By Noah W. Sobe (eds.)
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Extra resources for American Post-Conflict Educational Reform: From the Spanish-American War to Iraq
S. Government Printing Office, 1899. 48. May, Social Engineering; Pomeroy, American Neocolonialism. 49. Kramer, Blood of Government, 116. 50. Carla M. , Imperial Imaginings: The Dean C. Worcester photographic collection of the Philippines, 1890–1913 (Ann Arbor, MI: University of Michigan, 1998); Kramer, Blood of Government, 183–184. 51. Annual Reports of the Department of the Interior. Report of the Commissioner of Education. 1898–99, 1595–1638. 52. 1897–98 Report. vol. 1, XLII. 53. As quoted in May, Social Engineering, 10.
As Plessy shows, on the eve of the invasion of the Philippines, American society had developed the means within educational institutions and outside of them to police the boundaries of the empire. At the same time, despite the overwhelming failure of schooling to offer non-Europeans access to power during the first three centuries of their presence in North America, white Americans prided themselves in the educative quality of their nation and the permeability of American society to individual 28 Benjamin Justice merit.
As a consequence of this imperial construction of power, the United States was not ultimately responsible for the success or failure of the education it provided. Good students will succeed. It is up to them. 70 In their governance of the Muslim region of Mindanao, for example, which the Americans designated as “semicivilized and barbarous,” officials used British Malaya as a model, but by comparison only. 71 Transnational comparisons show the difference. 73 The American commitment to building schools for their own sake was genuine and vigorous.
American Post-Conflict Educational Reform: From the Spanish-American War to Iraq by Noah W. Sobe (eds.)