, L A COMPANION 7(^. ^ 
 
 THE NEW AMERICAN 
 KEADIN^G CHARTS, 
 
 WITH OBJECT LESSO]^S. 
 
 FOR THE USE OF TEACHERS. 
 
 PHILADELPHIA : 
 J. H. BUTLER & CO. 
 
 Copyright, 1879, by J. H. Butler & Co. 
 
/ 
 
 A COMPANION 
 
 THE NEW AMERICAN 
 
 EE adi:n"g chaets, 
 
 WITH OBJECT LESSONS. 
 
 FOR TEE USE OF TEACHERS, 
 
 \^ OF CO^(j^ 
 
 \vc>. 1379. ^/j 
 PHILADELPHIA : ' ^-:..^J?F v-' ' s >A>*^;^ 
 
 J. H. BUTLER & CO. "^ 
 
 Copyright, 1879, by J. H. Butler & Co. 
 
 i 
 
A COMPANION TO THE 
 
 
 ORDER OF TEACHING TO READ. 
 
 1. Train tlie sight to recognize the form of the 
 printed word, the visible symbol of the idea. 
 
 2. Train the hearing to recognize the elementary 
 sounds of the spoken word, the audible symbol of the 
 idea. 
 
 3. Train the vocal organs to pronounce words dis- 
 tinctly, easily, and naturally. 
 
 4. Train the pupil to understand what he reads, and 
 to read it gracefully and with expression, avoiding a 
 formal, monotonous mode of delivery. 
 
 5. Train the pupil to remember what he has read, 
 and to give some account of it in his own words. 
 
NEW AMERICAN READING CHARTS. 3 
 
 Chart Number One. 
 
 Object Questions. — What do you see in the picture ? A dog, a 
 pup, a man, a boy. — What has the man in his hand? A cane. — Does 
 he hold it in his right hand, or in his left ? In his right hand. — Of 
 what color is the dog ? White, with dark spots. — Name parts of the 
 dog's body shown in tlie picture. Head, nose, eyes, ears, legs, tail, etc. — 
 Which is the larger, the dog or the pup ? The dog. — Which is the 
 taller, the boy or the man ? The man. 
 
 In this first Chart the word-method is assumed as the easiest 
 and most natural for initiatory instruction in reading. Phonic 
 and literal analysis should not precede, but follow, the teach- 
 ing of words at sight by their forms. Eleven words are intro- 
 duced, two of them being single letters of the alphabet. 
 
 Point to the word, pronounce it clearly, and recur to it at 
 intervals till the child learns it by sight. Point to the pic- 
 ture when there is a word that can be illustrated by it. Ex- 
 plain the diiference between capitals and corresponding small 
 letters. In a dog, a man, let the two w^ords be sounded as 
 a word of two syllables (like a-long, a-go), Avith the accent 
 on the last syllable. In the dog", the boy, etc., let the be 
 sounded easily, like thi in this. 
 
 Should the child show curiosity about the punctuation- 
 marks, tell it that the period or full stop shows that the 
 sentence is ended, and that the question-mark shows that a 
 question is asked. 
 
A COMPANION TO THE 
 
 Chart Number Two. 
 
 Object Questions. — In this picture there are parts of three fig- 
 ures: for what are they meant? A dog, a girl, a boy. — How much of 
 each can you see ? llie head and neck of the dog, parts of the arms and 
 the head of the girl, a part of the head of the boy. — What has the girl on 
 her head ? A hat : I think it is meant for a straw hat. — Wiiat has the 
 dog about his neck ? A collar with a ring in it. — What sort of a dog 
 do you thinlc it is ? It looks like a spaniel. — Is the picture meant to 
 show summer-time, or winter-time ? SiLmmer-time ; because there are 
 leaves on the bushes. 
 
 Nine new words are here introduced, increasing the learner's 
 stock to twenty. No phonic or literal order is as yet observed. 
 The child is taught to read naturally, by sight, just as it has 
 been taught to speak naturally, hy hearing. The study of the 
 alphabet may be put off till there has been more practice in 
 reading, or it may be taken up at any time, at the teacher's 
 discretion. 
 
 Phonic explanations are not needed yet : the child accepts 
 the fact that a certain form of letters stands for boy or girl, 
 and does not require a reason for it at this stage. Begin to 
 form independent sentences here by the use of the 2^ o inter ; as, 
 " I see a girl," " You can see a face," etc. Skip about, so that 
 the child will not be guided by recollection of the routine 
 order of the words. Let pupils point to any word called for 
 by the teacher or by some member of the class. 
 
NEW AMERICAN READING CHARTS. 
 
 Chart Kumber Three. 
 
 Object Questions.-Here is a picture of an ox: on what does 
 he ox feed ? Mostly on grass and Aay.-Is the hoof of the ox like the 
 hoof of a horse ? No: the hoof of the o.v is split in the middle; the hoof 
 of the horse has no split.-The flesh of the ox is called what? Beef- 
 Are the horns of the ox hollow or solid ? They are hollow, and the oz 
 does not shed them. The deer\ horns are solid, and he sheds them.-For 
 
 m^r^^ ^' "''"^ ' ^'' "^""^"'^ ''"'^'' ^''"'"'' "^^ "^^''' '"''f^'^ 
 
 The exceptional sound of o in do rdoo) and to (too) has 
 no diacritical mark to distinguish it as yet; neither has the 
 z sound of s in is and has. The child, recognizing chiefly 
 the entire forms of the words, does not trouble himself as yet 
 about particular letters. 
 
 Thirty-five new words are here introduced, making fifty- 
 iiye m all. Do not drill too long on the short words ; try the 
 next lesson, and return. 
 
 By the use of the pointer you may now train pupils to make 
 short sentences for themselves; as, " We met an ox," "I see 
 an ox," " We saw a cat and a fox," " She is by the ox " " The 
 ox is by the hay," etc. As the words of two letters are mostly 
 pronouns or prepositions, they can be learnt better in sentences 
 than singly. Call on the class to suggest words to be printed 
 on the blackboard. Do not be deterred should such words a. 
 breakfast, sugar, etc. be proposed. If they are familiar in 
 meaning, the child will soon learn their forms 
 
A COMPANION TO THE 
 
 Chart Number Four. 
 
 Object Questions. — Look closely at the picture, and say what 
 you see in it. The chief object is a picture of a hofj ; in the background 
 we have a view of a barn, a man and a boy near the door of the barn, and 
 a small horse, or nag, not far from them; v)hile behveen the barn and 
 the hog there are four pigs. — What do we call the flesh of the liog? 
 Pork. — Are the bristles on a hog's back of any use ? Yes, they are of 
 ,use in making brushes. 
 
 Give the a in past a sound not so broad as that of a in 
 father, nor so short as that of a in fat. 
 
 We have now had words giving the short sounds of 
 a, e, i, o, and u; short sounds modified by r, as in girl and 
 or; the long sound of e, as in me, and of o, as in go; the 
 diphthongal sound of oi, oy, as in voice and boy; i long, 
 as in ice, or y final, as in my ; short oo, as in book ( = u in 
 put); long oo, as in moon ( = o in do, move) ; y consonant, 
 as in you (==yoo); the sounds of b, c hard (like k), d, f 
 vocal (as in of), f aspirate (as in if), g hard (as in go), 
 m, n, p, r, s, t, v, w, x, z ( = s in is, has), sh (as in 
 she), and th vocal (as in this). 
 
 ^i°^ The mark = means equivalent to. 
 
 Pay special attention to the inflections of the voice. In 
 the question, "Can the fat hog run?" the concluding word 
 must take the rising inflection, or the tone of inquiry and 
 suspense. 
 
NEW AMERICAN READING CHARTS. 7 
 
 Chart Number Five. 
 
 Object Questions. — What does the kitten in the picture seem to 
 be tloing ? Looking at a page of a book. — Does the book seem to be 
 large or small ? It seems meant for a large book. — Against what does it 
 rest ? Against another large book, — On what does the kitten seem to be 
 sitting ? On a sheet of paper. — May we call a kitten a kit ? Yes, just 
 as we may call a puppy a pup. — What is the difference between a page 
 and a leaf of a book ? A page has only one surface, a leaf has two sur- 
 faces. — W^hat is a surface ? I'he outside part of anything that has length 
 and breadth. — W^hicli is the length and which the breadth of this page ? 
 
 Words familiar and easily pronounced are easily learnt by 
 sight without regard to their consonant combinations or silent 
 letters. Attention is not yet called to the silent letters in 
 leaf, read, page, or to the consonants in try, catch, from, girls, 
 etc. Synthesis, not analysis, is in order now. Heed the 
 rising inflection in the interrogative sentence. Give the pure 
 sound of short a in catch; of short oo in look and book. 
 
 Insist upon expressive reading. Repeat the sentence in 
 a clear, easy, colloquial manner, with proper animation, and 
 call on the child to do the same. Cultivate a distinct utter- 
 ance. In teaching words by their forms, skip from word to 
 w^ord, so that the mere recollection of a sentence may not 
 serve the child as a guide to the word itself Pronounce the 
 phrases at the head of the page as if they w^ere W'Ords of two 
 syllables, with the accent on the last syllable. 
 
A COMPANION TO THE 
 
 Chart Number Six. 
 
 Object Questions. — What does the woman in the picture seem 
 to be doing ? She seems to he leading a little boy over the stones in a 
 brook. — Describe tlie boy. His legs are bare a. little above the knees ; he 
 has no shoes on his feet ; his right arm is raised, and the fingers of his 
 right hand are spread; ili,e ivoman holds him by the ivrist of his left arm. — 
 And now what of the woman? Her head is bent; she wears a long 
 gown; the forefinger of her left hand is raised, as if she were telling the 
 boy to take care; she has on shoes, but has no hat on her head, — Does it 
 seem to be warm weather ? It does ; because both the boy and the woman 
 are thinly clad. 
 
 A child will learn by the /orm, irrespective of the length, to 
 read a word — the use, meaning, and pronunciation of which 
 are familiar to him — quite as readily as he will learn to read 
 words of two or three letters. Such words as moiher, father, 
 etc. are indeed easier to him than the abstract words if, as, 
 hoiv, etc. 
 
 In this lesson occur the vocal sound of th, as in this; ch 
 ( = tsh) in teacher; short oo in brook; lialmn a. in father ; 
 broad a, as in water ; o like short u, as in brother, mother; s 
 like z, as in has, etc. ; ss ( = s) in cross. Let the child dis- 
 criminate between words of one syllable and words of two 
 syllables. 
 
 The r in mother, father, letter, water, etc. has its pure, un- 
 trilled sound ; the first r in brother, like the r in cross and 
 brook, has a slightly trilled sound. 
 
NEW^ AMERICAN READING CHARTS. 
 
 Chart Number Seven. 
 
 Object Questions.— What is the little bird doing? Sitting in 
 her nest. — Wliy does she sit there ? To keep her eggs warm, I think, so 
 that out of them may come little live birds. — Of what are birds' nests usually 
 made ? Of straw, dry grass, little sticks, and bits of yarn, when the bird can 
 find them. — What is the form of the nest ? It is something like a cup or 
 small bowl. — Where is it placed ? Sometimes on a bush, sometimes in the 
 notch of a tree. — Point to the bill of the bird; to the side-wings; to the 
 tail-feathers, — Ought we to protect the birds ? As most of them do more 
 good than harm, we ought to protect them and their nests. 
 
 In this Chart we commence the analysis of the elementary 
 sounds. Let the child pronounce the word pan, and then 
 distinguish the three elementary sounds of which it is made 
 up. In pa7i and nap the consonant sounds are transposed, 
 and it will be easy to show how the terminating sound of the 
 one word may be fused into the initial sound of the other. 
 
 Do not attempt the difficult task of bringing out each sep- 
 arate consonant sound with perfect accuracy, for to do this 
 a vowel-sound is needed. It will be enough, at this stage, if 
 the child is made to understand that certain vocal sounds are 
 the elements of spoken words, and that the purpose of written 
 or printed letters is merely to represent these sounds to the 
 sight. Explain the meaning of the words pan and nap by 
 such easy illustrations as, " A pa7i of milk ;" " Wake the boy 
 from his nap ;" " The nap of the cloth is worn oif," etc. 
 
10 A COMPANION TO THE 
 
 Chart Number Eight. 
 
 Object Questions. — What does the picture represent? A man, 
 a boy, a horse. — What do they seem to be doing ? The horse seems to be 
 at (I fall cfcdlnp ; the man and the boy are on the back of the horse. — How is 
 the man dressed ? He has on a light coat, white-topped boots outside of his 
 trousers, and, a. lovj-crowned hat ; I think there is a spur on the boot of the 
 right leg. — What of tlie boy ? He has on a jacket and trousers, and a 
 cap on his head. — Is tlie hoof of the horse like that of the ox ? No: the 
 hoof of the ox is split in the middle ; the hoof of the horse has no cleft in 
 front. — Point out the hoof, mane, neck, etc. of the horse. 
 
 Exercises in phonic analysis are here continued. The 
 words pin — vip, mug — gimi, and dash — shad offer good and 
 easy examples of nine of the elementary sounds. Be in no 
 haste to have the child imitate your pronunciation of the 
 separated sounds, for the first stej^s should be simply to train 
 the ear to distinguish them. Pronounce the elements slowly, 
 and call upon the class to say what word they form. After 
 pin, mug, dash, nip^ gum, shad, see if they will recognize the 
 elementary sounds of fin, jvg, lash, lip, hum, lad — words 
 rhyming in order with the preceding. 
 
 The pupil should be required to distinguish the object (a 
 cap, for instance), the picture of it, and the word cap, each 
 from the other. The distinction is, of course, a very simple 
 matter, but it may be well to make certain that the child 
 has clear ideas on the subject. 
 
NEW AMERICAN READING CHARTS. 11 
 
 Chart Number Nine. 
 
 Object Questions. — AVluit does tlie boy in the picture seem to 
 be doing ? He has his right foot on the lower bar of a three-barred fence, 
 and seems to be preparing to climb over it. — VVliat is there before him ? 
 A part of a rainbow in the sky. — How is he clad ? He has on a short 
 frock. — What is tliat abont his waist? A belt; and a strap goes croas- 
 ivise over his left shoulder. — In which direction is he looking ? Over his 
 left shoulder. 
 
 Diacritical marks are introduced in the iirst two lines, and 
 silent letters are designated in rain and bow. Call upon the 
 pupil to point out the silent letters in coat, head, fenca, nose, 
 and fine. In eyes we have an irregular sound ; eye having 
 the sound of long i. In the interrogative sentence (" Will he 
 get over the fence?") heed the rising inflection. In shoe, 
 oe has the force of long oo in moon. Double 1 in tuUl has 
 the sound of single 1, and double e in seen, that of single e 
 in me. The s in eyes and nose has its z sound, but in lips 
 it has its hissing or aspirate sound. 
 
 The Phonic Method consists chiefly in first teaching the 
 children the sounds of letters instead of the alphabetic names 
 of letters. In pronouncing the word lad, for instance, the 
 pupil should be taught to give (as nearly as he can) the inde- 
 pendent sound of 1, then the short sound of a, then the sound 
 of d, and to pronounce the combination lad. In glad the 
 additional element of g" hard should be practiced. 
 
12 A COMPANION TO THE 
 
 Chart Number Ten. 
 
 Object Questions. — What does this picture represent ? A lion 
 and a fox. — What do we call the hair over the neck and shoulders of 
 the lion ? His mane. — The lion and the fox have each four legs : what 
 do we call an animal with four legs? A quadruped. — How do the 
 lion's feet differ from those of the horse ? The lion has cJarvs like a 
 cat ; animals that feed on grain or grass do not have claws. 
 
 Illustrate on the blackboard the force of silent e in length- 
 ening the vowel in mane, cube, fine, note, etc., contrasting 
 these words with man, cub, fin, not, etc. 
 
 Point out the silent letters as marked in mane, read, teeth, 
 mine, etc. Call attention to the diacritical marks over the 
 vowels a, e, i, o, u, and over the consonants hard g- and 
 hard c. Explain that these last two marks are to distinguish 
 the sound of g" in go, etc., from that of g" in gem, etc. ; and 
 the sound of c in can, etc. from that of c in city, etc. 
 
 In first give i the sound it has in third, sir, etc. Pronounce 
 the ai in again like short e in 7nen. 
 
 Explain the word cube by some solid body with six equal 
 square sides ; globe, by some round body ; mine, by " This 
 book of mine ;" inane, by pointing to the lion's mane. 
 
 Nearly half the Elementary Sounds have been now intro- 
 duced, but in no fixed order. The child has proceeded by 
 natural steps, as in learning to speak. 
 
NEW AMERICAN READING CHARTS. 13 
 
 Chart Nuniber Eleven. 
 
 Object Questions. — How many masts lias a ship? Three— the 
 main-mast, the fore-mast, and the mizzen-mast. — Point them out in the 
 picture. The main-mast is the middle one; the mizzen-mast is the hind- 
 most, or the one nearest the stern ; the fore-mast is the forward one, or the 
 one nearest the bow. — What is the stem of a ship ? It is the wedge-like 
 part forward, from which the bowsprit (pronounced bowsprit) runs out. 
 The bovj (pronounced bou) forms the stem. — What is the stern? The 
 after part of the ship. — What sort of a ship is that in the picture ? An 
 ocean steamship. — Does the ship use both wind-power and steam-power ? 
 Yes; the sails are set, and the smoke shows that steam-power is used. 
 
 Call attention to the marks over long e in steam, short i 
 in ship, long a in sails, and long o in boat; also to the silent 
 letters in steam, sails, and boat ; and to the mark under s 
 (having the sound of z) in sails ; noting the difference in the 
 sound of the first s and that of the last s in this word. 
 
 In the reading lesson (" On the sea we see a big ship ") tell 
 the children to note the difterence in the spelling of the two 
 words, though they are pronounced alike. The consonant 
 combination st ends the word mast and begins the words 
 sfern and steam : a little practice may here be given to it ; 
 also to sts in jnasts. In rope and side point out the un- 
 sounded e. Explain that the elementary consonant sound 
 sh requires two letters to express it, though most of the 
 elementary sounds require but one. 
 
14 A COMPANION TO THE 
 
 Chart Number Twelve. 
 
 Object Questions. — You can tell which is the larger, the sheep 
 or the lamb; but can you tell which would yield the more wool? The 
 sheep. — What is the wool good for ? For cloth of many kinds, blankets, 
 carpets, and stockings.— Can you show rae anything made of wool ? 
 This coat is made of wool, or partly of wool. — What do they sometimes 
 mix with wool ? Cotton. — Plow do we get cotton ? F7^om a plant that 
 grows at the South.— Can you show me anything made of cotton? 
 Yes; my shirt is made of cotton. 
 
 Point out the diacritical marks attached to long e, short a, 
 short i, short oo, u as in pull (having the sound of short oo), 
 and n in think. Show that the vowel-sound in wool and 
 that in pull are just alike. The element ng" requires two 
 letters to express it ; but n is sometimes its equivalent, as in 
 mk, think, which are pronounced as if spelt ingk, ihingk. 
 Show that the y in jjlay, the a in teach, the b in lamb, the e 
 in graze, make, side, little, and one e in keep and sheep, are 
 unsounded. The ch in child and teach has the sound of 
 tsh (as if the words were spelt tshild, teatsh). Practice 
 on the sound, thus: tea-ch . . . ch-ild ; t-ea-ch . . . 
 ch-i-l-d. Another element requiring two letters to express 
 it is th ; in cloth, th is aspirate or sharp ; in clothe, th is 
 vocal or flat. Which is vocal and which aspirate in this, 
 thin; that, thank; breath, breathe f The blackboard should 
 be used in these illustrations. 
 
NEW AMERICAN HEADING CHAllTS. 15 
 
 Chart Number Thirteen. 
 
 Object Questions. — Describe the boy in tliis picture. He is 
 making a bow to a llltJe girl ; in his right hand he holds his hat, and with 
 his left hand he offers a flower ; his right leg is in advance of his left ; he 
 bows loith grace. — Can you see a ribbon ? Yes, on the boifs hat. — Describe 
 the girl. She stands up straight, and puts out her left hand as if to receive 
 the flower ; with her right arm she presses her doll against her side. 
 
 Explain the diphthongal or double vowel sound of ou 
 ( = ow) as it occurs in house, cows, flower, and bow (to bend;. 
 Avoid the habit, common in some parts of the country, 
 of giving an impure quality to the sound (as if cow were 
 spelt ke-ow). In young, ou is not a diphthong, for the o 
 is unsounded. In thank the n has the sound of ng- ; heed 
 the diacritical mark given to n to specify this sound. 
 
 Tell the pupils to point out all the words of two syllables 
 in the Lesson { flow-er, la-dy, la-zy, sis-ler, of-fers) ; also all 
 the words in which a letter is unsounded (plays, house, 
 young, doll, smell, makes) ; also the words in which s has the 
 sound of z (plays, cows, says, his, is, offers). In says ( =- 
 sez) the ay has the irregular sound of short e. Should the 
 pupil ask why in bow (to bend the body) ow has the 
 diphthongal sound instead of that of long o as in bow (for 
 shooting arrows), the only answer is that he must judge by 
 the sense what w^ord is meant. 
 
16 A COMPANION TO THE 
 
 Chart Number Fourteen. 
 
 Object Questions. — Here is a picture of a boy : what does he 
 seem to be doing ? Driving hoop. — Describe hini. He has in his right 
 hand a stick, and seems to be running pretty fast. — Where does he seem 
 to be driving hoop ? In a pleasant road, skirted on one side by a fence, 
 behind which are trees. — How is the boy dressed ? He has a cap on his 
 head, and shoes on his feet; he wears a blouse or frock and trousers ; his 
 shirt-collar is turned down and tied with a neck-handkerchief. 
 
 In this Lesson we have three new diacritical marks : the a 
 in large, also the soft g" ; and the o in come, whei'e o has 
 the sound of short u. Point out the unsounded letters in 
 large, have, give, drive, come, quick, James, class, love, glove, 
 gone, head. Ask the pupil what mark may be put over the 
 o in love and glove, if we wish to show how it ought to be 
 sounded. 
 
 The sound of o in go7ie is ijot so broad as that of a in 
 ball, nor quite so short as that of o in 07i. Point out the 
 difference in the diacritical marks of g* in large and in give. 
 Use the blackboard in explaining. Call attention to the 
 difference in the sound of ch in school from that of ch in 
 child and teach. In nearly all cases where ch has the 
 sound of k the word is from the Greek. In quick, qu has 
 the force of kw. Ask if oo in school and hoop has the 
 same sound that it has in luool and book. (It is long in school, 
 hoop; short in wool, book.) 
 
NEW AMERICAN READING CHARTS. 17 
 
 Chart Number Fifteen. 
 
 This Chart is for drilling in the Vowel-Sounds, Simple and 
 ComjDound. In the first column are given the Representative 
 Letters, with their diacritical marks. All have marks except 
 ou and oi and their Equivalents ow and oy. Where a 
 Representative Letter has an Equivalent (as to sound), the 
 equivalent is placed in the same line with it : thus, e in they 
 is the equivalent of a in fate; and a in %vas is the equiva- 
 lent of o in on. Silent letters are indicated by a change in 
 type not sufficiently marked to disfigure the page. These 
 silent letters should be carefully pointed out. 
 
 In a class drill let the teacher first enunciate the Elemen- 
 tary Sound ; let the class repeat it, and then, singly or collect- 
 ively, pronounce the words given as containing examples of 
 the sound. When the pupil comes to this mark, = , explain 
 to him that it means equivalent to. 
 
 In the Compound Vowels let the pure sound be required ; 
 do not let ou (as in county) degenerate into e-ow, or oi 
 (as in oil) into the sound of long 1. In the w^ord machine, 
 where i has the sound of long e, the ch has the sound of 
 sh, as is generally the case where the word comes to us 
 through the French ; as in chaise, chivalry, etc. 
 
 (The teacher should adapt the length of the lesson on this 
 Chart to the capacity of the class, giving a little at a time, 
 until the whole of it is mastered.) 
 
 2 
 
18 A COMPANION TO THE 
 
 Chart Number Sixteen. 
 
 Exercises in the Elementary Consonant Sounds are here 
 given. The diacritical marks are limited in number, being 
 confined to c in city, ch in chaise, g in gem, g in get, n in 
 ink, s with the sound of z, as in has, th in this, and x in exist. 
 
 Explain that w and y are consonants when heard before 
 a vowel in the same syllable ; also, that in wh the w is silent 
 in who, whole, whoop, and their derivatives ; also, that when x 
 begins a word (as in Xerxes), it has the sound of z. 
 
 In basin, every, given, heaven, etc., do not sound the vowel 
 in the last syllable ; observe the same caution in evil, weevil. 
 But in level, civil, Latin, satin, and some other Avords similar 
 in termination, the vowel of the last syllable is sounded. 
 
 In this Chart it will be seen that where a Vocal has a cor- 
 responding Aspirate, the two are placed on the same horizontal 
 line, though in separate columns, divided by the perpendicular 
 black line running through the middle of the page. Thus, b 
 is placed on the same line with p ; th as in this, on the same 
 line with th as in tJiick. By Vocals we mean voice-sounds ; 
 by Aspirates we mean sounds in which the breath is more 
 decidedly emitted with the voice. 
 
 See that the silent letters (as in //(///, debt, evil, etc.) are duly 
 heeded ; they are marked by a much lighter form of type. 
 
 (The remark under Chart No. 15 as to length of lesson 
 applies also to this Chart.) 
 
NEW AMERICAN READING CHARTS. 19 
 
 Chart Number Seventeen. 
 
 Object Questions.— What have we here? A picture of a sIckj. 
 —What is a stag? .1 male deer. — Does not the female deer have 
 horns ? Never, except in the case of the reindeer. The female deer in the 
 background of the picture has no horns.— How often does the stag shed 
 his horns? Once a year.— Can he run fast? Yes, very fast; his legs 
 are long and slender, his body light, and his coat clean and shining.— 
 Wliat do we call the flesh of the deer? Venison.— What do we call 
 a young deer ? A fawn.— Which of you has ever seen a live deer ? 
 
 Point out the unsounded letters in know, zone, move ; also 
 in deer, size, male. What does the diacritical mark under 
 the u in truth denote ? It denotes that the u has the sound 
 of long oo, as in moon (like o in move). Long u after r in 
 the same syllable requires this sound. In wood we have the 
 sound of short oo ; which compare with the sound of long 
 oo in mood. 
 
 Let the child now try to imitate printed words on his 
 slate. In oral spelling, where words of more than one syl- 
 lable are given out, let him pronounce each letter, making 
 a pause between syllables, and, at the end, pronouncing the 
 whole word, thus : Dilatory— d-i-l— a— t-o—r-y, dilatory. Do 
 not have him say d-i-l, dil—a—dila, etc., according to the ohl 
 fashion of teaching. Call on the pupils to suggest words in 
 which a given elementary sound occurs. 
 
20 A COMPANION TO THE 
 
 Chart Number Eighteen. 
 
 Object Questions. — What do yon see in the picture ? A woman, 
 a baby, a cat, a cup and spoon, a loaf of bread, some twigs of bushes with 
 leaves on them, some small birds in the air. — What is the baby doing ? 
 He is pointing to the flying birds. — With which hand is he pointing ? 
 His right hand. — What has the woman on her head ? A scarf. 
 
 Here is a lesson for animated and expressive reading. All 
 the words, except baby, are of one syllable. The exclamation, 
 " O, what a fine, fair day !" should be so rendered as to express 
 enjoyment ; and the baby's cry, " Stay, stay !" should not be 
 uttered tamely. - Do not permit a monotonous delivery. 
 
 Point out the unsounded letters in day, toe, nail; also in 
 fine, fair, here, cried, gave, some, blue, flies, etc. 
 
 Chart Number Nineteen. 
 
 Object Questions. — What does the boy seem to be doing? 
 Studying his lesson.— Where is his book ? Behind, him, in his right hand. 
 — What is he doing with his left hand ? He is resting it on the seat of 
 a chair. 
 
 The selected words for phonic spelling should be carefully 
 studied, and the unsounded letters pointed out. The un- 
 sounded letters in the reading-lesson should also be noted. 
 
NEW AMERICAN REA.DING CHARTS. 21 
 
 Chart Nvimber Twenty. 
 
 Object Questions. — What does the picture represent ? Tivo 
 women and a baby. — What are they doing with the baby ? One woman 
 is holding the baby on the back of the other woman, who bends over so as to 
 make a good seat for it. — Where do they seem to be ? Out of doors, at 
 the foot of steps leading to a marble pavement. 
 
 The lesson is in verse. Explain the meaning of rhyme. 
 Call attention to the unsounded letters in little, rattle, etc. 
 Insist upon an animated mode of delivery, and on the right 
 inflections where a question is asked. This is a good lesson 
 for a drill in simultaneous reading by a class. 
 
 Chart Number Twenty-one. 
 
 Object Questions. — Describe the figures. A girl and a goat. — 
 What is the girl carrying ? A bundle of graxs. — What does she hold 
 in her right hand ? A sickle for cutting grass. — Point out the eaves 
 of the little cottage, a part of which is shown in the picture. {Eaves are 
 the edges or lower borders of a roof.) 
 
 Let the selected words be spelled by the phonic method. 
 Point out the unsounded letters in the reading-lesson, and 
 show the difference in the sound of o in shoes and in 
 
22 A COMPANION TO THE 
 
 Chart Niunlber Twenty-two. 
 
 Object Questions. — Where is the kitten taking her nap ? In a 
 slipper. — What does the color of the kitten seem to be ? Gray and 
 white. — Is it a yonng kitten ? / thirik it must be young, or else the slipper 
 must be very large. — Wliy so ? Because a large kitten could not find room 
 for itself in a slipper of the common size. 
 
 In voice give to oi its true diphthongal sound. In the 
 reading-lesson let the pupil point out the unsounded letters 
 in looked, stairs, called, etc. 
 
 Chart Nuiiiher Twenty-three. 
 
 Object Questions. — Is the bird in the cage ? It is at the open 
 door of the cage. — Wliat are there under the cage ? Flowers of various 
 kinds. — Is the cage made of wire ? It looks as if it were made all of 
 wood. — Does the door of the cage appear as if it slid up and down, or 
 opened at the side ? It looks as if it slid up and down. 
 
 Observe that the second vowel letter in open is unsounded. 
 The proper sounds of the elements can be well brought out in 
 phonic practice. Give the right inflection to the sentences 
 ending with an interrogation-mark. In hawk and ivant the a 
 has the same sound. 
 
NEW AMEEICAN READING CHAETS^ 23 
 
 Chart Ntimber Tweiity-fovir. 
 
 fore paws/ A nut. . ^^. g^^^^rner.— 
 
 of a tr6e.-What season of the >ear is it P 
 
 Why so? Because there are leaves on the tree. 
 
 There are three words of two syllables each in t^is lesson : 
 iiiere are uue whether the 
 
 semicolon and the comma. 
 
 Chart Number Twenty-five. 
 
 died ? B«,«. .- - .Had« cA^/i, «/ l'^- I' „^ „f ,,,,, ^ aog 
 
 porch by the door. ^^_J.^«^-~^ ,,^^ ,^^^^, o, .Meh 
 
 Iwhat t^ees are represented back of the hut? tu- tree. 
 
 The sound of ew after r in dre., atKl of o^^^^";;, 
 arou,k,is the equivalettt of long - J^ /^^^ ^ tad- 
 thongal sound to the ow in down, (.bee remam 
 ing-lesson of Chart Thirteen.) 
 
24 A COMPANION TO THE 
 
 Chart Number Tweuty-six. 
 
 Object Questions. — What does the boy here seem to have on 
 his shoulders ? A hoe and a rake. — Wliich lias he on his right shoul- 
 der ? The hoe. — Does he seem to be in the house or out of doors ? 
 In the house. 
 
 The e in garden is not sounded. The attic is the room at 
 the top of the house. The lesson is in rhymed verse. Give 
 to the e in the a slight and easy sound. 
 
 Chart Number Twenty-seven. 
 
 Object Questions. — In what does the peacock differ from the 
 female bird ? In the rich plumage of its tail. — Where does the peacock 
 seem to be standing? On a stone cornice resting on columns. — How 
 many birds do you see ? Two male birds and. one female. 
 
 Call on the pupil to point out the unsounded letters in the 
 selected words, and to tell the number of syllables in vi'o-let 
 In golden the e is not sounded. 
 
 Chart Number Twenty-eight. 
 
 This Chart is devoted to a single lesson, one selected for 
 reverent and emotional delivery. It should be reserved until 
 the pupil can enter fully into the spirit of it. 
 
NEW AMERICAN READING CHARTS. 25 
 
 Chart Number Twenty-nine. 
 
 COLOR. 
 
 Color as shown by the solar spectrum, and color as seen in 
 pigments, are different things, and while their respective mix- 
 tures sometimes lead to identical results, they frequently lead 
 to totally different ones ; hence the confusion of ideas in re- 
 gard to the classification of colors. 
 
 We know by experiment that a yellow and a blue liquid 
 or a yellow and a green powder when mixed together will 
 produce respectively a green liquid and a green powder. 
 When the yellow and blue rays of the spectrum are mixed 
 together, white light is produced. The same effect would be 
 produced if the eye were to receive the reflected image of two 
 discs, one yellow, one blue ; but a disc painted with these 
 two pigments mixed would appear green. 
 
 In the ordinary work of life we are concerned more with 
 colored materials than with colored rays ; therefore we adhere 
 to the old theory, which forms an easy means of studying the 
 mixed colors which pigments afford. 
 
 The materials needed for color-lessons are cards of various 
 colors, bits of stained glass, pieces of worsted, etc. 
 
 LESSON. 
 The teacher is supposed to have several cards of each color 
 and shade in a box. Selecting one — for example, a blue one 
 — the box is passed to a child, and he is told to select one just 
 
26 A COMPANION TO THE 
 
 like it and place it beside the other. (Teacher to class.) — 
 Has James selected the right card ? No, it is too light. 
 (Another pupil corrects it.) Do you see anything else in 
 this room which is blue like these cards ? Mary's dress looks 
 nearly like them, but not quite. You are right : Mary's 
 dress is blue, but it is a lighter shade than the blue on these 
 cards. Mary may come to the box and select a card of the 
 shade nearest that of her dress, and John may come to the 
 box and find another card like it. What things can you 
 think of that are blue ? Notice and try to remember all the 
 blue things you see before next lesson. 
 
 In this way drill the children on each color and its shades. 
 When you have taught the combination of the colors so 
 as to produce secondary and tertiary, have the children ar- 
 range the cards with the secondary colors between the appro- 
 priate cards of the primary colors, etc., in the manner sug- 
 gested by the diagrams on the chart. 
 
 Chart Number Thirty. 
 
 ALPHABET IN SCKIPT LETTERS. 
 
 Cover, Page 2. 
 
 THE ALPHABET IN EOMAN LETTERS, WITH ANAL- 
 YSIS OF FORMS OF LETTERS. 
 
NEW AMERICAN READING CHARTS. 27 
 
 Cover, Page 3. 
 
 FORM. 
 
 For teaching form the teacher should prepare a set of 
 111 )dels in card or pasteboard, about six inches in diameter. 
 Exliibit them singly, and have their names repeated by the 
 children. Each figure for illustration should also be neatly 
 and accurately drawn on the blackboard. If the teacher is 
 unable to do this by hand, a ruler and compass can be ob- 
 tained. As far as practicable, the teacher should prepare his 
 own models or appliances in the presence of the children, as 
 the sight is instructive and will stimulate them to imitation, 
 and hence to invention. 
 
 Be satisfied to advance by slow degrees. One idea is 
 enough for one lesson. Give the child the correct name of 
 the thing you are considering. Encourage the children to 
 provide their own material. A piece of lath made smooth 
 w^ith sand-paper and marked off in inches from the teacher's 
 yardstick will be more valued and more frequently used 
 than the finest rule that could be provided. 
 
 We give the following suggestions as an advantageous 
 method of developing ideas of form. 
 
 Length. — Give a clear conception of distance in one direc- 
 tion. Draw a line, and explain that it has length only. 
 Measure the objects in the room with a string or a rule. Ex- 
 plain that YN'hen we speak of the distance from their homes to 
 
28 A COMPANION TO THE 
 
 the school, or from one place to any other, we mean the 
 length only, and not the width. 
 
 Length and Breadth. — One child may be asked to walk 
 along the room, another across it. Explain that the largest 
 measure of the floor is length, the shortest breadth. Have 
 the children measure various objects, as their slates, hand- 
 kerchiefs, etc. 
 
 Length, Breadth, and Thickness. — Solid bodies have three 
 dimensions : the largest is length ; the next, breadth ; the 
 smallest, thickness. Have the children point out solid objects, 
 and conjecture their length; etc., always verifying, if possible, 
 by actual measurement. 
 
 After you have fully developed the facts, have the children 
 repeat : 
 
 A Ihie has length only. 
 
 A surface has length and breadth. 
 
 A solid has length, breadth, and thickness. 
 
 LINES. 
 
 Teach the difference between straight, broken (crooked), 
 curved, waved, and spiral lines. Illustrate on the board, and 
 point out the lines in the sides or edges of objects about the 
 room. Require the children to name the lines which bound 
 things they can remember. 
 
 The direction of lines should follow, as horizontal, perpen- 
 dicular, oblique, parallel, converging, and diverging. The 
 
NEW AMERICAN READING CHARTS. 29 
 
 children should be furnished with thinly-shaven splints or 
 sticks, and be required to place them in the directions 
 named. 
 
 ANGLES. 
 When lines meet or cross each other they form angles or 
 corners. Have the children form the different kinds of 
 angles with their sticks or draw them on their slates. Then 
 let them point out the angles formed by the edges of the dif- 
 ferent objects in the room. 
 
 PLANE FIGURES. 
 
 Draw a triangle on the board ; have the children imitate it 
 with their sticks. Explain that three lines are the smallest 
 number that can enclose a space : two straight walls would 
 not make a house or a room. 
 
 Let each lesson be a review of the preceding. Tell in what 
 direction the lines lie that form the triangle. How many 
 angles in a triangle? 
 
 To form a square, distribute sticks of equal length, and direct 
 the children to place two of them parallel to the edge of the 
 desk, Avith a space between them equal to the length of the 
 sticks, then put in the other two sides. Dwell upon the fact that 
 there are /o?tr equal sides and four equal angles in a square. 
 
 The relation of the square to the rhombus, and of the rec- 
 tangle to the rhomboid, should then be shown. 
 
30 
 
 A COMPANION TO THE 
 
 CIRCULAR FIGURES. 
 
 Exhibit a number of round objects. Construct a circle on 
 the board by means of a compass or a string. Place a dot to 
 jnark the centre ; show that all parts of the circumference are 
 equally distant from it. Explain that a straight line pass- 
 ing from one edge to another, and through the centre, is a 
 diameter ; and that one-half of this line, extending from the 
 centre to the edge, is a radius. Dwell upon the fact that the 
 bounding line is the circumference, and the space so bounded 
 the circle. Ask for the names of other round objects. 
 
 Show the ellipse and oval in card-board and other objects. 
 
 SOLIDS. 
 
 The teacher may construct the rectangular solids in the pres- 
 ence of the pupils by drawing mathematical figures on card- 
 board, cutting the lines halfway 
 through, and bending the card 
 into the required shape. The an- 
 nexed diagram gives the mark- 
 ing necessary to form a cube ; the 
 dotted lines show where to fold. 
 The names of the other solid 
 forms should be learned one by 
 one, and the children required to 
 name other shapes like them. They should count the edges, 
 sides, and angles, etc., as learned in previous lessons. 
 
NEW AMEMCAS READING CHARTS. 
 
 31 
 
 OBJECT LESSON. 
 The teacher places the box of solids before the pupik, and 
 asks one to select the sphere. What is the shape of this p.ece ot 
 wood' It is round. Is it round like a dollar or a cart-wheel 
 No ; it is round like a ball. That is true : sphere means round 
 likia ball." What kind of a line bounds all thn>gs that are 
 round ' A curved line. AViU the line that bounds this sphere 
 be anything like the circumference of a circle ? Yes ; just like 
 it What kind of surface has a sphere? It has a curved 
 surface. Eight; and, like the circumference of a cu-cle that 
 surface is everywhere the same-that is, equally distant from 
 the centre. Repeat: "A sphere has a curved surface every- 
 where the same." Can the sphere have a diameter? ^es. 
 What kind of a line would it be? A straight line passing 
 through the centre of the sphere. 
 
 What is the shape of the line which passes up and down 
 the stove-pipe ? Around it ? Name some other things which 
 are bounded by curved lines only. Name some which are 
 bounded by curved lines and by straight Imes. 
 
 Roll up this slip of card, and then let it uncoil in your open 
 hand What is the shape of the line that forms its edge ' 
 Spiral I will show you another kind of spiral line made 
 with a piece of wire by winding it around my pencil and then 
 removiiig the pencil. What other things have you seen 
 that are spiral like this line? A cork-screw ; the tendrils of 
 some plants. 
 
32 COMPANION TO READING CHAR'IS. 
 
 Look at the edges of the door of this room ; are they straight, 
 curved, or crooked ? Straight. In what direction are those 
 which extend from the floor toward the ceiling? Those 
 which extend across the top or the bottom? 
 
 Which of these solid blocks has edges like the door ? (Child 
 selects the cube.) Yes ; the cube is one of them. How many 
 edges has the cube ? How many faces or sides ? What shape 
 are the sides? All squares. Are all the sides alike? 
 They are. Repeat : " The cube has six flat square sides, all 
 equal." How^ many plane angles can you count on the cube ? 
 Twenty-four, — four on each side. How many corners has 
 the cube ? Eight. Yes ; and you will notice that three sides 
 or faces meet to form these corners. Now repeat the parts oi 
 a cube. " Six square sides, eight solid angles, twelve edges.'' 
 
SUMMARY OF CONTENTS. 
 
 Nos. 1 fo 6 are for sight-reading of words, plna- 
 Nos. 7 and 8 show words as made up of elcMien 
 by sight. 
 
 Nos. 9 to 14 are reading-lessons witli exerci-i-s 
 S[)elling. 
 
 No. 15 gives phonic exercises on Vowel Sounds. 
 
 No. 16 gives phonic exercises on Consonant Sun 
 In Nos. 1.5 and 16 the drill letters arc 
 numerous fxamptes are given for practice. 
 
 In No. 16 the consonants are arrangeil ( in 
 ai*e on the same line. So far as possibh-, a 
 each drill letter, words are given in whicli 
 thus, 6ul/>, /ioo)i, (j'lngev, thither, gig, pvuj, 
 embracing each pair : thus, cixrgo, dent, rh iw 
 
 Nos. 17 to 27 are reading-lessons with exercises 
 Spelling. 
 
 No. 28 furnishes a lesson for elocutionary drlT 
 
 short and easy as to be read by very youi 
 
 gives scope for the display of the highest el 
 
 No. 29 is a chart of colors, with a reading-le^ 
 
 are represented — Red, Blue, YeUow, (>raii 
 
 Olive, and Russet. This cluvrt will be fotii 
 
 the pupils to distinguish colors. 
 
 No. 30 is the Alphabet in Script letters. 
 
 Cover page 2 is the Alphabet in Roman lett 
 
 forms of letters. 
 Cover page 3 is a chart representing — 
 
 Lines. — Vertical, horizontal, oblique, 
 (right and left), waved, spiral. 
 Angles. — Right, acute, obtuse. 
 Surfaces. — Triangle, square, rectangle 
 circle, iialf circle, quarter circle, ellipse 
 Solids. — Cube, sphere, cylinder, cone, 
 wedge. 
 Forms. — (Crosses, stars, rosettes. 
 
 e-., and sentences. 
 
 tary sounds, with reading 
 
 IMi 
 
 and Alphabetic 
 
 nds. 
 
 di<icrlf>r,illtj marked, and 
 
 two columns) so that/>a//\s' 
 nidiig the examples under 
 that letter is duplicated: 
 . church, etc.: also words 
 r(/e. ./iwor, .>(\ze, etc. 
 ill IMioiiic and Alphabetic 
 
 I. \Vliile tlie words are so 
 m pupils, the phraseology 
 ocutionary powers. 
 ■<(n\ thereon. Nine colors 
 i:e. Niolet, Green, Citrine, 
 1(1 very useful in teaching 
 
 •s. witli an Analvsis of th 
 
 parallel, intersected, curved 
 
 )mbns, rhomboid, convex, 
 
 il. eoneave. 
 
 iM'^nlar prism, pyramid, 
 
LIBRARY OF CONGRESS 
 
 T7SE TE 
 
 MITCHELL'S NEW GEOGRAPHIES. 
 
 MITCHELL'S NEW OUTLINE MAPS. 
 {Ta-o Series, large and small.) 
 THE NEW AMERICAN READERS. 
 
 THE NEW AMERICAN SPELLERS. 
 
 THE NEW AMERICAN ARITHMETICS. 
 
 THE NEW AMERICAN READING CHARTS. 
 SARGENT'S SCHOOL ETYMOLOGY. 
 
 GOODRICH'S PICTORIAL HISTORIES. 
 
 THE SCHOLAR'S COMPANION. 
 SMITH'S ENGLISH GRAMMAR. 
 
 BUTLER'S PICTORIAL HISTORY U. S. 
 
 BUTLER'S LITERARY SELECTIONS. 
 TENNEY'S GEOLOGY. 
 OXFORD'S SENIOR SPEAKER. 
 
 OXFORD'S JUNIOR SPEAKER. 
 
 LYONS' AMERICAN ELOCUTIONIST. 
 BINGHAM'S LATIN AND ENGLISH SERIES. 
 COPPEE'S LOGIC. 
 
 COPPEE'S RHETORIC. 
 
 COPPE'E'S ACADEMIC SPEAKER. 
 HOWS' SERIES OF LADIES' READERS. 
 RODGERS' MENSURATION. 
 
 RODGERS' NOTE BOOK. 
 
 J. H. BUTLER & GO.^ 
 
 723 Chestnut St., Philadelphia, Pa.