. Perspective for art students . thus obtain a new point of contact, and proceed asbefore, being able, however, to transfer by means of thevanishing points many of the points we require, from thecircle first obtained. If, however, inclined perspective be employed, consider-able saving is achieved—a saving more particularly ofthe pricking off of measurements. The diagonals of the square for our circle and thesides of the ends of the prism are all parallel, andvanish upward or downward at 45° to the accidental vanishing points occur immediately overand under 60. They are fo
. Perspective for art students . thus obtain a new point of contact, and proceed asbefore, being able, however, to transfer by means of thevanishing points many of the points we require, from thecircle first obtained. If, however, inclined perspective be employed, consider-able saving is achieved—a saving more particularly ofthe pricking off of measurements. The diagonals of the square for our circle and thesides of the ends of the prism are all parallel, andvanish upward or downward at 45° to the accidental vanishing points occur immediately overand under 60. They are found by first drawing 198 Perspective a vertical (for these lines are all in vertical planes)through 60. Next the position of the eye inrelation to this is found; it coincides with and downward then at 60 are drawn twovanishing parallels, making 45° with the middle line,the horizon. and are then the vanishingpoints required. The saving will be very apparent if the problem is. Fig. 151.—The problem worked by inclined perspective,worked. If we get first the long line through A, and Solving Problems 199 which contains the base of oui square, the long lineat the top, which is 8 feet above the ground, and aline through the centre, all three vanishing to 60,we shall find our help us to get the are always easier to get by lines of heightthan by lines to the measuring points. Moreover, theyare more reliable, for the measuring lines often passthe lines they measure at very acute angles, and itis difficult sometimes to exactly locate the point ofcrossing. There is no need to enlarge upon the utility of If the student works the problem, and usesthem as freely as he can, he vtUI find he can dispensewith many of the measuring lines otherwise necessary. Question 4 (April, 1901). Diagram Q. 4 shows in perspective the main lines ofa harge {rectangular in plan and cross-section) lying on an Fi
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