Republic of the Philippines
CENTRAL LUZON STATE UNIVERSITY
Science City of Munoz, Nueva Ecija
ASSESSMENT ACTIVITY NO. 1:
REPUBLIC ACT No. 1425 or Rizal Law
BSA-AgEcon_3
W F 1:00-2:30 PM
GROUP NO. 1
CAAGBAY, John Paul Ashley
DELORITO, Jobelle
JUNIO, Cris Jon V.
MENDOZA, Jershwin Paul
PHILI 1100 –Jose Rizal’s Life and Works
Second Semester, SY 2024-2025
February 12, 2025
INTRODUCTION
Jose Rizal, regarded as the greatest national hero in the Philippines, was a
man of strong convictions who sacrificed his life for the nationalist cause. During his
time in the Philippines, which was colonized by Spain, Rizal fought for peaceful
reforms. Rizal was more than simply a nationalist; he was also a trained doctor,
writer, and artist who could draw, paint, sculpt, and carve. He was a brilliant writer
and poet who, through his expressive works, pushed nationalists to pursue both
peaceful reforms and violent confrontations if needed. Born into a family that valued
education, he was pushed to study hard and learn about a range of topics. Even as a
child, he was known to possess ideas about political freedom and individual rights
that were deemed radical by those who frowned on him. A well-traveled guy, he
became interested in the Propaganda Movement, where he joined other Filipinos
seeking reforms. He also wrote on the evil side of Spanish authority in a book that
was prohibited in the Philippines. Despite his advocacy for peaceful reforms, he was
exiled from his own nation and eventually convicted of sedition and put to death. The
killing of this young nationalist fueled Filipinos' thirst for independence even further.
Besides, Philippine officials values his works that open ups the eyes of Filipinos,
where they made a law that emphasizes the life and work of Jose Rizal. It was called
Republic Act No. 1425 or Rizal 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
Be it enacted by the Senate and House of Representatives of the Philippine
Congress Assembled:
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 of 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.1awp++i1 The
Board shall, within sixty (60) days from the effectivity of this Act, promulgate rules
and regulations, including those of 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.
The Rizal Law, officially known as Republic Act No. 1425, mandates that Jose Rizal's
life and works—particularly Noli Me Tangere and El Filibusterismo—be studied in all
Philippine educational institutions, both public and private. Senators Jose P. Laurel
and Claro M. Recto were the ones who created this law, and they defended it until it
became law in May 1956. The Law was made in order to remember Rizal and the
other heroes who gave their lives to defend our freedom from the invaders, as well
as to recognize Rizal's contributions. His works are a beautiful illustration of
nationalism, or love for his country; patriotism, or appreciation for the individuals he
encountered who demonstrate greatness beyond their plain facade; and
volunteerism, or his willingness to change the corrupted status quo and continue to
do so until the bitter end. The Rizal Law was emphatically opposed by the Catholic
Church in the Philippines, mostly due to the anti-clericalism in Rizal's books Noli Me
Tángere and El Filibusterismo. The Philippine government enacted the "Rizal Law"
in 1956, mandating that José Rizal and his writings be taught in all universities. Even
if the Filipino clergy had been early supporters of the nationalist movement, the
Catholic Church rejected this and still resented how it was portrayed in Rizal's
writings. The bill's proponent, Senator Recto, was accused by church officials of
being anti-Catholic and a communist. A clause in the final measure permitted
Catholic students to object on the grounds of conscientious objections to reading
Rizal's writings. The bill was opposed by organizations like the Catholic Teachers
Guild, the Congregation of the Mission, the Knights of Columbus, and Catholic
Action of the Philippines. The Veteranos de la Revolucion (Spirit of 1896), Alagad ni
Rizal, the Freemasons, and the Knights of Rizal retaliated. José P. Laurel and Recto
co-wrote the law, which was sponsored by the Senate Committee on Education.
Francisco Soc Rodrigo, Mariano Jesús Cuenco, and Decoroso Rosales were the
only ones who opposed [Link] Catholic schools outside the Senate threatened to
close if the law was approved; Recto responded that the schools would be
nationalized if that occurred. The schools relinquished the threat, but warned to
"punish" lawmakers in favor of the measure in subsequent elections, arguing that
Recto did not believe the threat because the schools were too profitable to be
shuttered. The expunged version was proposed as a compromise. Recto, who had
advocated for the mandatory reading of the unexpurgated version, stated: "Those
who would remove Rizal's books from schools would erase the national hero's
memory from our minds. They are also attempting to suppress his memory because
he is already dead. On May 12, 1956, a compromise inserted by Committee on
Education chairman Laurel that accommodated the objections of the Catholic Church
was approved unanimously. The bill specified that only college (university) students
would have the option of reading unexpurgated versions of clerically-contested
reading material, such as Noli Me Tángere and El Filibusterismo. The bill was
enacted on June 12, 1956, Flag Day."
The teaching of Dr. Jose Rizal’s life, writings, and works is mandated by
Republic Act 1425, also known as the Rizal Law. Senator Jose P. Laurel, the person
who proposed Republic Act 1425, said that since Rizal was the founder of Philippine
nationalism and has contributed much to the current standing of this nation, it is only
right that Filipinos know about and absorb the great ideals for which he died. The
Rizal Law, enacted in 1956, seeks to accomplish the following goals: to pay tribute to
our national hero for devoting his life and works in shaping the Filipino character, to
rededicate the lives of youth to the ideals of nationalism and freedom, for which our
heroes lived and died, to gain an inspiring source of patriotism through the study of
Rizal’s life, writings, and works. Because of the lessons contained within the course
itself. Aside from the abovementioned reasons, there are other benefits to teaching
the Rizal course in Philippine schools: Advertisement to recognize the importance of
Dr. Jose Rizal’s teachings and ideals about present situations and conditions in
society. To foster an appreciation and deeper understanding of everything that Rizal
fought and died for. To encourage the understanding and application of such ideals
amid today’s personal and societal issues and conditions. To foster the development
of the Filipino youth in all facets of nationalism and citizenship.
II. DISCUSSION
● How do you compare the Rizal Law version of Claro M. Recto and Jose P.
Laurel?
Recto's interpretation of the law portrayed Rizal as a nationalist and
revolutionary. He was convinced that Rizal's critique of the Spanish colonial system
and the Catholic Church's role in it was critical to the country's progress toward
freedom. As a result, Recto's support for the Rizal Law was not just about honoring
Rizal's memory, but also about applying his ideals to spark political and social
change. His emphasis was on the premise that learning Rizal would help future
generations comprehend their rights and obligations as citizens of an independent
country. Moreover, Recto took a secular approach in his stance on the Rizal Law. He
insisted that the study of Rizal’s works should not be impeded by the Catholic
Church, which had historically opposed the law due to the portrayal of the clergy in
Noli Me Tangere and El Filibusterismo. Recto believed that the Church should not
dictate the educational curriculum of a sovereign nation, and he pushed for the law's
passage without concessions to religious interests. While, Laurel's perspective on
the Rizal Law was more concerned with Rizal's reputation as a moral and civic hero
than with his role as a nationalist revolutionary. For Laurel, Rizal exemplified the
characteristics of integrity, patriotism, and self-sacrifice that Filipinos should strive
for. Instead of focusing simply on Rizal's revolutionary acts against the colonial
administration, his legal advocacy emphasized his role in influencing moral and
ethical behavior. In this regard, Laurel considered the Rizal Law as a means of
teaching civic values such as responsibility, national service, and respect for the rule
of law, all of which are necessary for the establishment of a democratic and
independent republic.
Recto and Laurel differed significantly in their attitudes about the Catholic
Church. While Recto maintained his opinion that the law should be free of Church
involvement, Laurel chose a more diplomatic approach, acknowledging the Church's
strength and influence in the country. In response to the Church's complaints, Laurel
sought a solution that ensured the law's passage while still allowing for some
sensitivity toward the religious establishment. While both Recto and Laurel
recognized the significance of Rizal's works, Laurel's efforts were focused on
lessening the potential consequences of the Church's opposition, which was a more
politically planned move given the Church's power in Philippine culture at the [Link]
sum up, the Rizal Law represents two contrasting visions of nationhood and Filipino
identity, as embodied by Claro M. Recto and José P. Laurel. Recto, with his staunch
nationalism and secularism, viewed the law as a tool for awakening political
consciousness and promoting independence from colonial influences. On the other
hand, Laurel, while still supportive of the law, approached it with a more moderate
stance, emphasizing Rizal’s moral and ethical qualities and striving for a balance
with religious sensitivities. Despite their differences, both Recto and Laurel
recognized the importance of Rizal’s legacy in shaping the Philippine nation. Their
differing approaches, however, underscore the complexity of nation-building in the
post-colonial period and the tension between secular nationalism and religious
influence that continues to shape Filipino society to this day.
● What were the views for and against the law? Do they still hold true today?
Republic Act No. 1425, also known as the Rizal Law, was passed in 1956 to
require the study of José Rizal’s novels, which are Noli Me Tangere and El
Filibusterismo, in schools. The goal was to promote nationalism and a deeper
understanding of Philippine history. However, the law faced strong opposition before
it was approved.
Supporters of the law, such as Senator Claro M. Recto, claimed that Rizal’s
works would promote nationalism and patriotism by deepening understanding of the
Filipino identity. They argued that his novels are educational and historically
important, as they reflect the Filipino experience during the Spanish colonization and
aid the students in comprehending the nation's history. Moreover, Rizal’s concepts
also provide the foundation for critical thinking, ethics, and civic responsibility, which
makes his works important for molding people and building the [Link] Catholic
Church and some other entities were primarily against the law due to two reasons.
One, they believed that Rizal’s novels attacking Catholicism because they contained
passages that were anti-Catholic. Two, they were worried that examining his
critiques of Spanish rule would stir up political violence by creating hatred towards
the government.
His literary pieces are significant even in today’s world because they cultivate
a feeling of nationalism and critical thinking in students, especially during the times
with misinformation.
● How was your experience studying Rizal’s life/works in high school? Did it
affect your patriotism and nationalism? In what way?
Studying his life and work in high school was...intense. It wasn't just reading
dusty textbooks; it felt like uncovering a secret history, a story of courage and
defiance I hadn't fully grasped before. Noli Me Tangere and El Filibusterismo,
showed me the unfairness and corruption he fought against. It really made me feel
things. It made me more patriotic. Before, being Filipino felt kind of...general. But
Rizal's story gave it real meaning. He was a real person who fought hard, even when
it was dangerous. His dedication to his beliefs really affected me. It made me think
about what it means to be a Filipino, not just my nationality, but my responsibility.
Rizal's story isn't just about our freedom; it's about keeping up his fight for fairness
and a better Philippines. It's about working to make our country better, like he did.
So, studying Rizal really changed me. It wasn't just learning facts; it was about
understanding a true hero and our ongoing struggle for a better future.
● Should students still study Rizal now? Why?
Yes, students should still study Rizal today. He's a mirror to our past. Rizal's
stories show us the struggles our country faced before, and they help us understand
why things are the way they are now. By learning about his fight for freedom and
justice, we can learn from the mistakes of the past and build a better future. He's a
source of inspiration. Rizal's courage, his dedication to his people, and his belief in
education are truly inspiring. He shows us that even ordinary people can make a
difference, and that we can overcome any challenge if we work together. He's
relevant to today's issues. Many of the problems Rizal fought against corruption,
inequality, and injustice still exist today. By studying his works, we can learn how to
address these issues and create a more just and equitable society. He's a symbol of
Filipino identity. Nevertheless, Rizal's story is a powerful reminder of what it means
to be Filipino. He represents our history, our values, and our aspirations. By
studying his works, we can strengthen our sense of national pride and identity.
CONCLUSION
Rizal's dedication to the ideas of liberty, equality, and fraternity extended
beyond the historical setting in which he lived. His desire for nonviolent reform, as
well as his ability to convey the Filipino people's common goals, make his work
timeless. Studying these works not only honors Rizal's legacy, but also enables us to
become engaged, knowledgeable citizens capable of contributing to the Philippines'
continued progress. Furthermore, Jose Rizal's works are important because they
provide a profound grasp of our nation's beginnings and inspire us to meet the
challenges of today. As we confront contemporary concerns such as inequality,
corruption, and the fight for genuine freedom, Rizal's words serve as both a lesson
and a call to action. As a result, understanding his writings is critical not only to
preserving his legacy but also to ensuring that we, as a nation, continue to construct
a society based on the ideals of justice, freedom, and equality that he championed.
REFERENCES
Pinoy Centric. (2023, December 12). What is the Rizal Law? Description, Benefits,
and Views | Pinoy Centric. Pinoy Centric. [Link]
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Wikipedia contributors. (2024, November 28). Rizal Law. Wikipedia.
[Link]
Who was Jose Rizal? Everything You Need to Know. (n.d.).
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Who was Jose Rizal? Everything You Need to Know. (n.d.).
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LawBooklet. (2025, January 7). Rizal Law Summary (Republic Act 1425). Law
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Republic Act No. 1425. (n.d.).
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