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

By Noah W. Sobe (eds.)

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

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In his Annual Report for 1897–98, an enthusiastic William T. S. Commissioner of Education 1889–1906) expounded on the great virtues that formal education could bring to the people of Cuba, Porto Rico [sic], and the Philippines. “It has been said that the child of an American citizen, in a favorable locality, between the years of 1 and 20 passes through all the stages of culture between savage and the highest civilization,” he explained. “However this may be, the school in the course of eight years of elementary studies and four years of secondary or higher study fits the youth for understanding and using the instruments of civilization .

Reads 44 Benjamin Justice the title. ” The words close the circle of the imperial narrative. Uncle Sam can only be there if the choice is legitimate: the superiority of the whites makes it so. The superiority of the whites depends on their ability to be the educators. It is a point of pride that Uncle Sam has plenty of both—not just a threat but a boast. The dynamic of educator/educated exonerates the Americans of selfinterest or antidemocratic motivations. Force, embodied in the soldier, is the consequence of the choice of the educated.

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. 76 These later outcomes might have been predicted in 1901—not by looking forward to uncertain trajectory of future American policy, but by looking back to the ways in which the architects of American policy conformed to the traditional understanding of education within the American empire.

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