It is no secret to us history instructors that for some years now there has been a growing sense of uneasiness in our discipline on the part of pupils and students and of helplessness on the part of teachers. Pupils and students repeatedly ask what, after all, is history good for, whether what they are learning is really relevant to their lives, and whether the study of history should not be more than memorizing sterile facts for the purpose of getting grades. Paradoxically, teachers can discern a continuing and in fact ever increasing interest in history. At the same time, we cannot help but notice that the mode of questioning by the younger generation has become different as have the problems that have come with social change.