Lecture 3

HISTORICAL ANTECEDENTS IN THE PHILIPPINES

PRE-COLONIAL PERIOD

A. Culture and Traditions

The early Filipinos are believers of superstition and as such, they practiced _____.

PRE-COLONIAL PERIOD

A. Culture and Traditions

_____ is the belief that various objects, places, and creatures possess distinctive spiritual qualities. This practice is the earliest and the most primitive form of belief, associating their world with spirits instead of deities.

PRE-COLONIAL PERIOD

A. Culture and Traditions

Said spirits are called ____

Pre-Colonial Period

Spanish Regime

American Regime

Commonwealth Period

Period since Independence

PRE-COLONIAL PERIOD

B. Writing System

Although the Filipinos knew how to read and write in their own system, this was mainly used just for messages and letters. They seemed to not have developed a written literary tradition at that time. This would have led to a more systematic accumulation and dissemination of knowledge (through passing of the literature to the younger generations), a condition that is necessary for the development of science and technology. Of course, we know that ____ was the early Filipino script that they used.

PRE-COLONIAL PERIOD

C. Social Organization

___ are a number of geographically scattered, self- sufficient, autonomous communities present all over the archipelago long before the Spaniards came. They were essentially subsistence economies producing mainly what they needed but with exception to those early Filipinos who are involved in trades. In a subsistence economy, goods are produced for oneself or one’s family and not to be sold to make a profit.

PRE-COLONIAL PERIOD

D. Craftsmanship

For about 40,000 years, they made simple ______ but eventually developed techniques for sawing, drilling and polishing hard stones. These Stone Age inhabitants subsequently formed settlements in the major Philippine islands such as Sulu, Mindanao (Zamboanga, and Davao), Negros, Samar, and Luzon (Batangas, Laguna, Rizal, Bulacan and the Cagayan region).

PRE-COLONIAL PERIOD

D. Craftsmanship

By about 3,000 B.C., they were producing _______. designs. Gradually, the early Filipinos learned to make metal tools and implements --

PRE-COLONIAL PERIOD

D. Craftsmanship

The Iron Age is considered to have lasted from the second or third century B.C. to the tenth century A.D in our country. Excavations of Philippine graves and work sites have yielded ____. These suggest that Filipinos during this period engaged in the actual

PRE-COLONIAL PERIOD

E. Transportation

Filipinos had also learned to build boats for the coastal trade. By the tenth century A.D., this had become a highly developed technology. In fact, the early Spanish chroniclers took note of the refined warship called ____.

These boats (caracoa) were well suited for inter-island trade raids. By the tenth century A.D., the inhabitants of Butuan were trading with _____

PRE-COLONIAL PERIOD

F. Agriculture

When it comes to agriculture, the early FIlipinos were able to grow crops such as ____. They were also able to domesticate ____. Lowland rice was cultivated in diked fields and in the interior mountain regions as in the Cordillera, and in terraced fields which utilized spring water.

PRE-COLONIAL PERIOD

G. Settlement

There were two groups of Filipinos based on their settlements. One is living along ____ and the other resorted to _____.

PRE-COLONIAL PERIOD

G. Settlement

Settlements along the ______ which had been exposed to foreign trade and cultural contacts, such as Manila, Mindoro, Cebu, Southern Mindanao and Sulu, seemed to have attained a more sophisticated technology (engaging in agriculture, developed a system of writing, weights and measures; wore colorful clothes and made their own gold jewelry, houses made of wood or bamboo).

PRE-COLONIAL PERIOD

G. Settlement

_______, many Filipinos were still living as hunters. They gathered forest products to trade with the lowland and coastal settlements.

PRE-COLONIAL PERIOD

H. Tools and Products

Many products have been produced by Filipinos even during this period. Filipinos were ______

PRE-COLONIAL PERIOD

H. Tools and Products

Filipinos were also mining gold in such places as

The ____ is the material the bees used to construct the walls of their hives, and this material was historically used in creating statues, bronze preservation, and even treating burns and wounds.

PRE-COLONIAL PERIOD

H. Tools and Products

Tools were found in the house of ______ Manila that proved the sophistication of the Filipinos living in the now Metro Manila. Some tools found were ____ (for table display), ____ (for storage of food and other materials), ____ (used in warfare called Lantaka), and ____.

SPANISH REGIME

A. Education

For example, the Jesuits founded in Cebu City the _______, and in Manila, the _______, the _____, and the _____.

SPANISH REGIME

A. Education

The Dominicans had the ___ in Manila.

SPANISH REGIME

A. Education

Access to these schools was, however, limited to the elite of the colonial society -

higher education was pursued for the ____ or for ______ in the colonial administration.

_____ was able to specialize in Ophthalmology in Spain and Germany.

_____ studied Engineering in Belgium. In his time, no school or university in the Philippines offered any Engineering course so Filipinos, or even Spaniards who chose to settle in the Philippines, had to go to Europe to get an Engineering degree.

_____ was able to study Medicine in Madrid.

____ had a chance to get a degree in Pharmacy in Madrid He was considered as one of the fiercest military men of his time. Sadly, Filipinos in this time who were not born to influential families never got the chance to specialize abroad.

SPANISH REGIME

B. Reduccion System

This only means that a certain town will be composed of as many barangays as the sound of the church bells can reach. With this modification, _____ were also appointed.

SPANISH REGIME

B. Reduccion System

The Cabeza de Barangay, also known as _______ in Spanish, was the leader or chief of a barangay. The post was inherited from the first ____ who became cabezas de barangay when the many independent barangays became tributary vassals of the Spanish Crown.

SPANISH REGIME

B. Reduccion System

___________, after whom the Philippines was named, decreed that the native nobility of the country should retain the honors and privileges they had before their conversion and subjection to the Spanish Crown.

SPANISH REGIME

B. Reduccion System

From among their ranks, the head of the town, the _____. Furthermore, only the members of their class could elect _____.

SPANISH REGIME

C. Agriculture

The Philippines has always been an agricultural country. And so in 1887, the _____________ was created by royal decree but was only able to open in July 1889. The School was designed to provide theoretical and practical education to skilled farmers and overseers, and promote agricultural development in the Philippines by means of observation, experiment and investigation.

There were very little development in Philippine agriculture and industry during the first two centuries of Spanish rule. This was largely due to the dependence of the Spanish colonizers on the profits from the ___ or ______. During that time, Manila prospered as the _________.

“Marked the rapid advancement of science and technology in the Philippines.”

AMERICAN REGIME

A. Education

All Filipino children were given right to education despite economic and social status. This was a project of the __________ that aimed to provide free primary education to Filipinos but utilized ________ as the primary mode of instruction.

AMERICAN REGIME

A. Education

The _________ was established by the Americans and became the training ground for Filipino teachers.

AMERICAN REGIME

B. Economy

The country remained an ______ to U.S. of various agricultural crops and an ______ of U.S. manufactured products.

The ________ marked the beginning of the country’s transformation to a politically independent nation.

COMMONWEALTH PERIOD

This period brought about the birth of several government corporations that are still standing up to this day. First is the __________ or the now _____________, an independent cabinet-level agency of the Philippine government responsible for economic development and planning. It is the governing body that sets major development policy directions for the country.

_____________ a Philippine government-owned and controlled corporation that is mandated to provide electricity to all rural areas of the Philippines by 2025 (known as "missionary electrification"), and to manage water resources for power generation, and
to optimize the use of other power generating assets.

__________ an agency of the Philippine Department of Agriculture responsible for promoting the accelerated growth and development of the fiber industry in the Philippines, such as abaca, also known as Manila hemp and cotton.

The ________ gave birth to learning institutions Department of Education and Culture (now, DepEd) and Department of Science and Technology (DOST).

Existing Programs Supported by the Philippine Government

There are existing programs supported by the Philippine government to advance science and technology through the Department of Science and Technology. We have:

_________ provides grants for basic researches meant to increase our
scientific knowledge base. This means that through basic researches, we are able to collect valuable information about a certain occurrence affecting our society.

____________ are also being granted by the DOST for deserving Filipino students aiming to be experts on priority fields of science and technology in the Philippines.

The DOST also support establishment of more branches of _____________ system to provide advance quality secondary education to Filipino students.

The __________ contracts science and technology expert who is a Filipino citizen or a foreigner of Filipino descent, residing abroad to return and work in the Philippines along his/her field of expertise.

The main goal of this program is to provide students with sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.