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“Sewing” Civilization: Cuban Female Education in the Context of Africanization, 1800-1860*
Published online by Cambridge University Press: 11 December 2015
Extract
At the turn of the nineteenth century, the Spanish Crown issued a Real Cédula (Royal Decree) authorizing the administration of public education in Cuba to an elite Creole group of twenty-seven large landholders known as the Sociedad Económica de Amigos del País. The Real Cédula provided for the expansion and secularization of primary education in Cuba. The Sociedad embodied the elite planter Creole class whose influence had increased in Cuba steadily during the second half of the eighteenth century with the initial development of a slave-labor plantation economy. During the nineteenth century, their power and strength grew rapidly with the proliferation of sugar cultivation, culminating in the 1840s when Cuba became the world's primary producer. The Real Cédula entrusting the Sociedad with education recognized the emergence of the Creole planter class as a major influence in Cuban society. Just as the Creoles increasingly wielded more influence economically and politically in determining the future of the island, their control over the administration of public education allowed them to articulate their vision for the cultural and intellectual development of Cuba. The promotion of public education provided an essential medium to express the Sociedad's vision of Cubanidad (Cubanness), precisely at the time when the racial composition of the population was changing dramatically through the massive importation of African slave labor.
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- Copyright © Academy of American Franciscan History 1997
Footnotes
*
I would like to thank my colleagues in the Gender and Social History of Latin America Seminar at the University of Texas at Austin, Elizabeth Johnson, Russell Lohse, Jason Lowery and Kim Morse, James Sidbury and the participants of the Atlantic History Works in Progress Seminar, the anonymous referees for The Americas, and most of all Sandra Lauderdale-Graham for their insightful comments and criticisms. Aline Helg offered an insightful critique and suggestions for revising the paper that could not be incorporated because of time constraints. I alone, however, am responsible for the content of the article.
References
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107 Ibid.
108 Ibid., pp. 202–3.
109 Cuba, , Legislación de instrucción de la isla de Cuba (Havana: Imprenta del Gobierno y Capitanía General por S.M., 1881),Google Scholar articles II and III.
110 Ibid., article IV.
111 Ibid., article V.
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