If the Elementarie do season the grene vessell with the swetest liquor and the vntrained minde with the holsommest humor is the goodnesse thereof doutfull where the substance is so precious If it make the childe most capable of most commendable qualities which without it he could not aspire vnto deserueth it not embracing which makes so plane a waie to so excellent a thing If it resemble natur in the multitude of hir abilities and procede so in teaching as she doth in towarding can the currant be but good which followeth such a gide If in place of hardnesse it plant facilitie doth it not help students to saill with a forewind without fear of shipwrak where all roks be remoued that theie nede not to be feared or so laid in sight as theie maie easilie be auoided If where there is now verie great misliking of manie good things by mean of ignorance which cannot conceiue them it do cause allowāce by the mean of knowledge which of iudgement will allow them is not learning much bound to it for clearing hir frō blemish Naie if within the Elementarie cōpas it cōprehēd also the entrie to language and the grammer trauell which is the keie to all cunning maie it not then well be said to be perfect in all points which belong to ane Elementarie seing in course of studie where language doth end there learning doth begin and all that goeth before that as in order it is a principle so in natur it is Elementarie Now that it is of such efficacie for seasoning with the best for conceiuing of the most for resemblāce of natur for exile to hardnesse for maim to misli king for entrie to speche it shal be proued verie planelie and withall so as no other Elementarie cā possiblie compare with it For as I am thoroughlie persuaded that the first Elementarie being well perfited is the onelie furtherer to all kindes of learning so am I likewise resolued that this Elementarie not deuised by me tho reuiued by me is the perfection of the Elementarie and so consequentlie the chefe promoter of the after learning which the effect will shew in prouf as the reasons will in prouing Which I therefor set down as diligentlie as I cā that my good readers perceiuing thereby the profit of the thing maie the sooner procure the effecting thereof by subscribing to that which theie se so well warranted Cap. V. That this Elementarie seasoneth the young mindes with the verie best and swetest liquor OF those six reasons whereby I take the great vse of this Elementarie to be vnfalliblie confirmed the first is bycause it doth season the tender vntrained minde with the best swetest liquor Which that it doth who will deny whē he shal euidentlie se nothing to be propoūded therein but that which is most pure picked Plato Aristotle Quintiliā tho not theie alone in those places of their fortrain where theie wish a childe that is to be brought vp well neither to hear nor to read nor to se anie thing at all in his teaching kinde of set purpos but onelie that which is most agreable in opinion with truth in behauiour with vertew by that their so saing declare vnto vs the qualitie of those things which ar best for childern to deall withall at first And our own relligiō which best knoweth of what importance it is to haue youth embrewed with the best at the first is meruellous carefull both to win them to it by precept and to work it in them by practis For the necessitie of beginning at the best in euerie argument which hath a beginning and is to procede by order I shall not nede to saie much either for the good which it bringeth or for the ill which it blemisheth One Theodorus a plaier of Tragedies belike such a one as Roscius was at Rome both excellent men in that kinde of action wold neuer let anie mean or vnskilfull actor enter the stage before him as Aristotle reporteth bycause he himself wold work the first delite euen with the verie best for that he knew the force of the first impressiō which being laid with pleasur in the beholders minde wold cause them procede on with cōtine wāce in like pleasur wheras sō vnswetenesse at the first might cause harshnes thoroughout Wherein I note also tho the first planting of best sciences be our gardning here that by his so doing he either enforced his fellowplaiers to be like to him so partakers of the praise or else he alone bare awaie all the praise as deseruing it alone Could one Theodorus a Tragedie plaier espy that in the stage which was somtime allowed as tolerable outlawed somtime as vnlawfull maie not a scholer spy the like in the course of learnig which is still vpō the stage as most profitable still When the childe shall haue the matter of his Reading which is his first principle so well proined and so pikked as it shall catechise him in relligion trewlie frame him in opinion rightlie fashion him in behauior ciuillie and withall contain in som few leaues the greatest varietie of most syllabs the chefe difference of most words the sundrie pronouncing of all parts and branches of euerie period doth not Reading then which is the first principle seme to season verie sure enriching the minde with so precious matter and furnishing the tung with so perfit an vtterance When the argument of the childs Copie and the direction of his hand whereby he learns to write shal be answerable to his reading for choice of good matter and reuerence to young yeares neither shall offer anie thing to the eie but that maie beawtifie the minde and will deserue memorie will not writing season well which so vseth the hand as it helpeth to all good When the pen and pencill shal be restrained to those draughts which serue for present semelinesse and more cunning to com on for the verie necessarie vses of all our hole life doth not that same liquor where with theie draw so deserue verie good liking which will not draw at all but where vertew bids draw When Musik shall teach nothing but honest for delite and pleasant for note comlie for the place and semelie for the person sutable to the thing and seruiceable to circumstance can that humor corrupt which bredeth such delite being so euerie where armd against iust chalenge of either blame or misliking For the principle of Grammer I will not tuch it here bycause I entend not to deall with it here but wheresoeuer I shall tuch it I will tuch it so as it shall answer to the rest in all kinds of good In the mean time till the grammer principle do com to light that Reading shal be so relligious Writing so warie Drawing so dangerlesse Singing so semelie plaing so praise worthie the euent shall giue euidence and the relice it self shall set surth the seasoning But by the
THE FIRST PART OF THE ELEMENTARIE VVHICH ENTREATETH CHEFELIE OF THE right writing of our English tung set furth by RICHARD MVLCASTER Imprinted at London by Thomas Vautroullier dwelling in the blak-friers by Lud-gate 1582. TO THE RIGHT HONORABLE MY VERIE GOOD LORD THE L. Robert Dudlie Earle of Leicester Baron of Denbigh knight of the most noble order of the garter and S. Michaëll master of hir maiesties horses and one of hir highnesse most honorable priuie counsell RIGHT honorable and my verie good Lord as the considerations which enforced me to offer hir maiestie the first frutes of my publik writing were exceding great so those reasons which induce me now to present to your honor this my second labor be not verie small Hir maiestie representeth the personage of the hole land and therefor clameth a prerogatiue in dewtie both for the excellencie of hir place wherewith she is honored as our prince and for the greatnesse of hir care wherewith she is charged as our parent If honor be the end of that which is don hir place is to clame if the common good then hir charge is to chalenge VVhich both clame in honor and chalenge in charge did concur in one aspect when I offered hir my book For mine own purpos was to honor hir place with the first of my labor and my book pretended to benefit hir charge with som generall profit Again being desirous both to procure my book passage thorough hir maiesties dominions to laie som ground for mine own credit at the verie fountain how could I haue obtained either the first without hir sufferance or the last but with hir countenance VVhose considerate iudgement if my book did not please my credit were in danger whose gracious permission if it were denyed my successe were in despare So that both my dewtie towards hir maiestie as my souerain prince and my desire of furtherance by hir maiestie as my surest protection compelled me of force to begin with hir highnesse by satisfying of my dewtie to com in hope of my desire if the matter which I offred should deserue liking as the course which I took shewed desire to please Now my dewtie in that behalf towards hir maiestie being so discharged whom the presenting of my book makes priuie to my purpos doth not the verie stream of dewtie the force of de sert carie me streight frō hir highnesse vnto your honor whether I haue in eie your general good nesse towards all them which be learned themselues or your particular fauor towards my trauell which teach others to learn For in common iudgement is not he to take place next after the prince in the honor of learning which all waie by the prince most preferreth learning wherein I do not se that there is anie one about hir maiestie without offence be it spoken either to your honor if you desire not to hear it or to anie other person which deserues well that waie which either iustlie can or vniustlie will cōpare with your honor either for the encouraging of students to the attainmēt of learning or for helping the learned to aduancement of liuing VVhich two points I take to be most euident proufs of generall patronage to all learning to nurish it being grene to cherish it being grown Of which your honors both first nurishing and last cherishing of ech kinde of learning there is no one corner in all our cuntrie but it feleth the frute and thriues by the effect For how manie singular men haue bene worthilie placed how manie nedefull places haue bene singularlie appointed by your either onelie or most honorable means with this generall consideration whereby all men ar bound to your honor in dewtie who either like of learning or liue by learning mine own particular doth ioyn it self with all officiousnesse and desire to do honor where it hath found fauor For I do find my self excedinglie indetted vnto your honor for your speciall goodnesse and most fauorable countenance these manie years VVhereby I am bound to declare the vow of my seruice vnto your honor not by the offering of a petie boke alone such as this is but by tendring whatsoeuer a thankfull minde can deuise in extremitie of power for so excellent a patron And tho I begin the shew of my deuotion with a verie mean sacrifice for so great a saint as what a simple present is a part of an Elementarie or an English ortografie to so great a person and so good a patron yet am I in verie good hope that your honor will accept it and measur my good will not by the valew of the present but by the wont of your goodnesse For dewtie will break out and an ishew it will find which tho it stream not great where it springeth first yet is it as pure as where it spredeth most Mo offerings hereafter of the like sort maie giue it greater shew but none of anie sort can shew more good will And so I desire your honor to take it in waie of euidence to the world that your desert hath bound me in waie of witnesse to your self that I would return dewtie Mine own good will I know my self of your good liking I nothing dout whose honorable and ordinarie dispositiō is to take things well which taste of goodwill I offred to hir maiestie the prime of my pen I offer to your honor the prime of right penning not handled thus before as I can perceiue by anie of my cuntrie tho I se diuerse that haue bene tampering about it And as the difference of state betwene hir maiestie your honor made me of mere force to begin with hir and to discend to you so the matter of that book which I presented vnto hir is the occasiō of this which I offer vnto you In that book among other things which the discourse enforced as it enforced manie bycause it doth medle with all the nedefull accidents which belong to teaching I did promis an Elementarie that is the hole matter which childern ar to learn and the hole maner how masters ar to teach them from their first beginning to go to anie school vntill theie passe to grammer in both the best if my opinion proue best This point is of great moment in my iudgement both for young learners to be entred with the best and for the old learned to be sound from the first This Elementarie am I now to perform VVhose particular brāches being manie in number the book thereby growing to som bulk I thought it good to de uide it into parts vpō sundrie causes but chefelie for the printer whose sale will be quik if the book be not big Of those seuerall parts this is the first wherein I entreat tho that be but litle of certain generall considerations which concern the hole Elementarie but I handle speciallie in it the right writing of our English tung a verie necessarie point and of force to be handled ear the child
waie as the Elemētarie professeth it self in the course of learning and in trade of school to be the first best seasoner of the vntrained minde so ought parēt also for their ówn part both before during all the Elementarie time to prouide so at home as there be no ill liquor inconsideratlie powred into the grene cask which maie so corrupt it as it will either quite refuse the good Elementarie humor or vnwillinglie receiue it and not to such a good as it vseth for to work where the cask is not corrupt For if the yoūg eies be acquainted at home with vnsemelie sights if the tender ears be more then half trained to vncomlie hearings if the pliable minde be vnwiselie writhen to a disfigured shape if the hole conceit be vnaduisedlie stained with a contrarie dy how can that countenance be liked on in school whose contrarie fauor is most honored at home Those parēts therefor which will look for the best liquor in schools must not in anie case vse corrupt humor at home For that is most trew which is vttered by manie but most oraclelike by Plato cōcerning the strength of that iuyce which the young wits at first seasoned withall I will set down Platoes words first in Greke where theie be most pithie and then in English where theie shal be as plane 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 Which is to saie in English that the beginning of euerie thing is of most moment chefelie to him that is young and tender bycause the stamp is then best fashioned and entreth deapest where with ye mean to mark him and the sequele will be such as the foretrain shall lead whether soeuer you march bycause naturallie the like still draweth on the like These words as theie ar wiselie vttered by the graue philosopher so ought theie to engraf both in parents and masters a depe inpression to obserue them as carefullie as theie be spoken trewlie This concordance betwene the parent at home and the teacher in school for the vertewous training vp of their litle young ones is in verie dede to bring them vnto Christ as we be bid in scriptur For what else is it I praie you for a childe to com to Christ or of what other force is it to be a Christian childe Sure not to be baptised onelie in the name of Christ but both for truth in relligion and matters of knowledge both for vertew in demeanor and matters of liuing to be brought vp so as he maie trewlie resemble him whose name he beareth faithfullie serue him whose conusance he carieth Hereby it semeth to me to be verie plane that a good Elementarie thus appointed as it seasoneth first and continueth longest so it doth both best CAP. VI. That this Elementarie maketh the childe most capable of most commendable qualities THose means make one capable of som further qualitie by whose helpe that partie which is to com by such a qualitie both conceiueth it quiker retaineth it faster and executeth it better Now those means be in vs either naturallie ingenerate or artificiallie emplanted and that so as theie shew themselues both in our bodies and mindes Concerning the naturall helps which by the verie inclination be wraie a minde made naturallie fit either to conceiue or to retain or to execute anie learned qualitie well and therefor the better bycause the more naturallie I haue spoken enough in the questiō of choice where I wish by the autoritie of the best writers that such wits onelie were set to learning as naturallie bear som fauor that waie Concerning such naturall properties as will discry a bodie fit for anie exercise either to kepe the bodie it self in helth in one that is no student or to assist the minde in all hir executions in one that is a student I haue said enough in my book of Positions where I handle exercise Neither is the question at this time of anie naturall inclination but of artificiall helps and those not for the bodie which point is for Gymnastik and exercise of the bodie but onelie for the minde tho wrought by the bodie which is for these principles and the Elementarie learning I saie therefor that these fiue principles reading writing drawing singing and playing which make this hole Elementarie besides exercise which is Elementarie to tho handled elswhere be the onelie artificiall means to make a minde capable of all the best qualities which ar to be engraffed in the minde tho to be executed by the bodie which best qualities be two vertew for behauior and knowledge for cūning Vnder the name of behauior I comprise all those qualities whose honor is in action as vnder the name of knowledge I imply all those whose soueraintie is in skill tho either of them both both know ear theie do do as theie know For vertew and the planting thereof it hath no cause to complain of this Elementarie which giueth precepts vnto children how to learn to do well and so preserueth vertew as much as direction can What furtherance else is to be had there vnto by practising that in dede which is commanded in word that is reserued also most earnestlie recommended euen by this Elementarie to all parents and teachers according vnto the distinction of that autoritie which theie haue ouer childern Doth not this Elementarie then make childern most capable of vertew in elder years for whose growing it is so carefull in their tender age both by precept and performance As for knowledge which tendeth directlie vnto cunning these fiue principles serue directlie therevnto For by them the minde is prepared and made fit to receiue and vnderstand all things which either natur doth bequeath vs or labor prouides for vs By reading we receiue what antiquitie hath left vs by writing we deliuer what posteritie craues of vs by both we find great ease in euerie occasion of our dailie vse By resembling with pencill what a spectable thing is there and subiect to the eie either brought furth by natur or set furth by art whose knowledge and vse we attain not vnto By the principle of musik besides the purchace of a noble science so certainlie platted by Arithmeticall precept as no one better so necessarie a step to further knowledge as no one more such a glasse wherein to behold both the beawtie of concord and the blots of dissension euen in a politik bodie as no one surer how manie helps and how great ease receiueth our naturall infirmitie either in care for comfort or in hope for courage Not here to tuch the skilfull handling of the rude voice nor the fine nimbling of the raw fingers things not to be refused where theie maie be well had and naturallie required where imperfection is to be perfited by them Againe doth not all our learning conceiued by the eie and vttered by the tung confesse the great benefit which it receiueth
by reading Doth not all our deliuerie brought furth by the minde and set furth by the pen acknowledge a dewtie to the principle of writing Doth not all our descriptions which figur in the thought and pictur to the sense both preach praise the pencill which causeth them be sene Doth not all our delite in times not bisied as all our labour is for rest all our trauell for ease all our care to auoide care protest in plane termes that it is wonderfullie endetted to either part of Musik both by instrument and voice the naturall sweter of our sour life in anie mans iudgement that is not to sour Now what learned qualitie is there of anie commendation but it falleth within this number and is furthered by these principles whether it be chefe profession of greater note or meaner facultie of lesse account or necessarie trade of vnforbearable vse And not to leaue exercise quite vntuched seing it is mere Elementarie alwaie to ioyn with ech ascent in learning as the bodie growing in strength or in years requireth more or lesse stirring by the artificiall benefit thereof the fete excell in swiftnesse if natur be according the arms in strength the hole bodie in ech part for all gifts in ech part which either concern helth or cause actiuitie And as so manie principles appointed for the minde being cunninglie applied thereunto do make it most able both to conceiue with the soonest and to deliuer with the fairest euen so the one principle of exercise being skilfullie applied according to right circunstance maketh the bodie most actiue in all parts to execute all functions both of necessitie and praise with a meruellous nimblenesse All qualities therefor whether belonging to the bodie bycause their excutiō is by it or partaining to the minde bycause their seat is in it must nedes cōfesse themselues to be so auanced by this Elementarie as in dede theie were nothing if it were not Take exercise awaie what then is the bodie but an vnweildie lump what vse of it hath either cūtrie in defence or it self in delite Remoue precept and practis and where then is vertew which neither knoweth what to do if it be not directed neither doth when it knoweth if it faill of practis Set these fiue principles apart what can the vnlearned eie iudge of the vntrained hand deall with the vnframed voice please with If all the principles want then all the qualities faill if som certain wāt then so manie faill as procede frō them that wāt If all the principles be had then all the qualities will follow Wherefor I conclude that if all commendable qualities do fall within this compas if these principles auance them all if want in the one cause defect in the other that then this Elementarie must nedes cause the childe being so well trained to be most capable of most commendable qualities and that the defect in these must of mere necessitie cause defect in those Whereof theie can best iudge which when theie grow in years then perceiue their own lak which commeth for want of such a foretraine At which time one of these things streight waie enseweth Either theie condemn that which theie know not thorough ignorance or theie contemn that which theie dispare of thorough insolence or theie mone that which theie misse of thorough negligence most comonlie offrinds which regarding litle else but the waie to welth desire rather a compendious path to compas that then a longer circuit to com by a better tho in the end theie perceiue that at the first theie might well haue obtained both with verie small ado Wherefor the Elementarie being so absolut and yeilding so great a capablenesse to further qualities it were to great an ouersight in those parents which haue oportunitie at will to neglect it in their childern in stede of knowledge in all to leaue them ignorāt in som and cause them in years to mislike where theie cannot iudge contemn where theie cannot compas bewaill where theie fele want chefelie considering that as it will make childern capable of the most so it self is compassable well nigh by the meanest Cap. VII That this Elementarie resembleth natur both in number of abilities and in maner of proceding THe third prouf of a good Elementarie was to resemble natur in multitude of abilities and to procede so in teaching as she doth in towarding For as she is vnfrindlie wheresoeuer she is forced so is she the best gide that anie man can follow wheresoeuer she fauoreth Wherefor if natur make a childe most fit to excell in manie singularities so theie be furthered and auanced by Elementarie train in the younger yeares is not that education much to be blamed by whom the falt coms and the infant is defeated of that same excellencie which natur voweth and negligence voideth Again when there is nothing ment vs by natur but train will help it forward is not train it self to be thought most perfit and the mean of the train to be held most absolut which spredes with natur where she splaieth most as manifold in preferring as she is in profering Whē I vse the name of natur I mean that power which God hath emplanted in these his creaturs both to cōtinew their own kinde that it do not decaie to answer that end wherefor these were made The continewance of their kinde is the prouf of their being but the answering of their end is the frute of their being This latter part is that point where vnto education hath a speciall eie tho it contemn not the other that the young fry maie be brought vp so as theie maie proue good in the end and serue well in that place wherevnto theie shal be loted for the benefit of their countrie when theie com to years and full state of prouf For the performance whereof that theie maie proue such in dede I take it that this Elemētarie in his kinde is most sufficiēt as being the best mean to perfit all those abilities which natur endoweth our kinde withall by those same principles which art and consideration appointeth it withall and by vsing such pollicie in the waie passage to artificiall perfectiō as natur hir self doth vse in hir ascending to hir naturall height Bycause the end of education and train is to help natur vnto hir perfection which is when all hir abilities be perfited in their habit wherevnto right Elements be right great helps This is that resemblance of natur which I do mean not to counterfeat hir in som other work as fondlie comparing or frowardlie bragging with the effects of natur like som Apelles in purtrait or som Archimedes in motiō but when consideratiō iudgemēt wiselie marking whereunto natur is either euidētlie giuen or secretlie affectionat doth frame an education consonant therevnto to bring all those things to perfection by art which natur wisheth perfit by franknesse of hir offer If natur do offer a towardnesse to write and
rule of reason and the aduise of foresight Theie so enrich the minde and the soull it self as theie laie vp in the treasurre of remembrance all arts all forecast all knowledge all wisedom all vnderstanding whereby either God is to be honored or the world to be serued in honest wise sort which so heauēlie a benefit is begō by education cōfirmed by vse perfited with cōtinewance which crouneth the hole work Now all these abilities whether of the first and in most of most naturall sort for our being onelie or of the second and in most of most iudiciall sort for our being well I thinke to be perfitlie furthered by this same Elementarie in the natur of inducement to further encrease and that for euerie abilitie in natur to haue vs to be such there is som principle in this Elementarie to make vs to be such For those points which most concern the bodie the helth thereof whether motiuelie in managing it or morallie in manering it what is ouerlept either in exercise for practis or in precept for behauior Whereby whatsouer abilitie there is in the bodie it is stirred and quikned to the verie best vse As for the minde and the abilities thereof which ar afterward to be brought to som perfection of habit there is none so blind but he planelie seith the ground to be laid to all professions all matters of iudgement all the parts and powers of the soull to be made most fit for most exquisit perfection when those principles be obtained which this Elementarie doth set down the things themselues tending to the auancement of cunning and the matter of cūning to the furtherance of vertew But who shall iudge of this that this Elementarie laieth hold vpon all those naturall abilities he shall be able to saie exceding much to it which being but brought vp well in the ordinarie train shall but consider this book aduisedlie in euerie branch thereof But he shall iudge best of it who hath bene brought vp by it and by his own sufficiencie shall both be able to pronounce himself and to cause others pronounce by seing him so sufficient that there is no point for either actiuitie in bodie or capacitie in minde whereto natur makes him toward but that nurtur sets him foreward Is the bodie made by natur nimble to run to ride to swim to fense to do anie thing else which beareth praise in that kinde for either profit or pleasur And doth not the Elementarie help them all forward by precept and train The hand the ear the eie be the greatest instruments whereby the receiuing and deliuerie of our learning is chefelie executed And doth not this Elementarie instruct the hand to write to draw to plaie The eie to read by letters to discern by line to iudge by both The ear to call for voice sound with proporcion for pleasur with reason for wit and generallie whatsoeuer gift natur hath bestowed vpon the bodie to be brought furth or bettered by the mean of train for anie profitable vse in our hole life doth not this Elementarie both find it and forese it As for the qualities of the minde whether theie tuch vertewousnesse in liuing or skilfulnesse in learning as arts sciences professions or whatsoeuer else by whatsoeuer term or title else do theie not euerie one most apparentlie procede from reading and writing as from their naturall principles the one for deliuerie the other for receit whether theie trauell in language for it self wherein grammer rhetorik logik and their deriuatiues clame interest or shew knowledge by language in anie other facultie Where vnder be contained in generall terms all the parts of philosophie both morall and naturall the thre professions diuinitie law physik all the branches of them all all the ofsprings of ech whose instrument speche is If the mathematiks be the end or anie particular else which clameth kinred of them whose naturall end is to direct manuarie science tho their translate vse be to whet a learned minde can theie lak anie footing where number figur motion and sound be practised in principle where the mathematiks their frinds be thus induced whose necessarie reason doth force their own place can anie other facultie whose but probable apparēce doth entreat for a roum but find how to enter Whatsoeuer else concerneth either delite to comfort our weakenesse or delitefull vse to serue our necessitie with cunning of praise or handling of art all that is foresene either by drawing for the eie or by musik for the ear So that in my opinion the fathers and founders of this Elementarie whereof I am but collector tho as fauourable a collector as so good a thing deserueth haue vsed great foresight to laie such foundations therein as maie both nusle vp all naturall abilities while theie ar sprooting in train and perfit them at full when theie ar ripe for the reaping For the multitude varietie of those principles which I appoint the young scholers to deall with that is confirmed euen by natur hirself which making hir own abilities to be so manie requireth as manie principles to bring them to perfection euerie one helping forward his cosen and frind And those wise mē also which did both deuise them and execute them in such a number and of such varietie bycaus theie wold not haue yoūg wits to be ouerburdened with multitude vnwisely applyed did help them in train thorough distinction in time as the learned Quintiliā doth shew in a particular discourse where he examineth this question whether young childern be to learn diuerse things at one time or no. Where he concludeth that theie maie as a thing of no truble if it be well deuided bycause the younger the wits be the better theie be fed with varietie if theie be trubled somtime or fail in somthing yet it is with their mindes as it is with their bodies soon down and soon vp again lightlie without harm if their nurses and trainers be redie at their hand For the childern which whē theie be from their ouerseers must deall of themselues ar by litle and litle to be committed to thēselues to learn to do that betimes which theie must deall with euer after yet while theie ar yoūg hollie vnder charge their falts com rather by negligence of such as haue charge ouer them then of their own selues which cannot rule themselues If natur in som childern be not so pregnāt as theie maie take the full benefit of this hole train yet by applying it wiselie there maie be som good don euen in the heauiest wits most vnapt bodies tho nothing so much as in the verie quikkest If anie parēt again finding the naturall defect in his childe do forbear his pains spare his purse where he hopes for smal profit he hath natur to warrāt him which semeth euē as it were direct lie to warn him not to lose his labor where she list not to fauor Again if
being of good importance for those years to vnderstand and as warilie appointed as God shall appoint me Then will I set down som other well pikt discourse which shall concern morall behauior and right opinions that waie In all which I will haue both a speciall a continuall regard to these four points in the childe his memorie his delite his capacitie and his forwarding For his memorie I will forese that as he must practis it euen from the first so he maie also practis it euen vpon the best both for pleasur in learning and for profit after learning For his delite which is no mean allurement to his learning well I will be as carefull that the matter which he shall read maie be so fit for his years so plane to his wit as whē he is at schooll he maie desire to go forward in so comfortable an argument and when he commeth home he maie take great pleasur to be telling of his parents what pretie petie things he doth find in his book and that the parents also maie haue no lesse delite to hear their litle one speak In so much as either of them shall rather seke to preuent the other the childe to be telling somwhat and the parent to be asking somwhat then to be so slow as to tarie for the mouing For his capacitie I will so prouide that the matter which he shall learn maie be so easie to vnderstand and the phrase which I will vse so euident to perceiue as both the one and the other shall cause nothing but courage For his forwarding I mean to be somwhat curious that there be such consideration and choice for syllabs words and sentences and for all their accidentarie notes as there shall want nothing which maie seme worth the wishing for the full help of either spelling trew or reading sure that what childe soeuer can read them well maie read anie thing else well if the reading master will kepe that order in his teaching which I entend to giue him in my precept and do his infant no harm by hasting him on to fast by measuring his forwardnesse not by his own knowlege but by fantsie of his frinds If oportunitie serue me cause require that labor I will pen the same things in the latin tung also to satisfie som peple which wil be best pleased so as in verie dede sauing for the ortografie which is proper to our tung there is nothing in the Elementarie but it maie well be communicated with anie foren nation which must likewise prouide for their peculiar ortografie as I do for ours if theie mean to vse the like Elementarie to this The treatis of reading being thus ended then will I on to the principle of writing wherein I shall nede neither tobe curious ne yet long by cause the hole ortografie which concerneth the right writing of our tung will both help the writing master ease my labor in that behalf Howbeit whatsoeuer shal be nede full to that end besides the rules which ar giuē in the ortografie as there be manie pretie notes for the writers profession both to frame the childes hand right to form ioyn letters well to fit those instruments which he must nedes vse in the managing thereof all that I will set furth most planelie and as shortlie for both the English and the latin letter I ioyn the latin letter with the English by cause the time to learn the latin tung is next in order after the Elementarie and the childes hand is thē to be acquainted with the latin charact which is nothing so combersom as the English charact is if it be not far more easie And tho we vse to learn som other tungs afterward as well as latin which haue their peculiar characts as the greke and hebrew yet he that can write English and latin well will learn those hands both soon and of himself So that the Elementarie writing shall not nede to truble it self anie further in the Elementarie time of learning then with those two tungs the English and the latin If other ordinarie trades do require mo hands as for the vse of som court and such other like the writing master maie help him self with the particular form of the had that is sought for as I will help him with rules in anie writing at all of whatsoeuer form tho I make choice but of two onelie But here methink I find honest mens diligence verie sore mismatched with an intricate waie and most wearisom to themselues For theie spend their hole time about setting of copies whereas fewer copies and more loking to his hand wold help the childe more as the number of copies occupying the hole time is mere enemie to amendment and direction of the hand I will therefor bycause I like that best set down two tables of the English the latin tung with the letters ioynings what so else shal be necessarie for one perpetuall copie The argument whereof shal be such for choice as it shall deserue the remēbring which the oft writing will easilie procure the warinesse shal be such for certaintie of letter for varietie of form for all kindes of ioyning as he that cā write resemble those two copies well shal think nothing strange that doth concern writing Somuch diligence shal be vsed in the choice of a few lines which must plāt an habit Further because it shal be good for the writing master to haue tables in store tho he occupie them not allwaie I will set him down two other tables of the like choice for the greke and hebrew And if I shall think it conuenient to translate my English reading arguments into latin I will also help the Elementarie latin master with all such notes as maie teach to read latin that in great ignorance of the tung yet he shall not lightlie fail either in tuning or timing euen of vnknown words Why I do like these tables better thē the multitude of copies I will shew more at large in the particular handling of the writing principle bycause in that point I am somwhat contrarie to manie of those which teach children to write whose commoditie I hinder not tho I help their scholers more whose labor I lessen not tho I releace it frō copies This don I must teach how to draw Which drawing bycauseit is not so euidētlie profitable nor so generallie receiued as writing reading be I will therefor proue in a pretie short discourse both how profitable it is how it deserueth the learning euē for profit sake besides manie petie plesurs Then bycause drawing vseth both nūber figur wherewithall to work I will cull out so much nūbring frō out of Arithmetik the mistresse of nūbers so much figuring out of Geometrie the ladie of figurs as shall serue fit for an Elementarie principle to the childes drawing without either hardnesse to fraie him or lēgth to tire him
Whatsoeuer shall belōg to coloring to shadowing such more workmanlie points by cause theie ar nearer to the painter thē to the drawing learner I will reserue thē to the after habit to the studēts choice whē he is to diuert to betake himself to som one trade of life At which time if he chaūce to chuse the pen pēcil to liue by this introduction then will proue his great frind as he himself shall find when he feles it in prouf Last of all forsomuch as drawing is a thing whose thorough help manie good workmen do vse which liue honestlie thereby in good degre of estimation welth as architectur pictur embroderie engrauing statuarie all modelling all platforming manie the like besides the learned vse thereof for Astronomie Geometrie Chorographie Topographie and som other such I will therefor pik out som certain figures proper to so manie of the foresaid faculties as shall seme most fit to teach a child to draw withall I will shew how theie be to be delt with euen frō their first point to their last perfection seing it is out of all controuersie that if drawing be thought nedefull as it shall be proued to be it is now to be delt with while the finger is tēder the writing yet in hād that both the pen pēcill both the rule cōpas maie go forward together As for Musik which I have deuided into voice and instrument I will kepe this currant The training vp in musik as in all other faculties hath a speciall eie to these thre points The childe himself that is to learn the matter it self which he is to learn and the instument it self whereon he is to learn Wherein I will deall so for the first and last that is for the childe and the instrument as neither of them shall lak whatsoeuer is nedefull either for framing of the childes voice or for the righting of his finger or for the prikking of his lessons or for the the tuning of his instrumēt For in the voice there is a right pitch that it be neither ouer nor vnder strained but delicatelie brought to hir best ground both to kepe out long to rise or fall within dew compas and so to becom tunable with regard to helth and pleasant to hear And in the fingring also there is a regard to be had both that the childe strike so as he do not shufle neither spoill anie sound and that his finger run so both sure and sightiie as it cumber not it self with entāgled deliuerie Where of the first commōlie falleth out by to much hast in the young learner who is euer longing vntill be a leauing the second falt coms of the master himself who doth not consider the naturall dexteritie and sequele in the ioynts which being vsed right in a naturall consequence procureth the finger a nimblenesse with ease and helpeth the deliuerie to readinesse without pain as the vntoward fingring must nedes bring in corruption tho corrupt vse do not vse to cōplain For the matter of musik which the childe is to learn I will set it down how and by what degres in what lessons a boy that is to be brought vp to sing maie ought to procede by ordinarie ascēt from the first term of Art the first note in sound vntill he shal be able without anie oftē or anie great missing to sing his part in priksōg either himself alone which is his first in rudenesse or with som cōpanie which is his best in practis For I take so much to be enough for an Elemē tarie institution which saluteth but the facultie tho it perfit the princple I refer the residew for setting discāt to enciease of cūning which dailie will grow on to further years whē the hole bodie of musik wil com craue place And yet bycause the childe must still mount somwhat that waie I will set him down sō rules of setting discāt which will make him better able to iudge of singing being a setter himself as in the tung he that vseth to write shal best iudge of a writer Cōcerning the virginalls the lute which two instrumēts I haue therfor chosen bycause of the full musik which is vttered by thē the varietie of fingring which is shewed vpō thē I will also set down so manie chosen lessons for either of them as shall bring the young learner to plaie reasonable well on them both tho not at the first sight whether by the ear or by the book allwaie prouided that priksong go before plaing All which lessons both for instumēt voice I will not onelie name and set the learner ouer to get them where he can in the writen song books set furth by musik masters but I will cause them all to be prikt and printed in the same principle of musik that both the reader maie iudge of them and the scholer learn by them Which thing as well as all the rest that I haue vndertaken to perform in this Elementarie I hope by Gods help to bring to such effect thorough cōference with the best practicioners in our time and the counsell of the best learned writers in anie time in euerie of the principles besides mine own trauell and som not negligent experience as I shall discharge my promis and content my good cuntrimen What thing soeuer else besides this that I haue named shall seme to be nedefull for the better opening of anie particular point I will se to it there tho I saie nothing of it here This is the sō of my Elemētarie platform for the matter thereof For the maner of teaching and consideration of circumstance in executing thereof which was the second part of my generall plat in my first diuision hath the same place if not a greater in the particular performāce of anie executiō for what auaileth precept if it be not performed or what performance is it that procedeth not in order I entend to do thus Bycause all these things tho neuer so good of themselues tho neuer so commended by writers tho neuer so well liked of parents yet maie miscarie in the handling if theie be not well followed with all dew circumstances I will therefor set down a particular direction for euerie principle when to begin and in what degre of ripenesse to ioyn with another and that so as neither to soon mar nor to much confound how to handle the young wit how to ioyn exercise of the bodie with these principles for the mind what method in teaching them maie seme to be best what pretie deuises must be vsed to cause the childe of himself shew what he can do and what metle there is in him with all such considerations as be naturallie incident to such an execution that the young learner maie both thank me for his helth and think well of me for his learning as a willing instrument to do him som good if it
letters as fearefull neuerehetesse harebraine carefull carfull Saue where some necessarie cause either putteth in som letter or putteth out som or changeth som or misplaceth som as in kinsman kingsland s is added to bewraie som qualitie possessionlike In wilfull husband partaker pastime The single l and s in will passe do serue before a consonant in composition and sound as strong as the duble doth in the simple word Again in husband the verie smooth nesse of the word putteth out o in ow and the e after s and chāgeth the duble w into the single In partaker one t is common to both the simples in composition part and taker and is spelled with the latter a point of great vse in our right writing for not dubling common letters Generallie here is to be noted that there is no figur lakking in our words which is receiued in the learned tungs and ar by them called metaplasms or alterations of the words form and fauor Bycause the finer English peple vse to pronounce their words with a delicacie euen comparable to the gallant speches which delicacie being set down in writing sheweth the vse of those metaplasms to be no lesse in ours then it was in theirs Secondlie we ar oftimes enforced to break our words in the latter end of out lines and to write out that in the beginning of the next line which we left vnwriten in the former For tho it be said of Augustus Caesar that he vsed to write the remnant of his word in the end vnder the same line with a croked stroke about it yet it is handsomer to write it in the next line bycause we vse not Augustus Caesar for an example in learning tho we do it in gouernment Wherefor it is good to know not onelie how manie letters go to a syllab in euerie simple and vncompound word but also which be the full partes of euerie compound that the hole words in composition maie be deuided togither as all the letters of one syllab ar to go togither as in cramp-ring not cram-pring in dis-honest not dish-onest like dish-clout in as-well not a-swell in as-much not a-smuch Which consideration tucheth not onelie such as write but also such as spell out of writing bycause those letters ar to be spelled togither which ar to be writen togither Thirdlie the knowledge of cōposition is good to discern the difference of meaning which is to be expressed in writing For when the same words be so placed as theie maie be cōstrewed simply or ioyntly theie brede the fallax which is called the error by deuiding those words which ar to be vnited or by vniting those which ar to be deuided as a-wry a-waie be-long begin such other haue great diuersitie in their force being compound from that which theie haue when theie be single Fourthlie the composition verie oftentimes altereth the quantitie tuning of the words as showmaker partaker be not of the same tuning and yet maker and taker be Likewise soothsaier neuerthelesse forasmuch Wherefor so necessarie a point deserueth the knowledge Fiftlie composition must be well considered for two other speciall points both in writing and spelling besides these bycause it shaketh two generall rules in spelling and so consequētlie in breaking of the syllabs Whereof the first is that if a cōsonant com betwene two vowells it is to be spelled with the latter as in me-mo-rie se-di-ti-ous The second is that those consonants must be spelled togither which maie begin a word in the same combination as be-smear bycause we saie smart smatch Now composition breaketh both these rules for against the first it will saie red-olent ab-olish And against the second it will saie Trans-pose not tran-spose tho we saie spent spoun bycause in distribution which spelling doth imply euerie parcell must haue his own letter Now as the knowledge of composition is verie necessarie for the right writing of our tung vpon these and such other cōsiderations so it is no hard thing to com by bycause neither the naturall English compounds nor yet the enfranchised stranger do offer anie difficultie in their knowing For the general table which followeth conteining all our simple words either there named or by their proportiō to be easilie reclamed to the same cadence whensoeuer two or mo of those simples go into one it will saie itself that this word is a compound which maie easilie be proued by comparing the compound with the simples if anie be so simple that he cannot discern a compound which bringeth all his simples with their own letters without the help of a table Farewell warfare waiward toward be compounds whose simples be fare war well waie or awaie ward to and ar to be found in the table As for the foren compositions theie be enfranchised hole be also most of them in the table tho with som English hew yet so as their strangership maie appear And such as be compounded with the latin prepositions haue them also clear most what Which latin prepositions when we vse before our words we fashion them to clasp with our letters following as the Latins do in the like cause as displease disease disworship complain contein Affaires afford Incom Howbeit we vse their pewfellowes which answer to them in our tung commonlie after the words As go before com behind sit beneath speak of run from stand betwene The foren prepositions be generallie known to euerie childe in euerie Accidence Our chefe prepositions and those not significant but in composition be these A. as ago agre ado abide aswash Be as besmutched bespit bethump behead betake For as forthink forfet forshow forsake Fore as forecast forestall foretell Gain as gainsaie gainstand Mis as misdemeanor misuse mishap Vn as vnkinde vnfrind vntrew vnpleasant vnthrift Thus much concerning composition which I take to be a verie necessarie instrument for vs to vse in the finding out of our right writing bycause it bringeth in the simple English words hole without anie either losse or increase or other metamorphosis then vpon such allowable causes as I haue alledged as for strangers enfranchised it bringeth them in so hole as the originall is soon bewraied tho theie lean som what to the English shore for their demsonship Cap. XX. Of Deriuation Deriuation naturally succedeth composition For as compositiō handleth the coplements of seuerall hole words which by their vniting make a new one so deriuation handleth the coplements of one hole word and som addition put to it which addition of it selfe signifieth nothing alone but bing put to the hole word qualifyeth it to som other vse then the primitiue was put to as frind being a primitiue receiueth manie additions which yet signify nothing in the sense of their addition tho theie change the force of frind as frindship frindlie frindlinesse frinds frindeth frinded frinding frindedst c. For I do not entend to deall with anie point of deriuation in this place
but where the right writing maie com in question which is in addition onelie either direct or contract which contraction shortenerh the word vpon cause that is to be resolued to the originall as monthlie for monethlie cifring for cifering learnd for learned children for childeren past for passed A figur of great and common vse in our tung euen where it is not perceiued but to the verie curious obseruer The diminutiues with vs enlarg not but as in sense theie lessen the thing so in speche theie shorten the word and cut of the primitiue length therefor I hold them among primitiues for their first term tho for som accidentarie points which shal be noted hereafter theie fall within compasse of this title as by diminution we call Iohn Iak Richard Dic Ione Iug Barptholomew Bat Christofer Kit Elisabeth Besse Catherin Cate. Which deriuations in respect of som plurall numbers possessiues ar subiect to the rule of such words as be of like cadence Pak pik dug rat fit chesse pate but of themselues theie be proportion ate originalls Wherefor I define that word to be a deriuatiue in this place which altereth from the primitiue or first head by som additiō which addition of it self signifieth nothing alone tho in additiō it qualify the primitiue to som other vse then it is of it self as God godlie godhead good goodlie goodnesse wasp waspish fellow fellowship fine finenesse win winning pine pineth c. All deriuatiues be either English as heauinesse woddish wisest wittie or theie be strangers enfranchised as temperance continencie argument admonition As for the stranger enfranchised deriuatiues the title of enfranchisment will examin them besides that the generall table will set them furth plane bycause theie be transported vnto vs holelie tho with som English habit as the conusance of their enfranchising The English deriuatiues be either perfit when the vowell of the primitiue is not clipt awaie by the addition as in holelie worthienesse cosinage singlelie simplelie or vnperfit when it is as in fine fining dare daring carie carying Again all our English deriuatiues be either substantiarie or accidentarie I call those deriuatiues sustantiarie which tho theie do com of som other yet theie themselues serue again for heads to other such as the grāmarians in our learned tungs cal possessiues localls materialls aduerbialls c. As tré treén vpland vplandish war warrious warlike martiall martialist vertew vertewous vertewouslie England English c. I call those accidentarie deriuatiues which concern numbers tenses persons and such properties as we call accidents in the learned handling of such words as wo woes cry cryes word words fish fishes tre trees agré agrees write writen wrate wrote writeth wrotest writest scrible scriblest contract for scribledest hadst contract for haueddest I shall not nede to stand much vpon prouf that deriuation is a verie nedefull instrument for the furtherance of our right writing considering the thing it self being set down doth infer the profit therewithall euen to euerie mans sense which is willing to se it Wherefor leauing the profitablenesse thereof to their iudgement which shall proue it I will first handle the Sustantiarie and then the accidentarie deriuations which both ar much bound to the rule of proportion bycause their deriuatiue addition claspeth with the cadence and end of the pure originall For the better performance whereof this is to be noted that euerie deriuable word endeth either in a vowell or in a consonant As for the consonant ending the addition to it is allwaie one In the vowellish ending there is more varietie bycause the end thereof is somtime in a single vowell somtime in a diphthong and the single vowell is somtime silent somtime sounding all which giue cause of obseruation in the putting to of the additions as shall appear when the addi tions be known which somtime bring furth adiectiues somtime substantiues somtime different numbers somtime different persons The deriuate substantiue terminations be commonlie these nesse as madnesse ship as workmanship age as cosinage dom as fredom kingdom th as length strength welth helth truth let as chaplet hood as womanhood rie as knauerie all as refusall denyall ance as defiance in g as chambring tie as frailtie onelesse that com of the enfranchised substantiues ment as punishment yer as lawyer er as writer our as demeanour The deriuate adiectiue terminations be commōlie these lie as fatherlie monthlie wiselie an as Italian Grecian Roman ish as Scotish campish kentish where the single consonant serueth both the syllabs without dubling ie as witie baudie sandie without dubling the consonant also the simple possessiue s as Kings Quenes mothers Neither do I se anie cause where tovse his sauing after words which end in s as Socrates his councell was this Platoes that Aristotels this er as wiser est as wisest ing as louing ed as loued ght as taught thought en as writen threaten slain contract for slaien ashen oken birchen the first participialls the second materialls ous as vertewous The deriuatiue number terminations es s n as muses wiues words tops oxen howsen The deriuatiue person terminations est as louest eth as loueth ith as seith Which is when the simple endeth in the sharp e which maie not be exstinguished as the silent is in thriue wiue thriueth wiueth edst as louedst Now all these additions ar to be measured according to the ending of those words whereunto theie clasp be allwaie one but where contraction shortneth them and allwaie hole but for the silent e which is somtime drouned when the addition beginneth with a vowell The sustantiue and adiectiue terminations serue for those deriuations which I call substantiarie the number and person terminations for the accidentarie In both which these notes take place first if it maie be that the primitiue be writen hole then the addition put to it nothing being like to let it saue contraction which shortneth and the beginning vowell in the addition defacing the ending e silent in the simple Second that where the addition is but a simple s after consonants we maie vse either of the finall esses s or e as the pen shall require wrings or wringe trips or tripe Thirdlie that vowels diphthongs and the ending h or s haue es in their deriuatiues as daies sees pyes varies does foes trewes newes bowes dawes dishes fetches matches howses horses Fourth that such plurall numbers as bear no additions be no naturall deriuatiues as lice mice fete men of lowse mouse foot man That foren deriuations haue respect allwaie to their own originalls as cōstruction persecution argument abundance com not of constrew persew argew abound but of their own latin primitiues That the plurall e encrcaseth no syllabs but in the qualifyed s c g sh as vses cases causes graces spaces spices scurges surges wishes rishes aches Where the passant e still resembleth the quik
i. That for the right taking of our termination in shon we ar to mark the naturall foren deriuation verie carfullie as action passion reflexion pronuntiation all which sound like to our shon The deriuatiues of words ending in the qualifying e kepe their forevowells sound as bake baking take taking A number of such notes ar there in our tung which I cannot intend to dwell on bycause I shew but the waie herein to others if theie list to beat the path my self minding a further labor In these and such like considerations doth deriuation shew it self verie seruiceable for the right writing of our English tuÌ„g which will appear more particularlie in the generall table Cap. XXI Of Distinction THis title of distinction reacheth verie far bycause it conteineth all those characts and their vses which I called before signifying but not sounding which help verie much naie all in all to the right and tunable vttering of our words and sentences by help of those characts which we set down and se in writing The number of them be thirtene and their names be Comma Colon Period Parenthesis InterogatioÌ„ long time shorte time sharp accent flat accent streight acceÌ„t the seuerer the vniter the breaker Whose forces vses I will run thorow in order as theie ar named CoÌ„ma is a small crooked point which in writing followeth som small branch of the sentence in reading warneth vs to rest there and to help our breth a litle as Who so shall spare the rod shall spill the childe Colon is noted by two round points one aboue another which in writing followeth som full branch or half the sentence as Tho the daie be long yet at the last commeth euensong Period is a small round point which in writing followeth a perfit sentence and in reading warneth vs to rest there and to help our breth at full as The fear of God is the beginning of wisdom Parenthesis is expressed by two half circles which in writing enclose som perfit branch as not mere impertinent so not fullie concident to the sentence which it breaketh and in reading warneth vs that the words inclosed by them ar to be pronounced with a lower quikker voice then the words either before or after them as Bycause we ar not able to withstand the assalt of tentation such is the frailtie of our natur therefor we praie God that our infirmitie be not put to the hasard of that triall Interogation is expressed by two points one aboue another wherof the vpper is somtimes croked which both in writing reading teacheth vs that a question is asked there where it is set as Who taught the popiniaye to speak the bellie These fiue characts that I haue allredie named ar helps to our breathing the distinct vtterance of our speche not ruling within the word as al those do which follow but by the word therefor com here in note by cause theie ar creaturs to the pen distinctions to pronouÌ„c by therefor as theie ar to be set down with iudgement in writing so theie ar to be vsed with diligence in the right framing of the teÌ„der childes mouth The two next concern the time that is the long or short pronouncing of syllabs and ar not allwaie to be marked ouer that syllab whereon theie shew their force but with discretion vpon great cause for som manifest distinction which rule we haue of the Latins who vse their accents in that sort and truble not their writing therewith so much as the Grekes do much lesse so much as the Hebrewes The long time is expressed by a streight outright line which being set ouer anie vowell or diphthong telleth vs that the same vowell or diphthong must be pronounced long as repining perÅ«sing repÄ“nting The short time is expressed by an half circle opening vpward which standing aboue anie vowell or consonant signifieth that the same is to be pronounced short and quik as perfiting natÅrall periÅrie tormÄ•nter carpÄ•nter In the other fiue I gaue no further note then that theie were to be well markt euen for that theie were writen to such an end by cause the matter of their periods and branching whereof manie learned men haue writen hole treatises beloÌ„geth not to this place but onelie their form to the eie and their vse to the ear which tendeth to the qualifying of our voice For these two distinctions of time which shew their force in words of two or mo syllabs as the acceÌ„ts do in monosyl labs I haue at this time to giue onlie som certain rules gathered vpon the dubling of our consonants the qualifying e which qualifying e is a great leader in the certaining of our tung for manie vses but chefelie for the time My first rule is that a nuÌ„ber of our deriuatiues ar short in their last syllab saue one euen where the vowell cummeth befor two consonants whether the same or other as perfitnesse trauÄ•lling peuishnesse which argweeth that their simples be such in natur as we call trochees hauing the first syllab long and the latter short or rather pirrichies hauing both short perfit peuish trauÄ•ll record which differeth much froÌ„ recÅrding and recÅrder of recÅrde the spondè Again those primitiues which end in a quik diphthong do shorten the same dipthong in their deriuatiues as fÄ•llow follow hăllow fellowship follower hallowed whereas allow endow delaie enioy bring furth endewed allowance anoyance Again if the primitiue simple word haue the qualifying e in the end as the vowell before it is sharp and long so is it in the deriuatiue as prescribe prescribing endure enduring If the primitiue or simple word haue not e in the end the vowell before the last consonant is short quik in both the primitiue the deriuatiue as perfit perfiting fortun fortÅnat natur natÅrall onelesse the primitiues single ending consonant be dubled in the deriuatiue as concur concurring In which case either of dubling the same consonant or of position by diuerse the syllab is somtime loÌ„g as forbid forbidding transport transpÅrting somtime short as gospell gospÄ•ller coÌ„fort coÌ„forting This shortnesse or leÌ„gth of time in the deriuatiues is a great leader where to write or not to write the qualifying e in the end of simple words For who will write natur perfit measur treasur with an e in the end knowing their deriuatiues to be short natÅrall perfitlie measÅred treasÅrer who will not write procure endure allure endite requite with an e finding their deriuatiues procÅ«rer endÅ«rance allÅ«rement endÄ«ting requÄ«tall to haue the last saue one long whereby the vse of the qualifying e is more then most euident Whence also this generall rule for the writing thereof is to be gathered that if ye desire to know whether the qualifying e be to be writen in the end of anie word or no ye must vse the help of som deriuatiue whether of two or of mo