Page:The Harvard Classics Vol. 51; Lectures.djvu/280

and rationalist, tended to separate the spheres of reason, sense, and morals, and to refer all three to subjective judgment. But Schiller,^[1] his disciple, fired as he was by moral enthusiasm, wished to find an objective foundation for a theory of the beautiful that should make æsthetics a mediator between science and ethics, and should give to the beautiful the sanction of a perfecter of the mind, the heart, and the will. Not unlike Lessing, whose "Education of the Human Race"^[2] meant a gradual liberation from leading strings and final reliance upon trained natural faculties, Schiller conceived æsthetic education as a process of freeing man from bondage to the senses and leading him through culture to a state of more perfect nature, in which, as of old among the Greeks, truth and goodness shall be garbed in beauty. Civilization has been won through specialization, division of labor; it is a gain for the community, but at the loss of harmonious development of powers in the individual life. The beautiful soul longs to restore the balance. If this be impossible in the world of actuality, it is attainable in the world of appearance. There the mind is free to follow the image of beauty and to endow this image with the wealth of all its knowledge and all its goodness not for any ulterior purpose, but in obedience to a native impulse. And so the poet is the sole modern representative of perfect humanity, with all his powers, intellectual, sensuous, and moral, cooperating toward the realization of an ideal.

1. H. C., xxxii, 209ff.
2. H. C., xxxii, 185ff. See also Goethe's "Introduction to the Propyläen," xxxix, 264ff, and Hume, "On the Standard of Taste," xxvii, 203.