Rizal Law

PREPARED BY:MA’AM REYES

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”
PROVISIONS OF RA 1425
 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.

• 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.
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.
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 & 6

• 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.

• This Act shall take effect upon its approval.

• [PDF] Republic Act No. 1425, s. 1956
SECTION 26, ARTICLE 6

• (1) Every bill passed by the Congress shall embrace only one
subject which shall be expressed in the title thereof.
Objectives of the Law

• Enrich the minds of the youth about the history of the Philippines.
• The study of Rizal's works should be implemented by the
government.
• To appreciate Rizal's ideas and teachings in relation to the present
conditions of our country and apply in current social
problems/issues.
• To foster the development of the Filipino youth.
DATE OF EFFECTIVITY:

• Approved: June 12, 1956

“This Act shall take effect upon its approval”
Objectives of the Law

• Enrich the minds of the youth about the history of the Philippines.
• The study of Rizal's works should be implemented by the
government.
• To appreciate Rizal's ideas and teachings in relation to the present
conditions of our country and apply in current social
problems/issues.
• To foster the development of the Filipino youth.
THE MAKING
THE MAKING:
 PROPONENT

CLARO M. RECTO 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.

The bill was sponsored by the Senate Committee on

Education and was co-written by Jose P. Laurel and
Recto.
 OPPONENTS

They were opposed by only two people – Francisco SOC Rodrigo

Mariano Jesus Cuenco and Decoroso Rosales.
“Cuenco emphasized that Rizal attacked the
practices and beliefs of the church”
When it become a Bill?

• On May 12, 1956, a unanimous approval for a second reading of a

substitute measure authored by Senator Laurel based on the
proposals of Senators Roseller T. Lim and Emmanuel Pelaez
happened.
• Finally, on June 12, 1956, the bill was signed by President Ramon
Magsaysay and became Republic Act 1425.
Issues and Interests On Rizal Law

1. Recto, during the 1955 Senate election was accused of being a

communist and anti-catholic. This also led to the churches claiming that
reading the novels would violate freedom of conscience and religion.
2. Catholic churches came together and campaigned aggressively against
Recto and his bill. They urged advocates of faith to band together and
write to their congressmen and senator to show opposition.
3. Those who opposed the bill were groups such as:
 Catholic Action of the Philippines
 Congregation of the Mission
 Knights of Columbus, and the
 Catholic Teachers Guild
19th Century as Rizal Context
AGE OF ENLIGHTENMENT

SOCIAL CONTRACT
1. Jean Jacque Rousseue
2. Montesquieu
3. Voltaire
4. Locke
Economic Development and the Rise of Filipino Nationalism

• The country was opened to foreign trade at the end of the 18th
century which resulted in the rapid rise of foreign firms in Manila.
This stimulated agricultural production and export of sugar, rice
hemp and tobacco. The number of families which prospered from
foreign commerce and trade were able to send their sons for an
education in Europe. Filipinos who were educated abroad were
able to absorb the intellectual development in Europe.
Factors Contributed to the Development of Filipino Nationalism:

• Opening of the Philippines to International Trade and the Rise

of the Middle Class
• Influx of European Liberalism
• Opening of the Suez Canal on November 17, 1869
Opening of the Philippines to International
Trade and the Rise of the Middle Class

•      Manila was opened to foreign trade which brought prosperity to

the Filipinos and Chinese mestizo resulting to the existence of
middle class.
Influx of European Liberalism

•      Ideas of the enlightened philosophers like John Locke and Jean

Jacques Rosseau, masonry and the French Revolution reached the
Philippines.
•      Liberty, religious freedom, democracy, human rights such as
suffrage, freedom of speech, press and form associations and
assemblies.
Opening of the Suez Canal on November 17, 1869

•    Connects Mediterranean and red sea; shortened

distance between Europe and Orient
•      Results: (a) Philippines became closer to
Europe and Spain (b) encouraged European
travelers to come to our country (c) exodus of
literal ideas from Europe to the Philippines (d)
more educated and young Filipinos were able to
study abroad
Education in 19th Century

• There are lots of criticisms received in the educational system of

the Philippines in the late 19th century. Below are the following:
• Overemphasis on religious matters
• Obsolete teaching methods
• Limited curriculum
• Poor classroom facilities
• Absence of teaching materials
• Primary education was neglected
• Absence of academic freedom imasalanglaonglaan.wordpress.com
• Prejudice against Filipinos in the schools of higher learning
• Friar control over the system
THE SOCIAL STRUCTURE IN 19TH CENTURY
• The Filipinos in the 19th
century had suffered from
feudalistic and master slave
relationship by the Spaniards.
Discrimination

1.Human Rights Denied to Filipinos

2. No Equality before the law
3. Maladministration of Justice
4. Racial Discrimination
5.Frailocracy
6. Forced Labor
7. Haciendas owned by Friars
8.Guardia Civil
The Religious Front: Secularization
1. Differentiate : "Filipino," "regular priest", and
"secularization issue."
2. Discuss the stand of the regular priest and the
secular priests in relation to the administration of
Philippine provinces.
 Secularization

• secularization" meant merely "nationalizing" the

Catholic Church by replacing the friars with native
secular priests. This was a reaction to the Spanish
friars who were perceived as obstacles to education,
progress, and freedom.
Regular v. Secular

Regular(orders),evangelizers,educators,
administrators
Secular Clergy:administered
sacraments(baptism, marriages, burials)
The Secularization Issue: