This chapter reprises the arguments advanced in the first four chapters of the book, and assesses the question of what “lessons” history can teach on that basis. It argues that the habits and methods of analysis, interpretation, open-ended inquiry, and intellectual flexibility that study in History cultivates are uniquely valuable in the specific circumstances of our own time, at the beginning of the twenty-first century. It argues that it is these habits, rather than any specific political values, that make History uniquely valuable as a form of education for citizenship. It argues, finally, that this is the only approach to the civic value of history education that is compatible with the ethical principles foundational to the discipline of History. In closing, it presents the case for viewing the understanding that history offers us no lessons as the most important lesson history can teach us. This is a lesson that can teach us to think and act with due deliberation, to inquire more deeply before acting, and to act in full confidence that our actions will have unintended consequences.