RIZAL BILL
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senate bill no. 438
filed by the committee on education on april
3, 1956
proposed, Sen. Claro M. Recto
sponsored, Sen. Jose Laurel
an identical copy was
filed in the congress by
Cong. Jacobo Z. Gonzales
april 19, 1956, called as the house bill no.
5561
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NOTABLE DEFENDERS OF THE BILL
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rizal bill caused heated disputes in the
legislative body (senate and congress)
strongly opposed by the catholic church due to
the anticlerical themes in noli me tangere and
el filibusterismo
the catholic church argued that the
compulsory nature of the bill was a violation of
religious freedom
the principal basis of their opposition was an
alleged pastoral letter, which, by praising rizal,
practically branded his novels as heretical and
impious
due to the continued debates on the original
draft of the bill, sen. jose p. laurel, propose on
his own name an amendment by substitution
the new measure was also debated in
chamber, but with less heat
it was passed by the Senate on May 17, 1956
signed into law by Pres. Ramon Magsaysay on
June 12, 1956
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A. Because It Is Mandated
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Sen. Decoroso Rosales- brother of Archbishop
Cardinal Julio Rosales
Francisco “Soc” Rodrigo- President of Catholic
Action of the Philippines
Sen. Mariano Cuenco- brother of Archbishop
Cuenco
to rededicate the lives of 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
B. BECAUSE OF THE LESSON CONTAINED WITHIN THE
COURSE
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ANTI-RIZAL BILL
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life, works, and writings of Jose Rizal shall be
included in the curricula of all schools, colleges,
and universities, public and private.
obliged all schools, colleges, and universities to
keep in their libraries copies of Rizal’s works
and biography.
authorized and directed the Board of National
Education to work for the translation of the
writings of Dr. Jose Rizal into different dialects
and their printing in cheap or popular editions
and their circulation.
WHY STUDY LIFE AND WORKS OF RIZAL?
REPUBLIC ACT 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 for other
purposes.
Senator Jose P. Laurel
Senator Claro M. Recto
Cong. Jacobo Z. Gonzales
Other Nationalists
Salient Points of the Rizal Law
Trials of Rizal Bill
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Jesus Paredes- radio commentator
Fr. Jesus Cavana and other friars
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to recognize the importance of Rizal's ideals
and teachings in relation to present conditions
and situations in the society
to encourage the application of such ideals in
current social and personal problems and
issues
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
ASCENDANCE OF THE CHINESE MESTIZOS
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Chinese was believed to have first arrived in
the Philippines during the pre-colonial period
as merchants between the coast of China and
Manila.
In 1594, the Spanish Governor Luis Perez
Dasmariñas created Binondo as a permanent
settlement for Chinese mestizos who were
converted to Catholicism.
Chinese merchants and traders were free to do
their business in Binondo.
It also became the place of intermarriages
between Chinese immigrants and Filipino
natives, thus the emergence of Chinese
Mestizos.
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Influence to Rizal
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Who are the Chinese Mestizos?
• Any person born of a Chinese father and Indio mother
• A Spanish mestiza who married a Chinese Mestizo
• A child of a Spanish Mestiza and a Chinese Mestizo
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Notable Chinese Mestizo communities were Santa Cruz,
Tondo, and in some parts of Visayas and Northern Luzon.
From the beginning of the Spanish Colonial period until
1740, the inhabitants of the Philippines were classified into
three:
Spaniards
Indios
Chinese
on 1741, that their legal status was officially established
when the whole population of the Philippines was
reclassified into four according to the tax payment of tribute.
THE RISE OF THE MIDDLE CLASS
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The entrepreneurial power of the Chinese mestizos
gave way to the emergence of the Philippine middle
class described as “more active and enterprising,
more prudent and pioneering, more oriented to
trade and commerce than the Indios” (Bowring,
1963)
The significant role that the Chinese mestizos
played in the Philippine society was the formation
of the Filipino identity.
As early as 1827, Manuel Bernaldez Pizarro already
observed that the Indio and mestizo clerics had
“dangerous tendencies to revolution”.
In 1841, Sini- baldo de Mas, in a secret report to the
Madrid government, suspected the Chinese
mestizos as a potential nucleus around which the
Indio insurrection might be organized, and
predicted that the Chinese mestizos would in time
dominate public opinion.
It was difficult to separate the Indios from the
Chinese mestizos since they identified themselves
with each other socially and culturally.
Chinese mestizos also shared grievances with the
Indios about the harsh conditions under the
Spanish rule.
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Rizal, known as the pride of the Malay race, was a
Chinese mestizo, having been descended from a
pure Chinese ancestor and a long line of Chinese
mestizos and Chinese mestizas.
The birth of Filipino consciousness was already
indicated in the writings of Paterno and Sancianco;
nurtured by the powerful mind of Jose Rizal, it
would bloom.
Through his novels, Noli Me Tangere and El
Filibusterismo, Rizal exposed the abuses and
corruption of the Spanish authorities, condemned
the oppression of the colonizers, and criticized the
hypocrisy and overbearing attitude of the Spanish
friars.
Many Chinese mestizos participated prominently in
the Revolution in many ways.
The Philippine Revolution of 1896 was the final act
of determination on the part of the true Filipinos Indios and Chinese mestizos alike - to claim for
themselves and for future generations the
incomparable birthright of nationhood.