. Perspective for art students . Fie. 143.—How not to do it. and height of the tower. If we put in the base first, weproceed by drawing two front edges vanishing to as before. The student who fails attempts tomeasure these lines by lines from the measuring-pointdown to the ground-line, as is done in Fig. 143, whichis quite wrong. A is not on the ground, so a line fromMP2 through it will not touch the methods are open to us. One is to make a new 190 Perspective ground-line, called a picture-line, which will serve forthe raised plane exactly as the ground-line serv
. Perspective for art students . Fie. 143.—How not to do it. and height of the tower. If we put in the base first, weproceed by drawing two front edges vanishing to as before. The student who fails attempts tomeasure these lines by lines from the measuring-pointdown to the ground-line, as is done in Fig. 143, whichis quite wrong. A is not on the ground, so a line fromMP2 through it will not touch the methods are open to us. One is to make a new 190 Perspective ground-line, called a picture-line, which will serve forthe raised plane exactly as the ground-line serves for theground. This method is shown in Fig. 144. If we knew theheight from the ground of the raised plane, we couldmerely draw a new ground-line above the proper ground-line at the true height. In the absence of this knowledge. Fig. 144.—Tho picture-line, or new ground-line. we proceed as follows. We continue one of the edges, onthe ground, of the raised plane, from say till itcuts the ground-line. We there erect a perpendicularwhich we cut by bringing down the upper edge of theraised plane, also from This extends the planeright up to the front of the picture, and so gives us theproper height of it. Through the point thus found we VR2,
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