Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

9 Zest for Progress

Z Peal of artnership

4th QUARTER – Module 1:

THE SIX TRIGONOMETRIC RATIOS

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 4 - Module 1: The Six Trigonometric Ratios
First Edition, 2020
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over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Erlyn J. Demaraye
Editors: Ma. Pilar C. Ahadi
Sandra D. Ortega
Reviewers: EPS, Mathematics Vilma A. Brown, Ed. D.
Principal Mujim U. Abdurahim
Management Team: SDS Roy C. Tuballa, EMD, JD, CESO VI
ASDS Jay S. Montealto, CESO VI
ASDS Norma T. Francisco, DM, CESE
EPS Mathematics Vilma A. Brown, Ed. D.
EPS LRMS Aida F. Coyme, Ed. D.

Printed in the Philippines

Department of Education – Region IX, Zamboanga Peninsula
Office Address: Tiguma, Airport Road, Pagadian City
Telefax: (062) – 215 – 3751; 991 – 5975
E-mail Address: region9@deped.gov.ph

1
Introductory Message
This Self – Learning Module (SLM) is prepared so that you, our dear learners, can continue
your studies and learn while at home. Activities, questions, directions, exercises, and
discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you
discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell
you if you can proceed on completing this module or if you need to ask your facilitator or your
teacher’s assistance for better understanding of the lesson. At the end of each module, you
need to answer the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, notes to the Teacher are also provided to our
facilitators and parents for strategies and reminders on how they can best help you on your
home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use
a separate sheet of paper in answering the exercises and tests. Read the instructions carefully
before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator.
Thank you.

What I Need to Know

This module was developed to introduce you to the triangle trigonometry lesson of the
fourth quarter of grade 9 Mathematics particularly the six trigonometric ratios. The module
follows a step – by – step approach to computational approach supported by examples and
exercises.

This module was designed to cater the academic needs of diverse learners in
achieving and improving the twin goals of Mathematics in basic education levels which are
critical thinking and problem solving. The language used recognizes the vocabulary level of
grade 9 learners. The lessons followed developmentally sequenced teaching and learning
processes to meet the curriculum requirement.

This module will guide you to illustrate the six trigonometric ratios: sine, cosine,
tangent, secant, cosecant, and cotangent. (M9GE-IVa-1)

Let’s continue striving to be resilient, hopeful, and courageous despite the adversities
that we are facing right now. Keep safe, and God bless.

2
 What I Know
Directions: Choose the letter that corresponds to the correct answer. Write your answer on
a separate sheet.

1. With respect to the specified angle, what is the ratio of the adjacent side to the opposite
side?
a. sine b. cosine c. tangent d. cotangent

2. Given the figure on the right, which of the following statements is correct?
𝑦
a. x = 12 c. sin 60o =
𝑥 x
o 1 o 4
b. sin 30 = d. cos 60 =
𝑥 𝑦
60o y
4

3. In triangle FLY, what is m∠L to the nearest degree?

a. 62o c. 26o L
b. 40o d. 18o
17

Y 15 F

4. In right triangle ONE, ON = 13 cm and NE = 7cm. What is tan E?

12 13
a. c. N O
13 7
12 7
b. d.
7 13

5. Find the value of c in the figure below.

15 15
a. c.
sin 40𝑜 tan 40𝑜
15 15
b. d. c b
cos 40𝑜 cot 40𝑜

40o
15

3
 LESSON THE SIX TRIGONOMETRIC
1 RATIOS

What’s In
ACTIVITY RIGHT Δ IS ALWAYS RIGHT!
Directions: Apply the Pythagorean theorem. Tell whether each triangle satisfies the
conditions of a right triangle.

1. W 7cm E 2. I 3. C 4. S

11cm 9cm 12 in 15 in 8 ft 6 ft 4m 5m

F N K N 5 ft A K 3m Y
9 in

What’s New
ACTIVITY RATIO ON THE GO!
Directions: Do the activity below and answer the following questions. Write your answer on a
separate sheet.

Erlyn uses a stencil to create designs. Her stencil includes three similar right triangles
ONE, TWO, and SIX. X
O
E
10 20
5 3 6 12

O 4 N T 8 W
S 16 I
1. Find each ratio to the nearest hundredth.
𝐸𝑁 𝑂𝑊 𝑋𝐼 𝑂𝑁 𝑇𝑊 𝑆𝐼 𝐸𝑁 𝑂𝑊 𝑋𝐼
a. , , and 𝑋𝑆 b. , , and 𝑋𝑆 c. , , and
𝐸𝑂 𝑂𝑇 𝐸𝑂 𝑂𝑇 𝑂𝑁 𝑇𝑊 𝑆𝐼

2. What can you conclude about the ratio of the length of one leg of a right triangle to its
hypotenuse compared to the ratio of the length of the corresponding leg and hypotenuse
of a similar triangle?

4
3. What can you conclude about the ratio of the lengths of the legs of one right triangle
compared to the ratio of the lengths of the corresponding legs of a similar triangle?

What is It

What is trigonometry?

Trigonometry is thought to have had its origin in ancient Egypt and Mesopotamia. The
ancient Egyptians, Babylonians and Greeks developed trigonometry to find the lengths of the
sides of triangles and measures of their angles. It was Hipparchus, a Greek mathematician,
who introduced trigonometry as gleaned from ancient tablets and tables which reflected work
on the ratios of trigonometry.
Trigonometry is derived from the Greek words trigonon means triangle and metron
means measure. Thus, trigonometry means measurement of triangles. It was used in ancient
times in surveying, navigation, and astronomy to find relationships between the lengths of the
sides of a triangle and measurement of angles.

What are trigonometric ratios?

Trigonometric ratios are relations existing between the sides and angles of a right triangle
that are expressed in the form of ratios.
The six trigonometric ratios are sine (sin), cosine (cos), tangent (tan), secant (sec),
cosecant (csc), and cotangent (cot).
In a right triangle, we can define the six trigonometric ratios. Consider the right triangle
ABC below. In this triangle we let θ represent ∠B or will be used to represent the reference
angle in the right triangle. Then the leg denoted by a is the side adjacent to θ, and the leg
denoted by b is the side opposite to θ.

Opposite refers to the side of the triangle that is opposite of the reference angle.

Adjacent refers to the side of the triangle that is adjacent to the reference angle (the
adjacent side will always form one side of the reference angle).

The hypotenuse is the side of the triangle that is always opposite the right angle.

5
 NAME ABBREVIATION RATIO
𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒
Sine Sin sin 𝜃 =
𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡
Cosine Cos cos 𝜃 =
𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒
Tangent Tan tan 𝜃 =
𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡
𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
Cosecant Csc csc 𝜃 =
𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒
𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
Secant Sec sec 𝜃 =
𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡
𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡
Cotangent Cot cot 𝜃 =
𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒

These six ratios represent all the ways to compare two sides of a right triangle.
Notice that cosecant is the reciprocal of sine, secant is the reciprocal of cosine, and
cotangent is the reciprocal of tangent. The hypotenuse will never vary on its location
however, the opposite and adjacent side will be determined by the reference angle.

Notice that the three new ratios at 𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 1 1

csc 𝜃 = = 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 =
𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒 sin θ
the right are reciprocals of the ratios on ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 1 1
the left. Applying algebra shows the sec 𝜃 = = 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 =
𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡 cos θ
connection between these functions. ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡 1 1
cot 𝜃 = = 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 =
𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒 tan θ
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

SOH – CAH – TOA is a mnemonic used for remembering the equations.

𝑶𝑝𝑝𝑜𝑠𝑖𝑡𝑒
⚫ SOH: Sine is Opposite over Hypotenuse or Sin θ =
𝑯𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑨𝑑𝑗𝑎𝑐𝑒𝑛𝑡
⚫ CAH: Cosine is Adjacent over Hypotenuse or Cos θ =
𝑯𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑶𝑝𝑝𝑜𝑠𝑖𝑡𝑒
⚫ TOA: Tangent is Opposite over Adjacent or Tan θ =
𝑨𝑑𝑗𝑎𝑐𝑒𝑛𝑡

Let’s do these together.

1. Let’s start by finding all 6 trigonometric ratios for angle A.

𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒 3 𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 5
sin 𝐴 = = csc 𝐴 = =
𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 5 𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒 3
𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡 4 𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 5
cos 𝐴 = = sec 𝐴 = =
𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 5 𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡 4
𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒 3 𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡 4
tan 𝜃 = = cot 𝐴 = =
𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡 4 𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒 3

6
2. Use the figure below to find the following:
a. sin A g. sin B
b. cos A h. cos B
c. tan A i. tan B
d. csc A j. csc B
e. sec A k. sec B
f. cot A l. cot B

ANSWERS:
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 5 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 12
a. sin A = = g. sin B = =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 13 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 13

𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 12 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 5
b. cos A = = h. cos B = =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 13 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 13

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 5 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 12
c. tan A = = i. tan B = =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 12 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 5

ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 13 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 13
d. csc A = = j. csc B = =
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 5 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 12

ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 13 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 13
e. sec A = = k. sec B = =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 12 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 5

𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 12 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 5
f. cot A = = l. cot B = =
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 5 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 12

12
3. In right triangle FEW, ∠E is the right angle. If sin F = , find cos F and tan F.
13
SOLUTION:

Use the information given in the problem to make a

diagram of ΔFEW.

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 12
sin F = =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 13

ILLUSTRATION STEPS
Use the Pythagorean theorem to find the length of
c2 = a2 + b2
the missing side of a triangle.
132 = 122 + q2 Substitute the given in the formula.
169 = 144 + q2 Simplify 132 and 122.
169 - 144 = q2 Add -144 to both sides of the equation.
25 = q2 or q2 = 25 Evaluate 169 – 144.
q=5 Extract the square root of 25.

7
 So, the length of the side adjacent to ∠F is 5.
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝟓
cos F = =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝟏𝟑
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝟏𝟐
tan F = =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝟓

4. Determine the equation or formula to find the missing part of the triangle.

a. Solve for f in the figure.

SOLUTION: ∠F is an acute angle, u is the
hypotenuse, and f is the opposite side of ∠F. Using
SOH, that is

ILLUSTRATION STEPS
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
sin θ = Use the formula in finding for sin θ
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑓
sin F =
𝑢
Substitute θ to F and the corresponding symbols in the figure
𝑓
sin 62o = Substitute the measures of ∠F and u
18
f = 18 sin 62o Apply Multiplication Property of Equality (MPE)
f = 15.893 Evaluate 18 sin 62o using calculator.
Note: To find the value of the unknown part of a triangle using calculator, ensure that your
calculator is operating in degree.

b. Solve for n in the figure above.

SOLUTION: ∠F is an acute angle, u is the hypotenuse, and n is the side adjacent to
∠F. Using CAH, that is

ILLUSTRATION STEPS
cos θ =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 Use the formula in finding for cos θ.
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑛 Substitute θ to F and the
cos F =
𝑢 corresponding symbols in the figure.
𝑛
cos 62o = Substitute the measures of ∠F and u.
18
Apply Multiplication Property of
n = 18 cos 62o
Equality (MPE).
N = 8.450 Evaluate 18 cos 62o using calculator.

5. Solve for y in the figure on the right. H s = 13.2 Y

SOLUTION: ∠S is an acute angle, s is the
opposite side, y is the side adjacent
to ∠S. Using TOA, that is
y
h
58o

8
 ILLUSTRATION STEPS
tan θ =
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 Use the formula in finding for tan θ.
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
s Substitute θ to S and the corresponding
tan S =
y symbols in the figure.
13.2 Substitute the measures of ∠S and s.
tan 58o =
y
Apply Multiplication Property of Equality
y tan 58o = 13.2
(MPE).
𝟏𝟑.𝟐 Divide both sides of the equation by tan
y=
𝐭𝐚𝐧 𝟓𝟖𝒐 58o.
13.2
y = 8.284 Evaluate when using calculator.
tan 58𝑜

What’s More
Directions: Answer the following activities below. Express your answers in the lowest term
and write them on a separate sheet.

A. Use the triangle to the right to find the given trigonometric ratios.
F
1. sin F 6. csc F
2. tan N 7. sin N 15
3. cos N 8. cos F 9
4. sec F 9. tan F
5. cot N 10. sec N
U 12 N

B. Tell whether each statement is true or false. Refer to the triangle at the right to justify your
answers.
T a R
sin 𝑇
1. cos A = sin T 4. tan T =
cos 𝑇
1
2. tan T = (sinT)(cosT) 5. csc A = r t
sin 𝐴
1
3. cos T =
sin 𝑇
A

9
 What I Have Learned
ACTIVITY I WONDER HOW!
Directions: Answer the following questions below. Write your answer on a separate sheet.

1. Explain how to determine which trigonometric ratio to use when solving for an unknown
part of a right triangle.

2. How can the concept of trigonometric ratios be applied in real-life situation?

What I Can Do
ACTIVITY FIND ME!
Directions: Write your answer on a separate sheet.

A. Find the value of the trigonometric function indicated.

1. sec θ 2. tan θ
15

24 12√5 17 8
θ
θ
12

3. cos θ 4. csc θ 5. cot θ

7
θ
10 24 25
8 25 20

θ θ
6 15

B. Answer the following problems. Show your solutions.

1. From a point at eye level with the base, an observer looks up at a

57o angle to the top of a monument. The distance between the
observer and the monument is 24.7 m. How tall is the monument?

10
2. An 18-ft ladder leaning against a wall makes a 63 o angle with the
wall. How far up the wall does the ladder reach?

Assessment
Directions: Choose the letter that corresponds to the correct answer. Write your answer on a
separate sheet.

1. Which of the following trigonometric functions does NOT use the hypotenuse in its ratio?
a. sine b. cosine c. tangent d. secant
2. What is tan 27.8o?
a. 0.423 b. 0.906 c. 0.324 d. 0.527
3. In right triangle SEA, SA = 13 cm and EA = 7 cm. What is csc S?
7 13 7 13
a. b. c. d.
13 7 10 10

4. Find the value of side b in the figure below.

a. 15.265 b. 8.672
o 18
c. 9.896 d. 12.067 b 32
a
5. Find the height of the roof beam ER. Round off your R
answer to the nearest whole number.
a. 37 ft. b. 39 ft.
c. 41 ft. d. 43 ft.
44o
D E
6. Find sec θ.
3 4 8
a. b.
4 3
4 5
c. d. 10
5 4

11
7. Cos N = for which of the following triangles?
17
a. T b. T c. T d. T

11 11 17 17 17

E N E N E N E N
17 11 11

8. In ΔFIX, vertex I is a right angle. Which trigonometric ratio has the same trigonometric
value as sin F?
a. sin X b. cos F c. cos X d. tan F

11
 3
9. In ΔCAR, tan C = . What is the hypotenuse of ΔCAR?
4
a. 9 b. 5 c. 4 d. 3

10. Find the exact value of sec F in the given figure below.
20 21 T
a. b.
21 20
20 29
c. d.
29 20
21

A 20 F

12
 13
What I Have Learned:
Note: The answers of the students in this part vary.
1. Identify first the given information in the problem. Choose the trigonometric ratio to
use by determining which part of a right triangle is given and which part you are looking
for. Substitute the information into the trigonometric ratio, then solve the resulting
equation to find the unknown part of a right triangle.
2. Trigonometry plays important role in our daily life activities particularly in musical
theory and production. Sound waves travel in a repeating wave pattern which can be
represented graphically by sine and cosine functions.
What’s More:
𝟒 𝟓
A. 1. sin F = 6. csc F = B. 1. True
𝟓 𝟒
𝟑 𝟑
2. tan N = 7. sin N = 2. False
𝟒 𝟓
𝟒 𝟑
3. cos N = 8. cos F = 3. False
𝟓 𝟓
𝟓 𝟒
4. sec F = 9. tan F = 4. True
𝟑 𝟑
𝟒 𝟓
5. cot N = 10. sec N = 5. True
𝟑 𝟒
What’s New:
𝑬𝑵 𝟑 𝑶𝑵 𝟒 𝑬𝑵 𝟑
1a. = 1b. = 1c. = 2. Equal
𝑬𝑶 𝟓 𝑬𝑶 𝟓 𝑶𝑵 𝟒
𝑶𝑾 𝟔 𝟑 𝑻𝑾 𝟖 𝟒 𝑶𝑾 𝟔 𝟑
= = = = = = 3. Equal
𝑶𝑻 𝟏𝟎 𝟓 𝑶𝑻 𝟏𝟎 𝟓 𝑻𝑾 𝟖 𝟒
𝑰𝑿 𝟏𝟐 𝟑 𝑰𝑺 𝟏𝟔 𝟒 𝑰𝑿 𝟏𝟐 𝟑
= = = = = =
𝑺𝑿 𝟐𝟎 𝟓 𝑺𝑿 𝟐𝟎 𝟓 𝑰𝑺 𝟏𝟔 𝟒
What’s In:
1. not a right triangle 3. not a right triangle
2. right triangle 4. right triangle
What I Know:
1. d 2. c 3. a
4. c 5. b
Answer Key
 𝟕 𝟖
2. 8.172 ft. 4. 2.
𝟐𝟓 𝟏𝟓
𝟒 𝟓
B. 1. 38.035m 5. 3. 1. √𝟓 A.
𝟑 𝟒
What I Can Do:

10. d 8. c 6. d 2. d 4. a
9. b 7. d 5. b 1. c 3. b
Assessment:

References:
Merden L. Bryant, et.al., Mathematics Learner’s Material 9, ed. Debbie Marie B. Versoza, PhD
Pasig City, Philippines: Department of Education, 2014, 430 – 440.

Chicha Lynch and Eugene Olmstead. Math Matters, An Integrated Approach. Chicago, Illinois:
National Textbook Company, 1998, 528 – 535.

“Introduction to the Six Trigonometric Functions”, accessed October 13, 2020, <a
href="https://www.softschools.com/math/trigonometry/introduction_to_the_six_trigonometric
_functions/">Introduction to the Six Trigonometric Functions (Ratios)</a>.

14
 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 am 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 the new
land that was to be their home and their children’s forever.
This is the land they sought and found. Every inch of shore
that their eyes first set upon, every hill and mountain that
beckoned to them with a green and purple invitation, every
mile of rolling plain that their view encompassed, every river
and lake that promised a plentiful living and the fruitfulness
of commerce, is a hollowed spot to me.
By the strength of their hearts and hands, by every right of
law, human and divine, this land and all the appurtenances
thereof – the black and fertile soil, the seas and lakes and
rivers teeming with fish, the forests with their inexhaustible
wealth in wild and timber, the mountains with their bowels
swollen with minerals – the whole of this rich and happy land
has been for centuries without number, the land of my
fathers. This land I received in trust from them, and in trust
will pass it to my children, and so on until the world is no
more.
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 alien foe, that drove Diego
Silang and Dagohoy into rebellion against the foreign
oppressor.
That seed is immortal. It is the self-same seed that flowered
in the heart of Jose Rizal that morning in Bagumbayan when
a volley of shots put an end to all that was mortal of him and
made his spirit deathless forever; the same that flowered in
the hearts of Bonifacio in Balintawak, of Gregorio del Pilar
at Tirad Pass, of Antonio Luna at Calumpit, that bloomed in
flowers of frustration in the sad heart of Emilio Aguinaldo at
Palanan, and yet burst forth royally again in the proud heart
of Manuel L. Quezon when he stood at last on the threshold
of ancient Malacanang Palace, in the symbolic act of
possession and racial vindication. The seed I bear within me
is an immortal seed.
15
It is the mark of my manhood, the symbol of my dignity as
a human being. Like the seeds that were once buried in the
tomb of Tutankhamen many thousands of years ago, it shall
grow and flower and bear fruit again. It is the insigne of my
race, and my generation is but a stage in the unending
search of my people for freedom and happiness.
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 struggles for liberation from the imperialist
yoke. But I know also that the East must awake from its
centuried sleep, shake off the lethargy that has bound its
limbs, and start moving where destiny awaits.
For I, too, am of the West, and the vigorous peoples of the
West have destroyed forever the peace and quiet that once
were ours. I can no longer live, a being apart from those
whose world now trembles to the roar of bomb and cannon
shot. For no man and no nation is an island, but a part of the
main, and there is no longer any East and West – only
individuals and nations making those momentous choices
that are the hinges upon which history revolves. At the
vanguard of progress in this part of the world I stand – a
forlorn figure in the eyes of some, but not one defeated and
lost. For through the thick, interlacing branches of habit and
custom above me I have seen the light of the sun, and I
know that it is good. I have seen the light of justice and
equality and freedom, my heart has been lifted by the vision
of democracy, and I shall not rest until my land and my
people shall have been blessed by these, beyond the power
of any man or nation to subvert or destroy.
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.”