Rizal Laws RA 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 RZAL, particularly his novels NOL ME TANGERE and EL FLBUSTERSMO,
Authorizing the Printing and Distribution Thereof, and for Other Purposes. RA 229
An act to prohibit 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 Memorandum Order No. 247
Directing the Secretary of Education, Culture and Sports and the Chairman of the Commission on Higher Education
to fully implement Republic Act No. 1425 CHED Memorandum No. 3, s. 1995
Enforcing strict compliance to Memorandum Order No. 247

English, the Rizol Lou, ond the 1ilipino Culturol Heritoge

AMBITH OCAMPO wroLe ubouL the Rizul Luw oI 1qg6 {Purt 1) und LIe Iight Over the Rizul
Luw In PD LIIs week, noLIng LIuL Ie Ius been LeucIIng RIzuI Ior uImosL zo yeurs. TIe RIzuI uw Is reIevunL Lo
LIe recenL brouIuIu over MedIu oI InsLrucLIon In LIe pubIIc scIooIs becuuse oI ILs specIIIc use oI EngIIsI In
RIzuI educuLIon:
Republic Act Ao 1425 (June 12, 1956) 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 Ri:al, Particularly His Novels Noli Me
Tangere And El Filibusterismo
$ecLIon 1. Courses on LIe IIIe, works und wrILIngs oI Jose RIzuI, purLIcuIurIy IIs noveI NoII Me Tungere und EI IIIbusLerIsmo, sIuII be
IncIuded In LIe currIcuIu oI uII scIooIs, coIIeges und unIversILIes, pubIIc or prIvuLe: ProvIded, TIuL In LIe coIIegIuLe courses, LIe
orIgInuI or unexpurguLed edILIons oI LIe NoII Me Tungere und EI IIIbusLerIsmo or LIeIr EngIIsI LrunsIuLIon sIuII be used us busIc
LexLs.
$ec. z. L sIuII be obIIguLory on uII scIooIs, coIIeges und unIversILIes Lo keep In LIeIr IIbrurIes un udequuLe number oI copIes oI LIe
orIgInuI und unexpurguLed edILIons oI LIe NoII Me Tungere und EI IIIbusLerIsmo, us weII us oI RIzuI's oLIer works und
bIogrupIy. TIe suId unexpurguLed edILIons oI LIe NoII Me Tungere und EI IIIbusLerIsmo or LIeIr LrunsIuLIons In EngIIsI us weII us
oLIer wrILIngs oI RIzuI sIuII be IncIuded In LIe IIsL oI upproved books Ior requIred reudIng In uII pubIIc or prIvuLe scIooIs, coIIeges
und unIversILIes.

$ec. . TIe Bourd oI NuLIonuI EducuLIon sIuII cuuse LIe LrunsIuLIon oI LIe NoII Me Tungere und EI IIIbusLerIsmo, us weII us oLIer
wrILIngs oI Jose RIzuI InLo EngIIsI, TuguIog und LIe prIncIpuI PIIIIppIne dIuIecLs; cuuse LIem Lo be prInLed In cIeup, popuIur
edILIons; und cuuse LIem Lo be dIsLrIbuLed, Iree oI cIurge, Lo persons desIrIng Lo reud LIem, LIrougI LIe Purok orgunIzuLIons und
BurrIo CouncIIs LIrougIouL LIe counLry.
n $ecLIon 1, LIe RIzuI uw specIIIcuIIy requIres LIuL coIIege IeveI RIzuI courses use us busIc LexLs LIe orIgInuI, unexpurguLed (I.e.
compIeLe) versIons In $punIsI or In EngIIsI LrunsIuLIon.

n $ecLIon z, LIe RIzuI uw requIres uII scIooIs Lo Iuve In LIeIr IIbrurIes "udequuLe copIes" oI LIe $punIsI or EngIIsI versIons oI
RIzuI's wrILIngs, wIIcI ure deemed Lo be IncIuded In LIe "upproved IIsLs Ior requIred reudIng" In uII pubIIc und prIvuLe scIooIs.

n $ecLIon , LIe RIzuI Iuw suys LIe governmenL musL muke uvuIIubIe Iree oI cIurge Lo unyone popuIur edILIons oI RIzuI's works In
EngIIsI, TuguIog und LIe prIncIpuI PIIIIppIne dIuIecLs.

BuL In u recenL PeLILIon Lo LIe $upreme CourL regurdIng LIe use oI EngIIsI In educuLIon, one IInds us u Cuuse oI AcLIon LIe IoIIowIng
usserLIons:
.q. GovernmenL und InsLILuLIonuI sLudIes Iuve sIown LIuL cIIIdren In LIe grude scIooIs cunnoL Ieurn Iow Lo reud und wrILe In
EngIIsI. nsLeud, IL Is LIe vernucuIur or IIIpIno, wIIcI Is eusy Ior LIem Lo undersLund, wIIcI wIII enubIe LIem Lo Ieurn Iow Lo reud
und wrILe und enubIe LIem Lo ucquIre LIe IounduLIons oI knowIedge In LIe IIrsL Iew yeurs oI educuLIon.

.. TIe IuIIure oI RespondenLs Lo ImpIemenL IIIpIno und LIe regIonuI Iunguuges us LIe prImury medIu oI InsLrucLIon Ius Ied Lo
serIous dIIIIcuILIes In IeurnIng umong scIooI cIIIdren In eIemenLury und IIgI scIooI, IncIudIng IereIn PeLILIoner MInors, wIIcI Ius
Ied Lo IneIIecLIve communIcuLIon In LIe cIussrooms, Iow ucudemIc ucIIevemenL, und IIgI drop-ouL ruLe.

.. urLIermore, LIe use In educuLIon oI EngIIsI uIIenuLes cIIIdren Irom LIeIr own cuILuruI IerILuge und wIII produce u generuLIon
oI young peopIe wIo Iuve no cuILuruI vuIues und wIo Iuck LIe LrudILIons LIuL muke Ior u nuLIon's IdenLILy. TIIs Ius becIouded
LIe responsIbIIILy oI PeLILIoner MInors Lo puss on LIe cuILuruI IerILuge oI our nuLIon Lo LIe nexL
generuLIons. $ucI u gruve responsIbIIILy cun onIy be uccompIIsIed LIrougI LIe use oI LIe nuLIonuI Iunguuge In
scIooI.
On LIeIr Iuce, severuI oI LIe ubove sLuLemenLs ure reuIIy Iur-IeLcIed or ure IILeruIIy IuIseIoods. or exumpIe, IL Is
mosL cerLuInIy noL Lrue LIuL cIIIdren In LIe grude scIooIs cunnoL Ieurn Iow Lo reud und wrILe In EngIIsI. One
wonders wIuL governmenL reseurcI proves LIIs umuzIng cIuIm.BuL wIuL LIe Ieck? PeLILIoners bIume LIe use oI
EngIIsI us u medIum oI InsLrucLIon Ior LIe IIgI ruLe oI IuncLIonuI IIIILerucy, emoLIonuI InsecurILy, IeeIIngs oI
osLrucIsm, IeurnIng dIIIIcuILIes, Iow ucudemIc ucIIevemenL und IIgI drop-ouL ruLes In eIemenLury scIooI.
EngIIsI Iunguuge use wIII uIIegedIy produce u generuLIon oI young peopIe wIo wIII Iuve no cuILuruI vuIues or
LrudILIons LIuL deIIne LIeIr IdenLILy. YeL, uILer over one Iundred yeurs oI LIe EngIIsI Iunguuge In IIIpIno
socIeLy, one wouId LIInk LIuL EngIIsI uIreudy $ u bIg purL oI LIe IIIpIno cuILuruI IerILuge, unIess we udopL u
compIeLeIy cboriincl concepLIon oI wIuL consLILuLes culturcl heritce.

I we ure Lo udopL LIe uLLILude oI LIe PeLILIoners In LIIs cuse, Iowever, we wouId Iuve Lo LIrow LIe RIzuI uw ouL
wILI our $punIsI und EngIIsI-LuInLed cuILuruI IerILuge.


Republic Act No. 1425

Republic Act No. 1425

ouse 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.
7 Jose P Rizal's Backg7ound (full name: Jos P7otasio Rizal Me7cado y Alonso Realonda) (June
19, 1861

December 30, 1896) was a Filipino polymath, nationalist and the most prominent advocate for reforms in the
Philippines during the Spanish colonial era. He is considered a national hero and the anniversary of Rizal''''s death is
commemorated as a Philippine holiday called Rizal Day. Rizal''''s 1896 military trial and execution made him a martyr
of the Philippine Revolution. The seventh of eleven children born to a middle class family in the town of Calamba,
Laguna, Rizal attended the Ateneo Municipal de Manila, earning a Bachelor of Arts degree sobresaliente. He enrolled
in the University of Santo Tomas Faculty of Medicine and Surgery and the University of Santo Tomas Faculty of
Philosophy and Letters and then traveled alone to Madrid, Spain, where he studied medicine at the Universidad
Central de Madrid, earning the degree of Licentiate in Medicine. He attended the University of Paris and earned a
second doctorate at the University of Heidelberg.
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Rizal was a polyglot conversant in at least ten languages.[1][2][3][4] He was a prolific poet, essayist, diarist,
correspondent, and novelist whose most famous works were his two novels, oli me Tangere and El
Filibusterismo.[5] These are social commentaries on the Philippines that formed the nucleus of literature that inspired
dissent among peaceful reformists and spurred the militancy of armed revolutionaries against 333 years of Spanish
rule. As a political figure, Rizal was the founder of La Liga Filipina, a civic organization that subsequently gave birth to
the Katipunan[6] led by Andres Bonifacio and Emilio Aguinaldo. He was a proponent of institutional reforms by
peaceful means rather than by violent revolution. The general consensus among Rizal scholars, however, attributed
his martyred death as the catalyst that precipitated the Philippine Revolution.

ildoodyears in alamba.

In 1876 as astudent Rizal wrote a poem &n Recuerdo a Mi Pueblo".
Rizal hadfound memories of his childhood, his happy days in the family garden, the dailyangelus prayer, the
moonlight night at the azotea with the aya relatingstories, and the nocturnal walk in town.
The death ofConcha brought Rizal his first sorrow.
On June 6,1868, Jose and his father left ,,2-, to go for pilgrimage to Antipolo tofulfill his mothers vow made
when Jose was born. It was the first trip of Joseacross Laguna de bay and his first primilage to antipolo. He was
owed andtrilled by the trip.
%he storof the 2oth. The story related by Teodora to Jose made a profound impressionin Jose. The tragic fate
the young moth, which died a martyr to its illusions,left a deep impression on Rizals mind. At the age of eight,
Rizal wrote hisfirst poem in the native language entitled Sa Akin Mga Kababata" (To my fellowchildren)
revealing his nationalist sentiment.
arly ducation in alamba and Bian

Rizal had his early education in Calamba and Bian. It was a typical schooling that a son of an ilustrado family
received during his time, characterized by the four Rs- reading, writing, arithmetic, and religion. Instruction was
rigid and strict. Knowledge was forced into the minds of the pupils by means of the tedious memory method aided
by the teachers whip. Despite the defects of the Spanish system of elementary education, Rizal was able to
acquire the necessary instruction preparatory for college work in Manila. It may be said that Rizal, who was born a
physical weakling, rose to become an intellectual giant not because of, but rather in spite of, the outmoded and
backward system of instruction obtaining in the Philippines during the last decades of Spanish regime.

%e Hero's First %eacer

The first teacher of Rizal was his mother, who was a remarkable woman of good character and fine culture. On her
lap, he learned at the age of three the alphabet and the prayers. "My mother," wrote Rizal in his student memoirs,
"taught me how to read and to say haltingly the humble prayers which I raised fervently to God."

As tutor, Doa Teodora was patient, conscientious, and understanding. It was she who first discovered that her son
had a talent for poetry. Accordingly, she encouraged him to write poems. To lighten the monotony of memorizing
the ABCs and to stimulate her sons imagination, she related many stories.

As Jose grew older, his parents employed private tutors to give him lessons at home. The first was Maestro
Celestino and the second, Maestro Lucas Padua. Later, an old man named Leon Monroy, a former classmate of
Rizals father, became the boys tutor. This old teacher lived at the Rizal home and instructed Jose in Spanish and
Latin. Unfortunately, he did not lived long. He died five months later.

After a Monroys death, the heros parents decided to send their gifted son to a private school in Bian.

ose Goes to Bian

One Sunday afternoon in June , 1869, Jose, after kissing the hands of his parents and a tearful parting from his
sister, left Calamba for Bian. He was accompanied by Paciano , who acted as his second father. The two brothers
rode in a carromata, reaching their destination after one and one-half hours drive. They proceeded to their aunts
house, where Jose was to lodge. It was almost night when they arrived, and the moon was about to rise.

That same night, Jose, with his cousin named Leandro, went sightseeing in the town. Instead of enjoying the
sights, Jose became depressed because of homesickness. "In the moonlight," he recounted, "I remembered my
home town, my idolized mother, and my solicitous sisters. Ah, how sweet to me was Calamba, my own town, in
spite of the fact that was not as wealthy as Bian."

First Day in Bian Scool

The next morning (Monday) Paciano brought his younger brother to the school of Maestro Justiniano Aquino Cruz.

The school was in the house of the teacher, which was a small nipa hut about 30 meters from the home of Joses
aunt.

Paciano knew the teacher quite well because he had been a pupil under him before. He introduced Jose to the
teacher, after which he departed to return to Calamba.

Immediately, Jose was assigned his seat in the class. The teacher asked him:

"Do you know Spanish?"
"A little, sir," replied the Calamba lad.
"Do you know Latin?"
"A little, sir."

The boys in the class, especially Pedro, the teachers son laughed at Joses answers.

The teacher sharply stopped all noises and begun the lessons of the day.

Jose described his teacher in Bian as follows: "He was tall, thin, long-necked, with sharp nose and a body slightly
bent forward, and he used to wear a sinamay shirt, woven by the skilled hands of the women of Batangas. He
knew by the heart the grammars by Nebrija and Gainza. Add to this severity that in my judgement was
exaggerated and you have a picture, perhaps vague, that I have made of him, but I remember only this."

First School BrawlIn the afternoon of his first day in school, when the teacher was having his siesta, Jose met the
bully, Pedro. He was angry at this bully for making fun of him during his conversation with the teacher in the
morning.

Jose challenged Pedro to a fight. The latter readily accepted, thinking that he could easily beat the Calamba boy
who was smaller and younger.

The two boys wrestled furiously in the classroom, much to the glee of their classmates. Jose, having learned the
art of wrestling from his athletic Tio Manuel, defeated the bigger boy. For this feat, he became popular among his
classmates.

After the class in the afternoon, a classmate named Andres Salandanan challenged him to an arm-wrestling match.
They went to a sidewalk of a house and wrestled with their arms. Jose, having the weaker arm, lost and nearly
cracked his head on the sidewalk.

In succeeding days he had other fights with the boys of Bian. He was not quarrelsome by nature, but he never
ran away from a fight.

Best Student in Scool

In academic studies, Jose beat all Bian boys. He surpassed them all in Spanish, Latin, and other subjects.

Some of his older classmates were jealous of his intellectual superiority. They wickedly squealed to the teacher
whenever Jose had a fight outside the school, and even told lies to discredit him before the teachers eyes.
Consequently the teacher had to punish Jose.

arly Scooling in Bian

Jose had a very vivid imagination and a very keen sense of observation. At the age of seven he traveled with his
father for the first time to Manila and thence to Antipolo to fulfill the promise of a pilgrimage made by his mother at
the time of his birth. They embarked in a casco, a very ponderous vessel commonly used in the Philippines. It was
the first trip on the lake that Jose could recollect. As darkness fell he spent the hours by the katig, admiring the
grandeur of the water and the stillness of the night, although he was seized with a superstitious fear when he saw
a water snake entwine itself around the bamboo beams of the katig. With what joy did he see the sun at the
daybreak as its luminous rays shone upon the glistening surface of the wide lake, producing a brilliant effect! With
what joy did he talk to his father, for he had not uttered a word during the night!

When they proceeded to Antipolo, he experienced the sweetest emotions upon seeing the gay banks of the Pasig
and the towns of Cainta and Taytay. In Antipolo he prayed, kneeling before the image of the Virgin of Peace and
Good Voyage, of whom he would later sing in elegant verses. Then he saw Manila, the great metropolis , with its
Chinese sores and European bazaars. And visited his elder sister, Saturnina, in Santa Ana, who was a boarding
student in the Concordia College.

When he was nine years old, his father sent him to Bian to continue studying Latin, because his first teacher had
died. His brother Paciano took him to Bian one Sunday, and Jose bade his parents and sisters good-bye with tears
in his eyes. Oh, how it saddened him to leave for the first time and live far from his home and his family! But he
felt ashamed to cry and had to conceal his tears and sentiments. "O Shame," he explained, "how many beautiful
and pathetic scenes the world would witness without thee!"

They arrived at Bian in the evening. His brother took him to the house of his aunt where he was to stay, and left
him after introducing him to the teacher. At night, in company with his aunts grandson named Leandro, Jose took
a walk around the town in the light of the moon. To him the town looked extensive and rich but sad and ugly.

His teacher in Bian was a severe disciplinarian. His name was Justiniano Aquino Cruz. "He was a tall man, lean
and long-necked, with a sharp nose and a body slightly bent forward. He used to wear a sinamay shirt woven by
the deft hands of Batangas women. He knew by memory the grammars of Nebrija and Gainza. To this add a
severity which, in my judgement I have made of him, which is all I remember."

The boy Jose distinguished himself in class, and succeeded in surpassing many of his older classmates. Some of
these were so wicked that, even without reason, they accused him before the teacher, for which, in spite of his
progress, he received many whippings and strokes from the ferule. Rare was the day when he was not stretched
on the bench for a whipping or punished with five or six blows on the open palm. Joses reaction to all these
punishments was one of intense resentment in order to learn and thus carry out his fathers will.

Jose spent his leisure hours with Justinianos father-in-law, a master painter. From him he took his first two sons,
two nephews, and a grandson. His way life was methodical and well regulated. He heard mass at four if there was
one that early, or studied his lesson at that hour and went to mass afterwards. Returning home, he might look in
the orchard for a mambolo fruit to eat, then he took his breakfast, consisting generally of a plate of rice and two
dried sardines.

After that he would go to class, from which he was dismissed at ten, then home again. He ate with his aunt and
then began at ten, then home again. He ate with his aunt and then began to study. At half past two he returned to
class and left at five. He might play for a short time with some cousins before returning home. He studied his
lessons, drew for a while, and then prayed and if there was a moon, his friends would invite him to play in the
street in company with other boys.

Whenever he remembered his town, he thought with tears in his eyes of his beloved father, his idolized mother,
and his solicitous sisters. Ah, how sweet was his town even though not so opulent as Bian! He grew sad and
thoughtful.

While he was studying in Bian, he returned to his hometown now and then. How long the road seemed to him in
going and how short in coming! When from afar he descried the roof of his house, secret joy filled his breast. How
he looked for pretexts to remain longer at home! A day more seemed to him a day spent in heaven, and how he
wept, though silently and secretly, when he saw the calesa that was flower that him Bian! Then everything looked
sad; a flower that he touched, a stone that attracted his attention he gathered, fearful that he might not see it
again upon his return. It was a sad but delicate and quite pain that possessed him.