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R.A 1425
The Rizal
Law
Prepared by:
Mr. Kent E. Garcia, LPT
Subject Teacher
Why study Rizal?
Why study Rizal?

 In the 21st century, the challenge for students is to understand the purpose of
studying Rizal. Scholars and academicians are one in saying that a mandated course
on Rizal is a helpful as any other course that teaches values that a student may carry
for the rest of his or her life.

 Studying Rizal in the 21st century helps students make sense of the present by
looking back at the past. For instance, Rizal’s illustration of 19th century Philippines
in his works may aid today’s generation in recognizing the ills of present day.

 With students exposed to many foreign influences, studying Rizal may remind
and urge them to understand the real essence of being a Filipino.

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Why study Rizal?
 Significant historical figures like Rizal help the younger generation navigate
Philippine history and understand why being aware of social issues are
important in the formation of one’s national identity.

 The practicality of studying Rizal in this day and age is seen in current context
of Philippine society.

 The mandated course on Rizal aids in developing the critical thinking skills of
the students.

 The different challenges and dilemmas that Rizal faced his life teaches them
to be aware of and not apathetic to the issues happening around them.
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Why study Rizal?
• And finally, Rizal, then and now, is a worthy role model and a constant
inspiration to all Filipinos. In every aspect of his being, Rizal is worthy to
emulate especially in the ideals he held as a nationalist.

• He was not only intelligent, he was also humane, creative and innovative. As
an inspiration to the Philippine nation, Rizal will always be a valuable subject
inside and outside the classroom in understanding how the Philippine nation
came too be.

• The practicality of studying Rizal in this day and age is seen in current context of
Philippine society.

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 Rizal Law (Republic Act No. 1425)
Republic Act No. 1425, known as the
Rizal Law, mandates all educational
institutions in the Philippines to teach
the life, works, and writings of Jose
Rizal. Its primary aim is to inculcate in
students an increased sense of
nationalism at a time when the
Filipino Identity is threatened by
various factors.
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 The Context of the Rizal Bill
 The aftermath of the second World War left the Philippines struggling on
its feet. The countless problems, challenges and damages brought by the
war called for recovery on a national scale.

 Prominent individuals who championed nationalism and patriotism were

at the forefront of forwarding measures to instill such values in Philippine
society.

 These people worked hard to find ways to aid the Filipino youth in the
formation of their national consciousness.

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 The Context of the Rizal Bill

• Among these individuals was Sen. Claro

M. Recto, the main proponent of the
Rizal Bill.

 He believed that studying the life and

works of Jose Rizal would be
instrumental in teaching the youth to
stand up for their country, therefore
embodying the values and ideals of Rizal.

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 The Context of the Rizal Bill
 There were only three people who
opposed the bill when it was
brought to senate.

 However, it was met with stiff

opposition from the Catholic Church
when it was sponsored by Sen. Jose
P. Laurel, the head of the senate
committee on education. He helped
Se. Recto defend the viability and
practicality of having the bill enacted
into law.
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 The Context of the Rizal Bill
 Like Sen. Recto, he firmly believed that the passing of the bill into the law
will be integral in achieving the noble intent of bringing to the Filipinos a
sense of nationalism that would help them understand the importance of
sovereignty.

 The Church accused Recto of being a communist mandating students to

read Rizal’s novels Noli Me Tangere and El Filibusterismo, would violate
the freedom of conscience and religion.

 In an attempt to block the passing of the bill into law, the Church urged
their supporters to write to their congressmen and senators to show their
opposition to the bill.
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 The Context of the Rizal Bill
The Oppositionists

• (1) Fr. Jesus Cavanna, a staunch oppositionist of the bill, argued that the
novels belonged to the past and that teaching them would mispresent
the current conditions of the Philippines.

 (2) Radio Veritas commentator, (3) Jesus Paredes, also said that Catholics
had the right to refuse to read the novels as it would endanger their
salvation.

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 The Context of the Rizal Bill
 Aside from the opposition of the personalities mentioned, there was also
strong assistance from various groups like the Catholic Action of the
Philippines, the Congregation of the Mission, the Knights of Columbus,
and the Catholic Teachers Guild.

 One notable action of the Catholic Church to oppose the passing of the bill
into law was publishing a pastoral letter written by the Archbishop of
Manila, Rufino Santos.

 It stated that Catholic students would be affected if compulsory reading of

the unexpurgated versions would push through. It was read in all the
masses that were celebrated in the Diocese of Manila.
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 The Context of the Rizal Bill
 One oppositionist to the bill said that Rizal attacked dogmas, beliefs and
practices of the Church.

 Cuenco , another oppositionist, highlighted Rizal’s denial of the existence

of purgatory, as it was not found in the Bible, and that Moses and Jesus
Christ did not mention its existence. These among other reasons, were
emphasized debates inside the Senate.

 Outside the Senate, a rumor had spread that Catholic schools threatened
to close down if the bill was passed. Recto refused to believed the
possibility of such threat because schools would lose profit if they closed.

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 The Context of the Rizal Bill
 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 whom would eliminate the books of Rizal
from the schools would blot out from our minds the memory of the
national hero.

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 The Context of the Rizal Bill
 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.

• May 12, 1956, the bill, with the compromise inserted by Sen. 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.
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 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.

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 The Context of the Rizal Bill
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;

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 The Context of the Rizal Bill
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.

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 The Context of the Rizal Bill
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.
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 The Context of the Rizal Bill
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.

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 The Context of the Rizal Bill
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.
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SECTION 6. This Act shall take effect upon its approval.
 Nationalism
(Philippine Society under the
Spanish Rule Development of
Filipino Nationalism)
Nationalism
 Is a set of systems – political, social, and economic –
characterized by the promotion of the interest of one nation
anchored on the aim to achieve and maintain self-
governance or total sovereignty.

 It holds that a particular nation should govern itself and

should be free from external interference.

 Oriented towards developing and maintaining a national

identity based on shared characteristics such as culture,
language, race, and religion.

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Nationalism

Five Basic Elements of Nationalism

 
1. Culture
2. History
3. Language
4. Religion
5. Territory

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Nationalism
 Benedict Anderson – a prominent historian and
political scientist who explored the origins of
nationalism, defined the nation as fabrication, a
bond between people who did not actually exist
prior to its own recognition. According to him,
“is an imagined community – and imagined as
both inherently limited and sovereign” (2006).

 He argues that the nation is imagined as a

community because regardless of the actual
inequalities that prevail, the nation is always
conceived as a deep, horizontal comradeship. It
is imagined because it exists in the figment of
the people’s collective imagination.
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Rizal in the 19th Century
  Philippines
• Jose Rizal was born in the 19th century. During this time, Spain’s glory and rule as a
colonial power was already waning.

• The natives of the Philippines were slowly realizing the need to awaken their national
consciousness. This was sparked by movements against the oppression of the Spanish
colonizers.

• Different events contributed to how Rizal’s own national consciousness was shaped. For
one, the Industrial revolution, which refers to the transition to new manufacturing
processes that made use of steam-powered, special- purpose machinery, factories, and
mass production in Europe, had its effects on the Philippine economy.
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Rizal in the 19th Century
  Philippines

• The Filipinos turned more and more to the friars for moral and political guidance as
Spanish civil officials in the country become more corrupt and immoral. The friars then
became more influential and powerful because of frailocracy or the rule of the friars.

• The dominance of the friars in the country prompted Rizal and the propagandists to
expose their abuses in forwarding their power and influence in the Philippines.

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Rizal in the 19th Century
  Philippines

• The growing power of the friars in the 19th century urged

the reformists and nationalists to work harder to let the
people know who the real enemies were.

• Other significant events in the 19th century that contributed

to the formation and the rest of the propagandists’
consciousness were the opening of the Suez Canal, the
democratic leadership of Governor General Carlos
Maria Dela Torre, Governor General Izquierdos’
replacement of Dela Torre, and the Cavite Mutiny.

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Rizal in the 19th Century
  Philippines

The Suez Canal was the first

infrastructure that paved the way for the
importation of books, magazines, and
newspaper with liberal ideas from Europe
and America.

This was instrumental to the political

awakening of Rizal because he was able to
expand his perspective, therefore shaping his
nationalist sensibilities.
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Rizal in the 19th Century
  Philippines

The leadership of Gov. Gen. Carlos Ma.

Dela Torre (1869- 1871), gave Rizal, the
reformists, and the Filipinos a foretaste of
democratic rule.

During the leadership of Dela Torre,

media censorship became relaxed and
limited secularization of education began. He
gave amnesty to rebels including Casimiro
Camerino, the leader of the bandits of Cavite,
and established the Guardia Civil.
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Rizal in the 19th Century
  Philippines

Dela torre’s terms and regulations were easily

pushed out of view when he was replaced by Gov.
Gen. Rafael Izquierdo (1871- 1873) who was
exactly the opposite of Dela Torre’s liberal-
minded rule.

For Izquierdo, the Indios should not be

given the same rights and freedom enjoyed by
the Spaniards in the Philippines.

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Rizal in the 19th Century
  Philippines
• He imposed harsh policies and laws, far from the
liberal measures that Dela Torre implemented.

• Izquierdo was also responsible for removing the long-

standing personal benefits of the workers under the
encomienda system and forced labor exemptions
among soldiers.

• This led to the Cavite Mutiny on January 20, 1872

that was staged by about 299 military personnel of the
San Felipe Arsenal in Cavite.
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Rizal in the 19th Century
  Philippines

The Cavite Mutiny was a failed uprising against the Spaniards, resulting in disarmed,
imprisoned, and dead Filipino soldiers. Those who were suspected to be involved in the
mutiny were also arrested and executed.

The Spanish authorities and the friars used the mutiny to implicate the three secular
priests- Mariano Gomez, Jose Burgos, and Jacinto Zamora, collectively known as
Gomburza- and proclaimed that they were the instigators of the said mutiny.

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Rizal in the 19th Century
  Philippines
The priests were executed by garrote at
Bagumbayan on February 15, 1872.

This event had a personal impact on Rizal and

his family since Burgos was a personal friend of his
brother, Paciano.

Mariano Gomez (left),

The martyrdom of the three priests awakened
the desire for independence among many Filipinos. Jose Burgos (middle),
In fact, Rizal dedicated his El Filibusterismo to the
and Jacinto Zamora (right)
three priests.
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Rizal in the 19th Century
  Philippines
Rizal’s aim to make the Philippines known as a country of writers and intellectuals
was a result of his firsthand experience of racial discrimination when he was in Spain.

Considered as an inferior race, Filipinos were not given access to public goods and
experienced rampant prejudice in government offices, schools, and in society in general.

A number of economic, social, political, and cultural changes in the country and
around the world contributed to the formation of Rizal’ s national consciousness and his
reformist agenda.

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Rizal in the 19th Century
  Philippines

The liberal and progressive ideas of Rizal, together with the other reformists, stirred the
national consciousness of natives, which eventually led to the Philippine Revolution of
1896.

Rizal’s contribution to the decline of the Spanish rule in the 19th century is recognized
until today.

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