Republic Act No.

1425, known as the Rizal Law, mandates all educational institutions in the
Philippines to offer courses about José Rizal. The full name of the law is 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. The measure was strongly
opposed by the Roman Catholic Church in the Philippines due to the anti-clerical themes in Noli Me
Tángere and El Filibusterismo.

José Rizal

Senator Claro M. Recto was the main proponent of the Rizal Bill. He sought to sponsor the bill at
Congress. However, this was met with stiff opposition from the Catholic Church. During the 1955
Senate election, the church charged Recto with being a communist and an anti-Catholic. After
Recto's election, the Church continued to oppose the bill mandating the reading of Rizal's novels
Noli Me Tángere and El Filibusterismo, claiming it would violate freedom of conscience and
religion.[1]

In the campaign to oppose the Rizal bill, the Catholic Church urged its adherents to write to their
congressmen and senators showing their opposition to the bill; later, it organized symposiums. In
one of these symposiums, Fr. Jesus Cavanna argued that the novels belonged to the past and that
teaching them would misrepresent current conditions. Radio commentator Jesus Paredes also said
that Catholics had the right to refuse to read them as it would "endanger their salvation".[1]

Groups such as Catholic Action of the Philippines, the Congregation of the Mission, the Knights of
Columbus, and the Catholic Teachers Guild organized opposition to the bill; they were countered by
Veteranos de la Revolucion (Spirit of 1896), Alagad in Rizal, the Freemasons, and the Knights of
Rizal. The Senate Committee on Education sponsored a bill co-written by both José P. Laurel and
Recto, with the only opposition coming from Francisco Soc Rodrigo, Mariano Jesús Cuenco, and
Decoroso Rosales.[2][3]

The Archbishop of Manila, Rufino Santos, protested in a pastoral letter that Catholic students would
be affected if compulsory reading of the unexpurgated version were pushed through.[4] Arsenio
Lacson, Manila's mayor, who supported the bill, walked out of Mass when the priest read a circular
from the archbishop denouncing the bill.[5]

Rizal, according to Cuenco, "attack[ed] dogmas, beliefs and practices of the Church. The assertion
that Rizal limited himself to castigating undeserving priests and refrained from criticizing, ridiculing or
putting in doubt dogmas of the Catholic Church, is absolutely gratuitous and misleading." Cuenco
touched on 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; Cuenco concluded that a "majority of the
Members of this Chamber, if not all [including] our good friend, the gentleman from Sulu" believed in
purgatory.[3] The senator from Sulu, Domocao Alonto, attacked Filipinos who proclaimed Rizal as
"their national hero but seemed to despise what he had written", saying that the Indonesians used
Rizal's books as their Bible on their independence movement; Pedro López, who hails from Cebu,
Cuenco's province, in his support for the bill, reasoned out that it was in their province the
independence movement started, when Lapu-Lapu fought Ferdinand Magellan.[4]

Outside the Senate, the Catholic schools threatened to close down if the bill was passed; Recto
countered that if that happened, the schools would be nationalized. Recto did not believe the threat,
stating that the schools were too profitable to be closed.[1] The schools gave up the threat, but
threatened to "punish" legislators in favor of the law in future elections. A compromise was
suggested, to use the expurgated version; Recto, who had supported the required reading of the
unexpurgated version, declared: "The people who would eliminate the books 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", adding that since Rizal is dead, they are attempting to suppress his
memory.[6]

On May 12, 1956, a compromise inserted by Committee on Education chairman Laurel that
accommodated the objections of the Catholic Church was approved unanimously. The bill specified
that only college (university) students would have the option of reading unexpurgated versions of
clerically-contested reading material, such as Noli Me Tángere and El Filibusterismo.[1][4][6] The bill
was enacted on June 12, 1956,[4] Flag Day.

Content

The Noli and Fili were required readings for college students.

Section 2 mandated that the students were to read the novels as they were written in Spanish,
although a provision ordered that the Board of National Education create rules on how these should
be applied.[3] The last two sections were focused on making Rizal's works accessible to the general
public: the second section mandated the schools to have "an adequate number" of copies in their
libraries, while the third ordered the board to publish the works in major Philippine languages.[3]

After the bill was enacted into law, there were no recorded instances of students applying for
exemption from reading the novels, and there is no known procedure for such exemptions.[6] In
1994, President Fidel V. Ramos ordered the Department of Education, Culture and Sports to fully
implement the law as there had been reports that it has still not been fully implemented.[7]
The debate during the enactment of the Rizal Law has been compared to the Responsible
Parenthood and Reproductive Health Act of 2012 (RH Law) debate in 2011.[8] Akbayan
representative Kaka Bag-ao, one of the proponents of the RH bill, said, quoting the Catholic
hierarchy, that "More than 50 years ago, they said the Rizal Law violates the Catholic's right to
conscience and religion, interestingly, the same line of reasoning they use to oppose the RH bill."[9]

THE RIZAL BILL was as controversial as Jose Rizal himself.

The mandatory Rizal subject in the Philippines was the upshot of this bill which later became a
law in 1956. The bill involves mandating educational institutions in the country to offer a course on the
hero’s life, works, and writings, especially the ‘Noli Me Tangere’ and ‘El Filibusterismo’. The transition
from being a bill to becoming a republic act was however not easy as the proposal was met with intense
opposition particularly from the Catholic Church.

Largely because of the issue, the then senator Claro M. Recto—the main proponent of the Rizal Bill—
was even dubbed as a communist and an anti-Catholic. Catholic schools threatened to stop operation if
the bill was passed, though Recto calmly countered the threat, stating that if that happened, then the
schools would be nationalized. Afterward threatened to be punished in future elections, Recto remained
undeterred.

Rizal's Life, Works, and Writings: Free Online Syllabus & Lectures

Concerning the suggestion to use instead the expurgated (edited) version of Rizal’s novels as mandatory
readings, Recto explained his firm support for the unexpurgated version, exclaiming: “The people who
would eliminate the books 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.” (Ocampo, 2012, p. 23)

The bill was eventually passed, but with a clause that would allow exemptions to students who think
that reading the Noli and Fili would ruin their faith. In other words, one can apply to the Department of
Education for exemption from reading Rizal’s novels—though not from taking the Rizal subject. The bill
was enacted on June 12, 1956.
RA 1425 and other Rizal laws

The Rizal Bill became the Republic Act No. 1425, known as the ‘Rizal Law’. The full name of the law is
“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.“

The first section of the law concerns mandating 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, then senator 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 great ideals for which the
hero died. Accordingly, the Rizal Law aims to accomplish the following goals:

1. To rededicate the lives of youth to the ideals of freedom and nationalism, for which our heroes lived
and died

2. To pay tribute to our national hero for devoting his life and works in shaping the Filipino character

3. To gain an inspiring source of patriotism through the study of Rizal’s life, works, and writings.

So far, no student has yet officially applied for exemption 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 totally carried out. In
1995, CHED Memorandum No. 3 was issued enforcing strict compliance to Memorandum Order No.
247.

Not known to many, there is another republic act that concerns the national hero. Republic Act No. 229
is an act prohibiting cockfighting, horse racing, and jai-alai on the thirtieth day of December of each year
and to create a committee to take charge of the proper celebration of Rizal day in every municipality
and chartered city, and for other purposes.

The Importance of Studying Rizal

The academic subject on the life, works, and writings of Jose Rizal was not mandated by law for nothing.
Far from being impractical, the course interestingly offers many benefits that some contemporary
academicians declare that the subject, especially when taught properly, is more beneficial than many
subjects in various curricula.

The following are just some of the significance of the academic subject:

1. The subject provides insights on how to deal with current problems

There is a dictum, “He who controls the past controls the future.” Our view of history forms the manner
we perceive the present, and therefore influences the kind of solutions we provide for existing
problems. Jose Rizal course, as a history subject, is full of historical information from which one could
base his decisions in life. In various ways, the subject, for instance, teaches that being educated is a vital
ingredient for a person or country to be really free and successful.

2. It helps us understand better ourselves as Filipinos

The past helps us understand who we are. We comprehensively define ourselves not only in terms of
where we are going, but also 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 a very
important national historical figure like Jose Rizal contributes much to shedding light on our collective
experience and identity as Filipino. The good grasp of the past offered by this subject would help us in
dealing wisely with the present.

3. It teaches nationalism and patriotism

Nationalism involves the desire to attain freedom and political independence, especially by a country
under foreign power, while patriotism denotes proud devotion and loyalty to one’s nation. Jose Rizal’s
life, works, and writings—especially his novels—essentially, if not perfectly, radiate these traits. For one
thing, the subject helps us to understand our country better.

4. It provides various essential life lessons

We can learn much from the way Rizal faced various challenges in life. As a controversial figure in his
time, he encountered serious dilemmas and predicaments but responded decently and high-mindedly.
Through the crucial decisions he made in his life, we can sense his priorities and convictions which
manifest how noble, selfless, and great the national hero was. For example, his many resolutions
exemplified the aphorism that in this life there are things more important than personal feeling and
happiness.

5. It helps in developing logical and critical thinking

Critical Thinking refers to discerning, evaluative, and analytical thinking. A Philosophy major, Jose Rizal
unsurprisingly demonstrated his critical thinking skills in his argumentative essays, satires, novels,
speeches, and written debates. In deciding what to believe or do, Rizal also proved his being a
reasonably reflective thinker, never succumbing to the irrational whims and baseless opinions of
anyone. In fact, he indiscriminately evaluated and criticized even the doctrines of the dominant religion
of his time. A course on Rizal’s life, works, and writings therefore is also a lesson in critical thinking.

6. Rizal can serve as a worthwhile 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, life
principles, convictions, thoughts, ideals, aspirations, and dreams are a good influence to anyone.
Throughout his life, he valued nationalism and patriotism, respect for parents, love for siblings, and
loyalty to friends, and maintained a sense of chivalry. As a man of education, he highly regarded
academic excellence, logical and critical thinking, philosophical and scientific inquiry, linguistic study,
and cultural research. As a person, he manifested versatility and flexibility while sustaining a strong
sense of moral uprightness.

7. The subject is a rich source of entertaining narratives

People love fictions and are even willing to spend for books or movie tickets just to be entertained by
made-up tales. But only a few perhaps know that Rizal’s life is full of fascinating non-fictional accounts.

For instance, it is rarely known that (1) Rizal was involved in a love triangle with Antonio Luna as also
part of the romantic equation; (2) Rizal was a model in some of Juan Luna’s paintings; (3) Rizal’s
common-law wife Josephine Bracken was ‘remarried’ to a man from Cebu and had tutored former
President Sergio Osmeña; (4) 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; (5) the Filipina
beauty queen Gemma Cruz Araneta is a descendant of Rizal’s sister, Maria; (6) the sportscaster Chino
Trinidad is a descendant of Rizal’s ‘first love’ (Segunda Katigbak); and (7) 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.

Republic Act No. 1425

House Bill No. 5561

Senate Bill No. 438

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 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 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 schools are enjoined to develop moral character, personal discipline, civic conscience, and
to teach the duties of citizenship; Now therefore,

Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled

SEC.1

Courses on the life, works and writings of Jose Rizal, particularly his novels 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 translations 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
regulations of this Act. The Board shall promulgate rules and regulations providing for the exemption of
students for reason 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.

SEC.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 expurgated editions of the Noli Me Tangere and El Filibusterismo,
as well as 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.

SEC.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 the Barrio Councils throughout the
country.

SEC.4

Nothing in this Act shall be construed as amending 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.

SEC.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.

SEC.6

This Act shall take effect upon its approval.

Three years ago, the Claro M. Recto Foundation launched The Recto Valedictory, a compilation of the
last en speeches Recto was set to deliver in Spain had he not died unexpectedly in Rome on October 2,
1960. I book the book primarily for Nick Joaquin’s superb translation of these speeches published in
parallel text with the original Spanish, thinking it would come in handy one day when I decide to brush
up on my Spanish.

Today I checked my historical calendar and found out that if Recto were alive today, he would be 100
years old. A Recto Centennial Commission has been formed, and I hear that three of the projected eight
volumes of Recto’s complete writings will be launched this week.

Few students today know that the compulsory Rizal course they detest so much is due in large part of
Recto. In the University of the Philippines, the Rizal course is coded as PI 100, or Philippine Institutions
100, and I often hear it said that PI 100 actually means “Putang Ina 100”. I don’t blame them because
the main reason I agreed to teach this course way back in 1986 at De La Salle University was I didn’t like
the way it was taught to me and I had promised myself that my students will have an “alternative” way
of dealing with Rizal and our past.

You cannot help but notice the resistance of students to the Rizal course on the first day of class- they
make you feel how very useless they feel it is in their lives. Then add to this the prevailing lie that Rizal
was made national hero by the Americans over Bonifacio. This is why I open my classes with a lecture on
how Recto fought tooth- and nail to get the Rizal bill passed into law in 1956. Since Recto is very much a
nationalistic icon, students stop grumbling and begin to listen.

I usually try to recreate the excitement that accompanied the debates and hearings on the Rizal Bill: the
verbal jousts, the hecklers in the gallery (pro-Rizal of course), the rising blood pressures and fistfight in
Congress between two hotheaded representatives. When students see Recto in the History of the Rizal
course, they shut up and feel sorry they even thought of playing with the acronym PI 100.

We do not remember how some members of the Catholic hierarchy found 170 passages in Noli and 50
in Fili offensive to the Catholic faith. They reaffirmed that Catholics could read selected passages from
Rizal’s work, but to compel Catholics to read Rizal’s novels in its unexpurgated version was to force
heresy on them and violate their freedom of conscience.
Students who read Rizal’s novels today cannot understand what all the fuss was about. It is funny to
think that in 1956 the very same obscurantism that banned Rizal’s book in 1887 was still operative.

Catholic schools threatened to close shop if the Rizal Bill was passed. Recto calmly told them to go
ahead so the State could then nationalize them. Some church bigwigs even threatened to “punish”
erring legislators in future elections, but Recto was undaunted. Here is a man willing to risk losing votes
because of his principles; this is why I admire Recto so much.

There was a proposal to use “expurgated” novels as textbooks, with the “unexpurgated” copies to be
kept under lock and key in the school libraries and to be used only at the discretion and/ or approval of
higher school officials. Recto threw this out. He didn’t want an adulterated Rizal Bill:

The people who would eliminate the books of Rizal from the schools.... would blot out from our minds
the memory of our 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.

I think our problem is our short memories and our resistance to history courses. I wonder if m
generation will be as emotional about Rizal and his works in case there is a move to abolish the Rizal
course again. Maybe not.

The bill was passed with a clause that would give exemptions to those who feel that reading Rizal’s
novels would damage his or her faith. One can go to the Department of Education with an affidavit
attesting to one’s brittle faith and get an exemption- not from the Rizal course that you still have to take
– but from reading the novels of Rizal. I usually tell my students that to my knowledge, no one has yet
availed of this exemption, and if they are too lazy to read, they can always use this loophole in the Rizal
Bill. Thus, far none of my students has even tried.

The Bell Trade Act of 1946, also known as the Philippine Trade Act, was an actpassed by the
United States Congress specifying policy governing trade between the Philippines and the
United States following independence of the Philippines from the United States.

Laurel–Langley Agreement. The Laurel–Langley Agreement was a trade agreement signed in

1955 between the United States and its former colony the Philippines. It expired in 1974. It was
an amendment to the Bell Trade Act, which gave full parity rights to American citizens and
businesses.