Module 1: Introduction to Rizal Law PDF

**Module 1: Introduction** **OVERVIEW** This lesson provides the students an overview of the Republic Act No. 1425 known as the Rizal Law that mandates all educational institutions in the Philippines to offer courses about Jose Rizal. This lesson also presents the arguments why many opposed the in...

**Module 1: Introduction** **OVERVIEW** This lesson provides the students an overview of the Republic Act No. 1425 known as the Rizal Law that mandates all educational institutions in the Philippines to offer courses about Jose Rizal. This lesson also presents the arguments why many opposed the inclusion of Rizal studies in our education system. **LEARNING OUTCOMES** At the end of the lesson, the students should be able to: 1\. trace the history of the Rizal Law and its important provision; 2\. discuss the controversies on the passage of the Rizal law; 3\. examine the goals of the Rizal Law; and 4\. critically asses the effectiveness of the Rizal course. **LESSON CONTENT** **INTRODUCTION TO THE COURSE** Cemented in history as the potent symbol of the nation, Rizal's heroism was sponsored by the nation through Republic Act No. 1425 on June 12, 1956. This law is entitled "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". The Act stresses on the significance of Dr. Jose Rizal, a national hero and foremost exemplar of Filipino heroism, in fostering a sense of nationalism, especially to the fair hope of the nation -- the youths. This act made the study of Dr. Jose P. Rizal's life mandatory among college students. **REPUBLIC ACT 1425 AND OTHER RIZAL LAWS** +-----------------------------------------------------------------------+ | **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 rededication 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. lose 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 lose 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:** | | | | **Section 1. Courses on the life, works and writings of Jose Rizal, | | particularlyy 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.** | | | | **Approved: June 12, 1956** | +-----------------------------------------------------------------------+ **Senate Bill 438 was first authored by Senator Claro M. Recto leading to the creation of RA 1425. Senator Jose B. Laurel Sr. who was then the Chairman Committee on Education sponsored the bill. This bill was considered as one of the most controversial bills in the Philippines. It was blocked by the Catholic Church because they believed that Catholic dogmas were mortified. They also believed that the bill would go against the freedom of religion and conscience. They used the 1939 Canon Law to defend their side that according to the law, it prohibits books that attack the Catholic doctrines and practices. The oppositionists argued that among the 333 pages of Noli Me Tangere, only 25 passages were nationalistic while 120 passages are anti-Catholic. Scrutiny of the two novels by some members of Catholic observed Noli Me Tangere with 170 readings and El Filibusterismo 50 passages are against the Catholic faith. Furthermore, they pointed out that Rizal admitted that he did not only attack the friars but also the Catholic itself. They suggested reading medium for learners to what they called Rizalian Anthology, a collection of Rizal's written works that contain the patriotic reasoning instead the two novels.** **Here are the names who opposed the passage of the bill:** - **Senator Mariano Cuenco** - **Francisco Rodrigo - former Catholic Action President** - **Decoroso Rosales - brother of Julio Rosales, an archbishop.** - **Other oppositions from the Lower House** - **Ramon Durano** - **Marciano Lim** - **Manuel Soza** - **Godofredo Ramos** - **Miguel CuencoJose Nuguid** - **Lucas Paredes** - **Tecla San Andres Ziga** - **Carmen Consing.** However, Recto and Laurel defended the bill and argued that the only objective of the law is to keep the memory of the national hero alive in every Filipino's mind, to emanate Rizal as he peacefully fought for freedom, and not to go against religion. Along with them were, Senators Quintin Paredes, Lorenzo Tanada and Domocao Alonto of Mindanao, Representatives from the House Jacobo Gonzales, Emilio Cortez, Mario Bengson, Joaquin Roxas. Lancap Lagumbay and Pedro Lopez. The intense debate even went into physical, fist fight between Cebu Representative Ramon Durano and Pampanga Representative Emilio Cortes. Bacolod City Bishop Manuel Yap menaced to campaign against pro-Rizal bill legislators and to punish them in the upcoming elections. Catholic Schools Representatives were menacing the government to close down their schools if the Rizal Bill passed. Senator Recto told them that if they did, the State could nationalize the Catholic schools in the country. There was a motion to use the bowdlerize novels as textbooks and put the original copies under lock and key in the school libraries but Recto rejected this amendment and expressed: *"The people who would banish the novel of Rizal from the schools\...would blot out from our minds the memory of the national hero\... this is not a fight against Recto but a fight against Rizal\... now that Rizal is dead and they can no longer attempt at his life. they are attempting to blot out his memory."* Because of the never-ending debate on the Rizal Bill, approved amendments were formulated through the proposal of three legislators from the upper house. Senator Laurel proposed an amendment to the original bill in which, aside from Noli Me Tangere and El Fiiibusterismo, other written works of Rizal must include and be read out the unexpurgated revision of the two novels would no longer be compulsory to elementary and secondary levels but would strictly be included in college level. Senator Lim recommends the relief to those students who feel that reading Rizal's novels would negatively affect his or her faith. Senator Primicias also proposed amendment that promulgates the rules and regulations in getting an exemption only from reading the two novels through written statement or affidavit and not from taking the Rizal course but according to Ambeth Ocampo, no student has ever availed of this exemption. After the final amendments, the bill was finally posed on May 17, 1956 end was signed into law as Republic Act 1425 by President Ramon Magsaysay on lune 12 of the same year. **Aims of Rizal Law** 1. To rededicate the lives of the youth to the ideals of independence and nationalism, for which our heroes lived and died. 2. To dignify our national hero for devoting his life and works in shaping the Filipino character. 3. To stimulate patriotism through the study of Rizal's life, works, and writings. ***OTHER RIZAL LAWS*** 1. Memorandum Order No. 247 -- issued by former President Fidel V. Ramos 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 carried out. 2. CHED Memorandum No. 3 - issued for the strict compliance to Memorandum Order No. 247. 3. Republic Act No. 229 - 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. **ESSENTIALS OF STUDYING RIZAL** 1. **Provides insights on how to deal with current problems.** - "He who controls the past controls the future." Rizal, a course or subject, is full of relevant information and ideas from which one could base his decisions in life. 2. - The past allows people to know who they are. They comprehensively define themselves not only in terms of where we are going but also where we come from. The life of an essential national historical figure like lose Rizal contributes much to shedding light on our collective experience and identity as Filipino. The excellent grasp of the past offered by this subject would help us in dealing wisely with the present. 3. - *Nationalism* requires the desire to acquire freedom and political independence especially by a country under a foreign power. - *Patriotism* denotes proud devotion and loyalty to one\'s nation. 4. - Students can learn from the way Rizal faced various challenges in life. 5. - Critical thinking refers to discerning, evaluative, and analytical" reasoning. A Philosophy major, Jose Rizal's insurrection demonstrated his essential skills of thought in his polemical speeches, essays. satires, novels, and written arguments. In deciding what to believe or do. Rizal also proved his being a rational, reflective thinker, never succumbing to the irrational whims and unsupported opinions of anyone. He indiscriminately evaluated and criticized even the teaching of the influential religion of his time. 6. - The hero\'s philosophies, convictions, life principles, thoughts, ideas, aspirations, and dreams are a significant influence on anyone. Throughout his life, he valued independence, respect for parents, love for siblings and loyalty to friends, and maintained a sense of honor. As a man of intellect, he highly regarded academic excellence, logical and critical reasoning, philosophical and scientific inquiry, linguistic study, end education research. As an ordinary person, he manifested versatility and flexibility while sustaining a strong sense of moral uprightness. 7. - Rizal was involved in e love triangle with Antonio Luna was also part of the romantic equation. - Rizal was a model in some of Juan Luna's Paintings. +-----------------------------------------------------------------------+ | C:\\Users\\Acer\\Downloads\\Cleopatra,\_por\_Juan\_Luna\_(Museo\_del\ | | _Prado).jpg | | | | *"The Death of Cleopatra"* | | | | Source:https://www.google.com/search?q=the+death+of+cleopatra&sxsrf=A | | LeKk00bd1V74R4UlnsTu1xUDjSCske7QA:1597801589902&source=lnms&tbm=isch& | | sa=X&ved=2ahUKEwi13r\_hkqbrAhUxGqYKHWblCvsQ\_AUoAXoECBoQAw&biw=1366&b | | ih=608\#imgrc=PTJ3AtQR9HNrUM | +-----------------------------------------------------------------------+ - Rizal\'s common-law wife Josephine Bracken was 'remarried' to a man from Cebu and had tutored former President Sergio Osmeña. - Leonor Rivera 'Maria Clara' - Rizal's 'true love\' had a son who married the sister of the former President of the United Nations General Assembly Carlos P. Romulo. - The Filipina beauty queen Gemma Cruz Araneta is a descendant of Rizal's sister, Maria. - The sportscaster Chino Trinidad is a descendant of Rizal's 'first love' Segunda Katigbak. - The original manuscripts of Rizal\'s novel Noli and El Fili were once stolen for ransom but Alejandro Roces had retrieved them without paying even a single centavo. **RIZAL AS AN AMERICAN SPONSORED HERO?** Some historians believed that Dr. Jose Rizal became the national hero because of the American sponsorship while others reject it. It was in 1901 when Civil Governor William Howard Taft suggested at a meeting of the Philippine Commission in 1901 to Trinidad Pardo de Tavera, Benito Legarda and José de Luzuriaga, "And now, gentlemen, you must have a national hero." The Free Press continued, "In the subsequent discussion in which the rival merits of the revolutionary heroes were considered, the final choice --- now universally acclaimed as a wise one --- was Rizal. And so was history made." Theodore Friend's Between Two Empires elaborated on the deliberations: "...American colonial officials and some conservative Filipinos, chose him as a model hero over other contestants --- Aguinaldo too militant, Bonifacio too radical, Mabini unregenerate" (The Free Press Article, 1946). American colonial officials and some conservative Filipinos, chose him (Rizal) as a model hero over other contestants (Garcia, 2019). The following names agreed on the selection of Rizal as the national hero: - Morgan Shuster - Bernard Moses - Dean Worcester - Henry C. Ide - **Trinidad Pardo de Tavera** - Gregorio Araneta - Cayetano Arellan - Jose Luzurriaga **Reason of selecting Rizal:** 1. Rizal was already dead by the time the Americans colonized the Philippines. 2. He did not make any negative or embarrassing remarks of anti-American quotations. 3. Martyrdom of Dr. Jose Rizal was a symbol of Spanish oppression. 4. He urged reform from within by publicity, by public education, and appeal to the public conscience. **REFERENCES** Ariola, M. (2018). The Life and Works of Rizal. Manila: Unlimited Books Library Services & Publishing Inc., Chua, M. (2019, July 20). Did the Americans make Rizal a hero? Retrieved August 19, 2020 from 586664/\#:\~:text=Constantino%20established%20Americans\'%20sponsorship%20of,erection%20of%20a%20national%20monument De Viana, A., Cabrera, H., Samala, E., De Vera, M. & Atutubo, J. (2018) Jose Rizal: Social Reformer and Patriot. Manila: Rex Bookstore, Inc., Francisco, V., Francisco, PM., Dulay, M., Battung, J. & Bumidang, J. (2018). Rizal: A Modualr Approach Based on the New CHED Curriculum. Manila: Mindshapers Co., Inc., Garcia, H. (2019, June 14). Was Rizal an American-sponsored hero? Retrieved August 19, 2020 from https://philippinereporter.com/index.php/2019/06/14/was-rizal-an-american-sponsored-hero/ Pawilen, R., Crudo, ER., Guiwa, HI. & Pawilen, G. (2018). Course Module for The Life, Works, and Writings of Rizal. Manila: Rex Bookstore, Inc.,