IN Dr. Perry’s chapter we have a discussion of the contention that historians, when explaining an event, make use of general or covering laws, in a scientific, or quasi-scientific way. Here I am concerned with the history teacher, and how his teaching might be affected if he accepted the covering law theory of historical explanation and applied it to his teaching. This seems a straightforward task of working out how events might be arranged or grouped for teaching purposes, if one desires to demonstrate the covering law pattern of explanation. But there is another set of problems, as I shall hope to show, which arises from the activity of teaching itself and which may involve, if not law-like explanations, at any rate the use of concepts and general­ izations which may be closely associated with scientific modes of thought.