TEACHERS EDUCATION PROGRAM

BACHELOR OF ELEMENTRY EDUCATION

SECOND YEAR

RIZAL’S LIFE AND WORKS

STUDENT LEARNING MODULE 1

PRELIM- WEEK 1

CHAPTER 1- UNDERSTANDING THE RIZAL LAW

POLYTECHNIC COLLEGE OF BOTOLAN

Botolan, Zambales

NOTE:

Do not write anything on this module. You may write your answers on the
answer sheets you will provide.

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 Republic of the Philippines
POLYTECHNIC COLLEGE OF BOTOLAN
(Formerly Botolan Community College)
Zambales
E-mail: polytechniccollegeofbotolan@gmail.com
Website: pcbzambales.com
Contact Number 0949-155-3113

CHAPTER I
UNDERSTANDING THE RIZAL LAW

LEARNING OUTCOME:
At the end of the lesson, the students are able to:
 locate the passage of the Rizal Law within its historical context;
 determine the issues and interests at stake in the debate over the Rizal Bill; and
 relate the issues to the present-day Philippines.

ENGAGE
Take note of the following words you will encounter throughout the lesson.

 Bill – a measure which, if passed through the legislative process, becomes

a law
 Unexpurgated – basically untouched. In the case of the novels of Rizal,
unexpurgated versions were those that were not changed or censored to
remove parts that might offend people.
 Bicameral – involving the two chambers of Congress: the Senate and the
House of Representatives.

EXPLAIN

The Context of the Rizal Bill

The postwar period saw a Philippines rife with challenges and problems. With a
country torn and tired from the stresses of World War I1, getting up on their feet was a
paramount concern of the people and the government.

How a Bill Becomes a Law: The Legislative Process

The Senate and the House of Representatives follow the same legislative
procedure. Legislative proposals emanate from a number of sources. They may be
authored by the members of the Senate or House as part of their advocacies and

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agenda; produced through the lobbying from various sectors; or initiated by the executive
branch of the government with the President's legislative agenda. Once a legislative
proposal, like a bill, is ready, it will go through the steps illustrated in the right.

STEP 1 - Bill is filed in the Senate Office of the Secretary. It is given a number and
calendared for first reading.

STEP 2 - First Reading. The bill's title, number, and author(s) are read on the floor
Afterwards, it RAA is referred to the appropriate committee.

STEP 3 - Committee Hearings. The bill is discussed within the committee and a period
of consultations is held. The committee can approve (approve without revisions, approve
with amendments, or recommend substitution or consolidation with similar bills) or reject.
After the committee report, the bill is calendared for second reading.

STEP 4 – Second Reading. The bill is read and discussed on the floor. The author
delivers a sponsorship speech. The other members of the Senate may engage in
discussions regarding the bill and a period of debates will pursue. Amendments may be
suggested to the bill.

STEP 5 – Voting on Second Reading. The Senators vote on whether to approve or

reject the bill. If approved, the bill is calendared for third reading.

STEP 6 – Voting on Third Reading. Copies of the final versions of the bill are distributed
to the members of the Senate who will vote for its approval or rejection.

STEP 7 – Consolidation of Version from the House. The similar steps above are
followed by the House of Representatives in coming up with the approved bill. If there
are differences between the Senate and House versions, a bicameral conference
committee is called to reconcile the two. After this, both chambers approve the
consolidated version.

STEP 8 – Transmittal of the Final Version to Malacañang. The bill is then submitted
to the President for signing. The President can either sign the bill into law or veto or
return it to Congress.

As the Philippines grappled with various challenges, particularly the call for nation-
building, prominent individuals who championed nationalism came to action. They
pursued government measures to instill patriotism and love for country in the hearts and
minds of the Filipinos. These people drew inspiration from the Philippine experience of
the revolution tor independence against Spain and from the heroes of that important
period in the country's history.

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 One measure sought was the passage of the Republic Act No. 1425 or the Rizal
Law, which was primarily set to address "a need for a re-dedication to the ideals of
freedom and nationalism for which our heroes lived and died." The passage of the law
was met with fierce opposition in both the Senate and the House of Representatives.

From the Rizal Bill to the Rizal Law

On April 3, 1956, Senate Bill No. 438 was filed by the Senate Committee on
Education. On April 17, 1956, then Senate Committee on Education Chair Jose P. Laurel
sponsored the bill and began delivering speeches for the proposed legislation. Soon
after, the bill became controversial as the powerful Catholic Church began to express
opposition against its passage. As the influence of the Church was felt with members of
the Senate voicing their opposition to the bill, its main author, Claro M. Recto, and his
allies in the Senate entered into a fierce battle arguing for the passage of SB 438.
Debates started on April 23, 1956.
The debates on the Rizal Bill also ensued in the House of Representatives. House
Bill No. 5561, an identical version of SB 438, was filed by Representative Jacobo Z.
Gonzales on April 19, 1956. The House Committee on Education approved the bill
without amendments on May 2, 1956 and the debates commenced on May 9, 1956. A
major point of the debates was whether the compulsory reading of the texts.

CLARO M. RECTO
(February 8, 1890-October 2, 1960)

The main sponsor and defender of the Rizal Bill was Claro Mayo Recto. He was
born in Tiaong. Tayabas (Quezon) on February 8, 1890 to Claro Recto, St. and Micaela
Mayo. He completed his primary education in his hometown and his secondary
education in Batangas. For his college education, he moved to Manila and completed
his AB degree at the Ateneo and was awarded maxima cum laude in 1909. In 1914, he
finished his law degree from the University of Santo Tomas. He was admitted to the bar
that same year.
His political career started in the House of Representatives in 1919 when he was
elected as representative of the third district of Batangas. He later became House
Minority Floor Leader. From the House of Representatives, he moved to the Senate in
1931 when he was elected as a senator. In the Senate, he held key positions such as
Minority Floor Leader, Majority Floor Leader, and Senate President Pro-Tempore.
Recto's career in the Philippine government was not confined to the legislature. In 1935,
he became Associate Justice of the Supreme Court.
Recto was also instrumental in the drafting of the constitution of the Philippines in
1934-1935 as he was selected president of the assembly. After the Philippines
transitioned to the Commonwealth Period and survived the Pacific War, Recto again
served as senator for several terms. He also served as diplomat and was an important
figure in international relations.

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 Known as an ardent nationalist, Recto was also a man of letters. He penned
beautiful poetry and prose. On October 2, 1960, he died of a heart attack in Italy. He was
survived by his wife, Aurora Reyes and their five children.

Noli Me Tángere and El Filibusterismo appropriated in the bill was constitutional.

The call to read the unexpurgated versions was also challenged.

As the country was soon engaged in the debate, it seemed that an impasse was
reached. To move the procedure to the next step, Senator Jose P. Laurel proposed
amendments to the bill on May 9, 1956. In particular, he removed the compulsory reading
of Rizal's novels and added that Rizal's other works must also be included in the subject.
He, however, remained adamant in his stand that the unexpurgated versions of the
novels be read. On May 14, 1956, similar amendments were adopted to the House
version.

The amended version of the bills was also subjected to scrutiny but seemed more
palatable to the members of Congress. The passage, however, was almost hijacked by
technicality since the House of Representatives was about to adjourn in a few days and
President Ramon Magsaysay did not certify the bills as priority. The allies in the House
skillfully avoided the insertion of any other amendment to prevent the need to reprint new
copies (which would take time). They also asked the Bureau of Printing to use the same
templates for the Senate version in printing the House version. Thus, on May 17, 1956,
the Senate and House versions were approved.

The approved versions were then transmitted to Malacañan and on June 12, 1956,
President Magsaysay signed the bill into law which became Republic Act No. 1425.

ELABORATE

The Rizal Law

REPUBLIC ACT NO. 1425 AN ACT TO INCLUDE IN THE CURRICULA OF ALL
PUBLIC AND PRIVATE SCHOOLS, COLLEGES AND UNIVERSITIES COURSES ON
THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL, PARTICULARLY HIS NOVELS
NOLI ME TANGERE AND EL FILIBUSTERISMO, AUTHORIZING THE PRINTING
AND DISTRIBUTION THEREOF, AND FOR OTHER PURPOSES
WHEREAS, today, more than any other period of our history, there is a need for a
re-dedication to the ideals of freedom and nationalism for which our heroes lived and
died;
WHEREAS, it is meet that in honoring them, particularly the national hero and
patriot, Jose Rizal, we remember with special fondness and devotion their lives and
works that have shaped the national character,
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 WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli
Me Tangere and El Filbusterismo, are a constant and inspiring source of patriotism with
which the minds of the youth, especially during their formative and decisive years in
school, should be suffused;
WHEREAS, all educational institutions are under the supervision of, and subject
to regulation by the State, and all schools are enjoined to develop moral character,
personal discipline, civic conscience and to teach the duties of citizenship; Now,
therefore,

SECTION 1. Courses on the life, works and writings of Jose Riza particularly his
novels Noli Me Tangere and El Fibusterismo, shall be included in the curricula of all
schools, colleges and universities, public or private: Provided, That in the collegiate
courses, the original or unexpurgated editions of the Noli Me iangere and El
Filibusterismo or their English translation shall be used as basic texts.
The Board of National Education is hereby authorized and directed to adopt
forthwith measures to implement and carry out the provisions of this Section, including
the writing and printing of appropriate primers, readers and textbooks. The Board shall,
within sixty (60) days from the effectivity of this Act, promulgate rules and regulations,
including those of a disciplinary nature, to carry out and enforce the provisions of this
Act. The Board shall promulgate rules and regulations providing for the exemption of
students for reasons of religious belief stated in a sworn written statement, from the
requirement of the provision contained the second part of the first paragraph of this
section; but not from taking the course provided for in the first part of said paragraph.
Said rules and regulations shall take effect thirty (30) days after their publication in the
in Official Gazette.
SECTION 2. It shall be obligatory on all schools, colleges and universities to keep
in their libraries an adequate number of copies of the original and unexpurgated editions
of the Noli Me Tangere and El Filibusterismo, as well as of Rizal's other works and
biography. The said unexpurgated editions of the Noli Me Tangere and El Filibusterismo
or their translations in English as well as other writings of Rizal shall be included in the
list of approved books for required reading in all public or private schools, colleges and
universities.
The Board of National Education shall determine the adequacy of the number of
books, depending upon the enrollment of the school, college or university.
SECTION 3. The Board of National Education shall cause the translation of the
Noli Me Tangere and El Filibusterismo, as well as other writings of Jose Rizal into
English, Tagalog and the principal Philippine dialects; cause them to be printed in cheap,
popular editions, and cause them to be distributed, free of charge, to persons desiring
to read them, through the Purok organizations and Barrio Councils throughout the
country.

SECTION 4. Nothing in this Act shall be construed as amendment or repealing

section nine hundred twenty-seven of the Administrative Code, prohibiting the discussion

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of religious doctrines by public school teachers and other persons engaged in any public
school.
SECTION 5. The sum of three hundred thousand pesos is hereby authorized to be
appropriated out of any fund not otherwise appropriated in the National Treasury to carry
out the purposes of this Act.
SECTION 6. This Act shall take effect upon its approval.
Approved: June 12, 1956
Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956.

SUMMARY

The Rizal Law could be considered a landmark legislation in the postwar Philippines.
During this period, the Philippines was trying to get up on its feet from a devastating war and
aiming towards nation-building. As the government sought ways to unite the people,
legislators like Claro M. Recto drew inspiration from the lives of the heroes of the revolution
against Spain. In this time, the teaching of the life and works of José Rizal, particularly the
reading of his novels Noli Me Tángere and El Filibusterismo, was proposed to be mandated
to all private and public educational institutions. The proposed legislation, however, met
opposition particularly from the Catholic Church. After much debate, the proposed bill was
eventually signed into law and became Republic Act No. 1425.

EVALUATION
ACTIVITY 1 - The Debates about the Rizal Bill

Direction: Read the following excerpts from the statements of the legislators who
supported and opposed the passage of the Rizal Law in 1956. Then, answer the
questions that follow.

FOR
"Noli Me Tángere and El Filibusterismo must be read by all Filipinos. They must be taken to
heart, for in their pages we see ourselves as in a mirror, our defects as well as our strength, our virtues
as well as our vices. Onily then would we become conscious as a people and so learn to prepare
ourselves for painful sacrifices that ultimately lead to self-reliance, self-respect, and freedom. -Senator
Jose P. Laurel

"Rizal did not pretend to teach religion when he wrote those books. He aimed at inculcating civic
consciousness in the Filipinos, national dignity, personal pride, and patriotism and if references were
made by him in the course of his narration to certain religious practices in the Philippines in those days,
and to the conduct and behavior of erring ministers of the church, it was because he portrayed faithfully
the general situation in the Philippines as it then existed." -Senator Claro M. Recto

AGAINST

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 "A vast majority of our people are, at the same time, Catholic and Filipino citizens. As such, they
have two great loves: their country and their faith. These two loves are not conflicting loves. They are
harmonious affections, like the love for his father and for his mother. This is the basis of my stand. Let
us not create a conflict between nationalism and religion, between the government and the church." -
Senator Francisco "Soc" Rodrigo

QUESTIONS:

1. What was the major argument raised by Senator Francisco "Soc" Rodrigo
against the passage of the Rizal Bill?
2. What was the major argument raised by Senators Jose P. Laurel and Claro M.
Recto in support of the passage of the Rizal Bill?
3. Are there points of convergence between the supporters and opposers of the
Rizal Bill based on these statements?

REFERENCE:

Estella, J. R., Mallari, A. A., & Wani-Obias, R. 2018. The Life and Works of Rizal.
C & E Publishing, Inc.

Prepared by: Reviewed by:

JANE F. EDAN NILO C. BALANGON Ed. D.

Instructor Program Coordinator

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