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Rh one who wishes to move in wider circles of historical life can do without Latin." For similar reasons Director Jäger maintained the necessity of classical lore for the man who wishes to possess a title to real scientific preparation for higher studies. In the last Berlin Conference on higher education, 1900, there was probably no point so strongly insisted on as the necessity of Latin for all men who lay any claim to culture. Professor Harnack claimed that the humanistic training seemed to him especially necessary for all who had any great influence on their fellow-men and on the social and political life of a nation. Arnold had expressed a similar opinion when he said: "Expel Greek and Latin from your schools, and you confine the views of the existing generation to themselves and their immediate predecessors, you will cut off so many centuries of the world's experience, and place us in the same state as if the human race had first come into existence in the year 1500."

There is, in the third place, what we may call the literary and aesthetic momentum. When through means of grammatical studies the pupil is sufficiently prepared, he begins to read the greatest masterpieces of literature. Gradually he becomes intimately acquainted with some of the maturest minds of all ages, provided the teaching is carried on in the proper form, i. e. if the authors are read not to furnish merely material for grammatical drill, but in such a manner that the contents of the authors form the central part of the whole instruction, that the author begins to live, that the persons seem to act and speak before the