In his presidential address to the American Society of Church History in 1920, Robert Hastings Nichols observed that he had discovered, in his reading of previous addresses, “no mention of the reading of a paper dealing with what is the occupation of almost half of our members, the teaching of Church History,” or, as he preferred to call it, the teaching of “Christianity in History.” He decided, therefore, to talk about pedagogy. He devoted most of his address to answering the question why history should be taught in the theological seminary, arguing that it trained students to weigh evidence, calculate motives, trace causes, and estimate the power of social movements. It nurtured a certain kind of intellectual and moral capacity.