1 Module 1 – THE RIZAL LAW AND THE 19TH CENTURY PHILIPPINES

2 Module 1 – THE RIZAL LAW AND THE 19TH CENTURY PHILIPPINES

The College of Criminal Justice Education will produce graduates who can:

1. apply knowledge essential to the practice of crime detection;

2. actualize the knowledge and skills in law enforcement administration;
3. enforce the criminal laws and observe the rules on evidence and criminal procedure;
4. demonstrate the skills in handling offenders’ welfare and development for their re-
integration to the community; and
5. conduct criminological research of crimes, crime causation, victims and offenders to
include deviant behavior.

Common to all programs in all types of schools:

a) engage in lifelong learning and understand the need to keep abreast with the
developments in the field of practice;
b) communicate effectively;
c) work effectively and independently in multi-disciplinary and cultural teams;
d) practice professional, social and ethical attitudes, values and responsibilities;
e) appreciate and value “Filipino historical and cultural heritage “and uphold
constitutional and statutory guarantees.

Specific program Outcome:

a) apply knowledge essential to the conduct of criminological research on crimes, crime

causation, victims, and offenders to include deviant behavior;
b) apply knowledge, skills essential to the practice of crime detection and investigation
and fields of criminalistics;
c) apply knowledge, skills in criminal law, evidence and procedure;
d) apply knowledge, skills in law enforcement administration;

e) apply knowledge, skills in handling offender’s welfare and development for their re-
integration to the community.

THE LIFE, WORKS AND WRITINGS OF RIZAL

A study of the life, works, and writings of Dr. Jose P. Rizal, the country’s national hero
and martyr. This also explores the major contributions of Rizal towards nation building, and the
relevance and impact of his life, works, and writings on the lives of the people from the past, and
the continuous manifestation of it in the present generation.

At the end of the course, the students must have to:

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1. recognize the relevance of Rizal’s ideals, thoughts, teachings, and life values to
present conditions in the society;
2. explain the significance and influence of Rizal in the 1896 Revolution and the
reawakening of nationalism;
3. compare Rizal’s Philosophical ideals towards other philosophers during his time;
4. analyze Rizal’s various works, particularly the novels Noli Me Tangere and El
Filibusterismo;
5. acquire the values of nationalism, honesty, hard work and dynamism;
6. develop one’s Filipino moral character, personal discipline, and citizenship as a
way of paying tribute to the sacrifices of the national hero;
7. develop skills such as critical thinking in deciphering the works and writings of
Rizal; and
8. apply the ideals of Rizal in the current social problems and issues.

Module 1
THE RIZAL LAW AND THE 19TH CENTURY PHILIPPINES

This module introduces Republic Act 1425, also known as the Rizal Law. It discusses the
deliberation and approval of the law made by the proponents and opponents of it. It also
highlights the influence of Rizal towards nationalism which depicted his life in the 19 th century
Philippines. Furthermore, it lets you take a glimpse on the various social, political, economic and
cultural changes that occurred in the 19th century.

This module was designed and written by: Johannah Lee Lince
This divided into three lessons, namely:

Lesson 1: The Rizal Law (Republic Act 1425)

Lesson 2: The Theory of Nationalism
Lesson 3: Rizal in the 19th-Century Philippines

LESSON 1

The Rizal Law (Republic Act 1425) The Study of Rizal and Literature

In this lesson, you are expected to:

• identify the basic facts about the Rizal Law or RA 1425;

• explain the history of the Rizal Law and its important provisions; and
• determine the value of studying Jose Rizal in the 21 st century.
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Instruction: Read, analyze and answer each question below by choosing the letter of the
MOST APPROPRIATE answer.

1. Rizal Law is also known as?

a. R.A. 1425
b. R.A. 1245
c. R.A. 1524
d. R.A. 2514

2. When was the Rizal Law signed on?

a. June 12, 1956
b. June 19, 1951
c. June 24, 1952
d. June 30, 1969

3. Before it became the Rizal Law it was called?

a. House Bill 5561 and Senate Bill 438
b. House Bill 6155 and Senate Bill 348
c. Senate Bill 364 and House Bill 6551
d. Senate Bill 384 and House Bill 5165

4. Who authored the Rizal Law?

a. Claro M. Recto
b. Jose P. Laurel
c. Fr. Horacio Dela Costa S.J.
d. Isagani Arcilla

5. Who sponsored the Rizal Law?

a. Claro M. Recto
b. Jose P. Laurel
c. Isagani Arcilla
d. Fr. Horacio Dela Costa S.J.

6. In the law, it is one of the novels of Rizal which the readings should be mandatory.
a. Noli Me Tangere
b. Mi Ultimo Adios
c. A La Juventud Filipina
d. Kundiman
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7. Who was the supporter of Recto inside the church who saw the good intentions of the hero
through his writings?
a. Fr. Horacio Dela Costa
b. Bishop Rufino J. Santos
c. Fr. Jesus Cavanna
d. Jose P. Laurel

PROPONENTS

OPPONENTS

(This map above shows the careful deliberation of the proponents and opponents of Rizal Bill
before it was approved to be a law)

Empathy Mapping

INSTRUCTIONS: Write your personal response or stand with the statement below.

“To foretell the destiny of a nation, it is necessary to open the book that tells of the past.”
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THE CONTROVERSY OVER THE RIZAL LAW OF 1956

RIZAL LAW

• Also known as REBUBLIC ACT NO. 1425.

• Mandates all educational institutions in the Philippines to offer courses about Jose Rizal.
• The full name of the law is 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.
• Senator Claro M. Recto was the main proponent of the Rizal Bill.
• The Republic Act was signed by the President that time, Fidel V. Ramos, 1956.

THE CONTROVERSY

The measure was strongly opposed by the Roman Catholic Church in the Philippines
due to the anti-clerical themes in Noli Me Tangere and El Filibusterismo. During the 1955
Senate election, the church charged Recto with being a communist and anti-catholic. After
Recto’s election, the Church continued to oppose the bill mandating the reading of Rizal’s
novels Noli Me Tangere and El Filibusterismo, claiming it would violate freedom of conscience
and religion.

In the campaign to oppose the Rizal bill, the Catholic Church urged its adherents to write
to their congressmen and senators showing their opposition to the bill; later, it organized
symposiums. In one of these symposiums, Fr. Jesus Cavanna argued that the novels belonged
to the past and that teaching them would misrepresent the current condition. Radio
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commentator Jesus Paredes also said that Catholics had the right to refuse to read them as it
would “endanger their salvation.”

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 of Education sponsored a bill
written by both Jose P. Laurel and Recto, with the only opposition coming from Francisco Soc
Rodrigo, Mariano Jesus Cuenco, and Decoroso Rosales.
Outside the Senate, a rumor had spread that Catholic schools threatened to close down if the
bill was passed. Recto refused to believe the possibility of such threat because schools would
lose profit if they closed.

Given these debates, whether to pass the bill or not, it was suggested that a
compromise be made to appease those who opposed the bill. It was then agreed that the
expurgated versions of Rizal’s novel would be used. Recto, who had supported the required
reading of the unexpurgated versions, 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, the bill, with the compromise inserted by Laurel, was approved
unanimously. The bill specified that only college students would have the option to read the
unexpurgated versions of the clerically-contested reading materials. There was also an
amendment made to the original bill that included the teaching of Rizal’s other works, aside from
the two novels. Despite all the controversies, arguments, and opposition against the Rizal Bill, it
was finally enacted on June 12, 1956.

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 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;
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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.
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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.

Deepening Your Understanding

1. Considering the context of the 1950s, what issues and interests were at stake in the
debate over the Rizal Bill? Do these issues remain pertinent in the present?

2. In your day-to-day living, what is the significance of studying the life, works, and writings
of Jose Rizal?

In this lesson, you have learned that:

✓ Claro M. Recto was the main proponent of Rizal Law.

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✓ Rizal Law is also known as 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.”
✓ One of the opponents of Rizal Bill was the Catholic Church.
✓ Jose P. Laurel sponsored the Rizal Bill.
✓ Rizal Law was amended on June 12, 1956.

Clemente, J., Cruz, G. (2019). The Life and Works of Rizal. C&E Publishing, Inc. Quezon City,
Philippines