The author begins by detailing the story of Sore Voloshin, and other Lithuanian Jews, during the Holocaust. Through the Testimony and Historical Memory Project, historians at the University of Toronto are focused on contemporary questions of Holocaust Memory. As well, they are studying how to read, respond and listen to the testaments of Jews from the Lodz and Vilna ghettos during World War II, through diaries, memories, video testimony, poetry and songs. The purpose of the chapter is not only to consider the possibilities of learning through these forms of remembrance, even though this is the work that Simon practices. Rather, it is also to speak to the overarching pedagogy and ethics of the work being completed at the University of Toronto, “the touch of the past,” as they have called it. The purpose of their work is to deduce the responsibility of the current population in historical memory, a process initiated by those who were subject to violence. These texts and other forms of testimony urge readers to reckon and assume a logic of accountability within their responses through memorialization, historical study, retribution, apology, reparation, a sense of ‘never again,’ and reconciliation. The interest of Simon and his colleagues is in the new memorial spaces and how one deals with them. He dicusses their work on ‘touch of the past’ and what it entails. It is through using listening as thought process, and initializing public memory into education, that society can understand testimonies in a way that enables recognition of the stories as ‘genuine transgressors.’ While we cannot manipulate them into categories we understand, we recognize that they are necessary to create new forms of social life.