History Essay URGENT

profilealisong
indigenousexperiencept2sedentariesandthecores-Copy.pptx

ppt/presentation.xml

ppt/slideMasters/slideMaster1.xml

Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level 4/10/2020 ‹#›

ppt/slides/slide1.xml

The Colonial Latin American Indigenous Experience Pt. 2 Language and Religion Amongst the Sedentaries : Colonial Mexico and Peru

ppt/slides/slide2.xml

We last left the sedentaries in the 1520s and 30s, after the conquests in Peru and Mexico By the 1540s or so almost all of the sedentary areas are militarily defeated or incorporated into the viceroyalties of New Spain and Peru By then, also, Spanish friars have established themselves in Mexico and Peru and “converted” the Natives. Franciscans in Mexico by the end of the 1520s; Dominican friars were there from the beginning and accompanied Pizarro.

ppt/slides/slide3.xml

Diego Rivera’s mural presents the typical view of colonial sedentaries: Enslaved, poor, and bossed around by Spaniards, losing the greatness of their cultures as they disappear. This isn’t entirely false, and everything it shows actually happened, but it obscures some real independence, control, and autonomy Mexican and Andean Natives had. Spaniards couldn’t even conquer the Aztec and Inca without allies. Do you really think they could rule it all by themselves? They needed Native help every step of the way. Look at the painting: who has agency, Spaniards or Indians?

ppt/slides/slide4.xml

The old view was that Spaniards destroyed indigenous cultures quickly and completely

ppt/slides/slide5.xml

The next big idea was syncretism , the idea that Mexican and Andean cultures blended with Hispanic culture: mestizaje e.g : The Inca goddess Pachamama being blended with the Catholic Virgin Mary

ppt/slides/slide6.xml

In truth, there was a bit of both

ppt/slides/slide7.xml

Ethnohistorians today talk about acculturation : indigenous adapting to Spanish culture but retaining their identity (you could wear Spanish clothes and still be Indian!)

ppt/slides/slide8.xml

Why do we assume that indigenous people have to wear feathers or live in tipis to be “ real”Indians ?

ppt/slides/slide9.xml

Do Japanese have to wear samurai armor or geisha costumes to be Japanese?

ppt/slides/slide10.xml

Acculturation went both ways (though less in the other direction) You probably like more indigenous things than you might think!

ppt/slides/slide11.xml

Language is a great example of sedentary indigenous acculturation

ppt/slides/slide12.xml

Contrary to popular belief, indigenous languages in the sedentary areas did not die out in the early colonial period There were too few Spaniards in Mexico and the Andes, and it would have been too difficult to teach everyone Spanish. Using translators and working in Nahuatl, Quechua, etc. was easier. There were several professional Nahuatl translators or nahuatlatos in colonial Mexico who translated Nahuatl to Spanish (one is pictured in the illustration translating Nahuatl for the viceroy)

ppt/slides/slide13.xml

Charles III in 1760 technically banned indigenous languages in 1760 Nevertheless, people continued to speak and write them. Case in point: left, a proclamation from a viceroy in Nahuatl from 1803(!)

ppt/slides/slide14.xml

Spanish only became the majority language in the sedentary areas in the 20 th century!

ppt/slides/slide15.xml

Indigenous in Both Mexico and the Andes (Peru) adopted European writing Friars taught the first Native scribes ( escribanos ) to write by the 1530s. Indigenous people learned to write in their own languages in the Roman alphabet, in addition to Latin and Spanish, decades after the conquest.

ppt/slides/slide16.xml

Friars set up universities shortly after the conquest for indigenous noblemen where they learned reading, writing, math, and classical literature Why? Both to make colonialism look good (“look, we’re teaching the Indians to read, isn’t it great we conquered them?!”) And also to create a Christian utopia, free of the sins of Europe. The Americas was a second chance for humanity, where educated Native princes could spread the Gospel amongst the innocent, child-like Native masses.

ppt/slides/slide17.xml

The College of Santiago de Tlatelolco (next to the church of the same name) in Mexico City was the first Western-style university in the Americas and produced a generation of literate Aztec princes Left: the church of Santiago Tlatelolco where Native students heard Mass, and right: the courtyard of the college next door where they learned to write in the Latin alphabet from friars

ppt/slides/slide18.xml

Here is a plaque on the modern site of the school commemorating the friars and their native students That’s fr. Bernardino de Sahagún talking to one of his Native pupils in the classroom

ppt/slides/slide19.xml

At that university, Fr. Sahagún and his Native students made the Florentine Codex, an encyclopedia of Aztec culture

ppt/slides/slide20.xml

After learning writing from the friars, indigenous escribanos started writing for local, secular purposes in their communities (all legal documents had to be written by hand by trained scribes in those days!)

ppt/slides/slide21.xml

There was a big difference between indigenous scribes in Mexico and Peru/Andes In Mexico (or New Spain) indigenous wrote in their own languages. Andean and Peruvian scribes wrote mostly in Spanish. Why?

ppt/slides/slide22.xml

Mesoamerica (Mexico and Central America) had a tradition, before the conquest, of “writing” glyphs on paper with ink and paint

ppt/slides/slide23.xml

Whether or not it was “writing” in the western sense, native codices before the conquest used the same concept, recording info through symbols on paper

ppt/slides/slide24.xml

Mesoamerican society before the conquest also had trained scribes who made codices, who were similar enough to colonial escribanos

ppt/slides/slide25.xml

In fact, some of the earliest Nahuatl texts combined the old pictorial glyphs and the alphabetic writing the Spanish friars taught them This colonial Nahuatl land deed features both Nahuatl written in European alphabetic writing (right) and old Aztec glyphs of hands and feet (representing measurements; left)

ppt/slides/slide26.xml

Plus, the Franciscan friars (who got dibs on Mexico first) wanted Mexican Indians to write in their own Native languages Their dream was to create a society where educated indigenous people wrote and taught Christian principles to their fellow Natives in indigenous languages, not Spanish Pictured: colonial mural showing Cortés and the conquistadors kneeling before Pedro de Gante and the first Franciscans to set an example for Mexican Indians (far left)

ppt/slides/slide27.xml

If you recall, the Inca and other Andeans didn’t use paper or ink in older times, but rather quipu The knotted cords of the quipu recorded information in Inca times. This meant that writing words in ink on paper was a foreign concept for the Natives of Peru and the Andes. This made it harder for them to get used to writing in their languages with the Latin alphabet

ppt/slides/slide28.xml

Plus, the Dominican friars sent to Peru were not keen on teaching Natives to write in their languages The more formal Dominicans didn’t believe you could accurately translate Christian ideas into other languages. Also, they were bitter until the end about losing Mexico to the Franciscans so they generally did the opposite of what Franciscans did.

ppt/slides/slide29.xml

The end result is literally thousands of surviving colonial texts in Nahuatl and other Mesoamerican languages

ppt/slides/slide30.xml

There are plenty of texts from Natives in Peru and the Andes, but mostly in Spanish

ppt/slides/slide31.xml

The sedentaries borrowed Spanish words for new things, sometimes with a slight change in meaning Their languages never stopped being “authentic” or “indigenous,” however! {5C22544A-7EE6-4342-B048-85BDC9FD1C3A} Spanish word Nahuatl borrowing tomín (a unit of currency) tomin (coins in general) caballo (horse) cahualloh (at first it was caxtillan mazatl , “Spanish deer”) la china (China, the Philippines, or east Asia in general in colonial Spanish) alachina (The Philippines, from ir a la china, “go to the Philippines”) abrazar (to hug) abrazaroa

ppt/slides/slide32.xml

Sometimes they combined an indigenous word with the term “Spanish” (e.g. caxtillan in Nahuatl) for Spanish versions of things they already had {5C22544A-7EE6-4342-B048-85BDC9FD1C3A} Spanish thing Nahuatl term wheat bread ( pan ) caxtillan tlaxcalli (literally “Spanish maize tortillas”) grape wine (vino) caxtillan octli (literally, “Spanish pulque [Native alcoholic drink]”) chicken ( gallina ) caxtillan tototl (literally, “Spanish turkey”) Spaniard ( castillano ) caxtillan tlacatl (literally, “Spanish person,” other terms were also used)

ppt/slides/slide33.xml

One Spanish word they never used: indio “Indian” Natives rejected the European idea that they were all one “race,” and continued to identify according to their altepetl/ayllu/local community. indio had negative connotations that continue today (it’s a racial slur in many Latin American countries where the polite word is indígena ) When they had to talk about indigenous people in general, they usually used indigenous words that meant “local people” or “people” ( nican titlaca or macehualli in Nahuatl). These were never widely used. Natives were never one united people in the colonial period, and the terms they used for themselves reflected this.

ppt/slides/slide34.xml

Thus, sedentary* Natives accepted terms from Spanish that they found useful and rejected those they didn’t. Spaniards couldn’t completely force ideas and words (much less the entire Spanish language) on them. This was true of many other things… like religion * This applies to the Maya as well; though they were semi-sedentary at contact, they were already familiar with writing and thus also learned alphabetic writing as well as some Spanish words

ppt/slides/slide35.xml

The idea of a “spiritual conquest” is not currently accepted by most historians The popular idea, popularized by historian Robert Ricard in 1966, that Spaniards converted all indigenous people by brute force, who then practiced their ancient religions in secret

ppt/slides/slide36.xml

In other words, converting sedentary Indians was not just about smashing idols and punishing backsliders. “Conquest” (rapid, bloody subjugation) is not the best metaphor

ppt/slides/slide37.xml

Christianization wasn’t completely peaceful anywhere, contrary to what the Tlaxcalans wanted us to believe

ppt/slides/slide38.xml

The message of this meme isn’t completely false

ppt/slides/slide39.xml

Spaniards quickly destroyed temples, statues, sacred Inca mummies, and human sacrifice, but there was more to Aztec and Inca religion Spanish got rid of the big flashy symbols of Native religion right away. But any religion is more than just its temples and monuments. Religion is a way of life and a few thousand Spaniards couldn’t hope to change the way of life of 40 million people in the Andes and Mexico

ppt/slides/slide40.xml

As with the conquest itself, Spaniards were too few, too weak to achieve religious conversion on their own… ironically, they needed to work with indigenous culture in order to work against it, borrowing ideas and concepts from it

ppt/slides/slide41.xml

The first Franciscan friars to arrive in Mexico in the 1520s first studied indigenous languages and culture to adapt Christian ideas to the ways of the Indians Friars learned that Indians had books with pictures and glyphs and thus they made illustrated catechisms (Christian guidebooks) in indigenous style. Here is a friar teaching Indians about Christianity via illustrations on paper… in the manner they taught in the days of the Aztec Empire

ppt/slides/slide42.xml

Friars asked the sedentaries about their religions so they could make Christianity similar to their older forms of worship Friars couldn’t expect 25 million people to submit to a foreign religion without trying to make it appealing. This is how we got the Florentine Codex, at left is a page from it showing the old Aztec gods. The friars wanted to learn as much as possible about the old religion both to fight it and tailor Christianity to indigenous sensibilities. So they created books about it with the help of Natives.

ppt/slides/slide43.xml

The results are uncanny: Mexican and Andean Christianity even today is fused with indigenous elements The beloved Virgin of Guadalupe in Mexico shows clear similarities to Aztec mother earth goddesses. This no doubt broadened the Virgin Mary’s appeal to the Indigenous What is the true origin, image, and name of the Mexican Virgin?

ppt/slides/slide44.xml

Christian festivals and feasts were fused with indigenous celebrations… Day of the Dead anyone? Day of the dead coincides with (Christian) All Hallows’ Eve and All Saints’ Day and an Aztec holiday dedicated to the Goddess of Death. Coincidence?

ppt/slides/slide45.xml

Churches for the indigenous had wider, open-air spaces, like the pyramids and temple complexes before the conquest Natives were not familiar with congregating in tight indoor spaces for religious ceremonies which usually took place outdoors in front of temples before the conquest. Open-air churches helped to make Mass more appealing to the Natives.

ppt/slides/slide46.xml

Friars learned indigenous languages and created new terms in these languages for Christian concepts A Christian catechism (guide to Christian teachings) written in Nahuatl by Pedro de Gante , one of the first Franciscan friars or missionaries

ppt/slides/slide47.xml

New words were coined for religious concepts foreign to indigenous cultures (like marriage and virginity in the Christian sense) There was rarely an exact, 1-1 equivalence, however, so many indigenous believed what they wanted. Friars could could never completely police their thoughts {5C22544A-7EE6-4342-B048-85BDC9FD1C3A} Christian concept Invented Nahuatl term marriage (between one man and one woman before a priest; indigenous marriages could be polygamous before the conquest) nenamictiliztli (“a matching of people”) baptism nequatequiliztli (“the pouring of water on one’s head”) virgin ichpochtli (“maiden, young girl,” Aztecs/Nahuas had no special word for someone who never had sex!) [the Christian] God ipalnemohuani ( “through him there is life”)

ppt/slides/slide48.xml

Altepetls/ayllus became the basis for parishes The boundaries of church parishes followed the borders of traditional indigenous communities. The capitals of the old altepetls and ayllus were home to the main church of each parish, just like how they were home to the main pyramids and temples before the conquest. At left: the principal church and convent of Huejotzingo, likely built on top of the main pyramid! Huejotzingo was its own parish.

ppt/slides/slide49.xml

Colonial “Indo-Christian” art blended indigenous iconography and techniques with Christian symbolism (the “Christian” cross on the right looks very Mesoamerican!)

ppt/slides/slide50.xml

An indigenous “painting” of friars kneeling before Christ – made of feathers using traditional Aztec feather art techniques

ppt/slides/slide51.xml

There was destruction and abuse. Many people resisted But there was usually much less resistance among the sedentaries . Why? Sedentary life and culture was more compatible with Christianity than that of non and semi- sedentaries . Sedentaries had priests, temples, and religious festivals that followed a calendar, just like Christianity. The switch to Christianity was not such a shock. Holidays like Day of the Dead let them continue some old traditions while complying with the Church

ppt/slides/slide52.xml

Most in Peru and Mexico accepted Christianity at first but didn’t reject the old ways The Franciscans boasted of baptizing and converting thousands of Indians at a time. Most of them did accept Christianity, but also wanted to keep worshipping the old gods on the side Most of those who “resisted” Christianity wanted to follow both religions, and mix Christianity with their Native religion. Sedentaries rarely wanted to completely reject any aspect of Hispanic culture

ppt/slides/slide53.xml

How much of Christianity most Indians understood was another question With so few priests, and even fewer who were fluent in Native languages, it was difficult to properly teach Christianity. Most sedentaries did understand the basics, but probably only a few educated elites fully understood Christian theology

ppt/slides/slide54.xml

The “conversions” of thousands in Mexico after the conquest was controversial in its own day, not everyone was convinced the Indians were Christian Dominicans friars like Bartolomé de las Casas (pictured) argued that Franciscan preaching in Native languages was ineffective (to be fair, Dominicans had a grudge against Franciscans) The Church would soon realize that most Indians really didn’t totally understand Christianity. Thus, Indians were exempt from the Spanish Inquisition by the end of the 1500s (not Africans though). By the 1560s, Catholic priests largely stopped persecuting Indians in Mexico and Peru who still followed Ancient Aztec and Inca religions Native men could not become ordained as priests! Not trusted by the church.

ppt/slides/slide55.xml

Dominican skepticism of Franciscans meant that Peruvian friars didn’t produce many Quechua books on Christianity or ancient traditions, but the end result was similar to Mexico This is why we (sadly) don’t have an Andean or Inca version of the Florentine Codex. Dominicans were wary of recording the old Inca ways on paper for Indians to remember. Nevertheless, they sought to use Inca and Andean traditions to reinforce Christianity, having people dress up in Inca costumes in Corpus Christi festivals for example.

ppt/slides/slide56.xml

By the 1600s, the friars had given up on their dreams of remaking Mexico and Peru into a perfect Christian paradise The futility of turning people of a different culture into model Hispanic Christians overnight became apparent. Indians in Mexico and the Andes/Peru were not innocent, child-like, angelic beings who would blindly follow, as the friars had first thought. Indians in Mexico and the Andes also grew tired of the demands and paternalism of the friars. Despite having taught many Indian noblemen Latin, Spanish, and writing, the universities for Indians lost funding and were mostly abandoned by the friars who once taught in them by the end of the sixteenth century. The Colegio de Santa Cruz de Tlatelolco ( right ) was in ruins by the 1600s and today is a government office building.

ppt/slides/slide57.xml

It wasn’t that Indians were too stubborn, ignorant,or “dumb” to understand Christianity Most Europeans at the time rarely went to Mass and also practiced unorthodox traditional folk religion. Has anybody ever followed any religion 100%? Many pagan elements of European culture survived (Jack O’ Lanterns and Christmas trees anyone?). Europeans had gone through the same thing as the sedentaries when the Roman Empire was (incompletely) Christianized.

ppt/slides/slide58.xml

So the “spiritual conquest” of Mexico and Peru was never really complete Indians in Mexico still did mitotes (sacred dances). In the Andes and Peru they still visited huacas (natural shrines). In fact they still do this today. With or without a Christian pretext. Not always “syncretism” because sometimes Indians didn’t even an attempt to evenly blend the two religions. Friars and priests were often powerless to stop “pagan” rituals.

ppt/slides/slide59.xml

In the end, friars did succeed in bringing the basics of Christianity to the sedentary areas, but only by mixing it with Native traditions This unique form of Indo-Christianity exists to this day in modern Mexico, Central America, Peru and the Andean countries, and beyond! Left: the Virgin of the Amazon, from modern Peru that blends the Virgin Mary with the Inca goddess of Pachamama. Controversial today just like the indigenous adaptations of Christianity in colonial times.

ppt/slides/slide60.xml

Next week we’ll have the last lecture on sedentary indigenous government, society, and household life in the colonial period, and sedentaries ’ role in the colonial economy and politics (and independence) As well as a general conclusion.

ppt/presProps.xml

ppt/viewProps.xml

ppt/theme/theme1.xml

ppt/tableStyles.xml

ppt/slideLayouts/slideLayout1.xml

Click to edit Master title style Click to edit Master subtitle style 4/10/2020 ‹#›

ppt/slideLayouts/slideLayout2.xml

Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level 4/10/2020 ‹#›

ppt/slideLayouts/slideLayout3.xml

Click to edit Master title style Click to edit Master text styles 4/10/2020 ‹#›

ppt/slideLayouts/slideLayout4.xml

Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level Click to edit Master text styles Second level Third level Fourth level Fifth level 4/10/2020 ‹#›

ppt/slideLayouts/slideLayout5.xml

Click to edit Master title style Click to edit Master text styles Click to edit Master text styles Second level Third level Fourth level Fifth level Click to edit Master text styles Click to edit Master text styles Second level Third level Fourth level Fifth level 4/10/2020 ‹#›

ppt/slideLayouts/slideLayout6.xml

Click to edit Master title style 4/10/2020 ‹#›

ppt/slideLayouts/slideLayout7.xml

4/10/2020 ‹#›

ppt/slideLayouts/slideLayout8.xml

Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level Click to edit Master text styles 4/10/2020 ‹#›

ppt/slideLayouts/slideLayout9.xml

Click to edit Master title style Click icon to add picture Click to edit Master text styles 4/10/2020 ‹#›

ppt/slideLayouts/slideLayout10.xml

Click to edit Master title style Click to edit Master text styles 4/10/2020 ‹#›

ppt/slideLayouts/slideLayout11.xml

Click to edit Master title style Click to edit Master text styles Click to edit Master text styles 4/10/2020 ‹#› “ ”

ppt/slideLayouts/slideLayout12.xml

Click to edit Master title style Click to edit Master text styles 4/10/2020 ‹#›

ppt/slideLayouts/slideLayout13.xml

Click to edit Master title style Click to edit Master text styles Click to edit Master text styles 4/10/2020 ‹#› “ ”

ppt/slideLayouts/slideLayout14.xml

Click to edit Master title style Click to edit Master text styles Click to edit Master text styles 4/10/2020 ‹#›

ppt/slideLayouts/slideLayout15.xml

Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level 4/10/2020 ‹#›

ppt/slideLayouts/slideLayout16.xml

Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level 4/10/2020 ‹#›

ppt/media/image1.png

ppt/media/image2.png

ppt/media/image3.png

ppt/media/image4.png

ppt/media/image5.png

ppt/media/image6.png

ppt/media/image7.png

ppt/media/image8.png

ppt/media/image9.png

ppt/media/image10.jpg

ppt/media/image11.png

ppt/media/image12.png

ppt/media/image13.jpg

ppt/media/image14.png

ppt/media/image15.png

ppt/media/image16.png

ppt/media/image17.png

ppt/media/image18.png

ppt/media/image19.png

ppt/media/image20.png

ppt/media/image21.png

ppt/media/image22.jpg

ppt/media/image23.png

ppt/media/image24.png

ppt/media/image25.png

ppt/media/image26.png

ppt/media/image27.png

ppt/media/image28.png

ppt/media/image29.png

ppt/media/image30.png

ppt/media/image31.png

ppt/media/image32.jpg

ppt/media/image33.png

ppt/media/image34.png

ppt/media/image35.png

ppt/media/image36.png

ppt/media/image37.png

ppt/media/image38.png

ppt/media/image39.png

ppt/media/image40.jpg

ppt/media/image41.png

ppt/media/image42.png

ppt/media/image43.png

ppt/media/image44.jpg

ppt/media/image45.png

ppt/media/image46.png

ppt/media/image47.png

ppt/media/image48.jpg

ppt/media/image49.jpg

ppt/media/image50.jpg

ppt/media/image51.jpg

ppt/media/image52.jpg

ppt/media/image53.jpg

ppt/media/image54.jpg

ppt/media/image55.jpg

ppt/media/image56.jpg

ppt/media/image57.gif

ppt/media/image58.JPG

ppt/media/image59.jpg

ppt/media/image60.jpg

ppt/media/image61.png

ppt/media/image62.png

ppt/media/image63.jpg

ppt/media/image64.png

ppt/media/image65.png

ppt/media/image66.jpg

ppt/media/image67.jpg

ppt/media/image68.png

ppt/media/image69.jpg

ppt/media/image70.jpg

ppt/media/image71.jpg

ppt/media/image72.png

ppt/media/image73.jpg

ppt/media/image74.png

ppt/media/image75.jpg

ppt/changesInfos/changesInfo1.xml

ppt/revisionInfo.xml

docProps/core.xml

The Colonial Latin American Indigenous Experience Pt. 2 Celso A. Mendoza Celso A. Mendoza 1 2020-04-10T05:57:36Z 2020-04-10T07:31:15Z

docProps/app.xml

93 3368 Microsoft Office PowerPoint Widescreen 158 60 0 0 0 false Fonts Used 4 Theme 1 Slide Titles 60 Arial Trebuchet MS Wingdings Wingdings 3 Facet The Colonial Latin American Indigenous Experience Pt. 2 We last left the sedentaries in the 1520s and 30s, after the conquests in Peru and Mexico Diego Rivera’s mural presents the typical view of colonial sedentaries: The old view was that Spaniards destroyed indigenous cultures quickly and completely The next big idea was syncretism, the idea that Mexican and Andean cultures blended with Hispanic culture: mestizaje In truth, there was a bit of both Ethnohistorians today talk about acculturation: indigenous adapting to Spanish culture but retaining their identity (you could wear Spanish clothes and still be Indian!) Why do we assume that indigenous people have to wear feathers or live in tipis to be “real”Indians? Do Japanese have to wear samurai armor or geisha costumes to be Japanese? Acculturation went both ways (though less in the other direction) You probably like more indigenous things than you might think! Language is a great example of sedentary indigenous acculturation Contrary to popular belief, indigenous languages in the sedentary areas did not die out in the early colonial period Charles III in 1760 technically banned indigenous languages in 1760 Spanish only became the majority language in the sedentary areas in the 20th century! Indigenous in Both Mexico and the Andes (Peru) adopted European writing Friars set up universities shortly after the conquest for indigenous noblemen where they learned reading, writing, math, and classical literature The College of Santiago de Tlatelolco (next to the church of the same name) in Mexico City was the first Western-style university in the Americas and produced a generation of literate Aztec princes Left: the church of Santiago Tlatelolco where Native students heard Mass, and right: the courtyard of the college next door where they learned to write in the Latin alphabet from friars PowerPoint Presentation At that university, Fr. Sahagún and his Native students made the Florentine Codex, an encyclopedia of Aztec culture After learning writing from the friars, indigenous escribanos started writing for local, secular purposes in their communities (all legal documents had to be written by hand by trained scribes in those days!) There was a big difference between indigenous scribes in Mexico and Peru/Andes Mesoamerica (Mexico and Central America) had a tradition, before the conquest, of “writing” glyphs on paper with ink and paint Whether or not it was “writing” in the western sense, native codices before the conquest used the same concept, recording info through symbols on paper Mesoamerican society before the conquest also had trained scribes who made codices, who were similar enough to colonial escribanos In fact, some of the earliest Nahuatl texts combined the old pictorial glyphs and the alphabetic writing the Spanish friars taught them Plus, the Franciscan friars (who got dibs on Mexico first) wanted Mexican Indians to write in their own Native languages If you recall, the Inca and other Andeans didn’t use paper or ink in older times, but rather quipu Plus, the Dominican friars sent to Peru were not keen on teaching Natives to write in their languages The end result is literally thousands of surviving colonial texts in Nahuatl and other Mesoamerican languages There are plenty of texts from Natives in Peru and the Andes, but mostly in Spanish The sedentaries borrowed Spanish words for new things, sometimes with a slight change in meaning Their languages never stopped being “authentic” or “indigenous,” however! Sometimes they combined an indigenous word with the term “Spanish” (e.g. caxtillan in Nahuatl) for Spanish versions of things they already had One Spanish word they never used: indio “Indian” Thus, sedentary* Natives accepted terms from Spanish that they found useful and rejected those they didn’t. Spaniards couldn’t completely force ideas and words (much less the entire Spanish language) on them. This was true of many other things… like religion The idea of a “spiritual conquest” is not currently accepted by most historians In other words, converting sedentary Indians was not just about smashing idols and punishing backsliders. “Conquest” (rapid, bloody subjugation) is not the best metaphor Christianization wasn’t completely peaceful anywhere, contrary to what the Tlaxcalans wanted us to believe The message of this meme isn’t completely false Spaniards quickly destroyed temples, statues, sacred Inca mummies, and human sacrifice, but there was more to Aztec and Inca religion As with the conquest itself, Spaniards were too few, too weak to achieve religious conversion on their own… ironically, they needed to work with indigenous culture in order to work against it, borrowing ideas and concepts from it The first Franciscan friars to arrive in Mexico in the 1520s first studied indigenous languages and culture to adapt Christian ideas to the ways of the Indians Friars asked the sedentaries about their religions so they could make Christianity similar to their older forms of worship The results are uncanny: Mexican and Andean Christianity even today is fused with indigenous elements Christian festivals and feasts were fused with indigenous celebrations… Day of the Dead anyone? Churches for the indigenous had wider, open-air spaces, like the pyramids and temple complexes before the conquest Friars learned indigenous languages and created new terms in these languages for Christian concepts New words were coined for religious concepts foreign to indigenous cultures (like marriage and virginity in the Christian sense) There was rarely an exact, 1-1 equivalence, however, so many indigenous believed what they wanted. Friars could could never completely police their thoughts Altepetls/ayllus became the basis for parishes Colonial “Indo-Christian” art blended indigenous iconography and techniques with Christian symbolism (the “Christian” cross on the right looks very Mesoamerican!) An indigenous “painting” of friars kneeling before Christ – made of feathers using traditional Aztec feather art techniques There was destruction and abuse. Many people resisted Most in Peru and Mexico accepted Christianity at first but didn’t reject the old ways How much of Christianity most Indians understood was another question The “conversions” of thousands in Mexico after the conquest was controversial in its own day, not everyone was convinced the Indians were Christian Dominican skepticism of Franciscans meant that Peruvian friars didn’t produce many Quechua books on Christianity or ancient traditions, but the end result was similar to Mexico By the 1600s, the friars had given up on their dreams of remaking Mexico and Peru into a perfect Christian paradise It wasn’t that Indians were too stubborn, ignorant,or “dumb” to understand Christianity So the “spiritual conquest” of Mexico and Peru was never really complete In the end, friars did succeed in bringing the basics of Christianity to the sedentary areas, but only by mixing it with Native traditions Next week we’ll have the last lecture false false false 16.0000

_rels/.rels

ppt/_rels/presentation.xml.rels

ppt/slideMasters/_rels/slideMaster1.xml.rels

ppt/slides/_rels/slide1.xml.rels

ppt/slides/_rels/slide2.xml.rels

ppt/slides/_rels/slide3.xml.rels

ppt/slides/_rels/slide4.xml.rels

ppt/slides/_rels/slide5.xml.rels

ppt/slides/_rels/slide6.xml.rels

ppt/slides/_rels/slide7.xml.rels

ppt/slides/_rels/slide8.xml.rels

ppt/slides/_rels/slide9.xml.rels

ppt/slides/_rels/slide10.xml.rels

ppt/slides/_rels/slide11.xml.rels

ppt/slides/_rels/slide12.xml.rels

ppt/slides/_rels/slide13.xml.rels

ppt/slides/_rels/slide14.xml.rels

ppt/slides/_rels/slide15.xml.rels

ppt/slides/_rels/slide16.xml.rels

ppt/slides/_rels/slide17.xml.rels

ppt/slides/_rels/slide18.xml.rels

ppt/slides/_rels/slide19.xml.rels

ppt/slides/_rels/slide20.xml.rels

ppt/slides/_rels/slide21.xml.rels

ppt/slides/_rels/slide22.xml.rels

ppt/slides/_rels/slide23.xml.rels

ppt/slides/_rels/slide24.xml.rels

ppt/slides/_rels/slide25.xml.rels

ppt/slides/_rels/slide26.xml.rels

ppt/slides/_rels/slide27.xml.rels

ppt/slides/_rels/slide28.xml.rels

ppt/slides/_rels/slide29.xml.rels

ppt/slides/_rels/slide30.xml.rels

ppt/slides/_rels/slide31.xml.rels

ppt/slides/_rels/slide32.xml.rels

ppt/slides/_rels/slide33.xml.rels

ppt/slides/_rels/slide34.xml.rels

ppt/slides/_rels/slide35.xml.rels

ppt/slides/_rels/slide36.xml.rels

ppt/slides/_rels/slide37.xml.rels

ppt/slides/_rels/slide38.xml.rels

ppt/slides/_rels/slide39.xml.rels

ppt/slides/_rels/slide40.xml.rels

ppt/slides/_rels/slide41.xml.rels

ppt/slides/_rels/slide42.xml.rels

ppt/slides/_rels/slide43.xml.rels

ppt/slides/_rels/slide44.xml.rels

ppt/slides/_rels/slide45.xml.rels

ppt/slides/_rels/slide46.xml.rels

ppt/slides/_rels/slide47.xml.rels

ppt/slides/_rels/slide48.xml.rels

ppt/slides/_rels/slide49.xml.rels

ppt/slides/_rels/slide50.xml.rels

ppt/slides/_rels/slide51.xml.rels

ppt/slides/_rels/slide52.xml.rels

ppt/slides/_rels/slide53.xml.rels

ppt/slides/_rels/slide54.xml.rels

ppt/slides/_rels/slide55.xml.rels

ppt/slides/_rels/slide56.xml.rels

ppt/slides/_rels/slide57.xml.rels

ppt/slides/_rels/slide58.xml.rels

ppt/slides/_rels/slide59.xml.rels

ppt/slides/_rels/slide60.xml.rels

ppt/slideLayouts/_rels/slideLayout1.xml.rels

ppt/slideLayouts/_rels/slideLayout2.xml.rels

ppt/slideLayouts/_rels/slideLayout3.xml.rels

ppt/slideLayouts/_rels/slideLayout4.xml.rels

ppt/slideLayouts/_rels/slideLayout5.xml.rels

ppt/slideLayouts/_rels/slideLayout6.xml.rels

ppt/slideLayouts/_rels/slideLayout7.xml.rels

ppt/slideLayouts/_rels/slideLayout8.xml.rels

ppt/slideLayouts/_rels/slideLayout9.xml.rels

ppt/slideLayouts/_rels/slideLayout10.xml.rels

ppt/slideLayouts/_rels/slideLayout11.xml.rels

ppt/slideLayouts/_rels/slideLayout12.xml.rels

ppt/slideLayouts/_rels/slideLayout13.xml.rels

ppt/slideLayouts/_rels/slideLayout14.xml.rels

ppt/slideLayouts/_rels/slideLayout15.xml.rels

ppt/slideLayouts/_rels/slideLayout16.xml.rels

[Content_Types].xml