PI 100

Life and Works of Rizal

 INTRODUCTION
Who was Jose Rizal?
Varied answers:
Martyr who died for the Filipinos.
Poet, doctor, anthropologist, sculptor, surveyor, farmer, novelist,
essayist, historian, teacher, etc.
Historians consider him as the man who inspired a nation.
Detractors:
Agitator, a wanderlust, a man hungry for power, unpredictable etc.
Some questioned his motives.
Some pointed out his affairs with various women.
 There have been a comparison contest that Andres Bonifacio should
instead be considered as the countrys leading hero instead of Rizal.
Part of being a hero
A heros life should be studied over and over again
His life and achievements must be studied in all angles
A continuing interest in his life and times
Filipinos must focus more on the contributions of heroes like Rizal rather
than their shortcomings.
Filipinos need not make it as if it is a comparison contest
We should look on how they contributed to the countrys NATIONHOOD
and NATION-BUILDING.
EMPHASIS
 In venerating heroes like Rizal, it is important to study their lives carefully.
Critical evaluation of their ideas and ideals to see how these apply to
the present conditions.
Help guide the people in facing the challenges of the times.
The critical understanding of heroes puts them in their proper historical
perspective which give value to the public respect accorded to them.
When we look at them through the context of history, we properly pay
our debt of gratitude to them and appreciate their role in the building of
the Filipino nation.
 REPUBLIC ACT NO. 1425
House Bill No. 5561

Senate Bill No. 438

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;
 Commentary
- The Rizal Law, also known as RA 1425, mandates the study of Rizals life and
works, as shown in section 1.
- calls for an increased sense of nationalism from the Filipinos during a time of a
dwindling Filipino identity.
- written in the year 1956 during Magsaysays 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.
- 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.
 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 writings 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:
Be it enacted by the Senate and House of Representatives of the Philippines in
Congress assembled:
Commentary

- It is the duty of educational institutions to instill these values to the children

who are at their prime years of growing and learning.
- During ones 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 ones 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.
 Sec. 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 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 reason 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.
 Sec. 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.
 Sec. 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.

Sec. 4. Nothing in this Act shall be construed as amending 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.
Commentary
- Accessibility and availability.
- 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.
 Sec. 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.

Sec. 6. This Act shall take effect upon its approval. Approved: June 12,
1956.

End Note: 1. FN Republic Act No. 1425, originally House Bill No. 5561 and
Senate Bill No. 438, was approved by the Philippine Congress on 12 June
1956.
Commentary
Significance of the promulgation: The Republic Act was signed by the
President on June 12, 1956. 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 identitywho 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.
 EXECUTIVE SUMMARY: Republic Act No. 1425,
popularly known as the Rizal Law, directs all public and
private schools, colleges, and universities to include in
their curricula courses or subjects on the life, works, and
writings of Dr. Jose Rizal, particularly the novels Noli Me
Tangere and El Filibusterismo.
The Board of National Education is given the mandate to
carry out and enforce the purpose and intent of the Rizal
Law.
Sen. Claro M. Recto (original
bill) Sen. Jose P. Laurel
 The Story of the Rizal Law
In 1956, Sen. Claro M. Recto filed a measure (original Rizal Bill).

Purpose: instill heroism among the youth because the country was
experiencing social turmoil.

Context: Hukbalahap insurgency; imperialist presence of the

Americans which was influencing economic and political policies;
Communist insurgency was fought with American guidance and
material aid. The Philippines was part of the global network to contain
the spread of communism which culminated in with a mutual defense
agreement with the US and its joining the Southeast Asia Treaty
Organization (SEATO).
 The US also had a strong influence in the economic policy of the
Philippines. With the enforcement of the Bell Trade Act (1947), the Phil.
Constitution allowed the Americans to exploit our natural resources.
The Laurel-Langley Agreement (1956) allowed the free entry of US
goods which ensured the preference of Filipinos for US goods.

Corruption

Response: Recto submitted his bill, calling for a return to patriotic

values espoused by Filipinos heroes like Jose Rizal.
 Bill: obligatory for college and university students to study the life and
works of Jose Rizal.
Reactions: The Catholic Church criticized the Rizal Bill and labeled it as
anti-Church.
The religious beliefs of the young would be harmed by reading Rizals
works.
Forcing the students to read Rizals work with religious overtones
would constitute a violation of freedom of religion and conscience.
The Church lobbied against the bill (Sen. Francisco Rodrigo, Fr. Jesus
Cavanna, Jesus Paredes, Narciso Pimentel, Cong. Miguel Cuenco etc.
Sen. Rodrigo proposed that the footnoted or annotated versions of the
novels be used.
 The Church opposed the bill.
Catholic voters to reject lawmakers who supported the Rizal Bill.
Bishops threatened to close down Catholic schools.
Recto stood his ground.
Dared the Catholic Church to shut down schools.
Rejected Sen. Rodrigos proposal with regard to the edited versions of
Noli and Fili.
Compromised bill was filed by Sen. Jose P. Laurel.
Republic Act No. 1425 or the Rizal Law (June 12, 1956).
Commentary
- Victory for the proponents because the law still required the unedited
version of the novels. Provided funding of the publication.
- Satisfaction for the opposition because students may be exempted from
reading for religious reasons.
 Effects of the Law:
1. Nationalist reawakening began because of the teaching of Rizals life and
works which became obligatory.
2. Youth awareness of the life, works and achievements of Rizal who also
became a symbol of nationalism and love for the country. He embodies
brilliance and excellence coupled with humility and prestige that goes
along with service. Propelled Rizal as a role model for the youth of this
country.
3. The essence of freedom and independence was emphasized to the youth.
4. Developed and fostered national identity.
5. It caused a mass confusion between faith and nationalism.
6. The faith of the people was compromised. The law endangered Christian
growth of the students who are still in their formative years. This drove the
youth to question the credibility of the church.
Assignment
Follow instructions.
1. Get hold of several newspapers/magazines.
2. Examine the pictures on the said newspapers/magazines.
3. Choose and clip a picture which, seemingly, is not related to Rizal but
which best reminds you of him.
4. Paste the chosen picture on a piece of bond paper (short size). The
picture should be big enough for your classmates to see from their
seats.
5. Be ready to explain why you have chosen the said picture.