SONS IN ING. 



73 







Kne* of walls or buildings to be * . indow which 



with it, t 



:i:t ; just of thfl 



if tin- 1 1 -!>! :it \ Mini I! i:. I ore ttt right 



.Mi' on \vhi''h thry arc lyi: 

 int. in thi' 1-oiiit ot M(.:ht, whilo thoso that 

 angle* to 



!<t. ami lil't, 



\\ill i'X[ihiin Dofi- 

 LO. 



11 will come 

 nmler our notice her* 

 when we will go more into 



Illi- '"I of tlio 



above fixed principles with 

 the help of diagrams. 



An object can be placed 

 in two positions, to which 

 the rules of perspective are 

 applicable parallel and an- 

 gular. 



Parallel perspective is a 



iirau way with tho other line* dg ah and e i. Now observe, if 

 N, '.'. If there bo any oth. r all thene line* were produced toward* the lino of M 



they would meet at tho ! H. Tho other parallel line*, ):, I, r,i, etc., 

 must bo carefully arranged according to the principle* wo have 

 already laid down in our introductory IgMon*. Tho pupil may 

 naturally impiim if there aro not some perspective rnleu : 

 regulating th<> retiring li-.ri/oi.t i! .!i 'an--. -,f dtycot*, M WD 



a* their height*. Wo answer, thero aro. We do not intend to 



avoid thi* question, bat put 



PS and YP /FL it off for tho present, le*t 



1 nhould become too 

 involved in tochnioa* 

 litics that belong especially 

 to geometrical perspective 

 a branch of drawing to be 

 considered hereafter. With 

 reference to tho retiring line* 

 of the pavement (Fig. 28), 

 we have a fitting illustration 

 in a railroad ; probably the 

 pupil has observed when 

 standing on a railway bridge 

 and looking down the line, 

 that the rails as they retired 

 seemingly converged to a 

 point in the distance; that 

 point would be the vanishing 



tTL 



PS. 



HL 





term, used in reference to 

 objects of a rectangular 

 form, such as the interior of 

 a room, a cube, etc., when 

 these objects are so placed 

 that their retiring sides are at 

 a right angle with the picture 

 plane, P P, and the remaining 

 sides are parallel to the same, 

 as in Fig. 27 (a). 



Angular perspective alludes 

 to objects of the some form 

 so placed that all the sides 

 retire, as in Fig. 27 (6), which 

 is the plan of a room in 

 angular perspective, having 

 one cf its angles towards the 

 picture plane P P, and its four 

 sides retiring. 



Parallel perspective is the 



more simple of the two, and easier to bo understood, wo 

 therefore commence with that. The first example is a pavement 

 128). 



Draw the horizontal lino, H L, and place upon it a point 

 marked p s and v P (point of sight and vanishing point). The 

 reason that it is both tho point of sight and the vanishing point 

 has been explained in Definition 10. Then mark tho distance 

 of a from p s, through a draw tho line b c, and divide it in tho 

 points d and e ; place the pencil on p s, and draw it over the 

 paper through 6 to /, mark /, join b f, proceed precisely in the 



JELG 



point ; therefore, in drawing 

 lines so placed, our having a 

 vanishing point renders the 

 task much easier, and insures 

 that which is so very desir- 

 able, a truthful result. Let 

 Fig. 28 be practised over and 

 over again, until the various 

 lines which compose it can be 

 drawn with ease and readi- 

 ness. Fig. 29 is the same, 

 with the addition of a wall on 

 the left. After the last example 

 the manner of drawing it will 

 be self-evident. Fig. 30, a 

 flight of steps; the retiring 

 edge* of the steps are all 

 drawn towards the P s. The 

 other examples require no 

 further explanation. Should 



the pupil in going along with us through these lessons hare made 

 some failures, and found some difficulties, there is no doubt that 

 most of them may be attributed to one great neglect which all 

 beginners so readily fall into, that is, </ui not " marking in tfw dis- 

 tawes" before they attempt to draw the lines. It is the common fail- 

 ing with the majority of beginners, that they attempt to draw 

 the lines without first arranging their positions. Wo have said 

 quite enough of the practical way of proceeding with the arrange- 

 ment of lines, but once more, let the attention of tho pupil be 

 ever directed to tho " whereabouts " of the lines of his drawing. 



