SOMOSA-HIST 1-PRELIM-MODULE-LEGANES - BSA 1-ABCDE.pdf

Cagamutan Norte, Leganes, Iloilo - 5003 Tel. # (033) 396-2291 ; Fax : (033) 5248081 Email Address : [email protected]...

Cagamutan Norte, Leganes, Iloilo - 5003 Tel. # (033) 396-2291 ; Fax : (033) 5248081 Email Address : [email protected] COO – FORM 12 SUBJECT TITLE: READINGS IN PHILIPPINE HISTORY INSTRUCTOR: LOUVELLA S. SOMOSA, LPT SUBJECT CODE: HIST1 PRELIM MODULE TOPIC 1: IDENTIFY PRIMARY SOURCES AND EVALUATE THEIR CREDIBILITY, AUNTHENTICITY AND PROVENANCE LEARNING OBJECTIVES: At the end of this topic, the students are expected to: 1. Identify the primary and secondary sources. 2. Understand the meaning of history. 3. Understand the issues in history in present generation. NOTES: 1.1 Comparison and Distinction of Primary and Secondary Sources What are Primary Sources and Secondary Sources? Primary sources - are documents, images or artifacts that provide first-hand testimony or direct evidence concerning a historical topic under research investigation. - are original documents created or experienced contemporaneously with the event being researched. - enable researchers to get as close as possible to what actually happened during a historical event or time period. Secondary source - is a work that interprets or analyzes a historical event or period after the event has occurred and, generally speaking, with the use of primary sources. The same document, or other piece of evidence, may be a primary source in one investigation and secondary in another. The search for primary sources does not, therefore, automatically include or exclude any format of research materials or type of records, documents, or publications. As an example, a diary from an immigrant from Vietnam to the United States documenting her travel experiences from Vietnam to Orange County would be considered a primary source for research on Vietnamese immigration to Orange County. However, a book written by a professor that analyzes the various writings of Vietnam immigrants and interprets the experience of those immigrants is a secondary source for this research. Page 1 of 24 Some examples of primary source formats include: archives and manuscript material government publications photographs, audio recordings, video oral histories recordings, films records of organizations journals, letters and diaries autobiographies and memoirs speeches printed ephemera scrapbooks artifacts, e.g., clothing, costumes, published books, newspapers and furniture magazine clippings published at the research data, e.g., public opinion polls time Examples of a secondary source are: textbooks, commentaries magazine articles encyclopedias book reviews almanacs 1.2 External and Internal Criticism The historian should be able to conduct an EXTERNAL and INTERNAL CRITICISM of the source, especially primary sources which can age in centuries. “EXTERNAL CRITICISM” - is the practice of verifying the authenticity of evidence by examining its physical characteristics; consistency with the historical characteristic of the time when it was produced; and the materials used for the evidence. Examples of the things that will be examined when conducting external criticism of a document include the quality of the paper, the type of the ink, and the language and words used in the material among others. “INTERNAL CRITICISM” - is the examination of the truthfulness of the evidence. - It looks at the content of the source and examines the circumstances of its production. - looks at the truthfulness and factuality of the evidence by looking at the author of the source, its context, the agenda behind its creation, the knowledge which informed it, and its intended purpose among others. For example, Japanese reports declarations during the period of the war should not be taken as a historical fact hastily. Internal criticism entails that the historian acknowledge and analyze how such reports can be manipulated to be used as war propaganda. Validating historical sources is important because the use of unverified, falsified and untruthful historical sources can lead to equally false conclusions. Without thorough criticisms of historical evidences, historical deceptions and lies will be highly probable. One of the most scandalous cases of deception in Philippine History is the Hoax Code of Kalantiaw. The code was a set of rules contained in an epic, Maragtas, which allegedly written by a certain Datu Kalantiaw. The document was sold to the national Library and was regarded as an important pre-colonial document until 1968, when American historian William Henry Scott debunked the authenticity of the code due to anachronism and lack of evidence to prove that the code existed in the pre-colonial Philippine Society. Ferdinand Marcos claimed that he was a decorated World War II soldier who led a guerrilla unit called Ang Maharlika. This was widely believed by students of history and Marcos was had war medals to show, this claims with the war records of the United States. These cases prove how deceptions can propagate without rigorous historical research. The task of the historian is to look at the available historical sources and select the most relevant and meaningful for history and for the subject matter that he is studying. History, like other academic discipline, has come a long way but still has a lot of remaining Page 2 of 32 tasks to do. It does not claim to render absolute and exact judgement because as long as questions are continuously asked, and as long as time unfolds, the study of history can never be complete. The task of the historian is to organize the past that is being created so that it can offer lessons for nations, societies, and civilization. It is the historian’s job to seek for the meaning of recovering the past to let the people see the continuing relevance of provenance, memory, remembering, and historical understanding for both the present and the future. 1.3 Different Kinds of Primary Sources Why Primary Sources Important in the Study of History? Primary sources - are valuable to historians because they give insight into the ways in which historical figures understood or internalized what they experienced, their place or significance in history, and give historians an understanding of historical figures' opinions. - is a witness to an event, a written record or an artifact that can be analyzed scientifically. Everything else is secondary. Primary sources are the best evidence. Primary sources tend to be fixed and have fixed information. Although something like a birth certificate can be forged, it normally isn't. A medieval text, if properly preserved, won't be redacted. Oral accounts of history, for example, eyewitnesses, can change their story in the re-telling, or remember differently. Secondary sources can be edited and affected by the author's biases. They can misinterpret events. You might say: primary sources can misinterpret an event. True, but a secondary source can distort events even more. Archeology can offer information about the past, but the conclusions of archeology are often obtained through inferences, which has a greater margin of error than direct statement in a primary source. Kinds/Types of Primary Sources Literary or cultural sources: novels, plays, poems (both published and in manuscript form) television shows, movies, or videos paintings or photographs Accounts that describe events, people, or ideas: newspapers memoirs, diaries, and letters chronicles or historical accounts philosophical treatises or essays and speeches manifestos Finding Information about people: census records newspaper articles obituaries biographies Page 3 of 32  Cagamutan Norte, Leganes, Iloilo - 5003 Tel. # (033) 396-2291 ; Fax : (033) 5248081 Email Address : [email protected] Finding information about organizations: archives (sometimes held by libraries, institutions, or historical societies) search Library Catalog Search or WorldCat using the name of the organization as an author Finding information about a place: maps and atlases census information statistics photographs city directories the local library or historical society Page 4 of 24  ST. VINCENT COLLEGE OF SCIENCE AND TECHNOLOGY Cagamutan Norte, Leganes, Iloilo - 5003 Tel. # (033) 396-2291 ; Fax : (033) 5248081 Email Address : [email protected] 1.4 Meaning and Relevance of History Definition and Subject Matter History - is the study of past events, particularly in human affairs. - has always been known as the study of the past. Students of general education often dread the subject for its notoriety in requiring them to memorize dates, places, names, and events from distant eras. This low appreciation of the discipline may be rooted from the shallow understanding of history's relevance to their lives and to their respective contexts. While the popular definition of history as the study of the past is not wrong, it does not give justice to the complexity of the subject and its importance to human civilization. History was derived from the Greek word historia which means "knowledge acquired through inquiry or investigation." History as a discipline existed for around 2,400 years and is as old as mathematics and philosophy. This term was then adapted to classical Latin where it acquired a new definition. Historia became known as the account of the past of a person or of a group of people through written documents and historical evidences. That meaning stuck until the early parts of the twentieth century. History became an important academic discipline. It became the historian's duty to write about the lives of important individuals like monarchs, heroes, saints, and nobilities. History was also focused on writing about wars, revolutions, and other important breakthroughs. It is thus important to ask: What counts as history? Traditional historians lived with the mantra of "no document, no history." It means that unless a written document can prove a certain historical event, then it cannot be considered as a historical fact. But as any other academic disciplines, history progressed and opened up to the possibility of valid historical sources, which were not limited to written documents, like government records, chroniclers' accounts, or personal letters. Giving premium to written documents essentially invalidates the history of other civilizations that do not keep written records. Some were keener on passing their history by word of mouth. Others got their historical documents burned or destroyed in the events of war or colonization. Restricting historical evidence as exclusively written is also discrimination against other social classes who were not recorded in paper. Nobilities, monarchs, the elite, and even the middle class would have their birth, education, marriage, and death as matters of government and historical record. But what of peasant families or indigenous groups who were not given much thought about being registered to government records? Does the absence of written documents about them mean that they were people of no history or past? Did they even exist? This loophole was recognized by historians who started using other kinds of historical sources, which may not be in written form but were just as valid. A few of these examples are oral traditions in forms of epics and songs, artifacts, architecture, and memory. History Page 5 of 32 thus became more inclusive and started collaborating with other disciplines as its auxiliary disciplines. With the aid of archaeologists, historians can use artifacts from a bygone era to study ancient civilizations that were formerly ignored in history because of lack of documents, Linguists can also be helpful in tracing historical evolution, past connections among different groups, and flow of cultural influence by studying language and the changes that it has undergone. Even scientists like biologists and biochemists can help with the study of the past through analyzing genetic and DNA patterns of human societies. 1.5 Questions and Issues in History Indeed, history as a discipline has already turned into a complex and dynamic inquiry. This dynamism inevitably produced various perspectives on the discipline regarding different questions like: What is history? Why study history? And history for whom? These questions can be answered by historiography. In simple terms, historiography is the history of history. History and historiography should not be confused with each other. The former's object of study is the past, the events that happened in the past, and the causes of such events. The latter’s object of study, on the other hand, is history itself (. e., How was a certain historical text written? Who wrote it? What was the context of its publication? What particular historical method was employed? What were the sources used?). Thus, historiography lets the students have a better understanding of history. They do not only get to learn historical facts, but they are also provided with the understanding of the facts’ and the historian’s contexts. The methods employed by the historian and the theory and perspective, which guided him, will also be analyzed. Historiography is important for someone who studies history because it teaches the student to be critical in the lessons of history presented to him. History has played various roles in the past. States use history to unite a nation. It can be used as a tool to legitimize regimes and forge a sense of collective identity through collective memory. Lessons from the past can be used to make sense of the present. Learning of past mistakes can help people to not repeat them. Being reminded of a great past can inspire people to keep their good practices to move forward. Positivism is the school of thought that emerged between the eighteenth and nineteenth century. This thought requires empirical and observable evidence before one can claim that a particular knowledge is true. Positivism also entails an objective means of arriving at a conclusion. In the discipline of history, the mantra “no document, no history” stems from this very same truth, where historians were required to show written primary documents in order to write a particular historical narrative. Positivist historians are also expected to be objective and impartial not just in their arguments but also on their conduct of historical research. As a narrative, any history that has been taught and written is always intended for a certain group of audience. When the ilustrados, like Jose Rizal, Isabelo de los Reyes, and Pedro Paterno wrote history, they intended it for the Spaniards so that they would realize that Filipinos are people of their own intellect and culture. When American historians depicted the Filipino people as uncivilized in their publications, they intended that narrative for their fellow Americans to justify their colonization of the islands. They wanted the colonization to appear not as a means of undermining the Philippines’ sovereignty, but as a Page 6 of 32 civilizing mission to fulfill what they called as the “white man’s burden.” The same is true for nations which prescribe official versions of their history like North Korea, the Nazi Germany during the war period, and Thailand. The same was attempted by Marcos in the Philippines during the 1970s. Postcolonialism is a school of thought that emerged in the early twentieth century when formerly colonized nations grappled with the idea of creating their identities and understanding their societies against the shadows of their colonial past. Postcolonial history looks at two things in writing history: first is to tell the history of their nation that will highlight their identity free from that of colonial discourse and knowledge, and second is to criticize the methods, effects, and idea of colonialism. Postcolonial history is therefore a reaction and an alternative to the colonial history that colonial powers created and taught to their subjects. One of the problems confronted by history is the accusation that the history is always written by victors. This connotes that the narrative of the past is always written from the bias of the powerful and the more dominant player. For instance, the history of the Second World War in the Philippines always depicts the United States as the hero and the Imperial Japanese Army as the oppressors. Filipinos who collaborated with the Japanese were lumped in the category of traitors or collaborators. However, a more thorough historical investigation will reveal a more nuanced account of the history of that period instead of a simplified narrative as a story of hero versus villain. 1.6 History and the Historian If history is written with agenda or is heavily influenced by the historian, is it possible to come up with an absolute historical truth? Is history an objective discipline? If it is not, is it still worthwhile to study history? These questions have haunted historians for many generations. Indeed, an exact and accurate account of the past is impossible for the very simple reason that we cannot go back to the past. We cannot access the past directly as our subject matter. Historians only get to access representation of the past through historical sources and evidences. Therefore, it is the historian’s job not just to seek historical evidences and facts but also to interpret these facts. “Facts cannot speak for themselves.” It is the job of the historian to give meaning to these facts and organize them into a timeline, establish causes, and write history. Meanwhile, the historian is not a blank paper who mechanically interprets and analyzes present historical fact. He is a person of his own who is influenced by his own environment, ideology, education, and influences, among others. In that sense, his interpretation of his historical fact is affected by his context and circumstances. His subjectivity will inevitably influence the process of his historical research: the methodology that he will use, the facts that he shall select and deem relevant, his interpretation, and even the form of his writings. Thus, in one way or another, history is always subjective. If that is so, can history still be considered as an academic and scientific inquiry? Historical research requires rigor. Despite the fact that historians cannot ascertain absolute objectivity, the study of history remains scientific because of the rigor of research and methodology that historians employ. Page 7 of 32 Exercises: 1. Differentiate primary sources and secondary sources. 2. Why primary sources are much important to historians? 3. What are the issues in history that we are encountering today? Give one and explain. 4. Do you believe that “history is like a tsismis”? Why? 5. Why primary sources are more reliable than to other sources? End of topic 1 Topic 2: THE PHILIPPINES: LAND AND PEOPLE LEARNING OBJECTIVES: At the end of this topic, the students are expected to: 1. Discuss the concept of Philippine Geography its Land and People 2. Appreciate the importance of Filipino Values 3. Understand the concept of Islamic Sultanates 4. Identify the first Man who lived in the Philippines NOTES: 2.1. Physical Features of the Country Philippines is composed of 7, 641 islands, with a land area of 300,000 square kilometers. Its length measures 1,850 kilometers, starting from the point near the southern tip of Taiwan and ending close to northern Borneo. Its breadth is about 965 kilometers. The Philippine coastline adds up to 17,500 km. Three prominent bodies of water surround the archipelago: the Pacific Ocean on the east, the South China Sea on the west and north, the Celebes Sea on the south. This position accounts for much of the variations in geographic, climatic and vegetational conditions in the country. a. Topography The Philippines consists of alluvial plains, narrow valleys, rolling hills and high mountains, characterize the topography of the bigger islands- particularly Luzon and Mindanao. High mountains are found in Mindanao and Luzon, with altitudes varying from 1, 790 to 3, 144 meters. Mount Apo being the highest. b. Climate The Philippines is normally warm with abundant rainfall and gentle winds. There are three pronounced seasons: wet to rainy from June to October; cool and dry weather from November to February; and hot and dry weather from March to May. The coolest month is January and the warmest is May. Both temperature and humidity levels reach the maximum in April and May, but these are generally good months for going to beaches and mountain trekking. The warmest recorded temperature in the country was on August 13, 2024 with 59 degrees Celsius in Casiguran, Aurora while the coolest was on January 7, 1903 with 3 degrees Celsius at Baguio. During the wet to rainy season, country is often visited by several typhoons. More than 20 typhoons pass the country every year; this is because of its geographical location that is within the typhoon belt, an area where typhoons are formed. Page 8 of 32  c. Territorial and Political Subdivision Philippines has three major islands: these are Luzon, Visayas, and Mindanao. The largest island is Luzon with a total land area of 104,688 square km. It is the 17th largest island in the world. According to National Statistical Coordination Board, there are 17 regions, 81 provinces, 138 cities and 42,095 barangays. Barangay is the smallest political unit in which cities and municipalities in the Philippines are divided. It consists of more or less 1, 000 inhabitants residing within the territorial limit of a city or municipality and administered by a set of elective officials, headed by a barangay chairman or punong barangay. d. Volcanoes Being part of the Pacific Ring of Fire, volcanoes are found at the intersection of the tectonic plate of the Philippines and the Eurasian plate. Famous volcanoes found in the island of Luzon includes Bulusan, Mayon, Taal, Pinatubo, Arayat, Makiling, and Banahaw. In Visayas, Kanlaon, Silay, Biliran, Cabalian and Mandalagan are found. In Mindanao, Hibok- hibok, Paco, Calayo, Apo and Calindong. A total of 200 active and non- active volcanoes are found in the island that causes the country to experience earthquakes. e. Earthquakes Earthquakes in the Philippines are frequent and sometimes violent. This is because the country is located within the Pacific Ring of Fire, a series of interconnected seismic plates that causes volcanic eruptions and earthquakes. The Philippine plate is in between the Pacific Plate and Indian Plate. When an earthquake reaches above magnitude 5 in the ritcher scale, it is considered a major earthquake. f. Mineral Resources The country's mineral deposits can be classified into metals and non-metals. Metal deposits are estimated at 21.5 billion metric tons, while non- metal deposits are projected at around 19.3 billion metric tons. The first in rank in terms of metal deposits and size is nickel, it is found in Ilocos Norte, Nueva Ecija, Camarines Norte and Cotabato, while copper is found in Zambales, Batangas, Mindoro, Panay and Negros. Gold is found in small quantities nearly in all provinces. There are deposits of iron ore in Bulacan and lead in Marinduque and Cebu. Among non-metal deposits, the most abundant are cement, marble and lime. Other non- metals include asbestos, clay, asphalt, feldspar, sulphur, talc silicon, gypsum, salt, coal, and phosphate. g. Plants and Flowers About 37 percent of the Philippines is covered by forest or woodland. An estimated number of 9,000 flowering plants and 200 fruit trees surround the entire archipelago. Among the trees are banyan, many varieties of palm, trees yielding rubber, and many indigenous trees with extremely hard wood such as apitong, yacal, lauan, camagon, ipil, white and red narra and mayapis. Narra is the country’s national tree. Bamboo and cinnamon, clove, and pepper plants grow wild, as do numerous species of orchid. One of the most valuable indigenous plants is the abaca, or Manila hemp, a plantain, the fibre which is used in making cordage, textiles, and hats. Mangrove trees and nipa palms grow in coastal swamps. Page 9 of 32 Among the country’s most beautiful flowers are sampaguita, cadena de amor, ilang-ilang, santan, camia, dama de noche, bougainvillea, rose, sunflower and many others. The national flower, “sampaguita” is called the “the queen of flowers”. In February 2002, an environmental organization discovered what could be one of the largest flowers in the 5, 511 hectare Sibalom National Park in Antique Province. Measuring about 22 inches in diameter, the endangered flower, locally named as “Uruy” or Rafflesia, has no steam and leaves. h. Animals The country is endowed with numerous species of animals. The most prominent among them is a water buffalo called carabao. Rare animals like flying squirrels, flying lizards, and flying lemurs and (locally called “kagwang”) hover in Palawan and some parts of Mindanao. A dwarf- like carabao called tamaraw is found in Mindoro, the smallest monkey in the world called tarsier dwells in Bohol, the mouse deer commonly called Pilandok in Palawan, known as the smallest deer in the world, including the rare Visayan spotted deer. No to left behind is the unique Palawan Bearcat, an animal which could be mistaken either as a bear or a cat. The island is also a home of more than 760 species of bird. The second largest eagle in the world, which is the monkey- eating eagle are found in the southern part of the country, large size bats in Subic, they are called fruit bats, some species of colorful parrots and cockatoos. i. Marine Resources Since the Philippines is surrounded by waters, about 500 species of fishes have been found. There are six important species identified by the Bureau of fisheries and Aquatic Resources (BFAR), these are tawilis, tuna, milkfish, Saint Peter’s fish popularly known as tilapia, round scad and anchovies. Other varieties of fish include mullet, mackerel, yellow fin, herring, groupers, snappers, pompano, bonito, tarpon, skipjack, prawn, squid and a lot more. Philippines is also the home of small species of fishes like the Pandaca Pygmea which was first discovered in 1925 in Malabon River and the smallest commercial fish called Sinarapan found in Camarines Sur. Some species of sharks, dolphins, and whales dwells around the fluvial domains of the country. No to be left behind is the sea cow or sea pig called dugong in Palawan and whale shark known as butanding in Sorsogon. The archipelago also rich in shells, shellfish, seaweeds and pearls. The southern part of the country is abundant in pearl oysters. The Philippine Glory of the Sea (Connus Gloriamaris) is the world’s rarest and most expensive shell. The world’s largest shell (tridacna gigas) and smallest (pisidium) are both found in the Philippines. The tridacna gigas has a length of one meter and weighs 600 pounds while pisidium is less than 1 millimeter long. The Philippine Pearl of Allah, also called as Pear of Lao- Tzu holds the Guinness Book of Record to be the largest pearl in the world weighing 14 pounds and measure 9 ½ inches long and 5 ½ inches in diameter. j. Tourists Spots The country offers numerous awesome, exciting and beautiful tourist destinations: Banaue Rice Terraces in Ifugao, Hundred Island in Pangasinan, Puerto Princesa Subterranean River National Park and the Tubbataha Reef National Maritime Park, Boracay, Page 10 of 32 Chocolate Hills in Bohol, Taal Volcano in Batangas, Ancestral houses and cathedrals found in Vigan, Corregidor Island and the Walled City – Intramuros in the City of Manila. Other tourist spots include the beautiful island in Batanes in the north, and Camiguin in Northern Mindanao, regarded as the most beautiful island in the country, the summer capital of the Country, Baguio City and the Queen City of the South, Cebu City. 2.2. Profile of the Filipino as a People a. Negritos Negritos were small in height. They were below five feet in height, with black skin, dark kinky hair, round black eyes, and flat nose. They had no fixed houses. Their economic activities were hunting, fishing and gathering fruits and vegetables. They were skilled in using bow and arrow. They could make fire easily but never cooked their food. They became the first inhabitants of the archipelago. b. Indonesians The culture of Indonesians was very advanced than the Negritos for it belonged to the New Stone Age. They built houses, engaged in agriculture, cooked food using bamboo tubes. Their other occupations were hunting and fishing. Their tools consisted of polished stone axes, adzes, and chisels. They had bows and arrows, spears, shields, and blowguns as weapon. They brought bronze and copper to the country. They were responsible for the creation of rice terraces. c. Malays Malays were medium in height and slender in physique, but were hardly and supple. They had brown complexion, with straight black hair, dark brown eyes, and flat noses. Malays were more advance than the Negritos and Indonesians, for they possessed the Iron Age culture. They introduced both lowland and highland methods of rice cultivation, including the system of irrigation; the domestication of animals; the manufacture of metal tools and weapons; pottery and weaving; and the Malayan heritage (government, law, religion, writing, arts, sciences, and customs). They wore dresses of woven fabrics and ornamented themselves with jewels of gold, pearls, beads, glass, and colored stones. Their weapons consisted of bow and arrows, spears, bolos, daggers, krises (swords), sumpits (blowguns), shields and armors made of animal hide and hardwood, and lantakas (bronze cannons). Growth of Islamic Sultanate Tuan Mashaika, an Arab, founded the first Muslim community in Sulu. He married a native and raised his children as Muslims. In 1380, an Arab known as Karim Makdum, with regnal name Sharif Awliya converted a huge number of natives to Islam. He also established the first mosque in the Philippines at Tubig-Indangan on Simunul Island. He is said to have a certain married to native and begot a daughter whom they called Paramisuli, a named reserved to the royal family. Sharif Awliya did not stay long in the island; he left his wife and daughter. In 1930, Raja Baginda arrived in the country and continued the works of Sharif Awliya. By this time, a flourishing community of Muslims evolved and by the middle of the incoming century, the first Sulu Sultanate was founded. Syed Abubakar, an Arab from South Arabia Page 11 of 32 was crowned as first sultan he used the regnal name Sharif Hashim. He was said to be a direct descendant, Prophet Muhammad. In 1515, Sharif Muhammad Kabungsuan landed in Lanao Del Sur and introduced the Islamic faith, then he went to Cotabato. Marriage between natives and Muslims paved away for the existence of Maguindanao and Buayan sultanate, from then on the Islam sultanate expanded. 2.3. Filipino Values Values are an integral part of every culture. With worldview and personality, they generate behavior. a. Positive Filipino Values 1. Bayanihan system or spirit of kinship and camaraderie. A Filipino community spirit and cooperation wherein a group of individuals extends a helping hand without expecting any remuneration. 2. Damayan system. A sympathy for people who lost their loved ones. 3. Familism or close family relations. A Filipino trait of giving highest importance to the family above other things. 4. Fun-loving trait. A trait found in most Filipinos, a trait that makes them unique that even in times of calamities and other challenges in life, they always have something to be happy about, a reason to celebrate. 5. Hospitality. A Filipino trait of being receptive and generous to guests. 6. Compassionate. A Filipino trait of being sympathetic to others even if the person is a stranger. 7. Regionalism. A Filipino trait of giving more priority or preference in giving favors to his province mate before others. 8. Friendly. A trait found in most Filipinos. They are sincere, loyal, kind, and sociable people. 9. Flexible or magaling makibagay. The abilities of Filipinos to “ride- on” or adjust to the norms of other group just to attain smooth and harmonious relationship. 10. Religious. Most Filipinos possess strong conformance of their religious belief both in words and in deeds. 11. Respect to elders. A Filipino trait of being courteous both in words and in deeds to older people. 12. Resourcefulness. A Filipino trait of being creative and resourceful. 13. Patience. Filipinos are known for their tenacity and strong determination in every undertaking. 14. Utang na loob. A feeling of obligation to repay someone who extends assistance to another which may take place in undetermined time and in whatever way. b. Negative Filipino Values 1. Bahala na attitude. A Filipino trait which is characterized by retreating or withdrawing from certain undertakings and leaving everything to God to interfere and determine the outcomes of his deeds. 2. Colonial complex or blue-seal mentality. A Filipino value of showing high admiration and more preference for foreign produced goods over local ones. Page 12 of 32  3. Crab mentality. A Filipino attitude characterized by an attempt to “pull down” someone who has achieved success beyond the others. 4. Euphemism. A Filipino way of substituting a word or phrase that is thought to be offensive or harsh with a mild acceptable one in order not to offend or hurt another person. 5. Filipino time. In reality, it means “being late”, a Filipino attitude of inobservance of exact time. 6. Gaya-Gaya attitude. A Filipino attitude of imitating or copying other culture specifically in the mode of dressing, language, fashion, or even haircut. 7. Jackpot mentality. A “get rich quick” mentality of some Filipinos who would rather engage in fast ways acquiring money than through hard work and sacrifice by betting in lottery, joining raffle draws and others. 8. Kapalaran values. A Filipino trait of accepting events in life by believing that everything is destined by fate. 9. Manana habit. A Filipino attitude of delaying or setting aside a certain task assigned for the next day although it can be done today. 10. Ningas-Cogon. A Filipino attitude of being enthusiastic only during the start of new undertaking but ends dismally in accomplishing nothing. 11. Oversensitive. Filipinos have the tendency to be irritated easily or get hurt upon hearing some criticisms or comments. 12. Pakikisama. A Filipino attitude of submitting oneself to the will of the group for the sake of camaraderie and unity. 13. Lack of sportsmanship. Filipino attitude of not accepting defeats in competitions rather putting the blame either to their opponents or to the sport officials. 14. Tsamba lang Attitude. A Filipino attitude of simplicity by declaring that his/her accomplishments are result of luck and not from perseverance and ability. Exercises: 1. Describe the physical characteristics of Aetas, Indonesians and Malays 2. Discuss the economic activities of Aetas, Indonesians and Malays 3. Do you believe in the theory of land bridges? Defend your answer 4. How did the Islamic period started? 5. Who is the First Man in the Philippines? End of Topic 2 TOPIC 3: PRE-SPANISH PERIOD AND SPANISH ERA LEARNING OBJECTIVES: At the end of this topic, the students are expected to: 1. Identify the social classes of the early Filipino. 2. Describe the role of women of the early Filipino. 3. Discuss the early culture and tradition of the early Filipinos. 4. Discuss the early education and early literature of the early Filipinos. 5. Discuss the economics and government situation during pre-colonial era. NOTES: 3.1. Clothing and Ornaments Page 13 of 32 Clothing Men Their clothing was consisted of lower and upper parts. The upper part (usually a jacket) was known as the kangan. The color of this jacket symbolized the rank of the wearer: red – chief, black/blue - lower rank. The lower part of clothing was called bahag. Women They only had one piece of clothing known as saya. The Visayans called this as patadyong. The early Filipinos wore a piece of cloth wrapped around their head known as putong. A red putong symbolized that the wearer had already killed one man and embroidered putong means that he had killed at least seven men. Ornaments Ornament is an object that is decorative rather than useful. During Pre-Spanish era in the Philippines, men and women wore ornaments to look attractive. They both wear kalumbiga, pendants, bracelets, and legless. These ornaments were made of gold. Some wore gold fillings between the teeth. Pre-colonial Filipino have tattoos in different parts of their body. Page 14 of 32 Tattoos were also fashionable for some pre-colonial Filipinos; they also exhibit a man’s war record. 3.2. Houses Nipa huts were the native houses of the indigenous people of the Philippines before the Spaniards arrived. They were designed to endure the climate and environment of the Philippines. These structures were temporary, made from plant materials like bamboo. The accessibility of the materials made it easier to rebuild nipa huts when damaged from a storm or earthquake. They are still used today, especially in rural areas. Different architectural designs are present among the ethnolinguistic groups in the country, although all of them are stilt houses, similar to those found in neighboring countries such as Indonesia, Malaysia, and other countries of Southeast Asia. These houses are commonly known as bahaykubo. Bahaykubo Parts of the Bahaykubo: 1. Bulwagan – is the area reserved for entertaining guests. 2. Silid – is a private room used for sleeping. 3. Paglutuan or gilir – is the kitchen or cooking area; it is found at the rear of the house with the following features: a. Dapogan – is a table on top of which is the river stone, shoe-shaped stove or kalan. b. Bangahan – this was later called bangguera or banggerahan and is used as a place for drying and storing pots and pans, drinking glasses, plates and other kitchen utensils. c. Batalan – this is unroofed area where water jars are kept. Water jars are used for drinking, washing, and bathing. 4. Silong – is the space found underneath the house. It is used as a storage space (for the farming and fishing implements) and also where the animals kept. This area is often fenced off with bamboo slats. Materials Used for the Construction of Bahaykubo 1. Posts – made up of either bamboo or wooden materials like molave or ipil. 2. Walls – made up of nipa leaves or flattened bamboo. 3. Roof – made up of cogon grass, split bamboo, rice stalks, sugar cane leaves, anahaw or nipa shingles (pawid) tied to the rafters by means of bamboo strips called palatpat. 4. Doors – made of sala’ 5. Windows – often made of sawali Page 15 of 32  For Your Information (FYI): Reasons for the Changes of Bahaykubo to Bahay na Bato Bahaykubo Bahay na Bato Spaniards changed the habitation pattern and towns of the early Filipinos. The towns were planned in grid pattern, with a central plaza dominated by the iglesia (church) and casa real (town hall). Concentration of the populace bajo de la campana or within hearing distance of church bells was implemented. The bahay pari (priest’s house) or convento served as the model for Filipino house. The materials and basic construction remained indigenous although friars must have required more interior partitioning changing the one-room bahay kubo. Fires and typhoons soon convinced the Spaniards that traditional Filipino building materials are impractical. From the late 16th century, they began constructing houses of wood and stone with tile roofs. 3.3. Women Position in Society During Pre-Spanish colonization in the Philippines, women were allowed to occupy key positions in the society. Women were equal to men. They were entitled to the rights and privileges enjoyed by men. Their rights and privileges were: 1. They were allowed to inherit, own, and sell properties. 2. They were permitted to become village chiefs in the absence of male heir. 3. Wives were empowered by having the right to give names to their children. 4. They were highly-respected and revered by men. 3.4. Courtship, Marriage Customs Marriage Customs of Early Filipinos A man had the right to marry as many women as long as he could support. The children from his first wife were regarded as legitimate. His children from the second and third wives were considered illegitimate. Only his legitimate children had the right to inherit his properties. The Pre-Spanish Filipino courtship is long and difficult. Before a man could marry a woman, he should render household services (paninilbihan) to the woman’s family. When the parents are satisfied, they would arrange the marriage. The groom should give dowry (bigay-kaya) and gift (panghimuyat) to the bride’s parents. He should also give a gift (bigay-suso) to the bride’s wet nurse. Typical marriage ceremony in the early Filipino society: The man and the woman would drank in the same cup. After that, an old man would announced that the ceremony was about to start. A priestess would bow to the guests and then she would take the hands of the couple and join them over a plate of uncooked rice. Then she would shout and throw the rice to the guests. The guests would respond with a loud shout and the ceremony was over. Page 16 of 32 3.5. The Early Laws and Judicial Process Trial by Ordeal – it is a primitive method of determining a person’s innocence or guilt through the use of tests. Some examples of this are the following: The suspects were ordered to dip their hands into a pot of boiling water (the suspect whose hand was scalded the most was judged guilty). The suspects were ordered to hold lighted candles (the suspect whose candle died out first was judged guilty). The suspects were ordered to plunge into the deep river with their lances (the suspect who rose to the surface first was judged guilty). The suspects were ordered to chew uncooked rice (the suspect whose saliva was thickest was judged guilty). 3.6. Beliefs and Practices Religious Beliefs Filipinos believed that there was a Supreme Being called Bathala. They also worshipped minor deities such as: Idiyanale – God of agriculture * Balangaw – God of rainbow Sidapa – God of death * Agni – God of fire Mandarangan – God of war * Siginarugan – God of hell Lalahon – Goddess of harvest Ancient Filipinos also worshipped the sun, the moon, the animals, and others. Burial The early Filipinos had a great respect for their dead. The Filipino would clean the dead and spray it with fragrant oil all over the dead’s body. The relatives would place all the valuables of the dead in his coffin because the Filipinos believed that the dead relative would be gladly received in the Other World. The early Filipinos believed that one’s soul was immortal. Mourning for a woman was called morotal while mourning for a man was called maglahi. For the chieftain, the mourning was called laraw. 3.7. Education, Arts and Science and Literature Education and System of Writing Their alphabet is called baybayin or alibata. Baybayin or alibata – composed of 17 symbols (three vowels/patinig and 14 consonants/katinig) The ancient Filipinos wrote on large leaves, bark of trees, stone, etc. They used sharpened sticks as their main writing instrument and colored tree saps as ink. Page 17 of 32 Early Literature It is classified into two: written and oral. 1. Oral Sabi (maxims) Uyayi and hele – cradle song Bugtong (riddles) Ihiman – wedding song Talindaw – boat song Kumintang – war song Tagumpay – victory song 2. Written Hudhud epic Biag ni Lam-ang epic Alim epic Here are some of the samples of Philippine Indigenous Art: 1. Bulol It is a wooden figure depicting the human figure in standing or sitting position. Bulol has oversized head and have tubular, lightly articulated limbs, and its knees are slightly bent and hands placed against the sides or resting on the abdomen. It represents ancestor spirits or guardians of the household and granaries. 2. Komis Bontocs and Kankanays carve a head at the top of a pole in the manner that they used to display the heads of their defeated foes. It is cubistic in style with eyes and teeth studded with stones carved from a soft fern tree. 3. Pili It is carved from a fern tree and usually, it is a small human figure accompanied by spirit dogs and it is placed there to guard the property. 4. Hipag Hipag are in the form of humans, cocks, wild boar or ducks. Small human form seated with arms crossed and hands placed on opposite knees. This minor deity is invoked during ceremonies dealing with violence and tribal warfare. 5. Bulul The most popular anito in sculptural form. The female is called bungan and the male, punhaldayan. It is bathed in the blood of sacrificial animals to imbue it with spiritual powers and to ensure the owners successful and fruitful lives. Page 18 of 32  6. Wooden containers These are containers with carved animals of a lizard or a crocodile in their lids. These are usually used for storing meat. It carrying carved figures on both ends are used to bring food in the filed. 7. Wood pipes Early Filipinos learned to smoke tobacco whose plant was introduced by the Spaniards in the Ilocos region. Wood pipes are designed with ornamental figures. Other pipes are made of brass. 8. Bamboo noseflutes and gongs Noseflutes are musical instrument played by using the nose. Gongs are made of wood or horn though in earlier times these are made of the lower jaws of enemies. 9. Bango A backpack made of rattan. It is used as protective raincoat. 10. Baskets It is used as a container or storage of something like food, valuables, etc. 11. Naga (serpent) – used as decorations in grave markers and is a symbol of power and bravery. Pre-Colonial Art 1. Pottery - pots, dishes, and other articles made of earthenware or baked clay. one of the Filipinos’ most ancient arts which combine design and function early pottery shows variety of shapes and decorative techniques designs were usually having geometric style with nature motifs examples are the palayok (used for cooking), the banga and tapayan (used for storing liquids) and burnay from Ilocos region. Page 19 of 32 2. Weaving - forming fabric or a fabric item by interlacing long threads passing in one direction with others at a right angle to them. originated in pre-colonial times and it is one of Filipinos’ most precious living traditions Cordillera groups in the north are well-known for their art of weaving blankets and articles of clothing. They produce it by means of back strap loom Ilocos provinces take pride of their sturdy abel weave T’boli of Cotabato weave abaca cloth called t’nalakin. This cloth has various motifs like the g’mayaw bird. For the Ilocos people frogs signifies fertility. the women of Sulu create exquisite mats with vivid colors and intricate geometric designs. People in Samar and Leyte are known for their colorful mats with bird and flower designs other examples of weaving techniques are basketry and weaving hats and fans. Baskets were made to be used as storage and others are weaved for other purposes such as fish traps. Cloth weaving Abel Iloko weave 3. Woodcarving - the action or skill of carving wood to make functional or ornamental objects. the Maranaws and Tausugs are known for their okir-adatu with ornate curvilinear designs and motifs. Principal okir designs are sarimanok, the naga and the pako rabong Sarimanok meaning is derived from epics and alludes to Lake Lanao with its fertile waters. The Sarimanok is a legendary bird of the Maranao people who originate from Mindanao, an island in The Philippines. It comes from the words "sari" and "manok. naga is mythical serpent with its vigorous S-curve and numerous curvilinear motifs to suggest its scale pako rabong is a stylized fern with a broad base gracefully tapering upward Tagbanuas of Palawan carve wooden figures of different kinds of birds and animals. The meanings of carved wooden figures are linked to religion and ritual. Birds in Tagbanua mythology are believe to be messengers that link the many levels of their heaven. Sarimanok woodcarving Page 20 of 32  4. Jewelry Jewelry began as amulets and it is used to ward off evil spirits or to give supernatural powers to the wearer Cordillera people have an ancient amulet design called ling-ling-o. This amulet signifies fertility which is found in their necklaces, rings and earrings. Cordilleran ling-ling-o 3.8. Economics and Government Economic Life of the Early Filipinos 1. Agriculture Crops: banana, cotton, coconut, sugar cane, rice, hemp, vegetable, and others. Land cultivation could be through the kaingin system or tillage system. Kaingin system – burning the wild bushes of grass in order to clear the land that will be used to plant crop. Tillage system – plowing and harrowing the land then followed by planting a crop. Ancient Filipinos were engaged in irrigation system to make sure that there is a continuous crop production. The world-famous rice terraces in Banawe, Mountain Province has the remnants of the ancient Filipino irrigation system. The ancient Filipinos used various fishing methods such as fish poison, corrals, hook and line. 2. Industries Mining The early Filipinos involves in mining of iron, silver, gold, copper, etc. In 1569, according to Miguel Lopez de Legazpi, there was “more or less gold… in all these islands; it is obtained from rivers and, in some places, from mines which the natives work” Shipbuilding and Logging Early Filipinos were engaged in shipbuilding and logging. It is stated that the Filipino natives were skillful in constructing sea-based vessels. The early Filipinos produced high-quality water vessels like banca, caracoa, virey, prau, and vinta. 3. Social Life Three Social Classes in Ancient Filipino Society a. Nobles Page 21 of 32  They occupied the upper class; composed of the village chiefs and their families. The nobles were highly-honored. In the Tagalog region, the nobles were called as Gat or Lakan. These titles are still evident in today’s surnames such as Lakandula (Lakan Dula), Lakanilaw (Lakan Haw), Gatmaitan (Gat Maitan), Gatchalian (Gat Saiian), and Gatbanton (Gat Bunton), among others. b. Freemen They are the society’s middle class. They belonged to the timawa group. They did not have to pay tribute to the datu and rendered agricultural labor to the upper class. c. Dependents They are the lowest social status in the society. They were classified into three levels: c.1. Full dependent – parents are both dependents. c.2. One-half dependent – only one parent is dependent. c.3. Semi-dependent – one parent is one-half dependent and the other parent is free. The Tagalogs called the dependents as alipin. Alipin is classified into two: c.1. Aliping namamahay – alipin lived with the landlords/owners and served them in their homes; they cannot be sold by their masters and had no privilege of eating together with their masters. c.2. Aliping sagigilid/saguiguilid – they can be sold or exchanged; they did the hard work such as planting in the lands owned by their masters. The Visayans classified the dependents into three: c.1. Tumataban – only worked for his master when told to do so. c.2. Tumarampuk – only worked one day a week for his master. c.3. Ayuey – worked three days a week for his master. The Government Barangay It comes from the Malay/Austronesian word “balangay,” which means “sailboat.” When the Spanish came, it was changed to “barangay.” It is usually composed of 30 to 100 families. The families are accumulated in a single political unit (barangay). Powers, Duties, and Responsibilities of a Chieftain/Datu The chieftain/datu had to protect and promote the interests of his subjects (nasasakupan). His subjects (nasasakupan), in return, were expected to render their services in times of war and in different agricultural tasks. The subjects should pay “buwis” to the chieftain. The chieftain’s children and relatives were exempted from paying taxes to the chieftain. The chieftain had the executive, legislative, and the judiciary powers in a barangay unit. He was the chief commander of his warriors in times of war. Page 22 of 32  The chieftain was usually assisted by the council of elders who would give advice to issues concerning his barangay. The chieftain of each barangay chose to form an alliance with other barangays to preserve peace and harmony and provide mutual protection from a common enemy. Such alliance was formalized through sanduguan. Sanduguan – where Filipino natives would cut their wrist and pour their blood into a cup and drink each other’s blood in honor of friendship, brotherhood, and alliance. The chieftain also acted as a judge to decide on a particular case. The chieftain was assisted by his council of elders. The case was decided by the chieftain and the council of elders. If the conflict between the two arose, such differences were resolved by arbitration. They would invite a board composed of elders from the neutral barangays to act as arbiter. Exercises: Answer the questions/statements briefly and direct to the point. Answer within 2 – 3 sentences. 1. Explain the difference of marriage customs during Pre-Spanish era and Present time. 2. Describe the Philippine setting during Pre-Spanish era. 3. What are the difference of the social classes during the Pre-Spanish era and the present era? 4. Why did the early Filipino practice the Sanduguan? 5. Describe the marriage ceremony in the early Filipino. END OF TOPIC 3 TOPIC 4: SOCIAL, ECONOMIC AND CULTURAL CONDITIONS DURING THE SPANISH RULE LEARNING OBJECTIVES: At the end of this topic, the students are expected to: 1. Discuss how Spain colonized the Philippines; 2. Understand the cultural influences of the Spaniards to the Filipinos; 3. Know the significant contributions of the Propaganda Movement to the birth of nationalism; and 4. Appreciate the relevance and significant contributions of famous people to the history of our country. NOTES: 4.1. Aims of Spanish Colonization in the Philippines 1. Propagate Christianity in the island. 2. Economic wealth 3. Acquire the island 4. Acquire spices Page 23 of 32 Treaty of Tordesillas The Treaty of Tordesillas was signed as an agreement between Spain and Portugal. The treaty aimed to eliminate confusion between Spain and Portugal on the claim of the land in the New World. 4.2. Magellan’s Expedition Magellan's expedition was composed of five ships namely: Trinidad (his flagship), Concepcion, San Antonio, Santiago, and Victoria (the smallest). A total of 270 strong men joined the voyage. Most members of the crew were Spaniards, other members were Portuguese and the remaining were other nationalities. On August 10, 1519, the ships left the port of Seville and headed to Guadalquivir River. By September 20, 1519 they reached San Lucas de Barrameda of the shores of Atlantic. On December 13, 1519, the expedition reached Brazil. On March 31, 1520 they reached Puerto San Julian and he decided to stay there until August 24, 1520. Later, a plot to take over the voyage was discovered. The captains of four ships conspired to kill Magellan. They were Juan de Cartagena, captain of San Antonio, Luis de Mendoza, captain of Victoria and Gaspar Quesada, captain of Concepcion. The three were Spaniards, all of them were executed, and their bodies were cut into four pieces. After the mutiny suppressed, the Santiago was sent to south. On May 22, 1520, the ship was destroyed. On August 24, 1520, the remaining four ships continued the voyage southward. On October 21, 1520, they reached Cabo Virgenes or Cape of the Eleven Thousand Virgins. On November 28, 1520, the three ships sailed to Pacific Ocean, the most difficult stage of the voyage. The crossing of the Pacific Ocean lasted 98 days. On March 6, 1521, they reached Marianas, which he called “Island of the Thieves”. On March 16, 1521, Magellan reached Homonhon Islan in Samar, making him the first European to reach the Philippines. Magellan named the country “Archipelago de San Lazaro”, but in 1542 the island was renamed as “Philippines” by Ruy Lopez de Villalobos in honor for the Spanish Crown Prince Felipe, later Philip II. Magellan reached the Philippines with 150 remaining crewmembers. First Mass in the Philippines In an island named Mazaua, universally accepted today as Limasawa found in Southern Leyte, the first mass in the Philippines was held. Near the shores, the mass was celebrated by Father Pedro Valderrama, the only priest that time. The first mass marked the birth of Roman Catholicism in the Philippines. The island was ruled by Rajah Siagu, Magellan befriended him together with his brother Raja Kolambu of Butuan. On March 29, 1521, the friendship was sealed with a blood compact. It was before the first eucharist that the first recorded blood compact between Filipinos and Spaniards took place. On the same day, Magellan ordered his troops to plant a cross on the top of the hill overlooking the sea, southwest of the island. They stayed the island for just 7 days. Magellan’s Death On the morning of April 27, 1521, Lapu-Lapu, the King of Mactan, together with hundreds of his subjects, armed with spears, faced the Spanish soldiers led by Ferdinand Page 24 of 32 Magellan. This battle would later be known as the Battle of Mactan, where Magellan and some of his men were killed. Circumnavigation Continues The casualties suffered in Mactan and other territories left in the Magellan’s expedition with too few men to sail the three remaining ships. On May 22, 1521, they abandoned Concepcion and burned it to ensure that it could not be used against them. The fleet was reduced to Trinidad and Victoria went Palawan. In June 21, 1521, they left the Philippines and proceeded to Borneo. December 21, 1521, Victoria set sail the Indian Ocean route home commanded by Juan Sebastian Elcano. By May 6, 1522, Victoria rounded the Cape of Good Hope, with only rice for rations. On September 21, 1522, Elcano and the remaining crew arrived in Spain, Victoria, almost exactly 3 years after they departed. Magellan had no intention to circle the globe, only to find a safe way through which the Spanish ships could navigate to the Spice Islands; it was Elcano who, after Magellan’s death, decided to push westward thereby completing the first voyage around the entire Earth. Of the 270- crew members of the Magellan’s expedition, only 18 completed the circumnavigation of the globe and managed to return to Spain. Contributions of Magellan’s Voyage Provided new knowledge for sea route to Asia by crossing the Pacific It also proved the vastness of Pacific Ocean Through his voyage, it was found out that the earth is round 4.3. Spanish Government The Political Structure Spain established a centralized colonial government in the Philippines that was composed of a national government and the local governments that administered provinces, cities, towns and municipalities. With the cooperation of the local governments the national government- maintained peace and order, collected taxes and built schools and other public works. The Governor General As the King's representative and the highest-ranking official in the Philippines, the governor general saw to it that royal decrees and laws emanating from Spain were implemented in the Philippines. He had the power to appoint and dismiss public officials, except those personally chosen by the King. He also supervised all government offices and the collection of taxes. The governor general exercised certain legislative powers, as well. He issued proclamations to facilitate the implementation of laws. The Provincial Government The Spaniards created local government units to facilitate the country’s administration. There were two types of local government units – the alcadia and the corregimiento. The alcadia, led by the alcalde mayor, governed the provinces that had been fully subjugated: the corregimiento, headed by corregidor, governed the provinces that were not yet entirely under Spanish control. The alcalde mayors represented the Spanish Page 25 of 32 king and the governor general in their respective provinces. They managed the day-to-day operations of the provincial government, implemented laws and supervised the collection of taxes. Through they were paid a small salary, they enjoyed privileges such as the indulto de comercio, or the right to participate in the galleon trade. The Municipal Government Each province was divided into several towns or pueblos headed by Gobernadordcillos, whose main concerns were efficient governance and tax collection. Four lieutenants aided the Governardorcillo: the Teniente Mayor (chief lieutenant), the Teniente de Policia (police lieutenant), the Teniente de Sementeras (lieutenant of the fields) and the Teniente de Ganados (lieutenant of the livestock). 4.4. Taxation, Forced Labor and Galleon Trade A. TAXATION Taxes Imposed by the Spanish Government in the Philippines Taxation during the Spanish period was compulsory. All Spanish colonies in America and the Philippines were required to pay taxes for two reasons: 1. As recognition of Spain’s sovereignty over the colonies, and 2. To defray the expenses of pacification (the act of forcibly suppressing hostility within the colonies) and governance, thereafter. Also, the collect tributes is for the government official’s salary and for the expenses of the clergy. The Filipinos have gotten satisfied with the production of agriculture. Later on, half of the tribute was paid in cash and the rest with produce. Sixteenth century. Manila-Acapulco trade (The Galleon Trade) The Spanish government continued trade relations with these countries and Manila became the Center of Commerce-China, Japan, Maluccas, Siam, India, Cambodia, and Borneo. During the Galleon trade, force labor was a character of Spanish colonial taxation and was required from the Filipinos. Male Filipino were obligated to serve which results to deaths in seventeenth century. Males are required to provide 40 days per annum. In 1884, the payment of tribute was put to a stop because of the “cedulla”. Taxation in the Philippine during Spanish colonial period was characterized by a heavy burden place. B. THE FORCE LABOR When the Spanish took over the islands in the mid-1500s, their fierce religious orders "froze the Filipino masses to permanent impotence. The natives were of no consequence to the Spaniards, except as a source of revenue. The settlements were brought under Spanish rule easily the drama of religious ceremony, and the decisive factor of firearms combined to bring about the establishment of Spanish rule." - (Onofre D. Corpuz) Page 26 of 32 During the Spanish colonization, some Filipinos were forced to work for the government. This colonial policy, called polo y servicios, was implemented in the Philippines for more than 250 years. What Is Polo? All male Filipinos, aged 16 to 60 years old, were sent to different places to provide free labor, for 40 days a year. This was reduced to 15 days in 1884. Polistas, as the workers were called, were required to do such jobs as building roads and bridges, constructing public buildings and churches, cutting timber in the forest, working in shipyards, and serving in Spanish military expeditions. Exempted from forced labor were members of the principalia, or the noble class in the towns of Spanish Philippines. Rich Filipinos also avoided polo by paying the falla, an annual tax then amounting to seven pesos. The law also exempted local officials and school teachers because of their services to the state. Native Filipinos, recruited under the forced labor system of polo, load cargo and provisions into a waiting galleon. Illustration by Francisco Mendoza. The World of the Manila-Acapulco Galleons. The Effects of Polo? Many Filipinos suffered abuse and injustice because of polo. Polistas worked for little to no pay. They were also separated from their families and were forced to work despite hazardous or unhealthy conditions, resulting in injuries and death. This led to a string of revolts that eventually gave rise to a wider revolution against the Spanish colonial government. C. THE GALLEON TRADE Manila galleon, Spanish sailing vessel that made an annual round trip (one vessel per year) across the Pacific between Manila, in the Philippines, and Acapulco, in present Mexico, during the period 1565–1815. They were the sole means of communication between Spain and its Philippine colony and served as an economic lifeline for the Spaniards in Manila. During the heyday of the galleon trade, Manila became one of the world’s great ports, serving as a focus for trade between China and Europe. Though Chinese silk was by far the most important cargo, other exotic goods, such as perfumes, porcelain, cotton fabric (from India), and precious stones, were also transshipped via the galleon. After unloading at Page 27 of 32 Acapulco, this cargo normally yielded a profit of 100–300 percent. On its return voyage, the vessel brought back huge quantities of Mexican silver and church personnel bearing communications from Spain. The Spaniards in Manila came to depend on the annual vessel so much that when a ship went down at sea or was captured by English pirates, the colony was plunged into economic depression. The galleon trade had a negative effect on economic development in the Philippines, since virtually all Spanish capital was devoted to speculation in Chinese goods. 4.5. Social Conditions in the Philippines Conversion of the Filipinos to Catholicism. One of the greatest legacies of Spain to the Philippines was Catholicism. This was made possible by the work of the early missionaries with the help of Spanish soldiers. Among the missionaries were the Augustinians (1565), Franciscan (1577), Jesuits (1581), Dominicans (1587) and recollects (1606). Feudalistic Society. Philippine society became feudalistic as a result of the encomienda system. The Filipinos were treated as slaves. Due to the colonizer’s application of the doctrine of limpieza de sangre, social ranking was created in our society. At the top of the social pyramid were the peninsulares or Spaniards born in Spain. Below them were the insulares or Spaniards born in the Philippines, then followed by Spanish and Chinese meztiso and principalia or the ruling class composed of the gobernadorcillo, cabeza de Barangay, land owners, merchants, and wealthy families. At the lowest part of the social pyramid were the indios or masses. Because of these social classes, racial discrimination emerged. Page 28 of 32 Filipino surnames. Governor-general Narciso Claveiria issued Gobernational decree of 1849 ordering all Filipino families to adopt Spanish surnames from da roster send to all provides in the archipelago. With this change of name, Filipinos were prevented from unauthorized movement from one province to another as well as to check tax evasion and abuses of the Filipinos. Bahay Kubo. Unlike during the pre-Spanish time where bahay kubo was the house of the early Filipinos, with the coming of the Spaniards, houses made of stones and bricks were introduced. The bahay na bato had a wide azotea or balcony. Spanish and Chinese Cuisines. Spanish and Chinese cuisines were mixed Filipino dishes. Among the Spanish dishes were adobo, menudo, mechado, and puchero. Chinese noodles included pancit malabon and pancit luglog. Mode of dressing. Western coat and trouser or Americana were started to be worn by the Filippino men to replace the traditional jacket and bahag or G-String. Filipinos started to wear hats instead of the putong; slippers and shoes instead of going around barefooted. Likewise, Filipino women started to use saya and camisa replacing the traditional sarong. Women also learned to use manton de Manila or shawls and handkerchief. Spanish Language. The Spanish colonizers did not deliberately propagate the Spanish language to all the Filipinos. The friars resented to propagate for the fear that knowledge of Spanish language by Filipinos could lead them to question the abuses committed by the Government and friars. Only the wealthy Filipinos learned the Spanish language. A number of Spanish words in our language today are of Spanish origin such as naranja, silla, mesa, maestro, sibuyas, pader, padre and eskuela. Page 29 of 32 Religious Feats Honoring the Patron Saints. Fiesta was held in honor of the patron saints of the towns. The day before the feast was called visperas. To make the festivity very lively, committees were created by the captain with the consent of friar – curate. These activities include games with prizes offered to the winners staging of plays like moro-moro, comedia, zarzuela (lasted 2 to 3 nights) and religious procession. Even the poorest family prepared plenty of good food for their guest and as a result, the poor families became poorer. Cockfighting was also allowed. Gambling in any other form were allowed. Celebration of a Person’s Death. In the Tagalog Region, the 19th night, after the death of a person, playing cards with or without stake or the staging of the duplo were done. The duplo is a kind of debate in verse between a man (bellaco) and a woman (bellaca) and the losers was made made to sing, or by hitting the palm with a ruler or a piece of wood. In Pangasinan, the person’s death is also celebrated by singing with the use of musical instruments such as Organ and videoke. Baptism of a child and Marriage. Celebration was done with much pomp because a Filipino would not like to be called kuripot. The Filipinos would like to be praised by their neighbors. The baptismal celebration was attended by many people so that expenses ran high. The Family Life. Family ties were preserved and even strengthened during the Spanish time. Parents loved their children and they worked hard for their welfare. The child respected their parents and took care of them in their old age. Children kissed the hands of their parents and elders, held family prayers together. The Filipino Women. Filipino women continued to be highly respected in society. No woman worked like beast or slave. Women were not allowed to mix freely with men. They did not participate in politics, sports and professions. They were trained to observe the rigid Page 30 of 32 rules of social conduct. They were kept at home or sent in convent schools. They were strictly chaperoned when attending social affairs, hearing masses or going trips. 4.6. ECONOMIC INSTITUTIONS IMPOSED BY SPAIN a. Taxation To raise funds to finance the various programs and projects of the government, the Spaniards imposed several forms of taxes. Taxes were paid in cash or in kind. b. Forced Labor Polo y servicio or simply called polo was forced labor for 40 days for males ranging from 18-40 years of age. One could be exempted from polo by paying the falla, a daily fine of one and a half real. c. Encomienda System and Bandala Encomienda system was a land management system similar to the feudal system in Europe. Bandala was an annual enforced sale and requisitioning of goods such as rice, tobacco, and sugar cane to the government. Firmest have no authority to their harvests, they were required to sell it to the government. d. Manila Acapulco Galleon Trade The Manila- Acapulco Trade is a trade between the Chinese and Spaniards in Manila and the Spaniards in Mexico. e. Agriculture Spain brought Filipinos new techniques and procedures involving the cultivation of crops. f. Educational Development under Spain During the entire period of Spanish occupation, the Roman Catholic Church controlled the entire educational system of the archipelago. Missionaries and friars were first to act as teachers who educated the natives using religion. g. Foreign Trade Governor General Felix Beriguer de Marquinq, Basco’s successor, encourage foreign merchant to come and invest in the Philippine. As a result trade and commerce increased greatly. h. Banks The earliest banks to open in the Philippines were the Obras Pias which gave loans to merchants to high interest. The Rodriguez bank founded by Francisco Rodriguez in Manila in 1830 was the first Filipino bank. i. Royal Company of the Philippines Established in 1785 and promoted direct trade between Spain and the Philippines. Exempted Philippine goods from tariff and encouraged the growth of cash crop economy. Page 31 of 32 4.7. SOCIO – CULTURAL DEVELOPMENT UNDER SPAIN the natives refused to cast off their indigenous cultural heritage and accommodated European art, literature, rituals, and practices only after some modifications The use of Gregorian calendar, alphabet, dressing, burial practices, wedding practices, changes in names, adoption of fiestas, cuisine. The Birth western architecture: cottas or fortresses, churches – modified Romanesque style, Antillean house. Language: Chavacano, Cebuano and literature. Painting: Juan Luna and Felix Resurreccion Hidalgo. Sculpture: retables, relleves (carved images in relief) graphic arts: estampas, La Illustraccion Filipina Influences on Education: o religious oriented and controlled by the friars o subject to physical and mental tortures o Educational Decree of 1863 establishment of at least one primary school in each town o Dominicans: University of Sto. Tomas, College of San Juan de Letran o Jesuits: 1589 - College of San Ignacio (Manila), 1595 – College of San Ildefonso (Cebu), 1601 – College of San Jose (Manila), Escuela Pia, 1859 – Ateneo de (Manila), 1589 – Collegio de Sta. Potenciana, 1632 – Collegio de Sta. Isabel, 1868 – College of La Concordia, 1892 – Assumption Convent. o Beaterios – school for orphaned girls Partial Hispanization - due to the deliberate refusal of the Spaniards to teach the Spanish language. Exercises: 1. What is the purpose of taxation during pre-Spanish era? 2. What are the disadvantages of Spanish colonization in the Philippines? 3. What are the contributions of the Spaniards that impacted your life as a student and as a citizen of the country? 4. What were the most important economic changes in the Philippines during Spanish period? 5. How Philippine colonial experience influence the country's approaches to conservation of our cultural heritage? End of Topic 4 Page 32 of 32