Module 1 Packet SSci 7 (The Life and Works of Jose Rizal)

Module 1: Overview
The historical background, significant clauses of the Rizal Law, and the crucial debates and
arguments that led to its passage are all covered in this module. In order to properly
comprehend the Rizal Law's content, significance, and applicability in the twenty-first century, it
is also essential to consider the influence and value of studying it.
Consultation hours:
9-10 AM Tuesday & Friday
Virtual time: 9-10 AM every Wednesday

Module 1: Course Content: Introduction to the Course

Below is a schedule for Module 1

Activity Description Time to

Complete
1. Warm-up Activity Ilonggo Hero Picture Identification 20 min.

Why Study Rizal?

2. Readings Readings: 60 min.

1. What is Rizal Law?

https://www.academia.edu/31109784/
WHAT_IS_THE_RIZAL_LAW

2. RA 1425
https://www.officialgazette.gov.ph/downloads/
1956/06jun/19560612-RA-1425-RM.pdf

3. Lecture Lecture: Historical Background and context of RA 30 min

1425 or Rizal Law.

Application
4. Application Class Activity: An influential person 30 min.

5. Assessment Assessment
Quiz 15 min.

6. Assignment Picture Representation 25 min.

3 Hours
1
 Total: (180 minutes)

LEARNING OUTCOMES
On successfully completing the lesson, students will be able to:
1. discuss the provisions of the Rizal Law and the democratic process that led to its
promulgation; and
2. interpret the role of the youth as implied in the Rizal Law.

Warm-up Activity

Activity 1: Ilonggo Hero Picture Identification

Why Study Rizal?

Instruction: Identify the images of the Ilonggo Heroes. The last image will be the sole image of
the Philippine National Hero- Jose Rizal.

Guide questions after the picture identification of Ilonggo heroes:

■What do you think is the common denominator about the following images presented?
■What are the essential qualities/characteristics needed to be called a hero?
■Are all of these qualities/characteristics were shown by Rizal? Yes or no?
■Why study Rizal?

Answers: Lopez Jaena, Theresa Magbanua, Martin Delgado, Jose Rizal

Activity 2: Readings on the Rizal Law

Instruction: Read about the Rizal Law from the Content of this module.

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 Activity 3: Lecture
Instruction: Your active participation in the lecture is highly encouraged.

CONTENT

Why Study Rizal?

Janet Espina-Clement
Geoffrey Rhoel C. Cruz

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.

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 the present-day Philippines.

With students exposed to many foreign influences, 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 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 teach 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.

WHAT IS THE RIZAL LAW?

https://www.academia.edu/31109784/WHAT_IS_THE_RIZAL_LAW

The Rizal Law, also known as RA 1425, mandates the study of Rizal’s life and works, as shown
in section 1. This Republic Act calls for an increased sense of nationalism from the Filipinos
during a time of a dwindling Filipino identity. According to the judicial system, a Republic Act is a
law that has already been passed and implemented. In contrast to this, a bill is merely a
proposed law, in other words, it may or may not be passed by the Congress.

The Republic Act was signed by the President on June 12, 1956. From the notes preceding the
body of the document, one may infer that the bill was originally proposed in the Legislative arm
of the Philippine Republic, in the Senate and House of Representatives. According to the
Official Gazette, the law was made effective thirty days after its implementation. The mere fact
that the Act was passed on the date of our independence seeks to stir up a greater sense of
fervor in the Filipino, to believe in their own country and national identity—who we are as a
nation. It was this time when the Philippines was heavily dependent on the American

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government for support and guidance. Also, based on the fact that Jose Rizal is honored by the
Philippines as the Philippine national hero, it is but appropriate that the document written to
commemorate his accomplishments is written here, in the land of his birth.

It is Senator Claro M. Recto who authored the Rizal Bill. While Senator Jose P. Laurel, Sr.,
who was then the Chairman of the Committee on Education, sponsored the bill in the Senate.
Both of them were known for their great sense of nationalism. This nationalism served as the
foundation to come up with this republic act, to set our country free from the hands of others and
stand up on our own—exactly the ideals and values that Rizal strove to fight for. It was written
for the Filipino people, specifically the Filipino youth, who may have lost their sense of
nationalism. The writers endeavored to rekindle a lost spark in each Filipino’s belief in their
country. A republic act as drastic as the Rizal Law, which requires the study of Rizal’s life and
works—something that does not need to be required in the first place—can only be born out of
the fact that Rizal and his works were not given a high priority in the educational system of the
country before the release of this act. The government had to make drastic changes to resolve
the issue. This is evident in section 3 of the act, legalizing all forms of translations for Rizal’s
works, as well as section 2, obligating all schools, colleges, and universities to keep an
adequate number of copies of Rizal’s works. This makes them more accessible to a greater
audience.

It is hard to make out any form of emotion from any legal document; however, the choice of
words is still able to convey a fiery passion. To highlight this, they also use words or concepts
that can easily relate to the common Filipino man. Such passion is vital, as the audience is
presumably of dwindling nationalism. In this regard, the writer attempts to show the audience
the identity they have slowly been losing and show them how they can undo this.

There are important points that the author cited in this Republic Act that are worth noticing. First,
“Whereas, today, more than other periods 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.” This document
was written in the year 1956 during Magsasyay’s regime when the country was still recovering
from the Japanese occupation and still very dependent on US governance. Ideals of freedom
and nationalism were very essential during those times since the Philippines was still struggling
for independence, and the country was still gradually developing its national identity and
integrity. During those times havoc also existed within the Filipinos since there were numerous
uprisings against the Philippine government. Moreover, even though this document was written
decades ago, it is still striking because this clause is very timely for this present generation
when our culture is being overpowered by foreign influence and the Filipino diaspora is
widespread.

Another important point from RA 1425 is “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.” It is very important to use our educational institutions to instill these values in the
children who are in their prime years of growing and learning. During one’s educational years
especially the college level, individuals formulate their priorities and career tracks in life, and
institutions must make students realize that the country should be a part of their priorities and
that serving one’s country is an innate and inborn duty for all. Also, embedding a profound and
authentic moral character and a strong sense of personal discipline in the youth would yield
proficient, genuine, and selfless Filipinos of the future who would turn the Philippines from an
impoverished country to a globally competitive nation.

Lastly, “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
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cause them to be distributed, free of charge, to persons desiring to read them, through the
Purok organizations and the Barrio Councils throughout the country.” To provide a specific way
to carry out this act is very helpful. It makes the goal very SMART – specific, measurable,
attainable, realistic, and time-bound. It is also important that the effects of this act would be
experienced by all students even those who are financially troubled. It is commendable that in
the context of this act, the poor is well represented and that it is attainable regardless of
ethnicity, social stature, and language barriers.

This document was obviously written during a time when patriotism and nationalism was
lost and needed, and a time when people were inspired by the initiative of the authors of this
act. It was during this time when the Philippines and its’ citizens relied on the United States for
guidance, support and welfare. It was written in order to seek aide from the same brilliant mind
that drove the Filipinos of the past to fight for freedom from colonists entails another need for
another meaningful revolution in spite of the absence of invaders; the country may have needed
a slow-paced revolution driven by patriotism against dormancy, apathy and futility.

HISTORY of RIZAL LAW

Senate bill 438 known as Rizal Bill which was first authored by Senator Claro M. Recto –
requiring the inclusion in the curricula of all private and public schools, colleges, and universities
the life, works and writings of Jose Rizal particularly his novels Noli Me Tangere and El
Filibusterismo – is considered as one of the most controversial bills in the Philippines. Normally,
before the bill was approved and implemented in all schools and was signed into a law known
as Republic Act 1425, it had been brought to the Upper and Lower House of Congress for
deliberations. But what made it controversial is that the bill was not just fiercely opposed by
people from the Legislative Arm but also by the Catholic Church due to the inclusion of
compulsory reading of Rizal’s novels in which according to them, catholic dogmas are
humiliated.

Senator Recto brought the bill to the Senate and Senator Jose B. Laurel Sr. who was then the
Chairman of the Committee on Education sponsored the bill which consequently led to an
exchange of arguments from the Congress. The bill was headedly opposed by three senators
namely Senator Francisco Rodrigo who was a former Catholic Action President, Senator
Mariano Cuenco and Senator Decoroso Rosales who was the brother of Julio Rosales, an
archbishop. Other oppositors were from the Lower House namely Congressmen Ramon
Durano, Marciano Lim, Jose Nuguid, Manuel Soza, Godofredo Ramos, Miguel Cuenco, Lucas
Paredes, Congressmen Carmen Consing, and Tecia San Andres Ziga. The Catholic Church
was indirectly included in the debates and played a major role in the intervention of signing of
the bill into law. Allied with the church in the battle against Rizal Bill was the Holy Name Society
of the Philippines, Catholic Action of the Philippines, Legion of Mary, Knights of Columbus, and
Daughters of Isabela.

Oppositions argued that the bill would go against freedom of conscience and religion, The
Catholic Bishops Conference of the Philippines (CBCP) submitted a pastoral letter to which
according, to Rizal violated Canon Law 1399 which forbids or bans books that attack or ridicule
the catholic doctrine and practices. Oppositors argued that among the 333 pages of Noli Me
Tangere, only 25 passages are nationalistic while 120 passages are anti-catholic. Upon scrutiny
of the two novels by some members of catholic hierarchical, 170 passages in Noli Me Tangere
and 50 in El Filibusterismo are against the catholic faith. Furthermore, oppositors pointed out
that Rizal admitted that he did not only attack the friars who acted deceptively on the Filipinos
but also the Catholic faith itself. They suggested a reading material for students as to what they
called Rizalian Anthology, a collection of Rizal’s literary works that contain the patriotic
philosophy excluding the two novels.

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Of course, Recto and Laurel defended the bill and argued that the only objective of the bill is to
keep the memory of the national hero alive in every Filipino’s mind, to emanate Rizal as he
peacefully fought for freedom, and not to go against religion. Senators Lorenso Tanada, Quintin
Paredes and Domocao Alonto of Mindanao also defended Rizal Bill which was also favored by
Representatives from the House namely Congressmen Jacobo Gonzales, Emilio Cortez, Mario
Bengson, Joaquin Roxas, Lancap Lagumbay and Pedro Lopez. Other supporters of the bill
were Mayor Arsenio Lacson call anti-Rizal bill “bigoted and intolerant” and walked out of a mass
when the priest read a pastoral letter from the Archbishop denouncing the Rizal Bill and General
Emilio Aguinaldo with groups like the Knights of Rizal, Women Writers of the Vernacular,
Philippine Veterans Legion, College Editors’ Guild and Philippine School Teachers’ Association.

Excitement and intense scenes were eventually arisen in settling the Rizal Bill. One of which
was the debate of Cebu Representative Ramon Durano and Pampanga Representative Emilio
Cortes that ended with a fistfight in Congress. Bacolod City Bishop Manuel Yap threatened to
campaign against pro-Rizal bill legislators and to punish them in future elections. Catholic
Schools Representatives threatened to close down their schools if the Rizal Bill was passed.
Recto told them that if they did, the State could nationalize the catholic schools. When there
was a proposal to use the expurgated novels as textbooks and put the original copies under
lock and key in the school libraries, Recto rejected this amendment and expressed:

“The people who would eliminate the books of Rizal from the schools…would bot out from our
minds the memory of the national hero…this is not a fight against Recto but a fight against
Rizal…now that Rizal is dead and they can no longer attempt at his life, they are attempting to
blot out his memory.”

Due to apparently never-ending debate on the Rizal Bill, approved amendments were
formulated through ideas of three senators. Senator Laurel’ created an amendment to the
original bill in which, other that Noli Me Tangere and El Filibusterismo, works written by Rizal
and works written by others about Rizal would be included and reading of the unexpurgated
revision of the two novels would no longer be compulsory to elementary and secondary levels
but would be strictly observed to college level. Senator Lim suggested the exemption to those
students who feel that reading Rizal’s novels would negatively affect his or her faith. Senator
Primicias created an additional amendment that promulgates the rules and regulations in getting
an exemption only from reading the two novels through written statement or affidavit and not
from taking the Rizal Course. According to historian Ambeth Ocampo, no student has ever
availed of this exemption. After the revised amendments, the bill was finally passed on May 17,
1956 and was signed into law as Republic Act 1425 by President Ramon Magsaysay on June
12 of the same year.

REPUBLIC ACT NO. 1425

https://www.officialgazette.gov.ph/downloads/1956/06jun/19560612-RA-1425-RM.pdf

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

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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, and 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.

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

7
this Act.

SECTION 6. This Act shall take effect upon its approval.

APPLICATION

Activity 4: An influential person

(None-graded recitation)

Instruction: If you were to propose a NEW LAW that would require students to learn
the Life, Works, and Writings of an INFLUENCIAL PERSON IN PHILIPPINE HISTORY,
who would this person be and why?
Cite your reasons why this person’s life, works, and writing are essential for
students to learn.

ASSESSMENT

Activity 5: Quiz
Instruction: Take the Multiple Choice Quiz.

ASSIGNMENT
Activity 6: Picture Representation (None-graded)
Instruction: Identify at least five events that took place in the 19th-century world and the
Philippines that have influenced Jose Rizal in the formation of his ideals, mission, and aspiration
for the Philippines. Describe these events through pictures. Present this in the class.

References
AL Ben. (n.d.). Academia.edu. https://independent.academia.edu/ALBen4?swp=tc-au-
31109784

Crudo, E. P., Guiwa, H. C., & Pawilen, R. M. (2019). A Course Module for The Life, Works, and
Writings of Jose Rizal. Manila: Rex Book Store (1st ed.). Rex Bookstore.

Romero, M. C., Romana, J. R., & Santos, L. Y. (1978). Rizal and the development of national
consciousness: A textbook for the course on Rizal's life, works and writings.

(n.d.). YouTube. https://www.youtube.com/watch?v=Oj-

5IFlzTYQ&list=PLiyC3ODSVCwzpJptbyvet_AMCnMaCpd0q
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(n.d.). Just a moment... https://www.officialgazette.gov.ph/downloads/1956/06jun/19560612-RA-
1425-RM.pdf