Contemporary Science
- Francois d'Aguillon, Opticorum Libri 6, Antwerp 1613
- Petrus Apianus, Cosmographia, Antwerp 1545
- Isaac Barrow, Euclid's Elements, London 1660
- Antonio Bosio, Roma Subterranea cum. fig. 3 Tomi in 1 vol. Cologne 1659
- Robert Boyle, Usefulness of Experimental Philosophy, London 1671
- Henry Briggs, Arithemica Logarithmica, London 1644
- Alessandro Piccolomini, De Sphaera, Basle 1565
- Thomas Digges, Alae seu Scalae Mathematicae, London 1573
- Thomas Fincke, Geometria Rotundi, Basle 1583
- Galileo, Dialogue Concerning the Two Chief World Systems, Trent 1635
- Sidereus Nuncius, London 1653
- Two World Systems Englished by T. Sainsbury, 1661
- William Gilbert. De Magnete, Magneticisque Corporibus, et de Magno Magnete Tellure 1600
- Sir Matthew Hale's Observat. touch. the Torricelli Experiment 1674
- Jean-Baptiste du Hamel, de meteoris & fossilbus, Paris 1660
- de consensu Vet. & Novae Philosophiae Paris 1663
- de Corpor. affectionib. Paris 1670
- Christian Huygens, Systema Saturnium, The Hague 1659
- Robert Hooke, Lectures, London 1678
- Johannes Kepler, Mysterium Cosmographicum, Tübingen 1596
- de Stella nova in pede Serpentis, Prague 1606
- ad Vitellionem Paralipomena, Frankfurt 1604
- Jan Marek Marci Idearum Operatricum Idea Hannover 1635
- William Oughtred, Clavis Mathematica London 1648
- Georg Purbach, Theoricae novae Planetarum, Basle 1568
- Regiomontanus, Tabulae Directionum & Prosectionum, 1551
- Robert Recorde, Whetstone of Witte, 1557
- John Speed, History of Great Britain, 2nd ed. 1627
- Niccolo Fontana Tartaglia, Euclide reaffettato & alla Integrita ridotto 1543
Read more about this topic: Library Of Sir Thomas Browne
Famous quotes containing the words contemporary and/or science:
“The shift from the perception of the child as innocent to the perception of the child as competent has greatly increased the demands on contemporary children for maturity, for participating in competitive sports, for early academic achievement, and for protecting themselves against adults who might do them harm. While children might be able to cope with any one of those demands taken singly, taken together they often exceed childrens adaptive capacity.”
—David Elkind (20th century)
“Oh, what does science not conceal today! How much, at any rate, is it meant to conceal!”
—Friedrich Nietzsche (18441900)