We are gathered here because we think that the history of science has an important, even a fundamental role to play in science education. Unfortunately, its most conspicuous current use is as a sugar coating to the hard nuts of the real curriculum. We have failed to persuade textbook writers and science teachers that they have not done their job if they do not make the history of their discipline a significant part of their pedagogical work. One reason for this failure is that we do not offer what they need.