Chapter 1 - Introduction To The Course

CHAPTER 1- INTRODUCTION TO THE COURSE
Introduction
This chapter focuses on the importance of Republic Act 1425 or known popularly as the Rizal
Law. Being a mandated subject in the curricula of tertiary education, R.A. 1425 sets the direction
for students to study the life and works of our national hero, Dr. Jose Rizal. It also includes the
values which one can learn from his ideals and beliefs that can help us to become better citizens
of this country.
Intended Learning Outcome
At the end of the lesson the students will be able to:
1. Explain the history of the Rizal law and its important provisions.
2. Critically assess the effectiveness of the Rizal Course
Stimulating Learning (Motivation)
1. Do you have any idea who sponsored and was responsible in the creation of Republic Act
1425?
2. What does this law really intend?
Inculcating Concepts (Input/Lesson Proper)
R.A 1425 (The Rizal Law)
The mandatory teaching of Jose Rizal’s life with the emphasis on his landmark novels is
inscribed in legislation. Republic Act No.1425, more popularly known as the Rizal Law, was
passed in 1956 leaving a colorful narrative of debate and contestation.
From the Rizal Bill to the Rizal Law
On April 3, 1956, Senate Bill No. 438 was filed by the Senate Committee on Education. On
April 17, 1956, then senate committee chair Jose P. Laurel sponsored the bill and began
delivering speeches for the proposed legislation. Soon after, the bill became controversial as the
powerful Catholic Church began to express opposition against its passage. AS the influence of
the church was felt with members of the senate voicing their opposition to the bill, its main
author, Claro M. Recto, and his allies in the senate entered into a fierce battle arguing for the
passage of SB 438. Debates started on April 23, 1956.
The debates on the Rizal Bill also ensued in the House of Representatives. House Bill No. 5561,
an identical version of SB 438, was filed by Rep. Jacobo Z. Gonzales on April 19, 1956.
The house committee on education approved the bill without amendments on May 2, 1956 and
the debates commenced on May 9, 1956. A major point of the debates was whether the
compulsory reading of the texts Noli Me Tangere and El Filibusterismo appropriated in the bill
was constitutional. The call to read the unexpurgated versions was also challenged.
As the country was soon engaged in the debate, it seemed that an impasse was reached. To move
the procedure to the next step, Sen. Jose P. Laurel proposed amendments to the bill on May 9,
1956. In particular, he removed the compulsory reading of Rizal’s novels and added that Rizal’s
other works must also be included in the subject. He, however, remained adamant in his stand
that the unexpurgated versions of the novels be read. On May 14, 1956, similar amendments
were adopted to the house version.
The amended version of the bills was also subjected to scrutiny but seemed more palatable to the
members of congress. The passage, however, was almost hijacked by technicality since the house
of representatives was about to adjourn in a few days and Pres. Ramon Magsaysay did not certify
the bills as priority. The allies in the house skillfully avoided the insertion of any other
amendment to prevent the need to reprint new copies. They also asked the Bureau of Printing to
use the same templates for the senate version in printing the house version. Thus, on May 17,
1956, the senate and house versions were approved.
The approved versions were then transmitted to Malacañang and on June 12, 1956, Pres. Ramon
Magsaysay signed the bill into a law which became Republic Act No. 1425.
Salient Points of RA 1425I
There is a need for a re-dedication to the ideals of freedom and nationalism for which our heroes
lived and died. The life, works and writing of Jose Rizal, particularly his novels are 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.
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, and civic conscience
and to teach the duties of citizenship.
Application/ Integration
1. Write a reflection paper about the relevance of the Rizal course in our present time.
2. Read an excerpt of Senator Claro M. Recto’s statement during the fierce debate on the
passage of the Rizal Law. What are some of your important insights from his speech?
Enrichment
Make a position paper about a controversial House/Senate Bill or a newly enacted law in the
Philippines (Death Penalty, Anti-Terror Law). Your paper must have a minimum of two
sheets/paper.
References
Francisco, Virlyn and Francisco, Paul Micah (2018). Rizal, A modular Approach Based on the
New CHED Curriculum. Intramuros, Manila. Mindshapers Co. Inc.
Obias, Rhodalyn O, Mallari, Aaron A, and Estella, Janet R (2018). The Life and Works of Jose
Rizal. Quezon, City. C & E Publishing Inc.
De Viana, Augusto V. Cabrera, Helena Ma F., et al. (2018) Jose Rizal: Social Reformer and
Patriot, A Study of His Life and Times. Manila. Rex Book Store.

Chapter 1 - Introduction To The Course

Uploaded by

Copyright:

Available Formats

Chapter 1 - Introduction To The Course

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter 1 - Introduction To The Course

Uploaded by

Copyright:

Available Formats

CHAPTER 1- INTRODUCTION TO THE COURSE

Intended Learning Outcome

At the end of the lesson the students will be able to:

Stimulating Learning (Motivation)

Inculcating Concepts (Input/Lesson Proper)

R.A 1425 (The Rizal Law)

From the Rizal Bill to the Rizal Law

You might also like