The questions of how and where to do moral education have been with us since antiquity. But, over the past couple of hundred years we have sent moral education to the margins within higher education. Using the historical analysis of Julie Reuben, the moral psychological work of Augusto Blasi, and the educational philosophical work of John Dewey, I argue in this article that we need a reintegration of fact and value in higher education, training our future leaders to have exemplary professional skill and moral integrity. Without proactive work in both realms, we fail to train the leaders our world needs. (Contains 1 note.)