Life, whether in its latent or dynamic form, is Electricity, i.e., Force or “Spirit” moving Matter. Spirit is a bright flame within a transparent globule — its vehicle or soul. What we call light is an impression produced upon the retina by the wave-like motion of the particles of matter. Light, like heat of which the former is the crown, is simply the ghost, the shadow of matter in motion, the boundless, eternal, Infinite Space–Motion– Duration, the Trinitarian essence of that which the Deists call God, and we — the One Element. Spirit and Matter are two poles of One Eternal Element; they are interdependent and mutually convertible. Force and Matter, Spirit and Matter, or Deity and Nature, though they may be viewed as opposite poles in their respective manifestations, in essence and in truth are One. Life is present as much in a dead as in a living body, in inorganic as in organic matter.

By focusing on the conceptual issues faced by nineteenth century physicists, this book clarifies the status of field theory, the ether, and thermodynamics in the work of the period. A remarkably synthetic account of a difficult and fragmentary period in scientific development.

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An English translation from 1864 of Kraft und Stoff, Ludwig Büchner's influential work advocating materialism, first published in 1855.

Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.