College of Teacher Education

Second Semester, A.Y. 2024-2025

MODULE 4

AMERICA BEFORE ALLOS ARIIVED

Introduction

This module will illustrate the life of Filipino immigrants in the United States, The treatment of Americans to
Filipinos and other nationality.

Date and Time Allotment

3 Hours
s
I. Objectives

At the end of the end of this module, students should be able to:

1. Familiarize significant events transpired during Philippine-American War

II. Lecture

With the outbreak of the 1898 Spanish-American War, many Filipinos anticipated independence and
liberation. After the war, Spain relinquished the Guam, Puerto Rico, and the Philippines to the United States for $20
million. President William McKinley was originally uncertain about whether to take the Philippines, but later stated
that he came to his decision through these reasons:

1. That we could not give them back to Spain- that would be cowardly and dishonorable;
2. That we could not turn them over to France and Germany-our commercial rivals in the Orient-that would
be bad business and discreditable;
3. That we not leave them to themselves-they are unfit for self-government-and they would soon have
anarchy and misrule over there worse than Spain's wars; and
4. That there was nothing left for us to do but to take them all, and to educate the Filipinos, and uplift and
civilize and Christianize them, and by God's grace do the very best we could by them, as our fellowmen
for whom Christ also died.

The Filipinos did not feel the same way, and, under the leadership of Emilio Aguinaldo rebelled against their
new American overlords in 1899. The Philippine-American War lasted three years, with heavy casualties on both
sides. With the rebellion crushed, the Philippines left even more destitute, the United States questioned whether it
should embrace its own overseas empire.

The Philippine Islands are considerably close to China and the rest of Asia, so the United States was able to
maintain markets and establish new ones across the Pacific Ocean. To enforce its imperial domination, the United
States was able to reuse the Subic Bay, a naval base in the Philippines, originally built by the Spanish in 1885. The
American Empire stretched across the Pacific: Hawaii, Midway and Wake Islands, Samoa, Guam, and elsewhere.

United States President William McKinley took on the “white man’s burden,” claiming he was told by God to
educate and uplift the Filipinos. The American colonial system, under the leadership of Governor-General William
Howard Taft (later the 27th President of the United States), brought new, albeit limited, career opportunities for
Filipinos who could afford to go to school. The U.S. offered some small measure of hope to Philippine society, as the
U.S. tasked itself with improving the Filipinos’ health, education, agriculture, infrastructure, horticulture, and animal
husbandry. The Philippines experienced educational and population booms, but the Philippine economy still suffered
from damage caused by the Spanish.

In November 1903, Governor-General Taft passed the Pensionado Act, allowing qualified Filipino students
to study at American colleges and Universities. They studied at the expense of the provisional government, hence
the name pensionado (pension). Filipino students learned that freedom, democracy, and social equality were found in
the United States. Through the colonial education, the United States promised a better life for the Filipinos, even
though it was a capitalist nation, like Spain.

The American provisional government touted its ideals of a benevolent democratic government to a largely
illiterate and “culturally backward” country. The colonial ideology of America and other Western nations justified itself,
masking the economic exploitation and racial exclusion of the colonized. Much later, in works such as “My Education”
and “Terrorism Rides the Philippines,” Carlos Bulosan argued that the Filipinos could not exercise their right to self-
determination, when the Philippines were colonized by a world superpower – a power that boasted of democracy but
whose society practiced discrimination on every conceivable level.

In the eyes of many Filipinos, racial equality and economic salvation were found in America. The Pinoys
traveled to the United States, and settled primarily along the West Coast and Hawaii. Their experiences differed: the
Filipinos in Hawaii had to compete only with the Japanese, but the Filipinos on the West Coast faced the oppression
and discrimination of a racist white working class. Filipinos found that they were only allowed to work in manual labor,
even if they were college educated. Not even the Pensionados were able to pursue their professions in California.
California law barred Filipinos from entering the professional workplace, and so some of the Pensionados returned to
the Philippines.

White farmers found Filipinos ideal for “stoop labor,” a racial remark on their heights. In the San Joaquin
Delta region, agriculture employers usually paid Filipinos less than half of what a white male received for the same
work. The Filipino presence was tolerated only because they were needed as field workers. A shortage of labor
caused by anti- Chinese and Japanese legislation prompted the Pinoy immigration. Filipinos struggled to survive in a
society that did not accept them. The Pinoys faced oppression, both legislative and social. The Pinoys were
considered neither American citizens nor complete foreigners, but “nationals,” left in a sort of limbo. Because of their
status, they could not reap the benefits of American citizenship. Samuel Gompers, the president of the conservative
American Federation of Labor (AFL), called Filipinos “barbaric” and “uncivilized,” which implied that the AFL or other
larger labor unions did not accept Filipinos in their ranks. Furthermore, in 1927, the AFL urged Congress to bar
Filipinos from entering the United States. Filipinos had few chances to climb the social ladder, even in America.

White Americans took legal and extra legal steps to exclude Filipinos from society. The California Supreme
Court case Roldan v. Los Angeles County (1933) ruled that Filipino-Caucasian marriages were legal, but the
California Civil Code was rewritten shortly after to make such marriages illegal.

The Tydings-McDuffie Act of 1934 granted Philippine independence in 10 years, but reclassified Filipinos as
“aliens” and set the Filipino immigration quota to 50 per year. The following year, the Repatriation Act was passed,
which offered Filipino immigrants a free one-way ticket back to the Philippines, on the condition that they never return
to the United States. The 1946 Rescission Act denied benefits, but not pay, to Filipino World War II veterans. In
1952, the McCarran-Walter Act was passed, revising immigration laws to favor “good” Asian countries. In Bulosan’s
words, it was a crime “to be Filipino in California.”

White Americans also discriminated against Filipinos on a social level. They imposed restrictions on where
Filipinos could go within a city. White business owners refused to serve Filipinos: hotel signs read, “Positively No
Filipinos Allowed” or “No Dogs and No Filipinos Allowed.” One sign in Salinas, California read, “This is a White Man’s
Country. Get Out of Here if You Don’t Like What We Pay.” Whites viewed Filipinos and other immigrants as easily
corruptible, giving into vices and pleasures, like other immigrants. Filipinos spent most of their small earnings in
places owned or run by other “Orientals,” usually disreputable establishments: bars, pool halls, dance halls, gambling
dens, and brothels. But these activities helped Filipinos forget the humiliations, abuse, and white mob violence.
 “Positively No Filipinos Allowed.” This Stockton, CA hotel, photographed in 1945, was one of many
establishments that barred Filipino entry. Filipinos found that they were unable to frequent certain restaurants, stores,
and other public places.

White men saw Filipinos as a double threat: economic and sexual. Clearly, the influx of Filipino workers
meant job competition, even when Filipinos were restricted to only blue-collar work. Filipinos were seen as a threat to
white “racial purity,” but ethnic purity was not an issue for Filipinos, coming from a mestizo (mixed-blood) ancestry
due to the Spanish colonization. The Filipino immigrant gender male-to-female ratio was 14:1 in California, 47:1 in
New York. Strict Filipino Catholic gender roles also prohibited unchaperoned Filipina travel. In addition, agricultural
work was not ideal for family life. Many Filipinos envisioned that they would get rich quick, and return home. Again,
the American colonial education system stated that America was a land of plenty, and Filipinos further imagined they
would be picking gold off the streets (hence, El Dorado Street in Stockton). The word balikbayan refers to ethnic
Filipinos who are citizens or residents of overseas countries, who periodically return to the Philippines – it remains a
common social trend. Like other Pinoys, Bulosan also expected to make his fortune and return home, and he had no
solid plan on how to implement those goals.

III. Application/Activity

A. Have you ever dreamed of travelling or working/living in the United States? Describe why you do
you want to do so using an idea web graphic organizer. Draw your graphic organizer on a separate
short coupon bond.

B. List down at least 5 misconceptions about Filipinos working overseas. Why do you think people
think that way?

IV. Assessment

Multiple choices. Read and analyze each item carefully. Copy the questions and write your answers before each
item.

1. He was the President of the United States during the 1898 Spanish American War.
a. William McKinley b. Abraham Lincoln c. George Bush d. Theodore Roosevelt

2. How many years did the United States and Philippines been at war?
a. 10 years b. 5 years c. 3 years d. 25 years

3. He was the Governor-General of America to the Philippines who later became the 27th President of
US that brought new, albeit limited, career opportunities for Filipinos.
a. Douglas McArthur b. William McKinley c. William Howard Taft d. John Mcduffie

4. It was an Act that allowed qualified Filipino students to study at American Colleges and
Universities. They studied at the expense of provisional government.
a. Tydings-Mcduffie b. Pensionado c. McCarran-Walter d. Philippine Autonomy

5. He was the president of the conservative American Federation of Labor

6. The President of American Federation of Labor described Filipinos as;

7-10. Enumerate the reasons why President McKinley decided to take the Philippines.

V. Other References

Piring, D.E. (2016). Kain na!Life and Times of Carlos Bulosan. Sacramento: California State University