Official Spanish Policy Concerning Elementary Education in the Philippines from 1863 to 1898, Compared with Official American Policy from 1900 to 1935

Fox, Frederick, SJ

     This dissertation is a study in comparative educational policy and statesmanship. Both Spain and the United States were faced with a basic governmental problem -- the elementary instruction of the children of their Far Eastern subjects, the Filipinos. What solution did each of the successive mother countries, apparently so dissimilar to one another, propose and apply to this problem? What policy or program of policies relative to it did Spain and the United States adopt and follow? It is around these fundamental questions that the study here undertaken essentially revolves.
     Specifically, this dissertation present[s] and discuss[es] the respective policies of Spain and the United States relative to the four major sub-problems of public elementary education in the Philippine Archipelago. These four are (1) Universality or the number of children participating; (2) Teachers and their training; (3) Curriculum and programs of study; (4) Financial support.
     Each of these four issues are developed along the lines suggested by the following interrogations: (1) What precisely was the policy of Spain and the United States relative to this element of public education? (2) What objectives was the policy intended to achieve? (3) How and to what degree was the policy actually implemented? (4) What notable characteristics, if any, did the policy exhibit? (5) In what respects did the policy resemble or differ from that of the other mother country?

Floyd W. Reeves (chair), Newton Edwards, Herman G. Richey, Maurice Seay