READINGS IN PHILIPPINE HISTORY (REVIEWER)

[Meaning and Relevance of History]

History (from Greek ἱστορία, historia, meaning "inquiry, knowledge acquired by

investigation") is the study of the past as it is described in written documents.

Events occurring before written record are considered prehistory.

History is an umbrella term that relates to past events as well as the memory, discovery,
collection, organization, presentation, and interpretation of information about these
events.

History is the sum total of everything that has actually happened in the past-every
thought, every action, every event. In this sense, “history” is surely one of the broadest
concepts conceived by the human intellect (Ford as cited in Furay, 2000).

History as broadly defined, as encompasses the entire scope of the human experience
on this planet. And this meaning of the word-things that happened in the past-is what
most people have in mind when they use the term in daily conversation (Ford as cited in
Furay, 2000).

History is not ‘what happened in the past’; rather, it is the act of selecting, analyzing, and
writing the past. It is something that is done, that is constructed, rather than an inert body
of data that lies scattered through the archives (Davidson and Lyle as cited in Furay,
2000).

List of Filipino historians:

Teodoro Agoncillo – prominent 20th-century Filipino historian

Trinidad Pardo de Tavera – he served as Deputy Prime Minister of the Philippines in 1899

Fr. Horacio de la Costa, SJ – contemporary historian

Gregorio F. Zaide - authored 67 books some of which became textbook in history for high
schools and colleges in the country

Timeline of PH History:

Neyolitiko/Neolithic

Panahong Bakal/Metal/Iron Age

Panahon ng mga Maharlika/Archaic Epoch

Panahong Kolonyal/Colonial Era

Contemporary History

Kasaysayang Kuntemporal/Contemporary History

Modernong kasaysayan/Modern period

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[Meaning and Relevance of History]

Famous quotes about history

“To be ignorant of the past is to remain always a child.”

―Marcus Tullius Cicero

“Those who do not remember the past are condemned to repeat it.”
-George Santayana

“History is not a burden on the memory but an illumination of the soul.”

-John Dalberg Acton

“History is written by the victors.”

-Winston Churchill

“A people without the knowledge of their past history, origin and culture is like a
tree without roots.”
-Marcus Garvey

“There is no future without memory. / Qu'il n'est pas d'avenir sans memoire.”
-Jacques Chirac

“The study of the past with one eye upon the present is the source of all sins and
sophistries in history. It is the essence of what we mean by the word "unhistorical".”
―Herbert Butterfield

“I shall relate quite simply how things happened and without adding anything of my
own, which is no small feat for an historian.”
―François-Marie Arouet “Voltaire”

“The historian without his facts is rootless and futile; the facts without their historian are
dead and meaningless.”
-Edward Hallett Carr

“In your travel, learn the brief history of the place visited. History is rich knowledge.”
―Lailah Gifty Akita

“History teaches us that man learns nothing from history.”

-Georg Wilhelm Friedrich Hegel

“Life can only be understood backwards but it must be lived forward.”

-Soren Kierkegaard

“Writers are historians, too. It is in literature that the greater truths about a people and
their past are found.”
-Francisco Sionil Jose

“We are not makers of history. We are made by history.”

-Martin Luther King, Jr.

“History is the version of past events that people have decided to agree upon.”
-Napoleon Bonaparte
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[Meaning and Relevance of History]

“History never looks like history when you are living through it.”
-John W. Gardner

“Fear history, for it respects no secrets."

-Gregoria de Jesus

SOURCES OF HISTORY

•Basic to historical research is utilization of sources.

•There are diverse sources of history including documentary sources or documents,
archeological records, and oral and video accounts.

1. Documents

These refer to handwritten, printed, drawn, designed, and other composed materials.
These include books, newspapers, magazines, journals, maps, architectural
perspectives, paintings, advertisements, and photographs.

2. Archeological Records

These refer to preserved remains of human beings, their activities, and the environment
where they lived. Aside from human remains, other archeological records are generally
categorised as fossils and artifacts.

3. Oral and Video Account

These form the third kind of historical source. These are audio-visual documentation of
people, events, and places. These are usually recorded in video and audio cassettes,
and compact discs. Aside from scholars, media people also use oral and video
accounts as part of their news and public affairs work.

2 GENERAL KINDS OF HISTORICAL SOURCES

1. PRIMARY SOURCES

These refer to documents, physical objects, and oral/video accounts made by an

individual; or a group present at the time and place being described. These materials
provide facts from people who actually witnessed the event.

2. SECONDARY SOURCES

These are materials made by people long after the events being described had taken
place.

HISTORICAL CRITICISM

Many Documents have primary and secondary segments. For instance, examining a
newspaper as a historical source entails a discerning mind to identify its primary and
secondary components. A news item written by a witness of an event is considered as
a primary source, while a feature article is usually considered as a secondary material.
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[Meaning and Relevance of History]

Similarly, a book published a long time ago does not necessarily render as a primary
source. It requires a meticulous reading of the document to know its origin.

2 LEVELS OF HISTORICAL CRITICISM

1. EXTERNAL CRITICISM

Answers concerns and questions pertinent to the authenticity of a historical source by

identifying who composed the historical material, locating when and where the
historical material was produced, and establishing the material’s evidential value.

2. INTERNAL CRITICISM

Deals with the credibility and reliability of the content of a given historical source. This
kind of criticism focuses on understanding the substance and message that the
historical material wants to convey by examine how the author frame the intent and
meaning of a composed material.

LOCATING PRIMARY SOURCES

There are substantial primary sources about the Philippines here and abroad. In the
country, government institutions such as National Library and the National Archives are
major repositories of documentary sources.

1. NATIONAL LIBRARY

It has a complete microfilm copy of the Philippine Revolutionary Records, compilation

of captured documents of Emilio Aguinaldo’s revolutionary government, and Historical
Data Papers, a collection of “history and cultural life” of all towns in the country.
Presidential Papers of different administrations from Manuel Quezon to Joseph Estrada.

2. NATIONAL ARCHIVES

It holds a substantial collection of catalogued and uncatalogued Spanish documents

about the Philippines composed from 1552-1900.

3. ACADEMIC INSTITUTIONS

a. University of the Philippines

b. Ateneo de Manila University
c. University of Santo Tomas
d. University of San Carlos

4. PRIVATELY OWNED MUSEUMS AND ARCHIVES

a. Ayala Museum
b. Lopez Museum
c. Religious Congregations

5. OUTSIDE THE PHILIPPINES

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a. Archivo General de Indias in Spain

b. US Library of Congress
c. Harvard University
d. US National Archives
e. University of Michigan
d. The Museu de les Cultures del Mon in Spain
f. Penn Museum

CONTENT ANALYSIS

It is a technique that help to analyze the actual content and it is features of any kind,
whether it was a word, picture, themes, text, and try to present the content in objective
and quantitative manner. It is used to determine the presence of certain words,
concepts, themes, phrases, characters, or sentences within texts or sets of texts and to
quantify this presence in an objective manner.

Texts can be defined broadly as books, book chapters, essays, interviews, discussions,
newspaper headlines and articles, historical documents, speeches, conversations,
advertising, theater, informal conversation, films, photos, websites or really any
occurrence of communicative language.

To conduct a content analysis on a text, the text is coded, or broken down, into
manageable categories on a variety of levels-- word, word sense, phrase, sentence, or
theme--and then examined using one of content analysis' basic methods: conceptual
analysis or relational analysis. The results are then used to make inferences about the
messages within the text(s), the writer(s), the audience, and even the culture and time
of which these are a part.

Content Analysis can indicate pertinent features such as comprehensiveness of

coverage or the intentions, biases, prejudices, and oversights of authors,
publishers, as well as all other persons responsible for the content of materials.

PROCESS OF CONTENT ANALYSIS

1. Which data are analyzed?

2. How are they defined?
3. What is the users from which they are drawn?
4. What is the context relative to which the data are analyzed?
5. What are the boundaries of the analysis?
6. What is the target of the inferences?

WHY USE CONTENT ANALYSIS?

• Due to the fact that it can be applied to examine any piece of writing or occurrence
of recorded communication.
• Content analysis is used in large number of fields, ranging from marketing and media
studies, to literature, rhetoric, information studies, sociology and political science,
psychology science, as well as other fields of inquiry.
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[Meaning and Relevance of History]

GOALS OF CONTENT ANALYSIS

• To reduce large amounts of unstructured content.

• To describe characteristics of the content.
• To Identify important aspects of the content.
• To present important aspects of the content clearly and effectively.
• To support some argument.
• To examine trends and relationships in the text and multimedia produced or used in
the fields context to provide an insight into it.
• To identify the intentions, focus or communication trends of an individual, group or
institution.
• To describe attitudinal and behavioral responses to communications
• To determine psychological or emotional state of persons or groups.

CONTEXTUAL ANALYSIS

A contextual analysis helps us to assess text within the context of its historical and
cultural setting, and its textuality (the qualities that characterize the text as a text.)

• It combines features of formal analysis with features of “cultural archaeology, ”

(the systematic study of social, political, economic, philosophical, religious, and
aesthetic conditions that were in place at the time and place when the text was
created.)

This means “situating” the text within the milieu of its times and assessing the roles
of author, readers and “commentators” on the text.

KEY QUESTIONS

1. What does the text reveal about itself as a text?

Describe (or characterize) the language ( the words, or vocabulary) and the rhetoric
(how the words are arranged in order to achieve some purpose).
These are the primary components of style.

2. What does the text tell us about its apparent intended audience(s)?
—What sort of reader does the author envision?
—(this is demonstrated by the text’s language and rhetoric)
—What sort of qualifications does the text appear to require of its intended reader(s)?
How can we tell?
—What sort of readers appear to be excluded from the text’s intended audiences? How
can we tell? Is there, perhaps, more than one intended audience?

3. What seems to have been the author’s intention?

—Why did the author write this text?
—And why did the author write this text in this particular way? Any text is the result of
deliberate decisions by the author... So, we need to
consider:
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-what the author said

-what the author did not say and
-how the author said it

4. What is the occasion for this text?

Is it written in response to:
—some particular, specific contemporary incident or event?
—some more “general” observation by the author about human affairs and/or
experiences?
—some definable set of cultural circumstances?

5. Is the text intended as some sort of call to– or for– action?

—If so, by whom? And why?
—And also if so, what action(s) does the author want the reader(s) to take?

6. Is the text intended as some sort of call to – or for – reflection or consideration rather
than direct action?
—If so, what does the author seem to wish the reader to think about and to conclude or
decide?
—Why does the author wish the readers to do this? What is to be gained, and by
whom?

7. Are we able to identify any non-textual circumstances that affected the creation and
reception of the text?
Such circumstances include historical or political events, economic factors, cultural
practices, and intellectual or aesthetic issues, as well as the particular circumstances of
the author's own life.

IDENTIFICATION OF THE HISTORICAL IMPORTANCE OF THE TEXT

BACKGROUNDER

June 12, 1898 - The Philippine Declaration of independence was proclaimed in Cavite
el Viejo (present- day Kawit, Cavite)

Filipino revolutionary forces under General Emilio Aguinaldo proclaimed the sovereignty
and independence of the Philippine Islands from the colonial rule of Spain.

PHILIPPINE INDEPENDENCE

• 1896 - the Philippine Revolution began. Eventually, the Spanish signed an agreement
with the revolutionaries
• Emilio Aguinaldo went into exile in Hongkong. At the outbreak of the Spanish-
American war.

• Commodore George Dewey - sailed from Hong Kong to Manila Bay leading a
squadron of U.S. Navy ships.
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• May 1, 1898 - the United States defeated the Spanish in the Battle of Manila Bay.
• The U.S. Navy transported Aguinaldo back to the Philippines.

THE PROCLAMATION ON JUNE 12

• Independence was proclaimed on June 12, 1898 between four and five in the
afternoon in Cavite at the ancestral home of General Emilio Aguinaldo.
• The event saw the unfurling of the National Flag of the Philippines, made in Hong
Kong by Marcela Agoncillo, Lorenza Agoncillo, and Delfina Herboza.

• Marcha Filipina Magdalo became the national anthem, now known as Lupang
Hinirang, which was composed by Julián Felipe and played by the San Francisco de
Malabon marching band.
• The Act of the Declaration of Independence was prepared, written, and read by
Ambrosio Rianzares Bautista in Spanish.

• The Declaration was signed by ninety-eight people, among them an American army
officer who witnessed the proclamation who attended the proceedings, Mr. L. M.
Johnson, a Coronel of Artillery.
• The proclamation of Philippine independence was, however, promulgated on
1August, when many towns had already been organized under the rules laid down by
the Dictatorial Government.

• The declaration was not recognized by the U.S. nor Spain and Spain later sold the
Philippines to the United States in the 1898 Treaty of Paris ended the Spanish-American
War.
• Philippine-American War - The Philippine Revolutionary Government did not recognize
the treaty or American sovereignty, and subsequently fought and lost a conflict with
United States.

Following World War II, the US granted independence to the Philippines on July 4, 1946
via the Treaty of Manila.

• 1964 - President Diosdado Macapagal signed into law Republic Act No. 4166
designating June 12 as the country's Independence Day.