Republic of the Philippines

ISABELA STATE UNIVERSITY

Angadanan, Isabela
COLLEGE OF EDUCATION
BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION PROGRAM

GEC 9: LIFE, WORKS AND

WRITINGS OF RIZAL
Authors:

Joesphin C. Liban
Ruth P. Aguilar
Dante Timothy J. Soriano
Emma J. Respicio
Marion Caraui
Antonette D. Timbreza
Jennyfer F. Mendoza
Dominador Gamilo
Ma. Paz Consuelo C. Dammay
Jessa Marie L. Alvarez
Kenneth A. Abalos
 Republic of the Philippines
ISABELA STATE UNIVERSITY
Angadanan, Isabela
COLLEGE OF EDUCATION
BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION PROGRAM

Learning Module
GEC 9-Life, Works and Writings of Rizal

Chapter 1
The Study of Rizal Course and Republic Act no. 1425

INTRODUCTION

The study of Life, Works, and Writing of Rizal has been mandated by Republic act no. 1425
known as Rizal Law. It 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”

The law itself had been criticized by many friars because of the issues concerning their image.
According to Claro M. Recto, it was his belief that the readings of Rizal’s novels would strengthen the
Filipinism of the youth and foster patriotism. Also, Senator Laurel one of the supporters of the bill
mentioned that the object of the measure was to disseminate the ideas and ideals of the great Filipino
patriot through the reading of his works, particularly “Noli Me Tangere” and “El Filibusterismo”

LEARNING OUTCOMES

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

 Explain the rationale of Rizal law and its important provisions

 Critically assess the effectiveness of the Rizal Law
 Compare and contrast the sides of the Authors and Oppositions in R.A 1425
 Discuss the historical context of Rizal Law
 Relate the passage of Rizal law to nation building, patriotism, and nationalism

LEARNING CONTENT

Among the many illustrious Filipinos who have distinguished themselves for service to their
country, the first place of honor belongs, by universal consent, to Dr. José Rizal. He devoted himself
to “dispelling the ignorance of his people, raising their moral standards, and combating the injustices
and inequality under which they labored.

Republic Act No. 1425

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;
 Republic of the Philippines
ISABELA STATE UNIVERSITY
Angadanan, Isabela
COLLEGE OF EDUCATION
BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION PROGRAM

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.

The most valuable of Rizal’s ideas are contained in his two novels. But since there is a
widespread impression that these novels are looked upon with disfavor by the Catholic Church as
attacking the Catholic faith, we want to give our views. The Catholic Church in itself is never against
the legitimate political and social aspirations of any people. Hence it follows that the clear and even
forceful expression of such aspirations can never be injurious to the Catholic Church.
 Republic of the Philippines
ISABELA STATE UNIVERSITY
Angadanan, Isabela
COLLEGE OF EDUCATION
BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION PROGRAM

The authors argued that the sole objective of the bill or the Rizal law to foster the better
appreciation of Rizal’s times and of the role he played in combating Spanish tyranny in this country.
Denying that novels had any religious motivation. Rizal himself asserted that it was not the church
itself but the abuses he was attacking as may be seen from his letter to a friend, Resurrección
Hidalgo:

“I have unmasked the hypocrisy of those who under the cloak of religion have come amongst
us to impoverish and brutalize us. I have distinguished the true religion from the false, from
superstitious religion, from the religion that traffics with the Gospel to extract money, to make
us believe in nonsense at which the Catholic Church would blush, if it ever came to her
knowledge.” (Retana 1907, 125–26)

Let us then heed the warning of Rizal and not confound the abuses of religion with religion
itself. There were scandals in the church in Rizal’s time. Why should we deny it? There were
unfaithful priests, like the Apostles Peter and Judas. But that fact does not make Catholic doctrine
untrue. However, we must not exaggerate the evil. As to the fact of these evils, the Church awaits the
sober judgment of history. But the history of that period is only imperfectly known and thus people
take fictional narratives like Rizal’s novels as history. Especially with the young, we foresee in the
indiscriminate and undirected reading of the novels a danger, since the young are “too apt to take as
literally true whatever they see in print. Moreover, they cannot be expected to make the necessary
distinctions between what the persons in a novel say in conformity with their characters and what the
author of the novel says on his own account, between what is said ironically and what is seriously
stated; between the condemnation of the individual and the condemnation of the society or
organization to which that individual belongs.

Hence we judge that Rizal’s novels not only can but should by all means be made familiar to
our students; the editions of them which are assigned as reading matter should be accurate
translations of the Spanish text, should be properly annotated by a competent scholar familiar with
the ecclesiastical and civil history of Rizal’s period, and should, ordinarily, be commented on and
explained by the teacher in charge.

In conclusion we say, first, that we find nothing in [these novels] that constitutes a serious
danger to the faith or morals of the mature well instructed Catholic, but much in conformity with the
teachings of the Gospel and right reason. Secondly, prudence demands that they should not be given
as reading matter to the young without proper direction and guidance in the form of annotations to the
printed text and explanations by the living teacher. If this prescription of prudence is complied with the
salutary political and social ideas of our national hero will strike deep roots in the minds and hearts of
our people.

TEACHING AND LEARNING ACTIVITIES

I. MULTIPLE CHOICE. Write the correct answer on the space provided before the number.

_____1. The Republic Act that requires the compulsory teaching of Rizal Course and the lives of the other
Filipino patriot’s is ______?

a. R.A 1234 b. R.A 1432 c. R.A 1423 d. R.A 1425

_____2. Rizal dedicated his novel Noli Me Tangere to _______________?

a. The three martyr priests

b. The motherland
c. His mother
d. The Filipino heroes.

_____3.The Rizal law mandates all institution to study the Life, Works and Writings of Rizal.
a. True b. False c. partly true d. none of the above
 Republic of the Philippines
ISABELA STATE UNIVERSITY
Angadanan, Isabela
COLLEGE OF EDUCATION
BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION PROGRAM

_____4. Recto was the original author of the Rizal law. This makes Rizal’s Noli and El fili compulsory
reading in all universities and colleges.
a. Only the first statement is correct and true.
b. Only the second statement is correct and true.
c. Both statements are true and correct.
d. Both statements are untrue and incorrect

_____5. What was the date of birth of Dr. Jose Rizal

a. June 18, 1961

b. June 18, 1861
c. June 19, 1869
d. June 19, 1861

II. ESSAY

1. Why study the life and works of Rizal?

________________________________________________________________________________
________________________________________________________________________________

2. How would reading Rizal’s novel impart patriotism?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

FLEXIBLE TEACHING LEARNING MODALITY ADAPTED

This lesson can be learned solely through this module. On the other hand, the subject
instructor may use another teaching-learning modality, if necessary. In addition to the content of the
module, the students and subject instructors may find the references stated below or watch the
following videos for further information:

 Pag-aaral ng buhay ni Rizal, dapat pang palalimin: mga eksperto

https://www.youtube.com/watch?v=WGYIyyQtPi0&t=6s

 https://newsinfo.inquirer.net/16104/rh-raging-debates-sound-like-noli-fili-bill-dispute

 Xiao Time: Ang Republic Act 1425 o ang Rizal Law (Batas Rizal)
https://www.youtube.com/watch?v=03G1UmDVLKs
ASSESSMENT TASK:

1. Writing exercise: Compare and contrast the views of those in favor and against R.A 1425,
considering the context of 1950’s. Would similar argument still have impact today?

Affirmative: Negative:
 Republic of the Philippines
ISABELA STATE UNIVERSITY
Angadanan, Isabela
COLLEGE OF EDUCATION
BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION PROGRAM

2. Reflect on your secondary education: Did your school comply with RA 1425? How effective is Rizal
Law in instilling patriotism and nationalism among secondary school students?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________

Criteria for checking

 Content: 20
 Organization of thought: 20
 Grammar and Sentence Structure: 10
Total 50 points

References

Constantito, R. (1969). The Making of a Filipino. Quezon City: Malaya Books.

Pangilinan, M. e. (2018). Life and Work of Dr. Jose P. Rizal . Mindshapers Co., Inc.

Schumacher, J. N. (2011). PHILIPPINE STUDIES 59, NO.4, 529-553.

Electronic Source:
HTTP://WWW.GOV.PH/1956/06/12/REPUBLIC-ACT-NO-1425/
 Republic of the Philippines
ISABELA STATE UNIVERSITY
Angadanan, Isabela
COLLEGE OF EDUCATION
BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION PROGRAM