In this article, the author reviews his unsuccessful and successful strategies for teaching research and analytical skills, which illustrate changes in his assumptions about and attitude toward teaching. Older and perhaps wiser as well, the author no longer assumes that students already know how to do what teachers expect them to be able to do by the time they enter or at least by the time they exit the University, whether how to use the library efficiently or how to read a document critically. In all his courses, but especially in the methods seminar, the author now spends less time on what to know and more time on how to think than he did 30, 20, or even 10 years ago. A history course outline and students' 250-word accounts of September 11th are also included. (Contains 8 notes.)