insurance, without medical examination, to large groups in a single university or college. Such an arrangement is scarcely feasible at present because many teachers already have some insurance; perhaps, as group insurance is restricted in amount, the teacher will always prefer to arrange his insurance in accordance with his own plans. The Association having been created for the benefit of men and women employed by colleges and universities, it is clear that one who afterward enters another occupation should not continue to enjoy all of the special privileges provided because of his former occupation as a teacher. There is, therefore, added to the rates which represent the cost a percentage which is deducted from each premium that is paid while the policyholder remains a teacher. This reduction has been fixt generally at ten per cent, so that as long as a teacher remains in the profession he will have the advantage of the lowest feasible rates; if he leaves the profession, he will be able to continue his policies at a low cost, even without the reduction. The procedure in obtaining policies will be simplified and adapted to the conditions of the profession. The Hand Book of the Association will be mailed to any one who is interested. Further information, including specimen copies of policies and answers to all enquiries, will be furnished upon request. The form of application is brief and simple. On the receipt of such an application there will be sent simple forms for a statement of physical condition by the applicant and by some local physician acceptable to the Association. On the basis of this information and of a statement from the applicant's university or college, the application will be considered and the insurance will be granted if possible. The offices of the Association-which adjoin those of the Carnegie Corporation and the Carnegie Foundation, at 576 Fifth Avenue, New York City-will always be at the service of the teacher. The Founder and the trustees of the Carnegie Foundation and the incorporators and trustees of the Teachers Insurance and Annuity Association believe, at a time when almost all pension systems for teachers and others are both inadequate and unsound, that there is here inaugurated a system that is adequate and sound, comprehensive and permanent. Based upon a dozen years of experience and study, it protects the college, the teacher, and the teacher's dependents, thruout the life of the teacher, against the risks of disability, age, and death. Its management represents the teachers, the colleges, and philanthropists and financiers of the widest experience. Its contracts, based upon liberal resources and enforced by law, provide those engaged in higher education with a new security and freedom that may become the source of a new advancement of teaching. CLYDE FURST CARNEGIE FOUNDATION V OUR COMMON LATIN HERITAGE1 "The chief blame is borne by the philologues, who as beati possidentes have laid emphasis mainly upon learning and knowledge, not upon the formation of character and the requirements of life.”2 If the wise learn from their enemies, even in their wildest exaggerations, let us take this leaf from a yellowed lecture by the first and foremost of our living foes, William the Second. The lecture in question was no mere piece of academic routine, heard by listless students in one of those hermetically sealed auditoria on Unter den Linden, but a sound castigation administered to a gathering of Prussian school authorities, directors of gymnasia, ecclesiastical dignitaries and university professors, sitting for a fortnight in Berlin, in the short, dark days of December, 1890, to consider proposed changes in the curriculum of the Prussian gymnasium. Shortly before this, if memory is not at fault, the city of Berlin had presented the Emperor with a fountain before the Palace. Upon that occasion the burgomaster was surprized by the sudden transition from banal expressions of imperial gratitude to sharp censure for various shortcomings in municipal affairs. A few days later the Empress, finding her lord inclined to domestic scolding as well, retorted "What have I done? Have I presented you with a fountain?" The conference of schoolmen also had its surprize, for quite unexpectedly the Emperor appeared at their opening session, and in a long discourse laid before them his views on education, together with a decidedly adverse judgment 1 An address delivered before the American Philological Association and the Archaeological Institute of America, in Philadelphia, December 30, 1917. 2 Schmid, Geschichte d. Erziehung, V, 1, 360; Paulsen, Geschichte des gelehrten Unterrichts, II, 592. of the humanistic gymnasium, as he had known it in his schooldays at Kassel, in the company of our fellow-countryman of the trenchant pen, Mr. Poultney Bigelow. What the crowned censor most mist in the German gymnasium was a national basis. "We must take German," he said, "as a foundation; we are to educate young Germans, and not young Greeks and Romans."3 To make his conception of a national basis in education clear, he delivered this unambiguous oracle: "Thus far the way has led, so to speak, from Thermopylae via Cannae to Rossbach and Vionville. I should lead the young from Sedan and Gravelotte via Leuthen and Rossbach back to Mantinea and Thermopylae. I believe that is the right way."4 Of course there were strong inward protests against this grotesque antithesis between humanism and a national spirit, this alleged aim to bring up a generation of young Greeks and Romans as the highest product of the classical gymnasium. But the bolt from the blue had paralyzed free discussion. It was to little purpose that the great physicist von Helmholtz gave his testimony to the superiority of classical training as a foundation for the student of medicine, since "skill in thinking" as he exprest it, “is, harder to acquire than knowledge."5 Under patent pressure from above the conference meekly accepted the changes proposed by the ministry, including the reduction of Latin by one-fifth, the abandonment of Latin Composition as a serious requirement, and desertion of the old-time principle of unity. An ancient tyrant, who retired from the business somewhat abruptly, withdrew from Syracuse to Corinth, and opened a school, that he might wield the ferule at least to the end of his days. The modern autocrat-for whom our mildest wish may be that he soon become a "Dionysius at Corinth"-began his career with an invasion of the schoolroom, and a reform designed to make the youth of Paulsen, Loc. cit., 592. 4 Schmid, Ibid., 372. Ibid., 379. Prussia as kaolin in the hands of the cunning workman in the Royal Porcelain Manufactory. But we are not here concerned with the results of the Kaiser's first appearance in the rôle of the master pedagogue. We may rather ask ourselves how much of truth there may be in his reproach that the philologues, being in blissful possession, have laid too much stress upon learning and knowledge, too little upon the moulding of character and the practical requirements of life; how much of slander in his innuendo that their aim has been to deliver a yearly output of little Greeks and Romans, fresh from the agora or the forum, into the noisy parts of modern life; and finally how wise, or how foolish, to read history backward from Sedan to Thermopylae. It is just because these charges, made twenty-seven years ago in another country, are constantly reiterated in our own land today, that we may well consider the Latin question in its bearing on the national, and even more upon the international, basis of education. The three points just enumerated are, of course, only different ways of stating one charge against the traditional classical education, the accusation that it did not prepare mentally or morally for the real struggle of life in a progressive age and in an eminently aggressive nation. There are in our midst many educational authorities who have taken the same narrowly national view. How many of them have been guilty of viewing the whole subject of education from a very insular standpoint! We have been flooded with advice to set our educational house in order, by those who have conceived of that house as completely isolated, with all old-world connections broken off. Thus have the supposed wants of the American boy been elevated into a pedagogical Monroe Doctrine of the narrowest description, limiting itself, not to the entire hemisphere, but to a single broad belt of one continent. A crushing parallel has been drawn in the question "Well, did the Greeks study a foreign language?" As if the answer could throw any light upon our way, before we |