GESS 3: Life and Works of Rizal

Steps on How a Bill Becomes a Law

How a Bill Becomes a Law: The Legislative Process

The Senate and the House of Representatives follow the same legislative procedure. Legislative
proposals emanate 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 given a number and
calendared for firs reading.

STEP 2: First Reading. The bill's title, number, and author(s) are read on the floor. Afterwards,
it is referred to the appropriate committee.

STEP 3: Committee Hearings. The bill is discussed within the committee and a period of
consultations is held.

The committee can approve (approve without 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 be pursued. Amendments may be suggested to the bill.

STEP 5: Voting on Second Reading. The senators vote on whether to approve or reject the
bill. If approved, the bill is calendared for third reading.

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 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.

From the Rizal Bill to the Rizal Law

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 instill patriotism and love for the country in the hearts and minds of the Filipinos.
These people drew inspiration from the Philippine experience of the revolution for independence
against Spain and from the heroes of that 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 rededication 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
Representatives.

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 438. Debates started on April
23, 1956.

The debates on the Rizal Bill also ensued in the House of Representatives. House Bill No.
5561, an identical version of SB 438, was filed by Representative Jacobo Z. Gonzales on April
19, 1956.

The House Committee on Education 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.
_________