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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.

Elson, Guardians of Tradition, 65–100. 16. A. B. , “Education and Crime,” The School Review 8, no. 1 ( January 1900), 42–45; Michael Katz, The Irony of Early School Reform (Cambridge, MA: Harvard University Press, 1968). 17. Heather Williams, Self Taught: African American Education in Slavery and Freedom (Chapel Hill, NC: University of North Carolina Press, 2005). 18. James D. ” PhD. Diss. University of Illinois at Urbana Champaign, 1973. 19. ” Acts 16:9 (King James Version). 20. William Kellaway, The New England Company 1649–1776: Missionary Society to the Indians (New York: Longmans, 1961), 1–4.

In terms of mass education, Spanish law required single-sex primary schools for boys and girls in all towns with a population of at least 5,000 inhabitants, and three in towns of 10,000. 61 In practice, however, the system rarely met the legal standard, and functioned to maintain a large, poorly educated class of peasants and a small, well-educated elite class of mostly mestizo Filipinos, who went to finish their education abroad. Regional governments operated roughly half of the required schools—a total of approximately 2,200 in the year 1896, with an enrollment of less than 200,000 (of estimated total Philippine population of seven million).

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