Teaching history is a much more dynamic process then we are willing to admit, for it is ahead of even the most innovative teachers. Therefore it needs a systematically organized consideration of how it is influenced by the upcoming innovations. The 38th Assembly of the HAS with its thematic set Views on teaching history in schools is the perfect place for a professional consideration whether history lessons appropriately follow the rapid development of society and whether the teaching contents are in accordance with modern times. Modern information and communication technologies enable us with easy and fast information access in teaching. But we know that this information is only useful for individuals with enough knowledge for critical reception. Knowledge we gain from school has to remain alive and it has to quietly develop further. We mustn’t ruin the curiosity of the youth, for it is essential, both in school and science. Therefore, not only autonomy, but also professionally premeditated support for teachers should guide the modern history lessons. Based on an analysis of curricula and secondary school textbooks the article tries to direct the consideration on where and how far the secondary school history lessons want to go and to answer two questions – what do the listeners (students) expect and what can the narrators (professors) do. Therefore, in the future let the muses (and not the school politicians) help us lead history lessons.