Friday, July 9, 2010

Founder of Muhammadiyah

KH Ahmad Dahlan (1868-1923)


Ahmad Dahlan (Muhammad Darwisy small named), is a pioneer and the father of the Islamic renewal. Kyai Haji was born in Yogyakarta, August 1, 1868, this is what the Muhammadiyah organization founded on November 18, 1912. Indonesia National Heroes died at the age of 54 years in Yogyakarta, February 23, 1923.

KH Ahmad Dahlan Muhammadiyah organization established to implement the ideals of the renewal of Islam in the archipelago. He wanted to make a renewal in the way of thinking and work according to Islamic religious guidance. He would like to invite Indonesian Muslims to return to live according to the guidance of the Qur'an and al-Hadith. He established the Muhammadiyah not as a political organization but as a social community and religious organizations engaged in education.

At the time of Ahmad Dahlan threw the idea of establishment of the Muhammadiyah, he got a challenge even slander, accusations and incitement either from a close family member or from the surrounding community. He allegedly wanted to establish a new religion that violates the Islamic religion. There are scholars who accused him of false, because it is imitating a Christian of the Dutch nation and various other charges. There's even people who want to kill him. But the obstacles are faced with a patient. Firmness his heart to continue the ideals and struggles of Islamic renewal in this country can overcome all these obstacles. 1)

For services KH Ahmad Dahlan in raising awareness of this nation through the Islamic renewal and education, the Government of the Republic of Indonesia designated as a National Hero by Presidential Decree no. 657 in 1961. Stipulating as a National Hero was based on four important points: the First, KH Ahmad Dahlan has pioneered the rise of the Islamic Ummah to realize his destiny as a colonized people who still have to learn and do.

Second, with the establishment of the Muhammadiyah organization, has a lot to give the pure teachings of Islam to his people. Subjects who demanded progress, intelligence, and do good for society and ummah, on the basis of faith and Islam. Third, with his organization, Muhammadiyah has pioneered social enterprise and education charity which is essential for the revival and advancement of the nation, with the spirit of Islamic teachings. Fourth, with his organization, the Muhammadiyah women (Aisyiyah) has pioneered the rise of Indonesian women to taste education.

Appointment of Local Schools
Darwisy Muhammad was born from a pioneer family of scholars and the spread and development of Islam in this country. His father, KH Abu Bakr was a leading scholar and preacher at the Great Mosque of Yogyakarta Sultanate, and his mother, Nyai Abu Bakr is the daughter of H. Ibrahim, who also serves Yogyakarta Sultanate rulers at that time.

He was the fourth child of seven brothers, five sisters of women and two men that he himself and his youngest brother. In genealogy, it includes the descendants of the twelfth of Maulana Malik Ibrahim, a mayor of a large and prominent among the Wali Songo, which is the first pioneers of the spread and development of Islam in Java (Kutojo and Safwan, 1991). 2) Idem

The full pedigree is Darwisy Muhammad (Ahmad Dahlan) KH Abu Bakr ibn Muhammad ibn Sulaiman ibn KH Murtadla chaplain chaplain Ilyas bin bin bin Kapindo Djuru Djurung Demat Demat Djurung Djuru Sapisan Maulana Sulaiman bin Ki Ageng Gribig (Djatinom), son of Maulana Muhammad Fadlul'llah (Prapen ), son of Maulana 'Ainul Yaqin, son of Maulana Ishaq, the son of Maulana Malik Ibrahim (Jonah Greetings, 1968: 6).

Muhammad Darwisy nurtured since childhood in boarding school environment, which membekalinya knowledge of religion and Arabic. At the age of 15 years (1883), he's pilgrimage, which was then followed by studying religion and Arabic in Makkah for five years. He grew even more intense interaction with the ideas of reformers within the Islamic world, such as Muhammad Abduh, al-Afghani, Rashid Rida, and Ibn Taymiyyah. Interaction with Islamic figures were very influential reformer in spirit, soul and mind Darwisy.

Spirit, soul and ideas that further the accomplishment by displaying the same pattern through Muhammadiyah religious. Aiming to renew religious understanding (to the Islamization) in most of the Islamic world at that time still be orthodox (archaic). Ahmad Dahlan looking at properties that will lead to freezing of orthodox Islamic teachings, as well as stagnation and decadence (retardation), the Islamic ummah. So he looked, the static religious understanding should be modified and updated, with a purification movement or purification of Islam by returning to the teachings of the Koran and al-Hadith.

After five years studying in Mecca, in the year 1888, when aged 20 years, Darwisy returned to his village. He also changed the name to Ahmad Dahlan. Then, he was appointed preacher in the Sultanate of Yogyakarta amen.

In 1902, he pilgrimage for the second time, while continuing to deepen their religious knowledge to a few teachers in Makkah until the year 1904.

Coming home from Mecca, he married Siti Walidah, his own cousin, son of Kyai Haji Fadhil prince. Siti Walidah, later better known by the name of Nyai Ahmad Dahlan, a founder of the National Leaders Aisyiyah. The couple had six children namely Djohanah, Siradj Dahlan, Siti Busyro, Irfan Dahlan, Siti Aisyah, Siti Zaharah (Kutojo and Safwan, 1991).

In addition, KH. Ahmad Dahlan Nyai Abdullah had also married the widow of H. Abdullah. He also never married Nyai Rum, brother of Kyai Munawwir Krapyak. KH. Ahmad Dahlan also has a son from his marriage to Aisha's mother Nyai (Adjengan prince's brother) named Dandanah Cianjur. He has also married to Yasin Pakualaman Nyai Yogyakarta (Jonah Greetings, 1968: 9).

Established Muhammadiyah
Spirit, soul and thoughts of a reformer in the Muslim world, it received from Muhammad 'Abduh, al-Afghani, Rashid Rida, Ibn Taymiyyah and others during the learning of Mecca (1883-1888 and 1902-1904), then the accomplishment by displaying the same religious hue through Muhammadiyah. Aiming to renewed understanding of religion (to the Islamization) in most of the Islamic world at that time still be orthodox (archaic).

Ahmad Dahlan looking at properties that will lead to freezing of orthodox Islamic teachings, as well as stagnation and decadence (retardation), the Islamic ummah. So he looked, the static religious understanding should be modified and updated, with a purification movement or purification of Islam by returning to the teachings of the Koran and al-Hadith.

Dahlan himself realized that spirit reforms will not necessarily be understood and accepted by families and communities. Not easy to do The New on an orthodoxy that has been frozen. So, whether related or not, there is an advice that he wrote in Arabic for himself.

It reads thus: "O Dahlan, was in front of you there is great danger and events that will surprise you, that you shall surely pass. Maybe you could pass through safely, but also perhaps you will perish by it. O Dahlan, try as you imagine if you are alone with God, while you face death, the courts, reckoning, heaven, and hell. And from all that you face it, ponder the closest to you, and leave the other (translated by Djarnawi Hadikusumo).

In an article on the history of the official site of Ahmad Dahlan Parsyarikatan Muhammadiyah (muhammadiyah.or.id), this message is implying a great spirit about the life hereafter. And to achieve a good afterlife, then Dahlan think that everyone should find food for the afterlife with emphasis on worship, good works, broadcast and defend the religion of Allah, and lead the Ummah to the right path and guide them on the charity and the struggle to uphold sentence God.

Thus, to search for supplies to reach a good afterlife must have a collective consciousness, which means that efforts must be invoked (da'wah) to the whole human race through systematic efforts and the collective.

Described in the article, such awareness that is causing setbacks Dahlan feels strongly Muslims in the homeland. This is bothering him. He felt a responsibility to build, mobilize and promote them. Dahlan did not realize that liability may be carried out alone, but must be implemented by a few people who managed carefully. Cooperation between several people it is not possible without the organization. Joiner, parsyarikatan and missionary movement: the Muhammadiyah.

Dahlan also chose a very good strategy to first develop the young generation to participate jointly implement these propaganda efforts, while continuing to promote ideals of this nation. Moreover, he had the opportunity to accelerate and expand the idea of the Muhammadiyah movement's mission to educate the civil service candidates (candidates) who studied at OSVIA Magelang and prospective teachers who studied in Kweekschool Jetis Yogyakarta. Because, he himself was allowed by the colonial government to teach Islam in these two schools.

Of course, the civil service candidates can be expected mengaselerasi and extend these ideas, because they will be people who have a broad influence in society. Similarly, the prospective teachers will soon speed up the process of transforming the idea of missionary movement Muhammadiyah, told his students. Use mengintensifkannya, Dahlan also founded a school teacher who was later known as Madrasah Mu'allimin (Kweekschool Muhammadiyah) and Madrasah Mu'allimat (Kweekschool Wife Muhammadiyah). In this school, Dahlan teach Islam and spreading the ideals of reforms.

Dahlan is known as one who is active in community activities. With brilliant ideas and activities kemasyarakatannya, Dahlan was also easily accepted and respected in the community. Including quickly gain a place in the organization Jam'iyatul Khair, Budi Utomo, Sarekat Islam, and the Comite Kanjeng Defenders of the Prophet Muhammad.

In 1912, the exact date of 18 November 1912, Ahmad Dahlan Muhammadiyah organization was established to implement the ideals of Islamic renewal. He had a vision untu doing a renewal in the way of thinking and work according to Islamic religious guidance. He would like to invite Indonesian Muslims to return to live according to the guidance of the Qur'an and al-Hadith.

Various challenges he faced in connection with the notion that the establishment of the Muhammadiyah. Even he was accused wanted to establish a new religion that violates the Islamic religion. Kiai false. Until there are also people who want to kill him. But the obstacles are faced with a patient.

Dahlan firm at its founding. On December 20, 1912, he filed an application to the Dutch government to obtain legal entity. A new request was granted in 1914, with the Government Decree No. Letter. 81 dated August 22, 1914. Apparently, there are fears the Dutch government will be the development of this organization. So that the permission applies only to areas of Yogyakarta and the organization was only allowed to move in the Yogyakarta area
However, while Muhammadiyah is limited, but in other areas such as Srandakan, Wonosari, and Imogiri and other places have been established branch of Muhammadiyah. This is clearly contrary to the wishes of Dutch East Indies government. To fix this, then KH. Ahmad Dahlan His Idea to encourage outside Yogyakarta Muhammadiyah branch use another name. For example Nurul Islam in Pekalongan, Ujung Pandang with the name Al-Munir, in Garut with the name of Islam.

While in Solo standing association Sidiq Amanah Fathonah Tabligh (SATF) who got the leadership of Muhammadiyah branch. Even in the city of Yogyakarta itself jama'a and he advocated the teaching associations to organize and run the cause of Islam. Associations and Jama-jama'a is getting guidance from the Muhammadiyah, which of them is the Muslim Brotherhood, Taqwimuddin, Light Young, Hambudi-Holy, Khayatul Qulub, Priya President, Council of Islam, Thaharatul Qulub, Thaharatul-Aba, Ta 'alal awanu Birri, Ta'ruf's bima, u wal-Fajri, Wal-Ashri, Jamiyatul Muslimin, Syahratul Mubtadi (Kutojo and Safwan, 1991: 33).

The idea of renewal of Islam, Muhammadiyah distributed by Ahmad Dahlan by holding tabligh to various cities, as well as through trade relations had. This idea turned out to get a great reception from people in various cities in Indonesia. Scholars from other regions came to him to express support for the Muhammadiyah. Muhammadiyah was increasingly grown almost in all Indonesia. Therefore, on May 7, 1921 Dahlan appealed to the Dutch East Indies government to establish branches throughout the Indonesian Muhammadiyah. This request was granted by the Dutch East Indies government on September 2, 1921.

In the month of October 1922, Ahmad Dahlan led the congressional delegation of Muhammadiyah in Al-Islam in Cirebon. Congress is organized by the Islamic Sarikat (SI) in order to search for new action to consolidate the unity of Islamic ummah. In the congress, Muhammadiyah and the Al-Ershad (Joiner forward-leaning Arab faction under the leadership of Sheikh Ahmad Syurkati) involved a sharp debate with the orthodox Islam of Surabaya and the Holy. Muhammadiyah blamed for attacking the established flow (traditionalist-conservative) and is considered to build new schools outside the four existing schools and well established.

Muhammadiyah is also accused to conduct a new interpretation of the Koran, which according to the orthodox-traditional is prohibited. Responding to the attack, Ahmad Dahlan responded by saying, "Muhammadiyah trying to aspire to lift the Islamic religion from the state terbekelakang. Many adherents of Islam that upholds the interpretation of the scholars of the Qur'an and Hadith. Muslims must return to the Qur'an and Hadith . Must learn directly from the source, and not only through the books of commentary. "

As a democratic movement in carrying out missionary activities of Muhammadiyah, Dahlan also Muhammadiyah members to facilitate the employment evaluation process and selection of leaders in Muhammadiyah. During his life in missionary activity of the Muhammadiyah movement, has held twelve meetings members (once a year), who then used the term Algemeene Vergadering (public hearing).

In addition to rolling the idea of active in da'wah movement Muhammadiyah, he also did not forget his duty as a person who has a responsibility to his family. As one of the royal line which served as the Great Mosque Khatib Yogyakarta, he has a high enough income. He was also involved as an entrepreneur who is quite successful with the batik trade


TokohIndonesia.Com (Encyclopedia of People of Indonesia)


Source:
1) History of KH Ahmad Dahlan
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Wednesday, July 7, 2010

NATIONAL EDUCATION SYSTEM

National education system is managed through the National Education Act No. 2 years old in 1989 is one integrated whole of all the units and educational activities related to one another to pursue the achievement of national education goals. Implementation of the national education system conducted in the universe, comprehensive, and integrated. Universe means open to all people and is valid throughout the territory of Indonesia; comprehensive means covers all lines, levels and types of education; integrated means that there are linkages between the national education and all national development efforts.
At first glance the National Education Act No. 2 Year 1989 contains the following explanation:
• general provisions of the contents of the Law
• the basic functions, and national education goals
• the right of citizens to acquire education
• education unit
• education point
• types of education
• education
• Learners
• educators
• educational resources
• curriculum
• learning days and holidays
• language of instruction
• assessment
• community participation in national education
• consideration of national education bodies
• managing the national education system
• supervision
Opportunity to acquire education is given to every citizen without distinction of sex, religion, ethnicity, race, social background and level of economic capacity, except for the special education unit. For example, the educational unit on the basis of female education is justified to accept only women only. Another example, the educational unit that held a particular religious education is justified to accept only the religion concerned.
Education is available and can be obtained by any person to be in the path or the path of school education outside of school education. Levels of education are included in the path of school education is basic education, secondary education and higher education. In addition it could also held Pre school education. At the point of school education there are also various types of education .
Statistics on the number of schools, students, and educators by level of education listed in the table 17 In order for the level and quality of life of the nation and the development of national culture can be improved in a sustainable manner, the available education must comply with the demands of developments in science and technology. For these purposes there is a special agency in charge  give consideration to the Education Minister about whether there is any change, repair, and improvement of national education.
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HIGHER EDUCATION STRUCTURE

Forms of Higher Education
Higher education is a unit that held higher education and may take the form colleges, polytechnics, colleges, institutes, or universities.
Academy conducts programs of professional education in one branch or part of the branches of science, technology, or a particular art.
Polytechnic conducts programs of professional education in a number of areas of specialist knowledge.
High school academic programs and / or professionals within the scope of one particular discipline.
Institute conducts programs of academic education and / or disciplinary group of professionals in science, technology, and / or similar arts.
University academic programs and / or professionals in several disciplines of science, technology, and / or certain art.
 
Education Line
The structure of higher education in Indonesia consists of two lines of education, ie academic education and professional education.
Academic education is higher education that is directed primarily at the mastery of science and its development, and more priority to improving the quality and broaden knowledge.
Academic education organized by high schools, institutes, and universities.
Professional education is higher education that is directed primarily at the readiness of the application of certain skills, and give priority to improving the ability / skill, or emphasizing work on the application of science and technology. Professional education was organized by colleges, polytechnics, colleges, institutes, and universities.
Academic education to produce graduates who obtain academic degrees and are maintained through the course Bachelor (S1-Strata1) or postgraduate programs. These graduate programs include Master's and doctoral programs (S2 and S3).
Education professional path to produce graduates who obtained a professional designation that is administered through a diploma program (D1, D2, D3, D4) or Specialist (SP1, SP2).
The educational program is a program of undergraduate and diploma-prepared for students to become graduates armed with a set of abilities needed to initiate functions on the work environment, without having to go through an adjustment period is too long.
S2 postgraduate education program (masters), S3 (Doctorate), and Specialist (SP1, SP2) is a special program prepared for the activity that is independent. Education S2 and S3 more emphasis on research based on innovation activities, research and development, education specialists, while intended to improve services for service users in a specific field.
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CONDITION OF HIGHER EDUCATION IN INDONESIA

Law no. 2 year 1989 on National Education System states that colleges can take the form Academies, Polytechnics, Colleges, Institutes, or Universities. Higher education can be organized by the Government, in this case the Ministry of Education and Culture (State University-PTN), department or other government agencies (Higher Education for official-PTK), or by the community (Private Higher Education-PTN).
Across Indonesia there are currently 77 universities in the Department of Education held, consisting of two Academy, 26 Polytechnics, 4 High School, 10 Teachers' Training College, 4 Institut, and 31 Universities. PTN is to accommodate 77 475 988 students (school year 1996/1997).
Universities conducted by the community (PTS) accounted for 1293, consisting of 407 Academies, Polytechnics 9, 571 High School, 44 Institute, and University 262. Number of students for the academic year 1996/1997 PTS recorded 1,448,775 persons.
Of the total number of students registered in 1996/1997 as many as 1,924,763 people, it seems that the capacity of private universities (75.27%) had three times the capacity of higher education organized by the government (24.73%). This suggests that the role of civil society / private sector in higher education should be highly considered. Moreover, the ability to accommodate growth of private universities is also high. During the last decade (1986-1996) an increase in the number of PTS nearly two-fold, ie 665 in 1986 to PTS 1293 PTS in 1996.


Growth of Private Higher Education 1986-1996
ACADEMY HIGH SCHOOL YEAR POLYTECHNIC INSTITUTE UNIVERSITY TOTAL
1986 225 0 208 39 163 665
1987 267 0 251 42 184 744
1988 260 0 271 43 191 765
1989 276 0 318 50 207 851
1990 290 2 350 51 221 914
1991 294 2 373 51 232 952
1992 337 5394 51 240 1027
1993 375 9445 50 243 1122
1994 380 8475 48 248 1159
1995 396 8526 47 251 1228
1996 407 9571 44 262 1293
Source: Directory of Indonesian Private Higher Education 1996/1997

Number of Private Colleges According to Form
Kopertis ACADEMY HIGH SCHOOL POLYTECHNIC INSTITUTE UNIVERSITY TOTAL
I 24 0 61 3 27 115
II 22 0 37 0 13 72
III 84 2 79 7 37 209
IV 42 3 85 3 22 155
V 38 0 18 6 14 76
VI 57 4 18 3 21 103
VII 34 0 98 15 60 207
VIII 12 0 22 3 20 57
IX 23 0 75 2 22 122
X 32 0 34 1 9 76
XI 28 0 30 1 141 73
XII 11 0 14 0 3 28
Number 407 9571 44 262 1293
Source: Directory of Indonesian Private Higher Education 1996/1997
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HISTORY OF HIGHER EDUCATION IN INDONESIA

Universities and colleges which today has reached a steady state and complete the form as a university, with the pillars of academic freedom and freedom of the pulpit of academic, scientific and management autonomy, already has a very long history. Embryo has emerged in Europe since about 400 years BC, started by the philosopher Plato with Academosnya Park in the days of ancient Greece. So have more than 2000 years.
In Indonesia, this history has not been too long. When the University of Gajah Mada (UGM, standing on December 19, 1949) in Yogyakarta and Universitas Indonesia (UI, stood February 2, 1950) in Jakarta is considered as the oldest college, then this record was only tens of years, although the embryo UI has been around since STOVIA ( School Tot Opleiding van Inlandsche Artsen) in Batavia in the 1900s.
Year 1870, the Dutch government imposed the so-called Ethical Policy in the Netherlands Indies, which is a change in the Dutch attitude towards its colonies because they felt indebted to the earth's son who has led the Netherlands to develop and become prosperous. This is driven by the liberal idea that struck Europe with the motto liberty, egality, and fraternity are based on humanism.
Educatie program, irigatie, and emigratie intended to increase the participation of the son of the earth (more colonies producing / productive) encourage the emergence of schools that originally only to learn to read, write and calculate. To deal with its modern factories and plantations, the Netherlands felt the need to open a high school that became the forerunner to the development of the faculties in Jakarta.
Starting from the field of health, was established in 1902 STOVIA (School Tot Opleiding van Inlandsche Artsen) which later became NIAS (Nerderlandsch Indische Artsen School) in 1913 and the GHS (Geneeskundige Hoge School) as the embryo of medical school. Then followed by the establishment Rechts School in 1922 and became Rechthoogen School in 1924 as an embryo Faculty of Law University of Indonesia. In Jakarta in 1940 founded Faculteit de Letterenen Wijsbegeste which later became the Faculty of Literature and Philosophy, University of Indonesia.
In Bandung in 1920 founded the Technische Hoge School (THS), which was also used in public universities. Meanwhile in Bogor Landsbouwkundige Faculteit also established in 1941 is now called the Institut Pertanian Bogor (IPB).
Two days after the proclamation, dated August 19, 1945, the Indonesian government established the Institute for Higher Education of Indonesia and then encourage the establishment of the University of Indonesia which is basically a combination of faculties that have been there before.
Meanwhile in the struggle against the Dutch who wanted to return to colonize Indonesia, the government of Indonesia in Yogyakarta in cooperation with Yayasan Gajah Mada University Hall on December 19, 1949 also founded the University of Gajah Mada. In the beginning, the Faculty of Law and Literature held at the show and then gradually move to the Wells campus Bulak.
In other words, the founding capital of a university or college in Indonesia is the University of Indonesia in Jakarta and University of Gajah Mada University in Yogyakarta. Then from the two universities was developed into five with the presence of Institut Teknologi Bandung (ITB-1959), Institut Pertanian Bogor (IPB-1963), and the University of Airlangga (Airlangga-1954), each of which stands alone.
For private universities, Universitas Islam Indonesia (UII) in Yogyakarta which was established in 1948 is the first private university and the oldest in Indonesia.
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EDUCATION

Education is essential to ensure progress and continuity of life of the nation. Education is a conscious effort to prepare students through counseling, teaching, and / or training for their role in the future.
Every Indonesian citizen is entitled to education at any stage in his life journey. Education can be obtained either through education, the school and outside school education channels.
Improvement and education is one aspect of development that gets top priority of the Government of Indonesia. National Education System which is now applicable regulated through the National Education Act No.2 of 1989.
Learners
Learners are members of the community who seek to develop themselves through the educational process on track, tiers, and particular types of education.
Each student has a variety of rights, a right given preferential treatment according to their talents, interests, and abilities; rights education program in question on the basis of continuing education, both to develop self-recognition and to obtain a certain educational level has been formalized; right to get help learning facilities, scholarships, or other assistance in accordance with the applicable requirements; rights education unit moved to a level equal or higher in accordance with the admission requirements of students in the educational unit shall be entered; the right to acquire learning outcomes assessment; right to complete the education program earlier than the time specified, and the right to get a special service for those who carry the defect.
In addition, each student has the obligations to share in the cost of education administration (except for students who are exempted from the obligation) to comply with all applicable regulations; to honor educators; to participate in maintaining facilities and infrastructure as well as cleanliness, orderliness and security of the educational unit concerned.
Students in elementary and secondary levels of education called the students, while students in higher education called the student.
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Community Wars sex

Dr. Sindhunata

June 2002, U.S. President George W. Bush addressed the cadets at Westpoint Military Academy. He said, "America does not aim to build an empire or the realization of a utopia." Not only on occasion, but on other occasions even Mr Bush stressed repeatedly, the world is nothing to worry about the existence of American imperialism. Listening to American history, the world may be worried that Bush's speech can not be held. Take the example of America's war versus Spain in 1898.

At that time the Cuban national uprising against Spanish colonial rule. Americans see, unrest in the sugar-producing islands that could jeopardize its investment. Americans increasingly feel the need to invade Cuba, because there happens to cruelty and violations of human rights carried out by Spanish colonial authorities. The desire was getting triggered by this event: in February 1898 the battleship USS Maine exploded in Havana harbor, resulting in the death of 226 American soldiers. Accusations soon spread: it is a terror blast from the Spanish. New in 1967 revealed, that the allegations were false. The truth, war ships would explode only because of an accident.

The Splendid little war, small wars and beautiful, according to Secretary of State John Hay called it a war. It turned out that the war lasted three months, ending with a total defeat on the part of Spain. Since the defeat of the Spanish eventually also lost power in the Caribbean region, even in areas of Southeast Asia. Congress emphasized, America not the slightest ambition to annex the conquered territory. Nevertheless, the government Mc Kinley could not resist the temptation. America finally claims sovereignty over Puerto Rico, Guam and the Philippines. In the near future in the Philippines, burst people's resistance to fight for independence. And the Americans have to face prolonged guerrilla warfare and brutal.

Imagine, such a brutal war originally was named as the Splendid little war. Where it comes from the idea that war is so cruel and eat a lot of casualties, only regarded as beautiful and fun game? This may not quite be explained only from political reasons, business or military. Are there cultural factors that affect the sedimentation of the idea of a cruel war into a war like fun? Factors may exist, at least if people watched it in the world of American film.
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