1 Understanding the Rizal Law

I. Introduction

Watch the video, Nasa Puso Natin si Rizal (part 1 and 2):
https://www.youtube.com/watch?v=plj4qgxNXa8
https://www.youtube.com/watch?v=bWqGeRYYLrg

Question to Ponder:
Why do you think Jose Rizal is placed on the face of a one peso coin and not on a one
thousand peso bill?

In her blog, Thonie (2019) stated,

Bakit nasa piso si Dr Jose Rizal?

Siya naman ang magiting na Bayani natin?

Madalas itong katanungan.

Ang sagot dito para lahat ng tao, mayaman o mahirap man ay makaka hawak
nito. Hindi siya makakalimutan at dapat pahalagahan. Ang bawat piso ay
mahalaga.
Ito ang malawak na paliwanag.

Piso Paalala sa Puso ng Bawat Pilipino

Katatapos lamang ng ika-150 kaarawan ng ating Pambansang bayani, si
Dr. Jose Protacio Rizal Mercado y Alonzo Realonda. Ang muling nagpaalala at
gumising sa diwa ng bawat indibidwal na Pilipino kung gaano “kalaki” ang
naiambag ng “maliit” na lalaking ito sa buhay ‘di lamang ng ating mga ninuno
kundi higit sa ating nasa kasalukuyang panahon.

Nakakalungkot lamang isipin na kung hindi pa darating ang ganitong

mga pagkakataon ay hindi rin maaalala si Rizal at ang kanyang kadakilaan.
Hindi maalala ang kanayang pinagmulan, pinaghirapan at sinakripisyo para sa

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Inang Bayan. Marahil ay siya ang Pambansang Bayani, subalit mukhang

hanggang sa pangalan at larawan na lamang siya kilala lalo na ng bagong
henerasyon. Maging ang ibang nasa hustong gulang na ay hindi man lamang
alam ang palayaw ni Jose. Marahil ay matatawa ka subalit ito ang “masakit na
katotohanan”. Simpleng palayaw ng ng isang tunay na bayani ay hindi alam ng
mga taong pinagalayan niya ng buhay.Mga simpleng bagay na ukol sa kanya
na dapat na malaman ng bawat Pilipino ay hindi makuhanag alamin.

Salamat na lamang at may PISO na laan para kay Rizal. Noong una ay
nagtataka ako kung bakit sa piso inilagay ang Pambansang Bayani. Bakit hindi
sa isang libo o sa limang daan? Bakait sa mababang halaga inilagay ang
“mukha” at “ngalan” ng isanag mataas na bayani? Subalit matapos ang
nagdaang linggo na halos puro pagpupugay kay Pepe ang napanuod ko ay
naintindihan ko na kung bakit. Ito ay upang laging maalala ng bawat Pilipino si
Rizal. Sapagkat kung wala ang PISO ay ‘di makakabuo ng iba pang halaga.
Parang si Rizal, kung hindi dahil sa mga sakripisyo at mga bagay na ginawa niya
ay hindi mabubuo sa diwa ng mga Pilipino noon at maging hanggang ngayon
ang pagiging MAKABAYAN. Ang PISO din ang karaniwang laman ng bulsa lalo
na ng mga ordinaryong Pilipino, na isang magandang paalala ukol kay Rizal.
Maging ang mga bata ay malimit PISO ang hawak at dito’y kahit papaano ay
makikilala nila sa mukha si Rizal na naniniwalang “Ang Kabataan ang pag-asa
ng Bayan”.

Marahil ay simpleng dahilan lamang ang mga ito kung bakit nasa PISO
nga si Jose. Subalit sana ang PISONG ito ang maging paalala sa sa “puso” ng
bawat Pilipino kung sino at gaano kalaki ang naiambag ng isang Dr.Jose Rizal sa
Pilipinas at sa bawat mamamayan nito. Na kahit gaanong kalaking halaga ang
ipalit ay wala pa ding katumbas sa nagawa ng dakilang Pilipinong ito. At ang
PISO NI RIZAL na paalala sa puso ng bawat Pilipino.

Another question, perhaps a more straightforward one, would be to ask, “Why are we here
studying Rizal all over again?” Students would usually this think of the Rizal course as another
subject that requires strong memorization skills, in which knowing the exact dates, the names,
places, etc. are essential to pass with flying colors. However, the main objective of this course
goes beyond the superficial, but reflecting from the past while looking into the future as a Filipino
in this present world.

The mandatory teaching of 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, this module will begin with the reading of
the Rizal Law. You will study RA 1425 within its context, look into the major issues and debates
surrounding the bill and its relevance of this this legislation across history and the present time.

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II. Learning Objectives

• Discuss in-depth understanding of the need to study the Life & Works of Rizal
• Explain the rationale of RA 1425
• Explain the significance Rizal Law and its important provision
• Demonstrate knowledge by critically assessing the effectiveness of Rizal Course

III. Lesson Proper

REPUBLIC ACT NO. 1425 also known as the “Rizal

Law” was passed in 1956.
The Rizal law states the mandatory teaching of
the Life and Works of Rizal. It 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.”

FROM THE RIZAL BILL TO THE RIZAL LAW

CLARO M. RECTO
• Born in Tiaong, Tayabas (Quezon)
• Finished his AB degree at Ateneo and awarded
Maxima cum laude
• Finished law degree from the University of Sto. Tomas
• Elected as representative of the third district of
Batangas (1919)
• The main proponent of the Rizal Bill
• Elected as senator in 1931.
• Held positions such as Minority and Majority Floor
leader and Senate President.
• Became associate justice of the Supreme Court in
1935.
• Involved in the drafting of the Philippine Constitution
in 1934-1935.

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• April 3, 1956
• Senate bill No. 438 was filed by the Senate Committee on Education

• April 17, 1956

• Senate Committee on Education Chair Jose P. Laurel sponsored the bill and began
delivering speeches for the proposed legislation.

• April 23, 1956

• debates about the bill started (opposition by the Catholic church)

• May 2, 1956
• the House Committee on Education approved the bill without amendments

• May 9, 1956
•debates about the bill, especially about the compulsory reading of Noli Me Tangere and El
Filibusterismo. Amendments were added by Senator Jose P. Laurel that removed the
compulsory teaching of Noli and El Fili but added that other works of Rizal must be included.

• May 17, 1956

• the senate and house version of the bill were approved.

• June 12, 1956

• President Ramon Magsaysay signed the bill into a law.

A REVIEW ON THE RIZAL LAW

RA 1425, “RIZAL LAW”

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• 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;

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.

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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.

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.

The first section of the law concerns mandating the students to read Rizal’s novels. The last
two sections involve making Rizal’s writings accessible to the general public—they require
the schools to have a sufficient number of copies in their libraries and mandate the
publication of the works in major Philippine languages.

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Jose P. Laurel, then senator who co-wrote the law, explained that
since Jose Rizal was the founder of the country’s nationalism and
had significantly contributed to the current condition of the nation,
it is only right that Filipinos, especially the youth, know about and
learn to imbibe the great ideals for which the hero died.
Accordingly, the Rizal Law aims to accomplish the following goals:

1. To rededicate the lives of youth to the ideals of freedom 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.

CONTROVERSY EVEN AFTER RIZAL’S DEATH

Senate bill 438 known as Rizal Bill which was first authored by Senator Claro M. Recto –
requiring the inclusion in the curricula of all private and public schools, colleges and universities
the life, works and writings of Jose Rizal particularly his novels Noli Me Tangere and El
Filibusterismo – is considered as one of the most controversial bills in the Philippines.
Normally, before the bill was approved and implemented in all schools and was signed
into a law known as Republic Act 1425, it had been brought to the Upper and Lower House of
the Congress for deliberations. But what made it controversial is that the bill was not just fiercely
opposed by people from Legislative Arm but also by the Catholic Church due to the inclusion of
compulsory reading of Rizal’s novels in which according to them, catholic dogmas are
humiliated.

HISTORY

Senator Recto brought the bill to the Senate and Senator Jose B. Laurel Sr. who was then
the Chairman of the Committee on Education sponsored the bill that consequently led to
exchange of arguments from the Congress. The bill was headedly opposed by three senators
namely Senator Francisco Rodrigo who was a former Catholic Action President, Senator Mariano
Cuenco and Senator Decoroso Rosales who was the brother of Julio Rosales, an archbishop.
Other oppositors were from Lower House namely Congressmen Ramon Durano, Marciano Lim,
Jose Nuguid, Manuel Soza, Godofredo Ramos, Miguel Cuenco, Lucas Paredes, Congressmen
Carmen Consing and Tecia San Andres Ziga. The Catholic Church was indirectly included in the
debates and played a major role for the intervention of signing of the bill into a law. Allied with
the church in battle against Rizal Bill were the Holy Name Society of the Philippines, Catholic
Action of the Philippines, Legion of Mary, Knights of Columbus and Daughters of Isabela.

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Oppositions argued that the bill would go against freedom of conscience and religion,
The Catholic Bishops Conference of the Philippines (CBCP) submitted a pastoral letter to which
according, Rizal violated Canon Law 1399 which forbids or bans books that attack or ridicule the
catholic doctrine and practices. Oppositors argued that among the 333 pages of Noli Me
Tangere, only 25 passages are nationalistic while 120 passages are anti-catholic. While upon
scrutiny of the two novels by some members of catholic hierarchical, 170 passages in Noli Me
Tangere and 50 in El Filibusterismo are against catholic faith. Furthermore, oppositors pointed out
that Rizal admitted that he did not only attack the friars who acted deceptively on the Filipinos
but also the catholic faith itself. They suggested a reading material for students as to what they
called Rizalian Anthology, a collection of Rizal’s literary works that contain the patriotic
philosophy excluding the two novels.

Of course, Recto and Laurel defended the bill and argued that the only objective of the
bill is to keep the memory of the national hero alive in every Filipino’s mind, to emanate Rizal as
he peacefully fought for freedom, and not to go against religion. Senators Lorenso Tanada,
Quintin Paredes and Domocao Alonto of Mindanao also defended Rizal Bill which was also
favored by Representatives from the House namely Congressmen Jacobo Gonzales, Emilio
Cortez, Mario Bengson, Joaquin Roxas, Lancap Lagumbay and Pedro Lopez. Other supporters of
the bill were Mayor Arsenio Lacson call anti-Rizal bill “bigoted and intolerant” and walked out of
a mass when the priest read a pastoral letter from the Archbishop denouncing the Rizal Bill and
General Emilio Aguinaldo with groups like the Knights of Rizal, Women Writers of the Vernacular,
Philippine Veterans Legion, Colleger Editors’ Guild and Philippine School Teachers’ Association.

Excitement and intense scenes were eventually arisen in settling the Rizal Bill. One of
which was the debate of Cebu Representative Ramon Durano and Pampanga Representative
Emilio Cortes that ended with a fistfight in Congress. Bacolod City Bishop Manuel Yap
threatened to campaign against pro-Rizal bill legislators and to punish them in future elections.
Catholic Schools Representatives threatened to close down their schools if the Rizal Bill was
passed. Recto told them that if they did, the State could nationalize the catholic schools. When
there was a proposal to use the expurgated novels as textbooks and put the original copies
under lock and key in the school libraries, Recto rejected this amendment and expressed:

“The people who would eliminate the books of Rizal from the schools…would bot out from
our minds the memory of the national hero…this is not a fight against Recto but a fight against
Rizal…now that Rizal is dead and they can no longer attempt at his life, they are attempting to
blot out his memory.”

Due to apparently never-ending debate on the Rizal Bill, approved amendments were
formulated through ideas of three senators. Senator Laurel’ created an amendment to the
original bill in which, other that Noli Me Tangere and El Filibusterismo, works written by Rizal and
works written by others about Rizal would be included and reading of the unexpurgated revision
of the two novels would no longer be compulsory to elementary and secondary levels but
would be strictly observed to college level. Senator Lim suggested the exemption to those
students who feel that reading Rizal’s novels would negatively affect his or her faith. Senator

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Primicias created an additional amendment that promulgates the rules and regulations in
getting an exemption only from reading the two novels through written statement or affidavit
and not from taking the Rizal Course. According to historian Ambeth Ocampo, no student has
ever availed of this exemption. After the revised amendments, the bill was finally passed on May
17, 1956 and was signed into law as Republic Act 1425 by President Ramon Magsaysay on June
12 of the same year.

So far, no student has yet officially applied for exemption from reading Rizal’s novels.
Correspondingly, former President Fidel V. Ramos in 1994, through Memorandum Order No.
247, directed the Secretary of Education, Culture and Sports and the Chairman of the
Commission on Higher Education to fully implement the RA 1425 as there had been reports
that the law had still not been totally carried out. In 1995, CHED Memorandum No. 3 was
issued enforcing strict compliance to Memorandum Order No. 247.

Not known to many, there is another republic act that concerns the national hero.
Republic Act No. 229 is an act prohibiting cockfighting, horse racing, and jai-alai on the
thirtieth day of December of each year and to create a committee to take charge of the
proper celebration of Rizal day in every municipality and chartered city, and for other
purposes.

THE IMPORTANCE OF STUDYING RIZAL

The academic subject on the life, works, and writings of Jose Rizal was not mandated by law for
nothing. Far from being impractical, the course interestingly offers many benefits that some
contemporary academicians declare that the subject, especially when taught properly, is more
beneficial than many subjects in various curricula.

The following are just some of the significance of the academic subject:

1. The subject provides insights on how to deal with current problems

There is a dictum, “He who controls the past controls the future.” Our
view of history forms the manner we perceive the present, and
therefore influences the kind of solutions we provide for existing
problems. Jose Rizal course, as a history subject, is full of historical
information from which one could base his decisions in life. In various
ways, the subject, for instance, teaches that being educated is a vital
ingredient for a person or country to be really free and successful.

2. It helps us understand better ourselves as Filipinos

The past helps us understand who we are. We comprehensively define
ourselves not only in terms of where we are going, but also where we come
from. Our heredity, past behaviors, and old habits as a nation are all significant
clues and determinants to our present situation. Interestingly, the life of a very

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important national historical figure like Jose Rizal contributes much to shedding light on our
collective experience and identity as Filipino. The good grasp of the past offered by this subject
would help us in dealing wisely with the present.

3. It teaches nationalism and patriotism

Nationalism involves the desire to attain freedom and political
independence, especially by a country under foreign power, while
patriotism denotes proud devotion and loyalty to one’s nation. Jose Rizal’s
life, works, and writings—especially his novels—essentially, if not perfectly,
radiate these traits. For one thing, the subject helps us to understand our
country better.

4. It provides various essential life lessons

We can learn much from the way Rizal faced various challenges
in life. As a controversial figure in his time, he encountered serious
dilemmas and predicaments but responded decently and high-
mindedly. Through the crucial decisions he made in his life, we
can sense his priorities and convictions which manifest how
noble, selfless, and great the national hero was. For example, his
many resolutions exemplified the aphorism that in this life there
are things more important than personal feeling and happiness.

5. It helps in developing logical and critical thinking

Critical Thinking refers to discerning, evaluative, and
analytical thinking. A Philosophy major, Jose Rizal
unsurprisingly demonstrated his critical thinking skills in his
argumentative essays, satires, novels, speeches, and
written debates. In deciding what to believe or do, Rizal
also proved his being a reasonably reflective thinker,
never succumbing to the irrational whims and baseless
opinions of anyone. In fact, he indiscriminately evaluated
and criticized even the doctrines of the dominant
religion of his time. A course on Rizal’s life, works, and
writings therefore is also a lesson in critical thinking.

6. Rizal can serve as a worthwhile model and inspiration to every Filipino

If one is looking for someone to imitate, then Rizal is a very viable choice. The hero’s
philosophies, life principles, convictions, thoughts, ideals, aspirations, and dreams are a good
influence to anyone. Throughout his life, he valued nationalism and patriotism, respect for
parents, love for siblings, and loyalty to friends, and maintained a sense of chivalry. As a man of
education, he highly regarded academic excellence, logical and critical thinking, philosophical
and scientific inquiry, linguistic study, and cultural research. As a person, he manifested versatility
and flexibility while sustaining a strong sense of moral uprightness.

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7. The subject is a rich source of entertaining narratives

People love fictions and are even willing to spend for
books or movie tickets just to be entertained by made-
up tales. But only a few perhaps know that Rizal’s life is
full of fascinating non-fictional accounts.

For instance, it is rarely known that (1) Rizal was

involved in a love triangle with Antonio Luna as also
part of the romantic equation; (2) Rizal was a model in
some of Juan Luna’s paintings; (3) Rizal’s common-law
wife Josephine Bracken was ‘remarried’ to a man from
Cebu and had tutored former President Sergio
Osmeña; (4) Leonor Rivera (‘Maria Clara’), Rizal’s ‘true
love’, had a son who married the sister of the former
President of the United Nations General Assembly
Carlos P. Romulo; (5) the Filipina beauty queen
Gemma Cruz Araneta is a descendant of Rizal’s sister, Maria; (6) the sportscaster Chino Trinidad
is a descendant of Rizal’s ‘first love’ (Segunda Katigbak); and (7) the original manuscripts of
Rizal’s novel (Noli and Fili) were once stolen for ransom, but Alejandro Roces had retrieved them
without paying even a single centavo.

For a more comprehensive discussion on the Rizal Law, watch this video:
https://www.youtube.com/watch?v=WGYIyyQtPi0

IV. Learning Activities

Fast Talk Interview (10 points)

1) Identify three basic information about Rizal (ex. Full name, Place of birth, date of
execution, parents, works, etc.) (3 points)
Question 1: _______________________________________________________
Question 2: _______________________________________________________
Question 3: _______________________________________________________

2) Interview the oldest person in your household using your formulated questions. (3 points)
Answer to Q1: _______________________________________________________
Answer to Q2: _______________________________________________________
Answer to Q3: _______________________________________________________

3) After your interviewee answered the questions, ask him/her the following:
a. What else do you know about Jose Rizal? (2 points)
_______________________________________________________________________________
_______________________________________________________________________________

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b. How did you know all of these information? (2 points)

_______________________________________________________________________________
_______________________________________________________________________________

V. Assessment/Reflection

(15 points) Reflection No. 1: How do the issues of the present-day Philippines reflect the Rizal
Law?

(15 points) Reflection No. 2:

After reading RA 1425, what provisions will you add to make it more relevant to the youth like
you? Compose a Tweet below (150 characters only) to explain your answer

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Grading Rubric for each reflection entry:

Skills 5 4 3 2 1
Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate
a conscious a thoughtful a basic a limited little or no
and thorough understanding understanding understanding understanding
understanding of the subject of the subject of the subject of the subject
of the subject matter matter matter. This matter. This
Depth of
matter. This reflection reflection
reflection reflection can needs revision needs revision
be used as an
example for
others
students
Use specific Use relevant Use examples Use No examples
and examples from from the text incomplete or from the text
convincing the texts studied to vaguely are used and
examples from studied to support most developed claims made
the texts support claims claims in your examples to in your own
studied to in your own own writing, only partially writing are
Use of support claims writing, with some support claims unsupported
textual in your own making connections with no and irrelevant
evidence writing, applicable made connections to the topic at
making connections between texts made hand
insightful and between texts between texts
applicable
connections
between texts

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Use language Use language Use basic but Use language Use language
that is precise that is fluent appropriate that is vague that is
and and original, language, or imprecise unsuitable for
engaging, with a sense of with a basic for the the audience
with notable voice, sense of voice, audience or and purpose,
sense of voice, awareness of some purpose, with with little or no
Language
awareness of audience and awareness of little sense of awareness of
Use audience and purpose, and audience and voice, and a sentence
purpose, and the ability to purpose, and limited structure.
varied vary sentence some attempt awareness of
sentence structure. to vary how to vary
structure. sentence sentence
structure. structure.

VI. Self-Test

True or False. Write TRUE if the sentence is correct and FALSE if the sentence is incorrect.

1. R.A. 1956 or the Rizal Law, was passed into law in 1425.
2. The Rizal law became a controversy prior to its signing in 1956. One of the clear opposing
groups is the Catholic Church, particularly on the compulsory reading of Rizal’s novels, El
Filibusterismo and Noli Me Tangere.
3. A student under The Life and Works of Rizal course may be exempted from reading the
Noli Me Tangere and El Filibusterismo due to religious beliefs.
4. Two most important traits that aims to be taught in the Rizal course are the sense of
nationalism and patriotism.
5. Private schools and institutions have the option of removing The Life and Works of Rizal
course in their curriculum.

VII. Post-test

All post-tests shall be given by the instructor.

VIII. Resources

Wani-Obias, R., Mallari, A.A., Regindin-Estella, J.(2018). The Life and Works of Rizal: C & E
Publishing, Inc.

Republic Act No. 1425: GOVPH. (1956, June 12). Retrieved August 28, 2020, from
https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/

R.A. 1425. (n.d.). Pepe: José Protacio Rizal Mercado Y Alonso Realonda. Retrieved August 28,
2020, from https://dimasalang.weebly.com/ra-1425.html

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https://www.facebook.com/241238329875237/posts/bakit-nasa-piso-si-dr-jose-rizalsiya-naman-
ang-magiting-na-bayani-natinmadalas-i/350008358998233/

1. False; 2. True; 3. True; 4. True; 5. False

Self-test answers:

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