TOPIC NO.

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Tagoloan Community College
Poblacion, Salay, Misamis Oriental

General Education Department

GEC 9: The Life and Works of Rizal
1st of A.Y. 2023-2024
RIZAL LAW: RA 1425
TOPIC FOR GROUP EXPERT NO. 1

Introduction

The mandatory teaching of Jose Rizal’s life with the emphasis and his landmark novels is inscribed in
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legislation. R.A. 1425, more particularly known as the Rizal Law, was passed in 1965 leaving a careful
narrative of debate and contestation.

Rationale

As an introduction to the life and works of Jose Rizal, this course will begin with the reading of the Rizal
law. In this chapter, the students will study RA 1425 within its context, look into the major issues and debates
surrounding the bill its passage into law, and reflect on the impact and relevance of this legislation across
history and the present time.

Intended Learning Outcomes

At the end of 3 hours, you are expected to:

A. Locate the passage of the Rizal law within its historical context.
B. Determine the issues and interest at stake in the debate over Rizal Bill
C. Relate Issues to the present-day Philippines

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Video Presentation: https://www.youtube.com/watch?v=03G1UmDVLKs

Discussion

Chapter 1 Understanding the Rizal Law

Lesson 1.1: The Context of the Rizal Bill

The postwar period saw a Philippine rife with challenges and problems. With a country torn and tired from the stresses
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of world war II, getting up on their feet was a paramount concern of the people and the government.

How a bill becomes a law?

The senate and the house of representative follow the same legislative procedure. Legislative proposals emanate from a
number of sources. They may author by 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 below:

Step 1: Bill is filled in the senate office of the secretary. It is given a number and calendared for the 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 committee.

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

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

Step 5: Voting on the Second Reading. The Senators vote on whether to approve or reject the bill. If approved the bill
is calendared for the third reading.

Step 6: Voting on the Third Reading. Copies of the final version of the bill are distributed to the members of the
Senate who will vote for its, approval or rejection.

Step 7: Consolidation of Version from the House. The similar steps above are followed by the house of
representatives in coming up with the approved bill. If there are differences between the senate and house version, a
Bicameral Conference Committee is called to reconcile the two. After this, both chambers approve the consolidated
version.

Step 8. Transmittal of the Final Version to Malacañang. This bill then submitted to the president for signing. The
President can either sign the bill into law or veto and return it to Congress.

As the Philippine grappled with various challenges, particularly the call for nation building, prominent individuals who
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championed nationalism came to action. They pursued government measures to instill patriotism and love for country in
the hearts and minds of Filipinos. These people drew inspiration from the Philippine experience of the revolution for
independence against Spain and from the heroes of that important period in the country’s history.

One measure sought was the passage of the Republic Act No. 1425 (RA 1425) or the Rizal Law, which was primarily
set to address “a need for re-dedication to the ideals of freedom and nationalism for which our heroes lived and died”.
The passage of the law was met with fierce opposition in both the Senate and the House of representative.

Lesson 1.2: From the Rizal Bill to 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 of the
bill, its main author, Claro M. Recto, and his allies 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
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debates was whether the compulsory reading of the text Noli Me Tangere 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 work must also be included in the subject. He,
however, remained adamant in his stand that the unexpurgated versions of the novel be read.

The amended versions of the bills were 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 amendments to prevent the need to reprint new copies (which would take
time). They also asked the Bureau of Printing to use the same template 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 Malacañan and on June 12, 1956, President Ramon Magsaysay signed
the bill into law which became Republic Act No. 1425.

Lesson 1.3: Further Reading of Rizal Law

THE RIZAL LAW

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
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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 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.
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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

Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956.

Exercise

Activity 1: The Debates about the Rizal Bill (Group Activity, 60 points )points by group
Direction: Please read the following excerpts from the statements of the legislators who supported and opposed the
passage of Rizal law in 1956. Then, answer the questions that follows in a long bond paper.
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FOR
“Noli Me Tangere 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
become conscious as a people and so learn to prepare ourselves for painful sacrifices that ultimately lead to self-
reliance, self-respect, and freedom.”
- Senator Jose P. Laurel

“Rizal did not pretend to teach religion when he wrote those books. He aimed at inculcating civic consciousness in the
Filipinos, national dignity, personal pride, and patriotism and if references were made 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

AGAINST
“A vast majority of our people are, at the same time, Catholic and Filipino citizens, as such, they have two great loves:
their country and their faith. These two loves are not conflicting loves. They are harmonious affections, like love for his
father and for his mother.
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This is the basis of my stand. Let us not create a conflict between nationalism and religion, between the government and
the church.”
- Senator Francisco “Soc” Rodrigo

Questions
1. What was the major argument raised by Senator Francisco “Soc” Rodrigo against the passage of the Rizal Bill?
2. What was the major argument raised by Senator Jose P. Laurel and Claro M. Recto in Support of the passage
of the Rizal Bill?
3. Are there three points of convergence between the supporters and opposers of the Rizal Bill based on these
statements?
4. Do you think the debates on the Rizal Law have some resonance or has sounding effect up to the present? If
yes, in what way? If no, why?

Resources and Additional Resources

 The Life and Works of Rizal; Wani-Obias, Mallari, Estella

Additional Resources:
 https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/#:~:text=REPUBLIC%20ACT
%20NO.-,1425,THEREOF%2C%20AND%20FOR%20OTHER%20PURPOSES