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Lecture-1 1

The Rizal Bill mandates the inclusion of Jose Rizal's life and novels in the curriculum of all educational institutions in the Philippines. Proponents argued for its role in fostering nationalism and critical thinking, while the Catholic Church opposed it on grounds of religious freedom and concerns over the portrayal of the Church in Rizal's works. The final law was amended to allow students to opt-out of reading unexpurgated editions based on religious objections, balancing nationalism with respect for religious sensitivities.

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20 views9 pages

Lecture-1 1

The Rizal Bill mandates the inclusion of Jose Rizal's life and novels in the curriculum of all educational institutions in the Philippines. Proponents argued for its role in fostering nationalism and critical thinking, while the Catholic Church opposed it on grounds of religious freedom and concerns over the portrayal of the Church in Rizal's works. The final law was amended to allow students to opt-out of reading unexpurgated editions based on religious objections, balancing nationalism with respect for religious sensitivities.

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Source: Laurel, Jose B., Jr. 1960. The trials of the Rizal Bill. Historical Bulletin 4(2): 130-139.

The Rizal Bill Debate

Republic Act 1425 – also known as the Rizal Law mandates the inclusion of Jose Rizal’s life
including his novels Noli Me Tangere and El Filibusterismo in the curriculum of all private and
public schools, colleges, and universities.

PROPOSITION

Sen. Claro M. Recto – main proponent of the bill in the Senator.


Sen. Jose P. Laurel – sponsored the bill and argued for its importance on fostering nationalism.

Arguments: (Sponsored the Bill)

1. Patriotism and Nationalism. Proponents believed reading Rizal’s novels would instill
a sense of nationalism and patriotism in Filipino youth. The novels exposed the injustices
of Spanish colonial rule and advocated for social reform.
2. Historical and Educational Value. Supporters argued that the novels provided valuable
historical and educational insights into Philippine society during the Spanish colonization.
3. Critical Thinking. studying Rizal’s works would encourage critical thinking and a
question of authority.

OPPOSITION (Catholic Church)

Sen. Decoroso Rosales, Mariano J. Cuenco, Francisco Rodrigo – led the opposition from the
Catholic church in the Senate.
Horacio de la Costa – a Jesuit intellectual. Drafted a pastoral letter presenting a more positive
view of Rizal, but it was altered by the church hierarchy.
Fr. Jesus Cavanna – authored a statement condemning Rizal’s novels on behalf of the church.

Arguments:

1. Religious Freedom. The Catholic Church argued the bill violated religious freedom
because the novels contained anti-clerical passages critical of the Church’s abuses.
2. Misrepresentation of Faith. Opponents believed the novels presented a biased and
unfair portrayal of the church and its clergy.
3. Negatuve Influence. They feared the novels would have a negative influence on
student’s faith and morals.

COMPROMISE
The original bill mandating compulsory reading was amended. The revised version required
schools to include Rizal’s life, works, and writings in the curriculum but allowed students to opt-
out from reading the unexpurgated editions based on religious objections.

CONCLUSION
The Rizal Bill Debate highlighted the tension between nationalism and religious freedom in the
Philippines. The final law aimed to achieve a balance, honoring Rizal’s legacy while respecting
religious sensitiveness.

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