Republic of the Philippines
Department of Education
Regional Office IX, Zamboanga Peninsula
11 Z est for
P rogress
Z eal of
P artnership
Personal Development
Quarter 3 - Module 5:
The POWER of MIND
Name of Learner:____________________________
Grade Level/Section:___________
School:______________________________________
What I Need
to Know
This module will discuss all about brain development, parts of the brain and its functions
and the essence of good mental health. It will tell us how your will transform into
command through your brain. May be we will wonder how we do not forget to inhale and
exhale the moment that we are sleeping. And of course how we understand and react from
such we see and feel. This module aims to fulfill the needs of every learner in this
challenging moment that we are facing.
LESSON OBJECTIVES:
At the end of this module, learners will be able to:
1. Discuss that understanding the different parts of the brain, processes and
functions may help in improving thoughts, behavior and feelings,
2. Explore ways on how to improve brain functions for personal development,
and
3. Develop a personal plan to enhance brain functions.
What I Know
Pre-test
Directions: Choose the letter of the best answer and encircle the
correct answer.
1. What do you call a powerful thinking tool which is a graphical technique that mirrors
the way the brain works?
a. Brain storming b. Brain washing c. Mind mapping d. Mirroring
2. Which of the following does NOT belong to the group?
a. Cerebellum b. Brainstem c. Cerebrum d. Spinal cord
3. The size of the brain doesn’t much increase after three years old from birth according
to________?
a. Tony Buzan b. Sue Rusche c. Michael O’Boyle d. Doug Postels
4. Which of the following is the largest part of the brain?
a. Cerebellum b. Brainstem c. Cerebrum d. Spinal cord
5. According to research this drug can hinder memory, learning, judgment and reaction
times.
a. Ecstasy b. Marijuana c. steroids d. Inhalants
6. Who is the executive director of National Families in Action?
a. Tony Buzan b. Michael O’Boyle c. Sue Rusche d. Robert Smith
7. Which of the following does NOT belong to the group?
a. Frontal lobe b. Temporal c. Parietal lobe d. Medulla lobe
8. In what part of the cerebrum that vision functions are located?
a. Parietal lobe b. Temporal lobe c. Frontal lobe d. Occipital lobe
9. Who says that when people start using a drug these people are volunteering to be a
guinea pigs?
a. Tony Buzan b. Sue Rusche c. Michael O’Boyle d. George Vahn
10. What part of the cerebrum that hearing and word recognition abilities are located?
a. Parietal lobe b. Temporal lobe c. Frontal lobe d. Occipital lobe
11. It is a three-pound, wrinkled, pinkish-gray organ that is primarily composed of fat and
water.
a. Spinal cord b. Brain c. Frontal Lobe d. Cerebellum
12. Which part of the brain connects the spinal cord and the brain?
a. Cerebellum b. Brainstem c. Cerebrum d. Spinal cord
13. What is a drug that destroys neurons.
a. Cocaine b. inhalants c. Ecstasy d. Marijuana
14.Which part of the brain that controls the voluntary movement of a human being?
a. Cerebellum b. Brainstem c. Cerebrum d. Spinal cord
15. What do you call a chemical that crucial in controlling sleep, violence, mood swings
and sexual urges?
a. Neurons b. Melanin c. Serotonin d. All of these
What’s In
On your previous module you were able to understand what stress is and its
sources during adolescence.
Instruction: Explain briefly the following questions.
1. What are the causes of stress?
______________________________________________________________________________
______________________________________________________________________________
________________
2. How to manage stress?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
______________________________
What’s New
Activity 1
LATERAL THINKING PUZZLES
1. You are driving down the road in your car on a wild, stormy night, when you pass by a
bus stop and you see three people waiting for the bus:
a. An old lady who looks as if she is about to die
b. An old friend who once saved your life
c. The perfect partner you have been dreaming about
Knowing that there can only be one passenger in your car, whom would you choose?
2. Acting on an anonymous phone call, the police raid a house to arrest a suspected
murderer. They don't know what he looks like but they know his name is John and that he
is inside the house. The police bust in on a carpenter, a lorry driver, a mechanic and a
fireman all playing poker. Without hesitation or communication of any kind, they
immediately arrest the fireman. How do they know they've got their man?
3. A man lives in the penthouse of an apartment building. Every morning he takes the
elevator down to the lobby and leaves the building. Upon his return, however, he can only
travel halfway up in the lift and has to walk the rest of the way - unless it's raining. What
is the explanation for this?
4. A father and his son are in a car crash. The father is killed and the child is taken to
hospital gravely injured. When he gets there, the surgeon says, 'I can't operate on this boy
- for he is my son!!!' How can this possibly be?
5. There are six eggs in the basket. Six people each take one of the eggs. How can it be that
one egg is left in the basket?
6. How could a baby fall out of a twenty-story building onto the ground and live?
Processing questions: As you were thinking of solutions to the puzzles, what was going on
inside you? What organ was working?
Source: www.folj.com/lateral
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___
What is it
Reading: BRAIN POWER: COMPLEX ORGAN CONTROLS YOUR
EVERY THOUGHT AND MOVE
How did you get here? No, no, no! It's not a question about your conception or birth. How
did you get here? On this page. Reading this story. The answer is a lot more complex than,
"My teacher told me to read it" or "I clicked on it by accident." The answer involves thought,
as in "I want to get on the Internet"; movement — pressing the computer's power button
and grasping a mouse; memory—like Recalling how to use a browser or a search engine;
and word recognition such as "Brainpower" and an understanding of its meaning. In short,
the answer involves a wrinkled, pinkish-gray, three-pound organ that is primarily composed
of fat and water and goes by the name of brain. You got to this article because that jelly-
like mass topping off your spinal cord fired electrical signals to your hand telling it how to
move. You got to this article because your brain stored information about using a computer
and the definition of words that you learned years ago. You got to this article because your
brain is working. Keep reading to find out how it functions, if it repairs itself and if the
effects of drug use are permanent.
The power to act
The brain has three major parts -- the cerebrum, the cerebellum and the brain stem. The
brain stem connects the spinal cord and the brain. It controls functions that keep people
alive such as breathing, heart rate, blood pressure and food digestion. Those activities
occur without any thought. You aren't telling yourself, "Inhale. Exhale. Inhale." You're just
breathing.
Things are different in the cerebellum. That region controls voluntary movement.
When you want to lift your fork, wave your hand, brush your hair or wink at a cutie, you
form the thought and then an area in the cerebellum translates your will into action. It
happens so quickly. Think about how little time passes between your desire to continue
reading this sentence and the time it takes your eyes to move to this word or this one. It
seems automatic, but it isn't.
Neurons, the basic functional units of the nervous system, are three-part units and
are key to brain function. They are comprised of a nerve cell body, axon and dendrite, and
they power the rapid-fire process that turns thought into movement.
The thought moves as an electrical signal from the nerve cell down the axon to a
dendrite, which looks like branches at the end of nerve cells. The signal jumps from the
end of the dendrite on one cell across the space, called a synapse, to the dendrite of another
cell with the help of chemicals called neurotransmitters. That signal continues jumping
from cell to cell until it reaches the muscle you need to wave, wink or walk.
The cerebrum is the largest of the three brain sections, accounts for about 85
percent of the brain's weight, and has four lobes. The lobes-frontal, parietal, temporal and
occipital -- each have different functions. They get their names from the sections of the
skull that are next to them.
The parietal lobe helps people understand what they see and feel, while the frontal
lobe determines personality and emotions. Vision functions are located in the occipital
lobe, and hearing and word recognition abilities are in the temporal lobe.
A critical age
Because the brain's healthy functioning is essential to living and determines quality
of life, doctors emphasize protecting the organ from injury and chemical abuse.
There is a consensus among researchers that brain cells regenerate throughout life,
said Doug Postels, a pediatric neurosurgeon in New Orleans, but that new growth happens
very slowly after a certain age.
"The size of the brain doesn't increase much after 3," Postels explains.
During the first three years of life, the brain experiences most of its growth and develops
most of its potential for learning. That's the time frame in which synaptogenesis, or the
creation of pathways for brain cells to communicate, occurs. Doctors generally accept that
cut-off point for two reasons, Postels said. First, in situations where doctors removed parts
of the brains of patients younger than 3 to correct disorders, the remaining brain sections
developed to assume the role of the portions those doctors removed. But when physicians
performed the same surgery on older patients, that adaptability function did not occur.
Second, "We know from experiments that if you deprive people of intellectual stimulation
and put them in a dark room, that it produces permanent changes in the brain," Postels
said. "That occurs most dramatically before age 3. After that age, it's impossible to ethically
do a study."
Previous research produced information about the effects of stimulation deprivation, but
modern ethical guidelines prohibit such research on people because of the potentially
harmful outcome.
Drug damage
Because so little recovery occurs to brains damaged after age 3, the effects of drugs and
alcohol on the brain might be lasting.
Doctors know what inhalants, steroids, marijuana, cocaine and alcohol do to the brain
when people use them. "The question scientists can't answer now is if the damage is
permanent," said Sue Rusche, co-author of "False Messengers," a book on how addictive
drugs change the brain.
Inhalants, such as glue, paint, gasoline and aerosols, destroy the outer lining of nerve cells
and make them unable to communicate with one another. In 1993, more than 60 young
people died from sniffing inhalants, according to National Families in Action, a drug
education center based in Atlanta.
Studies have found that marijuana use hinders memory, learning, judgment and reaction
times, while steroids cause aggression and violent mood swings.
Ecstasy use is rising among young people, Rusche said, and scientists have found that
drug destroys neurons that make serotonin, a chemical crucial in controlling sleep,
violence, mood swings and sexual urges.
While doctors and scientists know about some effects drugs have on the brain, they don't
have a full picture, Rusche said.
"When people start using a drug, the scientists know nothing about it. These people are
volunteering to be guinea pigs," said Rusche, who is co-founder and executive director of
National Families in Action. "Once enough people take it, scientists apply for grants and
start studying it. People are inventive. They find new drugs or new ways to take old drugs-
like crack from cocaine.
"There's a lot we won't know about until later," she said. "The classic example is cigarettes.
We allowed people to smoke for 100 years before we knew about all the horrible things that
nicotine will do.
Activity: BRAIN DOMINANCE
Which of these apply to you?
I am very organized.
I remember faces more than names.
I think things through before making a decision.
If someone’s mad at me, I can tell even without the person saying a word.
I work best in a quiet space.
I daydream a lot.
I hate taking risks.
I tend to get emotional.
I make a to-do-list.
I trust my “gut instinct”.
If you have more “yes” answers from the left column, you are probably left-
brain dominant, while if you have more “yes” answers from the right
column, you are probably right-brain dominant.
Reading: THE DOMINANT SIDE OF THE BRAIN
Researchers believed that brain dominance determines a person’s preferences, problem-
solving style, personality characteristics, and even career choices. For example, a right-
brain individual will quickly get a feeling for a situation, while a left-brain person will
usually ask a lot of questions first. The following chart reflects additional difference between
left and right-brain dominance.
PERSONAL PREFERENCE
LEFT DOMINANCE RIGHT DOMINANCE
Classical music Popular music
Being on time A good times
Careful planning To visualize the outcome
To consider alternative To go with the first idea
Being thoughtful Being active
Monopoly, scrabble, or chess Athletics, art, or music
There is nothing good or bad about either preference. Both orientations can be equally
successful in accomplishing a single task; however, one may be more appropriate over the
other depending on the situation.
Activity: MIND MAPPING
Mind mapping is a powerful thinking tool. It is a graphical technique that mirrors the way
the brain works, and was invented by Tony Buzan. Mind mapping helps to make thinking
visible. Most people make notes using lined paper and blue or black ink. Making notes more
attractive to the brain by adding color and rhythm can aid the learning process, and can
help to make learning fun. The subject being studied is crystallized in a central image and
the main theme radiates out from the central image on branches. Each branch holds a key
image or a key word. Details are then added to the main branches and radiate further out.
Mind maps have a wide variety of uses, for example, note taking, revision planning,
planning for writing and problem solving can all be successfully carried out using the
technique. The colors and the graphics used will help children to organize their ideas and
thoughts. They can be very simple or, quite detailed depending upon the age of the children
and the complexity of the subject. Because creating the mind map involves the use of the
left and right brain, remembering the information becomes easier!
Below is an example of a simple mind map linked to the information above.
Reading: YOU CAN GROW YOUR INTELLIGENCE
New Research Shows the Brain Can Be Developed Like a Muscle
Many people think of the brain as a mystery. They don’t know much about intelligence and
how it works. When they do think about what intelligence is, many people believe that a
person is born either smart, average, or dumb—and stays that way for life. But new research
shows that the brain is more like a muscle—it changes and gets stronger when you use it.
And scientists have been able to show just how the brain grows and gets stronger when you
learn. Everyone knows that when you lift weights, your muscles get bigger and you get
stronger. A person who can’t lift 20 pounds when they start exercising can get strong
enough to lift 100 pounds after working out for a long time. That’s because the muscles
become larger and stronger with exercise. And when you stop exercising, the muscles shrink
and you get weaker. That’s why people say “Use it or lose it!” But most people don’t know
that when they practice and learn new things, parts of their brain change and get larger a
lot like muscles do when they exercise.
Inside the cortex of the brain are billions of tiny nerve cells, called neurons. The nerve cells
have branches connecting them to other cells in a complicated network. Communication
between these brain cells is what allows us to think and solve problems
Figure 1: Section of the Cerebral Cortex
When you learn new things, these tiny connections in the brain actually multiply
and get stronger. The more that you challenge your mind to learn, the more your
brain cells grow. Then, things that you once found very hard or even impossible to
do—like speaking a foreign language or doing algebra—seem to become easy. The
result is a stronger, smarter brain.
Figure 2: A typical nerve cell
How Do We Know the Brain Can Grow Stronger?
Scientists started thinking that the human brain could develop and change when
they studied animals’ brains. They found out that animals who lived in a
challenging environment, with other animals and toys to play with, were different
from animals who lived alone in bare cages. While the animals who lived alone just
ate and slept all the time, the ones who lived with different toys and other animals
were always active. They spent a lot of time figuring out how to use the toys and
how to get along with the other animals.
Nerves in brain of animal living in bare cage. Brain of animal living with other
animals and toys
© Mindset Work
Figure 3: Effect of an Enriched Environment
These animals had more connections between the nerve cells in their brains. The
connections were bigger and stronger, too. In fact, their whole brains were about 10%
heavier than the brains of the animals who lived alone without toys. The animals who were
exercising their brains by playing with toys and each other were also “smarter”—they were
better at solving problems and learning new things.
Even old animals got smarter and developed more connections in their brains when they
got the chance to play with new toys and other animals. When scientists put very old
animals in the cage with younger animals and new toys to explore, their brains also grew
by about 10%!
At birth After 6
Figure 4: Growth of neuron connections in a child from birth to 6 years old
The Real Truth about “Smart” and “Dumb”.
No one thinks babies are stupid because they can’t talk. They just haven’t learned how to
yet. But some people will call a person dumb if they can’t solve math problems, or spell a
word right, or read fast—even though all these things are learned with practice. At first, no
one can read or solve equations. But with practice, they can learn to do it. And the more a
person learns, the easier it gets to learn new things—because their brain “muscles” have
gotten stronger! The students everyone thinks as the “smartest” may not have been born
any different from anyone else.
But before they started school, they may have started to practice reading. They had already
started to build up their “reading muscles.” Then, in the classroom, everyone said, “That’s
the smartest student in the class.” They don’t realize that any of the other students could
learn to do as well if they exercised and practiced reading as much. Remember, all of those
other students learned to speak at least one whole language already—something that
grownups find very hard to do. They just need to build up their “reading muscles” too.
What Can You Do to Get Smarter? Just like a weightlifter or a basketball player, to be a
brain athlete, you have to exercise and practice. By practicing, you make your brain
stronger. You also learn skills that let you use your brain in a smarter way—just like a
basketball player learns new moves. But many people miss out on the chance to grow a
stronger brain because they think they can’t do it, or that it’s too hard. It does take work,
just like becoming stronger physically or becoming a better ball player does. Sometimes it
even hurts! But when you feel yourself get better and stronger, all the work is worth it!
What’s More
The following activities are to be performed in order to test your ability to reflect on the
different learnings and your perception about the subject.
Activity 1- Tell Me where I belong
Instruction: choose the brain function in the box and fill it the column below where this
function belong.
Controls voluntary movement blood pressure brush your hair
Translates your will into action food digestions understand what you see and feel
Breathing heart rate inhale and exhale personality and emotion
wave your hand poor eye sight hearing and word recognition
Cerebellum Cerebrum Brainstem Lobes- Parietal Temporal Occipital
Frontal lobe lobe lobe
WHAT I HAVE LEARNED
Reflect on the BRAINPOWER: COMPLEX ORGAN CONTROLS YOUR EVERY
THOUGHT AND MOVE
After learning from the different ideas from those health expert experts and researchers,
1. Write your own personal reflection about the importance of the brain. There should
only be 5-7 sentences.
________________________________________________________________________________________
________________________________________________________________________________________
2. How does a prohibited drug destroy your
brain?__________________________________________________________________________________
_________________________________________________________________
WHAT CAN I DO?
Create your own personal plan to enhance brain function.
__________________________________________________________________________
__________________________________________________________________________
Post -Test
Set A
Instruction: Encircle the right answer.
1. What do you call a powerful thinking tool which is a graphical technique that mirrors
the way the brain works?
a. Brain storming b.Brain washing c. Mind mapping d. Mirroring
2. Which of the following does NOT belong to the group?
a. Cerebellum b. Brainstem c. Cerebrum d.Spinal cord
3. The size of the brain doesn’t much increase after three years old from birth according
to________?
a.Tony Buzan b. Sue Rusche c. Michael O’Boyle d. Doug Postels
4. What do you call a powerful thinking tool which is a graphical technique that mirrors
the way the brain works?
a. Brain storming b. brain washing c. Mind mapping d. Mirroring
5. Which of the following does NOT belong to the group?
a.Cerebellum b. brainstem c. Cerebrum d. Spinal cord
6. The size of the brain doesn’t much increase after three years old from birth according
to________?
a.Tony Buzan b. Sue Rusche c. Michael O’Boyle d. Doug Postels
7. Which of the following is the largest part of the brain?
a.Cerebellum b. brainstem c. Cerebrum d. Spinal cord
8. According to research this drug can hinders memory, learning, judgment and reaction
times.
a. Ecstasy b. Marijuana c. steroids d. Inhalants
9. Who is the executive director of National Families in Action?
a. Tony Buzan b.Michael O’Boyle c. Sue Rusche d. Robert Smith
10. Which of the following does NOT belong to the group?
a. Frontal lobe b. Temporal c. Parietal lobe d. Medulla lobe
11. In what part of the cerebrum that vision functions are located?
a. Parietal lobe b. Temporal lobe c. Frontal lobe d. Occipital lobe
12.Who says that when people start using a drug these people are volunteering to be a
guinea pigs?
a. Tony Buzan b. Sue Rusche c. Michael O’Boyle d. George Vahn
13.What part of the cerebrum that hearing and word recognition abilities are located?
A .Parietal lobe b. Temporal lobe c. Frontal lobe d. Occipital lobe
Set B
1. What is a three-pound, wrinkled, pinkish-gray organ that is primarily composed of fat
and water?
a. Spinal cord b. brain c. Frontal Lobe d. Cerebellum
2. Which part of the brain connects the spinal cord and the brain
a. Cerebellum b. Brainstem c. Cerebrum d. Spinal cord
3. What is a drug that destroys neurons?
a. Cocaine b. Inhalants c. Ecstasy d. Marijuana
4. Which part of the brain that controls the voluntary movement of a human being?
a. Cerebellum b. Brainstem c. Cerebrum d. Spinal cord
5. What do you call a chemical that crucial in controlling sleep, violence, mood swings and
sexual urges?
Neurons b. Melanin c. Serotonin d. All of these
6.Which part of the cerebrum that helps people to understand what they see and feel?
a. Parietal lobe b. Temporal lobe c. Frontal lobe d. Occipital lobe
7.Who says that the mathematically gifted are better at relaying and integrating
information between the cerebral hemispheres?
George Vahn b. Michael O’Boyle c. Tony Buzan d. Robert Smith
8.Which part of the cerebrum that determines personality and emotions?
Parietal lobe b. Temporal lobe c. Frontal lobe d. Occipital lobe
9. Who invented the mind mapping?
a. George Vahn b.Michael O’Boyle c. Tony Buzan d. Robert Smith
10. What part of the brain that translates your will into action?
a. Cerebrum b. Brainstem c. Cerebellum d. None of these
12
General Rubric for written activity
1- Needs 2- Fair 3- Good 4- Excellent
impro
vemen
t
No evidence Contains simple Contains a Contains focused
of a main information focused from and shows
idea and from the topic main idea, Uses original main
Ideas unconnected Very limited some idea,
ideas from the information to Uses specific and
main topic develop main engaging details
idea to develop main
idea
No sense of Shows a simple Beginning, Engaging
beginning, beginning sense middle and end beginning, well
middle and of organization work together to organized middle
end but may hard to communicate and effective
Organization No evidence follow at times, effectively, ending
of Uses simple Uses a variety or Uses a variety of
transitions transition words transition words interesting
to connect main transition words
ideas to make the
writing flow
smoothly
Many Complete Variety of Purposely uses a
sentence sentence but sentence variety of
Sentence fragment most are simple beginnings and sentence length
Fluency repetitive, structure and lengths, Uses and
simple about the same some compound structure(simple
sentence length sentences and compound)
only to engaged the
reader
Still needs Still needs Only requires
Convention extensive much editing, minor editing, Need almost no
editing, errors errors do not editing
errors sometimes interfere with
interfere break down the the meaning
with meaning
meaning
13
ANSWER KEY
14
References
Carter-Scott, Cherie. (1999). If Love is a Game, These are the Rules.
Broadway Books, a division of Random House, Inc. pp. 151-152.
Clark-Lempers, D., J.D. Lempers & C. Ho. (1991). Early, Middle, and Late
Adolescents' Perceptions of Their Relationships with Significant Others
. Journal of Adolescent Research. 6-3, 296-315.
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.
Wallace, H., Masters, L. (2001). Personal Development for Life and Work, 8th Ed.
Southwestern Educational Publishing, Inc.
Roldan, Amelia S. (2003). On Becoming a Winner: A Workbook on
Personality Development and Character Building. AR Skills
Development and Management Services (SDMS), Paranaque City,
Metro Manila.
Sanchez, Bo. (2006). Life Dreams Success Journal: Your Powerful Tool to
Achieve and Surpass Your Dreams One Step At A Time. Shepherd’s
Voice Publishing. 60 Chicago St., Quezon City Metro Manila 11
Santamaria, Josefina O. (2006). Career Planning Workbook, 4thEd.
Makati City: Career Systems. pp. 38-41
Source: "Interhemispheric interaction during global-local processing in
mathematically gifted adolescents, average-ability youth, and college students,"
Harnam Singh, Ph.D., U.S. Army Research Institute for the Behavioral and Social
Sciences, and Michael W. O'Boyle, PhD, University of Melbourne, Australia;
Neuropsychology, Vol. 18, No. 2.
Reporters: Michael O'Boyle , from the American Psychological Association.
Development Team of the Module
Writer: Dennis F. Tugahan
Teacher III, Co Tek Chun National Trade School Pagadian City
Division
Editors: JAIME V. CUSTODIO
Teacher III, Co Tek Chun National Trade School Pagadian City
Division
Language Editor:
Illustrator/ s:
Layout Artist:
Management Team: DANNY B. CORDOVA, CESO VI
OIC- School Division Superintendent
MARIA COLLEEN L. EMORICHA, EdD
OIC- Assistant School Division Superintendent
MARIA DIOSA Z. PERALTA
CID-CHIEF
MA. MADELENE P. MITUDA, EdD
EPS-LRMDS
JOVITA S. DUGENIA
. EPS-Esp
15
Regiion IX: Zamboanga Hymn – Our Eden Land
Peninsula
Here the trees and flowers bloom Here the Gallant men And Ladies fair Cebuanos, Ilocanos, Subanons, Boholanos,
breezes gently Blow, Here the birds sing Linger with love and care Ilongos, All of them are proud and true
Merrily, Golden beams of sunrise and Region IX our Eden Land
The liberty forever Stays, sunset Are visions you’ll never
forget Region IX
Oh! That’s Region IX
Here the Badjaos roam the seas Here the Our
Samals live in peace Here the Tausogs thrive Hardworking people
Abound, Every valleys Eden
so free With the Yakans in unity
and Dale Land
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
Gladly now I go to give thee this faded life's best, And tardy protest Let some kind soul o 'er
were it brighter, fresher, or more blest my untimely fate sigh, And in the still
Still would I give it thee, nor count the cost. evening a prayer be lifted on high
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; The place For all who have suffered the
matters not-cypress or laurel or lily white, Scaffold or open unmeasur'd pain; For our mothers that
plain, combat or martyrdom's plight, bitterly their woes have cried,
T is ever the same, to serve our home and country's need. For widows and orphans, for captives by
torture tried 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; And if With only the dead in their vigil to see
color is lacking my blood thou shalt take, Pour'd out at Break not my repose or the mystery profound
need for thy dear sake And perchance thou mayst hear a sad
To dye with its crimson the waking ray. hymn r eso und ' T is I, O my co untry,
r aising a song unto thee.
My dreams, when life first opened to me, And even my gr ave is
My dreams, when the hopes of youth beat high, Were to r ememb er ed no more Unmark 'd
see thy lov'd face, O gem of the Orient sea From gloom and by never a cross nor a stone
grief, from care and sorrow free; No blush on thy brow, no Let the plow sweep through it, the spade turn it o' er
tear in thine eye. That my ashes may carpet earthly f loor,
Before into nothingness at last they are blown.
Dream of my life, my living and burning desire, All hail ! Then will oblivion bring to me no care
cries the soul that is now to take flight; All hail ! And As over thy vales and plains I sweep;
sweet it is for thee to expire ; Throbbing and cleansed in thy space and air
To die for thy sake, that thou mayst aspire; And sleep With color and l ight, with song and lament I
in thy bosom eternity's long night. fare, Ever repeating the f aith that I keep.
If over my grave some day thou seest grow, In the My Fatherland ador' d, that sadness to my sorrow lends
grassy sod, a humble flower, Beloved 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 The touch For I go where no slave before the oppressor bends,
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, Let the Farewell to you all, from my soul torn away,
dawn shed over me its radiant flashes, Let the wind Friends of my childhood in the home
with sad lament over me keen ; And if on my cross a dispossessed! Give thanks that I rest from the
bird should be seen, wearisome day!
Let it trill there its hymn of peace to my ashes. Farewell to thee, too, sweet friend that l ightened my way;
Beloved 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 I am a Filipino, child of the marriage of the East and the West. The
future. As such I must prove equal to a two-fold task–the task of East, with its languor and mysticism, its passivity and endurance,
meeting my responsibility to the past, and the task of performing was my mother, and my sire was the West that came thundering
my obligation to the future. across the seas with the Cross and Sword and the Machine. I am of
I sprung from a hardy race, child many generations removed of the East, an eager participant in its spirit, and in its struggles for
ancient Malayan pioneers. Across the centuries the memory comes liberation from the imperialist yoke. But I also know that the East
rushing back to me: of brown-skinned men putting out to sea in must awake from its centuried sleep, shake off the lethargy that
ships that were as frail as their hearts were stout. Over the sea I see has bound his limbs, and start moving where destiny awaits.
them come, borne upon the billowing wave and the whistling wind, I am a Filipino, and this is my inheritance. What pledge shall I
carried upon the mighty swell of hope–hope in the free abundance give that I may prove worthy of my inheritance? I shall give the
of new land that was to be their home and their children’s forever. pledge that has come ringing down the corridors of the centuries,
I am a Filipino. In my blood runs the immortal seed of heroes–seed and it shall be compounded of the joyous cries of my Malayan
that flowered down the centuries in deeds of courage and defiance. forebears when first they saw the contours of this land loom
In my veins yet pulses the same hot blood that sent Lapulapu to before their eyes, of the battle cries that have resounded in every
battle against the first invader of this land, that nerved Lakandula field of combat from Mactan to Tirad Pass, of the voices of my
in the combat against the alien foe, that drove Diego Silang and people when they sing:
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Dagohoy into rebellion against the foreign oppressor. ―I am a Filipino born to freedom, and I shall not rest until
The seed I bear within me is an immortal seed. It is the mark of my freedom shall have been added unto my inheritance—for myself
manhood, the symbol of dignity as a human being. Like the seeds and my children and my children’s children—forever.‖
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
