ALDERSGATE COLLEGE LIFE, WORKS AND WRITINGS OF RIZAL

COLLEGE OF ARTS, SCIENCES AND EDUCATION

MODULE 1: UNDERSTANDING THE RIZAL LAW

LEARNING OBJECTIVES

At the end of this chapter, the students should be able to:

1. locate the passage of the Rizal Law within its historical context;
2. determine the issues and interests at stake in the debate over the Rizal Bill; and
3. relate the issues to the present-day Philippines.

VOCABULARY

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 are 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

LEARNING FOCUS

The mandatory teaching of José Rizal’s life with the emphasis on his landmark novels is inscribed in
legislation. Republic Act No. 1425, more popularly known as the Rizal Law, was passed in 1956 leaving a colorful
narrative of debate and contestation.

As an introduction to the life and works of José Rizal, this textbook will begin with the reading of the Rizal
Law. In this chapter, you will study RA 1425 within its context, look into the major issues and debates surrounding the
bill and its passage into law, and reflect on the impact and relevance of this legislation across history and the present
time.

In the course of the discussion, the process of how a bill becomes a law in the Philippines will be tackled so
you will have an idea regarding the country’s legislative process. The life of one of the major champions of the Rizal
Law, Senator Claro M. Recto, will also be discussed.

The Context of the Rizal Bill

The postwar period saw a Philippines rife with challenges and problems. With a country torn from the
stresses of World War II, 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 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 below.

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ALDERSGATE COLLEGE LIFE, WORKS AND WRITINGS OF RIZAL
COLLEGE OF ARTS, SCIENCES AND EDUCATION
Bill is filled in the Senate Office of the
Secretary. It is given a number and Voting on Third Reading.
calendared for first reading. Copies of the final versions of
the bill are distributed to the
STEP 1 members of the Senate who will
vote for its approval or rejection.

STEP 6

Voting on Second Reading. The Consolidation of Version from

First Reading. The bill’s title, number,
senators vote on whether to the House. The similar steps
and author(s) are read on the floor.
approve or reject the bill. If above are followed by the
Afterwards, it is referred to the
approved, the bill is calendared House of Representatives in
appropriate committee.
for third reading. coming up with the approved
bill. If there are differences
STEP 5
between the Senate and House
versions, a bicameral
conference committee is called
to reconcile the two. After this,
both chambers approve the
consolidated version.
Committee Hearings. The bill is
discussed within the committee STEP 7
and a period of consultations is
held. The committee can
approve (approve without
revisions, approve with Second Reading. The bill is
amendments, or recommend read and discussed on the floor.
substitution or consolidation The author delivers a Transmittal of the Final Version
with similar bills) or reject. After sponsorship speech. The other to Malacañan. The bill is then
the committee submits the members of the Senate may submitted to the President for
committee report, the bill is engage in discussions signing. The President can both
calendared for second reading. regarding the bill and a period sign the bill into law or veto and
of debates will pursue. return it to Congress.
STEP 3 Amendments may be suggested
to the bill. STEP 8

STEP 4

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ALDERSGATE COLLEGE LIFE, WORKS AND WRITINGS OF RIZAL
COLLEGE OF ARTS, SCIENCES AND EDUCATION

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 for independence against Spain and from the heroes of that important period in the country’s history.

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 Seriate 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 Noli Me Tangere 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.

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 CLARO M. RECTO
(February 8, 1890-October 2,
ALDERSGATE COLLEGE LIFE, WORKS AND WRITINGS OF RIZAL
1960)
COLLEGE OF ARTS, SCIENCES AND EDUCATION

LEARNING ACTIVITIES

Activity 1: The Debates about the Rizal Bill

The main sponsor and
defender of the Rizal Bill was Read the following excerpts from the statements of the
Claro Mayo Recto. He was born legislators who supported and opposed the passage of the
in Tiaong, Tayabas (Quezon) on Rizal Law in 1956. Then, answer the questions that follow.
February 8, 1890 to Claro
Recto, Sr. and Micaela Mayo. FOR
He completed his primary
“Noli Me Tangere and El Filibusterismo must be read by all Filipinos. They
education in his hometown and
must be taken to heart, for in their pages we see ourselves as in a mirror, our
his secondary education in
defects as well as our strength, our virtues as well as our vices. Only then
Batangas. For his college
would we become conscious as a people and so learn to prepare ourselves for
education, he moved to Manila
painful sacrifices that ultimately lead to self-reliance, self-respect, and
and completed his AB degree at
freedom.”
the Ateneo and was awarded
maxima cum laude in 1909. In -Senator Jose P. Laurel
1914, he finished his law degree
from the University of Santo “Rizal did not pretend to teach religion when he wrote those books. He aimed
Tomas. He was admitted to the at inculcating civic consciousness in the Filipinos, national dignity, personal
bar that same year. 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
His political career the conduct and behavior of erring ministers of the church, it was because he
started in the House of portrayed faithfully the general situation in the Philippines as it then existed.”
Representatives in 1919 when
he was elected as -Senator Claro M. Recto
representative of the third
AGAINST
district of Batangas. He later
became House Minority Floor “A vast majority of our people are, at the same time, Catholic and Filipino
Leader. From the House of citizens. As such, they have two great loves: their country and their faith.
Representatives, he moved to These two loves are not conflicting loves. They are harmonious affections, like
the Senate in 1931 when he the love for his father and for his mother.
was elected as a senator. In the
Senate, he held key positions This is the basis of my stand. Let us not create a conflict between nationalism
such as Minority Floor Leader, and religion, between the government and the church.”
Majority Floor Leader, and
Senate President Pro-Tempore. -Senator Francisco “Soc” Rodrigo
Recto’s career in the Philippine
government was not confined to
the legislature. In 1935, he Questions
became Associate Justice of the
Supreme Court. 1. What was the major argument raised by Senator Francisco “Soc”
Rodrigo against the passage of the Rizal Bill?
Recto was also
instrumental in the drafting of
the constitution of the
Philippines in 1934-1935 as he
4 was
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assembly. After the Philippines
transitioned to the
Commonwealth Period and
ALDERSGATE COLLEGE LIFE, WORKS AND WRITINGS OF RIZAL
COLLEGE OF ARTS, SCIENCES AND EDUCATION

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
_____________________________________________________________________________________
2. What was the major argument raised by Senator 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 opposition of the Rizal Bill based on these
statements?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
_____________________________________________________________________________________

Activity 2: The Rizal Law and the Present Context

In groups, talk about the preceding questions and prepare a short summary of your discussion points to be
presented in class.

Do you think the debates on the Rizal Law have some resonance up to the present? If yes, in what way? If no,
why?

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ALDERSGATE COLLEGE LIFE, WORKS AND WRITINGS OF RIZAL
COLLEGE OF ARTS, SCIENCES AND EDUCATION

FURTHER READING

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;

WHEREAS, the life, works and writing 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,

SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his novel Noli Me Tangere
and El Filibusterismo, 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 Tangere 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 in 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 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.

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ALDERSGATE COLLEGE LIFE, WORKS AND WRITINGS OF RIZAL
COLLEGE OF ARTS, SCIENCES AND EDUCATION

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 of religious doctrines by public school teachers and
other person 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 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 frame, the teaching of the life and works of Jose Rizal, particularly the
reading of his novels Noli Me Tangere 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.

BIBLIOGRAPHY

Constantino, Renato. 1969. The Rizal Law and the Catholic hierarchy. In The making of a Filipino: A story of
Philippine colonial politics, pp. 244-247. Quezon City: Malaya Books.

Laurel, Jose B., Jr. 1960. The trials of the Rizal Bill. Historical Bulletin 4(2): 130-139.

Republic of the Philippines. 1956. Republic Act 1425. Available from

http://www.officialgazette.gov.ph/1956/06/12/republic- act-no-1425/

Schumacher, John. 2011. The Rizal Bill of 1956: Horacio de la Costa and the bishops. Philippine Studies 59(4): 529-
553.

Website of the Senate of the Philippines. “Legislative Process.” Available from

https://www.senate.gov.ph/about/legpro.asp

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