Moral education for many years has been one of the most talked-about school topics in the English-speaking world; there has been a profusion of studies on various approaches to teaching morality or promoting moral “development.” During the years that this interest flourished, few curriculum areas were less evident in popular talk about education than history. While historians have shown a continuing interest in the role and status of their field in general education, many historians recently have lamented the current decline of historical studies.