Among historically eminent educators and educational theorists, a thorough study reveals the existence of a common understanding regarding education, which may be characterized as "esthetic". On the basis of this understanding, Schiller wrote his essay "Letters on the Aesthetic Education of Man, and Herbart wrote "On the Aesthetic Enlightenment of the World" as a commentary to Pestalozzi's educational principle. Plato was the first who understood education from the aesthetic point of view. One may say also that Rousseau, Pestalozzi, Schiller, Herbart, and Froebel were most strongly influenced by his thought. All of these men regarded educational structure of man as aesthetic. Recently H. Read explained his views on education in his essay entitled "Education Through Art." I am inclined to include his view, also, in this stream of aesthetic understanding. Therefore, it is the intent of this thesis to point out that this aesthetic understanding of Education was and still is a traditional and most influential current of educational history. It is my intent to develop in a later thesis these thoughts in a much more detailed way; especially with reference to the characteristics and historical meanings of the construction of educational ideals, which were advanced by the above-mentioned thinkers.