The document discusses the history and rationale behind the enactment of the Rizal Law or RA 1425 in the Philippines. It explains that there was a growing concern among nationalist lawmakers that Filipino identity and nationalism was declining. This led Senator Claro Recto to propose a bill in 1956 mandating the study of Jose Rizal's life and works in schools. However, this initial "Noli-Fili bill" faced strong opposition from the Catholic Church as Rizal had criticized the church. After negotiations, the bill was amended and eventually signed into law as the Rizal Law in June 1956, requiring the teaching of Rizal but making the reading of his novels optional. The goals of the law

1. Over the Academic Wall

2. What Exactly
is Rizal Law?

3. Rizal Law or RA 1425 is a
Philippine law that requires
all schools in the
Philippines, both public and
private, to offer courses on
the life, works, and writings
of the Philippine national
hero, Dr. Jose Rizal.

4. Why study him?

5. Why Study Rizal:
From The
Perspective of
Lawmakers

6. Many Filipinos observed
that the sense of Filipino
identity was waning.

7. In response, nationalist
policy-makers took action
to redirect the nation
back to its roots by
emphasizing the
importance of history as a
foundation for national
hope and pride.

8. On April 3, 1956, Senator Claro M.
Recto proposed Senate Bill No. 438
and submitted it to the Senate
Committee on Education.

9. “NOLI-FILI BILL"
Senate Bill No. 438, titled "An Act to Make Noli Me Tangere
and El Filibusterismo Compulsory Reading Matter in All Public
and Private Colleges and Universities and For other Purposes,=

10. On April 17,1956,
Senator Jose P. Laurel, Sr.,
who was then the Chairman of the
Committee on Education,
sponsored the Noli-Fili Bill in the
senate and presented it to the
Upper House.

11. “Noli Me Tangere and El Filibusterismo must be read by all Filipinos. They
must be taken to heart, for in their pages we see ourselves as a mirror,
our defects as well as our strength, our virtues as well as our vices.
Only then would we become conscious as a people, and so learn to
prepare ourselves for painful sacrifices that ultimately lead to self-
reliance, self-respect and freedom."

12. The Noli-Fili bill sounds good,
right?

13. NO.

14. The Catholic
Church's Opposition
to the Noli-Fili Bill

15. Since Jose Rizal criticized the Catholic Church, the Noli-Fili bill was
met with stiff opposition from the latter’s head and supporters.
According to them, the bill was an attempt to
discredit the Catholic religion.

16. According to them, the bill was an attempt to
discredit the Catholic religion.

17. Father Jesus Cavanna argued
that Jose Rizal’ novels from the
past should not be taught in
schools because they do not
accurately depict current
conditions and may give a false
impression of the country.

18. Here are some additional criticisms of the
Catholic Church regarding the Noli-Fili Bill:

19. Among the 333 pages of Noli Me Tangere,
only 25 passages are nationalistic while 120
passages are anti-Catholic.

20. 170 lines from Noli Me Tangere and
50 lines in El Filibusterismo were
offensive to the Catholic doctrine.

21. The bill might divide the nation.

22. Compulsion to read
something against one’s faith
impairs freedom of speech
and religious freedom.

23. Rizal admitted that he
did not only attack the
friars who acted
deceptively on the
Filipinos but also the
Catholic faith itself.

24. At that time, Noli-Fili Bill was widely
controversial.

25. These catholic groups organized opposition to
the bill:
Catholic Action of the Philippines
Congregation of the Mission
Knights of Columbus
Catholic Teachers Guild

26. The church charged Recto with being a
communist and an anti-Catholic.

27. It even comes to the point
where Catholic Schools
threaten to close down their
schools if the bill was passed.

28. On April 19, 1956,
Congressman Jacobo Z. Gonzales
filed a similar bill called House Bill
No. 5561 to the House of
Representatives.
Unfortunately, akin to Noli-Fili
Bill, House Bill No. 5561 had also
been opposed contending its
constitutionality and religiosity.

29. The Enactment
of “Rizal Law"

30. Senator Laurel proposed a substitute bill with
a few tweaks to appease the opposition.
Truce?

31. 1
Instead of only Noli Me Tangere and El Filibusterismo,

32. Instead of only Noli Me Tangere and El Filibusterismo,
the new substitute bill now includes a wider
range of works and writings by Jose Rizal.
1

33. Reading is now optional.
If a student does not
want to read the two
novels, they can request
for an exemption.
Note: As of now, there is no record of any
student requesting for exemption, or if
such a practice was even implemented.
2

34. The implementation of reading
unexpurgated versions of Noli Me
Tangere and El Filibusterismo will
only be for college or university
students.
3

35. not censored or edited to remove
offensive or objectionable content
unexpurgated

36. to remove or censor offensive or objectionable
content, especially from a text.
expurgated

37. It’s important to read the original and unexpurgated
edition of Rizal’s novels because the true purpose of
studying these will be defeated if not followed.

38. On May 12, 1956 and May 14, 1956, Senate
Bill No. 438 and House Bill No. 5561 were
both unanimously
approved on the second reading and in the
Lower House.

39. On June 12, 1956, the bill was
signed into law by President
Ramon Magsaysay, giving birth
to Republic Act 1425 or the
Rizal Law.

40. “Rizal Law"
“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."

41. Elements of
the Rizal Law

43. The rationale for passing
the Rizal Law is that there
is a concern that the
Filipino identity is waning.

44. The purpose of enacting the
Rizal Law is to educate the
young generation of the
Philippines about the ideals and
principles for which Rizal
sacrificed his life.

45. By reading and studying Rizal's
life, teachings, and writings, the
youth will gain confidence,
direction, courage and
determination to contribute to
the progress of our nation.

46. The first section of
the law concerns
mandating the
students to read
Rizal’s novels

47. The second section of
the law require the
schools to have a
sufficient number of
copies of unexpurgated
edition of the novels in
their libraries

48. The third section of the law
aims to make Rizal's
writings more readily
available to the general
public by promoting their
printing at an affordable
cost, or in some cases,
providing them for free.

49. The fourth section of the
law clarifies it will not
change a specific section
of the Administrative Code
that prohibits public school
teachers from discussing
religious doctrines.

50. The fifth section of the law
authorizes the unallocated
funds to be used to
implement the act.

51. The last section of the law
states that the act will
immediately take effect.

52. The goals of the Rizal Law can be summarized in
the following three points:

53. To rededicate the lives of youth to the ideals
of freedom and nationalism, for which our
heroes lived and died.

54. To pay tribute to our national hero for
devoting his life and works in shaping the
Filipino character.

55. To gain an inspiring source of
patriotism through the study of Rizal’s
life, works, and writings.

56. Former President Fidel 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.

57. R.A. 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 any
other purposes

58. The Importance of Studying Rizal
The following are just some of the significance of the academic subject:
1. The subject provides insights into how to deal with current problems
2. It helps us understand better ourselves as Filipinos
3. It teaches nationalism and patriotism
4. It provides essential life lessons.
5. It helps in developing logical and critical thinking.
6. Rizal can serve as a worthwhile model and inspiration to every Filipino.
7. The subject is a rich source of entertaining narratives

60. Nationalism involves the desire to attain
freedom and political independence, especially
by country under foreign power; while
Patriotism denotes proud devotion and loyalty
to one’s nation.
BACK

61. CRITICAL THINKING
“This refers to discerning,
evaluate, and analytical
thinking”
BACK

62. QUIZ # 1
I. Multiple Choices
Write the letter of the correct answer. (1 min. 30 sec.)
____1. The main proponent of the Rizal Bill who was dubbed as communist and anti Catholic
a. Senator Claro Recto c. Senator Ralph Recto
b. Senator Chiz Escudero d. Senator Leila de Lima
____2. 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 any other purposes
a. RA No. 9163 c. RA No. 7394
b. RA No. 229 d. RA No. 9147
____3. The date the Rizal bill was enacted
a. June 12, 1956 c. December 30, 1956
b. June 1, 1956 d. December 19, 1956

63. QUIZ # 1
I. Multiple Choices
Write the letter of the correct answer. (1 min. 30 sec.)
____4. The former Philippine President who directed the Sec of Education and Chairman of
CHED to fully implement the RA 1425.
a. Elpidio Quirino c. Fidel Ramos
b. Gloria Arroyo d. Joseph Estrada
____5. In this year, CHED Memorandum No.3 was issued enforcing strict compliance to
Memorandum Order No. 247.
a. 2006 c. 1978
b. 1979 d. 1995
____6. The bill involves mandating educational institutions in the country to offer a course on
the hero’s life, works, and writings especially Noli Me Tangere and El Filibusterismo
a. Post no Bill c. one-hundred bill
b. Rizal Bill d. Laurel Bill

64. QUIZ # 1
I. Multiple Choices
Write the letter of the correct answer. (2 mins)
____7. This refers to discerning, evaluate, and analytical thinking
a. Psychology c. Schizophrenia
b. Critical Thinking d. Logic
____8. The Filipina beauty queen who is descendant of Rizal’s sister, Maria
a. Margie Moran c. Gloria Diza
b. Janine Togonon d. Gemma Cruz Araneta
____9. Jose Rizal’s common-law wife
a. Josephine Bracken c. Segunda Katigbak
b. Suzanne Jacoby d. Leonor Rivera
____10. He retrieved the Original manuscripts of Rizal’s novel without paying even a single
centavo
a. Ferdinand Blumentritt c. Jose Pardo de Tavera
b. Antonio Luna d. Alejandro Roces

65. QUIZ # 1
II. True or False
Write T if the statement is true; F if False. (5 mins.)
____1. Nationalism involves the desire to attain freedom and political independence, especially
by country under foreign power; while patriotism denotes proud devotion and loyalty to one’s
nation.
____2. Juan Luna and Antonio are siblings.
____3. Chino Trinidad, a sportscaster, is a descendant of Rizal's “true love” (Leonor Rivera).
____4. A Philosophy major; Rizal unsurprisingly demonstrated his critical thinking skills in his
argumentative essays, satires, novels, speeches, and written debates.
____5. The Rizal Bill became the Republic Act No. 1425 known as Rizal Law
____6. The Reproductive Health bill involves mandating educational institutions in the country to
offer a course on the hero’s life, works, and writings especially the Noli Me Tangere and El
Filibusterismo.
____7. Josephine Bracken tutored former President Joseph Estrada.
____8. Rizal can serve as a worthwhile model and inspiration to every Filipino.
____9. The Rizal Law aims to gain an inspiring source of patriotism through the study of Rizal’s
life, work, and writings.
____10. Republic Act 2299 is another republic act that concerns the national hero Jose Rizal.

67. QUIZ # 1
I. Multiple Choices
1. A.
2. B.
3. A.
4. C.
5. D.
6. B.
7. B.
8. D.
9. A.
10.D.
II. True or False
1. T 6. F
2. T 7. F
3. F 8. T
4. T 9. T
5. T 10.F