In her chapter in this teacher education anthology, Clark advocates that teacher education programs should once again make a history of education course compulsory so that new teachers are able to more specifically understand that curricula is impermanent: it is always evolving based on contemporary socio-political and economic changes.  She notes that although the number of historians teaching the history of education is in decline, the scholarship in this field is growing; consequently, there is a richly diverse literature from which to draw from to teach a history of education course.  She succinctly states four reasons advocating the implementation of this course: first, it will help new teachers better understand the historical concept of continuity and change; second, it will help them become “intelligently critical” of their own and their peers’ teaching practices; third, it is important to understand the process by which educational changes were implemented in order to better appreciate contemporary pedagogical reforms; and fourth, it would enable new teachers to have a deeper understanding of their chosen profession.  A mandatory history of education course for new teachers would enable them to more fully appreciate William Pinar’s adage, “Reactivating the past reconstructs the present so we can find the future.”