ON DRAWING
Complaints arise about how the compass point doesn't stay firmly on the slate, while they find it easier to use the ruler. Others critique their companion because they call a line a bar; each has their own little remarks. However, since the slate is too slippery, and they see the proper use of the ruler and compass, it's time to give them paper to trace their figures and move on to the third lesson.
Here, a few new examples are provided that follow the previous ones, and they are taught to measure accurately with the compass to know their length, width, and height. For this purpose, the measurement, marked by the double transversal line, is that of a foot; the one that follows is a third, and the third is a quarter. They should also be taught the art's terms, which are like their ABCs.
EXAMPLE
No 1. is a measurement of a foot. No 2. is a square stone, a foot wide and two high. No 3. is a similar one lying on the ground. No 4. is a square divided into three bands. No 5. is a circle with its horizontal diameter. No 6. is a triangle, with a line drawn from each of its angles on one of its sides.
Students should copy this lesson as they did the previous one, and they should be promised something better. A skilled teacher doesn't just ask if they have understood the examples; rather, he encourages them to trace it again in his presence. At least sometimes they might succeed in imitating them more by chance than by art's rules. Once they show expertise in this, a more important lesson follows. This is how they form a correct idea of the outlines and arrangements all figures presented should have. Just as those who learn to read first become familiar with the letters of the alphabet, then pronounce syllables, then entire words, they gradually understand the meaning before comprehending concepts. The same should apply to drawing students.
Translation Notes
"Pié" translates to "foot" which may refer to a unit of measure.
"Ardoise" means "slate" which was commonly used for drawing practices in the past.