5. By the end of the first year the pupil's phonetic knowledge, combined
with his vocabulary of sight words and his power to discover a new word,
either phonetically or by the context, ought to enable him to read
independently any primer, and to read during the year from eight to
twelve or more primers and first readers.
6. In reading, pupils should be taught to get the meaning chiefly by
context--by the parts which precede or follow the difficult word and are
so associated with it as to throw light upon its meaning.
7. When a word cannot be pronounced phonetically, the teacher should
assist by giving the sound needed, but the pupil will soon discover that
by using his wits in phonics as in other things, he can get the new word
for himself by the sense of what he is reading, e.g., in the sentence,
"The farmer came into the field" he meets the new word "field."
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.
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