Module 1

Understanding the Rizal Law, Nation and Nationalism

1.0 Intended Learning Outcomes ( ILOs) and Topics

At the end of this module, you are expected to:

1. Determine the issues and interests at stake in the debate of the Rizal Bill.
2. Relate the issues to the present-day Philippines.
3. Define nationalism about the concepts of nation, state, and the nation-state;
4. Appraise the development of nationalism in the country; and
5. Explain the relevance of nationalism and nation-building at present.

Topics:

1. Understanding the Rizal Law

2.  Nation and Nationalism

1.1 Understanding the Rizal Law

Hi! The first topic has the following Intended Learning Outcomes (ILOs)  :

1. Locate the passage of the Rizal law within its historical context;
2. State the opposing group points of contention and determine the interests of the contending groups regarding the Rizal Law and :
3. Draw parallels to the present time.

Let us begin learning!

Vocabulary:

bill- a measure which, if passed through the legislative process, becomes a law

unexpurgated- basically untouched. In the case of the novels of Rizal, unexpurgated versions were those that were not changed or censored to
remove parts that might offend people. 

bicameral - involving the two chambers of Congress; the Senate and the House of Representatives 

Introduction

     According to Republic Act 1425, better known as Rizal Law, the teaching of Jose Rizal's life with the emphasis on his famous novels is
mandatory. The law was passed in 1956 after many debates and contestation. 

      In the course of the presentation, the process of how a bill becomes law will be traced to have an idea about the country's legislative
process. 

How a Bill Becomes a Law: The Legislative Process* The Senate and the House of Representatives follow the same legislative procedure.

*Legislative proposal emanate from a number of sources.

* Authored by the members of the Senate or House as part of their advocates and agenda; produced through the lobbying from various sectors;
or initiated by the executive branch of the government with the president’s legislative agenda.

Steps:

STEP 1 Bill is filed in the Senate Office of the Secretary. It is given a number and calendared for first reading.

STEP 2 First Reading. The bill’s title, number, and the author(s) are read on the floor. Afterwards, it is referred to the appropriate committee .
STEP 3 Committee Hearings. The bill is discussed within the committee and a period of consultations is held. The committee can approve
( approved without revisions, approve with amendments, or recommend substitution or consolidation with similar bills) or reject. After the
committee submits the committee report, the bill is calendared from second reading.

STEP 4 Second Reading. The bill is read and discussed on the floor. The author delivers a sponsorship speech. The other members of the
Senate may engage in discussions regarding the bill and a period of debates will pursue. Amendments may be suggested to the bill.

STEP 5 Voting on Second Reading. The senators vote on whether to approve or reject the bill. If approved, the bill is calendared for third reading
.

STEP 6 Voting on Third Reading . Copies of the final versions of the bill are distributed to the members of the Senate who will vote for its
approval or rejection.

STEP 7 Consolidation of Version from the House. The similar steps above are followed by the House of Representatives in coming up with the
approved bill. Of there are differences between the Senate and House versions, a bicameral conference committee is called to reconcile the two.
After this, both chambers approve the consolidated version.

STEP 8 Transmittal of the Final Version to Malacañan. The bill is then submitted to the President for signing. The President can either sign the
bill into law or veto and return it to Congress.

Presentation

    How did the Rizal Bill become the Rizal Law?  On April 3, 1956, Senate Bill No. 438 was filed by Jose P. Laurel, the then-Senate Committee
on Education Chair, and delivered speeches for the proposed legislation. This proposal was met by controversies, especially the Catholic Church
which opposed its passage.  The Catholic Church was influential so that it created a fierce argument between those who sided with the Church
and the allies of Claro Recto.  One of the opposition members was Francisco "Soc" Rodrigo.  Debates started on April 23, 1956.

     The debates on the Rizal Bill occurred in the House of Representatives. House Bill No. 5561, an identical version of Senate Bill 438, was filed
by Representative Jacobo Z. Gonzales on April 19, 1956. The House Committee on Education approved the bill without amendment on May 2,
1956, and the debates started on May 9, 1956. A major point of the debate was whether the compulsory reading of the novels Noli Me Tangere
and El Filibusterismo appropriated in the bill was constitutional. The call to read the unexpurgated versions was also challenged.

      During the debate, it seemed that it was not possible to reach an agreement. To move the procedure to the next step, Senator Jose P. Laurel
proposed amendments to the bill on May 9, 1956. In particular,  he removed the compulsory reading of Rizal's novels and proposed that Rizal's
other works be included in the subject. However, he still stood in his belief that the unexpurgated version of the novels is read. On May 14, 1956,
similar amendments were adopted to the House version.

     The amended version of the bill was also subjected to scrutiny but was acceptable to the members of Congress. But the passage was almost
stopped by technicality since the House of Representatives was about to adjourn in a few days and President Ramon Magsaysay did not certify
the bill as a priority. The allies in the House skillfully avoided the insertion of any other amendment to prevent the need to reprint new copies
(which would take time). They also asked the Bureau of Printing to use the same templates for the Senate version in printing the House version.
Thus, on May 17, 1956, the Senate and House versions were approved.

   The approved versions were transmitted to Malacanan and on June 12, 1956, President Magsaysay signed the bill into law which became
Republic Act No. 1425. 

The Rizal Law

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 ELI
FILIBUSTERISMO,  AUTHORIZING THE PRINTING AND DISTRIBUTION THEREOF, AND FRO 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, were, a member with special fondness and
devotion their lives and works that have shaped the national character;

WHEREAS, life works and writing of Jose Rizal, particularly his novels Noli Me Tangtere 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. Course on the life works, and writings of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo,  shall be included
the curricula of all schools, colleges and universities, public or private: Provided, That in the collegiate courses, the original or unexpurgated
editions of the Nilo Me Tangere and El Filibusterismo or their English translation shall be used as basic texts. 

SECTION 2. It shall be obligatory on all schools, colleges, and universities to keep 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 persons 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, 19561956.

Published in the Official Gazette, Vol.52,No.6.2971 in June 

Summary

    To understand the Rizal law, it is necessary to understand how a bill becomes a law by a legislative process that involves.

1. Filing a Bill in the Senate Office of the Secretary

The Rizal Bill became the Rizal Law when:

1. Senate Bill No. 438 was filed by the Senate Committee on Education
2. Jose P. Laurel sponsored the bill
3. Legislators and Senators debated on the Rizal Bill
4. Legislators and Senators amended versions of the bill
5. Malacanan approved the final version
6. Malacanan issued Republic Act 1425 aka Rizal Law

 Therefore, it is a must that students in all schools in the Philippines study the life, works, and writings of Rizal.

1.2 Nation and Nationalism

Good day! Module 1.2 has the following Intended Learning Outcomes:
 

1. Define nationalism to the concepts of nation, state, and the nation-state;

 
Let us begin learning

Vocabulary: 

Nation- a group of people with a shared language, culture, and history.

Nation-state- a state ruling over a nation

Sovereignty - the authority to govern a polity without external interference/incursions

State- A political entity that wields sovereignty over a defined territory.

Patriotism - a feeling of attachment to one's homeland

bayan/banua - indigenous Filipino concepts of community and territory that may be related to nationalism

Introduction

      The previous topic stated that one of the major reasons behind the passage of the Rizal Law was the strong intent to instill nationalism in the
hearts and minds of the Filipino youth. This topic focuses on nation and nationalism in the Philippine context. it will explain the concepts of
nation, state, and the nation-state as a precursor to understanding nationalism and the projects that lead to it. likewise, the discussion will touch
on some of Rizal's work that deals with nation and nationalism.

Presentation

Concepts of nation and nationhood as well as state and nation-state.

Table

Nation  Nation-State State

A group of people that shares a common A political entity that wields sovereignty over a
A state governing a nation
culture, history, language, and other practices defined territory
like religion, affinity to a place, etc.

Nation and Nationalism

 Three theories that explain the roots of the nation and national identity
o Primordialism - This theory traces the root of the nation and national identity to existing and deep-rooted features of a group
of people like race, language, religion, and others. Proponents of this theory argued that national identity has always existed and
nations have ethnic cores, whereas division among citizens was determined through di-customizing 'us' and "them".
o Modernity - Nationalism and national identity are products of social structure and culture brought by capitalism, urbanization,
secularization, bureaucratization.
o Constructivist approach - nationalism, and nationalism are results of discourses socially constructed and imagined by people
who identify with a group.  

Nation and Bayan

The actual articulations of nation and nationalism started by Filipino heroes like Andres Bonifacio, Jose Rizal, and others culminated in the anti-
colonial revolution in Asia. 

However, many Filipino scholars traced the concept of nation and nationalism through indigenous knowledge. Sikolohiyang Pilipino and Bagong
Kasaysayan understood nation and nationalism in the context of Kapwa and bayan.     
 Kapwa is an important concept in the country's social relations and supports the notion of unity and harmony in a community. Kapwa
presupposed the Filipino culture and psyche anchored on collective social practices that manifest in linguistic terms such as
pakikipagkapwa, pakikisama, pakikipag-ugnay, and pakikibaka.
 Bayan or banua - is defined as the territory where the people live or the actual community they are identifying with. It encompasses
both the spatial community as well as the imagined community. 

Excerpts from Emilio Jacinto's Kartilya ng Katipunan and Liwanag at Dilim

Kartilya ng Katipunan:
Sa May Nasang Makisanib sa Katipunang Ito
Sa pagkakailangan, na ang lahat na nag-iibig pumasok sa katipunang ito, ay magkaroon ng lubos na pananalig at kaisipan sa mga layong
tinutungo at mga kaaralang pinaiiral, minarapat na ipakilala sa kanila ang mga bagay na ito, at ng bukas makalawa'y huwag silang magsisi at
tuparing maluwag sa kalooban ang kanilang mga tungkulin.

Ang kabagayang pinag-uusig ng katipunang ito ay lubos na dakila at mahalaga; papag-isahin ang loob at kaisipan ng lahat ng tagalog (*) sa
pamamagitan ng isang mahigpit na panunumpas, upang sa pagkakaisang ito'y magkalakas na iwasan ang masinsing tabing na nakabubulag sa
kaisipan at matuklasan ang tunay na landas ng Katuwiran at Kaliwanagan.

(*) Sa salitang tagalog katutura'y ang lahat nang tumubo sa Sangkapuluang ito; sa makatuid, bisaya man, iloko man kapangpangan man, etc.,
ay tagalog din.

Dito'y isa sa mga kauna-unahang utos, ang tunay na pag-ibig sa bayang tinubuan at lubos na pagdadamayan ng isa't isa.  

Liwanag at Dilim

" Ang alinmang katipunan at pagkakaisa ay nangangailanagn ng isang pinakaulo, ng isang kapangyarihang makapagbibigay ng ayos,
makapagpapanatili ng tunay na pagkakaisa at makapag-aakay sa hangganang ninanais, katulad ng sasakyang itinutugpa ng bihasang piloto, na
kung ito'y mawawala ay nanganganib na maligaw at abutin ng kakila-kilabot na kamatayan sa laot ng dagat, na di na makaaasang
makaduduong sa pampang ng maligaya at payapang kabuhayang hinahanap. Ang pinakaulong ito ay tinatawag na pamahalaan. 

" Ang kadahilanan nga ng mga pinuno ay ang byan, at ang kagalingan at kaginhawaan nito ay siyang tanging dapat tunguhin ng lahat nilang
gawa at kautusan. tungkol nila ang umakay sa bayan sa ikagiginhawa, kailan pa ma't maghirap at maligaw ay kasalanaan nila.

" Ang alinmang kaangyarihan upang maging tunay at matuwid ay sa Bayan lamang at sa kanyang mga tunay na pinakakatawan dapat na
manggaling. Sa madaling salita, di dapat nating kilalanin ang pagkatao ng mga pinuno na mataas kaysa madla. Ang pagsunod at pagkilala sa
kanila ay dahil sa kapangyarihang ipinagkaloob ng bayan, samakatuwid, ang kabuuan ng kapangyarihan ng bawat isa. Sa bagay na ito, ang
sumusunod sa pinunong inilagay ng bayan ay dito sumusunod at sa paraaang ito'y nakikipag isa sa kalahatan." 

Summary

The concepts of nation and nationhood, as well as state and nation-state, are: 

 A nation is a group of people that share a common culture, history, language, and other practices like religion, affinity to a place, etc. A nation-
state is a state governing a nation. A state is a political entity that wields sovereignty over a defined territory.

Module 1 Summary

It is necessary to understand  the context of the Rizal Bill as to how a bill becomes a law by a legislative process which involves:

Filing a Bill in the Senate Office of the Secretary

1. First Reading
2. Committee Hearings
3. Second Reading
4. Voting on Second Reading
5. Voting on Third Reading 
6. Consolidation of Version from the House
7. Transmittal of the Final Version to Malacanan

The Rizal Bill was turned to the Rizal Law when:

1. Senate Bill No. 438 was filed by the Senate Committee on Education
2. Jose P. Laurel sponsored the bill
3. Legislators and Senators debated on the Rizal Bill
4. Legislators and Senators amended versions of the bill
5. Malacanan approved the final version
6. Malacanan issued Republic Act 1425 aka Rizal Law

 The concepts of nation and nationhood as well as state and nation-state are: 

 Nation is a group of people that shares a common culture, history, language and other practices like religion, affinity to a place, etc. Nation-state
is a state governing a nation. State is a political entity that wields sovereignty over a defined territory.