By Noah W. Sobe (eds.)
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Additional resources for American Post-Conflict Educational Reform: From the Spanish-American War to Iraq
Miller, Benevolent Assimilation, 195. 58. , 188–189, 196–218. 59. As quoted in Gates, Schoolbooks and Krags, 114. 60. 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.
They are balanced, and cannot exist without each other. Taken together, the threesome form a holy trinity that encapsulates the narrative of American progress: white supremacy resting on a righteous military might tempered by liberal benevolence. The eye then moves right, and slightly downward, where a group of brown-skinned Filipinos stand clustered together, contemplating Uncle Sam’s intrusion. Their disorganized formation and varied postures contrast with the upright regularity of the whites.
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.
American Post-Conflict Educational Reform: From the Spanish-American War to Iraq by Noah W. Sobe (eds.)