Saint Ferdinand College

COLLEGE OF ACCOUNTANCY
Sta. Ana St., City of Ilagan, Isabela 3300 (078) 624-2125

UNDERSTANDING THE RIZAL LAW

What is a Hero? Taking up Rizal course for credits, like reading Shakespeare to get by in English
courses, can be tiresome for the youth. If reading and discussing the text about Rizal cannot be fun, then it
will just be like a cold stone without elaboration. To discuss about a hero is taking him as a person with
flesh and blood not as deity or a supernatural being that is an object of reverence without understanding.
To appreciate a hero like Rizal, we must be able to learn more about him not his acts but the thoughts
behind his acts, his reasons, his experiences and his works that are relevant to our time and place. We
should study Rizal as a person, his intelligence, courage, compassion nationalism and also his weakness
like being a womanizer, violent, and short-tempered that completes him as a human being. When we
realize that he is like us, then, we can truly appreciate his being human and his great and exemplary deeds
are word emulating.

The mandatory teaching of Jose 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 Jose Rizal, thus 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 and tired
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. The 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, its ready, it will go through the steps illustrate in the right.

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

 STEP 2
First Reading. The bill’s tittle, number, and author(s) are read on the floor. Afterwards, it is
referred to the appropriate committee.
  STEP 3
Committee Hearing. 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 submits
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 and 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. This 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. 438was filled by the Senate Committee on Education. On April 17,
1956, the 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 debated on the Rizal Bill also ensued in the House of Representatives. House Bill No. 5561, an
identical version of SB 438, was filed by Representatives 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 was the compulsory reading 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, Sr. and Micaela Mayo. He completed his primary
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
Representatives of the third district of Batangas. He later became House Monitory 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 Monitory 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.

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 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 ten transmitted to Malacañang and on June 12, 1956, President
Magsaysay signed the bill into law which became Republic Act No. 1425.
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 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 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 institution is 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. Course on the life, works and writings of Jose Rizal, particularly his novels Noli Me
Tangere and El Filibusterismo, shall be included in the circula 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 days from the effectivity of thi 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
provition 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 days after
their publication in the Official Gazzete.

SECTION 2. it shall be obligatory on all schools, college and universities to keep in their libraries an
adequate number of copies of the original an unexpurgated edition of Noli Me Tangere and El
Filibusterismo, as well as of Rizal’s other works and biography. They said unexpurgated editions of 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 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 writing 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 Barrion 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 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

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
inspirations 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 sign into law and became Republic Act No. 1425.

Source:

Obias, R., Mallari, A., and Estella, J. (2018). The Life and Works of Rizal. EDSA, South Triangle, Quezon
City. C & E Publishing, Inc.