The Division of Virgin Islands Cultural Education

The Virgin Islands Department of Education is honored to celebrate Liberty Day and David Hamilton Jackson Month, paying tribute to Jackson’s legacy of “Liberty, Equality, and Fraternity.” This November, our programs invite students and teachers to deeply engage with the values Jackson championed, fostering a fuller understanding of Virgin Islands history and cultural identity.

The Department’s Division of Virgin Islands Cultural Education provides specially designed resources to immerse students and teachers in Jackson’s enduring influence. Through interactive projects, activities, and participatory archiving, these tools transform classrooms into spaces where students explore the historical and cultural significance of Jackson’s contributions firsthand. Teachers guide students through student-driven projects that highlight Jackson’s impact on justice and equality, cultivating a new generation of community scholars dedicated to preserving Virgin Islands heritage.

David Hamilton Jackson’s vision for “Liberty, Equality, and Fraternity” stretched across oceans through The Herald, the first unsanctioned free press in the Danish West Indies. His message reached far beyond local shores thanks to dedicated distributors: Theobald Brow in Frederiksted, Chas C. Reubel in Christiansted, Alton A. Adams in St. Thomas and allies in New York like Andrew E. Elskoe, Chas C. Anthony, and Isabelle George. Even the Social Demokraten in Copenhagen connected Virgin Islanders abroad with Jackson’s transformative vision.

These celebrations culminate in the David Hamilton Jackson Student Art Exhibition on November 9, 2024, at Cane Roots Art Gallery on Company Street, St. Croix. The exhibition is a showcase of artworks from across the territory and features student-driven tributes to Jackson’s vision and resilience.

For educators and students, a wealth of additional resources to enhance 21st-century learning and honor Jackson’s legacy is available at https://goopenusvi.vide.vi/courseware/lesson/689/overview .

This November, we invite the community to join us in celebrating David Hamilton Jackson, Liberty Day, and the values that continue to inspire and unite us all.

Father-son duo teaches V.I. history, culture in 'Kalani's V.I. Adventures' animated series ST. CROIX — There’s a new kid on the block. His name is Kalani, and he wants to teach Virgin Islands boys and girls about their history and culture through

Historical Context:

In the early 1900s, life in the Danish West Indies, especially for workers on St. Croix’s sugar plantations, was pretty grim. People worked long hours, got paid next to nothing, and were treated even worse. Enter David Hamilton Jackson, who wasn’t about to stand for it. In 1913, he founded the St. Croix Labor Union, demanding better wages, fair treatment, and, most importantly, freedom of speech. He also started The Herald, a newspaper that gave locals a place to be heard. This was a big deal at a time when yellow journalism, that kind of exaggerated, biased reporting, was being used to shut down movements pushing for justice. Jackson’s work wasn’t just about labor rights. He was about equity and making sure that everyone had a voice and that justice wasn’t just a dream for the few.



The Fight for Equity

Jackson’s fight wasn’t just about improving working conditions. He wanted equity for the people of St. Croix and the wider Virgin Islands. Jackson wanted workers to take control of their own stories, especially through a free press. But the colonial powers fought back, using media to mock him and undermine his works.



Yellow Journalism and Its Impact:

The cartoons in the images are examples of yellow journalism that sought to manipulate public opinion by using exaggerated, often racist depictions of Jackson. These images aimed to mock his activism, portraying him as ineffective or even corrupt. This type of journalism can have a powerful impact on how activists and their causes are perceived, distorting the truth and making it harder for genuine movements for justice to succeed.
https://microsite-vide-prod.s3.amazonaws.com/media/courseware/relatedresource/file/Translation_of_Danish_Cartoons_on_David_Hamilton_Jackson_and_Yellow_Journalism_2_1_PGvZCLP.pdf

The Division of Virgin Islands Cultural Education invites educators, schools, and organizations across the territory to join in the annual celebration of David Hamilton Jackson and his contributions to workers' rights, free speech, and social justice.

How to Get Involved: Educators are encouraged to inspire students to submit creative works in the following formats:

- Written Works: Essays, poems, or short stories addressing themes of equity and justice.

- Visual Arts: Cartoons, paintings, or digital artwork that explore workers' rights and freedom of speech.

- Vocational Projects: Craft projects symbolizing equity and social justice.

- Music: Songs, including rap, R&B, or Caribbean cariso, that speak to the ongoing struggle for equity.

Submission Guidelines: All student submissions are due by October 25, 2024, and can be emailed to [email protected].

Educators may also contact the Department to arrange school pickups.

Exhibition: All submissions will be showcased at the Cane Roots Art Gallery from November 2–16, giving students an opportunity to publicly share their work while celebrating the life and legacy of David Hamilton Jackson.

Access Resources Here:
https://goopenusvi.vide.vi/courseware/lesson/689/overview

Explore the Rich History and Culture of the Virgin Islands!

Join our VI History & Culture online course from November 9, 2024 to December 14, 2024, every Saturday from 9:00 AM - 12:00 PM 😃

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It’s go time! The David Hamilton Jackson and All Ahwe Project by the Virgin Islands Department of Education - Division of Virgin Islands Cultural

This project has become such a cornerstone of celebrating Jackson’s legacy; it’s about more than just remembering history, it’s about tapping into the social equity conversations we’re still having today.

In past years, we’ve seen nearly 200 students pour their hearts into this project, using everything from poetry to art to connect with Jackson’s fight for labor rights and freedom of the press.

This exhibition at Cane Roots Art Gallery has become the place where our students can show off how they’re not just learning history, but owning it. Whether it’s a poem about equity, a painting about standing up, or a song about justice, they’ve made this project come alive. And that’s exactly why we need your leadership to get students involved.

- Teacher's Guide: Everything they need to integrate this project into their classrooms.

- Discussion Questions: Get students thinking about social equity and Jackson’s impact.

- Creative Prompts: From essays to art to music, we’ve got ideas to get the creative juices flowing.

Submissions due by October 25: Remind your students to submit their work on time, so we can feature their talents at Cane Roots Art Gallery from November 2nd - 16th.

https://goopenusvi.vide.vi/courseware/lesson/689/overview

It’s go time! The David Hamilton Jackson and All Ahwe Project, This project has become such a cornerstone of celebrating Jackson’s legacy; it’s about more than just remembering history, it’s about tapping into the social equity conversations we’re still having today.

In past years, we’ve seen nearly 200 students pour their hearts into this project, using everything from poetry to art to connect with Jackson’s fight for labor rights and freedom of the press.

This exhibition at Cane Roots Art Gallery has become the place where our students can show off how they’re not just learning history, but owning it. Whether it’s a poem about equity, a painting about standing up, or a song about justice, they’ve made this project come alive. And that’s exactly why we need your leadership to get students involved.

- Teacher's Guide: Everything they need to integrate this project into their classrooms.

- Discussion Questions: Get students thinking about social equity and Jackson’s impact.

- Creative Prompts: From essays to art to music, we’ve got ideas to get the creative juices flowing.

Submissions due by October 25: Remind your students to submit their work on time, so we can feature their talents at Cane Roots Art Gallery from November 2nd - 16th.

2024 David Hamilton Jackson and All Ahwe Student Project 2024 David Hamilton Jackson and All Ahwe Student Project Overview It’s go time! The David Hamilton Jackson and All Ahwe Project, This project has become such a cornerstone of celebrating Jackson’s legacy; it’s about more than just remembering history, it’s about tapping into the social equi...

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Nobel Prize lessons – Han Kang South Korean author Han Kang began her career with the publication of some poems in a magazine, but it was as a novelist she made her breakthrough. In her books, Kang confronts historical traumas and social norms in capturing the fragility of human life. She often uses poetic language in her prose.....

David Hamilton Jackson and All Ahwe Project: Teachers’ Guide

This poem by The iconic Virgin Islands poet, Richard Schrader, serves as a prompt for teachers who wish to engage their English and literature classes in the Virgin Islands Department of Education’s Division of Virgin Islands Cultural Education Student Project, honoring David Hamilton Jackson and the labor union workers of the Virgin Islands.

D. HAMILTON JACKSON
By Richard Schrader

All praise to the memory Of David Hamilton Jackson, Dedicated warrior of the poor.
Sword or club he never used.
The word and the pen Were his only weapons
His people's rights to defend.
Determined and unafraid
The champion took a stand.
"Sugar barons!" he said,
"You are killing my people In sugar cane fields
And sucking the sweet.
The two cents you pay them Can hardly buy food to eat." A vibrant orator, par excellence, His words rolled like thunder In the ears of massa.
Firebrand, trouble maker
They swear he was
And even threatened his life.
But they couldn't hurt the Crucian.
They only strengthened his will to fight on.
Let us today lift high
This apple of the Virgin Isles.
Cherish his ideals, keep a free mind And as one people, forge ahead.
But most of all, let us always remember
That the name David Hamilton Jackson signifies Much more than bull and bread.

The Division of Virgin Islands Cultural Education is back with its annual David Hamilton Jackson and All Ahwe Project, celebrating David Hamilton Jackson Month, and we need you and your students to be a part of it. From November 2 - 16, we’ll be showcasing student-created work that reflects not just on Jackson’s fight for workers' rights and free speech, but also on the ongoing challenges we still face today around fairness and equality.

David Hamilton Jackson fought hard for things like freedom of the press and fair treatment for workers, issues that are just as relevant now as they were then. Whether it’s about workers’ rights, equality, or freedom of speech, we want to hear what your students have to say.

Here’s how to get them involved:
1. Literature Submissions
This category is all about students reflecting on the big issues, justice, fairness, and standing up for what’s right. Through essays, poems, or short stories, they’ll have the chance to explore how these themes relate to David Hamilton Jackson’s legacy and how they are still relevant today. Encourage them to think critically, to dig deep, and to express their own connections to these struggles.

Essays
What to write about: Have students think about a challenge they or someone in their community is dealing with, something that feels unfair or that needs to change. It could be about workers' rights, freedom of speech, or just a situation where people aren’t being treated equally. Ask them to connect this to bigger issues of justice and fairness. They can use David Hamilton Jackson’s fight as a symbol of standing up for what’s right and explore how his story inspires them to push for fairness in their own lives or the world around them.

Word limits:
Elementary: 150-250 words
Middle School: 300-500 words
High School: 500-750 words

Poems
What to write about: Encourage students to write a poem that captures a challenge around fairness or equity—it could be about something personal or something bigger in the world. Help them see how David Hamilton Jackson’s legacy of standing up for justice still connects to today’s struggles. Their poems can explore how these challenges feel and why it’s so important to keep fighting for fairness.
Length: No specific word limit, but aim for at least 12 lines.

Short Stories
What to write about: Guide students to create a short story where the main character faces a situation that feels unfair—maybe at school, at home, or in their community. Use David Hamilton Jackson’s fight for workers’ rights and freedom of speech as a source of inspiration. The story can happen in any time period, but the important part is showing how standing up for what’s right is just as important today as it was back then.

Word limits:
Elementary: 150-250 words
Middle School: 300-500 words
High School: 500-750 words

Click the link to access the the Student Project Details:

2024 David Hamilton Jackson and All Ahwe Project: Create and Share Your Work!

David Hamilton Jackson and All Ahwe Project: Teachers’ Guide

This poem by the iconic Virgin Islands poet, Richard Schrader, serves as a prompt for teachers who wish to engage their English and literature classes in the Virgin Islands Department of Education’s Division of Virgin Islands Cultural Education Student Project, honoring David Hamilton Jackson and the labor union workers of the Virgin Islands.

D. HAMILTON JACKSON
By Richard Schrader

All praise to the memory Of David Hamilton Jackson, Dedicated warrior of the poor.
Sword or club he never used.
The word and the pen Were his only weapons
His people's rights to defend.
Determined and unafraid
The champion took a stand.
"Sugar barons!" he said,
"You are killing my people In sugar cane fields
And sucking the sweet.
The two cents you pay them Can hardly buy food to eat." A vibrant orator, par excellence, His words rolled like thunder In the ears of massa.
Firebrand, trouble maker
They swear he was
And even threatened his life.
But they couldn't hurt the Crucian.
They only strengthened his will to fight on.
Let us today lift high
This apple of the Virgin Isles.
Cherish his ideals, keep a free mind And as one people, forge ahead.
But most of all, let us always remember
That the name David Hamilton Jackson signifies Much more than bull and bread.

The Division of Virgin Islands Cultural Education is back with its annual David Hamilton Jackson and All Ahwe Project, celebrating David Hamilton Jackson Month, and we need you and your students to be a part of it. From November 2 - 16, we’ll be showcasing student-created work that reflects not just on Jackson’s fight for workers' rights and free speech, but also on the ongoing challenges we still face today around fairness and equality.

David Hamilton Jackson fought hard for things like freedom of the press and fair treatment for workers, issues that are just as relevant now as they were then. Whether it’s about workers’ rights, equality, or freedom of speech, we want to hear what your students have to say.

Here’s how to get them involved:
1. Literature Submissions
This category is all about students reflecting on the big issues, justice, fairness, and standing up for what’s right. Through essays, poems, or short stories, they’ll have the chance to explore how these themes relate to David Hamilton Jackson’s legacy and how they are still relevant today. Encourage them to think critically, to dig deep, and to express their own connections to these struggles.

Essays
What to write about: Have students think about a challenge they or someone in their community is dealing with, something that feels unfair or that needs to change. It could be about workers' rights, freedom of speech, or just a situation where people aren’t being treated equally. Ask them to connect this to bigger issues of justice and fairness. They can use David Hamilton Jackson’s fight as a symbol of standing up for what’s right and explore how his story inspires them to push for fairness in their own lives or the world around them.

Word limits:
Elementary: 150-250 words
Middle School: 300-500 words
High School: 500-750 words

Poems
What to write about: Encourage students to write a poem that captures a challenge around fairness or equity—it could be about something personal or something bigger in the world. Help them see how David Hamilton Jackson’s legacy of standing up for justice still connects to today’s struggles. Their poems can explore how these challenges feel and why it’s so important to keep fighting for fairness.
Length: No specific word limit, but aim for at least 12 lines.

Short Stories
What to write about: Guide students to create a short story where the main character faces a situation that feels unfair, maybe at school, at home, or in their community. Use David Hamilton Jackson’s fight for workers’ rights and freedom of speech as a source of inspiration. The story can happen in any time period, but the important part is showing how standing up for what’s right is just as important today as it was back then.

Word limits:
Elementary: 150-250 words
Middle School: 300-500 words
High School: 500-750 words

Click the link to access the the Student Project Details:

2024 David Hamilton Jackson and All Ahwe Project: Create and Share Your Work!

David Hamilton Jackson and All Ahwe Student Project- Guiding Students to Create Work at an Elementary Level

Background Information for Teachers: David Hamilton Jackson and His Legacy
Who Was David Hamilton Jackson?
David Hamilton Jackson was, no doubt, one of the strong voices calling for justice and equality in the early 1900s, when the Danish Empire controlled the then-Danish West Indies-now the United States Virgin Islands. He was born on the island of St. Croix in 1884, growing up to be one of the foremost labor leaders. He was among the founders of the St. Croix Labor Union in 1913, giving for the first time a unified voice to workers who had hitherto been working under inhumane conditions on sugar plantations. Besides, he realized that any steam for justice required the right and facility to speak the truth and share information. Thus, in 1915 he founded The Herald newspaper, the first free press in the Virgin Islands operated by a person of color.

The Historical Context:
Under Danish rule, the islands were shaped by conditions that today would be described as intolerable. The economy thrived on the labor of Black workers-mostly descendants of enslaved people-who toiled on sugar plantations for wages barely enough to survive. Their lives were caught in the shadow of slavery, and though no longer in chains, they were still bound to a system that devalued their humanity while relying entirely on their labor.

Yet, the workers lived in conditions that were not only exploitative and unsafe but also dangerous. There was no protection whatsoever; there were no systems to look after their well-being, nor did a free press speak for their rights or amplify their voices. Amidst this deafening silence, the people could hardly raise any advocacy for themselves, and when they do, it is more often than not ridiculed, or worse, it would be met with violence. Any push for justice or fair wages was not only resisted but aggressively suppressed, a reminder of how power functioned in these colonial systems.

Jackson’s Fight for Fairness:
In 1915, Jackson founded The Herald, a newspaper that became a vital platform for revealing the harsh realities of plantation life. Through this publication, he directly challenged the Danish government’s stranglehold on the press, giving a voice to those who had long been silenced. His writings exposed the brutal conditions workers faced and demanded change, making labor rights a public issue and undermining the colonial narrative.
David Hamilton Jackson recognized the injustices of St. Croix plantation workers and took bold, often dangerous steps to fight back. Full well aware of the power of unity, he founded the St. Croix Labor Union, an organization where workers could unite in demands for better working conditions, employment rights, and livable wages.

The colonial powers tried to limit his influence by constant character assassination through criticism, harassment, and even cartoons to simply mock the man's efforts. But Jackson did not fold. If anything, these efforts at belittling him served as further fuel for his determination. Jackson laid the groundwork for a wider movement for more autonomy and civil rights within the Virgin Islands.

Helping Students Understand Jackson’s Experience:
Introducing students to the life of David Hamilton Jackson is best framed by placing his story within students' notions of what it is to be fair and courageous. Jackson lived in a world where speaking up meant real risk, yet he did stand up against a system engineered to silence him and those for whom he fought. Helping students connect with this experience can start with showing them that Jackson, essentially, was a man who witnessed an injustice and couldn't help but not stand still. The laborers held onto the belief that even when those in power would not listen, people could make things better when collaborating together and raising their voices responsibly.

At an elementary level, we can simplify Jackson’s role by explaining that he was a leader who cared about people who weren’t being treated fairly. He made it possible for workers to gather, speak up, and ask for the rights they deserved. You might describe him as someone who helped people realize they had a voice, and that together, they were stronger.

It’s also helpful to explain that, like many who challenge unfair systems, Jackson faced resistance. He was often mocked or treated badly for trying to help, much like how a bully might try to stop someone from doing the right thing. Yet Jackson didn’t give up. In many ways, he was like a protector, standing up for workers against bosses and a government that didn’t care about them. For students, this can feel like the story of a real-life superhero like someone who fought for what was right, even when it was hard.

Click the link to view the teacher’s guide :

A Teachers’ Guide for Grades 1-5

In celebration of Puerto Rico-Virgin Islands Friendship Day, we’re excited to share some resources about Dr. Ramón Emeterio Betances, a revolutionary who shaped the future of both Puerto Rico and the Virgin Islands in ways we’re still seeing today. His work, done largely while in exile in St. Thomas, created strong connections between the islands, and this year, we’re offering materials to explore these shared histories.

We hope these resources can be a starting point for discussions, projects, or lesson plans that bring Betances' ideas into your classroom. His vision for equality and greater autonomy might just be the spark students need to think about their role in shaping history.

At the end of the day, it’s not just about history, it's about showing students how our islands have been, places where big ideas grow, and revolutionaries come together. Betances had this vision of unity and change that went beyond one island or one people, and that kind of thinking feels especially relevant right now.

As we take a moment to honor Rothschild Francis, it’s impossible not to admire the boldness of his vision. He wasn’t just challenging the struggles of his era thru naval rule, economic inequality, and the silencing of his people, but pushing for something far bigger: a future where the people of the Virgin Islands would be in charge of their own fate. Francis’s story is about more than resistance; it’s about a belief that justice, even when it drags its feet, is inevitable. As you dive into his timeline, think about how one person’s refusal to accept injustice can ripple through history, changing the course of a whole community. This is how Rothschild Francis did exactly that.

Timeline of Rothschild Francis’ Advocacy

1917 – The U.S. Takes Over the Virgin Islands
It’s 1917, and the world is in the throes of World War I. As part of a strategic move to safeguard the Panama Canal, the U.S. buys the Virgin Islands from Denmark. What seemed like a fresh start quickly turns into another form of colonial control, with the U.S. Navy stepping in to govern. Roads get built, sanitation improves, but for the people? Their voices are stifled. And that’s where Rothschild Francis steps in, ready to take on a government more concerned with military strategy than with the lives of the people it now oversees.

1921 – The Birth of The Emancipator
By 1921, Rothschild Francis is done watching quietly. He launches The Emancipator, a newspaper with one mission: to make sure the voices of Virgin Islanders are heard, loud and clear. It’s not just a paper, it’s a protest, a call to action. Francis uses its pages to critique the naval government and to fight for civil rights and self-governance. His words land like blows, and people start to pay attention.

1922 – Francis Fires the First Shots
The U.S. Navy? Not so pleased. In The Emancipator, Francis sharply criticizes the naval administration, calling out the hypocrisy of America’s democratic ideals being denied to the very people who live under its flag. His articles pull no punches, and it doesn’t take long for authorities to get nervous. But Francis doesn’t stop. He knows the stakes, and he’s ready to face the consequences.

1924 – Speaking Truth to Power
In 1924, Francis makes his way to Washington, D.C., to testify before the United States Senate. He stands before the Senate Committee on Territories and Insular Possessions, making it clear that the people of the Virgin Islands aren’t just subjects to be ruled, they are citizens who deserve rights. “We feel we are political peons under the American flag, and aliens have the right to dictate us,” he says, and you can practically feel the room shift under the weight of his words. This moment cements Francis as a true advocate for his people, someone willing to challenge the highest powers.

1924 – Arrested for the Truth
Back home, Francis’s boldness leads to trouble. After publishing an article in The Emancipator that critiques the local police force, he’s charged with criminal libel. His closing line, "How long O Justice! How long!", gets him a 30-day prison sentence without a jury. In the eyes of the authorities, he’s crossed the line. But for Francis, it’s just more proof of how deeply flawed the system is.

Still, even after his release, Francis remains unbroken. He tells anyone who will listen, "The Mills of the Gods grind slowly, but they grind exceedingly fine." It’s a reminder that while justice may be slow, it’s inevitable. And Francis, with his words and his relentless advocacy, is setting the wheels of that justice in motion.

1927 – A Step Forward: Citizenship Granted
Three years after his arrest, U.S. Congress grants citizenship to Virgin Islanders. It’s a hard-fought victory, though not quite the full win that Francis was hoping for. The people still live under naval rule, and the fight for a true civilian government continues. But it’s progress, and Francis isn’t one to let a step forward go unnoticed.

1931 – The End of Naval Rule
Finally, in 1931, the U.S. Navy steps back, and control of the Virgin Islands is handed over to the Department of the Interior. It’s a small victory, but Francis keeps his eyes on the bigger prize: full civilian control. There’s still work to be done, and he’s far from finished.

1936 – The Organic Act and the Beginning of Civilian Government
After years of tireless advocacy, the Organic Act of 1936 is passed. It establishes civilian government in the Virgin Islands, allowing local councils to hold real legislative power. Francis’s dream of a government by and for the people is finally coming into focus. His fight wasn’t for nothing. His words, his arrests, his relentless criticism, they mattered.

October 5th - Rothschild Francis Day

Tomorrow, we come together to honor Rothschild Francis, a figure whose legacy looms large in the Virgin Islands of the United States history, yet whose name might still fly under the radar for many. This day is not just about remembering what he did, but reflecting on the powerful lessons his life continues to offer us, especially in today’s world, where the call for justice and democracy is as urgent as ever.

Rothschild Francis stepped onto the political stage during a time of profound transition for the Virgin Islands. In 1917, the U.S. purchased the islands from Denmark, mainly for military reasons, but for the people living here, it felt more like trading one indifferent ruler for another. The islands were thrust under the control of the U.S. Navy, whose priorities were building roads and cleaning up sanitation, but when it came to recognizing the basic civil rights of the residents, particularly Afro Caribbean people ? That was far from their list.

Francis, however, wasn’t content with this halfway measure of governance. He didn’t believe in silence or submission. As he boldly put it during a 1924 U.S. Senate testimony: "We feel we are political peons under the American flag, and aliens have the right to dictate us." It was that voice, sharp, clear, and unyielding, that would become his signature weapon against the forces that sought to silence him.

He launched The Emancipator, a newspaper that wasn’t just a publication, it was a megaphone for the voiceless. Francis criticized the naval administration’s grip on the islands, and as a result, his editorials were always walking the fine line between truth-telling and “offending” those in power. His refusal to back down eventually led to his arrest in 1924, after an article criticized the police force’s treatment of locals. His final words in that piece? "How long O Justice! How long!" These words alone were enough to get him slapped with a 30-day prison sentence.

But even prison didn’t shake his faith in justice. Upon his release, he famously said, "The Mills of the Gods grind slowly, but they grind exceedingly fine." It was a reminder that while the wheels of justice may turn slowly, they do turn and they eventually land where they need to.

This period was hard for everyone in the Virgin Islands. The economy was struggling, the sugar industry was collapsing, and poverty was widespread. The people were desperate for change, for recognition, for the political rights they had been denied for so long. And while the Navy built roads and hospitals, it ignored the most critical infrastructure of all political representation. Francis saw this clearly, and he wasn’t afraid to call it out. His work laid the foundation for the Organic Act of 1936, which finally established civilian government in the islands.

For teachers and students today, Francis’s life offers a compelling reminder: real change is slow, it’s messy, and it often comes at great personal cost. But his unwavering belief in justice and the power of the people still rings true. We can’t forget that the fight for civil rights isn’t just a chapter in a history book, it’s ongoing, and it’s one that we all have a stake in.