Module in Rizal

Week One
Week one Lesson: The Republic Act 1425.

Rizal, Life, works and Writings

I- Introduction.

A. Republic Act 1425 (The Rizal Law).

Senate Bill 448 (Rizal Bill) filed by then Senator Jose P. Laurel with the intention of
giving the Filipino people with the knowledge about the oppressions suffered by their
countrymen during the Spanish Era.
Sen. Jose P. Laurel has the conviction that by reading Rizal’s two (2) popular novels,
Noli Me Tangere and El Filibusterismo and other writings, Filipinos will be able to understand
themselves and their country and realize the greatness of their national Hero.
However, Senate Bill 448 was rough with many attempts from the members of Congress
and from other quarters to block it.
Those opposition senators were Sen. Decoroso Rosales, Sen. Mariano Cuenco, and Sen.
Francisco “Soc” Rodrigo. The reason why they opposed such measure was that a violation of
religious freedom.
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 Jose
Rizal. Thus Republic Act 1425 known as “ 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” became law on June 12, 1956.

Major Provisions of RA 1425:

1. It directs educational agencies such as the Department of Education and the

Commission on Higher Education to include in the curricula of all schools
2. It obliges all the libraries of all schools to maintain adequate copies of Noli Me
Tangere and El Filibusterismo.
3. It directs the board of National Education to take charge of the translation,
reproduction, and distribution of Rizal’s novel.

Implementation of R.A. 1425

A. During the 50’s and the 60’s.

During this period the influence of Spain was still felt in the country and that could
explain the varying interpretations of Rizal law.

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 Education Secretary Jose E. Romero gave schools so much leeway in the implementation
of the Law that some schools were granted exception from the reading the two novels.
Others banned the readings of the two novels of Jose Rizal.
Further on the 60’s, Rizal course could be offered as a three (3) unit subject or a
supplementary topics to other courses.
In 1965, Secretary of Education Alejandro Roces ordered the integration of Rizal course
with appropriate courses other than Spanish.
In 1969, the then secretary of Education Carlos P. Romulo ordered the course of Rizal to
be offered as a three unit subject and the same time a prerequisite to graduation. This order came
out 13 years after the enactment of the Rizal Law in 1956.
In 1984, the Minister of Education then Jaime C. Laya ordered the Rizal course to be
integrated with Philippine History and Rizal’s literary works became part of language and
literature courses in Filipino, Spanish and English. This practice lasted for ten (10) years.
In the 90’s, the Rizal course suffered added setbacks because the government has the
preference on Science and technology. Either for apathy or overreaction to government
programs, some schools took the humanities for granted. These explain the education
department’s half-hearted or varying interpretation of Rizal Law.

B. Presidential Memos/Order 247 and CHED Issuances.

From 1995 to 1996, grand celebrations were held for centennial celebrations of the
Philippine Revolution, the Philippine Independence and Jose Rizal’s Martyrdom. Along these
celebrations was revisiting Rizal Law and its implementation. Former President Fidel Ramos
issued 1995 memorandum/Order which mandated the immediate and full implementation of the
Rizal Law with sanctions against schools for noncompliance.
In 1996, The Commission on Higher Education chairman Angel C. Alcala issued CHED
Order no. 6, reiterating Rizal life, Works and writings as a legislated and mandated course and
should be offered as a three unit subject. On September 25, 996, CHED Memorandum Order
No. 59 specified CHED Order No. 66 making Philippine History and Rizal as required, three
unit courses respectively.
The teaching of Rizal and Philippine History as distinct three-unit separate courses
balance the prescribe number of units for general education in college. These issuances jibed
with the Virginia Anonas’ study on the curriculum development recognizing the significance of
Social Sciences. While irrelevant subjects in curriculum should be eliminated, the study warns
school against their tendency of taking social sciences for granted. Social Sciences serve as the
anchor of other courses in the different discipline.

C. The Teaching of Rizal Course in College.

It has been said that the subject Rizal has been taught in college in different styles and
with different techniques, depending upon the background of the teachers who handle it.
This course is commonly THE LIFE, WORKS AND WRITINGS OF DR. JOSE P.
RIZAL, also known as RIZAL or RIZALIANA.
In 1989, at the national convention held in Baguio City, the Kapisanan ng mga Gurong
Nagmamahal kay Rizal (KAGUNARI) stressed the need of upgrading and professionalizing the

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teaching of Rizal. Delegates from different regions shared their common observation which
affirmed earlier discussion on the inappropriate teaching of Rizal course. While Rizal’s Life,
Works and Writings is the only mandated-legislated course in college, up to now, some
educators take the course as a filler for additional teaching loads or as curricular frill.

D. Rizal Law and Filipino Culture.

Noli Me Tangere presents the Filipino Culture and El Filibusterismo forecasts the
inability of revolution.
Culture is the source of national power. As that, the government strives to attain people’s
unity, people proud of their history and artistic inclinations while striving to become a new
industrialized country.
Culture is the very life support system of the Philippines that is a pluralistic in nature, as
there are thousands of island that composed its geographic make up. A real culture serves as the
dynamic resource of a unite people towards nation building.
Culture is about people’s way of life. It reveals the people’s fine qualities, the maladies
of a society; the virtues and vices of a people.
Noli Me Tangere underscored the Filipino culture because it is a lasting legacy, surviving
the present generation and all the generations to come.
Culture is like invisible thread that binds the people together. Its influence is
overwhelming; it consists of events that happened in the past, and has shaped contemporary
thinking, beliefs, values and attitudes of our people.
Culture reflects the kind of social and political structure which we are part of. It is what
makes Filipinos, really Filipinos.
Culture is the complex web knowledge, beliefs, values, morals, laws, customs and all
other tangible and intangible faculties, learned and shared by Filipinos through the years, of both
their triumphs and struggles as a people. Arts and culture are the very oil that runs breathes life
into the Filipino Machine.

II- Who made Rizal Our National Hero?

A. Hero is a person of distinguished valour or enterprise in danger, or fortitude in suffering

and a person who is revered by the public after his or her death because of his exceptional
service to humankind.

1. He is deemed to be the greatest hero our country has produced because he was a
towering figure in the Propaganda Movement, having played an “admirable role”
therein.
2. Rizal’s first novel, Noli Me Tangere, influenced the Filipino masses to a great extent.
3. Without Rizal, there would have been no Bonifacio, who founded the Katipunan.

III- The Birth of a Hero.

A. During the times of Rizal, the sinister shadows of Spain’s decadence darkened Philippine
skies.

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B. The Filipino people agonized beneath the yoke of Spanish misrule, for they were
unfortunate victims of the evils of an unjust, bigoted and deteriorating colonial power.

C. Instability of Colonial Administration.

1. The Spanish government underwent frequent changes owing to bitter struggles

between the forces of despotism and liberalism.
2. From 1834 to 1862, Spain had adopted four constitutions, elected 28 parliaments, and
installed no less than 529 ministers with portfolios; followed in subsequent years by
party strife, revolutions, and other political upheaval.
3. This political instability affected Philippine affairs because it brought about frequent
periodic shifts in colonial policies and a periodic rigodon of colonial officials.

D. Corrupt Colonial Officials.

1. With few exceptions, the colonial officials (governors-general, judges, provincial

executives, etc.) sent by Spain to the Philippines in the 19th century were a far cry
from their able and dedicated predecessors or the ancestors of the 16th, 17th, and 18th
centuries.
2. They were either highly corrupt, incompetent, cruel, or venal.
3. General Rafael de Izquierdo (1871-73), a boastful and ruthless governor general,
aroused the anger of the Filipinos by executing the innocent Fathers Mariano Gomez,
Jose Burgos, and Jacinto Zamora, the “Martyrs of 1972”.
4. Governor Fernando Primo de Rivera, governor general for two terms (1880-83 and
1897-79), enriched himself by accepting bribes from gambling casinos in Manila
which he scandalously permitted to operate.
5. Other Spanish colonial officials were of the same evil breed of men as the corrupt
and degenerate governors-general mentioned above.

E. Human Rights Denied to Filipinos

1. Since the adoption of the Spanish Constitution of 1812 and other constitutions in
succeeding years, the people of Spain enjoyed freedom of Speech, freedom of the
press, freedom of association, and other human rights (except freedom of religion).

2. No Equality before the Law.

The Spanish missionaries, who introduced Christianity into the Philippines as

early as in the 16th century, taught that all men, irrespective of color and race, are
children of God and as such they are brothers, equal before God.

3. Maladministration of Justice

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 a. The courts of justice in the Philippines during Rizal’s time were notoriously
corrupt.
b. Verily, they were courts of “injustice”, as far as the brown Filipinos were
concerned.
c. Justice was costly, partial, and slow.

d. Poor Filipinos had no access to the courts because they could not afford the
heavy expenses of litigation.

4. Racial Discrimination

a. Spain introduced Christianity into the Philippines with its beautiful egalitarian
concept of the brotherhood of all men under God the Father.
b. They regarded the converted Filipinos not as brother Christians, but as inferior
beings who were infinitely undeserving of the rights and privileges that the
white Spaniards enjoyed.

5. Frailocracy.

a. Owing to the Spanish political philosophy of union of Church and State, there
arose a unique form of government in Hispanic Philippines called
“Frailocracy” (frailocracia), because it was a government by friars.
b. Friars are members of certain monastic orders under the vows of obedience,
poverty and chastity. The following are examples of Friars:
1) The Grey Friars known as the Franciscan;
2) Austin Friars known as the Augustinians;
3) Black Friars known as the Dominicans;
4) White Friars known as the Carmelites.
c. Friars played very important roles in the process of bringing about peace in
the island colony, not to mention the gift of Christianity.
d. They held advantage over the civil government officials because of their
longer stay in the Philippines, their familiarity with the natives & their local
dialects, & the natives’ deep respect for priests.
e. Spain saw the convenience of establishing FRAILOCRACY.
f. The Friars were even more powerful than the civil government officials.
g. This affirms Voltaire when he said, “Religion makes men cohesive, & if
society does not have religion, then one must be invented for easy conquest.
h. Religion pacifies conflicts & unites divergent people.
i. The friars (Augustinians, Dominicans, and Franciscans) controlled the
religious and educational life of Philippines.
j. The Power of the Parish Priests during the Spanish Era:
1) Preacher
2) Tax Collector
3) Election Inspector
4) Law Enforcer

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 5) Registry of deeds
6) Confessors

6. Forced Labor.

a. Known as the polo, it was the compulsory labor imposed by the Spanish
colonial authorities on adult Filipino males.
b. Originally, Filipino males from 16-60 years old were obliged to render forced
labor for 40 days a year.
c. Later, the Royal Decree of July 12, 1883, implemented by the New
Regulations promulgated by the Council of State of February 3, 1885,
increased the minimum age of the polistas (those performed the forced labor)
from 16-18 and reduced the days of labor from 40 to 15.

7. Haciendas Owned by the Friars.

a. The rural folks, who had been living in these haciendas and cultivating them
generation after generation became tenants.
b. The friars were recognized as legal owners of said lands because they
obtained royal titles of ownership from the Spanish crown.

8. The Guardia Civil

a. The last hated symbol of Spanish tyranny was the Guardia Civil which was
created by the Royal Decree of February 12, 1852, as amended by the Royal
Decree of March 24, 1888, for the purpose of maintaining internal peace and
order in the Philippines.
b. It was relatively peaceful in the Philippines at about the time that Jose Rizal
was born.
c. By the time Don Francisco Rizal joyfully announced the coming of his
seventh child, a boy, Spain had lost her colonies in the new world.
d. Mexico became an independent country in 1821 and the last galleon from
Acapulco ended its voyage in 1815.
e. About two years before the birth of Rizal, Spain made some head way in her
conquest of Morocco in North Africa.
f. In 1859, Darwin published his Origin of Species.
g. In the 19th century, the impressionist school of painting, based in France,
emerged.

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 Evaluation In Rizal Week 1

Name: __________________________________ Score: ____________

Year & Section: __________________________

1. Discuss what are the salient points of Republic Act 1425. (5 points)

2. Who were the three senators who opposed the House Bill 448 and discuss why they opposed
such measure. (5 points)

3. During the Spanish times, the Friars were very powerful. Discuss why they were very
powerful. (5 points)

4. Give at least three (3) human rights denied from Filipinos and describe each one of them. (5
points)

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5. Explain what is Frailocracy. (5 points)

6. Explain in your own opinion why Jose Rizal is our National Hero. (5 points)

Goodluck!