Philippines Republic Act No. 1425 PDF

1 GE SOCSCI 3: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL Textbook: “A Course Module for The Life, Works, and Writings of Jose Rizal” (First Edition) Eugene Raymond P. Crudo, Herald Ian C. Guiwa, Reidan M. Pawilen Rex Book Store, Inc. LESSON 1: RA 1425 (RIZAL LAW) Senate Bill No. 438 “An Act to Ma...

1 GE SOCSCI 3: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL Textbook: “A Course Module for The Life, Works, and Writings of Jose Rizal” (First Edition) Eugene Raymond P. Crudo, Herald Ian C. Guiwa, Reidan M. Pawilen Rex Book Store, Inc. LESSON 1: RA 1425 (RIZAL LAW) Senate Bill No. 438 “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” This bill, authored by Sen. Claro M. Recto, was submitted to the Senate Committee on Education. Senator Jose P. Laurel, Chairman of the Committee, sponsored and presented the bill to the members of the Upper House on April 17, 1956. The purpose of the bill was to disseminate the ideas and ideals of Jose Rizal through the reading of his works, notably his novels Noli Me Tangere and El Filibusterismo. According to Senator Laurel, “Noli Me Trangere and El Filibusterismo must be read by all Filipinos. They must be taken to heart, for in their pages we see ourselves as in 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.” 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. Arguments of those who were opposing the bill, mostly rabid Catholic senators: 1. It was an attempt to discredit the Catholic religion. 2. Inimical to the tenets of the faith to which 170 lines in Noli Me Tangere and 50 lines in El Filibusterismo were offensive to the Church doctrine. 3. The bill might divide the nation. 4. Compulsion to read something against one’s faith impaired freedom of speech and religious freedom. Opposition to the bill Senator Francisco “Soc” Rodrigo in his speech said: “A vast majority of our people are at the same time Catholics and Filipino citizens. As such, they have two great loves: their country and their faith. These two loves are no conflicting loved. They are harmonious affections, like the love of a child for his father and for his mother. This is the basis of my stand. Let us not create a conflict between nationalism and religion; the government and the church. House Bill No. 5561 This bill was similar to Senate bill 438. This was filed by Congressman Jacobo Z. Gonzales in the House of Representatives. Different face but same stance, the bill was attacked based on its constitutionality and religiosity. With this setback, both in the Upper House and the Lower House. Proposal of a substitute Bill Senator Laurel proposed a substitute bill with the following changes: 1. Include all works and writings of Jose Rizal. 2. Remove the term “compulsion.”  2 3. To read the original and expurgated edition of Rizal’s novels because the true purpose of studying these will be defeated if not followed. 4. To add a more conciliating clause… students may be exempted from reading the novels on certain conditions May 12, 1956 – Senate Bill No. 438 was unanimously approved on second reading in the Upper House May 14, 1956 – The bill was also unanimously approved in the Lower House June 12, 1956 – President Ramon Magsaysay signed the bill to make it a 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.  3 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. Goals Set by the Board on National Education To recognize the relevance of Rizal’s ideals, thoughts, teaching, and life values to present conditions in the community; To apply Rizal’s ideas in the solution of day-to-day situations and problems in contemporary life To develop an understanding and appreciation of the qualities, behavior and character of Rizal; and To foster the development of moral character, personal discipline, citizenship and vocational efficiency among the Filipino youth. LESSON 2: CONCEPT OF HERO Hero A mythological or legendary figure often of divine descent endowed with great strength or ability an illustrious warrior a person admired for achievements and noble qualities one who shows great courage (Merriam Webster’s Dictionary) Concept of Hero in Filipino Culture and History Other names of hero include : Bayani, Bagani, Magani, Wani A hero in Philippine societies was just a normal warrior of the community Tasks were based on daily needs of the village (Pangangayaw) Pangangayaw – raiding into unallied territory. This was done because of four reasons: 1. To secure resources (goods, bounty, human slaves) 2. To avenge a personal affront or family honor 3. To fulfill mourning requirements to which the life of enemies must be sacrificed 4. For personal prominence or a mercenary reward  The pangangayaw is completed when the group of Bayani returns home; a person who leaves his/her own town and then returns Tattoo – used as protection of kaluluwa (soul) of a Bayani Kris/kampilan (weapon) Putong (head gear) Bayani A true kawani or lingkod-bayan (community servant) To maintain peace and order A person with a high status and dignity - The Boxer Codex (1590) ancient document about early Philippine societies A person who fears no one (walang takot), courageous (matapang), firm (matibay), bold (mapangahas), but quiet (tahimik) and calm (mahinahon) - Pedro Serrano Laktaw An honorific role and title in the society Criteria for Recognizing Heroes The extent of a person’s sacrifice for the welfare of the country The motive and methods employed in the attainment of the ideal welfare of the country The moral character of the person concerned The influence of the person concerned Those who have a concept of nation and thereafter aspire and struggle for the nation’s freedom Those who define and contribute to the quality of life and destiny of a nation Those who contribute to the quality of life of freedom and order for a nation A part of the people’s expression A person who thinks of the future, especially the future generations The choice of a 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 Three Criteria of Americans in making Jose Rizal the national hero of the Philippines A hero who is not violent and militant, preferred peaceful means like education A hero who had no qualms on American imperialism A hero who is already dead In 1901, William H. Taft, President of the Second Philippine Commission, had appointed Rizal to embody the brand of nationalism propagated by the American colonial government Steps made by the American colonial government to promote Rizal’s heroism The creation of Rizal province The erection of Rizal Monument The declaration of Rizal Day on December 30 as a public holiday Four major national celebrations with Rizal as an important subject: June 12 (Independence Day) June 19 (Birth Anniversary) Last week of August (National Heroes Week) December 30 (Rizal Day