What lies behind the lack of theorizing about content in history in contrast to much greater attention given to theorizing about children's developing understanding of historical skills and processes? Egan's model of the characteristic ways in which children of different ages engage with the world is used to raise the question of what content to address in history education. The discussion is set in the context of the English history national curriculum, although the relevance to other curricula seems clear. (Contains 3 notes.)