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

ARTICULATION

Exercises to correct faulty articulation and secure flexibility should be given frequently.  Constant vigilance is necessary in overcoming the common errors shown in the following examples.

    “I will eat you,” said the troll. (not “e-chew”)
    Dear little baby, close your eye. (not “clo-zhure eye”)
    “I will then,” said Red Hen, and she did. (not “an’ she did.”)
    Put your right hand in. (not “put chure”)
    —­you, and you, and you. (an’ Jew.)
    Father will meet you (meat chew) at the station. 
    The leaves turned to red and gold. (red Dan gold)
    “No matter what you hear, (what chew) no matter what you see,
        Raggylug, don’t you move.” (don’t chew)
    Tender flowers come forth to greet her. (gree-ter)
    It is not at all (a-tall) like the mother bird.

Have the pupils practice such exercises as:—­

    Did you?  Don’t you?  Would you?  Should you?  Could you? (Not “did Jew,”
        “don’t chew” etc.)
    Where shall I meet you? (not meat chew)
    When shall I meet you? 
    She sells sea shells.

Pupils usually have difficulty with words ending in sts, dth, pth.  Lists of such words should be drilled upon:—­

Nests, vests, posts, hosts, boasts, fists, mists, frosts, length, breadth, depth.

    “He thrusts his fists against the posts,
    And still insists he sees the ghosts.”

(If necessary show the pupils how to adjust the vocal organs to make the different sounds.)

    m, n, ng (nasal)

p, b, w, m (lips) f, v (lips and teeth) t, d, s, z, n (tongue and hard palate.) j, ch, (tongue and hard palate-back) k, g, ng (tongue and soft palate.) y, l (tongue, hard palate and soft palate.) p, b, d, t, j, k, h, g, ch (momentary) w, f, v, s, l, r, y, th, sh (continuous)

The majority of children learn the sounds by imitation and repetition.  The above is to help the teacher in giving the sounds correctly.

SECOND YEAR

I.  Review Single and Blended Consonants, Digraphs, Short and Long Vowels, and All Phonograms.