ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santiago Campus

LECTURE NOTES

CHAPTER 1: Rizal’s Life

This module introduces Republic Act 1425, otherwise known as the Rizal Law. It
discusses nationalism and situates Jose Rizal in the context of 19 th-century Philippines. It
highlights the importance of studying Jose Rizal in the 21st century and why RA 1425 is
considered a landmark legislation.
The following are the list of topics to be studied in this module:
Lesson 1: The Rizal Law (Republic Act 1425)
Lesson2: Rizal in the 19th Century Philippines

Lesson 1: The Rizal Law (Republic Act 1425)

INTENDED LEARNING OUTCOMES:

At the end of the unit, you should be able to:

1. Identify the basic facts about Republic Act 1425;
2. Explain the history of the Rizal Law and its importance provisions; and
3. Determine the value of studying Jose Rizal in the 21st century.

INTRODUCTION

This lesson introduces you to the Rizal Law ( RA 1425). It highlight the history how
the bill became law, particularly what necessitated its proponents to propose the bill. It
likewise presents issues behind the deliberation and approval of the law focusing on the
arguments made by both the proponents and opponents of the law. It also discusses why
RA 1425 is a landmark legislation that paved the way for the study of Rizal through
literature in an attempt to decolonize Philippine culture.

LEARNING CONTENT

Republic Act No. 1425, known as the Rizal Law, mandates all
educational institutions in the Philippines to teach the life, works, and writings
of Jose Rizal. Its primary aim is to inculcate in students an increased sense of nationalism
at a time when the Filipino identity is threatened by various factors.

The Context of the Rizal Bill

The aftermath of the Second World War left the Philippines struggling on its feet. The
countless problems, challenges, and damages brought by the war called for recovery on a

Course Code: RIZAL

Descriptive Title: The Life and Works of Jose Rizal
Instructor: ESTELA MARIE R. SUPNET
 ILOCOS SUR POLYTECHNIC STATE COLLEGE
Santiago Campus

LECTURE NOTES
national scale. Prominent individuals who championed nationalism patriotism were at the
forefront of forwarding measures to instill such values in Philippine society. These people
work hard to find ways to aid Filipino youth in the information of their national
consciousness. Among these individuals was Sen. Claro M. Recto, the main proponent of
the Rizal Bill. He believed that studying the life and works of Jose Rizal would be
instrumental in teaching the youth to stand up for their country, therefore embodying the
values and ideas of Rizal. There were only three people who opposed the bill when it was
brought to Senate. However, it was met with stiff opposition from Catholic Church when it
was sponsored by Sen. Jose P. Laurel, the head of the senate committee on education. He
helped Sen. Recto defend the viability and practicality of having the bill enacted into law.
Like Sen. Recto, he firmly believed that the passing of the bill into law will be integral in
achieving the noble intent of bringing to the Filipinos a sense of nationalism that would help
them understand the importance of sovereignty. The Church accused Recto of being a
communist and anti-Catholic. They believed that mandating students to read Rizal’s novels
Noli Me Tangere and El Filibusterismo, would violate the freedom of conscience and
religion. In an attempt to block the passing of the bill into law. The Church urged their
supporters to write to their congressmen and senators to show their opposition to the bill.
Fortifying their opposition, the Church organized symposiums and fora to denounce the
approval of the said bill. Fr. Jesus Cavanna, a staunch oppositionist of the bill, argued that
the novels belonged to the past and that teaching them would misrepresent the current
conditions of the Philippines. Radio Veritas commentator, Jesus Paredes, also said that
Catholic had the right to refuse to read the novels as it would endanger their salvation.

Aside from the opposition of the personalities mentioned, there was also strong
resistance from various groups like the Catholic Action of the Philippines, The Congregation
of the Mission, the Knights of Columbus, and the Catholic Teachers Guild. However, the
Rizal bill also had supporters, namely, the Veteranos de la Revolucion (Spirit of 1896),
Alagad ni Rizal, the Freemasons, and the Knights of Rizal.

One notable action taken by the Catholic Church to oppose the passing of the bill
into law was publishing a pastoral letter written by then Archbishop of Manila, Rufino
Santos. It stated that Catholic students would be affected if compulsory reading of the
unexpurgated version would push through. It was read in all the masses that were
celebrated in the Diocese of Manila.

One oppositionist to the bill said that Rizal attacked dogmas, beliefs, and practices of
the Church. Cuenco, another staunch oppositionist, highlighted 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. These, among other reasons, were emphasized in debates
inside the Senate.

Outside the Senate, a rumor had spread that Catholic schools threatened to close
down if the bill was passed, Recto refused to believe the possibility of such threat because
schools would lose profit if they closed.

Course Code: RIZAL

Descriptive Title: The Life and Works of Jose Rizal
Instructor: ESTELA MARIE R. SUPNET
 ILOCOS SUR POLYTECHNIC STATE COLLEGE
Santiago Campus

LECTURE NOTES

Given these debates, whether to pass the bill or not, it was suggested that a
compromise be made to appease those who opposed the bill. It was then agreed that the
expurgated versions of Rizal’s novel would be used. Recto, who had supported the required
reading of the unexpurgated versions, 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.

On May 12, 1956, the bill, with the compromise inserted by Laurel, was approved
unanimously. The bill specified that only college students would have the option to read the
unexpurgated versions of the clerically-contested reading materials. There was also an
amendment made to the original bill that included the teaching of Rizal’s other works, aside
from the two novels. Despite all the controversies, arguments, and opposition against the
Rizal Bill, it was finally enacted on June 12, 1956.

REPUBLIC ACT 1425 (The Rizal Law)

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 honouring 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
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.

Course Code: RIZAL

Descriptive Title: The Life and Works of Jose Rizal
Instructor: ESTELA MARIE R. SUPNET
 ILOCOS SUR POLYTECHNIC STATE COLLEGE
Santiago Campus

LECTURE NOTES
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 affectivity 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 os 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 schools, colleges and universities to keep in
their libraries an adequate number of copies of the original and unexpurgated editions of
Noli Me Tangere and El Filibusterismo, as well as of Rizal’s other works and biography. The
said unexpurgated editions of Noli Me Tangere and El Filibusterismo or their translation 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 enrolment of the school, college or university.
SECTION 3. The Board of National Education shall cause the translation of Noli Me
Tangere and El Filibusterimo, 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 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 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
Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956.

Why Study Rizal?

In the 21st century, the challenge for students is to understand the purpose of
studying Rizal. Scholars and academicians are one in saying that a mandated course on
Rizal is as helpful as any other course that teaches values that a student may carry for the
rest of his or her life.

Course Code: RIZAL

Descriptive Title: The Life and Works of Jose Rizal
Instructor: ESTELA MARIE R. SUPNET
 ILOCOS SUR POLYTECHNIC STATE COLLEGE
Santiago Campus

LECTURE NOTES
Studying Rizal in the 21st century helps students make sense of the present by
looking back at the past. For instance. Rizal’s illustration of 19th –century Philippines in his
works may aid today’s generation in recognizing the ills of present day Philippines.
With students exposed to many foreign influence, studying Rizal may remind and
urge them to understand the real essence of being a Filipino. Significant historical figures
like Rizal help the younger generation navigate Philippine history and understand why
being aware of social issues are important in the formation of one’s national identity.
The practicality of studying Rizal in this day and age is seen in how Rizal’s
experiences and ideologies are instrumental in grasping in the current context of Philippine
society. The mandated course on Rizal aids in developing the critical thinking skills of
students. The different challenges and dilemmas that Rizal faced in his life teaches them to
be aware of and not apathetic to the issues happening around them.
And finally, Rizal, then and now, is a worthy role model and a constant inspiration to
all Filipinos. In every aspect of his being. Rizal is worthy to emulate especially in the ideals
he held as a nationalist. He was not only intelligent, he was also humane, creative, and
innovative. As an inspiration to the Philippine nation, Rizal will always be a valuable subject
inside and outside the classroom in understanding how the Philippine nation came to be.
LEARNING ACTIVITY
Activity 1.1.1.
Instructions: Using a graphic organizer (e.g., timeline, chart,
etc.) discuss/present the different issues raised for and
against RA 1425 specifically focusing on the statements of the proponents of
and opponents to the bill.

EVALUATION
Exercise 1.1.1
Instruction: Briefly answer the following questions: Try to
answer them without relying on Google. Place your answers in a
separate sheet.

1. Considering the context of the 1950s, what issues and interests were at
stake on the debate over the Rizal Bill? Do these issues remain pertinent
in the present?
2. In view of the issues at stake in the passage of RA 1425, is teaching
Rizal’s life as hagiography consistent with the law?

Course Code: RIZAL

Descriptive Title: The Life and Works of Jose Rizal
Instructor: ESTELA MARIE R. SUPNET
 ILOCOS SUR POLYTECHNIC STATE COLLEGE
Santiago Campus

LECTURE NOTES

Lesson 2: Rizal in the 19th Century Philippines

INTENDED LEARNING OUTCOMES:

At the end of the unit, you should be able to:

1. Identify the social context within which Rizal was situated;
2. Analyze various social, political, economic, and cultural changes that occurred in the
19th century; and
3. Explain how these changes affected and influenced Jose Rizal.
INTRODUCTION:

This lesson presents the different social, political, economic, and cultural contexts of
19th-century Philippines in which Rizal was situated. To better understand the different
aspects of 19th-century Philippines, a brief discussion of the Spanish Colonization is also
included in this lesson.
LEARNING CONTENT

The life of a person is shaped by the society that he or she is a part of.
Thus, in studying and understanding the life of Jose Rizal, it is necessary to
look into the social context where he was situated in—the 19th century Philippines.
Jose Rizal was born in the 19 th century. During this time, Spain’s glory and rule as a
colonial power was already waning. The natives of the Philippines were solely realizing the
need to awaken their national consciousness. This was sparked by movements against the
oppression of the Spanish colonizers.
It was Jose Rizal who first used the word Filipino to refer to the inhabitants of the
country, whether they are of Spanish or Filipino blood. Under the Spanish rule, the native
inhabitants were called indios while inhabitants with Spanish blood (peninsulares, insulares,
mestizo) were regarded as Filipinos. He realized that the people residing in the Philippines
should be called one name—Filipino.
The events around the world also contributed to the formation of national
consciousness led by Rizal and other noted ilustrados during the 19 th century. Different
events contributed to how Rizal’s own national consciousness was shaped. For one, the
Industrial Revolution, which refers to the transition to new manufacturing processes that
made use of steam-powered, special-purpose machinery, factories, and mass production in
Europe, had its effects on the Philippine economy. In rural areas, it paved the way for new
agricultural techniques. In the larger cities of the country such as Manila, modern textile
implements were introduced and helped develop the textile industry, benefitting only a
limited number of rich Filipinos. The Industrial Revolution increased the movement of trade
around the world which made Filipinos of Spanish ancestry wealthier because they had
connections to those who handled goods from one country to another. With newer
production methods, Filipinos merchants and small-scale industriealists became prominent

Course Code: RIZAL

Descriptive Title: The Life and Works of Jose Rizal
Instructor: ESTELA MARIE R. SUPNET
 ILOCOS SUR POLYTECHNIC STATE COLLEGE
Santiago Campus

LECTURE NOTES
in Philippine society, thus forming a new group of influential middle class Filipinos. Families
from this class had the means to provide education for their children. This is why many
prominent figures in the Propaganda Movement, against the colonizers came from the
middle class—those who had the privilege to recognize and condemn the ills of the Spanish
colonial government through their education. Rizal was among them.
By the 19th century, two centuries after the Spaniards first came to the Philippines,
the hold of the Catholic Church in other Spanish colonies was already waning, yet this was
not the case in the Philippines. The Spanish friars, despite the controversies involving them,
were crucial in maintaining the Philippine archipelago as a Spanish colony. The Filipinos
turned more and more to the friars for moral and political guidance as Spanish civil officials
in the country became more corrupt and immoral. The friars then became more influential
and powerful because of frailocracy or the rule of the friars. The dominance of the friars in
the country prompted Rizal and the propagandists to expose their abuses in forwarding
their power and influence in the Philippines. The growing power of the friars in the 19 th
century urged the reformists and nationalist to work harder to let the people know who real
enemies were.
Other significant events in the 19th century that contributed to the formation and the
rest of the Propagandists’ consciousness were the opening the of the Suez Canal, the
democratic leadership of Governor General Dela Torre, General Izquedos’ replacement of
Dela Torre, and the Cavite Mutiny.
The Suez Canal was the first infrastructure that paved the way for the importation of
books, magazines, and newspaper with liberal ideas from Europe and America. This was
instrumental to the political awakening of Rizal because he was able to expand his
perspective, therefore shaping his nationalist sensibilities.
The leadership of Gov. Gen. Carlos Ma. Dela Torre (1869-1871), gave Rizal, the
reformist, and the Filipinos a foretaste of democratic rule. During the leadership of Dela
Torre, media censorship became relaxed and limited secularization of education began. He
gave amnesty to rebels including Casimiro Camerino, the leader of the bandits of Cavit, and
established the Guardia civil.
Dela Torre’s term and regulations were easily pushed out of view when he was
replaced by Gov. Gen. Rafael Izqueirdo (1871-1873) who was exactly the opposite of Dela
Torre’s liberal- minded rule. For Izquierdo, the indios should not be given the same rights
and freedom enjoyed by the Spaniards in the Philippines. He imposed harsh policies and
laws, far from liberal measures that Dela Torre implemented. Izquierdo was also
responsible for removing the long-standing personal benefits of the worker under the
encomienda system and forced labor exemptions among soldiers. This led to the Cavite
Mutiny on January 20, 1872 that was staged by about 200 military personnel of the San
Felipe Arsenal in Cavite.
The Cavite Mutiny was a failed upraising against the Spaniards , resulting in
disarmed, imprisoned, and dead Filipino soldiers. Those who were suspected to involved in

Course Code: RIZAL

Descriptive Title: The Life and Works of Jose Rizal
Instructor: ESTELA MARIE R. SUPNET
 ILOCOS SUR POLYTECHNIC STATE COLLEGE
Santiago Campus

LECTURE NOTES
the mutiny were also arrested and executed. The Spanish authorities and the friars used
the mutiny to implicate the three secular priest—Mariano Gomez, Jose Burgos, and
Jacinto Zamora, collectively known as Gomburza—and proclaimed that they were the
instigators of the said mutiny. The priests were executed by the garote at Bagumbayan on
February 15, 1872. This event had a personal impact on Rizal and his family since Burgos
was a personal friend of his brother, Paciano. The martyrdom of the three priests awakened
the desire for independence among many Filipinos. In fact, Rizal dedicated his El
Filibusterismo to the three priests.
Rizal’s aim to make the Philippines known as country of writers and intellectuals was
a result of his firsthand experience of racial discrimination when he was in Spain.
Considered as an inferior race, Filipinos were not given access to public goods and
experienced rampant prejudice in government offices, schools, and in society in general.
A number economic, social, political and cultural changes in the country and around
the world contributed to the formation of Rizal’s national consciousness and his reformist
agenda. The liberal and progressive ideas of Rizal, together with the other reformist
agenda. The liberal and progressive ideas of Rizal, together with the other reformists,
stirred the national consciousness of natives which eventually led to the Philippine
Revolution on 1896. Rizal’s contribution to the decline of the Spanish rule in the 19 th century
is recognized until today.

LEARNING ACTIVITY
ACTIVITY 1.2.1
Instructions: Identify at least three events that took place in the mid-19 th
century outside the Philippines that might have influenced the young Jose
Rizal in charting the course of his ideals, missions, and aspirations for the Philippines.
Describe these events through illustrations.

EVALUATION
Exercise 1.2.1
Instructions: Discuss how the following contributed to the growth of Filipino
nationalism and decline of the Spanish rule. Choose two.
1. Opening of the Suez Canal
2. Cavite Mutiny and the Gomburza martyrdom
3. Abuses and immoralities of the friars
4. Racial discrimination

Course Code: RIZAL

Descriptive Title: The Life and Works of Jose Rizal
Instructor: ESTELA MARIE R. SUPNET