Module 1: INTRODUCTION

Objectives:

1. Make a distinction between primary and secondary sources.

2. Differentiate external criticism from internal criticism.
3. Discuss the repositories of primary sources.
4. Explain the different kinds of primary sources.

INTRODUCTION
This module presents both history as a discipline and history as a narrative. It offers
a concept of history that goes beyond the conventional understanding—history as the
study of the past. It also covers the gap between history and historiography. Since history
has been considered dull and pointless, its meaning or importance is viewed and debated.
The historian's historical methodology and the distinction between primary and secondary
sources will also be explored in relation to the historical subject matter being examined.
External and internal critiques will be clarified in order to analyze sources. Lastly, the
historian's position as arbiter of facts and evidences in shaping historical narratives and
making interpretations will be addressed.

A. MEANING AND RELEVANCE OF HISTORY

What comes to your mind when you hear the word ‘history’?

Past events? Heroes? Historic places? Tragic Events? They are some ideas that you
might have. Honestly, History might be an interesting subject for some, but for a number
of students, they may find it boring or inappropriate to their chosen college degree, or
even to their lives! Perhaps, one of its reasons for being insignificant to some, is not
knowing what history really means and not realizing its importance to one’s life and to a
nation’s purpose as well.

As defined on Merriam-Webster (2018), history is “chronological record of significant

events (such as those affecting a nation or institution), often including an explanation of
their causes.” This definition simply refers to to the events that are significant to a group
sequentially arranged to tell a clear story of the past.

But, when you look into the etymology of the word, ‘history’ was derived from the
Greek word ‘historia’ which means ‘inquiry or knowledge acquired by investigation.’ It
means the subject is not just about knowing which event comes first, but it requires
readers to examine every information coming from a source to justify the cause of a
certain event and to identify the reasons for the actions of the personalities involved. The
practice of historical writing is called ‘historiography’. It refers to what, how, and why
history is written. It is about the approaches and practices used in producing history, the
development of history as a discipline, or the philosophy or significance of historical
writing.

On the other hand, Encyclopedia Britannica (2017) shortly defines it as the writing
of history based on the critical examination of sources, the selection of particular details
from the authentic materials used in those sources, and the synthesis of the details into
a narrative that stands the test of critical examination. The term historiography also refers
to the theory and history of historical writing.

To simplify, history is the study of past events and historiography is the study of
history.

In this study, it is important to differentiate what is prehistory, history, and

historiography. Prehistory refers to that period where information of the past was
recorded in materials other than written documents, which may not be understood by a
historian. These include artifacts, drawings, paintings, sculptures and any other forms.
History covers information derived from largely written records of past experiences.

The prehistory of the Philippines is said to cover the events until 21 April 900
(equivalent in the Proleptic Gregorian Calendar), the date indicated on the Laguna
Copperplate Inscription (LCI) – the earliest written document known in the Philippines
today. The LCI is considered to be the first legal document recorded in the Philippines. It
is said to contain the release of the children of Namwaran, the bearers, from their
obligation. Below is the original translation by Antoon Postma in 1991 of the Old Malay
inscription in year 822 of the Saka Era, the month of Waisaka, and the fourth day of the
waning moon, which corresponds to Monday, April 21, 900 AD:

1. Hail! In the Saka-year 822; the month of March-April; according to the

astronomer: the 4th day of the dark half of the moon; on
2. Monday. At that time, Lady Angkatan together with her relative, Bukah by
name,
3. the child of His Honor Namwran, was given, as a special favor, a document of
full acquittal, by the Chief and Commander of Tundun,
4. the former Leader of Pailah, Jayadewah. To the effect that His Honor
Namwran, through the Honorable Scribe
5. was totally cleared of a debt to the amount of 1 kati and 8 suwarna (weight of
gold), in the presence of His Honor the Leader of Puliran,
6. Kasumuran; His Honor the Leader of Pailah, namely: Ganasakti; (and) His
Honor the Leader
7. of Binwangan, namely: Bisruta. And (His Honor Namwran) with his whole
family, on orders by the Chief of Dewata,
8. representing the Chief of Mdang, because of his loyalty as a subject (slave?)
of the Chief, therefore all the descendants
 9. of His Honor Namwran have been cleared of the whole debt that His Honor
owed the Chief of Dewata. This (document) is (issued) in case
10. there is someone, whosoever, some time in the future, who will state that the
debt is not yet acquitted of His Honor…

The inscription is made out of copper and measuring less than 1000× 30 cm (8 ×
12 inches) in size with words directly embossed onto the plate. The Laguna Copperplate
Inscription (key) is inscribed with small writing hammered into its surface. It shows heavy
Indian cultural influence (by way of Srivijaya) present in the Philippines prior to European
colonization in the 16th century. It was in the National Museum a year later that the Dutch
anthropologist and Mangyan language expert Antoon Postma noticed that the writing on
the inscription was similar to an ancient Indonesian script called Kavi. The LCI was very
instrumental in identifying the demarcation line between the Philippine’s prehistory and
history.

Peter N. Stearns in 1998 has published an article with the American Historical
Association that enumerated the reasons why we should study history. Here are some of
his justifications why the subject is worth our attention:

1. History helps us understand people and societies.

2. History helps us understand change and how the society we live in came to be.
3. History contributes to moral understanding.
4. History provides identity.
5. Studying History Is Essential for Good Citizenship.

Moreover, Stern has identified a number of skills that a student may develop in
studying history. These include the following:

1. The ability to assess evidence.

2. The ability to assess conflicting interpretations.
3. Experience in assessing past examples of change.

Clearly, the reasons and skills that one may develop in studying history is not only
beneficial for students in schools but to everyone to be equipped with the right knowledge
and reasons for our every actions and decisions to become good and responsible
citizens.

B. DISTINCTION BETWEEN PRIMARY AND SECONDARY

SOURCES

Historians give interpretations of the past by investigating historical sources. No

interpretations, however, shall be accepted unless it is supported by evidence from the
examined sources. Historical sources may refer to everything, written or not, that may tell
something about the past. These sources are generally classified into primary and
secondary sources.

Primary sources are original records of a certain event by people who have
actually experienced or witnessed it. These may include original works such as letters,
legislations, newspaper articles, diaries, interviews, government documents, reports,
photographs, literature and other creative outputs.

Secondary sources, on the other hand, are records based on primary sources.
They explain a certain event of the past through evaluation and interpretation of the
records created during a historical period. These may include researches, textbooks,
journals, commentaries, biographies, and criticism or reviews of literary and creative
works.

Primary and secondary sources are both important in studying history. However,
it is preferred that students use primary sources in their analysis and synthesis of the past
events. The use of primary sources is important because of the following reasons:

1. Direct contact with the original records and artifacts invites students to explore
the content with active and deeper analysis, and to respond thoughtfully;

2. Critical thinking is developed as students probe the context, purpose,

meaning, bias, and perspectives in their analysis of the past;

3. In the interaction with the various sources from the past, a learn-led inquiry is
being fostered;
 4. There is a realization that history is a reflection of various perspectives of
those who interpret the past events; and

5. It brings back to story to history allowing students to share the author’s

perspectives.

C. HISTORICAL CRITICISM
Many documents have primary and secondary segments. For instance, examining
a newspaper as a historical source entails a discerning mind to identify its primary and
secondary components. A news item written by a witness of an event is considered
as a primary source, while a feature article is usually considered as a secondary
material. Similarly, a book published a long time ago does not necessarily render it as
a primary source. It requires a meticulous reading of the document to know its origin.
To ascertain the authenticity and reliability of primary sources to be used in crafting a
narrative, a historian needs to employ two levels of historical criticism, namely,
external criticism and internal criticism.

External Internal
It answers concerns and questions Deals with the credibility and
pertinent to the authenticity of a historical reliability of the content of a given
source by identifying that composed the historical source. This kind of criticism
historical material, locating when and focuses on understanding the substance
where the historical material was and message that the historical
produced, and establishing the materials want to convey by examining
material’s evidential value. We can ask how the author frame the intent and
the following questions: meaning of a composed material.
1. When was it written (date)? We can ask the following questions:
2. Where was it written 1. Was it written by eyewitnesses or
(localization)? secondhand account (author)?
3. Who was the real author 2. Why was it written?
(authorship)? 3. Is there consistency?
4. Why did it survive? 4. What are the connotation?
 5. What were the materials used? 5. What is the literal meaning?
6. Were the language and words 6. What is the meaning in context?
used in the document consistent
with the language and words
being used during those times?
7. Is it authentic?
Ex. Sa Aking Mga Kabata- attributed to
Rizal

It was a long-held belief that the poem Sa Aking Mga Kabata was written by Dr.
Jose P. Rizal. According to popular belief, Rizal wrote the poem in 1869 to express
the importance of loving one’s native tongue. This is the poem where one finds the
popular line, “Ang hindi magmahal sa kanyang salita, mahigit sa hayop at
malansang isda”

However, in the recent book Rizal: Makata, National Artist for Literature Virgillo
Almario clarifies that the poem was not by Rizal. Almario provides pieces of evidence
to prove his point, and one of these is a letter Rizal wrote to his brother Paciano in
1886. In the letter, Rizal admitted to finding it difficult to translate into Filipino the
German word freiheit or the Spanish word libertad, which Rizal found in the story of
William Tell.

It was Marcelo H. Del Pilar’s translation of Rizal’s article, El Amor Patrio (Ang Pag-
ibig sa Tinubuang Lupa), that Rizal saw the word malaya or kalayaan as the Tagalog
equivalent of the word libertad.

According to Almario, since Rizal only discovered the Tagalog word Kalayaan
when Del Pilar translated El Amor Patrio in 1882, it was unlikely Rizal wrote Sa Aking
Mga Kabata, which uses the word kalayaan, in 1869.
D. REPOSITORIES OF PRIMARY RESOURCES
What are the repositories of primary sources in the Philippines?

• Asia Pacific Research Center.

• Ateneo de Manila University. American Historical Collection.

• Ateneo de Manila University. Pardo de Tavera Room.

• De La Salle University. University Archives.

• Filipinas Heritage Library.

• National Library of the Philippines

• National Museum of the Philippines

Different Kinds of Primary Sources

The following types of materials can be considered primary sources:

• Public Records

o Census records

o Church or Synagogue records

o Divorce records

o Education records

o Land and Title records

o Military records

• Personal papers

o Journals

o Diaries

o Correspondence / letters
 • Organization records

• Newspaper articles

• Original research

• Original works of literature

• Photographs

• Art

• Maps

• Video and film

• Sound recordings

• Interviews

Primary Sources Definition

The following definitions and links were compiled by Columbia University in New
York. While the specific references to Seneca Village and other New York-specific areas
and municipal departments are not relevant, the definitions and examples are very useful
and generally translate to other cities and states.

Public Records

All levels of government--city (local), state, and national (country)--collect

information about people and places. These types of records include census, immigration,
and naturalization records, title deeds (which help track real estate transactions), pension
and military records, trial transcripts, war diaries, military records, and so on. Such
documents are mostly used by historians, family genealogists, and other researchers, but
many are also available to members of the general public. You can find these records in
national archives, libraries, historical societies, collectors’ homes, and museums. Some
records are only available on microfilm, but in many cases, you can see the real thing--if
an opportunity arises, go check it out!
 Censuses

The federal census, taken decennially (every ten years), is the way the U.S.
government counts people. The goal is to gather and record data about every living
person in the country. The first federal census was taken in 1790 for the purpose of
determining how many delegates each state would have in the newly created House of
Representatives. The censuses included a great deal of information. In addition to
counting individuals, census takers ask personal questions of the household head in order
to learn how many people are in the household, their ages, marital status, and income
and education levels.

Birth and Death Records

Birth and the death are two events that occur in any person’s life. Wherever the
person is when either event occurs, a government organization is there to record it. In
New York City, the Bureau of Statistics has recent birth and death records, but the records
for the 1800s have been microfilmed and moved to the Municipal Archives.

Birth and death records give much more than details of the birth or death. For
instance, birth records include the names, ages, and occupations of the parents. Death
records include place of residence, age, cause of death (an excellent source of
information of health and disease), and burial place. Additional information, such as race
(African-Americans were listed as "black"), was often added in a comments section.

City Directories

The City Directory was like a telephone book without the telephone numbers.
Directories for New York City were published in various forms from 1786 to 1932. Three
publishers, David Longworth, John Dogget, Jr., and John F. Trow, played a major role in
producing them and were three of the best-known publishers. Data collection began each
year on May 1—the traditional "Moving Day" in the city. The directories included a wealth
of information on "heads of household," other individuals, businesses, civic organizations,
churches, organized groups, and government officials. Surnames (last names) were listed
in alphabetical order, along with address and, in many cases, occupation. There were
also racial distinctions, with people of African ancestry listed as "colored"; sometimes the
word used as "col’d" or some other variation of the word.

Church Registers

In any community, houses of worship play an important role in recording history.

Churches document many significant events in the lives of people, including baptisms,
marriages, and burials (deaths). Like the city's birth and death records, church registers
include a great deal of information about the members of a community.

There was a strong spiritual element in Seneca Village, as evidenced by the fact
that there were three churches in the community. The African Union Methodist Church
and the African Methodist Episcopal Zion Branch Church Militant both had African
American congregations. All Angels, an Episcopal parish church, celebrated with an
integrated congregation.

The Parish Register of All Angels’ Church, 1847-1871, is the only parish register
found so far that covers Seneca Village. Maintained meticulously by the Reverend
Thomas McClure Peters, it provides information about individuals but also reveals many
details about their relationships with each other as well.

Affidavits of Petition

Affidavits of Petition are legal documents, sworn under oath, that make a request
of some sort. When the New York City legislature got approval from the state to take land
by eminent domain in order to build Central Park, many Seneca Village property owners
used affidavits of petition to protest the low valuations that had been given their land.
(Eminent domain is a legal act taking private land for public use, such as a park or
highway.) These petitions reveal many details about how people felt when they found out
that their land was being purchased by the city.

Maps

Maps are wonderful tools for reconstructing the past. Maps can help researchers
visualize and interpret how an area has changed or has remained the same over a period
of time.
 Maps can give a huge range of information, from the height of the hills, to the
names of roads, places, bodies of water, buildings, and communities--many of which may
no longer exist. Don’t be surprised if your perspective changes over and over again as
you learn about the symbols and keys used to help you understand all that maps tell us!

Photographs

Photographs and their predecessors, stereographs and daguerreotypes, are

another kind of record that helps us understand the past. Photographs are exciting
because they help us visualize what people, places, and things looked like. Analyzing
photos can reveal information about the point of view of the photographer, as well as
about the technology of the period--how things were made and used. The earliest known
photos of New York date to 1853, just a few years before the razing of Seneca Village.
There are no known photos of the village itself.

Manuscripts

The papers, letters, diaries, account books, wills, and other records that have been
preserved by museums, libraries, archives, churches, and families together provide the
building blocks for the historian. To date, researchers have found very little personal
material about Seneca Village. But there is always the hope that a diary or letter will be
discovered--and since most of this material would be found in the home of a Seneca
Village descendant, the more people who know about the village, the more likely it is that
this will happen.

Handbills

Handbills were used in the nineteenth century (and before) as a tool for
communication--for "getting the word out" on events and newsworthy items. (We still use
handbills today; only we call them posters or advertisements.) A close "reading" of a
handbill can tell us a lot about the event it describes.

Political Cartoons

Political cartoons, which appeared in all kinds of newspapers and periodicals in

the nineteenth century, are visual documents that can be "read" in the same way that text
can be read. A political cartoon is a visual representation of the artist's opinion about a
situation or event. Cartoons are usually sarcastic or biting, and they are meant to trigger
an emotional reaction, such as empathy, anger, or knee-slappin’ laughter. But their most
important role is to make you think about the event they portray.

Newspapers

Some newspapers appear daily; others are weeklies, monthlies, bi-monthlies, or

even quarterlies. Some only appear when there is enough money to publish and produce
them. Newspapers are a major source for historians. They capture events and opinions,
and they cover a variety of topics--local and international, business and real estate,
culture and people. You can use newspaper advertisements to learn more about how
people lived and you can use obituaries to find about more about how they died. The
"voice" of a newspaper, or its editorials, can tell us a great deal about how a section of
the community thinks

Objects

Constructed objects that are available for interpretation and discussion are known
as artifacts. Portraits and paintings, furniture, equipment, tools, clothing, toys, hairpins,
jewelry, sculpture, remnants of buildings, headstones from cemeteries ... that’s right, if it
was made by a person, it’s an object worth investigating. This type of evidence can
stimulate the imagination and lead to useful hypothesizing and educated guessing.

Objects are most useful when they can be seen in three dimensions. But
sometimes the best you can do is look at a two-dimensional version, like a photograph.
Objects can be studied for what they tell us about the period in which they were made
and the people who used them.
Summary:

• ‘History’ was derived from the Greek word ‘historia’ which means ‘inquiry or
knowledge acquired by investigation.’
• As defined on Merriam-Webster (2018), history is “chronological record of significant
events (such as those affecting a nation or institution), often including an explanation
of their causes.” This definition simply refers to to the events that are significant to a
group sequentially arranged to tell a clear story of the past.
• The practice of historical writing is called ‘historiography’. It refers to what, how, and
why history is written. It is about the approaches and practices used in producing
history, the development of history as a discipline, or the philosophy or significance of
historical writing.
• Prehistory refers to that period where information of the past was recorded in
materials other than written documents, which may not be understood by a historian.
• Primary sources are original records of a certain event by people who have actually
experienced or witnessed it. These may include original works such as letters,
legislations, newspaper articles, diaries, interviews, government documents, reports,
photographs, literature and other creative outputs.
• Secondary sources, on the other hand, are records based on primary sources. They
explain a certain event of the past through evaluation and interpretation of the records
created during a historical period. These may include researches, textbooks, journals,
commentaries, biographies, and criticism or reviews of literary and creative works.
• External Criticism answers concerns and questions pertinent to the authenticity of a
historical source by identifying that composed the historical material, locating when
and where the historical material was produced, and establishing the material’s
evidential value.
• Internal Criticism. Deals with the credibility and reliability of the content of a given
historical source. This kind of criticism focuses on understanding the substance and
message that the historical materials want to convey by examining how the author
frame the intent and meaning of a composed material.
• Repositories of primary sources in the Philippines
a. Asia Pacific Research Center.
 b. Ateneo de Manila University. American Historical Collection.
c. Ateneo de Manila University. Pardo de Tavera Room.
d. De La Salle University. University Archives.
e. Filipinas Heritage Library.
f. National Library of the Philippines
g. National Museum of the Philippines
• Repositories of primary sources
a. Public Records
b. Censuses
c. Birth and Death Records
d. City Directories
e. Church Registers
f. Affidavits of Petition
g. Maps
h. Photographs
i. Manuscripts
j. Handbills
k. Political Cartoons
l. Newspapers
m. Objects
References:
Nery, I. et al. (2019). Readings in Philippine History. JTCA Publishing. Parañaque City
Torrentira, Moises C., Readings in Philippine History

Supplemental Reading:
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