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Query was: rate

Here are the matching lines in their respective documents. Select one of the highlighted words in the matching lines below to jump to that point in the document.

• Title: Foreword: First Scientific Lecture-Course
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  • surely be very grateful to the scientists — teachers of
  • senses enables us to penetrate what is mechanical in Nature.
  • accurately made, which I was quite unable to correct for want
• Title: First Lecture (First Scientific Lecture-Course)
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  • rate in the background.
  • illustrate by outer drawings, we might equally well imagine purely in
  • next few days. It is as though forces were concentrated at the points
  • such point or space forces are concentrated, able potentially to work
  • thus centred and concentrated a “potential” or
• Title: Second Lecture (First Scientific Lecture-Course)
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  • quickly. We call the rate of increase of velocity the acceleration;
  • illustrate it with an example. Once more I take my start from
  • longer simply penetrate to the opposite wall and there produce a
  • water interpenetrate, and this is evidently not without effect for
  • ingredients can interpenetrate each other and still be independent.
  • light and dark can so interpenetrate as to retain their several
  • arises; in the other, colour. When they interpenetrate like the
  • interpenetrate like the astral body and the eye, colour arises, since
• Title: Third Lecture (First Scientific Lecture-Course)
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  • than to fan out and separate what is already there in the light,
  • separated out of the light as such. In point of fact, I am projecting
  • thinking in this domain. To illustrate the point more vividly, we
  • penetrate. They want to leave all this out and to ascribe everything
  • front it gets transparent, so that the light can penetrate into the
  • enumerated the three integuments of the eye, And now behind the
  • thereupon composed and integrated; so then the one has to adapt
• Title: Fourth Lecture (First Scientific Lecture-Course)
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  • whereby the light is separated into seven distinct substances. He
  • are separated from the small.
  • the Sun. But we can also generate the spectrum in another way.
  • generate a spectrum in a somewhat different way (
  • thing comes about when we combine the two experiments. We generate
• Title: Fifth Lecture (First Scientific Lecture-Course)
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  • apparatus, we here generate the cylinder of light; we let it go
  • effect, we can separate ourselves, while from the space and time we
  • inseparable from us and we ought not in thought to separate ourselves
  • instance you are separated by the bodily surface. Be sure you
  • important ones — which we shall need to elaborate. Only on
• Title: Sixth Lecture (First Scientific Lecture-Course)
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  • illustrated in the realm of Light.
  • saturated with the present way of thought that if you have been
  • was said to penetrate from a more tenuous into a denser medium.
  • separately; rather let us begin by setting out the whole complex of
  • has been completely lost; nay, the deliberate tendency has been,
  • my forehead; they are not really separate entities. I shall regard
  • considering Sun and Earth and Moon thus separately, the things you
  • immediate neighbourhood, you will be able to demonstrate that the
  • (i.e., in the latter case, we generate the black sodium line). If
• Title: Seventh Lecture (First Scientific Lecture-Course)
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  • which, as you focus on the white, generates the green,
  • — I with my own eye generate the contrasting colour. There is
  • this instance was mistaken, and as the error is incorporated in his
  • demonstrated. In the one case we get a grey, a bit of darkness, a
  • clearly and accurately in the physical apparatus of the eye, the
  • rate it receives an impression. This then becomes subjective inner
  • however one more thing I want to demonstrate today. It is among the
  • generated warmth. So too by calling forth out-and-out mechanical
• Title: Eighth Lecture (First Scientific Lecture-Course)
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  • be reproduced, to demonstrate this oscillatory character of air or
  • too can be directly demonstrated. We kindle a note in this metallic
  • the processes of Nature, — not to penetrate to the spiritual
  • we are now about to demonstrate. You see this disc with its rows of
  • have no realities; I only have what is abstracted, separated out
  • real in the world outside myself, — then I must concentrate
  • — we may even elaborate a general physiology of the senses
  • that goes through the ear. To separate the ear on the one hand, the
  • so long as you separate these two. The two belong together; this is
  • should have separated-out what is larynx-like, so to speak, for the
  • audible can only be compared to what penetrates from the
• Title: Ninth Lecture (First Scientific Lecture-Course)
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  • You will remember how we demonstrated it the other day. By
  • as such. He found for instance that if you generate an electric
  • those experiments where an electric current, which you can generate
  • separated-out and analyzed and then reveal very striking differences
• Title: Tenth Lecture (First Scientific Lecture-Course)
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  • generate the electric current; we pass it through this tube in
  • the 19th-century thinking to penetrate into the phenomena. But this
  • thinking must in themselves become more saturated with reality. It
  • penetrate into reality; you must begin again from another
  • what meets us outwardly in this domain that is somehow separated
  • of which can of course be demonstrated by quite external methods.
  • and concentrated etheric-astral part of your being. It is quite
  • feel impelled to expand what in the other case you concentrated
  • deeply the ideas of Physics penetrate into the life of mankind.