ACADEMIC YEAR 2023-2024

MODULE
Readings in Philippine History
GE 102

Prepared by:
Ms. Milckie Flores
Instructor
 GUIDE ON HOW TO USE THE MODULE

A. For Faculty

1. As there is no face-to-face teaching for now, the instructors have prepared this
module to be a way of imparting knowledge of Readings in Philippine History to
the students while they are staying in their respective homes.
2. This module will be distributed via Google Classroom and Google Mail
depending on the section to which they belong.
3. Answers to each task or activity will be sent via Google Classroom in a separate
document.

B. For Learners

1. Read the objectives that can be found on the second page of the module. This
way, you will know what you are expected to achieve at the end of this course.
2. Read the title of the lesson that follows to get an idea of what the content of the
preliminary period is about.
3. This module consists of three units. Organize your study to understand the
meaning, well-being and importance of learning Readings in Philippine History.
4. Here are the rules for learning each lesson:
• Read the title as well as the objectives of each unit so you that know the
outcome of the instructions.
• Read the lectures and lesson annotations and complete the following tasks or
activities
 FOREWORD

Due to the rapid change and challenge of globalization in the teaching of History,
especially in the field of education, it has become a challenge for teachers to share
knowledge regarding the Readings in Philippine History. Teachers have developed a
module that will address the need for the so-called new normal. With this method, it will
increase the students' level of knowledge and it is geared toward the holistic development
of a person in overlapping realms of the individual, the Filipino community, and the
global community.
Students will be given guidance and assistance by the members of the institution
in achieving the expected objectives contained in this module. In order to achieve the
teacher's goals in sharing learning ideas, computers and especially the internet have
played an important role. Through these innovative technologies, teachers and even
students have developed alternative methods to achieve the required knowledge.
The author of this module also emphasizes the skills that will be developed to
their ability through activities appropriate for each lesson. The output of the members of
the institution will provide effective and quality education
 MODULES FOR READINGS IN PHILIPPINE HISTORY
Credits : 3 units lecture (3 hours/week)
Pre-Requisite : None

Lesson Title: Introduction to History

References
1.
Candelaria, J. &Alporha, V. (2018). Readings in Philippine History. C.M.
Recto, Manila: Rex Bookstore. p. 1-9
2.
Historiography by Richard T. Vann retrieved from https://www.britannica.
com /topic/historiography
3.
Oxillo M.J.C. (2018). Readings in Philippine History - Introduction to
Philippine History. Retrieved August 10, 2020 from https://www.slideshare.
net/markjhonoxillo/introduction-to-philippine-history-119056759
4.
Wilde R. (2019). Primary and Secondary Sources in History. Retrieved
August 10, 2020 from https://www.thoughtco.com/primary-and-secondary-
sources-their-meaning-in-history-1221744

Objectives
At the end of the course, the students are expected to:
1. Recall the basic concepts of history.
2. Evaluate primary sources for their credibility, authenticity and provenance
3. Create examples of primary sources and the corresponding secondary sources
derived from them.

HISTORY AND HISTORIOGRAPHY WEEK 2

History has always been known as
the study of the past; it was derived from the Greek word historia which means
knowledge acquired through inquiry or investigation. History as a discipline
existed around 2,400 years and is as old as mathematics and philosophy. This
term was then adapted to classical Latin where it acquired a new definition.
Historia became known as the account of the past of a person or of a group of
people through written documents and historical evidences. That meaning stuck
until the early parts of the 20 th century. History became an important academic
discipline. It is the historian’s duty to write about the lives of important
individuals like monarchs, saints, and nobilities.
History also focused on writing about wars, revolutions and other
important breakthroughs. It is 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 historical fact. Thus, there are valid documents that are
 being used to record history like receipts, personal letters, chronicle’s accounts,
government records etc. There has also been discrimination on the validity of
history; whereas, restricting historical evidence as exclusively written is a
discrimination against other social classes who were not recorded in paper. Others
got their historical documents burned or destroyed in the events of war or
colonization. Nobilities, monarchs, the elite and even the middle class would have
their birth, education, marriage, and death as matters of the government and
historical record. But the peasant families and indigenous group did not give
much thought on being registered to the government records. There is a question
lingering to our minds; does the absence of documents mean that people of no
history or past? Nor they even existed?

Questions and Issues in History

History as a discipline has already turned into a complex and dynamic
inquiry. Thus, this produced various perspectives on the discipline regarding
questions such as: What is history? Why study history? These can be
answered through historiography. Historiography is the writing of history,
especially the writing of history based on the critical examination of sources, the
selection of particular details from the authentic materials in those sources, and
the synthesis of those details into a narrative that stands the test of critical
examination. The term historiography also refers to the theory and history of
historical writing. History and historiography should not be confused with one
another. The former is focused with the study is the past, the events that occurred
in the past, and the cause of such events. While, the latter’s object of study is the
history itself (i.e., 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?), so on and so forth. Thus,
historiography helps learners to understand more about history.

Evaluating Historical Data

There are two ways on how to examine historical sources for the scholastic writers and
historians to validate the authenticity of the sources that they have collected to be used as
the reference of the historical account that they are going to publish. These are Internal
and External Criticism.

HISTORICAL METHODOLOGY: INTERNAL AND EXTERNAL CRITICISMS

History is a meaningful record of human achievement. It is not merely a
list of chronological events but a truthful, integrated account of the relationships
 between persons, events, times and places. History is used to understand the past
and to unravel the present in the light of past events and developments. In this
modern world, there are plenty of materials that include history in it. It is
important to explain the meaning and significance of those materials, and to
elaborate, analyze, synthesise and philosophise the ideas in the light of the
knowledge we possess. However, historians and students of history need to truly
scrutinize these historical sources to avoid deception and to come up with the
historical truth. Valid criticisms can be done through External and Internal
criticisms.
External criticism is the practice of verifying the authenticity of evidence
by examining its physical characteristics; consistency with the historical
characteristic of the time when it was produced; and the materials used for the
evidence. Example of the things that will be examined in conducting external
criticism of a document includes quality of the paper, the type of the ink, and the
language and words used in the material among others.
Internal criticism on the other hand, is the examination of the evidence. It
looks at the content of the source and examines the circumstance of its
production. Internal criticism looks at the truthfulness and factuality of the
evidence by looking at the author of the source; its context; the agenda behind its
creation; the knowledge which informed it; and intended purpose, among others.
For example, Japanese reports and declarations during the period of war should
not be taken as a historical fact hastily. Internal criticism entails the historian
acknowledges and analyzes how reports can be manipulated to be used as war
propaganda.

Lesson Title: Historical Sources (Primary and Secondary Sources)WEEK 3

Objectives
At the end of the course, the students are expected to:
1.

HISTORICAL SOURCES: PRIMARY AND SECONDARY SOURCES

 The most important research tool of a historian is historical resources.
Historical resources can be classified into two categories; primary and secondary
sources. The classification of a these sources depend on the historical subject
being studied.
Primary sources are those sources produced at the same time as the
event, period, or subject being studied. For example, if a historian wishes to study
the Commonwealth Constitution Convention of 1935, his primary source can
include minutes of the convention, newspaper clippings, Philippine Commission
reports of the US Commissioners, records, draft of the Constitution, or even
photographs.
On the other hand, secondary sources can be defined in two ways: it is
anything about a historical event which was created using primary sources, and/or
which was one or more stages removed from the time period and the event. A
second hand item; for instance, school textbooks tell you about a time period, but
they are all secondary sources as they were written later, usually by people who
weren’t there, and discuss the primary sources they used when being created.
Secondary sources frequently quote or reproduce primary sources, such as a book
using a photograph. The key point is that the people who made these sources are
relying on other testimony rather than their own.
Both primary and secondary sources are useful in writing and learning
history; and in conclusion with that, validating historical sources is important
because the use of unverified, falsified, and untruthful historical sources can lead
to equally false conclusions. Thus, without thorough criticisms of historical
evidences, historical deceptions and lies will be highly probable.

Example of Primary Sources and Secondary Sources

Primary Sources Secondary Sources
Autobiography Biography
Memoirs Encyclopedia
Diary Textbooks
 Fossils Thesis
Relics Dissertations
Letters Interviews
Photographs News reports
Speeches Movies
Videos News Articles
Legal Documents Scholarly Journals
Ornaments Transcriptions
Clothing Almanacs
Tools Dictionaries

Lesson Title: Content and Contextual Analysis of Selected Primary Sources

WEEK 4
Textbooks:
Candelaria, J. &Alporha, V. (2018). Readings in Philippine History. C.M. Recto,
Manila: Rex Bookstore
 Zafra N. (1956). Readings in Philippine History. Department of History,
University of the Philippines, Diliman. Retrieved August 8, 2020 from
https://digital.soas.ac.uk/content/LO/AA/00/59/03/00001/pdf.pdf
Blount J. (1912). The American Occupation of the Philippines, 1898-1912.
Michigan: G. P. Putnam's Sons
References
Esperagoza J. (2014). Ang Pagdating ni Magellan sa Pilipinas. Retrieved August
12, 2020 from https://www.slideshare.net/JulietEsparagoza/ang-peiii
Inocentes C. (2013). Saavedra’s Expedition (Philippine History). Retrieved August
12, 2020 from https://www.slideshare.net/JulietInocentes/saavedras-
expedition-philippine-history
Miguel de Loarca, Re/acion de las Yslas Filipinas, in Blair and Robertson, Vol. V,
pp. 171·173.
Philippine News Agency archives
Rizal's life and minor writings, Austin Craig, page 314, Philippine Education Co.,
Manila, 1927
Spanish Expeditions to the Philippines (2020). Retrieved August 12, 2020 from
http://www.philippine-history.org/spanish-expeditions.htm
The Philippine Islands, 1493-1803, volume 1, number 12, page 79, Emma Helen
Blair , James Alexander Robertson, Edward Gaylord Bourne, Cleveland,
Ohio: The A. H. Clark company
The Philippine Islands, 1493-1803, Volume 1, Number 2, page 48, Emma Helen
Blair, James Alexander Robertson, Edward Gaylord Bourne, Cleveland,
Ohio: The A. H. Clark company, 1903-09.
Zafra N. (1956). Readings in Philippine History. Department of History, University
of the Philippines, Diliman. Retrieved August 8, 2020 from
https://digital.soas.ac.uk/content/LO/AA/00/59/03/00001/pdf.pdf

Objectives
At the end of the lesson, students should be able to:
1. Analyze the events and circumstances leading to the Spanish discovery and
conquest of the Philippines
2. Determine the contribution of different kinds of primary sources in understanding
Philippine history.

THE 3GS OF COLONIAL HISTORY

 When the Philippines is under the Imperial Spain, its discovery was
propelled by God, Gold and Glory.
GOD
The Power of Faith

Spanish missionaries and friars were able to spread Christianity in Luzon

and Visayas but Mindanao was very resistant during that time. Friars became
people with high political positions and social classes were implemented. Aside
from the Catholic faith the Spaniards influenced, there are certain things and
customs that were carried up to this generation. One of those traditions is the
belief in relics, idols and images of the saints.
Today, The Philippines is approximately 85 percent Christian (mostly
Roman Catholic), 10 percent Muslim, and 5 percent 'other' religions, including the
Taoist-Buddhist religious beliefs of Chinese and the 'indigenous' animistic beliefs
of some peoples in upland areas that resisted 300 years of Spanish colonial rule.
GOLD
Trade under Colonialism

The Inclusion of Asian trade to that of Europe led not only to the flow of
economic products and the wealth of Asia to European societies but also to the
dynamic interaction of cultures.
The tremendous profits European trade brought to nation states
particularly Portugal and Spain, intensified European rivalries for the fabled
source of Oriental products
On March 16, 1521 the European ships reached the Philippines and soon
after the Spice Islands, effectively establishing the first westward spice trade route
to Asia.
Making the food more palatable to the most discriminating medieval tastes
triggered the search for spices of all sorts: pepper, cinnamon, cloves, nutmeg and
ginger which were indigenous to the East.
Paete woodcarvers stood out during the 19th century for products they
produced. Along with these Filipinos are wealthy of native products produced all
over the country,
The Spaniards closed the ports of Manila to all countries except Mexico.
Thus, the Manila–Acapulco Trade, better known as the "Galleon Trade" was born.
And because the Spaniards were so engrossed in making profits from the Galleon
Trade, they hardly had any time to further exploit our natural resources.
GLORY
Trace of Colonization

Construction of the defensive walls was started by the Spanish colonial

government in the late 16th century to protect the city from foreign invasions.
Intramuros served as the capital of the Spanish East Indies the center of
 commerce, education, government, and religion in Spain's most distant imperial
possession.
One of the most popular painitings in the Philippines is the masterpiece
Spolarium by Juan Luna. It depicts the 19th century horror experience by
Filipinos. It emphasized the violation of Human Rights, Forced Labor and how
the Spaniards terrorize Filipinos in their own land.
THE VOYAGE OF MAGELLAN TO THE PHILIPPINES
Magellan was a Portuguese who served under the flag
and King of Spain began travelling in 1519 from Spain to
make the first voyage around the world. Magellan's
exploration consists of five ships called San Antonio,
Santiago, Concepcion, Victoria, and Trinidad with 264
sailors. Ferdinand Magellan’s voyage to the Philippines was
one of the accomplishments of Spain in early modern times;
it was an event during the reign of Charles I (1516-1556). It
ranks in historical importance with Columbus’ voyage to the
New World in 1492 and Vasco da Gama’s voyage in India in 1498. These
voyages were the prelude to the great event of early modern times which history
writers refer to as the Commercial Revolution.
From the standpoint of Spanish national history, the voyages of Columbus
and Magellan were the sequel of important event which took place in Spanish
Peninsula in the later Middle Ages. This was the union through marriage of two
of the leading states in the Peninsula. Under Ferdinand and Isabella (1474-1516),
frequently referred to by the Spanish writers as Los Reyes Catolics,; the new
Spain, following the example of Portugal, embarked upon the task of finding a
new trade route to the countries of the Far East. The need for such route was
keenly felt at that time throughout Western Europe.

THE MAGELLAN EXPEDITION

The Treaty of Tordesillas gave Spain
the right to venture into the unexplored
regions of the South Seas as the Pacific
Ocean was then called. Spain, however, did
not make use of this right until many years
later. In 1519, Spain launched their
expedition to the East. That year, Ferdinand
 Magellan left the port of San Lucas de Barrameda on a voyage of discovery which
eventually took him to the Philippines.
The story of Magellan’s expedition is told into two important source
documents: Pigafetta’s account that was published in Italian in 1800 under the
title, “Primo viaggio intorno al globo terracqueo”; and a letter written in Latin in
1522 by Maximilianus Transylvanus entitled, “De Moluccis Insulis”.
The following is an excerpt of the story of Magellan’s expedition as told
by Pigafetta:
“On Monday morning, August X, St. Lawrence’s Day, in the year
abovesaid, the fleet, having been supplied with all the things necessary to the sea,
(and counting those of every nationality, we were two hundred and thirty-seven
men), made ready to leave the harbour of Siviglia... From 17 to 20 leagues by
river. Some days after the captain-general, with his other captains, descended the
river in the small boats belonging to their ships. We remained there for a
considerable number of days in order to finish (providing) the fleet with some
things that it needed. Every day we went ashore to hear mass in a village called
Nostra Dona de Baremeda (our Lady of Barrameda) near San Lucar. Befor the
departure, the captain-general wished all the men to confess, and would not allow
any woman to sail in the fleet for the best of considerations”.
“We left that village, by name San Luchar, on Tuesday, September XX of
the same year, and took a southwest course. On the 26th of the said month, we
reached an island of the Great Canaria, called Teneriphe, which lies in a latitude
of 23 degrees (landing there) in order to get flesh, water, and wood..”

The Voyage Across the Pacific

“Wednesday, November 28, 1520, we debouched from that strait, engulfing ourselves in
the the Pacific Sea. We were three months and twenty days without getting any kind of
fresh food. We ate biscuit, which was no longer biscuit, but powder of biscuits swarming
with worm. It stank strongly of the urine of rats. We drank yellow water that had been
putrid for many days. We also mainyard to prevent the yard from chafting the shrouds,
and which had become exceedingly hard because of the sun, rain, and wind..”.
“...We saw no land except two desert islets, where we found nothing but
birds and trees, which we called them the Ysolle Infortunate (i.e.
Unfortunate Isles). They are two hundred leguas apart. We found no
anchorage, (bu) near them saw many sharks. The first islet lies fifteen
degrees of south latitude and the other nine... Had not God and His
blessed mother given us so good weather we would all have died of
hunger in that exceeding vast sea. Of a verity I believe no such voyage will
ever be made (again).”

 16th march 1521

Magellan arrived at the Archipelago of San Lazaro or Islas de San Lazaro (a term
given by Magellan to the Philippines). Since the Spaniards did not yet know that they had
crossed the International Date Line, the date was extended by one day and made March
17th.
Arrival at the Philippines
“At dawn on Saturday, March 16, 1521, we came upon a high land at a
distance of three hundred leguas from the island of Latroni, an island named
Zamal (Samar). The following day the captain-general desired to land on another
island which was uninhibited and lay to the right of the above mentioned island
order to be more secure and get water and have some rest... On Monday
afternoon, March 18, we saw a boat coming toward us with nine men in it.
Therefore, the captain-general ordered that no one should move or say a word
without his permission. When those men reached the shore, their chief went
immediately to the captain-general giving signs of joy because of our arrival...
The captain-general seeing that they were reasonable men, ordered food to be set
before them, and gave them red caps, mirrors, combs, bells, ivory, bocasine, and
other things. When they saw the captain’s courtesy, they presented fish, a jar of
palm wine, which they call uraca (arrack), figs more than one palmo long
(bananas), and others which were smaller and more delicate, and two coconuts..”
 Homonhon
Magellan first went to the island of Homonhon in Samar. Meanwhile, Magellan
was able to talk to the natives through Enrique, a Malay who served as an interpreter who
was said to be Magellan's slave. Enrique had been with Magellan since 1511 after the
Portuguese conquered Malacca. Pegaffeta called him Hinrich (in Portuguese). According
to Pegaffeta, Hinrich or Enrique was a native of Sumatra.
At Limasawa
 “On Thursday morning, March twenty eight, as we had seen a fire on an
island the night before, we anchored near it. We saw a small boat which natives
call boloto with eight men in it, approaching the flagship. A slave belonging to the
captain-general, who was a native of Zamatra (Sumatra); which was formerly
called Trapobana spoke them. They immediately understood him, came alongside
the ships, unwilling to enter but taking a position at some little distance. The
captain seeing that they would not trust us, threw them out a red cap and other
things tied to a bit of wood. They received them very gladly and went away
quickly to advise their king.”

 31st March 1521

The Spaniards reached Limasawa in Leyte and held the first mass in the
archipelago led by Father Pedro de Valderrama. The incident is based, according to
Antonio Pegaffeta, but based on another group, it is said to have been held in Masao,
Butuan. which was in Agusan del Norte in Mindanao. After the mass, the Spaniards built
a cross on top of a hill. It was witnessed by Rajah Kolambu, leader of Limasawa and his
brother Rajah Siaui, leader of Butuan.

Easter Sunday Mass at Limasawa

“Early on the morning of Sunday, the last of March, and Easter day, the
captain-general sent the Easter day, the captain-general sent the priest with some
men to prepare the place where mass was to be said; together with the interpreter
to tell the king that we were not going to land in order to dine with him, but to say
mass. Therefore the king sent us two swine that he had killed. When the hour for
mass arrived, we landed with about fifty men, without body armor, but carrying
our other arms; and cressed in our best clothes... Before we reached the shore
with our boats, six pieces were discharged as a sign of peace.”

 5th April 1521

When Magellan arrived in Cebu, they built a cross on the shore, which means that
they claimed the territory on behalf of Spain.
 7th April 1521
The Spaniards came to Cebu. They were accepted by Rajah Humabon, the leader
of Cebu.
Arrival at Cebu
 “At noon on April seven, we entered the port of Zubu passing many
villages, where 1ve saw many houses built upon logs. On approaching the city,
the captain-general ordered the ships to fling their banners. The sails were
lowered and arranged as if for battle and all the artillery was fired, and action
which caused ereat fear to those people. The captain-general sent a foster-son of
his as ambassador to the king of Zubo and an interpreter. The king told him that
he was welcome.”

 14th April 1521

The baptism of the natives of Cebu was performed. Rajah Humabon and his wife
Hara Amihan were also baptized. Magellan gave the image of Santo Ninio as a gift to
Hara Amihan. After his baptism, Rajah Humabon was given a new name, Carlos, in
honor of King Charle V of Spain while Hara Amihan was named Juana, the wife of
Charles V.
 27th April 1521
The battle took place in Mactan where Magellan was killed. Lapu-Lapu, the
leader of Mactan, refused to recognize the power of Spain. The Spaniards were defeated
in battle because Magellan did not plan well in the invasion this is probably because they
underestimated the ability of the natives to fight. They also did not think that their
cannons would not be useful because they could not get close to the shore because of the
coral reefs.
When Magellan died, Duarte Barbosa and Juan Serrao succeeded him as head of
the expedition, but were later assassinated by Rajah Humabon, who had doubts about his
alliance with foreigners.
ALVARO DE SAAVEDRA CERON
is was one of the Spanish explorer in the Pacific Ocean. The next ecpedition to the
Far East was fitted to the East was lifted out in Mexico by Hernando Cortes on orders
from the Spanish colonizer, King Charles I. Cortes, fa,ous as the conqueror of the Aztec
Empire in Mexico, was the viceroy of that Spanish colony. HE appointed a cousin of his,
Alvaro de Saavedra, to command the expedition.
The first to the Far East to be lifted out on Mexican soil consisted of the three
ships: the Florida, the Santiago, the Espiritu Santo and it had 120 men.
The Saavedra Expedition’s Goal
The expedition has four (4) goals. First, is to see what mighthave happened to the
survivor of the Magellan expedition. Second, is to look for Trinidad which had not been
heard from. Third, is to inquire about what became of the Cabot expedition; and lastly, to
see what happened to the Loaisa Expedition.
The Saavedra Expedition
The expedition left port of Zihuatanejo,
Mexico on November 1 1527. Saavedra carried a
letter from Cortes addressed to the King of Cebu.
In his letter, Cortes solicited friendship of the
Cebuanos, asked to be allowed to trade with
them, offered pay a ransom for any Spaniard who
might be a prisoner in Cebu.
In his expedition, a violent storm in mid-
pacific sank two of the ships. With only one ship remaining, the expedition reached
Guam on December 29 and took possession of Yap Island in the name of the King of
Spain.
Early in 1528, the ship reached Mindanao, where the men rescued two survivors
of the Magellan expedition. Saavedra ransomed the 70 dollars in Mexican gold.
From Mindanao, Saavedra steered his ship to Cebu, but unfavourable winds drove
it to Tidore, in present day Indonesia, where they found the survivors of the Loaisa
expedition.
Saavedra tried to return to Mexico twice but failed. He died in the ea on October
9, 1529. Before his death, he instructed his men to return to Tidore in case the weather
did not permit them to sail for Mexico.
The survivors of his expedition together with Loaisa’s men landed at tidore bute
were captured there by the Portuguese. A few excape and the others returned to Europe
on board Portuguese ships.

THE VILLALOBOS EXPEDITION

On November 1, 1542, Ruy Lopez de
Villalobos started his expedition to the Philippines from
Barra de Navidad, New Spain or Nueva España (now
Mexico). He was the brother-in-law of Antonio de
Mendoza, then viceroy of New Spain, who appointed
him to commander the expedition.
Villalobos reached Mindanao on February 2 of the
following year, the first Spaniard to make explorations in that Island. It was he who
bestowed upon these islands the name "Felipinas" in honor of the Crown-prince, Don
Felipe of Spain, who later became King Felipe II. He conferred this appellation sometime
in 1543. Dr. Jose Rizal in his annotation to Morga's 1609 Philippine History, said that
Villalobos initially gave the name "Felipinas" to one of the southern islands, Tandaya,
now perhaps Leyte, and this name later was extended to the entire archipelago.
Pablo Pastells, S.J., said that the name "Felipinas" was confirmed by King Felipe
II in a decree dated at Villadolid, Spain and directed to the (by now) viceroy of Nueva
España, Don Luis de Velasco, on September 24, 1559.
 Meanwhile, the Portuguese, then already established in the Moluccas, opposed
any attempt of the Spaniards to settle in the neighboring islands and treated Villalobos as
an enemy.
After two years of hardships and struggles, he was obliged to place himself in the hands
of the Portuguese. He departed for Spain in one of their ships and was seized by a
malignant fever which terminated his life at Amboina (Maluku) on Good Friday of 1546.
“If I should try to write to your lordship in detail of the hunger, need, hardships,
disease and the deaths that we suffered at Sarragan, I would fill a book... In that island
we found a little rice andsago, few hens and hogs, and three deer. This was eaten in a few
days, together with what remained of the ship food. A number of cocoa-palms were
discovered; and because hunger cannot suffer delay, the buds which are the shoots of the
palms were eaten. There were some figs and fruits. Finally we ate all the dog, cats and
rats we could find, besides horrid grubs and unknown plants, which all together caused
the deaths, and much of the prevalent disease. And especially they ate large numbers of a
certain large variety of gray lizard, which emits considerable glow; very few who ate
them are living. Land crabs also were eaten which cause some to go mad for a day after
partaking of them, especially if they had eaten the vitals. At the end of seven months, the
hunger that had caused us to go to Sarragan withdrew us thence.”

A Letter of Fray Geronimo Santisteban to the Viceroy of Spain

THE LEGAZPI EXPEDITION
The failure of Villalobos expedition had quite a sobering
effect upon Charles I’s colonial ambitions. Since none of the
expedition after Magellan from Loaisa to Villalobos had
succeeded in taking over the Philippines, King Charles I stopped
sending colonizers to the Islands. However, when Philip II
succeeded his father to the throne in 1556, he instructed Luis de
Velasco, the viceroy of Mexico, to prepare a new expedition – to
be headed by Miguel Lopez de Legazpi, who would be
accompanied by Andres de Urdaneta, a priest who had survived the Loaisa mission.
13th February 1565
Legaspi's expedition landed in Cebu island. After a short struggle with the
natives, he proceeded to Leyte, then to Camiguin and to Bohol. There Legaspi made a
blood compact with the chieftain, Datu Sikatuna as a sign of friendship. Legaspi was able
to obtain spices and gold in Bohol due to his friendship with Sikatuna.
27th April 1565
Legaspi returned to Cebu; destroyed the town of Raja Tupas and establish a
settlement. On orders of the King Philip II, 2,100 men arrived from Mexico. They built
the the port of Fuerza de San Pedro which became the Spanish trading outpost and
stronghold for the region.
8th May 1565
Martin de Goiti arrived at Manila and they were welcomed by the natives and
formed an alliance with Rajah Suliman, their Muslim king but as the locals sensed the
true objectives of the Spaniards, a battle between the troops of Suliman and the Spaniards
erupted. Because the Spaniards are more heavily armed, the Spaniards were able to
conquer Manila. Soon after Miguel Lopez de Legazpi arrived to join Goiti in Manila.
Legaspi built alliances and made peace with Rajahs Suliman, Lakandula and Matanda. In
1571, Legaspi ordered the construction of the walled city of Intramuros and proclaimed it
as the seat of government of the colony and the capital of the islands. In 1572, Legaspi
died and was buried at the San Agustin Church in Intramuros. In 1574, Manila was
bestowed the title "Insigne y Siempre Leal Ciudad de España" (Distinguished and ever
loyal city of Spain) by King Philip II of Spain.

Juan de Plasencia, Customs of the Tagalogs

About the Author
Juan de Plasencia, a Spanish priest of the Franciscan Order, spent most of his
missionary life in the Philippines, where he founded numerous towns in Luzon and
wrote several religious and linguistic books.
Plasencia is reported to have arrived in the Philippines in 1578 and joined forces
with another missionary, Fray Diego de Oropesa. They both started preaching around
Laguna de Bay and Tayabas, Quezon where he founded several towns. The following
years, they also put up a large number of towns in the provinces of Bulacan, Laguna and
Rizal including Caliraya, Majayjay, Nagcarlan, Lilio (Liliw), Pila, Santa Cruz, Lumban,
Pangil, Siniloan.

He wrote number of books intended to promote the understanding of both the

Spanish language among the natives, and the local languages among the missionaries, to
facilitate the task of spreading Christianity.
Plasencia is believed to have authored the first book printed in the Philippines, the
Doctrina Cristiana, which was not only printed in Spanish but also in Tagalog, in both
Latin script, and the commonly used Baybayin script of the natives of the time, and it
even had a version in Chinese.
After receiving your Lordship’s letter, I wished to reply immediately; but I
postponed my answer in order that I might first thoroughly inform myself in regard to
your request, and to avoid discussing the conflicting reports of the Indians, who are wont
to tell what suits their purpose. Therefore, to this end, I collected Indians from the
different districts - old men, and those of most capacity, all known to me; and from them,
I have obtained the simple truth, after weeding out much foolishness in regard to their
government administration of justice, inheritances, slaves, dowries.

Read the excerpt below from “Customs of the Tagalogs” written by Fr. Juan de
Plasencia as he described the people and their social statues in a time when Spaniards
were utterly unaware of our pre-colonial background.

“These people always had chiefs, called by them datos, who governed them and
were captains in their wars, and whom they obeyed and reverenced….

These chiefs ruled over but few people; sometimes as many as a hundred houses,
sometimes even less than thirty. This tribal gathering is called in Tagalog a
barangay. It was inferred that the reason for giving themselves this name arose
from the fact… that when they came to this land, the head of the barangay, which
is a boat, thus called… became a dato. And so, even at the present day, it is
ascertained that this barangay in its origin was a family of parents and children,
relations and slaves.

In addition to the chiefs… there were three castes; nobles, commoners, and
slaves. The nobles were the free-born whom they call maharlica. They did not pay
tax or tribute to the dato, but must accompany him in war, at their own expense…
Moreover, when the dato went upon the water those whom he summoned rowed
for him.

If he built a house, they helped him and had to be fed for it. The same was true
when the whole barangay went to clear up his lands for tillage. The lands which
they inhabited were divided among the whole barangay, especially the irrigated
portion. and thus each one knew his own….

The chiefs in some villages also had fisheries, with established limits, and sections
of the rivers for markets. At these, no one could fish, or trade in the markets,
without paying for the privilege, unless he belonged to the chief’s barangay or
village.
 The commoners were called aliping namamahay. They are married, and serve
their master, whether he is a dato or not, with half of their cultivated lands….
They accompanied him whenever he went beyond the island and rowed for him.
They live in their own houses and are lords of their property and gold. Their
children inherit it, and enjoy their property and lands….

The slaves are called aliping saguiguilid. They serve their master in his house and
on his cultivated lands and may be sold. The master grant them, should he see fit,
and providing that he has profited through their industry, a portion of their
harvests, so that they may work faithfully. For this reason, servants who are born
in the house of their master are rarely, if ever, sold. That is the lot of captives in
war, and those brought up in the harvest fields.”

Source: Juan de Plasencia, 1589, “Customs of the Tagalogs” on Blair and Robertson,
the Philippine Islands, 1493-1898, Vol. XVII.

Lesson Title: Identification of the historical importance of the text

Emilio Jacinto “Kartilla ng Katipunan”, WEEK 5

Objectives
At the end of the course, the students are expected to:
1.

Kartilla ng Katipunan
By Emilio Jacinto
About the Author
 Emilio Jacinto y Dizon (December 15,
1875 - April 16, 1899)was one of the highest ranking
officers during the Philippine Revolution. He joined the
secret society Kataastaasan, Kagalang-galangang
Katipunan ng mga Anak ng Bayan, better known as the
Katipunan, at the age of 19. He served as the advisor on
fiscal matters and secretary to Andres Bonifacio. He
edited the revolutionary newspaper of the Katipunan
called Kalayaan under the pseudonym “Dimasilaw” and
used the monicker “Pingkian” in the secret society.
Identified as the Brain of the Katipunan, he authored
the Kartilya ng Katipunan.
Kartilla served as the guidebook for new members of the organization, which laid out
the group's rules and principles.

Mga Aral nang Katipunan ng mga A.N.B.

1. Ang kabuhayang hindi ginugugol sa isang malaki at banal na kadahilanan ay kahoy na

walang lilim, kundi damong makamandag

2. Ang gawang magaling na nagbubuhat sa pagpipita sa sarili, at hindi sa talagang nasang

gumawa ng kagalingan, ay di kabaitan.

3. Ang tunay na kabanalan ay ang pagkakawang gawa, ang pagibig sa kapua at ang isukat
ang bawat kilos, gawa’t pangungusap sa talagang Katuiran.

4. Maitim man at maputi ang kulay ng balat, lahat ng tao’y magkakapantay;

mangyayaring ang isa’y higtan sa dunong, sa yaman, sa ganda…; ngunit di mahihigtan sa
pagkatao.

5. Ang may mataas na kalooban inuuna ang puri sa pagpipita sa sarili; ang may hamak na
kalooban inuuna ang pagpipita sa sarili sa puri.

6. Sa taong may hiya, salita’y panunumpa.

7. Huag mong sasayangin ang panahun; ang yamang nawala’y magyayaring magbalik;
nguni’t panahong nagdaan na’y di na muli pang magdadaan. Value of time

8. Ipagtanggol mo ang inaapi, at kabakahin ang umaapi.

9. Ang taong matalino’y ang may pagiingat sa bawat sasabihin, at matutong ipaglihim
ang dapat ipaglihim.

10. Sa daang matinik ng kabuhayan, lalaki ay siyang patnugot ng asawa’t mga anak; kung
ang umaakay ay tungo sa sama, ang patutunguhan ng iaakay ay kasamaan din.

11. Ang babai ay huag mong tignang isang bagay na libangan lamang, kundi isang
katuang at karamay sa mga kahirapan nitong kabuhayan; gamitan mo ng buong
pagpipitagan ang kaniyang kahinaan, at alalahanin ang inang pinagbuhata’t nagiwi sa
iyong kasangulan.

12. Ang di mo ibig na gawin sa asawa mo, anak at kapatid, ay huag mong gagawin sa
asawa, anak, at kapatid ng iba.

13. Ang kamahalan ng tao’y wala sa pagkahari, wala sa tangus ng ilong at puti ng mukha,
wala sa pagkaparing kahalili ng Dios wala sa mataas na kalagayan sa balat ng lupa;
wagas at tunay na mahal na tao, kahit laking gubat at walang nababatid kundi ang sariling
wika, yaong may magandang asal, may isang pangungusap, may dangal at puri; yaong di
napaaapi’t di nakikiapi; yaong marunong magdamdam at marunong lumingap sa bayang
tinubuan.

14. Paglaganap ng mga aral na ito at maningning na sumikat ang araw ng mahal na
Kalayaan dito sa kaabaabang Sangkalupuan, at sabugan ng matamis niyang liwanag ang
nangagkaisang magkalahi’t magkakapatid ng ligaya ng walang katapusan, ang mga
ginugol na buhay, pagud, at mga tiniis na kahirapa’y labis nang natumbasan. Kung lahat
ng ito’y mataruk na ng nagiibig pumasuk at inaakala niyang matutupad ang mga
tutungkulin, maitatala ang kaniyang ninanasa sa kasunod nito.

Lesson Title: Examination of the author’s main argument

Declaration of Philippine Independence

WEEK 6

Objectives
At the end of the course, the students are expected to:
2.

Declaration of Philippine Independence

 When studying historical sources, you need to be aware of documents’ sources
and their authors’ point of view. Point of view refers to the perspective of the author
toward a particular person or issue that has been shaped over some time due to his/her
experiences, motives, beliefs, origin, age, gender, social status, and ideology.
You might mistakenly feel that primary sources are historical facts; that there are
no biases; and are accurate. To effectively analyze point of view, you must treat the
documents as personal interpretations and not facts.
In analyzing the author’s argument and point of view, you should ask yourselves
the following questions:
1. Who is the speaker/source?
(Age, gender, profession/work, social status, etc.)
2. What is the occasion?
(Circumstances, current situation, place, time, etc.)
3. Who is the intended audience?
(Written privately or written to be read/heard by others)
4. What is the purpose?
(Motives, beliefs, ideology, etc.)
5. What is the subject?
(Topic, content, ideas)
6. What is the tone?
(Emotions, etc.)

The Filipinos painstakingly struggled for detachment from their colonial masters.
While it took the early revolts a myriad of motives, the 1896 Philippine Revolution led by
Andres Bonifacio and his Katipunan, hoped for a better cause – freedom.

While Bonifacio was the supremo of Katipunan, it was Emilio Jacinto who laid
the values that every Katipunero had to carry with them at all times. Below is Jacinto’s
“Teachings of Katipunan” or sometimes called “Kartilla.”

Though Bonifacio and Jacinto did not see the fruits of their struggles, on June 12,
1898, Emilio Aguinaldo, along with the generals of the revolution, declared the
independence of the Philippines in Kawit, Cavite.

“And having as a witness to the rectitude of our intentions, the Supreme Judge of the
Universe, and under the protection of the Powerful and Humanitarian nation, the United
States of America, we do hereby proclaim and declare solemnly in the name and by the
authority of the people of these Philippine Islands,
That they are and have the right to be free and independent; that they have ceased to
have any allegiance to the Crown of Spain; that all political ties between them are and
should be completely severed and annulled; and that, like other free and independent
States, they enjoy the full power to make War and Peace, conclude commercial treaties,
enter into alliances, regulate commerce, and do all other acts and things which an
Independent State has a right to do….

And, lastly, it was resolved unanimously that this Nation, already free and independent as
of this day, must use the same flag which up to now is being used, whose design and
colors are found described in the attached drawing, the white triangle signifying the
distinctive emblem of the famous Society of the ‘Katipunan’ which by means of its blood
compact inspired the masses to rise in revolution; the three start, signifying the three
principal Islands of this Archipelago – Luzon, Mindanao and Panay where this
revolutionary movement started; the sun representing the gigantic steps made by the sons
of the country along the path of Progress and Civilization; the eight rays, signifying the
eight provinces – Manila, Cavite, Bulacan, Pampanga, Nueva Ecija, Bataan, Laguna,
and Batangas – which declared themselves in a state of war as soon as the first revolt
was initiated, and the colors of Blue, Red, and White, commemorating the flag of the
United States of North America, as a manifestation of our profound gratitude towards
this Great Nation for its disinterested protection which it lent us and continues lending
us.”

Source: Declaration of Philippine Independence, 12 Hunyo 1898, on National Historical

Institute, Documents of the 1898 Declaration of Philippine Independence, 1997

Lesson Title: “One Past but many histories”: Controversies and Conflicting
views in Philippine History
Site of the First Mass WEEK 7

Objectives
At the end of the course, the students are expected to:
1. React and reflect on controversial issues and conflicting views concerning historical
events;
2. Demonstrate the ability to formulate arguments in favor or against a particular issue
using primary sources

A. Four Sites of the First Mass

 On Easter Sunday, 31st of March 1521 a small island port named Mazaua hosted
the first Christian mass. The two eyewitnesses Antonio Pigafetta (1523) and Antonio
de Herrera y Torsedillas (1601) have told two identical accounts of this event.
“Massawa,” a word found in 181 of the Philippine languages, is found only in
Butuanon and its scion, Tausug. It means bright light and clear crystal.

Some Filipino historians have long challenged the notion that Limasawa was the
location of the country’s first Catholic mass. The historian Sonia Zaide identified the
site of the first Christian mass in Butuan as Masao (also Mazaua). Zaides claim was
supported by the diary of Magellan’s chronicler, Antonio Pigafetta. In 1995
Congresswoman Ching Plaza in Agusan Del Norte – Butuan, subsequently, submitted
a bill to the Congress contesting the Butuan was the site of the first mass.

Sites of the First Mass

1. Limasawa Island, Southern Leyte. The most famous is Limasawa Island, an
island town in Southern Leyte, which the Philippine government recognized as
the actual site of the First Mass. Island was also known by the powerful Roman
Catholic Church as the site of the first mass landed by Magellan with his crew.
The Spanish Embassy also acknowledged Limasawa as a landing site for
Magellan and that it also dispatched the Galleon of Andalusia for five days to
Maasin City and about three hours to Limasawa. Limasawa has been recognized
by the Embassy of Portugal in Metro Manila as ‘Mazzaua,’ written by Pigafetta
on which Magellan and his soldiers observed the first mass in Easter or
introduced the people of the island Christianity.

2. Masao or Mazaua in Butuan City, Agusan del Norte. The next popular one is
Mazaua in Butuan City, the capital of Agusan del Norte in Northern Mindanao.
The Butuanons and their supporters advocate that Magellan and his men landed in
Mazaua for the reason that it has the anchorage, rice fields, gold, antique
“balanghai” and other artifacts which they unearthed in scattered areas in Butuan
City.
3. Homonhon Island, Eastern Samar. After they landed in Guam and called Las
Islas de los Ladrones (the left island), Magellan’s troops had a terrible experience
staying there. Some people in Homonhon Island and Samar claimed, shortly after
the arrival of Magellan and his companions on the island, they had a mass in the
Isle to thank God for their safe journey from Guam and the vast Pacific Ocean.
According to the groups that were supporting the first mass in Homonhon:
 4. Mahaba Island, Placer, Surigao del Norte. Finally, in the North-East of
Mindanao, another group, said that the expedition of Magellan was the first Mass
in Suriagao del Norte, Mahaba Island.

Lesson Title: “One Past but many histories”: Controversies and Conflicting
views in Philippine History

Cavite Mutiny WEEK 8

Objectives
At the end of the course, the students are expected to:
3.

The Cavite Mutiny Controversy

Jose Rizal dedicated his novel “El Filibusterismo” to the three priests,
Mariano Gome, 85 years old, Jose Burgos, 30 and Jacinto Zamora, 35
who were executed at Bagumbayan Field in the morning of February 17,
1872 (Ariola, 2012; Agoncillo, 2010 and Zaide, 2004). The three priests were summarily
tried and sentenced to death by the garrote for being linked as investigators of the Cavite
Arsenal Revolt of January 20, 1872. The three priests were very active in the
secularization ( or nationalization ) of the clergy (Nuguid, 2012).
However, not all Filipinos, including college students knew that there were two accounts
or perspectives in reference to the death of the three Filipino Martyrs, according to Chris
Antonette Piedad-Pugay (a history writer)

A. The Spanish Perspective of the 1872 Cavite Mutiny

(based on Pugay’s historical account)
Jose Montero y Vidal, a prolific Spanish historian documented the event and
highlighted it as an attempt of the Indios to overthrow the Spanish government in the
Philippines. Meanwhile, Gov. Gen. Rafael Izquierdo’s official report magnified the event
and made use of it to implicate the native clergy, which was then active in the call for
secularization.
In particular, Izquierdo blamed the unruly Spanish Press for “stockpiling”
malicious propagandas grasped by the Filipinos. He reported to the King of Spain that the
“rebels” wanted to overthrow the Spanish government to install a new “hari” in the likes
of Fathers Burgos and Zamora. The general even added that the native clergy enticed
other participants by giving them charismatic assurance that their fight will not fail
because God is with them coupled with handsome promises of rewards such as
employment, wealth, and ranks in the army. Izquierdo, in his report lambasted the Indios
as gullible and possessed an innate propensity for stealing.

B. THE FILIPINO VERSION OF THE CAVITE INCIDENT

(based from the historical account of Pugay)
Dr. Trinidad Hermenigildo Pardo de Tavera, a Filipino scholar and researcher,
wrote the Filipino version of the bloody incident in Cavite. In his point of view, the
incident was a mere mutiny by the native Filipino soldiers and laborers of the Cavite
arsenal who turned out to be dissatisfied with the abolition of their privileges. Indirectly,
Tavera blamed Gov. Izquierdo’s cold-blooded policies such as the abolition of privileges
of the workers and native army members of the arsenal and the prohibition of the
founding of school of arts and trades for the Filipinos, which the general believed as a
cover-up for the organization of a political club.
Tavera believed that the Spanish friars and Izquierdo used the Cavite Mutiny as a
powerful lever by magnifying it as a full-blown conspiracy involving not only the native
army but also included residents of Cavite and Manila, and more importantly the native
clergy to overthrow the Spanish government in the Philippines. It is noteworthy that
during the time, the Central Government in Madrid announced its intention to deprive the
friars of all the powers of intervention in matters of civil government and the direction
and management of educational institutions. This turnout of events was believed by
Tavera, prompted the friars to do something drastic in their dire sedire to maintain power
in the Philippines.

Lesson Title: “One Past but many histories”: Controversies and Conflicting
views in Philippine History
(Retraction of Rizal) WEEK 2

Objectives
At the end of the course, the students are expected to:

Rizal’s retraction letter was discovered by Father Manuel Garcia. C.M in 1935. From this
time on, the letter’s content has become a favorite subject of dispute among history
writers, history professors, and academicians. The retraction letter dated December 29,
1896 was said to have been signed by Rizal himself.
 The first version: I declare myself a Catholic and in this religion in which I was
born and educated. I wish to live and die. I retract with all my heart whatever in my
words, writings, publications, and conduct has been contrary to my character as a son of
the Catholic Church.”

The second version: “I retract with all my heart whatsoever in my words,

writings, publications, and conduct have been contrary to my character as a son of the
Catholic church.”

Upon analysis of the two (2) versions of Rizal’s letter, it can be shown that there
are different words used and some words are missing in the second version. At any rate,
whether Rizal truly resigned his Catholic faith is still a controversy. However, there are
groups who believed or did not believe that Rizal retracted.

Prelude to Rizal’s Signing of the Retraction Document

Some authors of history books dealing with Life, Works, and Writings of Jose
Rizal stated that the first draft of the retraction letter was sent by Archbishop Bernardino
Nozaleda to Rizal’s cell in Fort Santiago the night before his execution. Fort Santiago
was the place where Rizal was imprisoned and where Rizal wrote his 14-stanza poem
“Mi Ultimo Adios.” But Rizal was said to have rejected the draft because it was lengthy
and did not like the wordings.

According to a testimony by Fr. Vicente Balaguer who became Rizal’s friend in

Dapitan, Rizal accepted a short retraction documentnprepared by Fr. Pio Pi, the head of
the Jesuit Society of the Philippines. However, Rizal wrote his own retraction after
making some modifications in the shorter retraction letter shown to him. In his own
retraction letter, he disavowed masonry and religious thoughts that opposed Catholic
belief.

Concluding Statement on Rizal’s Controversial Retraction

Whether Rizal signed a retraction or not, Rizal is still Rizal. It did not diminish
his stature as a great patriot, the hero who courted death “to prove to those who deny our
patriotism that we know how to die for our duty and our beliefs.” (Jose Diokno’s
statement).
 Rizal's retraction or did not change the fact that his works and writings began the
“wheels of change” in the Philippine colonial society – a change that led to the Philippine
independence. The retraction is just one aspect of the life, works, and writings of Rizal
(Jose Victor Torres).
Torres noted that the controversy in Rizal’s retraction is irrelevant today. The way
Rizal is taught today, the retraction means nothing at all, Torres added

Lesson Title: “One Past but many histories”: Controversies and Conflicting
views in Philippine HistoryWEEK 3
The Cry of Balmtawak
Objectives
At the end of the course, the students are expected to:

Cry of Balintawak or Pugad Lawin, where did Andres Bonifacio “Cry ”?.
The Cry of Balintawak is a contrived controversy. For nearly a century, the Cry of
Balintawak or Cry of Pugadlawin has been the subject of many controversies. It is
considered as a turning point of Philippine history. The main focus of controversy is the
date and place of Bonifacio Cry. There were five dates for the Cry - August 20, 23, 24, 25
and 26 and the five different venues for the first cry: Balintawak, Pugadlawin, Kangkong,
Bahay Toro, and Pasong Tamo.

The first issue: It has been widely accepted and believed that the first cry of the
revolution took place in Balintawak, Caloocan in August 23, 1896.
 The second issue: The first cry was in August 23, 1896 but the exact place is not in
Balintawak but in Pugadlawin. Between these two controversies, the Balintawak tradition
continues to thrive.
The third issue: The cry occurred towards the end of August 1896 and that all the
places mentioned above are in Caloocan which in those times was a district of
Balintawak.
But these controveries remain unresolved except in the Phlippine History books.

Lesson Title: Social, political, economic and cultural issues in Philippine history:
Agrarian Reform Policies, TaxationWEEK 4

HISTORY OF AGRARIAN REFORMS IN THE PHILIPPINES

Pre-Colonial Times (before 16th century)

The Philippines, even before being colonized by different countries, has already
developed an organization for their communities. The land owned by these communities
is known as barangay which consists of 30-100 families which is administered by
different chiefs.
In these barangays, everyone regardless of status had access on the land and
mutually shares resources, to the community. They believed in and practiced the concept
of ‘stewardship’ where relationship between man and nature is important.
Land cultivation was done commonly by kaingin system or slash and burn method
wherein land was cleared by burning the bushes before planting the crops or either land
was plowed and harrowed before planting. On the other hand, food production was
intended for family consumption only at first but later on neighboring communities which
were engaged in a barter trade, exchanging their goods with others. Some even traded
their agricultural products with luxury items of some foreign traders like the Chinese,
Arabs and Europeans.
The only recorded transaction of land sale during that time was the Maragtas
Code. This is the selling of the Panay Island to ten Bornean datus in exchange for a
golden salakot and a long gold necklace. Although the Code of Luwaran was one of the
oldest written laws of the Muslim society which contains provision on the lease of
cultivated lands, there was no record how lease arrangement was practiced.

Spanish Era ( 1521-1896)

When the Spanish came to the country in 1521, they introduced “pueblo”, an
agricultural system wherein the native rural communities were organized into0 pueblo
and each Christianized native family is given out four to five hectares of land to
cultivate, thus there is no landless class.
Nonetheless, these native families are merely landholders and not legitimate
landowners. By laws, the land assigned to them was the property of the Spanish king
where they pay their colonial tributes to the Spanish authorities in the form of agricultural
products that they produce.
At the beginning of the 19th century, the Philippines as a colony of Spain
implemented policies that would mainstream the country into the world capitalism. The
economy was opened to the world market as exporter o f raw materials and importer of
finished goods.
The agricultural exports were mandated and hacienda system was developed as a new
form of ownership. More people lost their lands and were forced to become tillers.
Agricultural tenancy during that time originated when the Spanish crown
implemented the Laws o f the Indies. The laws awarded vast tracts of land to the religious
orders in the country. Some of them were awarded to the Spanish military as reward to
their (also known as repartiamentos), and to the other Spaniards known as
encomienderos to manage and have the right to0 receive tributes from the natives tilling
the lands also known as encomiendas. Because of this, the natives within these areas
became mere tillers working for a share of crops. They did not have any rights to the
land.
Ideally the purpose of the encomienda system is for the encomienderos to protect
the natives and further introduce them into Catholic faith in exchange for tribute from the
natives. But abusive encomienderos collected more tributes that became the land rentals
from the natives living in the area.
A compras y vandalas system was practiced wherein tillers were made to
compulsory sell at a very low price or surrender their agricultural harvests to Spanish
authorities where to render personal sevices on public and religious work and as a
household help to the encomienderos.
In 1865, there was a law made by the Spanish crown ordering landholders to
register their landholdings but only a few were aware of this decree so they were the only
ones who were able to register their lands. Ancestral lands were claimed and registered in
other people’s names (Spanish officials, inquilinos and caciques or local chieftains).As a
results, many peasant families were driven out from the lands they have been cultivating
for centuries or were forced to become tillers.
In 1893, the Ley Hipotecaria or the Mortgage Laws was introduced that provides
the systematic registration of titles and deeds as well as ownership claims. This law was
mainly a law on registration of properties rather than a mortgage law.
In 1894, the last Spanish land law promulgated in the Philippines was the Maura
Law or Royal decree of 1894. This law states that farmers and landholders were given
one year to register their agricultural lands to avoid declaration of it as a state property.

With the encomienda system still being used despite the different laws passed by the
Spanish crown more and more tillers were abused, exploited and deprived of their rights.
The revolution of peasants and farmers in 1896 articulated their aspirations for agrarian
reform and for a just society. Women also fought for freedom and played an important
role in the planning and implementing the activities of the revolutionary movements.
 The results of this revolution has made the government confiscate the large landed
estates, especially the friar lands and declared these lands as properties of the government
(Malolos Constitution, 1896, Article XVII).

American Era (1898-1935)

Realizing that being landless was the main cause of social unrest and revolt at
that time, the Americans sought to put an end to the miserable conditions of the tenant
tillers and small farmers by passing several land policies to widen the base of small
landholdings and distribute land ownership among the greater number of Filipino tenants
and farmers.
The first of which, the Philippine Bill of 1902 was passed which provided
regulations on the disposal of public lands wherein a private individuals can own 16
hectares of land while the corporate land holdings can avail of 1, 024 hectares. This also
gave the rights to the Americans to own agricultural lands.
The Torrens system of land registration was also introduced during the
American colonial period. This was made to replace the registration system that was
implemented by the Spaniards. The reason why they made a different system of
registration was that some 400,000 native farmers were without titles at the start of the
American era and this situation was also aggravated by the absence of records of issues
titles and accurate land surveys.
The Lands Registration Act of 1902 or Act No. 496 placed all private and public
lands under Torrens system. While the Cadastral Act or Act No. 2259 speeds up the
issuance of Torrens titles. This was done by surveying a municipality and presented the
result to the land registration court.
A program called the Homestead Program was introduced in 1903 that allowed
an enterprising tenant to acquire a farm of at least 16 hectares to cultivate. However, the
program was not implemented nationwide and was introduced only in some parts of
Mindanao and Northern Luzon, where there were available public alienable and
disposable lands.
There are also other agrarian laws that were introduced during the American era
like the First Public Land Act or Act No. 926 which provided rules and regulations for
selling and leasing portions of the public domain, completing defective Spanish land
titles, canceling and confirming Spanish concessions. Another is the Second Public Land
Act of 1919 or Act 2874 which limits the use of agricultural lands to Filipinos,
Americans, and citizens of other countries. On the other hand, the Act No. 141 amended
the Second Public Act of 1919 or Act No. 2874. The revision consists of a temporary
provision of equality on the rights of American and Filipino citizens and corporations. It
also compiled all pre-existing laws relative to public lands into a single instrument.
There is also the Friar Land Act or Act No. 1120 which provided the
administrative and temporary leasing and selling of friar lands to its tillers. The first
legislation regulating the relationship of landlord and tenants and the first law to legalize
a 50-50 crop sharing arrangement was also introduced in the American era and is known
as the Rice Share Tenancy Act of 1933 or Act No. 4054. There is also the Sugarcane
Tenancy Contract Act of 1933 or Act No. 4113 which regulated the relationship of
landlord and tenants in the sugarcane fields and required tenancy contracts on land
planted to sugarcane.
However, despite the different land policies passed during that time, the
farmers’ situation did not improve at all. In fact, it further worsened the land ownership
situation, where there was no limit on the size of landholdings one could possess.
Landholdings were once again concentrated in the hands of fewer individuals who can
afford to buy, register, and acquire fixed titles of their properties. Therefore, more lands
were placed under tenancy.
As a result, there were widespread peasant uprisings, headed by the armed
peasants’ groups known as Colorum and Sakdalista of Luzon and Northeastern
Mindanao, respectively. These uprisings resulted to social disorder in 1920’s and 1930’s.
Hence, more militant peasants and workers’ organizations bonded together for a more
collective action against the abuses of landlords and unjust land ownership situation. This
gave birth to the Communist Party of the Philippines.

Commonwealth Years (1935-1942)

During these years the situation of land ownership and tenancy were characterized
by the contrasting economic and political lifestyle between tenant and the landlord.
Landlords became richer and powerful while the tenants were deprived of their rights,
became poorer and absentee landowners increased. They preferred to go after new
opportunities in the cities and left farms idle to the management of ‘katiwalas’ . As a
result, haciendas were poorly and unjustly managed.
A small plot of land cultivated by an average peasant farmer could not sustain a
decent living for his family. Tenants and farmers shouldered excessive fines, unfair
taxation and usury. Systems for credit and marketing of rice were lacking thus, farmers
received a very low selling price. Consequently, peasant uprising became widespread all
over the country.
As a response to these situations, the government under the stewardship of
President Manuel L. Quezon realized that land reform programs should be implemented
immediately . They saw the purchase of friar lands as a possible way to solve the problem
of inequitable land ownership. They also saw that the Homestead Program could be
transformed into a massive resettlement program if properly implemented.

Japanese Era (1942-1945)

During the Japanese occupation, peasants and workers organized the

HUKBALAHAP (Hukbong Bayan Laban sa mga Hapon) on March 29, 1942 as an anti-
Japanese group. They took over vast tracts of land and gave the land to the people. For
them, the war was a golden opportunity for people’s initiative to push pro-poor programs.
Landlords were overpowered by the peasants but unfortunately at the end of the war,
through the help of the military police and civilian guards, landlords were able to retrieve
their lands from the HUKBALAHAP.

Evolution of Initiatives on Land Reform

Some of the agrarian reform laws were passed during the administration of
President Quezon.

1. RA 4054 or the Rice Tenancy Law was the first law on crop sharing which legalized
the 50-50 share between landlord and tenant with corresponding support to tenants
protecting them against abuses of landlords. However, this law was hardly implemented
because most of the municipal councils were composed of powerful hacienderos and big
landlords. In fact, only one municipality passed a resolution for its enforcement and
majorities have petitioned its application to the Governor General. The 1935 Constitution
provided specific provisions on social justice and expropriation of landed estates for
distribution to tenants as a solution to land ownership and tenancy problems.

2. Commonwealth Act No. 461 specified that dismissal of a tenant should first have the
approval of Tenancy Divicion of the Department of Justice.

3. Commonwealth Act No. 608 was enacted to establish security of tenure between
landlord and tenant. It prohibited the common practice among landowners of ejecting
tenants without clear legal grounds. President Quezon’s program on land reform includes
making a laid down social justice program that focused on the purchase of large
haciendas which were divided and sold to tenants. This administration was also
responsible in establishing the National Rice and Corn Corporation (NARICC) and
assigning public defenders to assist peasant in court battles for their rights to till the land.

4. During this period, the court of Industrial Relations (CIR) was up to exercise
jurisdiction over disagreement arising from agri-wo0rkers and landowner relationship. It
was also during this time that Rice Tenancy Act (Act No. 4054) was amended.

5. The Homestead Program continued through the creation of the National Land
Settlement Administration (CA No. 441) and tenancy were covered through CA Nos. 461
and 608.

But the implementation of land reform during Quezon’s administration was

hindered because of the budget allocation for the settlement program made it impossible
for the program to succeed. Also most landlords did not comply with the Rice Share
Tenancy Act. Widespread peasant uprisings against abusive landlords also continued. In
addition, the outbreak of the World War II put a stop to the land ownership and tenancy
interventions during this period.
Under Manuel Roxas Administration (1946-1948)

The Republic Act No. 34 was passed during the administration of President
Manuel Roxas and it was enacted to established a 70-30 sharing arrangement between
tenant and landlord. The 70% of the harvest will go to the person who shouldered the
expenses for planting, harvesting and for the work animals. With this, it reduced the
interest of lando0wners’ loans to tenant at not more than 6%.
President Roxas also negotiated for the purchase of 8,000 hectares of lands in
Batangas owned by the Ayala-Zobel family. These were sold to landless farmers.
However, due to lack of support facilities, the farmers were forced to sell their
lands to the landowning class. This failure gave basis to doubt the real meaning of land
reform program.

Under Elpidio R. Quirino (1948-1953)

During Elpidio Quirino’s administration, the Executive Order No. 355, the
Land Settlement Development Corporation (LASEDECO) was established to accelerate
and expand the peasant resettlement program of the government. However due to limited
postwar resources, the program was not successful.

Under Ramon Magsaysay (1953-1957)

When President Magsaysay was elected as t he president of the country, he

realized the importance of pursuing a more honest-to-goodness land reform. So he
convinced the elite controlled congress to pass several legislation to improve the land
reform situation in the country. Some of these are:

1. R.A. No. 1199 (1954) The Agricultural Tenancy Act basically governed the
relationship between landholders and tenant-farmers. This law helped protect the tenure
rights of tenant tillers and enforced fair tenancy practices.

2. R.A. No. 1160 (1954) Free distribution of resettlement and rehabilitation of

agricultural land and an Act establishing the National Resettlement and Rehabilitation
Administration (NARRA).

3. R.A. No. 1400 (1955) Land Reform Act or known as “Land to the Landless” Program
which sought improvement in land tenure and guaranteed the expropriation of all
tenanted landed estates.

4. R.A. No. 1266 (1955) Expropriation of Hacienda del Rosario, situated at Valdefuente,
Cabanatuan City.
 Magsaysay implemented the Agricultural Tenancy Act by establishing the Court
of Agricultural Relations in 1955 to improve tenancy security, fix the land rentals on
tenanted farms and to resolve the many land disputes filed by the landowners and peasant
organizations.
He also created the Agricultural Tenancy Commission to administer problems
arising from tenancy. Through this Commission, about 28, 000 hectares were issued to
settlers.
Under President Magsaysay, the Agricultural Credit and Cooperative Financing
Administration (ACCFA) was created. This is a government agency formed to provide
warehouse facilities and assist farmers market their products and established the
organization of the Farmers Cooperative and Marketing Associations (FACOMAs).
With the passing of R. A. 1160 of 1954, President Magsaysay pursued the
resettlement program through the National Resettlement and Rehabilitation
Administration (NARRA). This law established the government’s resettlement program
and accelerated the free distribution of agricultural lands to landless tenants and farmers.
It particularly aimed to convince the members of the HUKBALAHAP movement to
return to a peaceful life by giving them home lots farmlands.

This administration also spearheaded the established of the Agricultural and

Industrial Bank to provide easier terms in applying for homestead and other farmlands.
With all programs and bills passed under his administration, out of the targeted
300 haciendas for distribution, only 41 were distributed after its 7 years of
implementation. This was due to lack of funds and inadequate support services provided
for these programs.
As a results, landlords continued to be uncooperative and critical to the program
and lando0wnership and tenancy problems continued.

Under Carlos P. Garcia (1957-1961)

There was no legislation passed in President Carlos Garcia’s term but he

continued to implement the land reform programs of President Magsaysay.

Under Diosdado Macapagal (1961-1965)

It was during President Diosdado Macapagal that the Agricultural Land Reform
Code or R.A. No. 3844 was enacted more especially on August 8, 1963. This was
considered to be the most comprehensive piece of agrarian reform legislation ever
enacted in the country that time. Because of this, President Macapagal was considered
as the “ Father of Agrarian reform”.
The R.A. No. 3844 was considered the most comprehensive because this Act
abolished share tenancy in the Philippines. It prescribed a program converting the tenant
farmers to lessees and eventually into owner-cultivators. Moreover, it aimed to free
tenants from the bondage of tenancy and gave hope to poor Filipino farmers to own the
land they are tilling. Finally, it emphasized owner-cultivator relationship and farmer
independence, equity, productivity improvement, and the public distribution of land.
However, the landed Congress did not provide effort to come up with a separate
bill to provide funding for its implementation. The act was piloted on the provinces of
Pangasinan, Bulacan, Nueva Ecija, Pampanga, Tarlac, Occidental Mindoro, Camarines
Sur, and Misamis Oriental. It acquired a total of 18, 247.06 hectares or 99.29 % out of the
total scope of 18, 377.05 hectares. The program benefited 7, 466 farmer beneficiaries.

Under Ferdinand E. Marcos (1965-1986)

When President Marcos assumed office, he immediately directed the massive

implementation of the leasehold phase of the land reform program by signing into law the
Code of Agrarian Reforms in the Philippines or
R.A. No. 6389 and its companion bill R.A. No. 6390. The Code of Agrarian Reforms or
R. A. No. 6389 governed the implementation of the agrarian reform in the Philippines.
This law instituted the Code of Agrarian Reforms and significantly amended several
provisions of Agricultural Land Reforms Code or R. A. 3844 of President Macapagal. It
created the Department of Agrarian Reform, a separate administrative agency for agrarian
reform, replacing the Land Authority.
R.A. No. 6390 was enacted to accelerate the implementation of the agrarian
reform program in the fields of land acquisition and agricultural credit. Through the
Code, an AR Special Account in the General Fund was created that exclusively finance
the agrarian reform program.
The core of the Agrarian Reform Program of President Marcos was Presidential
Decree No. 2, proclaiming the entire country as land reform area and Presidential Decree
No. 27, decreeing the emancipation of tenants from the bondage of soil, transferring to
them the ownership of the land they till and providing the needed instruments and
mechanisms. This law provided for tenanted lands devoted to rice and corn to pass
ownership to the tenants. It also lowered the ceilings for landholdings to 7 hectares. The
law stipulated that share tenants who worked from a landholding of over 7 hectares could
purchase the land they tilled, while share tenants on land less than 7 hectares would
become leaseholders.
This agrarian reform program was designed to uplift the farmers from poverty and
ignorance and to make them useful, dignified, responsible and progressive partners in
nation-building. This AR program was a package of services extended to farmers in the
form of credit support, infrastructure, farm extension, legal assistance, electrification and
development of rural institutions.
President Marco’s Agrarian Reform Program is characterized by five major
components and these are Land Tenure Program, Institutional Development, Physical
development, Agricultural Development, and Human Resources.
The Agrarian Reform Program was also labeled as “revolutionary” by some
sectors because it was pursued under Martial Law and intended to make quick changes
without going through legislature or technical processes and another reason is that it was
the only law in the Philippines ever done in handwriting.
 Nevertheless, the program also posed some limitations which includes limited
scope of the program since it was only directed for the tenanted, privately-owned rice and
corn lands, there was monopoly of businessmen in both coconut and sugar industries,
foreign and local firms were allowed to use large tracks of land for their business; and
because of the declarations of Martial Law, several farmer leaders were arrested without
due process of law.

Lesson Title: The Philippine ConstitutionWEEK 5

Objectives
At the end of the course, the students are expected to:

The etymological definition of the term Constitution comes from word

Constitution, used for regulations and orders. Basic principles or accepted precedents
according to which a State or other organization is governed. The Constitution of the
Philippines is a written constitution in which all of the longings of the people are
expressed through their direct representatives.
The term Constitutions pertains to that body of rules and principles per which the
powers of sovereignty are exercised (Cooley, on Constitutional Limitations, mentioned in
De leon’s Textbook on the Philippine Constitutions. p.30)

The Purpose of the Constitution

Every permanent organizations of individuals, whether public or private, must
have basic rules or laws for its establishment and the conduct of its activities. Our entire
national, state and local government system rests on Constitutions
In a democracy, the construction of a Constitution is a function of the people
because the people exercise sovereignty and, as a result,, decide what rules and principles
they want the government to follow. A portion of this constituent power is delegated by
the people to the legislature by allowing it to participate in the process of amending the
Constitution.
A Constitution, to be successful, must be both stable and flexible. It is rigid in that
it can be formally only by amendment or replacement entirely. Flexibility is achieved
through decisions made by the legislature, by the chief executive, and by the courts, all of
which do introduce flexibility. Both our national and the State Constitution are a single
document and a rigid variety.

Constitution of the Philippines

A. Malolos Constitution
La Constitucion Politica de Malolos was written in Spanish. Following the
declaration of independence from Spain by the Revolutionary Government, a congress
was held in Malolos, Bulacan in 1899 to draw up a Constitution. It was the first
Republican Constitution in Asia. The document declares that the people have exclusive
sovereignty. Its states fundamental civil rights, the separation of church and state, and
calls for the creation of an Assembly of Representatives which would act as the
legislative body.
B. 1935 Constitution of the Philippines
C. The 1973 Constitutions of the Philippinen Republic
D. Constitution of the Republic of the Philippines