Personal Development

Quarter 3 – Module 3
Developmental Stages and Challenges
in Adolescence

Name of Learner: _____________________

Grade Level/Section: _____________________
School: _____________________

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 Module Developmental Stages and Challenges
3 in Middle and Late Adolescence

WHAT I NEED TO KNOW

Human Development focuses on human growth and changes across the
lifespan, including cognitive, physical, intellectual, social, perceptual,
personality, and emotional growth.
This module was created and written to help you master the
developmental tasks in each developmental stage and the different challenges
you may be facing as an adolescent.
The topic: Developmental tasks and Challenges being experienced during
Adolescence is crucial to understanding how humans understand, mature,
and adapt. Throughout their lives, humans go through various steps of
Development. It will also help you balance the expectations of significant
people in your life and your aspirations.
• Discuss developmental tasks and challenges being experienced during
Adolescence (EsP-PD11/12DS-Ic-3.1)
• Evaluate one’s development through the help of significant people
around him/her( peers,parents,siblings,friends,teachers,community
leaders) (EsP-PD11/12DS-Id-3.2)
After going through this module, you are expected to:
1.Identify various developmental tasks according to developmental stage.
2.List ways to become a responsible adolescent prepared for adult life
3.Explain how facing the challenges during Adolescence, you may able to
clarify and manage the demands of teen years.

WHAT I KNOW
Pre-test
Directions: Circle the letter of the correct answer.

1.What is Development?
a. the method by which a living being (human or creature) changes
through its life expectancy
b. the first three years of life
c. the process of growth from prenatal through to adulthood
d. all of the above
2.The following are the factors that impact a person's Development, EXCEPT:
a. Exercise and health b. Recreational activities
c. Heredity and biological characteristics d. Cultural environment
3.When we depict certain formative periods such as toddlerhood or early
adulthood, these are referred to as:
a. Developmental skill realization
b. Developmental achievement
c. Complex developmental transformation
d. Developmental Stages

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4.What will happen to the brain during the teenage years?
a. grows and transforms very little
b. expands in overall volume
c. grow, except in the frontal cortex
d. grows and changes both in anatomy and physiology
5. The phase between puberty and adulthood in human improvement that
ordinarily falls between the ages of 13 and 19 is:
a. pubescence b. adolescence
c. post-adolescence d. senescence
6.What usually happens between youths and parents?
a. They dismiss one another's individual space.
b.They get along well since they share comparative levels of
cognitive advancement.
c. They compete for family assets.
d. They abuse one another's desires.
7. Which of the following high school students is MOST likely to drop out?
a.Bela, who is a choir member in the school
b.Bernard, who came from a prestigious preschool
c.Sammy, who is a working student and get a chance to have a full-
time work
d.Amy, whose grades have been progressing since her
Science instructor begun calling her mother whenever she's absent
from school
8.Jezzer is an 8-year old kid who loves to play with his age-mates. The
following are the activities that may Jezzer enjoy but will probably still have
difficulty in:
a. aiming a ball c. judging speed
b. jumping a rope d. riding a bicycle
9.Your mother, who is already 58 years of age, is going to have the most
difficulty in:
a. reading a newspaper
b. reading street signs
c. reading a wall chart at the eye-care professional's office
d. watching television at a distance
10.What characteristics are regularly seen within the play designs of the 3-
and 4-year-old child?
a. The 3-year-old puts toys away without the supervision of guardians
b. The 3-year-old enjoys a group of 10 or 12 peers
c. The 4-year-old frequently have imaginary playmates
d. The 4-year-old engages in unaccompanied and parallel play most of
the time
11.What characteristics are ordinary for a 5-year-old child?
a. Speak using more complex sentences
b. Name at least four correct colors and shapes
c. Count ten or more objects
d. All of the above

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12. The following are common signs of teen drug abused, EXCEPT:
a. diminished personal appearance
b. unusual tiredness
c. frequent get along with friends
d. missing curfew
13.Based on studies concerning youthful rest needs,
schools might decrease the negative impacts of constant rest hardship and
maximize adolescents' capacity to concentrate by
a. Motivating adolescents to "rest in" at the ends of the week.
b. Changing their plans to begin classes afterward.
c. Giving young people coffee when they arrive at school within
the morning
d. Motivating adolescents to go to sleep early at night so they can wake
up earlier in the morning.
14.What is the main reason an adolescent wants to live away from his/her
parents?
a. To be certified for special accommodations at school.
b. To be the individual in charge and begin to construct their resume.
c. To decrease their tax rate and increase their salary income.
d. To run away from abuse and abandonment.
15.Which of the following may be a way for teenagers to work out their brains
for better advancement?
a. Incredible hair washing twice every day
b. Learning to recognize theoretical concepts
c. Constant visits to theme parks with exciting rides
d. Long hours sending content messages to their companions

WHAT'S IN
Arrange Me!
Directions: Organize the jumbled letters. Give a brief description of each term.

1. V E M E N T L O P D E

2. U G H T S T H O

3. E E I N G S F L

4. O N S T I A C

5. E S A G S T

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 WHAT'S NEW
Activity 1
MY PERSONAL TIMELINE
A personal timeline outlines the significant events and incidents in the
life of a person so that he can grasp where in the past he went wrong and
right. In a better proactive manner, it helps to prepare for the future.
Write down the big events of your life and the important individuals in
your life using a bond paper. Your age, unique dates, and locations can be
added. Depending on your imagination, you can draw the timeline
horizontally, vertically, diagonally, or even with ups and downs.
Be inventive in your portrayals. Symbols, figures, and illustrations can
be used, too. For your personal timeline, think of a word. Depending on the
tools available, you can use crayons or art supplies, or just plain paper and
pen may be perfect. You can also go for template samples for the Personal
timeline website accessible online.
The link is https://www.template.net/business/timeline-templates/personal-
timeline-template/

My Personal Timeline with Reflection

Write about the Personal Timeline you have made. Answer the questions that
follow.
1. In your timeline and life, is there a 'center' or a central theme? If you
want to give your timeline a title, what will it be and why?
_____________________________________________________________________
_____________________________________________________________________
2. In your timeline, define the turning points. What were the feelings,
emotions, and acts you encountered?
_____________________________________________________________________
_____________________________________________________________________
3. Who are/were the most important people in your life? How?
_____________________________________________________________________
_____________________________________________________________________
4. What would you, if you could, alter or add? How do any of these
improvements or additions affect your life as well, or even alter its
current course?
_____________________________________________________________________
_____________________________________________________________________
5. Going along, where do you want to be in a year, five years, ten years?
What do you intend to be in your future timeline?
_____________________________________________________________________
_____________________________________________________________________

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Activity 2
Directions: Using the wheel chart, give the challenges that the adolescents
may experience.

CHALLENGES
OF
ADOLESCENTS

WHAT IS IT?
Reading:DEVELOPMENTAL TASKS DURING THE LIFE SPAN

Source:https://www.slideshare.net/ArshiyaJabeen2/havighursts-development-theory
In the most systematic and detailed way, Robert J. Havighurst
expanded on the Developmental Tasks Theory. His key statement is that over
the entire lifetime, growth is continuous, occurring in phases, where the
person proceeds from one stage to the next through the successful resolution
of issues or performance of developmental tasks. This achievement provides a
sound foundation that enables the individual to perform tasks to be
encountered at later stages. Conversely, if the person is not successful in

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accomplishing a mission, he is dissatisfied, and the desired acceptance by
society is not given, resulting in the subsequent experience of difficulty when
faced with successful tasks of growth. This success provides a sound
foundation that enables the person in later stages to perform tasks to be
encountered. Conversely, if the person is not successful in accomplishing a
mission, he is dissatisfied, and the desired acceptance by society is not given,
resulting in the subsequent experience of difficulty when faced with
successful tasks of growth. This theory portrays the person as an active
learner who constantly interacts with a social environment that is similarly
active.
Havighurst suggested a bio-psycho-social development model in which
the developmental activities at each point are influenced by the biology of the
individual (physiological maturation and genetic makeup), his psychology
(personal values and objectives), and sociology (personal values and goals)
(specific culture to which the individual belongs).
THE DEVELOPMENTAL TASKS SUMMARY TABLE
Infancy and Early Middle Childhood ( 6-12 ) Adolescence (13-18)
Childhood (0-5)
• Learning to take solid • Learning the physical •Achieving mature
• Learning to eat solid ability required for relations with both
foods normal games sexes
• Learning to talk •Creating wholesome • Attaining a male or
• Learning to manage the attitude toward oneself feminine social
elimination of waste from •Learning to get along position
the body with age-mates • Accepting one's
• Learning distinctions •Learning an appropriate physique
between sex and sexual sex role • Attaining adult
modesty • Developing basic emotional freedom
• To explain social and reading, writing, and • Readiness for
physical reality, measuring skills marriage and family
acquiring concepts and • Developing concepts life
language. needed for daily life • Making plans for
• Willingness to read • Development of an economic career
•Learning to cite the morality, conscience, and • Acquiring
differences between right a scale of values standards and an
and wrong and having a • Attaining personal ethical framework to
conscience independence direct conduct
• Development of • Desiring and
allowable attitudes attaining socially
toward society responsible actions
Early Adulthood (19-30) Middle Adulthood (30-60) Later Maturity (61-)
•Choosing a mate • Helping adolescents •Adjusting to
•Readiness to get along become happy and decreasing strength
with a partner responsible adults and health
• Starting to have a • Achieving adult social • Adjusting to
family and civic responsibility retirement and
• Rearing children • Satisfactory career reduced income
• Managing a home achievement

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 • Starting an occupation • Developing adult • Adjusting to the
•Assuming civic leisure time activities death of a spouse
responsibility • Relating to one's spouse • Setting up ties with
as a person one's own age group
• Accepting the • Meeting social and
physiological changes of civic commitments
middle age • Setting up
• Adjusting to an aging satisfying living
parent quarters
Source: Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela, Ferdinand O.,
Tuason, Vevian T. (2013). Psychology: Dimensions of the Human Mind. Mutya Publishing
House, Inc.

WAYS TO ADULTHOOD: CHALLENGES OF LATE ADOLESCENCE

Physical Development
• By the age of 15, most girls have undergone the physical enhancements
associated with puberty.
• Boys begin to mature and acquire stamina, muscle mass, and height
and complete the Development of sexual characteristics.
Emotional Development
• Perhaps stress over school and test results.
• They may have high aspirations and a low concept of self.
• Seeks privacy and time alone.
• Concerned with physical and sexual appeal.
• Might complain that parents are preventing him or her from
independently doing stuff.
• It starts to want both physical and emotional intimacy in relationships.
• The experience of intimate partnerships
Social Development
• Shifts from dependence and subordination in connection with parents
to one that represents the growing maturity and obligations of the
adolescent in the family and society.
• Is more and more aware of the social behaviors of friends.
• Look for friends who have the same values, opinions, and interests.
• Friends are becoming more relevant.
• They are beginning to have more academic interests.
• Explore sexual and romantic activities with others.
• Peers can be motivated to try dangerous behaviors. (alcohol, tobacco,
sex).

Mental Development
• A greater ability to set goals and think about the future.
• Has a better grasp of difficult issues and problems.
• Begins to develop moral values and pick character models.
Source: Personal Development reader v13 final Apr.28,2016

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 WHAT'S MORE
Activity 3
WORKSHEET ON DEVELOPMENTAL TASKS OF BEING IN SENIOR HIGH
As a senior high school student, assess the level of your progress using the
Developmental Tasks Overview Table above.
What are the expected What are the expected What are the expected
tasks that you have activities that you have tasks that you have not
completed partially completed? fulfilled?
successfully?

Processing Questions:
1.Being a senior high school student,what are the planned developmental
tasks for you ?Assess yourself from 1-10 (10 as the highest) on whether you
have accomplished those expected tasks.
2. You are transitioning from high school to college, from becoming an
adolescent to a young adult, as you are in Grade 11. How do you feel about
the transition such as this?
3. Do you think you are prepared for this change, which may suggest more
obligations and greater accountability?? If no, what are the anticipated tasks
you need to work on with the help of significant people in your life? If yes,
What are the ways to prepare for the future so you can plan better?

Activity 4
PROVIDE ME SOMETHING!
Directions: Provide column B the nature of the task for each developmental
task.
Developmental Task Nature of the Task
Example: Preparing for a job or To develop career/vocational
career. aspirations and ways of achieving
these objectives; to be able to make a
living.
1. Learning mates of both sexes to
get along.
2. Acquiring standards and moral
guidelines to guide actions
3. Accepting one's physical
appearance
4. Achieving emotional independence
of adults
5. Desiring and achieving social
responsibility behavior

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 WHAT I HAVE LEARNED
Directions: By selecting the right word/s from the box below, complete the
following sentences.
Adolescent Middle Childhood Social Mental Adolescence
Early childhood Middle Adulthood Physical Emotional

1. Preparing for an economic career is a developmental task of

an_________________.
2. Proficiency of fundamental skills is a major concern
during_____________.
3. A seven-year-old who is learning to make friends is in
_______________stage.
4. Developing adult leisure time activities have to deal with _________
stage.
5. Obtaining concepts and languages to portray social and physical reality
is a task during _______________.
6. Puberty marks the starting advancement of more complex and abstract
thinking that concerned____________ development.
7. An adolescent may start to be concerned about physical and sexual
attractiveness.This is one of the challenges of late adolescence
under_____________ development.
8. Achieving personal independence is a major concern
during____________.
9. For _____________ development ,friends become more important during
adolescence stage.
10 .High schoolers may experience _______________ development that
they may put undue weight on themselves to realize an idealized
and frequently improbable appearance.

What I Can Do
"We find Ways."
What are the ways to become responsible adolescents prepared for adult
life and manage the demands of teen years?

List down your answer on the table.

1
2
3
4
5

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 Assessment
Multiple Choice. Encircle the letter of the correct answer.
Set A
1. What is the main point of Havighurst's developmental theory?
a. development is continuous that
implies of particular social construct out to which the person belongs
b. Development is continuous that implies the successful resolution of
problem performance tasks
c. development is continuous that implies both internal and external
physical improvement
d.development is continuous that implies the Development of cognitive
aspect
2. In which developmental tasks stage do people adjust to retirement and
decreased salary?
a.Adolescence b.Early Adulthood
c.Middle Adulthood d.Later Maturity
3. The following developmental tasks are associated with the Adolescence
stage EXCEPT:
a. Planning for marriage and family life
b. Beginning an occupation
c. Accepting one's physical makeup
d. Wanting and accomplishing socially controllable behavior
4. "Creating concepts essential for regular living" is part of what
developmental stage?
a.Middle Childhood b.Adolescence
c.Early Adulthood d.Middle Adulthood
5.Which is not included in the developmental tasks of early adulthood?
a. Starting a family b. Assuming civic responsibility
c. Preparing for an economic career d. Selecting a mate
6.The following statements are factual EXCEPT:
a. Explaining romantic and sexual behaviors with others is a mental
development challenge for adolescents.
b.The onset of menstruation for girls is a physical development
challenge of adolescents.
c.Trying risky behaviors together with peers is a social development
challenge for adolescents
d.Adolescents may complain that parents prevent them from doing
things independently is an emotional development challenge.
7. Adolescents may shift in relationship with parents from dependency and
subordination to one that reflects his/her increasing maturity and
responsibilities in the family and the community. What is a developmental
challenge being described?
a.Physical development b.Emotional development
c.Mental development d.Social development
8.Adolescents'cognitive capacities vary from those of
children fundamentally in that, not like children, an adolescent's
perception is not essentially limited to______.

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 a. logic b. abstract ideas
c. fantasy d. concrete events
9.Adolescents entering romantic connections are inclined to be involved in
premarital sex, particularly those who need parental guidance. What is a
developmental challenge being described?
a.Physical development b.Emotional development
c.Mental development d.Social development
10. Compared to elders, adolescents are :
a. becoming highly self-conscious.
b.temperate, sober, and vigilant.
c.always love to play ordinary games.
d.starting to learn fundamental skills.
Set B
1.The following explains Havighurst's developmental theory, EXCEPT:
a.Development is continuous throughout the entire lifespan
b.Development occurs in stages.
c. Development's success leads to happiness and success with later
tasks
d.Development covers eight stages of human life, hiding from infancy to
later maturation.
2. Which of the following best describes the developmental task of later
maturity?
a. Quick physical improvement happens, resulting in changes in ways
of feeling, thinking, and acting.
b. Alterations to initial physical and mental decrease are experienced.
c Rapid physical and psychological decline is experienced.
d. Initial socialization is experienced.
3. Which of the following is NOT a task of the adolescence stage?
a. Acknowledgment of changed physical appearance
b. Learning to manage a household
c.Selection of and preparation of a career
d. Preparation of future family life
4.What developmental stage best describes when a person is starting to
develop a moral sense and scale of values?
a. Middle Adulthood b. Early Adulthood
c. Adolescence d. Middle Childhood
5.The following are the developmental tasks of early adulthood EXCEPT:
a. Raising children b.Accepting one’s physique
c. Living with a husband/wife d. Having a career
6.Which of the following claims is true about the mental development
challenge of adolescents?
a. Starts to have more intellectual interests.
b. Seeks privacy and time alone.
c. Begins to create ethical beliefs and to choose role models
d.The experience of intimate partnerships
7. Young people may change in relationship with guardians from reliance and
subordination to reflect their expanding Development and duties within
the family and the community. What is a developmental challenge being
described?

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 a.Physical development b.Emotional development
c.Mental development d.Social development
8., Unlike young children, adolescents' intellectual capacity does not limit to:
a. reasoning b. conceptual ideas
c. imagination d. concrete events
9.An adolescent might begin to have sentimental connections or go on
"dates." What developmental challenge is being described?
a.Physical development b.Emotional development
c.Mental development d.Social development
10.What best describes an adolescent?
a. beginning to memorize essential expertise
b. mild, clearheaded, and observant
c. continuously love to play standard games
d. is getting to be profoundly self-conscious.

ADDITIONAL ACTIVITIES
SLOGAN MAKING
1.Make a slogan on how you can be committed to your self-development. Do
it in a long bond paper.
2.Explain your thoughts and feelings about it. Include specific ways in which
you will develop yourself further.
RUBRICS
Criteria 4 3 2 1
Craftsman The slogan is The slogan The slogan is The slogan is
ship exceptionally is attractive. acceptably not so
attractive. attractive. attractive.
Creativity The slogan is The slogan The slogan The slogan is
exceptionally is creative has less not so
creative and and used creativity creative and
used a lot of more and used a not used
thoughts and thoughts bit of thought and
effort. and effort. thought and effort
effort
Originality Used a lot of Used more Used average Used a few
new ideas and new ideas of new ideas new ideas
originality to and and and
create a slogan originality originality to originality to
to create a create a create a
slogan slogan slogan

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Answer Key

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References

Department of Education. 2020. Personal Development: Teaching Guide. July

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: Jessilyn D. Corpuz

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,
Pagadian City Division

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

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 Regiion IX: Zamboanga Peninsula Hymn – Our Eden Land
Here the trees and flowers bloom Here the Gallant men And Ladies fair
breezes gently Blow, Here the birds sing Linger with love and care
Merrily, Golden beams of sunrise and sunset
The liberty forever Stays, Are visions you'll never forget
Oh! That's Region IX
Here the Badjaos roam the seas Here the Hardworking people Abound,
Samals live in peace Here the Tausogs Every valleys and Dale
thrive so free With the Yakans in unity Zamboangueños, Tagalogs, Bicolanos,
My Final Farewell
Farewell, dear Fatherland, clime of the sun caress'd
Pearl of the Orient seas, our Eden lost!,
Gladly now I go to give thee this faded life's best,
And were it brighter, fresher, or more blest
Still would I give it thee, nor count the cost.
On the field of battle, 'mid the frenzy of fight,
Others have given their lives, without doubt or heed;
The place matters not-cypress or laurel or lily white,
Scaffold or open plain, combat or martyrdom's plight,
T is ever the same, to serve our home and country's need.
I die just when I see the dawn break,
Through the gloom of night, to herald the day;
And if color is lacking my blood thou shalt take,
Pour'd out at need for thy dear sake
To dye with its crimson the waking ray.
My dreams, when life first opened to me,
My dreams, when the hopes of youth beat high,
Were to see thy lov'd face, O gem of the Orient sea
From gloom and grief, from care and sorrow free;
No blush on thy brow, no tear in thine eye.
Dream of my life, my living and burning desire,
All hail ! cries the soul that is now to take flight;
All hail ! And sweet it is for thee to expire ;
To die for thy sake, that thou mayst aspire;
And sleep in thy bosom eternity's long night.
If over my grave some day thou seest grow,
In the grassy sod, a humble flower,
Draw it to thy lips and kiss my soul so,
While I may feel on my brow in the cold tomb below
The touch of thy tenderness, thy breath's warm power.
Let the moon beam over me soft and serene,
Let the dawn shed over me its radiant flashes,
Let the wind with sad lament over me keen ;
And if on my cross a bird should be seen,
Let it trill there its hymn of peace to my ashes.
I Am a Filipino, by Carlos P. Romulo
I am a Filipino–inheritor of a glorious past, hostage to the uncertain future.
As such I must prove equal to a two-fold task–the task of meeting my
responsibility to the past, and the task of performing my obligation to the
future.
I sprung from a hardy race, child many generations removed of ancient
Malayan pioneers. Across the centuries the memory comes rushing back to
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
billowing wave and the whistling wind, carried upon the mighty swell of
hope–hope in the free abundance of new land that was to be their home and
their children's forever.
I am a Filipino. In my blood runs the immortal seed of heroes–seed that
flowered down the centuries in deeds of courage and defiance. In my veins
yet pulses the same hot blood that sent Lapulapu to battle against the first
invader of this land, that nerved Lakandula in the combat against the alien
foe, that drove Diego Silang and Dagohoy into rebellion against the foreign
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.
16
Cebuanos, Ilocanos, Subanons, Boholanos, Ilongos,
All of them are proud and true
Region IX our Eden Land
Region IX
Our..
Eden...
Land...
Let the sun draw the vapors up to the sky,
And heavenward in purity bear my tardy protest
Let some kind soul o 'er my untimely fate sigh,
And in the still evening a prayer be lifted on high
From thee, 0 my country, that in God I may rest.
Pray for all those that hapless have died,
For all who have suffered the unmeasur'd pain;
For our mothers that bitterly their woes have cried,
For widows and orphans, for captives by torture tried
And then for thyself that redemption thou mayst gain
And when the dark night wraps the graveyard around
With only the dead in their vigil to see
Break not my repose or the mystery profound
And perchance thou mayst hear a sad hymn r eso und
' T is I, O my co untr y, r aising a song unto thee.
And even my gr ave is r ememb er ed no more
Unmark 'd by never a cross nor a stone
Let the plow sweep through it, the spade turn it o' er That my
ashes may carpet earthly f loor,
Before into nothingness at last they are blown.
Then will oblivion bring to me no care
As over thy vales and plains I sweep;
Throbbing and cleansed in thy space and air
With color and l ight, with song and lament I fare, Ever
repeating the f aith that I keep.
My Fatherland ador' d, that sadness to my sorrow lends Beloved
Filipinas, hear now my last good -by!
I give thee all: parents and kindred and friends
For I go where no slave before the oppressor bends,
Where faith can never kill, and God reigns e' er on high!
Farewell to you all, from my soul torn away,
Friends of my childhood in the home dispossessed! Give
thanks that I rest from the wearisome day!
Farewell to thee, too, sweet friend that l ightened my way; Beloved
creatures all, farewell ! In death there is rest!
I am a Filipino, child of the marriage of the East and the West. The East, with
its languor and mysticism, its passivity and endurance, was my mother, and
my sire was the West that came thundering across the seas with the Cross and
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
East must awake from its centuried sleep, shake off the lethargy that has
bound his limbs, and start moving where destiny awaits.
I am a Filipino, and this is my inheritance. What pledge shall I give that I may
prove worthy of my inheritance? I shall give the pledge that has come ringing
down the corridors of the centuries, and it shall be compounded of the joyous
cries of my Malayan forebears when first they saw the contours of this land
loom before their eyes, of the battle cries that have resounded in every field of
combat from Mactan to Tirad Pass, of the voices of my people when they sing:
―I am a Filipino born to freedom, and I shall not rest until freedom shall
have been added unto my inheritance—for myself and my children and my
children's children—forever.‖