Fig. 15 is the "scotia;" it is formed geometrically by two portions of a circle, but the pupil should draw the curve at once with the hand. It is rather a difficult one to draw correctly, but practice will soon overcome the difficulty. [Illustration: Fig. 15.] Fig. 16 is termed the "cyma recta;" it affords an exemplification of the line of beauty given in Fig. 11. [Illustration: Fig. 16.] Should the pupil ever extend the practice of the art beyond the simple lessons we have given her, she will find, in delineating the outlines of numerous subjects presented her, the vast utility of the "practice" which we have placed before her in the foregoing examples. In sketching ancient or modern architectural edifices, she will find the forms we have presented of frequent recurrence. We shall now proceed to give examples of the combinations of the forms or outlines we have just noticed. Fig. 17 is half of the base of an architectural order frequently met with, called the "Doric." [Illustration: Fig. 17.] [Illustration: Fig. 18.] [Illustration: Fig. 19.] Fig. 18 affords an exemplification of the outline of part of a "cornice" belonging to the Tuscan order. Let us slightly analyze the supposed proceedings of the pupil in delineating this. Suppose Fig. 19 to be the rough sketch as first attempted. On examining the copy as given in Fig. 18, the pupil will at once perceive that the proportions are very incorrect; thus, the distance between the two upper lines, as at _d_, is too little, the fillet being too narrow; again, the point _c_, which regulates the extent of the curve from _a_, is too far from _a_, while the line _c c´_ is too near the line _d_; the space between _c c´_ and the line below it is too wide, and the line _f_ is not perpendicular, but slopes outwards towards _f_; the distance between the line _f g_ and the one immediately above it is also too narrow by at least one-third. Again, the point _h_, where the portion of the circle begins, is too near the point _f_; the line _i_ is also too near that of _f g_; the outline of the curve is not correct, it being too much bulged out near the point _k_; the line _n_ is not straight, and that marked _m_ is too far from the extreme end of the line. The pupil has here indicated a method of analyzing her proceedings, comparing them with the correct copy, which she would do well, in her earlier practice, to use pretty frequently, until she is perfectly at home in correct delineation of outlines. It may be objected that this analysis is hypercriticism utterly uncalled for, from the simplicity of the practice; but let it be noted that if the pupil is not able, or unwilling to take the necessary trouble to enable her to draw simple outlines correctly, how can she be prevented, when she proceeds to more complicated examples, from drawing difficult outlines incorrectly? We hold that if a thing is worth doing at all, it is worth doing well;