American Post-Conflict Educational Reform: From the by Noah W. Sobe (eds.)

By Noah W. Sobe (eds.)

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Extra resources for American Post-Conflict Educational Reform: From the Spanish-American War to Iraq

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May, Social Engineering, chapter 5. 68. Kramer, Blood of Government, 116–120. 69.

74 The real effect of these schools in relation to American imperial rhetoric, however, was marginal. By 1913, less than half of Filipino teachers possessed an intermediate education, and the typical Filipino child spent two years enrolled in school. 75 The sheer size of the American project did benefit many individuals, of course, particularly existing elites and a small middle class. But American-style education in the Philippines did not open up the opportunity for Filipinos to participate in the American empire as insiders, nor did it hasten the rise of a new democratic, egalitarian, and prosperous Philippines.

1 ( June 1932): 3–29. 32. Lawrence Cremin, American Education: The National Experience 1783–1876 (New York: Harper and Row, 1980), 9–10; Onuf, Statehood and Union, 38; David Tyack, Thomas James, and Aaron Benevot, Law and the Shaping of Public Education, 1785–1954 (Madison, WI: University of Wisconsin Press, 1987), chapter 1; Ruth H. Bloch argues that this form of education was vague and weak, leaving a vacuum to be filled, in the coming decades, by organized religion. See “Battling Infidelity, Heathenism and Licentiousness: New England Missions on the Post-Revolutionary Frontier, 1792–1805,” in The Northwest Ordinance: Essays on its Formulation, Provisions, and Legacy, ed.

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