ABSTRACT
If history as a body of knowledge and history as a form of knowledge are to maintain a symbiotic relationship it is imperative that the concept of evidence is not detached from knowledge goals. Treating evidence as a skill, focusing only on the routine interrogation of sources and limiting historical enquiry to the construction of personal opinions have left history justifying its place on the curriculum in ways that underplay its value as knowledge. In a climate where skills are increasingly seen as generic and given a central role in the curriculum it is worth restating some of the arguments that stress the importance of evidence to knowledge.
