READINGS IN PHILIPPINE HISTORY John Lee P. Candelaria Veronica C. Alporha amma & ©eee Introduction to History: Definition, Issues, Sources, and Methodology Definition and Subject Matter... Questions and Isaues in History .. History and the Historian... Historical Sources ...,....000 Content and Contextual Analysis of Selected Primary Sources in Philippine History ............ A Brief Summary of the Firet Voyage Araund the World by Magellan by Antonio Pigafetta.... Analysis of Pigafetta’s Chronicle. The KKK and the “Kartilya ng Katipunan” Analysis of the “Kartilya ng Katipunan’ ,...,..24 Reading the “Proclamation of the Philippine Independence”... 0 AB Analysis of the “Proclamation of the Philippine Independe: 12D A Glance at Selected Philippine Political Caricature in Alfred McCoy's Philippine Cartoons: Political Caricature of the American Era (1900-1941) Analysis of the Political Caricatures during the American Period .. Revisiting Corazon Aquino’s Speech Before the U,S. Congress Analysis of Cory Aquino’s Speech," Chngater, Pbitippine Histo’ Controversies .. B+ Making Sense of the Past! Interpretation ‘Multiperapectivity... Case Study 1: Where Did the First Catholic Mass Take Place in the Philippines’ Case Study 2: What Happened in the Cavite Mutiny? i Spanish Accounts of the Cavite Mutiny, ts of the Events of 1872.. Historica) ‘ Differing Account Case Study 3: Did Rizal Retract? .. ‘The Balaguer Testimony... a. ‘The Testimony of Cuerpo de Vigilaneia..... Case Study 4: Where Did the Cry of Rebellion Happen? ... Different Dates and Places of the Cry.. Social, Political, Economic, and Cultural Chapter Issues in Philippine History ... 4 Evolution of the Philippine Constitution 1897: Constitution of Bink-na-Bato. 1899: Malolos Constitution 1935: The Commonwealth Constitution .... 1973: Constitutional Authoritarianism 1987; Constitution After Martial Law -.. Attempts to Amend or Change the 1987 Constitution. Policies on Agrarian Reform... Landownership in the Philippines under Spain Landownership in the Philippines under the Americans... 7 eC. l : Doing History: A Guide for Students Post-War Interventions toward aS Agrarian REfOrM.xsemeesnsmnenenrrnnennnen ST Agrarian Reform Efforts under Maras . 88 Post-1986 Agrarian Reform... CARPER snd the Future of Agrarian Reform in the Philippines, Evolution of Philippine Taxation sco. ‘Taxation in Spanish Philippines... ‘Taxation under the Americans ravenpstanteiiotan ed Taxation during the Commonwen Fiscal Policy from 1946 to Present Doing Historical Research Onlin Doing Historical Research in Libraries and Archive: Doing Life Histories and Biographical Research Doing Local and Oral History Interacting with Histo Shrines and Museu y through Historical/. : tee Be Os : oe Reforma to the basic oducntion ayatom of the Philippines hirive resulted into the introduction of the K to 12 program, n much needed develaprient since the Philippines has been the Inat country in Asia with a 1-year pre: university cycle, Globally, the accepted span of basic education ia 12 years, and it is recognized as the standard for atudenta nnd professionals. With the lengthening of basic education, there is a need for higher education inatitutions to respond with the same enthusiasm In reforming their respective course offerings and programs. The Commission on Higher Education (CHED) approved the New General Education (GE) Program, which aima to restructure the old GE program in higher education institutions to respond to the challenges of the times. It is geared toward the holistic development of the person in overlapping renlma of the individual, the Filipino community, and the global community, It is in these reulitics that the General Education course Readings in Philippine History is situated, with the course description “Philippine history viewed from the lens of selected primary sources in different periods, analysis, and interpretations.” The focus of the course is to develop historiographical skills connected to context and content analysis, applying both analytical strategies in themes and topics across the Philippine pnat. Primary sources will be the ultimate bridge between the past and the present, allowing spaces for students to simply not parrot facts about the past but to gnin knowledge that can be used in proposing solutions to the problems of today, ‘The use of primary sources in studying about the past connects the history learner to the text producers themselves, allowing for a richer experience of understanding and appreciation. However, the use of primary sources for those who lack the sufficient training and knowledge could also be disastrous, and may be a source of misunderstanding and alienation to the events of the past. This book is crafted to provide a strategy on how to study Philippine history through primary sources, in hopes that the tencher and the student would have the best opportunity to learn and study about the past while taking great care in watching the steps they take in their attempt to utilize primary sources in history. vilOrganisation of the Rook . \ ‘This book ia divided into five chanterat Chapter 1 - Introduction to History Definition, taaues, Souree “Methodology iaa general appraisal af history aaa dleeiplineand aga na 7 aa ‘This chapter aima to introduce the wiudenta to hintory aaa torial tat : as well aa discuss the hiatoriogeaphionl method of the evialtation of prima sources. ty j i Chapter 2 - Content and Contextual Analysis of Selected Primary Sources iy i Philippine History talks about the two methoia af analysis mentioned ay it fl applies to histarical research, uaings primary aounves front aeroa the perlads | of Philippine history as exemplars of analyaea, i | Chapter 3 - Philippine History: Spaces for Conflict and Controverates | attempts to dissect the issues surrounding hiatorteal intorprotation—how | a single record of the past can be interpreted in multiple ways and the challenges it poses to the students of history. Chapter 4 - Social, Political, Econamic, and Cultural Isaues in Philippine History iscentered on the attempt to understnnd current iaaues and concern using the lens of history, in recognition of the thet that the problems ¢f society today could well be addressod by looking at tho roots of the proble ‘This chapter discusses the mandatary topics on the Philippine Constitution, agrarian reform, and taxation. a Chapter 5 Doing History:A Guide for Students is un attempt by the nuthors } to guide the students in the historical rseareh methods they will have ¥ undergo in the process of completing the course. This chapter recngins the realities of the present goneration and nims to use these realities to th advantage of the students in the process of learning history by doing history, hati dciandnitancaebdoe saitieattindt neniNote to Teache: . For the teachers, remember that Philippine history is not set in atone; and only in continuous learning and updating historical knowledge can wo make ourselves aware that the trends in knowledge of Philippine history is regularly changing. It is your reaponaibility to keop track of the diacourse of the Philippine past and keep yourself knowledgeable t6 be able to provide your atudents with the best instruction and assistance in understanding our nation’s narrative, Note to Students For the students, it is high time you do away with the misconception that history is a boring field of study. You may have been victims of the stereotypes appropriated to history aa it has been taught in the classroom for. centuries. Realize that by studying history, we situate ourselves in the story of the nation, a necessary endeavor to be able to know more about our identity and find out how we can help solve the problems of today and move forward to the future.Introduction to History: Definition, Issues, Sources, and Methodology Learning Objectives: «To understand the meani and to be familiar with tl dology of the discipline. © To apply the knowledge in historical methodology and philosophy in assessing and analyzing existing historical narratives. assess critically the value of historical evidences ng of history as an academic discipline he underlying philosophy and metho- * To examine and and sources. «To appreciate the importance of history in the social and niational life of the Philippines. j ‘This chapter introduces history as a discipline and as a narrative. It presents the definition of the history, which transcends the common definition of history as the study of the past. This chapter also discusses several issues in history that consequently opens up for the theoretical aspects of the discipline. The distinction between primary and secondary sources is al: discussed in relation to the historical oubject matter being studiod and the historical methodology employed by the historian. Ultimately, this ch: 2 also tackles the task of the historian as the arbiter of facts a eid making his interpretation and forming historical narrative. peDefinition and Subject Matter © History has always boon known wa the atudy of the past, Sty Ss general education aften dread the subject for ite notoriety in reid at to memorize dates, places, names, and event trom distant emia, ~ th appreciation of tho diseipline may bo rooted from the shallow under, ie of histary's relovanee to their lives and to their respective contexte ye the popular definition of history as tho study of the pastis not wrong, ity . : f wit not give justice to the complexity af the subject and its inpartuney tg he nah, civilization, History amas dovived fhom the Greek word Aistoria Which mean “knowledge acquired through inquiry or investigation. History. ag 7 discipline existed for around 2100 yours und ie as olds mathematicn ang philosophy. This term was then adapted to classien] Latin whore it nequired: new definition. Historia became known as the account of the past ofa person or of a group of people through written documents and historic! evidences, ‘That meaning stuck until the early parts of the twentieth century, History became an important academic discipline. It became the historian's duty tg write about the lives of important individuals. and nobilities. History was also foe and other important breakthroughs © monarchs, heroes, saints, dL ony ing about wars, revolutions, Ibis thus important to ask: What counts as history? Traditional historians lived with the mantra of “no document, no history.” It means that unless a written document can prove a certain historical event, then it cannot be considered as 1 historical fact. But as any other academic di: iplines, history progressed und opened up to the possibility of valid historical sources, which were not limited to written documents, ji government record s nccounts, 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 d war or colonization. Restricting historical evidence as exclusively writte# is also discrimination against other social classes who were not record Paper. Nobilities, monarchs, the elite, and even the middle class would hart their birth, education, marringe, and death as matters of government ut historical record. But what of Peasant families or indigenous groups Readings in Philippine History| werenot given much thought about being registered to government records? i Does the shoence of written documents about them mean that they were | people of no histary or past? Did they even exist? i ‘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 of these 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. With the aid of archaeologists, historians can use artifacts from a bygone era to study ancient civilizations that were formerly ignored in history because of lack of documents. Linguists can also be helpful in tracing historical evolutions, past connections among different groups, and flow of cultural , influence by studying language and the changes that it has undergone. Even _ Scientists like biologists and biochemists can help with the study of the past through analyzing genetic and DNA patterns of human societies. Questions and Issues in History Indeed, history as a discipline has already turned into'a complex and ) dynamic inquiry. This dynamism inevitably produced various perspectives \ on the discipline regarding different questions like: What is history? Why study history? And history for whom? These questions can be answered. by historiography. In simple terms, historiography is the history of history. History and historiography should not be confused with each other. The former's object of study is the past, the events that happened in the past, and the causes of such events. The latter's object of study, on the other hand, is history itself (.¢., How was a certain historical text written? Who wrote it? What was the context of its publication? What particular historical method was employed? What were the sources used?). Thus, historiography lets the students have a better understanding of history. They do not. only get to learn historical facts, but they are also provided with the understanding of the facts’ and the historian’s contexts. The methods employed by the historian and the theory and perspective, which guided him, will also be analyzed. Historiography is important for someone who studies history because it teaches the student to be critical in the lessons of history presented to him. History has played various roles in the past, States use history to unite 8 nation. It can be used as a tool to legitimize regimes and forge a sense of. (Chayer 1 [Torreduction 0» Hismory: Definition, tescs, Sources, and Metbodalogy 3‘ta make sense of the present, 1 carnin¥ of past mistaken can ge " ‘onot repeat them. Being reminded of a great Past can inspire pn? their good practices to move forward, People to Positivism is the achool of thou; tween and nineteenth century. This thought requires empirical and ches evidence before one, can claim that a particular knowledge Positivism also entails an objective means of erriving at 9 conclusion the discipline of history, the mantra “no document, no hia this very same truth, where historians were re ight that emerged bet intended for a certain group of audien Isabelo de los Reyes, and Pedro Paterno wrote history, i Spaniards so that they would realize that Filipinos to the colonial history that colonial powers created and taught to 1 subjects, :< history’is always" ‘written by victors: This connotes that the narrativé of the past i is alwaye written froii the bias of the powerful and the more dominant ‘player: For instariod, the history of thé Second World War in’the Philipipiniés always depicts the United States as the hero and the Imperial Japanese ‘Army as the oppressors. Filipinos who collaborated with the Japanese were lumped in the category of traitors or collaborators. However, a more thorough historical investigation will reveal a more nuanced account of the history of that period instead of a simplified narrative as a'story of hero versus villain. ‘Hi tory and the Historian Ifhistory is written with agenda oris heavily influenced by the historian, ‘is it possible to. come up with an absolute historical truth? Is history an objective discipline? If it is not, is it still worthwhile to study history? These questions have haunted historians for many generations. Indeed, an exact and accurate account of the past is impossible for the very simple reason that we cannot go back to the past. We cannot access the past directly as our subject matter. Historians only get to access representation of the'past through historical sources and evidences. Therefore, it is the historian’s job not just to seek historical evidences and facts but also to interpret these facts, “Facts cannot speak for themselves.” It is the job of the historian to give meaning to these facts and organize them into a timeline, establish causes, and write history. Meanwhile, the historian is not a blank paper who mechanically interprets and ‘analyzes present historical fact. He is a person of his own who is influenced by his own context, environment, ideology, education, and influences, among others. In that sense, his interpretation of the historical fact is affected by his context and circumstances. His subjectivity will inevitably influence the process of his historical research: the methodology that he will use, the facts that he shall select and deem relevant, his interpretation, and even the form of his writings. Thus, in one way or another, history is always subjective. If that is so, can history atill be considered as an academic and scientific inquiry? Historical research requires rigor. Despite the fact that historians cannot ascertain absolute objectivity, the study of history remains scientific because of the rigor of research and methodology that historians employ. Historical methodology comprises certain techniques and rules that Chapter | Introduction to History: Definitlon Ines, Sources, and Methodology 5- ‘historians follow in order to properly utilize sources and historical riting: history. Cartain rulan apply in caves of conflicting accounts “differont auurcen, and on how.to properly treat eyewitness accounts sing = - ‘sources ai, valid. historical evidence, In doing #0, historical claims done "historians and the argumonts that they forward in their historical wri while may be influenced by tho hintoriun’s inclinations, can still be Validate by using reliable evidences and employing correct and meticulous hintoricg) methodology. a ‘The Annales Schoo! of History is 4 school of history born in France | that challenged the canons of history, This school of thought did away | with the common historical subjects that were almost alwaya related’ to the conduct of atatea and monarchs, Annales scholars like Lucien | ’Febvro, Marc Bloch, Fernand Braudel, and Jacques Le Goff studied other ‘ aubjecte in a hintorical manncr. ‘They were concerned with social history |} and studied lonyer hintoricn! periods, For example, Annales scholars:|| studied the history of peasantry, tho history of medicine, or even the,| history of environment. The history from. below was pioneered by the |{ same acholara, They advocated that the people and classes who were not | reflected in the history of the society in the grand manner be provided | with apace in the recorda of mankind. In doing thie, Annales thinkers married history with other disciplines like geography, anthropology, archuenlogy, and linguistics. - For example, if « historian chooses to use an oral account as his dat in studying the ethnic history of the Ifugaos in the Cordilleras during the American Occupation, he needs to validate the claims of his informant} through comparing and corroborating it with written sources. Thereforg) while bias is inevitablo, the historian can balance this out by relying. evidences that back up his claim. In this sense, the historian need not lets bias blind his judgment and such bins is only acceptable if he maintains hi Figor a a researcher, Histerical Sources - With the past as history's subject matter, the historian’s most impo research tools are historical sources, In general, historical sources °29. slassified etwoon Primary and secondary sources, The classificat tween these two entogories deponda on the historical subject’ Readings In Philippine Historyte i studied. Primary sources are those sources produced at the same time as the event, period, or subject being studied. For example, if a hietorian wishes - to study the Commonwealth Constitution Convention of 1986, his primary — sources cnn include the minutes of the convention, newspaper clippings, Philippine Commission reports of the U.S, Commissioners, records of the convention, the draft of the Conatitution, and even photographs of the event, Eyewitness accounts of convention delegates and their memoirs can also be used as primary sources. The same gocs 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 ycars 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 leaning history. However, historians and students of history need to thoroughily "Chapter I | Introduction to History: Definition, Issues, Sources, and Methodology 7ami of the sourée, especially pritnary sdurces Which cay "4 er citiclom isthe practice of verifying the author of evidence by etamining its physical chkacteristics; consistency wit, historicall characteristic ofthe time when it was produced; and the man, tt used forthe evidence. Examples ofthe things that will be examined wit conduéting external criticism of a dogument include the quality of the par’ the type of the ink, and the language and words used in the material, among others. g Internal crticiom, on the other hend, is the examination of tig truthfulness of the evidence. It looks at the content of the source ang examings the circumstance of its production, Internal criticism looks at the truthfulness and factuality of the evidence by looking at the author of thy source, its context, the agenda behind its creation, the knowledge whig) informed it, and its intended purpose, among others. For example, Japaness reports and declarations during the period of the war should not be taker as a historical fact hastily. Internal criticism entails that the historian | acknowledge and analyze how such reports can be manipulated to be used at 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 evidenci historical deceptions and lies will be highly probable. + One of the most scandalous cases of deception in Philippine history it the hoax Code of Kalantiaw. The code was a set of rules contained in an epi Maragias, which was allegedly written by a certain Datu Kalantiaw. Tht document was sold to the National Library and was regarded as an important precolonial document until 1968, when American historian William Hen Scott debunked the authenticity of the code due to anachronism and lack evidence to prove that the code existed in the precolonial Philippine society} " Ferdinand Marcos also claimed that he was a decorated World War II soldié, who led a guerilla unit called Ang Maharlika. This was widely belie by students of history and Marcos had war medals to show. This claity «+ however, was disproven when historians counterchecked Marcos's a shared how they found the islands. ‘ e After a few days, Magellan was introduced to the king's brother who ws alsoa king ofanother island. They want to this island and Pigafetta report _ that they eaw mines of gold, The gold was abundant that va of and of the house ofthe second king were made of gold. Pigateta aad : thie king as the most handsome of all the men that he saw in this place. Ht 5 was also adorned with silk and gold accessories like a golden dagger, whit i he carried with him in a wooden polished sheath. This king was named Rai Calambu, king of Zuluan and Calagan (Butuan and C: the fir siya tna Race een la eee one feccnateret he Ganicin fo Wh appened to be Easter Sunday! preside a Mass by the shore, The Kit 16 we Readings Philippine Historyheard of this plan and sent two dead pigs and attended the Mase with the other king. Pigafotta reported that both kings participated in the mass. He wrote: “..when the offertory of the mase came, the two kings, went to kiss the crogs like us, but-they offered nothing, and at the elevation of the body of our Lord they were kneeling like us, and adored our Lord with joined hands.” After the Mass, Magellan ordered that the cross be brought with nails and crown in place, Magellan explained that the cross, the nail, and the crown were the signs of his emperor and that he was ordered to plant it in the places that he would reach. Magellan further explained that the cross would be beneficial for their people because once other Spaniards saw this cross, then they would know that they had been in this land and would not cause them troubles, and any person who might be held captives by them would be released. The king concurred and allowed for the cross to be planted. This Mass would go down in history as the first Mass in the Philippines, and the cross would be the famed Magellan‘s Cross still preserved at present day. After seven days, Magellan and his men decided to move and look for islands where they could acquire more supplies and provisions. They learned of the islands of Ceylon (Leyte), Bohol, and Zzubu (Cebu) and intended to go there. Raia Calambu offered to pilot them in going to Cebu, the largest and the richest of the islands. By April 7th of the same year, Magellan and his men reached the port of Cebu, The king of Cebu, through Magellan's interpreter, demanded that they pay tribute as it was customary, but Magellan refused. Magellan said that he was a captain ofa king himself and thus would not pay tribute to other kings, Magellan's interpreter explained to the king of Cebu that Magellan’s king was the emperor of a great empire and that it would do them better to make friends with them than to forge enmity. The king of Cebu consulted his council, By the next day, Magellan’s men and the king of Cebu, together with other principal men of Cebu, met in an open space. There, the king offered a bit of his blood and demanded that Magellan do the same. Pigafetta recounts: “Then the king said that he was content, and as a greater eign of affection he sent him a little of his blood from his right arm, and wished he should do the like. Our people answered that he would do it. Besides that, he said that all the captains who came to his country had been accustomed to make a present to him, and he to them, and therefore they should ask their captain if he would observe the custom. Our people answered ‘Chapter | Content and Contextual Anslui of Selected Primhry Setrces in Philippine History 17king wished to keep up the custo, a fhe , and then the captain woug day, Magellan spoke before the people of Cebu about galls reported that the-people took pleasure in Nae tigetan then asked tho people who would succeed the eet lag responded tHat'the eldest child of the jinn te. eign oN ee mould be the next in line. Pigafetta meet i i * eaple talked about, how at old age, parents were no longer ey ‘ ee Mot end had 1 fllow the orders oftheir children as the new ae a tyad, Magellan resporded to this by saying that his faith ent \ cain a exter honot and obediendé to their parents, Magellan got oe i theit faith further and people, wére reportedly convinced. Pigar =i wrote that their men’ were overjoyed seeing that the people wi ‘ become Christians through their free will and not because they wer fore or intimidated. t On the: 14th of April, the people gathered with the king ana ipal men of the islands. Magellan spoke to the king and eneo, ake & good Christian by burning all of the idols and. worship the er {notoad. The king of Cebu was then baptized as a Christian. Pigafetta wrote » aa . To that the king and all his people answered that thy would “4, «obey the commands of the captain and do all that he told them, “'» The captain took the king by the hand, and they walked abou on, the scaffolding, and when he was baptized he said that he would name him Don Charles (Carlos), as the emperor his sovereign was named; and he named the prince Don Fernand “ematido), after the brother of the emperor, and the King of Mazavva, Jehan: to the Moor he gave the name of Christopher, and to the others each a name of his fancy.” "After eight days, Pigafetta counted that alll of the island’s inhabitant were already baptized. He admitted that they burned a village down & obeying neither the king nor Magellan. The Mass was conducted by Wt shore every day. When the queen came to the Mass one day, Magellan gt her an image of the Infant Jesus made by Pigafetta himself. The king d Cebu swore that he would always be faithful to Magellan. When Magelist reiterated that all of the newly baptized Christians need to burn their idol but the Natives gave excuses telling Magellan that they needed the idols? heal a sick man who was a relative to the king. Magellan insisted that 4 should instead put their faith in Jesus Christ. ‘They went to the sick i Readings in Philippine Historygdh of April. Zula, a principal man ie sth ot ‘Magellan and asked him there ee Mager in ft he anid obit, Magellan's whletfps. They numbered 49 in total and the in 0a ergo number 1,500. The battle began. Pigafetta swhen we reached land we found the islanders fifte, in number, drawn up in three squadrons; they came down us with terrible ehouts, two squadrons attack; us on the flanks, and the third in front, The captain then divided his men in two bands. Our musketeers and crossbow-men find for half an hour from a distance, but did nothi since the bullets and arrows, though they passed through their shields nade of thin wood, and perhaps wounded their arms, yet dn not stop them. The captain shouted not to fire, but he wag not listened to. The islanders seeing that the shots of our qquns did them little or no harm would not retire, but shouted more loudly, and springing from one side to the other to avoid our shots, they at the same time drew nearer to us, arrows, javelins, spears hardened in fire, stones, and even mud 60 that we could hardly defend ourselves. Some of them cast lances pointed with iron at the captain-general.” Magellan died in that battle. The natives, pereeiving that the bodies af the enemies were protected with armors, aimed for’ their legs instead. Magellan was pierced with a poisoned arrow in his right leg. A few of their nen charged at the natives and tried to intimidate them by burning an entire vilage but this only enraged the natives further. Magellan was specifically targeted because the natives knew that he was the captain general, Magellan ‘was hit with a lance in the face. Magellan retaliated and pierced the same tative with his lance in the breast and tried to draw his eword but could ‘wt lift it because of his wounded arm. Seeing that the captain has already lorated, more natives came to attack him, One native with a great ‘rord dalivered a blow in Magellan's left leg, brought him face down and the Tutives ceaselessly attacked Magellan with lances, swords, and even with ‘ier bare hands, Pigafetta recounted the last momenta of Magen: “Whilét the Indians were thus overpowering him, several fimes he turned round towards us to see if we were all in ‘tte 2| Content and Cooter Anais of Selected Primary Sources in Philippine Historyiad no other object ‘of hig men.”*.- than, -that the king of Cebu who was baptized Jnstructed him not to join the battle.anq at ‘would see how.they fought. The king offered a ; value and amount in exchange of Ma, ey, wanted to keep Magellan's body c'mon elected Duarte Barbosa as the new canta; p ‘Mogellan’s slave and interpreter named Henry betray, ‘Bales ld the king of Cebu that they inténded to leave as quickly gore? they alleged that the slave told the kirig that if he followeq eee nthe king could acquire the ships and the goods or Me Slaye: §° The two conspired and betrayed what was left of Magellan's pe Ung | ‘invited these men to a gathering where he said he would i en, jovela that he would send for the King of Spain, Pigafettg ein ea ; ha ~ © tecognize certain biases accompanyilS | ‘identity, loyaltioe, and the creumstn ne that he waste | the text that he produced. In the case of Pigafetts, th ' derstand that he was a chronicler commissioned by th | : Readings in Philippine Historyaccompany and document a voyage j He was also of noble descent who came . influenced his narrative, his , his characterization of the people and sbeins d his interpretation and retelling of he oa Feet Pea ae ad ‘and climate of the places that their voyage had reachea, on Pigafetta’s description of the people, one has tp bas ' hewas coming from a sixteenth century European Perspective, het der might notice how Pigafetta, whether implicitly oy ciple the rea the indigenous beliof systems and Way of life a inferior ig ee anit and of the Europeans. He would always: remark on the a ‘of the natives or how he was fascinated by their exotie culture pekednese leo noticeably emphasized the natives’ amazement and ill to the Europea artillery, merchandise, and other goods, in the same way tt Pigafetta repeatedly mentioned the abundance of spices like ginger, ii of precious metals ike gold. His observations and assessments of the indi cultures employed the European standards. Hence, when they imbo indigenous attires ofthe natives, Pigafotta saw them as being naked Sue from the European standpoint, they were wearing fewer clothes indeod. Pigafetta’s perspective waa too narrow to realize that such attire was any appropriate to the tropical climate of the islands. The came was true for materials that the natives used for their houses like palm and bamboo. ~ ‘These materials would let more air come through the house and compensate forthe hot climate in the islands. It should be understood that such observations were rooted from the sontext of Pigafetta and of his era. Furope, for example, was dominated by the Holy Roman Empire, whose loyalty and purpose was the domination of the Catholic Church alll over the world, Hence, other belief systems different from that of Christianity were perceived to be blasphemous and barbaric, even demonic, Aside from this, the sixteenth century European economy was mercantilist. Such system measures the wealth of kingdoms based’ on their ‘ccuniulation of bullions or precious metals like gold and silver. It was not surprising therefore that Pigafetta would always mention the abundance of 20ld in the islands as shown in his description of leaders wearing gold rings ‘ad golden daggers, and of the rich gold mines. An empire like that of the bie ‘would indeed search for new lands where they could acquire more gold nd wealth to be on top of all the European nations. The obsession with spices ‘ight be odd for Filipinos beeause of its ordinariness in the Philippines, but from a rich, Mind . Hence, | r (her | Content and Contra! Analy of Selected Primary Sources in PhiplneHteey 7ahd‘heriee’ Were secn’ as prestige goods. In that era, Spain and Po coveted the control of Spice Islands because it would have led toa 4 increase in wealth, influence, and power. These contexts should be used ang’ underatood in order to have a more uslifiet reading ’of Pigafetta’s accoimt 4 The KKK bid the “Karta ng Katipunan” 4 ~The ‘Bataastaasan, Kogalanggalangane Katipunan ng mga Anak 4] Bayan. (KEK) or Katipunan is arguably the most important organization formed in.the Philippine history. While anti-colonial moyements, efforts, J and organizations had already been established centuries prior to foundation of the Katipunan, it was only this organization that envisioned; @)-a united Filipino nation that would revolt against the Spaniards for (2 the total independence of the country from Spain. Previous armed re had already occurred before the foundation of the Katipunan, but none them envisioned a unified Filipino nation revolting againet the coloni For example, Diego Silang was known as an Ilocano who took up his and led one of the longest running revolts in the country. Silang, however was mainly concerned about his locality and referred to himaelf as El Rey.d Hlocos (The King of Hocos). The imagination of the nation was largely a in the aspirations of the local revolts before Katipunan. On the other the propaganda movements led by the ilustrados like Marcelo H. del Pilargy Graciano Lépez Jaena, and Jose Rizal did not envision a total separation af¢ 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 4 and a defined value eystem that would guide the organization as a collective | aspiring for a single goal. One of the most important Katipunan documeni was the Kartilya ng Katipunan. The original title of the document was { "Manga [sie] Aral Nang [sic] Katipunan ng mga A.N.B." or “Lessons £4 the Organization of the Sons of Country.” The document was vwttaa W | 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 Tos. { Despite hie youth, Bonifacio recognized the value and intellect of Jacis¥}y that upon seeing that Jacinto’s Kartilya waa much better than the Decalogw he wrote, he willingly favored that the Kartilya be distributed to their fello®: Katipuneros. Jacinto became the secretary of the organization and too charge of the short-lived printing press of the Katipunan. On 16 April 1894 an ; Readings in Pilippine Hitory *“Puno Renkate, was. 29 veary: i i ‘age the town of Magdalene, lane 4s Meet Malis Cara “er ; i “The Kartilya:can:he treated, og the Katipunan’s code of conduct. tt gunisins fourteon ules that instruct the way a Katipunere should bebave, and which specific values should he-uphold, Generally, the rules stated in the Kartilya can be Classified into two. The first group contains the xules that vill make the member an upright individual and the second group contains the rules that will guide the way he treats his fellow men Below is the translated version of the rules in Kartilya: | 1 The life that is not consééraied’to a lofty and reasonable , Purpose is a tree without a shade, if not a poisonous weed. TL. To do good for personal gain and not for ita own sake ia not It is rational to be charitable and love one’s fellow, creature, and to adjuat one’s conduet, acte and words to what ia in iteelf reasonable. 2 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. ‘The honorable man prefers honor to personal gain; the scoundrel, gain to honor. To the honorable man, his word is sacred, Do not waste thy time: wealth can be recovered but not time lost. . Defend the oppressed and fight the oppressor before the law or in the field. < g a8 IX. The prudent man is paring 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 Jook upon woman as a mere plaything, but as a faithful companion who will share with thee the penalties Chae 2 | Content and Content Aanyus of Sli Prinary Source in Paprine Hatary 23of life; her (physical) weakness will increase thy : her and she will remind thee of the mother who bor, reared thee. : What thou dost not desire done unto thy wits, Withers and sisters, that do not unto the wife ui rothers and sisters of thy neighbor. “ila: xm. Man is not worth more because he is a king, because hig is aquiline, and his color white, not because he is a pr a servant of God, nor because of the high prerogetie he enjoys upon earth, but he is worth most who is a sam iy proven and real value, who does good, keeps his word, worthy and honest; he who does not oppress nor conseit being oppressed, he who loves and cherishes his fatherla though he be born in the wilderness and know no tongue by his own. : XV. When these rules of conduct shall be known to all, the longed for sun of Liberty shall rise brilliant over this most unhap portion of the globe and its rays shall diffuse everlasting among the confederated brethren of the same rays, the of those who have gone before, the fatigues and the well-paifj sufferings will remain. If he who desires to enter has informal 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 ¢ i conduct in the Katipunan, properly understanding the Kartilya will ws help in understanding the values, ideals, aspirations, and even the ided of the organization. Analysis of the “Kartilya ng Katipunan” to what we have done to the accounts of Pigafetta, this pri source Boris Soibe:gnuivaed terms of content and context. A? n Written for a fraternity whose main purpose is to overtbr 4 colonial regime;-we can explain the content and provisions of the fr : 3 aga pd sorrenry to certain value systems that they found desi q in the present state of things that: they struggled against with. For ex™" f it against with. For' the fourth and the thirteenth rules in the Kartilya are an invocation 1" 4 inherent equality between and among men regardless of race, occuP# -“ Readings in Philippine History; ~ =or statue. In the context of the Spaiish colonial era where the indios were treated ae the inferior of the white Europeans, the Katipunan saw to‘it that thevalternative order that they wished to promulgate through their revolution necessarily destroyed this kind of unjust hierarchy. : Moreover, one can analyze the values upheld in the document as consistent with the burgeoning rational and liberal ideals in the eighteenth and nineteenth century. Equality, tolerance, freedom, and liberty were values that first emerged in the eighteenth century French Revolution; which spread throughout Europe and reached the educated class of the colonies. Jacinto, an ilustrado himself, certainly got an understanding of these values, Asidé from the liberal values that can be dissected in the document, we can also decipher certain Victorian and chivalrous values in the text. For example, various provisions in the Kartilya repeatedly emphasized the importance of honor in words and in action. The teaching of the Katipunan on how women should be treated with honor and respect, while positive in many respects and certainly a significant stride from the practice of raping and physically abusing women, can still be telling of the Katipunan’s secondary regard for women in relation to men. For example, in the tenth rule, the document specifically stated that men should be the guide of women and children, and that he should set a good example, otherwise the women and the children would be guided in the path of evil.‘Nevertheloss, the same document stated that women should be treated as companions by men and not as playthings that can be exploited for their pleasure. In the contemporary eyes, the Katipunan can be criticized because of these provisions. However, oné’imist not forget the context -where the organization was'born: Not even in Europe or-in the whole of the West at that juncture recognized the problem of gender inequality. Indéed, it can be argued that Katipunan’s recognition of women as important partners in the struggle, as reflected not just in Kartilya but also in the organizational structure of the fraterriity where a’ Women's unit was-established, is an endeavor advanced for its time: Amide from Rizal's known Leiter to the Women of Malolos, no saine effort by the supposed cosmopolitan Propaganda Movement was achieved until the movement's eventual disintegration in the latter part of the 1890s. site i this, the Kartilye was i : exmauct erand biker peopl, But alse for the members” developinent as individuals in their own rights. Generally speaking, the rules in the Kartilye can be classified,as either directed to how, one should treat his neighbor or ta how one should develop.and conduct one’s self. Both are essential to the - CChapice2| Content and Colrestual Ambyl of Select PAiry Sousces in Pilipin Historycess and fulfillment of the Katipunan’s ideals. For example, the Kenny. 2 ‘Yeachings on honoring one’s. word and not wasting time arg tent «, Girected toward self-development, while the rules on treating the ne; hig, wife, children, and brothers the way that you want yours tobe tear ttt instruction on how Katipuneros should treat and regard their ne; thon All in all, proper reading of the Kartilya will reveal a more understanding of the Katipunan and the significant role that it Dlayes the revolution and in the unfolding of the Philippine history, ag We know Reading the “Proclamation of the Philippine | Every year, the country commemorates the anniversary of the Philiny:, 3 Independence proclaimed on 12 June 1898, in the province of Cavite, Ea such event is a significant turning point in the history of the country Decanse it signaled the end of the 333 years of Spanish colonization. There have ‘been’ numerous studies done on the events leading to the ‘independence of the; country but very few studerits had the chance to read the actual document the declaration. This is in spite of the historical importance of the and the details that the document reveals on the rationale and circ ‘ of that historical day in Cavite. Interestingly, reading the details of the said document in hindsight is telling of the kind of government that was cred , under Aguinaldo, and the forthcoming hand of the United States of in the next few years of the newly created republic. The declaration e 8 short 2,000-word document, which summarized the reason bebind revolution against Spain, the war d for independence, and the future of th new republic under Emilio Aguinaldo. 4 4 rhe proclamation commenced with a characterization of the condi im ‘tho Philippines during.the Spanish colonial period. The docusd specifically mentioned abuses and inequalities in the colony. The dedlaratit. says: : 5 ‘ance and even with the express orders. = of their commanders, who sortietimes went to the extreme of. ordering the shooting of prisoners under the pretext that they yore attempting to escape, in Violation of the provisions of the eagelaticng or their Corps, which abuses were unpunish Account urijust i ially those ‘i deportations, especially igh ton, atthe instigation of the arehtiohep and ‘iars interested in keeping them out of ate way for their ow? + Repdng ta Pippin Historyselfich and avaricious purpose, deportations which:are quickly brought about by a method of procedure more execrable than that of the Inquisition and which every civilized nation rejects on account of a decision being rendered without a’ hearing of the persons accused.” ~ The above passage demonstrates the justifications behind the reyolution against Spain. Specifically cited are the abuse by the Civil Guards and the unlawful shooting. of prisoners whom they alleged as attempting to escape. ‘The passage also condemns the unequal protection of the law between the Filipino people and the “eminent personages,” Moreover, the line mentions the avarice and greed of the clergy like the friars and the Archbishop himself. Lastly, the passage also condemns what they saw as the unjust deportation and rendering of other decision without proper hearing, expected of any civilized nation. From here, the proclamation proceeded with a brief historical overview of the Spanish occupation since Magellan's arrival in Visayas until the Philippine Revolution, with specific details about the latter, especially after the Pact of Biak-na-Bato had collapsed. The document narrates the spread of the movement “like an electric spark” through different towns and provinces like Bataan, Pampanga, Batangas, Bulacan, Laguna, and Morong, and the quick decline of Spanish forces in the same provinces. The revolt also reached Visayas; thus, the independence of the country was ensured. The document also mentions Rizal's execution, calling it unjust. The execution, as written in the document, was done to “please the greedy body of friars in their insatiable desire to seek revenge upon and exterminate all those who are opposed to their Machiavellian purposes, which tramples upon the penal code prescribed for these islands.” The document also narrates the Cavite Mutiny of January 1872 that caused the infamous execution of the martyred native priests Jose Burgos, Mariano Gomez, and Jacinto Zamora, “whose innocent blood was shed through the intrigues of those so-called religious orders” that incited the three secular priests in the said mutiny. ‘The proclamation of independence also invokes that thé established republic would be led under the dictatorship of Emilio Aguinaldo. The firat mention was at the very beginning of the proclamation. It stated: “In the town of Cavite Viejo, in this province of Cavite, on the twelfth day of June eighteen hundred and ninety-cight, before me, Don Ambrosio Rianzares Bautista, Auditor of War and (Chapter | Content end Contextaal Atala of Select Primary Seareess Philippine History 27‘The same was rep ae states: i d aolemanize Spécial: Conimissioner appointed to:proclaim and © 20h! this act by the Diatetorlal Government of these’ Fulipping Islands, for the purposes and by virtue of oe are a addresied by the Eminent Dietatst of the same Don Hmilio * ‘Aguinaldo y Famy.” | . seated toward the last part of the proclamation. “We acknowledge, approve and confirm together with the orders that eee issued therefrom, the Dictatorship established by Don Emilio Aguirialdo, whom we honor as the Supreme Chief of this Nation, which this:day commences to have a life of its own, in the belief that he is the instrument: selected by God, in spite of his humble origin, to effect the redemption of this unfortunate people, as foretold by Doctor Jose Rizal in the magnificent verses which he composed when he-was preparing to be shot, liberating them from the yoke of Spanish domination in punishment of the impunity with which their Government allowed the commission of abuses by its subordinates.” _ Another detail in the proclamation that is worth looking at is explanation on the Philippine flag that was first waved on the same da ‘The document explained: “And finally, it was unanimously resolved that, this Nation, independent from this day, must use the same flag used ‘heretofore, whose design and colors and described in the accompanying drawing, with design representing in natural colors the three arms referred to, The white triangle represents the distinctive emblem of the famous. Katipunan Society, which by means of its compact of blood urged on the masses of the people to insurrection; the three stars represent the three principal Islands of this Archipelago, Luzon, Mindanao and Panay, in which this insurrectionary movement broke out; the sun represents the gigantic strides that have been made by the sons of this land on the road of progress and eivilizati ‘its eight rays symbolizing the eight Caines re I nm Cavite, Bulacan, Pampanga, Nueva Ecija, Bataan, La; . and Batangas, which were declared in a state of war almost flag of the, United States aNoth Agee those of the a erica, in manifestation of our profound gratitude towards that Great Nation for wee oo.” Readings Philippine Bi Tt.@isidtersstsd protdeta int Contitite 6 extend tous" This often overlooked detail navel hich abdut the historically accurate meaning behind the most widely known national symbol in the Philippines. Ttis not known by many for example, that the white trisingle was derived from the symbol of the Katipunan, The réd and blue colors of the flag are often aidociated with courage and Pesce, respectively. Our basic education omits the fact that those colors were taken from the flag of the United States. While it can always be argued that symbolic meaning tan always change and be reinterpreted, the original aymbolid meaning of something piesentd us several historical truths that can explain the subsequent events, which unfolded after the declaration of independence on the 12th day of June 1898. Independence” 139 eee : As mentioned earlier, a re-examination of the docuinent on the declaration of ‘independence can reveal’ some often overlooked historical truths about this important event in Philippine history. ‘Aside from this, the document reflects the general revolutionary sentiment of that period. For example, the abuses specifically mentioned in the proclamation like friar abuse, racial discrimination, and inequality before the law reflect the most compelling sentiments represented by the revolutionary leadership. However, no mention was made: about the more serious problem that affected the masses more profoundly (ie., the land and agrarian crisis felt by the numerous Filipino peasants in the nineteenth century). This is ironic especially when renowned Philippine Revolution historian, Teodoro Agoncillo, stated that the Philippine Revolution was an agrarian revolution, ‘The common revolutionary soldiers fought in the revolution for the hope of ‘owning the lands that they were tilling once the friar estates in different Provinces like Batangas and Laguna dissolve, if and when the revolution succeeded. Such aspects and. realities of the revolutionary struggle wore either unfamiliar to the middle class revolutionary leaders like. Emilio ” Aguinaldo; Ambrosio Rianzares-Bautista, and Felipe Buencamino, or were intentionally left out because they were landholders themselves. Analysis of the “Proclamation of the Philippine 2 | Content wad Contextual Atelyle of Selected Primary Sources in Philippine Eetoryated States of America regarding the ownership of the phat Jdlands and other Spanish colonies.in South America. The aes Ping ended the short-lived Spanish-American War, The Treaty Was signs on,10 December 1898, six months after the revolutionary goy, declared the Philippine Independence. The Philippines was sold ta United States at $20 million and effectively undermined the soverg; i ofthe Filipinos after their revolutionary victory. The Americans ceupsy fi the Philippines immediately which resulted in the Philippine-Amoriea{ War that lasted until the earliest years of the twentieth century, Fig Tronty of Paris wa an agredment signed between Bagh = iy ‘The proclamation also gives us tho impression on how the victoriogy 4 revolutionary government of Aguinaldo historicized the struggle fy. independence, There were mentions of past events that were seen a4 important turning ‘points of thd movement ‘against Spain. The execution of / the GOMBURZA, for example, and the failed Cavite Mutiny of 1872'wus j narrated in detail. This shows that they saw this event as a significant awakening of the Filipinos in the real conditions of the nation under Spain 4 Jose Rizal's legacy and martyrdom was also mentioned in ¢ However, the Katipunan as the pioneer of the revolutionary movement was g only mentioned once toward the end of the document. There was no mention of the Katipunan’s foundation. Bonifacio and his co-founders were also ler out. It can be argued, thus, that the way. of historical narration found the document also reflects the politics of the. victors. The enmity between “) Aguinaldo’s Magdalo and Bonifacio's Magdiwang in the Katipunan is 3 secret in the pages of our history. On the contrary, the war led by Aguinaldos men with the forces of the United States were discussed in detail. j __ The point is, even official records and documents like.the proclamatia., | of independence, while truthful most, of the time, still exude the politi | and biases of whoever is in power. ‘This manifests in the selectiveness ® | information that can be found in these records. It is the task of the historit thus, to analyze the content of these documents in relation to the dominss* polities and the contexts of people and:institutions surrounding it. TH tells us a lesson on taking primary sources like official govérnment reiati 4 mary sources and pieces of hi nuano is of our pest ed and contextual analysis of % } 7 Raatogs ta Phbppine Kaatary“A Glance at Selected Philippine Political Caricature in - Alfred M hy Sark Political Coricature of the American Bre (600-945 Z Political cartoons and caricature are a rather recent art form, which poking fun at its subjects. Such art genre and technique became a part of the print media as a form of social and political commentary, which usually targets persons of power and authority. Cartoons became an effective tool of publicizing opinions through heavy use of symbolism, which is different from a verbose written editorial and opinion pieces. The unique way that a caricature represents opinion and captures the audience’s imagination is reason enough for historians to examine these political cartoons. Commentaries in mass media inevitably shape public opinion and such kind of opinion is worthy of historical examination. : In his book Philippine Cartoons: Political Caricature of the American Era (1900-1941), Alfred McCoy, together with Alfredo Roces, compiled political cartoons published in newspaper dailies and periodicals iri the aforementioned timo period. For this part, we are going to look at selected cartoons and explain the context of each one. ‘The first example shown above was published in The Independent on May 20, 1916, The cartoon shows a politician from Tondo, named Dr. Santos, passing his crown to his brother-in-law, Dr. Barcelona. A Filipino guy (as depicted wearing salakot and barong tagalog) was trying to stop Santos, telling the latter to stop giving Barcelona the crown because it is not his to begin with. ‘Chapter 2 | Comtent and Contextual Analysis of Selected Primary Sources in Philippine History aL| ‘Whe necond. éartgon was ‘also published ‘by, The Independent gn. ag | Jayp0,1917. ‘This was dtqwn by Fernando Amorsolo and wap aimed, ag q commentary to the workings of Manila Poliee at.that period. Here, we see a Filipino child who stole a skinny chicken because he had nothing to eat, The police officer was relentlessly pursuing the said child. A man wearing a ealakot, labeled Juan de la Cruz was grabbing the officer, tolling him tg leave the small-time pickpockets and thieves and to turn at the great thieveg instead. He was pointing to huge warehouses containing bulks of rice, milk, ‘The third cartoon was a commentary on the unprecedented cases ¢ colorum automobiles in the city streets. The Philippine Free Press publishe this commentary when fatal accidents involving colorum vehicles and tax)This fourth eartoon depicts a-cinema.'A‘blown-up police afficer:was at the screen saying that couples are not allowed to2neck and:make love in the theater. Two. youngsters looked horrified while an older couple seemed amused. : aos eee eee - The next cartoon was published by The Independent on 27 November | 1915. Here, we see the caricature of Uncle Sam riding a chariot pulled by Filipinos wearing school uniforms. The Filipino boys were carrying American objects like baseball bats, whiskey, and boxing gloves. McCoy, in his caption to the said cartoon, says that this cartoon was based on an event in 1907 when William Howard Taft was brought to the Manila pier riding a chariot pulled by students of Liceo de Manila. Such was condemned by the nationalists at that time. (Chapter 2| Content and Gontextvel Anal ofSlected Pray Sources in Philippine Hitory 33.baw on 24 August 1997 ridge to the politiciang es known as the Federalist Took on and wait for their nited States being coveted The last cartoon was published by Lipang Kala! In the picture, we can see Uncle Sam rationing Por and members of the Progresista Party (sometim Party) while members of the Nacionalista Party turn. This cartoon depicts the patronage of the U! Analysis of the Political Caricatures during the American Period ‘The transition from the Spanish Colonial period to the American Occupation period demonstrated different strands of changes and shits in culture, society, and politics. The Americans drastically introduced democracy to the nascent nation and the consequences were far from ideal Aside from this, it was also during the American period that Filipinos were introduced to different manifestations of modernity like healthcare, modern transportation, and media. This ushered in a more open and freer press. The post-independence and the post-Filipino-American period in the Philippi’ were experienced differently by Filipinos coming from different classes. The upper principalia class experienced economic prosperity with the openits up of the Philippine economy to the United States but the majority of the poor Filipino remained poor, desperate, and victims of state repression. ‘The selected cartoons illustrate not only the opinion of certain medi outfits about the Philippine society during the American period but also paint a broad image of society and politics under the United States. In the aren’ 4 Readings In Pallppine Historymodeled after the Americans. First, it seemed that the Filipino: _at that timé did not understand well enough the essahee of democracy and the accompanying democratic institutions and processes. This can be seen on the rising dynastic polities in Tondo ga depicted in the cartoon:published by ‘The Independent. Patronage also became influential and powerful, not only between clients and patrons but also between the newly formed: political parties composed of the elite and the United States. This was depicted in the cartoon where the United States, represented by Uncle Sam, provided dole outs for members of the Federalista while the Nacionalista politicians looked on and waited for their turn, Thus, the essence of competing political parties to enforce choices among the voters was cancelled out, The problem continues up to the present where politicians transfer from one party to another depending on which party was powerful in specific periods of time. ‘The transition from a Catholic-centered, Spanish-Filipino aosiety to an imperial American-assimilated one, and its complications, were also depicted in the. cartoons. One example is the unprecedented increase of motorized vehicles in the city. Automobiles became a popular mode of transportation in the city and led to the emergence of taxis. However, the laws and policy implementation was mediocre. This resulted in the increasing colorum ‘and unlicensed vehicles transporting people around the city. Fhe rules governing the issuance of driver's license was loose and traffic police could not ‘be bothered by rampant violations of traffic rules. This is a direct consequence of the drastic urbanization of the Philippine society. Another: example is what McCoy called the “sexual revolution” that occurred in the 1930s: Young people, as early as that period, disturbed the conservative Filipino mindset by engaging in-daring sexual activities in public spaces like cinemas. Here, we can see how that period was the meeting point between the conservative past and the liberated future of the Philippines. : Lastly, the cartoons also illustrated the conditions of poor’ Filipinos in the Philippines now governed by the United States: From the looks ‘of it, nothing much has changed. For example, a cartoon depicted how police authorities oppress petty Filipino criminals while turning a blind eye on hoarders who monopolize goods in their huge warehouses. (presumably Chinese merchants). The other cartoon depicts how Americans controlled Filipinos through seemingly harmless American’ objects. By: controlling their consciousness and mentality, Americans got to:control-and:subjigate Filipinos. Bear Ege t te shuieasinult ¢ ties for example; we £06:the price,thiat s Rai forthe demporeael Filipinos paid for t polgeia® Chapter | Content and Conta Amage ofSelcte yimary Sources tn Philippine Hiory 38Revisititig Core ina't Speech Before the US. Congress: razon Aquine’s Speec i "Corazon “Ooiy” Cojuangeo Aquino functioned as the symbol of the, 4 restoration of deniceracy end the overthrow of the Marcos Dictatorship ix i 1986. The EDSA People Powor, whichinstalléd Cory Aquinoin the presidency, 4 i puit the Philippines in the international spotlight for overthrowing a dictatat through peaceful means. Cory was easily a figure ofthe said revolution, a8 the Widow of thie slain Marcos oppésitionist and former Senator Benigno “Ninoy” i Aduino Jr. Cory was hoisted as the antithesis of the dictator. Her image 4 H as a mourning, widowed housewife who had always been in the shadow of | | her husband and relatives and had no experience in politics was juxtaposed ; i against Mareos’s statestnanship, eloquence, charisma, ahd cunning political ‘i skills, Nevertheless, Cory was able to capture the imagination of the people § i whose rights and freedom had long been compromised throughout the Marens i regime. This is despite the fact that Cory came from a rich haciendero family 4 i in Tarlac and owned vast estates of sugar plantation and whose relatived:g | occupy local and national government positions. 4 The People Power Revolution of 1986 was widely recognized around |: the world for its peaceful character. When former senator Ninoy Aquino was ehot at the tarmac of the Manila International Airport on 21 August |: 1983, the Marcos regime greatly suffered a crisis of legitimacy. Protésta from different, sectors frequented different areas in the country. Marcoe’s credibility in the international community also suffered. Paired with the} looming economic crisis, Marcos had to do something to prove to his allies ‘ in the United States that he remained to be the democratically anointed leader of the country. He called for a Snap Election in February 1996; |’ where Corazon Cojuangco Aquino, the widow of the slain ‘senator was convinced to run against Marcos. The canvassing was rigged to Marcos’s | 3 favor but the people expressed their protests’ against the corrupt and./4 authoritarian government. Leading military officials of the regime and | Martial Law orchestrators themselves, Juan Ponce Enrile and Fidel V. Ramos, plotted to take over the presidency, until civilians heeded the {4 call of then Manila Archbishop Jaime Cardinal Sin and other civilian } Jeaders gathered-in EDSA. The overwhelming presence of civilians i #1 | -EDSA- successfully turned a.coup into civilian demonstration. Th} thousands of people who gathered overthrew Ferdinand Marcos frail ‘the presidency after 21 years. E