GEOMETRICAL PEKSPECTI VE. 



271 



II n'y aura juninii de meilluur 

 direuteur que l'vangile. 



OANOANKLLI. 



La veritable convention du cceur 

 fnit iiiitiint aimer L)ieu <iu'ou 

 a aim< lei creatures. PASCAL. 



Crois-tu qua dans ion occur, il ait 

 jnr.< ta mart ? KACINJC. 



Co n'est poi quo j'ousse mieux 

 fuit que vous. 



MME. DE Siviowl 



II a fullu que mes malheurs 

 ni'nient instruit, pour m'appren- 

 dre ce que je no voulais pas 

 croire. FKKKLON. ' 



There will ntvtr In any letttr yuidt 

 thin th 



The true etmvtrtion of the heart 



male* us low God at much at \c 



have lovtd the ertaturet. 

 Do you believe that he ha* worn 



your death in hi* heart t 

 U it not that I might have done 



Ittttr than you. 



It iraj necestary that my mie/ortunee 

 should instruct mi, to ttach me 

 what I uouid not believe. 



QUOIQUK QUOI . . QUE. 



Quolque Diou et la nature niont 

 fait tous les homines e'gaux en 

 les formant d'une mime boue, 

 la vanit4 hunmino ne pout souf- 

 frir oette rfgaliW. BOSSUET. 



Quo! que vous e'criviez, (Svitoz la 

 bassesse. DOILEAU. 



Quoi que ce soit qu'elle dise, elle 

 ne me persuadera pas. 



QlBAULT-DUVIYlEB. 



Si rous le vouliez, uous partirioiis 



ensemble. 

 Si vous le prenez sur ce ton, je me 



retire. 

 Nul empire n'est sur, s'il n'a 



1'amour pour base. RACINE. 

 S'il le font, nous partirons. 

 Yotre esprit a toujonrs en reserve 



quelque si, quelque mais. 



DESTOUCHES. 



Although God and nature hav made 

 all men equal in forming them 

 from the tame earth, human vanity 

 cannot bear that equality. 



Whatever you may write, avoid vul- 

 garity. 



Whatever he may say, the will not 

 persuade me. 



If you wished it, vie would go to- 

 gether. 



If you go on in this way, I with- 

 draw. 



No empire is safe, unless it has 

 affection for its basis. 



If it must be so, ve will go. 



Tour mind has always in reserve 

 some " if," some " but." 



SINON. 



Us rdpondirent, qu'il fullait rdtab- 

 lir 1'tfquilibre europe'en rompu, 

 qu'il fullait le n ; tablir sinon sur 

 le continent, ou il 6ta.it tout 

 a fait ddtruit, au moins sur 

 I'Oce'an. THIEKS. 



Soit qu'il le fosse, soit qu'il ne le 

 fasse pas. 



Soit la hardicsse de 1'entreprise, 

 soit la seule presence de ce 

 grand homine, soit la protec- 

 tion visible du cicl, il otount; 

 par sa resolution. FL^CHIEB. 



Soit en bien, soit en mal, nion 

 ami, la prudence dit, qu'il faut 

 rarement juger BUT 1'apparence. 

 CHARON. 



Vous le voulez ? ainsi soit-il ! 



Un mal funeste et contagieux se 

 ri ! j>!iuilit dans les principales 

 villes de la Normandie ; soit 

 que riutemperie des saisons eut 

 laissd dans les airs quelque 

 maligne impression, soit qu'un 

 commerce fatal eut npporte des 

 pays i'loign<?8, avec de fragiles 

 richesses, des sentences de ina- 

 ladio et de mort, soit que 

 1'ange de Dieu eut (Stendu la 

 main pour f rapper cette mal- 

 heureuse province. FLIJCHIER. 



They replied, that it wa* necessary (o 

 re-establish the disturbed European 

 bal'nce; that it was necessary to 

 restore it, if not on the continent, 

 tchere it was entirely destroyed, at 

 least on the ocean. 



Whether he does it, whether he does 

 it not. 



Be it the boldness of the enterprise, 

 be it the presence alone of this 

 great man, be it the visible protec- 

 tion of heaven, he astonishes by 

 his resolution. 



Be it for good, be it for evil, my 

 friend, prudence says that we 

 must rarely judge from appear- 

 ances. 



Tou will have it so J So be it t 



A fatal and contagious disease 

 spread in the principal cities of 

 Normandy, be it that the incle- 

 mency of the season has left in 

 tl<e air some malignant impres- 

 sion, be it that a fatal commerce 

 had brought from distant countries, 

 with perishable riches, the seeds of 

 disease and death, be it that the 

 angel of God had stretched forth 

 his hand to smite that unfortunate 

 province. 





KEY TO EXEECISES IN LESSONS IN FEENCH. 



EXERCISE 137 (Vol. II., page 172). 



1. Go nnd see my brother, he has something to communicate to 

 you. 2. Bun and tell them that I am waiting for them. 3. My 

 brother has taken good care not to tear his clothes. 4. Has your 

 cousin taken care not to stain her dress. 5. She took care not to fall, 

 for in falling she would have spoiled it. 6. Have those little girls gone 

 into mourning ? 7. They have just put on mourning. 8. For whom 

 do you put on mourning ? 9. I wear mourning for my mother. 10. 



Do yon take U* or coffee in the morning! U. We Uke tea au<l 

 coffee. 12. Do you not Uke chocolate sometimes? 13. We flht it 

 ouly when we an sick. 14. What determination has the governor 

 taken 7 15. He has Ukea the resolution to remain TUtnl 16. Will 

 you take my part or jour son's ? 17. I shall Uke yours, if I believe 

 feat you are right. 18. Why do you not Uke the trouble of *rftnr 

 his letter? 19. Because it is not worth reading (literal^, the trouble, 

 while). 20. Is not your courier gone on before t 21. He has not been 

 able to go on before. 22. Are you not wrong to take his part T S3. 

 I am not wrong to take it. 24. Hare you taken your tern T IS. We 

 have not taken our tea, we have Uken our coffee. 



EXKRCWI 138 (VoL H., page 172). 



1. M. votre frore a-t-il pris garde de gater son chapeau ? 2. II a 

 pris garde de le giter. il n'en a qu'nn. 3. Allez parler a it"" votre 

 soeur, elle vous appelle. 4. Ne vonlez-vous pas prendre nne tsssn de 

 th<$? 5. Je viens de prendre le the". 6. Qn'avez-vons dit a votre 

 petite fille ? 7. Je lui ai dit de prendre garde de deohirer sa. robe. 8 

 Prenons gsrde de ddchirer ce livre. 9. Mon flls vient de I'spporter! 

 10. A-t-il pris le thd? 11. II n'a pas encore pris le the 1 , il est trop tot. 

 12. A quelle heure prenez-vous le thd chez vous ? 13. Nous prenons 

 le the a six henres. 14. Prenez-vous du the" on du cafe" a votre d>- 

 jeuner ? 15. Nous prenons du cafe". 16. Votre counter a-t-il pris les 

 devants ? 17. II n'a pu prendre les de vants. 18. Quel parti avex-vous 

 pris ? 19. J'ai pvis le parti d'ltudier ma lecon. 20. A vex- vous pri 

 garde de de"chirer vos livres ? 21. J'ai pris garde de les tacher. 22. 

 Quel parti votre frere a-t-i! pris? 23. II a pris le parti de se taire. 

 24. Avez-vous pris noon parti? 25. J'ai pris le parti de mon frere. 

 26. Avez-vous raison de prendre son parti ? 27. J'ai raison de prendre 

 son parti, parce qu'il a raison. 28. N'avez-vous pas penr de prendre 

 son parti ? 29. Je n'ai pas peur de prendre son parti. SO. Prendrez- 

 vous le parti de votre soeur ou le mien ? 31. Je prendrai le parti de 

 ma soeur. 32. Allez lire votre livre, vous ne savez pas votre lecon. 

 33. Je sais ma lecon, et je sais aussi que vous etes mon I " i 34. 

 Aliens trouver uotre pure, il a besoin de nous. 



GEOMETRICAL PERSPECTIVE. IX. 



OUR previous lessons in Perspective have been npon the ground- 

 plan method ; we will now introduce to our pupils the lineal 

 method we call it the lineal because its results depend npon 

 the projection of planes and angles without the intervention 

 of a plan. It sometimes occurs that a perspective elevation 

 of a house or other building is all that is required ; in this case 

 a plan would be useless, and the lineal method would be most 

 convenient, as it saves the labour of making a plan for the sole 

 purpose of raising an elevation from it. 



The picture plane, the horizontal line, vanishing points, 

 station point, line of contact, or measuring line for heights, and 

 point of sight, are common to both methods ; therefore we need 

 not recapitulate our remarks npon them ; that which will be 

 especially new to our pupils is that the angle of inclination 

 which an object makes with the picture plane is described, 

 instead of drawing it in plan. Visual rays will not be required, 

 as the retiring length of an object is cut off the vanishing line by 

 the help of its distance point, marked DP. The nearest approach 

 to this system which we have yet made is shown in Lesson IV., 

 Vol. II., page 359. It is true we have there made use of a 

 plan, but there are no visual rays (see Figs. 22, 26). The plan 

 has been introduced solely for the purpose of obtaining by con- 

 struction the positions of the extremities of the lines upon the 

 picture plane. Let us take Fig. 23, and we shall here see that 

 the position of the line H I in the picture is ascertained by find- 

 ing the positions of the two extremities only. Thus the points h 

 and i being determined as the perspective representations of u 

 and I, the completion of the line follows by drawing a line 

 between the two points. Now these positions can be given 

 without the necessity of a plan, as we are about to explain. 



We think we shall be able to make our explanations clearer, 

 and better understood by our pupils, if we propose a problem at 

 once, and during the process of drawing, accompany the explana- 

 tions of the work with our observations upon the theory, at the 

 same time employing the figure as we draw it to illustrate oar 

 remarks. 



PROBLEM XXVII. (Fig. 49). A pole 4 feet long is lying on 

 the ground, and is inclined to the picture plane at on angle of 

 40 ; its nearest end is 2 feet within the picture, and 1 foot to Ou 

 right of the eye ; distance of the eye from the PP is 6 feet and 4 

 feet from the ground; scale 1 inch to the foot. 



Draw the picture plane, PP, and the HL parallel with the PP 



