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1 (March 1988): 60–74. 35. Kaestle, “Public Education in the Old Northwest”; Tyack, James, and Benevot, “Law and the Shaping of Public Education,” chapter 1. 36. Congress turned down the Ohio Company’s proposal to aside extra land for universities (perhaps fearing the jealousy of existing institutions or, more simply, because it seemed to be overkill). 37. Kaestle, “Public Education in the Old Northwest,” 60–74. 38. Williams, Self Taught, 96–125; Robert C. Morris, Reading, ‘Riting, and Reconstruction: The Education of Freedmen in the South, 1861–1870 (Chicago, IL: University of Chicago Press, 1981); Ronald Butchart, Northern Schools, Southern Blacks, and Reconstruction: Freemen’s Education, 1862–1875 (Westport, CT: Greenwood Press, 1980).

Stuart Miller has found widespread reports of mutilation, torture, civilian murder (including women and children), and taking body parts as trophies. The casualty rate in the Philippine war provides further evidence of its brutality: 15 Filipinos killed for every one wounded. The rate in the American Civil War (and the historical norm) was approximately five to one. American commanders bitterly resented Filipino resistance toward their benevolence, especially when Filipinos employed guerilla tactics, and responded with mass atrocities, including the relocation of entire villages into concentration camps and committing mass killings.

Ferguson (1896) that separate facilities were constitutional so long as they were equal, it was protecting the social fortifications white Americans had erected to maintain imperial hierarchies that education alone could no longer buttress. Justifying Empire Thinking in terms of insiders and outsiders implies that the results are the purpose of schooling. In the case of imperial schooling, however, the results are often secondary to the more immediate problem of justifying the use of force and exploitation in times of expansion.

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