Although stated in the 1920s, Harold Rugg’s comments on textbook reform are markedly similar to the more recent views of Bill Honig, the former Superinten­ dent of Instruction who backed the adoption of the K-8 Social Studies series. In his formal pronouncements Honig speaks about California’s “Textbook Adoption Process” in the same “forward looking” terms as Rugg. Honig (1989) describes this reform process as “the primary avenue for providing quality instructional ma­ terials” (P. 126). One of the recurring rituals of profound democratic importance in the political economy of textbooks is the forum for review provided by the adoption process. Although it has become highly institutionalized over time, it is

nevertheless the one point in the entire process of textbook production where the form and content of the book under consideration for adoption is open to public review.