More than twenty years ago I introduced students to historical wargaming. It was a hobby I had been immersed in since youth. And although it was not a gateway to appreciate history, it did serve as a means of reinforcing my fascination with it. At the time, it seemed to me that, the rise of computer gaming since the early 1990s and its supplanting of boardgames was both a blessing and a curse. It had led to a rapid decline in student interest in traditional games, but at the same time had expanded the audience for gaming through technology.  What computer games did not do, however, was provide a physical aesthetic to historical games. I believed that students would appreciate and benefit from an introduction to traditional board wargames and miniature gaming.