Jennet Rodriguez Betancourt

capitalista” (Díaz 41). Within the text, Díaz emphasizes that it is important to rescue “…
la noción de un sujeto- hablante que, sin conciencia plena de su proceder, se dispone a
proyectar (a crear) la visión tanto real como utópica de un nuevo proyecto social” (41).
Alonso was constantly looking to the future towards change and progress and he believed
that it could be accomplished through educating the jibaro. With Spain’s help this pursuit
of progress for the island could be reached. Scenes I, III, IX, XIX, address one of
Alonso’s major concerns and themes, education.
In Reflecciones Sobre Instrucción Pública A Los Padres De Familias, Scene III
Alonso stresses and warns that the best contribution that parents can give their children is
a good education; an education that unfortunately Puerto Rico does not offer.
Throughout the vignette, he reveals the appalling educational conditions and contrasts it
with the superior education offered in the metropolis and even in Cuba. In addition, he
reveals that many “señoritos” sent abroad to acquire a better education just waste their
time and their parent’s hard earned money (an example in Scene I previously discussed).
Alonso inserts recommendations that could contribute to elevate the quality of
instruction, “En cuanto al colegio centro de estas escuelas en mi concepto debería ser un
establecimiento en el cual se enseñara filosofía tal como previene el plan de estudios que
rige en España, adoptando en el los mismos métodos y obras, para que nada nuevo
encontrara un estudiante al llegar a la Península…” (31).
While Alonso concludes the vignette motivating parents to claim a fair and
superior education for their children, it is evident that the author writes with much
caution and reverence towards the Spanish Crown.
“Sin instrucción no puede haber adelanto en las artes y la industria que tanto necesita el
país; los extranjeros nos comprarán siempre nuestros productos para elaborarlos, y hacer
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