By the witness of history, the indebtedness of higher learning to religious fervor is very great. This aspect of education deserves at least as much attention as the retardation and perversion of learning by religious bigotry. The latter is, as we all know, most frequently and loudly stressed today. Again, we hear little of the fact that periods when learning has been gradually secularized have been periods when scholarship grew lax and knowledge halted; until a new impulse of religious conviction re-vivified both the souls and the minds of scholars, with the restilt that academies and universities pulsed with fresh enthusiasm and notable advancement in learning took place. But of many instances of this phenomenon the mention of Abailard and the University of Paris, Wyclif and Oxford, Luther and Wittenberg, Cartwright and Emmanuel, Wolff and Halle, Fichte and Berlin, must suffice. Yet none is more illustrative of our conclusions than Harvard, the creation of the Congregational Puritanism of William Ames.