The Thomasite Book Club Discussion Questions

Spoiler alert: Reading the following suggested book club discussion questions and study guide before reading The Thomasite would tip off the reader on what happens in the story.
 
 

1. Preliminary

 
1. For the person who chose The Thomasite for the book club:

• How did you hear about the book?
• What made you want to read it?
• What made you suggest it to the group for discussion?
• Did it live up to your expectations? Why or why not?

 
2. For the book club members:

• Before reading The Thomasite, did you know that the Philippines is a former US colony?
• Did you know of the story of the Thomasite teachers before you read the novel?
• What do you think of The Thomasite’s title? 
  • Did you find it intriguing or bland?
  • If you could change the title, what would it be, and why?

 
 
II. Theme and Symbols
 
1. The following quote from philosopher George Santayana appears at the beginning of The Thomasite: “Those who cannot remember the past are condemned to repeat it.”

• What do you understand from this?
• How do you think this quote relates to the novel?
• Why should we study history?
  • How should we study history and how should it be taught?
    • From whose point of view should history be told?
  • Do you think the study of history is emphasized enough today, and for either yes or no—why?
    • If not, how can we change this?

• In The Thomasite, Eleanor leaves the Honolulu reception upset because she’s thinking this: “She sensed something askew, something possibly pointing to the origin of things. Of how people, nations, and history developed. The history of inequity. Injustice. Untruth. Don’t they say history is written by the victors? And the victors now appeared to be America’s elite, who were not only men but white men who came from families who possessed the clout and wealth to send their sons to the ivy-covered towers of the nation. White men, who then became captains of industry and government. And of women. That they happened to be exclusively male and white did not appear to be accidental nor circumstantial. It should be no wonder that her fellow Thomasites appeared very much at home in the luxury of Mr. Raubtier’s mansion. Many of them came from similarly gilded roots. She now suspected a link between the ruling elite and the educated elite that had spawned an unholy alliance from the beginning of history. Their combined power couldn’t be ignored, for it was such captains of industry and government who ousted women like Queen Liliʻuokalani from their thrones and indigenous peoples from their lands—allegedly in the name of progress. Yet, progress for whom? In Hawaii, this was, clearly, for men like Mr. Raubtier.” What do you think of this?        
• In The Thomasite, Miss Covell urges her fellow Mad About History club members, “I think it’s time we study, not just the history of the conqueror, but also the story of the conquered.”

• What do you think of this? Do you agree or disagree, and why?
• Whose version of history should we rely upon—the victor’s or the loser’s or none of them?
  • And if none of them, then how could we determine the truth? In contemplating this, consider Eleanor’s rumination: “Though not especially politically minded, she understood there were always two sides to a story. She marveled at the insights and learning of her colleagues who’d mastered the art of reading between the lines of history to get to the probable truth.” What do you think of this?

• What historical lessons could be learned from the history of the US annexation of Hawaii and the colonization of the Philippines?
• What is your understanding and opinion about historical injustices?

• Should we acknowledge historical injustices—no matter how long ago they happened?
• Should we try to remedy historical injustices today, and for either yes or no—why?

• If you believe in remedying historical injustice, what specific historical injustices need to be remedied today, and how?

• The Thomasite mentions the massacre of Filipinos over the age of ten capable of carrying and using a weapon in Samar Island by order of General Jacob Smith (no relation to the author) as retaliation for the Filipino guerrilla attack against US soldiers that killed about fifty Americans. This incident is now known as the “Balangiga Massacre” and modest estimates currently place the resulting deaths to Filipinos at about two thousand five hundred, although some estimates on the Philippine side place it at about fifty thousand Filipinos killed. Do you think this is a historical injustice?

• If yes, should anything be done about this today? For yes or no—why?
• If something should be done, what should it be?

• Do you see an injustice in the dethronement of the last Hawaiian queen and the way the US annexed Hawaii?

• If yes, should anything be done about this today? For yes or no—why?
• If something should be done, what should it be?
  • During the voyage of the Thomas to the Philippine Islands, the Thomasites did, in fact, write, stage, and perform a play about a fictitious trial wherein Neptune accused the ship’s officers of “polluting the sea air” and “heating the ocean waters” by sailing their coal-powered ship in the Pacific Ocean—and found them guilty.
    • Does it surprise you to learn that as early as 1901, the American teachers were already aware of the dangers to the natural environment of the use of fossil fuels?
    • If such knowledge and understanding already existed at such a time (which may be noted was at the early phase of the Industrial Revolution), why do you think nothing more was done about addressing environmental issues then?

 
2. What themes do you see in The Thomasite?

• What do you think is the main or ultimate theme of The Thomasite?
• Are there any themes that repeat themselves throughout the novel? If so, what are they?
• What themes strike you as the most interesting or surprising in The Thomasite, and why?

 
3. How do the various characters in The Thomasite develop or enhance the novel’s themes?
 
4. What symbols do you see in The Thomasite, and how do they relate to the novel’s themes?

• Do any of the characters serve as symbols? If yes, what do they represent?
• Does Eleanor choosing Diego over Luis symbolize anything to you? If so, what?
• Does Juan turning out to be Estrella’s rapist, instead of Lieutenant Waterstone, symbolize anything to you? If so, what?
• Do elements of nature, plants, and animals serve as symbols in The Thomasite? If yes, what do they represent in connection with the novel’s themes?
• Do any objects or incidents featured in The Thomasite serve as symbols? If yes, what do they represent in connection with the novel’s themes?

 
5. Does The Thomasite inspire you to reflect upon social and personal change?

• On social change:
  • How should and could meaningful social change be attained? 
  • In The Thomasite, Eleanor concluded “… that the hacienda system was not much different than slavery. Not even the patriarchal kindness of a haciendero like Luis could dispel the cruelty inherent in a system that kept people impoverished and beholden—either by material debt or debts of honor—to a master.” Do you agree or disagree, and for either position—why?
  • Eleanor asks in The Thomasite: “How could democracy survive in … a society that not only depended, but seemed to thrive on inequality?” How would you answer this?
  • The Thomasite expounds on Eleanor’s beliefs: “She believed that most people were good, and they just wanted to live their lives with the least interference and trouble from anyone, to be simply human and enjoy some measure of peace and dignity to live out some humble dream without pressure to be heroes or martyrs for some ideal.”
    • What do you think of this?
    • How should we balance the need for social change with the individual human need for peace and stability?
• In The Thomasite, Eleanor posits that “(t)he economics of a place (has) to change before its politics could.” Do you agree or disagree, and for either position—why?
• At the end of The Thomasite, Ida writes to Maude: “I have come around to Eleanor’s view of disabusing ourselves of the illusion that we have any power to effect change beyond what we might achieve in the lives of the people we directly affect by our presence, such as our family and friends, or through our work, such as our students and colleagues. Whatever positive difference we might be so lucky to create beyond that would simply be the progression of what we had already begun in our little circles of life.” Do you agree or disagree, and for either position—why?
• What is more important: human life or belief system (ex., religion, philosophy, or ideology)?
• What is more important: an individual’s personal freedom, security, and happiness, or those of the community?
• How must society organize itself to ensure the greatest freedom, happiness, and security for both the individual and the community?
• How could human beings create unity and harmony despite different racial, cultural, national identities, religions, priorities, and needs?
• Do you think happiness, freedom, justice, equality, and fairness exist in the world, or are they abstract ideals we aspire to, but would never fully achieve?

 

• On personal change:
  • How could personal change be attained?
  • The following appears as part of Eleanor’s ruminations as she enters the city of Manila: “Subscribing to the notion that life was how one imagined it, she relied on her imagination to create a self-sufficient world isolated from the universe. Yet, the terms of her old life fundamentally changed and threatened the freedom of her imagination. Thus, everything had to change. A creative life dictated what it needed, and Eleanor was certain that one ignored it at the risk of great personal suffering. If there was anything that books taught her, it was that human misery, at its core, was the product of one’s resistance to this mandate.”
    • What do you think of this?
    • Do you agree with it or not—and why?
  • How do you reconcile your values with prevailing social norms if and when they conflict?
    • Which characters embody the conflict between personal values and social norms, and how do they deal with this issue? 
  • How far must a person go to stand for what they believe in?
    • Must one sacrifice one’s life for one’s belief, and for either yes or no—why?
    • Must one sacrifice one’s personal freedom, happiness, and security for the greater good, and for either yes or no—why?
    • If yes, what aspects of one’s personal freedom, happiness, and security should be sacrificed, and to what extent?
    • How can a person find or develop belongingness to a group that has a different racial, cultural, and national identity?
    • How can a group promote inclusion for people who have different racial, cultural, and national identities?

 
6. Does The Thomasite inspire you to reflect on “colonialism,” “imperialism,” and “nationalism?”

• What is your understanding of such concepts?
  • The US acquisition of the Philippine Islands sparked a debate between proponents of imperialism and anti-imperialism in the US at the end of the nineteenth century.
    • What were the arguments of the imperialists? How are they reflected in The Thomasite?
    • What were the arguments of the anti-imperialists? How are they reflected in The Thomasite?
    • Which do you agree with?
  • How did the people of the Philippines view the US occupation of the Philippine Islands? How is this reflected in The Thomasite?
  • What do you understand about “colonial mentality?”
    • How is colonial mentality demonstrated in The Thomasite?
    • Is colonial mentality related to racism, and if so, how?    
• Is “nationalism” a valid and viable concept today?
  • How could one reconcile the tenets of nationalism or love of country (ex., my country first—right or wrong) with the need of a highly connected and interdependent global world to create peaceful, sustainable life on Earth, a planet we all share?
    • The Filipino nationalists’ motto can be encapsulated by the following quote from Manuel L. Quezon, the first Philippine President: “I prefer a government run like hell by Filipinos to a government run like heaven by Americans.” Do you think this resonates with a majority of Filipinos today in the same way it did during the US colonial period, and to either yes or no—why?
• At the end of The Thomasite, Ida writes Maude, “I dare say that the amassment of more wealth by those who are already some of the wealthiest families in Philippine society is the real motive behind all their talk of nation-building, nationalism, and independence.” What do you think of this and why?
• Was it a good thing that the US granted independence to the Philippines (in 1946)?
• In what ways was it good and bad for the Philippines as a country?
• Did Philippine independence prove beneficial to all Filipinos?
  • If you could go back in time, would you have chosen Philippine independence or preferred that the Philippines became a US state?

 
7. What issues and problems are similar in the 1902 cholera epidemic in the Philippine Islands and the COVID-19 global pandemic? (Note that it is historically true that the 1902 cholera epidemic in the Philippines was traced to China.)

• Is it right to blame a country, nation, people, or race for a disease, epidemic, or pandemic, and for either yes or no—why?
• If not, how could we ensure the accountability of those responsible for actions or mistakes that cause harm to others without being racist?

 
8. How do you compare the “America” or US of The Thomasite’s time and today’s America?

• What is “America”?

• What defines “America”?
• Is there a particular culture, religion, or cultural trait that defines or should define “America”?

• Did your opinion of “America” change after reading The Thomasite?
  • If yes, how did it change?
  • If not, why not?

 
9. Does The Thomasite inspire you to reflect on democracy?

• What is your understanding of democracy?
• Do you think American democracy is unique in the world? If yes, how?
• Do you think American democracy should be promoted and spread throughout the world, and for either yes or no—why?
  • If yes, what are good ways to spread and promote American democracy?
    • In a scene in The Thomasite, Eleanor says to Lieutenant Waterston: “The religious are selling belief in God by scaring people with threats of hell, while you’re selling belief in democracy by threatening them with your gun.” What do you think of this? Do you agree with all of it, some of it, or none of it—and why?
• Given the histories of Hawaii and the Philippines regarding the US, what do you think of the US governing other territories—such as Puerto Rico, Guam, American Samoa, Northern Marian Islands, and U.S. Virgin Islands—that do not possess the political and legal status and privileges of US states?
  • Do you think this makes the US an imperialist country, and for either yes or no—why?
  • Should the US continue ruling such territories, and for either yes or no—why?                                  

 
10.  Does The Thomasite inspire you to reflect on “race” and “racism?”

• What is your understanding of “race”?
• Given the current scientific knowledge about the human genome and the genealogy of the human species, do you think race remains a valid and viable concept? For either yes or no—why?
• What is your understanding of racism, and how is this depicted in The Thomasite?
• The following paragraph appears in The Thomasite: “(Eleanor) thought again of the native man…. He demonstrated intelligence and initiative. His ability to speak some English was additionally surprising. His playful personality bordered on irreverence, however. It suggested an independent mind and lack of fear. Specifically, a lack of fear of her. This stunned her, for it meant she may have expected to be feared or revered by the natives.”

• What do you think of this?
• Have you had preconceptions about people and presumed yourself superior to them or underestimated them? If so, how did you feel and act upon such a realization?

• Do you think racism is a conscious or unconscious process?
  • Do you think racism is a learned behavior, and for either yes or no—why?
  • Could racism be internalized without one being aware of it?
  • What factors might contribute to a person becoming racist?
  • How could racism manifest in our ordinary daily interactions?
  • The use of derogatory terms or racist slurs during the historical period setting of The Thomasite is authentic and even condoned or accepted by many people at that time.
    • What do you think of The Thomasite author’s style of not spelling out the worst ones or merely hinting at them in dialogue?
    • Do you think this is a deviation from historical authenticity, or is it, rather, today, an acceptable, and even necessary and proper literary treatment of a historical fact? For either position—why?

 
11. Does The Thomasite inspire you to think about “identity politics?”

• What do you understand by identity politics?
• Is identity politics helpful or harmful?
  • Should we celebrate what we have in common along with our differences, and if yes, how could we do this?
• Do you think we should continue to classify and label ourselves into different races, and for either yes or no—why?

• If not, how should we classify or label ourselves to take our differences into account in a meaningful, useful, and productive way?
  • When is “seeing color” useful for bringing about a just, fair, and diverse society?

• What do you understand and think about “cultural appropriation?”

• Are you against cultural appropriation, and for either yes or no—why?
  • Don’t you think “copying” is the best compliment?

• In what way do you think copying or using another’s culture is not complimentary or helpful?

• How is the concept of cultural appropriation useful for bringing about a just, fair, and diverse society?

 
12. Does The Thomasite inspire you to reflect on education?

• “Knowledge is power,” is a motto that Eleanor writes in her classroom. What do you understand by this saying?
• What are the nature and scope of a teacher’s role and duties?

• Should a teacher care about the lives of her students outside the classroom as Eleanor does, or does this muddle a teacher’s professional role and duties?
• Do you agree with Eleanor that if she only had been a better teacher or “shepherd” to Bayani, the boy would not have become what he became by the story’s end? For either yes or no—why?

• In what matters did Eleanor end up being a “student” rather than the teacher in the Philippine Islands?
  • What did she learn, and how did she change or adapt to such lessons learned?
• On the first day of school, Eleanor tells her students: “Each one of you, whoever you are, no matter what your or your family’s circumstances are, can be whoever you want to be if you put your mind and heart into it. But, first, you must get a good education because a good education is your key to success.” Do you agree that these are still valid and viable principles (work hard; get a good education) today? For yes or no—why?
• What is your understanding of a “good education?”

• What kind of education is necessary to enable today’s youth to be successful, happy, and fulfilled?
• Does our educational system promote equal opportunity? For yes or no—why?

• Do you approve of our current system of education, and for either yes or no—why?

• If not, what needs to be changed?
• How could we make our education system more relevant and responsive to the needs of all people and our planet?
• How could we promote both unity and diversity through education?

• What do you think is the legacy of the Thomasite teachers in the Philippines?

• How do you think the Thomasites and/or the US educational system influence the social, economic, and political structures of the Philippines?
• Do you think Filipinos would have been better off without the Thomasite teachers? For either yes or no—why?
• Do you agree with Eleanor that having a national language could help promote unity and understanding among people of various cultural and linguistic roots in a country?

• If yes, what should be the criteria for choosing a national language?

• For Americans: What should the national language be for the US?
• For Filipinos: What should the national language be for the Philippines?

• If you believe that a country should have a national language, should this also be the primary language taught in schools?

• What do you think of some US states’ educational systems mandating that immigrant schoolchildren should be instructed in their “mother tongue”?
  • Does this make it easier for children from other nationality or cultural origins to learn and be integrated into the US, or does this promote isolation and the other problems concomitant with “being different”?

 
13. Does The Thomasite inspire you to reflect upon sex and sexual assault?

• What do you think of the sex scenes in The Thomasite?
• The following paragraph appears in The Thomasite: “Eleanor lamented how society regarded women…. Women were good or bad, depending on how well they guarded their … chastity….. Men, on the other hand, seemed to serve the divine will by testing women’s fealty to virtue. Hardly were they held as responsible actors in obtaining carnal knowledge of a woman, even when such knowledge was obtained without the woman’s consent.”
  • Do you agree with this, and for either yes or no—why?
  • To what extent are today’s sexual norms and women’s status similar to, or different from above?
• In The Thomasite, Estrella suffered infection after her rape because her women friends wanted to keep what happened to her a secret to protect her honor and thus delayed consulting with a doctor. How similar or different is Estrella’s situation with today’s rape victims?
• Recall Luis’s sexual advances and other aggressive attempts to seduce Eleanor in The Thomasite—which, today, could be considered sexual harassment.

• Have you ever experienced being hit upon like this, whether or not in a work situation?
• How did you feel, and how did you respond to such a situation?
  • How should women respond to sexual harassment today and how do you think today’s standards differ from Eleanor’s time? Do you believe sex should be confined to marriage, or is sex a natural part of “being human” and, therefore, premarital sex should not be condemned? For either position—why?

• What do you think of marriage?
  • Is it a religious, social, cultural, political, or economic concept or all of the aforementioned?
  • Do you think it remains a viable social institution?
  • If not, should it be scrapped entirely, or should it be replaced with another way of honoring and respecting agreements of long-term personal and intimate relationships among human beings?
  • What do you think of the trial marriage practice of the Philippine tribe cited in The Thomasite that grants an unmarried girl the freedom to experience premarital sex and the right to choose her husband?
  
  

 
14. Does The Thomasite compel you to reflect on the issue of abortion?

• Should a woman have the absolute right to ownership and control of her body?
• Should a woman have the right of choice to terminate her pregnancy—and for either yes or no, why?
  • If yes, should this right be exclusive to her, or should the father of the baby or the woman’s partner have a say in it?
  • If yes, should this right be absolute or restricted to certain conditions?
    • If restricted, what should such conditions be? (In answering this, you might consider various phases in pregnancy ranging from when the fetus is still not viable outside the womb and when it is viable outside the womb.)
    • Should rape be one of such acceptable conditions (like what happened to Estrella in The Thomasite)?
    • How about incest, and for either yes or no—why?
    • How about for a medically or scientifically predicted “abnormal” or “defective” baby or child that may have special needs? For either yes or no—why?
    • How about when the mother’s life is at risk by the pregnancy or birth of the child? For either yes or no—why? (Relate this with how Eleanor gave up her life by giving birth to her baby, although the novel does not explain how the birth endangered Eleanor's life.)
• How could society respect a woman’s equal right with men to a dignified, humane, and sustainable means of livelihood or profession, along with taking into account that nature, so far, has uniquely and exclusively assigned the human species’ childbearing function to women?

 
15. Does The Thomasite inspire you to reflect on “gender” and “sexual orientation”?

• How do you think the story of The Thomasite might have changed if it was narrated from the point of view of a man instead of a woman?
• What is your understanding of equal rights for women?

• What is your concept of feminism and do you consider yourself a feminist?
• Who among the characters in The Thomasite do you consider a feminist and why?
• What does equality between men and women mean, and how should society restructure and reorganize itself based on this principle? In particular, how does a society that honors and respects women’s equal rights with men look like?
• What does the US’s consistent failure to pass the Equal Rights Act tell you?
• How would you compare the status, rights, and roles of American and Filipino women during the historical period of The Thomasite and their status, rights, and roles today?

• What do you think of the indigenous Philippine creation story about the first man, Malakas, and first woman, Maganda?
  • How does this story compare with the Judeo-Christian story of Adam and Eve?

• What does this tell you about how religious scripture may have been written?
• What does this tell you about the origins of patriarchal religious and social structures and women’s status and roles in society?

• What do you think about women’s fashion being determined mostly by male designers?
  • If women’s fashion were determined by women, what would it look like?
  • Relate this to Coco Chanel’s designs and discuss how the female designer freed women of the constraints of women’s fashion imposed by male designers.
• Do you think that the concept of gender remains valid and viable today?
  • Do you think there are set genders and sexual orientations, or are they a fluid range in human nature?
  • What does LGBTQIA stand for and what do you know or understand about it?
  • If you think gender and sexual orientation is a fluid range—how, who, and when should we determine one’s gender and/or sexual orientation?
  • What did you think of the suggestion in The Thomasite that Miss Ida Covell and her friend, Miss Bertha Thompson, are former lovers?
  • Did you see that coming?
  • Do you know famous women in history before the twenty-first century who were lesbians? How did they manage or project their sexuality?
    • The following line appears in The Thomasite: “It was the quiet moments at home with Ida (Eleanor) loved best, for it was during such a moment that she realized it was possible to live a happy, contented family life with a friend and companion.”
    • What did you understand by this, and what do you think of it?
    • Is it possible to build a family based on a platonic relationship or friendship? If so, how could this be sustained or maintained?
    • Did it occur to you that Eleanor could be bisexual?
    • Does this suggestion surprise you?
    • If you think Eleanor could be bisexual, please support this from scenes or lines in The Thomasite.
  • Are you aware of the intersex or what used to be called hermaphrodites?
    • If yes, what do you know about them? In particular, what do you know of the anatomical condition called “hermaphroditism?”
    • Do you know the origin of the term, “hermaphrodite?” In particular, do you know about the myth of Hermaphroditus? If yes, please share.
  • Are you aware of the concept of the “Third Sex” in many indigenous cultures around the world? If so, what do you know about them?
  • Are you aware of the “Two-Spirit” people among Native Americans? If so, what do you know about them?
• What did you think of the asog or the effeminate male shaman who dressed in women’s clothes while he officiated a spiritual ritual in The Thomasite?
  • What did you grasp about this character?
  • Are you aware of the hijras in India? If so, what do you know about them?
    • Compare the hijras in India and the asogs in Philippine indigenous religious culture.  How are they similar and different?
• If you believe in a god, is your concept of god that of a male, female, or neither?
• Are you aware of the concept of the Divine Feminine, and if so, what is your understanding of it?
• Does the asog inspire thoughts or reflections about the Divine Feminine?
• Do you think indigenous cultures are closer to, or possess a greater understanding of the Divine Feminine?
  • If yes, why and how?
  • How is this reflected in native Philippine culture?
  • How is this shown in The Thomasite?
• Could sexism or gender prejudice be internalized without one being aware of it?
• How does sexism or gender prejudice manifest in our normal daily interactions?

 
16. Does The Thomasite inspire you to reflect on different cultures’ concepts of “god,” “good,” and “evil?”

• If you believe in a god, what is your concept of them?
• If you believe in a single omnipotent, omnipresent, omniscient, and good and loving god, how do you reconcile such a belief with such a god's co-existence with evil, suffering, and bad things happening to good people in the world?
• Have you noticed that the concept of “god” in many ancient and indigenous spiritual belief systems is not monotheistic or exclusively patriarchal, but a recognition of various attributes considered “godlike,” which are symbolized through individual images of different gods representing or expressing such godlike aspects? For example, for the indigenous Vicolanos in The Thomasite, the “good” god is Gugurang while the “bad” god is Aswáng.
  • What does this tell us about indigenous peoples’ concepts of god?
  • Might this suggest that, to them, god is not just one thing or another but everything, inclusive of good and bad?
    • If yes, does this also suggest that “good” and “bad” may be relative and subjective terms, depending on who thrives and who suffers from the actions of  a particular god?

• Might this also suggest that “pagan polytheism,” which monotheistic Judeo-Christian and Islamic religious traditions demonize and attribute to what they call “primitive” religions, deserve reexamination—among other purposes, to help us understand the coexistence of good and evil in the world?
• Might this moreover suggest that, perhaps, religions are, to a certain extent, subject to, if not the products of the personal and cultural biases of the writers of the “sacred scriptures” from which such religions arose?

• What do you think of “religion?”

• Is it helpful or harmful to human beings? For either position, please explain.
  • What is the effect of religion on society and culture, and how does it promote or hinder social change?
    • How does religion or religious belief perpetuate the interest of the ruling class?
    • How can religion or religious belief protect the interest of the poor and the marginalized?
      • Can you cite historical examples where religion or religious belief helped fight for the rights of the poor and the marginalized?
      • Have you heard of “liberation theology?” If you have, what do you know or understand about it?
• The spiritual belief systems of many indigenous cultures appear to be based on animism. Why do you think this is so?
• What do you think of the principle of the separation of church and state under American democracy?

• Do you think freedom of religion includes freedom from religion, and for either yes or no—why?
• Do you think Americans should maintain separation of church and state?
• What are the dangers of a theocracy (a system of government ruled by belief in a certain god)? Could you cite examples of countries ruled by theocracy?
• What do you think about some Americans defining “America” as a Christian nation? Do you agree or not, and why?

 
17. Does The Thomasite inspire you to reflect on “love”?

• What are the different kinds of love explored in The Thomasite?
• What could promote love and understanding among people of various cultures, languages, and experiences?
  • In The Thomasite, Eleanor realizes that “… between the Filipino and American, it was the foreigner who may have truly fallen in love with the native woman.”
    • What do you think this means?
    • Relate this to the saying (derived from a biblical passage), “No prophet is accepted in his own village.” Is it possible that a people could be blind to their own treasures, and that other people may be capable of greater understanding and care for them?
    • Why is it easier to ignore what’s in front of us?
    • What observations of contemporary global dynamics could be compared with this?
  • In The Thomasite, Eleanor concludes,  “She loved (Diego). It was as simple as that. And it was all she needed to build a life with him.” It sounds as if Eleanor agrees with John Lennon that all we need is love. Do you agree or not, and why?
• In The Thomasite, Eleanor ruminates “… only love had the power to change people. Otherwise, while life circumstances changed, most human beings continued to be prisoners of their own natures.”

• What do you understand from this?
• Do you agree or not—and why?
• If you agree, how does love change people?
• Cite examples of characters from The Thomasite who changed because of love.

 
18. Does The Thomasite inspire you to reflect on loss and grief?

• What are the different kinds of grief explored in The Thomasite, and how do the various grieving characters handle their grief?
• The following line appears in The Thomasite: “The truth was—she couldn’t bear to continue living in Magayon, surrounded by memories of Diego, yet achingly bereft of him.” Did this resonate with you, and, if so, how?
• How do you cope with grief?
• What helps you in times of grief?
• Grieving is a natural reaction to loss, but when does grief become unhealthy?

   
19. Does The Thomasite inspire you to reflect on war?

• Did you know about the Philippine-American War before you read The Thomasite?

• What surprised you most about the Philippine-American War?
• What did you find most interesting about the Philippine-American War?

• What do you think of Eleanor’s view that “(h)istory is loaded with the wars of kings, carried upon serfs’ shoulders?”
• What do you think of war as a means of resolving irreconcilable differences between nations or peoples?
• Given that many of the world’s current country borders were created and decided by previous wars, do you think it is still acceptable for any country or people today to engage in war to expand its/their territory, and for either a yes or no answer—why?

 
20. In The Thomasite, Eleanor recalls a canon of Eastern philosophy that teaches, “One (does) not change the world by fighting it, but by surrendering.”

• What do you understand by this?
• How could surrender be a form of resistance at the same time?
• What are the advantages and disadvantages of passive resistance?
  • Cite historical examples of passive resistance movements from around the world that succeeded (ex., Gandhi in India, Mandela in South Africa, and People’s Power Revolution in the Philippines) and those that failed.
  • Explore and discuss the reasons for their success or failure.
  • Is passive resistance still a viable option in today’s global culture of impunity?

 
21. What do you think of Eleanor’s opinion that “no philosophy was pure, once stained with blood”? How is this related to her belief that philosophy should serve humanity—not the other way around?
 
22. Do you agree with Eleanor that “most people were good, and they just wanted to live their lives with the least interference and trouble from anyone, to be simply human and enjoy some measure of peace and dignity to live out some humble dream without pressure to be heroes or martyrs for some ideal”?

• For either yes or no—why?
• If you agree with this, how would you reconcile it with the need to fight for truth and justice in a world or culture of impunity against such principles?

 
23. Recall the following reflection by Eleanor in The Thomasite: “There were always unintended consequences from trying to do good in the name of saving someone. Often, good intentions weren’t good enough…. (for this) presumed someone needed saving, to begin with.”

• Do you agree or not, and why?
• What do you think of Eleanor’s belief in  “…the value of a pure intention—that despite the brokenness of its outcome, there remained the unassailable truth of its goodness?”

• Do you agree that the “means” possesses a value independent of its “end?”
• Contrast this with, “The end does not justify the means.”

 
 
III. Style and Voice
 
1. What do you think of The Thomasite author’s hybrid writing style that combines both the formal (complete sentences with a formal tone) and casual (incomplete sentences with a conversational tone)?

• Did you trust the “voice” created by such hybrid writing style, and for either yes or no—why?
• Did such hybrid writing style serve the storytelling, and for either yes or no—how and why?

 
2. What do you think of the frequent use of non-English words in The Thomasite’s storytelling?

• Did it detract you from understanding or enjoying the story, and for either yes or no—why?
• Did the non-English words enhance the setting, atmosphere, or mood of the story, and for either yes or no—why?

 
 
IV. Structure
 
1. What do you think of the chronological story structure of The Thomasite?

• Was it boring or predictable to you, and for either yes or no—why?
• How about the flashbacks: Did you find them informative about a character’s backstory or helpful context for a scene?
• How about the occasional references to historical events that happened hundreds of years before the novel’s historical period: Did you find them informative or distracting?

 
2. What do you think of The Thomasite’s narrative pacing?

• Did the historical foundations laid down in the first few chapters help further your understanding of the story, or did they slow you down and bore you?
• At what point in The Thomasite did you start to feel engaged with the story?

 
3. Each of The Thomasite’s twenty-four chapters has unique titles—often derived from lines that appear in the chapters. What do you think of this?

• Do you find this unusual, surprising, or innovative for a novel?
• Do you find the titles interesting, intriguing, enticing, or informative?
• Did they guide you through the story by serving as signposts for the arc of the narrative?
• What was your favorite chapter title and why?

 
4. What do you think of The Thomasite’s ending?

• Did you “see it coming”?
• Did you find it satisfying, and for either yes or no—why? If not, how would you have wanted the story to end?

 
5. Do you think The Thomasite is set up for a sequel?

• If yes, should it have one, or should The Thomasite be a stand-alone novel?
• If you would like to see a sequel to The Thomasite, what would you like it to cover?
• Which characters would you like to meet again in a sequel?
• What themes and issues derived from The Thomasite should the sequel explore?

 
 
V.  Setting
 
1. How did the author convey the historical setting of The Thomasite?

• Did the author provide enough historical information for you to understand the story or did you find the historical details distracting and disruptive of the narrative?
• Did you find any anachronisms (i.e., things that don’t belong to the historical period) in The Thomasite?

• The Thomasite’s main character, Eleanor, is not a typical woman of her time.
  • Did this bother you, or did you think this was acceptable and necessary for you to be interested in reading The Thomasite?
  • Did you find Eleanor believable despite her unusualness, and for either yes or no, why?

 
2. What do you think of the various place settings of The Thomasite?

• Were you able to envision the different settings as you read about them in the novel? If yes, please cite examples.
• Which of the five senses of sight, sound, smell, touch, and taste is most powerful for you in evoking a sense of a place?
  • How was your favorite sense stimulated in the novel? Please cite examples.
  • Which passages in The Thomasite transported you to the story’s setting?

 
3. How does The Thomasite’s setting affect its plot?
 
4. How does The Thomasite’s setting affect its characters’ conflicts?
 
5. How does The Thomasite’s setting affect its tone?
 
 
VI. Conflict
 
1. What conflicts do you see in The Thomasite?
 
2. How do the conflicts bring out or enhance The Thomasite’s themes?
 
3. Were the conflicts in The Thomasite resolved in the end?

• If yes, how were they resolved?
• If not, what was unresolved and how should they have been resolved?

 
 
VII. Characters
 
1. How do you think The Thomasite’s story might have changed if told from the point of view of a Filipino instead of an American, like Eleanor? What would be lost and what would be gained in the storytelling if the main character was a Filipino?
 
2. Who among The Thomasite’s characters do you identify with most, and what about such character do you connect with?
 
3. Who is your favorite character in The Thomasite, and why?
 
4. Whom did you dislike among The Thomasite’s characters, and why?
 
5. Who is The Thomasite’s most memorable character for you, and why?
 
6. Who among The Thomasite’s characters do you find most haunting, and why?
 
7. Whom would you consider the main antagonist in The Thomasite, and why?
 
8. The beginning chapters of The Thomasite provide clues to the past, personality, and psychological profile of the main character and protagonist, Eleanor.

• If you were an FBI profiler, how would you describe Eleanor based on such initial information?
• What are Eleanor’s wounds?
• What are Eleanor’s struggles?
• What are Eleanor's yearnings and motivations?
• What are Eleanor's weaknesses and strengths?
• How do Eleanor’s relationships with the other characters (ex., love interests, mentors, family, friends, antagonists) influence the book’s themes?

 
9. How did The Thomasite’s characters change throughout the story?

• Compare and contrast Diego and Bayani as “hero” archetypes.
• The Thomasite’s heroine, Eleanor, sets out on a journey to fulfill a mission. This journey has both external and internal dimensions corresponding with her external and internal missions.
  • What are Eleanor’s external journey and mission?
  • How do they relate to her internal journey and mission at the beginning of the story?
    • Do you think Eleanor was aware of her internal journey at the start of her external journey?
    • If yes, what do you think was her concept or understanding of it?
    • If not, what did she fail to grasp or understand about herself?
  • Does Eleanor’s internal journey and mission remain the same throughout the novel, or do they change toward the end of the story?
    • If Eleanor’s internal journey and mission change as the story progresses, how do they change from, or compare with what she started with?
    • By the end of the story, does Eleanor change or evolve? If yes, how?
  • Did your understanding of Eleanor change, and to a yes or no answer—why? If yes, how would you revise your initial profile of her at the end of the story?
• Does Eleanor fulfill her mission—both external and internal? To a yes or no—why?

 
10. For those familiar with Philippine national hero Dr. Jose Rizal’s novels, Noli Me Tangere and El Filibusterismo, who among The Thomasite’s characters are reminiscent of the characters in Rizal’s novels? Compare and distinguish them.
 
 
VIII. Plot
 
1. Did you find The Thomasite to be plot-driven or character-driven? Was the plot moved forward by the decisions of the characters, or were the characters at the mercy of the plot?
 
2. What events in The Thomasite stand out for you as memorable?
 
3. What do you think of The Thomasite’s plot as set against its historical background?

• Did you find the juxtaposition of plot and history seamless or forced, and why?
• Did the plot enhance your appreciation of the historical premise of the story? If so, how?
• Did the historical premise of the story enhance your appreciation of the plot? If so, how?

 
 
IX. Insights and Memorable Passages
 
1. Like all great literature, historical fiction must have something meaningful to say, some insight that is timeless and relevant not only to the historical period of the novel but also to contemporary times.

• How would you summarize The Thomasite’s worldview, and do you think it is relevant today?
  • How would you summarize Eleanor’s worldview at the beginning of the story?
  • How would you summarize Eleanor’s worldview at the end of the story?
  • What insights in The Thomasite struck you?
  • What particular lines or scenes in The Thomasite illuminate a universal truth for you?
  • What insights in The Thomasite inspired personal insights in you, and what are they?
  • What insights do you find in The Thomasite that are especially relevant today?

 
2. What is your favorite passage in The Thomasite and why?
 
3. What passages in The Thomasite best encapsulate a character?
 
4. What passages in The Thomasite best encapsulate certain themes of the book?
 
 
X. Reader’s Experience
 
1. How would you describe your overall experience in reading The Thomasite?

• Did the book meet your expectations? For yes or no—why?
• Did your opinion of The Thomasite change or stay the same as you read it? If yes, how and why?
• How did the novel make you feel?
• Did anything in The Thomasite disturb you? If yes, what and why?

 
2. What surprised you most about The Thomasite?
 
3. Did The Thomasite change you in any way, and for either yes or no—how and why?

• Did it challenge or change your preconceptions, perspective, beliefs, or worldview? If yes, what are they and how do you think about them now?
• Did it change your attitude toward anything (ex., things, events, history) or anyone (ex., human beings, Americans, Filipinos, historical personalities)? If yes, on what or who, and to what extent?

 
4. What was your favorite part of The Thomasite, and why?
 
5. What was your least favorite part of The Thomasite, and why?
 
6. What will you remember most about The Thomasite in a few months or years?
 
7. Which character, scene, or event in The Thomasite moved you the most, and why?
 
8. Did you find The Thomasite to be a page-turner or a slow burn?
 
9. What other books or novels does The Thomasite remind you of?
 
10. Would you recommend The Thomasite for a school/student/course reading list?
 
 
XI. For Fun
 
1. If you could ask The Thomasite’s author any question, what would it be?
 
2. What are the personality types of The Thomasite’s various characters?
 
3. If The Thomasite were to be made into a movie, who could you imagine playing the various characters, especially Eleanor?
 
4. Which supporting character would make the most interesting main character in a spinoff of The Thomasite?
 
5. Did The Thomasite inspire any travel plans for you, and if so, where?
 
6. The Thomasite features several songs or music of the era, such as:

• “My Country ’Tis of Thee”
• “Ma’ Filipino Babe”
• “Stars and Stripes Forever”
• “Just Because She Made Dem Goo-Goo Eyes”
• “I’ll Take you Home, Kathleen”
• “There’ll Be A Hot Time In The Old Town Tonight”
• “Just One Girl”
• “After the Ball”
• “Sarung Banggi”

 
7. What songs would you add to a playlist or movie soundtrack for The Thomasite?