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Goethe exhorts the artist to create in forms of beauty, not to talk about it. [266]
The Renaissance was one of those ages of appreciation, when people looked upon Greek sculpture, and the epics of Homer and Virgil, and recognized that these products were the height of human achievement.
As a rationalist, Kant tended to separate the spheres of reason, sense, and morals, and to refer all three to subjective judgment. Schiller, his disciple, conceived of education as an aesthetic enterprise toward freeing man from bondage to the senses, leading him through culture, to a state of more perfect nature. There, as of the ancient Greeks, to stand among truth and goodness garbed in beauty.
The Renaissance was one of those ages of appreciation, when people looked upon Greek sculpture, and the epics of Homer and Virgil, and recognized that these products were the height of human achievement.
As a rationalist, Kant tended to separate the spheres of reason, sense, and morals, and to refer all three to subjective judgment. Schiller, his disciple, conceived of education as an aesthetic enterprise toward freeing man from bondage to the senses, leading him through culture, to a state of more perfect nature. There, as of the ancient Greeks, to stand among truth and goodness garbed in beauty.