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Fact Checking Services.
“If we teach today as we taught yesterday, we rob our children of tomorrow.”
– Something John Dewey never said
Sometimes, education authors get it wrong. While many large education publishing houses provide fact-checkers, it’s a service that’s often beyond the capacity of small education presses. As a result, books go to press with factual or research errors, leaving the author to address the mistakes or worse, adding misleading or inaccurate information to the education discourse.
Copy editors are a great resource for catching big issues but it takes a particular eye and skill-set to fact-check an education article or manuscript. Our fact-checking services include a careful, detailed-oriented read through of your manuscript with recommendations for change or revisions after we:
source quotes to their original text;
confirm research citations are accurate and current; and/or
ensure, to the greatest extent possible, your content is accurate.
Fact Check Examples:
Qoute from the Text:
“In a speech he gave before businessmen prior to the First World War, Woodrow Wilson made this unabashed disclosure: ‘We want one class to have a liberal education. We want another class, a very much larger class of necessity, to forgo the privilege of a liberal education and fit themselves to perform specific difficult manual tasks.’”
An Underground History of American Education by John Taylor Gatto, p. 59
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While Wilson did make this statement, he said it about ¾ of the way through a 6300-word speech to a group of high school teachers. Multiple sources identify the speech as one given on January 9, 1909 to the New York City High School Teachers Association, not a group of businessmen.
Qoute from the Text:
“The official use of common schooling was invented by Plato.”
An Underground History of American Education by John Taylor Gatto, p. 35
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Even if we assume Plato’s writing included the first known evidence of someone advocating for mass public schools, it’s difficult to claim that one person invented an idea.
Qoute from the Text:
“Between 1840 and 1860, male schoolteachers were cleansed from the Massachusetts system and replaced by women. A variety of methods was used, including the novel one of paying women slightly more than men in order to bring shame into play in chasing men out of the business.”
An Underground History of American Education by John Taylor Gatto, p. 153
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Salary tables for teachers across New England in the 1850s show that male teachers were consistently paid more than women teachers, sometimes up to three times as much. If Gatto had evidence of a district that deliberately paid men more, it’s a district that appears to have escaped the attention of historians who study the feminization of the profession.
Qoute from the Text:
“Children were instructed indirectly that there was no grief; indeed, an examination of hundreds of those books from the transitional period between 1900 and 1916 reveals that Evil no longer had any reality either.”
An Underground History of American Education by John Taylor Gatto, p. 154
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A clear example of a children’s book that deals with grief and evil from that period is L. Frank Baum’s The Emerald City of Oz (1914.) The book focuses on the actions of the Nome King Roquat who seeks out evil spirits to help conquer the Land of Oz.
Qoute from the Text:
“If that sounds impossible, consider the practice in Switzerland today where only 23 percent of the student population goes to high school, though Switzerland has the world’s highest per capita income in the world.”
An Underground History of American Education by John Taylor Gatto, Page 162
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Gatto’s use of this statistic is misleading. The Swiss high school structure offers multiple tracts for students. About a quarter of students elect to follow an academic track and about three-quarters participate in a combination of academics and vocational training or apprenticeships but most virtually all young people pursue commencement level education. There are additional demarcations within different programs, based on where a student lives and what they’re studying.
Qoute from the Text:
“Even thirty years after Waterloo, so highly was Prussia regarded in America and Britain, the English-speaking adversaries selected the Prussian king to arbitrate our northwest border with Canada. Hence the Pennsylvania town ‘King of Prussia.’”
An Underground History of American Education by John Taylor Gatto, Page 163
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According to the King of Prussia Historical Association, the city was named for a prominent inn located in the area. It’s believed the inn was built in 1709 and named by its Prussian builder for the recently crowned king, Frederick I. The battle of Waterloo was in 1815.
Qoute from the Text:
“Finally in 1918, sixty-six years after the Massachusetts force legislation, the forty-eighth state, Mississippi, enacted a compulsory school attendance law.”
An Underground History of American Education by John Taylor Gatto, p. 128
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It’s unclear where Gatto got the date of 1918. In 1878, the state constitution was updated to include a clause about compulsory education noting that, “the schools in each county shall be so arranged as to offer ample free school facilities to all educable youths in that county but white and colored children shall not be taught in the same school-house, but in separate school-houses.” (Bolton, C. C. (2005). The hardest deal of all: The battle over school integration in Mississippi, 1870-1980. Univ. Press of Mississippi.)
Qoute from the Text:
“School bells were introduced to emulate factory bells, in order to mentally prepare children for their future careers.”
The End of Average by Todd Rose, p. 51 citing An Underground History of American Education by John Taylor Gatto, p. 222
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It’s possible that Rose is referring to this line from Gatto’s book, “Bells would ring and just as with Pavlov’s salivating
dog, children would shift out of their seats and lurch toward yet another class.” Gatto appears to be referencing the work of William A. Wirt in Gary, Indiana. A 1916 guide to the Platoon Plan used by districts across the country laid out how the plan might work and included the following quote, “Still another necessity is a good automatic signal system for the special rooms. As pupils move to
and from the regular rooms only once in the middle of each session, the usual building signals will do for these rooms. A complete set of automatic signals for all rooms is better.” There is no specific mention to bells.
Qoute from the Text:
“Prussia itself was a curious place, not an ordinary country unless you consider ordinary a land which by 1776 required women to register each onset of their monthly menses with the police.”
An Underground History of American Education by John Taylor Gatto, p. 164
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Gatto does not provide a citation or any reference for this rather unusual detail.
Qoute from the Text:
“The familiar three-tier system of education emerged in the Napoleonic era, one private tier, two government ones. At the top, one-half of 1 percent of the students attended Akadamiensschulen where, as future policy makers, they learned to think strategically, contextually, in wholes… The next level, Realsschulen, was intended mostly…”
An Underground History of American Education by John Taylor Gatto, p. 167
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Gatto appears to be the only author using Akadamiensschulen to describe schools in Prussia in the 1800s. First, the correct spelling would be Akademienschulen. Second, there are multiple first-hand reports from Americans who traveled to Prussia and none use the term. Instead, they typically referenced Hauptschule, Realschule (note that Gatto misspelled the word in his book), and Gymnasium.
Qoute from the Text:
“Franklin’s great-grandson, Alexander Dallas Bache became the leading American proponent of Prussianism in 1839. After a European school inspection tour lasting several years, his Report on Education in Europe, promoted heavily by Quakers, devoted hundreds of pages to glowing description of Pestalozzian method and to the German gymnasium.”
An Underground History of American Education by John Taylor Gatto, p. 167
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The table of contents of Bache’s book lists that he went to half a dozen countries, dozens of schools and hospitals, and included a long list of names and documents in the appendix. Rather than "hundreds of pages," there are a handful of sentences on the German gymnasium. Regarding Pestalozzi, Bache wrote on page 87: “Pestalozzi’s writing method is too well known to need remark; in general it applies better to the formation of the German written letters than to ours.”
Qoute from the Text:
“The document sets out clearly the intentions of its creators—nothing less than ‘impersonal manipulation’ through schooling of a future America in which "few will be able to maintain control over their opinions," an America in which ‘each individual receives at birth a multi-purpose identification number’ which enables employers and other controllers to keep track of underlings and to expose them to direct or subliminal influence when necessary. Readers learned that ‘chemical experimentation’ on minors would be normal procedure in this post-1967 world, a pointed foreshadowing of the massive Ritalin interventions which now accompany the practice of forced schooling.”
An Underground History of American Education by John Taylor Gatto, p. 62
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The phrases that Gatto quotes are in fact in the document, primarily on page 288. Instead of being an explanation of the creators’ intentions, the phrases are included in a variety of scenarios in which the authors speculate about possible futures and how teacher preparation programs might respond. The phrase “impersonal manipulations” is a section about a possible future in which there is “Controlling Elite.” The subsequent section, “Conflict and Cooperation Among Peoples at Home and Abroad” focuses on a possible future where racial tensions increase. They advocate for programs preparing teachers for increased racial awareness and diverse experiences. The actual goals and intentions of the project are laid out on page 6 and include, “Development of a new kind of elementary school teacher who is basically well-educated, engages in teaching as clinical practice, is an effective student of the capacities and environmental characteristics of human learning, and functions as a responsible agent of social change.”
Qoute from the Text:
“H.H. Goddard, said in his book Human Efficiency (1920) that government schooling was about ‘the perfect organization of the hive.’”
An Underground History of American Education by John Taylor Gatto, p. 83
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Goodard did use this phrase but was talking about the general organization of a society, not government schools. His full quote from page 62: “It is said that the busy bee, so often held up to us as a model of industrious work, actually works twenty minutes a day. The explanation of the great amount that he accomplishes is said to be in the fact of the perfect organization of the hive. Perhaps it would be wiser for us to emulate the bee's social organization more and his supposed industry less.”
Qoute from the Text:
“...the same age as Thomas Jefferson when as a young man Thomas began to manage a large plantation and 250 employees in Virginia (both his parents being deceased).”
Weapons of Mass Destruction by John Taylor Gatto, p. 29
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According to “The Practice of Slavery at Monticello” on monticello.org, Jefferson “owned 607 men, women, and children, sold or gave away over 100 enslaved people, and purchased around 20 individuals.”
They were not employees
Qoute from the Text:
“Gatto attributes the following quotes from William Torrey Harris’ Philosophy of Education (1906).
‘Ninety-nine [students] out of a hundred are automata, careful to walk in prescribed paths, careful to follow the prescribed custom. This is not an accident but the result of substantial education, which, scientifically defined, is the subsumption of the individual.’
‘The great purpose of school can be realized better in dark, airless, ugly places.... It is to master the physical self, to transcend the beauty of nature. School should develop the power to withdraw from the external world.’”
An Underground History of American Education by John Taylor Gatto, p. 132
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There are two issues with the quotes as provided by Gatto. The first quote appears to be a truncated version of a quote from Harris’ 1893 lecture at Johns Hopkins. His speech was a reflection on the interaction between “civilization”, the role of education, and collective responsibility. The lecture provides the following quote:
1. “Ninety-nine out of a hundred people in every civilized nation are automata, careful to walk in the prescribed paths, careful to follow prescribed custom. This is the result of substantial education, which, scientifically defined, is the subsumption of the individual under his species.”
2. This quote cannot be found in his 1893 lectures and the Philosophy of Education book from 1906 associated with Harris was a series of essays where he acted as editor, not author. The quote cannot be found in that text either.
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If your manuscript includes first-person interviews or primary texts, we’ll work with you to develop a work plan for fact-checking that is manageable, attends to your writing goals, and respects the privacy of all parties involved.