The subtitle of this award-winning volume of essays, promises to chart the future of teaching the past. Wineburg’s main point, that the “historical thinking” and close, critical reading practiced by professional historians are very different from the ways students in other fields (and high school students, even in history classes) are taught to read and think. This is a valuable insight, which historians who write for the public (and grad students) would benefit from pondering. Wineburg’s essays, gathered from a decade of articles, conference papers and informal presentations, open a new field of study and outline a number of questions that he and others have begun trying to answer.