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

By Noah W. Sobe (eds.)

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In his 1899 annual message to Congress, President McKinley promised that no effort will be spared to build up the vast places desolated by war and by long years of misgovernment. We shall not wait for the end of strife to begin the beneficent work. 59 The army set up schools in Manila and other areas under American control as military operations allowed. Outside areas of control— particularly in non-Christian areas—the military waged its race war with increasing brutality. American educational policy in the Philippines became analogous to the traditional Indian policy within North America: people must be “civilized” before they could be Christianized (and thus accepted into the imperial fold).

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

Their schools did not teach them this line of analysis, but instead emphasized the glory of Manifest Destiny, the superiority of Anglo Saxon culture, and the importance of subordination to the imperial narrative. Of course formal education did have intrinsic value for all who experienced it, as former slaves knew full well. And schooling for included groups did offer transfer of power, which differed in degree. Education offered blacks more access to American society, albeit within a racial caste system that varied in its rigidity within the regions of the United States.

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