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Query was: use

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: Cover: First Scientific Lecture-Course
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  • Printed for private circulation, for the use of
• Title: Cover Pressing Page: First Scientific Lecture-Course
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  • Printed for private circulation, for the use of
• Title: First Lecture (First Scientific Lecture-Course)
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  • contribute may well be of use to those of you who are teachers and
  • experiment, to arrive at what he calls the “causes” of
  • phenomena. Speaking of causes, our scientists will have in mind
  • causes of phenomena, the scientists are always wanting to find their
  • wave-movement in the ether. They do not pause to think, whether it is
  • the quest of so-called “causes” in Nature, which Science
  • tries to form ideas about the so-called causes that are supposed to
  • subjective or objective? His use of scientific thinking and
  • confuse what can still be seen in purely mathematical ways, and what
• Title: Second Lecture (First Scientific Lecture-Course)
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  • confused ideas. Indeed, with the resources of Physics as it is today
  • causes. The point will be moving more or less quickly or slowly. We
  • would also cause it to move off with a certain velocity if there were
  • immense. It cannot find it because it has no real human science,
  • phenomenon it is blotted out, extinguished, because in fact the Will
  • world of colour meets us with a polar quality? Because in fact the
  • below. If therefore we cause such a cylinder of light to pass through
  • this upward region the bright light is infused and irradiated with
  • same direction as the cone of light, while on the other hand, because
• Title: Third Lecture (First Scientific Lecture-Course)
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  • consider how these reflections can also be made use of in school
  • was uniform white he saw nothing of the kind. Goethe was roused. He
  • split up into them. It is because this picture which I am projecting
  • light, due to the aperture through which we caused the light to pass.
  • isn't responsible. Yet as we say, the colours are really caused by
  • what arises in the prism. This wedge of dimness is the cause. The
• Title: Fourth Lecture (First Scientific Lecture-Course)
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  • studied first — that on the screen — you may use the name
  • because the upper light goes through the lower and in so doing makes
• Title: Fifth Lecture (First Scientific Lecture-Course)
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  • substance used, (
  • To use the short
  • that I cause the light to go through this solution — iodine in
  • cause a body to remain coloured still for a certain time after
  • abstractions. Because there is a velocity, there is a distance moved
  • external bodies what we ourselves are one with; we should only use it
  • make use of space and time for our perception. In effect, space and
• Title: Sixth Lecture (First Scientific Lecture-Course)
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  • century were only able to creep in because these things were not
  • proneness to confuse what we become aware of through our ether-body
• Title: Seventh Lecture (First Scientific Lecture-Course)
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  • no real green here. I only see the green incidentally, because the
  • to use Goethe's term, — the eye, according to its own
  • experience. Now comes the veriest tangle of confused ideas. The
• Title: Eighth Lecture (First Scientific Lecture-Course)
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  • makes the theory of metamorphosis more difficult. It is no use
  • that sound or tone may cause misgivings. Is it not evident that in
  • work the siren I cause the air to oscillate, — this tone is
• Title: Ninth Lecture (First Scientific Lecture-Course)
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  • enabling us to throw some light on the educational use of
  • permeation, brought about with the use of the glass rod, is of one
  • together with a metallic discharger we should cause a spark to fly
  • be used in such a way as to evoke mechanical work, — as in
  • they imagined — though to begin with surely there is no cause
  • of an electric current along a wire will cause a current to arise
  • electricity. We used to think of matter as composed of
• Title: Tenth Lecture (First Scientific Lecture-Course)
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  • “ether” refuses to turn up. In fact it was not given to
  • remain utterly unconscious of the origin of the geometry you use.
  • numerical relations also empirical in kind. They then use the
  • effective. At the beginning of the War we suffered greatly because