CDRNfiLL QNIVERSTTY 
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 ITHACA 
 
 ^foe Arts Library 
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 ECLECTIC 
 
 Fpeeha^nd z.nd Per-spective 
 
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 VflD ilnTWGRF BRilGO ^ Co 
 • CINCINNATI • NEW YORK. • 
 
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 riame:.- 
 
 ^^^ School:. 
 
Dii^EGJPiONS POi^ Bdoi( yill. 
 
 Objects of Book VIII.-^Exercises in Design, Mechanical Draw- 
 ing, Perspective and Object Drawing continued. Selections from the 
 " Grrammar of Ornament " of designs for surface decoration. 
 
 Page I.— Repeat exercise i on the right half of the page. 
 
 Note. — Either on,e or both of the biuall figures may be drawn, enlarged, on an ex- 
 tra blank if the pupil so desires; "* 
 
 Page 2. — Complete exercises i and 2. 
 V'Page 3. — Repeat ■Guilldche enlarged, in the given rectangle. 
 
 Page 4. — Repeat "the given exercisespn the lower half of the page. 
 
 Page 5.— ^Dravv a vertical guide lin;^ through the cluster of daisies, 
 and repeat the same on the given vertical line. KS^ 
 
 Page 6. — Construct a geometrical form on the blank ^^^ra and 
 and decorate the same With a design from the daisy. ^^sP* 
 
 Page 7. — Complete the. design according to the finished section. 
 Draw a vertical tine and a horizontal line through .the center of the 
 figure ; complete the square, and draw the diagonals. 
 
 Page 8. — Pupil will construct aij outline, and in this arrange a 
 design for" a stained glass window. The designs given on this page 
 will be used as suggestions only. 
 
 Pages 9 and 10.: — Repeat the given exercises on the right half of 
 the page. ■ ' : 
 
 Page II. — Complete the design from the leaf of the Virginia 
 Creeper according to the finished section. 
 
 Draw ,a vertical and a horizontal line through . the center of the 
 figure; complete the square, and draw the diagonals. 
 
 Page 12. — Pupil will execute a drawing from an object or group 
 of objects arranged under the direction of the teacher. 
 
 Note.— A variety in the work may be secured' by having different groups of pupils 
 draw from different objects. 
 
 Page 13.. — Repeat the given problems on the right half of the 
 page. ■ 
 
 Page J 4i -^Repeat the horizontal border, enlarged, in the given 
 rectangle. ■ 
 
 Page 15. — Make a perspective drawing according to the given 
 problem. • 
 
 CUPYAIOHT. 1884, BY Va.N Aid 
 
 Explanation From the point of sight move down on the vertical line \]i in., and 
 
 - draw the base-line parallel to, the horizon. ■ ■■ 
 
 Place the base of the block, a six foot square, in perspective. Divide the front line 
 of the base into two eqaal parts. From the right hand corner of the base erect a ver- 
 tical 9 feet high, and from the top of this draw a line to the point of sight. From the 
 middle of the front line of the base, draw a vertical to this vanishing line; from the top 
 of this vertical move out on each side 2 ft., and draw a horizon|al line, and then draw 
 the remaining outlines of the block. 
 
 Page 16. — On the right of the vertical line make a perspective 
 drawing according to problem 2. 
 
 ExPLANATiojJ.^ — From the Prime Vertical move to the right on the base-line 10 feet 
 
 (2j^ inches); at this pobit locate the nearest point of the diameter e. As the circle iS 
 
 ' 6 feet in diameter, ntov^ from the point e 3- feet each way on the base^i«e, and locate the 
 
 points a and i^. Draw the geometrical plan and the perspective square" ajid circle ac- 
 
 crfrding to the given explanation, and strengthen the outlines of both circles?^* 
 
 Page 17. — Repeat the perspective view of the arch or ma"ke a. 
 drawing of an object or gfoup of objects. ' "^ 
 
 Page 18— Repeat the problem on the giv^ lines on the right half 
 of the page. 
 
 Page 19. — Construct an oval according to the explanation given 
 on page 18, and alirrange on this, bd.se a design for decoratien for a 
 ceiling. 
 
 Let the axes of the oval be of the same length as those given qii 
 the right half of page i S.- 
 Page 20. — Repeat the spray, of the Vinca on the given line on the 
 right half of the page. ' 
 
 Page-2i'. — On the given horizontal line construct a square, and in 
 this arrange a design for surface decoration, using the conventional 
 forms of the Vinca as elements of design. ■ ' 
 
 . I^g0:22 — On the given horizontal line, ab, tonstruct a pentagon 
 according to the given explanation. 
 
 Page 23. — Complete the design in pentagon according to the fin- 
 ished section". 
 
 Note.— If the pupil so desires, b^ may arrange these same elements in a new design 
 in>?the practice book. 
 
 Page i4. — Construct a pentagon, and on this base arrange a de- 
 sign suitable for will decoration around a gas bracket. 
 
Hindoo Ornament. 
 
 iiiSiilf lliS 
 
 §m^4i Mill ! 
 
 ^ w 
 
 m^^yffm 
 
 
 X 
 
 \ 
 
Nc' 
 
 '^**< ■ ,-:>. 
 
 ■i^ 
 
 'Aqk;>^ 
 
 ■ 7 
 
 Moresque'^ Ornament. 
 
 Ex.1 
 
Guilloche. 
 
Corners and Border. 
 
Conventional form. 
 
 Daisy from Nature. 
 
Design from Daisy. 
 
 Daisy. 
 
Suggestions for Design. 
 
 Original Design for Stained glass Window. 
 
 "aa 
 
 V<^P 
 
Virginia Creeper. 
 
10 
 
 Virginia Creeper, 
 
11 
 
12 
 
 Object Drawing. 
 
13 
 
 Problem. — At a given point in a circumference to draw a tangent 
 to the circumference. 
 
 Let a be the point on the circumference. Draw the radius 
 oa. Through the point a draw cab perpendicular to oa. be will 
 be the required tangent. 
 
 Problem. — To inscribe a circle in a triangle. 
 
 Let abc be the given triangle. Bisect any 
 two of its angles, as b and c, by straight 
 lines which meet in the point o. From o let 
 fall the perpendiculars od^ oe, and of upon the 
 three sides of the triangle ; these perpendicu- 
 lars will be of equal length, hence the cir- 
 cumference of a circle, with <? as a center, and 
 od as a radius, will pass through the three 
 points d, e, and f, and be tangent to the sides 
 of the triangle at these points, and will be the 
 required circle. 
 
14 
 
 Horizontal Border. — Grecian. 
 
1^ 
 
 16 
 
 p. 
 
 s. 
 
 Horizon 
 
 Place in perspective a block of stone — 
 perpendicular height 9 feet, base 6 feet square, 
 nearest corner 7 feet to the right of the 
 observer and 4 feet back from base line, upper 
 face 4 feet square. 
 
 Scale — 5^ inch to the foot. 
 
16 
 
 Problem i. — Place in perspective a circle 8 feet in diameter, 
 (the circle lying flat on the ground plane), the diameter at 
 right angles to the base line 1 2 feet to the left of the observer. 
 
 Locate the point g 1 2 feet to the left of the prime vertical. 
 From e draw the vertical line ef 8 feet long, and on this 
 diameter draw the circle and complete the geometrical plan. 
 Where the circle and diagonals cross, locate the points i, 2, 
 3, and 4, and draw the lines op and xp. Place in perspective 
 
 all the lines given in the geometrical plan, locate the points 
 I, 2, 3, and 4, and through these draw the circle tangent to 
 the square at the points e, m, f, and y. 
 
 Note. — Any polygon may be placed in perspective according 
 to this method. 
 
 Problem 2. — Place in perspective a circle 6 feet in diameter, 
 (lying flat on the ground plane), the diameter at right angles 
 to the base line 10 feet to the right of the observer. 
 
 Scaled In. toft 
 
 P.D. 
 
 P.S. 
 
 Horizon 
 
 P.,D. 
 
IS 
 
 An Ellipse is an oblong curvilinear figure 
 of regular proportions. 
 
 An ellipse is an oval curve, abed. Its diameters 
 divide it into four parts of like size and form. 
 
 To describe an ellipse when the axes ab and cd 
 are given. 
 
 1st. Find the foci x and y by describing an 
 arc xefy with f as a center, and a radius equal 
 to ao. 
 
 2nd. Take a string equal in length to ab, 
 and fasten the extremities at the foci x and y. 
 Then place a pencil against the string and move 
 it round, bearing tight against the string, and 
 the point of the pencil will describe the ellipse. 
 
19 
 
 Desigtt for Ceiling Decoration — based on Construction given on page 18. 
 
20 
 
 Vinca Alba. 
 
21 
 
 Design for Surface Decoratioti. 
 ( Vinca ) 
 
 Vinca Alba, 
 
22 
 
 A pentagon is a plane figure bounded by five 
 straight lines of equal length. 
 
 Problem. — To construct a pentagon on the line ab. 
 
 Draw the line ab and produce it indefinitely. At b erect 
 a perpendicular bd, equal in length to ab. Bisect line 
 ab. With ^ as a center and ed as a radius, describe the 
 arc dc. With a and b as centers, and a radius equal 
 to ac, describe arcs intersecting in f, and from a and f, 
 with a radius equal to ab, describe arcs intersecting in 
 g ; with f and b as centers, and a radius equal to ab, 
 describe arcs intersecting in h. Connect the points a, 
 g,f, k, and b, and the outline of the pentagon is formed. 
 
 Construct a pentagon on the line ab, and describe semi- 
 circles on the lines gf, fh, hb, ba, and ag. 
 
23 
 
24 
 
 Design based on the Construction given on page 22. 
 
FJULES, Dir^BGlTIONS AND SUGGESJUIONS. 
 
 Design.— As a good design is the expression of the inventive 
 power, and also of an understanding of the principles gov- 
 erning design, it is necessary that the pupil should possess an 
 appreciation of form, a knowledge of the principles of decoration, 
 
 * and a somewhat cultivated taste. 
 
 In the first lessons in design, ideas may be taken from patterns 
 in oil-cloth, tiling, wallpaper, dalico, fancy cards, covers of books, 
 or from any object that has been decorated with a conventional 
 design. It is advisable for the teacher to show to .the pupils 
 the plant forms from which the elements of the design have been 
 taken. If this is not possible, then the natural and convention- 
 alized forms of the principal elements in the pattern should be 
 drawn on the black-board, and the term conventionalized and the 
 difference between natural and conventionalized ornament fully 
 explained. The pupils should be directed to observe the details 
 of ornament, trace out, the geometrical, form upon which the 
 design is based, ""aft^^^' state from what plant-forms the elements 
 of the pattern have been taken. When pupils understand the 
 meaning of the term conventionalize, and are able to conven- 
 
 ' tionalize a plant form, let them select, natural forms, convention- 
 alize theMeaves and flowers, and with these elements make original 
 
 ' : designs for surface decoration. 
 
 ' Method of Surface Decoration.— The general forms of the desired 
 
 decoration should be drawn on a geometrical basis, consistent 
 
 with the character of the object to be orniamented. This geo- 
 
 etrical basis should then be sub-divided and ornameoted : this 
 
 sub-division may be carried to any extent required, until the 
 
 'details can be appreciated by close inspection only. 
 
 Rule I. — All decoration should exhibit harmony of design, just 
 proportions, and a fitness for the object ornamented. 
 
 Rule Il.-^^very decoration should aid the expression of the ob- 
 ject ornamented. 
 
 Rule III. — All surface ornamentation should be based on a geo- 
 metrical basis. 
 
 Rule IV. — Angular fornis express harshness, maturity, vigor,- and 
 severity. Curved forms express delicacy, grace, and 
 ease. 
 
 Rule V. — Flowers or other natural objects should not be used 
 as elements of design, but, instead thereof, forms 
 conventionalized from the natural forms. 
 
 Note. — ^The conventional form should retain the characteristic outlines of the form 
 it is intended to represent. 
 
 Rule VI. — Decoration should never be constructed without regard 
 the use that is to be made of it. 
 
 Rule VII. — Flat tints only should be used, in surface decoration. 
 
 Perspective. — After several lessons from the printed copies — when 
 the pupils understand the principles governing the positions of 
 the lines in the drawings^the teacher may select a solid, such 
 as a. cube, a block, or a cone, to be drawn by the clags accord- 
 ing to the principles and rules explained in the printed text 
 on pages 17 and 18,, These forms or models maybe made of 
 wood, tin, or card-board. 
 
 The effect of relief is produced by strengthening the lines that 
 bound the right and lower sides of the raised surfaces: the lines 
 that bound the upper and left sides of the raised surfaces are- 
 not strengthened. 
 
ECLECTIC-" 
 
 ^EDUCATIONAL'^ 
 
 -SERIES. 
 
 Thalheimer's Histories. 
 Eclectic Physiology 
 Andrews's Constitution. 
 Smith's Engiiih' Literature 
 Gregory's Political Economy. 
 Andrews's Geology. 
 Norton's Philosophy. 
 Norton's Physics. 
 Norton's Chemistry. 
 Duffet's French Method. 
 Bartholomew's Latin Series. 
 Kidd's New Elocution. 
 White's School Registers. 
 Etc., Etc. 
 
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