Professional historians and public school personnel must combine efforts to improve the teaching of history in the public schools. Because no more than one-half of all high school graduates enter college, it is important for the public schools to provide quality history education. Recent research by groups such as the National Assessment of Educational Progress shows that students have not been learning general history, American history, or political theory very well. Reasons for the lack of emphasis on studying history include relaxed academic requirements by public schools and colleges, faddish emphasis upon other supposedly more relevant areas of study, and a lack of structure and continuity within existing history courses. The author suggests several approaches to reinstate effective history programs. First, there should be a revival of the basics in which schoolteachers will logically structure social studies courses to include reading, literacy, math, science, and history. This should be accompanied by a parallel revival of "general studies" and liberal arts in colleges and universities. Second, students should be provided with research tools and skills to stimulate their interest. Third, universities and professional historians should become involved in developing ways to improve the teaching of history in the public schools. (AV) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).