『
』操琴可得情操『』乎？有位奧地利的政治、經濟學家約瑟夫‧熊彼特談過一個稱為『亞當‧史密斯問題 』 das ‘Adam Smith-Problem’ 之矛盾︰
對於亞當斯密在強調同情的道德情操論與強調私利的國富論兩書間是否存在矛盾一直有很大爭論。經濟學家約瑟夫·熊彼特稱這為「亞當斯密問題」（das ‘Adam Smith-Problem）。 在道德情操論一書裡，斯密似乎強調人類在慈善動機下的意圖與行為的同步性，而在國富論裡這則被分裂為「看不見的手」，亞當斯密宣稱，在資本主義體制裡，個 人依照他們自己的利益行動時也會提升共同體的利益。於是這便解除了私利的矛盾，他也多次指出對於利己和人類動機的狹窄定義所可能引發的矛盾。不過這並不表 示斯密的道德情操論一書否定了私利的重要性，他寫道：
- 因此，物種自我保衛和繁殖的機能架構，似乎是自然界給予所有動物的既定目標。人類具有嚮往這些目標的天性，而且也厭惡相反的東西；人類喜愛 生命、恐懼死亡、盼望物種的延續和永恆、恐懼其物種的完全滅絕。雖然我們是如此強烈的嚮往這些目標，但它並沒有被交給我們那遲緩而不可靠的理性來決定，相 反的，自然界指導我們運用原始而迅速的天性來決定實現這些目標的方式。飢餓、口渴、尋求異性的情慾、愛情的快樂、和對於痛苦的恐懼，都促使我們運用這些手 段來達成其本身的目的，這些行動都將實現我們原先所未料想到的結果—偉大的自然界所設定的善良目標。
『道德情操』和『私利利己』都能達成目標與成就國富耶！
人類的本質是什麼？？性善、性惡之論辯久已夫！！茲舉一二以觀諸︰
告子曰：性猶湍水也，決諸東方則東流，決諸西方則西流。人性之無分於善不善也，猶水之無分於東西也。
孟子曰：水信無分於東西。無分於上下乎？人性之善也，猶水之就下也。人無有不善，水無有不下。今夫水，搏而躍之，可使過顙；激而行之，可使在山。是豈水之性哉？其勢則然也。人之可使為不善，其性亦猶是也。
孟子曰：人皆有不忍人之心。先王有不忍人之心，斯有不忍人之政矣。以不忍人之心，行不忍人之政，治天下可運之掌上。所以謂人皆有不忍人之心者，今人乍見孺子將入於井，皆有怵惕惻隱之心。非所以內交於孺子之父母也，非所以要譽於鄉黨朋友也，非惡其聲而然也。由是觀之，無惻隱之心，非人也；無羞惡之心，非人也；無辭讓之心，非人也；無是非之心，非人也。惻隱之心，仁之端也；羞惡之心，義之端也；辭讓之心，禮之端也；是非之心，智之端也。人之有是四端也，猶其有四體也。有是四端而自謂不能者，自賊者也；謂其君不能者，賊其君者也。凡有四端於我者，知皆擴而充之矣，若火之始然，泉之始達。苟能充之，足以保四海；苟不充之，不足以事父母。
南方有鳥焉，名曰蒙鳩，以羽為巢，而編之以髮，繫之葦苕，風至苕折，卵破子死。巢非不完也，所繫者然也。西方有木焉，名曰射干，莖長四寸，生於高山之上，而臨百仞之淵，木莖非能長也，所立者然也。蓬生麻中，不扶而直；白沙在涅，與之俱黑。蘭槐之根是為芷，其漸之滫，君子不近，庶人不服。其質非不美也，所漸者然也。
假使『人性』只是『可能性』，『然』或『不然』焉能衝突也！！ ？？所以 M♪o 如此眉批矣？？！！
派 ︰西有『葉慈』者，浪漫賦神秘，善寫《奧義詩》，其詞雖簡易，其意實難測︰
The Song of Wandering Aengus
W.B. Yeats （1899）
I went out to the hazel wood,
Because a fire was in my head,
And cut and peeled a hazel wand,
And hooked a berry to a thread;
And when white moths were on the wing,
And moth-like stars were flickering out,
I dropped the berry in a stream
And caught a little silver trout.
When I had laid it on the floor
I went to blow the fire aflame,
But something rustled on the floor,
And some one called me by my name:
It had become a glimmering girl
With apple blossom in her hair
Who called me by my name and ran
And faded through the brightening air.
Though I am old with wandering
Through hollow lands and hilly lands,
I will find out where she has gone,
And kiss her lips and take her hands;
And walk among long dappled grass,
And pluck till time and times are done
The silver apples of the moon,
The golden apples of the sun.
漂泊的安格絲之歌
葉慈
我前往榛子林
顱腔熱火在呼喚
切剝榛枝正嫩
漿果鉤住了思緒
忽而，白蛾乘羽翼
星兒彷彿蠹飛影搖曳
拋莓入溪後
恰獲一尾小銀鮭
任之將之委諸地
反身吹燃燄
簌簌有聲來處響
誰人在呼喚我之名
怎想它早已化作微光少女
蘋果花，隨髮絲綻放
她既呼喚我之名又奔棄
漸淡入，黎明空靈中
儘管年華因著漂泊老
穿越山谷和山丘
誓將找到她鄉去時路
吻芳唇，攜伊之手
漫步長斑青草間
採綠意，直至時盡次不再
月月銀林檎
日日金蘋果
☿ 
眉批︰拋漿果，得銀鮭？甚可疑？『反身吹燃燄』心欲何為？『顱內火』，林中之榛有何益？何事『切剝』榛嫩枝？哪處飛來了『白娥』？意念藏心底，時流往復 反，意象難分明，誰知他說的是過去還是未來！若講『命中注定』，所謂伊人又豈該在『夢之鄉』 ！怕卻是『當面錯過』！！那將怎能夠不為著此『呼喚』，去漂泊天之涯地之角的呢？？
── 摘自《M♪o 之學習筆記本《丑》控制︰【白金西】時回流反》
『
』，說文解字講：
喿，鳥群鳴也。从品，在木上。
怎知是『噪音』還是『樂音』的呢？故而『』
操，把持也。从手，喿聲。
琴者因『把』、『持』，方得『情操』哉！！人生的道路
終只能︰
子貢問曰：有一言而可以終身行之者乎？
子曰：其恕乎！己所不欲，勿施於人。
特此介紹
MUSIC BLOCKS
Music Blocks is a collection of manipulative tools for exploring fundamental musical concepts in an integrative and fun way.
Using Music Blocks
Music Blocks is designed to run in a browser. It is derived from Turtle Blocks JS which can be found here. You can run the software locally from the index.html file, from the github repo, or by setting up a local server.
If you want to run Music Blocks offline, download this repo and point your browser to the index.html file found in the musicblocks directory on your local file system.
See Using Music Blocks and Music Blocks Guide
Credits
Music Blocks is a fork of TurtleArtJS created by Walter Bender. (Turtle Blocks JS has many contributors).
Devin Ulibarri has contributed functional and user-interface designs. Many of his contributions were inspired by the music education ideas, representations and practices (e.g. aspects of matrix, musical cups) developed and published by Dr. Lawrence Scripp with whom Devin studied at New England Conservatory and for whom he worked at Affron Scripp & Associates, LLC.
Center for Music and the Arts in Education (CMAIE)
Some of the graphics were contributed by Chie Yasuda.
Much of the initial coding of the fork from Turtle Blocks was done by Yash Khandelwal as part of Google Summer of Code (GSOC) 2015. Hemant Kasat contributed to additional widgets as part of GSOC 2016.
Many students contributed to the code as part of Google Code-in (2015-16)