The Rizal Law

The Rizal Law, also known as RA 1425, mandates the study of Rizals life and works, as shown in section 1. This
Republic Act calls for an increased sense of nationalism from the Filipinos during a time of a dwindling Filipino identity.
According to the judicial system, a republic act is a law that has already been passed and implemented. In contrast to this,
a bill is merely a proposed law, in other words it may or may not be passed by the Congress.
The Republic Act was signed by the President on June 12, 1956. From the notes preceding the body of the document,
one may infer that the bill was originally proposed in the Legislative arm of the Philippine Republic, in the Senate and
House of Representatives. According to the Official Gazette, the law was made effective thirty days after its
implementation. The mere fact that the Act was passed on the date of our independence seeks to stir up a greater sense
of fervor in the Filipino, to believe in their own country and national identitywho we are as a nation. It was this time when
the Philippines was heavily dependent on the American government for support and guidance. Also, based on the fact
that Jose Rizal is honored by the Philippines as the Philippine national hero, it is but appropriate that the document written
to commemorate his accomplishments is written here, in the land of his birth.
It is Senator Claro M. Recto who authored the Rizal Bill. While Senator Jose P. Laurel, Sr., who was then the Chairman of
the Committee on Education, sponsored the bill in the Senate. Both of them were known for their great sense of
nationalism. This nationalism served as the foundation to come up with this republic act, to set our country free from the
hands of others and stand up on our ownexactly the ideals and values that Rizal strove to fight for. It was written for the
Filipino people, specifically the Filipino youth, who may have lost their sense of nationalism. The writers endeavored to
rekindle a lost spark in each Filipinos belief in their country. A republic act as drastic as the Rizal Law, which requires the
study of Rizals life and workssomething that does not need to be required in the first placecan only be born out of the
fact that Rizal and his works were not given a high priority in the educational system of the country prior to the release of
this act. It is clear that the government had to make drastic changes to resolve the issue. This is evident in section 3 of the
act, legalizing all forms of translations for Rizals works, as well as section 2, obligating all schools, colleges and
universities to keep an adequate number of copies of Rizals works. This makes them more accessible to a greater
audience.
It is hard to make out any form of emotion from any legal document; however, the choice of words is still able to convey a
fiery passion. To highlight this, they also use words or concepts that can easily relate to the common Filipino man. Such
passion is vital, as the audience is presumably of dwindling nationalism. In this regard, the writer attempts to show the
audience the identity they have slowly been losing, and show them how they can undo this.
There are important points that the author cited in this republic act that is worth noticing. First, Whereas, today, more than
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. This document was written in the year 1956 during Magsasyays regime when the country was still
recovering from the Japanese occupation and still very dependent on US governance. Ideals of freedom and nationalism
were very essential during those times since the Philippines was still struggling for independence, and the country was
still gradually developing its national identity and integrity. During those times havoc also existed within the Filipinos since
there were numerous uprisings against the Philippine government. Moreover, even though this document was written
decades ago, it is still striking because this clause is very timely for this present generation when our culture is being
overpowered by foreign influence and Filipino diaspora is widespread.
Another important point from RA 1425 is 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. It is very important to use our educational institutions to instill these values to the
children who are at their prime years of growing and learning. During ones educational years especially the college level
is when individuals formulate their priorities and career tracks in life, and it is essential that institutions make students
realize that the country should be a part of their priorities and serving ones country is an innate and inborn duty for all.
Also, embedding a profound and authentic moral character and a strong sense of personal discipline in the youth would
yield proficient, genuine, and selfless Filipinos of the future who would turn the Philippines from an impoverished country
to a globally competitive nation.
Lastly, 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 the Barrio Councils throughout the country. To provide a specific way to carry out this act is very
helpful. It makes the goal very SMART specific, measurable, attainable, realistic and time-bound. It is also important that
the effects of this act would be experienced by all students even those who are financially troubled. It is commendable

that in the context of this act, the poor is well represented and that it is attainable regardless of ethnicity, social stature,
and language barriers.
This document was obviously written during a time when patriotism and nationalism was lost and needed, and a time
when people were inspired by the initiative of the authors of this act. It was during this time when the Philippines and its
citizens relied on the United States for guidance, support and welfare. It was written in order to seek aide from the same
brilliant mind that drove the Filipinos of the past to fight for freedom from colonists entails another need for another
meaningful revolution in spite of the absence of invaders; the country may have needed a slow-paced revolution driven by
patriotism against dormancy, apathy and futility.
Republic Act No. 1425
House Bill No. 5561
Senate Bill No. 438
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 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 writings 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,
Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled
SEC.1
Courses on the life, works and writings of Jose Rizal, particularly his novels 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 translations
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 regulations of this Act. The Board shall promulgate rules and regulations
providing for the exemption of students for reason 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.
SEC.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 expurgated editions of the Noli Me Tangere and El Filibusterismo, as well as Rizals 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.
SEC.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 the Barrio Councils throughout the country.
SEC.4
Nothing in this Act shall be construed as amending or repealing section nine hundred twenty-seven of the Administrative
Code, prohibiting the discussion of religious doctrines by public school teachers and other persons engaged in any public
school.
SEC.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.
SEC.6
This Act shall take effect upon its approval.

COMMISSION OF HIGHER EDUCATION

Office of the President of the Philippines
January 13, 1995
CHED MEMORANDUM
No. 3, s. 1995
To:
Head of State Colleges and Universities
Head of Private Schools, Colleges and Universities
Office of the President Memorandum Order No. 247
Re: Implementation of Republic Act No. 1425
1. Enclosed is a copy of Memorandum Order No. 247 dated December 26, from the Office of the President of the
Philippines entitled, "Directing Secretary of Education, Culture and Sports and the CHAIRMAN OF COMMISSION
ON HIGHER EDUCATION to fully implement the Republic Act No. 1425 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" for guidance of all concerned.
2. Strict compliance therewith is requested.
(sgd) MONA D. VALISNO
Commissioner
Officer-in-Charge
19th century world of Jose RIzal
1. The 19th Century World of Jose Rizal
2. Growth and Development of Nationalism
3. Nationalism is a sense of loyalty or psychological attachment that members of a nation share, based on a common
language, history, culture, and desire for independence. It is a feeling that drives a people together as a nation. It is love
of country expressed in devotion to and advocacy of national interest and independence.
4. The growth of nationalism can be attributed to two major revolutions of the earlier century; the American Revolution of
1776; and the French Revolution of 1789
5. The American Revolution gave birth to the United States of America. On the other hand, French Revolution led to the
overthrowing of the absolute rule of the Bourbon Dynasty and the abolition of the feudal system.

6. The ideology of the French Revolution ; Liberty Fraternity Equality had influenced subject peoples to cast off the yoke
of colonialism by means of armed uprising.
7. There are three points that stand out in this complex ideology; 1.Nationalism has evolved from a real and or imagined
cultural unity manifesting itself in a common language, history and territory. 2.Nationalists have usually sought to turn this
cultural unity into political reality so that the territory of each people coincides with its state boundaries. 3.Nationalist
believed that every nation has the right to exist in freedom and develop its character and spirit.
8. Negative side of Nationalism; - The ideas of national superiority and national mission can lead to aggressive crusades
and counter- crusades. - Nationalism can also stress differences among peoples.
9. Rise and Gradual Spread of Liberalism and Democracy -The principal ideas of liberalism- liberty and equality- were first
realized successfully in the American Revolution and then achieved in part in the French Revolution. This political and
social philosophy challenged conservatism in the European continent. -Liberalism demanded representative government
as opposed to autocratic monarchy, equality before the law as opposed to legally separate classes. The idea of liberty
also meant to specific individual freedoms: freedom of the press; freedom of speech,freedom of assembly; and freedom
from arbitrary arrest.
10. Rise and Gradual Spread of Liberalism and Democracy -Democracy became a way of life in many European
countries, like Britain, Belgium, and Switzerland. -Democracy was gradually established thru the following means:
*promulgation of laws that advance democracy; *undertaking of reforms thru legislation; abolition of slavery; *adoption of a
liberal constitution; providing the citizens the *opportunity to propose laws; *adoption of manhood suffrage; and *granting
of political, economic and social rights to the people.
11. The Industrial Revolution One of the most crucial developments in the 19th century was the Industrial Revolution. The
Industrial Revolution refers to the transformation of manufacturing brought about by the invention and use of the
machines. This development started in England and later on spread into Belgium, France, Germany, and even in the
United States.
12. Positive effects of industrial revolution; The rise of the factory system; Mass production of essential and non-essential
goods; Improvement of peoples standard of living; Greater urbanization of society; Beginnings of specialization or division
of labor; Invention of labor-saving devices; The beginnings of industrial capitalism; Fostering of liberalism and nationalism;
and Encouragement of peoples mobililty.
13. Negative effects of Industrial Revolution; -Widening of gap between the rich and the poor; -Unending economic
warfare between labor and capital and other environmental problems -Beginning of child and women labor; and Intensification of imperialistic rivalry between and among industrialized countries. In the Philippines, it caused the
displacement of the farmers from their lands.
14. The Advancement of Science The triumph of science and technology had at least three significant consequences. First, everyday experience and innumerable scientists impressed the importance of science on the mind of ordinary
citizens. -Second, as a science became more prominent in popular thinking, the philosophical implication of science
spread to broad sections of the population. Technical advances led the people to develop optimistic faith in mans
capability to achieved progress. -Third, the methods of science acquired unrivaled prestige after 1850. For many, the
union of careful experiment and abstract theory was the only route to truth and objective reality.
15. Optimism and Confidence in Progress Optimism or faith in society and mans ability to progress was brought about by
the advancement of science, the coming of steam-powered industry, and the spread of liberalism and socialism. The
optimism of the century was summed by Marquis de Condorcet in his work, Sketch for the Historical Picture of the
Progress of the Human Mind. He saw that the strongest reason for believing that nature has set no limit to the realization
of our hopes and foresaw the abolition of inequality between nations, the progress of equality within nations, and the true
perfection of humanity. Progress was now independent of any power that might wish to halt it and will never be reversed.
16. Optimism and confidence in progress can be gleaned from the achievements of men in the 19th century. Notable
among these were the following; -Extensions of human rights to many people; -Promotion of higher education for men and
women; -Education for nationalism in schools; -Investment in science to serve mankind; -Improvement of public health
thru the establishment of numerous, hospitals; and -Emergence of realistic literature, depicting the life of the time