ABSTRACT
As one who has spent many hours worshipping history in the British Library and the British Museum, I always welcome the opportunity to mingle with the tourists gawking at the Rosetta Stone or Egyptian depictions of the Afterlife or to sit under that magnificent dome reading an 18th-century tract dealing with the American Revolution. For a teacher of history, even a teacher of United States' history, there is much from which to profit, for much of what we do as teachers is teasing evidence from unlikely sources or trying to understand some new thing from looking at some old thing.
