Seixas and Clark begin the chapter with a discussion of the pedagogy of icons and monuments around the world. Using the case study of the murals that were painted in the 1930s at the BC Legislature, the authors delve into the issue of historical consciousness and how it is passed on to future generations. A request to remove the murals was received by the BC Legislature in 2001 from a First Nations group as they were deemed to be offensive to First Nations. Following a 68 to 3 vote in the Legislature, it was decided that the murals would be covered. The authors used a sample of applicants to the Begbie Canadian History Contest as a research site. They analyze the answers of the students surrounding the mural controversy and place them into four categories – positive colonial past: fair and accurate pictorial representations; negative colonial past: fair and accurate pictorial representations; no statements about the colonial past: unfair and inaccurate pictorial representations; and negative colonial past: unfair and inaccurate pictorial representations. It was determined that both historians and the general public are “ready to historicize the monuments themselves.” The authors then discuss how, when looking at a monument, people need to recognize the era of the monument’s construction, understand what actually happened in the colonial era and consider what should be done with a monument through the lens of the present. Despite the removal of the colonial murals from the BC legislature, the colonial past has not been erased.