ABSTRACT
In this volume, we have attempted to provide you and ourselves with a framework for teaching history as mystery. We interpret mystery in history broadly to include situations in which there really are mysteries all the way to situations in which mysteries have to be manufactured or constructed by us to provoke student interest. Above all, we maintain that the concept of mystery is inherently, psychologically motivating to people, students, at least those who have not had their natural born curiosity crushed by the demands of modern life and too much coverage and testing. Mysteriousness is especially fascinating to the young and the inexperienced, and, if carried out cleverly in a classroom, gives competition to X-Files, Sherlock Holmes, Dashiell Hammett, and other ctions, past and present.
