Defenders of the humanities claim a special role in training citizens for a democratic society and often have deeply felt convictions about democratizing knowledge and including new voices. The mainstream of humanities research has, however, focused upon virtuoso scholarship, published in subscription publications to which only academics have access, and composed for small networks of specialists who write letters for tenure and promotion and who meet each other for lectures and professional gatherings. Students in the humanities remain, to a very large degree, subjects of a bureaucracy of information, where they have no independent voice and where they never move beyond achieving goals narrowly defined by others. The newly re-engineered sciences have reorganized themselves to give students a substantive voice in the development of knowledge and to become citizens in a republic of learning. The STEM disciplines certainly have not fully realized these lofty ideals but they are far ahead of most of their colleagues in the humanities and in Greek and Latin studies.