Education: How Old the NewFordham University Press, 1911 - 459 pages |
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accomplished Alexandria American anatomy beautiful Bologna Book of Kells cathedrals Catholic cation Chauliac Church Cnidos course disease Ebers Papyrus educa Egyptians England English Erasistratos Europe evolution fact feminine education gilds graduates Greek Guy de Chauliac Herophilos Hippocrates history of education hospitals human influence intellectual interest invented Italy knowledge Lanfranc learning least lectures literature living mathematics matter medi mediæval universities medical education medical schools ment Middle Ages mind modern university nearly nineteenth century occupied old-time period phase physicians practical Praxagora precious present probably Professor progress Ptah Ptolemy recent regard scientific sity Spanish Spanish-American Spanish-American universities story supposed sure surgery teachers teaching things thirteenth century thought tion town tradition true tury University of Alexandria University of Lima University of Paris versity woman women wonderful workmen writing young
Fréquemment cités
Page 367 - Whatever, in connection with my professional practice, or not in connection with it, I see or hear, in the life of men, which ought not to be spoken of abroad, I will not divulge as reckoning that all such should be kept secret.
Page 366 - I will follow that system of regimen which, according to my ability and judgment, I consider for the benefit of my patients, and abstain from whatever is deleterious and mischievous.
Page 238 - Whereas there is hardly a play that has not a perfect woman in it, steadfast in grave hope, and errorless purpose: Cordelia, Desdemona, Isabella, Hermione, Imogen, Queen Katherine, Perdita, Sylvia, Viola, Rosalind, Helena, and last, and perhaps loveliest, Virgilia, are all faultless; conceived in the highest heroic type of humanity.
Page 402 - For we are not speaking of education in this narrower sense, but of that other education in virtue from youth upwards, which makes a man eagerly pursue the ideal perfection of citizenship, and teaches him how rightly to rule and how to obey. This is the only education which, upon our view, deserves the name; that other sort of training, which aims at the acquisition of wealth or bodily strength, or mere cleverness apart from intelligence and justice, is mean and illiberal, and is not worthy to be...
Page 70 - The inductive method has been practised ever since the beginning of the world by every human being. It is constantly practised by the most ignorant clown, by the most thoughtless schoolboy, by the very child at the breast.
Page 115 - The neglect of it for nearly thirty or forty years," pleads Bacon passionately, "hath nearly destroyed the entire studies of Latin Christendom. For he who knows not mathematics cannot know any other sciences; and what is more, he cannot discover his own ignorance or find its proper remedies.
Page 196 - But here the main skill and groundwork will be, to temper them such lectures and explanations upon every opportunity as may lead and draw them in willing obedience, inflamed with the study of learning and the admiration of virtue, stirred up with high hopes of living to be brave men and worthy patriots, dear to God and famous to all ages...
Page 71 - The method of scientific investigation is nothing but the expression of the necessary mode of working of the human mind. It is simply the mode at which all phenomena are reasoned about, rendered precise and exact. There is no more difference, but there is just the same kind of difference, between the mental operations of a man of science and those of an ordinary person, as there is between the operations and methods of a baker or of a butcher...
Page 446 - Troops, in any respect, as you are led to believe of them from the accts. which are published, but I need not make myself Enemies among them, by this declaration, although it is consistent with truth. I dare say the Men would fight very well (if properly Officered) although they are an exceeding dirty and nasty people...
Page 154 - ... those who have the care of their education should provide them when young with mimic tools. They should learn beforehand the knowledge which they will afterwards require for their art. For example, the future carpenter should learn to measure or apply the line in play; and the future warrior should learn riding or some other exercise, for amusement, and the teacher should endeavour to direct the children's inclinations and pleasures, by the help of amusements, to their final aim in life.