Discussion of the Library-College teaching concept and several case studies demonstrating its application in the teaching of history are provided. This book focuses on the first of the four building blocks on which the Library-College method is developed; it deals with ideas which justify, or prove, the Library-College concept in a philosophical way. Here one deals with the major and minor premises of the idea, the reasons for its goals, and why these goals seem valid in human terms. These ideas are developed through several accounts of how teachers have implemented the Library-College. Each approach is entirely different but all lead to the same result: the student learns by doing. The library becomes the laboratory where students gain hands-on experience. They become involved in the making of history, in this way viewing history as something that is on-going, not completed, to be looked back upon. With the use of this concept, history as a field of study may be rejuvenated, reversing the trends of the past decade. (MBR)