UNIT 1

The Rizal Law

“I want to show to those who deprive people the right to love of country, that when we
know how to sacrifice ourselves for our duties and convictions, death does not matter if
one dies for that one love- for his country and for others dear to him”

Dr. Jose P. Rizal

Today, nationalism seems to be an alienated word to Filipino people, it is not

often heard nor spoken by many. In reality, Filipinos’ sense of nationalism is slowly
fading, this might be brought by globalization which opened our lives to other traditions
and products that eventually affected our own choices, perceptions and perspectives on
things around us. Filipinos, especially the youth, need to eliminate, if not, at least lessen
the Xenocentric trait that was unconsciously enculturated to us through the influenced of
other cultures.

Rizal Law was approved on June 12, 1956. It is an act mandating all public and
private institutions, including state colleges and universities to include Dr. Jose Rizal’s
life, works and teachings as a course. The implementation of the provisions of this law
will help awaken the sense of Filipino pride and will strengthen the Filipino identity as
strong, brave and resilient in order to sustain the legacy of the heroes behind our
independence, especially Dr. Jose Rizal.
 Historical Context of the Rizal Law
LESSON 1
(3HOUR)
Noquilla, H. Jr. & Villasis, R.

LEARNING OUTCOMES

At the end of the lesson the student must have:

 explained the History of Rizal Law and its important Provisions;

 determined the issues and interests at stake in the debate over

UNIT 1: Historical Context of the Rizal

Rizal Bill; and

 critically assessed the effectiveness of the Rizal course to

Present-day Philippines.

INTRODUCTION

Almost 124 years had passed yet the life and contributions of
our national hero, Dr. Jose Rizal, are still highly valued and
commemorate. But aside from commemorating Rizal’s contribution in

Law
instilling patriotism and nationalism to our young minds, many of you
are still curious about the course Rizal. You might ask: Why is there
a need to study the Life and Works of Rizal in the Tertiary level when
you already studied the biography of Jose Rizal together with his two
great novels in high school? Some of you might say studying Rizal
as a course in college is a waste of time and it’s just a repetition of
the lessons that you have learned in high school but in reality, you
are mandated by the law to study the Life and Works of Rizal. For
sure there is a good reason for it which hopefully you will come to
appreciate at the end of this module.

Welcome to the first lesson on the course about the life and
works of Rizal. In this unit you will explore the historical context and
contents of the Rizal Law and its important provisions; you will
determine the issues and interests involved in the debate regarding
the Rizal bill; lastly, you will assess the effectiveness and impact of
the Rizal course to present-day Philippines.
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UNIT
LESSON Historical Context of the Rizal Law
1
1

Let’s Look Back

Activity 1:
W
Association

Direction: How would you best describe Jose P. Rizal? List at least 10 words below.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Everyone has a different view of what makes a hero. In this activity, you
showed how much you knew about Rizal by just a few words. But it shouldn’t stop
there. In the succeeding units you will get to know our national hero in an in-depth
way.

GEC 9: THE LIFE AND WORKS OF RIZAL CAS-CPSU

 UNIT
LESSON 1
Historical Context of the Rizal Law
1

Activity 2: Symbolism
From the words you listed in Part 1, choose one word and create a symbol out of it
which best represents Jose Rizal. It should simply and strongly represent your
perspective of who Jose P. Rizal is.
Symbols are often used to represent an
object, idea, situation, or a person. Every
symbol has its own meaning and
interpretation.

= Peace = Love = Eternal Life

https://tinyurl.com/y4nwpvtx https://tinyurl.com/y5wkjz7b https://tinyurl.com/yxbryybt

My Symbolism

Every symbol represents the pride and aspirations of a country. Rizal himself
is a symbol of Filipino society, representing many things: freedom, courage,
martyrdom, intelligence, hardwork, independence, etc… These symbols are all
created, learned, and shared within Filipino society and as mentioned previously,
there is even a law to ensure that that is upheld and promoted—The Rizal Law.
 UNIT
LESSON 1
Historical Context of the Rizal Law
1

Let’s Analyze and Prepare

Getting to know why we study Rizal.
Answer the following questions:
1) What do you think is the significance of the first two activities? Why did we
have to do it?

2) Which of the words you’ve listed about Rizal best describes him? Why?

3) What is the meaning behind your chosen symbol?

4) Based on your chosen word and symbol, why is there a need to study the life
and works of Rizal?

In the task you have just done, you were able to identify words that best
describe Rizal and you have created your own symbol for who is Rizal in your own
perspective. The purpose of having those activities, is to boost your interest and to
prepare yourself about the topic. So, let’s go ahead and discover more about Rizal.
 UNIT
LESSON • Historical Context of the Rizal
1
1 Law

Let’s Discover

TIME TRAVEL: How the Rizal Bill became a Law

RA 1425 or The Rizal Law mandates the compulsory study of Rizal’s life and
his works in all public and private schools, colleges and universities in the entire
archipelago. But before it became a law, it went under a lot of scrutiny and debate.
Let’s go over its journey from being a bill to becoming a law.
April 03, 1956 The senate Bill No. 438 was filed by the committee on Education
and it was supported by all but 3 of the members of the upper and
seemed to all appearances, a non-controversial measure.

April 17, 1956 Senator Jose P. Laurel, the chairman of the committee on
education, began his sponsorship on the said bill. This was to mark
the start of the long-drawn debate on the approval of the proposed
Bill.
April 19, 1956 The conflict reaches the house of representative, when
congressman Jacob Z. Gonzales introduced the House Bill No.
5561, which was an identical copy of the Senate Bill No. 438.
April 23, 1956 Debates on the Senate Bill No. 438 was started and Senator Jose
P. Laurel was supported by a prestigious colleague and ardent
nationalist, the formidable Claro M. Recto.

May 02, 1956 The committee on Education gave their reports on recommending
approval without amendment, the discussion also revolved on the
constitutionality and propriety of the measure. This was a mighty
battle in the Senate that drew more public attention.

May 09,1956 The debate started and the controversy on the proposed Bill and
took a new thought not quite unexpected from the stirred new hope
for a final resolution on the issue. This came about when Senator
Jose P. Laurel, sensing the futility of further strife on the matter,
rose to purpose in his own name, an amendment for substitution.

May 12, 1956 The substitute bill on the same day was amended and unanimously
approved on the second reading.

May 14, 1956 The Senate solution seemed acceptable enough and congressman
Tolentino, the brilliant House Majority floor leader, sponsored an
amendment by substitution identical to Senator Laurel’s substitute
the bill as amended and approved on second reading in the upper
House.
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UNIT
LESSON • Historical Context of the Rizal
1
1 Law

Let’s Discover

May 17, 1956 On the same day Senate Bill No. 438 was approved on the third
reading and House Bill No. 5561 was also approved. Both of the
proposed Bills was passed by the latter without amendment.
June 12, 1956 The Bill was signed into a law by President Ramon Magsaysay and
became Republic Act No. 1425.
Behind the successful Implementation of Rizal Law

President
https://tinyurl.com/yxzmqqk
https://tinyurl.com/y4q2dvpb
https://tinyurl.com/y4bucuwp
Sen. Jose P. Laurel Pres. Ramon
Claro M. Recto Magsaysay
The main Proponent The Chairman of
the Committee on The President who
of Rizal Bill. signed Rizal Bill on
Education who June 12, 1956 and
sponsored the became Republic Act
Rizal Bill. 1425.

The Rizal Law

 The Rizal Law is also known as Republic act 1425.
 The law mandated all educational institution in the Philippines to offer courses
about Jose Rizal and to have a compulsory reading of Rizal’s two great
novels.
 The Full name of the Law “An act to include in the curricula of the public and
private schools, colleges and universities courses on the life, works and
writings of Jose Rizal, particularly his two great Novels the Noli Me Tangere
and El Filibusterismo, authorizing the printing and distribution thereof, and for
other purpose.”
Important Points on Rizal Law
 To have a re-dedication of the ideals of freedom and nationalism
 In honoring and remembering Jose Rizal as our national Hero with his
patriotic deeds, special fondness and devotion the life and the works of Rizal
who had shaped our national character as a Filipino.
 The Life, works and writings of Jose particularly his novels Noli Me Tangere
and El Filibusterismo should be a constant and inspiring source of patriotism
to our lives as a Filipino.
GEC 9: THE LIFE AND WORKS OF RIZAL CAS-CPSU
 UNIT
LESSON 1
Historical Context of the Rizal Law
1

 To instill into our minds the values of moral character, civic conscience,
personal discipline and to our duties and responsibilities as a citizen of our
country.

The Rizal Law and the Catholic Hierarchy

 The Catholic hierarchy was spearheaded in the Senate by Senators Decoroso

Rosales (Brother of the Archbishop of Manila), now cardinal Rosales; Mariano
J. Cuenco, brother of Archbishop Cuenco; and Francisco Rodrigo, the former
president of Catholic Action.
 The argument was all about the bill for it would violate the freedom of
conscience and the religion.
 A pastoral letter has been issued by the catholic hierarchy detailing its
objection and enjoining the Catholics to oppose on the proposed Bill.
 The former president of catholic action proposed that education committee
hold a closed-door conference together with the catholic Hierarchy in order to
find a solution on the blazing dispute on the enactment of Rizal Bill.
 The proposed closed-door conference has been rejected by Senator Laurel
together with the other supporters of the Bill.
 The catholic organizations as well as the clerics were very active in the senate
all throughout the discussion of the Rizal Bill.
 The Catholic Action of Manila organized a campaign against the bill. The first
activity they’ve conducted was in the form of symposium and open forum in
which two major announcements were made: first, that the sentinel, official
organ of the Philippine Catholic Action, would have a daily publication instead
of weekly, and the second announcement, is that Filipino Catholics would be
argued in to write their congressmen and senators asking them to “abolish” or
to “kill” the Rizal Bill.
 Fr. Jesus Cavanna who were the speaker on the symposium offered his
objections on Rizal Bill. He introduced as an authority on Rizal, and gave his
statement that the novels” Belong to the past” and it would be “harmful” to
read its content because they presented a “False Picture” of what was the
condition and scenario of the Philippines at that time.
 The argument between the defenders and the catholic organization was
continued and on May 12, the month-old controversy has ended.
Reasons of Catholic Organization to disapprove the Rizal Bill

 The Noli Me Tangere and El Filibusterismo as “an attack on the clergy” and its
object was to “put ridicule the catholic faith.
 The church was totally against on the compulsory reading on Rizal’s novel in
any educational institution in the Philippines.
 The content and the context of Rizal’s novel was a contrary on the practices
and beliefs to catholic faith.
 UNIT
LESSON 1
Historical Context of the Rizal Law
1

 There is a violation on the Philippine Constitutional Provisions (Article 3

Section 1, Par. 7), for it is compelling the right of the catholic students to read
the work of Rizal which contains contradicting passages on their faith as truly
born Christians.
The original version of Senate Bill No. 438 reads as Follows
ACT TO MAKE NOLI ME TANGERE AND EL FILIBUSTERISMO
COMPULSORY READING MATTER IN ALL PUBLIC AND PRIVATE COLLEGES
AND UNIVERSITIES AND FOR OTHER PURPOSES.
Be it enacted by the Senate and the House of Representative of the Philippines in
Congress assemble;

SECTION 1. Jose Rizal Noli Me Tangere and El Filibusterismo are hereby declared
compulsory reading matter in all public and private schools, colleges and universities
in the Philippines.

SECTION 2. The works mentioned in Section 1 of this act shall be in the original
editions or in their unexpurgated English and natural language versions.

SECTION 3. The department of Education shall take steps to promulgate rules and
regulations for immediate implementation of the provisions of this act.

SECTION 4. No provisions of this act shall be constructed as prohibiting of limiting

the study of the works of other Filipinos.

SECTION 5. Any public or private college or university found violating, failing to

comply with, or circumventing the provisions of this act be punish accordingly:

a. The head of any public colleges or university charged with implementing

the provisions of this act, who shall have been found guilty of violating,
failing to comply with, or circumventing the provisions thereof, shall be
dismissed immediately form the service and shall be disqualified from
teaching in any public government recognized private schools, college or
university.

b. Government recognition of any private college or university found violating

or circumventing the provisions of this act shall be immediately withdrawn,
and the responsible Head and professor or professors concerned shall
disqualified from teaching in any Government-recognized college or
university

SECTION 6. This act shall take effect upon its approval

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UNIT
LESSON 1
Historical Context of the Rizal Law
1

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; 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.

GEC 9: THE LIFE AND WORKS OF RIZAL CAS-CPSU

 UNIT
LESSON 1
Historical Context of the Rizal Law
1

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 constructed 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.

Salient information and issuances on the Mandatory implementation of Rizal Law

Pres. Fidel V. Ramos

Issued the Presidential Memo. Order 247 dated back December 26,
1994 and directed the DEC’s and the Commission on Higher
Education to immediately and fully implement the Rizal Law
https://tinyurl.com/y4jwczwr

The Commission on Higher Education issued CHED

Memo. Order 6 dated back on February 15, 1996 to
ordered all Public and Private Colleges and Universities to
offer a Rizal course as a separate unit on the curriculum. https://tinyurl.com/y3ejw9ap

LESSON 1
Historical context of thre Rizal Law
Let’s Do It
THE GREAT DEBATE: Analyze the arguments in favor or against the passage of the
Rizal Law in 1956.
https://tinyurl.com/y2lszlqs
Sen. Jose P. Laurel
https://tinyurl.com/y4bucuwp
Sen. Claro M. Recto
https://tinyurl.com/y3usmf86
Sen. Francisco Rodrigo
UNIT
1
The legislators who supported on the passage of Rizal Law
“Noli Me Tangere and El Filibusterismo must be read by
all Filipinos. They must be taken to heart, for in their pages
we see ourselves as a mirror, our defects as well as or
strength, our virtues as well as our vices. Only then would
we become conscious as a people and so learn to prepare
ourselves for painful sacrifices that ultimately lead to self-
reliance, self-respect, and freedom.”
“Rizal did not pretend to teach religion when he wrote
those books. He aimed at inculcating civic consciousness
in the Filipinos, national dignity, personal and racial pride,
and patriotism. In the course of his narration and faithful
portrayal of the situations in the Philippines as it then
existed, Rizal wrote some religious practices in the
Philippines during those days about the conduct and
behavior of erring ministers of the church.”
The legislator who opposed on the passage of Rizal Law
“A vast majority of our people are, Catholic and Filipino
citizens, at the same time. As such, they have two great
loves: their country and their faith. These two loves are not
conflicting foes. They are harmonious affections, like the
love for his father and for his mother. This is the basis of
my stand. Let us not create a conflict between nationalism
and
religion, between government and the church.”
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UNIT
LESSON 1
Historical context of thre Rizal Law
1

Based on your analysis of the excerpts from the statements of legislators who
supported and opposed the passage of the Rizal bill in 1956, answer the questions
below. Strictly no erasures.
Questions:
1) Identify who are the supporters on the passage of Rizal Law?
Answer:

2) Why they supported the passage of Rizal Law?

Answer:

3) Why did Senator Francisco “Suc” Rodrigo oppose the passage of Rizal Law?
Answer:

4) What is Rizal bill?

Answer:

5) What are the intentions/reasons of the opposers in blocking the approval of

Rizal bill?
Answer:

GEC 9: THE LIFE AND WORKS OF RIZAL CAS-CPSU

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UNIT
Historical contextLESSON
of thre Rizal Law
1
1

Let’s discuss your answer here:

1. The following legislators were the supporters of the passage of Rizal Law.
a. Senator Jose P. laurel (Known to be the Father of Rizal Law and the
Chairman of the Committee on Education who sponsored the Rizal Bill.)
b. Senator Claro M. Recto (He was the main Proponent of Rizal bill.)

2. Senator Jose P. Laurel discussed that the writings of Rizal must be read
by all Filipinos so that they can reflect to themselves the sacrifices of our
national hero Dr. Jose Rizal while Senator Claro M. Recto extended his
intention that Rizal himself did not pretend to teach religion instead he
wanted to inculcate the civic consciousness in the Filipinos, national
dignity, personal, racial pride and patriotism.

3. Senator Francisco “Suc” Rodrigo opposed the passage of Rizal Law

because majority of the Filipinos are Catholic and also, he pointed out that
Filipinos have two great loves: their love of the country and their love for
their religion and in addition if ever Rizal bill was fully implemented it may
cause conflict between nationalism and religion and between our
government and the church.
4. Rizal bill is a proposed act to make Noli Me Tangere and El Filibusterismo
compulsory reading matter in all public and private colleges and
universities and for other purposes.

5. The following are the intentions/reasons of the opposers.

a. The Noli Me Tangere and El Fili are very damaging to the clerics
b. The novels that was written by Rizal, estranged from Catholic faith and
religion and contradict many of the Christian beliefs.
c. The novels do contain teachings contrary to Catholic faith and so, the
church is opposed to the proposed compulsory reading in their entirety of
such books in any schools in the Philippines where many of the Catholic
students may be affected.

GEC 9: THE LIFE AND WORKS OF RIZAL CAS-CPSU

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UNIT
LESSON Historical Context of the Rizal Law
1
1

Let’s Try Some More

Activity 3: Answer Me!
In this activity we will further apply the key concepts you have learned about the
legislators who supported or opposed the passage of the Rizal Bill. Answer the
following questions inside the box.

1. What are the 3 main points 2. Which side do you agree

argued for or against the Rizal Bill? with—the Pro or Anti? Why?
(Use phrases only)

Rizal
3. Do you think the debate on Law 4. What should the government
the Rizal Bill back then has and academic institutions do to
relevance to Philippine make the life and works of Rizal
education now? Why? relevant to modern Filipinos?

GEC 9: THE LIFE AND WORKS OF RIZAL CAS-CPSU

 P a g e | 21

UNIT
LESSON Historical Context of the Rizal Law
1
1

Let’s have your turn

Activity 4: The Crossword Clue
Direction: Complete the crossword by writing the answers to each clue.

1. 2.

3. 4. 5. 6. 7.

8. 9.

10.

11. 12. 13.

14.

15.

Across
4. The Bishop who had warned that
legislator who voted for Rizal Bill would
be punished.
6. Is a person of distinguished courage
or ability, admired for their brave deeds
and noble qualities.
8. He introduced the house Bill No.
5561, which was an identical copy of
Senate Bill 438.
9. A form of draft of a propose statute
presented to a legislature, but not yet
enacted or passed and made a law.
12. He is considered as the Father of
Rizal Law.
14. Is a set of rules that
established by an authority, custom
or agreement.
15. It is an idea and movement that
promotes the interests of a particular
nation.
GEC 9: THE LIFE AND WORKS OF RIZAL
Down
1. He is the president who directed the
DECS and CHED to immediately and fully
implemented the R.A. 1425
2. Is the idea of using symbol that
represent a meaning, idea or quality.
3.The stipulation that requires an action by
specific date or within a specified period of
time.
5. An act that someone shows love country.
7. He is the man of intellectual power and
artistic talent whom many Filipinos honors
him as their national hero.
10. The surname of Rizal’s family which
means “market”
11. He had variety of objections of the
Rizal Bill and said that Rizal’s novels
“Belong TO the Past”.
13. He was the main proponent of the Rizal
Bill.
CAS-CPSU
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UNIT
Historical contextLESSON
of rizal law
1
1

Let’s Sum It Up
Activity 5:
IN FOCUS: Sum up what have you learned regarding the Historical Context of
the Rizal Law by answering the questions below. Write your responses in the
boxes provided.

WHAT?

What have you

learned about the
topic?

SO WHAT?

Why are these

learnings relevant or
significant for you?

NOW WHAT?
How are you going to
apply the things you
have learned from this
lesson in your life?

GEC 9: THE LIFE AND WORKS OF RIZAL CAS-CPSU

 P a g e | 23
UNIT
LESSON 1
Historical Context of the Rizal Law
1

Let’s extend and link

Further Readings:
https://www.officialgazette.gov.ph/downloads/1956/06jun/19560612-RA-1425-RM.pdf
http://www.gov.ph/1956/06/12/republic-act-no-1425/
https://www.studocu.com/ph/document/technological-institute-of-the-
philippines/electromagnetics/lecture-notes/schumacher-john2011-the-rizal-bill-of-
1956/7180897/view

Biography

Laurel, Jose B. Jr. (1960). The trials of the Rizal Bill. Historical Bulletin 4(2): 130–39.
Constantino, Renato. 1969. The Rizal Law and the Catholic hierarchy.

Constantino, Renato (1969).In The making of a Filipino: A story of Philippine colonial

politics, 244–47. Quezon City: The Author.

Schumacher, John. (2011). The Rizal Bill of 1956: Horacio de la Costa and the
bishops.
Philippine Studies 59(4): 529–53.

Hau, Caroline S. (2000). Introduction. In Necessary fictions: Philippine literature and

the nation, 1946–1980, 1–14. Quezon City: Ateneo de Manila UniversityPress.

Republic of the Philippines. 1956. Republic Act 1425. Available online,

http://www.gov.ph/1956/06/12/republic-act-no-1425/

GEC 9: THE LIFE AND WORKS OF RIZAL CAS-CPSU