OUR LADY OF LOURDES COLLEGE FOUNDATION

Vinzons Ave, Daet Camarines Norte

COLLEGE OF ARTS AND SCIENCES

THE LIFE’S WORKS AND WRITINGS OF

RIZAL
PRELIM
 OUR LADY OF LOURDES COLLEGE FOUNDATION
Vinzons Ave. Daet, Camarines Norte, 4604 Philippines
COLLEGE OF ARTS AND SCIENCE
FIRST SEMESTERS.Y. 2024-2025

GE 9 - THE LIFE’S WORKS AND WRITINGS OF RIZAL

LESSON 1 – Introduction to the Course: Republic Act 1425

“Ang hindi magmahal sa sariling wika, daig pa ang hayop at malansang isda.” -Dr. Jose P. Rizal

INTRODUCTION
Republic Act no. 1425 mandated all the public/private schools, colleges, and universities to include the Rizal course
in the curriculum. In 19th century, the law was passed to emphasize the study of the Life and Works of Jose Rizal. The
author of Rizal Law, Senator Claro M. Recto pursued and defends the law to fight the major adamant position of the law.
The country’s legislative process has a great impact to the relevance of passage of the law from the past until this present
time.

OVERVIEW
This module will provide a discussion of the historical context of the Rizal Law or Republic Act no. 1425. The Rizal
Law will give the students a better understanding of the importance of the Law and the nationalism and patriotism of
Jose Rizal. The students will critically compare the past history of the Philippines from the day the Rizal Law was
approved.

OBJECTIVES
At the end of the lesson, the students should be able to:
A. Explain the history of the Rizal Law and its important provisions
B. Critically assess the effectiveness of the Rizal Course
C. Reflect upon themselves the idea and principles of Rizal in their life.

LESSON PROPER

WHAT IS 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 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 prior
to the release of this act. It is clear that 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 is worth noticing. First, “Whereas, today,
more than 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.” This document was written in the year 1956 during Magsaysay’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 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 to the children who are at their prime years of growing and learning. During one’s educational years especially the
college level is when individuals formulate their priorities and career tracks in life, and it is essential that institutions make
students realize that the country should be a part of their priorities and 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 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.

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 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 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 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

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

Think about this again: Why study the life and works of Rizal? It is apparent that during Rizal’s time, the Filipino identity
is already diminishing—this was the rationale behind the enactment of the Rizal Law, which seeks to accomplish the
following objectives:
1) To rededicate the lives of the youth to the ideals of freedom and nationalism, for which our heroes
lived and died;
2) To play tribute to our national hero for devoting his life and works for shaping the Filipino
character;
3) To gain an inspiring source of patriotism thru the study of Rizal’s life, works and writings.

The late Senator Jose P. Laurel, who sponsored the said law emphasized the need to know and imbibe the great ideals
and principles for which Rizal died. After all, Rizal was the founder of Filipino nationality and the architect of the Filipino
nation. It is by reading and studying Rizal’s life, teachings and writings that the young generation of the Philippines will be
able to gain incorruptible confidence, direction, courage and determination to move forward in our people’s journey
towards an abundant life.

The teaching of Rizal Course in higher education institutions in our country today is anchored on the patriotic policy
statements of Rizal Law and the patriotic goals set by the then Board on National Education (Capino et. Al, 1997). These
goals are as follows:
1) To recognize the relevance of Rizal’s ideals, thoughts, teaching, and life values to present conditions
in the community;
2) To apply Rizal’s ideas in the solution of day-to-day situations and problems in contemporary life;
3) To develop an understanding and appreciation of the qualities, behavior and character of Rizal; and
4) To foster the development of moral character, personal discipline, citizenship and vocational
efficiency among the Filipino youth.

Thus, the importance of the study of Rizal’s life, works and writings is to instill in ourselves the idea and ideals of Jose Rizal,
and to develop a deeper awareness and understanding of its relevance so that in the long run, we may be able to apply
them in our daily lives and become an active participant in nation-building.
LEARNING ASSESSMENT

LEARNING ACTIVITY 1: ENUMERATION.

Direction: Provide what is being asked for in each item.

1. What are the objectives of the Rizal Law? (5points)

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2. What are the goals of the Rizal Law? (5points)
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LEARNING ACTIVITY 2: COMPARE/CONTRAST

Direction: Compare and contrast the arguments and views of those in favor of and against R.A. 1425,
considering the context of the 1950s. Write your comparison on the table below. (10points)

Arguments in favor of RA 1425 Arguments against RA 1425

Referrences: Obias, R., Mallari, A. and Estella, J. (2018). The Life and Works of Jose Rizal. Manila, Philippines: C&E Zaide,
G. and Zaide S. (2012). JOSE RIZAL: Life, Works, and Writings of a Genius, Writer, Scientist, and National Hero. Quezon City,
Philippines: All-Nations Publishing Co., Inc

Prepared by:
Rachel Ibana Garma,LPT
CAS FACULTY