Selected quad for the lemma: order_n

Word A	Word B	Word C	Word D	Occurrence	Frequency Band	MI	MI Band	Prominent
order_n	place_n	section_n	vowel_n	63	3	16.1803	5	false

Text snippets containing the quad

ID	Title	Author	Corrected Date of Publication (TCP Date of Publication)	STC	Words	Pages
A77627	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.	Brookbank, Joseph, b. 1612.	1654 (1654)	Wing B4976; Thomason E2136_3; ESTC R208351	16,378	39

other 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 Chapters let them in the next place proceed to the 13th Chapter and there learn the Diphthongs variously placed as were the vowels in the first Chapter first teaching them to learn their names by spelling a i ai a y for a i ay 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 learning of all their Capital Letters which are there set down in three Characters 1 English 2 Roman and 3 Italian which when they have learned they will know all their Letters capital and small in all three Characters for they had learned all their small Letters in English and Roman before and so let them spell on 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 again 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 pretty nimbl and ready then let them spell over again only those places mark't with hands all which places 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 especially 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 Consonant by Consonant thus As suppose the syllabl were crafts or strangld then let them learn to find them or the like words or syllabls out thus c r a cra c r a f craf c r a f t craft c r a f t s crafts s t r a stra st r a n stran st r a n g 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 Instructions Rules and Directions perfected in spelling the two and twenty first Chapters of the English Syllabary they are fitted to enter into the next form which is the Lower Form Directions for Exercising the Lowest Form 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 fittest in their Books and show which be Vowels and which be Consonants as in the last Section of the first Chapter in this manner h is a consonant o is a vowel v is a consonant made of u vowel a is a vowel and so on till they perfectly know which be Vowels and which be Consonants using this for their exercise in the twelv first Chapters till they have learned the thirteenth and fourteenth Chapters which when they have learned let them learn to be 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 Consonants b c d f g h k l m n p q r s t w x z. j v y. Consonants to be 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 teaching the Lower Form YOur lowest Form being thus perfected in spelling you must now enter them in the next which I call the lower form wherein they are to learn to read what they formerly spelled which you must do in this manner When that Form are to read their Lesson call them all out together and let them all stand with their Books and feskews in order as they did in spelling then bidding the highest midlmost or lowest or whom you pleas read the first syllabl in the first Chapter all the rest looking on and pointing thereat with their feskews be ready to read the syllabl if bid and when it is their turn and thus let them read every Scholar his syllabl by turn till they have learned over the 7 first Pages then let them read them over again every one his two three or four syllabls a piece til they have in the same manner read over the same 7 first Pages after that beginning to read the same again every Scholar reading his line in order through the twenty two Chapters and over the places mark't with hands and stars as was directed in spelling til they are able 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 I de is a trigram with one Consonant in the second place In the fift Chapter by is a digram with its vowel in the second place try is a digram with its vowel in the third place c. In the sixt Chapter bab is a trigram 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 Syllabication and then let them take any last Section in the said Chapters Except the three first and learn to syllabicate Monosyllabls in thi● manner following Chap. 19. Section the last brew'd is a Mosyllabl 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 English word is not sounded according to the 2d rule for vowels not sounded and therefore there is a vowel more than syllabls according to the third Exception and so on through the Book Directions for teaching of the Higher Form 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 therein as shall be here directed and read the Monosyllabary every boy his line in the afternoons as before in the Syllabary till they can read it readily and perfectly after that let them read what part of the Bible in the afternoons you shall think fit in the forenoons teaching them first to spel every Syllabl in order 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 Section 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 competently 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 Directions 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 after that the Bible in both ends of the day except the Teacher conceiv of some other Book fit to be taught therewith the one part of the day Directions for the Exercise of the Higher Form WHen your Higher Form hath read their Rules of Syllabication and somewhat understands them let them learn to Syllabicate which is to find out a word by its syllabls which that they may do of themselves when they have occasion let them exercise as followeth for an instance herein I will take 2 verses of the 4th Chapter of Proverbs 13. Take fast hold of Instruction let her not go keep her for she is thy life 23. Keep thy heart with all diligence for out of it are the issues of life Which is syllabicated in this manner Take is a Monosyllabl though there be two vowels 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 exception 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 vowels 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 begin 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 Division 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 Diphthong therefore they must be divided and the former must end the former syllabl and the latter must begin the latter according to the first Rule of Division shi not ti becaus ti before a vowel hath usually the sound of shi instructi on is the last syllabl Instruction all the following Monosyllabls as before Diligence is a Trissyllabl though there are four vowels because e in the end of an English word is not sounded according to the Rule for vowels not sounded therefore there must be a vowel more than syllabls according to the third Exception di is the first Syllabl because l is one consonant comming betwixt two vowels therefore it must begin the following 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

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 hearing of Lessons or Exercise to begin with the highest Form and to end with the lowest yet in this my Direction my Method must be to begin with the lowest Form Directions for the Manner and Method in teaching the Lowest Form THey of your Lowest Form are all to be the first Learners to know their L●tters and to spell for whom all the English Syllabary except the last Chapter is made in that Order you see Having all your Scholars in this form disciplin'd and marshall'd as was but now said when they are to say their Lessons let them all stand out each in his place and order with his book in his left hand open at the first Chapter and his feskew on the foremost finger of his right hand then bid sometimes the highest sometimes the midlmost and sometimes the lowest in that Form or which you pleas begin to name the first Letter a in a English Letter he and all the rest in the Form pointing at the same with their feskews then let the next name the next letter which is also a in a Roman letter all the rest likewise looking upon the same and pointing thereat with their feskews and the next e and so every one in order 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 teaching 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 learned their vowels let them proceed to the next Chapter there to learn their Consonants and to spell where let them begin with those seven lines in the two first Columns which teach only 7 Consonants by two and two of the nearest affinity together as d t b p 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 ignorantly and unfittingly called here in England but to giv them names according to the Analogy of the names of the rest of our Consonants and their own proper powers as not to call h ache but eh ●or g jee but guee nor to call j i but jee nor v u but ev nor w doubl u but woo nor z zed nor zad nor ez t nor uzet nor uzz●rd but ez the eas whereof in their learning and the benefit thereby in their proceeding this way being but once 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 usually 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 Exceptions of these Rules and many more are reserved to mine English Abcedary All which considered aright will direct you to teach your Scholars to begin to learn to spell thus h calling it ch i h● v calling it ev a va in the fourth section and w calling it 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 foresaid rules and that spelling of s c k g and j may be discerned by the braces Also when your Scholars can according to these Rules and Directions readily and perfectly spell all the first 9 Sections All which Sections as these so the rest through the Book may be known by their lines drawn for that purpose in the second Chapter at one Lesson then let them at the next Lesson take the two last Sections at another Lesson which they must needs do very perfectly if taught as before directed in once or twice saying over After which let them proceed on in the Book learning to spell it in order as it lies following all the foresaid directions never going back till they have learned to spell the twelv first Chapters never taking a new Lesson till they be perfect in the old teaching them to observ these following directions more that in all the last sections of each Chapter beginning with the third what Digrams soever they meet with ending in e in their spelling to say thus e for ee as w e for wee we but in all other words ending in e with a singl Consonant after another vowel that e is not sounded but draweth the Syllabl long or changeth the sound of c or g as bar short by putting to e is made bare long bit short by 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

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. Masters or Parents having thus committed their charge to fitting Teachers they must likewise have a care to send them constantly at all School-hours which in all well ordered Schools is seven in the morning and one in the afternoon at the farthest and what they have learned in the School every day to hear them repeat it every night as they were taught it not desiring to change their School teacher except upon very good caus nor their Books without the Advice of the Teachers therein not wishing too hasty 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 teaching 1. That they be painfull and diligent in the performance of their charge without which no desired end can be attained in pursuance whereof they are to be very zealous for the glory of God the edification of his Church and a laudabl education of youth for which purpose they must follow their School attentivly without the least remissness therein and that continually all School-hours not taking the least time either to study any other thing or to read other books than in the carefull hearing of their Scholars 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 Intentions herein to giv directions to the great and learned profest Grammar-Schoolmasters of our Nation that they may gain skill by my help my aim and undertaking herein being only at an Instruction of those who undertake the teaching of English and are willing to be 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 teaching others first they must carefully read over and seriously study all these several pieces so as they may fully understand the Method and discern the scope thereof but especially in the Rules of Syllabication and these present Directions all which will easily be done by diligent observation and must be had before they venter upon teaching thē to others after which they may find therein abundance of profit and delightful recreation and thereby be fully inabled for so laudabl an undertaking as the teaching thereof 3. Discipline and Government All things without this are various fickl and unsteady without which no School can ever be ordered aright therefore when the Teacher hereof hath got skill if he purpose to make use of this way in teaching his next care must be orderly to govern and rule his Scholars as much as in him lies keeping them in a knowledg of themselvs and their business with fitting Reverence and respect to all their betters and Superiours but especially unto all those under whose care and charge they stand and more particularly their Teachers But to speak more home who ever you be that are willing to entertain and make use of this 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 teaching them in a Grammar School way you have but if your number will amount to so many four lessons to hear in your whole English School matching them in their forms and places therein according to their several strengths and abilityes to take and conceiv Learning which you shall see more plainly and fully in the manner and Method of Teaching Having thus placed them in their proper Classes therein draw them on by Emulation Privileges and Immunities but in case these as in 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 places 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 observ the Custos of his Form to neglect his duty herein let him take the ferular frō him giving to the Custos two smart claps on the hand for his so mis-doing But here note that it will breed an iaconvenience to suffer the same Boy to be Capt. two 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. whether it be in the School or in his Form without power to win places before he be washt comb'd and dress't Your Scholars being thus marshall'd disciplined and ordered keep them constantly and continually labouring their books saying their Lessons or performing their exercise till they depart School and in their going out let every Boy stand in his place repeat a full point or claus in the Elements of the English tongue wherein when any one makes too long a stay or paus before he begin to go on where his Foreman left let him that takes it up first go out in his place and thus in order through all the rest every Scholar going out of the School in his Order with Civility and Manners 4. The Manner a●d Method of teaching these books wherein it must be understood that they are