# Material Resources—Education explained — To Cuba and Back

> Chapter companion for To Cuba and Back by Richard Henry Dana Jr..

## What happens

This chapter examines Cuba's natural resources, climate, and economic reliance on sugar, while critically assessing its educational system and political prospects. The narrator contrasts Cuba's material wealth—rich soil, harbors, minerals, and agricultural productivity—with its lack of educational infrastructure and political instability. He argues that Cuba's complex social composition (slaves, free blacks, Coolies, divided whites) and inexperience in self-government make successful independence unlikely, advocating instead for gradual reform under Spanish rule or protection by another power.

## Themes in this chapter

### Economic Exploitation and Sugar Monoculture

Cuba's economy is dominated by sugar production, with little diversification, making it vulnerable and dependent on a single staple.

### Uncertain Political Future of Cuba

The narrator extensively analyzes Cuba's prospects for self-government, concluding that its internal divisions and lack of experience make independence unlikely.

### Colonial Oppression and Despotism

Cuba's condition as a royal province is compared unfavorably to republican states, yet it is seen as relatively stable under Spanish rule.

### Slavery and Racial Hierarchy

The presence of half a million slaves and a quarter million free blacks, along with Coolies, is cited as a source of internal difficulty and weakness.

## Character check-ins

### Unknown Narrator

The narrator provides a detailed analysis of Cuba's resources, education, and political future, drawing on personal observation and reflection.

### Cubans

Discussed as a people with divided races, lack of political experience, and uncertain capacity for self-government.

### Coolies

Mentioned as part of Cuba's complex social and labor composition, contributing to internal difficulties.

### The Jesuits

Referenced in relation to the Jesuit College in Havana, which provides collegiate education.

### Spaniards

Implied as the colonial power under which Cuba's institutions might improve.

### No Cuban

Mentioned as an example of a constitutional monarchy achieving order and progress, contrasted with Cuba.

## Key lines

> You cannot reason from Massachusetts to Cuba.

The political and social conditions of Massachusetts and Cuba are so different that comparisons are invalid.

_Highlights the contrast between Cuba's lack of self-government experience and Massachusetts' long history of democratic practice._

> All Cuba has but one neck—the worst wish of the tyrant.

Cuba's economy is entirely dependent on sugar, a vulnerability that a despot would exploit.

_Emphasizes the monoculture economy as a critical weakness._

> The natural process for Cuba is an amelioration of her institutions under Spanish auspices.

Cuba's best path forward is gradual reform while remaining under Spanish control.

_Reflects the narrator's cautious, conservative view on political change._

## Links

- HTML: https://www.betterreads.online/discover/to_cuba_and_back_se/chapters/material-resources-education
- Book: https://www.betterreads.online/discover/to_cuba_and_back_se
- All chapters: https://www.betterreads.online/discover/to_cuba_and_back_se/chapters