Naturally a second year pupil, who has learned the reasons for sounding
will apply the long sound of "i;"--as he reads it does not make sense,
so he tries short "i." Still the sentence is meaningless, so he tries
again with "e" and reads a sentence which satisfies him, because the
meaning is clear.

If the first year pupil pronounces the word "coat" as co-at (recognizing
the last combination as a member of the "at" family) the teacher will
underline and call his attention to the digraph "oa" which he has
already learned to pronounce as long "o." Most pupils however, meeting
the word in a sentence--as, "The caterpillar's coat is green"--would, if
reading thotfully recognize the word by the context.

8. Drill on obscure sounds should be omitted the first year. Unphonetic
words should be taught as sight words: as: one, many, been, said, they,
ought, eight.

9. Begin to combine words and syllables into longer words as soon as
possible: door-step, in-deed, hand-some, be-fore, ham-mer-ing,
in-no-cent, for-get-ful, car-pen-ter, side-walk, mis-take.

10. Give time increasingly to analytic-synthetic word study,
e.g.--"eight" and "rain" are taught as sight words.

eigh t r ain
Analysis: eigh ain
w eigh p ain
w eight pl ain
Synthesis: n eigh com plain
n eigh bor com plain ing