Republic of the Philippines

North Eastern Mindanao State University

Cantilan, Surigao del Sur

Department of Business Management

A Learning Module

Prepared by:
JONILYN G. AZARCON
Instructor

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 All about this Module

Welcome to the module in “Life and Works of Jose Rizal As (RIZAL)”.

mandated by Republic Act 1425, this course covers the life and works of the
country’s national hero, Jose Rizal. Among the topics covered are Rizal’s
biography and his writings, particularly the novels Noli Me Tangere and El
Filibusterismo, some of his essays, and various corresponden

You are required to go through a series of learning activities in order to complete each
lesson objectives of the module. It contains Information’s for you to read about the
concepts and theories of the topic, activities for you to determine if you have already
learned the concepts and theories. Follow these activities on your own.
This will be the source of information for you to acquire knowledge and skills in this
particular course independently and at your own pace, with the help from your teacher
through online communication.

Remember to:

 Work through all the information and complete the activities in each section.
Suggested references are included to supplement the materials provided in this
module.
 Most probably your instructor/professor will monitor you via Facebook messenger
or cell phone. Your instructor/professor is there to support you and show you the
correct way to do things.
 You will be given plenty of opportunity to ask questions and you may use internet
as your reference. Make sure to think critically on answering questions related to
this module. This way you will improve your memory and boost your learning.
 When you are done answering all questions, you must inform your
instructor/professor for the process of submitting your output.
 You need to complete this module before you can move on to the other next
module.
 Special reminder class, you can only call me based on our class schedule

Major Exam - 40%

Class Standing - 40%

Requirements - 20%

Total - 100%

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Overview

Heroes, according to a popular saying, are not born; they are made.
Rizal and his contemporaries are product of their time. They are molded by
their environment and situations which constitute the call of history. They
simple responded to this call at the cost of ignoring their personal welfare
and proceeded to put the nation toward its historical path.

This module has been written to provide useful tool toward a better
understanding of the life, times, ideas and ideals of Jose Rizal. It include
conceptual knowledge to see a profound picture as how he chose the
path that governed his life. Another important important aspect is the
inclusion of recent findings and researches such as those on the criteria of
heroism and the role of people before, during, and after Rizal’s time.

It is hope that this module can help the Filipino students develop
values that instill the mind of patriotism, discipline, courage and
perseverance whom Rizal called “the fair hope of the motherland”. They
will understand the different elements that came together to create their
history and culture as a group of people.

Through this module, the young readers will also acquire the ability to
understand and analyze the present issues, decisions and events in the
country. It will enable them to see the wider picture beyond the personal life
of Jose Rizal and understand why he chose the path of martyrdom.

This module were outlined in the units which are accompanied by

different lessons designed for a three-day activity. For each unit, there is a
set of questions intended to give students an overview of the events. It also
contains exercises intended to develop positive values based on Rizal’s
experiences.

Utmost care and other methods were used in order to preserve the
materials for the young students to understand. In this kind of learning
module that deals with a very broad topic, it is inevitable that there will be
some weaknesses and /or deficiencies. Even so, this work is a product of
collective responsibility for important contributions especially in helping our
students gain positive knowledge, which are invaluable for the youth of the
country today.

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 Republic of the Philippines
Surigao del Sur State University (SDSSU)
Tandag City, Surigao del Sur

Module 1

Lesson 1: Rizal in the Eyes of the Filipinos

Introduction

Every Filipino has their own impression about Dr. Jose P. Rizal. Some are
known of his ideals and national perspectives while others narrowly
identified him as an ordinarily subject of the past events. Perhaps almost all
Filipinos in the country recognized him as the national hero but barely
understand how his life and works shapes our identity today.

As time goes by we can realize that the life story of Rizal is becoming
dreary especially among the youth of this generation. Many had lost their
interest on learning the role of heroes and there contribution in the country.
People unconsciously forget the value of nationalism and tend to focus on
extreme materialism which gradually kills the love and loyalty of our
national identity as a country.

This lesson will help us realize how our national heroes sacrificed their
lives for the nation building. This will enlightened us how the values and
characteristics of Dr. Jose Rizal influence the minds of the Filipinos to
develop an identity as a nation and acquire knowledge and love for
freedom.

Intended Learning Outcome

At the end of the lesson, students should be able to

1. Develop appreciation of the values and characteristics of Dr. Jose

P. Rizal.
2. Acquire knowledge on the talents and skills portray by our National
Hero in his time.
3. Reveal the good and other side of Rizal as a person.

 Motivation

1. How much do you know the characteristics of Dr. Jose P. Rizal? Is this
man truly an exceptional person? Elaborate your answer. (10 pts.)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________.

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 2. In your own opinion, what do you think of our present and future
condition as a nation or country without Dr. Jose P. Rizal? How significant is
the life and works of Rizal in shaping our destiny as a sovereign nation?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________.

Discussion

Rizal in the Eyes of the Filipinos

We begin this lesson with a question: Who is the greatest hero of the
Philippines? When asked this question, a Filipino might answer: “Jose Rizal”

Who was Jose Rizal and why was he well-known among Filipinos?

Why are there so many monuments in his honor and why were many
streets named after him?

To many Filipinos, their answers might be varied. He was a martyr who

died for Filipinos. Some sectors even call him the “Tagalog Christ” or
“Kristong Tagalog.” Many Filipinos admire him as a man of many talents - a
poet, doctor, anthropologist, sculptor, surveyor, farmer, novelist, essayist,
historian, teacher, and a polyglot with a knowledge of, some authors say,
22 languages. Historians consider him as the man who inspired a nation. To
some sectors, he was revered as a saint or messiah who would one day free
the Philippines from oppression.

Rizal also had his share of detractors. Some writers depict him as an
agitator, a wanderlust, a man hungry for power, and an unpredictable
person. Some write to denigrate him and question his motives. There can
be no Emilio Aguinaldo without Andres Bonifacio. It was Bonifacio who
helped found the Katipunan, the organization that launched the 1896
Philippine Revolution and recruited Aguinaldo into its ranks. There will be no
Bonifacio without Rizal - it was Rizal’s achievements which helped inspired
the foundation of the Katipunan. Even his name is one of the passwords of
one of the ranks of the organization. Going further, there will be no Rizal
without the GOMBURZA priests. It was the unjust execution of these Filipino
secular priests, Father Mariano Gomez, Jose Burgos, and Jacinto Zamora,
that inspired Rizal to embark on his nationalist quest. The trio was his
inspiration for his second novel, El Filibusterismo.

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Evaluations / Assessments

Exercise 1: Let’s explore the Life of Dr. Jose P. Rizal.

Talents Criticism

General Impression
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________.

Exercise 2: Picture Analysis.

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 Republic of the Philippines
Surigao del Sur State University (SDSSU)
Tandag City, Surigao del Sur

Module 1

Lesson 2: The Humanity of Heroes

Introduction

The word “hero” has various meanings and interpretations. Sometimes,

this word is not anymore given a certain value but already integrated in the
mainstream of expressions in the society. Thus, this lesson will provide
significant discussion on the correct and profound definition of a “Hero”.

The lesson is intended to provide critical evaluation of the criteria and

qualifications of a hero. This include not only the conceptual part but most
importantly the legal basis before a person declares to be our national
heroes.

Intended Learning Outcome

At the end of the lesson, students should be able to

1. Present the conceptual and legal basis of the criteria and

qualifications of a national hero.
2. Value the contributions and sacrifices of heroes in the country.
3. Practise the ideal principles and characteristics of heroes in the
country.

Motivation

1. Among your friends, family or love once, who will you consider a hero?
And Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________.
2. In your own opinion, what is the most important qualification of a hero?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________.

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Discussion

The Humanity of Heroes

In the study of the life of heroes, it is important to put in mind that a hero
is a human being. Heroes are made. Heroes, like ordinary human beings,
are a product of their time. Heroes are the product of their environment,
which includes their society, surroundings, and the conditions prevalent at
that time. Heroes are made because they responded to the call of the times
and their response to this call had a decisive effect on the lives of their
countrymen.

Heroes are actually ordinary human beings who faced challenges with
an extraordinary response. In the end, their humanity will be unveiled
through scholarly study. In closely studying the humanity of heroes, some of
their frailties might surface. There may be some writers who may wish to
denigrate their achievements by capitalizing on these frailties. They may
even question their motives by making malicious conclusions about their
achievements. These frailties should not distract a serious student in studying
the life of a hero. On the other hand, the students should be guided on the
contribution of heroes to the betterment of their country rather than on their
shortcomings. It is also important to consider how the hero’s achievements
outweighed his deficiencies in serving the nation.

The Criteria for Heroes

Who declares if anyone is a hero? How did Rizal become a hero? There
is no law or proclamation which directly made Rizal a hero. Rizal’s hero
status was made by the acclamation of the Filipino people. This becomes
the object of public worship and accolades are heaped upon him. This
could be seen in singular tributes to his honor and it may even be
manifested physically through the erection of monuments and the naming
of streets and buildings after him. The test of a person’s heroism becomes
stronger if the person is acclaimed long after his death and by people who
are not of his generation. This means the appreciation of his life and
achievements spans beyond his life.

The National Historical Institute (NHI; presently the National Historical

Commission of the Philippines), the country’s agency in charge of historical
matters, prescribes the passage of 50 years before a person is finally
confirmed as a hero. If the person is still being admired after that period and
his ideas and ideals are still invoked and appreciated, the person has
passed the test of time and is considered a hero. The NHI also laid down
the definition of a hero. In 1965, its predecessor office, the National Heroes
Commission, released a criteria on the definition of a national hero. It was
approved by a committee headed by Director Carlos Quirino of the
National Library. According to their definition, a hero is defined as “an
admirable leader towering over his peers, who serves a noble cause,
possessing exceptional talent, distinguished valor and/or hold enterprise,
exercising a determinative influence over the spiritual life of his people in a
particular remarkable event. The criteria also mentioned that “the hero

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must, during extreme stress and difficulties, project himself by his own
fortitude, by his own sacrifices to be the inspiration of his countrymen in
leading them to their rightful destiny. He must exhibit self-denial and
abandon his personal interests to place those of his country before any
other, and whose deeds and acts are proudly emulated by grateful people
that, after his death render him singular tribute, honor him with public
worship, and acknowledge his meritorious services to mankind by
spontaneous national recognition. “Moreover criteria specified, “hero must
exercise a determinative influence over the spiritual life of his people in an
event of great significance. “If further says that in order to qualify for the
distinction of a national hero, “one must project himself by his own fortitude,
effort, and sacrifices to be the beacon light of his oppressed countrymen to
their rightful destiny.”

The historical committee of the National Heroes Commission came out

with the characteristics of a person to be examined before he could be
considered a hero. These are the extent of the person’s sacrifices for the
welfare of the country.

1. Motives and methods employed in the attainment of the ideal (e.g.,

welfare of the country). In the attainment of the ideal, did the person
concerned sacrifice purely and exclusively for the welfare of the country or
were there any selfish or ulterior motives in the making of such sacrifices?
Were the methods employed in the attainment of the ideal morally valid?

2. The moral character of the person.

Did he do anything immoral to taint his personal character? If there was
any immorality, did it affect his work, society, or ideal?

3. The influence of the person to his age or epoch and the succeeding
eras.
Judging from these criteria, the considerations for heroism are very
stringent and would subject the person concerned to intense scrutiny. It is
aimed to confer the mantle of being considered a hero to those who are
truly deserving, as the word “hero” is overused and abused nowadays.

More definitions on what a hero is were added in the year 1993, as the
country was preparing for the commemoration of the centennial of the
declaration of Philippine Independence. On March 28, 1993, then President
Fidel V. Ramos issued Executive Order No. 75, creating the National Heroes
Committee whose aim is “to study, evaluate, and explicitly recommend
Filipino national personages as national heroes in due recognition to their
sterling character and remarkable achievements for the country. “ A round
table discussion for the criteria for national heroes was held on June 3, 1993,
which was attended by historians Onofre D. Corpuz, Carmen Guerrero
Nakpil, Dr. Samuel K. Tan, Dr. Marcelino Foronda, Dr. Alfredo Lagmay, Dr.
Bernardita R. Churchill, Dr. Serafin D. Quiason, and Professors Ambeth R.
Ocampo and Minerva Gonzales. The body adapted the definition of a hero
drafted by Dr. Corpuz. He said, “Heroes are those who have a concept of
nation and thereafter aspire and struggle for the nation’s freedom. “He
explained that our own struggle for freedom was begun by Bonifacio and
finished by Aguinaldo, the latter formally declaring revolution a success. In
reality, a revolution has no end. Revolutions are only the beginning. One

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cannot aspire to be free only to sink back to bondage. He also added that
“Heroes are those who define and contribute to system of life and freedom
and order for a nation. Freedom without order will only lead to anarchy.”
Dr. Corpuz cited that persons who make the country’s Constitution and laws
could be heroes, like Apolinario Mabini and Claro M. Recto. An important
element considering heroism is the person’s nationalism. According to the
group, a person could be considered a hero if he has a concept of national
hero must be guided by the conviction of national identity. This means that
the person must identify himself with the nation and would be willing to
sacrifice for its benefit. Examples of these persons are Jose Rizal, Andres
Bonifacio, Graciano Lopez Jaena, and Marcelo H. del Pilar, who sought to
uplift the social conditions of the Philippines and not just a particular region
or ethnolinguistic group. The body also said that heroes are those who
contribute to the quality of life and destiny of a nation.

In another meeting of historians held on November 15, 1995, the

National Heroes Committee decided to adapt a criteria stating that “a
hero is part of the people’s expression.” However, the process of the
people’s internationalization of a hero’s life and works takes time, with the
youth forming part of that internationalization. This means that the
appreciation of a person’s contribution to history would require a period of
analysis and younger generations who are not a part of the hero’s era
would play a part in the objective study of his role. Only by undergoing such
process can a person a hero.” This involves the understanding of the
historical conditions in which the hero had lived. Dr. Serafin Quiason gave
a definition saying, “a hero is an event making man who helps create the
fork in the historical time that he faces. Heroes in a democracy should be
great figures in the pantheon of thought, the men of ideas, and social vision
of scientific and artistic power. “There were some remarks that the process
of evaluating and proclaiming heroes imitate the practice of the
canonization of saints. Politicians, too, might be tempted to legislate
unilaterally on who should be heroes. Heroes, according to historians,
should not be legislated. The evaluation of their achievements should be
better left to academicians. Acclamation for heroes, they felt, would be
recognizing enough. Even with the absence of any official declaration
proclaiming them as national heroes, persons like Rizal, Bonifacio, and
Aguinaldo remained admired and revered for their roles in the Philippine
history. Proclaiming them will only confirm the public veneration of their
contribution to the country’s history.

Presently, the Philippines has set aside four days to honor its heroes. Rizal
Day is commemorated every December 30. The origin of its
commemoration came from the decree issued by General Emilio
Aguinaldo on December 20, 1898. It declared the 30th day of December as
a national mourning day in honor of Dr. Jose Rizal and other victims of the
Philippine Revolution. Though Aguinaldo’s decree did not specifically
declare Rizal as a national hero, it was a tribute to his heroism.

In Daet, Camarines Norte, Filipino masons erected a simple monument

dedicated to Rizal on December 30, 1898. The monument bears the words
“A Jose Rizal;” “Noli Me Tangere” and “El Filibusterismo,” the titles of his two
prominent novels; and the word “Morga” which refers to the book Sucesos
de las Islas Filipinas which Rizal annotated in 1890. The monument in Daet

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antedated the Rizal Monument which was constructed at the Luneta Park
in Manila in 1911. The monument in Luneta was constructed through public
subscription by Filipinos.

The other day dedicated to a single Filipino is Bonifacio Day which is

celebrated every November 30. It honors Andres Bonifacio, the founder of
the Katas-taasan, Kagalang=galang na Katiounan ng mga Anak ng Bayan
(KKK ANB) which launched the Philippine Revolution of 1896. The
celebration of Bonifacio Day was made possible by the issuance of Act No.
2946 by the Philippine legislature on February 16, 1921.

The third day set aside for commemorating Filipino heroes is the National
Heroes Day, celebrated every last Sunday of August. The celebration of this
holiday became possible in accordance to Public Act No. 3827 passed by
the Philippine legislature on October 28, 1931. National Heroes Day honors
all the heroes of the Philippines including those who are unknown.

A fourth holiday was created by President Gloria Macapagal-Arroyo on

December 25, 2004, when she signed into law the Republic Act No. 9256,
which created Ninoy Aquino Day. This holiday is commemorated every
August 21, the anniversary of the assassination of then-Senator Benigno
“Ninoy” Aquino Jr. Ninoy was the leading symbol of the anti-dictorship
struggle against then President Ferdinand E. Marcos.

As for who should recognize heroes, this should be better left to the
people through their popular acclamation. The people are the final judge
to the heroes’ achievements and they would subscribe to the heroes’
ideals as long as these are relevant and classic. Popular acclamation
should be sustained and should withstand the test of time. The role of the
government and other authorities is to continue to keep the memory of
these heroes alive and to confirm their heroism after a long period of study
and reflection. In the case of Rizal, more than a hundred years have passed
and we can now say that Rizal has passed the test of time and is a true
Filipino hero. Other national heroes include Andres Bonifacio, Emilio Jacinto,
Apolinario Mabini, Marcelo H. del Pilar, and all those who helped guide the
Philippines to being a nation-state.

Evaluations/Assessments

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Exercises 1: Identification. Write the correct answer on the space
provided. (2 pts. Each)
_______________1. What particular holiday in the Philippines is celebrated
every last Sunday of August?
_______________2. He define heroes who are those have a concept of
nation and aspire and struggle for the nation’s freedom.
_______________3. This holiday was made possible by the issuance of Act No.
2946.
_______________4. When was President Arroyo signed into law declaring Aug.
21 as Ninoy’s Aquino Day?
_______________5. According to NHC, this is the prescribed years before a
person is finally confirmed as a hero.
_______________6. He defined a hero as an event making man.
_______________7. Who issued the decree which officially declared the 30th
day of Dec? As a national mourning day in honor of Dr. Jose Rizal.
_______________8. How many languages does Dr. Jose Rizal learns to speak?
_______________9. This is the agency in the Philippines that is in charge of the
historical matters and confirms who will be the countries National Hero.
_______________10. He was the Director of the National Library who
approved the criteria on the definition of the National Hero.

Exercise II. Multiple Choices: Encircle the letter of the correct/best answer.
(2 pts. Each)

1. Which statement that best describes the martyrdom of Dr. Jose P. Rizal?
a. Many Filipinos admire him as a man of many talents.
b. He exhibit self-denial and abandon his personal interests and
place his country before any other.
c. Some sectors call him the “Tagalog Christ”
d. He is an author of numerous essays, poems and novels.

2. These are known to be considered as the negative personality of Dr.

Jose P. Rizal, except one;
a. He is an agitator.
b. He is an unpredictable person.
c. He is dishonest and traitor to his countrymen.
d. Rizal is a wanderlust.

3. These statements defines the true humanity of heroes, except one;

a. Heroes are made.
b. Heroes are product of their environment, society and social
conditions.
c. Heroes are extraordinary people with extraordinary powers.
d. Heroes are product of their time.

4. These are significant criteria for heroes, except one;

a. The moral character of the person.
b. The family background of the person
c. The influence of the person
d. The true motives of the person

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5. How can a person become a “hero”?
a. If you will be appointed by the President
b. You should be elected by the people
c. To become a hero is a choice; you can plan ahead
d. None of the above.

Exercise 3. Explain the following statements or questions.

1. According to various Philippine presidents, the overseas Filipino workers

(OFWs) are the present day heroes? Using the criteria presented in this
reading, are they worthy of being called heroes? Justify your answers.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________.

2. Compost your own criteria of a “HERO”.

_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________

Republic of the Philippines

Surigao del Sur State University (SDSSU)

13
 Tandag City, Surigao del Sur

Module 1

Lesson 3: The Rizal Law

Introduction

The Rizal Law is about implementing rules to educate people about the
Life, Works, and Writings of our national hero Dr. Jose Rizal, especially his
novels Noli Me Tangere and El Filibusterismo. This is to give the students and
the future generations an ample background and for them to understand
about how Jose Rizal hands over his life for our country.

This lesson will help to provide comprehensive understanding on how

the course was originated from a controversial platform into a legislative
mandate.

Intended Learning Outcome

At the end of the lesson, students should be able to

1. Identify the opposing groups on the issue of the Rizal Law;

2. State the opposing groups’ points of contention and determine the
interest of the contending groups; and
3. Draw parallels to the present time.

 Motivation

1. In your own opinion, do you think that the Rizal course is still a relevant
subject in our present time? And Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________.
2. What is your reaction about this - “Rizal is an American made Hero”.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________.

Discussion

The Story of the Rizal Law

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 In 1956, Senator Claro M. Recto filed a measure, which became the
original Rizal Bill, recognizing the need to instil heroism among the youth at
the time when the country was experiencing social turmoil. It was a time
when the country was being ravaged by the Hukbalahap insurgency. The
imperialist presence in the form of American influence was strong in the
country’s economy and political policies. The communist insurgency was
fought through American guidance and material aid. The Philippines
became part of the global network to contain the spread of communism
with the conclusion of a mutual defense agreement with the United States
in 1951 and it’s joining the Southeast Asia Treaty Organization (SEATO). On
the economic front, the United States still reigned supreme with the
enforcement of the Bell Trade Act back in 1947 and the parity rights
granted in the Philippine Constitution which allowed the Americans to
exploit the country’s natural resources. In 1956, the Laurel-Langley
Agreement ensured the free entry of American products, thus ensuring the
preference of Filipinos for American goods. Internally, the country was
buffeted by corrupt party politics and news of political corruption was
rampant. The 1950s was indeed confusing times.

This was the period when Recto submitted his bill, calling for a return to
patriotic values enunciated by Filipino heroes like Jose Rizal. Under the bill,
it shall be obligatory for college and university students to study the life and
works of Jose Rizal. The issuance of the bill was not welcomed by various
quarters. The Catholic Church assailed the Rizal Bill as anti-Church because
it forces the students to Read Rizal’s works like the Noli Me Tangere and El
Filibusterismo which contain passages the were anti-Church. They
presented fears that the religious beliefs of the young students would be
harmed by reading Rizal’s works while they were at their formative years.
Forcing the students to read Rizal’s works which have religious overtones
would be a violation of the constitutional freedom of religion and of
conscience. The Church made use of lobbyists as well as priests in opposing
the Rizal Bill. Among them were Catholic organizations such as the Accion
Catolico which was formerly headed by Senator Francisco “Soc” Rodrigo.
Priests attended and actively participated in the hearings of the Senate.

Many of these priests were foreigners who sought audience with

senators to convince them to oppose the bill. This was a clear interference
of the Church on the making of policies by the State.

Seminars were held across the countryside to oppose the bill. In one
seminar, one of the oppositors, Fr. Jesus Cavanna, commented that Rizal’s
novels belonged to the past and it would be harmful to read them because
they presented a false picture of the conditions of the country at that time.
He also said that out of the 333 pages of the Noli Me Tangere, there were
only 25 patriotic statements compared to 120 anti-Catholic statements.
One commentator, Jesus Paredes, said that the novels contain objectional
matters and Catholics had the right to refuse to read them, so as not to
endanger their faith. Another commentator, Narciso Pimentel, offered the
speculation that Recto introduced his Rizal Bill to get back at the Catholic
voters, who, together with President Magsaysay, were responsible for his
poor showing in the 1955 elections. Lawmakers such as Representative
Miguel Cuenco and Senator Francisco “Soc” Rodrigo voiced the opposition

15
of the Church in Congress. Senator Rodrigo commented that he would not
let his teenage son to read the Noli Me Tangere and El Filibusterismo lest he
endangers his Catholic faith. He proposed that the footnoted or annotated
versions of the novels be used instead of the unexpurgated versions
required in the Recto Bill.

The Church continued its opposition of the bill by calling all Catholic
voters to reject lawmakers who supported Recto’s Rizal Bill. Pastoral letters
were read in masses voicing opposition. Bishops threatened to close down
Catholic schools if the bill was approved. Recto, however, stood his ground
and dared the Catholic Church to shut down their schools, knowing that
this was only an idle threat since the Catholic learning institutions were its
major source of income. He also rejected Senator Rodrigo’s suggestion that
the annotated or edited versions of the Noli Me Tangere and El
Filibusterismo should be used.

After a month long standoff, a compromise bill was filed It was authored
by Senator Jose P. Laurel and it was based on the proposal of Senators
Roseller Lim and Emmanuel Pelaez. On June 12, 1956, Republic Act No.
1425, better known as the Rizal Law, came into effect. The law
accomodated the objections of the Catholic Church. This could be seen in
the second paragraph of Section 1, allowing students to seek exemption
from reading Rizal’s works for religious reasons. To the authors of the original
bill, it was a complete victory but its oppositions felt satisfied that at least
they achieved something. The law, however, still requires the reading of the
unexpurgated versions of Rizal’s novels. It also provided the funding of
publication of Rizal’s works and their distribution to the countryside. It was,
however, a one-time appropriation and provision, for future publication
was not given. The Rizal Law is more than 50 years old now, and it may need
revisions to make it more relevant.

Republic Act No. 1425

House Bill No. 5561
Senate Bill No. 438

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, 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,

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 Section 1. Courses on the life, works, and writings of Jose Rizal,
particularly his novels 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 effectively of
this Act, promulgate rules and regulations, including those of a disciplinary
nature, to carry out and enforce the regulations 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, form 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 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.

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 in 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 the 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 Adminstrative Code,
prohibiting the discussion of religious doctrines by the 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

Evaluation / Assessment

Exercise 1: Explicate the following statements/questions:

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1. Analyze the issues and interests that were upheld to push the Rizal Law.
Are these issues still valuable at present?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________.

2. What is your personal stand regarding the approval of the “Rizal Law”?
What is the relevance of this law in our nation building?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________.

Exercise 2: What is your JUDGEMENT?

Where will you stand on the following issues? Church or Government

1. Death Penalty
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________.

2. Divorce
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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________________________________________________________________________
____________________________________________________.

3. Legality of Same Sex Marriage

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________.

Summary:

Dr. Jose Rizal life story has inspire the national identity of the Filipinos. His
works and ideals invoke the rights of the people to fight for freedom and
nation building. Indeed, he is considered as a national figure in the country
that brings hope and aspiration particularly among the youth to stand for
justice and uphold the spirit of patriotism.

Rizal is a human being. Every person like him has strength and
weaknesses. His experiences were product of the conditions of times. He
responded according to what he believes to be right and just. He is not a
perfect man but like any other person he has his own frailties and
deficiencies. However, his contributions and sacrifices for the betterment of
the country is even more worthy to remember.

With this, in June 12, 1956 the government approved a legislative

mandate under Republic Act no. 1425 known as the “Rizal Law” to
educate people about the Life, Works, and Writings of our national hero Dr.
Jose Rizal, especially his novels Noli Me Tangere and El Filibusterismo. This is
to give the students and the future generations an ample background and
for them to understand about how Jose Rizal hands over his life for our
country.

References:

Bayly (2019), The Evolution of Colonial Cultures: Nineteenth-Century Asia -

Oxford University Press

De Viana et al., (2018). Jose Rizal: Social Reformer and Patriot (A Study of
His Life and Times) Rex Printing Company, Quezon City

Zaide (2003). Jose Rizal: Life, Works and Writings. Revised Millennium
Edition. Mandaluyong City: National Book Store.

Gregorio et al., (2012), Jose Rizal: Life, Works, and Writing of a Genius, Writer,
Scientist, and National Hero. 2nd Edition: Published by All Nations Publishing
Inc.

Russell & Rodriguez (2018). The Hero of the Filipinos. The story of Jose Rizal

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Poet, Patriot and Martyr. Routledge Revivals

Slawson (2018), Imperialism, Revolution and Industrialization in 19 th Century

Europe. https://owlcation.com

Teodoro (1990), History of the Filipino. 8th Edition Quezon City: Garotech
Publishing
The Making of a Philippine National Hero; The Manila Times, 2015

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