History teaching is fraught with the pitfall and danger of subtly instilling into the young the notion that the way history happened was inevitable. This demands the corollary that the way it happened is the "right way." In this article, the author opines that teachers should be prepared to analyze the grounds on which their judgments are made. He offers several suggestions on how teachers can prevent the growth of that phantasm known as the inevitability of historical events. He also cites several examples that illustrate some teachers' tendency to teach uncritical acceptance of the status quo to their students.