In this article, the author discusses the question of theory as it may pertain to the history of education, with particular attention to the United States. Historians, like everyone else, have little choice regarding the use of theory; to one extent or another they must. The question is how much and to what end. The author aims to consider the role of theory in the history of education. He shares his comments on three essays by his colleagues which examine the matter from different perspectives. They raise a host of issues to contemplate, ranging from the form of historical writing and discourse, to the role and use of memory, to questions of power and "regimes of truth." Along the way they demonstrate some of the ways that history of education may be informed by theoretical concerns, and some of the problems that theory can pose for historical inquiry. (Contains 24 footnotes.)