Module 1 The Rizal Law ( RA 1425)

1. Introduction/Overview
In this Module, the required and suggested readings/references for the students
mostly came from primary sources and written by known researchers and experts as
certified by the National Historical Commission and by the Commission and Higher
Education. Most of these reading materials are found in the Filipiniana section
libraries of the National Historical Commission, National Library, Ateneo de Manila
University, Lyceum of the Philippines University, and other well-known Philippine
Universities.

            This lesson introduces the learners to the Rizal Law (RA 1425).It highlights
the history of how the bill became law, particularly what necessitated its proponents
to propose the bill. It likewise presents issues behind the deliberation and approval of
the law focusing on the arguments made by both the proponents and opponents of the
law.

3. REPUBLIC ACT 1425

The Rizal was as controversial as Jose Rizal himself.

The mandatory Rizal subject in the Philippines was the upshot of this bill, which later
became a law in 1956. The bill involves mandating educational institutions in the
country to offer a course on the hero’s life, works and writings, especially the Noli Me
Tangere and El Filibusterismo. The transition from a bill to becoming a republic act
was, however, not easy as the proposal was met with intense opposition, particularly
from the Catholic Church.

            Largely because the issue,  then senator Claro M. Rector- the main proponent
of the Rizal Bill – was even dubbed as the communist and an anti-Catholic. Catholic
schools threatened to stop operation if the bill was passed though Recto calmly
countered the threat, stating that if that happened, the schools would be nationalized.
Afterward threatened to be punished in future elections, Recto remained undeterred.
Concerning the suggestion to use instead the expurgated (edited) version of Rizal’s
novel as mandatory readings, Recto explained his firm support for the expurgated
version exclaiming:” The people who would eliminate the books of Rizal from the
schools would blot out from our minds and memory of the national hero. This is not a
fight against Recto but a fight against Rizal”. (Ocampo 2012, p.23).

            The bill was eventually passed, but with a clause that would allow exemptions to
students who think that reading the Noli and Fili would ruin their faith. In other
words, one can apply to the Department of Education for exemption from reading
Rizal’s novel –though not from taking the Rizal subject. The bill was enacted on June
12, 1956.

RA 1425 and Other Rizal Laws

            The Rizal Bill became the Republic Act no. 1425, known as the “Rizal Law”. The
fullname of the law is “An Act to Include in the Curricula of All Public and Private
Achools, 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 honouring 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;

            Whereas, the life , works, and writings of Jose Rizal, particularly his novels
Noli me Tangere and El filibusterismo, 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,

            The first section of the law concerns mandating the students to read Rizal’s
novels. The last two sections involve making Rizal’s writings accessible to the general
public--- they require the schools to have sufficient number of copies in their libraries
and mandate the publication of the works in major Philippine languages.(For the full
text of RA 1425, read appendix A: The Republic Act no. 1425).

 (https://www.scribd.com/document/364562417/02-Laurel-the-Trials-of-the-Rizal-
Bill)

Jose P. Laurel, then senator who co-wrote the law, explained that since Jose Rizal was
the founder of the country’s nationalism and had significantly contributed to the
current condition of the nation, it is only right that Filipinos, especially the youth,
know about and learn to imbibe the great ideals for which the hero died. Accordingly,
the Rizal Law aims to accomplish the following goals:

            1. To rededicate the lives of the youth to the ideals of freedom and
nationalism, for which our heroes lived and died.

            2. To pay tribute to our national hero for devoting his life and works in shaping
the Filipino character; and

            3. To gain and inspiring source of patriotism through the study of Rizal’s lifer,
works, and writings.

            So far, no student has yet applied for exemption from reading Rizal’s novels.
Correspondingly, former President Fidel V. Ramos in 1994, through Memorandum Order
No. 247, directed the Secretary of Education, Culture and Sports and the Chairman of
the Commission on Higher Education to fully implement the RA 1425 as there had been
reports that the law had still not been totally carried out in 1995. CHED Memorandum
No. 3 was issued enforcing strict compliance to Memorandum Order No. 247.

            Not known to many, there is another republic act that concerns the national
hero. Republic Act No. 229 is an act prohibiting cockfighting, horse racing, and jai alai
on the thirtieth day of December of each year and to create a committee to take
charge of the proper celebration of Rizal day in every municipality and chartered city,
and for other purposes.

Life and works of Rizal Biography, Writings, and Legacies of our Bayani, Manebog et.al
2018 p.1-2

Watch Video:

Why Study Rizal?

 Why Study Rizal?

In our present day, the challenge for students is to understand the purpose of
studying Rizal. Scholars and academicians are one in saying that a mandated course on
Rizal is as helpful as any other course that teaches value that a student may carry for
the rest of his or her life.
Studying Rizal in the 21st century helps students make sense of the present by looking
back at the past. For instance, Rizal’s illustration pf 19th century Philippines in his
works and may aid today’s generation in recognizing the ills of present say Philippines.

With students exposed to many foreign influences, studying Rizal may remind and urge
them to understand the real essence of being a Filipino. Significant historical figure lie
Rizal help the younger generation navigate Philippine history and understand why being
aware of social issues are important in the formation of one’s national identity.

The practicality of studying Rizal in this day and age is seen in how’s Rizal’s experience
s and ideologies are instrumental in grasping the current context of Philippine Society.
The mandated course on Rizal aids in developing the critical thinking skills of students.
The different challenge and dilemma’s that Rizal faced in his life teaches them to be
aware of and not apathetic to the issues happening around them.

 And finally, Rizal, then and now, is a worthy role model ans constant inspiration to all
Filipinos. In every aspect of his being, Rizal is worthy emulate especially in the ideals
he held as a nationalist. He was not only intelligent, he was also humane, creative, and
innovative. As an inspiration to the Philippine nation. Rizal  will always be valuable
subject inside and outside the classroom in understanding how the Philippine nation
came to be. (by Clemente and Cruz, The life and Works of Jose Rizal,2019

6. B. THE RIZAL LAW AND PHILIPPINE LITERATURE

Content

 What is literature? What is the function of literature? What is its relation to

society? Does society require literature? There are a number of such questions that
hit human mind. It is through such question and answer method that the author aims at
cinematographing a few aspects of literature and society. We all know that literature
mirrors society. What happens in a society is reflected in literary works in one form or
another. The literal meaning of literature is the art of written work in different
forms, such as, poetry, plays, stories, prose, fiction etc. It may also consist of texts
based on information as well as imagination. A  society  is  a  group  of  people  related 
to  each  other  through  their  continuous  and  uninterrupted relations. It is also a
group of likeminded people largely governed by their own norms and values. Human
society, it is observed, is characterized by the patterns of relationship between
individuals who share cultures, traditions, beliefs and values etc. If one looks at the
history of society, one will find that the nature of different societies has gone
through changes from the Palaeolithic period to the present age of Information
Technology. The people’s living style, faiths, beliefs, cultures etc. have never remained
uniformly consistent. With the passage of time, owing to changes taking place in
environment and with emergence of new technologies, we observe that the societies
have not remained stubborn with regards to their norms and values, the reflections of
which can be found in different forms of literature. 

Literature in a society is not only banned or attempted to be banned because of

mirroring the norms and values, not found in conformity with that society, it is
sometime marginalized or vehemently opposed due to another form of language it is
written by ,and which is  different from what people have been  using. In the context
of depicting or portraying the Epics in a language commonly used by the people during
that  period, examples of strong opposition by a different section of society, who not
only use conventional or traditional form of language but they feel proud of it
considering themselves as elite group, can be seen the world
over.         (https://www.researchgate.net/publication/236843776_Literature_and_S
ociety)      

In the difficult late 1950s, the domestic controllers of the Philippine state began
preparations for an elaborate centennial celebration of the birth of Dr. Jose Rizal on
June 19, 1861. Not only Rizal the greatest national martyr- having been executed by
the collapsing Spanish colonial regime in 1896- but he was also a highly gifted poet,
historian, scientist, journalist, linguist, satirist, political activist, and above all,
novelists had long been generally agreed that his two novels, Noli Me
Tangere(published in Berlin in 1887) and El Filibusterismo (published in Ghent in 1891),
are the chefs d’oeuvre Of Philippine literature and had a central role in the
“awakening” of Filipino nationalism” Unluckily, the” First Filipino” had composed these
works in Spanish, the lingua franca and language of cultivation of the late Spanish-
colonial period. Still more unfortunately, the American colonial regime of 1899-1942
had by the end wiped out--- not wholly intentionally --- the local use of Spanish except
in the few rich mestizo and creole families, instilling in its place American. Thanks to
the spread of public education under Washington’s auspices, American ended up
(slightly) more widely understood than any of the Philippine’s ingenious vernaculars.
One result of these developments was that by 1950s, Rizal’s two novels had become
inaccessible in their original form. English translation did exist, but these had been
composed, some by even foreigners, in the colonial era.

(Anderson, Benedict. 2001. Hard to Imagine. In Spectre of comparisons: Nationalism,

Southeast Asia, and the world, 235-47 only. Quezon City: Ateneo de Manila University
Press.)