James Wandersee asked in 1986: "Can History of Science help science educators anticipate students" misconceptions?. This paper aims to answer the same question by attempting a comparative bibliographical study between the assumptions of early philosophers and the conceptions of children relating to the roles of light and the eye in the process of vision. The results indicate remarkable similarities, which are analysed as to their nature and origin. The conclusions underline the significant role of the history of science as a rich bank of ideas for the design of educational material. Additionally, implications for educational research are discussed.