44 



THE POPULAB EDUCATOB. 



14. I am not hungry, I am thirsty and sleepy. 15. Are you 

 not ashamed ? 16. No, Sir, I am not ashamed, but I am cold. 

 17. Is your relation right or wrong ? 18. My relation is right, 

 Sir. 19. Has he my china dish or my silver knife tf 20. He 

 has neither your china dish nor your silver knife ; he has your 

 china plate. 21. Has any one my silver pencil-case ? 22. No 

 one has it, but your brother has your cloth coat. 23. Have you 

 mine or his ? 24. I have yours. 



LESSONS IN DRAWING. II. 



THE simple example of straight lines, as shown in Figs. 20, 21, 

 22, 23, will now claim the attention of the pupil ; in these the 

 positions of the lines must be indicated by points, marked in the 

 examples by the letters a, b, c, d, etc., taking great care that 

 their distances from, and their positions with regard to, each 



about to copy is composed ; and he must also be exact in deter- 

 mining the relative position of the points in which these lines 

 meet or intersect. When to these directions we have added th" 

 following namely, that the learner must also carefully observe 

 the lengths of the lines which form the angles, wo have given 

 in very few words the instructions that he chiefly requires to 

 enable him to draw forms, such as ornamental scrolls, flowers, 

 leaves, single figures, etc., in delineating which he can have no 

 assistance whatever from the rules of linear perspective. Knowing 

 from practical experience the necessity of repeating instructions 

 whilst personally engaged in teaching, we trust the pupil will 

 consider our repeating in various ways the more important and 

 essential regulations which guide the mind, and consequently 

 the hand, as intended to convey a deep impression of their 

 importance. 



Before commencing a drawing it should invariably be the 

 practice of the pupil, when he has placed his copy before him, 



other shall be correctly arranged before a line is drawn ; let the 

 letters be a guide as to the order of arrangement. For example, 

 mark the distance between a and & (Fig. 20), taking care they 

 shall be horizontally placed, and that c and d are respectively 

 perpendicularly arranged tinder a and 6. In drawing the line 

 a c any number of points between a c may be placed, and so 

 with regard to the line 6 d ; e and / must be placed so as to 

 allow a straight line to be drawn between them to pass through 

 c and d. The above remarks apply to Fig. 21. In Fig. 22, 

 which is supposed to be a profile or side view of four steps, 

 mark the line of the inclination of the steps namely, the dotted 

 line a & : it will not be difficult to arrange the remainder of 

 this subject, if the pupil has well practised the examples given 

 in Figs. 20 and 21. 



In every example that the learner copies, he must examine 

 and mark with care the character and extent of the angles or 

 openings made by the meeting or intersection of any of the lines, 

 Whether straight or curved, of which the example that he ia 



whether it be a drawing or the object itself, to look carefully 

 over it for a few minutes, and examine its contours that is, 

 the bendings of the curves, and the forms which a combination 

 of these curves present. By this close examination of the sub- 

 ject his mind will receive such an impression of it that, as he 

 comes to understand its form, first as a whole, and the details 

 afterwards, the hand, which is only an instrument, will readily 

 execute the suggestions which the mind has received. There 

 are many who make the great mistake of supposing that the 

 hand is to receive all the attention in training ; on the contrary, 

 let the mind fully understand the subject, and then the hand will 

 need less practice in order to fulfil its requirements. In short, 

 educate the mind, and the education of the hand will follow. 



Fig. 24, a purse, is almost entirely an example of curved lines, 

 like the vine leaf (Figs. 18, 19), but in this there is more uni- 

 formity that is, the opposite sides have a reversed resemblance 

 to each other. The pupil must notice the position of a and 

 I, c and d, also a and c, b and d, and so on, with every other 



