It is hard to understand why the problem of tracing a conic from its equation is usually subordinated to if not identified with the problem, intrinsically more difficult, of calculating axes, or why students are not encouraged to bring their knowledge of geometrical properties of the curve to the drawingboard. The essence of tracing a curve is to render the sketching of it as accurate as may be desired, and I venture to assert that for this purpose the discovery of axes and vertices is not worth a tithe of the labour which it demands. Prom the advice in some of our text-books one would imagine that the ellipse could be drawn accurately from its four vertices alone, the hyperbola from its vertices and its asymptotes, and the parabola from its axis and vertex and one or two other points. The truth is, that in any but expert hands these details are wofully insufficient; what is wanted is a multitude of points on the curve, and it matters little whether or not the vertices are included. The student finds satisfaction in drawing the curve from its equation and observing the symmetry that appears when the axes are inserted subsequently.