As a teacher of English, comparative literature, and foreign languages, the author views the state of the art of foreign language instruction and suggests reforms. Discussion focuses on foreign language requirements, premises on which language study is based, tests and literature, misplaced priorities of college language departments, relevance of curriculum, institutional change, humanism and five specific recommendations. The title of this article refers to the 13th century shift in the study of the humanities to pragmatic commercial studies, a striking similarity to present educational trends, and is viewed as a betrayal of the humanists. (RL)