Take the _Ratio Studiorum_ of the Jesuits, a system embodying the traditions of education and not differing fundamentally from other systems of its time. The _Ratio Studiorum_ had no history of literature or lectures on the evolution of literature. It did not approach literature as a science but as an art. It took the standard authors of Latin and Greek. Cicero was the staple of every class in Latin because for nearly every kind of Latinity, history and poetry excepted, he was a model. Cicero was analyzed, was appreciated, was imitated, that the student might express himself in writing and speaking as clearly, as interestingly, as forcibly as Cicero, that the student might be master of acts of literature, not of facts about literature. That was and is humanism; that is, making a man a man by equipping all his faculties with the art proper to each. The humanities were so called because they embody man. Science is classified nature; literature is nature brought into touch with man’s personality and transmuted into art, man’s only creation. You cannot get grapes from thorns or figs from thistles. Every other subject in the curriculum produces its kind; so should literature. Mathematics makes mathematicians, chemistry chemists, and physics physicists. Art should produce artists; literature should result in literature, in artistic expression, but it is made to produce historians, biographers, perhaps critics. The history of literature, the evolution of literature should be put out of high school and college and relegated to the university or handed over to the lectures on history, leaving the valuable time of literature for appreciation and expression.