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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: Necessity and Freedom: Further Reading
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    • important philosophical work. By first addressing the nature of
  • Title: Necessity and Freedom: Lecture I: The Past Shows Us a Picture of Necessity
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    • should also look in the opposite direction and adjust our first
    • marvel. At first sight it looks like a sort of sundial, but it
    • quality of this clock: first regarding its wonderful
    • first sight this seems a very unpretentious story. But in the
    • find a solution. Ahriman is the one who appears first when this
    • elemental beings; it is exactly the same when we first look at
    • the course of their life. First, such people know something has
    • chauffeur was tardy, I will go in several directions. First of
  • Title: Necessity and Freedom: Lecture II: The Legend of the Prague Clock
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    • the first place we use our thinking only for the physical
    • to move first, accompanying the striking of the hour with a
    • practice” he said, looked for the first miser he could
    • unfree in a certain matter, but we can only say that first of
    • existence, though at first only within us. As we continue
    • experience and existing just as objectively as the first one.
  • Title: Necessity and Freedom: Lecture III: Three Teachers with Different Attitudes
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    • coming year with his teachers. First of all it is the
    • turn of the first teacher. The headmaster asks him what
    • the school frequently. He saw the first two teachers doing
    • the time for the report cards. From those of the first two
    • start of the school year the first two teachers spoke as
    • prepared him to see, namely that the first two teachers were
    • I believe the first two gentlemen ought to take a little
    • said the first two gentlemen. “The previous headmaster
    • seems to me that the first two should adapt to the
    • teacher never told me anything except ‘I must first see what
    • their different ways of looking ahead. The first two
    • of the same style as the first two was appointed in his place.
    • recorded what great progress had been achieved by the first two
    • progress than those of the first two. But the former headmaster
    • teachers. He then discovered that those taught by the first two
    • difference between the first two teachers and the third.
    • Throughout the holidays, the first two teachers kept focusing
    • headmaster, the first one, kept telling him again and again,
    • short, the first two teachers were wholly entrenched in a
    • was alive. You could also say that the first two teachers
    • Maximum number of matches per file exceeded.
  • Title: Necessity and Freedom: Lecture IV: The Roman World and the Teutonic Tribes
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    • would like first of all to remind you of something I mentioned
    • ball would first of all have to become unconscious in order
    • itself at first of course merely in incomprehension. From
    • I first of all experiment on a given material? Not me! For then
    • first ball into the cup, then the second and third and so on,
    • and saw that it was good. This means that what comes first for
    • plane, does not come first at all in the consciousness of
    • comes first, and how it is to be carried out is quite another
    • and the inner part, first of all the etheric. I have already
  • Title: Necessity and Freedom: Lecture V: The "I" is Found on the Physical Plane in Acts of Will
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    • have in the first place the physical body. We know our
    • firsthand that the I exists.” In fact, there
    • at first be discovered through physical observation. We can see
    • everyday phenomenon. People did not first have to
    • only in the first third of it. But mankind is steering toward
    • said, we are now roughly in the first third of the fifth
    • are in the first third of the fifth post-Atlantean epoch, which
    • experiences, the first one being that people have to become
    • wake up. But he does not want to. In this first third of the
    • eminent philosopher Bolzano of Bohemia did in the first half of
    • Yet what is bound to be living in the I? First of all
    • the thought image of movement. I have first of all an image of
    • eliminated. It is not there. First of all I observe the clock
    • did tell you today too, though, that in the first instance the

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