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Taiyin Daquanji ToC Folio 3 Folio 4: ToC 1 / 2 / 3 / 4 / 5 / 6 / 7-21 / Folio 5 ToC | 網站目錄 |
Taiyin Daquanji
1
Folio 4, Sections 7-21 QQJC I/84-88) |
太音大全集
卷四,己。。。。 |
Parts Seven to Twenty One
Here there are mostly just images of the original plus punctuated digital versions.
Section 7 ; QQJC I/84b |
8. 琴本制起法象 The Origin and Symbolism of the Qin (QQJC I/84-5) | Sections 8-9 ; QQJC I/85a |
10. 琴材論 Discussion of Qin Materials (QQJC I/85) | Sections 10-11 ; QQJC I/85b |
11. 琴體說 Speaking of the Qin Structure (QQJC I/85-6)
Summary: Goes through the significance of the names of different parts of the qin and mentions symbolisms in its shape ending with the Heaven and Earth Pillars that support the qin on the inside. For more on this see the image and commentary
here.
12. 論絃养七星 Discussing How the Strings Resemble the Seven Stars (QQJC I/86) | Sections 11-14 ; QQJC I/86a |
14. 五音審辦乃可議琴 The Five Tones Examined and Arranged so as to Explain Qin (QQJC I/86) | Sections 14-15 ; QQJC I/86b |
15. 彈琴有七要 Seven Essentials for Qin Play (QQJC I/86)
The essay then goes on to align these virtues with the seven listed essentials.
琴,太古樂也。正聲之所自出,故學者聽者皆欲風
韻不凡,而有以稱之。琴有九德:奇、古、透、潤、静、匀、圓、
清、芳。下指沉静而不暴躁,惟貴輕重得中,太重則
失清韻之聲,太輕則無真全之韻。惟隨琴之强弱
施指則取與吟臑,俱有味也。曲調雅正,合真情於
恬淡之中,豈求美於俗耳而已。凡為俗奏者,以其
不合古人之意,豈能凝神靜慮,傾耳以分恬淡之
味哉?古人不遇知音不彈,寧對猿鶴風月而奏者,
盖緣於此。聲無映對,奪諸俯仰,棲閣周回,板壁左
右,軒楹切近,喧嘩風狂雨驟。几案太長,板面怯薄,
甲長指暴,此皆奪正聲之賊。且在樓閣板壁間,則
聲哄然而不得實,切近喧嘩則聲泯滅,在軒檻則
聲散而不聚。風燥則聲焦,雨潤則聲濁,按長則池
沼悶塞,聲不發越,几面薄則引起板聲,而聲亦
哄哄然。爪長則聲枯,指暴則絃迫,而聲不真全。惟堂
室静密,天朗氣清,周回實壁,俯臨實幾,擊打以指
面而附聲於甲,則聲斯全真矣。聽欲静慮者,欲分
古淡之味也,貴乎耳目專一,而不為一物所奪也。
These seven as listed are: the player, instrument, technique, melody, presentating, sound quality and listening. A few words are said about each, then there is an essay elaborating on these essential elements in terms of the "Nine virtues" (see next). The essay begins:
二曰蓄琴,欲其九德具備,無收庸材。
(音釋)九德者奇古透潤静勻圓清芳是也。
三曰下指,沉静而不得暴燥。
四曰曲調,雅正,不挾淫哇。(哇音蛙)
五曰不為俗奏,以玷古人之高風。
六曰琴,無映奪欲得純正。
七曰聽,欲靜慮不逐聲色。
16. 琴有九德 Qin has Nine Virtues (QQJC I/87) | Sections 16-18 ; QQJC I/87a |
Here is a translation:
A somewhat revised description of these nine, as included in Gao Lian's Eight Discourses on Living, is translated by Pei-You Chang on her website.
18. 琴有所宜 Qin has those who are dignified (QQJC I/87) | Sections 18-19 ; QQJC I/87b |
音釋: 黄門士,縉紳之輩,若蔡邕、司馬相如之類;隱士,隱逸之士,若長沮、桀溺、朱張之流;儒士,文學之士,若陶淵明、嵇康、阮戚之;羽士,學道之人,若吕洞賓、白玉蟾之屬;德士,有德之士,若伯夷、叔齊、柳下惠是也。
凡鼓琴必擇明堂室。竹間松下。他處則未宜。
20. 琴經須知 Qin Standards that must be known (QQJC I/88) | Sections 19-21 ; QQJC I/88a |
21. 琴不妄傳 Qin should not be improperly transmitted (QQJC I/88)
Next is a story about Zhang Hengqu, a player who discarded his qin because it had been touched by a monk. It adds commentary from other anti-Buddhists.
朱文公曰:『只是廢三綱五常一事,已是極大罪名
了,其他更不消說。』
石守信《怪論》曰:『彼其滅君臣之道,絕父子之親,棄
道德悖禮樂,裂五常移四民,毀中國之衣冠,絕祖
宗之祭祀,髡髮左衽,誠天地間一大罪人耳。豈可
使抱聖人之器哉?反不以為怪乎?
Finally this section discussed the four types of people who shouldn't play tine qin: monks, actors and entertainers, vulgar people and people without moral virtues.
嗚呼!琴之為道,大矣!為物,貴矣!凡為人師者,必擇慈祥温裕,
天姿挺秀,文雅卓然者,方可以雅稱聖人之器而授之,不然,雖購千金之資,不可一顧也。
太古遺音卷四終 End of Taiyin Daquanji, Folio 4
Much of the information here is also elsewhere in early qin handbooks. My own translation and specific comments on this passage are not yet ready for presentation.
1.
太音大全集 Taiyin Daquanji Folio 4, Parts 7-21 (QQJC 30 Volume edition I/84-88; QF/77-85)
A large part of this page was adapted from
this webpage on
douban.com.
2.
Explanations by translator
Includes two stories (or perhaps the second story is told by the first person). First there is mention of a teacher named Tongxu Huangfu who said that the qin should be taught only to the "right sort" of people, then a story about Bai Hezi, a qin player who refused to teach a Buddhist monk on the basis that Buddhism was a foreign system incompatible with teachings of the Chinese sages.
End of Sections 21; QQJC I/88b
童子挾琴而隨,遇一僧以手捫其琴,横渠曰:『琴不
祥矣。』遂棄於水。故琴者,天地之正音,聖人之靈器,
喪門乃夷狄之學,悖聖人之道,反天地之常,滅性
毀形之徒,曷足以事之?
故程子所謂:『無父無君,惡乎?善乎?』
Go to the beginning of Folio 5 or to the
Folio 5 ToC
Or return to the Folio 4 Table of Contents
Footnotes (Shorthand references are explained on a
separate page)
See the Comment on the different editions.
(Return)
See comments concerning the structure of the original text.
(Return)
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