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120 "WITH BRAINS, SIR"
第120课 “要用脑子，先生”
"Pray, Mr. Opie, may I ask you what you mix your colors with?" said a brisk dilettante student to the great painter.
“求求你了，欧派先生，我能问一下你想上什么色彩吗？”那位活泼的半吊子学生对大画家说。
"With brains, sir," was the gruff reply -- and the right one.
“要用脑子，先生。”得到的是如此生硬的回答。显然，这是正确的回答。
It did not give much of information; it did not expound the principles and rules of the art;
这句话里并没有包括太多的信息，也没有对艺术原理和原则做出详细解释。
but, if the inquirer had the commodity referred to, it would awaken him; it would set him agoing, athinking, and a-painting to good purpose.
如果询问者指的是商品的话，就会令他警醒；就会令他的大脑飞速运转，琢磨画画有很好的用途。
If he had not the wherewithal, as was likely enough, the less he had to do with colors and their mixture the better.
如果他没有为绘画而需要的钱，最有可能的情形是，他对色彩考虑的越少，效果反而更好。
Many other artists, when asked such a question,
许多其他艺术家，当问到同样的问题时，
would have either set about detailing the mechanical composition of such and such colors, in such and such proportions, rubbed up so and so;
要么会详细解释色彩的动力学合成原理，构成比例，一遍一遍地温故知新；
or perhaps they would (and so much the better, but not the best) have shown him how they laid them on;
要么他们也许（越多越好，但不是最好）会向提问者演示如何进行色彩配比。
but even this would leave him at the critical point.
但是即便这样，他们还是忘记了重点。
Opie preferred going to the quick and the heart of the matter: "With brains, sir."
欧派喜欢直接切中要害。“要用脑子，先生。”
Sir Joshua Reynolds was taken by a friend to see a picture.
约书亚·雷诺兹爵士受一位朋友之邀观赏一幅画。
He was anxious to admire it, and he looked it over with a keen and careful but favorable eye.
他欣赏之情溢于言表，用热切而称许的目光仔细打量。
"Capital composition; correct drawing; the color, tone, chiaroscuro excellent;
“构图堪称完美，画法精湛。用色、色调和明暗对比都完美无瑕。
but... but... it wants-hang it, it wants—that!" snapping his fingers; and, wanting "that," though it had everything else, it was worth nothing.
可是...可是...要挂起来，挂起来看才好！”说着，他猛地张开手指；他想表达的是“挂起来才好，”可是显然还有别的意思。
Again, Etty was appointed teacher of the students of the Royal Academy, having been preceded by a clever, talkative, scientific expounder of aesthetics,
艾蒂再次被任命为皇家学院的教师，他是一位聪明、能言善谈的美学阐释者，
who delighted to tell the young men how everything was done, how to copy this, and how to express that.
他乐于告诫年轻人如何做事情，如何复制完美，如何描述美的事物。
A student came up to the new master, "How should I do this, sir?"
一位学生走到这位新老师面前。“我该怎么做呢，先生？”
"Suppose you try."
“你要尝试啊。”
Another, "What does this mean, Mr. Etty?"
另一个学生问道：“这是什么意思，艾蒂先生？”
"Suppose you look."
“你自己看啊。”
"But I have looked."
“可是我已经看了啊。”
"Suppose you look again."
“再看一遍。”
And they did try, and they did look, and looked again; and they saw and achieved what they never could have done had the how or the what been told them, or done for them;
他们都尝试了，他们都看了，看了又看。他们发现自己绝对不可能按老师告诉他们的来做。
in the one case, sight and action were immediate, exact, intense, and secure; in the other, mediate, feeble, and lost as soon as gained.
一方面，看到的东西和行为是直接、准确、紧张和确定的；另一方面，一旦获得就成了间接、无力和容易失去的印象。
