In this chapter, the history of the Rizal Law and its important provisions is discussed for the students to be more critically aware of the patriotic objectives of the Rizal course as stipulated in R.A. 1425.

1. I. THE STUDY OF THE
RIZAL COURSE

3. Why study Rizal?
1. Because it is mandated by law. R.A. 1425 (The Rizal Law)
 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 purposes.
2. Because of the lessons contained
within the course.
 To develop an appreciation and deeper
understanding of all that Rizal fought and
died for.
 To foster the development of the Filipino
youth in all aspects of citizenship.

4. Issues and Controversies
1.1Fr. JESUS CAVANNA
2. JESUS PAREDES
 argued that the novels belonged to the past
and that teaching them would mispresent
current conditions.
 radio commentator who said that Catholics
had the right to refuse to read them as it
would “endanger their salvation”.
3. RELIGIOUS GROUPS
 Catholic Action of the Philippines
 Congregation of the Mission
 Knights of Columbus
 Catholic Teachers Guild
 they organized opposition to the bill.

5. Issues and Controversies
4. COUNTER ATTACKERS
 Veteranos de la Revolucion
 Alagad ni Rizal
 Freemasons
 Knight of Rizal
5. SENATE COMMITTEE
ON EDUCATION
 groups that counterattacked the opposition.
 sponsored a bill co-written by both Jose P.
Laurel and Claro M. Recto.
3. RUFINO SANTOS  the Archbishop of Manila who protested in
a pastoral letter that Catholic students would
be affected if compulsory reading of the
unexpurgated version were pushed through.

6. Issues and Controversies
5. ARSENIO LACSON
5. MAY 12, 1956
 Manila’s mayor who supported the bill,
walked out of Mass when the priest read a
circula from the archbishop denouncing the
bill.
 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 materials.

7. Development of Filipino Nationalism
NATIONALISM
It is characterized by an attachment of superiority to one’s country, an aspiration for
its continuity, prosperity, and maintaining a high regard and respect for the laws,
principles and policies of that country.
Primordialist
Perspective
Modernist
Perspective
a reflection of the ancient and
perceived evolutionary tendency of
humans to organize into distinct
grouping based on an affinity of
birth.
a recent phenomenon that requires
the structural condition of modern
society.

8. Factors that Gave Rise to
Filipino Nationalism
1. When the Philippines was opened to the world market.
2. When the ilustrado came out as a second class society.
3. The spread of liberalism.
4. The secularization of the church.
5. The execution of GomBurZa.

9. Fall of Filipino Nationalism
GLOBALIZATION
 International integration.
 Advances in transportation.
 Telecommunications infrastructure such as the rise of the internet
COLONIAL MENTALITY
 institutionalized or systematic feelings of inferiority within some
societies or people who have been subjected to colonialism, relative to the
values of the foreign powers which had previously subjugated them
through colonization.
 The process of international integration arising from the interchange of
world views, products, ideas, and other aspects of culture.

10. Filipino Nationalism Today1
1. Educating for nationalism means consciously educating
Filipinos to be Filipinos – who will work for the
Philippines and Filipino people.
2. To be pro-Philippines and pro-Filipino one must have
national pride and a sense of national identity which some
of us Filipinos lack.
3. Our present educational system promotes pride in our
beautiful land. It promotes national identity or nationhood.2

11. Why study Rizal?
Do you agree with the law?
Why or why not?

14. Group Dynamics
1. How did you learn from the story? Apply this
experience to Rizal’s writings.
2. How would reading Rizal’s novels impart
patriotism?

15. Essay
1. Compare and contrast the views of those in favor
and against RA 1425, considering the context of the
1950s; Would similar arguments still have force
today?
2. Reflect on your secondary education. Did your
school comply with RA 1425? How effective is the
Rizal Law in instilling patriotism among secondary
school students?

16. END!