Republic of the Philippines

1. BOHOL ISLAND STATE

UNIVERSITY
Main Campus WORKSHEET IN LIFE, WORKS
COLLEGE OF TEACHER
EDUCATION
AND WRITINGS OF RIZAL

DATE OF SUBMISSION
Vision: A premiere S&T
University for the formation of Friday, October 01, 2021
world-class and virtuous
human resource for ANGELO R. ORIBIA
sustainable development in
Bohol and the country. Grade and Section: BSED English II

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provide quality higher Phone: 09545537819
education in the arts and
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fields; undertake research and
development, and extension Submitted to: Jo Kariza Celeste de
services for the sustainable Asis
development of Bohol and the
country

GE 9: LIFE, WORKS
AND WRITING
OF RIZAL
REFLECTION:
1. Do you agree with the goals of Republic Act 1425? Why or why not?
 I do. Despite the controversy of the given law, the idea and goals stated in the Republic Act
1425 is fairly straight forward where it introduces and flourishes the younger generation’s
ideals of freedom, patriotism and nationalism by evaluating and understanding the life,
works and writing of the Philippine national hero, Dr. Jose Rizal. This would encourage
the youth to develop an appreciation and inspiration on Rizal’s sacrifice and recognize the
importance of his teachings in applying to our personal issues and the current social
situations.

2. Has the Rizal law achieved its aims over the years since its implementation?
 It did. With the implementation of the Republic Act 1425, it paved the way for the younger
generation to better understand and be introduced with Jose Rizal's ideals and
perspective on the predicament they had encountered and how did he and the community
had handle those and how it shaped the society of today. not only the Rizal course but the
subject of Philippine history enabled learners to be acquainted and recognize Rizal’s
contribution better and strengthen the understanding of the realization of Rizal's aspiration
for the Filipinos to regain their human rights, especially human dignity, justice and
freedom.

ACTIVITY NO. 1
Enumerate and discuss the stances of the opposition and proponents of the Rizal Law through a
table. Then, answer this question: If you were a lawmaker at the time, which stand will you take?
Write a speech expressing your position.

Oppositions/ Proponent Stances

Senator Claro M. Recto
The Catholic Church
 Saw the need to return to the patriotic values exemplified by
Filipino heroes like Jose Rizal.
 Made the study of life and works of Jose Rizal compulsory for
college and university students.
 Charged Claro M. Recto for being a communist and an anti-
Catholic for proposing the bill
 It considered the Rizal Bill as anti-church for it forced the students

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Cong. Jesus Paredes
(Abra)
Fr. Jesus Cavanna
Narciso Pimentel
Senator Francisco
“Soc” Rodrigo
Senator Jose Laurel,
Senator Roseller Lim
and Emmanuel Pelaez
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reproduction of any parts or the entire module without the permission of the BISU is strictly prohibited. If you have questions and
clarification, please contact the faculty writer.
to read Rizal’s writings like the Noli Me Tangere and El
Filibusterismo which contain anti-church passages.
 Considered the studies to be a violation of the constitutional
freedom of religion and of conscience.
 Argued that this may harm the religious beliefs of the young
Filipinos while they were at their formative years.
 Urged all Catholic to reject lawmakers who supported the Rizal
Bill.
 Said that Rizal’s novels contained objectionable matter.
 Stated “that Catholics had the right to refuse to read them as it
would endanger their salvation.”
 Argued that Rizal’s novels are products that presents a false
picture of the country’s situation at the time, thus, presenting a
potential threat to one’s faith.
 Added that out of the 333 pages of the Noli Me Tangere, there
were only 25 patriotic statements compared to the 120 anti-
Catholic statements.
 Suspects that politics is the driving force in Recto’s drafting of
the bill.
 Said he would not encourage his teenage son to read Noli Me
Tangere and El Filibusterismo, lest he puts his Catholic faith at
risk.
 Proposed that footnoted or annotated versions of the novel be
used instead of the unexpurgated version mandated by the bill.
 Filed a compromised bill on the Republic Act No. 1425 known as
the “Rizal Law” came into effect on June 12, 1956
 Accommodated the suggestions of the opposition which can be
seen in the second paragraph of Section 1 allowing the students
to seek exemption from reading Rizal’s works for religious
reasons.
 Required the reading of the unexpurgated versions of Rizal’s
novels. It also provided funding of the publication of Rizal’s
works and their distribution in the countryside.
Kindly sit down. Thank you.

His Excellency, Ms. Jo Kariza Celeste de Asis; students and enlisted educators and personnel
of the Bohol Island State University; distinguished guests; my countrymen; and fellow classmates
of the BSED English III, good morning.

To be educated, to be inspired, and to be able to stand up for our country- by understanding the
life of our hero is to understand who we are as a Filipino. As a footnote, just the --- a vignette of
life, the man who is José Protacio Rizal Mercado y Alonso Realonda, was the man whose pen
was mightier than the sword. He was the Father of the Philippine Nationalism. He was a man who
preached for and encouraged Filipinos to recognize their potential as Filipino citizens and also
their obligations and duty to their motherland. He was a man who defended civil rights of his fellow
people and his country. He was the man who emphasized the importance of the Tagalog language
and its impact upon the Philippines. He was the man who bravely criticized the friars and alluded
the national issues and oppression that affected the country. And more importantly, he was the
man whose action shaped our country of today.

In a period of heavy struggle and conflict, Filipinos of different backgrounds united with a common
goal: to resist colonialism and to hone the Philippine nationalism. Rizal did not support violent
uprisings or revolutions in calling for an independent state. He was not a war monger but rather
an academic seeking as much as possible a peaceful, logical, and political solution for the
independence of Filipinos from colonial rule over the political and social aspects of life in the
Philippines. Rizal did what no one could.

Looking at the present times, many are questioning the relevance of the subject. In nurturing the
education of the Filipino youth, the Rizal law must remain in our curriculum. To consider the
contribution that he has done for the society was an eye-opener in understanding the grand
narrative in Philippine History. As the National Centennial Commission (NCC) labeled it:

He was not afraid to die for conveying his message for Philippine freedom because he
understood he would need others to carry on his mission and that it would carry on past
his death. Accordingly, it was his strong faith in the Filipino people that lead him to believe
even after his death, Filipinos would continue to realize their significance as a nation and
work for their right to create their own autonomous state

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reproduction of any parts or the entire module without the permission of the BISU is strictly prohibited. If you have questions and
clarification, please contact the faculty writer.
Jose Rizal presents a reoccurring theme of a sense of duty to his native country, the Philippines,
and its people, the Filipinos. He fervently calls for a need for Filipinos to be aware of their unique
heritage and to be conscious that Filipinos can succeed separate from the customs and
regulations implanted by the colonialists.

In this regard, we will honor enduring the hardships he had pursued for the betterment of the
Filipino and for the advancement of our nation. He is the national hero that we need our youth to
emulate and look up to. It is my sincere hope that as we come together to honor the life, works
and writing of our very own hero, José Protacio Rizal Mercado y Alonso Realonda,and celebrate
his extraordinary feats and love of country. We may be further inspired to embody the ideals and
values that they stood up for.

Let us all become worthy heirs to their legacy so that we may leave behind to the succeeding
generations of Filipinos a nation that they will also proudly give up their lives for. Thank you!

References:
1. Delmendo, The Star-Entangled Banner: One Hundred of America in the Philippines, p 15-
21.
2. Boyce, James K. The Philippines: The Political Economy of Growth and Impoverishment
in the Marcos Era. University of Hawaii Press: Honolulu, 1993. p 24-47.
3. Rosaldo, Renato. “The Martyr and the Mayor: On the Politics of Identity in the Southern
Philippines”. Cultural Citizenship in Island Southeast Asia: Nation and Belonging in the
Hinterlands. University of California Press, London. 2003. p 3.

This module has undergone evaluation and review by the panel of experts of the College of Teacher Education. Any distribution and
reproduction of any parts or the entire module without the permission of the BISU is strictly prohibited. If you have questions and
clarification, please contact the faculty writer.