LESSONS IN DRAWING. 



_< ; 



a fleet; meuis, a crop of corn; olavis, a key; navis, a thip. Tho 

 uMutivo singular has for tho rnont part (perhaps from ie) in- 

 etead of in parisyllabios with tho vowel- 

 parisyllabics with consonantal stems, is the tunal ablative 

 termination, bat i ia sometimes found, derived from the usago 

 in tho vowel-stems. 



Nouns which maize the ablative singular in i, make tho 

 p-intivo plural in turn instead of unt; and nouns neuter, which 

 in tho ablative singular end in i, in tho nominative, accusative, 

 and vocative plural end in ta. 



Adjectives of tho third declension, in general, follow tho 

 declension laws of tho nouns, only that in tho ablative singular 

 they prefer i. Adjectives of tho third declension are of two 

 sorts : first, those that have throo terminations, as, alacer, m., 

 aliens, f., alacro, n., lively, active: second, those that have two 

 terminations, as tho comparative, vilior, m. and f., viliua, n. 

 meaner ; under this second class may stand such as f orox, fierce, 

 which in tho nominative singular is m., f., and n. (accusative, 

 ferooem), but in tho plural haa for tho neuter a separate form in 

 ia, aa f erocia. 



DECLENSION OF AN ADJECTIVK OP THREE TERMINATIONS. 



EXAMPLE. Acer, aoris, acre, sharp, acute, pungent, energetic. 



Singular. Plural. 



Casts, x. r. N. Ca. K. F. N. 



N. acor. acris. acre. N. acres. acres. acria. 



Q. acria. acris. acris. O. acrfum. acrTum. acrtuin. 



D. acri. acri. acri. D. acribus. acribus. acribus. 



Ac. acrem. ucrem. acre. Ac. acres. acres. acria. 



V. aoer. acris. acre. V. acres. acres. acres. 



Ab. acri. acri. acri. Ab. acribus. acrtbus. acribus. 



DECLENSION OF AN ADJECTIVE OP 



EXAMPLE. Suavis, m. and f. ; 



Singular. 



N. 



a. 

 D. 



Ac. 



V. 



Ab. 



x. and T. 



suavis. 

 suavis. 



SIUIV1. 



suavein. 



suavis. 



suavi. 



N. 



suave, 

 suavis. 

 suavi. 

 suave, 

 suave, 

 suavi. 



Cases. 

 N. 

 0. 

 D. 

 Ac. 

 V. 

 Ab. 



TWO TERMINATIONS. 



suave, n., sweet. 



Plural. 



x. aud r. jr. 



suaves. suavla. 



suavlum. suavtum. 



suavlbus. suavlbus. 



suaves. suavla. 



suaves. suavla. 



suavlbus. suavlbus. 



OTHER FORMS OF ADJECTIVES OP TWO TERMINATIONS. 



EXAMPLES. Major, m. and f. ; majus, n., greater ; audax, m., 

 f. and n. (audacem in ace.) ; audacia, n. plural, bold. 



Singular. Plural. 



Cases. M. p. u. M. T. K. 



N. major. major. majus. majores. majores. majora. 

 Q. majoris. majoris. majoris. majorum. majorum. majorum. 

 D. inajori. majori. majori. mojoribus. majoribus. majoribus. 

 Ac. majorem. majorem. majus. majores. majores. majora. 

 V. major. major. majus. majores. majores. majora. 

 Ab. majore. majore. majore. majoribus. majoribus. majoribus. 



Audax, m. and f . ; audacia, n., bold. 

 Singular. Plural. 



Case*. M. and F. N. Cases. M. and F. u. 



N. audax. audax. N. audaces. audacia. 



Q. audacis. audacis. Q. audacium. audacium. 



D. audaci. audaci. D. audacibus. audacibus. 



Ac. audacem. audax. Ac. audaces. audacia. 



V. audax. audax. V. audaces. audacia. 



Ab. audaci. audaci. Ab. audacibus. audacibus. 



KEY TO EXEBCISES IN LESSONS IN LATIN. VIII. 



EXERCISE 25. LATIN-ENGLISH. 



1. I have great grief. 2. Hast thou not great grief ? 3. Mothers 

 have great griefs. 4. The colour of the cushion is beautiful. 5. Is 

 the colour of the cushion beautiful ? 6. Ho has (is under) a deadly 

 error. 7. Why has father (is under) deadly errors ? 8. I have a 

 brother. 9. Brothers have great griefs. 10. Lightning frightens 

 animals. 11. Does not lightning frighten mothers? 12. Lightning 

 frightens sparrows. 



EXERCISE 26. ENGLISH-LATIN. 



1. Est mihi calcar. 2. Estno tibi anner? 3. Illis sunt anseres. 

 4. Estne tibi agger ? 5. Fulgaris odor in pulvinari est. 6. Vectigalia 

 non diligo. 7. Molosti sunt rumores. 8. Pulvinar est no Ulis ? 9. 

 Non est illis anser. 10. Tibi sunt pater, frater, et mater ? 11. mis 

 sunt dolores. 12. Tibi est magnuin pulvinar. 



EXERCISE 27. LATIN-ENGLISH. 



1. I fear charcoal. 2. The boy strikes the peacocks. 3. The regions 

 are beautiful. 4. Thou hast an opportunity. 5. We move the ashes. 



9. The bloc* to moved. 7. The 



mothon. 8. There to a mat dust at the sibm 9. Peacock* an 00 

 the shore. 10. W bar* not toafft. 11. Then to a wmu4 ia (kto) 

 breut. 12. Tb light of Uve n*ion to great IS. H bat a grtat 

 name. 14. PtodfM are not praised. 



EXBBCUB 28. EVOLUH.LATIM. 



1. Timwine carbonemf 2. Cor pimttm (ertt mater f S. Dtem 

 BOO est iUw. 4. Vulaiui ert tibi. 6. Tula patribns mat rulaMa. C 

 Vulnero torrent matrw. 7. In region* flormt pnemsta. 8. Tibi * 

 nomen magnum. 9. Mihi non rt figatu. 10. Illis t neessln. 1L 

 Viro magna est oocasio. 



LESSONS IN DRAWING. IX. 



THE aim of all instruction in drawing ought to be, fart, to 

 convey in as clear and simple a manner a* possible the beet 

 means of judging of the relative proportions of object*, not only 

 with regard to their individual component part*, bat also with 

 reference to tho proportions these objects bear to one another; 

 and, secondly, to place before the pupil the most ready <4lH>4n 

 of representing these objects, subject as they are to an find! en 

 variety both of form and position. How is it that when 

 standing upon tho side of a hill, and looking over a large extent 

 of country, if wo raise tho hand and hold it parallel to oar eyes 

 at arm's length, it will coyer or prevent oar seeing probably 

 many miles of landscape, including houses and Tillages? 

 Or, if we select a closer object for instance, the boose on the 

 opposite side of tho street and place the hand as before, fM 

 find the result to be tho same? Simply because as objects 

 retire, or are further from the eye, they occupy lees space upon 

 the vision than when nearer. Here, then, we have practical 

 evidence that to represent these objects correctly we most 

 inquire for some means which will enable us to accomplish oar 

 task, and satisfy our minds that we have given these object! 

 their right proportions as they retire, and that each object, and 

 each part of on object, occupies its proper space upon the paper 

 as it does in the eye ; in short, giving them their true scale of 

 representation according to their distances from ourselves and 

 from one another. The science of perspective enables as to 

 accomplish this end, and although we do not attempt, in these 

 lessons upon free-hand drawing, to go very deeply into geome. 

 trical perspective, yet we find it absolutely necessary to make 

 some use of it in order to render our explanations clearer ; for 

 by the assistance of rules, difficulties are lessened, especially 

 when we can classify many objecte and tho circumstances ia 

 which they are placed under the same principles. 



We said in a previous lesson that there were rules in perspec. 

 tivo for regulating the retiring horizontal distances of objects, 

 as well as their heights ; and we now propose to give such of 

 these rules as are absolutely necessary for tho pupil's guidance 

 in free-hand drawing. We must first remind the pupil of what 

 has been already said respecting the theory of planes or surf aces. 

 A horizontal plane is a plane parallel with the earth ; a perpen- 

 dicular plane is one perpendicular to tho earth. The top of a 

 table and tho ceiling of a room are horizontal planes ; the walls 

 of the room are perpendicular planes. These are visible plane*. 

 We are sometimes, in practical perspective, compelled to use 

 imaginary planes. These more properly belong to tho practice 

 of geometrical perspective. It will bo very necessary for the 

 pupil, if he wishes thoroughly to understand the principles of 

 drawing objects at a given distance from him, especially 

 buildings, to go very attentively through future lessons on geo- 

 metrical perspective, given in tho pages of the POPULAB 

 EDUCATOR, for this reason : no one ought to be satisfied with 

 tho result of his work, even if it be correct, unless he know* 

 the whole of the why and the wherefore which have brought oat 

 tho result. It is, unfortunately, a very common practice in 

 some books of instruction upon drawing, when the subject ia a 

 building, to mark a copy with letters o, 6, c, d, eto, and carry 

 the instructions no further, but merely tell the pupU to draw 

 from a to b, and from c to d, and to observe that d is a little 

 higher or a little lower than c, as the case may be, without any 

 mention whatever as to why d should be higher or lower. Now 

 in this, and all similar cases, a little knowledge of perspective 

 would make the practice simpler and the result certain. The 

 pupil may make an exact imitation of his draw* copy, bat tfcak 

 is not enough ; ho must bo able to do the same from the object ; 

 and how is this to bo done correctly by such a system M Ihe4 

 which only enables a pupil, parrot-like, to reproduce a copy ecd 



