H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w |1

HISTORICAL CONTEXT OF THE RIZAL LAW

At the end of this lesson, you 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 interests of the
contending groups.
3. Draw parallels to the present time
4. Explain the history of the Rizal Law and its important provisions
5. Critically assess the effectiveness of the Rizal Course

“Jose Rizal remains the supreme hero of the Philippines because of the quality of his
sacrifice, his absolute dedication to the interest of his people, and his achievement in many fields
of endeavors”.
- Sen. Blas Ople

Many Filipino students are curious why they are still

required to study the life and works of Jose Rizal in college
despite having studied the biography of Jose Rizal and his two
novels in their high school years. They believe that it might
just be a repetition of the things they have learned and that it
would be a waste of their time. Little did they know that they
are mandated by the law to study the life and works of Jose
Rizal not only in high school but also in college and they
might not even have an idea what this law had gone through in
order to be passed and approved.

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. (Jensen DG. Mañebog, 2013)

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
 H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w |2

determinants to our present situation. Interestingly, the life of a very 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.
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.
 H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w |3

Rizal Memorials in Historical Context

For over a century now, the nation has never failed to observe the anniversary of the
martyrdom of our great national hero, Dr. Jose P. Rizal. Although frequently at the center of
controversies and criticism of the public, the government must be given credits for its efforts in
ensuring that the memory of Rizal stays in our hearts through the issuance of legislative acts,
decrees and other proclamations honoring him. (Quennie Ann J. Palafox, 2012)
THE FIRST MONUMENT IN HONOR
OF JOSE RIZAL

Location: Daet, Camarines Norte

Designer: Lt. Colonel Antonio Sanz

and Ildefonso Alegre

Completed: December 30, 1898

Senator Claro M. Recto was the main proponent of the Rizal Bill. He sought to sponsor
the bill at Congress. However, this was met with stiff opposition from the Catholic Church. During
the 1955 Senate election, the church charged Recto with being a communist and an anti-Catholic.
After Recto's election, the Church continued to oppose the bill mandating the reading of Rizal's
novels Noli Me Tángere and El Filibusterismo, claiming it would violate freedom of
conscience and religion.
Groups such as Catholic Action of the Philippines, the Congregation of the Mission,
the Knights of Columbus, and the Catholic Teachers Guild organized opposition to the bill; they
were countered by Veteranos de la Revolucion (Spirit of 1896), Alagad in Rizal, the Freemasons,
and the Knights of Rizal. The Senate Committee on Education sponsored a bill co-written by
both José P. Laurel and Recto, with the only opposition coming from Francisco Soc
Rodrigo, Mariano Jesús Cuenco, and Decoroso Rosales.
The Archbishop of Manila, Rufino Santos, protested in a pastoral letter that Catholic
students would be affected if compulsory reading of the unexpurgated version were pushed
through. Arsenio Lacson, Manila's mayor, who supported the bill, walked out of Mass when the
priest read a circular from the archbishop denouncing the bill.
Outside the Senate, the Catholic schools threatened to close down if the bill was passed;
Recto countered that if that happened, the schools would be nationalized. Recto did not believe
the threat, stating that the schools were too profitable to be closed. The schools gave up the threat,
but threatened to "punish" legislators in favor of the law in future elections. A compromise was
suggested, to use the expurgated version; Recto, who had supported the required reading of the
unexpurgated version, declared: "The people who would eliminate the books of Rizal from the
schools would blot out from our minds the memory of the national hero. This is not a fight against
Recto but a fight against Rizal", adding that since Rizal is dead, they are attempting to suppress
his memory.
On May 12, 1956, a compromise inserted by Committee on Education chairman Laurel
that accommodated the objections of the Catholic Church was approved unanimously. The bill
 H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w |4

specified that only college (university) students would have the option of reading unexpurgated
versions of clerically-contested reading material, such as Noli Me Tángere and El Filibusterismo.
The bill was enacted on June 12, 1956, Flag Day.

Date Event
December 20, 1898 Two years after the execution of Rizal in Bagumbayan, Gen. Emilio Aguinaldo
a decree designating Dec. 30 as the anniversary of Jose Rizal’s death and also
as “a national day of mourning” for Rizal and other victims of the Spanish
government throughout its three centuries of oppressive rule. He made a
directive that all national flags shall be hoisted at half-mast from 12 noon on
Dec. 29 and all offices of the government shall be closed the whole day on
December 30 as a sign of mourning.
December 30, 1898 Filipinos celebrated Rizal Day for the first time and chose Club Filipino in
Manila to be the venue.
1901 The Americans, to win the sympathy of the Filipinos, and to convince them that
they were pro-Filipinos more than the Spaniards, gave Rizal official recognition.
This was to make them conform to the new government. Rizal acquired the
official title of title of Philippine National Hero in 1901 under the country’s first
American civil governor, William Howard Taft. On the recommendation of
Trinidad Pardo de Tavera, the Taft Commission renamed the district of Morong
into the Province of Rizal through Act 137 on June 11, 1901. This was one of
the first official steps taken by the Taft Commission to honor Rizal. Since then,
Jose Rizal came to be known as the National Hero.
February 1, 1902 The Philippine Commission enacted Act. No. 345 which set December 30 of
each year as Rizal Day, and made it one of the ten official holidays of the
Philippines. As the nationalist spirit of the Filipinos was at the highest point
during that time, they were able to convince the government to erect a monument
for Rizal.
September 28, 1901 Thus, Act No. 243 was enacted granting the right to use public land upon the
Luneta in the City
June 9, 1948 President Quirino approved Republic Act No. 229 which prohibits cockfighting,
horse racing and jai-alai every 30th of December of each year, in order to have
proper observance of Rizal Day.
August 10, 1954 To give ample time to prepare for the birth centenary of Jose Rizal in 1961, the
Rizal National Centennial Commission was created by Executive Order No. 52,
issued by Pres. Ramon Magsaysay to undertake the construction of a National
Cultural Shrine and other memorials to be dedicated to Jose Rizal.
1 July 1962 JRNCC was abolished and Rizal Presidential Committee was created after
President Diosdado Macapagal issued Executive Order No. 14.
June 12, 1956 Jose Rizal’s vast role in the attainment of the nation’s freedom led to the
issuance of Republic Act 1425. Commonly known as the Rizal Act, it was
sponsored by Senator Claro M. Recto. It requires the curricula of private and
public schools, colleges and universities courses to include the life, works and
writings of Jose Rizal, particularly his novels Noli Me Tangere and El
Filibusterismo in order to educate the students about the concept of nationalism.
June 2, 1961 A few days before the celebration of the birth centenary of Jose Rizal in 1961,
Pres. Garcia issued Executive Order No. 429, creating a decoration intended to
perpetuate Rizal’s memory, to be known as the Rizal Pro Patria Award. It was
to be awarded by the President of the Philippines to those who have rendered
 H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w |5

outstanding work for the benefit of their community. Among the recipients of
this decoration in the past were N. V. M. Gonzalez, Alejandro Roces, Juan
Nakpil, Felipe Padilla De Leon, and Wilfredo Ma. Guerero.
In Manila streets were named with reference to the national hero, Jose Rizal.
In Sampaloc, two streets are named after his pen names, Laong Laan and
Dimasalang. Blumentritt, a main thoroughfare, was named after Dr. Ferdinand
Blumentritt, Rizal’s friend, while Dapitan street situated near the University of
Santo Tomas was named after a municipality in Zamboanga del Norte, where
Rizal was deported in 1892. Other street names have references to Rizal’s novels
such as Sisa, Basilio, and Simoun.
December 30, 1913 Rizal monuments are concrete memorials to his legacy. The most prominent is
the Rizal monument in Manila, unveiled in line with the 17th Anniversary of the
martyrdom of Jose Rizal. However, the Rizal monument in the town Daet in
Camarines Norte holds the distinction of the first ever erected in honor of Rizal.
December 30, 1937 In his memorable Rizal Day address, Pres. Quezon declared through
Commonwealth Act No. 184 the adoption of Tagalog as the basis of the national
language of the Philippines.
December 30, 1942 The Rizal Day celebration of this year required the display of Japanese flags in
Filipino homes. Attended by Jorge Vargas Benigno Aquino, Sr, and Jose P.
Laurel, Sr., a Nippongo program on Rizal was held in 1942, during which the
hero’s “Ultimo Adios” was recited in Japanese. This event also witnessed the
inauguration of Kalibapi.
1946 Just after the war in 1946, the country saw floral offerings and a civic parade
in observance of Rizal Day. President Roxas was joined by high officials of
the national government and representatives of the United States Army and
Navy and foreign nations who offered wreaths at the foot of Rizal’s
monument.
December 30, 1950 All Philippine flags throughout the island were raised at half-mast in all public
buildings and vessels to commemorate the martyrdom of Rizal. There was
also floral offering at the Rizal monument at Luneta and concert in the
afternoon.
December 30, 1953 A crowd estimated to be from 300-500, 000 persons gathered at the Luneta to
attend the inauguration of Ramon Magsaysay as president of the Republic of the
Philippines. The Constitution had made the Rizal Day event even more
memorable having specified the date of the day for the inauguration of President
of the Republic as stipulated in Sec. 4 of Article VII of the 1935 Constitution.
However, this was moved to June 30 by virtue of the 1987 Constitution which
is being observed until now.
December 30, 1996 The centenary of the martyrdom of Rizal highlights the tracing of the last walk
of Rizal from his detention cell at Fort Santiago followed by the reenactment of
the hero’s execution and flag raising at Luneta Park, Manila. A monument of
Rizal was also inaugurated on 5 December 1996 along the Avenida de Las Islas
Filipinas in Madrid, Spain.

Find and allocate distinct time comprehending the

key information and ideas from these texts.
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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
Sheena Garcia on Prezi

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; 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.
 H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w |7

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
Downloaded from the Official Gazette, Vol. 52, No. 6, p. 2971 June 1956

MEMORANDUM ORDER NO. 247

DIRECTING THE SECRETARY OF EDUCATION, CULTURE AND
SPORTS AND THE CHAIRMAN OF THE COMMISSION ON HIGHER
EDUCATION TO FULLY IMPLEMENT REPUBLIC ACT NO. 1425
ENTITLED "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
Philippine Center for Masonic
PURPOSES" Studies

WHEREAS, Republic Act No. 1425 approved on June 12, 1956, directs all schools, colleges and
universities, public and private, to include in their curricula, courses on the life, works and writings of Jose
Rizal, particularly his novels Noli Me Tangere and El Filibusterismo which "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, according to Dr. Rizal, "the school is the book in which is written the future of the nation;"
WHEREAS, in 1996, the Filipino people will commemorate the centennial of Rizal’s martyrdom and, two
years thereafter, the centennial of the Declaration of Philippine Independence; and
WHEREAS, as we prepare to celebrate these watershed events in our history, it is necessary to rekindle in
the heart of every Filipino, especially the youth, the same patriotic fervor that once galvanized our forebears
to outstanding achievements so we can move forward together toward a greater destiny as we enter the 21st
century.
NOW, THEREFORE, I FIDEL V. RAMOS, President of the Republic of the Philippines, by virtue of the
powers vested in me by law, hereby direct the Secretary of Education, Culture and Sports and the Chairman
of the Commission on Higher Education to take steps to immediately and fully implement the letter, intent
and spirit of Republic Act No. 1425 and to impose, should it be necessary, appropriate disciplinary action
against the governing body and/or head of any public or private school, college or university found not
complying with said law and the rules, regulations, orders and instructions issued pursuant thereto.
Within thirty (30) days from issuance hereof, the Secretary of Education, Culture and Sports and the
Chairman of the Commission on Higher Education are hereby directed to jointly submit to the President of
the Philippines a report on the steps they have taken to implement this Memorandum Order, and one (1)
year thereafter, another report on the extent of compliance by both public and private schools in all levels
with the provisions of R.A. No. 1425.
This Memorandum Order takes effect immediately after its issuance.
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DONE in the City of Manila, this 26th day of December in the year of Our Lord, Nineteen Hundred and
Ninety-Four.
(SGD.) FIDEL V. RAMOS
President
Memorandum Order No. 247, December 26, 1994 https://www.officialgazette.gov.ph/1994/12/26/memorandum-
order-no-247-s-1994/

CHED Memorandum No. 3, s. 1995

COMMISSION OF HIGHER EDUCATION
Office of the President of the Philippines

January 13, 1995

CHED MEMORANDUM No. 3, s. 1995

To:
Head of State Colleges and Universities
Head of Private Schools, Colleges and Universities
Office of the President Memorandum Order No. 247

Re: Implementation of Republic Act No. 1425

Enclosed is a copy of Memorandum Order No. 247 dated December 26, from the Office of the President
of the Philippines entitled, "Directing Secretary of Education, Culture and Sports and the CHAIRMAN OF
COMMISSION ON HIGHER EDUCATION to fully implement the Republic Act No. 1425 entitled "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" for guidance of all concerned.
Strict compliance therewith is requested.
(sgd) MONA D. VALISNO
Commissioner
Officer-in-Charge
Dowloaded from https://ched.gov.ph/cmo-3-s-1995/

AN ACT TO PROHIBIT 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.
Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:
SECTION 1. The existing laws and regulations to the contrary notwithstanding, cockfighting, horse racing
and jai-alai are hereby prohibited on the thirtieth day of December each year, the date of the martyrdom of
our great hero, Jose Rizal.
 H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w |9

SECTION 2. It shall be the official duty of the mayor of each municipality and chartered city to create a
committee to take charge of the proper observance of Rizal Day Celebration of each year, in which he shall
be the chairman, which shall be empowered to seek the assistance and co-operation of any department,
bureau, office, agency or instrumentality of the Government, and the local civic and educational institutions.
Among the ceremonies on Rizal Day shall be the raising of the Philippine flag at half-mast in all vessels
and public buildings.
SECTION 3. Any person who shall violate the provisions of this Act or permit or allow the violation thereof,
shall be punished by a fine of not exceeding two hundred pesos or by imprisonment not exceeding six
months, or both, at the discretion of the court. In case he is the mayor of a municipality or a chartered city
he shall suffer an additional punishment of suspension from his office for a period of one month. In case of
partnerships, corporations or associations, the criminal liability shall devolve upon the president, director,
or any other official responsible for the violation thereof.
SECTION 4. This act shall take effect upon its approval.
Approved, June 9, 1948.
Downloaded from the Official Gazette, Vol. 44, No. 8, p. 2627 August 1948

EXECUTIVE ORDER NO. 14

ABOLISHING THE JOSE RIZAL NATIONAL CENTENNIAL

COMMISSION AND CREATING A COMMITTEE TO CARRY OUT
THE REMAINING ACTIVITIES OF THE COMMISSION

Pursuant to the powers vested in me by law, I, Diosdado Macapagal, President of the Philippines, do hereby
abolish the Jose Rizal National Centennial Commission created by Executive Order No. 52, dated August
10, 1954, and create a committee to carry out the remaining activities of the Commission. The Commission
shall be composed of the following:
The Secretary of Education Chairman
The Director of Public Libraries Member
The Director of the National Museum Member

All the property, equipment, records, and the unexpended balance of the funds of the Commission shall be
transferred to the Executive Office, the same to be spent for the remaining activities of the Commission.

This order shall take effect on July 1, 1962.

Done in the City of Manila, this 29th day of June, in the year of Our Lord, nineteen hundred and sixty-two.

(Sgd.) DIOSDADO MACAPAGAL

President of the Philippines
By the President:
(Sgd.) AMELITO R. MUTUC
Executive Secretary
Source: Presidential Museum and Library
 H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w | 10

Rizal Is Not A National Hero

Rizal is everywhere. His face is on the one-peso coin. Brands and
places bear his name. Students are required to read his novels and take a
course about his life and legacy in college. Every year, Filipinos remember
his 1896 execution on December 30—a regular holiday. But did you know
that he has never been proclaimed a national hero?
The most common understanding of a hero is a person who
performed extraordinary act usually ending in death. According to the
National Commission for Culture and the Arts, there is no law, executive
order or proclamation that has been enacted or issued proclaiming any
Filipino historical figure as a national hero. Even Jose Rizal, considered as
the greatest among the Filipino heroes, was not explicitly proclaimed as a
national hero. The position he now holds in Philippine history is a tribute to the continued
veneration or acclamation of the people in recognition of his contribution to the significant social
transformation that took place in our country. (Cabico, 2019)

According to the 1993 Technical Committee, the National Hero shall be:

• Those who have a concept of nation and thereafter aspire and struggle for the nation's
freedom.
• Those who define and contribute to a system or life of freedom and order for a nation.
Heroes are those who make the nation's constitution and laws.
• Heroes are those who contribute to the quality of life and destiny of a nation.
Three more criteria were added in 1995:

• A hero is part of the people's expression. But the process of a people's internalization of
a hero's life and works takes time, with the youth forming a part of the internalization.
• A hero thinks of the future, especially the future generations.
• The choice of a hero involves not only the recounting of an episode or events in history,
but of the entire process that made this particular person a hero.
But while there is a no official declaration explicitly proclaiming him as a national hero,
there are two orders honoring Rizal as a historical figure. Gen. Emilio Aguinaldo issued Decree of
Dec. 20, 1898, declaring December 30 of every year as a day of national mourning in honor of
Rizal and other victims of the Philippine Revolution. Act 137, which organized the politico-
military district of Morong into Rizal province, was the first official step taken by the Taft
Commission to honor Rizal.
Former President Fidel Ramos issued an executive order to create a National Heroes
Committee, which is mandated to study, evaluate and recommend Filipino heroes in recognition
of their exceptional character and remarkable achievements for the country. The committee
recommended nine Filipino historical figures to be national heroes: Jose Rizal, Andres Bonifacio,
Emilio Aguinaldo, Apolinario Mabini, Marcelo del Pilar, Sultan Dipatuan Kudarat, Juan Luna,
Melchor Aquino and Gabriela Silang. However, no action has been taken on these
recommendations since the submission of the report by the committee in November 15, 1995. This
was probably because this might trigger a flood of requests for proclamations. Another possibility
 H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w | 11

is that the proclamations can trigger bitter debates involving historical controversies about the
heroes.
A bill filed by Congressman Rene Relampagos from Bohol in February 2014 sought,
among other things, to declare Jose Rizal as the sole Filipino national hero. According to the bill,
he was a nationalist and well known for his Philippine reforms advocacy during the Spanish
colonial era. As of January 1, 2017, the status of the bill was "Pending with the Committee on
REVISION OF LAWS since 2014-02-19". In honor of their heroic actions, the Bangko Sentral ng
Pilipinas (Central Bank of the Philippines) issues commemorative coins.
According to Renato Constantino, when the American government
conquered the island of the Philippines from the Spanish government in 1896,
the American government established a commonwealth government after the
Spanish revolutionary government ceased to govern the country. At this time
of the Philippine history, Filipinos under the commonwealth government
started to frame up Filipino national identities. When the question on who
would be the national hero arose, whether Rizal or Bonifacio, the American
government "guided" the Filipino people to choose Rizal. The American
rationale was based on Rizal's peaceful propaganda and diplomatic
approaches in attaining Philippine freedom and independence, unlike
Buried Histories Bonifacio who chose a bloody revolution.

Let us determine how much you have learned from the

lesson.

MULTIPLE CHOICE. Read each question carefully. Choose the best answer which
corresponds with the question. Encircle the letter only.
1. The _______ 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.
a. Nationalism c. Socialism
b. Communism d. Capitalism
2. Jose Rizal was a model in some of _______ painting.
a. Trinidad Pardo de Tavera c. Antonio Luna
b. Marcelo H. Del Pilar d. Juan Luna
3. This refers to discerning, evaluative, and analytical thinking.
a. Psychology c. Schizophrenia
b. Critical Thinking d. Logic
4. Jose Rizal Common Law wife
a. Josephine Bracken c. Segunda Katigbak
b. Suzanne Jacoby d. Leonor Rivera
5. He retrieves the original manuscripts of Rizal’s novel w/o paying any centavo
a. Ferdinand Blumentritt c. Jose Padro de Tavera
b. Antonio Luna d. Alejandro Roces
6. The main proponent of Rizal Bill who was dubbed as a communist and anti-catholic
a. Senator Ralph Recto c. Senator Claro Recto
b. Senator Chiz Escudero d. Senator Antonio Trillanes
 H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w | 12

7. An act prohibiting cockfighting, horse racing and jai-alai on the 30th day of December
of each year and to create a committee to take charge of the proper celebration of Rizal
da in ever municipality.
a. RA No. 9163 c. RA No. 7394
b. RA No. 229 d. RA No. 9147
8. Date Rizal Bill was enacted
a. June 12, 1956 c. Dec. 30, 1956
b. June 1, 1956 d. Dec. 19, 1956
9. He is the former Philippine president who directed the Secretary of Education, Culture
and Sports and the Chairman of the commission on Higher Education to fully
implement the RA 1425.
a. Elpidio Quirino c. Fidel V. Ramos
b. Gloria Macapagal Arroyo d. Joseph Estrada
10. In this year, CHED Memorandum No. 3 was issued enforcing strict compliance to
Memorandum Order No. 247.
a. 2006 c. 1978
b. 1979 d. 1995
Take time to breath, digest, reflect and analyze before
answering.

1. Compare and contrast the views of those in favor and against RA 1425, considering the
context of the 1950s; Would similar arguments still have force today?
2. Reflect on your secondary education: Did your school comply with RA 1425? How effective
is the Rizal Law in instilling patriotism among secondary school students?
3. Form Groups. Go to a plaza or park near you. Take pictures of the monuments and identify
at least one. Using your local library or interview of government officials, especially those in
the Department of Tourism, try to know the story of the hero represented by the monument.
Share your work to the class either by simple narration or with the aid of video presentation.

References:
Cabico, Gaea Katreena. Rizal Is Not A National Hero Filipinos Believed He Was
(Philstar.com) - June 19, 2019 - 11:05am. https://www.philstar.com/headlines/2019/06/19/1927792/rizal-not-
national-hero-filipinos-believed-he-was
Constantino, Renato. The Making of a Filipino: A Story of Philippine Colonial Politics. QC: R. Constantino, 1982,
pp. 244- 247
Laurel, Jose B. Jr. “The Trials of the Rizal Bill,” Historical Bulletin vol. 4, no. 2 (1960): 130-139
Macapagal, D. (1962). Executive Order No. 14: Abolishing the Jose Rizal National Centennial Commission and
creating a Committee to carry out the remaining activities of the Commission. Official Gazette of the Republic of the
Philippines, 58 (28), 4935.
Mañebog, Jensen DG. The Importance of the Jose Rizal Subject. 2013. Submitted by admin on Wed, 06/25/2014 -
01:45 https://ourhappyschool.com/history/importance-jose-rizal-subject
Palafox, Quennie Ann J. Historical Context and Legal Basis of Rizal Day and other Memorials in Honor of Jose
Rizal September 19, 2012 nhcp.gov.ph/historical-context-and-legal-basis-of-rizal-day-and-other-memorials-in-
honor-of-jose-rizal/
Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,” Philippine Studies 59 no.4
(2011): 529-553.
 H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w | 13

NAME:___________________________________ DATE:__________________
COURESE/ YEAR/SECTION:________________ EXPLORE IT OUT 1

FROM ME TO YOU: A POSTCARD WITH LOVE

This activity will help students learn about the places where Rizal had traveled/ or places
that have been attributed to him. Create your own postcards giving information about scenic spots
and its’ interesting facts. You can generate pictures or make use of your actual visit shots. Make a
short note in a way that seems like you actually visited the place. Send it via- email or social media
platform to any person in the class. That classmate receiver of your postcard will send to you his/
her self-made postcard as well. Submit a copy of the postcard you received, your reply note, and
your assessment of the postcard given to you.

Sender’s Postcard:

Receiver’s note:

Assessment:
Criteria Student Teacher Total
Postcard design (3)
Symbolism and relevance to the theme (3)
Description of the place (3)
Experience note (3)
Technical writing (3)