MY FIRST INSPIRATION (MI PRIMERA INSPIRACION,
1874) images in a subtle way: the birds "start" to sing (or
 When: Rizal wrote this poem during his third
academic year in Ateneo de Municipal in 1874,
before he turned 14-years-old.
 What: 1st poem Rizal wrote when he was in Ateneo
de Municipal
 Why: The poem was written by Rizal in honor of his
mother’s birthday and her release from prison after
almost 2 years.
 Theme: Eternal love and appreciation for his
mother, Dona Teodora Alonso y Realonda, and the
beautiful and strong bond between mother and
child
1 (zephyrs) as it flows along among the flowers.
Why falls so rich a spray
of fragrance from the bowers
of the balmy flowers
upon this festive day?
This poem speaks to inspiration in the first stanza as,
“the act of breathing in; the inhalation of air into
the lungs”, the breathing in of sweet aromas on
what is declared to be a "festive day."
2
Why from woods and vales
do we hear sweet measures ringing
that seem to be the singing
of a choir of nightingales?
The second stanza moves to the sweet, musical
sound of birds singing in the woods and vales on
such a day.
3
Why in the grass below
do birds start at the wind's noises,
unleashing their honeyed voices
as they hop from bough to bough?
The third stanza, of course, begins to merge the two
are startled into singing) by the sound of the wind
blowing.
The wind would supply them breath for singing, but
it also seems to "inspire" their singing, as in above;
that is, it stimulates them to a high level of activity.
4
Why should the spring that glows
its crystalline murmur be tuning
to the zephyr's mellow crooning
as among the flowers it flows?
In the fourth stanza, the spring of water tunes its
murmur likewise to the sound of the breezes
Hence, in this first half of the poem we have music
of birds and brook "inspired" by the wind; that is,
the very air we breathe. We also breathe in the
fragrance of the flowers (among which the brook
flows), for it is borne on the wind. The imagery of
these first four stanzas is, thus, neatly tied together,
giving us a sense of the festivity of a beautiful spring
day in nature. The poem could be complete at this
point; it would be a sweet little nature poem, a song.
But the poem moves in a different direction now.
5
Why seems to me more endearing,
fairer than on other days,
the dawn's enchanting face
among red clouds appearing?
6
The reason, dear mother, is
they feast your day of bloom:
the rose with its perfume,
the bird with its harmonies.
7
And the spring that rings with laughter
upon this joyful day
with its murmur seems to say:
"Live happily ever after!"
The poem, it turns out, is addressed to the speaker's
mother, and it is her day of "blooming" (birthday).
The perfume of the flowers, the songs of the birds,
and the sound of the bubbling brook all celebrate
her day, they "feast" in her honor. They wish her all
the best: "Live happily ever after."
8
And from that spring in the grove
now turn to hear the first note
that from my lute I emote
to the impulse of my love.
Now the poem becomes more fragile, more
understated. For one's "dear mother" is also one's
inspiration--there at one's first breath in life, there
to move one toward creative acts or ideas.
So, in the last stanza the speaker acts out the
feeling. Joining the music of the brook (and of the
birds and the winds), the speaker will play upon a
lute. The mother is asked to turn from Nature to
Human Art, from the birds and the brook to the
sound of the lute expressing emotion wordlessly.
And what is the "inspiration" that moves the lutist
to play? “The impulse of my love."
The speaker's love for the mother. The mother's
love reflected in her child.
SA AKING MGA KABABABATA (TO MY FELLOW
CHILDREN, 1869)
 When: Rizal wrote the poem when he was 8-years-
old in 1869
 Theme: This poem had a strong sense of nationalism
expressing love for our own language.
 Rizal emphasized the significance and the usage of
our mother tongue.
 Mother tongue was the language he learned since
birth (Filipino). It gave us a sense of identity.
 Language could not only be our way to
communicate but it also served as the reflection of
our culture.
 Rizal also highlighted on this poem that all languages
were equal in terms of its significance and usage.
 Filipino language like other languages had its own
alphabet and words.
 The values and attitude that are still valid and usable
today is we should be prouder of our nationality and
identity, and by enriching our language we could
show our sense of pride as Filipinos.
Kapagka ang baya'y sadyang umiibig
Sa kanyang salitang kaloob ng langit,
Sanlang kalayaan nasa ring masapit
Katulad ng ibong nasa himpapawid.
Pagkat ang salita'y isang kahatulan
Sa bayan, sa nayo't mga kaharian,
At ang isang tao'y katulad, kabagay
Ng alin mang likha noong kalayaan.
Ang hindi magmahal sa kanyang salita
Mahigit sa hayop at malansang isda,
Kaya ang marapat pagyamaning kusa
Na tulad sa isang tunay na nagpala.
Ang wikang tagalog tulad din sa latin,
Sa ingles, kastila at salitang anghel
Sapagka't ang poong maalam tumingin
Ang siyang naggawad, nagbigay sa atin.
Ang salita nati'y huwad din sa iba
Na may alfabeto at sariling letra,
Na kaya nawala'y dinatnan ng sigwa
Ang lunday sa lawa noong dakong una
THE INTIMATE ALLIANCE BETWEEN RELIGION AND
GOOD EDUCATION (ALIANZA INTIMA ENTRE LA
RELIGION Y LA BUENA EDUCACION, 1876)
 When: Rizal wrote this poem before entering his
fifth academic year in Ateneo de Municipal in April,
1876
 Why: The poem was written by Rizal to show the
important relationship between religion and
education
 Theme: The importance of the relation of Religion
and Education for the future of the youth
Rizal shared his thought about the importance of
education to enlighten the nation which was useful to
gain societal freedom for every nation. It may also
provide us the necessary knowledge, skills and attitude
to expand the horizon of our thoughts. However, this
would not be enough to be properly educated. Rizal
thought that there was really an intimate alliance
between religion and good education. A man who was
properly educated needed to apply what he learned on
spiritual view rather than simply on material
achievements. The result of good education always
fulfilled a growing uprightness and valuable virtue
within the bounce of spiritual and moral dimensions.
There should also be growing dignified fulfillment and
application to the teachings of religion.
Without religion, human education may result to chaos
and disorder in any civilized nation because people may
no longer value freedom, respect, dignity and other
good virtues that maintain societal order. It may result
to a natural disaster just as the angered sea, which
characterized the fierce winds that may, wrecked the
vessel in the deep abysses. Rizal knew that religion had
a profound effect to education, the educated must
internalized the virtue of incorruptible life based on the
ethical and moral standard of the society.
THROUGH EDUCATION OUR MOTHER RECEIVES LIGHT
(POR LA EDUCACION RECIBE LUSTRE LA PATRIA, 1876)
 When: Rizal wrote this poem during in Ateneo de
Municipal in 1876, at the age of 15-years-old.
 Why: The poem was written by Rizal in honor of his
mother’s birthday and her release from prison after
almost 2 years.
 Theme: Empowerment and enlightenment through
education
This poem proved that Rizal valued education so much
that may give the power of the country to survive from
any forces (barbaric actions, deceits, hostility, vices and
etc.) in the struggles of societal freedom. Through
education, it creates the virtue of power to human race.
This gives security and peace to the motherland as the
Filipinos would learn the sciences and arts as the basis to
calm down the life of the society. Where education
reigns pacify the barbaric action of the nations. It may
neutralize or ceased to exist on crimes and hostility
including vices and deceits because of the enlightenment
of mankind.
The existence of education provides the tranquility to a
more dignified action just the existence on the natural
flow of life. Education shall give a perfect virtue of man
that may overthrow the power of evils and may step on
heavenly path for its good action. Likewise, education
provides goodness to humanity it sheds light for those
who created destruction even from the hands of fiercest
criminal. Furthermore, education may always survive
even from the worst storm, hatred of men, and raging
waves as a consequence the motherland becomes
invincible to evil forces shall be tired and fall asleep in
their raging emotions.
This poem of Rizal had never thought that was
applied to him heroic struggles in his later years of life.
The struggle of human freedom was won because
education provided the key role for thousands of men
honored him. His education provided him the noble
virtue that someday his country was free from the
bondage of foreign oppressor.
In contemporary time, education proves to be key role
to produce of noble man that shades light for his family
and country
TO THE FILIPINO YOUTH (A ‘LA JUVENTUD FILIPINA,
1879)
 University of Sto. Thomas, year 1879, Liceo
Artisitico-Literario (Artistic-Literary Lyceum) of
Manila, held a literary contest. It offered prize for the
best poem by a native or mestizo. Rizal submitted his
poem entitled A ’La Juventud Filipina (To the Filipino
Youth).
• The judges were composed of Spaniards,
totally impressed by Rizal’s poem,they
granted the first prize to him.
• In this poem, Rizal beseeched Filipino youth
to rise from lethargy.
• This winning poem is a classic in Philippine
literature for 2 resons:
 It was the first great poem in Spanish written by a
Filipino and was recognized by Spanish authorities.
 For the first time, it expressed the nationalistic
concept that Filipinos, not foreigners, were the ”fair
hope of the Motherland”.
 Theme: The youth as the hope of the future; courage
and heroism through education
Unfold, oh timid flower!
1
Raise your unruffled brow
On this day, Filipino youth!
Resplendent shines
Your courage rich,
Fair hope of my Motherland!
2
Fly, grand genius,
And infuse them with noble sentiment;
That vigorously rushes,
More rapid then the wind
Its virgin mind to the glorious goal
 4
The first line, "unfold, oh timid flower," implies that In the fourth stanza Rizal challenges the youth, that
the youth is silent, maybe daunted, and in their pursuit of knowledge and wisdom they may
consequently has not yet gone into full bloom for humble the hand of Spain, whose proud chin did not
whatever reason there is that may have silenced look kindly upon the people whom they labelled as
them. 1In the beginning stanza, Rizal encourages the "Indio’s" and whom they treated with contempt. He
youth, by telling them to hold their heads high for dreams that in their journey to intellectual
they possess talents, skills, and abilities that would greatness they may humble even the proudest
make their country proud. nations that look down on them and rightfully
2
deserve "a crown that shines, even where shadows
Here in the second verse, Rizal calls to genius to fill
stand."
young minds with noble thoughts and hopes that as
they release their thinking from the chains that
bind, they may be able to soar swiftly high where the 5
You who ascend
joy of honor is.
On wings of your rich fantasy,
Seek from Olympus in the clouds
3
Descend to the arena
Tenderest poetry,
With the pleasant light of arts and sciences
Sweeter than nectar and ambrosia
And unbind, Youth,
The heavy chain
6
You of the celestial accent,
That fetters your poetic genius
Melodious rival of the nightingale,
Who with varied melodies,
3
Contrary to the second verse, which talked about
Dissipate the mortal’s bitter pain
ascending and soaring to the heights, this third
stanza now talks about descent, and a downward
motion of the great genius to fill the earthly strokes 5&6
In these two stanzas, Rizal calls the youth to seek
of art and science with their magnificent ideas.
the beauty of poetry and music, which he himself
Again, Rizal calls them to break the chains that bind
values greatly as essentials in every manner of life.
their intellect. "Poetic genius" here does not
He claims that poetry is "sweeter than nectar and
necessarily pertain to the talent of writing poetry.
ambrosia”; and that music can “dissipate the
Instead, the term "poetic" is simply an adjective to
mortal’s bitter pain”.
describe genius, meaning that it is deep and
mystifying and heavy with meaning.

4
See that in the bright zone,
With pious and learned hand,
Offers the son of this native land,
Resplendent crown.
7 10
In the night serene; Day, oh happy day,
You who animate the hand rock Philippines genteel, for your soil!
With the impulse of your mind, Bless the Almighty,
And with prepotent hand makes eternal Who with loving desire
The pure memory of the refulgent genius Sends you fortune and consolation

7 9 & 10
Speaking to the youth, Rizal says that by the very The last two stanzas are a charge, urging the
impulse of their mind, they are capable of bringing youth to run, for a glorious crown awaits them. The
to life or animating even something as lifeless and "sphere" here pertains to the world, showing that
unmoving as a hard rock. He continues to say that Rizal believed the Filipino youth is as brilliant as
the youth is able, to immortalize their thoughts and those in any other nation, and is able to contend
their words through the help of great genius (as he with even the strongest powers if they only set their
has done himself). mind to making most of what they already have.

This stanza can be arranged in a more contemporary

English structure as follows: "You can animate the
hard rock at the impulse of your mind; and
transform, with the great power of your mind, the
pure memory of great genius into immortality."

8
And you, who with magic brushes
Are wont to transfer to simple canvas
The varied enchantment of Phoebus, beloved of
Apollo divine,
And the mantle of Nature;

8
Rizal here addresses the youth, comparing their
abilities to a magic brush that can capture even the
most majestic views and the most glorious charms
on a blank canvas.

9
Run! For the sacred flame
Of the genius awaits to be crowned with laurels,
Spreading fame
With trumpet proclaiming
O’er the wide sphere the mortal’s name.