RI

ZAL’
SMODULE4-
6

DECASTROJERMAI
NEACEREMO C18-
10233
BSABEI
II
-B
MODULE4
RI
ZAL’
STRAVELI
NEUROPE,
U.S.ANDTHEPUBLI
CATI
ONOFNOLIME
TANGERE

DeCast
ro,
Jer
mai
neAcer
emo C18-
10233
BSABEI
II
-B

LEARNI
NGACTI
VITI
ESACTI
VITY4.
1
Fi
rstofal
l,howev er,hehadnomoneyf orthepubl i
cati
on.Sincet hebook
waswr i
tt
eninSpani sh,hecoul dnothopet opubl ishitinMadr id,sincethe
contentswouldimmedi atelybecensored.Atanyr ate,noSpanishpr int
erwould
taket heri
sk.Andt hatout si
deofSpai n,pr
int
ingi naf or
eignlanguagewas
somewhatexpensive.Thef actr
emainsthathebeganwr i
ti
nginMadr id,wherehe
fi
nishedabouthalfoft hebook,continuedthewor kinPar i
s,andendedi tin
Leipzi
g.HeputthefinaltouchesonthebookonFebr uary21,1887.
Ri
zalnamed hi s book Nol
ime t angere,in German  Rühre mich nicht
an orBer
  ühr
emi chni
cht (i
nEngli
sh,Touchmenot ).Thet i
tl
ehasi t
sor i
ginina
famousbi bl
icalpassage;theGospelofJohn,t wenti
ethchapt er,whichnar r
ated
howJesusappear stoMar yMagdaleneafterhisr
esur r
ect
ion.ItsaysinVer se17:
"ThenJesusspeakst oher :Touchmenot ,forIhav enoty etascendedt oMy
Father.Butgot oMybr othersandtel
lthem:Iam goi ngtoMyFat her,t
oMyGod
andy ourGod. "Rizalhadseeni nthePr adoMuseum i nMadr i
dt hef amous
paint
ingofCor r
egiowhichdepictsthescene.
I
fyousawclearl
ybyi tscontent,i
tisdi
ff
icul
ttobeli
evethatthe Nol
i,
inthe
fi
nalanalysi
s,hadasi milarsignaleffectforthePhili
ppi
ner evolut
ion.Nol
i i
s
drawnf r
om reall
ife,thatev er
yepi sodecanber epeat
edonanydayi nt he
Phil
ippi
nes,whi
chheexper i
encednotonl ytheeventsdepict
edint henovelbut
al
soev enmuchwor seones.
I
tsadtosaythatinRi
zal
’
sgener
ati
oniti
shardt
omakeinreal
i
tywhaty
ou
wantt
oachi
eve,especi
all
yhi
sbookswi
llt
ri
gger
edthegov
ernment
.

LEARNI
NGACTI
VITI
ESACTI
VITY4.
2
Thefi
rstvi
deojustgav eusbackgroundabouthow Ri zal
’
sl i
fei
nAteneo
andUST.Fr om fi
rstt
of ourthyeari
nAt eneoher ecei
ves“Excel
lent
”awar
d.He
thenrecei
vesmanyachiev ementsinthisschool
.Andt henheenroll
edi
nUSTi n
Apri
l,
1877,there,
heexperiencedSpanishbrut
ali
ty.
Thesecondv i
deot el
l
suswhendi dRi zal’
st r
avel.Mostofhi slif
ehe
tr
avell
edar oundt heworld,explor
inganddiscov eri
ngsomet hi
ng.Het hentravel
i
nt hecount r
iesli
ke:Colombo,Cey lon(
SriLanka) ,Marsei
li
lesPransya(wherehe
wentt o Chat ae D’),Barcelona,Madrid,Leizping and Berl
in,ParisPransya,
Lei
mer it
sBohemi a,ViennaAust ri
a,Swi
tzerl
and,Ital
y,Phil
ippi
nes( wher
emostof
hi
sst r
uggleshappenher e),Hongkong,andJapan.
The thirdv i
deo,Ri zalwentt o Pari
s and Ger many to special
iz
ei n
opht halmology.Hechoset hisbranchbecausehewant edtocur ehi smother’
s
eyes.Heser vedasassist
antt othefamousocul i
stsofEurope.Heal soconti
nued
hi
st ravel
sandobser v
ati
onsofEur opeanlif
eandcust omsi nParis,Heidel
berg,
Leipzig and Ber l
in.In Berlin,capit
aloft he unifi
ed Germany ,he metand
befriendedsev er
altopscientist
s,Dr.FeodorJagor,Dr.Adol
phB.Mey er,
Dr.Hans
Mey er ,
andDr .RudolphVirchow.Hismer it
sasasci enti
stwererecognizedbythe
emi nentscienti
stofEurope.
Thefour
thv i
deo,Rizaldecidedtoretur
nhome, becauseofthepubl icat
ion
oftheNoliMeTanger eandt heupr oaritcausedamongt hefri
ars,Rizalwas
warnedbyPaciano( hi
sbrother),Sil
vestr
eUbal do(
hisbrother-
in-
law),Chengoy
(JoseM.Ceci
li
o),andotherfri
endst oret
urnhome.
Hewasdet erminedt oreturntot hePhi
li
ppinesforthefol
l
owi ngr easons:
to operat
esonhi smot her’
sey e’
s;to servehispeoplewho had l ong been
oppressedbyt heSpanisht yr
ants;t ofi
ndoutf orhimselfhow t
heNol iandhis
otherwrit
ingswereaff
ectingtheFi l
ipi
nosandSpani ar
dsinthePhil
ippines;andto
i
nquirewhyLeonorRi v
erar emainedsi l
ent.
Thef ift
hv i
deo,shor tl
yafterhi sretur nt oJapan,Tet chopubl ishedhi s
traveldiarywhi chcont ainedhisimpressionofRi zal.Hethenent eredi nt
opol i
ti
cs
and wasel ected asmemberoft hel owerhouseoft heFirstI mper ialDi et
(Japanesepar li
ament )
,wher ehecar ri
edonhi sf i
ghtf orhumanr ights.Theone
thingRi zalwasnoti nf avorofwasthepopul armodeoft r
ansportat i
onbymeans
ofr ickshawsdr awnbymen.Ri zallearnedf rom aJapanesegar denert hatshe
wasSei koUsuiandsheusedt opassbyt hel egationdur i
ngherdai l
yaf ternoon
wal k.Thef oll
owi ngy ear,hepubli
shedapol i
ticalnov elt
it
led'Nankai -
no-Dai haran'
(Stor m Overt heSout hSea)whi chr esemblesRi zal'
s'NoliMeTanger e'inpl ot.
Thef ol
lowingaf ternoon,RizalandtheJapanesegar denerwaitedatt helegat i
on
gat eandwat chedf orthegi r
l.
Thesixthvideo,ConsueloOrt
igayRey ,t
hepr et
ti
erofDonPabloOrti
ga’s
daughters,f
elli
nlovewithhim.Hededicat edtoherAl aSenori
taC.
O.yR.,which
becameoneofhi sbestpoems.TheOr tigasresidenceinMadri
dwasfrequented
byRizalandhi scompat r
iot
s.Hepr obablyf el
linlovewithherandConsuel o
apparentl
yaskedhi mf orromanti
cv erses.Hesuddenl ybackedoutbefor
et he
rel
ati
onshipturnedintoaseriousromance, becausehewantedt or
emainl
oyalto
LeonorRi
ver
aandhedidnotwantt
odest
royhi
sfr
iendshi
pwi
thEduar
dodeLet
e
whowasmadl yi
nlov
ewit
hConsuel
o.
Thesev
enthv i
deo,i
nt hi
svi
deoRizalshowedhi sromancesinside.Rizal
beingamanwi thaney ef
orfemini
nebeauty
,fal
linloveandgotint
or el
ationship
toaJapanesegirlnamedSeikoUsui,
butsadlyt
heirromancedidn’
tlastlong,for
thereasont
hatRizalhast
oleaveJapan.
He boar ded the Belgi
c,an Engl ish steamer ,bound f ort he United
States.Chapter13Ri zal
'
sVi si
ttotheUnitedSt ates.ItwasSat ur
daymor ningApr i
l
28,1888whenRi zalarr
ivedinSanFranci sco.Uponar r
iving,theshi
pwaspl aced
underquar antineforitwassai dtobei nfectedbyaChol eraEpidemic,butRizal,
whocamef rom Fareastknow t hatitwasn’ ttr
ue,andbyt henHenot icedthat
Amer icawasl ackingifraci
alequali
ty.Heonl ystayedint hesaidcount r
yf ortwo
day sMay4–6,1888.OnMay6,Ri zall eftSanFr anciscof orOakl
andandon
Sundaymor ning,May13, hereachedNewYor kandl aterleftonMay16, 1888f or
Li
v erpoolonboar dtheCityofRome.
Thel astvideo, houndedbyst rongenemi es,Rizalwasr equiredtoleavehis
count
ryf ort hesecondt i
mei nFebruary1888.Hewast hent hef ul
l-produced
manof27y earsol d,at r
ainingphysici
an,andar ecognizedman- of-
let
ters.The
fi
rstt
imet hisindivi
dualwentupt ospeedi n061882,hav i
ngbeenamer eladof
21,av i
br antst udentsear chingforwisdom i nsidet heOl dGl obe,ar omant i
c
i
deali
stwi thamazi ngdr eamsofemanci pati
nghi sper sonsfrom bondagebyt he
magic powerofhi s pen.Instances had transformed.Ri zalf or27 was an
embit
teredv i
ctim ofhumani niqui
ti
es,afrust
rateddr eamer,af r
ustratedreformer.

MODULE5
RI
ZAL’
STRAVEL,
ROMANCE,
THEELFELI
BUSTERI
SMOANDHOME
COMING

PRE-
TEST
1.C
2.A
3.B
4.A
5.B
6.C
7.C
8.A
9.D
10.
D
11.
B
12.
A
13.
C
14.
D
15.
D

DeCast
ro,
Jer
mai
neAcer
emo C18-
10233
BSABEI
II
-B

LEARNI
NGACTI
VITI
ESACTI
VITY5.
1
1.Def
inet
het
erm“
leader
shi
p”
>Leadershi
pistheartofmot i
vat
ingagr oupofpeopl
et oacttowar
d
achi
evi
ngacommongoal .Inabusi
nesssett
ing,
thi
scanmeandirect
ingwor
ker
s
andcol
leagueswit
hast
rategyt
omeetthecompany '
sneeds.
2.Enumer
atequal
i
tiesofagoodl
eader
.
 I
ntegr
it
y.
 Abi
li
ty 
to 
del
egat
e.
 Communi
cat
ion.
 Sel
f-
awar
eness.
 Gr
ati
tude.
 Lear
ning 
agi
l
ity
.
 I
nfl
uence.
 Empat
hy.
3.WasDr
.Ri
zal
agoodl
eader
?Suppor
tyouranswer
.Hei
swor
themul
ati
ng?
> He i
s a good l
eader
, he 
gai
ned 
the 
respect of hi
s col
l
eagues
i
n the 
PropagandaMov ementli
keMar celoH.delPil
arwhowasoncehi stough
ri
val f or 
the leadershi
p of 
t he organi
zati
on. As a 
leader,
 Ri
zal 
was
tr
ansformati
onal,charismati
c,v isionary,and mosti mportant
ly,incorr
upti
ble.
Rizal
,tome, i
saper sonthatIthink,i swor t
hemulati
ng,forhehasf ounditsway
notonlyint
othehear t
sofallFi
lipi
no' s,butespeci
all
ytotheenti
rewor l
d.
4.Revi
ewt hequal
it
iesofagoodl
eaderandev
aluat
eify
ouhav
esomeoral
lof
thequal
it
iesmenti
oned.
> The most i mport
ant  
quali
ties of a good l eader 
incl
ude i nt
egrit
y,
accountabil
i
ty,empat hy,humi l
ity
,r esili
ence,visi
on,i nf
luence,and posi ti
vi
ty.
“Managementi saboutper suadingpeopl etodot hings t
hey donotwantt odo,
while 
l
eadership 
i
s about i nspir
ing peopl e t o do t hi
ngs they
 never
thought 
they 
could.
”,AndIthinkIhav et hosetr
ait
sofbei ngagoodl eader
5.Suggestsomemeansbywhi chy oucoulddevel
opyourleader
shi
ppot
ent
ial
s.
Howcouldy ouhel
pachi
evet
ruefreedom andprogr
essinourcountr
y?
 Pr
act
icedi
sci
pli
ne.
 A 
good 
l
eader
 needsdi
sci
pli
ne..
..
 Takeonmor
epr
oject
s. 
A gr
eatwayt
o dev
elopy
ourl
eader
shi
p ski
l
ls 
i
s t
o
t
akeonmor
eresponsi
bil
i
ty..
..
 Lear
ntof
oll
ow..
..
 Devel
op 
sit
uat
ional
awar
eness..
..
 I
nspi
reot
her
s..
..
 Keepl
ear
ning..
..
 Resol
veconf
li
cts..
..
 Be 
a di
scer
ningl
i
stener
.

LEARNI
NGACTI
VITI
ESACTI
VITY5.
2
1.Def
inet
het
erms“
missi
on”
,“v
isi
on,
“obj
ect
ives”and“
goal
s”.
>Mi ssi
on isagener alstatementofhow youwi llachievey our
 vi
sion.
Strat
egi es ar e a ser i
es of way s of using t he mission 
to achiev e
the v
ision. 
Goals ar
estatementsofwhatneedstobeaccompl i
shedt oimplement
thestrategy. 
Objecti
ves 
arespeci
ficacti
onsandt
imeli
nesforachi evi
ngthegoal.
2.Tryt
oenv i
siony
our
sel
f20y ear
sfrom now.Whatdoy ouwantt
obe?Whatare
yougoodat ?Whatareyour?Witht hesequest
ionsi
nmi nd,wr
it
eyourv
isi
on,
missi
on,goal
sandobj
ect
ivesinli
fe.
>Iwantt
obewher
eIcansayIdon’
tany
thi
ngel
sei
nthi
swor
ldbecauseI
hav
ewantIwantont
hefi
rstpl
ace.I
’m goodatmakingot
her
shappy
.Mymissi
on
i
ssimpl
yadj
usti
ngmysel
ftowhereIam, myvi
sioni
sIam wher
eIwantt
obe.
3.Di
dDr.JoseRi
zalhav
eamissionandvisi
oni
nli
fe?Suppor
ty ouranswer
.What
weret
heresul
tsofhi
shavi
ngornothavi
ngamissi
onandv i
sioninli
fe?
>I tmaybesai dthatRizal’
sfor emostmissi
oni nli
fehadbeendet ermined
forhi m byf at
e-andear lyinhi slife. I
n1872Fat hersJoseBur gos,Mar i
ano
Gomesand Jaci nto Zamor a,priestswhose nameswer ei denti
fi
ed wi t
ht he
mov ementt oreform the priest
hood,and t he Catholi
c Chur ch i
tself
,int he
Phili
ppines,wereexecutedont hegr oundofinci
ti
ngt heMut inyofCav it
e.That
executionprovedt obeRizal’
spol i
ticalepi
phany,thebeginni
ngofhi scomi ngof
ageasaFi l
i
pinoawar eofbei ngpar tofonenat i
on.I twast oculmi nat
ei nful
l
frui
tionathi sdeathmor ethan20y earslat
er,butbyt henagener ati
onofhi s
fell
ownat iv
eshadbeenmoul ded,byhi sl
if
e’swork,i
ntoFili
pinoswi t
hasenseof
nation.
4.Isitpossi
blet
ohav
eat
ruef
ulf
il
ment
,successandhappi
nessi
nli
fe?Expl
ain
youranswer.
>Successcanmeanmanyt hingstodiffer
entpeopl e.Forsomei tis
mar r
yingt he“ri
ght”per
son,havingbeautif
ulkids,acqui
ringweal th,orbeing
popular.Forother
sitmeansbeingrecogni
zedandappr eci
at edforone’stal
ents,
whethert heybei nmusic,ar
ts,sport
s,oranot herfi
eld.Ifwe’ rehonestwi t
h
oursel
v es,wemayhol doneofthesecommonv i
ewsaboutsuccess.Regar dl
ess
ofhowwedef ineit
,yout
hspendmuchoft hei
rti
me,attent
ion, ener
gy,andeffort
pursuingsuccess.
Andwecanbecomev er
ydiscouragedalongt hewayorev enlosehopeif
wet hi
nkwe’vef ai
l
ed.Ibel
iev
et hatoneoft hebiggestchal
lengeswef aceisour
misunderst
andingofwhatsuccessreal
lyis.Successbecomesani doli
nourli
ves
thatrepl
aces ourdev oti
on to God.St r
ivi
ng forsuccess t ur
ns fri
ends i
nto
competit
ors and can make us prone to corr
uption,cheati
ng,ar r
ogance,or
despai
r.
I
ntheBible,successi
snotaboutachi
evi
ngt
hings.Rat
her
,bi
bli
cal
success
i
saboutfai
thf
ulnesstoGod.
5.Enumer
atetheadvant
agesofhavi
ngapersonalmissi
onandv
isi
oni
nli
fet
o
youasani
ndiv
idual
,asafamil
yandasaFi
l
ipi
nociti
zen.
>Theyf orce you 
tothinkdeeplyabouty our 
l
ife,clar i
fyits pur
pose,and
i
dentif
y what i st r
ulyimpor tant t
o you. 
Personalmi ssion st
atement s al
so
for
ce you 
toclari
fyandexpr essasbr i
efl
yaspossi bley ourdeepestv aluesand
aspir
ati
ons.Iti
mpr intsyourvaluesandpur posesinyourmi ndsot heybecomea
partof 
you.
SELF-
CHECK5.
1
TestI
:Mul
ti
pleChoi
ce
Dir
ecti
ons:Choosethecor
rectlet
terofthecor
rectanswer
.Wr
it
etheCAPI
TAL
LETTERofyourchoi
ceontheblankprovi
ded.
1.B 21.C
2.A 22.A
3.B 23.D
4.D 24.D
5.B 25.B
6.A 26.C
7.B 27.D
8.D 28.B
9.C 29.D
10.
B 30.D
11.
B 31.C
12.
C 32.A
13.
C 33.A
14.
A 34.C
15.
C 35.C
16.
D 36.D
17.
C 37.C
18.A 38.A
19.A 39.D
20.B 40.C

MODULE6
HI
SEXI
LE,
TRI
ALANDMARTYRDOM OFAHERO
PRE-
TEST
1.B
2.C
3.B
4.B
5.B

DeCast
ro,
Jer
mai
neAcer
emo C18-
10233
BSABEI
II
-B

LEARNI
NGACTI
VITI
ESACTI
VITY6.
1
1.Whati
sthedif
ferencebetweenhonest
y/i
ntegr
it
yanddi
shonet
yexhi
bit
edby
i
ndi
vi
dual
sinourpresentPhi
l
ippi
nesoci
ety
?
>Honestydoesn’tcomeeasil
yassomepeopl epercei
veittobe.Anybody
couldthinkthey’
reanhonestper sonwi thoutknowingwhatbei nganhonest
personis.Someimportantpol
it
icalf
iguresinthePhil
i
ppinessociet
yhaveshown
goodt rai
tsofhonestywhi l
esomehav enot.It’
seasyt oseet hediff
erence
betweenanhonestpersonandadi shonestperson.
2.Expl
ainhowone’
shonest
y/i
ntegr
it
yordi
shonest
ydev
elops.
>Todev el
opone’shonesty/
int
egri
tyordishonestyy oumust ;beopen,be
aware:honest ywit
hsel f
:makeacommi tment :t
hinkbeforey ouspeak:consi
der
l
ong- t
erm consequences.Asy oudevel
opt hehabitofhonest yyouwi l
lseeyour
ci
rcumst ancesbegi ntoimpr
ove.Youwillbegintoexperiencefreedom fr
om the
l
imitati
onst hehabitofdi
shonest
yhadoncecr eatedinyourlif
e.
3.From yourper
sonalexper
iences,ci
tesomepossi
bleout
comesofhonest
y,
i
ntegri
tyanddi
shonest
y.
>Honest yandintegri
tyareimportantt
raitst
ohaveiny ouracademicand
prof
essionalli
fe.In school,good student-
teacherrel
ati
onships come f r
om
mutualrespectandtrust,andthoserelati
onshipscanleadtogr eatref
erences
andrecommendat i
ons.
4.Arey ouconv
incedthatthereisal i
nkbet
weendi
shonest
yand common
soci
etal
probl
ems?Expl
ainyouranswer
.
> Yes,because ofacademic di
shonest
y,cheati
ng and i
ts cor
rel
ates,
rel
ati
vel
yf ew haveatt
emptedt oint
ervenetoreducetheprobl
em orpr omote
academicintegr
it
y.

5.Doy ouconsi
derRizalasanidealr
olemodelf
orhonest
y/i
ntegr
it
y?Suppor
t
youranswerwi
thhi
stori
calf
act
s.
>Yes, asy oureadhisworks,youcantel
lthatthosearenotj
ustf
ant
asi
es
i
nhismindbutt hosear eevent
st hathappeninthePhili
ppi
neshejustmadea
r
epr
esentat
ion,andittel
l
sushowt ohavehonesty
/int
egri
ty.

LEARNI
NGACTI
VITI
ESACTI
VITY6.
2
1.From yourownper
sonalexperi
encesathomeori nschool
,giveatl
easttwo
exampleswhenyouwererewardedforyouri
ndust
ri
ousnessorpuni
shedfory
our
l
aziness.
>A simpl
eexampleofthosewasbeinglazydoinghomewor
korlazy
revi
ewingtopi
csbef
oreexams.You’
l
lbepuni
shbygetti
nglowgr
adesandwhen
youdoy ourhomeworkandyourevi
ewsyourt
opi
cy ou’
llber
ewar
dedbyahigh
grades.
2.Di
dDr.JoseRi
zalbel
i
evet
hatFi
l
ipi
noswer
ebor
nlazyori
ndol
ent
?Expl
ainy
our
answer
.
>No,becauseheclar
if
iedt
hewor
d“ i
ndol
ence”asmeaningsluggi
shor
l
azyasaresul
tofil
l
ness;
hewasadoct
orandheknewwhereofhespoke
3.Basedonhi
stor
ical
fact
s,ci
tespeci
fi
cexampl
esofDr
.Ri
zal
’
sindust
ri
ousness.
>Rizalwasapoly mat h,ski
l
ledinbot
hscienceandthearts.Hepaint
ed,
sket
ched,
andmadescul pturesandwoodcarvi
ng.Hewasapr ol
i
ficpoet
,essay
ist
,
andnovel
istwhosemostf amouswor kswerehistwonovel
s,NoliMeTánger e
andit
ssequel,
Elfi
l
ibust
erismo.
4.Asapr esentcit
izenofourcountr
y,explai
nsomepossibl
ereasonswhy
economi
candsocialprogr
essmayt
aketi
met obeachi
eved.
>Wel lasyoucanseet hi
sisabi gpr obl
em fort hebothgovernmentand
cit
izen.Becauseifwewanteconomi candsoci alpr
ogr esswehav etocooperate
anddosomet hingbutinst
eadofthoset hi
ngswebl amef ir
stunti
lwest uckon
thoseproblem.Soifwewantpr ogressweneedt odosomet hi
ng,fi
rstt
hingand
thev er
yimpor t
antthi
ngisthecooper at
ionbetweent hegovernmentandci t
izen
toachievetheeconomicandsocial
pr ogress.
5.Gi
veatl
eastt
hreesuggest
edway
sofdev
elopi
ngy
ourandot
herFi
l
ipi
no
ci
ti
zen’
slov
eforwor
kori
ndust
ri
ousness.
>We,theciti
zens,arethefirstleadersoft hi
sdemocr at
icrepubl
i
ccountry
.
Wear etherootsofourleaders.Inot herwor ds,wear etheoneswhochooset he
peoplewho wi l
lleadourgov ernment .Ourl eadersandgov ernmentoff
ici
als
ori
ginatef
rom ourv ot
es.Thus,forourcount r
yt oimprove,pr
ogressmustbegin
wit
hus.Wehav etober esponsibleci t
izenst oachievepersonalandnati
onal
development.
1.Foll
owtraff
icrul
es.Bearesponsi
bledr
iver
, commut erorpedest
rian.I
fwewil
l
fol
lowsimpletr
affi
crul
es,
wewi l
lhavebet
ter,saferandmor eeff
ici
entroads.
2.Bepunctualanddonotpr ocr
ast i
nat
e.Let ’
schanget he“Fil
ipi
noti
me”t o
“Fi
l
ipi
noont i
me”.Let
’savoi
dprocrasti
nat
ion.It
’snicetobeearl
y.Soavoi
dfil
i
ng,
payi
ng,andqueui
ngduri
ngdeadli
net ominimizethecrowdduri
ngrushhour
s.
3.AskforaBIRof f
ici
alrecei
pt.Everyoff
ici
alreceiptorsalesi
nv oi
ceyouwil
lask
fr
om asell
erwillbeastrongpr oofofpurchase,forci
ngthesell
ertodeclar
eitas
sal
esandpayt herelat
edbusi nessandincomet ax.Ifyouwi l
lalwaysaskforan
off
ici
alr
ecei
pt,you’
rehelpingourcountr
yt ocoll
ectmor etaxrevenues.

LEARNI
NGACTI
VITI
ESACTI
VITY6.
3
Di
rect
ions:
Fol
l
owt
hei
nst
ruct
ionandanswert
hef
oll
owi
ng.
1.Gi
vet
hedi
ff
erencebet
weenan“
educat
edper
son”andan“
int
ell
i
gentper
son”
.
>'Educat
ed'isapersont
hatunder
standsthesubj
ectmat
terr
egardi
ngthe
wayli
feworks;'
Int
ell
igent
'i
sapersoncanfi
gureouthowli
fewor
kswithoutbei
ng
t
aught.
2.Whatar
ethebenefi
cial
eff
ectsofeducat
iontoone’
sper
sonal
andpr
ofessi
onal
growt
htoFil
i
pinosl
iv
inginaglobal
izedenv
ironment
?
>Educat i
onisapower fulagentofchange,andi mprovesheal
thand
l
ivel
ihoods,contr
ibut
estosoci
alstabi
l
ityanddr
iveslong-
ter
m economi
cgrowth.
Educationi
sal soessent
ialt
ot hesuccessofev er
yoneoft he17sustai
nable
developmentgoals.
3.I
seducati
onthepossibl
esoluti
ontoviol
ence,greed,l
ackofdi
sci
pli
ne,l
ackof
obj
ect
ivi
tyandcri
minal
i
tyinsociet
y?Supportyouranswerwit
hspeci
fi
cexamples.
>Educati
on,alwayshasbeen,andal wayswi l
lbe,themosteffect
iveway
tocombatadv ersi
ty.Rat
herthanharsheni
nglawst opreventpeopl
efr
om maki ng
mistakes,wecanencour agethem t
obecomepr oduct
ivemember sofsociet
yby
prov
idingthem wit
ht heeducati
onandtrai
ning.
St
udi
eshav
ebeendonet
odet
ermi
newhet
hereducat
ionr
eal
l
ydoesmake
chil
drenl esspr onetocommi tcri
mesast heygetolder.Onest udyfocusedon3
and4- year-ol
dchi l
drenthatwereenroll
edi naneducationprogram for15y ears.It
found t hatchi ldr
en who di dn’tpart
icipateint he preschoolpr ogram,who
therefore mi ssed outon some i mpor t
antoppor t
unityf orearly childhood
development ,wer e70%mor elikel
ytobear r
estedforacr i
mebyt heageof18.
This shows t hatearly chi
ldhood educat i
on and dev el
opmenti si ntegrali n
ensuringt hement alhealt
handdev elopmentofchi ldren,andhel pi
ngpr event
cri
meatl aterages.
4.Namesomehi
stor
ical
fact
sthatshowDr
.JoseRi
zal
’
slov
eforeducat
ion.
>PerhapsRizal
'sappreciat
ionofeducationwasinfluencedbyhismot her,
DoñaTeodoraAlonzo.Hismot herwasconsideredhisf
irstteacher.Attheageof
thr
eehelearnedthealphabetandalsotaughthi mtoappr eci
ateSpanishpoetry
.
Heevenrecogni
zedtheimpor t
anceofindustri
aleducat
ionaswel l.
5.Di
dDr .JoseRi
zal
’sf
amousessay
sandpoemsr
efl
ecthi
sgoodeducat
ion?
Expl
ainy
ouranswer
.
>Yes,speci
fi
call
yhis“TheIndolenceoftheFil
i
pinos”,anessayhewrot ein
1890whi chdescri
bedt heeducati
onoft hemassesundert heSpani
shregi me.
Rizalsai
dtheeducat i
onoftheFi l
ipi
nosf rom bi
rt
huntilthegraveisbrut
alizi
ng,
depressi
ng,andanti
-human.Inotherwor ds,Fi
l
ipi
noswer enotall
owedtothink.

SELF-
CHECK6.
1
1.C
2.A
3.B
4.C
5.A
6.A
7.F
8.G
9.E
10.
F