LESSONS IN DRAWING. 



severely embittered the relations between Protestant* and 

 Komuii Cathulico, grow fiercer, and rendered the struggle more 

 anil mro desperate. 



Not until aftor the lamentable rebellion which took place in 

 :i.| which was assisted by the French, then struggling 

 by mi > inflict mortal injuries upon Great Britain, 



ili'i ! !i;L. r li-li statesmen see the propriety and the wisdom of doing 

 ' to Ireland." The immediate political run alt of this 

 rebellion, which was not put down without much bloodshed both 

 on tii" tii'I.I and on the scaffold, was the union of Ireland with 

 the sister kingdom, and this act was consummated, under the 

 auspices of Mr. Pitt, on the 1st of January, 1801. Before that 

 date Ireland had borne to England the same sort of relation 

 that Hungary till lately bore to Austria ; she was a separate 

 kfafdom, though acknowledging the same king, had a separate 

 Parliament of two Houses, and was, as far as her own internal 

 affairs went, distinct from Great Britain. But it was found that 

 the Parliament was steeped in corruption to the lips, that selfish 

 interests selfishly advocated were alone represented in it, and 

 that the few brilliant statesmen, properly so called, whose voices 

 from time to time were heard in it, were borne down by the 

 dead weight of those who saw no use in legislating for the real 

 good of the people. 



Mr. Pitt, therefore, in view of this state of things, and recog- 

 nising that the Irish people had many veritable grievances to 

 be redressed, determined to bring about a union between the 

 countries. In the face of much opposition, and under circum- 

 stances of much public danger, he carried his point, and in 

 January, 1801, the Irish Parliament, by its own consent, ceased 

 to exist. Since that time Irish interests have been represented 

 by 105 members sitting in the imperial House of Commons 

 at Westminster, and the. peerage of Ireland by 32 representative 

 peers, including four ecclesiastics, in the House of Lords. Since 

 that time also Irish interests have been more conscientiously 

 considered than before, and legislation, of which the distinct 

 object was to -do justice to Ireland as an integral part of the 

 empire, has gone forward with a quick hand. There is now no 

 reason whatever why, in the face of equal laws faithfully ad- 

 ministered, the kingdom of Ireland should not be as really and 

 intimately united to the sister kingdom of England, as Scotland 

 or Wales ; why the memory of old wrongs and old quarrels 

 should uot be buried for ever, or why the three countries should 

 not be as inseparable as the leaves on the shamrock, the three- 

 in-one plant, by which St. Patrick is said to have made plain to 

 the Irish the mystery of the unity of the Blessed Trinity. 



IBELAND ooiUtMiMd. 

 Insurrection of Tyrone . 1001-2 

 Settlement of UlaUtr in the 



reijn of Jsmus I. . . 1609-12 

 Massacre of the I'rutcsUuts 



in Ulster . . . Itfil 



Cromwell enforces 



throughout Ireland . . IMfl-M 

 William III. in Iralaud . . Uft) 

 QrwU Irish Rebellion 

 Legislative Union of Oieet 



Britain and Ireland Jan. 1, U01 



LESSONS IN DRAWING. XXIIL 



THE second use of the oval is when the curia it horizontal ; and 

 here we cannot do bettor than quote the observations of Pro* 

 fessor Camper, who, after saying he had attentively examined 

 the structure of the skulls of both adult* and infante, proceed* 

 thus : " An idea suggested itself that in drawing the head, 

 the best method would be to imitate the process of nature : first 

 to form the cranium or skull, then mark the facial line in the 

 direction required, and afterwards arrange the other parts ac- 

 cording to given proportions." 



" The skull is a horizontal oval, of which the hindermost parts 

 are the largest, and the fore part like the section of a globe. I 

 first draw this oval by means of two circles ; the one is L v B w 

 (Fig. 140), which contains about three parts of the head ; the 

 other, K u z, which is in size eight-ninths of the other circle. 

 Draw the horizontal line 8 T, which extends from the centre of 

 the large circle s, to T, the centre of the smaller, and is one- 

 fourth of the larger circle. From the centre 8, 1 let fall the per- 

 pendicular line 8 Q ; this marks the seat of the orifice of the ear, 

 and its lobe E." Upon examining the drawing the Professor 

 gives (Fig. 140) to illustrate his remarks, we find a discrepancy 

 which we think it right to notice. The diameter of the smaller 

 circle is eight-ninths of the diameter of the larger circle ; also the 

 distance between the two centres T and s is one-fourth of the 

 diameter of the larger circle ; as it is written, the areas of the 

 circles might be supposed to be intended. The Professor con- 

 tinues " I draw P G, the facial line, in the degree of the inclina- 

 tion required ; K marks the place of the forehead ; F, the line of 

 the eye ; I, the nose ; H, and a third of I B or I o, the mouth ; 

 through the centre of L Q I draw the horizontal line F ; I also make 

 G N equal to the nose, and from N commence the line of the throat." 

 This idea of Professor Camper is worth considering ; it may be 

 useful, as the principle it involves is in accordance with that of 

 nature, and after a little practice of drawing the oval by hand, the 

 features and other parts may very easily be put together. But 

 we must observe that this method is applicable only to profiles; 

 where the iirst method so far fails in not giving the horizontal 

 projection of the hinder part, although in all other positions it 

 may be useful. Consequently, it is well to know both, so that one 

 may be used in the one case, and the other in the remainder. 

 After all, the great advantage connected with these two methods 

 of employing the oval is the certainty of securing the general 

 form of the head, the proportions of the parts, and the positions 

 of the features in connection with each other. Beyond these, 

 as regards the details, we cannot venture; the draughtsman 

 must not be controlled by them ; he must make them subservient 

 to his purpose according to the character of the head he is 

 drawing. 



The next portion of our subject will be the method of shading. 

 A very great deal is included in this. In the first place, the 

 pupil must have acquired confidence in drawing an outline, as 

 he will soon find that the difficulties of shading do not exist so 

 much in the manipulation -that is, in the manner of doing it aa 

 in the application of the work. In the second place, nothing con- 

 tributes more effectively in describing the form of an object 

 than the proper treatment of the shades and the semitones; and 

 especially with respect to the human figure, where on the 

 surface, between the extreme boundary lines, is always found an 

 amount of form which it would be impossible to represent faith- 

 fully by outline only. For example, the form of the^iose in a 

 side face is very easily given by the outline ; but when the same 

 face is turned to a front view, then we have to depend upon our 

 capability of representing the form by light and shade. The 

 same remarks are applicable to the treatment of the surfaces of 

 the body and limbs; for as they are constantly subject to 

 change, in consequence of the variety of motion of which they 

 are capable, there will always be a considerable demand upon 

 our anatomical knowledge, if we hope to deal faithfully with 

 the ever-varying surface as it approaches the eye, or recedes to 

 the boundary represented by line only. Therefore the know- 



