ermine itself to restrain its measure as the essence of beauty.

Sec. 205. Here the individual is of value only in so far as he is
beautiful. At first beauty is apprehended as natural, but then it is
carried over into the realm of spirit, and the Good is posited as
identical with the Beautiful. The ideal of aesthetic education remains
always that there shall be also an external unity of the Good with the
Beautiful, of Spirit with Nature.

--We cannot here give in detail the history of Greek Education. It is
the best known among us, and the literature in which it is worked out is
very widely spread. Among the common abridged accounts we mention here
only the works of Jacobs, of Cramer & Bekker's "Charinomos." We must
content ourselves with mentioning the turning-points which follow from
the nature of the principle.--

Sec. 206. Culture was in Greece thoroughly national. Education gave to the
individual the consciousness that he was a Greek and no barbarian, a
free man and so subject only to the laws of the state, and not to the
caprice of any one person. Thus the nationality was freed at once from
the abstract unity of the family and from the abstract distinction of
caste, while it appeared with the manifold talents of individuals of
different races. Thus the Dorian race held as essential, gymnastics; the
AEolians, music; the Ionics, poetry. The AEolian individuality was
subsumed in the history of the two others, so that these had to proceed
in their development with an internal antagonism. The education of the
Dorian race was national education in the fullest sense of the word; in
it the education of all was the same, and was open to all, even
including the young women; among the Ionic race it was also in its
content truly national, but in its form it was varied and unlike, and,
for those belonging to various great families, private. The former,
reproducing the Oriental phase of abstract unity, educated all in one
mould; the latter was the nursery of particular individualities.

Sec. 207. (1) Education in the heroic age, without any systematic
arrangement on the subject, left each one perfectly free. The people
related the histories of the adventures of others, and through their own
gave material to others again to relate stories of them.

--The Greeks began where the last stage of the active system of
education ended--with piracy and the seizure of women. Swimming was a
universal practice among the sea-dwelling Gre