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 RIZAL, particularly his novels NOLI ME
TANGERE and EL FILIBUSTERISMO, 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
Name of the Law: Republic Act No. 1425
Common Name: Rizal Law
Enactment Date: June 12, 1956
Purpose:
- Mandates the inclusion of the life, works, and writings of José Rizal in the curricula of all
public and private schools, colleges, and universities in the Philippines.
- Aims to promote nationalism, patriotism, and love of country among the Filipino youth.
Subject Matter:
- Life, works, and writings of José Rizal
Target Institutions:
- All public and private schools, colleges, and universities in the Philippines
-Controversy:
- Faced opposition and controversy upon introduction
Significance:
- Integral part of the Philippine educational system
Implementation:
- Taught typically in subjects like Rizal or Philippine History
Historical Context:
- Rizal played a crucial role in the Philippine Revolution against Spanish colonial rule
- Recognized as the national hero of the Philippines
Legacy:
- Continues to play a vital role in shaping the national identity and consciousness of Filipino
students.
Republic Act No. 1425, Controversy:
1. Religious Opposition:
- One of the main points of contention was that some sectors of the Catholic Church in the
Philippines opposed the law. They argued that Rizal's writings contained anti-clerical
sentiments and could be seen as an attack on the influence of the Church.
2. Church and State Separation:
- Critics were concerned that the law might blur the separation of church and state. They
believed that mandating the study of Rizal's works, which included his criticism of the Church,
might infringe on religious freedom.
3. Censorship Concerns:
- Some argued that compelling the study of Rizal's works could lead to censorship, as
educators might be cautious about teaching controversial aspects of his writings,
potentially diluting the intended educational value.
4. Academic Freedom:
- Opponents of the law raised concerns about academic freedom. They worried that the
government was imposing specific content on educational institutions, potentially limiting their
autonomy in curriculum development.
5. Cultural Sensitivities:
- There were concerns about how different cultural and religious groups might interpret Rizal's
writings. Critics feared it could lead to misunderstandings or conflicts.
6. Historical Perspective:
- Some critics argued that the law might present a one-sided view of history by focusing
predominantly on Rizal. They advocated for a broader perspective that included other heroes
and historical figures.
7. Implementation Challenges:
- Initially, there were practical difficulties in implementing the law. This included issues
related to finding suitable materials, training educators, and integrating Rizal's works into the
curriculum effectively.
8. Subsequent Amendments and Clarifications:
- Over time, there have been amendments and clarifications to the law to address some of the
concerns raised by different sectors. These have aimed to strike a balance between the
educational goals of the law and the rights and sensitivities of different groups.
“It's important to note that while there was controversy surrounding the enactment of RA 1425, it
has since become an integral part of the educational system in the Philippines and is generally
accepted as a means of fostering nationalism and love of country among the youth.”
