Lesson 1

Meaning and relevance of History

Lesson 1
Meaning and Relevance of History

To know the significance of studying history, especially Philippine history

To identify different sources of history
To be aware of the role of history in nation-building
 Activity

• Show a photo/describe an object, person, etc. which represents something from the
past that is important to you.

• Explain to us how exactly does this photo represent your past.

LESSON 1 Meaning and Relevance of History

 How Do You Define History?

LESSON 1 Meaning and Relevance of History

 “History is written by every generation. Every
generation writes its own history using the same
sources. The interpretations vary according to
time”

LESSON 1 Meaning and Relevance of History

 Defining history
Etymology

LESSON 1 Meaning and Relevance of History

 For the Greeks, history
is:

ἱστορία
“Learning”

LESSON 1 Meaning and Relevance of History

 Aristotle:
Defined history as a systematic account of a set of natural
phenomena, whether or not a chronological ordering was a
factor in the history.

LESSON 1 Meaning and Relevance of History

 For the romans,
history is:

Scientia
Non-chronological,
systematic accounts
of natural phenomena

LESSON 1 Meaning and Relevance of History

 History
Referred to the accounts of
phenomena in chronological
order

LESSON 1 Meaning and Relevance of History

 For the Germans,
history is:

Geschichte
Derived from the word,
“geschehen,” meaning
“to happen”

LESSON 1 Meaning and Relevance of History

History is
commonly
defined as “the
past of mankind”

LESSON 1 Meaning and Relevance of History

 Defining history
Definition

LESSON 1 Meaning and Relevance of History

 Constantino (2010) defined history as the recorded struggle of people for ever-increasing freedom and newer and
higher realization of the human person. Not a plain narrative/chronology of events, nor about heroes and great
men, but of people’s efforts to attain a better life.

LESSON 1 Meaning and Relevance of History

 How would you know if it’s part of the
past?

LESSON 1 Meaning and Relevance of History

 Louis R. Gottschalk (1969) defined historical method as the
process of critically examining and analyzing the records and
survivals of the past.

Historical method is considered as the agreed ground rules for

researching and writing academic research or professional
history.

LESSON 1 Meaning and Relevance of History

 Analyzes records of Imaginative reconstruction
the past of the past from the data
derived

LESSON 1 Meaning and Relevance of History

 • Historians are like detectives who gather information or evidence to put together the story
of the past.

• They gather evidence from different sources, such as archaeological digs, manuscripts, etc.

LESSON 1 Meaning and Relevance of History

 Core Protocols in Handling sources

1. Base their accounts on source materials

2. Locate and organize the relevant sources on which they will base their report
3. Verify sources – to date them, to determine their place of origin, and to identify their intended functions.

Further, the methods of historical analysis comprise:

• the selection of subject;
• the collection of sources;
• the examination of genuineness; and
• the extraction from sources (Gottschalk, 1969).

LESSON 1 Meaning and Relevance of History

 What are sources? Where do I get them?

LESSON 1 Meaning and Relevance of History

Historical Sources
Sources are:
• Objects from the past or
testimony concerning the
past (Howell, 2A001)
• Tangible remains of the
past (Brundage, 2001)
• Artifacts

LESSON 1 Meaning and Relevance of History

 Historical Sources
Primary and Non-Written

LESSON 1 Meaning and Relevance of History

 Published materials Oral history
Manuscripts (handwritten or type-recorded) Artifacts, ruins, fossils, artwork,
Archives, memoirs, and diaries Video recordings, audio recordings

LESSON 1 Meaning and Relevance of History

 Kinds of Historical Sources
Primary and Secondary

LESSON 1 Meaning and Relevance of History

 Source which come directly from the past Evidences that come from a later date

Gives first-hand information Written after the event

LESSON 1 Meaning and Relevance of History

 Primary sources
Examples

LESSON 1 Meaning and Relevance of History

 Human
Fossils/Artifacts

LESSON 1 Meaning and Relevance of History

 Royal Decrees/Laws

LESSON 1 Meaning and Relevance of History

 Chronicles/journals/Diaries

LESSON 1 Meaning and Relevance of History

 Maps/Memoirs

LESSON 1 Meaning and Relevance of History

 Personal
accounts/Newspapers

LESSON 1 Meaning and Relevance of History

 Magazines/Legislative
Journals

LESSON 1 Meaning and Relevance of History

 Court Records/Letters

LESSON 1 Meaning and Relevance of History

 Speeches and Blogs

LESSON 1 Meaning and Relevance of History

 Online
database/Documentaries

LESSON 1 Meaning and Relevance of History

 Recorded interviews (Audio, video, and
Pictures)

LESSON 1 Meaning and Relevance of History

 Primary sources
Repositiories

LESSON 1 Meaning and Relevance of History

 National Archives of the
Philippines

LESSON 1 Meaning and Relevance of History

 National Historical Commission
of the Philippines

LESSON 1 Meaning and Relevance of History

 National Museum of the
Philippines

LESSON 1 Meaning and Relevance of History

 UP Main Library

LESSON 1 Meaning and Relevance of History

 ADMU Rizal Library

LESSON 1 Meaning and Relevance of History

 DSLU Library

LESSON 1 Meaning and Relevance of History

 UST Library

LESSON 1 Meaning and Relevance of History

 Library of Congress

LESSON 1 Meaning and Relevance of History

 National Archives and
Records Administration

LESSON 1 Meaning and Relevance of History

 Archivo General de Indias

LESSON 1 Meaning and Relevance of History

 Archivo General de Nacion

LESSON 1 Meaning and Relevance of History

 American Historical Collection

LESSON 1 Meaning and Relevance of History

 Lopez Memorial Museum

LESSON 1 Meaning and Relevance of History

 Ayala Museum

LESSON 1 Meaning and Relevance of History

 Secondary sources
Examples

LESSON 1 Meaning and Relevance of History

 Kinds of Secondary Sources

• Quotes
• Textbooks
• Compilations
• Scholarly journal articles
• Biographies/Auto-biographies
• Criticisms/Analysis on literary works
• Commentaries (election, events, people)

LESSON 1 Meaning and Relevance of History

 References

• Claur, A. (2018). The Importance of Credible and Authentic Primary Sources. The Source.

LESSON 1 Meaning and Relevance of History

Internal and External Criticism
Lesson 2
 Lesson Objectives

To know what Historical Criticism is

To be able to identify historical sources that are credible and authentic
Objectives To appreciate history as a branch of science
To become more open-minded and flexible in the changes of our history

Lesson 2 Internal and External Criticism

 Internal and External Criticism
Distinction

Lesson 2 Internal and External Criticism

 Historical Criticism

• Historians are not allowed to imagine things and make conclusions based on their imagination

• Authenticity and Credibility of sources are essential to a historian.

Lesson 2 Internal and External Criticism

Lesson 2 Internal and External Criticism
 Two Types of Criticism

Problem of Authenticity Problem of Credibility

Also known as External Criticism Also known as Internal Criticism

Lesson 2 Internal and External Criticism

 External Criticism

Lesson 2 Internal and External Criticism

 External Criticism

• Problem of authenticity concerns:

– Is the artifact fabricated, forged, or faked?
– Is it a hoax or a misrepresentation?

• Why do people create fake things/misrepresentations/etc. ?

Lesson 2 Internal and External Criticism

 External Criticism

• According to Gottschalk (1969), artifacts are fabricated for several reasons:

Fame Fortune Power Control/Influence

Lesson 2 Internal and External Criticism

 How to distinguish hoax?
How to test authenticity?

Lesson 2 Internal and External Criticism

 Steps in identifying hoax/testing authenticity:

• Determine the date of the document to see whether they are not anachronistic (e.g. pencils did not exist during
the 16th century)
• Determining the author (e.g. handwriting, signature, seal)
• Look for anachronistic style (e.g. idiom, orthography, and punctuation that don’t belong to that certain period)
• Look for anachronistic reference to events (e.g. is it too late, too early, or too remote?)
• Identifying provenance or custody (e.g. genuineness)
• Determining semantics (the meaning of the text/word; does this word exist during this time?)
• Determining hermeneutics (ambiguities)

Lesson 2 Internal and External Criticism

 Internal Criticism

Lesson 2 Internal and External Criticism

 Internal Criticism

• Problem of credibility concerns:

– Is it credible?

• Credibility – Items, artifacts, etc. must be as close to the event/time/person being referred

Lesson 2 Internal and External Criticism

 How to know if its credible?

Lesson 2 Internal and External Criticism

 Steps in determining credible

• Identification of the author (e.g. to determine his reliability, mental process, personal attitudes)
• Determination of the approximate date (e.g. as close to the event as possible)
• Ability to tell the truth (e.g. nearness to the event, competence of witness, degree of attention)
• Willingness to say the truth (e.g. determine if the author consciously or unconsciously tells falsehoods)
• Corroboration (e.g. historical facts – particulars which rest upon the independent testimony of two or more
reliable witness).

Lesson 2 Internal and External Criticism

 Our Views of History

Lesson 2 Internal and External Criticism

 History is not linear.

• Bad historical thinking: History is written by the winners? No, history is written by everyone.

• There will always be numerous perspectives of history.

– “One man’s terrorist is another man’s freedom fighter.” (Kadri Rightly)

Lesson 2 Internal and External Criticism

 • However, there are dangers in having too many perspectives:
– Misleading Revisionism
– Confusion

• This is where science and research come into the picture.

They test objects, artifacts, documents, etc. to verify
whether these did exist before.

– There is nothing right or wrong in history, but history should, at least, be

accurate and must be factual.

Lesson 2 Internal and External Criticism

 History is not stagnant.

Lesson 2 Internal and External Criticism

 • Challenges:
– How to think critically towards the changes in our history?

Lesson 2 Internal and External Criticism

 Effective Historical Thinking

Lesson 2 Internal and External Criticism

 Effective Historical Thinking

• Historical Significance (why is this significant?)

• Primary Source Evidence (where did I get such information?)
• Continuity and Change (has there been recent news about this?)
• Cause and Consequence (what are the reasons and motivation for such artifact?)
• Historical Perspective (Am I biased? Do I understand socio-cultural settings?)
• Ethical Dimensions (Do I learn from it? Why am I responsible?)

Lesson 2 Internal and External Criticism

 Have an open mind.

Lesson 2 Internal and External Criticism

 Be in control of your biases.

Lesson 2 Internal and External Criticism

 Always check for facts.

Lesson 2 Internal and External Criticism

 Refer to primary/secondary sources.

Lesson 2 Internal and External Criticism

 Seek to be well-informed.

Lesson 2 Internal and External Criticism

 REFERENCES

Claur, A. (2018). The Importance of Credible and Authentic Primary Sources. The Source.

Sacco, N. (2016). Bad Historical Thinking: “History is Written by the Victors”. Retrieved on 7 July 2020 from
Wordpress: https://pastexplore.wordpress.com/2016/02/15/bad-historical-thinking-history-is-written-by-
the-victors/

Lesson 2 Internal and External Criticism

Part A

Pre-Colonial Philippines
Lesson 3
 Lesson Objectives

To know about the rivalry between Spain and Portugal

To know the story behind Magellan and his voyage around the
world
OBJECTIVES To recall the events that happened during Magellan’s arrival on
Philippine shores
To correct wrong nuances during that historic event

Pre-Colonial Philippines
Lesson 3
• First European country to rise as a great
colonizing power in modern times
• 16th century → Spain’s siglo de oro (Golden
Century)

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Pre-Colonial Philippines
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• Africa
• New World (Latin America and Asia)

“The sun never set

on my realm!”
#24/7

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Lesson 3
But was Spain initially powerful?
Nope.

This one is.

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Portugal vs. Spain

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Lesson 3
PORTUGAL

Age of Discovery and

Exploration:

• During the 1400s, Portugal,

under the leadership of King
Henry (the navigator) were
among the first of the
European nations to expand
its territory beyond the
European continent – more
specifically, the African
continent and even as far as
Asia (Hello India, China, and
Japan!).

Pre-Colonial Philippines
Lesson 3
In fact, Portugal was so good when it comes to maritime navigation that
though they were never able to really expand “terrestrially,” they were
considered unparalled when it comes to maritime trading and of having
numerous trade posts during the 15th century.

Pre-Colonial Philippines
Lesson 3
• But then, with the nearing of the end of the 15th century, Portugal was
slowly being outdone by its rival, Spain.

• Just like Portugal, Spain wanted to expand its rule beyond European
borders, esp. under the banner of Catholicism.

Pre-Colonial Philippines
Lesson 3
• Eventually, the two empires – who were, at that time, the two most
powerful nations in the world – found themselves in a struggle for power
and influence (sea exploration and control over the Spice Islands).

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“Mine!” “Mine!”

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Lesson 3
 Pope Alexander VI (1431-1503)

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• No, this did not divide the world into two.

• Technically, the treaty was created in order to divide the “New World”
(North/South America) between Spanish (West) and Portuguese (East) territory.

Pre-Colonial Philippines
Lesson 3
Who made Spain unrivalled?

Pre-Colonial Philippines
Lesson 3
EXPLORERS!!!
Pre-Colonial Philippines
Lesson 3
 Fernão de Magalhães (Portuguese)
12 years old
Interest in maritime navigation started (1492).

25 years old
Joined in a ship going to Morocco to fight against a Moroccan governor who refused to pay tribute to the
Portuguese King (1505).

37 years old
Renounced his Portuguese citizenship and transferred to Spain (1517).
Befriended fellow ex-Portuguese in Spain named Diogo Barbosa and married his daughter , Beatriz, in the same
year.

38 years old
Rodrigo, Magellan’s son, was born (1518).

39 years old
Started his voyage to the Spice Islands (1519).

40 years old
Died during the Battle of Mactan (1521).

Pre-Colonial Philippines Lesson 3

Trivia

Pre-Colonial Philippines
Lesson 3
 TRIVIA!
• Cloves are the most expensive and valued spice in Europe before! Aside
from being a preservative, the spice is believed to be an aphrodisiac
(stimulates sexual desires), cures wounds and fever, and even cures
eyesight!

Pre-Colonial Philippines
Lesson 3
 TRIVIA!
• When Magellan went to Morocco, he had gotten so wounded from a fight
that he became limp for the rest of his life.

• Magellan renounced his citizenship because he got frustrated since the

King of Portugal (King Manuel) wouldn’t support him of his voyage to the
Spice Islands through going West.

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Lesson 3
 TRIVIA!
• The King of Spain who approved Magellan’s voyage was King Charles I –
the son of King Ferdinand and Queen Isabella who were responsible for
Christopher Columbus’ expeditions (1492) to the New World (America).

• King Charles was still 18 years old when he approved of Magellan’s

journey.

Pre-Colonial Philippines
Lesson 3
 TRIVIA!
• The Strait of Magellan was named after Ferdinand because he was able to
conquer such strait. Before, no one would dare cross here because the
waves were rough, there were a lot of boulders, and it was cold. It is also
common to have shipwrecks/damaged vessels whenever one passes
through those straits, but Magellan overcame it!

Pre-Colonial Philippines
Lesson 3
 TRIVIA!
• Magellan was also the one who named the Pacific Ocean (Mar Pacifico),
because for him the ocean was peaceful, compared to their experiences in
the strait. But little did Magellan know that the Pacific Ocean was not
peaceful; in fact, there are a lot of storms and cyclones in the Pacific
Ocean.

Pre-Colonial Philippines
Lesson 3
 TRIVIA!

• People believed that the world was

small and flat before; that if one
goes to the edge of the World, he
will fall down to an unending
abyss. But because of Magellan, he
proved that the world is not only
big, but it is also round.

Pre-Colonial Philippines
Lesson 3
 TRIVIA!

• Technically, Magellan did not

circumnavigate the world from Point A
to Point A because he died in Cebu.
Thus, the person who really did
travelled the world was Enrique, who
was born near/on Malacca. He was
brought to Europe as a slave and an
interpreter, and then returned back to
the Malacca during Magellan’s voyage.

Pre-Colonial Philippines
Lesson 3
 References
Carly-Sue (2020). Jun 7, 1494: Treaty of Tordesillas. Retrieved on 10 July, 2020 from National
Geographic: https://www.nationalgeographic.org/thisday/jun7/treaty-tordesillas/

Lumen Learning (n.d.). Portuguese Exploration and Spanish Conquest. Retrieved on 10 July,
2020 from Lumen Learning: https://courses.lumenlearning.com/suny-
ushistory1os2xmaster/chapter/portuguese-exploration-and-spanish-conquest/

History (2019). Ferdinand Magellan. Retrieved on 10 July, 2020 from History:

https://www.history.com/topics/exploration/ferdinand-magellan
Part B

The Spanish Colonial System

Lesson 3
 Lesson Objectives

To know about the rivalry between Spain and Portugal

To know the story behind Magellan and his voyage around the
world
OBJECTIVES To recall the events that happened during Magellan’s arrival on
Philippine shores
To correct wrong nuances during that historic event

Pre-Colonial Philippines
Lesson 3
Magellan’s Voyage to the Far East

Pre-Colonial Philippines
Lesson 3
The 3-year Journey

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Lesson 3
• Also known as Antonio Lombardo
• Magellan’s Chronicler
• “First Voyage Around the World”
• One among the very few sources of information
stating what transpired during the expedition

Pre-Colonial Philippines
Lesson 3
Pre-Colonial Philippines
Lesson 3
Here are some details from the song:
• They were sailing day and night, across the big ocean
Until they saw a small Limasawa island

• Magellan landed in Limasawa at noon

The people met him very welcome on the shore

• When Magellan visited in Mactan

To Christianize them everyone

• But Lapu-Lapu met him on the shore

And drive Magellan to go back home

• Then Magellan got so mad

Ordered his men to camouflage

• Then the battle began at dawn

Bolos and spears versus guns and cannons

• When Magellan was hit on his neck

He stumbled down and cried and cried
Pre-Colonial Philippines
Lesson 3
 Challenge:
• Let us try to see how accurate Yoyoy Villame’s song is to the real events
that transpired during Magellan’s arrival in the Philippines.

• Well then, let us get to know the story that transpired during Magellan’s
journey from Spain, to his death in Mactan, and eventually the return of
one of his ships back to Spain.

Pre-Colonial Philippines
Lesson 3
First Voyage Around bythe World
Antonio Pigafetta

Pre-Colonial Philippines
Lesson 3
People involved:

King Charles I Ferdinand Magellan Antonio Pigafetta Enrique

King of Spain; The Captain-General; The Chronicler; The interpreter;
Responsible for Initiated the journey Recorded their Magellan’s slave;
sponsoring to the Spice Islands journeys; Technically the
Magellan’s using one direction Was able to survive first person who
voyage. (westward); the voyage and circumnavigate
Died during the Battle return to Spain. the world;
of Mactan. Betrayer;
Didn’t go back to
Spain.

Pre-Colonial Philippines
Lesson 3
People involved:

Juan de Cartagena Rajah Humabon Hara Humamay Ci Lapu-Lapu

Captain of the fleet King of Cebu; Wife of Rajah One of the chieftains
San Antonio; hates Christian king; Humabon; of Matan (Mactan);
Magellan; Renamed as Don Gifted with Refused to obey the
Mutinied against Carlo (in honor of Magellan the Sto. King of Spain;
Magellan but the King of Spain; Niño among Fought with
failed. Requested others; Magellan’s men
Magellan to Renamed as during the Battle of
subdue Matan Juana in honor of Mactan and won.
(CiLapulapu). King Charles’
mother.
Pre-Colonial Philippines
Lesson 3
People involved:

Juan Sebastian Elcano

Took over after
Magellan’s death;
Brought Victoria
back to Spain

Pre-Colonial Philippines
Lesson 3
The Story so Far…
Back at Seville, Spain

Pre-Colonial Philippines
Lesson 3
“After a brief dedication to the grand master of the
Hospitaler knights of Rhodes or Malta, Pigafetta relates
that he first hears of the expedition about to set out
under Magalhães.”

“Pigafetta desires to see the world, gains permission to

accompany the expedition, and soon joins the fleet at
Seville, whence it is to depart.”

“Magalhães, as a wise commander, issues his

instructions to the various commanders of the vessels
ere port is left, so that they may keep together in the
unknown seas before them, and that they may act in
harmony.”

Pre-Colonial Philippines
Lesson 3
“Setting sail from Seville on August 10, 1519, the fleet of five small vessels starts
on its long journey”:

Trinidad (Ferdinand Magellan)

San Antonio (Juan de Cartagena)
Concepcion (Gaspar de Quesada)
Victoria (Luis de Mendoza)
Santiago (Antonio de Costa)

Pre-Colonial Philippines
Lesson 3
The Story so Far…
The Voyage to the Far East

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At the mouth of the Guadalquivir,
San Lucar de Barrameda , they
anchored until September 20

Reached the Canaries where they

reprovision (Sept. 26).

Pre-Colonial Philippines
Lesson 3
Departured from the Canaries and
went southward along Africa (Oct.
3). Then, they went west until the
cape of St. Augustine in Brazil was
seen.

They met cannibal Brazilian natives

who received them hospitably and
made bargains. They stayed there
for 18 days.

Pre-Colonial Philippines
Lesson 3
After which Magalhães anchors next at
the Rio de la Plata, but because they were
unable to converse with natives (who fled
and hid from their sight), they took
another course – around two islands -
where many sea-wolves and penguins are
taken and turned into food.

Pre-Colonial Philippines
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Next stop was St. Julian Bay,
Argentina along the desolate
Patagonian coast, where for five
months they winter. For two months
not an individual is seen, but one day
they gain their first sight of the
Patagonians, whose huge bulk
strikes all with surprise, and who are
held as giants.

Magalhães captured two

of them since he wanted
to present them back to
Spain for the King to See.

Pre-Colonial Philippines
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Pigafetta also found the giants
interesting.

The two captured giants are placed in separate vessels, but unfortunately
both die ere reaching the end of the journey, one in the deserting ship
“San Antonio,” and the other in Magalhães’s own ship, the “Trinidad.”

Pre-Colonial Philippines
Lesson 3
During the five months at that port of St. Julian, “many things happened
there.”

Shortly after entering the port, the most critical

moment of all Magalhães’s life comes, and one
which he has perhaps, dreaded from the
beginning of the expedition. This is the mutiny
headed by Juan de Cartagena, captain of one of
the vessels, and other malcontents, who hate
Magalhães because he is a Portuguese.

Pre-Colonial Philippines
Lesson 3
During the five months at that port of St. Julian, “many things happened
there.”

Shortly after entering the port, the most critical

moment of all Magalhães’s life comes, and one
which he has perhaps, dreaded from the
beginning of the expedition. This is the mutiny
headed by Juan de Cartagena, captain of one of
the vessels, and other malcontents, who hate
Magalhães because he is a Portuguese.

Fortunately, Magalhães was able to stop the mutiny and punish those
involved; thus, quieting the trouble.

Pre-Colonial Philippines
Lesson 3
João Serrão, captain of the
“Santiago” is sent to explore the
coast, but is shipwrecked.
Fortunately, all the crew are saved.
Sadly, the fleet was reduced to 4
vessels/ships.

The mariners leave port St. Julian and proceeding along the coast, anchor
at the river of Sardines (for two months), where stormy weather threatens
a disastrous end to the expedition

Pre-Colonial Philippines
Lesson 3
stay of two months is made, during which the ships are enabled to lay in a
good supply of provisions, wood, and water. Before leaving that river, the
crews (for Magalhães looks after the spiritual welfare of his men) confess
and take communion.

Then resuming the voyage, the great

object of the first half of the expedition
is attained, namely, the discovery of the
strait, which occurs October 21, 1520.

Pre-Colonial Philippines
Lesson 3
“That strait is one hundred and ten leguas ... long, and it is one-half legua
broad, more or less.” Its discovery is due to the indomitable energy and
endurance of Magalhães, and his certain knowledge (probably overstated
by Pigafetta) of its existence.

Pre-Colonial Philippines
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Before passing the unknown strait (which was called Strait of Magellan
after Magellan conquered the strait), another one of Magellan’s
vessel/ship deserted.

“San Antonio” deserted the voyage and returned to Spain, after putting
the captain, Alvaro de Mesquita, a relative of Magalhães, in irons/chains;
The pilot, a Portuguese named Esteban Gomez, is jealous of Magalhães
since the latter’s expedition has destroyed ambitious plans of his own
[Gomez].

Pre-Colonial Philippines
Lesson 3
The other three ships, leaving letters and signals in the strait, in case the
“San Antonio” tries to regain them, proceeds on its way, debouching from
the strait November 28.

After the passing the strait, the reached an area of vast serene waters and
clear skies; so different from their difficult experiences in the strait. Hence,
Magellan named the wide ocean, Pacific Ocean. Then begins a long voyage
over the trackless Pacific “in truth ... very pacific;” and the three ships sail
on steadily for three and two-thirds months without being able to
reprovision.

Pre-Colonial Philippines
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To the horrors of famine are added the sufferings
of the dread scurvy. Pigafetta, whose curiosity is
always alert and active, and who remains well,
diverts himself with talking to the Patagonian
giant, who is finally baptized, but who is one of
those to die.

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In the vast stretch from the strait to the
Ladrones (also known today as Guam),
only two islands, both desert, are sighted,
and those, since they are unable to find
anchorage there, are called the
“Unfortunate Isles.”

Magalhães and his crew were met with hostilities with the natives living in
Ladrones. So bold are these natives (whose appearance, life, and customs,
Pigafetta describes briefly), that they even steal the ship’s boat from the
stern of the “Trinidad;” thus Magalhães raid into one of the islands, where
some of the natives are killed, and some houses burned, but the boat
recovered.

Pre-Colonial Philippines
Lesson 3
Part C

Pre-Colonial Philippines
Lesson 3
 Lesson Objectives

To know about the rivalry between Spain and Portugal

To know the story behind Magellan and his voyage around the
world
OBJECTIVES To recall the events that happened during Magellan’s arrival on
Philippine shores
To correct wrong nuances during that historic event

Pre-Colonial Philippines
Lesson 3
Magellan and the Philippine Islands

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People involved:

King Charles I Ferdinand Magellan Antonio Pigafetta Enrique (Henrich)

King of Spain; The Captain-General; The Chronicler; The interpreter;
Responsible for Initiated the journey Recorded their Magellan’s slave;
sponsoring to the Spice Islands journeys; Technically the
Magellan’s using one direction Was able to survive first person who
voyage. (westward); the voyage and circumnavigate
Died during the Battle return to Spain. the world;
of Mactan. Betrayer;
Didn’t go back to
Spain.

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People involved:

Juan de Cartagena Rajah Humabon Hara Humamay Ci Lapu-Lapu

Captain of the fleet King of Cebu; Wife of Rajah One of the chieftains
San Antonio; hates Christian king; Humabon; of Matan (Mactan);
Magellan; Renamed as Don Gifted with Refused to obey the
Mutinied against Carlo (in honor of Magellan the Sto. King of Spain;
Magellan but the King of Spain; Niño among Fought with
failed. Requested others; Magellan’s men
Magellan to Renamed as during the Battle of
subdue Matan Juana in honor of Mactan and won.
(CiLapulapu). King Charles’
mother.
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People involved:

Juan Sebastian Elcano

Took over after
Magellan’s death;
Brought Victoria
back to Spain

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The Story so Far…
The Philippine Islands

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On March 16, 1521, the first of the
Philippines (by them called the
archipelago of San Lazaro) to be
seen by Europeans, is sighted.

Anchor is cast at a small desert

island called Humunu, (but
which the mariners call “The
watering-place of good signs”
because the first traces of gold
are found there), near Samar,
where two tents are quickly set
up for the sick, whom Magalhães
himself tends with solicitude

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March 18, they gain their first
acquaintance with the natives,
who prove hospitable, and
promise fresh provisions.

These are brought on the 22nd of

March, and the Europeans have
their first sight of a tattooed
Visayan chief, who, as well as his
men, is decked out in gold
ornaments.

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After a week’s stay, the ships again set sail. However, while sailing,
Pigafetta almost died by slipping over the side of the vessel while fishing,
but happily saved by the aid of “that fount of mercy,” the Virgin.

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March 28, anchor is cast at the
island of Limasaua (Mazava),
where Enrique, the Malaccan
slave of Magalhães, serves as
interpreter. Amicable relations
are speedily entered into and
confirmed by the Malayan rite of
blood brotherhood.

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The king of Limasaua, and his brother,
the king of certain districts in Mindanao,
prove most helpful, and are completely
won over by a judicious presentation of
gifts.

Greatly are the natives impressed by the

power of the new comers, as seen in the
artillery and armor, and their
astonishment is increased when
Magalhães relates his course to their
islands and the discovery of the strait.

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On Good Friday, Pigafetta and a companion visit the natives ashore, where
they spend the night in the king’s palace, a typical Visayan house raised
aloft on supports and thatched with nipa.

Here the various ceremonies that he witnesses impress Pigafetta, and his
companion, cast in coarser mould than he, becomes intoxicated. Pigafetta,
always interested in the language of the new peoples whom he meets,
writes down certain of their words, whereat they are greatly astonished.

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He records that he “ate meat on Holy Friday, for I could not help myself.”
On Easter Sunday, the natives are deeply impressed by the mass that is
celebrated ashore, and the cross which is planted in the highest part of the
island, and which they promise to adore.

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The limited amount of food in Limasaua, which is used only as a place of
recreation by the two kings who go there to visit one another and hunt,
leads Magalhães to seek a more abundant harbor.

Among the places pointed out where food is

abundant is the island of Cebú, and there Magalhães
determines to go, “for so did his unhappy fate will.”

After a seven days’ stay at Limasaua, the course is

laid to Cebú under the pilotage of the king of
Limasaua, who is finally taken aboard the “Trinidad”
as his vessel is unable to keep up with the swifter-
moving European vessels.

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Entering the port of Cebú on April 7, amid
the thunder of their guns, the settlement is
thrown into consternation, but the Malaccan
being sent ashore reassures them of his
master’s good intentions, whom he
proclaims to be a “captain of the greatest
king and prince in the world,” who “was
going to discover Malucho,” but hearing of
the great fame of the king of Cebú, wishes
trade with him.

The king of Cebú is willing to accord friendship to the Europeans, but asks a
tribute, as it is the custom for all visitors to pay it to him.

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But no tribute will be paid him, asserts Enrique, and the king, at the advice of
a Moro merchant who has heard of the deeds of the Portuguese along
Malacca and the Indian coast, and confuses the strangers with them, until
undeceived by Enrique (who declares them to be much greater than the
Portuguese), expresses his willingness to make friendship with Magalhães.

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With the help of the friendly king of Limasaua, peace is made according to
Malay rites, and gifts exchanged. Magalhães, deeply religious, in common with
many of his age, early seeks to lure the natives of Cebú to holy baptism, by
presenting to them its most attractive side, and promising the king if he
becomes a Christian, a suit of armor; but they must become willing converts,
and not for the hope of gain or for fear.

The peace is more firmly cemented by the

visit of Pigafetta and a companion to the
king, where they witness ceremonies
similar to those of Limasaua, and where
gifts are bestowed upon the king and
some others.

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They also visit the house of the prince apparent,
where they hear their first concert of Visayan
music and see a native dance.

On the following Wednesday two of the crew are buried ashore on

consecrated ground with as much pomp as possible.

Trading is instituted by carrying a quantity of merchandise ashore, the

safety of which is assured by the king.

Those people are found to have weights and

measures for their trading; and besides their gongs, a
flute-like instrument.

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Their houses are entered by ladders. On Friday begins the trading, gold
being given for metals and large articles, and food for the smaller wares.

The good bargains obtained by the Europeans, would have been materially
less and the trade spoiled forever had it not been for Magalhães’s
watchfulness, for so eager are the men at the sight of the gold, that they
would have given almost anything for it.

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On the following Sunday, the king and his chief men, and the queen and
many women, are baptized and given European names, and ere the week
closes all the Cebuanos have become Christians, as well as some from
neighboring islands.

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The queen at her earnest request, is given a small image of the Christ
child, the same afterward recovered by Legazpi, and still held in the
greatest of reverence at Cebú.

The opposition of certain chiefs to the king of Cebú is satisfactorily

ended by the inducements and threats of Magalhães. The latter
swears to be faithful in his friendship with the natives, who likewise
swear allegiance to the king of Spain.

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However, the natives are loath to destroy
their idols, according to their promise,
and Magalhães finds them still sacrificing
to them for the cure of sickness.
Substituting therefore the assurance that
the new faith will work a cure, in lieu of
which he offers his head, the sick man
(who is the prince’s brother and the
bravest and wisest man in the island) is
miraculously cured.

Thereupon many idols are burned amid

great demonstrations. Vivid descriptions
are given of the people and their customs
and ceremonies, especially those of
sacrifice and mourning.

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April 20, a chief from the neighboring island
of Mactan sends a small present to
Magalhães, with the request to aid him with
a boat load of men against the chief
Cilapulapu, who refuses allegiance to Spain.

Magalhães in his ardor, and

notwithstanding the remonstrances of his
friends, leads three boat loads of men (sixty
in all) to the island, where having ordered
the king of Cebú to be a witness of the
battle only, he engages the natives.

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Disastrous indeed does that day prove, for beset by multitudes of foes,
the Europeans are compelled to retreat, and the retreat becomes a
rout, the personal bravery of Magalhães and a few of his closest
friends only saving the men from almost complete massacre.

Recognizing the leader, the natives make their greatest efforts against
him, and finally he is killed while knee deep in the water, but after all
the others are saved.

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Pigafetta’s lament is tragic and sorrowful; they “killed our mirror, our
light, our comfort, and our true guide.” Insolent in their victory, the
natives refuse to give up the body of the slain leader at the request of
the king of Cebú.

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The Story so Far…
After the death of Magellan

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The Europeans stunned by the loss of their leader, withdraw their
merchandise and guards to the ship, and make preparations for
departure. Duarte Barbosa and João de Serrão are chosen leaders.

The second act in the drama follows

speedily. The slave, Enrique, enraged at a
severe reprimand and threats by Barbosa,
conspires with the king of Cebú; with the
result that twenty-six men, including both
of the leaders, are murdered at a banquet
on May 1, to which the king invites them.

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João Carvalho, deaf to the entreaties of João Serrão, their wounded
leader, and anxious to become next leader, sails away leaving him to
his death. Pigafetta names the products of Cebú, and gives a valuable
vocabulary of Visayan words, most of which are still in use by those
people.

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By mutual consent, the three vessels proceed to Bohol, where the
“Concepcion” is burned, as there are too few men left to work all three
ships; although its supplies and all else possible are transferred to the
“Victoria” and “Trinidad.”

Then, cruising along, they put in at Mindanao where Pigafetta goes ashore
alone, after the king has made blood friendship at the ships.

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There they hear of Luzón, where the Chinese trade annually. Departing
from Mindanao, they anchor at Cagayan Sulu, a penal settlement for
Borneo, where the blowpipe and poisoned arrows are used, and the
daggers adorned with gold.

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The next anchorage is at Pulaoan
(Palawan), although before reaching
that island, the men have been
tempted to abandon the ships
because of hunger. There the rice is
cooked under the fire in bamboos and
is better than that cooked in earthen
pots.

Those people raise fighting cocks and bet on their favorite birds. Ten
leagues from Paragua is the great island of Borneo, whither the ships next
go, and anchor at the city of Brunei, which is built over the water, and
contains twenty-five thousand fires.

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Hospitably received by eight chiefs who visit the ships, they enter into
relations with the Borneans. Seven men go as ambassadors to visit the
king, and bear presents to him and the chief men.

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Here some of the grandeurs of an oriental court are spread before their
eyes, which Pigafetta briefly describes. The strangers are graciously given
permission to take on fresh supplies of food, water, and wood, and to
trade at pleasure.

Later actions of the Borneans cause the men of the ships to fear treachery,
and forestalling any action by that people, they attack a number of junks
(boats) near them, and capture four. Among the captives is the son of the
king of Luzón, who is the chief captain in Borneo, and whom Carvalho
allows to escape, without consulting the others, for a large sum of gold.

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His action in so doing reacts on himself, for the king refuses to allow two
men who were ashore and Carvalho’s own son (born of a native woman in
Brazil) to return to the ships, and they are left behind. The Borneans and
their junks are described.

On leaving Borneo, a number of prisoners from the captured junks are kept,
among them three women whom Carvalho ostensibly retains as presents
for the queen of Spain, but in reality for himself.

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Happily escaping from the point on which one of the ships has become
grounded, and the fear of explosion from a candle which is snuffed into a
barrel of powder, the ships anchor at a point of Borneo, where for forty-
two days, the men are busied in repairing, calking, and furnishing the
vessels.

The journey is resumed back

toward Paragua/Pulaoan, the
governor of a district of that
island being captured on the way;
with whom, however, they enter
into friendly relations.

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Thence the ships cruise along
between Cagayan, Joló, and
Mindanao, capturing a native boat
from Maingdanao of the latter island,
from the captive occupants of which
they learn news of the Moluccas.

Pushing on amid stormy weather,

they anchor at the island of
Sarangani, just south of Mindanao;

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They, they proceed in a generally southerly direction amid many islands
until the Moluccas are reached, and they enter the harbor of Tidore on
Friday, November 8, 1521, after twenty-seven months, less two days, since
their departure from Spain.

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At Tidore, a warm welcome awaits them from the king, who is a powerful
astrologer and has been expecting their arrival. He promises them as many
cloves as they wish, even offering to go outside his island, contrary to the
practice of kings, to provide them the sooner; in return for his services
hoping for their aid in his designs for power in the Moluccas, especially
against the king of Ternate.

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There they learn that Francisco Serrão, the great friend and cousin of
Magalhães, has perished some eight months previously from poison
administered by the king of Tidore, whom he had visited, because he
[Francisco Serrão] had aided the king of Ternate against Tidore.

This Serrão, says Pigafetta, was the cause

of Magalhães undertaking his expedition.
Francisco Serrão had been in the Moluccas
for ten years, for so long ago had Portugal
discovered those islands. He had his
voyage from Portugal to Moluccas on the
year 1512, and was known to be Europe’s
first sailing past East Indonesia.

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The fleet travelled to Ternate. The efforts of the Ternatans to gain the new
strangers fail, for they are already pledged to the king of Tidore.

On November 12, a house is built ashore and on the thirteenth the

merchandise is carried there, among it being that captured with the
various junks at and near Borneo.

The sailors are somewhat careless of their bargains for they are in haste to
return to Spain. The king of Tidore continues his kindness, and to humor
him, as he is a Mahometan, all the swine in the boats are killed.

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Nov. 13, a Portuguese named Pedro Affonso de Lorosa, who had gone to
Terrenate after the death of Serrão, comes to the ships. From him they
learn the efforts made by the Portuguese to prevent their expedition, and
various news of the region; and they ply him so well that on departing he
promises to return to the ships and go to Spain with them.

On November 16 and 17, the

Moro king of Gilolo visits the
ship, and is delighted with
the artillery and fighting
qualities of the ships and
men, for he had been a great
warrior in his youth, and is
feared throughout that
region.

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On the eighteenth also, Pigafetta goes ashore to see how the clove grows;
and the result of his visit is given in a tolerably correct description of the
clove and nutmeg trees. The women of that region, he says, are ugly, and
the men are jealous of them and fearful of the Europeans.

The king, in accordance with the custom of that district, invites the sailors
to a banquet in honor of the first cloves laden. But they, mindful of the
fatal May-day banquet, suspect treachery and make preparations for
departure. The king, learning of their intended departure, is beside himself
and entreats them to stay with him, or if they will go, to take back all their
presents, as he would otherwise be considered a traitor by all his
neighbors.

After his entreaties have availed, it is learned that some chiefs had
endeavored in vain to turn the king against the Spaniards, in hopes of
currying favor with the Portuguese.

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Then after many visits from the kings and chiefs of the various Moluccas
and other islands; after Lorosa, the Portuguese, has come aboard,
notwithstanding the efforts one of the Ternatan princes to seize him; and
after the witnessing of various ceremonies between the kings of Batchian
and Tidore: the new sails are bent to the yards, and the ships prepare to
depart. Leaving the king of Tidore certain of the artillery and powder
captured with the junks, and their Bornean captives (having previously
given him all their other prisoners); and having made peace with various
potentates of the region roundabout:

the “Victoria” lifts anchor and stands

out to await the “Trinidad.” The latter
vessel, however, is unable to lift anchor,
and suddenly springs a leak.

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it is decided that the “Victoria” will take advantage of the winds and
return to Spain by way of the Cape of Good Hope, while the “Trinidad,”
after being overhauled will return by way of the Isthmus of Panama.

Victoria going to Trinidad going to

Cape of Good Panama (Latin
Hope (Africa) America)

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Victoria was able to return to Trinidad, under the
Seville, Spain on Sept. 8; leadership of João Carvalho,
was not able to return to
Pigafetta and the rest of the Spain.
crew had a procession in
gratitude for their return and
for Magellan.

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