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The evolution of English lexicography by James Augustus Henry Murray
page 19 of 42 (45%)
and Hebrew, which he entitled '[Greek: Haegemon eis tas glossas], id
est _Ductor in Linguas_, the Guide into Tongues.'

But though in these works there is necessarily contained much of the
material of an English dictionary, so that we can from them recover
most of the current vocabulary, no one appears before the end of the
sixteenth century to have felt that Englishmen could want a dictionary
to help them to the knowledge and correct use of their own language.
That language was either an in-born faculty, or it was inhaled with
their native air, or imbibed with their mothers' milk; how could they
need a book to teach them to speak their mother-tongue? To the
scholars of the Renascence the notion would have seemed absurd--as
absurd as it has seemed to some of their descendants in the nineteenth
century, that an English grammar-school or an English university
should trouble itself about such aboriginal products of the English
skull, as English language and literature. But by the end of the
sixteenth century, as by the end of the nineteenth, there was a moving
of the waters: the Renascence of ancient learning had itself brought
into English use thousands of learned words, from Latin, Greek,
Hebrew, Arabic, and other languages, 'ink-horn terms,' as they were
called by Bale and by Puttenham, unknown to, and not to be imbibed
from, mother or grandmother. A work exhibiting the spelling, and
explaining the meaning, of these new-fangle 'hard words' was the felt
want of the day; and the first attempt to supply it marks, on the
whole, the most important point in the evolution of the modern English
Dictionary.

In 1604, Robert Cawdrey, who had been a schoolmaster at Okeham, and
afterwards at Coventry, published a modest octavo of 120 pages, 5-1/2
inches by 3-1/2, calling itself _The Table Alphabeticall of Hard
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