther goe for-ward nor backe­
[5.2.2.11] ward. And I ne-uer yet hard that a-ny |such rules haue b{'ee}n
[5.2.2.12] e-uer yet taught by a-ny : I pray there-fore tell me what is
[5.2.2.13] the {fi}r{|st} ge-ne-rall rule,the chie-fe{|st} ground of this worke.

[5.2.2.14] Mai. Brief-lie it is this:Marke how ma-ny vo-wels you
[5.2.2.15] haue in a word,and in-to |so ma-ny |syl-labls mu{|st} you di-uide
[5.2.2.16] that word,as in {|st}rength,ti-ed, e-|spi-ed, |sub-mi|s-{|si}-on, |sa-lu-ta­
[5.2.2.17] ti-on, re-ge-ne-ra-ti-on, ex-tra-or-di-na-ri-ly, in which |sea-uen
[5.2.2.18] words, you haue as ma-nie |syl-labls as vo-wels, and a-boue
[5.2.2.19] |sea-uen |syl-labls, I re-mem-ber no word.

[5.2.2.20] Scho. But I {fi}nde the con-tra-rie,e-uen in this rule, for in
[5.2.2.21] the|se words, you.haue.briefe. are mo vo-wels then |syl-labls.

[5.2.2.22] Mai. It is well ob-|ser-ued : there-fore, you mu{|st} know,
[5.2.2.23] that you can hard-lie {fi}nde a ge-ne-rall rule with-out |some
[5.2.2.24] ex-cep-ti-ons.

[5.2.2.25] Scho. How ma-ny ex-cep-ti-ons hath it?

[5.2.2.26] Mai. Thr{'ee}. The {fi}r{|st} is, when there is (e) in the end of a
[5.2.2.27] word,or a-ny o-ther vo-wel not at all, or but litle pro-noun­
[5.2.2.28] ced, as in chiefe.haue.thwite. where-in wee |sound not (i) in
[5.2.2.29] chiefe,nor the la{|st} (e) in a-ny of them.

[5.2.2.30] Scho. What is the |se-cond ex-cep-ti-on ?

[5.2.2.31] Mai. The |se-cond is,if there be a diph-thong, as in may.
[5.2.2.32] your. then haue you two vo-wels in one |sy-lable.

[5.2.2.33] Scho. Are there not thr{'ee} vo-wels in your?

[5.2.2.34] Mai. No, for I tould you be-fore, that (y) be-fore a vo­
[5.2.2.35] well in the |same |syl-lable is a con-|so-nant.

[5.2.2.36] Sch. What is the third ex-cep-ti-on?

[5.2.2.37] Mai. Words en-ding in (es) haue a-boue one vo-well, as
[5.2.2.38] Iames.pre-|serues.al-waies.names.hides.bones. But of the|se
[5.2.2.39] more {|sh}all-be |said here-af-ter.

[5.2.2.40] Sch. Shall I ne-uer els {fi}nde two vo-wels in one |syl­
[5.2.2.41] lable?

[5.2.2.42] Mai. Yes, af-ter (q) al-way is (u) with a-no-ther vo-
[5.2.2.43] well,as in qua{ff}e.queen.quick. and |some-time af-ter (g) as in
[5.2.2.44] Gual-ter.lan-guage. o-ther-wise ne-uer,vn-le|s|se w{'ee} |say that
[5.2.2.45] words en-ding in (ven) as Hea-uen. e-uen. are of one |syl-lable,
[5.2.2.46] becau|se we com-mon-ly |so pro-nounce them.

[5.2.3.1]     This Chapter teacheth plaine rules, how to diuide truely the
[5.2.3.2] longe{|st} and harde{|st} Engli{|sh} word that you {|sh}all {fi}nde.

[5.2.3.3] Sch. I Haue al-rea-dy with ea|se and cer-tain-ty lear-ned
[5.2.3.4] to know how ma-ny |syl-labls are in a-ny word, |so
[5.2.3.5] |s{oo}ne as I |s{'ee} it, yet know I not how to di-uide them tru-ly.

[5.2.3.6] Mai. Marke then the|se few rules fol-lo-wing, and you
[5.2.3.7] {|sh}all ne-uer fayle : The {fi}r{|st} is , if you haue two vo-wels
[5.2.3.8] come to-ge-ther both ful-ly pro-nounced, and no diph-thong
[5.2.3.9] you mu{|st} put the*for-mer of them in the for-mer |syl-lable and
[5.2.3.10] the lat-ter of them to the |syl-lable fol-lo-wing, as in tri-all.
[5.2.3.11] mu-tu-all.|say-ing.tri-umph. E-phra-im. Like-wi|se when the
[5.2.3.12] |same con-|so-nant is dou-bled , they mu{|st} be di-ui-ded in like
[5.2.3.13] man-ner , as, ab-bot. ac-cord. ad-der. let-ter, dif-fer. com­
[5.2.3.14] mon, ne-ce|s-{|si}-tie,&c. ex-cept when they be neede-le|s-ly dou­
[5.2.3.15] bled in words of the plu-rall nomber,as in plummes,whippes,
[5.2.3.16] hilles,cragges, for plums,whips,hils,crags.

[5.2.3.17] Sch. What mean you by the *plu-rall nom-ber?

[5.2.3.18] Mai. When na-ming a thing, we |speake of mo then one,
[5.2.3.19] as one whip, we call the {|si}n-gu-ler nom-ber, be-cau|se it |spea­

[margin]
*For the latter
|syllable mu{|st}
not begin with
a vowell, ex­
cept the former
end in a vo­
well.
[margin]

[margin]
Double con|so­
nant.
[margin]

[margin]
*The Plurall
nomber.
[margin]

[margin]
I will now
leaue diuiding
tho|se |syllabls
which I haue
taught by rule,
the better to
bring the |scho­
ler to pre|sent
pra{ct}i|se.
[margin]

[5.2.3.20] keth but of one, and whips, we call the plu-rall nom-ber, be­
[5.2.3.21] cau|se it |spea-keth of mo then one.

[5.2.3.22] Scho. But What {|sh}all I d{oo}, when I {fi}nde but one con-|so­
[5.2.3.23] nant be-twixt two vo-wels?

[margin]
One con|so­
nant.
[margin]

[5.2.3.24] Mai. ^aYou mu{|st} put the con-|so-nant vn-to the vo-well
[5.2.3.25] follo-wing him, as in e-uer, i-nough, v-|sed, be-cau|se,re-port,
[5.2.3.26] de-li-uer,re-ioy-ced, di-li-gent,re-ge-ne-ra-ting,ex-cept in |some
[5.2.3.27] com-pound words.

[margin]
a Becau|se the
former |syllable
cannot end
with a con|so­
nant,except
the |syllable
following be­
gin with a
con|sonant.
[margin]

[5.2.3.28] Sch.What kind of words be they?

[5.2.3.29] Mai. When two |seuerall words , which we call |simple
[5.2.3.30] words are ioyned toge-ther, as in |saue-gard, two |syllables,
[5.2.3.31] not |sa-ue-gard, thr{'ee} |syllables, ^b becau|se it is made or com­
[5.2.3.32] poun-ded of two |seuerall words, |saue and gard, |so where-of,
[5.2.3.33] there-in, here-out, vn-euen, lame-nes, wi|se-ly, where you mu{|st}
[5.2.3.34] note , that if the la{|st} part be an addition one-ly, and |sig-ni{fi}e
[5.2.3.35] no-thing as (nes) in lame-nes, w{'ee} call that a deriuatiue
[5.2.3.36] word,and not a word compounded.^c

[margin]
b We call that
|simple that is
not compoun­
ded.
[margin]

[margin]
c The |syllable
will keepe the
|same letters, as
when he was
|simple.
[margin]

[5.2.3.37] Mai. Al|so (x) is put to the vo-well before him, as in ox­
[5.2.3.38] en,ex-er-ci|se, ex-or-ci{|st}s, the rea|son is, becau|se (x)^d hath the
[5.2.3.39] |sound of two con|sonants, (c. and s. ) and (cs.) cannot begin a
[5.2.3.40] |syllable.

[margin]
d Therefore(x)
is called a dou­
ble con|sonant.
[margin]

[5.2.3.41] Sch. What if there come two diuers con-|sonants, be­
[5.2.3.42] twixt two vowels?

[margin]
Two con|so­
nants.
[margin]

[5.2.3.43] Mai. Then, if they be |such as may, they mu{|st} be ioyned,
[5.2.3.44] for tho|se that can begin a word, mu{|st} begin a |syllable, in any
[5.2.3.45] part of the word.

[5.2.3.46] Sch. How then {|sh}all I know which con-|sonants may be­
[5.2.3.47] gin a word,and therefore mu{|st} be ioyned ?

[5.2.3.48] Mai. If you turne back vnto the third Chap-ter of the
[5.2.3.49] {fi}r{|st} b{oo}ke , they are all |set down toge-ther: but becau|se I
[5.2.3.50] would haue you very per-fe{ct} in the|se letters,I wil giue you
[5.2.3.51] of euery one an example: as ble{|s|s}e,brew,child,clap,creep,draw,
[5.2.3.52] dwell,{fl}ame,fret,gla{|s|s}e,gnat,grace, know,play,prai|se,|scab, {|sh}all,
[5.2.3.53] skip,{|sl}ow,|smart,|snuf, |spend, |squib, {|st}and, |sway, that, trap, twain,
[5.2.3.54] when,wrought.

[5.2.3.55] Sch. I pray now giue examples, how the|se mu{|st} be ioy­

[5.2.3.56] ned in words of mo |syllabls?

[5.2.3.57] Mai. Marke then diligent-ly the|se: re-{|st}ore, not thus re|s­
[5.2.3.58] tore, because if ({|st}) may begin a |syllable, it mu{|st} : nor thus, re{|st}­
[5.2.3.59] ore. becau|se a con|sonant, (if there be any) mu{|st} begin the |syl­
[5.2.3.60] able: |so in re-frain,ex-e-crable. and |such like : But in god-ly,
[5.2.3.61] |sel-dom, trum-pet,lod-ged, mor-ning,&c. the midl con|sonants
[5.2.3.62] mu{|st} be diuided,becau|se none of the|se: (dl.ld.mp.dg.rn.) can
[5.2.3.63] begin a word. Therefore can they not begin a |syllable. A­
[5.2.3.64] gaine you may not |spell thus, lodg-ed, becau|se (ge) may be­
[5.2.3.65] gin a word.

[5.2.3.66] Scho. Is then the |same rea|son to b{'ee} ob|serued, if there
[5.2.3.67] come thr{'ee} or moe con|sonants together in the midde{|st} of a
[5.2.3.68] word?

[margin]
Three or moe
con|sonants
[margin]

[5.2.3.69] Mai. Yea, altogether, for as many con|sonants as can,
[5.2.3.70] mu{|st} be ioyned,and the re{|st} diuided.

[5.2.3.71] Scho. How many con|sonants may come in the beginning
[5.2.3.72] of a word?

[5.2.3.73] Mai. Thr{'ee}, and no moe: Therefore, if in the midde{|st}
[5.2.3.74] there come fower or moe, they mu{|st} bee diuided , although
[5.2.3.75] fower may end a |syllable, as in worlds.

[5.2.3.76] Scho. How {|sh}all I be |sure, which thr{'ee} may be ioyned ?

[5.2.3.77] Mai. They are all |set downe in the beginning of the {fi}ft
[5.2.3.78] Chapter of the {fi}r{|st} b{oo}ke. But for more plainnes |sake, I
[5.2.3.79] will giue of euery one of them an example, whereof we haue
[5.2.3.80] any ordinary Engli{|sh} word, as |scrape, skrew, {|sh}rink, {|st}roke,
[5.2.3.81] |split, |spring, thrale, thwite.

[5.2.3.82] Scho. Giue an example for diuiding of tho|se words, where­
[5.2.3.83] in many con|sonants come together?

[5.2.3.84] Mai. One or two may |serue, if you remember what hath
[5.2.3.85] b{'ee}n taught. As in this word con{|st}raine, you may not |say
[5.2.3.86] co-n{|st}raine, nor con|s-traine, nor con{|st}-raine, nor con{|st}r-aine,
[5.2.3.87] but con-{|st}rain, because (n|s) cannot begin a |syllable, and ({|st}r)
[5.2.3.88] can,therefore it mu{|st} begin it, |so im-ploy, king-dom, de-{|st}ruc­
[5.2.3.89] ti-on,ac-know-ledg, tran|s-gre{|s|s}e, &c. And this rule mu{|st} you
[5.2.3.90] carefully {|st}ill pra{ct}i|se, that you may readily giue the rea|son
[5.2.3.91] in all |such words, why euery con|sonant mu{|st} goe to this |syl­
[5.2.3.92] lable,rather then to that. But {|st}ill l{oo}ke as before, that |some

[5.2.3.93] compound words mu{|st} be marked,as mi|s-take. di|s-like. tran|s­
[5.2.3.94] po|se. with-out. through-out. &c. Which if they had b{'ee}n |sim­
[5.2.3.95] ple words, we mu{|st} haue |spelled them thus, mi-|stake. di-|slike.
[5.2.3.96] tran-|spo|se. as you haue learned, becau|se in compo|sition euery
[5.2.3.97] word mu{|st} haue his own letters not mingled with other.

[5.2.3.98] Scho. But Sir, |some men |spell deriuatiue words thus,
[5.2.3.99] |speak-eth. {|st}rength-en-ing. otherwi|se then you haue taught.

[5.2.3.100] Mai. I know it well, yet becau|se if |such like words
[5.2.3.101] |should be |so |spelled, we mu{|st} for them frame new rules
[5.2.3.102] (which were to bring a n{'ee}dle{|s|s}e oppre{|s|s}ion vpon childrens
[5.2.3.103] memory.) And that the former rules can bring no inconue­
[5.2.3.104] nience in any word : therfore follow them without feare or
[5.2.3.105] doubt . And thus may you by this that you haue learned,|spell
[5.2.3.106] truly,certainly,and with iudgement,any Engli{|sh} word that
[5.2.3.107] can be laid before you.

[5.2.3.108] Scho. Although all men will grant, that the|se rules mu{|st}
[5.2.3.109] of nece{|s|s}ity bring a |sp{'ee}die cour|se of reading to as many as
[5.2.3.110] are of y{'ee}res able to di|scerne : yet many will not ea|sily be­
[5.2.3.111] leeue, that litle children can conceiue them, and make v|se of
[5.2.3.112] them: And then will they rather bring confu{|si}on then pro{fi}t.

[margin]
Obiection
[margin]

[5.2.3.113] Mai. But experience hath taught the contrary , for a
[5.2.3.114] child of an ordinary capacity will and hath ea{|si}ly conceiued
[5.2.3.115] the|se rules, being orderly taught . But di|scretion mu{|st} be
[5.2.3.116] vsed, not to trouble them with any new rule before they be
[5.2.3.117] perfe{ct} in the old: The words of art here v|sed are not aboue
[5.2.3.118] eyght in all, the mo{|st} of them I would haue the child learne
[5.2.3.119] while he is learning to |spell , in the {fi}r{|st} b{oo}ke, as I haue gi­
[5.2.3.120] uen dire{ct}ion there in the beginning, which words there,and
[5.2.3.121] rules here, being orderly taught as is pre|scribed, neuer doubt
[5.2.3.122] by the ble{|s|si}ng of God of a comfortable |succe{|s|s}e: Therefore
[5.2.3.123] I wi{|sh} that no man with a preiudicat opinion do reie{ct} them:
[5.2.3.124] before he hath made diligent triall vpon |some ordinary wits,
[5.2.3.125] But would haue all |such as teach to reade, that they would
[5.2.3.126] make their Scholers as perfe{ct} in the rules of the|se thr{'ee}
[5.2.3.127] Chapters as may be, being of the chiefe{|st} nece{|s|si}tie and v|se :
[5.2.3.128] the other that follow becau|se |some of them b{'ee} more hard,
[5.2.3.129] containing onely di{ff}erences of |sounds of our Engli{|sh} let­

[margin]
An|swer.
[margin]

[5.2.3.130] ters,and other ob|seruations for true writing, if your child be
[5.2.3.131] very yong or dull, trouble him with vnder{|st}anding no moe
[5.2.3.132] of them, then he is {fi}t to conceiue and v|se, yet let him learne
[5.2.3.133] to read them all, for if it were graunted that he could vnder­
[5.2.3.134] {|st}and none of them, no nor yet |some of the former,yet while{|st}
[5.2.3.135] he readeth them, he learneth as much, and goeth on as fa{|st},as
[5.2.3.136] by reading any other matter : For I demaund what he vn­
[5.2.3.137] der{|st}andeth, when h{'ee} readeth a Chapter in the Bible, yet
[5.2.3.138] will no man deny him pro{fi}te by reading: And this hath made
[5.2.3.139] me longer by the one halfe for plainnes |sake, then otherwi|se
[5.2.3.140] I might,knowing that in pra{ct}i|sing to read,he lo|seth not his
[5.2.3.141] labour.

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