The new core curriculum at New College of Florida, where I am employed, consists of two components, logos and techne. The logos component “requires students to study great canonical works,” encompassing the arts, humanities, religion, and education—subjects that set students on the path to becoming conscientious citizens, discerning consumers, and faithful souls. The ideas of Plato and Kant, the parables of Jesus, the poems of Keats, Shakespeare’s plays, Mozart’s music, are all building blocks of a virtuous life. But when I talk to students about virtue itself, I usually add a note of qualification: Virtue is not acquired by study alone. Books alone are not enough. The acquisition of virtue takes labor, something that higher education seems to have forgotten.