. Teacher's manual for freehand drawing in intermediate schools. mak-ing a copy the size of the illustra-tion. The pitcher is to be drawntwice as large as the illustration inthe space assigned. In the centreof the space allotted, draw a cen-tral line, 1 2, twice as long as thesame line in the copy. Draw 3 4and 5f), also twice as long; , oneach side of the central line in thedrawing will be a line as long asthe whole of 3 4 or of 5 G in thecopy. Then draw 3 5, 4 6. Draw next the horizontal the spout at 3, and round off the angles at 5 and draw the handle. The two objects,
. Teacher's manual for freehand drawing in intermediate schools. mak-ing a copy the size of the illustra-tion. The pitcher is to be drawntwice as large as the illustration inthe space assigned. In the centreof the space allotted, draw a cen-tral line, 1 2, twice as long as thesame line in the copy. Draw 3 4and 5f), also twice as long; , oneach side of the central line in thedrawing will be a line as long asthe whole of 3 4 or of 5 G in thecopy. Then draw 3 5, 4 6. Draw next the horizontal the spout at 3, and round off the angles at 5 and draw the handle. The two objects, the watering-can and the pitcher,illustrate one principle of good drawing, which shouldbe early impressed on tlie pu-pils. It is, that in objectswhich are, taken altogetlicr,not symmetrical, there willprobably be some symmetricalparts, and the unsymmetricalparts will be details only, suchas handles and spouts. Thedraughtsman looks for thesymmetrical parts, and drawsthem first, thus securing bal-ance and consistency in themore important portions of the 212 TEACHERS MANUAL. Here comes in the same element in drawing fromobjects, which is so much insisted on in drawing fromflat copies or ornaments, namcl}-, the geometricalbasis. Just as the accurate geometrical arrangementof parts in a flat ornament is one of its essentialcharacteristics, so, in the appearance of an object,there will be portions in which solid geometry occursas a basis ; and the knowledge which enables us todraw the geometric solids will enable us to draw allobjects having the geometric solids as the bases oftheir forms or construction. DRAWING-BOOK EXERCISE Ornament. Directions. —The copy is to he increased in size to twice aslarge as the example. Draw inthe centre of the space, to theright, a vertical line, 12, twice aslong as 1 2 in the copj-. Divideit into two equal parts, andthrough the division draw 3 4,equal to 1 2. Treatthese as thediagonals of a square, and drawthe square. First d
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Keywords: ., bookcentury1800, bookdecade1870, booksubjectdrawing, bookyear1876
