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• How a Bill Becomes a Law


  1. The Senate and the House of Representatives follow the same legislative procedure

  2. Legislative proposals emanate from a number of sources: Authored by the members of the House or Senate, Various sectors, From the Executive Branch with the President's legislative agenda
• The Legislative Process

  1. Bill is filed in the Senate Office of the Secretary

  2. First Reading

  3. Committee Hearings

  4. Second Reading

  5. Voting on Second Reading

  6. Voting on Third Reading

  7. Consolidation of Version from the House

  8. Transmittal of the Final Version to Malacañang
• Senate Bill No. 438 was filed by the Senate Committee on Education


  April 03, 1956
• Then Senate Committee on Education, Chairperson Jose P. Laurel sponsored the bill


  April 17, 1956
• The bill became controversial to Catholic Church
• Claro M. Recto, the main author, and his allies entered a fierce debate for the passage of SB 438


  April 23, 1956
• The debate is also ensued in the House of Representatives (House Bill No. 5561)
• HB No. 5561 was filed by Jacobo Z. Gonzales


  April 19, 1956
• The House Committee on Education approved the bill


  May 02, 1956
• The debate about the bill commenced (Noli Me Tangere and El Filibusterismo)


  May 9, 1956
• Senator Jose P. Laurel made an amendments to the bill (Unexpurgated version)


  May 09, 1956
• Similar amendments were adopted to the House version


  May 14, 1956
• The passage of the bill was almost hijacked by technicality
• The Senate and the House versions were approved


  May 17, 1956
• President Magsaysay signed the bill into law which became RA No. 1425


  June 12, 1956
• RA No. 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 other purposes
• Jose P. Laurel, then senator who co-wrote the law, explained that


  Since Jose Rizal was the founder of the country's nationalism and significantly contributed to the current condition of the nation
• The Rizal Law aims to accomplish the following goals


  • To rededicate the live of the youth to the ideals of freedom and nationalism for which our heroes lived and died
  • To pay tribute to our national hero for devoting his life and works in shaping the Filipino character
  • To gain an inspiring source of patriotism through the study of Rizal's life, works, and writings
• The importance of studying Rizal


  • The subject provides insights on how to deal with current problems
  • It helps us understand better ourselves as Filipinos
  • It teaches nationalism and patriotism
  • It provides various essential life lessons
  • It helps in developing logical and critical thinking
  • Rizal can serve as a worthwhile model and inspiration to every Filipino
  • The subject is a rich source of entertaining narratives
• Administrative Organization


  Spain established a centralized colonial government that was composed of a National Government and the Local Government that administered provinces, towns, cities and municipalities
• Governor-General


  • As the King's representative and the highest-ranking official in the Philippines, the governor general saw to it that royal decrees and laws emanating from Spain were implemented in the Philippines
  • He had the power to appoint and dismiss public officials, except those personally chosen by the King
  • He also supervised all government offices and the collection of taxes
  • The governor general exercised certain legislative powers, as well. He issued proclamations to facilitate the implementation of laws
• Alcadia (Alcalde Mayor)


  • He governed the provinces that had been fully subjugated
  • The alcalde mayors represented the Spanish king and the governor general in their respective provinces
• Corregimiento (Corregidor)


  He governed the provinces that were not yet entirely under Spanish control
• The Municipal Government (Gobernadorcillos)


  Each province was divided into towns headed by Gobernadorcillos, whose main concerns were efficient governance and tax collection
• Barrios (Barangays) Cabeza de barangay


  • Maintain peace and order
  • Collect taxes and tributes in the barangay
  • Responsible for peace and order and recruited men for communal public works
• Cabezas who served for 25 years were exempted from forced labor
• Union of Church and State


  • Spanish friar – supervising representative of the Spanish government for all local affairs
  • He was practically the ruler of town as he was the local inspector, health inspector, prison inspector, inspector of the accounts of the gobernadorcillos and cabeza de barangays
  • His approval was required in census lists, tax lists, list of army conscripts, and register of births, deaths and marriages
  • Frailocracia – fear of the civil authorities to the friars
• The Residencia


  This was a special judicial court that investigates the performance of a governor general who was about to be replaced. The residencia, of which the incoming governor general was usually a member, submitted a report of its findings to the King
• The Visita


  The Council of the Indies in Spain sent a government official called the Visitador General to observe conditions in the colony. The Visitador General reported his findings directly to the King
• The Royal Audiencia


  Apart from its judicial functions, the Royal Audiencia served as an advisory body to the Governor General and had the power to check and a report on his abuses
• Social Structure


  • Peninsulares – pure-blooded Spaniard born in the Iberian Peninsula
  • Insulares – pure-blooded Spaniard born in the Philippines
  • Mestizo - Born of mixed percentage, a mestizo can be: Spanish Mestizo – one parent is Spanish, the other is native, Chinese Mestizo – one parent is Chinese, the other is native
  • Principalia – descendants of the original village leaders who agreed to cooperate with the newly arrived Spanish conquistadors in the mid-16th
• • Social ranking was created in our society
  • Social tensions were created between and among classes
  • A system of racial discrimination came to be institutionalized
  • High positions in government were opened only to the pure-blooded Spaniards
  • Members of the middle class and the Indio's were considered inferior by the upper classes and unworthy of education
• Spanish Era – Education System


  • Formal and Organized
  • Religion-oriented education
  • Spanish Missionaries as tutors
  • Christian doctrine, prayers, and sacred songs
  • 3R's were only given to brighter pupils
  • Teach catechism to the natives
  • Spanish language –compulsory
  • Inadequate education (suppressed/limited/controlled)
  • Controlled by friars
  • Education is a privilege not a right
  • Education for the elite
• Educational Decree of 1863


  • Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863
  • Provided for the establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government
  • Establishment of a normal school for male teachers under the supervision of the Jesuits
  • The Spanish schools started accepting Filipino students
  • It was during this time when the intellectual Filipinos emerged
• Spanish Devised-Curriculum


  • The 3R's – reading, writing and religion
  • The schools were parochial or convent schools
  • The main reading materials were the cartilla, caton, and catecismo
  • The method of organization was predominantly individual memorization
• Educational Decree of 1863 – ISSUES


  • Remained inadequate for the rest of the Spanish period
  • There were not enough schools built
  • Teachers tend to use corporal punishment
  • The friars exercised control over the schools and their teachers
  • Schools were often poorly equipped, lacking desks, chairs, and writing materials
  • Children skipped school to help with planting and harvesting or even because their clothes were ragged
• Schools Built


  • Colegio de San Ignacio (1589)
  • Colegio de San Ildefonso
  • Colegio de Sta. Potenciana (1589)
  • Colegio de Nuestra Señora del Santísimo Rosario (1611)
  • Colegio de San Juan de Letran (1620)
  • Escuela Pia de Manila (1859)
• Jose Protacio Rizal Mercado y Alonso Realonda


  • Jose – Saint Joseph | Protacio – Saint Gervacio Protacio
  • P.P. – pater putativus
• Jose Rizal was born in the town of Calamba, province of Laguna


  June 19, 1861
• Francisco Engracio Mercado


  • Rizal's father, born on May 11, 1818 in Binan, Laguna
  • He took Latin and Philosophy at the College of San Jose in Manila
  • He was a wealthy farmer who leased lands from the Dominican friars
  • His earliest ancestors were Siang-co and Zun-nio, who later gave birth to Lam-co (Fujian, South China)
  • Lam-co is said to be migrated in the year 1600s
  • 1697, he was baptized in Binondo, adopting "Domingo" as his first name
  • Domingo (Lam-co) married Ines de la Rosa of Binondo. They later settled in the estate of San Isidro Labrador, owned by the Dominicans
  • Rizal's grandfather was Juan Mercado who married Cirila Alejandrino
  • Juan and Cirila had fourteen (14) children, one of whom was Rizal's father, Don Francisco
  • The surname "Mercado," which means "market"
  • Following Governor Narciso Claveria's decree in 1849 which ordered the Filipinos to adopt Spanish surnames, Francisco Engracio Mercado added the surname "Rizal," from the word "ricial" meaning "green field"
  • 1848, he married Teodora Alonso (1826-1911) of Manila
  • Teodora's family became a prominent member of the principalia class (Upper Class) in the town of Calamba
  • Their house was among the first concrete houses to be built in the town
  • He also became a 'Tiniente Gobernadorcillo' in Calamba
  • In 1881, Jose made a clay bust for his father
  • About six years later, he carved a life-sized wood sculpture of Don Francisco
  • Jose named his premature son 'Francisco'
  • Before his death on December 30, 1896, Jose wrote this to his brother Paciano: "My beloved Father, Pardon me for the pain with which I repay you for sorrows and sacrifices for my education. I did not want nor did I prefer it. Goodbye, father, Goodbye….."