今天的一件事或該一記。
資策會(III)現有員工約1500人。其下分許多由主任領導的單位。其中某單位的「品質總監」向我請教一些「出路」。(她是看了我幾年前寫的《我的31歲》，其中有些共同的朋友/故友。)
我當然會傾囊相授，反正現在是『閒閒美代子』。
那些『當顧問的顧問』內容，分享也沒什麼大意義。
最美好的是，她說大女兒剛從日本Waseda大學畢業，申請大牛津大學的藏學碩士課程，可是她過去四年的日本學費，加上二女也在紐西蘭讀大學，經濟上無法負荷。
我將這消息告訴錦坤兄。他告訴她台灣的各種可能的獎助金和牛津大學校友等之消息。
這些都是『希望』，說不定成就20年後的一位藏學專家。
-----校友會的分享之臥遊
昨晚轉涼因有風所以18度稍冷--這是相對於早上大太陽天.
由於午睡所以晚上睡不好
早上"發現" 周刊的處理方式: 已訂數年: APA Weekly Update March 10 | Meditation on War authoress Jennifer Cody Epstein Interview & Shanghai Calling Red Carpet Interviews
3:30-5:30
黃麗虹掛名某處(MIC)的品質總監
我們談葉德榮也頗知佛學經典. 出過家.....這些都是我不知道的.
黃麗虹的大女兒從Waseda早稻田畢. 現已申請到Oxford 的藏學研究碩士--2年需花6.5萬Pounds. 她們還有一小孩在紐西蘭 所以無力支助. 說不定你知道台灣有些獎學金.
我建議貴單位買下列書. 下述為定價. 貴單位親自取書 打八折優惠.
戴明修練I 350元
戴明修練II 450元
戴明博士四日談 350元/ 英文本600元
台灣戴明圈：2008年東海戴明學者講座 500元
戴明文選:從統計品管到淵博知識系統(The Essential Deming) 500元
轉型: 紀念戴明博士 500元
系統與變異: 淵博知識與理想設計法 500元
加速度組織 A. Maira等 350元
管理三部曲 J. M. Juran 600元
熱愛品質 P. Crosby 350元
管理行為 Herbert A. Simon 600元
謝謝鍾顧問及蘇顧問，我轉給女兒王X，
早上 翻讀: Ruskin Today. edited by Kenneth Clark,
再輾轉找到這一網頁.
或許該送給羅時瑋
因為朋友中只有他是建築教育家.
Charles Jencks《現代主義的臨界點:後現代主義向何處去》 Critical Modernism: Where is Post-Modernism Going (2007/ 序2008) ，丁寧等譯，北京:北京大學出版社，2011
On the Old Road Vol. 1 (of 2) ... »
By John Ruskin
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289. I had intended, in conclusion, gentlemen, to incur such blame of presumption as might be involved in offering some hints for present practical methods in architectural schools, but here again I am checked, as I have been throughout, by a sense of the uselessness of all minor means, and helps, without the establishment of a true and broad educational system. My wish would be to see the profession of the architect united, not with that of the engineer, but of the sculptor. I think there should be a separate school and university course for engineers, in which the principal branches of study connected with that of practical building should be the physical and exact sciences, and honors should be taken in mathematics; but I think there should be another school and university course for the sculptor and architect, in which literature and philosophy should be the associated branches of study, and honors should be taken in literis humanioribus; and I think a young architect’s examination for his degree (for mere pass), should be much stricter than that of youths intending to enter other professions. The quantity of scholarship necessary for the efficiency of a country clergyman is not great. So that he be modest and kindly, the main truths he has to teach may be learned better in his heart than in books, and taught in very simple English. The best physicians I have known spent very little time in their libraries; and though my lawyer sometimes chats with me over a Greek coin, I think he regards the time so spent in the light rather of concession to my idleness than as helpful to his professional labors.
But there is no task undertaken by a true architect of which the honorable fulfillment will not require a range of knowledge and habitual feeling only attainable by advanced scholarship.
290. Since, however, such expansion of system is, at present, beyond hope, the best we can do is to render the studies undertaken in our schools thoughtful, reverent, and refined, according to our power. Especially, it should be our aim to prevent the minds of the students from being distracted by models of an unworthy or mixed character. A museum is one thing–a school another; and I am persuaded that as the efficiency of a school of literature depends on the mastering a few good books, so the efficiency of a school of art will depend on the understanding a few good models. And so strongly do I feel this that I would, for my own part, at once consent to sacrifice my personal predilections in art, and to vote for the exclusion of all Gothic or Mediaeval models whatsoever, if by this sacrifice I could obtain also the exclusion of Byzantine, Indian, Renaissance—French, and other more or less attractive but barbarous work; and thus concentrate the mind of the student wholly upon the study of natural form, and upon its treatment by the sculptors and metal workers of Greece, Ionia, Sicily, and Magna Graecia, between 500 and 350 B.C. But I should hope that exclusiveness need not be carried quite so far. I think Donatello, Mino of Fiesole, the Robbias, Ghiberti, Verrocchio, and Michael Angelo, should be adequately represented in our schools–together with the Greeks–and that a few carefully chosen examples of the floral sculpture of the North in the thirteenth century should be added, with especial view to display the treatment of naturalistic ornament in subtle connection with constructive requirements; and in the course of study pursued with reference to these models, as of admitted perfection, I should endeavor first to make the student thoroughly acquainted with the natural forms and characters of the objects he had to treat, and then to exercise him in the abstraction of these forms, and the suggestion of these characters, under due sculptural limitation. He should first be taught to draw largely and simply; then he should make quick and firm sketches of flowers, animals, drapery, and figures, from nature, in the simplest terms of line, and light and shade; always being taught to look at the organic, actions and masses, not at the textures or accidental effects of shade; meantime his sentiment respecting all these things should be cultivated by close and constant inquiry into their mythological significance and associated traditions; then, knowing the things and creatures thoroughly, and regarding them through an atmosphere of enchanted memory, he should be shown how the facts he has taken so long to learn are summed by a great sculptor in a few touches; how those touches are invariably arranged in musical and decorative relations; how every detail unnecessary for his purpose is refused; how those necessary for his purpose are insisted upon, or even exaggerated, or represented by singular artifice, when literal representation is impossible; and how all this is done under the instinct and passion of an inner commanding spirit which it is indeed impossible to imitate, but possible, perhaps, to share.
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