READING PHILIPPINE HISTORY

Module 1: Learning History

OBJECTIVES:

 To understand the meaning of history as an academic discipline

and to be familiar with the underlying philosophy and methodology
of the discipline.
 To examine and assess critically the value of historical evidences
and sources.
 To appreciate the importance of history in the social and national
life of the Philippines.

Lesson 1: Meanings and Relevance of History

To make sense of history, it is necessary to first understand what it
is all about. Many people think that history is merely lists of names, dates,
places, and “important” events. However, History or the study of history is
more than just knowing and memorizing facts.

It is a historian’s duty to draw insights from the ideas and realities

that have shaped the lives of men and women and the society. And in
understanding these ideas, a historian (or, in fact, a student of history) can
comprehend how situations happened, identify their elements, and think of
how these situations can solve today’s predicaments, and help them plan
for the future.

The study of history, therefore, is the study of the beliefs and

desires, practices, and institutions of human beings.

WHY STUDY HISTORY?

An examination of the past can tell us a great deal about how we

came to be who we are. It means looking at the roots of modern
institutions, ideas, values, and problems.

Looking at the past teaches us to see the world through different

eyes- appreciating the diversity of human perceptions, beliefs, and
cultures. Different and/or new perspectives will enable us to analyze
critically the present contexts of our society and beings.

THE DEFINITION AND SUBJECT MATTER

History was derived from the Greek word historia which means
“knowledge acquired through inquiry or investigation”. History as a
disciplined existed for around 2, 400 years and is as old as mathematics
and philosophy. This term was then adapted to classical Latin where it
acquired a new definition. Historia became known as the account of the
past of a person or a group of people through written documents and
historical evidences. That meaning stuck until the early parts of the
twentieth century. History became an important discipline. It became the
historian’s duty to
write about the lives of important individuals like monarchs, heroes, saints,
and nobilities. History was also focused on writing wars, revolutions, and
other important breakthroughs. It is thus important to ask: What counts as
history? Traditional historians lived with the mantra “no document, no
history”. 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 valid historical sources, which were not
limited to written documents, like government records, chroniclers’
accounts, or personal 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 war or colonization. Restricting historical evidence as exclusively
written is also discrimination against other social classes who were not
recorded in paper. Nobilities, monarchs, the elite, and even the middle
class would have their birth, education, marriage, and death as matters of
government and historical record. But what of peasant families or
indigenous groups who were not given much thought about being
registered to government records? Does the absence of written documents
about them mean they were people of no history or past? Did they even
exist?

This loophole was recognized by historians who started using other

kinds of historical sources, which may not be in written form but were just
as valid. A few examples are oral traditions in forms of epics and songs,
artifacts, architecture, and memory. History thus became more inclusive
and started collaborating with other disciplines as its auxiliary disciplines.

Other Definitions of History:

 History is defined as a documented record of man and his society.

(Gray, 1956, pp.1-3).
 As a field of study, history is a study of man and his achievements
from the beginning of written records to the present.
 As a literary form of history is an effective presentation of the
unfolding events. But as a type of literature history falls under non-
fiction work.
 History comes from social history which defines it as a record of
events showing the evolution of man and his society from the
earliest and from the age of barbarism to what he is today.

Understanding History

Why don’t we learn from history? (An excerpt from Lidell Hart, 1971)

What is the objective of history? One would simply answer, quite

simply - “truth”. It is a word and an idea that has gone out of fashion.

The object might be more cautiously expressed thus: to find out

what happened while trying to find out why it happened. It seeks the
casual relations between events.
 History has limitations as a guiding signpost; although it can show
us the right direction, it does not give detailed information about the road
conditions. But its negative value as a warning sign is more definite.
History can show us what to avoid, even if it does not teach us what to do
- by showing the most common mistakes that mankind is apt to make and
to repeat.

A second object lies in the practical value of history. The knowledge

gained from the study of true history is the best of all education for
practical life. The study of history embraces every aspect of life. It lays the
foundation of education by showing how mankind repeats its errors and
what those errors are.

Importance and Uses of History

Given are the uses of history as summarized by Foray and

Salevouris (1988). Some of these are interestingly explained by B.H.
Lidedell Hart (1971).

A. History provides a source of personal and social identity.

B. History helps us understand the problems of the present.
C. History – good history – corrects misleading analogies and “lessons”
of the past.
D. History can help one develop tolerance and open-mindedness.
E. History helps us better understand all human behaviours and
all aspects of the human condition.
F. History provides the basic background for many disciplines.
G. History can be a source of entertainment.
H. History, when studied, can teach many critical skills.

SELF ASSESSMENT 1
Below is a definition of history by Zeus A. Salazar (1999). Examine it
carefully then answer the questions following the definition.

“Ang KASAYSAYAN ay SALAYSAY hinggil sa nakaraan o nakalipas

na may SAYSAY – kahulugan, katuturan, at kabuluhan – sa SARILING
LIPUNAN at KULTURA o kabuuang kinabibilangan. Ito ay iniuulat gamit ang
mga konsepto at kategorya ng sariling kultura.”

A. What does the author mean or imply by “Ang kasaysayan ay

salaysay… na may saysay sa sariling lipunan at kultura”?

History has its own story to tell. It has its own meaning and definition that has
sense that could probably benefit its society and its culture itself. History is
not just history but it has its own purpose to fulfill its job to be part of once well-
being and welfare.

B. The statement. “Ito (referring to kasaysayan) ay iniuulat gamit ang

mga konsepto at kategorya ng sariling kultura, implies who should
write a people’s history. What issues would emerge from (1) a history
of people written and interpreted by an “outsider” (a foreign
historian); and, (2) a history of people analyzed and presented by an
“insider” (a local historian)?

B.1 History written by an outsider

They were practically base on other’s whereabouts and whatabouts or

opinion. For an outsider, for them to get an information about history they
do such secondary sources for it to become reliable.

B.2 History written by an insider

On other hand, insider historian could gather information among their

society, news, or what nots. It became more grounded and found compare
to the outsider.
SELF ASSESSMENT 2
As a student of history, reading a historical account is not simply like
reading novel or a comic book. A learner should also know how to
distinguish which of those sentences or paragraphs that make up the
narrative are facts or opinions. Although a historian attempts to present a
history free from biases, it cannot be avoided the personal opinions or
interpretations of people, places, or events are integrated in a particular
historical account.

Below are excerpts from books and newspapers. Label each passage
either as FACT (F) or OPINION (O). If a passage combines fact and
opinion, write (FO) and underline that part of the passage that you think is
an opinion or judgement.

F 1. “His” [Apolinario Mabini] writings, his behavior

throughout his life, short as it was, demonstrated extraordinary moral
integrity, intense and uncompromising patriotism.” – Roxas-Lim (200)

F 2. “Swimmer Miguel Molina finished fourth in the 400

– meter individual medley…, while the men’s trap shooters missed the
bronze by seven birds…” – Tempo Sports News, Bancod, December 4,
2006

F 3. “President Marcos, an unscrupulous politician,

craftily planned KBL strategy before, during, and after the elections, if
need be to steal the results in his favor. No effort was spared in the use of
“guns, goons, and gold” to intimidate or entice voters to support the
Marcos-Tolentino ticket.’
– Zaide (1999)

F 4. “anyone who has visited Jolo can immediately see

that beyond the town looms a dominating peak, Mt. Tumatangis, a place
held sacred by the Tausugs as the burial grounds of its sultans. The busy
pier is called the “Chinese Pier”,” obviously used in the early times by
Chinese trading vessels.” – Patanne (1996)

FO 5. “Yay Panlilio [was] a pre-war newspaperwoman. As

early as April 1942, she began serving as G-2 agent in Manila for the
USAFFE headquarters. [A military citation to her credit reads]: “Through
her untiring efforts and selflessness…in supplying…information concerning
Japanese… activities… many American lives were saved.” – Baclagon
(1968)
Lesson 2: Historical Sources
With the past as history's subject matter, the historian's most
important research tools are historical sources. In general, historical
sources can be classified between primary and secondary sources. The
classification of sources between these two categories depends on the
historical subject being studied. Primary sources are those sources
produced at the same time as the event, period, or subject being
studied. For example, if a historian wishes to study the Commonwealth
Constitution Convention of 1935, his primary sources can include the
minutes of the convention, newspaper clippings Philippine Commission
reports of the U.S. Commissioners, records of the convention, the draft of
the Constitution, and even photographs of the event. Eyewitness accounts
of convention delegates and their memoirs can also be used as primary
sources. The same goes with other subjects of historical study. Archival
documents, artifacts, memorabilia, letters, census, and government
records, among others are the most common examples of primary sources.

On the other hand, secondary sources are those sources, which

were produced 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 subject of the
Philippine Revolution of 1896, students can read Teodoro Agoncillo's Revolt
of the Masses: The Story of Bonifacio and the Katipunan published
originally in 1956. The Philippine Revolution happened in the last years of
the nineteenth century while Agoncillo published his work in 1956, which
makes the Revolt of the Masses a secondary source. More than this, in
writing the book, Agoncillo used primary sources with his research like
documents of the Katipunan, interview with the veterans of the Revolution,
and correspondence between and among Katipuneros.

However, a student should not be confused about what counts as a

primary or a secondary source. As mentioned above, the classification of
sources between primary and secondary depends not on the period when
the source was produced or the type of the source but on the subject of
the historical research. For example, a textbook is usually classified as a
secondary source, a tertiary source even. However, this classification is
usual but not automatic. If a historian chooses to write the history of
education in the 1980s, he can utilize textbooks used in that period as a
primary source. 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.

Both primary and secondary sources are useful in writing and

learning history. However, historians and students of history need to
thoroughly
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 criticism of the source, especially primary sources which can age in
centuries. External criticism is the practice of verifying the authenticity of
evidence by examining its physical characteristics; consistency with the
historical characteristic of the time when it was produced; and the
materials used for the evidence. Examples of the things that will be
examined when conducting external criticism of a document include the
quality of the paper, the type of the ink, and the language and words used
in the material, among others.

Internal criticism, on the other hand, is the examination of the

truthfulness of the evidence. It looks at the content of the source and
examines the circumstance of its production. Internal criticism looks at the
truthfulness and factuality of the evidence by looking at the author of the
source, its context, the agenda behind its 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 war propaganda. Validating historical sources is important because
the use of unverified, falsified, and untruthful historical sources can lead to
equally false conclusions. Without thorough criticisms of historical
evidences; historical deceptions and lies will be highly probable.

One of the most scandalous cases of deception in Philippine history

is the hoax Code of Kalantiaw. The code was a set of rules contained in an
epic, Maragtas, which was allegedly written by a certain Datu Kalantiaw.
The document was sold to the National Library and was regarded as an
important precolonial document until 1968, when American historian
William Henry Scott debunked the authenticity of the code due to
anachronism and lack of evidence to prove that the code existed in the
precolonial Philippine society Ferdinand Marcos also claimed that he was a
decorated World War II soldier who led a guerilla unit called Ang Maharlika.
This was widely believed by students of history and Marcos had war medals
to show. This claim, however, was disproven when historians
counterchecked Marcos' claims with the war records of the United States.
These cases prove how deceptions can propagate without rigorous
historical research.

The task of the historian is to look at the available historical sources

and select the most relevant and meaningful for history and for the subject
matter that he is studying. History, like other academic discipline, has
come a long 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 of history
can never be complete. The task of the historian is to organize the past
that is being created so that it can offer lessons for nations, societies, and
civilization. It is the historian's job to seek for the meaning of recovering
the past to let the people see the continuing relevance of provenance,
memory,
remembering, and historical understanding for both the present and the
future.

Philippine historiography underwent several changes since the

precolonial period until the present. Ancient Filipinos narrated their history
through communal songs and epics that they passed orally from a
generation to another. When the Spaniards came, their chroniclers started
recording their observations through written accounts. The perspective of
historical writing and inquiry also shifted. The Spanish colonizers narrated
the history of their colony in a bipartite view. They saw the age before
colonization as a dark period in the history of the islands, until they
brought light through Western thought and Christianity. Early nationalists
refuted this perspective and argued the tripartite view. They saw the
precolonial society as a luminous age that ended with darkness when the
colonizers captured their freedom. They believed that the light would come
agan once the colonizers were evicted from the Philippines. Filipino
historian Zeus Salazar introduced the new guiding philosophy for writing
and teaching history: pantayong pananaw (for us-trom 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.

SELF ASSESSMENT 3. Write true if the statement is true. Otherwise,

write false in the space provided.

TRUE 1. History is the study of the past.

FALSE 2. Historical sources that were not written

should not be used in writing history.

FALSE 3. The subject of historiography is history itself.

FALSE 4. History has no use for the present, thus, the

saying “past is past” is true.

FALSE 5. History is limited to the story of a hero versus a

villain.

FALSE 6. Only primary sources may be used in writing history.

FALSE 7. There are three types of sources: primary,

secondary, and tertiary sources.

TRUE 8. External criticisms is done by

examining the physical characteristics of a source.

FALSE 9. Internal criticisms is done by looking at a

source’s quality of paper and type of ink, among others.

FALSE 10. The historians are the only source of history.

TO DO!
Assignment 1: Make two Venn diagrams about external and internal
criticism and primary and secondary resources. See your course guide for
deadline, instructions, and rubric for scoring.

Below is the format of a venn diagram.

 Primary Secondary
Sources Sources

 Both useful in • sources to

• sources writing and
produce the
produced at learning history.
material.
the same time
 depends not on • secondary
as the event, the period when sources are
period, or the source was historical sources,
subject being produced or the
type of the source which studied a
studied.
but on the subject certain historical
of the historical subject.
research

Internal Criticism
External Criticism

• the examination of the

truthfulness of the
• practice of verifying evidence. It looks at the
the authenticity of content of the source and
evidence by examines the
examining its circumstance of its
physical production.
characteristics;
consistency with the • looks at the truthfulness and
factuality of the evidence by
historical
looking at the author of the
characteristic of the
source, its context, the
time when it was agenda behind its creation,
produced; and the the knowledge which
materials used for informed it, and its intended
the evidence. purpose, among others.

REFERENCES

Candelaria, J. L., & Alphora, V. C. (2018). Readings in Philippine History.

Quezon City: Rex Printing Company, inc.
Torres, J. V. (2018). BATIS Sources in Philippine History. Quezon City: C &
E Publishing, Inc.

Christopher F. B., Raymond E. B, Julie C. L., Fatima F. R., Tecah C. S.

(2006) Philippine History Coursebook, Trinitas Publishing. INC.
 MODULE 2: 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.
 To learn history through primary sources.
 To properly interpret primary sources through examining the
content and context of the document
 To understand the context behind each selected document.

 To interpret historical events using primary sources.

 To recognize the multiplicity of interpretation than can be read

from a historical text.

 To identify the advantages and disadvantages of employing

critical tools in interpreting historical events through primary
sources.

 To demonstrate ability to argue for or against a particular issue

using primary sources.

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 ascertain historical
facts. Such facts are then analyse and interpreted by the historian to
weave historical narrative. Specifically, historians who study certain
historical subjects and events need to make use of various primary
sources in order to weave the narrative. Primary sources, as
discussed in the preceding chapter, consist or documents, memoir,
accounts, and other materials that were produced at the period of
the event or subject being studied.
Using primary sources in historical research entails two kinds
of criticism. The first one is the external criticism, and the second
one is the internal criticism. External criticism examines the
authenticity of the document or the evidence being used. This is
important in ensuring that the primary source is not fabricated. On
the other hand, internal criticism examines the truthfulness of the
content of 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 existing 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 is Emilio Jacinto's "Kartilya ng Katipunan and afterwards
you will be examining selected primary sources; these are:
Manunggul Jar, Dasalan at Tocsohan.
Needless to say, different types of sources necessitate different
kinds of analysis and contain different levels of importance. You are
going to explore that in this chapter.
Lesson 1 The KKK and the Kartilya ng Katipunan
The Kataas-taasan, Kagalang galangang Katipunan ng mga
Anak ng Bayan (KAK) or Katipunan is arguably the most
important organization formed in the Philippine history. While anti-
colonial movements, efforts, and organizations had already been
established centuries prior to the foundation of the katipunan, it was
only this organization that envisioned
1)a united Filipino nation that would revolt against the
Spaniards for
(2)the total independence of the country from Spain.
Previous armed revolts had already occurred before the foundation
of the Katipunan, but none of them envisioned a unified Filipino
nation revolting against the colonizers. For example, Diego Silang
was known as an llocano who took up his arms and led one of the
longest running revolts in the country. Silang, however, was mainly
concerned about his locality and referred to himself as El Rey de
Ilocos (The King of locos). The imagination of the nation was
largely absent in the aspirations of the local revolts before
Katipunan. On the other hand, the propaganda movements led by
the ilustrados like Marcelo H. del Pilar, Graciano Lopez Jaena, 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.
 In the conduct of their struggle, Katipunan created a complex
structure and a defined value system that would guide the
organization as a collective aspiring for a single goal. One of the
most important Katipunan documents was the Kartilya ng Katipunan.
The original title of the document was "Manga [sic] Aral Nang [sic]
Katipunan ng mga A.N.B." or "Lessons of the Organization of the
Sons of Country" The document was written by Emilio Jacinto in the
1896. 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 recognized the value and intellect of Jacinto that
upon seeing that Jacinto's Kartilya was much better than the
Decalogue he wrote, he willingly favored that the Kartilya be
distributed to their fellow Katipuneros. Jacinto became the secretary
of the organization and took charge of the short-lived printing press
of the Katipunan On 15 April 189 Bonifacio appointed Jacinto as a
commander of the Katipunan in Northern Luzon. Jacinto was 22
years old. He died of Malaria at a young age ot 24 in the town ot
Magdalena, Laguna.
The Kartilya can be treated as the Katipunan's code of conduct.
It contains fourteen rules that instruct the way a Katipunero should
behave, and which specific values should he uphold. Generally, the
rules stated in the Kartilya can be classified into two. The first group
contains the rules that will make the member an upright individual
and the second group contains the rules that will gulde the way he
treats his tellow men.
Below is the translated version of the rules in Kartilya:
I. The life that is not consecrated to a lofty and reasonable purpose
is a tree without a shade, if not a poisonous weed.
II. To do good for personal gain and not for its own sake is not a
virtue.
III. 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.
IV. 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.
V. The honorable man preters honor to personal gain; the scoundrel,
gain to honor.
VI. To the honorable man, his word is sacred.
VII. Do not waste thy time: wealth can be recovered but not time
lost.
VIll. Defend the oppressed and fight the oppressor before the law or
in the field.
IX. The prudent man is sparing in words and faithful in keeping
secrets.
X. On the thorny path of life, man is the guide of woman and the
children, and if the guide leads to the precipice, those whom he
guides will also go there.
XI.Thou must not look upon woman as a mere plaything, but as
faithful companion who will share with thee the penalties of life; her
(physical) weakness will increase thy interest in her and she will
remind thee of the mother who bore thee and reared thee.
XII. What thou dost not desire done unto thy wife, children, brothers
and sisters, that do not unto the wife, children, brothers and sisters
of thy neighbor.
XIII. Man is not worth more because he is a king, because his nose
is aquiline, and his color white, not because he is a priest, a servant
of God, nor because of the high prerogative that he enjoys upon
earth, but he is 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.
XIV. When these rules of conduct shall be known to all, the longed-
for sun of Liberty shall rise brilliant over this most unhappy portion
of the globe and its rays shall diffuse everlasting joy among the
confederated brethren of the same rays, the lives of those who have
gone before, the fatigues and the well-paid sufferings will remain. If
he who desires to enter has informed himself of all this and believes
he will be able to perform what will be his duties, he may fill out the
application for admission.
As the primary governing document, which determines the rules of
conduct in the Katipunan, properly understanding the Kartilya will
thus help in understanding the values, ideals, aspirations, and even
the ideology of the organization.
Give your own analysis about the "Kartilya ng Katipunan”
 After reading the primary sources, proceed now in answering the
prepared self-assessment tasks below, but before that kindly find
the history about Manunggul Jar & Dasalan at Tocsohan in different
reference.
Self-assessment Task 1
Try to complete the information below using the set of words
provided in the box.
The Mununggul Jar was discovered in the early 1960’s
in Manunggul Cave _, Palawan. This burial jar features
curvilinear designs and is painted with __iron and _
hematite . The lid of the jar features two human
figures with arms crossed on the chest representing the traditional
practice of the corps riding a boat. This artefact signifies the belief
of the early Filipinos in the afterlife .
The Mununggul Jar is a _national treasure of the
Philippines. The jar was found in the chamber of the
Tabon Cave, one of the
Mununggul caves in Palawan. The jar is found from about 2800
years before the present. It was found by Robert and
Fox
Miguel Santiago .

a. National Treasure b. Afterlife

c. Tabon Cave d. 2800
e. curvilinear f. Manunggul cave
g. Hematite h. Robert Fox
i. Iron j. Miguel Santiago
Give your own analysis about the “Manunggul Jar”
 Self-assessment 2
Using the table below compare and contrast the idea of the
Marcelo H. del Pilar’s Dasalan at Tocsohan to the real
Catechism of the Catholic Church. Use key phrases/words
only.

Dasalan at Tocsohan Catechism

Marcelo H. del Pilar’s Dasalan at Tocsohan was It was formed to be prayed by Christians during
pertaining to Spaniard Friar who were treated Holy Mass. It is considered as Holy Sacrament
them unjust and inhumane. As what I had read of Roman Catholic.
Senior Marcelo was aware that those prayers are
belonged to Christian so he just played it along
to offend them and for them to realize that they
were furiously mad at them.

Conclusion:

We must try to at least understand what Senior Marcelo trying to pertain. We all know what he does was

flagrant because it was sacred prayers and shouldn’t use for entertainment and non-sense purposes.
Self-assessment 3
Using the table below compare and contrast the Philippine
setting before and after the arrival of Spaniards in the
Philippines. Use key phrases/words only.

Before the arrival of the After the arrival of the

Spaniards (LIWANAG) Spaniards
(DILIM)

We were all informed that our country was But when the Spaniards come. We lost our
colonized by many other country before the identities. We become just an existing human
Spaniards. Philippines before has rich in being who were destined to be their slaves. We
developing our culture and beliefs. We traded a lost everything we owned even our own
lot of things (barter) across our neighbour language. Even the access to education is
countries. We were free to use our own limited only those who were above the society
languages and we were free to express can attain it. We were sacrificial lambs for
ourselves even just a little. them to reign on OUR OWN COUNTRY.

Conclusion:
Spaniards bought so much terrors and nightmares to our ancient people. They were born poor and died poor.
They had experienced so much sufferings and agony while they were enjoying being powerful. They lost their freedom of

everything because they were powerless and impotent at the same time.