GEOMETRICAL I'KIlSl'KrriYK. 



OBEEK STEMS. 



Or** Word*. Pronunciation. Jffnningt. Stemi. Xnglitk Wortlt. 



Nof ii"-<>-i young. ti#w tito neology. 



*TOT I'lm'-tos t*0otUn, er4td phyt neophyte. 



Nu/uur uonr-os an aUotnunt nom aitronomt/. 



A<rrpo as'-trou a *tar <utro agronomical. 



No<rof nos'-os diMOM uo*o noiology. 



>.. oi'-kein to dtcU [<U ochi porocAuU. 



Neology, or netc docrmie, conveya with it the same tacit blame 

 as new liyht, on the ground that what is old is more likely 

 to be truo than what is new, and that what is new may bo 

 fanciful. 



" They endeavour, by a sort of ntology of their own, to confound all 

 idea* of right and wrong." Boothby, " On Buriv." 



Neos supplies also the first syllable to neophyte, one neidy 

 born, or created anew by grace, a convert. 



" In effects of grace, St. Paul makes a difference between those he 

 calls neophytes that is. newly grafted into Christianity and those 

 that are brought up in the faith." Bacon. 



In 1 Tim. iii. 6, the Greek word v*o$\m)s (ne-o-phu'-tes) is 

 rendered novice. 



Astronomy, from tho Greek words in the preceding 1 list, means 

 the allotment or distribution of the stars into classes, and not 

 the laws of tho stars, whieh is a modern idea. 



" Not from the stars do I my judgment pluck, 

 And yet methiuks I have astronomy." Shakesptare. 



In tho word parochial, the original form of the Greek root is 

 seen bettor than in parish; which, however, is of tho same 

 derivation. Parish, from irapoiKta (par-oi'-ki-a), a division, a 

 district formed of persons living together, takes its English 

 form from the French paroisse. Blackstone defines a parish as 

 " a circuit of ground committed to the charge of one person, or 

 vicar, or other minister having care of souls therein." 



EXERCISES IN COMPOSITION. 

 Words with their Prepositions to be formed into sentences. 



FOREIGN REPRESENTATIVES. 



Arrive at, ripa, o river-side. 

 Ask of a person, \ 



for or after a person, Vascian, (o petition. 



for a thing, 



Aspire to, spiro, I breath*. 



Assent to, sentio, I feel. 



Assimilate to, similis, like. 



Associate with, socius, o companion. 



Assure of, assurer, to assure. 



Atone for, at one, to at-one. 



Attached to, attacher, (o bind. 



Attain to, atteindre, to reach. 



Attend to, tendre, to stretch. 



Averse to, from, verto, I turn. 



EXERCISES FOR PARSING. 



A pedagogue Is a term of Greek origin, equivalent to oar school- 

 master. Pedagogue is a word which is now used contemptuously. 

 In an oligarchy the interests of a few predominate. In a demo- 

 cracy the interests of the many prevail. The real and the apparent 

 interests of men arc sometimes very different. A "polemical spirit is 

 undesirable. Polemical writings are occasionally required. The 

 character of the apostle Paul is very noble. Apostolical virtues ore 

 rare. The apostles received their mission immediately from Christ. 

 Without enthusiasm the best of causes cannot be carried forward. 

 Enthusiasm is in danger of degenerating into fanaticism. 



GEOMETRICAL PERSPECTIVE. IV. 



PROBLEM VII. (Fig. 19). Two lines, ach 5 feet long, form a 

 right angle; the angle touches the PP, and is opposite the eye; 

 each line is 45 with the PP. 



In this case two vanishing points mast be found, as there are 

 fieo lines in the plan, drawn in different directions. As this is but 

 a repetition of Problem I., Fig. 7, drawn each way, there will 

 be no necessity for our repeating it ; only we wish to direct the 

 attention of the pupil to the position of the eye being opposite 

 the angle. Therefore, the line drawn from the angle to the 

 base of the picture, perpendicularly to the picture-plane, serves, 

 first, to place the station-point; secondly, acts as a visual ray ; 

 and thirdly, as a line of contact. Consequently, the position of 



the angle in tho picture will be at i, touching th* base of the 

 picture. Let as state the question as that the angle doe* not 

 touch the P P, but is 1 foot within it (Fig. 20). Draw a UM 

 from a at the given angle, 45. From a draw a , equal to 1 

 foot (still uxing the scale of 4 feet to the inch), and per- 

 |MMi.li:ular to the PP; draw ec parallel to PP; c will then 

 be the position for placing the angle. It will be seen that the 

 line of contact, marked L c, is drawn from a, because a is the 

 point of contact for tho line c b. Thus tho pupil win observe, if 

 no part of the plan touches the P P, one line must be produced, 

 as 6 c has been done to a, from which the line of contact is 

 drawn perpendicularly to the p p, and the point of contact, f c, 

 is brought down to the base of the picture, from which tb 

 perspective view of tho line 6' c" is drawn to its v p. The visual 

 ray from c to s p will determine upon b' p c the position of the 

 angle </ in tho picture that is, the perspective distance of one ' 

 foot within the picture ; the rest will be the same as in Fig. 19. 



The above, and also the greater portion of our previous 

 lessons, is a part explanation of one system of the ground- 

 plan method ; we havt introduced it first, and said thus 

 much upon it, more for the sake of clearing np technicalities 

 than for any other reason. It is a beginning from which we 

 intend gradually to lead oar pupils into deeper water, and 

 we hope by this course of treatment to make the subject easier 

 to comprehend. We now intend to take np another line of 

 explanation for the same purpose, and here we especially ask 

 for the close attention of our pupils whilst we say a few words 

 upon the way we wish them to proceed. We desire to make 

 our observations as clear a.3 we can, nowever difficult it may 

 be to do so; therefore we ask them to accompany as slowly, 

 and not to feel discouraged if they have to read our instruc- 

 tions more than once. In some of our lessons on drawing, 

 we introduced some perspective problems in osder to give 

 the why and wherefore of the reasons for the practice and 

 methods we recommended ; it is true that we could have 

 simply stated how, and in what direction a line was to be 

 drawn, and the pupil might have understood the instruction, 

 and have done as he was directed very satisfactorily ; bat we 

 felt it was our duty not to leave him with such superficial 

 guidance, but open out to him the reason* for these direc- 

 tions, because if he understood them, he was then furnished 

 with a key to innumerable other facts and positions, thus 

 enabling him to dispense with oft-repeated explanations, varied 

 in some respects only by the difference there might be in 

 the subject. 



This way of proceeding entails a greater amount of difficulty 

 in the explanation, and necessarily a greater amount of attention 

 and study on the part of the pupil ; but there is this satisfaction 

 attending it, the subject becomes in proportion more interesting, 

 and a more solid, extensive, and really useful amount of know 

 ledge is acquired. These are gains well worth the additional 

 care and painstaking necessarily incumbent upon both master 

 and pupil, and certainly ought not to be passed over by either. 

 We are about to follow the same plan again, as far as possible, 

 in explaining the reasons for the directions we shall give as we 

 proceed with oar lessons. Should difficulties arise, there will 

 be no occasion to stop. Let the pupil proceed according to the 

 rules laid down in the problems, and very likely, after he has 

 done a few, and again returned to those he stumbled over, he will 

 find they have become clear and simple, and that his future 

 course will be at once pleasant and easy. One of the great 

 difficulties in perspective to beginners is to understand how 

 s'rcral planes are brought together upon one plane that is, tho 

 sheet of paper upon which we draw the picture. We will take 

 a point and place it in its perspective position, and farther 

 illustrate it by an eidoyraph. First, with regard to the sermU 

 planes we speak of. The Jirst plane is the plane or surface of 

 the picture (see Fig. 21), PPPP; secondly, the yrovnd-plane, 

 or surface of the ground upon which the object, A, is lying; 

 and, thirdly, there is the plane passing through the eye and 

 the picture-plane, its trace being shown by the horizontal line, 

 or line of sight, parallel with the ground, upon which is drawn 

 the semicircle DE I X DK*. The letter B means the rye, or in other 

 words, its position with regard to the object and the picture- 

 plane ; DE 1 and DE* mean the distance of the eye from the 

 picture - plane thrown round upon the HL, because DJ* and 

 DE* are the same distance from PS (the point of sight) as B is 

 from PS, being the extremities of a semicircle drawn through 



