Republic of the Philippines

Surigao del Sur State University (SDSSU)

Tandag City, Surigao del Sur

Overview

Heroes, according to a popular saying, are not born; they are made. Rizal and his
contemporaries are product of their time. They are molded by their environment and
situations which constitute the call of history. They simple responded to this call at
the cost of ignoring their personal welfare and proceeded to put the nation toward its
historical path.

This module has been written to provide useful tool toward a better
understanding of the life, times, ideas and ideals of Jose Rizal. It include conceptual
knowledge to see a profound picture as how he chose the path that governed his life.
Another important important aspect is the inclusion of recent findings and researches
such as those on the criteria of heroism and the role of people before, during, and
after Rizal’s time.

It is hope that this module can help the Filipino students develop values that in
still the mind of patriotism, discipline, courage and perseverance whom Rizal called
“the fair hope of the motherland”. They will understand the different elements that
came together to create their history and culture as a group of people.

Through this module, the young readers will also acquire the ability to understand
and analyze the present issues, decisions and events in the country. It will enable them
to see the wider picture beyond the personal life of Jose Rizal and understand why he
chose the path of martyrdom.

This module were outlined in the units which are accompanied by different
lessons designed for a three-day activity. For each unit, there is a set of questions
intended to give students an overview of the events. It also contains exercises
intended to develop positive values based on Rizal’s experiences.

Utmost care and other methods were used in order to preserve the materials for
the young students to understand. In this kind of learning module that deals with a
very broad topic, it is inevitable that there will be some weaknesses and /or
deficiencies. Even so, this work is a product of collective responsibility for important
contributions especially in helping our students gain positive knowledge, which are
invaluable for the youth of the country today.

Republic of the Philippines

Surigao del Sur State University (SDSSU)
Tandag City, Surigao del Sur

Unit 1: Rizal in the Eyes of the Filipinos

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Introduction

Every Filipino has their own impression about Dr. Jose P. Rizal. Some are
known of his ideals and national perspectives while others narrowly identified him as
an ordinarily subject of the past events. Perhaps almost all Filipinos in the country
recognized him as the national hero but barely understand how his life and works
shapes our identity today.

As time goes by we can realize that the life story of Rizal is becoming dreary
especially among the youth of this generation. Many had lost their interest on
learning the role of heroes and there contribution in the country. People
unconsciously forget the value of nationalism and tend to focus on extreme
materialism which gradually kills the love and loyalty of our national identity as a
country.

This lesson will help us realize how our national heroes sacrificed their lives for
the nation building. This will enlightened us how the values and characteristics of Dr.
Jose Rizal influence the minds of the Filipinos to develop an identity as a nation and
acquire knowledge and love for freedom.

Intended Learning Outcome

At the end of the lesson, students should be able to

1. Develop appreciation of the values and characteristics of Dr. Jose P. Rizal.

2. Acquire knowledge on the talents and skills portray by our National Hero in
his time.
3. Reveal the good and other side of Rizal as a person.

 Motivation

1. How much do you know the characteristics of Dr. Jose P. Rizal? Is this man
truly an exceptional person? Elaborate your answer. (10 pts.)
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2. In your own opinion, what do you think of our present and future condition as
a nation or country without Dr. Jose P. Rizal? How significant is the life and works
of Rizal in shaping our destiny as a sovereign nation?
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Discussion

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 Rizal in the Eyes of the Filipinos

We begin this lesson with a question: Who is the greatest hero of the
Philippines? When asked this question, a Filipino might answer: “Jose Rizal”

Who was Jose Rizal and why was he well-known among Filipinos?

Why are there so many monuments in his honor and why were many streets
named after him?

To many Filipinos, their answers might be varied. He was a martyr who died for
Filipinos. Some sectors even call him the “Tagalog Christ” or “Kristong Tagalog.”
Many Filipinos admire him as a man of many talents - a poet, doctor,
anthropologist, sculptor, surveyor, farmer, novelist, essayist, historian, teacher,
and a polyglot with a knowledge of, some authors say, 22 languages. Historians
consider him as the man who inspired a nation. To some sectors, he was revered as a
saint or messiah who would one day free the Philippines from oppression.

Rizal also had his share of detractors. Some writers depict him as an agitator, a
wanderlust, a man hungry for power, and an unpredictable person. Some write to
denigrate him and question his motives. There can be no Emilio Aguinaldo without
Andres Bonifacio. It was Bonifacio who helped found the Katipunan, the
organization that launched the 1896 Philippine Revolution and recruited Aguinaldo
into its ranks. There will be no Bonifacio without Rizal - it was Rizal’s achievements
which helped inspired the foundation of the Katipunan. Even his name is one of the
passwords of one of the ranks of the organization. Going further, there will be no
Rizal without the GOMBURZA priests. It was the unjust execution of these Filipino
secular priests, Father Mariano Gomez, Jose Burgos, and Jacinto Zamora, that
inspired Rizal to embark on his nationalist quest. The trio was his inspiration for his
second novel, El Filibusterismo.

Evaluations / Assessments

Exercise 1: Let’s explore the Life of Dr. Jose P. Rizal.

Talents Criticism

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General Impression
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Exercise 2: Picture Analysis.

Republic of the Philippines

Surigao del Sur State University (SDSSU)
Tandag City, Surigao del Sur

Unit 2: The Humanity of Heroes

Introduction

The word “hero” has various meanings and interpretations. Sometimes, this word
is not anymore given a certain value but already integrated in the mainstream of
expressions in the society. Thus, this lesson will provide significant discussion on the
correct and profound definition of a “Hero”.

The lesson is intended to provide critical evaluation of the criteria and

qualifications of a hero. This include not only the conceptual part but most
importantly the legal basis before a person declares to be our national heroes.

Intended Learning Outcome

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 At the end of the lesson, students should be able to

1. Present the conceptual and legal basis of the criteria and qualifications of a
national hero.
2. Value the contributions and sacrifices of heroes in the country.
3. Practise the ideal principles and characteristics of heroes in the country.

Motivation

1. Among your friends, family or love once, who will you consider a hero? And
Why?
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2. In your own opinion, what is the most important qualification of a hero?
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Discussion

The Humanity of Heroes

In the study of the life of heroes, it is important to put in mind that a hero is a
human being. Heroes are made. Heroes, like ordinary human beings, are a product
of their time. Heroes are the product of their environment, which includes their
society, surroundings, and the conditions prevalent at that time. Heroes are made
because they responded to the call of the times and their response to this call had
a decisive effect on the lives of their countrymen.

Heroes are actually ordinary human beings who faced challenges with an
extraordinary response. In the end, their humanity will be unveiled through
scholarly study. In closely studying the humanity of heroes, some of their frailties
might surface. There may be some writers who may wish to denigrate their
achievements by capitalizing on these frailties. They may even question their motives
by making malicious conclusions about their achievements. These frailties should not
distract a serious student in studying the life of a hero. On the other hand, the
students should be guided on the contribution of heroes to the betterment of their
country rather than on their shortcomings. It is also important to consider how the
hero’s achievements outweighed his deficiencies in serving the nation.

The Criteria for Heroes

Who declares if anyone is a hero? How did Rizal become a hero? There is no
law or proclamation which directly made Rizal a hero. Rizal’s hero status was made
by the acclamation of the Filipino people. This becomes the object of public worship
and accolades are heaped upon him. This could be seen in singular tributes to his

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honor and it may even be manifested physically through the erection of monuments
and the naming of streets and buildings after him. The test of a person’s heroism
becomes stronger if the person is acclaimed long after his death and by people who
are not of his generation. This means the appreciation of his life and achievements
spans beyond his life.

The National Historical Institute (NHI; presently the National Historical

Commission of the Philippines), the country’s agency in charge of historical matters,
prescribes the passage of 50 years before a person is finally confirmed as a hero.
If the person is still being admired after that period and his ideas and ideals are still
invoked and appreciated, the person has passed the test of time and is considered a
hero. The NHI also laid down the definition of a hero. In 1965, its predecessor office,
the National Heroes Commission, released a criteria on the definition of a national
hero. It was approved by a committee headed by Director Carlos Quirino of the
National Library. According to their definition, a hero is defined as “an admirable
leader towering over his peers, who serves a noble cause, possessing exceptional
talent, distinguished valor and/or hold enterprise, exercising a determinative
influence over the spiritual life of his people in a particular remarkable event.
The criteria also mentioned that “the hero must, during extreme stress and
difficulties, project himself by his own fortitude, by his own sacrifices to be the
inspiration of his countrymen in leading them to their rightful destiny. He must
exhibit self-denial and abandon his personal interests to place those of his
country before any other, and whose deeds and acts are proudly emulated by
grateful people that, after his death render him singular tribute, honor him with
public worship, and acknowledge his meritorious services to mankind by
spontaneous national recognition. “Moreover criteria specified, “hero must
exercise a determinative influence over the spiritual life of his people in an event
of great significance. “If further says that in order to qualify for the distinction of a
national hero, “one must project himself by his own fortitude, effort, and
sacrifices to be the beacon light of his oppressed countrymen to their rightful
destiny.”

The historical committee of the National Heroes Commission came out with the
characteristics of a person to be examined before he could be considered a hero.
These are the extent of the person’s sacrifices for the welfare of the country.

1. Motives and methods employed in the attainment of the ideal (e.g., welfare
of the country). In the attainment of the ideal, did the person concerned sacrifice
purely and exclusively for the welfare of the country or were there any selfish or
ulterior motives in the making of such sacrifices? Were the methods employed in the
attainment of the ideal morally valid?

2. The moral character of the person.

Did he do anything immoral to taint his personal character? If there was any
immorality, did it affect his work, society, or ideal?

3. The influence of the person to his age or epoch and the succeeding eras.
Judging from these criteria, the considerations for heroism are very stringent and
would subject the person concerned to intense scrutiny. It is aimed to confer the

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mantle of being considered a hero to those who are truly deserving, as the word
“hero” is overused and abused nowadays.

More definitions on what a hero is were added in the year 1993, as the country
was preparing for the commemoration of the centennial of the declaration of
Philippine Independence. On March 28, 1993, then President Fidel V. Ramos
issued Executive Order No. 75, creating the National Heroes Committee whose aim
is “to study, evaluate, and explicitly recommend Filipino national personages as
national heroes in due recognition to their sterling character and remarkable
achievements for the country. “ A round table discussion for the criteria for national
heroes was held on June 3, 1993, which was attended by historians Onofre D.
Corpuz, Carmen Guerrero Nakpil, Dr. Samuel K. Tan, Dr. Marcelino Foronda,
Dr. Alfredo Lagmay, Dr. Bernardita R. Churchill, Dr. Serafin D. Quiason, and
Professors Ambeth R. Ocampo and Minerva Gonzales. The body adapted the
definition of a hero drafted by Dr. Corpuz. He said, “Heroes are those who have a
concept of nation and thereafter aspire and struggle for the nation’s freedom.
“He explained that our own struggle for freedom was begun by Bonifacio and
finished by Aguinaldo, the latter formally declaring revolution a success. In reality, a
revolution has no end. Revolutions are only the beginning. One cannot aspire to be
free only to sink back to bondage. He also added that “Heroes are those who define
and contribute to system of life and freedom and order for a nation. Freedom
without order will only lead to anarchy.” Dr. Corpuz cited that persons who make the
country’s Constitution and laws could be heroes, like Apolinario Mabini and Claro
M. Recto. An important element considering heroism is the person’s nationalism.
According to the group, a person could be considered a hero if he has a concept of
national hero must be guided by the conviction of national identity. This means
that the person must identify himself with the nation and would be willing to sacrifice
for its benefit. Examples of these persons are Jose Rizal, Andres Bonifacio, Graciano
Lopez Jaena, and Marcelo H. del Pilar, who sought to uplift the social conditions of
the Philippines and not just a particular region or ethnolinguistic group. The body
also said that heroes are those who contribute to the quality of life and destiny of
a nation.

In another meeting of historians held on November 15, 1995, the National

Heroes Committee decided to adapt a criteria stating that “a hero is part of the
people’s expression.” However, the process of the people’s internationalization of a
hero’s life and works takes time, with the youth forming part of that
internationalization. This means that the appreciation of a person’s contribution to
history would require a period of analysis and younger generations who are not a part
of the hero’s era would play a part in the objective study of his role. Only by
undergoing such process can a person a hero.” This involves the understanding of the
historical conditions in which the hero had lived. Dr. Serafin Quiason gave a
definition saying, “a hero is an event making man who helps create the fork in
the historical time that he faces. Heroes in a democracy should be great figures in
the pantheon of thought, the men of ideas, and social vision of scientific and artistic
power. “There were some remarks that the process of evaluating and proclaiming
heroes imitate the practice of the canonization of saints. Politicians, too, might be
tempted to legislate unilaterally on who should be heroes. Heroes, according to
historians, should not be legislated. The evaluation of their achievements should be
better left to academicians. Acclamation for heroes, they felt, would be recognizing

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enough. Even with the absence of any official declaration proclaiming them as
national heroes, persons like Rizal, Bonifacio, and Aguinaldo remained admired and
revered for their roles in the Philippine history. Proclaiming them will only confirm
the public veneration of their contribution to the country’s history.

Presently, the Philippines has set aside four days to honor its heroes. Rizal
Day is commemorated every December 30. The origin of its commemoration came
from the decree issued by General Emilio Aguinaldo on December 20, 1898. It
declared the 30th day of December as a national mourning day in honor of Dr. Jose
Rizal and other victims of the Philippine Revolution. Though Aguinaldo’s decree did
not specifically declare Rizal as a national hero, it was a tribute to his heroism.

In Daet, Camarines Norte, Filipino masons erected a simple monument dedicated

to Rizal on December 30, 1898. The monument bears the words “A Jose Rizal;”
“Noli Me Tangere” and “El Filibusterismo,” the titles of his two prominent novels;
and the word “Morga” which refers to the book Sucesos de las Islas Filipinas which
Rizal annotated in 1890. The monument in Daet antedated the Rizal Monument
which was constructed at the Luneta Park in Manila in 1911. The monument in
Luneta was constructed through public subscription by Filipinos.

The other day dedicated to a single Filipino is Bonifacio Day which is celebrated
every November 30. It honors Andres Bonifacio, the founder of the Katas-taasan,
Kagalang=galang na Katiounan ng mga Anak ng Bayan (KKK ANB) which launched
the Philippine Revolution of 1896. The celebration of Bonifacio Day was made
possible by the issuance of Act No. 2946 by the Philippine legislature on February
16, 1921.

The third day set aside for commemorating Filipino heroes is the National
Heroes Day, celebrated every last Sunday of August. The celebration of this holiday
became possible in accordance to Public Act No. 3827 passed by the Philippine
legislature on October 28, 1931. National Heroes Day honors all the heroes of the
Philippines including those who are unknown.

A fourth holiday was created by President Gloria Macapagal-Arroyo on

December 25, 2004, when she signed into law the Republic Act No. 9256, which
created Ninoy Aquino Day. This holiday is commemorated every August 21, the
anniversary of the assassination of then-Senator Benigno “Ninoy” Aquino Jr. Ninoy
was the leading symbol of the anti-dictorship struggle against then President
Ferdinand E. Marcos.

As for who should recognize heroes, this should be better left to the people
through their popular acclamation. The people are the final judge to the heroes’
achievements and they would subscribe to the heroes’ ideals as long as these are
relevant and classic. Popular acclamation should be sustained and should withstand
the test of time. The role of the government and other authorities is to continue to
keep the memory of these heroes alive and to confirm their heroism after a long
period of study and reflection. In the case of Rizal, more than a hundred years have
passed and we can now say that Rizal has passed the test of time and is a true Filipino
hero. Other national heroes include Andres Bonifacio, Emilio Jacinto, Apolinario

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Mabini, Marcelo H. del Pilar, and all those who helped guide the Philippines to being
a nation-state.

Evaluations/Assessments

Exercises 1: Identification. Write the correct answer on the space provided. (2 pts.
Each)
_______________1. What particular holiday in the Philippines is celebrated every
last Sunday of August.
_______________2. He define heroes who are those have a concept of nation and
aspire and struggle for the nations freedom.
_______________3. This holiday was made possible by the issuance of Act No.
2946.
_______________4. When was President Arroyo signed into law declaring Aug. 21
as Ninoy’s Aquino Day.
_______________5. According to NHC, this is the prescribed years before a person
is finally confirmed as a hero.
_______________6. He defined a hero as an event making man.
_______________7. Who issued the decree which officially declared the 30 th day of
Dec. As a national mourning day in honor of Dr. Jose Rizal.
_______________8. How many languages does Dr. Jose Rizal learns to speak?
_______________9. This is the agency in the Philippines that is incharge of the
historical matters and confirms who will be the countries National Hero.
_______________10. He was the Director of the National Library who approved the
criteria on the definition of the National Hero.

Exercise II. Multiple Choices: Encircle the letter of the correct/best answer.
(2 pts. Each)

1. Which statement that best describes the martyrdom of Dr. Jose P. Rizal?
a. Many Filipinos admire him as a man of many talents.
b. He exhibit self-denial and abandon his personal interests and place his
country before any other.
c. Some sectors call him the “Tagalog Christ”
d. He is an author of numerous essays, poems and novels.

2. These are known to be considered as the negative personality of Dr. Jose P. Rizal,
except one;
a. He is an agitator.
b. He is an unpredictable person.
c. He is dishonest and traitor to his countrymen.
d. Rizal is a wanderlust.

3. These statements defines the true humanity of heroes, except one;

a. Heroes are made.
b. Heroes are product of their environment, society and social conditions.

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 c. Heroes are extraordinary people with extraordinary powers.
d. Heroes are product of their time.

4. These are significant criteria for heroes, except one;

a. The moral character of the person.
b. The family background of the person
c. The influence of the person
d. The true motives of the person

5. How can a person become a “hero”?

a. If you will be appointed by the President
b. You should be elected by the people
c. To become a hero is a choice; you can plan ahead
d. None of the above.

Exercise 3. Explain the following statements or questions.

1. According to various Philippine presidents, the overseas Filipino workers (OFWs)

are the present day heroes? Using the criteria presented in this reading, are they
worthy of being called heroes? Justify your answers.
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2. Compost your own criteria of a “HERO”.

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 Republic of the Philippines
Surigao del Sur State University (SDSSU)
Tandag City, Surigao del Sur

Unit 3: The Rizal Law

Introduction

The Rizal Law is about implementing rules to educate people about the Life,
Works, and Writings of our national hero Dr. Jose Rizal, especially his novels Noli
Me Tangere and El Filibusterismo. This is to give the students and the future
generations an ample background and for them to understand about how Jose Rizal
hands over his life for our country.

This lesson will help to provide comprehensive understanding on how the course
was originated from a controversial platform into a legislative mandate.

Intended Learning Outcome

At the end of the lesson, students should be able to

1. Identify the opposing groups on the issue of the Rizal Law;

2. State the opposing groups’ points of contention and determine the interest of the
contending groups; and

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3. Draw parallels to the present time.

 Motivation

1. In your own opinion, do you think that the Rizal course is still a relevant subject in
our present time? And Why?
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2. What is your reaction about this - “Rizal is an American made Hero”.
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Discussion

The Story of the Rizal Law

In 1956, Senator Claro M. Recto filed a measure, which became the original
Rizal Bill, recognizing the need to instill heroism among the youth at the time when
the country was experiencing social turmoil. It was a time when the country was
being ravaged by the Hukbalahap insurgency. The imperialist presence in the form of
American influence was strong in the country’s economy and political policies. The
communist insurgency was fought through American guidance and material aid. The
Philippines became part of the global network to contain the spread of communism
with the conclusion of a mutual defense agreement with the United States in 1951
and its joining the Southeast Asia Treaty Organization (SEATO). On the economic
front, the United States still reigned supreme with the enforcement of the Bell Trade
Act back in 1947 and the parity rights granted in the Philippine Constitution which
allowed the Americans to exploit the country’s natural resources. In 1956, the Laurel-
Langley Agreement ensured the free entry of American products, thus ensuring the
preference of Filipinos for American goods. Internally, the country was buffeted by
corrupt party politics and news of political corruption was rampant. The 1950s was
indeed confusing times.

This was the period when Recto submitted his bill, calling for a return to
patriotic values enunciated by Filipino heroes like Jose Rizal. Under the bill, it shall
be obligatory for college and university students to study the life and works of Jose
Rizal. The issuance of the bill was not welcomed by various quarters. The Catholic
Church assailed the Rizal Bill as anti-Church because it forces the students to
Read Rizal’s works like the Noli Me Tangere and El Filibusterismo which
contain passages the were anti-Church. They presented fears that the religious
beliefs of the young students would be harmed by reading Rizal’s works while they

12
were at their formative years. Forcing the students to read Rizal’s works which have
religious overtones would be a violation of the constitutional freedom of religion and
of conscience. The Church made use of lobbyists as well as priests in opposing the
Rizal Bill. Among them were Catholic organizations such as the Accion Catolico
which was formerly headed by Senator Francisco “Soc” Rodrigo. Priests attended
and actively participated in the hearings of the Senate.

Many of these priests were foreigners who sought audience with senators to
convince them to oppose the bill. This was a clear interference of the Church on the
making of policies by the State.

Seminars were held across the countryside to oppose the bill. In one seminar, one
of the oppositors, Fr. Jesus Cavanna, commented that Rizal’s novels belonged to
the past and it would be harmful to read them because they presented a false picture
of the conditions of the country at that time. He also said that out of the 333 pages of
the Noli Me Tangere, there were only 25 patriotic statements compared to 120 anti-
Catholic statements. One commentator, Jesus Paredes, said that the novels contain
objectional matters and Catholics had the right to refuse to read them, so as not to
endanger their faith. Another commentator, Narciso Pimentel, offered the
speculation that Recto introduced his Rizal Bill to get back at the Catholic voters,
who, together with President Magsaysay, were responsible for his poor showing in
the 1955 elections. Lawmakers such as Representative Miguel Cuenco and Senator
Francisco “Soc” Rodrigo voiced the opposition of the Church in Congress. Senator
Rodrigo commented that he would not let his teenage son to read the Noli Me
Tangere and El Filibusterismo lest he endangers his Catholic faith. He proposed that
the footnoted or annotated versions of the novels be used instead of the unexpurgated
versions required in the Recto Bill.

The Church continued its opposition of the bill by calling all Catholic voters to
reject lawmakers who supported Recto’s Rizal Bill. Pastoral letters were read in
masses voicing opposition. Bishops threatened to close down Catholic schools if the
bill was approved. Recto, however, stood his ground and dared the Catholic Church
to shut down their schools, knowing that this was only an idle threat since the
Catholic learning institutions were its major source of income. He also rejected
Senator Rodrigo’s suggestion that the annotated or edited versions of the Noli Me
Tangere and El Filibusterismo should be used.

After a month long standoff, a compromise bill was filed It was authored by
Senator Jose P. Laurel and it was based on the proposal of Senators Roseller Lim
and Emmanuel Pelaez. On June 12, 1956, Republic Act No. 1425, better known as
the Rizal Law, came into effect. The law accomodated the objections of the
Catholic Church. This could be seen in the second paragraph of Section 1, allowing
students to seek exemption from reading Rizal’s works for religious reasons. To the
authors of the original bill, it was a complete victory but its oppositions felt satisfied
that at least they achieved something. The law, however, still requires the reading of
the unexpurgated versions of Rizal’s novels. It also provided the funding of
publication of Rizal’s works and their distribution to the countryside. It was,
however, a one-time appropriation and provision, for future publication was not
given. The Rizal Law is more than 50 years old now, and it may need revisions to
make it more relevant.

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 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 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, all educational institutions are under the supervision of, and subject to
regulatio 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
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 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
regulations 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, form 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 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.

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 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 in
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.

Section 4. Nothing in this Act shall be construed as amendment or repealing

section nine hundred twenty-seven of the Adminstrative Code, prohibiting the
discussion of religious doctrines by the 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.

Approved: June 12, 1956

Evaluation / Assessment

Exercise 1 : Explicate the following statements/questions:

1. Analyze the issues and interests that were upheld to push the Rizal Law. Are these
issues still valuable at present?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________.

2. What is your personal stand regarding the approval of the “Rizal Law”? What is
the relevance of this law in our nation building?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________________________________________________________________.

Exercise 2: What is your JUDGEMENT?

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Where will you stand on the following issues? Church or Government

1. Death Penalty
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________________________________________________________________.

2. Divorce
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________.

3. Legality of Same Sex Marriage

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________.

Summary:

Dr. Jose Rizal life story has inspire the national identity of the Filipinos. His
works and ideals invoke the rights of the people to fight for freedom and nation
building. Indeed, he is considered as a national figure in the country that brings hope
and aspiration particularly among the youth to stand for justice and uphold the spirit
of patriotism.

Rizal is a human being. Every person like him has strength and weaknesses. His
experiences were product of the conditions of times. He responded according to what
he believes to be right and just. He is not a perfect man but like any other person he
has his own frailties and deficiencies. However, his contributions and sacrifices for
the betterment of the country is even more worthy to remember.

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 With this, in June 12, 1956 the government approved a legislative mandate under
Republic Act no. 1425 known as the “Rizal Law” to educate people about the Life,
Works, and Writings of our national hero Dr. Jose Rizal, especially his novels Noli
Me Tangere and El Filibusterismo. This is to give the students and the future
generations an ample background and for them to understand about how Jose Rizal
hands over his life for our country.

References:

Bayly (2019), The Evolution of Colonial Cultures: Nineteenth-Century Asia -

Oxford University Press

De Viana et al., (2018). Jose Rizal: Social Reformer and Patriot (A Study of His
Life and Times) Rex Printing Company, Quezon City

Zaide (2003). Jose Rizal: Life, Works and Writings. Revised Millennium Edition.
Mandaluyong City: National Book Store.

Gregorio et al., (2012), Jose Rizal: Life, Works, and Writing of a Genius, Writer,
Scientist, and National Hero. 2nd Edition: Published by All Nations Publishing Inc.

Russell & Rodriguez (2018). The Hero of the Filipinos. The story of Jose Rizal
Poet, Patriot and Martyr. Routledge Revivals

Slawson (2018), Imperialism, Revolution and Industrialization in 19 th Century

Europe. https://owlcation.com

Teodoro (1990), History of the Filipino. 8th Edition Quezon City: Garotech
Publishing
The Making of a Philippine National Hero; The Manila Times, 2015

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