In Common with most senior professors I now readily and comfortably concede that I learn as much from my undergraduates as I do from colleagues and from research. When I was a junior professor, of course, I admitted no such thing as I regularly reminded myself that I (replete even surfeit with knowledge) was instructing my students, and under no circumstances should they ever be allowed to even think they were instructing me. Yet, it was from my excellent students here at Brown--our Admissions Office is the most successful and most efficient bureaucratic part of the University--that I first learned about the Blue Box. Also in common with most senior professors my memory is not what it once was, but I think the Blue Box was first brought to my attention in. a seminar discussion of Women's History in high school textbooks. One of my students pointed out that Women's History was almost always covered, but usually only in the Blue Box, As I looked puzzled, a number of students chimed in to explain that most high school texts on American History were organized around the central theme of the many achievements of white men, but that in a Blue Box on the side of the page women were discussed. I was further informed that green was also a popular color, but that some boxes had no color at all, and were simply firmly ruled off from the main text by heavy black lines. In his article, "Chaffing a Course in Early African-American History," William and Mary Quarterly (1993), Jon Sensbach cites two leading scholars on Native Americans, Daniel Richter and Vine Deloria, Jr., on Natives in United States history. Richter writes, "the hoary 'master narrative' of American history seems distressingly tenacious. Much scholarship remains trapped in what Vine Delorla, Jr. calls the 'cameo' theory of history which "takes a basic manifest destiny ... and lovingly plugs in a few feathers, wooly heads, and sombreros Into the famous events without really changing the story line."