Readings in Philippine History

Lesson 1: Meaning and Relevance of Studying History

We all live in the present and we plan for the future – but how do we understand where
we’re going and what progress looks like? To know exactly where you’re going, you first
need to understand where you have come from. For that you need an appreciation of
history.

History is one of the most respected and most valuable academic subjects your child will
learn.

Benefits of Studying History

Entire societies, and the individuals within them, benefit from gaining a deeper
understanding of history. Here are six benefits your child will enjoy if they study history in
school.

1. Develop an Understanding of the World  

Through history, we can learn how past societies, systems, ideologies, governments,
cultures and technologies were built, how they operated, and how they have changed. The
rich history of the world helps us to paint a detailed picture of where we stand today.
Developing your knowledge of history means developing your knowledge of all these
different aspects of life. Children can learn about the pillars upon which different
civilizations were built, including cultures and people different from their own.
All this knowledge makes them more rounded people who are better prepared to learn in
all their academic subjects.

2. Become a More Rounded Person

History is full of stories. Some are inspiring and uplifting; others are chaotic and immoral.
Tap into the vivid realm of history, and there are many vital lessons your child needs to
learn. They will study times of suffering and times of joy, and the lessons they learn here
can then be applied to their own life experience.     
History also encourages a deeper understanding of difference. There are lessons, both good
and bad, to be learned from the way our ancestors have interacted with other people who
have different ways of living. In a modern world where inclusivity is embraced no matter
your background, an understanding of how past societies have integrated is key to
humanity improving in the future.
3. Understand Identity 
Nations are made up of a collection of stories and legends. These stories shape the way we
think about our country and our standing within it. History is where we learn about how
great institutions are formed, and how they’ve contributed to where we are today.
For many of us, looking back at incredible fellow countrymen is a way of establishing our
own identity. Finding who we are and what mark we can make on the world is a huge part
of childhood. Allowing children to learn about the identity of their country is one way of
facilitating that.

4. Become Inspired 
Those historical stories can also serve to inspire individuals to greatness. History
remembers brilliant people and their heroic acts that have changed the shape of nations.
You get a huge amount of motivation from learning about the inspirational events that
make up where we are today.
It only takes one great story from the pages of history to light up children’s imagination and
spur them on to do great things.

5. Learn from Mistakes 

“Those who cannot remember the past are condemned to repeat it.” George Santayana’s
quote is one of academia’s most cited and paraphrased lines, and one that explains perfectly
why everyone should study history. The past is filled with warning signs. We must be able
to reflect on the events that built up to them, learn from mistakes made and resist and
question if we see similar patterns emerging.
If your child studies history, they will be able to identify when society is going down
perilous routes and contribute towards getting it back on track.

6. Develop Transferrable Skills  

History is a respected academic pursuit that challenges our intellect. Students must analyse
information that may not have one clear interpretation before offering a balanced
conclusion. Critical thought is at the heart of every challenging intellectual pursuit.
The ability to question and evaluate information is one that applies to workplaces in many
industries, and Nord Anglia Education strive to provide the necessary transferrable
skills to all our students. History is one of the best subjects for stimulating and developing
this ability.
How to Study History
History is not about memorising a list of facts or dates. It requires interpretation and
analysis of information around subjects which often have no right or wrong answers. Still,
there are plenty of effective methods for studying history, like these three:

1. Connect Events Together   

History is shaped by a list of chronological events. When studying seismic shifts in a culture
or country, it’s important that you know what key events contributed to this and why they
were so important. It can lead to a daunting list of times, dates and people to learn.
One popular method for doing this involves making connections to develop the full picture.
With your child, note down the different events, facts and people that played a role in a
significant historical event. Then create a mind map that connects each part of the picture,
using colours and symbols to establish a pattern containing a large amount of easily
digestible information.

2. Display Key Information

With so much to learn, it’s important that you’re able to focus in on the most valuable
information and retain it for exams. While history usually focuses on the larger picture
rather than just a succession of dates or facts, it can also be worthwhile adopting memory
techniques to ensure that your child can reach for specific information if they need it.
Flashcards are an excellent way to do this. Write a brief fact or statement on one side of a
card. Stick them around your child’s room, allowing them to ingest that piece of information
every single day. Before long, they’ll be able to recite the information on each card.

3. Soak up Books and Films 

History is packed with incredible, real-life stories – many of which are told for a new
generation in the form of novels and films. When your child has finished studying their
textbooks, films and books offer a lighter, but still useful, way to learn about history.
Just be sure to choose the right titles. Many books and films take liberties with their chosen
subject. Speak to your child’s history teacher for a reading and viewing list that’s tied into
their curriculum.
Studying history will provide your child with a more rounded academic skillset and an
improved ability to think critically – something they can take into the rest of their
education. To see how Nord Anglia Education delivers our outstanding history curriculum,
find your nearest school, or learn the value of other subjects like the performing arts.

https://www.nordangliaeducation.com/article/2020/4/29/why-is-it-important-to-study-history
Lesson 2: Development of Philippine Historiography
Philippine Historiography – Looking Back and Looking Forward: The History of Historical Studies

INTRODUCTION

Philippine historiography can be traced to the arrival of Ferdinand Magellan (1521) and the advent of
Spanish colonial period (1565) when printed and published records, consisting of chronicles, manuscripts
and public documents became available, documenting early Philippine society and culture and Spanish
colonization of Filipinas. For the period prior to the 16th century, the archipelago’s society and culture
can be partly, though insufficiently, reconstructed from archaeological remains and references to the
islands in the records of other countries, like China, India, and the various states of mainland and island
Southeast Asia.

HISTORICAL WRITING ON/IN THE PHILIPPINES

Historical writing by Filipinos did not begin until the 1880s, and between 1880 and 1940, they were
necessarily limited not only in number but also in scope. We can cite several reasons for this: first,
literacy was limited as university education was not made available to Filipinos until 1863, and public
education was not effectively established until the beginning of the twentieth century; and second,
history as a discipline was probably not considered as important and popular as literature, as is still the
case today. Until almost the end of the 19th century, the history of the Philippines had been written by
Spanish missionaries and government officials. Spanish historical writing on the Philippines before 1887
had two outstanding characteristics. First, virtually all of it was written by friars of the religious orders,
chiefly by missionaries of many years’ service in the Philippines who had a good knowledge of the
languages and the people. Second, it was inseparably connected with the historiography of Spanish
missions elsewhere in Asia—in the Moluccas, Indochina, China and Japan with the Philippines serving as
the outpost for these missionary activities. After 1887, several important secular historians enter the
lists; but even so, the missionary influence remained very strong.

In general, the historical works written by missionary chroniclers tended to have a strong religious (and
also racial) bias, oftentimes hagiographic in nature, although they do contain interesting and varied
materials about the country and the people than is often realized. It is, however, very clear that in these
chronicles, the Filipinos were submerged in histories which dealt mostly with Spanish history in the
Philippines. With very few exceptions, they also reflected Spanish prejudices, lack of understanding, or
refusal to understand the people they had come to colonize.1 The only secular writer of the period
before 1887 was Dr. Antonio de Morga (1559-1636), a judge of the Audiencia (the Supreme Court in the
Philippines), whose Sucesos de las Islas Filipinas (Mexico, 1609) is one of the most interesting books on
sixteenth-century Philippines. It has generally been accepted that Morga’s work was judicious and
impartial, although he never came to regard the Philippines and the Filipinos with the same sympathy
and affection that some of the missionary writers showed.

The second lay history published was the three-volume work of José Montero y Vidal, which appeared
between 1887 and 1895—Historia general de Filipinas desde descubrimiento hasta nuestros días
(Madrid, 1887-1895). Montero y Vidal was very critical of the missionary historians. The other Spanish
lay historian was Wenceslao E. Retana who had an enormous output on all aspects of the history,
literature, and bibliography of the Philippines.

It was not until the last two decades of the 19th century that Filipino ilustrados took courage (censorship
was strictly enforced in the Philippines by the Spanish authorities) to write about themselves or Spanish
administration of the Philippines. Among these were the Filipino propagandists in Spain, and more
specifically Gregorio Sancianco y Gozon (1852-1897) who wrote El progreso de Filipinas (Madrid, 1881)
and Jose Rizal who edited, with copious notes, Morga’s Sucesos (Paris, 1890). The pioneers of Philippine
historical research and writing generally wrote in Spanish, only occasionally, in Tagalog. Among the most
prominent of them were Pedro Paterno (1858- 1911), Isabelo de los Reyes (1864-1938), T. H. Pardo de
Tavera (1857-1925), Manuel Artigas y Cuerva (1866-1925), Jaime C. de Veyra (1846-1963), and Epifanio
de los Santos (1871-1928). The two “giants” of this age of the pioneers were Rafael Palma (1874-1939)
and Teodoro M. Kalaw (1884- 1940). The works of these pioneers may appear to us today as “museum
pieces” because they had not used the standard tools of historical research and methodology, but they
nevertheless have formed the foundation of historical studies on the Philippines. Some of these pioneers
did not only write on history, including local history, but also on ethnography, law, politics, prehistory,
folklore, and literature. Beginning with the third decade of the 20th century, when the Philippines came
under American colonial rule, English became a popular medium of writing with most historical writers.
Maximo M. Kalaw (1891-1955), Conrado Benitez (1899-1971), Leandro H. Fernandez (1899-1948),
Encarnación Alzona (1898- 2001), and Gregorio F. Zaide (1907-1987) all wrote almost exclusively in
English, having been educated in the schools established during the American period. Historical writing
by Americans from 1898 to 1940 was probably slightly better than the generally biased Spanish
accounts, although there were also a number of books written by Americans which greatly incensed the
Filipinos. A good part of the literature up to 1940 were participants literature, with a few exceptions,
generally concerned with explaining America’s venture into imperialism or American policy towards the
Filipinos.

In the first decade since the end of the war and Independence in 1946, few historical studies were
produced probably because scholarly attention was focused on more current events attending to the
reconstruction and rehabilitation of the Philippines from the devastation of the Second World War and
the Japanese Occupation. Chronologically speaking, postwar scholarship up to the mid-sixties focused on
classical colonial history dealing primarily on colonial institutions established and the motives and
policies of the Spaniards in Mexico (between 1565-1821, the Philippines was governed from Mexico) and
Madrid; the Americans in Washington, D.C.; and in the colonial capital in Manila. This type of history was
for the most part political and national in scope, and was traditionally and narrowly defined as the
chronicle of political events involving civil or religious governance and the Manila elite. By the late fifties
and early sixties (and through the succeeding decades) modern Filipino-centric history really emerged in
works on the late 19th and early 20th century and the analysis of political developments and nationalism
were often made more sophisticated as historians began to employ the insights of other social science
disciplines. The completed body of impressive works on Philippine history was produced by trained
scholars who took their formal graduate training in Spanish colonial, American diplomatic, and East Asian
histories, and then in Philippine/Southeast Asian history. A cursory survey of some works completed
during this period presents a wide-ranging and interesting landscape of Philippine history from the
colonial to contemporary periods. A major theme of nearly all the histories dealing with the pre-1898
period is the Catholic Church and the friars. Specialized studies deal with such topics as episcopal
succession, the geography of religious adherence before and after 1898, folk Christianity or split-level
Christianity, contemporary religious movements, the nature and methods of the conversion of Filipinos
to Christianity, and the responses to Catholic conversion.4 Other topics have also been dealt with.
Adding to classic institutional studies on the Manila galleon, the Audiencia of Manila, are studies on the
Spanish bureaucracy and a detailed and preliminary study of nineteenth-century Philippines. There were
also studies on economic history, such as on the late eighteenth-century activities of the Royal Company
of the Philippines, the English “country trade” with the Philippines, the Economic Society of Friends of
the Country, Spanish trade in the Pacific based in Manila, the impact of foreign trade on
nineteenth-century Philippines, the Mexican real situado and the tobacco monopoly. Later works
included studies on the cabildo secular of Manila, the US Army in the Philippines, and the Philippine
Constabulary.5 The period of nationalism and revolution was a particular focus of historical writing,
especially with the centennial celebration of the birth of the National Hero Jose Rizal (in 1961), the later
Centennials of the Philippine Revolution against Spain (1996), and the Declaration of Philippine
Independence from Spain (1998). Key works on the Propaganda Movement, the Katipunan and the
Philippine Revolution, and a more critical study of Rizal (away from the previous hagiographic works)
were produced in the decades of the fifties up to the 1990s and into the present century when the
Centennial Commemorations (including the recent Sesquicentennial of the birth of Jose Rizal in 2011)
resulted in a surge of works on Jose Rizal and other revolutionary heroes, the Philippine Revolution
against Spain, and the PhilippineAmerican War. These later works have enriched previous publications
and compilations through the use of new sources, methodologies, and perspectives on nationalism and
the revolution.6 For sure, classical colonial histories still constitute the bulk of the historical literature,
including attempts at revisionism and reinterpretationand they will continue to be written, but there has
occurred a shift in approach towards the latter part of the last century. Many scholars now believe that
the best way to study Philippine history is not to spend time on colonial administrators in Manila,
whether Spanish, American or Japanese, but to try to discover what the “submerged” majority of the
Filipinos were doing. In other words, writing the history foregrounding the Philippines and the Filipinos
against the background of the Spanish/American/ Japanese colonial occupations.

In the mid-sixties, the direction of Philippine historiography took a different turn with the publication of
Edgar Wickberg’s classic article, “The Chinese Mestizo in Philippine History,” (1964), which was the study
of an entirely indigenous social group which became a major economic force in the 19th century.
Influenced by Wickberg’s approach, local history studies were born. John Larkin, in his article, “The Place
of Local History in Philippine Historiography,” (1967) proposed the study of the Philippines in terms of
“the disparate socio-economic units that actually comprise the Philippine whole.” He argued that
Philippine society is not a “monolithic structure susceptive to outside influence and change at a uniform
rate.” What followed was his work on Pampanga Province.7 Since then a good number of major works,
socio-economic in nature, covering practically all the significant population groups have been completed,
many of them centered on the 19th century. This “new history” goes beyond the definition of Philippine
history as the history of Manila-based elites—the “Big Names” of history— to a history of all the
Filipinos, including the anonymous, voiceless masses, the “inarticulate majority—in the provincial town,
the barrios, and even up in the highlands and the hinterland— hitherto ignored in traditional histories.
The shift from politico-diplomatic direction to the socio-economic/socio-cultural trend has necessitated
the use of techniques and theories of related social science disciplines (anthropology, geography,
demography, sociology, political science, psychology), the utilization of new sources (such as field
interviews or oral history and vernacular sources, artifacts, literary texts, fugitive sources, photographs),
and the re-examination of old sources in new ways to flesh out Filipino reaction and the Filipino
point-of-view from archival sources which may be Spanish, American/British or Japanese. The historian
now looks for evidence from people who left very little in the way of personal documentation—almost
everything and anything from the past that is usable. Through the insights of other social sciences, it has
become possible for the historian to find more sophisticated differentiation within Philippine
society—between rural and urban Filipino, between landlord and peasant, between commercial and
agricultural groups, between Chinese and mestizo, between Christian and Muslim/non-Christian,
between Visayan and Tagalog. Such studies have also been more realistic in understanding the
continuities and discontinuities in Philippine institutions and culture which have changed and/or
persisted throughout a long period of intensive colonial influence. With this “new history” historians
now look at subjects that heretofore concerned other social scientists, such as issues of culture change,
social integration, demographic transformation, patterns of livelihood, agricultural expansion, economic
development, kinship networks, residential patterns, and environmental issues, in an effort to write
“total history.” This whole-culture, or holistic, approach probably makes more sense for the simple fact
that “a human society is a single system...a complex whole, functionally interrelated, in which an
innovation or the introduction of new elements necessarily leads to interconnected changes in others.”8
Perhaps one of the most exciting, if not controversial, works in the last thirty years is Reynaldo C. Ileto’s
Pasyon and revolution: Popular movements in the Philippines, 1840-1910 (1979). Ileto’s work was unlike
earlier historical writings on nationalism and revolution in that he interpreted Philippine popular
movements “from within” in terms of the perceptions of the “historyless, superstitious, manipulated
masses” themselves. Earlier works used elite categories of meaning. He submitted standard documents
to varied kinds of analyses “to tease the secrets out of the materials,” while he also used previously
ignored sources of folk songs, poems, and religious traditions to articulate the thinking of the masses.
This was his “history from below.”9 The publication of some significant works on the history of the
Philippines in the 20th century, covering the period of American colonial rule (1898-1941), the brief, but
difficult, interim of the Japanese Occupation during World War II (1942- 1945), and the contemporary
period following the restoration of Philippine Independence in 1946, has expanded and, at times revised,
the breadth and depth of Philippine historiography. Thus more recent Philippine historiography (since
the late 1990s) has resulted in a rich harvest of works on new topics and new perspectives on Philippine
history, covering all historical periods, no longer following traditional chronological lines but
multidisciplinary/interdisciplinary studies on culture and society—crime, society and the state, cultures
of disaster, ilustrado politics and Filipino elite response, social history, cultural history, women studies,
kinship, politics, the military establishment, friar estates and agrarian reform, popular movements and
peasant revolts, demographic studies—and many others. The works were done not only by Filipino,
Spanish, American and Japanese historians, but also by Australians, French, Russians, Mexicans,
Portuguese, and Chinese, among others. It seems to be the case that the post-1898 period still receives
disproportionate attention, and fewer and fewer Filipino historians do work on Spanish materials
because of limitations in the use of Spanish and the limited opportunities for research afforded them in
archives in Spain, Mexico, the United States, and wherever Filipiniana materials are deposited. The
Spanish colonial period, especially during the 16th to the 18th centuries, the “forgotten” centuries in
Philippine history, are especially neglected. There is still a wide field open for research on the
Philippine-American War (1899-1902 and beyond), especially on how this event affected the lives of
Filipinos who experienced the war. Be that as it may, the body of major works to date is impressive, with
historians looking more and more on the “internal” history of the Philippines during the long colonial
period. Philippine studies has become an exciting area of studies, not only among Filipino scholars, but
also among American, European, Australian, and Asian historians. The works of some foreign scholars,
advantageous to Filipino scholars in their use of foreign archival collections, still tend to be Eurocentric,
but they can be counterbalanced by works of Filipino and other historians which look more towards an
“autonomous Filipino history,” or “history from within.” Some studies have also been
interdisciplinary/multidisciplinary in approach, which has certainly enriched historical studies, although
there still has been little attempt at doing “border-crossing” research, as seems to be the trend these
days in the social sciences. Be that as it may, clearly, the body of historical works, especially the more
recent publications, has been very interesting in their topics, methodologies, and perspectives.10 It also
helps considerably that every four years, an International Conference on Philippine Studies (ICOPHIL) is
held alternately in the Philippines and in a foreign venue (in Europe, Australia, and the United States),
where are gathered a good number of “Filipinists” presenting completed or ongoing research, across
disciplines, on a wide range of topics on Philippine history, society and culture. Needless to say, the range
of topics presented here, as well as in such international venues as the International Association of
Historians in Asia (IAHA), International Convention of Asia Scholars (ICAS), and the occasional
intermittent conferences with Portuguese, Mexican, and recently, some Latin/ South American scholars,
and professional relations with other foreign scholars, including Chinese historians, have also expanded
the breadth and depth of Philippine historiography. Not to be ignored are the national historical
conferences within the Philippines which have contributed to a wealth of historical knowledge on
Philippine society and culture.

References:

● Philippine Historiography – Looking Back and Looking Forward: The History of Historical Studies
BERNARDITA REYES CHURCHILL
● https://www.nordangliaeducation.com/article/2020/4/29/why-is-it-important-to-study-history