Rizal Law RA 1425: Historical Background

• Rizal Law or RA 1425 mandates study of the life, works and writings of Dr. Jose Rizal.
• Requires private and public schools, colleges and universities to include Rizal's life and works to educate students about nationalism.
• Senate Bill 438, known as the Rizal Bill, authored by Senator Claro M. Recto, addressed the need for nationalistic policies that would rekindle nationalism and patriotism.
• RA 1425, was enacted on June 12, 1956, during a pressing need for national identity and nationalism.
• High regard should be given authors who ensured ideals of freedom, love of country, and patriotism, were rededicated in the lives of the youth by honoring Rizal's legacy.
• The Rizal Law serves as an important reminder to all Filipinos of Dr. Jose Rizal's role in attaining freedom for the nation.
• Chapter focuses history of Rizal Law's issuance, objectives, provisions, overall mandate, and need to study the subject apart from legal mandates.

Historical Background and Context of RA 1425

• Since 1956, higher education programs requires students to take the Rizal course as part of the subjects needed before finishing a degree as stipulated by Republic Act 1425
• RA 1425 passed with the aim that the youth will not forget Rizal.
• Social and political unrest threatened the stability of the world, East Asia, and the Philippines.
• The 1950s saw global political issues with rise of communist states weakening democratic stability and tension between capitalist and communist countries during World War II.
• In 1956, East Asian countries felt an aggravated period of internal unrest between the Soviet and US powers and influence.
• Political instability was a result of issues with communism .
• Former President Ramon Magsaysay, then Defense Secretary in 1949, executed anti-communist insurgency program.
• When he rose to power in 1953, the growing communist-led peasant uprising in Central Luzon, Huk Rebellion, was a major issue.
• Magsaysay aimed to educate youth regarding the evils of communism.
• In response to the wide-scale propaganda program, Senate Bill 438 known as the Rizal Bill, was first-authored to craft nationalistic policy rekindling patriotism.

Republic Act No. 1425

• An act includes 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.
• It authorized the printing and distribution thereof.
• There is a need for re-dedication to ideals of freedom and nationalism.
• Honoring national hero and patriot, Jose Rizal, remembering their lives and works that shaped the national character is important.
• The works of Jose Rizal are an inspiring source of patriotism with which the minds of the youth should be suffused.
• Educational institutions are under supervision of the State, and all schools are enjoined to develop moral character and teach the duties of citizenship.
• Courses on the life, works and writings, novels Noli Me Tangere and El Filibusterismo, included in the curricula of all schools, colleges and universities, public or private.
• In collegiate courses, original or unexpurgated editions of Noli Me Tangere and El Filibusterismo be used as basic texts.
• The Board of National Education authorized to implement provisions, writing/printing primers, readers and textbooks.
• The Board creates rules and regulations, including disciplinary measures, to enforce the provisions of this Act.
• The Board promulgates rules and regulations providing for the exemption of students for reasons of religious belief stated in a sworn written statement.
• Rules become effective 30 days after publication.
• Schools, colleges and universities must keep copies of the original editions of the Noli Me Tangere and El Filibusterismo, as well as of Rizal's other works and biography.
• Editions or translations be included in the list of approved books for required reading in all schools, colleges and universities.
• The Board of National Education determines adequacy in number of books based on enrollment.
• The Board of National Education translates Noli Me Tangere and El Filibusterismo as well as other writings of Rizal into English, Tagalog and the principal Philippine dialects. They will 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.
• Nothing in this Act 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.
• The sum of three hundred thousand pesos authorized to be appropriated out of any fund within the National Treasury to carry out.
• Intentions addressed by reminding youth of ideals, they help government use lessons to solve current day problems
• Patriots want to bring back the ideals of patriotism and nationalism to strengthen democracy.

Objectives of the Bill

• To re-dedicate freedom, nationalism ideals which heroes lived and died for
• To honor national hero/patriot, Jose Rizal, devoted life/works that have shaped national character;
• To inspire patriotism in youth especially during formative years in school.
• Bill suggested ways educational institutions would implement law to foster moral character, personal discipline, civil duties among youth.
• Implement the law by including courses, keeping copies and translations.
• The government uses the life, works, writings of Rizal as a guide to combat communism and remind youth of Rizal's importance.
• This course serves as a reminder of forefathers envisioned an independent state free from colonial masters, oppression, and upholding democracy/freedom ideals.
• The youth helps in nation-building with ideals Rizal shared.
• Rizal is our constant reminder of the blessings of independence and democracy.

Issues and Debates of RA 1425 in the Context of the 1950s

• Like issues on the Anti-Terror Act of 2020, the Rizal Law passage sparked rejection/support.
• The law mandates debated in Congress, law needs three separate readings to pass.
• Intense debate occurred between proponents, that made the Rizal Law controversial.

Sides of the Debate

• Senator Claro M. Recto authored Rizal Bill to address the need national policy rekindling nationalism/patriotism
• Senator Jose P. Laurel, Sr. sponsored the bill in Senate, sparking debates on church and state separation.
• Section 2 focused debates because it stated students must read the unexpurgated/unedited versions.
• The Catholic Church raised many issues on separation of church and state because of *Noli Me Tangere *and El Filibusterismo
• CBCP cited violations of free exercise of religion injuring Catholic faith.
• CBCP mentioned high place of honor goes to Rizal because love of country, brilliant mind/resources combating injustice.
• Rizal devoted time and energy dispelling ignorance and apathy and combating inequality.
• He offered welfare of his country, he was condemned by the colonial government and died as rebel.
• CBCP stated Rizal's love for country was not blind or inordinate, saving him from pernicious error.
• He proclaimed facts and vices defects in dedicating novel Noli Me Tangere, he addresses their health by suggesting remedy and healing to sicknesses.
• Rizal balanced judgment acknowledging colonial rule, Filipino people were victims of their own failures.
• Realism characterized attitude toward Rizal himself.
• Senator Claro M. Recto felt Rizal may have made errors in criticism however, he felt that he was a symbol of true nationalism
• Rector felt those with no human failings do Rizal a disservice , departing truth, casting doubt on qualities he possessed.
• CBCP suggested patriotism disengaged complexities, ideas and function/government. CBCP suggested well-being's and dignity, education and character, and mission destiny. Leaders act on patriotic teachings contained in writings, and cannot put practice they do not understand. CBCP suggested writings be more widely spread by improving understanding and equality.

Religious Conflicts

• CBCP suggested after the teaching of religion, youth should develop nationalism and virtue to subordinating the common good.
• We should not respect errors, to err is human but he showed great wisdom and to faith before death.
• Retraction shows what he did not approve of.
• He books gave a expression for one political freedom, not variance to practice, should be supernatural.
• Not in conformity morality, no conflicts possible and God will create both.
• Two loves sprung from the same external source, since God's is where these twin loves were born.
• He helped with development,diginfied nationalism and Pope Leo XIl
• According to Rizal the goal was to society the society problems"
• Social issues are results of religious order/practice hence novels castigatize priests and satirize observances in the Church
• It attacked religious practices, superstious rituals, and criticized unworthy priests.
• Attacks on Catholic, Dogman- Catholic religion, morals, miracles, Purgatory, Sacraments, Holy Mass prayers
• Prayers, sacraments were questioned.
• The CBCP saw the the canon law was the most supreme law

Positions on the matter

• Catholic youth were forced to read attacks and anti-Cathlolic views
• The government seemed to have the right to spend money on patriotism.
• Freedom and patriotism was not necessary to make youth believe confessional was to sin.
• It was not necessary to jeep at catholic worship.
• It was not necessary to expose them to Jeers
• Church shouldn't distribute without payment
• The CBCP felt all efforts to separate issues in the matter were misinterpreted and that should remain silent out of respects.
• Cathloic conscience should come from following Church teachings and laws.
• There were Catholics that gave laws little to no meaning.
• They felt their faith was being affected.
• If we aren't free we shouldnt disregar their constious
• Novel's gave the expressions of the need for a Rizalian Anthology.
• He may have contradicted many of out believers during his faith religion, were we must still learn to imitate.
• We cant condemn without studying the causes of it.
• The CBCP suggested, his statements expressed contempt.
• Constitution guarantees the free exercise of religion.
• The bill contradicts their faith as well as the teaching and entirety of Catholics.

Outcomes of the Law

• Contentions from Recto, and Laurel stated to read Rizal, read novels reflecting people and history.
• Read in generations the Filipino, ideals and future
• They allow us virtue, defects and vice. making prepare themselves to achieve freedom not religion
• With a heated debated, the Senate compromised and allowed freedom better understanding. Elementary was excluded.
• Ideals of love patriotism prevailed, better condition Spanish ear
• Laws made during the context but survived and surpassed issues and struggles and in place today

Why study Rizal?

• To recognize the importance of Rizal's life, works and writings in the present society
• To apply Rizal's ideals to current social and personal problems
• To understand all that Rizal fought and died for and
• To encourage development of the Filipino youth's participation in all aspects of good governance and good citizenship
• It promotes how hero/martyr. Rizal is greatest identity/pride that reclaimed independence.
• It teaches mandate. exploring nation-building like Rizal.
• By realizing the objectives of this course in our daily lives, we are also playing an active role in nation-building.