GEM – LIFE AND WORKS OF RIZAL

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PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
NOT FOR SALE
GEM – Life and Works of Rizal
First Edition, 2021

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Learning Module Development Team

Assigned Chapter/Lesson Title Title

Chapter 1 Republic Act 1425 Dane Rochelle D. Nalicat Mae
Joyce R. Velarde
19th t Century in the Dane Rochelle D. Nalicat Mae
Chapter 2 Philippines – Rizal’s Context Joyce R. Velarde

Chapter3 Rizal’s Life: Family, Childhood Garry Navarro Dane

and Early Education Rochelle D. Nalicat
Chapter 4 Rizal’s Life: Higher Education Garry Navarro Dane
and Life Abroad Rochelle D. Nalicat
Chapter 5 Rizal’s Life: Exile, Trial and Melvin Limbag Mae
Death Joyce R. Velarde
Chapter 6 Annotation of Antonio Morga’s Melvin Limbag Mae
Sucesos de las Islas Filipinas Joyce R. Velarde
Chapter 7 Noli me Tangere Mae Joyce R. Velarde Dane
Rochelle D. Nalicat
Chapter 8 El Filibusterismo Mae Joyce R. Velarde Dane
Rochelle D. Nalicat
Chapter 9 The Philippines: A Century Vivian Ecunar
Hence Mae Joyce R. Velarde
Dane Rochelle D. Nalicat
Chapter 10 Jose Rizal and Philippine Vivian Ecunar
Nationalism – Bayani and Mae Joyce R. Velarde
Kabayanihan Dane Rochelle D. Nalicat
Course Overview

Introduction
As mandated by Republic Act 1425, this course covers the life and works of the country’s national hero, Jose Rizal. Among
the topics covered the socio-political situation of the Philippines during his time and its implication to our present time. (CMO No.
20 s. 2013)

Course General Objectives

By the end of the course, the students will be able to:
1. Discuss Jose Rizal’s life within the context of 21st century Philippines;
2. Analyze Rizal’s literary works, particularly the novels Noli Me Tangere and El Filibusterismo;
3. Organize Rizal’s ideas into various themes;
4. Appreciate the value of education and patriotism;
5. Interpret the values that can be derived from studying Rizal’s life and works;
6. Display an appreciation for education and love of country.
(CMO No. 20 s. 2013)

Course Details:

Course Code: GEM 1

Course Title: The Life and Works of Rizal
No. of Units: 3 Classification Lecture-based
Pre-requisite / Co-Requisite: None
Semester and Academic Year: 1st Semester 2021-2022
Schedule:
Name of Faculty:
Contact Details
Email: Mobile Number: Viber:
FB Account:
Consultation
Day: Not yet available
Time: Not yet available

Learning Management System

The University LMS will be used for asynchronous learning and assessment. The link and class code for LMS will be provided at
the start of class through the class’ official Facebook Group.
• Edmodo • University LMS
• Google Classroom
Assessment with Rubrics
Students will be assessed in a regular basis thru quizzes, long/unit/chapter tests, individual/group outputs using synchronous and/or
asynchronous modalities or submission of SLM exercises. Rubrics are also provided for evaluation of individual/group outputs.

Major examinations will be given as scheduled. The scope and coverage of the examination will be based on the lessons/topics as
plotted in the course syllabus.
Module Overview

Introduction

This module provides a discussion on the historical context and contents of the Rizal Law and examines the social, political, and
economic conditions in the Philippines in the 19thcentury. Studying the historical context of the Rizal Law allows us to better
understand the contents, rationale, and importance of the law. Similarly, studying the 19thcentury is helpful in studying the life,
works and ideas of Dr, Jose Rizal because this puts him in the appropriate context.

In this module, the authors have chosen historical sources and texts culled from certain historical phases of our life as a people and
as a nation – from Spanish colonial era and the contemporary present.

Table of Contents

Page

Chapter 1: Republic Act 1425 (Rizal Law)

Chapter 2: 19th Century Philippines as Rizal’s Context

Chapter 3: Rizal’s Life: Family, Childhood and Early Education

Chapter 4: Rizal’s Life: Higher Education and life Abroad

Chapter 5: Rizal’s Life: Exile, Trial and Death

Chapter 6: Rizal’s Annotation on Antonio Morga’s Succesos de las

Islas Filipinas

Chapter 7: Noli me Tangere

Chapter 8: El Filibusterismo

Chapter 9: The Philippines: A Century Hence

Chapter 10: Jose Rizal and Philippine Nationalism – Bayani and

Kabayanihan
The Life and Works of Rizal

Chapter 1

Republic Act 1425

Chapter 1

Republic Act 1425

Introduction

This module discusses the mandatory teaching of Jose Rizal’s life with the emphasis on his landmark novels in inscribed
legislation. Republic Act No. 1425, more popularly known as Rizal Law, was passed 1956 leaving a colorful narrative of debate and
contestation.
As an introduction to the life and works of Rizal. In this module 1 entitled “Introduction to Rizal Law, 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.

Specific Objectives

- Explain the history of the Rizal Law and its important provisions - Critically assess the
effectiveness of the Rizal Course

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

- Understand the policy, guidelines, and requirements of the course

- Appreciate the content of the course
- Explain the history of the Rizal Law and its important provisions - Critically assess the
effectiveness of Rizal Course

Duration

Chapter 1: Republic Act 1425 = 3 hours

(2 hours discussion; 1 hours assessment)

Lesson 1: Background and Content of Republic Act No. 1425, S.1956

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.
As the Philippines grappled with various challenges, particularly the call for nation building, prominent individuals who
championed nationalism came to action. They pursued government measures to instill patriotism and love for country in the hearts
and minds of the Filipinos. These people drew inspiration from 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 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
II. FROM THE RIZAL BILL TO THE RIZAL LAW

On April 3, 1956, Senate Bill No.438 was filed by the Senate Committee on Education. On April 17, 1956, then Senate
Committee on Education Chair Jose P. Laurel sponsored the bill and began delivering speeches for the proposed legislation. Soon
after, the bill became controversial as the powerful Catholic Church began to express opposition against its passage. As the
influence of the Church was felt with members of the Senate voicing their opposition to the bill, its main author, Claro M. Recto,
and his allies in the Senate entered into a fierce battle arguing for the passage of SB 438. Debates started on April 23, 1956.
The debates on the Rizal Bill also ensured in the House of Representatives. House Bill No.5561, an identical version of SB
438, was filed by Representative Jacobo Z. Gonzales on April 19, 1956. The House Committee on Education approved the bill
without amendments on May 2, 1956 and the debates commenced on May 9, 1956. A major point of the debates was whether the
compulsory reading of the texts Noli Me Tangere and El Filibusterismo appropriated in the bill was constitutional. The call to read
the unexpurgated version was also challenged.
As the country was soon engaged in the debate, it seems 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 amendments 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. Tus, on May 17, 1956, the Senate and House versions were
approved. The approved versions were then transmitted to Malacañang and June 12, 1956, President Magsaysay signed the bill into
law which became Republic Act No. 1425.
After the bill was enacted into law, there were no recorded instances of students applying for exemption from reading the
novels, and there was no known procedure for such exemptions. In 1994, President Fidel V. Ramos ordered the Department of
Education, Culture and Sports to fully implement the law as there had been reports that it has still not been fully implemented.

III. REPUBLIC ACT NO. 1425

AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS, COLLEGES AND
UNIVERSITIES COURSES ON THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL, PARTICULARLY HIS
NOVELS NOLI ME TANGERE AND EL FILIBUSTERISMO, AUTHORIZING THE PRINTING AND DISTRIBUTION
THEREOF, AND FOR OTHER PURPOSES

WHEREAS, today, more than any other period of our history, there is a need for a rededication to the ideals of freedom
and nationalism for which our heroes lived and died; WHEREAS, it is meet that in honoring them, particularly the national hero
and patriot, Jose Rizal, we remember with special fondness and devotion their lives and works that have shaped the national
character;
WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, are a
constant and inspiring source of patriotism with which the minds of the youth, especially during their formative and decisive years
in school, should be suffused;
WHEREAS, all educational institutions are under the supervision of, and subject to regulation by the State, and all schools
are enjoined to develop moral character, personal discipline, civic conscience and to teach the duties of citizenship; Now, therefore,
SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his novel Noli Me Tangere and El
Filibusterismo, shall be included in the curricula of all schools, colleges and universities, public or private: Provided, that in the
collegiate courses, the original or unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their English translation
shall be used as basic texts.
The Board of National Education is hereby authorized and directed to adopt forthwith measures to implement and carry out
the provisions of this Section, including the writing and printing of appropriate primers, readers and textbooks. The Board shall,
within sixty (60) days from the effectivity of this Act, promulgate rules and regulations, including those of a disciplinary nature, to
carry out and enforce the provisions of this Act. The Board shall promulgate rules and regulations providing for the exemption of
students for reasons of religious belief stated in a sworn written statement, from the requirement of the provision contained in the
second part of the first paragraph of this section; but not from taking the course provided for in the first part of said paragraph. Said
rules and regulations shall take effect thirty (30) days after their publication in the Official Gazette.
SECTION 2. It shall be obligatory on all schools, colleges and universities to keep in their libraries an adequate number of
copies of the original and unexpurgated editions of the Noli Me Tangere and El Filibusterismo, as well as of Rizal’s other works and
biography. The said unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their translations in English as well as
other writings of Rizal shall be included in the list of approved books for required reading in all public or private schools, colleges
and universities.
The Board of National Education shall determine the adequacy of the number of books, depending upon the enrollment of
the school, college or university.
SECTION 3. The Board of National Education shall cause the translation of the Noli Me Tangere and El Filibusterismo, as
well as other writings of Jose Rizal into English, Tagalog and the principal Philippine dialects; cause them to be printed in cheap,
popular editions; and cause them to be distributed, free of charge, to persons desiring to read them, through the Purok organizations
and Barrio Councils throughout the country.
SECTION 4. Nothing in this Act shall be construed as amendment or repealing section nine hundred twenty-seven of the
Administrative Code, prohibiting the discussion of religious doctrines by public school teachers and other person engaged in any
public school.
SECTION 5. The sum of three hundred thousand pesos is hereby authorized to be appropriated out of any fund not
otherwise appropriated in the National Treasury to carry out the purposes of this Act.
SECTION 6. This Act shall take effect upon its approval.
Approved: June 12, 1956 Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956.
A. HIGHLIGHTS OF THE RIZAL LAW (R.A. NO. 1425)
One of the important legislations to boost Filipino nationalism is the Rizal Law of Republic Act No. 1425 which highlights the
following:
1. The study of Rizal’s Life, Works and Writings can support and foster the cause of nationalism for Filipinos especially the
youths;
2. The inclusion of the works of Rizal in the College Curriculum particularly the study of his novels – Noli Me Tangere and
El Filibusterismo are necessary to have a better understanding of 19th century Philippines.
3. The inclusion also of other works of Rizal such as his letters, paintings, travels can promote the cause of nationalism;
4. Funding of the law in order to give supplemental copies of the novels to public libraries; and
5. The implementation of the law. Although this law is not declaring that Rizal is a national hero, it can be a positive step
towards enshrining him and other national heroes of the country.

B. ANALYSIS ON RIZAL LAW

Students often wonder why they have to study Rizal course. What is its relevance to their course or their field of expertise?
There are several answers to this questions:
1. The adoption and implementation of R.A. No. 1425 which clearly states that the study of Jose Rizal’s Life Works and
Writings must be taught in all public and private Schools, Colleges and Universities;
 2. The study of Rizal’s work particularly his two important novels Noli Me Tangere and El Filibusterismo and other works
(poems, diaries, essays) as well as their translations in Filipino and English should be implemented and funded by the
government as provided for in the law;
3. The law also mandates the study of Rizal’s Life, works and writings in the secondary levels specially the Noli Me Tangere
on the 3rd year level and El Filibusterismo in 4th year level. This forms part of the Filipino curriculum where the medium of
instruction is Filipino;
4. The Rizal Course offers a wide range of thoughts on how Rizal and other heroes (Marcelo H. Del Pilar, Andres Bonifacio
and Apolinario Mabini and others) fought for freedom for the sake of the country’s survival against the “evil imperialism”
of foreign invaders.

C. RIZAL LAW AND THE K-12 LAW

The study of Rizal is still part of the K-12 Law and the new General Education Curriculum in the sense that Rizal course is
mandatory to college students with a view to develop their historical thinking and national awareness. The study of Rizal may also
give reflections on the events of the past that formed part of Philippine History and to awaken the minds of the modern Filipinos
who are popularly called “millennials”.