MABUTI, CHARL JUSTIN D.

BS-CRIMINOLOGY 1-2

1. Why is there a need for is to understand our country’s history?

Studying history is important because it allows us to understand our past,

which in turn allows us to understand our present. If we want to know how and
why our world is the way it is today, we have to look to history for answers.
Studying history can provide us with insight into our cultures of origin as well
as cultures with which we might be less familiar, thereby increasing
awareness and understanding. History helps us develop a better
understanding of the world. It also helps us understand ourselves, helps us
learn to understand other people. History teaches a working understanding of
change. It gives us the tools we need to be decent citizens. It may also make
us better decision makers. And lastly, history helps us develop a new level of
appreciation for just about everything.

2. What benefits can a student derive from a study of our country’s history
 The Ability to Assess Evidence. The study of history builds experience
in dealing with and assessing various kinds of evidence. Learning how
to interpret the statements of past political leaders and learning how to
combine different kinds of evidence. This skill can also be applied to
information encountered in everyday life.

 The Ability to Assess Conflicting Interpretations. Learning history

means gaining some skill in sorting through diverse, often conflicting
interpretations. Learning how to identify and evaluate conflicting
interpretations is an essential citizenship skill for which history, as an
often-contested laboratory of human experience, provides training.

 Experience in Assessing Past Examples of Change. Experience in

assessing past examples of change is vital to understanding change in
society today. Analysis of change means developing some capacity for
determining the magnitude and significance of change, for some
changes are more fundamental than others. Comparing particular
changes to relevant examples from the past helps students of history
develop this capacity. The ability to identify the continuities that always
 accompany even the most dramatic changes also comes from studying
history, as does the skill to determine probable causes of change.

3. What are the factors that contributed to the growth of Filipino nationalism in
the 19th century?
 Opening of Philippines to World Commerce
o Transformed Philippines as the center for world trade
o Provincial ports were opened to foreign merchants -- rice, sugar,
abaca, tobacco and indigo
o The economy of the Philippines rose rapidly and its local
industries developed
o The Rise of the middle class.
o Modernization of the country

 Influx of Liberal Ideas

o Due, primarily, to the opening of Philippines to world trade
o The possibility of applying Western thoughts as a means to
solve existing problems in the country
o The intellectuals of the country gained access to western
political thought from the books and newspapers brought by
foreign travelers

 Secularization Movement
o Regular Priests and Secular Priests. Regular priests belonged to
religious orders. Their main task was to spread Christianity.
Secular priests were trained to run the parishes and were under
the supervision of the bishops.
o Conflict began when the bishops insisted on visiting the parishes
that were being run by regular priests
o Secular priests must fill in the vacancy left by the regular clergy
o The increase of number in Christian converts proved to be too
much compared to the number of clerics
o Due to lack of personnel, the various religious orders opened
membership to young native Filipinos
o Conflict mounted between the Spanish friars and Filipino Priests

 Liberal Regime of De La Torre

o He was welcomed by both Filipinos and Spaniards
o A liberal Spaniard who practiced liberal and democratic
principles
o He abolished flogging, relaxed media censorship, and began
limited secularization of education
o Developed a close relationship with the ilustrados
 o The peaceful settlement of agrarian unrest in Cavite

 Cavite Mutiny
o The liberal government established by Gov. – Gen. Carlos Maria
de la Torre ended
o 200 Filipino Soldiers (Cavite arsenal)
o Boasted that he ruled with a crucifix in one hand and a sword in
the other

 GOMBURZA Execution
o Father Mariano Gomez
o Father Jose Burgos
o Father Jacinto Zamora

4. Describe the Katipunan in terms of the following:

a. Organizational structure
The organizational structure of the Katipunan entailed three ranks of
membership, with new members starting out as “katipon,” then moving up to
“kawal” and eventually to “bayani.” Members were to pay an entrance fee of
one real fuerte, a unit of currency equal to 1/8 of a silver real peso, as well as
monthly dues and other fees paid exclusively to the Benefit Fund and
collected at every session or meeting. Though the organizational structure of
the Katipunan was constantly in flux, it is generally believed that they formed
small branches, governed by the sangguniang balangay, and these small
branches would form larger provincial councils, governed by the sangguniang
bayan. All these would be overseen by the Supreme Council of the Katipunan
(Kataastasang Sanggunian), which was composed of a president (pangulo),
secretary (kalihim), fiscal (tagausig), treasurer (tagaingat yaman), and six
councilors (kasanguni). The legislative body of the Katipunan was known as
the Katipunan Assembly, and it was composed of the members of the
Supreme Council, along with the presidents of the popular and provincial
councils. Judicial power rested in the sangguniang hukuman, which were
provincial courts that decided on internal matters; however, judgement on
grave matters (such as betraying the Katipunan or committing acts penalized
by the organization’s laws) were meted by the “Secret Chamber,” composed
of Andres Bonifacio, Emilio Jacinto, and Dr. Pio Valenzuela.

b. Recruitment and initiation rites

New recruits to the secret society underwent a rigorous initiation process,
similar to Masonic practices. A neophyte, dressed in black and accompanied
by his sponsor, was brought to a small room decorated with patriotic posters
(1), in front of a cabinet draped in black. He was then seated at a dimly-lit
table, on which rested a bolo (2), a revolver (3), and a set of questions which
he must answer to the satisfaction of the members assembled. Any person
who wished to join the Katipunan was subjected to certain initiation rites,
resembling those of Masonic rites, to test his courage, patriotism and loyalty.
New recruits underwent the initiation rite three at a time so that no member
knew more than two other members of the society. The neophyte was first
blindfolded and then led into a dimly lighted room with black curtains where
his folded cloth was removed from his eyes. The members agreed to recruit
more people using the “triangle system” of enlistment. Each original member
would recruit two new members who were not related to each other. Each
new member would do the same thing, and so on down the line. Members
were also asked to contribute one Real (about 25 centavos) each month in
order to raise funds for the association.

c. Grades of membership
There were three grades of membership within the katipunan (society): the
first grade, the second grade, and the third grade. A member of the first grade
was called a "katipon" ("associate") and wore a black hood with a triangle of
white ribbons during the meetings of the society. The letters Z. Ll. B. were
inscribed inside the white ribbons and they were the Katipunan letter codes
which stood for "anak ng bayan" ("sons of the people"), the password of the
katipon. A member of the second grade was called a "kawal" ("soldier") and
wore a green hood with a triangle of white lines during the meetings of the
society. The password for a "kawal" was Gom-Bur-Za, the first syllables of the
names of three Filipino martyrs: Gomez, Burgos and Zamora. A member of
the third grade was called a "bayani" ("patriot") and wore a red mask and sash
with green borders. The password for a "bayani" was Rizal, who was the most
influential person of the "Propaganda Movement" during this period in
Philippine history.

5. Describe the life in early Filipino settlement in terms of the following:

a. Early Beliefs
The nature of religion in the pre-colonial Philippines is often unclear.
Religions present include animism, indigenous religious beliefs and
mythologies such as Anito and influences from Hinduism and Buddhism. The
earliest pieces of evidence that exist are archaeological finds including Hindu–
Buddhist gold statues. The earliest written evidence comes from the Laguna
Copperplate Inscription, dated to around 900 CE, which uses the Buddhist–
Hindu lunar calendar. With the arrival of Islam in the 14th century, the older
religions gradually disappeared, and after the arrival of Ferdinand Magellan in
1521 Christianity, specifically Roman Catholicism, became the dominant
religion. However, some of the indigenous peoples of the Philippines continue
to practice animism today, and many of the traditions in Anito have survived in
the form of Folk Catholicism.
 b. Use of Metals
The earliest metals to appear were gold, copper and bronze, in the form of
ornamental beads and tools like adzes and spearheads. This period is known
not only for the appearance of metals, but also as the Golden Age of Pottery.
While the pieces produced in the previous age were indeed beautiful, pottery
from the Metal Age is characterized by exquisite and intricate patterns and
designs reflecting complex societies. Among the highlights of the Metal Age
Pottery are burial jars which indicate the burial custom practiced by the
ancient people of the period.
 c. Early Arts and Music
The art of the Philippines refers to the works of art that have developed
and accumulated in the Philippines from the beginning of civilization in the
country up to the present era. Inspirations on the enhancement of Philippine
arts in the pre-colonial era were usually the belief systems of the native
people and the natural world. Colonialism shifted the inspirations of Philippine
art towards Western notions of "art". Since the independence era, inspirations
of Philippine art has shifted into more indigenous roots, notably, through
Philippine mythology. Philippine art reflects to its society and non-Filipinos the
wide range of cultural influences on the country's culture and how these
influences honed the country's arts. The art of the Philippines can be divided
into two distinct branches, namely, traditional arts, and non-traditional arts.
Each branch is further divided into various categories with subcategories.
 d. Writing
Early Filipino Writings – The Filipinos used this writing for setting down
their poems and songs, which were their only literature. None of this,
however, has come down to us, and the Filipinos soon adopted the Spanish
alphabet, forming the syllables necessary to write their language from these
letters. As all these have phonetic values, it is still very easy for a Filipino to
learn to pronounce and so read his own tongue. These old characters
lingered for a couple of centuries, in certain places. Padre Totanes tell us that
it was rare in 1705 to find a person who could use them; but the Tagbanwas,
a pagan people on the island of Palawan, use a similar syllabary to this day.
Besides poems, they had songs which they sang as they rowed their canoes,
as they pounded the rice from its husk, and as they gathered for feast or
entertainment; and especially there were songs for the dead. In these songs,
says Chirino, they recounted the deeds of their ancestors or their deities.
 e. Literature
Pre-Hispanic Philippine literature was actually epics passed on from
generation to generation, originally through an oral tradition. However,
wealthy families, especially in Mindanao, were able to keep transcribed copies
of these epics as family heirloom. One such was the Darangen, an epic of the
Maranaos.
The post-colonial literature in the Philippines is created by a well-known
artist Jireh Alexis Guevarra. The first covered a literary period typified by
experimentation with a new language, particularly the forms and imagery that
are offered by English and American literature. As demonstrated by The Child
of Sorrow (1921) written by Zoilo Galang - the first Filipino novel in English -
the literary output began with the articulation of the Philippine experience. The
early writings in English were characterized by melodrama, unreal language,
and unsubtle emphasis on local color. The literary content later imbibed
themes that express the search for Filipino identity, reconciling the centuries-
old Spanish and American influence to the Philippines' Asian heritage. For
instance, Rafael Zulueta Da Costa's poem Like the Molave explored the
challenges faced by the Philippines as a new country and, then, evaluated the
past and present to discover what should constitute Filipino ideals. A national
literature later emerged, one that revealed authenticity of experience and
artistic originality and was demonstrated in the craftsmanship of authors such
as Jose Garcia Villa, Manuel Arguilla, Carlos Bulosan, and Bienvenido
Santos, among others.