Course Description

This course covers the significant life of Rizal his works and writings. It further discusses and
critics how his writings meanly affect the rise of Filipino people before and emulate some of his
plans and actions for our youth of the 20th century. The study of Dr. Jose P. Rizal’s life, works
and writings has been mandated by Republic Act no. 1425 known as the Rizal law, enacted on
June 12, 1956 and took effect on August 16, 1956. The law mandates that a course on the life of
Dr. Jose Rizal should be included in the curricula in all schools. Furthermore, it analyzes the works
and life of Rizal and how this contributes to our freedom and democracy. This course is essential
for the students to understand and the historical contribution of Rizal to the present.

MODULE 1 LESSON 1
UNDERSTANDING THE RIZAL LAW (RA 1425)
Lesson Introduction:
As an introduction to the life and works of Jose Rizal, you will study RA 1425 within its
context, look into major issues and debates surrounding the bill and its passage into law, and
reflect on the impact and relevance of this legislation throughout history and the present time.
One of the major reasons behind the passage of the Rizal Law was the strong intent to instill
nationalism in the hearts and minds of the Filipino youth. Wani-Obias, R et al. (2018)

Instructions: Read the following excerpts from the statement of the legislators who supported
and opposed the passage of the Rizal law in 1956.

FOR
"Noli Me Tångere and El Filibusterismo
must be read by all Filipinos. They must be
taken to heart, for in their pages we see
ourselves as in a mirror, our defects as well
as our strength, our virtues as well as our
vices. Only then would we become AGAINST
conscious as a people and so learn to "A vast majority of our people are, at the same time,
prepare ourselves for painful sacrifices that Catholic and Filipino citizens. As such, they have two
ultimately lead to self-reliance, self-respect, great loves: their country and their faith. These two
and freedom." — Senator Jose P. Laurel loves are not conflicting loves. They are harmonious
"Rizal did not pretend to teach religion affections, like the love for his father and for his
when he wrote those books. He aimed at mother. This is the basis of my stand. Let us not
inculcating civic consciousness in the create a conflict between nationalism and religion,
Filipinos, national dignity, personal pride, between the government and the church." —Senator
and patriotism and if references were made Francisco "Soc" Rodrigo
by him in the course of his narration to
certain religious practices in the Philippines
in those days, and to the conduct and
behavior of erring ministers of the church, it
was because he portrayed faithfully the
general situation in the Philippines as it then
existed." —Senator Claro M. Recto
The Context of the Rizal Bill
How a Bill Becomes a Law: The Legislative Process

The Senate and the House of Representatives follow the same Legislative procedure. Proposals
emanate from a number of sources. They may be authored by the members of the Senate or
House as part of their advocacies and agenda; produced through the lobbying from various
sectors; or initiated by the executive branch of the government with the President's legislative
agenda. Once a legislative proposal, like a bill, is ready, it will go through the steps discussed
below.

Step 1: Bill is filed in the Senate Office of the Secretary. It is given a number and is 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 c ommittee.

Step 3: Committee Hearings. The bill is discussed within the committee and a period of consultation is held. The committee can approve
or reject. After the committee submits the committee report, the bill is calendared for second reading.

Step 4: Second Reading. The bill is read and discussed on the floor; the author delivers a sponsorship speech. Other members of the
Senate may engage in discussions regarding the bill and a period of debates will pursue. Amendments may be suggested.

Step 5: Voting on Second Reading. The senators vote on whether to approve or reject the bill. If approved, the bill is calendared for 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 rejection.

Step 7: Consolidation of Versions from the House. The similar steps are followed by the House of Representatives. If there are differences
between the Senate and House versions, a bicameral conference committee is called to reconcile the two. After this, both chambers
approve the consolidated version.

Step 8: Transmittal of Final Versions to Malacanan. The bill is then submitted to the President for signing. The president can either sign the
bill into a law or veto and return it to Congress.

From the Rizal Bill to the Rizal Law

On April 3, 1956, Senate Bill No. 438 was filed by the Senate Committee on Education. On April
17, 1956, then Senate Committee on Education Chair Jose P. Laurel sponsored the bill and began
delivering speeches for the proposed legislation. Soon after, the bill became controversial as the
powerful Catholic Church began to express opposition against its passage. As the influence of
the Church was felt with members of the Senate voicing their opposition to the bill, its main author,
Claro M. Recto, and his all ies in the Senate entered into a fierce battle arguing for the passage
of SB 438. Debates started on April 23, 1956. The debates on the Rizal Bill also ensued in the
House of Representatives. 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 commenced on May 9,
1956. A major point of the debates was whether the compulsory reading of the texts.
Noli Me Tångere and El Filibusterismo appropriated in the bill was constitutional. The call to read
the unexpurgated versions was also challenged. As the country was soon engaged in the debate,
it seemed that an impasse was reached. To move the procedure to the next step, Senator Jose
P. Laurel proposed amendments to the bill on May 9, 1956. In particular, he removed the
compulsory reading of Rizal's novels and added that Rizal's other works must also be included in
the subject. He, however, remained adaman t in his stand that the unexpurgated versions of the
novels be read. On May 14, 1956, similar amendments were adopted to the House version. The
amended version of the bills was also subjected to scrutiny but seemed more palatable to the
members of Congress. The passage, however, was almost hijacked by technicality since the
House of Representatives was about to adjourn in a few days and President Ramon Magsaysay
did not certify the bills as priority. The allies in the House skillfully avoided the insertion of any
other amendment to prevent the need to reprint new copies (which would take time). They also
asked the Bureau of Printing to use the same templates for the Senate version in printing the
House version; Thus, on May 17, 1956, the Senate and House versions were approved. The
approved versions were then transmitted to Malacanan and on June 12, 1956, President
Magsaysay signed the bill into law which became Republic Act No. 1425. Wani-Obias, R et al.
(2018)

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

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 f ondness 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 E/ Filibusterismo, are a constant and inspiring source of
patriotism with which the minds of the youth, especially during their formative and decisive years in sch ool, should be suff used;

WHEREAS, all educational institutions are under the supervision of, and subject to regulation by the State, and all schoo ls 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 novels Noli Me Tangere and E/ Filibusterismo, shall b e included in the
curricula of all schools, colleges and universities, public or private: Provided, That in the collegiate cour ses, the original or unexpurgated editions of the Noli
Me Tangere and El Filibusterismo or their English translation 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 dis ciplinary 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 af ter their publication in the Official Gazette.

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 Riza l's other works and biography. The -said unexpurgated editions of
the Noli Me Tangere and E/ 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 univer sity.

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, popula r 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 persons 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 a ppropriated in the National
Treasury to carry out the purposes of this Act. SECTION 6. This Act shall take effect upon its approval. Approve d: June 12, 1956 Published in the Official
Gazette, Vol. 52, No. 6, p. 2971 in June 1956.