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The profile of the talon is formed by two arcs of a circle united at their end, and whose centres are on different sides of a right line which joins their extremities. This line, which is dotted in the figure, is cut in the middle by the arcs, and each half being taken for the base of an equilateral triangle, the summit or apex of the triangle is the centre of the arc. The right line which joins these two summits or centres of the arcs, passes through the point where the two arcs touch at the middle of the first right line.

9. The monitor must now require the pupil to draro the eight preceding figures, turned towards the left.

(9)

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10. Make a pedestal. (fig. 9.)

Here the arcs, end to end, belong one to an ellipse, and the other to a circle. The centres and axes are marked.

11. Make a vase or flower pot. (fig. 10.)

It will be recollected that this and the preceding figures of this Class, are flat representations of round objects.

(10)

12. Make a ewer and basin. (fig. 11.)

Here is a half ellipse joined to two quarter-circles. In the foot of the ewer, its handle and neck, the curves are fanciful. In this, and in all the following figures, the drawings represent round bodies.

(11)

13. Draw a bowl. (fig. 12.)

Here is a semicircle ornamented with parallel fillets, and placed on a low pedestal.

(12)

14. Draw a soup dish or turenne. (fig. 13.)

The body is formed of a half ellipse, surmounted by a fancy curve.

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15. Make-u vase with a fountaitto (fig. 14.7

A sort of column supports a vessel formed of a talon or ogte (fig. 8.) A sphere supports the jet, through which the Mid passes.

Omit

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18. Draw a tea pot. (fig. 146) movie,

The principal part is a circle, the handle and nose fanciful.

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16. Draw a decanter. (fig. 19.)

The body is formed of an ellipse truncated (that is; cut off) at the two ends.

Put the decanter below this

The pupils should here be required to exercise their ingenuity and taste in drawing similar figures, without copies, or by having real objects placed before them, such as books in various positions, articles of furniture, &c. &c.

It is left to the Instructer's judgement, whether to take the Sixth Class or the Geometrical Arithmetick next. But before attempting either, the student should have gone over all the preceding classes several times on the slate, then with a lead pencil on paper, and lastly, with a pen and ink. Very young children may draw all the preceding figures, but it requires some maturity to draw those of the sixth class, and to apply the arithmetick,

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By the number and complication of details in the figures of this Class, it is evident that they are calculated only for practised pupils, who are skilful in drawing the figures of the five preceding classes, as well with the rule and dividers as without them.

At first the pupils should not draw the details of the frieze, capitals, &c. but merely the large and more important parts, giving them their just proportions, upon which their graceful appearance depends.

There are four modes of arranging the parts of a building, commonly called the four Orders of Architecture, viz. the Tuscan, Dorick, Ionick and Corinthian Orders.

Each has three principal parts, the Column, the Entablature which surmounts it, and the pedestal which supports it.

The pedestal is often omitted, and its place supplied by a plinth only. The order is then reduced to two parts only. Indeed, sometimes the

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