The document summarizes the three stages of American occupation in Moroland (Southern Philippines) from 1899-1920: 1) Military Occupation from 1899-1903 focused on pacifying the region and establishing camps, with a policy of non-interference. 2) The Moro Province from 1903-1913 brought direct American rule, including anti-slavery and tax laws that triggered resistance from Moro leaders. 3) The Department of Mindanao and Sulu from 1914-1920 aimed to further incorporate the region and "Filipinize" administration, though the Moros still lacked full control over local governance.

1. Various stages of
the American
occupation in
Moroland

2. 2
• 3.) What were the various stages
of the American occupation in
Moroland and how distinct were
the American policies in each of
the stages?

3. 3
1.) Military Occupation from 1899-1903
2.) The Moro Province from 1903-1913
3.) The Department of Mindanao and Sulu from 1914-1920.
The three stages of American Occupation in Moroland

4. Military Occupation
and the Non-
interference Policy

5. “
5
From 1899-1903, the Americans preoccupied
themselves with the pacification and colonization of
Luzon and Visayas.
 Within this period, American activity was limited to
occupying the former Spanish camps and
garrisons.They tried to convince the leaders to accept
American occupation in the area and at least not to
oppose their presence on the island.
 The Americans sent General John Bates to Sulu in
1899 to conclude a friendly treaty between the
Americans and Sulu Muslims. This treaty was
unilaterally abrogated later on by the Americans after
seeing that Luzon and Visayas had become
“peaceful” and under effective control.

6. The Moro Province
and Direct Rule

7. 7
The Moro Province was created by Philippine Commission Act
787 of June 1, 1903.
 These present provinces and the cities within them would
become the basis of the MNLF for identifying the
Bangsamoro homeland later on.
 The battle of Bacolod Grande was triggered when the
Americans held the Sultan of Bacolod responsible for a
Maranao scout who deserted with his rifle. Under the tribal
ward system, the sultan or datu was always held
responsible for the individual act of his followers. Datu Ali of
Cotabato (1903), Ampuan a Gaus of Taraka (1907) and the
Bud Dajo Moros of Sulu (1907) would resist the Americans
because of the latter’s anti-slavery and tax laws.
 The massacre at Bud Bagsak was triggered by the
disarmament policy of the last governor of the Moro
Province, John J. Pershing.

8. 8
Figure 1:
Administrative
Structure of the
Moro Province

9. 9
 Because Moros could no longer resist en
masse, the phenomenon called Juramentado
arose with growing frequency. Juramentados
were Moros who swore to kill as many invaders
as they could before they died. They were
common during the Spanish period but they
became more numerous during the American
colonization of Mindanao and Sulu. In fact, the
Americans were so disturbed by the mounting
problem with juramentados that the .45 caliber
was prescribed to be the standard sidearm of
American soldiers to address it.
 They accomplished what the Spaniards had
started but failed to do to incorporate the whole
of Mindanao and Sulu into what would be called
the Philippines.

10. The Department of
Mindanao and Sulu
and Filipinization

11. 11
“To give Philippines back to Spain is not
honourable. To leave them to other countries
is not acceptable. To allow them to be free is
unthinkable. They would tear at each other. I
decided to keep the Philippines for us to
civilize.”

12. 12
Figure 2:
Administrative
Structure of the
Department of
Mindanao and
Sulu

13. 13
“The Moro people want to set their house in order
but how can they when the very key of their own
house is not in their possession and perhaps the
Moros may be locked in or locked out because the
key to their own doors is not in their hands. This is
indeed a tragedy! Those of you who are
accustomed to the native son of the province
conducting the affairs of your own people will
surely understand what it means to be governed by
outsiders and “intruders” who do not have even the
command of the dialect of the people to be
governed.”

14. Policy of Attraction
14
 To mitigate the resentments of the Moros, for instance,
the American colonial government would come up with
programs and projects that would attract the former.
Free education was institutionalized and public schools
were established almost everywhere in the Moro
districts. Attendance was made compulsory so that
each Moro family was required to send at least one
child to school.

15. 2.
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