MODULE 1

Historical Background and Context of RA 1425

A. Introduction to the Rizal Law

B. The Controversy
C. Salient Point of the Rizal Law
D. The Republic Act of 1425

Learning Outcomes
 Explain the history of the Rizal Law and its important provisions.
 Critically assessed the effectiveness of the Rizal course and Rizal Law.
 Enumerate what issues and interests were at stake in the debate over the Rizal bill that
later was crafted into Rizal Law.
 Appraise the relevance of these issues remain pertinent to the present.

A. Introduction to the Rizal Law

Welcome to the first lesson on the course on the Life and Works of Jose Rizal. This
lesson provides a discussion on the historical context and contents of the Rizal Law and
examines the social, political and economic conditions in the Philippines in the 21st Century.
Studying historical context of the Rizal Law allows us to better understand the context,
rationale and importance of the law. Similarly studying the 19 th century is helpful in studying
the life, works and ideas of Dr. Jose Rizal because this puts him in the appropriate context.
Many Filipino students are curious why they are still required to study the life and
works of Jose Rizal in college despite having studied the biography of Jose Rizal and his two
novels in their high school years. Some believe that it might just be a repetition of the things
they have learned and that it would be a waste of their time. Little did they know that they are
mandated by the law to study the life and works of Jose Rizal not only in high school but also
in college and they might not even have an idea what this law had gone through in order to be
passed and approved.
Dr. Jose Rizal’s vast role in the attainment of the nation’s freedom led to the issuance
of Republic Act 1425 on June 12, 1956. Commonly known as the Rizal Act. Senator Claro
M. Recto was the main proponent of the Rizal Bill. He sought to sponsor the bill at Congress.
The Rizal Law has come a long way and was approved by President Ramon Magsaysay on
June 12, 1956. RA 1425 filed a measure which became the original Rizal Bill recognizing the
need to instill heroism among the youth at the time when the country was experiencing social
turmoil.
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 Tangere and El
Filibusterismo. 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 Veteranis de la Revolution, Alagad ni Rizal, the Freemasons,
and the Knights of Rizal. Before being enacted, the “Original” Rizal Bill stated that to
include Noli Me Tangere and El Filibusterismo as compulsory readings, and to emphasize the
original or unexpurgated versions of the novel. But the “Original Bill was opposed by the
Catholic Church, because they saw the bill as an attempt to discredit the Catholic Religion;
and by the idea of compulsion to read something against one’s faith, impairs freedom of
speech and religious freedom. So, as an answer to the problem, the “Original” bill was
revised. The final version of the bill stated: to include all the works and writings by Jose
Rizal, to put emphasis on original or unexpurgated versions of the Noli Me Tangere and El
Filibusterismo, and removed the idea of compulsion by allowing exemption by reason of
faith.
B. The Controversy
During the 1955 Senate Election, the Church charged Recto with being a communist
and anti-Catholic. After Recto’s election the Church conditioned to oppose the bill mandating
the reading of Rizal’s novels Noli Me Tangere and El Filibusterismo, claiming it would
violate freedom of conscience and religion. In 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 the symposiums, Father 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 read
them as it would “endangered their salvation”.
First the debate over the Rizal Bill was a show-down between the secular nationalists
led by the two senators from Batangas, Claro M. Recto and Jose P. Laurel, and those who felt
that Rizal’s writings undermined the Catholic Church, consisting of Francisco Rodrigo,
Mariano J. Cuenco and Decoroso Rosales. The law aimed to revive patriotism by promoting
the teachings of the national hero. Quoting from Cuenco’s speech on the floor: Rizal
“attacked 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
then proceeded to quote verbatim passages where Rizal heaped “scorn” upon Catholic
teaching on miracles, the sacraments, indulgences, the veneration of images. An example:
“Rizal (says) that the idea of purgatory does not exist in the Old Testament or in the Gospels;
that neither Moses nor Christ made the slightest mention of it; and that the early Christians
did not believe in Purgatory.”
The Second is that the voting in Congress, the initial fence-sitters who eventually
voted for the Rizal Law typically would: one, affirm their nationalism and admiration for
Rizal; two, claim to be faithful to the Church and to their Catholic constituents; and there,
says that the bill was a worthy compromise because it grants religious exemptions and limit
its unexpurgated version to the college level. In other words, these were the saving clauses,
do to speak both politically (as in face-saving) and constitutionally.
 The third is that the Rizal Law prevailed despite the pragmatic counter-offer that it
was possible to advance nationalism without Rizal’s anti-clerical baggage, through edited
anthologies of Rizal and of other hero’s too. In other words, there were practical reasons to
drop it altogether, but the principled reason for keeping it won the day. The Rizal Law was a
political triumph of secular nationalism.
The lengthy deliberations brought about a compromise. The word “compulsory” was removed
to read, “inclusion” in the curricula of all public and private schools, colleges and universities, the
course on the life, works and writings of Dr. Jose Rizal…” Representative Arturo Tolentino later
delibered a speech calling for unity among law makers and among Filipinos. Senator Francisco
Rodrigo who earlier opposed the bill was convinced of its wisdom with the inclusion of “freedom and
nationalism”. Thus, RA 1425, an act to include the Curricula of all public and private schools,
colleges and universities courses on the life, works and writings of Dr. Jose Rizal, particularly his
novels, , Noli Me Tangere and El Filibusterismo also known as The Rizal Law, was passed on June
12, 1956 and signed by President Magsaysay.

C. Salient Point of the Rizal Law

There is a need to give utmost importance to the ideals of freedom, nationalism and patriotism
through an understanding of the works and life of Dr. Jose Rizal. Since the schools, among other
institutions in society, are in the best position to carry this out, the compulsory course on Rizal in
college is seen as a must.

Senator Claro M. Recto, Author of the Rizal Law

D. The Republic Act 1425

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 fondness 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 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,

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 of 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 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.
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.
Section 6.
This Act shall take effect upon its approval.
Approved: June 12, 1956

Additional Readings:
1. The Relevance of Dr. José Rizal for Today’s Filipino & Filipino American Youth By
Steven Raga
2. Jose B. Laurel Jr. “The Trials of the Rizal Bill”, Historical Bulletin vol. no. 2
(1960):130-139.

1. Exercises/ Drills:
Activity: Mind Exercise;
1. Compare and Contrast the views of those in favor and against RA 1425, considering
the context of 1950s. Would similar arguments still have force today? 20 pts.
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 2. Reflect on your secondary education; Did your school comply with RA 1425? 20 pts.
How effective is the Rizal Law in instilling patriotism among secondary school
students? 20 pts. Use additional sheet for your answer.
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Evaluation:
Quiz: What will be your vote if you are a Senator during the passing of Rizal Bill?
Explain your stand. 20 pts.

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References:
Text of the RA 1425 http://www.gov.ph/1956/06/12/republic-act-no-1425/
*Constantino, Renato. The Making of a Filipino. A story of Philippine Colonial Politics Q.C.
R. Constantino 1982, pp.244-247
Jose B. Laurel Jr. “The Trials of the Rizal Bill”, Historical Bulletin vol. no. 2 (1960):130-
139.
*Schumacher, John. “The Rizal Bill of 1956: Horacio dela Costa and Bishops,”Philippine
Studies 59 no. 4 (2011): 529-553
*Caroline S. Hau, “Introduction in Necessary Fictions: Philippine Literature and the nation,
1946-1980 Quezon City: Ateneo de Manila University Press, 2000, pp.1-14.