Definition and Subject Matter «History, has always been known as the studyiofithe past, Students of general education often dread the subject for its notoriety in requir may be rooted from the shallow understanding lives and to thu important ask: ‘What counts ‘ten document can prove a certain jered as a historical But as any other academic di up to the possibility of yalid ‘histo to written’ documents, like| govern or ersonal/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 Some were keener on passing their history by word of mouth, Others got their historical documents burned or destroyed in the events of es, history progressed and opened , which were not limited Readings a Pipe inary ‘were not given much thought about being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 GSH as reagnized by intsiane who stated using other i ical 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 thus became more ii nd started collaborating with other disciplines as its auxiliary disc 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. inte can also be the changes: aaa undergone. Even’ ‘scientists like biologists and biochemists can help with the study of the past through analyzing genetic and DNA patterns of human societ Questions and Issuies in History NC Indeed, history as a discipline has already turned into a ESRipleand {@ynamic inquiry, This dynamism inevitably produced various perepectives 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 (i.c., 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 donot only get tolearn 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 importa teaches the student tobe critical in the lessons of history presented to him "tistry has played various role ithe padt States ue history to unite ~ a nation, It‘can be used as a tool to legitimize regimes and forge a sense of (Chapter Hatdactono Mistry: Defnn, oes Sources and Mebodelogy 3 for someone who studies history because ition and Subject Matter Edis has always boaijhown ac the gieeidaitams general education often dread the subject for its notoriety to memorize,dates,;placesyjsiaitiés, and events|from distait/6Fa8. 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 popillar definition of history as the study of the pais ndt wrong, it does ‘not give justice to the Gomplefy Of the subject and its importance to human ivilization) Historyllwas derived from the’ Greck word|§fiisioria%which means “knowledge! acquired through=inguiry or’ inv disciplisie existed for around 2)400\yearsjand phil6sOBhgThis orm was then adapted tog ‘That meaning stuck until the ear became an important academic write about the lives of important nd nobilities. History was also focused on writing about war (revolutions) ‘and other important breaktliwouehs. It is thus important to ask: What counts es history? [fraditional historians lived with|thelmantraof ‘jpojdocument; - ynojhistory.4 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 galidlMistoricallsourees, which were not limited ‘to written’ documents, likey governimentijrecords)) (chroniclersaccounts} or GeRSOHAINIEHEFS) Giving premium to written documents essentially invalidates the history of other civilizations that do not keep written Fecords. Some were keener on passing their history by word of mouth. hs E government and historical Record) But what of peagant families or-indigehous groups who a eategs i Pipe History 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? etter ren sieac ‘oral traditions in forms of epics an atifasts, architecture, and memory. History thus became mor 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. (Lifiguistsican also be [H@ipfull in! FAGing historical evolutions, past. connections among different) groups, and flow of cultural influence by studying language and the changes thatit 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. Questions and Issues in History i NN Indeed, history as a discipline has already turned into a @Siiplétland gysiamicjinquiry, 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. 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 havea better understanding of history. They donot only get tolearn te napeaeRRESSTITTAARy Sisice use history a nation. It can be used as a tool to legitimize regimes and forge a s (apt Introduction to History Definition, sus, Soures, nd Methodologyyrough collective memory. Lessons from the past canbe ‘This thought requires empirical and ebservable before! one can claim that a, particular knowledge. this very same truth, where historians were required to show written primary.documents in order to write a parti ‘As a narrative, any history that has been taught and written intended for a certain group of audience. When the_ilW7ada¥, lke Isabelo des Reyes, and Pedro Paterno wrote history, they intended it for the which prescribe official .2i Germany during the war 2y Marcos in the Philippines ‘versions of their histéry like North ‘period, and Thailand. The same was daring the 1970s. ening in Piping Hsery is the accusation that the ‘connotes that the narrative of the writian From the bias of the powerful and the more dominant stance; the history of the Second World War in the Philippines depicts the United States as the hero and the Imperial Japanese questions have haunted histori: and accurate account of the pa that we eannot go back to the past. We cannot access the past directly aa cour subject matter. Historians only get to access representation of the past ‘that sense, his interpretation of the historical fact is affect and circumstances. His subjectivity will inevitably influence the process of his historical research: the methodology that he will use, the facts that he " deem relevant, his interpretation, and even the form of his writings. Thus, in one way or another, istry i aIWavslubiaatny. Tethat ‘is so, can history still be considered as an academic and scientific ry? (Finorical FoSREAFOGUIFET IBAA Despite the fact cannot ascertain absolute objectivity, the study of history ‘because of the rigor of research and methodology that histori: Bisa SRNEESIS comprises certain ECU (Chapter Introduction to Hitoy: Defies les Source and Metodsog‘while may be influenced by the historian’s inclinations, can bby using reliable evidences and employing correct and meticulous historical methodology. The (inlet Scio St HISD: « tea ele oe at ary with the common historical subjects that were almost alwé _ | t the conduct of states and monarchs. |, and: i subjects in a historical manner. They were coficerned with social history iods. For example, , eer et it 2m below was pioneered by the Historical Soucertges, > With the past as history's eubject matter, the historian’s most important Fesearch tools are iig@igalisoure@ilfIn general, historical courses can be classified between primary and secondary sources. The classification of souréeé between these two categories depends on the historical subject being G Readings i Pippin Hoy jon reports of the U.S. Commissioners, records of the convention, raft of the Constitution, and even photographs of the. event. Eyewitnes8 accounts of convention delegates and their memoirs can also be used as primary sources. The same goes with other subjects of ‘On the other hand, secondary sources are those sources, which were \prodiuced|by an author'who used primary sources to produce the material. In other words, secondary sources are historical sources, which studied a certain historical subject. For example, on the s evoluti of 1896, students can read'Teodoro Agor Story of Bonifacio and the’ Katipunan which makes the Revolt of the writing the book, Agoncillo jocuments of the Katipunan, ind correspondence between. Masses @ secondary source. More than used primary sources with his research interview with the veterans of the Revol -and among Katipuneros. If a historian wishes to study the historiography of the Filipino-American War for example, he can use works of different authors on the topic as his primary source as well. , ioe Both primary and secondary sources arcliseful in writing and learning? - history. However, historians ‘and students of history need to thoroughly (Chapter | troduction to History: Deion Ie, Sout. and Methodsogy«scrutinize these historical sources to avoid deception and to come up with the historical truth. The historian should be able to conduct an external and internal crit of the source, especially primary sour in centuries. External eriticisrh is the criticism of a document include ‘the paper, guage and words used in the material, among, cake other hand, iON ee ofthe evidence, 1tClooks“at_the content of the source and examines the circumstance of its production, Internal criticism oakeatthe ulness and factuality of the evidence by looking at the author of the sou creation, the knowledge which informed it, and its intended purpose, among others. For example, Japanese reports and 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 ruth srces can lead to equally f historical evidences, false conclusions Without thorough: eriticis: historical deceptions and lies will be highly probable. One of the most scandalous eases of deception in Phi ey iin «in EY important 1968, when American historian f the code due to anachronii ords oft these cases prove how deceptions te without rigorous historical fesearch. 6 Reakings in Plippne Hisry ible historical sources 1d for the subject ‘a Jong way but still has a lot of remaining tasks to do. It does not claim to render absolute and exact judgment because as long as questions are continuously asked, and as long as time unfolds, the study ofhistory can never be complete. Th , ‘started recording their observations through written accounts. The perspective of historical writing and inquiry oso sited Boar Christianity, the tripartite y the new guiding philosophy for writing and teaching history nana (panandis (for us-from us perspective). This perspective highlights the importance of facilitating an internal conversation and discourse among Filipinos about our own history, using the language that is understood by everyone. (Chapter | otoducton to Histor: Denko, le, Sources, an Methology “3x ‘A ‘True or False. Write true if the statement is true. Otherwise, write false in the space provided. 1e study of the past. arcea shit wee Sd/iteen shoud nti in writing history. 3. The subject of historiography is history itself. 4. History has no use for the present, thus, the saying “past is past” is true. 5. History is limited to the story of @ hero versus a villain. 6. Only primary sources may be used in writing history. 7. There are three types of sources: primary, secondary, and 9, Internal criticism is done by looking at a source's quality of paper and type of ink, among others. 10. The historians are the only source of history. bbb BRB RP bP . | What Source? Read the following scenarios and classify the sources discovered as primary, secondary, or tertiary sources. Write your “answer in the space provided. 1. dose was exploring the library in his new school in Manila. He wanted to study: the history of Calamba, Laguna during the fai bad Rinteeth emus In one ofthe boos saw an od photograph ofa woman standing in front of an old church, clipped among the pages. At the back of the photo was a fine inscription that says: “Kalamba, 19 de Junio 1861." Is the photograph a primary, secondary, or'a tertiary source? Resins i Phin ior 5 Tt was Lear's first day in hie firet year of college in a big university. found their classroom empty. He explored the classroom and sat at the teacher's table. He looked at the table drawer and saw a book entitled U.G..An Underground Tale: The Journey of Edgar Jopson and the First Quarter Storm Generation. He started reading the book and realized th a biography of a student leader ‘tured political activist d other primary documents related to his worl Is the book a primary, secondary, or a tertiary source? . Lorena was a new teacher of Araling Panlipunan in a small elementary schoo! in Mauban, Quezon. Her colleagues gave her the new textbook that she ought to use in class. Before the class started, Lorena studied the textbook carefully. She noted that the authors used works by other known historians in writing the textbook. She saw that the bibliography included Teodoro Agoncillo’s The Revolt of the Masses and The Fateful Years: Japan's Adventure in the Philippines, 1941-45, She also saw that the authors used Ma, Luisa Camagay’s Working Women of Manila During the 19th Century and many others. Is the textbook: a primary, secondary, or a tertiary source? don |. Manuel visited the United States for a few months to see his relatives who have lived there for decades. His uncle. brought hhim on tours around Mlinois. Manuel visited the Field Museum of Natural History where a golden image of a woman caught his eye. Manuel looked closer and read that the image was called “The Golden Tara.” It originated from Agusan del Sur and was bought by the museum in 1922. It was believed to be made prior to the arrival of the Spaniards in the Philippines. Tothe seupture a primary, secondary, or tertiary source? vi ‘Chapter |Itoduction to History: Definition, sues, Sources and MethologyMy Primary Source. Using the examples of a primary source in this chapter, bring « primary source that can be used in the writing of your life history. Present this in class and discuss how it qualifies as a primary source. ‘What Is History. London, United Kingdom: Penguin. ). The Discipline of History and the History of Thought. New ‘York, United States of America: Routledge. ‘Tosh, J. (2002). The Pursuit of History: Aims, Methods anid New Directions in the,Study of Modern History (evised 3rd Ed). London, United Kingdom: Pearson Education Led. 2 eating a Piping History Content and Contextual Analysis of Selected Primary Sources in Philippine History Learning Objectives: + To familiarize oneself with the primary documents in different historical periods of the Philippines. + Tolearn history through primary sources. : + To properly interpret primary sources through examining the content and context of the document. + Tounderstand the context behind each selected document. In the preceding chapter, we;have discussed the importance of | familiarizing oneself about the different kinds of historical sources. The “/ historian’s primary tool of understanding and interpreting the past is the» historical sources. Historical sources aécertain historical facts. Such facts are then analyzed and interpreted by the historian to weave histori narrative. Specifically, historians who study certain historical subj ‘of documents, memoir, accounts, and other materials that were produced a the period of the event or subject being studied.This is important in ensuring that is not fabricated. On the other hand, fitermial/eriticishi? contenitfor the evidence. However, this criticism requires not just the act establishing truthfulness and/or accuracy but also the examination of the primary sources in terms of the context of its production. For example, a historian would have to situate the document in the period of its production, or in the background of its authors. In other words, it should be recognized that facts are neither in a vacuum ‘nor produced from a blank slate. These are products of the time and of the people. In this chapter, we are going to look at a number of primary sources from different historical periods and’ evaluate these documents’ content in terms of historical value, and examine the context of their production. ‘The primary sources that we are going to examine are (Antonio,Pigafetta’s (1900-1941), and Corazon Aquino's speech before the U.S. Congress. These sqprimary:sourcesirange.{rom. chronicles, official documents, apeeches, and ‘cartoons to visual arts. Needless to say, different types of sources necessitate » diferent kinds of analysis and contain different levels of importance, We are going to explore that in this chapter. “A Brief Summary of the First Voyage Around the World by Magellan by Antonio Pigafetta ‘This book was taken from the chronicles of contemporary voyagers and navigators ofthe sixteenth century. One of them was Italian nobleman ‘Bantonio,Pigafetta, in, his fateful ircumnavigation of the world. Pigafetta’s work instantly became a classic that prominent literary men in the West like William Shakespeare, Michel de Mon ind Giambattista Vico referred to the book in their interpretation of thie New World. Pigafetta’s travelogue is one of the most important primary sources in the study of the precolonial Phi account was also a major referent to the events leading to Magell in the Philippines, his encounter with local leaders, his death in the hands of, “ Readings in Phlpine try Lapuslapu’s forcesin the Battle of Mactanand in the departure of what was n’s fleet from the islands. Examining’ the document revedls’ several insights not just in the character of the, Philippines during the. pre reached what he called thé Ladrones Islands’or the He recounted: a “These people have no arms, but yse fish bone at the end. They are poor, thieves, and for the sake of that we the Ladrones Islands.” ‘The Ladrones Islandsis presently known as thé Marianas Islands. These islands are located south-southeast of Japan, west-southwest of Hawaii, north of New Guinea, and east of Philippines (Ten days after they reached Ladrones Islands, Pigafetta reported that they reached what Pigafetta called the isle of Zamal, now Samar but Magellan decided to land in another uninhabited island for/greater security where they could rest for a few days. Pigafetta recounted that(after two day) March 18, nine men came to them and showed joy and eagerness in seeing them. Magellan realized that the men were reasonable and welcomed them with food, drinks, and gifts. In turn, the natives gave them fish, palm wine (uraca), figs, and two. vo cochos, ‘The natives also gave theni rice (umai), cocos, and other food supplies. PPigafetta detailed in amazement and fascination the palm tree which bore frui sd“cocho; and wine. He also described what seemed like a coconut. His n reads: palm produces a fruit named cocho, which is as‘large ‘as the head, or thereabouts: its first husk is green, and.two’ fingers in thickness, in it they find certain threads, with which they make the cords for fastening their boats. Under this husk. (Chapter 2| Content and Context Anasi of Sected Primary Sources i Pine Historythere is another very hard, and thicker than that of « walnut. ‘They burn this second rind, and make with it a powder which {s useful to them. Under. there is a white marrow of a ‘+ Ffinger’s thickness, ‘eat fresh with meat and fish, wwe do bread, and it'hais the( taste of an almond, and if anyone ‘ried it he might make bread of it (p. 72).” Pigafetta characterized the people as “yery familiar and friendly” and willingly showed them different islands and the names of these islands ‘The fleet went to Humunu Island (Homonhon) and there they found what Pigafette referred to as the" Teis in this place where Pigafetta wrote that they found the first signs of gol ‘They named the island with the nearby islands as the ar Lazarus. They left t they saw'two ballanghai (balangay), a long boat full of people in Mazzaval Mazaita. The leader, who Pigafetta referred to as the king of the ballanghai (balangay), sent his men to the ship of Magellan. The Europeans entertained these men and gave them gifts. When the king of the balangay offered to give Magellan a bar of gold and a chest of ginger, Magellan declined> Magellan sent the interpreter to the king and asked for money for the needs of his ships and expressed that he came into the islands’as a friend and not as an enemy. The king responded by giving Magellan the needed provisions of food in chinaware. Magellan exchanged gifts of robes in Turkish fashion, red cap, and gave the people knives and mirrors. The two then expressed their desire to become brothers. Magellan also boasted of his men in armor who could not be struck with swords and daggers. The king was fascinated ‘and remarked that men in such armor could be worth one hundred of his men. Magellan further showed the king his other. weapons, helmets, and arfilleries: Magellan also shared with the king hie charts and maps and shared hiow’they found the islands. ‘After a few days, Magellan was introduced to the king's brother who was also a king of another island. They went to this island and Pigafetta reported that they saw mines of gold. The'gold was abundant that parts of the ship and of the house of the second king were made of gold. Pigafetta described this King as the most handsome ofall the mer’ that he saw in this place. He was also adorned with silk and gold accessori golden dagger, which he carried with him in a wooden polished sheath. This king was named Raia i}king of Zuluai and Calagan (Butuan and Caragua), and the frst Siagt..On March 81st, which happened to be Easter Sunday, Magellan ordered the chi 3 preside a Mass by the shore. The king 16 Readog a Pipe Hitory heard of this plan and sent two dead pigs and attended the Mass with the other king. Pigafetta reported that both kings participated in the mass. He wrote: : ...when the offertory of the mass came, the two kings, went to kiss the cross like us, but they offered nothing, and at the elevation of the body of our Lord they were kneeling like us, ‘and adored our Lord with joined hands.” ‘crovin were the fignsof his emperor and that he was ordered to plant it in the places that he would reach. Magellan further explain for their people because once other Spi then they would know that they had been in this land and would not cause them trouble .ny person who might be held captives by them would be released. The king concurred and allowed for the cross to be planted. This Mass would go down in hi the first Mass in the Philippines, and the cross would be the famed Magellan's Cross still preserved at present day. (Giter seven day}, Magellan and his men decided to move and look for islands where they could acquire more supplies and provisions. They learned of the islands of Ceylon (Leyte), Bohol, and ‘Zaubu (Cebu) and intended to g0 there. ‘Raia Calambii offered to pilot them in going to Cebu, the largest and the richest of the islands. By April 7thiof the same year, Magellan and his men reached the port of Cebu. The king of Cebu, through Magellan's interpreter, demanded that they pay tribute'as it was customary, but Magellan refused. Magellan said that he was a captain of a king himself and thus would not pay tribute to other kings. Magellan's interpreter explained to the king of Cebu that Magellan's king was the emperor of a great empire and that it would do them better to make friends with them than to forge enmity. The king of Cebu consulted his council. By the next day, iemarett 's men and the king of Cebu, together with other principal men of Cebu, mi an open space. There, the king offered a bit of his blood and demanded chat ‘Magellan do the same. Pigafetta recounts: ‘and wished he should do the like. Our people answered that hhe would do it. Besides that, he said that all the captains who ‘Chapter 2 Content nd Conerul Anahi of Seed Primary Soucesia Pine itory 17the king wished to keep up the custom, } and then the captain would ‘The following day, Magellan spoke before the people of Cebu. and God. Pigafétta reported that! thé! people took pleasure in speech. Magellan then asked the peoplé who would succeed the jis reign and the people sect ‘that'the ideation of the land. Maj ‘Ghildren to render honor and obedience to their parents. Magellan preached about their faith further and people were reportedly convinced. Pigafetta wrote that their men were overjoyed seeing that the people wished to become Christians through their free’will and not because they were forced Mim ee and Canby “To that the king and all his people ans: ‘obey the commands of the captain and d& €e after the brother af the emperor, and the Kogot of ‘Mazawva, Jchan: to the Moor he gave the name of C! and to the others each a name of his fancy.” GBiear. ight days) Pigafetta counted that all ofthe were already baptized. He admitted that they' burned a village down for ebgying neither the king nor Magellan. The Mass was conducted. by the shore every-day. When the queen came to the Mass one day, Magellan gave heal a sick 10 was a relative to the king. Magellay that they should instead put their faith in Jesus Christ. They went to the sick man a Readngsia Philp History Pigafetta recorded that the man was miracle. principal man from the island of Matan AQ in total and landers of Mactan were ‘The battle began. Pigafetta recounted: \d we found the islanders fifteen hundred three squadrons; they came down ‘upon ua with terrible shouts Bee squadrons attacking us on the flanks, and the third in front. The captain then divided his men in two bands. Our musketeers and crossbow-men fired for half an hour from a distance, but did nothing, since the and arrows, though they passed through their shields ‘thin wood, and perhaps wounded their arms, yet did them. The captain shouted not to fire, but he was ily, and springing from one side to the other to avoid ey at the same time drew nearer to us, throwing eins, spears hardened in fire, stones, and-even deteriorated,-more natives came to sword delivered a blow in Magellan’ leg, brought him facedown and the natives ceaselessly attacked Magellan with lances, swords; and even with their bare hands. Pigafetta recounted the last moments of Magellan: “Whilst ‘the Indians were thus overpowering him, several times he turned round towards-us to see if we were all in (Chapter 2| Content and Control Anse Slced Primary Sources in Filipe itary «19safety, as though his obstinate fight had no other object than’ \. to give an opportunity for the retreat of his men.” advice, then the king could acquire the ships and the goods of Mag | feet. The two conspired and betrayed what wai King invited these men to a gathering where he jewels that he would send for the King of Spain. twenty-four men who attended because he was ni {icin wounds. It was only a short time when they heard cries and lamentations. ‘The natives had slain all of the men excepPthe interpreter and Juan Serran‘ who was already wounded, Serrano was presented and shouted at the men in the ship asking them to pay ransom so he would be spared. However, they refused and would not allow.anyone to go to the shore. The ficet departed so abandoned Sersano: They left eb and ostinued their journey ‘around the world. Aaploats of Pigafetta’s Chronicle ‘accounts, Pigafetta was seen as a credible source. for a period, which was prior unchronicled and undocumented. Moreover, being the earliest detailed documentation, it was believed that Pigafetta’s writings the “purest” precolonial: society. Indeed, Pigafetta’s work's of great importance in the study and backdrop. A student of history sho ‘the author and his e and how it affected the text that he produced. In.the case of Pigafetta, the reader needs to understand that he was a chronicler commissioned by the _ © = Redings in Phippine Hiory King of Spain to accompany and document a voyage intended to expand the Spanish empire, He was also of noble descent who came from a rich family in Italy. These attributes influenced his narrative, his selection of details to be included in the text, his characterization of the people and of the species that he encountered, and his interpretation and retelling of the events. Being a scholar of cartography and geography, Pigafetta was able to give-details on ‘geography and climate 6f the ‘that their voyage had reached. In reading Pigafette’s that he was coming from the reader might notice regarded the indigenous belief of Christianity and: of the Europeans. -He would ion of the people, one has to keep in mind nakedness of the natives or how he was fascinated by their exotic culture. Pigafetta also noticeably emphasized the natives’ that Pigafetta repeatedly mention and of precious metals like gold. Hi indigenous cultures employed the European standards. Hence, when they saw the indigenous attires of the natives, Pigafotta saw them as being naked because from the European standpoint, they were wearing fewer clothes indeed. Pigafetta’s perspect too narrow to realize that such attire was only appropriate to the climate of the islands. The same was true for materials that the natives used for their houses like palm and bamboo. ‘These materials would let more air come through the house and compensate for the hot climate in the islands. It should be understood that such observations were rooted from the context of Pigafetta and of his era. Europe, for example, was dominated by the Holy Roman Empire, whose loyalty and purpose was the domination of the Catholic Church all over the world. Hence, other belief systems different from that of Christianity were perceived to be blasphemous and barbaric, even demonje. Aside from this, the sixteenth century European economy was mereantilist, Such system measures the wealth of kingdoms based on their tion of bullions or precious metals like gold and silver. It was not surprising therefore that Pigafetta would always mention the abundance of gold in the islands as shown in his description of leaders wearing gold rings # and golden daggers, and of the rich gold mines. An empire like that of the Spain would indeed search for new lands where they could acquire more gold ‘and wealth tobe on top of all the European nations. The obsession with spicest might be odd for Filipinos bécause of its ordinariness in the Philippines, but ‘Chaper2 | Content an Contextual Analysis of Selected Primary Sources in Philippine History 21Feveal that spices were scarce in Europe understanding the context 'w g qualified reading of Pi ng Katipunan” (Q) 4 united Filipino nation that would revolt against "Spaniards for @) the total independence of the eduntry from Spain. Previous armed revolts had already occurred before the foundation of the Katipunan, but none of, For example, Diego Silang was known as an Tocano who took up his arms revolts in the country. Silang, however, ality and referred to himself as El Rey de -of Hocos). The imagination of the nation was largely absent ions of the local revolts before Katipunan. On the other hand, the propaganda movements led by the ilustrados like Marcelo H_del Pilar, GracianaLénezJaena, and Jose Rizal did not envision a total separation of, the Philippines from Spain, but only demanded equal rights, representation, and protection from the abuses of the friars. and led one of the longest runnia In the conduct of their struggle, Katipunan created a complex structure lue system that would guide the organization as a collective gle goal. One of the most important Katipunan documents’ was.the Kartilya ng Katipunan. The original title of the document was "Manga /sic) Aral Nang [sie] Katipunan ng mga A.N.B." or “Lessons of the Organization of the Sons of Country.” The document was written.by ‘in the (8B. Jacinto was only 18 years old when he joined the movement. He was a law student at the Universidad de Santo Tomas. Despite, his youth, Bonifacio’ reco that upon seeing that Jacinto Katipuneros. Jacinto became: the secretary_of the organization and. took, charge of the short-lived printing press of the Katipunan. On 15 April 1897, 2 Readings Phitppive History Bonifacio appointed Jacinto as a fommander of the Katipunan in Northern Luzon, Jacinto was 22 years old. He died of Malarie'at a young age of 24 in the town of Magdslens, Laguna, “he Karlilya ean be treated as the Katipunan’s code of conduct. It contains fou that instruct the way a Katipunero should behave,’ ‘and which specific values should he uphold. Generally, the rules stated in \edGnigtiwi The first grouplcontains thé'rules that (ght Individuatnd the second group contains ‘fide the way he treats his fellow iien, the translated version of the rules in Kartilya: The hi is not consecrated to a lofty and reasonable tree without a shade, if not a poisonous weed. Il. To do good for personal gain and not for its own sake is not virtue It is rational to be charitable and love one's fellow creature, and to adjust one’s conduct, acts and words to what is in itself reasonable. Whether our skin be black or white, we are all born equal: superiority in knowledge, wealth and beauty are to be understood, but not superiority by nature: ‘The honorable man prefers honor to personal gain; the sequndrel, gain to honor. ‘VI. Tothe honorable man, his word is sacred. Yl. Do not waste thy time: wealth can be recovered but not Tost. ‘VIII. Defend the oppressed and fight the oppressor before the law or in the field. - ‘The prudent man is sparing in words and faithful in seeping, secrets. X On the thorny path of life, man is the guide of woman and't children, and if the guide leads to the precipice, those whom he guides will also go there. Est Xd. Thou must not look ‘upon woman as a mere plaything, but: "a faithful companion who will share with thee the penalties , (Chapter 2| Content nd Contentoal Analy of Slee Primary Sources in Phiipine itory 23",he enjoys upon earth, but worth most who is a man of proven and real value, who does good, keeps his words, is worthy and honest; he who does not oppress nor consent to being oppressed, he who loves and cherishes his fatherland, though he be born in the wilderness and know no tongue but his own. When these rules of conduct shall be known to all, the longed- portion of the globe and its rays shall diffuse ever] ‘among the confederated brethren of the same rays, of those who have gone before, the fatigues and the well-paid help in understanding the values, ideals, aspirations, and even the ideology of the organization, Analysis of the “Kartilya ng Katipunan” Similar to what we have done to the accounts of Pigafetta, this primary __ source also needs to be analyzed in terms of content and context. As a document writtenfor a fraternity whose main purpose is to overthrow a inherent(equality) between and among men regardless of race, occupation, = eating in Piping Hor that first emerged in the eighteenth century French Revolution, which spread throughout mare ‘and reached the educated class of the colonies. Jacinto, ‘in the Kartilya repeatedly emphasized theGmportance o> i ‘The teaching of the Katipunan on how women Should be treated with honor and respect, while positive in many respects and certainly a significant stride from the practice of raping and physically 1n still be telling of the Katipunan’s secondary regard for in relation to men, For example, in the fnth Fula, the document specifically stated thatatien should he the guide of women and children, and that he should set a good example, otherwise the women and the children ‘would be guided in the path of evil. Nevertheless, the same document stated that women should be treated as companions by men and not as playthings that can be exploited for their pleasure. In the contemporary eyes, the Katipunan can be criticized because of these provisions. However, one must not forget the context where the organization was'born. Not even in Europe or in the whole of the West at that juncture recognized the problem of gendér ity. Indeed, it can be argued that Katipunan’s recognition of women rtant. partners in the struggle, as reflected not just in Kartilya but also in the organizational structure of the fraternity where a’ women's unit was established, is an. endeavor advanced for its time. Aside from Rizal's known Letter to the Women of Malolos, no same effort by the supposed cosmopolitan Propaganda Movement was achieved until the : movement's eventual disintegration in the latter part of the 1890s. Aside from this, the Kartilya was instructive not just of the | Katipunan 'S conduct toward je, but also for the jmembers” development as individuals in ‘their own. rights. Generally ‘Speaking, the rules in can be classified as either directed to how one should treat his neighbor or fi) ‘to how one should. develop and conduct one’s self. Both are essential to the vrs om RTE IVER reer 25of that historical day in Cavite. Intere , reading the details of the said ‘document in hindsight is telling of the kind of government that was created ‘under Aguinaldo, and the forthcoming hand of the United States of America in the next few years of the newly created republic. The declaration was ‘a short 2,000-word document, which summarized the reason behind the revolution against Spain, the war for independence, and the future of the new republic under Emilio Aguinaldo. ‘The proclamation comménced with a characterization of the conditions in-the Philippines during''the-Spanish colonial period. The document specifically mentioned abuses and ineq in the colony. The declaration king into consideration, that their inhabitants being =: already weary of bearing the ominous yoke of Spanish : domination, on account of the arbitrary arrests and harsh treatment practiced by the Civil Guard to the extent of causing “death with the connivance and even with the express orders of their commanders, whio sometimes went to the extreme of ordering the shooting of prisoners under the pretext that they ipting to escape, in violation of the provisions of the of their Corps, which abuses were unpunished ial position, at the instigation of thé Archbishop and terested in keeping them out of the way for their own eine ia Mine tinry thod of procedure moré’execrable than which every ciyilized nation rejects Filipino people and the “eminent personages.” Moreover, the line mentions the avarice and greed of the clergy like the friars and the Archbishop himself. Lastly, the passage also condemns what they saw as the unjust deportation and rendering of other decision without proper hearing, expected of any the Pact of Biak-na-Bato had collapsed. The document narrates the spread of the movement “like an electric spark” through different towns and provinces like Bataan, Pampanga, Batangas, Bulacan, Laguna, and Morong, and f Spanish forces in the same provinces. The revolt, also reached Visayas; thus, the. independence of the country was ensured. The document also mentions Rizal's execution, calling it unjust. The execution, as written in the document, was done to “please the greedy body of friars in their. insatiable desire to seek revenge upon and exterminate all those who ‘are opposed to their Machiavellian purposes, which tramples upon the penal code prescribed for these islands.” The document also narrates the Cavite. Mutiny of January-1872 that caused the infamous execution of the martyred native priests Jose Burgos,’Mariano Gomez, ‘and Jacinto Zamora, “whose, innocent blood was shed through the intrigues of those so-called religious orders” that incited the three sécular priests in the said mutiny. The proclamation of independence ak republic would be led unde? the dictatorshi mention was at the very beginning of the procl “In the town of Cavite Viejo, in this p twelfth day of June eighteen hundred and nin me, Don Ambrosio’ Rianzares Bautista, ‘Auditor of War and (Chaper2 | Content and Conte Anas Sdeted Primary Sources in Paine inory 27Special Commissioner appointed to proclaim and solemnize this act by the Dictatorial Government of these Philippi Islands, for the purposes’ and by virtue of the. circ addressed by the Eminent Dictator of the same’Don' Emilio ‘Aguinaldo y Famy.” 5 ‘The same Was repeated towafd the last part of the" procl aia Sd 3 “We acknowledge, approve and confirm together with the orders that have been issiiéd therefrom, the Dictatorship established by Don Emilio Aguinaldo, whom we honor as the Supreme Chief of this Nation, which this day commences to have a life of its own, in the belief that he is the instrument selected by God, in spite of his humble origin, to effect the he was preparing to be shot, liberating them from the yoke of Spanish domination in punishment of the impunity with which their Government allowed the commission of abuses by its subordinates.” explanation on the Phil ‘The document explained: , must use the same flag used and colors and ad secate in the heretofore, whose desi the distinctive emblem of thecfnmeer-Katipanan. Society, which by means of its compact of blood urged on the masses of le to insurrection; the ‘represent the three 1 Islands of this Archipelago, Luzon, Mindanso and in which this insurrectionary movement broke out; the sents the gigantic strides that have been made by land on the road of progress ol progeny ai eRERLon, ts 200m as the frst inturrectionary movement was initiated: and the colors blue, red and white, commemorate those of the flag of the United States of North America, in manifestation of our profound gratitude towards that Great Nation for Reading in Piipine History the disinterested protection she is extending to us and will continue to extend to us.” ‘This often overlooked detail reveals much about the historically accurate meaning behind the most widely known national symbol in the Philippines. It is not known by many for example, ed the white tridnigle'was derived from the éymbol of the Katipunan. The(fedand(blup colors of the flag are often associated with courage and peace, Fespectively. Our basic education omits the fact that those colors were taken from the flag of the United States. it can always be argued that symbolic meaning can always change and be reinterpreted, the original symbolic meaning of something presents tus several historical truths that can explain the subsequent events, which ‘unfolded after the declaration of independence on the 12th day of June 1898. Independence” ‘As mentioned earlier, a re-examination of the document on the declaration of independence can reveal some often overlooked historical truths about this important event in Philippine history. Aside from this, the document reflects the general revolutionary sentiment of that period. 1s specifically mentioned in the proclamation like rimination, and inequality before the law reflect the 1g sentiments represented by the revolutionary leadership. However,.no mention was made about the more serious problem that affected the masses more profoundly (ie., the land and agrarian crisis felt by the numerous Filipino peas the nineteenth century). This is ironic especially when renowned Philippine Revolution historian, Teodoro Agoncillo, stated that the Philippine Revolution was an agrarian revolution. ‘The common revolutionary soldiers fought in the revolution for the hope of owning the lands that they were tilling once the friar estates in different, provinces like Batangas and Laguna dissolve, if and when the revolution succeeded. Such aspects and realities of the revolutionary struggle were sither unfamiliar to the middle-class revolutionary leaders like’ Emilio Aguinaldo, Ambrosio Rianzares-Bautista, and Felipe Buencamino, or were fotentionliy Jef out because they were landholders themselves. (Chapter2 | Content nd Contra! Ani of Selected Primary Source in Piippine History 29.e Treaty of Paris was an agreement aigned between Spain and the ited States of America regarding the owhership of the Philippine ds and other Spanish colonies in South America. The agreement ‘on 10 December 1898,'six months after the ¥e declared the Philippine Independence. The Philippines was sold to the United States at $20 million and effectively tundermined the sovereignty of the Filipinos after their revolutionary vietory. The Americans occupied the Philippines immediately which resulted in the Philippine-American ‘War that lasted until the earliest years of the twentieth century. ‘The proclamation also gives us the impression on how the victorious yevolutionary government of A\ io historicized the struggle for independence. There were menti past events that were seen as important turning points of the movement aijainét Spain. The execition of the GOMBURZA, for example, and the failed Cavite Mutiny of 1872 was narrated in detail. This shows that they saw'this event as a significant ‘awakening of the Filipinos in the real conditions of the nation under Spain. Jose Rizal's legacy and.martyrdom was also m However, the Katipunan as the pioneer of the revolutionary movement was only mentioned once toward the end of the document, There was no mention of the Katipunan’s foundation. ders were alo left out. It can be argued, thus, ‘the document also reflects the politics of the vietors. The enmity between Aguinaldo's Magdalo and ‘Magdiwang in the Katipunan is no secretin the pages of our history. On the contrary, the war led by Aguinaldo's amen with the forces of the United States were discussed in detail. sod ptanat whoever information that can be found in these records. thus, to analyze the content of these documents in relation to the dominant and the contexts ‘of people and institutions surrounding it. This 8 a lesson on taking primary sources like official government records is production. Studying one historical subject, thus, entails looking at multiple primary sources and pieces of historical evidences in order to have a more nuanced and contextual analysis of our Past. * Readings in Pippin Hisory ‘Alfred McCoy's oh the American Era (1900-1941) ~ [Political cartoons!and Caricaiiig are'a rather recent art form which fro ssical art by exagi . Such art genre and technique became.a'part of ‘passing his crown to hi depicted wearing. éal barong tagalog) -telling the later to stop ‘giving Barcelona the crown because it isnot his to begin Clap | te cd Gna pel ced Pye Pay 9 31‘The,second cartoon was,also pt S re ed by The Independent on 16 Amorsol§’and was aimed as a because he had nothing to eat. the said child, A man wearing a salakot, Jabeled Juan de Ia grabbing the officer, telling him to l-time pickpockets and thieves and to turn at the great thieves instead. He was pointing to huge warehouses containing bulks of rice, milk, and groegry Products. - ‘The third cartoon was a commentary on the unprecedented cases of colorum automobiles in the city streets. The Philippine Free Press published this commentary when fatal accidents involving colorum vehicles and taxis ‘occurred t00 often already. ‘This fourth cartoon depicts a cinema. A blown-up police officer was at the screen saying that couplés are not allowed to neck and make love int the theater. Two youngsters'looked horrified while an older couple seemed. _ amused: . ot ‘The next cartoon was published by The Independent on 27 November 1915. Here, we see the caricature of Uncle ‘Chpter2| Content and Contest! Ansys of Selected Primary Soucerin Phiipine Mistry 33,In the picture, we ‘and members of' Analysis of the Political Caricatures during the American Period ‘ate’ not ‘only the opinion of certain media during the American period but also paint a broad image of society and politics under the United States. In the arena of, u Readings in Pippin tory The Independent. between clients and patrons but parties composed of the elite and the. the cartoon where the United Ste and te complications, were aleo depicted in the cartoons. One example is the unprecedented increase of motorized vehicles in the city. Autom jecame a popular mode of transportation in the city and led to the emergence of taxis. However, the laws and policy implementation was mediocre. This resulted in the increasing colorum and unlicensed vehicles transporting people around the city. The rules governing the issuance of driver's license was loose and traffic police could not be by engaging in daring sexual ‘we can see how that period w: past and the liberated future of the Phili jited States. From’the looks of cartoon depicted how police authorities oppress petty Filipino criminals while turning'a'blind eye on hoarders who monopolize goods in their’ huge warehouses (presumably. Chinese merchants). The other cartoon depicts how Americans éontrélled it, nothing much has changed. For examp Filipinos. (Chapter 2| Content and Convent Aas of Seca Primary Soscein Phippine History 3SRevisiting Corazon Aquino’s Speech Before the US. Congress Corazon functioned:as the’ symbol of:the restoration of democracy’ and the overthrow of the Marcos Dictatorship in. "1986: The EDSA People Power, which installed Cory Aquinoin the presidency, ; 1agination of the people whose rights and freedom ha: been comp [throughout the Marcos regime: This is despite the fact that Cory Game from a rich haciendero family in Tarlac and owned vast estates of sugar plantation and whose relatives occupy local and national government positions. 1983, the Marcos regime greatly suffered a : {from differentsectors frequented different areas in the country. Marcos’s credibility in the international community also suffered. Paire Jooming economic crisis, Marcos had to do something to prove -in'the United States that he remained to be the democrati “leader of the country. He called for a|Snap Election im Fel where Corazon Cojuangco Aquino, the widow of the slain senator was convinced to run against Marcos. The canvassing Was rigged to Marcos's favor ybut the people expressed their protests against the corrupt and authoritarian government. Leading mi ial Law orchestrators themselv. Ramos, plotted to take over the presidency, until call of then Manila Archbishop Jaim thousands of people who gathered overthrew Ferdinand Marcos from the presidency after 21 years. in eee Sen eat inco icy tacjne scmign th went to the United States and spoke before joint session of the U.S. Geisha. Car es ee Gi etih loag area an she tok cg OR it her presidency and the challenges the United States three ears prior asa newly widowed wifeaf Ninoy Aquino She then told of Ninoy’s character, conviction, and resolve in opposing. the authoritarianism of Marcos. She talked of the that the terror. They locked him up in a tiny, nearly airless cell in a ‘military camp in the north. They stripped him naked and; held a threat of.a sudden midnight execution over his head. Ninoy held up manfully under barely did as well. ForGotsthree aD, the author ot tell me what had happened to him. This was th¢ first ting my children and I felt we had lost him,” Ss Gaty eoitisueaithat whieh Niney wurvived| that tins ditenticg be pia then charged of subversion, murder, and other crimes. He was tried by a military court, whose legitimacy Ninoy adamantly: questioned. To solidify - his protest, Ninoy decided to do a(hunger strikp and fasted Lor @ tay). Cory) treated this event as the Second tims}that their {amily lostNinoy. She said: “When that didn’t work, they put him on trial for subversion, murder and ahost of other crimes before a military com Ninoy challenged ité authority and went on_a fa survived it, then he felt God intended him for another fate. had lost him again. For nothing would hold him back from his determination to see his fast through to the end. He stopped when it dawned on him that the government would keep his body alive after the fast had destroyed his brain. And so, «| With barely any life in his body, he called off the fast on the (40th day.” ‘Chaper2 | Content and Conte! Analyis Sete Primary Suret in Philp History| 37"nobly, Net, two million pegple threw aside th and fear and escorted him to his grave” fast, to Ninoy’s conviction th of democracy. I held out for particip: the dictatorship called, even if I knew it would be.rigged. I was warned by the lawyers of the opposition, that I ran the grave risk of legitimizing the eee results of elections that alzo; it-was the only way I knew by which we co measure ‘even in the terms dictated by the dictatorship. The Cory talked about her miraculous victory through the pé s struggle and continued talking about her earliest initiatives as the’ president of ‘@ restored democracy. She stated that she intended to forge and draw reconciliation after a bloody and polarizing dictatorship. Cory emphasized the importance of the EDSA Revolution in terms of being a “limited revolution Readings a Piipne Mistory that respected the life and freedom’ of every Filipino.” She also boasted of ‘Again as we restore democracy by the ways of democracy, 0 are we completing the constitutional structures of our new democracy under a constitutisn that already gives full respect, later this year to a popular referendum. When it is approved, there will be elections for both national an that overturned a dictatorship, we shall have returned to full constitutional government.” Cory then proceeded on her peace agenda with the existing communist insurgency, aggravated by the dictatorial and authoritarian measure of Ferdinand Marcos. She asserted: “My predecessor set aside democracy to save it from a communist insurgency that numbered less tha five hundred Unhampered by respect for‘human rights he went at it with hammer and tongs. By the time he fled, that insurgency had ‘grown to more than sixteen thousand. I think there is a lesson here to be learned about trying to stiffe a thing with a means by which it grows.” Cory’s peace agenda involves political initiatives and re-integration program to_persuade insurgents. to leave the countryside and return to the mainstream society to participate in the restoration of democracy. She invoked the path of peace becatuse she believed was the moraLpath that a moral government must take. Nevertheless, Cory took a step back when she said that while peace is the priority of her presidency, she “will not waiver” when freedom and democracy are threatened. She said that, to Abraham,Lincoln, she understands that “force may be necessary before) mercy” and while she did not relish the idea, she “will do whatever it takes to defend the integrity and freedom of (her) country.” 25 Cory then turned to the controversial topic of the Philippine foreign debt amounting ta’$26 billionat the timé’¢f her speech. This debt had ballooned during the Marcos regime. Cory expressed her intention to honor those debts ‘Chapter2 | Content nd Contes Anais Selected Primary Sources in Philpine History 39despite mentioning that the people did not benefit from such debts. Thus, she mentioned her protestations about the way the Philippines was deprived of choices to pay those debta within the capacity ofthe Filipino people, She means by which we shall be able to do so are kept fror ‘Many of the conditions, imposed on the previous government that stole this debt, continue to be imposed on us who never benefited from it”, |. She continued that, while the country had experienced the calamities brought about by the corrupt dictatorship of Marcos, no commensurate assistance was yet to be extended to the Philippines. She even remarked that siven the peaceful character of EDSA People Power Revolution, “éuir8 must have been the cheapest revolution ever.” She demonstrated that Filipino people fulfilled the “most.difficult condition of the debt-negotiation,” which was the “restoration of democracy and responsible government.” Cory related to the U.S. legislators that wherever she went, she met poor and unemployed Filipinos willing to offer their lives for democracy. She stated: “Wherever I went in the campaign, slum area or impoverished village. They came to me with one cry, democracy. Not food although they clearly needed it but democracy. Not work, _although they surely wanted it but democracy. Not money, for _ they gave what littlé they had to my campaign. They didn't cle that would instantly put food into ‘on their back, education in their children it will put dignity in their lives. But 1°” tion to respond quickly as the leader of of all these things.” and give them work “feel the pressing the people so dese Cory proceeded in enurtierating the challenges of the Filipino people as ‘they tried building the Hew democracy. These wére the persisting communist, insurgency and the economic deterioration. Cory further lamented that these problems worsened by. g debt because half of the country’s export earnings amounting to $2 billioh would “go to pay just the interest on a debt « eating in Pipe Hoy whose benefit the Filipino people never rec Cory then asked a rather to many lands that were reluctant have a people who want it by the help to preserveiit.” it. And here, yout 1d need only the Cory ended her speech by thanking America for servin hor family for what she referred to as the “three h: together.” She enjoined America in building the for democracy and in turning the country as a “shining testament of our two nations’ commitment to freedom.” Analysis of Cory Aquino’s Speech «: Cory Aquino's speech was an i diplomatic history of the, country portant event in the political. and te the teal ending eae af te aposion that eloquence and charisma could very well compete with that of Marcos. “In her speech, Cory talked at length about Ninoy’s toil and suffering at a hands of the dictatorship that he sted. Even when she proceeded ig about her, new government, she went back to Ninoy’s legacies and lessons. Moreover, her attribution of the revolution to ‘Ninoy’s death demonstrates ‘not only Cory’s personal perception on the revolution, but since she was the president, represents what the dominant discourse was at that point logy or the principles of the new democratic government seen in the same speech. Aquino was able to draw the sharp contrast between her government and of her predecessor by expressing ‘her commitment to a democratic constitution, drafted by an independent commission. She claimed that such constitution upholds and adheres to the rights and liberty of the Filipino people. Cory also hoisted herself ‘Chapter 2 | Content ad Contexnial Anya of Sleced Primary Sources in Philippine History ALas the reconciliatory.agent after:more than two decades ‘of a polarizing 8 a product of a repressive and corrupt governmer to this insurgency rooted from her diametric opposition of integration of comm society), Cory claimed that her Despite Cory’s efforts to hoist reelf as the exact opposite of Marcos, her speech still revealed certain’ parallelisms between her and the Marcos’s government. This is seen in tems 6f continuing the Philippines and the United Stated despite the known affinity between the seid world super power and Marcos. The Aquino regime, as seen in Cory's acceptance of the invitation to addreaa the U.S. Congress and to the content of the dicttar and not of the coubtry. Cory’ decision is an indicator of her government's intention to carry on # debt-driven economy. Reading through Aquino’s speech, we can already take cues, not just on Cory’s individual ideas and aspirations, but also the guiding principles and framework of the government that she represented. a he Readng in Pipi Hitory in conducting historical research: a | 2. The assassination of Ninoy Aquinois an important historical. event that fueled people's anger and condemnation of the 5. The Americans radically altered the soc the Philippines after they took over from Spain in terms of, socioeconomic equality. ownership and other agras Eas: 1, ‘The enmity between Aguinaldo snd-Bonifacio did_not affect how the former's # Bonifacio to the beginniny Ts 8 Corazon Aquino did not want to forge alliance with the United States because the latter was a known important |. ally of Mareos.. E19. ‘The conservative attitude of the. south toward sexuality did ‘not change since the Spanish period until the 1930s. 4-10. The forces of Magellan were successful in defeating and™* « - conquering Lapulapu. ab ot ‘Chayer2| Content and Contestal Analysis of Seleced Primary Sources a Fhiipine tory 43© context of the document, and (4) the text’s contribution to ui Philippine history. ©." Group Work: Form five grouy Copper Plate, Inseri © Lupa’ by Andres Bor ‘The declaration of Martial Law in 1972 by Ferdinand Marcos; (4) The speech of KALIBAPI Acting Director ‘Camilo Osias on'7 December 1943; and (6) The 1935 Constitution, Brainstorm with your group mates on how you will respond to the following questions: 1, What does the document/artifact say? 2. What was the provenance or source of the document/artifact? 3, Who authored it (if applicable)? 4 References ‘tquino, C. (1986). “Restoring Democracy by the Ways of Democracy.” In » Aitp:/ /www.coryaquino-ph index php/works /article/353b89aa-f2de- df-b3ef-001617476479. Retrieved 18 May 2017. fhutista, A. (1898). “Declaration of the Philippine Independence.” trans. Sulpicio Guevarra in The Laws of the First Philippine Republic 1972. lational Historical Commission. “Kartilya ng Katipunan ng mga Anak ng Bayan,” trans. ippine Center for Masonic Studies, lya-ng-katipunan.html. ‘Goy, A, & Roces, A. (19865). Cartoons: the American Era, 1900-1941. Quezon City: Vera- tafetta, A. (1874). The First Voyage Around the World by Moseliony ss trans. Lord Stanley of Alderley. London: Hakluyt Society. Readings in Philippine Hiory Philippine History: Spaces for Conflict and Controversies Learning Objectives: + To interpret historical events using primary sources. ‘+ To recognize the multiplicity of interpretation than can be read from a historical text. + Toidentify the advantages and disadvantages of employing tools in interpreting historical events through primary ‘+ To demonstrate ability to argue for or against a particular issue using primary sources. _In this chapter, we will analyze (uD historiographical_problems in have been introduced to history the content and context analysis history are interpretation and matpepeae ty.Making Sense of the Past: Historical Interpretation History is the study of the past, but a more contemporary definition is centered on how it impacté the present through its consequences, Barraclough) defines history. fragmentary evidence, the “the history we read, though based on facts, is strictly speaking, not factual atall, but a series of accepted judgments.” Such judgments of historians on how the past should be seen make the foundation of historical interpretation. Maragtas. Before it was revealed a: the people of Aklan. In fact, histori of Batan, Aklan in 1956, with the following text: “CODE OF KALANTIAW. Datu Bendehara Kalantiaw, third Chief of Panay, born in Aklan, established his government penal code now known as Code of Kalantiaw containing 18 articles. Don Marcelino Orilla of Zaragoza, Spain, obtained wnuscript from an old chief of Panay which iter translated into Spanish by Rafael Murviedo ey.” Itwas only in 1968 that it was proved a hoax, when William Henry Scott, the code to a historical fiction written in 1913 by Jose E. Marco titled Las Antigiias Leyendas de la Ista de Negros. Marco attributed the cod to a priest named Jose Maria Pavon. Prominent Filipino histori not dissent to Scott's findings, but there are still some who would believeithat the code is a legitimate document. ii utilize facts collected from primary sources of history and then draw their own readin, ‘their intended audience may understand ihe historical event, a process that in essence, “makes sense of the pas The premise is that/Got all sources are accessible to a general idience, and without the proper training and background, a non-hi interpreting a primary source may do more harm than good—a primary source may even cause misunderstandings; sometimes, even resulting in more problems. “6 Readings in Philpine History st, therefore, vary according to who reads the primary source, when it was read, and how it was read. As students of history, ‘wejmust.be well equipped.to.recognize different types of interpretations; why.these may differ from.each other, and how to critically sift these interpretations through historical evaluation. Interpretations of historical venta changeover ime; hus ie an important il fra etudent of igen: to.track these changes in an attempt to understand the past. re “Sa Aking Mga Kabata” is a poem purportedly written by Jose Rizal_ ‘when he was eight years old and is probably one of Rizal's most prominent ‘works. There is no evidence to support the claim that this poem, with the now immortalized lines “Ang hindi magmahal sa kanyang salita/mahigit sa hayop at malansang isda” was written by Rizal, and worse, the evidence against Rizal's authorship of the poem seems all unassailable. ‘y.eThere exists up manuscript of the poem handwritten by Rizal. The poem was first published in 1906, in a book by Hermenegildo Cruz. Cruz: said he received the poem from Gabriel Beato Francisco, who claimed to‘have received it in 1884 from Rizal's close friend, Saturnino Raselis.’ Rizal never mentioned writing this poem anywhere in his writings, and moré"importantly, he never mentioned of having a close friend by the person of Raselis. Further criticism of the poem reveals more about the wrongful attribution of the poem to Rizal. The poem was written in Tagalog and. referred to the word “kalayaan.” But it was documented in Rizal's letters. ‘that he first encountered the word through a Marcelo H. del Pilar’s | ‘translation of Rizal's essay “El Amor Patrio,” where it was spelled ag “kalayahan.” While Rizal's native tongue was Tagalog, he was educated iti Spanish, starting from his mother, Teodora Alonso. Later on, he would expréss disappointment in his difficulty in expressing himeelf in his: ‘The poem's spelling is also suspect—the use of letters “k” and “w” to ‘Spanish orthography that sas prevalent ‘Chapter | Fhlppine History: Spaces for Cane and Controversies a‘stone—history is, after all, srpretationThere might be ways by which we can view the world, and each could be equally valid, and at the same time, equally partial as well: Historical writing is, by definition, biased, partial, and contains preconceptions. The historian decides on what what interpretation to make more apparent, depending on istorians may omit significant facts about terpretation unbslanced. Historians may event, These are just many of the ways a historian may fail in his historical inference, description, and interpretation. With multiperspectivity as an | spproach in, history, we must understand that historical interpretations contain discrepancies, contradictions, ambiguities, and are often the focus of dissent. Exploring multiple perspectives. in history requires. incorporating that reflect different views of an event in history, because vestigation and research, while providing more evidence for those iat these sources agree on. Readings in Philippine History te and , but also a more complet Place in the PI earaa ‘The popularity of knowing where the “firsts” happened i been an easy way on the significaiice in the Philippines, but utilization of evidence and interpre Butuan has long been believed ‘Toward the end of the nineteenth century and the start of the twentieth century, together with the increasing scholarship on the history of the ea! a more nuanced reading of the available evidence was made, ight ‘to light more considerations in going against the more accepted interpretation of the first Mass in the Philippines, made both by Spanish and Filipino scholars. It must be'noted that there are only two primary sources that historians refer to'in identifying the site-of the-first-Mags_One is th¢‘log kept by “Francisco Abo; & pilot bf one of Magellan's shin nds} He was one of the 8 survivors who returned with Sebastian Elcano on the ship Victoria after ‘they circumnavigated the world. The other, and the more complete, was the account by Antonio Pigafetta, Primo:viaggio intorno al mondo (First Voyage Around the\World). Pigafetta, like Albo, was a member. of the Magellan expedition and.an eyewitness of the events, particularly, of the first Mass. " Limnos aed — Bascio | Bvtian (hip Phppne History: Spe for Conc and Contoveria a.primary Source: Albo's Log Source: “Diario 6 derotero del viage de Magallanes desde el eabo se il regreso'a Espana de la nao Victoria, Document no, xxi in Colleton de'hegas ‘The Site of the First Mass in the Philippines: A Reexamination‘of * Evidence” 1981, Kinaadman: A Journal of Southern Philippines; IM, 1-86. L .,. (Albo does not give the latitude of (On the 16th of March (1523) as they sailed in a westerly cisse from Ladrones, they saw land towards the northwest; but wing to many shallow places they did not approach it. They found later that its name was Yunagan. ‘They went instead that same day southwards to another small island named Suluan, and there they anchored. There they saw some canoes but these fled at the Spaniards’ approach. This island and two-thirds degrees North latitude. Departing from: those two islands, they sailed westward to an ‘uninhabited island of “Gada” where they took in a supply of wood and water. The sea around that island was free from shallows. island, but from Pigafetta’s testimony, this seems to be the “Acquada” or Homonhon, at 10 degrees North latitude.) From that island they sailed westwards towards a large island names Seilani that was inhabited and was known to have gold. 4Seilani - or, as Pigafetta calls it, “Ceylon” - was the island of is planted a cross upon a mountain-top, and from thefe they were shown three islands to the west and southwest, where they were told there was much gold. “They showed us how the gold “<8 was gathered, which came in small pieces like peas and lentils.” Readings in Plipine Hinory northwards again towards Seilani. They followed the coast of Seilani in a northwesterly direction, ascending up to 10 degrees of latitude where they Saw three small islands.. ey sailed westwards some ten leagues, and there they 7. From Mazava they sai ‘third degree. There they entered a channel between ‘of which was called “Matan” and the other “Subu.” 9, They sailéd down that channel and then turned westward and anchored at the town (la villa) of Subu where they stayed many days and obiained provisions and entered into a peace-pact with the local king. 10. The town of Subu was on an east-west direction with the islands of Suluan and Mazava. But between Mazava and Subu, there were ‘s0 many shallows that the boats could not go westward directly but hhas to go (as they did) in a round-about way. It must be noted that in Albo's account, the location of Mazava fits the location of the island of Limasawa, at the southern tip of Leyte, 9°54'N. ‘Also, Albo oes not mentionthe first Mass, but only th upon ‘wiountain-top from which could be seen three islands to the west and southwest, which also fits the southern end of Limasawa. : Pigafetta’s Testimony on the Route of \der Robertson, The Philippine Miguel A. Bernad, “Butuan or Limasawa? The Site of st Mass in the Philippines: A Reexamination of Evidence” 1981, Kinaadman: A Journal of Southern Philippines, Vol. 111, 1-35. 1, Saturday, 16 March 1521 - Magellan's expedition sighted a “high land” named'“Zainal” which was some 300 leagues westward of Ladrones (now the Marianas) Islands, larch, 17 - “The following day” after sighting Zamal sre would mean on their starboard going south or southwest.) There they set up two tents for the sick members of the crew ard had a sow killed for them. The name of this island ‘Cher 3 | PhippineHiaor: paces for Confit and Controresi 1oa9 SHumunw omonbon, This island was located at 10 degrees North Jatitude. 4. Oifceame day Sindy March 17), Magellan hamed the entire archipelago the “Islands.of Saint Lazarus,” the.reason being that Magellan asked for food supplies, to bring rice and other supplies 6. Friday, March 22 — At noon the natives returned. This time they siete in two boats, and they Brought food supp Vc 7. Magellan's expedition stayed eight. days at. Homonhon: from ‘Sunday, March 17, to the Monday of the following week, March 25. 8 Monday, March 25 = In’ the afternoon, the expedition weighed anchor and left. the, island.of Homonhon. In the ecclesiastical calendar, this day (March 25) was the feast-day of the Incarnation, also galled the feast of the Annunciation and therefore “Our Lady's to the water but was rescued. He the intércession of the Blessed Virgin Mary on hér feast-day. 9. ‘The route taken by the expedition after Jeeying Homoabon was - ‘Thus, it is easy to see what Pigafetta meant by sailing “toward the ‘west southwest” past those islands. They'left Homonhon sail westward towards Leyte; then followed the Leyte coast southward,, ; jaesing between the: island of Hibuson on their portside and. ® Hiunangan Bay on their'starboard, and thén continued southward, (> then turing westward to"Mazaua.” = ee \.Thiirsday, March 28 ‘in the morning of Holy Thursday, March the previous night they had titude of nine and « North) and in a longitude oftone hundred and sixty-two degrees from the line of demarcation. It is twenty-five leagues from the Acquada, and is called Mazaua.” 11, They remained seven days on Mazaua Island, 12. Thursday, April 4 —They left Mazaua, bound for Cebu. They were ‘guided thither by the king of Mazaua who sailed in his own boat. ‘Their route took them past five “islands” namely: “Ceylon, Bohol, Canighan, Baibai, and Gatighan/ 13. At Gatighan, they sailed westward to the three islands of the Camotes Group, namely, Poro, Pasihan and Ponson. Here the Spanish ships stopped to allow the king of Mazaua to catch up with them, since the Spanish ships were much faster than the native balanghai—a thing that excited the admiration of the king _of Mazaua. 14, . From the Camotes Islands they sailed southwards towards “Zubu.” 15. Sunday, April 7 - At noon they entered the harbor of “Zubu” (Cebu). Ithad taken them three days to negotiate the journey from ‘Mazaua northwards to the Camotes Islands and then southwards -j oto Cebu, It must ‘be pointed out that’ both Albo and Pigafetta’s testimonies coincide and corroborate each other. Pigafetta gave more details on what they did during their weeklong stay at Mazaua. Primary Source: Pigafetia and Seven Days in Mazaua Sourge: Emma Blair and James Alexander Kaberteon, The Philippine . 88 and 34, as cited in Mi of ippines: A Reexamination of Evidence” 1981; Kinaadman; A’Journal of Southern, Philippines, Vol. Ill, 1-86." ‘Chote 3 | Philippine Hor: Spe for Coal nd Controversies 3a |. Sunday, Mareh.31 ~ “Early i ‘Thursday, March 28 —In the morning they anchored near an island where they had seen a light the night before a smi presents. The natives paddled away, but two hour boats (balanghai) came, in one ofwhich the native king sat under ‘an awning of mats. At Magell tation some of the natives ‘went up the Spanish ship, but the native king remained se his boat. An exchange of gifts was effected. In the afternoon that day, the Spanish ships weighed anchor and came closer to shore, anchoring neaf the native king’s village. This Thursday, March 28, was’ Thureday i in Holy Week, Friday, March, 29 — “Next day. oly. Friday,” Magellan sent his slave interpreter ashore in a small boat to ask the king if he could provide the expedition with food supplies, and to say that they had come reply the king nd this time went a simbraced. Another exchange of gifts was made. The native king and his companions returned ashore, bringing with them two members of Magellan's expedition as guests for the night. One of the two was Pigafetta. i Saturday, March 30 ~ Pigafetta arid his companion had spent the previous evening feasting and drinking with the native king and his son. Pigafetta deplored the fact that, although it was Good Friday, they had to eat meat. The following morning (Saturday) Pigafetta and his companion took leave of their hosts and returned to the ships. the morning of Sunday, the last of ‘March and Easter day,” men to prepare for the Mass. ‘with some fifty men and Mass was celebrated, after which'a cross was venerated. Magellan and the Spaniards returned to the ship for the noon-day meal, but in the afternoon they returned ashore to plant the E should goto in order to obtain more abundant supplies of food than Readings PbpyceMitey ports to choose from: Zubu was the port with « asked for someone to gui him thither. The kings replied th vthe pilots woiuld be at “any time.” But later that evening the ‘king of Mazaua changed his mind and said that he would himself conduct Magellan to Zubu but that he would first have to bring the harvest insHe asked Magellan to send:-him men to help.with the harvest. 6. Monday, April 1 - Magellan sent men ashore to help with the harvest, but’no work was done that day because the two kings were sleeping off their drinking bout the night before. 7. Tuesday, April 2 and Wednesday, Apr Work on the harvest during the “next to days,” i.e., Tuesday and Wednesday, the 2nd and 3rd of April, 8 Thursday, April 4 - They leave Mazaua, bound for Cebu. Using the primary sources available, Jesuit priest Miguel A. Bernad in his work Butuan or Limasawa: The Site of the First Mass in the Philippines: A Reexamination of Evidence (1981) lays down the argument that in the Pigafetta account, a crucial aspect of Butuan was not mentioned—the river. ‘Butuan is a riverine setflement, situated on the Agusan River. The beach of ‘Masao is in the delta of said river. It is a curious omission in the account of the river, which makes part of a distinct characteristic of Butuan’s geography that seemed to be too important to be missed. ‘The Age of Exploration is a period of competition among European rulers to conquer and colonize lands outside their original domains. Initially, the goal was to find alternative routes by sea to get to |. the main source of spices and other commodities, Existing routes to.Asi ‘were mainly by land and cost very expensive. A sea route to that Europeans could access the spice trade directly, greatly reducing costs for traders. Spain’s major foray into the exploration was through Christopher Columbus, who proposed to sail westward to find a shortcut to Asia, He wad able to reach the Americas, which was then cut-off from the rest of the known world. Spain colonized parts of North America, Mexico, and South the sixteenth century. They were also able to reach the Philippine ‘Chapter 3 | Plippne History: Space fr Confit and Controversies 53Gaim i for the Spanish crown. Later on, other European rulers would compete with the activities of exploring and conquering In this instance, Pigafetta vividly descr this account already happened after Maj Case‘Study 2: What Happened in the Cavite Mutiny? 1572 ‘The year 1872 is a historic year of two events: the Cavite Mutiny and the martyrdom of the three priests: Mariano Gom very important milestones in Philippine history and have caused ripples throughout time, directly influencing the decisive events of the Philippine Revolution toward the énd of the century. While the significance is ‘unquestioned, what made this year controversial are the different. sides to the story, a battle of perspectives supported by.primary sources. In this ease study, we zoom in to the events of the Cavite Mutiny, a major factor in the awakening of nationalism among the Filipinos of that time. he Wako +) Coven Fofre Spanish Accounts of the Cavite Mutiny ‘The documentation of Spanish historian (Jose Montero y Vidallcentered cr‘how the event was an &tiempbin everthrowing the Spanish government in the Philippines. Althougit regarded as a historian, his account of the mutiny was criticized as woefully biased and rabid for a scholar. Another account from the afficial report written by thea Governor General Rafal Taguierdo} impligated the native clergy, who were then, active in the movement toward secularization of parishes. These two accounts corroborated each other. Primary Source: Excerpts from Montero's Account of the Cavite Mutiny Source: Jose Montero y Vidal, “Spanish Version of the Cavite Mutiny of 1872" in Gregorio Zaide and Sonia Zaide, Décumentary Sources of Philippine History, Volume.7 (Manila: National Book Store, 1990), 268 213. ~The abelition of privileges enjoyed by the laborers ofthe Cavite arsenal tion from the tribute was, according to some, the causé of the ion. There were, however, other causes: ” edge ia Pape Hiory The: Spanish revolution’ which’ overthrew. a secular throne; “the propaganda carried an unbridled prosé against monarchical of the most sacred respects towards the they started to work, with the powerful assistance of a certain section » of the native clergy, who out of spite toward friars, made common cause with the enemies ofthe méther country. ‘At various times but especially in the beginning of yesr’1872,' the GSEBGEED reived enbaymous communentimesith the informa that a@reat uprising would break out a the leet at Cavi including the fr conspiracy had curate of Bacoor, the soul of the movement, whose energetic character and immense wealth enabled him to exercise a strong influence. Primary Source: Excerpts from the Official Report of Governor Izquierdo on the Cavite Mutiny of 1872 Source: Rafael Iaquierdo}'“Oft Gregorio Zaide and History, Volume 7 (Manil Report-on the-Cavite Mutis mentary Sources of Phil jational Book Store, 1990), 281-286. fe, : ult seeins définite that the insurrection was motivated and prepared by the native clergy, by the mestizos and native lawyers, and by those known here abogadillo gators, to carry out their criminal project, Grotested against e of the goyéiriment in fot paying the provinces for their, ‘Chaper3| Phiippine Hiory: Spee for Confit and Controversies 7tribute starting January 1 and to render personal service, from which : termined if they plantied to establish ‘or a republic, because the Indios have no word in their yrm of government, whose head in ut it turns out that they. would place at the head of the government a priest... that the head selected would be D. Jose Burgos, or D. Jacinto Zamora... Such is... the flan of the rebels, those who guided them, and the means they counted upon for its realization. the accounts underscore the reason for the of privileges enjoyed by the workers of the Cavite seemingly Vina the inte issue a lot moré serious, the native clergy] who, out of spite against the Spanish friars, “conspired and supported” the rebel. Izquierdo, in an obviously biased report, 3 smpt to overthrow the Spanish government in the Pl “hari” in the persons of Fathers Burgos and Zamora) According to him, native clergy attracted supporters by giving them charismatic assurance that their fight would not fail because they had God's support, aside from promises of lofty rewards éuch as employment, wealth, and ranks in the army. al was part of a big conspiracy among the ediicated leaders, mestizos, lawyers, and residents of Manila and Cavite. They allegedly plan td liquidate high- ranking Spanish officers, then kill the friars. The signal ‘they identified ‘among these conspirators of Manila and Cavite was a a Intramuros. the plot were killed in the resulting skirmish, while Fathers ane ‘Burgos, a Rexding io PlepioeHiory and Zamora were tried by # court-martial and sentenced to be executed. Others who were implicated such as Joaquin Pardo de Tavera, Antonio Ma. Regidor, Jose and Pio Baga, and other Filipino lawyers'were suspended 1w, arrested, and sentenced to life imprisonment at ‘and ordered Peninsulares. On lr Fepruary-TS7A) the GOMBURZA were executed to serve as a threat to Filipinos never to attempt to fh the Spaniards again. Differing Accounts of the Bveniis of 1872 ‘Two other primary accounts exist that seem to counter the accounts of Izquierdo and Montero. First, the account of Dr. Trinidad Hermenegildo, Pardo de Tavera, a Filipino scholar and researcher, who wrote a Filipino version of the bloody incident in Cavite. Primary Source: Excerpts from Pardo de Tavera’s Account of the Cavite Mutiny Source: Trinidad Pardo de Tavera, “Filipino Version of the Cavite Mutiny,” in Gregorio Zaide and Sonia Zaide, Documentary Sources of Philippine History, Volume 7 (Manila: National Book Store, 1990), 274— 280. ‘This uprising among the soldiers in Cavite was used as a powerful level by the Spanish residents and by the friars... the Central Government in Madrid had announced its intention to deprive the friars in these governinent and of Jas due to these in the affairs of their country, while the friars, on the other hand, feared that their power in the colony would soon be complete a thing of the ast. ees Up to that time there had been no intention of secession from Spaii land the only aspiration of the people was to secure the ‘ister education advancement of the country... oa ae ane According to this account, the incident was merely a mutiny by Filipino soldiers and laborers of the Cavite arsenal to the dissatisfaction arising from Ze ‘Chapter | Phippine History: Spaces for Conflict nd Controversies 59,the Braconian policies of Izquierds, such as the abolition of privileges and the prohibition of the founding of the school of arts-and which the General saw as a smokebcreen tore \drid was planning to the tters of civil governmicht and rection arid management of educational tify their continuing such opportunity. However, the coats Spahishi Gaversinignt introduced an educational decree fusing sectarian schools run by the friars into a school called the the standard of education 8 in these schools to be filléd complemented Tavera’s account and analyzed the motivations of the.1872 Cavite Mutiny. Primary Source: Excerpts from Plauchut’s Account of the Cavite ‘Mutiny Source: Edmund Plauchut, “The Cavite Mutiny of 1872 and the Martyrdom of Gom-Bur-Za,” in Gasserie Zaide and Zaide, Documentary Sources of Phi ‘National “Book Store, 1990), 251-268. * finished work, it was found that they « is the summary of the reforms they 1, Changes in tariff rates.at customs, 8. Reduction of export fees. i « eign Pil itr 4. Permission for foreigners to reside in the Philippines, buy real estate, enjoy freedom of w transports flying the Spanish flag. : 5. Bstablishment ofan advisory_council’-to inform the: Mihister in Madrid on: the necessary reforms, implemented: 5.” Changes in ptitnary and secondary édhication. of an Institute of Civil Administratio rendering (unnecessary'the sending we term eivil officials every time there is change of mini 8. Study of direct-tax system. 9. Abolition of the tobacco monopoly. ~The arrival in Manila of General Izquierdo... put a’udden end\to all General were probably expected result of the bitter disputes, between the Filipino clerics and the friars. Such a policy must really end in a strong desire on the part of the other to repress cruelly. ‘Opening of the school... the day previous to the dcheduled inauguration: The plese had a duty to render service on public roads construction “were ex@mpie@;from this obligation. from time immer preliminaries of any kind, a decree by the Governor jonally, and more #0, prophetically, the Cavite Mutiny of in the martyrdom of GOMBURZA, and paved the way revolution culminating in 1898. (Chater | Pilppine History: Space for Conc nd Coatrovesies or‘The GOMBURZA is the collect Mariano Gomez, Jose Burgos, and the masterminds of the Cavite Mu priests charged with treason and se name of the three martyred priests in the nineteenth century, Filibusterismo, to their mem “The Government, by enshrouding your trial in mystery and parioning your co-accused, has suggested’ that’ some mistake was committed when your fate was decided; and the whole of the Philippines, in paying homage:to your memory and calling you'martyrs, totally rejects your guilt. ‘The Church, by refusing to degrade you, has put in doubt the crime charged against you.” Case Study 3: Did Rizal Retract? Jose Rizal is identified as a hero of the revolution for his writings that and liberating Filipino minds to contribute ‘The'great volume of Rizal's lifework was ot Rizal a few hours before his ‘The Retrhction? declares Rizal's everything hé wrote against the Chiich: Primary Source: Rizal's Retraction Source: Translated from the document found by Fr. Manuel Garcia, a Readings a Pippin Hixory CM, on 18 May 1935 1 declare myself a catholic and in this Religion in which I was born and educated I wish to live and die. I retract with all my heart whatever in my words, writings, publications and 6nduct has been contrary'to my character as son of the Catholic Churctit I bélieve and I confess whatever she teaches and I submit to whatevet dhé demands. I abominate Masonry, as the enemy which is of my acta may have eaused and o that God and people mey pardon me. Manila 29 of December of 1896 Jose Rizal ‘There are four iterations of the texts of this retraction: the first was published in Za Voz Espafiola and Diario de Manila on the day of the execution, 80 December 1896, The second text appeared in'Barcelona, Spain, in the magazine La Juventud, a few months after the execution, 14 February 1897, from an anonymous writer who was later on revealed to be Fr, Vicente Ralaguer. However, the “original” text was only found in the archdiocesan archives on/18 May 1935, after almost four decades of disappearance. The Balaguer Testimony Doubts on the retraction document abound, especially because only

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  Introduction To History: Definition, Issues, Sources, and Methodology

  9 pages
• History (Chapter 1)

  

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  History (Chapter 1)

  9 pages
• Understanding History's Relevance

  

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  Understanding History's Relevance

  6 pages