STUDY NOTES – INTRODUCTION TO HISTORY

1. Defining History

 Etymology: The word comes from the Greek historia, meaning

"inquiry" or "an account."

 Nature of History: It is a systematic study of the past. It is not just a

collection of stories but a discipline based on facts.

 It can be in narrative form.

 Written history
 Historiagraphy: The study of written history or the study of writing of
history.

 The Historian’s Task: Historians seek to discover, collect, organize,

and interpret facts to provide a better understanding of human
existence.

2. Why Study History?

 To Understand the Present: It provides the fullest picture of how

events unfolded and how we reached our current situation.

 To Shape Identity: Historical narratives help build a sense of national

and cultural identity.

 To Understand Humanity: Records of the past shed light on human

behavior across different eras.

 To Promote Good Citizenship: By learning about the struggles for

rights in the past, students learn to value and protect their current
rights and responsibilities.

3. Historical Methodology (The Two Criticisms)

To ensure that a source is reliable, historians apply two types of rigorous

testing:

 External Criticism: This examines the authenticity of the source. It

looks at the physical attributes (paper, ink, language used) to ensure
the document is not a forgery.

 Lower criticism
 Authenticity and Genuiness

 Internal Criticism: This examines the credibility of the content. It

looks at the author's bias, the context of the writing, and whether the
information provided is truthful and logical.

 Higher criticism
 Accurate or Reliable
III. Primary vs. Secondary Sources

Understanding the difference between these two is the foundation of this

course.

A. Primary Sources

These are "first-hand" accounts of an event. They were created or written

during the exact time the event occurred by someone who was a direct
participant or witness.

 Characteristics: They are original, unfiltered records that serve as

raw evidence.

 Examples:

o Documents: Diaries, memoirs, letters, and speeches.

o Official Records: Laws, birth certificates, and government

reports.

o Visual/Audio: Photographs, original film footage, and voice

recordings.

o Artifacts: Clothing, tools, coins, and fossils.

o Oral History: Interviews with people who lived through an

event.

B. Secondary Sources

These are "second-hand" accounts. They are written by people who did not
witness the event personally. Instead, they study and interpret primary
sources to create a summary or analysis.

 Characteristics: They provide perspective, analysis, or synthesis of

primary data.

 Examples:

o Textbooks: Your history school books (which summarize many

primary sources).

o Biographies: A book written about a hero by a modern author.

o Articles: Magazine or newspaper reports written years after an

event happened.

o Encyclopedias: Summarized entries on historical figures or

events.

STUDY NOTES – THE ANCIENT PHILIPPINES

1. Economic Life

The primary source of sustenance for ancient Filipinos was agriculture.

 Farming Methods: They practiced kaingin (slash-and-burn or swidden

agriculture).

 Key Products: Major crops included rice, coconut, sugar cane, cotton,
banana, hemp, citrus, and various fruits and vegetables. Antonio
 Pigafetta specifically noted finding sorgo, garlic, gourd, and lemon in
Cebu.

 Common Livelihoods:

o Fishing: Most settlements were located along rivers and seas.

o Industries: Mining, boatbuilding (including war boats), livestock

raising, pottery, logging, and weaving.

 Trade: Goods were exchanged through a barter system. This

included both intra-island (within an island) and inter-island trade.

2. Social and Political Life

 The Barangay: The basic political unit was the barangay, consisting of
30 to 100 families. These units were largely independent of one
another.

 The Datu: Each barangay was ruled by a Datu (chieftain).

o Selection: A Datu earned their position through inheritance,

wisdom, physical prowess, courage, or wealth.

o Responsibilities: They maintained order, resolved disputes,

managed resource allocation, and led the community during
times of war.

 Status of Women: Before Spanish colonialism, men and women held

equal status due to bilateral kinship. Women owned property,
managed fiscal matters, and held significant authority in spiritual
matters.

3. Culture and Beliefs

 The Babaylan: These were female mystical healers who acted as

intermediaries between the spiritual and material worlds. Their
spiritual connection provided them with significant political and social
power.

 Social Signifiers:

o Tattoos: Served as a rite of passage, a mark of bravery, a

talisman, and a symbol of status.

o Clothing (Putong): The color of this headgear symbolized rank;

for example, red indicated the wearer had killed a man in war.

o Body Ornaments: Visayan men used gold piercings and other

ornaments, which often surprised or unsettled European
observers like Pigafetta.

 Burial Customs (The Manunggul Jar): This famous artifact

represents "secondary burial" practices.

o Symbolism: The jar's cover features a boat, a driver, and a soul, reflecting the
Austronesian belief that the soul travels by boat after death.

o Writing and Literature: Ancient literature was primarily oral, consisting of epics,
myths, legends, riddles, proverbs, and songs.
Summary Table: Ancient Philippine Society

Category Key Features

Economy Agriculture (kaingin), Fishing, Barter Trade, and Boatbuilding.

Governance Independent Barangays led by a Datu.

Social Structure Equal status for women; presence of alipin (slaves/dependents).

Spirituality Led by Babaylan; belief in the soul's journey after death (Manunggul Jar).

Arts/Culture Body tattoos, gold ornaments, and rich oral literature.

STUDY NOTES - PIGAFETTA

I. Tools for Historical Analysis

To understand a primary source, historians use two main types of analysis:

 Contextual Analysis: Evaluates the text within its historical and

cultural setting. It considers the milieu (social, political, economic, and
religious conditions), the author's background, their intent, and the
time and place of creation.

 Pagsusuri sa panahon, lugar, at sitwasyon kung kailan isinulat

ang isang teksto.

 Content Analysis: A systematic evaluation of the source (text,

speech, or artifact) to identify the author’s main argument, point of
view, and the historical importance of the work.

 Pag-aaral sa mismong nilalaman at argumento ng may-akda.

II. Antonio Pigafetta: First Voyage Around the World

Antonio Pigafetta was an Italian scholar and explorer who accompanied

Ferdinand Magellan. His journal is one of the most important primary sources
for pre-colonial Philippine history.

Key Observations from Pigafetta's Account:

 Cultural Encounters: He documented the first meeting between

Spaniards and Filipinos (notably in Samar and Cebu).

 Geography & Resources: He noted the abundance of gold, spices

(cloves, ginger), and local foods like coconut, oranges, and palm wine
(uraca).

 Social Structure: He described the "Kings" (Datus/Rajis) and the

people’s appearance, noting their gold earrings, tattoos, and use of
perfume.

 Religious Transition: He recorded the first Mass in the Philippines

(Mazaua) and the baptism of Rajah Humabon and his people,
which included the presentation of the Image of the Child Jesus
(Santo Niño).
  The Battle of Mactan: Pigafetta provided an eyewitness account of
Magellan’s death at the hands of Lapu-Lapu, attributing the Spanish
defeat to the islanders' superior numbers and the difficulty of the
terrain.

III. The Kartilya ng Katipunan

The Kartilya served as the guidebook for new members of the KKK
(Kataastaasan, Kagalang-galangang Katipunan ng mga Anak ng
Bayan). Written primarily by Emilio Jacinto, it outlines the moral and
ethical principles of the revolution.

Key Principles (The 14 Tenets):

The Kartilya emphasizes virtue, honor, and equality. Key themes include:

1. Purposeful Life: A life not dedicated to a great cause is like a tree

without shade.

2. Charity & Love: True piety consists of charity and love for one’s fellow
man.

3. Equality: All men are equal, regardless of skin color or status.

4. Honor over Self-Interest: A man of honor values his word over

personal gain.

5. Time is Wealth: Lost wealth may be recovered, but lost time is gone
forever.

6. Confidentiality: Do not betray the secrets of the Katipunan.

7. Protection of the Weak: Defend the oppressed and fight the

oppressor.

8. Respect for Women: Do not look at a woman as a mere plaything,

but as a partner and mother.

9. The Golden Rule: Do not do to others what you do not want done to
you.

10. Character: True worth is found in a man of proven value who

does good and loves his native land.

Summary

The presentation bridges the gap between the European perspective of

the Philippines (via Pigafetta) and the Filipino revolutionary identity (via
the Kartilya).

 Pigafetta's work provides a "snapshot" of the islands' wealth and

culture at the moment of contact, though it is filtered through a 16th-
century European lens.

 The Kartilya represents the internal moral compass of Filipinos

seeking independence, moving away from colonial influence toward a
society built on "Righteousness" and "Liberty."
STUDY NOTES – THE PHILIPPINES UNDER THE SPAIN

Instruments of Pacification and Control

The Spaniards used a combination of "Cross and Sword" (Religion and

Military) to maintain control over the archipelago.

1. Political and Administrative Tools

 Reduccion: The policy of resettling scattered Filipino communities into

centralized towns (pueblos) "under the bells" (bajo de las campanas).
This made tax collection and religious conversion easier.

 The Encomienda System: A land grant system where the King of

Spain granted "encomenderos" the right to collect taxes from people
living in a specific territory in exchange for providing protection and
religious instruction.

 The Tributo (Taxation): A residence tax imposed on Filipinos to

support the colonial government and the Catholic Church.

2. Socio-Economic Tools

 Polo y Servicio: A system of forced labor for Filipino men (aged 16 to

60) for 40 days a year. They worked on public works like building
churches, roads, and galleon ships.

 Bandala: The forced sale of local products (like rice) to the

government at very low prices.

 The Manila-Acapulco Galleon Trade: A monopoly trade between

Manila and Mexico. While it brought wealth to the colony, it benefited
only the Spaniards and elite, often neglecting local agriculture and
industry.

3. Religious Control

 Christianization: The most effective tool for pacification. Spanish

friars replaced indigenous beliefs with Catholicism, which also served
to instill obedience to the Spanish Crown.

III. Filipino Responses to Colonial Rule

Filipinos did not always submit peacefully; their responses generally fell into
three patterns:

1. Collaboration: Some members of the local elite (Principalia)

cooperated with the Spaniards to maintain their social status and
power.

2. Resistance & Revolts: Numerous uprisings occurred due to the

abuses of the tributo, polo, and religious intolerance.

o Examples: The Dagohoy Rebellion (the longest revolt), the

Sumuroy Revolt, and the Diego Silang Revolt.
 3. Escape (Remontados): Some Filipinos fled to the mountains to live
beyond the reach of Spanish law and tax collectors.

IV. Effects of Spanish Colonization

The 333 years of Spanish rule left a permanent mark on the Philippines:

 Political: Centralized government and the concept of a "nation"

(though under a colonial power).

 Social: Introduction of the Spanish language (though limited), Western

clothing, and the Hispanicization of Filipino surnames.

 Religious: The Philippines became the only predominantly Catholic

nation in Asia.

 Economic: Integration into global trade, but at the cost of local

exploitation and the birth of the hacienda system.

Summary

The Spanish colonization of the Philippines was characterized by the

integration of Church and State. Through policies like Reduccion and
Polo y Servicio, the Spaniards successfully consolidated power. However, the
inherent abuses of these systems eventually sparked a sense of national
consciousness and resistance among Filipinos, paving the way for the
eventual revolution for independence.

Political and Administrative Terms

 Reduccion: The colonial policy of resettling scattered indigenous

populations into centralized towns or pueblos. The goal was to bring
Filipinos "bajo de las campanas" (under the bells) to make them
easier to govern, tax, and convert to Catholicism.

 Encomienda: A grant from the Spanish Crown to a colonial official (the

encomendero). It gave the official the right to collect tribute from the
people living in a specific piece of land in exchange for providing
military protection and religious education.

 Gobernador-Heneral: The highest-ranking official in the Philippines,

representing the King of Spain. He held executive, legislative, and
judicial powers.

 Alcalde Mayor: The head of a pacified province (alcaldia).

 Indulto de Comercio: The privilege granted to Alcaldes Mayores to

engage in trade, which often led to economic monopolies and abuses.

 Gobernadorcillo: The "Little Governor" or town mayor; the highest

position a Filipino (usually from the Principalia) could hold.

Economic and Labor Terms

 Tributo: A residence tax paid by Filipinos to the Spanish government.

It could be paid in cash or in kind (products like rice, cloth, or gold).
  Polo y Servicio: A system of forced labor imposed on Filipino men
(called polistas) aged 16 to 60. They were required to work on public
projects like bridges, churches, and galleon ships for 40 days a year.

 Falla: A fee paid by a polista to be exempted from the forced labor of

the Polo y Servicio.

 Bandala: The forced sale of local products to the government. The

government often bought goods at very low prices or paid with
promissory notes that were never honored.

 Galleon Trade: Also known as the Manila-Acapulco Trade. It was

the main economic lifeline of the colony, connecting the Philippines to
Mexico through the exchange of Chinese silk and porcelain for Mexican
silver.

Social and Religious Terms

 Principalia: The noble class or local elite in the Philippines, composed

of former Datus and their families who collaborated with the Spanish
government.

 Peninsulares: Spaniards born in Spain who lived in the Philippines.

They held the highest positions in government and the Church.

 Insulares: Spaniards born in the Philippines.

 Mestizos: People of mixed heritage (usually Spanish-Filipino or

Chinese-Filipino).

 Remontados: Filipinos who refused to live under Spanish rule and fled
to the mountains to maintain their freedom.

 Friarocracy (Frailocrasia): A term used to describe the immense

power and influence of the Spanish friars over both the spiritual and
civil affairs of the colony.

Summary Table for Quick Review

Term Category Key Definition

Pueblo Political A town created under the Reduccion policy.

Cedula Economi A replacement for the tributo; served as an

Personal c identification card.

Economi An annual subsidy sent from Mexico to help

Real Situado
c support the Philippine government.

Cabesa de The head of a barangay, responsible for

Political
Barangay collecting taxes.

Economi Another term for the Bandala (forced sale of

Vandala
c goods).

STUDY NOTES – Effects of Spanish Colonization and the Early Revolts

I. Overview

Spanish colonization in the Philippines (1565–1898) brought about profound

changes in the archipelago’s religious, economic, and political landscape.
While the Spanish established a centralized government, their oppressive
policies led to a series of uprisings throughout the centuries.

II. The Early Revolts (1565 – Late 19th Century)

Early resistance against Spanish rule was frequent but localized. These
revolts were generally unsuccessful in achieving independence but laid the
groundwork for future national consciousness.

1. Classification of Revolts

 Religious/Nativistic Revolts: Aimed at reviving indigenous religions

and discarding Catholicism. Often led by native priests (babaylan or
katalonan).

o Examples: Tamblot’s Uprising (Bohol), Bankaw Revolt (Leyte),

and Hermano Pule (Tayabas).

 Economic/Agrarian Revolts: Driven by resentment over oppressive

economic policies like the tributo (tax), bandala (forced sale of goods),
and polo y servicio (forced labor).

o Examples: Sumuroy Revolt (Samar), Basi Revolt (Ilocos), and the

Agrarian Revolt of 1745.

 Political/Personal Revolts: Motivated by a desire to regain lost

leadership status or personal grievances against Spanish officials.

o Examples: Lakandula and Sulayman Revolt, Conspiracy of the

Maharlikas, and the Dagami Revolt.

2. Reasons for Failure

Despite their frequency, these revolts failed to overthrow Spanish rule due
to:

 Lack of National Unity (Regionalism): The "Divide and Rule"

strategy used by Spain, where they used native soldiers from one
province to suppress rebels in another.

 Military Superiority: The Spanish had advanced weaponry, training,

and logistical support.

 Lack of Strong Leadership: Most revolts were localized and lacked a

central coordinator for the entire archipelago.

 Betrayal: Many uprisings were foiled because of informants or

betrayal within the local ranks.

III. Long-Term Effects of Colonization

1. Political Effects
  Centralization: The transition from independent barangays to a
unified colonial government under the Governor-General.

 Friarocracy: The "union of Church and State" where friars held

significant political and civil power over local communities.

2. Economic Effects

 Integration into Global Trade: Primarily through the Manila-

Acapulco Galleon Trade.

 Introduction of New Crops: Exchange of plants and animals

between the Americas and the Philippines.

 Feudalism: The rise of the hacienda system and the concentration

of land ownership among the elite and religious orders.

3. Socio-Cultural and Religious Effects

 Catholicism: The conversion of the majority of the population, making

the Philippines the only Christian nation in Asia at the time.

 Hispanicization: Adoption of Spanish surnames, clothing, and

loanwords in local dialects.

 Education: Establishment of Western-style schools and universities

(e.g., University of Santo Tomas), though primarily for the elite.

Summary

The Spanish colonial period was a double-edged sword. It unified the islands
under one government and religion, yet it enforced systems of labor and
taxation that exploited the masses. The failure of early revolts was not due
to a lack of bravery, but a lack of unity—a lesson that eventually led 19th-
century reformers and revolutionaries to pursue a unified national identity to
successfully challenge Spanish rule.