Personal Development

Quarter 3 – Module 8:
Social Relationships in Middle and
Late Adolescence

Name of Learner: _____________________

Grade Level/Section: _____________________
School: _____________________
 Module
8 Social Relationships in Middle and Late
Adolescence

WHAT I NEED TO KNOW

Middle and Late adolescents may usually find themselves in the

company of their peers. From high school to college, adolescents mature faster
socially, especially with people who affirm their self-identity and boost their
self-esteem.
This module was created and written to help you expand adolescents'
relationships to a broader group of people.
The topic: Social Relationship in Middle and late Adolescence is crucial to
understanding how teenagers understand, mature, and adapt to society. As
teenagers can be easily affected by their intimate relationships, puberty is a
critical social development phase.
• Distinguish the various roles in different individuals in society and
influence people through their leadership or fellowship.
• ( EsP-PD11/12SR-IIb-10.1)
• Compare one’s perception of himself/herself and how others see
him\her (EsP-PD11/12SR-IIc-10.2)
• Conduct a mini-survey on Filipino relationships. (family, school, and
community) (EsP-PD11/12SR-IIc-10.3)
After going through this module, you are expected to:
1. Differentiate the various roles of individuals in society and how
leadership or fellowship affects individuals.
2. Contrast you see yourself and seen by others.
3. Show the Filipino relationships (family, school, and community)
creatively.

WHAT I KNOW
Pre-test
Directions: Circle the letter of the correct answer.
1.What are the four main types of relationships that influence an adolescent?
a. parents, co-workers, church mate, and society
b parents, peers, community, and society
c. government, peers, community, and society.
d. None of the above
2.The following are the benefits of getting active in events in the community:
a. Identity and Connection b. Self-confidence
c. Role Models d. All of the above
3. When we have a feeling of being attached to the local society and the wider Commented [T1]: Please adjust the margin mam
world, these are referred to as:
a. Identity and Connection
b. Role Models
c. Self-confidence
d. Skills
4. Who coined the terms "servant-leader" and "servant leadership."?
a. Servant
b. Herman Hesse
c. Robert K. Greenleaf
d. King
5. What often strongly influenced by the tasks and duties that they are
supposed to perform?
a. Adolescent’s lifestyle b. Adolescent’s peer
c. Adolescent’s family d. Adolescent's community
6.What usually can improve one's self-confidence?
a. Loner
b. Peer pressure
c. Reward
d. Group task
7. Who is the leader of a group of travelers who vanished after their journey
failed?
a. Leo c. Sammy
b. Bernard d. Ben
8. In what year, the modern Servant leadership movement was introduced by
Robert K. Greenleaf?
a. 1969 c. 1971
b. 1970 d. 1972
9. What is the main lesson you can get from the story of "The man and the
little cat"?
a. Stop helping other people that hurt you.
b. Trying to understand the person first, before judging.
c. Treat your ethics to everybody around you, not with theirs.
d. Stop bullying other people.
10. In the Servant as Leader: what does the story states about the great
leader?
a. He is the king.
b. He is a leader.
c. He is a traveler.
d. It is first seen as a servant.
11.What excellent places for campaign presentation and skills growth are the
best help to get a career?
a. Voluntary service
b. Voluntary events
c. a & b
d. None of the above
12. The following are common community activities that will give you civic
responsibility, EXCEPT:
a. Joining a youth organization
b. Setting up a cultural arts venue
c. Staying at home
d. Assisting in a primary school game
13. Servant-leaders are defined by Greenleaf as: Commented [T2]: Please adjust the margin mam
a. goal-oriented & dreamers of great dreams
b. good communicators & good communicators
c. imaginative, intuitive, & situational
d. All of the above.
14.What is a Servant Leader?
a. Serve the members of the community by helping them to accomplish
their objectives.
b. Expect members of their community to serve them.
c. Volunteer to do all of the group's "dirty" jobs.
d. Will only accept a salary that is higher than the salaries of those they
lead.
15.What are the two extreme forms of leadership?
a. Leader-first & Servant-first
b. Servant-first & Community-first
c. Family-first & Community -first
d. Government-first & Leader-first

WHAT'S IN
Describe Me!
Directions: Enumerate four words that describe the picture.

Source: https://tinyurl.com/ydo3fjyg

1.__________________ 2,_______________3._______________4.________________

WHAT'S NEW

Activity 1
MY ORGANIZATIONS
Direction: Fill in the table with organizations such as neighborhood association, church group,
singing/dance group, community organization, youth group, club, school organization,
volunteer group, etc., that you are involved or a member.
 My Position/Role In
Name Of Organization Type Of Organization*
The
Organization

Guide questions:
1. As a member, how did you help your organization?
_____________________________________________________________________
_____________________________________________________________________
2. In what way that your organization helped your community?
_____________________________________________________________________
_____________________________________________________________________
3. If you will be the leader of your organization, how can you show good
leadership?
_____________________________________________________________________
_____________________________________________________________________
Activity 2
Directions: Using the diagram, give the characteristics of a good leader.

Good
Leader

WHAT IS IT?
Reading: HOW CULTURE SHAPES MANY ASPECTS OF ADOLESCENT
DEVELOPMENT
The relationships teenagers have with their friends, families, and
members of their social sphere play a crucial role in their growth, as you have
now discovered. Four main types of relationships influence an adolescent:
parents, peers, community, and society.
Adolescent growth has some features that are more embedded in society
than in human genetics or cognitive systems. Culture is acquired and socially
transmitted, and all facets of the life of a person are influenced. For example,
social roles, sexual expression, and belief-system development are all likely to
differ depending on the community. Also, many distinctive features of a
person (such as clothes, work, leisure, and language) are all cultural
products.
 Source:http://farm6.static.flickr.com/5084/5276534507_c7eb1f3599.jpg
Several influences that influence teenage growth differ by society. For
example, in various communities, the degree to which teenagers are viewed
as autonomous, or sovereign, beings varies greatly, as do the actions reflecting
this evolving autonomy. In a given society, an adolescent's lifestyle is often
strongly influenced by the tasks and duties he or she is supposed to perform.
For example, one major deciding factor in normative teenage behavior is the
degree to which an adolescent is expected to share family duties: adolescents
in some communities are expected to contribute significantly to household
chores and responsibilities, while others are granted more independence or
come from more affluent families where faults are more minor. Differences in
the allocation of financial obligations or the availability of allowances between
families can represent different socio-economic backgrounds, further
impacted by cultural expectations and values.
Via their engagement with social, familial, and cultural contexts,
adolescents continue to develop unique belief systems. These belief systems
cover everything from faith and morality to gender, sexuality, work ethics, and
politics. The spectrum of attitudes a society embraces on a given subject
influences its adolescents' values, lifestyles, and expectations and can
positively and negatively affect their development. For example, early-
maturing children can experience bullying or sexual assault associated with
their developing bodies, leading to a higher incidence of depression, opioid
addiction, and eating disorders.
Source: Ge, Conger, & Elder, 2001; Graber, Lewinsohn, Seeley, & Brooks-Gunn, Commented [T3]: Please put all sources in the reference section
1997; Striegel-Moore & Cachelin, 1999. ; mam
https://www.boundless.com/psychology/textbooks/boundless-psychology-
textbook/human- development-14/adolescence-73/cultural-and-societal-
influences-on-adolescent- development-285-12820/

Reading: COMMUNITY ACTIVITY: GET INVOLVED

Getting active in sports or volunteering in the local community will
improve your trust and self-esteem and help you develop new skills. By
discovering things that attract you, you can get started.

Community activities and civic responsibility

The actions of the society are part of civic responsibility.' In our culture,
it's about doing something when we want to or like we should, rather than
because we have to do it by statute. In your society, you will take civic
responsibility and be involved through:
• Joining a youth organization, a scouting group or a local eco
network or clean-up group
• Assisting in a primary school game, organizing or coaching
junior sports
• Setting up a cultural arts venue or becoming active with youth
radio.
What you would benefit by getting active in events in the community
What you do doesn't matter. Any participation is acceptable! You get
a lot of personal benefits and feelings of success as you get involved in group
events.
Role models
You will come into touch with like-minded friends and supportive
adult role models other than your parents by becoming involved with group
events. Interacting with other adults and cooperating with them helps you to
view the world in numerous ways. Your family, for example, may have some
moral or moral values, or none at all. Still, you may find some new ways of
putting principles into motion for the benefit of others as you come into touch
with others who believe other things, maybe through some charitable work.
Identity and connection
Young people are busy figuring out where they belong in the world and
who they are. They try out various personalities, play with different fashion
patterns, and try various activities and hobbies.
Getting interested in events in the neighborhood will give you a
meaningful way to learn who you are. As an outcome, you may come to see
yourself in general as being friendly, compassionate, political, or merely a
'good' guy. It will also help build a feeling of being attached to the local society
and the wider world by being active in community events.
Skills
Group programs give you the ability to use the skills you already have.
For instance, at a group feeding initiative or at a school fund-raising event,
you might use the cooking abilities you have gained at home. Voluntary
service and voluntary events are excellent places for campaign presentation
and skills growth to get a career.
Being able to manage free time while balancing leisure, work and
study is an important life skill. Being part of community activities could
motivate you to get more organized and manage your own time.

Self-confidence, mental health, and wellbeing

Group tasks can improve one's self-confidence. In a welcoming
community, you can learn to cope with difficulties, connect with multiple
entities and develop your life skills and talents. This is good for your self-
esteem as well too. It's both a perfect base for nutrition and physical and
mental health. Psychologically, it can be perfect for you to find something that
keeps you interested, where people want you to show out to take part, and
where you are motivated as part of a community to do something.
Source:
http://raisingchildren.net.au/articles/community_activity_teenagers.html
Reading: LESSONS ON LEADERSHIP AND MEMBERSHIP FROM
FABLES
Can you identify the lesson being taught by each story?
1. The Hunter and the Woodsman
A hunter, not brave, was looking for Lion's footprints. He asked a man in the
forest who was felling oaks if he had noticed any traces on his prints or knew
where his lair was. I will," the man said, "show you the Lion himself at once."
The Hunter, turning very pale and chattering fearfully with his teeth,
answered, "No, thank you. I didn't ask that; it's just his direction that I'm
searching for, not that.
Source:
http://ancienthistory.about.com/library/bl/bl_aesop_hunter_woodman.htm Commented [T4]: Please put all sources in the reference section
mam
2. The Goatherd and the wild goats
A Goatherd, driving his flock at evening from their pasture, found some wild
goats mingling among them and shut them up for the night along with his
own. It snowed very hard the next day so that he could not take the flock to
their usual places of feeding but was obliged to keep them in the fold.
He gave only enough food to his goats to keep them alive, but he fed the
strangers more abundantly, hoping to persuade them to stay with him and
make them his own. He led them all out to eat when the thaw set in, and the
wild goats scampered away as soon as they could to the mountains. The
Goatherd scolded them for their ingratitude in abandoning him because he
took more care of them during the storm than his flock. One of them, turning
around, said to him, "That is why we are so cautious; for if you treated us
better than the goats you had for so long yesterday, it is also clear that if
others came after us, you would prefer them to our own in the same way."
Source: http://fablesofaesop.com/the-goatherd-and-the-wild-goats.html
3. The Man and the Little Cat
One day, an older man was having a walk in the woods when he unexpectedly
saw a small cat trapped in a pit. The poor animal struggled to get out. So, to
get him out, he gave him his hand. But the cat, with terror, scratched his
paw. The man pulled out his pain-screaming side. But he did not stop; he
tried, again and again, to give the cat afoot. Another man was watching the
scene, shouting in amazement, "Stop helping this cat!" He's going to get out
of there by himself.' He just kept saving that animal until he eventually
succeeded, and then he walked to that man and said, "Son, it's cat instincts
that make him scratch and hurt, and love and care is my job." The other man
didn't care about him.
Source: http://www.moralstories.org/the-man-and-the-little-cat/

Reading: SERVANT LEADERSHIP

Although Servant leadership's concept goes back at least two thousand
years, with his classic essay, The Servant as King, the modern Servant
leadership movement was introduced by Robert K. Greenleaf in 1970. He
coined the terms "servant-leader" and "servant leadership." in that essay. The
servant-leader was described by Greenleaf as follows:
First, the servant-leader is a servant... It starts with the familiar feeling
that one wants to serve, first to serve. Then deliberate decision leads one to
seek to lead. That person is sharply different from the first leader, perhaps
because of the need to calm an unusual power drive or gain material
possessions... There are two extreme forms of leader-first and servant-first.
 The distinction is manifested in the care taken by the servant-first to
ensure that other people's highest priority needs are met. The best measure,
and difficult to administer, is: Do those served develop as individuals? Do they
become stronger, wiser, freer, more independent, more likely to become
servants while being served?
The idea of the servant-leader by Robert Greenleaf was stimulated by
his reading of Herman Hesse's Journey to the East. It is the story of a group
of travelers served by Leo, who did their menial chores and raised them with
his spirit and song. Everything went well until one day, Leo vanished. The
travelers had fallen into disarray and could not go any further. The journey
had ended. Years later, as the respected head of the order that funded the
journey, one of the travelers saw Leo again. The titular head of the Order was
Leo, who had been their Servant, a great and noble king.
Greenleaf said in The Servant as Leader:... This story clearly states
that the great leader is first seen as a servant and that basic fact is the key to
his greatness. In reality, Leo was the leader all the time, but first, he was a
servant because that was what he was, deep down inside.
In Greenleaf's essay, if there is a single aspect of the servant-leader
that stands out, it is the willingness to serve. A walk through The Servant as
Leader offers a reasonably long list of additional features that Greenleaf
deemed essential. Listening and understanding; acceptance and empathy;
foresight; comprehension and perception; persuasion; conceptualization; self-
healing; and group restoration. Greenleaf defines Servant-leaders as people
who initiate action, are goal-oriented, are dreamers of great dreams, are good
communicators, can withdraw and reorient themselves, and are reliable,
trustworthy, imaginative, intuitive, and situational.
A philosophy was defined by Greenleaf, not a theory. However, based
on the opinions of several experts, compared with other hypotheses, the
elements that are most special to Servant leadership are:
(1) the moral aspect, not only in terms of the servant-personal leader's
morality and integrity but also in terms of how a servant-leader promotes
enhanced ethical thinking among his or her followers, who can therefore
measure the moral basis of the visions and organizational objectives of the
servant-leader;
(2) focusing on serving followers for their benefit, not just the organization's
good, and building long-term relationships with followers, cultivating their
development and growth so that they can achieve their fullest potential over
time;
(3)the performance of all stakeholders, broadly identified, including those who
are the least fortunate, workers, consumers, business partners, societies, and
society as a whole; and
(4) self-reflection, as a counter to the hubris of the leader.
WHAT'S MORE
Activity 3
QUESTIONNAIRE ON ETHICAL AND SERVANT LEADERSHIP Commented [T5]: Please adjust the margin of the icon mam
With a True or False reply to the following claims.
_______1. The leaders can follow their whims and fancies.
_______2. Leaders are capable of doing whatever they like.
_______3. Leaders don't have to keep their subjects in mind.
_______4. Leaders should practice ethical principles.
_______5. Leaders are liable.
_______6. Leaders are to serve members.
_______7. An Ethical Leader, led by sound principles, works for other people's
interests and not for his secret agenda or ulterior motives.
_______8. The style of leadership that places others first before one's self is
Servant leadership.
_______9. A servant leader listens to others profoundly and empathizes with
the individuals around him.
_______10. First and foremost, a servant leader puts the interests of others
above his self-interest and motivations.

Activity 4
DESCRIPTION OF MY SOCIAL GROUP
Direction: Write about one of your social groups, its nature,
activities, and benefits. Include a photo of yourself with the group.

WHAT I HAVE LEARNED

REFLECTIONS ON LEADERSHIP AND MEMBERSHIP
Directions. Write on any one or a combination of the following:
a. A leader who fits into the 'Servant leader' definition.
b. An organization with a "servant leader."
c. The article's key points.
d. Your comments/feedback on the article.
e. The part of the article that will have an impact on you.
f. A tale that would help or negate the article's claims.
g. A poster about the stuff you learned from the paper or a slogan.

What I Can Do
Directions. Observe the illustrations below and relate these to the lesson.
What is in the picture?

_____________________________________________

_____________________________________________
What can you do as a leader?
__________________________________________

_____________________________________________
Source: https://tinyurl.com/4djklfx3

What is in the picture?

_____________________________________________

_ What can you do as a leader?

 Assessment
Multiple Choice. Encircle the letter of the correct answer.
Directions: Circle the letter of the correct answer.
1. In what year, the modern Servant leadership movement was introduced by
Robert K. Greenleaf?
a. 1969 c. 1971
b. 1970 d. 1972
2. What is the main lesson you can get from the story of "The man and the
little cat"?
a. Stop helping other people that hurt you.
b. Trying to understand the person first, before judging.
c. Treat your ethics to everybody around you, not with theirs.
d. Stop bullying other people.
3. In the Servant as Leader: what does the story states about the great leader?
a. He is the king.
b. He is a leader.
c. He is a traveler.
d. It is first seen as a servant.
4.What excellent places for campaign presentation and skills growth are the
best help to get a career?
a. Voluntary service
b. Voluntary events
c. a & b
d. None of the above
5. The following are common community activities that will give you civic
responsibility, EXCEPT:
a. Joining a youth organization
b. Setting up a cultural arts venue
c. Staying at home
d. Assisting in a primary school game
6. Servant-leaders are defined by Greenleaf as:
a. goal-oriented & dreamers of great dreams
b. good communicators & good communicators
c. imaginative, intuitive, & situational
d. All of the above.

7.What is a Servant Leader?

a. Serve the members of the community by helping them to accomplish
their objectives.
b. Expect members of their community to serve them.
c. Volunteer to do all of the group's "dirty" jobs.
d. Will only accept a salary that is higher than the salaries of those they
lead.
8.What are the two extreme forms of leadership?
a. Leader-first & Servant-first
b. Servant-first & Community-first
c. Family-first & Community -first
d. Government-first & Leader-first
9.What are the four main types of relationships that influence an adolescent?
a. parents, co-workers, church mate, and society
b parents, peers, community, and society
c. government, peers, community, and society.
d. None of the above
10.The following are the benefits of getting active in events in the community:
a. Identity and Connection b. Self-confidence
c. Role Models d. All of the above

SET B

1. When we have a feeling of being attached to the local society and the wider
world, these are referred to as:
a. Identity and Connection
b. Role Models
c. Self-confidence
d. Skills
2. Who coined the terms "servant-leader" and "servant leadership."?
a. Servant
b. Herman Hesse
c. Robert K. Greenleaf
d. King
3. What often strongly influenced by the tasks and duties that they are
supposed to perform?
a. Adolescent’s lifestyle b. Adolescent’s peer
c. Adolescent’s family d. Adolescent's community
4.What usually can improve one's self-confidence?
a. Loner b. Peer pressure
c. Reward d. Group task

5. Who is the leader of a group of travelers who vanished after their journey
failed?
a. Leo c. Sammy
b. Bernard d. Ben

6. What variety of social influence is demonstrated in this situation: “Manny loves

to wear multiple ear studs, but nonetheless refrained from doing so because of
the school rules and regulations prohibiting the boys from wearing ear studs.”
A. Identification
B. Conversion
C. Internalization
D. Compliance
7. Which of the following situations demonstrate a social influence according to the
identification variety?
A. Liza applied face powder and lipstick the way her admired celebrity does.
B. Carlo maintained a short-cropped hairstyle as ordered by his class adviser.
C. Mark acts and speaks like a native American when he conducts his online
classes.
D. Mia began to wear dresses with length extending below the knee when she
entered a nun’s monastery.
8. Which of the following is the best description of the trait theory of leadership?
A. A leader has a vision and rallies his followers to support the vision and make
it happen.
B. There is no one style of leadership; leadership is based on factors present in a
situation.
C. A leader transacts or negotiates resources and position, and usually employs
reward or punishment.
D. A leader possesses certain characteristics, such as decisiveness, persistence,
and high level of self-confidence.
9. Which of the following situations does social influence conducted DOES NOT
result to a change in the behavior of people?
A. A priest giving sermon about the Ten Commandments.
B. A motivational speaker discussing the effects of smiling to strangers.
C. The secretary of the DOH encouraging the people to wear masks.
D. A comedian sharing laughs with his audience in a comedy bar.
10. What social influence occurs when an individual whole-heartedly changes his or
her original thinking and beliefs, actions, and attitudes to align with those of the
other members of a group?
A. Conversion
B. Conformity
C. Internalization
D. Compliance
 ADDITIONAL ACTIVITIES
COLOR MY MIND
1. Think of scenes that show how Filipinos act in family, school,
community.
2. Make a poster about it. Do it in a long bond paper.
3. Put a title that suits your artwork.
RUBRICS
Criteria 4 3 2 1
Craftsman The poster is The poster is The poster is The poster is
ship outstandingly moderately less not attractive.
attractive. attractive. attractive.
Creativity The poster is The poster is The poster is The poster is
exceptionally imaginative less not so
imaginative and and uses imaginative imaginative
uses a lot of more ideas and uses a and did not
ideas and and bit of idea use ideas and
commitment. commitment. and commitment.
commitment.
Originality Used a lot of Used more Used average Used a few
fresh designs fresh designs fresh designs fresh designs
and originality and and and
to create a originality to originality to originality to
poster create a create a create a
poster poster poster
Answer Key Commented [T6]: Please adjust the margin mam
References

Department of Education. 2020. Personal Development: Teaching Guide. July Commented [T7]: So far I have no more findings mam
20. https://lrmds.deped.gov.ph/detail/12270.

Department of Education.2020.Personal Development: Reader's Material.

Apr. 28, 2016

Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela,
Ferdinand O., Tuason, Vevian T. :Psychology: Dimensions of the Human
Mind. Mutya Publishing House, Inc.2013

https://www.template.net/business/timeline-templates/personal-timeline-
template/
Development Team of the Module

Writer: Jovanessa A. Marcaban

Teacher III, Zamboanga del Sur National High
School
Senior High School, Pagadian City Division
Editor: Jaime V. Custodio
Teacher III
Co Tek Chun National Trade School

Language Editor:
Proofreader/s:
Layout Artist:
Management Team:
DANNY B. CORDOVA , CESO VI
OIC- Schools Division Superintendent

MARIA COLLEEN L. EMORICHA , EdD. CESE

OIC- Assistant School Division Superintendent

MARIA DIOSA Z. PERALTA

CID - CHIEF

MA. MADELENE P. MITUDA , EdD

EPS - LRMDS

JOVITA S. DUGENIA
EPS-ESP
 Regiion IX: Zamboanga Peninsula Hymn – Our Eden Land
Here the trees and flowers bloom Here the Gallant men And Ladies fair Cebuanos, Ilocanos, Subanons, Boholanos, Ilongos,
breezes gently Blow, Here the birds sing Linger with love and care All of them are proud and true
Merrily, Golden beams of sunrise and sunset Region IX our Eden Land
The liberty forever Stays, Are visions you'll never forget
Oh! That's Region IX Region IX
Our..
Here the Badjaos roam the seas Here the Hardworking people Abound, Eden...
Samals live in peace Here the Tausogs Every valleys and Dale Land...
thrive so free With the Yakans in unity Zamboangueños, Tagalogs, Bicolanos,

My Final Farewell
Farewell, dear Fatherland, clime of the sun caress'd Let the sun draw the vapors up to the sky,
Pearl of the Orient seas, our Eden lost!, And heavenward in purity bear my tardy protest
Gladly now I go to give thee this faded life's best, Let some kind soul o 'er my untimely fate sigh,
And were it brighter, fresher, or more blest And in the still evening a prayer be lifted on high
Still would I give it thee, nor count the cost. From thee, 0 my country, that in God I may rest.

On the field of battle, 'mid the frenzy of fight, Pray for all those that hapless have died,
Others have given their lives, without doubt or heed; For all who have suffered the unmeasur'd pain;
The place matters not-cypress or laurel or lily white, For our mothers that bitterly their woes have cried,
Scaffold or open plain, combat or martyrdom's plight, For widows and orphans, for captives by torture tried
T is ever the same, to serve our home and country's need. And then for thyself that redemption thou mayst gain

I die just when I see the dawn break, And when the dark night wraps the graveyard around
Through the gloom of night, to herald the day; With only the dead in their vigil to see
And if color is lacking my blood thou shalt take, Break not my repose or the mystery profound
Pour'd out at need for thy dear sake And perchance thou mayst hear a sad hymn r eso und
To dye with its crimson the waking ray. ' T is I, O my co untr y, r aising a song unto thee.

My dreams, when life first opened to me, And even my gr ave is r ememb er ed no more
My dreams, when the hopes of youth beat high, Unmark 'd by never a cross nor a stone
Were to see thy lov'd face, O gem of the Orient sea Let the plow sweep through it, the spade turn it o' er That my
From gloom and grief, from care and sorrow free; ashes may carpet earthly f loor,
No blush on thy brow, no tear in thine eye. Before into nothingness at last they are blown.

Dream of my life, my living and burning desire, Then will oblivion bring to me no care
All hail ! cries the soul that is now to take flight; As over thy vales and plains I sweep;
All hail ! And sweet it is for thee to expire ; Throbbing and cleansed in thy space and air
To die for thy sake, that thou mayst aspire; With color and l ight, with song and lament I fare, Ever
And sleep in thy bosom eternity's long night. repeating the f aith that I keep.

If over my grave some day thou seest grow, My Fatherland ador' d, that sadness to my sorrow lends Beloved
In the grassy sod, a humble flower, Filipinas, hear now my last good -by!
Draw it to thy lips and kiss my soul so, I give thee all: parents and kindred and friends
While I may feel on my brow in the cold tomb below For I go where no slave before the oppressor bends,
The touch of thy tenderness, thy breath's warm power. Where faith can never kill, and God reigns e' er on high!

Let the moon beam over me soft and serene, Farewell to you all, from my soul torn away,
Let the dawn shed over me its radiant flashes, Friends of my childhood in the home dispossessed! Give
Let the wind with sad lament over me keen ; thanks that I rest from the wearisome day!
And if on my cross a bird should be seen, Farewell to thee, too, sweet friend that l ightened my way; Beloved
Let it trill there its hymn of peace to my ashes. creatures all, farewell ! In death there is rest!

I Am a Filipino, by Carlos P. Romulo

I am a Filipino–inheritor of a glorious past, hostage to the uncertain future. I am a Filipino, child of the marriage of the East and the West. The East, with
As such I must prove equal to a two-fold task–the task of meeting my its languor and mysticism, its passivity and endurance, was my mother, and
responsibility to the past, and the task of performing my obligation to the my sire was the West that came thundering across the seas with the Cross and
future. Sword and the Machine. I am of the East, an eager participant in its spirit, and
in its struggles for liberation from the imperialist yoke. But I also know that the
I sprung from a hardy race, child many generations removed of ancient
East must awake from its centuried sleep, shake off the lethargy that has
Malayan pioneers. Across the centuries the memory comes rushing back to
bound his limbs, and start moving where destiny awaits.
me: of brown-skinned men putting out to sea in ships that were as frail as
their hearts were stout. Over the sea I see them come, borne upon the I am a Filipino, and this is my inheritance. What pledge shall I give that I may
billowing wave and the whistling wind, carried upon the mighty swell of prove worthy of my inheritance? I shall give the pledge that has come ringing
hope–hope in the free abundance of new land that was to be their home and down the corridors of the centuries, and it shall be compounded of the joyous
their children's forever. cries of my Malayan forebears when first they saw the contours of this land
I am a Filipino. In my blood runs the immortal seed of heroes–seed that loom before their eyes, of the battle cries that have resounded in every field of
flowered down the centuries in deeds of courage and defiance. In my veins combat from Mactan to Tirad Pass, of the voices of my people when they sing:
yet pulses the same hot blood that sent Lapulapu to battle against the first ―I am a Filipino born to freedom, and I shall not rest until freedom shall
invader of this land, that nerved Lakandula in the combat against the alien have been added unto my inheritance—for myself and my children and my
foe, that drove Diego Silang and Dagohoy into rebellion against the foreign children's children—forever.‖
oppressor.
The seed I bear within me is an immortal seed. It is the mark of my manhood,
the symbol of dignity as a human being. Like the seeds that were once buried
in the tomb of Tutankhamen many thousand years ago, it shall grow and
flower and bear fruit again. It is the insignia of my race, and my generation is
but a stage in the unending search of my people for freedom and happiness.