With regards to the chart above, the first- and second-generation immigrants moved back and forth between the Islands and Panama to satisfy labor demands. They identified closely with British traditions and planned to retire on the Islands or to use their earnings (called Panama money) to start small business there. As the decades passed, however, they became increasingly dependent upon Panama. The Islands’ economies languished, while that of the isthmus boomed. Even during layoffs and hard times, they could live better in Panama than at home. Those men who decided to stay sent for their wives and children or chose spouses from among the single women who had migrated to Panama. The decision to stay often arrived at reluctantly and under duress, was made tens of thousands of times. Most of the oldest WIs, who had arrived during the French period (1880-1903), was infirm in the 1920s. Some of them had been repatriated after construction of the canal, but the Islands governments took them back reluctantly, and many had established families in Panama and preferred to stay there. This generation was quite small.
The second generation of immigrants has arrived during the U.S. construction era (Silvermen) and made up the bulk of the community by the 1920s. By then, they were middle-aged and some had begun to retire. Most could not afford to as there be no system of retirement pensions. This generation was the “heroic” one that paid a high price in labor, family disruption, and physical danger and impairment to build the canal. They had form families and borne children; these were the first-generation black Panamanians (Criollos).
The development of this new subculture began to erode the community’s ties with Britain and with the West Indies in the 1920s, which blended elements of West Indies, U.S. and Panama. Initially, many in this generation had little formal education, having gone through the Canal Zone schools during construction, the 1920 and 1930s. Schools, however, would play a major part in shaping the emerging WI subculture. Teachers became natural leaders and taught young people skills and attitudes that would prepare them for adult life in Panama. This generation defined and passed on to their children (Afro-Panamanians) their own identity and that which they hoped their descendants would assume. |