GEC 9 – The Life and Works of Jose Rizal

MODULE 1
Title: Understanding the Rizal Law –RA 1425

• 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 change.

• Bicameral – involving the two chambers of Congress: the Senate and the House of Representatives

HOW A BILL BECOMES A LAW: THE LEGISLATIVE PROCESS

STEP 1 - Bill is files 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 author [s] are read on the floor. Afterwards, it is referred to
the appropriate committee.

STEP 3 - Committee Hearing. The bill is discussed within the committee and a period of consultations is held.
The committee can approve [approve without revisions, approve with amendments, or recommend substitution
or consolidation of similar bills]

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 the Second Reading. The Senators vote on whether to approve or reject the bill. If
approved, the bill is calendared for the 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 rejections.

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. If there are differences between the Senate and the 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 Malacañang. The bill is then submitted to the President for
signing. The President can either sign the bill into law or veto or return it to the Congress.

THE CONTEXT OF THE RIZAL BILL

• The main sponsor and defender of the Rizal Bill, born in Tiaong Tayabas [Quezon] on February 8, 1890,
Claro Recto Sr. and Micaela Mayo.
• He completed his primary education in his hometown and his secondary education in Batangas.
• In tertiary level, he moved to Manila and finished AB degree at Ateneo and was awarded maxima cum laude
in 19O9.
• He finished his law degree from the University of Santo Tomas.
• Recto was also instrumental in the drafting of the Constitution of the Philippines in 1934-1935 as he was
selected as President of the Assembly.
• He was known as an ardent nationalist. A man of letters. He penned beautiful poetry and prose.
• On October 2, 1960, he died of a heart attack in Italy.
• 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.

FROM THE RIZAL BILL TO THE RIZAL LAW

• April 3, 1956, Senate Bill No. 438 was filed by the Senate Committee on Education
• April 17, 1956, Senate Committee on Education Chair Jose P. Laurel sponsored the bill and began delivering
speeches for the proposed legislation. He helped Sen. Recto defend the viability and practicality of having the
bill enacted into a law.
• He firmly believed that passing the bill 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.
• Soon after, the bill became controversial as the powerful Catholic Church began to express opposition against
its passage.
• April 23, 1956, debates started where in Recto and his allies in the Senate entered into a fierce battle arguing
for the passage of the SB 438.
• The Church accused Recto of being communist and anti-Catholic.
• They believed that mandating students to read Rizal’s novels Noli Me Tangere and El Filibusterismo, would
violate the freedom of conscience and religion.
• 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.
• The Church organized symposiums and fora to denounce the approval of the bill. Fr. Jesus Cavanna, a staunch
oppositionist of the bill argued that the novels belonged to the past and that teaching them would be misinterpret
the current conditions of the Philippines.
• Radio Veritas commentator, Jesus Paredes, also said that Catholics had the right to refuse to read the novels as
it would endanger their salvation.

• There was also a strong resistance from various groups like:

- Catholic Action of the Philippines
- Congregation of the Mission
- Knights of Columbus and the;
- Catholic Teachers Guild.

• However, the Rizal Bill also had supporters, namely:

- The Veteranos de la Revolucion
- Alagad ni Rizal
- The Freemasons and
- The Knights of Rizal

• Archbishop, Rufino Santos - His notable action was publishing letter stated that Catholic students would be
affected if compulsory reading of the unexpurgated version would push through.
• It was read in all masses that were celebrated in the Diocese of Manila.
• Cuenco, another staunch oppositionist, highlighted Rizal’s denial of existence of purgatory, as it was not
found in the Bible, and that Moses and Jesus Christ did not mention its existence
• House Bill No. 5561, an identical version of SB 438, was filed by Representative Jacobo Z. Gonzales on April
19, 1956.
• The House Committee on Education approved the bill without amendments on May 2, 1956 and the debates
commence on May 9, 1956.
• May 12, 1956- the bill specified that only college students would have the option to read the unexpurgated
versions of the clerically-contested reading materials.
• An amendment made to the original bill that included the teaching of Rizal’s other works, aside from the two
novels.
• The approved versions were then transmitted to Malacanang and on June 12, 1956, President Ramon
Magsaysay signed the bill into a law which became Republic Act No. 1425.

REPUBLIC ACT 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 FELIBUSTERISMO, AUTHORIZING
AND PRINTING AND DISTRIBUTION THEREOF, AND FOR OTHER PURPOSES

 WHEREAS, today, more than any other period of our history, there is a need for re-dedication to the ideals of
freedom and nationalism for which our heroes live 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 writings 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 school are enjoined to develop moral character, personal discipline, civic conscience and to teach the
duties of citizenship
The Rizal Law, otherwise known as RA 1425. Its mandate is to study Rizal’s life and works.

Section 1 states that Rizal law was passed by Congress to increase nationalism among Filipinos most
significantly during the time of a diminishing Filipino identity. Based on the judicial system, a republic act is a
law that has already been passed. On the contrary, a bill is merely a proposed law, and will only be
implemented when its gone through the process.

The President signed RA 1425 on June 12, 1956. From the notes occurring immediately before the body of the
document, one may infer the initially proposed in the Legislative arm of the Philippine Republic, in the Senate
and House of Representatives. As stated in the official Gazette, the law was made effective thirty days after its
implementation. The mere fact that the Act passed on the date of our independence seeks to stir up a greater
sense of enthusiasm among Filipinos. People should believe in their own country and treasure their national
identity, and stand as one state. The Filipino should respect Jose Rizal as the national hero of the Philippines; it
is proper to commemorate all his accomplishments.

There are essential points that the author cited in this republic act that is noteworthy.

First, today, more than any other time in our history, it is essential for the re-dedication to the ideals of
nationalism and freedom for which our heroes suffered to death for this country. As provided in the written
document in the year 1956 during the regime of late president Magsaysay, when the country was still recovering
from the Japanese occupation and still very dependent on US governance. Ideals of freedom and nationalism
were necessary during those times where the Philippines were always seeking independence, and the country
was in the process of developing its integrity and national identity.

During those times devastation also existed within the communities. Since there were numerous uprisings
against the Philippine government. Furthermore, even though this document was inscribed several years ago, it
is still evident that this article is essential for this present generation when our culture is0 overpowered by
foreign influence, and Filipino diasporas are prevalent.

Another essential point in Republic Act 1425, states b that; every educational institution is subject to regulation
and supervision of the State, and all schools are advised to develop moral character, civic consciousness,
personal discipline, and learn the duties of citizenship. It is imperative to use our educational institutions to
instill these values to their children who are in their first years of learning and growing. It is during one's
formal years in education especially the collegiate level when individuals formulate their path of priorities in
life and career tracks. It is essential that the academe make students realize that they belong to this country.
Therefore, as a citizen, it is their primary duty to serve and protect their fatherland. Likewise, embedding an
authentic moral character and a profound, strong sense of personal discipline in the youth would yield genuine,
proficient, and selfless citizens of this country. The future of the Philippines would turn from an impoverished
country to a globally competitive nation.

In finality, the Board of National education shall cause the translation of the Noli Me Tangere and El
Filibusterismo. Other writings of Jose Rizal should translate in English, Tagalog and the principal Philippine
dialects; cause them to print in reasonable, popular editions; and cause them to distribute to persons free of
charge. To provide a specific way to carry out this act is very helpful. It makes the goal very SMART;

Specific, Measurable, Attainable, Realistic, and Time-bound.

It is also essential that the effects of this act will be experienced by all students, even those who are financially
troubled. It is meritorious that in the context of this act, every Filipino will be able to achieve their goals
regardless of social stature, ethnicity, and language barriers. Instead of the refined version of Rizal's
novels as mandatory readings, Claro M. Recto explained his firm support for the uncensored version,
exclaiming: The people who would eliminate the books of Rizal from the schools would absorb out from our
minds the memory of the national hero. It is not a fight against Recto but a fight against Rizal," (Ocampo,
2012). The bill eventually passed, but with an article that would allow d exemptions for learners who think that
reading the Noli and Fili wo destroy their belief.

Republic Act 1425 started on June 12, 1956.

Senate Bill 438 known as Rizal Bill which was first authored and sponsored by Senator Claro M. Recto. The
bill requires the inclusion in the curricula of Rizal's life, works and writings in all public and private
schools, colleges and universities and the significant novels of Noli Me Tangere and El Filibusterismo.
Republic Act 1425 must be considered as one of the most controversial bills in the Philippines. Before the bill
was approved and signed into law for implementation in all schools it was brought to the Senate and House of
Representative for discussions. But what made it debatable is that the bill was not just vehemently contradicted
by some of the legislators but also by the Roman Catholic Church due to the inclusion of that it is a mandatory
reading of Rizaľs novels in which according to them, Catholic dogmas were mortified. R.A. 1425 undergone
the usual process as such senator.

Recto brought the bill to the Senate, and Senator Jose B. Laurel Sr. who was then the Chairman of the
Committee on Education sponsored the bill that consequently led to an exchange of views of both houses. The
bill was opposed by three senators namely Senator Mariano Cuenco Senator Francisco Rodrigo who was a
former Catholic Action President, and Senator Decoroso Rosales who was the brother of Julio Rosales, an
archbishop. Other oppositions were from Lower House namely Congressmen Ramon Durano, Marciano Lim,
Manuel Soza, Godofredo Ramos, Miguel Cuenco, Jose Nuguid, Lucas Paredes, Tecia San Andres Ziga, and
Congressmen Carmen Consing. The Catholic Church, however, was indirectly included in the debates but
played a significant role. The church battle against Rizal Bill was Legion of Mary, the Holy Name Society of
the Philippines, Catholic Action of the Philippines, Daughters of Isabela, and Knights of Columbus.
Oppositions assert that the bill would go against freedom of religion and conscience, where a pastoral letter
from the Catholic Bishops Conference of the Philippines (CBCP) to which accordingly, such bill is a violation
of 1939 Canon Law which prohibits books that attack the Catholic doctrine and practices. The opposition
argued that among the 333 pages of Noli Me Tangere, only 25 passages were nationalistic while 120 passages
are anti-Catholic.

Scrutiny of the two novels by some members of Catholic hierarchical observed Noli Me Tangere with 170
readings and El Filibusterismo 50 passages are against the Catholic faith. Furthermore, opposition pointed out
that Rizal admitted that he did not only attack the friars who acted deceptively on the Filipinos but also the
Catholic faith itself. They suggested reading a medium for learners to what they called Rizalian Anthology, a
collection of Rizal’s written works that contain the patriotic reasoning prohibiting the two novels. However,
Recto and Laurel defended the bill and argued that the only objective of the law is to keep the memory of the
national heralive in every Filipinos mind, to emanate Rizal as he peacefully fought for freedom, and not to go
against religion. Senators Quintin Paredes Lorenzo Tanada, and Domocao Alonto of Mindanao also defended
Rizai Bill which was also favored by Representatives from the House namely Congressmen Jacobo Gonzales,
Emilio Cortez, Mario Bengson, Joaquin Roxas, Lancap Lagumbay and Pedro Lopez. The excitement and
intense scenes in fixing the Rizal Bill. One of which was the debate between Cebu Representative Ramon
Durano and Pampanga Representative Emilio Cortes that concluded in a fistfight in Congress. Bacolod City
Bishop Manuel Yap menaced to campaign against pro-Rizal bill legislators and to punish them in the upcoming
elections. Catholic Schools Representatives were menacing the government to close down their schools if the
Rizal Bill passed. Senator Recto told them that if they did, the State could nationalize the Catholic schools in
the country. When there was a motion to use the bowdlerize novels as textbooks and put the original copies
under lock and key in the school libraries, Recto rejected this amendment and expressed. The people who would
banish the novel of Rizal from the schools... would blot out from our minds the memory of the national hero...
this is not a fight against Recto but a fight against Rizal... now that Rizal is dead and they can no longer attempt
at his life, they are attempting to blot out his memory. Because of the never-ending debate on the Rizal Bill,
approved amendments were formulated through the proposal of three legislators from the upper house. Senator
Laurel proposed an amendment to the original bill in which, aside from Noli Me Tangere and El Filibusterismo,
other written works of Rizal must include and be read out the unexpurgated revision of the two novels would no
longer be compulsory included in to elementary and secondary levels but would strictly be included in college
level. Senator Lim recommends the relief to those students who feel that reading Rizal's novels would
negatively affect his or her faith. Senator Primicias proposed an additional amendment that promulgates the
rules and regulations in getting an exemption only from reading two novels through written statement or
affidavit and not from taking the Rizal Course. According to Ambeth Ocampo, no student has ever availed of
this exemption. After the final amendments, the bill was finally passed on May 17, 1956, and was signed into
law as Republic Act 1425 by President Ramon Magsaysay on June 12 of the same year.

Republic Act 1425 and Other Rizal Laws

The Rizal Bill became Republic Act No. 1425, known as the Rizal Law 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.

Section 1 of Republic Act 1425 was given the students to read Rizal's novels. The last two parts 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. Senator Jose P.
Laurel who co-wrote the law 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. Accordingly, the Rizal Law aims
to realize the following objectives:

1. To rededicate the lives of the youth to the ideals of independence and nationalism, for which our heroes lived
and died.
2. To dignify our national hero for devoting his life and works in shaping the Filipino character
3. To stimulate patriotism through the study of Rizal’s life, works, and writings.

Thus, no student has yet officially applied for exclusion from reading Rizal’s novels. Correspondingly, former
President Fidel V. Ramos in 1994, through Memorandum Order No. 247, directed the Secretary of Education,
Culture, and Sports and the Chairman of the Commission on Higher Education to fully implement the RA 1425
as there had been reports that the law had still not been carried out. In 1995, CHED Memorandum No.3 was
issued enforcing strict compliance In to Memorandum Order No. 247. Not known to many, there is yet another
republic act that is concern. Republic Act No. 229 is an act prohibiting cockfighting. Ho horse racing, and jai-
alai on the thirtieth day of December of each year and. To create a committee to take charge or the proper
celebration of Rizal Day. in every municipality and chartered city, and for other purposes.

Day Essentials of Studying Rizal the different disciplines on the life, works, and writings of lose Rizal were
directed by law for nothing. Far from being inappropriate, the course interestingly offers many benefits that
some contemporary teachers and lecturers declare that the subject, especially when taught properly, is more
beneficial than many other items in different curricula. The following are just some of the essentials of the
academic discipline:

1. One benefit provides insights on how to deal with current problems. There is an assertion. He who controls
the past controls the future. Accordingly, the view of history forms the manner they perceive the present and
therefore influences the kind of solutions they provide for existing problems. Rizal, a course or subject, is full of
relevant information and ideas from which one could base his decisions in life. In various ways, the issue, for
instance, teaches that being educated is a vital ingredient for a person or country to be free and prosperous.

2. It helps people understand better us Filipinos. The past allows people to know who they are. They
comprehensively define themselves not only in terms of where we are going but ai where we come from. Our
heredity, past behaviors, and old habits as a nation ‘are all significant clues and determinants to our present
situation. Interestingly, the life of an essential national historical figure like Jose Rizal contributes much to
shedding light on our collective experience and identity as Filipino. The excellent grasp of the past offered by u
subject would help us in dealing wisely with the present

3. It teaches nationalism and patriotism. Nationalism requires the desire to acquire freedom and political
independence, especially by a country under a foreign power, while patriotism denotes proud devotion and
loyalty to one’s nation. Jose Rizal’s life works, and writings-especially his novels-primarily, if not entirely,
radiate these attributes. For one thing. The subject helps you to understand your country better.

4. It provides several valuable life lessons. Students can learn much from the way Rizal faced various
challenges in life. As a controversial figure in his time, Rizal encountered severe problems but responded
decently and righteously. Through the crucial decisions he made in his life, people can sense his priorities and
convictions which manifest how noble, selfless, and great a national hero he was. His many resolutions
exemplified the aphorism that in this life there are things more essential than personal feeling and happiness.

5. It helps in developing logical and critical thinking. Critical thinking refers to discerning, evaluative, and
analytical reasoning. A Philosophy major, Jose Rizal's insurrection demonstrated his essential skills of
thought in his polemical speeches, essays, satires, novels, and written arguments. In deciding what to believe or
do, Rizal also proved his being a rational, reflective thinker, never succumbing to the irrational whims and
unsupported opinions of anyone. He indiscriminately evaluated and criticized even the teaching of the
influential, religion of his time. A course on Rizal’s life works, and writings, therefore, is also a lesson in
critical reasoning.

6. Rizal can serve as a valuable model and inspiration to every Filipino. If one is looking for someone to
imitate, then Rizal is a very viable choice. The hero's philosophies, convictions, life principles, thoughts,
ideas, aspirations, and dreams are a significant influence on anyone. Throughout his life, he valued
independence, respect for parents, love for siblings, and loyalty to friends, and maintained a sense of honor. As
a man of intellect, he highly regarded academic excellence, logical and critical reasoning, philosophical and
scientific inquiry, linguistic study, and educational research. As an ordinary person, he manifested versatility
and flexibility while sustaining a strong sense of moral uprightness.
7. People love fictions and are even willing to spend on availing books or movie tickets just to be entertained by
made- -up tales. But only a few possibly know that Rizal's life is full of fascinating non-fictional accounts.
For instance:
a. Rizal was involved in a love triangle with Antonio Luna was also part of the romantic equation;
b. Rizal was a model in some of Juan Luna’s paintings;
c. Rizal’s common-law wife Josephine Bracken was remarried to a man from Cebu and had tutored former
President Sergio Osmeña;
d. Leonor Rivera Maria Clara., Rizal’s true love, had a son who married the sister of the former President of the
United Nations General Assembly Carlos P. Romulo;
e. the Filipina beauty queen Gemma Cruz Araneta is a descendant of Rizal’s sister, Maria;
f. the sportscaster Chino Trinidad is a descendant of Rizal’s first love, Segunda Katigbak; and
g. the original manuscripts of Rizal's novel Noli and Fili. were once stolen for ransom, but Alejandro
Roces had retrieved them without paying even a single centavo

Rizal as an American Sponsored Hero?

Jose Rizal’s becoming the national hero was accordingly the result of American sponsorship. It was in 1901
when William Howard la proposed Rizal as our National hero because:

1. Rizal was already dead by the time the Americans colonized the Philippines.
2. He did not make any negative or embarrassing remarks cs of anti-American quotations.
3. Martyrdom of Dr. Jose Rizal was a symbol of Spanish oppression.
4. He urged reform from within by publicity, by public education, and appeal to the public conscience.

To Guerrero (1998), Rizal was the First Filipino. It was Rizal who first called the Philippines his fatherland. It
was he who taught his countrymen that they could be something else, Filipinos who were members of the
Filipino nation. He was the first to work towards the unification of the Philippine archipelago into a compact
and homogenous body based on shared interests and mutual protection. Rizal, Pioneer Asian Nationalist Leader
Rizal was born in a era when other nationalist leaders of Asia were born: Mohandas Gandhi; Rabindranath
Tagore and-Sun Yat-Sen.

According to Coates (1968), all four challenged the West. Of the four, Rizal was the most remarkable because
his ideas matured at an early age. At the time that Gandhi was a schoolboy, and Sun Yat-Sen was a student,
Rizal was already articulating lucidly in his speeches, articles, and letters his views of a completely different
relationship between Asia and Europe- that Europe must regard the Asians as equals. Rizal was the prime
proponent of Asian nationalism during his time since he was the source of inspiration for the outbreak of the
Philippine Revolution of 1896 (De Ocampo, 1969).

Although Rizal was against the revolution because it was premature and inadequately organized, the revolution
broke out, which can be considered the first genuine uprising by an Asian people against Western colonialism.
Fisher (1962) even called Rizal the Pioneer Exponent of Liberal Democracy in Asia. According to Fisher, even
before Gandhi and Sun Yat-Sen began their career of political, agitation, Rizal through his essays, letters, and
novels had already spoken out with firmness and courage ideas on liberal democracy. These ideas include the
following:

1. The worth and dignity of the individual;

2. The inviolability of human rights;
3. The innate impartiality of all men and races;
4. The necessity for constitutional government
5. Due process;
6. Popular sovereignty as the basis of all political jurisdiction;
7. Faith in human reason and wisdom;
8. The rights of the masses to public education; and
9 Belief in social progress through freedom.

Jose Rizal was the first Asian leader to postulate the ideas and principles entrenched in the, Asian nation. It was
through Rizal hat the basic tenets of modern and social democracy were given significant importance in Asia
for the earliest time. Thus, Rizal deserves to he be considered as the First Asian Nationalist Leader.

Four Major Phase in the Life of our Hero

1. First Phase (1861-1872). The time when Jose Rizal, in his younger generation, he learned how to read, write,
and listen to stories that triggered imaginative and critical analysis. It was that time when different values and
virtues have developed in him. He became industrious instead of being idle; showed creativity instead of
unproductiveness; rationality instead of blind acceptance; and dignity instead of servility.

2. Second Phase (1872-1882). It was the first turning point in the life of Rizal. He was then 11 years old and
enrolled at Ateneo Municipal, despite the objection of his mother. It was the period when the Spanish
government unjustly executed fathers Gomez, Burgos, Zamora. The martyrdom of these three priests led Rizal
to be awakened to the abuses of the regime and at the same time led him to devote time to avenge the victims of
injustices and cruelties of the Spanish colonizers.

3. Third Phase (1882-1892). The year 1882 was the next great decisive moment in the life of Rizal. It was at this
time that Rizal decided to leave the Philippines to escape persecution. He went to Europe and everywhere he
went, Rizal was always an observer and a student, learning from everything he saw, read, and heard. Rizal
persuaded the Filipinos in Spain to prove that they can compete with the Europeans in intellect and talent.
Through his membership in exclusive societies of scholars, and scientists in Europe where he presented
monographs were much appreciated. Rizal provided nis compatriots with an example. Throughout this period,
Rizal cooperated with the Propaganda Movement. Through his writings, novels, and essays, he sought to make
sincere divulgence or uc social, political, and economic circumstances in the country.

4. Fourth and Final Phase (1892-1896). The year 1892 can be regarded as the final turning point in the life of
Jose Rizal, before he suffered w death on December 30, 1896. Rizal got exiled in Dapitan.