DOCSLIB.ORG

Por La Escuela Cubana En Cuba Libre: Themes in the History of Primary

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Por La Escuela Cubana En Cuba Libre: Themes in the History of Primary Por la Escuela Cubana en Cuba Ubre: Themes in the History of Primary and Secondary Education in Cuba, 1899-1958 Submitted for the degree of Ph.D. in History University College London by Laurie Johnston ProQuest Number: 10018652 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest. ProQuest 10018652 Published by ProQuest LLC(2016). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. Microform Edition © ProQuest LLC. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 ABSTRACT OF THESIS This thesis examines the educational system in Cuba between 1899 and 1958, specifically primary and secondary schooling, with occasional reference to teacher training £Uid non-formal programmes. It explores the relationship between education and Cuban political economy, demonstrating how expectations of education determined demands upon the state, how the educational system was affected by the interplay between external influences and domestic pressures and in what ways it reflected national concerns and debates. Chapters one and two investigate the role that independentistas expected education to play in an independent Cuba and how the intervention of the United States affected the foundation of the system of public education. Chapters three, four and five analyse why the system became a focus of national anxiety in the 1920s, the ways in which those anxieties were manifested during the crisis of the early 1930s and how the government used rural education in its campaign to pacify the island following the "revolution” of 1933 and the national strike of 1935. Chapters six and seven explore the impact of the Constitution of 1940 and the condition of the educational system as the revolutionary struggle commenced in 1953. The major themes addressed by this research are the relationship between education and nationalism, and between education, capitalism and dependence. The faith placed by liberals in the power of public education to forge nationeil consciousness and to foster development is considered in the context of the principal characteristics of pre-revolutionary Cuba: its monocrop economy, significant class divisions and unequal relationship with the United States. The thesis concludes that these structural constraints prevented the educational system from realizing expectations. Furthermore, the vision of education held dear by Cubans could not be achieved without radical political and economic transformation. TABLE OF CONTENTS Acknowledgements 4 Introduction 6 I Education and the Dream of Cuba Libre 12 II Cuban Education and U.S. Intervention, 1899-1909 19 III Educational Decline and National Response, 1909-1924 49 IV The Struggle for Change, 1924-1934 78 V Protest, Repression and Educational Reform, 1934-1940 107 VI The Limits of Educational Reform, 1940-1952 130 VII Dictatorship, Stagnation and Armed Struggle, 1952-1958 157 VIII Education, Revolution and Cuba Ubre 170 Bibliography 178 List of Tables Table 1 Percentage of literates ten years old and over by race and sex 175 Table 2 Percentage of literates ten years old and over by province 176 Table 3 Percentage of literates 1953 ten years old and over, urban and rural, by province 177 ACKNOWLEDGEMENTS This project could not, of course, have been undertaken without financial assistance. The Central Research Fund of the University of London, the History Department and Graduate School of University College London, and the Roger Brew Fund all generously contributed to my research trips to Cuba. I am very grateful to them for their assistance. My visits to Cuba were notable for the encouragement and support I received there. From the employees of the Federaciôn de Mujeres Cubanas who housed and fed me, to the librarians who assisted me on a daily basis, I was overwhelmed by the generosity of the Cubzms and their enthusiasm for my work. Nancy Machado Lorenzo, Marlene Valdés Borrero and the other librarians of the Biblioteca Nacional José Martf were an invaluable source of assistance. Tomâs Femândez Robaina went out of his way to find and supply me with books to build my own collection. Marta Gonzalez, the daughter of Diego Gonzalez y Gutiérrez, and her son Pedro Pablo, generously allowed me access to their father/grandfather's documents. For this introduction I am grateful to Jon Lee Anderson. He and his family adopted me during one stay in Cuba, and made Sunday a day to look forward to. I also spent a fruitful afternoon in discussion with Professor Josefina Meza, who is coordinating a Cuban research project on education before the revolution, and I benefited greatly from her insights. I am grateful to Louis Pérez Jr. for his suggestions early in the project, which kept me on track. John Kirk provided enthusiastic support and helpful advice throughout. Charlotte Crow proved to be an inspiring editor as I prepared an article for the August 1995 issue of History Today^ in which some of this material first appeared. As writing commenced, several people read and reread the material I produced and offered insightful criticism, particularly Christopher Abel, Mary Turner, Nicola Miller and Philip Kolvin; their thoughts were invaluable in the process of clarifying my own. Christopher Abel provided outstanding supervision. He was unfailingly generous with his time and attention, and his humour and moral support buoyed my confidence. His foresight, guidance, advice and assistance were crucial to the completion of this work. I am deeply indebted to him for all he has done. I have also been encouraged by family and friends. Among them, Shirley Chapman, Lois Reynolds and Fiona Plowman retained unshakeable conviction that I would complete this work and do it well. Fiona, William and Charlotte Hodson, with great kindness and sympathy, brightened otherwise lonely days of writing. As always, my family - Johnstons, Laidlaws and Kolvins - supported me. Robin Johnston took time out of a well deserved holiday to proofread the frnal draft. Philip Kolvin, my husband, gave me strength and spirit for this project, as for everything; he is the source of so much of the passion and peace which fuel my life. The merits of this thesis owe much to all the people who have encouraged me throughout, and particularly to those who considered and commented on the work. The faults, needless to say, are exclusively my own. Finally, very special thanks to Mary Turner who has supported me without fail since my undergraduate years. She has listened to me, lectured me, fed and watered me, sympathized, read, criticized, comforted, applauded, questioned, and generally ensured that I kept an energetic and positive outlook. Her commitment extended to joining me in Cuba, a special time which I shall never forget Words simply cannot express my gratitude and my appreciation for all she has done. This work is dedicated to her, as one small way of saying thank you. Introduction In the non-industrialized country, the school is an institution that not only keeps the individual from self-definition but keeps the entire society from defining itself.^ What might an examination of primary and secondary education in Cuba between 1899 and 1958 reveal? As an historian rather than an educationalist, my interests lie in considering the relationship between education and the larger society during this period, and determining its significance, rather than in making a specific probe into pedagogical technique. In particular, I wish to ascertain what part education played in generating or hindering the process which culminated in the Cuban revolution in 1959. Consequently, I have chosen to explore the connections between education and the Cuban political economy, rather than specifically educational matters. What is the relationship between the state and society which influences the function and content of education7^ How do perceptions of education's role in society and its ability to fulfil expectations influence demands on the state? The period between 1899 and 1958 is the setting for some of the formative events in the development of Cuban national consciousness. The growth of nationalism, the spread of communism, the development of the labour movement, the "revolution" of 1933, the democratic facade of the 1940s and the island's relationship with the United States all contributed to this process. Many of the causes of the revolution of 1959, what has informed its evolution, and the length of its survival, lie in this earlier period. Much of the historiography concentrates on the revolution and the insurrection which immediately preceded it, and thus begins in 1952, with Fulgencio Batista's coup, or 1953, with the attack on the Moncada barracks. Nonetheless, some good surveys of the republican period have been written. Some of the best articles seeking to explain the revolution reach back into Cuba's past;^ particular attention has been paid to the relationship with the United States, the sugar economy, Machado's presidency and the revolution of 1933.^ Aspects of ^ Martin Camoy, Education as Cultural Imperialism (New York: David McKay, 1974), p. 72. ^ See Mary K. Vaughan, The State, Education and Social Class in Mexico, 1880-1928 (DeKalb, Illinois: Northern Ulinois University Press, 1982), p. 1. ^ See, for example, Robin Blackburn, "Prologue to the Cuban Revolution", New Left Review, no. 21 (October 1963), pp. 52-91; James Petras, "The Working Class and the Cuban Revolution" in James F. Petras, et. al.. Class, State and Power in the Third World with Case Studies on Class Conflict in Latin America (London: Zed Press, 1981), pp. 193-221; Hugh Thomas, "Middle Class Politics and the Cuban Revolution" in Claudio Veliz, ed.
Load more

Recommended publications
  • Cuban Antifascism and the Spanish Civil War: Transnational Activism, Networks, and Solidarity in the 1930S
    Cuban Antifascism and the Spanish Civil War: Transnational Activism, Networks, and Solidarity in the 1930s Ariel Mae Lambe Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2014 © 2014 Ariel Mae Lambe All rights reserved ABSTRACT Cuban Antifascism and the Spanish Civil War: Transnational Activism, Networks, and Solidarity in the 1930s Ariel Mae Lambe This dissertation shows that during the Spanish Civil War (1936–1939) diverse Cubans organized to support the Spanish Second Republic, overcoming differences to coalesce around a movement they defined as antifascism. Hundreds of Cuban volunteers—more than from any other Latin American country—traveled to Spain to fight for the Republic in both the International Brigades and the regular Republican forces, to provide medical care, and to serve in other support roles; children, women, and men back home worked together to raise substantial monetary and material aid for Spanish children during the war; and longstanding groups on the island including black associations, Freemasons, anarchists, and the Communist Party leveraged organizational and publishing resources to raise awareness, garner support, fund, and otherwise assist the cause. The dissertation studies Cuban antifascist individuals, campaigns, organizations, and networks operating transnationally to help the Spanish Republic, contextualizing these efforts in Cuba’s internal struggles of the 1930s. It argues that both transnational solidarity and domestic concerns defined Cuban antifascism. First, Cubans confronting crises of democracy at home and in Spain believed fascism threatened them directly. Citing examples in Ethiopia, China, Europe, and Latin America, Cuban antifascists—like many others—feared a worldwide menace posed by fascism’s spread.
    [Show full text]
  • Federal Register/Vol. 85, No. 188/Monday, September 28, 2020
    Federal Register / Vol. 85, No. 188 / Monday, September 28, 2020 / Notices 60855 comment letters on the Proposed Rule Proposed Rule Change and to take that the Secretary of State has identified Change.4 action on the Proposed Rule Change. as a property that is owned or controlled On May 21, 2020, pursuant to Section Accordingly, pursuant to Section by the Cuban government, a prohibited 19(b)(2) of the Act,5 the Commission 19(b)(2)(B)(ii)(II) of the Act,12 the official of the Government of Cuba as designated a longer period within which Commission designates November 26, defined in § 515.337, a prohibited to approve, disapprove, or institute 2020, as the date by which the member of the Cuban Communist Party proceedings to determine whether to Commission should either approve or as defined in § 515.338, a close relative, approve or disapprove the Proposed disapprove the Proposed Rule Change as defined in § 515.339, of a prohibited Rule Change.6 On June 24, 2020, the SR–NSCC–2020–003. official of the Government of Cuba, or a Commission instituted proceedings For the Commission, by the Division of close relative of a prohibited member of pursuant to Section 19(b)(2)(B) of the Trading and Markets, pursuant to delegated the Cuban Communist Party when the 7 Act, to determine whether to approve authority.13 terms of the general or specific license or disapprove the Proposed Rule J. Matthew DeLesDernier, expressly exclude such a transaction. 8 Change. The Commission received Assistant Secretary. Such properties are identified on the additional comment letters on the State Department’s Cuba Prohibited [FR Doc.
    [Show full text]
  • Download Itinerary
    CUBA & THE CARIBBEAN ISLANDS - CLASSIC CARS & CIGARS TRIP CODE CUTSCCC DURATION 10 Days LOCATIONS Cuba INTRODUCTION Experience the best of Cuba! Stroll through Havana with its faded colonial grandeur, explore the picturesque tobacco region of Vinales and visit Santa Clara, a city full of revolutionary history. Discover Trinidad, one of the best preserved cities in the world, as well as the nearby Tope de Collantes mountains. Visit Cienfuegos and then finish your adventure soaking up the musical rhythms of the Caribbean beaches. Once you discover the allure of Cuba, there is no turning back. ITINERARY DAY 1: Arrival Upon arrival into Havana you will be met at the airport and will be transferred to your hotel. Copyright Chimu Adventures. All rights reserved 2020. Chimu Adventures PTY LTD CUBA & THE CARIBBEAN ISLANDS - CLASSIC CARS & CIGARS DAY 1: Havana TRIP CODE Cuba’s capital Havana is a vibrant city teeming with beautiful if sometimes shabby colonial CUTSCCC buildings, once the most heavily fortified city in the Americas. The city was founded by the DURATION Spanish in the 16th century and it is now a diverse and fascinating mix of castles, fortresses and Spanish colonial buildings intermingled with 10 Days modern high rises. The Old City (Habana Vieja), with its narrow streets and overhanging balconies LOCATIONS is a UNESCO World Heritage Site and the centre of the original city. Soak up the atmosphere as you Cuba sip on a Mojito, a refreshing blend of rum, lime, sugar, mint leaves, soda water and ice or maybe sample a Cuba Libre, made with rum, coke and lime.
    [Show full text]
  • Time Chart #2
    USI NFLUENCE C UBAN R EVOLUTION 1902, May 20. Tomás Estrada Palma is sworn 1933, September 29. Police use weapons to disperse a 1952, March 10. Fulgencio Batista takes Cuban Revolution Triumphs in as the Cuban Republic’s first president. demonstration organized by the Communist Party control of Cuba (again) in a bloodless Soviet Union Collapses to honor student leader Julio Antonio Mella. Six coup de etat. Elections are canceled. 1908 - The Partido Independiente de Color is people are killed, and many others wounded. BAY OF PIGS TERRORISM AGAINST CUBA | BALSEROS | CUBAN DEMOCRACY ACT established by Evaristo Estenoz and others. 1959, January 12. In Santiago de Cuba, 75 men E MBARGO 1930, October 1. M ONCADA are executed. The group allegedly represents 1909 - The Morúa Law bans political parties Machado's government former police guards known for cruelty and Centenary of Martí’s death based on race or class, and denies independ- suspends constitutional 1956, December 2. The violence and members of former Senator Los Marielitos ents the right to run a candidate for president. Rolando Masferrer's private army. guarantees. yacht “Granma” lands in Elián Gonzalez Las Coloradas, Oriente. 2nd U.S. Occupation Missile Crisis Machado Batista Meyer Lansky in Havana Camilo Cienfuegos Che Guevara S R S e u Radio Swan e C m W r 1959, Feb 28. v g Latin Las Vegas u o n e e Castro announces b t a l e a t r F n 2004, October 28. For the 13th consecutive year, the UN General n Public Executions that general o W o a t s f o A Assembly votes overwhelmingly against the U.S.
    [Show full text]
  • University Microfilms, Inc., Ann Arbor, Michigan
    68- 13,598 AGUILAR, Luis Enrique, 1926- CUBA 1933: THE FRUSTRATED REVOLUTION. The American University, Ph.D., 1968 History, modem University Microfilms, Inc., Ann Arbor, Michigan (c) Luis Enrique Aguilar 1968 ALL RIGHTS RESERVED CUBA 1933; THE FRUSTRATED REVOLUTION By Luis Enrique Aguilar Submitted to the Faculty of the School of International Service of The American University in Partial Fulfillment of The Requirements for the Degree of DOCTOR OF PHILOSOPHY in INTERNATIONAL RELATIONS Signature of Committee Date: Dean of the AMERICAN UNIVERSITY Date: A*? LIBRARY M A Y 1 4 1968 WASHINGTON. 0. C 37s i TABLE OF CONTENTS INTRODUCTION....................................... PART I. ANTECEDENTS CHAPTER I. THE CREATION OF THE REPUBLIC, 1895-1902.......................................................... a) The Efforts for Independence b) American Intervention and the Platt Amendment c) The First Steps of the Republic, 1902-1906 CHAPTER II. THE FAILURE OF THE REPUBLIC, 1906-1925......................... a) The Second American Intervention and Its Consequences b) Political Developments, 1909-1925 c) Economic and Social Developments, 1909-1925 PART II. WINDS OF CHANGE CHAPTER III. THE ELECTIONS OF 1924.............. CHAPTER IV. MACHADO THE PRESIDENT, 1925-1927................................................... CHAPTER V. PROROGUE OF POWERS AND RE-ELECTION, 1927-1928.......................................................... CHAPTER VI. WINDS OF CHANGE..................... PART III. THE FIGHT AGAINST MACHADO, 1929-1933 CHAPTER VII. THE SITUATION IN 1929.............. CHAPTER VIII. DEPRESSION AND GENERAL OPPOSITION, 1930-1933....................... CHAPTER IX. CONSPIRACY AND REBELLION 98 a) The Army as a Political Factor b) The Last Effort of the Old Guard PART IV. THE REVOLUTION, 1932-1933 CHAPTER X. NEW TACTICS AND NEW PROGRAMS.................... 110 CHAPTER XI. THE MEDIATION OF SUMNER WELLES, MAY-AUGUST, 1933 ..........................
    [Show full text]
  • Visual Culture and Us-Cuban Relations, 1945-2000
    University of New Mexico UNM Digital Repository History ETDs Electronic Theses and Dissertations 9-10-2010 INTIMATE ENEMIES: VISUAL CULTURE AND U.S.-CUBAN RELATIONS, 1945-2000 Blair Woodard Follow this and additional works at: https://digitalrepository.unm.edu/hist_etds Recommended Citation Woodard, Blair. "INTIMATE ENEMIES: VISUAL CULTURE AND U.S.-CUBAN RELATIONS, 1945-2000." (2010). https://digitalrepository.unm.edu/hist_etds/87 This Dissertation is brought to you for free and open access by the Electronic Theses and Dissertations at UNM Digital Repository. It has been accepted for inclusion in History ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. INTIMATE ENEMIES: VISUAL CULTURE AND U.S.-CUBAN RELATIONS, 1945-2000 BY BLAIR DEWITT WOODARD B.A., History, University of California, Santa Barbara, 1992 M.A., Latin American Studies, University of New Mexico, 2001 M.C.R.P., Planning, University of New Mexico, 2001 DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy History The University of New Mexico Albuquerque, New Mexico May, 2010 © 2010, Blair D. Woodard iii ACKNOWLEDGEMENTS The writing of my dissertation has given me the opportunity to meet and work with a multitude of people to whom I owe a debt of gratitude while completing this journey. First and foremost, I wish to thank the members of my committee Linda Hall, Ferenc Szasz, Jason Scott Smith, and Alyosha Goldstein. All of my committee members have provided me with countless insights, continuous support, and encouragement throughout the writing of this dissertation and my time at the University of New Mexico.
    [Show full text]
  • Redalyc.Political Culture in the Hispanic Caribbean and The
    Revista Mexicana del Caribe ISSN: 1405-2962 [email protected] Universidad de Quintana Roo México Martínez Fernández, Luis Political Culture in the Hispanic Caribbean and the Buidling of US Hegemony, 1868-1945 Revista Mexicana del Caribe, vol. VI, núm. 11, 2001 Universidad de Quintana Roo Chetumal, México Available in: http://www.redalyc.org/articulo.oa?id=12801101 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative POLITICALCULTUREINTHEHISPANICCARIBBEANANDTHEBUILDING.../7 POLITICAL CULTURE IN THE HISPANIC CARIBBEAN ANDTHEBUILDINGOFU.S.HEGEMONY,1868-1945 LUISMARTÍNEZ-FERNÁNDEZ DepartmentofPuertoRicanandHispanicCaribbeanStudies Rutgers,TheStateUniversityofNewJersey* Abstract Despitetheseeminglyendlesspossibilitiesforfruitfulcomparisonsaf- fordedbytheHispanicCaribbean,thereexistsahardlyjustifiabledearth ofcomparativestudiesfocusingontheregioncomposedofCuba,Puerto Rico,andtheDominicanRepublic.Thisinterpretativeessay,basedonthe extantsecondaryliteratureontheindividualislands,seekstobegintofill thisvoidbytracingthetrajectoryofCuba,PuertoRico,andtheDomini- canRepublic’spoliticalculturesfromaregionalandcomparativeper- spective.Whilethecasecouldbemadeforincludingothernon-Hispanic componentsoftheCaribbean,thisstudyrecognizestheSpanish-speak- ingAntillesasaculturalregioncomposedofsocietiessharingsimilar insulargeographiesandhistoricalbackgrounds.TheHispanicCaribbean
    [Show full text]
  • Florida Cuban Heritage Trail = Herencia Cubana En La Florida
    JOOOw OCGO 000 OGCC.Vj^wjLivJsj..' Florida ; Herencia Cuban : Clmva Heritage ; en la Trail ; ftcMm ^- ^ . j.lrfvf. "^»"^t ;^ SJL^'fiSBfrk ! iT^ * 1=*— \ r\+ mi,.. *4djjk»f v-CCTIXXXIaXCCLl . , - - - - >i .. - ~ ^ - - ^ ^v'v-^^ivv^VyVw ViiuvLLcA rL^^LV^v.VviL'ivVi florida cuban heritage trail La Herencia Cubana En La Florida Cuban Americans have played a significant role Los cubano-americanos han jugado un papel muy in the development of Florida dating back to significativo en el desarrollo de la Florida, que se the days of Spanish exploration. Their impact remonta a la epoca de la exploration espahola. El on Florida has been profound, ranging from influences in impacto de los cubanos en la Florida ha sido profundo en el architecture and the arts to politics and intellectual thought. dmbito de la arquhectura, las artes, la cultura, la politica y la Many historic sites represent the patriotism, enterprise intelectualidad. Muchos de los lugares aquialudidos son pruebas and achievements of Cuban Americans and the part they del patriotismo, la iniciativa y los logros de los cubano americanos have played in Florida's history. y el papel que han desempehado en la historia de este estado. In 1994, the Florida Legislature funded the Florida Cuban En 1994 la legislatura estatal proportions los fondos para la Heritage Trail to increase awareness of the connections publication de La Herencia Cubana en la Florida. El between Florida and Cuba in the state's history. The proposito del libro es dar a conocer la conexion historica entre Cuban Heritage Trail Advisory Committee worked closely Cuba y la Florida.
    [Show full text]
  • JGI V.14, N.1
    Journal of Global Initiatives: Policy, Pedagogy, Perspective Volume 15 Number 1 Article 1 11-16-2020 Full Issue - JGI v.14, n.1 Follow this and additional works at: https://digitalcommons.kennesaw.edu/jgi Part of the Arts and Humanities Commons This work is licensed under a Creative Commons Attribution 4.0 License. Recommended Citation (2020) "Full Issue - JGI v.14, n.1," Journal of Global Initiatives: Policy, Pedagogy, Perspective: Vol. 15 : No. 1 , Article 1. Available at: https://digitalcommons.kennesaw.edu/jgi/vol15/iss1/1 This Article is brought to you for free and open access by DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Journal of Global Initiatives: Policy, Pedagogy, Perspective by an authorized editor of DigitalCommons@Kennesaw State University. For more information, please contact [email protected]. Year of Cuba JOURNAL of GLOBAL INITIATIVES POLICY, PEDAGOGY, PERSPECTIVE 2020 VOLUME 15 NUMBER 1 Year of Cuba Journal of Global Initiatives Volume 15, Number 1, 2020 Contents: 1 Introduction to the Year of Cuba Special Issue Dan Paracka 6 Between Subject and Object: The Identity of a Carmen Salama Slave in Juan Francisco Manzano’s Autobiography 16 Testimonies of War during Cuba’s Fight for Jorge Camacho Independence (1868-1898) 27 The Architecture of the Dead: Cemetery Dana M. Moody Symbolism in Colon Cemetery, Havana, Cuba 63 The Charismatic Revolutionary Leadership Joseph J. García Trajectories of Fidel Castro and Lázaro Cárdenas: From Guerrillas to Heads of State in the Age of US Imperialism 80 The Emergence, Persistence, and Success of the Gail Markle Cuban Social Movement Las Damas de Blanco 96 An Analysis of the Effectiveness of Cuban Neta Kanny Cyberactivism 113 About the Contributors Journal of Global Initiatives Vol.
    [Show full text]
  • Gerardo Machado Y Morales Papers (CHC0336)
    University of Miami Cuban Heritage Collection Finding Aid - Gerardo Machado y Morales Papers (CHC0336) Generated by Access to Memory (AtoM) 2.4.0 Printed: May 21, 2018 Language of description: English University of Miami Cuban Heritage Collection Roberto C. Goizueta Pavilion 1300 Memorial Drive Coral Gables FL United States 33146 Telephone: (305) 284-4900 Fax: (305) 284-4901 Email: [email protected] https://library.miami.edu/chc/ https://atom.library.miami.edu/index.php/chc0336 Gerardo Machado y Morales Papers Table of contents Summary information ...................................................................................................................................... 4 Administrative history / Biographical sketch .................................................................................................. 4 Scope and content ........................................................................................................................................... 5 Arrangement .................................................................................................................................................... 5 Notes ................................................................................................................................................................ 5 Access points ................................................................................................................................................... 6 Series descriptions ..........................................................................................................................................
    [Show full text]
  • Manicaragua, ¡Llegó Tu Momento!
    4 Sábado, 26 de julio de 2014 Manicaragua, ¡llegó tu momento! Por Laura Rodríguez Fuentes En abril se combatió en La Siguanea, y a Foto: Carolina Vilches Monzón finales de mayo Federico Fernández Cavada tomó el poblado de Manicaragua. Su herma- OMAR el rumbo hacia el sur de Santa no Adolfo, en agosto, logró una victoria sobre Clara, camino a Manicaragua, es vivir al- el enemigo en Mataguá. También en diciem- Tguno de los poemas de Samuel Feijóo en bre ocurrieron combates en Seibabo. los que alude a la belleza y quietud de los valles A pesar de todas estas acciones de gue- y montañas villareños. La carretera se torna lar- rra, la insurrección languideció paulatinamen- ga y sinuosa. El aire que envuelve el ómnibus te debido a la escasez de armas y a la feroz exacerba unos deseos incontenibles de sacar represión del enemigo. Hacia finales de 1871, la cabeza por la ventanilla y sentir cómo la fra- solo quedaban en la zona algunas peque- gancia a hierba mojada te aleja de los olores ñas partidas dispersas. citadinos. El sol no quema en demasía en com- Con la invasión a Las Villas por Gómez en paración con los municipios norteños. 1875, la guerra cobra nuevos bríos en el La vereda es estrecha. Al lado de la carre- territorio y Manicaragua es asaltada nuevamen- tera juegan los niños, algunos perros des- te en el mes de marzo del propio año. Mucho cansan y uno que otro camión se atraviesa después, durante la Guerra del 95, se vive otra en el camino.
    [Show full text]
  • Establishment and Growth of Protestantism in Colombia
    Establishment and Growth of Protestantism in Colombia Leslie J. Thompson September, 2005 School of Education, University of Wales, Bangor This Dissertation is submitted in part fulfillment of the requirement for the degree of Ph.D. of the University of Wales ACKNOWLEDGEMENTS The researcher is most grateful to friends in Colombia who came to his assistance. Some lent books long out of print on the early years of the Protestant Church. Rev. Guillermo Triana, President of the Confederación Evangélica de Colombia (CEDEC), provided minutes of key meetings that helped the researcher gain an understanding of missionary/national conflicts. Rev. Jairo Gutierrez made a special trip to the Baptist Theological Seminary Library in Cali, Colombia and, with their permission, copied several entire books that would otherwise have been unavailable. The chief librarian at the National Library of Colombia in Bogotá was very helpful. An old friend, Jeanne Burford de Bucana (1995) must be thanked for her book La Iglesia Evangélica en Colombia. Without these special resources, the task of completing this work would have been very difficult. Two men deserve special mention: Dr. Bill Rees and Dr. Colin Baker, my thesis supervisors at the University of Wales, Bangor. Dr. Rees has patiently reviewed this work chapter by chapter and provided invaluable suggestions and assistance. Dr. Baker has been a source of constant encouragement. As a group, the pastors of the Asociación de Iglesias Evangélicas del Caribe receive chief credit for the completion of this work. They are the men who actually lived out the researcher’s thesis. For their participation in interviews as well as their responses to numerous phone calls and electronic communications, the following individuals deserve special mention: Gregorio Landero, Ubaldo Padilla, Juan González, Marcos Díaz, Alvaro Méndez, Enoc Palacio, Wilson Martínez, Danilo Díaz, Eleazar Moreno, Eddie Romero, and Nicolas Woodbury.
    [Show full text]