William J. Bennetta
Pearson Education, owned by the British corporation Pearson PLC,
is one of the biggest textbook companies in the United States.
It was created by Pearson PLC in the autumn of 1998, after
Pearson PLC bought all of Simon & Schuster's schoolbook
divisions. These included Prentice Hall, Silver Burdett Ginn,
and Globe Fearon. Pearson combined the Simon & Schuster
operations with Addison Wesley Longman (a company that Pearson
PLC had owned since 1995) and conferred the name "Pearson
Education" on the resulting agglomeration
[see note 1, below].
Pearson Education now markets schoolbooks carrying some of the
best-known imprints in the business, such as Prentice Hall,
Silver Burdett Ginn, Globe Fearon, Addison-Wesley, Scott
Foresman and Modern Curriculum. Pearson also owns a
newer imprint -- Scott Foresman - Addison Wesley -- that
has been fashioned from two of the others.
In March 1999, with considerable hoopla, Pearson announced the
introduction of "Open Book Publishing" -- essentially a scheme
for finding errors in Pearson schoolbooks and for using the
Internet to disseminate corrections to teachers. In a policy
statement that Pearson posted on the World Wide Web on 24 March,
and in a press release that was distributed on 25 March, Pearson
declared that the Open Book Publishing program would have several
components:
- Pearson would carry out a "comprehensive review and audit" of
all of its "45,000 school textbooks and ancillary materials."
(Most of these are products that Pearson inherited when it bought
Prentice Hall and the other schoolbook divisions of Simon &
Schuster.) This review-and-audit work -- aimed at identifying
and correcting "factual errors" -- was already in progress,
Pearson said. It would be completed by the end of 1999.
- Upon discovering errors or other defects in Pearson
materials, the company would use the Internet to notify educators
and to supply appropriate corrections. Pearson referred to this
part of the Open Book Publishing program as the "Open Book
Internet Initiative" and described it thus: "[W]e have
established a new disclosure policy that will alert educators
teaching from our textbooks of [sic] factual errors, which
will occur despite the most rigorous quality procedures.
Corrections and teacher support materials will be posted on the
Web sites of the divisions that support these texts beginning in
September 1999."
- Pearson would hire a "director of standards and quality" who
would "take charge of these responsibilities" and would "convene
an independent panel of prestigious authors and content experts
to oversee and review textbook content." The director of
standards and the prestigious panel would be responsible for the
review-and-audit of existing products, and they also would
"oversee and review content of new textbooks to verify
accuracy."
- Some "specific measures" would be invoked during the
reviewing of instructional materials dealing with science and
mathematics, Pearson said, and "Every science experiment that
appears in our school textbooks will be field-tested, videotaped,
and the resulting data verified to ensure validity and
predictability of results."
At first glance, those proclamations suggested that the company
was undertaking a revolutionary effort to improve the quality and
usefulness of schoolbooks.
At second glance, Pearson's proclamations didn't make sense. The
notion of reviewing 45,000 schoolbooks and other instructional
items in only nine months was absurd on its face. Equally absurd
was Pearson's assertion that the "comprehensive review and audit"
was already in progress: According to Pearson's own statements,
the company had not yet hired the person who would direct the
"comprehensive review and audit," and the prestigious
review-and-audit panel had not yet been assembled.
Why was Pearson Education issuing statements that did not add up?
What was Pearson Education doing?
Pearson Education was staging a publicity stunt. The stunt was
apparently intended to impress security analysts, fund managers,
and other financial types whose actions could affect the fortunes
of Pearson Education's parent company, Pearson PLC. On 24 March
-- the same day when Pearson Education posted its "Open Book
Publishing Policy Statement" on the Web -- Pearson Education's
chief executive officer, Peter Jovanovich, promoted the Open Book
Publishing scheme at a conference sponsored by BT Alex. Brown, an
investment-banking company.
Jovanovich and his associates at Pearson Education knew that one
of their phony "science" textbooks, Prentice Hall Exploring
Physical Science, would soon be pilloried on the ABC
television network's program 20/20. They evidently hoped
that their Open Book Publishing hoopla would pre-empt the
financial community's attention, would counteract the damning
information that 20/20 was going to make public, and would
soften any negative effects that the 20/20 broadcast might
exert on the market price of Pearson PLC shares.
Athans and Cohn
On 2 April 1999, 20/20 offered its viewers a vigorous
segment about defective schoolbooks. Titled "Book Report," the
segment was narrated by Sam Donaldson, ran for some 30 minutes,
and was a fine exposé of incompetence, irresponsibility and
corruption in the schoolbook industry. Donaldson cited
nonsensical statements and passages that have been printed in
various textbooks, but he used Prentice Hall Exploring
Physical Science as his principal specimen of the junk that
schoolbook companies are selling and that hapless teachers and
students are using in American classrooms.
I'm going to tell more about the 20/20 "Book Report" --
and I'm going to describe the grotesque "Response" that Pearson
Education's chief executive issued after the 20/20 program
was broadcast -- but first I must explain that a major part of
that program was derived from an article that had appeared in
The Sun, a good metropolitan newspaper published in
Baltimore.
During the last few months of 1998, two reporters on the staff of
The Sun conducted an energetic inquiry into schoolbooks
and the schoolbook industry. The reporters were Marego Athans
and Gary Cohn, and their efforts culminated in a story that ran
in The Sun on 31 January 1999, starting on page 1 and
filling some 240 column-inches. "It's in the book, and it's
wrong," the headline on the story declared, and immediately above
the headline was a photograph of a portly, bearded man holding a
copy of Prentice Hall Exploring Physical Science.
The man was Howard P. Lyon, of Erie, Pennsylvania, who for
several years has been analyzing Prentice Hall's shoddy "science"
books, cataloguing their defects, and investigating the claims
that Prentice Hall has used in promoting those books to schools.
Lyon began this work in 1994, after his daughter Miranda -- who
then was a 7th-grade student in Erie's Millcreek Township School
District -- drew his attention to some baffling material that she
had encountered in the 1995 version of Prentice Hall Exploring
Physical Science. Lyon has demonstrated that Prentice Hall
has routinely recycled defective material (some of which
originated in the 1980s) in book after book [note 2], and he has
found many of Prentice Hall's promotional claims to be false.
Athans and Cohn's story revolved around Lyon's analyses of the
1995 Prentice Hall Exploring Physical Science, and it left
no room for doubting that the book was junk. The two reporters
described many of the flaming mistakes and absurdities that Lyon
had found in Prentice Hall Exploring Physical Science, and
they reproduced and refuted some of the book's erroneous
illustrations. They also told that the Millcreek district --
with help from Lyon -- had developed, and had distributed to
students, a 34-page document which listed some of the book's
defects and presented "corrective measures." (Prentice Hall
later helped the Millcreek district to pay the costs of producing
the "corrective measures" register [note 3].)
Athans and Cohn were unable to present any comments by any
representative of Prentice Hall, because Prentice Hall's
officials had repeatedly refused to be interviewed. The
reporters did, however, quote from a letter that had been sent to
The Sun by Nancy J. Taylor, who represented Simon &
Schuster (the company that had controlled Prentice Hall at the
time when the 1995 Prentice Hall Exploring Physical
Science was produced). Here is an excerpt from Athans and
Cohn's article:
As for "Exploring Physical Science," spokeswoman Taylor wrote:
"Teachers all over the country have been very satisfied with its
presentation of complex material for sixth through ninth grade
students." She added that first editions of books go through a
"fact checking review" and corrections are made in subsequent
printings.
Taylor's first statement implied that the 1995 Prentice Hall
Exploring Physical Science was respectable because teachers
liked it. That implication was nonsensical [note 4
and note 5].
Taylor's second statement implied that the 1995 book was a first
edition. That implication was downright deceptive. Virtually
all the material in the 1995 Prentice Hall Exploring Physical
Science was stuff that had been printed at least twice
before, in books which Prentice Hall had published in 1993 and
had republished in 1994.
Athans and Cohn amplified their story by quoting some other
sources, too:
Dennis Iaquinta, a member of the board that governs the Millcreek
district, announced that "My grade for [Prentice Hall] is an F,
and they need summer school."
Arnold Strassenburg, a retired professor of physics, observed:
"The authors of school science textbooks are seldom expert in
science, [but] the publisher chooses to pretend that they are
rather than to get experts to either write the books or edit
books written by others."
And Anthea Maton, the woman whose name led the list of six
"authors" displayed on the title page of Prentice Hall
Exploring Physical Science, said she had never heard of
Prentice Hall Exploring Physical Science. "They weren't
even nice enough to send me a copy of the book with my name on
it," she remarked. "What a nerve."
A few months later, Maton would tell again -- on 20/20 --
that Prentice Hall had stuck her name onto a book that she had
not written.
Donaldson's "Book Report"
In fashioning the "Book Report" segment that he presented on
20/20 in April 1999, Sam Donaldson adapted a lot of
information from Athans and Cohn's newspaper article, but he also
proffered material that he and his colleagues had developed on
their own.
At the start of the segment, the camera showed Donaldson in a
science classroom at the Roosevelt Middle School in Eugene,
Oregon. While students opened their copies of Prentice Hall
Exploring Physical Science, Donaldson stated one of the
themes of his report: "Every day, students pick up their
textbooks expecting to learn, but what they find in the books
isn't necessarily true."
Then the scene changed abruptly, and viewers saw Donaldson
talking with Mel and Norma Gabler, two Texans who run an
organization called Educational Research Analysts. For some
thirty years, the Gablers have been criticizing the schoolbooks
that publishers submit to the Texas State Board of Education for
adoption. The Gablers are, in fact, ideologues of the extreme
right, and the stated purpose of Educational Research Analysts is
to "review public school textbooks from a conservative, Christian
perspective." In practice, much of the organization's
"reviewing" consists of identifying and condemning books that
fail to support patriotism and nationalism, or that fail to
comply with fundamentalist religious doctrines, or that
encourage students to think analytically [note 6] -- but
Educational Research Analysts also has done some legitimate,
valuable work by exposing gross errors and distortions in certain
textbooks that the publishers have peddled to the Texas Board.
In one memorable instance, a representative of Educational
Research Analysts derailed the Board's adoption of history
textbooks when he showed that there were hundreds of erroneous
statements and other defects in books that had already been
approved by the Board's ignorant Selection Committee [note 7].
When they appeared on 20/20 with Donaldson, the Gablers
put their ideological preoccupations aside, refrained from
preaching, and recounted some horrors that they had seen, over
the years, in history books. One book, they recalled, described
the Soviet Union's Sputnik as an intercontinental ballistic
missile, while another taught that Napoleon had won at Waterloo!
Then I showed up, chatting with Donaldson in San Francisco. I
was on camera just long enough to ruffle through a copy of the
1995 Prentice Hall Exploring Physical Science, to report
that Prentice Hall's book was full of ludicrous mistakes, and to
inform Donaldson that these had been well documented by Howard
Lyon.
And there he was! Lyon -- conversing with Donaldson in one of
the Millcreek district's science classrooms -- described some of
the absurdities that he had found in Prentice Hall's book (such
as the claim that uranium was a man-made element, and the notion
that aspirin was a polymer), and he showed Donaldson why an
"experiment" presented in Prentice Hall Exploring Physical
Science was bogus and couldn't be performed.
Dennis Iaquinta made an appearance, and Donaldson asked him to
read aloud from a new history book -- Holt, Rinehart and
Winston's World History: Continuity and Change. Iaquinta
recited, with some amusement, a passage in which Holt's writers
said that Columbus had sought support from Ferdinand and Isabella
in 1492, and that Columbus had made his great voyage of discovery
eight years later.
"That would mean," Donaldson noted, "that this book wants
students to believe that Columbus set sail for America in 1500."
"Exactly," Iaquinta replied. "That's why I was chuckling."
Turning his attention back to Howard Lyon and Prentice Hall
Exploring Physical Science, Donaldson told his audience about
the "corrective measures" document: ". . . the [Millcreek] school
district printed a 34-page booklet of corrections [for
Prentice Hall Exploring Physical Science], and Prentice
Hall paid to copy it for Erie students." Then Donaldson
wondered: "But what about the rest of the country?" Had Prentice
Hall sent the booklet to all the other school districts that were
using Prentice Hall Exploring Physical Science?
Evidently not. Donaldson returned to the science classroom at
the Roosevelt school in Oregon, where students were using
Prentice Hall Exploring Physical Science, and he talked
with their teacher, Dana Mafit. He showed Mafit a copy of the
Millcreek district's booklet, and he asked her: "Did you get one
of these?"
"Not at all -- no," Mafit replied, and she added: "If you were
able to find out that I had ordered this book, they [Prentice
Hall] should know that too."
Deliberate Deception?
After a long break for commercials, Donaldson continued his "Book
Report" by introducing a new topic: Do textbook-writers
deliberately strive to deceive students and indoctrinate them
with concepts that "are just plain wrong, about history, culture,
and the world around them"?
I appeared on camera again, calling attention to some of the
"cultural woo-woo" in Holt, Rinehart and Winston's Holt
Health. I called Holt's book "a clear and present danger to
students' health," and I noted that it uses double-talk and false
implications to promote "ginseng and magic-garlic cures and
Navajo mystery chants."
Then Norma Gabler told about an American-history book that barely
mentions George Washington but gives more than six pages to
Marilyn Monroe.
Donaldson interviewed Patricia S. Schroeder, the president of the
Association of American Publishers (who acknowledged that
schoolbook companies shape their books to please pressure groups
in "the electorate"), and then he brought me back again:
DONALDSON: [H]ow is it that a best-selling textbook can be
riddled with errors? William Bennetta says it begins with the
names on the title page.
BENNETTA: These are what we call "phantom authors." This is
one important dimension of the fraud that pervades the schoolbook
business.
DONALDSON (to audience): According to Bennetta, the people
listed on textbooks, as the authors, sometimes have had little or
nothing to do with actually writing the book.
DONALDSON (to Bennetta): You're telling me that publishers
knowingly put names on their textbooks and know that these people
didn't write them?
BENNETTA: I see I've made myself clear. That's exactly
right.
"It was an accusation we found hard to believe," Donaldson told
his audience, "so we investigated, beginning with that textbook
being used in Eugene, Oregon -- Exploring Physical
Science." Then Donaldson interviewed Anthea Maton:
DONALDSON: Tell me about writing this book.
MATON: I've never seen the book before. Really, this is the
first time I've ever seen it.
DONALDSON: But your name is the lead name -- is the lead
author of the book.
MATON: So I've been told. Fascinating!
"Maton says she's never written an actual textbook for Prentice
Hall," Donaldson explained. "About eight years ago she did
consulting work and provided ancillary materials for an earlier
series of science texts. . . . [note 8] One of the other authors
said they also had never seen this book and had nothing to do
with writing it. The remaining four ["authors" of Prentice
Hall Exploring Physical Science] didn't return our phone
calls."
(Several of my colleagues later told me that they regarded this
as the most powerful part of Donaldson's report because it made
clear that Prentice Hall has abused Anthea Maton, has abused her
name, and has engaged in undeniable misrepresentation and
deception. Yes indeed, but I was somewhat disappointed by
Donaldson's failure to elucidate why Prentice Hall has
misused Maton's name. What Prentice Hall has sought to exploit --
as a device for enhancing the appeal of Prentice Hall
Exploring Physical Science -- is not Maton's name, as such,
but her former affiliation with the National Science Teachers
Association. See "Count 'em: Four Hundred and Six!" on page 10
of this issue.)
Unasked Questions
The "Book Report" was followed by a short exchange between
Donaldson and another member of the 20/20 staff, Hugh
Downs. During that exchange, Donaldson referred to a letter that
20/20 had received from Peter Jovanovich:
DOWNS: Sam, this is one of the most appalling reports I've
ever seen. What are the publishers saying about this?
DONALDSON: Hugh, Pearson Education's CEO wrote to us and
admitted there were factual mistakes in Exploring Physical
Science. He said the company is breaking with the industry
practice of waiting for later editions to correct the errors. It
[Pearson] will soon become the first publisher to use the
Internet to post corrections.
That was too bad. By glibly repeating Jovanovich's claim about
an "industry practice" of correcting errors, Donaldson had made a
mistake and had misled his audience. Jovanovich's claim was
bogus -- no such "industry practice" exists. Rather than
striving to "correct the errors," schoolbook companies typically
recycle and reprint erroneous material again and again, in
successive versions of their books, even after it has been shown
to be wrong. Pearson Education's own products -- such as
World Cultures [note 9] and Prentice Hall Exploring
Physical Science [note 10] -- are full of such material.
Donaldson had made another mistake when he reflexively and
uncritically repeated Jovanovich's statement about the Open Book
Publishing scheme -- i.e., the statement that Pearson would "soon
become the first publisher to use the Internet to post
corrections." Donaldson should have raised some questions, or he
should have ignored Jovanovich's assertion entirely. Here are
some questions that Donaldson could have raised:
- Did Jovanovich really believe that using the Internet to
"post corrections" was a remedy for the sale of a grossly botched
product? If Jovanovich bought an item from a merchant and then
found that the item had scores of defects, what would Jovanovich
do? Would he ask for his money back? Would he require the
merchant to replace the defective item with one that had been
conceived and produced competently? Or would he meekly accept a
batch of fix-it-yourself notes posted on the Internet?
- Just how would school districts and teachers make use of
corrections posted on the Internet? What would happen after the
corrections were posted? If Pearson Education posted 70
corrections for a science book, and if a school district owned
100 copies of the book in question -- what then? Were the
district's science teachers supposed to equip themselves with
colored pens and then transcribe each of the 70 corrections into
each of the 100 copies?
Jovanovich's "Response"
On 2 April -- the day when the 20/20 "Book Report" was
broadcast -- Pearson Education added some new pages to its Web
site. These pages included "A Word from Peter Jovanovich on
Pearson Education's 'Open Book' Initiative" and "Response from
Peter Jovanovich to the 20/20 Segment of April 2, 1999."
The "Word from Peter Jovanovich" was just a gush of slogans: ". .
. . Pearson Education is committed to the pursuit of quality and
accuracy in all our materials. . . . Open Book Initiative . . .
achieving 100% factual accuracy in all our elementary and
secondary school textbooks. . . . very high quality assurance
standards; . . . ."
The "Response from Peter Jovanovich to the 20/20 Segment"
was more interesting, if only because it was so deceptive and so
obviously aimed at generating confusion and false impressions.
"The [20/20] segment," Peter Jovanovich said, "focused
particularly on errors in earlier [note 11]
editions [note 12] of
the Prentice Hall School Division's textbooks,[sic]
Exploring Physical Science. . . . Earlier this year, a
team of people at Pearson Education and I looked carefully at the
history of this particular textbook. There were factual mistakes
in the textbook, and I greatly regret that it took the Prentice
Hall School Division longer than it should have to fix them."
Rubbish! Jovanovich's implication -- i.e., that all the "factual
mistakes" in Prentice Hall Exploring Physical Science had
been fixed -- was false. The errors hadn't been fixed then, and
they haven't been fixed now. The current version of Prentice
Hall Exploring Physical Science, like all the earlier
versions, is loaded with erroneous material and absurd guesswork
[note 13].
Later in his "Response," Jovanovich tried to discredit Anthea
Maton and to becloud the fact that Prentice Hall (by claiming
that Maton was the principal author of Prentice Hall Exploring
Physical Science) had engaged in fraud:
"Authors contribute to program and textbook development in many
ways," Jovanovich wrote. "The level of participation varies from
edition to edition, owing to the involvement of new authors.
Often the authors who had been involved with earlier editions
then take on a lesser role."
Jovanovich clearly was trying to project the impression that
Anthea Maton really was an author of Prentice Hall Exploring
Physical Science, albeit an author whose "role" had varied
"from edition to edition." Jovanovich evidently didn't recognize
that he was discrediting Prentice Hall's own claims. Prentice
Hall has never ascribed to Maton any "role" but the role of
principal author. Prentice Hall has continually and consistently
billed Maton as the principal author of every version of
Prentice Hall Exploring Physical Science that has ever
been produced, with no suggestion of any change in her "level of
participation." Even if we were to accept Jovanovich's
intimations, we would have to conclude that Prentice Hall has
lied.
Jovanovich then said that "Each of the six authors named on the
spine of Exploring Physical Science created materials for
Prentice Hall Science, [note 14] the multi-volume
predecessor program to the series that includes Exploring
Physical Science."
So again, Jovanovich tried to muddle an issue. There was no
question about the fact that Anthea Maton had contributed to a
"predecessor program": Sam Donaldson, in his "Book Report," had
clearly stated that Maton had once worked on "an earlier series
of science texts" for Prentice Hall. The question at hand was:
Had Prentice Hall used Anthea Maton's name deceptively, and
without her knowledge, to enhance the salability of a book that
she had never even seen? The answer was yes.
The most amusing passage in Jovanovich's "Response," I thought,
was this one:
Pearson Education must strive to achieve 100% factual accuracy
in every one of our school textbooks and programs. In order to
achieve this goal, we have developed the "Open Book" Initiative,
which includes plans to conduct a thorough review of all of our
elementary and secondary school textbooks. Beginning this fall,
we will post all corrections or clarifications on our Internet
site. This process is already underway, and corrections and
clarifications for Exploring Physical Science will be
available on the Internet before the end of April.
What?
If the posting of corrections was supposed to begin in the fall
of 1999, how could corrections for Prentice Hall Exploring
Physical Science appear on the Internet "before the end of
April"? Jovanovich's contradictory statements reminded me of the
contradictory claims that I'd seen in Pearson Education's "Open
Book Publishing Policy Statement" and press release. I inferred
that Jovanovich and his functionaries, when they invented their
claims about the Open Book Publishing program, had worked in
great haste and hadn't had time to get their stories straight.
In any case, Pearson Education did indeed post on its Web site,
in April, an anonymous display of corrections for the 1995
version of Prentice Hall Exploring Physical Science. For
the student's edition, there were twenty-four "Corrections of
factual errors," then seven "Corrections of typographical or
grammatical errors" and thirty-eight "Corrections for
clarification." For the teacher's edition, there were three
"Corrections of factual errors" and three "Corrections for
clarification."
The display was schlock. Pearson's anonymous corrector had
addressed only a small fraction of the inaccuracies that actually
existed in Prentice Hall Exploring Physical Science, and
he often had dealt with minor matters while ignoring outrageous
howlers. Moreover, I noticed, he had disguised some of the
book's outright errors as items that merely needed "Corrections
for clarification." His objective, evidently, had been to
concoct a nominal list of corrections without acknowledging how
bad Prentice Hall Exploring Physical Science really was,
or how many errors it really contained.
I noticed, too, that some of his "corrections" were wrong.
The Director Arrives
In the months that followed, I kept my eye on the Open Book
Publishing show because I wanted to see how far Pearson Education
would go with it. Was Pearson really going to subject all of its
existing products to a "comprehensive review and audit," as
promised in the press release and the policy statement that
Pearson had issued in March? Was Pearson really going to hire a
"director of standards and quality"? Was Pearson really going to
get a "panel of prestigious authors and content experts" to
review its books and formulate corrections? I was especially
interested in the panel. Besides being "prestigious," I figured,
those authors and experts would have to be tough. The task of
reviewing and correcting Pearson's existing books -- never mind
any new ones -- would make the cleaning of King Augeus's stables
look like child's play.
On 4 May 1999, I telephoned Pearson Education's
corporate-communications officer, Maggie Aloia Rohr, and asked her whether
Pearson had found a director of standards. Not yet, Rohr said.
On 9 July 1999, Rohr issued a press release to announce that the
director of standards had been hired. Her name was Wendy K.
Spiegel, and Pearson Education had awarded her a vice-presidency:
Her title was "Vice President, Quality and Standards." According
to the press release, she had worked in the publishing industry
for nearly 30 years:
Most recently, Spiegel served as Vice President, Marketing, at
Simon & Schuster. Previously, Spiegel held a succession of key
positions in McGraw-Hill's secondary and higher education
divisions. Spiegel's experience spans marketing, editorial,
sales, advertising, product management, and product
development.
On 20 July 1999, I spoke by telephone with Spiegel and with
William F. Oldsey, Pearson Education's senior vice-president for
planning and market development. In response to one of my
questions, Oldsey and Spiegel told me that the "comprehensive
review and audit" wouldn't really cover all of Pearson
Education's existing textbooks and ancillary materials. It would
be limited to the most popular products: the ones that were "most
widely used" and had been "most widely distributed." By the end
of 1999, Oldsey stated, Pearson would finish determining which
products, by dint of their popularity, deserved to be reviewed
first. But even before the end of the year, he said, corrections
for some books would be posted on Pearson's Web site.
Rigged Lists
On 13 October 1999, Pearson posted displays of corrections for
forty Prentice Hall books. The books included the 1997 and 1999
versions of Prentice Hall Exploring Physical Science, the
1993 and 1994 and 1997 versions of several titles in the
Prentice Hall Science series, and the 2000 version of
every title in the Prentice Hall Science Explorer series
[note 15]. I viewed some of
the new displays, later in October,
and I found that they resembled the one that Pearson had posted
in April for the 1995 Prentice Hall Exploring Physical
Science -- they were anonymous, superficial, incomplete and
misleading. Pearson's nameless corrector continued to ignore
major mistakes and misconceptions, and he continued to disguise
blatant errors as things that merely needed "clarification."
Some of his feats of ignoring were marvelous to behold. For
example: His display pertaining to the 1993 version of
Electricity and Magnetism (a volume in the Prentice
Hall Science series) provided corrections for only four
"factual errors," even though the number of botched facts in
Electricity and Magnetism runs into the dozens
[note 16].
On or about 24 November 1999, Pearson produced displays of
corrections for several titles in history and social studies. I
took a look at the display that dealt with the 2000 version of
the Prentice Hall book America: Pathways to the Present,
and I saw that it was another exercise in selective omission: The
anonymous corrector ignored major inaccuracies, falsehoods and
distortions that I'd seen during my own reading of
Pathways, and he ignored major inaccuracies, falsehoods
and distortions that John Fonte had seen when Fonte reviewed
Pathways for TTL [note 17].
As examples: The corrector said nothing about the paragraphs in which the writers
of Pathways taught students that Europeans had invented
the West African slave trade and that the "slave-raiders" who
operated in West Africa were Europeans!
From these observations, I infer that Pearson Education has
turned the Open Book Initiative into a mechanism for spreading
whitewash. Pearson posts lists of corrections for its books, but
the lists have been rigged to omit many of the books' defects, to
conceal many of their worst derangements, to disguise outright
errors as mere lapses in clarity, and to make the books seem much
less incompetent than they truly are. I don't know who devises
the rigged lists, but I doubt that it is any "panel of
prestigious authors and content experts."
On 11 January 2000, I called Wendy K. Spiegel and asked her
specifically about the prestigious panel. She told me that the
panel had been assembled, some months before, and was carrying
out its duties of overseeing and reviewing. I was eager to learn
about the panel's members, and to admire their prestige, so I
asked Spiegel to tell me who they were.
Spiegel refused. She would not identify the members of the
prestigious panel, she said to me, "because they don't want to be
contacted -- we're protecting their privacy."
I was tempted to point out that hiding wasn't going to do much
for their prestige, but I restrained myself.
The prestigious panel, I inferred, was a fiction.
Notes
- See "Another
Acquisition" in TTL, March-April 1996, and "Pearson's New Schoolbook Enterprise" in
TTL, November-December 1998. [return to
text]
- See, for example, Lyon's article "Fun in the Tub" in TTL for July-August
1998. [return to text]
- See " 'Corrective
Measures' " in TTL for March-April 1996; and "New Books for Old" in TTL for May-June
1996. [return to text]
- As I've noted before in these pages, Prentice Hall routinely
preys on the dumbest teachers in the land. Such teachers
routinely are very satisfied with books that are trash.
[return to text]
- For a review of the 1995 Prentice Hall Exploring Physical
Science, see "Educators Should Avoid This Book Like the
Plague" in TTL for September-October 1995.
[return to text]
- See my essay "Looking Backward" in Crusade of the
Credulous, a collection of articles issued in 1986 by the
California Academy of Sciences Press.
[return to text]
- See "Deep in
the Heart of Folly" in TTL, May-June 1992.
[return to text]
- This was a reference to the nineteen-volume Prentice Hall
Science series, which includes some of the worst
middle-school "science" books I've ever encountered. All nineteen of
the books were introduced during California's adoption of
instructional materials in 1992. Prentice Hall has promoted them
in California by claiming that they incorporate all the
requirements of the California State Board of Education's
Science Framework, but that claim is demonstrably false.
[return to text]
- See the review "Same Junk, Different Peddlers" in TTL,
September-October 1999. [return to text]
- See "This Prentice Hall Book Fails on Each and Every Count"
in the present issue of TTL. [return to text]
- Earlier than what? Jovanovich didn't say. [return to text]
- The 20/20 "Book Report" hadn't examined multiple
"editions" of anything, and it had dealt with only one
incarnation of Prentice Hall Exploring Physical Science --
the student's edition of the 1995 version. [return to text]
- See "This Prentice Hall Book Fails on Each and Every Count" in the present issue of TTL. [return to text]
- See note 8, above. Seven of the Prentice Hall Science
books have been reviewed in TTL, and the reviews are
available on The League's Web site at
http://www.textbookleague.org/51prensci.htm
[return to text]
- The Prentice Hall Science Explorer series comprises
fifteen titles. It is the successor to the Prentice Hall
Science series. [return to text]
- See "This Book Is an Insult" in TTL, November-December 1993. [return to text]
- Fonte's review, in TTL for March-April 1999, was
headlined "This Prentice Hall 'History' Text Is Essentially a
Propaganda Tract." [return to text]
William J. Bennetta is a professional editor, a fellow of the
California Academy of Sciences, the president of The Textbook
League, and the editor of The Textbook Letter. He writes
often about the propagation of quackery, false "science" and
false "history" in schoolbooks.
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