PREFACE

Why do we have to study Rizal? The answers as we see it’s a no-brainer, you don't
have to like Rizal study him, and you don't have to be in school to like Rizal or be an
intellectual to appreciate him. The simplest answer I could come up with it because you're
a Filipino. I mean other peoples and nationalities appreciate the hero more than we do, isn't
it more reason enough for us to open our minds to what this great person has to offer?

Rizal served as a motivation for numerous individuals amid his time. For him, a
transformation isn't as it was almost utilizing bolos or guns, but by utilizing the pen which
is mightier than the sword. At present, youthful individuals are exceptionally much locked
in in social media and in other shapes of amusement, but there's a got to 'check and balance'
on what we think, what we say, and what we compose approximately other people. This is
additionally a challenge for instructors and for teachers that we ought to check the culture
of viciousness in social media and in numerous things that we do.

Rizal was continuously indicating out that he did not need savagery, so he
demanded that the writer ought to be utilized to proliferate what was to be done for our
country. Rizal needed to alter that was established on a serene handle since he picked for
peace by utilizing his write to proliferate what was peace and what was to be done amid
his era. Learning almost the life of Jose Rizal is fundamental to anybody who has ever
experienced colonialism and how the settler nation that overwhelms the colony applies
rules and directions that are not continuously reasonable. In Rizal's case, his nation (the
Philippines) was once a colony of Spain. Because it regularly happens, Spain was making
requests and setting rules that harmed the Filipino community. Rizal was one of the primary
rivals of such controls, and he was both candid and effectively taking part in numerous
signs to upbraid the injustice.

As a commonplace martyr of a cause, Rizal stood out from other nonconformists

in that he was balanced, amazingly well-educated (he was a restorative specialist), cleverly,
charismatic, and cherished by the individuals. Those are the most characteristics of a
genuine pioneer, and Rizal had them all. This implies that he may moreover make an
incredible think about authority styles. He was a warrior without the required for war, and
his battle against the shameful acts committed against his nation was both honest and
commendable.

It is this light the authors of this book come up with the idea of producing this kind
of work which is primarily designed as an introduction to the study of Rizal as well as the
institutions of his time. Its primary goal is to present to the students of NEUST a full gasp
of Jose Rizal's life and institutions of his time in a simple and readable way which students
can easily comprehend while at the same time maintaining a high level of scholarship.
Taking after each chapter is an exercise/s which the students can perform and to increase
his readings and apply concepts and hypotheses to social substances.
UNIT I. INTRODUCTION TO THE COURSE: REPUBLIC ACT 1425

Overview
This unit will give you center thoughts about the Republic Act 1425, which enacts the
incorporation of the Life and Works of Rizal within the educational program of schools,
colleges, and universities: aims to instill the standards of freedom and patriotism and to
honor the national legend and nationalist, Dr. Jose Rizal.

Learning Objectives

At the end of the unit, I am able to:

1. explain the history of the Rizal Law and its historical background;
2. enumerate the other laws related to Republic Act 1425; and
3. critically assess the effectiveness of the Rizal Course.

Lesson Proper

REPUBLIC ACT 1425

This is the act that mandates to include in the curricula of

all public and private schools, colleges and universities courses
on the life, works and writings of our national hero Rizal,
particularly his two novels Noli Me Tangere and El Filibusterismo
and authorizing the printing and distribution thereof, and for
other purposes.
• The then-Senator Claro M. Recto – the fundamental
defender of the Rizal Bill – was even named as a socialist
and an enemy of Catholicism.
• The bill mandates all private and public educational
institutions in the country to offer a course on the hero’s
life, works, and writings, especially the Noli Me
Former Senator Claro M. Recto,
Tangere and El Filibusterismo. The chief proponent of the Rizal Bill
• The first section of the law concerns in the mandating (Image credits to bing.com)
the students to read Rizal's novels.
• The last two sections involve making Rizal’s writings accessible to the general public
– they require the schools to have a sufficient number of copies in their libraries and
mandate the publication of the works in major Philippine languages.
• Jose P. Laurel – the co-author of the law, has explained that since Jose Rizal was the
founder of the country's nationalism and had significantly contributed to the current
condition of the nation, it is only right that Filipinos, especially the youth, know about
and learn to imbibe the high ideals for which the hero died.

Motivations behind Republic Act 1425

• To rededicate the lives of youth to the beliefs of opportunity and patriotism, for which
our heroes lived;
• To pay tribute to our national legend for giving his life and works in molding the
Filipino character; and
• To increase a rousing wellspring of nationalism through an incredible investigation,
works, and compositions.
Historical Timeline of Republic Act 1425

Date Action Taken

One of the prominent recommendations during the
During the 1950s was Jose Lansang's proposition to make a "common
1950s patriot program for building the country." (Schumacher,
2011)
Committee on Education filed Senate Bill No. 438,
April 03, 1956 which was then supported only by three members of the
upper house.
Chairman of the Committee on Education Jose P,
Laurel supported the measure; its goal was to scatter the
thoughts and standards of Jose Rizal through his books, Noli
Me Tangere and EI Filibusterismo.
The Catholic components declared that the bill was an
April 17, 1956 endeavor to ruin their religion and that it disregards strict
opportunity. As per them, the bill hurts the estimations of
the Catholic faith, particularly the two books that Jose Rizal
composed.
The conflict reached the House of Representatives
April 19, 1956 when Congressman Jacobo Z. Gonzales proposed House Bill
No. 5561, which was very similar to Senate Bill 438.
The discussions On Senate Bill 438 started.
Representative Claro M. Recto upheld Senator Laurel's Bill,
April 23, 1956 contending that the goal of the bill is just to value Rizal's job
in fighting the Spanish oppression.
The report of the Committee on Education suggested
endorsement without revision.
Notable defenders of the bill are the bill author Jose P.
Laurel, Congressman Emilio Cortez. Joaquin R. Rotes, and
W. Rancap Lagumbay.
May 02, 1956
Notable opposers of the bill are Congressman Ramon
Durano, Jose Nuguid, Marciano Lim, Manuel Lucas Paredes,
Godofredo Ramos, Miguel Cuenco, Congresswoman Carmen
Consing, and Tecla San Andres Ziga.
Debates in the Senate gained more public and media
May 09, 1956 attention, and they're almost was a fistfight on the floor in
the Upper Chamber.
The amendment of the bill was approved in its second
May 12, 1956 reading.
The House of Representatives, House Majority Floor
Leader Congressman Tolentino, sponsored an amendment
similar to Laurel's.
President ElpidioQuirino declined to ensure that the
measure was prompt. With just a couple of days left before
May 14, 1956, the Congress dismisses for the year, the Constitution
commands printed duplicates must be dispersed to the
Congressmen three days before its last endorsement.
 Senate Bill 438 was approved on third reading, with
23 votes. House Bill No. 5561 was also passed on third
reading with 71votes (6 against, two abstained, 17 absent)
and was sent to the Senate on the same day.
May 17, 1956 The bill was later passed in Senate
The Rizal bill was signed into the law by then-
June 12, 1956 President Ramon Magsaysay, this becoming Republic Act
1425.

Other Rizal Laws

• Memorandum Order No. 247 – former Pres. Fidel V. Ramos coordinated the DECS
Secretary and CHED Chairman to entirely execute the RA 1425 because there had
been reports that the law had still not been thoroughly done.
• CHED Memorandum No. 3 – was given upholding exacting consistency to
Memorandum Order No. 247 out of 1995.
• Republic Act No. 229 – a demonstration disallowing cockfighting, horse hustling,
and jai-alai on December 30 of every year and make a board of trustees to assume
responsibility for the best possible festival of Rizal Day in each district and
contracted city, and for some other purposes.

References

Book
Constantino, R. (1982). The Making of a Filipino A Story of Philippine Colonia/ Politics. QC:
R.Constantino, pp. 244-247.
Hau, C.S. (2000). "Introduction," Necessary Fictions: Philippine Literature and Nation, 7946-
7980. Quezon City, Ateneo de Manila University Press, pp. 1-4.
Laurel, J.B. (1960). "The Trials Of the Rizal Bill," Historical Bulletin vol. 4, no. 2: pp. 130-139.
Schumacher, J. (2011). "The Rizal Bill Of 1956: Horacio de la Costa and the Bishops,"
PhilippineStudies 59 no. 4: pp 529-553.

Internet
Republic Act No. 1425. (1956). Retrieved from https://www.official
gazette.gov.ph/1956/06/12/republic-act-no-142S
Republic Act No. 1425 | GOVPH. (1956, June 12). Retrieved from
https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/