Unit 1

Prelude to the Study of Rizal’s Life, Works

and Writings

Introduction
________________________________________________________________
“...My dream is my country’s prosperity... The thought of my whole life has always been
love of my country and her moral and material development...The good of my country is all that
I pursue... I should like the coming generation to be brilliant, enlightened, intelligent, and
progressive... I should like the Filipino people to become worthy, noble and honorable.”

-Jose P. Rizal, age 8

__________________________________________________________________________

These are the very aspirations of a little boy who had great respect for his
country, his countrymen, and most especially the young generation. Why did he have
such great dreams and hope for the Philippines and its people? What made him trust
that there is going to be moral and material development for the Philippines? Where
did he get such philosophy and motivation?

The meaning and importance of human endeavors can be best understood and
cherished when viewed within a timeframe of its proper historical context. To better
understand and appreciate the role of Jose Rizal in the making of the Filipino nation,
one has to know the developments in the century he lived and the period when he
worked.

In this module, you will find deeper and greater appreciation of the life and
context of Jose Protacio Mercado Rizal y Alonzo Realonda who consolidated national
consciousness so that you, and every Filipino, may enjoy the fullness of freedom that he
painstakingly envisioned and stood for.

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 TOPIC I
REPUBLIC ACT NO. 1425 OR THE RIZAL’S LAW

INTRODUCTION

The integration of the study of life, works and writings of Dr. Jose P. Rizal in the
curriculum of the tertiary level aimed to rededicate the lives of youth to the ideals of
freedom and nationalism, for which our heroes lived and died, to pay tribute to our
national hero for devoting his life and works in shaping the Filipino character and to
gain an inspiring source of patriotism through the study of Rizal’s life, works, and
writings.

LEARNING OUTCOMES

1. State the major features of R.A. No. 1425

2. Determine the importance of studying Jose Rizal’s life, works and
writings.
3. Create a reflective journal about the issues and interests at stake in debate
over the Rizal bill.

LEARNING OBJECTIVES

1. State the major features of R.A. No. 1425

2. Determine the importance of studying Jose Rizal’s life, works and
writings.
3. Make an assessment on how we could attain nationalism/ patriotism by
studying the life, works and writings of Jose Rizal.

PRESENTATION OF CONTENTS

Jose P. Rizal being the “First Filipino’’ stands out in the history of the Philippines
as a nation. His life, works, writings and teachings were vital in the origins and
development of a Filipino national consciousness that led to the shaping of the nation.
The Principles and ideals that he lived and died for permeate through every lesson in
this module.

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 In fact the authors of the Rizal law [R.A. No. 1425] had hoped that by having an
understanding of his life and analysing his teachings and literary works, the Filipino
youth may be provided the much- needed role model that seen too wanting today. They
may also gain inspiration and insight and involve themselves in the community,
carrying the values and virtues of the national and the other heroes.

Republic Act No. 1425 or the Rizal Law

The Republic Act 1425, better known as the Rizal Law, was passed on June 12,
1956, authored by Senator Jose P. Laurel Sr. According to the “Official Gazette” the
Rizal Law was implemented by the National Council of Education on August 16, 1956.
The Rizal law provides for the inclusion of Rizal’s life, works, and writings especially
his novels Noli Me Tangere and El Filibusterismo in the curriculum of all schools, private
and public. Among other things, it also authorizes the publication and the distribution
of materials that contain the life, works, and writings of Jose Rizal. For contemporary
relevance, the inclusion of the works of other nationalists, from the GomBurZa to
Marcos, as allowed and encouraged by the same law (Department Order No. 112 s 1969,
implementing the three- unit course on the Life, Works, and Writings of Jose Rizal).

The central idea of the chronological, biographic, critical, and analytical approach
is to combine the salient points of Rizal’s life, works, and writing into the origin,
evolution, and development of our national consciousness. Moreover, as the law
requires, there is a need for rededication to the ideals of freedom and nationalism for
which our heroes lived and died.

Rizal law stresses, particularly the novels Noli Me Tangere and El Filibusterismo as
the basic text from among the writings of Rizal. The framers of the law regarded the
books as “constant and inspiring source of patriotism with which the minds of the youth
during their formative and decisive years in school be suffused.” They hoped and by studying
Rizal’s life and analyzing his teachings and literary works, the youth may gain
inspiration and insight so that consequently involve themselves in the community,
carrying the values and virtues of Rizal and other national heroes. The youth, who Rizal
referredd as the “ Fair hope of the Fatherland,” must acquire proper direction and search
for a better national life.

There were three Main goals of Rizal’s Law

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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 life, works, and writings.

Contents of the Law

Section 1: This section mandates the students to read the two greatest novels of Rizal. This two
shall be included in the curricula of all schools, colleges and universities, public or in private.

· The two novels were NOLI ME TANGERE for the 3rd year or grade 9 in k-12 & EL
FILIBUSTERISMO for 4th year or grade 10 in k-12. And even in tertiary level the students
should enroll 3 units because the students cannot graduate without taking this course.

Section 2: This section mandates the school to have an adequate number of copies in their
libraries.

Are there really an adequate number of copies about Rizal in your own library during Secondary
education?

· But based on the observation of other students there were only few number of books on about
Rizal and also the two greatest novel of Rizal.

Section 3: This section orders the board of National Education to publish the works in English,
Tagalog, and other major Philippine Languages.

Section 4: It prohibits the discussion of religious doctrines by person engaged in any public
school.

Section 5: a sum of 300 thousand peso is appropriated to carry out the purposes of the law.

Section 6: It shall take effect upon its approval

REFERENCES

• Laurel, Jose B. Jr. 1960. The Trials of the Rizal Bill. Historical Bulletin 4(2): 130-
39

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• Constantino Renato. 1969. The Rizal Law and the Catholic Hierarchy. In the
Making of a Filipino; A Story of Philippine Colonial Politics, 244-47.Quezon City:
The Author

• Schumacher, John. 2011. The Rizal Bill of 1956: Horacio De La Costa and the
Bishops. Philippine Studies 59(4): 529-53

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