But, on the other hand, if the object of instruction is so entirely treated as an _end_ that the universal nature of the content presented cannot fail to be asserted and rendered-bluntly and on its own account explicit as abstract thesis, prosaic reflection or general maxim, rather than merely in an indirect way contained by implication in the concrete embodiment of art, then and in that case, by means of such a separation, the sensuous, plastic configuration, which is precisely that which makes the artistic product a _work of art_, is merely an otiose accessory, a husk, a semblance, which are expressly posited as nothing more than _shell_ and semblance. Thereby the very nature of a work of art is abused. For the work of art ought not to bring before the imaginative vision a content in its universality as such, but rather this universality under the mode of individual concreteness and distinctive sensuous particularity. If the work in question does not conform to such a principle, but rather sets before us the generalization of its content with the express object of instruction pure and simple, then the imaginative no less than the material aspect of it are merely an external and superfluous ornament, and the work of art is itself a shattered thing within that ornament[99], a ruin wherein form and content no longer appear as a mutually adherent growth. For, in the case supposed, the particular object of the senses and the ideal content apprehended by the mind[100] have become external to one another. Furthermore, if the object of art is assumed to consist in utilitarian _instruction_ of this kind, that other aspect of delight, entertainment, and diversion is simply abandoned on its own account as _unessential_; it has now to look for its substance to the utility of the matter of instruction, to which it is simply an accompaniment. But this amounts to saying, that art does not carry its vocation and purpose in itself, but that its fundamental conception is in something else, to which it subserves as a _means._ Art becomes, in short, merely one of the many means, which are either of use, or may be employed to secure, the aim of instruction. This brings us to the boundary line where art can only cease to be an end on its own independent account; it is deliberately deposed either to the mere plaything of entertainment, or a mere means of instruction.