Notes

1. Simpson, J. A., and E. S. C. Weiner. 1989. The Oxford English Dictionary. Oxford: Clarendon Press.
2. On January 20, 1899, President McKinley appointed the First Philippine Commission (the Schurman Commission), a five-person group headed by Dr. Jacob Schurman, president of Cornell University, and including Admiral Dewey and General Otis, to investigate conditions in the islands and make recommendations. In the report that they issued to the president the following year, the commissioners acknowledged Filipino aspirations for independence; they declared, however, that the Philippines was not ready for it. Specific recommendations included the establishment of civilian government as rapidly as possible (the American chief executive in the islands at that time was the military governor), including establishment of a bicameral legislature, autonomous governments on the provincial and municipal levels, and a system of free public elementary schools.
3. Report of the Philippine Commission to the President (2 vols.; Washington: Government Printing Office, 1900), I, 17. The Educational Decree of 1863 provided a free public education system in the Philippines, managed by the government. The decree mandated the establishment of at least one primary school for boys and one for girls in each town under the responsibility of the municipal government, and the establishment of a normal school for male teachers under the supervision of the Jesuits. See, Estioko SVD, Leonardo (1994). History of Education: A Filipino Perspective. LOGOS Publications, Inc. pp. 163–200. Primary education was also declared free and available to every Filipino, regardless of race or social class. Contrary to what the propaganda of the Spanish–American War tried to depict, they were not religious schools; rather, they are schools that were established, supported, and maintained by the Spanish government. See, Quezon, Manuel Luis (1915), "Escuelas públicas durante el régimen español" [Public schools during the Spanish regime], Philippine Assembly, Third Legislature, Third Session, Document No.4042-A 87 Speeches of Honorable Manuel L. Quezon, Philippine Resident Commissioner, delivered in the House of Representatives of the United States during the discussion of Jones Bill, 26 September – 14 October 1914]
4. Ibid., 35-37.
5. The Academia de Dibujo y Pintura (English: Academy of Drawing and Painting) was an institution for artistic instruction in Manila, Philippines founded in 1821 by Damián Domingo with the support of the Real Sociedad Economica Filipina de los Amigos del Pais. The academy closed in 1834 but re-opened in 1845 with funds bequeathed by Queen Isabela II. In 1891, the school would become known as the Escuela Superior de Pintura, Escultura y Grabado. While the Academia de Dibujo y Pintura refers distinctly to the institution established in 1821 and re-established in 1845 under the benefaction of the Sociedad Economica de los Amigos del Pais, it is officially considered to be the forerunner of the School of Fine Arts, which is the present-day College of Fine Arts of the University of the Philippines.
6. Ibid., 35-40. The Colegio de San José became the San José Seminary of the Ateneo Municipal de Manila.
7. On January 20, 1899, President McKinley appointed the First Philippine Commission (the Schurman Commission), a five-person group headed by Dr. Jacob Schurman, president of Cornell University, and including Admiral Dewey and General Otis, to investigate conditions in the islands and make recommendations. In the report that they issued to the president the following year, the commissioners acknowledged Filipino aspirations for independence; they declared, however, that the Philippines was not ready for it. Specific recommendations included the establishment of civilian government as rapidly as possible (the American chief executive in the islands at that time was the military governor), including establishment of a bicameral legislature, autonomous governments on the provincial and municipal levels, and a system of free public elementary schools
8. Ibid., 40-41. The plot of Jose Rizal’s novel Noli Me Tangere, revolves around Crisostomo Ibarra, mixed-race heir of a wealthy clan, returning home after seven years in Europe and filled with ideas on how to better the lot of his countrymen. Striving for reforms, he is confronted by an abusive ecclesiastical hierarchy and a Spanish civil administration by turns indifferent and cruel. The novel suggests, through plot developments, that meaningful change in this context is exceedingly difficult, if not impossible. See Luis Francia, “Introduction to Jose Rizal’s Noli Me Tangere,” in Rizal, Jose. 2006. Noli Me Tangere. London, England: Penguin Classics.
9.  Ibid., 41. The goal to secularize education proved to be controversial even during the early years of the Pensionado program as we shall see later in the chapter when the Catholic league opposed the idea of sending dominantly-Catholic Filipino schoolboys to Protestant schools and having them live with Protestant households.
10. Report of the United States Philippine Commission [1900] (Washington: Government Printing Office, 1901), 106-107.
11. Brig. Gen. R.P. Hughes, U.S. Vols., Commanding Dept. of the Visayas, to the Adjutant General, October 11, 1900, in BIA 365-15.
12. This is a misnomer by Munden. There are some 120 to 187 languages, not dialects,  spoken in the Philippines, depending on the method of classification. Almost all are Malayo-Polynesian languages native to the archipelago. A number of Spanish-influenced creole varieties generally called Chavacano are also spoken in certain communities. See, McFarland, C. D. (1994). "Subgrouping and Number of Philippine Languages". Philippine Journal of Linguistics. 25 (1–2): 75–84.
13. Spanish was never the lingua franca in the archipelago under Spain. The friars documented the different native languages and served as the mediators between the local populations and the Crown. When the friars established institutions of higher education in the late 16th century, Spanish was the medium of instruction. A Spanish-speaking native elite class, called “Ilustrados,” emerged in the 19th century, but for the most part, the general population did not speak Spanish. For an overview of general Spanish literacy in the Philippines at the time of US colonization, see Rodao, Florentino. “Spanish Language in the Philippines: 1900-1940.” Philippine Studies 45, no. 1 (1997): 94–107. http://www.jstor.org/stable/42634215. The policy implemented by the United States instituting the English language as the primary language to be used as a medium of instruction was a long-range policy to bolster the annual increase of  the number of English speaking persons in the Philippines. However, in spite of this, the Spanish language maintained its resilient hold on the educational system. This was because many private educational institutions - characteristic of the educational system during the American period - particularly those administered by religious orders, persisted in teaching in Spanish, therefore maintaining a considerable number of young Spanish speaking Filipinos.
14. Taft’s statement deliberately misses the fact that the Philippines was part of the Spanish empire, which was a Western imperial power. Nevertheless, given the peripheral status of the colony, Taft noted the enthusiasm for higher education. Here we notice that there was much delegation to local Filipino authorities for the success of a public education program, relying on their “zeal to carry on the works”.
15.  Report of the United States Philippine Commission to the Secretary of War for the Period from December 1, 1900, to October 15, 1901 (2 vols.; Washington : Government Printing Office, 1901), I, 147-148.
16.  ARCILLLA, JOSE S., and JOSE S. ARCILLA. “La Escuela Normal de Maestros de Instrucción Primaria, 1865-1905.” Philippine Studies 36, no. 1 (1988): 16–35. The Philippine Normal University was originally established as the Philippine Normal School (PNS), an institution for the training of teachers, by virtue of Act No. 74 of the Philippine Commission enacted on January 21, 1901. It opened on September 1, 1901 on the site of a former Spanish normal school in the Escuela Municipal in Intramuros. See, MEANY, JAMES J. “Escuela Normal de Maestros.” Philippine Studies 30, no. 4 (1982): 493–511. http://www.jstor.org/stable/42632632. Also, CARMEN, MARIA. “The Superior Normal School for Women Teachers in Manila 1893-98.” Philippine Studies 2, no. 3 (1954): 217–30. http://www.jstor.org/stable/42719086. Savellano, Julieta M. “Teacher Education in the Philippines.” Philippine Studies 47, no. 2 (1999): 253–68. http://www.jstor.org/stable/42634316. http://www.jstor.org/stable/42633060.For later accounts of the Public Education system. See, LYONS, NORBERT. “The Uneducated Filipino an Obstacle To Progress.” Current History (1916-1940) 24, no. 5 (1926): 724–29. http://www.jstor.org/stable/45335725. Sanguinet, E. H. “Adaptation of the Schools to the Social Order in the Philippine Islands.” The Journal of Educational Sociology 8, no. 7 (1935): 421–27. https://doi.org/10.2307/2960795.  E. H. Sanguinet who took his Ph.D. at Teachers College of Columbia University wrote in his doctoral dissertation a searching analysis about the home and industrial life of the Filipino people as a basis for schoolwork. “The development of the public-school system in the Philippine Islands probably ranks among the outstanding events in the history of modern education. Thirty years ago public education for the masses was nonexistent. Today the Filipino people point with considerable pride to a system of free, public schools, housed in modern school buildings and roughly comparable in pupil enrollment and number of teachers to that of New York City.” See, Counts, George S. “Education in the Philippines.” The Elementary School Journal 26, no. 2 (1925): 94–106. http://www.jstor.org/stable/995649. Influential Education theorist George S. Counts notes: “Since the opening of the Twentieth Century one of the boldest experiments in human enlightenment ever attempted has been in progress in the Philippine Islands”
17.  Third Annual Report of the Philippine Commission [1902] (2 vols.; Washington: Government Printing Office, 1903)II, 880.
18. Educational Agency report No. 3 p. 2. See Appendix of this study for a complete list of Philippine Educational Agency reports in the records of the Bureau of Insular Affairs in the custody of the National Archives.  See, Hunt, Chester L. “The ‘Americanization’ Process In The Philippines.” India Quarterly 12, no. 2 (1956): 117–30. http://www.jstor.org/stable/45071116. Americanization was seen as both an act duty and charity under the policy of benevolent assimilation. “Most of the world regarded this statement as merely an attempt to cloak imperialistic motives in pious terms. The Filipinos regarded themselves as already civilized and Christian, and only the force of arms persuaded them to accept American rule. Americans, for the most part, accepted the doctrine in good faith. They combined a dislike for a colonial empire with a deep-seated faith in the superiority of their own culture. To them, the obvious procedure was first to 'Americanize' the Filipinos and then let them run their own affairs.”
19.  This is an often overlooked bit in the study of the Pensionado program, that Filipinos actually had to petition colonial authorities to legislate a scholarship program and that they had volunteered to shoulder the expense of education. As a result, many other Filipinos applied to US colleges and universities outside of the patronage of the Pensionado Act, with communities often pooling resources to pay for tuition, allowance, and transportation fares.
20.  William Howard Taft, Secretary of War, to Col. Clarence R. Edwards. Chief of Bureau of Insular Affairs, October 22, 1904, in BIA 363-138.        
21.  Educational Agency Report No. 3, pp. 14-15
22.   A rather archaic word in the notes by Munden, meaning: relating to or dependent on charity; charitable, OED, op cit.
23.  The project of colonizing the Philippines was domesticated by allowing private citizens to volunteer as foster parents or community patrons of the Filipino pensionados.
24.  Brearley to Mckinley, February 1, 1901, in BIA 363-8.
25.  BIA 363-18.
26.  Created as the Division of Customs and Insular Affairs on December 13, 1898, the Bureau was originally charged with “all matters pertaining to the customs of the Islands of Puerto Rico, Cuba, and Philippines, and all civil affairs relation to those islands as distinguished from matter of a military character connected with the government  of the islands.” The name of the agency was changed in 1900 to Division of Insular Affairs, and in 1902 to Bureau of Insular Affairs. The administration of the civil government of the Philippine Islands was the most important function exercised by the Bureau during its forty-one years of existence. Kenneth Munden, comp. Records of the Bureaus of Insular Affairs Relating to the Philippine Islands, 1898-1935: A list of Selected Files (Washington: The National Archives, 1942), vii-xii. 
27.  Edwards to Young, March 31, 1905, in BIA 363-40.
28.   See, Fear-Segal, Jacqueline, and Susan D. Rose, eds. Carlisle Indian Industrial School: Indigenous Histories, Memories, and Reclamations. University of Nebraska Press, 2016. https://doi.org/10.2307/j.ctt1dwssxz. The Carlisle Indian School (1879–1918) was an audacious educational experiment. Lieutenant Richard Henry Pratt, the school's founder and first superintendent, persuaded the federal government that training Native children to accept the white man's ways and values would be more efficient than fighting deadly battles. The result was that the last Indian war would be waged against Native children in the classroom. More than 8,500 children from virtually every Native nation in the United States were taken from their homes and transported to Pennsylvania. Carlisle provided a blueprint for the federal Indian school system that was established across the United States and also served as a model for many residential schools in Canada. The Carlisle experiment initiated patterns of dislocation and rupture far deeper and more profound and enduring than its founder and supporters ever grasped. Carlisle Indian Industrial School offers varied perspectives on the school by interweaving the voices of students' descendants, poets, and activists with cutting-edge research by Native and non-Native scholars. These contributions reveal the continuing impact and vitality of historical and collective memory, as well as the complex and enduring legacies of a school that still affects the lives of many Native Americans.
29.  Young to Edwards, April 11, 1903 in ibid.  Young later collected and sent to Edwards data on the experiences of Germany, Great Britain, and Holland. In Germany, for example, few attempts had been made by the Colonial Administration to send natives from the German colonies to Germany for education, and such experiments had been confined to Togo and Kamerun. BIA 365-47.
30.  Clarification: US-educated scholars were beheaded in China. As late as 1950, Su-shu Huang (黄授书, 1915-1977) who earned his PhD from the University of Chicago in 1950 refused to return to China, claiming that since he was a member of the American Astronomical Society, he could be beheaded. However, later he was among the Chinese Americans to visit China. During his second trip to China he died of a heart attack in Beijing on September 15, 1977. Photo: Photo 33: Su-shu Huang (Courtesy the University of Chicago Photographic Archive). See, Frederic Xiong, “The Untold Stories: The University of Chicago-educated Chinese PhDs of 1915-1960, Research Paper: University of Chicago,” Accessed 1 December 2021. https://liblet.lib.uchicago.edu/documents/2183/ See also, Ling, Huping. “A History of Chinese Female Students in the United States, 1880s-1990s.” Journal of American Ethnic History 16, no. 3 (1997): 81–109. http://www.jstor.org/stable/27502196.
31.   Edwards to Young, May 6, 1903, in BIA 365-40.
32.   Young to Edwards, October 25, 1903, in BIA 365-50.
33.   Edwards to Young, October 28, 1903, in ibid.
34.   Fear-Segal, Jacqueline, and Susan D. Rose, eds. Carlisle Indian Industrial School: Indigenous Histories, Memories, and Reclamations. University of Nebraska Press, 2016. https://doi.org/10.2307/j.ctt1dwssxz.
35.   Lt. Col. R.H. Pratt to Adjutant General, December 5, 1902, in BIA 365-25.
36. Edwards to Young May 6, 1903, in BIA 363-40.
37. Edwards to Senator W.B. Allison, January 25, 1901, in BIA 365-1.
38. Philippine Commission Act No. 845, August 26, 1903., “An Act providing for the education of Filipino students in the United States, and appropriating for such a purpose the sum of seventy-two thousand dollars, in money of the United State.” Certified copies of the acts of the Philippine Commission, the Philippine Legislature, and the Philippine Assembly are in the custody of the National Archives. Dr. Sutherland recalled that after the passage of the Pensionado Act, Governor William Howard Taft remarked, "well, it is your baby, now take care of it." 
39.  Educational Agency Report No. 1. p.1.
40.  Ibid.1-2. The following telegram was sent to each province, “After a conference with the Division superintendent of Schools (or the provincial governor) selected for appointment as Students in the United States at the expense of the government, …Filipino students of the public schools, between sixteen and twenty-one years of age. Each candidate is subject to examination in Manila and in case of rejection, his expenses to Manila and return home will be paid by the government. Each student must be of unquestionable moral and physical qualification, weight being given to social status. He must be well advanced in English, Mathematics, History, Geography, and of exceptional general intelligence. We must have the best boys in your province. Appointees must sign an agreement to conform to reasonable regulations to enter the Philippine Civil Service upon return to the Islands, for a period equal to that spent in the United States at government expense. Every qualification mentioned is imperative. Expenses of appointees will be paid by the government after embarkation at Manila for the United States. Telegraph selections immediately in the name of yourself and Division Superintendent and hold candidates in readiness to proceed at once, one telegraphic order, to Manila and the United States. Certify immediately this telegram to the Division Superintendent of Schools. Prompt action is desired. Taft, Civil Governor.”
41.  Ibid., 3.
42.  BIA 363-59.
43.  Educational Agency Report. No. 1, p.3.
44.  One had been detained in quarantine, and another was delayed in his journey to Manila. Ibid.
45.  Ibid., 3-4.
46.  Ibid., 5. “The comment, “ Sutherland adds, “from passengers and ship officers alike, concerning the conduct of these young men, most frequently heard during the whole long passage, was ‘what gentlemanly set of boys; I never though they were so well-bred’”
47.  It was necessary to procure almost a complete outfit for each student since the heaviest clothing brought by any student from the Philippines was lighter in weight than the lightest commonly worn in the United States. Again, the styles of certain clothing and hats worn by the students at the time of leaving Manila, were such that they would have attracted attention, particularly that of Americans of the younger generation.” Ibid., 9.
48.  Ibid., 6. 
49.  Ibid. The two students who had been delayed at Manila arrived December 1.
50.   Bernard Moses to Governor Luke E. Wright, March 1, 1904, in BIA 365-110. During the Christmas holidays of 1904 Professor Moses visited a number of the county school superintendents who had assembled for a conference in Los Angeles, and received universally favorable reports concerning the conduct and progress of the students. He wrote Governor Wright that he had no doubt but that the policy inaugurated would be of very great advantage to the Philippines, “ for it recognizes the fact that civilization cannot be taught by precept but by example. (Emphasis mine). The responsibility of determining how far this policy shall be pursued rests upon you and your associates, and will doubtless be more or less influenced by the state of the funds.” Ibid.
51.   Educational Agency Report No. 1. pp. 6-7
52.   The report of the instructor in civics was as follows: IN Civics we took a birds eye view of governments ast to kinds, then made a study of constitutions, touching on the nature of constitutions in general. This was followed by an examination of the defects in the Articles of Confederations and how those defects were remedied by the new Constitution. The UNited States Constitution was then taken up and each branch of government was studded from a detailed outline. The method followed was to give a general talk on each division of subdivision of each branch, followed by the reading, by the Students , of the clauses of the Constitution pertaining to the subject under discussion. Explanation of terms and expressions followed. Questions from the class on obscure points were freely encouraged. Questions by instructors on the work previously covered were from time to time thrown in. Special emphasis was laid on the stability and permanence of our institutions…The Departments of the Executive, State, Treasury, War, etc. and the different Bureaus, were taken up in detail. The object has been to give a clear idea of the nature of a government founded on broad liberal principles….The result has been, I think , the giving of those who never made a study of our Constitution, a fair idea of its purport and provisions and those who had work in this line soe new points of view, thus preparing all for a more extended study of laws, institutions and history. Lastly we took a hasty glance at the general provisions of International Law.” Educational Agency Report No. 4 p. 2.
53.  Betteravia (from French betterave "sugar beet roots") was a community in northern Santa Barbara County, California on Betteravia Road, six miles west of Santa Maria. It is notable as a rare ghost town on the Central Coast of California. Betteravia was a company town founded on the former Rancho Punta de Laguna around the turn of the 20th century and existed for nearly ninety years. The Union Sugar Refining Company established a sugar beet farm here in 1897.[2] At one time this community supported a population of 350 residents, the vast majority of whom were employed by the Union Sugar Company, now a part of Sara Lee Corporation.  See  Bright, William (1998). 1500 California Place Names: Their Origin and Meaning. Berkeley, CA: University of California Press.
54.   Ibid., 5-6. Preserved in the BIA records is a copy of the program, which included the “Fra Diavolo” overture played by the students’ orchestra, a “farce” called “Women's Rights at Kettlewell,” and a “farcelet” called “The Soldier’s Return.”
55.  The Louisiana Purchase Exposition, informally known as the St. Louis World's Fair, was an international exposition held in St. Louis, Missouri, United States, from April 30 to December 1, 1904. Local, state, and federal funds totaling $15 million were used to finance the event. More than 60 countries and 43 of the then-45 American states maintained exhibition spaces at the fair, which was attended by nearly 19.7 million people. It is commonly thought that the St. Louis exposition only displayed native subjects from the Philippines but there were other performances such as the Parade of Progress which included a military regiment in its narrative of progress under US colonialism. For an overview of the exposition see Paul Kramer, “Making concessions: race and empire revisited at the Philippine Exposition, St. Louis, 1901–1905." Radical History Review 1999.73 (1999): 75-114.
56.   Munden,  6-7
57.   The “parade of progress” included hundreds of young men dressed as scouts and doing military drills. The young men, who included the first 100 pensionados among their ranks, were presented as the last stage in an evolutionary schema of development. See Talitha Espiritu, “Native subjects on display: reviving the colonial exposition in Marcos' Philippines." Social Identities 18.6 (2012): 729-744.
58.   Educational Agency Report No. 6, p. 7.
59.   Educational Agency Report No. 5, p. 15.
60.   Ibid., 18 The results of this decision were unfortunate and in 1905 the students at Knoxville were moved further north “because of the sentiment which seems to exist among certain people antagonistic to these students.”  Educational Agency Report No. 5, p. 5. That Filipino students were placed in the law department of the University of Tennessee at Knoxville at this time, when schools were still segregated, is puzzling. For reference, the first African-American student admitted to the University of Tennessee was Theotis Robinson, Jr, in 1961.
61.   Fears of miscegenation were drummed up in the American Press as our sample news clippings illustrate. Jennifer Hallock writes “There were the romances, especially those between Filipino men (the majority of pensionados) and American women.” She cites the example of James Charles Araneta (from a wealthy Filipino family) who stayed two years with the Newell family in Berkeley, California, and when he left he took their sixteen-year old daughter, Lillian, with him. “As the Aranetas were well-connected in the new American administration—Negrense sugar barons!—the news reports on the match were both breathless and lurid at the same time. It was national news, from the front page of the San Francisco Call to the Des Moines Register to the Pittsburgh Press.” See, “Berkeley Girl won by a Filipino,” The San Francisco call. [volume] (San Francisco [Calif.]), 20 Feb. 1906. Chronicling America: Historic American Newspapers. Lib. of Congress. <https://chroniclingamerica.loc.gov/lccn/sn85066387/1906-02-20/ed-1/seq-1/> Also Posadas, Barbara M., and Roland L. Guyotte. “Aspiration and Reality: Occupational and Educational Choice among Filipino Migrants to Chicago, 1900-1935.” Illinois Historical Journal 85, no. 2 (1992): 89–104. http://www.jstor.org/stable/40192594.
62.   See THEODORE ROOSEVELT AND CATHOLICS, 1882-1919. By Frederick J. Zwierlein. Published by the Rev. Victor T. Suren, Director of the Central Bureau of the Central Verein, St. Louis, Mo. 1956. Pp. xiii, 392. Also, Costa, H. de la. Review of AMERICAN BEGINNINGS IN THE PHILIPPINES, by Frederick J. Zwierlein. Philippine Studies 6, no. 3 (1958): 348–58. http://www.jstor.org/stable/42719393. De la Costa writes, “The hostility to Catholicism of the Filipino teachers referred to was doubtless due to the anti-clericalism generated by the recent Revolution and might in time have passed away. But a more permanent anti-Catholic bias was given to the Philippine public-school system when the insular government decided to send future teachers to the United States for study. The group sent in 1903 was put under the charge of a Mr. and Mrs. Sutherland, who placed all of them in Protestant schools. Father Wynne, editor of the Jesuit Messenger of the Sacred Heart , took the trouble to write to all the principal Catholic educational insti- tutions in the United States, asking them if they had been approached regarding the Filipino students. Ten replied that they had simply been asked for their catalogues or information about their terms. Three, Georgetown University, St. Mary's Institute (Dayton), and Mt. Angel Seminary (Oregon), upon being con- tacted further, had offered free tuition. However, the students were sent to none of these. They were sent instead to Oberlin College (Ohio), Dixon College (Illinois), Milliken school (Decatur, 111.), and the University of Penn (Knoxville, Tenn.), all of them, according to Father Wynne, definitely Protestant schools. The Episcopalian St. Andrew's Brotherhood was entrusted with the task of selecting lodgings for them. Those assigned to the State Normal School at Westchester, Pa., were scolded for not attending Protestant chapel exercises and ordered to do so. In nearly all the other institutions inducements were offered to the Filipino stu- dents to do the same. Mrs. Sutherland, who was apparently put in charge of the girl students, took them to a Methodist church in St. Louis.”
63.  See Coloma, Roland Sintos. “‘Destiny Has Thrown the Negro and the Filipino under the Tutelage of America’: Race and Curriculum in the Age of Empire.” Curriculum Inquiry 39, no. 4 (2009): 495–519. http://www.jstor.org/stable/20616446. “Since Filipino/as were discursively configured as "Negroes," the schooling for African Americans became the prevailing racial template for the colonial pedagogy of Filipino/as.”
64.   Ibid. 
65.  Report of the Chief of the Bureau of Insular Affairs to the Secretary of War, 1904 (Washington: Government Printing Office, 1904), 46. As a former Spanish colony, the Philippines is a predominantly Catholic country. The argument presented by the Catholic press reveals that fears of the protestantization of the Philippine population extended from the Philippine Church to the U.S. Conference of Catholic Bishops. See “Victory for Catholic Press: Justice Will Be Done in Placing Catholic Filipino Students in Educational Institutions,” The Catholic Telegraph, vol. 73, no. 46, 17 November 1904. 
66.  Sutherland to Edward, September 28, 1904, in BIA 363-129.
67.  Sutherland to Weber, October 1, 1904, in BIA 365-131. On October 6, 1904, President Roosevelt asked W. Leon Pepperman, Acting Chief of the Bureau of Insular Affairs, to “write to some of the leading Catholic dailies, calling attention to the open letter…, inviting  the aid of these Catholic papers in determining the assignment of future students.” Such letters were written to the New Century (Washington), the Pittsburgh Catholic, Chicago Western Catholic, Boston Pilot, Northwestern Chronicle, Baltimore Catholic Mirror, and New World (Chicago). BIA 3650130 and 131.
68.   BIA 363-131.
69.   BIA 363-132.
70.   BIA 363-134.
71.   Taft to Edwards, October 17, 1904, in BIA 363-135. Blank questionnaires were distributed to the students by Sutherland’s circular letter of the same date. BIA 14383 and 14383-1. The question was finally resolved by circular no. 11 (series of 1905) of the P.I. The Bureau of Education, dated February 7, 1905, which directed division school superintendents to procure from parents of guardian signed replied to the following questions: 1. What religion does your son, or ward, profess? 2. What course do you desire your son, or ward to pursue in his studies in the United States? 3.) Do you desire that your son, or ward, attend a denominational school? If so, of what denomination? 4. Is it your desire that your son, or ward, be secured boarding accommodations in a family of any particular religion? If so, of what religion? BIA 363-155.
72.  Kenneth W(hite) Munden was born in Elizabeth City, NC, on February 16, 1912, to Joshua Warren and Elizabeth Jane (White). He attended Duke University from 1929 to 1931, and received his A.B. from George Washington University in 1943. Munden married Lia Ghezzi on August 24, 1946. They had two children: Robin Ghezzi and Gordon Ghezzi. Munden served in the Army from 1942 to 1948. Munden returned to work as an archivist for the Department of the Army serving from 1948 to 1958, returning to Army Reserve during 1951-1952. In 1958, Munden returned to the National Archives as Chief of Special Projects, leaving that position in 1968. He served as editor for the American Archivist (1960-1968) and the American Film Institute (1968-1972), and as an archival consultant for the Department of the Army (1972-1974), and as historian for the Office of Economic Opportunity (1972-1973). Kenneth W. Munden died September 17, 1974. He was interred at Arlington National Cemetery. See “Kenneth W. Munden, Personal Papers,” John F. Kennedy Presidential Library and Museum, Accessed 1 December 2021. https://www.jfklibrary.org/asset-viewer/archives/

    Archives

    “Kenneth W. Munden, Personal Papers,” John F. Kennedy Presidential Library and Museum, Accessed 1 December 2021. https://www.jfklibrary.org/asset-viewer/archives/KWMPP

    Munden, Kenneth. comp. Records of the Bureaus of Insular Affairs Relating to the Philippine Islands, 1898-1935: A list of Selected Files (Washington: The National Archives, 1942), vii-xii. 

    Report of the Philippine Commission to the President (2 vols.; Washington: Government Printing Office, 1900), I, 17.

     Report of the United States Philippine Commission to the Secretary of War for the Period from December 1, 1900, to October 15, 1901 (2 vols.; Washington : Government Printing Office, 1901), I, 147-148.

    Brig. Gen. R.P. Hughes, U.S. Vols., Commanding Dept. of the Visayas, to the Adjutant General, October 11, 1900, in BIA 365-15.

    Report of the United States Philippine Commission [1900] (Washington: Government Printing Office, 1901), 106-107.

     Report of the Chief of the Bureau of Insular Affairs to the Secretary of War, 1904 (Washington: Government Printing Office, 1904), 46. 

    Third Annual Report of the Philippine Commission [1902] (2 vols.; Washington: Government Printing Office, 1903)II, 880.

    William Howard Taft, Secretary of War, to Col. Clarence R. Edwards. Chief of Bureau of Insular Affairs, October 22, 1904, in BIA 363-138.  

     

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    ____.“Berkeley Girl won by a Filipino,” The San Francisco call. [volume] (San Francisco [Calif.]), 20 Feb. 1906. Chronicling America: Historic American Newspapers. Lib. of Congress. <https://chroniclingamerica.loc.gov/lccn/sn85066387/1906-02-20/ed-1/seq-1>  

    ____.“Victory for Catholic Press: Justice Will Be Done in Placing Catholic Filipino Students in Educational Institutions,” The Catholic Telegraph, vol. 73, no. 46, 17 November 1904. 

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