By Noah W. Sobe (eds.)
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Extra resources for American Post-Conflict Educational Reform: From the Spanish-American War to Iraq
Supposedly scientific and bias-free, the report grouped all people of the Philippines into three categories: “Christianized or civilized peoples,” “infidels or heathen,” and “Mohammedans” (Muslims). ” But Harris also fell back on stereotyping the intelligence of the people in broad strokes: they were “clever,” but were also overly emotional and unable to engage in abstract reasoning. 51 According to the dominant educational theories of the day, schooling was a process of leading the child through the stages of civilization.
F. F Hilder, “Education in the Philippines,” Annual Reports of the Department of the Interior. Report of the Commissioner of Education, 1898–1899, LX. 61. 1898–99 Report, vol. 2, 1621–1622; Kramer, Blood of Government, 42–101. 62. 1898–99 Report; Alexander A. Calata, “The Role of Education in Americanizing Filipinos,” in Mixed Blessing: The Impact of the American Colonial Experience on Politics and Society in the Philippines, ed. Hazel M. McFerson (Westport, CT: Greenwood Press, 2002), 89–97; May, Social Engineering, 78.
24. In his Second Treatise on Government (section 49), John Locke explained, “Thus in the beginning all the world was America”; but not all the world had reached the advanced stage of Europe. 25. James H. Merrell, “ ‘The Customs of Our Countrey’: Indians and Colonists in Early America,” in Strangers Within the Realm: Cultural Margins of the First British Empire, ed. Bernard Bailyn and Philip D. Morgan (Chapel Hill, NC: University of North Carolina Press, 1991), 117–156. 48 Benjamin Justice 26. Dane Morrison, A Praying People: Massachusetts Acculturation and the Failure of the Puritan Mission, 1600–1690 (New York: Peter Lang, 1995).
American Post-Conflict Educational Reform: From the Spanish-American War to Iraq by Noah W. Sobe (eds.)