d intercourse with
him--leading them to the consciousness of their own individuality. He
revolutionized the youth in that he taught them, instead of a
thoughtless obedience to moral customs, to seek to comprehend their
purpose in the world, and to rule their actions according to it.
Outwardly he conformed in politics, and in war as at Marathon; but in
the direction of his teaching he was subjective and modern.

Sec. 214. This idea, that Virtue could be taught, was realized especially
by Plato and Aristotle; the former inclining to Dorianism, the latter
holding to the principle of individuality in nearly the modern sense. As
regards the pedagogical means--Gymnastics, Music, and Grammar--both
philosophers entirely agreed. But, in the seizing of the pedagogical
development in general, Plato asserted that the education of the
individual belonged to the state alone, because the individual was to
act wholly in the state. On the other hand, Aristotle also holds that
the state should conduct the education of its citizens, and that the
individual should be trained for the interest of the state; but he
recognizes also the family, and the peculiarity of the individual, as
positive powers, to which the state must accord relative freedom. Plato
sacrificed the family to the state, and must therefore have sacred
marriages, nurseries, and common and public educational institutions.
Each one shall do only that which he is fitted to do, and shall work at
this only for the sake of perfecting it: to what he shall direct his
energies, and in what he shall be instructed, shall be determined by the
government, and the individuality consequently is not left free.
Aristotle also will have for all the citizens the same education, which
shall be common and public; but he allows, at the same time, an
independence to the family and self-determination to the individual, so
that a sphere of private life presents itself within the state: a
difference by means of which a much broader sway of individuality is
possible.

--These two philosophers have come to represent two very different
directions in Pedagogics, which at intervals, in certain stages of
culture, reappear--the tyrannical guardianship of the state which
assumes the work of education, tyrannical to the individual, and the
free development of the liberal state-education, in opposition to
idiosyncrasy and fate.--

Sec. 215. The principle of aesthetic individuality reaches its highest
manif