CHAPTER I

THE TRIALS OF RIZAL BILL

Before Rizal course became mandated in all the colleges and universities to be included in the
curricula. This bill went a lot of heated debates and arguments in the congress. In April 17, 1956 the
tension started when Sen. Jose P. Laurel sponsored the Bill and was supported by a brilliant and
nationalist Sen. Claro M. Recto who authored the bill.

LEARNING OBJECTIVES:

At the end of the chapter, the students should be able to:

1. assess the debates and arguments of Rizal Bill.
2. determine the issues and interests in the debate over the Rizal Bill; and
3. relate the issue to the present-day Philippines.

DEBATES:

Debates began in Senate on April 23, 1956, Senator Laurel who sponsored the bill was supported
by a brilliant and nationalist Sen. Claro M. Recto who authored the bill. Opposition Sen. Mariano
Cuenco, Sen.Francisco Rodrigo and Sen. Decoroso Rosales are all identified as Catholics. Supported by
the Catholicelements in and outside Congress.

ARGUMENTS:

PROPONENT SEN. RECTO:

 Rizal did not pretend to teach religion and theology rather he just wrote and describe the real
situations of the country. He was just inculcating civic consciousness in the Filipinos, national
dignity, personal pride and patriotism. (Politics, Social, Equality and Religion)
 Rizal ridiculed and criticized the unworthy behavior of the minister but praises and favor the
worthy ones such as Padre Fernandez and Padre Florentino and the Jesuits missionaries.

OPPOSITION:

 The Rizal Bill is an attempt to discredit the catholic religion. It is violative of religions freedom.
 Synonymous to compelling a religion to salute the flag which is against in their faith.
 Majority of the Filipinos are catholic and Filipino citizens, therefore, must not create conflicts
between religion and nationalism

WARNINGS:

 Catholic priest warned the politicians who will support the Bill that they are not going to support
them in their political career.
 The Catholic schools threatened to close down if the Bill was passed
  Recto did not believe these threats stating that schools were too profitable to be closed and
insisted that the threat is not a fight against him but a fight against Rizal by attempting to
suppress his memory and his teachings.

IDENTICAL BILL IN THE HOUSE OF REPRESENTATIVE

 On April 19, 1956 – Cong. Jacobo Z. Gonzales introduce an identical copy of the Bill 438, the
House Bill 5561.
 Debates started on May 9, 1956. the discussions were livelier and more impassioned that there
was even an abortive fist fight on the floor between Cong. Emilio Cortez and Cong. Ramon
Durano.

FINAL RESOLUTION

 On May 9, 1956 Sen. Laurel propose an amendment by substitution. An act to include Life,
Works and writings of Rizal in the curricula in all public and private schools, colleges and
universities.
 The substitute bill included not just the Noli and El Fili but all the works and writings of Rizal.
 Sen. Laurel eliminated the word “compulsory” Senator Lim proposed the exemptions of students
from the requirements of the bill for reasons of religious belief.
 May 12, 1956, the substitute bill was approved on second reading in the Senate
 On May 14, Cong. Tolentino sponsored an amendment by substitution identical to Sen. Laurel’s
bill was also approved on second reading at the lower house.

The bill was eventually passed, but with a clause that would allow exemptions to students who think
that reading the Noli and Fili would ruin their faith. In other words, one can apply to the Department of
Education for exemption from reading Rizal’s novels—though not from taking the Rizal subject. The bill
was enacted on June 12, 1956. On May 17, 1956, the Senate Bill 438 and House Bill No. 5561 was
approved on the third reading. On June 12, 1956, the Bill was signed into law by Pres. Ramon Magsaysay
and became Republic Act No. 1425.

Name _______________________________________
Course and Year ______________________________ Date Submitted: __________________

ACTIVITY 1.1:

Compare and contrast the views of those in favor and against RA 1425. Would similar arguments still
relevant to this day and age?

RUBRIC
3 – Full Accomplishment – Students compared and contrasted the views of those in favor and against
R.A. 1425 in a clear and consistent manner.
2 – Substantial Accomplishment – Students compared and contrasted the views of those in favor and
against R.A. 1425 but so in a somewhat consistent manner.
1 – Little or Partial Accomplishment – Students have difficulty comparing and contrasting the views
of those in favor and against R.A. 1425 consistently.

ACTIVITY 1.2
Find a newspaper article in the internet that discusses the Rizal Law. Write a short reaction paper about
the article. Cite the source.