I.-intro-to-Rizal.pdf

IFUGAO STATE UNIVERSITY
COLLEGE OF CRIMINAL JUSTICE EDUICATION THE LIFE AND WORKS OF RIZAL
Chapter 1:
What is a Hero?
Rizal Law (R.A. 1425)
Learning Objectives:
At the end of this chapter, the students should be able to:
Explain the history of the Rizal Law and its important provisions
Relate the issues to the present-day Philippines
Examine the policy on the selection and proclamation of national heroes;
Critically assess the effectiveness of the Rizal Course
As the Philippines grappled with various challenges, particularly the call for nation-
building, prominent individuals who championed nationalism came to action. They
pursued government measures to instill patriotism and love for country in the hearts
and minds of the 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 or the Rizal
Law, which was primarily set to address “a need for a re-dedication to the ideals of
freedom and nationalism for which our heroes lived and died.”
UNDERSTANDING THE RIZAL LAW
The mandatory teaching of José Rizal's life with the emphasis on his landmark novels is
inscribed in legislation. Republic Act No. 1425, more popularly known as the Rizal Law, was
passed in 1956 leaving a colorful narrative of debate and contestation.
As an introduction to the life and works of José Rizal, this chapter will begin with the
reading of the Rizal Law. In this chapter, you will study RA 1425 within its context, look into the

major issues and debates surrounding the bill and its passage into law, and reflect on the impact
and relevance of this legislation across history and the present time.
The Context of the Rizal Bill
The postwar period saw a Philippines rife with challenges and problems. With a country
torn and tired from the stresses of World War II, getting up on their feet was a paramount
concern of the people and the government.
As the Philippines grappled with various challenges, particularly the call for nation-
building, prominent individuals who championed nationalism came to action. they pursued
government measures to instill patriotism and love for country in the hearts and minds of the
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 passageofthe Republic Act No. 1425 or the RizalLaw, which
was primarily set to address a need for a 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 Representatives.
From the Rizal Bill to the 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 CatholicChurch began to express opposition againstits passage.As the influence
of the Church was felt with members of the Senate voicing their opposition to 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 the debates was whether
the compulsory reading of the texts Noli Me Tángere and El Filibusterismo appropriated in bill
was constitutional. The call to read the unexpurgated versions was also challenged.
VOCABULARY
bill - a measure which,if passed through the legislativeprocess,becomes a law
unexpurgated - basically untouched.In the caseof the caseof the novels of Rizal unexpurgated versions were
those that were not changed or censored to remove parts that might offend people.
bicameral- involvingthe two chambers of Congress: the Senate and the House of Representatives

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 readings of Rizal's novels and added
that Rizal's other works must also be included in the subject. He, however, remained adamant in
his stand that the unexpurgated versions of the novels be read. On May 14, 1956, similar
amendments were adopted to the House version.
The amended version of the bills was 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
amendment to prevent the need to reprint new copies (which would take time). They also asked
the Bureau of Printing to use the same templates 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 Malacañang and on June 12, 1956,
President Magsaysay signed the bill into law which became Republic Act No. 1425.
Mandate and Goals of the Rizal Law
The first section of the law concerns mandating the students to read Rizal’s novels. The
last two sections involve making Rizal’s writings accessible to the general public--- they require
the schools to have sufficient number of copies in their libraries and mandate the publication of
the works in major Philippine languages.(For the full text of RA 1425, read appendix A: The
Republic Act no. 1425).
Jose P. Laurel, then senator who co-wrote the law, explained that since Jose Rizal was
the founder of the country’s nationalism and had significantly contributed to the current
condition of the nation, it is only right that Filipinos, especially the youth, know about and learn
to imbibe the great ideals for which the hero died. Accordingly, the Rizal Law aims to
accomplish the following goals:
1. To rededicate the lives of the youth to the ideals of freedom and nationalism, for
which our heroes lived and died.
2. To pay tribute to our national herofor devoting his life and works in shaping the
Filipino character; and
3. To gain and inspiring source of patriotism through the study of Rizal’s lifer, works,
and writings
So far, no student has yet applied for exemption from reading Rizal’s novels.
Correspondingly, former President Fidel V. Ramos in 1994, through Memorandum Order No.
247, directed the Secretary of Education, Culture and Sports and the Chairman of the

Commission on Higher Education to fully implement the RA 1425 as there had been reports that
the law had still not been totally carried out in 1995. CHED Memorandum No. 3 was issued
enforcing strict compliance to Memorandum Order No. 247.
Not known to many, there is another republic act that concerns the national hero.
Republic Act No. 229 is an act prohibiting cockfighting, horse racing, and jai alai on the thirtieth
day of December of each year and to create a committee to take charge of the proper
celebration of Rizal day in every municipality and chartered city, and for other purposes.
CLARO M. RECTO
(February 8, 1890-October 2, 1960)
The main sponsor and defender of the Rizal Bill was Claro Mayo Recto. He was born
in Tiaong, Tayabas (Quezon) on February 8, 1890 to Claro Recto, Sr. and Micaela Mayo. He
Completed his primary education in his hometown and his secondary education in
Batangas. For his college education, he moved to Manila and completed his AB degree at
the Ateneo and was awarded maxima cum laude in 1909. In 1914, he finished his law
degree fromthe University of Santo Tomas. He was admitted to the bar that same year.
His political career started in the House of Representativesin 1919 when he was
elected as representative of the third district of Batangas. He later became House Minority
Floor Leader. Fromthe House of Representatives, he moved to the Senate in 1931 when he
was elected as a senator. In the Senate, he held key positions such as Minority Floor Leader,
Majority Floor Leader, and Senate President Pro-Tempore. Recto's career in the Philippine
government was not confined to the legislature. In 1935, he became Associate Justice of
the Supreme Court.
Recto was also instrumental in the drafting of the constitution of the Philippines in
1934-1935 as he was selected president of the assembly. After the Philippines transitioned to
the Commonwealth Period and survived the Pacific War, Recto again served as senator for
several terms. He also served as diplomat and was an important figure in international
relations.
Known as an ardent nationalist, Recto was also a man of letters. He penned beautiful
poetry and prose. On October 2, 1960, he died of a heart attack in Italy. He was survived by
his wife, Aurora Reyes and their fivechildren.

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 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.

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.

What is a Hero?
According to Merriam-Webster dictionary, a hero is defined as
 Person admired for achievements and noble qualities
 One who shows great courage
 An illustrious warrior
According to Dr. Esteban de Ocampo, a known Filipino historian, as stated in his book about
Rizal that:
“ a hero means a prominent or central personage taking an admirable part in any
remarkable action or event; a person of distinguished valor or enterprise in danger, or fortitude in
suffering; and a man honored after death by public worship because of exceptional service to
mankind.”
Who will set the criteria for the recognition of the national hero?
No law, executive order or proclamation has been enacted or issued officially proclaiming any
Filipino historical figure as a national hero. However, because of their significant roles in the
process of nation building and contributions to history, there were laws enacted and proclamations
issued honoring these heroes. But according to historians, heroes, should not be legislated. Their
appreciation should be better left to academics. Acclamation for heroes, they felt, would be
recognition enough.
Executive Order No.75 “National Heroes Committee”
 Issued by President Fidel V. Ramon on March 28, 1993 creating the National Heroes
Committee under the Office of the President.
 The principal duty of the Committeeis to study, evaluate and recommendFilipino national
personages/heroes in due recognition of their sterling character and remarkable
achievements for the country.
The Technical Committee of the National Heroes Committee had a meeting on June 3, 1993 in
Manila and adopted the following criteria:
1. Heroes are those who have a concept of nation and thereafter aspire and struggle for
the nation’s freedom.
2. Heroes are those who define and contribute to a system or life of freedom and order for
a nation.
3. Heroes are those who contribute to the quality of life and destiny of a nation.
In another round-table discussion held on November 15, 1995, the NHC Technical Committee
further adopted the criteria submitted by Dr. Alfredo Lagmay, as follows:
1. A hero is part of the people's expression, but that process of a people's internalization of a
hero's life and works takes time, with the youth forming part of that internalization.

2. A hero thinks of the future, especially the future generations.
3. The choice of hero involves not only the recounting of an episode or events in history, but of
the entire process that made this particular person a hero
On November 15, 1995 , the Technical Committee after deliberation and careful study based on
Dr. Onofre D. Corpuz’ and Dr. Alfredo Lagmay’s criteria selected the following nine Filipino
historical figures to be recommended as National Heroes:
a. Jose Rizal e. Melchora Aquino i. Marcelo H. del Pilar
b. Andres Bonifacio f. Sultan Dipatuan Kudarat
c. Emilio Aguinaldo g. Juan Luna
d. Apolinario Mabini h. Gabriela Silang
What makes a person a hero then?
A person to be considered a hero must have his works relevant to our time and place. To be able
to appreciate that person a hero, we mustlearn more about him – not merely his acts,his reasons,
the situations he found himself in, and his motivations.
To study Rizal, do not treat him like god, as he becomes unattainable and his accomplishments
inhuman, but study Rizal deeper. You see him as he truly was- compassionate, nationalistic,
intelligent, courageous, short-tempered, womanizer, gambler, violent and sometimes rash. When
we realize that he is like us, that his deeds are not impossible to imitate, we will realize his
humanity and that we will be truly inspired by his heroism.
Laws Honoring/ Commemorating Filipino Historical Figures- for Dr.Rizal
A. Decree of December 20, 1898 , issued by General Emilio Aguinaldo, declared
December 30 of every year a day of national mourning in honor of Dr. Jose Rizal
and other victims of the Philippine Revolution.
B. Act No. 137, whichorganized the politico-military districtof Morong into the Province
of Rizal, was the first official step taken by the Taft Commission to honor our
greatest hero and martyr.

Rizal, as an example of SACRIFICE
• He preferred to work through peaceful means of reforms to seek equality for his people
under Spanish laws (He could have enjoyed the fruits of his family’s abundance and
rubbed elbows with the Spanish officials and the “illustrados”.
• He spent his life abroad in hunger and poverty
• He missed the company of his parents, brothers and sisters who have been persecuted
by the Spanish government
• When he returned home, he no longer held his life in his hands
Rizal, His Ideas: A Reply to the Challenges of the Millennium
His social and civic virtues - embodied in his noblest aspirations for his country and his
people.
By consciously and clear-headedly accepting the ultimate sacrifice of DEATH.
His field of action that lays in the strife of politics and power, but were not in his inclinations
He shouldered his political burden solely in the cause of duty
A circumstance rendering him one of the figures rare in human affairs
A revolutionary without hatred
A leader without worldly ambition
He exemplified the virtues of honesty, personal integrity, civic responsibility, social values
of peace, justice, family, solidarity civic responsibility, patriotism and national dignity for
his people, survive and endure in this new millennium
In this millennium. The very values and virtues (human honor and dignity, freedom and
independence, desire for mutual respect, and material wellbeing) embodied in the spirit
of RIZALISM will form the core of humanity’s aspirations despite adjustments that must
be accommodated by the new reality of evolved technology and scientific advances far
superior than the knowledge of the previous millennium
Rizal, a Modern-DayHero as compared to a Victorian hero
Victorian hero – one who is usually a dashing oriental knight in shining armor, prudent,
dashing, cool under pressure
A Modern-dayHero…
-Rizal conquered his inferiorities. He responded to the challenge of conquering himself
He was able to accept great responsibility- he gave his own life for his country from a weak and
frail child, Jose Rizal rose to become one of the tallest men in history.
Conclusion
The hero is an expression of people’s acceptance of his/her contribution to the
development of the nation. It is not just a popular belief but the consistent recognition and
acknowledgment not only of his contemporaries but also the next generation. Dr. Rizal is truly a
hero exceptional in his ideas, works and decisions.

I.-intro-to-Rizal.pdf

Recommended

Recommended

More Related Content

Similar to I.-intro-to-Rizal.pdf

Similar to I.-intro-to-Rizal.pdf (20)

Recently uploaded

Recently uploaded (20)

I.-intro-to-Rizal.pdf