MODULE 3: THE LOCAL HISTORY OF PALAWAN

I. Overview

This module will give you a depth understanding about the situation of the province

of Palawan in the hand of the different conqueror. You will also realize that Palawan is

not only environmentally rich but a historically significant province as well. You will see all

the darkest history behind the beautiful scenery in Palawan. So all these are far from what

we see of Palawan now, a home of beauty and culture with a dark history and a chamber

of hair-raising stories of war and colonization. Its history is a tough proof that Palawan in

not just about the natural resources, white sandy beaches, long sandbars, blue crystalline

waters, rich marine biodiversity and abundant ecology. And knowing that it is home of

culture, heritage and history. Something everyone could learn.

II. Learning Outcomes

At the end of this modules, students should be able to:

1. Analyze the situation of the province before the coming of the conquistadors.

2. Describe geographic and cultural changes in Palawan through historical data

3. Trace salient events on the dawn of Spanish colonization in the Islands;

4. Analyze the contribution of Spanish in the province through products of culture.

5. Relate evidences of colonization to present heritage as to its purpose and function.

6. Enumerate the different economic and political changes in the country under the

Spanish government.

7. Analyses the impact of the said changes in the socio-cultural life of the Filipinos.

8. Examine the different abuses committed by the Spaniards to the Filipino; and

9. Give value judgement about the Filipino behaviours on their working conditions

affected by the same policies in our present time.

III. The Pre-Colonial

 Ancient Time

Palaw’ans people and Tagbanuas – are the direct descendant of Palawan’s early

settlers. They have developed an informal form of government, their own alphabet and

their own trade system with sea-borne merchants.

In 220 to 263 AD – a new wave of recent migrants came during a period called

“Three Kingdom”. Where Little Dark People who were living in Anwei province in South

China were driven South by Han people. These people are what most Filipino call Aetas

and Negritos from whom Palawan’s Batak tribe descended. And in AD 982 – ancient

Chinese traders regularly visited the islands. This was attested by the pottery, china and

other artifacts that have been recovered from caves and waters of Palawan.

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Classical Time

During 12th century, Malay immigrants arrived in Palawan with most of its

settlements ruled by Malay chieftain. These people grew agricultural products such as

rice, ginger, cocunuts, sweet potatoes, sugar cane and bananas. They also raised

animals such as pigs, goats and chicken. And their economic activities are: Fishing,

Farming, hunting (by used of bamboo traps) and blowguns.

During 13th century, Indonesian from the Majapahit Empire brought Buddhism and

Hinduism in Palawan and later the people of Palawan followed this. Because of the

proximity of Palawan to Borneo, southern portions of the island of Palawan were under

the control of the Sultanate of Brunei for more than two centuries, and Islam was

introduced. During the same period, trade relations become of trend and intermarriages

among the natives and foreign traders such as Chinese, Japanese, Arab and the Hindu

have also become common. The mixing of races resulted in a distinct breed of peoples

in Palawan that may be characterized by both physical stature and feature.

Even before the invasion of the Spaniards, one big influence to the country’s

civilization, the Palawan civilization was blooming. They were developing their own

language, had their own government and their relations with countries like China and

other Asian nations were growing steadily.

IV. The Spanish Paragua

Before the Coming of Conquistadors

The territories of the province were persistently under the influence of Islamized

people from Borneo and the Sulu Archipelago. A glimpse of Tagbanua, Palaw’an, and

Molbog society reveals Muslim dominance and influence in material culture and social

organization. This is probably because of the trading industry in southern and central

Palawan. The difficulty in colonizing Palawan is because of it is under the Muslim

influence since 1200.

 The Coming of Conquistadores in the Island of Palawan

In June /July 1521 (this is so confusing date because other historian said that the

coming of the troop of Magellan in Palawan is June 1521 but other said it’s July 1521),

when Antonio Pigafetta and the rest of the troop of Magellan during its search for provision

and voyage back to Spain, they found an Island and called it “PULAOAN”.

In Pigafetta’s account he wrote that, “Those people of Pulaoan go naked as do the

others almost all of them cultivate their fields. They have blowpipes with thick wooden

arrows more than 1 palm long, tipped with points and are poisoned.”

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By 1570’s, the Spanish Government were collecting tribute in the Calamianes and

the Cuyo Islands. In 1590’s, Cuyo had one thousand and Calamianes had three thousand

tribute payers under the Encomienderos of Panay and Mindoro.

In 1622, Governor-General Alfonso Fajardo commissioned the Count of Agustinian

missionaries to colonize Palawan. One expeditionary group from Cebu reached Cuyo,

bringing with them it five Agustinian Recollect missionaries wih Rev. Fr. Juan de Sano

Tomas as their superior. Another arrived in Taytay. With this, they spread Christianity to

Agutaya then to Calamianes, and swerved southward to Barbacan and Aborlan.

During the spread of Christianity in the Northern part of Palawan. Still the Southern

Palawan was controlled by the Muslims under the Sultan of Mindanao and Sulu.

The Agustinian Recollects, without fear and armed with holy strength, planted the

cross in Cuyo in 1622. They reported a warm welcome from the natives excluding the

Babaylan (native priest), and their policy of Reduccion.

In 1623, the Spanish crossed the sea of Taytay in Northen Palawan Island. The

natives could not be persuaded to gather and leave their place of livelihood and eventually

expose themselves to Moro attacks. The Spaniards reinforced their foothold in Taytay

with two companies of soldiers and built a fortress with strong artillery. With such a show

of force, they advanced colonization the Linapacan, Culion, Busuanga, and south to

Barbacan/Roxas. This territory would compose the Calamianes administrative area, the

base which further colonization of Palawan will be launched.

n 1636 most of the town of Palawan had embrace Christianity. In retaliation for

Spanish inroads into their territories and to preserve their independence, religion and

culture, the Muslim continued to attack Christian towns and villages.

 The Moro Raiders

As early as 1602, a squadron of Muslim vessels attacked Cuyo and its neighboring

Islands. The raiders injured, killed and kidnapped about 700 persons. The following years,

Muslims from Maguindanao collected tribute and captured more natives. (Cesar Adib

Majul, UP Press, 1973)

In 1632, Fray Juan de San Jose, prior to Cuyo was kidnapped by Muslims. He was

hostage until a ransom of two thousand pesos was paid. They brought with them many

natives as captives. And in 1637, Taga of Sultan Kudarat with a force of Four Joangas

ransacked the church of Cuyo.

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Spanish Motives Towards Centralization

A Dutchman named Van Neck set anchor to Cuyo on the way to China and

discovered the natives to be paying tributes to the Spaniards.

The Italian Careri wrote in 1696 that Paragua is divided between Borneo and Spain

but in the interior they lived “wild Indios recognizing no authority”.

The Englishman Draper describe large parts of Paragua as “under the jurisdiction

of Sulu”, the Joloan settlers being full antipathy to the Spaniards, but the “Cuyunos as

“docile and more attached to the Spaniards”.

By the beginning of the 9th century, a military force consisted of Compania de

Infanteria Española Y Pampanga, based at the Fort of Sta. Isabel in Taytay.

Aside from the Muslim raids, Spanish authorities in the province has an anxiety

and alarm about the people of Palawan.

1. About 2/3 of the natives still vigorously observe Pre-Hispanic rituals – A large

number of inhabitants has been gathering in the mountains to pay homage to a

certain Virgen del Monte as they had 30 years before. The French naturalist Alfred

Marche noted that the natives of Cuyo periodically scaled Mt. Caimana, carrying

stones to deposit at the top.

2. Cuyunon life rituals have continued, but with Christian names – The rice cycle and

various fiestas are examples (J. Fernandez 90: Prudente 977) In the evening of

Black Saturday, people remain awake while performing Erekay an Indigenous

oratorical form. Cilia- A novena for Saint Cecilia, but it may also be a supplication

to the anitos asking for good harvest and a cure for sickness.

3. Metamorphosis of the Mangalok – from being a respected Babaylan to a feared

like creature, so as to define historical change in the realm of cultural

consciousness.

The Spanish Paragua (Gobierno Political De Paragua)

“Philippines shall be divided into four Departments: 1.) Norte-Luzon and nearby

Islands, 2.) Oriental- Visayas, 3.) Occidental- Calamianes, Paragua and Balabac, and 4.)

Meridional- Surigao, Mindanao, Basilan, Jolo, and northeast Borneo”

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Junta Especial par alas Reformas de Administracion Y Gobierno delas Islas Filipinas,

hacia 1871 cited by Ocampo, 1985

 Gobierno Political de Paragua

The first two centuries of Colonization in Palawan was singularly characterized by the

dominance of the Religion in the affairs of the government. This was because the main

function of the Civil Government was to collect tribute. The situation was not really

conducive to good government because the missionaries were to exercise tremendous

powers over the inhabitants. It was not until 1871 when the central government was

recognized wherein the Philippines was divided into four Departments.

In 1851, Governor-General Fernando Norzagaray ordered the division of Palawan into

two Politico-Military provinces. The northern islands of Palawan composed of Calamianes

were to be called Castilla, while the Southern Islands are named Asturias. But this

proposal was never implemented.

In April 16, 1861, a task force was sent to explore a place in Paragua to establish a

military post. The expedition was composed of two Lieutenants of the navy, a Commander

of the Artillery and a Captain of the Engineers. In 1871, Palawan and Balabac became

one of the four Departments. The rationale was to strengthen the civil government and

evangelization of the inhabitants particularly in areas dominated by the Muslims.

Palawan was made of three administrative units known was Calamianes with Taytay

as its Capital; and Balabac was solely under the Military rule as advance post to guard

the southern territories.

The Compania de Infanteria Española was based in Santa Isabel, a fort in Taytay to

protect the inhabitants from the Muslims. The commission also entrusted to investigate

the possibility of relocating the military force to Paragua due to the paternalistic

attachment of the Muslims with the natives. The Muslims had particularly controlled the

exploitation of natural resources of the province especially the agricultural products such

as Tobacco. At the time of investigation, the Island of Paragua was used as Penal Colony

where political prisoners were deported.

In the process of migration and deportation of rebels in Paragua, cultural changes took

place. In the process of acculturation, Christianity had the better part of effecting desired

changes. Doctrines of Catholicism became a part of their system.

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The persistent Moro raids though concentrated in the Calamianes and Northern

Palawan, precipated by sending exploratory expeditions to central and southern Palawan

and look for a sight of the seat of Politico-Militar de Paragua. (Ponce de Leon, 2004)

Royal Order of January 20, 1862, Governor-General Rafael Izquierdo established

the Gobierno Politico-Militar de Paragua. The Commission choose Puerto Princesa

as the capital. Puerto Princesa then was called Puerto Asuncion of Iguahit (Iwahig), a

settlement of natives.

 Politico-Militar Government

1. Who was qualified to be a Governor of Paragua?

o Must have the rank of Captain of the Navy.

2. What were the privileges as Governor of Paragua?

o A salary of three thousand pesos

3. What were the tasks of a Governor in Paragua?

o Responsible for the allocation of funds for the maintenance and operation

of the province; and

o He was instructed to befriend the Tagbanuas and provide them with good

animals. Construction materials, seedlings, and other needs for production.

4. Provincial Officials of the newly established Politico-Militar Government:

o Politico-Military Governor: Captain Jose de Sostasa Y Ordones

o 1 Parish Priest

o Campania Disciplinaria (22 Officers)

o 183 Soldiers, Engineers, Administrators, and Medical Personnel

March 04, 1872 – the expeditionary force gathered to witness the signing of the

Act of Colonization. This was done by:

 Capt. / Politico-Militar Governor: Jose Sostosa.

 Parish Priest: Ezekiel Moreno

 Captain Engineer: Severino Sanchez

 Military Administrator: Jacinto Ruiz

 Military Physician: Ciriaco Orate

The signing of the Act formalized the occupation of colonization of Puerto Princesa

in the name of the King of Spain. (Ocampo, 60)

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On March 24,1872, the first to be baptized was Celia Marcelo, daughter of Mr.

and Mrs. Alberto Marcelo of Cuyo.

April 04, 1872- first burial mass recorded was the death of Justo dela Cruz of

Manila.

July 05, 1872, the first wedding was held between Tranquilino Asuncion of

Pasig and Isadora San Jose of Manila. The bigger church was constructed and

inaugurated on December 08, 1872 with Immaculate Concepcion as the Patron.

Frenchman Alfred March wrote an impression about the inhabitants of Puerto

Princesa that later on became a stereotype about the image of the province:

“…the inhabitants of Puerto Princesa are deportees: almost everybody is either a

convict, a murdered, a thief, etc. There are only two Spanish merchants, a butcher and a

grocer, some Chinese, and a few inhabitants of the Islands of Calamianes who compose

the surplus of the new Spanish Colony.”

-(Marche, 1970)

 The Economic and Political Changes in the Philippines under the Spanish

Government

The economic policies under the Spanish government:

1. Encomienda

A definite number of souls or inhabitants of a territory were entrusted to the care of an

Encomiendero. It is a feudal institution used in Spain to reward deserving Generals and

Conquerors.

-To delegate to the Encomienderos the power to collect tribute and to use

the personal services of their Encomiendas.

-Encomienderos were supposed to look after the welfare of the natives and to give them some education.

-Encomienderos exercised their powers and prerogatives to the full but for the most part ignored their duties and

treated the natives as their slaves.

-Philippine Encomienda is not a land grant. It was an administrative unit for the purpose of exacting tributes from the
natives.

Encomiendero’s Responsibilities:

a. To protect the natives by maintaining peace and order within the Encomiendas

b. To support the missionaries in their work of converting the people to Catholicism,

and

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c. To help in the defense of the colony.

But in return:

Encomienderos collect a tribute of eight reales annually from male inhabitants of his

encomienda ages 19-60. His share was not supposed to exceed ¼ of the total collection.

Part of the collection was to go to the friars, and the rest to the government. And Cabeza

de Barangay has the duty of collecting the tribute and to forward it to the Encomiendero.

Encomienderos were not supposed to own a house in the native settlements within

their Encomiendas or even to stay there for more than 1 night. This was intended to

minimize the abuses of the Encomienderos and also to prevent them from consolidating

their control over the area inhabited, so as to insure the supremacy of the King. Some

Encomienderos prefer to live in the city because of the amenities of the urban life and the

lure of profits to be made from the trade with China. He and his heirs could hold the

encomienda for only 2 or 3 lifetimes, after which it will go back to the crown.

The Encomienda system was characterized by greed and cruelty. This grant was

nothing more than an opportunity to enrich himself (Encomiendero), and he used every

opportunity open to him whether in the collection of tributes or in the lawful exaction of

numerous services. Example, they employ Indios in building houses and large vessels,

grinding rice, cutting woods, and carrying it all to their houses and to Manila and then pay

them little or nothing for their labour.

Encomienda had declined by the middle of 17th century.

2. Tribute

Gobernadorcillo, Cabezas and their families, government employees, soldiers with

distinguished service, descendants of Lakandula and a few other native chieftains, Choir

members, Sacristanes, Government witnesses, and porters of the churches are part of

the said economic policy during the Spanish government. Tribute collectors are Alcaldes

Mayores, Encomienderos, Gobernadorcillos, and Cabezas.

Collectors often abused their powers by collecting more than the exact and required

amount. If the community refused to pay their tribute, soldiers will come to collect their

tributes by force.

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It is a sophisticated method of abuse in the way of cash vs. products: example, when

money was scarce, the Alcalde or Encomiendero required payment in cash. When there

was scarcity of goods and prices were high, he insisted on payment in goods which he

then sold at the prevailing high prices. Goods were invariably underpriced.

3. Force Labor

Men aged 16-60 were required to serve for 40 days each year in the labour pool or

polo.

Regulations: Payment of ¼ real a day plus rice to each polista.

Polista were not supposed to be brought to a distant place nor required to work during

the planting and harvesting seasons. The government was not supposed to use polistas.

4. Bandala

The annual quotas of each province for the compulsory sale of products to the

government. Provincial quotas were subdivided among the towns.

The prices that the government set were lower than the prevailing prices of the

products so that if a person could fill his quota with his own produce, he had to buy at a

higher price in order to sell at a lower rate to the government, which was seldom paid.

The government collected more than what was assessed and pocketed the difference.

Excessive assessments forced many natives to become indebted to the chiefs, thus

entrenching the socio-economic position of the local leaders.

5. Tabacco Monopoly

In 1781, a tobacco monopoly was implemented in the Cagayan Valley, Ilocos Norte,

Ilocos Sur, La Union, Isabela, Abra, Nueva Ecija, and Marinduque. Each of these

provinces planted nothing but tobacco and sold their harvest only to the government at a

pre-designated price, leaving little for the farmers. No other province was allowed to plant

tobacco. The government exported the tobacco to other countries and also part of it to

the cigarette factories in Manila.

The tobacco monopoly successfully raised revenues for the colonial government and

made Philippine tobacco famous all over Asia.

Divide and Rule

The Spaniards never had a large military contingent in the Philippines. Spanish

soldiers had to be backed up by locally recruited forces. Spaniards were able to avail

themselves of the services of local mercenaries. This happened because of the lack of

national consciousness. Each locality regarded itself as separate and apart from the

others.

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Spaniards were able to use native troops from 1 region to put down revolts in other

regions. Native constabulary was a reliable source of strength for the Spanish colonialists.

Spaniards set up a separate army modelled after the Spanish Military Organization, with

native officers bearing high-sounding ranks. This native Filipino troops fought against

Spain’s foreign and local enemies.

 Political Structure and Social Abuses during the Spanish Colonization

The Philippines was governed by the Ministro de Ultramar (ministry of the colonies)

in Madrid 1863. This body helps the Spanish monarch to govern the colonies through a

centralized machinery exercising executive, legislative, judicial (supervise/in-charge), and

religious power (Governor general).

The Governor General was appointed by the Spanish monarch in Spain to be

assign in Manila. He is the king’s representative. He issued executive orders,

proclamations, and have supervision and disciplinary powers. He was the commander-

in-chief of the armed forces of the Philippines. He had supreme authority over financial

matters not until 1784 (Intendant General). He could suspend or disregard any law or

royal decree from Spain. He nominate priests to ecclesiastical positions and control the

finances of the mission. Lieutenant Governor – next to Governor General.

Governor-general and lieutenant governor advisory bodies are; board of

authorities, council of administration, and secretariats of the Central Government.

Provincial Government:

a. Alcades mayores (alcadia=province) (civil governors

b. Alcaldes en ordinario (ayutamiento-city govt.)

c. Gobernadorcillo/capitan (Mayor and V-mayor)

d. Cabeza de barangay (chief executive/chief judge of the town) (elected every year

by the cabezas de barangay)

e. Guardia Civil

f. Guardia Civil/ Cuadrilleros- police duties to maintain peace and order

g. Alferez- head of every corps of Guardia Civil in town.

h. Baranngay/Barrio- the smallest unit of government

i. Centralized system of the court

j. Royal Audencia- highest judicial body - it is also the high council to which

government affairs were referred. It also acted as the auditor of the finances of the

government. Laws originating from various sources were applied to the

Philippines.

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 Abuses:

The main cause of the administrative system was the appointment of officials with

inferior qualifications, and without dedication to duty, and moral strength to resist

corruption for material advancement.

The principal officials of the administrative system obtained their position by royal

appointment, while the rest of the positions were either filled by the governor general

himself or were sold to the highest bidder.

The term of office of the royal appointees depended on the king’s whims, and most

often, the king’s appointees were ignorant of the Philippines’ needs.

They were even subjected to many restrictions and were frequently shifted from

one assignment to another to prevent them from establishing a following among the

natives and perhaps causing the secession of the colony from the empire.

The distance of the colony, the inadequate administrative supervision, the

overlapping of powers and privileges of these officials, contributed to the perpetuation of

anomalies in the government services.

After spending so much time and money to obtain their royal appointment, many

officials exploited their offices and its wide powers to recover their expenses and enrich

themselves. When a conflict of interest arose in the performance of duties, the officials

inevitably favored their personal interests over the welfare of the state.

The most corrupt branch of the government was the provincial administrative

system where the Alcalde was the administrator, judge, military commandant, all rolled

into one. His salary was 25.00 but with liberal allowances and privileges. One of his

privileges was collecting a certain percentage from the total amount of taxes levied on the

provinces. Unscrupulous officials often exacted more tributes than required by law and

pocketed the excess collections.

The provincial governors monopolized provincial trade and controlled prices and

business practices. They bought goods from the natives at a cheap rate and sold these

goods back to the natives in times of scarcity at a much higher rate. These business

practices killed the business incentives left among the people.

The parish priest could check this anomaly but in many cases they encouraged

the abuses of the provincial governors in exchange for favors.

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This harassed official was largely responsible for such municipal expenses as the

maintenance of the Cuadrilleros who guarded the municipal building; the care of the town

prisoners; the purchase of desks, papers, and ink by the town officials; and the

construction of the town bridges. To pay for the necessary expenditures, tributes, taxes,

and fees were collected from the natives, but most of the accounts collected were not

used for the improvements of the locality but became a lucrative gain and source of

income. Unscrupulous Gobernadorcillos made considerable amounts of money from the

income of prosperous towns.

The government position was much coveted in such towns because of the lucrative

monetary gains for the officials. Honest men shunned the position because the

Gobernadorcillo had to pay with his own money the uncollected amount that fell short of

the quota prescribed. He was punished with fines and imprisonment when the higher

authorities were displeased with his conduct of administration.

The governor-general tried to protect the dignity of the Gobernadorcillo by giving

issuance of the ordinance of good government to provide a respectable treatment for the

Gobernadorcillo.

 Abuses:

Homes were searched even without search warrant; people were convicted and

exiled for being Filibusteros; books, magazines, and other written materials could not be

published without the approval of the Board of Censors; meetings and assemblies for

political purposes were prohibited.

Many cases were settled not according to the merit of the case but on the basis of

such considerations as race, money, and personal advantages. Legal proceedings were

costly affairs and only those who had personal and financial backing could afford trials

and litigations; the rest pleaded guilty and suffered the punishment imposed.

V. Palawan in Commonwealth Period

 The Arrival of Thomasites

The Thomasites were a group of 600 American teachers who travelled from the

United States to the newly occupied territory of the Philippines on the transport ship USS

Thomas. The group included 346 men and 180 women, hailing from 43 different states.

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and 193 colleges, universities, and normal schools. The term “Thomasites” has since

expanded to include any teacher who arrived in the first few years of the American colonial

period of the Philippines.

Thomas carried nearly 500 Thomasites, who arrived in Manila in August 1901.

They represented 192 institutions, including Harvard (19), Yale (15), Cornell (13),

University of Chicago (8), University of Michigan (24), University of California (25), Albion

College (1), Alma College (2), Kalamazoo College (1), the Michigan State Normal School

at Ypsilanti (now Eastern Michigan University) (6), and Olivet College (3).

Foundation, Purpose and Etymology

The Thomasites arrived in the Philippines on August 21, 1901 to establish a new

public school system, to teach basic education, and to train Filipino teachers, with English

as the medium of instruction.

Adeline Knapp, Thomasite and author of The Story of the Philippines, said:

“Our nation has found herself confronted by a great problem dealing with a people

who neither know nor understand the underlying principles of our civilization, yet who, for

our mutual happiness and liberty, must be brought into accord with us ... the American

genius, reasoning from its own experience in the past, seeks a solution of the problem, a

bridging of the chasm, through the common school.”

Philippines had enjoyed a public school system since 1863, when a Spanish

decree first introduced public elementary education in the Philippines. The Thomasites,

however, expanded and improved the public school system and switched to English as

the medium of instruction.

Again, when the Thomasites arrived, they were quarantined for a few days and

then moved on to their assigned provinces. They taught subjects in areas of language,

mathematics, domestic work, specific trade work, freehand drawing, and athletics.

Obviously it is shown that there was no other creative opportunity other than freehand

drawing. This inhibited the indigenous people from learning how to express their feelings

or reactions from being oppressed. Also, the teaching of freehand drawing was seen as

practical for future jobs. There were three areas of language which included English,

grammar, and reading. Much emphasis was placed on language in order to best prepare

Filipinos to assimilate into American society or in other words to follow American

instruction within American society. It was very damaging in the sense of national

consciousness because the Filipinos don’t have their own language. They’re learning

another country’s language while destroying the many variations of their country’s

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languages. This is an imperative indication of what the future of Filipino identity will

become. It will be so enmeshed with American society due to the foundation of an

American education. Domestic work included housekeeping, sewing, crocheting, and

cooking. These classes were obviously constructed to attract the female Filipino

population, which is distinguished later in the mid-1900s when a large population of

female Filipinos studies to become nurses because it included “women’s work.” The name

Thomasite was derived from the transport vessel USAT Thomas (earlier known as SS

Minnewaska in private service), which brought the educators to the shores of Manila Bay.

Although two groups of new American graduates arrived in the Philippines before USS

Thomas, the name Thomasite became the designation of all pioneer American teachers

simply because USS Thomas had the largest contingent. Later batches of American

teachers were also dubbed Thomasites.

The Thomasites had a 365 males and 165 females, left Pier 12 of San Francisco

on July 23, 1901, to sail via the Pacific Ocean to South East Asia. The U.S. government

spent about $105,000 for the expedition (equivalent to $3,226,860 in 2019). More

American teachers followed the Thomasites in 1902, making a total of about 1,074

stationed in the Philippines. At the time, the Thomasites were offered $125 a month

(equivalent to $3,842 in 2019), but once in the Philippines salaries were often delayed

and were usually paid in devalued Mexican pesos.

Although the Thomasites were the largest group of pioneers with the purpose of

educating the Filipinos, they were not the first to be deployed by Washington, D.C. A few

weeks before the arrival of USS Thomas, U.S. Army soldiers had already begun teaching

Filipinos the English language, thus in effect laying the foundation of the Philippine public

school system. The U.S. Army opened the Philippines' first public school in Corregidor

Island, after Admiral George Dewey vanquished the Spanish Pacific fleet in Manila Bay

on May 1, 1898. Also, a few weeks before the arrival of USS Thomas, another group

composed of 48 American teachers also arrived in the Philippines, aboard the USAT

Sheridan.

After President William McKinley's appoint William Howard Taft as the head of a

commission that would be responsible for continuing the educational work started by the

U.S. Army, the Taft Commission passed Education Act No. 34 on January 21, 1901, which

established the Department of Public Instruction. The latter was then given the task of

establishing a public school system throughout the Philippines. The Taft Commission also

authorized the further deployment of 1,000 more educators from the U.S. to the

Philippine. The Thomasites taught the following subjects: English, agriculture, reading,

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Grammar, geography, mathematics, general courses, trade courses, housekeeping and

household arts (sewing, crocheting and cooking), manual trading, mechanical drawing,

freehand drawing and athletics (baseball, track and field, tennis, indoor baseball and

basketball).

o The Legacy of Thomasites

The Thomasites built upon the Spanish school system created in 1863 and the

contributions laid down by the U.S. Army. They built elementary schools and learning

institutions such as the Philippine Normal School, formerly the Escuela Normal de

Maestros during the Spanish period (now Philippine Normal University) and the

Philippine School of Arts and Trades, formerly the Escuela Central de Artes y Oficios

de Manila (now Technological University of the Philippines) in 1901, the Tarlac High

School on September 21, 1902 and the Quezon National High School, also in 1902.

The Thomasites also reopened the Philippine Nautical School, which was originally

established by the Board of Commerce of Manila in 1839 under Spain. About a hundred

of the Thomasites stayed on to live in the Philippines after finishing their teaching

assignments. They transformed the Philippines into the third largest English-speaking

nation in the world and they became the precursors of the present-day U.S. Peace Corps

Volunteers.

For their contribution to Philippine education, the Thomasites Centennial Project

was established in cooperation with American Studies associations in the Philippines, the

Philippine-American Educational Foundation, the Embassy of the United States of

America in Manila, and other leading cultural and educational institutions in the

Philippines.

 The American Government

Fortune cast its shadow upon Puerto Princesa when the United States established the

military government on August 14, 1898 to July 4, 1901. One of the motives for the coming

of the Americans was humanism, which was the altruistic intention to civilize, to educate,

to Christianize and to train the Filipino people in democracy. In practice however, this

altruistic motive was overshadowed by the theory of government adopted. The American

theory of government centered in “materialism” in direct contrast to the Spanish theocratic

form which has God as the central interest and ultimate concern.

The theory of government of the United States in the Philippines was spelled out in

these words of the Philippine Commission: “The theory upon which the commission is

40
proceeding is that the only possible method of instructing the Filipino people to methods

of free instruction and self-government is to make a government partly of American and

partly of Filipinos, giving the American that ultimate control for some time to come. It was

said that the great body of the people were ignorant, superstitious and at present

incapable of understanding any government but that of “absolutism”.

 UNDER AMERICAN TUTELAGE 1891-1935

The Cuban revolution precipitated the coming of the American to Asia, when the

U.S. battleship Maine exploded at the harbor in Havana. This triggered the United States

declaration of war against Spain. The United States Asian Fleet under the Command of

Admiral George Dewey Asian fleet was ordered to proceed to the Philippines to destroy

the Spanish Navy.

On May 1, 1898, Commodore George Dewey entered Manila Bay “after navigating

safely the mines planted by the Spaniards and avoiding the fire of the shore batteries

passed in battle array before the Spanish fleet. When at a distance of 5000 yards, Dewey

turned to Captain Gridley and said, “You may fire when you are ready, Gridley”. The one-

sided battle ended with the surrender of Manila on August 13, 1898.

MILITARY GOVERNMENT ESTABLISHED

A military government was established from August 14, 1898 to July 4, 1901. The

main concern of the military government was the prosecution of the war and the

establishment or operation of the existing local government units under the control of the

American forces. It provided a system of public education where more often than not the

schools were organized and taught by American soldiers.

On May 18, 1898, President William McKinley appointed General Wesley Merritt

as Commander of the United States Military expedition to the Philippines. He was

instructed to expedite the conquest of the Philippines before Spain could sue for peace

and to maintain order and security of the conquered country under the American flag. The

expeditionary force consisted of 641 officers and 115,058 enlisted men.

After the cession of the Philippines to the United States on December 10, 1898

when the Treaty of Paris was signed, the Province of Palawan, like any other province,

was placed under military government. In Palawan, the Lieutenant Governor also

administered the Municipality of Puerto Princesa, as the municipal government was still

to be organized.

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The American Rule in Palawan

When the Spaniards left after the 1898 revolution, a new civil government was

established on June 23, 1902.

After Philippine-American War in 1902, the Americans established a civil rule on the

northern part of Palawan, calling it the province of Paragua.

In 1903 – 1905, pursuant to the Philippine Commission Act No. 1363, the province

was reorganized to include its southern portions and renamed it into Palawan and Puerto

Princesa was declared as its capital. During this era, the Americans governors who took

the reins of leadership introduced reforms and program to promote the development of

the province. These included the construction of school all over the province, the

promotion of agricultural and bringing people closer to the government.

The First Philippine Commission

The first Philippine Commission composed of Jacob Gould Schurman, as

Chairman, Major-General Elswell Otis, Rear Admiral George Dewey, Charles Benby and

Dean C. Worcester, as members arrived in Manila on March 14, 1899 with the purpose

in liberating the Filipinos from Spanish tyranny and the ideal of political self-rule through

the blessings of liberty.

The commissioners are empowered to recommend suitable persons for

appointment to those offices from among the inhabitants of the islands who have

previously acknowledged their allegiance to this Government and in all rations with the

inhabitants of the islands the commissioners exercise the respect for all the ideals,

customs and institutions of the tribes which compose the population, emphasizing upon

all occasions the just and beneficent intentions of the Government of the United States.

On January 31, 1900, the First Philippine Commission, after investigating

conditions in the Philippines and conferring with several prominent Filipino leaders and

emissaries of Emilio Aguinaldo submitted the following reports:

a. The establishment of a territorial government with a legislature, the upper house

to be half elective and half appointive and the lower house to be elective

b. Withdrawal of military rule and establishment of the civil government

c. Conservation of the Philippine natural resources for the Filipinos

d. Organization of autonomous municipal and provincial governments; and;

e. Opening of free public elementary schools, using English as the medium of

instruction. (Zaide, 10:24).

42
Aguinaldo’s claim that he was promised independence or that an alliance was

made with him, Admiral Dewey denied the allegations. There being no Philippine nation,

but only collection of different peoples, there is no general public opinion in the

Archipelago, but the men of property and education, who alone interest themselves to

public affairs, in general recognize as indispensable American authority, guidance and

protection.

Consequently, on March 2, 1901 when the United States Congress deliberated on

the appropriations for the Armed Forces an amendment was sponsored by Senator John

C. Spooner of Wisconsin which “virtually ended military rule in the Philippines.” It provided

that the President of the United States would govern the Philippines by authority of

Congress and act by the authority of the President as Commander-in-Chief of the United

States Armed Forces.

The Second Philippine Commission

The Second Philippine Commission otherwise known as the Taft Commission was

under the leadership of William Howard Taft. He was appointed by President McKinley

on March 10, 1900. The other members of the Commission were: Dean C. Worcester,

Henry C. Ide, Luke E. Wright and Bernard Moses. The Commission was instructed to

transfer the military government to civil authorities. It was empowered to appoint officials

of the judicial, education and civil service system as well as to the various departments

of the government; to promote gradual Filipinization of the government at all levels starting

with the local authorities to draft laws as a basis for governing the nation; draft laws to

regulate the civil government; appropriate funds; and regulate the levying of taxes.

The Taft Commission acted as the legislative branch of military government.

However, by virtue of the Spooner Amendment, the civil government was established with

William H. Taft as the Civil Governor of the Philippines. He took his oath of office on July

4, 1901.

Accordingly, the Philippine Commission passed Act No. 82 or the Municipal Code

on January 31, 1901, providing for the organization of municipalities. It placed a municipal

government under a municipal president, a vice president and a municipal council,

elected very two years by qualified voters in a particular municipality. And on February 5,

1901, Act No. 83 was passed for the organization of the provinces until they were

embodied, with modifications in the Administrative Code as Chapters 36, 54 and 67.

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VI. Remnants of The Japanese Occupation in Palawan

 Life under the Japanese Regime in Palawan

When Pearl Harbor was attacked by the Japanese, Puerto Princesa was

celebrating its town fiesta of the Immaculate Concepcion. That day, Palaweños have no

idea that the Philippines will be involved in a battle that was not even theirs. Puerto

Princesa received its baptism of fire on the New Year’s Day of 1942 when several

Japanese fighter planes bombarded the town with machine gun fire.

After the fall of Bataan and Corregidor, the Japanese Army in Manila became

aware of the thousands and stranded civilians and students who could not go home to

their respective towns and provinces. Even military personnel could not report to their

respective stations because of the dearth of transportation facilities. Food supply and

prime commodities were becoming a problem too. Thus, the question of survival became

critical. Jobs were scarce and students who depended on monthly allowances from

parents were frantic. Where and how to get money for their immediate needs was indeed

serious

The Japanese army put up advertisements promising like;

a. good pay

b. liberal fringe benefits

c. free transportation to the provinces

d. free rations and allowance

Just the very things that a stranded individual needed badly.

Applicants trooped in droves to these centers and were immediately handed

application sheets for enlistment to the Japanese P.C. They had to enlist before the

promised jobs could be available to them.

They turned their strategies on prisoners-of-war camps, on a voluntary basis.

About 125 Japanese P.C. (Philippine Constabulary) were sent to Palawan. They

were immediately assigned to barrios like Abo-Abo, Panitian, Aborlan in southern

Palawan, Caramay and Mentes in the north to contact and to pacify the “guerillas” who

were considered hoodlums or bandits or renegades who could victimize unsuspecting

civilians.

44
Most of those sent in Palawan was happy to be home. These were true Palaweños

who had no intention of continuing the war they left off in Bataan and Corregidor. To most

of the – the war was over. But these Japanese P. Cs were to be disappointed. They did

not come home to Palawan to rest and be at peace as they dreamed.

The Guerrillas member called Japanese PC’s as “Salarin” “Kempetai” and

“Traitors” because they were committed to the Japanese Master.

Lt. Baloloy – a guerrilla who agree to the proposal of the Palaweño Japanese P.C

Secretly they agreed on measures wherein they can mutually benefit civilians and

for each side to execute their intentions without the knowledge of the men in their ranks.

Under the leadership of Marcelo Quiron and Domingo Tabang, more men were

recruited from Japanese P.C ranks. This incident clearly implied that the Japanese P.C

consisting of mostly Palaweños would be happy if allowed a mass surrender. Operatives

disguised as civilians were immediately sent to verify the information and pave the way

for the mass surrender. Twenty-seven Japanese P. Cs surrendered together with 39

rifles, pistols and hand grenades with a lot of ammunition.

The guerilla encounter with the Japanese in Caramay led to the fall of the barrio

into the hands of the Guerilla.

Japanese P.C. in Aborlan under Lt. Severo Valdescona, a Palaweño made several

attempts to surrender. His men felt the same, and they agreed to surrender in mass. They

sent all their arms ahead of them in a gesture of surrender and sincerity. Forty officers

and men surrendered to Capt. Nazario Mayor who received them as brothers and no

longer enemies. Valdescona’s men surrendered 24 rifles and a hundred rounds of

ammunition and revolvers.

Lt. Carbonel was at this time the only P.C officer left with a command in Mentes.

With Caramay captured by the guerillas, the outposts of Panitian and Aborlan empty. At

this point, Mrs. Mendoza, a widow of Captain H. Mendoza, the fallen hero of Puerto

Princesa came to rescue. She pleaded with Lt. Felix Rafols to accept Lt. Carbonel. Before

negotiations for surrender was agreed upon, Carbonel was suddenly summoned to

Puerto Princesa. Before leaving, he secretly conferred with his trusted men, what to do in

his absence and what preparations to make when he returns if he ever does.

True to expectations, Carbonel returned to Mentes accompanied by a senior officer

of the Japanese P.C. and 25 Japanese soldiers. Walking ahead of the pack, they found

the Mentes garrison empty. He moved further to the jungles – on the pretext of surveying.

45
and investigating, the disappearance of his men in the Mentes garrison. After which he

ran to a designated place previously agreed upon where he found all his boys waiting for

him. He surrendered with all his men en masse to Lt. Rafols who welcomed them with

open arms. Company A again was richer with 23 rifles but have to feed 25 additional

mouths.

 Guerilla Movement in Palawan

What is Guerilla Movement?

According to Britannica dictionary, it is a member of an irregular military force

fighting small-scale, limited actions, in concept with an overall political-military strategy,

against conventional military forces. Guerrilla tactics involve constantly shifting attack

operations and include the use of sabotage and terrorism.

World War II (1939-1945) was a grim and terrible period in history that shook the

very core of every nation. It was a time of warfare politics and unfortunate discoveries. It

was the biggest and deadliest war in history, involving more than 30 countries. Sparked

by the 1939 Nazi invasion of Poland, the war dragged on six bloody years until the allies

defeated Nazi Germany and Japan in 1945.

The Japanese Empire attacked the Philippines because it was an important

military target. At that time, Philippines was a territory of the United States, acquired

after the end of the Spanish American War, from Spain. It also serves as a perfect base

operation for its Imperial Navy, to secure firm control of South-east Asia. After Pearl

harbor, it was the second, most important target. It’s occupation of the Peninsula lasted

until the Japanese Naval Forces were defeated at the Gulf of Leyte and the Japanese

forces were defeated, but not without giving ground: they fought fanatically against US

forces and Filipino Guerrillas; they left behind the city of Manila, in ruins and retreated to

the mountains, to carry out guerrilla warfare, until the formal surrender of all Japanese

forces, on September 2, 1945 (almost one month after the nuclear attack on Hiroshima

and Nagasaki, in August).

The first guerrilla movement in Palawan were first organize by Gov. Higinio

Mendoza, Carlos Amores, Major Pedro Manigque, and Capt. Vicente Catublas.

Mendoza’s men were a sprinkling of regular PCs, Bataan Veterans, and civilians. Their

station was at Mentes, just a few kilometers north of Jap occupied Puerto Princesa.

46
The Four Military Sectors in Palawan during the War

I. Company A – it was assigned to Capt. Mendoza and his territory included all the

areas north of Puerto Princesa up to Danlig (Roxas)

II. Company B – it was assigned to Lt. Felipe Batul and its sector includes all the

areas from Danlig to Taytay including Dumaran Island and Cuyo.

III. Company C – it was assigned to Capt. Carlos Amores and his territory was the

whole of northern Palawan from Taytay including Coron, Culion and Calamian

Island.

IV. Company D – it was under by Capt. Nazario Mayor and his areas was the whole

of southern Palawan.

There strategies at this stage are to:

a. Lie low

b. Gather food and supplies

c. Train themselves

d. Gather intelligence information

A random survey of the motivations that drove the Palaweños to join the guerilla

bandwagon was as varied as the colors of the rainbow. Teachers, students, ROTC cadets

rallied to the cause because it was their civic and patriotic duty. Others enlisted with no

hesitation because a friend already joined and he does not like to be left alone.

Still, others joined because that was the best thing to do as there was practically

nothing to do at that point in time. Whatever reasons forced the people to join the guerillas,

one thing remained outstanding –

a. They all wanted to serve the country that was being laid to waste and conquered

by a vicious and ruthless enemy.

b. The defense of our distraught country lies not in the Americans who were

thousands of miles away preparing a comeback but for us, the unprepared

islanders, wards of the United States

The existence of the guerillas instilled the spirit of sacrifice for a bigger and

higher cause.

47
Here are some sacrifices that the guerrillas did during the war.

a. It was no wonder then that runners without shoes and scantily clad will walk in the

rain bringing a message to another unit because it was urgent and for the good of

all.

b. Soldiers will not hesitate to board a fragile sailboat even if there was a typhoon if

only to help another unit in distress.

c. It was heartwarming to receive a chupa of rice from an unknown donor who may

be equally hard pressed for the cereal, or to receive badly needed medicines from

somebody receiving it for his family at some future time. This, made us a people,

rediscovering its lost identity and purpose.

During World War II, Palawan divided into two parts – 1. Free Space and 2. The

Japanese-occupied portion.

Gaudencio Abordo – was the Governor for the Commonwealth or the Free Space

portion of the province.

Inigo Peña – was the governor for the Japanese-occupied portion.

Japanese Invasion

The Palawan Massacre

In order to prevent the rescue of prisoners of war by the advancement of their

American allies during World War II, on December 14, 1944, units of the Japanese

Fourteen Area Army under the command of General Tomoyuki Yamashita have herded

the remaining 150 prisoners of war in Puerto Princesa into three covered trenches which

then set on fire using barrels of gasoline.

The prisoners who tried to escape the flames shot down while others attempted to

escape by climbing over a cliff that ran along one side of the trenches but we later on

hunted down and killed.

Only 11 of these soldiers escaped from the slaughter and between 133 to 141

people were killed. The massacre is the basis for the recently published book Last Man

Out: Glenn McDole, USMC, Survivor of the Palawan Massacre in World War II by Bob

Wilbanks.

The island was liberated from the Japanese Imperial Forces by a task force

consisting of Filipino and American military personnel between February 28 and April 22,1945.

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All these are far from what we see of Palawan now, a home of beauty and culture

with a dark history and a chamber of hair-raising stories of war and colonization. Its history

is a tough proof that Palawan in not just about the natural resources, white sandy

beaches, long sandbars, blue crystalline waters, rich marine biodiversity and abundant

ecology.

V. References

www.travel-palawan.com

www.britannica.com

Jardin, John Christian S. 2015. Interdisciplinary Sourcebook for Palawan Studies.

Unpublished Book

Palawan: Land of Promise by Walfrido R. Ponce De Leon, PH.D.

VI. Assessment:

Activity 1:

Answer the following:

1. Describe the situation of Palawan before the coming of Spaniards in the

Philippines.

2. Enumerate the different abuses during the Spanish colonization and give your own

example about the said abuses.

3. Analyze the impact of the colonizer in the socio-cultural changes of the early

settlers in Palawan.

Activity 2:

Answer the following:

1. What is the situation of Palawan after the Spanish Colonization?

2. Does the next colonizer give a good influence in the province? Why?

3. Describe the province of Palawan in commonwealth period/American period.

Activity 3:

Answer the following:

1. The lesson 4 of the modules 3 discuss the different sacrifices of the guerilla

movement members in order to protect the province of Palawan. Now your turn,

enumerate the different sacrifices you did in life , and discuss it briefly.

49