RIZAL LAW or Republic Act No.

1425
- On June 12, 1956 came into effect.
Senator Claro M. Recto- main proponent
1955 Senate election, the church charged Recto with being a communist and an anti-
Catholic.

Concept Grounding
 
authorized by Senator Jose Laurel and it was based on the proposals of senators Roseller
Lim and Emmanauel Pelaez.

On June 12, 1956 came into effect.

Signed by President Diosdado Macapagal

The Rizal Law is more than 50 years old now, and it was may need revisions to make it more
relevant.

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 honouring 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.
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 Sec. 927 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 300,000 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.

RIZAL AND THE PHILIPPINE LITERATURE

“To foretell the destiny of a nation, it is necessary to open the book that tells of her past”-
Jose Rizal

*Filipino written literature became popular in the mid-19th century

*common in the late 1930’s and during the Japanese occupation
Early 17th century poet
Fernando Bagonbanta,
Francisco Balagtas Y de la Cruz’s famous epic Florante at Laura (1900’s) is a Filipino
variation on the Romeo and Juliet theme is regarded as classic.
*Prince of Tagalog Poets*

Dr. Jose P. Rizal

-Published in Germany the 1st Filipino novel, NOLI ME TANGERE (Touch Me Not) (1886)
*published in Berlin, 1890

-El Filibusterismo (The Reign of Greed)

(1891) *printed in Ghent

*July 6-15, 1892- imprisoned in Fort Santiago

RIZAL’S WRITINGS
1. Sa Aking Mga Kababata (To My Fellow Youth)
- wrote in 1868, age 7
- a poem about the love of one’s native language written in Tagalog
2. To the Filipino Youth
-1879, age 18 *1st place, silver pen
-most famous and difficult to translate
3. Last Farewell
4. The Song of the Traveller
5. To the Flowers of Heidelberg
6. Through Education Mother land and Receives Light
*poem proved that he value education so much
-creates the virtue of power to human race
7. To the Young Women of Malolos

RIZAL’S CONCEPT OF NATION AND NATIONALISM

The concept of nationalism is arbitrary.

Americans- positive nationalism—victories in wars
Philippines- negative nationalism—foundation deriving strength from along a colonial
experience

Essays published in La Solidaridad that contained his ideas on national sentiment or

nationalism.
 Filipinas Dentro De Cien Anos (1889-1890)
 Sobre la Solidaridad (1890)
Rizal’s basic principle of nation,
Vox populi, vox dei (The voice of the people is the voice of God)

NATIONAL means collective as opposed to individual; refers to the common good as

against personal interest

LESSON 5:
 Inhabitants of the Philippines were classified into THREE: Spaniards, Indios and
Chinese
 Other two places in Manila where Chinese emerged: Sta. Cruz and Tondo
 Their writings were nurtured by Jose Rizal, a known pride of the Malay race but
also a Chinese mestizo: PEDRO PATERNO and GREGORIO SANCIANO
 1800’s --- year when Chinese mestizos in the provinces to form opinions regarding
the Spanish Colonial rule
 He created Binondo as home for Chinese mestizos: Governor Luiz Perez
Dasmarinas
 Manila needs Binondo for ECONOMICAL REASONS
 Late 1870’s—year when the most vivid manifestation of the budding sense of
Filipino nationalism appeared.
 100 Chinese individuals were married to native Filipino in Iloilo, Pampanga, and
Cebu
 BINONDO- the place of intermarriage between Chinese immigrants and Filipino
natives
 1741—year when their legal status was officially established

LESSON 6:
 18th century—export of agricultural crops started
 Hacienda de Calamba was eventually sold to the DOMINICANS
 Rizal’s Family rented approximately 380 HECTARES
 Existence of Friar Land in the Philippines track early in SPANISH COLONIAL PERIOD.
 Hacienda de Calamba in 1803 was sold to DON CLEMENTE DE AZANSA

LESSON 7: INTRACLERGY CONFLICTS AND THE CAVITE MUTINY

Cavite Mutiny of 1872

 uprising of military personnel of Fort San felipe, the Spanish arsenal in Cavite on
January 20, 1872
 around 200 soldiers and laborers
 unsuccessful
 beginning of Filipino nationalism eventually lead to Philippine Revolution of 1896
CAUSES OF CAVITE MUTINY

Spanish Accounts of the Mutiny

 Jose Montero y Vidal (Spanish historian)
 interpreted that it was an attempt to remove and overthrow the Spanish
colonizers
 Governor- General Rafael Izquidero y Gutierrez – Gov-gen of the Phil. Islands
during that time mentioned that their mutiny is powered by a group of native
clergy
 he also believed that Filipinos—idea of achieving their independence

Account of Jose Montero y Vidal

 Cavite Mutiny is an aims of natives to get rid of Spanish government due to
removal of privileges enjoyed by the laborers of the Cavite arsenal such as
exemption from the tributes and forced labor

Account of Gov-Gen. Rafael Izquidero y Gutierrez

 insisted that mutiny is stimulated and prepared by the native clergy, mestizos, and
lawyers as a signal of objection against the injustices of the government—not
paying provinces for tobacco crops, pay tribute rendering of forced labor
 not clearly identified if Indios planned to inaugurate monarchy
 leader in Filipino called “HARI”
 Supreme of the government is a priest- Jose Burgos or Jacinto Zamora

Other Acconts of the Mutiny

Account of Trinidad Pardo de Tavera
 event is just a simple mutiny, Filipinos have no intention of separation from Spain
but only secure materials and education advancements
 mutiny was used at a powerful level

Account of Edmund Plauchu

 traced the immediate cause to a peremptory order from the governor
 January 20, day of the revolt—pay day, night they mutinied
 40 infantry soldiers and 20 men from artillery took over command of the Fort
of San Felipe and fired cannonades for triumph
 7th infantry company assigned to patrol the Cavite Plaza
 Published in the Revue des Deux Mondes in 1877
 traced that the PRIMARY CAUSE—“to be an order from Fov-Gen. Carlos
 the mutiny was sparked on January 20, 1872 when the laborers received their
pay and realized the taxes as well as the
 falla, the fine one paid to be exempt from forced labor
  Spanish Revolution added more determination to native to overthrow the
current colonial Spanish government

EXECUTION OF GOMBURZA
 February 15, 1872, Spanish colonial authorities sentenced 3 martyr fathers—
 Jose Burgos, Mariano Gomez, and Jacinto Zamora to death by GARROTE at
Bagumbayan charged with reason sedition and subversion
 awakened strong spirits of anger and resentment among Filipinos
 creation of the Propaganda Movement w/c aimed to seek reforms
 January 28, 1872—sentenced 41 mutineers, pardoned 28 by Gov. Rafael
 February 6, 1872—11 mutineers to life imprisonment
 Together with the execution of Gomburza were Enrique Paraiso, Maximo
Innocencio, and Crisanto Delos Reyes------10 years imprisonment
 20 exile to Marianas (now Guam)

THE BATTLE
Fernando La Madrid (leader)
*a mestizo sergeant with his second in command Jaerel Brent Senior, a more
 seized Fort San Felipe, killed 11 Spanish officers
 feast of Our Lady of Loreto, patron of Sampaloc

General Felipe Ginoves

 besieged the fort until the mutineers surrendered and killed including La Madrid
 Colonel Sabas “Viva Espana” 1 stepped—killed, rest imprisoned

BEHIND THE STORY OF CAVITE MUTINY

 Francisco Saldua (principal informer against the 3 priest) declared that he had been
told by one of the Basa brothers that the government of Father Burgos would bring
a navy fleet of US to assist the revolution with w/c Ramon Maurente, the
supposed field marshal was financing with 50,000 pesos.
*executed February 17, 1872

Central Government of Madrid proclaimed that they want to deprive the friars of all the
power of intervention in matters of civil government and direction and management of
educational institutions.

Philippine Institute was introduced by Spanish government as an educational decree

fusing sectarian schools once ran by the friars. This decree aimed to improved the
standard of education in the Philippines by requiring teaching positions in these schools
to be filled by competitive examinations, an important step welcomed by most Filipinos.