![The Definition in the Elements, according to Clavius, is this: Magnitudes are said to be in the same Reason [ratio], a first to a second, and a third to a fourth, when the Equimultiples of the first and third according to any Multiplication whatsoever are both together either short of, equal to, or exceed the Equimultiples of the second and fourth, if those be taken, which answer one another.... Such is Euclid's Definition of Proportions; that scare-Crow at which the over modest or slothful Dispositions of Men are generally affrighted: they are modest, who distrust their own Ability, as soon as a Difficulty appears, but they are slothful that will not give some Attention for the learning of Sciences; as if while we are involved in Obscurity we could clear ourselves without Labour. Both of 300 which Sorts of Persons are to be admonished, that the former be not discouraged, nor the latter refuse a little Care and Diligence when a Thing requires some Study. (Isaac Barrow)](https://cdn.quotesdtb.com/img/quotes_images_webp/09/isaac-barrow-ability-answer-422009.webp)
The Definition in the Elements, according to Clavius, is this: Magnitudes are said to be in the same Reason [ratio], a first to a second, and a third to a fourth, when the Equimultiples of the first and third according to any Multiplication whatsoever are both together either short of, equal to, or exceed the Equimultiples of the second and fourth, if those be taken, which answer one another.... Such is Euclid's Definition of Proportions; that scare-Crow at which the over modest or slothful Dispositions of Men are generally affrighted: they are modest, who distrust their own Ability, as soon as a Difficulty appears, but they are slothful that will not give some Attention for the learning of Sciences; as if while we are involved in Obscurity we could clear ourselves without Labour. Both of 300 which Sorts of Persons are to be admonished, that the former be not discouraged, nor the latter refuse a little Care and Diligence when a Thing requires some Study.
Isaac BarrowRelated topics
ability answer attention care clear definition difficulty diligence distrust equal former fourth men latter learning multiplication nor obscurity ratio reason refuse say second short study take thing third while elements labour proportions scare-crow sciencesRelated quotes
We were aware of her profile, and it was... first, it's artistic: can she do it? Is she capable of handling this? Can she handle it emotionally? The song. Because it's a very emotional song. Can she handle it melodically? Does she have the range for it? Second, now then, you've got that, now you look to see...because it's a very strange duet, and I've always said it was meant to be a duet. I had the song in '86, and I don't care what anybody else says; I know it was my song, it was given to me in '86, I was gonna do it, it was always gonna be a duet, and I think the only real life of it is a duet. And that's my opinion, and my opinion only. That's it. But when it's a duet, it's a definitive duet. And then because of how it's a call-and-response duet, you needed the timbre of the voices. If you get someone with the same timbres... I'm being analytical, but that's exactly why we picked Marion Raven. And then on the fourth hand... what, she's twenty-two years old? She can get MTV where I can't!
Meat Loaf
There is no conceivable reason why all colored people should not be treated according to the merits of each individual. It is not only the plain duty, but also the interest of us all, to have every colored man take the place for which he is best fitted by education, character, ability, manners, and culture. If others insist on keeping him in any lower and poorer place, it is not only his injury, but our universal loss. Yet which of our white congregations would take a colored pastor? How many of our New England villages would like to have colored postmasters, or doctors, or lawyers, or teachers in the public schools? A very slight difference in complexion suffices to keep a young man from getting a place as policeman, or fireman, or conductor, even on the horse cars. The trades-unions are closed against him, and so are many of our stores; while those which admit him are obliged to refuse him promotion on account of the unwillingness of white men to serve under him.
Frederick Douglass
David Galin, among other researchers, has pointed out that teachers have three main tasks: first, to train both hemispheres - not only the verbal, symbolic, logical left hemisphere, which has always been trained in the traditional education, but also the relational, holistic right hemisphere, which is largely neglected in today's schools; second, to train students to use the cognitive style suited to the tasks at hand; and third, to train students to be able to bring both styles - both hemispheres - to bear on a problem in an integrated manner.
When teachers can pair the complementary modes or fit one mode to the appropriate task, teaching and learning will become a much more precise process. Ultimately, the goal will be to develop both halves of the brain. Both modes are necessary for full human functioning and both are necessary for creative work of all kinds, whether writing or painting, developing a new theory in physics, or dealing with environmental problems.
Betty Edwards
The ideas set forth by organismic biologists during the first half of the twentieth century helped to give birth to a new way of thinking - "systems thinking" - in terms of connectedness, relationships, context. According to the systems view, the essential properties of an organism, or living system, are properties of the whole, which none of the parts have. They arise from the interactions and relationships among the parts. These properties are destroyed when the system is dissected, either physically or theoretically, into isolated elements. Although we can discern individual parts in any system, these parts are not isolated, and the nature of the whole is always different from the mere sum of its parts. The systems view of life is illustrated beautifully and abundantly in the writings of Paul Weiss, who brought systems concepts to the life sciences from his earlier studies of engineering and spent his whole life exploring and advocating a full organismic conception of biology.
Fritjof Capra
Germany agreed to restrict her Navy to one third the size of the British but was accorded the right to build submarines, explicitly denied her by the peace treaty, up to 60 percent of British strength, and to 100 percent in case she decided it was necessary to her security, which she shortly did. Germany also pledged that her U-boats would never attack unarmed merchant ships, a word that she went back on from the very beginning of the second war. As soon as the deal with Britain was concluded Germany laid down two battleships, the Bismarck and Tirpitz, with a displacement of over 45,000 tons. By the terms of the Washington and London naval accords, Britain, France, Italy, Japan, and the United States had to limit their battleships to 35,000 tons. Great Britain, as the French contended, had no legal right to absolve Germany from respecting the naval clauses of the Versailles Treaty. And, as many Frenchmen added, no moral right either.
William L. Shirer
