GEC 9: The Life and Works of Rizal
Chapter: 1 Week: 2
UNDERSTANDING THE RIZAL LAW
Objectives:
At the end of this activity, the student should be able to:
Locate the passage of the Rizal Law within its historical context.
Determine the issues and interest at stake in the debate over the Rizal Bill.
Relate the issues to the present-day Philippines.
Discussion:
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.
As an introduction to the life and works of |Jose Rizal, this module will begin with the
reading of the Rizal Law. In this chapter, you will study RA 1425 within its context, look into
the major issues and debates surrounding the bill and its passage into law, and reflect on the
impact and relevance of this legislation across history and the present time.
The Context of the Rizal Bill
The Post-War period saw a Philippine rife with challenges and problems. With a country
torn and tired from the stresses of World War II, getting up on their feet was a paramount
concern of the people and the government.
How a Bill Becomes a Law: The Legislative Process
The Senate and the House of Representatives follow the same legislative procedure.
Legislative proposals emenate from a number of sources. They may be authored by the members
of the Senate or House as part of their advocacies and agenda; produced through the lobbying
from various sectors; or initiated by the executive branch of the government with the President’s
legislative agenda. Once a legislative proposal, like a bill is ready, it will go through the steps
illustrated in the right.
Step 1: Bill is filed in the Senate Office of the Secretary. It is give a number and
calendared for first reading.
Step 2: First Reading. The bill’s title, number, and author(s) are on the floor.
Afterwards, it is referred to the appropriate committee.
Step 3: Committee Hearings. The bill is discussed withing the committee and a period
of consultations is held. The committee can approve (approve within revisions, approve with
amendments, or recommend substitution or consolidation with similar bills) or reject. After the
committee submits the committee report, the bill is calendared for second reading.
Step 4: Second Reading. The bill is read and discussed on the floor. The author delivers
a sponsorship speech. The other members of the Senate may engage in discussions regarding the
bill and a period of debates will pursue. Amendments may be suggested to the bill.
Step 5: Voting on Second Reading. The Senators vote o whether to approve or reject the
bill. If approved, the bill is calendar for third reading.
Alvin H. Vallaran
1st AY. 2021-2022
Step 6: Voting on Third Reading. Copies of the final versions of the bill are distributed
to the members of the Senate who will vote for its approval or rejection.
Step 7: Consolidation of Version from the House. The similar steps above are followed
by the House of Representatives in coming up with the approved bill. If there are differences
between the Senate and the House versions, a bicameral conference committee is called to
reconcile the two. After this, both chambers approve the consolidated version.
Step 8: Transmittal of the Final Version to Malacañang. The bill is then submitted to
the President for signing. The President can either sign the bill into law or veto and return it to
Congress.
As the Philippines grappled with various challenges, particularly the call for nation-
building, prominent individuals who championed nationalism came to action. They pursued
government measures to instil patriotism and love for country in the hearts and minds of the
Filipinos. These people drew inspiration from the Philippine experiences of the revolution for
independence against Spain and from the heroes of the important period in the country’s history.
One measure sought was the passage of the Republic Act No. 1425 or the Rizal Law,
which was primarily set to address” A need for a re-dedication to the ideals of freedom and
nationalism for which our heroes lived and died”. The passage of the law was met with fierce
opposition in both the Senate and the House of Representative.
From the Rizal Bill to the Law
On April 3, 1956, Senate Bill No. 438 was filed by
the Senate Committee on Education. On April 17,
1956, then Senate Committee on Education 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 48. Debates started on April 23,
1956.The debates on the Rizal Bill also ensued in the
House of Representative. House Bill No. 5561, an
identical versions of SB 438, was filed by
Representative Jacobo Z. Gonzales 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.
Senator Claro M. Recto was the main proponent of the Rizal Bill. He sought to sponsor
the bill at Congress. However, this was met with stiff opposition from the Catholic Church.
Recto, during the 1955 Senate election was accused of being a communist and anti-Catholic.
This also led to the churches claiming that reading the novels would violate freedom of
conscience and religion thus, Catholic churches came together and campaigned aggressively
against Recto and his bill. They urged advocates of faith to band together and write to their
congressmen and senator to show opposition.
Alvin H. Vallaran
1st AY. 2021-2022
Among those who opposed the bill were groups such as: Catholic Action of the
Philippines, Congregation of the Mission, Knights of Columbus, and the Catholic Teachers
Guild.
Meanwhile, those in favor of the bill were: Veteranos de la Revolucion, Alagad ni Rizal,
Freemasons and the Knights of Rizal The bill was sponsored by the Senate Committee on
Education and was co-written by Jose P. Laurel and Recto. However, they were opposed by only
two people – Francisco SOC Rodrigo Mariano Jesus Cuenco and Decoroso Rosales. Cuenco
emphasized that Rizal attacked the practices and beliefs of the church. According to an article
from Wikipedia, he stated:
“The assertion that Rizal limited himself to castigating undeserving priests and
refrained from criticizing, ridiculing, or putting in doubt dogmas of the Catholic
Church, is absolutely gratuitous and misleading.”
Additionally, Catholic schools, in protests, threatened to close down if the bill was
approved. However, Recto quickly rebutted that if that were to happen, schools would be
nationalized (which the church clearly did not want).
On May 12, 1956, 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 material, such as Noli Me Tángere and El Filibusterismo.
The bill was enacted on June 12, 1956, Flag Day.
Today, issues between the government and the religious sector have been more prevalent
than ever. Although this time, it’s not just the Catholic Religion that has stake in government
affairs.
One of the most notable issues of the modern times concerning the church and the state was
the implementation of the Reproductive Health Law. Aside from this, the Church has been
reported to become even more involved in politics. Some religions have their candidates while
those opposing their beliefs were criticized heavily, swaying public opinion.
Reference:
Rhodalyn O. et al. (2018) The Life and Works of Rizal. Quezon City. C&E Publishing, Inc.
Alvin H. Vallaran
1st AY. 2021-2022
