RIZAL I.

AW

Republic Act No. 1425

House Bill No.5551

senate Bill No.438

An Act to lnclude in the Curricula of All Public and Private Schools, Golleges and Universities courses on the
Life Works and Writings of JOSE RIZAL, particularty his novels NOLI ME taUegRe and EL
FILIBUSTERISMO, Authorizing the Printing and Distribution Thereof, and for Other Purposes.

Whereas, today, more than 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 rcmember
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 corstant and inspiring source of patriotism with which the mindJof the youth,
especially during their formative and decisive years in school, should be buffused.

Wheleas, all educational institutions arc under the supervision of, and subject to regulation by the $tate, and
all schools arc enjoined to develop moral character, personal discipline, civic conscience, and to teach the
duties of citizenship; Now therefore,

Be it enacted by the $enate and House of Representatives of the Philippines in Congress assemhled
i

SEC.1
Courses on the life, works and writings of Jose Rizal, parlicutrarly his novels l\joli [,1e Tangere and El
Filibusterismo, shall be included in the curricula of all schools, coileges and unlversities, public or private;
Provided, That in the collegiate courses, the original or unexpurgated editions of the Noli i,,,ie Tangere and EI
Filibusterismo or their English translations shali 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 A.ct promulgate
rules and regulations, including those of a disciplinary naturr, to carry out and enforee the regulations of
this Act. The Board shall promulgate rules and regr.llations providing for the exemption of students for
reason of religious belief stated in a sworn written statement, from the requirement of the provision
contained in the second part of the first par:agraph of this section; but not from taking the eourse 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 ca2ette.

sEc.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 expurgated editions of the Noli Me Tangere and El Filibusterismo, as well as Rizal's
otherworks and biography. The said unexpurgated editions of the Noli Me Tangere and El Filibusterismo or
their translations in English as well as otherwritings of Rizal shall be included in the list of approved books
for req.uired 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
enrclment of the school, college or university.

SEC.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, populareditions; and cause them to be distributed, free of charge, to persons deslring
to read them, through the Purok organizations and the Banio Gouncils throughout the country.
sEc.4
section nine hundred twenty€even of the
Nolhing in this ^Act shall be construed as amending or repealing
doitrines by public school teachers and other
Administrative code, prohibiting the discqssioi o|t*iigil'"
persons engaged in any public school.

sEc.5
The sum of three hundred thousand pesos is hereby
authorized to be appropriated out of any fund not
T."r"ury to iarry out the purposes of this AcL
othenrise appropriateiin ir," Nuiiqnil

SEC.6
This Act shall take effect upon its approval

TV}iAT IS THE RIZAL LAS'?

TheRizalLaw,alsoknownasRAl42S,mandatesthestudyofRizai'slifeandworks'asshowninsectionl'
This Republic Act callofor an increasEU ""n""'of
nutionuli'"* from the Filipinos during a tirne of a dwindling
is a iaw that has already been passed and
Filipino identity. According to the judiciar "v"iu*, , r"public.act in otherwords it may or may not be passed
implemented. ln contrasi ti this, ibill i" m*ir"fi'"'pto-p*LO U*,
by the Congress.

TheRepublicActwassignedbythePresidentonJunel2,,!956'Frornthenotesprecedingthebodyofthe
pnon:'sea i.111t-Legislative arm of the Philippine
document, one may ,nr*it-r.,ut ir," bill was origin"iry 'nccording to tn-e Official Gazette' the iaw was rnade
Republic, in the Senate ind House of Represlntativls'
effective thirry days after its implementation. tii*
*e,= fact that tfre Act was passed on the date of olln
t"*o. in the Filipino, to believe in their own country and
independence seeks to stiiup a greater sen"" oi orr the
national identity-who we are as a nation. n
r,i#ni" ti*i, wiren $re Fnitippines. waslrcavily dependent by the
nLo, ua"eo on the ract ttrat Jose Rizal is honored
American governrnent for suppo-rt ano guioanli.- to commemorate
philippines as tne pniiiip;;Hi;;i hE o, it ii uuiu-#ropnirt* that the documentrvritten
accomplishments is written here, in the land of his birth'
his
was then the
Rizal Bitl' while $enator Jose P' l-aurel' sr"
who
It is senator claro M. Recto urho authored the of them were known for
ir',e bill in the senate. Both
chairman of the committee on Education, "p"*ror*o to come up with this republic act'
of niiion"riu*. trris natibdaii;;;*;d ,u th," rouno*tion
their great sense
tosetourcountryfreefromthehandsofothersandstand,ponou'o*n+xactlytheicealsandvaluesthat
the Filipino youth' who may have
Rizat strove to fight tJr. il** *iittn" rr.fl1"-eiiiiini
p"opr*,
a losi spark in each Filipino's belief in
"p."ifically
t6 ret<inCte
lost their sense of nuiionuiiu*. The writers "ni"ItottiU
their country.
in this republic act that is worth noticing' First"'whereas'
where are important points that the a.u-t!or cited
-
.ia"oication to the ideats of freedom and
today, more than other period of our histori,';;;''i;';;;IJiJr, the year 1956 during
nationallsm forwr,icil oli h;;*" tived and-iieJ."
t i* documentwas written inoccupation and still very
Magsasyay,s regime when the countrywa";ilft;;;;ns
f** the Japanese
during those times
and natio'nalism.were very essential
dependent on US gove;ance. ldeals bttreeAom *'s still graduilly developing its
since the phitippines was still stnuggling f";;;$;il*"", atio",,A
tn"
"ount,.
within the Filipinos since there were
iit*iflavoc existed
national identity and integrity. nryll-g tnor*government' Uoreover' evJn though thii document wqs written
numerous uprisings agains{ttre Philippine t'i""rv-iii *ri" presint generation when our culture
decades ago, it is sti*;triking beca_use thi#;;Ui;ir""j
is being ou"rpo*ur"i ;;;;Et; i'fluence and Filipino diaspora is widespread'
n,whereas, ail educationar institutions are under the supervision of,
Another important point from RA 1425 is are enioineC {o Oe*"lop moral characGr'
personal
and subject to regulation by the,state, ""d';ii;;h;iiof citizenship." lt is very inrportant to use our
discipline, civic conIc"in"*i, *nO to teicn tne"Juiieu cfipdren wfri are at their prime years of growing and
educational institutions to instill these vatulls
6;h;
when fndividuals formulate their
rearnins. Durins onll" eau"rtionat years ":;H"ii;";;;;ilG li;ils students rearize that the countrv
priorities ano careei t-ia-c-rl--,nlii", it i" ;;;;iilrlnai inst-nutions make
and inbom duty for all' AIso'
should be a part of their priorities ana s*ffi-on*t "o'ntw,is
"n{ an innate
,,,o*i'"i"*cterand i"t.""g i";"" of p"t=ot'al diicipline in the youth
embedding a profound and authenti"
would yield proficient, genuine, and $elfless Filipinos of the future who would tum the Philippines from an
impoverished country to a globally competitive nation.

Lastly, "The Board of National education shall cause the translation of the Noli Me Tangere and EI
Filibusterismo, as well as other urritings of Jose Rizal into English, Tagalog and the principal Phillppine
dialects; cause them to be printed in cheap, popular editions; and eause them to be distributed, free of
charge, to persons desiring to rcad them, through the Purok organizations and the Barrio Councils
throughout the country." To provide a specific way to carry out this act is very helpful. lt makes the goal very
SMART - specific, measurable, attainable, realistic and tirne-bound. lt is also important that the effects of this
act would be experienced by all students even those who are financially troubled. lt is commendable that in
the context of this act, the poor is well represented and that it is attainable regandless of ethnicity, social
stature, and language barriers.

This document lvas obviously written during a time v{hen patriotism and nationalism was lost and needed,
and a time when people were inspired by the initiative of the authors of this act. lt was during this time when
the Philippines and its' citizens relied on the United $tates for guidance, support and welfare. It was written
in order to seek aide from the sarne brilliant mind that drove the Filipinos of the past to fight for freedont
from colonists entails another need for another meaningful revolution in spite of the ahsencE of invaders; the
country may have needed a slow4aced revolution driven by patriotism against dormancy, apathy and
futility.

Effect of Riaal's law

Positive:
According to Heman Abaya, 1984, the nationalist reawakening began on the UP campus, sparked by the
teaching of Rizal's life and his writings made compulsory by the Noli-Fili law, co authored by Recto and
Laurcl. Thls is a statement from a person who was able to witness the condition of the country before and
after the Rizal law y,ras implemented. He saw the change and the positive effect of the law to our country back
then,

the youth was rnade awarc of the contributions and the principled life of Jose Rizal who was an emblem of
substantial nationalism and unconditional love for the country. He embodies brilliance coupled with humility
and prestige that goes along with service. This Republic Act has pusheti for Rizal to be a role model for the
youth of this country.

Through this republic act the essence of freedom and independence was emphasized to the youth. Also, it
has be-en implied through this act that national identity is a very important legacy that our heroes have
achieved thiough sacrificing their own lives. They have passed it on to us, and it is our role to nurture and
protect it.

Negative:
The RA. 1425 just caused havoc within educational institutions,

The faith of the people is being compromised. This law is endangering the Christian growlh of the students
who are stitt in itreir formative years. ffris can drive the youth to question the credibility of the church and its
teachings and traditions.

According to a survey that we have conducted in our university, the Rizal course is not actually significant
for the students. lt has just been a laborious subject that adds unnecessary work load to students, and it
sometimes drives the students to lose focus on their majors.

Evaluation of Rizal law

The Rizal Bill was indeed able to instil a sense of Filipino nationalism. ln his books, Rizal promoted a sense
of unity and banding together for one's country. Rizal was a!19 to achieve a lot alone. What more an entire
country? People poiverl is a prime example of such unity, with thousands upon thousands of Filipinos
uniting against a tyrant to overthrow him. Nowadays, this nationatism is dwindling. The youth cf today does
not see the importance of keeping one's national identity. With the onset of globalization, people, more
importantly, the youth, tend to assimilate other cultures. Colonial mentality at present is worse than ever.

Why Study RizaL?

It is of great importance that students understand the rationale behind lTaving to take up a Rizal csurce in
college. For high schooi students, the Noli Me Tanqere ar,d the El Filibusterisrfio are injected into the
Filipit'lo subject as part of the overali curriculum. ln tertiary education, however, R.izal is a subject requlred of
any eourse, in any college or university in the Philippines.

Usually, during the first day of the course, the professon asks the vrell+verused questlons:

Why study Rizal?

What is the importance of studying R.izal?

Why is Rizal one of the minor subjects taken up in college?

Why is R.izal included in the course outline?

What relevance does R,izal have in college education?

The answerto such questions can be summed up in two points:

1. First and foremost, because it is mandated by law.

2. Secondly, because of the lessons contained within the course itself.

Let us discuss those reasons one by one:

WHY STUDY RIZAL: BECAUSE lT lS MANDATED BY LAW

The teaching 9f Jqse Rizal's life, works, and writings is mandated by Republic Act 1425, othenarise known as
the Rizal Law. SenatorJbse P. Laurel, the personwho sponsored the said law, said that since Rizal was the
foundei of Philippine nationalism and has contributed much to the current standing of thls nation, it is only
right that the youth as well as alt the people in the country know about and leam to imbibe the great ideals
for which he died. The Rizal Law, enacted in 1 956, seeks to accomplish the following goals:

1. . To rededicate the lives of youth to the ideals of frcedom 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
3, To gain an inspiring source of patriotism through the study of Rizal's life, works, and
writings.

WHY STUDY RIZAL: BECA,USE OF ThtE LESSONS CONTAINEDWITHIN THE COURSE

A,side from those mentioned above, therc are other reasons forteaching the Rizal course in Philippine
schools:

1. To recognize the irnportance of Rizal's ideals and teachings in relation to present conditions
and situatlons in the society.
2. To encourage the application of such ideals in current social anci personal problems and
issues.
3. To develop an appreciation and deeper understanding of all that Rizal fought and died for.
4. To foster the developi"rlent of the Fillpino youth in all aspects ol citrzeriship.