Cob: oh, no, he really *did* flame me on the list! My pic ain't *that* bad...

[Donna Strow]

I was wrong!  (sob!)  You *did* send that flaming letter to the list.  How
*could* you?  I guess I'd better send my other reply to the list so I won't
be totally slammed.

Hey, everyone, my drawing isn't that bad, is it?  It isn't my latest but it
pleased a lot of people who like color, crayons and kids.
dstrow at bcpl.net/~dstrow/craya.gif

(Sob!)  Flaming isn't really allowed here, is it?

-----Original Message-----
From: D.J. Henman [mailto:henman at it.to-be.co.jp]
Sent: Monday, August 11, 2003 3:58 AM
To: Donna Strow
Cc: otherfish; coblist at deatech.com
Subject: Re: Cob: experience is overrated -- an eight-year-old with
acookbook could do this stuff!


Donna Strow wrote:

>This is very interesting and I appreciate it.
>
I don't.  I prefer you to keep on the subject and stop going off on tangets.

>I'm wondering, though, could the reading of case histories replace some of
the monotony of practice-learning?
>
You mean like learning how to swim on your front room carpet after
having read a book about how to swim against a 10 mph wind in a  50
degree F pool of water?

>Also, a curious learning phenomenon followed me in the development of my
>artistic skill
>
Or lack thereof...

>...discover that I'd gotten much better during my hiatus.
>
Not likely.  People get rusty... not better.

>Would you agree, though, that, at some point prior to finishing an
>appreciable portion of a wall, a student becomes bored and the learning
>curve flattens for a long, monotonous time?
>
No. I wouldn't.  The challenges never end..

>.....not make the Mona Lisa of barns, but I never fancied anyone needed a
great work of barn art.
>
People have their own fancies apart from and independent from yours.

>Am I being too cockey in just
>plunging ahead, armed to the teeth with stories but lacking the skill that
>comes with embracing the monotony over the years?
>
>
No just terribly boring.

>" There
>is so much to learn and the nuances of it all are HUGE."  Please tell me
>about some nuances.
>
I don't think you'd get the "huge" nuances, let alone the sublte ones at
this point.

>It just occurred to me that those silly "labs" in high school might have
>contributed to this "tell-me" mindset I have.
>
>
The labs weren't silly, people who call them silly are.

Darel