READINGS IN THE PHILIPPINE HISTORY

MODULE 1: INTRODUCTION TO HISTORY: DEFINITION, ISSUES, SOURCES, AND

METHODOLOGY

I. History
 The study of the past that consists of beliefs and desires, practices and institutions of human
beings.
 It was derived from the word HISTORIA which means “knowledge acquired through inquiry or
investigation” or account of the past of a person or a group of people through written documents
and historical evidence. This term is adapted to classical Latin where it acquired a new definition
 Historia became known as the account of the past of a person or a group of people through
written documents and historical evidence.
 It became the historian’s duty to write about the lives of important individuals like monarchs,
heroes, saints, and nobilities.
 History was also focused on writing about wars, revolutions, and other important breakthroughs.
 Traditional historians lived with the mantra of “no document, no history”. It means that unless a
written document can prove a certain historical event, then it will not be considered as a
historical fact.
 Restricting historical evidence as exclusively written is also discrimination against other social
classes who were not recorded in the paper.
 Historical evidence – linguist, trace historical evolutions, past connections among different
groups, and flow of cultural influence by studying language. Biologists and biochemists can help
with the study of the past through analyzing genetic and DNA patterns of human societies.
 Nobilities, monarchs, the elite,and even the middle class would have their birth, education,
marriage, and death as matters of government and historical record.
 The poor families and indigenous groups who were not registered to government records and
from this problem the historians decided to use oral traditions in the forms of epics and songs,
artifacts, architecture, and memory.
 History as a discipline has already turned into a complex and dynamic inquiry. This dynamism
produced various perspectives on the discipline regarding different questions like What
ishistory? Why study history? And history for whom? These questions can be answered by
historiography.
 Historiography – the history of history. For example, how was a certain historical text written?
Who wrote it? Context of its publication? Historical method was employed? What sources were
used?
 The students will have a better understanding of history, not just the facts butalsothe context.
Historiography is the study of the best ways to interpret historical sources and the ways history
is written (the investigation of history and the history of history) (Foley, 2018).
 History has played various roles in the past.
 States use history to unite a nation.
 It can be used as a tool to legitimize regimes and forge a sense of collective identity through
collective memory.
 Lessons from the past can be used to make sense of the present. Learning of past mistakes
can help people to not repeat them.
 As a narrative, any history that has been taught and written is always intended for a certain
group of audience.
 An exact and accurate account of the past is impossible for the very simple reason that we
cannot go back to the past. We cannot access the past directly and historians only get to access
a representation of the past through historical sources and evidence.
 Itis the historian’s job not just to seek historical evidence and facts but also to interpret these
facts.
 Historian’s interpretation can be affected by his context and circumstances. His subjectivity will
inevitably influence the process of his historical research.
 Even though historians cannot ascertain absolute objectivity, the study remains scientific
because of the rigor and methodology of research.
 The historical methodology comprises certain techniques and rules that historians follow to
properly utilize sources and historical evidence in writing history.


1. POSITIVISM
 the school of thought that requires empirical and observable evidence before one can claim that
particular knowledge is true. (No document, no history).

2. POSTCOLONIALISM
 a school of thought formerly colonized nations grappled with the idea of creating their identities
and understanding their societies against the shadows of their colonial past.
 First is to tell the history of their nation that will highlight their identity free from that of colonial
discourse and knowledge.
 Second, to criticize the methods, effects, and ideas of colonialism. A reaction and an alternative
to the colonial history that colonial powers created and to their subjects

3. ANNALES SCHOOL OF HISTORY

 a school of history born in France that challenged the canons of history.
 This school of thought did away with the common historical subjects that were almost always
related to the conduct of states and monarchs.
 The Annales scholars are more concerned with social history and studied longer historical
periods.

4. HISTORICAL SOURCES
 With the past as history’s subject matter, the historian’s most important research tools are
historical sources. The classification of sources between these two categories depends on the
historical subject being studied.

A. PRIMARY SOURCES
 are those sources produced at the same time as the event, period,or subject being studied.
 Sources or materials produced by the persons directly involved.
 EXAMPLES: diaries; old sketches, drawings, and photographs; old maps; statistical tables and
graphs; eyewitness documents.
B. SECONDARY SOURCES
 are those sources which were produced by an author who used primary source to produce the
materials.
 EXAMPLES: bibliographies; commentaries and criticisms; textbooks; es says and reviews.
C. TERTIARY SOURCES
 Summaries or condensed version of materials, usually ang source nila ay from primary and
secondary sources, such as the almanacs, abstracts, dictionaries, encyclopedias.

 Both primary and secondary sources are useful in writing and learning history. However, historians and
students of history need to thoroughly scrutinize the historical sources to avoid deception and to come
up with the truth. The historian should be able to conduct an external and internal criticism of the
source.

5. EXTERNAL CRITICISM
 the practice of verifying the authenticity of evidence by examining its physical characteristics;
consistency with the historical character of the time when it was produced; materials used.

6. INTERNAL CRITICISM
 the examination of the truthfulness of the evidence. It looks at the content of the source and
examines the circumstance of its production. It looks at the truthfulness and factuality of the
evidence by looking at the author, context, agenda, the knowledge, which informed it, and its
intended purpose.

 The task of the historian (Seek for the meaning of recovering the past to let the people see the
relevance of provenance, memory, remembering, and historical understanding for both present and
future.) is to take at the available historical sources and select the most relevant and meaningful for
history and for the subject matter that he is studying. It does not claim to render absolute and exact
judgment because as long as questions are continuously asked and as long as time unfolds, the study
of history can never be complete.
MODULE 2: CONTENT AND CONTEXTUAL ANALYSIS OF SELECTED PRIMARY SOURCES IN
PHILIPPINE HISTORY

 The selected primary sources consist of documents, memoir accounts, and other materials that were
produced at the period of the event of the subject being studied. The primary sources that we are going
to examine are Antonio Pigafetta’s First Voyage Around the World, Emilio Jacinto’s Kartilya of
Katipunan, the 1898 Declaration of Philippine Independence, Political Cartoon’s Alfred McCoy’s
Philippine Cartoons: Political Caricature of the American Era (1900-1940),and Corazon Aquino’s
speech before the U.S. Congress.

I. First Voyage Around the World by Magellan by Antonio Pigaffeta

1. Antonio Pigafetta
 was born around 1490 in the town of Vicenza, Venice, Italy.
 He studied astronomy, geography, and cartography, and during his younger years, he worked in the
ships.
 He was described as a well-educated young man possessing an avid curiosity about the world around
him.
 He heard about the news of the voyage undertaken by Ferdinand Magellan.

2. Magellan’s Voyage by Antonio Pigafetta

 Pigafetta keeps a detailed journal from the time they left Seville and returned to Spain after three years.
 He was asked to write a formal account and have it published but nobody financed his publication. He
needs to deposit the payment to the printer because by that time, there are popular accounts and the
interest in Magellan’s voyage died down.
 Pigaffeta’s account is the longest and comprehensive and the fate of five ships, Trinidad, San Antonio,
Concepcion, Santiago, and Victoria.
 His writings provided a glimpse of the political, economic, and social conditions of the islands in the
Visayan region. He describes the physical appearance, social life, religious beliefs, and cultural
practices.
 In Pigafetta’s account, their fleet reached what he called the Ladrones Islands on the “Islands of the

Thieves”:

 The Landrones islands presently known as the Marianas Islands. These islands are located south-
southwest of Japan, west-southwest of Hawaii, north of New Guinea,and east of the Philippines. Then
going next to Zamal but Magellan decided to land in another uninhabited island for greater
security.Then nine men came to see them and welcome them with food, drinks, and gifts. In turn, the
natives, gave them fish, palm wine, figs, and two cochos. His description is:
 The fleet went to Humunu Island and there they found what Pigafetta referred to as the “Watering Place
of Good sign”. There they have found the first sign of gold on the island and named the near islands as
the archipelago of St. Lazarus.
 They left the island, then on March 25, Pigafetta recounted that they saw two ballanghai. The
Europeans entertained these men and gave them gifts. In turn, Magellan asked for money for the
needs of his ships and expressed that he came into the islands as a friend and not as an enemy.
 After a few days, Magellan was introduced to the king’s brother who was also a king of another island.
They went into the island and Pigafetta reported that they saw minds of gold. This king was named
Raia Calambu, king of Zuluan and Calagan and the first king was Raia Siagu.
 On Match 31st, Easter Sunday, Magellan ordered the chaplain to preside a mass by the short. The king
heard of this plan and sent two dead pigs and attended the Mass with the other king. Pigafetta wrote:

 After the mass, Magellan ordered that the cross be brought with nails and crown in place.
 Magellan explained that the cross, the nail, and the crown were the signs of his emperor and that he
was ordered to plant it in the places that he would reach.
 Europeans learned the islands of Ceylon, Bohol, and Zzubu and intended to go there. But the king of
Zzubu demanded a tribute from Magellan. Magellan said that he was a captain if a king himself and
would not pay tribute to other kings. The king of Zzubu consulted with his council. By the next day,
Magellan’s men and the king together with other principal men of Zzubu, met in an open space. There,
the king offered a bit of his blood and demanded that Magellan do the same. Pigafetta recounts:

 Magellan spoke before the people of Zzubu about peace and God. Pigafetta also related how the
people talked, how old age, parents were no longer taken into account, and had to follow the orders of
their children as the new leaders of the land. Pigafetta wrote that their men were overjoyed seeing that
the people wished to become Christian through their free will and not because they were forced.
 On April 14, the peoplegatheredwith the king and other principal men of the islands. Magellanspoke to
the king and encouraged him to be a good Christian by burning all idols and worship the cross.
 Pigafetta counted that all of the island’s inhabitants were already baptized. He admitted that they
burned a village down for obeying neither the king nor Magellan.
 When the queen came to the Mass one day, Magellan gave her an image of the Infant Jesus made by
Pigafetta.
 The natives gave excuses telling Magellan that they cannot burn the idols since they need it to heal a
sick man therefore, they went to the sick man and baptized him.
 After the baptismal, Pigafetta recorded that the man was able to speak again and called it a miracle.
 A principal man (Zula) from the island of Matan went to see Magellan and asked him for a boat full of
men so that he would be able to fight the chief named Silapulapu. Magellan offered three boats instead
and expressed his desire to go to matan himself to fight the said chief.Magellan’sforces arrived in
Matan in daylight.

 Magellan died in the battle. The natives aimed for their legs instead. Magellan was piercedwith a poised
arrow in his right leg. A few men charged at the natives by burning their houses but this only enraged
the natives further. Magellan was hit with a lance in the face and also blow his left leg that brought him
to face down. He could no longer fight more since the natives ceaselessly attacked Magellan. Pigafetta
recounted the last moments.

 The king offered the people of Matan gifts in exchange for Magellan’s body by the chief refuse. They
wanted to keep Magellan’s body as a memento of their victory.
 Magellan’s men elected Duarte Barbosa as the new captain.
 Their interpreter named Henry betrayed them and told the king of Zzubu that they intended to leave as
quickly as possible. The two conspired and betrayed what was left of Magellan’s men. The king invited
these men to a gathering where he said he would present the jewels that he would send for the King of
Spain. The natives had slain all of the men except the interpreter and Serrano.
II. The KKK and the “Kartilya ng Katipunan”

 The Kataastaasan, Kagalanggalangang Katipunan ng mga Anak ng Bayan (KKK) is the

most important organization formed in Philippine history.
 It was the only organization that envisioned (1) a united Filipino nation that would revolt against the
Spaniards for (2) the total independence of the country from Spain.
 In the conduct of their struggle, Katipunan created a complex structure and a defined value system that
would guide the organization collective aspiring for a single goal.
 One of the most important Katipunan documents was the Kartilya of the katipunan. The original title
was “Manga [sic] Aral Nang [sic] Katipunan ng mga A.N.B.” or “Lessons of the Organization of the Sons
of Country”.

1. About the Author

 Emilio Jacinto (alias of Pingkian, means to strike) joined the movement when he was 18 years old.
 He was a law student at the Unibersidad de Santo Tomas.
 Jacinto became the secretary of the organization and tool charge of the short-lived printings press
of the Katipunan.

2. The Kartilya
 The kartilya can be treated as the Katipunan’s code of conduct.
 It contains fourteen rules that instruct the way a Katipunero should behave and specific values should
he uphold.
 The first group contains the rules that will make the member an upright individual and the second group
contains the rules that will guide the way he treats his fellow men.
 Kartilya can be classified as either directed how one should treat his neighbor or to how one should
develop and conduct one's self.
 Bonifacio recognized Jacinto's intellect and was much better than his Decalogue.
 The objectives are: political goal, to completely separate the Philippines from Spain after declaring the
country's independence moral goal, to teach FIlipinos good manners, cleanliness, hygiene, fine morals,
and how to guard themselves from religious extremism.
I. The life that is not consecrated to a lofty and reasonable purpose is a tree without a shade, if
not a poisonous weed.
 A Katipunero who does not have a purpose lives a useless life.
II. To do good for personal gain and not for its own sake is not virtue
 doing the right thing. A deed carried out for the sake of fame is not worthy of praise
III. III. It is rational to be charitable and love one’s fellow creature, and to adjust one’s conduct, acts
and words to what is in itself and reasonable.
 show what kindness really means
IV. Whether our skin be black or white, we are all born equal: superiority in knowledge, wealth, and
beauty are to be understood, but not superiority by nature
 treat equally no matter what race, social status, or educational background he has
V. The honorable man prefers honor to personal gain, the scoundrel, gain to honor.
 value honor more than his personal interest
VI. To the honorable man his word is sacred.
 being a man of word
VII. Do not waste thy time: wealth can be recovered, but not the time lost.
 Importance to time.
VIII. O oppressed and fight the oppressor before the law or in the field.
 protect the weak and fight those who oppress the weak
IX. The prudent man is sparing in words and faithful in keeping secrets.
 Trust.
X. On the thorny path of life, man is the guide of woman and of the children, and if the guide leads
to precipices, those whom he guides will also go there.
 Able to lead a family.
XI. Thou must not look upon woman as a mere plaything, but as a faithful companion who will
share with thee the penalties of life; her weakness will increase thy interest in her and she will
remind thee of the mother who bore thee and reared thee.
 Give importance to a woman.
XII. What thou dost not desire done unto thy wife, children, brothers and sisters, that do not unto the
wife, children, brothers, and sisters of thy neighbor.
 importance to every action that one has to make
XIII. Man is not worth more because he is a king, because his nose is aquiline and his color white,
nor because he is a priest, a servant of God, nor because of the high prerogative that he enjoys
upon earth, but he is worth most who is a man of proven and real value, who does good, keeps
his word, is worthy and honest; he who does not oppress, nor consent to being oppressed, he
who loves and cherishes his fatherland, though he be born in the wilderness and know no
tongue but his own.
 Having the right character.
XIV. When these rules of conduct shall be known to all and the longed-for sun of Liberty shall rise
brilliant over this most unhappy portion of the globe and its rays shall diffuse everlasting joy
among the confederated brethren of the same race, the lives of those who have gone before,
the fatigues, and the wellpaid suffering will remain. If he who desires to enter has informed
himself of all this and believes he will be able to perform what will be his duties, he may fill out
the following application for admission."
 shows the sense of hopefulness for the motherland and that all the sacrifices made is not all
for nought.
III. Proclamation of the Philippine Independence
 Philippine Independence proclaimed June 12, 1898 in the province of Cavite and it signaled as the end
of the 333 years of Spanish colonization.
 The declaration was a short 2,000-word document, which summarized the reason behind the revolution
against Spain, the war for independence, and the future of the new republic under Emilio Aguinaldo.
 The proclamation commenced with a characterization of the conditions in the Philippines during the
Spanish colonial period. The document specifically mentioned abuses and inequalities in the colony.
 “…Taking into consideration, that their inhabitants being already weary of bearing the ominous yoke
of Spanish domination, because of arbitrary arrests and harsh treatment practiced by Civil Guards
to the extent of causing death with the connivance and even with the express orders of their
commanders, who sometimes went to extreme of ordering the shooting of prisoners under the
pretext that they attempting to escape, in violation of the provisions of Regulations of their Corps,
which abuses were unpunished, and on account of the unjust deportations, especially those
decreed by General Blanco, of imminent personages and of high social position, at the instigation of
the Archbishop and friars interested in keeping them out of the way for their own selfish and
avaricious purpose, deportations which are quickly brought about by a method of procedure more
execrable than that of the Inquisition and which every civilized nation rejects on account of a
decision being rendered without a hearing of the persons accused.”
 The proclamation of independence also invokes that the established republic would be led under
the dictatorship of Emilio Aguinaldo. The first mention was at the very beginning of the
proclamation. It stated:
 “In the town of Cavite-Viejo, Province of Cavite, this 12th day of June 1898, before me, Don
Ambrosio Rianzares Bautista, Auditor of War and Special Commissioner appointed to proclaim
and solemnize by the Dictatorial Government of these Philippine island, for the purposes and by
virtue of the circular addressed by the Eminent Dictator of the same Don Emilio Aguinaldo y
Famy”
 The same repeated towards the last part of the proclamation. It states:
 “We acknowledge, approve, and confirm together with the orders that have been issued
therefore, the Dictatorship established by Don Emilio Aguinaldo whom we honor as the
Supreme Chief of this Nation, which this day commences to have a life of its own, in the belief
that he is the instrument selected by God, in spite of his humble origin, to effect the redemption
of this unfortunate people, as foretold by Dr. Don Jose Rizal in the magnificent verses which he
composed when he was preparing to be, liberating it from the Yoke of Spanish domination, and
in punishment for the impunity which their Government allowed the commission of abuses by its
subordinates.”
 Another detail in the proclamation that is worth looking at is its explanation on the Philippine flag that
was first waved on the same day. The documentary explained:
 “And finally, it was unanimously resolved that this Nation, independent from this day, must use
the same flag therefore, whose design and colors and described in the accompanying drawing,
the white triangle represents the distinctive emblem of the famous Katipunan Society which by
means of its blood compact urged on the masses of the people to insurrection; the three stars,
represent the three principal Islands of this Archipelago - Luzon, Mindanao, and Panay where
the revolutionary movement started; the sun represents the gigantic step made by the son of
the country along the path of Progress and Civilization; the eight rays, signifying the eight
provinces - Manila, Cavite, Bulacan, Pampanga, Nueva Ecija, Bataan, Laguna, and Batangas -
which declares themselves in a state of war as soon as the first revolt was initiated; and the
colors of Blue, Red, and White, commemorating the flag of the United States of America, as a
manifestation of our profound gratitude towards this Great Nation for its disinterested protection
which it lent us and continues lending us.”
 This often overlook detail reveals much about the historically accurate meaning behind the most widely
known national symbol in the Philippines.
IV. A Glance at Selected Philippine Political Caricature in Alfred McCoy’s
Philippine Cartoons: Political Caricature of the American Era (1900-
1941)

 Political cartoons and caricature are a rather recent art form, which veered away from the classical art
by exaggerating human features and poking fun at its subject.
 Cartoons became an effective tool of publicizing opinions through heavy use of symbolism, which is
different from verbose written editorial and opinion pieces. The unique way that a caricature represents
opinion and captures the audience’s imagination is a reason enough for historians to examine these
political cartoons.
 In his book Philippine Cartoons: Political Caricature of the American Era (1900-1941), Alfred McCoy,
together with Alfredo Roces, compiled political cartoons published in newspaper and periodicals.
1) This was published in The Independent on May 20, 1916. The cartoon shows a politician from
Tondo, named Dr. Santos, passing his crown to his brother-in-law, Dr. Barcelona. A Filipino guy
was trying to stop Santos because it is not his to begin with.

2) Then the next cartoon was also published by The Independent on June 16, 1917. This was drawn
by Fernando Amorsolo and was aimed as a commentary to the workings of Manila Police at that
period. Here we see a Filipino child who stole a skinny chicken because he had nothing to eat.
Then a man wearing a salakot was grabbing the police officer, telling him to leave small-time
pickpockets and to turn at great thieves instead.

3) The third cartoon was a commentary on the unprecedented cases of colorum automobiles in the
city streets.

4) The fourth cartoon depicts a cinema. A blown-up police officer was at the screen saying that
couples are not allowed to make love in theater.
5) The cartoon was published by The Independent on November 27, 1915. Uncle Sam riding a chariot
pulled by Filipinos wearing school uniforms. The Filipino boys were carrying American objects like
baseball bats, whiskey and boxing gloves.

6) The last cartoon was published by Lipang Kalabaw on August 24, 1907. Uncle Sam is rationing
porridge to the politicians and members of the Progresista Party while members of the Nacionalista
Party look on and wait for their turn. The cartoon depicts the patronage of the United States being
coveted by politicians from either of the party.
V. Corazon Aquino’s Speech before the U.S. Congress

 Corazon “Cory” Cojuangco Aquino functioned as the symbol of the restoration of democracy and the
overthrow of the Marcos Dictatorship in 1986.
 The EDSA people power put Philippines in the international spotlight for overthrowing a dictator through
peaceful means.
 Cory was able to capture the imagination of the people whose rights and freedom had long been
compromised throughout the Marcos regime.
 The Philippines was praised worldwide in 1986, when the so-called bloodless revolution erupted, called
EDSA People Power’s Revolution.
 February 25, 1986 marked a significant national event that has been engraved in the hearts and minds
of every Filipino. This part of Philippine history gives us a strong sense of pride especially that other
nations had attempted to emulate what we have shown the world of the true power of democracy.
 The true empowerment of democracy was exhibited in EDSA by its successful efforts to oust a tyrant
by a demonstration without tolerance for violence and bloodshed.
 Prayers and rosaries strengthened by faith were the only weapons that the Filipinos used to recover
their freedom from President Ferdinand Marcos’s iron hands.
 The Epifanio de los Santos Avenue (EDSA) stretches 54 kilometers, where the peaceful demonstration
was held on that fateful day.
 It was a day that gathered all Filipinos in unity with courage and faith to prevail democracy in the
country.
 It was the power of the people, who assembled in EDSA, that restored the democratic Philippines,
ending the oppressive Marcos regime. Hence, it came to be known as the EDSA People Power’s
Revolution (Philippine History, n.d.).
 On September 18, 1986, Former President Cory Aquino went to United States and spoke before the
joint session of the U.S. Congress. Cory was welcomed with long applause as she took the podium and
addressed the United States about her presidency and the challenges faced by the new republic. She
began her speech with the story of her leaving the United States three years prior as a newly widowed
wife of Ninoy Aquino.
 She then told of Ninoy’s character, conviction, and resolve in opposing the authoritarianism of Marcos.
She talked of the three times that they lost Ninoy including his demise on August 23, 1983.
 The speech below is just a few from the speech the former President Cory Aquino presented.
 The government sought to break him by indignities and terror. They locked him up in a tiny,
nearly airless cell in a military camp in the north. They stripped him naked and held the threat of
sudden midnight execution over his head. Ninoy held up manfully–all of it. I barely did as well.
For 43 days, the authorities would not tell me what had happened to him. This was the first time
my children and I felt we had lost him.

When that didn’t work, they put him on trial for subversion, murder and a host of other crimes
before a military commission. Ninoy challenged its authority and went on a fast. If he survived it,
then, he felt, God intended him for another fate. We had lost him again. For nothing would hold
him back from his determination to see his fast through to the end. He stopped only when it
dawned on him that the government would keep his body alive after the fast had destroyed his
brain. And so, with barely any life in his body, he called off the fast on the fortieth day.

And then, we lost him, irrevocably and more painfully than in the past. The news came to us in
Boston. It had to be after the three happiest years of our lives together. But his death was my
country’s resurrection in the courage and faith by which alone they could be free again. The
dictator had called him a nobody. Two million people threw aside their passivity and escorted
him to his grave I held fast to Ninoy’s conviction that it must be by the ways of democracy.
I held out for participation in the 1984 election the dictatorship called, even if I knew it would be
rigged. I was warned by the lawyers of the opposition that I ran the grave risk of legitimizing the
foregone results of elections that were clearly going to be fraudulent. But I was not fighting for
lawyers but for the people in whose intelligence I had implicit faith. By the exercise of
democracy, even in a dictatorship, they would be prepared for democracy when it came. And
then, also, it was the only way I knew by which we could measure our power even in the terms
dictated by the dictatorship. The people vindicated me in an election shamefully marked by
government thuggery and fraud. The opposition swept the elections, garnering a clear majority
of the votes, even if they ended up, thanks to a corrupt Commission on Elections, with barely a
third of the seats in parliament. Now, I knew our power.

Again, as we restored democracy by the ways of democracy, so are we completing the

constitutional structures of our new democracy under a constitution that already gives full
respect to the Bill of Rights. A jealously independent Constitutional Commission is completing
its draft which will be submitted later this year to a popular referendum. When it is approved,
there will be congressional elections. So within about a year from a peaceful but national
upheaval that overturned a dictatorship, we shall have returned to full constitutional
government. Given the polarization and breakdown we inherited, this is no small achievement.

My predecessor set aside democracy to save it from a communist insurgency that numbered
less than 500. Unhampered by respect for human rights, he went at it hammer and tongs. By
the time he fled, that insurgency had grown to more than 16,000. I think there is a lesson here
to be learned about trying to stifle a thing with the means by which it grows. Finally, may I turn
to that other slavery: our $26 billion foreign debt. I have said that we shall honor it. Yet must the
means by which we shall be able to do so be kept from us? Many conditions imposed on the
previous government that stole this debt continue to be imposed on us who never benefited
from it.

Wherever I went in the campaign, slum area or impoverished village, they came to me with one
cry: democracy! Not food, although they clearly needed it, but democracy. Not work, although
they surely wanted it, but democracy. Not money, for they gave what little they had to my
campaign. They didn’t expect me to work a miracle that would instantly put food into their
mouths, clothes on their back, education in their children, and work that will put dignity in their
lives. But I feel the pressing obligation to respond quickly as the leader of a people so deserving
of all these things.

Has there been a greater test of national commitment to the ideals you hold dear than that my
people have gone through? You have spent many lives and much treasure to bring freedom to
many lands that were reluctant to receive it. And here you have people who won it by
themselves and need only the help to preserve it.