methods of education, I now see mankind about to enter upon; nay, it has
been actually entered upon already in a few single cases, though these
cases are almost unknown and therefore unregarded; and with this new
course of development a new period is to begin, a new age for all
mankind, and therefore in the higher inner sense a new world; a world,
perceiving and understanding, perceived and understood; a world of
crystal clearness, creating an altogether new life for science, and
carrying onward therefore the true science, that is, the science of
being, and all that is founded upon this and conditioned by this.[107]

I may image forth the position of my educational establishment with
regard to the universities, under the figure of family life.

In a healthily constituted family it is the mother who first cares for,
watches over, and develops the child, teaches him to "read, mark, learn,
and inwardly digest," deriving everything she teaches from its central
unity, and gathering up her teaching into that unity again.

The father receives his son from the hand and the heart of the mother;
with his soul already full of true active life, of desire for the
knowledge of causes and effects, for the understanding of the whole and
its ramifications; with his mind open to the truth and his eyes to the
light, and with a perpetually nourished yearning for creative activity,
able to observe while building up, and to recognise while taking apart;
such in himself and his surroundings, always active, creative, full of
thought and endeavour, does the father receive his son in his home, to
train and teach him for the wider life outside. Thus should it be with
my educational institute and the universities; as regards the growth and
development of man I only desire to take the place of the silently
working, tenderly cherishing mother.