Magellan's Voyage Around the World PDF

Magellan's Voyage Around the World: A Journey of Discovery, Trade, and Conflict Timeline of Events in Magellan's Voyage Magellan's journey, which began i...

Magellan's Voyage Around the World: A Journey of Discovery, Trade, and Conflict Timeline of Events in Magellan's Voyage Magellan's journey, which began in 1519, was a landmark event in human history, marking the first Here's a timeline of the events based on the provided circumnavigation of the globe. excerpts from "Magellan's Voyage Around the World": Magellan's crew arrived at Mazaua (now Limasawa) March 16, 1521 (Saturday): on March 16, 1521, where they were welcomed by the natives with great hospitality. Initially, the island  Magellan's crew arrived at an uninhabited island, seemed uninhabited, but on March 18, a group of which they named Zamal, after a 3 month journey natives approached Magellan’s ship, bringing gifts of from the islands of Latroni. food and wine. Both groups exchanged goods—  Magellan ordered two tents to be set up on shore for Magellan’s crew gave red caps, mirrors, and combs, the sick and allowed the crew to rest and recover. while the natives offered food and drink. March 18, 1521 (Monday):  The crew encountered a boat with nine men Magellan’s primary mission was to convert the locals approaching their ship. Magellan ordered his men to stay still and silent until he gave permission to interact. to Christianity. He succeeded in baptizing the king of  The natives presented the crew with gifts of coconuts, Mazaua and many of his people, but faced resistance bananas, palm wine (arrack), figs, and other food from some nearby villages. The natives of Mazaua items, demonstrating a welcoming and friendly lived in raised houses and used fishing nets similar to attitude. those in Europe. Despite friendly exchanges, conflict arose in later encounters, leading to Magellan’s death Following Week: in a battle against Chief Zula of Matan. This marked the tragic end of Magellan’s voyage, which was the  Magellan and his crew spent a week on the island, first successful circumnavigation of the globe. during which time their captain frequently went ashore to visit the king and experience the local customs.  They observed that the natives wore minimal clothing, adorned themselves with tattoos, and pierced their Magellan's journey, filled with trade, cultural ears. exchanges, and conflicts, left a lasting impact on both  The crew learned about the native's practice of European exploration and the indigenous chewing areca nut wrapped in betel leaves, and their communities they encountered. consumption of palm wine. March 22, 1521 (Friday):  Two boats carrying coconuts, sweet oranges, palm wine, and two men arrived at Magellan's ship. The men were adorned with gold earrings and armlets, and one of them was heavily tattooed. Holy Friday (following March 22):  Magellan sent his slave, who acted as an interpreter, to the king with an offer of food and friendship.  The king reciprocated the gesture and came aboard Magellan's ship with six or eight men.  The king and Magellan exchanged gifts, demonstrating a growing trust and willingness to establish relations. March 24, 1521 (Sunday):  Magellan and some of his men, including the priest, went ashore to prepare for Easter Sunday mass.  They met with two kings and exchanged signs of peace before landing.  The crew marched in procession and placed an image of the baby Jesus between the two kings.  The captain sprinkled the kings and the crowd with musk water before commencing mass.   After mass, the kings were informed about Magellan's  After the baptisms, Magellan and his men were invited mission to spread Christianity and his desire to plant a for dinner by the king, but the ships and the captain cross on the highest mountain. remained ashore.  The kings agreed to the request and revealed their worship of a god they called "Abba." Following Days in Zubu: Following Week:  Magellan went ashore daily to teach the king about Christianity and the Catholic faith.  Magellan spent another week on the island, during  The queen, heavily adorned and accompanied by which time he attempted to convert the kings and many women, attended mass and was impressed by their subjects to Christianity. the rituals.  The captain convinced the kings to go to the summit of the highest mountain to plant the cross. One Day (During the Stay in Zubu):  The kings identified the largest islands in the area as Ceylon (Leyte), Zubu (Cebu), and Calagan (Caraga).  The king and his people questioned Magellan about  The kings offered to provide pilots to guide Magellan's why they no longer sacrificed flesh to their idols. ships to Zubu, which had the most trade.  The captain explained the Christian belief system and  The crew stayed in Mazaua for seven days before promised healing for the sick if they converted. setting sail towards the northwest.  A sick man was brought before Magellan, who baptized him and prayed for his recovery. The man April 7, 1521 (Sunday): subsequently recovered, further strengthening the belief in the Christian God.  Magellan's crew arrived at the port of Zubu (Cebu), passing by many villages along the way. Friday, April 26, 1521:  The arrival of the ships, with their banners, artillery, and armed men, caused a stir among the locals.  Zula, the chief of Matan, refused to obey the captain-  Magellan sent an interpreter ashore to reassure the general and sent two goats as a token of defiance. king and establish friendly relations.  Magellan decided to go to Matan with sixty men to subdue Zula and punish his disobedience. Following Days in Zubu: Saturday, April 27, 1521:  Magellan met with the king of Zubu and discussed trade and the possibility of an alliance.  Magellan and his men landed on Matan and engaged  The king expressed his willingness to become a friend in a fierce battle with the natives. of the king of Spain and asked about the Christian faith.  Despite their superior weaponry, Magellan's forces  Magellan arranged for the king and his people to be were outnumbered and outmaneuvered. presented with various gifts, including food, wine, and  Magellan was killed in the battle, along with eight of porcelain platters. his men.  The remaining crew retreated to their ships, leaving Wednesday (During the Stay in Zubu): behind the body of their fallen captain.  One of Magellan's men and an interpreter died.  Magellan requested permission from the king to bury his men and erect a cross, which the king granted. Friday (During the Stay in Zubu):  Magellan's crew displayed their merchandise to the people of Zubu, impressing them with their goods.  The natives exchanged gold, rice, swine, goats, and other food for the European goods. Saturday (During the Stay in Zubu):  Magellan prepared for the baptism of the king, constructing a platform decorated with palm branches. April 14, 1521 (Sunday):  Magellan and forty armed men went ashore for the baptism of the king of Zubu.  The captain attempted to convince other chiefs to convert to Christianity but faced resistance.  The king was baptized, followed by other chiefs and hundreds of his people.  the mass baptism of their subjects. These conversions Study Guide on Magellan's were seen as crucial steps in solidifying alliances and Voyage: Trade, Religion, and expanding the influence of the Catholic Church. Conflict in the Philippines Demonstrations of Faith and Power: Magellan sought to impress upon the natives the power of the Trade and Exchange: A Foundation for Christian God. He arranged for elaborate religious ceremonies, such as the Easter Sunday mass in Interaction Mazaua, featuring processions and the display of religious icons. He also promised healing for the sick Magellan's voyage was not merely a journey of through conversion, as demonstrated in the incident exploration; it was also an enterprise driven by the where a sick man recovered after being baptised. pursuit of trade and the establishment of valuable networks. Trade played a crucial role in shaping his Facing Resistance: Despite his efforts, Magellan's interactions with the indigenous populations he attempts at conversion were not always successful. encountered. Some communities resisted his influence, clinging to their traditional beliefs and rejecting his authority. A notable example is the hamlet near Mazaua, which refused to submit to the king and convert to Exchanging Goods for Provisions: The sources Christianity, highlighting the limits of Magellan's provide ample evidence of trade as a means to power and the persistence of local faiths. acquire necessary supplies for Magellan's crew. Upon arriving at various islands, they engaged in bartering European goods, such as red caps, mirrors, combs, and ivory, in exchange for food, water, and other The Seeds of Conflict: Imposing Will provisions. This practice is highlighted in their encounter with the natives on March 18, 1521, where and Facing Defiance they received coconuts, bananas, palm wine, and other foodstuffs. While initial interactions with the native populations were generally peaceful, conflicts arose, stemming Zubu: A Flourishing Trade Hub: The island of from Magellan's desire to assert his authority and Zubu, as identified by the kings of Mazaua, was impose his will on the local leaders. described as a centre for trade. The abundance of goods offered by Magellan's crew upon their arrival Demanding Allegiance: Magellan sought to in Zubu surprised the local population, indicating the establish a dominant position in the region, scale and importance of trade in this region. The demanding allegiance from all the chiefs, even those natives exchanged gold, rice, swine, goats, and who had not willingly submitted to his authority. His various food items for the European merchandise, actions, driven by a sense of superiority and a desire illustrating the mutual benefits derived from these for control, led to resistance from certain chiefs, most trade interactions. notably Zula, the chief of Matan. Trade as a Tool for Diplomacy: Trade facilitated The Battle of Mactan: A Fatal Clash: Zula's more than just the acquisition of goods; it also served defiance culminated in the Battle of Mactan, a pivotal as a crucial tool for establishing diplomatic relations event in the voyage that marked the tragic end to and fostering communication between Magellan's Magellan's life. Despite possessing superior crew and the indigenous communities. By engaging weaponry, Magellan's forces were outmatched by the in trade, they could build trust and demonstrate their natives' strategic tactics and sheer numbers, leading peaceful intentions, paving the way for further to a crushing defeat and the death of the captain and interactions and the pursuit of other objectives. several of his men. The Spread of Christianity: Conversion The Legacy of Conflict: The Battle of Mactan serves as a stark reminder of the dangers inherent in and Resistance imposing one's will on others and the potential for violence to erupt when cultural differences and power A central aim of Magellan's voyage was the dynamics clash. Despite his initial successes in propagation of the Christian faith. He actively sought establishing trade and spreading Christianity, to convert the native populations, employing various Magellan's ambition and pursuit of dominance strategies to achieve this goal. ultimately led to his downfall. High-Profile Conversions: Magellan focused on converting influential figures, particularly the ruling elite. The conversion of the kings of Mazaua and Zubu to Christianity were pivotal events, leading to   Portugal became the first nation to explore the AGE OF EXPLORATION (EUROPE ) west coast of Africa, thanks to the support Prince 1400s to the 1700s Henry provided by funding voyages and fostering advancements in navigation in the 1421. The motivation of the exlporation 3 G  They established colonies along the African Gold- coast, in Brazil, and in Asia  A primary driver of European exploration was the desire for new sources of wealth. The  Prince Henry's vision and investment in Crusades and Renaissance had stimulated exploration ultimately laid the foundation 1497: European demand for Asian goods, and Vasco da Gama, financed by Portugal, becomes merchants sought direct trade routes to Asia to the first European to reach India by sea, maximise profits1. Witnessing Portugal’s success establishing a direct trade route for spices and in establishing a lucrative sea route to India, other goods, further increasing European interest Spain aimed to secure its own share of Asian in exploration. trade.  Miguel Lopez de Legazpi, the leader of the  From 1405 to 1433, Zheng He led the Chinese Spanish expedition to the Philippines, believed treasure fleet on 7 expeditions to SE Asia, India, colonisation would grant access to valuable & Africa during the Ming Dynasty resources like gold, pearls, and Chinese goods  expand Chinese influence, establish diplomatic such as silks, porcelains, and musk. relations, and promote trade Glory -  But in the late 1400s, the European sailors did  Kings who sponsored voyages of exploration what neither Muslim nor Chinese explorers could: gained overseas colonies, new sources of wealth Begin global (not regional) exploration & create for their nation, & increased power colonies to increase their wealth & power  Europeans the opportunity to rise from poverty and gain fame, fortune, & status Christopher Columbus Never Went To Asia  he made the significant discovery of the God - Americas.  European Christians, especially Catholics,  The influx of gold from the Americas, wanted to stop the spread of Islam & convert discovered as a result of Columbus' voyages, non-Christians to the faith made Spain the most powerful country in Europe  Explorers were tasked with spreading during the early years of the Age of Exploration. Christianity and establishing missions  Believed he could reach Asia by sailing west and landed in the Bahamas, mistaking it for islands near India  voyages were sponsored by Ferdinand II and Prince Henry the Navigator's Contributions Isabella I, the Catholic Monarchs of Spain to the Age of Exploration (1394-1460)  s opened up new trade routes across the Atlantic. Although the sources focus on the Manila-  He established a school of navigation in Portugal, Acapulco Galleon Trade, which connected Asia aimed at training sailors and advancing nautical to the Americas and Spain, knowledge1. This school brought together  His voyages laid the groundwork for the Europe's leading map-makers, ship-builders, and exchange of goods, ideas, and people between sailing instructors1. Europe, the Americas, and eventually Asia. This exchange had lasting impacts on the cultures and  motivation stemmed from a desire to discover economies of the involved continents. new territories, find a faster trade route to Asia, and expand Portugal's power. Hernán Cortés (Spain):  His efforts helped to propel Portugal to the  A conquistador (one that conquers) who forefront of maritime exploration. The conquered the Aztec Empire in Mexico knowledge and expertise cultivated at his navigation school equipped Portuguese explorers Francisco Pizarro (c. 1478–1541) with the skills and tools necessary for long-  was a Spanish conquistador who led the conquest distance voyages. of the Inca Empire in 1532. With a small force, he exploited superior weapons, Inca civil war, and the impact of European diseases to conquer the vast empire.  A Comparison of Portuguese and Spanish Exploration and Colonisation Primary Goals Portugal: Portugal's primary goal was to establish a direct sea route to Asia to gain access to the lucrative spice trade. The sources describe how Portugal, under the leadership of Prince Henry the Navigator, focused on exploring the west coast of Africa, seeking a way to bypass the Venetian monopoly on trade routes to Asia. This ambition led to Vasco da Gama's successful voyage around Africa to India in 1497, establishing a highly profitable trade route for Portugal. Spain: While also interested in Asian trade, Spain was particularly driven by the quest for gold and silver. The sources highlight Spain's focus on colonising the Americas after Columbus' voyages. Conquistadors like Cortés and Pizarro were sent to the New World to conquer indigenous empires like the Aztecs and Incas, extract their wealth, and claim land for Spain. Methods portugal: Portugal primarily focused on establishing trading posts and controlling strategic maritime routes. They established colonies along the African coast, in Brazil, and in Asia, focusing on controlling key ports and trade routes. Their approach was more focused on commerce and less on large-scale territorial conquest. Spain: Spain, in contrast, adopted a more aggressive and expansionist approach. They sought to conquer and control vast territories in the Americas, driven by the pursuit of gold and silver. The Spanish crown actively encouraged the establishment of settlements and the conversion of indigenous populations to Christianity.  Outcomes of the Age of Discovery Basque navigator who took command of Magellan's New trade routes established, bypassing traditional expedition after Magellan's death in the Philippines. intermediaries and increasing European access to Successfully navigated the remaining ships back to Asian goods. Spain, completing the first circumnavigation of the globe in 1522. European colonization expands across the globe, leading to displacement and enslavement of Willem Barentsz (c. 1550-1597) indigenous populations.  Dutch navigator and explorer who made three The influx of gold and silver from the Americas fuels expeditions to the Arctic in search of a Northeast the Price Revolution in Europe, contributing to the Passage to Asia. decline of feudalism and the rise of capitalism.  Explored and mapped parts of Nova Zemlya and Cast of Characters Svalbard. Prince Henry the Navigator (1394-1460)  Died during his third voyage while attempting to overwinter in the Arctic. Portuguese prince who spearheaded the early Portuguese exploration of the Atlantic Ocean. Willem Janszoon (c. 1570-1630) Financed expeditions, developed navigational tools  Dutch navigator who, in 1606, became the first and techniques, and established a school of European to land on the Australian continent. navigation.  Explored and mapped parts of the west coast of His efforts laid the foundation for Portuguese New Guinea and the Cape York Peninsula. maritime dominance and the Age of Discovery. Bartolomeu Dias (c. 1450-1500) Portuguese explorer who was the first European to round the Cape of Good Hope in 1488. Opened the sea route to India and the East, proving that the Atlantic and Indian Oceans were connected. Christopher Columbus (1451-1506) Genoese explorer who sailed west across the Atlantic in 1492 under the patronage of the Spanish monarchs, Ferdinand and Isabella. Reached the Americas, mistakenly believing he had landed in the East Indies. His voyages sparked the European colonization of the Americas. Vasco da Gama (c. 1460s-1524) Portuguese explorer who was the first European to reach India by sea in 1498. Established a direct trade route to Asia for Portugal, bypassing the traditional land routes controlled by Arab and Venetian merchants. Pedro Álvares Cabral (c. 1467-1520) Portuguese explorer who commanded the second Portuguese expedition to India in 1500. En route, he accidentally discovered the coast of Brazil and claimed it for Portugal, initiating the Portuguese colonization of South America. Ferdinand Magellan (c. 1480-1521) Portuguese explorer who led the first expedition to circumnavigate the globe (1519-1522). Sailing under the Spanish flag, he crossed the Atlantic, rounded the southern tip of South America through the Strait of Magellan, and reached the Philippines, where he was killed in a local conflict. His expedition proved the Earth was round and opened a western route to Asia for Spain. Sebastian Elcano (c. 1476-1526)  Spanish Conquest and Settlement 1522: Sebastian Elcano completes Magellan's TIMELINE circumnavigation, opening the western route to Asia Antiquity for Spain. 330 BC: Alexander the Great conquers parts of 1538-1541: Ruy Lopez de Villalobos leads a Spanish Central Asia and northwestern India, expanding trade expedition to the Spice Islands, reaching Mindanao and cultural exchange between Europe and Asia. and naming the islands "Felipinas" in honor of Prince Middle Ages Philip of Spain. 13th Century:Roman traders expand their reach to 1564-1565: Miguel Lopez de Legazpi leads an Siam, Cambodia, Sumatra, and Java, further expedition to the Philippines, establishing the first connecting Europe with Asian markets. Spanish settlement in Cebu and later moving to Italian Franciscan Giovanni da Pian del Carpine Panay and Manila. reaches Karakorum in present-day Mongolia, becoming the first European to have an audience with 1569: Legazpi establishes the second Spanish the Great Khan. settlement in Panay. Late Middle Ages (15th Century) 1571: Legazpi conquers Manila and establishes it as the capital of the Spanish East Indies. 1405-1433: Zheng He leads seven Chinese treasure fleet expeditions to Southeast Asia, India, and Africa. 1572: Legazpi dies in Manila. 1421: Prince Henry the Navigator finances the Late 16th Century: The Netherlands gains discovery and colonization of Madeira and the independence from Spain and begins exploring Azores, marking the beginning of Portuguese northern routes to Asia. exploration in the Atlantic. 1594: Willem Barentsz explores Nova Zemlya while 1453: The Ottoman Empire captures Constantinople, searching for a northern sea route to Asia. disrupting European trade routes to Asia and 17th Century encouraging exploration for alternative routes. 1487: Bartolomeu Dias rounds the Cape of Good Early 17th Century: The Dutch East India Company Hope, becoming the first European to enter the Indian establishes trading posts in India, Java, and the Ocean from the south. Moluccas, challenging Portuguese dominance in the spice trade. 1492: Christopher Columbus, funded by Queen Isabella of Spain, reaches the Bahamas, mistakenly 1606: Willem Janszoon explores the west coast of believing he has reached the East Indies. New Guinea and the Cape York Peninsula, becoming the first European to land in Australia. 1493: Columbus returns to Spain, sparking the Treaty of Tordesillas (1494) which divides the world 1610: Henry Hudson explores the northeast coast of between Spain and Portugal for exploration and North America and the Hudson River, laying the colonization. groundwork for Dutch colonies in the region. He later perishes on a voyage searching for a Northwest 1497: Vasco da Gama, following Dias's route, Passage. reaches India, establishing a direct sea route to Asia for Portugal. 1642-1644: Abel Tasman explores the southern seas, discovering Tasmania, exploring the west coast of 1499: Da Gama returns to Portugal with spices, New Zealand, and charting parts of Tonga, Fiji, and demonstrating the profitability of the new route. New Guinea. 16th Century 1500: Pedro Cabral, on his way to India, accidentally discovers the coast of Brazil and claims it for Portugal. 1519: Ferdinand Magellan sets out on his expedition to find a western route to the Spice Islands. 1521: Magellan reaches the Philippines but is killed during a local conflict.  3 trade routes to Asia used by Europeans before the  A decade later, in 1498, Vasco da Gama reached 16th century, as described in the sources: India by sailing around the Cape of Good Hope. The Northern Route passed through Central Asia by  Spain, meanwhile, sponsored Christopher land to the cities of Samarkand and Bokhara, then Columbus's voyage in 1492, intending to find a around the Caspian Sea and the Black Sea, and westward route to Asia. finally to Constantinople.  The Treaty of Zaragoza, signed on April 22, The Central Route started in Malacca on the Malay 1529, further clarified the division of the world Peninsula, crossed the Indian Ocean to Indian ports, between Spain and Portugal. then continued through the Persian Gulf to Baghdad  The treaty established a new imaginary line 297 and Constantinople. 1/2 leagues east of the Moluccas (Spice Islands). The Southern Route also started in Malacca, crossed  Portugal bought the Moluccas from Spain for the Indian Ocean to ports in India, then went to the 350,000 gold ducats. Red Sea before ending in Cairo. The Treaty of Tordesillas (1494) and the Treaty of Here is some information from the sources regarding Zaragoza (1529) were agreements between Spain and the division of the world: Portugal to divide newly discovered lands and avoid conflict.  The Treaty of Tordesillas, signed on June 7, 1494, divided the world between Spain and Key differences: Portugal. Geographical focus:  The treaty established an imaginary line 370  Tordesillas divided the Americas, with a leagues west of the Cape Verde Islands. meridian 370 leagues west of Cape Verde, granting Spain control westward and Portugal  Lands discovered east of the line belonged to eastward. Portugal, and lands discovered west of the line  Zaragoza focused on Asia, particularly the belonged to Spain. Moluccas, dividing control of the Spice Islands (Portugal) and the Philippines (Spain).  The treaty stipulated that if Portuguese ships discovered lands east of the line, they should be Historical context: returned to Portugal.  Tordesillas followed Columbus's voyages, focusing on the Western Hemisphere.  The treaty prohibited Portuguese ships from  Zaragoza followed Magellan’s circumnavigation, sailing to lands belonging to Spain. focusing on Eastern Hemisphere conflicts.  The treaty was necessary because, in 1453, the Impact: capture of Constantinople by the Ottomans gave  Tordesillas shaped colonial empires in the the Venetians a monopoly over the trade route to Americas. Asia.  Zaragoza clarified control in Asia, giving Portugal dominance in the spice trade and Spain  Portugal and Spain were therefore looking for in the Pacific. alternative routes to the Orient to continue their profitable trade with Asian countries. Galleon trade became the fundamental income- generating business for Spanish colonists living in the  Portugal, under the leadership of Prince Henry Philippine Islands with a total of 110 Manila galleons the Navigator, began exploring the coast of set sail in the 250 years of the Manila-Acapulco Africa in the early 15th century. galleon trade (1565 to 1815)  In 1487, Bartolomeu Dias discovered the Cape of "indios marinos" Good Hope, which opened up a sea route to Asia.  These seamen played crucial roles in the galleon  The Cape of Good Hope is a rocky headland on trade between the Philippines and Mexico, South Africa's Cape Peninsula, known for its helping to transport goods, people, and beauty, cliffs, and vegetation. Although often information across the Pacific1 mistaken as Africa's southern tip and the dividing. point between the Atlantic and Indian Oceans, that title belongs to Cape Agulhas. Portuguese navigator Bartolomeu Dias first sighted the cape in 1488.  Negotiation and 'Policy of Attraction': Legazpi Legazpi's Role in employed a “policy of attraction” to gain the loyalty Establishing Spanish Rule in of the native population. He negotiated agreements with local rulers, securing their loyalty to the King of the Philippines Spain and their support in battles. He also established a system where Filipinos would hand over natives Miguel Lopez de Legazpi played a pivotal role in who committed crimes against the Spaniards, and establishing Spanish rule in the Philippines. Here's a vice versa. Goods were to be sold at moderate prices, detailed look at his contributions: and armed Filipinos were prohibited from entering Spanish settlements. This approach aimed to integrate Leading the Expedition: In 1556, King Philip II of the native population into the Spanish colonial Spain commissioned an expedition to the East, system, fostering a degree of cooperation. appointing Miguel Lopez de Legazpi as its leader and Fr. Andres de Urdaneta as the pilot. Legazpi's expedition, consisting of four ships and 380 men, set Observations on the Natives and Colonisation: sail from the port of Navidad on November 21, 1564. Legazpi's writings offer insights into his views on the They reached Cebu in February 1565 after visiting native inhabitants and his strategy for colonisation. Leyte, Samar, Camiguin Island, Butuan, and Bohol. He described the land as fertile and abundant in provisions but noted the perceived laziness of the natives as a reason for occasional shortages. He Early Settlement and Challenges: Legazpi initially observed that the natives did not cultivate their land established a Spanish settlement in Cebu, extensively and lacked strong authority over their constructing it in a triangular shape for defence, with slaves, often resorting to robbery instead of work. one side facing the land and the other sides facing the Legazpi also commented on the presence of gold in sea. He named the city "City of the Most Holy Name the islands, stating that it was obtained from rivers of Jesus" (Ciudad del Santisimo Nombre de Jesus). and mines, but the natives worked the mines only However, he encountered hostility from Rajah Tupas when necessary due to their supposed sloth. He in Cebu. During this conflict, the Spaniards believed that Spanish colonisation and settlement discovered an image of the Infant Jesus that Magellan would lead to increased gold production and trade had given to Juana forty-four years earlier. This event with China, bringing silks, porcelains, and other may have had symbolic significance in furthering valuable goods. Legazpi argued that peaceful Spanish claims to the islands. Facing challenges in subjugation through good treatment and kindness was Cebu, Legazpi moved his settlement to Panay in 1569, the most effective way to control the natives. He establishing the second Spanish settlement there. noted their lack of centralised leadership and internal divisions, suggesting that winning over some would encourage others to follow. He cautioned against Exploration and Expansion: Legazpi sent his using force, as it would lead to the natives grandson, Juan de Salcedo, to explore the northern abandoning their homes and fields, resulting in their islands. Salcedo led an expedition that defeated the demise and the loss of potential allies for the natives in Lubang Island near Mindoro and reached Spaniards. the outer rim of Manila Bay. Upon receiving Salcedo's report about Manila, Legazpi dispatched Legazpi's Death and Legacy: Legazpi died on August another expedition, led by Martin de Goiti and Juan 20, 1572, in Manila. His death marked the end of an de Salcedo, to Manila on May 8. They engaged in the era, but his efforts had firmly established Spanish Battle of Manila on May 24 against Rajah Sulayman, rule in the Philippines, setting the stage for centuries who ruled Manila, also known as Malmila, a of Spanish influence on the archipelago. He is kingdom located south of the Pasig River. remembered as the founder of the first Spanish settlement in the Philippines and a key figure in the integration of the islands into the Spanish colonial Establishing Manila as the Capital: Following the empire. conquest of Manila, Legazpi assumed the titles of governor and captain-general. On April 20, 1571, he relocated the Spanish settlement to Manila, making it the new capital city on June 24, 1571. Manila was designated as the “Distinguished and Ever Loyal City”. Legazpi's decision to move the capital to Manila proved strategically important, as the city became a major centre for trade and Spanish administration in the region. The five missionary orders that spread Christianity in the Philippines were: February 1520 reached Rio de la Plata March 17, 1521 sighted the Mountains of what is  Augustinians: They were responsible for central and now Samar, “islas de san lazarus southern Luzon, Ilocos, Cebu, and Panay.  Franciscans: They were responsible for the Bicol Succeeding Spanish Expeditions after Magellan region.  Jesuits: They were responsible for the Visayas, except for Cebu and Panay. Loaysa Expedition (1525-26): Led by García Jofre de  Dominicans: They were responsible for northern Loaysa, this expedition aimed to colonize the Spice Luzon, except for Ilocos. Islands and rescue the survivors of Magellan's voyage  Augustinian Recollects: They were responsible for The fleet faced numerous challenges, including northern Mindanao. shipwrecks and scurvy, but ultimately reached the Spice Islands in September 15261 These missionary orders employed several strategies to spread Christianity, including: Cabot Expedition (1527-28): Commanded by Sebastian Cabot, this expedition sought to explore the  Using local languages like Ilocano, Pangasinan, South American coast and establish trade routes2 Kapampangan, Tagalog, Bicolano, Ilonggo, Cebuano- Cabot explored the Rio de la Plata and established Bisaya, and Waray to spread the gospel. forts, but the expedition faced difficulties and  Building churches in towns (Bajo de la Campana) and eventually returned to Spain2 requiring people to live near them.  Prohibiting animistic practices. They destroyed ancient altars and icons and captured and banished or killed Saavedra Expedition (1527-28): Alvaro de Saavedra native priests. Cerón led this expedition to search for the missing  Introducing Catholic rituals and celebrations like mass, Loaysa fleet and explore new lands in the Pacific3 baptism, confession, anointing of the sick, fiestas,. The expedition encountered storms and shipwrecks, Christmas, and Holy Week. and Saavedra eventually returned to Mexico without achieving its primary goals3 during Magellan's expedition based on the provided sources: Setting Sail: Magellan's expedition, consisting of five ships, set sail on September 20, 1519. The sources name four of the ships: Trinidad, Victoria, Santiago, San Antonio, and Conception. Reaching South America: In February 1520, the expedition reached Rio de la Plata in South America. Landfall in the Philippines: On March 17, 1521, the expedition sighted the mountains of Samar, which Magellan named "Islas de San Lazarus". The SANTIAGO was then wrecked as Magellan sought a way through the turbulent waters of the southern tip of South America, though the crew largely survived. San Antonio deserted and returned to Spain. The three remaining ships and the 150 remaining men passed through the strait on the southern tip of South America, now called the Strait of Magellan, in November of 1520. In the Philippines, Magellan's men became involved in a local conflict, leading to Magellan's death. With 115 sailors left, they abandoned CONCEPCION and sailed with the "Trinidad" and "Victoria." The "Trinidad" began leaking and stayed behind for repairs but was later captured by the Portuguese. The "Victoria" continued west, but many died of starvation. When it finally reached Spain in September 1522, only 18 of the original crew survived.   Christianisation and the suppression of indigenous Transformation Of Filipino Communities From beliefs: The Spanish colonial project placed significant Precolonial Times To The Spanish Colonial emphasis on converting Filipinos to Christianity. The country was divided among five missionary orders, Period: each assigned to a specific region. These missionaries adopted a multi-pronged strategy, which involved  Resettlement and the establishment of Spanish preaching in local languages, constructing churches in towns: Prior to colonisation, Filipino villages were poblaciones and requiring Filipinos to live near them, situated along seashores and riverbanks. However, the and prohibiting animistic practices. The sources Spanish found this arrangement inconvenient for their suggest the destruction of indigenous religious administrative and evangelistic purposes. They symbols and the persecution of native priests. The initiated a process called Reduccion, which involved widespread adoption of Catholic rituals and resettling Filipinos into centralised poblaciones celebrations further illustrates the transformative designed in a uniform, grid-like pattern. This strategy impact of Spanish colonialism on Filipino spirituality. facilitated Spanish control, the collection of tributes, and the spread of Christianity. 2 Type Of Friars The Transformation of Filipino Town Design Under Spanish  Regular Friars: These friars belonged to religious Rule orders such as the Franciscans, Dominicans, Augustinians, and Recollects.Their primary mission was to spread Before Spanish colonisation, Filipino villages were typically Christianity and convert the local population. located along coastlines and rivers. However, the Spanish  Secular Priests: Unlike regular friars, secular priests found this arrangement unsuitable for their administrative and were not part of any religious order. They were ordained religious goals. To exert greater control, facilitate the collection clergy who served the local parishes and communities, of tributes, and spread Christianity, they initiated a process focusing on the spiritual needs of the people. known as Reduccion, resettling Filipinos into centralised towns called poblaciones. These poblaciones were designed according to a strict, uniform. plan dictated by Spanish law. The centrepiece of each town was a rectangular plaza, oriented to the cardinal directions. This plaza had to adhere to specific dimensions, with a length one  Economic shifts and the introduction of cash crops: and a half times its width and a size ranging from 60 by 90 The Spanish colonial period witnessed significant metres to 200 by 250 metres. changes in the Filipino economy. The Galleon Trade (1565-1815) transformed the Philippines into a The plaza was not merely an open space; it served as the heart transhipment hub for Asian goods destined for Spanish America. The sources list various commodities of the town's social and administrative life. Each side of the involved in this trade, including silk, spices, porcelain, plaza was designated for a specific purpose: and medicinal plants. Subsequently, the colonial government promoted the cultivation of cash crops  One side was reserved for the church, highlighting the like tobacco, sugar, and abaca for export. This shift importance of religion in the Spanish colonial project. had profound implications for Filipino communities, as  Another side housed the tribunal or town hall, traditional farming practices were disrupted and vast representing the seat of local government. tracts of land were converted into plantations or  A third side was allocated to the school, reflecting the haciendas. The sources also highlight the negative Spanish emphasis on education, primarily for religious consequences of these economic changes, such as the instruction. neglect of food crops and the decline of local  The remaining side accommodated the homes of industries like textile weaving and metal craft. prominent residents, showcasing the social hierarchy within the poblacion. Furthering the organised layout, streets emanated from the corners and midpoints of the plaza's sides. These streets were designed to be straight, perpendicular to each other, and precisely measured, creating a grid-like pattern that contrasted sharply with the more organic layout of precolonial villages. Houses were then lined up along these streets, further reinforcing the sense of order and control. This uniform design, implemented in towns and cities across the Philippines, reflects the Spanish desire to impose their own urban planning principles and create a sense of order and uniformity in their colony. The poblacion became a symbol of Spanish authority and a tool for social control, facilitating the administration of the colony and the propagation of Christianity.   Education and the Hispanisation of the Filipino elite: The Spanish established schools in every town, primarily focused on religious instruction and basic literacy. While the sources note the use of Philippine languages in these schools, Spanish was taught selectively to affluent Filipinos, mestizos, and Spanish children. This differential access to education contributed to the emergence of a Hispanised Filipino elite, who adopted Spanish language, customs, and values. This elite class often came to view Spanish rule as beneficial and necessary for the "civilisation" of the Philippines. This suggests a complex dynamic between colonial impositions and local appropriations in shaping Filipino identities. They taught the 4Rs: ☞ Reading, ☞ (W)Riting, ☞ (A)Rithmetic, ☞ Religion  From Timagua to Indio: The sources underscore the transformation of Filipinos' social and legal status under Spanish rule. Precolonial Filipinos, known as Timaguas, enjoyed a degree of freedom and autonomy. However, under Spanish colonialism, they were labelled Indios and subjected to various forms of tribute and labour obligations. These included paying annual taxes (tribute) and performing forced labour (polo) for the government. The implementation of the Bandala system, which mandated the cultivation of specific crops and their sale to the government, further exemplifies the economic control exerted by the Spanish colonial state Here is a summary of the political structure in the Philippines during the Spanish regime based on the provided source:  Spain established a centralised colonial government composed of a national government and local governments. The national government was responsible for maintaining peace and order, collecting taxes, and building schools and other public works.  The King of Spain was the highest authority, ruling the Philippines through the Viceroy of Mexico until 1821. After Mexico gained independence, the King ruled through a Governor-General.  The Governor-General was the King's representative and the highest-ranking official in the Philippines. He had extensive powers, including appointing and dismissing officials (except those personally chosen by the King), commanding the armed forces, and presiding over the Royal Audencia (similar to a Supreme Court).  Several bodies were created to investigate abuses of power by the Governor-General and other officials: o The Residencia was a special court that investigated the outgoing Governor-General's performance. o The Visita was a government official sent from Spain to observe conditions in the colony. o The Royal Audencia was the highest court in the Philippines.  Local governments were established for provinces, cities, towns, and municipalities.  Provinces were governed by either an Alcaldia or a Corregimiento: o Alcaldias, led by the Alcalde Mayor, governed provinces that were fully under Spanish control. The Alcalde Mayor represented the King and Governor-General, managed the provincial government, implemented laws, and supervised tax collection. o Corregimientos, headed by the Corregidor, governed provinces that were not entirely under Spanish control.  Larger towns became cities called Ayuntamientos. They served as centres of trade and industry and had a city council called the Cabildo. The Cabildo was composed of the Alcalde (mayor), Regidores (councillors), Alguacil Mayor (police chief), and Escribando (secretary).  Each province was divided into towns or pueblos headed by Gobernadorcillos (little governors). Their primary responsibilities were efficient governance and tax collection. The Gobernadorcillo was assisted by four lieutenants: the Teniente Mayor (chief lieutenant), Teniente de Policia (police lieutenant), Teniente de Sementeras (lieutenant of the fields), and Teniente de Ganados (lieutenant of the livestock).  Barrios (villages) were administered by Cabezas de Barangay (village leaders). They were responsible for maintaining peace and order and recruiting men for public works. Here is a timeline based on the sources you provided: subjects like philosophy, rhetoric, history, and science, while girls primarily attend finishing schools that focus on domestic skills and social etiquette. Timeline of Events in the  18th-19th centuries: Filipinos, now referred to as Indios, are subjected to polo y servicios, a system of Philippines from Precolonial forced labour requiring them to work on government projects for a specified number of days per year. to Spanish Colonial Period Initially set at 40 days, this is later reduced to 15 days in the 19th century. The Indios work on various  Precolonial Period: The sources state that there is an infrastructure projects, including the construction of absence of written documents from this period. roads, bridges, churches, town halls, hospitals, and However, physical evidence like megalithic structures ships. Additionally, the Bandala system is imposed, offers some insights into precolonial Filipino societies. compelling Filipinos to plant certain crops dictated by This suggests that Filipinos had their own distinct the government and sell their harvest to the colonial cultures and practices before the arrival of the Spanish. authorities. This system allows the Spanish colonial  1565: The Spanish colonial period begins. government to control agricultural production and  1565-1815: The Galleon Trade flourishes, with the extract resources from the Filipino population. Philippines serving as a central point for the trade of goods between Asia and Spanish America. Items such as silk, spices, porcelain, and medicinal plants were A Detailed Timeline of transported from Asia to America. The return trip brought income from sales, the Royal Situado (funds Hispanization in the to support the colonial administration), and occasionally American flora and fauna, religious Philippines images, Spanish soldiers, and missionaries.  1565-1898: The process of Reduccion is implemented, Here is a timeline of the hispanization of the leading to the resettlement of Filipinos from coastal Philippines based on the sources provided: and riverside villages into centralised towns called poblaciones. These towns were designed with a  1565-1815: The Galleon Trade, connecting the uniform grid-like pattern, featuring a central plaza, Philippines to Mexico, brought not only Asian goods church, town hall, school, and houses of prominent but also Spanish culture to the islands. This trade residents. introduced Filipinos to Spanish aesthetics, seen  1565-1898: Spanish missionaries actively work to through religious images and other items transported convert Filipinos to Christianity. The country is divided on the galleons. This period marks the beginning of among five missionary orders, each focusing on a sustained cultural exchange between Spain and the specific region. They preach in local languages, build Philippines, setting the stage for the hispanization churches in the poblaciones, and prohibit traditional process. animistic practices. The sources also suggest that the  1565-1898: The establishment of poblaciones through Spanish destroyed indigenous religious symbols and the process of Reduccion was a pivotal step in persecuted native priests. hispanization. The shift from scattered villages to  1800s: The Spanish colonial government encourages centralized towns with a Spanish-inspired grid layout, the large-scale cultivation of cash crops like tobacco, featuring prominent churches, town halls, and schools, sugar, and abaca for export. This leads to the physically reshaped the Filipino landscape to reflect establishment of haciendas, large plantations Spanish urban planning principles. This reorganization dedicated to these crops. This shift in agricultural also facilitated the spread of Christianity and the production has a negative impact on local industries imposition of Spanish political and administrative such as textile weaving and metal craft, which decline structures. due to competition from imported goods. The focus  1565-1898: Christianization was a core element of on cash crops also results in the neglect of food crops, hispanization. Spanish missionaries, divided among potentially impacting food security for local five orders, embarked on a systematic campaign to populations. convert Filipinos, employing strategies like preaching  1884: The traditional tribute system, requiring in local languages, building churches in poblaciones, Filipinos to pay annual taxes in money or goods, is and prohibiting indigenous religious practices. This replaced by the cedula, an individual tax. This change process led to the suppression of indigenous beliefs reflects a shift in the colonial administration's taxation and the adoption of Catholic rituals and celebrations, policies. marking a significant transformation in the Filipinos'  18th-19th centuries: The Spanish establish schools in religious and cultural life. towns across the Philippines. These schools provide  1565-1898: The construction of churches across the basic education in reading, writing, arithmetic, and Philippines, particularly in the Visayas and Mindanao, religion, with instruction primarily conducted in introduced Filipinos to Spanish architectural styles Philippine languages. However, Spanish is taught and religious iconography. These churches served not selectively in schools attended by wealthy Filipinos, only as places of worship but also as visual reminders mestizos (people of mixed Filipino and Spanish of Spanish cultural influence. The shift from "pagan ancestry), and Spanish children. This unequal access to icons to Catholic icons" suggests a deliberate attempt education contributes to the creation of a Hispanised to replace indigenous religious symbols with those of Filipino elite, who adopt Spanish language, customs, the Catholic faith, further contributing to the and values and often view Spanish rule as beneficial. hispanization of Filipino spirituality. Colleges and universities are also established, offering  18th-19th Centuries: The Spanish education system, higher education to Spanish students and a select established in towns and cities, aimed to instill group of Filipinos. The curriculum for boys includes Spanish language, values, and cultural norms,  especially among the Filipino elite. While basic education in Philippine languages was provided to the general population, Spanish language instruction was reserved for the wealthy and those of mixed Spanish ancestry. This created a Hispanized elite class that embraced Spanish culture and often viewed Spanish rule favourably. Higher education institutions, including colleges and universities, further reinforced Spanish cultural dominance, exposing Filipino students to European intellectual traditions and shaping their worldviews.  18th-19th Centuries: Economic policies, such as the Galleon Trade, cash-crop cultivation, and the Bandala system, integrated the Philippines into the Spanish colonial economy and introduced new agricultural practices and products. While these changes brought economic benefits to some, they also led to the decline of traditional industries and increased reliance on Spain. This economic integration further tied the Philippines to the Spanish empire, deepening its hispanization. It is important to note that while the sources provide evidence for these aspects of hispanization, they do not offer a complete picture of its impact on all Filipinos. The sources primarily focus on changes imposed by the Spanish colonial regime, and further research is needed to fully understand how Filipinos themselves perceived and responded to this process.