GEOMETRICAL PERSPECTIVE. 



EXERCISK 185 (Vol. 111., page 111). 



1. Have you collected many people at your houM P 2. Very few 

 people came. 3. At what hour will they serve tho dinner to-day t 4. 

 It will U aorved M toon M all our company in come. 5. Hus the 

 captain all hia crew on board ? 6. No, Sir, he haa aent aome men ou 

 bore. 7. Do your people ria* early P 8. Every day I muat awake 

 all my people (rmit). 9. The Kuaaiona loat three timea more men 

 thau ML- Swodea. 10. Where ia your mother? 11. She ia in the 

 drawing-rooui ; there ia cuiupuuy with her. 12. Everybody can travel 

 a.s I .1- . ...j the world. 14. She waits to leave the world 



until thu w.<rlil lias left her. 15. Are your people back from the 

 country P 16. We expect our people to-day. 17. la there here a 

 of men of lettera P 18. No, Sir j there ia only a society of 

 lawyer*. 19. Do you know those worthy people P 20. I believe they 

 are military men. 21. Such are people in these times (nowaday*). 

 :. Like people, like patrons. 23. All iny people are sick. 24. We 

 must put up with everybody. 25. What can you hare to settle with 

 such people ? 



EXERCISE 186 (Vol. III., page 115). 



1. Y a-t-il beaucoup do monde chez votre frero ? 2. II n'y a pas 

 beaucoup de luonde. 3. Ce jeuue homme modit-il de tout le monde ? 

 4. II ue medit de personuo. 5. Avoz-vous amenrf beaucoup do monde 

 avec vous P 6. Nous u'avons amend quo peu de moude. 7. Y a-t-il 

 <lu monde avec M me votre nidre ? 8. II n'y a paa de moudo avec elle. 

 9. Qui vous a dit cela? 10. Tout le monde lo dit. 11. Le monde 

 est-il venu ? 12. Le monde n'est pas encore venu. 13. M rac votre 

 mere a-t-ollo congt'Jiii deux domestiques ? 14. Elle a cougedio"tout sou 

 monde. 15. Connaissez-vous ces gens ? 16. Je les connais tn'-s bien ; 

 ce sout do fort braves gens. 17. Quand il voyage, il loge toujours chez 

 de bonnes gens. 18. Y a-t-il de sottes gens ici ? 19. II y a de sottes 

 gens partout. 20. Eveillez-vous voa gens (votre monde) tons les 

 matins P 21. Oui, Monsieur ;-il faut que je les eveille tons les jours. 



22. Qu'est-ce que M. votre frere peut avoir a deim-ler avec ces gens ? 



23. Ce sout les ineilleures gens du moude. 24. Y avait-il beaucoup de 

 monde a IVgliso ce matin ? 25. II u'y avait pas beaucoup de monde. 

 26. Vos guns sout-ils malades ? 27. Oui, Monsieur, tous mes gens 

 aont malades. 28. II y a ici une socit'tt? de gens de lettres (savants). 29. 

 II y a a Paris plusieurs socie'te's de gens de robe. 30. Quels braves 

 gens ! 31. Quelles bonnes gens ! 32. Atteudez- vous vos gens aujour- 

 d'hui ? 33. Nous les atteudous ce soir. 34. Ainsi vn le monde. 

 35. Votre capituiue a-t-il tous ses gens ? 36. II a tout son moude 

 abord. 



EXERCISE 187 (Vol. m., page 115). 



1. Is it a new coat that your son wears ? 2. It is a new coat, the 

 cloth (of it) is very fine. 3. Are not the sleeves (of it) too short ? 4. 

 I believe that the sleeves are too short and the skirts too long. 5. 

 Has not the country its advantages ? 6. I like the country ; I know 

 its advantages. 7. Paris has its pleasures. 8. I like Paris ; I know 

 its pleasures. 9. Does that surgeon understand medicine ? 10. He 

 knows nothing at all about it. 11. Are you expert in medicine ? 12. 

 I do not understand it. 13. I do not know it. 14. I understand 

 nothing about it. 15. Have you succeeded in making yourself under- 

 stood ? 16. We have not (succeeded in it). 17. My neighbour is a 

 worthy man, and I agree very well with him. 18. Imposing silence on 

 certain people is a greater miracle than making the dumb speak. 19. 

 Do you know from what country that man is ? 20. He conceals (is 

 siUnt about it) his country and birth (parentage). 21. Through the 

 power of reason she acquired the art of speaking and of being silent. 

 22. Will you hold your tongue, impertinent woman, you always come 

 and mix your impertinences in everything. 23. He who is silent 

 consents. (Silence gives consent). 



EXERCISE 188 (Vol. HI., page 115). 



1. Avez-vous un tres beau jardin ? 2. Nous en avons un tres grand, 

 mais la terre n'en est pas bonne. 3. L'habit de votre frere est-il neuf ? 

 4. II a nn habit neuf, mais les maucbes en sont trop courtcs. 5. Les 

 basques n'eu sont-elles pas trop longues ? 6. Non, Monsieur, les 

 basques en sont trop courtes. 7. N'avez-vous pas entendu ce pre'dica- 

 teur ? 8. II y avait taut de bruit que je n'ai pu 1'eutendre. 9. La 

 campagne n'a-t-elle pas ses plaisirs ? 10. La campague a ses ogrl- 

 niuuts. 11. M. votre frere n'aime-t-il pas la ville ? 12. II aime la 

 campagne, il en connait les agrdments. 13. Qu'est-ce que votre frere 

 enteud par la ? 14. II cut-cud ce qu'il dit. 15. M. votre pi-re s'en- 

 tend-il aux affaires (au commerce) ? 16. Mon pore ne n'entend pas aux 

 affaires. 17. Ce jeune homme entend-il bieu 1'anglais ? 18. II entend 

 tres bien le francais et I'am^lais. 19. Vous euteudez-vous avec votre 

 associtS ? 20. Mou associd est un hounete homme ; je m'entends tres 

 bien avec lui. 21. Ce jeune homme tait-il son ago ? 22. II tait son 

 age et sou pays. 23. M. votre pore s'entend-il a la medicine ? 24. II 

 ne s'y entend pas. 25. II no 1'entend pas. 26. Taisez-vous mon 

 enfant. 27. Dites a, cet enfant de se toiro. 28. ' Qui se tait consent. 

 9. Ne voulez-vous pas vous taire P 30. Que lui avez-vous donm- a 

 entendre P 31. Nous lui avons donne 1 a entendre que IVtudo a ses 

 charmes. 32. L'avez-vous fait taire ? 33. Oui, Monsieur, nous 

 1'avous fait taire. 31. Dites-lui de se taire. 35. Je lui ai drja dit de 

 Be teire. 36. Taisous-nous. 



GEOMETRICAL PERSPECTIVE. XII L 



foot of the enunciation* of several of the problem*, we 

 have proposed a Hcalo of Home definite number of feet to the 

 inch. Beginners, no doubt, will have found thu convenient in 

 assisting them to determine the mze of the drawing thej may 

 be about to make. Wo hope by thU time they clearly nndantand 

 that upon the Male depend* not only the arrangement and pro- 

 portions of the ports of the drawing throughout its construction, 

 but also its requisite Hize upon the paper, to allow sufficient room 

 to ensure a clear representation of all minor details. Therefore it 

 matters little whether the scale ia half an inch or one inch to 

 the foot, so long as it is sufficiently large to admit of all that we 

 wish to introduce. Mest of the figures attached to our problems 

 are upon a very small scale, for the purpose of economising 

 space ; but we advise our pupils to make their drawings from 

 these figures on a larger scale. We hare drawn Fig. 61 in the 

 proportion of 3 feet to an inch ; a scale of a foot to 1 inch would 

 bo better for copying it This brings us to a difficulty which 

 is not unfrequently a stumbling-block to many young students 

 in geometrical drawing. We will make use of Problem XXXVII. 

 and its Fig. 61 to assist us in explaining it It will be seen that 

 in the statement of the problem there are but two measurements 

 named ; all the rest are referred to the scale of 3 feet to the inch, 

 from which the parts must be measured. The difficulty we 

 allude to is How are the proportions of the other parts to be 

 obtained upon an increased scale ? First, the scale of 3 feet to 

 the inch must be made, and also another and corresponding 

 scale of 1 foot to the inch ; the parts of the Fig. 61 may be 

 measured by tho scale of 3 feet to the inch, and the same figures 

 applied to the 1 inch scale for the drawing in hand. If these 

 simple directions for making a drawing upon increased propor- 

 tions arc exactly followed, it will save much time and space in 

 giving tho stated measurements of every part of our subjects ; 

 and as we have drawn them to a scale, the additional trouble 

 of making a scale to work from will be but trifling. We pro- 

 pose now to apply the rules and conditions ef Problems XXXV. 

 and XXXVI. The first relates to additional picture-planes; the 

 second to the use of the diagonal in perspective representation. 



PROBLEM XXXVTI. (Fig. 61). Draw ike perspective view of 

 a pedestal, as shown in the plan and elevation A and B. The 

 height of the eye to be at two-thirds of the height of the pedestal, 

 Nearest angle, 1 foot within the picture, and 2 feet to the right of 

 the eye ; one side is inclined to the picture-plane, at an angle 

 of 35 ; other conditions at pleasure. Scale, 3 feet to an inch. 



As there is no necessity to explain all the process of con- 

 struction from the commencement, we will merely refer to the 

 leading lines and their positions, with whatever additional in- 

 struction may be necessary for this particular class of subjects, 

 a 6 two feet to the right of the eye ; b c one foot within ; e O 

 the retiring diagonal line, O its VP and DO its distance-point. 

 Let the line of contact be drawn from e, the point of contact of 

 the diagonal line, because all the heights of the parts of the 

 pedestal must be measured upon it and drawn towards its VP; 

 that is, they are to be taken from the elevation, B, on the line e n, 

 where all the lines of the mouldings are produced for this pur- 

 pose, and then transferred to the line of contact, e n, of the per- 

 spective view. It will be noticed that the horizontal projections 

 of the mouldings beyond each other are brought down by per- 

 pendicular lines to the plan, A; 'these must be taken from the 

 plan, commencing at tho outer angle, d, along the diagonal lino, 

 and repeated upon the PP thus : Draw a lino from DO through 

 w to the FP in d, make d m equal to d m of the plan, and rule 

 from m back again to DO ; from where this line cuts the 

 diagonal, draw a perpendicular ; this will give the near angle of 

 the faces of tho pedestal. Let this be considered as a rule, 

 that all the various projections of mouldings, of whatever kind, 

 are brought down to the diagonal of the plan, and treated as we 

 have shown by the construction from m. The upper PP must be 

 drawn through n on the line of contact, and all the points of 

 measurement that have to be made upon it, together with all 

 tho lines to be drawn from these points, must be produced and 

 carried out precisely in the same way as when they are arranged 

 upon and taken from tho PP of the base. 



Our next consideration, which is also an important one 

 will be the use of half-distance points. It not unfreqnentlj 

 occurs that the lengths of the lines representing the object 

 are so great that we are unable, from want of sufficient room on 



