History overtakes the narration of events. According to Braudel, history is “the dialectic (the debate) between time and things”. According to Piaget it is “a timeless sociology”. School textbooks, however, have not yet been informed about this. The chapters on art, cut off from their historical context, do not make use of art’s educational nature or as a source of history. Nevertheless, by vividly illustrating how things were in the past, a “picture” cultivates the notion of historical time in childrens’ minds. The senses participate in the learning procedure with sight leading by 83%, followed by hearing at 11%. Presentation equipment brings even rare or distant objects and monuments to life and makes them accessible to children. It simultaneously cultivates observation, and promotes team work and critical thinking. The most important pictures are those works of art that are related to events or historical periods. The internet can actively participate in interactive teaching. Search tools with key words and the exchange of e-mails, advance discussion and the exchange of different viewpoints. The wealth of material on the websites of Greek and foreign museums and other institutions document historical information and fire the imagination of students to recreate past societies. The challenge for students is to master further learning. History’s structure is supposedly based on the following concepts: evidence, causality, empathy, change, time. Practices in empathy, are the abilities students develop, by approaching different aspects of history through their imagination.