All learning, particularly higher learning, is premised on the notion that there is such a thing as truth and that it is eminently worth pursuing. All serious inquiries into the various branches of human knowledge have the discovery and dissemination of truth as their end goals. The humanities are no exception. In the last several decades, however, the disciplines collectively known as the humanities--philosophy, history, literature, and art--have not conducted themselves with the same seriousness as the hard sciences. Truth-seeking and the desire to put knowledge to good use are not mutually opposed goals. But they should not be treated interchangeably. Universities can and should train students to be skilled professionals. Empiricism, specialization, and technological progress have their place in the university. They are means, however, and not ends to higher education's ultimate purpose: human flourishing. Students must be grounded in wisdom that offers a unifying vision of the "kind" of professionals they should aspire to be. In short, universities need to restore the cultivation of wisdom to its central place and put modern tools in the service of ancient wisdom.