Readings in Philippine History

Readings in Philippine History

 Table of Contents 

Content Page

List of Figures ………………………………………………………………………………. iii

Preface...………………………………………………………………………………………. v

Unit 1
UNDERSTANDING HISTORY USING PRIMARY AND SECONDARY SOURCES

Lesson 1.
Meaning and Relevance of History ............................................................................. 2
Lesson 2.
Test of Authenticity and Credibility ............................................................................. 8
Lesson 3.
Test of Authenticity and Credibility: The Tejeros Convention of 1897 ..................... 14

Unit 2
SPANISH COLONIZATION TO THE PRESENT

Lesson 1.
Chronicles about the 16th Century Filipinos: The First Voyage
Around the World and the Customs of the Tagalogs ................................... 35
Lesson 2.
Kartilya ng Katipunan ................................................................................................. 48
Lesson 3.
The Declaration of Philippine Independence ............................................................ 54
Lesson 4.
The Malolos Constitution and the First Republic ....................................................... 62
Lesson 5.
Visual Sources in the Stud of History ......................................................................... 72
Lesson 6.
Raiders of the Sulu Sea: A Documentary Presentation ............................................ 83

Unit 3
HISTORIC CONTROVERSIES

Lesson 1.
The Site of the First Mass .......................................................................................... 88
Lesson 2.
The Cavite Mutiny ...................................................................................................... 92

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Unit 4-A
SOCIAL, POLITICAL, ECONOMIC and CULTURAL ISSUES
A General Discussion

Lesson 1.
The Constitution of the Philippines ..................................................................................... 113
Lesson 2.
The Indigenous People: Some Notes .................................................................................. 118
Lesson 3.
History of Agrarian Reform in the Philippines ....................................................... 124

Unit 4-B
SOCIAL, POLITICAL, ECONOMIC, AND CULTURAL ISSUES
With Adaptations to the Disciplines of the Students

Lesson 1.
Bridges in the 19th Century Philippines Through Selected Photographs
(For Engineering and Architecture Majors) ........................................................... 128
Lesson 2.
The “Moro” Problem (For Liberal Arts Majors) ................................................................ 134
Lesson 3.
Implementing Public Order through the Claveria Decree of 1849
(For Computer Science, Accountancy and Business Admin. Majors) …. .................. 138
Lesson 4.
The School Curriculum in the Philippines: Its Historical Development
(For Education Majors) …. ........................................................................................ 144

Unit 5
APPRECIATING HISTORIC AND HERITAGE SITES

Lesson 1.
Dealing with Local History ................................................................................................... 151
Lesson 2.
Philippine Heritage and History............................................................................................ 158

Appendices

Appendix A.
Dealing with Local History ................................................................................................... 163
Appendix B.
Philippine Heritage and History............................................................................................ 164

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 Readings in Philippine History

 List of Figures 

Figure Page

Figure 1.
Reseña Historica de la Inauguracion de la Iglesia de
San Ignacio de Loyola de Manila en 1889 ............................................................. 1
Figure 2.
The book Katipunan and the Revolution............................................................................... 16
Figure 3.
The book Revolt of the Masses .......................................................................................... 23
Figure 4.
The Main Academic Building of PUP and its environs .................................................. 34
Figure 5.
Photo of Emilio Jacinto courtesy of Ambeth Ocampo .................................................... 49
Figure 6.
The Malolos Congress which convened at the
Barasoain Church in September 1898 ................................................................... 63
Figure 7.
Equal Work, Unequal Salary, Why? and
American Worker/Filipino Worker .................................................................... 77
Figure 8.
Tanong na Makahulugan ................................................................................................... 78
Figure 9.
The painting Planting Rice (1951) by Fernando Amorsolo ……………………………81
Figure 10.
Ambeth Ocampo’s picture of Jose Rizal’s alleged retraction document ...................... 87
Figure 11.
Photo of the Spanish arsenal in Cavite taken during the American Period................. 93
Figure 12.
Map of Cavite Arsenal. ..................................................................................................... 104
Figure 13.
Sergeant Fernando La Madrid, a mestizo who served as one
of the leaders of the Cavite Mutiny .................................................................... 108
Figure 14.
An Indian carpenter of the Cavite Arsenal .................................................................... 108
Figure 15.
Fathers Gomez, Burgos and Zamora, the martyrs of Filipinism. . ............................. 110
Figure 16.
The destruction of downtown Manila during the liberation campaign. .................... 112
Figure 17.
Manuel Roxas signing the constitution of the Philippines .......................................... 115
Figure 18.
History of Government Agencies on Indigenous People ............................................ 119
Figure 19.
Ethno-Linguistic Map of the Philippines ....................................................................... 120

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Figure 20.
Four Bundles of Rights from Republic Act No. 8371. . ................................................ 121
Figure 21.
The Absence of regulatory measures on the consumption of
tobacco made the children addicted to it. .......................................................... 127
Figure 22.
The Puente de Malagonlong in Tayabas, Quezon ........................................................ 130
Figure 23.
The Puente de España. ...................................................................................................... 131
Figure 24.
The system of writing by the Pre-colonial Filipinos called Baybayin ……………….145
Figure 25.
The transcript of records of Rizal at the Ateneo Municipal ………………………….146
Figure 26.
The subjects taken Up by Rizal at UST ……………………………………………….147
Figure 27.
The world heritage icon Paoay Church in Ilocos Norte ............................................... 150
Figure 28.
The Ruins in Bacolod City ................................................................................................ 159
Figure 29.
Heritage Cycle..................................................................................................................... 160
Figure 30.
Cultural Agencies and their role in heritage
management in the Philippines .......................................................................... 161
Figure 31.
Categories of Cultural heritage in the Philippines ....................................................... 161

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 PREFACE 

“The very concept of objective truth is fading out of the world.

Lies will pass into history.” – George Orwell

It is difficult to read history—dealing with it makes even worse. Yet, the faculty
members of the Department of History of the University who kept these pieces together tried
with ardor to respond to the challenge of the University in its call to write an instructional
material for the online classes as a consequence of the dreadful pandemic. The task is tough
and demanding because it seeks a thorough review and analysis of sources—something
which cannot just be done in a given limited period of time.

It is with great pleasure to write an instructional material for the benefit of the students
of the University and, perhaps, as a contribution to the discipline. However, it is equally
terrifying to succumb to inadvertent mistakes and criticisms that may arise from clerical errors,
editing and haphazardness. This is because history is always enlightening and therefore
inaccuracy is not permitted--there is no room for mistake, no room for doubt! Whatever
inexactitude and lapses committed herein, the indulgence of the readers is earnestly sought—
mea culpa. Those who prepared this material do not claim title to certain ideas, visuals and
illustrations. In fact, they are also committed students of history.

This material came up with the concerted effort of certain faculty members in the
Department: Prof. Jasper Christian L. Gambito wrote Lesson 1 (The Meaning and Relevance
of History) in Unit 1; Lesson 1 (Chronicles About the 16th Century Filipinos) and Lesson 6
(Raiders of the Sulu Sea) in Unit 2; Lesson 1 (The Site of the First Mass) in Unit 3; and,
Lesson 2 (The “Moro” Problem) in Unit 4-B. Prof. Mc Donald Domingo M. Pascual, the editor
and chair for this module, dealt with Lesson 2 (Tests of Authenticity and Credibility) and
Lesson 3 (The Tejeros Convention) in Unit 1; Lesson 2 (The Declaration of Philippine
Independence) and Lesson 5 (Visual Sources in History) in Unit 2; Lesson 2 (The Cavite
Mutiny) in Unit 3; Lesson 1 (Bridges in the 19th Century) and Lesson 3 (Implementing Public
Order Through the Claveria Decree of 1849) in Unit 4-B; and, Lesson 1 (Dealing with Local
History) in Unit 5.

Atty. Melchor A. Pelleja, on the other hand, tackled Lesson 4 (The Malolos Constitution
and the First Philippine Republic) in Unit 2; Lesson 1 (The Constitutions of the Philippines)
and Lesson 3 (History of Agrarian Reform in the Philippines) in Unit 4-A; and, Lesson 4 (The
School Curriculum in the Philippines: Its Historical Development) in Unit 4-B. Prof. Sherrenne
R. De Amboy, the co-chair and layout in-charge of the team, presented Lesson 2 (The
Indigenous Peoples: Some Notes) in Unit 4-A and Lesson 2 (Philippine Heritage and History)
in Unit 5. Finally, Prof. Ma. Rhodora Agustin examined Lesson 2 (Kartilya ng Katipunan) in
Unit 2.

The team wishes to thank Prof. Marlon F. Agoy-Agoy, the chairperson of the
Department of History, for his unfaltering support and understanding towards its members—
he has never failed to remind them with great compassion; to Dr. Nicolas T. Mallari, the dean
of the College of Social Sciences and Development for his usual considerations; to the

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University Administration for this opportunity; to Ms. Angelica Sevilla for her cooperation and
effort; to Mr. Lito S. Lacaba, Jr. for the cover design; and, to all of those who, in one way or
another, helped in carrying out this task.

“To err is human, to forgive is divine.” It is hoped with great zeal that this humble
material shall be used meaningfully by the students, less the shortcomings. It is anticipated
that, from here, they will be able to learn the ideas and information they need in order to
accomplish their pursuits in the course Readings in Philippine History (RIPH) and, of course,
to satisfy the quest for the truth about the past in their attempt to understand the present and,
perhaps, the future better. Be it like that, all the hardships and challenges in doing this piece
will be paid off.

Mabuhay ang Department of History, ang College of Social Sciences and

Development at ang Polytechnic University of the Philippines!

The RIPH Team

❖

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UNIT 1
UNDERSTANDING HISTORY
USING PRIMARY AND
SECONDARY SOURCES

Figure 1. Reseña Historica de la Inauguracion de la Iglesia de San Ignacio de Loyola de Manila

en 1889. (Reseña, 1890).

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 Lesson 1 

MEANING AND RELEVANCE OF HISTORY

Introduction

History is a boring subject for many. Students find it dull due to certain reasons as
previous techniques in teaching which tended to focus on memorizing the dates of historical
events, as well as the names of historical figures and the places where these events took
place. As such, it is the aim of this lesson to shed light on the meaning and relevance of
History in the daily lives of the Filipinos. Without dismissing the necessity of knowing the
answers to the basic questions of what, where, and when, studying history should be more
concerned in answering questions like “Why a certain event happened?” and “How did it
happen?” In the first place, why is it necessary to write history? Is it just a mere caprice of
the academician for him to brag his technical expertise? Can the study of history be useful in
understanding the different factors that led to the development of the present society?

Notwithstanding the necessity of writing history, the knowledge of identifying sources

and where to locate them are two of the basic lessons which a student of history should learn.
Sources are the primary foundation of history, needless to say in dealing with it. Without the
sources, the so-called historical narratives can be easily dismissed as historical fiction. This
lesson aims to give the students a preliminary background on the various sources that could
be employed in studying Readings in Philippine History, including certain information on the
repositories of these sources--physical or digital—so that the students would know where to
access them.

Learning Outcomes

At the end of the lesson, the students should be able to:

1. Identify credible and authentic primary sources and know how to evaluate their
provenance.
2. Determine the various repositories of historical sources where

What is History?

History originated as a derivation of historia, an ancient Greek term for learning

through inquiry (Hoefferle, 2013). It is usually defined as the study of past events. Merriam
Webster Dictionary denotes that history refers to a chronological record of significant events
such as those affecting a nation or institution, often including an explanation of their causes.
The American Historical Association, on the other hand, currently defines history as the never-
ending process whereby people seek to understand the past and its many meanings.
Therefore, history is not only a mere collection of narratives compiled or collated by authors,
rather history employs a system to organize narratives. As what the Greek philosopher

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Aristotle once said, history is a systematic account of a set of natural phenomena. It is also
an investigative work because people aim to satisfy their thirst for truth. History attempts to
know the actions of human beings that were accomplished in the past (Collingwood, 1976).

In the Philippine setting, the classic definition of history is given by Zeus Salazar, a
notable historian and retired professor of the University of the Philippines. To him,
Kasaysayan, the counterpart of history in the mother tongue, is an essential narrative with to
a group of people that is characterized by uniqueness and identity. This uniqueness, as
opined by Salazar, is largely based on their own language and heritage, hence “Ang
Kasaysayan ay salaysay na may saysay para sa isang grupo ng tao na may kakanyahan,
identidad na nakasandig sa sariling wika at kalinangan (Sebastian and Rosales, 2008).
Through this definition, Salazar reiterates that the essence of history depends on whose
history is being narrated and who the intended audiences are.

It is important to note that history is not the past, but rather a glimpse of the past. The
entirety of the past cannot be narrated and included in all of the written histories for the main
reason that not everything which happened in the past were recorded and/or documented.
Therefore, history does not create narration of past events; rather a recreation of past events
based on available materials.

The Relevance of History

Collingwood (1976) tells that history is valuable because it teaches people what they
have done and thus what man is. Through history, the present generation could assess the
feats and defeats of the previous generations and can learn not only from their errors but also
from their victories. The following relevance of history were enumerated by Peter Stearns
(1998).

• History contributes to Moral Understanding

• History helps us understand people and societies
• History provides Identity
• History is essential for Good Citizenship.

The Repositories of Historical Sources

Philippine Depositories. The foremost depository where students of history can go to is the
National Library of the Philippines (NLP). Holding a wide array of general and rare collections
on Philippine history, it includes the following units: (1) Filipiniana Division and (2) Microfilm
Section. These units, indeed, are very helpful to students in their academic pursuits and
research endeavors. Important documents such as the Historical Data Papers and the
Philippine Revolutionary Records are housed in this library.

The Archives of the University of Santo Tomas contains rich Spanish-era collection,
especially with regards to education-related records during the Spanish Period. The National
Archives of the Philippines (NAP) also contains rich Spanish-era collection, more particularly
when it comes to government-related records of the Spanish regime. If the students wish to
conduct researches on ecclesiastical-related topics, they can go and visit the Archdiocesan
Archives of Manila which is located in Arzobispado, Intramuros. This depository contains vast
information on Church affairs. It is also here where the infamous Retraction Letter of Rizal
was found. Moreover, the Manila Observatory Archives contains pertinent data regarding the

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various weather disturbances and conditions. This is due to the fact that the Observatorio
served as the weather forecasting bureau of the Spanish colonial government.

Other institutions of higher learning boast their rich collections of both primary and
secondary sources. Among them are the University of the Philippines Main Library in Diliman
Quezon City; the Ateneo de Manila University’s Rizal Library and Historical Collection of the
United States Embassy in Loyola Heights, Quezon City; and, the De La Salle University
Libraries in Ermita, Manila.

Students who wish to conduct researches on ethnic groups can visit the SIL
Philippines in Horseshoe Drive, Quezon City. The said archives offer almost 2,000 titles
relating to the languages of the Philippines. The archives of the Congregation of the
Immaculate Heart of Mary (CICM), also in Quezon City, offers collections on documents
written by CICM missionaries who were posted in the northern parts of Luzon. Other
depositories are the centers established by local historical networks. These centers provide
helpful sources about the history of their towns or provinces, thus the study of local history
becomes easier.

Spanish Depositories. The following are the principal Spanish depositories which contain
tons of collections pertaining to the Spanish colonial rule in the Philippines:

1. Archivo General de Indias (Seville)

2. ArchivoHistorico Nacional (Madrid)
3. Museo Naval de la Ministerio de Marina (Madrid)
4. Real Academia de la Historia (Madrid)
5. Biblioteca Nacional de Espana (Madrid)
6. Archivo de Ministerio de AsuntosExteriores (Madrid)

The Spanish government through the Ministerio de Cultura y Deporte launched the
Portal de Archivos Españoles (PARES) which offers free access to digitized copies of
documents and other sources that can be found in Spanish Archives. Through this initiative,
students of history in the Philippines can freely access digitized documents and other sources
online.

Mexican Depository. The Philippines was a part of the Viceroyalty of New Spain, the capital
of which was situated in Mexico. The ties between the two Spanish territories ended when
Mexico gained its independence in 1821. Because of this, a multitude number of sources
could possibly be sitting in the Archivo General de la Nacion de Mexico which can be very
useful to students.

British Depository. For a brief period of time, that is from 1762–1764, the British occupied
Manila. It was through this invasion that some historical sources written during the Spanish
period made its way to the British Museum. As a matter of fact, Jose Rizal took some time to
research inside this facility in an attempt to annotate the Sucesos de las Islas Filipinas of
Antonio de Morga.

American Depositories. Among the main depositories in the United States of America
include the following:

1. National Archives and Records Service (NARS)

2. Library of Congress (Washington D.C.)
3. Ayer Collection of the Newberry Library (Chicago, Illinois)

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4. Lily Library (Bloomington, Indiana)

5. Harvard University
6. Stanford University
7. University of Michigan

The proliferation of online archives is also beneficial to researchers who do not have
the capacity to conduct research in any of the above-mentioned depositories. Although many
of their collections are yet to be digitized, archive.org and Project Gutenberg offer a wide array
of scanned sources which are available for download.

Classification and Types of Historical Sources

Sources are defined as artifacts that have been left by the past. They exist either as
(1) relics, (2) what we can call as remains, or (3) as the testimonies of witnesses of the past
(Howell and Prevenier, 2001). Based on this definition, the students can infer that historical
sources are not only confined to written documents but also to artifacts and ecofacts. A basic
definition from Collins English Dictionary relates artifact as ‘something made or given shape
by humans such as a tool or a work of art. On the other hand, Merriam Webster Dictionary
denotes artifact as a simple object showing workmanship or modification as distinguished
from a natural object. Basically, it is an object remaining from a particular period. Examples
are tools and ornaments.

It is easy to say that an artifact does not only refer to antiquated objects which are
usually associated with archaeological finds but to any object which were modified by humans
for their own purpose or consumption. Also, an artifact is a mute witness of the period of its
existence. On the other hand, ecofact, according to the Oxford Dictionary pertains to an
excavated piece of evidence consisting natural remains, as opposed to an objects of human
workmanship. To make it simple then, an ecofact is the direct opposite of an artifact.

Main Types of Written Sources

Primary Source

A good definition of primary source is provided by Louis Gottschalk (1950) in his book
Understanding History. According to him, a primary source is “the testimony of an eyewitness,
or of a witness by any other of the senses, or of a mechanical device like the Dictaphone–that
is, of one who or that which was present at the events of which he or it tells.” Based on this
definition, a myriad of examples include the following: diaries, audio recordings, artifacts,
letters, newspaper articles and documents such as birth certificates, marriage contracts, and
death certificates. Visual sources like works of arts, photographs and videos are also included
in this category.

Secondary Source

Gottschalk (1950) defines a secondary source as “the testimony of anyone who is not
an eyewitness–that is, one who was not present at the events of which he tells.” Thus, the
main difference between it and a primary source is the presence of the writer or author or
observer to the event being described. Secondary sources may include sources as
bibliographies, commentaries, annotations, dictionaries, encyclopedias, journal articles,
magazines, monographs, and textbooks.

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Unwritten Sources.

Unwritten sources include the following: (1) archaeological evidence; (2) oral
evidence; and (3) material evidence.

Types of Unwritten Sources

Archaeological Evidence. Archaeological evidence refers to remains such as artifacts and

ecofacts which help a historian in determining the culture of the area where the evidence was
found. Similarly, the ways of life of the people, including their artistic expressions, have been
etched in these materials. Archaeological pieces of evidence include tools, ornaments,
fixtures, etc.

Oral Evidence. Oral evidence pertains to folk tales, myths, legends, folk songs and popular
rituals. These sources might contain information pertaining to the culture of the people who
created them. These pieces of evidence can also give a glimpse of the people economic
activities at a given time, especially their socio-political organization and social condition.

Material Evidence. Material evidence includes photographs, art works, videos, and sound
recordings.

Activity

Propose a title for a possible research and come up with at least three (3) statements of
the problem or arguments. Prepare an outline which would determine the flow of your
research. Using digital archives, prepare a bibliography of the sources which you can
use in your research. Classify your sources according to type.

❖

References

Gottschalk, L. (1950). Understanding history. New York: Alfred A. Knopf.

Hoefferle, C. (2013). The essential historiography reader (1st Ed.). Pearson.

Howell, M., & Prevenier, W. (2001) From reliable sources: An introduction to historical
methods. Ithaca: Cornell University Press.

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Rosales, A., & Sebastian, R. R. (2008) Historia: Pag-usbong, pakikipagtagpo at pagbubuo.

Manila: Mary Jo Publishing House.

Stearns, P. N. (1998). Why study history? Retrieved from https://www.historians.org/

about-aha-and-membership/aha-history-and-archives/historical-archives/why-study-
history-(1998).

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 Lesson 2 

TESTS OF AUTHENTICITY AND CREDIBILITY

Introduction

The usual mistake committed by a researcher, especially a budding one, is when he

considers any apparent authentic record as credible source of information. When there is no
regard for examining and establishing the originality and the competence of the source, make
no mistake that the readers of the account shall be misled or worse misinformed and live
through with it for the rest of their lives. As such, sources must be examined and should be
dealt with high regard in order to ascertain the accuracy of information for the greater benefit
of the readers.

Sources are said to be worthless if they are not used by historians. The accounts of
historians are insignificant likewise if they are not read by readers, especially the students of
history. This is the reason why every information to be used must be accurate, hence the
importance of internal and external criticisms. These criticisms are parts and parcels of the
so-called methods of history.

Learning Outcomes

At the end of the lesson, the students should be able to:

1. Discern the significance of External and Internal Criticisms

2. Apply External and Internal Criticisms in the scrutiny of sources.

What is the Difference between Method [of History] and Historiography?

Method pertains to the process of thoroughly examining and critically analyzing the
records and survivals of the past. Likewise, it means the accumulation of data about the past
to be thoroughly examined and critically analyzed by a set of scientific rules so that a certain
past that is attempted to reconstruct can be determined whether it actually happened or not.

On the other hand, Historiography refers the process of reconstructing historical data
that have already been tested by the method. Also, it means the synthesizing of historical
data into a narrative or discourse. The writing of history books, researches such as theses
and dissertations or articles for publications or for lectures in conferences and seminars
undergo historiography.

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External Criticism: The Test of Authenticity

Authenticity means originality. In history, it is more important to use original sources

than secondary sources because they provide raw data that have not been subjected to the
interpretation of historians. They also lead directly the researcher or historian to the
perception and milieu of the eyewitness in relation to the event being studied. Genuine
sources are usually the sources from which secondary materials derived their data.

Why the Test of Authenticity is done? It is done in order to determine the genuineness
of sources. It is necessary to determine real accounts from hoax stories or those that were
fabricated covertly by persons who wanted to have false claims on documents that allegedly
prove certain phenomena in the very remote past. An example to this is the alleged Maragtas
which was purported by Pedro Monteclaro. William Henry Scott (1984) argued in his book
Prehispanic Source Materials for the Study of Philippine History that Maragtas was made by
Monteclaro based on suspicious oral and fabricated written sources.

Sources are likewise fabricated in order to justify the supposed occurrence of events.
A classic case on this matter is Negative Revisionism which, in anyway, attempts to alter
history or its course by means of trying to moderate or restrain the impact of history to a
person, institution or groups.

Another reason in performing the Test of Authenticity is for the historian to detect
misleading sources. Sources that mislead purposively can misinform and, therefore,
miseducate people because they divert the value or real meaning of events. Moreover,
identifying the authorship of a source, the time of an event, including the time when the source
was written, and the space of an event are equally important. The authorship of the source
provides strong authenticity and credibility to it while time and space, together with the
prevailing practices of that period, become the bases of the context of an event, the building
blocks of a historical process. It must be noted that an event being studied must be situated
in its proper context in order to adequately comprehend, analyze and interpret its historical
value.

Internal Criticism: The Test of Credibility

After ascertaining the genuineness or originality of sources, the historian has to

perform internal criticism in order to determine their credibility. What then makes the credibility
of a source important? It is important because it tells whether the source is worthy to use by
the historian in his study. For a source to be regarded credible, the historian must be able to
discern the following:

1. Competence of the source in telling the truth

2. Willingness of the source in telling the truth
3. Adequacy of data relayed by the source
4. Reliability of the source when corroborated by other independent sources.

According to Gottschalk (1950), in examining the credibility of a source, the historian

or the skilled history researcher plays the role of a “prosecutor, attorney for the defense, judge,
and jury all in one. But as a judge, he rules out no evidence whatever if it is relevant. To him,
any single detail of testimony is credible—even if it is contained in a document obtained by
force or fraud, or is otherwise impeachable, or is based on necessary evidence, or is from an
interested witness—provided it can pass the four tests” enumerated above.

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An independent source, even when it states certain pieces of information claimed by

another source, is a kind of source that derived its information from the occurrence of the
event itself. In other words, its author was there both in time and space and that he was
mentally mature and conscious to absorb the building blocks of an event as they happened
before his eyes. This means that an independent source is an account that did not rely on
some extrinsic informants. Certainly, secondary sources cannot be considered independent
sources because of their reliance to primary sources. In order to adequately establish the
credibility of a source, two other independent sources—written or unwritten—must
corroborate its claims.

In History, there is no such thing as objectivity or judgment-free account. Even

primary sources contain biases. Biases can be seen in the author’s [or eyewitness’]
perspective, affiliation, acclamation or appreciation of certain individuals and institutions,
preferences, manner of description and worse, one-sided view, etc. But biases must be
minimized in order that the account would not be considered a product of what is known as
yellow journalism.

Basic Assumptions with Sources

Here are some assumptions which can guide historians or researchers in examining
primary sources:

1. Sources like relics, artifacts, remains, documents, and witnesses are accurate when
proven to be authentic and credible. Relics, artifacts, and remains, though, are more
reliable while documents (or narratives) and witnesses are more detailed and specific.

2. The authenticity of a source increases the credibility of that source.

3. A primary source is more reliable than a secondary one.

4. The credibility of a source is increased if it is corroborated by independent sources.

5. Sources would tend to be bias, especially to its provenance or to the one who made it
or held its custody.

6. If sources like witnesses or their testimonies do not have immediate interest or direct
involvement to the event, they become more credible than those who have interest or
direct involvement.

7. If all independent sources agree to a certain event, then the event becomes usually
acceptable or factual.

8. Testimonies of witnesses are credible if the witnesses are mentally and emotionally fit
at the time of the interview or declaration.

9. The source that does not conform to its milieu is considered a fabricated source.

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What to Consider with Disagreeing or Hostile Sources?

Disagreeing or hostile sources are difficult to deal with, particularly when there is no
enough evidence that deal with the event being studied. Here are some tips that a historian
needs to consider when dealing with them:

1. If two sources disagree with each other and there is no way wherein one could be
examined over the other and vice-versa, the source with more logical reasoning and
which accords common sense would be considered.

2. If sources or witnesses do not agree on certain points, the source that gives more proofs
to its authenticity and credibility becomes more reliable.

3. If the source or witness is hostile, it becomes less credible. Corroboration to other

independent and types of sources would be more necessary.

4. A source or witness that holds orientation from one school of thought or philosophy—
e.g., Marxism—is usually argumentative or hostile with other sources. Thus, the milieu
of the source or the events tackled must be examined by looking at other sources that
convey the same theme and that do not hold orientation from any school of thought.

Ethics in Historical Research

There are certain values that must be observed in doing historical writing or research.
It is expected that a historian should exude the following:

❖ Conscious as to where he is coming from (biases, e.g., point of view, presuppositions,

personal values, prior knowledge, etc.)

❖ Objective and accurate in examining and analyzing his sources.

❖ Impartial and rational in interpreting his data and in synthesizing his work.

❖ Open to the use of all available and relevant sources, including those that contradict
his arguments.

❖ Free from the influence and subjection of others; he must subject himself only to the
truth.

❖ Conscientious in properly citing his sources.

❖ Thankful to those who helped him in pursuing his research in one way or another.

❖ Adhere himself to the highest integrity of scholarship by avoiding academic or

intellectual dishonesty such as plagiarism, fabrication, deception, cheating or
sabotage.

❖ Engage himself in a scientific scholarship through the proper application of the

established methods of the discipline.

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❖ Establish a serious and rational familiarity with sources and a critical dialogue with
other historians and the reading public.

❖ Secure all forms of sources and allow them to be used by other historians.

❖ Offer authentic pieces of evidence to any serious claims or arguments.

❖ Refrain from duplicating what has been done before.

❖ Acknowledge indebtedness from other historians or those who extended assistance.

❖ Exude respect for criticisms from peers and other historians.

❖ Abstain from unreasonable interpretation of his data in order to achieve his intended
purpose.

❖ Show respect to other viewpoints.

❖ Avoid irresponsible use of sources in order to deliberately mislead readers, conceal

incidents in the past or modify history for one’s benefit.

It must always be borne in mind that History is a relevant and moralizing discipline that
is why it must always be objective and accurate.

Activity

Get the original copy of your birth certificate issued by the Philippine Statistics Authority
(formerly National Statistics Office) and discuss its (1) competence and impartiality in telling
the truth, (2) willingness in telling the truth and (3) adequacy of data that it conveys. What
other sources do you have at home do you think you can corroborate with your birth
certificate? What corroboration did you establish?
❖

❖

References

Block, M. (1953). The historian’s craft. Alfred A. Knopf.

Gottschalk, L. (1950). Understanding History. New York: Alfred A. Knopf.

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Gripaldo, E. M., Boquiren, R. R., Miranda, E. A., Jose, R. T., Ignacio, V. S., Ambrosio, D. L.
… Mata, R. C. (2009). Kasaysayan ng Filipinas at mga institusyong Filipino. Sentro
ng Wikang Filipino. Unibersidad ng Pilipinas.

Howell, M., & Prevenier, W. (2001). From reliable sources: An introduction to historical
methods. Ithaca: Cornell University Press.

Pascual, M. (n.d.) Ethics in historical research [PowerPoint Slides].

Scott, W. H. (1984). Prehispanic source materials for the study of Philippine history. New
Day Publishers.

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 Lesson 3 

TESTS OF AUTHENTICITY AND CREDIBILITY:

THE TEJEROS CONVENTION OF 1897

Introduction

The Kataas-taasang Kagalang-galangang Katipunan ng mga Anak ng Bayan or simply

the Katipunan suffered a debacle when its factions, Magdiwang and Magdalo could not
resolve their conflict. These factions, each which started as Sanguniang Balangay¸ were
eventually elevated into the rank of Sangguiniang Bayan because of the rapid growth of
membership, emanating from the repugnance of the Filipinos to the colonial system and
conditions. The Kataas-taasang Sanggunian subsequently allowed these factions to establish
their respective balangays that would be beneficial to their expansion. With Mariano Alvarez
as its leader, the Magdiwang established itself in Noveleta while the Magdalo, led by
Baldomero Aguinaldo, was founded in Kawit (Richardson, 2013).

A rift began between the two factions when differences between Andres Bonifacio and
Emilio Aguinaldo regarding the strategy of confronting Spain became obvious. Bonifacio, the
Supremo, based his decisions on the consensus of prominent katipuneros while Aguinaldo
believed on a centralized institution in effectively carrying out plans (May, 2017). This, and
the series of defeats he suffered against the Spaniards, caused his reputation as leader of the
Katipunan to dwindle in favor of Aguinaldo, apart from the continuing suspicion and jealousy
that would characterize the members of the Magdiwang and Magdalo. His engagements with
the Spaniards, no matter how extraordinary and perilous the battles were, considering the
armaments they had, spawned the gradual loss of esteem and confidence as evidenced by
the disrespect of certain members of the Magdalo Council in his attempt to solve their
predicament. Though the conflict was limited in Cavite and certain parts of Batangas, it
affected the solidarity of the Katipunan until the demise of Bonifacio and his brother in May
1897.

Learning Outcomes

At the end of the lesson, the students should be able to:

1. Apply External and Internal Criticisms in the scrutiny of sources.

2. Distinguish the varying claims of sources and determine which claim becomes more
credible.

The Books and Their Authors

The sources to be used in discussing the Tejeros Convention are the books Katipunan
and the Revolution: Memoirs of a General by Santiago V. Alvarrez (1992) and The Revolt of
the Masses: The Story of Bonifacio and the Katipunan by the late historian Teodoro Agoncillo
(2005).

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Santiago V. Alvarez and His Background

Born in Cavite in 1872, Santiago Alvarez was a member of the Magdiwan Council by
serving as Captain-General of its forces. Because of his unfaltering courage and tenacity, he
valiantly fought the Spaniards in the Battle of Noveleta in 1896 with his father, General
Mariano Alvarez, and cousin, General Pascual Alvarez. This led to the death of two Spanish
officers and the capture of the civil guards and their weapons. He likewise participated in
various assaults in Maragondon, Magallanes, Alfonso, Silang, Imus, San Francisco de
Malabon and the coastal towns of Naic and Tanza. He earned the nom de guerre Kidlat ng
Apoy or Kapitan Apoy among the revolutionary forces due to his extraordinary bravery in the
Battle of Dalahican where he decisively defeated the Spaniards. Although discriminated by
Emilio Aguinaldo, Alvarez continued to support the revolutionary cause until his retirement
from the battlefield when the Americans finally defeated the Filipino insurgents.

Alvarez enrolled at the University of Santo Tomas yet he later transferred to San Juan
de Letran where he obtained his Bachelor of Arts degree. Subsequently, he took up law at
the Liceo de Manila. He took part in the reorganization of the Nacionalista Party which aimed
at securing independence from the United States of America in its appropriate time (Filipinos
in History, 1995).

In the Preface of his book, he said the following about his participation in the
Katipunan and the Revolution.

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The Book and Its Content

The book Katipunan and the Revolution: Memoirs of a General by Santiago V. Alvarez
was published by the Ateneo de Manila University in 1992 and reprinted in 1996. With the
original Tagalog text, the book contains the English translation by Paula Carolina Malay. The
Tagalog text was initially published in the 1920s by the Tagalog weekly Sampagita. The book
relates what other Filipino and American historians have disregarded without deprecating the
struggle for independence (Alvarez, 1996).

The book narrates the personal

experiences and observations of its author
as a general during the Philippine
Revolution of which both Katipunan and
the government that succeeded it
championed with great vigor. He narrated
the events that took place prior to the
outbreak of the revolution, the activities of
the Katipunan, the election at Tejeros and
the events that culminated the revolution
after the untimely death of Andres
Bonifacio, the Supremo of the Sons of the
People, using authentic and credible.

Below is an excerpt (pp. 82-88)

taken from the book for your reading
convenience.

Figure 2. The book Katipunan and

the Revolution. Photo
by M. Pascual

Excerpt from the Katipunan and the Revolution by Santiago V. Alvarez.

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Teodoro A. Agoncillo and His Background

The late Teodoro Agoncillo was an eminent Filipino historian who authored numerous
books and articles on Philippine history and literature. He is known for his History of the
Filipino People (8 editions, 1960, 1967, 1970, 1973, 1977, 1984, 1986, 1990), Malolos: The
Crisis of the Republic, The Fateful Years: Japan’s Adventures in the Philippines (2 Vols.,
1965), The Burden of Proof: The Vargas-Laurel Collaboration Case (1984) and more. His
Revolt of the Masses: The Story of Bonifacio and the Katipunan which is regarded as a classic
work in Philippine historiography gained him prominence.

The book initially espoused the idea of a nationalist historiography by contending that
the writing of Philippine must be in the Filipino point-of-view (Quibuyen, 2008). He regarded
that the masses made the revolution successful while the Ilustrados were forced to join it upon
seeing its imminence to success. As such, the book has made an impact among scholars
when it comes to studying the revolution as a product of the collective struggle of the masses
(Aguilar, 2020).

Agoncillo earned his Bachelor of Arts in Philosophy at the University of the Philippines
in 1934 and obtained a master’s arts degree the year after. He taught at Far Eastern
University, then at Manuel L. Quezon University, before he accepted the invitation of Dean
Tomas Fonacier to teach at the Department of History of the University of the Philippines
where he also served as chairman (Ocampo, 2016). In 1985, he was named National
Scientist of the Philippines by the late President Ferdinand Marcos for his outstanding
contributions in history.

The Book and Its Content

The book Revolt of the Masses: The Story of Bonifacio and the Katipunan was initially
published by the College of Liberal Arts of the University of the Philippines in 1956. Then the

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second edition and printing were respectively

printed in 2002 and 2005. The book is an in-
depth discussion on the Katipunan and the
life history of its Supremo Andres Bonifacio
through the use of pertinent primary sources
concerning the Philippine Revolution against
Spain. Between the two, however, Agoncillo
gave more emphasis on the Katipunan
because of his belief that “Bonifacio can best
be seen and appreciated against the
backdrop of the revolutionary society”, apart
from the scarcity of materials about the life of
the Supremo (Agoncillo, 2005). Just like its
sequel, the book began as notes and was a
project initiated outside the University of the
Philippines (Ocampo, 2016).

Below is an excerpt (pp. 206-217)

taken from the chapter of the book titled
Seeds of Discontent for your reading
convenience.

Figure 3. The book Revolt of the

Masses. Photo by M. Pascual
.

Excerpt from the Katipunan and the Revolution by Santiago V. Alvarez.

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Activity

Read the Katipunan and the Revolution: Memoirs of a General by Santiago Alvarez
and The Revolt of the Masses: The Story of Bonifacio and the Katipunan by Teodoro
Agoncillo and examine their respective claims about the Tejeros Convention. Your
answers should be written comprehensively in the matrix below.

A. Test of Authenticity

Brief Description of Origin of the Date of the

The Competence of
SOURCE the Source Information Information and
the Author
Narrated Milieu
Katipunan and the
Revolution:
Memoirs of a
General

The Revolt of the

Masses: The Story
of Bonifacio and the
Katipunan

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B. Test of Credibility
Similarities and
Objectives of the Persons involved in Biases of the Difference with
SOURCE
Event the Event Author Other Independent
Testimonies
Katipunan and the
Revolution:
Memoirs of a
General

The Revolt of the

Masses: The Story
of Bonifacio and
the Katipunan

C. Finding/Conclusion

In your examination of
the sources, what did you
find out?

❖

References

Agoncillo, T. A. (2005). Revolt of the masses: The story of Bonifacio and the Katipunan.
Quezon City: University of the Philippines Press.

Alvarez, S. V. (1996). Katipunan and the revolution: Memoirs of a general (P.C. Malay,
Trans.). Quezon City: Ateneo de Manila University Press.

Filipinos in History. (1995). National Historical Institute.

May, G. A. (2007). Warfare by "pulong" Bonifacio, Aguinaldo, and the Philippine revolution
against Spain. In Philippine studies (Vol. 55, No. 4, pp. 449-477). Quezon City:
Ateneo de Manila University. Retrieved from http://www.jstor.org/stable/42633930.

Ocampo, A. R. (2016). Talking history: Conversations with Teodoro A. Agoncillo. University

of Santo Tomas Publishing House.

Quibuyen, F. C. (2008). A nation aborted: Rizal, American hegemony and Philippine

nationalism (Rev. Ed.). Quezon City: Ateneo de Manila University Press.

Richardson, J. (2013) Light of Liberty: Documents and Studies on the Katipunan, 1892-
1897. Manila: Ateneo de Manila.

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